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