Daily Grammar Practice

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Daily Grammar Practice
A Grammar Program That Makes Sense
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Why Grammar?

• Colleges and technical schools say that students
  arent prepared for the demands of academic
  writing.

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Ezarik, M. (2003). Survey K-12, higher ed
grammar disconnect. (CurriculumUpdate The latest
developments in math, science, language arts and
social studies). DistrictAdministration, 39(7),
46.
4
Why Grammar?

• Business leaders complain that employees cant
  write grammatically correct documents.
• We expect students to edit for grammatical and
  mechanical errors, but they cant apply what they
  dont understand.

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Why Grammar?

• In order to help students write better and write
  correctly, we must all share a common lingo, and
  that lingo is grammar.

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lie rise sit intransitive
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Why Grammar?

• A student who understands the nuts and bolts of a
  language can use that language more effectively.
• Students need to know grammar concepts for
  standardized tests such as exit exams and the SAT.

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George Hillocks and Michael Smith (1991) argue
that the teaching of school grammar has little
or no effect on students and that grammar
instruction wastes valuable time that could be
better spent on writing instruction.
Hillocks, G., Jr., Smith, M. W. (1991). Grammar
and usage. In J. Flood, J. M. Jensen, D. Lapp,
J. R. Squire (Eds.), Handbook of research on
teaching the English language arts (591-603). New
York Macmillan.
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Why Daily Grammar Practice?

• Works like a daily grammar vitamin

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The Vitamin Analogy

• Learning through grammar unit taking a whole
  bottle of vitamins at once.
• Learning grammar in context or through daily
  correct-a-sentence taking random vitamins at
  random times but not getting a multi-vitamin
  every day.
• Learning through whole language eating
  vegetables and hoping you get what you need.

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The Vitamin Analogy

• Learning grammar by trying to make it fun
  eating candy
• Learning grammar through DGP getting a good
  multi-vitamin every day

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Why Daily Grammar Practice?

• Is more effective than other daily programs
• Is effective at every grade level
• Is effective for every ability level
• Is effective for English Language Learners

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Research on the teaching of grammar to students
learning a second language suggests that grammar
provides rules and general guidance that
facilitate better understanding of the structures
of the target language (Gao, 2001).
Gao, C. Z. (2001). Second language learning and
the teaching of grammar. Education, 122(2),
326-336.
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Why Daily Grammar Practice?

• Is easy to incorporate into curriculum
• Takes less time than traditional, less effective
  methods

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Rei Noguchi (1991) states that teachers should
make more time available for other writing
activities by making less grammar do
more. Noguchi, R. R. (1991). Grammar and the
teaching of writing Limits and possibilities.
Urbana, IL National Council of Teachers of
English.
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Why Daily Grammar Practice?

• Forces grammar concepts into long-term memory.

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In order to apply skills that they have learned,
students need to know the skills on a
subconscious level. To achieve this
understanding, they must engage in practice that
gradually becomes distributed, as opposed to
massed (Marzano, Pickering, Pollock, 2001).
Marzano, R. J., Pickering, D. J., Pollock, J.
E. (2001). Classroom instruction that works
Research-based strategies for increasing student
achievement. Alexandria, VA Association for
Supervision and Curriculum Development.
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Why Daily Grammar Practice?

• Enables learners to apply grammar concepts to
  their writing
• Follows a logical progression at each grade level
  and from first grade through college
• Breaks concepts into small parts while helping
  learners to see how all parts work together

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Students struggle to understand concepts in
isolation, to learn parts without seeing wholes
(Brooks Brooks, 1993).
Brooks, J. G., Brooks, M. G. (1993). In search
of understanding The case for constructivist
classrooms. Alexandria, VA Association for
Supervision and Curriculum Development.
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Why Daily Grammar Practice?

• Eliminates the need for tedious grammar exercises
• Complements all types of writing instruction

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The DGP Process

• Monday Identify parts of speech

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The DGP Process

• Monday Identify parts of speech
• Tuesday Identify sentence functions

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The DGP Process

• Monday Identify parts of speech
• Tuesday Identify sentence functions
• Wednesday Identify clauses and sentence type

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The DGP Process

• Monday Identify parts of speech
• Tuesday Identify sentence functions
• Wednesday Identify clauses and sentence type
• Thursday Add punctuation and capitalization

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The DGP Process

• Monday Identify parts of speech
• Tuesday Identify sentence functions
• Wednesday Identify clauses and sentence type
• Thursday Add punctuation and capitalization
• Friday Diagram the sentence

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Week 27 Monday
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1 nom pron
av past
rel pron
art
n
N
hv
we read the novel the giver which was written by
lois lowry and then we wrote an essay about it
av past
1 nom pron
av/past
prep
N
cc
adv
3 obj pron
art
n
prep
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Week 27 Tuesday
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v
s
do
t
app
s
we read the novel the giver which was written by
lois lowry and then we wrote an essay about it
v
i
op
v
s
t
(
)
adv pp
do
op
( )
adj pp
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Week 27 Wednesday
33
ind
adj dep
we read the novel the giver which was written by
lois lowry and then we wrote an essay about it





ind

cd-cx
declarative
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Week 27 Thursday
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we read the novel the giver which was written by
lois lowry and then we wrote an essay about it
W
T
G
________
,
L
L
,
.
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Week 27 Friday
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We
(The Giver)
read
novel
the
which
was written
and
by
Lois Lowry
we
wrote
essay
an
then
about
it
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The DGP Process (Grade 2)

• Identify nouns and pronouns
• Identify adjectives and interjections
• Identify subjects and verbs
• Identify sentence purpose
• Add punctuation and capitalization

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Week 1 Monday
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P
P
jimmy and i saw jeffs new bike
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Week 1 Tuesday
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jimmy and i saw jeffs new bike
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Week 1 Wednesday
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A
jimmy and i saw jeffs new bike
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Week 1 Thursday
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jimmy and i saw jeffs new bike
dec
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Week 1 Friday
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jimmy and i saw jeffs new bike
J
I
J
.
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Scope and Sequencefor first grade through
collegebased on curriculum standards for 30
different states
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Grade 1

• Monday Find each common noun, proper noun,
  possessive noun, and pronoun in the following
  sentence.
• Tuesday Find the adjectives and interjections in
  the following sentence. Use an arrow to show
  which word each adjective describes. 
• Wednesday Find the verbs in the following
  sentence. Then underline the noun or pronoun
  that is doing the action. 
• Thursday Identify the sentence purpose as
  declarative, exclamatory, imperative, or
  interrogative.
• Friday On a piece of paper, write this weeks
  sentence with correct capitalization and
  punctuation.

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Grade 2

• Monday Identify each common noun, proper noun,
  possessive noun, and pronoun in the following
  sentence.
• Tuesday Identify the adjectives and
  interjections in the following sentence. Use an
  arrow to show which word each adjective
  describes.
• Wednesday Identify the action verbs and linking
  verbs in the following sentence. Then underline
  the simple subject once and the simple predicate
  twice.
• Thursday Identify the sentence purpose as
  declarative, exclamatory, imperative, or
  interrogative.
• Friday Write this weeks sentence with correct
  capitalization and punctuation.

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Grade 3

• Monday Identify each common noun, proper noun,
  possessive noun, nominative pronoun, objective
  pronoun, and possessive pronoun in the following
  sentence.
• Tuesday Identify the interjections, adjectives,
  helping verbs, linking verbs, and action verbs in
  the following sentence. Use an arrow to show
  which word each adjective describes.
• Wednesday Identify the simple subject, simple
  predicate, complete subject, and complete
  predicate in the following sentence.
• Thursday Identify the sentence purpose as
  declarative, exclamatory, imperative, or
  interrogative.
• Friday Write this weeks sentence with correct
  capitalization and punctuation.

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Grade 4

• Monday Identify each common noun, proper noun,
  possessive noun, nominative pronoun, objective
  pronoun, possessive pronoun, adjective,
  conjunction, and interjection.
• Tuesday Identify each verb and adverb. Then
  identify the tense of each verb.
• Wednesday Identify the simple and complete
  subject and the simple and complete predicate.
• Thursday Identify the sentence type as either
  simple or compound and the sentence purpose as
  declarative, imperative, interrogative, or
  exclamatory.
• Friday Write out this weeks sentence using
  correct capitalization and punctuation including
  end punctuation, commas, apostrophes,
  underlining, and quotation marks.

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Grade 5

• Monday Identify each common noun, proper noun,
  nominative pronoun, objective pronoun, possessive
  pronoun, adjective, verb (including type and
  tense), adverb, preposition, conjunction, and
  interjection.
• Tuesday Identify the simple and complete
  subject, the simple and complete predicate, and
  any complements, prepositional phrases, and
  objects of prepositions.
• Wednesday Identify the sentence type as either
  simple or compound and the sentence purpose as
  declarative, imperative, interrogative, or
  exclamatory.
• Thursday Add capitalization and punctuation
  including end punctuation, commas, apostrophes,
  underlining, and quotation marks. 
• Friday Use this weeks sentence to fill in the
  following diagram structure

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Grade 6

• Monday Identify each word as noun (common,
  proper, possessive), pronoun (interrogative,
  possessive, nominative, objective, demonstrative,
  indefinite), verb (helping, linking, action,
  tense), adverb, adjective, preposition,
  conjunction (coordinating, subordinating,
  correlative), interjection, or article.
• Tuesday Identify sentence parts including
  subject (complete and simple), complete
  predicate, verb (transitive or intransitive),
  direct object, indirect object, predicate
  nominative, predicate adjective, appositive or
  appositive phrase, and prepositional phrase
  (adjective or adverb).
• Wednesday Identify each clause as independent or
  dependent identify the sentence type as simple,
  compound, or complex and identify the sentence
  purpose as declarative, imperative,
  interrogative, or exclamatory.
• Thursday Add capitalization and punctuation
  including end punctuation, commas, apostrophes,
  underlining, and quotation marks. 
• Friday Fill in the diagram structure using this
  weeks sentence.

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Grade 7

• Monday Identify each word as noun (common,
  proper, possessive), pronoun (relative,
  interrogative, possessive, nominative, objective,
  demonstrative, indefinite, reflexive), verb
  (helping, linking, action, tense), adverb,
  adjective, article, preposition, conjunction
  (coordinating, subordinating, correlative),
  interjection, gerund, participle, or infinitive.
• Tuesday Identify sentence parts including
  subject (complete and simple), verb (complete and
  simple, transitive or intransitive), direct
  object, indirect object, predicate nominative,
  predicate adjective, appositive or appositive
  phrase, and prepositional phrase (adjective or
  adverb).
• Wednesday Identify each clause as independent,
  adjective dependent, or adverb dependent
  identify the sentence type as simple, compound,
  or complex and identify the sentence purpose as
  declarative, imperative, interrogative, or
  exclamatory.
• Thursday Add capitalization and punctuation
  including end punctuation, commas, semicolons,
  apostrophes, underlining, and quotation marks.
• Friday Diagram this weeks sentence.

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Grade 8

• Monday Identify parts of speech including noun,
  pronoun (type and case), verb (type and tense),
  adverb, adjective, preposition, conjunction
  (type), gerund, participle, infinitive, and
  article.
• Tuesday Identify sentence parts including
  complete subject, simple subject, complete
  predicate, verb (transitive or intransitive),
  direct object, indirect object, predicate
  nominative, predicate adjective, appositive or
  appositive phrase, prepositional phrase
  (adjective or adverb), gerund phrase, infinitive
  phrase, participial phrase, object of
  preposition, object of infinitive, and object of
  gerund.
• Wednesday Identify clauses (independent, adverb
  dependent, adjective dependent, noun dependent),
  sentence type (simple, compound, complex,
  compound-complex), and sentence purpose
  (declarative, interrogative, imperative,
  exclamatory).
• Thursday Add capitalization and punctuation
  including end punctuation, commas, semicolons,
  apostrophes, underlining, and quotation marks.
• Friday Diagram the sentence.

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Grade 9

• Monday identify parts of speech noun, pronoun
  (type and case), verb (type and tense), adverb,
  adjective, preposition, conjunction (type),
  gerund, participle, infinitive, article
• Tuesday identify sentence parts subject, verb
  (transitive or intransitive), direct object,
  indirect object, predicate nominative, predicate
  adjective, appositive or appositive phrase,
  prepositional phrase (adjective or adverb),
  gerund phrase, infinitive phrase, participial
  phrase, object of preposition, object of
  infinitive, object of gerund, object of
  participle
• Wednesday identify clauses and sentence type
  independent, adverb dependent, adjective
  dependent, noun dependent simple, compound,
  complex, compound-complex
• Thursday add punctuation and capitalization end
  punctuation, commas, semicolons, apostrophes,
  underlining, quotation marks
• Friday diagram the sentence

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Grade 10

• Monday identify parts of speech noun, pronoun
  (type and case), verb (type and tense), adverb,
  adjective, preposition, conjunction (type),
  gerund, participle, infinitive, article
• Tuesday identify sentence parts subject, verb
  (transitive or intransitive), direct object,
  indirect object, predicate nominative, predicate
  adjective, appositive or appositive phrase,
  prepositional phrase (adjective or adverb),
  gerund phrase, infinitive phrase, participial
  phrase, object of preposition, object of
  infinitive, object of gerund, object of
  participle
• Wednesday identify clauses and sentence type
  independent, adverb dependent, adjective
  dependent, noun dependent simple, compound,
  complex, compound-complex
• Thursday add punctuation and capitalization end
  punctuation, commas, semicolons, apostrophes,
  underlining, quotation marks
• Friday diagram the sentence

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Grade 11

• Monday identify parts of speech noun, pronoun
  (type and case), verb (type and tense), adverb,
  adjective, preposition, conjunction (type),
  gerund, participle, infinitive, article
• Tuesday identify sentence parts subject, verb
  (transitive or intransitive), direct object,
  indirect object, predicate nominative, predicate
  adjective, appositive or appositive phrase,
  prepositional phrase (adjective or adverb),
  gerund phrase, infinitive phrase, participial
  phrase, object of preposition, object of
  infinitive, object of gerund, object of
  participle, objective complements
• Wednesday identify clauses and sentence type
  independent, adverb dependent, adjective
  dependent, noun dependent simple, compound,
  complex, compound-complex
• Thursday add punctuation and capitalization end
  punctuation, commas, semicolons, apostrophes,
  underlining, quotation marks, colons, dashes,
  hyphens 
• Friday diagram the sentence

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Grade 12

• Monday identify parts of speech noun, pronoun
  (type and case), verb (type and tense), adverb,
  adjective, preposition, conjunction (type),
  gerund, participle, infinitive, article
• Tuesday identify sentence parts subject, verb
  (transitive or intransitive), direct object,
  indirect object, predicate nominative, predicate
  adjective, appositive or appositive phrase,
  prepositional phrase (adjective or adverb),
  gerund phrase, infinitive phrase, participial
  phrase, object of preposition, object of
  infinitive, object of gerund, object of
  participle, objective complement, subject of
  infinitive, absolute phrase
• Wednesday identify clauses and sentence type
  independent, adverb dependent, adjective
  dependent, noun dependent simple, compound,
  complex, compound-complex 
• Thursday add punctuation and capitalization end
  punctuation, commas, semicolons, apostrophes,
  underlining, quotation marks, colons, dashes,
  hyphens
• Friday diagram the sentence

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College Level

• Step One identify parts of speech noun, pronoun
  (type and case), verb (type and tense), adverb,
  adjective, preposition, conjunction (type),
  gerund, participle, infinitive, article
• Step Two identify sentence parts subject, verb
  (transitive or intransitive), direct object,
  indirect object, predicate nominative, predicate
  adjective, appositive or appositive phrase,
  prepositional phrase (adjective or adverb),
  gerund phrase, infinitive phrase, participial
  phrase, object of preposition, object of
  infinitive, object of gerund, object of
  participle, objective complement, subject of
  infinitive, absolute phrase
• Step Three identify clauses and sentence type
  independent, adverb dependent, adjective
  dependent, noun dependent simple, compound,
  complex, compound-complex 
• Step Four add punctuation and capitalization
  end punctuation, commas, semicolons, apostrophes,
  underlining, quotation marks, colons, dashes,
  hyphens
• Step Five diagram the sentence

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Motivating Students to Try

• Its practice, so theres no pressure.
• Your students know they dont get grammar.
• DGP wont go away like a two-week grammar unit
  will.
• DGP is served in small helpings.
• Positive reinforcement works!

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Evaluating Student Progress

• Pre-test and post-test

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Georgia Criterion-Referenced Competency Test

• Kedron Elementary School third-graders
• TTotal language arts
• SCRSentence construction and revision
• GMGrammar and mechanics

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Georgia Criterion-Referenced Competency Test

• Kedron Elementary School students
• TTotal language arts
• SCRSentence construction and revision
• GMGrammar and mechanics

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Pre-test and Post-test Results

• 44 students tested
• Grade 9 pre-test average 71.4
• Grade 9 post-test average 90.1 (19.7)
• Grade 10 pre-test average 88.7 (-1.4)

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Pre-test and Post-test Results

• 102 eighth-graders tested
• Average pre-test score 69.1
• Average post-test score without DGP 73.6 (4.5)
• Average post-test score with DGP 89.9 (20.8)

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Evaluating Student Progress

• Pre-test and post-test
• Daily sentences

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Evaluating Student Progress

• Pre-test and post-test
• Daily sentences
• Application of concepts

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Evaluating Student Progress

• Pre-test and post-test
• Daily sentences
• Application of concepts
• DGP quiz

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Warnings

• You must make DGP a priority every day.
• Dont let yourself get discouraged.
• The daily habit of doing DGP will take a couple
  of weeks to instill.
• You must know grammar well to teach it well.
• You have to use the lingo when you talk about
  writing.

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DGP Plus Building Stronger Writers
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Super Sentences

• My friend got a puppy.

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No Adjectives Allowed
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