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Table of Contents
Introduction 2
What’s New in Grammar Instruction 3
Express-Lane Editing Minilesson 4
Common Core Language Standard 1 8
Common Core Language Standard 2 15
MAISA Grammar Lessons 22
2
Introduction
Teachers should introduce, model and practice specific grammar, usage and mechanics skills as they
naturally occur in the units of study for teaching writing. The grammar lessons included in this resource
were developed to complement the MAISA writing units of study. They are available at the following
link:
bit.ly/MAISA grammar
This link provides a grammar calendar for each grade level. The calendar makes recommendations as to
where to embed grammar lessons within the MAISA units of study. Each grammar skill is meant to be
introduced during the revision phase of a unit of study. These introductory lessons provide a model for
how to teach a specific skill. They are underlined in the calendar to provide a hyperlink to the lesson.
After a skill is introduced, there are recommendations for where to provide reteaching and/or additional
practice for a specific skill in future units of study. Teachers should consider ways to revisit the skill by
modifying the original lesson.
The following resource materials are also available at your school:
• Mastering the Mechanics: Grades K-1 by Linda Hoyt and Teresa Therriault
• Mastering the Mechanics: Grades 2-3 by Linda Hoyt and Teresa Therriault
• Mastering the Mechanics: Grades 4-5 by Linda Hoyt and Teresa Therriault
• Mastering the Mechanics: Grades 6-8 by Linda Hoyt and Teresa Therriault
Additionally, the books listed below are highly recommended for use in the 5/6 Upper Elementary
Schools.
• Mechanically Inclined by Jeff Anderson
• Everyday Editing by Jeff Anderson
All Upper Elementary Schools have already purchased several copies of each of these titles. Please see
your school literacy leader for more information.
Once a specific grammar, usage or mechanic skill has been taught, teachers should use the express-lane
editing technique to have students check for and notice proper usage of the skill in their own writing.
Express-lane editing can be used to edit a writer’s notebook entry, rough draft, or any other writing
connected with a unit of study for teaching writing. Express-lane editing also can be used by students to
check for proper grammar, usage and mechanics application in writing completed in a content area.
The more frequently students check for a skill, the more natural it will become for them to regularly
reread and edit their writing for the skill. More information on express-lane editing can be found on
pages 45-49 of Jeff Anderson’s Mechanically Inclined. Teachers will also find an express-lane editing
minilesson in this guide.
3
What’s New in Grammar Instruction?
What’s In What’s Out
Teaching Grammar in the Context of Writing
Teaching Grammar in Isolation
Research shows that grammar should
be taught in the context of writing
Student writers will transfer these
grammar skills to their own writing
Grammar lessons aligned to the
Michigan standards have been
developed to complement the MAISA
writing units of study and are
available at: bit.ly/MAISAgrammar
Mastering the Mechanics by Linda
Hoyt is a resource provided to all
teachers to use to teach grammar in
grades K-6.
Mechanically Inclined and Everyday
Editing, both by Jeff Anderson, are
recommended for grades 5-6
Research shows that grammar should
not be taught in isolation
Student writers will not transfer
grammar skills to their own writing if
taught out of context
Daily Oral Language (DOL) and
grammar worksheets are ineffective
DOL and grammar sheets should no longer be used
The heart of good grammar teaching is loving students’ errors, loving their approximations.
Jeff Anderson
Just as the baker who creates a cake from scratch takes pride in adding buttercream roses atop
chocolate swirls, students must learn to delight in knowing how to add the important touches of
correct spelling, grammar, and punctuation. Shelley Harwayne
Recast mechanics and conventions as tools to lift writing quality. Linda Hoyt and
Teresa Therriault
4
Unit of Study: Editing – Express Lane Edit
Resources: Mastering the Mechanics, Grades K-1, 2-3, or 4-5, all by
Linda Hoyt and Teresa Therriault
Mechanically Inclined by Jeff Anderson
LPS Grammar Continuum
Students’ writer’s notebooks or drafts
Today’s Minilesson: Writers use an Express Lane Edit.
Last time, we talked about . . .
Today, we are going to learn about an Express Lane Edit and how it can help
writers practice grammar, usage and mechanic skills.
Teaching/Modeling:
1. We have learned a lot about writing this year! (Teacher can articulate specific
content taught such as writing in complete sentences, using proper spacing,
using proper end punctuation, etc.) To remember all of these skills, it’s
important for us to practice them frequently. One way to do this is to use
something called an Express Lane Edit.
2. How many of you have gone grocery shopping with your parents? How many
of you know what the Express Lane is? (Accept student responses) You know
that in a grocery store, the Express Lane is for usually 10 items or less. In your
writing, it would be really hard for you to edit your paper for everything we’ve
learned this year – it would take too long and be really frustrating! Instead, we
want to pick out only a few items to “shop” for and use an Express Lane to see
if we’ve used these items correctly.
3. Let me show you what I mean. I’ve made a list of all of the things we’ve
learned to do this year as writers. (See attached sample list) Let’s say I want
all of us to practice #1 from our list, “I used capital letters correctly”. I’ll make
my shopping list. (Teacher draws a rectangle on the board and makes a list –
see attached sample) What are reasons we would use a capital letter? (Have
students help construct the shopping list)
5
4. Now I’m going to use a highlighter and go through my writing from today. I
am going to highlight every time I see that I used a capital letter correctly. If I
see a spot where I should have used a capital letter, I will fix it and highlight it.
To do this, I will need to re-read my writing carefully. (Teacher models on
overhead, ELMO, or on chart paper) On the receipt side of my shopping list, I
am going to record what I did. (Teacher models writing, “I used all correctly”
or “I changed ___ because . . .)
Active Involvement:
1. Now it’s your turn to try. Turn to the writing you did today in your writer’s
notebook (– OR – draft paper – OR – little book – OR – whatever the students
wrote on today). Draw a rectangle like I did at the bottom of your paper and
divide it in half. Write “Shopping list” on the left-hand side and “Receipt” on
the right-hand side. Now copy the shopping list I made from the chart.
2. Next, get a highlighter. I am going to give you two minutes – that’s right! I’m
only giving you two minutes to go through your writing today. I want you to
highlight each time you used a capital letter correctly. Are you ready? Get set?
Go! (Teacher can play really fast music for 2 minutes and/or monitor the room
to assist as needed)
3. Now it’s time to stop and fill out your receipt. On the receipt side of the
rectangle, write down what you did. Maybe you noticed that you used all
capitals correctly. That’s great; write that down. But how many of you found
an error like I did? We can write “I used a lower case for ‘target’ but it should
have been a capital letter because ‘Target’ is the name of a store.” Does
everyone understand? Okay, fill in your receipts.
Link: So today and every day, remember that editing can be fun, quick, easy
and done in your own writing.
Independent Writing: So today in your notebook, continue writing and we will
practice another Express Lane edit at the end of workshop.
Conferring: (Teacher circulates and assists as needed, looking for students who
can share their thinking at the end of workshop.)
Follow-up & Share: Come together to share final thoughts. Possibly practice
another express lane edit.
What did you learn today that will help you next time as a writer?
6
Next steps for Express Lane Editing:
• Every day, after writing workshop, reserve 2-4 minutes for an Express Lane
edit. The teacher can select the item for which students will ‘shop’ for the
first 5-6 days, but then allow students to choose an item on subsequent days.
• Ideally, teachers will add items to the Editing List as they are taught,
modeled and practiced.
• Using an Express Lane Edit takes less time than a Daily Oral Language
sheet and focuses students on specific content rather than asking them to edit
for a myriad of areas.
• Using an Express Lane Edit on a daily basis will allow students to revisit
and practice the grammar, usage and mechanics skills that are taught
throughout the year, increasing the likelihood that students will master these
skills.
Sample Editing List
1. Use capital letters
o At the beginning of a sentence
o For the letter I
o For proper names of people and places
2. Use transition words
o First, next, then, finally
3. Use commas in a series
o To separate a list of items
o To separate a list of adjectives
o To separate a list of verbs
7
4. Use “me” and “I” correctly
o John went skating. I went skating. John and I went
skating.
o Give me a book. Give Sue a book. Give Sue and me a
book.
5. Use the same tense in all verbs.
o Present – I run, he is walking, she is hopping
o Past – I ran, he walked, she hopped
Sample Express Lane Edit form
Note:
Lower Elementary
The teacher acts as a scribe, creating a class shopping list. After editing, the
teacher records three (3) examples of student editing for a class receipt.
Upper Elementary
The student records the shopping list in his/her writer’s notebook or on a draft.
The student notes editing changes alongside the shopping list as a receipt.
Shopping List
Capital letters
• At the beginning of a sentence
• The word I
• Proper names of people or places
Receipt
I found one mistake – I should have
capitalized ‘Target’ because it is the
name of a store
8
Common Core State Standards Language Standard 1 – Grammar Usage in Speaking and Writing Kindergarten Standard – Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Specifications of Standard Resource Lesson Focus Page #
1a. Print many upper and lowercase letters. Zaner Bloser
Handwriting Kit • Upper and Lowercase Letter
Formation
See kit.
MAISA Grammar
Lessons • Print Upper and Lowercase Letters See Grammar
Companion.
1b. Use frequently occurring nouns and verbs. MAISA Grammar
Lessons • Use Frequently Occurring Nouns
and Verbs
See Grammar
Companion.
1c. Form regular plural nouns orally by adding
/s/ or /es/.
Mastering the Mechanics
K-1 • Singular and Plural Nouns pp. 86-87
MAISA Grammar
Lessons • Form Regular and Plural Nouns
Orally
See Grammar
Companion.
1d. Understand and use question words
(interrogatives) (e.g., who, what, where, when,
why, how).
MAISA Grammar
Lessons • Understand and Use Questions See Grammar
Companion.
1e. Use the most frequently occurring
prepositions (e.g., to, from, in, out, on, off, for,
of, by, with).
MAISA Grammar
Lessons • Use Frequently Occurring
Prepositions
See Grammar
Companion.
1f. Produce and expand complete sentences in
shared language activities.
Mastering the Mechanics
K-1 • Complete Sentences pp. 80-81
MAISA Grammar
Lessons • Produce and Expand Sentences See Grammar
Companion.
1st Grade Standard - Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Specifications of Standard Resource Lesson Focus Page #
1a. Print all upper and lowercase letters. Zaner Bloser
Handwriting Kit • Upper and Lowercase Letter
Formation
See kit.
1b. Use common, proper, and possessive nouns. Mastering the Mechanics
K-1 • Singular and Plural Nouns pp. 86-87
MAISA Grammar • Use Common, Proper, and See Grammar
9
Lessons Possessive Nouns Companion.
1c. Use singular and plural nouns with matching
verbs in basic sentences.
Mastering the Mechanics
K-1 • Singular Subject-Verb Agreement pp. 88-89
• Plural Subject-Verb Agreement pp. 90-91
MAISA Grammar
Lessons • Use Singular and Plural Nouns
with Matching Verbs
See Grammar
Companion.
1d. Use personal, possessive, and indefinite
pronouns (e.g., I, me, my; they, them, their;
anyone, everything).
Mastering the Mechanics
K-1 • Pronoun Order: person’s Name
and Then I, Not Me
pp. 78-79
• Possessive Pronouns pp. 94-95
1e. Use verbs to convey a sense of past, present,
and future.
Mastering the Mechanics
K-1 • Past-Tense Verbs pp. 92-93
MAISA Grammar
Lessons • Use Verbs to Convey a Sense of
Past, Present, and Future
See Grammar
Companion.
1f. Use frequently occurring adjectives. MAISA Grammar
Lessons • Use Frequently Occurring
Adjectives
See Grammar
Companion.
1g. Use frequently occurring conjunctions (e.g.
during, beyond, toward).
MAISA Grammar
Lessons • Use Frequently Occurring
Conjunctions
See Grammar
Companion.
1h. Use determiners (e.g., articles,
demonstratives)
MAISA Grammar
Lessons • Use Determiners See Grammar
Companion.
1i. Use frequently occurring prepositions. MAISA Grammar
Lessons • Use frequently occurring
prepositions.
See Grammar
Companion.
1j. Produce and expand complete simple and
compound declarative, interrogative, imperative,
and exclamatory sentences in response to
prompts.
2nd Grade Standard - Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Specifications of Standard Resource Lesson Focus Page #
1a. Use collective nouns (e.g., group). MAISA Grammar
Lessons • Collective Nouns See Grammar
Companion.
1b. Form and use frequently occurring irregular
plural nouns (e.g., feet, children).
MAISA Grammar
Lessons • Irregular Plural Nouns See Grammar
Companion.
10
1c. Use reflexive pronouns (e.g., myself,
ourselves).
MAISA Grammar
Lessons • Reflexive Pronouns See Grammar
Companion.
1d. Form and use the past tense of frequently
occurring irregular verbs (e.g., sat, hid, told).
Mastering the Mechanics
2-3 • Verbs: Present and Past Tenses pp. 78-79
MAISA Grammar
Lessons • Irregular Verbs See Grammar
Companion.
1e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
Mastering the Mechanics
2-3 • Adjectives to Lift Descriptors pp. 70-71
• Adverbs and Adverb Phrases as
Sentence Openers
pp. 74-75
• The Parts of Speech pp. 155-156
MAISA Grammar
Lessons • Adding Adverbs See Grammar
Companion.
1f. Produce, expand, and rearrange complete
simple and compound sentences.
MAISA Grammar
Lessons • Simple and Compound Sentences See Grammar
Companion.
3rd Grade Standard - Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Specifications of Standard Resource Lesson Focus Page #
o 1a. Explain the function of nouns, pronouns,
verbs, adjectives, and adverbs in general and
their functions in particular sentences.
Mastering the Mechanics
2-3 • The Parts of Speech
•
pp. 155-156
• Pronouns: Clarify Meaning
pp. 60-61
• Adjectives to Lift Descriptors
pp. 70-71
• Adverbs and Adverb Phrases as
Sentence Openers
pp. 74-75
• Verbs: Linking and Helping pp. 76-77
o 1b. Form and use regular and irregular plural
nouns.
MAISA Grammar
Lessons • Regular and Irregular Plural Nouns See Grammar
Companion.
o 1c. Use abstract nouns (e.g., childhood). •
11
o 1d. Form and use regular and irregular verbs. Mastering the Mechanics
4-5 • Verb Forms: Regular and Irregular pp. 86-87
MAISA Grammar
Lessons • Regular and Irregular Verbs See Grammar
Companion.
o 1e. Form and use the simple (e.g., I walked; I
walk; I will walk) verb tenses.
Mastering the Mechanics
2-3 • Verbs: Present and Past Tenses
pp. 78-79
o 1f. Ensure subject-verb and pronoun-antecedent
agreement.*
Mastering the Mechanics
2-3 • Sentence Parts: Subject and Verb pp. 58-59
• Single vs. Double Subjects pp. 64-65
• Singular Subject-Verb Agreement pp. 66-67
• Plural Subject-Verb Agreement pp. 68-69
• Pronouns: Clarify Meaning pp. 60-61
Mastering the Mechanics
4-5 • Pronouns and Their Antecedents pp. 98-99
MAISA Grammar
Lessons • Subject-verb and Pronoun-
antecedent Agreement
See Grammar
Companion.
o 1g. Form and use comparative and superlative
adjectives and adverbs, and choose between
them depending on what is to be modified.
Mastering the Mechanics
2-3 • Adjectives: Comparative and
Superlative Forms
pp. 72-73
Mastering the Mechanics
4-5 • Adjectives: Comparative and
Superlative
pp. 106-107
• Adverbs: Comparative and
Superlative Forms
pp. 108-109
MAISA Grammar
Lessons • Comparative and Superlative
Adjectives and Adverbs
See Grammar
Companion.
1h. Use coordinating and subordinating
conjunctions.
MAISA Grammar
Lessons • Coordinating Conjunctions
• Subordinating Conjunctions
See Grammar
Companion.
o 1i. Produce simple, compound, and complex
sentences.
Mastering the Mechanics
2-3 • Complete Sentences vs. Fragments pp. 56-57
MAISA Grammar
Lessons • Complex Sentences See Grammar
Companion.
4th Grade Standard - Demonstrate command of the conventions of standard English grammar and usage when writing or
12
speaking.
Specifications of Standard Resource Lesson Focus Page #
o 1a. Use relative pronouns (who, whose, whom,
which, that) and relative adverbs (where, when,
why).
Mastering the Mechanics
4-5
Nouns and Pronouns: Subjective and
Objective Cases
pp. 102-103
MAISA Grammar
Lessons • Use Relative Pronouns See Grammar
Companion.
o 1b. Form and use the progressive (e.g., I was
walking; I am walking; I will be walking) verb
tenses.
o 1c. Use modal auxiliaries (e.g., can, may, must)
to convey various conditions.
MAISA Grammar
Lessons • Use Modal Auxiliaries See Grammar
Companion.
o 1d. Order adjectives within sentences according
to conventional patterns (e.g., a small red bag
rather than a red small bag).
MAISA Grammar
Lessons • Order Adjectives Within Sentences See Grammar
Companion.
o 1e. Form and use prepositional phrases. Mastering the Mechanics
4-5 • Create Your Own Resource:
Understanding Adverbs and
Prepositional Phrases
pp. 157-158
o 1f. Produce complete sentences, recognizing and
correcting inappropriate fragments and run-
ons.*
Mastering the Mechanics
4-5 • Complete Sentences vs. Fragments pp. 78-79
MAISA Grammar
Lessons • Produce Complete Sentences See Grammar
Companion.
o 1g. Correctly use frequently confused words
(e.g., to, too, two; there, their).*
Mastering the Mechanics
4-5 • Spelling Reference: Tricky Words
and Homophones
p. 152
MAISA Grammar
Lessons • Correctly Use Frequently
Confused Words
See Grammar
Companion.
5th Grade Standard - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
o 1a. Explain the function of conjunctions,
prepositions, and interjections in general and
their function in particular sentences.
Mastering the Mechanics
4-5
• Create Your Own Resource: Parts
of Speech
p. 159
Mastering the Mechanics
4-5 • Prepositions and Prepositional
Phrases
pp. 157
13
MAISA Grammar
Lessons • Conjunctions, Prepositions, and
Interjections
See Grammar
Companion.
o 1b. Form and use the perfect (e.g., I had walked;
I have walked; I will have walked) verb tenses.
o 1c. Use verb tense to convey various times,
sequences, states, and conditions.
Mastering the Mechanics
4-5 • Verbs Tenses: Present, Past, and
Future
pp. 84-85
MAISA Grammar
Lessons • Use Verb Tense to Convey Times
and Conditions
See Grammar
Companion.
o 1d. Recognize and correct inappropriate shifts in
verb tense.*
Mastering the Mechanics
6-8 • Verbs: Active and Passive Voice pp. 110-111
MAISA Grammar
Lessons • Recognize and Correct
Inappropriate Verb Tense
See Grammar
Companion.
o 1e. Use correlative conjunctions (e.g., either/or,
neither/nor).
MAISA Grammar
Lessons • Use Correlative Conjunctions See Grammar
Companion.
6th Grade Standard - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Specifications of Standard Resource Lesson Focus Page #
o 1a. Ensure that pronouns are in the proper case
(subjective, objective, possessive).
Mastering the Mechanics
4-5 • Nouns and Pronouns: Subjective
and Objective Cases
pp. 102-103
MAISA Grammar
Lessons • Pronoun Review/ Overuse
• Pronoun Case (Subjective)
• Pronoun Case (Objective)
See Grammar
Companion.
o 1b. Use intensive pronouns (e.g., myself,
ourselves).
MAISA Grammar
Lessons • Pronoun, Intensive See Grammar
Companion.
o 1c. Recognize and correct inappropriate shifts in
pronoun number and person.*
MAISA Grammar
Lessons • Pronoun, Numbers See Grammar
Companion.
o 1d. Recognize and correct vague pronouns (i.e.,
ones with unclear or ambiguous antecedents).*
Mastering the Mechanics
4-5 • Pronouns and Their Antecedents pp. 98-99
MAISA Grammar
Lessons • Pronoun and Antecedents See Grammar
Companion.
14
o 1e. Recognize variations from standard English
in their own and others' writing and speaking,
and identify and use strategies to improve
expression in conventional language.*
15
Common Core State Standards Language Standard 2 - Grammar Conventions in Writing
Kindergarten Standard – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
Specifications of Standard Resource Lesson Focus Page #
2a. Capitalize the first word in a
sentence and the pronoun I.
Mastering Mechanics, K-1 • Capitalize the Beginning of
Sentences
p. 116-117
MAISA Grammar Lessons • Capitalize First Word of Sentence
and I
See Grammar
Companion.
2b. Recognize and name end
punctuation.
Mastering Mechanics, K-1 • Periods: End of Sentence
• Questions Marks: Interrogative
Sentences
• Exclamation Points: Exclamatory
Sentences and Interjections
pp. 98-103
MAISA Grammar Lessons • Recognize and Name End
Punctuation
See Grammar
Companion.
2c. Write a letter or letters for most
consonant and short-vowel sounds
(phonemes).
Mastering Mechanics, K-1 • Stretching Words
• Reread to Add More Letters
pp. 60-63
MAISA Grammar Lessons • Write letter or letters for most
consonant and short vowel sounds
See Grammar
Companion.
2d. Spell simple words phonetically,
drawing on knowledge of sound-letter
relationships.
Mastering Mechanics, K-1 • Stretching Words
• Reread to Add More Letters
pp. 60-63
MAISA Grammar Lessons • Spell Words Phonetically See Grammar
Companion.
First Grade Standard – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
Specifications of Standard Resource Lesson Focus Page #
2a. Capitalize dates and names of
people.
Mastering Mechanics, K-1 • Capitalize Proper Nouns: Names
and Places
• Capitalize Days of the Week
pp. 118-121
MAISA Grammar Lessons • Capitalize Names See Grammar
Companion.
16
2b. Use end punctuation for sentences. Mastering Mechanics, K-1 • Periods: End of Sentence
• Questions Marks: Interrogative
Sentences
• Exclamation Points: Exclamatory
Sentences and Interjections
pp. 98-103
2c. Use commas in dates and to separate
single words in a series.
Mastering Mechanics, K-1 • Commas: Use in a Series pp. 104-105
MAISA Grammar Lessons • Use Commas in a Series
• Use Commas in Dates
See Grammar
Companion.
2d. Use conventional spelling for words
with common spelling patterns and for
frequently occurring irregular words.
• Words Their Way:
Word Sorts for Letter-
Name Alphabetic
Spellers
• Words Their Way:
Word Sorts for Within
Word Pattern Spellers
• See word sorts indentified in the
LPS Word Study Guide for Level
A.
• See LPS Word
Study Guide
for details
MAISA Grammar Lessons • Conventional Spelling See Grammar
Companion.
2e. Spell untaught words phonetically,
drawing on phonemic awareness and
spelling conventions.
Mastering the Mechanics,
K-1
• Stretching Words
• Reread to Add More Letters
• Big Words Have More Letters
Than Small Words
• Use Known Words to Spell Other
Words
pp. 60-67
MAISA Grammar Lessons • Spell Untaught Words
Phonetically
See Grammar
Companion.
Second Grade Standard – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
Specifications of Standard Resource Lesson Focus Page #
2a. Capitalize holidays, product names,
and geographic names.
Mastering the Mechanics,
2-3 • Capitalize Proper Nouns: Person,
Place, Things
pp. 50-51
MAISA Grammar Lessons • Capitalize Holidays, Product See Grammar
17
Names, and Geographic Names Companion.
2b. Use commas in greetings and
closings of letters.
Mastering the Mechanics,
2-3 • Spacing and Form: Friendly
Letter
pp. 100-101
2c. Use an apostrophe to form
contractions and frequently occurring
possessives.
Mastering the Mechanics,
2-3 • Apostrophe: Contraction
• Apostrophe: Possessive
pp. 90-93
MAISA Grammar Lessons • Apostrophes in Contractions See Grammar
Companion.
2d. Generalize learned spelling patterns
when writing words (e.g., cage – badge,
boy – boil).
• Words Their Way:
Word Sorts for Letter-
Name Alphabetic
Spellers
• Words Their Way:
Word Sorts for Within
Word Pattern Spellers
• See word sorts identified in the
LPS Word Study Guide for Level
B.
• See LPS Word
Study Guide
for details
2e. Consult reference materials,
including beginning dictionaries, as
needed to check and correct spellings.
Mastering the Mechanics,
2-3 • Portable Word Walls pp. 112-113
Third Grade Standard – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
Specifications of Standard Resource Lesson Focus Page #
2a. Capitalize appropriate words in
titles.
Mastering the Mechanics,
2-3 • Capitalize Titles and Headings pp. 52-53
MAISA Grammar Lessons • Capitalize Words in Titles See Grammar
Companion.
2b. Use commas in addresses.
2c. Use commas and quotation marks in
dialogue.
Mastering the Mechanics,
2-3 • Punctuation in Dialog pp. 96-97
MAISA Grammar Lessons • Commas and Quotation Marks in
Dialog
See Grammar
Companion.
2d. Form and use possessives. Mastering the Mechanics,
2-3 • Apostrophe: Possessive pp. 92-93
MAISA Grammar Lessons • Form and Use Possessives See Grammar
18
Companion.
2e. Use conventional spelling for high-
frequency and other studied words and
for adding suffixes to base words (e.g.,
sitting, smiled, cries, happiness).
• Words Their Way:
Word Sorts for Within
Word Pattern Spellers
• Words Their Way:
Word Sorts for
Syllables and Affixes
Spellers
• See word sorts indentified in the
LPS Word Study Guide for Level
C.
• See LPS Word
Study Guide
for details
2f. Use spelling patterns and
generalizations (e.g., word families,
position-based spellings, syllable
patterns, ending rules, meaningful word
parts) in writing words.
• Words Their Way:
Word Sorts for Within
Word Pattern Spellers
• Words Their Way:
Word Sorts for
Syllables and Affixes
Spellers
• See word sorts indentified in the
LPS Word Study Guide for Level
C.
• See LPS Word
Study Guide
for details
2g. Consult reference materials,
including beginning dictionaries, as
needed to check and correct spellings.
Mastering the Mechanics,
2-3 • Portable Word Walls pp. 112-113
MAISA Grammar Lessons • Consult Reference Materials See Grammar
Companion.
Fourth Grade Standard – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
Specifications of Standard Resource Lesson Focus Page #
2a. Use correct capitalization. Mastering the Mechanics,
4-5 • Capitalize Proper Nouns
• Capitalize for Emphasis
• Capitalize Titles, Headings, and
Some Abbreviations
pp. 46-51
MAISA Grammar Lessons • Use Correct Capitalization See Grammar
Companion.
2b. Use commas and quotation marks to
mark direct speech and quotations from
a text.
Mastering the Mechanics,
4-5 • Punctuation in Dialog pp. 56-57
MAISA Grammar Lessons • Use Commas and Quotation
Marks
See Grammar
Companion.
19
2c. Use a comma before a coordinating
conjunction in a compound sentence.
Mastering the Mechanics,
4-5 • Comma: Compound Sentences pp. 66-67
MAISA Grammar Lessons • Comma Before a Coordinating
Conjunction
See Grammar
Companion.
2d. Spell grade-appropriate words
correctly, consulting references as
needed.
• Mastering the
Mechanics, 4-5
• Spelling Reference: Portable
Word Wall
• Spelling Reference: Tricky
Words and Homophones
• Create Your Own Resource:
Using “ing” words
pp. 112-113
• Words Their Way:
Word Sorts for Within
Word Pattern Spellers
• Words Their Way:
Word Sorts for
Syllables and Affixes
Spellers
• See word sorts indentified in the
LPS Word Study Guide for Level
D.
See LPS Word
Study Guide for 1-
4 for details
Fifth Grade Standard – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
Specifications of Standard Resource Lesson Focus Page #
2a. Use punctuation to separate items in
a series.
Mastering the Mechanics,
4-5 • Comma: In a Series pp. 64
MAISA Grammar Lessons • Use Punctuation to Separate
Items in a Series
See Grammar
Companion.
2b. Use a comma to separate an
introductory element from the rest of the
sentence.
Mastering the Mechanics,
4-5 • Comma: After Introductory
Phrase or Clause
p. 68-69
MAISA Grammar Lessons • Use Commas to Separate
Introductory Elements
See Grammar
Companion.
2c. Use a comma to set off the words
yes and no (e.g., Yes, thank you), to set
off a tag questions from the rest of the
MAISA Grammar Lessons • Commas to Set Off Yes, No, and
Direct Address
See Grammar
Companion.
20
sentence (e.g., It’s true, isn’t it?), and to
indicate direct address (e.g., Is that you,
Steve?)
2d. Use underlining, quotation marks, or
italics to indicate titles of works.
Mastering the Mechanics,
4-5
MAISA Grammar Lessons • Use Underlining, Quotation
Marks, or Italics for Titles
See Grammar
Companion.
2e. Spell grade-appropriate words
correctly, consulting references as
needed.
• Mastering the
Mechanics, 4-5
• Spelling Reference: Portable
Word Wall
• Spelling Reference: Tricky
Words and Homophones
• Create Your Own Resource:
Using “ing” words
pp. 151-153
• Words Their Way:
Word Sorts for
Syllables and Affixes
Spellers
• Words Their Way:
Word Sorts for
Derivational Relations
• See word sorts identified in the
LPS Word Study Guide for Level
E.
See LPS Word
Study Guide for 5-
6 for details
21
Sixth Grade Standard – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
Specifications of Standard Resource Lesson Focus Page #
2a. Use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical elements.
Mastering the Mechanics,
6-8 • Comma: With Nonrestrictive
Elements
pp. 78-79
MAISA Grammar Lessons • Parentheses, Comma, Dash See Grammar
Companion.
2b. Spell correctly. • Mastering the
Mechanics, 6-8
• Spelling Consciousness
• Use Margin Spelling
• Use Root Words
• Use Prefixes and Suffixes
• Homophones and Easily
Confused Words
pp. 136-145
• Words Their Way:
Word Sorts for
Syllables and Affixes
Spellers
• Words Their Way:
Word Sorts for
Derivational Relations
• See word sorts identified in the
LPS Word Study Guide for Level
F.
See LPS Word
Study Guide for
Grades 5-6 for
details
22
MAISA Grammar Lessons
Grammar lessons have been developed to support the Language Standards. These grammar
lessons are intended to:
• Provide explicit instruction for the language standards
• Be used with the Gradual Release of Responsibility Model in mind
• Be introduced and then revisited in future units
• Be embedded in writing instruction
• Be taught within a writing workshop structure
The Curricular Calendar for Grammar that follows suggests a timeline for grammar instruction.
There is one model grammar lesson for each grammar skill. This model lesson is underlined on
the grammar calendar. A recommendation is made as to which writing unit each of these
grammar lessons should be introduced. It is suggested that new grammar lessons be introduced
during the revision phase of the writing unit. Suggestions are also made as to which units to
follow-up on previously taught lessons. Teachers will make decisions as to how to revisit the
grammar lesson. Possibilities for revisiting the lesson include:
• Teaching the same lesson with a different mentor text or by providing a new
demonstration
• Using a student writing sample as a model or to create an opportunity for revision
• Making the skill a focus for Express Lane Editing
It is important to keep in mind that the Curricular Calendar for Grammar and the grammar
lessons are meant to provide a resource for grammar instruction. Teacher decision making will
support meaningful and effective instruction. Teachers should consider varying the calendar to
meet the needs of their class with more support provided through additional instruction and/or
practice as well as targeted instruction for small groups of students and individuals as needed.