I recently received the following email from a teacher in Georgia (and have posted it here with her permission). I'd love to hear your thoughts on either side!
Ms. Burnette,
I'm writing you today to share an e-mail I recently sent the GA DOE
concerning its recent ELA Newsletter, which lambasted DGP and other
daily grammar warm-ups as being out-of-date and old-fashioned. I've used
DGP for years, and I've never found (in my teaching experience)
anything that works better. See my e-mail below:
Ms. Waters,
I was very disappointed to see in the latest ELA newsletter the following lines:
"For example, the use of Daily Oral Language (DOL) or Daily Grammar
Practice (DGP) does not support the CCGPS language standards. Grammar
out of context is a thing of the past."
Students must have a basis for understanding grammar, its rules and
language, before a teacher can assist with grammar within the context of
writing. For example, it would be difficult for me to teach my high
school students about the comma splices I see in their Beowulf essays if
they couldn't identify an independent clause. Daily Oral Language,
M.U.G. Shots, and Daily Grammar Practice give students a short, daily
exposure to grammar that takes up less than five minutes of class time,
while making sure they are versant in the basic concepts of grammar.
This they will need in order to understand the more intricate rules of
our language and improve their writing.
My use of DGP does not indicate that I will bombard my students with
grammar worksheets, nor will I spend two weeks covering the parts of
speech, then two weeks on sentence parts--I recognize THIS style of
grammar instruction to be outdated and out of context. However, a short,
daily exposure to grammar basics (as DGP, MUG, and DOL offer) is a
necessity for students to be able to apply more complicated concepts. As
Mrs. Burnette states in her work,
"Daily Grammar Practice is a unique, highly successful, research-based
approach to helping students understand, apply, and actually remember
grammar concepts. The program is thorough and effective, yet
surprisingly simple to implement. Daily Grammar Practice is not
"fluffy," and it's not a "quick fix." It is a simple, logical process
that actually moves grammar concepts to long-term memory so that
students can apply the concepts to their writing."
Although the CCGPS does not support "grammar out of context," it does
not explicitly deny teachers any one tool in their toolboxes for
achieving the goal of grammar-in-context, either. As Ms. Burnette states
in her introduction to DGP, such daily grammar warmups actually AID
students in writing improvement.
I will continue to use DGP in my classroom, and I hope that the writers
of the ELA Newsletter will keep in mind that ANY tool can be effective
in the hands of a good teacher who knows how to use it to meet her
students' needs.
Sincerely,
Micki Byrnes
Showing posts with label grammar. Show all posts
Showing posts with label grammar. Show all posts
Tuesday, May 13, 2014
Thursday, April 10, 2014
Connecting Grammar and Writing: Passive Voice
This week we will continue our series on strategies for helping students
connect grammar and writing. This week's focus is passive voice. It's a long one, but passive voice is difficult for most students to grasp!
Write each of the following instructions on a separate index card:
Next, ask for student volunteers. Give the first volunteer the first card. She should follow the directions on the card but not read the card out loud. Ask the class to create a sentence to describe the action that just took place. Students will probably say something like Courtney dropped her pen on the floor.
Write that sentence on the board or overhead and ask students to rewrite it so that pen is the subject. If students suggest The pen fell on the floor, point out that fell doesn’t accurately describe the action. Students should then come up with a sentence such as The pen was dropped by Courtney.
Ask students to make some observations about the two sentences. Most will say that the first one sounds better. They might also notice that the second one is longer. Explain that the second one is an example of passive voice because the subject is not active—it’s passively receiving the action.
Bring up the second volunteer and lead students to generate another pair of sentences such as Kevin set the book on the desk. and The book was set on the desk by Kevin. This time ask students to establish a grammatical definition of passive voice by noting what the two passive examples have in common.
Students should realize that a “to be” verb followed by a past participle creates passive voice. When students are creating sentences for the third scenario, instruct them to use present tense verbs: Sydney throws away the paper. and The paper is thrown away by Sydney. This step helps students see that passive voice does not mean past tense. Just because the sentence contains a past participle doesn’t mean that the whole verb phrase is past tense!
After students create their fourth set of sentences, add the following sentence to the board: Matthew has sharpened the pencil. Many students will identify has sharpened as passive voice because of the helping verb has. Point out, however, that has is not a “to be” verb and therefore does not fulfill the grammatical definition that they have agreed upon. In addition, Matthew is active in the sentence. Finally, try The pencil has been sharpened by Matthew. Students should be able to correctly identify has been sharpened as passive voice.
Be sure to explain to students that passive voice, although stylistically inferior to active voice, is not grammatically incorrect. Although writers should avoid it in most situations, there are times when it is acceptable—or even preferable. For example, I was born in Texas would sound pretty silly as My mother bore me in Texas! Sometimes we need to emphasize the recipient of action rather than the instigator: Most “how to” books are written by adults. And sometimes we really don’t know who is responsible for an action (or we know but don’t want to tell): The jewels were stolen during the night.
Write each of the following instructions on a separate index card:
Drop a
pen on the floor.
Set a
book on the desk.
Throw
away a piece of paper.
Sharpen your pencil.
Sharpen your pencil.
Next, ask for student volunteers. Give the first volunteer the first card. She should follow the directions on the card but not read the card out loud. Ask the class to create a sentence to describe the action that just took place. Students will probably say something like Courtney dropped her pen on the floor.
Write that sentence on the board or overhead and ask students to rewrite it so that pen is the subject. If students suggest The pen fell on the floor, point out that fell doesn’t accurately describe the action. Students should then come up with a sentence such as The pen was dropped by Courtney.
Ask students to make some observations about the two sentences. Most will say that the first one sounds better. They might also notice that the second one is longer. Explain that the second one is an example of passive voice because the subject is not active—it’s passively receiving the action.
Bring up the second volunteer and lead students to generate another pair of sentences such as Kevin set the book on the desk. and The book was set on the desk by Kevin. This time ask students to establish a grammatical definition of passive voice by noting what the two passive examples have in common.
Students should realize that a “to be” verb followed by a past participle creates passive voice. When students are creating sentences for the third scenario, instruct them to use present tense verbs: Sydney throws away the paper. and The paper is thrown away by Sydney. This step helps students see that passive voice does not mean past tense. Just because the sentence contains a past participle doesn’t mean that the whole verb phrase is past tense!
After students create their fourth set of sentences, add the following sentence to the board: Matthew has sharpened the pencil. Many students will identify has sharpened as passive voice because of the helping verb has. Point out, however, that has is not a “to be” verb and therefore does not fulfill the grammatical definition that they have agreed upon. In addition, Matthew is active in the sentence. Finally, try The pencil has been sharpened by Matthew. Students should be able to correctly identify has been sharpened as passive voice.
Be sure to explain to students that passive voice, although stylistically inferior to active voice, is not grammatically incorrect. Although writers should avoid it in most situations, there are times when it is acceptable—or even preferable. For example, I was born in Texas would sound pretty silly as My mother bore me in Texas! Sometimes we need to emphasize the recipient of action rather than the instigator: Most “how to” books are written by adults. And sometimes we really don’t know who is responsible for an action (or we know but don’t want to tell): The jewels were stolen during the night.
Finally, have students look through their drafts of a current writing assignment and highlight all “to be” verbs. Then ask them
to check each one to determine whether or not it is followed by a past
participle. Once students identify passive voice in their assignments, they
should rewrite those sentences. If they believe that a particular instance of
passive voice is stylistically acceptable, they should be prepared to explain
their reasoning. Invite a few students to share their before-and-after
sentences.
When students turn in their next final drafts, they should highlight any intentional passive voice verbs they used and write a note in the margin explaining why they chose passive over active. This type of annotation will show you without question which students understand and which ones still need more practice.
Tune in next week for another specific strategy for connecting grammar and writing in your classroom!
(This strategy comes from Burnette Writing Process, available from DGP Publishing, Inc.)
When students turn in their next final drafts, they should highlight any intentional passive voice verbs they used and write a note in the margin explaining why they chose passive over active. This type of annotation will show you without question which students understand and which ones still need more practice.
Tune in next week for another specific strategy for connecting grammar and writing in your classroom!
(This strategy comes from Burnette Writing Process, available from DGP Publishing, Inc.)
Need a lesson for a specific area of writing?
Leave your request as a comment, and we'll get right on it!
Thursday, April 3, 2014
Connecting Grammar and Writing: Sentence Structure
This week we will continue our series on strategies for helping students connect grammar and writing. Last week we focused on descriptive writing. This week's focus is sentence structure.
Most students take very few risks with sentence structure. They write short, simple sentences with little variety--usually because they don't know how to incorporate variety, they are too lazy for serious revision, or they know that short sentences are safer from an error standpoint. (The less risk students take, the less chance they'll make a "mistake" and lose points. That makes me sad.)
So how do we get our students to step out of their sentence structure comfort zones and incorporate some real and meaningful variety?
Sentence combining. Old technique. New twist.
Give each student or group of students a different pair of related simple sentences. (Tip: Put pairs of sentences on index cards and laminate them. Then you can use them for years.) Here is a sample pair:
Jay will like that new shirt.
Jay is always wearing stylish clothes.
Note: It's easier if the subjects are the same. For more of a challenge, go with something like this pair: Jay will like that shirt. Stylish clothes look good on Jay.
Next, give students a list of ways to combine their sentences. Your list will vary based on the level of your students, but here are eight samples (note the use of grammar terminology):
1. two independent clauses joined by a coordinating conjunction
2. one independent clause with a compound verb
3. an adverb dependent clause followed by an independent clause
4. a sentence with a nonessential adjective clause
5. a sentence with an introductory participial phrase
6. a sentence with a gerund or gerund phrase as the subject
7. a sentence with an introductory prepositional phrase
8. a sentence with an appositive
Students will compose a sentence for each of the combinations on your list. Here's what that looks like:
1. two independent clauses joined by a coordinating conjunction
Jay will like that new shirt, for he always wears stylish clothes.
2. one independent clause with a compound verb
Jay always wears stylish clothes and will like that new shirt.
3. an adverb dependent clause followed by an independent clause
Since Jay likes stylish clothes, he will like that new shirt.
4. a sentence with a nonessential adjective clause
Jay, who always wears stylish clothes, will like that new shirt.
5. a sentence with an introductory participial phrase
Wearing his new shirt, Jay looks very stylish.
6. a sentence with a gerund or gerund phrase as the subject
Wearing that new shirt will make Jay happy since he likes stylish clothes.
7. a sentence with an introductory prepositional phrase
In his new shirt, Jay looks stylish.
8. a sentence with an appositive
Jay likes his new shirt, a very stylish one.
Students have now practiced sentence revision, punctuation, and application of grammatical concepts. Allow them to discuss their results. Which structures do they prefer? Why?
The next time students are revising a piece of writing, remind them of this activity. Challenge them to include AND LABEL three or four of these structures in their final drafts. When you read the papers, you will see more variety, and the annotations will show you the extent of each student's understanding.
Tune in next week for another specific strategy for connecting grammar and writing in your classroom!
(This strategy comes from DGP Plus: Building Stronger Writers, available from DGP Publishing, Inc.)
Most students take very few risks with sentence structure. They write short, simple sentences with little variety--usually because they don't know how to incorporate variety, they are too lazy for serious revision, or they know that short sentences are safer from an error standpoint. (The less risk students take, the less chance they'll make a "mistake" and lose points. That makes me sad.)
So how do we get our students to step out of their sentence structure comfort zones and incorporate some real and meaningful variety?
Sentence combining. Old technique. New twist.
Give each student or group of students a different pair of related simple sentences. (Tip: Put pairs of sentences on index cards and laminate them. Then you can use them for years.) Here is a sample pair:
Jay will like that new shirt.
Jay is always wearing stylish clothes.
Note: It's easier if the subjects are the same. For more of a challenge, go with something like this pair: Jay will like that shirt. Stylish clothes look good on Jay.
Next, give students a list of ways to combine their sentences. Your list will vary based on the level of your students, but here are eight samples (note the use of grammar terminology):
1. two independent clauses joined by a coordinating conjunction
2. one independent clause with a compound verb
3. an adverb dependent clause followed by an independent clause
4. a sentence with a nonessential adjective clause
5. a sentence with an introductory participial phrase
6. a sentence with a gerund or gerund phrase as the subject
7. a sentence with an introductory prepositional phrase
8. a sentence with an appositive
Students will compose a sentence for each of the combinations on your list. Here's what that looks like:
1. two independent clauses joined by a coordinating conjunction
Jay will like that new shirt, for he always wears stylish clothes.
2. one independent clause with a compound verb
Jay always wears stylish clothes and will like that new shirt.
3. an adverb dependent clause followed by an independent clause
Since Jay likes stylish clothes, he will like that new shirt.
4. a sentence with a nonessential adjective clause
Jay, who always wears stylish clothes, will like that new shirt.
5. a sentence with an introductory participial phrase
Wearing his new shirt, Jay looks very stylish.
6. a sentence with a gerund or gerund phrase as the subject
Wearing that new shirt will make Jay happy since he likes stylish clothes.
7. a sentence with an introductory prepositional phrase
In his new shirt, Jay looks stylish.
8. a sentence with an appositive
Jay likes his new shirt, a very stylish one.
Students have now practiced sentence revision, punctuation, and application of grammatical concepts. Allow them to discuss their results. Which structures do they prefer? Why?
The next time students are revising a piece of writing, remind them of this activity. Challenge them to include AND LABEL three or four of these structures in their final drafts. When you read the papers, you will see more variety, and the annotations will show you the extent of each student's understanding.
Tune in next week for another specific strategy for connecting grammar and writing in your classroom!
(This strategy comes from DGP Plus: Building Stronger Writers, available from DGP Publishing, Inc.)
Need a lesson for a specific area of writing?
Leave your request as a comment, and we'll get right on it!
Thursday, March 27, 2014
Connecting Grammar and Writing: Descriptive Paragraphs
It's so exciting when students are working through their Daily Grammar Practice and the light bulbs come on! And it's even more exciting when they make connections between grammar and their own writing!
But what do you do if your students are having a little trouble making those connections? This is the first post in a series that will address this issue.
It's important to use the language of grammar when you teach writing lessons, and it helps tremendously if your students annotate their writing accordingly.
Suppose you have assigned a descriptive paragraph, and students have written their first drafts. Obviously, you don't want to see paragraphs merely cluttered with adjectives! Let's pull in some grammar.
As a group, brainstorm a list of ways to add description besides using adjectives. It might help to look at some good examples of descriptive writing. Include grammatical concepts as well as literary concepts if you'd like. Here's a sample list (your list will vary based on the age of your students):
specific verbs
specific nouns
adverbs
prepositional phrases
dependent clauses
appositives
participles/participial phrases
absolute phrases
onomatopoeia
similes
personification
Next, put students in small groups, and give each group some chart paper and markers. Show them an interesting picture. Here's one of my favorites:
On the board, write a very bland sentence about the picture. For example,
Have each group embellish the sentence using the suggestions on the brainstorm list. When they have a descriptive sentence they are proud of, have them write it on their chart paper AND LABEL the descriptive elements. Share sentences with the class. Here's an example:
Finally, students should return to their own descriptive drafts. Challenge them to incorporate some of the descriptive elements they have just practiced. When they turn in their final drafts, require them to annotate their work by HIGHLIGHTING AND LABELING the elements they are proud of, just like they did in their group sentence.
Your students have now improved their writing by using their knowledge of grammar concepts. And they have demonstrated their understanding by annotating their work.
Tune in next week for another specific strategy for connecting grammar and writing in your classroom!
(This strategy comes from DGP Plus: Building Stronger Writers, available from DGP Publishing, Inc.)
But what do you do if your students are having a little trouble making those connections? This is the first post in a series that will address this issue.
It's important to use the language of grammar when you teach writing lessons, and it helps tremendously if your students annotate their writing accordingly.
Suppose you have assigned a descriptive paragraph, and students have written their first drafts. Obviously, you don't want to see paragraphs merely cluttered with adjectives! Let's pull in some grammar.
As a group, brainstorm a list of ways to add description besides using adjectives. It might help to look at some good examples of descriptive writing. Include grammatical concepts as well as literary concepts if you'd like. Here's a sample list (your list will vary based on the age of your students):
specific verbs
specific nouns
adverbs
prepositional phrases
dependent clauses
appositives
participles/participial phrases
absolute phrases
onomatopoeia
similes
personification
Next, put students in small groups, and give each group some chart paper and markers. Show them an interesting picture. Here's one of my favorites:
On the board, write a very bland sentence about the picture. For example,
The bear held the fish.
Have each group embellish the sentence using the suggestions on the brainstorm list. When they have a descriptive sentence they are proud of, have them write it on their chart paper AND LABEL the descriptive elements. Share sentences with the class. Here's an example:
Finally, students should return to their own descriptive drafts. Challenge them to incorporate some of the descriptive elements they have just practiced. When they turn in their final drafts, require them to annotate their work by HIGHLIGHTING AND LABELING the elements they are proud of, just like they did in their group sentence.
Your students have now improved their writing by using their knowledge of grammar concepts. And they have demonstrated their understanding by annotating their work.
Tune in next week for another specific strategy for connecting grammar and writing in your classroom!
(This strategy comes from DGP Plus: Building Stronger Writers, available from DGP Publishing, Inc.)
Monday, July 22, 2013
Welcome to Must Love Teaching ELA!
Welcome to Must Love Teaching ELA!
On this blog, our authors will be sharing insights, motivational messages, and practical teaching strategies for teaching English/language arts. We hope you’ll find the posts to be inspiring as you encourage your students to love their language and to wield it well!
In the coming months, we’ll be sharing posts about
- helping students engage with and understand informational texts,
- teaching grammar in a meaningful and connected way,
- connecting grammar and writing instruction,
- coaching students to become successful writers,
- using focus and annotation to help students improve as writers,
- incorporating creative assignments in teaching literature,
- improving reading comprehension,
- guiding students to write fabulous summaries,
- teaching students HOW to spell,
- promoting literacy through classroom publishing projects,
- incorporating some of those tricky standards like teaching mood,
If you have a topic you’d like us to tackle, please let us know. This blog is for all ELA teachers, so we want to address your specific areas of interest. Also, if you’re interested in being a guest blogger, please send Dawn an email at dburnette@dgppublishing.com with a brief bio, a topic idea, and a short writing sample.
Be sure to subscribe to Must Love Teaching ELA so you don't miss any of our posts or any of our great give-aways! And if you have friends who love teaching ELA, please share our blog with them, too.
"Outside of a dog, a book is man's best friend. Inside of a dog it's too dark to read." -Groucho Marx
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