 We
are Heather and Sari
 Breaks am and pm
 Lunch will be on your own
11:30 – 1:00
 No smoking around the
building

College and Career Readiness
◦ Share their knowledge through writing
◦ Clearly articulate their own ideas and
confirm that they have been
understood
◦ Understand that writing varies
depending on purpose, task, audience
◦ **Demonstrate command of standard
English**

Everything relates back to the noun
somehow.

Discernment of “which noun” is the subject

Too often we silo noun types

Person
Place
Thing

List all the types of nouns

No use of electronic devices


No soliciting assistance outside of your
partnership
We will debrief in about 5 minutes
seashells
Person
Place
Thing
Common
Proper
Concrete
Abstract
Singular
Plural
Collective
Gerund OR Verbal
Countable
Uncountable OR
Mass
Gender specific
Singular Possessive
Plural possessive
Compound Nouns
Animate
Inanimate
pickpocket
gardening
coffee
purity
spinster
flocks’

Sentence writing
◦ Write a sentence that contains a noun with the following 5
attributes:
 Common
 Plural
-Countable
-Concrete
-Inanimate
Selection
The herd’s smallest ponies were following the
mares.
1. Underline the noun that is collective, possessive,
and uncountable.
2. Underline the noun that is common, plural,
gender specific, and animate.



Generalization is difficult when things are
separated as if they were exclusive to a
category.
Showing overlap strengthens noun
identification.
Name
the four categories of verbs
Define
each
List
verbs for categories with finite
possibilities
 No
use of electronic devices
 No
soliciting assistance outside of your
partnership
 We
will debrief in about 5 minutes

Action

Linking

Helping
◦ Modal
Can NEVER act alone!
“to be”
“to do”
is, are
did, do,
was, were
does
am
be, being, been
could
will
may
ought to
should
shall
might
“to have”
have, has
had
would
can
must

Action verbs

TRANSitive transit

Intransitive -- the verb has no direct object its
acting on!
◦ Moves the action onto who or what
I always eat before school.
I always eat a good breakfast.


The who or what is called a direct object
Indirect object is a noun or pronoun answers “to
whom” or “for whom” it receives the direct object
I gave Jack a dollar.
To
be
To do
To have
Common Verbs: appear, seem
 Verbs of sensation: feel, look, smell,
sound, taste

◦ The type of verb depends on what it is
doing in the sentence!!!!

Verbs of existence: act, appear, be,
become, continue, grow, prove,
remain, seem, sit, stand, turn
Turn and explain to your neighbor what type
of verb the word “taste” is acting as.


If the subject is doing it – action
The peach is not doing anything – state of
being
 Subject
Complement
---------------------- Predicate nominatives
 Predicate Adjective

Linking verbs DO NOT show action. They link
the subject to more information (the
complement.)


They include to be, to do, and to have verbs
along with seem, appear, look, taste, sound
etc.
Two important points to remember:
1. When a sentence contains a linking verb,
COMPLEMENT MAY BE EITHER A NOUN OR AN ADJECTIVE.
2. When the subject compliment is a noun,
THE SUBJECT AND THE COMPLEMENT ARE EQUAL.
THE
Subject
Helping
Verb
Darren
is
noun
Action
Verb
Object
texting
verb
his classmates.
verb
PN
Subject
Linking
Verb
Captain Hook
was
a
pirate.
verb
article
noun
noun
C. Subject
The
article
movie
noun
Linking
Verb
is
verb
noun
Noun Complement
Adjective Complement
interesting.
adjective
 To
change the tense of a verb
 To ask a question
 To work in tandem to create
emphasis
 To form negative verbs
 To form passive voice
 To add inferential ideas

am hoping [present progressive]

have finished [present perfect]

will go [simple future]

will have been working [future perfect
progressive]

Do I have the right password?

Does your daughter have the garage code?

Did you forget to do your homework?

Do + subject + main verb



After all, the team does plan to attend.
We do need a new couch, no matter
what you think!
I did walk the dog.
I did not see the end of the Pirate’s game.
We haven't finished yet.
Please do not open this door.
The mail won't go out until tomorrow.
I will never forget meeting you
Do + not
+ main verb
Not = adverb
Not part of the verb phrase

were eliminated

have been elected

is being organized

will be held

would have been selected

must read [necessity]

can read [ability]

can read, may read [permission]

could read, may read, might read [possibility]

ought to read, should read [advisability]
Make grammar instruction as explicit as possible.
Model and Talk, Model and Talk, Model and Talk
Make sure that you KNOW it before you TEACH it
Make the rules understandable!
All grades can provide instruction in grammar.
Pay attention to synonymous terminology.
You must take it past a work sheet level! The
academic benefit is at the analytical level.
Build a skeleton of knowledge that is constantly
reviewed and built upon.
Green
Red
= yes or true
= no or false
Wait until I say “show me.”
There are 8 “to be” verbs.
To have an indirect
object in a sentence,
you must have a
direct object.
Auxiliary model verbs
never need another verb
to complete the
sentence.
Collective nouns are
always also concrete.
The “To be”, “To do”, and
“To have” verbs can
perform as a linking verb
or a helping verb in a
sentence.
All transitive verbs are
action verbs.
The underlined word is an intransitive verb.
Sari went home and
drank her wine.
The verb “could” can act
as the main verb in a
sentence.
The underlined word is a gerund and a direct
object.
Mia enjoys exercising.
Inductive


Involves learners
detecting or noticing
patters
Learners work out a
“rule” for themselves
before they practice
the grammar concept
Deductive



Learners are given a
general grammar rule
The rule is applied to
specific language
examples
The rule is honed
through practice
exercises




Volunteer, please!
Heather is walking.
I am walking.
She is walking.
◦ What changes, depending on the person talking?
◦ What is a subject pronoun?
◦ What rule can you determine from these examples?



Another volunteer, please!
Kevin picked the book up from the table.
Kevin picked it up from the table.
◦ What has changed?
◦ What is an object pronoun?
◦ What rule can you determine from these examples?
Pros



Can work with grammar
that is consistent and
simple in use and form
Learner-centered: learner
is more active in the
process rather than
being a passive recipient
Promotes “noticing” and
helps develop deeper
understanding
Cons



More time and energy
consuming
More demanding of
teacher and learner
It is possible that the
student could arrive at
an incorrect or
incomplete rule and
thus foster
misunderstanding


The subject is the
person or thing
doing the action
Subject pronouns
function as the
subject of the
sentence


The object is the
person or thing
receiving the action
Object pronouns
function as the
object of the
sentence
I
you
he
she
me
you
him
her
it
we
you
they
it
us
you
them
Pros



Straightforward, to the
point; can therefore
save time
Good for rule aspects
that can be simply and
clearly explained
A number of direct
practice/application
examples are
immediately given
Cons



Novice learners may not be
able to understand the
concepts or grammar
terminology presented
Grammar explanation
encourages teachercentered classroom, so it
immediately hinders
learner involvement and
interaction
Deductive approach
encourages the belief that
learning language is simply
a case of knowing the rule
 Which
approach to grammar
instruction do you primarily use?
 How
does it work for you?
 Would
you try the other approach?
Why or why not?

There are three pronoun cases
◦ Subjective case: pronouns used as subjects
◦ Objective case: pronouns used as objects
◦ Possessive case: pronouns that express ownership
Pronouns as Subjects
Pronouns as Objects
Pronouns that show
Possession
I
you
he, she, it
we
they
who
me
you
him, her, it
us
them
whom
my (mine)
your (yours)
his, her (hers), it (its)
our (ours)
their (theirs)
whose
1. In compound structures, where there are two
pronouns or a noun and a pronoun, drop the
other noun for a moment. Then you can see
which case is correct.
◦ Bob and I/me travel a good deal.
 (Would you say, "me travel"?) – use subjective case
◦ He gave the flowers to Jane and I/me.
 (Would you say, "he gave the flowers to I"?) – use
objective case
◦ Us/We men like the coach.
 (Would you say, "us like the coach"?) – use subjective
case
2. In comparisons. Comparisons usually
follow “than” or “as”:
 He is taller than her/she.
◦ He is taller than she (is tall).

This helps you as much as I/me.
◦ This helps you as much as (it helps) me.

She is as noisy as them/they.
◦ She is as noisy as they (are).
A
pronoun usually refers to
something earlier in the text
(its antecedent) and must agree in
number – singular/plural – and
gender – male/female – with the
thing to which it refers.

What is wrong with these sentences? How can
you fix them? (2 ways)
◦ The AIU welcomes you to their ELA
Symposium.
◦ Every student must see their
counselor before scheduling their
classes.
◦ No one needs to bring their books to
class.



Mandy was always teasing her younger sister
It made her mother angry.
Mandy was always teasing her younger sister.
This made her mother angry
Both are vague
Mandy was teasing her younger sister. This
behavior made her mother angry
◦ add This WHAT

Mandy’s teasing of her younger sister made
her mother angry.
◦ Combine and rewrite
Eligible Content. . .

Work with partner or two. . .

Color the EC that is shared by all 3 grades

The language MUST be exactly the same
Now highlight EC common between 7th and 8th grades
 But

wait. . .there’s more!
Subtle nuances among released items
◦ 5, 6, 7, 8
 5,6
6, 7
 7,8
 D1.1
= Grammar and Usage
 D1.2
= Capitalization
Punctuation
Spelling
 D2.1
= Conventions
 Sample
questions
 Sample stems
 Released
items
1. Decide on grade level
2. Choose the correct answer
7th
A
8th
C
6th
A
7th
C
7th
D
8th
C
5th
C
6th
A
8th
D
6th
B
7th
C
 Grammar
concepts - ALIGNMENT
 Grammar instruction
 Common errors/misconceptions
 Sample questions
◦ Why the wrong answers are wrong
 Reading
Achievement Website
the collection of common EC
Thank you for all
that you do for
kids.