Introduction
The following digital plan was developed by Melissa Corbett, creator and founder of GrammarSongs. The plan creates a linear model for covering basic and abstract learning goals in an order that makes connections and builds upon these connections in the area of English Language Arts. As with any curriculum or plan, adjustments should be made for individual learners.
The foundation of the plan at the earlier levels combines music and video with real world experiences. Parents and teachers are encouraged to take basic parts of speech and highlight their relevance to the learner in his/her environment. Cooperative learning suggestions and hands-on recommendations are integrated withing the plan as well to reach a variety of learning styles. As the plan progresses, paper and pencil tasks and activities are linked with songs and videos to allow students to apply what they are learning in more formalized written form.
It is highly recommended for students to become familiar with the song lyrics. Students would benefit from having the lyrics written on large chart paper where students can see the words, hear the words, and a student can point to the words as the song is sung. The lyrics can also serve as a form of anchor chart that can be referred to as necessary for students completing group, independent, or center activities.
Although the Digital Plan of Connectivity is organized by grade level, consider activities a grade or two below a student's current grade level for review or introductory activities. For example, although nouns and verbs are introduced in kindergarten within this plan, not every student coming into a first grade classroom will have had the same experience. Backing up to review or introduce skills may be necessary. Using prior activities as the “I do” or “we do” component of a gradual release model could be another way to build upon prior knowledge before moving on. Likewise, students who need additional challenge may benefit from an activity described in a later grade level.
If you are a teacher or parent who is tied to a basal text, simply plug in GrammarSongs videos and activities wherever the topics and skills fall within your pacing guide as a powerful supplement. Use the GrammarSongs materials to support cooperative learning efforts and as effective learning centers to add long lasting quality and sustenance to required basal materials.
It is important to note that all of the concepts introduced in the Digital Plan of Connectivity should also be continually reinforced when reading books and when writing. The reading and writing connection is crucial to creating a total comprehensive language rich environment in which students can thrive.
The foundation of the plan at the earlier levels combines music and video with real world experiences. Parents and teachers are encouraged to take basic parts of speech and highlight their relevance to the learner in his/her environment. Cooperative learning suggestions and hands-on recommendations are integrated withing the plan as well to reach a variety of learning styles. As the plan progresses, paper and pencil tasks and activities are linked with songs and videos to allow students to apply what they are learning in more formalized written form.
It is highly recommended for students to become familiar with the song lyrics. Students would benefit from having the lyrics written on large chart paper where students can see the words, hear the words, and a student can point to the words as the song is sung. The lyrics can also serve as a form of anchor chart that can be referred to as necessary for students completing group, independent, or center activities.
Although the Digital Plan of Connectivity is organized by grade level, consider activities a grade or two below a student's current grade level for review or introductory activities. For example, although nouns and verbs are introduced in kindergarten within this plan, not every student coming into a first grade classroom will have had the same experience. Backing up to review or introduce skills may be necessary. Using prior activities as the “I do” or “we do” component of a gradual release model could be another way to build upon prior knowledge before moving on. Likewise, students who need additional challenge may benefit from an activity described in a later grade level.
If you are a teacher or parent who is tied to a basal text, simply plug in GrammarSongs videos and activities wherever the topics and skills fall within your pacing guide as a powerful supplement. Use the GrammarSongs materials to support cooperative learning efforts and as effective learning centers to add long lasting quality and sustenance to required basal materials.
It is important to note that all of the concepts introduced in the Digital Plan of Connectivity should also be continually reinforced when reading books and when writing. The reading and writing connection is crucial to creating a total comprehensive language rich environment in which students can thrive.
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