Transcript Integrated grammar

Integrated grammar
Dick Hudson
Surbiton High School, May 2015
also at: dickhudson.com/talks
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Plan
1.
2.
3.
4.
5.
6.
7.
8.
9.
Integrating grammar with KS2
Integrating grammar with texts
Integrating grammar with meaning: reference chains
Integrating grammar with writing
Integrating grammar with talking and listening
Integrating grammar with reading
Integrating grammar with FL
Integrating grammar with thinking skills
Conclusions
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1. Integrating grammar with KS2:
National Curriculum grammar terminology
characters
• letter
• capital letter
• consonant, consonant letter
• vowel, vowel letter
• punctuation
• full stop
• question mark
• exclamation mark
• apostrophe
• comma
• bracket
• parenthesis
• dash
• ellipsis
• hyphen
• colon
• semi-colon
• bullet points
• inverted commas (or ‘speech marks’)
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KS2 Grammar – words
• word
• noun
• adjective
• verb
• modal verb
•
•
•
•
•
adverb
preposition
conjunction
determiner
pronoun
• possessive pronoun
• relative pronoun
• [morphology]
• compound
• suffix
• prefix
• word family
• [inflectional contrasts]
• [number] (singular, plural)
• tense (past, present)
• [meaning]
• ambiguity
• synonym
• antonym
• cohesion
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KS2 Grammar – sentences
• sentence
•
•
•
•
statement
question
exclamation
command
• clause
• subordinate clause
• relative clause
• [clause structure]
• subject
• object
• adverbial
• [voice]
• active
• passive
• noun phrase
• direct speech
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2. Integrating grammar with texts
• Grammar is a tool for building texts.
• Grammatical analysis is a tool for understanding how texts work.
• But it needs to be used.
• Use it or lose it!
• Any text will do for practice.
• But some texts will also encourage grammatical growth.
• Many possibilities, including comparing:
• expert writing
• novice writing
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An expert: Orwell
199 words
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A novice: an anonymous KS3 pupil (level 4+)
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The novice text
191 words
Fix and forget!
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How to use these texts
• Close grammatical analysis promotes ‘noticing’ of grammar
• which arguably promotes understanding and confidence
• What has the novice achieved already?
• What grammar goes beyond ordinary conversation?
• What is the ‘grammar gap’?
• What grammar does the expert use, but not the novice?
• What can they learn from the analysis to improve their
• reading
• writing?
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start of defining subordinate
clause
sentence boundary
Punctuation
sentence
• Spot and correct punctuation errors in the novice writing.
I carried on watching it moving along the water, I looked around to
see if there was anybody near me, watching this strange creature,
there was nobody. I looked around once more, there was silence [ ]
the Loch Ness Monster had gone, Well, at least I thought it was the
loch Ness Monster, maybe I just imagined it. I was sure I saw it
though, but nobody will believe me, I stood there for a long time
after, hoping that I would see the Monster again.
• Does every mark show a major syntactic boundary?
• Does every such boundary have a mark?
• What is the problem?
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Punctuation and grammar
• Punctuation is a grammatical notation.
• So it reflects an awareness of grammatical structure.
• And it reflects conscious analysis.
• So novices need to become
• more conscious of grammatical structure
• more accurate in recognising distinctions.
• But of course this grammar relates to meaning
• e.g. defining/non-defining relative clauses.
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3. Integrating grammar with meaning:
reference chains
• A word has two kinds of meaning:
• its referent = the entity (person or thing) that it picks out on this occasion (e.g. Fido)
• its sense = the permanent meaning (e.g. ‘dog’) which ‘construes’ the referent.
We invited our neighbourslast night. Mr and Mrs Smith were delightful, but
the dog was a nuisance.
• A reference chain (aka ‘arc of coherence’) contains all the expressions
(words or phrases) that refer to a particular entity.
• but the chain may include expression for other related entities.
• Building a successful reference chain requires grammatical expertise.
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An expert reference chain for a place
• In the expert text, find
• the chain for the farm
• then all the related entities.
• Count the repeated expressions.
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The farm
Mr. Jones, of the Manor Farm, had locked the hen-houses for the night, but was too drunk
to remember to shut the pop-holes. With the ring of light from his lantern dancing from
side to side, he lurched across the yard, kicked off his boots at the back door, drew himself
a last glass of beer from the barrel in the scullery, and made his way up to bed, where Mrs.
Jones was already snoring.
As soon as the light in the bedroom went out there was a stirring and a fluttering all
through the farm buildings. Word had gone round during the day that old Major, the prize
Middle White boar, had had a strange dream on the previous night and wished to
communicate it to the other animals. It had been agreed that they should all meet in the
big barn as soon as Mr. Jones was safely out of the way. Old Major (so he was always
called, though the name under which he had been exhibited was Willingdon Beauty) was
so highly regarded on the farm that everyone was quite ready to lose an hour's sleep in
order to hear what he had to say.
Repeated expressions = 0
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A novice reference chain for a place
• In the novice text, find
• the chain for the loch
• then all the related entities.
• Count the repeated expressions.
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The loch
There I stood on the edge of the loch just looking around at the views and at the old
castle which stood opposite me. Then from the middle of nowhere this monster like
thing just popped out of the water, Its long green body moving slowly along the top
of the water. Then I suddenly thought, is that the loch Ness monster”? I carried on
watching it moving along the water, I looked around to see if there was anybody near
me, watching this strange creature, there was nobody. I looked around once more,
there was silence the Loch Ness Monster had gone, Well, at least I thought it was the
loch Ness Monster, maybe I just imagined it. I was sure I saw it though, but nobody
will believe me, I stood there for a long time after, hoping that I would see the
Monster again. I saw the water ripple, I thought that I might see the Monster again,
but no, It was Just the wind. Maybe there really is a Monster in that loch or maybe it
was just my imagination. maybe I will see it again someday?
Repeated expressions: the water x 4
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How are the two chains different?
• The expert chain is richer in related entities.
• The novice chain has more repeated expressions.
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Orwell’s people
• Find the chain for Mr Jones.
• Find any related entities.
• Find any expressions which construe him.
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An expert chain for a person
Orwell hardly construes Mr Jones
at all because he’s not important.
Mr. Jones, of the Manor Farm, had locked the hen-houses for the night, but was too
drunk to remember to shut the pop-holes. With the ring of light from his lantern
dancing from side to side, #he lurched across the yard, kicked off his boots at the back
door, drew himself a last glass of beer from the barrel in the scullery, and made #his
way up to bed, where Mrs. Jones was already snoring.
As soon as the light in the bedroom went out there was a stirring and a fluttering all
through the farm buildings. Word had gone round during the day that old Major, the
prize Middle White boar, had had a strange dream on the previous night and wished to
communicate it to the other animals. It had been agreed that they should all meet in
the big barn as soon as Mr. Jones was safely out of the way. Old Major (so he was
always called, though the name under which he had been exhibited was Willingdon
Beauty) was so highly regarded on the farm that everyone was quite ready to lose an
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hour's sleep in order to hear what he had to say.
Novice’s monster
• Find the chain for the monster.
• Find any related entities.
• Find any expressions which construe it.
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A novice chain for a monster
Construal of the monster achieves
little but causes problems.
There I stood on the edge of the loch just looking around at the views and at the old
castle which stood opposite me. Then from the middle of nowhere
this monster like thing just popped out of the water, Its long green body moving slowly
along the top of the water. Then I suddenly thought, is that the loch Ness monster”? I
carried on watching it moving along the water, I looked around to see if there was
anybody near me, watching this strange creature, there was nobody. I looked around
once more, there was silence the Loch Ness Monster had gone, Well, at least I thought is
it was the loch Ness Monster, maybe I just imagined it. I was sure I saw it though, but
nobody will believe me, I stood there for a long time after, hoping that I would see
the Monster again. I saw the water ripple, I thought that I might see the Monster again,
but no, It was Just the wind. Maybe there really is a Monster in that loch or maybe it was
just my imagination. maybe I will see it again someday?
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Reference chains in an expert text
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Reference chains in a novice text
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The grammar of reference chains
• Grammatical tools for defining referents:
• nouns and noun phrases (e.g. cats, a big cat, the cat)
• pronouns (e.g. he, him, himself, his)
• tenses and time adverbials (e.g. then ... looked)
• And ellipsis: complete omission.
• e.g. he lurched across the yard, _ kicked off his boots at the back door, _ drew
himself a last glass of beer from the barrel in the scullery, and _ made his way
up to bed, ...
• Also apposition = two juxtaposed nouns with the same
referent
• e.g. old Major, the prize Middle White boar,
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4. Integrating grammar with writing
• Grammatical analysis can improve writing (Myhill)
• for brighter children (because they learned most grammar?)
• provided that it’s integrated immediately into a relevant writing task.
• What would be a relevant writing task for reference chains?
• Summarising the plot of a film or play
• Explaining the offside rule in football
• Giving instructions for assembling a piece of furniture
• Criteria for success:
• Every referent can be identified correctly and easily
• Senses construe entities by providing relevant information
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5. Integrating grammar with talking and
listening
• In pairs:
• A and B have identical piles of lego blocks.
• Neither can see the other’s part of the table.
• A adds a piece and describes the change to B, so that B can do the
same.
• Then it’s B’s turn to add a piece and so on till the pieces are used up.
• The winning pair is the first to build identical models.
• Success depends on effective reference chains!
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6. Integrating grammar with reading
• See Animal Farm (cont).
• What do the colours mean?
• What is the general principle for finding the referent of a pronoun?
• Is there an exception? How do readers cope with it?
• How does Orwell distinguish characters introduced in pairs?
• Would pronouns do instead?
• What is the grammatical function of new characters?
• Do you have any advice about remembering numerous characters?
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7. Integrating grammar with FL
• Grammatical gender in French:
• la table = feminine, e.g. Voici la table. Elle est ronde.
• le livre = masculine, e.g. Voici le livre. Il est bleu.
• Grammatical gender in English?
• no – unlike the French, we have sex.
• but suppose we did have grammatical gender.
• Frenglish:
• she table, e.g. Here’s she table. She is round.
• he book, e.g. Here’s he book. He is blue.
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Gender and reference chains
• Why do so many languages have grammatical gender?
• One benefit is in reference tracking:
• English: I bought a book and put it on the table, but it fell down.
• What fell down? The book or the table?
• Frenglish: I bought ahe book and put it on she table, but she fell down.
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8. Integrating grammar with thinking skills
Kiswahili agreement
kitu kizuri
good thing
vitu vizuri
good things
mtoto mzuri
good person
watoto wazuri
good persons
mto mzuri
good stream
mito mizuri
good streams
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Welcome to the UK Linguistics Olympiad!
Kitu kimoja kinaharibika.
Something breaks.
Vitu vimoja vinaharibika.
Some things break.
Kitu kimoja kiliharibika.
Something broke.
Vitu vimoja viliharibika.
Some things broke.
Ninaona kitu kimoja kilikioharibika.
I see something that broke.
Ninaona vitu vimoja vilivioharibika.
I see some things that broke.
Ninaona kitu kimoja nilikiokiharibisha.
I see something that I broke.
Ninaona vitu vimoja nilivioviharibisha.
I see some things that I broke.
kitabu kipya
new book
??
new books break.
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9. Conclusions
• Grammar is a tool-box for building complex meanings.
• An expert’s tool-box is bigger than a novice’s.
• An expert also
• understands the tool-box better and
• uses it more skilfully.
• Grammar teaching should
• promote growth, understanding and skill
• be integrated with the pupils’ total experience of language education.
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Thank you.
• Remember, this show is at dickhudson.com/talks.
• For the Linguistics Olympiad, see www.uklo.org
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