Getting It Right: Fresh Approaches to Teaching Grammar, Usage, and Correctness

Getting It Right Fresh Approaches to Teaching Grammar Usage and Correctness The authors consider what grammatical concepts and correctness issues are most worth teaching and how to teach those concepts and issues deeply They explain how to understand the causes of students er

  • Title: Getting It Right: Fresh Approaches to Teaching Grammar, Usage, and Correctness
  • Author: Michael W. Smith Jeffrey D. Wilhelm
  • ISBN: 9780439669337
  • Page: 452
  • Format: Paperback
  • The authors consider what grammatical concepts and correctness issues are most worth teaching and how to teach those concepts and issues deeply They explain how to understand the causes of students errors, how to address those causes through authentic and engaging activities, and how teachers can work together to increase their effectiveness They provide both guiding prThe authors consider what grammatical concepts and correctness issues are most worth teaching and how to teach those concepts and issues deeply They explain how to understand the causes of students errors, how to address those causes through authentic and engaging activities, and how teachers can work together to increase their effectiveness They provide both guiding principles and plenty of examples that readers will be able to employ immediately For use with Grades 4 Up.

    One thought on “Getting It Right: Fresh Approaches to Teaching Grammar, Usage, and Correctness”

    1. While Getting It Right is far from being an in-depth look into how to teach grammar, I think it offers some interesting philosophies and perspectives that would be a great place for a group of educators to begin exploring their own theories and working together to come up with a plan for tackling the scope and sequence and method to the madness which is grammar in the secondary classroom. Wilhelm and Smith are more known for writing about reading and yet their treatment of this subject works for [...]

    2. I'm trying to figure out a better way to teach grammar, so I read this book to get some ideas. The thesis of this book is that students do not learn grammar through worksheets and direct instruction without application to their own writing. The authors believe it's important to consider why the students are not writing in Standard English and to develop a hierarchy of grammar issues to tackle.Another lesson I took from this book is to make sure to split up the work with colleagues so each teache [...]

    3. I like the definitions of grammar language on page 11 and the reasons listed for why the definitions are misleading or insufficient. I really like the easy to photocopy 2-sided handouts about peer editing, writing evaluation, etc. I especially think the '20 most common errors College students make in writing' section on page 64/65 is amusing and true.

    4. Ideas are ones I know and have seen before, but some of the applications are new and useful. A quick read for reminding teachers about what they can (and should) be doing with language. Written before CCSS so there's no mention of that content specifically, but the principles are still sound.

    5. I liked the rationale against teaching traditional unrelated grammar sentences more than the actual sample lessons. It still calls for knowledge of the standard parts of speecha nd sentences, but it emphasizes what is important to point out to students and when to not be the grammar police.

    6. I really like this "less is more" approach to teaching grammar. I didn't diagram sentences when I was in school, and yet I can still correctly punctuate a sentence.

    7. This book had some refreshing, well-reasoned advice to address my ongoing heartache about how to teach - or not teach - grammar. If anything, I wanted more - more advice, more research, more ideas.

    8. This book provided me with several creative ideas and specific lessons for teaching the challenging subject of English grammar.

    Leave a Reply

    Your email address will not be published. Required fields are marked *