Christine,
I would use your writing workshop time to address grammar within the context
of your student's writing. You could do a mini lesson on a particular part of
speech, punctuation, etc., telling your students that you will be looking for
them to use what you taught in your mini lesson in their writing. For example
if you taught them quotations, you could ask them to include some dialog in
their writing. You can also pull a small group together for a conference on a
particular area if you see similar errors in their work.
Vocabulary could be addressed within content areas. See Marzano and
Pickering's Academic Vocabulary. Here is a link to a school system's web page
that has some good ideas for that. http://jc-schools.net/tutorials/vocab/
Spelling can be handled in several ways, depending on your grade and whether
or not your school has a program. I have done it several ways. What is your
situation like at your school?
Christine Halliday <[EMAIL PROTECTED]> wrote:
. . . when do I do vocabulary, spelling, grammar?
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: process and content go
hand in hand. http://www.responsiveclassroom.org
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