The Prerequisite for Teaching Silent Final E

If there’s one subject I enjoy teaching almost as much as English grammar, it’s phonemic awareness, phonics, and spelling! I know it’s strange, but my linguistic brain has always identified with letters and the sounds they represent. When I began teaching phonemic awareness and phonics as an aid for spelling, letters began to take on a personality in my brain. It happened quite by accident, but I started noticing that certain letters could be grouped based upon their attributes of both position and function. So, without getting too deep into the linguistics, I would like to introduce you to four important reasons for the Silent Final E. And once kids understand the “why”, it will be easier for them to remember to include the silent e on words that require it. Below is Part 1, which will explain an important feature of vowel pairs. This is a prerequisite to lock down with kids before moving on to the first rule.

You will want to teach the following basic letter pattern concept:

Vowel + Silent Final E : Pattern (V + e)

-When you put a Vowel e just after any one of the other vowels, you make a Vowel Team.

-A Vowel Team is two vowels side by side that make one sound.

-When you put an e after any of the vowels, you will hear the first vowel say its long sound, and the e becomes a silent e.

Here’s a completed list of these vowel teams:

Next time, I will officially introduce Rule 1 for Silent Final E: The Split-Vowel Spelling Rule. You won’t want to miss it!

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!

Authentic Assessments: Breaking the Paper Test Cycle

When you think of testing, do any of these statements come to mind?

“I want to see what my students have learned at the end of each chapter.”

“I want to make sure I’m teaching effective lessons.”

“My administrator says I have to have a certain number of scores in my grade book.”

“I’d like to see the strengths and weaknesses of each student so I can know how to differentiate my instruction.”

We’re all familiar with national standardized testing, the numerous true/false or multiple choice tests a teacher gives throughout a school year, along with the benefits these assessments can provide.  One school of thought says that assessments are a key component of learning because it helps students see how well they understand subject specific material.  Others say assessments can help motivate students.  Still, testing often feels like a necessary evil that all teachers must do to show evidence that students have learned the content teachers worked so hard to teach.

I’d like you to consider looking at the way you assess your students through a different lens.  What if your student assessments consisted of noting missed cues while a child reads from a real book; recognizing correct or incorrect grammar usage and punctuation in a student’s essay or hypothesis in Science; or the actual act of using measurement to build a raised garden bed as opposed to solely using typical paper, true/false, or multiple choice assessments?  Assessments do come in all forms!

If you’re differentiating your instruction for students in the classroom, then differentiating the way your students are assessed is a strategy for best practice.  To me, it makes sense why, in school, I thrived with hands-on and oral work, but struggled taking paper tests; I’m still a horrible paper test-taker, but ask me to “show” you how something applies to a real life scenario, and I’ll nail it all day long. That’s what a REAL Assessment or Authentic Assessment is all about!  You might have heard the terms, Performance Assessment, Alternative Assessment, or Direct Assessment-all common names for the Authentic Assessment.  These kinds of assessments ask students to demonstrate the knowledge and skills they’ve learned when applying them to real-world tasks— then measuring their performance against a set of pre-determined criteria in the form of a rubric.  REAL Assessments value the thought behind the work and the process, as much as the finished product.

So, before you start planning all of your paper tests, consider learning more about and creating a real, authentic assessment. Your students will welcome the opportunity to show their knowledge in a new way! 

“Not everything that counts can be counted and not everything that can be counted, counts." -Albert Einstein

-You have just read part one of a series on Authentic Assessments. Are you ready for part two? Click here.

The Artistry of Appositives

One of my favorite strategies to teach writers is the effective use of appositives. I like to show kids how appositives, like prepositional phrases, can create a wonderful context for the sentence.

So, what’s wrong with adjectives? 

Usually, with younger writers, we might simply encourage the use of strong adjectives to be placed in front of nouns, and the adjectives work just fine. But in order to help your slightly older kids to elevate their writing, teach them the artistry of appositives. We don’t want students to think that adjectives are the only tool in their Parts of Speech Tool Chest. There are other ways to modify nouns and pronouns. To help build an appreciation for selecting just the right way to say something, appositives are a good go-to.

A positive what?!? 

Appositives are phrases that you set off with commas, and you usually position them just after the word you want described. The appositive is really just a renaming or modified version of the word it follows. Here is an example from one of the Mover and Shaker Sentence activities featured in Shurley English:

In this case, we have the direct object noun, Jackson’s Market. Notice that I have set the appositive off with a comma just before the phrase and right after it. Then, by strategically placing the appositive just after Jackson’s Market, I have modified the direct object without listing simple adjectives in front of it. It adds a bit of zing to the sentence, don’t you think?

Give it a try.

When your young writing scholar has scraped the bottom of the adjective bucket, it’s time to refill the bucket with some appositives. You can help writers get used to this strategy by brainstorming some basic nouns and appositive phrases that do a good job of modifying them. Keep your list of nouns and appositives handy by posting a Matching Wall of Words, specially designed to help writers find just the right appositive phrases to go with the noun of their choice. Over time, the use of appositives will become second nature. So, get out there and practice the skill of writing with appositives.

How to Use the Hyphen Correctly

Knowing how to use punctuation marks correctly is important in any type of writing.  As many of you know, it takes years of practice to apply punctuation rules like an expert.  Recently, the proper use of a hyphen sparked my curiosity, and even though I’ve been using hyphens for years, I decided it was time to revisit the rules for using that “little line.” 

A hyphen is a punctuation mark (-) that is used to form some compound words and adjectives. It is also used to connect the syllables of a word that has been divided at the end of a line. The rules for using a hyphen are straightforward, but a writer can choose to add them for clarity if necessary.  Let’s take a look at the rules!

Whether you’ve tried to use a hyphen in your writing or completely avoided them like so many do, now that you know the rules, you can try adding them once in a while.  The use of hyphens can add voice and personality to your writing! So, go have some fun experimenting with hyphens! 

How to Choose the Best Homeschooling Curriculum

SPOILER ALERT:  I’m going to get personal and invite you to ask yourself some tough questions. Stay with me. I promise you'll be glad you did!

At a recent educator’s convention, I interacted with a parent and teacher who was searching for a Grammar and Writing curriculum.  I gently offered her some verbal information, a flyer about Shurley English, and gave her some space.  I observed her leaf through the pages of an older, black and white version of the curriculum with convincing focus.  Then, a confused look on her face invited me to initiate further conversation, so I asked her if she was looking for anything specific… “Grammar and Writing” was her response.  I assured her she was in the right place and began sharing with her the big picture of how Shurley English makes the Grammar-Writing Connection.  I let her know that our latest edition was in a digital format, she immediately said, “This isn’t for my son; I don’t want him on the computer because he gets too distracted,” and she bolted out of the booth.  A surge of questions rushed through my head as I was choking on the dust her trail left behind.  The question that lingered in my mind most was, “Is this curriculum not a good fit for YOU or YOUR CHILD?"

Learning styles are groups of common ways people learn.  We all have a mix of learning styles that may suit us, and some learners have a dominant style.  We utilize different styles based on the situation we are in, too.  We are able to develop our less dominant learning styles and further develop our preferred style.  This experience really nagged at me because the next question that popped up in my mind was, “I wonder if she even knows what type of learner her son is, and does she know what type of a learner she is?”  Whether you’re teaching one child or 30 children, knowing students’ preferred learning style is vital to being an effective teacher!  As a side-note, as an adult and life-long learner, life can be much simpler if you understand YOUR preferred style of learning.

Get familiar with these different styles of learning:

1. Verbal
2. Visual
3. Auditory
4. Kinesthetic
5. Logical
6. Social
7. Solitary

Source Credit: https://bonniegillespie.com/is-your-learning-style-the-problem/

Sadly, many schools and teachers still use more traditional teaching methods which equates to a limited range of teaching and learning techniques.  Sitting in individual desks (cubicles) and book-based teaching with lectures, reviews, and exams work for some learners, but not all, and many that don’t fit into that box have been labeled with behavior issues, learning disabilities, and even less intelligent.  Hmmm?  That would explain why I struggled in certain subject areas growing up, and why the field of Teaching was so appealing to me; I knew there were multiple ways to learn.  We are all different, so why would anyone think that there is just ONE way to learn? 

If you’re teaching Shurley English, I don’t have to tell you that our method of teaching and the strategies used are for ALL STUDENTS…Shurley students SEE IT, HEAR IT, SAY IT, & DO IT!  As for my convention experience, I respect the parent-teacher’s opinion and decision, but I can’t help but wonder, “What if her child doesn’t learn in the exact same way she does?  What if the child could be engaged in learning and not distracted while on the computer?”  Did this teacher fail to consider the topic of learning style and just miss a huge opportunity for her son/student to become a competent, confident communicator…for life? Being an effective educator is not just about reading from the teacher’s manual in each subject, it’s all about getting below the surface-know your child, know your students, and know the curriculum you teach!

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.

Shurley English Centers for Your ELA Classroom

(This is part two of a two-part series on Language Arts Centers. If you missed part one, you can find it here.)

Now that you’ve decided to create Shurley English Centers in your classroom and have solidified the details of my  7 Must Dos, let’s brainstorm some topics and activities that you might decide to include in your Shurley Centers!

Here are some possible center/station ideas to get you started:

  1. Listening/Video/Jingles

-Have groups practice some of the Shurley English Jingles that stump them. (Preposition Flow, Transition Words, Eight Parts of Speech)

-Allow groups to record a video of themselves performing their favorite Shurley English Jingle.

-Have the group listen to and view different videos from YouTube that show other classrooms practicing their Shurley English Jingles; see if this helps your class gain some new ideas for “jazzing up” their current jingles.

2. Question & Answer Flow Practice

-Create a sheet with a set of Practice Sentences on it. Place the sheet in a plastic protector. Allow group members to partner up to lead each other through the Q&A Flow; one person uses a dry erase maker to label the sentences as the other person recites the Q&A Flow. (Be sure to create several Practice Sentence sheets for this center.)

3.  Practice & Revised Sentences/Sentence Blueprints

- Have a pre-written sentence or two prepared as the Original Sentence for students to work from.  Ask them to use different Sentence Structure Strategies to revise the Original Sentence.  Be sure to have dictionaries and thesauruses available at the center.  Students can draw a picture of their Revised Sentence and can be expected to share it during the Wrap-Up if they’d like. 

-Vocabulary and Spelling activities can be incorporated into this center, as well.  Have students create a fill-in-the-blank worksheet. Each student can write sentences that use words from the Power Words list.  Students can exchange papers with their group members to become familiar seeing and using these new words.

4.  Writing

–Have a fishbowl of different fun, quick writing prompts ready for students to individually choose and write about.  Include specific writing requirements such as including compound and complex sentences, incorporating Power Words, including inverted word order sentences, using colors to circle different parts of speech or types of sentences, and following the Three-Point Paragraph organizational format, etc.

-Pull in a part of the Writing Process for students to work on.

-Allow students to record themselves reading their rough draft to help them revise a short writing piece.

-Use a Writing Across the Curriculum activity here…just get the materials ready and you’re all set!

5.  Silent Station

-It’s nice to have a quiet group or two. If possible, a Chapter Check-Up or Classroom Practice worksheet can be assigned here to be completed independently and graded.

-Reading and Literature Time are incorporated into the Shurley English curriculum, so don’t hesitate to include a reading passage, poem, or research time into this type of Learning Center.

6.  Teacher Station/Float

-I often placed myself at a center where I reviewed a tricky concept with students to make sure they received more individualized attention and differentiated instruction. 

-Float around and monitor each center from a distance.  This allows the students to experience a sense of freedom that can build autonomy, independence, and self-confidence…you are showing them that you trust them to be active self-managers.             

Remember, all instructions should be typed out at each center in order for each group to follow them independently, along with all necessary materials/supplies for each activity.

The Bottom Line-BE CREATIVE & HAVE FUN!!

Listen, Move, and LEARN!

TPR (Total Physical Response) has its roots in second language acquisition, but it found its way into Shurley English too. TPR was first incepted by a psychology professor from San Jose University, CA, James Asher. He developed the idea almost fifty years ago, but it has truly helped students to acquire new languages with great facility.

What is TPR (Total Physical Response)?

The strategy Asher developed first involves teaching students to just sit back and listen attentively, much the same way that babies typically acquire their first language. Then, a requested response is modeled repeatedly until the student has connected the response to the request. The request is focused upon helping students acquire new vocabulary and associating the word to a movement, to a gesture, or to a repeated meaningful practice of some kind. When the movement is linked to a specific vocabulary word, students acquire the word easily. With lots of practice, the new word moves into the student’s long-term memory.

How can I integrate TPR into my ELA day?

Integrating TPR can be a fairly simple task; let's start with language arts definitions. In Shurley English, our grammar and reading jingles tap into the TPR philosophy. In fact, any kind of action song or jingle is basically a TPR event with added music. The jingles we teach in Shurley English introduce students of any language to a whole host of vocabulary and help them lock in the new academic language through music and movement. (Here's an entire article about it!)  Even if students merely chant the jingles, it’s the cadence, rhythm, and rhyme, along with the movement, that enable students to make strong connections between the movement and the vocabulary. This ultimately helps students lock down important language concepts that will stay with them for a lifetime. 

If you haven’t checked out our ELA jingles yet, you can listen to a sampling of them on our YouTube channel. Enjoy!