How To Teach Grammar is part two in a ten-part series covering a practical approach to teaching grammar in the middle school and high school classrooms. Read part one.
No, I am not going to tell you how to teach grammar in some weird, forced way. Looking at the history of grammar instruction and feelings about current grammar instruction is a starting point, though. Like anything in education, the reflection of what has worked and what has failed is important. This is my experience, and I would enjoy learning other teachers’ experiences with grammar.
Grammar is more than rules and lists, but it certainly can be taught that way. (It shouldn’t.) Here is a walk in history of some past and current manners of teaching grammar.
Unfortunately, I have done this before. Definition, memorize, practice, repeat. I didn’t enjoy teaching it, and I know my students were miserable. How to teach grammar? Please don’t drill your students.
The online teaching community buzzes with those who diagram sentences. Some teachers truly swear by this method. I have never taught grammar this way.
The worksheet, the workbook.
I personally think that “worksheet” and “workbook” are not bad words. They are simply instructional materials that when used with best practices, can help. In fact, some students prefer the straightforward approach. Pairing students allows students to speak to each other in a one-on-one setting, hopefully encouraging a productive dialogue.
Grammar worksheets and workbooks become problematic when no higher thinking is involved and students complete a page, turn it in, get a grade, and never think about it again. With my high school students, we do not complete a large workbook or packet. The standards are complex and specific. I tie lessons to student reading and writing, and I add direct instruction where necessary.
Sometimes students sing songs for me—most often “conjunction junction, what’s your function.” Again, these can benefit students if grammar lessons are taken to the next level. (Plus, my students never can finish the song; they never know what the function is!)
More methods of teaching grammar? Probably, but we can stop there.
The commonalities of these?
These methods seem to rest on the lower parts of Bloom’s Taxonomy. Lots of rote memorization (memorizing prepositions or types of pronouns), with a bit of application, and a little analysis. Unless specifically included in a worksheet or workbook, no evaluation or synthesis takes place.
The method of learning the basics of grammar (which should be done) shouldn’t be the complete study of grammar, or even make up the bulk of instructional time.
We as teachers know this. So, why is so much of grammar at the bottom of Bloom’s?
Teaching What We Know!
Much of what and how teachers teach is what they have seen modeled, as teachers and students. Have the majority of us experienced analytical grammar? I never did, even in college. For my college grammar class, my book read like an electronics manual. It was boring, when language can be anything but boring.
Higher order thinking with grammar.
We teachers can think critically about our language, and we can get our students there.
I would argue that learning the basics of grammar matters less than how and if teachers carry out analysis, application, and hopefully, evaluation and synthesis. What sort of steps can you take to enhance higher level thinking concerning grammar? Here are ten ways to teach grammar with critical thinking, either with students as the writers or as the readers.
- Encourage creative thinking. I use a video to teach active and passive voice, and when I ask students to make clips that demonstrate their understanding of a grammar concept, the results are valuable. The goal, aside from entertainment for the class, is to take a difficult concept, separate it, and put it together in a new way.
- Use graphic organizers. Students can rearrange and organize their information in graphic organizers, and then they can build word walls or creative writing pieces from those organizers. Graphic organizers are often a scaffolding step for using grammar in other situations. For example, my grammar word walls are also vocabulary word walls. Doing a word wall allows natural conversations about using words properly and in different forms, like changing a noun to an adverb.
- Connect grammar concepts to real life and to class. Simply mention grammatical terms outside of “grammar lessons.” For instance, in Romeo and Juliet, Juliet tells Paris in Act IV, “I will confess to you that I love him.” “Him” is a pronoun. What is the antecedent? To Paris, the pronoun references Paris. To Juliet and the Friar, the pronoun references “Romeo.” Using the correct grammar terminology is simply a step to show students that grammar is more than a ten-minute activity. Grammar is how we talk about language. What is the most famous example of subjunctive mood? I’d say “may the force be with you.” Using the concepts outside the grammar lesson makes a difference in students’ attitudes about grammar.
- Solve problems. We do this with writing all the time! When peer revising occurs, you can model questions like, what if the author changed the linking verbs to action verbs? Are the predicate adjectives stronger than action verbs? What should change in this paragraph? How would you revise? What do you suggest? Revision is not simply beneficial for the student with the paper. When students are looking at another paper, they are also practicing domain-specific vocabulary and answering higher order questions.
- Ask students to create an analogy. Sentence structure is like. . . following a recipe. Using scripted sentences at the start might feel forced, but eventually, strong cooks will add their own seasonings. Instead of using garlic salt, I’ll use celery salt. Instead of using a coordinating conjunction, I think a correlative conjunction will be better. Talk through analogies with students, and soon, they will be understanding grammar in new ways. You can even use analogies to help picture concepts. When I teach simple sentences, I talk about sentences with “scoops” of ice cream: a simple sentence has one scoop of vanilla, a compound sentence has two scoops, and on.
- Ask writing questions (not about errors). What alternative would work for this sentence? If a piece of writing has many complex sentences (for example), what would work better? Would simplicity help the reader? Is the sentence structure helping provide transitions? Sometimes, a grammatical question does not have a “right” answer. We can discuss our language, our preferences, and decide what works.
- Evaluate a specific part of writing. For example, rank the author’s use of modifiers. Are adjectives and adverbs helpful to the image as a whole?
- Think big picture. What plan can you implement for your overall tone? Do your modifiers contribute properly? Have you checked the connotation of unusual words? Do your verbs provide power to your sentences?
- Jigsaw a chapter or pages of a short story. Assign different groups to evaluate a specific grammar concepts.
- Evaluate a specific idea. What is the strongest transition in the paper? Determine how its sentence structure (or conjunction, or placement of clauses) makes it so. Grammar does not have to be “wrong.” Praise students for their wonderful and strong use of grammatical concepts.
How to teach grammar? Teach the basics with best practices, but remember to carry language instruction into the higher realms. We teachers have to be comfortable with the messiness of language. Language changes and evolves. Since language touches our lives, we need to ready students for those changes and versatile uses. We must talk about grammar in a variety of ways.
You are welcome to download these ideas for free! Sign-up below, and I’ll send you a copy to use in your classroom tomorrow.
In the third blog post in the series, I discuss how we as English teachers can connect grammar effectively to student writing and to what students read.