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Seventh Grade: Teach your student to apply his grammar learning to writing.
Hopefully, this has been happening even earlier than seventh grade because seeing the “why’s” of learning something (“I need to learn prepositions so that I can spot prepositional phrases so that I can be sure that I have accurate subject-verb agreement” or “I need to learn how to punctuate double and triple adjectives so that I can write with them in my descriptive paper”) is extremely motivating to students.
It has been said that when a banker or a counterfeit money “agent” learns about counterfeit money, he or she begins by learning what the real thing looks like.
I use this same approach to teach about sentences, clauses, and phrases in my language arts and writing books (Character Quality Language Arts and Meaningful Composition): teach the students what a real sentence looks like—and then teach what are not real sentences.
I teach what a sentence contains using a simple acronym: CAVES
Donna Reish, author of fifty language arts and writing curriculum books, answers a reader’s questions about preparing a preschooler to learn to read. Based on Donna’s graduate thesis about natural readers (children who learn to read with no instruction at all), this audio answers questions about what reading readiness is and what to do while waiting for it, what characteristics are common in homes of natural readers, the outcomes of creating a natural reader’s environment in your home, and more. Donna also gives twenty tips for teaching letters and sounds. Continue reading →
Did you know that there is a group of pronouns called reflexive pronouns? I know, right? Not mentioned that often. I hardly remember studying them in school at all. And yet, we use them all the time—and even eloquent people use them wrong quite often. (How many interviews or speeches have you heard someone say, “Then my friend and myself….” or “He began talking to my friend and myself…” WRONG!