I can see right away how these questions are important to me as a teacher. Just by reading them I suddenly have more tools in my toolbox. I feel overwhelmed, though, when I think about 100 narratives that I recently read and how to address the mechanic mistakes I saw. I am a very good editor, although I chose not to edit their work mechanically and only comment on the writing aspect. I'm not sure I am a very good teacher of editing for mechanics. I learned old school with many many sentences for practice and I loved every minute of that type of school work. And yet it makes so much more sense to do it Anderson's way where you give them building blocks; patterns to recognize and build from. I also know that we don't learn grammar for the sake of grammar. We learn grammar to make our writing easier for others to read and understand.
I am the type of teacher who will hang on tight to that list that Anderson gave us on pages 8 an 9. I am a lover of lists and life preservers. I am the kind of teacher that will teach it the way others tell me works well and then want to also give them a worksheet - just in case.
I,too, thought about the width of the grammar. Then, yesterday,I was reading a free write and I noticed a blatant, consistent misuse of "your" and "you're". It "hit" me that this is what the author was describing, use the free write to teach the grammar while it is relevant!
I think it would be a lot easier in the elementary grades because you might only have 25-30 narratives. When you have 100, it's virtually impossible to address the issues each student has. What I've done in the past that words well is to do a lesson on a common problem...like the "your and you're" issue Karen mentioned, then have students read through their own papers to make sure they used it correctly.