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Scissors, Glue, and Grammar, Too!
Ages: 4-9   Grades: PreK-4

Teach grammar skills to young children with engaging, multi-sensory, cut-and-paste activities.  Each activity generates numerous structured and unstructured practice opportunities. 


  • Achieve goals for the correct use of plurals, pronouns, comparatives/superlatives, questions, and verb tenses
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This Scissors, Glue activity book has 40 lessons, each with:

  • easy-to-follow, scripted directions to elicit the target grammar form
  • a reproducible, full-page scene
  • reproducible pictures to cut out and paste onto the scene

Students use the target grammar structures to describe everyday events.  At the end of each lesson, the student has made a picture to take home for extra practice.  The lessons feature the same cast of characters, giving continuity to the lessons.  Family letters are provided to send home with the completed pictures. 

Teach these grammar forms:

  • present tense verbs (e.g., is walking, are walking) and past progressive verbs (e.g., was walking, were walking)
  • regular past tense verbs (e.g., kicked, jumped) and irregular past tense verbs (e.g., blew, bought)
  • third person singular verbs (e.g., listens, eats) and future tense verbs (e.g., will wash)
  • regular plurals (e.g., drums, bells,) and irregular plurals (e.g., children, men)
  • possessive nouns (e.g., Kim's, Brian's) and possessive pronouns (e.g., his, her)
  • subjective pronouns (e.g., I, he, she, it) and possessive pronouns (his, hers, theirs)
  • comparatives/superlatives (e.g., -er, -est)
  • negative (e.g., doesn't)
  • wh- questions (e.g., who, what, where)
  • interrogative reversal questions (e.g., Is it__? Are you__?)

Copyright © 1996


182 pages
  • Grammar, discourse structure, and metalinguistics are all connected to reading achievement and are required for text comprehension (ASHA, 2001).
  • Speech-language pathologists (SLPs) should scaffold their instruction of syntactic structure to help students express complex thoughts coherently (Nippold, Mansfield, & Billow, 2007).
  • Children with language disorders often struggle with expository text and produce shorter and grammatically simpler sentences (Nippold, Mansfield, & Billow, 2007).
  • Special educators, including SLPs, need to engage children with language arts activities that are non-threatening and appealing in order to facilitate student motivation (Sanacore, 2005).
  • A study by Feng and Powers (2005) found that grammatical mini-lessons targeting students' error patterns resulted in short- and long-term accuracy.

Scissors, Glue, and Grammar, Too! incorporates these principles and is also based on expert professional practice.


American Speech-Language-Hearing Association (ASHA). (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents. Retrieved July 28, 2009, from

Feng, S., & Powers, K. (2005). The short- and long-term effect of explicit grammar instruction on fifth graders' writing. Reading Improvement, 42(2), 67-72.

Nippold, M.A., Mansfield, T.C., & Billow, J.L. (2007). Peer conflict explanations in children, adolescents, and adults: Examining the development of complex syntax. American Journal of Speech-Language Pathology, 16, 179-188.

Sanacore, J. (2005). Increasing student participation in the language arts. Intervention in School and Clinic, 41(2), 99-104.


Susan Boegler, Debbie Abruzzini


Susan Boegler, M.S., is a speech-language pathologist.  For more than twenty years, Susan has worked with preschool and elementary-aged children with mild to severe delays.  She has taught in both public schools and private settings.  Susan has also taught language development at the college level and conducted training sessions for the Rhode Island Department of Education.  She enjoys creating language-based programs and working collaboratively with other teachers.

Scissors, Glue, and Grammar, Too! is Susan's second publication with LinguiSystems.  She is also the co-author of Scissors, Glue, and Concepts, Too!

Debbie Abruzzini, M.Ed., is a first grade special education teacher.  Debbie has taught elementary students with learning disabilities and behavioral disorders for ten years.  She has been teaching cooperatively with other first grade teachers and with Speech-Language Pathologist Sue Boegler since coming to the public schools.  Debbie believes that teachers who work together and who use thematic units and interactive materials benefit both students and themselves.  Prior to teaching, Debbie served as an officer in the United States Navy.

Scissors, Glue, and Grammar, Too! is Debbie's third publication with LinguiSystems.  She is also the author of Quick Questions and co-author of Scissors, Glue, and Concepts, Too!


Scissors, Glue, and Grammar, Too! fits the needs of speech-language pathologists looking for a fun, effective, interactive approach to teaching syntax and grammatical structures to children ages 4 through 9.  The lessons are presented in a sequential format and provide numerous repetitions of the goal structure in a natural way by using stories.

You can use the lessons with your students on an individual basis, in small groups, or in a classroom setting.  During the lesson, your students will use the goal structures to describe everyday events.  At the end of each lesson, your students will have each made a picture to take home for extra practice.

Family letters are provided to send home with the completed picture.  These letters can be filled in to identify which grammatical structures were targeted in the lesson.  A sample letter is also included so that you or your students can write your own letters.

The lessons in Scissors, Glue, and Grammar, Too! require minimal preparation time.  Each lesson consists of teacher pages and two reproducible activity sheets.  Each teacher page lists the goal structure, teacher directions, and student directions.  Although each lesson targets a specific goal structure, you may find other structures within that lesson that you can also practice.

Your students will need scissors and glue for every lesson.  If you think your students will have difficulty cutting, cut out the pictures ahead of time and then pass them out to the students.

The script for each lesson includes answers expected to the questions you ask.  Please allow for variations in these answers as long as the target goal is included.

For example, if the goal is the correct use of is + verb+ing, either of the following answers would be correct:

            "She is playing a game."

            "Kim is playing a game."

In the script for some lessons, you'll see the cue: "Say the whole sentence."  We found this simple statement very helpful in eliciting whole sentences.  We included it in lessons that require whole sentence answers.  Use it more or less as appropriate for your students.

Also included in some lessons is a picture of an ear and an arrow with the target word printed on it.  This strategy helps students focus on words they frequently omit in sentences.

We found the use of the arrow helped our students attend to and listen for that particular word and increased the likelihood they would use it.  You may find that the use of the arrow is too abstract for some of your younger students.  Feel free to eliminate this portion of the lesson as the lesson will still be effective without it.

We hope you have as much fun with these lessons as we did with our students!

Susan and Debbie