10 Minute Grammar

#26: How to Use an Objective Editing Checklist Part III of III)

Welcome to the third episode of “My 3 Big Writing Tools and Tricks,” broadcast series.
My Free How-To Book
- [ ] Each step of the Checklist Challenge is separate page, taking you through the steps slowly
- [ ] Samples throughout —including a color-coded sample to see the “colorful version”!
- [ ] One paragraph all the way through before student does own paragraph
Tips for Using a Writing Checklist
Be sure grammar skills are taught along with it
No vagueness—coding, check boxes, etc
Samples of each task
Call them what they are for older students (specific opener types, adjectives Vs describers etc.)
Do it with the student for first few papers
Start out slowly (a few tasks at a time)
Help student create final with changes in it.
You can do these with or without my free lesson or purchased lessons!
Note: Summary of the three foundational writing techniques—how they are laid out, how to get a freebie of each type, and how to create them yourself:
(1) Writing Boxes—Episode 24–(See images here: https://www.instagram.com/reel/CpTVpggIsnF/?igshid=YmMyMTA2M2Y=)
(2) How to Create and Write From a Sentence-by-Sentence (S-by-S) Outline—The “How to” lessons for these are in my “Tools and Tricks” books and each first semester book of “Meaningful Composition.” (As well as in March’s freebie!) Episode two of this series will teach you how to teach this!
(3) How to Complete the Checklist Challenge—today’s episode! (See video teaching of this here! How I Teach 9)
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#25: How to Teach Outlining and Writing From a Given Source (Part II of III)

Welcome to another three-part series on “10 Minute Grammar”!
This series is called “My 3 Big Writing Tools and Tricks,” and it will cover my three foundational writing techniques—how they are laid out, how to get a freebie of each type, and how to create them yourself:
(1) Writing Boxes—Episode 24–my signature sentence-dissecting and re-writing protocol made up of boxes in which students make a sentence their own (and eventually a paragraph their own). Extremely templated and easy to follow. (See images here: https://www.instagram.com/reel/CpTVpggIsnF/?igshid=YmMyMTA2M2Y=)
 
(2) How to Create and Write From a Sentence-by-Sentence (S-by-S) Outline—a third or more of the writing projects in all of my 100+ books contain given material/source for students to write from. The S-by-S outline approach teaches students how to write from sources in their own words. The “How to” lessons for these are in my “Tools and Tricks” books and each first semester book of “Meaningful Composition.” (As well as in March’s freebie!) Episode two of this series will teach you how to teach this!
 
(3) How to Complete the Checklist Challenge—the third foundational method in my books is that of the Checklist Challenge (CC). The “How to CC” lessons are in the same books as the “how to S-by-S” and will be the topic of the final episode in this series. Ninety-plus-percent of my projects have the CC—a checklist of editing/improvement tasks for students to use to improve their papers. I’ll teach you all about it—and get you a freebie!
 
So…10 MG 25 —-How to Create and Write From a Sentence-by-Sentence (S-by-S) Outline
 
My Free How-To Book
- [ ] Each step separate page, taking you through the steps slowly
- [ ] Passage/source appropriate reading AND writing level
- [ ] Samples throughout
- [ ] One paragraph all the way through before student does own paragraph
 
Benefits of Given Source to Outline From
- [ ] Can be sure it is their level
- [ ] Contained—when students begin writing from source they get can be overwhelming and too long
- [ ] Can choose content of their interest
- [ ] Checks and balances to be sure outlining with as few words as possible and symbols
- [ ] Checks and balances to be sure writing essay or report is in students’ own words
You can do these with or without my free lesson or purchased lessons!
Wanna see a video of my teaching this to homeschooling teachers? Check out my “How I Teach” Episode 5 at the blog!
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#24: How to Use Writing Boxes for Elementary and Middle Schoolers (Part I of III)

Welcome to another three-part series on “10 Minute Grammar”!
This series is called “My 3 Big Writing Tools and Tricks,” and it will cover my three foundational writing techniques—how they are laid out, how to get a freebie of each type, and how to create them yourself:
(1) Writing Boxes—my signature sentence-dissecting and re-writing protocol made up of boxes in which students make a sentence their own (and eventually a paragraph their own). Extremely templated and easy to follow. (See images here: https://www.instagram.com/reel/CpTVpggIsnF/?igshid=YmMyMTA2M2Y=)
 
(2) How to Create and Write From a Sentence-by-Sentence (S-by-S) Outline—a third or more of the writing projects in all of my 100+ books contain given material/source for students to write from. The S-by-S outline approach teaches students how to write from sources in their own words. The “How to” lessons for these are in my “Tools and Tricks” books and each first semester book of “Meaningful Composition.” (As well as in March’s freebie!) Episode two of this series will teach you how to teach this!
 
(3) How to Complete the Checklist Challenge—the third foundational method in my books is that of the Checklist Challenge (CC). The “How to CC” lessons are in the same books as the “how to S-by-S” and will be the topic of the final episode in this series. Ninety-plus-percent of my projects have the CC—a checklist of editing/improvement tasks for students to use to improve their papers. I’ll teach you all about it—and get you a freebie!
 
So…10 MG 23–how to use writing boxes:
Beginning Writing Boxes
* Two or three paragraph familiar story (sooo many available—Christmas, Harriet Tubman, Frosty, Beauty & Beast, Dumbo, Alice in Wonderland, Jungle Book, Toys, Fairy Tales, Peter Pan, and more!)
* Each page has one sentence and boxes with tasks for student to complete to learn synonyms, sentence writing, etc. (see images)
Advanced Writing Boxes
* Start out the same as beginning ones
* Second half of each page of boxes teaches how to choose describes and make sentences more interesting.
* Both bring student’s new sentences together to create their own paragraph! Or paragraphs! So effective. Fun. Engaging. Interesting. You can do these with or without my free lesson or purchased lessons! Wanna see a video of my teaching this to teachers? It’s available here. How I Teach…Beginning Sentence and Paragraph Writing With Writing Boxes…(Episode #3) | See: https://languageartsladyblog.com/how-i-teach-episode-3/
Learn for a Month Find all my Tools and Tricks and Writing Boxes books here: https://languageartsladystore.com/product-category/writeforamonth/
https://languageartsladystore.com/product-category/writeforamonth/ Check out the first semester of all of my MC books here: https://languageartsladystore.com/product-category/writeforamonth/
https://languageartsladystore.com/product-category/meaningful-composition/ And don’t forget your freebies for this series! Sign up here: https://languageartsladyblog.com/
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#23: Teaching Kids How to Write About People (Part III of III)

I love to teach my students how to write about people. In my newest set of “Write for a Month” books, “Black Americans’ Contributions,” I had the opportunity to use many of my frameworks for the many lessons in which students write about people.
In part three of three about teaching kids to write about people, I move into more advanced techniques and teach how to differentiate learning even more among multi-level writers.
Why starting with three people/three paragraphs is such a great idea even up to high school if needed.
How to teach expansion from one paragraph into multiple paragraph using that first paragraph’s content
How differentiation can be easily achieved through varying expectations based on individual skill levels: number of and types of quotes expected; number of sources required; certain emphases of a person’s life; and much more.
How to move from more “middle school-one or two sources” biography writing to the true test of research writing—merging multiple sources.
Much more!
Check out my newest set of “Write for a Month” books called “Black Americans’ Contributions.” Five levels. One month long. Downloadable. Available at my store, link below.
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#22: Teaching Kids How to Write About People (Part II of III)

I love to teach my students how to write about people. In my newest set of “Write for a Month” books, “Black Americans’ Contributions,” I had the opportunity to use many of my frameworks for the many lessons in which students write about people.
In part two of three about teaching kids to write about people, I move into more frameworks, outlining types, and pre-writing techniques for fifth through eighth graders:
Writing from a source that is given to students with definite/accurate paragraph breaks and appropriate readability/write-ability levels
Writing from a source with a single episode/story of that person’s life (can be longer since it is story-based)
Giving a source of many paragraphs with a Q and A structure for kids to outline from (their answers become their outline)
Outline from sources—three similar people or three achievements (or quotes or books)—so simple to put together for one essay!
Going from single source for research to multi-source merging
And more!
Check out my newest set of “Write for a Month” books called “Black Americans’ Contributions.” Five levels. One month long. Downloadable.
 
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10 Minute Grammar Episode 21: Teaching Kids How to Write About People (Part I of II)

One of my favorite topics to help students write about is people. Writing about people is a great starting point for early writers to use sources, excellent way to give passages of material for kids to write from, and can even challenge upper level high schoolers, depending on the expectations and skills included. I love teaching writing about people for several reasons:◦ It is one of the easiest research-based topic. There’s chronology, abounding information, and simplified ways. ◦ It is often of high interest to even young students. ◦ There are many ways to break down information, organize facts, and lay out content. ◦ It is an excellent topic for expansion. I love teaching 2nd-5th graders people writing with these approaches:◦ Writing Boxes (signature layout for sentence and paragraph writing in many of my “Write-for-a-Month” and “Meaningful Composition” programs)◦ Paragraph House Outline and Writing◦ Five W’s charts, boxes, or lists ◦ Q and A outlines ◦ Sentence-by-Sentence outline over a given passage, especially story-based passages about people)Check out my newest set of “Write for a Month” books called “Black Americans’ Contributions.” Five levels. One month long. Downloadable.
https://languageartsladystore.com/product-category/writeforamonth/
 
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10-Minute Grammar 20: Three Family Valentine’s Day Ideas

Today I’m taking a little detour from grammar and language arts to share three ideas (based on three products—one is free for the first two weeks of February!). Stay with me—you don’t need these $2 or $3 downloads to do these ideas.
 
Three Family Valentine’s Day Ideas
1. Keep Close Cards (free at LAL blog the first two weeks of February)
◦ Cards that say Let’s Keep Close and have space under to write an invitation to spend time together.
◦ Use as a monthly invite for one-on-one time with kids.
◦ Fill three in for future activities for Valentine’s gift, Easter basket, or Christmas stocking
 
2. 52 Ways to Say Triff cards
◦ Colorful, unisex, multi-age, cards with borders and various affirmations and compliments on them
◦ Some are specific to qualities (honesty, friendliness, diligence, kindness, initiative, etc) and some are more generic (you’re triff, so grateful for you, can’t believe you’re mine, etc)
◦ Room under each message to write personal note or message
◦ Use weekly! Also for under pillow notes, lunch box notes, back pack notes, mirror notes, and more!)
◦ Pass out at dinner table and read aloud what the person is getting acknowledged for
◦ Blank, bordered cards for you to create your own
 
3. Kids’ Faves documents
◦ Ask for kids’ favorites in 35 categories
◦ Use for getting gifts, surprises, rewards, treats, etc.
◦ Fill in with each child
◦ Use at Valentine’s Day or Christmas as a game to learn more about each other as a group
◦ Use for dinner conversations
 
Make Valentine’s Day a fun family affair with these three ideas/products!
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10-Minute Grammar 19: Subordinators and Subordinate Clauses, Part II

Welcome to Part II of II of Subordinators! (Part I is Episode 16–find all the details at LALBlog or listen at iTunes.)
 
In this episode, I review my first two tricks for teaching students lists of subordinators:
 
(1) First seven subordinators learned in rhyme:
 
Since, when, because, though
As, if, that, although!
 
(2) Subordinate-Check Sentence—
 
75% of the dozens of subordinators fit into this check sentence (and, it also shows that subordinators are subordinate to the rest of the sentence---like submarines go down!):
_______ the submarine went down, we could still/not see it.
 
After that review, I teach about the power of using terminology and tricks that have something to do with what that part of speech is or does.
 
In the case of subordinate clauses, I like to use the term subordinate clauses over dependent clauses since the subordinator is the first word in a subordinate clause….
 
And subordinate means less. A subordinate clause is less than a real sentence and cannot be used unless it has a complete sentence added to it:
 
Sub clause, complete sentence.
 
 
Lastly, I explain four important reasons to have students memorize/recognize Subordinators (and eventually recognize subordinate clauses quickly and easily):
 
Subordinate clauses are bot sentences —recognizing sentences and non-sentences is one of the crucial early writing skills.
Punctuating subordinate clause openers and putting complete sentences with openers properly is essential.
Subordinate clauses have subjects and verbs and need to have these match in tense and number—just like a sentence does.
It will be important later to learn the details of advanced punctuation with subordinate clauses in various positions in a sentence.
 
Learn more about memorizing parts of speech through a weekly Think Fast Grammar Quiz (Beginner and Advanced).
 
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10 Minute Grammar Episode #18: Helping Kids Write Christmas Thank-You Cards

This episode includes tips and tricks for helping kids ages three to twelve create/write Christmas thank-you cards—using my inexpensive downloadable sets or creating them easily yourself with today’s tips.
Pre writer
Three years to second grade
Colored or child to color (simple pictures!)
Write over dotted lines or large spaced lines for child to write
Message they can cut and paste
Two sentences is great! Or poetry
Beginning Writer
Early elementary
Colored or child color
Copy and paste message (have them write greeting and closing)
Or copy from a message written out for them
Be sure lines are wide for writing
Advanced Writer
Middle school
Colored or child color or paint or water color
Give them rhymed and unrhymed messages if they need ideas for what to write
May also use quote or other short message inside
 
☑️Check out my almost-done for you Christmas thank-you cards for all three levels at the LAL store!
☑️Check out the three reels (one for each level) showing how to create Christmas thank-you cards on my video nine grid.
Prewriter: https://www.instagram.com/reel/CmohOfnqwxw/?utm_source=ig_web_copy_link
Beginner: https://www.instagram.com/reel/CmrOUsBKd0s/?utm_source=ig_web_copy_link
Advanced: https://www.instagram.com/reel/Cmt79e3KMdk/?utm_source=ig_web_copy_link
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10 Minute Grammar #17: Easiest Beginning Story Writing

In today's episode I teach one of my favorite beginning story writing techniques---giving students two paragraphs from a familiar story that they get to finish. (In this case, these came from Jump Start I (semester long book {https://languageartsladystore.com/product/jump-start-i/}) and Write On, Mowgli (one month writing book {https://writeforamonth.com/write-on-writing-topic-based-books/}).)
My students love this project! They can pick any two-paragraph-scene starter from several that I give them. Then they use pre-writing boxes to lay out what they want to happen in the scene/how they want to "finish the scene."
Even though the story is familiar and each scene ends in a certain way in the original book or movie, the students get to end the scene in any way they want to.
So much fun! So much excitement! So much joy for this teacher!
There are many benefits to this approach:
1) Short amount of writing--two paragraphs given for them, and they add two paragraphs to finish that scene. (You can have older students do more scenes or more paragraphs for each scene as desired.)
2) Usually the story is familiar to them.
3) The setting, characters, obstacles, etc., are all given for them already in the first two paragraphs we give them.
I think you'll hear the excitement in my voice as I explain this method---and I think you'll love the ease of teaching story writing through this as well!
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