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“But I don’t have time to teach grammar!”

Ever feel like you need more time for grammar instruction, but just can’t seem to find the time? That’s certainly how my colleagues and I feel. Hence, one of them went off on a search for a solution. I think she found it. The solution? Getting Grammar: 150 New Ways to Teach an Old Subject, by Donna Hooker Topping and Sandra Josephs Hoffman. The book contains some tutorials on grammar for teachers, which is helpful. However, it provides a variety of short activities to do with students to boost their grammatical abilities. Check out Chapter Three of the book by clicking here.

As a result, I’m going to spend the this-coming week’s Morning Meeting Activity Time doing some of the activities from Chapter Three, which focuses on nouns and pronouns. (I’m waiting for my copy of the book to arrive since I only previewed it online.) Some of the activities I’m doing this week are:

  • Crazy Compound Words*
  • Opposites Attract*
  • Touch Nouns
  • Stand Up for Proper Nouns
  • People, Places, and Things
  • * = Sample of what I created to use with my kids below.

    Each of these activities should take about ten minutes to do. I decided to do them at Morning Meeting since my Morning Meeting Activities often have an academic component. I’m looking forward to trying these out this week.

    Opposites Attract Game Cards (three matches shown)
    Opposites Attract Game Cards (three matches shown)
    Crazy Compound Words Card Deck with Labeled Partner Letters for Mixing Purposes
    Crazy Compound Words Card Deck with Labeled Partner Letters for Mixing Purposes

    Stacey Shubitz View All

    Literacy Consultant. Author. Former 4th and 5th Grade Classroom Teacher.

    One thought on ““But I don’t have time to teach grammar!” Leave a comment

    1. One of the good things about pacing guides in my district is that I have to teach grammar a few times a week. One of the ideas I used when it came to teaching subjects and predicate is to type of a list of sentences and cut them apart. One half of the strip had a subject and the other strip had the predicate. Since I have 30 students, I made 15 sentence strips.

      When students came through the door, I handed them a half strip. Their task, once I gave the word go, was to find their partner with the other half of their strip. Once their partner was found, they had to identify out loud what the subject and predicate was of their sentence and then also state the simple subject and simple predicate.

      My students really seemed to get a lot more out of this than just doing it on paper!


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