Nouns may be one of the basic parts of speech but many students find them difficult to grasp. These lessons use simple sentence structure, vocabulary, and readability to help students master the concept of nouns.
- Recognize and use correct grammar in speaking and writing
- Boost reading comprehension
- Identify nouns and know the types of nouns
The activities feature:
- simple, clear explanations of noun 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 lessons begin with identifying nouns and finding nouns in sentences. Students learn to recognize and use these kinds of nouns:
- common and proper
- concrete and abstract
- collective and compound
- plural and irregular plural
- possessive and plural possessive
- exact or specific (versus general)
You may purchase Spotlight on Grammar Nouns individually or as part of the 6-book Spotlight on Grammar set. The 6-book set consists of:
Copyright © 2006
- In contrast to spoken language, written language is a more concrete, permanent modality for working on sentence structures (ASHA, 2001).
- Grammar instruction should be salient and functional for students to use these targeted forms in everyday conversations (Fey, Long, & Finestack, 2003).
- Speech-language pathologists (SLPs) should scaffold their instruction of syntactic structures to help students express complex thoughts coherently (Nippold, Mansfield, & Billow, 2007).
- Children with language disorders often struggle with expository text and produce shorter and grammatically simpler sentences (Nippold, Mansfield, & Billow, 2007).
Spotlight on Grammar Nouns 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 January 13, 2011, 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.