Effective Grammar Instruction

positive, productive & practical

acceleratingelacurriculum.wikispaces.com

AGENDA

Part 1 - Why and What

Part 2 - How

Part 3 - The Future

INTRODUCTIONS

PART 1 �The Why & The What

MY ROLE: Thinking Partner & Collaborator

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CONTEXT: Oakland Schools Word Study Team

WHAT: The Grammar Problem

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What are your instructional frustrations?

OUR WORK:

An exploration of how to shift grammar instruction to more significantly affect the quality of student writing

What’s the pedagogical paradigm shift?

Pedagogical Paradigm Shift

Traditional Approach: knowledge about syntax, sentence structure, sentence parts

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Modified Sentence Combining Approach: pedagogy of applied knowledge in contextualized learning

Pedagogical Paradigm Shift

• Weaver’s Thesis: a minimum of grammar can be taught and in conjunction with writing for maximal effect on student writing

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• Productive rather than analytical grammar instruction is most effective - not about identifying but communicating.�
• Positive, productive, practical
• Not error focused
• Generates more material
• Grammar taught in the context of authentic writing production

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THE WHY: �THE �RESEARCH

“The effect of grammar teaching on writing development”

by Andrews, Torgerson, Beverton, Freeman, Locke, Low, Robinson, & Zhu in British Educational Research Journal, 2006

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A review of research studies in English speaking countries since 1900 on the teaching of grammar “concluded that the teaching of grammar using a range of models has negligible positive effects on improving secondary pupils’ writing.”

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“The effect of grammar teaching on writing development”

by Andrews, Torgerson, Beverton, Freeman, Locke, Low, Robinson, & Zhu in British Educational Research Journal, 2006

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“Perera (1984) noted that decontextualized grammar teaching that was unrelated to pupils’ other language work was likely to do more harm than good. She also noted that technical terms in grammar seemed to confuse rather than enlighten young people.”

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“The effect of grammar teaching on writing development”

by Andrews, Torgerson, Beverton, Freeman, Locke, Low, Robinson, & Zhu in British Educational Research Journal, 2006

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“An overall synthesis of the results from the 18 studies examined in the in-depth review comes to a clear conclusion: that sentence-combining is an effective means of improving syntactic maturity in students in English between the ages of 5 and 16.”

WHY...teach grammar in conjunction with & in the context of writing?

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TURN & TALK

Weaver: the Effect of Teaching Grammar in Conjunction w/ Writing

• Enhance sentence sense, sentence variety, and syntactic fluency.
• Promote the use of appropriate conventions.
• Generate rich content & significant details by using key grammatical constructions to elaborate on general or abstract idea.
• Use transitions and connectors to make the organization of the piece and its ideas clear and coherent
• Use voice and style appropriate to purpose, content, and audience.

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(page 202)

READING: Weaver & Anderson

KEY IDEAS

PAPER PASS:

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• What was enlightening? Perplexing? Problematic?�
• How does Weaver and Anderson’s work fit together or not fit together for you?

Weaver’s 12 Principles

What Works in Teaching Grammar to Enrich & Enhance Writing

Select two principles to discuss with your partner.

Why do these resonate with you?

Writing Process Recursive Model p. 6

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Example p. 88

RECURSIVE WRITING PROCESS MODEL

Including grammar instruction

TURN & TALK

How do you interpret the model?

How does it reflect or not reflect your current instructional model?

What do you like about it?

Instructional Implications

• An inch wide, mile deep: iterative instruction focused on fewer concepts�
• An art not a science - no scope and sequence

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Effective Sentences - Anderson

• ECONOMY - important to be efficient with language for the sake of the reader�
• EMPHASIS - sentence structures result in different effects by making some ideas and not others stand out�
• EFFECT - syntactical choices create a tone from simplicity to sophistication

DELETE unnecessary words

REARRANGE words,phrases & clauses

ADD connectors

FORM new verb endings

TALK it out

Revision Decisions Principles - Anderson

1. Create a context for revising sentences�
2. Invite collaboration that becomes the conversation in writers’ heads�
3. Allow choice, risk-taking and error�
4. Make meaning by reflecting and evaluating

What to Call This Work?

• Grammatical Options�
• Modified Sentence Combining�
• Sentence Acrobatics�
• Sentence Play

• Micro Revision�
• Grammar through revision�
• Revision at the sentence level

PART 2

The How: Planning for Instruction

What to Teach Next Guide

The What to Teach Next Guide

How can it be of use in your instruction?

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TEACHER FACING

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LEARNING PROGRESSION

Partner Activity with Dry Erase Pens

NOTICE

• Left hand column running vertically
• 3 main sections (grammar, word choice, punc & usage)
• Range: high, middle, low
• Grammatical terms in each column.

NOTE

• How do the grammatical concepts/features progress from low to high?
• How do the main components of the guide work together to create a picture of a writer or group of writers?

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PARTNER WORK:

Diagnosing a Student Paper

7th or 9th

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THE CHALLENGE: �reading for craft

CONSIDER

• What will make the biggest difference for the quality of the writing in terms of sophistication and readability?�
• What is the writer struggling with most?

What specific grammar option would you teach next?

GRAMMAR

WORD CHOICE

USAGE & PUNCTUATION

Models for Instruction:

Weaver & Anderson

Gradual Release of Responsibility Model

page 64

ANDERSON - p. 42

1. Context�
2. Points of Emphasis�
3. Demonstration

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4. Practice�

5. Collaboration�

6. Application

WEAVER - p. 63

1. Share a model (from literature or teacher created)
2. Create another model (teacher & students together)
3. Groups or pairs - students compose sentences
4. Solo - students compose sentences
5. Solo - students apply the concept to their own writing

6. Assess & provide feedback: determine what revision strategies need to be taught.

7. Mini-lesson: teach revision strategies

8. Provide checklist with grammatical structure taught

9. Final drafting

10. Repeat the process/continue to emphasize this grammatical construction.

Where and how do the models intersect, overlap and inform each other?

Writing Process Recursive Model p. 6

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Example p. 88

SAMPLE LESSONS:

Interrupters

lesson set 5

(p. 90 in Anderson)

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Instructional Progression

CONTEXT for Interrupters

• Small detours that provide more information, detail, or commentary within a sentence.�
• Why use them? To create:
• Interest
• Rhythm
• Emphasis
• Variety
• Appendix 5.1

DEMONSTRATION - with a partner

1. Re-read pages 3 & 4 of Revision Decisions, scouting for interrupters as you go.�
2. Note the use of punctuation.�
3. Note the purpose & effect that each interrupter has.�
4. Be prepared to share your findings.

DEMONSTRATION

On a Beam of Light, a biography of Albert Einstein by Jennifer Berne

Something happened over 100 years ago.�It happened as the stars swirled.�The stars swirled in the sky.�It happened as the Earth circled the sun.�It happened as the March winds blew.�The winds blew through a little town.�The little town was by a river.�The happening was that a baby boy was born.

With a partner, combine the sentences. How could interrupters help?

DEMONSTRATION

Author’s version:

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Over 100 year ago, as the stars swirled in the sky, as the Earth circled the sun, and as the March winds blew through a little town by the river, a baby boy was born.

PRACTICE - with a partner

Appendix 5.2�

• Combine the sentences in at least 2 different ways.�
• Share your sentences with another partnership.�
• Decide which of all the sentences you like the most and why.

PRACTICE

Author’s Version

One day, when Albert was sick in bed, his father brought him a compass--a small round case with a magnetic needle inside.

COLLABORATION - with a partner

Appendix 5.3

• Combine your assigned sentences in at least 2 ways.
• Pick the one you like the most.
• How would we combine these sentences into a paragraph?
• What do you notice about the effects of our paragraph and the author’s paragraph?

COLLABORATION - our paragraph

How would we combine these sentences into a paragraph?

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COLLABORATION - our paragraph

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What do you notice about the effect of our paragraph and the author’s paragraph?

APPLICATION: Writing from the Paper Pass

1. Find two sentences that would benefit from having interrupters.�
2. Rewrite the sentences.�
3. Share your sentences with a partner.�
4. Explain to your partner why you chose those sentences for interrupters.

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Metacognitive Reflection

Select a sentence or two that you revised.

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Why did you make the revisions to the sentences that you made? What effect will the changes potentially have for the reader?

Follow up across remaining unit

• Mini-lessons on commas, parentheses and dashes for interrupters.�
• During sentence revision, notice what interrupters you have written.

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• Consider using interrupters when adding more details�
• During editing, revisit punctuation possibilities to ensure that it’s correct for interrupters.

PART 3

The Future: Your Classroom

Brainstorm

• Student Diagnostic Writing
• when & how?

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• What resources and support would you like to have?

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• When and how you’ll incorporate grammar instruction into your first writing/reading unit.

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(recursive writing model)

EMAIL ME: delia.decourcy@oakland.k12.mi.us

• What next step will you take?
• What support or collaboration would you like?
• Meet to plan/brainstorm
• Help assessing diagnostics
• Observing/coaching/reflecting to determine next steps

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