Integrated grammar - PowerPoint Presentation

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Integrated grammar

Dick HudsonSurbiton High School, May 2015also at: dickhudson.com/talks

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Plan

Integrating grammar with KS2

Integrating

grammar with

textsIntegrating grammar with meaning: reference chainsIntegrating grammar with writingIntegrating grammar with talking and listeningIntegrating grammar with readingIntegrating grammar with FLIntegrating grammar with thinking skillsConclusions

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1. Integrating grammar with

KS2: National Curriculum grammar terminology

characters

letter

capital letterconsonant, consonant letter vowel, vowel letter punctuationfull stopquestion markexclamation markapostrophecomma

bracket

parenthesis

dash

ellipsishyphencolonsemi-colonbullet pointsinverted commas (or ‘speech marks’)

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KS2 Grammar – words

wordnoun

adjective

verb

modal verbadverbprepositionconjunctiondeterminerpronounpossessive pronounrelative pronoun[morphology]compoundsuffix prefixword family

[inflectional contrasts]

[number] (singular, plural)

tense (past, present)

[meaning]ambiguitysynonymantonym cohesion

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KS2 Grammar – sentences

sentence statement

question

exclamation

commandclausesubordinate clauserelative clause [clause structure]subjectobject adverbial[voice]active

passive

noun phrase

direct speech

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2. Integrating grammar with texts

Grammar is a tool for building texts.Grammatical analysis is a tool for understanding how texts

work.

But

it needs to be used.Use it or lose it!Any text will do for practice.But some texts will also encourage grammatical growth.Many possibilities, including comparing:expert writingnovice writing6Slide7

An expert: Orwell

199 words

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A novice: an anonymous KS3 pupil (level 4+)

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The novice text

191 words

Fix and forget!

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How to use these texts

Close grammatical analysis promotes ‘noticing’ of grammarwhich arguably promotes understanding and confidenceWhat has the novice achieved already?

What grammar goes beyond ordinary conversation?

What is the ‘grammar gap’?

What grammar does the expert use, but not the novice?What can they learn from the analysis to improve theirreadingwriting?10Slide11

Punctuation

Spot and correct punctuation errors in the novice writing.

I carried on watching it moving along the water

,

I looked around to see if there was anybody near me, watching this strange creature,

there was nobody. I looked around once more

,

there was silence

[ ] the Loch Ness Monster had gone,

Well, at least I thought it was the loch Ness Monster

,

maybe I just imagined it. I was sure I saw it though

,

but nobody will believe me

,

I stood there for a long time after

,

hoping that I would see the Monster again

.

Does every

mark

show

a major syntactic

boundary?

Does every

such boundary

have

a

mark?

What is the problem?

sentence boundary

start of defining subordinate clause

sentence

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Punctuation and grammar

Punctuation is a grammatical

notation.

So it reflects an awareness of grammatical structure.

And it reflects conscious analysis.So novices need to become more conscious of grammatical structuremore accurate in recognising distinctions.

But of course this grammar relates to meaning

e.g. defining/non-defining relative clauses.

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3. Integrating grammar with

meaning: reference chainsA word has two kinds of meaning:

its

referent

= the entity (person or thing) that it picks out on this occasion (e.g. Fido)its sense = the permanent meaning (e.g. ‘dog’) which ‘construes’ the referent.We invited our neighbours last night. Mr and Mrs Smith were delightful, but the dog was a nuisance.

A reference chain

(aka ‘arc of coherence’) contains

all

the expressions (words or phrases) that refer to a particular entity.but the chain may include expression for other related entities.Building a successful reference chain requires grammatical expertise.

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An expert reference chain for

a placeIn the expert text, find the chain for the

farm

then all the related entities

.Count the repeated expressions.14Slide15

The farm

Mr. Jones,

of

the

Manor Farm, had locked the

hen-houses

for the night, but was too drunk to remember to shut the pop-holes. With the ring of light from his lantern dancing from side to side, he lurched

across the

yard

, kicked off his boots

at

the

back door

, drew himself a last glass of beer from the barrel

in

the

scullery

, and made his way up to bed, where Mrs. Jones was already snoring.

As soon as the light

in

the

bedroom

went out there was a stirring and a fluttering all

through

the

farm buildings

. Word had gone round during the day that old Major, the prize Middle White boar, had had a strange dream on the previous night and wished to communicate it to the other animals. It had been agreed that they should all meet

in

the

big barn

as soon as Mr. Jones was safely out of the way. Old Major (so he was always called, though the name under which he had been exhibited was Willingdon Beauty) was so highly regarded

on

the

farm

that everyone was quite ready to lose an hour's sleep in order to hear what he had to say.

Repeated expressions = 0

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A novice reference chain for a place

In the novice text, find

the chain for the

loch

then all the related entities.Count the repeated expressions.16Slide17

The loch

There I stood on

the edge

of

the loch just looking around at the views

and at the old castle which stood opposite me. Then from the middle of nowhere this monster like thing just popped out of

the water

, Its long green body moving slowly along the top of the water. Then I suddenly thought, is that the loch Ness monster”? I carried on watching it moving along

the water

, I looked around to see if there was anybody near me, watching this strange creature, there was nobody. I looked around once more, there was silence the Loch Ness Monster had gone, Well, at least I thought it was the loch Ness Monster, maybe I just imagined it. I was sure I saw it though, but nobody will believe me, I stood there for a long time after, hoping that I would see the Monster again. I saw

the water

ripple, I thought that I might see the Monster again, but no, It was Just the wind. Maybe there really is a Monster in

that loch

or maybe it was just my imagination. maybe I will see it again someday?

R

epeated expressions: the water x 4

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How are the

two chains different?

The

expert chain is richer in

related entities.The novice chain has more repeated expressions.18Slide19

Orwell’s people

Find the chain for Mr Jones.Find

any

related

entities.Find any expressions which construe him.19Slide20

An expert chain for a person

Mr. Jones

, of the Manor Farm, had locked the hen-houses for the night, but was too drunk to remember to shut the pop-holes. With the ring of light from

his

lantern dancing from side to side, #he lurched across the yard, kicked off

his

boots

at the back door, drew himself a last glass of beer from the barrel in the scullery, and made #

his way

up to bed, where

Mrs. Jones

was already snoring.

As soon as the light in the bedroom went out there was a stirring and a fluttering all through the farm buildings. Word had gone round during the day that old Major, the prize Middle White boar, had had a strange dream on the previous night and wished to communicate it to the other animals. It had been agreed that they should all meet in the big barn as soon as

Mr. Jones

was safely out of the way. Old Major (so he was always called, though the name under which he had been exhibited was Willingdon Beauty) was so highly regarded on the farm that everyone was quite ready to lose an hour's sleep in order to hear what he had to say.

Orwell hardly construes Mr Jones at all because he’s not important.

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Novice’s monster

Find the chain for the monster.Find

any

related

entities.Find any expressions which construe it.21Slide22

A novice chain for a monster

There I stood on the edge of the loch just looking around at the views and at the old castle which stood opposite me. Then from the middle of

nowhere

this

monster like thing just popped out of the water, Its

long green body moving slowly along the top of the water. Then I suddenly thought, is

that

the loch Ness monster”? I carried on watching it moving along the water, I looked around to see if there was anybody near me, watching

this strange creature

, there was nobody. I looked around once more, there was silence

the Loch Ness Monster

had gone, Well, at least I thought

is

it

was

the loch Ness Monster

, maybe I just imagined

it

. I was sure I saw it though, but nobody will believe me, I stood there for a long time after, hoping that I would

see

the

Monster

again. I saw the water ripple, I thought that I might see

the Monster

again, but no, It was Just the wind. Maybe there really is

a Monster

in that loch or maybe

it

was just my imagination. maybe I will see

it

again someday?

Construal

of the monster achieves little but

causes

problems.

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Reference chains in an expert text

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Reference chains in a novice text

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The grammar of reference chains

Grammatical tools for defining referents:nouns and noun phrases (e.g. cats, a big cat, the cat

)

pronouns

(e.g. he, him, himself, his)tenses and time adverbials (e.g. then ... looked)And ellipsis: complete omission.e.g. he lurched across the yard, _ kicked off his boots at the back door, _ drew himself a last glass of beer from the barrel in the scullery, and

_

made his way up to bed, ...

Also

apposition = two juxtaposed nouns with the same referente.g. old Major, the prize Middle White boar, 25Slide26

4. Integrating grammar with writing

Grammatical analysis can improve writing (Myhill)for brighter children (because they learned most grammar?)

provided

that it’s integrated immediately into a relevant writing task.

What would be a relevant writing task for reference chains?Summarising the plot of a film or playExplaining the offside rule in footballGiving instructions for assembling a piece of furnitureCriteria for success:Every referent can be identified correctly and easilySenses construe entities by providing relevant information26Slide27

5. Integrating grammar with

talking and listeningIn pairs:A and B have identical piles of lego blocks.

Neither can see the other’s part of the table.

A adds a piece and describes the change to B, so that B can do the same.

Then it’s B’s turn to add a piece and so on till the pieces are used up.The winning pair is the first to build identical models.Success depends on effective reference chains!27Slide28

6. Integrating grammar with reading

See Animal Farm (cont).What do the colours mean?What is the general principle for finding the referent of a pronoun?

Is there an exception? How do readers cope with it?

How does Orwell distinguish characters introduced in pairs?

Would pronouns do instead?What is the grammatical function of new characters?Do you have any advice about remembering numerous characters?28Slide29

7. Integrating grammar with FL

Grammatical gender in French: la table = feminine, e.g.

Voici la table. Elle est ronde.

le livre

= masculine, e.g. Voici le livre. Il est bleu.Grammatical gender in English?no – unlike the French, we have sex.but suppose we did have grammatical gender.Frenglish:she table, e.g. Here’s she table. She is round.he book, e.g. Here’s he book. He is blue.29Slide30

Gender and reference chains

Why do so many languages have grammatical gender?One benefit is in reference tracking:English:

I bought a book and put it on the table, but it fell down.

What fell down? The book or the table?

Frenglish: I bought ahe book and put it on she table, but she fell down.30Slide31

8. Integrating grammar with thinking skills

Kiswahili agreement

kitu kizuri

good thing

vitu vizuri

good things

mtoto mzuri

good person

watoto wazuri

good persons

mto mzuri

good stream

mito mizuri

good streams

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Welcome to the UK Linguistics Olympiad!

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Kitu kimoja kinaharibika.

Something breaks.

Vitu vimoja vinaharibika.

Some things break.

Kitu kimoja kiliharibika.

Something broke.

Vitu vimoja viliharibika.

Some things broke.

Ninaona kitu kimoja kilikioharibika.

I see something that broke.

Ninaona vitu vimoja vilivioharibika.

I see some things that broke.

Ninaona kitu kimoja nilikiokiharibisha.

I see something that I broke.

Ninaona vitu vimoja nilivioviharibisha.

I see some things that I broke.

kitabu kipya

new book

??

new books break.

??

I break some new books that I saw.Slide33

9.

ConclusionsGrammar is a tool-box for building complex meanings.An expert’s tool-box is

bigger

than a novice’s.

An expert also understands the tool-box better and uses it more skilfully.Grammar teaching should promote growth, understanding and skillbe integrated with the pupils’ total experience of language education.33Slide34

Thank you.

Remember, this show is at dickhudson.com/talks.For the Linguistics Olympiad, see www.uklo.org

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