grammar/spelling/handwriting

Question 1

The structure of language; that is, how words combine to form sentences

Answer 1

grammar

Question 2

The socially preferred or “correct” way of using language

Answer 2

usage

Question 3

what does grammar instruction focus on?

Answer 3

Parts of speech
Parts of sentences
Types of sentences
Capitalization and punctuation
Usage

Question 4

what are the 8 parts of speech

Answer 4

noun, adjective, adverb, interjection, verb, preposition, conjunction, pronoun

Question 5

names a person, place, or thing

Answer 5

noun

Question 6

tells how often, how, when, where. describes a verb, an adjective, or adverb

Answer 6

adverb

Question 7

word or group of words that describe an action or expression

Answer 7

verb

Question 8

describes a noun or pronoun

Answer 8

adjective

Question 9

used before a noun, pronoun, or gerund, to show place, time, direction in a sentence

Answer 9

preposition

Question 10

join words or groups of words in a sentence

Answer 10

conjunction

Question 11

replace the name of a person place or thing or idea in a sentence

Answer 11

pronoun

Question 12

express strong emotion and is often followed by an exclamation point

Answer 12

interjection

Question 13

consists of a subject and a predicate. can be an independent clause or a dependent clause

Answer 13

clause

Question 14

Complete thought and can stand alone

Answer 14

independent clause

Question 15

• Incomplete thought and cannot stand alone

Answer 15

dependent clause

Question 16

Contains only one independent clause

Answer 16

simple sentence

Question 17

Contains more than one
independent clause

Answer 17

compound sentence

Question 18

contains independent and dependent clause

Answer 18

complex sentence

Question 19

two or more independent clauses, one or more dependent clauses

Answer 19

compound complex sentence

Question 20

statements

Answer 20

declarative sentences

Question 21

asks questions

Answer 21

interrogative sentence

Question 22

states commands

Answer 22

imperative sentence

Question 23

communicates strong emotions or surprise

Answer 23

exclamatory sentences

Question 24

used to connect independent clauses

Answer 24

semicolon

Question 25

three main uses. The first is after a word introducing a quotation, an explanation, an example, or a series

Answer 25

colon

Question 26

Used to separate words into statements

Answer 26

dash

Question 27

Used to join two or more words together into a compound term and is not separated by spaces

Answer 27

hyphen

Question 28

Used to contain words that need a further explanation or are considered a group

Answer 28

brackets and parentheses

Question 29

(Three dots) indicates that part of the text has been intentionally been left out

Answer 29

ellipsis

Question 30

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)

Answer 30

apostrophe

Question 31

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.

Answer 31

emergent spelling

Question 32

* 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.

Answer 32

letter name alphabetic spelling

Question 33

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.

Answer 33

within word pattern spelling

Question 34

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.

Answer 34

syllables and affixes

Question 35

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.

Answer 35

derivational relations spelling

Question 36

the conventional spellings of language

Answer 36

orthograph

Question 37

rather than saying sound it out while trying to spell, say "______"

Answer 37

think it out

Question 38

what are the two most important ways students learn to spell

Answer 38

Daily Reading Activities Daily Writing Activities

Question 39

help students develop legible forms so they can communicate effectively through writing.

Answer 39

handwriting

Question 40

____ and ___ are the two most important criteria in determining handwriting quality.

Answer 40

legibility and fluency