Grammar Instruction at the Elementary School Level
Greetings. The following materials are intended to provide an introduction to Grammar Instruction at the Elementary School Level. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records is presented at the end of this file.
Zeynep B. Erdiller
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Guide to Grammar and Writing
Online English Grammar
English Grammar and Style Theme Page
The Best Grammar Site for Kids and Teens
Grammar Bytes! Interactive Grammar Review
English Grammar Connection
Proteacher: Lesson Plans on Teaching Grammar
Grammar and Its Teaching: Challenging the Myths
Grammar Help
Graded lessons in English :an elementary English grammar : consisting of one hundred practical lessons, carefully graded and adapted to the class-room
Citations From the ERIC Database
AN: EJ624574
AU: Patterson,-Nancy, ed.; Pipkin,-Gloria, ed.
TI: Grammar in the Labyrinth: Resources on the World Wide Web.
PY: 2001
SO: Voices-from-the-Middle; v8 n3 p63-67 Mar 2001
NT: Theme: Contextualizing Grammar.
DL: CIJOCT%%2001
DEM: *English-Instruction; *Grammar-; *Language-Arts; *Resource-Materials; *World-Wide-Web; *Writing-Instruction
DER: Elementary-Secondary-Education; Writing-Improvement
AB: Notes and discusses resources on the World Wide Web that deal with grammar and that may be useful to teachers. Lists traditional grammar websites, including online handbooks and style guides, but warns that the isolated teaching of grammar has little impact on student writing. Concludes that websites are needed that actually show teachers how to contextualize grammar instruction. (SR)
AN: EJ624569
AU: Weaver,-Constance; McNally,-Carol; Moerman,-Sharon
TI: To Grammar or Not To Grammar: That Is Not the Question!
PY: 2001
SO: Voices-from-the-Middle; v8 n3 p17-33 Mar 2001
NT: Theme: Contextualizing Grammar.
DL: CIJOCT%%2001
DEM: *English-Instruction; *Grammar-; *Instructional-Effectiveness; *Revision-Written-Composition; *Writing-Improvement; *Writing-Instruction
DER: Editing-; Elementary-Secondary-Education; Language-Arts; Teacher-Effectiveness
AB: Argues that, taught in the context of writing, grammar can enhance and improve students' writing. Offers classroom examples showing how: good preparation for writing fosters good grammar and detail; students can use grammatical and syntactic constructions used by professional authors as models for their own writing; and how to help students learn revision strategies at the sentence and paragraph level. (SR)
AN: EJ621236
AU: Peterson,-Shelley
TI: Yes, We Do Teach Writing Conventions! (Though the Methods May Be Unconventional).
PY: 2000
SO: Ohio-Reading-Teacher; v34 n1 p38-44 Spr 2000
DEM: *Editing-; *Educational-Strategies; *Grammar-; *Writing-Instruction; *Writing-Skills
DER: Elementary-Education; Writing-Improvement
AB: Organizes instructional strategies into two sets: the first focusing on teaching editing skills, and the second on teaching writing conventions unconventionally. Considers teaching writing conventions using a social constructivist approach. Presents instructional approaches that provide a framework for helping students to express their ideas confidently in writing and to use writing conventions competently to communicate those ideas clearly to others. (SG)
AN: ED444185
AU: Geimer,-Mandy; Getz,-Jennifer; Pochert,-Terry; Pullam,-Karen
TI: Improving Student Achievement in Language Arts through Implementation of Multiple Intelligences Strategies.
PY: 2000
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development.
PR: EDRS Price MF01/PC06 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED444185
DEM: *Grammar-; *Instructional-Effectiveness; *Language-Arts; *Multiple-Intelligences; *Reading-Comprehension; *Spelling-Instruction
DER: Academic-Achievement; Action-Research; Elementary-Education
AB: Student achievement has been low in language arts in Suburban Chicago, Illinois school districts. This action research project was designed to determine the effect of incorporating multiple intelligence strategies into the language arts curriculum. The targeted students were in the second, third, and fifth grades, in a western suburb of Chicago, Illinois. The documentation to prove low achievement included chapter/unit tests and quiz scores, teacher observation of low time on task, limited work completion, state standardized test scores, and other teacher assessments. Upon analyzing the probable causes, it was discovered that reading was the lowest academic area tested on the Illinois Goal Assessment Program (IGAP). Further concern was indicated through teacher observation of student performance. Other factors that impact low student achievement are mobility, lack of teacher training and support in implementing existing curriculum, and teachers not addressing students' various learning styles. After reviewing possible interventions from current literature works, Howard Gardner's theory of multiple intelligences repeatedly appeared as a suggested solution. The selected intervention led to a comparison between traditional methods of teaching and multiple intelligence strategies. Post intervention data indicated a general trend toward an increase in achievement through the use of multiple intelligences strategies. A major increase was seen in students with Individual Education Programs (IEPs) and lower achieving students. An improvement was also noted in homework completion, quality of homework, student time on task, and student enjoyment of activities. (Contains 25 references, and 10 tables and 4 figures of data. Appendixes contain grammar, reading comprehension, and spelling lesson plans [for each grade level and in traditional and multiple intelligence format], the student survey instrument, student assessments, quizzes, and comments from the student survey.) (Author/RS)
AN: ED444181
AU: Daniel,-Carter-A.
TI: Grammatical Vocabulary: A Plea for the Re-Introduction of Grammatical Concepts into Our Schools.
PY: 1999
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED444181
DEM: *Descriptive-Linguistics; *Grammar-; *Student-Needs
DER: Elementary-Secondary-Education; Language-Skills; Writing-Improvement
AB: Schools stopped teaching any grammatical system some time ago, as they probably should have. But the schools also, at the same time, stopped teaching grammatical terminology, a mistake which has had lasting consequences. Students need to be told what "infinitive," "preposition," "case," and "predicate complement" mean. They need the tools to think about and analyze their sentences. This paper argues that students should have a vocabulary for discussing language. The paper contends that if students know the meanings of grammatical terms and phrases and have practiced identifying the concepts, they will then be able to recognize the structures in their writing, and educators will enable them to improve their work. The paper outlines the problem, considers why the problem arose, discusses traditional grammar (1675-1950s) and descriptive linguistics (1950s and 1960s), and suggests what is to be done now. (Author/NKA)
AN: EJ606348
AU: Muter,-Valerie; Snowling,-Margaret
TI: Grammar and Phonology Predict Spelling in Middle Childhood.
PY: 1997
SO: Reading-and-Writing:-An-Interdisciplinary-Journal; v9 n5-6 p407-25 Dec 1997
NT: Theme: Spelling.
DEM: *Grammar-; *Graphemes-; *Orthographic-Symbols; *Phonemes-
DER: Elementary-Education; Longitudinal-Studies; Predictor-Variables; Spelling-
AB: Reports the findings of a follow-up study of children who participated in a longitudinal study of phonological and literacy development. Finds measures of phoneme awareness to be better predictors of spelling than measures of rime awareness. Supports the view that awareness of grammatical rules is important in determining orthographic proficiency as children get older. (NH)
AN: ED439433
AU: Yates,-Robert; Kenkel,-Jim
TI: We're Prescriptivists. Isn't Everyone?
PY: 1999
NT: Paper presented at the Annual Conference of the National Council of Teachers of English Assembly for the Teaching of English Grammar (10th, Somerville, New Jersey, July 16-17, 1999).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED439433
DEM: *Diagnostic-Teaching; *English-Instruction; *English-Teachers; *Grammar-; *Language-Standardization; *Language-Variation
DER: Case-Studies; Elementary-Secondary-Education; Higher-Education; Student-Educational-Objectives
AB: Noting that the National Council of Teachers of English Assembly for the Teaching of English Grammar is working towards formulating national goals for grammar instruction at all levels of schooling, this paper explores what teaching English grammar is all about. The paper contends that, acknowledge it or not, English teachers are engaged in a prescriptivist enterprise. It also finds that linguists, educated in a tradition which prides itself in being empirical and scientific, find it easy to look down on prescriptive rules and the unaccountable importance which the lay public attaches to them. The paper discusses the historical motivation for standardization, which began with the advent of printing, and considers the ideas of the American structural linguists in the 20th century. It also looks at some recent arguments which appear to deny much value for a Standard. The paper describes the "iron fist" type of prescriptivism and the "velvet glove" type of prescriptivism. It concludes by illustrating the insecurities experienced by an ordinary, educated speaker of English in the face of the realities of sociolinguistic variation and proposes that the goal of teachers of English grammar should be that all students consciously know the most important principles of Standard English. (Contains 14 references.) (NKA)
AN: ED438552
AU: Einarsson,-Robert
TI: The Place of Grammar in the Language Arts Curriculum.
PY: 1999
AV: For full text: http://www.artsci.gmcc.ab.ca/people/einarssonb/elac.html.
NT: Paper presented at the English Language Arts Council of the Alberta Teachers Association (Edmonton, Alberta, Canada, May 1999).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED438552
DEM: *English-Instruction; *Grammar-; *Holistic-Approach; *Traditional-Grammar; *Writing-Composition
DER: Elementary-Secondary-Education; Higher-Education; Language-Arts; Writing-Skills
AB: The history of grammar instruction includes two approaches: the handbook approach, which is practiced today, and the textbook approach. The handbook approach focuses on rules for correct writing and is an error-based view, while the textbook approach would treat grammar holistically and interpretively and would systematically explain new concepts in light of previous ones. If grammar is to survive in today's classroom, it will need to return to the textbook approach. One current example related to the textbook approach envisions a creative, activity-based classroom, but asserts that no theory should be taught. Knowing grammar in a holistic and theoretical way, however, cannot be a harm to student writing, and studies are showing benefits of heightened awareness of language on student composition. Contains 15 references. (EF)
AN: EJ594984
AU: Lewis,-Rena-B.; Ashton,-Tamarah-M.; Haapa,-Bonnie; Kieley,-Candace-L.; Fielden,-Carl
TI: Improving the Writing Skills of Students with Learning Disabilities: Are Word Processors with Spelling and Grammar Checkers Useful?
PY: 1999
SO: Learning-Disabilities:-A-Multidisciplinary-Journal; v9 n3 p87-98 Fall 1998-Win 1999
DEM: *Computer-Uses-in-Education; *Grammar-; *Learning-Disabilities; *Spelling-; *Word-Processing; *Writing-Strategies
DER: Computer-Assisted-Instruction; Educational-Technology; Elementary-Secondary-Education
AB: A study involving 106 elementary and secondary students with learning disabilities and 97 typical peers found that students who used spelling and grammar checkers were more successful than transition group students in reducing mechanical errors, particularly non-real-word spelling errors, and in making positive changes from first to final drafts. (Author/CR)
AN: EJ587545
AU: Hagemann,-Julie; Wininger,-Melvin
TI: An Ideological Approach to Grammar Pedagogy in English Education Courses.
PY: 1999
SO: English-Education; v31 n4 p265-94 Jul 1999
DEM: *Academic-Standards; *English-Instruction; *English-Teacher-Education; *Grammar-
DER: Elementary-Secondary-Education; Higher-Education; Sentence-Diagraming; Structural-Analysis-Linguistics; Teaching-Methods
AB: Presents an ideological model of literacy for teaching grammar. Discusses its connection to guidelines for teacher preparation and language-arts standards. Discusses strategies in language classes to help teachers see language and grammar, along with language and grammar pedagogy, in broader terms. Concludes that English-teaching majors must understand the contexts in which sentence analysis and usage-choice takes place. (SC)
AN: ED431193
AU: Kiester,-Jane-Bell
TI: Caught'ya Again! More Grammar with a Giggle.
PY: 1993
AV: Maupin House Publishing, Inc., P.O. Box 90148, Gainesville, FL 32607-0148; Tel: 800-524-0634; e-mail address: jgraddy@maupinhouse.com ($14.95).
PR: Document Not Available from EDRS.
DEM: *English-Instruction; *Grammar-; *Humor-; *Language-Usage; *Writing-Exercises; *Writing-Instruction
DER: Class-Activities; Elementary-Secondary-Education; Learning-Activities
AB: This teaching guide is built around a method (called the "Caught'ya" method) of teaching grammar and mechanics with humor. The guide contains story ideas and three sets of 100 Caught'ya sentences, as well as a chapter which discusses specific ways to use the Caught'ya at home. Following an introduction, the guide is divided into the following nine sections: (1) Revisiting Caught'ya! Grammar with a Giggle (Skim This Chapter if You Have Read the Book); (2) How to Do a "Caught'Ya for Two" (Parents and Tutors, This One Is Especially for You); (3) Coming Up with Your Own Story and Sentences (A Dialogue with a Plot in Mind); (4) Mini-Lessons (Ideas for the Extra 35 Minutes You Now Have); (5) Writing Suggestions (More Ideas!); (6) Six New Story Ideas (Plus Ninety Sentences of "Adolescent Transmuted Karate Otters"); (7) 100 Caught'ya Sentences for Grades 2 through 5 ("The Meanest Teacher in the World"); (8) 100 Caught'ya Sentences for Grades 6 through 8 ("Tales of a Four-eyed Weirdo"); and (9) 100 Caught'ya Sentences for grades 9 through 12 ("Charlie Excess Does It Again"). An appendix entitled "Everything You Never Wanted to Know about Grammar, Mechanics, and Usage, but I'm Going to Tell You Anyway" and a 13-item bibliography conclude the guide. (NKA)
AN: EJ577157
AU: Burkhalter,-Nancy
TI: Assessing Grammar Teaching Methods Using a Metacognitive Framework.
PY: 1996
SO: Journal-of-Teaching-Writing; v15 n2 p259-83 1996
DEM: *Cognitive-Style; *Grammar-; *Teaching-Methods
DER: Elementary-Secondary-Education; English-Instruction; Induction-; Instructional-Effectiveness; Metacognition-; Sentence-Combining; Traditional-Grammar
AB: Discusses acquiring knowledge implicitly, versus explicitly, as it relates to learning grammar. Codifies three grammar-teaching methods (traditional grammar, sentence combining, and the functional/inductive approach) by plotting them on a metacognitive model of language skills that examines analyzed knowledge and cognitive control. Shows how this approach can help decide which methods are appropriate for which students. (SR)
AN: EJ567284
AU: Cameron,-Deborah
TI: Sparing the Rod: What Teachers Need to Know about Grammar.
PY: 1997
SO: Changing-English; v4 n2 p229-39 Oct 1997
NT: Journal availability: Carfax Publishing Ltd., 875-81 Massachusetts Ave, Cambridge, MA 02139.
DEM: *Grammar-; *Knowledge-Base-for-Teaching; *Teacher-Role
DER: Corporal-Punishment; Elementary-Secondary-Education; Foreign-Countries
AB: Opines that what teachers need to know about grammar is how to teach it without resorting either literally or figuratively to the "cane and the birch rod." Finds that teachers need to look again at the "what" and the "why": what grammar is and why it is taught. Also considers answers given by others. (PA)
AN: ED421713
AU: Ediger,-Marlow
TI: Grammar Revisited in the English Curriculum.
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED421713
DEM: *Form-Classes-Languages; *Grammar-; *Integrated-Activities; *Language-Arts; *Sentence-Structure
DER: Class-Activities; Classroom-Techniques; Elementary-Education; English-Curriculum; Learning-Activities; Learning-Strategies; Spelling-; Student-Motivation
AB: Pupils need to study grammar that is useful and functional. How much stress should the language arts place upon pupils understanding the eight parts of speech in traditional grammar? Good teaching emphasizes proceeding from the concrete to the semi-concrete in teaching-learning situations, then the abstract phase of learning needs to be emphasized. For example, the verb in traditional grammar can be presented meaningfully to students by showing action by dramatization. To learn adjectives, pupils might play a game in which they would provide adjective alternatives to those in a sentence printed on the chalkboard. Pupils can make numerous substitutions in a prepositional phrase, playing with words and developing their vocabularies. To be knowledgeable about grammar and its use, pupils also should understand sentence patterns. The most appealing aspect of word study is the student centered activities. Word study that focuses on spelling-meaning and spelling-grammar connections helps students expand their vocabulary, develop sensitivity to word choice in reading and writing, and build explicit awareness of how English orthography functions in the integrated language arts program. (Contains six references.) (CR)
AN: EJ562454
AU: Barnitz,-John-G., ed.
TI: Revising Grammar Instruction for Authentic Composing and Comprehending (Linguistic Perspectives in Literacy Education).
PY: 1998
SO: Reading-Teacher; v51 n7 p608-11 Apr 1998
DEM: *Grammar-; *Reading-Instruction; *Whole-Language-Approach; *Writing-Instruction
DER: Class-Activities; Elementary-Education
AB: Presents instructional strategies that integrate syntax instruction with literacy instruction, while maintaining the integrity of language and the literacy process. Discusses using authentic texts and keeping the literacy process whole, manipulating sentence structures in context, and revising linguistic priorities. (SR)
AN: EJ555358
AU: Kane,-Sharon
TI: Favorite Sentences: Grammar in Action (Teaching Skills within Meaningful Contexts).
PY: 1997
SO: Reading-Teacher; v51 n1 p70-72 Sep 1997
DEM: *Childrens-Literature; *English-Instruction; *Grammar-; *Writing-Instruction
DER: Elementary-Education; Instructional-Effectiveness; Writing-Improvement
AB: Voices concerns with isolated exercises in grammar. Offers an alternative, in which teachers collect sentences (mostly from literature) and use them to point out or teach skills for writers. Offers numerous examples. (SR)
AN: EJ547773
AU: Billingsley,-Franny
TI: Searching for a Plot.
PY: 1997
SO: Book-Links; v6 n6 p13-17 Jul 1997
NT: Journal availability: Book Links, 434 W Downer, Aurora, IL 60506.
DEM: *Annotated-Bibliographies; *Childrens-Literature; *Story-Grammar
DER: Books-; Class-Activities; Creative-Writing; Elementary-Education; Picture-Books; Writing-Exercises
AB: Illustrates the elements of story structure (beginning, middle, and end) by discussing excerpts from children's literature. Provides an annotated bibliography of picture books for each element, elementary classroom activities, and writing exercises. (PEN)
AN: EJ541057
AU: Hagood,-Barbara-F.
TI: Reading and Writing with Help from Story Grammar.
PY: 1997
SO: TEACHING-Exceptional-Children; v29 n4 p10-14 Mar-Apr 1997
DEM: *Learning-Disabilities; *Low-Achievement; *Reading-Instruction; *Story-Grammar; *Writing-Instruction
DER: Elementary-Education; Skill-Development; Teaching-Methods; Writing-Composition
AB: Discusses "story grammar" strategies, such as self-questioning, story maps, character and plot development, and comparison and contrast of similar stories, which can be used to help elementary students with learning disabilities or low-achieving students improve their reading and writing skills. Activities are described for each strategy. (CR)
AN: ED397434
TI: Proceedings of the Annual Conference of the Assembly for the Teaching of English Grammar (6th, Williamsport, PA, July 28-29, 1995).
CS: National Council of Teachers of English, Urbana, IL. Assembly for the Teaching of English Grammar.
PY: 1995
NT: For Proceedings 1990-1994, see CS 215 404-408.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED397434
DEM: *English-Instruction; *Grammar-; *Teaching-Methods; *Writing-Instruction
DER: Elementary-Secondary-Education; Error-Analysis-Language; Higher-Education; Literacy-; Technical-Writing
AB: This proceedings contains papers presented at the sixth annual conference of the Assembly for the Teaching of English Grammar. Papers in the proceedings are: "The Politics of Grammar" (Sabah A. Salih); "(Still) Trying to Find an Answer to the Problem of 'Error' in Writing" (William McCleary); "Grammar and Literacy: Embedding Outside Sources in Text" (Jim Kenkel and Robert Yates); "The Nine-Question Method of Teaching Grammar" (Glenn Swetman); "Simplifying Tree Structures in the Grammar Classroom" (R.A. Buck); "Teaching Grammar through Technical Documents" (Jim Brosnan); "Proposal for an Official AETG Bibliographer" (Delma McLeod-Porter); "A Hands-On Non-Traditional Grammar That's Fun" (Anthony Hunter); "Between Restrictive and Nonrestrictive: Amplifying Clauses" (Brock Haussamen); "Using Error Notebooks to Improve Grammar" (James Boswell, Jr.); "Surrealism and Grammar: Creatively Reinvigorating the Classroom" (Kevin Griffith); and "Functional Grammar for English (Not Latin)" (Carolyn G. Hartnett). Minutes of the 1994 business meeting, the 1995 conference program, and a list of conference participants are attached. (RS)
AN: ED387813
AU: McCleary,-Bill
TI: Grammar Making a Comeback in Composition Teaching.
PY: 1995
SO: Composition-Chronicle:-Newsletter-for-Writing-Teachers; v8 n6 p1-4 Oct 95
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED387813
DEM: *English-Curriculum; *Grammar-; *Language-Usage; *Writing-Composition; *Writing-Instruction
DER: Educational-Trends; Elementary-Secondary-Education; Higher-Education; Language-Patterns; Theory-Practice-Relationship
AB: This journal article focuses on the return of grammar in composition teaching. After about 2 decades of virtual banishment from the higher reaches of English teaching theory, grammar has returned as a subject of serious discussion. This is the result in part of a new assertiveness by a group of people who never lost interest in grammar as part of the English curriculum and by better teaching methods. Another influence may be a growing interest in several aspects of composition that seem to require students to have at least a modicum of knowledge about grammar. One of these is stylistic grammar, which promises users a clearer, more graceful style and elimination of bureaucratese, sociologese, and other ridiculed styles. The most popular book of this kind of approach is Joseph Williams' "Style: Ten Lessons in Clarity and Grace." As teachers move away from the error-detection method of grammar, they will find new approaches available. First, there are several revisions of the old rules. In "Revising the Rules: Traditional Grammar and Modern Linguistics," Brock Haussamen takes a variety of traditional rules and shows that they do not really reflect how English actually works. Second, there is now the development of pedagogical grammar, a grammar designed to be both simple and accurate. Third, there are the new teaching methods to replace the "drill and kill" approach, such as those in Muriel Harris and Katherine E. Rowan's article, "Explaining Grammatical Concepts," which show, based on research in cognitive psychology, how to construct an elaborate, effective lesson around grammar. A list of pedagogical grammars is included. (TB)
AN: EJ493489
AU: Sullivan,-Diane
TI: Welcome to the Word Market.
PY: 1994
SO: Teaching-PreK-8; v25 n3 p54-56 Nov-Dec 1994
DEM: *Class-Activities; *Educational-Games; *Grammar-; *Sentences-
DER: Elementary-Education; Language-Skills; Learning-Activities; Syntax-; Teaching-Methods
AB: Describes a word game developed by a sixth-grade teacher that has groups of students "bid on" and "buy" words, with the object of forming as many grammatically correct sentences as possible. Points are awarded based on sentence length, correct punctuation, and sentence type (simple, complex, or compound). (MDM)
AN: ED373356
AU: Ediger,-Marlow
TI: Grammar Revisited in the Language Arts.
PY: 1994
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED373356
DEM: *English-; *Grammar-; *Sentence-Structure
DER: Elementary-Education; Language-Arts; Language-Usage; Teaching-Methods; Writing-Skills
AB: Grammar can have meaning and be of use to the learner depending upon the methods of instruction that are being used. The eight traditional parts of speech (noun, verb, adjective, adverbs, prepositional phrase, conjunction, pronouns, and interjection) can be made useful for learners by giving concrete, semi-concrete, and abstract examples when pupils engage in composing ideas to be presented to others. Looking for agreement of subject and predicate in writing is a useful task. Pupils also need to understand sentence patterns, five of which comprise most sentences in the English language. Each of these types of sentences can be dramatized to provide meaning. Pupils also need to learn the four basic ways of enlarging or expanding sentences: using modifiers, using appositives, subordinating one sentence to another; and compounding sentences. Pupils need to know the reasons why a language operates. Thought must go into knowing how a language operates, and further thought must go into implementing what is known about a language. (RS)
AN: ED367986
AU: Hajek,-Ellen
TI: Building Sentences with the Humpties.
PY: 1993
AV: Hajek House, 12750 W. 6th Place, Golden, CO 80401 ($12.95 plus $3 shipping/handling; discounts for quantity purchases).
NT: For related book, see CS 214 257.
PR: Document Not Available from EDRS.
DEM: *Grammar-; *Sentence-Diagraming; *Sentences-
DER: Class-Activities; Elementary-Education; Sentence-Combining; Sentence-Structure
AB: Second in a series of books designed to make learning to write and understanding the structure of language easy and fun, this book gives students the opportunity to see how each of the parts of speech functions in a sentence. The focus of the book is twofold: to help students learn to recognize and write complete sentences and to familiarize students with the way various parts of speech are related to one another within a sentence. The book also includes opportunities for creative expression and recreation. Sections of the book discuss what a sentence is; subjects; predicates; compound subjects; compound predicates; diagramming; objects; and four kinds of sentences. Answers and multiple copies of the cartoon characters called "Humpties" (used to mark various parts of speech) are attached. (RS)
AN: EJ477343
AU: Tomlinson,-David
TI: Errors in the Research into the Effectiveness of Grammar Teaching.
PY: 1994
SO: English-in-Education; v28 n1 p20-26 Spr 1994
NT: Special Issue: Back to Basics: The Essentials of English Teaching.
DEM: *English-Instruction; *Grammar-; *Instructional-Effectiveness
DER: Back-to-Basics; Elementary-Secondary-Education; English-Curriculum; Language-Research; Linguistics-; Teaching-Methods; Writing-Research
AB: Asks whether the sustained instruction in the "basics" of English, especially grammar, is being unrightfully ignored. Challenges teachers who claim that instruction in grammar is unneeded or ill-advised. Counters such assertions by examining two research studies purportedly proving the ineffectiveness of teaching grammar. (HB)
AN: ED347533
AU: Bailey,-Charles-James-N.
TI: Why More English Instruction Won't Mean Better Grammar. Grammar Series No. 1.
PY: 1992
AV: Orchid Land Publications, Kea'au, HI 96749-1416 ($2.60 stitched, including postage).
NT: Published by Orchid Land Publications.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED347533
DEM: *English-Instruction; *Grammar-; *Instructional-Effectiveness; *Instructional-Improvement; *Language-Usage; *Traditional-Grammar
DER: Elementary-Secondary-Education
AB: Written for the educated reader cognizant of ordinary grammatical terminology or able to look it up in a dictionary, this booklet discusses why grammar seems so intractable. The booklet begins by offering two reasons why more diligent instruction in English grammar will not improve students' knowledge: (1) what is presented as English grammar bears little relation to the way fashionable young people speak and write; and (2) many analyses are wrong, or fail to capture fundamental principles that reveal the natural systematicity of English grammar. The booklet then presents an extended discussion of these topics using as examples a variety of grammatical rules and how those rules are and should be taught. The booklet concludes that teaching grammar using the principles discussed in the booklet would permit teachers to cover more ground, would yield a better understanding of the systematicity of grammar, and would therefore generate both greater rapport between taught and teacher and greater sympathy for the subject. An appendix discussing how certain grammatical concepts are used in the booklet and a corrigenda list are attached. (RS)
 Grammar Handbook For Home And School |
Other Resources (available either for sale or via interlibrary loan)
Title: The ultimate handbook for teaching diverse learners: primary & intermediate Year: 2001 Publisher: East Moline, IL : LinguiSystems, Inc.
Title: Grammar.
Authors: Lanza, J. R.; Flahive, L. K.
Year: 2000
Publisher: East Moline, IL: LinguiSystems.
Title: Scholastic literacy place practice book : reading, writing, grammar, usage, and mechanics. Grade 4.
Year: 2000
Publisher: New York: Scholastic.
Title: Elementary language practice: with key.
Author(s): Vince, M.
Year: 1999
Publisher: Oxford : MacMillan Heinemann.
Title: Teaching every child every day: Learning in diverse schools and classrooms
Author(s): Harris, K. R.; Graham, S. & Deshler, D.
Year: 1998
Publisher: Brookline Books
Title: Grow parts of speech: user-friendly games & activities for elementary-level language instruction
Author(s): Hisam, D. & Seth, L.
Year: 1998
Publisher: Friendly, West Virginia: Etc Publications.
Title: The place of grammar in writing instruction : past, present, future
Author(s): Hunter, S.; and Wallace, R. (Eds).
Year: 1995
Publisher: Portsmouth, NH: Boynton/Cook Publishers.
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Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form
