![]() In the intermediate grades, teachers can devote more time to sentence-construction skills using a variety of sentence types and sources. Using a variety of sentence types and sources, teachers first model how to identify well-written, elaborated sentences during reading and then demonstrate how to add similar kinds of elaboration to sentences during a shared writing time with students. As students become more familiar with simple sentence construction, teachers can begin to teach students to identify areas where they can expand their sentence by adding details that can paint a vivid picture for the reader. This knowledge will allow students to apply simple sentence construction skills to their own writing. In the primary grades, young writers are learning what a sentence is and how capitalization and punctuation help readers understand the sentence. Constructing Clear and Meaningful Sentences This can and should start early for students. ![]() However, teachers need to provide explicit instruction for their students, demonstrating how sentence construction and mechanics interact to form strong sentences. What does it look like in the classroom to have students write grammatically correct sentences that paint a clear picture for the reader?įor many teachers, moving away from the drill-and-kill approach means leaving behind isolated grammar instruction with worksheets and, instead, pushing students to use their own original writing to make simple sentences more complex and interesting.How do I develop my students into writers who expand on their ideas and develop strong sentences their readers will devour?.After observing and talking with teachers about ways to teach writing, the questions that continue to come up are: If my teachers had modeled how to incorporate ideas and details into writing, using real writing instead of the drill-and-kill approach, I would have been much more motivated and engaged to try it on my own.Īs a literacy consultant and teacher educator, I have visited many classrooms over the years to watch both pre-service and in-service teachers. In fact, it made me dread the task of writing. I remember marking up all the verbs, nouns, prepositional phrases and thinking to myself, “How will this help me be a better writer?” I never completely connected the dots because this activity was just that-an activity, a test of my skills of identifying sentence structure that I would never apply to my own writing. Web Resources for Families and EducatorsĪs an elementary school student, I vividly remember learning to diagram sentences.Professional Learning and Technical Assistance Services.Using Text Structures to Understand and Summarize Text Module.Understanding and Observing the Literacy Skills Associated With Dyslexia Module. ![]() Teaching Students to Map Phonemes to Graphemes Module.Small-Group, Skills-Based Instruction Module.Effective Vocabulary Instruction After Reading: Frayer Model Module.Implementing Literacy Programs & Initiatives. ![]()
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