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Mechanics Quiz for Teachers

Mechanics Quiz for ELA Teachers

Mechanics Quiz for Teachers

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

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

CCSS.ELA-LITERACY.L.7.2

Common Core Language Strand Standards

Common Core Anchor Standards for Language

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

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

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

Mechanics Quiz for Teachers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

*****

Syntax Programs

Pennington Publishing Grammar Programs

Teaching Grammar, Usage, and Mechanics (Grades 4, 5, 6, 7, 8, and High School) are full-year, traditional, grade-level grammar, usage, and mechanics programs with plenty of remedial practice to help students catch up while they keep up with grade-level standards. Twice-per-week, 30-minute, no prep lessons in print or interactive Google slides with a fun secret agent theme. Simple sentence diagrams, mentor texts, video lessons, sentence dictations. Plenty of practice in the writing context. Includes biweekly tests and a final exam.

Grammar, Usage, and Mechanics Interactive Notebook (Grades 4‒8) is a full-year, no prep interactive notebook without all the mess. Twice-per-week, 30-minute, no prep grammar, usage, and mechanics lessons, formatted in Cornell Notes with cartoon response, writing application, 3D graphic organizers (easy cut and paste foldables), and great resource links. No need to create a teacher INB for student make-up work—it’s done for you! Plus, get remedial worksheets, biweekly tests, and a final exam.

Syntax in Reading and Writing is a function-based, sentence level syntax program, designed to build reading comprehension and increase writing sophistication. The 18 parts of speech, phrases, and clauses lessons are each leveled from basic (elementary) to advanced (middle and high school) and feature 5 lesson components (10–15 minutes each): 1. Learn It!  2. Identify It!  3. Explain It! (analysis of challenging sentences) 4. Revise It! (kernel sentences, sentence expansion, syntactic manipulation) 5. Create It! (Short writing application with the syntactic focus in different genre).

Get the Diagnostic Grammar, Usage, and Mechanics Assessments, Matrix, and Final Exam FREE Resource:

Get the Grammar and Mechanics Grades 4-8 Instructional Scope and Sequence FREE Resource:

 

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How to Evaluate Spelling Programs

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

Properly evaluating spelling programs can save future headaches and money. One good guideline is to check whether spelling (encoding) is part of the screening and placement assessment for any reading intervention program. I take a look at the two most popular reading intervention programs with this in mind at Comparing READ 180 and Language! Live. Adopting spelling programs that teachers will not use simply makes no sense. With increasing attention on following Response to Intervention (RTI) guidelines, it makes sense to follow the criteria that orthographic research has established for quality spelling programs. Much of the following summarizes research study conclusions from the What Works Clearinghouse.

  • A BAD SPELLING PROGRAM uses “themed” spelling word lists, grouping words by such themes as animals, months, or colors. A GOOD SPELLING PROGRAM uses developmental spelling patterns for its word lists, providing sequential, research-based orthographic instruction.
  • A BAD SPELLING PROGRAM uses practice worksheets that focus on rote memorization, such as word searches, fill-in-the-blanks, or crossword puzzles. A GOOD SPELLING PROGRAM provides spelling sorts/word parts worksheets to help students practice recognition and application of the spelling patterns.
  • A BAD SPELLING PROGRAM de-emphasizes structural analysis. A GOOD SPELLING PROGRAM emphasizes word study: syllables, accents, morphemes, inflections, spelling rules, pronunciation, and derivational influences.
  • A BAD SPELLING PROGRAM does not integrate vocabulary instruction. A GOOD SPELLING PROGRAM integrates homonyms, common Greek and Latin prefixes, roots, and suffixes, and other linguistic influences.
  • A BAD SPELLING PROGRAM minimizes the reading-spelling connection. A GOOD SPELLING PROGRAM reinforces the decoding-encoding connection with an instructional scope and sequence aligned with systematic phonics instruction. The A GOOD SPELLING PROGRAM program includes five years of seamless spelling instruction (Levels A, B, C, D, E)—perfect for grade-level classes, combination classes, and flexible homeschool instruction.
  • A BAD SPELLING PROGRAM ignores spelling irregularities. A GOOD SPELLING PROGRAM includes “rule-breakers” throughout the program, providing problem-solving strategies that build student (and teacher) confidence in the English orthographic spelling system.
  • A BAD SPELLING PROGRAM uses spelling tests solely as summative assessments. A GOOD SPELLING PROGRAM uses spelling tests as diagnostic and formative instruments to help teachers differentiate instruction. Recording matrices enable teachers to keep track of mastered and un-mastered spelling patterns for each student—simple record-keeping and minimal paperwork.
  • A BAD SPELLING PROGRAM provides one-size fits all instruction. A GOOD SPELLING PROGRAM provides the resources for true differentiated instruction from remedial to grade-level to accelerated spellers.
  • A BAD SPELLING PROGRAM uses visual-only spelling strategies. A GOOD SPELLING PROGRAM uses multi-sensory instructional practice, including songs, raps, games and phonological awareness activities—perfect for students with auditory processing deficits and a “must” for effective Response to Intervention (RTI) instruction.
  • A BAD SPELLING PROGRAM has no writing-spelling connection. A GOOD SPELLING PROGRAM requires students to develop weekly Personal Spelling Lists that include commonly misspelled words from their own writing.
  • A BAD SPELLING PROGRAM provides no review activities for unit spelling tests. A GOOD SPELLING PROGRAM provides ample review activities, including Word Jumbles for each sound-spelling pattern, web-based songs and raps, and entertaining games.
  • A BAD SPELLING PROGRAM takes either inordinate teacher preparation or require too much class time. A GOOD SPELLING PROGRAM is “teacher-friendly” and requires only minimal prep time. These flexible resources will not eat up instructional minutes.

A Model Grades 3-8 Spelling Scope and Sequence

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

Preview the Grades 3-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 3-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING AMERICAN ENGLISH AND CANADIAN ENGLISH SPELLING PROGRAMS. Check out these grades 3-8 programs HERE. Administer my FREE comprehensive Diagnostic Spelling Assessment with audio file and recording matrix. It has 102 words (I did say comprehensive) and covers all common spelling patterns and conventional spelling rules. It only takes 22 minutes and includes an audio file with test administration instructions. Once you see the gaps in your students’ spelling patterns, you’re going to want to fill those gaps.

Get the Diagnostic Spelling Assessment, Mastery Matrix, and Sample Lessons FREE Resource:

 

Literacy Centers, Reading, Spelling/Vocabulary, Study Skills , , , , , , , , , , ,

The Ten Parts of Speech with Clear Examples

GRAMMAR PROGRAMS from Pennington Publishing

Pennington Publishing GRAMMAR PROGRAMS

Imagine trying to use the common tools in a toolbox without knowing their respective names or functions. A master carpenter would certainly do a disservice to an apprentice by avoiding such instruction.

“Take out that silver thing; no, not that one… the other one. Figure out on your own how to use it to cut these moldings.” How inefficient. How silly. How dangerous.

True, we could probably design research studies which show no statistically significant differences in terms of the quality of a finished good produced by some trained and untrained apprentices; however, most of us would acknowledge that the process does matter in producing such a good. An ignorant apprentice who uses the wrong tools, takes too much time, or cuts herself yet achieves the same quality of finished moldings is certainly not as preferable as the trained apprentice who uses each tool correctly, works efficiently, and bleeds less. Which one would you hire to do your moldings at your house?

Similarly, we English-language arts teachers need to equip our students with the tools of effective speaking and writing. One important set of tools is the parts of speech. And yes, we need to teach the names and functions of each tool.

Knowing the parts of speech helps students not only “talk the talk,” but also “walk the walk” in terms of coherent and effective speaking and writing. Scaling the language barrier is important for students (and teachers) so that matters of grammar, usage, sentence structure, sentence variety, mood, tone, and emphasis can be discussed intelligently.

“Take a subject case pronoun out of your toolbox to substitute for the repetitive use of that proper noun.” How efficient. How transferable. How effective.

Now, it should go without saying, but an apprentice carpenter would not learn her trade by memorizing the name and function of the tools in isolation. She would also need to put her knowledge into practice under the guidance and modeling of the master carpenter. Yes, there would be mistakes: error analysis is important. However, also seeing things done correctly with guided practice will produce the intended results.

1. A common noun is a person, place, idea, or thing. It is capitalized only at the start of a sentence. It can be a single word, a group of words, or a hyphenated word.

Examples:

The girl was learning to drive

-person (girl)

next to the ocean;

-place (ocean)

It takes self-control

-idea (self-control)

to earn a driver’s license.

-thing (license)

2. A proper noun is the name of a person, place, or thing. It is always capitalized. It may be a single word, a group of words (with or without abbreviations), or a hyphenated word.

Examples:

Josh was honored

-person (Josh)

at U.S. Memorial Auditorium

-place (U.S. Memorial Auditorium)

with the Smith-Lee Award.

-thing (Smith-Lee Award)

3. A pronoun is a word used in place of a noun(s). It can be in the subject case, acting as a “do-er” of the action in the subject case, or acting as a “receiver” of the action in the object case. Pronouns can also serve as singular or plural possessives to show ownership.

Examples:

She walked to town.

-subject case (She)

I gave her a basket.

-object case (her)

It was his wallet.

-possessive (his)

4. An adjective describes a proper noun, a common noun, or a pronoun by describing how many, what kind, or which one.

Examples:

The five teammates

-How Many? (five)

took the tiring trip

-What Kind? (tiring)

to that arena across town.

-Which One? (that)

5. A verb shows a physical or mental action or it describes a state of being.

Examples:

She works long hours,

-physical action (works)

but knows that

-mental action (knows)

there is more to life than work.

-state of being (is)

6. An adverb describes a verb, an adjective, or another adverb by describing how, when, where, or what degree.

Examples:

Trey walked slowly

-How? (slowly)

because he had arrived early

-When? (early)

to the place where

-Where? (where)

he knew very well.

-What Degree? (very well)

7. A preposition is a word that has a relationship with a common noun, a proper noun, or a pronoun. The preposition is always part of a phrase comes and comes before its object. The preposition asks “What?” and the object provides the answer.

Examples:

The politician voted against the law

-(against) what?…the law

through the secret ballot.

-(through) what?…the secret ballot

8. A conjunction joins words, phrases, or clauses together. There are three kinds:

-Coordinating conjunctions connect words, phrases, or clauses used in the same way.

Example:

The student tries, but does not always succeed.

-(but)

-Correlative conjunctions are paired conjunctions that connect words, phrases, or clauses used in the same way.

Example:

Either you must tell the police, or I will.

-(either, or)

-Subordinating conjunctions come at the beginning of adverb clauses. These clauses restrict the meaning of the rest of the sentence.

Example:

Although he is often late, Ryan shows up to work every day.

-(Although)

9. An article determines number or identification of a noun and always precedes a noun. The “a” article signals a singular noun beginning with a consonant. The “an” article signals a plural noun beginning with a vowel.

Examples:

A lion and an elephant are considered the “kings of the jungle.”

-(a, an, the)

10. An interjection is a word or phrase that shows surprise or emotion. It is usually followed by an exclamation point.

Example:

Hey! Stop that.

-(Hey!)

*****

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

Grammar, Mechanics, Spelling, and Vocabulary 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

Get the “To Be” Verbs Posters FREE Resource:

Get the Grammar and Mechanics Grades 4-8 Instructional Scope and Sequence FREE Resource:

Get the Diagnostic Grammar and Usage Assessment FREE Resource:

Get the Diagnostic Mechanics Assessment FREE Resource:

Grammar/Mechanics, Literacy Centers, Study Skills, Writing , , , , , , , ,

The Most Useful Punctuation and Capitalization Rules

GRAMMAR PROGRAMS from Pennington Publishing

Pennington Publishing GRAMMAR PROGRAMS

We’ve all had a chuckle or two when students or others have misused punctuation.

Of course the famous “Let’s eat grandma” would rank close to the top. Others include “I always have enjoyed cooking my friends, neighbors, and most of all my family” or the neighborhood sign, “SLOW CHILDREN AT PLAY.”

My favorite would have to be this one:

“A woman, without her man, is nothing.” Let’s revise as the following: “A woman: without her, man is nothing.”

Wish I knew whom to credit for this one:

Dear John,

I want a man who knows what love is all about. You are generous, kind, and thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we’re apart. I can be forever happy. Will you let me be yours?

Gloria

Now let’s see the difference just by moving around the punctuation:

Dear John,

I want a man who knows what love is. All about you are generous, kind, and thoughtful people, who are not like you. Admit to being useless and inferior. You have ruined me. For other men, I yearn. For you, I have no feelings whatsoever. When we’re apart, I can be forever happy. Will you let me be?

Yours,

Gloria

Knowing how to properly punctuate and capitalize will help readers better understand what one intends. Additionally, readers judge misuse quite harshly. Following are punctuation with examples and capitalization with examples:

Punctuation/Examples

Commas 

-Use commas before or after speaker tags.

She said, “Call me at home.”

-Use commas to set apart appositives.

That man, the one with the hat, left.

-Use commas after each item in lists (except the last).

John, Jane, and Jose left early.

-Use commas after introductory words or phrases.

First of all, you should listen to me.

-Use commas between number dates and years.

It all happened on May 3, 1999.

-Use commas between geographical places.

She lived in Tampa, Florida.

-Use commas after greetings/closings in personal letters.

Dear Ralph, … Sincerely, …

-Use commas after nouns of direct address.

Kristin, leave some for your sister.

-Use commas before conjunctions to join two independent clauses.

I liked her, and she liked me.

Exclamation Points    

-Use exclamation points for surprise or strong emotions.

The decision really shocked me!

Quotation Marks

-Use quotation marks before and after direct quotations.

Sue said, “I’m going to bed.”

-Use quotation marks before and after songs, poems, document titles, book chapters, magazine articles, and short story titles.

Whenever I hear “Clementine,” it reminds me of “Leaves of Grass” and “The Gettysburg Address.”

Colons               

-Use colons after business letter greetings.

Dear Sirs:

-Use colons to introduce lists.

The following: shoes, pants, and…

-Use colons between numbers in relationship.

8:52 P.M.

Semicolons    

-Use semicolons to join independent clauses without conjunctions.

Jamal went to school; Larry met him.

Underlining     

-Underline movie, television show, book, magazine, and work of art titles.

I saw the wonderful Fiddler on the Roof last night.

Apostrophes    

-Use apostrophes for contractions.

I can’t see what they’re doing.

-Use apostrophes for singular and plural possessives.

Tom’s and the girls’ coats were red.

Parentheses

-Use parentheses to explain or define.

The hombre (man) rode off alone.

Capitalization      

-Capitalize proper nouns (a name that is given to special persons, places, or things).

Ryan visited Los Angeles to visit the Holocaust Museum.

-Capitalize holidays, dates, groups, organizations, and businesses.

Last Easter on March 24, 2002 the P.T.A. and McDonald’s helped out.

-Capitalize the first, last, and any important words in titles.

Prince Charles’s favorite book was Islands of Adventure.

-Capitalize the names of languages and peoples.

He spoke Spanish to the Indians.

-Capitalize special events and historical periods.

The New Year’s Day Parade celebrates the Year of the Dog.

*****

Syntax Programs

Pennington Publishing Grammar Programs

Teaching Grammar, Usage, and Mechanics (Grades 4, 5, 6, 7, 8, and High School) are full-year, traditional, grade-level grammar, usage, and mechanics programs with plenty of remedial practice to help students catch up while they keep up with grade-level standards. Twice-per-week, 30-minute, no prep lessons in print or interactive Google slides with a fun secret agent theme. Simple sentence diagrams, mentor texts, video lessons, sentence dictations. Plenty of practice in the writing context. Includes biweekly tests and a final exam.

Grammar, Usage, and Mechanics Interactive Notebook (Grades 4‒8) is a full-year, no prep interactive notebook without all the mess. Twice-per-week, 30-minute, no prep grammar, usage, and mechanics lessons, formatted in Cornell Notes with cartoon response, writing application, 3D graphic organizers (easy cut and paste foldables), and great resource links. No need to create a teacher INB for student make-up work—it’s done for you! Plus, get remedial worksheets, biweekly tests, and a final exam.

Syntax in Reading and Writing is a function-based, sentence-level syntax program, designed to build reading comprehension and increase writing sophistication. The 18 parts of speech, phrases, and clauses lessons are each leveled from basic (elementary) to advanced (middle and high school) and feature 5 lesson components (10–15 minutes each): 1. Learn It!  2. Identify It!  3. Explain It! (analysis of challenging sentences) 4. Revise It! (kernel sentences, sentence expansion, syntactic manipulation) 5. Create It! (Short writing application with the syntactic focus in different genre).

Get the Diagnostic Grammar, Usage, and Mechanics Assessments, Matrix, and Final Exam FREE Resource:

Get the Grammar and Mechanics Grades 4-8 Instructional Scope and Sequence FREE Resource:

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