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    Grammar For Dummies

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    Lee Ann Spillane
    Grammar for Dummies! What is Teaching Grammar in Context? What does teaching grammar in context look like? How much time does it take? In this workshop we will discuss what it means to teach grammar in context. Examine grammar through three lesson structures: deductive thinking exercises, mini-lessons, and extended mini-lessons. Participants will examine student writings and develop grammar mini-lessons. In addition, we will brainstorm ideas for helping students make grammar, and the rules of grammar, their own.

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    Grammar For Dummies

    Uploaded by

    Lee Ann Spillane
    3K views5 pages
    Grammar for Dummies! What is Teaching Grammar in Context? What does teaching grammar in context look like? How much time does it take? In this workshop we will discuss what it means to teach grammar in context. Examine grammar through three lesson structures: deductive thinking exercises, mini-lessons, and extended mini-lessons. Participants will examine student writings and develop grammar mini-lessons. In addition, we will brainstorm ideas for helping students make grammar, and the rules of grammar, their own.

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    Grammar for Dummies

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    Grammar for Dummies! What is Teaching Grammar in Context? What does teaching grammar in context look like? How much time does it take? In this workshop we will discuss what it means to teach grammar in context. Examine grammar through three lesson structures: deductive thinking exercises, mini-lessons, and extended mini-lessons. Participants will examine student writings and develop grammar mini-lessons. In addition, we will brainstorm ideas for helping students make grammar, and the rules of grammar, their own.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF or read online from Scribd
    Download as pdf
    3K views5 pages

    Grammar For Dummies

    Uploaded by

    Lee Ann Spillane
    Grammar for Dummies! What is Teaching Grammar in Context? What does teaching grammar in context look like? How much time does it take? In this workshop we will discuss what it means to teach grammar in context. Examine grammar through three lesson structures: deductive thinking exercises, mini-lessons, and extended mini-lessons. Participants will examine student writings and develop grammar mini-lessons. In addition, we will brainstorm ideas for helping students make grammar, and the rules of grammar, their own.

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    You are on page 1of 5

    Student

    Mrs. Spillane
    English I
    October 11, 2001

    A Strike Out!

    Tears of a Tiger is about a boy, named Andy who thinks his is

    doing well in life. Then he “gets a strike” by having beer and

    then driving. His second strike is when his best friend, Robert

    Washington, and captain of the high school’s basketball team dies

    in his car crash. Andy’s third strike and is actually a strike out to

    his life is all his issues dealing with his friend’s death. All of these

    strikes lead him through great remorse in his social, school, and

    reality life.

    Passive Verbs Active Verbs


    Students say school
    is boring.

    • Ignore errors
    - called “Benign Neglect”
    - give students a chance to develop their message
    1. Add a participle (-ing verbs): - focus on writing strategies and generating writing
    Yawning, students say school is boring.
    • Focus Grading/Responding
    2. Add an absolute (noun + ing/ed verb): - focus on content, correctness or a combination
    Attention flagging, students say school is boring. - be selective marking errors
    - focus on ONE or TWO kinds of errors and ignore others
    3. Add an appositive (a noun set off by commas):
    Students say school, a learning factory, is boring. • Become a Teacher Researcher
    - analyze student errors for patterns
    4. Add adjectives shifted out of order (adjective noun, adj. & - discover/uncover errors in student thinking or back
    adj,): ground knowledge
    Disengaged students, unmotivated and uninterested, say
    - plan strategic instruction based on observed error patterns
    school is boring.

    5. Add an action verb (replace to be verbs with action):


    Students say school, perpetual boredom, silences their
    curiousity. (Rosen, 1998)
    activity based on Noden, Harry. (1999). Image Grammar. Portsmouth, NH: Heinemann.
    SENTENCE VARIETY:
    Adjectives Shifted
    Participle Absolute Appositive Out of Order
    Action Verbs

    What is
    it?

    Example

    My
    Sentence
    Rewrites
    1. Participles: 2. Absolutes: 3. Appositives 4. Adjectives 5. Action
    ing verbs noun + ing/ed shifted out of Verbs
    verb • gives the order
    • evoke action reader more • uses active vs.
    • create details • spotlights an passive voice
    • paint more dynamic images • add a second image • speeds up the
    detailed image to a noun • intensifies an action
    pictures • zoom in on • add sensory image • adds motion
    details details • adds rhythm • gives “life” to
    • single inanimate
    particple = objects
    rapid
    movement

    • expanded
    phrases =
    slower paced

    Noden, Harry. 1999. Image Grammar. Portsmouth, NH: Heinemman, p. 4-10.


    LIST OF RELATED CITATIONS

    “GRAMMAR FOR DUMMIES! What is teaching Grammar in Context?”

    Presented by Lee Ann Spillane, Ed.S., NBCT

    Allen, Janet. (1995). It’s Never Too Late. Portsmouth, NH: Heinemann.

    Hillocks, George Jr. (1986). Research on Written Composition: New Directions for
    Teaching. Urbana, IL: National Council of Teachers of English

    Hillocks, G. Jr. and Smith, M.W. (1991). “Grammar and Usage.” In J. Flood, J.M.
    Jensen, D. Lapp and J.R. Squire (eds) Handbook of Research on Teaching the English
    Language Arts (591-603).

    Noden, Harry. (1999). Image Grammar: Using Grammatical Structures to Teach


    Writing. Portsmouth, NH: Heinemann.

    Routman, Regie. (1994). Invitations. Portsmouth, NH: Heinemann.

    Weaver, Constance. (1996). Teaching Grammar in Context. Portsmouth, NH:


    Heinemann.

    Weaver, Constance. (1998). Lessons to Share: On Teaching Grammar in Context.


    Portsmouth, NH: Heinemann.

    Wyse, Dominig. (December 2001). “Grammar for Writing? A Critical Review of


    Empirical Evidence.” British Journal of Educational Studies, 49, (4) 411-427.

    Zemelman, S. Daniels, H. & Hyde, A. (1993). Best Practices. Portsmouth, NH:


    Heinemann.

    Complete Bibliography Available Online at:


    http://www.laspillane.org

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