Teach verb tenses, types of verbs, and irregular verbs and improve spoken language, written expression, and reading comprehension.
- Recognize and use correct grammar in speaking and writing
- Boost reading comprehension
- Understand and use verb forms in expressive language
The stimulating activities feature:
- clear, concise explanations of verb concepts
- appealing one-page lessons with plenty of practice activities
- simple sentence structure and vocabulary with easy readability
- step-by-step progression in difficulty to build success and motivation
- a pretest/posttest
The lessons cover multiple aspects of verb concepts, beginning with the definition of a verb and identification of verbs. Students learn about subject-verb agreement and verb endings. Then, they learn to distinguish and use these verbs:
- present tense (e.g., eats, splashes), past tense (e.g., walked), and future tense (e.g., will walk)
- helping verbs (e.g., is, will, have) and irregular verbs (e.g., bring, swim, eat)
- verbs with direct objects (e.g., bought apples, drink milk)
- past participles (e.g., have played)
- linking verbs (e.g., was, is, will be)
- troublesome verbs (e.g., lie/lay, may/can)
You may purchase Spotlight on Grammar Verbs individually or as part of the 6-book Spotlight on Grammar set. The 6-book set consists of:
Copyright © 2006
- Grammar, discourse structure, and metalinguistics are all connected to reading achievement and are required for text comprehension (ASHA, 2001).
- Speech-language pathologists (SLPs) should scaffold their instruction of syntactic structures to help students express complex thoughts coherently (Nippold, Mansfield, & Billow, 2007).
- A study by Feng and Powers (2005) found that grammatical mini-lessons targeting students' error patterns resulted in improved short- and long-term accuracy.
- Ebbels, van der Lely, and Dockrell (2007) found that children with specific language impairment (SLI) showed improved learning across trials of verb use after language therapy vs. a control group of children with SLI with no direct intervention on verb use. Generalization of untargeted verbs also showed carryover of targeted language skill.
Spotlight on Grammar Verbs 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. Retrieved July 24, 2009, from www.asha.org/docs/html/PS2001-00104.html
Ebbels, S.H., van der Lely, H.K.J., & Dockrell, J.E. (2007). Intervention for verb argument structure in children with persistent SLI: A randomized control trial. Journal of Speech, Language, and Hearing Research, 50, 1330-1349.
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.