All Discussions Tagged 'strategies' - Classroom 2.02024-03-28T18:53:56Zhttps://www.classroom20.com/forum/topic/listForTag?tag=strategies&feed=yes&xn_auth=no5 Strategies to Assess Reading Levelstag:www.classroom20.com,2016-11-10:649749:Topic:11288852016-11-10T15:06:31.668ZEd Vectushttps://www.classroom20.com/profile/EdVectus
<p>When assessing a child's reading level, it's important to use a variety of strategies to cater to diverse learning styles and promote an inclusive classroom environment.</p>
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<div class="dbThreadDetailTreeRow db-message" id="layer_6" title="Collapse Post"><div class="db-collapse-control" id="collExpMsgDiv__799153_1"><p><span><span><span>Five ways that you can assess a child's reading…</span></span></span></p>
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<p>When assessing a child's reading level, it's important to use a variety of strategies to cater to diverse learning styles and promote an inclusive classroom environment.</p>
<p></p>
<div id="layer_6" class="dbThreadDetailTreeRow db-message" title="Collapse Post"><div id="collExpMsgDiv__799153_1" class="db-collapse-control"><p><span><span><span>Five ways that you can assess a child's reading include:</span></span></span></p>
<p><span><span><span>1.</span></span><span><span> </span></span></span><strong><span><span>Flash cards.</span></span><span><span> </span></span></strong><span><span><span>By using flash cards,</span></span><span><span> I am able to frequently quiz and review my students' knowledge of high frequency words and sight words.</span></span><span><span> This allows me to test if my students are able to recognize and pronounce these words when they are pulled out of the </span></span></span><span><span><span>context of a storybook.</span></span></span></p>
<p><span><span><span>2.</span></span><span><span> </span></span></span><strong>Teacher interview</strong><span><span><span>. An interview or conference style assessment allows me to have a discussion with the student on what has been read.</span></span><span><span> I am able to determine if the information has been retained and can be recalled.</span></span><span><span> By asking comprehension questions,</span></span><span><span> I can also assess whether the student has understood what has been read.</span></span></span></p>
<p><span><span><span>3.</span></span><span><span> </span></span></span><strong>Open-ended question</strong><span><span><span>. After a shared reading of a text,</span></span><span><span> I can present an open-ended question that students must respond to in a journal reflection.</span></span><span><span> This question will be designed to get students thinking and writing.</span></span><span><span> Similar to the teacher interview,</span></span><span><span> it will assess each student's level of comprehension,</span></span><span><span> ability to make connections </span></span><span><span>and make the text meaningful by allowing the student to make personal or real world comparisons.</span></span></span></p>
<p><span><span><span>4.</span></span><span><span> </span></span></span><strong>Student self-assessment</strong><span><span><span>. By providing a self-assessment,</span></span><span><span> the student is able to reflect on his/her own learning.</span></span><span><span> This provides me with an evaluation of where the student is at,</span></span><span><span> where the student needs to be and what the student is struggling with.</span></span><span><span> I can then</span><span>focus on these areas during guided reading sessions.</span></span><span><span> This type of assessment also allows the student to self-monitor his/her progress and take responsibility for it.</span></span></span></p>
<p><span><span><span>5.</span></span></span><strong><span><span> Anecdotal notes/observations</span></span></strong><span><span><span>. While it is important to assess the student one on one,</span></span><span><span> it is also important to assess the student during independent reading.</span></span><span><span> By observing and taking notes,</span></span><span><span> I have a clearer picture of whether or not the student is retaining and implementing the strategies that he/she has learned.</span></span><span><span> This also allows me to determine whether the gradual release of responsibility can continue or whether the student needs to be reeled back slightly to work on key strategies or areas that require improvement.</span></span></span></p>
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<div id="message__799153_1" class="dbThreadMessage"></div> If anyone is looking for reading-related resourcestag:www.classroom20.com,2013-03-05:649749:Topic:9164322013-03-05T14:51:15.743ZKaren Cameronhttps://www.classroom20.com/profile/KarenCameron
<p><img alt="Reading Strategies" border="0" class="alignLeft" height="225" id="img-1362494155396" name="img-1362494155396" src="http://info.marygrove.edu/Portals/94958/images/istock_000004123700xsmall.jpg" style="float: left;" width="340"></img> It’s March and we can think of at least two reasons to be happy about it: First, <b>we’re a mere 15</b> <b>days away from spring</b>. Second, <b>March is National Reading Month!</b></p>
<p>To help you supplement your reading curriculum, we decided to look back over the last few months and pull out five of our <b>most popular reading-related blogs.</b> Here they are in no particular order:…</p>
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<p><img id="img-1362494155396" src="http://info.marygrove.edu/Portals/94958/images/istock_000004123700xsmall.jpg" alt="Reading Strategies" class="alignLeft" style="float: left;" border="0" height="225" width="340" name="img-1362494155396"/>It’s March and we can think of at least two reasons to be happy about it: First, <b>we’re a mere 15</b> <b>days away from spring</b>. Second, <b>March is National Reading Month!</b></p>
<p>To help you supplement your reading curriculum, we decided to look back over the last few months and pull out five of our <b>most popular reading-related blogs.</b> Here they are in no particular order:</p>
<p><a href="http://info.marygrove.edu/MATblog/bid/91511/Burying-the-Book-Report-5-More-Book-Report-Alternatives">Burying the Book Report: 5 More Book Report Alternatives</a><br/> Let’s face it, there are only so many book reports a teacher can read in a lifetime; here are five alternatives.</p>
<p><a href="http://info.marygrove.edu/MATblog/bid/90665/I-read-it-but-I-don-t-understand-it-4-reading-strategies-that-work">I read it, but I don't understand it: 4 reading strategies that work</a><br/> Learn about a collaborative reading strategy we gleaned from Janette Klingner, Sharon Vaughn, Alison Boardman and Elizabeth Swanson called “Click and Clunk.”</p>
<p><a href="http://info.marygrove.edu/MATblog/bid/90167/Teaching-Reading-Means-Teaching-Students-to-LOVE-Reading">Teaching Reading Means Teaching Students to LOVE Reading</a><br/> Most of us excel at something when we truly love it. Raw talent, natural inclination and drive help, but passion is an inextricable part of success. What if we applied this principal to teaching reading?</p>
<p><a href="http://info.marygrove.edu/MATblog/bid/88854/5-Tips-for-Creating-an-Effective-Classroom-Library">5 Tips for Creating an Effective Classroom Library</a><br/> Early Literacy Education scholars suggest that the classroom library should literally be “the backbone of classroom activity.” Here are five strategies to consider as you design (or redesign) your classroom library.</p>
<p><a href="http://info.marygrove.edu/MATblog/bid/88981/Creating-Avid-Readers-5-Reading-Strategies-for-Parents-Teachers">Creating Avid Readers: 5 Reading Strategies for Parents & Teachers</a><br/> There is a lot teachers can do to nurture a love of reading in their students, but we certainly can’t do it all. Here are five simple reading strategies for teachers <em>and parents.</em></p>
<p><b>Happy National Reading Month!</b></p>
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<p><b><span class="hs-cta-wrapper" id="hs-cta-wrapper-cca27a0f-a746-4225-b74e-f2e13c6797f3"><span style="visibility: visible;" class="hs-cta-node hs-cta-cca27a0f-a746-4225-b74e-f2e13c6797f3" id="hs-cta-cca27a0f-a746-4225-b74e-f2e13c6797f3"><a href="http://cta-service-cms2.hubspot.com/cs/c/?&cta_guid=3ef80c2c-7d1a-4afa-a831-ce0edb9c0ebd&placement_guid=cca27a0f-a746-4225-b74e-f2e13c6797f3&portal_id=94958&redirect_url=894HqYk5nABOEAXkNh4BwFovTQ/64Fn8tSDPm0/p6PERfw9vWjRlmhbuw2kkg0Ko1u86zWLPSvp8Nuyjejy%2BffVD2GNt4eGq&iv=st6zsKDjGbo%3D"><img class="hs-cta-img align-center" id="hs-cta-img-cca27a0f-a746-4225-b74e-f2e13c6797f3" style="border-width: 0px; width: autopx; height: autopx;" alt="Download our K-6 Reading Comprehension B" src="http://d1n2i0nchws850.cloudfront.net/portals/94958/3ef80c2c-7d1a-4afa-a831-ce0edb9c0ebd-1350309187462/download-our-k-6-reading-comprehension-best-practi.png?v=1350309187.76" height="38" width="455" name="hs-cta-img-cca27a0f-a746-4225-b74e-f2e13c6797f3"/></a></span></span></b></p> Reading Strategies that Transcend the Classroomtag:www.classroom20.com,2013-03-04:649749:Topic:9161402013-03-04T14:21:09.585ZKaren Cameronhttps://www.classroom20.com/profile/KarenCameron
<p><img alt="Reading Strategies" border="0" class="alignLeft" height="207" id="img-1362170590942" name="img-1362170590942" src="http://info.marygrove.edu/Portals/94958/images/istock_000016175635xsmall1.jpg" style="float: left;" width="312"></img> If the <b>classroom is truly the training ground for life</b>, it only makes sense that we would use reading strategies that mimic the way we read outside of the classroom, doesn’t it? This is essentially the crux of Rachel McCormack’s and Susan Lee Pasquarelli’s argument in…</p>
<p><img id="img-1362170590942" src="http://info.marygrove.edu/Portals/94958/images/istock_000016175635xsmall1.jpg" alt="Reading Strategies" class="alignLeft" style="float: left;" border="0" height="207" width="312" name="img-1362170590942"/>If the <b>classroom is truly the training ground for life</b>, it only makes sense that we would use reading strategies that mimic the way we read outside of the classroom, doesn’t it? This is essentially the crux of Rachel McCormack’s and Susan Lee Pasquarelli’s argument in <a href="http://www.amazon.com/Teaching-Reading-Strategies-Resources-Problems/dp/160623482X/ref=sr_1_1?ie=UTF8&qid=1362152304&sr=8-1&keywords=Teaching+Reading%3A+Strategies+and+Resources+for+Grades+K-6"><em>Teaching Reading: Strategies and Resources for Grades K-6</em></a> (2009)<em>.</em> We found it to be an engaging text and thought we’d share a few of their reading strategies:</p>
<p><b>Reading Strategies that Transcend the Classroom</b></p>
<p><b>Allow students to read silently before reading aloud<br/></b> Students are often asked to read aloud; less often are they given the opportunity to silently read the text first. This might be worth reconsidering.</p>
<p>If you’ve ever agreed to read publically, chances are that you requested the opportunity to review the text before you stood in front of an audience. Why? Because <b>you didn’t want to stumble over words or make silly mistakes.</b> Naturally, our students feel the same. Most <b>real-world reading happens silently</b>, so doesn’t it make sense to allow our students the opportunity to read silently before shining the spotlight on them? </p>
<p><b>Not all texts are read the same<br/></b> How we read varies with the <b>type of text</b> and the <b>purpose for reading it.</b> In life outside of the classroom, we find ourselves in a <b>myriad of reading situations</b>. McCormack and Pasquarelli give the example of a reader who is waiting for a dentist appointment. Most likely, the reader will pick up a magazine to pass the time—or to take her mind off of the impending root canal! The reader knows the dentist is not going to give a reading quiz, so she skims, looks at pictures and often abandons articles for new ones.</p>
<p>This same reader would approach a recipe, a science text book, or an instruction manual designed to help her install a hot water heater very differently. Likewise, students should always consider the <b>type of text they are reading, the overarching purpose for reading it</b> and adjust the way the approach the text accordingly. </p>
<p><b>How would <em>you</em> read an unfamiliar and difficult text?<br/></b> Over the years, we’ve picked up reading strategies and use them so often that <b>we’re no longer even aware that we’re using them.</b> Because of that, it’s easy to forget how beginning readers experience texts. Here’s a simple exercise that will help you see reading from a student’s perspective and reacquaint you with your own reading strategies.</p>
<ul>
<li>Find an unfamiliar text on something that is not particularly engaging to you—or even better, find something that is challenging: a scholarly article or <em>Ulysses</em>, for example</li>
<li>Open it up at random and start reading with a pencil in your hand</li>
<li>What’s happening to you? What words or phrases did you circle? Why? Is your mind wandering? Do you have to reread sections to comprehend them?</li>
<li>Now take note of how you refocus your attention and regain your footing. Did you backtrack to the beginning of the chapter? Did you search for bolded or italicized words? Did you read the author’s biography?</li>
</ul>
<p><b>Readers improve when they struggle<br/></b> Learning something new is intimidating for many of us because we fear failure. As much as we want to challenge our students, we often worry about the effects challenges may have on a struggling reader’s self-esteem. It’s wise to allow students to choose their own reading materials sometimes, but <b>don’t take away opportunities for your students to take risks</b>, stumble and pick themselves up again. <b>To struggle is to grow.</b> <b><br/> <br/></b></p>
<p><span class="hs-cta-wrapper" id="hs-cta-wrapper-cca27a0f-a746-4225-b74e-f2e13c6797f3"><span style="visibility: visible;" class="hs-cta-node hs-cta-cca27a0f-a746-4225-b74e-f2e13c6797f3" id="hs-cta-cca27a0f-a746-4225-b74e-f2e13c6797f3"><a href="http://cta-service-cms2.hubspot.com/cs/c/?&cta_guid=3ef80c2c-7d1a-4afa-a831-ce0edb9c0ebd&placement_guid=cca27a0f-a746-4225-b74e-f2e13c6797f3&portal_id=94958&redirect_url=Xgg2GtQVfDovVSsa2c1KZzkW%2BkjLPhLYSdj%2BTEr48ipjZXD%2BaSiXCMsNA0SYffiicbDmf/ztj7%2BKpofekjbbcoSV8Tk5g%2Bj4&iv=QDxXtc0m7TA%3D"><img class="hs-cta-img align-center" id="hs-cta-img-cca27a0f-a746-4225-b74e-f2e13c6797f3" style="border-width: 0px; width: autopx; height: autopx;" alt="Download our K-6 Reading Comprehension B" src="http://d1n2i0nchws850.cloudfront.net/portals/94958/3ef80c2c-7d1a-4afa-a831-ce0edb9c0ebd-1350309187462/download-our-k-6-reading-comprehension-best-practi.png?v=1350309187.76" height="43" width="515" name="hs-cta-img-cca27a0f-a746-4225-b74e-f2e13c6797f3"/></a></span></span></p> How can you shift away from notes and worksheets?tag:www.classroom20.com,2012-05-24:649749:Topic:8394142012-05-24T02:17:55.905ZFrank Sunhttps://www.classroom20.com/profile/FrankSun
<p>I am currently teaching Science 10 and I've tried to make the course activity based but there are times when I find that notes and worksheets seem the most efficient.</p>
<p> </p>
<p>How do you break out of the "notes and worksheet" routine?</p>
<p> </p>
<p>What activities do you use in your classroom?</p>
<p> </p>
<p>Thanks</p>
<p> </p>
<p>Frank</p>
<p> </p>
<p> </p>
<p>I am currently teaching Science 10 and I've tried to make the course activity based but there are times when I find that notes and worksheets seem the most efficient.</p>
<p> </p>
<p>How do you break out of the "notes and worksheet" routine?</p>
<p> </p>
<p>What activities do you use in your classroom?</p>
<p> </p>
<p>Thanks</p>
<p> </p>
<p>Frank</p>
<p> </p>
<p> </p> Digital Authentic Assessmenttag:www.classroom20.com,2012-04-09:649749:Topic:8260822012-04-09T23:29:51.280ZKati Searcyhttps://www.classroom20.com/profile/KatiSearcy
<p><span style="font-family: tahoma,arial,helvetica,sans-serif;"><strong>Your Name and Title</strong>:</span> <br></br><span style="font-family: tahoma,arial,helvetica,sans-serif;">Kati Searcy, Gifted Educator, K-5</span></p>
<p><span style="font-family: tahoma,arial,helvetica,sans-serif;"><strong>School, Library, or Organization Name:</strong></span><br></br><span style="font-family: tahoma,arial,helvetica,sans-serif;">Mountain Park Elementary School…</span></p>
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<p><span style="font-family: tahoma,arial,helvetica,sans-serif;"><strong>Your Name and Title</strong>:</span> <br/><span style="font-family: tahoma,arial,helvetica,sans-serif;">Kati Searcy, Gifted Educator, K-5</span></p>
<p><span style="font-family: tahoma,arial,helvetica,sans-serif;"><strong>School, Library, or Organization Name:</strong></span><br/><span style="font-family: tahoma,arial,helvetica,sans-serif;">Mountain Park Elementary School</span></p>
<p><span style="font-family: tahoma,arial,helvetica,sans-serif;"><strong>Co-Presenter Name(s):</strong></span><br/><span style="font-family: tahoma,arial,helvetica,sans-serif;">None</span></p>
<p><span style="font-family: tahoma,arial,helvetica,sans-serif;"><strong>Area of the World from Which You Will Present:</strong></span><br/><span style="font-family: tahoma,arial,helvetica,sans-serif;">Roswell, Georgia, United States of America</span></p>
<p><span style="font-family: tahoma,arial,helvetica,sans-serif;"><strong>Language in Which You Will Present:</strong></span><br/><span style="font-family: tahoma,arial,helvetica,sans-serif;">English</span></p>
<p><span style="font-family: tahoma,arial,helvetica,sans-serif;"><strong>Target Audience(s):</strong></span><br/><span style="font-family: tahoma,arial,helvetica,sans-serif;">K-12 educators</span></p>
<p><span style="font-family: tahoma,arial,helvetica,sans-serif;" class="font-size-2"><strong>Short Session Description (one line):</strong></span></p>
<p><span style="font-family: tahoma,arial,helvetica,sans-serif;" class="font-size-2">Engaging Students in Meaningful Ways to Demonstrate Their Learning - DIGITAL AUTHENTIC ASSESSMENT</span></p>
<p><span style="font-family: tahoma,arial,helvetica,sans-serif;" class="font-size-2"><strong>Full Session Description (as long as you would like):</strong></span></p>
<p><span style="font-family: tahoma,arial,helvetica,sans-serif;" class="font-size-2">Are you looking for new ways for students to demonstrate their learning?</span><br/><span style="font-family: tahoma,arial,helvetica,sans-serif;" class="font-size-2">Do you wish to integrate technology into your classroom with free tools?</span><br/><span style="font-family: tahoma,arial,helvetica,sans-serif;" class="font-size-2">Would you appreciate fresh strategies to get your students excited about assessments?</span></p>
<p> </p>
<p><span style="font-family: tahoma,arial,helvetica,sans-serif;"><span class="font-size-4"><span style="color: #000000; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; background-color: transparent;" id="internal-source-marker_0.5497037363974904" class="font-size-2">If you answered YES to any of the above, tune-in to "Digital Authentic Assessment". Kati Searcy will focus on highly effective digital technologies to help engage students in meaningful ways to demonstrate their learning. Using resources from the Discovery Education digital library of photos and music, as well as original photos/artwork and music, students can create movies to demonstrate their mastery of the curriculum. Free online tools such as Animoto and VoiceThread can be used to create digital movies. Students can also create paper slide videos and music videos as they use their creativity as evidence of their learning. All participants will be invited to join an Edmodo group where they will be able to discuss their experiences, as well as access how-to documents and rubrics for scoring projects.</span> </span></span></p>
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<p><span style="font-family: tahoma,arial,helvetica,sans-serif;"><strong>Websites / URLs Associated with Your Session:</strong></span></p>
<p><span style="font-family: tahoma,arial,helvetica,sans-serif;"><strong><span class="font-size-2"><span style="color: #000000; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; background-color: transparent;" id="internal-source-marker_0.6951378296770627">Using Digital Authentic Assessments Edmodo page</span> <a href="http://edmodo.com/join/4f8b07f1527265289cdaf67c4878ba5f"><span style="color: #0000ff; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; background-color: transparent;">http://edmodo.com/join/4f8b07f1527265289cdaf67c4878ba5f</span></a></span></strong></span></p> Motivational setup for Secondary students of any Sciencetag:www.classroom20.com,2010-09-18:649749:Topic:5095582010-09-18T03:18:43.783ZPaul J. Cuaresmahttps://www.classroom20.com/profile/PaulJCuaresma
Hi everyone,<br></br><br></br>Question:<br></br>
What strategies have worked for you in your classroom to help students<br />
make personal connections with topics that you cover in Science? How<br />
did it motivate your students?<br></br><br></br><br></br>I am a secondary science teacher in training soon to be an intern by January 2011. I will be teaching General Sciences to either Middle school and High school students.<br></br><br></br>I am interested in learning some techniques that I could use in my classroom to help a student…
Hi everyone,<br/><br/>Question:<br/>
What strategies have worked for you in your classroom to help students<br />
make personal connections with topics that you cover in Science? How<br />
did it motivate your students?<br/><br/><br/>I am a secondary science teacher in training soon to be an intern by January 2011. I will be teaching General Sciences to either Middle school and High school students.<br/><br/>I am interested in learning some techniques that I could use in my classroom to help a student personally connect with topics in Science.<br/><br/>I would be really interested in listening to your stories on how you got students personally connected with Science.<br/><br/>My apologies for being so broad a topic. Since I do not yet have a set content and classroom, I may teach anything from General Science, Physics, Chemistry or Biology so any science topic motivation strategies would be helpful.<br/><br/>Thank you very much for your input.<br/><br/>Hafa Adai from GUAM!!<br/><br/>Paul C.<br/> Note-Taking Success Storiestag:www.classroom20.com,2010-02-28:649749:Topic:4409152010-02-28T21:59:53.023ZBev Gustafsonhttps://www.classroom20.com/profile/BevGustafson
Are you having especially good success with any <span style="font-weight: bold; font-style: italic;">note-taking techniques</span>? I would be interested to know what is working for others.........<br/>
Are you having especially good success with any <span style="font-weight: bold; font-style: italic;">note-taking techniques</span>? I would be interested to know what is working for others.........<br/> RTI - Effective or not?tag:www.classroom20.com,2010-02-28:649749:Topic:4405902010-02-28T04:49:34.349ZDJhttps://www.classroom20.com/profile/DJ23
Hello Friends!<div><br></br></div>
<div>I am trying to gather data on educator's realistic impressions of RTI or MTSS (here in KS). Some of you may have experience in working with the many facets of RTI, and I am wondering how you feel about it? Is it a overly complicated system? How does your school work to incorporate it? How often do you feel yourself thinking about RTI, or is it something that is so in line with what you do already, that you don't even think about it? I'm curious to hear some…</div>
Hello Friends!<div><br/></div>
<div>I am trying to gather data on educator's realistic impressions of RTI or MTSS (here in KS). Some of you may have experience in working with the many facets of RTI, and I am wondering how you feel about it? Is it a overly complicated system? How does your school work to incorporate it? How often do you feel yourself thinking about RTI, or is it something that is so in line with what you do already, that you don't even think about it? I'm curious to hear some opinions on it, and wouldn't mind having a discussion over it! Do you feel that computer technology has made incorporation of RTI strategies easier? </div>
<div><br/></div>
<div>I appreciate your feedback! Any resources about real world stories of how RTI is used would be appreciated as well!</div>
<div><br/></div>
<div>Thanks!</div>
<div><br/></div>
<div>DJ</div> Essay Style: 15 Tricks of the Tradetag:www.classroom20.com,2010-02-11:649749:Topic:4349342010-02-11T01:48:52.175ZMark Penningtonhttps://www.classroom20.com/profile/MarkPennington
<p style="margin:0in;margin-bottom:.0001pt;mso-line-height-alt:8.5pt"><span style="font-family:"Verdana","sans-serif";color:#555555">“Never start a sentence with<span class="apple-converted-space"> </span><em><span style="font-family:"Verdana","sans-serif"">But</span></em>.” Countless middle school and high school English-language arts teachers cringe when their<br></br> students faithfully repeat this elementary school dictum. “Never use…</span></p>
<p style="margin:0in;margin-bottom:.0001pt;mso-line-height-alt:8.5pt"><span style="font-family:"Verdana","sans-serif";color:#555555">“Never start a sentence with<span class="apple-converted-space"> </span><em><span style="font-family:"Verdana","sans-serif"">But</span></em>.” Countless middle school and high school English-language arts teachers cringe when their<br/>
students faithfully repeat this elementary school dictum. “Never use<span class="apple-converted-space"> </span><em><span style="font-family:"Verdana","sans-serif"">I</span></em><span class="apple-converted-space"><i> </i></span>in your five-paragraph essay.”<br/>
Now university professors similarly cringe and shake their heads at the<br/>
straight-jacketed rules placed upon their students. However, maybe there is a<br/>
method to our madness. Perhaps these writing absolutes serve a useful purpose<br/>
for coaching developing writers. Perhaps the little white lies that we teach<br/>
our students are actually our tricks of the trade.</span></p>
<br/>
<p style="margin:0in;margin-bottom:.0001pt;mso-line-height-alt:8.5pt"><span style="font-family:"Verdana","sans-serif";color:#555555">Instead of bemoaning past “bad writing instruction,” we should celebrate the fact that our students did remember these<span class="apple-converted-space"> </span><em><span style="font-family:"Verdana","sans-serif"">rules</span></em>. After all,<br/>
writing teachers of all levels are always shocked at how little transfer<br/>
students make from grade to grade or from course to course. Anything that<br/>
students retain from previous writing instruction can be used by resourceful<br/>
teachers as “teachable moments.” Perhaps it’s time that we trust our colleagues<br/>
that they understand best what works for their students at their age levels.</span></p>
<br/>
<p style="margin:0in;margin-bottom:.0001pt;mso-line-height-alt:8.5pt"><font class="Apple-style-span" color="#555555" face="Verdana, sans-serif"><br/></font></p>
<p style="margin:0in;margin-bottom:.0001pt;mso-line-height-alt:8.5pt"><span style="font-family:"Verdana","sans-serif";color:#555555">Teaching all of the seemingly arbitrary<span class="apple-converted-space"> </span><em><span style="font-family:"Verdana","sans-serif"">rules</span></em><span class="apple-converted-space"> </span>and enforcing them in student writing practice makes sense. As writers mature, 7-12 English-language arts teachers<br/>
and university professors can encourage “rule breaking” with sly nods and<br/>
winks. Without knowing the rules, developing writers cannot make informed<br/>
choices about which ones to break and when they should break them to serve<br/>
their writing purposes. In fact, the best writers are rule-breakers. E.B. White<br/>
revised and updated Strunk’s Bible of writing style, yet he consistently chose<br/>
to break the rules in his own writing. He knew enough to consciously deviate<br/>
from the norm. <strong><span>font-weight:normal;mso-bidi-font-weight:bold"">Perhaps writing teachers should<br/>
worry more when their students</span></strong><span class="apple-converted-space"><span style="mso-bidi-font-weight:bold"> </span></span><strong><i><span>bold"">unconsciously</span></i></strong><span class="apple-converted-space"><span style="mso-bidi-font-weight:bold"> </span></span><strong><span>bold"">deviate from the norm. </span></strong><strong><span style="font-family:"Verdana","sans-serif";font-weight:normal">Check out these<br/>
15 tricks of the trade at</span></strong></span> <a href="http://penningtonpublishing.com/blog/writing/teaching-essay-style-15-tricks-of-the-trade/">http://penningtonpublishing.com/blog/writing/teaching-essay-style-15-tricks-of-the-trade/</a>.</p> The Great Grammar Debatetag:www.classroom20.com,2009-10-26:649749:Topic:3969842009-10-26T16:02:15.057ZMark Penningtonhttps://www.classroom20.com/profile/MarkPennington
It seems to me that the key lines of division within grammar instruction (meaning syntax, word choice, usage, punctuation, and even spelling—a catch-all term that most English language-arts teachers use to describe the “stuff” that we “have to , but don’t want to” teach) have been drawn between those who favor <b>part to whole</b> and <b>whole to part</b> instruction. As a brief aside… isn’t this much akin to the graphophonic (phonics-based) and whole language reading debate? Anyway, here is my…
It seems to me that the key lines of division within grammar instruction (meaning syntax, word choice, usage, punctuation, and even spelling—a catch-all term that most English language-arts teachers use to describe the “stuff” that we “have to , but don’t want to” teach) have been drawn between those who favor <b>part to whole</b> and <b>whole to part</b> instruction. As a brief aside… isn’t this much akin to the graphophonic (phonics-based) and whole language reading debate? Anyway, here is my take on the assumptions of both positions:<br />
<br />
Advocates of part to whole instruction believe that front-loading instruction in the discrete parts of language will best enable students to apply these parts to the whole process of writing. Following are the key components of this inductive approach.<br />
<br />
1. <b>Memorization</b> of the key terminology and definitions of grammar to provide a common language of instruction.<br />
2. <b>Identification</b> of grammatical constructions leads to application.<br />
3. Familiarity with the <b>rules of grammar</b> leads to correct application.<br />
4. Teaching the <b>components of sentence construction</b> leads to application.<br />
5. <b>Distrust of one’s own oral language</b> as a grammatical filter .<br />
<br />
Advocates of whole to part instruction believe that back-loading instruction in the discrete parts of language, as is determined by needs of the writing task, will best enable students to write fluently and meaningfully. Following are the key components of this deductive approach.<br />
<br />
1. <b>Minimal memorization</b> of the key terminology and definitions of grammar and minimal practice in identification of grammatical constructions.<br />
2. <b>Connection to one’s oral language is essential</b> to inform fluent and effective writing.<br />
3. Reading and listening to exemplary literature and poetry provides the <b>models</b> that students need to mimic and revise as they develop their own writing style.<br />
4. <b>Minimal error analysis</b>.<br />
5. Teaching <b>writing as a process</b> with a focus on coherence will best enable students to apply the discreet parts such as subjects, predicates, parts of speech, phrases, clauses, sentences, and transitions to say something meaningful.<br />
<br />
Of course, how teachers align themselves within the <b><a href="http://penningtonpublishing.com/blog/grammar_mechanics/the-great-grammar-debate/" target="_blank">Great Grammar Debate</a></b>is not necessarily an "either-or" decision. Most teachers apply bits and pieces of each approach to teaching grammar. I take a stab on how to integrate the inductive and deductive approaches in <b><a href="http://penningtonpublishing.com/blog/grammar_mechanics/how-to-integrate-grammar-and-writing-instruction/" target="_blank">How to Integrate Grammar and Writing Instruction</a></b>.