7. Be Efficient and Integrate Basic Skills

I realize that teaching grammar in isolation does not transfer to our students writing, but from the point of view of someone who has learned a second language, which all of our students will need to do to be affluent in our growing society, they are skills that need to be taught. When learning the structure of a second language, it is so important to know the difference between past and present participles, adjectives and adverbs, conjunctions and prepositions. These are all terms that students need to be able to identify and label. Just as we need to learn social studies vocabulary or science terms, the vocabulary of the written language also needs to be learned.

O.K. I'm done ranting.

I was struck by how much this woman knows! She sounds like she can fix anything! (I have a shower she could probably teach to stop leaking)

Now I am really done ranting.

"Minilessons... can be presented to the whole class, a small group, or one-on-one."
(p154)

Everything I have heard this year has revolved around our desire to use mini-lessons in our instruction. It was nice to finally have something that we all believe is doable show up in this chapter. I think mini-lessons are the perfect fit for teaching the nuts-and-bolts of the English language within the context of writing. I am still a little fuzzy on how mini-lessons are different than traditional grammar books except for the skill practice involved in the books.

Revision seems to be the one point where, once again, she has a magical touch with students. She states that students need to develop a "Revision Consciousness." She further indicates that through good modeling, kids will learn and apply this consciousness. Am I unconscious? I need that magic pixie dust because even when I model these things over and over again and point them out, they still do not revise their work!

Which of course leads to 'editing only after students can produce quality work.' When is that? At what point do I edit Johnny Q's paper if all he'll give me is three incomplete sentences. I know... if I expect it, he will give it to me.

I'm sorry. I promise the next portion WILL be positive. I'm having a rough day, and is this chapter hacking anyone else off, or is it just me?

Spelling

I have finally calmed down and read the spelling portion of this chapter with an open mind and a positive consonance. I love the idea of flexible word walls and highlighting portions of words. At first, I thought "How am I going to use a word wall in fifth grade?" But of course, she answered that question very shortly. I think that word walls for our prefixes and suffixes would be great. Especially if it was interactive. You could assess students on their ability to sort the word wall or match with definitions on the wall. Most of the ideas she had were very primary, but I am sure there is a way to use it in cross-curricular activities.