English Grammar Instruction That Works!: Developing Language Skills for All Learners

"Andrew and Evelyn Rothstein have given teachers a model for teaching the structure of our language with fun and interesting strategies that can be used at all grade levels. They show teachers how to take grammar instruction from a stand-alone subject to an integral part of a complete literacy program."
―Kim Whitling, Fifth-Grade Inclusion Teacher
Franklinville Central School, NY

Build strong grammar skills to help students become better readers, writers, and communicators!

With today′s diverse and standards-driven classroom environment, teachers are eager for a new approach to grammar instruction―one that builds understanding of the structure and nuances of English. This practical guide points the way to fun, engaging, and effective grammar teaching for Grades K–12.

Designed for classroom teachers, this resource covers grammar fundamentals that support vocabulary and writing skills. Readers will discover teaching strategies that encourage creativity and critical thought, based on a realistic approach to children′s language development. This guide provides:

• Clear explanations of grammatical terms as a refresher for teachers
• Easy-to-implement classroom activities, including examples and word play from children′s literature
• Appropriate techniques for a broad audience of students, with specific suggestions for English language learners
• Background on the development of English as a global language, promoting students′ respect for diverse cultures
• A teaching approach that supports the National Council of Teachers of English standards for English language arts

Help your students develop a deep understanding of English grammar and build a solid foundation for academic achievement and lifelong communications skills.

Evelyn Rothstein has been an educational consultant specializing in teaching writing across the curriculum for the past twenty years. With a background in classroom teaching and a specialization in linguistics and language development, she has trained teachers and implemented her strategy-based Writing As Learning and Write for Mathematics programs in hundreds of schools and school districts throughout the United States. She is the author of numerous books and articles, including Writing as Learning and Write for Mathematics. Rothstein is a graduate of the City University of New York and Teachers College, Columbia University with degrees in education, speech, reading, and psycholinguistics.

Andrew S. Rothstein has had a distinguished career as a teacher, administrator, and researcher. His diverse and enriching experiences in international schools, special education, public schools, and consulting have given him a broad perspective of the contexts in which children learn. As an author and presenter, he has achieved wide acclaim for his work in improving school performance by focusing on improving instruction and its supervision. His work in integrating many subject areas through writing has been highly effective in improving test scores in districts across the country. As principal, Rothstein led site-based improvements that resulted in strong increases in student academic performance. While superintendent of a regional school serving children with severe physical disabilities and health impairments, Rothstein reorganized staff development, created new curricula, and integrated technology into the instructional program for children for children from prekindergarten through high school. He has been an adjunct professor at Southern Connecticut State University and Touro College. Rothstein earned a master′s degree in special education from the University of North Carolina at Chapel Hill and a doctorate in educational administration from New York University.