Think! Play! Write!
Differentiate writing & grammar instruction through games.
Tell me and I forget. Teach me and I remember. Involve me and I learn.
Poor grammar is everywhere...
...while it is funny....
...it's no wonder our kids are confused!
Writer, Eric Jensen says that we discard 98% of everything that comes into our brains.
It's about the thinking!
If you can think it, you can say it.
If you can say it, you can write it.
Discuss at your table:
What do you think?
What do you need to make a piece of velcro stick?
Telling is not teaching! One side of the velcro cannot stick!
Find someone to stick with & have a conversation.
A learner must be able to connect to what is being taught!
The first key to writing is to write!
What was I supposed to remember again???
Bite-sized Writing Instruction is best!
* Every writing activity does NOT have to go through all stages of the writing process.
"We don't write in that class... we use index cards." 10th grade student
Chunk & Check!
How important is practice? It takes 24 times to acquire a skill!
Mix it up & spiral the practice!
It takes 20 hours of deliberate practice to show mastery!
Frequent retrieval is necessary!
If it feels like play, it is!!
How can this activity provide differentiation for your ESL, SPED, & GT students?
Info shots - Write Around
I created this game based on sample analogy patterns for Infoshots – Created by Gretchen Bernabei
Musical Chairs - Write Around
Let's try it with the info shots. Think about your subject area. If you teach social studies maybe you want the students to describe the Texas Revolution.
The music stops and the student is near poster #3.
The student could write: Sam Houston can be described as a leader.
The music plays again and the student is near poster #7.
The student could write: A group of volunteers transforms into an army.
.... and so on.
You could also use dice with the info shots.
24 hour Google History
This activity can be quick and entertaining:
2. How to remove blood stains from fabric.
3. DIY sewing machines
The Proper Noun Taboo Game
How could you use Taboo in the content areas?
Discover Adjectives through mentor texts!
Ask students what they notice.
Because learning doesn’t usually stick the first time, students need multiple opportunities and a variety of experiences that provide both the time and the context for the ideas to be internalized. All the studies show that we remember very little of what we read and a whole lot of what we do. In light of this research, which is more effective? Reading and lecturing or creating a real-world simulation?
USE THE STUDENTS' OWN WRITING TO TEACH & REINFORCE THE SKILLS!
Students need to do, to participate, and to create!
Give them an audience and you give them reason to produce quality work!
Allow them to contribute and/or manage the class blog.
The Grammar Olympics
Have the students create the games!
Gamify the Grammar!
Berry's Great Grammar Escape
It's not about what we are putting down, but about what they're picking up! (Berryism)
When students learn the material for themselves, it becomes their learning, not our teaching, and because it is their learning, they own it. They will remember it, they will be able to apply it, and they will be able to use it as the foundation for new learning and creating.