Grammar Across the Curriculum Tracy Young 4 th grade ESL Deepwater Elementary Deer Park ISD

Grammar Across the

CurriculumTracy Young4th grade ESL

Deepwater ElementaryDeer Park ISD

Grammar Work smarter, not harder Time Model good sentence structure Connect subjects TAKS/TEKS connections

Grammar is…

A set of prescriptions or rules for using language

“correct” sentence structure “correct” punctuation and other aspects of

mechanics

From Teaching Grammar in Context by Constance Weaver

Children “know” grammar, even though they don’t “know about” grammar.

Constance Weaver

Daily Oral Language is a publisher-produced set of lessons that are easy to use and provide a focused mini-lesson on a particular editing or usage topic.

Lessons to Share on Teaching Grammar in Context by Constance Weaver

D.O.L. NOTNot correctly written sentencesNot modeling good sentence structureNot connected to students’ writingNot authentic literatureNo meaning to the students

Real writers use grammar to add meaning.

Two sentences modeling skill and rich language from variety of texts.

Read each sentence orally using “reading fingers”.

Color-code each sentence and discuss what makes the sentence work.

Conventions and Grammar

Encourage students to use conventions as a tool to make their meaning clear and help the reader understand what they are saying.

Conventions and Grammar

Capitalization, commas, periods, spelling, indenting, and use of grammar are a substitute for being able to see the person.

Conventions When students let the reader know to

pause or stop at punctuation, it’s a head nod.

When they use accurate spelling, it’s a big smile.

A capital letter used correctly is the equivalent of direct eye contact.

6+1 Traits of Writing by Ruth Culham

Grammar Across the Curriculum

After fifty years the dates and faces have lost their distinction, but the horror never gives way.

Left for Dead: A young man’s search for justice for the USS Indianapolis by Pete Nelson

ESL and G/T Modeling

Oral language

Checklist

Take risks

Grammar Across the Curriculum

In your journal, respond to the literature selection from Left for Dead. In your response consider making a connection: how it made you feel, an experience you have had, a book you have read, or a movie you have seen. Include the grammar skill practiced in the lesson. Use the checklist for review.

Checklist for Grammar Complete and correct heading. Title begins with capital letter. Each sentence begins with capitalization. Each sentence ends with correct punctuation. Each sentence makes sense. At least one sentence is a compound sentence

with a connecting word and correct punctuation.

Work CitedCulham, R. (1995) 6+1 Traits of Writing: The complete guide grades 3

and up. New York: Scholastic, Inc.

Nelson, P. (2002) Left for Dead: a young man’s search for justice for the USS Indianapolis. New York: Delacourt Press.

Weaver, C.(1998) Lessons to Share on Teaching Grammar in Context. Portsmouth,NH: Heinemann Publishers.

Weaver, C. (1996) Teaching Grammar in Context. Portsmouth, NH: Heinemann.