daily language review, grade 1

©1998 Evan-Moor Corp. 113 Daily Language Review Grade 1 EMC 579

Name:

Daily Language Review

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Monday

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Daily Language Review • Grade 1

Keep language skills sharp with focused practice presented in standardized testing formats.Daily Language Review provides 4 items for every day of a 36-week school year.

Skills covered include:• Sentence editing • Vocabulary• Punctuation • Word study skills• Grammar • Reference skills

For the teacher:• suggestions for use• reproducible answer forms• scope and sequence charts• answer key

Added benefit of Daily Language ReviewThe items are presented in a variety of standardized testing formats such as those used in theSAT-9, OLSAT, and TAAS tests.

After a year of becoming familiar with testing formats, students can face standardized testingwith increased confidence and reduced frustration.

About the Author:Jill Norris holds an M.A. in reading from the University of Northern Colorado. Her teachingcareer has spanned grades PreK-8 and has included gifted programs. She has taught inColorado, Texas, North Carolina, and California and has been a presenter at numerous stateand regional educational conferences. Currently she is the building technology supervisor atChrista McAuliffe Elementary School in Greeley, Colorado.

Congratulations on your purchase of some of the finest teaching materials in the world.For information about other Evan-Moor products, call 1-800-777-4362 or FAX 1-800-777-4332

http://www.evan-moor.comEntire contents copyright ©1998 by EVAN-MOOR CORP.

18 Lower Ragsdale Drive, Monterey, CA 93940-5746Permission is hereby granted to the individual purchaser to reproduce

student materials in this book for noncommercial individual orclassroom use only. Permission is not granted for school-wide, or

system-wide, reproduction of materials.Printed in U.S.A.

EMC 579

Author: Jill NorrisEditor: Marilyn EvansDesktop: Michelle TapolaIllustrator: Jo Larsen


Introduction to Daily Language Review

Why Daily Language Review?

The premise behind Daily Language Review is simple and straightforward—frequent, focusedpractice of a skill leads to mastery and retention of that skill.

What’s in Daily Language Review?

The book is divided into 36 weekly sections. There are fourpractice items for each day of the week.

Monday through Thursday follow this format:

• sentences to edit—corrections need to be made inpunctuation, capitalization, spelling, and grammar.

• items that practice a variety of language and readingskills.

Friday’s practice involves a single job practicing a variety ofskills, among them:

• categorizing objects• reading for comprehension• predicting outcomes• sequencing• unscrambling sentences• combining sentences• distinguishing between real and make believe• alphabetical order• writing and answering questions

An answer key for each week is provided on the same pageas the Friday lesson.

Scope and sequence charts on pages 3 and 4 detail thespecific skills practiced and show in which weeks the practiceoccurs. The skills chosen have been selected from a varietyof language texts at this level.


How to Use Daily Language Review

There are several ways that the daily review practices can be presented. You may want to useall these presentations at times throughout the year to keep the practice fresh and interesting.

1. Make overhead transparencies of the lessons. Conduct the practice as an oral activitywith the entire class. Write answers and make corrections using an erasable pen.

Increased retention of the skills will occur if students mark the answers at the same time ona reproduced sheet or on the blank answer form provided on the inside back cover. As theclass becomes more familiar with Daily Language Review, you may want students to marktheir own answers first and then check responses by marking the items on thetransparency.

2. Reproduce the pages for individuals or partners to work independently. Check answers asa group, using an overhead transparency to model the correct answers.

Use these pages as independent practice only after much oral group experience with thelessons.

3. Occasionally you may want to use the lesson from one day or even a week as a test to seehow individuals are progressing in their acquisition of skills.

It should be stressed, however, that the greatest learning benefit will be gained from doingthe practices orally so that students continually hear correct responses modeled by theirclassmates and the teacher.

Hints, Suggestions, and Options

1. Look ahead several weeks at the skills being practiced. If possible, teach new skills informal lessons before asking students to practice these skills in the daily review.

2. Sometimes you will not have taught a given skill before it appears in a lesson. These itemsshould then be done together, not independently. Tell the class that there is a skill theyhave not yet been taught. See if anyone knows the answer and wishes to explain it to theclass. If not, use the review time to conduct a mini-lesson on that skill.

3. Customize the daily review lessons to the needs of your class.

• If there are skills that are not included in the grade level expectancies of the particularprogram you teach, you may choose to skip those items—white them out or correct thembefore reproducing the page.

• If you feel your class needs more practice than is provided, add these “extras” on yourown in the form of a one-item warm up, a mini-post test, or ask students to provideanother example.


Skills Scope & Sequence

Week 1

Week 2Week 3

Week 4

Week 5Week 6

Week 7Week 8

Week 9

Week 10Week 11

Week 12Week 13

Week 14Week 15

Week 16

Week 17Week 18

Week 19Week 20

Week 21Week 22

Week 23

Week 24Week 25

Week 26Week 27

Week 28Week 29

Week 30

Week 31Week 32

Week 33Week 34

Week 35

Week 36

Rea

din

g C

om

pre

hen

sion

Answ

ering Questions

Catego

rizing

Inferrin

gPredictin

gReal/M

ake-believeSequ

encin

g

Vo

cab

ula

ry & W

ord

Stud

yA

bbreviations

Com

parativesC

ompounds

Contractio

ns

Hom

ophonesO

pposites

Plurals

Rhym

ing

Spelling

Word Fam

ilies

Pu

nctu

atio

n &

Gra

mm

ar

Capitals

Com

mas

Identifying SentencesPossessivesPronounsEnd PunctuationVerb TensesSubject/Verb A

greement

Refe

ren

ceA

lphabetical Order


Sentence Editing Skills

Week 1Week 2

Week 3Week 4

Week 5

Week 6Week 7

Week 8Week 9

Week 10

Week 11Week 12

Week 13Week 14

Week 15Week 16

Week 17

Week 18Week 19

Week 20Week 21

Week 22Week 23

Week 24

Week 25Week 26

Week 27Week 28

Week 29

Week 30Week 31

Week 32Week 33

Week 34Week 35

Week 36

Ca

pita

lizatio

nSentence BeginningID

ays, Months, H

olidaysBooks, M

agazinesProper N

ames &

Titles of PeopleN

ames of Places

Pu

nctu

atio

nA

postrophe in Contractions

Apostrophe in Possessives

Com

mas in Series

Periods in Abbreviations

Punctuation at End of Sentence

Gra

mm

ar &

Usa

ge

Com

parative/Superlative

Adjectives

Double N

egativesH

omophone U

sagePronoun U

sageSubject/Verb A

greement

Word O

rderVerb U

sage

Spe

lling

Spelling


Name:


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Monday

Tuesday

1

1

Find the sentence. Circle it.

1. The dog is barking. Fuzzy the cat.

Which word is spelled correctly?

2. bok book buk bouk

Make two words in the -an family.

3. an an

Write your first and last name.

4.

Finish the sentences.

1. The squeaks.

2. The purrs.

3. The barks.

Fix the sentence.

4. i ride the bus

dog

mouse

cat

daily language review, grade 1

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