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oo Brey enancee Chapter Il language tools: Grammar ___ and Mand writing a Summary. Grammar. eae 7) Spelling are such importa +pols to = dstudent success. \nstead of tote Memorizahon na raMMAr CUeS, Students use novels feading +p_refine grammar sliils, Being | “lawnare of Student grammar errors are _ _{common _and_ye_can 4enCh Students fe vor through ‘nem. The alphabet pancipw is lused ty» address _phonenc_cauaress oF tne oiphabet and helps Sndents eam. They. pcre e importa nt _ SHS Guth pandiwring Land cursive 1 increase wency « and_atturaay, \.Teacners each grammar using a nove} — jHeCQuse Ane old Metinod of using 1€xXt books and Naving students read rules, copy word etc. 1S meaningless ty students. Nos [teachers Uoork At _int themamnc jessons _ by USINg rcerds andl _semrence § fren lovvikS +v dO word Sorts, sentence naanip- Wiohon, and other dctivrties they may fran Wet otpre _circleS Gnd oor ke oy. jgrammar acnVitves , Anotner option 1s reading —— And Whiting WoritSh ops Where students USe Novel related seniences and _prachee edring drettS using grammar sl iis, ae oo apply their grammar Knowledge te reports __ land other aspects ‘rm themanc units. Using grammar port aun isso much _ imo impacto —.___Jltne_most_comman +ypts of grammar. . USAGe edrs are irreguidr Netto Forms, ————pasi- +ense forms, non standdrd wrt forms, chuble sopyeciS, non standard _ “Pronoun _ CONVEISE with GU “plans mies aA Conversanons * PUrTIC\ pOre “OKers Counsel | advice ‘Students Chole ot took | PKS \eqaers TUIMTNS ries «SeTS Scnedure soHerntes reading “Pldn S$ qesessment sComprenendg leoot | rhands on 4. Teachers Creare Des Mr \\keranKre CWURS bY idenhtying ave Av seven daok¥s That allow srodents +s tind GN IMLLSTOG WEL OF Heme. Teli(ners LMQy Chowk SAWS OC NM- ACLKISE work. ANY Seren Ahor wilLengage LSTUdeMrS \S 4" game. S Some Sirengths of me _woxks nop ‘Oppmath tT redding and — writing lare vas Srv denis’ t> become advanted readers, eing avie +> 2 PVesS PENTA \ndependentiy |Cleepening Pnowledge, and advocating tw Anemselves Gnd others. Some areas o- Wed¥ness with Wor~snops Inctudés time iconsy mptton, dificult to measure, LOCO in Keeping Coders On 40M, Tand iack Oo accounraldliry or [Some _SrOGATS. We WeGLHerS Agsess Soden Weaning tn ‘reading nd Winting WovkSops_ oy lyse_ pe ChOSsrDDM_ Carts. The chars monty Sroaent progress and_can pe Yevewed as needed. As The isrudents Al VA the Chavis, tmey 6 Gevelop A MKhnse OF respons oiiry_- Tearners aiso pra Chee _lofpservanon Methods Gnd _inbervenhons as needed. artaree vk Ane VO ACKINES evorn tne VQ Mee WWCWdL sre ning Cemers, alling in The KWL daar, and the Cmpwersanons, Wee wrten AChwitTESs OS, AWMe Word WAIL, PO MPrS 7D daly QoesMNS, and We Wirnng Cee Wee WSU ACAVITe& are ee Added Any ane WONG WAN, Ka nRgQement ACI and The avr ceney ww @ —_WTeathers —shovid use content area tert bovis OS Q resoure , one of many. They can toe used Jo WOON SPREE _ Kegs ay ennance LCOMOLNeNSo of Wrote ennane

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