Grammar Syllabus

Make constant use of Reading, Memorizing, and Vocabulary resources, as much as possible, probably after Phase 1.

Phase 1: Foundations

Simultaneously learn:

  1. Handwriting
  2. Typing with the 88-Word Hannon
  3. Dot 1: Starting Phonics

Phase 2: Basic Grammar

Read from the Dot series daily while covering each grammar topic. Each Dot story should be read multiple times.

Dot 2
Nouns
Verbs (303 Verbs), (Verb Spellings)
Dot 3
Helping Verbs
Yes/No Questions
Capitalize: first word, names
Period & Question mark
Dot 4
Modifiers (adj/adv) (202 Adjectives)
Articles
Dot 5
Simple positive-negative statements: Every tense & mood.
Dot 6
Adjectives & Adverbs (Adjective Spellings)
Subject
Predicate
Predicate Nominative/Adjective
Dot 7
Object
Direct Object
Indirect Object
Clauses: One verb each
Dependent Clauses
Dot 8
Pronouns & Demonstratives
Personal Pronouns (Review) (Gramma 0.0 – Introduction)
Reflexive Pronouns (Pronouns)
Relative Pronouns
Dot 9
Interrogative Pronouns
WH Questions (WH Q&A)
WH Clauses (WH – Relative and Interrogative Clauses)
Commas: 3+ item lists, strikable phrases

Phase 3: Noun Case

Noun Case
Noun Case: Nominative, Accusative, Vocative
Noun Case: Genitive, Dative
Noun Case: Ablative, Lative
Noun Case: Locative, Instrumental
Noun Case: Oblique
Genitive Measurables (a bottle of, a cup of, a piece of)

Phase 4: Style & Verbs

Verb Tense & Mood
Capitalization
Punctuation

Notes:

For ESL:

Remember TESOL (Teaching English to Speakers of Other Languages, AKA ‘English only’) is for conversation and real life practice. This requires a brainstorming/spontaneous-creative mind to recognize ESL-able materials with which to teach by example with any and every object in the situation. TESOL often requires props, AKA “realia”, to fuel conversation. Furniture, near/far locations, clothing, body parts, eating, exercises, demonstrable “Simon Says”, and charades are always available options for TESOL conversation if there are no other nearby items.

Constant TESOL conversation invention is a necessary skill to develop for TESOL to thrive as a culture. TESOL, in different terms, could be described as “Mr. Bean” or the “Swedish Chef” from the Muppets in communication style. Communicate ideas firstly without using words; use repetition both for memory and for students to be able to observe multiple times to help them understand the demonstrated concept.

TEFL, by contrast, views English as the “foreign” language. L1 (native language) can be used in TEFL, not TESOL; TESOL uses only L2 (second language) by definition. Typing, Writing, and Phonics can be used as resource realia for TESOL conversation, but should not be forced inasmuch as students are distracted by TESOL. An example cloud be saying, “Write A,” then writing the letter “A”, doing this multiple times until the student understands. But, the primary purpose of Typing, Writing, and Phonics should be those topics. Insert TESOL repetition and demonstration in as much as it does not distract. Grammar, by contrast, should be demonstrated via TESOL as much as possible, but L2 will be necessary for grammar, if for no other reason than to reflect on the concepts.