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No-Glamour® Grammar Cards
Ages: 5-11   Grades: K-6

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.

Outcomes

  • 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
Cards
#35009
$45.95
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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:

Copula Is/Are
What shape is the pizza?  The pizza is round.

Has/Have, Do/Does
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.

Present Tense
The candles on Rosa's cake are lit.  What does she do with the candles?  She blows them out.

Regular/Irregular Plurals
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.

Negatives
Is the boy frowning?  No, he is not frowning.

Comparatives
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

Components
200 4" x 6" double-sided, picture/stimuli coated cards; 10 instruction cards
  • 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.

References

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.

Author(s)

Carolyn LoGiudice

Biography

Carolyn LoGiudice, M.S., CCC-SLP, wrote and edited products and tests for LinguiSystems for 25 years, incorporating her previous experience as an SLP in school and clinic settings.  She is now retired and savoring time with her family, friends, and hobbies.

Introduction

Students who have difficulty expressing themselves need as much practice as possible in speaking and writing correctly.  Students who use dialectical speech also need to learn to code switch to standard English when appropriate.  The 200 cards in this box offer pictures of everyday situations and stimuli that prompt students to answer questions about each picture.  The ten major grammar skill areas included are sequenced by the complexity of the tasks for students.

  • Present a picture and talk about it with the student.  Then read the first question on the card and let the student answer it.  Repeat the question, if necessary, or say the answer and have the student imitate it.
  • All answers should be complete sentences.
  • Common responses are listed for most questions, but also accept other logical, grammatically correct responses.
  • Use your own judgment about how many questions to present to the student for each card.  The last question on each card asks the student to repair incorrect grammar.  Write such questions to make them easier to answer, if necessary.
  • Where appropriate, encourage the student to write the response before or after expressing it aloud.
  • Encourage the student to create new stimuli for each picture.  Then use these stimuli in a group setting.