Additional Language and Literacy (ALL) Block component of Grade 5: Module 1: Unit 1 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 5 module Stories of Human Rights. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Additional Language and Literacy (ALL) Block component of Grade 5: Module 1: Unit 2 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 5 module Stories of Human Rights. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Additional Language and Literacy (ALL) Block component of Grade 5: Module 1: Unit 3 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 5 module Stories of Human Rights. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Additional Language and Literacy (ALL) Block component of Grade 5: Module 2: Unit 1 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 5 module Biodiversity in the Rainforest. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Additional Language and Literacy (ALL) Block component of Grade 5: Module 2: Unit 2 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 5 module Biodiversity in the Rainforest. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Additional Language and Literacy (ALL) Block component of Grade 5: Module 3: Unit 1 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 5 module Athlete Leaders of Social Change. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Additional Language and Literacy (ALL) Block component of Grade 5: Module 3: Unit 2 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 5 module Athlete Leaders of Social Change. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Additional Language and Literacy (ALL) Block component of Grade 5: Module 3: Unit 3 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 5 module Athlete Leaders of Social Change. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Additional Language and Literacy (ALL) Block component of Grade 5: Module 2: Unit 3 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 5 module Biodiversity in the Rainforest. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Additional Language and Literacy (ALL) Block component of Grade 5: Module 4: Unit 1 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 5 module The Impact of Natural Disasters. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Additional Language and Literacy (ALL) Block component of Grade 5: Module 4: Unit 2 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 5 module The Impact of Natural Disasters. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Additional Language and Literacy (ALL) Block component of Grade 5: Module 4: Unit 3 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 5 module The Impact of Natural Disasters. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

This lesson provides an interactive, fun way to learn proper grammar and punctuation. Utilizing multimedia and technology-based platform, the game will use engaging and relatable everyday scenarios to learn about proper grammar and punctuation for application in speech and writing. The DLO focuses on the target audience of female learners 15-24 years of age who will be exposed to real-world applications for the information which they are learning, explicitly tailored to increase literacy skills on multiple levels. The problems and scenarios that are given are realistic, allowing learners to refer to personal, relevant experiences to use as a reference when experiencing similar scenarios. For rationale and defense, this relevance is also reinforced in the instruction by Dr. Rodgers. This DLO is designed to take learners through a media-based “Leo City,” where they will experience different levels of grammar activities with each character they meet in the world. As the learner improves their skills, their character will also power up and gain powers to be able to gain access to new sections of the city, until they reached the end.

This is a great question you might be asking yourself, and if you’re not asking it, you probably should be. If you are a native speaker of English, you don’t even have to think about it to use grammar correctly, at least for the most part. If you have ever watched a child develop language, you know that, at a very young age, children know what is necessary for language to make sense.

Grammar guide for English 101. This course builds critical reading and expository writing skills through the analysis and evaluation of college-level texts and the composition of well-organized, full-length essays containing properly documented evidence.

This grammar provides the first comprehensive grammatical description of Moloko, a Chadic language spoken by about 10,000 speakers in northern Cameroon. The grammar was developed from hours and years that the authors spent at friends’ houses hearing and recording stories, hours spent listening to the tapes and transcribing the stories, then translating them and studying the language through them. Time was spent together and with others speaking the language and talking about it, translating resources and talking to Moloko people about them. Grammar and phonology discoveries were made in the office, in the fields while working, and at gatherings. In the process, the four authors have become more and more passionate about the Moloko language and are eager to share their knowledge about it with others.

Pite Saami is a highly endangered Western Saami language in the Uralic language family currently spoken by a few individuals in Swedish Lapland. This grammar is the first extensive book-length treatment of a Saami language written in English. While focussing on the morphophonology of the main word classes nouns, adjectives and verbs, it also deals with other linguistic structures such as prosody, phonology, phrase types and clauses. Furthermore, it provides an introduction to the language and its speakers, and an outline of a preliminary Pite Saami orthography. An extensive annotated spoken-language corpus collected over the course of five years forms the empirical foundation for this description, and each example includes a specific reference to the corpus in order to facilitate verification of claims made on the data. Descriptions are presented for a general linguistics audience and without attempting to support a specific theoretical approach, but this book should be equally useful for scholars of Uralic linguistics, typologists, and even learners of Pite Saami.

This course is designed to allow participants to engage in the exploration of the grammatical structure of a language that is unknown to them (and typically to the instructors as well). In some ways it simulates traditional field methods research. In terms of format, we work in both group and individual meetings with the consultant. Each student identifies some grammatical construction (e.g. wh questions, agreement, palatalization, interrogative intonation) to focus their research: they elicit and share data and write a report on the material gathered that is to be turned in at the end of the term. Ideally, we can put together a volume of grammatical sketches.
The first three to four weeks of the term, our group meetings will explore the basic phonology, morphology and surface syntax for a first pass overview of the language, looking for interesting areas to be explored in more detail later. During this period individual sessions can review material from the general session as well as explore new areas. At roughly the fifth meeting, individual students (typically two to three per session) guide the group elicitations to explore their research topic.

This book introduces formal grammar theories that play a role in current linguistic theorizing (Phrase Structure Grammar, Transformational Grammar/Government & Binding, Generalized Phrase Structure Grammar, Lexical Functional Grammar, Categorial Grammar, Head-​Driven Phrase Structure Grammar, Construction Grammar, Tree Adjoining Grammar). The key assumptions are explained and it is shown how the respective theory treats arguments and adjuncts, the active/passive alternation, local reorderings, verb placement, and fronting of constituents over long distances. The analyses are explained with German as the object language.