One of the main objectives of this workbook is to help reinforce the relationship between students’ lives and the language students use to interpret or describe their lives. Language confers power on its users. Our job as teachers and parents is to help students fully realize this power - an exciting and, at times, a formidable task indeed!

Various strategies are provided here for parents’ and teachers’ use. Ideally, educators and families work together in a strong system of mutual support that inspires students to develop grammatical skills as they explore the structure and beauty of language. In all cases, parents and teachers are encouraged to praise the correct responses of students and clarify the incorrect responses. Encouragement is like honey for the busy student bee.

The variety of tasks in this workbook should provide ample opportunities for learning for all your young readers and writers. However, additional activities and practice that you provide can be valuable investments of time and effort for these young learners.

How does this book work toward these goals? To begin, it strives to show a connection between written language and other pursuits in a child’s life that have a particular structure or order. For example, in games - soccer, basketball, chess, etc. - rules govern the activity. In building model airplanes or cooking, rules in the form of a pattern or a recipe must be followed to obtain good results. To a broad extent, we can use the idea of rules or patterns to help demystify grammar. For each class or each child, teachers or parents are encouraged to find similar examples that help children grasp the concept of language structure in a personal way.

Further, be sure to use this book to make yet another connection - that between spoken and written language. When spoken words are not clearly formulated, meaning is lost. Similarly, in writing, if one uses words backward or without relationship among them or to an idea, one cannot be understood. Following the rules, then, in both spoken and written language leads to understanding, to the important communication of ideas, whatever they may be. Clear communication is the primary goal for students. How can they learn to write in such a way that they present their ideas - imaginative or factual - in precise and pleasing language? Both theory and practice will bolster the learning process.

The eleven units into which the book is divided can be used on an ongoing basis or can be reserved for special sessions. At home, they can serve as a discrete course of study or can supplement traditional school texts. Note that each unit moves from identification of the rules for a particular subject - say, prepositions - to internalization of those rules.

The Pre-Test and the Post-Test provide a valuable form of evaluation. The Pre-Test, given prior to this grammar study, will reveal to the student (and the parent or teacher) what the student knows and what he or she needs to work on. It sets personal goals for each child. The Post-Test, given at the completion of this course of study, will reveal the student’s progress. If desired, a similar test might also be administered midway through the course.

The short rhymes in the form of Clues that appear at the beginning of each activity incorporate rules of grammar in a light, easy-to-remember way.

These small kernels of information and gentle reminders are meant to supplement other lessons or texts in some cases and to stand alone in others.