shepparton grammar ppt
TRANSCRIPT
Grammar in ContextShepparton Literacy LeadersFebruary 2014
1What was your experience in learning grammar?
2How competent do you fell in your grammatical understandings? 3How important is teaching grammar? Why learn it?
Whole Share
Speed Grammar Chatting
We will build an understanding of some of the grammatical tools which we can understand, talk about, and use to improve our writing.
We will use our understandings to assist students in using language to express ideas, to connect ideas and in using language to interact with others.
We will develop deeper understandings of the functions of language and the ability to be successful in using language for a range of
purposes.
Learning Intention
We will build a toolbox of grammar concepts and skills which will be a practical resource we can use to help improve our writing.
We will link our understandings to learning outcomes in the Australian Curriculum.
Success Criteria
- the language we use and the description of language as a system
In describing language, attention is paid to both structure ( form) and meaning
( function) at the level of the word, the sentence and the text.
AusVELS English Glossary
What is grammar?
We know more than we think we know
We teach grammar to enable writers improve their writing.Constance Weaver
What does and doesn’t work
Most researchers now agree that grammar instruction can improve student writing if the grammar is taught “in context” (Goode, 2000; Sams, 2003; Sedgwick, 1989).
Instead of teaching grammar only with worksheets filled with drill and practice exercises, contextualized grammar instruction uses authentic and longer texts to teach grammatical rules and sentence structure.
Linking grammar to reading and writing
‘most beneficial way of helping students improve their command of grammar in writing is to use students' writing as the basis for discussing grammatical concepts.
more effective to teach punctuation, sentence variety, and usage in the context of writing than to approach the topic by teaching isolated skills (Calkins, 1980; DiStefano and Killion, 1984; Harris, 1962).
What the research says
Mode_Scope_and_Sequence_English.pdf
Language.docx
Australian Curriculum Language Outcomes and links to Oral Language
Using language
Dialect – ‘a particular form of a language which is peculiar to a
specific region or social group’ Oxford Dictionary
Dialects often vary based on an individual’s
regional, ethnic or social background. Variations may include vocabulary used and sentence structure.
People may use different dialects in different situations. Refer Speaking and Listening AusVELS
Dialect
Understanding Poverty – Ruby Payne
We talk and write in different ways according to purposes and audiences
We talk and write in different ways according to purposes and audiences
We talk and write in different ways according to purposes and audiences
We talk and write in different ways according to purposes and audiences
1 What are the differences between spoken and written language?
2 What are the differences between conversational and formal language?
Discuss at tables.
Conversational language is usually oral but also used in social media.
It is generally used between families and friends.
Standard grammar and sentence structure are not generallyfollowe d.
Vocabulary is generally simple and related to topic and speakers – tier one words.
Some differences between conversational and formal use of
language
That there are differences between spoken and written language
That people speak in different ways according to place or region and social situation
That people speak differently in different situations, with different audiences to achieve specific purposes.
Students need to be explicitly taught
Conversational StandardInformal tone Formal toneExpressions eg ‘What’s up?’ Does not use slang or expressionsSlangNot full sentences Follows all grammar rules
Features
Conversational StandardTalking with friends and some family members
Writing for schoolSpeaking to the principal
Facebook, twitter Giving a talk in class
Uses
Importance of purpose, audience, expectation
Role plays.docx
Sparklebox
Roleplays
http://www.childdrama.com/lessons.html
sec_y7_tch_speak_listn_sch_a.mov
Teaching dialect through literature
Extract from book.pd
Shake a leg
Building up a grammatical toolbox
Toolbox handout
Teach only critical grammatical concepts needed, and teach through reading and writing, through mini-lessons and conferences.
Explore writing style by considering effective examples and experiment using these models as mentors.
Have students experiment with sentence combining, expanding and manipulating ( Strong 1986,Lilgallon 1987)
What research tells us about teaching grammar
1 Teach concepts of sentence, verb, clause, phrase and related concepts for creating and editing sentences.2Teach style for sentence generating and sentence combining.3 Teach sentence sense through manipulating elements.4 Teach punctuation and mechanics for clarity, convention and style.5 Teach the power of dialects and the dialects of power.
Constance Weaver 1998 Handout
Recommendations in teaching grammar
1 Engage students in writing across the curriculum.2 Read a range of literature.3 Teach grammar in context using a minimum of terminology.4 Offer grammar electives.5 Teach mini-lessons with whole class and with students who exhibit need and readiness for a particular skill.
Teach grammar in context
1 Give a student-friendly definition of the tool.2 Find and discuss clear examples in written texts (mentor texts.)3 Play with some example, eg change or create own examples.4 Apply this knowledge to own writing.5 Add to student’s own tool boxes.
Step by Step Plan to explicitly introduce a grammatical toolSean Rudy 2013
Think back to a day in the holidays that you really enjoyed. Zoom in on a special moment in that day? Where are you? What is the weather like? What are you doing? What can you see and hear? How do you feel?
Write a short paragraph.
Link to writing
Some Important Tools
Clauses and SentencesVerb and Noun groupsSimple, Compound and Complex
sentences
Instructions for usePlaying with sentences – using frames, expanding, combining
Grammar as A Tool Box for Writing
Using the mentor texts:
Find a sentence that works well.Write it in a strip of paper.Share – What makes this sentence work?
Create a Sentence Gallery.
Sentences that work well
What makes sentences work well?What is a sentence?
Refer to AusVELS and Glossary
A sentence is a group of words that makes sense. A sentence begins with a capital letter and ends with a full stop ( or a question mark or exclamation mark.)
Our Tool BoxA sentence is a group of words that expresses an idea. A sentence begins with a capital letter and ends with a full stop ( or a question or exclamation mark.)
I am going to the movies.It is a very hot day.After school, I will get an ice-cream.
Note punctuation for each definition.Put this tool in your toolbox.
What’s happening? Who is involved?Any other information?
A simple sentence has a subject ( who/what) and a verb ( event or experience.)The boy runs.A dog barked at me.The rain fell over the rooftops.
A Simple Sentence
In pairs, look for some simple sentences in mentor texts – about five or six words in each sentence.Use a red and a green pencil.
Write on a strip.
Share.
Simple Sentences
What’s happening in each sentence? Write one or two sentences and underline any words that tell what’s happening in green.
Who is involved? Underline the subject in the sentence in red.
Share sentences.Mentor text provide examples of the dramatic effect of simple sentences in texts.
Simple Sentences
Examine your writing piece.
Do you have any examples of simple sentences?
What’s happening in the sentence? Who or what is involved?
Context of writing
A simple sentence is also one clause.
Sentences may have more than one clause.
A Clause
The boy eats an apple.The sun is in the sky.They are going to the football.
Add to tool box.
Our Tool BoxA clause contains a subject ( who or what) and a verb or verb group ( a happening or event.)
All sentences must contain a happening, event or experience.What’s happening?
This can be a group of words eg am going, will see, are not coming ( a verb group.)
Happenings or Processes change according to when the action happened, eg end with –ed, or include will in the word group
The Verbs - what’s happening - have the Power!
Doing Saying
ThinkingFeeling
Being/Relating
Having
run called feel am had
Five Types of Verb Groups
Share some of the verb groups from your simple sentences in the appropriate columns.
Happening Five Corners
One day I woke up and called to my brother. He said that he was going to school early as he liked playing basketball before school. I felt left out as I had asked him if I could practise goal shooting with him and he said that he was bored with basketball. I had a new basketball as my parents had given me one for my birthday.
Saying
HavingDoing
Being/Relating
Thinking/Feeling
Find verb groups in your writing. Underline in green.
1Which happened in the past? 2 Which will happen? 3 Which are happening now?
Verb Groups and Time
The boy eats an apple.The teacher called to the students.I am feeling well today.I thought about the movie.
Add to tool box.
Our Tool BoxA verb or verb group is one or more words that tell about an event or happening.
Whole group task
How could we rewrite this sentence five times, making the process more powerful or interesting?
The boy ate the meat pie.
The Verb Group has the Power
Excerpt – The Countess and me.’ Paul Kropp 2002
Work in pairs to replace each underlined verb with a more powerful one.
Compare with the original text.
Vivid verbs bring writing to life
Students can revise a piece of their own work and replace dull with more vivid verbs. Rogg
Can you change any verbs in your writing piece?
Link to student writing
1. We will identify happenings/verb groups in a text.
2. We will sort into acting, saying, sensing, being, having.
Shared Reading Learning Intention
Narrative textThe dragon trundled grumpily through the forest. It
actually detested the taste of humans and resented having to come out of its cave on assignments such as this. The sacrificial maidens were always heaped with gold jewellery and gold gave him indigestion. But one couldn’t very well go against tradition. It burst out of the forest in a flurry of snapping branches and crushed tree trunks. GURK! It roared threateningly, though without much enthusiasm. Just as it thought, gold ornaments, dozens of them. It shot out a bright orange flame. Brock’s sword bent like cooked spaghetti. Robin Klein Brock and the dragon 1984
Narrative textThe dragon trundled grumpily through the forest. It
actually detested the taste of humans and resented having to come out of its cave on assignments such as this. The sacrificial maidens were always heaped with gold jewellery and gold gave him indigestion. But one couldn’t very well go against tradition. It burst out of the forest in a flurry of snapping branches and crushed tree trunks. GURK! It roared threateningly, though without much enthusiasm. Just as it thought, gold ornaments, dozens of them. It shot out a bright orange flame. Brock’s sword bent like cooked spaghetti. Robin Klein
Which tools have we focused upon?
How do you feel about identifying these tools in your reading, and using in your writing?
Quick Review
give more information about what is happening -when, where, how, why, with whom.
The boy ran quickly.The sun rose in the morning.The bird flew into a tree.
Circumstances/Adverbials
The boy is running up the hill.They will go in the morning.I put up my umbrella in the rain.
Our Tool BoxAdverbials or Circumstances give more information about what is happening – where, when, how or why.
What extra information do we have? The circumstances?
Circumstances tell when, where, how or why about the happening or event.
Circumstances
A spaceship landed
Table activityAdd a circumstance of time telling when.Add a circumstance of place telling where.Add a circumstance of manner telling how.Add a circumstance of reason telling why.
Build interesting sentences using pictures
Subject Verb or Verb Group Circumstances
The man was shocked when he saw his car had gone.
Narrative text – What are the circumstances?The dragon trundled grumpily through the forest. It
actually detested the taste of humans and resented having to come out of its cave on assignments such as this. The sacrificial maidens were always heaped with gold jewellery and gold gave him indigestion. But one couldn’t very well go against tradition. It burst out of the forest in a flurry of snapping branches and crushed tree trunks. GURK! It roared threateningly, though without much enthusiasm. Just as it thought, gold ornaments, dozens of them. It shot out a bright orange flame. Brock’s sword bent like cooked spaghetti. Robin Klein
Narrative textThe dragon trundled grumpily through the forest. It
actually detested the taste of humans and resented having to come out of its cave on assignments such as this. The sacrificial maidens were always heaped with gold jewellery and gold gave him indigestion. But one couldn’t very well go against tradition. It burst out of the forest in a flurry of snapping branches and crushed tree trunks. GURK! It roared threateningly, though without much enthusiasm. Just as it thought, gold ornaments, dozens of them. It shot out a bright orange flame. Brock’s sword bent like cooked spaghetti. Robin Klein
Narrative textThe dragon trundled grumpily through the forest. It
actually detested the taste of humans and resented having to come out of its cave on assignments such as this. The sacrificial maidens were always heaped with gold jewellery and gold gave him indigestion. But one couldn’t very well go against tradition. It burst out of the forest in a flurry of snapping branches and crushed tree trunks. GURK! It roared threateningly, though without much enthusiasm. Just as it thought, gold ornaments, dozens of them. It shot out a bright orange flame. Brock’s sword bent like cooked spaghetti.
Manner (how?)
Place (where?)
comment
Purpose (why?)co
mm
ent
emphasising
Comparison (how?)
Manner (how?)
man
ner
manne
r
Use a blue pencil to underline some circumstances in your writing piece. What sort of information does each circumstance give? Where? When? How? Why? With whom?
Context of Writing
What’s happening? Who (or what) is taking part? What are the details surrounding the
activity?
Connecting Ideas Structuring coherent sentences Combining sentences Using language to interact with others
A language for expressing ideas
One person at the table is the leader and thinks of a person, place or thing. He/she says whether it is a well known person, a thing or a place.
The table members can ask 10 questions eg ‘Is the person a world leader?’ ‘Is the place in Victoria?’ Where is the thing used?’
The Noun Game -Person, Place and Thing – 10 questions
A noun is the name of a person, place or thing.
A noun group builds on a noun.
Noun Groups usually consist of ‘the’ ‘a’ ‘an’ plus one or more describing words or adjectives and the name of a person, place or thing.
Nouns and Noun Groups
A noun – name of a person, place or thingA noun group – all the words around the noun that give more detail eg the green shed, the tall girl in the blue hat, the flock of sheep, the man trudging up the roadBuild up noun groups by asking questions – Which? What sort? Where?
Painting a picture – noun groups
Finding noun groups that paint a picture
Pointers or article eg the, a, that, some Describers, adjectives eg blue, old, tired Phrases eg up the hill, after lunch,
between courses
In pairs, find some noun groups in the mentor texts.
Noun Groups
Find some noun groups in your writing. Could you change any to paint a picture more vividly?
Context of writing
the man in the brown coat that girl in the third rowa bag of lolliessome children
Our Tool BoxA noun group is made up of all the words around a person, place or thing.
1 Give a student-friendly definition of the tool.2 Find and discuss clear examples in written texts (mentor texts.)3 Play with some example, eg change or create own examples.4 Apply this knowledge to own writing.5 Add to student’s own tool boxes.
Step by Step Plan to explicitly introduce a grammatical toolSean Rudy 2013
1 Teach concepts of sentence, verb, clause, phrase and related concepts for creating and editing sentences.2Teach style for sentence generating and sentence combining.3 Teach sentence sense through manipulating elements.4 Teach punctuation and mechanics for clarity, convention and style.5 Teach the power of dialects and the dialects of power.
Constance Weaver 1998
Recommendations in teaching grammar
We will build a toolbox of grammar concepts and skills which will be a practical resource we can use to help improve our writing.
We will link our understandings to learning outcomes in the Australian Curriculum.
Success Criteria
What makes sense?What can you use right away?What support do you need?
Where to next?
Exley, Beryl & Kervin, Lisa Playing with Grammar in the Early Years: Learning about Language in the Australian Curriculum : English ALEA 2013
First Steps Second Edition Writing Map of Development Reed International 2005
Jamieson Rog, Lori Marvellous Lessons for teaching Intermediate Writing Grades 4 - 6
Ruday, Sean The Common Core Grammar Toolkit: using mentor Texts to teach the Language Standards in Grades 3 – 5 Routledge 2013
Weaver, Constance Teaching Grammar in Context Heinemann 1996
Resources