First thing first, I don't know how many times I've seen DOL done where the sole activity was to make sentences sound more better. I was taught it when I was a kid, I've used it several times with my students, the teacher next door writes one a paragraph long every day . . . but then to read how this approach, "Does not promote oral language . . . or teach usage or grammar effectively" and it threw me for a loop. What? That's the way I learned - or thought I learned - to do grammar good. . . .
I liked the approach to teaching grammar in this chapter, especially the use of the chart on page 268. I started getting some ideas from it, like, why can't I teach writing or spelling during history? We can use Cloze activities from passages from our textbooks, or have discussions of our readings based on things around the neigborhood, or of other sources (T.V., movies, etc).
As far as the grammar games go, I always thought that "I Spy" was just a silly game to pass the time while sitting in traffic! I think my reading group would be able to do the "Buffet" activity, but I wouldn't use so many basewords and prefixes at first - just those they already know. The chain reaction activity sounds like fun, and would be great for building a story for whole group writing activities.
The main thing that I took from this section of reading is that the language arts program for our below and far-below basic kids, does not allow much time for proper grammar instruction; this is sad since a good majority of our students are in intensive programs . . . I aim to use some of the strategies outlined in this chapter, and find more ways to incorporate grammar in other lessons.
James, welcome to public education and middle school! Your path is less traveled and the fuller journey for the effort. Remember that students don't care what you know until they know that you care. At the same concture, find your professional distance that allows you to connect with students while remaining appropriate and ethical, wax on wax off! We all have alot of work to do; you less than most, Happy Thanksgiving to you and yours. Bob
ReplyDeleteThe statement - that students "don't care what you know until they know that you care" is totally true, and that is what I keep at the forefront of my mind even though they are driving the rest of it crazy. I think I'm the only one who has mentioned in a staff meeting that I feel lucky to have my students all day; this why I am able to build stronger relationships.
ReplyDeleteI like James’ interpretation of this chapter. Grammar doesn’t have to be complex and it can be simple and fun. In fact, my experience has been the simpler the process the more students grasp and master. I had never thought of “I Spy” in the way James mentioned it, thanks.
ReplyDeleteMy students love using "I spy as an approach to every subject it is a fun and valuable way to approach learning. I was schooled in Montana where they did teach grammar but it amazes me how many adults I know in CA who seem to have had no direct teaching in Grammar. Don't judge Montana by my grammar though I was a math geek LOL.
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