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Employing Math-Based Concepts To Reinforce Grammar Skills and Help Students Analyze Complex Sentences. - TeachingPartners

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81 views5 pages

Employing Math-Based Concepts To Reinforce Grammar Skills and Help Students Analyze Complex Sentences. - TeachingPartners

Uploaded by

LeonorOrtiz
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We take content rights seriously. If you suspect this is your content, claim it here.
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Employing math-based concepts to


reinforce grammar skills and help
students analyze complex sentences.
by Sophia Faridi (https://teachingpartners.com/member/sophia-faridi/)

Grades 6-8, Grades 9-12

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MATH-BASED-CONCEPTS-TO-REINFORCE-GRAMMAR-SKILLS-AND-ANALYZE-
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About Sophia
Faridi
Sophia Faridi currently
teaches 11th and 12th
grade English and
Journalism at J. Sterling
Morton East High School in
Cicero, Illinois. She earned
a...
Introduction Find out more
(https://teachingpartners.com/m
faridi/)
One of the strategies that works well in my classroom is
the use of “punctuation formulas”–a method for taking a
math-based concept and applying it to the acquisition of
grammar and writing skills. Instead of trying to understand
abstract grammatical concepts, students can easily apply
solid foundational formulas like they would in math. Organizations
There are seven formulas, a very basic example of one of CTQ
them is: Sentence-Semicolon-Sentence.

This simple formula can be applied to two sentences that


are closely related and demonstrates that they can be
connected with a semicolon.

My process in the classroom:


CTQ Collab:
–First I teach each formula one at a time as part of a larger
lesson. I don’t teach all the formulas in a block, but spread Stories of
out in relation to other things that we are learning. Impact
–Next, we practice each formula together and the students
do many di erent activities. I have formal and informal CTQ and
assessments throughout the process. TeachingPartners
are helping teachers
–Then each formula culminates in a writing assessment
where I expect to see compound and complex sentence document and share
structures punctuated correctly. their “Stories of
Impact”
Years after students have taken my class, they come back
to tell me they remember the formulas and still use them CTQ brings educators and
to elevate the level of their writing. school system leaders
together to improve public
education for every student
Re ections and has spent the last two
decades delivering on a
vision for a better
What I did well (in sharing this practice with other teachers)?
educational system. We’ve
worked with thousands of
I presented a wide variety of options to introduce the teachers, administrators,
formulas to students in fun and interactive ways. I stand and system leaders
by the punctuation formulas, and I think I demonstrate the nationwide, listening to and
practicality of their application to writing in all content learning from their
areas. I think I am clear in previewing the material and use experiences, then
a pace that does not overwhelm the audience. I think collaborating with them to
giving teachers a chance to work through the activities create solutions that work.
themselves is a great way of introducing them to the
engaging nature of using these activities with students. I From research that helps
also think my presentation serves a duel purpose. Not only inform innovative best
are the punctuation formulas a wonderful concept to practices and personalized
improve student writing, but my lesson also introduces teacher education, to
teachers to several technology based assessments that connecting and growing
use games to enhance learning. These are online communities, CTQ’s work is
programs and tools that I use regularly and can attest to changing the way
their success with students that many teachers may have educators think about, talk
not previously been exposed to. about, and provide
education around the
What I would do more of, better, di erently (in sharing this globe.We help teachers
practice again)? grow as leaders. We
partner with administrators
In my presentation there is a bit too much teacher talk, and district o cials to
particularly in the beginning of the lesson. This is likely due reimagine how schools
to the fact that since there was such a large variety of work. We bring together
levels and content area teachers in our audience, I felt as diverse teams to nd
if I had to spend a good amount of time “teaching” the solutions to improve public
content to my fellow teachers in order for them to schools.
understand the lesson in its fullest. I would like to begin
the lesson with something more interactive that will
activate engagement right from the start. I would also like
to dedicate more time to the activities. I also think from a
presentation stand point I seem to warm up toward the
end of the lesson. I would like to speak more uently and
be more direct in my style when introducing the formulas.
Some of my initial explanations seems a bit confusing.

In what ways do I still want to learn and grow in using this


practice in my classroom?
I would LOVE to hear how other teachers have used similar
concepts to develop assessments. There is such a vast
variety of what can be done with the formulas since they
are essentially just grammar rules. I have presented a
variety of ways to assess in a formative way to drive
instruction, but I am still in the process of developing
formative assessments that I truly think measure a
student’s understanding of compound and complex
sentences. Of course the ultimate goal is for students to
use these sentence structures in their writing, so I want to
improve the way I assess the use of these formulas within
their writing. I would also like to develop better ways of
di erentiating and extending learning for high and low
achievers and special needs students.

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