Students make a good impression when they know which pronouns to use in speaking and in written language. These lessons use simple sentence structure, vocabulary, and readability to help students learn easily.
- Recognize and use correct grammar in speaking and writing
- Boost reading comprehension
- Use the correct pronoun in speaking and writing
The effective lessons feature:
- simple, clear explanations of pronoun concepts
- appealing one-page lessons with plenty of practice activities
- step-by-step progression in difficulty to build success and motivation
- a pretest/posttest
The activities begin with identifying pronouns and their referents. Then students learn to distinguish and correctly use these pronoun types:
- possessive (e.g., mine his, hers)
- reflexive (e.g., myself, herself)
- interrogative (e.g., who, whose)
- demonstrative (e.g., these, those)
- relative (e.g., which, that)
- indefinite (e.g., all, neither, everyone)
- subject (e.g., he, they)
- object (me, it, them)
You may purchase Spotlight on Grammar Pronouns individually or as part of the 6-book Spotlight on Grammar set. The 6-book set consists of:
Copyright © 2006
- 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).
- Grammar instruction should be salient and functional for students to use these targeted forms in everyday conversations (Fey, Long, & Finestack, 2003).
Spotlight on Grammar Pronouns 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.