Reflection: Student Ownership Irregular Past Tense Verbs - Section 3: Guided Practice


This is the first time I used children’s literature to teach grammar, however, it only makes sense.  Grammar is a very important part of the English language, as it influences all aspects of fluency.  However, for some reason we teach it in isolation of the other content areas.  It dawned on me while reviewing the anchor and grade specific common core standards, the foundation skills are a prominent feature to student success.  I knew my students were much more engaged and interested in learning about verb tenses when they asked the question, “Why are they called irregular?”  I am sure this question came from the way the lesson was presented using a story instead of a worksheet.  It was also a reminder to me that even though we want our students to make the discoveries themselves and take responsibility for their own learning, we, as teachers must give them the tools to learn.  This means teaching them the foundational skills they will need to become independent learners and thinkers.  To me this does not mean teaching concepts or skills in isolation, but to look for and take the opportunities to include student practice of other skills necessary for student success and routinely incorporate them in our teaching.  

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  Student Ownership: New Ways to Teach
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Irregular Past Tense Verbs

Unit 3: Learning New Words and Making Discoveries
Lesson 7 of 7

Objective: SWBAT recognize and read irregular past tense verbs.

Big Idea: There is no rule about irregular past tense verbs; children will need to learn each one individually.

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