This step-by-step, picture-based program with a meta-cognitive approach appeals to visual learners. The format breaks sentence structures into steps students can understand, making the development of more complex sentence structures attainable.
- Learn how to use parts of speech in 15 sentence structures
Each unit begins with a suggested list of sentences and a meta-cognitive modeling example. As the student looks at step-by-step illustrations, the metacognitive prompts help him describe each picture and write the corresponding words and phrases. Students learn to think about each element in a sentence and systematically construct increasingly complex sentences. The well-organized program progresses from simple to increasingly complex sentence structures and negative forms.
- Noun + verb: The boy is swimming.
- Adjective + noun + verb: The sad girl is crying.
- Noun + verb + direct object: The girl is petting a dog.
- Noun + passive verb + prepositional phrase: The window was broken by the ball.
- Noun + verb + indirect object + direct object: The man is buying the woman flowers.
- Compound subject + verb: The teacher and the boy are smiling.
- Noun + compound verb: The children are cutting and folding.
- Noun + verb + adverb: The girls talk quietly.
- Noun + verb + direct object + indirect object: The man is making a sandwich for the girl.
- Noun + prepositional phrase + verb: The boy in the bed is sick.
- Noun + verb + adjective + direct object: The woman is holding the crying baby.
- Noun + verb + infinitive/infinitive phrase: The girl is going to color a picture.
- Noun + adjective clause + verb/(verb + direct object): The girl who hit the ball is running.
- Noun + verb + adjective + adverbial clause: The girl is sad because her doll is broken.
- Noun + negative verb phrase: The children are not smiling.
Copyright © 2003
- Speech-language pathologists (SLPs) should scaffold their instruction of syntactic structure to help students express complex thoughts coherently (Nippold, Mansfield, & Billow, 2007).
- In contrast to spoken language, written language is a more concrete, permanent modality for working on sentence structure (ASHA, 2001).
- 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.
- Children with language disorders often struggle with expository text and produce shorter and grammatically simpler sentences (Nippold, Mansfield, & Billow, 2007).
No-Glamour Sentence Structure 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 June 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 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.