Grammar Inquiries, Grades 6–12 : An Inquiry- and Asset-Based Approach to Grammar Instruction

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of Figures
Meet the Author
Preface
Acknowledgments
Introduction: Using Students’ Inquiries and Assets in Grammar Instruction
Taking An Inquiry-Based Approach to Grammar Instruction
What Is Inquiry-Based Learning?
How Can Inquiry-Based Learning Relate to Grammar Instruction?
Rooted in Culturally Relevant and Sustaining Teaching
The Significance of Students’ Assets
Why I Decided to Write This Book
What to Expect in This Book
Chapter 1: Building the Foundation for Inquiry-Based and Asset-Focused Grammar Instruction
What Is It?
Build Fundamental Knowledge of Grammatical Concepts
Introduce the Grammar Inquiries to Students
Why Is It Important?
The Importance of Building Fundamental Knowledge of Grammatical Concepts
The Importance of Introducing Grammar Inquiries to Students
How Can It Look in Action?
Instructional Recommendations
Recommendation One: Use the Introductory Mini-Lessons to Build Students’ Foundational Knowledge Without Overwhelming Them
Recommendation Two: Use Mentor Texts to Familiarize Students with the Uses and Importance of Grammatical Concepts
Recommendation Three: Explain to Students That Grammar Inquiries are Authentic Applications of Their Grammatical Insights
Recommendation Four: Share with Students That You Will Support Them Through Their Identifications and Analyses
Key Takeaway Points
Chapter 2: Showing Students Examples of Authentically Used Grammatical Concepts
What Is It?
Why Is It Important?
It Provides a Model for Students
It Emphasizes the Importance of Grammatical Concepts to All Communication
How Can It Look in Action?
Instructional Recommendations
Recommendation One: Explain to Students That You’re Modeling the Work They’ll Do in Their Grammar Inquiries
Recommendation Two: Highlight the Wide Range of Texts in Which Grammatical Concepts are Used
Recommendation Three: Use Your Examples as a Way to Build a Classroom Community
Recommendation Four: Help Students Understand the Features of the Examples You Share
Key Takeaway Points
Chapter 3: Reflecting with Students on the Importance of Authentically Used Grammatical Concepts
What Is It?
Discuss with Students Why the Creator of the Text May Have Used the Concept
Discuss with Students How the Text would be Different if the Concept was Not Used
Why Is It Important?
It Shows Students the Kind of Analysis They Will Conduct in Their Own Grammar Inquiries
It Develops the Analytical Skills that Students Will Apply to Their Own Inquiries
How Can It Look in Action?
Instructional Recommendations
Recommendation One: Connect to the Previous Examples You’ve Shared
Recommendation Two: Create Space for Students to Consider the Importance of the Concepts
Recommendation Three: Provide Support and Follow-up Explanations as Students Reflect on the Concepts’ Importance
Recommendation Four: Discuss with Students That They Will Apply This Same Analytical Approach to Their Own Inquiries
Key Takeaway Points
Chapter 4: Helping Students Identify and Analyze Authentic Examples of Grammatical Concepts
What Is It?
Review the Essential Question They’ll Explore in Their Inquiry
Identify Authentically Used Examples of the Concept on Which They’re Focusing
Analyze the Importance of the Grammatical Concept They Identified to the Context in which it Was Used
Why Is It Important?
Students Think Deeply about the Grammatical Concept They’re Studying
Students Work with Grammar in Asset-Based Ways
How Can It Look in Action?
Instructional Recommendations
Recommendation One: Establish a Connection between This Work and What Students Have Already Done
Recommendation Two: Help Students Review the Grammar Inquiry Essential Question
Recommendation Three: Brainstorm with Students Situations in Which They Could Find Authentic Examples of Their Focal Concept
Recommendation Four: Confer with Students as They Work on Their Identifications and Analyses
Key Takeaway Points
Chapter 5: Creating Opportunities for Students to Share Their Findings
What Is It?
Organizing Community Events Where Students Will Share the Results of Their Inquiries
Providing Students with Clear Guidelines for Sharing Their Findings
Why Is It Important?
The Experience is Meaningful for Students
The Experience is Motivating for Students
The Experience is Aligned with the Values of Grammar Inquiries
How Can It Look in Action?
Instructional Recommendations
Recommendation One: Reach Out to Community Members About the Grammar Inquiry Presentations
Recommendation Two: Emphasize to Students That Grammar Inquiry Presentations are Opportunities to Share Real-World Ideas with Authentic Audiences
Recommendation Three: Provide Students with Clear Guidelines For Their Grammar Inquiry Presentations
Recommendation Four: Purposefully Address Guests and Students before Grammar Inquiry Presentations Begin
Key Takeaway Points
Chapter 6: Asking Students to Reflect on Their Experiences
What Is It?
Reflection Question One: What Did You Learn About the Focal Concept by Identifying and Analyzing Real-World Examples of It?
Reflection Question Two: Why is What You Learned in the Grammar Inquiry Project Important?
Why Is It Important?
Reflection Encourages Students to Think Deeply About What They’ve Learned About Real-World Uses of Grammatical Concepts
Reflection Helps Students Understand the Importance of Grammatical Concepts to Authentic Communication
How Can It Look in Action?
What We Can Learn From It
What We Can Learn From It
Instructional Recommendations
Recommendation One: Preview the Reflective Activity, Explaining What It Is and Why It Matters
Recommendation Two: Introduce Students To The Reflection Questions and Create Brainstorming Opportunities
Recommendation Three: Share Reflection Guidelines with Students
Recommendation Four: Model Some of Your Own Reflective Insights
Key Takeaway Points
Chapter 7: Assessing Students’ Work on Their Grammar Inquiries
What Is It?
Assessing Students’ Grammar Inquiry Presentations
Assessing Students’ Grammar Inquiry Reflections
Example Assessment Rubric
Why Is It Important?
It Shows Students That We Value Their Work
It Communicates the Strengths of Their Presentations and Reflections
It Indicates How Students Can Continue to Develop
How Can It Look In Action?
Seventh-Grade Assessment Example
Tenth-Grade Assessment Example
Instructional Recommendations
Recommendation One: Introduce the Assessment Criteria to Students Early in the Grammar Inquiry Process
Recommendation Two: Formatively Assess Students’ Understandings on the Criteria Throughout Their Grammar Inquiry Work
Recommendation Three: Revisit the Rubric Criteria Throughout the Grammar Inquiry Process
Recommendation Four: Use the Assessment to Recognize Strengths and Encourage Future Growth in Specific Ways
Key Takeaway Points
Chapter 8: Implementing This Approach: Suggestions for Classroom Practice
Suggestion One: Discuss the Fundamentals and Importance of the Focal Concept
Putting Suggestion One Into Practice
Suggestion Two: Introduce Students to Their Grammar Inquiries
Putting Suggestion Two Into Practice
Suggestion Three: Identify Your Own Authentic Example of a Grammatical Concept and Have Students Help Analyze its Importance
Putting Suggestion Three Into Practice
Suggestion Four: Support Students As They Identify and Analyze Authentic Examples of Grammatical Concepts That Align with the Inquiry’s Essential Question
Putting Suggestion Four Into Practice
Suggestion Five: Construct Opportunities for Students to Share Their Grammar Inquiry Findings and Reflect on Their Experiences
Putting Suggestion Five Into Practice
Final Thoughts on Implementing This Approach
Conclusion: Why Inquiry- and Asset-Based Grammar Instruction Makes a Difference
It Centers Students
It Moves Grammar Instruction from Deficit-Based to Asset-Based
It Incorporates the Power of Essential Questions
It Prepares Students for Authentic Engagement with Language
Final Thoughts
References
Appendix A: A Guide for Book Studies
Introduction: Using Students’ Inquiries and Assets in Grammar Instruction
Chapter 1: Building the Foundation for Inquiry-Based and Asset-Focused Grammar Instruction
Chapter 2: Showing Students Examples of Authentically Used Grammatical Concepts
Chapter 3: Reflecting with Students on the Importance of Authentically Used Grammatical Concepts
Chapter 4: Helping Students Identify and Analyze Authentic Examples of Grammatical Concepts
Chapter 5: Creating Opportunities for Students to Share Their Findings
Chapter 6: Asking Students to Reflect on Their Experiences
Chapter 7: Assessing Students’ Work on Their Grammar Inquiries
Chapter 8: Implementing This Approach: Suggestions for Classroom Practice
Conclusion: Why Inquiry- and Asset-Based Grammar Instruction Makes a Difference
Appendix B: Reproducible Charts and Forms to Use in Your Classroom