Multisensory Grammar AOGPE REV.pptx

Transcription

Multisensory Grammar
AOGPE 2014 Conference
TEACHING GRAMMAR
KAREN K. LEOPOLD,
MS.ED.
ACCREDITED TRAINING FELLOW/AOGPE
THE KILDONAN TEACHER TRAINING INSTITUTE CONSULTANT
EMAIL: [email protected]
2014 AOGPE Conference: Sessions 1E & 6C
Teaching Grammar to Middle and High School Students Ê  Using appropriate grammar when writing is especially difficult for dyslexic students Ê  Many dyslexics also have problems using correct grammar when talking Ê  Direct and explicit instruction is critical Ê  Providing multisensory instruction and practice helps students make the most progress Ê  All grammar concepts must be transferred directly into the students writing Ê  The ultimate goal of teaching grammar -‐ is for students know how to edit their writing and produce grammatically correct sentences 2
Copyright Protected 3/10/14 by Karen Leopold, Fellow/AOGPE
1
GRAMMAR Ê The rule-‐based system used to establish good sentence structure Ê Main purpose for learning grammar Ê To enable the student to write better sentences Ê Any parts of speech taught Ê Should be transferred immediately into writing 3
Spelling Errors Ê Misspellings should not be corrected Ê If a word cannot be read, just write the correct word in black pen Ê Spelling errors provide insight into student’s spelling ability 4
2
Teaching The Basics ~ Parts of Speech The big 8: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections PLUS articles, helping verbs, and the ellipsis 5
Whether you are diagramming a sentence or not, 2 steps must be completed first Ê  Sentence Analysis: determining a word’s part of speech Ê  Analysis should be completed in a specific order: article, noun, pronoun, verb, helping verb, adjective, adverb, preposition and its Object, interjection, conjunction, ellipsis Ê  Function Analysis: determining the function of a word or group of words Ê  Analysis should be completed in a specific order: verb/Simple Predicate, Simple Subject, Clauses, Conjunctions (Subordinate, Relative Pronouns , Complete Subject and Complete Predicate, then in depth analysis of Phrases, Objects, etc. By using a specified order of identification, the students learn the different parts of speech and functions by always looking for them 6
3
Article = a, an, the
n 
Tells a noun is coming soon
n 
A
Used before a single noun (or noun phrase) that begin with a consonant
Ex: a bird, a red apple
n 
n 
n 
An
n 
n 
n 
Used before a single noun (or noun phrase) that begins with a vowel
sound
Ex: an egg; an ugly duckling
The
n 
n 
Used before a single or plural noun (or noun phrase) that indicates a
specific person or thing(s)
Ex: the rabbit that ran away; the elephants
7
Noun
n 
n 
= person, place, thing, or an idea
Fits the Formula: the
three
2 Types:
n 
Common noun
n 
n 
Does not name a particular person, place, or thing
Is not capitalized
n 
n 
Ex: woman, city, building
Proper noun
n 
n 
Names a specific person, place, or thing
Is capitalized
n 
Ex: Jane, New York, Ford
8
4
Noun
n 
Teach concrete nouns first
n 
n 
Names an object, person, or thing
Can be:
n 
n 
n 
n 
n 
Names a quality, characteristic, or an idea
n 
Ex. Beauty, strength, love, courage
Nouns
n 
n 
9
Sensed and measured
Alive (animate) or not alive (inanimate)
Categorized
Drawn easily
Abstract nouns (conceptually more advanced)
n 
n 
n 
Can be described
Have synonyms and antonyms
Can be compared and contrasted
Noun
n 
Exercises
n 
Give students a list of nouns and have them
write a sentence for each noun
n 
Give students a topic or category and have
them generate a list of 10 -15 nouns
n  This
exercise can also be used when teaching
paragraph writing
10
5
Pronoun = takes the place of a noun, whose
identity is made clear earlier
Personal Pronouns
Subjective
singular
I
you
he
she
it
1st
2nd
3rd
plural
we
you
they
singular
Objective
plural
me
you
him
her
it
us
you
them
11
Pronoun
n 
Use text with proper/common nouns and have
student replace the nouns with common pronouns
n 
Later, talk about pronoun-antecedent (noun) agreement
n 
They must agree in number and singular/plural
n 
n 
Activities
A student in that all-women’s college should have no fears about her/their
future.
Label students with appropriate pronoun
n 
n 
Boy = I & he, Girl = I & she, object = it
Have other pronouns on cards (I, you, we, his, her, etc.)
n 
Act out when each student can use the other pronouns
12
6
Verb
= shows action or being
n 
Action verb:
n 
Being verb ~ shows existence
am
be
become
are
being
seem
I will _________________ (future)
Yesterday I ____________ (past)
I have ________________ (present perfect)
is
been
was
were
13
Verb
n 
Concrete nouns:
n 
Have observable actions, functions, or purposes
n 
n 
n 
Ex. Dog ran, girl sang, mom cooked
Ex. Ears listen, bark protects, sun heats
Concrete nouns with static qualities:
n 
Can be defined by non-movement
n 
Ex. Door hangs, mountains lie, tree stands
14
7
Verb
n 
First teach, use an inflected form of an action verb
Article + Noun + Verb –ed
n  First use with animate nouns
n 
n 
n 
n 
n 
Ex: The door squeaked.
Using -ed helps reduce student reliance on helping verb
+ verb -ing
Introduce student to regular and irregular pasttense verb patterns
§ 
§ 
15
Ex: The horse galloped.
Then use with inanimate nouns
Ex: gallop - galloped vs. stand - stood
Refer to pp.15-26 of Winston Teacher’s Manual &
Irregular Verb PDF file
Verb = shows action or being
n 
Inanimate Noun + Verb Relationships
These verbs are associated with inanimate nouns:
n 
n 
n 
n 
n 
n 
n 
n 
n 
verbs
Inanimate N + V
leaned
sat
lay
hovered
hung
stretched
rested
stood
spread
branch leaned
vase sat
towel lay
smoke hovered
picture hung
cloud stretched
umbrella rested
coat rack stood
oil spread
16
8
Verb Exercises
n 
Give students a list of verbs and have
them write a sentence for each verb
play
n  jump
n 
n 
Next, from a list of paired nouns and verbs
have the students write a sentence with
each pair
Jane ran __________________________.
n  The castle sat ______________________.
n 
17
Helping Verb
n 
Appears before the main verb
could
would
should
might
have
did
n 
may
had
does
am, are, is, was, were ~ can also act as helping verbs
n 
n 
can
will
shall
must
has
do
Ex: I am going with you. He is walking home.
Also called auxiliary verbs
18
9
Winston Grammar Worksheet #8
If you are using the Winston worksheets you
must change the coding directions.
n  Put a check over articles
n  Box nouns once
n  Box personal pronouns
n  Circle verbs
n  Underline with arrow all helping verbs.
19
2. The White Sox might be in the playoffs.
5. The giraffes had eaten the leaves from the tops of the trees.
6. The heavy rains kept the farmers from the fields.
20
10
Contractions
n 
n 
A word made up of 2 words combined into one
by omitting 1 or more letters
Often combine a pronoun with a linking verb or a
helping verb
n 
n 
n 
A helping verb + Not (adverb)
n 
n 
He + is = he’s [is = linking verb]
I + will = I’ll
[will = helping verb]
Was + not = wasn’t
Label each part of the contraction separately
(see handout for lists of contractions)
21
22
11
Adjective = adj. noun/pronoun
n 
Adjective show
n 
Comparison (adj. +er, adj. +est)
n 
Antonyms & synonyms
n 
n 
n 
n 
Ex: Taller, tallest
Antonyms: happy/sad, tall/short
Synonyms: Happy/glad, tall/high
L
Color and # !!
n 
Fits formula:
n 
Answers:
n 
J
the _________ person
the _________ object
Which one? What kind of? How many? How much?
23
Adjective = adj.
n  Nouns
noun/pronoun
can be used as adjectives
n  Ex:
sofa cushion, hotel lobby, bread
pudding, glass beads, French perfume
n  Determine which word is describing the
other
n  If
you took away the adjective would the noun
still make sense in the sentence?
n  He
ate bread pudding.
n  Did he eat pudding or did he eat bread?
24
12
Adjective Exercises
n 
Provide phrases of adjectives and nouns (pink dress)*
n 
n 
n 
Provided a noun with a space before it ( _______ candy)*
n 
n 
n 
Have the students generate the noun for each adj. (tall flower)
Provide adjective and noun phrases (dark castle)*
n 
n 
The students write in the adjective(s)
Write a sentence for a few phrases
Provide list of adjectives with a space after each adj. (tall)*
n 
n 
Have students identify the nouns and the adjectives
Then pick a few phrases to write in a sentence
Have the students change the adjective in front of each noun
Have student write many sentences using adjectives and
nouns
* = pages from DHK Writing Skills workbooks by EPS
25
Adjective Exercises
For a group of students (fold a paper into 3 columns):
1.  1st student writes 10 common nouns in the 3rd
column (a person’s name cannot be used); fold column under
2.  Next, student writes an adjective(s) answering
how many, how much, which one, or what kind
of in the 2nd column (without seeing list of nouns)
3.  3rd student writes an appropriate article in the 1st
column seeing all the columns
4.  Then, the 3rd/4th student orally completes the
sentence (Ex. The six purple calico cats danced all night.)
26
13
Adverb = adv.
n 
n 
n 
n 
Sept.
10
Often deals with time
Often can be moved to another place
in the sentence
________ly - Often ends in -ly (But not always, ex: silly)
Answers:
n 
n 
verb/ adverb/ adjective
When? Where? Why? How? To what extent?
Additional Information
n 
n 
n 
adv.
Adverb not is often contained in a contraction (ex: isn’t)
Very & not are always adverbs
Other adverbs: here, there, (where), never, ever, also, always,
too
27
Adverb Exercises
n 
Provide phrases of verbs and adverbs have students identify
the adverb (walked slowly)*
n 
n 
Provide a phrase containing a verb and adverb (sang ____)*
n 
n 
Have the students change the adverb as many times as they can in
some phrases and change the verb on other phrases
Provide sentences with a space before the noun and after
the verb (_______ man sleep ___________)*
n 
n 
Put in some verb-noun phrases also (to determine if students can
correctly identify the adverb)
Have students write in adjectives and adverbs
Have students write sentences with many adverbs
n 
Next, take the same sentence and then add adjectives
28
14
Adverb Exercises
For a group of students (fold paper into 3 columns):
1. 
1st student writes 10 verbs in the 2nd column
2. 
Next student writes an answering how or to
what extent in the 1st column
3. 
3rd student writes an adverb or adverbial phrase
answering when or where in the last column
and orally completes the sentence.
4. 
Ex. The dog quickly jumped over the house.
29
Winston Grammar Worksheet #14
If you are using the Winston
Grammar worksheets remember to
check if you have to change any
coding directions
Code all parts of speech learned so are
n  Draw arrows from adjectives and adverbs
to words they modify
n 
30
15
2. Pure water is delicious on a hot day.
4.  Tiny snakes are sometimes quite poisonous.
5.  We will plant an oak tree there.
31
Preposition = (prep.
n 
Most show direction or location (level I)
n 
n 
These are almost always prepositions: (levels II & III)
n 
n 
n 
32
at, by, during, (for), from, of, through, (to), with
Common prepositions that do not indicate
location: (level III)
n 
n 
Is anything a squirrel can do in relation to a tree,
a plane in relation to a cloud, etc.
about, after, against, before, beyond, except, until
Usually associated with spatial or temporal
relationships
Begin a prepositional phrase
16
Preposition = (prep.
Level I
In
At
On
Up
To
Down
Around
Near
Under
Above
Over
Inside
Outside
Off
Into
Level II
Below
Beneath
Across
Through
Toward, towards
Underneath
Upon
Between
Level III
About
After
Against
Along
Among
Before
Beyond
By
During
For
From
Of
Until
With
33
Prepositional Phrase = (Prep + OP)
n 
A group of words that start with a preposition and
ends with a noun or pronoun
n 
n 
The noun/pronoun after the preposition is the Object
of the Preposition (OP)
n 
n 
Phrase = a group of words not containing a verb and its
subject
Answers: What? Whom?
The prep. phrase can act as an ADJ. or ADV.
modifying another word in the sentence
ADJ
Prep.
n 
OP
Ex: She knows the guest (from Spain.)
34
17
Prepositional Phrase Exercises
First, exercises should be done with nouns,
then verbs, and finally with both nouns and
verbs
n 
Provide list of nouns (or verbs) with prepositional phrases*
n 
n 
Student codes the phrase and identifies the noun/verb modified and
the type of prep. phrase (ADJ./ADV.) (the door in the basement)
Provide the prepositional phrase with a blank before it
n 
Student adds a noun/verb before each phrase (______over the fence)
n 
Provide a list of nouns/verbs and prepositions
n 
Student uses sample phrases in a sentence
n 
Student matches a prepositional phrase after each noun/verb
35
Interjection !
n 
Words that indicate:
Noise ~ Bang! Boom!
n  Emotion ~ Ouch! Gosh!
n  Speed ~ Zip! Whoosh!
n 
n 
“Batman words”
36
18
Coordinating Conjunction
and
but
or
for
nor
yet
;
® 
n 
n 
n 
n 
n 
n 
n 
F
A
N
B
O
Y
;
=
=
=
=
=
=
=
cc
(for) is sometimes a preposition
and
nor
but
or
(yet) is sometimes and adverb
semicolon
Coordinating conjunctions form compounds, which
must be made of similar units
®  Ex: Sally and John = compound subjects
®  Ex:
Run and jump = compound verbs
37
n 
n 
When forming compound sentences, coordinating
conjunctions are always preceded by a comma
And
n 
n 
n 
n 
Means you’re going in the same direction
Forms a compound
Ex: We drove all day, and it was dark by the time we got home.
But
n 
n 
n 
n 
cc
Means you’re going in one direction, but then change your direction
It signals a contrast or unexpected problem
Ex: Jumping rope looks easy, but it takes lot of practice.
Or
n 
n 
Means you have a choice
Ex: Sally can walk, or she can drive to the store.
38
19
n 
For = means “because”; “since”
n 
n 
Ex: I need to get a job, for my parents can no longer
support me.
Yet = means “and despite this”; “nevertheless”
n 
n 
cc
Ex: Credit cards are useful, yet many people manage
without them.
Nor = means “and not”; “or not”; “not either”
n 
n 
n 
After nor the word order changes
The first part of the sentence must be negative
Ex: They cannot leave Italy, nor can they travel without a
permit.
39
n 
cc
; semicolon
n 
Is used to to join 2 independent clauses
n  when
the ideas that are so closely related that a
period would make too distinct a break between
them
Ex: Take only the items you need; leave
behind all large heavy items.
n  Ex: You cannot turn on Main
Street; it is a one-way street.
n 
40
20
The Ellipsis
n 
<
>
A part of the sentence/clause that is
missing, but it is needed to make the
sentence grammatically correct
n 
The understood subject
<I>
n  ^Thank
you for the flowers.
<You>
n  ^Go
n 
to your room.
<is tall>
She is taller than he ^.
41
Winston Grammar Quiz #3
If you are using the Winston
Grammar worksheets remember to
check if you have to change any
coding directions
n 
n 
This program contains a pre- & post- test in
addition to quizzes.
The coding can be used with any other grammar
worksheets and also with the student’s own
writing samples.
42
21
1.  I have never been to Wyoming, but I am going there soon.
2.  Oh, the summer is passing too quickly!
3.  During the storm, we stood in the doorway of the building.
43
SENTENCES & CLAUSES 44
22
SENTENCE FORM There are 4 forms of sentences 1.  Simple (S+P) 2.  Compound (S+P, cc S+P) 3.  Complex (S + P sc S + P) or (sc S + P, S + P) 4.  Compound-‐Complex 45
Simple Sentence §  Subject + Predicate = Clause §  Simple predicate (P) = the main verb/action §  Simple subject (S) = noun that answers Who/what + P §  S+P+ makes sense & stands alone = Sentence or Independent Clause §  A sentence has a Clause (S+P) §  A Clause can stand alone by itself §  It expresses a complete thought §  Called an Independent or Main Clause 46
23
Simple Sentence §  Can have [and/or] §  Compound nouns §  Compound verbs §  Compound adjectives §  Compound adverbs §  Begins with a capitalized word §  Ends with a punctuation mark after the last word 47
SENTENCE PURPOSE 4 Purposes 1.  Declarative . a)  Declares something; makes a statement 2.  Imperative . a)  Gives a command or makes a request 3.  Interrogative ? a)  Interrogates; asks a question 4.  Exclamatory ! a)  Exclaims, expresses strong feeling 48
24
Compound Sentence § 
2 Independent Clauses (S+P, cc S+P)
§ 
§ 
§ 
Each Clause can stand alone (S+P)
Is joined by a coordinating conjunction
(or ; conjunctive adverb)
The coordinating conjunction is always
preceded by a comma
S
P
S
P
Ex: Pam washed the windows, and Tim painted the garage.
49
Practice, practice, practice! Ê  Student should practice writing many of compound sentences. Ê  Label these sentences: Ê  Fill the canteen, but don’t drink any of the water. Ê  You must be made; that could be dangerous! 50
25
Run-‐on Sentence §  Sentence error §  Has 2 Independent Clauses (sentences) that run together with no conjunction §  Ex: You can jog he can play Frisbee. §  Correction: §  Divide it into 2 sentences with a period §  Ex: You can jog. He can play Frisbee. §  Add a conjunction and make it into compound sentences §  Ex: You can jog, and he can play Frisbee. §  Exercises: §  Write run-‐on sentences and then correct them. 51
Subordinate (Dependent) Clause §  Dependent Clause (S+P) §  Cannot stand alone by itself §  Called a Dependent or Subordinate Clause §  It does not express a complete thought §  Begins with a subordinating conjunction §  Ex: After we came home Subordinating Conjunction + S + P = Dependent Clause 52
26
Subordinating Conjunctions (To Make a Dependent or Subordinate Clause) SC
after
because provided
when although
before since whenever as
even so that where as if
even if than wherever as much as
how though whether as soon as
if unless
while as though in order that until why 53
Complex Sentence §  Independent Clause + subordinating conjunction + Dependent Clause §  Ex: We stayed indoors until the storm stopped. §  If Dependent Clause comes first, then a comma comes before the Independent Clause P S
P
S
P
adv.
§  Ex: Until the storm stopped, we stayed indoors. 54
27
Practice Writing Complex Sentences Ê  First, have students practice writing dependent clauses. Give the students various subordinating conjunctions use. Ê  After the student write a number of dependent clauses, then have them write the independent clause to go with dependent clause thus making a complex sentence. Reinforce that the comma comes before the independent clause. Ê  Now, you write a dependent clause starting with the subordinating conjunction because Ê  Next, write the independent clause to make a complex sentence. Ê  After a lot of practice, have the students write complex sentences starting with an independent clause. Ê  Students need a lot of practice writing complex sentences. 55
Compound-‐Complex Sentence §  2 or more Independent Clauses + 1 or more Dependent Clause §  Ex: When the snowstorm ended, I shoveled the driveway, and my brother shoveled the walkway. 56
28
To Diagram or Not to Diagram …. Ê  In 1877, Alonzo Reed and Brainerd Kellogg published their method of sentence diagramming Ê  This prescriptive (traditional) grammar was taught as a discrete set of rigid rules to be memorized, and practiced. Ê  Descriptive (transformational) grammar developed out of Noam Chomsky’s work in 1957. Ê  “Teachers believed that grammar instruction should be matched to the purpose of the user. Teachers found descriptive grammar theories to be more flexible, reflecting actual usage and self-‐expression over "correct" structures.” 1 57
1 - http://www.glencoe.com/sec/teachingtoday/subject/to_teach.phtml
A Quote from Albert Einstein Do you know what it says? You simply don’t understand it well enough if you can’t explain it.
58
29
That Is or Is That the Question? Ê  Grammar instruction should be tailor-‐made to meet the needs of students, and should weave both appropriate practices into relevant, meaningful instruction Ê  The goal of effective grammar instruction is to weave it into the students’ reading and writing Ê  Write two sentences on the board each day that demonstrate a balance of correct and incorrect applications of the concepts upon which you are focusing Ê  Finally, continue grammar instruction by expecting students to apply the grammatical concepts you are teaching in their own writing. 59
To Diagram or Not to Diagram It is up to you as you determine the needs of your students.
60
30
What do you say when confronted by the grammar police? They’re, there, their Please email me at [email protected] if you
would like additional grammar information and a copy of the
masters for the grammar cards.
RESOURCES § 
Erwin, Paul R. (1995). The Winston Grammar Program -‐ Basic Level. Battleground, VA: Precious Memories Educational Resources. (www.winstongrammar.com) § 
King, Diana H. Writing Skills A. (2nd ed). Cambridge, MA: Educators Publishing Service, Inc. (www.epsbooks.com) § 
King, Diana H. Writing Skills 1. (2nd ed). Cambridge, MA: Educators Publishing Service, Inc. (www.epsbooks.com) § 
The Guide to Grammar and Writing. http://grammar.ccc.commnet.edu/grammar/ § 
For more resources and information email me at [email protected] 62
31
http://ethemes.missouri.edu/themes/1827?locale=en
Grammar: Diagramming Sentences
Use these websites to learn how to diagram sentences. There are practice
exercises, tutorials, PowerPoint presentations, and handouts.
Sentence Diagramming
http://drb.lifestreamcenter.net/Lessons/TS/diagram.htm
Learn the steps of diagramming sentences from identifying the verb, to finding
the subject, direct object, articles, possessives, adjectives, adverbs, and
prepositional phrases.
Sentence Diagramming
http://www.redshift.com/~bonajo/diagram.htm
Learn the reasons for learning grammar, the reasons for teaching diagramming,
read success stories, and more about the use of sentence diagramming.
BrainPOP: Diagramming Sentences
http://www.brainpop.com/english/grammar/diagrammingsentences/preview.weml
Click on "English," then "Diagramming Sentences" to watch this animated movie
to learn about diagramming sentences. Includes a quiz, and activities. NOTE:
The web site is available by subscription only.
Welcome to Diagramming Sentence
http://grammar.ccc.commnet.edu/grammar/diagrams/diagrams.htm
Here is an introduction to sentence diagramming. Enter the site for a menu of
sentence types, then click on the type of sentence you would like to learn about,
and see examples of how to diagram that type of sentence. Watch this
PowerPoint presentation to learn all about diagramming sentences.
Tips for Teaching Grammar: Diagramming Sentences
http://www.ateg.org/grammar/tips/t16.pdf
This four page PDF file is a printable handout that teaches about diagramming
sentences.
Sentence Diagram Practice Sheets
http://www.sfhsnet.org/pdfs/Fairhead/Sentence%20Diagram%20Practice%20Sheets.pdf
This two-page PDF includes sentence diagram practice.
Sentence Diagrams Practice
http://www.german-latin-english.com/diagrams.htm
Practice diagramming sentences using these practice sentences.
a an
article
the
common
we
me
us
you
you
you
you
he
they
him
them
she
they
her
it
verb
action
being
helping verb
yellow
personal pronoun
I
it

Action:
I will __________________
Yesterday I ____________
I have ________________
Being: am are
be being
orange
pron.
the ______________
three ______________ (plural)
is
was
were
been become seem
should
-
shall
would
-
will
could
-
can
might
-
may
-
must
have
-
has
-
had
did
-
do
-
does
light orange
Proper
yellow
noun
red
P
subject
Ø Label the verb(s) P [predicate]
white
Ø First, find the verb
S J L # !
the _______ person
the ________ object
which?
how many?
what kind of?
how much?
Sept.
10
adv.
adverb
verb / adjective/
adverb
contraction
(label separately)
( prep.
preposition
______________ly
when?
how?
where?
why?
to what extent?
ADVERBS
here
there
(where)
not
never
ever
always
also
too
very
A contraction is a
shortened form of 2 words
joined together. The
apostrophe represents the
missing letters from one or
both of the words.
PREP
at
by
during
(for)
from
of
(to)
with
purple
noun /
pronoun
color
white
adjective
green
adj.
blue
Ø Subject = who/what + P noun
)
object of the preposition
cc
Prepositional phrase:
• Starts with preposition
and ends with the OP
• Phrase acts as a adjective
or adverb
green
OP
beige
and but or (for) nor (yet) ;
coordinating
conjunction
compounds
I + SC + D
D + ,SC + I
!
interjection
provided
since
so that
than
though
unless
when
whenever
where
wherever
whether
while
why
Words that indicate:
Noise - Bang! Boom!
Emotion - Ouch! Gosh!
Speed - Zip! Whoosh!
(Batman words)
<
>
Ellipsis
• part of the sentence or
clause that is missing
• can be understood
subject
beige
subordinating
conjunction
after
because
although before
as
even
as if
even if
as much as how
as soon as
if
as though
until
in order that
pink
sc

Multisensory Grammar AOGPE REV.pptx

Transcription

Similar documents

New Latin Grammar

Life as a Grammarist

plan of basic course - Prefeitura de Juiz de Fora

Latin For Beginners

Shark`s Tale - GreatSchools

A Greek Grammar for Colleges

This Power Point is about SUBJECTS and OBJECTS

Definition A metric unit of mass. 1 gram is equal to 1,000 milligrams

The Rough Draft - Aug. 2007 - Fresno

passie voor engels?