Author's craft and structure questions are tricky to answer, especially when one has to identify specific craft moves authors use in their writing. What ideas did you garner from the chapter that will help you tackle this work with your students?
Chapter 3
Author's craft and structure questions are tricky to answer, especially when one has to identify specific craft moves authors use in their writing. What ideas did you garner from the chapter that will help you tackle this work with your students?
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Chapter 2
Why is it important to close read a text at the literal level? What role does analyzing "what the text says" play in being able to respond to text-dependent questions? Chapter 2
After reading this chapter, how do you feel about literal-level questioning? Discuss the importance of classroom discussion? How is it used in your classroom? Chapter 1: Please share the key points that you took away from Chapter 1.
Chapter 1: Please share the key points that you took away from Chapter 1.
Here are some questions about the last section of the book. Hope you will be joining us next Saturday for Lynne and Diane's live presentation about this book.
1. What have you noticed about your own students conversations about grammar? 2. Compare and contrast what you can accomplish through whole-group versus one-on-one conversations with students about grammar and conventions. 3. How do you assess growth in grammar and conventions with your students? What ideas from the chapter are you interested in exploring? Chapters 9 & 10 - The chapter opens with Kelly Gallagher's quote, "Writing well does not begin with teaching students how to write; it begins with teaching students why they should write." How do the ideas in this chapter reflect this idea?
Chapter 11 - If you teach older students, what teaching ideas would you like to try from this chapter? Why do you think they will work with your students? (If you tried one of the ideas, please share how the experience went with your students!) Your Turn Lessons - What was your favorite? What aspects did you like about it? Directions: Respond to any or all of the questions below that address the readings within Part II of the text. Just post your own thoughts and/or reply to the thoughts of another. Didn't post in Part I? That's ok - you can start with this section and keep going, post for just this section, or post for a different section. Happy Reading!
Chapter 5 - What type of grammar errors tend to come up in Informational writing specifically, with your students? Chapter 6 - How will you be able to make use of some of the ideas about writing descriptions in the primary grades? Chapter 7 - What insights did the section on Compare/Contrast provide you? Chapter 8 - What from this chapter on procedural writing do you think you can use with your students? Your Turn Lessons - Which one(s) did you try? How did it go? Guidelines: Read the Introduction and Part 1 of the book during/throughout the month of November. Post your comment(s) to any/all of the questions posed. Reply to anyone's post. Earn 1 hour of Act 48 credit this month. (Posting a comment or reply will "register" you in our Act 48 list). Any questions? E-mail - [email protected]. Happy reading and blogging!
Introduction: Why do you think that there is a need for a K-6 grammar book like Grammar Matters? In other words, what are you hoping to get out of reading this book (and seeing Lynne and Diane live at our Winter event)? Part I, Chapter 1: How does writing narrative lend itself to teaching grammar? Chapter 2: Reflect on any idea that stuck with you, regarding using wordless books as a vehicle for teaching your students lessons about grammar. Chapter 3: Do your students write a personal narrative? How can grammar be incorporated into their writing of this piece? Chapter 4: How does using a touchstone text support students' understanding of a particular aspect of grammar that you are hopeful they learn? Your Turn Lessons: Which one(s) have you tried? Share how your students responded. |