Grammaring Project by Heather Kaiser https://padlet.com/hrkaiser1/lj4hepf8ohb40e07 by Heather Kaiser (EESL 515: SU-22) en-us 2022-07-30 23:06:14 UTC 2025-10-26 23:39:40 UTC hello@padlet.com https://padlet.net/icons/png/1f458.png Target audience hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252173128 Teachers of multilingual learners (MLs) interested in the Grammaring approach]]> 2022-07-31 00:08:28 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252173128 Grammaring hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252174736 When learners simultaneously interact with a language form, its meaning, and its appropriate use while learning a language skill, such as listening or writing  (Larsen-Freeman & Celce-Murcia, 1999)]]> 2022-07-31 00:23:04 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252174736 Home lang & culture hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252175056 Japanese ]]> 2022-07-31 00:25:42 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252175056 Grade / Age hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252175073 7th / 13]]> 2022-07-31 00:25:49 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252175073 Length of time in US hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252175245 4 years (since 3rd grade)
Some exposure to English prior to arrival]]> 2022-07-31 00:27:26 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252175245 Technology access hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252175296 High: Home Internet, cell phone, laptop, & video game consoles]]> 2022-07-31 00:27:56 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252175296 English prof level hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252175392 WIDA Level 4 - Expanding]]> 2022-07-31 00:28:47 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252175392 Goal 1 hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252176139 Focus: Form
Learner will preface nouns with the article "the" with at least 80% accuracy.  ]]> 2022-07-31 00:34:42 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252176139 Goal 2 hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252176169 Focus: Meaning
Learner will inflect verbs with -ed to convey past-tense meaning with at least 90% accuracy.]]> 2022-07-31 00:34:51 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252176169 Goal 3 hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252176184 Focus: Use
Learner will use count and non-count nouns appropriately, following usage patterns of native English speakers, in collocations and common expressions with at least 80% accuracy.]]> 2022-07-31 00:34:58 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252176184 Grading period hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252176383 9 weeks]]> 2022-07-31 00:36:41 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252176383 Notable issues hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252176506 Lack of "the" definite article;
Lack of determiner agreement (sing/plural);
Improper possessive punctuation;
Overgeneralization of present-tense verb form;
Problems with count vs. non-count nouns (grammatic- & pragmatically odd usage)]]> 2022-07-31 00:37:43 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252176506 Activity: Story Time hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177257 https://www.candlelightstories.com/2010/01/14/storybook-a-trip-to-the-market/]]> 2022-07-31 00:43:27 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177257 Activity: Tell me what happened! hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177294 2022-07-31 00:43:43 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177294 Activity: Time Flies hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177318 2022-07-31 00:43:51 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177318 Assessments hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177351 1. T-chart
2. Analysis questions
3. Student's edited story]]> 2022-07-31 00:44:07 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177351 Assessment hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177372 1. Tracking sheet
2. Student's edited story
3. Observations while circulating during activities]]> 2022-07-31 00:44:15 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177372 Assessment hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177386 1. Picture sheet
2. Share time
3. T-chart
4. Observations while circulating during activities]]> 2022-07-31 00:44:22 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177386 Rationale hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177435 Articles are “a difficult area” for Japanese learners (Swan & Smith, 2001, p. 304).  Recent studies show that “teaching students to focus on the function and practical application of grammar within the context of writing...produced strong and positive effects on students’ writing” (Graham & Perin, 2007, p. 21). For this reason, I am taking a more inductive approach to teach this skill.]]> 2022-07-31 00:44:40 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177435 Rationale hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177452 The accurate addition of English verb endings are common challenges for Japanese MLs: “Japanese students have the same difficulties as other learners with the complex English tense/aspect system” (Swan & Smith, 2001, p. 302). Therefore, this grammar point is important to reiterate. I chose this series of activities because they are interactive and involve the four primary modalities: speaking, listening, writing, reading.  ]]> 2022-07-31 00:44:49 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177452 Rationale hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177474 In Japanese, there is no distinction between count and non-count nouns (Swan & Smith, 2001).  For this reason, with Japanese speakers learning English, "number and countability pose major problems" (Swan & Smith, p. 304). Repetition learning these skills will help Japanese MLs to achieve greater proficiency. Combining this lesson with common idioms and collocations in NAE will also improve the learners' feel for how to use these expressions in everyday English and increase fluency.]]> 2022-07-31 00:44:57 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177474 2 Research on Writing Strategies hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177859 Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools.  Alliance for Excellent Education.]]> 2022-07-31 00:46:37 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177859 1 Authentic stories hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177864 https://www.candlelightstories.com
For authentic story resources]]> 2022-07-31 00:46:40 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177864 4 Common NAE Idioms hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177879 2022-07-31 00:46:47 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177879 5 Supporting Literacy hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177887 Young, T., & Hadaway, N. (Eds.). (2006). Supporting the literacy development of English learners.  International Reading Association.
Pp. 85-87 discuss the "Thinking Aloud" process.]]> 2022-07-31 00:46:50 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252177887 Abbreviations hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252178497 lang = language
prof = proficiency
ILP = individualized language-learning plan
ML = multilingual learner
N = noun
NAE = North American English
US = United States
V = verb

]]> 2022-07-31 00:50:24 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252178497 Celce-Murcia, M., & Larsen-Freeman, D. (1999). hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252190089 The grammar book: An ESL/EFL teacher's course (2nd ed.). Heinle & Heinle Publishers. ]]> 2022-07-31 02:11:35 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252190089 Plan focus hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252193391 3 specific, measurable, & attainable language-proficiency goals, having to do with form, meaning, & use]]> 2022-07-31 02:36:20 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252193391 Swan, M., & Smith, B. (2001). hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252550968 Learner English: A teacher’s guide to interference and other problems (2nd ed.). Cambridge University Press.]]> 2022-08-01 03:55:22 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2252550968 Instructions hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2253185255 1. Student writes a text sharing ideas about her own lived experiences (ELD-SI.4-12.Narrate).
2. Student reads an authentic story written in NAE, such as Storybook: A Trip to the Market.
3. Teacher directs the student to:
  a. circle all Ns in the selected passage;
  b. complete a T-chart, with Ns on the right and any articles (i.e. "the") on the left;
  c. answer questions about the Ns in the text.
4. Student performs the same analysis on her own text.
5. Student compares the use of articles in the two texts.
6. Student edits her own text based on her findings.]]> 2022-08-02 03:35:56 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2253185255 Materials hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2253681912 Student text
NAE text
T-chart
Analysis questions
Pens/pencils]]> 2022-08-02 22:01:23 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2253681912 Instructions hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2253685116 1. Student writes a text sharing ideas about her own lived experiences (ELD-SI.4-12.Narrate).
2. Teach minilesson (Tropp Laman, 2013) on -ed verb endings (see Materials).
3. Teacher pairs students with image flash cards.  One partner holds up a card, while the other student narrates what happened in the picture.  The partner will verify the narrator’s usage of the past-tense forms of the verb(s) listed on the back of the card, which only he or she can see.  After 1-2 minutes, the partners switch roles.  As a game, each pair may keep track of how many verbs they correctly put in the past tense (see Flash Card Tracking Sheet), and compete with other pairs. 
4. Teacher circulates, checking Tracking Sheet, giving feedback.
5. Students review their stories, looking out for instances in which they intended to express a past action or event.
    a. For each verb that they encounter in their own writing, they “play TAG” (see TAG Questions). 
  b. Students revise work as necessary.
  c. Share time with active listening.
6. Teacher circulates, giving feedback.
]]> 2022-08-02 22:13:07 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2253685116 Materials hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2253685160 Student text telling a story in the past
Minilesson on -ed
Flash cards (action images)
Tracking sheet
TAG questions
Pens/pencils
A partner]]> 2022-08-02 22:13:14 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2253685160 Instructions hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2253685311 1. Student writes a text sharing ideas about her own lived experiences (ELD-SI.4-12.Narrate). Teacher notes any errors with idioms or collocations.
2. Teach minilesson (see Materials).
3. Teacher pairs students & gives picture sheet, with Parts A and B:
  Part A: Students work together to pair idiomatic expressions with their written meaning/definition. Example: "under the weather" = sick
  Part B: Student chooses a scene (picture) and describes it to his/her partner, concluding the description with one of the idiomatic expressions.  Example: [picture of a boy in bed with a fever] "The boy is in bed and is not feeling well.  He is really under the weather."
4. Teacher circulates, checking picture sheet, listening to descriptions, and giving feedback.
5. Once familiar with the expressions, teacher explains count vs. non-count nouns with examples. Teacher "thinks aloud" to determine a count versus non-count noun.
6. Using T-chart, students identify and sort the nouns in the expressions as count or non-count.  Example:  "under the weather" (weather = non-count, category); "a perfect storm" (storm = count noun, a type of weather)
6. Teacher uses share time with T-chart to assess the lesson.]]> 2022-08-02 22:13:46 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2253685311 Materials hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2253685364 Student text
List of NAE idiomatic expressions
Minilesson on idioms & (non-)count nouns
Picture sheet
T-chart
Pens/pencils
A partner]]> 2022-08-02 22:13:59 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2253685364 Tropp Laman, T. (2013). hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2256001843 From ideas to words: Writing strategies for English language learners. Heinemann. ]]> 2022-08-07 01:43:03 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2256001843 DeCapua, A. (2017). hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2256315971 Grammar for teachers: A guide to American English for native and non-native speakers (2nd ed.). Springer Texts in Education.]]> 2022-08-08 01:30:10 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2256315971 3 Teaching Count vs. Non-Count Nouns hrkaiser1 https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2256367641 2022-08-08 02:54:35 UTC https://padlet.com/hrkaiser1/lj4hepf8ohb40e07/wish/2256367641