The activities in this book target grammar skills in a variety of ways that help learners with language disorders "get it." Use matching, puzzle completion, word searches, fill-in-the-blank, repairing errors, and other formats to keep student interest high.
- Learn 15 parts of speech and use them in grammatically correct sentences
- Boost receptive, expressive, and written language
You get over 250 activities and a pre- and posttest for each unit. Most of the activity sheets focus on one target skill, allowing for in-depth practice. Other sheets combine skills for practice and reinforcement. The directions and formats have less structure than those in No-Glamour Grammar, which provides a nice transition for students who need additional practice.
- Verbs (present, past, and future tense; irregular verbs, helping verbs, and subject-verb agreement)
- Phrase and sentence completion and word order
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- 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).
- In contrast to spoken language, written language is a more concrete, permanent modality for working on sentence structure (ASHA, 2001).
- Children with language disorders often struggle with expository text and produce shorter and grammatically simpler sentences (Nippold, Mansfield, & Billow, 2007).
- Language issues that underlie and support the school curriculum need to be addressed (Taylor-Goh, 2005).
- Grammar instruction should be salient and functional for students to use these targeted forms in everyday conversations (Fey, Long, & Finestack, 2003).
No-Glamour Grammar 2 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 November 25, 2009, from www.asha.org/docs/pdf/GL2001-00062.pdf
Fey, M.E., Long, S.H., & Finestack, L.H. (2003). Ten principles of grammar facilitation for children with specific language impairments. American Journal of Speech-Language Pathology, 12, 3-15.
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.
Taylor-Goh, S. (2005). Royal college of speech and language therapists: Clinical guidelines. United Kingdom: Speechmark.