Helping Parents Understand Shurley English

I love it when parents want to help their children at home. This kind of attention and assistance can make all the difference. But what happens when the parent is not quite sure about your teaching methods, specifically the Shurley English approach to language arts? Not to worry! We have a resource to help parents understand how Shurley English unfolds in the classroom: The Parent Help Booklet.

Here is a step-by-step process to access our Parent Help Booklet from our website:

Step 1:

Go to www.shurley.com.

Step 2:

Click the PRODUCTS AND SERVICES tab.

Step 3:

Scroll to the bottom of the page to the PARENT HELP section.

Click the level desired.

Step 4:

Print the Parent Help Booklet you wish to distribute.

© Shurley Instructional Materials, Inc.

Adverb or Adjective?

When my third graders were first learning the parts of speech, some of them would mix-up adverbs and adjectives.  I found a great process that would move my students from definitions, through Bloom's Taxonomy, and towards application. Let me show you...

Step 1: Definitions

Remember, an adverb modifies verbs, adjectives, or other adverbs. An adjective modifies nouns or pronouns. As you well know, definitions can be hard to remember. Why not introduce your students to language arts jingles? (There is plenty of research on this subject, that you can read about here and here.) Below are two jingles to help you with adverbs and adjectives.

Step 2: Questioning Strategies

Next, move towards application with questioning strategies. By asking the right questions, students can identify the word as an adjective or an adverb.

If the word answers, “HOW? WHEN? WHERE?” it is an adverb.

If the word answers, “WHAT KIND? WHICH ONE? HOW MANY?" it is an adjective.

By using this two-step process, students can move from simple quoting of definitions to application of facts.

Do you want more language arts jingles? Check this out!

Jazz up your narrative writing with effective word choice.

Are your students ready for some ideas to jazz up their narrative writing pieces? With simple word-choice strategies during the revision process, the entire story can take a different shape. So, let's get started with some strategies and techniques you can use in the classroom to promote effective word choice.

Step 1: Modeling Revisions

First, show your students how word choice can change a story. In this example, we added a more descriptive setting and imaginative sound words. Take a look:

Original: Lying under my bed, I heard a sound in the kitchen.

Revised: Cowering in the dark under my massive bed, I noticed an unusual sound as if something were being dragged across the kitchen floor. As I peeked out, I discovered the “thud-screech-thud” I was hearing was…

Here is another example:

Original: Sitting by some bushes, I heard someone walking on leaves nearby.

Revised: As I crouched down in the bushes, I hoped the rustling noise growing louder behind me was just my dog on the hunt to find me. However, …

Step 2: Add to the Revision Toolbox

Now, it is time to give your students tools to add to their toolbox. Since we are discussing word choice strategies, why not provide your students with the Verbs of Action and Verbs of Sound chart? (We've provided it for you below!)  Encourage your students to refer to this chart as they go through the revision step of the writing process.

Step 3: Keep adding to the Revision Toolbox

Of course, you don't want to stop there. As teachers, we need to constantly introduce new resources for revision to our students. Be on the lookout for more ideas in future blog posts!

Remember, as you model revision strategies for your students and give them resources to refer to, you are giving them the tools to become better communicators! These tools will prove beneficial not only during their school years, but also in their future careers.

Analyzing Adverbs with Language Arts Jingles

Do you have some primary students who still have difficulty identifying adverbs? Not to worry! Our Adverb Jingle helps students learn not only the definition of an adverb, but also the three initial questions to ask when finding adverbs: 

How?  When?  Where?

(Don't have our ELA jingles? Here's where you can find them.)

Have students work in small groups to make lists of adverbs, according to which adverb question they answer. This helps students understand the difference between the three adverb questions.

Here is how one teacher displayed the results of her students’ group work on a chart when they came together as a class to discuss the activity.

Remember, categorization is a great way to help the brain in retaining information as well as granting your students practice with analyzation of the idea. Happy writing! 

Haiku Review: the Valentine's Day Edition

Need a new idea to get the creative juices flowing in your classroom?

The Haiku offers that opportunity to your students by channeling their creativity into this unique form of Japanese poetry. 

Here is a great lesson plan to get you started. (By the way, you can find this lesson, along with many others, in the Unit Studies Section of your Shurley English book!)

EXPAND THE LESSON: VALENTINE'S DAY

You can adapt the directions by creating an example with your students that focuses on the desired holiday or season.  For this example, I focused on creating a haiku to include in a valentine for a mother or grandmother in the life of the student.

Loving me each day

Never giving up on me

My Valentine Mom.

Missing you today

Happy Valentine’s Day, Mom

Hugs up to heaven.

She wakes me each day

With a smile and a big hug -

Now filled, love others!

No other mother

Can fix my crushed, broken heart

She’s just right for me!

Just Grandma and me

Baking her special cookies

Making memories!

Of course, the students can use whatever craft supplies you provide to design a special valentine card, which includes their haiku to bring a smile to someone. Just think, you can help to create lifelong treasures in the families represented in your classroom! I saved many of the special creations of my own son, most of them prompted by his wonderful teachers throughout his elementary school years.  What a privilege you have to be a part of making memories to last a lifetime!

Another Tool to Help Keep Your Students Organized

All of us have students in our class who need a little extra nudge to keep their work area organized. (I have a whole post dedicated to teaching study skills here.) One of THE best tools that I have found to aid in the quest to stay organized is to have student helpers. These student helpers can monitor and politely remind others in their group to keep their area in order. Here's a quick way to utilize your student helpers with The Desk Check.

The Desk Check

1. Initiate a weekly or daily desk check.

2. Train a few students as desk checkers to monitor the organization of each student's work area. 

3. Perform a desk check. You can do this task before school, during the day, or after school. Simply choose whatever works best for you and your students. 

4. If there is a problem with any desk, the checker should call you to do a more thorough check.

Remember, organization is a process. The idea is to identify and support those students that need a little extra nudge. After all, organization is a life-skill that will follow your students into their future college and career endeavors.  Once mastered, these learned abilities will generate guidelines for your students to utilize throughout their home, school, and work environments.