Grammar project

I would love to discuss this back at school. The Grammar Project started as a question from a teacher to a member of Fordham's faculty, and it evolved into a committee forming to think, ask questions about grammar of each other, and develop a plan for grammar instruction in the classroom. It included teachers from all areas of the school, and it was a voluntary committee. The product was an excellent model for teaching grammar in the classroom and knowing just what to teach. I will try to find the wiki address later.

Something to think about: Would this benefit TPS? Should we gather members of all disciplines to discuss grammar in the classroom and how to help students learn how to edit their own and one another's work?

"High cost errors" was a phrase they used frequently in terms of reading and correcting a student's written work. Essentially, what errors undermine the author's voice and impair his or her ability to communicate ideas to the reader? They suggested taking those high cost errors and teaching to those first. Another interesting point of discussion was the frustration and feelings of being overwhelmed we as teachers find ourselves struggling with when trying to read and correct student work. When the author's ability to communicate with the reader is compromised, the reader focuses less on the content of the work and more on the errors within the work. I have some very interesting tips, advice, and practical use ideas from this session that I'd be willing to share at a meeting or professional development day.

-Jackie




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