{"id":53683,"date":"2020-08-22T08:00:13","date_gmt":"2020-08-22T15:00:13","guid":{"rendered":"https:\/\/world.edu\/?p=53683"},"modified":"2020-08-21T14:15:31","modified_gmt":"2020-08-21T21:15:31","slug":"4-ways-to-teach-youre-sic-kids-about-grammar-so-they-actually-care","status":"publish","type":"post","link":"https:\/\/world.edu\/4-ways-to-teach-youre-sic-kids-about-grammar-so-they-actually-care\/","title":{"rendered":"4 ways to teach you\u2019re (sic) kids about grammar so they actually care"},"content":{"rendered":"

\"\"<\/p>\n

First, a grammar quiz. Which of these sentences do you think begins the Eric Carle classic, The Very Hungry Caterpillar?<\/p>\n

a) A little egg lay on a leaf in the light of the moon.<\/p>\n

b) On a leaf, in the light of the moon, a little egg lay.<\/p>\n

c) In the light of the moon, a little egg lay on a leaf.<\/p>\n

Grammatically speaking, all three options are\u00a0correct<\/em>. But you\u2019ve probably got an opinion on which of these grammatical constructions is\u00a0best<\/em>.<\/p>\n

Perhaps you chose (a) because you know what is happening in the first few words through the subject (\u201ca little egg\u201d) and its verb (\u201clay\u201d). Maybe you chose (b) because the prepositional phrases (\u201con a leaf\u201d and \u201cin the light of the moon\u201d) create an ambient setting before introducing the subject.<\/p>\n

The only way to know which one Carle chose to begin the caterpillar\u2019s epic adventure is to open the first page. But I\u2019ll save you the trouble: it\u2019s (c). I\u2019ll let you ponder why Carle might have chosen it.<\/p>\n

So, how was this a grammar question?<\/p>\n

In each option, the same three parts were arranged in a different order, which creates a different effect. Knowing how these parts function to create the effect is a type of grammatical knowledge. Even if you were unaware of terms like subject or verb, you could probably\u00a0still make sense<\/a>\u00a0of what each does.<\/p>\n

A way to make meaning; not a set of rules<\/strong><\/h4>\n

Let\u2019s try again. Take a look at the next line in the story and decide which clause best completes the sentence.<\/p>\n

One Sunday morning, the warm sun came up and \u2014 pop! \u2014<\/em><\/p><\/blockquote>\n

a) out of the egg came a tiny and very hungry caterpillar.<\/p>\n

b) a tiny and very hungry caterpillar came out of the egg.<\/p>\n

While option (b) has a more typical structure, the one Carle chose was (a). You might have noticed that the inverted structure in (a) seems to flow more easily from the first clause. But why?<\/p>\n

The prepositional phrase (\u201cout of the egg\u201d) first creates an image of something we already know. The directional verb (\u201ccame\u201d) shows the movement towards us, the reader, as opposed to away from us (\u201cwent\u201d). Finally, after a little pre-modifier for description (\u201ca tiny and very hungry\u201d), we reveal the subject (\u201cthe caterpillar\u201d) in all its glory at the end of 21 words of anticipation.<\/p>\n

And this is a book for pre-schoolers.<\/p>\n

So, here\u2019s the whole point of knowing how to grammar: we can shape it\u00a0to express precise meaning<\/a>.<\/p>\n

A child with a broad repertoire of grammatical knowledge\u00a0can skilfully choose<\/a>\u00a0how to phrase what they want to say. It is useful to know how adverbial phrases (such as \u201cwith its legs\u201d) add specific detail to verbs to show when, where, how, or why (\u201cthe caterpillar\u00a0felt<\/em>\u00a0the leaf\u00a0with its legs<\/em>\u201d), or how repeated clause structures attract attention to themselves.<\/p>\n

This isn\u2019t limited to literature. You\u2019ll see children playing with grammar in unconventional ways when they text. It\u2019s common to see words, letters and punctuation omitted in\u00a0textese<\/em>\u00a0resulting in phrases like \u201cam goin out now c u soon\u201d.<\/p>\n

What I\u2019ve discussed here is how grammar is\u00a0a set of tools to make meaning<\/a>\u00a0rather than\u00a0a set of rules to follow<\/a>.<\/p>\n

The difference is in how we teach it.<\/p>\n

How can you teach it?<\/strong><\/h4>\n

Discrete grammar exercises such as circling pronouns in a passage are quite useful for mastering the art of pronoun circling, but they do\u00a0little to improve the mastery of writing<\/a>. Grammar is\u00a0learned contextually<\/a>.<\/p>\n

If we want children to use pronouns effectively in their writing, we need to teach them how authors use them for literary effect in texts.\u00a0Research has shown<\/a>\u00a0children learn to apply grammar in their writing carefully and creatively when we\u00a0teach it in the following ways<\/a>.<\/p>\n

1. Show how grammar works in texts<\/strong><\/p>\n

Provide a clear link between a piece of grammatical knowledge and how authors use it to make meaning. So, rather than telling your child to \u201cuse more determiners and pronouns\u201d, show them how determiners and pronouns create cohesion between ideas.<\/p>\n

For example:<\/p>\n

Earth turns on\u00a0its<\/strong>\u00a0axis in a full rotation.\u00a0Each<\/strong>\u00a0takes 24 hours, and\u00a0this<\/strong>\u00a0is what creates day and night.<\/p><\/blockquote>\n

Each of the bolded words points back to another word (\u201cits\u201d back to \u201cEarth\u201d and \u201ceach\u201d back to \u201crotation\u201d) or phrase (\u201cthis\u201d back to \u201ceach rotation\u201d) that ties the text together.<\/p>\n

This makes the text flow. Imagine how cumbersome and confusing it would be to read a book if words repeated themselves instead of being \u201cpointed\u201d back to.<\/p>\n

2. Use examples and make them authentic<\/strong><\/p>\n

Grammar is abstract, so use examples rather than lengthy explanations. The best kind of example is one you find in published literature. Open a book or article and highlight where the grammar exemplifies what you want to teach.<\/p>\n

When I want to teach a student to \u201czoom in\u201d on an object using specific nouns, I open up the first page of Neil Gaiman\u2019s The Graveyard Book, which reads:<\/p>\n

There was a\u00a0hand<\/em>\u00a0in the darkness, and it held a knife.<\/p><\/blockquote>\n

This grammatical construction dehumanises the person whose hand it is, giving agency to the hand. It\u2019s a spooky effect cemented by the final noun \u2014 knife.<\/p>\n

3. Make room for discussion<\/strong><\/p>\n

Ask your child what they are trying to write. For instance: \u201cWhat effect are you trying to create here?\u201d<\/p>\n

Then use this information to decide what kind of grammar will help them do that. For instance: \u201cTry using the passive voice, like “His eyes\u00a0were drawn<\/em>\u00a0to the fire\u201d, to make the character feel like they\u2019re not in control”.<\/p>\n

Ask your child to tell you how they might use it<\/p>\n

How could you use the passive voice here to create this effect?<\/p><\/blockquote>\n

4. Encourage language play<\/strong><\/p>\n

We saw with our Very Hungry Caterpillar example that playing with parts of sentences helps authors make grammatical choices. Ask your child to experiment by reordering parts or splitting the subject and verb, and then notice what happens. You\u2019ll be surprised by a child\u2019s intuitive grammatical knowledge.<\/p>\n

Author Bio:<\/strong> Brett Healey is a PhD Student at Curtin University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

First, a grammar quiz. Which of these sentences do you think begins the Eric Carle classic, The Very Hungry Caterpillar? a) A little egg lay on a leaf in the light of the moon. b) On a leaf, in the light of the moon, a little egg lay. c) In the light of the moon, […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":53684,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[12717],"coauthors":[11733],"class_list":["post-53683","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-grammar"],"acf":[],"yoast_head":"\n4 ways to teach you\u2019re (sic) kids about grammar so they actually care - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/4-ways-to-teach-youre-sic-kids-about-grammar-so-they-actually-care\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"4 ways to teach you\u2019re (sic) kids about grammar so they actually care - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"First, a grammar quiz. Which of these sentences do you think begins the Eric Carle classic, The Very Hungry Caterpillar? a) A little egg lay on a leaf in the light of the moon. b) On a leaf, in the light of the moon, a little egg lay. c) In the light of the moon, […]\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:url\" content=\"https:\/\/world.edu\/4-ways-to-teach-youre-sic-kids-about-grammar-so-they-actually-care\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:site_name\" content=\"World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"article:published_time\" content=\"2020-08-22T15:00:13+00:00\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:image\" content=\"https:\/\/world.edu\/wp-content\/uploads\/2020\/08\/The-Very-Hungry-Caterpillar.jpg\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:width\" content=\"680\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:height\" content=\"541\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" class=\"yoast-seo-meta-tag\" \/>\n<meta name=\"author\" content=\"Kevin\" class=\"yoast-seo-meta-tag\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:data1\" content=\"Kevin\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" class=\"yoast-seo-meta-tag\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" class=\"yoast-seo-meta-tag\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/world.edu\\\/4-ways-to-teach-youre-sic-kids-about-grammar-so-they-actually-care\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/world.edu\\\/4-ways-to-teach-youre-sic-kids-about-grammar-so-they-actually-care\\\/\"},\"author\":{\"name\":\"Kevin\",\"@id\":\"https:\\\/\\\/world.edu\\\/#\\\/schema\\\/person\\\/42c1c1d5ff7ffbdf0bd50ed94c6ae6ee\"},\"headline\":\"4 ways to teach you\u2019re (sic) kids about grammar so they actually care\",\"datePublished\":\"2020-08-22T15:00:13+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/world.edu\\\/4-ways-to-teach-youre-sic-kids-about-grammar-so-they-actually-care\\\/\"},\"wordCount\":1053,\"image\":{\"@id\":\"https:\\\/\\\/world.edu\\\/4-ways-to-teach-youre-sic-kids-about-grammar-so-they-actually-care\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/world.edu\\\/wp-content\\\/uploads\\\/2020\\\/08\\\/The-Very-Hungry-Caterpillar.jpg\",\"keywords\":[\"grammar\"],\"articleSection\":[\"Education\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/world.edu\\\/4-ways-to-teach-youre-sic-kids-about-grammar-so-they-actually-care\\\/\",\"url\":\"https:\\\/\\\/world.edu\\\/4-ways-to-teach-youre-sic-kids-about-grammar-so-they-actually-care\\\/\",\"name\":\"4 ways to teach you\u2019re (sic) kids about grammar so they actually care - 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