Materials for persistent errors

MATERIALS FO

R

PERSISTENT ERRORS

E S L AP R I L

J OB - A

L I KE

CHALK TALK: WHOLE GROUPGrab a marker from your table box and join the

silent discussion on the chart paper.

1. Write a response to each question.2. Read others’ responses.3. Comment on others’ responses.

CLOCK APPOINTMENTS• Find a person you don’t get a chance to

speak to much for your 3:00 appointment.

• Repeat for 6:00, 9:00, and 12:00.

OBJECTIVES• We will deepen our understanding of our

students’ persistent errors and how to use supplementary materials to target those gaps.

• We will raise our awareness of each other’s practices to propel students forward in their linguistic proficiency.

• We will walk away from this training with make ‘n’ take materials that are ready to go in our classrooms.

LOOKING AT STUDENT WORK: PARTNERS

Identify: Mark the persistent errors in form and topic-specific vocabulary, especially those errors that are predictable for EB learners.Discuss with a partner: What do you think this students’ main linguistic gaps are? What grammatical forms and functions would you target for this student?

Let’s take a look at this writing binder sample from a group of 2nd grade Emergent Bilingual students at a PPS K-8 school. This sample was taken in the fall of this school year.

EXPLAINING GRAMMAR TO STUDENTSHow can we explain past tense verbs to beginning

students, for example?• Grammar can be explained visually.

• Online resources include powerpoints and other visuals.

Azargrammar.com

SIMPLE PRESENT TIMELINE

sometimes – usually - always

IRREGULAR PAST VERBS POWERPOINT

Azargrammar.com

SIMPLE PAST TENSE VERBS

GO FISH FOR SIMPLE PAST: PLAY1. Pass out the cards: Distribute seven cards each

from your sample Go Fish deck to your table group.

2. Read the rules.3. Play the game.4. Discuss how this might work with your

students.

GO FISH FOR SIMPLE PAST: PLAYPossible questions/answers :Step 1A: Do you have _____(past tense verb)?B: No, I don’t. Go fish.Or: Yes, I do.Step 2A: Did you _______(verb) yesterday?B: Yes, I ________( past tense verb) yesterday.

MAKE N TAKE: GO FISH FOR YOUR STUDENTS1. Select one of your students’ persistent errors.2. Make a deck for that grammatical form.3. Find your 6:00 clock appointment 4. Join another diad 5. Pick one of the decks from your group.6. Play a round of go fish.7. Repeat with another deck.Blank game cards: http://donnayoung.org/homeschooling/games/game-cards.htm

BOARD AND SPINNER GAMES: FOR YOUR STUDENTS1. Use one of your table’s decks.2. Place a game piece for each person on the starting

square.3. Roll the dice: Whoever has the lowest number goes

first.4. Draw from the deck: The player must make a question

and answer with the form on the card. (After the initial move they must use the pronoun in the space they are on.) If they are correct, they roll the dice and advance.

5. Play: Continue turns until one person lands exactly on the winning square. This person gets a prize.

PACKET WALK: CLOCK APPOINTMENTS1. Read: Look through the Targeting Predictable

Errors packet. 2. Select: Find one activity that might help teach

to the errors in the student writing sample.3. Find your 3:00 clock appointment: Share your

activity with your partner.4. Share with the large group: initial, random,

and volunteer reporters.

• What kinds of persistent errors did you notice your students making?

• What other materials would you consider using to target those gaps?

• What materials would you consider making to target those gaps?

REFLECTION: MATERIALS TO TARGET GRAMMAR

Find your 12:00 clock appointment: Share.

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