Learning proper grammar, punctuation, and word usage isn’t the most exciting way to spend one’s time, but it’s an essential component of a well-rounded early education. Proper writing style is useful in every subject, for every topic, and at all times. Whether students grow up to be physicians, soldiers, scientists, chefs, artists, or stay-at-home parents, it is worthwhile to learn the basic skills necessary to write complete, concise sentences. We may not master the English language over the course of this class, but we shall give it our best effort.
Everyone survived the fall semester! I know it’s been a tough class for some kiddos, but I’m really proud of everyone for trying hard and giving their best effort on the final test. I am still in the process of grading them, but my goal is to finish by tomorrow and email grades to parents.
There is no homework over the break. I hope everyone enjoys a restful few weeks off.
Today students took a shorter practice test that we reviewed immediately in class. I could tell by the groans that some students are stressed and worried about next Thursday. Please encourage your kids to review the study guide, look over the practice test from today, and rework the review sheet from last week.
Please make sure your child has a pencil for the test! Pens are messy, particularly when they want to change an answer and do a lot of scratching out and scribbling!
I will grade their tests at home and email final semester grades within a few days. Let me know if you have any questions or concerns!
Homework for December 13:
1. Define and study vocab: sphere, diminish, analogy, intervene, finite
2. Study for test!
Today was all review! We worked on identifying parts of speech, connecting parts of speech with their definitions, and basic diagramming. About half of the class is still struggling to identify more than nouns, verbs, and adjectives, and I’ll tell you (parents) the same thing I told them in class today – one day a week of grammar is not enough for mastery. Unfortunately, it takes a lot of tedious practice to nail down this stuff to a comfortable level.
That means if your child isn’t doing well independently, then they may need extra work throughout the week to really drive homes these rules and methods. Let me know if you need resources for extra work at home. (I highly recommend Rules of the Game.)
Next week they’ll take a practice test (a shorter version of the final test they’ll take on Dec. 13) and we’ll review the answers afterward.
Homework for Dec. 6:
1. Define and study vocab: implicate, entity, hence, mechanism, transit
2. Finish the review sheet we started in class. They need to complete #6-8 on the back (three sentences to identify parts of speech and then diagram). Bring them back to class next week and we’ll review them.
Thank you, parents, for being patient last week as I sorted out my website problems!
Yesterday we wrapped up the last of diagramming for the semester, which included phrases of all kinds (mainly preposition and verbals). Then I handed out the study guide, which I created and worked on over the last few weeks. I hope there are no mistakes, which is my greatest fear when I’m making something from scratch on my own (i.e., no editor). I’ve always been a writer who needs an editor, but I tried diligently to create a helpful study guide for you to use with your kids.
A few things:
- Some students continue to struggle with vocabulary, which makes me wonder if they are truly looking up the words, reading all the possible definitions, and then studying those definitions throughout the week. It’s my preference that they use a traditional dictionary, not a student dictionary, to ensure that the words will be there. (Some say they haven’t found certain words in their dictionaries, which is curious because we haven’t even gotten to the difficult words yet!)
- Which brings me to the next point: Spring vocabulary is next level stuff. They are more challenging, so students will definitely need access to a full dictionary and not a modified, shorter student dictionary. Examples of spring words include pantomime, insolence, tumultuous, subterfuge, confluence, squall, etc. If you aren’t sure whether or not your child is doing well with vocabulary, ask to see their quizzes. I hand them back each week.
- A few students are also struggling with diagramming, which is expected. I returned homework from last week to a few kiddos who need extra help. Be sure to check their folders.
Homework for Nov. 29:
1. Define and study vocabulary: analyze, conclude, valid, inferiority, scheme
2. Print and complete worksheets.
Information about the class on November 8 and homework due for November 15 was emailed. If you have any questions, let me know.
Yesterday we started with the basics of diagramming sentences. Approximately half of the students are familiar with diagramming simple sentences, and about a quarter of those are familiar with diagramming compound, complex sentences. Still, there is a handful for which this is new information. We’ll spend the rest of the semester diagramming and labeling parts of speech. There will be group work, individual class work, and the terrifying coming-to-the-board work.
We only have four more class meetings before the final in-class test. (That’s hard to believe, isn’t it?) I will be pulling together a “cheat sheet” of information to help your student study, particularly if he or she hasn’t been a stellar note-taker thus far. No worries – I too have a son who’s not a stellar note-taker. So, while the cheat sheet cannot be used during the final test, it may prove helpful as a study tool. I will get that
If anyone needs extra help with diagramming, Grammar Girl on YouTube has helpful videos. Also, Khan Academy has excellent lessons on parts of speech and sentence structure, if your kiddo needs extra instruction (or helpful reminders).
Homework for November 8:
1. Define and study vocab: furtive, grueling, diminish, deft, restitution
2. Print and complete worksheet.
Friends, we are nearly done with the tedious note-taking of parts of speech and punctuation. Yesterday we covered quotation marks, apostrophes, hyphens, and dashes. Next week we’ll talk briefly about prefixes and suffixes, but then we’ll jump into basic diagramming. We’ll also endeavor to do review each week because some students are still struggling to understand various parts of speech and how they morph into other parts of speech depending on how they’re used.
I also warned everyone that we will start the dreaded coming-to-the-board business next week, and no one is safe. I’m not going to force children out of seats, but I will call on everyone at some point to identify what they can in a sentence, even if it’s just one thing. I never expect perfection, but I do expect effort. We will be brave together.
Homework for Nov. 1:
1. Define and study vocab: potential, misgiving, knoll, jut, gusto
2. Print and complete this worksheet.
We kicked off the second half of the semester with punctuation and another review worksheet similar to the one we did on October 4. We’ll continue to do in-class exercises like these over the next few weeks since the paragraphs mimic expectations for the final test in December. While students are allowed to work in pairs and groups in class, the final test will be entirely on his and her own.
Homework for Oct. 25:
1. Define and study vocab: scurry, vigilant, translucent, swarm, repugnant
2. Print and complete this worksheet.
Today we finished parts of speech with prepositions, conjunctions, and interjections. We’ve covered A LOT of material in the first eight weeks, so I don’t expect anyone’s grammar to be perfect. However, I wanted to see how everyone would do identifying what they know, so I handed out a paragraph with a few dozen words and phrases underlined. I told everyone to do his/her best, and that it was fine to work in groups if need be. Just take a stab at it! It was intimidating, but that was the point.
Before class ended, I went through each sentence so students could write the correct answer beneath the underlined words. A few students stopped participating at this point, so some went home with partially finished work. (Ask to see the worksheet so you’ll know whether or not your child participated!)
I took that opportunity to remind them that something similar to this paragraph will appear on the final semester test. A look of fear washed over the room, which told me the experiment was successful. Grammar is not mastered by a few worksheets a week. It takes a long time to solidify some of these rules – and frankly, there are times when I’m unclear about a word or sentence. Yet, the practice will *only* help them. Studying is essential. Re-writing notes can be a helpful exercise.
Homework for October 18:
1. Vocab: concoction, bluff, hasten, outlandish, recuperate
2. Worksheets on prepositions, conjunctions, and interjections.
3. Home Test No. 2
Today we covered adjectives (proper, comparative, superlative, demonstrative), adverbs (comparative, superlative), and articles (definite, indefinite). We also reviewed verbals since those can be hard concepts to grasp. Next week we’ll cover prepositions, conjunctions, and interjections, which will wrap up parts of speech. After fall break we’ll work on punctuation and diagramming sentences in preparation for a semester of writing in the spring.
One thing I feel compelled to address is my own confusion about who understands the content and who doesn’t. I know some parents help their kids with the worksheets (and possibly the home tests), which is fine, but that doesn’t help me know what needs to be covered further. The class is painfully silent, minus a few, so I have a hard time gauging who’s lost and who’s bored because all the content is
I need to hear from you, parents. Let me know if your child is coasting along until the writing part begins. Or, let me know if your child requires a ton of your help to accomplish the homework. Or, let me know if you too can’t gauge what he/she understands. There will be a ton of writing in the spring. If they are lost now, they’ll be frustrated later.
Homework for Oct. 4:
1. Define and study vocab: ominous, monotonous, emerge, dismal, eavesdrop
2. Complete worksheets.
I returned the first home test to students today and told them that if they weren’t happy with their grade, they are welcome to take the test a second time. (Parents, feel free to print it out from the Sept. 6 entry and proctor it.) I know this is the first academic class for some, so I’m happy to extend plenty of grace as they adjust. I want to give students every opportunity to succeed, especially since grammar is dull and tedious!
That being said, the next home test is only a couple of weeks away, and we’re moving forward with completing parts of speech so we can tackle punctuation when we come back from Fall Break. Then we’ll slide into diagramming. Good times!
Today we discussed the difference between Active and Passive language, a subject we’ll circle back to next semester when the writing begins. Then we covered Verbals (Participles, Gerunds, and Infinitives), which are verbs that present as other things, such as nouns, adjectives, and adverbs.
I understand that some students are still in review mode right now. They are already familiar with parts of speech and other basic elements. However, some kiddos are getting their first experience with mechanics, so thanks to the ones who are being patient. We all appreciate it.
Finally, a note about vocabulary. I encourage students to look up the definitions in an actual dictionary. Yes, I’m old school, but the mental exercise is good for them.
1. Define and study vocabulary: illuminate, exasperation, cunning, dispel, malleable
2. Print and complete worksheets.
We started class by reviewing how to choose the right pronoun for subjects and predicates (which can be tricky with incomplete comparisons). Then we moved on to linking verbs and helping verbs, followed by more review on transitive and intransitive verbs.
Before having fun with Plexers, I wrote sentences on the board and asked for volunteers to come up and give their best effort identifying the parts of speech they recognized. I had three eager students and nine absolutely terrified students. No big deal today, but I warned the class that at some point this semester, I’ll invite them to the board to identify what they know.
*I’ve modified the syllabus and will give students a new copy on Thursday. If you’d like to print it, click here.
Homework for September 20:
1. Define and study vocab: sabotage, waft, zeal, muster, meticulous
2. Print and complete these worksheets.
This afternoon we moved on to verbs – transitive, intransitive, verbs with direct and indirect objects, and myriad forms and tenses. We’ll keep talking about verbs next week since we’ve only scratched the surface.
As usual, most students took notes. Several didn’t. If you want to know whether or not your child took notes, ask to see them. I sent everyone home with the first of three home tests. They may use their notes on home tests. The fourth and final test of the semester will be taken in class with NO NOTES. Just wanted to make that clear.
Homework for September 13:
1. Define and study vocab – defiance, egregious, jostle, pertinent, recluse
2. Print and complete worksheets on verbs.
3. Complete the home test and bring back to me next Thursday. (If your student lost the test on the way home, here’s a copy.)
*A note about the test: #2 in the first section will be confusing because the word contraction is missing from the instructions. Please tell your student to skip #2 or write contraction in the blank. Apologies! (This is what I get for pulling from multiple sources to create a test!)
Today we started with the vocabulary quiz and a brief review of nouns and types of sentences. We’ll do that every time to freshen memories and get students engaged. Repetition is key for mastery.
Pronouns were our primary lesson – singular, plural, subject, object, possessive, indefinite, reflexive, intensive, interrogative, and demonstrative. We also covered appositives and appositive phrases.
Parents: Almost everyone took notes, so if you’d like to know whether or not your student paid attention and took notes, ask to see them. My only request is if your student is already a grammar whiz, please remind him/her to be patient and quiet while the rest of the class listens and participates. Today we had a lot of chatter, which isn’t helpful for those who are trying to listen and learn.
A word about the homework packets: I will effort to keep the page number to six or fewer. We won’t always use the workbook. Sometimes the worksheets will be copied from other sources, or they will be my own creation. Also, I won’t return them to you unless the student missed a significant amount and requires extra help. Otherwise, the worksheets are for practice and a way for me to gauge what students retain. Please do your best not to help them too much. A little assistance is fine, but between the instructions on the pages and their notes, they should be able to accomplish much of the work on their own. (Please be in touch if this isn’t the case!)
Homework for Sept. 6:
1. Define and study vocabulary words: materialize, quell, scarcity, terse, aptitude.
2. Print and complete worksheets.
We started the class with a quick vocabulary quiz and recap of last week’s lessons. I collected the worksheet packets and will return those next week.
Today’s lesson was all about nouns – proper, common, plural, singular, collective, possessive, compound, concrete, and abstract. Hopefully, your student took notes or has a fabulous memory!
We ended with Plexers, which everyone loves.
Homework for August 30:
1. Define and study vocabulary words: jargon, headway, foresight, aplomb, engross
2. Print and complete worksheets. (Please feel free to print in black and white, front and back, or shrink them and print two to a page. I will attempt to keep the worksheets minimal in count.)
Today we started with introductions and jumped right into the first lesson on the four types of sentences (declarative, interrogative, exclamatory, and imperative). We also covered subjects and predicates, what denotes a fragment, and the differences between a simple, complex, and compound sentence. (Ask your student to show you his/her notes!)
In the remaining minutes of class, we worked on Plexers, or perplexing rebuses, which everyone seemed to enjoy. It’s a great exercise in logic and creativity. (This is my attempt to make grammar class a little entertaining.) A few of the students seemed excited to quiz parents and family members tonight, so get ready!
Homework for August 23:
1.) Define and study vocabulary words (apprehensive, conspicuous, momentum, precipice, kindle)
2.) Print and complete worksheet packet.