James has been using Junior Analytical Grammar for a few months now. We have just a few lessons left before finishing the book, which means it’s time for a little review. I am not sure if I will meet my goal of reviewing all of the curriculum we are using this year, but I am sure going to try!
Junior Analytical Grammar (JAG) is intended to be used by children who aren’t quite ready for Analytical Grammar, in about 4th to 5th grade. James (10) is using it in his fifth grade year.
I currently have two older students working through Analytical Grammar: more about that here. There are 11 units in JAG, covering all the basic parts of speech, plus conjunctions and compound situations. The book is intended to take 11 weeks, covering 1 unit per week, after which you can move on to JAG Mechanics. For us, it is going to take quite a bit more than 11 weeks – probably more like 18 weeks when all is said and done. My kid is pretty poky about getting his work done, though (he would say he likes to take his time). We also don’t tend to get to grammar every day, though that is my goal.
What You Need
There is a teacher’s book and a student’s manual. You need both, unless you are super confident in your grammar abilities (I am not). The teacher’s manual contains all of the notes, exercises, and tests, plus it has tips on how to teach the units, and most importantly – it has the answers. The student book contains the notes, exercises, tests, and a Playing With Words section for each unit, which is not found in the teacher’s book.
How the book is set up and how we do it
Each of the 11 units contains:
- 3 Exercises
- 1 Playing With Words section
- A unit end Test
First up are the lecture notes. There is the same text in both the teacher’s and student’s edition, so I read aloud while he follows along. The notes include plenty of examples and often require the student to respond orally, which keeps James from falling asleep while I talk (usually). It takes us 5-10 minutes to go over the notes.
After the notes, there are 3 Exercises, consisting of five sentences to label and diagram, a short fill-in-the-blank section, and a section on identifying word jobs. My aim is to do one exercise per day, but we rarely meet that goal. For Exercise 1, I talk James through the labeling and diagramming of the first two or three sentences. I encourage him to find the nouns first, followed by the modifiers, prepositions, verbs, and finally the subject. Unit 9 includes a process chart with clear steps that take the child from labeling the nouns in the sentence to finishing their diagram. He keeps that chart out while he works, and it has been very helpful to him to go about the work in an organized manner.
All of the exercises start by labeling sentences; students are expected to label only the parts of speech they have learned so far. So, in the first lesson on nouns, they are only expected to label nouns. By the time you reach Unit 4 (Prepositions), simple diagrams are introduced. Students work up to diagramming whole sentences, and eventually compound sentences. There isn’t much room for diagramming in the workbook, so James uses a separate sheet of paper. We file the completed diagrams in his language arts binder.
After we go through the first few sentences, he completes the exercise on his own. I stay available to help him, and to remind him that staring off into space is probably not conducive to getting it done! After the labeling and diagramming the rest of the lesson goes quickly, ending with a short section on identifying word jobs. I let him abbreviate these.
Then, I correct his work and we go over any errors. I get the easy job; I have all the answers!
Every unit includes a Playing With Words section, where the student is asked to apply their knowledge. They might be asked to make up a sentence using certain parts of speech, or to write a paragraph using as many prepositional phrases as possible. He likes to get a bit silly with these, and often injects some “boy humor”.
After he finishes, there is a “How Did I do?” section, which he uses to score his own work.
To wrap up each unit there is a Test, usually consisting of five sentences to parse and diagram, followed by a few fill-in-the blanks. The teacher’s manual tells exactly how to grade each test. I don’t normally grade anything, but I have been grading these, just so the kids can get used to receiving grades once in awhile.