CH 9: Tools of Writing handwriting grammar spelling punctuation - PowerPoint PPT Presentation

1 / 61
About This Presentation
Title:

CH 9: Tools of Writing handwriting grammar spelling punctuation

Description:

Daily free writing & illustrating of story picture with invented spelling; no ... develop awareness of letter-sound relationships spelling/reading patterns ... – PowerPoint PPT presentation

Number of Views:290
Avg rating:3.0/5.0
Slides: 62
Provided by: elkesch
Category:

less

Transcript and Presenter's Notes

Title: CH 9: Tools of Writing handwriting grammar spelling punctuation


1
CH 9 Tools of Writinghandwritinggrammarspellin
g punctuation
  • READ 321
  • Dr. Schneider

2
OBJECTIVES You will learn
  • handwriting characteristics teaching tips
  • ways to teach handwriting spelling
  • stages of developmental spelling
  • capitalization punctuation rules
  • ways to teach grammar concepts
  • Sentence combining, expanding, transforming
  • Parts of speech
  • difference between
  • Rhyme and rime
  • Grammar and usage

3
Reasons for Writing
  • GENERAL to communicate
  • In school Language experience approach
  • Child dictates story to teacher
  • Teacher reads story back then child
  • Child traces and copies story w/ assistance
  • (Mary Clay
  • At home Do what adults do
  • Write lists ( draw, scribble)
  • Write notes
  • Write letters

4
Tools of Writing Topics
  • Issues around Handwriting (HW)
  • Direct instruction or not?
  • Spelling tricks (SP)
  • When and how to provide them
  • Punctuation issues (PUNCT)
  • CAPS when how to provide it
  • Grammar (GR)
  • What is this grammar gremlin?
  • When and how to provide it

5
General answer When how to provide this
knowledge
  • Based on cognitive psychology children should
    whenever possible
  • construct knowledge in GR, SP, PUNCT, and HW
  • on their own through discovery learning
  • In authentic tasks that make children see the
    personal purpose
  • Teachers must be skilled in individualized
    scaffolded guidance as writing facilitators and
    knowledge providers when needed.

6
General answer When how to provide this
knowledge?
  • Teachers need to
  • Offer learning environment that allows for
    stress-free revision-friendly writing for
    authentic purposes
  • Offer learning environment that also allows for
    multisensory, structured , and meta-cognitive
    learning to meet diverse student needs
  • multisensory learning with all senses, mostly
    kinesthetic-tactile for abstract SP, HW, GR,
    PUNCT facts

7
General answer When how to provide this
knowledge?
  • Teachers need to offer learning environment that
    also allows for
  • structured learning selecting progress from
    easier to more complex tasks, keeping similar
    looking and sounding facts apart, helping
    students see how new info fits with previous
  • metacognitiveknowing why you spell, handwrite,
    punctuate the way you do learning use creative
    strategies mnemonics stories

8
Handwriting Issues
  • Traditionally penmanship was the writing
    program in some schools goal was beautiful
    handwriting
  • Today, handwriting is part of language arts, but
    does not replace writing
  • GOAL legible handwriting
  • ISSUES TODAY
  • Start with MANUSCRIPT OR CURSIVE or DNealian to
    produce legible handwriting fastest?
  • Best handwriting conditions/positions
  • How to assist children who struggle with
    fine-motor tasks of penmanship? (p. 332-333)

9
Handwriting
  • Factors that predict legible handwriting
  • Fine-motor movement/development
  • Eye-hand coordination
  • Ability to hold a writing tool
  • Letter-word perception
  • Factors that lead to legibility
  • Consistency of slant
  • Spacing between words and letters
  • Letter size
  • Distinction between letters that look alike
  • a and o cursive u and w m and n printed b and
    d, p

10
Handwriting
  • Direct instruction in handwriting? YES
  • Show EXPLICITLY where letter begins, where stroke
    goes and where it ends to finish letter.
  • Keep an eye on students if they follow the given
    sequence weak fine-motor skills causes students
    to draw shape of letter but not to write the
    letter itself in the sequence of strokes
    necessary to differentiate it from other similar
    looking letters
  • gt confusion with similar looking letters
    (b/d/p/qu, or u/v, m/n, o/a)

11
Handwriting
  • Direct instruction in handwriting? YES
  • Remediation idea
  • Be consistent in language you use as you model
    how to write a letter
  • Provide plenty of practice to lead to automatic
    muscle response when hearing a sound for a letter
  • Use story along WITH STROKE SEQUENCE (gtright
    brain supports left brain details)
  • E.g. Lower case A like apple cut in half
  • Teach Q/q as QU and qu the married team to
    avoid confusion with b, d, and p

12
Handwriting
  • Direct instruction in handwriting? YES
  • Provide multiple repetition starting LARGE MOTOR
    moving to SMALL MOTOR
  • Form letters with play-dough, pipe cleaners,
    yarn, clay,
  • Trace in shaving cream, sand, rice, Jell-O-bags,
    water, toothpaste and on different surfaces,
    (confusing letters are in/on different materials
  • Give letters personalities Anny Apple, bouncy
    bunny, clever cat, hairy Henry, quilting queen,
    kind king, Lilac lamp, etc. -gt see Letter Land
    Program

13
Handwriting
  • Direct instruction in handwriting? YES
  • Provide multiple repetition starting LARGE MOTOR
    moving to SMALL MOTOR
  • Write on velvet pads with lines (shoe, belt- hat
    line in different colors body terms make it
    more concrete
  • Write on slate, on board SAY SOUNDS
    simultaneously as you need those for reading
    later on! Saves lots of trouble!

14
Teaching Handwriting
  • Writing practice cont. DETAILS on a LETTER
  • 1. Child traces over model letter
  • 2. Child finished partly modeled letter
  • 3. Child writes own letter several times
  • 4. Child traces over model letter again 1-2 times
  • Repeat 3. 4.
  • Last Child selects/circles his/her favorite
    letter
  • OTHER child illustrates magnetic letter frame
    on fridge every week and inserts poem/picture of
    the week in it

15
Teaching Handwriting
  • Kinesthetic recognition practice Games
  • Blind-folded child traces given letter and
    decides which one it is seeing partner is
    responsible for handing letter in correct
    position to blind partner switch roles
  • Paste letters in correct position into a shoe
    box. Close lid cut hole large enough for
    children to comfortably be able to put their
    writing hand through to trace the letter and tell
    which one it is.
  • Guess letter/word that s.o traces on your back

16
Teaching Handwriting
  • Visual recognition practice
  • GAME Sort letters according to (a) beginning
    stroke, (b) vowels or consonant, c) most or least
    difficult for individual
  • Cut letters out of magazines that belong in one
    letter family (all different As, Bs, Cs and glue
    them on a letter tree each) or cut out 3
    large-print words, glue them into word treasure
    booklet and copy them 3 times each.(e.g. with
    ee, or oa or sh, or ch)

17
Teaching Handwriting
  • Left handed writers and omni-dexterous writers
  • Left-handed writers
  • Teach them explicitly THEIR pencil holding and
    paper position situation!
  • Omni-dexterous writers
  • student who say they can write with left
    right hand equally well
  • WARNING often a cover-up for fine-motor
    problems!
  • Check with parents what hand child uses
    frequently for cutting, eating, hammering etc.,
    them help reinforce use of that one hand for
    writing

18
Teaching Handwriting
  • What to start with manuscript, D/ Neilian or
    Cursive? TRENDS
  • Boys dislike writing more than girls
  • Boys more than girls revert to manuscript in
    middle/high school
  • Book discourages cursive, missing point that
    cursive helps many students with find-motor
    problems to write more legibly than when using
    print or DNeilian because they do not have to
    stop flow of letter formation by lifting pen off
    the sheet.

19
Teaching Handwriting
  • What to start with manuscript, D/ Neilian or
    Cursive? TRENDS
  • Maria Montessori natural instinct of child to
    use cursive strokes early on to imitate writing!
    gt use!
  • Problem not in childrens booksgtlacks incentive
  • DNeilian Compromise provides easier link to
    cursive
  • Manuscript requires many single strokes, not
    flowing process to form a letter gt fine motor
    challenge!

20
Spelling Developmental Stages(Ehri, 1980s)
  • Pre-phonic stage
  • Pre-school to primary grade
  • Invented spelling writing words sentences that
    are represented by
  • Scribbles or a few letters, usually key
    consonants in key words, but hardly recognizable
    as such
  • No relationship between sounds and letters

21
Spelling Developmental Stages
  • Pre-phonic stage Teaching strategies
  • Daily free writing illustrating of story
    picture with invented spelling no sanctioning
    for spelling bugs
  • Label room with words
  • Provide child with spelling of a word if s/he
    asks for it
  • Alphabet cards with pictures try to use pictures
    of words that are in childs vocabulary word
    must begin with alphabet letter include clusters
    vowel teams

22
Spelling Developmental Stages
  • Pre-phonic stage Teaching strategies
  • Short 5 minute phonemic awareness games
  • Putting pictures of sounds in sequence of how
    students heard them ( sound detectives)
  • Sound memory shaking film role boxes filled with
    different items goal find 2 matching ones
  • Clapping beats in words syllables of words
    with matching pictures

23
Spelling Developmental Stages
  • Phonic stage 1.-3. grade
  • Students gradually develop awareness of
    letter-sound relationships spelling/reading
    patterns
  • consonants and vowels are used in key words, but
  • Vowels often misused or omitted still
  • Lack of sense of closeness of letters in a word
  • Invented spelling still used

24
Spelling Developmental Stages
  • Phonic stage Teaching strategies
  • WRITE Daily free writing illustrating of story
    picture with invented spelling no sanctioning
    for spelling bugs
  • READ LISTEN During reading BIG BOOKS, teacher
    points to words.
  • READ LISTEN Teacher writes short texts (poem,
    story line) on sentence strips, reads text
    students sort parts in sequence
  • READ Student matches keywords on cards with
    sentence strip that contains these keywords

25
Spelling Developmental Stages
  • Phonic stage Teaching strategies
  • Cut words of a specific pattern out of a magazine
    and glue them into word treasure book more
    advanced ones whole sentence
  • READ PLAY with magnetic letters pictures
  • Match underlined words on sentence strips
  • Make word that matches picture (word on back)
  • Copy all words you made on a separate card
  • Put yarn circle around all that have
  • The same beginning letter
  • The same last letter
  • The same ending pattern (-at, -ind, -it, -ike,
    -ing)
  • 2 of the same letters in side (-ll, -ss, -ff, or
    -mm-

26
Spelling Developmental Stages
  • Phonic stage Teaching strategies
  • Short 5 minute phonemic-orthographic awareness
    games
  • Go fish fish for words out of a pond that have
    same patterns (ending in -and, -ing, starting
    w/p)
  • Go fish card game collect 3-4 of same kind Do
    you have? (4x fish, 4x cow, 4x please)
  • Battleship with a word one cannot sound out but
    that is of high frequency mother, father, is,
    his, of/off, you, your, muscle, door, floor,
    flood, to wind, kind, child, old, cold, mold,
    sold, soldier, menu, restaurant, castle, whistle,
    medicine, vacuum

27
Spelling Developmental Stages
  • Orthographic stage 2nd-3rd grade
  • Overlaps with phonetic stage
  • More consistent use of vowels in syllables
  • More correct use of greater variety of consonants
  • Problem areas schwah sound (insulted single
    vowel in unaccented syllable), consonant
    clusters, contractions, silent letters
  • Knowledge of relationship between sounds and
    letters grows rapidly at individual pace

28
Spelling Developmental Stages
  • Orthographic stage Teaching strategies
  • Orthographic strategy games
  • Y at end of word game reading writing words
    and identifying their pronunciation in group
    board game
  • Double letter game collecting, fishing, words
    that contain FLOSS pattern and doubling Rule
    words and arguing which is which find them in
    reading text, collect in card game, fish out of
    pond with phrases sentences that contain them

29
Spelling Developmental Stages
  • Orthographic stage Teaching strategies
  • Orthographic strategy games
  • Shy Y reading writing words and identifying
    their correct or incorrect spelling in words,
    phrases or sentences in group board game
  • Nurse E game collecting, fishing, words that
    contain final E and arguing which job(s) the
    nurse has find them in reading text, collect in
    card game, fish out of pond with words, phrases
    sentences that contain nurse E words

30
Spelling Developmental Stages
  • Orthographic stage Teaching strategies
  • Shy Y RULES in FRIENDSHIP STORY
  • Y is shy at end of a word
  • It is only friends w/ letter I
  • Letter I steps in when Y is afraid of letter
    coming next to him as the word gets bigger
    through adding a suffix (-ed, -er, -est, -ment)
  • I does not have to come help when Y is part of a
    vowel team (OY, EY, AY). Then, it is strong and
    can tolerate any letter next to it add through a
    suffix.

31
Spelling Developmental Stages
  • Orthographic stage Teaching strategies
  • Shy Y Examples
  • Shy Y runs away I steps in
  • Cry ed cried comply ed complied
  • Shy Y stays when I is first letter of suffix
  • Cry ing crying

32
Spelling Developmental Stages
  • Orthographic stage Teaching strategies cont.
  • Shy Y stays when part of a vowel team
  • Employ ment employment
  • Obey ed obeyed

33
Spelling Developmental Stages
  • Orthographic stage Teaching strat.
  • Nurse E Always silent
  • polite and at end of word/syllable
  • JOBS
  • Keeps single vowel long came, lime, fume,
  • Keeps G C soft cage, race, engagement
  • Leaves when another vowel can do the job or when
    2 vowels come together
  • fume ing fuming time er timer

34
Spelling Developmental Stages
  • Orthographic stage Teaching strategies
  • Nurse E JOBS cont.
  • Makes sure that s is not considered a plural
    house, mouse, nurse, purse, please, cheese, horse
  • Keeps final v from falling over love, have,
    give

35
Spelling Teaching strategies
  • Orthographic stage
  • 1-2-3 Doubling Word Detective game
  • Check
  • 1. Does suffix begin with vowel?
  • 2. Is vowel in syllable before single?-not
    married?
  • 3. Is it blocked by only 1 consonant?
  • gt double that 1 one consonant

36
Spelling Strategies
  • Orthographic stage
  • 1-2-3 Doubling Word Detective game
  • NOTE If vowel is blocked by 2 consonants or if it
    is paired with other letter to make vowelish
    sound, or if suffix begins with consonant, that
    is if any of the 3 preconditions do not apply gt
    JUST ADD Slam ing gt double gt slamming
  • Sweep ing gt just add, no single vowel gt
    sweeping

37
Spelling Developmental Stages
  • Orthographic stage Teaching strategies
  • FLOSS-WORD STORY
  • When you hear a word with a short vowel followed
    by F, L or S gt DOUBLE F, L or S ,
    give them a good FLOSS in the root
  • swim short vowel but no F, L, S gt leave swim
  • mos short vowel S gt double s moss
  • tosing short vowel S gt double S tossing

38
Spelling Developmental Stages
  • Orthographic stage Teaching strategies
  • Syllabification rules
  • 1. A syllable is
  • a sequence of sounds that contains 1 vowel sound.
  • This vowel sound is represented in print either
    as
  • 1 single vowel (a, e, I, o, u, y (at end of a
    syllable) or as
  • a vowel team that makes a vowelish sound
  • vowel 1 vowel 2 or oo, ee// ai, oa, oi, ei,
    ie, iu, ue,
  • one vowel one consonant w/y ay, oy, ey and
    aw, ow, ew

39
Spelling Developmental Stages
  • Orthographic stage Teaching strategies
  • 2. Seven types of syllables CLOVERS
  • 1. Open a single vowel is blocked by NOTHING
  • She, me, re.play, quick.ly
  • 2. Closed A single vowel is blocked by one or
    more consonants Backpack, glass, Con.tract
  • 3. Vowelteam A vowel teams up with another vowel
    or consonant and never changes its sound
  • Coin, team, playhouse, maintain, spoon, see/sea
  • All with y/w are at end of a syllable toy, jaw,
    few, key

40
Spelling Developmental Stages
  • Orthographic stage Teaching strategies
  • 2. Seven types of syllables cont.
  • 4. Magic E A silent E at the end of a syllable
    can jump over 1 consonant and give a single vowel
    its long sound power back
  • Spoke, came, bike ride,
  • 5. R-control a single vowel loses its sound
    quality and gets swallowed by bossy R
  • Teach-er, con.firm, curbside, church, act-or

41
Spelling Developmental Stages
  • Orthographic stage Teaching strategies
  • 2. Seven types of syllables cont.
  • 6. C-le Barf-ables a sylable with a single
    consonantle always at end can never be broken
    Reading break before C-le spelling check vowel
    sound quality after breaking!
  • Ta.ble, noo.dle, gar.gle, tum.ble, fid.dle!,
    puz.zle!
  • 7. Schwa-sound a single vowel insulted because
    it is in a syllable that does NOT carry the
    accent ago, away, -tion, -sion, -able can be a,
    e, I, o, u gt causes terrible spelling problems!

42
Spelling Developmental Stages
  • Orthographic stage Teaching strategies
  • Y at the end of words always vowel
  • 1. In one-syllabic words
  • Y long I-sound ( the I am so important
    sound!)
  • my, sky, fly, cry, try, fry
  • 2. In multi-syllabic words
  • Accent not on Y-syllable most common Y long
    E-sound (eeee-running sound), also in -ly
    syllable
  • can.dy, san.dy, ba.by, la.dy, tip.sy, tear.y,
    main.ly, calm.ly
  • Accent on Y-syllable Y long I-sound the I am
    so important sound, because I have the accent
  • im.ply, com.ply, ap.ply, (suffix -ply)

43
Spelling Developmental Stages
  • Your book lists some spelling rules on p.348.
  • Some are more essential for reading.
  • Rule 1, 4, 5, 6, are covered with matching
    stories and more background for you in previous
    pages.
  • Rule 1 What is a vowel team?
  • 2 vowels together making a vowelish sound
  • Same oo, ee,
  • Or different ea, oa,

44
Spelling
  • Rule 1 What is a vowel team?
  • 2 vowels together making a vowelish
    sound
  • Same oo (boot, cook) , ee (bee),
  • Or different ea (eat bread), oa (boat),
  • and 1 vowel Y or 1 vowel W making a vowelish
    sound (ay, ey, oy//aw, ew, ow)
  • Each combination is strong and keeps its sound
    regardless of the number of (cop) consonants
    after it.
  • Vowel teams are STRONG. They can have more than
    one sound Eat meat and bread.

45
Spelling Rules Strategies
  • Rule 2 Y at the end of words (not Y-rule, thats
    for adding suffixes)
  • In words with 1 beat
  • sky, dry, my, fly, cry, fry, shy, pry, try, by,
  • Always the long I- EGO sound
  • In words with more than 1 beat
  • Emphasis on Y part comply, deny, ply wood
  • gt Y makes EGO SOUND of long I
  • Emphasis NOT on Y part company, factory
  • gt Letter I makes squeaky long E sound.

46
Spelling Rules Strategies
  • Your book lists some spelling rules on p.348.
  • Rule 3 IE or EI? YIKES!
  • Both spellings are not very common!
  • When the nosy I comes first, the pattern can say
    its name twice long I (rare) or long E.
  • I believe in pie! E-sound retrieve
  • When the nosy I does not come first, the patter
    can say its name only for the first letter, E
    the second sound is long A (rare!).
  • I received a reign. E sound conceive, seize,
    seizure

47
Spelling Rules Strategies
  • Your book lists some spelling rules on p.348.
  • Rule 3 IE or EI? YIKES!
  • Both spellings are not very common!
  • When the nosy I comes first, the pattern can say
    its name twice long I (rare) or long E.
  • I believe in pie! E-sound retrieve
  • When the nosy I does not come first, the patter
    can say its name only for the first letter, E
    the second sound is long A (rare!).
  • I received a reign. E sound conceive, seize,
    seizure

48
Spelling Rules Strategies
  • Your book lists some spelling rules on p. 348.
  • Rule 7 When -IBLE and when -ABLE?
  • If in doubt use -ABLE more common
  • Specifics are if word part in front can stand by
    itself as a word, use -ABLE
  • If my first part is ABLE to be STABLE on its own
    feet, then I use ABLE. If not, it is invisible
    in the dictionary I and use -IBLE.
  • If word part cannot stand by itself, use -IBLE
  • Vis gt ible, tang gt
    ible,
  • If word part ends in -ion as a noun, use -IBLE
  • Vision gt vis-ible perfection gt
    perfect-ible

49
Spelling Developmental Stages
  • Morphemic-syntactic stage
  • Upper elementary grade
  • knowledge of letter-sound relationships
    knowledge that words with same roots carry
    similar meaning (morphology) and spelled alike
    they may differ in how you use them in a sentence
    (syntax), e.g. The Olympic swimmer swam in my
    home town public swimming pool.
  • Time when students read for meaning
  • Students understand meaning of prefix, root and
    suffixes gt Ida Ehrlich (1968) Instant
    Vocabulary

50
Spelling Developmental Stages
  • Morphemic-syntactic stage Strategies
  • Teach the meaning of roots, prefixes suffixes,
    (dissimilar ones in sight sound),
  • Let students make words (real fantasy) and ask
    them to explain them, use them in poetry or
    other writing
  • find prefix-root-suffix words in texts
    (bio-science, history), encourage construction of
    meaning from knowledge of morphology and context,
    use in poetry or other free association writing
    (journaling)

51
Spelling Developmental Stages
  • Morphemic-syntactic stage Strategies
  • Games
  • Domino with prefix-root-suffix syllables
  • Domino with compound words
  • Go-fish game with prefix-root-suffix words to be
    used in a sentence orally and or written
  • Go fish for sentence strip that is missing a word
    or phrase to be filled in
  • Battleship with difficult compound words,
    non-phonetic words or prefix-root suffix words
  • Card games collecting words or phrases or
    sentences with keywords with same prefix, suffix,
    or root

52
Spelling Developmental Stages
  • Morphemic-syntactic stage Strategies
  • Games cont.
  • Board games explain meaning of words, write a
    sentence using a specific word with affixes,
    correcting spelling mistakes
  • Pictionary with specific vocabulary words that
    are difficult to spell
  • Memory collecting parts that
  • together complete a sentence
  • Make a multi-syllabic word (up to 3 pieces) and
    need to be put in a sentence orally afterwards
  • Where the picture and the word or phrase of
    sentence content match (ESOL students)
  • Where 2 words with the same spelling pattern
    match (first single words, then as part of a
    phrase and a sentence)

53
Spelling Tests General Tips
  • Teach students how to sort words according to
    patterns and difficulties
  • During dictation
  • have ALL students repeat after you so you can be
    sure they understood you
  • Give time for self-correction (re-read what you
    wrote!)
  • Teach self-correction strategies finger tapping
    to all students encourage weaker students to
    rely on these strategies frequently
  • Reward for self-correction and logical thinking
    (even if there is still an error)

54
Spelling Tests
  • General tips cont.
  • Be careful w/ cloze tests They are a perfect
    trap for dyslexics if you dont provide word
    choices below
  • Three types of preparation testing plans
  • Plan 1 Pre-test- Study-retest
  • Plan 2 Study-Test-Study
  • list given, practice- Test- study if criterion
    not met
  • Plan 3 Self-study self correction
  • One longer test every 3-4 weeks

55
Teaching Grammatical Concepts
  • General Issues
  • Focus on meaning not on abstract memorization
  • Teach child--appropriate mnemonic devices for
    abstract aspects of grammar
  • Play with grammar concepts like you play with
    words and toys! BUT FOR THAT TO HAPPEN you must
    feel secure!
  • Use kinesthetic-tactile learning channels
  • Use metacognitive instruction Children must know
    WHY they need to do what they need to do with the
    language discover patterns together!

56
Teaching Grammatical Concepts
  • What do students need to know to write well?
  • Where the appropriate places are for certain
    types of words ( parts of speech) in statements
    vs. questions vs. exclamations
  • Which pronouns belong into a sentence
  • Which prepositions are the correct ones to use in
    more complex phrases
  • Which words require a plural ending and which
    ones do not

57
Teaching Grammatical Concepts
  • What do students need to know to write well?
  • When to use which punctuation marks
  • When words need to be capitalized
  • Which tenses to use in story telling, when
    reporting a direct speech or when expressing a
    hypothetical thought or wish
  • Often in oral language incorrect use!

58
Teaching Grammatical Concepts
  • Strategies
  • Model playful approach to grammar to lower
    existing fears by (ESOL students!)
  • Acting out roles of parts of speech
  • Having parts of speech talk to each other
    building simple and then gradually more complex
    sentences for writing hand puppets in different
    colors and shapes and characters
  • Sing a song along with making sentences and
    adding simple punctuation (-gtGrammar House Rock)

59
Teaching Grammatical Concepts
  • Engage students in active kinesthetic-tactile
    learning through
  • Acting out roles of parts of speech
  • Having parts of speech talk to each other
    building simple and then gradually more complex
    sentences for writing hand puppets in different
    colors and shapes and characters
  • Singing songs along with making sentences and
    adding simple punctuation (-gtGrammar House Rock)
  • Puzzling large color/shape coded cards together
    with parts of speech/phrases to sentences

60
Teaching Grammatical Concepts
  • Engage students in using pictures to write simple
    to more complex sentences
  • Pictures inspire use of adjectives phrases
  • Pictures integrate ESOL students equally
  • Pictures help those who cannot visualize

61
Teaching Grammatical Concepts
  • Engage students in reading, looking at books that
    introduce parts of speech to make own version
  • Ruth Heller books
  • Other GR books (see list on ESOL literature list
    at end)
  • Grammar pop-up book
  • Tana Hoban books with pictures for comparisons
    etc.
Write a Comment
User Comments (0)
About PowerShow.com