I'm going to toss out a "wanna" item in reference to this topic. Scope
and sequence specifications include -- either implicitly or explicitly
-- some ideas about developmental stages and age. I teach a good many
English education majors, and I've actually had trouble convincing some
of them that seven-year-olds can handle the notion that there are
different kinds of words (I've had students who believe you can't talk
about word categories until high school). Conversely, I've seen examples
of bizarre attempts to teach seven-year-olds the abstract structure of
absolute phrases, etc. I've also seen state guidelines that boil down to
"students in this grade should be able to talk about the grammar
concepts that students in this grade should be able to talk about," with
no specifications -- anywhere -- of what those might be.
Separate from a specific scope-and-sequence, it would be very useful to
have a widely agreed-upon list of statements like "at age X students can
handle discussing Y." Years ago, I listened to the eight-year-old child
of a colleague explain the minute arcana of pokemon (sp?) rules, so to
"widely agreed-upon," I should probably add, "not contradicted by
evidence."
Bill Spruiell
Dept. of English
Central Michigan University
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Natalie Gerber
Sent: Tuesday, January 15, 2008 11:57 AM
To: [log in to unmask]
Subject: Re: scope and sequence for grammar
Hi Dee,
Amy Benjamin's recent book Engaging Grammar has a chapter on this very
topic; perhaps it is already familiar to you.
As I'm not an education person, I can't tell you how accurate you may
find it to your districts' needs, but I know that my college students in
a grammar class past term found it a useful resource.
Best wishes,
Natalie Gerber
SUNY Fredonia
________________________________
From: Assembly for the Teaching of English Grammar on behalf of Dee
Bauman
Sent: Tue 1/15/2008 10:17 AM
To: [log in to unmask]
Subject: scope and sequence for grammar
Hi to all,
I'm a new participant in this group so hope that it is appropriate to
introduce a new topic.
Our district is looking for a scope and sequence of grammar concepts
that we can review/adapt for our teachers. Our 6-12 English teachers
are involved in an AP vertical team structure which is currently focused
on "best practice" in teaching grammar. One of our stumbling blocks has
been a lack of a clear set of grade level expectations for grammar
concepts.
If your district has a scope and sequence, would you be willing to share
it?
Thanks in advance for any help that you can send my way.
Dee Bauman
Dee Bauman, Ph.D.
Instructional Services Supervisor
W220 N6151 Town Line Road
Sussex WI 53089-3999
Telephone: 262.246.1973 x1180
Facsimile: 262.246.6552
[log in to unmask]
>>> Patricia Lafayllve <[log in to unmask]> 1/14/2008 10:02 PM >>>
Peter asks excellent questions!
As an example of how muddled things can get, I would probably think that
"red" in the examples below is an adjective functioning nomially
(noun-ial? How does one specify that again?), and that the final
sentence shows the word "red" as an adjective. I admit my bias: I was
"taught" that colors were adjectives, back in the Old Days of my grammar
school, and only learned later that "some adjectives can be nouns, too"
(how I remember it being explained at the time - again, back in the Old
Days). Hence now I still think of colors as adjectives which can behave
as nouns.
I'm fascinated by distinctions like this, which makes my students think
I am a Nerd. I have embraced this, and laugh about it with them,
although I prefer "language geek," really.
-patty
________________________________
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Peter Adams
Sent: Monday, January 14, 2008 5:32 PM
To: [log in to unmask]
Subject: Re: tion & nouns
Martha,
Could help me a little further with the form/function distinction.
I'm wondering about a word like "red," which seems to be an adjective
but also seems to satisfy the tests for a noun:
Many of the reds in Carpaccio's paintings have faded over the years.
(has a plural form)
The red's intensity drew my eye to the corner of the painting. (takes
possessive; takes determiner)
But would that mean that "red" in the following sentence is a noun in
form but functioning as an adjectival?
The red bathrobe was draped over the back of the chair.
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