Transcript Document

Daily Grammar Practice
A Grammar Program That Makes Sense
Why Grammar?
• Colleges and technical schools say that
students aren’t prepared for the demands of
academic writing.
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.
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.
Why Grammar?
• In order to help students write better and
write correctly, we must all share a common
lingo, and that lingo is grammar.
lie
rise
sit
intransitive
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.
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.
Why Daily Grammar Practice?
• Works like a daily grammar vitamin
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.
The Vitamin Analogy
• Learning grammar by trying to make it
“fun”: eating candy
• Learning grammar through DGP: getting a
good multi-vitamin every day
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
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.
Why Daily Grammar Practice?
• Is easy to incorporate into curriculum
• Takes less time than traditional, less
effective methods
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.
Why Daily Grammar Practice?
• Forces grammar concepts into long-term
memory.
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.
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
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.
Why Daily Grammar Practice?
• Eliminates the need for tedious grammar
exercises
• Complements all types of writing
instruction
The DGP Process
• Monday: Identify parts of speech
The DGP Process
• Monday: Identify parts of speech
• Tuesday: Identify sentence functions
The DGP Process
• Monday: Identify parts of speech
• Tuesday: Identify sentence functions
• Wednesday: Identify clauses and sentence
type
The DGP Process
• Monday: Identify parts of speech
• Tuesday: Identify sentence functions
• Wednesday: Identify clauses and sentence
type
• Thursday: Add punctuation and
capitalization
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
Week 27
Monday
1 nom av
pron past
art
n
rel
pron
N
hv
we read the novel the giver which
was
1 nom av
av/past
prep
N
cc
adv
pron
past
written by lois 3lowry
and
then
we
wrote
obj
art
n
prep
pron
an essay about it
Week 27
Tuesday
s
vt
do
app
s
we read the novel the giver which was
vi
op
s
vt
written( by lois lowry)and then we wrote
do
op adv pp
an essay(about it )
adj pp
Week 27
Wednesday
ind
adj dep
[we read the novel the giver][which was
written by lois lowry] and [then we wrote
ind
an essay about it]
cd-cx
declarative
Week 27
Thursday
W
we read the novelT________,
the G
giver which was
written by lois
L L
lowry, and then we wrote
an essay about it .
Week 27
Friday
We read novel (The Giver)
and
which was written
Lois Lowry
we wrote essay
it
The DGP Process (Grade 2)
• Identify nouns, pronouns, interjections,
adjectives, conjunctions, and prepositions.
• Identify verbs, adverbs, and subjects
• Identify sentence purpose
• Add punctuation and capitalization
• Write a new sentences based on criteria
studied throughout the week
Week 1
Monday
P
PP
jimmy and
X i saw jeffs
C
new bike
Week 1
Tuesday
A
jimmy and i saw jeffs
new bike
Week 1
Wednesday
jimmy and i saw jeffs
new bike
dec
Week 1
Thursday
Jjimmy and Ii saw jeffs
J ’
new bike.
Week 1
Friday
pronoun, conjunction, adjective,
possessive noun, same purpose as
this week’s sentence
You and Martha read
Taylor’s interesting
story.
Scope and Sequence
for first grade through college
based on Common Core
Standards
Grade 1
• Monday: Find each noun (common, proper, possessive),
pronoun, adjective, interjection, preposition, and
conjunction in the following sentence. Use an arrow to
show which word each adjective describes.
• Tuesday: Find each action verb in the following sentence
and underline it twice. Then find the noun or pronoun that
is doing the action and underline it once.
• Wednesday: Identify the sentence purpose as declarative,
exclamatory, imperative, or interrogative.
• Thursday: Write the sentence with correct capitalization
and punctuation.
• Friday: Write a new sentence that includes specific criteria
we’ve worked on this week.
Grade 2
• Monday: Identify each noun (type), pronoun,
interjection, adjective, preposition, and conjunction in
the following sentence. Use an arrow to show which
word each adjective describes.
• Tuesday: Identify the action verbs or linking verbs and
any adverbs in the following sentence. Use an arrow to
show which word each adverb describes. Then
underline the simple subject once and the simple
predicate twice.
• Wednesday: Identify the sentence purpose as
declarative, exclamatory, imperative, or interrogative.
• Thursday: Write this week’s sentence with correct
capitalization and punctuation.
• Friday: Write a new sentence that includes specific
criteria we’ve worked on this week.
Grade 3
• Monday: Identify each noun, pronoun (nominative,
objective, possessive, reflexive, indefinite), interjection,
adjective, preposition, and conjunction (subordinating,
coordinating) in the following sentence.
• Tuesday: Identify the simple subjects, verbs (helping,
linking, action), verb tense, adverbs, complete subjects, and
complete predicates in the following sentence. Use an arrow
to show which word each adverb describes.
• Wednesday: Identify the clauses (independent, dependent),
sentence type (simple, compound, complex), and purpose in
the following sentence.
• Thursday: Write this week’s sentence with correct
capitalization and punctuation.
• Friday: Write a new sentence that includes specific criteria
we’ve worked on this week.
Grade 4
• Monday: Identify each noun (type), pronoun (personal by
type and case, relative, reflexive, indefinite), adjective,
conjunction (coordinating, subordinating, correlative),
adverb, article, interjection.
• Tuesday: Identify each simple subject, complete subject,
complete predicate, and prepositional phrase. Then
identify the tense of each simple predicate.
• Wednesday: Identify the clauses (independent,
dependent), sentence type (simple, compound, complex),
and sentence purpose (declarative, imperative,
interrogative, exclamatory). Then write the sentence with
correct capitalization and punctuation .
• Thursday: Write a new sentence that includes specific
criteria we’ve worked on this week.
• Friday: Fill in the blank spaces in the sentence diagram.
Grade 5
• Monday: Identify each noun (type), pronoun (type and case),
adjective, verb (type and tense), adverb, article, preposition,
conjunction (type), and interjection.
• Tuesday: Identify the simple and complete subject, the simple
and complete predicate, and any complements, prepositional
phrases, and objects of prepositions.
• Wednesday: Identify the clauses (independent, dependent),
sentence type (simple, compound, complex), and sentence
purpose (declarative, imperative, interrogative, exclamatory).
Then write the sentence with correct capitalization and
punctuation.
• Thursday: Write a new sentences that includes specific
criteria we’ve worked on this week.
• Friday: Use this week’s sentence to fill in the following
diagram structure.
Grade 6
• Monday: Identify each word as noun (common, proper, possessive),
pronoun (type, case, person), verb (type and tense), adverb, adjective,
preposition, conjunction (type), interjection, or article.
• Tuesday: Identify sentence parts including subject (complete and
simple), complete predicate, verb (transitive or intransitive), direct
object, indirect object, predicate nominative, predicate adjective,
appositive or appositive phrase, and prepositional phrase (adjective or
adverb).
• Wednesday: Identify each clause as independent or dependent; identify
the sentence type as simple, compound, or complex; and identify the
sentence purpose as declarative, imperative, interrogative, or
exclamatory.
• Thursday: Add capitalization and punctuation including end
punctuation, commas, apostrophes, underlining, and quotation marks.
• Friday: Fill in the diagram structure using this week’s sentence.
Grade 7
• Monday: Identify each word as noun (type), pronoun (type, case,
person), verb (type and tense), adverb, adjective, article, preposition,
conjunction (type), interjection, gerund, participle, or infinitive.
• Tuesday: Identify sentence parts including subject (complete and
simple), verb (complete and simple, transitive or intransitive), direct
object, indirect object, predicate nominative, predicate adjective,
appositive or appositive phrase, and prepositional phrase (adjective or
adverb).
• Wednesday: Identify each clause as independent, adjective dependent,
or adverb dependent; identify the sentence type as simple, compound,
complex, or compound-complex; and identify the sentence purpose as
declarative, imperative, interrogative, or exclamatory.
• Thursday: Add correct capitalization and punctuation.
• Friday: Diagram this week’s sentence.
Grade 8
• Monday: Identify parts of speech including noun, pronoun (type and
case), verb (type and tense), adverb, adjective, preposition, conjunction
(type), gerund, participle, infinitive, and article.
• Tuesday: Identify sentence parts including complete subject, simple
subject, complete predicate, verb (transitive or intransitive), direct
object, indirect object, predicate nominative, predicate adjective,
appositive or appositive phrase, prepositional phrase (adjective or
adverb), gerund phrase, infinitive phrase, participial phrase, object of
preposition, object of infinitive, and object of gerund.
• Wednesday: Identify clauses (independent, adverb dependent, adjective
dependent, noun dependent), sentence type (simple, compound,
complex, compound-complex), and sentence purpose (declarative,
interrogative, imperative, exclamatory).
• Thursday: Add capitalization and punctuation.
• Friday: Diagram the sentence.
Grade 9
• Monday: identify parts of speech: noun, pronoun (type and
case), verb (type and tense), adverb, adjective, preposition,
conjunction (type), gerund, participle, infinitive, article
• Tuesday: identify sentence parts: subject, verb (transitive or
intransitive), direct object, indirect object, predicate nominative,
predicate adjective, appositive or appositive phrase,
prepositional phrase (adjective or adverb), gerund phrase,
infinitive phrase, participial phrase, object of preposition, object
of infinitive, object of gerund, object of participle
• Wednesday: identify clauses and sentence type: independent,
adverb dependent, adjective dependent, noun dependent; simple,
compound, complex, compound-complex
• Thursday: add punctuation and capitalization: end
punctuation, commas, semicolons, apostrophes, underlining,
quotation marks
• Friday: diagram the sentence
Grade 10
• Monday: identify parts of speech: noun, pronoun (type and
case), verb (type and tense), adverb, adjective, preposition,
conjunction (type), gerund, participle, infinitive, article
• Tuesday: identify sentence parts: subject, verb (transitive or
intransitive), direct object, indirect object, predicate nominative,
predicate adjective, appositive or appositive phrase,
prepositional phrase (adjective or adverb), gerund phrase,
infinitive phrase, participial phrase, object of preposition, object
of infinitive, object of gerund, object of participle
• Wednesday: identify clauses and sentence type: independent,
adverb dependent, adjective dependent, noun dependent; simple,
compound, complex, compound-complex
• Thursday: add punctuation and capitalization: end
punctuation, commas, semicolons, apostrophes, underlining,
quotation marks
• Friday: diagram the sentence
Grade 11
• Monday: identify parts of speech: noun, pronoun (type and case),
verb (type and tense), adverb, adjective, preposition, conjunction
(type), gerund, participle, infinitive, article
• Tuesday: identify sentence parts: subject, verb (transitive or
intransitive), direct object, indirect object, predicate nominative,
predicate adjective, appositive or appositive phrase, prepositional
phrase (adjective or adverb), gerund phrase, infinitive phrase,
participial phrase, object of preposition, object of infinitive, object of
gerund, object of participle, objective complements
• Wednesday: identify clauses and sentence type: independent,
adverb dependent, adjective dependent, noun dependent; simple,
compound, complex, compound-complex
• Thursday: add punctuation and capitalization: end punctuation,
commas, semicolons, apostrophes, underlining, quotation marks,
colons, dashes, hyphens
• Friday: diagram the sentence
Grade 12
• Monday: identify parts of speech: noun, pronoun (type and case),
verb (type and tense), adverb, adjective, preposition, conjunction (type),
gerund, participle, infinitive, article
• Tuesday: identify sentence parts: subject, verb (transitive or
intransitive), direct object, indirect object, predicate nominative,
predicate adjective, appositive or appositive phrase, prepositional
phrase (adjective or adverb), gerund phrase, infinitive phrase, participial
phrase, object of preposition, object of infinitive, object of gerund,
object of participle, objective complement, subject of infinitive,
absolute phrase
• Wednesday: identify clauses and sentence type: independent, adverb
dependent, adjective dependent, noun dependent; simple, compound,
complex, compound-complex
• Thursday: add punctuation and capitalization: end punctuation,
commas, semicolons, apostrophes, underlining, quotation marks,
colons, dashes, hyphens
• Friday: diagram the sentence
College Level
• Step One: identify parts of speech: noun, pronoun (type and case),
verb (type and tense), adverb, adjective, preposition, conjunction (type),
gerund, participle, infinitive, article
• Step Two: identify sentence parts: subject, verb (transitive or
intransitive), direct object, indirect object, predicate nominative,
predicate adjective, appositive or appositive phrase, prepositional
phrase (adjective or adverb), gerund phrase, infinitive phrase, participial
phrase, object of preposition, object of infinitive, object of gerund,
object of participle, objective complement, subject of infinitive,
absolute phrase
• Step Three: identify clauses and sentence type: independent, adverb
dependent, adjective dependent, noun dependent; simple, compound,
complex, compound-complex
• Step Four: add punctuation and capitalization: end punctuation,
commas, semicolons, apostrophes, underlining, quotation marks,
colons, dashes, hyphens
• Step Five: diagram the sentence
Motivating Students to Try
• It’s practice, so there’s no pressure.
• Your students know they don’t get
grammar.
• DGP won’t go away like a two-week
grammar unit will.
• DGP is served in small helpings.
• Positive reinforcement works!
Evaluating Student Progress
• Pre-test and post-test
Georgia Criterion-Referenced
Competency Test
• Kedron Elementary
School third-graders
• T=Total language arts
• SCR=Sentence
construction and
revision
• GM=Grammar and
mechanics
80
70
60
% at
Level 3
in 2004
% at
Level 3
in 2005
50
40
30
20
10
0
T SC G
R M
Georgia Criterion-Referenced
Competency Test
• Kedron Elementary
School students
• T=Total language arts
• SCR=Sentence
construction and
revision
• GM=Grammar and
mechanics
80
70
% of 1stgraders
at Level
3 in 2004
60
50
40
30
20
10
0
T SC G
R M
% of
2ndgraders
at Level
3 in 2005
Pre-test and Post-test Results
• 44 students tested
• Grade 9 pre-test
average: 71.4
• Grade 9 post-test
average: 90.1 (+19.7)
• Grade 10 pre-test
average: 88.7 (-1.4)
100
90
80
70
60
50
40
30
20
10
0
44
students
grade 9
pre
grade 9
post
grade 10
pre
Pre-test and Post-test Results
• 102 eighth-graders
tested
• Average pre-test
score: 69.1
• Average post-test
score without DGP:
73.6 (+4.5)
• Average post-test
score with DGP: 89.9
(+20.8)
100
90
80
70
60
50
40
30
20
10
0
pre-test
post-test (no
DGP)
post-test (DGP)
class class class class
A (26) B (23) C (27) D (26)
Evaluating Student Progress
• Pre-test and post-test
• Daily sentences
Evaluating Student Progress
• Pre-test and post-test
• Daily sentences
• Application of concepts
Evaluating Student Progress
•
•
•
•
Pre-test and post-test
Daily sentences
Application of concepts
DGP quiz
Warnings
• You must make DGP a priority every day.
• Don’t let yourself get discouraged.
• The daily habit of doing DGP will take a
couple of weeks to instill.
• You must know grammar well to teach it
well.
• You have to use the lingo when you talk
about writing.
DGP Plus:
Building Stronger Writers
Super Sentences
My friend got a puppy.
No Adjectives Allowed
www.dgppublishing.com
[email protected]