Applied Grammar

applied-grammar_white_300x300
Puzzles that prompt students to analyze and create mature sentences

A Proven Way to Learning Language!

It’s engaging!Prompts in each lesson guide students to write with confidence
It’s proficiency based!Students move from proficiency level 0 to 3 in just weeks
It’s trackable!Students leave a trail of mastering key course vocabulary
It’s data informed!Students completing 3+ lessons / week post significant gains in writing, reading comprehension, and language skills.

Book a free demonstration lesson!

Use the calendar to the right to schedule a time with one of our team members and discover the scope and power our Applied Grammar curriculum can have on your students.

The Proven sentence-combining system that significantly boots student performance in reading comprehension, extended writing, and vocabulary

applied grammar Impact Data chart 040424

Every year our classroom action research reports double digit gains in the
percent of proficient or distinguished learners (green bar).

  • An urban elementary school grew 15% to within 11% of the state average

    (purple bar).

  • A suburban middle school approached the state average for the first time.

  • A rural middle school met the state average after years of settling for less.

  • A rural high school exceeded the state average after two years of decline.

See Inside    see inside arrow

How does Applied Grammar align to my state standards?

students online curriculum wide

Applied Grammar’s Sentence Building strategy more than enhances students’ use of language conventions. Students analyze puzzles of simple sentences. They follow signals of

  • punctuation
  • prepositions
  • coordinate or subordinate conjunctions

to create specific combined sentences of Standard Written English.

Through oral, written, and kinesthetic practice, students achieve automaticity in creating a variety of sentence patterns. This improves their ability to

  • express thoughts
  • explain ideas
  • comprehend complex texts
  • understand formal speeches.

The Applied Grammar routine includes interactive videos to introduce each lesson. Each puzzle includes a target combined sentence for students to create and an instant reward when they hit the target. Solving 10-15 Sentence Building puzzles for each grammatical pattern significantly impacts student writing, class discussions, and reading comprehension.

alabama state blue 100Alignment to Alabama Course of Study

See how our curriculum aligns with Alabama’s Course of Study at each grade level

The state curriculum fleshes out practices that focus on identifying the ELA concepts in 45 standards and the process of learning them. Applied Grammar eases student learning to the next level of application for 22 of those standards.

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a SB puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson, we provide an interactive video of the pattern that ensures productive student engagement.

Oral-kinesthetic mini-lesson(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.
Written work session(15 min) Students practice creating the same pattern with a PAL, then independently.
Choral close(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

Dr. John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension, vocabulary, and written expression.  

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete research-based sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as writtenAlignment explained
Reception recurring
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.Oral-kinesthetic mini-lessons provide students with frequent practice presenting and judging peers’ combinations of simple sentences into mature Standard English sentences.
R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.Practice creating mature grammatical patterns in all lessons gives students frequent practice speaking and writing unknown and multiple-meaning words and phrases. This includes content and general academic vocabulary.
R5. Utilize the writing process to plan, draft, revise, edit, and publish writings in various genres.Students use the Sentence Building (sentence-combining) strategy when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more informative sentence.
Literacy Foundations 
Oral Language – 2. Actively engage in teacher-led reading experiences and collaborative discussions with peers to build the background knowledge needed to be successful as they learn to read and, later, read to learn.Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions.Practice creating mature grammatical patterns in all lessons gives students frequent practice speaking clearly and accurately.
5. With guidance and support, present information orally, using complete sentences in correct word order.
Concept of Print –  8d. Identify the beginning and end of a sentence by locating the capital letter and end punctuation.8e. Point to words using one-to-one correspondence, noting that words are separated by spaces.Small group oral-kinesthetic mini-lessons and independent writ­ten prac­tice (online or print) embed writing conventions in students’ minds – 8d. capitalization, punc­tu­ation ( . ! ? )8e. spelling of grade-level academic and content-specific vocabulary.
Phonological Awareness –  9.     Demonstrate early phonological awareness to basic phonemic awareness skills in spoken words.Oral-kinesthetic mini-lessons provide students with repeated practice analyzing and pronouncing unfamiliar and multi-syllabic grade-level words.
Phonics – 10.  Apply knowledge of phoneme-grapheme correspondences and word-analysis skills to decode and encode (spell) words accurately.
Fluency – 14.  Apply previously-taught phoneme-grapheme correspondences to decodable words with accuracy and automaticity, in and out of context.Oral-kinesthetic mini-lessons provide students with repeated practice in constructing novel and complex sentences to a level of automaticity.
15. Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at a rate to support comprehension.
Vocabulary – 11. Utilize new academic, content-specific, grade-level vocabulary, make connections to previously learned words, and relate new words to background knowledge.Practice creating the mature grammatical patterns of 42 lessons gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases at grade level. This includes general academic and content vocabulary.Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.
13. Use grade-appropriate general academic and domain-specific words and phrases in presentations and discussions.
Comprehension – 23. With prompting and support, manipulate words and/or phrases to create simple sentences, declarative and interrogative, to build syntactic awareness and sentence comprehension.Sentence-combining research and client data show that imple­ment­ing Applied Grammar with fidelity significantly increases student performance on tests of reading comprehension of texts.
30. With prompting and support, ask and answer questions about key details in literary and informational texts.Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend grade-level narrative texts.Informational texts – Practice constructing sentences with compound parts and adjective / adverb phrases help comprehend informational texts.
Writing – 33. Write legibly, using proper pencil grip.Applied Grammar print edition provides handwriting practice twice weekly.
35. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately.Small group oral-kinesthetic mini-lessons and independent writ­ten prac­tice (online or print) embed the following writing conven­tions in students’ minds – capitalization, punc­tu­ation ( . ! ? , ), spelling of grade-level academic and content-specific vocab­ulary as they practice constructing simple declarative, emphasis, imperative, and interrogative sen­tences and sen­tences for subject-verb agreement and with compound adjective and adverb words / phrases, compound sentences, and complex sentences.
36. When speaking and writing, follow the rules of standard English grammar, punctuation, capitalization, and grade-appropriate spelling.
37b. Actively participate in shared writing experiences to create narratives with the events in chronological order and share feelings about the story, using drawing, dictating, and/or writing.Narrative genre – Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.
37c. Actively participate in shared writing experiences to create opinion pieces about a topic or text …Opinion genre – Practice constructing sentences with compound sentence-parts and complex sentences helps students create effective opinion piece. 
37d. Actively participate in shared writing experiences to create explanatory texts or provide factual information about a topic, using drawing, dictating, and/or writing.Informational or explanatory genre – Practice constructing mature sentences with compound sentence-parts and adjective and adverb phrases helps students express ideas clearly in their informative / explanatory writing.
38Improve writing, as needed, by planning, revising, and editing with guidance from peer editors, responding to their questions and suggestions.Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

The state curriculum fleshes out practices that focus on identifying the ELA concepts in 45 standards and the process of learning them. Applied Grammar eases student learning to the next level of application for 17 of those standards

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a SB puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson, we provide an interactive video of the pattern that ensures productive student engagement.

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

Dr. John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension, vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete research-based sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Recurring standards for grades K-3

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

In each oral-kinesthetic mini-lesson, students practice presenting and judging peers’ combinations of simple sentences into mature Standard English sentences.

R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.

In each lesson, students meet and practice speaking and writing unknown and multiple-meaning words and phrases, both content and general academic vocabulary.

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

Literacy Foundations

 

Oral Language – 1. Engage in collaborative discussions about topics and texts with peers and adults in small and large groups, utilizing agreed-upon rules.

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds. They use the patterns as they participate in collaborative discussions.

4. Present information orally using complete sentences appropriate volume, and clear punctuation.

Phonics –  6. Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing and pronouncing unfamiliar and multi-syllabic grade-level words.

Fluency – 8. Apply previously-taught phoneme-grapheme correspondences to decodable words with accuracy and automaticity, in and out of context.

The Choral close to every lesson provides repeated practice in constructing novel and complex sentences to a level of automaticity.

Vocabulary – 11. Utilize new academic, content-specific, grade-level vocabulary, make connections to previously learned words, and relate new words to background knowledge.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing, pronouncing, and using unfamiliar and multi-syllabic grade-level words.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

16. Use grade-appropriate general academic words in speaking and writing.

Comprehension – 17. Use content knowledge built during read-alouds of informational and literary texts by participating in content-specific discussions with peers and/or through drawing and writing.

Sentence-combining research and client data show that imple­ment­ing Applied Grammar with fidelity significantly increases student performance on tests of reading comprehension.

Informational texts – Practice constructing mature sentences with compound sentence-parts and with adjective and adverb phrases help comprehend grade-level informational texts.

Narrative texts – Practice inserting adjective / adverb words and phrases helps students comprehend grade-level narrative texts.

18. Manipulate words and/or phrases to create simple sentences, including declarative and interrogative, to help build syntactic awareness and comprehension at the sentence level.

Writing – 30. Write legibly, using proper pencil grip.

Applied Grammar print edition provides handwriting practice twice weekly.

31. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately.

Small group oral-kinesthetic mini-lessons and independent writ­ten prac­tice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation ( . ! ? , ), spelling of grade-level academic and content-specific vocab­ulary as they practice constructing simple declarative, emphasis, imperative, and interrogative sen­tences and sen­tences for subject-verb agreement, simple sentences with compound adjective and adverb words/phrases, compound sentences, and complex sentences.

32. Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

34. With prompting and support, write a narrative that recounts two or more appropriately sequenced events using transitions, incorporating relevant details, and providing a sense of closure.

Narrative genre – Practice inserting adjective and adverb words / phrases helps students insert rich descriptive details in their narrative writing.

35. With prompting and support, write an informative or explanatory text about a topic, using facts from a source and providing a sense of closure.

Informational or explanatory genre – Practice constructing mature sentences with compound sentence-parts and adjective / adverb phrases helps students express ideas more fully and clearly in their informative / explanatory writing. 

36. With prompting and support, write an opinion piece about a topic, including at least one supporting reason from a source and providing a sense of closure.

Opinion genre – Practice combining simple sentences into complex sentences helps students write effective opinion pieces. 

39. Improve writing, as needed, by planning, revising, and editing with guidance from peer editors, responding to their questions and suggestions.

Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

Oral-kinesthetic mini-lesson              (8 min) Groups of 3-4 students present the Combined sentence of their assigned SB puzzle. 

Written work session                            (15 min) Students practice creating the mature patterns with a PAL, then independently

Choral close                                               (5 min) The whole class creates three of the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for that pattern.

Dr. John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Recurring standards for grades K-3

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Oral-kinesthetic mini-lessons provide students with frequent practice presenting and judging peers’ combinations of simple sentences into mature Standard English sentences.

R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.

Practice creating mature grammatical patterns in all lessons gives students frequent practice speaking and writing unknown and multiple-meaning words and phrases. This includes content and general academic vocabulary.

R3. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

Literacy Foundations

 

Oral Language – 1. Participate in conversations and discussions with groups and peers utilizing agreed-upon rules.

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions.

2. Present information orally using complete sentences and appropriate volume, and clear punctuation.

7. Demonstrate standard English usage when speaking.

Repeated practice creating, speaking, and writing Standard English sentence patterns conditions students to use them in their speech.

Phonics –  9. Demonstrate advanced phonemic awareness skills in spoken words.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing and pronouncing unfamiliar and multi-syllabic grade-level words.

Fluency – 8. Apply previously-taught phoneme-grapheme correspondences to decodable words with accuracy and automaticity, in and out of context.

Oral-kinesthetic mini-lessons provide students with repeated practice in constructing novel and complex sentences to a level of automaticity.

Vocabulary – 15. Utilize new academic, content-specific, grade-level vocabulary, making connections to previously learned words and background knowledge.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Comprehension – 22. Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

Sentence-combining research and client data show that imple­ment­ing Applied Grammar with fidelity significantly increases student performance on tests of reading comprehension of texts.

Informational texts – Practice constructing mature sentences with compound sentence-parts and adjective and adverb phrases help comprehend grade-level informational texts.

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend grade-level narrative texts.

29. With prompting and support, identify and interpret various cohesive devices that help link words and sentences to one another within the text as a scaffold to help build comprehension at the sentence and paragraph level.

36. Manipulate words/phrases to create simple and compound sentences with coordinating conjunctions for, and, nor, but, or, yet, and so, to build syntactic awareness and comprehension at the sentence level.

Small group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the use of compound and subordinate conjunctions in students’ minds for use in reading and writing.

Writing – 37. Write legibly.

Applied Grammar print edition provides handwriting practice twice weekly.

38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.

Small group oral-kinesthetic mini-lessons and independent writ­ten prac­tice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation ( . ! ? , ), spelling of grade-level academic and content-specific vocab­ulary as they practice con­struc­ting simple declarative, emphasis, imperative, and interrogative sen­tences and sen­tences for subject-verb agreement and with compound adjective and adverb words/phrases, compound sentences, and complex sentences.

43. Write complete sentences demonstrating knowledge of punctuation conventions.

45. Demonstrate understanding of standard English language conventions when writing.

40. Write a personal or fictional narrative using a logical sequence of events, including details to describe actions, thoughts, and feelings and providing a sense of closure.

Narrative genre – Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

41. Write informative or explanatory texts, introducing the topic, providing facts and relevant details to develop points, and providing a conclusion. 

Informative or explanatory genre – Practice constructing mature sentences with compound sentence-parts and adjective and adverb phrases helps students express ideas more fully in their informative / explanatory writing. 

42. Write an opinion piece about a topic or text with details to support the opinion, using transitional words and providing a sense of closure.

Opinion genre – Practice constructing sentences with compound sentence-parts and complex sentences helps students create effective opinion pieces. 

44. With prompting and support, compose and develop a well-organized paragraph with a topic sentence, details to support, and a concluding sentence.

Revising first drafts – Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more concise sentence.

The state curriculum fleshes out practices that focus on identifying the ELA concepts in 47 standards and the process of learning them. Applied Grammar eases student learning to the next level of application for 19 of those standards

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

Dr. John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension, vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete research-based sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Recurring standards for grades K-3

R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

In each oral-kinesthetic mini-lesson, students practice presenting and judging peers’ combinations of simple sentences into mature Standard English sentences.

R2. Use knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately.

In each lesson, students meet and practice speaking and writing unknown and multiple-meaning words and phrases, both content and general academic vocabulary.

R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Applied Grammar includes the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence.

Literacy Foundations

Oral Language – 1. Contribute meaningful ideas to discussions with groups and peers utilizing agreed upon rules.

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds. They use the patterns as they participate in collaborative discussions.

2. Present information orally using complete sentences and appropriate volume, and clear punctuation.

5. Express ideas, opinions, and feelings orally in a logical sequence clearly, accurately, and precisely, using appropriate volume, clear pronunciation, and standard English grammar.

Repeated practice creating, speaking, and writing Standard English sentence patterns conditions students to use them in their speech.

Phonics – 8. Apply knowledge of phoneme-grapheme cor­respondences, syllable types, and morphological structure to read unfamiliar multisyllabic words accurately, both in context and in isolation.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing and pronouncing unfamiliar and multi-syllabic grade-level words.

 

Fluency – 9. Apply previously-taught phoneme-grapheme correspondences to multisyllabic words with accuracy and automaticity, in and out of context.

Oral-kinesthetic mini-lessons provide students with repeated practice in constructing novel and complex sentences to a level of automaticity.

Vocabulary – 15a. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unfamiliar words, including base words, roots, and frequently occurring affixes and inflections.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Comprehension – 22. Analyze events, procedures, ideas, or concepts in in­for­mational texts, including what happened and why, based on specific information in the text.  Demonstrate comprehension of literary and informational text by using its content when discussing or writing in response to texts.

Sentence-combining research and client data show that imple­ment­ing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Informational texts – Practice constructing mature sentences with compound sentence-parts and adjective and adverb phrases help comprehend grade-level informational texts.

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend complex narrative texts.

Opinion texts – Practice constructing complex sentences (adjective clauses) helps students comprehend grade-level opinion reading texts.

24. Explain how an author uses reasons and evidence to support particular points and claims in an information text or argument. a. Make text-based inferences to determine possible reasons for an author’s stance.

Writing – 31. Write legibly in cursive with connected, correctly-formed letters and appropriate spacing between words.

Applied Grammar print edition provides handwriting practice twice weekly throughout the level.

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

Narrative genre – Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Opinion genre – Practice constructing complex sentences (especially adjective clauses) helps students create effective opinion texts. 

Informational or explanatory genre – Practice constructing mature sentences with compound sentence-parts and adjective and adverb phrases helps students express ideas more fully and clearly in their expository writing. 

Revising first drafts –  Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

Small group oral-kinesthetic mini-lessons and independent writ­ten prac­tice (online or print) embed the following writing conven­tions in students’ minds – capitalization, punc­tu­ation ( . ! ? , ), spelling of grade-level aca­demic and content-specific vocabulary as they practice con­struc­ting simple declarative, em­phasis, imperative, and interrogative sen­tences and sen­tences for subject-verb agreement and with compound sen­tence parts, compound sentences, and complex sentences. 

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing and pronouncing unfamiliar and multi-syllabic grade-level words.

34. Write informative or explanatory texts about a topic using sources, including an introduction, facts, relevant details with elaboration, and a conclusion.

35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.

36. Demonstrate knowledge of the rules of standard English grammar including punctuation, capitalization, sentence formation, and spelling appropriate for third grade.

37. Compose simple, compound, and complex sentences with correct subject-verb agreement. a. Identify and correct sentence fragments and run-on sentences. b. Identify the subject and predicate of a sentence.

35. Write an argument to persuade the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from relevant sources, and linking words to connect their argument to the evidence.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   

38. Compose complete sentences with correct subject-verb agreement, punctuation, and usage.

39. Demonstrate command of the conventions of standard English grammar and usage. 

40. Use grade-level and domain-appropriate vocabulary in writing.

The state curriculum fleshes out practices that focus on identifying the ELA concepts in 48 standards and the process of learning them. Applied Grammar eases student learning to the next level of application for 16 of those standards

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

Dr. John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension, vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete research-based sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Recurring Standards for grades 4-5

R2. Use context clues to determine the meanings of unfamiliar spoken or written words

Practice creating mature grammatical patterns in 38 Level 4 lessons gives students frequent practice speaking and writing unknown and multiple-meaning words and phrases

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

R6. Assess the formality of occasions in order to speak or write using appropriate language and tone.

Practice combining sentences using the formal Standard English patterns in Applied Grammar increases their awareness of Standard English in their own speech and that of others.

Literacy Foundations 

Phonics – 1. Apply knowledge of phoneme-grapheme cor­respondences, syllable types, and morphological structure to read unfamiliar multisyllabic words accurately, both in context and in isolation.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing and pronouncing unfamiliar and multi-syllabic grade-level words.

Fluency – 5. Demonstrate fluency when reading grade-level text and responding through writing/speaking. 

Oral-kinesthetic mini-lessons provide students with repeated practice in constructing novel and complex sentences to a level of automaticity.

7. Read words with irregular and regular spelling patterns accurately and automatically.

Vocabulary – 10. Interpret the meaning of words, phrases, and patterns as they are used in texts, including domain-specific and academic vocabulary and figurative language. 

Practice creating the mature grammatical patterns of 38 lessons gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases at grade level. This includes general academic and content vocabulary.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

13. Use grade-appropriate general academic and domain-specific words and phrases in presentations and discussions.

Comprehension – 22. Analyze events, procedures, ideas, or concepts in in­for­mational texts, including what happened and why, based on specific information in the text.  

Sentence-combining research and client data show that imple­ment­ing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Informational texts – Practice constructing mature sentences with compound sentence-parts and adjective and adverb phrases help comprehend grade-level informational texts.

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend complex narrative texts.

Opinion texts – Practice constructing complex sentences (adjective clauses) helps students comprehend grade-level opinion reading texts.

24. Explain how an author uses reasons and evidence to support particular points and claims in an information text or argument.

Writing – 34. Write fluently and legibly in cursive, using correctly formed letters with appropriate spacing.

Applied Grammar print edition provides handwriting practice twice weekly.

35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.

Narrative genre – Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Opinion genre – Practice constructing complex sentences (especially adjective clauses) helps students create effective opinion texts. 

Informational or explanatory genre – Practice constructing mature sentences with compound sentence-parts and adjective and adverb phrases helps students express ideas more fully and clearly in their expository writing. 

Revising first drafts – Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

36. Write informative or explanatory text about a topic using sources, incorporating academic vocabulary, and including an introduction, facts, details with elaboration, and a conclusion.

37. Write an argument to persuade the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from relevant sources, and linking words to connect their argument to the evidence.

38. Compose complete sentences with correct subject-verb agreement, punctuation, and usage.

Small group oral-kinesthetic mini-lessons and independent writ­ten prac­tice (online or print) embed the following writing conven­tions in students’ minds – capitalization, punc­tu­ation ( . ! ? , ), spelling of grade-level aca­demic and content-specific vocabulary as they practice con­struc­ting simple declarative, em­phasis, imperative, and interrogative sen­tences and sen­tences for subject-verb agreement and with compound sen­tence parts, compound sentences, and complex sentences.

39. Demonstrate command of the conventions of standard English grammar and usage. 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in 48 standards and the process of learning them. Applied Grammar eases student learning to the next level of application for 19 of those standards

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

Dr. John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension, vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar the

only complete research-based sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Recurring Standards for grades 4-5

R2. Use context clues to determine the meanings of unfamiliar spoken or written words

Practice creating mature grammatical patterns in 38 Level 5 lessons gives students frequent practice speaking and writing unknown and multiple-meaning words and phrases

R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

R6. Assess the formality of occasions in order to speak or write using appropriate language and tone.

Practice combining sentences using the formal Standard English patterns in Applied Grammar increases students’ awareness of Standard English in their own speech and that of others.

Literacy Foundations 

Phonics – 2. Use combined knowledge of letter-sound correspondences, appropriate blending, syllabication patterns, morphology, and word attack skills to read unfamiliar multisyllabic, grade-level words accurately in context and in isolation.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing and pronouncing unfamiliar and multi-syllabic grade-level words.

4. Write familiar and unfamiliar multisyllabic, grade-level appropriate words accurately in context and in isolation.

Written work session with a PAL provides students with repeated practice analyzing and writing unfamiliar and multi-syllabic grade-level words.

Fluency – 5. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.

Oral-kinesthetic mini-lessons provide students with repeated practice in constructing novel and complex sentences to a level of automaticity.

6. Read grade-level text orally with accuracy, automaticity, appropriate prosody or expression, purpose, understanding, self-correcting, and rereading as necessary.

7. Write routinely and independently for varied amounts of time.

Vocabulary – 13. Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

Practice creating the mature grammatical patterns of 38 lessons gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases at grade level. This includes general academic and content vocabulary.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

14. Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.

15. Use grade-appropriate general academic and domain-specific words and phrases in presentations and discussions.

Comprehension – 16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.

Sentence-combining research and client data show that imple­ment­ing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Informational texts – Practice constructing mature sentences with compound sentence-parts and adjective and adverb phrases help comprehend grade-level informational texts.

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend complex narrative texts.

19. Interpret how authors use literary elements throughout a text, including character, setting, conflict, dialogue, and point of view.

Writing – 33. Write fluently and legibly in cursive, using correctly formed letters with appropriate spacing and placing text elements correctly on the page.

Applied Grammar print edition provides handwriting practice twice weekly.

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences

Narrative genre – Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Informational or explanatory genre – Practice constructing mature sentences with compound sentence-parts and adjective and adverb phrases helps students express ideas more fully and clearly in their expository writing. 

Opinion genre – Practice constructing complex sentences (especially adjective clauses) helps students create effective opinion texts. 

Revising first drafts – Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

35. Write informative or explanatory texts about a topic using sources using multiple sources to examine a topic, conveying ideas and information clearly and incorporating a strong organizational structure, relevant details, and elaboration.

36. Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.

39. Demonstrate command of the conventions of standard English grammar and usage in writing.                       

Small group oral-kinesthetic mini-lessons and independent writ­ten prac­tice (online or print) embed the following writing conven­tions in students’ minds – capitalization, punc­tu­ation ( . ! ? , ), spelling of grade-level aca­demic and content-specific vocabulary as they practice con­struc­ting simple declarative, em­phasis, imperative, and interrogative sen­tences and sen­tences for subject-verb agreement and with compound sen­tence parts, compound sentences, and complex sentences.

40. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in 38 standards and the process of learning them. Applied Grammar eases student learning to the next level of application for 11 of those standards.

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

Dr. John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension, vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar the

only complete research-based sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Recurring standards for grades 6-8

R2. Use context clues to determine the meanings of unfamiliar spoken or written words.

Practice creating mature grammatical patterns gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases (content and academic vocabulary).

Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

Practice combining sentences using the formal Standard English patterns in Applied Grammar increases students’ awareness of Standard English in their own speech and that of others.

R4. Use a writing process to plan, draft, revise, edit, and publish writings in various genres.

R6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Critical Literacy – Process and employ information for a variety of academic, occupational, and personal purposes. 

7. Produce clear, coherent narrative, argument, and informative/explanatory writing where the development, organization, style, and tone relate to task, purpose, and audience, with appropriate command of language. 

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of 1) comprehension of complex reading texts, and 2) extended written responses to those texts.

Oral-kinesthetic mini-lessons provide students with repeated practice pronouncing new and multi-syllabic grade-level words.

8. Participate in collaborative discussions using information from a source.  

Digital Literacy – Applied Grammar online nurtures keyboarding as students compose mature sentence patterns for their grade level.

Language Literacy – Demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language. 

15. Identify the conventions of standard English grammar and usage in published texts.  

Small-group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation ( . ! ? , ; : ‘ “ – — ), the spelling of grade-level aca­demic and content specific vocabulary, as they prac­tice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, complex sentences, compound-complex sentences, compact sentences with infinitive phrases.

16. Identify the conventions of standard English capitalization, punctuation, and spelling in published texts.

18. Identify a speaker’s correct usage of language, including subject-verb agreement and pronouns.

19. Demonstrate command of standard English grammar, usage, and mechanics when writing. 

Research Literacy – Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.

24. Write about research findings independently over short and/or extended periods of time.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of written expression.

Vocabulary Literacy Increase academic, domain-specific, and grade-level-appropriate vocabulary through reading, word study, and class discussion. 

27. Discover meanings of words/word parts, examining conno­tation and denotation, or using print or digital reference tools.  

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Practice constructing the mature grammatical patterns in 35 Level 6 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

28. Discover word meanings through active listening in various contexts. 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in 39 standards and the process of learning them. Applied Grammar eases student learning on to the next level of application for 10 of those standards

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

Dr. John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension, vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar the

only complete research-based sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Recurring standards for grades 6-8

R2. Use context clues to determine the meanings of unfamiliar spoken or written words.

Practice creating mature grammatical patterns gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases (content and academic vocabulary).

Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

Practice combining sentences using the formal Standard English patterns in Applied Grammar increases students’ awareness of Standard English in their own speech and that of others.

R4. Use a writing process to plan, draft, revise, edit, and publish writings in various genres.

R6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Critical Literacy – Students process and employ information for a variety of academic, occupational, and personal purposes. 

7. Produce clear, coherent narrative, argument, and informative/explanatory writing where the development, organization, style, and tone relate to task, purpose, and audience, with appropriate command of language. 

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of 1) comprehension of complex reading texts, and 2) extended written responses to those texts.

Oral-kinesthetic mini-lessons provide students with repeated practice pronouncing new and multi-syllabic grade-level words.

8. Participate in collaborative discussions using information from a source.  

Digital Literacy – Applied Grammar online curriculum provides keyboarding practice as students compose mature sentence patterns.

Language Literacy – Demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language. 

17. Identify the conventions of standard English grammar and usage in writing.  

Small-group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation ( . ! ? , ; : ‘ “ – — ), the spelling of grade-level aca­demic and content specific vocabulary, as they prac­tice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, complex sentences, compound-complex sentences, compact sentences with infinitive and gerund phrases, and cumulative sentences.

18. Identify the conventions of standard English capitalization, punctuation, and spelling in a variety of texts.

21. Create written work using standard English grammar, usage, and mechanics.

Research Literacy – Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.

26. Produce research writings over extended periods with time for research, reflection, and revision and within shorter time frames, with minimal guidance.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of written expression.

Vocabulary Literacy – Increase academic, domain-specific, and grade-level-appropriate vocabulary through reading, word study, and class discussion

31. Infer word meaning through active listening in various contexts for purposeful, effective communication.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Practice constructing the mature grammatical patterns in 35 Level 7 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

The state curriculum fleshes out practices that focus on identifying the ELA concepts in 38 standards and the process of learning them. Applied Grammar eases student learning on to the next level of application for 10 of those standards

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

Dr. John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension, vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar the

only complete research-based sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Recurring standards for grades 6-8

R2. Use context clues to determine the meanings of unfamiliar spoken or written words.

Practice creating mature grammatical patterns gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases (content and academic vocabulary).

Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

Practice combining sentences using the formal Standard English patterns in Applied Grammar increases students’ awareness of Standard English in their own speech and that of others.

R4. Use a writing process to plan, draft, revise, edit, and publish writings in various genres.

R6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Critical Literacy – Students process and employ information for a variety of academic, occupational, and personal purposes. 

8. Produce clear, coherent narrative, argument, and informative/explanatory writing where the development, organization, style, and tone relate to task, purpose, and audience, with appropriate command of language. 

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of 1) comprehension of complex reading texts, and 2) extended written responses to those texts.

Digital Literacy – Applied Grammar online curriculum provides keyboarding practice as students compose mature sentence patterns.

Language Literacy – Demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language. 

16. Examine the use of conventions of standard English grammar and usage in writing.  

Small-group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation ( . ! ? , ; : ‘ “ – — ), the spelling of grade-level aca­demic and content specific vocabulary, as they prac­tice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, complex sentences, compound-complex sentences, compact sentences with infinitive and gerund phrases, and cumulative sentences.

17. Examine the use of conventions of standard English grammar and usage in a variety of texts.  

18. Identify the conventions of standard English capitalization, punctuation, and spelling in a variety of texts.

20. Produce writing that shows command of standard English grammar, usage, and mechanics.

Research Literacy – Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.

25. Produce research writings over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of written expression.

Vocabulary Literacy – Increase academic, domain-specific, and grade-level-appropriate vocabulary through reading, word study, and class discussion

30. Analyze and connect word meanings through active listening in various contexts for purposeful, effective communication.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Practice constructing the mature grammatical patterns in 34 Level 8 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

The state curriculum fleshes out practices that focus on identifying the ELA concepts in 38 standards and the process of learning them. Applied Grammar eases student learning on to the next level of application for 10 of those standards

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

Dr. John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension, vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar the

only complete research-based sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Recurring standards for grades 9-12

R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

See Standards 16-17 – Small-group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the use of all writing grammar, mechanics, and sentence patterns from simple to compound-complex. 

Practice creating mature grammatical patterns gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases (content and academic vocabulary).

R6. Employ conventions of grammar, mechanics, and usage to communicate effectively with a target audience.

R7. Use context clues to determine the meanings of unfamiliar spoken or written words.

Critical Literacy – Students process and employ information for a variety of academic, occupational, and personal purposes. 

1. Read, analyze, and evaluate complex literary and informational texts written from various cultural perspectives, with an emphasis on works originating outside the United States and the British Isles through 1599.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of reading comprehension of complex texts.

8. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone relevant to task, purpose, and audience.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of 1) comprehension of complex reading texts, and 2) extended written responses to those texts.

Digital Literacy – Applied Grammar online curriculum provides keyboarding practice as students compose mature sentence patterns.

Language Literacy – Demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language. 

19. Apply conventions of language to communicate effectively with a target audience, including punctuation; capitalization; spelling; verb, pronoun, and modifier usage; and effective sentence structure.

Small-group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation ( . ! ? , ; : ‘ “ – — ), the spelling of grade-level aca­demic and content specific vocabulary, as they prac­tice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, complex sentences, compound-complex sentences, compact sentences with infinitive, noun, participle and gerund phrases, and cumulative sentences.

20. Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions as indicated or appropriate.

The state curriculum fleshes out practices that focus on identifying the ELA concepts in 34 standards and the process of learning them. Applied Grammar eases student learning on to the next level of application for 7 of those standards

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

Dr. John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension, vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar the

only complete research-based sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Recurring standards for grades 9-12

R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

See Standards 16-17 – Small-group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the use of all writing grammar, mechanics, and sentence patterns from simple to compound-complex. 

Practice creating mature grammatical patterns gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases (content and academic vocabulary).

R6. Employ conventions of grammar, mechanics, and usage in order to communicate effectively with a target audience.

R7. Use context clues to determine the meanings of unfamiliar spoken or written words.

Critical Literacy – Students process and employ information for a variety of academic, occupational, and personal purposes. 

1. Read, analyze, and evaluate complex literary and informational texts written from various cultural perspectives, with an emphasis on works originating outside the United States and the British Isles through 1599.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of reading comprehension of complex texts.

8. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone relevant to task, purpose, and audience.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of 1) comprehension of complex reading texts, and 2) extended written responses to those texts.

Digital Literacy – Applied Grammar online curriculum provides keyboarding practice as students compose mature sentence patterns.

Language Literacy – Demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language. 

19. Apply conventions of language to communicate effectively with a target audience, including punctuation; capitalization; spelling; verb, pronoun, and modifier usage; and effective sentence structure.

Small-group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation ( . ! ? , ; : ‘ “ – — ), the spelling of grade-level aca­demic and content specific vocabulary, as they prac­tice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, complex sentences, compound-complex sentences, compact sentences with infinitive, noun, participle and gerund phrases, and cumulative sentences.

20. Adapt speech to purpose and audience in a variety of contexts and tasks, demonstrating command of formal English conventions as indicated or appropriate.

The state curriculum fleshes out practices that focus on identifying the ELA concepts in 34 standards and the process of learning them. Applied Grammar eases student learning on to the next level of application for 7 of those standards

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

Dr. John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension, vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar the

only complete research-based sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Recurring standards for grades 9-12

R5Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

See Standards 16-17 – Small-group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the use of all writing grammar, mechanics, and sentence patterns from simple to compound-complex. 

Practice creating mature grammatical patterns gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases (content and academic vocabulary).

R6. Employ conventions of grammar, mechanics, and usage in order to communicate effectively with a target audience.

R7. Use context clues to determine meanings of unfamiliar spoken or written words.

Critical Literacy – Students process and employ information for a variety of academic, occupational, and personal purposes. 

1. Read, analyze, and evaluate complex literary and informational texts written from various points of view and cultural perspectives, with an emphasis on works of American literature.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of reading comprehension of complex texts.

9. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of 1) comprehension of complex reading texts, and 2) extended written responses to those texts.

Digital Literacy – Applied Grammar online curriculum provides keyboarding practice as students compose mature sentence patterns.

Language Literacy – Demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language. 

20. Analyze the formality of language in a variety of audible sources in order to comprehend, interpret, and respond appropriately.

Practice combining sentences using the formal Standard English patterns in Applied Grammar increases their awareness of Standard English in their own speech and that of others.

Small-group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation ( . ! ? , ; : ‘ “ – — ), the spelling of grade-level aca­demic and content specific vocabulary, as they prac­tice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, complex sentences, compound-complex sentences, compact sentences with gerund, participle, and infinitive phrases, and cumulative sentences.

22. Apply conventions of standard English grammar, mechanics, and usage, including appropriate formality of language, to communicate effectively with a target audience.

The state curriculum fleshes out practices that focus on identifying the ELA concepts in 30 standards and the process of learning them. Applied Grammar eases student learning on to the next level of application for 7 of those standards

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

Dr. John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension, vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar the

only complete research-based sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Recurring standards for grades 9-12

R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Applied Grammar includes practice applying the Combining Sentences revision strategy. In their independent writing, students identify 2+ sentences that work better as a single, more concise sentence and combine them.

See Standards 16-17 – Small-group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the use of all writing grammar, mechanics,  and sentence patterns from simple to compound-complex with verbal phrases. 

Practice creating mature grammatical patterns gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases (content and academic vocabulary).

R6. Employ conventions of grammar, mechanics, and usage to communicate effectively with a target audience.

R7. Use context clues to determine meanings of unfamiliar spoken or written words.

Critical Literacy – Students process and employ information for a variety of academic, occupational, and personal purposes. 

1. Read, analyze, and evaluate complex literary and informational texts written from various points of view and cultural experiences, with an emphasis on works of literature from the British Isles.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of reading comprehension of complex texts.

9. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of 1) comprehension of complex reading texts, and 2) extended written responses to those texts.

Digital Literacy – Applied Grammar online curriculum provides keyboarding practice as students compose mature sentence patterns.

Language Literacy – Demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language. 

20. Evaluate the formality of language in a variety of audible sources to comprehend, interpret, and respond appropriately.

Practice combining sentences using the formal Standard English patterns in Applied Grammar increases their awareness of Standard English in their own speech and that of others.

Small-group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation ( . ! ? , ; : ‘ “ – — ), the spelling of grade-level aca­demic and content specific vocabulary, as they prac­tice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, complex sentences, compound-complex sentences, compact sentences with gerund, participle, and infinitive phrases, and cumulative sentences.

22. Apply conventions of standard English grammar, mechanics, and usage, including appropriate formality of language, to communicate effectively with a target audience.

florida state outline 100 1Alignment to the B.E.S.T Standards – Florida

See how our curriculum aligns with Florida’s B.E.S.T Standards at each grade level

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

Oral-kinesthetic mini-lesson        (8 min) Groups of 3-4 students present the Combined sentence of their assigned SB puzzle. 

Written work session                         (15 min) Students practice creating the mature patterns with a PAL, then independently

Choral close                                            (5 min) The whole class creates three of the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for that pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Foundational Skills – Learning and Applying Foundational Reading Skills

1.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends.

1.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. Recognize and read with automaticity the grade-level sight words.

Oral-kinesthetic mini-lessons provide frequent systematic practice applying phonics and word-analysis training. 

Practice constructing mature, content-rich sentence patterns to the level of automaticity for each state language standard.

Reading – Reading Prose and Poetry

 

1.R.1.1: Describe the main story elements in a story. 

Informational Text – 1.R.2.2: Identify the topic of and relevant details in a text. 

Across Genres – 1.R.3.2: Retell a text in writing to enhance comprehension

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading comprehension and vocabulary.

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend grade-level narrative texts.

Informational texts – Practice constructing complex sentences and nouns and verbal phrases helps students comprehend grade-level informational reading texts.

Communication – Communicating Through Writing

 

1.C.1.1: Print all upper- and lowercase letters.

1.C.1.2: Write narratives that retell two or more appropriately sequenced events, including relevant details and a sense of closure.

1.C.1.3: Write opinions about a topic or text with at least one supporting reason from a source and a sense of closure.

1.C.1.4: Write expository texts about a topic, using a source, providing facts and a sense of closure.

1.C.1.5: With guidance and support from adults, improve writing, as needed, by planning, revising, and editing.

Handwriting     – The print edition of Applied Grammar pro­vides extensive handwriting practice.

Genres – Narrative writing – Practice inserting adjective words and phrases and adverb words and phrases helps students insert relevant descriptive details in their narrative writing.

Opinion writing – Practice constructing complex sentences and prepositional phrases helps students create effec­tive opinion writing. 

Expository writing – Practice constructing complex sentences and nouns and verbal phrases helps students express ideas more fully and clearly in their expository writing. 

Revising first drafts – Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more con­cise sentence.

Following Conventions

 

1.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Small-group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? ,), spelling of grade-level aca­demic and content-specific vocabulary, as they prac­tice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, and complex sentences.

Vocabulary – Finding Meaning

 

1.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.

1.V.1.2: Identify and use frequently occurring base words and their common inflections in grade-level content.

1.V.1.3: Identify and use picture clues, context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words.

Practice constructing the mature grammatical patterns in 42 Level 1 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

Oral-kinesthetic mini-lessons provide students with repeated practice identifying and using base words and their common inflection in grade-level content. 

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

Oral-kinesthetic mini-lesson        (8 min) Groups of 3-4 students present the Combined sentence of their assigned SB puzzle. 

Written work session                         (15 min) Students practice creating the mature patterns with a PAL, then independently

Choral close                                            (5 min) The whole class creates three of the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for that pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Foundational Skills – Learning and Applying Foundational Reading Skills

2.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends.

2.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. Recognize and read with automaticity the grade-level sight words.

Oral-kinesthetic mini-lessons provide frequent systematic practice applying phonics and word-analysis training. 

Practice constructing mature, content-rich sentence patterns to the level of automaticity for each state language standard.

Reading – Reading Prose and Poetry

 

2.R.1.1: Describe the main story elements in a story. 

Informational Text – 2.R.2.2: Identify the topic of and relevant details in a text. 

Across Genres – 2.R.3.2: Retell a text in writing to enhance comprehension

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading comprehension and vocabulary.

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend grade-level narrative texts.

Informational texts – Practice constructing complex sentences and nouns and verbal phrases helps students comprehend grade-level informational reading texts.

Communication – Communicating Through Writing

 

2.C.1.1: Demonstrate legitable printing skills.

2.C.1.2: Write narratives Write personal or fictional narratives using a logical sequence of events, transitions, and an ending.

2.C.1.3: Write opinions about a topic or text with reasons supported by details from a source, use transitions, and provide a conclusion.

2.C.1.4: Write expository texts about a topic, using a source, providing an introduction, facts, transitions, and a conclusion.

2.C.1.5: With guidance and support from adults, improve writing, as needed, by planning, revising, and editing.

Handwriting     – The print edition of Applied Grammar provides extensive handwriting practice.

Genres – Narrative writing – Practice inserting adjective words and phrases and adverb words and phrases helps students insert relevant descriptive details in their narrative writing.

Opinion writing – Practice constructing complex sentences and prepositional phrases helps students create effec­tive opinion writing. 

Expository writing – Practice constructing complex sentences and nouns and verbal phrases helps students express ideas more fully and clearly in their expository writing. 

Revising first drafts – Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more con­cise sentence.

Following Conventions

 

2.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Small-group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? ,), spelling of grade-level aca­demic and content-specific vocabulary, as they prac­tice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, and complex sentences.

Vocabulary – Finding Meaning

 

2.V.1.1: Use grade-level academic vocabulary appropri-ately in speaking and writing.

2.V.1.2: Identify and use frequently occurring base words and their common inflections in grade-level content.

2.V.1.3: Identify and use picture clues, context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words.

Practice constructing the mature grammatical patterns in 42 Level 2 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

Oral-kinesthetic mini-lessons provide students with repeated practice identifying and using base words and their common inflection in grade-level content. 

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

Oral-kinesthetic mini-lesson        (8 min) Groups of 3-4 students present the Combined sentence of their assigned SB puzzle. 

Written work session                         (15 min) Students practice creating the mature patterns with a PAL, then independently

Choral close                                            (5 min) The whole class creates three of the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for that pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Foundational Skills – Learning and Applying Foundational Reading Skills

3.F.1.3: Use knowledge of grade-level phonics and word-analysis skills to decode words.

3.F.1.4: R Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic grade-level words.

Each Sentence Building lesson concludes with choral sentence-com­bin­ing to reach automaticity for the grammatical pattern.

Reading – Reading Prose and Poetry

 

3.R.1.2: Analyze universal themes and their development throughout a literary text.

Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message.

Across Genres – 3.R.3.2: Paraphrase content from grade-level texts.

 

Sentence-combining research and client data show that imple­ment­ing Applied Grammar with fidelity significantly increases student perform­ance on tests of reading text complexity.

Informational texts – Practice constructing complex sentences (especially with adjective clauses) helps students comprehend complex informational reading texts. 

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend complex narrative texts.

Argument texts – Practice constructing complex sentences (adjective clauses) helps students compre­hend complex argu­men­t­a­tive reading texts.

Communication – Communicating Through Writing

 

3.C.1.1: Demonstrate legible cursive writing skills.

3.C.1.2: Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as descriptions and transitional words and phrases.

3.C.1.3: Write to make a claim supporting a perspective with logical reasons, using evidence from multiple sources, elaboration, and an organizational structure with transitions.

3.C.1.4: Write expository texts about a topic, using multiple sources, elaboration, and an organizational structure with transitions.

3.C.1.5: Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.

Cursive writing – The print edition of Applied Grammar provides extensive handwriting practice.

Genres – Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Practice constructing complex sentences (especially adjec­tive clauses) helps students create effective opinion texts. 

Practice constructing complex sentences and nouns and ver­bal phrases helps students express ideas more fully and clearly in their expository writing. 

Revising first drafts – Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more con­cise sentence.

Following Conventions

 

3.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic grade-level words.

Oral-kinesthetic mini-lessons provide students with repeated practice presenting novel and complex sentences.

Vocabulary – Finding Meaning

 

Academic Vocabulary – 4.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.

Morphology – 4.V.1.2: Apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.

4.V.1.3: Use context clues, figurative language, word relation­ships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.

Practice constructing the mature grammatical patterns in 43 Level 3 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic words in grade-level content

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

Oral-kinesthetic mini-lesson        (8 min) Groups of 3-4 students present the Combined sentence of their assigned SB puzzle. 

Written work session                         (15 min) Students practice creating the mature patterns with a PAL, then independently

Choral close                                            (5 min) The whole class creates three of the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for that pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Foundational Skills – Learning and Applying Foundational Reading Skills

4.F.1.3: Use knowledge of grade-level phonics and word-anal­ysis skills to decode words. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphol­ogy to read and write unfamiliar single-syllable and mul­ti­syl­labic words in and out of context.

4.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic grade-level words.

 

 

Each Sentence Building lesson concludes with choral sentence-com­bin­ing to reach automaticity for the grammatical pattern.

Reading – Reading Prose and Poetry

 

4.R.1.2: Analyze universal themes and their development throughout a literary text.

Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message.

Across Genres – 4.R.3.2: Paraphrase content from grade-level texts.

 

Sentence-combining research and client data show that imple­ment­ing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Informational texts – Practice constructing complex sentences (especially with adjective clauses) helps students comprehend complex informational reading texts. 

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend complex narrative texts.

Argument texts – Practice constructing complex sentences (adjective clauses) helps students compre­hend complex argu­men­t­a­tive reading texts.

Communication – Communicating Through Writing

 

4.C.1.1: Demonstrate legible cursive writing skills.

4.C.1.2: Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as descriptions and transitional words and phrases.

4.C.1.3: Write to make a claim supporting a perspective with logical reasons, using evidence from multiple sources, elaboration, and an organizational structure with transitions.

4.C.1.4: Write expository texts about a topic, using multiple sources, elaboration, and an organizational structure with transitions.

4.C.1.5: Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.

Genres – Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Practice constructing complex sentences (especially adjec­tive clauses) helps students create effective opinion texts. 

Practice constructing complex sentences and nouns and ver­bal phrases helps students express ideas more fully and clearly in their expository writing. 

Revising first drafts – Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more con­cise sentence.

Following Conventions

 

4.C.3.1: Follow the rules of standard English grammar, punc­tuation, capitalization, and spelling appropriate to grade level.

Small group oral-kinesthetic mini-lessons and independent writ­ten prac­tice (online or print) embed the following writing conven­tions in students’ minds – capitalization, punc­tu­ation (. ! ? ,), spelling of grade-level aca­demic and content-specific vocab­ulary as they practice con­struc­ting simple declarative, em­phasis, imperative, and interrogative sen­tences and sen­tences for subject-verb agreement and with compound sen­tence parts, compound sentences, and complex sentences.

Vocabulary – Finding Meaning

 

Academic Vocabulary – 4.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.

Morphology – 4.V.1.2: Apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.

4.V.1.3: Use context clues, figurative language, word relation­ships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.

Practice constructing the mature grammatical patterns in 38 Level 4 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic words in grade-level content

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

Oral-kinesthetic mini-lesson        (8 min) Groups of 3-4 students present the Combined sentence of their assigned SB puzzle. 

Written work session                         (15 min) Students practice creating the mature patterns with a PAL, then independently

Choral close                                            (5 min) The whole class creates three of the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for that pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Foundational Skills – Learning and Applying Foundational Reading Skills

5.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.

5.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic grade-level words.

Each Sentence Building lesson concludes with choral sentence-com­bin­ing to reach automaticity for the grammatical pattern.

Reading – Reading Prose and Poetry

 

5.R.1.2: Analyze universal themes and their development throughout a literary text.

Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message.

Across Genres – 5.R.3.2: Paraphrase content from grade-level texts.

 

Sentence-combining research and client data show that imple­ment­ing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Informational texts – Practice constructing complex sentences (especially with adjective clauses) helps students comprehend complex informational reading texts. 

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend complex narrative texts.

Argument texts – Practice constructing complex sentences (adjective clauses) helps students compre­hend complex argu­men­t­a­tive reading texts.

Communication – Communicating Through Writing

 

5.C.1.1: Demonstrate fluent and legible cursive writing skills.

5.C.1.2: Write personal or fictional narratives using a logi­cal sequence of events and demonstrating an effective use of techniques such as dialogue, description, and transitional words and phrases.

5.C.1.3: Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, and an organizational structure with varied transitions.

5.C.1.4: Write expository texts about a topic using multiple sources and including an organizational structure, relevant elaboration, and varied transitions.

5.C.1.5: Improve writing by planning, revising, and editing, with guidance and support from adults and feedback from peers.

Cursive writing – The print edition of Applied Grammar provides extensive handwriting practice.

Genres – Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Practice constructing complex sentences (especially adjec­tive clauses) helps students create effective opinion texts. 

Practice constructing complex sentences and nouns and ver­bal phrases helps students express ideas more fully and clearly in their expository writing. 

Revising first drafts – Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more con­cise sentence.

Communicating Orally

 

Oral Presentation ELA.6.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, clear pronunciation, and appropriate pacing.

Benchmark Clarifications: Clarification 1: Clear pro­nunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery.

Oral-kinesthetic mini-lessons embed mature gram­mati­cal patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions.

Following Conventions

 

5.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Small group oral-kinesthetic mini-lessons and independent written prac­tice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? ,), spelling of grade-level aca­demic and content-specific vocabulary as they practice con­struc­ting simple declarative, emphasis, imperative, and interrogative sen­tences and sentences for subject-verb agreement and with compound sentence parts, compound sentences, and complex sentences.

Vocabulary – Finding Meaning

 

Academic Vocabulary – 5.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.

Morphology – 5.V.1.2: Apply knowledge of Greek and Latin roots and affixes, recognizing the connection between affixes and parts of speech, to determine the meaning of unfamiliar words in grade-level content.

 

Practice constructing the mature grammatical patterns in 38 Level 5 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

Oral-kinesthetic mini-lesson        (8 min) Groups of 3-4 students present the Combined sentence of their assigned SB puzzle. 

Written work session                         (15 min) Students practice creating the mature patterns with a PAL, then independently

Choral close                                            (5 min) The whole class creates three of the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for that pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Reading – Reading Prose and Poetry

 

6.R.1.1: Analyze how the interaction between characters contributes to the development of a plot in a literary text.

6.R.1.2: Analyze the development of stated or implied theme(s) throughout a literary text.

6.R.1.3: Explain the influence of multiple narrators and/or shifts in point of view in a literary text.

6.R.1.4: Describe the impact of various poetic forms on meaning and style.

Informational Texts – 6.R.2.1: Explain how individual text sections and/or features convey meaning in texts.

6.R.2.2: Analyze the central idea(s), implied or explicit, and its development throughout a text.

6.R.2.3: Analyze authors purpose(s) in multiple accounts of the same event or topic.

6.R.2.4: Track the development of an argument, identifying the types of reasoning used.

Across Genres – 6.R.3.1: Explain how figurative language contributes to tone and meaning in text(s).

6.R.3.2: Paraphrase content from grade-level texts.

6.R.3.3: Compare and contrast how authors from different time periods address the same or related topics.

6.R.3.4: Identify rhetorical appeals in a text.

 

 

 

 

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Informational texts – Practice constructing complex sentences and noun phrases and verbal phrases helps students comprehend complex informational reading texts. 

 

 

 

 

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend complex narrative texts.

Argument texts – Practice constructing complex sentences (adjective clauses) helps students comprehend complex argu­men­t­a­tive reading texts.

Communication – Communicating Through Writing

 

6.C.1.2: Write personal or fictional narratives using narrative techniques, precise words and phrases, and figurative language.

6.C.1.3: Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, and a logical organizational structure with varied transitions.

6.C.1.4: Write expository texts to explain and/or analyze information from multiple sources, using a logical organizational structure, relevant elaboration, and varied transitions.

6.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.

Genres

Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Practice creating complex sentences typical of effective argumentative writing helps students phrase logical support for their claims. 

Practice constructing complex sentences and noun phrases and verbal phrases helps students express ideas more fully and clearly in their expository writing. 

Revising first drafts

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more con­cise sentence.

Following Conventions

 

6.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Small group oral-kinesthetic mini-lessons and indepen­dent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? , ; : ‘ “ – —), spelling of grade-level aca­demic and content-specific vocabulary, as they practice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, complex sen­tences, compound-complex sentences, and compact sentences with infinitive phrases.

Vocabulary – Finding Meaning

 

6.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

6.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.

Practice constructing the mature grammatical patterns in 35 Level 6 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic words in grade-level content. 

Client data shows that implementing the Sentence Build­ing strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

Oral-kinesthetic mini-lesson        (8 min) Groups of 3-4 students present the Combined sentence of their assigned SB puzzle. 

Written work session                         (15 min) Students practice creating the mature patterns with a PAL, then independently.

Choral close                                            (5 min) The whole class creates three of the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for that pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Reading – Reading Prose and Poetry

 

7.R.1.1: Analyze the impact of setting on character development and plot in a literary text.

7.R.1.2: Compare two or more themes and their development throughout a literary text.

7.R.1.3: Explain the influence of narrator(s), including unreliable narrator(s), and/or shifts in point of view in a literary text.

7.R.1.4: Analyze the impact of various poetic forms on meaning and style.

Informational Texts – 7.R.2.1: Explain how individual text sections and/or features convey a purpose in texts.

7.R.2.2: Compare two or more central ideas and their development throughout a text.

7.R.2.3: Explain how an author establishes and achieves purpose(s) through diction and syntax.

7.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness.

Across Genres – 7.R.3.1: Analyze how figurative language contributes to tone and meaning and explain examples of allusions in text(s).

7.R.3.2: Paraphrase content from grade-level texts.

7.R.3.3: Compare and contrast how authors with differing perspectives address the same or related topics or themes.

7.R.3.4: Explain the meaning and/or significance of rhetorical devices in a text.

 

 

 

 

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Informational texts – Practice constructing complex sentences and noun phrases and verbal phrases helps students comprehend complex informational reading texts. 

 

 

 

 

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend complex narrative texts.

Argument texts – Practice constructing complex sentences (adjective clauses) helps students comprehend complex argu­men­t­a­tive reading texts.

Communication – Communicating Through Writing

 

7.C.1.2: Write personal or fictional narratives using narrative techniques, a recognizable point of view, precise words and phrases, and figurative language.

7.C.1.3: Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, a logical organizational structure with varied transitions, and acknowledging at least one counterclaim.

7.C.1.4: Write expository texts to explain and analyze information from multiple sources, using relevant supporting details and a logical organizational pattern.

7.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.

Genres

Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Practice creating complex sentences typical of effective argumentative writing helps students phrase logical support for their claims. 

Practice constructing complex sentences and noun phrases and verbal phrases helps students express ideas more fully and clearly in their expository writing. 

Revising first drafts

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more con­cise sentence.

Following Conventions

 

7.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Small group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? , ; : ‘ “ – —), the spelling of grade-level aca­demic and content-specific vocabulary, as they prac­tice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, complex sentences, compound-complex sentences, compact sentences with verbal phrases, and cumulative sentences.

Vocabulary – Finding Meaning

 

7.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

7.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.

7.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Practice constructing the mature grammatical patterns in 35 Level 7 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic words in grade-level content. 

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

Oral-kinesthetic mini-lesson        (8 min) Groups of 3-4 students present the Combined sentence of their assigned SB puzzle. 

Written work session                         (15 min) Students practice creating the mature patterns with a PAL, then independently.

Choral close                                            (5 min) The whole class creates three of the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for that pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Reading – Reading Prose and Poetry

 

8.R.1.1: Analyze the interaction between character development, setting, and plot in a literary text.

8.R.1.2: Analyze two or more themes and their development throughout a literary text.

8.R.1.3: Analyze how an author develops and individualizes the perspectives of different characters.

8.R.1.4: Analyze structure, sound, imagery, and figurative language in poetry.

Informational Text – 8.R.2.1: Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.

8.R.2.2: Analyze two or more central ideas and their development throughout a text.

8.R.2.3: Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.

8.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness, identifying ways in which the argument could be improved.

Across Genres – 8.R.3.1: Analyze how figurative language contributes to meaning and explain examples of symbolism in text(s).

8.R.3.2: Paraphrase content from grade-level texts.

8.R.3.3: Compare and contrast the use or discussion of archetypes in texts.

8.R.3.4: Explain how an author uses rhetorical devices to support or advance an appeal.

 

 

 

 

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Informational texts – Practice constructing complex sentences and noun phrases and verbal phrases help students comprehend complex informational reading texts. 

 

 

 

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend complex narrative texts.

Argument texts – Practice constructing complex sentences (adjective clauses) helps students comprehend complex argu­men­t­a­tive reading texts.

Communication – Communicating Through Writing

 

8.C.1.2: Write personal or fictional narratives using narrative techniques, varied transitions, and a clearly established point of view.

8.C.1.3: Write to argue a position, supporting at least one claim and rebutting at least one counterclaim with logical reasoning, credible evidence from sources, elaboration, and using a logical organizational structure.

8.C.1.4: Write expository texts to explain and analyze information from multiple sources, using relevant supporting details, logical organization, and varied purposeful transitions.

8.C.1.5: Improve writing by planning, revising, and editing, considering feedback from adults and peers.

Genres

Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Practice creating complex sentences typical of effective argumentative writing helps students phrase logical support for their claims. 

Practice constructing complex sentences and noun phrases and verbal phrases helps students express ideas more fully and clearly in their expository writing. 

Revising first drafts

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more con­cise sentence.

Following Conventions

 

8.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Small group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? , ; : ‘ “ – —), spelling of grade-level aca­demic and content-specific vocabulary, as they practice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, complex sentences, compound-complex sentences, compact sentences with verbal phrases, and cumulative sentences.

Vocabulary – Finding Meaning

 

8.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

8.V.1.2: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.

 

Practice constructing the mature grammatical patterns in 34 Level 8 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic words in grade-level content. 

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

Oral-kinesthetic mini-lesson        (8 min) Groups of 3-4 students present the Combined sentence of their assigned SB puzzle. 

Written work session                         (15 min) Students practice creating the mature patterns with a PAL, then independently.

Choral close                                            (5 min) The whole class creates three of the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for that pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an application of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Reading – Reading Prose and Poetry

 

9.R.1.1: Explain how key elements enhance or add layers of meaning and/or style in a literary text.

9.R.1.2: Analyze universal themes and their development throughout a literary text.

9.R.1.3: Analyze the influence of narrator perspective on a text, explaining how the author creates irony or satire.

9.R.1.4: Analyze the characters, structures, and themes of epic poetry.

Informational Text – 9.R.2.1: Analyze how multiple text structures and/or features convey a purpose and/or meaning in texts.

9.R.2.2: Evaluate the support an author uses to develop the central idea(s) throughout a text.

9.R.2.3: Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.

9.R.2.4: Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims.

Across Genres – 9.R.3.1: Explain how figurative language creates a mood in text(s).

9.R.3.2: Paraphrase content from grade-level texts.

9.R.3.3: Compare and contrast the ways in which authors have adapted mythical, classical, or religious literary texts.

9.R.3.4: Explain an author’s use of rhetoric in a text.

 

 

 

 

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Informational texts – Practice constructing complex sentences and noun phrases and verbal phrases helps students comprehend complex informational reading texts. 

 

 

 

 

 

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend complex narrative texts.

Argument texts – Practice constructing complex sentences (adjective clauses) helps students comprehend complex argu­men­t­a­tive reading texts.

Communication – Communicating Through Writing

 

9.C.1.2: Write narratives using narrative techniques, varied transitions, and a clearly established point of view.

9.C.1.3: Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and a tone appropriate to the task.

9.C.1.4: Write expository texts to explain and analyze information from multiple sources, using a logical organization, varied purposeful transitions, and a tone appropriate to the task.

9.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising for clarity and cohesiveness.

Genres

Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Practice creating complex sentences typical of effective argumentative writing helps students phrase logical support for their claims. 

Practice constructing complex sentences and noun phrases and verbal phrases helps students express ideas more fully and clearly in their expository writing. 

Revising first drafts

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more con­cise sentence.

Following Conventions

 

9.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Small group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? , ; : ‘ “ – —), spelling of grade-level aca­demic and content-specific vocabulary, as they practice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, complex sentences, compound-complex sentences, compact sentences with verbal phrases, and cumulative sentences.

Vocabulary – Finding Meaning

 

9.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

9.V.1.2: Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

9.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Practice constructing the mature grammatical patterns in 29 Level 9 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic words in grade-level content. 

Client data shows that implementing the Sentence Build­ing strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

Oral-kinesthetic mini-lesson        (8 min) Groups of 3-4 students present the Combined sentence of their assigned SB puzzle. 

Written work session                         (15 min) Students practice creating the mature patterns with a PAL, then independently

Choral close                                            (5 min) The whole class creates three of the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for that pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Reading – Reading Prose and Poetry

 

10.R.1.1: Explain how key elements enhance or add layers of meaning and/or style in a literary text.

10.R.1.2: Analyze universal themes and their development throughout a literary text.

10.R.1.3: Analyze the influence of narrator perspective on a text, explaining how the author creates irony or satire.

10.R.1.4: Analyze the characters, structures, and themes of epic poetry.

Informational Text – 10.R.2.1: Analyze how multiple text structures and/or features convey a purpose and/or meaning in texts.

10.R.2.2: Evaluate the support an author uses to develop the central idea(s) throughout a text.

10.R.2.3: Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.

10.R.2.4: Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims.

Across Genres – 10.R.3.1: Explain how figurative language creates a mood in text(s).

10.R.3.2: Paraphrase content from grade-level texts.

10.R.3.3: Compare and contrast the ways in which authors have adapted mythical, classical, or religious literary texts.

10.R.3.4: Explain an author’s use of rhetoric in a text.

 

 

 

 

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Informational texts – Practice constructing complex sentences and noun phrases and verbal phrases helps students comprehend complex informational reading texts.  

 

 

 

 

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend complex narrative texts.

Argument texts – Practice constructing complex sentences (adjective clauses) helps students comprehend complex argu­men­t­a­tive reading texts.

Communication – Communicating Through Writing

 

10.C.1.2: Write narratives using an appropriate pace to create tension, mood, and/or tone.

10.C.1.3: Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and maintaining a formal and objective tone.

10.C.1.4: Write expository texts to explain and analyze information from multiple sources, using a logical organization, purposeful transitions, and a tone and voice appropriate to the task.

10.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to address the needs of a specific audience.

Genres

Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Practice creating complex sentences typical of effective argumentative writing helps students phrase logical support for their claims. 

Practice constructing complex sentences and noun phrases and verbal phrases helps students express ideas more fully and clearly in their expository writing. 

Revising first drafts

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more con­cise sentence.

Following Conventions

 

10.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Small-group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? , ; : ‘ “ – —), spelling of grade-level aca­demic and content specific vocabulary, as they prac­tice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, complex sentences, compound-complex sentences, compact sentences with verbal phrases, and cumulative sentences.

Vocabulary – Finding Meaning

 

10.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

10.V.1.2: Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

 

Practice constructing the mature grammatical patterns in 29 Level 10 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic words in grade-level content. 

Client data shows that implementing the Sentence Build­ing strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

 

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

                                                                                    Concept ID  procedures  application                                                            

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

Oral-kinesthetic mini-lesson        (8 min) Groups of 3-4 students present the Combined sentence of their assigned SB puzzle. 

Written work session                         (15 min) Students practice creating the mature patterns with a PAL, then independently

Choral close                                            (5 min) The whole class creates three of the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for that pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Foundational Skills – Learning and Applying Foundational Reading Skills

11.R.1.1: Explain how key elements enhance or add layers of meaning and/or style in a literary text.

11.R.1.2: Analyze universal themes and their development throughout a literary text.

11.R.1.3: Analyze the influence of narrator perspective on a text, explaining how the author creates irony or satire.

11.R.1.4: Analyze the characters, structures, and themes of epic poetry.

Informational Text – 11.R.2.1: Analyze how multiple text structures and/or features convey a purpose and/or meaning in texts.

11.R.2.2: Evaluate the support an author uses to develop the central idea(s) throughout a text.

11.R.2.3: Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.

11.R.2.4: Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims.

Across Genres – 11.R.3.1: Explain how figurative language creates a mood in text(s).

11.R.3.2: Paraphrase content from grade-level texts.

11.R.3.3: Compare and contrast the ways in which authors have adapted mythical, classical, or religious literary texts.

11.R.3.4: Explain an author’s use of rhetoric in a text.

 

 

 

 

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Informational texts – Practice constructing complex sentences and noun phrases and verbal phrases helps students comprehend complex informational reading texts. 

 

 

 

 

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend complex narrative texts.

Argument texts – Practice constructing complex sentences (adjective clauses) helps students comprehend complex argu­men­t­a­tive reading texts.

Communication – Communicating Through Writing

 

11.C.1.2: Write complex narratives using appropriate techniques to establish multiple perspectives.

11.C.1.3: Write literary analyses to support claims, using logical reasoning, credible evidence from sources, and elaboration, demonstrating an understanding of literary elements.

11.C.1.4: Write an analysis of complex texts using logical organization and a tone and voice appropriate to the task and audience, demonstrating an understanding of the subject.

11.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to improve clarity, structure, and style.

Genres

Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Practice creating complex sentences typical of effective argumentative writing helps students phrase logical support for their claims. 

Practice constructing complex sentences and noun phrases and verbal phrases helps students express ideas more fully and clearly in their expository writing. 

Revising first drafts

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more con­cise sentence.

Following Conventions

 

11.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Small group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? , ; : ‘ “ – —), spelling of grade-level aca­demic and content-specific vocabulary, as they practice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, complex sentences, compound-complex sentences, compact sentences with verbal phrases, and cumulative sentences.

Vocabulary – Finding Meaning

 

11.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

11.V.1.2: Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

 

Practice constructing the mature grammatical patterns in 29 Level 10 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic words in grade-level content. 

Client data shows that implementing the Sentence Build­ing strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

Oral-kinesthetic mini-lesson        (8 min) Groups of 3-4 students present the Combined sentence of their assigned SB puzzle. 

Written work session                         (15 min) Students practice creating the mature patterns with a PAL, then independently

Choral close                                            (5 min) The whole class creates three of the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for that pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Reading – Reading Prose and Poetry

 

12.R.1.1: Evaluate how key elements enhance or add layers of meaning and/or style in a literary text and explain the functional significance of those elements in interpreting the text.

12.R.1.2: Analyze two or more themes and evaluate their development throughout a literary text.

12.R.1.3: Evaluate the development of character perspective, including conflicting perspectives.

12.R.1.4: Evaluate works of major poets in their historical context.

Informational Text – 12.R.2.1: Evaluate the structure(s) and features in texts, identifying how the author could make the text(s) more effective.

12.R.2.2: Evaluate how an author develops the central idea(s), identifying how the author could make the support more effective.

12.R.2.3: Evaluate an authors choices in establishing and achieving purpose(s).

12.R.2.4: Compare the development of multiple arguments in related texts, evaluating the validity of the claims, the authors’ reasoning, use of the same information, and/or the authors’ rhetoric.

Across Genres – 12.R.3.1: Evaluate an authors use of figurative language.

12.R.3.2: Paraphrase content from grade-level texts.

12.R.3.3: Analyze the influence of classic literature on contemporary world texts.

12.R.3.4: Evaluate rhetorical choices across multiple texts.

 

 

 

 

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Informational texts – Practice constructing complex sentences and noun phrases and verbal phrases helps students comprehend complex informational reading texts. 

 

 

 

 

Narrative texts – Practice inserting adjective words and phrases and adverb words and phrases helps students comprehend complex narrative texts.

Argument texts – Practice constructing complex sentences (adjective clauses) helps students comprehend complex argu­men­t­a­tive reading texts.

Communication – Communicating Through Writing

 

12.C.1.2: Write complex narratives using appropriate techniques to establish multiple perspectives and convey universal themes.

12.C.1.3: Write arguments to support claims based on an in-depth analysis of topics or texts, using valid reasoning and credible evidence from sources, elaboration, and demonstrating a thorough understanding of the subject.

12.C.1.4: Write an in-depth analysis of complex texts using logical organization and appropriate tone and voice, demonstrating a thorough understanding of the subject.

12.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to enhance purpose, clarity, structure, and style.

Genres

Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Practice creating complex sentences typical of effective argumentative writing helps students phrase logical support for their claims. 

Practice constructing complex sentences and noun phrases and verbal phrases helps students express ideas more fully and clearly in their expository writing. 

Revising first drafts

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more con­cise sentence.

Following Conventions

 

12.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Small group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? , ; : ‘ “ – —), spelling of grade-level aca­demic and content-specific vocabulary, as they practice con­struc­ting simple sentences, simple sentences with com­pound parts, compound sentences, complex sentences, compound-complex sentences, compact sentences with verbal phrases, and cumulative sentences.

Vocabulary – Finding Meaning

 

12.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.

12.V.1.2: Apply knowledge of etymology, derivations, and commonly used foreign phrases to determine meanings of words and phrases in grade-level content.

 

Practice constructing the mature grammatical patterns in 29 Level 10 lessons gives students repeated practice speaking and writing new grade-level vocabulary, both general academic and content words and phrases.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic words in grade-level content. 

Client data shows that implementing the Sentence Building strategy in Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

 

georgia standards ofAlignment with State Standards of Excellence – Georgia

See how our curriculum aligns with Georgia’s Standards of Excellence at each grade level

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Range of Reading and Level of Text Complexity

 

 KRL10: Actively engage in group reading activities with purpose and understanding.

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Craft and Structure

 

KRI4With prompting and support, ask and answer questions about unknown words in a text.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Phonics and Word Recognition and Fluency

 

KRF3Know and apply grade-level phonics and word analysis skills in decoding words.

KRF4Read common high-frequency words by sight. Read emergent-reader texts with purpose and understanding.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic grade-level words.

Oral-kinesthetic mini-lessons provide students with repeated practice reading, creating, speaking, and writing novel sentences containing sight words.

Writing (W) – Text Types and Purpose

 

KW1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are “writing” about and state an opinion or preference about the topic or book.

KW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

KW3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Practice creating complex sentences of the kind typical of effective opinion writing helps students phrase logical reasons for their opinion writing. 

 

Practice inserting adjective words and phrases and adverb words and phrases helps students express clear and complete ideas in their informational writing.

Practice inserting adjective words and phrases and adverb words and phrases helps students insert descriptive details in their narrative writing.

Production and Distribution of Writing

 

KW5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Practice combining short simple sentences in revising their writing.

 

 

Speaking and Listening (SL) – Comprehension and Collaboration

 

KSL1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions.

Language (L) – Conventions of Standard English

 

KL1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

KL2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Small group oral-kinesthetic mini-lessons and independent written practice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? ,), spelling of grade-level aca­demic and content-specific vocabulary as they practice con­struc­ting simple declarative, emphasis, imperative and interrogative sentences, simple sentences with com­pound parts, compound sentences, and complex sentences.

Vocabulary Acquisition and Use

 

KL4With guidance and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.  

KL6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Practice creating mature grammatical patterns gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases at grade level

Practice creating and presenting combined sentences with grade-level vocabulary with peers for their response.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Range of Reading and Level of Text Complexity

 

1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.

1RI10With prompting and support, read informational texts appropriately complex for grade 1.

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Craft and Structure

 

1RI4Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Phonics and Word Recognition and Fluency

 

1RF3Know and apply grade-level phonics and word analysis skills in decoding words.

1RF4Read with sufficient accuracy and fluency to support comprehension.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic grade-level words.

Each Sentence Building lesson concludes with choral sentence-com­bin­ing to reach automaticity for the grammatical pattern.

Writing (W) – Text Types and Purpose

 

1W1: Write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 

1W2: Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

1W3: Write narratives in which they recount 2+ appropri­ately sequenced events, include some details about what happened, use temporal words to signal event order, and provide some sense of closure.

Practice creating complex sentences typical of effective opinion writing helps students phrase logical reasons for their opinion writing. 

Practice creating compound sentences and sentence-parts and inserting adjective words and phrases. They help students express ideas more fully and clearly in their informative/ explanatory writing.

Practice inserting adjective words and phrases and adverb words and phrases helps students insert descriptive details in their narrative writing.

Production and Distribution of Writing

 

1W5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their inde­pendent writing. They identify 2+ sentences that work better as a single, more concise sentence.

Speaking and Listening (SL) – Comprehension and Collaboration

 

1SL1Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions.

Language (L) – Conventions of Standard English

 

1L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

1L2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Small group oral-kinesthetic mini-lessons and independent written practice (online/print) embed writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? ,), spelling of grade-level aca­demic and content-specific vocabulary as they practice con­struc­ting simple declarative, emphasis, imperative, and interrogative sentences and sentences for subject-verb agreement and with compound sentence parts, and compound sentences.

Vocabulary Acquisition and Use

 

1L4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. 

1L6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

Practice creating mature grammatical patterns. Forty-two lessons give students repeated practice 

L4      speaking and writing unknown words and words and phrases with multiple meanings at grade level.

L5      inserting conjunctions into sentences to create compound sentence-parts, compound sentences, and short complex sentence patterns.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Range of Reading and Level of Text Complexity

 

2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently.

2RI10By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts.

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Craft and Structure

 

2RI4: Determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area.

Client data – implementing Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Phonics and Word Recognition and Fluency

 

2RF3Know and apply grade-level phonics and word analysis skills in decoding words.

2RF4Read with sufficient accuracy and fluency to support comprehension.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic grade-level words.

Each Sentence Building lesson concludes with choral sentence-combin­ing to reach automaticity for the grammatical pattern.

Writing (W) – Text Types and Purpose

 

2W1Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section. 

2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 

2W3: Write narratives in which they recount a well-elaborated event or sequence of events, include details to describe actions, thoughts, and feelings, use temporal words for event order, and provide closure.

Practice creating complex sentences of the kind typical of effective opinion writing helps students phrase logical reasons for their opinion writing. 

Practice inserting adjective words and phrases and adverb words and phrases helps students express clear and complete ideas in their informative/explanatory writing.

Practice inserting adjective words and phrases and adverb words and phrases helps students insert descriptive details in their narrative writing.

Production and Distribution of Writing

 

2W5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their inde­pendent writing. They identify 2+ sentences that work better as a single, more concise sentence.

Speaking and Listening (SL) – Comprehension and Collaboration

 

2SL1Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions.

Language (L) – Conventions of Standard English

 

2L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2L2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Small group oral-kinesthetic mini-lessons and independent written practice (online or print) embed writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? ,), spelling of grade-level aca­demic and content-specific vocabulary as they practice con­struc­ting simple declarative, emphasis, imperative, and inter­roga­tive sentences and sentences for subject-verb agreement and with compound sentence parts, compound sentences, and complex sentences.

Knowledge of Language

 

2L3Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Research and our client data confirm systematic practice combining sentences significantly increases student performance on tests of language skills, reading comprehension, and written expression.

Vocabulary Acquisition and Use

 

2L4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading, choosing from an array of strategies.  

Practice creating mature grammatical patterns. Forty-six lessons provide repeated practice speaking and writing unfamiliar words and words and phrases with multiple meanings at grade level.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Range of Reading and Level of Text Complexity

 

3RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

3RI10By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. 

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Craft and Structure

 

3RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Client data shows that implementing Applied Grammar with fidelity sig­nif­icantly increases student performance on tests of grade-level vocabulary.

Phonics and Word Recognition and Fluency

 

3RF3Know and apply grade-level phonics and word analysis skills in decoding words.

3RF4Read with sufficient accuracy and fluency to support comprehension.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic grade-level words.

Each Sentence Building lesson concludes with choral sentence-com­bin­ing to reach automaticity for the grammatical pattern.

Writing (W) – Text Types and Purpose

 

3W1: Write opinion pieces on topics or texts, sup­port­ing a point of view with reasons.

3W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

3W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Practice creating complex sentences typical of effective opinion writing helps students phrase logical reasons for their opinion writing. 

Practice inserting adjective words and phrases and adverb words and phrases helps students express clear and complete ideas in their informative/explanatory writing.

Practice inserting adjective words/phrases and adverb words/phrases helps students insert descriptive details in their narrative writing.

Production and Distribution of Writing

 

3W5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their inde­pendent writing. They identify 2+ sentences that work better as a single, more concise sentence.

Speaking and Listening (SL) – Comprehension and Collaboration

 

3SL1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions.

Language (L) – Conventions of Standard English

 

3L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

3L2Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Small group oral-kinesthetic mini-lessons and independent written prac­tice (online or print) embed writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? ,), spelling of grade-level aca­demic and content-specific vocabulary as they practice con­struc­ting simple declarative, emphasis, imperative, and interrogative sen­tences and sentences for subject-verb agreement and with compound sentence parts, compound sentences, and complex sentences.

Knowledge of Language

 

3L3Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Research and our client data confirm systematic practice combining sentences significantly increases student performance on tests of language skills, reading comprehension, and written expression.

Vocabulary Acquisition and Use

 

3L4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. 

Practice creating mature grammatical patterns. Forty-three lessons provide repeated practice speaking and writing unfamiliar words and words and phrases with multiple meanings at grade level.

 

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

We use a system of four proven literacy strategies we call Applied Grammar. The Sentence Building (SB) strategy, our approach to sentence-combining practice, delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing). In two 20-30-minute lessons a week, students practice creating grammatical patterns of the state language standards using grade-level vocabulary. Each lesson is led by an interactive video of the pattern and includes a(n)

                  Oral-kinesthetic mini-lesson – 3-4 students present the combined sentence of their assigned SB puzzle. 

                  Written work session – Students practice creating mature patterns with a PAL, then independently

                  Choral close – Whole group of students combine the sentences of each SB puzzle aloud with kinesthetic motions 

without hesitation.

Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression.

Standard as written

Alignment explained

Range of Reading and Level of Text Complexity

 

4RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 

4RI10By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of text complexity.

Craft and Structure

 

4RI4Determine the meaning of general academic language and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Phonics and Word Recognition and Fluency

 

4RF3Know and apply grade-level phonics and word analysis skills in decoding words.

4RF4: Read with sufficient accuracy and fluency to support comprehension.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic grade-level words.

Oral-kinesthetic mini-lessons provide students with repeated practice presenting novel and complex sentences.

Writing (W) – Text Types and Purpose

 

4W1Write opinion pieces on topics or texts, supporting a point of view with reasons. 

4W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 

4W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Practice creating complex sentences of the kind required in effec­tive opinion writing. 

Practice inserting adjective words and phrases and adverb words and phrases helps students express ideas more fully and clearly in their informational writing.

Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Production and Distribution of Writing

 

4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

The Sentence Building strategy (sentence-combining) helps students identify two or more sentences in their independent writing that, when combined, work better as a single, more concise sentence.

Research to Build and Present Knowledge

 

4W8Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

When students acquire an increased number of mature grammatical patterns, they use them in paraphrasing ideas from a source.

Range of Writing

 

4W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.  

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of written expression.

 

 

Speaking and Listening (SL) – Comprehension and Collaboration

 

4SL1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 

4SL2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions and in paraphrases of print and digital sources.

Language (L) – Conventions of Standard English

 

4L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

4L2Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Practice combining sentences using the formal Standard English patterns in Applied Grammar significantly increases students’ scores on test of language skills, reading comprehension, and writing. It increases their awareness of Standard English in their own speech and that of others.

Knowledge of Language

 

4L3Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Research and our client data shows that systematic practice com­bining sentences significantly increases student performance on test of extended writing and reading comprehension.

Vocabulary Acquisition and Use

 

4L4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.  

4L6: Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal precise actions, emotions, or states of being and words and phrases basic to a particular topic.

Practice creating the mature grammatical patterns. Thirty-eight lessons gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases at grade level. This includes general academic and content vocabulary.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

We use a system of four proven literacy strategies we call Applied Grammar. The Sentence Building (SB) strategy, our approach to sentence-combining practice, delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing). In two 20-30-minute lessons a week, students practice creating grammatical patterns of the state language standards using grade-level vocabulary. Each lesson is led by an interactive video of the pattern and includes a(n)

                  Oral-kinesthetic mini-lesson – 3-4 students present the combined sentence of their assigned SB puzzle. 

                  Written work session – Students practice creating mature patterns with a PAL, then independently

                  Choral close – Whole group of students combine the sentences of each SB puzzle aloud with kinesthetic motions 

without hesitation.

Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression.

 

Standard as written

Alignment explained

Range of Reading and Level of Text Complexity

 

5RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

 

5RI10By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. 

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of text complexity.

Craft and Structure

                                                                                                                        

5RI4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Phonics and Word Recognition and Fluency

 

5RF3Know and apply grade-level phonics and word analysis skills in decoding words.

 

5RF4Read with sufficient accuracy and fluency to support comprehension.

Oral-kinesthetic mini-lessons provide students with repeated practice analyzing new and multi-syllabic grade-level words.

 

Oral-kinesthetic mini-lessons provide students with repeated practice presenting novel and complex sentences.

Writing (W) – Text Types and Purpose

 

5W1Write opinion pieces on topics or texts, supporting a point of view with reasons.

 

5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

 

5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Practice creating complex sentences of the kind required in effec­tive opinion writing. 

 

Practice inserting adjective words and phrases and adverb words and phrases helps students express ideas more fully and clearly in their informational writing.

 

Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Production and Distribution of Writing

 

5W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

The Sentence Building strategy (sentence-combining) helps students identify two or more sentences in their independent writing that, when combined, work better as a single, more concise sentence.

Research to Build and Present Knowledge

 

5W8Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

When students acquire an increased number of mature grammatical patterns, they use them in paraphrasing ideas from a source.

Range of Writing

 

5W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of written expression.

 

 

Speaking and Listening (SL) – Comprehension and Collaboration

 

5SL1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. 

 

5SL2Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions and in paraphrases of print and digital sources.

Language (L) – Conventions of Standard English

 

5L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

 

5L2Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Practice combining sentences using the formal Standard English patterns in Applied Grammar significantly increases students’ scores on test of language skills, reading comprehension, and writing. It increases their awareness of Standard English in their own speech and that of others.

Knowledge of Language

 

5L3Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Research and our client data shows that systematic practice com­bining sentences significantly increases student performance on test of extended writing and reading comprehension.

Vocabulary Acquisition and Use

 

5L4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.  

 

5L6: Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal contrast, addition, and other logical relationships.

Practice creating the mature grammatical patterns. Thirty-eight lessons gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases at grade level. This includes general academic and content vocabulary.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application.

Concept ID -> procedures -> application

We use a system of four proven literacy strategies we call Applied Grammar. The Sentence Building (SB) strategy, our approach to sentence-combining practice, delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing). In two 20-30-minute lessons a week, students practice creating grammatical patterns of the state language standards using grade-level vocabulary. Each lesson is led by an interactive video of the pattern and includes a(n)

Oral-kinesthetic mini-lesson – 3-4 students present the combined sentence of their assigned SB puzzle.

Written work session – Students practice creating mature patterns with a PAL, then independently

Choral close – Whole group of students combine the sentences of each SB puzzle aloud with kinesthetic motions

without hesitation.

Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression.

Standard as written

Alignment explained

Range of Reading and Level of Text Complexity 
6RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

6RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of text complexity.
Craft and Structure
6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.
Writing (W) – Text Types and Purpose
6W1: Write arguments to support claims with clear reasons and relevant evidence.

6W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

6W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Practice creating complex sentences of the kind required in effec­tive argument writing.

Practice inserting adjective words and phrases and adverb words and phrases helps students express ideas more fully and clearly in their informational writing.

Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Production and Distribution of Writing
6W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.The Sentence Building strategy (sentence-combining) helps students identify two or more sentences in their independent writing that, when combined, work better as a single, more concise sentence.
Research to Build and Present Knowledge
6W8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.When students acquire an increased number of mature grammatical patterns, they use them in paraphrasing ideas from a source.
Range of Writing
6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of written expression.
Speaking and Listening (SL) – Comprehension and Collaboration
6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

6SL2: Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions and in paraphrases of print and digital sources.
Language (L) – Conventions of Standard English
6L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

6L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Practice combining sentences using the formal Standard English patterns in Applied Grammar significantly increases students’ scores on test of language skills, reading comprehension, and writing. It increases their awareness of Standard English in their own speech and that of others.
Knowledge of Language
6L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.Research and our client data shows that systematic practice com­bining sentences significantly increases student performance on test of extended writing and reading comprehension.
Vocabulary Acquisition and Use
6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

6L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Practice creating the mature grammatical patterns.  Thirty-five lessons gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases at grade level. This includes general academic and content vocabulary.

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

We use a system of four proven literacy strategies we call Applied Grammar. The Sentence Building (SB) strategy, our approach to sentence-combining practice, delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing). In two 20-30-minute lessons a week, students practice creating grammatical patterns of the state language standards using grade-level vocabulary. Each lesson is led by an interactive video of the pattern and includes a(n)

                  Oral-kinesthetic mini-lesson – 3-4 students present the combined sentence of their assigned SB puzzle. 

                  Written work session – Students practice creating mature patterns with a PAL, then independently

                  Choral close – Whole group of students combine the sentences of each SB puzzle aloud with kinesthetic motions 

without hesitation.

Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression.

Standard as written

Alignment explained

Range of Reading and Level of Text Complexity

 

6RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 

6RI10By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of text complexity.

Craft and Structure

 

6RI4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Writing (W) – Text Types and Purpose

 

6W1Write arguments to support claims with clear reasons and relevant evidence. 

6W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 

6W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Practice creating complex sentences of the kind required in effec­tive argument writing. 

Practice inserting adjective words and phrases and adverb words and phrases helps students express ideas more fully and clearly in their informational writing.

Practice inserting adjective words and phrases and adverb words and phrases helps students insert rich descriptive details in their narrative writing.

Production and Distribution of Writing

 

6W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

The Sentence Building strategy (sentence-combining) helps students identify two or more sentences in their independent writing that, when combined, work better as a single, more concise sentence.

Research to Build and Present Knowledge

 

6W8Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

When students acquire an increased number of mature grammatical patterns, they use them in paraphrasing ideas from a source.

Range of Writing

 

6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.   

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of written expression.

 

 

Speaking and Listening (SL) – Comprehension and Collaboration

 

6SL1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 

6SL2Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions and in paraphrases of print and digital sources.

Language (L) – Conventions of Standard English

 

6L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

6L2Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Practice combining sentences using the formal Standard English patterns in Applied Grammar significantly increases students’ scores on test of language skills, reading comprehension, and writing. It increases their awareness of Standard English in their own speech and that of others.

Knowledge of Language

 

6L3Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Research and our client data shows that systematic practice com­bining sentences significantly increases student performance on test of extended writing and reading comprehension.

Vocabulary Acquisition and Use

 

6L4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

6L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Practice creating the mature grammatical patterns.  Thirty-five lessons gives students repeated practice speaking and writing unknown and multiple-meaning words and phrases at grade level. This includes general academic and content vocabulary.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Range of Reading and Level of Text Complexity

 

8RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. 

8RI10By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. 

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Craft and Structure

 

8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Writing (W) – Text Types and Purpose

 

8W1Write arguments to support claims with clear reasons and relevant evidence. 

8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 

8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Practice creating complex sentences typical of effective argumentative writing helps students phrase logical support for their claims. 

Practice inserting adjective words and phrases and adverb words and phrases helps students express clear and complete ideas in their informational writing.

Practice inserting adjective words and phrases and adverb words and phrases helps students insert descriptive details in their narrative writing.

Production and Distribution of Writing

 

8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more concise sentence.

Speaking and Listening (SL) – Comprehension and Collaboration

 

8SL1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly. 

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions.

Language (L) – Conventions of Standard English

 

8L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 

8L2Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Small group oral-kinesthetic mini-lessons and independent written prac­tice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? , : ; – -), spelling of grade-level aca­demic and content-specific vocabulary as they practice con­struc­ting  simple sentences with subject-verb agreement, with com­pound parts, compound sentences, com­plex sentences, compound-complex sentences, infinitive phrases, gerund phrases, participle phrases, and cumulative sentences.

Knowledge of Language

 

8L3Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Research and our client data show that systematic practice combining sentences significantly increases student per­formance on tests of extended writing, language skills, and reading comprehension.

Vocabulary Acquisition and Use

 

8L4Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

Practice creating mature grammatical patterns. Thirty-four lessons provide repeated practice speaking and writing unfamiliar words and words and phrases with multiple meanings at grade level.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Range of Reading and Level of Text Complexity

 

9RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. 

9RI10By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.   

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Craft and Structure

 

9RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and tech­nical meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Writing (W) – Text Types and Purpose

 

9W1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 

9W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 

9W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Practice creating complex sentences typical of effective argumentative writing helps students phrase logical support for their claims. 

Practice inserting adjective words and phrases and adverb words and phrases helps students express clear and complete ideas in their informational writing.

Practice inserting adjective words and phrases and adverb words and phrases helps students insert descriptive details in their narrative writing.

Production and Distribution of Writing

 

9W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more concise sentence.

Speaking and Listening (SL) – Comprehension and Collaboration

 

9SL1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions.

Language (L) – Conventions of Standard English

 

9L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 

9L2Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Small group oral-kinesthetic mini-lessons and independent written prac­tice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? , : ; – -), spelling of grade-level aca­demic and content-specific vocabulary as they practice con­struc­ting  simple sentences with subject-verb agreement and with com­pound parts, compound sentences, com­plex sentences, compound-complex sentences, appositive phrases, infinitive phrases, gerund phrases, participle phrases, and cumulative sentences.

Knowledge of Language

 

9L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Research and our client data show that systematic practice combining sentences significantly increases student per­formance on tests of extended writing, language skills, and reading comprehension.

Vocabulary Acquisition and Use

 

9L4Determine or clarify the meaning of unknown and mul­tiple-meaning words and phrases based on grades 9–10 read­ing and content, choosing flexibly from a range of stra­tegies. 

Practice creating mature grammatical patterns. Twenty-nine lessons provide repeated practice speaking and writing unfamiliar words and words and phrases with multiple meanings at grade level.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Range of Reading and Level of Text Complexity

 

10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. 

10RI10By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.  

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Craft and Structure

 

10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Writing (W) – Text Types and Purpose

 

10W1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 

10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Practice creating complex sentences typical of effective argumentative writing helps students phrase logical support for their claims. 

Practice inserting adjective words and phrases and adverb words and phrases helps students express clear and complete ideas in their informational writing.

Practice inserting adjective words and phrases and adverb words and phrases helps students insert descriptive details in their narrative writing.

Production and Distribution of Writing

 

10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more concise sentence.

 

 

Speaking and Listening (SL) – Comprehension and Collaboration

 

10SL1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions.

Language (L) – Conventions of Standard English

 

10L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

10L2Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Small group oral-kinesthetic mini-lessons and independent written prac­tice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? , : ; – -), spelling of grade-level aca­demic and content-specific vocabulary as they practice con­struc­ting  simple sentences with subject-verb agreement, with com­pound parts, compound sentences, com­plex sentences, compound-complex sentences, infinitive phrases, gerund phrases, participle phrases, and cumulative sentences.

Knowledge of Language

 

10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Research and our client data show that systematic practice combining sentences significantly increases student per­formance on tests of extended writing, language skills, and reading comprehension.

  Vocabulary Acquisition and Use

 

10L4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. 

Practice creating mature grammatical patterns. Twenty-nine lessons provide repeated practice speaking and writing unfamiliar words and words and phrases with multiple meanings at grade level.

 

The state curriculum fleshes out practices that focus on identifying the ELA concepts in each standard and the process of learning them. Applied Grammar eases student learning on to the next level of application

Concept ID  procedures  application

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Range of Reading and Level of Text Complexity

 

11RL10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

 11RI10By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.   

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Craft and Structure

 

11RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Writing (W) – Text Types and Purpose

 

11W1Write arguments to support claims in an analysis of sub­stantive topics or texts, using valid reasoning and relevant and sufficient evidence. 

11W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 

11W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Practice creating complex sentences typical of effective argumentative writing helps students phrase logical support for their claims. 

Practice inserting adjective words and phrases and adverb words and phrases helps students express clear and complete ideas in their informational writing.

Practice inserting adjective words and phrases and adverb words and phrases helps students insert descriptive details in their narrative writing.

Production and Distribution of Writing

 

11W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more concise sentence.

Speaking and Listening (SL) – Comprehension and Collaboration

 

11SL1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions.

Language (L) – Conventions of Standard English

 

11L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

11L2Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Small group oral-kinesthetic mini-lessons and independent written prac­tice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? , : ; – -), spelling of grade-level aca­demic and content-specific vocabulary as they practice con­struc­ting  simple sentences with subject-verb agreement and with com­pound parts, compound sentences, com­plex sentences, compound-complex sentences, appositive phrases, infinitive phrases, gerund phrases, participle phrases, and cumulative sentences.

Knowledge of Language

 

11L3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Research and our client data show that systematic practice combining sentences significantly increases student per­formance on tests of extended writing, language skills, and reading comprehension.

Vocabulary Acquisition and Use

 

11L4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. 

Practice creating mature grammatical patterns. Twenty-nine lessons provide repeated practice speaking and writing unfamiliar words and words and phrases with multiple meanings at grade level.

 

Sentence Building (SB), the central strategy of Applied Grammar, is our approach to sentence-combining practice. It delivers a proven impact on a range of literacy skills (language, reading, vocabulary, and writing) in two 20-30-minute lessons a week. Students practice combining 2+ sentences in a Sentence Building puzzle in a mature grammatical pattern of their state standards using grade-level vocabulary. For each lesson,  we provide an interactive video of the pattern that ensures productive student engagement.

 

Oral-kinesthetic mini-lesson

(8 min) Groups of 3-4 students present the Combined sentence of a SB puzzle.

 

Written work session

(15 min) Students practice creating the same pattern with a PAL, then independently.

 

Choral close

(5 min) The whole class creates the lesson’s Combined sentences aloud with kinesthetic motions without hesitation. They celebrate reaching class automaticity for the pattern.

John C. Mellon of Harvard Graduate School of Education introduced the sentence-combining strategy in 1965 as an appli­cation of Noam Chomsky’s theory of transformational-generative grammar. Over 50 years of research and our client data show that systematic sentence-combining practice significantly increases student performance on tests of language skills, reading comprehension and vocabulary, and written expression. 

In his review of Applied Grammar student and teacher materials, Dr. Robert J. Marzano calls Applied Grammar 

the only complete sentence-combining curriculum on the market. The materials are gold. Serious teachers read through them, find them easy to understand, and get busy using them.

Note – The Applied Grammar online curriculum is available at w2win.online for grades 1-10With a click, client teachers assign lessons related to their state standards. The computer responds to student performance on every puzzle. It logs and reports student scores on every lesson and state standard.

Standard as written

Alignment explained

Range of Reading and Level of Text Complexity

 

12RL10: By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 12-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. 

12RI10By the end of grade 12, read and comprehend literary nonfiction in the grade 12-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.  

Sentence-combining research and client data show that implementing Applied Grammar with fidelity significantly increases student performance on tests of reading text complexity.

Craft and Structure

 

12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

Client data shows that implementing Applied Grammar with fidelity significantly increases student performance on tests of grade-level vocabulary.

Writing (W) – Text Types and Purpose

 

12W1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 

12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 

12W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Practice creating complex sentences typical of effective argumentative writing helps students phrase logical support for their claims. 

 

Practice inserting adjective words and phrases and adverb words and phrases helps students express clear and complete ideas in their informational writing.

 

Practice inserting adjective words and phrases and adverb words and phrases helps students insert descriptive details in their narrative writing.

Production and Distribution of Writing

 

12W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Students use the Sentence Building strategy (combining sentences to create mature grammatical patterns) when asked to revise their independent writing. They identify 2+ sentences that work better as a single, more concise sentence.

Speaking and Listening (SL) – Comprehension and Collaboration

 

12SL1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 

Oral-kinesthetic mini-lessons embed mature grammatical patterns in students’ minds that they call up to convey their ideas clearly and fully in collaborative discussions.

Language (L) – Conventions of Standard English

 

12L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

12L2Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Small group oral-kinesthetic mini-lessons and independent written prac­tice (online or print) embed the following writing conventions in students’ minds – capitalization, punc­tu­ation (. ! ? , : ; – -), spelling of grade-level aca­demic and content-specific vocabulary as they practice con­struc­ting  simple sentences with subject-verb agreement and with com­pound parts, compound sentences, com­plex sentences, compound-complex sentences, appositive phrases, infinitive phrases, gerund phrases, participle phrases, and cumulative sentences.

Knowledge of Language

 

12L3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Research and our client data show that systematic practice combining sentences significantly increases student per­formance on tests of extended writing, language skills, and reading comprehension.

Vocabulary Acquisition and Use

 

12L4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. 

Practice creating mature grammatical patterns. Twenty-nine lessons provide repeated practice speaking and writing unfamiliar words and words and phrases with multiple meanings at grade level.

 

What Our Applied Grammar Clients Say

Frequently Asked Questions about Applied Grammar

Why is Applied Grammar online so effective?

Students see the Sentence Building puzzles as engaging and fun. An interactive video gets students up and moving with immediate energizing oral-kinesthetic practice. Practice in speaking, writing, and movement embed each pattern securely in students’ minds.

Does Applied Grammar online cover all state language standards?

Every one of them. In fact, each Sentence Building puzzle reinforces multiple standards at a time.

Does Applied Grammar online develop students keyboarding skills?

Oh my, yes! After 4-6 lessons on the online edition, teachers see improvement in students’ keyboarding speed and accuracy.

Will Applied Grammar online help my students learn to identify and explain the grammar patterns they practice?

Absolutely. Every Sentence Building lesson concludes with direct instruction in grammar called the Grammatical Pattern Practiced. Student PALS take turns explaining the pattern to one another.

Does Applied Grammar online do more than prepare my student to perform well on tests of extended writing?

Much more. Expect a significant rise in scores of reading comprehension, language skills, and vocabulary. Don’t be surprised by increased participation in class discussions too.

What makes Applied Grammar online different from traditional grammar instruction?

Applied Grammar is error-free. Only Standard American English sentences are included. The focus is on putting mature grammatical patterns together not just taking them apart.

What about the impact Applied Grammar online has on class environment?

Get set for an immediate positive impact. Students are eager to see the next Sentence Building lesson. They show increased cooperation and support among the PAL-pairs, and genuine celebrations at the close of each lesson.