Friday, 26 February 2016

6th grade grammer teaching


Group Members 
Shumaila iram
iqra sarwar
amina wazir 


Introduction:

This assignment provides a summary of the key sixth grade learning objectives for language arts, and grammar, including links with more information on a lot learning activities.
This will help with teaching
·        Parts of speech
·        Creative writing
·        Pair of words etc…
The use of instructional technology can also be seen here while using OHP for different activities, audio visual aids, printer and computer searching also involves.
.
Objectives:
Grammar is the plat form of learning English. It speaks about the accuracy but not fluency. Grammar can be taught basically with examples using our routine day to day activities, action oriented examples can be explained to reach the students in casual and friendly manner. First thing, students are in the grip of fear for English grammar, and it must be removed gradually. Teachers should deal with examples which would trigger their minds to raise questions to be more interactive, as a sign of healthy practice. Grammar should be taught lively in cordial atmosphere. When things are practiced students will acquire mastery of the subject
·      Successful application of comprehension strategies
·        Skillful composition development
·        Ability to speak and listen proficiently


GRADE: 6TH     
                         Parts of speech:
Learning the parts of speech is a focus of language arts instructions and is vital stage in writing and speaking development. The parts of speech make up sentences and knowing the different parts of speech leads to effective communication through writing or speaking.
The eight (8) parts of speech may be exciting to grammarians but elementary and primary age kids probably are not quite so enthusiastic about;
§  Nouns
§  Pronouns
§  Verbs
§  Adverbs
§  Adjectives
§  Prepositions
§  Interjections
§  Conjunctions
Defining the parts of speech in terms and examples interesting to elementary and primary age students may help them remember and understand the parts of speech better.           
                   
Nouns:
Any member of a class of words that can function as the main or only elements of subjects of verbs (A dog just barked), or of objects of verbs or prepositions (to send money from home), and that in English can take plural forms and possessive endings (Three of his buddies want to borrow John's laptop). Nouns are often described as referring to persons, places, things, states, or qualities, and the word noun is itself often used as an attributive modifier, as in noun
                              
WAYS TO TEACH NOUNS:
§  Through  images:
§  Song/video
§  Worksheets
§  Classroom activities.

*       
Pronouns:
 A word that can function as a noun phrase used by itself and that refers either to the participants in the discourse (e.g. I, you) or to someone or something mentioned elsewhere in the discourse (e.g. she, it, this). Pronouns replace nouns. If we didn't have pronouns, we'd have to keep repeating our nouns and that would make our sentences very cumbersome and repetitive. Pronouns are usually short words. 

When most people think of pronouns, words like he, she, and they spring to mind, but there are several different types of pronouns, including
·          Personal Pronouns
·         Demonstrative Pronouns
·         Interrogative Pronouns
·          Indefinite Pronouns
·          Possessive Pronouns
·          Reciprocal Pronouns
·          Relative Pronouns
·          Reflexive Pronouns 
·         Intensive Pronouns
Ways to teach pronouns:
·         Worksheets.
·         Images.
·         Different activities.
·         Video/song.
·         Home work etc…..
Verbs:
A verb is a doing word. A verb can express:
·         A physical action.   (Read, write, swim etc)
·         A mental action (think, guess, consider)
·         A state of being (to be, to exist, to bear)
The verbs that express a state of being take a little practice to spot, but actually, they are the most common.
Ways to teach verbs:
·         Printable worksheets.
·         Images

·         Audio-visual aids
·         Colored charts.
·         Interesting homework.
Adverbs:



An adverb is a word that modifies a verb, adjective, another adverb, determiner, noun phrase, clause, or sentence. Adverbs typically express
·         Manner                                                           
·         Place
·         Time,                                                              
·         Frequency,
·         Degree,                                                           
·         Level Of Certainty, Etc.,
 Answering questions such as how? In what way?, when? Where?  
Ways to teach adverbs:
·         Worksheets
·         Images
·         OHP/ audio/video
·         Games


ADJECTIVES:
 Adjectives are describing words which modify the nouns  and give extra information About nouns .Adjectives are added to nouns to state what kind, what color, which one or how many. Adjectives are said to modify nouns and are necessary to make the meanings of sentences clearer or more exact.
For example:
·         Happy boy
·         Beautiful girl.
·         Poise man
·         Seven girls
·         Large building etc….
WAYS TO TEACH ADJECTIVES:
·         Interesting classroom activities
·         Images
·         Practical home task

Conjunctions:

                            


 Any member of a small class of words distinguished in many languages by their function as connectors between words, phrases, clauses, or sentences, as
·         And
·         Because
·         But
·         However Etc…..

·         The act of conjoining;                         combination.
·         The state of being conjoined;       union; association:

Ways to teach conjunction:

·         Audio visual aids.
           bing.com/videos
·         Images

·         Workbooks

Prepositions:

 A preposition is a word that expresses the relationship between two other nearby words. In the examples below, each preposition (in bold) shows us the relationship between the word book and the word wizard.
·         The book about the wizard.
·         The book by the wizard.
·         The book near the wizard.
·         The book behind the wizard.  
·         The book under the wizard.
WAYS TO TEACH PREPOSITION:
·         Images
·         Workbooks
·         Video/poems
Interjections:


Interjections are words used to express strong feeling or sudden emotion. They are included in a sentence (usually at the start) to express a sentiment such as surprise, disgust, joy, excitement, or enthusiasm. An interjection is not grammatically related to any other part of the sentence.

Examples of interjections (shaded):
·         Wow! That’s good news.
·         Alas! We lost the match.
·         Hurrah! I did it.
WAYS TO TEACH INTERJECTION:
·         Images
·         Printed worksheets

·         Video/audio
.
Second Topic:           Creative writing

Objectives:

Warm-Up Writing Warm-Up Writing Task
 Create something with the lump of clay on your desk.
 When you are finished, take about 10 minutes to write what you created and why.
Maybe those will help you use your imagination and express your feelings. Being creative and pretending is part of being human. Why else would there be so many books, plays, movies, and songs? So grab a pen, some paper and start creative writing.
 Introduction:

.  What Creativity Definitions is:
 Ability to produce original ideas. The result of a complex of cognitive skills, abilities, personality factors, motivation and strategies.
 Elements Of Creativity Elements Of Creativity Fluency, Flexibility, Originality, Elaboration, Visualization, Lateral Thinking, Define Problems. 

Sixth Grade writing process/standards

Writing standards for sixth grade define the knowledge and skills needed for writing proficiency at this grade level. By understanding 6th grade writing standards, parents can be more effective in helping their children meet grade level expectations.
What is 6th Grade Writing?
Sixth grade students are expected to produce cohesive, coherent, and error-free multi-paragraph essays on a regular basis. Sixth-graders write essays of increasing complexity containing formal introductions, ample supporting evidence, and conclusions. Students select the appropriate form and develop an identifiable voice and style suitable for the writing purpose and the audience.
 Grade 6:
 Writing Process:

Sixth grade writing standards focus on the writing process as the primary tool to help children become independent writers. In Grade 6, students are taught to use each phase of the process as follows:
  • Prewriting:
  •  
  •  In grade 6, students generate ideas and organize information for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs. Students choose the form of writing that best suits the intended purpose and then make a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence.

  • Drafting:
  •  
  •  In sixth grade, students develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text. Writing exhibits the students’ awareness of the audience and purpose. Students analyze language techniques of professional authors (e.g., point of view, establishing mood) to enhance the use of descriptive language and word choices.
  •  
  • Revising:
  •  
  •  In sixth grade, students revise selected drafts by elaborating, deleting, combining, and rearranging text. Other grade 6 revision techniques include adding transitional words, incorporating sources directly and indirectly into writing, using generalizations where appropriate, and connecting conclusion to beginning (e.g., use of the circular ending). Goals for revision include improving coherence, progression, and the logical support of ideas by focusing on the organization and consistency of ideas within and between paragraphs. Students also evaluate drafts for use of voice, point of view, and language techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) to create a vivid expression of ideas.

  • Editing:

  •  Students edit their writing based on their knowledge of grammar and usage, spelling, punctuation, and other features of polished writing, such as clarity, varied sentence structure, and word choice (e.g., eliminating slang and selecting more precise verbs, nouns, and adjectives). Students also proofread using reference materials, word processor, and other resources.
Use of technology:
 Sixth grade students use available technology to support aspects of creating, revising, editing, and publishing texts. Students compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, and page orientation).
Grade 6: Writing Purposes:

In sixth grade, students write to express, discover record, develop, and reflect on ideas. They problem solve and produce texts of at least 500 to 700 words. Specifically, 6th grade writing standards stipulate that students write in the following forms:
  • Narrative:
  •  
  •  Students write narrative accounts that establish a point of view, setting, and plot (including rising action, conflict, climax, falling action, and resolution). Writing should employ precise sensory details and concrete language to develop plot and character and use a range of narrative devices (e.g., dialogue, suspense, and figurative language) to enhance style and tone
.
  • Creative:
  •  
  •  Students write to entertain, using a variety of expressive forms (e.g., short play, song lyrics, historical fiction, limericks) that employ figurative language, rhythm, dialogue, characterization, plot, and/or appropriate format.
In addition, sixth graders choose the appropriate form for their own purpose for writing, including journals, letters, editorials, reviews, poems, presentations, and narratives, and instruction.
Sentence Structure:

Write in complete sentences, using a variety of sentence structures to expand and embed ideas (e.g., simple, compound, and complex sentences; parallel structure, such as similar grammatical forms or juxtaposed items).
Employ effective coordination and subordination of ideas to express complete thoughts.
Use explicit transitional devices.
Grammar:

Correctly employ Standard English usage, including subject-verb agreement, pronoun referents, and the eight parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). Ensure that verbs agree with compound subjects.
Use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive:
.
Identify and properly use indefinite pronouns
Use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise.
Use prepositional phrases to elaborate written ideas.
Use conjunctions to connect ideas meaningfully.
Use regular and irregular plurals correctly.
Write with increasing accuracy when using pronoun case such as “He and they joined him.”
Punctuation:
 
Punctuate correctly to clarify and enhance meaning such as using hyphens, semicolons, colons, possessives, and sentence punctuation.
Use correct punctuation for clauses (e.g., dependent and independent clauses), appositives and appositive phrases, and in cited sources, including quotations for exact words from sources.
Write with increasing accuracy when using apostrophes in contractions such as doesn’t and possessives such as Maria’s.
Capitalization:
 Capitalize correctly to clarify and enhance meaning.
Sixth grades pay particular attention to capitalization of major words in titles of books, plays, movies, and television programs.
Spelling:

Use knowledge of spelling rules, orthographic patterns, generalizations, prefixes, suffixes, and roots, including Greek and Latin root words.
Spell frequently misspelled words correctly (e.g., their, they’re, there).
Write with accurate spelling of roots words such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un
Write with accurate spelling of contractions and syllable constructions, including closed, open, consonant before -le, and syllable boundary patterns.
Understand the influence of other languages and cultures on the spelling of English words.
Use resources to find correct spellings and spell accurately in final drafts.

http://pawinetd.org/how-to-write-an-application-essay-6th-grade/

https://www.youtube.com/watch?v=8wivxwizMoU

http://pawinetd.org/how-to-write-an-application-essay-6th-grade/


 



Inspire your students to develop a passion for writing, practice reading comprehension, and build vocabulary and grammar skill Lesson Plans.
What Happened Next?

In this lesson, students will explore the idea of "sequencing" as related to stories the class has read and in the routine of daily life.
Editor in Chief:

During this lesson, students will learn how to edit work and will practice common editing notations, marks and the use of colored pens when editing and rewriting work.
My Favorite Room:

Encourage students to describe their favorite places using sensory language.
Outlining Essays:

Highlight brainstorming and the elements of an expressive essay with this lesson!
Short Story Writing:

Use this lesson to assign a short story writing activity as well as to illustrate the critical steps of short story composition, including plot elements, brainstorming, and more.
Letter Writing:

Focus on adjectives, figurative language, and more with this lesson that will help your students prepare a personal and descriptive letter to a loved one.
Autobiographical Writing about Memories

Lead a class discussion that helps students explore Fall memories that inspire autobiographical writing.
Writing From Experience:

Allow your students to dig into their own personal backgrounds to write an expressive essay.
Drafting and Revising Essays:

Emphasize the importance of drafting and revising essays with this lesson, and encourage students to use their imagination!


Ingredients for a Good Story
Help your students recognize the five elements of a good story: plot, voice, setting, characterization and sensory language. Define and discuss these terms, then ask your sixth graders to list what a favorite book's author did to use these five elements in the story. Lead a group discussion, allowing student’s time to share their ideas.

Imaginary Dialogue
Good dialogue is a key to most creative writing. To teach your students how to get inside the minds of characters, have them create an imaginary dialogue between real people they have studied, for example, Eleanor Roosevelt and Albert Einstein. Remind them that the conversation does not have to turn into a story. Instead, students should view the exercise as practice in thinking outside of their own heads.
Get Creative with Prompts
Writing prompts should be creative and specific. Instead of saying, "Write a story about a middle-school girl or boy," make the assignment, "Imagine that when you came to school today, there was a giant hole in the ground where the school used to be. Write a one- to two-page story describing what happened to the school." Tell your sixth graders to incorporate imaginary characters into these stories.
Return the Story to Self
After your students learn to create strong imaginary characters, assign a one- to two-page memoir that focuses on a particular event, life lesson or relationship. Although they are writing about themselves, they still must incorporate the five elements of a good story: plot, voice, setting, characterization and sensory language.
Outcomes:
The more effort you spend designing creative writing activities, the better your students' writing will be. However, even the well-designed activities will fall flat unless you prepare your sixth graders ahead of time. Before you assign any creative writing activity, provide the groundwork students will need to succeed by teaching them the five elements of a good story.




ENDING NOTE:

It is not a priority for me to make students talk like books. The most important thing - from my own point of view- is to see things in their real world without exaggeration. You have to ask yourself “Why are my learners taking this course"? The objectives of the course and the needs of your students accompanied with their language standards will be of help to determine the priority of teaching grammar. For example if you are teaching a group of tourists -every day English- because they are going to travel to UK, I guess the priority and effort will be directed to communication. Suppose, if you are addressing a group of students who are studying M.A or PH.D. I guess you can know your way now how grammar is important along with syntax, idioms and other things. To make grammar better for my learners, I guess there are zillion of tips to be offered: Use fairy tales sentences. Use Holy Books Citations (Quran, bible) Use poetry (Milton, Edmond Spenser etc) Use drama ( Shakespeare etc).



 Pair of words:
                      Words which sound alike and also have same pronunciation but they have completely different meaning .Like fawn, faun. Pole, poll. Principal, principle etc. you can search more on www.studypart.com/pair-of-words/
·         Examples of Pair of words:
·          
PAIR OF WORDs
a lot
allot
A lot is two words meaning "much": A lot of bologna was left over from the party.

a while
awhile
A while is two words meaning "a short period of time": I will meet you in a while.

a
an
and
A is an indefinite article to be used before nouns beginning with a consonant: a photograph, a tree, a horse.
An is to be used before nouns beginning with a vowel (or vowel sound): an apple, an hour, an elephant.
And is a conjunction used between nouns in a list: A blanket and picnic basket are needed for the afternoon.

accede
exceed
Accede means "to agree or allow": Hiram Cheaply finally acceded to accepting the presidency of the company.
Exceed means "to go beyond, to surpass": The amount of alcohol in his blood exceeded the previous record.

accept
except
Accept means "to take willingly": Miss Deeds accepted the cup of hot tea even without a saucer.
Except is a preposition meaning "excluding": Everyone was disappointed with the party except Ida Goodtime.

adapt
adept
adopt
Adapt means "to adjust": Minnie Miles quickly adapted to living away from home.
Adept means "skilled": Lucille is adept at speaking languages.
Adopt means to "accept as your own": It was difficult to adopt only one puppy from the animal shelter. For more detail visit the link:

www.cssforum.com.pk › ... › Grammar-Section
Homonym: A homonym is a word that is said or spelled the same way as another word but has a different meaning. "Write” and “right” is a good example of a pair of homonyms.
Homographs are words which are spelled the same, but with more than one meaning .Homographs may be pronounced the same (homonyms), or they may be pronounced differently (heteronyms, also known as heterophones).
Examples of Homographs:

accept - take in
except - other than

ad - advertisement
add - join, combine

advice - guidance
advise - recommend

aid - assist, assistance
aide - one who gives assistance

ail - to suffer poor health
ale - a beverage

air - atmosphere
ere – before
heir - one who inherits property

aisle - a passage
I'll - contraction of I will
isle - island
allusion - an indirect reference
illusion - false appearance

altar - table in a church
alter - to change

ate - past tense of eat
eight - the number 8

bail - to clear water
bail - release of a prisoner
bale - a large bundle
band - a ring, something that binds
band - a group
banned - prohibited
bare - uncovered
bear - large animal
bear - support, yield
bases - starting points
bases – f
our stations on a baseball field
basis - a basic principle
beat - to strike, overcome
beat - exhausted
beet - a plant with red roots
blew - past tense of blow
blue - the color

bread - baked food item
bred – produced

buy - purchase
by - near, through
bye - goodbye