Martha Kolln wrote:
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type="cite">Dear John and Eduard and all,
It is indeed true that my colleague Sandra Wyngaard, head of English at
State College (PA) High School, and I are in the throes of production.
Our book, "Discovering Grammar: Unlocking the Language Toolbox for
Middle School Readers and Writers," takes teachers and students step
by small step through minilessons to mastery.
We begin with a short lesson on Subject/Predicate, which, by the way,
includes a structured writing assignment (which many of the minilessons
do). Then come nine minilessons on nouns and noun phrases and
pronouns. These lessons include discussions of form--singular/plural
as well as derivational endings-- that help students unlock their own
inner grammar expertise. Next come seven minilessons on verb forms.
All of these lead to and are integrated with the next series of lessons
on ten sentence patterns, which are essentially predicate patterns.
With each lesson, directed mainly at teachers, we include several
"Unlocking" exercises and "reading/writing connection"
exercises, classroom activities for the students--many of which are
connected to the young-adult literature they are reading.
I have learned from Sandra--and by talking to many teachers--that
today's language arts classes are very different from what many of us
remember way back when--or even not so way back. Today's teachers rely
on minilessons, on word study, on word sorts (many of which we
include), with very little, if any, attention to syntax in an
organized way. That lack of attention is due in large part to the
teachers' own inadequate grammar background and very scant help from
textbooks.
We are very excited about what we have accomplished so far. The first
section of the book--100+ pages--will be class-tested this fall in all
nine middle schools of Carroll County, Maryland, as well as in
selected classes in four other school districts, including districts
in two other states as well as Pennsylvania. We expect to have the
finished published version ready for fall 2007. We are publishing and
planning to market it ourselves.
As I explain in the Introduction, the material is based on my
"Understanding English Grammar," which is based on sentence patterns. I
firmly believe that the framework of sentence patterns has been
enormously helpful for my college-level students in the teacher-prep
grammar class. In the new book, we are including the very simplest
diagrams for the sentence patterns--so they will be there for those
teachers who want to include them.
As I said in my keynote address at ATEG last month, minilessons are
here to stay in the language arts classrooms of middle schools. If we
want to have an impact, we have to join them. Believe me, these are
not the minilessons that Constance Weaver describes in her books, the
"teachable moment" occasions that occur in writing workshops. Ours are
organized in small steps, designed to fit into a classroom period, that
scaffold on one another but that also bring to the students' conscious
understanding step by organized step the subconscious knowledge that
they had with them when they entered kindergarten. Mastery through
minilessons is our goal.
I'll appreciate your input and interest, especially those of you who
might be interested in seeing more detail as it becomes available. The
table of contents will be ready soon; that might give you a better
idea of our program.
Martha
John:
I guess the safest way to find out if this is true or not is to ask
Martha Kolln herself if she and her friends intend to publish a book
designed for "the lower level Japanese students." I am sure, as you
say, that "Japanese students would benefit from a version of this
book pitched at a lower level." Hopefully Martha is reading this
message and will answer your question.
Eduard
On Mon, 21 Aug 2006, =?Windows-1252?Q?John_curran?= wrote...
>Eduard,
Re your last submission:
Here is a message from an Australian teacher in Japan at the chalk-
face=
,=20
teaching at the primary level. ATEG's "Grammar Alive - A guide for=20
Teachers" has been very helpful but it is difficult to adapt this
book to=
=20
the needs of the lower level Japanese students. Japanese students
would=20=
benefit from a version of this book pitched at a lower level. There
is a=20=
rumour going around that Martha Kolln and friends are preparing such
a=20=
book. Can we be so lucky?
John Curran
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To join or leave this LISTSERV list, please visit the list's web
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Martha,
Are you familiar with the two t-g books by Jacobs and Rosenbaum,
published in 1967 and designed for seventh graders? They're called Grammar
1 and Grammar 2.
Marshall