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Contents:IntroductionResearch QuestionResearch DesignSampleInstrumentResultsDiscussionConclusionResearch Question:Is grammar instruction more effective through teaching of specific fundamentals in isolation or through data-driven feedback (grammar in context) on individual student writing samples?

Literature Review Conclusion:CONCLUSIONs:Isolated grammar only brings success on assessments, not writing.Metacognition is key to understanding how grammar and writing interrelate.

FURTHER INVESTIGATION:Effectiveness of Sentence Fundamentals ProgramCompare the results with students receiving data-driven feedback (grammar in context) on individual student writing samples.Research Design:Calhouns Action Research Cycle

Research DesignPretest and Posttest, both containing:A. multiple choice B. writing sample

Population:Table 1Demographics of PopulationGrade LevelTotal in GradeAmerican Indian / Alaskin NativeAsian Pacific IslanderAfrican AmericanWhiteHispanic92950%3% 29% 57% 11%102840%5% 31% 57% 7%11257.3%3% 27% 62% 8%12249.8%3% 24% 62% 10% Total 1085.2%3% 28% 59% 9%Sample:Table 2Demographics of SampleSampleTotal in Class/ SampleMALEFEMALEAfrican AmericanWhiteHispanicTreatment15 40% 60% 27% 53% 20%Control12 42% 58% 50% 33% 17%Total30 48% 52% 37% 44% 19%Instrument:Multiple choice grammar diagnostic test was chosen as it is from the McDoual Littell Literature series:

Aligns with: CCSS.ELA-Literacy.L.9-10.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking CCSS.ELA-Literacy.L.9-10.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Instrument:Writing task will be a narrative task taken from Common Core Writing Standard CCSS.ELA-Literacy.W.9-10.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

InstrumentCCPS curriculum essay prompt from the Functions Unit,

Write a personal narrative about a time that you were judged or have judge others based on their appearance or ability. Use narrative devices and rhetorical techniques to convey your ideas.

Common Core Standards (9-10) bandL.9-10.1b: Vary Types of Phrases / Clauses sentence-levelL.9-10.2a: Semicolon sentence-levelL.9-10.2b: Colon sentence-levelL.9-10.1a: Parallel Structure sentence-level

Instrument (Rubric):Below 9-10th(1)Beginning(2)Emerging(3)Above 9-10th(4)Vary Types of Phrasessentence-levelL.9-10.1bDoes not include prepositional, infinitive, gerund, or participle phrases.Includes at least 1 of the following: prepositional, infinitive, gerund, or participle phrases.Includes at least 2 of the following: prepositional, infinitive, gerund, or participle phrases.Includes at least 3 of the following: prepositional, infinitive, gerund, or participle phrases.Vary Types of Clausessentence-levelL.9-10.1bOnly includes simple and compound sentences.Includes subordinate and independent clauses to create one complex sentence.Includes subordinate and independent clauses to create multiple complex sentences.Includes subordinate and independent clauses to create both complex and compound-complex sentences.Parallel Structuresentence-levelL.9-10.1aParallel structure is not evident in any clauses or phrases.Parallel structure is attempted in a few clauses or phrases.Parallel structure is evident in a few clauses and phrases.Parallel structure is evident and consistent in phrases, clauses.Semicolon/Colonsentence-levelL.9-10.2b/ L.9-10.2aStructure of writing is too primitive to provide opportunity for usage.The opportunity to use semicolons and/or colons is present, but unused.Semicolons and/or colons are used correctly.Semicolons and/or colons are used correctly to advance writing and meaning of clauses.

Results:Pre-Assessment

Results:Table 3

Pre-test DataSENTENCE FUNDAMENTALSGRAMMAR IN CONTEXTPre-testPre-test68%62%64%52%58%50%58%50%54%46%50%46%48%44%46%44%44%44%44%40%43%38%42%30%40%34%32%Table 4Breakdown of Writing Sample Pre-AssessmentRubric CategoryGroupBelow (1)PRE Beginning (2)PRE Emerging (3)PRE Advanced (4)PRE Phrases Sent Fund40%20%33%6%Gram in Cont0%58%33%6%ClausesSent Fund13%33%53%0%Gram in Cont8%33%50%8%ParallelStructureSent Fund20%60%20%0%Gram in Cont50%42%8%0%Semicolon/ColonSent Fund20%73%7%0%Gram in Cont17%83%0%0%Table 5 Essential data for pre-assessmentsPre (Sent Fund.)Pre(Gram in Cont.)Mean47.745.5Range3632Standard Dev.10.957.9T-test.43.43Intervention:Sentence Fundamentals:

Treatment: Action Research ScheduleWEEKProposed ActionTools Used Feb 11-15Pre-test/ Writing SamplePre-test/Writing SampleFeb 19-22L 1-L5FSWFeb 25-March 1L6-L10FSWMarch 4-8L11-L15FSWMarch 11-15L15-L 20FSWMarch 18-22L21-L25FSWMarch 25-29Post-test/Writing SamplePre-testWriting SampleComplete SentencesStart with a capital letterHave end punctuationHave a subjectHave a verbMake senseThe PENS StrategyPick a formulaExplore words to fit the formulaNote the wordsSearch and checkSearch and Check StepMAsk Is there a verb?Root out the subject(Ask, Who or what _________?)Key in on the beginningendingmeaningSearch and Check StepMark out impostersInfinitivesPrepositional phrasesAsk Is there a verb?Root out the subject(Ask, Who or what _________?)Key in on the beginningendingmeaningPREPOSITIONS

Helping Verbs

Intervention:Grammar in Context:

Control: Action Research ScheduleWEEKProposed ActionTools Used Feb 11-15Pre-test/Writing SamplePre-test/Writing SampleFeb 19-22Intervention # 1Writing SampleWorkbookFeb 25-March 1Intervention # 1Writing SampleWorkbookMarch 4-8Writing Sample # 2Writing SampleWorkbookMarch 11-15Intervention # 2Writing SampleWorkbookMarch 18-22Intervention # 2Writing SampleWorkbookMarch 25-29Post-test/Writing SamplePost-testWriting SampleInstrumentCCPS curriculum essay prompt from the Functions Unit,

Write a personal narrative about a time that you were judged or have judge others based on their appearance or ability. Use narrative devices and rhetorical techniques to convey your ideas.

Intervention # 1Each student:

One-on-one conference with instructorDiscussed errors and re-wrote problematic sentencesCompleted an individualized practice on area of need.

Writing Sample # 2Directions: Circle the prompt you would like to use for your second writing sample. The journal entry should be at least five paragraphs in length (introduction, three body paragraphs, and a conclusion) and should provide at least four quotes from the text to support your thesis statement (topic sentence). Dieting makes people fat.Romantic love is a poor basis for marriage.High school graduates should take a year off before entering college.All citizens should be required by law to vote.All forms of government welfare should be abolished.Both parents should assume equal responsibility in raising a child.Americans should have more holidays and longer vacations.Participating in team sports helps to develop good character.The production and sale of cigarettes should be made illegal.People have become overly dependent on technology.Drunk drivers should be imprisoned on the first offense.The lost art of letter-writing deserves to be revived.The continuing decline of CD sales along with the rapid growth of music downloads signals a new era of innovation in popular music.College students should have complete freedom to choose their own courses.

Post Writing Sample (*Completed by both groups)Grammar Final AssessmentDirections: Choose 1 prompt. The entry should be at least five paragraphs in length (introduction, three body paragraphs, and a conclusion.) Recently there has been a debate that the school day should begin later. Write a persuasive essay on why and explain your ideal schedule and how it would work.Your friend is considering getting a tattoo and / or piercing. Write a persuasive essay on why they should or should not.CCPS is debating drug testing all student athletes. Write a persuasive essay on why they should or should not.

Results:Post-Assessment

Table 6

Pre-test vs. Post-testSENTENCE FUNDAMENTALSGRAMMAR IN CONTEXTPre-testPost-testPre-testPost-test68%80%62%62%64%68%52%60%58%62%50%58%58%62%50%56%54%58%46%56%50%56%46%52%48%56%44%50%46%52%44%46%44%52%44%44%44%48%40%38%43%48%38%34%42%46%30%32%40%46%34%46%32%42%Table 7 Essential data for pre and post assessmentsPre (Sent Fund.)Post (Sent Fund.)Pre(Gram in Cont.)Post (Gram in Cont.)Mean45.554.845.549Range36423230Standard Dev.10.9510.117.910.21T-test.43.15.43.15Table 8

t-Test: Paired Two Sample for means

t-Test: Sentence Fundamentals5.55534325998386E-07(.00000055553)Grammar inContext.01958Table 9 Breakdown of Writing SampleGroupBelow (1)PRE POSTBeginning (2)PRE POSTEmerging (3)PRE POSTAdvanced (4)PRE POSTPhrases Sent F40%7%20%27%33%53%6%13%Gram in Cont0%0%58%17%33%75%6%8%ClausesSent F.13%7%33%7%53%53%0%33%Gram in Cont8%0%33%8%50%75%8%16%ParallelStructureSent F20%13%60%67%20%13%0%7%Gram in Cont50%16%42%58%8%25%0%0%Semicolon/ColonSent F20%7%73%73%7%13%0%7%Gram in Cont17%0%83%75%0%17%0%8%Table 10Writing Sample Growth from Pre to PostPre-Writing Sample AveragePost Writing Sample AverageGrowthSentence Fund.6.29.53.3Grammar in Context8.811.232.45Discussion:Reliability:Pilot Test:5 students used

No major discrepancies on multiple choice

All but 1 with 1 pt on writing sample

Led to 2 modifications on rubric

DiscussionInternal Validity:Examine certain threats to the research before, during, and afterwards.

Discussion:History: Majority, if not all, of the students had received some sort of grammar instruction prior to the study.

Positive vs. negative association with grammar

Factors: previous teacher, teaching methods, or the overall experience with grammar instruction

Discussion:Maturation:Major transition from middle to high school

The study started in the middle of the third marking period, and came to a conclusion at the end of the marking period, right at the time when most ninth grade students are finally fully adjusted

Grammar was a familiar topic along with the adjustment to high school could have been the actual reason students experienced success.

Discussion:Treatment Replication: Absenteeism was a major issue throughout the study. Out of the month and a half duration of the study, not one group had perfect attendance. 3 students in the Sentence Fundamentals group took extended vacations of three to five days, and it was certainly detrimental to their success. Pull-out system of Grammar in Context made it slightly easier for the instructor to catch students up in a timely manner since they were completely individualized.

Discussion:Subject Attrition:Major issue in the Grammar in Context group as 3 students had to be removed from the study due to their departure from the class for one reason or another.

ESL studentTruancy IssueSuspension

Discussion:Statistical Regression:

1 student within the Sentence Fundamentals group

Her score was tied for the third highest of all Sentence Fundamentals pre-test scores, yet she was the only one who regressed on the post-test, although by only one point or two percent to a 56 %.

Discussion:Journey from A to B was measured by the post assessments.

Although certain grammatical topics appeared on the post-test, which neither group had received direct treatment for, the base of grammatical knowledge accrued through the treatment gave them a much greater chance at success in getting the correct answer.

Ex: participle

60Discussion:Writing Sample was even more credible as an authentic assessment to see the skills learned in action.

Writing assessment allowed the students to construct actual sentences, which put the wheels of the metacognition gained through the treatment into motion.

Table 8 Breakdown of Writing SampleGroupBelow (1)PRE POSTBeginning (2)PRE POSTEmerging (3)PRE POSTAdvanced (4)PRE POSTPhrases Sent F40%7%20%27%33%53%6%13%Gram in Cont0%0%58%17%33%75%6%8%ClausesSent F.13%7%33%7%53%53%0%33%Gram in Cont8%0%33%8%50%75%8%16%ParallelStructureSent F20%13%60%67%20%13%0%7%Gram in Cont50%16%42%58%8%25%0%0%Semicolon/ColonSent F20%7%73%73%7%13%0%7%Gram in Cont17%0%83%75%0%17%0%8%Discussion:Assessments were interdependent on one another

Multiple choice assessment gave the raw data on how successful each intervention was in terms of measuring growth in grammatical knowledge

Writing sample gave students the opportunity to put their skills into action.

DiscussionExternal Validity:Sentence Fundamentals:

Results could represent larger groups since the majority of students transition from middle to high school with a fragmented grammatical knowledge base.

DiscussionExternal Validity:Grammar in Context: Does not represent a larger groupExcess of individualized time requiredRequires small class size and availability due to the presence of a student teacher was it even able to be conducted. Unrealistic for all ninth grade students to receive such a program.

DiscussionTwo classrooms where the treatments were conducted were not necessarily the average ninth grade classrooms.

Sentence Fundamentals: 5 IEPs / 15 students total

Grammar in Context: 2 IEPs / 12 students total

Discussion:Treatment(s) were conceptualized in a more positive manner since they were conducted with ninth grade students

More familiar with middle school structure and content, were more willing to accept the information and see it as useful.

Research Question:Is grammar instruction more effective through teaching of specific fundamentals in isolation or through data-driven feedback (grammar in context) on individual student writing samples?

Final Answer:Both methods have been proven to work, but Sentence Fundamentals is the winner!

Conclusion(s):Students in both groups were both successful and engaged throughout the treatment, proving the worth of either method.

Sentence Fundamentals is more effective than Grammar in Context, but also it is more efficient and organized to implement.

Conclusion(s):Benefits of implementing Sentence Fundamentals within the entire ninth grade population:

Would permit various levels of students to move at an appropriate paceWould level the playing field of the varied grammatical knowledge students arrive withWould establish an environment where students are expected to know and implement the basic grammatical elements received from this program.No more than three to five weeks in its entirety

Conclusion(s):The successful studies referenced in the literature spoke volumes to students ability to metacognitively process the structure of the English language.

Most likely, Sentence Fundamentals achieved a higher success rate than Grammar in Context due to its ability to give students their own language to use.

The PENS StrategyPick a formulaExplore words to fit the formulaNote the wordsSearch and checkSearch and Check StepMark out impostersInfinitivesPrepositional phrasesAsk Is there a verb?Root out the subject(Ask, Who or what _________?)Key in on the beginningendingmeaningConclusion(s):Grammar in Context:

Individual conferences vs. written feedbackTrue DIFFERENTIATION

Made each student see the validity in the weakness assessed in their own individual writing and openly embraced the opportunity to learn from it by re-writing and additional practice.

Conclusion(s):Overall:

Students tend to be more receptive to instruction which they really see the need for, and every student encountered in both groups willingly admitted they needed to work on certain aspects of their writing and welcomed any help they could receive.

Conclusion(s):Students can truly see the practicality of grammar and its ability to help them become better writers.

This actually makes sense!-Student in Sentence Fundamentals

Conclusion(s):Many English teachers will not waste a moment criticizing a students grammar or their former English teachers, yet they will not actually formulate a solution to provide any action.

Conclusion(s):This action research study gives credibility to both methods, and although Sentence Fundamentals may be the more efficient approach, good teaching revolves around what works for the students and class setting.

Conclusion(s):Sharing:Coordinator of Secondary Language Arts Colleagues at the next English department meeting.

Worth of Sentence Fundamentals has been in question for over 4 years in Cecil County.

Conclusion(s):FINALLY:

Settled eclecticism of grammar instruction for all English teachers can come to a conclusion.

English teachers can now embrace 2 new methods to teach traditional topics such as grammar.

Each have a place and purpose: DO WHAT WORKS FOR YOU!

Conclusion:Mission Complete!