The “No Worksheet” Zone

I started teaching a unit of study on Conventions yesterday.  (I really think I need a more dazzling name for this, but for now, it’s going to be known as the “Conventions Unit of Study.”)  This entire week is going to be spent with the kids noticing how authors use punctuation in books like Mutt Dog (yesterday), Alex and Lulu: Two of a Kind (today), For You and No One Else (Thursday), and Artichoke Boy (Friday).  They’re using a sheet to record their noticings, which I adopted from a chart my colleague Kirsten used with her former students, and will then present their findings about a punctuation mark in a small group.  (They’ll actually be presenting on two punctuation marks this week… one today and another one on Friday.)  Next week, we’ll begin investigating particular punctuation marks.

My aim is to create an authentic way, standing on the shoulders of Dan Feigelson’s Book , to teach conventions to my students.  I told my kids they wouldn’t see a grammar worksheet heading their way during this unit.  Instead, they’d be reading a lot, noticing a lot, and writing a lot.  This is a true departure from the way I learned conventions when I was in school.  I did worksheets and diagrammed sentences — and hated it.  I’m hoping that the way I’m teaching will have an impact on them and will cause them to use proper conventions throughout their writing.

Time will tell, won’t it?

View this document on Scribd

Note: The formatting in this document got a little funky when I uploaded it to Scribd.  Once you download it, you should be able to put each type of punctuation mark, and its corresponding table, on the same page.