Language+Resources


 * Grammar and Convention Developmen**__**t**__
 * 1) Teach grammar in the context of writing. Rather than be an isolated unit or activity, grammar should be incorporated into writing minilessons.
 * 2) Teach grammar in the context of reading. Using mentor texts, show students how authors apply the various rules in their writing.
 * 3) Help students figure out the grammar rule. Rather than just giving students the rules and having them memorize them, provide examples that can lead students to creating those rules.
 * 4) Teach students real-world grammar, not just textbook grammar. In real life, some grammar rules change over time; we have to recognize that in our teaching.
 * 5) Don’t just teach grammar; teach students how to learn grammar. Students need to know how to be independent learners and figure things out on their own, a hallmark of the CCLS.
 * 6) Show students how grammar helps us communicate more clearly. We know students are motivated when they see relevance, so show them how poor use of grammar leads to miscommunication.
 * 7) Show students how grammar can affect our impressions of one another. Again, that real-world application. Talk about things like when you see a mistake in a fancy store’s sign, how does it impact your impression of that store?
 * 8) Avoid negative modeling if possible, and limit the amount of time spent on the wrong way to write something. Providing many poor examples might lead to those sticking in students’ heads, rather than the corrections.
 * 9) Teach students the rules, and when to break them. There are exceptions, and some are even recognized in the CCLS (i.e., Active voice is usually preferred, but in scientific writing, you may want to use passive voice…in science, sometimes the action is more important than the subject).
 * 10) Teach students the importance of audience and purpose when making language decisions. Students need to know when to use formal vs. informal language. Also, the CCLS requires students to apply grammar in increasingly sophisticated contexts.

[|3 Effective Ways to Incorporate daily Grammar Instruction]

__**Strategies to teach grammar in context**__ **[|Grammar Journals:]** media type="custom" key="26387710" align="center"

**Resources specific to Language Standards CC.L.1-CC.L.3** KCK12RCC.L.1, KCK12CC.L.2, and KCK12CC.L.3 -
 * Below, are links to online resources for the language standards**.

__**VOCABULARY DEVELOPMENT:**__ __**Things to think about when teaching vocabulary: What is EFFECTIVE:**__ __**What is INEFFECTIVE:**__
 * Model it, by using big words, long words, and less frequent words often.
 *  In selecting specific words to teach, teachers should consider two criteria— importance (words that are important to understanding a specific reading selection or concept) and usefulness and frequency (words that are generally useful for students to know and that they are likely to encounter with some frequency in their reading)
 * Repeat exposure to new words in multiple. (as many as 17 exposures).
 * [[file:Word wall Activities.pdf]][[file:Context-Content-Experience.pdf]][[file:Word Structure.doc]][[file:BlankFrayerModel.doc]][[file:Linear Arrays.doc]][[file:Marzano’s Six Steps to building Tier 3 Academic Vocabulary.doc]]
 * Limit the number of words each week.
 * Teach students to use context clues to determine word meanings
 * Utilize dictionaries (hard copy/online) in the classroom
 * Teach structural analysis of prefixes, root words, suffixes
 * Provide student-friendly definitions of the words targeted for explicit instruction.
 * Discuss synonyms and antonyms for new vocabulary
 * Instruction of new vocabulary is out of context and in isolation.
 * Memorizing definitions
 * Copying definitions from dictionary then writing a sentence in a single context.
 * Programmed vocabulary books and computer programs
 * Drill and practice
 * Implied rather then explicit instruction.
 * Surface level discussions of word meanings.

Other Resources [|Five Minute Vocabulary Exercises]