Digital Download Daily Warm-ups Grammar Amp; Usage Level I

Note from Dave: Ever since I started using Doug Stark's approach to grammar and mechanics instruction, I've been encouraging him to share it with the wider world. I first became a believer when I saw the results: when I taught kids after they'd had Doug, there was a noticeable difference in their mastery of the English language.

To me, these warm-ups are the epitome of being as clear and impactful and purposefully repetitive [1] as we can be. Why would we teach grammar and mechanics this way? tag_hash_105________________________________________________________________________________________________________________________________________________________________________________________________________________

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With that said, I am so proud to introduce Doug's newly remastered warm-ups series, Mechanics Instruction that Sticks: Using Simple Warm-Ups to Improve Student Writing, which includes four levels of full year's worth of warm-ups (13 units per level) as well as quizzes for each unit and three supplemental activities). MITS is the first digital product I've published that wasn't my own, and I could not be prouder. I am so grateful and excited to introduce to you, Doug Stark.

Because I had put up posters with models of different sentence structures, I found it much easier to teach sentence variety. Often times, before students would begin writing, I would simply ask students to use and highlight a particular sentence structure. I felt like I had finally found a functional, logical way to teach students to use punctuation properly.

Step 1: When students enter the room, a copy of the warm-up is projected on the screen in the front of my classroom. Printed copies of the warm-up will be sitting in the front of the classroom, right next to the door. Students know to grab a sheet when they enter. (See Figure 1 for the sample warm-up on semicolons being used in this explanation; click on the Figure to see a larger version.)

Step 3: After a minute I will start randomly calling on students to help me fill in the necessary background knowledge. I try to get through this process as quickly as possible. Sometimes I fill it in on my copy; sometimes we just go over it verbally.

Step 4: I read through the directions for the application exercise (1-3 in this case) and get kids started. As kids work, I quickly circulate around the room, focusing on students who I know are struggling. In most cases, I circulate for no more than about 1-2 minutes.

Step 8: After a minute or two, we are ready to correct the warm-up. Most of the time I will have students correct their own warm-ups. Sometimes I will have them exchange papers. I ALWAYS have the students put some type of grade on the warm-up, and I ALWAYS collect the final product. How you choose to grade these warm-ups is totally up to you. Because I call on students randomly as we correct the warm-up, I rarely have any issues with students not finishing. I also make sure that kids understand that this is a timed assignment and will often place a stopwatch on top of my copy under the document camera, so they can see how long they have to work.

Step 9: For the first three, I would simply call on a student randomly to tell me where he/she placed punctuation. If the student gets anything wrong, I will try to talk him/her through his/her mistake.

Step 11: Finally, for number five (see Figure 1), I would ask one student to identify the best response and to briefly explain why it was best. I would then go through the incorrect answers, asking random students to explain why each example was incorrect.

My preference is to complete approximately three warm-ups a week (30-35 minutes of instructional time). Because my school is now on a semester schedule with 60 minute periods, I still have 45-50 minutes to initiate and complete a lesson on days when I use a warm-up. If I need the whole 60 minutes, I skip the warm-up on that particular day.

Using warm-ups or any other type of worksheet will have zero effect on student achievement if it is not tied to extensive, repeated opportunities to write. I have always looked at these warm-ups as mini-lessons designed to improve the writing ability of my students, not as a replacement for authentic writing.

Hi Pam! Doug sometimes includes random words errors in the sentence revision sections to touch on some word errors that hang some students up. With those sections of the warm-ups, you want the kids to be able to speak to word errors, if applicable, when they are discussing why a given sentence is one of the wrong answers.

I have purchased this resource for use in 7th grade, and my colleague is interested in using it as well in 8th grade. Do you have a suggestion for this, or have you developed a resource to use before or after this program?

Hi Cyndy,

Doug and I have heard of teachers using the warm-ups digitally, and once in awhile we experiment with putting one warm-up on the projector and having kids do the work on their own sheet of paper. We find that that works well for some of the exercises (e.g., sentence creation) but less well for others (e.g., sentence corrections).

I have loved using MITS with my 9th graders, and now my whole department will be using them next year! My question is in regards to technology: Any chance the handbook will be published in Google Docs format?

Doug and Dave, this is another note of gratitude. Last year, when I asked my high school colleagues if they taught grammar and what strategies they used, I did not get much of a response. One person did say he had bought something online and he would share it with me, which he did. This year, I made the class time to put it to use and have seen strong results. The concepts are easy to follow and it is all very well presented. I especially love the ability to edit my own version, which I use to personalize it for my students. In short, it is a top-notch resource and I plan to keep using it. I just ordered my own copy so that you would receive payment since I got the first one without paying. Thank you for the time and effort it took to create this and make it available. Cheers, Harth Portland, OR

Hi there! I teach 6th, 7th, and 8th grades. Any suggestions about how to implement this across all grade levels? I notice that Level A says grades 6-8 and I cannot repeat the same program each year. Thank you!

Hello! I purchased sets A and B several years ago while teaching at another school district. I noticed there has been an update to your programs, and looking through your notes it was mentioned that you sent an email about the updates to customers who purchased the programs prior to 2018. I think I may have missed the email in my move from my old school to my new one. Is there any way to access the updated versions on sets A and B?

Give your students daily grammar practice for 3rd grade grammar concepts with this digital and print resource! This resource provides 36 weeks of editable, quick, daily grammar practice. Each grammar worksheet is fully editable in both the printable version and the digital Google Slides version. Plus, tutorials are included to make assigning, editing, and using this resource super simple and user-friendly.

The first quarter of each grade level focuses on reviewing standards from the previous grade, allowing you to start teaching grade level standards while reviewing previously learned content. This allows you to teach new content before students are expected to complete grade-level specific questions independently.

Each week has four days of practice to accommodate a variety of school schedules that may contain late start or early dismissal, allowing you take a day of review out of your calendar to free up time for other content. You can use the editable version to create an extra day of practice if you need five days, or you can spend the fifth day reviewing the grammar practice and reteaching concepts that students struggled with throughout the week.

These daily grammar practice worksheets work well with our week-long Digital Interactive Grammar Units. Those units will help you teach the content and then you can review the content daily using these grammar practice worksheets. Find those units here.

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When starting a language lesson, it is important for you as the teacher to get your students into the right mindset first. This applies to all ages and levels. ESL warm-up activities for adults may differ a little from ESL games and activities for kids and teens, but they are of the same importance.

ESL warm-up activities and icebreakers can also be used in the middle of the lesson if your students need a break. If you notice that students are no longer paying attention, are bored or tired, or just need a respite from difficult content, pull out a warm-up activity in the middle of class to get things back on track! 152ee80cbc

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