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Students will be exposed to concepts over and over again, so they will learn eventually even if they struggle with a concept at first. Reminders are prompts for the tasks students need to complete for each sentence. For example, a list might include reminders for the vocabulary word, paragraph indent, punctuation, apostrophes, and parts of speech to be marked.

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Students will also be working with a set of grammar cards. These come already printed on card stock double-sided in the printed student books, but you can print them yourself onto card stock from the PDF files. These are more advanced explanations that might help clarify a point of confusion or might be taught to advanced students.

As I mentioned earlier, books get progressively more difficult, building upon one another in sequence. For example, The Nose Tree Book 1 teaches basic parts of speech and prepositional phrases. Subsequent books emphasize identifying subjects and verbs so that students can identify both main clauses and dependent clauses.

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Editing work begins at a simple level in the first book and continually becomes more challenging so that students are doing advanced editing in Book 6. Students work on elements of writing style both to develop writing skills and to practice applications of grammar.

Using IEW terminology, the courses have students identify only dress-ups in the first book, and sentence-openers are added in Book 2. Both continue through the rest of the books becoming increasingly challenging. Once students understand the process, they can sometimes correct and mark up the passage for the day on their own, and they should be able to do vocabulary work and the rewrites on their own.

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There will definitely be points at which students need additional instruction on a skill or concept. Discussion is an important part of the courses. Also, the parent or teacher needs to go over student work before they rewrite to make sure they have done it correctly. How long this will take each day varies from lesson to lesson and student to student. No more than 15 minutes a day should be spent on a lesson. If students have trouble completing lessons within that time, parents or teachers should decide if there are parts of a lesson that can be skipped for a student to keep things manageable.

On the other hand, if students already have some background, they can move through lessons more quickly.

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High school students might even complete two books per year. Even students who have begun to learn grammar using other resources might find Fix It! All prices are provided for comparison only and are subject to change. Click on prices to verify their accuracy. Grammar at the Homeschool Buyers Co-op. If you are not a member, it's free to join. Publishers, authors, and service providers never pay to be reviewed.

They do provide free review copies or online access to programs for review purposes. A dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence. A pronoun can replace a noun, and its antecedent should be the person, place, or thing to which the pronoun refers. This is what ended everything. Her choice ended everything.

There are a variety of words and phrases that are commonly confused and misused in sentences.

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There are hundreds of these commonly confused words, so when in doubt, always check the definition and correct spelling of the word. He ran through the field as fast as he could all the while rain was soaking him to the bone. He ran through the field as fast as he could.

Word Order / Sentence Structure - English Grammar Lesson (Part 1)

All the while rain was soaking him to the bone. There are dozens of examples of this error, but here are a few common mistakes.

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He wanted to learn more about careers in programming, engineering, biochemist, and research scientist. He wanted to learn more about careers in programming, engineering, biochemistry, and research science. He felt guilty about missing it. Writers often create comma splices when using transitional words, such as however, therefore, moreover, nevertheless, or furthermore. My intention was to take her out to dinner, however I decided not to invite her after all.

My intention was to take her out to dinner; however, I decided not to invite her after all. My sisters and I love to go shopping.