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dd is having difficulty in the diagramming in 3. We just did the review lesson 14. She's been having problems with the diagramming. She'll put either not all the subjects and predicates and use only the simple ones, or she can't seem to master the drawing. I'll say (in good grammar) she sorta gets it, sorta not.

For those that are further ahead, should we move on or continue to review until it's mastered?

We are on Lesson 40 of R & S 3 and although my dd got it the first time, I DID NOT

I've had to go back and review just to check her work. There will be long breaks between diagramming and they will have you diagram a few sentences every 5-10 lessons after the initial teaching. I would definitely spend more time learning since this isn't a skill constantly reviewed. Not overkill...just make sure she's got it down. You can even do this while moving forward. Just do one or two sentences on the white board each day until she gets it.

HTH,
Amy

dd9 Preparing
dd5.5 LHfHG

mamanlait wrote:We are on Lesson 40 of R & S 3 and although my dd got it the first time, I DID NOT

LOL!

mamanlait wrote: You can even do this while moving forward. Just do one or two sentences on the white board each day until she gets it.

HTH,
Amy

This is a great idea!

I would look ahead at what she is doing in the next few lessons before deciding not to stop and review until she gets it. If the following lessons are just building on the diagramming skill, then you need to stop and let her "get it." If they do not, go ahead while reviewing.

I would go back and review slowly "Complete Subject vs Simple Subject" then "complete predicate vs simple predicate." If she is having a hard time drawing the diagram, then maybe make her a few dotted lines to trace and to write her words on. Hopefully, the more she draws the diagram, the better she will get at the drawing.

Something we do, because the diagramming is still kind of new for dd and hard to 'get', is review the ones missed on the white board. So, if she diagrams 3 sentences from her book on paper, and misses any part of them, I will have her go to the white board and write down the sentence, then diagram it underneath. Much of the time she will get it right the second time doing it....meaning she must not have paid close attention the first time? If she still misses it I will talk her through it until it is written properly on the board.This seems to be helping, so it may be worth a try for you.

I got a Diagramming workbook from Christian Light and they have a book that explains how to diagram. It was very helpful as this is the first time either of us have looked at diagramming.

Tree House Academy wrote:I would look ahead at what she is doing in the next few lessons before deciding not to stop and review until she gets it. If the following lessons are just building on the diagramming skill, then you need to stop and let her "get it." If they do not, go ahead while reviewing.

I would go back and review slowly "Complete Subject vs Simple Subject" then "complete predicate vs simple predicate." If she is having a hard time drawing the diagram, then maybe make her a few dotted lines to trace and to write her words on. Hopefully, the more she draws the diagram, the better she will get at the drawing.

This is a good idea too. She can draw the diagram, but gets confused if there's a compound, especially the predicate. She doesn't understand that she can do a mirror image (so-to-speak) of the compound diagram. She understands the simples.

I'll go back and re-read. We did not complete English 2. This could be why. It looked like there was enough repetition of what we didn't complete from 2 in 3. We did the nouns, verbs, punctuation, sentences/phrases, dictionary. But I need to go back and see if there's info on predicate/subject. She's 10. I thought she could pick this up.