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xiii | |
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xv | |
| Acknowledgments |
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xvii | |
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Chapter 1 What Is This Book About? |
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1 | (8) |
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What This Book Does and How It's Organized |
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5 | (4) |
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5 | (1) |
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6 | (1) |
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Reciprocal Teaching and Learning |
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6 | (1) |
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From Downright Overwhelming to Teachable |
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6 | (3) |
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Chapter 2 Language Study Reset: Shifting the Grammar Focus |
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9 | (12) |
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A Metaphor to Get Us Started |
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9 | (12) |
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10 | (1) |
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Understanding 1 We Aren't Teaching Grammar; We're Teaching Language |
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10 | (1) |
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10 | (1) |
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11 | (1) |
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11 | (1) |
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Back to Grammar as Language |
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12 | (1) |
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Understanding 2 Language Is Really Weird, and We Have to Anticipate, Plan for, and Build on That Weirdness Rather Than Pretend That It Doesn't Exist |
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12 | (3) |
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Understanding 3 For Almost Everyone, Grammar Instruction Has Been Contaminated by Negative Experiences. We Can't Move Forward Until We Address This Significant Problem |
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15 | (1) |
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Understanding 4 Language Is Bound in People, Places, and Power Structures, and If We're Going to Talk About Language, We Have to Understand and Respect These Connections |
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16 | (1) |
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Understanding 5 We Need to Stop and Really Think Carefully About What Terminology We Want Students to Learn and Be Able to Justify the Reasoning Behind It |
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17 | (1) |
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Understanding 6 Believe It or Not, It's Okay If You Don't Know All the Answers. We Have to Be Comfortable in Our Not-Always-Knowing |
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18 | (3) |
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Chapter 3 Grammar in Context: Texts, Writing, and Real Life |
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21 | (22) |
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Text-Based Grammar in Context |
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21 | (3) |
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22 | (1) |
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Step 1 Grammar Does Things |
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22 | (1) |
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Step 2 The Novel and the Theme |
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22 | (1) |
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Step 3 What Grammar Concept Is Going to Benefit My Students and What Grammar Concept Is Found in the Novel? |
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22 | (1) |
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23 | (1) |
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Writer-Based Grammar in Context |
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24 | (2) |
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Reality-Based Grammar in Context |
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26 | (17) |
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27 | (1) |
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Example 1 Netflix Show Summaries |
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28 | (2) |
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Example 2 Rhetorical Grammar on Social Media |
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30 | (1) |
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31 | (1) |
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Noun Phrases and Appositives |
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31 | (1) |
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32 | (1) |
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32 | (1) |
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Example 4 Leveraging Language Diversity |
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33 | (1) |
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Rule 1 Standardized English Is a Dialect |
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34 | (1) |
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Rule 2 All Variations of English Are Rule-Governed |
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34 | (1) |
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Rule 3 We All Have Implicit Beliefs About Language Variation |
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35 | (1) |
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36 | (1) |
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Get Curious, Observe, Take Notes |
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36 | (1) |
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Reciprocate and Be a Student |
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37 | (1) |
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Reward Extended Analyses of Unorthodox and Contextual Language Use |
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38 | (1) |
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Creating Authentic Scenarios |
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39 | (1) |
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General Principles of Scenario-Creation |
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39 | (1) |
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Pushing Beyond Conventional Framing |
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39 | (1) |
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Experiment. Then Adjust and Try Again |
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40 | (3) |
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Chapter 4 Daily Lessons for Ten Grammar Concepts |
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43 | (138) |
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New Ways of Teaching, New Vocabulary |
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43 | (1) |
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44 | (1) |
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This Is Not a Scripted Curriculum and Here's Why |
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45 | (3) |
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You've Been Talking a Lot About Grammar in Context---This Doesn't Seem Like Grammar in Context to Me! |
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45 | (1) |
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Why We Chose What We Did in the Order We Did |
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45 | (1) |
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Checking Student Understanding Without Demoralizing |
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46 | (1) |
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What Do I Do with the Scenarios? |
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47 | (1) |
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48 | (1) |
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Welcome to the Messy World of Grammar! |
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48 | (1) |
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Concept #1 Sentences and Nonsentences |
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49 | (10) |
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Concept #2 Dependent Clauses And Complex Sentences |
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59 | (14) |
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Concept #3 Coordinating Conjunctions |
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73 | (12) |
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Concept #4 Conjunctive Adverbs |
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85 | (14) |
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Concept #5 Noun Phrases, Appositives, And Nominalization |
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99 | (16) |
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Concept #6 Absolutes And Participial Phrases |
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115 | (14) |
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Concept #7 Active And Passive Voice |
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129 | (15) |
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Concept #8 Semicolons And Colons |
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144 | (12) |
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Concept #9 Hyphenated Adjectives And Nouns |
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156 | (14) |
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170 | (11) |
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181 | (10) |
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181 | (4) |
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B A Brief Glossary of Useful Terms |
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185 | (2) |
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185 | (1) |
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Linguistic Concepts About Grammar |
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185 | (2) |
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C Teaching Language Varieties: A Brief Annotated Bibliography |
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187 | (4) |
| Index |
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191 | |
