How Are Parts of Speech Related Chart Answer Key Reading and Writing Haven
It was August of 2005. I stared at my lesson plan book in frustration, having made a complete mess of my notes about teaching grammar. I was excited to begin my first year of teaching loftier school English language, but I was so dislocated about how to structure the semester. Sure, I was given a curriculum map, and everyone at my place of employment promised to assist me whenever I needed information technology. But I was aback. How could I be so dislocated about how to sequence grammar instruction?
Looking back, it'south a lot more articulate. I had earned a degree from a respectable university, and really, their teaching plan was solid. Still, no one had taught me how to sequence grammar instruction….(or how to teach it!).
I don't think I was alone. For most instructors, one of the more disruptive parts of pedagogy ELA is figuring out how to arroyo grammer. To all of our credit, at that place's a lot of decision-making involved, and a large part of those decisions are based upon experience — learning the hard way what works and what doesn't.
Lately, I've seen questions floating around on social media almost how to sequence grammar pedagogy. Talented teachers who have never learned grammer or tried to teach it earlier are being handed the responsibility of figuring it out on their ain.
I can relate. I've been there! In this post, I'd like to share my experience with figuring out how to sequence grammar educational activity, in the hopes that information technology will aid someone else. Of course, my approach is not the only possibility.
To provide a little context, my ninth graders come in with very little grammar proficiency, so in some schools, this same approach could probably be taken with middle school students. Besides, it could be utilized for older students with a review of the bones elements and more focused instruction on the advanced skills.
Allow's become to it so.
1st Semester: How to Sequence Grammar
What'southward the all-time way to brainstorm?
I always begin with a pre-test. It features questions that cover all grammatical concepts I program to teach throughout the year. Based on the results of the pre-test, I know what I can get through rapidly and what needs more focused instruction. Start semester is all about the building blocks – establishing a firm foundation that tin be built upon second semester.
The viii parts of voice communication are the basics of our language, so if students need a refresher, I begin there.
- The 8 Parts of Oral communication
- Unproblematic & Complete Subjects & Predicates
- D.O. / I.O. / P.Due north. / P.A. (Subject Complements)
Why?
Students have to understand nouns, verbs, and modifiers to exist able to identify the subject and verb of a judgement every bit well as to carve up a sentence in ii: complete field of study and complete predicate. I comprehend direct objects, indirect objects, and subject complements adjacent considering infinitives and gerunds can function equally some of these elements.
At this point, I just cover coordinating conjunctions with the 8 parts of speech because the other conjunctions rely upon an understanding of more than complex grammar concepts.
Is there a recommended gild for education phrases?
I wouldn't say there's 1 "correct fashion." This is how I do it because I think the concepts build on each other well.
- Appositives
- Prepositional Phrases
- Infinitives
- Participial Phrases
- Gerund Phrases
Why?
While the content of complements and objects is fresh in students' minds, I teach phrases. Gerunds, for case, tin office every bit direct objects or predicate nominatives. I offset with appositives considering students find them approachable, and they are able to build up some confidence (this is also a skilful fourth dimension to innovate the terms essential and nonessential).
Post-obit, nosotros learn prepositional phrases. When identifying elements of a sentence, I usually have students strike out all prepositional phrases starting time, equally cypher besides the preposition and the object will be plant in them. Later on prepositional phrases, I teach infinitives. Both infinitives and prepositional phrases tin can begin with the discussion "to," then students oftentimes confuse them. Teaching them back-to-dorsum allows for an easy transition into comparing the two types of phrases.
Infinitives, participles, and gerunds are all members of the verbals family, then I grouping them together. Personally, I discover participles easier than gerunds because they are always adjectives, and then I innovate those adjacent. Because they are able to function as dissimilar types of nouns, gerunds usually show to be the trickiest for my students, so we study those last.
During the phrases unit, I really feel like we are starting to brand progress as writers because I am able to help students understand how to punctuate phrases, how to use them as introductory elements, and how to use phrases strategically in their writing to increase judgement fluency.
Why teach clauses afterward phrases?
You lot don't have to. But, if yous teach phrases start, it'south more clear to students what the difference is when you tell them that a clause must accept a subject and a verb, merely a phrase does not. They're both fragments, so unless they can identify types of phrases, it will make it difficult for students to understand the difference betwixt a clause that's a fragment and a phrase that's a fragment.
- Subordinating Conjunctions & Dependent Clauses
- Relative Pronouns & Relative Clauses
- Independent Clauses
During this portion of my grammer education, I have students memorize their subordinating conjunctions.
Why?
It'southward a little quondam-school, but information technology'due south the only way they will be able to clarify a sentence and definitively say that a group of words is a dependent clause. While students are memorizing the conjunctions, we discuss dependent clauses and do identifying them in sentences. We also utilise them in our daily writing and try to find them in mentor texts.
One time my students take a firm handle on subordinating conjunctions and subordinate clauses, we move on to relative pronouns and relative clauses. If students can bespeak out dependent clauses with ease, they are ready to move onto identifying sentence types.
Is information technology really necessary for students to be able to identify sentence types?
Yep! I know some people might consider it somewhat blowsy, but the more students can sympathize well-nigh grammatical elements, the better writers they will be. I certainly don't believe grammer should exist taught in isolation…pedagogy all of these concepts, including sentence types, should be embedded in reading, literature, vocabulary, and other ELA educational activity, but aye. My students spend weeks on sentence types, if necessary. Here'south the general social club I utilize…
- Fragments
- Fused Run-Ons
- Comma Splices
- Choppy Sentences
- Stringy Sentences
- Uncomplicated
- Compound (and conjunctive adverbs)
- Complex
- Compound-Complex
Why?
Really, I talk to my students about fragments and run-ons from 24-hour interval ane…because they are freshmen, and I know they've heard the terms and learned them earlier. Still, they oasis't always retained that information, so when I cover the four sentence types, it's an opportune time to remind students about the difference betwixt a comma splice and a compound sentence, for instance. Having merely recently taught phrases and dependent clauses, students can understand the concept of a fragment more easily.
If I'thousand working with a group of advanced students who really grasps these concepts, I likewise cover crots and blips, and nosotros analyze how authors utilise fragments intentionally in their writing for issue. Then, students write their own examples as narrative leads.
What about the more than "advanced" topics?
Correlative conjunctions pair well with parallelism.
Why?
I find that information technology confuses students to endeavour to teach all four conjunctions in their own unit. They have to be well-versed in other grammatical elements in society to understand them. And so, I teach analogous conjunctions with parts of speech, subordinating conjunctions with dependent clauses, and conjunctive adverbs with sentence types and errors. I like teaching correlative conjunctions with parallelism because of the nature of that type of conjunction. Since they work in tandem, students need to understand that they link equal elements.
- For example: Conjunction + noun + conjunction + noun.
- Besides Consider: Conjunction + adverb + conjunction + adverb.
- Then: Conjunction + infinitive + conjunction + infinitive.
- Plus: Conjunction + simple sentence + conjunction + simple judgement.
Advanced Punctuation
Why now?Understanding how, when, and why to use dashes, hyphens, parenthesis, ellipses, commas, semi-colons, colons, and quotations marks will empower students to take their writing to new heights.
I cover the punctuation unit of measurement later in the semester (or year, depending on how your classes are structured) considering as I teach each individual grammar skill, I introduce the punctuation expectations that accompany information technology. I don't want to add annihilation extra when we are honing in on the building blocks. With punctuation, I also take the opportunity to touch when to utilize a comma with coordinate adjectives.
Misplaced & Dangling Modifiers
I don't teach these with participles.Why?Well, I think it's important for students to understand them, just not as important every bit the skills I am front loading earlier on. I don't want to sidetrack from the focus on verbals and phrases to talk about misplaced and dangling modifiers considering I don't desire my students to lose perspective.
When students have a good understanding of judgement types, phrases, and clauses, information technology's easy to refer back to participles and discuss proper placement. Plus, misplaced/dangling modifiers are annoying, simply non about as abrasive equally fragments, run-ons, and misused semi-colons.
*I don't ever become through all of these grammar concepts in ane semester, but it's the goal. Sometimes, the advanced concepts spill over into second semester. Like anything else, when thinking about how to sequence grammer instruction, it just depends on what your students need.
2nd Semester: How to Sequence Grammar
I similar to talk grammar with other teachers. I of my good friends, Lauralee from Language Arts Classroom, has taught standardized exam prep classes for years. Then, I asked her how to sequence grammar instruction second semester. I wanted to know her approach.
Here'due south what she had to say:
Lay the groundwork.
I start past laying groundwork and relating the concept of grammar to other ideas. I inquire students what they want to practise in college and as a career. Most jobs accept some sort of test – any medical specialty, teachers, CPAs, lawyers, etc. Other jobs have certifications, which is similar. I explain that students will study for these tests, and that prepping for a test is not necessarily a bad affair.
Embrace the basics.
I and so cover the basics of the English test: punctuation, understanding, transitions, spelling, arrangement, focus, and other conventions. I then stress that nosotros have already prepped for this test! Writing and applying feedback is the best exercise for the English portion.
Encourage students.
Afterward I've connected the ideas of the test prep and prior noesis, I encourage students. I want them to have ownership. I enquire them to find something achievable, whether that is understanding comma rules or disruptive words. Sometimes the goals are pocket-sized, and other times I have students who strive for a 36 on the test. I know that each student will have an individual goal, and that is ok.
Practice key concepts.
We take a practice test so I tin can gauge what I need to review. Sometimes, I review their/there and its/it's. Sometimes the concepts are more than advanced – understanding the best transitions or organizing sentences in a paragraph. I try to set the students up to succeed. This allows them to be encouraged, makes test prep more doable, and prevents them from quitting because they never run across growth.
Terminal Thoughts
I don't teach grammar in isolation. However, I do scaffold the concepts according to what is outlined in this post. As nosotros explore each grammar concept, we analyze examples from literature and practise utilizing them in our writing.
Ultimately, figuring out how to sequence grammar instruction is a process of trial and fault, only we are educators. It'south always beneficial to put our heads together and share triumphs and failures, working together to better our didactics for our students' do good and growth. If you have ideas for sequencing grammar instruction in general or for exam prep purposes, please leave us a comment. Let'southward do this together.
READ NEXT:
- How to Teach Grammer: Best Practices
- Ways to Differentiate Grammar Lessons
- How to Structure a Grammar Lesson
Source: https://www.readingandwritinghaven.com/how-to-sequence-grammar-instruction
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