By Jeff Anderson
<ul><li>Introduction: </li></ul><ul><li>Don’t “drill and kill” when it comes to grammar.  </li></ul><ul><li>“ Teach, not m...
<ul><li>Let examples do the work (mentor texts). Show don’t tell. </li></ul><ul><li>Mentor texts can be sentences, paragra...
<ul><li>Get students to try new techniques, to reread writing, and to hear and see effective writing. If they can do this,...
<ul><li>Use wall charts  </li></ul><ul><ul><li>Act as visual cues and teach when you are busy with other students! </li></...
<ul><li>No comma after introductory element </li></ul><ul><li>Vague pronoun reference </li></ul><ul><li>No comma in a comp...
<ul><li>Use a comma after an introduction or opener </li></ul><ul><li>Tested on state exams </li></ul><ul><li>After, since...
<ul><li>Pronouns set the tone of our writing by establishing a point of view. </li></ul><ul><ul><li>First person (I, we) <...
<ul><li>Run on sentence problem </li></ul><ul><li>Use of FANBOYS </li></ul><ul><ul><li>For, And, Nor, But, Or, Yet, So </l...
<ul><li>Using commas to separate a series of three or more things, actions, or phrases </li></ul><ul><li>Example: I love t...
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Mechanically inclined readshare

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Mechanically inclined readshare

  1. 1. By Jeff Anderson
  2. 2. <ul><li>Introduction: </li></ul><ul><li>Don’t “drill and kill” when it comes to grammar. </li></ul><ul><li>“ Teach, not mention. Teach, not correct errors”. </li></ul>
  3. 3. <ul><li>Let examples do the work (mentor texts). Show don’t tell. </li></ul><ul><li>Mentor texts can be sentences, paragraphs, essays, articles, advertisements and novels, as well as written student work. </li></ul><ul><li>Ask questions about the mentor text: </li></ul><ul><ul><li>What do you notice? </li></ul></ul><ul><ul><li>What do you like about the sentence? </li></ul></ul><ul><li>Weave technical terms into instruction. </li></ul>
  4. 4. <ul><li>Get students to try new techniques, to reread writing, and to hear and see effective writing. If they can do this, they will begin to move toward correctness. </li></ul><ul><li>Use the writer’s notebook as a constant place to revise and edit. It is a constant work in progress. </li></ul><ul><ul><li>Never tear a page out of your writer’s notebook. </li></ul></ul><ul><ul><li>Number pages on the bottom right corner . </li></ul></ul><ul><li>Writer’s “I”, “eye” </li></ul><ul><li>Author’s Word Palette </li></ul>
  5. 5. <ul><li>Use wall charts </li></ul><ul><ul><li>Act as visual cues and teach when you are busy with other students! </li></ul></ul><ul><ul><li>Remind students of rules. </li></ul></ul><ul><ul><li>Leave room for new additions to rules. </li></ul></ul><ul><ul><li>Write big, use color, include examples. </li></ul></ul><ul><ul><li>Allow students to be more independent writers! </li></ul></ul>
  6. 6. <ul><li>No comma after introductory element </li></ul><ul><li>Vague pronoun reference </li></ul><ul><li>No comma in a compound sentence </li></ul><ul><li>Wrong word </li></ul><ul><li>No comma in nonrestrictive element </li></ul><ul><li>Wrong/missing inflected endings </li></ul><ul><li>Wrong or missing prepositions </li></ul><ul><li>Comma splice </li></ul><ul><li>Possessive apostrophe error </li></ul><ul><li>Tense shift </li></ul><ul><li>Unnecessary shift in person </li></ul><ul><li>Sentence Fragment </li></ul><ul><li>Wrong tense or verb form </li></ul><ul><li>Subject-verb agreement </li></ul><ul><li>Lack of comma in a series </li></ul><ul><li>Pronoun agreement error </li></ul><ul><li>Unnecessary comma with restrictive element </li></ul><ul><li>Run-on or fused sentence </li></ul><ul><li>Dangling or misplaced modifier </li></ul><ul><li>It’s versus its error </li></ul>
  7. 7. <ul><li>Use a comma after an introduction or opener </li></ul><ul><li>Tested on state exams </li></ul><ul><li>After, since, if, and when are clue words that a comma is probably needed. </li></ul><ul><li>Example: If you can’t annoy somebody , there is little point in writing. </li></ul><ul><li>How do you help students with this? </li></ul><ul><li>AAWWUBBIS Chart </li></ul>
  8. 8. <ul><li>Pronouns set the tone of our writing by establishing a point of view. </li></ul><ul><ul><li>First person (I, we) </li></ul></ul><ul><ul><li>Second person (you) </li></ul></ul><ul><ul><li>Third person (he, she, it, they) </li></ul></ul><ul><ul><li>Lesson: Use a paragraph, have students draw arrows back to whatever the pronouns are referring to. </li></ul></ul><ul><ul><li>(visual). </li></ul></ul>
  9. 9. <ul><li>Run on sentence problem </li></ul><ul><li>Use of FANBOYS </li></ul><ul><ul><li>For, And, Nor, But, Or, Yet, So </li></ul></ul><ul><ul><li>Teaching Students to use a comma and one of the FANBOYS to join two sentences. </li></ul></ul><ul><ul><li>Idea for the classroom: Compound Sentence Graphic </li></ul></ul><ul><ul><li>(Visual) </li></ul></ul>
  10. 10. <ul><li>Using commas to separate a series of three or more things, actions, or phrases </li></ul><ul><li>Example: I love to eat apples, bananas, and grapefruits. </li></ul><ul><li>Lesson for students: </li></ul><ul><li>Put a sentence on the visualizer/overhead without commas. (Example: I don’t like rap but I do like Outcast Eminem Black-eyed peas.) </li></ul><ul><li>Have a conversation about how Outcast, Eminem, and Black-Eyed Peas sound like the same thing. </li></ul><ul><li>Repeat as a class or in groups with various sentences. </li></ul>

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