Teach ten major grammar skills with 200 colorful, appealing pictures of everyday situations. The stimuli prompt students to answer or ask questions about each picture using the target grammar skill.
- Talk about pictures using correct grammar
- Use correct grammar when answering questions
- Formulate wh- questions, questions with interrogative reversals, and questions using more sophisticated grammar skills
- Give correct examples of incorrect grammar
The skill areas are sequenced by task complexity. Each card has six questions on the back. The last question on each card asks the student to repair incorrect grammar. The ten major skills areas are:
What shape is the pizza? The pizza is round.
What pet does Keesha have to keep her company? She has a cat.
Pronouns, Possessive Nouns
What are these children riding in? They are riding in a bus.
The candles on Rosa's cake are lit. What does she do with the candles? She blows them out.
What do the valentines have on them? They have hearts on them.
Regular/Irregular Past Tense
Kortney baked a pie for a contest. What did Kortney bake? She baked a pie.
Is the boy frowning? No, he is not frowning.
These teddy bears are old. Which one is the oldest? This one (right) is the oldest.
Questions Level 1
Ask me why the children are barefoot. Why are the children barefoot?
Questions Level 2
Ask me if these children are wearing costumes. Are these children wearing costumes?
Copyright © 2004
- 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 Cards 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 January 15, 2010, from www.asha.org/docs/pdf/GL2001-00062.pdf
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.