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This book is very dated, both in the practical grammar advice it gives (for instance, the "Choosing Words" chapter) and in the examples it uses. There is very little discussion of actual grammar rules and more talk of it bei This book is very dated, both in the practical grammar advice it gives (for instance, the "Choosing Words" chapter) and in the examples it uses. There is very little discussion of actual grammar rules and more talk of it being a "game." I understand what Pinckert is getting at, but I think a more thorough discussion of actual grammar would help one know how to effectively break the rules.One such example that made me laugh is when Pinckert urges writers not to discount the rhetorical device of personal attack and then says: "A fault in our politics is that the personal attack on politicians is avoided even when appropriate" (187). One such example that made me laugh is when Pinckert urges writers not to discount the rhetorical device of personal attack and then says: "A fault in our politics is that the personal attack on politicians is avoided even when appropriate" (187). A lot of his advice is not universal and something that you would have to decide whether or not to use.CM introduced grammar around 4th grade, I think, but moved very slowly (covering about 10 pages in a grammar book, per term! Five minutes of grammar per day--you can't get much shorter than that! I wrote down all the words we came up with, then discussed a few others, especially "with," which is a common preposition.
I have the children stand in the middle of the room. You begin by teaching prepositions and learning to identify prepositional phrases. If anyone else wants to start such a list, I will join it and offer what help I can.
I had to put this on the back burner, and subsequently lost the email. I'll describe what we did briefly, and I hope this helps those who inquired. Last year we did the "prepositions" lessons, outlined for grade 3. " Now we started looking for prepositional phrases in books. I suppose we didn't spend more then 3 or 4 hours total on this "grammar" for the year, but I hope it was enough for them to be ready to move onto the next part this year! Mom: Yes, there are two subjects, because there are two sentences, really. Sometimes, I just print out a page with five sentences on it (usually consecutive sentences from a single paragraph in a familiar story--Beatrix Potter, for example).
I taught my children what prepositions are in this way. I would read a sentence, and the children would try to find all the prepositional phrases in that sentence. ~Karen May I recommend once more this site: is a free "grammar program," but it's more than that. I have to admit that it did not mesh perfectly with my own ideas about grammar, but I have decided to adjust my philosophy to incorporate this, because it blends so well with CM's. I ask the kids to mark one sentence each day, and at the end of the week, we discuss them all at once. I believe that the KISS program is perfect for CM families, but because the curriculum online is minimal, and offers no support, I have considered starting a list so those using it could help each other.
(from yard sales) that I was going to use, but I decided in favour of an older textbook (Grammar Is Important, by Mc Guire) that is very similar to Harvey's and concentrates right away on the elements of a sentence--predicate, subject, phrases, etc.
I found this approach worked well--we did it a little each week, mostly orally.
Edward Vavra's Grammar for Elementary and Up, which is available for free, is at in the past, many members have had trouble actually figuring out how to use it, so AO stopped listing it as a resource on its booklists. Vavra has done some work on his site and it's much improved. Vavra is extremely lucid on the subject of grammar.