Teaching Grammar through Literacy Kim Jeffcoat Education Program Specialist K-12 Literacy "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools What do the experts say about teaching grammar through literacy? "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools In 1936, NCTE said the following: “The formal teaching of grammar and mechanics has little effect on students’ writing and, in fact, has harmful effects when it displaces writing time.” "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Not RULES but TOOLS “Grammar and mechanics are not rules to be mastered as much as tools to serve a writer in creating a text readers will understand.” (Jeff Anderson, Mechanically Inclined, p. 5) "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools What is Literacy? Think It • Read It Think It • Write It • Talk It "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Know It What do the “experts” say about grammar instruction? You must teach the standards and elements of your grade level. You must provide remediation when needed, but you need to move beyond the identification of the parts of speech (remember “Use”). You must connect grammar to relevant texts (mentor texts). "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools What do the “experts” say about grammar instruction? In order for students to understand style (in both reading and writing), they need to have a basic understanding of grammar rules and syntax (structure). Understanding comes from reading, explicit instruction, writing opportunities, and feedback. Mere identification will not prove that a student understands and applies the rules of grammar. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools A few concepts taught well and a few pieces done well can be much more important for a student writer’s growth than many concepts and lessons taught superficially and many pieces of writing assigned without much guidance. ~Constance Weaver Grammar to Enrich and Enhance Writing "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Activity #1: Questionnaire What have I done to teach this grammar or mechanics pattern? Have I thoroughly shared many correct models of the skill, both visually and verbally? Have I modeled the grammar and/or mechanics pattern in my own writing? Have I modeled how to correct these errors? Have I allowed the students enough time to practice? Is this mechanical or grammatical error important enough that it demands all of this work? "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Non-negotiable facts about teaching grammar and mechanics: Teachers MUST teach the grammar and mechanics students need to know. Teachers MUST NOT merely mention the grammar and mechanics rules. Teachers MUST NOT merely correct students’ errors in grammar and mechanics. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools What do we mean by Conventions? Conventions are not merely rules for punctuation, capitalization, etc., but also include the following: STYLE (Style is basically the way you write as opposed to what you write about, though the two things are definitely linked. It results from things like word choice, tone, and syntax. It's the voice readers "hear" when they read your work.) SYNTAX (The grammatical arrangement of words in sentences.) VOCABULARY/WORD CHOICE SPELLING "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Activity #2 What do I teach? Look in your participant’s guide and locate the “Conventions” list. In a small group or with a partner who teaches the same grade you do, study the standards and elements of the grade level that is before and after the grade you teach. Note the similarities and differences. Share your discoveries with your group. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Why Learning Conventions is a Challenge: Students don’t see the power of conventions. Teachers are always searching for the best way to teach conventions. Educators are often reluctant to encourage risk taking. Schools often put too much stock into programs. ~Ruth Culhum, 6 + 1 Traits of Writing "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools What is the best method to teach conventions? The best way to teach conventions is by example. Examples used may be mentor texts or the student’s own writing. Use skill-focused lesson books wisely to help fill in the gaps discovered about students’ weaknesses. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools What the research says: Research does not support claims that the separate teaching of grammar: Will improve the quality or accuracy of students’ writing. Will help form the mind by promoting “mental discipline.” Will help students score better on standardized tests that include grammar, usage, and punctuation. Will help people learn the grammar of another language more readily. Will help people master the socially prestigious conventions of the spoken and/or written language. Will help people become better users of the language---that is, more effective as listeners and speakers, or as readers and writers. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Culham, 2003 How to teach conventions: 1. Assess to get a good picture of what students know and what they still need to learn. 2. Teach the skills that are developmentally appropriate according to the GPS. 3. Allow for plenty of practice, time to experiment, and opportunities to apply the new skills in writing. 4. Begin to hold students accountable for specific skills on future writings. ALL OF THIS SOUNDS SO SIMPLE, RIGHT? IN TRUTH, THIS IS VERY, VERY DIFFICULT WORK! THE SECRET COMES IN FINDING THE RIGHT BALANCE. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools “Teaching skills in the context of students’ personal writing is far better than teaching them in isolation.” Ralph Fletcher Author of Craft Lessons: Teaching Writing K-8 "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools What is the power of conventions? Students should see conventions as a tool to make their meaning clear and to help the reader understand what they are saying. When readers know to pause or stop at punctuation, it’s like a nod of the head. When readers see and understand accurate spelling, it’s like a big smile. When readers see capitalization used correctly, it’s like having direct eye contact. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Have students combine sentences: Start simple by inserting adjectives, adverbs, etc. Have students imitate model sentences. Have students practice using reference tools like charts, organizers, etc., in their classrooms and reading/writing notebooks. Have students practice with partners and independently. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Provide students with guidance and feedback via small/flexible group instruction and student/teacher conferencing. When giving feedback, look for patterns of errors. Also, be specific about what the child is doing well (reinforcement). Have students assess themselves and/or partners according to a checklist. At times, children will take a piece through the publishing process, which includes revising and editing. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Have the students apply whatever approach you use to their own writing and to their reading. Have students identify and examine how their favorite writers manipulate sentences; have the students emulate their favorite writers, using the exact same style. Have students use newspapers and their own writings as sources for grammar examples and exercises. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Assessing for Conventions Consider two approaches: 1. A holistic approach 2. Grade-level expectations "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Good, Everyday Practices for Teaching Conventions: Wait! Set aside editing time. Ask why. Model. Keep writing tools handy. Get ‘em, one by one. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools When teaching conventions, remember: Students should understand that editing and revising are different. Teachers should expect correctness, but only according to appropriate developmental level and age. Teachers should value experimentation right along with correctness. Remember, it’s a balancing act. Teachers must be patient. Learning to use conventions well takes time and practice. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Be Spontaneous! 1. 2. 3. 4. Setting the stage: Students are working on rough drafts. Teacher is walking around the room, giving praise and answering questions. Teacher notices something special on a student’s paper. Teacher spontaneously borrows the student’s example and teaches a mini-lesson on that particular thing. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Example of a Spontaneous Lesson: Using Action Phrases in Description: 1. You have noticed that a student, after clustering ideas for a descriptive writing, has spontaneously produced some –ing modifiers and has incorporated two of them into one sentence. **Sample sentence: I felt the wind going through the trees like ice cream melting in the summer. 2. You write the sentence on the board and interject a brief mini-lesson showing the other writers how they too can use similar action phrases in their description. 3. Encourage students to emulate this technique. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Activity #3: Rate the three lessons Locate the activity, “A Tale of Three Lessons.” Read each lesson, and rank the lessons from the best example to the weakest example using the provided worksheet. Locate some professional examples from your own mentor texts that support your favorite lesson. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Be a Sentence-Stalker Always be on the lookout for great mentor texts: sentences, paragraphs, essays, articles, advertisements, and novels. (Vicki Spandel, 2005) "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Why do students struggle with word choice? Too often, language is used to exclude Vocabulary is usually taught in isolation Students get “word drunk” "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Activity for Description A list of activities for sharpening descriptive powers is listed in your participant’s guide: “Activities for Sharpening Descriptive Powers.” "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Why is searching for just the right word so important? Mark Twain once said, “The difference between the right word and the almost right word is the difference between lightning and a lightning bug.” "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Activities In your participant’s guide, you will find two separate activities to support word choice: 1. Activities for Using Exact Language 2. Activities for Choosing Colorful Words and Phrases "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools The Three P’s Approach to Teaching Grammar Positive Productive Practical “Teaching grammar to enrich and enhance writing is teaching grammar as possibility. We see it as positive, offering options rather than focusing on errors; as productive, especially in the sense that it produces effective sentences and paragraphs that flow; and as eminently practical.” Constance Weaver, 2008 "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Activity #4: 12 Principles Supporting the Three P’s In your participant guide, you will find a list of 12 principles. Look at these twelve principles, and label them as true or false. You will have five minutes to construct your responses. I will ask for volunteers to share examples. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Working with Models from literature from a previous or current student 1. Share a model created by the teacher in advance composed by the teacher on the spot teacher 2. Create another model teacher and students together (pg. 63, Grammar to Enrich "We will lead the nation in improving student and Enhance Writing,2008) achievement." Kathy Cox, State Superintendent of Schools Daily Practice: Using Mentor Sentences to Develop Concepts This practice promotes quick, daily instruction and practice. It is best carried out at the beginning of class. The time should take no more than ten minutes. A shared experience with grammar and mechanics is provided daily. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Use of Mentor Text: Tips from Mechanically Inclined Use mentor text during reading, writing, or skills time (for modeling in the minilesson, work time, or closing). Teach one thing at a time (be focused). Have students analyze in reading time and apply during writing time. Have students keep a reading/writing notebook. Provide visuals and scaffolding. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Teaching Conventions with Mentor Text Teachers model appropriate use of conventions using mentor text(s). Using mentor texts allows for explicit and intentional teaching. Students can see “rules” in the context of real literature. Students will be more likely to experiment with this same language in their own pieces. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Activity #5: Using Mentor Sentences Locate the pages for examples of mentor sentences in grades 6-8. Follow along as we quickly review the examples. Working with a partner or in a small group, find additional mentor sentences within the books you brought that will support the elements of the conventions domain. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools How do we teach students to avoid sentence fragments? Share common language: incomplete sentence, non-sentence, intentional fragment Teach the two-word sentence strategy: Subject + verb = sentence. Examples of Mentor Text: They race. (p. 5) Jerry Spinelli, Loser He sprung. (p. 128) Stephen King, Cujo "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools What about Run-on Sentences? Students need to understand the differences between dependent and independent clauses. Students need to understand that information should not flow breathlessly but should instead be placed into meaningful chunks of details that flow smoothly. Studying mentor sentences is an excellent method of teaching students the craft of avoiding run-on sentences. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Sample student run-on error: Something that makes me happy is my friend Destiny she doesn’t try to act all cool and she is just goofy like when she dances she don’t care about what nobody says and she just dances and laughs and doesn’t worry so she is a lot of fun to hang with because she makes me laugh and we can go to the mall and walk around she is not shy so we always get to meet guys. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Analysis of the problem……. The writer has a lot to say about her friend, Destiny. Furthermore, the writer is almost breathless in putting her thoughts down on paper. It is quite possible that the writer does not understand the meaning of a simple sentence. She needs strategies to help her put into manageable chunks all of the details that are so easily flowing whenever she writes. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Prepositional Phrases to the Rescue! If students continue to have problems with run-on sentences or identifying the subject and verb of a sentence, giving them information about prepositional phrases may help. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Activity # 6: Just how important are prepositions when we write? Think of a room in your home. You will have five minutes to describe the room as clearly as possible. Focus on the location of the room, the décor of the room, the placement of the furniture in the room, etc. YOU MAY NOT USE PREPOSITIONAL PHRASES! Share your writings with the members of your group. What did you discover? "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Activity #7: How Important are Prepositional Phrases? Look at the example piece on prepositional phrases. One volunteer in the group should read the first passage aloud. Another volunteer should read the 2nd passage aloud. Discuss what happens when the prepositional phrases are omitted. How important are prepositional phrases? "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools How do we teach manageable chunks? Students need to discover the secrets for adding information to sentences without creating sentences that run-on. Students need to understand dependence first. Next, students need to learn that a sentence earns its independence when it stands on its own. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Independent vs. Dependent Students must understand the difference between an independent clause and a dependent clause. Support this idea with examples of sentences from mentor texts. Analyze the parts of the sentences. Locate the dependent clause/s and the independent clause/s. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Activity # 8 Creating Mind Movies Students close their eyes. Teacher reads the sentence and asks the students to see it in their minds. Teacher guides the students to see the parts of the sentence as they act like a camera, gliding across a scene and giving a close-up of the details. Look at the sentence again. Students will emulate sentences of their own using commas to separate and hold together the groups of words. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Dangling Modifiers Modifiers “dangle” when it is not clear what they describe. Modifiers usually need to be near the idea (noun) they are meant to describe or modify. Correctly placed modifiers make sentences clear and help combine several ideas or actions into one thought. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Example of Dangling Modifiers in student writing: Student Error: Barking like a burglar was breaking in, I checked on the dog. Mentor Text: Barking furiously, Cujo gave chase. (p. 18) Stephen King, Cujo "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Confusion is the result of misplaced or dangling modifiers: In Anguished English (1989), Richard Lederer shows how confusion is evident due to misplaced modifiers: Yoko Ono will talk about her husband, John Lennon, who was killed in an interview with Barbara Walters. (p. 150) "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools An activity for preventing dangling modifiers: Play with Sentence Parts Students will close their eyes and practice visualizing sentences. The teacher will provide a scene for them to visualize, such as: “Close your eyes and picture a dog approaching you.” Once they have a “picture” in their minds, the teacher will write a sentence. Example: The dog approached me. Next, the teacher will instruct the students to add action, pictures, or sound to the sentence. A list will be created and posted. Then the students will close their eyes again, and the teacher will read the list of words. Example: “Barking, scowling, snarling, the dog approached me.” The teacher repeats the sentence a few times. Next, the class will move the –ing words to the end of the sentence and discuss which is liked better. Finally, the class adds an –ing clause, such as “wagging its tail.” This activity allows students to move sentence parts around and see the possible placement patterns while discovering the differing effects and "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of punctuation. Schools Double Negatives: Read the passage in your participant’s guide from Katherine Paterson’s novel, Bridge to Terabithia. Answer the following questions about the author’s use of double negatives: What do we know about the characters of Momma and Brenda as a result of Paterson’s use of the double negative? When is it ok to use formal language as opposed to informal language? "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Sneaky Negative Words barely none hardly nor not neither never nobody nothing nowhere wouldn’t didn’t can’t won’t "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Activity # 9 Punctuation Activity In a small group, read the copy of What Jamie Saw without any punctuation to guide your reading. Add whatever punctuation you think is necessary. Share the different versions with the other groups in the room. Look at the original text with the punctuation and discuss the different versions. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Follow up on What Janie Saw… When asked to explain why Coman would play with sentences and fragments the way she did, one middle school student said it best, “This piece couldn’t be written in regular sentences. What’s happening here is so horrible that it could only come out in gulps.” "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Those Confounding Commas…. When do we need them? ~To join two independent clauses ~To separate equally linked words or phrases ~To separate dependent clauses from the rest of the sentence "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools COMPOUND SENTENCES Compound sentences show links or connections between two ideas. Students will use a compound sentence in speaking correctly long before they show mastery of its use in their writing. Compound sentences result when each independent clause on either side of the conjunction has its own subject and verb. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools A Student’s Misconception Conjunctions words are words that ALWAYS have a comma in front of them. Example of Student Error: John, and Sam ran to Piggly Wiggly, and purchased candy bars for their friends. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools The Remedy….. Students must see why the sentence does not need the commas. The teacher may want to discuss the pattern of a simple sentence. The following visual pattern will be helpful: SENTENCE , conjunction sentence. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Commas after Introductory Elements: When a sentence begins with a phrase or a clause, use a comma to help the reader understand how the sentence parts make sense of the intended message. Certain words can signal writers that a comma may be needed after the opener: after, since, if, when. Participles in the first word position also need commas. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Sample Mentor Texts for Introductory Elements When I saw the woman, she reminded me of a bird. Though her hair was white with age, she walked with small, quick, lively steps. (p. 13) Laurence Yep, The Star Fisher Holding his hat against his chest and Tarfufo’s leash with one hand, he knocked on his office door with the other. (p. 6) E.L. Konigsburg, The Outcasts of 19 Schuyler Place "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Sample Mentor Text for Adding on without Running On They handle the BB gun carelessly, trading it back and forth, each slinging the barrel over his shoulder like a hunter in a frontier television show. (p. 1) Winter Birds by Jim Grimsley Abraham was growing fast, shooting up like a sunflower, a spindly youngster with big boney hands, unruly black hair, a dark complexion, and luminous gray eyes. (p.11) Lincoln: A Biography by Russell Freedman "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Activities for Constructing Better Sentences See the handout in your Participant’s Guide: “Activities for Constructing Sentences that Enhance Meaning” "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools The Bionic Mnemonic *AAAWWUBBIS (Ah-whoo-bus) This large mnemonic helps students remember the subordinating conjunctions: after, although, as, when, while, until, because, before, if, since. ~*Jeff Anderson, Mechanically Inclined, p. 91~ "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Ban the Daily Correct-all Activities According to Jeff Anderson, Mechanically Inclined, middle school students don’t need proofreading practice to capitalize the first word of a sentence or to put a period at the end of a sentence. Their errors emerge when they struggle to shift gears from the informal communication of their world to the more formal or standard language expected in academic writing. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Less Skill and Drill, More Authenticity Save the worksheets for intervention, remediation, and homework. Worksheets alone should not be the primary resource for the writing instructional time. Integrate the conventions within the context of genres/content writing. There will be more transfer and application of the skills because of student relevance. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Clauses, clauses, clauses Middle school students must recognize adjective clauses, adverb clauses, and noun clauses. Students must incorporate clauses into their writing in order to improve syntax. Students must be familiar with the rules of clauses. Students must be able to distinguish between a clause and a phrase. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Activity #10 Accessing the Information Using the handouts on Adjective, Adverb, and Noun clauses, locate sentences in your mentor texts that match the examples given. You may use the worksheet provided. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools 20 most common errors in order of frequency (Connors & Lunsford) No comma after introductory element Vague pronoun reference No comma in compound sentence Wrong word No comma in nonrestrictive element Wrong/missing prepositions Comma splice Possessive apostrophe error Tense shift Unnecessary shift in person Sentence fragments Wrong tense or verb form Subject-verb agreement Lack of comma in a series Pronoun agreement error Unnecessary comma with restrictive element Run-on or fused sentence Dangling or misplaced modifier It’s versus its error "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Sample Editor’s Checklist CHECK: Capitalization Homophones Commas Pronouns Apostrophes Subject-verb agreement Double negatives Dialogue What could get its own list: Capitalization Word wall of homophones and frequently misspelled words Compound sentence patterns Complex sentence patterns Serial comma patterns Pronouns two-word sentences Verb tense Dialogue rules "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools An Example: The Three Little Pigs by Paul Galdone Conventions that are in this book include Quotation Marks Compound Sentences Phrases Commas to Show Pause Varied End Punctuation **This is not an all-inclusive list of conventions. "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Suggested Mentor Texts for Minilessons Nouns A Cache of Jewels by Heller Merry-Go-Round by Heller Your Foot’s On My Feet by Terban Adjectives Guinea Pig ABC by Duke Many Luscious Lollipops by Heller Feet by Parnall The Widow’s Broom by Van Allsburg "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools Suggested Mentor Texts for Minilessons Verbs The Night Thief by Allen The Big Squeeze by Brown Things I Like by Browne Kites Sail High by Heller Watch Me by Ann Mazer Jiggle, Wiggle, Prance by Noll Source: Fayette County, KY Public Schools "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools What’s next? Most important point: Teach the standards and elements. Remediate when necessary. Use reading and writing as the basis for your conventions instruction. (This will improve the students’ learning in so many areas.) Make conventions an important part of your integrated curriculum. Balance is the key!!! "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools ELA Contact Information Kim Jeffcoat, Education Program Specialist, K-12 Literacy [email protected] 404-656-0675 Mary Stout, ELA Education Program Manager [email protected] Malaika Jartu-White, Teacher on Assignment [email protected] "We will lead the nation in improving student achievement." Kathy Cox, State Superintendent of Schools
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