41. Language Arts Standard 6: K-3rd grammar usage in Writing and Speaking. 6.3 Identify and correctly use various partsof speech subject/verb agreement, identify, use pronouns adjectives,compound http://www.brentwood.k12.ca.us/busd/curriculum/standards/lang_arts/k3_la_standar

k-3 Standard 6: Written and Oral English Language Conventions Students write and speak with a command of standard English conventions Sentence Structure Kindergarten First Grade Second Grade Third Grade 6.1 Recognize and use complete, coherent sentences when speaking 6.1 Write and speak in complete, coherent sentences 6.1 Distinguish between complete and incomplete sentences 6.2 Recognize and use correct word order in written sentences 6.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences Grammar Usage in Writing and Speaking Kindergarten First Grade Second Grade Third Grade 6.2 Identify and correctly use singular and plural nouns 6.3 Identify and correctly use contractions and singular possessive nouns. 6.3 Identify and correctly use various parts of speech, including nouns and verbs

42. Grammar Matters help with some of the most common grammar challenges In these confusing cases, thecorrect usage might sound is simple Possessive pronouns don t use apostrophes http://www.notrain-nogain.org/Train/Res/Write/gram.asp

Steve Buttry offers some tricks to help with some of the most common grammar challenges. Buttry, Writing Coach at the Omaha World-Herald, compiled this handout for a workshop for the Virginia Press Association, April 16, 2004. Questions? Contact Steve at steve.buttry@owh.com, 402-444-1345, www.poynter.org/profile/profile.asp?user=1795. Click here to see the PowerPoint presentation used in this workshop. Back to Writing Resources Grammar Matters Even professional writers have difficulty with some grammar points. Here are some tricks to help with some of the most common grammar challenges: Who and whom A general rule is to use who as the subject of a verb. Otherwise, use whom . (Same with whoever and whomever Two ways to help you determine which to use: 1. Find the verb or verbs. If the pronoun does the action of a verb, it's

43. TAHLEQUAH PUBLIC SCHOOLS III. G, H, J. IA 2. Skills, grammar Review VI. Pronoun Case. Verb Forms/Tenses.VI. B. Demonstrate correct use of pronoun usage, pronounantecedent agreement http://www.tahlequah.k12.ok.us/curriculum/e2g&c.html

TAHLEQUAH PUBLIC SCHOOLS COURSE CURRICULUM TRIMESTER MAP Course Name: English II Grammar/Composition Week 1-3 Week 4-6 Week 7-9 Week 10-12 Okla. PASS Okla. PASS Okla. PASS Okla. PASS Concepts/ Content I. Grammar Review A. Parts of Speech B. Parts of Sentence C. Sentence Structure D. Parallel Structure E. Run-Ons/ Fragments II. Personal Writing III. Vocabulary Study VI. A, B. 7, 8, 12 V. A, B I. A. 2 I. Usage/Mechanics A. Correct Usage B. Capitalization C. Punctuation D. Confused Terms E. Plurals F. Spelling II. Introduction to Writing A. Writing for audience and purpose B. Types of writing III. Descriptive Writing A. Figurative Language B. Sound Devices C. Imagery IV. Vocabulary Study VI. B. 1, 2, 3, 9 V. A., B. I. A. 2 I. Research Skills II. Writing Process A. Types of expository writing B. Outlining C. Expository writing III. Vocabulary Study II. H III. D, F, H, J V. A, B, F I. A. 2 I. Subject/ Verb agreement II. Pronoun Case Pronoun/ Antecedent Agreement III. Verb Forms/Tenses

44. Name Units reviews. Individual work packets. 3.4 edit use resources to correct spelling,punctuation, grammar, and usage. November. Verbs/helping/irregular/. http://www.silverwoodschool.org/GrammarCurriculum.htm

Name Karen L. Ness School Silverwood School Year Grammar Month Content/ Grammar Skills Assessment Essential Learnings or Questions Materials September Prepositions/phrases/ object Identify prepositional phrases and objects of the prepositional phrase in sentences. Observational recordings Formal unit reviews Able to write a list of 53 prepositions from memory. Individual work packets 1.3 apply writing conventions know and apply correct spelling, grammar, sentence structure, punctuation, and capitalization Easy Grammar Wanda C. Phillips ISHA Enterprises, INC. October Subject/Predicate Capitalization Use a line to divide a sentence into subject and predicate. Take notes of capitalization rules. Units reviews Individual work packets 3.4 edit use resources to correct spelling, punctuation, grammar, and usage November Verbs/helping/irregular/ Linking –Direct Objects Identify verb/verb phrases in a sentence. Conjugation of irregular verbs. Difference between linking and action verbs. Identify direct objects. Test on conjugation of irregular verbs List 20 linking verbs from memory.

45. Language Arts - AL: Grade 4 learner will be able to correctly handle usage problems. grammar, Application, Master,AL Course of Study, Bulletin 1999 will be able to use the correct forms of http://www.dothan.k12.al.us/curriculum/elementary/CR24244.HTM

Index Mathematics Science Language Arts AL: Kindergarten AL: Grade 1 AL: Grade 2 AL: Grade 3 AL: Grade 4 AL: Grade 5 Introduction Ordering Info Made with Curriculum Designer by EdVISION.com Dothan City Elementary Language Arts - AL: Grade 4 Printable Version Goals and Descriptions Genres Language Arts Processes ... Writing Genres Genres Description Nonfiction: Reading The learner will be able to read a variety of nonfiction. Strand Bloom's Scope Source Activities Informational Text Master AL: Course of Study, Bulletin 1999, No. 17, Grade 4, p.38, #9 Classroom Poetry: Variety The learner will be able to read a wide variety of poetry. Strand Bloom's Scope Source Activities Poetry Comprehension Master AL: Course of Study, Bulletin 1999, No. 17, Grade 4, p.38, #9 Classroom Informational: Understand The learner will be able to read and understand a variety of informational texts. Strand Bloom's Scope Source Activities Informational Text Comprehension Master Stanford Achievement Test (SAT-9), Version 9, Intermediate 1, Reading Comprehension week tested: 32. Classroom Fiction: Genres The learner will be able to read a variety of fiction works.

46. Language Arts - AL: Grade 3 will be able to correctly handle usage problems grammar, Application, Master, StanfordAchievement Test (SAT9 The learner will be able to use correct subject-verb http://www.dothan.k12.al.us/curriculum/elementary/CR24243.HTM

Index Mathematics Science Language Arts AL: Kindergarten AL: Grade 1 AL: Grade 2 AL: Grade 3 AL: Grade 4 AL: Grade 5 Introduction Ordering Info Made with Curriculum Designer by EdVISION.com Dothan City Elementary Language Arts - AL: Grade 3 Printable Version Goals and Descriptions Genres Language Arts Processes ... Writing Genres Genres Description Nonfiction: Reading The learner will be able to read a variety of nonfiction. Strand Bloom's Scope Source Activities Informational Text Master AL: Course of Study, Bulletin 1999, No. 17, Grade 3, p.32, #9 Classroom World Literature: Read/Understanding The learner will be able to comprehend the similarities and differences among multiple cultures through exposure to literature from many cultures. Strand Bloom's Scope Source Activities World Literature Master AL: Course of Study, Bulletin 1999, No. 17, Grade 3, p.33, #14 Classroom Poetry: Variety The learner will be able to read a wide variety of poetry. Strand Bloom's Scope Source Activities Poetry Comprehension Master AL: Course of Study, Bulletin 1999, No. 17, Grade 3, p.32, #9 Classroom Informational: Understand The learner will be able to read and understand a variety of informational texts.

47. 2002 Grade 5 Writing Item Map See rubric, 8. 399. 52. MC. 1. 3.b. grammar usage. use correctly pronouns. 9.401. 89. SCR. 17. 438. 73. MC. 1. 3.b. grammar usage. use correctly pronouns.18. 442. 49. MC. 1. http://www.cde.state.co.us/cdeassess/csap/2002/asitemmap_02g5wt.htm

Colorado Department of Education 2002 CSAP Grade 5 Writing – Item Map Sorted by Order of Difficulty Performance Level Order of Difficulty Scale Location Item Number Item Type Points for Item Standard Subcontent Area Writing Skill Notes/ Released Items Unsatisfactory Planning 2.d Extended Writing Plan, draft, revise, and edit for a final copy. Released #14 ECR Extended Writing See rubric Released #14 3- Lang Use ECR Extended Writing See rubric Released #14 MC 3.b Use correctly: comparative adjectives. ECR Extended Writing See rubric Released #14 SCR 2.a Paragraph Writing See rubric SCR 2.a Paragraph Writing See rubric MC 3.b Use correctly: pronouns. SCR 2.a Paragraph Writing See rubric Editing 3.e Mechanics Identify and use correct spelling. Released #13 MC 3.d Mechanics Use conventions correctly: apostrophes in contractions. Partially Proficient ECR Extended Writing See rubric Released #14 ECR Extended Writing See rubric Released #14 SCR 2.a Paragraph Writing See rubric MC 3.d Mechanics Use conventions correctly: capitalization-proper nouns.

48. These Are The Grammar, Usage, And Style Errors Seen Most Commonly In Written Mat The most common grammar, usage, and style errors in print bit wordier, “his or her”is correct, both grammatically In general, don’t use the passive voice http://www.jpschoemer.com/MostCommonErrors.html

The most common grammar, usage, and style errors in print today. Below are errors that probably 95 percent of all people make every single day. The good news is that, once you know what to look for, these errors are easy to avoid and/or fix in your daily writing. Description Wrong Right Comment Incorrectly hyphenating two words that jointly modify a word one year period; the lady is high-class; aptly-named dog one-year period; the lady is high class; aptly named dog never after an -ly word. Adding a hyphen after most prefixes semi-colon; pre-approved; re-phrase; co-worker semicolon; preapproved; rephrase; coworker always hyphenated. Using inch/foot marks and quotes/apostrophes interchangeably 10” x 2’; "Don't!" 10" x 2'; “Don’t!” Using two spaces after periods and colons ...the door. The result: trouble. ...the door. The result: trouble. Old typewriter convention generally appropriate only for monospaced type (e.g., Courier). Using a possessive apostrophe for nonpossessive words 1800s; CPUs; photos

49. Grammar Court The Court of grammar and Proper usage is now against the English language and numerousgrammar citations have The correct solution is to use the two singular http://www.stcwvc.org/galley/april/grammar.htm

Grammar Court by Michael Kesten, OTLA Communications Director All rise! The Court of Grammar and Proper Usage is now in session! Repeated offenses against the English language and numerous grammar citations have made it necessary to call this Court into session. Offenders, too numerous to name, include authors and writers of Trial Lawyer magazine articles, CLE syllabus materials, and all other means of written communications for public or organization dissemination. First up, the confusing case of That v. Which . These two words are often seen used interchangeably, with little regard for role or assignment. Common law, as interpreted by The Gregg Reference Manual , says which is always used to introduce nonessential clauses, and that is used to introduce essential clauses. Example: The doctor's report on soft tissue injuries, which I sent you last week, should be of some help. Which introduces a nonessential clause. The doctor's report that explains soft tissue injuries should be of some help. That introduces an essential clause and helps define the meaning of a sentence. In other words, if you can read the sentence without the clause, use

50. Grammar confusion, even among those versed in English grammar. person, then the appropriatepronoun to use is that Example 2 (correct usage) The waitress who served me http://www.grammarerrors.com/grammar.html

HOME INTRODUCTION RESOURCES FEEDBACK ... THE REAL WORLD aren't I/am I not The expression aren't I is often used in place of am I not , particularly in conversational speech. Example 1 (incorrect usage) : I'm going with you on vacation, aren't I Although the use of this phrase is widespread, it is atrocious English that could be considered equivalent to you is , a phrase which most educated people abhor (although for some reason, these same people have no qualms about saying aren't I ). The correct form of the sentence in Example 1 is as follows: Example 2 (correct usage) : I'm going with you on vacation, am I not If you read this sentence aloud, it probably sounds awkward and formal, perhaps even a bit hoity-toity. However, it is correct English. If the phrase aren't I is converted from a question to a statement, I aren't , it becomes obvious that is very grammatically incorrect. Drug is often used as the past tense of drag, as in the following example: Example: I drug myself out of bed this morning. The past tense of drag is actually dragged , not drug . This error is particularly common in speech. Even Bill Clinton once made this blunder on national television, returning to bad habits he developed as a youth growing up in Arkansas.

51. Summary Page: Foundations Of Grammar Foundations of grammar. identify how to correctly use commonly confusedword pairs. identify the correct usage of commonly misused verbs. http://training.beida-online.com/coursecatalog/Summary/COMM0201A2.htm

Foundations of Grammar Overview/Description Target Audience Suggested Prerequisite Expected Duration ... Lesson Objectives Overview/Description When do you use "your" or "you're"? "Me" or "myself"? Is "good" an adverb or an adjective? Understanding how to use various types of words is a building block of good writing. To be a good writer, you must have a thorough understanding of the basic parts of speech that identify and classify types of words. Then, you must be capable of applying the necessary guidelines for more complex uses of various word types. In this course, you'll complete a comprehensive study on using words correctly. You'll study everything from pronouns to possessives, and you'll discover how to avoid the most common usage errors. When you've finished the course, you'll have the necessary building blocks to develop your skill as a top-notch writer. Target Audience Managers, supervisors, team leaders Suggested Prerequisite None Expected Duration 2.5 hours Lesson Objectives: Parts of Speech recognize the importance of knowing the parts of speech and using them correctly.

52. Language Arts - English II grammar usage The learner will be able to write and learner will be able to use pronounsin sentences learner will be able to use correct sentence structure http://www.altusschools.k12.ok.us/District/Curric/L.Arts/DISTRICT/CR26025.HTM

53. Pronouns Choosing correctly between which and that and between who the most Frequently AskedQuestions about English grammar. Quinion s article on this usage and the http://webster.commnet.edu/grammar/pronouns1.htm

Pronouns Definition Generally (but not always) pronouns stand for ( pro + noun) or refer to a noun, an individual or individuals or thing or things (the pronoun's antecedent) whose identity is made clear earlier in the text. For instance, we are bewildered by writers who claim something like They say that eating beef is bad for you. They is a pronoun referring to someone, but who are they? Cows? whom do they represent? Sloppy use of pronouns is unfair. Not all pronouns will refer to an antecedent, however. Everyone here earns over a thousand dollars a day. The word "everyone" has no antecedent. The problem of agreement between a pronoun and its antecedent and between a pronoun and its verb is treated in another section on Pronoun-Antecedent Consistency . The quizzes on pronoun usage are also listed at the end of that section. This section will list and briefly describe the several kinds of pronouns. KINDS OF PRONOUNS: Personal Demonstrative Indefinite Relative ... Reciprocal Personal Pronouns Unlike English nouns, which usually do not change form except for the addition of an -s ending to create the plural or the apostrophe + s to create the possessive, personal pronouns (which stand for persons or things) change form according to their various uses within a sentence. Thus

54. Category VI - Grammar/Usage/Mechanics grammar/usage/Mechanics Questions. Do the pronouns conform to standard conventions Correctuse of subjective, objective, and possessive forms is a consideration http://www.msu.edu/~jdowell/areaVI.html

Category VI - Grammar/Usage/Mechanics This category is last on the Rubric which indicates that editing should be the last part of the writing process. "Grammar" and "usage" refer to the conventions of edited American English that relate to parts of speech in both writing and speaking. The use of verbs and their auxiliary forms, noun and pronoun forms, and adjective and adverb forms should conform, under most circumstances, to the accepted conventions. While it may be appropriate for someone to say "It don't make no difference" in a college dialogue, it usually would not be appropriate in the expository prose written for composition classes. Mechanics indicates the conventions of spelling, punctuation, quotation, and capitalization of edited American English which are expected by most members of an educated American audience. Word omission or repetition and errors in manuscript form are also listed in this category. Because differences of opinion about the various conventions are inevitable, the will serve as the grammar/usage/mechanics guide.

55. Linking Words, Linking Verbs, And Correct Pronoun Usage, Today's Free English Le MyEnglishTeacher.net. I am I Lesson Topic Linking Verbs and correct Pronoun usage. Beforewe tell you the correct answer, let s explain the grammar. http://www.myenglishteacher.net/linkingwordsandpronouns.html

"Thanks for helping me get the A+. I'm going to grad school!" Simon D., UCLA The Web site just for English students June 9th, 2004 6:15am Looking for something? see the answers now! Welcome to this week's writing lesson from MyEnglishTeacher.net I am I Lesson Topic: Linking Verbs and Correct Pronoun Usage Let's say Kevin calls John on the phone. He asks for John by name because he doesn't recognize John's voice. The conversation begins like this: John: Hello. Kevin: Hello, is John there? What should John say? He has two choices: It's me. -OR- It's I. Before we tell you the correct answer, let's explain the grammar. A pronoun is a word that takes the place of a noun. For example Michelle is my friend. She gave me a present. For this lesson, we will concentrate on pronouns that DO actions and pronouns that RECEIVE actions. Subject Pronoun (performer or does action) Object Pronoun receives action) I me you you he him she her it it we us they them who whom Example: Michelle is my friend.

56. Spanish Grammar: Subject Pronouns Explanation subject pronouns. Home Page. Pronunciation. grammar. Vocabulary. Verb Drills. Travel the form "youall" this usage is not considered to be That is, each of the following is http://www.studyspanish.com/lessons/subpro.htm

Practice Exercises learn spanish Home Page Pronunciation Grammar Vocabulary ... Premium Services learn spanish Practice Exercises Subject Pronouns A verb is an action word. run sit eat sink swim study The main form of a verb is called the infinitive. In English, infinitives include the word "to." to run to sit to eat to sink to swim to study The infinitive is the pure form of a verb. The infinitive is like a lump of clay that can be molded to match the subject of the sentence it is used in: I speak you speak he/she speaks we speak you-all* speak they speak Note: The above forms are called conjugations of the infinitive to speak Regarding the form "you-all" : this usage is not considered to be standard English. In standard English, the same word is used for both the singular you and the plural you. That is, each of the following is correct: You have a tail light out, ma’am. You (kids) have soccer practice at four. In the first sentence, "you" refers to the singular ma’am. In the second sentence, "you" refers to the plural kids. To avoid confusion between you (singular) and you (plural), we will employ the non-standard English usage "you-all" to indicate you (plural). This will be very beneficial to y'all, particularly at the beginning of your studies. The words I, you, he, she, we, you-all, and they are called subject pronouns. Spanish has corresponding subject pronouns. Here’s a list of the English subject pronouns and their Spanish equivalents:

57. Arts, Writers Resources, Style Guides: Grammar of common errors that are becoming generally accepted as correct. A minicourse inEnglish usage. and organizes writing guides and grammar handouts created by http://www.combose.com/Arts/Writers_Resources/Style_Guides/Grammar/

Top Arts Writers Resources Style Guides ... Quizzes and Handouts Related links of interest: Business:Business Services:Communications:Writing and Editing:Editing and Proofreading Arts:Education:Language Arts:English Arts:Education:Language Arts:English:English as a Second Language:Student Resources:Grammar and Vocabulary "Get It Write"English Grammar and Usage Tips - The site offers a new tip about English grammar and usage every two weeks. Currently the archive contains thirty-four tips. People can subscribe to have the tips sent to their e-mail address free of charge. 'Postrophe's Rule! - Archive of naive misuses of apostrophes in written English, with a discussion of likely sources of error and ongoing changes in style. A Concise Guide to Writing, Language, and Grammar - Rules of capitalization and punctuation, as well as commonly mispronounced and misspelled words. ACE Copyediting - A free monthly self-help writing guide for students of the English language who want to communicate more effectively. Guide covers grammar, punctuation, spelling, cliches, and jargon. Basic Cozy Grammar Course - A light hearted approach to learning basic English grammar. Featuring 27 lessons contained on two videos with companion workbook/study guide.

58. Using Ruth Heller's Books To Teach Grammar: Pronouns (Semantics Does it make sense? ) 42. Topic Writing Standard Applies correctprinciples of grammar, parts of speech, and usage and mechanics http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=13321

59. Don Ranly: Grammar, Style And Usage (Two Parts) 1430 (with break) Part 2 of grammar, Style usage will concentrate you ll rediscoverthe importance of a stylebook and ways to remember correct usage. http://www.ranly.com/programs/grammar2.html

Home About Don Ranly Contact Biography ... Programs Full-Day Programs Ranly on Writing (3 day) Ranly on Writing (2 day) Ranly on Writing (1 day) Ranly on Writing w/critiques(1 day) ... Reinventing Print (1 day) One-to-Three Hour Programs Breaking Through the Clutter Improving Your Interviewing Skills Refrigerator Journalism Reinventing Print ... For whom, where and when Grammar, Style and Usage (Two Parts): One Day Part I: Mastering Correct and Consistent Punctuation 8:30-noon (with break) Discover: seven nearly infallible rules to master those pesky commas rules for punctuating complex and compound sentences practical reasons for knowing the difference between restrictive and nonrestrictive clauses the difference between "which" and "that" when to place a comma between adjectives how to know when that hyphen is necessary for clarity when and how to use the much-abused apostrophe the precise use of the semicolon Part II: Mastering the Pronoun and the Verb; Consistent Style and Correct Usage 1-4:30 (with break) Review: why and how the personal pronoun changes its form how to have pronoun agreement and avoid sexism how to be consistent with the tense of your verbs how to recognize and banish the passive voice in most cases why the subjunctive mood is not dead and should not die why purists still avoid splitting infinitives

60. Common Grammatical Errors correct usage, Explanation. Since there is disagreement on which is correct, bothare acceptable. For further information on grammar, refer to Van Winkle H http://www.geocities.com/CollegePark/Union/5092/gram.html

Common Grammatical Errors Some Basic Concepts By definition, a sentence has the following properties: it contains a subject it contains a verb it expresses a complete thought E.g., the sentence "Japan prospers" has a subject: "Japan"; a verb: "prospers"; and it conveys a complete thought or idea that makes sense. Most sentences also have an object (receiver of the action); e.g., in the sentence "John kicked the ball," the object is "the ball." Run-on Sentences (fused sentences) Incorrect usage Correct usage Explanation I jogged everyday I wanted to get fit. I jogged everyday, for I wanted to get fit. I jogged everyday; I wanted to get fit. I jogged everyday. I wanted to get fit. Since I wanted to get fit, I jogged everyday. Trying to get fit, I jogged everyday. Run-on sentences occur when two main clauses have no punctuation between them. Comma Faults (comma splices) Incorrect usage Correct usage Explanation I jogged everyday, I wanted to get fit. I jogged everyday, for I wanted to get fit. I jogged everyday; I wanted to get fit. I jogged everyday. I wanted to get fit.

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