No Glamour Grammar

424 Pages·2004·12.29 MB·English

Skill Ara:

language
‘Sad thru 8th grace

Reading Levol:1.5 thru 2.5

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About the Author

Suzanne Mayer Watt, M.A. CCC is a Speech-Language Pathologist. She has worked with
language-learning disordered students in San Diego area public schools for the past eleven
years. Her experience has been at the efementary and secondary levels in both classroom and
Therapy settings. No-Glamour Grammar is her first publication with LinguiSystems.

January (986

Deckeation

| would lke to acknowledge Carolyn Matzinger, my closa fiend and associate, for her unending
inspiration and guidance. She not only helped me ta see the need for this program, but also
provided! assistance in each step of its development.

Sincere thanks also to my husband. Larry, for his contributions and support, and for allowing
me the time to work on this project. Also, special thanks to my sister, Roxenna Johnson, for
all of her efforts
Foreword

‘The special education students that | have worked with in the elementary and secondary schoo!
systems as both a speech pathologist and a classroom teacher have presented a variaty of
teaching challenges. Some had auitory-perceptual or visual-perceplual disorders. Some were
bilingual with @ perceptual disorder. Others wera environmentally depressed and simply had
missed fon much schoal. All af thosn sturients had at loast two things in camman. First, they
functioned two or more years below grada level in reading, writing, of speling. Adcitionalty,
they ware frustrated because they knew ther potential ablity was greater than their actual
performance.

| needed a thorough grammar program appropriate for okier students (ages nine through adutt)
to develop thair language skills properly. After much research, | came to the conclusion that a
program that fit my speciic needs did not exist. The programs | did find had one or more ot
the following deficiencies:

‘The subject matter was too limited in scope.
‘The print on the page was too smal cr tao close together.

‘The progression in difficulty level was too rapid

The reading level was too high.

The directions for each exercise were toa complicated.

There were not enough practice exercises to completely master each concept

Therefore, | was forced to pieoe together parts from many different grammar programs. The
inconsistencies among the various programs only complicated matters. It wae time-consuming
(fo gather and review all these materials and, in many cases, | stl felt ! was not adequately
remediating the students’ language deficits,

No-Glamaur Grammar provides a comprehensive solution to the problems outined above. It is
my hope that this program will hop oldor students to mastor basic grammar skis and allow
instructors to focus on their students rather than on gathering or developing materials.

sw

Table of Contents

Chapter 1
Chapter
Chapter &
Chapter 4
Chapter §
Chapter 6
Ghoptor 7
Ghaptor
Chapter 9
Chapter 10
Chapter 11
Ghaptor 12
Chapter 13
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Chapter 18
Chapter 19

Chapter 20

Nouns.

Pronouns
Verbs

Vert To Be
Sentences
Present Tense.
Future Tense.

Past Tense, Reguiar Verbs

Past Tense, Itregular Verbs. .

Contractions
Plurals

Adjectives.

Possessive Nouns...
Possessive Pronouns.
Conjunetions

Adverts

Nogatives

Prepositions

Questions

Tests,

115

124

146

172

129

= 21

243

259

. 27a

. 287

at

+ 329
360

Introduction

No-Glamour Grammar is a basic grammar program designed specifically for language-delayad
individuals from the fourth grade through adulthood. This program has been designed to deal
with one aspect of grammar at a time, and provides sufficient practice to master each concept.
Each task is broken down into small increments of learning. No-Glamour Grammar assumes as
file as possible in information content.

Another advantage of No-Glamour Grammar ia that it can be tailored to fit the needs of an
individual as well as of an entire group. The program can be presented in separate units as
needed, of as an entire program. It can be used to supplement or to provide a complete
‘grammar curiculim geared for success at every level

No-Glamou Grammar includes twenty-one units of worksheets featuring specific points of
grammar. The order of presenting the program is important since the units progress in
difficuly, building upon information presented in preceding units, Each unit lolows a generat
atiem froin the first to the fast worksheet, Here is the patter of a typical unit:

‘An explanation of the grammar concept to be prasented
‘Soma examples of usage

‘An oxercise involving the icignfification af the grammar concept

4 filhinthe-blank andor a multiple-choice exercise

‘An exercise that involves creating sentences using target words from that particular
unit

‘The last section of this manual includes a pretest and a post test for each unlt. Instructors
may use these tests to assess grammar functioning before, during, or after training, The tests
also offer a quick way to determine whether review is necessary before introducing a new
concept that assumes mastery of a concept previously taught.

‘Suggested Presentation and Testing

Introduce one conoept at a time, Present the examples given. If the students do not appear
to grasp the ideas presented, then explain the concepts again and give additional examples.
Review all worksheet instructions with the students before they begin each task. Spot-check
sludents for comprehension of worksheet materials and instructions. Ask them to explain the
new information oF to give examples of usage. It is also important to moritar students!
independent seat work activity. Strive for a balance between directing the students and
allowing them to work as independently as possible.

Instruction in small groups is often desirable. if a student finds the reading difficult, however, it
may be necessary fo use a helper, such ag another student within the class or a classroom
aide. This person may then help with the reading, spoling, and genera instructions. Care
should be taken, however, to sce that the helper doos not simply provide answers for the
student. All of the written work must be dane by tha student. Kegp in mind that this is not a
reading or speling exercise. The intent of this program is to help the student understand and,
hopefully. master basic grammar skils
No-Glamour Grammar worksheats have been dasigned for use within the olassroom or therapy
setting under direct supervision. However, they can also be used to review and reinforce
information at a later date er given as homework.

Supplemental malerials can be created to reinforce any of the grammar units. These
‘worksheets can be falored to fit the students in theic environment. Many things familar to a
student, such as his name, school, street, city, state, and country, can be usd in the
‘worksheets. This taloring is beneficial in two ways. First, # helps reinforce important
information about the students and their environmant. Second, the students enjoy personalized
‘worksheats,

Ona or all of the pratasts can be administered as neoded. Individual or smal group settings
fara dosirable for testing. Someane should be on hand to explain the instructions and to nejp
‘with reading ana speling, No help should be given in determining answers. When
administering the pretest, assure the students thal they are not expected 10 know all the
angwers on the test. However, they will be expected to do the best job they can. Explain
that the pretests are given mainly to determine how best to help them,

‘The appropriate post test can be achministered after a grammar unit is finished, A
recommended passing level is eighty percent. if a student is not able to pass a post test, then
he needs 1o be reinsiructed. Note the type of errors on the test. Then address these errors
when the program worksheets are «e-presented. Any of the post tests can be readministered
al a later date to check for continued mastery of a grammar concept.

When the students complete the program, they should be famitar with the parts of a sentence.

A natural adjunct to No-Glamour Grammar is Sentence diagramming. Sentences taken directly
from the program can be used for diagramming,
Nouns

Rule: A noun is the name of a person, place, or thing

Here are some nouns that name persons.

baby woman
driver kang
father teacher
child soldier
git teenager

Here is how these nouns are used in sentences.

The baby is hungry.

I'm going to be a safe driver
Father said he'd meet me here.
‘We helped the lost cl

She ie a wonderful gi.

Who is the new

1g?
He is my teacher.

4
2

3

4,

6

8 That woman hired me.
7

8.

9. The soldier visited us.
10.

bam now a teenager

contre tr he 1
Nouns

Rule: A noun is the name of a person, place, oF thing.

Girele the noun in each sentence.

Example: The GERD was very re

1. The teacher gave us more fo do.
2, We waved to the driver

3. The baby fell asleep.

4. Do you know that git?

8, That woman lves near us.

6. The teenager seemed angry

7. The king looked handsome.

8. That child is s0 quiet

Where is your father now?

10. The soleler fought bravely

2 Senet BL az