Most Helpful Customer Reviews
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27 of 27 people found the following review helpful:
5.0 out of 5 stars
Help Students Learn Grammar Through Their Own Writing, June 19, 2003
I am a very experienced educator, who has worked in the field over 30 years. For the last 20 years my passion has been educating bright-gifted students with Language Learning Impairments (LLI) also called dyslexia. My original motivation was my own son many years ago. I found regular AND Special Education teachers' skills to work with LLI students abysmal. In 2003 98% still are. Teacher training is a disaster. Education will not improve until teacher training improves. I would be happy to share what I think needs to be done. I am in private practice as an educational consultant. I am also a certified Fast ForWord (FF) provider. ...I have worked with hundreds of kids, teens and even adults who struggle with reading and all language skills. Learning Grammar Through Writing is a terrific resource. It is simply and clearly written for even elementary age students. It not only provides definitions but excellent examples. The book is organized into chapters by speech category and other relavant issues to writing. Each point in each chapter is given a letter. When conferencing with a student on a piece of writing (usually at the revision stage), instead of explicity telling a student what is wrong with their writing, you use a number-letter code at the point of error. Then the student goes back to their seat and looks up the codes to find out what grammatical rules have been violated and how to fix them. According to research,the more involved a student is in their own learning, the better and easier he/she can learn. This resource enables the student to be an ACTIVE participant in their own learning! The book can also be used by the student when they realize they are unclear about some point of grammar. The book is so well organized it is usually easy for the student to look up the information during the rough draft writing stage. I have always felt that it is very demoralizing for a student to receive their written work back all covered with red correction marks. (I have never used red for paper correction in my life!)Educators must keep learning a positive, esteem-building experience.
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28 of 29 people found the following review helpful:
5.0 out of 5 stars
An excellent tool for children who are ready to write., August 23, 1998
By A Customer
LGTW is an excellent tool for children who write; especially those who are self-motivated and write creatively for pleasure. The instructor tags an error with a code. The student easily finds the code, reads the rule, and corrects the error, whether grammar useage or punctuation, thereby encouraging reinforcement of proper grammar.
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5.0 out of 5 stars
HOW WE USE IT, December 31, 2008
PUBLISHER'S DESCRIPTION: Grammar rules shouldn't be taught in a vacuum. They're best learned in the context of writing and revising---when students can apply them to their own work. Simply circle the mistakes on a student's composition and refer her to the workbook's corresponding numbered exercises. She'll benefit from the activities specifically designed to illuminate the area in which she's struggling. 72 pages, softcover from Educators Publishing.
HOW WE USE IT: This slim booklet is divided into 13 sections:
1. nouns/pronouns
2. verbs
3. adjectives/adverbs
4. preps/conjunctions/interjections
5. the sentence
6. the paragraph
7. the composition
8. style
9. capitalization
10. punctuation
11. spelling
12. letters
13. problem words and expressions.
Students write papers, but rather than you editing all their mistakes for them, you can mark a code, like 11F, right above their mistake (for young students) or in the margin (for upper elementary students), or even at the top of the page (for middle school students). The child can flip to section 11 (spelling) and look up the "F" rule, in this case: "When a one syllable word ends with short vowel and a consonant, double the final consonant before adding an ending: stop--stopped, swim--swimming." He finds the rule with examples so he readily sees what needs correcting. For repeat offenses, he can copy the rule onto a 3x5 card, memorize it, or write it at the end of his papers. So it helps him self-correct at his point of need! If he has no problems with verb tenses or capitalization of of the titles of people, then he won't have to study those sections!
It includes four pages of present--past--past participle verb lists as well as four pages of examples and lists of the four principal parts, and "words commonly confused" like "affect" and "effect" or "bring" and "take." With large font, bold headings, easily found code numbers, helpful index, and extra paper in each section (in case you want to add extra rules for your students), it is easy to use.
In the front, there's a one-page chart you can use for each student's compositions, keeping track of their infractions in the 13 sections so you can tailor your classwork to teach at the point of need.
I love this book and have recommended it for all my teacher training and writing classes. I wish EPS would reprint it!
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by Siegfried Engelmann
by Thomas Harvey
