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For professional learning

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The POPCast: A Patterns of Power Podcast

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Check out this great listen on Audible.com. A Patterns of Power podcast, featuring Jeff Anderson and Travis Leech discussing teaching grammar in the context of the reading-writing connection. © 2021 Stenhouse Publishers...

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Middle Grades

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Middle Grades

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Acknowledgments
Introduction: Wired to Be Inspired

Part 1
Chapter 1 Into Planning: What Do You Need to Do Before Teaching the Invitations?
Chapter 2 Into the Classroom: How Do You Teach Conventions with the Invitation Process?
Chapter 3 Into Application: How Do You Nudge Writers to Apply and Consolidate Learning?

Part 2
Chapter 4 How Do Writers and Readers Use SENTENCES?

Chapter 5 Why Do Writers and Readers Need COMPOUND SENTENCES?

Chapter 6 How Do Writers and Readers Use COMPLEX SENTENCES?

6.1 When Introductory Clauses . . . Subordinate Opener

6.2 To Comma or Not to Comma: Subordinate Clause Closer

6.3 Comma Don't or Comma Do: AAAWWUBBIS Placement

6.4 Comma Which: A Relative Pronoun Clause

6.5 Comma Who or No Comma Who? A Relative Pronoun Interrupter

6.6 Beyond the Breakwaters: More than AAAWWUBBIS

Chapter 7 How Do Writers and Readers Use PHRASES and CLAUSES?

7.1 If You Continue . . . The Conditional Mood

7.2 Could You Say That Another Way? The First Interrupter Is an Appositive Experience

7.3 Double the Comma Fun: Interrupters

7.4 It Don't Mean a Thing if It Ain't Got That -Ing: Participial Phrases as Closers

7.5 Creating a Setting: Prepositional Phrases

7.6 Closing Time: Ending Sentences with the Holy Renamer

7.7 Thatery and Whichery: The Essential and Nonessential Clauses That Tell Which One

7.8 Whodunit: Who or Comma Who? What Makes a Clause Essential or Nonessential?

Chapter 8 What Does the MOOD of a VERB Do for Writers and Readers?

Chapter 9 How Do Writers and Readers Use VERBALS?

9.1 Shopping for Participles: The Bling of Sentences

9.2 Inviting Understanding: Gerunds Are Activities

9.3 To Infinitive and Beyond! The Definitive Infinitive

Chapter 10 What Does PUNCTUATION Do for Writers and Readers?

10.1 This, That, and the Other: Serial Commas

10.2 And a One, and a Two, and a Three: Colons Introduce Lists

10.3 He Said, She Said: Colons Introduce Quotations

10.4 Birds of a Feather: Semicolons

10.5 Don't Be Afraid; Use Semicolons!

10.6 Dashing Through the Sentence: Dash Interruption

10.7 A Little Extra: Using Parentheses

10.8 Where We Put Extra Goodies: (Parentheses)

10.9 Wait for It . . . Ellipses to Indicate a Pause or Break

10.10 Less Is More: Ellipses to Show Omission

10.11 Quotation Marks: Dialogue

10.12 That's What's Up: Apostrophes

Chapter 11 What Do PRONOUNS Do for Writers and Readers?

11.1 Who We Are: Introducing Pronouns

11.2 All Mine or My, My, My Boogie Shoes: Possessive Pronouns

11.3 Respect Yourself: Reflexive Pronouns

11.4 Make Yourself at Home: Reflexive and Intensive Pronouns

Chapter 12 How Do Writers and Readers Continue Using CAPITALIZATION?

12.1 Capitalize Names: It's a Date with Proper Nouns

12.2 Capitalizing on Shortcuts: Initials, Initialisms, and Acronyms

Chapter 13 What Other AMAZING THINGS Can Writers and Readers Do?

Conclusion: Moving from Correction to Connection
Appendix A
Appendix B
Professional Bibliography
Young Adult Literature Bibliography
Index

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"Is this right? Is this how it's supposed to look?" Adolescent writers often ask these kinds of questions because traditional grammar instruction focuses too much on what's right or what's wrong. The fear of making a mistake hides the true power of conventions-the creation of meaning, purpose, and effect, the ultimate reading-writing connection.