Long Grammar Effect

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I read the article, “The Short- and Long-Term Effect of Explicit Grammar Instruction on Fifth Grader’s Writing,” by Shoudong Feng and Kathy Powers. Their study had a lot to do with sentence structure, usage, and mechanics. Therefore, the article addressed grammar 1, grammar 2, and mechanics. I will be summarizing Feng and Power’s collaborative research, which I believe is an interesting and effective study that revealed a very useful strategy for one to use when teaching elementary school students. Feng and Power’s study group participants were fifth graders in a public elementary. Their number of participants varied throughout their research. Twenty-two students participated at the beginning, halfway through the number went down to sixteen, …show more content…
As mentioned before, the student’s errors focused the most on sentence structure, usage, and mechanics. In order to correct the mistakes that the students were making, I noticed that the strategy used was a process of steps. For starters, the teacher used a table or model to read and analyze the recorded errors. According to the errors, the teacher designed a mini lesson to present to the class so the students recognize how to correct their mistakes. Lastly, the teacher collected the student’s writing again, to re-analyze, and determine if there was any progress or if there was not. Since I am going to be a teacher, I find this strategy useful and helpful to practice in my future classroom to determine what my students are struggling on, what the best way is to present the error is, and evaluate if they grasped the concept. I think this is an effective strategy rather than the isolated teaching of grammar rules and concepts. From experience, when my teacher assigned the class to do worksheets on grammar rules or concepts I did not retain the information. Comparing that experience to the mini lessons in my Integrating Language Arts class, I think that they are more engaging and helpful. The mini lesson is quick and straightforward. It also interconnects the approach I do, we do, and you do, which is very helpful. It allows the students to see their teacher quickly demonstrate an example, practice together, and work

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