This book is designed to teach all the basic grammar skills to your students with language or learning disorders. The activities have a slow, straightforward progression; simple directions; and lots of practice pages.
- Use 19 parts of speech in grammatically correct sentences
- Boost receptive, expressive, and written language
- Verb To Be
- Present Tense
- Future Tense
- Past Tense, Regular Verbs
- Past Tense, Irregular Verbs
- Possessive Nouns
- Possessive Pronouns
- grammar concept explanation
- examples of usage
- exercises to identify the grammar concept
- fill-in-the-blank and/or multiple-choice exercises
- creating sentences using target words from the unit
Copyright © 1986
This product is extremely well written and gave great results. I'm using it with ESL children who are having great difficulty with grammar. I know they will benefit from this product.
Nancy A. Harrington-Davis, Teacher
- In contrast to spoken language, written language is a more concrete, permanent modality for working on sentence structure (ASHA, 2001).
- A study by Feng & Powers (2005) found that grammatical mini-lessons targeting students' error patterns resulted in improved short- and long-term accuracy.
- Students are unlikely to formulate and comprehend complex syntax unless such linguistic forms are included in their experiences and convey authentic, complex meanings (ASHA, 2001).
- Children with language disorders often struggle with expository text and produce shorter and grammatically simpler sentences (Nippold, Mansfield, & Billow, 2007).
No-Glamour 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 8, 2010, from www.asha.org/docs/pdf/GL2001-00062.pdf
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 development of complex syntax. American Journal of Speech-Language Pathology, 16, 179-188.