If your child needs practice with grammar, there’s no need to buy a workbook. Here are several places that offer free grammar worksheets.
Read fun with grammar communicative activities for the azar grammar series teacher 039 s resource book by Emine Çetin on Issuu and browse thousands...
Comparatives and superlatives with the Flinstones family - ESL worksheets
Keep kiddos busy this summer with these fun boredom busting summer crafts! Great for kids of all ages these crafts are guaranteed to provide hours of fun.
60+ Most Common Idioms & Example Phrases List In English
Download these pronoun worksheets and use them in class today. Below you'll find a collection of free PDF worksheets for teaching English pronouns. The pronoun worksheets below include personal pronoun worksheets, possessive pronoun worksheets, and demonstrative pronoun worksheets. All these pronoun worksheets include both questions and answers.
Wondering how to sequence grammar instruction? You'll want this list that scaffolds grammar lessons so that one skill builds upon the next.
Many personal development experts share about the benefits of using mind maps. My post today takes it one step further with how I have used the concept of mind mapping for self analysis. I also share illustrations from my personal art journal that I created some time ago. I drew them as part of my pre-vision board exercises. The (above) mind map picture that I did for self-analysis was my first. It may look simplistic but it has helped launched a myriad of creative ideas. Regarding self-analysis, awareness of who I am is important to help bring me into alignment
Subtítulo: LEARNERS Origem: IMPORTADO Editora: MCGRAW-HILL PROFESSI Coleção: VERBS AND ESSENTIALS OF GRAMMAR SERIES Assunto: ENSINO DE LÍNGUAS Idioma: INGLÊS Edição: 1 Ano de Edição: 2009 Ano: 2009 País de Produção: United States Código de Barras: 9780071632294 ISBN: 0071632298 Encadernação: BROCHURA Nº de Páginas: 160
I was desperate for a better way to teach grammar. On my end, I was overwhelmed with how much I needed to teach: how to get it all done and how to do so logically. For my students, I was concerned about their engagement (not tuning out or getting bored) AND how to ensure that they "got it". These worries are particularly valid if you KNOW your students have knowledge gaps, are going to need a LOT of practice, or aren't doing well with transferring knowledge into their writing. Solution: The Grammar House Cup (game) The idea for the GHC came partially from the "Grammar Olympics", a competition that I witnessed in another high school while student teaching. I decided to go with the Harry Potter theme instead and built my own game board system that differed from the Olympics' structure. The BENEFITS of the GHC game are: Clear organization of a single topic or unit (in the game board format) A "frame" or theme for the whole year Logical sequence of topics/units Increased student buy-in Increased student use of study tools and teacher-provided resources More students going "above and beyond" the minimum because they're motivated to earn points for their houses. The Basic Game Premise We have 4 houses of students (just like in Hogwarts). Students earn points for their house throughout the year, and whichever house has the most points at the end of the fourth quarter (end of the year) wins. Students earn points by completing tasks in the game board (see below). Sometimes the points are connected to an assessment (such as passing a quiz on the first try), and some point opportunities are directly within a student's control (such as doing more practice than is assigned). The biggest prize/motivator is bragging rights. We have an actual trophy, and the winning house/homeroom gets their homeroom name and year added to the trophy (AND gets to keep the trophy in their homeroom the following year). I have also given donuts or food to the winning house. Fortunately, we've been doing the GHC for enough years now that incoming 7th graders are looking forward to it, so that adds to the motivation as well. The Secret of the Game ...is that my game board is actually a very traditional learning sequence in disguise (see image below). For EACH grammar topic... Students watch a flipped video lesson (of me teaching) and fill in their guided notes. (See a DEMO VIDEO on commas here. This is a longer video, and most are shorter than this.) Students independently attempt a practice page after the guided notes. CHOICE practice: Before the quiz, students can get teacher help, do independent practice on IXL (a program we have), or do a "creative project". In-class quiz (after which they either get points for passing OR are required to do "quiz corrections" and show improved mastery). We move on to the next topic of the quarter. (There are 3-4 topics per quarter.) Closer to the test, students complete a practice test as homework (to review), and we go over the practice test answers in class. Students take the quarter test over the 3-4 topics, after which they get points or do corrections (just like they did for quizzes). MEANWHILE, during the game board, students have been picking up points for various reasons, such as... Doing more practice than assigned Doing a "creative project" to show application of learning Completing the game board EARLY (working ahead and not procrastinating). We call this reward "catching the golden snitch". (Scroll down to see the GAME BOARD later in this post!) Points & Grades It's important to note that a house's points are NOT directly connected to grades. ...However, students who earn more points DO tend to perform better on quizzes and tests, because they were earning points by LEARNING. So while GHC "points" and grades are correlated, the points have more to do with effort and participation. Putting Students into Houses I conveniently have a total of 4 class periods (2 each of seventh and eighth grades), and likewise we just HAPPEN to have four homerooms in the middle school. Therefore, I just assigned each homeroom one of the Hogwarts houses. (Obviously, my homeroom is Gryffindor. My social studies teacher in the room next door to mine is a huge ally of the GHC game and agreed to be Slytherin.) I know a sorting hat might have been more fun, but the positive of doing it by homeroom is that it promotes homeroom unity and enthusiasm; it also motivates the homeroom teachers to care about and support the GHC. Launching the Game Teacher setup on my part includes: Prepping this quarter's game board (and all of its respective lesson videos, guided notes, practice sheets, etc.). I organize it all in Google Drive and share a folder to students. Copies of this quarter's grammar notes. (I put ALL the guided notes, practice pages, and practice test into ONE packet for the quarter. If they lose it, they have to print their own replacement from what I shared with them in Drive.) When we begin in the first quarter, there is usually a diagnostic test (see above), and I have to do a lot of explaining of how the game works. However, students learn by doing as we go through the motions of the first topic, and then they learn the routine. What a Game Board Looks Like Here's the most updated view of what my game boards are going to look like this year. (The biggest change is that I'm digitizing more, with a heavily hyperlinked Google Docs game board instead of a paper one.) Let's break this down: Notice that the game board has... A "scoreboard" at left to collect points Deadlines built into the game board A sequence (trail) of action steps At the end of each quarter, I verify each student's points, collect all the totals, and update the scoreboard for each house. This Year's Improvements/Updates As I mentioned earlier, I plan to use the digital game board instead of a paper one, and I also plan to use these free Grammar Stations before each topic's quiz. I'm hoping the stations will help ME pinpoint student struggles in a small group format AND give students more practice time with all the resources I've made available to them. I will also be experimenting more with self-grading quizzes when possible (using Google Forms). I will try to update this blog post later in the year. What topics we teach There is SOME intentional overlap in 7th and 8th grade topics (especially when we are reviewing at the beginning of 8th grade), BUT there are some topics that only 8th graders get (such as verbals, verb moods, and active/passive voice, which are CCSS for 8th grade and not 7th). See my complete/current list of grammar topics here. Can I have all of your lessons, Sara? Yes! You can get all of my grammar topics (or just some of them) in my TpT store. The bundle includes game boards, all lessons/quizzes/tests, the diagnostic test, stations, premade Quizlet sets, and more! RELATED BLOG POSTS: How to Play Grammar Quidditch Turn Your Unit into a Game Board 12 Tips for Teaching Grammar like a Pro 10 Ways to Help Teen Writers Revise You might also like... Game Board Unit template Grammar bell-ringers: volume 1 and volume 2 Student Grammar Video Project "Why Grammar?" Nonfiction Reading Mini-Unit "Word Crimes" music video lesson/activity Grammar Poetry Do you have questions or ideas? Tell me in the comments!
If you’re looking to support student writing development this school year, ProWritingAid has an all-in-one platform for student writers.
The first few weeks of school are all about setting the foundation. We're establishing routines and procedures, encouraging a growth mindset culture, building classroom community, etc. I also like to spend some time laying the foundation for what students will need to be successful writers throughout the year, especially since writing is a focus that threads through all subject areas. In second grade especially, sentence structure is a great place to start. We review the 4 parts that every sentence has to have in order to be a complete sentence:
During the last professional development session that I did with the middle school teachers language arts teachers, we dove head first into a book titled, Mechanically Inclined, by Jeff Anderson. One word: AMAZING. For a language arts teacher who has struggled her entire career with not knowing how to incorporate grammar and mechanics into instruction, this book knocked it out of the park for me. I have always known that grammar and mechanics instruction is essential, and that it should be taught in a way that students can apply to their own writing versus the "drill and kill" worksheet and direct instruction method. What I have not encountered is if you're not using worksheets and direct instruction, what DOES solid grammar and mechanics instruction look like? This book, for me, finally put tangible ideas in my head that I knew I could transfer into my 8th grade classroom. I have chosen to start the year off with my 8th grade students by doing an Interactive Read Aloud titled, Out of My Mind, by Sharon Draper. For those of you who read my blog, you know that I am slightly obsessed with this story. I have gotten into the practice of reading a chapter per day out loud with my students. During this time, I model my thinking around the text, ask them to turn and talk with a partner about key issues in the story, discuss important terminology such as symbols and theme as a whole class, and am developing a common text that we can refer to as a whole class during Reading and Writing Workshop minilessons. Interactive Read Alouds hold many purposes. I can see some asking the question: How could you possibly take the time to read aloud to your 8th grade students? I would argue: How can you NOT take the time to read aloud to your students? By taking ten minutes of class per day to read a chapter out loud to my students, I am laying the groundwork for talking about text throughout the entire year and having a common text to refer to in minilessons in Reading Workshop, I am establishing a mentor text and author to be able to refer to in Writing Workshop, and I now have a drawing board for mentor sentences in Word Study. For today, I'm going to discuss how I've incorporated our first Interactive Read Aloud into Word Study, but I had to throw in the sheer importance of Interactive Read Aloud to the entire literacy framework while I was at it :). Each day when my students enter my classroom, there is a dry erase board posted in the hallway with the materials needed for the day's class and what they should begin doing as they enter the classroom. Most days the board reads, "Begin Interactive Edit in Word Study notebook." Students know that as they walk in, they should take their language arts materials for the day from their mailboxes, open their Word Study notebook, and begin copying down the day's mentor sentence into their Word Study notebook. Each day, I select a mentor sentence from our IRA, Out of My Mind, from the chapter that we will be reading in class for that day. Jeff Anderson also mentions using mentor sentences from the writing of students in your class, which I can't wait to try out as well. After they copy down the sentence exactly as it appears on the Smartboard, I ask them to consider the questions: "What do you notice about this sentence?" and "What sticks with you about this sentence?" Many students as they're copying down the sentence will also blurt out a prediction about what they think will happen in today's chapter based off of the sentence. Guess what? For once I don't mind the blurting. It's also so cute when I'm reading the chapter out loud to them, and I get to the mentor sentence from the day, and several of them begin pointing at me and nodding their heads to indicate, "That was our sentence for today!" It's awesome. I found it very humorous that the first few times I did this with students this year they would raise their hands with confused looks on their faces and try to suggest to add in a comma, capitalize something, change the spelling of a word, etc. They could not grasp the concept that there was NOTHING wrong with the sentence on the Smartboard. In fact, the sentence came directly from our IRA, a published book. Students had it so engrained in them since an early age with the dreaded "DOL" type of editing activities that we've used in the past to teach grammar and mechanics to always look for what was "wrong" with a sentence. Many of the sentences in DOL contain so many errors that it makes the process such an unrealistic experience to students, and they become numb. They see DOL as a drill, and many students become great at doing DOL. However, I would argue that many students who are great at DOL and always fixing the same predictable errors in a sentence do not transfer that skill into their own writing. We have taken the time in DOL to always look for what is wrong in sentences, but we've never taken the time to step back and pick out rich mentor sentences to notice what is right. We never explored the possibilities of, "What conventions does this author use to make this sentence work?" In my mind, this question will encourage students to engrain the conventions of proper mechanics and grammar into their brains. We would never ask students to learn how to spell words they do not know how to spell by staring at the words spelled incorrectly and having them write down the words incorrectly, that's just silly. If we stare at something long enough incorrectly, there's a chance that our brain may take that as the truth whether we like it or not. So what happens once students have copied down the mentor sentence from our IRA and written down underneath the sentence what they notice/what sticks with them about the sentence? At this point, I usually ask students to turn and talk with a neighbor about the things they have noticed about the sentence. This gives everyone a chance to voice their opinion and more likely to share their opinion when we join together as a whole class to discuss. So after the turn and talk, we move into a whole-class discussion about what was noticed. Today, I actually had two students disagree (in a respectful way) during the turn and talk about why commas were placed in today's mentor sentence, and they both were able to state their opinion as to why they thought the commas were there. After both had stated their opinion, other members of the class were able to join in, and we came to a consensus as a group. When I have my students engaging in conversation surrounding the purpose of commas in a sentence with passion in their voices, I can't help but let my inner dorky English teacher jump up and down with excitement (on the inside only of course). As we're having the whole-class discussion, I take notes on the Smartboard of items that the students notice about the sentence, and students are expected to write down anything about the sentence that a classmate noticed that they do not have written down. Below I have a few examples of screen shots from after we discussed the mentor sentence of what the Smartboard looked like. All of a sudden, I discovered that my students were learning about coordinating conjunctions (FANBOYS), comma principles, apostrophes, adjectives, capitalization rules, punctuation, types of sentences, etc. Questions such as, "What would happen if we removed this comma?" and "What if the author would have done ____ instead?" started to come out. As the teacher, I simply went with it and threw it back to the students to ask, "Let's try it! What do you think?" and "How would that change the sentence?" This wasn't coming from me giving a lecture followed by a canned worksheet on these concepts. This was coming from my students examining and noticing from mentor sentences in our Interactive Read Aloud on a daily basis. Students are learning from each other. I am still teaching and naming some things that they're noticing for them to help develop that common language surrounding grammar and mechanics, but it is their noticing of the mentor sentences that is driving what we're learning. To take this to the next step, once we establish certain rules governing the way writing works from the mentor sentences, I create anchor charts throughout the room to display our learning, along with the mentor sentences that we used as a reminder. As you can see by the anchor chart on dashes, students are welcome to add mentor sentences from their independent reading or writing by the anchor charts at any time. It is also essential during minilessons to reference anchor charts so that students learn to use them as a resource throughout the literacy block. Probably my favorite piece that I incorporated from Jeff Anderson's book, Mechanically Inclined, is the idea of an "Editor's Checklist" that I continually add to as more concepts come up during Interactive Edits. I stress that as writers, we are constantly experimenting with grammar and conventions in our writing. I like the word experimenting because it implies that students are trying to use the grammar and mechanics that we discuss, it also implies that students are taking chances as writers (which could mean that there will be mistakes), but I'd rather have my student take risks as writers than write boring sentences with perfect conventions. With the Editor's Checklist, I've also done what Jeff Anderson refers to as an "Express Edit" where after students have written in their Writer's Notebooks for the day, I will select one-two items on our Editor's Checklist and ask them to examine their entry for the day by editing only for those select one to two items. Our Editor's Checklist up to this point of the school year is pictured below. There is space to keep adding to it as the year goes on! Now that we have the routine down, this takes us 5-7 minutes at the beginning of class each day. I have consistently had students do this for the past three weeks, and I can honestly say that this is the only time in my Language Arts teaching where I have had students taking on these concepts as writers. Students are not only more aware of their grammar and mechanics, but they're also trying out new things that we talk about that writers do. For instance, I had several students use dashes to add additional information, and use compound and complex sentences over choppy, simple sentences. In the past, it seems like I defaulted to ignoring grammar and mechanics or teaching random "sit and get" lessons that I felt obligated to throw in and guilty for teaching because I knew the way I was teaching didn't align with my beliefs about teaching. What I didn't know was how I could change it to make it better. Until now...
How to understand that without thoughts we can not feel and vice versa. To feel good, thoughts become more important then you may know.
Kids will have fun learning about diphthongs with this fun hands on literacy activity. Grab your FREE Dipthong Puzzles here.
I’m sure most of you are doing the same thing I’m doing right now. Spending time with family and friends, watching football, catching up on that book you’ve been dying to read, eating too much Chex…
Teach students about Greek and Latin roots by using flowers and roots! This blog post contains a Greek and Latin root anchor chart and several matching activities.
The board game for students. The students learn the Present Perfect Simple tense by unscrambling the words. They need to move the pawns and give the right word order. The key is included. - ESL worksheets
Print these ESL classroom games for almost prep-free fun providing targeted vocabulary, grammar, and fluency practice for intermediate ESL students.
Looking for free grammar games to make teaching fun? This list of games for teaching parts of speech, punctuation, and writing will provide fun all year!
Introducing a comprehensive 2nd Grade ELA Spiral Review - an all-inclusive resource for daily language arts practice. This unique tool covers not only essential components of ELA but also includes strategic exercises in grammar and spelling, fostering a solid foundation for your students...all in 10-15 minutes a day! This resource ensures engaging grammar practice for 2nd grade students, making learning interactive and fun. Additionally, it includes various spelling review activities, honing students' skills and boosting their confidence. The Second Grade Language Arts Review features many sentence writing activities that encourage revision skills and enhance writing proficiency. Through this 2nd Grade editing and sentence writing practice, students will not just learn, but enjoy the process of crafting well-structured sentences. From mastering the basics to advancing their ELA capabilities, this 2nd Grade English Language Arts Review is a perfect tool for your class. The ELA Spiral Review for Grade 2 students is developed with meticulous attention to detail and in alignment with curriculum standards. Discover the benefits of this comprehensive language practice for 2nd graders! Your download includes: ✔ 36 weeks (180 days) of standards-aligned spiraled language arts practice sheets ✔ At-a-glance scope & sequence for easy planning & prep ✔ Answer keys This Second Grade Daily Language Spiral Review includes: 1) Student-friendly formatting 180 days of clear, easy-to-read 2nd-grade practice Increased rigor throughout the year 3 skills through the first half of the year 4 for the second half as students develop more stamina & skills Skills repeat in varied formats for the whole week to build confidence Weekly reflection to encourage goal setting and metacognition Provided as a 1-page printable each week or daily Google Slides 2) Approachable practice with key grade-level language standards: Parts of Speech - nouns, verbs, adjectives, adverbs Sentence Construction - subjects, predicates, compound sentences, run-on sentences, combining sentences Word Analysis - synonyms & antonyms, contractions, alphabetizing, prefixes, and spelling patterns Figurative language - common idioms & figures of speech Shades of meaning and multiple-meaning words Editing for capitalization, punctuation & spelling Revising for word choice, adding detail, and expanding sentences 4) Teacher support materials Scope & sequence Answer Keys for all problems Tips for preparation and implementation Please note: Digital access is shared through the bonus files attached to this download. Access the digital slides by downloading the bonus after purchase. ------------------------------------------------------------------------------------------- Benefits of the Language Spiral Format: ❑ Increase students' confidence with foundational language skills, editing & revising ❑ Build mastery of grade-level language standards in 10-15 minutes a day ❑ Identify misconceptions or skill gaps & address the quickly & effectively ❑ No prep paper-saving format fits on a single page & doesn't overwhelm students ❑ Encourages discussion about skills & strategies Way to Incorporate this Language Spiral into your ELA Classroom • Digital classrooms or for home learning • Interactive whiteboard or projector during whole or small group writing instruction • Morning work, a warm-up or bellringer • Test prep • Homework Here's what teachers & homeschoolers say about this Language Spiral: ♥ Can I just say WOW! This is such a great resource and it serves my writing class as a great bellringer and skills builder. It is interactive and allows the students to become more familiar with Google slides. Loving this and is worth every penny! - Alfonso M. ♥ This is amazing! We have covered so many different topics already this year that it took forever to get to last year. Thank you! - Mary S. ♥ Other morning work I have purchased takes my students too long to complete. My school serves breakfast, which takes some students a while to finish, and it always seems like I have a thousand things to do in the morning. I love how this resource offers the chance to review essential skills without taking 20 minutes. Thanks!! - Hannah N. ♥ This resource has been fantastic to use with my students in distance learning. I am so impressed with the formatting of the slides. I love how the concepts are reinforced M-F. I use these daily as warm-ups for ELA. They have also helped me identify some areas that my students needed more support in, such as understanding parts of speech, that I might not have known about had we not done these daily warm-ups. I will be using these with my class again next year even though we will be in person! – Nicole H. ♥ These are amazing! I started using them halfway through the year when I found this resource since my other daily entry wasn't working. It connects great with the growth mindset activities I've been starting to incorporate into the classroom! Thank you for this great, confidence-building activity for my students to engage in each day! :) - F.F. ♥ “I love this and have been using it all year, the students quickly fall into a routine and do the work. At the beginning of the week, I often explain what some of the questions are about, but that is teaching! I have planned my grammar unit around this resource so we are learning verbs etc when the daily work is asking us for it – Kariann J. ♥ “This is a wonderful source that engages my students while slowly building from the activities prior. It breaks down the standards needed and it even provides a teacher outline so you can map out the future. It love this resource and would 10/10 recommend!!” - Amanda H. ------------------------------------------------------------------------------------------- More Language Resources in the Daily ELA Line… Language Spiral Grade 3 - Print & Digital Language Spiral Grade 4 - Print & Digital Language Spiral Grade 5 - Print & Digital Language Spiral for Grade 6 Other 2nd Grade Language Arts Resources You Might Enjoy… Picture It! Comprehension Practice with Photographs Personal Narrative Writing Simplified 2nd Grade Novel Units ------------------------------------------------------------------------------------------- Terms of Use: © Rebecca Davies. All rights reserved by the author. These materials are intended for personal use by a single classroom only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. For use in multiple classrooms, please purchase additional licenses. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. See product file for clip art and font credits.
It is with a bittersweet voice that I say goodbye to summer. Don't get me wrong, I've been in school now for over a month. But with Labor...
Thiis is a worksheet about summer and actions: Present Continuous and actions. Children must look at the picture and choose if the sentence is True or False. Enjoy! - ESL worksheets
Cultivate lifelong reading skills.
How do you raise bilingual children? How to teach a child a second language at home? 5-step action plan to teach kids foreign languages.
students read and choose the right words to learn or revise names of city places, first part, art gallery , baker's , butcher's , garage , it comes with my pictionaries - ESL worksheets
Teaching kids about writing sentences with all the parts of speech can be a bit boring and dry. I vividly remember diagramming sentences as a child and wishing I was doing anything but that! But at the same time, teaching sentence structure and the parts of speech is important for kids to understand. That’s why I ... Read More about Writing Sentences: A Roll and Write Activity
Wondering how to sequence grammar instruction? You'll want this list that scaffolds grammar lessons so that one skill builds upon the next.
