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Week Eighteen
(starting ______/______)
Monday: Identify parts of speech including noun (type), pronoun (type, case, person), verb (type and tense),
adverb, adjective, article, preposition, conjunction (type), interjection, infinitive, gerund, participle.
at the corner of the street they met the counts steward who
was awaiting his master
Tuesday: Identify sentence parts including simple and complete subject, simple and complete predicate (transitive or
intransitive verb), direct object, indirect object, predicate nominative, predicate adjective, appositive or appositive phrase,
prepositional phrase (adjective or adverb), object of preposition, noun of direct address, infinitive phrase, object of infinitive,
participial phrase, gerund phrase, object of gerund.
at the corner of the street they met the counts steward who
was awaiting his master
Wednesday: Identify clauses (independent, adverb dependent, adjective dependent, noun dependent), sentence
type (simple, compound, complex, compound-complex), and purpose (declarative, interrogative, exclamatory,
imperative).
at the corner of the street they met the counts steward who was
awaiting his master
Thursday: Add correct punctuation and capitalization.
at the corner of the street they met the counts steward who was
awaiting his master
Friday: Diagram the sentence.
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Sample Strategies from
DGP Plus: Building Stronger Writers
Strategy #4: Words-in-the-box
Cut out words from magazines (or let students cut them out themselves), glue the words to tag board strips, and
laminate each piece. Be sure to include words representing different parts of speech, and make cards with
punctuation marks as well. Divide students into groups and give them some sentence formulas. Formulas can
be as simple or complex as you deem appropriate for your students. Each group uses the formulas to create
sentences with the words, punctuating each sentence correctly.
Examples:
 adjective, noun, verb, adverb: Funny birds sing loudly.
 article, noun, verb, conjunction, article, noun, verb: The boy ate, and the girl played.
 pronoun, present tense verb, plural noun: She likes flowers.
 helping verb, pronoun, action verb, proper noun, preposition, pronoun, noun: Will you help Ricky with
his project?
Strategy #21: Sentence Combining
Give each student a pair of related simple sentences. (Example: Jay will like that new shirt. Jay always wears
stylish clothes.) You can make up the sentences, get them from books, have students make them up, or pull
them from student writing samples. Begin by having students identify the sentences as simple. Then students
will combine the sentences in a variety of ways, according to your instructions. Here are some examples:
 two independent clauses joined by a coordinating conjunction: Jay will like that new shirt, for he always
wears stylish clothes.
 one independent clause with a compound verb: Jay always wears stylish clothes and will like that new
shirt.
 an adverb dependent clause followed by an independent clause: Since Jay wears stylish clothes, he will
like that new shirt.
 a sentence with a nonessential adjective clause: Jay, who always wears stylish clothes, will like that new
shirt.
 a sentence with an introductory participial phrase: Wearing his new shirt, Jay looks very stylish.
 a sentence with a gerund: Wearing that shirt will make Jay happy since he likes stylish clothes.
 a sentence with an introductory prepositional phrase: In his new shirt, Jay looks very stylish.
 a sentence with an appositive: Jay likes his new shirt, a very stylish one.
Strategy #23: No Adjectives Allowed
Have students write a descriptive paragraph, but don’t allow them to use any adjectives at all. Students will
immediately insist that this objective is impossible, but help them to see that adjectives aren’t the only
descriptive words in a paragraph. Writing a paragraph without adjectives will force them to use more specific
nouns and verbs as well as effective prepositional phrases. Adjective prepositional phrases don’t have to be off
limits unless you want them to be, nor do participles. You can also try paragraphs with no adverbs or with no
articles.
© DGP Publishing, Inc.
Meaningful Grammar:
The Language of Writing
Why Grammar?
• Colleges and technical schools say that
students aren’t prepared for the demands of
academic writing.
[email protected]
Why Grammar?
Why Grammar?
• Business leaders complain that employees
can’t write grammatically correct
documents.
• We expect students to edit for grammatical
and mechanical errors, but they can’t apply
what they don’t understand.
• In order to help students write better and
write correctly, we must all share a common
lingo, and that lingo is grammar.
lie
rise
sit
intransitive
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.
• Required in CCSS (and most state
standards)!
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Why Grammar?
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.
Why Daily Grammar Practice?
• Works like a daily grammar vitamin
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.
The Vitamin Analogy
• Learning grammar by trying to make it
“fun”: eating candy
• Learning grammar through DGP: getting a
good multi-vitamin every day
Why Daily Grammar Practice?
•
•
•
•
Is more effective than other daily approaches
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).
Why Daily Grammar Practice?
• Is easy to incorporate into curriculum
• Takes less time than traditional, less
effective methods
Gao, C. Z. (2001). Second language learning and the teaching of
grammar. Education, 122(2), 326-336.
Rei Noguchi (1991) states that teachers
should “make more time available for
other writing activities by making less
grammar do more.”
Why Daily Grammar Practice?
• Forces grammar concepts into long-term
memory.
Noguchi, R. R. (1991). Grammar and the teaching of
writing: Limits and possibilities. Urbana, IL: National
Council of Teachers of English.
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.
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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Why Daily Grammar Practice?
• Eliminates the need for tedious grammar
exercises
• Complements all types of writing
instruction
• Meets Common Core and other State
Standards
The DGP Process
• Monday: Identify parts of speech
The DGP Process
• Monday: Identify parts of speech
• Tuesday: Identify sentence functions
The DGP Process
• Monday: Identify parts of speech
• Tuesday: Identify sentence functions
• Wednesday: Identify clauses and sentence
type
The DGP Process
• Monday: Identify parts of speech
• Tuesday: Identify sentence functions
• Wednesday: Identify clauses, sentence type,
and sentence purpose
• Thursday: Add punctuation and
capitalization
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The DGP Process
• Monday: Identify parts of speech
• Tuesday: Identify sentence functions
• Wednesday: Identify clauses, sentence type,
and sentence purpose
• Thursday: Add punctuation and
capitalization
• Friday: Diagram the sentence
prep art
n
prep art
n
3 nom av/
pro
past
art
at the corner of the street they met the
pos n
n
rp
hv
av/past prog 3 pos pro
op
op
s
vt
(at the corner)(of the street)they met the
adv prep ph
adj prep ph
counts steward who was awaiting his
n
do
master
s
vt
counts steward who was awaiting his
do
master
ind cl
[at the corner of the street they met the
counts steward] [who was awaiting his
adj dep cl
master]
cx
A
at the corner of the street,they met the
,
counts steward, who was awaiting his
master .
declarative
5
they met
steward
corner
street
who was awaiting master
Motivating Students to Try
• It’s practice, so there’s no pressure.
• Your students know they don’t get
grammar.
• DGP won’t go away like a two-week
grammar unit will.
• DGP is served in small helpings.
• Positive reinforcement works!
• Pre-test and post-test
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)
100
90
80
70
60
50
40
30
20
10
0
44
students
Evaluating Student Progress
grade 9
pre
grade 9
post
grade 10
pre
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)
100
90
80
70
60
50
40
30
20
10
0
pre-test
post-test (no
DGP)
post-test (DGP)
class class class class
A (26) B (23) C (27) D (26)
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Evaluating Student Progress
• Pre-test and post-test
• Daily sentences
Evaluating Student Progress
• Pre-test and post-test
• Daily sentences
• Application of concepts
Evaluating Student Progress
•
•
•
•
Pre-test and post-test
Daily sentences
Application of concepts
DGP quiz
Warnings
• You must make DGP a priority every day.
• Don’t 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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No Adjectives Allowed
Strategies for connecting
grammar and writing from
DGP Plus:
Building Stronger Writers
Sentence Combining
• Two independent clauses joined by a
coordinating conjunction
• One independent clause with a compound
verb
• A sentence with an introductory adverb
clause
• A sentence with an essential adjective
clause
The students learned grammar. They improved as
writers.
Words-in-the-box
• article, adjective, noun, verb, article,
noun
Sentence Combining
• A sentence with a gerund as the subject
• A sentence with an introductory participial
phrase
• A sentence with an introductory
prepositional phrase
• A sentence with an appositive
The students learned grammar. They improved as
writers.
Words-in-the-box
• article, noun, verb, adverb,
conjunction, adverb
• possessive pronoun, noun, participle,
preposition, article, adjective, noun,
noun, action verb, adverb,
preposition, noun
• helping verb, noun, action verb,
preposition, article, noun
• His feet freezing from the cold floor,
Geoffrey jumped back into bed.
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[email protected]
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