How Rude! Teaching Grammar in Writing

My students love to write about their friends.  What five year old doesn't!  But, we have a little problem. Problem? Yes, problem.

Here's what our worked may have looked like.

Did you notice?  My students lacked manners in their writing. They talk about themselves first and then, mention their friend.

So, this week, we worked on changing our bad habits.  To begin, we read Manners at School. I wanted them to understand, the word, manners.  Then, I quickly created this anchor chart to help explain what to do instead.

Friends First Anchor Chart

I talked about how I liked my friend a lot and to show that I did, I would write her name first.  Here was the biggie. I also told them that it was bad manners to use the word me.  After much thought, the kids decided that I could use the word I.   

Since I have many English Language Learners, we practiced orally using the phrase ______ and I.  I had different kids come up and we just practiced the vocabulary.  Then, I sent them off to write. I watched and reminded them Friends First.  Almost all of them could do it. 

Here is what their worked may have looked like afterwards. 

There is still work to do but we are moving in the right direction.  Teaching grammar to young writers is important.  To help me, I love using this resource.  

Happy Teaching and Learning!

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Teaching ELD Learners

At my school, every student receives English Language Development instruction because frankly, every student needs to improve their oral and written grammar.   Classes meet for ELD instruction three times a week for 50 minutes.   Our grade level has chosen to "split" the kids based on English Proficiency Level.  We use this exam to make our classes.  Lately, we have begun to use ELD instructional time to help prepare students for their upcoming writing assessments.  We continue to work on listening and speaking but focus the lessons on grammar used in relation to the writing prompt.

I teach the lowest level of ELD speakers.  The students are a mix of native English speakers and non-native English speakers.  They are also some of the most fragile learners at our grade level.  Many of these students are frequently in trouble, have home issues, and are struggling in their classes academically.  They are a high need group who is yearning for attention.  I must admit, that at times, we had our moments but overall, I enjoyed these kids.  I also admit, I have a lot of admiration for their teachers.  Boy, they are a handful!

Here is a glimpse of our learning during ELD.

We made rainbows, watched raisins dance, made oobleck; all in the name of science.  The kids kept asking to watch something explode.  I kept saying no for fear that they might try it at home. 

Translation: #1 spicy, #2 candy, #3 coffee, #4 chocolate, #5 Mrs. Parker for perfume

We discovered our senses.  Students had a blast rotating through our senses centers.  Great vocabulary building activity.  

 This led to our learning of adjectives using a familiar story.  

We wrote our own version of the story.

Lastly, we used all our knowledge about describing people, places and things to become superheroes. Students had to read their writing using Superhero voices.  

This was my favorite picture of the day! It is from a little boy who when he discovered he was going to be in my ELD class, the first thing he asked was would we make police hats. I had made them with my kinder ELD class the previous year and he wanted one. Well, no police hat is in sight but we did manage to come up with something better.

Happy Teaching and Learning!

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Helping Kids Understand Questions

Sometimes children have a hard time understanding what is a question and what is a statement.  I know that as teachers, we often hear, "I have a question." When truly it is just a statement or in the case of some of my kiddos an entire story.

At our school, we use Systematic ELD.  One of the functions for beginning and early intermediate learners is to ask and answer questions.  To help them, our first grade team created this song to help build background knowledge.  

The unit focuses on the 5 Ws but the song can be altered to any question words.  As a class, we generate a list of question words.  To help, I use the word wall and use the word in a sentence.  I let students know that if they can answer me back it is a question.  I teach students who have receptive language in English but need help with expressive language so this task is not as easy as it may seem.  With lots of practice, students begin to understand and use the language appropriately.

I also like to take a garden glove and attach velcro to each finger.  I make and laminate little cards with the questions written on them.  We practice together using the words as questions.  For students, we ask our nurse or purchase latex gloves (check for allergies first)  and write question words with a Sharpie.  The students practice with one another using their words in questions.  It is always a big hit.  

Other ideas for asking questions include playing 20 Questions or making an art craft where you intentionally leave out needed items so that students have to ask you for the items.  :)

These books go perfectly with our unit of study about questions.

     

Happy Teaching and Learning!  

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