Posted: Fri Aug 01, 2008 5:59 pmHappy2BMotherof3 wrote:I was flipping through the book looking ahead. I noticed for some of the lessons like the is/are....to/two/too lessons it doesn't explain how they are used. It's like you have to already know which one to use.....Why is that?
*For is/are -- I think most teachers would know which word to use and most students will know from several years of proper speaking.
You are not expected to form complicated rules about subject verb agreement nor be able to recite the rules. Most of our children usually would say those sentences properly. We wouldn’t say Two squirrels is in the tree. But you aren’t expected to have them recite or memorize rules about it at this stage.
It is a more inductive style of teaching at this point due to the age/stage of the child. But if they really like to know --- you use "is" when it is just one, and "are" if it is more than one in the sentences in that lesson. That will be enough for that early part of 2nd grade.
*To.Too.Two -- I think it assumes the teacher would let the student look back at lesson 15 for examples to model. But again, you wouldn’t have to recite rules about it.
Example: lesson 16, if you look at #1, the student will know that's a number to fill in. And Lesson 15 #5 has a quick example to look up if needed to get the correct spelling. Problem 16, Q 2 -- look at lesson 15, Q2 for example.
I have noted Lesson 15 and 16: If you need a review of these lessons, you can check a dictionary for the definition and then simplify for your student.
* to: used for indicating directions, or positions (and some other uses right before an action word)
* too: it means also, as well, or is used to indicate excessive quantity like "too much"
* two: this is the number
Posted: Fri Aug 01, 2008 6:19 pm
Later in the book (as you progress into the 3rd grade year when they are just a little older) you will get more in the lessons to help you and your child "think" through some of those kinds of lessons. Take a look at lesson 92 --- go, went, gone. You make observations about the sentences, and they give you the questions to ask for those observation (what word is used in sentence #3 before gone) and then you apply that to the sentences on the next page. Or lesson 107 is also a good example of thinking about the observations before applying the rule.
I could zip through the 2nd grade section, but I remembered those 3rd grade one quickly enough to type :) (edit to add: for some 2nd grade section examples: lesson 19, 45)
So -- it starts off with stuff they more likely know (is/are) and just let them start to write it in sentences without full rules, then later in the book you guide them through the thinking about the "rules" a bit but you still don't have to deal with fancy grammar vocabulary such as the various forms of past tense that I don't remember either :)