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Posts Tagged ‘mechanics’

High School Teaching Grammar and Mechanics

Teaching Grammar and Mechanics (new 2019 edition) helps high school teachers significantly improve student writing and test scores through direct instruction and individualized practice. This comprehensive curriculum is aligned with the Common Core Anchor Standards for Language and the Progressive Skills Review (alignment documents included). Preview Teaching Grammar and Mechanics High School

INSTRUCTIONAL COMPONENTS

Direct Instruction: This program provides a full year of 64 no-prep and minimal correction Cornell Note lessons. Teach two 30-minute lessons per week. The teacher lesson pages include teaching tips and online resources, such as those from the Purdue Online Writing Lab (OWL). These rigorous, yet easy-to-teach lessons (perfect for both the grammatically-challenged and expert grammarian) feature these resources:

  • Interactive Instruction with Cornell Notes Read the lesson out loud and students copy the examples. Students have the full lesson text–no time-consuming copying–and may use comp books, spiral notebooks, or three-ring binders.
  • Practice Sentences Students complete these independently and self-correct/edit from the display.
  • Sentence Dictations Dictate brief formative assessments for each mechanics and grammar lesson focus. Students self-correct/edit from the display.
  • Simple Sentence Diagrams Students self-correct/edit from the display.
  • Mentor Texts with Writing Response Discuss how noted writers have used the grammatical component taught in the lesson. Students share their responses to the texts, including their own application of the grammar.
  • 3D Graphic Organizer Students color, cut, and paste for review and writing application… as used in interactive notebooks. Walk the room and check the formative assessments, re-teach if necessary, and monitor student work.

    High School Teaching Grammar and Mechanics

    Teaching Grammar and Mechanics High School

Biweekly Tests: Administer these brief 20-minute tests after completing four lessons. The tests require students to define, identify, and apply the grammar,

usage, and mechanics content and skills with matching test items and sentence completions. Quick and easy to grade.

Diagnostic Grammar and Mechanics Assessments: Comprehensive whole-class diagnostic grammar, usage, and mechanics assessments provide the data to help teachers individualize instruction. A grammar and mechanics recording matrix makes assessment data entry simple and progress monitoring efficient.

Individualized Instruction: 77 targeted grammar, usage, and mechanics worksheets, corresponding to each skill tested in the diagnostic assessments. Each worksheet includes definitions, examples, writing hints, guided practice, and a brief formative assessment to help students learn the skills they did not master on the diagnostic assessments. Students self-correct/edit their answers and the teacher grades the brief formative assessment to determine whether students have mastered the content or skill.

No other grammar and mechanics curriculum matches the comprehensive resources of Teaching Grammar and Mechanics (High School). You can teach rigorous grade-level standards and also individualize instruction.

PREVIEW THIS PROGRAM

See what Teaching Grammar and Mechanics teachers are saying about this program: 

This is an amazing product. It makes individualized instruction a breeze!

Shawna Pounds

As a newer ELA teacher, this is an awesome product to have. It’s very thorough and easy to use!

slinehan46

Great resource for revisiting this skill set. The students are enjoying the variety of the handouts. I love the fact that I can access whether or not if I need to reteach these skills to my students.

Patience Scott

This is a great product for teaching grammar and mechanics. I like how it allows for students to achieve mastery. It has great step by step directions for teaching the skills as well as help on differentiating instruction. It seems overwhelming when you first look at it, but once you take “10 minutes” to figure it out, it’s awesome!

Laura P.

This has been very useful. It really helped me come up with a way to teach grammar effectively and in a time saving manner.

Misty K.

*****

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:

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

The Problem with Words Their Way®

Alternatives to Words Their Way

The Problem with Words Their Way

Back in the late 1990s, I served as an elementary reading specialist in a large Northern California school district. Our cadre of 21 reading specialists were in-serviced on new word study program, Words Their Way®. Dr. Shane Templeton, one of the authors, trained us for four days. Two of Dr. Templeton’s training components, the Qualitative Spelling Inventory (developed by colleague and fellow author, Dr. Donald Bear) and the developmental patterns of spelling, were novel approaches to word study. By the end of the fourth day, we reading specialists had bought in hook, line, and sinker to the Words Their Way® program. Our 50,000-student district adopted the Qualitative Spelling Inventory as our K−6 diagnostic spelling assessment, and teachers used the test results to both place students in reading programs and differentiate instruction within the classroom.

The elementary school to which I was assigned was over 1,000 students and drew from lower to middle income, ethnically and language diverse neighborhoods. Our supportive principal purchased each staff member a copy of Words Their Way®. I was allotted 10 two-hour staff developments, and we dug into teaching the program to our students.

By the end of two years, here’s what we teachers found: The Qualitative Spelling Inventory (now in three iterations: the Primary, Elementary, and Upper Elementary) was a reliable placement assessment, alongside of our phonics, fluency, vocabulary, and writing sample assessments. Certainly, spelling ability is one key indicator of reading ability as recent studies have demonstrated (Adams, 2011; Gentry & Graham, 2010; Moats, 2005; Reed, 2012). However, the assessment gave only general information as to which developmental spelling stages matched our students’ spelling mastery. Diagnostic assessments, based upon random samples, which produce only general student data are problematic for teachers in the trenches. Teachers want comprehensive diagnostic assessments which pinpoint specific deficits. In other words, teachers want teachable data. The Words Their Way inventories narrowed down the deficits, but were rather useless, according to my elementary school teachers, in terms of targeting differentiated instruction.

After the first year of training and implementation of Words Their Way® in my elementary school, only half of the teachers decided to continue the program for the next school year. By the end of the second year, only a handful continued use of the program. It just wasn’t their concerns about the utility of the spelling inventory; teachers found other problems with the program:

  1. The Words Their Way® program requires inordinate amounts of teacher prep and class time to implement with fidelity.
  2. The results from both standardized tests and teacher observations did not see the expected spelling improvement (nor reading and vocabulary improvement). That improvement did come two years later with the district’s adoption of the Open Court phonics program, albeit without a district-wide adoption of a spelling curriculum.
  3. Teachers began to see the Words Their Way® word sorts as only one means of spelling practice and wanted to use other spelling instructional strategies. Additionally, primary teachers, especially, questioned the accuracy the development stages. Their students and their spelling-reading instruction did not perfectly conform to and match each neatly described spelling stage. Intermediate and upper grades teachers found The Derivational Relations Stage to be an unwieldy creature to teach and did not see the pay-off for investing so much prep and instructional time in the program. As usual, teachers can be quite prescient when evaluating the application of theory into practice. Twenty years later, noted spelling researcher, J. Richard Gentry, PHD, echoed their concerns in his article, “Why America Can’t Read,”

Words Their Way is a guidebook for studying words; it is not a spelling curriculum. The original preface describes it purpose:  “…Ordered in this developmental format, Words Their Way complements the use of any existing phonics, spelling, and vocabulary curricula.”

Dr. Gentry cites what he views to be the theoretical flaw in the Words Their Way® program:

In Chapter 1 of Words Their Way® (2016 edition) we learn the theoretical basis for this method of word study: “Developmental spelling researchers have examined the three layers of English orthography in relation to developmental progressions from alphabet to pattern to meaning.” (Bear, et al, 2000, p.5.) As a developmental spelling researcher, I beg to disagree. There is no developmental progression in the child’s brain when constructing word knowledge that proceeds over time from alphabet to pattern to meaning. Word knowledge of alphabet, pattern, and meaning are being constructed at every stage of spelling development (Gentry, 2000).

More importantly, spelling development does not continue to develop in phases or stages beyond a ceiling which usually happens near the end of first grade if kids are developmentally on track. I pointed this out in The Reading Teacher in a refereed journal article about sixteen years ago (Gentry, 2000).

Let me be specific. There is no developmental stage for Ages 10+ in Grades 5 to 12 called “The Derivational Relations Stage” as claimed in all editions of WTW. In fact, as spelling researcher Louisa Moats points out, Derivational Relations begins in first grade: Words in a first grade spelling curriculum are Anglo-Saxon regular consonant and vowel phone-grapheme correspondences along with words such as goatwifemotherlove, and house. They all have an alphabet layer, an Anglo-Saxon pattern, and a meaning layer. In fact, derivational constancy is so dominant in English at early levels that the 100 most frequently used words in English—the ones teachers should teach in first grade—can all be traced back to Anglo-Saxon origins. This debunks Word’s Their Way’s “alphabet, pattern, and meaning” stage theory which suggests that clusters of error types develop later in brain development.

*****

So, how did these teachers continue to teach spelling without using Words Their Way®? We applied the best elements of WTW instruction: diagnosis, spelling patterns (not whole word) instructional focus, spelling sorts (albeit, not the time-consuming WTW exploratory sorts) based upon spelling patterns, differentiated instruction (individualization, if you prefer) based upon diagnostic assessment in a weekly instructional plan that was effective and efficient, yet required no prep, only minimal correction, and minimal amounts of valuable class time.

Weekly Instructional Plan

  1. Weekly spelling pattern pretest of grade-level spelling patterns
  2. Spelling pattern sort
  3. Personalized spelling lists
  4. Differentiated spelling patterns practice based upon results of diagnostic assessment
  5. Paired posttests of the personalized spelling lists

Differentiated Spelling Instruction Programs

Differentiated Spelling Instruction

Teachers bought into this Weekly Spelling Plan, but needed the resources that Words Their Way® did not provide. So, over the years I developed five grade-level spelling programs (4, 5, 6, 7, and 8) to help implement the Weekly Instructional Plan for grade-level, differentiated spelling instruction. I also developed a comprehensive diagnostic spelling assessment with targeted spelling pattern worksheets (each with formative assessments) to correspond to each of the 102 spelling patterns included on the comprehensive Diagnostic Spelling Assessment.* Check out my Differentiated Spelling Instruction, my Spelling Literacy Centers, or my Grammar, Mechanics, Spelling, and Vocabulary BUNDLES.

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*FREE as promised…

Fall 2020 Update: I recently created an audio version and Google forms self-correcting version of the Diagnostic Spelling Assessment to make life easier for teachers (especially for distance learning, make-ups, and for new students). The links to the paper, audio, and Google forms assessment formats, as well as recording matrices (paper and Google sheets) are available without cost in each of the product descriptions linked above. Additionally, make sure to preview the programs and print the free samples.

Alternatives to Words Their Way

The Problem with Words Their Way

Interested in side by side comparisons of the Words Their Way® spelling inventories and the Diagnostic Spelling Assessment? See all kindergarten–third grade spelling pattern test item comparisons in this four-minute video: https://www.youtube.com/watch?v=aczs81Jhcz8

Literacy Centers, Reading, Spelling/Vocabulary, Writing , , , , , , , , , , , , , , , , , , ,

Prescriptivism and Descriptivism

Grammar Descriptivism and Prescriptivism

Descriptivism and Prescriptivism

Are you a prescriptivist or more of a descriptivist with respect to teaching grammar? As an English teacher, one of my go-to resources has always been Richard Nordquist’s prolific posts on the ThoughtCo site. As I write articles to explore my understanding of our language and how to teach the grammar, usage, and mechanics thereof, I can’t tell you how many times I dig into writing on a subject only to find that Nordquist has already done so. The same has been the case regarding the topics of this article; however, I do bring some originality to the discussion of prescriptivism and descriptivism. And, of course, I have ulterior motives (Don’t we all?) to promote my grammar, usage, and mechanics programs for grades 4–high school ELA teachers. Disclaimer up-front.

Let’s start with the definitions of prescriptivism and descriptivism, so I can stop using the italics thereafter. This is the best summary of each approach I’ve found from Stan Carey:

Prescriptivism and descriptivism are contrasting approaches to grammar and usage, particularly to how they are taught. Both are concerned with the state of a language — descriptivism with how it’s used, prescriptivism with how it should be used.

For English teachers, who teach with a prescriptive approach to grammar, usage, and mechanics, the notion of right and wrong guide their instruction. They believe in the difference between Standard and Non-Standard English. They reference style manuals and consult authorities, such as the Purdue Online Writing Lab. They favor direction instruction and practice of the rules of the language. These language traditionalists would teach a lesson on pronoun antecedents, one on avoiding double negatives, and one on the proper use of the semicolon and expect to see the fruits of their labor on the next assigned essay. They are inductive (part to whole) practitioners and use explicit instructional techniques.

For English teachers, who teach with a descriptive approach to grammar, usage, and mechanics, they focus more on the use of the language as it is and as it is evolving. They make fewer judgments upon correctness and emphasize communicative clarity over conformity to an arbitrary set of rules. They favor instruction in the tools of language on an ad hoc basis, such as a mini-lesson on mixing verb tense, prepositional idiomatic expressions, or comma usage on an as needed basis in the context of authentic writing or speaking. They are deductive (whole to part) practitioners and prefer to teach implicitly from reading and writing, rather than explicitly through contrived, outside sources.

What does the research say about these approaches? Having served as a teacher when both prescriptivism and descriptivism were en vogue, and research studies purported to advocate what was in and debunk what was out, I would simply say that any quick survey of this field of educational research would lead most teachers to voice, “Yeah, but…” for each and every study. With respect to grammar, usage, and mechanics instruction, the variables of instructional approaches, prior knowledge, language ability, etc. preclude any hard and fast This is the right way to teach conclusions. It’s easy to knock one approach to grammar, usage, and mechanics instruction by examining null hypotheses which have been confirmed; for example, “These studies indicate no statistically significant difference between direct instruction of capitalization rules and no such instruction”; however, where does that get us? No closer to guidance on how to teach capitalization. And most all, except the most ardent and consistent descriptivists, would rail against presidential Tweets in which every other word was capitalized. See my Word Crimes (Revisited) video, for a laugh.

So, where has the pendulum swung between these two instructional philosophies?

At this point in time, it appears that die-hard descriptivists have been benched. Prescriptivism is the predominant influence upon English teachers in most American classes. Teachers who never taught a lick of grammar ten years ago, or those who relegated grammar, usage, and mechanics instruction to writing openers, a la Daily Oral Language, are busting our Cornell Note lectures and assigning worksheets again. ESL and ELD teachers have been key advocates of this approach to language-learning.

Much credit for this pendulum swing to traditional grammar instruction must be assigned to the authors of the Common Core State Standards, especially with respect to the Language Strand.

These authors note:

To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively… The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts (http://www.corestandards.org).

Teachers reading the introduction to the Common Core State Standards in English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects will note the oft-repeated “correct,” “correctness,” and “standard” references and these words are used throughout the Language Strand as well. A few examples from the Common Core Language Strand will suffice:

Examples of Language Standards Emphasizing Correctness

  • Ensure that pronouns are in the proper case (subjective, objective, possessive). L.6.1.
  • 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.
  • Recognize and correct inappropriate shifts in verb voice and mood. L.8.

*****

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:

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

Don’t Teach Grammar Mini-Lessons

Grammar Mini-Lessons

Don’t Teach Grammar Mini-Lessons

Don’t teach grammar mini-lessons for two reasons: this instructional methodology is implicit and ineffective.

Currently, the top Google search for “new research on teaching grammar” brings up this article from The Atlantic, written by Professor Michelle Navarre Cleary:

The Wrong Way to Teach Grammar?

A century of research shows that traditional grammar lessons—those hours spent diagramming sentences and memorizing parts of speech—don’t help and may even hinder students’ efforts to become better writers. Yes, they need to learn grammar, but the old-fashioned way does not work.

Case settled? Not exactly. In educational research it is much easier to disprove than to prove. Educational researchers frequently employ the null hypothesis in their experimental design. In a nutshell, a grammar program research study might have the following hypothesis: “There is no statistical significance between the achievement of grade 8 students taught with such and such grammar program and those not taught with said grammar program as measured by such and such assessment over such and such a period of time.”

By design, any findings would have to be extremely limited and the control group, unless unexposed to any literacy activities in hermetically-sealed isolation chambers, would have so many variables that any findings would be questionable. Such has been the case with the century of research on grammar and usage acquisition and its transfer to writing. Two separate issues, by the way.

What the good professor is advocating is learning grammar implicitly from reading and writing, especially the latter. She suggests mini-lessons in the context of writing as a superior method of writing instruction (Notice: not grammar instruction).

We know that grammar instruction that works includes teaching students strategies for revising and editing, providing targeted lessons on problems that students immediately apply to their own writing, and having students play with sentences like Legos, combining basic sentences into more complex ones. Often, surprisingly little formal grammar instruction is needed. Researcher Marcia Hurlow has shown that many errors “disappear” from student writing when students focus on their ideas and stop “trying to ‘sound correct.’”

These grammar mini-lessons are part and parcel of the implicit instructional approach: “If you do something over and over again, you’ll eventually stop making mistakes and get gooder at the task.” It’s akin to playing Monopoly for the first time without reading the rules. No, you don’t eventually learn to play by playing and being interrupted by occasional mini-lessons on what to do when passing “Go.”

What’s Wrong with the Implicit Approach in Mini-Lessons?

  1. It is simply inefficient. Waiting to teach a mini-lesson as students need the grammatical tool always comes with this advice: “When you notice that some of your students are having capitalization issues regarding article titles, pull a group of students needing the instruction and teach the relevant rules.” Of course, other students may need that same instruction, but have not yet evidenced the problems in writer mini-conferences with the teacher. Furthermore, why not teach the capitalization rules for all proper nouns. You know you are going to have to teach another mini-lesson next week on the capitalization of song and poem titles. Lastly, the beauty of the Common Core State Standards is the grade-level expectations and the mastery approach to learning. The CCSS Language Strand has quite explicit grammar, usage, and mechanics grade-level Standards.
  2. It is haphazard and disjointed. A traditional grammar approach provides explicit, planned instruction. An isolated mini-lesson on combining sentences by starting with a prepositional phrase will not make sense unless students have a solid foundation of subjects, predicates (a prepositional phrase never includes the subject or predicate), the characteristics of a phrase and a complete sentence, the role of commas with introductory phrases, etc. All other academic disciplines build upon foundations: no math teacher would do a mini-lesson on long division before teaching the multiplication tables.
  3. It does not connect to other  language instruction. An isolated mini-lesson on semi-colons does not connect to related lessons on comma-conjunction rules, independent and dependent clauses, the use of phrases in lists, etc. The amount of scaffolding required to teach a mini-lesson on mis-use of the semi-colon is significant. Interestingly, the most popular approach to grammar, usage, and mechanics instruction, Daily Oral Language, is at the forefront of criticism by those favoring the mini-lesson approach for not connecting to other language instruction. See my article “Why Daily Oral Language (D.O.L.) Doesn’t Work” for more.
  4. It falsely teaches students that grammar is an editing skill alone. Aside from the sentence combining practice, advocates of the mini-lesson approach teaches students that grammar, usage, and mechanics instruction is all about mistakes, rather than about tools to enrich speaking and writing.

Why Are Grammar Mini-Lessons So Ineffective?

  1. There is no corroborating research. Those advocating the relegation of grammar, usage, and mechanics instruction to mini-lessons have zero research studies to confirm a positive correlation with this approach on either grammar or writing assessments. It’s easy to throw stones at traditional grammar approaches, but it does not follow that mini-lessons are the best and only alternatives. The professor in The Atlantic article only cites anecdotal evidence that learning grammar from writing does, indeed, work.
  2. We’ve been there and done that. Decades of ignoring explicit grammar instruction have not seen increased reading or writing ability in our students. The Common Core authors in Appendix A crush the notion that implicit instructional approaches produce better results than explicit ones. Hence, the unpopular (among grammar mini-lesson fans) inclusion of a separate Language Strand. Even the most recent National Council of Teachers of English (NCTE) position statement in the NCTE Guideline now stresses the importance of direct instruction in these areas (even including parts of speech and sentence diagramming) with the caveat that instruction must be connected to reading, writing, and speaking. Regarding instructional approaches, the NCTE position might surprise some die-hard anti-grammar fanatics.
  3. There is less grammar teaching in mini-center classrooms. It’s just true. Those who use mini-lessons devalue the important contributions that grammar, usage, and mechanics instruction bring to developing readers and writers. Or, as is often the case, teachers did not learn grammar as students and did not learn how to teach grammar, usage, and mechanics in teacher preparation classes. Grammar can be scary and teachers seek their own instructional comfort levels.
  4. This instructional philosophy trickles into other language instruction. The implicit instruction of grammar mini-lessons bleeds into other areas of language instruction. Typically, those who teach grammar mini-lessons follow suit in vocabulary instruction. Again, the days of teaching only vocabulary in context and assorted mini-lessons on context clues has not done the job. The Common Core State Standards require a variety of direct vocabulary instruction at each grade level to improve the academic language of our students. See an example of the Vocabulary Acquisition and Use Standards, again found in the Language Strand to see if these Standards are conducive to a mini-lesson approach (They are not). In reading instruction we abandoned the “whole to part” strategy years ago following the 1985 National Reading Panel Report with its reading research consistently supporting the explicit, systematic approach to reading development. Interestingly, many teachers who now teach direct vocabulary and reading instruction have hung on to the implicit approach to grammar, usage, and mechanics instruction.
  5. Not enough practice. William Van Cleave argued that mini-lessons rarely produced the amount of connected practice to master syntactic skills.

*****

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:

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

Curricular Maps for Grades 4, 5, 6, 7, and 8

Curricular Maps for Grades 4, 5, 6, 7, 8

Summer Plannin’ for Grades 4, 5, 6, 7, 8

Summer plannin’ made easy! Day by day grammar, mechanics, spelling, and vocabulary plans for next year! A FREE curricular map completely aligned to the CCSS and ready to write in your planner. Want the grade-level CCSS alignment documents? They’re in there!

No need to re-invent the wheel this summer by applying the Common Core State Standards to your grade-level curricular mapping. For those “other than reading and writing” subjects we all need to teach (think grammar, mechanics, spelling, and vocabulary), check out these twice-per week curricular listings:

PREVIEW and DOWNLOAD the GRADE 4  CURRICULAR MAP HERE.

PREVIEW and DOWNLOAD the GRADE 5  CURRICULAR MAP HERE.

PREVIEW and DOWNLOAD the GRADE 6  CURRICULAR MAP HERE.

PREVIEW and DOWNLOAD the GRADE 7  CURRICULAR MAP HERE.

PREVIEW and DOWNLOAD the GRADE 8  CURRICULAR MAP HERE.

Following each curricular map are sample lessons from my own program (designed to teach each lesson in the curricular map), followed by the CCSS alignment documents.

PROGRAM DESCRIPTION

Grammar, Mechanics, Spelling, and Vocabulary

Grammar, Mechanics, Spelling, and Vocabulary Grades 4, 5, 6, 7, 8 Programs

The Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4, 5, 6, 7, and 8 BUNDLES include these full-year grade level programs: Teaching Grammar and MechanicsWriting Openers Language ApplicationDifferentiated Spelling Instruction, and the Common Core Vocabulary Toolkit, plus many additional instructional resources. Each grade level BUNDLE was designed and classroom-tested as a seamless program to help your students master each of the Common Core Language Strand Standards and provides perfect instructional continuity among the grade levels.

Here’s what teachers are saying about the Grammar, Mechanics, Spelling, and Vocabulary 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

Program Overview

  • 56 language conventions (grammar, usage, and mechanics) lessons with teacher display and student worksheets
  • 28 spelling patterns tests and spelling sorts with teacher display and student worksheets
  • 56 writing openers language application with teacher display and student worksheets
  • 56 vocabulary worksheets
  • 28 biweekly grammar, usage, mechanics, and vocabulary unit tests and summative spelling assessments
  • Diagnostic grammar, usage, and mechanics tests with corresponding remedial worksheets–each with a formative assessment
  • Diagnostic spelling patterns assessment with corresponding remedial worksheets–each with a formative assessment
  • Language application remedial worksheets–each with a formative assessment
  • Complete syllabication program
  • Plus, so much more!

Grammar/Mechanics, Literacy Centers, Spelling/Vocabulary, Writing , , , , , , , , , , , , ,

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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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

https://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

*****

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

Grammar | Teaching in the Social Context

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 by function and, interactively, in a social context. My new Syntax in Reading and Writing program features collaborative learning in an “I do it,” “We do it,” “You do it” gradual release model.

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.

*****

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:

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