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
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
- 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 www.asha.org/docs/html/PS2001-00104.html
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.