You can use native English speakers’ ability to hear errors to help them identify potential grammar problem areas in their writing, such as run-together sentences.
Using students to give feedback about their writing is a powerful way to develop students’ skills while reducing your workload.
Simple two-step process
1. With students working in pairs, the author reads his/her work aloud while the other listens.
Why it helps: Slowing down to read aloud may be enough for the author to spot grammatical errors that the author doesn’t see when reading silently.
2. For a second check, the listener reads the work aloud to its author.
Why it helps: The person who didn’t write the paper is far more likely to read sentences as written instead of the way the author intended.
Why it helps: Hearing the paper read by someone else is more likely to reveal to the writer problems he/she corrected mentally but still needs to correct on paper.
During the second reading, students may want to stop at the end of every paragraph, or more often, to see if either questions something that they read. A penciled question mark in the margin (or highlighting on the computer screen) is all that is necessary to help the author remember to check that sentence later.
Tips for trying the technique
Although most strategies I recommend are geared toward teaching teens and adults, this activity can be done with students as young as fourth or fifth grade.
For the activity to work, students need to be fairly well matched in respect to their reading and writing skills.
Also, the reading order is important. The author gets the chance to identify needed changes before the partner can note them. If the listener has reading difficulties, reading second lets him anticipate words s/he will see in the reading.
Read aloud pairs is not a peer editing activityper se. The point is to get the author to focus on the words s/he put on the page.
Scarcely a week goes by that I don’t see an article such as this about teachers taking STEM teaching out of the classroom into alternative settings.
Science, technology, engineering and mathematics teachers seem to have no difficulty finding topics their students are already interested in that apply science, technology, engineering and math concepts.
I rarely see English teachers getting students out of the classroom to see how reading, writing, and speaking are done in alternative settings.
Visiting a TV station or interviewing seniors about how life was different before cell phones may be more interesting than doing grammar exercises, but I doubt those activities do much to show students how something they are already interested in applies reading, writing, and speaking on a regular basis.
Working on ” if you can’t fight ’em, join ’em” premise, you could try working with STEM teachers who are taking their classes into alternative settings.
At some point all that knowledge about the physical world needs to be documented so it can be readily transmitted. Figuring out how to craft the documentation for a particular audience is applied English.
Your school may offer opportunities for students to use English class skills in nontraditional settings.
For example, the college application process is tough on students.
How could your students use their English skills to make the application process easier for next year’s crop of applicants? Video interviews with people with particular expertise? Infographics? A series of weekly podcasts to help applicants break the application process into manageable bits?
Getting their kids into college isn’t easy for parents either. How could your students use their English skills to make sending their kids off to college easieron parents?
Are there specific groups of parents who need specialized help with the transition, such as parents whose son or daughter will be the first person in the family to attend college or parents for whom English is a second language? What kinds of communications would be most useful to those small groups of parents?
School staff may also appreciate a little help as students go through the college application process.
How could students use their ELA skills to make staff’s lives easier? Would curating a list of online resources help? Perhaps a private (school-only) resource in which college-bound students summarize their goals and accomplishments with appropriate pictures to remind those who may be asked to give recommendations of what the student wants to be remembered for.
In working on projects within their school, students are likely to run into problems in which their view of their audience’s needs and the school’s view clash. Such problems are routine occurrences for people whose jobs entail communicating on behalf of an employer. And learning the soft skills of navigating over such rough spots is an important part of English language arts.
What do you do to show students how ELA skills are used beyond the classroom?
Boys generally are less verbal than girls. Tests find—and educators confirm—that boys lag far behind girls in writing skills.
Veteran teachers (like me) say boys are less able to spot patterns in written material. That means their teachers need to be diligent about teaching pattern recognition in reading and teaching patterns for writing.
Boys also have less patience with verbal work than girls. They need quick feedback. That’s why they can spend hours on a video game but only 5 minutes on a writing assignment.
To teach all students successfully, employ teaching practices that don’t unduly favor verbal students, most of whom are female:
Simplify verbal directions.
Reduce complicated processes to a few steps; if you can find or invent a mnemonic for the steps, use it.
Teach strategies, which are flexible patterns of behaviors for accomplishing various tasks.
Seize opportunities to have boys think about how patterns are useful in out-of-class activities; for example, why is third base always on the batter’s left and never on the batter’s right? If you run out of ideas, do an online search for pattern recognition training and notice the different fields in which the term is important.
Have students describe or predict how writing/reading patterns can help them.
Get boys into writing quickly by giving writing prompts that include a thesis statement; spending too much time on any element obscures the overall pattern.
By consciously taking into consideration the differences in the ways boys and girls process verbal material, writing teachers can make keeping up with the girls a lot easier for boys.