21st Century Grammar and Technology using Jeff Anderson's TechniquesPresentation Transcript
INTRODUCING... Jeff Anderson Writing Strategies Presented by: Mandy Burgess and Lindsay Hoots 21st Century Grammar: Improving Writing and Beyond!
What does grammar in context of writing and the 21st century approach look like in our classroom, and how does the technology affect the learning of the 21st century student? What does grammar in context of writing and the 21st century approach look like in our classroom, and how does the technology affect the learning of the 21st century student? WOW-WEE! What a great question!
What Do You Think?! How is adapting to technology a lot like my story?
Scaredy Squirrel Reflections
In the hallow mist located in the near by woods laid a old dusy home off side of the deserted dirt road. People always wondered how I knew of this place, but they never thought I saw frist hand. My name was abby, during the summer of 1994 was when my whole life and this whole old tiny town changed forever. My home was a small, not well placed out home that I would not trade for any thing. I grew on the farm next to a strange old womens house. Ever says I was the daughter of a maniac, because my father stated that the women in that house captured him and drew him in to that house with a magnetic field like no other. But what was I to beguin in a world so small. I guess destiney would just have to come knocking, but who knew she would come so fast. Sample Student Paragraph
In the hallow mist located in the near by woods laid a old dusy home off side of the deserted dirt road. People always wondered how I knew of this place, but they never thought I saw frist hand. My name was abby, during the summer of 1994 was when my whole life and this whole old tiny town changed forever. My home was a small, not well placed out home that I would not trade for any thing. I grew on the farm next to a strange old womens house. Ever says I was the daughter of a maniac, because my father stated that the women in that house captured him and drew him in to that house with a magnetic field like no other. But what was I to beguin in a world so small. I guess destiney would just have to come knocking, but who knew she would come so fast. What is good about the highlighted sentence?
Jeff Anderson ' s Philosophy
WRITER ' S NOTEBOOK - SPIRAL OR COMPOSITION BOOK -TECHNOLOGY ALTERNATIVE: E-ANTHOLOGY, WIKI, BLOGS. -SAFE PLACE TO FREEWRITE , RESPOND , PREWRITE , CREATE , SHAPE , TAKE NOTES , GLUE IN MATERIALS , AND PLAY WITH THEIR WRITING . - NOT A PLACE FOR TEACHER CORRECTIONS / RED MARKS! - A PLACE WHERE STUDENTS WILL PUT MENTOR SENTENCES TO USE! - READ A PASSAGE OR OTHER STIMULATING PIECE OF LITERATURE BEFORE FREEWRITING . - READING - WRITING CONNECTION IS KEY!!!
OTHER IDEAS FOR A WRITER'S NOTEBOOK
1. No comma after introductory element 2. Vague pronoun reference 3. No comma in a compound sentence 4. Wrong word 5. No comma in a nonrestrictive element 6. Wrong/missing inflected endings 7. Wrong or missing prepositions 8. Comma splice 9. Possessive apostrophe error 10. Tense shift 20 Most Common Errors in Order of Frequency 11. Unnecessary shift in person 12. Sentence fragments 13. Wrong tense or verb form 14. Subject-verb agreement 15. Lack of comma in a series 16. Pronoun agreement error 17. Unnecessary comma with a restrictive element 18. Run-on or fused sentences 19. Dangling or misplaced modifier 20. It's versus its error
* Purpose is for students to see patterns, punctuation, literary elements, etc of sentences correctly, instead of focusing on the incorrect parts of a sentence. * Point is not to beat the sentence to death, but to see what they notice, what happens if they change things, what makes it a good sentence. * Self-differentiating. Focus on what you are teaching at that time, but also take a look at what else students notice * 1st five minutes several times a week. * Mentor sentences come from pieces you are reading, etc. * Engaging and interesting sentences. Grab their attention! * Use sentences with a variety of sentence structures, imagery, literary devices, etc. * MODEL GREATNESS Mentor Sentence
* Put sentence on the board correctly! (If you choose DGP, start incorrectly, but change it immediately!) *Sample Sentence: The room smelled of cooked grease, Lysol, and age. I Know Why The Caged Bird Sings. by Maya Angelou * Ask students, "What do you notice?" * Next, keep asking, "What else? What else? What else?" * When students notice something, ask, "What is it doing? What is its job?" * Once the discussion has come to a close, ask students to create their own sentence (in a freewrite) using the mentor sentence as a framework. Model and example. Share a few in class. * Then, have students go back to the writer's notebook and highlight where they used it correctly in any piece they choose. Share. * Go back to the writer's notebook again and choose a previous writing piece and make corrections using the framework of the sentence. * Take what they have learned, to the writer's notebook Ex. (sentence structure, semi-colons, commas, literary devices, etc.) * Use that sentence pattern in a journal or story * Then go back, highlight the pattern you used * Go back to a previous story and make corrections, edits. Mentor Sentences
Ex. When I saw the woman, she reminded me of a bird" ~From The Star Fisher by Laurence Yep SENTENCE PATTERN: Opener, sentence. When I saw the professor, he reminded me of a pigeon. When I drank the potion, it transported me into a strange world of purple polka-dotted penguins.
*U sing the shortest mentor text possible so that kids could cling to the craft and the meaning without being overwhelmed by words and punctuation. *Teaching one thing at a time and applying it to our daily writing encourages students to keep inventing and generating text while cueing them into specific concepts and strategies. *Adding quick daily doses of grammar and mechanics experiences with short mentor texts and editing so that students would have ongoing, shared experience with playing with and understanding grammar and mechanics. *Providing rich experiences in the writer's notebook to apply and play with mentor sentences as new concepts and introduced. *Giving students scaffolds in the forms of examples and visual inserts for their writer's notebooks to help them start and continue collecting, categorizing, and and imitating mentor texts. *Saturating the walls with visuals that provide reinforcement of the concepts introduced and used by writers. The placement and color of these visuals reinforce key concepts that students need to know, helping them make connections and distinctions of meaning. Putting It All Together: Workshop-Style
*I ncreased Motivation *Visually Appealing *A creative community of learners *Writing that is realistic to the lifestyle of our students. Makes the writing more relevant to a student's world. *Future real-world preparation *High-interest for struggling writers *Safe place for expression *Student becomes the expert. *Brings the idea of writing into the 21st century. Putting It All Together: A Best Practice United With Our 21st Century Classroom
Shopping List ~ The list of the editing items to focus on during that particular piece. ~ Its important for the students to do a shopping list because they internalize what matters most. ~ Focus on where students used the item correctly! (highlight) ~ Focus on one or two at a time. Do not overload the kids - Records the changes that were made and why-- - Forces students to identify what they did and why they did it. The Receipt
RECEIPT I changed Its the best burrito in town to It's the best burrito in town. It's= It is. I deleted the apostrophe from boy's because it wasn't showing possession, it was just plural. Plurals don't need apostrophes. - Check apostrophes Apostrophes show possession Destiny's temper Apostrophes show contractions She's= she is SHOPPING LIST
STUDENT SUPPLIES Multiple Colored Highlighters Composition or spiral Notebook
TEACHER SUPPLIES Multiple Colored Highlighters Composition or Spiral Notebook Mentor Sentences Sentence strips Wall Space for Displays