Muutke küpsiste eelistusi

From Texting to Teaching: Grammar Instruction in a Digital Age [Kõva köide]

3.38/5 (15 hinnangut Goodreads-ist)
(Fulton Middle School, Michigan, USA), (Central Michigan University, USA)
  • Formaat: Hardback, 152 pages, kõrgus x laius: 246x174 mm, kaal: 453 g, 13 Tables, black and white; 18 Line drawings, black and white; 5 Halftones, black and white; 23 Illustrations, black and white
  • Ilmumisaeg: 10-May-2017
  • Kirjastus: Routledge
  • ISBN-10: 1138949272
  • ISBN-13: 9781138949270
Teised raamatud teemal:
From Texting to Teaching: Grammar Instruction in a Digital AgeSuurem pilt
  • Formaat: Hardback, 152 pages, kõrgus x laius: 246x174 mm, kaal: 453 g, 13 Tables, black and white; 18 Line drawings, black and white; 5 Halftones, black and white; 23 Illustrations, black and white
  • Ilmumisaeg: 10-May-2017
  • Kirjastus: Routledge
  • ISBN-10: 1138949272
  • ISBN-13: 9781138949270
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781138949270.html
Märksõnad:
Dont blame technology for poor student grammar; instead, use technology intentionally to reach students and actually improve their writing! In this practical book, bestselling authors Jeremy Hyler and Troy Hicks reveal how digital tools and social media a natural part of students lives can make grammar instruction more authentic, relevant, and effective in todays world.

Topics Covered:











Teaching students to code switch and differentiate between formal and informal sentence styles





Using flipped lessons to teach the parts of speech and help students build their own grammar guides





Enlivening vocabulary instruction with student-produced video





Helping students master capitalization and punctuation in different digital contexts

Each chapter contains examples, screenshots, and instructions to help you implement the ideas. With the strategies in this book, you can empower students to become better writers with the tools they already love and use daily. Additional resources and links are available on the books companion wiki site: textingtoteaching.wikispaces.com

Arvustused

"From Texting to Teaching presents a new approach to teaching grammar. The use of social media among students is not going away. Acknowledging the importance of digital grammar to our students is a unique and necessary concept. I really like how the examples in this book are so relatable for kids, and how they actually helped kids see the difference between the two types of grammar and when each should be used. The templates provided are really good, and I like the way the authors provide step-by-step instructions. I recommend this book for middle school English departments."

--David Ellena, Principal, Tomahawk Creek Middle School, Midlothian, VA

There are teachers who would like to be energized when it comes to grammar instruction. I am definitely not a grammarian, but that doesnt mean I cant do better to help my students in this area of writing. This book will help. And students will really enjoy practicing these strategies because the blend with technology increases the interest. The writers are respectful of children and students and what their reality is today. --Dana Dusbiber, English Teacher, Rosa Parks K-8 School, Sacramento, CA

Notes on the Book vii
Dedication ix
Acknowledgements xi
Meet the Authors xiii
Foreword xv
Liz Kolb
1 What's the Matter with the Teaching of Grammar?
1(18)
The Great Grammar Debate, Part 1: 1890s to 1990s
3(4)
The Great Grammar Debate, Part 2: 100 Years and Counting
7(4)
The Great Grammar Debate, Part 3: Here Comes the Common Core
11(3)
Rethinking Grammar Instruction in a Single Year: A Guide to the Rest of the Book
14(5)
2 An Approach to Teaching Grammar with Digital Tools
19(18)
What the Research Says: The (Non) Effects of Text Speak
22(2)
Redefining Grammar Instruction in a Digital Age
24(4)
Triple E Framework: Engage, Enhance, Extend
28(2)
Tools of the Trade: Technologies for Digital Grammar Instruction
30(6)
Beginner: Getting Started with Screen Capture, Screencasting, and Annotation
31(2)
Intermediate: Sharing Media and Assessing Students' Understanding
33(1)
Expert: Producing and Publishing More Enriched Media
33(3)
And We're Off Ready, Tech, Go!
36(1)
3 Learning the Parts of Speech with Flipped Lessons
37(26)
What is Flipping the Classroom, Exactly?
39(2)
Critiques of the Flipped Model
40(1)
Digital Tools for Flipping Grammar
41(8)
Building a Flipped Video Lesson
42(3)
Working Through the Video: Steps for Students
45(3)
Using Flipped Videos from Other Sources
48(1)
Breaking it Down: Pronouns of the Personal Type
49(6)
Before the Flipped Lesson
49(1)
During the Flipped Lesson
50(4)
After the Flipped Lesson
54(1)
Building a Personal Grammar Guide
55(3)
Adverbs and Adjectives
58(4)
Next Steps
62(1)
4 Learning Sentence Style with Formal and Informal Writing
63(20)
Code Switching
64(1)
Compound, Complex, and Complete: Making Sentences Matter
65(6)
Sentence Combining with Lino
67(4)
I Tawt I Taw a Tweet Sentence
71(3)
Sentence Hacking
74(5)
Putting Lexile Leveling to Use for Writers
79(2)
Next Steps
81(2)
5 Enlivening Vocabulary
83(18)
The Struggle is Real
84(2)
Building Vocabulary with Quizlet
86(5)
Building "Study Sets" in Quizlet
86(3)
Building Toward Summative Assessment with Quizlet
89(1)
Extensions for Quizlet
90(1)
Breathing Life into Vocabulary with Video
91(9)
The Vocabulary Video Assignment
92(4)
Extensions and Adaptations
96(3)
Student Vocabulary Growth Over Time
99(1)
Next Steps
100(1)
6 Mastering Mechanics: Capitalization and Punctuation
101(18)
Capitalization
103(7)
The Dreaded Pronoun: "i"
106(2)
Going Further with Capitalization
108(2)
The Paradox of Punctuation
110(7)
Taking Time to Pause with a Comma
111(3)
Is it a Period? Is it a Comma? No, it's a Semicolon!
114(2)
Extensions and Adaptations
116(1)
Next Steps
117(2)
7 Assessing Grammar in a Digital Age
119(10)
From Texting to Teaching: Four Tips
121(2)
Dealing with Assessments
123(6)
Summative Assessment through Portfolios
124(1)
Student Reflections
125(1)
Students Raise Their Voices: Asking For and Implementing Their Feedback
126(3)
Afterword: Navigating Your Own Grammatical Journey 129(2)
References 131
Jeremy Hyler is a middle school English teacher and a teacher consultant for the Chippewa River Writing Project, a satellite site of the National Writing Project. He is co-author with Troy Hicks on Create, Compose, Connect: Reading, Writing, and Learning with Digital Tools (Routledge, 2014).

Troy Hicks is a Professor of English and education at Central Michigan University, and Director of the Chippewa River Writing Project. He has authored or co-authored nine books, and over 30 journal articles and book chapters for teachers and other educators.