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Why Grammar Doesn’t Stick

Last Wednesday, one of my favorite eighth grade English-language Arts colleagues burst into my fifth period seventh grade class. Herding ten of my previous students through the door to stand in front of my class, my clearly frustrated friend said, “My students can’t identify is as a linking verb in this practice sentence. I asked which students had you last year, and here they are.”

Now, you’ve got to understand my colleague. She did not interrupt my class to challenge my inadequate instruction in grammar and usage. She did not force students into a setting of public humiliation as a matter of punishment. She was not asking the question: Of what use is grammar and usage instruction?

She was simply asking the question: Why can’t students retain knowledge and application of simple grammar and usage from grade to grade? By the way… she knows that I taught is as a linking verb to those students.

You see, my colleague is not convinced by the research that purportedly indicates that direct grammar instruction has no impact on student acquisition of language skills. She recognizes the value of teaching language and wants her students to learn how to speak and write well. I share her views and her commitment to changing how she teaches to accommodate how her students learn. So do most English-language Arts teachers. So do the writers of the Language Strand of the Common Core State Standards.

So, what’s the answer to her question?

Why Doesn’t Grammar Stick?

No pat answers here; however, a few points should be considered. I’ll let the writers of the Common Core State Standards make these points regarding the recursive nature of instruction in grammar and usage:

“Grammar and usage development in children and in adults rarely follows a linear path.”

“Native speakers and language learners often begin making new errors and seem to lose their mastery of particular grammatical structures or print conventions as they learn new, more complex grammatical structures or new usages of English.”

(Bardovi-Harlig, 2000; Bartholomae, 1980; DeVilliers & DeVilliers, 1973; Shaughnessy, 1979).

“These errors are often signs of language development as learners synthesize new grammatical and usage knowledge with their current knowledge. Thus, students will often need to return to the same grammar topic in greater complexity as they move through K–12 schooling and as they increase the range and complexity of the texts and communicative contexts in which they read and write.”

“The Standards account for the recursive, ongoing nature of grammatical knowledge in two ways. First, the Standards return to certain important language topics in higher grades at greater levels of sophistication… Second, the Standards identify with an asterisk (*) certain skills and understandings that students are to be introduced to in basic ways at lower grades but that are likely in need of being retaught and relearned in subsequent grades as students’ writing and speaking matures and grows more complex.”

http://www.corestandards.org/assets/Appendix_A.pdf

The author of this article, Mark Pennington, has written the assessment-based Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4-8 programs to teach the Common Core Language Standards. Each full-year program provides 56 interactive grammar, usage, and mechanics lessons. The lessons also include sentence diagrams, error analysis, mentor texts, writing applications, and sentence dictation formative assessments with accompanying worksheets (L.1, 2). Plus, each grade-level program has weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of all language components.

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Teaching Grammar and Mechanics for Grades 4-High School

Teaching Grammar and Mechanics Grades 4, 5, 6, 7, 8, and High School Programs

I’m Mark Pennington, author of the full-year interactive grammar notebooks,  grammar literacy centers, and the traditional grade-level 4, 5, 6, 7, 8 and high school Teaching Grammar and Mechanics programs. Teaching Grammar and Mechanics includes 56 (64 for high school) interactive language conventions lessons,  designed for twice-per-week direct instruction in the grade-level grammar, usage, and mechanics standards. The scripted lessons (perfect for the grammatically-challenged teacher) are formatted for classroom display. Standards review, definitions and examples, practice and error analysis, simple sentence diagrams, mentor texts with writing applications, and formative assessments are woven into every 25-minute lesson. The program also includes the Diagnostic Grammar, Usage, and Mechanics Assessments with corresponding worksheets to help students catch up, while they keep up with grade-level, standards-aligned instruction.

Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand)

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Or why not get the value-priced Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) grades 4, 5, 6, 7, and 8 BUNDLES? These grade-level programs include both teacher’s guide and student workbooks and are designed to help you teach all the Common Core Anchor Standards for Language. In addition to the Teaching Grammar and Mechanics program, each BUNDLE provides weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of the grammar, mechanics, and vocabulary components.

The program also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment.

Check out the brief introductory video and enter DISCOUNT CODE 3716 at check-out for 10% off this value-priced program. We do sell print versions of the teacher’s guide and student workbooks. Contact mark@penningtonpublishing.com for pricing. Read what teachers are saying about this comprehensive program:

The most comprehensive and easy to teach grammar, mechanics, spelling, and vocabulary program. I’m teaching all of the grade-level standards and remediating previous grade-level standards. The no-prep and minimal correction design of this program really respects a teacher’s time. At last, I’m teaching an integrated program–not a hodge-podge collection of DOL grammar, spelling and vocabulary lists, and assorted worksheets. I see measurable progress with both my grade-level and intervention students. BTW… I love the scripted lessons!

─Julie Villenueve

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