grammar/spelling/handwriting Flashcards
The structure of language; that is, how words combine to form sentences
grammar
The socially preferred or “correct” way of using language
usage
what does grammar instruction focus on?
Parts of speech
Parts of sentences
Types of sentences
Capitalization and punctuation
Usage
what are the 8 parts of speech
noun, adjective, adverb, interjection, verb, preposition, conjunction, pronoun
names a person, place, or thing
noun
tells how often, how, when, where. describes a verb, an adjective, or adverb
adverb
word or group of words that describe an action or expression
verb
describes a noun or pronoun
adjective
used before a noun, pronoun, or gerund, to show place, time, direction in a sentence
preposition
join words or groups of words in a sentence
conjunction
replace the name of a person place or thing or idea in a sentence
pronoun
express strong emotion and is often followed by an exclamation point
interjection
consists of a subject and a predicate. can be an independent clause or a dependent clause
clause
Complete thought and can stand alone
independent clause
- Incomplete thought and cannot stand alone
dependent clause
Contains only one independent clause
simple sentence
Contains more than one
independent clause
compound sentence
contains independent and dependent clause
complex sentence
two or more independent clauses, one or more dependent clauses
compound complex sentence
statements
declarative sentences
asks questions
interrogative sentence
states commands
imperative sentence
communicates strong emotions or surprise
exclamatory sentences
used to connect independent clauses
semicolon
three main uses. The first is after a word introducing a quotation, an explanation, an example, or a
series
colon
Used to separate words into statements
dash
Used to join two or more words together into a compound term and is not separated by spaces
hyphen
Used to contain words that need a further explanation or are considered a group
brackets and parentheses
(Three dots) indicates that part of the text has been intentionally been left out
ellipsis
used as a substitute for a missing letter or letters in a word (as in the contraction cannot =
can’t), to show the possessive case (Jane’s room), and in the plural of letters, some numbers and abbreviations.
Note: groups of years no longer require an apostrophe (for example, the 1950s or the 90s)
apostrophe
Children string scribbles, letters, and letter like forms
together, but don’t associate the marks with any
specific phonemes.
* This stage is typical of 3 to 5 year olds.
emergent spelling
- Children learn to represent phonemes in words with
letters. - Understanding that there is a link between letters and
sounds. - This stage is typical of 5 to 7 year olds.
letter name alphabetic spelling
Begin this stage when they can spell most one
syllable short vowel words, and during the stage they
learn to spell long vowel patterns and r-controlled
vowels.
* This stage is typical of 7 to 9 year olds.
within word pattern spelling
Focus on syllables and apply what they’ve learned
about one-syllable words to longer, multisyllabic words
* Learn about endings (-s, -es, -ed, and –ing) and rules
about consonant doubling, changing the final y to i, or
dropping the final e before adding a suffix.
* Learn compound words, contractions and some of the
more common prefixes and suffixes.
* This stage is typical of 9 to 11 year olds.
syllables and affixes
Students explore the relationship between spelling
and meaning
* Learn that words with related meanings are often
related in spelling despite changes in vowel and
consonant sounds (e.g., wise – wisdom; sign – signal;
nation – national)
* Learn about Latin and Greek root words and
derivational affixes (e.g., amphi-, pre-, able-, -tion)
* This stage is typical of 11 to 14 year olds.
derivational relations spelling
the conventional spellings of language
orthograph
rather than saying sound it out while trying to spell, say “______”
think it out
what are the two most important ways students learn to spell
Daily Reading Activities
Daily Writing Activities
help students develop legible forms
so they can communicate effectively through writing.
handwriting
____ and ___ are the two most important criteria in
determining handwriting quality.
legibility and fluency
