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100%® Grammar
Ages: 9-Adult   Grades: 4-Adult

These energetic grammar activities grab students' attention.  A well-designed lesson progression sets the stage for success and builds confidence.   


  • Use correct grammar
  • Have confidence in communicating and gain respect
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** This is a Cloud E-Book that is accessible from any device with Internet access. .

The 100% Series boost communication with: 

  • a broad scope of skills
  • ready-to-use lessons
  • hierarchy of activities
  • ample practice on every page

Learning grammar is fun with activities that have: 

  • contemporary content
  • lighthearted humor
  • step-by-step progression
  • clear explanations of grammar rules
  • numerous examples
  • interesting and sometimes zany enrichment activities

Each unit consists of one-page lessons that target discrete skills, teaching suggestions, a skill overview reference sheet, and a review/practice worksheet.  Each page is a teaching tool with a rule, clear examples, and practice items.  The expansive content includes:

  • Nouns—proper, common, abstract, concrete, collective, and more
  • Pronouns—personal, possessive, reflexive, demonstrative, and more
  • Adjectives—what kind, which one, comparisons, articles, and more
  • Verbs—tense, agreement, linking, transitive, phrasal, and more
  • Adverbs—how, when, where, how much, and comparisons
  • Prepositions—phrases, as adverbs, as adjectives, and linking
  • Conjunctions—coordinating, correlative, and subordinating
  • Sentences—subjects, predicates, compound, fragments, and run-on
  • Complements—direct and indirect objects
  • Verbals—infinitives, gerunds, and participles
  • Clauses—independent, dependent, adverb, noun, essential, and more
  • Fine Points—contractions, dangling and misplaced modifiers, parallelism, subject shift, and more


Copyright © 1997

174 pages, pretest/posttest, answer key
  • A study by Feng and Powers (2005) found that grammatical mini-lessons targeting students' error patterns resulted in improved short- and long-term accuracy.
  • In contrast to spoken language, written language is a more concrete, permanent modality for working on sentence structure (ASHA, 2001).
  • SLPs should scaffold their instruction of syntactic structures to help students express complex thoughts coherently (Nippold, Mansfield, & Billow, 2007).

100% Grammar 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 [Guidelines]. Retrieved February 19, 2009 from

Feng, S., & Powers, K. (2005, Summer). 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.


Mike and Carolyn LoGiudice


Michael LoGiudice, CPA, is an accountant who has the good fortune to be married to Carolyn.  Mike used to say, "It is well known that accountants and engineers can get a college degree without knowin' how to talk good."  This book grew out of Carolyn's multitudinous attempts to upgrade Mike's grammar skills.  Despite Mike's grammar difficulties, he is the chief financial officer for a meat processing company.  He also scuba dives, gardens, reads voraciously, rides a Harley, and writes articles for a local paper.  Writing this book has helped Mike learn to speak well; just think what it could do for your students!

Carolyn LoGiudice, M.S., CCC-SLP, is delighted to be married to Michael.  It is well known that speech-language pathologists place a high value on communicating well.  Carolyn wrote and edited products and tests for LinguiSystems for 25 years, including 100% Punctuation, The Listening Test, The Test of Problem Solving (TOPS), and The WORD Kits for vocabulary and semantic skills.  Besides correcting Mike's grammar, Carolyn enjoys creative kitchen adventures, reading, traveling, and riding with Mike on his Harley.


Few students jump for joy when it's time for grammar, mostly because they don't understand grammar rules.  Students who grew up hearing and reading correct standard English grammar usually swim through grammar exercises, relying on the good models they've assimilated over the years.  In contrast, students who haven't had the luxury of correct standard English grammar models often struggle to learn the rules.  For these and many other students, standard English grammar tasks seem difficult, irrelevant, and boring.

100% Grammar uses a novel approach to teach the common grammar rules taught in grades four through nine.  Although the rules and specific skills in this book are the same as those in most grammar textbooks, the content of the exercises is laced with contemporary content and lighthearted humor.  Numerous examples help to simplify the otherwise troublesome grammar rules.

Beyond the "raw material" this book provides, your students will need your expert teaching.  The unit Teacher Guides offer handy enrichment activities to get your students involved in learning the featured skills.  You probably have many other tricks up your sleeve to prepare your students to tackle the abstract vocabulary and the mechanics of grammar.  For example, do you have a "noun" throw a ball to a "direct object" to dramatize the difference between a subject and an object?  Do you hide under your desk and scream, "Where am I?" with great enthusiasm to teach prepositions like under or beneath?  We thought so!

Many units in 100% Grammar have a practice activity at the end that uses a Mad Lib® type of story.  Your students generate a list of words of a certain part of speech.  Then they insert these words in the story below.  The part of speech should be correct in the story, but it probably won't make any sense in the story context.  These stories are meant to be an entertaining reward for knowing what a particular part of speech is, not a lesson in completing a story well.

Here are some specific strategies to apply as you see fit throughout this program:

  • Use the Grammar Test as both a pretest and a posttest to assess a student's proficiency with specific grammar content areas.  If a student doesn't achieve at least 90% accuracy on any section within the test, teach that student the appropriate unit from 100% Grammar.  Then give the test again to measure progress.  Answers for this test are given in the Answer Key at the back of the book.
  • Most activity sheets include examples as reminders of the specific skill being taught.  Whenever possible, ask your students to think of additional examples before they begin the actual activity.  Generating their own examples will boost their self-confidence and ensure that they grasp a particular skill before they need to apply it on the worksheet.
  • When possible, present the activity sheets on an overhead as a group task, especially with more complex skills.  
  • Have your students trade papers to proof them.
  • After your students complete an activity sheet, have them work in small groups to create a similar activity sheet with original items. Then have groups exchange their creations for another group to complete. Then have each group proof its original worksheet.
  • Have your students use another sheet of paper to write if they need more writing room.
  • Use newspaper cartoons and famous quotes to remind your students of rules they're learning.  For example, use Patrick Henry's "Give me liberty or give me death" statement to teach the merit of parallelism.  "Give me liberty or else I might just as well let you kill me" just doesn't have the same punch!
  • Most areas have a few regional, nonstandard English expressions or grammar patterns.  As you encounter the standard English rules in this book, help your students understand any differences between what this book says and what they are likely to hear in their area.  For example, here in Illinois, many people drop the adverb ending (-ly), saying, "I want to go quick" or "You did that nice."
  • While these errors don't turn heads locally, they could confuse students taking national tests or make someone sound "funny" to people in an area with different grammar habits.  Those who know the standard English rules are free to use whichever dialect they want as a matter of choice, not just because they don't "know the rules."
  • Most students don't think about complex grammar rules voluntarily until they struggle with high school term papers and reports, yet elementary and middle school students need to demonstrate mastery of grammar rules.  Since they will likely need to apply these rules in school before they truly understand them, the least we can do is make the learning palatable for them.  If they get the "good grammar patterns" in their ears and their eyes, they should find it easier to recall good models when they choose to later in life.

You are in a key position to teach your students how and why the skills in this book are relevant to them.  You see and hear their grammar proficiency regularly.  Does a student's nonstandard grammar sometimes call attention to itself compared to his peers' grammar?  In more formal speaking and writing situations, does a student routinely use complex sentences that communicate well to the audience?  If not, take advantage of "teachable moments" and explain what grammar rule might help the student communicate more clearly.

We encourage you to show your students as often as possible the value of consistent grammar usage in keeping communication as clear as possible.  If a listener has to "translate" a message to understand it, the impact of the message has been diluted.  The information exchange is less effective than it could be.

Finally we urge you to have a blast with your students as you experience 100% Grammar together.  May it be an uplifting adventure for everyone!

Mike and Carolyn