approaches to teaching grammar kristen hawley turner [email protected] created march 2010 revised...
TRANSCRIPT
Approaches to Teaching Grammar
Kristen Hawley Turner
[email protected] March 2010
Revised April 2010
My Story
How do we help students “get it right”?
Notes on Grammar
What is it? When/ how would I use it? Other notes Traditional Grammar
Grammar in Context
Mini-lesson
Grammar as Brushstrokes
Grammar Matters
Contrastive Analysis
Patterns of Error
TRADITIONAL APPROACH:Grammar as a separate subject Isolated skill work absorbing huge amounts of
curricular time
Prescriptive approach (do this, don’t do that)
Emphasis on memorization, identification, and nomenclature
Minimal units of analysis: parts of speech
Taught in the ELA classroom
The Research Says…
Traditional grammar instruction does not transfer to writing development
Issue of transfer – mastery of nomenclature to application in writing (declarative to procedural knowledge)
Syntactic maturity hinges on the varied application of clauses and phrases.
Syntactic maturity – biggest growth in the shift from compound construction to inserted modifiers
Developing Syntactic Maturity
The girl dodged the car.
Opening brushstrokeJumping onto the curb, the girl dodged the car.
Inserted, or periodic, brushstrokeThe girl, surprised by the sudden roaring engine, dodged the car.
Strung-along brushstrokeThe girl dodged the car flying down the street.
Grammar as Brushstrokes
“Painting” with grammatical structures
Focuses on developing style, rather than naming
Teaching Grammar and Style in Context (Mini-lessons)
Addresses errors and issues that occur in the students’ writing
Individual (micro-lesson) and class (mini-lesson) instruction based on these errors and issues
Tackle errors within their own writing
Characteristics of a Mini-Lesson (Atwell, Calkins) Brief, approximately 10 minutes
Include direct instruction on the nature of the error, its effect on writing, and strategies for recognizing the error
Presented to the whole class when teacher believes most students will benefit
May require follow-up mini-lessons
Require demonstration that is facilitated by technology
Most effective when part of class routine
Embedding grammar instruction in context of writing
• Must be strategic. Students must have opportunity to tackle errors relevant to their own writing.
• Must be sequenced. Writing assignments across the school year must expand attention to particular patterns of error that are relevant to whole class.• Modification of scoring rubrics to reflect expanded
attention to issues of grammar, mechanics, and style.• Record keeping that allows students and teacher to
document progress.
Patterns of Error
Helping students to recognize the patterns of error in their own writing (seeing the errors)
Maintaining expectation that students are responsible for recognizing and documenting their own growth and mastery
Providing a system of record keeping that is accessible and sensible to students
P-rules (Comma Usage)
P1: Compound Construction
P2: Run-on
P3: Adverbial Clause
Grammar Matters Knowing “the definition of a few terms”
Experiencing “the importance of those terms, as much as possible, in the context of their reading and writing”
Applying the terms immediately to “work that matters to students and that clearly counts in the world”
Smith and Wilhelm, 2007, p. 15-16
Hierarchy of Errors
Identify the errors students make.
Determine the high cost errors.
Address the errors in meaningful ways within the context of students’ own writing.
Consider what you call it.
Proper Noun
OR
Name
Key Ideas
Correctness an important goal
Work “directed toward bringing student writing and/or speaking in line with what is called Standard American English”Smith and Wilhelm, 2007, p. 5
Contrastive Analysis
Seeing language and register as different, not deficient
Identifying features and patterns of language
Code-switching from home to school discourse
Features of AAVEHe say he not ready to get married. Absence of 3rd person singular s
Absence of helping “to be”
She don't believe nothin I tell her. Double negativeDropping of final gAbsence of 3rd person singular s
Carol be hungry. Habitual be
We was watching television. Generalization of is/was
Features of Digitalkimma go shoppin at old navy Nonstandard capitalization
Nonstandard end punctuationAbbreviationsCompound constructions
wuz up w/ skool? Nonstandard capitalizationAbbreviationPhonetic spelling
what r u doin? Nonstandard capitalizationLogogramsAbbreviation
Lily: heyyyy (:
Lily: nm, chillennn; whatchu up too ?
Lily: mm, y quien ta jugandoo ?
Lily: WHAAAATT A JOKEEEEE, dime como yankees lostt againstt them yesterdaii.
Lily: & the nationalsss won like only 16 games . . . one of the worst teams homieeegee.
Lily: AHA, naw gee thats easy $ for youu ! =p
Lily: lol imma talk to you later . . . i got pizzaa awaitinggg meeeee (;
multiple consonant
abbreviation
multiple vowel
missing cap
ellipses
phonetic spelling
missing apostrophe
missing end punct
combined words
What is it? When/ how would I use it? Other notes Traditional Grammar
Grammar in Context
Grammar as Brushstrokes
Grammar Matters
Contrastive Analysis
Patterns of Error
Let’s share what we know.