Sunday, January 4, 2015

Idiom Posters and Matching Game

According to the common core standards, students learn idioms in second through fifth grade. I created these two products with those grades in mind, but I used more mature artwork and added some more sophisticated idioms into the mix so that teachers can use them for older, or even adult, ESL students. Idioms are hard to master for ESL students because they don't make literal sense, and are often cultural references. These posters and matching cards will hopefully help a broad range of students, and make learning fun.

Artwork by Image Boutique

Friday, December 5, 2014

Winter Holiday Freebies and Tips
Just posted! The 2014 Winter Holiday Tips and Freebies ebook. Specifically for Language Arts and Humanities, grades 6-12, you'll find tons of great free curriculum for your classrooms and tips to survive the days before the holidays. My page is included, and I have a link to a fun game you might want to keep in your playbook for a classroom full of squiggly students. Click here to download.

Saturday, October 18, 2014

Tips for Teaching Grammar When You're not Supposed to be Teaching Grammar

The composition class I have been teaching for years is supposed to be all about research, critical thinking, and honing argumentative writing techniques. The students, allegedly, have already mastered basic grammar and writing skills. After the diagnostic essays on the first day, however, the same story emerges: the grammar mastery is shaky at best, and non-existent at worst. Over time, the topics that need the most review have held steady, and my teaching has evolved to meet this need.

Most of my students have gaps in their early education, or are returning to school after many years, so I am not so concerned that every student knows what a dangling whoseewhatsit is, but they need to review or be taught some basics in order to begin to present a coherent argument. The rest of it can be taken care of through critiques on their rough drafts.  Through trial and error, and ultimately modest success, here are my best tips for teaching grammar when the class is supposed to be at the next level:

1. Couch everything as a "review" since you will have students for whom it is, indeed, review.

2. Even though it's a "review," start with the basic rules and don't assume previous knowledge.

3. Keep the terminology as basic as possible.

4. Start with a review of the parts of speech. I use a cooperative game for this one, and call it an "English Class Ice-Breaker," rather than a formal lesson.

5. Teach sentence fragments and clauses first, then move on to run-on sentences. These two items are the crux of most of the issues, and writing improves significantly with these two errors corrected.

6. Keep the lessons short and to the point. I use a short power point, handouts with the explanations they can study at home, and self-check practice quizzes.

7. Check for understanding with a self-check quiz. Offer to meet with the students who need more help or provide more resources. I often send students to interactive websites for practice.  My current favorite is

8. Have students keep an "error journal" where they keep track of where they are making mistakes on their rough drafts. This will help them be self-aware and hopefully, self-correcting.

9. Do short writing exercises to practice the skills your class is really about, but each time, give special emphasis to one point of grammar and grade accordingly.

I would love some feedback on how you teach grammar in the classroom under similar circumstances.

If you'd like to use my resources, which include power points, worksheets, handouts, games, quizzes, and two comprehensive assessments, I've put them altogether in a money-saving bundle. These are what I use each quarter in my class. I hope you find them useful.

Thursday, October 9, 2014

Free Resources for Secondary Teachers

I am happy to say that my free Thesis Worksheet resource is now available. Brain Waves Instruction, Literary Sherri, and Getting Nerdy with Mel and Gerdy have compiled three free ebooks full of ready-to-print resources for secondary sellers. There are three ebooks, one for ELA, one for math and science, and one for humanities. My resource is included in the  ELA book, plus there is a link to it in my store at the bottom of this post. Each book contains 25 resources, plus a little bit about each seller and the kinds of resources he or she offers. Check them out here:

Here is a link to my resource that you can download for free in my store:

Tuesday, September 23, 2014

Peer Reviews - More ideas

 I've recently come across some great blog posts with more ideas for peer reviews and editing. I wrote a blog with tips for peer reviews here, but there are many methods out there. I intend to try all three of these.

From The Doc Is In comes this fast-paced, focused, round-robin-style editing. The time allowed seems a little short to me, but that can be easily remedied:

From Teaching the Teacher is this method using Google drive:

Finally, the High School Bits blogs offers one teacher's method of using class discussions and having the whole class review the same few pieces at the same time:

Tuesday, September 16, 2014

Stephen King's Teaching Advice

Since I spent over 20 years as a writer before I started teaching full time, I've read my share of how-to and advice books, most of which I found useless. Imagine my surprise when I found myself  highlighting passage after passage from Stephen King's On Writing. I am not a fan of his novels (although when I was a kid I was home sick one day from school and absolutely devoured Firestarter), but he had the most practical and solid writing advice I'd ever read.

So, when I saw this article in The Atlantic on Stephen King's teaching advice from his years as a high school teacher, I was ready with my highlighter. The article does not disappoint, although I wish it would have been much longer. You can read it here.

My favorite part was when he said:

"It went best for me when I could communicate my own enthusiasm. I can remember teaching Dracula to sophomores and practically screaming, “Look at all the different voices in this book! Stoker’s a ventriloquist! I love that!” I don’t have much use for teachers who “perform,” like they’re onstage, but kids respond to enthusiasm. You can’t command a kid to have fun, but you can make the classroom a place that feels safe, where interesting things happen. I wanted every 50-minute class to feel like half an hour."

I am naturally a reserved person and am not inclined to be a circus clown in front of the class, but I do always try to convey as much enthusiasm as possible, because this is key in keeping students' attention. I once had a student tell me that she had no interest in poetry when she started my class, but that my excitement and enthusiasm for it made her want to come to class, and that she had thoroughly enjoyed the poems we studied. This was a coup, because poetry is not my thing, but I was aware that if I didn't care, I had no chance of getting them interested.

It made me sad when I commented that surely all of her teachers were excited about their topics, and she and other students who were listening chimed in and said no, most of their teachers seemed bored.

There's nothing better than an engaged class. I can see it in their faces, and I can feel the connection. Those are the golden moments, and those are the moments that I'm happy I left writing full time and have a chance every day to share my enthusiasm for writing, literature, and art.

Tuesday, September 9, 2014

Tips for Effective Peer Reviews

Peer reviews of rough drafts can be a valuable tool in the classroom, but they can also be a disaster. Some students are resistant to others reading their work, while other students lack confidence in their critiquing skills. Early in my teaching career, I simply gave students a pep talk and let them critique each others' papers with little direction. This was a mistake, because it fed into both of these problems, and the results were not helpful to the students. What we ended up with was hit-or-miss proofreading rather than big picture critiques. Here are some tips that have led to effective peer reviews in my classroom:

1. Write specific items to look for on the whiteboard, or pass out a handout. These will vary depending on the type of writing, but some sample items from an argumentative research paper might be:
  •    Highlight or underline the thesis statement. Does it contain a clear argument?
  •    Does the author address the counter argument?
  •    Is the introduction engaging? Does it make you want to read the rest of the paper?
  •    Read the introduction and the conclusion together. Do they work together?
  •    Are all the author's points supported by sufficient research
Remind students that they are not proofreading. I encourage students to mark on the drafts, but also to have a conversation with the author, because sometimes they can't fully express their comments on the paper.

2. Require the students to point out the positive aspects of the paper along with what needs to be improved.

3. Encourage writers not to get defensive when receiving the critique. I tell the students that their job is to listen carefully to the critique, then decide whether to make a given change or not. Some students feel obligated to act on every piece of advice they get, but I caution them to retain ownership of their papers, and make judicious decisions.

4. If you have students who are sensitive about sharing their drafts, you can instruct students to bring anonymous drafts, or allow them to choose their own critique groups.

5. Three to four critiques of a draft is a good number. This will allow the writer to see if readers agree on points of improvement, or if there is a difference of opinion.

5. I end the critique with a "Next Step" assignment, where I ask students to list the three most important things they learned about their paper in the critique groups, and what they are going to revise. This allows them to synthesize the information and make better revision decisions.

Regardless of whether the author gets useful advice from the reviewer, the reviewer always benefits by becoming more aware of how to read like a writer, and hopefully picks up some revision ideas for his or her own essay.