Archive
Tag: Teaching the Language Strand
Assessment-Based Differentiated Instruction
Our understanding of the characteristics and proclivities of our students should inform both the what and the how of instruction. Consider this: students don’t know what…
Grammar Instruction: Establishing Common Ground
Perhaps no instructional issue in English-language arts produces more contentious debate than the issue of how best to teach grammar. All too often we bog down…
How to Teach Grammar
Within the field of English-language arts, there is probably no more contentious curricular issue than that of how to teach grammar. The “Reading Wars” and “Writing…
Why We Don’t Teach Grammar
Teachers deemphasize grammar instruction for six key reasons. Learn these reasons and re-prioritize your instruction to include teaching grammar in the context of meaningful writing.
Context Clues Vocabulary Review Game
This context clues vocabulary review game helps students apply the five major context clues categories to informed word guessing. Using the Pictionary® game, students drawing context…
The Great Grammar Debate
The Great Grammar Debate between those favoring part to whole and those favoring whole to part grammar instruction is still relevant.
Visual Spelling Strategies
Spelling is primarily an auditory skill; however, when used as an appropriate instructional component of a comprehensive spelling program, visual spelling strategies, such as these “picture…
Why Daily Oral Language (D.O.L.) Doesn’t Work
Daily Oral Language is the most popular instructional technique for teaching grammar and mechanics? But is it effective? No. The article lists 16 reasons why D.O.L.…