Archive

Posts Tagged ‘Common Core literacy standards’

Mechanics Quiz for Teachers

Mechanics Quiz for ELA Teachers

Mechanics Quiz for Teachers

See how much you know about mechanics (commas, capitalization, quotation marks, colons, apostrophes, semicolons, punctuation, etc.) by taking the 10 Question Mechanics Quiz for Teachers. Don’t worry; I’ll dispense with the usual “If you score 9 or 10 out of 10, you are…” Let’s keep things fun! Take out a pen and some scratch paper. Number from 1‒10.

I selected quiz items from the grades 4‒8 Common Core Anchor Standards for Language.

CCSS.ELA-LITERACY.L.7.2

Common Core Language Strand Standards

Common Core Anchor Standards for Language

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Note: The Common Core authors call these components language conventions (along with Standard 1 grammar). Helpful links follow each question if you want to learn explore the grammatical topics.

The answers to the multiple-choice questions follow my promotional materials to ensure that you glance at my grammar and mechanics programs. Okay, so you’re probably not going to get all of these answers correct. I’m sure it’s just the way I’ve phrased the questions and/or answers. I would be happy to explain any of the distractors. Comments are welcomed (not welcome).

Mechanics Quiz for Teachers

1. According to the serial (Oxford) comma rule, which sentence is incorrectly punctuated?

A. Rafael, Louis and Tom met Luisa and Pablo at the coffee shop.

B. Choose the desk, table, or the huge, ugly chair for your apartment.

C. The bright morning sky, cool breeze, and warm company improved my mood.

D. I like most breeds of small dogs, but prefer cats, birds, and hamsters as pets.

http://blog.penningtonpublishing.com/grammar_mechanics/the-serial-oxford-comma-for-the-want-of-a-nail/

2. According to compound sentence comma rules, which sentence is correctly punctuated?

A. Do you want donuts, or would you prefer scones?

B. Although frequently attacked by her critics, Alyssa continued to press for change.

C. I met Allen and we biked through the park.

D. The teacher was available from noon until three yet neither Jesse, nor Holly, wanted help.

http://grammartips.homestead.com/compoundsentences.html

3. According to introductory phrase comma rules, which sentence is incorrectly punctuated?

A. Through snow and sleet the postal carrier slogged the mail to our houses.

B. Compared to Mike, Huang, and Emily, the other students were quite prepared.

C. Tall and tan, the young man bore a striking resemblance to the actor.

D. Under my bed, I hid my baseball card collection.

https://owl.english.purdue.edu/owl/resource/607/03/

4. According to dependent (subordinate) clause comma rules, which sentence is correctly punctuated?

A. Whichever you choose, is fine with me.  B. Since you left, he has never been the same though he has received constant care.

C. I still received excellent service in spite of the delays.  D. Even though, she was ready on time, Suzanne still missed the appointment.

https://www.khanacademy.org/humanities/grammar/punctuation-the-comma-and-the-apostrophe/commas-in-space-and-time/v/commas-and-introductory-elements-the-comma-punctuation-khan-academy

5. According to proper noun capitalization rules, which sentence is incorrectly punctuated?

A. Marvin “The Shark” Bentley had been brought up on racketeering charges by the District Attorney.

B. He was interrogated by the Federal Bureau of Investigation twice during the Cold War.

C. The U.S. Constitution specifies “High Crimes And Misdemeanors” as grounds for impeachment in Article 1, Section 2, Clause 5.

D. I saw the President of the United States speak at the Capitol on the Fourth of July.

https://www.quickanddirtytips.com/education/grammar/capitalizing-proper-nouns

6. According to abbreviation and acronym rules, which sentence is correctly punctuated?

A. David has worked outside of the U.S. in many foreign countries, but he now works for NASA.

B. Ms. Jennifer Jenkins, MD, went AWOL from Dr. Master’s practice.

C. Ikeda awoke to the screaming alarm at 6:00 A.M.

D. She earned her MA in Curriculum Development at U.C.L.A.

https://dictionary.cambridge.org/grammar/british-grammar/about-words-clauses-and-sentences/abbreviations-initials-and-acronyms

7. According to quotation rules, which sentence is incorrectly punctuated?

A. I want to read the final chapter, “Return of the King,” before I go to sleep.

B. In The Declaration of Independence, did Jefferson say “…all men are created equal?”

C. He asked, “What did Dr. King mean in the ‘I Have a Dream’ speech by the phrase ‘free at last’?”

D. “Blowin’ in the Wind” was released on the 1963 album, Freewillin’ Bob Dylan.

http://blog.penningtonpublishing.com/grammar_mechanics/22-quotation-mark-rules/ 

8. According to apostrophe rules, which sentence is correctly punctuated?

A. The wives’ dinner at the Jones’ place, followed by dessert at the Martins, showed off the women’s best recipes.

B. Bob and Jolene’s recipe was more popular than her’s.

C. Ethan and Mary’s reactions to the business proposal were quite different.

D. Charles’ books were found on the bookshelves at the Sanchez’s.

https://owl.english.purdue.edu/owl/resource/621/01

9. According to semicolon rules, which sentence is incorrectly punctuated?

A. All their work was wasted; the fund was depleted; and they had no future prospects.

B. Desmond asked for more than his fair share; Mark wondered why the paint would not dry.

C. She did absolutely none of the work; I did it all.

D. Dexter spent time in Chico and Redding in Northern California; El Cajon and San Diego in Southern California; and Visalia and Merced in Central California.

http://www.grammar-monster.com/lessons/semicolons_in_lists.htm 

10. According to colon rules, which sentence is correctly punctuated?

A. His list of accomplishments include: a marathon time of 4:25:34, a key to the city, and a blue ribbon at the Alabama State Fair.

B. I loved listening to “The Great Adventure: landing on the Moon” on my new phone.

C. The politician outlined three goals: A tax on steel imports, a single-payer health care system, and a higher minimum wage.

D. A whale is not a fish: nor is it a crustacean.

https://www.grammarly.com/blog/colon-2/ 

Want to take the 10 Question Grammar Quiz for Teachers? Check it out after you self-correct your mechanics quiz.

Answers: 1. A    2. D    3. D    4. C    5. A    6. A    7. B    8. A    9. B    10. C

*****

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)

Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4, 5, 6, 7, 8 Programs

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 hodgepodge 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

Grammar/Mechanics, Spelling/Vocabulary, Study Skills, Writing , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Writing Literacy Centers

Writing Literacy Centers

Writing Academic Literacy Centers

As most teachers have now adjusted their writing instruction and practice into the narrowed focus of the Common Core State Standards (more research and essays and less stories and creative writing), I see a renewed interest in developing the skill sets of student writers.

Teachers have, understandably, focused on the first three Common Core Writing Standards: 1. The argumentative (essay) 2. The informational/explanatory (essay or report) 3. The narrative (story). Most teachers have had professional development in these three genre and teach all three at some time within each school year.

Additionally, most teachers are now implementing Writing Standards W.6, 7, 8, and 9 by using technology for short or extended research writing projects.

However, teachers are less familiar with the other three writing standards and few are well-acquainted with the relevant language standard. Teachers usually refer to these standards as writing skills or strategies. Typically, teachers have taught these tools in isolation as writing openers/worksheets or in the writing context as mini-lessons/editing. These skills or strategies are ideally suited to literacy center (station) lessons.

Following are the often-neglected writing and language standards:

Production and Distribution of Writing:

CCSS.ELA-LITERACY.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Range of Writing:

CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Language

CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Teachers have used three research-based strategies to teach these writing skills or strategies: 1. Frequent, short, and focused writing practice 2. Sentence revisions 3. Literary response

How to Teach to These Standards

Fortunately, #s 2 and 3 are best accomplished by #1.

Sentence Revision (called by many other names) includes quick, focused instruction and repetitive practice in precise word choice, sentence structure (grammar, usage, and syntax), and sentence variety (varied grammatical forms, sentence combining, sentence length, parallelism, etc.)

Literary Response includes learning from accomplished writers. Teachers have used both expository and narrative mentor texts for years to model how writers communicate artfully and memorably. Typically, students respond to mentor texts in different rhetorical modes (rhetorical stance: voice, audience, purpose, and form) to develop their own writing style.

If you glance back at the often-neglected writing and language standards above, you’ll see how sentence revision and literary response activities address the components of these standards and can be taught and practiced in frequent, short, and focused writing practice.

One great way to teach sentence revision and literary response writing skills is in literacy centers (stations). The social nature of collaborative writing is especially conducive to literacy centers.

 

The author of this post, Mark Pennington, provides grades 4-8 teachers with grade-level sentence revision resources and literary response resources in two instructional formats: twice-per-week writing openers (or writers workshop mini-lessons) and literacy centers.

Both sentence revision and literary response lessons are provided in Teaching Essay Strategies, the Writing Academic Literacy Center Grades 4, 5, 6, 7, and 8and in the Academic Literacy Center Grades 4, 5, 6, 7, and 8 BUNDLE.

Get the Writing Academic Literacy Center Sample Lessons FREE Resource:

Literacy Centers, Writing , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

How to Teach Writing Skills

Writing is Taught and Caught

Writing Skills: Taught and Caught

Now that teachers have had plenty of professional development in how to write arguments (CCSS.ELA-LITERACY.CCRA.W.1) and informative/explanatory texts (CCSS.ELA-LITERACY.CCRA.W.2), teachers are looking at their students’ essays or narratives (CCSS.ELA-LITERACY.CCRA.W.3) with a collective sigh. Students just cannot write.

Students seem to understand the content, they know the demands and constraints of the writing genre, they can dissect a writing prompt, they know the writing process… but the words they use, the sentences they construct, and the intangible feeling our student writers convey simply do not engage their readers (teachers especially).

The Problem

Many teachers are not equipping their students with the tools they need in their tool belts. Or, just as bad, teachers introduce the tools, but don’t provide the practice students need to master the tools.

The Solution

Two time-proven solutions to these problems take little time, but do necessitate some instruction and practice: sentence revisions and literary response. Writing teachers (and writing research) have found these tools to be especially helpful for developing writers.

By sentence revision, I mean the word choice and structure of our language (the grammar, usage, and syntax). It’s the how something is written (and re-written). Think sentence variety, sentence combining, grammar and proper usage in the writing context. The skills of sentence revision are primarily taught.

By literary response, I mean writing style: primarily the style of literary mentors, who not only have something to say, but know how to say it in both expository and narrative writing. Think mentor texts and rhetorical stance (voice, audience, purpose, and form). The skills of writing style are primarily caught.

Fortunately, the Common Core authors do acknowledge the importance of teaching both sentence revisions and literary response in both the Anchor Standards for Writing and the Anchor Standards for Language (highlighting my own):

Writing Anchor Standards

CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Language Anchor Standards

CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Suggestions

Keep your focus on both the content and process of writing. Maintain a balance of extended writing process assignments (especially essays and stories) and short, say twice-per-week writing skill development, especially using sentence revisions and literary response activities.

The author of this post, Mark Pennington, provides grades 4-8 teachers with grade-level sentence revision resources and literary response resources in two instructional formats: twice-per-week writing openers (or writers workshop mini-lessons) and literacy centers.

Both sentence revision and literary response lessons are provided in Teaching Essay Strategies, the Writing Academic Literacy Center Grades 4, 5, 6, 7, and 8 and in the Academic Literacy Center Grades 4, 5, 6, 7, and 8 BUNDLE.

Literacy Centers, Writing , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,