Grammar

Vocabulary terms-

Agreement- When a word changes form depending on the other words to which it relates (Agreement (linguistics)).

Editing- Many people confuse editing and revising. Editing includes making corrections to spelling, capitalization, punctuation and grammar.

Grammar- The system of a language, or of languages in general, usually considered to consist of syntax and morphology.

Approaches-

Sentence imitation, write poetry with phrases, skeleton stories, shape sentences, sentence unscrambling and expansion. Explicitly but embedded: consisting of mini lessons, connecting text with our writing and embed it in the students writing. Students imitate writing they see in the textbook (Buechler, Anna notes) .

Grammar is many adults least favorite aspect of literacy to learn. But, grammar may be one of the most important aspects of literacy, especially in regards to writing. Grammar helps people articulate what they are trying to say and makes sure what they are saying makes sense. Grammar is a large group with tons of components embedded in it. Grammar includes capitalization, punctuation, sentences, agreement, tenses and reference materials (What is Grammar?). Grammar can be intimidating to teach because as grammar research continues to come out and change our ideas of teaching grammar. For example, teaching grammar twelve years ago consisted of identifying incorrect grammar in sentences or teaching grammar in isolation. Research has now proved that these grammar instructional approaches are ineffective. These instructional approaches do not work because they are only showing students incorrect grammar or having students identify what is wrong with a sentence, doesn’t show students what the correct grammar looks like. Research states that teaching in isolation doesn’t transfer to writing and students do not see the relevance. So, what are effective ways to teach grammar? Some instructional grammar approaches that will be effective are, skeleton stories, sentence unscrambling, using mini lessons, integrating the writing process while teaching grammar, and using games. These are all effective ways to teach grammar that the children will remember and show the children correct grammar (Buechler, Anna).

Strategies-

1- Eliminating Repetition with Sentence Combining

This grammar strategy should be used while revising a piece of writing. This is an example of embedding grammar instruction into the writing process. To start, students find a spot in their draft where they see themselves repeating the same words or phrases in separate sentences. The students should then underline the unique parts of each sentence. These parts of the sentence are parts that the student wants to keep within their writing. The student should then combine the sentences to create a new sentence. The student reread the sentence to make sure it makes sense and add commas if needed. This strategy works for students grades four to eight. This strategy can also be used with any genre. Eliminating repetition with sentence combining is such a great way to incorporate grammar instruction into the writing process and it’s such a versatile strategy (Serravallo, J).

2- Subject-Verb agreement Card Stack Game

This game is a great game for pairs of students. Students can use a notebook while they play this game if they want. The notebook will allow students to write sentences to check for subject-verb agreement, but this is not necessary. The teacher needs to print out cards and fill in words from your list that are subject and verb agreements. One student has a stack of subject cards and the other has a stack of verbs. Students flip over the cards quickly and spread them out. One student at a time will pair a subject card and a verb card in hopes of a match. If the student matches the subject and verb correctly they keep the pair. If the student was wrong the student will put the cards back and the other player will go. The students continue play until all the cards are gone. The student with the most pairs at the end of the game is the winner. This is a fun game for students to play and a fun way for students to practice finding subject-verb agreements (WeAreTeachers).

3- Nursery Rhyme Madlibs

This strategy requires a pencil and small index cards. This strategy works for grades one and continuing through elementary school. Nursery rhyme madlibs helps students work on verbs and singular nouns. First, the teacher should explain to students that this game focuses on nouns and verbs and review quickly what a noun and a verb is. The teacher will hand out a set of note cards to each student. Instruct each student that they need to divide their note cards into two equal sets. One set is for nouns and one set for verbs. Students need to brainstorm different nouns and verbs that they can write down for each set. However, students can get help from parents or older siblings but these need to be words that are appropriate for the given grade level. When the students return to class with their verbs and nouns, take one students deck of cards and read the word, and then ask the class to identify if it is a noun or a verb for review. Then the teacher will select a nursery rhyme, for instance, “Row, Row, Row your boat gently down the stream.” The teacher will then identify the verb in the song in this case row. Then have a student or multiple students flip a card from their verb deck and substitute their verb card word for row and sing the song. Then switch and identify the noun in the song and have students flip over their noun card and substitute that word for the noun in the song. This game works for older students as well because this is an adaptation of madlibs. Madlibs uses nouns, verbs, adjectives, adverbs and more (Play Nursery Rhyme Madlibs!).

4- I or Me? Us or We? They or Them?

This strategy works for students in grades four to eight with any genre. Before even starting the strategy the teacher needs to create a large T chart. The T chart should have two titles. One being subject pronouns and the other should being object pronouns. The teacher should give the students a lesson or review on subject and object pronoun then brainstorm a list with their students and add some that the students didn’t think of. After the T chart is finished, hang the T chart up in the classroom so all the students can use it as a reference. First the student needs to find a sentence where they used a pronoun that they want to check. Instruct students to ask themselves “Is the pronoun the one doing the action in the sentence?” If so, it’s the subject. If not, it’s the object (Serravallo, J).

5- Parts of Speech Tall Tales

Parts of speech tall tales is a fun way for students to identify the parts of speech. This strategy benefits students grades K-12. A book of MadLibs is needed or internet access to Wacky Web Tales to help get students used to the format of MadLibs. Once students are familiar with the format, they are able to create their own tall tale in MadLibs format. The class can create their own MadLib tall tale together first if the class wants. While the students create their own tall tales, they will leave blanks throughout their writing. When students have finished their MadLibs the students will swap stories with a peer. After the students swap their MadLib the new student will fill in the blanks with words from parts of speech and identify the parts of speech that fit into the blanks (Serravallo, J).