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D aily G rammar P ractice

D aily G rammar P ractice A Grammar Program That Makes Sense Why Grammar? Colleges and technical schools say that students aren’t prepared for the demands of academic writing.

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D aily G rammar P ractice

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  1. Daily Grammar Practice A Grammar Program That Makes Sense

  2. Why Grammar? • Colleges and technical schools say that students aren’t prepared for the demands of academic writing.

  3. Ezarik, M. (2003). Survey: K-12, higher ed grammar disconnect. (CurriculumUpdate: The latest developments in math, science, language arts and social studies). DistrictAdministration, 39(7), 46.

  4. Why Grammar? • Business leaders complain that employees can’t write grammatically correct documents. • We expect students to edit for grammatical and mechanical errors, but they can’t apply what they don’t understand.

  5. Why Grammar? • In order to help students write better and write correctly, we must all share a common lingo, and that lingo is grammar.

  6. lie rise sit intransitive

  7. Why Grammar? • A student who understands the nuts and bolts of a language can use that language more effectively. • Students need to know grammar concepts for standardized tests such as exit exams and the SAT.

  8. George Hillocks and Michael Smith (1991) argue that “the teaching of school grammar has little or no effect on students” and that grammar instruction wastes valuable time that could be better spent on writing instruction. Hillocks, G., Jr., & Smith, M. W. (1991). Grammar and usage. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English language arts (591-603). New York: Macmillan.

  9. Why Daily Grammar Practice? • Works like a daily grammar vitamin

  10. The Vitamin Analogy • Learning through grammar unit: taking a whole bottle of vitamins at once. • Learning grammar in context or through daily correct-a-sentence: taking random vitamins at random times but not getting a multi-vitamin every day. • Learning through whole language: eating vegetables and hoping you get what you need.

  11. The Vitamin Analogy • Learning grammar by trying to make it “fun”: eating candy • Learning grammar through DGP: getting a good multi-vitamin every day

  12. Why Daily Grammar Practice? • Is more effective than other daily programs • Is effective at every grade level • Is effective for every ability level • Is effective for English Language Learners

  13. Research on the teaching of grammar to students learning a second language suggests that grammar “provides rules and general guidance that facilitate better understanding of the structures of the target language” (Gao, 2001). Gao, C. Z. (2001). Second language learning and the teaching of grammar. Education, 122(2), 326-336.

  14. Why Daily Grammar Practice? • Is easy to incorporate into curriculum • Takes less time than traditional, less effective methods

  15. Rei Noguchi (1991) states that teachers should “make more time available for other writing activities by making less grammar do more.” Noguchi, R. R. (1991). Grammar and the teaching of writing: Limits and possibilities. Urbana, IL: National Council of Teachers of English.

  16. Why Daily Grammar Practice? • Forces grammar concepts into long-term memory.

  17. In order to apply skills that they have learned, students need to know the skills on a subconscious level. To achieve this understanding, they “must engage in practice that gradually becomes distributed, as opposed to massed” (Marzano, Pickering, & Pollock, 2001). Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

  18. Why Daily Grammar Practice? • Enables learners to apply grammar concepts to their writing • Follows a logical progression at each grade level and from first grade through college • Breaks concepts into small parts while helping learners to see how all parts work together

  19. Students “struggle to understand concepts in isolation, to learn parts without seeing wholes” (Brooks & Brooks, 1993). Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

  20. Why Daily Grammar Practice? • Eliminates the need for tedious grammar exercises • Complements all types of writing instruction

  21. The DGP Process • Monday: Identify parts of speech

  22. The DGP Process • Monday: Identify parts of speech • Tuesday: Identify sentence functions

  23. The DGP Process • Monday: Identify parts of speech • Tuesday: Identify sentence functions • Wednesday: Identify clauses and sentence type

  24. The DGP Process • Monday: Identify parts of speech • Tuesday: Identify sentence functions • Wednesday: Identify clauses and sentence type • Thursday: Add punctuation and capitalization

  25. The DGP Process • Monday: Identify parts of speech • Tuesday: Identify sentence functions • Wednesday: Identify clauses and sentence type • Thursday: Add punctuation and capitalization • Friday: Diagram the sentence

  26. Week 27 Monday

  27. 1 nom pron av past rel pron art n N hv we read the novel the giver which was written by lois lowry and then we wrote an essay about it av past 1 nom pron av/past prep N cc adv 3 obj pron art n prep

  28. Week 27 Tuesday

  29. s v t do app s we read the novel the giver which was written by lois lowry and then we wrote an essay about it v i op s v t ( ) adv pp do op ( ) adj pp

  30. Week 27 Wednesday

  31. ind adj dep [ we read the novel the giver which was written by lois lowry and then we wrote an essay about it ] [ ] [ ind ] cd-cx declarative

  32. Week 27 Thursday

  33. W we read the novel the giver which was written by lois lowry and then we wrote an essay about it T G ________ , L L , .

  34. Week 27 Friday

  35. We (The Giver) read novel the which was written and by Lois Lowry we wrote essay an then about it

  36. The DGP Process (Grade 2) • Identify nouns and pronouns • Identify adjectives and interjections • Identify subjects and verbs • Identify sentence purpose • Add punctuation and capitalization

  37. Week 1 Monday

  38. P P jimmy and i saw jeffs new bike

  39. Week 1 Tuesday

  40. jimmy and i saw jeffs new bike

  41. Week 1 Wednesday

  42. A jimmy and i saw jeffs new bike

  43. Week 1 Thursday

  44. jimmy and i saw jeffs new bike dec

  45. Week 1 Friday

  46. ’ J jimmy and i saw jeffs new bike I J .

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