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Posts Tagged ‘daily oral language’

Grammar Quiz for Teachers

The Grammar Quiz for Teachers

Grammar Quiz for Teachers

See how much you know about grammar by taking the 10 Question Grammar 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.

First, let’s get the obvious out of the way. I wrote this quiz to sell my grammar books to teachers. I selected quiz items from the grades 4‒8 Common Core Anchor Standards for Language. 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 books. I would be happy to explain any of the distractors. Comments are welcomed (not welcome).

Grammar Quiz for Teachers

1. When multiple adjectives are used within a sentence, the adjectival types should follow this order:

A. Which one? How many? What kind? B. What kind? Which one? How many?

C. What kind? How many? Which one? D. How many? Which one? What kind?

http://bit.ly/2cs8vQD

2. When multiple adverbs are used within a sentence, the adverbial types should follow this order:

A. Where? What degree? How? When? B. How? When? What degree? Where?

C. When? How? Where? What Degree? D. What degree? How? Where? When?

http://bit.ly/2thRtQO

I know you’re craving examples at this point, but we need to teach the rules, so that students will be able to apply them and not solely depend upon oral language proficiency.

3. A past participle is best described by what part of speech?

A. Adverb B. Adjective

C. Verb D. Conjunction

http://www.grammar-monster.com/glossary/past_participles.htm

4. Examples of correlative conjunctions include the following:

A. unless, despite B. for, nor

C. either, or D. however, then

http://www.chompchomp.com/terms/correlativeconjunction.htm

5. Examples of coordinate adjectives include the following:

A. dark green moss B. homemade apple pie

C. heavy, bulky sweater D. delicious, low-fat, dessert

https://www.quickanddirtytips.com/education/grammar/commas-with-adjectives

6. Which of the following does not describe a function of the present perfect verb tense (or form, if you prefer)?

A. A physical or mental action or a state of being happening or existing before the present

B. An ongoing action happening or existing now

C. An action that took place at some unidentified time in the past that relates to the present

D. An action that began in the past but continues to the present

http://blog.penningtonpublishing.com/tag/perfect-verbs/

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.

7. Identify which answer provides James as the subject of this sentence:

A. Running helped James lower his body fat.

B. Why is James asking if Sheena wants dessert?

C. The teacher of the year is James.

D. The birthday party for James was orchestrated by his closest friends.

https://www.khanacademy.org/humanities/grammar/syntax-sentences-and-clauses/subjects-and-predicates/v/subjects-and-predicates-syntax-khan-academy

8. The grammatical problem in this sentence is a dangling modifier:

A. Re-reading the question clearly improves the accuracy of your answers.

B. I dusted always on Tuesdays.

C. He acted more conspicuously than I.

D. Fired from her job, her car became her home.

https://owl.english.purdue.edu/owl/resource/597/1/

9. The grammatical problem in this sentence is the use of an indefinite pronoun reference:

A. He did have pens, but we didn’t need any right now.

B. I called Jesse’s work, but he never answered.

C. None were happier than he.

D. Peter was a brilliant chemist and teacher. That is why his students loved his class.

https://www.grammarly.com/blog/pronouns/

10. Which one of the following sentences includes a direct object?

A. To him I gave my favorite ring.

B. “Is this Marsha?” “It is I.”

C. The popcorn seems too salty for most people.

D. Ismelda acts nicely when no one is looking.

http://www.write.com/writing-guides/general-writing/grammar/direct-and-indirect-objects/

Want to take the Mechanics Quiz for TeachersCheck it out after you correct your grammar quiz.

Quiz Answers

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

*****

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 , , , , , , , , , , , , , , , , , , , , , , , ,

Grammar | Teaching in the Social Context

Language Conventions Literacy Centers

Language Conventions Academic Literacy Centers

If we consider the traditional four communicative contexts of English-language arts (listening, speaking, reading, and writing) and add on a fifth, the visual context, thanks to the interesting research of Kress and van Leeuwen, we find that language never takes place in isolation. Even when my wife talks to herself, she does have an audience (and I’m rarely included).

A few examples (with good instructional links and the related Common Core Standards) will remind us of how we teach the language interactively:

We teach students to actively listen to a speaker by asking relevant questions.

CCSS.ELA-LITERACY.SL.6.1.C
“Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.”

We teach students to speak to their audience, using specific techniques to interest our listeners.

CCSS.ELA-LITERACY.SL.4.4
“Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.”

We teach students to engage their audience in writing assignments.

CCSS.ELA-LITERACY.W.7.3.A
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

We teach students to maintain a dialog with the author when reading.

CCSS.ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and understanding.

We teach students to analyze media and consider the choices in terms of content, editing, and production made by, say, a filmmaker, videographer, or graphic artist.

CCSS.ELA-LITERACY.RI.7.7
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

So, why are teachers so reticent to abandon teaching grammar in isolation?

Now, most of you are thinking that I’m referring to teaching grammar in isolation via drill and kill worksheets, divorced from listening, speaking, writing, and reading. I’m not. As an aside, while I certainly try to apply my grammar, usage, and mechanics instruction to the instructional subject, I (like all teachers I work with at my school) find that some grammatical instruction is most efficiently accomplished in isolation. For example, when I teach sentence variety through modeled grammatical sentence openers in the context of revising process paper drafts, I always find that some re-teaching is necessary for some students. If half of my students still don’t know the definition of an adverb, its function, proper adverbial order, and some examples, they won’t be able to use a few of my grammatical sentence openers revisions to improve their process papers.  I see no reason not to bust out a down and dirty adverbs worksheet for those seventh grade students who need it.

What I mean by teaching grammar in isolation is didactic direct instruction (teacher talks to the class) or individual students complete a grammar worksheet and turn it in to the teacher to grade instruction.

Instead of those types of isolated learning experiences, I contend that grammar is best learned, interactively, in a social context.

Not to get to hung up on definitions, but let’s cite one:

“A grammar is the rules and constraints on what can be represented. A grammar is a social resource of a particular group” (Kress and van Leeuwen).

If grammar provides the tools (“the rules and constraints”) for communication, it makes sense that these tools would best be defined, identified, practiced, and applied in the context of collaborative communication (the “social resource of a particular group”). The classroom teacher certainly provides one important source of communication, but students themselves are often an untapped source of learning. Students can learn grammar from each other.

Academic Literacy Centers for Grammar and Mechanics

Language Conventions Academic Literacy Centers

Literacy centers provide an ideal social context for cooperative learning about grammar: parts of speech, syntax and sentence structure, standard and non-standard usage, word choice, dialect, punctuation, capitalization, etc. Now, of course your students need the right tools. We can’t have the blind leading the blind.

How about a few interactive grammar lessons to test-drive with your students in a cooperative group or literacy center? Your download includes four grammar and mechanics lessons, the unit test (with answers), directions, and literacy center leadership roles.

Get the Four Language Conventions Academic Literacy Center Lessons and Test FREE Resource:

Grammar/Mechanics, Literacy Centers , , , , , , , , , , , , , , , , , , , , , , , , , , ,

How to Teach Interactive Grammar

If I’m going to entice you to read this article by offering some how-to’s and free resources to teach grammar interactively, we had best get on the same page about what we both mean by grammar.

I like to think of grammar as a community’s language tools.

The tools of grammar are usually known as language conventions. A convention means “a general agreement about basic principles or procedures; also : a principle or procedure accepted as true or correct by convention the conventions of grammar” (Merriam-Webster). The Common Core authors use “Conventions of Language” for the first two Language Strand Standards:

L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Two other points will keep us on that same page:

  1. Teachers usually separate usage from grammar as in standard and non-standard usage, or word choice, or figures of speech, etc.
  2. Teachers usually separate mechanics from grammar and usage. By mechanics, teachers mean punctuation and capitalization. Some would also throw in spelling under this category.

Since our language conventions tools are always applied in a social context, it makes sense to teach and learn grammar how we use grammar: in the social context. Specifically, I find literacy centers to be ideal collaborative settings in which students will actually use their language skills to learn what the tool is and its purpose, be able to identify it, know how to use it, and use it a bit to see its value and, hopefully, remember it.

Academic Literacy Centers for Grammar and Mechanics

Language Conventions Academic Literacy Centers

For grades 4, 5, 6, 7, and 8, I’ve developed twice-per-week, twenty-minute Language Conventions Academic Literacy Centers to teach the Common Core language conventions standards

Instructional Format for Interactive Learning: The How To’s

The Language Conventions Academic Literacy Center provides 56 lessons. Grades 4–8 alignment documents follow the lessons. Each Language Conventions lesson consists of four pages and takes 20 minutes to complete. Students work collaboratively to learn two tools per twenty-minute lesson: a mechanics skill and a grammar or usage concept, rule, or skill.

The first page is in Cornell Notes format and provides the content and skills in the Mechanics Notes and Grammar and Usage Notes sections. The Links and Response sections provide online resources for additional grade-level practice. Space is provided in this section for students to list key ideas, comment, make connections, and write questions. Additional space is provided at the bottom of the lesson for students to summarize the key mechanics and grammar content or skills.

The second page duplicates the lesson text of the first page, but adds examples for the students to copy in the spaces provided on the first page. The Links and Resources sections provide online resources for extended learning (acceleration) and additional practice (remediation).

The third page provides students with practice for both the mechanics and grammar content and skills. Students individually apply the lessons with identification, error analysis, sentence revisions, and sentence combining in the writing context.

The fourth page consists of the practice answers. Students self-correct as a group to learn from their mistakes.

The program provides biweekly unit tests in which students must define, identify, and apply the tools they have learned. Students use their lessons on the test. Teachers may elect to have students take the test individually or as a group.

The FREE Resources

How about a few interactive grammar lessons to test-drive with your students? Your download includes four grammar and mechanics lessons, the unit test (with answers), directions, and literacy center leadership roles.

Get the Four Language Conventions Academic Literacy Center Lessons and Test FREE Resource:

Grammar/Mechanics, Literacy Centers , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Daily Paragraph Editing

Evan-More’s Daily Editing is certainly an improvement over the publisher’s Daily Language Review or the popular Daily Oral Language (from many different publishers). The instructional scope and sequence of Daily Paragraph Editing is aligned to the Common Core State Standards and most other state Standards in grammar, usage, and mechanics. This being said, most of the same criticisms detailed in my previous article still apply. Editing in the context of a paragraph does not solve the issue of teaching skills in isolation. Requiring a student to write a similar article is not the same as requiring students to apply specific skills learned in a lesson in the context of their own writing.

Additionally, Daily Paragraph Editing really only tests students’ previously acquired skills. Testing is not the same as teaching. Direct instruction in the language conventions of grammar, usage, mechanics, and spelling is what the Common Core Language Strand authors envisioned, not endless practice without effective instruction.

Yes, kids need lots of practice, but we teachers need to remember what we learned in our teacher training programs about effective lesson design: Explicit Behavioral Objectives, Connection to Prior Learning and Lesson Transitions, Pre-teaching, Direct Instruction in the Content or Skill Standard with Multi-modality Examples and Language Support, Checking for Understanding, Guided Practice (which certainly could include some editing, but why not decision-making between what’s right and what’s wrong, instead of error-only scavenger hunts?), Formative Assessment, Re-teaching, Individualized Instruction, and Independent Practice. Of course, teachers are accustomed to different names for the essentially the same lesson components. Essentially, the teacher uses comprehensible input to introduce new learning, the students practice with the teacher’s help, the teacher assesses students’ mastery of the lesson content and skills and uses the data to re-teach or individualize instruction, and assigns independent practice in which the students’ apply what they have learned. Basic lesson design.

The Daily Paragraph Editing program suffers from the same false assumptions that some teachers, administrators, and parents frequently share: All students are alike and need the same instruction. We know better. Kids are snowflakes: each is different and has different needs and different levels of content and skills mastery, particularly in the disciplines of the Language Strand: grammar, usage, mechanics, spelling, vocabulary, and knowledge of use.

A cookie-cutter approach to instruction such as Daily Paragraph Editing, Daily Oral Language, and Daily Language Review winds up re-teaching what some students already know (a waste of time), not building upon previous grade-level instruction, and short-changing instruction for those students, such as our ELL, Special Education, and below grade level students who need assessment-based practice. Students need effectively designed grade-level instruction, using all of the elements of direct instruction; plus, they need assessment-based individualized instruction for additional remedial practice so they can “catch up” while they “keep up” with rigorous writing instruction.

Teaching that helps students actually learn and retain skills and concepts requires something more than just a writing opener used only a few minutes each day. We teachers can do better than piecemeal and ineffective instruction. Good teachers don’t just want to address Standards, they want their students to learn, retain, and be able to apply them in the reading and writing contexts.

Bottom line? The Daily Paragraph Editing program is a short-cut to “teach” Language Strand Standards that can’t possibly transfer to long term content and skills acquisition. It has many of the same issues as Daily Language Review and Daily Oral Language. Teachers wind up “teaching” the same content and skills year after year. Clearly, we have better alternatives for effective instruction in the the Language Strand Standards.

Here is the most effective alternative…

*****

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, Writing , , , , , , , , , , ,

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.

*****

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 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

Grammar/Mechanics, Writing , , , , , , , , , , ,

Why D.O.L. Does Not Transfer to Writing

“I greatly prefer D.O.L. over isolated study because it addresses all the issues at once, not just commas or just capitalization or just subject-verb agreement.  Kids have to consider all those, just as they do when they are writing.”

On the surface, this teacher response sounds reasonable and the practice seems authentic. Students do need to multi-task throughout the writing process. However, does the Daily Oral Language (D.O.L.) instructional practice lead to transfer in student writing? After all, the chief reason why we teach grammar and mechanics is to improve writing.

The short answer is “No. D.O.L. does not transfer to writing.”

But first, for the uninitiated, here are the basic Daily Oral Language (D.O.L.) Procedures:

  1. Teachers write or project two sentences on the board, each with four errors in mechanics and/or grammar. *
  2. Students come up to the board and correct the errors or identify the errors with proofreading marks, one sentence at a time.
  3. The teacher and students discuss the corrections. Some teachers require students to write out the corrected sentences on binder paper or in a composition notebook.

*A variation has the teacher pass out a D.O.L. worksheet with the error-filled sentences to each student. Each student writes the corrections and proofreading marks on the worksheet.

Learning Theories Explain Why D.O.L. Does Not Transfer to Writing

…..

Psychologists and educational theorists have developed learning theories to explain how new learning and skills are most efficiently mastered and best transfer to other academic activities. Teachers studied many of these in their post-graduate teacher-training coursework. Although many of these learning theories would suggest different pedagogical approaches, each would exclude D.O.L. as a viable instructional approach to teaching grammar and mechanics, if transfer to writing is the indeed the instructional goal. Let’s examine the most influential of these learning theories to explain why D.O.L. does not transfer to writing.

Behaviorism

Behaviorists stress practice and reinforcement of skills in a controlled environment. The conditioner is front and center in this theory. Behaviorism has fostered the direct instruction movement with its carefully crafted lesson design and measurable behavioral objectives. Teachers isolate learning variables and provide extensive guided and independent practice.

In contrast, the instructional design of D.O.L. does not isolate or control learning variables. A D.O.L. lesson may include a serial comma error, a subject-verb error, a usage error, and a quotation marks error. The focus is on review, not instruction.  Practice of the skill is minimal, just one per lesson. No wonder that D.O.L. produces minimal transfer of grammar and mechanics concepts and skills to writing, if the behaviorist theory has merit.

Cognitivism

Cognitivists stress the importance of learning through patterns and not isolated events. The content is front and center in this theory. The learner develops new skills within the context of previously learned patterns and the “rules” which define them. Cognitivism has largely shaped the standards-based movement with its carefully designed instructional scopes and sequences.

In contrast, D.O.L. does not teach from patterns or rules. Each skill is practiced in isolation with little generalization. For example, “Titles of movies are to be underlined (italicized), not placed with quotation marks” is taught on its own without connection to the rule: “Titles of whole things are underlined (italicized).” The D.O.L. approach is somewhat akin to teaching reading by learning isolated sight words (a generally discredited instructional practice), rather than through an explicit, systematic phonics program. No wonder that D.O.L. produces minimal transfer of grammar and mechanics concepts and skills to writing, if the cognitivist theory has merit.

Constructivism

Constructivists view learning as a process in which learners actively construct new ideas or concepts based upon their own prior knowledge or experience. The learner is front and center in this theory. Establishing the relevance of the learning to the individual’s intrinsic needs is emphasized to motivate learning.

In contrast, because D.O.L. is simply oral, error analysis, students do not practice the skills in context of their own writing. D.O.L. provides no personal connection to the student’s own expression of ideas. In essence, teachers using D.O.L. purport to teach writing without writing. No wonder that D.O.L. produces minimal transfer of grammar and mechanics concepts and skills to writing, if the constructivist theory has merit.

Informal Learning

Informal learning theorists, such as Robert Marzano, advocate building upon prior knowledge to help students refine and adjust their understanding of previously developed big ideas or concepts. The big idea or concept is front and center in this theory. New learning is only acquired and mastered in the meaningful context of the old and will frequently challenge the construct and understanding of the big idea or concept.

In contrast, D.O.L. does not build or refine the big idea of how grammar and mechanics affect writing. For example, how comma placement affects meaning, how sentence variety emphasizes words and their meanings and not others, how language derivations affect usage or spelling. No wonder that D.O.L. produces minimal transfer of grammar and mechanics concepts and skills to writing, if the informal learning theory has merit.

Connectivism

Connectivists place high importance on developing meaningful connections between ideas and concepts. Connections to other similar learning and skills are front and center in this theory. Much of the brain-based learning, pioneered by neuroscientific research emphasizes the importance of these analogous connections.

In contrast, D.O.L. does not emphasize these skill connections. For example, “Titles of movies are to be underlined (italicized), not placed within quotation marks” is taught on its own without connection to other similar examples, such as “Titles of television shows are to be underlined (italicized), not placed within quotation marks.” No wonder that D.O.L. produces minimal transfer of grammar and mechanics concepts and skills to writing, if the connectivist theory has merit.

Now, good teachers use discussion to make D.O.L. instruction more useful. Some even have added on a writing component to extend the practice, motivation, and personal connection. But, these band-aides simply hide the wounds inflicted by this instructional practice. Our students deserve better grammar and mechanics instruction that will meaningfully transfer to student writing.

*****

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 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

Grammar/Mechanics, Writing , , , , , ,

Problems with Daily Oral Language (D.O.L.)

I’ve already detailed sixteen reasons Why Daily Oral Language (D.O.L.) Doesn’t Work in a related article; however, readers of my blog have added “fuel to the fire” by identifying two more problems with Daily Oral Language (D.O.L.) that merit attention.

Although teachers modify the Daily Oral Language (D.O.L.), to suit their tastes, here are the three basic Daily Oral Language (D.O.L.) Procedures:

  1. The teacher displays or writes two error-filled sentences on the board. Next, the teacher calls upon students to come up to the board and write corrections and proofreading marks.
  2. The teacher displays or writes two error-filled sentences on the board. The teacher passes out a D.O.L. worksheet with the error-filled sentences. Each student writes the corrections and proofreading marks on the worksheet. Next, the teacher calls upon students to come up to the board and write corrections and proofreading marks.
  3. The teacher displays or writes two error-filled sentences on the board. Students write out the corrected sentences on binder paper or in a composition notebook. Next, the teacher calls upon students to come up to the board and write corrections and proofreading marks.

With each of the three approaches, as the students mark the board, the teacher orally reviews the relevant mechanics, spelling, and grammar rules and verifies the accuracy of the sentence edits. With Procedures #2 and #3, students self-edit their own corrections and proofreading marks during this review.

Problems with the Daily Oral Language (D.O.L.) Instructional Approaches

…..

1. With Procedures #2 and #3, students are required to multitask their own sentence edits while watching the board edits and listening to the teacher review the relevant rules.

Analysis: Doing two things at once is not good instructional pedagogy. My take is that none of us can chew gum and walk at the same time as well as we can do one isolated activity. Listening is a full time job; discussion is as well.

2. Procedures #1, 2, and 3 review the “rules” orally and not in written form.

Analysis: Oral review is just not effective instruction and is a key reason why teachers complain that students do not retain the skills reviewed in Daily Oral Language (D.O.L.). After all, the reason we bother teaching mechanics, spelling, and grammar is to help students improve their writing. It makes sense that students should write down relevant rules and examples and then apply these rules to both to authentic writing, such as mentor texts (What’s right?), as well as to edit error text designed with specific mistakes connected to the rules for the purposes of error analysis (What’s wrong?).

Instead of Daily Oral Language (D.O.L.), I prefer an analytical approach in which students write down (or are provided) the mechanics, spelling, and grammar  “rules” and then discuss these in the context of both exemplary mentor text and text that requires error analysis and/or sentence manipulation. Next, the student applies the content and/or skill in the context of a short writing application. Finally, as a formative assessment, the teacher dictates sentences which require students to apply each “rule.” Students then correct and self-edit their sentences.

For example, if teaching a lesson on gerunds:

  1. Students copy down (or are provided) this “rule”: A gerund is an “____ing verb” that is used as a noun.
  2. Teacher reads the “rule” and elicits examples from students: “Running is good exercise. ” “Listening to Mr. Pennington makes me sleepy.” “Smoking cigarettes causes cancer.” Notice the variety of sentence constructions in the examples.
  3. Discuss the use of the gerund in this literary model (a quote by Dave Barry displayed or written on the board): “Skiing combines outdoor fun with knocking down trees with your face.” Identify the gerund, discuss the use of the gerund in terms of syntax, meaning, and style. “What makes this so funny?” Elicit and discuss possible revisions.
  4. Discuss this sentence (displayed or written on the board): “A necessary skill has become driving.” Identify the gerund, discuss the use/misuse of the gerund in terms of syntax, meaning, and style. Elicit and discuss possible revisions.
  5. Have students complete a short sentence diagram of “A necessary skill has become driving.” Model on the board and discuss.
  6. Instruct students to apply a gerund to respond to “A necessary skill has become driving.” Call on students to share their writing applications.
  7. Dictate this sentence and refer students to look at their “rule” for assistance: “Revise this sentence by placing a gerund at the beginning of the sentence: The product 28 results when you multiply 4 times 7.”
  8. Display this answer and require students to correct and self-edit: “Multiplying 4 times 7 results in the product 28.” Discuss any other possible revisions and set expectations for students to use and highlight gerunds in their writing assignment today.

*****

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 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

Grammar/Mechanics, Spelling/Vocabulary, Writing , , , , , , , , , , , ,

Grammar Openers

District administrators and teachers are digging into the newly adopted Common Core State Standards and finding some unexpected buried treasure: the Language Strand. Of course, one’s pirate’s treasure can be another’s curse; nonetheless, this particular treasure seems here to stay, so we might as well figure out how to invest its resources into the lives of our students.

This treasure is English grammar. Now, by grammar we have lumped together a whole slew of things about how our language works: words and their component parts, rules, usage, word order, sentence structure, parts of speech, mechanics, and even spelling. Yes, language is probably a better catch-all term.

Specifically, the writers of the Common Core Language Strand do not advocate a specific instructional approach and I would argue that the writers go out of their way to affirm teacher autonomy with respect to the hows of instruction. “By emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached…” http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf (Introduction).

However, it doesn’t take a rocket scientist to realize that many of us are going to have to teach grammar differently, given the Standards levels of rigor and specificity. For example, Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). L.7.2. How many of us knew or taught coordinate adjectives before these Standards?

Much of the burden of grammar instruction is now in the hands of elementary teachers. However, secondary teachers do not get off easily. Although the number of language standards decreases in middle school and high school, the Standards clearly mandate recursive instruction (review), as well as differentiated instruction. “Teachers will continue to devise lesson plans and tailor instruction to the individual needs of the students in their classrooms” http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf (Introduction). Review has always been a given in grammar instruction, but differentiated instruction will be a new approach for many teachers.

Following is a brief analysis of the four most common means of current grammar instruction. Teachers will tend to agree with my summary and analysis of the three instructional approaches that they do not employ, yet disagree wholeheartedly with my characterizations of the one approach that they favor. Afterwards, I will identify and offer a rationale for the one approach that seems most conducive to helping students master the new grammar standards.

1. Do Nothing

Many teachers simply do not teach grammar. Some play the blame game and argue that previous teachers should have done the job. Some do not see the importance of grammar to reading, writing, listening, and speaking and argue that grammar instruction takes away time from more important instruction. Some are simply afraid of the unknown: they never learned it, don’t know how to teach it, and argue that they “turned out alright.” Some teachers just don’t like grammar.

2. Writers Workshop/Writing Process

Many teachers went “whole hog” after the whole language movement and constructivism in the 1980s and have remained loosely committed (although many are about to retire). These veteran teachers wield some influence; however, most will honestly admit that their cherished notions that grammar should best be relegated to a mere editing skill in the last stage of the Writing Process or to a small collection of mini-lessons (should the needs of their student writers so indicate) have simply been pipe dreams. Results of state standard exams and the SAT/ACT clearly attest to this failure. Freshman college writing instructors bemoan the lack of writing skills exhibited by students exposed to this whole to part instructional philosophy.

3. Drill and Kill

Some teachers do have the set of grammar handbooks, the four file-drawer collection of grammar worksheets pulled from an old copy of Warriner’s, or the online resources of Grammar Girl and OWL (the Purdue University Online Writing Lab) saved in their Favorites. These teachers teach the grammar skills via definition and identification and then drill and kill. “Tonight’s homework is to complete all the odd problems on pages 234-235.” These teachers do “cover” the subject’ however, student writing generally indicates little transfer of learning and test scores reflect only minimal gains.

4. Grammar Openers

Most teachers have adopted the Grammar Openers approach. Widely known as Daily Oral Language, there are many instructional variations. However, the basics are the following: a quick lesson targeting review of previously “learned” language skills (usually grammar and mechanics) in which students examine short examples of writing riddled with errors. Students practice error identification and the teacher interactively helps students analyze these errors via brief discussion and “reminders” of the rules. Clearly, this approach has significant problems: grammar instruction can’t be relegated to “error fix-a-thons” (Jeff Anderson), review without deep-level instruction is ineffective, the hodge-podge lack of an instructional scope and sequence reflects a shotgun approach that is incongruous with standards-based instruction, the lack of application of these skills in the contexts of reading and writing, and more… See Why Daily Oral Language Doesn’t Work.

So which of the four is most conducive to helping students master the Common Core State Standards in grammar? The Grammar Openers instructional model seems to offer the most promise. Teachers teach from what they know. Teachers are by nature eclectic and prefer tweaking, rather than starting over. And since the predominant means of grammar instruction is the Grammar Openers model, it seems practical to build on this foundation and encourage such tweaking.

Here are the positives of the Grammar Openers model:

  • It’s consistent. Many teachers cram in huge chunks of ineffective grammar instruction before standardized tests or as intensive grammar units of instruction. Any chance of transfer to writing or oral language developments is doomed by such an inconsistent approach. Rome wasn’t built in a day. Grammar Openers offers the little-at-a-time instructional approach, which does happen to have the best research-base.
  • It’s quick. Drill and Kill teachers get so wrapped up in the grammatical complexities, that grammar instruction consumes an inordinate amount of instructional time. All instruction is reductive. We do have other Standards to teach. Grammar Openers provide quick-paced instruction, two or three days per week.
  • It’s interactive. Teachers can help students access prior knowledge and teachers can assess levels of whole-class competence through the back-and-forth design of Grammar Openers. The interactive approach can be engaging and does require some levels of accountability. Also, the interactive process can promote exploration, not just practice.
  • It involves direct instruction. Writers Workshop/Writing Process purists will simply have to admit that the rigor and specificity of these Common Core State Standards necessitates some of this approach. Whole to part instruction just won’t do this job.
  • It does involve review. Teachers have long recognized the recursive nature of instruction, particularly in grammar and mechanics. Those teachers who only teach grade-level standards have their heads firmly planted in the sand. Grammar is especially dependent upon scaffolded skills. Students will not learn what an adverbial clause is and how to use it in the writing context without first mastering adverbs and adverbial phrases.

Necessary Tweaks to the Grammar Openers Model

  • Establish a meaningful scope and sequence of instruction aligned to the Common Core State Standards Language Strand, including a comprehensive review of the asterisked review mandates.
  • Move beyond the definition and error identification approach (essential ingredients, by the way) of Grammar Openers to include identification of effective writing skills via Sentence Modeling. There is no doubt that constant exposure to incorrect grammar, mechanics, and spelling reproduces the same in student writing. For example, how many teachers have found themselves questioning how to spell their after years of seeing this spelling mistake in student writing?
  • Change the focus of Grammar Openers to interactive discussion and writing application. For example, try using simple sentence diagrams, sentence revision, sentence combining, and writing openers during the Grammar Openers, with sentence dictations as formative assessments. A balance of contrived and authentic writing practice/application makes sense.
  • Require systematic application of the grammar skills learned in Grammar Openers within the writing context. Students should be required to use what they have learned in their own writing during the Grammar Openers lesson and should be held accountable for applying these skills in short writing strategy practice, as well as on writing process papers.
  • Provide connected reading resources that demonstrate how mastery of the specific grammar skills adds depth and meaning to what the author has to say. Identification of the grammar is not sufficient. Recognition of how the grammar affects meaning is necessary and provides a meaningful purpose for grammar instruction.
  • Establish formative assessments to inform and adjust instruction.In addition to the direct instruction provided in Grammar Openers, teach to specific diagnostic data and differentiate instruction accordingly. Rather than relying upon solely implicit assessment of what students know and do not know, add on explicit, whole-class diagnostic assessments and teach relative weaknesses via small group or individualized instruction. Here, targeted grammar handbook, online, or worksheet practice (Drill and Kill) in conjunction with writers mini-conferences (Writers Workshop) certainly does make sense.

*****

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 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

Grammar/Mechanics, Writing , , , , , , , , , ,