Grammar


 * From the Common Core Standards for English Language Arts and Literacy In History/Social Studies, Science and Technical Subjects - Introduction p. 8 **


 * Language: Conventions, effective use, and vocabulary **


 * The Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a __matter of craft__ and __informed choice__ among alternatives .**





[|**The Write Guy - Jeff Anderson**] []

Establish a coherent scope and sequence of instruction with your colleagues, including those who precede and those who follow you. Base your plan on your more general state standards, but get as specific as possible. I suggest integrating grammar, mechanics, and spelling instruction into the plan. Include both “review” and “new” layered skills. Here’s a very workable model by terms: [|**Grammar Scope and Sequence**] (*note -see Language Continuum from KCAS) Allocate 15 minutes, 2 days per week, to direct instruction of the skills dictated by your scope and sequence, say on Tuesdays and Thursdays. Find resources that will teach both sentence modeling and error analysis. [|Daily Oral Language] will not get this done. Require students to practice what has been learned and formatively assess their skill acquisition. Use an effective diagnostic assessment to identify grammatical and mechanical skills that your students should already know. Chart their deficits and find brief, targeted instruction that students can independently practice. Develop brief formative assessments for each skill. Allocate 15 minutes, 2 days per week, of teacher-student mini-conferences to review their practice and grade their formative assessments, say on Wednesdays and Fridays. Have students keep track of their own mastery of these skills on progress monitoring charts. Re-teach and re-assess skills not-yet-mastered. Require students to practice the grammatical skills introduced in your direct instruction in their writing that very week. For example, if teaching adverbs, on Monday, students can be required to write three adverb sentence openers in the story, letter, essay, or poem they compose on Tuesday.
 * From //Teaching Grammar and Mechanics//: **
 * How to Teach Grammar in Four Simple Steps **
 * [|Mark Pennington, Pennington Publishing] **
 * 1.** **Develop a** **Plan**
 * 2.** **Do** **Direct Instruction** ** “Sage on the Stage” **
 * 3.** **Do** **Differentiated Instruction “Guide on the Side” **
 * 4. Do** **Independent Practice**

Me**ntor Sentences Resources**

 * [|Great Sentences]**

**Direct Instruction Resources * __Remember ONE bite at a time!__**

 * __[|Grammar Bytes]__**

[|Punctuation Checklist]

**Assessment Items**

 * [[file:cateacherresources/501GrammarandWriting3e.pdf|501 Grammar and Writing Questions]]**

[|Grammar Ninja]

Grammar Apps
[|Grammar Grater (Podcasts)]