Grammar and Writing Overview (GI-Rhetoric)

Transcription

1 Grammar and Writing Overview (GI-Rhetoric) The purpose of this document is to assist parents in understanding the purpose of each piece of Unitas grammar and writing curriculum. With this knowledge, you will be better prepared to partner with the tutor in educating your student. The headings below explain how each curriculum piece is to be used. Goals of Shurley English (GI-GIV) Shurley English teaches complex grammar and writing skills. These are taught over time through a series of small, incremental and sequential steps. These steps include seeing, hearing, saying and doing activities. Repetition of the grammatical structure of sentences is the key to the success of building a good grammar foundation. Memorization of grammar jingles enables young students to easily remember the functions of the various parts of speech in each sentence. 1. Stay one lesson ahead of your student. It is important that you understand the skills that you will need to teach. You should also be familiar with the lessons that are taught on Mondays and Thursday. Take time to read through the lessons. 2. Follow the lesson plan outlined in your Shurley Grammar teacher s manual with specific attention to portions assigned by the tutor. Each lesson includes a unique process of repeating grammar skills over and over to make them habitual. Using the CD is key when teaching the Introductory Sentences. 3. Recitation of grammar jingles daily, both in class and at home. Using the CD is key to introducing new jingles. Helpful Hints: 1. Notice the difference between Introductory Practice sentences and Practice Sentences. Introductory Sentences are used when a NEW concept is introduced. Follow the Teaching Script in the teacher manual to introduce the new skill. Use the CD as well. 2. Shurley English lessons may include material that your tutor will not assign if the material is taught in another curriculum. For example, Shurley English may include a Teaching Script guiding parents to improve sentences with adjective and adverbs. This is a skill that is thoroughly taught in our writing program (IEW). Lessons like this in Shurley will be skipped.

2 3. Unitas does not use the writing lessons included in Shurley English. These are usually assigned in Shurley lessons 4 or 5, depending on the level. Any writing lesson (with the exception of letter writing) and the journal writing portion of the test will not be assigned. Goals of Fix it Grammar (GV- Rhetoric I) Fix it Grammar is a 6 year editing program in which students learn how to find and correct errors in daily passages that cumulatively tell a story. Students apply new and previously learned grammar knowledge in context, aiding in the transfer of grammar skills into their own writing. This is the main goal of grammarto internalize the tools necessary for editing their own compositions. In addition, daily practice in editing will help instill the habit of editing all of their writing. 1. Follow the lessons outlined in Fix it Grammar carefully. Each assignment should take about 15 minutes to complete. 2. Understand that the lessons in Fix it Grammar are a series of modeling exercises. Tutor/parent will discuss the rules and then model how to label and correct the sentences. Goals of Writing with Ease (GI-GII) Writing with Ease helps build a solid foundation in basic writing skills through narration, copywork, and dictation. These are important skills to address before a student begins their own compositions. Using passages and sentences from classic children s literature, Writing with Ease allows young writers to practice their skills while absorbing the style and grace of great authors. 3. Follow the lessons outlined in the Writing with Ease teacher pages carefully. 4. Make an effort to understand the art of narration, copywork, and dictation. Read Susan Wise Bauer s article for more info

3 Goals of Institute for Excellence in Writing (GII-Logic II) Excellence in Writing (IEW) offers the student both structure and style in writing by using a variety of sentence styles, sentence openers, and sentence dress ups. Beginning each lesson with a model, students learn how to recognize key words, write outlines and mimic good writing in their own compositions. IEW consists of a two part process to teaching writing: 1) Writing Units (structure): IEW includes nine units for teaching writing. Seven of the units are structural models (Units 3-9) and the first two units cover key word outlines and summarizing (Units 1 & 2). Units 1 & 2 will be utilized every time your child begins a writing assignment. A structural model will then be chosen (varies by lesson) to complete the writing process. 2) Stylistic Techniques (style): IEW uses several stylistic techniques to encourage children to write interesting papers. Learning these techniques enables students to manipulate language using the parts and putting them together in an interesting way. The following are the techniques that will be introduced in IEW: 6 Dress Ups who/which clause (w/w) -ly word (-ly) strong verb (v) quality Adjective (adj) wwwasia (older students will learn - wwwasiabuuba= when, while, where, as, since, if, although, because, until, unless, before, after) because 6 Sentence Openers subject opener -ly opener preposition ing wwwasiab vss (very short sentence) Decorations (use sparingly) simile/metaphor personification triple extensions questions quotations

4 1. Follow the lessons outlined in the theme-based books and the tutor s instructions carefully. Read the whole lesson so you know what was taught in class on Mondays and Thursdays. 2. Learn the IEW method in order for you to better help your student. There are training DVDs available and a yahoo group for parents using the program. Ask your child s tutor for assistance at any time. 3. Follow the format for writing as outlined in the lesson and refer to the final checklist for elements that need to be included in the paper. Be sure to follow the directions for marking the stylistic techniques and sentence openers as well. Help your child label their own paper. Do not turn in a paper that is not labeled or without a checklist attached. 4. You are your child s primary teacher. If you decide to alter the lesson or the checklist write a note to the tutor so she is aware of any changes you have made. 5. Turn papers in on time, in the correct format, with the correct checklist copied and attached. 6. When a final draft is returned take time to talk about any errors and the tutor s notes/critique. Helpful Hints: 1. For each writing assignment, plan to spend about 1/3 of the time on outlining, 1/3 on labeling, and 1/3 on editing. Each if these steps is equally important and requires adequate time to complete. 2. Students (with your help if needed) should label their own paper. By labeling they have to identify the techniques. Ask What is your favorite (quality adjective, strong verb, etc.) to get kids to label their own writing. 3. Student Resource Notebook (SRN) includes lists of verbs, adverbs, quality adjectives, etc. There is an IEW App available as well. 4. Teach your kids to type---- free: typingweb.com 5. Outside of your writing lessons, spend time talking about banned words, antonyms and synonyms. 6. You can t help them too much Andrew Pudewa. Just as they learned to talk and you supported them with every sentence, you will do the same with writing. 7. Edit with your child. This is hard work and it takes a lot of time. It s ok if you can t do every writing assignment. Do what you can and ADJUST THE CHECKLIST if needed.

5 8. Watch for slang and help students choose a better word. Help them understand the difference between words we use when talking and words we use for writing. 9. Thursdays will be in class editing days. Students should come home with markings on their rough drafts. If they don t, ask them about it and be sure to walk through the editing with them on Friday before they write their final draft. Ask lots of questions. Goals of Lost Tools of Writing (Logic III-Rhetoric I) Lost Tools of Writing teaches classical composition by giving students the tools they need to think carefully, write creatively, and persuade effectively. By learning the 5 common topics students are challenged to ask questions and think deeply about their writing topic before putting pen to paper or fingers to a key board. Students will begin writing a rudimentary, painfully simple, essay during the first several weeks. They will expand upon this practice essay in each of the following lessons, which introduce new techniques and tools. Eventually, students will branch out from their practice essay and begin writing about a new issue related to the literature or history readings from their World View class. 1. Students will complete their lessons independently, but be available to help if needed. If you are unsure of how to answer their questions, the tutor. 2. Read the lesson overviews found in the back of the student book for basic information from each lesson. 3. Encourage your student to persevere through hard lessons. Help them manage their time.