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One of the “I’m-a-mean-mom” Christmas presents I gave my son last year was The Giggly Guide to Grammar by Cathy Campbell. My eight-year-old would have much preferred another Lego kit, but I had my eye on the Common Core. I know Bruce’s teacher does a lot with grammar at school, and I’d like to support that at home.
I can see why The Giggly Guide to Grammar gets great reviews. It has fun drawings and even funnier sentences. Here’s an example from page 107: “Aunt Sylvia believes Elvis lives because she thinks that she saw him on a commercial for Levis.” (That’s a complex sentence with an anagram, btw.)
Unfortunately, I was hoping this book would be a good fit for Afterschooling, but it really isn’t. The Giggly Guide to Grammar would be great for public school, and it would be awesome for homeschoolers, but for an Afterschooling family it requires too much paper and pencil practice. That would be fine if we were using it during the summer, but for the school year it’s too much work. My goal with Afterschooling is not to load my kids up with extra duties, but rather to encourage them with fun enrichment.
A more passive approach to grammar would be the Royal Fireworks Press book Sentence Island by Michael Clay Thompson.
That being said, I keep finding The Giggly Guide to Grammar all over the house. On the kitchen table, laying in the hallway, in the bathroom (yuck); Bruce is clearly reading this book for enjoyment.
I’m not exactly sure how much Bruce is learning. I asked him about the book and he said he likes reading the funny sentences. I guess that’s why the full title is “The Giggly Guide to Grammar, Serious Grammar with a Sense of Humor”.
Last week when we were snowed in and had major cabin fever, I took a very expensive leap of faith and ordered the Level 1 Michael Clay Thompson curriculum from Royal Fireworks Press. I had never heard of RFWP before, and shelled out my $150 (plus shipping) based solely on the recommendations of two people I “knew” on the Well -Trained Mind Message Board. I am relieved to report, that they did not steer me wrong. WOW! These books are really amazing.
MCT is the first curriculum I have ever seen that is specifically written for gifted children. Would neurotypical children enjoy it as well? I would think so, but they might need additional paper and pencil practice. Since MCT is written with gifted children in mind, there is basically no “drill and kill” involved. The RFWP catalogue explains this philosophy by saying:
“We do not use worksheets. We believe that they are the neutron bombs of education; they kill all intelligent life while leaving the textbook intact. Coping with a worksheet sends a child in search of a short answer that will fit on a short line. We would prefer children to seek large panoramas of ideas and relationships. To worksheet a subject is to trivialize it.”
You really have to see the text of these books yourself to understand how they are so different. If you click “view online” on the following link, you should be able to see inside the first book, Grammar Island. In the teacher’s edition of Grammar Island it says the following on page 164:
“Grammar Island is based on a profound conviction that the bad things sometimes said about grammar are not true–that grammar is fun, incredibly useful, and extraordinarily high level, perfectly appropriate for challenging even the brightest elementary children. Grammar Island is founded on very high expectations of children’s ability to learn, and on a high opinion of the value and fun of grammar.
“Grammar Island is not meant to take a whole year; on the contrary, it is intended to be studied quickly early in the school year, making it possible to use and apply the valuable knowledge for the remainder of the year. Many pages of Grammar Island contain only a single sentence, so a month or less should be plenty of time to move through the whole island! Grammar Island provides a compact approach to introducing grammar; rather than being a grammar unit, it is a grammar launch.”
The Basic Homeschool Kit which I ordered also came with instructions on how and when to introduce each book. You are not supposed to do them all at the same time, but rather work through them on an overlapping spectrum. I don’t know if you can tell from the picture above, but I laid out the level one books on the floor to match the instructions. I am hoping that Bruce (6.5) will be able to complete level one over the next eight months, and finish in time for second grade.
So far Bruce and I have snuggled up on the couch and read almost half of Grammar Island together. We both think this book is really cool. Last night we also read the first 38 pages of Building Language, which is even harder to describe than Grammar Island. Once again, you really need to click “view online” and see this book for yourself. For a child who has read through Susan Wise Bauer’s Story of the World Volume 1, this book is even more engaging. Since I have no intention of teaching my children Latin, this type of book provides the benefits without the wasted time (in my opinion).
Some final thoughts about all of this is how much this curriculum has made me think of my fifth and sixth grade San Diego Seminar Program teacher, Mr. Dick Gray. Oh my gosh he would he love this! In fact, I’m wondering if we might have actually had The Magic Lens in our classroom. I searched online but couldn’t find a picture of what the book use to look like in the mid-1980s. As a teacher, Mr. Gray was passionate about Classical Education (although I don’t think we called it that back then). He taught from the Socratic method, made sure we knew how to diagram sentences, ensured that we memorized Shakespeare, and led us through all of the Junior Great Books. He was also very willing an as educator to roll the dice, and try something different, especially if he felt it would meet the unique needs of gifted learners. I don’t know why, but somehow reading through the RWFP catalogue, and looking at the MCT curriculum, really overwhelmed me with how lucky I was to have Mr. Gray as my teacher.