Pennington Publishing Blog

Latin Abbreviations for Time

Latin Abbreviations for Time Writing Opener

Common Core Language Standard 2

Teacher Talk: We all know that a.m. and p.m. are used to show time. But what do these abbreviations stand for and why do we use them? Before we get to our lesson and answer the question, it’s helpful to understand a bit about how time works. Since the earth is a sphere, it has 360 degrees. In our 24 hour clock each hour would be 15 degrees. The math is simple: 360 divided by 24 = 15. The imaginary longitude lines that go from the North to the South pole are called meridians when we talk about time. Each meridian has 15 degrees, or 1 hour of the 24 hours. Since the earth spins on its axis, but the sun does not, time changes as we go from morning (before noon meridian) to evening (after noon meridian).

Today’s mechanics lesson is on using Latin abbreviations for time. Display the lesson here: Latin Abbreviations for Time

Read the mechanics lesson and study the examples.

Use periods to abbreviate the Latin expressions we use to indicate before noon and after noon. Antemeridian is the time from midnight until noon and is abbreviated as “a.m.” Postmeridian is the time from noon until midnight and is abbreviated as “p.m.” Examples: 7:30 a.m., 12:00 p.m.

Notice that the a.m. and p.m. Latin abbreviations for time are always written in lower case.

Now circle or highlight what is right and revise what is wrong according to mechanics lesson.

Practice: I woke up this morning at 7:30 AM. because I fell asleep last night at 10:00 p.m.

Let’s check the Practice Answers.

Mechanics Practice Answers: I woke up this morning at 7:30 a.m. because I fell asleep last night at 10:00 p.m.

Now let’s apply what we have learned.

Writing Application: Write a sentence or two, using both an antemeridian and a postmeridian time. 

This Latin Abbreviations for Time writing opener is part of a comprehensive language conventions lesson from Pennington Publishing’s Teaching Grammar, Usage, and Mechanics programs.

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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, Spelling/Vocabulary, Writing grammar books, Grammar Lessons, grammar programs, grammar teaching resources, Language Conventions Lessons, Mark Pennington, teaching resources, Teaching the Language Strand, writing openers

Proper Nouns

Proper Nouns             

Play the quick video lesson HERE and click the upper left back arrow to return to this lesson.                                   

Common Core Language Standard 1

Everyone knows that a noun is a person, place, or thing. But, of course, there are different kinds of people, places, and things.

Today’s grammar and usage lesson is on proper nouns. Remember that there are two kinds of nouns: proper nouns and common nouns.

Now let’s read the grammar and usage lesson and study the examples.

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

Examples: John, President of the U.S., African-American

Now circle or highlight what is right and revise what is wrong according to grammar and usage lesson.

Practice: At the ceremony held in the State Rotunda, principal Taylor accepted the Blue Ribbon award on behalf of his students, parents, and teachers at Pinewood Middle School.

Let’s check the Practice Answers.

Grammar and Usage Practice Answers: At the ceremony held in the State Rotunda, Principal Taylor accepted the Blue Ribbon Award on behalf of his students, parents, and teachers at Pinewood Middle School.

Now let’s apply what we have learned.

Writing Application: Write your own sentence using both an abbreviated and hyphenated proper noun.

*****

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, Writing grammar books, Grammar Lessons, grammar programs, grammar teaching resources, Language Conventions Lessons, Mark Pennington, teaching resources, Teaching the Language Strand, writing openers

Common Nouns

Common Nouns                                                      

Play the quick video lesson HERE and click the upper left back arrow to return to this lesson.

Common Core Language Standard 1

Common nouns have two functions different than proper nouns: They are un-named and they include ideas. Because they are un-named, common nouns are more general than specific proper nouns. Common nouns include people, places, and things just like proper nouns, but they also add ideas. Think about it. Without common nouns we would have no freedom, liberty, justice, peace, or love. Maybe common nouns are the most important part of speech after all.

Today’s grammar and usage lesson is on common nouns. Remember that there are two kinds of nouns: proper nouns and common nouns. A proper noun names a person, place, or thing and is capitalized. A common noun is a bit different.

Now let’s read the grammar and usage lesson and study the examples.

A common noun is an idea, person, place, or thing. It can act or be acted upon and is capitalized only at the start of a sentence. A common noun can be a single word, a group of words, or a hyphenated word. Use common nouns to generalize ideas, persons, places, or things.    Examples: liberty (idea), human (person), capital (place), eye-opener (thing)

Now circle or highlight what is right and revise what is wrong according to grammar and usage lesson.

Practice: We Americans sometimes forget that peace has been achieved by brave men and women who left their Country to fight in distant Lands.

Let’s check the Practice Answers.

Grammar and Usage Practice Answers: We Americans sometimes forget that peace has been achieved by brave men and women who left their country to fight in distant lands.

Now let’s apply what we have learned. 

Writing Application: Write your own sentence using a common noun idea.

*****

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, Spelling/Vocabulary, Writing grammar books, Grammar Lessons, grammar programs, grammar teaching resources, Language Conventions Lessons, pennington publishing, teaching resources, Teaching the Language Strand, writing openers

The Monday spelling pretest: it’s as American as apple pie. Each of my three sons routinely scored 20/20 on the Monday spelling pretest. They were required to “study” and “practice” these words with an obligatory worksheet, crossword puzzle, or write-the-word-ten-times assignment. They were then tested on these same words on Friday. They learned zilch about spelling from this instructional practice.

Differentiated Spelling Instruction

The first task of an informed teacher is to determine what students already know and don’t know. The second task of an

Grammar, Mechanics, Spelling, and Vocabulary Grades 4-8 Programs

informed teacher is to make use of the diagnostic data to differentiate and individualize instruction.

Here’s how to make sense of the spelling pretest and teach according to the results: Simply follow these five steps:

How to Use the Spelling Pretest

1. Prepare
Create Supplemental Spelling Lists for each student.
A. First, administer a comprehensive diagnostic spelling assessment to determine individual mastery and gaps. (Avoid qualitative inventories which do not clearly identify spelling patterns.) Grade the assessment and print grade-level resource words for each of the spelling pattern gaps.
B. Second, find and print these resources: For remedial spellers−Outlaw Words, Most Often Misspelled Words, Commonly Confused Words. And these: For grade level and accelerated spellers−Greek and Latinate spellings, Tier 2 words used in your current instructional unit. Of course, my curriculum referenced at the end of the article includes these resources.
C. Third, have your students set up spelling notebooks to record the spelling words which they, their parents, or you have corrected in their daily writing.
Now you’re ready to teach.

2. Pretest
Dictate the 15—20 words in the traditional word-sentence-word format to all of your students on Monday. Of course, the words do matter. Rather than selecting unrelated theme words such as colors, holidays, or the like, choose a spelling program which organizes instruction by specific spelling patterns. Here’s a nice  CCSS L.2 Grades 4-8 Spelling Scope and Sequence for spelling.

Have students self-correct from teacher dictation of letters in syllable chunks, marking dots below the correct letters, and marking an “X” through the numbers of any spelling errors. This is an instructional activity that can be performed by second graders. Don’t rob your students of this learning activity by correcting the pretest yourself.

3. Personalize
Students complete their own 15−20 word Personal Spelling List in the following order of priority:
• Pretest Errors: Have the students copy up to ten of their pretest spelling errors onto a Personal Spelling List. Ten words are certainly enough to practice the grade-level spelling pattern.
• Last Week’s Posttest Errors: Have students add up to three spelling errors from last week’s spelling posttest.
• Writing Errors: Have students add up to three student, parent, or teacher-corrected spelling errors found in student writing.
• Spelling Pattern Errors: Have students add on up to three words from one spelling pattern deficit as indicated by the comprehensive diagnostic spelling assessment. Of course, my curriculum referenced at the end of the article includes these resources: Spelling Pattern Worksheets with the spelling pattern/rule clearly explained, example words, spelling sorts, rhymes, word jumbles, writing application, and a short formative assessment.
• Supplemental Spelling Lists: Students select words from these resources to complete the list.

4. Practice
Have students practice their own Personal Spelling Words list.
A. Use direct instruction and example words to demonstrate the weekly spelling pattern.
B. Have students create their own spelling sorts from their Personal Spelling List.
C. Provide class time for paired practice. Spelling is primarily an auditory process.

5. Posttest
On Friday (or why not test every two weeks for older students?) tell students to take out a piece of binder paper and find a partner to exchange dictation of their Personal Spelling List words. Now, this makes instructional sense—actually using the posttest to measure what students have learned! But, you may be thinking…what if they cheat? For the few who cheat…It would be a shame to not differentiate instruction for the many to cater to a few. Truly, they are only cheating themselves.

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I’m Mark Pennington, author of the full-year Differentiated Spelling Instruction for grades 4, 5, 6, 7, and 8.

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

Grammar/Mechanics, Spelling/Vocabulary, Writing grammar books, grammar programs, grammar teaching resources, Mark Pennington, pennington publishing, spelling, spelling assessment, spelling pretest, teaching resources, Teaching the Language Strand

As an educational publisher, I receive many emails asking for assistance with products and/or instruction in a variety of settings. Although most of my business is in the K-12 market, I do get plenty of response from community college and trade school professors. Having taught three years (part time) in that setting, I do understand the challenges and rewards of working with adult learners. Those of us in the K-12 community who complain about how tough it is working with our diverse learners should walk two moons in the moccasins of our colleagues at the community colleges and trade schools before we cry “Woe is me.”

Here’s the email (used with the author’s permission).

Wondering what products you might suggest to me as an adult instructor of students 18 -70+ years old enrolled in a jobs training program.  My adult learners in general do well being highly motivated with strong self-initiative.  However, they have problems taking tests written for the specific class subject matter.  My feeling is that some of the lower achievers bring along a suitcase (even a trunk load) of bad study habits; unresolved conceptual learning issues; and other bad life experiences preventing their higher achievement.  Simple things like reading comprehension of test questions; basic math concepts and practical usage, etc. 

The program consists of technical classes such as 40-hour Hazwoper; Confined Space Entry; Stormwater Managment; Chemical Safety Awareness; Underground Storage Tanks; Mold Inspection & Remediation; Alternate Remediation Technologies.  These classes follow federal and state guidelines thus requiring success at 80% levels.

I work to help each student, but it is difficult to first analyze what is wrong (carrying the ones instead of tens in whole number addition) and then figuring out why they are doing what they are.  In the end we work to try to find solutions which they use to see better results on exams, exercises, etc.

Thank you for your help,

Chris Goodman Lead Instructor

Making Sense of Community College and Trade School Instruction

Chris,

Your email is quite similar to many I’ve received, asking for targeted resources for adult learners. You have a tough, but rewarding job. I’ve been there and done that! I taught part time in a community college setting for three years with a student population quite similar to yours. Entering and re-entering the work force at any age can be difficult. I’ve decided to respond at length to your thoughtful email to both commiserate and offer some solutions to your challenging instructional needs based upon my own experience.

At the community college I taught lecture classes and also served in the Learning Resource Center. In this large complex, professors staffed the Reading Center, Writing Center, and Math Center from 8:00 a.m. to 8:00 p.m. daily.

The instructional design of each of the Learning Resource Centers had some significant strengths:

• Diagnostic reading, writing, and math exams were administered and scored in the Counseling Center. “Cut-off” scores were established and students who scored below were assigned to the relevant center for tutorial instruction while concurrently taking required classes in their selected instructional programs. Completion of the tutorial instruction served as prerequisites to certain core classes.
• Learning was self-paced with the Learning Resource Center open twelve hours a day for student drop-in. So important for working adults.
• Students completed  individualized learning plans and set their own learning goals.
• Content professors “bought into” the instructional design and referred students for tutorial assistance.
• We professors wrote, purchased, or “borrowed” curriculum catered to both student interest and need.
• Credit was variable and flexible: Students worked on short-term specific learning modules in reading, writing, and math with check-in and review by the professors. Most modules were designed to be completed within 7.5 hours for the average student, and students earned .5 units. Some comprehensive modules were designed to be completed within 45 hours with students earning 3.0 units. Other modules ranged in between these extremes. Many of the learning modules permitted students to work together to complete the learning tasks. This “learning community” was nurtured by caring professors.
• Much of the generic study skills curriculum was excellent and appropriate for most all students in each of the three centers.

The instructional design of each of the Learning Resource Centers had some significant weaknesses:

As you mentioned in your email, “… it is difficult to first analyze what is wrong.”

Despite the appropriate entry-level reading, writing, and math assessments, no further specific diagnostic assessments were given within the respective centers. Thus, professors knew that the student “had a problem” in reading, writing, or math; however, trial and error via student feedback and completed work was the only means of more refined assessment of student need. Highly inefficient. Plus many students failed in their first learning modules until their completed work was analyzed by a professor; others students completed work on content and skills already mastered.

With no specific diagnostic assessments, the curriculum did not match the diagnosed learning deficits of the individual student. Furthermore, few formative assessments were built into the instructional design of the individual modules. Although student did complete the modules, professors had no vehicle to assess whether the content or skills had been mastered as a whole and no item analysis to be able to refine and assign remedial learning tasks to help students achieve mastery.

In subsequent years I’ve written English-language arts curriculum to address these weaknesses. My credo has been “Help students catch up, while they keep up with age or grade-level

Teaching Reading Strategies

instruction.” Resources include the specific diagnostic resources (simple, short, and comprehensive and administered “whole class,” … not individually) with self-paced curriculum designed to address each diagnostic need. Each targeted worksheet includes definitions, examples, practice, application, and a quick formative assessment. Supplementary resources provide additional practice with unmastered content and skills. Recording matrices help teachers and students track individual progress.

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. 

Grammar/Mechanics, Reading, Spelling/Vocabulary, Study Skills, Writing community college tutoring, community colleges, grammar books, grammar programs, grammar teaching resources, learning centers, Mark Pennington, pennington publishing, remedial instruction, Teaching Reading Strategies, teaching resources, Teaching the Language Strand

Nonrestrictive Relative Clauses

Nonrestrictive Relative Clauses   

Play the quick video lesson HERE and click the upper left back arrow to return to this lesson.

Common Core Language Standard 1

Sometimes the terms we use to label grammatical structures seem just crazy. However, the wording of grammatical terms is important. Using precise, or exact, academic language helps us compare, contrast, and categorize. These grammatical terms allow to say exactly what we mean and have meaningful conversations about how to improve our writing.

Today’s grammar and usage lesson is on nonrestrictive relative clauses. Remember to use commas to set off nonrestrictive relative clauses from the noun or pronoun before the clause.

Now let’s read the grammar and usage lesson and study the examples.

Nonrestrictive relative clauses serve as adjectives to modify the preceding noun or pronoun, but they do not limit, restrict, or define the meaning of that noun or pronoun. The clause could be removed without changing the basic meaning of the sentence.

The relative pronouns who, whom, whose,and which, but not that, begin nonrestrictive relative clauses. The who refers to people and which refers to specific things. Example: The man, whose watch is gold, asked me for help.

Now circle or highlight what is right and revise what is wrong according to grammar and usage lesson.

Practice: The woman which never told the truth claimed to have seen a spaceship, which no one else happened to see.

Let’s check the Practice Answers.

Grammar and Usage Practice Answers: The woman, who never told the truth, claimed to have seen a spaceship, which no one else happened to see.

Now let’s apply what we have learned. 

Writing Application: Write your own sentence using a nonrestrictive relative clause at the end of the sentence.

*****

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, Writing grammar books, Grammar Lessons, grammar programs, grammar teaching resources, Language Conventions Lessons, pennington publishing, teaching resources, Teaching the Language Strand, writing openers

Compound-Complex Sentences

Compound-Complex Sentences                      

Play the quick video lesson HERE and click the upper left back arrow to return to this lesson.

Common Core Language Standard 1

Good writers focus on their readers. Readers understand more of what is written when there is some sentence variety. If every sentence is a short, simple sentence, the reader will be bored quickly. The same is true if every sentence is long.

Today’s grammar and usage lesson is on compound-complex sentences. Remember that a simple sentence has one independent clause and no dependent clause. A compound sentence has two or more independent clauses, but no dependent clauses. A complex sentence has an independent clause and at least one dependent clause.

Now let’s read the grammar and usage lesson and study the examples.

A compound-complex sentence has two or more independent clauses and a dependent clause. Example: I like him and he likes me, even if we don’t see each other very much.

Now circle or highlight what is right and revise what is wrong according to grammar and usage lesson.

Practice: I let them talk since I had already spent time with her and I loaded the car.

Let’s check the Practice Answers.

Grammar and Usage Practice Answers: Since I had already spent time with her, I let them talk and I loaded the car.

Now let’s apply what we have learned.

Writing Application: Write your own sentence using a compound-complex sentence.

*****

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, Writing compound sentences, compound-complex sentences, grammar books, Grammar Lessons, grammar programs, grammar teaching resources, Language Conventions Lessons, pennington publishing, teaching resources, Teaching the Language Strand, writing openers

Possessive Pronouns

Possessive Pronouns                           

Play the quick video lesson HERE and click the upper left back arrow to return to this lesson.

Common Core Language Standard 1

To possess means to own or control something. We might say that you possess a smart phone or you possess the ability to learn. Both nouns and pronouns can be in the possessive case because they can own or control something.

Today’s grammar and usage lesson is on possessive pronouns. Remember that a pronoun takes the place of a noun. A pronoun may also modify a noun.

Now let’s read the grammar and mechanics lesson and study the examples.

Possessive pronouns show ownership and may be used before a noun or without a noun.

Before a noun—my, your, his, her, its, our, your, their

When a possessive pronoun is used before a noun, it modifies the noun. The verb matches the noun, not the pronoun. Example: Our house seems small.

Without a noun—mine, yours, his, hers, ours, yours, theirs

When a possessive pronoun is used without a noun, the verb must match the noun which the pronoun represents. Example: Mary said that my jacket is nice, but hers is nicer.

Now circle or highlight what is right and revise what is wrong according to grammar and mechanics lesson.

Practice: We took our donations to the shelter. Their clothes were brand new, but my were used.

Let’s check the Practice Answers.

Grammar and Mechanics Practice Answers: We took our donations to the shelter. Their clothes were brand new, but mine were used.

Now let’s apply what we have learned.

Writing Application: Write your own sentences using a possessive pronoun before a noun and a possessive pronoun without a noun.

*****

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:

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