WELCOME BACK 1st September 2016

議程 1.簡介 - 團隊見面 2.語法全校 3.瓦克

Agenda 1. Introductions - meet the team 2. Grammar whole school 3. VARK

http://vark-learn.com/the-vark-questionnaire/

Grammar- a Whole School Approach Tracey Whittington TWhittington.301@bdcs.org.uk

Knowledge verses skill The debate between knowledge and skills is of particular relevance to the teaching of grammar. Hirsch in the States has developed the Hirsch Core Knowledge Curriculum, in Massachusetts which regularly outperforms other US states. (https://pragmaticreform.wordpress.com/2013/01/19/hirsch) Harris (1960s) two groups: One group were taught grammar using exercises from a standard textbook and the others were not. He found that the grammar group scored more highly in a grammar test, but this was not reflected in their writing.

Pedagogical overview In order to ensure that the learning takes place and the pupils are confident in their understanding and are able to use their knowledge effectively, grammatical features should be taught with a purpose, related to a unit of work and to be used to create a specific effect or impact. It is not just mini grammar lessons as part of a unit of work.

Teaching Sequence Teach - Expository teaching Practise - Exercise activities, word and sentence games Explore - Book talk Teach - Modelled writing Apply - Rehearsal, proofreading and editing

Teach Expository teaching to ensure that the teaching of grammar is explicit. Often this can decontextualise learning, hence why the exploration segment of teaching is important.

Practise Pie Corbett uses the image of a wheat field to illustrate this point: if you walk through the field on one day, you will not leave any imprint, it is only by walking the same route every day that a path is made. We achieve this with 10 minute grammar starters. For some learners this can start to contextualise their learning. Harris (1960s) in his study concluded that control and accuracy of written language were more likely to be achieved by having more practice in writing, rather than being taught formal grammar.

Explore Through book looks, guided reading and writing and modelled writing - grammar is explicitly taught in context using quality text, children's own experiences and cross curricular work. Exploration of and response to examples in texts used. Considering the way writers use grammar and punctuation to impact on us as readers. Draw on the grammar objective from the text, game or exercise to help consolidate the understanding of that feature. Finish with the text. For some children this starts to contextualise the explicit teaching of the grammar, that was taught previously.

PUNCTUATION Love and Breaking up letter dear John I want a man who knows what love is all about you are generous, kind, thoughtful people who are not like you admit to being useless and inferior you have ruined me for other men I yearn for you I have no feelings whatsoever when we're apart I can be forever happy will you let me be yours Jane

Teach Through modelled writing grammar is taught in context within whole text structures. The grammatical constructions and terminology is taught at a point which is relevant to the focus of learning. The focus now becomes the effects and constructing meanings, not just the feature or terminology itself. Using AfL, key aspects of grammar are identified and then taught. These aspects become embedded within the success criteria of the lesson/unit of work and then applied in independent work. The aim is to open up a repertoire of possibilities, not to teach about 'correct' ways of writing; but author choice.

Love and Breakup letter – importance of punctuation dear John I want a man who knows what love is all about you are generous, kind, thoughtful people who are not like you admit to being useless and inferior you have ruined me for other men I yearn for you I have no feelings whatsoever when we're apart I can be forever happy will you let me be yours Jane

Love Dear John, I want a man who knows what love is all about. You are generous, kind, thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we're apart. I can be forever happy--will you let me be yours? Jane

Break-up Dear John, I want a man who knows what love is. All about you are generous, kind, thoughtful people, who are not like you. Admit to being useless and inferior. You have ruined me. For other men, I yearn. For you, I have no feelings whatsoever. When we're apart, I can be forever happy. Will you let me be? Yours, Jane

Apply Pupils develop their work and apply the skills taught through proofreading and editing (green pen). Plenty of time has to be given for drafting pupils work, while the teacher works with a group on guided writing. The marking and feedback the teacher gives in relation to grammar is crucial to the whole process and children are expected to respond to comments and make improvements (at word, sentence or text level).

EAL Learners Our EAL learners benefited from repeated the exercises and exploration. Our EAL learners found it easier to use and apply their learning in GPS; than to understand or describe what they were doing. The exploration assisted with their understanding of why they made certain choices, but this would depend on their EAL stage.

Anomalies Serial commas Page 21 of the Standards and Testing Agency (STA – English grammar, punctuation and spelling, Sample Booklet 2015) , mark scheme has an example in which serial commas are accepted, but does not explain the reasoning behind this. (See next slide)

However… Page 17 of the English grammar, punctuation and spelling test framework, National curriculum tests from 2016 , For test developers 4.5.5 has a section on the serial comma. It says: The mark will not be awarded if a serial comma is used in a list of single items, e.g. We bought apples, cheese, and milk. However, the serial comma is acceptable if it [is] used for the avoidance of ambiguity, e.g. My favourite sandwiches are ham, beef and mustard, and tuna.

Issues: As with all rushed initiatives, there are anomalies from STA Curriculum - terminology pupils should take on every year; terminology (connective/conjunction) - consistent use of terminology! Sufficient time to review and rework writing Teacher subject knowledge Whole school approach - a subject lead was required to monitor its implementation Teaching grammar can lead to formulaic writing. That some grammar features carry intrinsic merit (e.g. complex sentences)

VARK 2. https://www.youtube.com/watch?v=- lvujdA189M 1. VARK - http://vark-learn.com/the-vark- questionnaire/ 2. https://www.youtube.com/watch?v=- lvujdA189M 3. .https://www.youtube.com/watch?v=855Now8h 5Rs

VARK Visual Auditory Read & Write Kinesthetic