How I Structure My Grammar Lessons

Grammar can be tricky to fit into an elementary classroom schedule. There are so many skills to teach, and it can be tempting to move from one skill to the next before students have had enough time to really use what they have learned.

Over time, I have found that students benefit from spending several days working with the same grammar skill. Rather than teaching a skill once and moving on, I keep the focus the same throughout the week while giving students different ways to practice it.

The weekly routine is simple. The minilessons are short. The activities move from class to partner to independent. The grammar skill stays the same. The lesson stays 20 minutes.

Here is what a typical grammar week looks like in my classroom.

A Simple Grammar Week

Rather than teaching a grammar skill once and moving on, I give students several opportunities to work with the same skill throughout the week. Each day has a slightly different purpose, so students can move from learning the skill to practicing it and eventually applying it independently.

Monday — Introduce the Skill

I begin the week with a short minilesson that introduces the grammar skill. Students then have an opportunity for guided practice so they can try the new skill with support.

Tuesday — Practice Together

Tuesday begins with a quick review of the skill. We then move into a class activity followed by partner practice.

This gives students another opportunity to work with the skill without asking them to do everything independently.

Wednesday — Practice Independently

By Wednesday, students have already worked with the skill for a couple of days. After a short minilesson and some guided or partner practice, they have time to work independently.

The goal is not simply to complete a worksheet. Students are beginning to show that they can use the skill on their own.

Thursday — Apply the Skill

Thursday gives students another opportunity to practice and apply what they have learned. This might include a partner activity followed by a short writing task where students use the grammar skill in context.

Friday — Review & Quick Check

On Friday, I bring the week's learning back together with a brief review and a quick check to see what students have learned.

This gives students one more opportunity to think about the skill and gives me a chance to assess what they understand and what may need more practice.

Give Students Something to Come Back To

One part of grammar instruction that I think is easy to overlook is giving students a place to refer back to when they forget.

And they will forget.

A student might understand subjects and predicates this week and stare blankly at you next week. That does not mean the lesson failed. It means they are learning.

I like giving students something they can use as a reference, whether that is an interactive notebook page, a classroom anchor chart, or another simple record of the learning.

The goal is not for students to remember every grammar rule without help. It is to teach them what to do when they cannot remember.

"I forgot. Where can I look to help myself?"

That is an important habit, not just for grammar, but for learning in general.