Formative Assessments with Shurley English

Formative Assessment plays an important role in education for both students and teachers.  It’s a powerful tool that can enhance learning and education when aligned with outcomes and instructional methods. 

Students clearly benefit from the feedback they receive on formal assessments.  It tells them how they are doing and helps them improve their performance on future assessments.   Research shows that immediate feedback increases student engagement and improves academic achievement.

Assessments also provide a benefit to the teacher.  The information derived from an assessment can help identify what the teacher taught well and what they need to work on. 

So what about Shurley English?  Does the curriculum provide Formative Assessments? YES!  Shurley English provides two ancillary items that contain formative assessments: The Shurley English Student Workbook & the Shurley English Test Book.   

A Shurley English Student Workbook contains three important learning tools: 

1. Classroom Practice pages are used to give students several opportunities to practice new concepts in each chapter.  They can also be used to give daily grades, and the number of points possible for each section is provided in the Teacher’s Key.   (*See suggested grading below.)

2. Chapter Checkups can be used as a review or as a formative assessment.

3. Student Writing Rubrics are used by students as a roadmap for their writing.  When their writing is graded, the Student Rubric will be used to discuss the strengths and weaknesses of the paper and to help determine the points for a grade.

A Shurley English Test Book contains three important learning tools: 

1. Pretest information shows what the students know or do not know about grammar, mechanics usage, editing, and writing. (You can learn all about the value of the pretest here!)

2. Chapter Tests can be used as a review or as a formative assessment.

3. Posttest information shows what students have learned during the school year.  A comparison of pretest and posttest scores will show the gains students have made with Shurley English.  These scores can be used to compare first year scores with subsequent years to verify the tong-term success of the curriculum.

These tools are used in conjunction with the Student Textbook to increase students’ learning.  The teacher must follow the Student Objectives and Teacher Instructions closely as Classroom Practice pages are assigned. 

*Suggested Grading:  Most Classroom Practices, Chapter Checkups, and Chapter Tests are divided into three sections:  Grammar, Skills, and Editing, and the number of points possible for each section is provided in the Teacher’s Key.  Most Shurley English Writing activities are completed on a separate sheet of paper and a Writing Rubric is used to assist with scoring the paper.

·  You may total all the sections on the page to give one grade per page, or

·  You might consider giving separate grades for each section.  The advantage to giving separate grades for each section is that you can visually identify a student’s strength or weakness in each section at a glance.  

How to help your students develop "voice" in their writing.

In the 1960’s, a researcher by the name of Paul Diederich asked a group of language arts professionals a simple question:  “What makes writing effective?”  As the responses rolled in, Diederich was able to configure them into six distinct traits and coined them as the Traits of Effective Writing.  Amazingly, these six traits are still being used today as a framework for teaching and assessing all types of writing at every stage of writing development. 

Voice

Teaching “voice” doesn’t have to be difficult!  The key is to establish clear goals and objectives to help students understand and apply the 3rd Trait of Effective Writing.  Today, I will provide you with some background information and give you a few tricks to help students effectively demonstrate voice. 

Let’s begin with the definition.  “Voice” is the individual way a writer expresses himself or herself; it’s that personal, unique style of using words and expressions to convey meaning in a way that jumps off the page and leaves the writer’s imprint on the reader.  The same words and expressions that tend to flow freely during conversation are often difficult for writers to express effectively.  One reason is because there are no set rules for “how” or “where” to include “voice” in a piece of writing. 

Teachers need to understand that words and expressions that convey voice do not always magically appear.  Students must be taught how to apply voice in their writing.  Good modeling is important.  As students’ knowledge, skill, and practice pertaining to the use of voice increases, their personalities are sure to shine through.   It’s up to you to nurture the development of voice and help students hone their skills by providing lots of practice!

The Importance of Teaching with Enthusiasm

As a certified elementary teacher, I came to realize the tremendous amount of power and influence I had on my students very early in my career.  It was clear that my energy and delivery during certain lessons (either high or low) made an impression and greatly affected the outcome of “how” and “what” my students learned.  Since my goal was to be an effective teacher, I purposefully taught every subject with enthusiasm in an attempt to influence my students in the most positive, productive ways possible to increase learning.

Teaching with enthusiasm became my mantra!  I actually incorporated the words “with enthusiasm” into my daily lesson plans as I prepared for every single lesson.  I focused my attention on teaching with as much knowledge, positivity, and energy as I could.  By doing so, I noticed that my students’ attention, interactions, and test scores followed.  The enthusiasm was contagious!

There are many characteristics that effective teachers display, and it’s important to know that showing enthusiasm is one of them.  An enthusiastic teacher can be described as:

-Energetic

-Seems to enjoy teaching

-Conveys a love of the field

-Has an aura of self-confidence

Engaging students in the learning process can be a challenge, but demonstrating a high level of knowledge and enthusiasm can increase student learning.  

Back-to-School Planning: Educational Posters with Purpose

Although summer is in full swing, we all know that August is just around the corner and school will begin soon thereafter!  I feel like a killjoy for bringing this up, but I know from experience that now is a great time to work on a few of those back to school to-dos!  Instead of waiting until the last minute, why not check a few of them off the list? This week, I would like to focus on selecting and positioning Shurley English Jingle Posters in your classroom!  

Shurley English Jingle Posters are available to purchase.  They are 17” x 22” each and provide a colorful visual aid to assist students’ learning.  The posters are great tools for reinforcing grammar concepts taught using the curriculum, especially when they are displayed properly.  Your students can join the lovable Quigley character as he escorts them through the adventures of grammar if you choose to buy the posters!

Another option is to create your own Shurley English Jingle Posters.  Since Jingles are located in the Quick Reference section of the teacher’s manual or student book, all you have to do is copy them into your own design and VIOLA!  Ideas for how to create your own posters are endless, so if you have a theme in your classroom, use it. 

Keep in mind that educational posters should be well-designed, well-organized, legible, and attractive.  They should be positioned in a spot that will be visible to every student in your classroom.  In order to promote learning and serve as an effective teaching tool, each poster should contain the following characteristics. The posters should:

1. motivate and inspire students to learn.
2. stimulate interest in the topic.
3. effectively illustrate a concept or skill.

Jingles are an essential element of Shurley English.  They not only teach and reinforce important skills and definitions; they help transition students’ brains into a ready-for-learning state of mind at the beginning of class.  Researchers report that the visual sense is responsible for 90% of brain stimulation and that vision and visual memory take up to two-thirds of the brain.  Those findings substantiate how educational posters can truly assist students’ learning.

It’s easy to get overwhelmed with items on your classroom to-do list, especially if you wait until the last minute.  So, get Shurley English Jingle Posters on your mind and either purchase them or start creating them.  Either way, they serve as an effective learning tool all year long! 

Effective Strategies for Building Vocabulary

A broad, diverse vocabulary is essential to good writing, and that’s a fact!  Since vocabulary directly affects Word Choice and Voice, two of the Traits of Effective Writing, meaningful vocabulary instruction is absolutely imperative.  As you decide how to approach vocabulary instruction in your classroom, look for effective strategies that will help students:  (a) understand and learn new words, (b) make sense of new vocabulary by incorporating it into what they already know, and (c) remember the meanings of words when they are encountered at a later date or in new material. 

Here are some effective strategies to build vocabulary:

 1. Synonyms and Antonyms: A great place to start building vocabulary is with synonyms and antonyms of words students know.  Synonyms and antonyms can help you write by giving you choices for saying things in more interesting ways. 

2. Read, read, read!: Books, magazines, and newspapers contain more words that you will ever use or hear in a conversation or on television.  Reading teaches new vocabulary, so spend time reading!

3. Context Clues: As you come across a word you don’t know when you are reading, try using the other words in the sentence to figure it out. 

• Study the sentences before and after the sentence that contains the word you don’t know.
• Search for clues to identify the new word’s part of speech.
• See if a synonym or antonym is given.

4. Vocabulary Notebooks: One way to increase your vocabulary is to keep a list of words you know and add new words as you learn them.  Increase your knowledge by including the word’s definition and also write a sentence using the word.

5. Use the Thesaurus: The thesaurus is a book of words and their synonyms.  It’s a book that can help you find the best way to say something by giving you those synonyms as other options or word choices.  The thesaurus also includes antonym word choices.

6. Use a Dictionary: A dictionary helps you understand the meaning of a word.  It also teaches:

• Spelling
• Capital Letters
• Syllable Division
• Accent Marks
• Pronunciation
• Part of Speech
• Etymology
• Synonyms and Antonyms

7. Study Word Parts and Forms: You can figure out the meanings of new words by learning about prefixes, suffixes, and roots.  Study them so you can commit them to memory.  Also, look for other word forms of words you already know.

Students need a strong command of different vocabulary words so that they can express themselves using just the right words.  The more words they have in the “word-bank,” the richer their communications with others will be!  Invest in your student’s vocabulary today!

Summer Learning: How to create a family storybook

Summer Break is here, and our thoughts are revolving around words like vacation, relaxation, rest, getaway, and so on!  Words like homework, project, and assignment instantly turn into bad-words the minute summer vacation begins, so I encourage you to avoid them at all costs!  Instead, try to generate creative ways to keep your child/children actively involved in writing, reading, and processing information over the break.  One way to keep all these language arts skills at the forefront in a covert way is to develop family storybooks. 

Family storybooks are similar to reflective journaling yet different because they are created through group effort!  Topic areas are limitless because the stories can be written on just about anything!  (Examples include: Our Day at the Zoo, Cleaning Day!, The Cruise of a Lifetime, etc.)  No storybook will ever be complete until every person submits their entry.  It will be up to you to pick and choose the number of storybooks your family will create over the summer break!  All you have to do is introduce the activity and provide the encouragement.  Your participation will set an excellent example for your kids, and the final product will be a keepsake for everyone to enjoy now and forever! 

Here are the steps involved:

1. Explain the concept of the family storybook prior to the activity.

2. Encourage children to pay close attention to details during the event so they will be able to describe them in writing later.

3. Take digital pictures before, during, and after the event (if possible), and allow each participant to choose pictures to include with their writing.  Of course, pictures can also be drawn or painted; get creative! 

4. Encourage each child to write as much as they can about the experience, including personal thoughts and feelings.

5. Set a deadline for the individual drafts to be completed and pictures to be selected.

6. Combine everyone’s story in a logical order (example: youngest to oldest) and place them in a notebook, report binder, or digital file.

7. Enjoy reading each family storybook individually and/or together. 

8. Share your family storybooks with others!

It’s a fact that each person perceives their surroundings by seeing, hearing, smelling, and feeling.  Accordingly, everyone’s experience will be unique to them, and it will be fun to see and read varying accounts of the same event.  After the first family storybook is completed, subsequent storybooks will usually become easier and more detailed!  The best part about the activity will be that you and your family will be engaged in writing, reading, and information processing all summer long!  Family storybooks will be a unique memento that will capture moments in time to enjoy a lifetime!  This could become a new summer tradition!  Whatever you do, have fun with it!

How to Correct Usage Mistakes

As a teenager in the 1980s, I incorporated some ungrammatical words and phrases from pop culture into my day-to-day dialogue.  One of the worst habits I picked up was saying the word “like” to accent almost everything that came out of my mouth.  (Like, I was totally, like, bad about it!)  Eventually, I stopped, but my bad habit left a scar.  I still have a grammar usage problem with the word like!

It turns out that there are certain words in the English language that create special problems in usage.  These words can cause confusion in both speaking and writing, and the word like is on the list!  The only way to combat the problem is to 1) learn more about the word and 2) use it correctly. Completing a word-study exercise with your students is a great way to discuss word usage. Here's an example: 

Like has multiple uses in Standard English, and it can be used formally and informally when speaking and writing.  Formally, it can be used as a noun, a verb, an adjective, a preposition, and a conjunction.  Informally, it can be used as an adverb.

Etymology explains that the formal usage of like as a conjunction began in the mid-14th century, but many grammarians regard this usage as an error.  Also, since the mid-19th century, grammarians have been engaged in a long and complicated dispute over the use of the word like as a preposition or not.  Many prefer to use as or as if instead of like.  

Here’s a simple way to keep the information straight:  The word like, meaning “similar to,” is a preposition, not a subordinate conjunction.  Use like to introduce prepositional phrases.  Use the subordinate conjunctions as or as if to introduce subordinate clauses.  Examples:

Informally, the word like can be used as an adverb when speaking, but it’s rare to see it written that way.  Authors will use it on occasion for emphasis or to capture colloquialism.  (So, that means I wasn’t totally wrong back in the 1980s!  Right?) 

Remember, a good command of the English language requires mastering the rules and applying them correctly when speaking and writing. I encourage you to make word-study a part of your language arts time. This activity will help you understand the word meanings, how to spell them, and in what situation to use them.

Bonus Activity:

From your word-study activity, create a list of common English usage problems and study it!  You will speak and write with more competence and confidence once your master the lists. We have provided a few example lists for you below, but you can find more resources located in your Shurley English book!

Summer Learning: Journaling with Appreciative Inquiry

Summer vacation is coming soon! So, what are your plans?  Have you included any activities that will help your child keep their language arts skills sharp over the break?  (Haha!  I’m almost positive that most of you just knitted your brows and sarcastically muttered the words: “Ugh, NO!”)  Before you stop reading this post, I’d like for you to consider doing some “AND” thinking because there is a way for students to enjoy their time off from school AND continue applying language arts skills! They might just learn to appreciate the experience while they’re at it if we add an additional AND to the list!  The key is to cop a good action plan in advance!

Before I get to the suggested activity, I want to tell you about an approach to personal change called Appreciative Inquiry (AI).  AI is the study and exploration of what gives life to human systems when they function at their best.  It is based on the assumption that the questions we ask and the dialogue we hold about strengths, successes, values, hopes, and dreams lead us in a particular direction and are themselves transformational! Simply put, Appreciative Inquiry means that what we spend time focusing on and studying shapes our interpretations, learnings, and inspirations!  (Do you focus on what you want or what you don’t want?  Whichever it is, you’ll likely find it.  If you continually search for problems, you’ll find problems.  If you look for what is best and learn from it, you can magnify and multiply your success!) 

With that being said, allow me to give you a summertime language arts activity that will keep your child engaged in writing AND teach them to appreciate their experiences…AND still enjoy their vacation!  It’s fairly simple.  We’re talking about journaling…AI style!  Here are the steps involved:

1.  Get a spiral notebook, folder, composition book, or diary.  (A digital journal is fine too!)

2.  Establish a routine for journaling.  (What time of day will work best?) (Will you have your child do a daily/weekly journal entry, or will you only have them journal after certain activities? Etc.) 

3.  Have your child personalize their summer journal by giving it a title, such as My Summer Journal or The Summer of 2018.

4.  Require each journal entry to include the day’s date and year.

5.   Have students write as much as they can as they reflect on the day’s events, using the following Appreciative Inquiry questions as a guide:

• What was the best part of today?
• Who was part of my day, and how did we work together to make the day better?
• What situation(s) took place today that helped me to learn and grow?
• What relationship(s) helped me perform at my best today?
• Did anyone do go above and beyond to make today extra special?
• Did anyone tell me that I made a difference today?
• When did I feel like I made a difference today?
• Did I or anyone else help someone have success today?
• What did I look forward to today?
• Share a time that I made an effort to listen and hear the opinion(s) of someone else today.
• Who did I trust and depend on most today?
• Who made me believe in myself and my potential today? 
• When did I communicate well with others today?
• How can I help create an environment that will make tomorrow an even better day?          

6.     Have students draw or create a picture to go with today’s journal entry.

7.     Consider having students share their journal entries aloud so that everyone can enjoy the positive experiences of the day!

As students learn to write, using these AI questions as a framework, their ability to appreciate can translate into a more positive approach to thinking that can last a lifetime if knowledge, skill, and practice are applied.  Give it a try with your child this summer!  The journal will also be something you can save for them to enjoy reading later in life.

Teacher Evaluations: What's the point?

If a teacher evaluation was optional, would you volunteer?  I’m sure that many of you have already answered with an emphatic “no,” but you should probably reconsider.  Why?  Research consistently shows that effective teaching is the single most important factor contributing to student academic achievement. It’s such a game-changer that many states require performance-based teacher evaluations, focusing on a teacher’s planning, teaching, assessing, and quality of student learning.

Ideally, a teacher evaluation is performed by a well-trained, qualified observer and is meant to provide constructive, actionable feedback that accurately identifies a teacher’s strengths as well as areas in which they need to improve.  These opportunities help all teachers to become good teachers and good teachers to become even better.  But, not every teacher has the opportunity to go through scheduled and unscheduled visits designed to review and rate teacher performance and effectiveness. 

So, how do you know if you’re up to par and contributing to student academic success without a teacher evaluation?  What about self-evaluation?

Unfortunately, we are not in the best position to evaluate ourselves.  It’s true.  While it might be easy to point out the things we do well, it’s a lot more difficult to identify and correct our weaknesses and our blind-spots!  According to Gallup research in StrengthsFinder 2.0, a weakness is defined as an area where less talent exists.  We usually don’t enjoy activities that require our areas of lesser talent, so we creatively avoid them, work around them, or stay away from them all together.  (Example:  I’m not a language arts expert, so I avoid giving my students writing assignments.  I wouldn’t know how to grade them or provide useful feedback anyway!)  Another dilemma we all face is called a blind-spot.  Gallup defines a blind-spot as a trait derived from one of our natural talents that causes us to overlook important considerations.  Simply put, a blind-spot is the over-use or abuse of a talent, and it can have an adverse effect on the individual and others.  (Example:  I love teaching science, but I spend so much class time talking about the lesson that my students often don’t have time to ask questions or complete their assignments.)  Since weaknesses and blind-spots can stand in the way of effective teaching and student learning, partnering with a qualified observer can help you identify, manage, and improve them in order to grow as an individual and become more effective in the classroom.

If you have the opportunity to receive periodic teacher evaluations, consider yourself fortunate and carpe diem!  These opportunities serve to develop your skills and help you master the art of effective teaching!  If you don’t have the opportunity to be evaluated, ask your school administrator for help.  Homeschool educators might consider locating a licensed, certified evaluator in your state to provide valuable input. Keep in mind that there are many helpful tools available online, including research-based teacher evaluation rubrics and/or frameworks to follow.  Making yourself aware of your strengths, weaknesses, and blind spots is just the beginning.  Proven guidelines and professional evaluations will help you achieve success!

The Power of Adjectives

Competent writing begins with understanding basic sentence structure. It's true! Today, let's talk specifically about the POWER of the adjective.

Learning the Shurley English Adjective Jingle during Jingle Time is the first step to leaning about adjectives!  The basic information recited explains (1) what an adjective is, (2) what an adjective does, and (3) how to locate an adjective in a sentence. 

Reciting the Adjective Jingle regularly helps students easily remember the grammar concept.  Once they grasp the basic understanding, they can begin to effectively and strategically apply adjectives when speaking and writing. 

There’s more to adjectives than the information provided in the jingle.  You see, adjectives are a part of speech with POWER, and their job in the sentence is exclusive!  Only an adjective can modify a noun or pronoun by telling what kind, which one, or how many.   Only adjectives can be used to describe how something feels, looks, sounds, tastes, and acts!

Besides common adjectives like short, last, and ten, there are five distinct categories of adjectives you should know:  (A) article adjectives, (B) proper adjectives, (C) demonstrative adjectives, (D) interrogative adjectives, and (E) indefinite adjectives.

Five Categories of Adjectives:

1. Article Adjectives:  Only three commonly used adjectives are called article adjectives.  They are a, an, and the.   We use them on a daily basis when speaking and writing without giving them much thought.  The article adjectives actually restrict the meanings of the nouns they modify.  For instance, the article “the” is a definite article, meaning a specific person, place, or thing.  A and an are indefinite articles, meaning one of several.

Hint:  Use the sound of the noun’s first letter to select a or an. 

-If the noun begins with a consonant, use the article adjective “a” before it.    

-If the noun begins with a vowel, use the article adjective “an” before it.

2.  Proper Adjectives:  Adjectives formed from a proper noun are called proper adjectives.  Proper Adjectives are always capitalized no matter where they are located in the sentence.  (I love Mexican food, English is my second language.) 

3.  Demonstrative Adjectives: The adjectives we use to point out a particular person, place, or thing are called demonstrative adjectives.  These adjectives modify the noun or pronoun by telling “which one,” specifically.  (This coat is mine.)  To use the correct demonstrative adjective, you must use the following Tips:

Ask:  Is the demonstrative adjective modifying a singular or plural noun? 

-Use the demonstrative adjectives “this or that” to modify a singular noun. 

-Use the demonstrative adjectives “these or those” to modify plural nouns. 

4.  Interrogative Adjectives:  The adjective used in front of the noun it modifies to ask the questions what, which, or whose is called an interrogative adjective.  (Which desk is Nancy’s?)

5.  Indefinite Adjectives: An indefinite adjective is an adjective formed from an indefinite pronoun.  It modifies a noun instead of replacing it.  Indefinite adjectives are used to qualify nouns and express the indefinite idea of quality or quantity.  Some common indefinite adjectives include words like any, each, few, many, more, several, and some, etc.    (Each student contributed several food items during the food drive.)

Use any category of adjectives with competence and confidence by learning about them and applying them when you’re speaking and writing.  Before long, you’ll be effectively and strategically using them as you speak and write for all purposes!