I concur with--and really like--all that has been said--both by Bill and
Herb--and, even though dialectal variations are important, I concur that
British dialects belong in AP classes only. An example of dialectal
variation that I find hilarious in dialectal writing is 'got/gotten'; e.g.,
I've got to go = I must go; I've gotten to go = I've been allowed to go.
This alternation is often misused in writing by non-speakers of the dialect.
I will confess that I was taught regular vs. irregular verbs. I remember in
the fifth grade on my 45-minute walk home (I eschewed school busses at every
opportunity) I pondered the regularities that I perceived in so-called
irregular verbs and began putting them into their own classification
sets--not having had Latin yet I had no real concept of conjugations even I
knew the word. Strong and weak are concepts also best left to AP classes.
I once had a student who completed the blanks in an assignment with
dive/dove/diven. He admitted that he had never heard or read diven but it
seemed to him to fit based on drive/drove/driven. I pointed that he could
have written dive/dave/diven based on give/gave/given. "That would be
stupid" he blurted, "no one talks like that." I said nothing. He then said
that he would pay more attention and look up anything that did not sound
right. He made no more errors in verb forms.
Scott Catledge
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of ATEG automatic digest system
Sent: Friday, June 17, 2011 12:00 AM
To: [log in to unmask]
Subject: ATEG Digest - 15 Jun 2011 to 16 Jun 2011 (#2011-119)
There is 1 message totalling 886 lines in this issue.
Topics of the day:
1. Objectives for teaching verbs
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Date: Thu, 16 Jun 2011 19:44:43 +0000
From: "Spruiell, William C" <[log in to unmask]>
Subject: Re: Objectives for teaching verbs
--_000_9D907BBC2FA6C54DA266F92BD29DF3F70AE0CF7Fcmail103central_
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Scott:
I'm tossing in a couple of suggestions below. What you have already provide=
s more detail than many standards I've looked at; these are more in the ord=
er of "if this were a wish list...."
(1) Add an objective that involves students looking at dialect variation, e=
ven if it's just comparing some different short texts. That's particularly =
important when you're talking about irregular verbs, since some of the stud=
ents will have grown up with different irregular verb forms. And the AP cla=
ss will definitely need to know some basic information about British/Americ=
an differences in irregular verbs and in number agreement with group nouns,=
etc.
(2) Use an explicit labeling convention to separate metalinguistic knowled=
ge objectives (as in your #11 and #20) from production objectives (as in yo=
ur #10 and #19). A lot of standards documents confuse those two categories.=
Your list is much (much!) clearer than most, but I'm guessing that some of=
the audience won't make the distinction unless cued.
--- Bill Spruiell
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]
OHIO.EDU] On Behalf Of STAHLKE, HERBERT F
Sent: Wednesday, June 15, 2011 11:39 PM
To: [log in to unmask]
Subject: Re: Objectives for teaching verbs
Scott,
I've embedded my comments below. Overall a well thought out set of objecti=
ves.
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]
OHIO.EDU] On Behalf Of Scott Woods
Sent: Wednesday, June 15, 2011 4:46 PM
To: [log in to unmask]
Subject: Objectives for teaching verbs
Dear List,
My department is developing a document to organize our instruction in gramm=
ar in grades 5-12 (through AP English Literature and AP English Language, b=
oth of which are required classes) across six schools. I would appreciate s=
ome feedback on the objectives list below which guides the document. What i=
s missing? What would you recommend changing or deleting? What else should =
we think about?
Thanks,
Scott Woods
Objectives
1. > Students both explain and exemplify the system of regular verb inf=
lections.
1. > Students identify verbs in context based on syntactical and morpho=
logical features.
1. > Students consistently apply the spelling conventions for regular v=
erb inflections, especially for common verbs, and correct relevant errors.
1. > Students explain the difference between go and be and the rest of =
our verbs (demonstrating their understanding of the inflectional system).
5. > Students correctly conjugate all auxiliary verbs, and correct re=
levant errors. The term "conjugate" doesn't really work for English. It's=
certainly applicable to Latin, Greek, Romance languages, and even German t=
o a lesser degree, but it's fundamentally a morphological concept presuppos=
ing paradigms. The same can be said, of course, for declension in nouns an=
d adjectives. What is the benefit of introducing this concept in as analyt=
ic a language as English?
1. > Students are exposed to the class of strong verbs, and to subclass=
es of strong verbs.
1. > Students explain and exemplify the difference between regular verb=
s and strong verbs. Strong vs. regular is not a complementarity in English=
verbs. If by "strong" you mean "irregular," then you are including some c=
learly weak verbs, like think/thought, make/made, send/sent, etc. Weak ver=
bs always form their preterite and participle in a final dental. Strong ve=
rbs involve stem vowel alternation. Weak verbs have two principle parts, a=
nd strong verbs generally have three, the third in -en. Fight/fought is a =
two-term strong verb because the final -t is not a suffix while in think/th=
ought it is. Why not go either with regular/irregular or with the traditio=
nal weak/strong? The former would probably be preferable because regular v=
erbs are all weak but not all weak verbs are regular. Greenbaum's Oxford E=
nglish Grammar has an excellent presentation of irregular verb classes, as =
do Huddleston and Pullum.
1. > Students use strong verbs accurately, especially common strong ver=
bs, and correct relevant errors.
1. > Students are exposed to classes of irregular verbs grouped by comm=
on characteristics.
1. > Students use irregular verbs accurately, especially common irregul=
ar verbs, and correct relevant errors.
1. > Students explain, identify, and exemplify verb phrases (as opposed=
to solitary verbs)
1. > Students distinguish between linking and non-linking verbs.
1. > Students distinguish between transitive and intransitive (linking =
and non-linking) verbs.
1. > Students identify auxiliary verbs in context.
1. > Students use auxiliary verbs accurately, distinguishing as needed =
between tenses, and correct relevant errors.
1. > Students identify multi-word verbs in context, distinguishing them=
from verbs followed by adverbial particles or prepositional phrases.
1. > Students use the progressive construction when appropriate, and co=
rrect erroneous usage.
1. > Students identify the progressive construction in context, differe=
ntiating progressive aspect verbs from gerunds and adjectival participles.
1. > Students use the perfect construction when appropriate, and correc=
t erroneous usage.
1. > (Identification of perfect constructions in context is secondary.)
1. > Students use the subjunctive mood when appropriate with commanding=
that-clauses and contrary-to-fact if-clauses, and correct erroneous usage.
1. > (Identification of the subjunctive mood in context is secondary.)
1. > Students accurately use the instantaneous present, the habitual pr=
esent, the eternal present, and the literary present in writing, and correc=
t errors in usage.
1. > Students identify verbs in their own writing.
1. > Students accurately use lie, lay, sit, set, rise, and raise, and c=
orrect usage errors.
1. > Students ensure semantic coherence of verb-subject pairs.
1. > Students accurately use common verb-preposition pairs, and correct=
errors in usage.
1. > Students take definite measures to improve the accuracy, precision=
, sophistication, and literary appeal of their verbs.
There is some variation in verb-particle, verb preposition, and verb adverb=
constructions, and the distinctions between these classes are not always c=
lear. Overall I think this is an excellent set of objectives for verbs for=
that grade range. What you might consider addressing, although it might b=
e more appropriate under a discourse topic, is the role of tense and aspect=
in discourse structure, for example, the use of auxiliary verb constructio=
ns in narrative discourse to present background and setting information vs.=
simple tenses to carry the plot forward.
To join or leave this LISTSERV list, please visit the list's web interface =
at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave=
the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface =
at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave=
the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface
at:
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<div class=3D"Section1">
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D">Scott:<o:p></o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D"><o:p> </o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D">I’m tossing in a couple of suggestions below. What you=
have already provides more detail than many standards I’ve looked at=
; these are more in the order of
“if this were a wish list….” <o:p></o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D"><o:p> </o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D">(1) Add an objective that involves students looking at diale=
ct variation, even if it’s just comparing some different short texts.=
That’s particularly important
when you’re talking about irregular verbs, since some of the student=
s will have grown up with different irregular verb forms. And the AP class =
will definitely need to know some basic information about British/American =
differences in irregular verbs and in
number agreement with group nouns, etc.<o:p></o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D"><o:p> </o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D">(2) Use an explicit labeling convention to separate me=
talinguistic knowledge objectives (as in your #11 and #20) from production =
objectives (as in your #10
and #19). A lot of standards documents confuse those two categories. Your =
list is much (much!) clearer than most, but I’m guessing that some of=
the audience won’t make the distinction unless cued.
<o:p></o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D"><o:p> </o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D"><o:p> </o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D">--- Bill Spruiell<o:p></o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D"><o:p> </o:p></span></p>
<div>
<div style=3D"border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in =
0in 0in">
<p class=3D"MsoNormal"><b><span style=3D"font-size:10.0pt;font-family:"=
;Tahoma","sans-serif"">From:</span></b><span style=3D"font-s=
ize:10.0pt;font-family:"Tahoma","sans-serif""> Assembly=
for the Teaching of English Grammar [mailto:[log in to unmask]]
<b>On Behalf Of </b>STAHLKE, HERBERT F<br>
<b>Sent:</b> Wednesday, June 15, 2011 11:39 PM<br>
<b>To:</b> [log in to unmask]<br>
<b>Subject:</b> Re: Objectives for teaching verbs<o:p></o:p></span></p>
</div>
</div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D">Scott,<o:p></o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D"><o:p> </o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D">I’ve embedded my comments below. Overall a well =
thought out set of objectives.<o:p></o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D"><o:p> </o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D">Herb<o:p></o:p></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";
color:#1F497D"><o:p> </o:p></span></p>
<div>
<div style=3D"border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in =
0in 0in">
<p class=3D"MsoNormal"><b><span style=3D"font-size:10.0pt;font-family:"=
;Tahoma","sans-serif"">From:</span></b><span style=3D"font-s=
ize:10.0pt;font-family:"Tahoma","sans-serif""> Assembly=
for the Teaching of English Grammar [mailto:[log in to unmask]]
<b>On Behalf Of </b>Scott Woods<br>
<b>Sent:</b> Wednesday, June 15, 2011 4:46 PM<br>
<b>To:</b> [log in to unmask]<br>
<b>Subject:</b> Objectives for teaching verbs<o:p></o:p></span></p>
</div>
</div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
<div>
<div>
<p class=3D"MsoNormal">Dear List,<o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"> <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal">My department is developing a document to organize o=
ur instruction in grammar in grades 5-12 (through AP English Literature and=
AP English Language, both of which are required classes) across six school=
s. I would appreciate some feedback
on the objectives list below which guides the document. What is missing? W=
hat would you recommend changing or deleting? What else should we think abo=
ut?
<o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"> <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal">Thanks, <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"> <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal">Scott Woods <o:p></o:p></p>
</div>
<h1 style=3D"mso-margin-top-alt:30.0pt;margin-right:0in;margin-bottom:12.0p=
t;
margin-left:0in">
<span style=3D"font-family:"Calibri","sans-serif"">Obje=
ctives</span><o:p></o:p></h1>
<div style=3D"margin-left:.25in">
<ol start=3D"1" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students both =
explain and exemplify the system of regular verb inflections.</span><o:p></=
o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"2" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students ident=
ify verbs in context based on syntactical and morphological features.</span=
><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"3" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students consi=
stently apply the spelling conventions for regular verb inflections, especi=
ally for common verbs, and correct relevant errors.</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"4" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students expla=
in the difference between
<i>go </i>and <i>be </i>and the rest of our verbs (demonstrating their unde=
rstanding of the inflectional system).</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<p class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-a=
lt:auto;
margin-left:.75in;text-indent:-.25in;mso-list:l0 level1 lfo1">
<![if !supportLists]><span style=3D"mso-list:Ignore">5.<span style=3D"font:=
7.0pt "Times New Roman"">
</span></span><![endif]><span dir=3D"LTR"></span><span style=3D"font-size:1=
0.0pt;
font-family:Wingdings">=D8</span><span style=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;font-family:"Calibri",&quo=
t;sans-serif"">Students correctly conjugate all auxiliary verbs, and c=
orrect relevant errors.<span style=3D"color:#1F497D">
</span></span><span style=3D"font-family:"Calibri","sans-ser=
if";
color:#1F497D">The term “conjugate” doesn’t really work f=
or English. It’s certainly applicable to Latin, Greek, Romance =
languages, and even German to a lesser degree, but it’s fundamentally=
a
morphological concept presupposing paradigms. The same can be said, =
of course, for declension in nouns and adjectives. What is the benefi=
t of introducing this concept in as analytic a language as English?</span><=
o:p></o:p></p>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"6" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students are e=
xposed to the class of strong verbs, and to subclasses of strong verbs.</sp=
an><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"7" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students expla=
in and exemplify the difference between regular verbs and strong verbs.<spa=
n style=3D"color:#1F497D">
</span></span><span style=3D"font-family:"Calibri","sans-ser=
if";color:#1F497D">Strong vs. regular is not a complementarity in Engl=
ish verbs. If by “strong” you mean “irregular,̶=
1; then you are including some clearly weak verbs, like think/thought, make=
/made, send/sent,
etc. Weak verbs always form their preterite and participle in a fina=
l dental. Strong verbs involve stem vowel alternation. Weak ver=
bs have two principle parts, and strong verbs generally have three, the thi=
rd in –en. Fight/fought is a two-term strong verb
because the final –t is not a suffix while in think/thought it is.&n=
bsp; Why not go either with regular/irregular or with the traditional weak/=
strong? The former would probably be preferable because regular verbs=
are all weak but not all weak verbs are regular.
Greenbaum’s Oxford English Grammar has an excellent presentation of =
irregular verb classes, as do Huddleston and Pullum.
</span><o:p></o:p></li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"8" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students use s=
trong verbs accurately, especially common strong verbs, and correct relevan=
t errors.</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"9" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students are e=
xposed to classes of irregular verbs grouped by common characteristics.</sp=
an><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"10" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students use i=
rregular verbs accurately, especially common irregular verbs, and correct r=
elevant errors.</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"11" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students expla=
in, identify, and exemplify verb phrases (as opposed to solitary verbs)</sp=
an><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"12" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students disti=
nguish between linking and non-linking verbs.</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"13" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students disti=
nguish between transitive and intransitive (linking and non-linking) verbs.=
<span style=3D"color:#1F497D">
</span></span><o:p></o:p></li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"14" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students ident=
ify auxiliary verbs in context.</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"15" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students use a=
uxiliary verbs accurately, distinguishing as needed between tenses, and cor=
rect relevant errors.</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"16" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students ident=
ify multi-word verbs in context, distinguishing them from verbs followed by=
adverbial particles or prepositional phrases.</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"17" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students use t=
he progressive construction when appropriate, and correct erroneous usage.<=
/span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"18" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students ident=
ify the progressive construction in context, differentiating progressive as=
pect verbs from gerunds and adjectival participles.</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"19" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students use t=
he perfect construction when appropriate, and correct erroneous usage.</spa=
n><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"20" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">(Identificatio=
n of perfect constructions in context is secondary.)</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"21" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students use t=
he subjunctive mood when appropriate with commanding
<i>that</i>-clauses and contrary-to-fact <i>if</i>-clauses, and correct err=
oneous usage.</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"22" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">(Identificatio=
n of the subjunctive mood in context is secondary.)</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"23" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students accur=
ately use the instantaneous present, the habitual present, the eternal pres=
ent, and the literary present in writing, and correct errors in usage.</spa=
n><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"24" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students ident=
ify verbs in their own writing.</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"25" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students accur=
ately use
<i>lie, lay, sit, set, rise</i>, and <i>raise</i>, and correct usage errors=
.</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"26" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students ensur=
e semantic coherence of verb-subject pairs.</span><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in">
<ol start=3D"27" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students accur=
ately use common verb-preposition pairs, and correct errors in usage.</span=
><o:p></o:p>
</li></ol>
</div>
<div style=3D"margin-left:.25in;margin-bottom:12.0pt">
<ol start=3D"28" type=3D"1">
<li class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-=
alt:auto;
mso-list:l0 level1 lfo1">
<span style=3D"font-size:10.0pt;font-family:Wingdings">=D8</span><span styl=
e=3D"font-size:7.0pt">
</span><span style=3D"font-size:10.0pt;
font-family:"Calibri","sans-serif"">Students take =
definite measures to improve the accuracy, precision, sophistication, and l=
iterary appeal of their verbs.</span><o:p></o:p>
</li></ol>
<p class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-a=
lt:auto"><span style=3D"font-family:"Calibri","sans-serif&qu=
ot;;color:#1F497D">There is some variation in verb-particle, verb prepositi=
on, and verb adverb constructions, and the distinctions between
these classes are not always clear. Overall I think this is an excel=
lent set of objectives for verbs for that grade range. What you might=
consider addressing, although it might be more appropriate under a discour=
se topic, is the role of tense and aspect
in discourse structure, for example, the use of auxiliary verb constructio=
ns in narrative discourse to present background and setting information vs.=
simple tenses to carry the plot forward.<o:p></o:p></span></p>
<p class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-a=
lt:auto"><span style=3D"font-family:"Calibri","sans-serif&qu=
ot;;color:#1F497D"><o:p> </o:p></span></p>
<p class=3D"MsoNormal" style=3D"mso-margin-top-alt:auto;mso-margin-bottom-a=
lt:auto"><span style=3D"font-family:"Calibri","sans-serif&qu=
ot;;color:#1F497D"><o:p> </o:p></span></p>
</div>
</div>
<p class=3D"MsoNormal">To join or leave this LISTSERV list, please visit th=
e list's web interface at:
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uohio.edu/archives/ateg.html</a> and select "Join or leave the list&qu=
ot;
<o:p></o:p></p>
<p>Visit ATEG's web site at <a href=3D"http://ateg.org/">http://ateg.org/</=
a><o:p></o:p></p>
<p class=3D"MsoNormal">To join or leave this LISTSERV list, please visit th=
e list's web interface at: http://listserv.muohio.edu/archives/ateg.html an=
d select "Join or leave the list"
<o:p></o:p></p>
<p>Visit ATEG's web site at http://ateg.org/ <o:p></o:p></p>
</div>
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at:
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<p>
Visit ATEG's web site at http://ateg.org/
--_000_9D907BBC2FA6C54DA266F92BD29DF3F70AE0CF7Fcmail103central_--
------------------------------
End of ATEG Digest - 15 Jun 2011 to 16 Jun 2011 (#2011-119)
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