This is not the only method I use to teach grammar, punctuation, spelling, etc, but it has been a fantastic supplement to provide continual reinforcement throughout the year.
Here's how my Partner Daily Language works:
1) Each student receives a half-sheet of paper, labeled Partner A or Partner B. On the paper are two sentences. The first sentence is written incorrectly. The second sentence is written with editing marks, showing the corrections that need to be made. Beneath the second sentence are the reasons for the changes in sentence 2, as well as words from sentence 2, identified by their parts of speech. (The changes in the sentence are numbered, and the reasons are labeled with the corresponding number.)
2) Each student edits his/her first sentence. I have students number their corrections, and when they write the reasons for their corrections, their numbering should match up. Partner A's sentence to edit is the sentence that Partner B has the answers to, and vice versa.
|This student wrote reasons on the side of the page.|
parts of speech in his/her sentence.
4) The students then switch roles and work on Partner B's sentence.
5) Each partner should write the correct editing marks, reasons, and parts of speech for his/her own sentence. The half-sheets of paper are then the students' study guides for quiz time. (Some students choose to write the information for their sentence on notebook paper and staple that to the half-sheet.)
When I first introduce this procedure to the students, I give each student a half-sheet, and we discuss the set-up of the sheet and the way the corrections and reasons are numbered. Then I choose a student as my partner, and we model the process for the other students (I always edit my sentence aloud first, and then the student takes his/her turn.) Then the students give it a try. I model again for the first few days, using the same sentences that the students will use, and then they do it on their own. I always emphasize that partners need to ask each other why a correction was made, because I don't want them to skip over this part or simply copy the reasons from each other. We continue to model and I monitor their interactions until they are using the process correctly.
|Click to see on TPT|
Thanks for reading!
I would love to hear how others use peer teaching (in math or LA).