During the year of this study, I taught three sections of English with a total of 61 students. A wide range of my students’ abilities and the presence of English Language Learners (ELL) in my classroom presented me with many challenges. Components of my instruction included the Houghton-Mifflin textbook series, Daily Oral Language, traditional grammar activities, and other supplemental materials. After several weeks of instruction I was disappointed in my students’ inability to demonstrate proper writing skills. It was apparent the typical routine of completing daily oral language and grammar lessons was not beneficial; students.
