Grade 06 ELA - EC: E06.D.1.1.5
Grade 06 ELA - EC: E06.D.1.1.5
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
Grade Levels
6th Grade
Course, Subject
English Language Arts
Related Academic Standards / Eligible Content
Activities
- Given prepared sentences, correctly identify main verbs and helping verbs. Recognize when the action is taking place (verb tense).
- Given sentence strips, complete a simple verb tense sort by placing example sentences under the correct heading cards: PRESENT, PAST, FUTURE.
- Given sentences with simple tense errors, recognize an incorrect shift in simple tense. Apply knowledge of simple tenses to modify sentences.
- Create a T-chart to display sentence construction for perfect and progressive tenses. Recognize how helping verbs (have, has, and had) indicate the perfect tense communicates an action continuing over time. Recognize how helping verbs (is, are, was, were) used with a main verb ending in –ing indicates the progress of an action, the progressive tense.
- Recognize errors in verb shift and revise sentences for consistent verb tense.
- Given an informative/explanatory writing task, student demonstrates correct usage for shifts in verb tense when there are appropriate reasons for the time shifts.
Answer Key/Rubric
- Given prepared sentences, student correctly identifies main verbs and helping verbs. Student understands main verbs and helping verbs tell when an action takes place (present, past future). Student understands main action verbs are used to tell what the subject does. Student understands verbs can be regular (walk, walked, will walk) or irregular (bring, brought, will bring). The action maybe physical or mental. Student understands linking verbs (looks, seems, grows, feels, etc.) can also be main verbs. Student understands state of being verbs (am, is, are, was, were, be, being, been) can be main verbs or helping verbs. Student recognizes other helping verbs (do, does, did, have, has had, may, might, must, would, could, should, will, shall, and can). Student understands main verbs and various helping verbs are paired to express verb parts (principle parts) and different tenses (simple, progressive, and perfect). Student correctly recognizes a variety of main verbs and helping verbs, and can determine when an action takes place: For example:
- Shannon washes the windows. (Student understands action is happening now.)
- Yesterday, I did my homework. (Student understands the action is over)
- Mykel will run a marathon. (Student understands action will happen)
- She is feeling ill. (Student understands action is ongoing, in progress now)
- He has broken the rules. (Student understands action has happened before)
- I was cleaning the kitchen. (Student understands action was in progress in the past)
- They have driven down that road before. (Student understands action has happened before)
- Given sentence strips, student correctly completes the simple verb sort by placing example sentences under the correct heading (present, past, future). Student correctly recognizes main action verbs (walk, run, hop) and helping verbs (do, does, did, have, has, had, may, might, must, would, could, should, will, shall, can). The student correctly recognizes state or being verbs (am, is, are, was, were, be, being, been) and linking verbs (seems, feels, sounds, etc.). Student recognizes irregular verbs (i.e. bring, brought). Student recognizes the tense (present, past, future) indicated by the main verbs and helping verbs. Student understands simple past, present and future tenses and recognizes where sentences belong in sort. Student correctly places sentences under the heading cards:
PAST, PRESENT, FUTURE
- I was at my friend’s house. (past)
- Kelly will be home soon. (future)
- The dog runs in the yard. (present)
- Given sentences with simple tense errors, student recognizes an incorrect shift in simple tense.
Student applies knowledge of simple tenses to correct sentence. For example:
- Kelly preferring to complete her homework during study hall. (prefers)
- During the performance, I stood up and stretches my legs. (stretched)
- Later, I had wash my car. (will)
- Student creates a T-chart to display sentence construction for perfect and progressive tenses. Student recognizes how the helping verbs (have, has, and had) with a past tense verb indicates an action is continuing over time (perfect tense). Student understands most past tense verbs are formed by adding ed or d, but student also recognizes many irregular verbs in the past tense (i.e. bring-brought). Student also understands how helping verbs (is, are, was, were) are used with a main verb ending in –ing to indicate the “progress” of an action (progressive tense). Student correctly writes his or her own examples to complete the chart.
- Given prepared sentences, student recognizes verb shift errors in sentences and makes corrections. The student correctly recognizes main action verbs (walk, run, hop) and helping verbs (do, does, did, have, has, had, may, might, must, would, could, should, will, shall, can). Student correctly recognizes state or being verbs (am, is, are, was, were, be, being, been) and linking verbs (seems, feels, sounds, etc.). Student recognizes irregular verbs (i.e. bring, brought). Student recognizes the tense (present, past, future) indicated by the main verbs and helping verbs. Student recognizes verb shift error and corrects the sentences. Student understands actions taking place at the same time require the same verb tense. Student understands verb tense should remain the same throughout the same time period. For example:
- “I was walking down the street and stops to tie my shoe.” Student recognizes was walking indicates past tense, but stops indicates present tense. Student corrects verb shift error to consistently communicate past tense for the entire time period of the sentence, “I was walking down the street and stopped to tie my shoes.”
- Given an informative/explanatory writing task, student demonstrates correct usage for shifts in verb tense when there are appropriate reasons for the time shifts. Student understands a writer must indicate a reason to clearly communicate why there is a time change, and therefore, a shift in verb tense. The student correctly recognizes main action verbs (walk, run, hop) and helping verbs (do, does, did, have, has, had, may, might, must, would, could, should, will, shall, can). The student correctly recognizes state or being verbs (am, is, are, was, were, be, being, been) and linking verbs (seems, feels, sounds, etc.). Student recognizes irregular verbs (i.e. bring, brought). Student recognizes shifts in the tense (present, past, future) indicated by the main verbs and helping verbs. For example, the shifts in the following sentences are appropriate because the writer provides time clues (noted in italics) to clarify shifts in verb tense:
- “Kate hopes (present) she will win (future) tonight’s science fair. Over the last few weeks, she worked (past) very hard to create her earthquake model.
