1 / 13

I DON’T NEED to NO know GRAMMAR

I DON’T NEED to NO know GRAMMAR. Oh, but you do…. Why?. We must develop a common lingo If your students know and understand the lingo, you can tell them to use who for subjects and predicate nominatives and whom for direct objects, indirect objects, and objects of prepositions.

nate
Download Presentation

I DON’T NEED to NO know GRAMMAR

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. I DON’T NEED to NO know GRAMMAR Oh, but you do…

  2. Why? • We must develop a common lingo • If your students know and understand the lingo, you can tell them to use who for subjects and predicate nominatives and whom for direct objects, indirect objects, and objects of prepositions. • If they don’t know grammar, or have a common lingo, they’ll look at you like your nuts. • It is our responsibility to make sure our students know how to write and speak properly!

  3. What We Know • What we have done in the past isn’t working: • Students do not really understand it • Students do not try to understand it because they know it will all go away once the unit test is over • Student writing • Data- CSAP and ACT/SAT are focusing more on grammar because colleges and businesses are complaining about lacking skills

  4. Discoveries about Grammar Instruction • Traditional methods of teaching grammar do not work- learn it and forget it; lack of transfer • Grammar overkill is a bad idea, but treating grammar like a four-letter word is a worse idea • You can’t apply what you don’t understand- we must explicitly teach the skills • DOLs do not provide the fundamental grammar skills students need to know • “Fun” programs are not any more effective than traditional drill and kill

  5. Daily Grammar Practice (DGP) • One sentence per week • Different tasks each day • Monday- parts of speech • Tuesday- sentence parts and phrases • Wednesday- identified clauses, sentence type, and sentence purpose • Thursday- punctuation, capitalization • Friday- diagramming (for us it will be a quiz)

  6. Why the Process Works • Less is more. They really take these sentences apart and understand every aspect of them. Thinking is required! • Concepts are revisited on a daily basis so that they aren’t forgotten • Students never work with isolated skills. The organization of DGP allows students to see how all concepts connect • The sentences they’re working with aren’t just random sentences. They’re intentionally loaded with specific concepts at specific times. They start simple and get increasingly difficult. Concepts that students should have mastered at their grade level appear in early sentences and appear often. More difficult concepts appear later.

  7. How to Get Started • Give students a pre-assessment (it’s provided in your book) • Teach students how to organize their information • Teach mini-lessons for each day (I do) before releasing students to complete their warm-up • Review the correct answers each day and allow time for students to reflect on what they understand and what they need to improve on each day • Create small groups based on student reflections as you see need to do so

  8. DGP Routine • Build expectations in your classroom about what DGP time looks like in your classroom • Make sure it is structured to be your warm-up • Do not do an extensive review at the beginning of implementation. Students will learn as they go and will have “help pages” to refer to in addition to your daily “I do” instruction around the learning • Have students reflect on their strengths and weaknesses in their notebooks each day

  9. My Routine • Students will be expected to have their DGP warm-up notebook out and on their desk when the bell rings. Students who do not have their notebooks out will be docked points for the day. • I will point out (have listed on the board) the specific notes students will need to refer to in order to complete their exercise for the day • Students will independently complete the daily exercise

  10. My Routine • I will think aloud/write the correct way to complete the exercise • Students will be expected to write the correct example below their own practice • Students will be expected to write 2-3 sentences explaining/reflecting on what they do/don’t understand

  11. Hint • At the top of each teach page for each week there are teaching points for the week: • Example- (week one) review predicate nominatives, interrogative nominatives, and nouns of direct address. Discuss the difference between adverbial and adjectival prepositional phrases. Talk about the difference between your and you’re.

  12. Introducing it to Students • Require all students to have a DGP notebook • In the beginning of the notebook, have students staple in the daily notes • Provide students with a model of how to set up their page (see handout) • Provide students with a copy of the marking guide to place in their notebooks as well

  13. Planning • Create a calendar for implementing DGP • Design how it will look in your classroom • Begin writing formative/summative assessments for DGP • Write down possible concerns about implementing DGP in the parking lot

More Related