A 10-Minute Grammar Routine for Improving Student Writing

Are you frustrated that your students aren’t applying the grammar skills you’re teaching them? Learn a simple and research-based grammar routine that will transform your grammar instruction.

I used to spend so much time teaching grammar with engaging activities, songs, videos, and practice exercises.  And truth be told, my students would usually perform well on workbook exercises and multiple-choice grammar tests.

But when I looked at their writing, I noticed so many grammatical errors! This was not okay with me! I knew the goal of my grammar instruction was for my students to become better writers, not to perform well on multiple-choice tests!  

I dug into the research and learned that students need to be taught grammar in the context of writing in order for them to apply grammar in their own writing. 

How can this be done? Allow me to share a 10-minute grammar routine you can use that is proven to result in application of grammar skills in students’ writing.

Want to try out a free lesson that uses this grammar routine? Check out this Action Verbs Mentor Sentence Lesson.

Day 1: Introduce the grammar skill with a mentor sentence.

On day 1 of the weekly grammar routine, introduce the targeted grammar skill with a mentor sentence. This mentor sentence showcases how authors use grammar in their writing to add clarity and meaning, and it inspires students to do the same in their own writing.

Steps for this mini-lesson:

1. Choose a mentor sentence that showcases the targeted grammar skill.
   • Example for action verbs: Animals live all around us. They crawl, walk, run, hop, swim, and fly.
2. Discuss what students notice in the mentor sentence. This could include any aspect of grammar or writing.
   • Example: The author used many action verbs to show what animals do.
3. Guide students to understand how applying this grammar skill helps to add meaning to the text.
   • Example: Authors use action verbs to show action and to help create a picture in the reader’s mind.
4. Teach a focus phrase that students could apply to their writing:
   • I use verbs to show action.

Day 2: Create an anchor chart for the grammar skill.

On day 2 of the grammar routine, create an anchor chart with your students to summarize what they have learned about the targeted grammar skill and to provide a reference for them.

Steps for this mini-lesson:

1. Read the mentor sentence from day 1 and review what we learned from it.
2. Create an anchor chart with your students. Include terms, definitions, rules, and example sentences for the grammar skill.
3. Post the anchor chart in the classroom with your students watching. Students should refer to it as needed.

Day 3: Practice the grammar skill with imitation sentences.

On day 3 of the grammar routine, have your students write imitation sentences that resemble the mentor sentence in form and usage of the grammar skill. This provides students with guided practice in applying grammar skills in their writing.

Steps for this mini-lesson:

1. Review the mentor sentence from Day 1.
   • Animals live all around us. They crawl, walk, run, hop, swim, and fly.
2. Collaborate with your students to write an imitation sentence that resembles the mentor sentence in form and usage of the grammar skill.
   • Puppies live all around us. They bark, jump, and lick.
3. Invite your students to write their own imitation sentences in pairs or independently.
4. Have students share their imitation sentences with one another and praise each other for correct usage of the grammar skill.

Day 4: Reinforce the grammar skill with engaging activities.

On day 4 of the grammar routine, provide an engaging drill-like activity to reinforce the grammar skill you have taught. This repetitive practice is helpful after students already have a firm conceptual understanding of the grammar skill.

Steps for this mini-lesson:

1. Find a supplemental activity that you can use to reinforce the targeted grammar skill. This may be a worksheet, station activity, game, or Boom deck.

Day 5: Revise and Edit for the skill.

On day 5 of the grammar routine, invite students to revise for the grammar skill in their own writing to help hold students accountable for applying grammar correctly in their writing.

Steps for this mini-lesson:

1. Distribute a revising and editing checklist with items related to the targeted grammar skill.
2. Model how to use the revising and editing checklist with a teacher’s or students’ written piece.
3. Ask students to revise and edit their own written piece using the checklist.
4. Invite students to share revisions and edits they made.
5. Discuss how their writing is enhanced after revising and editing.

Assessment

After working through the 10-minute grammar routine, it’s important to give your students an authentic assessment that reflects your main goal of grammar instruction: for your students to apply grammar in their writing.

Steps for this mini-lesson:

1. Create an assessment that includes a writing prompt which will require students to apply the grammar skill in a written response. Include specific criteria related to the grammar skill.
2. Create a rubric with the criteria you are assessing. Invite students to self-grade with the rubric to keep them accountable for application of skills.
3. Grade the assessment and note which students need re-teaching or extra practice.

Try out this free action verbs grammar lesson that uses this 10-minute grammar routine.

Interested in a full-year grammar curriculum that implements this research-based grammar routine? Check out these full-year grammar curriculums for 1st-5th grades that include 30 CCSS-aligned lessons with all of the materials and assessments you’ll need to teach grammar in the context of writing.

Watch this preview video to see the grammar routine in action.

“This authentic approach to teaching and assessing grammar has noticeably improved my students’ abilities to use grammar correctly in their own writing.  It’s amazing to watch students analyze good writing and then mimic the skills they have learned as they write.”
– Matt

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• Why Mentor Sentences are Essential for Grammar Instruction