ABSTRACT
This introduction presents an overview of the concepts discussed in the subsequent chapters of this book. The book focuses on grammar instruction that promotes metacognition of grammatical concepts. It provides teachers of third, fourth, and fifth graders with recommendations for grammar instruction that help students develop an understanding of how and why authors use certain grammatical concepts. The book seeks to examine teachers use literature in their classes to illustrate the importance of these grammatical concepts, with the ultimate goal of engaging students in critical analysis of how grammar is used in young adult and children’s literature. Grammar instruction can be especially effective when teachers gradually release the amount of responsibility students take for the concepts being taught. Once the teacher is comfortable with the students’ understandings of the topic, that instructor could “turn them loose” to work independently or in small groups.
