Teaching Grammar in the classroom
Strategies & Resources to help a beginning teacher!
STOP! Before you begin, make sure you are familiar with the Australian Curriculum and its outcomes.
Australian Curriculum Outcomes for mid to upper primary years in English are:
Year 3:
- Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)
- Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)
- Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)
- Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
- Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
- Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
Teaching grammar is no different to learning to play football. How much needs to be taught would depend on the needs of the learners and their prior knowledge as no two students are the same in accordance with Vygotsky's socio-cultural views (Hill, 2012). Depending on their needs, the teacher can work with students on an aspect of grammar in small group mini lessons, during student and teacher conferences and through demonstrations and class discussions.
When planning to teach language for mid-upper primary years, grammatical features should be taught within the context of different genres, so students can ‘make meaning’, as evidently supported by functional theory and usage of language (Derewianka, 2012). Systematically completing a worksheet on isolated grammar rules and structures bears no benefits for students. However, certain grammatical concepts should be taught, perhaps explicitly, depending on the needs/ prior knowledge of the students. These include: word groups, clauses and linking words, as they are useful to beginning writers. This addition of language knowledge will only have bearing on students’ writing development if taught in context and at the appropriate time (Fellowes, 2007).
Learning about grammar can take place in a variety of classroom situations. These strategies include:
* Teacher demonstration * Joint construction * Mini lessons * Student conferencing * Writing workshops
All of which involves:
* Whole texts
* The teacher in assisting diverse learners to draw on the ‘tools’ of grammar in constructing an effective text
Teaching grammar is no different to learning to play football. How much needs to be taught would depend on the needs of the learners and their prior knowledge as no two students are the same in accordance with Vygotsky's socio-cultural views (Hill, 2012). Depending on their needs, the teacher can work with students on an aspect of grammar in small group mini lessons, during student and teacher conferences and through demonstrations and class discussions.
When planning to teach language for mid-upper primary years, grammatical features should be taught within the context of different genres, so students can ‘make meaning’, as evidently supported by functional theory and usage of language (Derewianka, 2012). Systematically completing a worksheet on isolated grammar rules and structures bears no benefits for students. However, certain grammatical concepts should be taught, perhaps explicitly, depending on the needs/ prior knowledge of the students. These include: word groups, clauses and linking words, as they are useful to beginning writers. This addition of language knowledge will only have bearing on students’ writing development if taught in context and at the appropriate time (Fellowes, 2007).
Learning about grammar can take place in a variety of classroom situations. These strategies include:
* Teacher demonstration * Joint construction * Mini lessons * Student conferencing * Writing workshops
All of which involves:
* Whole texts
* The teacher in assisting diverse learners to draw on the ‘tools’ of grammar in constructing an effective text
Image sourced from google images
Writing demonstration
During this demonstration:
1. Students observe the teacher engaging in the writing of a text.
2. The teacher indicates grammatical feature/s of the sentences she constructs.
3. The teacher shows the students how to change sentences around with the intention of best achieving text meaning and purpose.
For example, the teacher demonstrates how to write a information report on a subject and highlights the use of adjectives to describe the many characteristics of the subject matter.
Also, in teaching how to write narratives, the teacher can demonstrate the use of nouns to refer to people and places in a story, adjectives to describe people and events, conjunctions to show time sequence and so on.
Prior to this whole class activity, the teacher can use:
Short, fun games to draw out the students' prior knowledge or refresh what they already know. This can be a online game or a card game.
During this demonstration:
1. Students observe the teacher engaging in the writing of a text.
2. The teacher indicates grammatical feature/s of the sentences she constructs.
3. The teacher shows the students how to change sentences around with the intention of best achieving text meaning and purpose.
For example, the teacher demonstrates how to write a information report on a subject and highlights the use of adjectives to describe the many characteristics of the subject matter.
Also, in teaching how to write narratives, the teacher can demonstrate the use of nouns to refer to people and places in a story, adjectives to describe people and events, conjunctions to show time sequence and so on.
Prior to this whole class activity, the teacher can use:
Short, fun games to draw out the students' prior knowledge or refresh what they already know. This can be a online game or a card game.
Grammar doesn't have to be boring!
Image sourced from google images
Use grammar games to keep your students engaged. Educational interactive grammar tasks are a fun-tastic way to keep the focus on grammar while keeping the students interested.
Here are a few websites to help you out:
This website has combined numerous grammar/punctuation related interactive task-based activities under the one roof. An activity can only be considered as genuine task-based learning if there is a problem-solving element and goals are set for task completion. A set of words listed on a piece of paper is not a task-based learning (Robinson, 2011; Winch et al., 2010, p. 301).
Verb Tense Happy Families is a card game which focuses on simple tenses but can develop as students knowledge increases to use more complex tense structures. It is a fun way to engage students in using the correct tense.
Download it here:
happy_family_tenses.pdf | |
File Size: | 47 kb |
File Type: |
Grammar and punctuation bingo is a fun way for primary-aged children (even for adults) to learn about full stops, question marks, exclamation marks and also delve into the correct use of ellipsis, semicolons and brackets.This will only take 5 minutes of your class time. These can be printed and laminated for long term use and can be adapted to use in context. This can serve as a check list for writing pieces.
For example in their diary writing, check:
Have I used capital letters at the start of my sentences?
Have I placed the quotation marks in the correct place?
For example in their diary writing, check:
Have I used capital letters at the start of my sentences?
Have I placed the quotation marks in the correct place?
grammar_punctuation_bingo_punctuation.pdf | |
File Size: | 1621 kb |
File Type: |
Image sourced from google images
Joint construction
During a joint construction:
1. The teacher and students working together to create a piece of writing.
2. Students are assisted in better understanding how to use grammar knowledge to create a polished text and achieve meaning (similar to demonstration).
An example of this could be the incorporation of subject and verb agreement into a poetry writing session. The number agreement between the subject and the verb – associated with form, meaning and use are highlighted to students.
The boy runs
The boys run
He eats breakfast
They eat breakfast
During this whole class activity:
You can teach grammar concepts using poetry with this lesson plan from Rachel Rooney of The Poetry Society. It covers grammar, using adverbs, punctuation, history and group poems. The ideas taken from this lesson plan can be adapted by teachers to allow students to create their own poetry using other poems as its basis.
During a joint construction:
1. The teacher and students working together to create a piece of writing.
2. Students are assisted in better understanding how to use grammar knowledge to create a polished text and achieve meaning (similar to demonstration).
An example of this could be the incorporation of subject and verb agreement into a poetry writing session. The number agreement between the subject and the verb – associated with form, meaning and use are highlighted to students.
The boy runs
The boys run
He eats breakfast
They eat breakfast
During this whole class activity:
You can teach grammar concepts using poetry with this lesson plan from Rachel Rooney of The Poetry Society. It covers grammar, using adverbs, punctuation, history and group poems. The ideas taken from this lesson plan can be adapted by teachers to allow students to create their own poetry using other poems as its basis.
wide_open_rachel_rooney.pdf | |
File Size: | 439 kb |
File Type: |
Title sourced from www.eduplace.com/tales
Give students a sense of ownership!
Wacky Web Tales is a online site which allows students to create their own quirky and entertaining stories by using their own language knowledge. Students provide information on nouns, verbs and adjectives to create their unique story. Students can access information on various aspects of grammar if they are to hit a hurdle. This can be used firstly as a joint construction session where the teacher creates a story with the input of students' information to create texts that students are not familiar with. This program can create different genres of text, which includes, narratives and information reports. It can later be used as a independent task to reinforce grammar concepts.
Image sourced from google images
Mini lessons
During mini lessons:
1. The focus is on a particular grammatical concept.
2. This is undertaken when a teacher has determined a specific area of need.
3. Can incorporate short texts to show examples of the grammatical concept that the teacher wishes to address.
4. The use of other texts allow for the exploration, critique and annotation of the grammatical tools used by the writers. This method allows for insights into the structure of English that can be gleaned from different types of analyses.
An example is where the teacher writes a narration piece on an even that occurred in the past with the assistance of the students in which the use of tenses are taken into account and demonstrated to achieve meaning. The teacher can show examples of text written in the past tense to highlight the differences between the tenses.
During mini lessons:
1. The focus is on a particular grammatical concept.
2. This is undertaken when a teacher has determined a specific area of need.
3. Can incorporate short texts to show examples of the grammatical concept that the teacher wishes to address.
4. The use of other texts allow for the exploration, critique and annotation of the grammatical tools used by the writers. This method allows for insights into the structure of English that can be gleaned from different types of analyses.
An example is where the teacher writes a narration piece on an even that occurred in the past with the assistance of the students in which the use of tenses are taken into account and demonstrated to achieve meaning. The teacher can show examples of text written in the past tense to highlight the differences between the tenses.
Image sourced from google images
Teacher and student conferences
During 1:1 conferences:
1. Students are taught how to revise their own work at the grammatical level.
2. The teacher works with one student, supporting and contributing during the revising stage of the writing process.
3. Grammatical concepts and their application to writing can be taught as the students are carrying out their own writing.
For example, students working on free writing in class can be given an aspect of writing that they need to improve on. This may be a grammatical feature/concept. The inclusion of modality (words that express degree of stance) can be an aspect the student might show signs of using within their work. The teacher can contribute and support the student to increase his/her knowledge on meaning and use of modality during 1:1 meetings.
Modals: Possibly, often, maybe, usually, always, never
During 1:1 conferences:
1. Students are taught how to revise their own work at the grammatical level.
2. The teacher works with one student, supporting and contributing during the revising stage of the writing process.
3. Grammatical concepts and their application to writing can be taught as the students are carrying out their own writing.
For example, students working on free writing in class can be given an aspect of writing that they need to improve on. This may be a grammatical feature/concept. The inclusion of modality (words that express degree of stance) can be an aspect the student might show signs of using within their work. The teacher can contribute and support the student to increase his/her knowledge on meaning and use of modality during 1:1 meetings.
Modals: Possibly, often, maybe, usually, always, never
Image sourced from google images
Reading
Why is it important?
1. It plays an important role in developing students’ knowledge about the structure and patterns of sentences.
2. Students need regular opportunities to hear language in use.
3. The reading of literature and non-fiction texts supports students’ understanding of the grammatical and lexical features of different texts.
Teachers should:
1. Make sure a variety of texts of different genres (including online resources) are available for your students within the class and make sure that the students are aware of them.
2. Encourage reading wherever possible.
3. Allow students to change their readers and encourage them to read different types of texts.
The grammatical concepts listed below, provide a useful array of areas on which to focus in assisting students to develop their grammar understanding and writing adeptness. An understanding of these grammar concepts serves to assist students in reading, understanding and revising their writing on the basis of structure.
Why is it important?
1. It plays an important role in developing students’ knowledge about the structure and patterns of sentences.
2. Students need regular opportunities to hear language in use.
3. The reading of literature and non-fiction texts supports students’ understanding of the grammatical and lexical features of different texts.
Teachers should:
1. Make sure a variety of texts of different genres (including online resources) are available for your students within the class and make sure that the students are aware of them.
2. Encourage reading wherever possible.
3. Allow students to change their readers and encourage them to read different types of texts.
The grammatical concepts listed below, provide a useful array of areas on which to focus in assisting students to develop their grammar understanding and writing adeptness. An understanding of these grammar concepts serves to assist students in reading, understanding and revising their writing on the basis of structure.
grammar_concepts_and_their_meaning_for_developing_written_communication_with_students.pdf | |
File Size: | 195 kb |
File Type: |
If you need a refresher in grammar, eight parts of speech, a succinct guide to English grammar is provided below. Nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions and interjections are all covered in this handy printable document, which can be used in conjunction with this punctuation card.
These cards can be printed out and laminated for long term use. They can also be given to students as a reference resource which they can refer to during their free writing tasks to improve their quality of writing.
These cards can be printed out and laminated for long term use. They can also be given to students as a reference resource which they can refer to during their free writing tasks to improve their quality of writing.
english_grammar_card.pdf | |
File Size: | 103 kb |
File Type: |
punctuation_card.pdf | |
File Size: | 74 kb |
File Type: |
Above resources sourced from:http://www.theguardian.com/education
A Quick Guide to Teaching Grammar: A Summary
Image sourced from google images
Focus on the production and the exchange of meaning
1. Grammar is taught in an integrative way
2. Attention is paid to meaning/context
3. The practice is not mechanical
How to practice grammar in a meaningful/authentic way in your classroom?
The use of grammatical terminology can be overwhelming for students. The teacher must ease this process of introducing ‘terminology’ by deciding how much detail is necessary at various stages of the students' development.
1) Use in context
2) Using picture prompts
3) Using mime or gestures as predictors
4) Using information sheet as predictors
5) Using key phrases or key words
1. Grammar is taught in an integrative way
2. Attention is paid to meaning/context
3. The practice is not mechanical
How to practice grammar in a meaningful/authentic way in your classroom?
The use of grammatical terminology can be overwhelming for students. The teacher must ease this process of introducing ‘terminology’ by deciding how much detail is necessary at various stages of the students' development.
1) Use in context
2) Using picture prompts
3) Using mime or gestures as predictors
4) Using information sheet as predictors
5) Using key phrases or key words
Image sourced from google images
Click play to find out effective ways to teach grammar in your classroom
References and Further reading:
The Australian Curriculum. (2014). from http://www.australiancurriculum.edu.au/
Annandale, K, Bindon, R, Broz, J, Dougan, J, Handley, K, Johnston, A et al 2005, Writing Resource Book, 2nd edn, Reed International, Port Melbourne.
Celce-Murcia, M & Larsen-Freeman, D 1999, The Grammar Book, 2nd edn, Heinle & Heinle Publishers, USA.
Collerson, J 1997, Grammar in Teaching, PETA, Newtown, NSW.
Derewianka, B. (2012). Knowledge about language in the Australian Curriculum: English.(Report). Australian Journal of Language and Literacy, 35(2), 127.
Droga, L & Humphrey, S 2003, Grammar and Meaning: An Introduction for Primary Teachers, Target Texts, Berry, NSW.
Dubuc, B. (2014). Tool Module: Chomsky's Universal Grammar. from http://thebrain.mcgill.ca/flash/capsules/outil_rouge06.html
Fellowes, J. (2007) Grammar knowledge and students' writing. Curriculum & Leadership Journal, 24(5).
Goff, W. (Producer). (2014). Grammar EDF5712. [Power point slides]
Hill, S. (2012). Developing early literacy Assessment and teaching. South Yarra: Eleanor Curtain Publishing.
Rennie, J. (Producer). (2014). An introduction to grammar. [Power point slides]
Robinson, P. (2011). Task-Based Language Learning: A Review of Issues.(Report). Language Learning, 61(s1), 1.
Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy Reading Writing and Children's Literature. South Melbourne: Oxford University Press.
The Australian Curriculum. (2014). from http://www.australiancurriculum.edu.au/
Annandale, K, Bindon, R, Broz, J, Dougan, J, Handley, K, Johnston, A et al 2005, Writing Resource Book, 2nd edn, Reed International, Port Melbourne.
Celce-Murcia, M & Larsen-Freeman, D 1999, The Grammar Book, 2nd edn, Heinle & Heinle Publishers, USA.
Collerson, J 1997, Grammar in Teaching, PETA, Newtown, NSW.
Derewianka, B. (2012). Knowledge about language in the Australian Curriculum: English.(Report). Australian Journal of Language and Literacy, 35(2), 127.
Droga, L & Humphrey, S 2003, Grammar and Meaning: An Introduction for Primary Teachers, Target Texts, Berry, NSW.
Dubuc, B. (2014). Tool Module: Chomsky's Universal Grammar. from http://thebrain.mcgill.ca/flash/capsules/outil_rouge06.html
Fellowes, J. (2007) Grammar knowledge and students' writing. Curriculum & Leadership Journal, 24(5).
Goff, W. (Producer). (2014). Grammar EDF5712. [Power point slides]
Hill, S. (2012). Developing early literacy Assessment and teaching. South Yarra: Eleanor Curtain Publishing.
Rennie, J. (Producer). (2014). An introduction to grammar. [Power point slides]
Robinson, P. (2011). Task-Based Language Learning: A Review of Issues.(Report). Language Learning, 61(s1), 1.
Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy Reading Writing and Children's Literature. South Melbourne: Oxford University Press.