livonia public schools fall 2016 sixth grade

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Livonia Public Schools

Fall 2016

SIXTH GRADE

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Table of Contents

Introduction 2

What’s New in Grammar Instruction 3

Express-Lane Editing Minilesson 4

Common Core Language Standard 1 8

Common Core Language Standard 2 15

MAISA Grammar Lessons 22

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Introduction

Teachers should introduce, model and practice specific grammar, usage and mechanics skills as they

naturally occur in the units of study for teaching writing. The grammar lessons included in this resource

were developed to complement the MAISA writing units of study. They are available at the following

link:

bit.ly/MAISA grammar

This link provides a grammar calendar for each grade level. The calendar makes recommendations as to

where to embed grammar lessons within the MAISA units of study. Each grammar skill is meant to be

introduced during the revision phase of a unit of study. These introductory lessons provide a model for

how to teach a specific skill. They are underlined in the calendar to provide a hyperlink to the lesson.

After a skill is introduced, there are recommendations for where to provide reteaching and/or additional

practice for a specific skill in future units of study. Teachers should consider ways to revisit the skill by

modifying the original lesson.

The following resource materials are also available at your school:

• Mastering the Mechanics: Grades K-1 by Linda Hoyt and Teresa Therriault

• Mastering the Mechanics: Grades 2-3 by Linda Hoyt and Teresa Therriault



Additionally, the books listed below are highly recommended for use in the 5/6 Upper Elementary

Schools.

• Mechanically Inclined by Jeff Anderson

• Everyday Editing by Jeff Anderson

All Upper Elementary Schools have already purchased several copies of each of these titles. Please see

your school literacy leader for more information.

Once a specific grammar, usage or mechanic skill has been taught, teachers should use the express-lane

editing technique to have students check for and notice proper usage of the skill in their own writing.

Express-lane editing can be used to edit a writer’s notebook entry, rough draft, or any other writing

connected with a unit of study for teaching writing. Express-lane editing also can be used by students to

check for proper grammar, usage and mechanics application in writing completed in a content area.

The more frequently students check for a skill, the more natural it will become for them to regularly

reread and edit their writing for the skill. More information on express-lane editing can be found on

pages 45-49 of Jeff Anderson’s Mechanically Inclined. Teachers will also find an express-lane editing

minilesson in this guide.

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What’s New in Grammar Instruction?

What’s In What’s Out

Teaching Grammar in the Context of Writing

Teaching Grammar in Isolation

Research shows that grammar should

be taught in the context of writing

Student writers will transfer these

grammar skills to their own writing

Grammar lessons aligned to the

Michigan standards have been

developed to complement the MAISA

writing units of study and are

available at: bit.ly/MAISAgrammar

Mastering the Mechanics by Linda

Hoyt is a resource provided to all

teachers to use to teach grammar in

grades K-6.

Mechanically Inclined and Everyday

Editing, both by Jeff Anderson, are

recommended for grades 5-6

Research shows that grammar should

not be taught in isolation

Student writers will not transfer

grammar skills to their own writing if

taught out of context

Daily Oral Language (DOL) and

grammar worksheets are ineffective

DOL and grammar sheets should no longer be used

The heart of good grammar teaching is loving students’ errors, loving their approximations.

Jeff Anderson

Just as the baker who creates a cake from scratch takes pride in adding buttercream roses atop

chocolate swirls, students must learn to delight in knowing how to add the important touches of

correct spelling, grammar, and punctuation. Shelley Harwayne

Recast mechanics and conventions as tools to lift writing quality. Linda Hoyt and

Teresa Therriault

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Unit of Study: Editing – Express Lane Edit

Resources: Mastering the Mechanics, Grades K-1, 2-3, or 4-5, all by

Linda Hoyt and Teresa Therriault

Mechanically Inclined by Jeff Anderson

LPS Grammar Continuum

Students’ writer’s notebooks or drafts

Today’s Minilesson: Writers use an Express Lane Edit.

Last time, we talked about . . .

Today, we are going to learn about an Express Lane Edit and how it can help

writers practice grammar, usage and mechanic skills.

Teaching/Modeling:

1. We have learned a lot about writing this year! (Teacher can articulate specific

content taught such as writing in complete sentences, using proper spacing,

using proper end punctuation, etc.) To remember all of these skills, it’s

important for us to practice them frequently. One way to do this is to use

something called an Express Lane Edit.

2. How many of you have gone grocery shopping with your parents? How many

of you know what the Express Lane is? (Accept student responses) You know

that in a grocery store, the Express Lane is for usually 10 items or less. In your

writing, it would be really hard for you to edit your paper for everything we’ve

learned this year – it would take too long and be really frustrating! Instead, we

want to pick out only a few items to “shop” for and use an Express Lane to see

if we’ve used these items correctly.

3. Let me show you what I mean. I’ve made a list of all of the things we’ve

learned to do this year as writers. (See attached sample list) Let’s say I want

all of us to practice #1 from our list, “I used capital letters correctly”. I’ll make

my shopping list. (Teacher draws a rectangle on the board and makes a list –

see attached sample) What are reasons we would use a capital letter? (Have

students help construct the shopping list)

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4. Now I’m going to use a highlighter and go through my writing from today. I

am going to highlight every time I see that I used a capital letter correctly. If I

see a spot where I should have used a capital letter, I will fix it and highlight it.

To do this, I will need to re-read my writing carefully. (Teacher models on

overhead, ELMO, or on chart paper) On the receipt side of my shopping list, I

am going to record what I did. (Teacher models writing, “I used all correctly”

or “I changed ___ because . . .)

Active Involvement:

1. Now it’s your turn to try. Turn to the writing you did today in your writer’s

notebook (– OR – draft paper – OR – little book – OR – whatever the students

wrote on today). Draw a rectangle like I did at the bottom of your paper and

divide it in half. Write “Shopping list” on the left-hand side and “Receipt” on

the right-hand side. Now copy the shopping list I made from the chart.

2. Next, get a highlighter. I am going to give you two minutes – that’s right! I’m

only giving you two minutes to go through your writing today. I want you to

highlight each time you used a capital letter correctly. Are you ready? Get set?

Go! (Teacher can play really fast music for 2 minutes and/or monitor the room

to assist as needed)

3. Now it’s time to stop and fill out your receipt. On the receipt side of the

rectangle, write down what you did. Maybe you noticed that you used all

capitals correctly. That’s great; write that down. But how many of you found

an error like I did? We can write “I used a lower case for ‘target’ but it should

have been a capital letter because ‘Target’ is the name of a store.” Does

everyone understand? Okay, fill in your receipts.

Link: So today and every day, remember that editing can be fun, quick, easy

and done in your own writing.

Independent Writing: So today in your notebook, continue writing and we will

practice another Express Lane edit at the end of workshop.

Conferring: (Teacher circulates and assists as needed, looking for students who

can share their thinking at the end of workshop.)

Follow-up & Share: Come together to share final thoughts. Possibly practice

another express lane edit.

What did you learn today that will help you next time as a writer?

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Next steps for Express Lane Editing:

• Every day, after writing workshop, reserve 2-4 minutes for an Express Lane

edit. The teacher can select the item for which students will ‘shop’ for the

first 5-6 days, but then allow students to choose an item on subsequent days.

• Ideally, teachers will add items to the Editing List as they are taught,

modeled and practiced.

• Using an Express Lane Edit takes less time than a Daily Oral Language

sheet and focuses students on specific content rather than asking them to edit

for a myriad of areas.

• Using an Express Lane Edit on a daily basis will allow students to revisit

and practice the grammar, usage and mechanics skills that are taught

throughout the year, increasing the likelihood that students will master these

skills.

Sample Editing List

1. Use capital letters

o At the beginning of a sentence

o For the letter I

o For proper names of people and places

2. Use transition words

o First, next, then, finally

3. Use commas in a series

o To separate a list of items

o To separate a list of adjectives

o To separate a list of verbs

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4. Use “me” and “I” correctly

o John went skating. I went skating. John and I went

skating.

o Give me a book. Give Sue a book. Give Sue and me a

book.

5. Use the same tense in all verbs.

o Present – I run, he is walking, she is hopping

o Past – I ran, he walked, she hopped

Sample Express Lane Edit form

Note:

Lower Elementary

The teacher acts as a scribe, creating a class shopping list. After editing, the

teacher records three (3) examples of student editing for a class receipt.

Upper Elementary

The student records the shopping list in his/her writer’s notebook or on a draft.

The student notes editing changes alongside the shopping list as a receipt.

Shopping List

Capital letters

• At the beginning of a sentence

• The word I

• Proper names of people or places

Receipt

I found one mistake – I should have

capitalized ‘Target’ because it is the

name of a store

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Common Core State Standards Language Standard 1 – Grammar Usage in Speaking and Writing Kindergarten Standard – Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.

Specifications of Standard Resource Lesson Focus Page #

1a. Print many upper and lowercase letters. Zaner Bloser

Handwriting Kit • Upper and Lowercase Letter

Formation

See kit.

MAISA Grammar

Lessons • Print Upper and Lowercase Letters See Grammar

Companion.

1b. Use frequently occurring nouns and verbs. MAISA Grammar

Lessons • Use Frequently Occurring Nouns

and Verbs

See Grammar

Companion.

1c. Form regular plural nouns orally by adding

/s/ or /es/.

Mastering the Mechanics

K-1 • Singular and Plural Nouns pp. 86-87

MAISA Grammar

Lessons • Form Regular and Plural Nouns

Orally

See Grammar

Companion.

1d. Understand and use question words

(interrogatives) (e.g., who, what, where, when,

why, how).

MAISA Grammar

Lessons • Understand and Use Questions See Grammar

Companion.

1e. Use the most frequently occurring

prepositions (e.g., to, from, in, out, on, off, for,

of, by, with).

MAISA Grammar

Lessons • Use Frequently Occurring

Prepositions

See Grammar

Companion.

1f. Produce and expand complete sentences in

shared language activities.


K-1 • Complete Sentences pp. 80-81

MAISA Grammar

Lessons • Produce and Expand Sentences See Grammar

Companion.

1st Grade Standard - Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.


1a. Print all upper and lowercase letters. Zaner Bloser

Handwriting Kit • Upper and Lowercase Letter

Formation

See kit.

1b. Use common, proper, and possessive nouns. Mastering the Mechanics

K-1 • Singular and Plural Nouns pp. 86-87

MAISA Grammar • Use Common, Proper, and See Grammar

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Lessons Possessive Nouns Companion.

1c. Use singular and plural nouns with matching

verbs in basic sentences.


K-1 • Singular Subject-Verb Agreement pp. 88-89

• Plural Subject-Verb Agreement pp. 90-91

MAISA Grammar

Lessons • Use Singular and Plural Nouns

with Matching Verbs

See Grammar

Companion.

1d. Use personal, possessive, and indefinite

pronouns (e.g., I, me, my; they, them, their;

anyone, everything).


K-1 • Pronoun Order: person’s Name

and Then I, Not Me

pp. 78-79

• Possessive Pronouns pp. 94-95

1e. Use verbs to convey a sense of past, present,

and future.


K-1 • Past-Tense Verbs pp. 92-93

MAISA Grammar

Lessons • Use Verbs to Convey a Sense of

Past, Present, and Future

See Grammar

Companion.

1f. Use frequently occurring adjectives. MAISA Grammar


Adjectives

See Grammar

Companion.

1g. Use frequently occurring conjunctions (e.g.

during, beyond, toward).

MAISA Grammar


Conjunctions

See Grammar

Companion.

1h. Use determiners (e.g., articles,

demonstratives)

MAISA Grammar

Lessons • Use Determiners See Grammar

Companion.

1i. Use frequently occurring prepositions. MAISA Grammar

Lessons • Use frequently occurring

prepositions.

See Grammar

Companion.

1j. Produce and expand complete simple and

compound declarative, interrogative, imperative,

and exclamatory sentences in response to

prompts.

2nd Grade Standard - Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.


1a. Use collective nouns (e.g., group). MAISA Grammar

Lessons • Collective Nouns See Grammar

Companion.

1b. Form and use frequently occurring irregular

plural nouns (e.g., feet, children).

MAISA Grammar

Lessons • Irregular Plural Nouns See Grammar

Companion.

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1c. Use reflexive pronouns (e.g., myself,

ourselves).

MAISA Grammar

Lessons • Reflexive Pronouns See Grammar

Companion.

1d. Form and use the past tense of frequently

occurring irregular verbs (e.g., sat, hid, told).


2-3 • Verbs: Present and Past Tenses pp. 78-79

MAISA Grammar

Lessons • Irregular Verbs See Grammar

Companion.

1e. Use adjectives and adverbs, and choose

between them depending on what is to be

modified.


2-3 • Adjectives to Lift Descriptors pp. 70-71

• Adverbs and Adverb Phrases as

Sentence Openers

pp. 74-75

• The Parts of Speech pp. 155-156

MAISA Grammar

Lessons • Adding Adverbs See Grammar

Companion.

1f. Produce, expand, and rearrange complete

simple and compound sentences.

MAISA Grammar

Lessons • Simple and Compound Sentences See Grammar

Companion.

3rd Grade Standard - Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.


o 1a. Explain the function of nouns, pronouns,

verbs, adjectives, and adverbs in general and

their functions in particular sentences.


2-3 • The Parts of Speech

•

pp. 155-156

• Pronouns: Clarify Meaning

pp. 60-61

• Adjectives to Lift Descriptors

pp. 70-71

• Adverbs and Adverb Phrases as

Sentence Openers

pp. 74-75

• Verbs: Linking and Helping pp. 76-77

o 1b. Form and use regular and irregular plural

nouns.

MAISA Grammar

Lessons • Regular and Irregular Plural Nouns See Grammar

Companion.

o 1c. Use abstract nouns (e.g., childhood). •

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o 1d. Form and use regular and irregular verbs. Mastering the Mechanics

4-5 • Verb Forms: Regular and Irregular pp. 86-87

MAISA Grammar

Lessons • Regular and Irregular Verbs See Grammar

Companion.

o 1e. Form and use the simple (e.g., I walked; I

walk; I will walk) verb tenses.


2-3 • Verbs: Present and Past Tenses

pp. 78-79

o 1f. Ensure subject-verb and pronoun-antecedent

agreement.*


2-3 • Sentence Parts: Subject and Verb pp. 58-59

• Single vs. Double Subjects pp. 64-65

• Singular Subject-Verb Agreement pp. 66-67

• Plural Subject-Verb Agreement pp. 68-69

• Pronouns: Clarify Meaning pp. 60-61


4-5 • Pronouns and Their Antecedents pp. 98-99

MAISA Grammar

Lessons • Subject-verb and Pronoun-

antecedent Agreement

See Grammar

Companion.

o 1g. Form and use comparative and superlative

adjectives and adverbs, and choose between

them depending on what is to be modified.


2-3 • Adjectives: Comparative and

Superlative Forms

pp. 72-73


4-5 • Adjectives: Comparative and

Superlative

pp. 106-107

• Adverbs: Comparative and

Superlative Forms

pp. 108-109

MAISA Grammar

Lessons • Comparative and Superlative

Adjectives and Adverbs

See Grammar

Companion.

1h. Use coordinating and subordinating

conjunctions.

MAISA Grammar

Lessons • Coordinating Conjunctions

• Subordinating Conjunctions

See Grammar

Companion.

o 1i. Produce simple, compound, and complex

sentences.


2-3 • Complete Sentences vs. Fragments pp. 56-57

MAISA Grammar

Lessons • Complex Sentences See Grammar

Companion.

4th Grade Standard - Demonstrate command of the conventions of standard English grammar and usage when writing or

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speaking.


o 1a. Use relative pronouns (who, whose, whom,

which, that) and relative adverbs (where, when,

why).


4-5

Nouns and Pronouns: Subjective and

Objective Cases

pp. 102-103

MAISA Grammar

Lessons • Use Relative Pronouns See Grammar

Companion.

o 1b. Form and use the progressive (e.g., I was

walking; I am walking; I will be walking) verb

tenses.

o 1c. Use modal auxiliaries (e.g., can, may, must)

to convey various conditions.

MAISA Grammar

Lessons • Use Modal Auxiliaries See Grammar

Companion.

o 1d. Order adjectives within sentences according

to conventional patterns (e.g., a small red bag

rather than a red small bag).

MAISA Grammar

Lessons • Order Adjectives Within Sentences See Grammar

Companion.

o 1e. Form and use prepositional phrases. Mastering the Mechanics

4-5 • Create Your Own Resource:

Understanding Adverbs and

Prepositional Phrases

pp. 157-158

o 1f. Produce complete sentences, recognizing and

correcting inappropriate fragments and run-

ons.*


4-5 • Complete Sentences vs. Fragments pp. 78-79

MAISA Grammar

Lessons • Produce Complete Sentences See Grammar

Companion.

o 1g. Correctly use frequently confused words

(e.g., to, too, two; there, their).*


4-5 • Spelling Reference: Tricky Words

and Homophones

p. 152

MAISA Grammar

Lessons • Correctly Use Frequently

Confused Words

See Grammar

Companion.

5th Grade Standard - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

o 1a. Explain the function of conjunctions,

prepositions, and interjections in general and

their function in particular sentences.


4-5

• Create Your Own Resource: Parts

of Speech

p. 159


4-5 • Prepositions and Prepositional

Phrases

pp. 157

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MAISA Grammar

Lessons • Conjunctions, Prepositions, and

Interjections

See Grammar

Companion.

o 1b. Form and use the perfect (e.g., I had walked;

I have walked; I will have walked) verb tenses.

o 1c. Use verb tense to convey various times,

sequences, states, and conditions.


4-5 • Verbs Tenses: Present, Past, and

Future

pp. 84-85

MAISA Grammar

Lessons • Use Verb Tense to Convey Times

and Conditions

See Grammar

Companion.

o 1d. Recognize and correct inappropriate shifts in

verb tense.*


6-8 • Verbs: Active and Passive Voice pp. 110-111

MAISA Grammar

Lessons • Recognize and Correct

Inappropriate Verb Tense

See Grammar

Companion.

o 1e. Use correlative conjunctions (e.g., either/or,

neither/nor).

MAISA Grammar

Lessons • Use Correlative Conjunctions See Grammar

Companion.

6th Grade Standard - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


o 1a. Ensure that pronouns are in the proper case

(subjective, objective, possessive).


4-5 • Nouns and Pronouns: Subjective

and Objective Cases

pp. 102-103

MAISA Grammar

Lessons • Pronoun Review/ Overuse

• Pronoun Case (Subjective)

• Pronoun Case (Objective)

See Grammar

Companion.

o 1b. Use intensive pronouns (e.g., myself,

ourselves).

MAISA Grammar

Lessons • Pronoun, Intensive See Grammar

Companion.

o 1c. Recognize and correct inappropriate shifts in

pronoun number and person.*

MAISA Grammar

Lessons • Pronoun, Numbers See Grammar

Companion.

o 1d. Recognize and correct vague pronouns (i.e.,

ones with unclear or ambiguous antecedents).*


4-5 • Pronouns and Their Antecedents pp. 98-99

MAISA Grammar

Lessons • Pronoun and Antecedents See Grammar

Companion.

14

o 1e. Recognize variations from standard English

in their own and others' writing and speaking,

and identify and use strategies to improve

expression in conventional language.*

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Common Core State Standards Language Standard 2 - Grammar Conventions in Writing

Kindergarten Standard – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.


2a. Capitalize the first word in a

sentence and the pronoun I.

Mastering Mechanics, K-1 • Capitalize the Beginning of

Sentences

p. 116-117

MAISA Grammar Lessons • Capitalize First Word of Sentence

and I

See Grammar

Companion.

2b. Recognize and name end

punctuation.

Mastering Mechanics, K-1 • Periods: End of Sentence

• Questions Marks: Interrogative

Sentences

• Exclamation Points: Exclamatory

Sentences and Interjections

pp. 98-103

MAISA Grammar Lessons • Recognize and Name End

Punctuation

See Grammar

Companion.

2c. Write a letter or letters for most

consonant and short-vowel sounds

(phonemes).

Mastering Mechanics, K-1 • Stretching Words

• Reread to Add More Letters

pp. 60-63

MAISA Grammar Lessons • Write letter or letters for most

consonant and short vowel sounds

See Grammar

Companion.

2d. Spell simple words phonetically,

drawing on knowledge of sound-letter

relationships.

Mastering Mechanics, K-1 • Stretching Words


pp. 60-63

MAISA Grammar Lessons • Spell Words Phonetically See Grammar

Companion.

First Grade Standard – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.


2a. Capitalize dates and names of

people.

Mastering Mechanics, K-1 • Capitalize Proper Nouns: Names

and Places

• Capitalize Days of the Week

pp. 118-121

MAISA Grammar Lessons • Capitalize Names See Grammar

Companion.

16

2b. Use end punctuation for sentences. Mastering Mechanics, K-1 • Periods: End of Sentence

• Questions Marks: Interrogative

Sentences

• Exclamation Points: Exclamatory

Sentences and Interjections

pp. 98-103

2c. Use commas in dates and to separate

single words in a series.

Mastering Mechanics, K-1 • Commas: Use in a Series pp. 104-105

MAISA Grammar Lessons • Use Commas in a Series

• Use Commas in Dates

See Grammar

Companion.

2d. Use conventional spelling for words

with common spelling patterns and for

frequently occurring irregular words.

• Words Their Way:

Word Sorts for Letter-

Name Alphabetic

Spellers


Word Sorts for Within

Word Pattern Spellers

• See word sorts indentified in the

LPS Word Study Guide for Level

A.

• See LPS Word

Study Guide

for details

MAISA Grammar Lessons • Conventional Spelling See Grammar

Companion.

2e. Spell untaught words phonetically,

drawing on phonemic awareness and

spelling conventions.

Mastering the Mechanics,

K-1

• Stretching Words


• Big Words Have More Letters

Than Small Words

• Use Known Words to Spell Other

Words

pp. 60-67

MAISA Grammar Lessons • Spell Untaught Words

Phonetically

See Grammar

Companion.

Second Grade Standard – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.


2a. Capitalize holidays, product names,

and geographic names.


2-3 • Capitalize Proper Nouns: Person,

Place, Things

pp. 50-51

MAISA Grammar Lessons • Capitalize Holidays, Product See Grammar

17

Names, and Geographic Names Companion.

2b. Use commas in greetings and

closings of letters.


2-3 • Spacing and Form: Friendly

Letter

pp. 100-101

2c. Use an apostrophe to form

contractions and frequently occurring

possessives.


2-3 • Apostrophe: Contraction

• Apostrophe: Possessive

pp. 90-93

MAISA Grammar Lessons • Apostrophes in Contractions See Grammar

Companion.

2d. Generalize learned spelling patterns

when writing words (e.g., cage – badge,

boy – boil).


Word Sorts for Letter-

Name Alphabetic

Spellers




• See word sorts identified in the


B.

• See LPS Word

Study Guide

for details

2e. Consult reference materials,

including beginning dictionaries, as

needed to check and correct spellings.


2-3 • Portable Word Walls pp. 112-113

Third Grade Standard – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.


2a. Capitalize appropriate words in

titles.


2-3 • Capitalize Titles and Headings pp. 52-53

MAISA Grammar Lessons • Capitalize Words in Titles See Grammar

Companion.

2b. Use commas in addresses.

2c. Use commas and quotation marks in

dialogue.


2-3 • Punctuation in Dialog pp. 96-97

MAISA Grammar Lessons • Commas and Quotation Marks in

Dialog

See Grammar

Companion.

2d. Form and use possessives. Mastering the Mechanics,

2-3 • Apostrophe: Possessive pp. 92-93

MAISA Grammar Lessons • Form and Use Possessives See Grammar

18

Companion.

2e. Use conventional spelling for high-

frequency and other studied words and

for adding suffixes to base words (e.g.,

sitting, smiled, cries, happiness).





Word Sorts for

Syllables and Affixes

Spellers



C.

• See LPS Word

Study Guide

for details

2f. Use spelling patterns and

generalizations (e.g., word families,

position-based spellings, syllable

patterns, ending rules, meaningful word

parts) in writing words.





Word Sorts for


Spellers



C.

• See LPS Word

Study Guide

for details

2g. Consult reference materials,

including beginning dictionaries, as

needed to check and correct spellings.


2-3 • Portable Word Walls pp. 112-113

MAISA Grammar Lessons • Consult Reference Materials See Grammar

Companion.

Fourth Grade Standard – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.


2a. Use correct capitalization. Mastering the Mechanics,

4-5 • Capitalize Proper Nouns

• Capitalize for Emphasis

• Capitalize Titles, Headings, and

Some Abbreviations

pp. 46-51

MAISA Grammar Lessons • Use Correct Capitalization See Grammar

Companion.

2b. Use commas and quotation marks to

mark direct speech and quotations from

a text.


4-5 • Punctuation in Dialog pp. 56-57

MAISA Grammar Lessons • Use Commas and Quotation

Marks

See Grammar

Companion.

19

2c. Use a comma before a coordinating

conjunction in a compound sentence.


4-5 • Comma: Compound Sentences pp. 66-67

MAISA Grammar Lessons • Comma Before a Coordinating

Conjunction

See Grammar

Companion.

2d. Spell grade-appropriate words

correctly, consulting references as

needed.

• Mastering the

Mechanics, 4-5

• Spelling Reference: Portable

Word Wall

• Spelling Reference: Tricky

Words and Homophones

• Create Your Own Resource:

Using “ing” words

pp. 112-113





Word Sorts for


Spellers



D.

See LPS Word

Study Guide for 1-

4 for details

Fifth Grade Standard – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.


2a. Use punctuation to separate items in

a series.


4-5 • Comma: In a Series pp. 64

MAISA Grammar Lessons • Use Punctuation to Separate

Items in a Series

See Grammar

Companion.

2b. Use a comma to separate an

introductory element from the rest of the

sentence.


4-5 • Comma: After Introductory

Phrase or Clause

p. 68-69

MAISA Grammar Lessons • Use Commas to Separate

Introductory Elements

See Grammar

Companion.

2c. Use a comma to set off the words

yes and no (e.g., Yes, thank you), to set

off a tag questions from the rest of the

MAISA Grammar Lessons • Commas to Set Off Yes, No, and

Direct Address

See Grammar

Companion.

20

sentence (e.g., It’s true, isn’t it?), and to

indicate direct address (e.g., Is that you,

Steve?)

2d. Use underlining, quotation marks, or

italics to indicate titles of works.


4-5

MAISA Grammar Lessons • Use Underlining, Quotation

Marks, or Italics for Titles

See Grammar

Companion.

2e. Spell grade-appropriate words

correctly, consulting references as

needed.

• Mastering the

Mechanics, 4-5

• Spelling Reference: Portable

Word Wall

• Spelling Reference: Tricky

Words and Homophones

• Create Your Own Resource:

Using “ing” words

pp. 151-153


Word Sorts for


Spellers


Word Sorts for

Derivational Relations



E.

See LPS Word

Study Guide for 5-

6 for details

21

Sixth Grade Standard – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.


2a. Use punctuation (commas,

parentheses, dashes) to set off

nonrestrictive/parenthetical elements.


6-8 • Comma: With Nonrestrictive

Elements

pp. 78-79

MAISA Grammar Lessons • Parentheses, Comma, Dash See Grammar

Companion.

2b. Spell correctly. • Mastering the

Mechanics, 6-8

• Spelling Consciousness

• Use Margin Spelling

• Use Root Words

• Use Prefixes and Suffixes

• Homophones and Easily

Confused Words

pp. 136-145


Word Sorts for


Spellers


Word Sorts for

Derivational Relations



F.

See LPS Word

Study Guide for

Grades 5-6 for

details

22

MAISA Grammar Lessons

Grammar lessons have been developed to support the Language Standards. These grammar

lessons are intended to:

• Provide explicit instruction for the language standards

• Be used with the Gradual Release of Responsibility Model in mind

• Be introduced and then revisited in future units

• Be embedded in writing instruction

• Be taught within a writing workshop structure

The Curricular Calendar for Grammar that follows suggests a timeline for grammar instruction.

There is one model grammar lesson for each grammar skill. This model lesson is underlined on

the grammar calendar. A recommendation is made as to which writing unit each of these

grammar lessons should be introduced. It is suggested that new grammar lessons be introduced

during the revision phase of the writing unit. Suggestions are also made as to which units to

follow-up on previously taught lessons. Teachers will make decisions as to how to revisit the

grammar lesson. Possibilities for revisiting the lesson include:

• Teaching the same lesson with a different mentor text or by providing a new

demonstration

• Using a student writing sample as a model or to create an opportunity for revision

• Making the skill a focus for Express Lane Editing

It is important to keep in mind that the Curricular Calendar for Grammar and the grammar

lessons are meant to provide a resource for grammar instruction. Teacher decision making will

support meaningful and effective instruction. Teachers should consider varying the calendar to

meet the needs of their class with more support provided through additional instruction and/or

practice as well as targeted instruction for small groups of students and individuals as needed.

livonia public schools fall 2016 sixth grade

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