heartofdakota.com

My oldest has been working hard on his grammar, but not hard enough. He still gets very confused with all the parts of speech, etc. I've stopped and reviewed several times, but we're not making progress. As a result it really impacts his perfomance with Write with the Best and identifying the parts of speech. I'm wondering what I should do to help shore him up in this department...practice sheets from another curriculum, review sections, etc.? Any suggestions?

My ds was having trouble with some of the oral review questions, especially the long listing ones, like the verbs of being and helping verbs. Carrie suggested I make an index card for each one he was struggling with and have him use it as a ready reference when he got stuck. I've only made a few cards, but seeing it visually helped my ds commit it to memory better. Maybe this would work for your ds? I know with WWTB, I really did help with the identification of the specific parts of speech (especially the distinction between adverbs and adjectives), and he did better with it as the year progressed. Likewise, I didn't expect him to find all the examples for the answer key days, which worked much better than the first day when I doggedly made him find them all (I didn't read the directions as carefully as I should have ). I hope something here helps!

In Christ,
Julie

my3sons wrote:My ds was having trouble with some of the oral review questions, especially the long listing ones, like the verbs of being and helping verbs. Carrie suggested I make an index card for each one he was struggling with and have him use it as a ready reference when he got stuck.

Julie -
Explain more ...did you make an index card for each part of speech, for example one listing verbs of be, another listing helping verbs (which include verbs of be), another listing ...

I just put "verbs of being" at the top of an index card and underneath, listed them - am, is are, was, were, be, being, been.

Same with "helping verbs" on another index card, listing them - have, has, had, etc.

We put these on a ring. It has been a quick and easy way to review the things he needs to study a bit more to commit to memory.

In Christ,
Julie

Thanks Julie - this worked well today and I can already tell it is helping.