The Playbook of Literary Success, Part 2: Grammar
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Let’s get back into the language arts huddle to go over some key plays that will help your students win the game! If you missed Part I of the Playbook of Literacy Success, you might want to go back to the starting line to capture the necessity of a strong vocabulary. As for today, we’re going to focus on Part II: Grammar. We’ll begin with some calisthenics we call Shurley English Jingles, and then we’ll move right into our version of the wishbone formation! We call this feature the Question and Answer Flow.
Remember, English is like a competitive sport, and every K-8 teacher is part of the coaching staff charged with developing players’ language arts knowledge and skills. The playbook contains plays designed to help each team member achieve literacy success, which is the ultimate goal of the game, and the action plan involves the following equation:
When it comes to teaching grammar, Shurley English uniquely teaches and reinforces the eight parts of speech and other important language arts concepts, using Jingles. For clarification purposes, Jingles contain the important pieces of information of each definition, stated in a catchy, rhythmic way. Each time a Jingle is recited, the brain goes through the motions of reigniting the learning path that was formed previously. The more the brain repeats information via the learning path, the more likely that information will be retained in the long-term memory.
Note: Jingles are like calisthenics for the brain, and Jingle practice has been distributed appropriately throughout the Teacher’s Manual. And of course, as a reflective practitioner who must hold both your students and yourself accountable for the knowledge gained, the daily rehearsal of the jingles becomes an out-loud-and-in-your-face measurable way to determine how well students are retaining the new knowledge.
incorporate rhythm, rhyme, and movement.
provide domain-specific language.
allow for critical reading during sentence analysis.
Checklist for Shurley English Jingles:
Teacher models jingles or uses the Interactive I feature of the digital materials.
Students recite the jingles in unison at a brisk pace.
Students enjoy Jingle Time.
As grammar instruction continues, Shurley English teaches students how the eight parts of speech are organized to form sentences correctly, using a process called the Question and Answer Flow. The Q & A Flow teaches students how to analyze the role of each word in a sentence. Learning to identify and label the parts of a sentence leads to understanding sentence structure, and as students' understanding of sentence structure grows, they learn to apply this knowledge to write better sentences, paragraphs, and essays. Think about it this way: Just as a coach choreographs the plays he or she wants the team to master, so, too, grammar is the choreographer of our language. Therefore, it is essential for students to have a firm foundation of knowledge about the parts of speech and the role they play in written language. The Q & A Flow makes the practice of the parts of speech logical and systematic.
include brain-compatible strategies.
make English grammar logical and systematic.
serve as a formative assessment.
As you reflect upon your teaching of these important skills, consider the following Checklist for Grammar Instruction and the Question and Answer Flow. Ask yourself, have I…
conducted the grammar lesson as directed in the manual?
involved students in the oral questioning process?
related the new skill to a previously taught skill?
taught the students to read the sentences to be classified fluently and in unison?
encouraged a steady and natural pace as sentences are read aloud?
pointed to words and sentences for younger students as sentences are read?
taught students to use the same sequence/order of the Questions and Answers in the Q &A Flow, according to the manual?
conducted the Q & A Flow at an appropriate rate and volume?
waited until each answer is recited before labeling?
monitored constantly the students’ engagement and participation?
kept the students involved and on task?
By keeping yourself mindful of not only the quality of the content you teach, but also the technique and delivery of the content, you will add yet another game-saving skill to your students’ overall literacy achievement. In upcoming posts, you will learn even more “plays” you can add to your literacy “playbook.” Don’t miss it!
