Standard: 5.L.3b – Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Grade level: Grade 5
Subject: English Language Arts
Domain: Language
Teacher Overview
This standard focuses on helping students recognize and appreciate the varieties of English used in different texts. It’s important for students to understand that English is not monolithic and that dialects and registers enrich communication and storytelling. Students should know about different text types and have a basic understanding of dialects and registers.
After mastering this standard, students will be able to appreciate the diversity of the English language and analyze texts more deeply by recognizing different dialects and registers.
Common Misconception 1
Some students might think that all English is the same. This is incorrect because English varies widely across different regions, contexts, and social groups.
Intervention 1
Use diverse texts to illustrate different dialects and registers. Engage students in discussions about how these variations affect the meaning and tone of the text.
Common Misconception 2
Another common misconception is that one form of English is ‘correct’ while others are ‘wrong’. This is not true as all forms of English are valid and serve different purposes.
Intervention 2
Introduce the concept of standard and non-standard English and discuss their uses. Highlight the importance of context in determining the appropriate form of English to use.
Prerequisite Knowledge
Students should have a basic understanding of different types of texts (stories, dramas, poems) and an awareness of the concept of dialects and registers.
Subsequent Knowledge
Students will develop a deeper appreciation for the richness and diversity of the English language and improve their ability to understand and analyze texts with varied language use.
Instructional Activities
- Read and discuss stories with different dialects
- Analyze the language used in a play
- Compare poems from different regions
