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Archive for the ‘Grammar/Mechanics’ Category

Printable and Digital Grammar Programs

 

Teaching Grammar, Usage, and Mechanics Grades 4, 5, 6, 7, and 8 are full-year programs with plenty of remedial practice to

Teaching Grammar, Usage, and Mechanics Printable and Digital Programs

High School Program

help your students catch up while they keep up with grade-level standards. The program features 56, twice-per-week, 25-minute lessons to help you teach and test grade-level, CCSS-aligned grammar, usage, and mechanics concepts and skills.

Additionally, diagnostic assessments help you identify what your students should already know, but don’t. Corresponding worksheets and activities target these deficits with practice and formative assessments.

Click to view the quick Grade 4 Video Preview or PDF Program Preview.

Click to view the quick Grade 5 Video Preview or PDF Program Preview.

Click to view the quick Grade 6 Video Preview or PDF Program Preview.

Click to view the quick Grade 7 Video Preview or PDF Program Preview.

Click to view the quick Grade 8 Video Preview or PDF Program Preview.

Each grade-level program has been designed for both in-class and distance learning with printable PDFs and Google slides, forms, and sheets. If you prefer teaching with PowerPoint, simply download the slides into that format. As the Burger King commercial says, “Have it your way.”

How to teach the 56 scripted, no-prep, and minimal-correction lessons:

  1. Administer the diagnostic assessment to determine mastery of previous grade-level standards (Google forms with Google sheets recording matrix or PDFs).
  2. Use the scripted lesson and lesson display in the teacher’s guide (PDFs) to teach the paired mechanics and grammar lessons in-class or via Zoom, etc.
  3. Students complete and self-correct the guided practice, slide activities, simple sentence diagram, mentor text, writing applications, and sentence dictation formative assessments (Google slides and PDFs)
  4. Assign additional independent practice if needed to all or some students (Google slides and PDFs).
  5. After completing four of the lessons, administer the biweekly unit test (Google forms or PDFs). Administer the final exam at the end of the year (Google forms with Google sheets recording matrix).

The Teaching Grammar, Usage, and Mechanics Grades 4, 5, 6, 7, and 8 includes a secret agent theme in the Google slides with drag and drop activities, type-in-the-box practice, audio files, and problem-solving (secret codes and such). The theme is fun, but the learning tasks are rigorous.

Enter discount code 3716 at check-out for the lowest price on Teaching Grammar, Usage, and Mechanics Grades 4, 5, 6, 7, and 8.

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OTHER GRAMMAR PROGRAMS

Click to view the quick High School Video Preview or PDF Program Preview.

Grammar Interactive Notebook for grades 4-8

Grammar Interactive Notebook

Interactive Notebook for grades 4-8 Grammar, Usage, and Mechanics Interactive Notebook

Quick Program Preview Video

Extensive Program Samples

Grammar, Usage, and Mechanics Remedial Literacy Center for grades 4-8

Remedial Literacy Center

Language Conventions Literacy Center Grades 4-8

Language Conventions Literacy Center

Literacy Centers: Language Conventions Academic Literacy Center and Remedial Grammar and Mechanics Literacy Center

Language Conventions Academic Literacy Center Extensive Program Samples

Remedial Grammar and Mechanics Literacy Center Extensive Program Samples

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Should Grades 4-8 Teachers Teach Spelling?

Diagnostic Spelling Assessment Grades 4-8

Diagnostic Spelling Assessment

It depends. The real question is “Do your students (or some of your students) need to improve their spelling?”

The only way to find out is through assessment. The FREE Diagnostic Spelling Assessment has been designed for grades 4, 5, 6, 7, and 8. It is not a random sample spelling inventory. You could give a short inventory, which would hint at problem areas or determine a student’s spelling stage, but you would have to do further assessment to specify the specific unknown spelling patterns to remediate. But the Diagnostic Spelling Assessment does it all in one assessment. The results will indicate problem areas and specific, teachable deficits. Teachers get the data they need to minimize remedial instruction to individual needs.

Assessment Design

The 102 item assessment includes the most common previous grade-level spelling patterns.

  • Grade 4: K-3 spelling patterns (#s 1-64)
  • Grade 5: K-4 spelling patterns (#s 1-79)
  • Grade 6: K-5 spelling patterns (#s 1-89)
  • Grade 7: K-6 spelling patterns(#s 1-98)
  • Grade 8: K-7 spelling patterns (#s 1-102)

The test items are grouped by spelling patterns e.g., the four long /i/ spellings, to make posttest analysis simple. All spelling words are multi-syllabic to prevent students from identifying the words by “sight spellings” and to require recognition of the sound-spelling patterns within the context of syllables.

Assessment Formats

Choose the Diagnostic Spelling Assessment format which best suits your needs:

1. Paper Only: Teacher dictates the number of test items assigned to the grade levels, following the written administrative protocol. Students take the test on binder paper. Teacher corrects assessments according to directions and records spelling deficits on the Spelling Patterns Assessment Mastery Matrix.

Resources: Diagnostic Spelling Assessment teacher administration form; Spelling Patterns Assessment Mastery Matrix.

2. Audio and Paper: Teacher plays the 22:32 “slow speed” Diagnostic Spelling Assessment audio file for grades 4, 5, and 6 students or the 17:26 “fast speed” Diagnostic Spelling Assessment audio file for grades 7 and 8 students. The audio file includes all administrative directions. Students take the test on binder paper. Teacher corrects assessments according to directions and records spelling deficits on the Spelling Patterns Assessment Mastery Matrix.

Resources: Diagnostic Spelling Assessment 22:38 audio file; Diagnostic Spelling Assessment 17:26 audio file; Spelling Patterns Assessment Matrix.

3. Google Forms: Teacher shares either the Diagnostic Spelling Assessment Google Form with the 22:32 “slow speed” for grades 4, 5, and 6 students or the form with the “fast speed” for grades 7 and 8 students. Note that incorrect spellings with be accompanied by the Google red squiggly line indicating a spelling error. Students may be tempted to right click the word and select the correct spelling; however, if the teacher tells the students the purpose of the test and directs them not to self-correct, students will generally follow instructions. Telling students that they will receive the same amount of credit whether the spelling is accurate or not, and using the “fast speed” audio also helps students avoid the temptation of cheating. Teacher uploads the students’ Google Forms into the Spelling Patterns Assessment Mastery Matrix Google Sheets.

Resources: Diagnostic Spelling Assessment Google Form with the 22:32 “slow speed” audio file for grades 4, 5, and 6 students or the Diagnostic Spelling Assessment Google Form with the 17:26 “fast speed” audio file for grades 7 and 8 students; Spelling Patterns Assessment Mastery Matrix Google Sheets.


If you’ve made the decision that all or some of your students need spelling instruction, please check out the author’s grades 4, 5, 6, 7, and 8 Differentiated Spelling Instruction. Each program includes grade-level spelling tests and spelling sorts, according to age appropriate spelling patterns and 102 remedial worksheets (each with a formative assessment) to helps students master the spelling deficits indicated by the Diagnostic Spelling Assessment. Efficient and targeted spelling instruction! Plus, the spelling sorts and 102 worksheets have a fillable PDF option. Perfect for distance/virtual learning.

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Distance Learning for Parents | Virtual Learning Advice

Virtual Learning Parents

Distance Learning Parents

I know you didn’t sign up for this. It’s tough teaching at home; it’s especially tough teaching your own kids at home. You don’t have the training, nor the tools. Your first go-round of in-home teaching last spring may have been an epic fail. However, before you pour that second glass of wine or click out of this article, let me give you some good news. You’ve got this!

You are reading this article because you care. You want the best for your kids and know that throwing a pity party for yourself or playing the blame game is not going to get the job done. Besides the emotional, physical, and spiritual health of your children, nothing is a greater priority than your child’s education.

So, you are right to be concerned about Covid Brain Drain. As a recently-retired teacher, I’m active on all the teacher Facebook groups, and I can tell you that the news from teachers welcoming back their students is that students have not made the traditional year to year growth. Additionally, student work ethic has taken some serious hits. Teachers will do their best to catch up their students, but this is not business as usual. They’ve never done this before, and despite their commitment and effort, they don’t have the training, nor the tools, to completely revamp what they’ve done for years. School district administrators have done the best they can, but money that could have been invested in teacher training and tools had to be diverted to Covid-proofing retrofits, cleaning, hiring of nurses, etc.

I know, first hand, that this is the case. I’m a small publisher of teaching resources, and despite the fact that I have developed a number of sure-fire digital resources, they’re not selling like hotcakes. District staff are telling me that they have no money to purchase new materials. I’m still selling to individual teachers, but many of them are looking at salary freezes and lay-offs. So, district administrators and teacher are looking for as many free distance learning resources as possible. Now, you don’t always get what you pay for, but more times than not, the free resources are not going to captivate the attention of you or your child.

So, what to do?

  1. Accept the fact that you are primarily responsible for the education of your child, not your teacher and not your child. The teacher may be amazing, but even the best have shortcomings, especially with Covid restraints and challenges. Your child is probably like 99% of the students I taught at the elementary, middle school, high school, and community college level i.e., learning is not their highest priority and their parents and teachers are not the main characters in their own stories.  The 1% are rarities. I’ve “taught” some of these self-starters and high achievers, but they are simply not normal.
  2. Analyze what the teacher is and is not teaching, and supplement as needed. Face it, you’re going to have to invest some time and money in learning how to supplement the teacher’s instruction for your child.*
  3. Be extremely and overtly positive about what and how the teacher is teaching. If you are not naturally inclined to do so, fake it ’til you make it for the benefit of your child. Send complimentary emails to the teacher and cc the principal. Honey draws more flies than vinegar.
  4. Reward (bribe) your children to do their best work. Extrinsic rewards, especially short-term, task-specific rewards, work. Leave the intrinsic reward development until Covid is over.
  5. Provide the supplies your child needs to succeed, and keep other children out of their work area as much as possible.
  6. Help your child stick to a schedule. If your child’s teacher has a ZOOM meeting at nine each morning and records it, keep your routine the same and don’t use the recording as an excuse to work around your schedule.

What not to do?

  1. Don’t coddle your kid. Make your child reads and re-reads the assignment directions and does the work. Don’t make excuses for your child’s lack of effort. Don’t fill in the gaps. Don’t contact your child’s teacher when the child should be doing so.
  2. In your supplemental teaching, don’t pass out the workbook/worksheet and expect it to teach your child. Specific worksheets can provide ideal independent practice, but only after you have taught the concept, content, or skill and provided some guided practice.
  3. Although parents should have high expectations of their children, don’t ignore the debilitating effects of social distancing. Know when and when not to cut your kid some slack.

* From my experience, these four subject areas tend to be lower instructional priorities for most teachers’ distance learning/virtual learning:

  1. Grammar, usage, and mechanics
  2. Vocabulary
  3. Spelling
  4. Study skills
  5. Individual reading deficits

Pennington Publishing provides digital and printable resources for each of these subject areas. Each resource has a diagnostic assessment to determine what your child knows and does not know. Video tutorials are also provided. You don’t have to have a teaching degree to be successful with these products. Plus, my email and phone number are on my website and I love to help parents decide which programs will best supplement instruction for their children, and I also answer any questions about how to use the materials. As a reading specialist (MA Reading Specialist), I am skilled reading diagnostician. If you have need of these services, click HERE for further information.

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Grammar Distance Learning

Digital Grammar Programs

Virtual or In-Class Grammar

Grammar, usage, and mechanics (punctuation, capitalization, spelling, quotations, citations, etc.) are ideal subjects for distance learning (virtual learning). The teacher can ZOOM, Google Meet, Microsoft Teams, etc. the lesson content, and students can use Google slides for interactive practice of the lesson content, concept, and skill. Google forms self-correcting tests can serve as formative assessments (unit tests), and any necessary remediation can be assigned via additional slides practice.

Teachers can record videos to provide repetition and additional practice for remediation.

In other words, distance learning works nicely to help students catch up, while they keep up with grade-level instruction.

I highly recommend Pennington Publishing’s full-year Teaching Grammar, Usage, and Mechanics Grades 4, 5, 6, 7, 8 and High School programs. (After all, I’m the author 🙂 These separate, standards-based programs are rigorous, yet have plenty of remedial practice to help students who don’t have much of a grammar background. The print and digital resources feature 56 (64 for high school) , twice-per-week, 25-minute lessons to help you teach both mechanics (punctuation, capitalization, quotations, etc.) and grammar and usage skills and concepts.

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Click to view the quick Grade 4 Video Preview.

Click to view the quick Grade 5 Video Preview.

Click to view the quick Grade 6 Video Preview.

Click to view the quick Grade 7 Video Preview.

Click to view the quick Grade 8 Video Preview.

Click to view the quick High School Video Preview.

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Each grade-level program has been designed for both in-class and distance learning with printable PDFs and Google slides, forms, and sheets. If you prefer teaching with PowerPoint, simply download the slides into that format. As the Burger King commercial says, “Have it your way.”

How to teach the 56 (64 for high school) scripted, no-prep, and minimal-correction lessons:

  1. Administer the diagnostic assessment to determine mastery of previous grade-level standards (Google forms with Google sheets recording matrix).
  2. Use the scripted lesson and lesson display in the teacher’s guide (PDFs) to teach the paired mechanics and grammar lessons in-class or via Zoom, etc.
  3. Students complete and self-correct the guided practice, slide activities, simple sentence diagram, mentor text, writing applications, and sentence dictation formative assessments (Google slides and PDFs)
  4. Assign additional independent practice if needed to all or some students (Google slides and PDFs).
  5. After completing four of the lessons, administer the biweekly unit test (Google forms). Administer the final exam at the end of the year (Google forms with Google sheets recording matrix).

The Teaching Grammar, Usage, and Mechanics program features a secret agent theme in the Google slides with drag and drop activities, type-in-the-box practice, audio files, and problem-solving (secret codes and such). The theme is fun, but the learning tasks are rigorous.

Click to view the Grades 4-8 Instructional Scope and Sequence (table of contents) with CCSS Alignment Documents. The Teaching Grammar, Usage, and Mechanics program provides effective grade to grade instructional continuity.

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or… Also check out the Grammar, Usage, and Mechanics Interactive Notebook Grades 4-8.

Need a no-prep interactive grammar notebook to teach review and grade-level grammar and mechanics standards? With Cornell Notes, foldables, tons of online links, practice worksheets, and biweekly tests? And how about options for Google slides, forms, and sheets for effective distance learning?
 
 
*Rigorous assessment-based instruction. Each of the 64 lessons provides a separate teacher’s guide and student lessons for a full year of grammar and mechanics instruction. A lesson includes these instructional components: Cornell Notes Mechanics and Grammar Lesson with links and Resources (for in-class display or ZOOM) and corresponding student lessons (printable PDFs and Google slides); Cartoon Response, Writing Application, and 3D Graphic Organizer (PDFs)
 
*Complete alignment to the Common Core Standards with built-in review. Lessons include assessment-based instruction in all grades 4-8 grammar and mechanics (language conventions) Standards with special emphasis on the Progressive Skills Review Standards grades 3–8.
 
*Biweekly unit tests (printable PDFs and Google forms) including definition, identification, and application (answers included) …20–25 minutes to complete
 
*Clear directions with the same instructional procedures for each lesson. Perfect for both the beginning teacher, expert grammarians, and substitutes
 
*Online links to songs, posters, sentence diagrams, and more
 
*Diagnostic Grammar, Usage, and Mechanics Assessments (printable PDFs and Google forms) with 77 remedial worksheets (printable PDFs and Google slides), each with a formative assessment… plus, an Assessment Master Matrix for progress monitoring (printable PDFs and Google sheets)
 
*Final exam covering all 64 lessons (Google forms and sheets)
 
*Simple and fun 3d graphic organizers from Tangstar (the best on the web) with clear directions and less mess and interactive Google slides with a fun, problem-solving secret agent theme with drop-and-drag, audio, and fill-in the text box activities
 
*Minimal prep and correction. Teachers don’t have to create their own INB for student make-up work. Print three student pages per lesson, set out the crayons, scissors, and glue (or tape), and your students write down examples and annotate on the Cornell Notes in their comp books or spiral notebooks. You display the teacher pages, read the lesson, and lead the discussion. Everything to make you the expert grammarian is included.
 
*Flexible curriculum. Teachers choose what works for their schedules and class time. Complete all or part of each lesson. Mix and match the paper INB and digital activities.
You can have it your way! With flexible, grammar curriculum for both in-class and digital (virtual learning) from Pennington Publishing.

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Making Sense of Guided Reading

I’ve got to be careful on this topic. I’ve got family members who teach using guided reading, as well as plenty of colleagues, and their students are learning to read. Within the past 35 years, guided reading has become an educational given, accepted common sense, and an all-or-nothing teaching reading strategy. For Fountas & Pinnell and Teachers College, the guided reading method of teaching students with leveled books is a cash-cow. However, all-too-often educators assume and practice what has not yet been proven. Such is the case with guided reading.

Guided Reading

How to Tweak Guided Reading

Guided reading is based upon two theoretical premises: Vygotsky’s (1978) Zone of Proximal Development theory and Bruner’s (1986) application of that research to learning theory in what he termed as scaffolding.  From these premises, Marie Clay, New Zealand’s godmother of guided reading, believed that students learn best in instructional level texts (Vygotsky’s Zone), guided by a teacher to independence (Bruner’s scaffolding), and then on to more and more challenging instructional texts in what she coined as the “ladder of progress.” Clay’s methods of determining independence (91–94%) is running records assessment.

Clay’s guided reading method sounds reasonable and practical. Simply put, it’s the Goldilocks principle: Don’t have students practice in books that are too hard (frustration level); don’t have students practice in books that are too easy (independent level). Instead, have students practice in books that are just right (instructional level) with teacher assistance.

Within the last 35 years, we have made enormous strides in determining readers’ levels of comprehension and matching them to levels of text complexity through Lexile testing or informed teacher judgment using running records. However, we have not yet proven that practicing at optimally determined reading levels produces more learning than reading text that is “too easy” or “too hard.” And we just don’t know if learning is best facilitated with Clay’s ladder of progress model. Is there such a thing as an optimal instructional reading level?

Dr. Timothy Shanahan argues, “Basically we have put way too much confidence in an unproven theory”(https://fordhaminstitute.org/national/commentary/leveled-reading-making-literacy-myth). He elaborates on the guided reading practice of using leveled texts to match optimal reading levels of instruction:

Of the studies that have directly tested the effects of teaching students to read with books at their “instructional level,” not one has found any benefit to the practice. There are several studies that have found no benefit to doing this and there are some that have found it to be harmful (that is, it reduces the students’ opportunity to learn). There is no set level at which texts need to be for students to learn from them, but if the texts are too easy (and traditional instructional level criteria are apparently too easy) learning is going to be limited. This has been found across a variety of grades from Grade 2 through high school and both with regular classroom students and learning-disabled students (https://www.shanahanonliteracy.com/blog/a-gallimaufry-of-literacy-questions-and-answers).

In fact, the authors of the Common Core State Standards would argue that students (with teacher assistance) learn more from complex i.e. frustration level text than instructional or independent text. My son read the entire Harry Potter series as a fourth-grader. While the first few books were add an accessible reading level, the last few certainly were not. My son gained two reading grade levels in a matter of months by reading text at his frustration level.

At this point, I know I’ve lost half of my readers. Teachers believe in the value of research only to a certain extent. When challenged by new or different research that is contradictory to accepted notions, teachers tend to retreat to their own experience. Generally, teachers believe in what they’ve been taught, how they were taught, and what they are now doing. Guided reading teachers see success in their students and the kids are learning to read. If it ain’t broke, don’t fix it.

Leveling Books

Guided Reading

However, for the remaining half of my readers: When they understand that the research does not prove what the majority of teachers are doing, they work through their cognitive dissonance and become more critical consumers of ideas and practice. They’re not afraid to distance themselves from the herd and try something new. A chance to add more tools to their tool belts.

My take is that we don’t have to throw the baby out with the bathwater. Some of guided reading is research-based and makes complete sense: the structural and instructional components of flexible ability grouping, meaningful busy work for rest of kids, reading with the teacher on a daily basis, and authentic assessment are proven and effective instructional strategies; however a few tweaks are in order. We don’t and shouldn’t abandon guided reading entirely as some Science of Reading colleagues advocate. However, I would ask teachers to try a few adaptations.

My suggestions to make sense of guided reading:

  1. Rather than trying to fine tune your guided reading groups by adding more discrete reading level groups, think of combining groups to maximize instructional minutes, minimize independent work, and improve behavior management. Especially consider doubling the size of the teacher-led guided reading group and reducing the number of total groups. Check out these 10 group rotation schedules.
  2. Look to other means of assessment to determine reading needs and group placements, in addition to running records. Teachers don’t like to hear this, but we are not completely objective evaluators. According to Dr. Louisa Moats, “The reliability of oral reading tests and running records is lower than the reliability of more structured, specific measures of component reading skills. Teacher judgment of the cause of specific oral reading errors (e.g., miscue analysis) tends to be much less reliable” (https://www.aft.org/sites/default/files/reading_rocketscience_2004.pdf). (Download my FREE diagnostic assessments.)

    Sam and Friends Phonics Books

    Sam and Friends Guided Reading Phonics Books

  3. In addition to leveled reading groups, use this alternative assessment data  to drive instruction within your guided reading group stations. Flexible groupings can help you teach r-controlled vowels to a group, or the soft /c/ spellings, or non-decodable sight words, etc. to needs-based groups, formed according to diagnostic assessments. My Sam and Friends Guided Reading Phonics Books are perfect examples of how to use skill-based guided reading groups. Each of the 54 decodable books includes a running record, but placement in the Sam and Friends series is determined by objective assessment.

The benefits…

  1. Fewer groups means less prep for guided reading groups and other independent learning stations.
  2. Less wasted instruction. When teachers notice reading errors during guided reading or running records which they wish to address via mini-lessons, some, but not all students will benefit.
  3. Targeted needs-based instruction is more efficient than mini-lessons.
  4. Students will progress quicker with the addition of assessment-based instruction.
  5. Less $. Those Fountas & Pinnell A to Z leveled books are expensive. Why not purchase fewer levels?
  6. Less tracking. Traditional guided reading groups stay quite similar from the start to end of the school year, with notable exceptions.
  7. Better behavior management. With fewer groups, fewer transitions are necessary. With more students in the teacher’s group, less idle hands are making mischief.
  8. More teacher-student time.

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FREE GRADES 4-8 Vocabulary Resources and Lessons

Watch the short (less than a minute) YouTube videos to see the resources and lessons. Click on the link in the YouTube product description to safely download the resource or lesson from my Pennington Publishing Blog. Subscribe to my YouTube Channel to get more FREE ELA and reading daily resources and lessons. Great for distance learning!

Videos with Vocabulary Resources and Lessons

Grades 4-8 Vocabulary Instructional Scope and Sequence

Download the free weekly word lists for full-year vocabulary instruction. Aligned to the Common Core Anchor Standards, this comprehensive instructional scope and sequence provides grade to grade instructional continuity and features the research-based Academic Words List for tier 2 vocabulary instruction.

The 25 Greek and Latin Power Words

The 25 power words are formed from the highest frequency Greek and Latin word parts and are included in over 60,000 words. Get the list, the research sources, and accompanying worksheets.

FREE Grade 4 Vocabulary Worksheets, Flashcards, and Test

Check out the Grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkits with FREE Grade 4 Vocabulary Worksheets, Flashcards, and Test.

FREE Grade 5 Vocabulary Worksheets, Flashcards, and Test

Check out the Grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkits with FREE Grade 5 Vocabulary Worksheets, Flashcards, and Test.

FREE Grade 6 Vocabulary Worksheets, Flashcards, and Test

Check out the Grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkits with FREE Grade 6 Vocabulary Worksheets, Flashcards, and Test.

FREE Grade 7 Vocabulary Worksheets, Flashcards, and Test

Check out the Grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkits with FREE Grade 7 Vocabulary Worksheets, Flashcards, and Test.

FREE Grade 8 Vocabulary Worksheets, Flashcards, and Test

Check out the Grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkits with FREE Grade 8 Vocabulary Worksheets, Flashcards, and Test.

For teachers looking only for a solid one-year vocabulary program, check out the Common Core Vocabulary Toolkits (grades 4-8). The 56 Vocabulary Worksheets include

Pennington Publishing's Common Core Vocabulary Toolkit

Common Core Vocabulary Toolkit

Multiple Meaning Words and Context Clues (L.4.a.); Greek and Latin Word Parts (L.4.a.); Language Resources (L.4.c.d.); Figures of Speech (L.5.a.); Word Relationships (L.5.b.); Connotations (L.5.c.); and Academic Language Words (L.6.0). Students learn ten Tier Two and Tier Three words (the words recommended in Appendix A of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects) each week. Want to check out sample lessons? Preview This Book.

If you’re just interested in the vocabulary worksheets, flashcards, and test, skip the videos. Here are FREE samples of vocabulary worksheets from this comprehensive program–ready to teach in your class today. Each resource includes directions, four grade-specific vocabulary worksheets, worksheet answers, vocabulary study cards, and a short unit test with answers.

Get the Grade 4 Vocabulary Worksheets FREE Resource:

Get the Grade 5 Vocabulary Worksheets FREE Resource:

Get the Grade 6 Vocabulary Worksheets FREE Resource:

Get the Grade 7 Vocabulary Worksheets FREE Resource:

Get the Grade 8 Vocabulary Worksheets FREE Resource:

 

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Don’t Teach with Grammarly®

Keep Grammarly out of the Classroom

Don’t Teach with Grammarly

I hesitate to summarize what Grammarly® does because everyone has seen one or more of its ubiquitous ads. Most of us have clicked “Skip Ad” hundreds of times on YouTube to avoid the Grammarly® advertisement. But let’s allow a quick explanation for the uninitiated: The Grammarly® Chrome extension and Microsoft plugin automatically detects and helps correct grammar, spelling, punctuation, word choice, and style mistakes (in the premium version) in writing. Sometimes a short instructional lesson is included. The new version also provides a plagiarism detector. Two versions are available: the free program with limited utility and the premium program with advanced features.

My take is that the artificial intelligence largely does what it claims to do. And I would say it catches more errors than the Microsoft Word® spell and grammar checker and Google Tools. Moreover, were I writing for my business (I am), I would use the extension and recommend it to others as one tool in their writing toolbox. In fact, I ran this article through the free version of Grammarly® and it caught both spacing errors and a few typos. Thanks! I happily ignored its displeasure with my intentional fragments.

So, if Grammarly® does what it advertises, why shouldn’t teachers teach with Grammarly® and encourage their students to use the program with their writing assignments?

To buy-in to my advice, teachers will need to somewhat buy-in to my premise. I freely admit that not all will. My premise is that teachers have stuff to teach that kids need to learn and that our students simply don’t know what they don’t know, but teachers do, should, or could know to help students improve their writing. Following are my five reasons not to teach with Grammarly®.

1. Don’t teach with Grammarly® because it promotes incidental learning.

Merriam-Webster provides these synonyms for incidental: accidental, casual, chance, fluky, fortuitous, inadvertent, unintended, unintentional, unplanned, unpremeditated, unwitting. I align my teaching (and parenting) much more with the incidental antonyms: calculated, deliberate, intended, intentional, planned, premeditated (https://www.merriam-webster.com/thesaurus/incidental).

Now this is not to say that we don’t learn incidentally. We certainly do. When a child touches a hot stove, she learns to avoid doing so in the future. However, when a parent and child are standing in front of a hot stove, I expect the grown-up who knows better, to say, “Don’t touch that hot stove,” instead of waiting for incidental learning to take place.

My point is that using Grammarly® to teach your students to improve their writing reinforces incidental learning. Incidental learning makes no connection to prior learning. Incidental learning limits learning to what students have known, have experienced, and what they write. Incidental learning keeps writers in the boxes of their own previous experiences. It’s Bill Murray in Groundhog Day.

My take is that teachers should largely dictate what students learn in their writing to get them out of their boxes. Teacher expertise in how to teach writing should drive instruction, not the student writing itself. Teachers know what students know and don’t yet know; teachers know how to build upon previous instruction and extend learning; teachers have the informed judgment to teach Paula this and Percy that; teachers can be selective, prioritizing what needs to be learned and what can wait for another day. Teachers have a plan to get student writing where it needs to go. A teacher would never lead students on a treasure hunt, walking willy-nilly in search of incidental clues to where the treasure is located. Good writing teachers know how to read the treasure map and guide their students to the big red X step by step.

2. Don’t teach with Grammarly® because it limits assessment data.

When students use Grammarly®, they will have fewer writing errors, but this comes with a significant cost. Students’ rough and revised drafts are important sources of formative assessment. By using Grammarly®, teachers will not see the patterns of mistakes that their students are making. The Grammarly® feedback is limited to numerical data e.g., number of grammatical and number of spelling errors. Because no record of writing issues is maintained, the teacher will not be able to identify issues which need to be taught to the class as a whole or to the individual student.

I’ve read numerous testimonials from teachers claiming that requiring students to use Grammarly® saves them grading and correction time, and that their students’ use of the program frees them up to concentrate on writing content, not the trivial issues of typos, grammar, usage, mechanics, and spelling. Yes, reading a paper with these errors can set off English teachers’ collective obsessive compulsive desires to fox what is broken; however, this comes with the job description and does require feedback to change student behavior and work ethic. The ostrich head-in-the-sand approach that assumes that these deficits do not inhibit writing (a false assumption) and aren’t important to master have largely been discounted in writing research.

3. Don’t teach with Grammarly® because it reinforces the fallacy that writing is about being correct or incorrect.

Grammarly® does a fine job at error detection and correction. However, its limitations and scoring reinforce the notion that if writing contains no errors it must be good. Anyone who has tried no calorie ice cream knows that this is not the case.

The quantitative scores that the program assign for writing submissions are a poor substitute for balanced scoring rubrics, and teachers who use the Grammarly® scores as feedback or as part of the students’ assignment grades have noticed how students adapt. Less risk-taking in terms of vocabulary and sentence structure. Less complex syntax. Fewer complex sentences. Less creativity.

Besides, teachers know that good writers often intentionally disobey rules of grammar, mechanics, and sentence structure. Writing is both science and art. English has flexible grammar and mechanics rules to meet the needs of its writers, but artificial intelligence is not helpful in contextualizing usage. For example, serial (Oxford) commas are demanded in certain writing genres and style guides, but are unacceptable in others. The rigid rules of computers often need to be adapted to human variables. One example should suffice from author Joel Burrows.

The first classic I threw into Grammarly was chapter one of James Joyce’s A Portrait of the Artist as a Young Man. And oh boy, Grammarly® did not like that. The program gave this chapter a woeful performance score of 69/100. The performance score “calculates the accuracy level of your document based on the total word count and the number and types of writing issues detected.” Grammarly informed me that this chapter contained 118 spelling mistakes, 160 cases of incorrect punctuation, and 44 grammatical errors. The app also claimed that this masterpiece has 28 “wordy” sentences – which Grammarly® notates as “writing issues” (https://thewritersbloc.net/we-need-talk-about-grammarly).

Teachers who encourage or require students to use Grammarly® often say that they are equipping students to write independently and use valuable tools. However, students tend to over-rely on the editing features of this program and unquestioningly accept corrections (even when they are ill-advised).

Finally, although corrective writing feedback can certainly be valuable, Grammarly® is extremely black and white in its corrections. Some teachers have gone so far as to describe its grammar and style comments as “arrogant.”

4. Don’t teach with Grammarly® because it creates lazy and tech-reliant writers.

Good teachers know that doing too much for a student is doing too little to help them learn. Teachers who heavily edit rough and final drafts, like copy editors, spoon feed students and make them teacher-dependent. Teachers who require students to use Grammarly® are merely transferring that dependence to a machine. Grammarly® is addictive. Students begin to rely upon Grammarly® and its suggestions and stop thinking for themselves.

For example, when a student continues to write “beleive” and can simply click the correction in Grammarly® or other spell checkers, the student will never learn to apply the before e spelling rule. Correcting is not teaching. Now don’t get me wrong, I do favor some corrective response, but only when coupled with in-depth instruction and accountability for learning.

In writing, practice makes perfect. Revision and editing are the tough stuff of writing practice, but Grammarly® and its quick fixes reduce and limit that practice. Using Grammarly® to correct spelling, mechanics, usage, and grammar robs students of the learning experience. When something is “done for them,” they don’t have to know why the issue needs correction or revision. So, students will continue to make the same errors in future compositions. Plus, using Grammarly is a poor substitute for proofreading. Grammarly® can only check what’s there. It can’t proofread for content inconsistencies, connections, train of lot, line of argument, omissions, etc.

5. Don’t teach with Grammarly® because it provides only minimal writing feedback and some of that is incomprehensible for students. Let’s take a look at an example from the Grammarly® website. We’ll focus on the first sentence: “If you would have told me a year ago that today I would have finished a marathon, I would have laughed.”

Grammarly Example from Website

As I’ve noted, the focus of Grammarly® is error detection and correction, and in this example it does a good job highlighting and correcting the writing issue. Much better than either Microsoft Word® or Google Tools:

However, the Grammarly® explanation of the writing issue is scant and largely incomprehensible for most students. The phrasing, “unreal conditional” is confusing and it assumes knowledge of the conditional mood that most students do not have as prior knowledge, but do need to learn. Additionally, the suggestion, “Consider changing the verb have to a different form” assumes a sophisticated understanding of not only verb tense, but also of verb forms. Correct advice, but not helpful advice. Students won’t learn much, if anything, about the conditional mood and forms of the “to have” verb from the Grammarly® writing feedback. Would your students take the time to google “conditional” and “to have verb forms” to understand the writing feedback? No, they will simply accept the correction, had, and move on. Students will make the same mistake the next time (which may be on the next writing assignment or weeks later). Simply put, Grammarly® does not teach.

The hope is that over time and repeated reminders of their errors, students will begin to internalize and produce error-free writing. Teachers know that repetition does not always produce learning, especially when the repetition is not immediately practiced. Baseball pitchers can throw thousands of pitches, but will never improve until a pitching coach carefully and skillfully analyzes the pitcher’s mechanics, suggests and models adjustments, and observes and provides feedback on the correct mechanics in repetitive practice.

Teachers know that anything worth teaching is worth teaching well. Effective writing instruction requires deep learning and significant practice.

So, if you’ve bought into my original premise “that teachers have stuff to teach that kids need to learn and that our students simply don’t know what they don’t know, but teachers do, should, or could to help students improve their writing,” and a few of my arguments against teaching with Grammarly®, you may be interested in a writing feedback tool that keeps you, the teacher, fully in charge of your writing instruction.

e-Comments

The e-Comments Chrome Extension

You can save time and provide better Google docs annotations with quality canned responses. The e-Comments Chrome Extension allows you to insert hundreds of Common Core-aligned writing feedback comments into your Google docs and slides. Comments are completely customizable. Add and save your own, including audio and video files. Our floating e-Comments menu contains four writing feedback comment sets for grades 3–6, 6–9, 9–12, and College/Workplace. You can also add your own comment sets for different classes and assignments. Read our Quick Start User Guide or watch our comprehensive video tutorial to get grading or editing in just minutes!
Download the free trial version of e-Comments on the Chrome Web Store. Use any of hundreds of canned teaching comments or create your own, including audio and video, to provide actionable writing feedback with accountability on student writing. These comments don’t just identify writing errors; they explain the writing issues and offer problem-solving approaches for revision. So much better than Grammarly®, Microsoft Word®, or Google Tools. Need an example? With one click on the floating e-Comments menu (look below right), a teacher might choose to insert all or part of the following comment (look below left) into a student’s Google doc or slide to address a student’s overuse of the “to be” verb. Now, that’s a writing tool that helps you teach and your students learn!
e-Comments Options

e-Comments Menu

e-Comments

















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Spelling Tests and Instruction

Spelling Tests

Spelling Assessments

Years ago I attended a four-day training by Dr. Shane Templeton, an author of a new program titled Words Their Way®. Dr. Templeton drove down to Elk Grove to in-service our cadre of 18 reading specialists. An entertaining presenter, he demonstrated the theory of five developmental spelling stages and introduced the Qualitative Spelling Inventory (later reworked and published as the Primary Spelling Inventory, Elementary Spelling Inventory, and Upper-level Spelling Inventory.

From Dr. Templeton’s training, I developed numerous district and site level in-services for teachers interested in word study, primarily spelling. For each training, principals provided Words Their Way® for each teacher, and our district adopted the spelling inventory as one of our elementary literacy placement assessments. Teachers dutifully engaged their students in exploratory word sorts and other activities recommended for each spelling stage. After a two-year investment in the Words Their Way® approach, here’s what our reading specialist team and teachers found:

Virtually no gains on both standardized tests and our other writing, reading, fluency, spelling, syllabication, and phonics posttests. Our elementary students’ reading scores were mired in the 40th percentiles. The inductive Words Their Way® approach to word study and other similar approaches to spelling, phonics, and vocabulary acquisition were not paying off. Teachers rightfully complained that the Words Their Way® instructional activities took up inordinate amounts of their literacy block time.

Fortunately, our district chose to change direction and adopt a direct instruction, explicit and systematic phonics program: Open Court for kinder-third grade. Within two years our scores improved to the 70th percentiles. Grades 4-6 students improved as well upon later adoption of the program and because students coming out of primary had such a solid foundation. An interesting anecdotal sidebar: In our highly transient and growing district, our reading specialist team found that new transfer students in grades 4-8 were woefully unprepared for the rigors of multisyllabic expository text. As a result, our literacy leadership team created diagnostic assessments and instructional activities for site-level literacy intervention classes.

One of these diagnostic assessments, the Diagnostic Spelling Assessment, was my primary contribution. The test grew out of the Words Their Way® spelling inventories, which indicated a need for different levels of spelling instruction. However, unlike the inventories, we reading specialists and our district teachers wanted teachable data, not just placement test data. Rather than discover that a fourth grader was scoring in the “Within Word” developmental spelling stage, we wanted to know precisely which spelling patterns had and had not been mastered to target instruction for our grade level and reading intervention students, rather than spend inordinate amounts of class time with exploratory word study and word games.

My reading specialist colleagues were ruthless revisers. We argued over many test items, but finally achieved consensus on a comprehensive assessment that mirrored the Open Court phonics program sound-spellings and added the conventional spelling rules which applied to the “Syllable Juncture” and “Derivational” spelling stages of Words Their Way®. We field tested the Diagnostic Spelling Assessment in grades 4-8 and teachers found that this comprehensive assessment provided much more teachable data than did the old spelling inventories.

To compare the more popular Words Their Way® spelling inventories to the Diagnostic Spelling Assessment, I’ve put together a four-minute video https://www.youtube.com/watch?v=aczs81Jhcz8 to compare test items and determine which assessment provides the most teachable data. I’ve also included the Diagnostic Spelling Assessment (with audio file), recording matrices, and sample spelling worksheets as a free download in case the video convinces you to do so. Just click the link in the YouTube description.

Unfortunately, the Open Court® program, which did such an admirable job with decoding and comprehension had no systematic spelling instruction. As you know, decoding (phonics) is the one side of the words coin and encoding (spelling) is the other. Our spelling scores remained far below our phonics scores. Principals, who tend to always be about test results, demanded spelling curriculum. However, publishers remained reticent to invest monies and resources in outlier states, such as California, because just a few years back at the height of the whole language movement, State Superintendent of Instruction, Bill Honig, refused to adopt spelling workbooks for the state and directed principals to squash direct spelling instruction.

I was tasked by a school principal from the highest performing elementary school (out of 33) in our district to develop curriculum to “get my spelling scores up.” For that entire school year, two days a week, I continued to refine the Diagnostic Spelling Assessment and write targeted spelling pattern worksheets to correspond to each test item. Students benefited from my hyper-focus in the reading intervention class I taught after school and grade-level teachers snatched up my targeted worksheets to use in their classrooms. Yes, our spelling scores shot up through the roof on the spring standardized tests.

Differentiated Spelling Instruction Programs

Differentiated Spelling Instruction

The next year I published (with district permission) my own spelling workbook for reading intervention. Over the next few years, I wrote five grade-level spelling programs (grades 4, 5, 6, 7, and 8), using the best of the Words Their Way® instructional components (word sorts, book searches, games, etc.), but using a much more efficient deductive approach. Each program retained the Diagnostic Spelling Assessment and the corresponding spelling pattern worksheets, each with a formative assessment, that teachers found so valuable to pinpoint spelling instruction. The result? The Grades 4-8 Differentiated Spelling Instruction programs, designed to help students catch up while they keep up with grade-level spelling instruction.

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