Every Day Has A Job

Start with these steps. Then, adjust them their academic progress.
MAP places an
according to the needs of your students. increased responsibility for learning
Introduction: content on the students with the
1. Warm Up: Place the sentence for the
instructional help of the teachers, so the
Every Word Has a Job is a collection of day on the board or video projector.
red ink shows students what they still
sentence worksheets with two dozen or Then, have the students do one of three
need to learn. 2. Grade every fifth (or
so questions that will help students learn things: work individually, in pairs, or
tenth) paper. 3. Have students complete
sixty-three (63) vocabulary words related allow group work. Then using whatever
the paper as a group activity. Red (or any
to sentence structure and grammar. chosen grouping arrangement, ask each
other color) ink allows budding
Achieving this continual review of the student to write down three things he or
intellectuals to further refine their
listed vocabulary is possible in 20 to 25 she knows about the sentence in one
product, which is gaining academic
minutes a day. Every Word Has a Job is a minute. If they are in groups, ask them to
competence.
tremendous asset because students must discuss their statements with each other.
compare each vocabulary term daily even Then, call on three students from various
Although the target for this activity is 4th
when the term is absent in the sentence. groups to tell what they know about the
to 6th grade, use for students in the upper
Abstract terms become concrete and an structure of the sentence. Total time: 3 –
grades is possible. Adjust the answer key
interactive conversation continues 5 minutes.
to accommodate increased content if
between the student and the teacher
Every Word Has a Job is used for students
regarding content. (See pages 11 and 12 2. Give students ten minutes to complete
in the upper grades.
for the vocabulary terms and list set used the activity. The goal? Get as many
in the questions.) By March, MAP (NWEA) correct answers as possible in the ten-
The pages are plain, but copier and Riso
showed that my students were ready for minute period.
friendly. Note: When the economy
the state test with a 3.3 gain in Language
tanked, reducing the number of copier
from the first MAP assessment in the Fall 3. Consider the following grading
pages allotted to us each month was the
of the year. In the two years that I have possibilities: 1. do not grade it. Initially,
solution. Using less toner and Riso ink
been using this systematic review, this work was for practice only. Other
stopped the number drain.
students as a group have increased nearly testing opportunities showed assessed
three grade levels (2.7) in my classroom.
Sentence Vocabulary Terms:
action verb helping verbs Preposition
adjective indefinite pronouns prepositional phrase
adjective clause independent clause pronouns
adjective phrases indirect object pronoun verb agreement
adverb infinitive regular verbs
adverbial clause infinitive phrase relative pronouns
adverb phrases intransitive verbs sentence
articles irregular verb simple predicate
clause linking verb simple sentence
commas main verb simple subject
complete predicate modifiers singular
complete subject object of the preposition special adjective: a, an, the
complex sentences object pronoun subject
compound predicate phrase subjective case
compound sentences plural subject pronoun
compound subject possessive adjectives subject verb agreement
conjunctions possessive pronouns subordinating conjunctions
dependent clause predicate tenses: simple; past; present
direct object predicate adjective transitive verbs
demonstrative adjectives predicate nominative verbs: action, helping, linking
demonstrative pronouns predicate noun verb phrases
Every Word Has a Job Memory Word List
Parts of Speech Closed Sets of Words
Conjunctions:
Coordinating: Correlative: Subordinating:
for, and, nor, but, or, yet, so either/or, neither/nor, not only/but also, as, as long as, because, now that, since, so, so that
Nickname: FANBOYS both/and, whether/or, as/so even if, if, in case, provided that, unless, whether or
not : although, even though, whereas, while, after,
as, by the time, as soon as, since, until, when,
whenever, while
Prepositions:
aboard, about, above, across, across from, after, against, along, along with, among, around, at, before, behind, below, beneath, beside,
besides, between, beyond, but, by, down, during, except, except for, for, from, in, inside, into, like, near, of, off, on, onto, out, outside,
over, past, since, through, throughout, till, to, toward, under, underneath, until, up, up to, upon, with, within, without
Demonstrative Pronouns Demonstrative Adjectives
this, that, these, those this, that, these, those
(refers to nouns in sentences - in an indefinite manner - without (used like adjectives; placed before and refers to nouns in sentences)
exactly naming them)
Indefinite Pronouns:
Always Singular: Always Plural: Either Singular or Plural:
another, anybody, anyone, anything, each, both, few, fewer, many, others, several all, any, more, most, some, such
either, enough, everybody, everyone,
everything, less, little, much, neither, Note: The context of use in the sentence
nobody, no one, nothing, one, other, determines whether the indefinite pronoun will be
somebody, someone, something singular or plural.
Personal Pronouns:
Subject: Object: Possessive:
Singular: I, you, he, she, it Singular: me, you, him, her, it, Singular: my, mine, your, yours, his, her, hers,
Plural: we, you, they Plural: us, you, them its
Plural: our, ours, your, yours, their, theirs
Relative Pronouns:
who, whose, which, what, that, whoever, whatever, whichever
Verbs: Helping
am, is, are was, were, be, being been, can, could, do, does, did, have, had, has, may, might, must, shall, should, will, would
Verbs: Linking
am, is, are, was, were, be, being, been, become, feel, taste, look, smell, appear, grow, seem
Every Word Has a Job: Sentence 1
The lizard raced quickly through the furrowed rows in the garden.
Name: ___________________________________________________________ Date: __________________________ Period: _____________
Directions: Answer the following questions about the jobs for each word in the sentence listed below. If a question does not have an answer, leave it
blank.
Today’s Sentence: The lizard raced quickly through the furrowed rows in the garden.
Questions: Answers:
1. What makes this group of words a sentence?
2. If so, what kind and sentence pattern is it?
3. Write any independent clause(s).
4. List any dependent clause(s) in this sentence.
5. Is the dependent clause adverbial or adjective?
6. Are there any prepositional phrases? How many are there?
6A. Write the preposition. 6A.
6B. What is the object of the preposition? 6B.
6C. List any modifiers in each phrase. 6C.
7. Is there an infinitive phrase in this sentence?[to + verb]
Analyze each clause found in today’s sentence.
Independent or Main Clause(s): Dependent Clause(s):
8. Write the complete subject. Write the complete subject.
A. A.
B. B
9. Write the simple subject. Write the simple subject.
A. A.
B. B.
10. Write the complete predicate. Write the complete predicate.
A. A.
B. B.
11. Write the simple predicate. Write the simple predicate.
A. A.
B. B.
12. Does this sentence have a compound subject
or a compound predicate? Write it here.
Verbs: Independent/Main Clause(s): Dependent Clause(s):
13. What type of verb(s) does/do this sentence
have? (helping/action/linking)
14. Does this sentence have a direct object? What is
it? Is it a compound DO? (Hint: Action Verb)
15. Is the verb transitive or intransitive? How do
you know this is true?
16. Does this sentence have an indirect object?
What is it? Write it in the space provided.
17A. Is the verb regular or irregular?
17B. What is the tense of this verb?

18. Does this sentence have a predicate noun or
predicate adjective? What is it? (Hint: LV)
Other Parts Of Speech:
19A. Is there a pronoun in this sentence? 19A.
19B. Tell about each pronoun. 19B.
20A. Is there an adjective in this sentence? 20A.
20B. Tell about each adjective. 20B.
20C. Does a prepositional phrase act as an adjective 20C.
in this sentence? What is it?
21A. Is there an adverb in this sentence? 21A.
21B. Tell about each adverb. 21B.
21C. Does a prepositional phrase act as an adverb in 21C.
this sentence? What is it?
22. Are there any conjunctions? What kind is it?
Write 5 words for each category from memory.
Subordinating Conjunctions: Time
Singular Indefinite Pronouns
Possessive Pronouns
Plural Subject Pronouns
Singular Object Pronouns
Linking Verbs
Name: ___________Answer Key_____________________________________________ Date: __________________________ Period: _____________
blank.
Questions: Answers:
1. What makes this group of words a sentence? Has a subject: lizard; has a verb: raced
2. If so, what kind and sentence pattern is it? Declarative; simple
3. Write any independent clause(s). Whole sentence: The lizard raced quickly through the furrowed rows in the garden.
6. Are there any prepositional phrases? Yes How many are there? 1
6A. Write the preposition. 6A. through
6B. What is the object of the preposition? 6B. rows
6C. List any modifiers in each phrase. 6C. the, furrowed
7. Is there an infinitive phrase in this sentence? [to + verb]
A. The lizard A.
B. B
A. lizard A.
B. B.
A. raced quickly through the furrowed rows in the garden A.
B. B.
A. raced A.
B. B.
13. What type of verb(s) does/do this sentence raced
14. Does this sentence have a direct object? What is no
15. Is the verb transitive or intransitive? How do intransitive
16. Does this sentence have an indirect object? no
17A. Is the verb regular or irregular? regular
past
18. Does this sentence have a predicate noun or no
20A. Is there an adjective in this sentence? 20A. the; the furrowed
20B. Tell about each adjective. 20B. article adjective adj. – tells which row
21A. Is there an adverb in this sentence? 21A. quickly
21B. Tell about each adverb. 21B. tells how he raced
21C. Does a prepositional phrase act as an adverb in 21C. through the living room – tells where the lizard raced
this sentence? What is it? in the garden – tells where the furrowed rows were
Write the words for each category from memory. Answers will vary; refer to EWHAJ Memory Word List
Possessive Pronouns
Linking Verbs
It’s fun to make a chocolate milkshake.
Note: Take apart the contraction, and show students the verb.
Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Today’s Sentence: It’s fun to make a chocolate milkshake.

Questions: Answers:
A. A.
B. B
A. A.
B. B.
A. A.
B. B.
A. A.
B. B.

21C. Does a prepositional phrase act as an adverb in 21C. `
Write the words for each category from memory.
The Be Linking Verbs
Subordinating Conjunctions: Condition
Plural Indefinite Pronouns
Plural Possessive Pronouns
Singular Subject Pronouns
Plural Object Pronouns
Name: _______________Answer Key ________________________________________ Date: __________________________ Period: _____________
blank.

Questions: Answers:
1. What makes this group of words a sentence? Subject: It Verb: is
2. If so, what kind and sentence pattern is it? Declarative/simple
3. Write any independent clause(s). Whole sentence: It’s fun to make a chocolate milkshake.
7. Is there an infinitive phrase in this sentence?[to + verb] to make a chocolate milkshake
A. It A.
B. B
A. It A.
B. B.
A. is fun to make a chocolate milkshake A.
B. B.
A. is A.
B. B.
13. What type of verb(s) does/do this sentence Is
17A. Is the verb regular or irregular? irregular
present
18. Does this sentence have a predicate noun or PA - fun
19A. Is there a pronoun in this sentence? 19A. It
19B. Tell about each pronoun. 19B. subject pronoun
20A. Is there an adjective in this sentence? 20A. a chocolate
20B. Tell about each adjective. 20B. article/Art. Adj. adj. what kind of milkshake
22. Are there any conjunctions?. What kind is it?
Write the words for each category from memory. Answers will vary; refer to EWHAJ Memory Word List.
The Be Linking Verbs
Plural Possessive Pronouns
Singular Subject Pronouns
Plural Object Pronouns
My teacher and classmates laughed and shouted loudly during the movie.
Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Today’s Sentence: My teacher and classmates laughed and shouted loudly during the movie.
Questions: Answers:
A. A.
B. B
A. A.
B. B.
A. A.
B. B.
A. A.
B. B.

Singular or Plural Indefinite Pronouns
Five (5) helping verbs
Five (5) Linking Verbs
Five (5) Prepositions
Name: _________Answer key__________________________________________________ Date: __________________________ Period: _____________
blank.
Questions: Answers:
1. What makes this group of words a sentence? Subject: teacher, classmates Verb: laughed, shouted
2. If so, what kind and sentence pattern is it? Declarative/Simple
3. Write any independent clause(s). Whole sentence: My teacher and classmates laughed and shouted loudly during the movie.
6. Are there any prepositional phrases? yes How many are there? 1
6A. Write the preposition. 6A. during
6B. What is the object of the preposition? 6B. movie
6C. List any modifiers in each phrase. 6C. the
A. My teacher and classmates A.
B. B
A. teacher, classmates A.
B. B.
A. laughed and shouted loudly during the movie A.
B. B.
A. laughed, shouted A.
B. B.
12. Does this sentence have a compound subject Compound subject: teacher, classmates
or a compound predicate? Write it here. Compound predicate: laughed, shouted
13. What type of verb(s) does/do this sentence Laughed – av
have? (helping/action/linking) Shouted – av
17A. Is the verb regular or irregular? Both are regular
past
18. Does this sentence have a predicate noun or no
20A. Is there an adjective in this sentence? 20A. the my
20B. Tell about each adjective. 20B. article possessive adjective
21A. Is there an adverb in this sentence? 21A. loudly
21B. Tell about each adverb. 21B. tells how they laughed and shouted
21C. Does a prepositional phrase act as an adverb in 21C. `during the movie
this sentence? What is it? answers the question when the laughing and shouting occurred.
22. Are there any conjunctions?. What kind is it? Yes; and (2 x’s); FANBOYS; both times joined compound subjects and compound predicates
Singular or Plural Indefinite Pronouns
Five (5) helping verbs
Five (5) Linking Verbs
Five (5) Prepositions
Look under the teacher’s desk for the book.
Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Today’s Sentence: Look under the teacher’s desk for the book.
Questions: Answers:
A. A.
B. B
A. A.
B. B.
A. A.
B. B.
A. A.
B. B.

Five (5) prepositions
Subordinating Conjunctions: Cause and Effect
Coordinating Conjunctions
Singular Possessive Pronouns
Name: ____________Answer Key____________________________________________ Date: __________________________ Period: _____________
blank.
Questions: Answers:
1. What makes this group of words a sentence? Subject: you Verb: look
2. If so, what kind and sentence pattern is it? Imperative/simple
3. Write any independent clause(s). Whole sentence: Look under the teacher’s desk for the book.
6. Are there any prepositional phrases? yes How many are there? Two
6A. Write the preposition. 6A. under For
6B. What is the object of the preposition? 6B. desk The
6C. List any modifiers in each phrase. 6C. the Book
A. You A.
B. B
A. You A.
B. B.
A. look under the teacher’s desk for the book A.
B. B.
A. look A.
B. B.
13. What type of verb(s) does/do this sentence Look - av
17A. Is the verb regular or irregular? regular
present
20A. Is there an adjective in this sentence? 20A. the (2x’s) teacher’s
20B. Tell about each adjective. 20B. articles /article adjective, etc. possessive noun adjective
20C. Does a prepositional phrase act as an adjective 20C. for the book – tells what is being looked for under the desk
21C. Does a prepositional phrase act as an adverb in 21C. `under the teacher’s desk – answers where your looking
Write the words for each category from memory. Answers vary; refer to EWHAJ Memory Word Sheet.
Five (5) prepositions
Subordinating Conjunctions: Cause and Effect
Coordinating Conjunctions
Singular Possessive Pronouns
Are hotels in the Smoky Mountains wonderful places to stay during family vacations?
Note: Need help finding the subject or the verb in an interrogative sentence? Change the interrogative
sentence into a declarative sentence. The subject and verb are easier to find.
Hotels in the Smoky Mountains are wonderful places to stay during family vacations.
Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Today’s Sentence: Are hotels in the Smoky Mountains wonderful places to stay during family vacations?
Questions: Answers:
A. A.
B. B
A. A.
B. B.
A. A.
B. B.
A. A.
B. B.

Indefinite Pronouns: Singular or Plural
Possessive Pronouns: Plural
Subject Pronouns: Singular
Object Pronouns: Plural
Linking Verbs: List (5)
Subordinating Conjunctions: Contrast
Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Questions: Answers:
1. What makes this group of words a sentence? Subject: Hotels Verb: are
2. If so, what kind and sentence pattern is it? Interrogative/simple
3. Write any independent clause(s). Whole sentence: Are hotels in the Smoky Mountains wonderful places to stay during family vacations?
6. Are there any prepositional phrases? Yes How many are there?
6A. Write the preposition. 6A. in
6B. What is the object of the preposition? 6B. Smoky Mountains
7. Is there an infinitive phrase in this sentence? [to + verb] to stay during family vacations – infinitive phrase
A. Hotels in the Smoky Mountains A.
B. B
A. hotels A.
B. B.
A. are wonderful places to stay during family vacations A.
B. B.
A. are A.
B. B.
13. What type of verb(s) does/do this sentence are - LV
14. Does this sentence have a direct object? What is No
16. Does this sentence have an indirect object? No
present
18. Does this sentence have a predicate noun or PA - places
20A. Is there an adjective in this sentence? 20A. the wonderful family
20B. Tell about each adjective. 20B. article, etc. which place is wonderful what kind of vacation
20C. Does a prepositional phrase act as an adjective 20C. in the Smoky Mountains – tells which hotels are wonderful places to stay during vacations
Write the words for each category from memory. Answers will vary; refer to EWHAJ Memory Word Sheet.
Indefinite Pronouns: Singular or Plural
Possessive Pronouns: Plural
Subject Pronouns: Singular
Linking Verbs: List (5)
Subordinating Conjunctions: Contrast
Tony and Arthur ran around the track at recess, but Kandy stayed inside and read a book.
Name: ________________________________________________________________ Date: __________________________ Period: _____________
blank.
Today’s Sentence: Tony and Arthur ran around the track at recess, but Kandy stayed inside and read a book.
Questions: Answers:
A. A.
B. B
A. A.
B. B.
A. A.
B. B.
A. A.
B. B.

Indefinite Pronouns: Singular
Possessive Pronouns: Plural, third person
Subject Pronouns: Singular, second person
Object Pronouns: Plural, first person
Linking Verbs: Those that can be action or linking.
Subordinating Conjunctions
Name: ________Answer Key___________________________________________________ Date: __________________________ Period: _____________
blank.
Questions: Answers:
1. What makes this group of words a sentence? Subject: Tony, Arthur; Kandy Verbs: ran; stayed
2. If so, what kind and sentence pattern is it? Declarative/Compound
3. Write any independent clause(s). Tony and Arthur ran around the track at recess; Kandy stayed inside and read a book.
5. Is the dependent clause adverbial or
adjective?
6A. Write the preposition. 6A. around at
6B. What is the object of the preposition? 6B. track recess
7. Is there an infinitive phrase in this sentence?
[to + verb]
A. Tony and Arthur A.
B. Kandy B
A. Tony, Arthur A.
B. Kandy B.
A. ran around the track at recess A.
B. stayed inside and read a book B.
A. ran A.
B. stayed, read B.
12. Does this sentence have a compound Compound verb: stayed, read
subject or a compound predicate? Write it here.
13. What type of verb(s) does/do this sentence ran stayed – av; read - av
14. Does this sentence have a direct object? What is no read - book
15. Is the verb transitive or intransitive? How do intransitive Stayed – intransitive
you know this is true? read - transitive
16. Does this sentence have an indirect object? no No; no

17A. Is the verb regular or irregular? irregular Stayed – regular read -
irregular
past Both past

18. Does this sentence have a predicate noun or no no
20A. Is there an adjective in this sentence? 20A. a; the
20B. Tell about each adjective. 20B. articles; determiners; etc.
21A. Is there an adverb in this sentence? 21A.inside – tells where Kandy stayed
21C. Does a prepositional phrase act as an adverb in 21C. around the track – where? at recess – when?
22. Are there any conjunctions?. What kind is it? Yes; FANBOYS; and; and - joins compound subject and compound verb
Possessive Pronouns: Plural, third person
Subject Pronouns: Singular, second person
Object Pronouns: Plural, first person
Linking Verbs: Those that can be action or linking verbs.
Slap the annoying mosquito, and put bug spray on your arm.
Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Today’s Sentence: Slap the annoying mosquito, and put bug spray on your arm.
Questions: Answers:
A. A.
B. B
A. A.
B. B.
A. A.
B. B.
A. A.
B. B.

Possessive Pronouns: Singular, third person
Subject Pronouns: Plural, third person
Object Pronouns: Singular, first person
Linking Verbs: List eight (8).
Prepositions: List twelve (12).
Name: _______Answer Key____________________________________________________ Date: __________________________ Period: _____________
blank.
Questions: Answers:
1. What makes this group of words a sentence? Subject: you; you Verb: slap; put
2. If so, what kind and sentence pattern is it? Imperative; compound
3. Write any independent clause(s). Slap the annoying mosquito; put bug spray on your arm/
6A. Write the preposition. 6A. on
6B. What is the object of the preposition? 6B. arm
6C. List any modifiers in each phrase. 6C. your
A. you A.
B. you B
A. you A.
B. you B.
A. slap the annoying mosquito A.
B. put bug spray on your arm B.
A. slap A.
B. put B.
13. What type of verb(s) does/do this sentence Slap - av put - av
14. Does this sentence have a direct object? What is Yes; mosquito Yes; spray
15. Is the verb transitive or intransitive? How do transitive transitive
16. Does this sentence have an indirect object? no no
17A. Is the verb regular or irregular? regular irregular
present present
20A. Is there an adjective in this sentence? 20A. the annoying your
20B. Tell about each adjective. 20B. article which mosquito possessive adjective
21C. Does a prepositional phrase act as an adverb in 21C. on your arm – tells where was the bug spray put
22. Are there any conjunctions?. What kind is it? And; FANBOYS; correlative; joins two independent clauses in a compound sentence
Write the words for each category from memory. Answers vary; refer to EWHAJ Memory List.
Grammar is not a difficult subject, but it requires logic and reasoning skills.
Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Today’s Sentence: Grammar is not a difficult subject, but it requires logic and reasoning skills.
Questions: Answers:
A. A.
B. B
A. A.
B. B.
A. A.
B. B.
A. A.
B. B.

Prepositions: List ten (10).
Possessive Pronouns: Plural, second person
Indefinite Pronouns: Singular and Plural
Linking Verbs: Dual duty – action or linking
Name: ______Answer Key_____________________________________________________ Date: __________________________ Period: _____________
blank.
Questions: Answers:
1. What makes this group of words a sentence? Subject: grammar; it Verb: is; requires
2. If so, what kind and sentence pattern is it? Declarative/Compound
3. Write any independent clause(s). Grammar is not a difficult subject; it requires logic and reasoning skills.
6. Are there any prepositional phrases? no How many are there?
A. Grammar A.
B. it B
A. Grammar A.
B. it B.
A. is not a difficult subject A.
B. requires logic and reasoning skills B.
A. is A.
B. requires B.
13. What type of verb(s) does/do this sentence Is – LV requires - av
14. Does this sentence have a direct object? What is No skills
15. Is the verb transitive or intransitive? How do Intransitive transitive
16. Does this sentence have an indirect object? No no
17A. Is the verb regular or irregular? Irregular regular
Present present
19A. Is there a pronoun in this sentence? 19A. it
20A. Is there an adjective in this sentence? 20A. a difficult logic; reasoning
20B. Tell about each adjective. 20B. article what kind of subject? What kind of skills?
21A. Is there an adverb in this sentence? 21A. not
22. Are there any conjunctions?. What kind is it? But; correlative; FANBOYS; joins two independent clauses in a compound sentence
Write the words for each category from memory. Answers will vary; refer to EWHAJ Memory List.
Prepositions: List ten (10).
Indefinite Pronouns: Singular and Plural
Linking Verbs: Dual duty – action or linking
Cells can multiply, but they must make replicas of themselves first.
Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Today’s Sentence: Cells can multiply, but they must make replicas of themselves first.
Questions: Answers:
A. A.
B. B
A. A.
B. B.
A. A.
B. B.
A. A.
B. B.

Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Questions: Answers:
1. What makes this group of words a sentence? Subject: Cells; they Verbs: can multiply; must make
2. If so, what kind and sentence pattern is it? Declarative/compound
3. Write any independent clause(s). Cells can multiply; they must make replicas of themselves first.
6A. Write the preposition. 6A. of
6B. What is the object of the preposition? 6B. themselves
A. Cells A.
B. They B
A. Cells A.
B. They B.
A. can multiply A.
B. must make replicas of themselves first B.
A. can multiply A.
B. must make B.
13. What type of verb(s) does/do this sentence Can – hv; multiply - av must – av; make - av
14. Does this sentence have a direct object? What is No replicas
15. Is the verb transitive or intransitive? How do Intransitive transitive
16. Does this sentence have an indirect object? No No
17A. Is the verb regular or irregular? Regular Irregular
Present Present
19A. Is there a pronoun in this sentence? 19A. they themselves
19B. Tell about each pronoun. 19B. subject pronoun reflexive pronoun
20C. Does a prepositional phrase act as an adjective 20C. of themselves - extends facts about replicas
21A. Is there an adverb in this sentence? 21A. first
21B. Tell about each adverb. 21B. tells time order
22. Are there any conjunctions?. What kind is it? But; correlative; FANBOYS; joins two independent clauses in a compound sentence
Akeela will dance when the ballet troupe comes for the school assembly.
Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Today’s Sentence: Akeela will dance when the ballet troupe comes for the school assembly.
Questions: Answers:
A. A.
B. B
A. A.
B. B.
A. A.
B. B.
A. A.
B. B.

Write 5 words for each category from memory. You
choose which words to use.
Indefinite Pronouns
Possessive Pronouns
Subject Pronouns
Object Pronouns
Linking Verbs
Name: ________Answer Key__________________________________________________ Date: __________________________ Period: _____________
blank.
Questions: Answers:
1. What makes this group of words a sentence? Subject: Akeela Verb: will dance
2. If so, what kind and sentence pattern is it? Declarative/Complex
3. Write any independent clause(s). Akeela will dance
4. List any dependent clause(s) in this sentence. When the ballet troupe comes for the school assembly
5. Is the dependent clause adverbial or adjective?Adverbial tells when Akeela will dance
6A. Write the preposition. 6A. for
6B. What is the object of the preposition? 6B. assembly
6C. List any modifiers in each phrase. 6C. the, school
A. Akeela A. when the ballet troupe
B. B
A. Akeela A. troupe
B. B.
A. will dance A. comes for the school assembly
B. B.
A. will dance A. comes
B. B.
13. What type of verb(s) does/do this sentence will – hv; dance -av comes - av
14. Does this sentence have a direct object? What is Non no
15. Is the verb transitive or intransitive? How do Intransitive intransitive
17A. Is the verb regular or irregular? Regular irregular
Present present
18. Does this sentence have a predicate noun or No
20A. Is there an adjective in this sentence? 20A. the ballet school
20B. Tell about each adjective. 20B. articles; determiners, etc. what kind of troupe what kind of assembly
21C. Does a prepositional phrase act as an adverb in 21C. for the school assembly – tells why the ballet troupe comes to the school
22. Are there any conjunctions? What kind is it? when – subordinating conjunction; tells when Akeela will dance
Write 5 words for each category from memory. You
choose which words to use.
Indefinite Pronouns Answers will vary; refer to EWHAJ Memory Word List.
Possessive Pronouns
Subject Pronouns
Object Pronouns
Linking Verbs
Gabby and Leonard ran toward the ice cream truck when it came through their neighborhood.
Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Today’s Sentence: Gabby and Leonard ran toward the ice cream truck when it came through their neighborhood.
Questions: Answers:
A. A.
B. B
A. A.
B. B.
A. A.
B. B.
A. A.
B. B.

Indefinite Pronouns: Plural
Subject Pronouns: Plural, first person
Object Pronouns: Plural, second person
blank.
Questions: Answers:
1. What makes this group of words a sentence? Subject: Gabby Leonard; Verb: ran
2. If so, what kind and sentence pattern is it? Demonstrative/complex
3. Write any independent clause(s). Gabby and Leonard ran toward the ice cream truck
4. List any dependent clause(s) in this sentence. When it came through their neighborhood
5. Is the dependent clause adverbial or adjective?Adverbial – tells where Gabby and Leonard ran
6. Are there any prepositional phrases? yes How many are there? Two
6A. Write the preposition. 6A. toward though
6B. What is the object of the preposition? 6B. truck neighborhood
6C. List any modifiers in each phrase. 6C. the, ice cream their
A. Gabby and Leonard A. when it
B. B
A. Gabby, Leonard A. it
B. B.
A. ran toward the ice cream truck A. came through their neighborhood
B. B.
A. ran A. came
B. B.
13. What type of verb(s) does/do this sentence ran – av came - av
14. Does this sentence have a direct object? What is No no
15. Is the verb transitive or intransitive? How do Intransitive Intransitive
17A. Is the verb regular or irregular? Irregular irregular
Past past
19A. Is there a pronoun in this sentence? 19A. it
19B. Tell about each pronoun. 19B. subject
20A. Is there an adjective in this sentence? 20A. the ice cream their
20B. Tell about each adjective. 20B. article; determiner tells which truck they ran toward possessive adjective
21C. Does a prepositional phrase act as an adverb in 21C. `toward the ice cream truck – tells where G. and L. ran;
this sentence? What is it? through their neighborhood – tells where the truck came
22. Are there any conjunctions? What kind is it? And – correlative/FANBOY when – subordinating conjunction
Subject Pronouns: Plural, first person
Object Pronouns: Plural, second person
When the test was over, Mrs. Wills chuckled softly because Tim and Tina
were jumping and shouting in the hallway.
Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Today’s Sentence: When the test was over, Mrs. Wills chuckled softly because Tim and Tina were jumping and
shouting in the hallway.
Questions: Answers:
A. A.
B. B
A. A.
B. B.
A. A.
B. B.
A. A.
B. B.

Subject Pronouns: Singular, first person
Object Pronouns: Plural, third person
Linking Verbs: Dual duty – action or linking verbs
blank.
Questions: Answers:
1. What makes this group of words a sentence? Subject: Mrs. Wills Verb: Chuckled
2. If so, what kind and sentence pattern is it? Declarative/complex
3. Write any independent clause(s). Mrs. Wills chuckled softly
4. List any dependent clause(s) in this sentence. When the test was over; because Tim and Tina were jumping and shouting in the hallway.
5. Is the dependent clause adverbial or adjective? Both Adverbial – 1 tells when Mrs. Wills chuckled; 2nd tells why Mrs. Wills chuckled
st
6A. Write the preposition. 6A. in
6B. What is the object of the preposition? 6B. hallway
A. Mrs. Wills A. when the test
B. B. because Tim and Tina
A. Mrs. Wills A. test
B. B. Tim, Tina
A. chuckled softly A. was over
B. B. were jumping and shouting in the hallway
A. chuckled A. was
B. B. were jumping, shouting
12. Does this sentence have a compound subject DC/compound subject: Tim, Tina DC/compound predicate: jumping, shouting
13. What type of verb(s) does/do this sentence chuckled - AV was - LV were – HV/
have? (helping/action/linking) jumping; shouting-AV
14. Does this sentence have a direct object? What is No no No
15. Is the verb transitive or intransitive? How do Intransitive intransitive Intransitive
16. Does this sentence have an indirect object? No no No
17A. Is the verb regular or irregular? Regular Irregular Irregular
Past past Past

20A. Is there an adjective in this sentence? 20A. the; the
20B. Tell about each adjective. 20B. articles; determiners
21A. Is there an adverb in this sentence? 21A. over softly
21B. Tell about each adverb. 21B. tells when Mrs. Wills chuckled; softly – tells how she chuckled
21C. Does a prepositional phrase act as an adverb in 21C. in the hallway – tells where Tim and Tina were jumping and shouting
22. Are there any conjunctions?. What kind is it? When; Because – both are subordinating conjunctions telling when and why
Write the words for each category from memory. Answer will vary; refer to EWHAJ Memory Word List.
Subject Pronouns: Singular, first person
Object Pronouns: Plural, third person
Linking Verbs: Dual duty – action or linking verbs
Laura and I visited the store before we went to the dance.
Before we went to the dance, Laura and I visited the store.
Note: I wanted to reinforce use of the comma in the placement of the dependent clauses in the sentences above.
Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Today’s Sentence: Laura and I visited the store before we went to the dance.
Questions: Answers:
A. A.
B. B
A. A.
B. B.
A. A.
B. B.
A. A.
B. B.

Possessive Pronouns: Singular and Plural
Subject Pronouns: Singular and Plural
Object Pronouns: Singular and Plural
Prepositions: List eight (8).
Name: _____Answer Key______________________________________________________ Date: __________________________ Period: _____________
blank.
Questions: Answers:
1. What makes this group of words a sentence? Subject: Laura, I Verb: visited
2. If so, what kind and sentence pattern is it? Declarative/complex
3. Write any independent clause(s). Laura and I visited the store
4. List any dependent clause(s) in this sentence. before we went to the dance
5. Is the dependent clause adverbial or adjective?Adverbial; tells when the subjects when to the store
6A. Write the preposition. 6A. to
6B. What is the object of the preposition? 6B. dance
A. Laura and I A. before we
B. B
A. Laura, I A. we
B. B.
A. visited the store A. went to the store
B. B.
A. visited A. went
B. B.
12. Does this sentence have a compound subject IC/Compound subject: Laura and I
13. What type of verb(s) does/do this sentence Visited – AV Went - AV
14. Does this sentence have a direct object? What is Store no
15. Is the verb transitive or intransitive? How do Transitive intransitive
16. Does this sentence have an indirect object? On no
17A. Is the verb regular or irregular? Regular went
Past past
19A. Is there a pronoun in this sentence? 19A. I, we
19B. Tell about each pronoun. 19B. subject pronouns
21C. Does a prepositional phrase act as an adverb in 21C. to the dance – tells where “we” went
22. Are there any conjunctions? What kind is it? Before – subordinating conjunction
Write 5 words for each category from memory. Answers will vary; refer to EWHAJ Memory Word List.
Harry went to the pool, but I went to the mall because I loved to shop.
Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Today’s Sentence: Harry went to the pool, but I went to the mall because I loved to shop.
Questions: Answers:
A. A.
B. B
A. A.
B. B.
A. A.
B. B.
A. A.
B. B.

blank.
Questions: Answers:
1. What makes this group of words a sentence? Subject: Harry; I Verb: went; went
2. If so, what kind and sentence pattern is it? Declarative/Compound-Complex
3. Write any independent clause(s). Harry went to the pool; I went to the mall
4. List any dependent clause(s) in this sentence. because I loved to shop
5. Is the dependent clause adverbial or adjective?adverbial – tells why “I” went to the mall
6. Are there any prepositional phrases listed? yes How many are there? 2
6A. Write the preposition. 6A. to to
6B. What is the object of the preposition? 6B. pool mall
6C. List any modifiers in each phrase. 6C. the the
7. Is there an infinitive phrase in this sentence?[to + verb] to shop
A. Harry A. because I
B. I B
A. Harry A. I
B. I B.
A. went to the pool A. love shopping
B. went to the mall B.
A. went A. love
B. went B.
13. What type of verb(s) does/do this sentence went – AV went - AV loved - AV
14. Does this sentence have a direct object? What is No No No
15. Is the verb transitive or intransitive? How do intransitive intransitive transitive
16. Does this sentence have an indirect object? No No No
17A. Is the verb regular or irregular? Irregular irregular Regular
Past Past Past

19A. Is there a pronoun in this sentence? 19A. I
21C. Does a prepositional phrase act as an adverb in 21C. to the pool - tells where Harry went; to the mall – tells where “I” went
22. Are there any conjunctions?. What kind is it? but – correlative; joins two independent clauses; because – subordinating conjunctions; begins DC
The skinny dogs ate greedily.
Name: ___________________________________________________________ Date: __________________________ Period: _____________
blank.
Today’s Sentence: The skinny dogs ate greedily.

Questions: Answers:
A. A.
B. B
A. A.
B. B.
A. A.
B. B.
A. A.
B. B.

Name: ___Answer Key________________________________________________________ Date: __________________________ Period: _____________
blank.

Questions: Answers:
1. What makes this group of words a sentence? Subject: dogs Verbs: ate
2. If so, what kind and sentence pattern is it? Declarative/simple
3. Write any independent clause(s). Whole sentence: The skinny dogs ate greedily.
A. The skinny dogs A.
B. B
A. dogs A.
B. B.
A. ate greedily A.
B. B.
A. ate A.
B. B.
13. What type of verb(s) does/do this sentence ate - AV
past
20A. Is there an adjective in this sentence? 20A. the skinny
20B. Tell about each adjective. 20B. articles; determiners tells which dogs ate greedily
21A. Is there an adverb in this sentence? 21A. greedily
21B. Tell about each adverb. 21B. tells how the skinny dogs ate
Grammar Strategies and
Common Core Implementation
Because Common Core standards require a substantial increase in directed toward the child. Scaffolding and differentiation allow
student writing, teaching each student to demonstrate thinking teachers to create a helpful classroom environment where
structures that reveal logic and reasoning within the context of potentially negative effects of student deficiencies are reduced.
each writing piece is critical. Additionally, if student writing is to Students find success at some level as they complete higher-level
show depth, complexity, thoughtful precision, and grade level tasks required by Common Core standards.
competence, teaching English grammar as students are learning
2. Although writing activities gain a more substantial academic
non-fiction writing will remain necessary components needed for
share of time in the classroom, instruction of grammatical
student success. “Intentional, rigorous instruction” aimed at
content must continue at an intense pace as well for the next
developing sentence structure, deepening the use of language
several school years. Common Core assigns the standards taught
structures (syntax, etc.) with expansion of organizational writing
at each level, but the sixth graders entering my classroom this year
patterns will significantly impact each teacher’s ability to prepare
(or next) may not arrive with mastery of that content because of
students for college level tasks. Therefore, if the students we teach
their entry point in the process. Therefore, addressing sixth grade
are to achieve success as the transition activities for Common Core
content with an evaluation of third, fourth, and fifth grade
continue in 2013 – 2014, I believe that the following academic
standards is necessary in some form to insure that students have
practices must be part of every instructional program:
the ability to complete the tasks the standards mandate for the
1. Scaffolding and differentiation must be necessary practices for current level.
students who need to bridge the gap between intellectual
The complete transition process from MCT2 to Common Core will
functioning and actual academic performance. Research states
take three (3) to four (4) school years. By the time current
that families at the upper end of the socio-economic scale speak
kindergarten and first grade, students are sixth graders, the gap
upwards of 42,000,000 million words to their children by the age
created in the true transition period will end and all students
of 18. (www.hopebr.org) These spoken words include a wide range
should have the skills needed to complete the standards as
of conversations where higher-order thinking skills and subject
required by Common Core.
area vocabulary are prominent in positive interactions. On
average, families at the lower end of the scale may only speak 10 Therefore, I have a two-fold goal this (2013 – 2014) school year.
to 12,000,000 words to their children by age 18 and much of those First, teach Common Core Standards with grammatical content so
words lack the complex range of higher-order thinking skills with that next year’s students are able to successfully complete the
limited vocabulary that has a higher number of negative constructs
sixth grade standards during the 2014 – 2015 school year. Success required the presentation of basic linguistics, morphology,
Secondly, teach and/or remediate grammatical processes for and syntax dynamics in the context of grammar instruction.
below level students so that all are more consistently able to Because, I wanted successful students and I wanted my name on
function on grade level. the list of those whose students reached the standards, I radically
changed the presentation of the content I taught.
Grammar Strategies
What follows are the changes in course content that made a
History: Before Common Core appeared on the horizon, an effort significant difference for many students. Teacher created
to increase test scores in district elementary schools caused a shift worksheets allowed students to analyze sentence patterns thereby
from self-contained classes to departmentalization in grades four providing a means of producing advanced sentences in all four
through six in the major subject areas: Reading, Language/ English, patterns: simple, compound, complex, and compound-complex.
and Math. The district then began assessing instruction at periodic For the second year in a row, my sixth graders have earned one of
intervals during the school year. As published testing results the highest growth rates in the district on the high stakes state
showed, I was one of the teachers whose students in my area of test.
responsibility consistently did not meet target. An exponential
increase in effort enabled my students to achieve success even Foundational Reasons for Learning Content:
though they hated grammar. What follows is a collapsed account 1. Give the Big Picture: I used very basic linguistic facts to present
of the changes made in instruction for the 180 days my sixth grade English grammar. In the English Language, 500,000 to 600,000
students spent in my classroom. words occur in disciplines throughout American culture. According
Results of the Implemented Plan: The amount of instructional to Global English Monitor, if one counts Global English (American,
time each teacher spent on the major subject areas dramatically British, Chinglish (Chinese and English)) the number is closer to
increased. Additionally, the students prospered, but I still had a one million (986,120) with the addition of an estimated 10,000
problem. words each year. I wanted my students to understand that words
exist today that did not exist five or ten years ago and that this
While we worked on grammar each day for the bulk of a ninety- trend will continue as new inventions arise. Language is a living
minute class period, grammar continued to be a confusing subject breathing entity and not just dry boring words written on the
for most students. Many still could not tell the difference between pages of a book.
one grammar term and the next, nor could they apply the
knowledge to answer questions related to content. Sentence In very measured doses, word histories became part of the
structure was weak. Additionally, my students did not connect curriculum in my classroom. And, I do mean measured. Covering
learning the dynamics of English grammar with their ability to course material is vital, so I only provided enough of this
become better writers. I was frustrated and so were they. information to establish this idea with periodic “drips and drops”
of it during the year. I wanted to keep the idea of spoken language year. The student’s job is to learn AND retain each year’s content
as a living and breathing entity alive. Students came to realize that from one year to the next. All instructional activities presented in
all of man’s daily activities continually create new words. This class help students master the content for the long-term. Because
running conversation deepened the understanding of language what teachers teach is part of a laid out master plan, everything
and demonstrated the vehicle by which word use improves written done in class helps students achieve the goals set for them during
communication. Grammar did become a more meaningful subject the current school year. Doing this helped some kids change their
for them. attitude. They realized that teachers are actually empowering
them to be successful during each of the 180 instructional day
Teaching the eight groups of word that we call the parts of speech
installments for each grade level year.
in two groups helped the students see something important about
everyday language. The larger groups of words called open sets B. The Department of Education’s goal (Washington, D.C.) is to
included nouns, adjectives, adverbs, and verbs. The second group, (somewhat) coordinate all of the states so that after 13 years (K-
or closed sets, included conjunctions, pronouns, prepositions, 12) all college freshmen should have the same basic level of
articles, and interjections. Closed sets are like glue or ligaments in education and should be able to attend any university in America
the body and are pivotal in using the larger groups of words in and gain academic success. I ask students the question: “Do you
ways that help writers produce amazingly clear text in any context. think that after 13 years of instruction you should be able to write
Planned activities allowed students to learn these groups of words. a grammatically correct sentence?” Most agree that they should
As stated, the targeted goal for learning the closed sets was simply be able to do that and more with little or no effort.
to show how each group of words used effectively with the larger
C. After 13 years of school (K-12), colleges want to assess the level
groups of words (nouns, verbs, etc.) could enhance all writing.
of content students have been able to retain. Therefore, students
2. State Test/Cum Folders/ACT: At the start of each school year, entering college must take the ACT to enroll in a postsecondary
my principal directs the teaching staff to help students understand institution. An 18 on the English, Math, and Reading sections of
the point of origin for instructional material in the classroom. For the ACT means students “escape” remedial classes during the
the third year in a row, this is what I have told them: student’s first year of college. A composite score of 24 may earn
partial scholarships at some universities. (In other words,
A. Each state presents its plan for all students in every grade level
scholarships are payments made for the knowledge students are
and every subject area to Washington, D.C. Washington, D.C. in
able to retain in their heads.) A composite score of 30 could get
turn approves or sends the plan back to the State Department of
them a “full ride” at most universities, which means that they will
Education for further action or amendments. (The state test
not have to pay for tuition, room or board. (Because it is
follows this process as well.) Each year, teachers have 180 +/-
important to provide a balanced picture, I did tell them that a 30 at
days to teach students mandated grade level content for that
MIT would not help them attain a full ride. Many students at that
level earn a 36, a perfect score, on their ACT test, so a score of 30 officials, etc., etc., etc. Do you want the notes you send to your
would not be a help to them at top tier schools. “Shopping” for child’s school littered with grammatical mistakes?
the best deal is the thing to do.)
 Several years ago, one of the kids loudly stated that he
Note: I did not spend a lot of time on this. Week one of school - I did not want to take the quarterly progress assessment
spent 25-30 minutes or so on the first presentation with two back because he was sick of doing another test. Others
up repeats after that for about 10 to 15 minutes. It was time well looked at him, agreed, and started grumbling too.
spent. Many realized that teachers do not “pull this stuff out of Thankfully, we had just had a conversation about a $50
the hat” to torture them for 180 +/- days of the school year so they an hour job allowing them the opportunity to live on
work harder because they realize that they are working for $2,000 a week rather than $200 a week. My words to
themselves not the teachers. After Christmas, many go home for them: “If you want to earn $100,000 a year, consider
two weeks and forget the drill/program, so a repeat of the same that each of these 40 questions if correctly answered is
needs to be addressed upon their return to school. In fact, I state worth $2,500.00 to you. How much do you want to
the following before they leave for Christmas break: “When you earn?” Silence. Everyone took the test without visible
come back to school in January, remember the same rules apply. signs of complaint. When the results came back, the
Do not forget all you know. We will pick up where we left off.” number of correct responses multiplied by $2,500.00
gave students a glimpse of the value of learning. In
C. Finally, housed in the cums are records of all state tests,
every way possible, we must stand behind them so that
progress reports, report cards, discipline notices, etc. When a
each child moves forward. We must not allow them to
student changes schools or moves to another state, the folder
go backwards.
follows them. So, I told them to work hard and keep your name
clean. I have come to learn that we must help our “treasures” process
any testing stress they may feel in the testing situation. When they
3. Make it real: Elevate writing. Companies pay extra in the form
are afraid, addressing their fear is a gift to them that gives them
of bonuses, stipends, travel, and promotions to those who can
the courage to “keep on keeping on.” For the past several years, I
write logically and can accurately communicate content. When I
have asked the kids this question on the Friday after the state test
heard stories, I told them. Time Frame: One to Three minutes.
is completed: “Have you ever done a hard thing? Well now, you
Above all, this idea communicated this fundamental truth: No one
can add another hard thing to your list of accomplishments. You
ever stops writing. One day, you will be the parent. Notes, letters
have lived through and survived a hard moment. Congratulations!
to school, or someone illegally accessing your checking account
I am happy for you.” Important: “A drip and a drop.” With a soft
will necessitate written statements concerning life events to
reflective voice that is all I said. I changed the conversation and
moved on to something else. I just left the thought with them and
they either accepted it or rejected it. Each child must internally instruction. Nominative was a big word for many, so I said, “A
process the thought in their own way to make it their own. nominative is simply a noun in the predicate part of the sentence
that follows a linking verb. This noun renames the subject of the
Two things to note: 1. many students come from homes that live
sentence. Every time this term presented itself, I spent thirty
in the reality of a $200 a week paycheck, I did clarify that that
seconds reinforcing the concept so that there was a continual
was honorable money. Rationale: people pay their own way;
grammar vocabulary review. Other Examples:
handle their own responsibilities, etc. 2. For the kids - Earning
sentence/independent clause; predicate/verb, etc. (Note: Define
$100,000+ a year allows them the opportunity to be very kind to
nuances (shades of meaning) for each set or group of words.)
their parents as the years go by.
Finally, promote the idea that once introduced, there often is a
Organizational Structures Reducing Academic Confusion: progression of names for each vocabulary terms: subject pronoun,
subjective case; object pronoun, objective case, etc.
4. Same Name: My school district had previously adopted
Shurley English, but that ship had sailed by the time I arrived. 5. Which List? Item four (4) brings up another interesting point
Therefore, I invested my energy in the newly adopted text: that will reduce confusion for students when addressed. There
Houghton Mifflin English (HM). Further, I gave students content are a fair number of words from the closed parts of speech list that
from college ESL sites, but the multiple sources of grammar can appear on more than one list. After is one such word.
content created issues. When the word after begins a prepositional phrase, it is used as a
preposition. When the word after begins a dependent clause, it is
Bottom line: Students had three sets of grammar vocabulary a subordinating conjunction. That is another closed part of speech
swirling in their heads. This was a problem because the multiple word. That can be a demonstrative pronoun, a demonstrative
terminology lists confused them; they did not see how all the adjective, or a relative pronoun. Used in each of its specific
similar but different terms fit together. instances allows students to learn the word’[s correct use in
various situations. Consider - children are often confused because
Solution: Listing all the possible names for each vocabulary word
they are not able to distinguish appropriate connections between
helped clear confusion. Example 1: While presenting the
one set of words and the next.
instructional content, I stated the following: “The articles (a, an,
and the) are called article adjectives in the Shurley book while the 6. Visual Interactive Experience: Worksheet: Every Word Has a
HM English text calls them special adjectives. Sometimes the Job! One sentence and two dozen or so questions help students
name noun signal is used because a noun is usually present after learn sixty-three (63) vocabulary words related to sentences and
the article appears, etc.” Example 2: HM English uses the term grammar content. This continual review of the listed vocabulary
predicate noun, but the technical English term is the predicate words was the norm. In 20 - 25 minutes a day, abstract terms
nominative. Remember, as we teach, we support vocabulary became a concrete anchor in the minds of the students.
7. “If it does not fit the pattern, it is something else.” The first For seven to ten minutes for the first 20 – 25 days of school, we
grammar lessons of the school year began with the fifth grammar drill the preposition list on the second sheet of the grammar terms
unit: prepositions. Two sections from the preposition unit helped sheet. (See pages 11 and 12.) Students read the list three times:
students recognize and locate prepositional phrases; then, down, in reverse, back down again. They then close the book and
students practiced locating them in sentences all year long. (The write every word from memory. A count is taken of the number of
remainder of the preposition lessons (Part II) came toward the end words were able to remember. Then they are told to “Stand and
of the first semester.) remain standing if you were able to write: 5, 10, 15, 20, 25, 30, 35,
40, 45, 50, 55, or 56 words.” Every child stands until the number
Sample Problem: Students mistook infinitive phrases for
called is higher than the words written on their page. When a
prepositional phrases. Each time the mistake occurred, they were
student is able to write the list five (5) times without a mistake,
told: “If it does not fit the pattern, it is something else.” Look at
release them from the activity. They become checkers for the
the pattern for prepositional phrases. Then, use the power words
others who are seeking to master the list. All have instant
to compare and contrast prepositional phrases with infinitive
recognition for their success. The list for subordinating
phrases. A prepositional phrase begins with a preposition and ends
conjunctions is next. Pronouns follow. Visual recognition of the
with a noun or pronoun called the object of the preposition. An
word groups helps cement the course content.
infinitive begins with the preposition to, but a verb follows the
preposition “to.” The pattern is different. This practice releases 9. Power Words: The power words when used in the context of
students from trying to give a name to or to force an “unknown” instruction opens a variety of activities that can be done with
grammatical structure to be something else as they progress in factual data. Example: Compare and contrast the difference
linguistic and semantic content. between editing and revising. Present students with two
paragraphs detailing the characteristics of each: one each editing
8. Spaced Practice: The English language has 600,000 +/- words.
and revising. Use a graphic organizer (Venn diagram) to help them
As one considers the parts of speech, nouns, verbs, adjectives and
deconstruct (pull the facts from) the content contained in both
adverbs make up the largest group of words. The smaller groups
paragraphs. After completion of the bubble map, have them use
(pronouns, prepositions, conjunctions, interjections) make up just
the facts to rewrite a paragraph of their own. Short, brief, and
several hundred words, but understanding the dynamics of and
sweet - students learn to avoid plagiarism. In every way possible,
use of these limited groups of smaller word sets is critical.
keep using the power words to make new connections with
Further, teaching content without helping students gain visual
vocabulary content.
recognition of the words themselves is a problem that must be
resolved. Give students a great motive for learning the Power Words.
Generally, if a student misses a test item, it is because they do
not know or understand the vocabulary or power word
associated with that particular test question. Because experience because they wanted to) from the handouts with questions on
shows that students miss many questions when they do not assigned pages.
understand what the power words are asking them to do with a
Just giving students grade level content will not help them show
particular test question, learning this class of words is critical to
growth. What is sure: IF YOU TEACH AT GRADE LEVEL, STUDENTS
student success. I guess the question on the table is “How many
MAKE NO GAIN ON THE STATE TEST! Core skills taught two years
test items will we allow students to miss or misunderstand
above grade level was an assist in teaching the sixth grade
because they do not know this vocabulary?” Make the power
material.
word list required learning as students prepare for the test during
the school year. 11. I allowed students opportunities to talk during class - I just
picked the content of their conversation. Michigan’s State
Further, these same words will be used in multiple venues for the
Department of Education website has a section with small video
rest of their lives: high school, college, work, graduate school,
clips detailing best practices in instructional settings. One video
etc. It might be helpful to go even further in the analogy:
showed a second grade teacher teaching a lesson on friendly
“When your children are in the sixth grade, these words will be
letters. When the lesson was completed, groups of student
used in their academic studies as well. Learning them now gives
around the room explained the lesson content to each other. As
you an edge because you will understand how to best help your
the teacher walked around the room, she was able to hear student
own child in school.”
explanations. Students stated, “The teacher did not say that.”
10. ESL College Websites: Multiple handouts, placed on colored Peer tutoring in each group helped members gain further
paper, gleaned from various sites contained similar content. Each reinforcement of instructional content as misconceptions received
handout contained an idea or two not found on any other real time corrections during class. So, I replicated the process.
handout. Similar content was reviewed and reinforced; what was
12. Reward Thinking: Several times a week, students in each class
different was compiled and joined with the other handouts.
were rewarded with a Dum Dum pop for asking amazing, deep
Students learned content at their intellectual level, which often
reflective questions, answering difficult questions that no one else
was far above their current academic level. Providing handouts
could answer, or connecting the dots on content in a new way. If
from these sites allowed students to use prior knowledge to figure
several days went by without a Dum Dum pop award, I would be
out additional content they needed to know - despite the
asked, “That’s a good question; don’t I deserve a Dum Dum pop?”
limitations of teacher knowledge regarding the transmission of
When the glazed look began to appear in the eyes of the learners,
academic content. Use of the handouts further strengthened
presenting Dum Dum pops in this fashion helped them to stay
instruction. As workbook pages were completed, students pulled
focused and on task.
out the notes (at the teacher’s request) and compared facts (not
Interactive Academic Activities: another activity because the event only took one hour to complete
– well within the confines of my 90-minute class period.
13. Minute to Win It Type Games: (www.nbc.com/minute-to-win-
it/junk-in-the-trunk/) or (www.ministry-to-children.com/minute- In my classroom, several elements merged into a coordinated
to-win-it-games) Note: The church site modified the games to yearlong sequence of events that helped children find the internal
make them child friendly. Then, I modified it further. I wanted the drive for a stronger academic life. Create your own story. As you
kids to have visual recognition of lists from the following parts of teach, present content in a way that helps students see a bigger
speech: conjunctions, pronouns, verbs (helping, linking), and picture: Learning is an awesome adventure that may not only
prepositions. I have the lists written on two sets of index cards in increase the effectiveness of their own lives, but effectively
my room. After the cards are mixed up in a box, students sort the enhance the lives of their children as well their children’s children.
mixed the cards into the appropriate stack. Timed for one (1)
minute, the person with the most correct responses won a prize,
which was often a Dum Dum pop! Transitioning to Common Core:
14. Grammar Olympics: While this activity did not eradicate The next challenge? Common Core makes writing a substantial part of
student resistance to grammar, it did reduce negative feelings the curriculum that is no longer a “back-burner” activity. Although
many had toward it. The track on the playground was divided into many voices say eliminate grammar, I do not think grammar instruction
12 stations. I split the class into groups of 4 to 5 kids. Each station can be a forgotten subject in our classrooms. If teachers relegate
had several grammar questions that the students were to answer. grammar instruction to minimal time and minimal instructional
Students had ninety seconds to answer questions at each station, practices, the students we teach from homes with limited academic
after which the students were to run, hop, jump, etc. to the next and organizational structure suffer. If we want greater depth and
station until they answered every question. All students received complexity in student sentence structure, rigorous instruction in
one Dum Dum pop for participating in the activity. Groups with grammar and writing is critical. I want my students to meet the
the highest score in each class received five (5) Dum Dum pops standards that are required of them and groom them for life beyond
plus one for being a participant. Each member of the highest the classroom. In the next several years, twenty-seven states will
scoring group for the day received twenty-five (25) Dum Dum pops complete the transition from state mandated tests to the Common
plus the six they earned in class that day. They talked, did physical Core Standards test. Combining instructional strategies that include
activity, and worked grammar questions. When we reviewed extensive grammatical content in the framework of the Common Core
verbs, I stated that next Grammar Olympics would be on verbs. standards will increase the probability of student success in every
Student engagement rose. While each event required about four Common Core our classrooms.
(4) hours prep time, all I did was facilitate on the day of the event
by making sure students stayed on task. Best yet, I needed

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Start with these steps. Then, adjust them their academic progress.

17B. What is the tense of this verb?

Today’s Sentence: It’s fun to make a chocolate milkshake.

17B. What is the tense of this verb?

Today’s Sentence: It’s fun to make a chocolate milkshake.

17B. What is the tense of this verb?

17B. What is the tense of this verb?

17B. What is the tense of this verb?

17B. What is the tense of this verb?

16. Does this sentence have an indirect object? no No; no

past Both past

17B. What is the tense of this verb?

17B. What is the tense of this verb?

17B. What is the tense of this verb?

17B. What is the tense of this verb?

17B. What is the tense of this verb?

17B. What is the tense of this verb?

Past past Past

17B. What is the tense of this verb?

17B. What is the tense of this verb?

Past Past Past

Today’s Sentence: The skinny dogs ate greedily.

17B. What is the tense of this verb?

Today’s Sentence: The skinny dogs ate greedily.

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