High School Grammar

1. High School Grammar Action Research Project By: Timothy L. Jadick

2. Contents: • Introduction • Research Question • Research Design • Sample • Instrument • Results • Discussion • Conclusion

3. Research Question: • “Is grammar instruction more effective through teaching of specific fundamentals in isolation or through data-driven feedback (grammar in context) on individual student writing samples?”

4. Literature Review Conclusion: • CONCLUSIONs: • Isolated grammar only brings success on assessments, not writing. • Metacognition is key to understanding how grammar and writing interrelate. • FURTHER INVESTIGATION: • Effectiveness of Sentence Fundamentals Program • Compare the results with students receiving data-driven feedback (grammar in context) on individual student writing samples.

5. Research Design:Calhoun’s Action Research Cycle

6. Research Design • Pretest and Posttest, both containing: • A. multiple choice • B. writing sample

7. Population:

8. Sample:

9. Instrument: • Multiple choice grammar diagnostic test was chosen as it is from the McDoualLittell Literature series: • Aligns with: • CCSS.ELA-Literacy.L.9-10.1 “Demonstrate command of the conventions of standard English grammar and usage when writing or speaking” • CCSS.ELA-Literacy.L.9-10.2 “Demonstrate command of the conventions of standard English capitalization, • punctuation, and spelling when writing.”

10. Instrument: • Writing task will be a narrative task taken from Common Core Writing Standard CCSS.ELA-Literacy.W.9-10.3 • “Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.”

11. Instrument • CCPS curriculum essay prompt from the “Functions” Unit, • “Write a personal narrative about a time that you were judged or have judge others based on their appearance or ability. Use narrative devices and rhetorical techniques to convey your ideas.”

12. Common Core Standards (9-10) band • L.9-10.1b: Vary Types of Phrases / Clausessentence-level • L.9-10.2a: Semicolonsentence-level • L.9-10.2b: Colon sentence-level • L.9-10.1a: Parallel Structuresentence-level

13. Instrument (Rubric):

14. Results: • Pre-Assessment

15. Results:

18. Intervention: • Sentence Fundamentals:

19. Treatment: Action Research Schedule

20. Complete Sentences • Start with a capital letter • Have end punctuation • Have a subject • Have a verb • Make sense

21. The PENS Strategy • Pick a formula • Explore words to fit the formula • Note the words • Search and check

22. Search and Check Step • M • Ask “Is there a verb?” • Root out the subject (Ask, Who or what _________?”) • Key in on the • beginning • ending • meaning

23. Search and Check Step • Mark out imposters • Infinitives • Prepositional phrases • Ask “Is there a verb?” • Root out the subject (Ask, Who or what _________?”) • Key in on the • beginning • ending • meaning

24. PREPOSITIONS

26. Helping Verbs

31. Intervention: • Grammar in Context:

32. Control: Action Research Schedule

33. Instrument • CCPS curriculum essay prompt from the “Functions” Unit, • “Write a personal narrative about a time that you were judged or have judge others based on their appearance or ability. Use narrative devices and rhetorical techniques to convey your ideas.”

34. Intervention # 1 • Each student: • One-on-one conference with instructor • Discussed errors and re-wrote problematic sentences • Completed an individualized practice on area of need.

39. Writing Sample # 2 • Directions: Circle the prompt you would like to use for your second writing sample. The journal entry should be at least five paragraphs in length (introduction, three body paragraphs, and a conclusion) and should provide at least four quotes from the text to support your thesis statement (topic sentence). • Dieting makes people fat. • Romantic love is a poor basis for marriage. • High school graduates should take a year off before entering college. • All citizens should be required by law to vote. • All forms of government welfare should be abolished. • Both parents should assume equal responsibility in raising a child. • Americans should have more holidays and longer vacations. • Participating in team sports helps to develop good character. • The production and sale of cigarettes should be made illegal. • People have become overly dependent on technology. • Drunk drivers should be imprisoned on the first offense. • The lost art of letter-writing deserves to be revived. • The continuing decline of CD sales along with the rapid growth of music downloads signals a new era of innovation in popular music. • College students should have complete freedom to choose their own courses.

44. Post Writing Sample (*Completed by both groups) • Grammar Final Assessment • Directions: Choose 1 prompt. The entry should be at least five paragraphs in length (introduction, three body paragraphs, and a conclusion.) • Recently there has been a debate that the school day should begin later. Write a persuasive essay on why and explain your ideal schedule and how it would work. • Your friend is considering getting a tattoo and / or piercing. Write a persuasive essay on why they should or should not. • CCPS is debating drug testing all student athletes. Write a persuasive essay on why they should or should not.

46. Results: • Post-Assessment