The Great Grammar Debate, Part 3: Contextual Teaching and the Power of Mini Lessons

In this grammar debate, one thing Ruthie and I have always agreed upon is that grammar should be taught in context. We keep an eye out for the most common errors in students’ own writing rather than turning to the next page in a workbook. When I was Ruthie’s student teacher, we took advantage of opportunities to prioritize grammar errors students were already making, whether written or spoken. If a student said, “Me and Kevin have to leave early for basketball,” we didn’t let it slide.

Still, teachers can’t wait until grammar errors naturally happen to teach all the conventions of our complex language. So, another thing we agree upon is mini lessons. These short lessons focus on one rule at a time to avoid overwhelming students and to ensure mastery before moving on to the next concept. Mini lessons also fit well with shorter attention spans.

The essential components of a grammar mini lesson:

·       An objective

·       The rule, clearly stated in simple language

·       An explanation (why it’s important)

·       Exemplars

·       Guided practice

·       Independent practice (exit ticket or homework)

Within the mini lesson, context can be provided by using exemplars taken from sources with which students are familiar. This can be from their own writing, popular songs, current readings, local TV newsclips, celebrity interviews, or nearby billboards.

Ruthie and I are rarely worksheet people. The best practice or assessments involve critical thinking. Instead of monotonous worksheets that can be copied in homeroom, give short homework assignments that require students to apply the grammar concept in their own original sentences.

 “Use it or lose it” is an often ignored rule of retention. There are enough days in the school year to revisit the grammar rules, and it’s important to do so. Ruthie will be sharing ways to keep the grammar rules “alive” in the ELA classroom.