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Common Core Grammar Toolkit: Using Mentor Texts to Teach the Language Standards in Grades 6-8 [Pehme köide]

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(Longwood University, USA)
  • Formaat: Paperback / softback, 174 pages, kõrgus x laius: 254x178 mm, kaal: 382 g, The Common Core Grammar Toolkit 3-5 9781596672475; 43 Tables, black and white
  • Ilmumisaeg: 11-Jun-2014
  • Kirjastus: Routledge
  • ISBN-10: 0415739772
  • ISBN-13: 9780415739771
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Common Core Grammar Toolkit: Using Mentor Texts to Teach the Language Standards in Grades 6-8Suurem pilt
  • Formaat: Paperback / softback, 174 pages, kõrgus x laius: 254x178 mm, kaal: 382 g, The Common Core Grammar Toolkit 3-5 9781596672475; 43 Tables, black and white
  • Ilmumisaeg: 11-Jun-2014
  • Kirjastus: Routledge
  • ISBN-10: 0415739772
  • ISBN-13: 9780415739771
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780415739771.html
Märksõnad:
The Common Cores language standards can seem overwhelmingstudents need to learn specific, complex grammar rules at each grade level. The Common Core Grammar Toolkit to the rescue! This comprehensive guide makes grammar instruction fun and meaningful.



You will learn how to



 Teach the Common Cores language standards for grades 68 by presenting each grammar rule as a useful writing tool.  Use mentor textsexcerpts from great literatureto help students understand grammar in action.  Promote metacognition along the way, so that students become responsible for their own learning.





The book thoroughly covers how to teach the Common Cores language standards for grades 6-8, on topics such as understanding intensive pronouns, using commas to set off nonrestrictive clauses, maintaining consistency in style and tone, forming verbs in different moods, and much, much more. Youll learn how to present each of these grammar rules to your students as tools that will help them improve their writing. Youll also find classroom snapshots that show the tools in action, and handy, reproducible charts that you can use with your own students.



Bonus! The book includes a free annotated bibliography, which is offered as a Supplemental Download on our website. The bibliography lists high-quality young adult literature and gives examples of key grammatical concepts found in each work, so you can use additional mentor texts with your students.

Arvustused

"I love this book! It is definitely the right book at the right time for middle school teachers. The Common Core Grammar Toolkit provides clear explanations of each standards-required grammatical concept using exemplary mentor sentences (my favorite part!) plus practical tips for helping students apply these concepts to their own writing (my other favorite part!). This is a perfect text for helping teachers achieve the goal of teaching grammar in the context of writing instruction."



--Elizabeth Dinkins, Ph.D., Assistant Professor of Literacy and Language Arts Education, Bellarmine University, KY



"By couching grammar instruction in the context of good writing and using high-interest mentor texts, this book actually made me excited to teach grammar! I gained a deeper understanding of the standards myself, and thanks to the classroom snapshots and recommendations, I feel confident that I can implement this same engaging instruction in my own classroom."



--Jennifer Wilson, Middle School English Teacher, The Field School, Charlottesville, VA

Meet the Author ix
Acknowledgments ix
Free Downloads x
Introduction: "Grammar Tools": Helping Middle School Students Understand the Importance and Uses of Grammar xi
Grammar: A Set of Tools xiii
The Importance of Mentor Texts xiv
The Gradual Release Model of Instruction xiv
Key Elements of Middle School Writing Instruction xv
What to Expect in this Book xvii
Section 1 Grammatical Concepts Aligned with Grade Six Common Core Language Standards
1(46)
1 Understanding the Impact of Intensive Pronouns
3(10)
What are Intensive Pronouns?
3(1)
Why Intensive Pronouns are Important to Good Writing
4(1)
A Classroom Snapshot
5(2)
Recommendations for Teaching Students about Intensive Pronouns
7(4)
Final Thoughts on Intensive Pronouns
11(2)
2 Achieving Clarity with Proper Pronoun Case
13(10)
What is Proper Pronoun Case?
13(2)
Why Using Proper Pronoun Case is Important to Good Writing
15(2)
A Classroom Snapshot
17(2)
Recommendations for Teaching Students about Proper Pronoun Case Use
19(3)
Final Thoughts on Proper Pronoun Case
22(1)
3 Using Punctuation to Set Off Nonrestrictive Elements
23(12)
What Does it Mean to Use Punctuation to Set Off Nonrestrictive Elements?
23(1)
Why Using Punctuation to Set Off Nonrestrictive Elements is Important to Good Writing
24(2)
A Classroom Snapshot
26(2)
Recommendations for Teaching Students to Punctuate Nonrestrictive Elements
28(5)
Final Thoughts on Using and Punctuating Nonrestrictive Elements
33(2)
4 Maintaining Consistency in Style and Tone
35(12)
What Does it Mean to Maintain Consistency in Style and Tone?
35(1)
Why Maintaining Consistency in Style and Tone is Important to Good Writing
36(1)
A Classroom Snapshot
37(3)
Recommendations for Teaching Students to Maintain Consistency in Style and Tone
40(5)
Final Thoughts on Maintaining Consistency in Style and Tone
45(2)
Section 2 Grammatical Concepts Aligned with Grade Seven Common Core Language Standards
47(46)
5 Using Simple, Compound, Complex, and Compound-Complex Sentences
49(12)
What are Simple, Compound, Complex, and Compound-Complex Sentences?
49(3)
Why Simple, Compound, Complex, and Compound-Complex Sentences are Important to Good Writing
52(2)
A Classroom Snapshot
54(2)
Recommendations for Teaching Students about Simple, Compound, Complex, and Compound-Complex Sentences
56(4)
Final Thoughts on Simple, Compound, Complex, and Compound-Complex Sentences
60(1)
6 Using Phrases and Clauses while Recognizing and Correcting Dangling Modifiers
61(10)
What are Dangling Modifiers?
61(2)
Why is Recognizing and Correcting Dangling Modifiers Important to Good Writing?
63(1)
A Classroom Snapshot
64(3)
Recommendations for Teaching Students about Recognizing and Correcting Dangling Modifiers
67(3)
Final Thoughts on Recognizing and Correcting Dangling Modifiers
70(1)
7 Choosing Language that Expresses Ideas Precisely and Eliminates Wordiness and Redundancy
71(12)
What Does it Mean to Choose Language that Expresses Ideas Precisely and Eliminates Wordiness and Redundancy?
71(2)
Why Choosing Language that Expresses Ideas Precisely and Eliminates Wordiness is Important to Good Writing
73(1)
A Classroom Snapshot
74(2)
Recommendations for Teaching Students to Improve their Writing by Using Specific Nouns and Strong Verbs
76(4)
Final Thoughts on Using Language that Expresses Ideas Precisely and Eliminates Wordiness and Redundancy
80(3)
8 Distinguishing among Connotations of Words with Similar Denotations
83(10)
What are Connotations and Denotations?
83(1)
Why Distinguishing among Connotations of Words with Similar Denotations is Important to Good Writing
84(2)
A Classroom Snapshot
86(2)
Recommendations for Teaching Students to Distinguish among Connotations of Words with Similar Denotations
88(4)
Final Thoughts on Distinguishing among Connotations of Words with Similar Denotations
92(1)
Section 3 Grammatical Concepts Aligned with Grade Eight Common Core Language Standards
93(50)
9 Explaining the Functions of Verbals
95(10)
What are Verbals?
95(2)
Why are Verbals Important to Good Writing?
97(1)
A Classroom Snapshot
98(2)
Recommendations for Teaching Students about Verbals
100(3)
Final Thoughts on Verbals
103(2)
10 Forming and Using Verbs in the Active and Passive Voices
105(12)
What are the Active and Passive Voices?
105(1)
Why Understanding the Active and Passive Voices is Important to Good Writing
106(2)
A Classroom Snapshot
108(3)
Recommendations for Teaching Students about the Active and Passive Voices
111(5)
Final Thoughts on the Active and Passive Voices
116(1)
11 Forming and Using Verbs in the Indicative, Imperative, Interrogative, Conditional, and Subjunctive Moods
117(14)
What are the Indicative, Imperative, Interrogative, Conditional, and Subjunctive Moods?
117(2)
Why are Indicative, Imperative, Interrogative, Conditional, and Subjunctive Moods Important to Good Writing?
119(2)
A Classroom Snapshot
121(3)
Recommendations for Teaching Students to Use the Indicative, Imperative, Interrogative, Conditional, and Subjunctive Moods
124(4)
Final Thoughts on Forming and Using Verbs in the Indicative, Imperative, Interrogative, Conditional, and Subjunctive Moods
128(3)
12 Using Punctuation to Indicate a Pause or Break
131(12)
What Does it Mean to Use Punctuation to Indicate a Pause or Break?
131(1)
Why Using Punctuation to Indicate a Pause or Break is Important to Good Writing
132(2)
A Classroom Snapshot
134(3)
Recommendations for Teaching Students to Use Punctuation to Indicate a Pause or Break
137(4)
Final Thoughts on Using Punctuation to Indicate a Pause or Break
141(2)
Section 4 Putting it Together
143(10)
13 Assessing Students' Knowledge
145(8)
Assessment Method One: Student-Created Analysis of a Published Text
146(2)
Assessment Method Two: Student-Created Exemplar and Analysis of a Grammatical Concept
148(2)
How to Use these Assessment Methods as Summative Assessments
150(1)
How to Use these Assessment Methods as Formative Assessments
150(1)
Using these Assessments to Guide Future Instruction
151(1)
Final Thoughts on Assessing Students' Knowledge
151(2)
Conclusion: Final Thoughts and Tips for Classroom Practice
153(4)
Recommendation One Discuss the Fundamental Components of a Grammatical Concept
154(1)
Recommendation Two Show Students Examples of this Concept in Published Texts
154(1)
Recommendation Three Discuss with Students Why the Grammatical Concept is Important to the Published Examples You Have Shown Them
154(1)
Recommendation Four Have Students Work in Small Groups to Analyze the Importance of a Grammatical Concept
155(1)
Recommendation Five Have Students Apply a Specific Grammatical Concept to their Writing
156(1)
Recommendation Six Ask Students to Reflect on the Importance of a Grammatical Concept to Effective Writing
156(1)
Final Thoughts on the Grammar Toolkit for Grades 6--8 157(2)
References 159(2)
Appendix: Reproducible Charts and Forms You Can Use in Your Classroom 161
Sean Ruday is an Assistant Professor of English Education at Longwood University and a former classroom teacher. He frequently writes and presents on innovative ways to improve students' literacy learning.