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The Grammar Plan Book: A Guide to Smart Teaching
Thanks to Connie Weaver, generations of teachers have come to understand that the most efficient way to teach grammar thats relevant for writing is to embed it within writing instruction. Now her Grammar Plan Book is designed with precisely one thing in to be the best resource youve ever used for teaching grammar to strengthen writing. This new book helps you apply a limited amount of grammar instruction directly to writing and enables you to map out instruction in the way that best serves the needs of your students. A complete planning tool, The Grammar Plan Book has two complementary parts. Part One describes an overarching framework for high-quality grammar instruction in conjunction with the process of writing. It The Plan Book also contains ideas for encouraging students to make independent use of what theyve learned in their own writing and about how to apply grammatical insights to enhance and improve their writing, from adding details to editing appropriately. Then in Part Two, Weaver presents an exceptional tool for preparing to teach grammar related to improving a minimal grammar handbook for teachers that doubles as a lesson planner. Everything you need to know to teach major grammatical options, stylistic features, and conventions is With a designated column for your notes, special lay-flat binding for your convenience, and helpful, comprehensive coverage of important grammatical concepts, The Grammar Plan Book is designed with one thing in to be the best resource youve ever used for teaching grammar to strengthen writing.
168 pages, Paperback
First published November 10, 2006
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Displaying 1 - 5 of 5 reviews
August 10, 2017
I LOVE CONSTANCE WEAVER. If you're in Education, particularly English, you need to pick her pieces up. This is my favorite. She has provided the perfect formula to help teach students grammar in the best-practice, through writing.
December 28, 2015
The first part of this book focuses on background information and helpful lists (yay for lists!) that suggest what should (and should not) be done in the world of education. The second half of this book is the grammar planner (starting on page 71) in which the author lays out various specific skills and gives space for teachers to decide if the skill would work for test prep, etc. The first half notes are included on this tip sheet.
• In order to improve writing, teachers need to change how we teach grammar (4)
• Grammar taught in isolation from writing does not produce significant improvements in writing (8)
• “Effective editing instruction is more about teaching students the patterns and concepts of the English language that readers expect courteous writers to follow” (28)
• “Student writers don’t have to remember grammatical terms to comprehend, appreciate, and imitate effective examples of language use” (35)
• “… We must teach a limited number of editing skills in conjunction with the writing process…” (60)
• Do not abandon best practice in favor of test preparation!! (64)
• Use practice tests or test items with your students (65)
Top 6 Items Recent Experiments Suggest (71):
1. Teaching grammar in isolation doesn’t improve writing
2. Teaching everything amounts to teaching nothing
3. Teaching less grammar but teaching options and skills as we help students use these tools to enrich and enhance their writing can generate stronger writing.
4. Teaching grammatical analysis warrants much less time than producing sentences with interesting details, organizing and combining elements within and beyond sentences, and establishing appropriate tone for purpose and audience.
5. Testing the naming parts is not necessary
6. Good writing does not necessarily follow all the grammar-book rules
• In order to improve writing, teachers need to change how we teach grammar (4)
• Grammar taught in isolation from writing does not produce significant improvements in writing (8)
• “Effective editing instruction is more about teaching students the patterns and concepts of the English language that readers expect courteous writers to follow” (28)
• “Student writers don’t have to remember grammatical terms to comprehend, appreciate, and imitate effective examples of language use” (35)
• “… We must teach a limited number of editing skills in conjunction with the writing process…” (60)
• Do not abandon best practice in favor of test preparation!! (64)
• Use practice tests or test items with your students (65)
Top 6 Items Recent Experiments Suggest (71):
1. Teaching grammar in isolation doesn’t improve writing
2. Teaching everything amounts to teaching nothing
3. Teaching less grammar but teaching options and skills as we help students use these tools to enrich and enhance their writing can generate stronger writing.
4. Teaching grammatical analysis warrants much less time than producing sentences with interesting details, organizing and combining elements within and beyond sentences, and establishing appropriate tone for purpose and audience.
5. Testing the naming parts is not necessary
6. Good writing does not necessarily follow all the grammar-book rules
March 20, 2013
Constance Weaver is known for her work and research on grammar and grammar instruction. The Grammar Plan Book is part review of basic grammar concepts, part "How To" book of teaching strategy, and part teacher aid in the grammar plan section from which the book takes its name.
Teachers and students both might find her simple, effective explanations and models of traditional grammar concepts useful. Preservice teachers and seasoned veterans looking for guidance on how and when to teacher grammar may find her plan a good resource in the classroom.
The main defect of the book perhaps is the lack of strategies on how to teacher most of these concepts. She treats the teaching of modifiers well enough but barely glosses over other difficult concepts that studets struggle with. However, this is not a traditional grammar book, and she makes no claims that it is. In fact, she mostly bemoans the state of most grammar books and especially most grammar instruction. Her overarcing philosophy is that the teacher must respond to student need and tailor his or her instruction to the individual classroom. Therefore, some readers looking for a smoking gun or secret method for teaching any and all grammar concepts to each and every classroom may be disappointed.
Teachers and students both might find her simple, effective explanations and models of traditional grammar concepts useful. Preservice teachers and seasoned veterans looking for guidance on how and when to teacher grammar may find her plan a good resource in the classroom.
The main defect of the book perhaps is the lack of strategies on how to teacher most of these concepts. She treats the teaching of modifiers well enough but barely glosses over other difficult concepts that studets struggle with. However, this is not a traditional grammar book, and she makes no claims that it is. In fact, she mostly bemoans the state of most grammar books and especially most grammar instruction. Her overarcing philosophy is that the teacher must respond to student need and tailor his or her instruction to the individual classroom. Therefore, some readers looking for a smoking gun or secret method for teaching any and all grammar concepts to each and every classroom may be disappointed.
July 1, 2011
The front of the plan book had just enough information for me to keep moving forward with introducing grammar in the context of my students' writing. The plan book is helpful and I my goal for this summer is to delve deep into it so my ideas become more of a blue print.
August 15, 2011
This is an excellent resource. If I didn't already have a strong background in grammar, I'd give it a five.
Displaying 1 - 5 of 5 reviews