2009 ESU#3 Writing Extravaganza```` Identify the two most significant influences on how you teach grammar. Place your dots on the charts accordingly. Chart Headings: o The way I was taught and learned grammar o The textbook o Student writing o District/Parent expectation
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2009 ESU#3 Writing Extravaganza```` Identify the two most significant influences on how you teach grammar. Place your dots on the charts accordingly. Chart.
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2009 ESU#3 Writing Extravaganza````
Identify the two most significant influences on how you teach grammar. Place your dots on the charts accordingly.
Chart Headings:o The way I was taught and learned
grammaro The textbook o Student writingo District/Parent expectation
MORE Unconventional Approaches to Grammar Conventions
IntroductionsGoalsLensesLensesWhy – the BrainWhy – the BrainWhat and How – the StrategiesWhat and How – the StrategiesAction – Your PlanAction – Your Plan
2009 ESU#3 Writing Extravaganza
What might be influencing our What might be influencing our decisions about grammar instruction?decisions about grammar instruction?
The belief that we learned practical things about sentence structure, style, and editing from doing exercises and worksheets
The tendency to teach the way we were taughtPre-service teacher training limited to traditional
grammar instructionExpectations from parents and/or administratorsLack of support & resources to move away from
the traditional approach, and toward best practice
2009 ESU#3 Writing Extravaganza
TheThe ResearchResearchOverall, the findings on grammar instruction suggest that, although teaching grammar is important, alternative procedures, such as sentence combining, are more effective than traditional approaches for improving the quality of students’ writing.
Graham & Perin, 2007
2009 ESU#3 Writing Extravaganza
TheThe ResearchResearchIt [traditional grammar instruction] does not improve reading, speaking, writing, or even editing, for the majority of students – nor does the teaching of English grammar necessarily make it easier for student to learn the structure of a foreign language (indeed, many students who have studied English grammar learn the structure of English consciously for the first time when studying a foreign language).
Weaver, 1998
2009 ESU#3 Writing Extravaganza
How students often perceive
grammar studyGrammar is a “gotcha”
Mechanics are mistakes paraded with red streamers
Conventions (grammar, usage, mechanics, spelling)…are a “stump the student” experience for many learners 2009 ESU#3 Writing Extravaganza
Grammar
•Grammatical concepts are very complex
WHY do so WHY do so
many strugglemany struggle??
•Traditional approaches for teaching grammatical concepts are not “learner friendly”
2009 ESU#3 Writing Extravaganza
on the brain
Putting Grammar into Perspective
Man has been speaking for well over 700,000 years. Man has been practicing alphabetic writing only for about 3450 years. Man has punctuated, in the modern sense, for less than 250 years.
Whitehall, 1963
2009 ESU#3 Writing Extravaganza
Stages of Learning Discovery Trial and Error Implementation Improvisation
2009 ESU#3 Writing Extravaganza
Instruction Designed for Learning Grammar
2009 ESU#3 Writing Extravaganza
Traditional Instruction Non-Traditional Instruction• Behavioral Psychology • Cognitive Psychology
• Creates Habits • Enables Hypotheses
• Practice in isolation • Practice in context
• Anchored in RULES : Teach – Practice – Use
• Based on RULES: Minilesson – Model – Apply
• Decontextualized assessment; often summative
• In context of student writing; formative and summative
2009 ESU#3 Writing Extravaganza
There are no miracles here. …teaching grammar in the context of writing will not automatically mean that once taught, the concepts will be learned and applied forever after.
On the contrary, grammatical concepts must often be taught and retaught, to individuals as well as to groups or classes,
and students may long afterward continue to need guidance in actually applying what they have, in some sense or to some degree, already learned.
There is no quick fix.
Constance Weaver, 1998
What? When? How?Relevant concepts
Review student samples for errors Identify the concepts most appropriate for
your students
Timely ~ teaching grammar does NOT require a sequence
Use the Framework
2009 ESU#3 Writing Extravaganza
What do you notice?What do you notice?
2009 ESU#3 Writing Extravaganza
Where Will You Start?Where Will You Start?
Does it make sense to wait ‘til
the chapter on sentence structure?
Framework for Teaching a Concept Awareness: SHARE A MODEL
Good examples Non examples Explicit teaching with student friendly words “What do you notice?”
First Attempts: CREATE ANOTHER MODEL Teacher & students Partners Small groups Independent practice Minilessons
Rehearsal Strategies Contextual with feedback/conferencing Checkpoints
Parts of speechInfusing grammar instruction with writing
activities
• Verbs – “How do you come into a room?” (from Breakthroughs)Word choiceSubject/verb agreementVerb tense
Student samples2009 ESU#3 Writing Extravaganza
From students:“Alex crashed into the room.”“Nyabuom tore noisily into the room.”“Dustin cart-wheeled in to the room.”“Kevin picked the lock, broke the security chain,
shoved open the door, and illegally let himself into the room.”
“Darrian G-walked into the room much to the pleasure of the girls and to the dismay of the teacher.”
2009 ESU#3 Writing Extravaganza
Parts of speech Infusing grammar instruction with writing
“David traveled to Australia on a plane with snakes and Samuel L. Jackson in the morning on the most important day of his life.”
“Brian tip-toed through the tulips, over the rainbow, into the woods, with his best friend, without any shoes, until twilight settled in the August sky.”
“Emily went to the ball park with her team early in the morning before the big game versus their arch rivals.”
2009 ESU#3 Writing Extravaganza
From Students:
“In the midmorning sunlight, the puppy scrambled after its ball.” (Peyton)
“Until he met the teacher in person, Nick thought she might be the sister of Satan.”
“Under the darkness of night, the thief climbed the trellis to the balcony and broke into the master bedroom.” (Kayla)
2009 ESU#3 Writing Extravaganza
What do you notice?What do you notice?
2009 ESU#3 Writing Extravaganza
Where Will You Start?Where Will You Start?
Making sure the pieces Making sure the pieces of the plan are there…of the plan are there…
2009 ESU#3 Writing Extravaganza
Partners or Table Groups:Partners or Table Groups:1.1.Identify a “hot spot” for learningIdentify a “hot spot” for learning2.2.Generate a Lesson Planner for the Generate a Lesson Planner for the learning topiclearning topic3.3.Be prepared to shareBe prepared to share
A Final Thought to ShareA Final Thought to Share
Children learn to write by frequent writing. The value and knowledge of writing is as much caught as taught by teachers who value writing in their own lives.