UPDATED AND MODIFIED

2010

SHELDON’S

NEW PRIMARY

LANGUAGE LESSONS

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© Copyright 2010. Kimberly Garcia. All rights reserved. For permission to make copies of any kind, written or otherwise, please contact the author at www.writefromhistory.com .

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ORIGINAL PREFACE

THIS book presents a series of elementary inductive lessons designed to secure facility in oral and written speech, and arranged to lead naturally to the study of grammatical relations.

To assist pupils in overcoming mechanical difficulties, a few memory lessons are introduced. By copying, and by writing from dictation, passages in prose and verse, children soon learn to indicate the larger divisions of thought by paragraphs, and to apply the simpler rules for punctuation and the use of capitals.

The selections offered for study are designed to encourage a taste for good literature and to awaken an interest in nature.

Easy lessons in the forms of letter writing are provided, and a few outlines are added to stimulate original work.

The composition lessons are based on the principle that children learn to think, and to express their thoughts, by observation and imitation.

The models have been chosen with reference to child life, and are followed by hints and directions that will lead naturally to similar compositions on subjects suggested by personal experience.

The value of a book of this kind is the measure of its power to train children in fluency of expression. These lessons in English have been tested many times, and have always proved simple and practical. Developed in the schoolroom by teachers having special knowledge of language work in different grades, and molded by careful editorial supervision into a harmoniously progressive series, they are undoubtedly better suited for actual class use than would be the work of any single author.

Acknowledgment is due to Messrs. Houghton, Mifflin, & Co., to Charles Scribner's Sons, and to the Century Company, for permission to use selections from their publications.

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UPDATES The content of Sheldon’s New Primary Language Lessons consists of 94 lessons, most of which are the same as the original version. A few of the lessons have been omitted, replaced, or modified to make the work text more child-friendly; however, when making changes I have strived to maintain the educational focus and goal of the material covered in this primary text. For the most part, changes have been made to the program to make the lessons more Charlotte Mason friendly for those families using copywork, narration, and dictation as the foundation upon which their children’s language arts lessons are based. The fill-in-the-blank exercises have been turned into copywork exercises, and the written narrations are given as options. And a few times throughout the text the student is asked to narrate via an illustration. Basically, Sheldon’s New Primary Language Lessons still covers the 8 parts of speech thoroughly, but in a more gentle fashion.

TO USE THIS TEXT: Student information—

• Appropriate for all first time grammar students from grades 3 to 6. Older students should be expected to produce more written and orally.

• Most of the exercises can be done orally, especially the narrations. • Students write directly on the pages. • The ultimate objective is that students learn to easily identify the 8 parts of speech. • For fill-in-the-blank exercises, students may complete them orally, they may fill in the blank,

or they may copy some or all of the sentences, filling in the appropriate word or words.

Teacher information—

• This program does require that the parent/teacher teach the lessons. • The textboxes, presented with most lessons, provide the parent/teacher with suggested

questions and/or scripted comments to aid in teaching the lesson. • If a child does not understand a concept, mark that lesson with a sticky note and a week or so

later return to that lesson for review. Whether or not your student is having difficulty will become evident when the concept is initially taught or when the concept is reviewed during dictation. To review, orally repeat the lesson and follow up with another set of dictation sentences.

• See the Appendix for a listing of the sentences that are to be dictated to the student(s). • Page 200 is a sheet of lined paper. If your student’s narrations are long, you might need

additional copies of the lined paper to place alongside the narration pages to provide your student with more space for writing.

• Feel free to scribe for your student as he dictates his narrations to you. These are nice to keep as they will provide proof of your student’s progress.

• There are 7 poems to memorize in this text. Once a poem is introduced, for each lesson thereafter, read the poem to your student once or twice. Ask him to repeat the first few lines or stanza with you. Once he can recite those lines, add another set until he has memorized the entire selection. Once a selection has been memorized continue to review it with your student. This should only take a few minutes at the beginning of each lesson. For help in carrying this out, the memory selections have been placed in the Appendix on page 7.

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Please note: The lessons are arranged by concept and not by days. In other words, some lessons may require a week to complete. On some days, you may be able to complete 3 or 4 lessons at once. Do whatever works best for your student.

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TABLE OF CONTENTS

Lesson Page Number

1. STATEMENTS 1 2. QUESTIONS 2 3. A PICTURE STORY (Flying Kites) 3 4. MEMORY SELECTION (Littles Make the Great) 4 5. WRITTEN EXERCISES (cursive copywork) 5 5. WRITTEN EXERCISES (dictation) 6 6. COMMANDS AND EXCLAMATIONS 8 6. COMMANDS AND EXCLAMATIONS (cursive copywork) 10 7. A PICTURE STORY (The Children and their Boat) 11 8. THE SENTENCE 12 9. ORAL EXERCISES (types of sentences) 14 10. A PICTURE STORY (A Good Play) 15 11. NAMES (Capitalizing nouns) 16 12. A PICTURE STORY (One Minute Too Late) 18 13. POETRY STUDY (Three Children) 20 14. DICTATION EXERCISE 23 15. REVIEW QUESTIONS 25 16. IS AND ARE 25 17. MEMORY SELECTION 27 18. A PICTURE STORY (Robbing Birds’ Nests) 28 19. ORAL EXERCISES (types of sentences) 29 20. ABBREVIATIONS (manuscript copywork) 29 21. ORAL EXERCISE IN SENTENCE MAKING 32 22. MEMORY SELECTION (Today) 33 23. TITLES (dictation) 34 24. GIVEN NAMES—INITIALS —SURNAMES 36 25. WORDS SEPARATED BY COMMAS 38 25. WORDS SEPARATED BY COMMAS (dictation) 39 26. SELECTION FOR STUDY (The Caterpillar) 41 27. WAS AND WERE 43 28. COMPOSITION 44 29. THE DAYS OF THE WEEK 46 29. THE DAYS OF THE WEEK (Poetry Appreciation) 47 30. DICTATION EXERCISE 48 31. THE PARTS OF A SENTENCE 50 32. EXERCISES IN SENTENCE MAKING 52 33. QUOTATION MARKS 56 33. QUOTATION MARKS (dictation) 57 34. TITLES OF BOOKS 59 35. THE ROBIN AND THE CHERRIES (picture narration) 60 36. HAS AND HAVE 62 37. CONTRACTIONS 65 38. COMPOSITION (oral or written—Tea) 68

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39. A PICTURE STORY (Who Kept the Cows out of the Corn?) 70 40. THE MONTHS 73 41. WRITTEN EXERCISES (The Months copywork) 75 41. WRITTEN EXERCISES (dictation—months) 76 42. MEMORY SELECTION (narration, oral or written) 78 43. ORAL COMPOSITION (Sugar) 80 44. DATES 81 44. DATES (dictation) 83 45. MODEL LETTER AND ENVELOPE 85 46. COMPOSITION (oral or written—Mary and The Brook) 88 47. MEMORY SELECTION (Where the Brook Goes) 90 48. PLURAL OF NOUNS ENDING IN Y 92 49. PLURALS OF NOUNS ENDING IN F OR FE 95 50. SINGULAR AND PLURAL NOUNS 98 50. SINGULAR AND PLURAL NOUNS (narration) 99 51. DICTATION AND NARRATION 101 52. WORDS USED TO ASSERT (verbs) 104 53. VERBS—SINGULAR AND PLURAL FORMS (manuscript copywork) 106 54. VERBS—SINGULAR AND PLURAL FORMS (manuscript copywork) 109 55. VERBS—SINGULAR AND PLURAL FORMS (oral) 112 56. ANOTHER USE OF THE COMMA 113 57. SIMPLE AND MODIFIED SUBJECT 115 58. SIMPLE AND MODIFIED PREDICATE 116 59. WORDS USED INSTEAD OF NOUNS (I and We, manuscript copywork) 117 60. WORDS USED INSTEAD OF NOUNS (You, manuscript copywork) 120 61. WORDS USED INSTEAD OF NOUNS (HE, SHE, IT, THEY) 122 62. ORAL COMPOSITION (Bees) 123 63. NARRATION (ILLUSTRATION) 125 64. PICTURE STUDY (The Fox and the Bees, Narration) 128 65. WORDS USED WITH NAMES (adjectives) 130 66. COMPOSITION (Coffee Oral Narration) 133 67. ORAL EXERCISES IN SENTENCE MAKING (series of words separated by commas) 134 68. ORAL COMPOSITION (oral narration) 135 68. ORAL COMPOSITION (modifying a narration) 137 69. WORDS USED TO CONNECT (conjunctions) 139 70. ADJECTIVE HUNT 140 71. ORAL EXERCISES IN SENTENCE MAKING (conjunctions) 140 72. A OR AN, AND THE 142 72. A OR AN, AND THE (The Story of Miss Moppet Article Hunt) 143 73. A PICTURE STORY (Oral composition) 145 74. THIS, THESE — THAT, THOSE (manuscript copywork) 147 75. POETRY STUDY, MEMORY SELECTION (The Land of Storybooks) 150 75. POETRY STUDY (The Land of Storybooks, narration) 151 76. NAMES DENOTING POSSESSION (apostrophe) 153 77. WORDS USED TO TELL HOW, WHEN, WHERE (adverbs, manuscript copywork) 155 78. ORAL EXERCISES IN SENTENCE MAKING 159 79. POETRY STUDY (Johnny Dawdle, copywork) 161 80. ORAL AND WRITTEN NARRATION 164

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81. PRONOUNS–NOMINATIVE AND POSSESSIVE 166 82. EXERCISES IN SENTENCE MAKING (combining sentences) 169 83. WORDS USED TO EXPRESS SURPRISE 171 83. WORDS USED TO EXPRESS SURPRISE (dictation) 173 84. STUDY OF A FABLE, MEMORY SELECTION (The Mountain and the Squirrel) 175 85. WORDS USED TO SHOW RELATION (prepositions) 177 86. REVIEW LESSON (Identify parts of speech learned) 180 87. ORAL COMPOSITION (Illustration) 181 88. LETTERS (cursive copywork) 183 89. OBJECTS OF VERBS 185 90. PRONOUNS —OBJECTIVE FORMS 186 91. PRONOUNS AFTER IT IS AND IT WAS 189 92. ORAL NARRATION (The Brown Sparrow) 190 93. PARTS OF SPEECH HUNG (The Brown Sparrow) 190 94. HAS, HAVE, AND HAD (dictation) 193 95. HAS, HAVE, AND HAD (dictation) 196 96. REVIEW LESSON (Identify parts of speech learned) 199 LINED PAPER 200 Appendix (Dictation sentences for parents) 1 VOCABULARY 6 MEMORY SELECTIONS 7

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SHELDON’S

NEW PRIMARY

LANGUAGE LESSONS

LESSON 1

STATEMENTS

There are three children in the picture.

They live in the house beyond the trees. The larger boy is flying his kite.

His dog is enjoying the sport.

A group of words which tells or states something is called a Statement.

Does the first word of each statement begin with a capital, or a small letter?

A mark like the one placed at the end of each statement (.) is called a Period.

Every statement should begin with a capital, and end with a period.

Tell something about

the kite.

Tell something about

the larger boy's hat.

Tell something about

the smaller boy.

State something more

about the dog.

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LESSON 2 QUESTIONS

How many children are there in the picture? Where do you think the children live?

What is the larger boy doing? Is the dog enjoying the sport?

Answer the following questions. Make full statements for answers: thus,—

QUESTION — What name will you give the larger boy?

MAKE UP AN ANSWER TO THE QUESTION. — We will call the larger boy Charles.

1. What will you call the smaller boy? 2. What is the little girl's name? 3. Shall we name the dog Carlo? 4. Why does Charles hold the string? 5. Why does he run so fast? 6. Is the wind blowing very hard? 7. Is the brother flying his kite? 8. Has Charles lost his hat? 9. Will he ask his dog Carlo to pick it up? 10. Shall we call the sister Mary? 11. What is pretty little Mary doing?

Ask something about the smaller boy and the little girl. Ask

something about the kite, the string, and the larger boy.

A group of words which asks something is called a QUESTION.

With what kind of letter does the first word of each question

begin?

A mark like the one placed at the end of each question (?) is

called a Question Mark.

Every question should begin with a capital, and end with a

question mark.

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LESSON 3

A PICTURE STORY (oral or written) (See picture on page 1.)

1. Read the following, filling the blanks; — FLYING KITES Two brothers, _________and _________, have

come out into the _________ to fly their _________. _________ has already made his kite _________. The _________ is not blowing _________ hard, so he holds the _________ and _________ as fast as he can. He hopes that the wind will _________ harder, for then his _________ will go much _________. I wonder why _________ is not _________ his kite. Is he waiting for _________to get out of the _________? Perhaps his _________ is not made right.

How Carlo is enjoying the _________! See how he _________ and _________! By and by _________ will send _________ for his _________.

Mary is not as old as _________ or _________. She is a _________ little _________, and her _________ like to have _________ with them. They will think of some _________ in which she can join.

2. Tell the story in your own words.

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LESSON 4 MEMORY SELECTION

LITTLES MAKE THE GREAT

Little rills make wider streamlets; Streamlets swell the river's flow; Rivers join the ocean billows, Onward, onward, as they go.

Life is made of smallest fragments, Shade and sunshine, work and play: So may we, with greatest profit, Learn a little every day.

Tiny seeds make boundless harvests; Drops of rain compose the showers; Seconds make the flying minutes, And the minutes make the hours.

Let us hasten, then, and catch them As they pass us on the way; And with honest, true endeavor, Learn a little every day.

Before committing the selection to memory, read it over very

carefully. If you find any new words, ask your teacher their meaning.

With what kind of letter does the first word of each line begin?

The first word of every line of poetry should begin with a capital.

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LESSON 5

WRITTEN EXERCISES 1. Copy the following:

1. ˜òÑï² Ú çôÖûÅî² ÚôÚß² ÇàäúÜüç çôÖûÅóƒ. ________________________ ________________________ 2. WÑï² ìÅÄÖû² ÇñÇúÚ¥ƒ üç©Ú§² ÇõÚôÚ−ÑïÚß². ________________________ ________________________ 3. ‹˜òÅÄÇúÇú² Ú ëï² ó¹üí ÚôÖûÚ−Üüí Ú−ÇòÑï² ÇñÚôÑïÇúÅî²? ________________________ ________________________ 4. ÈÅÄÚ§Ú¥ƒ ›ùÅÄÚ¥ƒ ó¹üí Ú çôÚ−Çò² Ú©Úß². ________________________ ________________________ 5. ±«ß² ÃÅÄÚ§ÇúÜüí ÚßÚ©Ú§Ñï² Ú−Üüí ÇñÜüäúÇúÜüç í? ________________________ ________________________

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2. Study the following sentences carefully. Be prepared to write 2 to 4 sentences from dictation.

1. A wise man made a kite of silk.

2. He tied an iron key to the silk kite.

3. He sent the kite up into a cloud.

4. Some lightning came down the string.

5. The wise man was Benjamin Franklin.

6. Of what are kites usually made?

7. What kind of string is best for a kite?

8. Have you ever made a kite?

Are there any words you don’t think you know how to spell? Close

your eyes and try to spell them.

Do you remember what each sentence should begin with? Should end

with? Why do some sentences have questions marks and others do not?

Do you remember how to write a particular or proper noun?

When you are ready to write the sentences from dictation go to

the next page.

(Younger students should write fewer sentences. Older students should write more.)

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Write from dictation: (See Appendix Lesson 5)

________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

Which of the above are statements? Which are questions? With

what kind of letter does the first word of each statement and

question begin? Which are finished with a period? When is the

question mark used?

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LESSON 6

COMMANDS AND EXCLAMATIONS

You have used words to make statements and to ask questions. In this lesson you will learn of two new groups of words.

COMMANDS

Study the picture carefully. Give each child a name.

Observe what each is doing. Read the name on the boat.

With what kind of letter does the first word of each command

begin? What mark is placed at the end of each command?

Every command should begin with a capital, and end with a

period.

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EXCLAMATIONS

How happy the children are! Hooray! Hooray! She sails! She sails!

What an odd name for a boat! Oh, how I wish I were with them!

1. As you read the following, fill in the blanks with your own words:

1. Charles is trying to reach the ________. 2. What is ______ doing? 3. What is ________ saying? 4. What is the ________ girl's name? 5. How happy ________ appears to be! 6. I ________ not see Carlo. 7. Whistle ________ him. 8. He ________upset the ________. 9. Read the ________ on the ________. 10. What a ________ name for a ________!

With what kind of letter does the first word of each

exclamation begin?

A mark like the one used at the end of each exclamation

(!) is called an EXCLAMATION MARK.

Every exclamation should begin with a capital, and end

with an exclamation mark.

When completed, which of the above are exclamations? Which are commands?

Which are questions? Which are statements? Which are followed by periods? Which

by question marks? Which by exclamation marks?

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2. Copy the following:

1. ÃÅÄÚ§ÇúÜüí ÚôÚß² ›ûÜüç−² Ú çôÚ−Çò² Ú−ÇòÑï² ìÇòÚôÇúÅîÚ§ÑïÖû². ________________________ ________________________ 2. WÇòÜüí Ú çôÇúÇú² ìÅÄÇúÇú² ÇñÜü짲 ÃÅÄÚ§ÇúÜüí? ________________________ ________________________ 3. ¸˜òÑï² ÇàèüâÄÚ−² ÚôÚß² ÇñÅÄÚ§² ÇñÚ§Üüéù² Ú−ÇòÑï² ÚßÇòÜü μ§Ñï². ________________________ ________________________ 4. ˜òÑï² ìÇòÚôÇúÅîÚ§ÑïÖû² ÄÚ§Ñï² ÇòÅÄÖ™çôÖûÅóƒ ó¬§ÑïÅÄÚ−² ÇñÚ©Öû². ________________________ ________________________ 5. ³˜úÜüç í óæïÖûÚ−ÇúÚ¥ƒ, ÚßÚ©ÖùÖùÑïÚ§² Çà μ§ÑïÑïÖÛæï². ________________________ ________________________

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LESSON 7

A PICTURE STORY (oral or written)

Read the following, filling the blanks: THE CHILDREN AND THEIR BOAT

Our friends, Charles, ________, and ________, are not flying their ________ today. They have ________ to the brook to ________ their boat. The ________ is smooth, for the wind is not ________ hard. How ________ the boat sails! The ________ is so wide that ________ cannot reach the boat.

________ is waving his ________ and ________, “Hooray!” ________ is clapping her ________. She ________ this is the prettiest ________ that ever was made. She ________ the ________ for the ________, and printed it on the ________.

Did the ________ let Carlo ________ with them today? Perhaps ________ has gone into the ________ to ________ at a squirrel.

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LESSON 8

THE SENTENCE

1. After studying this picture carefully, you might express four thoughts in four different ways:

STATEMENT — The dog's name is Major. QUESTION — Is Major your dog? COMMAND — Major, take this umbrella home. EXCLAMATION — What a fine dog Major is!

Did you think before you gave the dog a name? Did you express your

thought in words? Did you think before asking the question? How did you

express your thought? Did the man who keeps the store wish the umbrella to

be taken home? What did he do? Did you think Major was a very fine dog? In

what way did you express your thought?

Are you much pleased to see so useful a dog? You might make the simple

statement, I like a useful dog.

A thought expressed in words is called a SENTENCE.

A sentence may be a statement, a question, a command, or an

exclamation.

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Oral Exercise

2. Think of two statements about the picture. Say them aloud. 3. Think of two questions about the dog. Say them aloud. 4. Construct one command, and say it aloud. 5. Construct one exclamation.

With what kind of letter should statements, questions,

commands, and exclamations begin?

What mark should be placed at the end of a statement?

What mark should be placed at the end of a question?

What mark should be placed at the end of a command?

What mark should be placed at the end of an

exclamation?

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LESSON 9 ORAL EXERCISES

TYPES OF SENTENCES 1. Construct three statements, using one of the following words in each:

store home groceries dog umbrella rain

2. Construct three questions, using one of the following words in each:

winter name snow master sweep obey

3. Construct three commands.

4. Construct three exclamations.

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LESSON 10

A PICTURE STORY A GOOD PLAY

We built a ship upon the stairs All made of the back-bedroom chairs, And filled it full of sofa pillows To go a-sailing on the billows. We took a saw and several nails, And water in the nursery pails; And Tom said, “Let us also take An apple and a slice of cake”;— Which was enough for Tom and me To go a-sailing on, till tea. We sailed along for days and days, And had the very best of plays; But Tom fell out and hurt his knee, So there was no one left but me.

Tell in your own words what you see in the picture.

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LESSON 11

NAMES — CAPITALS

1. A boy lives in a city. 2. Paul Smith lives in Boston.

A common noun should begin with a small letter. A particular or proper noun should begin with a capital letter.

Read the following sentences, and tell a reason for the use of each capital letter:

1. Uncle John made my kite. 2. He gave it to me last April. 3. My brother Henry made his own kite. 4. Sister Florence gave me my little boat. 5. Puss often sails on Stony Brook. 6. We fly our kites every Monday if the wind blows. 7. Have you ever seen Carlo, our dog? 8. The big dog at the store is called Major. 9. He came to school with George one day.

10. He understands when George speaks to him.

Which of the words in the first sentence are names? Is the word boy the name of any particular boy? Is the word city the name of any particular city? In a class of boys may each one be called a boy? May the

name city be given to a great many places? Which of the words in the second sentence are names? When you say

Paul Smith, do you mean some particular boy? Is Boston the name of some particular city?

Names like boy and city, which may be given to any one of several persons or objects, are called COMMON names.

Names like Paul Smith and Boston, which are given to only one person or place, are called PARTICULAR or PROPER names.

A name is called a NOUN.

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EXERCISES

1. Name two kinds of each of the following things:

toys fruits vegetables

2. Name your pets. If you don’t own a pet, name characters from a book.

3. Write the names of two of your relatives, two of your playmates, two children you have read about in books, two cities, two rivers, two mountains.

Relatives 1. _________ 2. _________ Playmates 1. _________ 2. _________

Book Characters 1. _________ 2. _________

4. Construct four sentences, using two proper nouns and two common nouns.

Are they all common names? With what kind of letter should

they begin?

Tell some interesting thing about each.

Are they all proper names? With what kind of letter should you begin each?

Why did you choose that particular name.

When you write those names, you should begin with capital

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LESSON 12

A PICTURE STORY (oral or written)

1. Study the picture carefully, and tell what you see, using complete sentences. 2. Read the following, filling the blanks with the necessary words:—

ONE MINUTE TOO LATE A _________ wanted to _________ the morning

train, but he has come a _________ too late. The _________ is going without _________. He runs very fast, and _________ he can jump on the last _________. He carries his _________ in his left _________, and with his _________ hand he is waving his _________. The wind blows his _________ and his _________. He shouts to the _________ on the car, but that _________ no good.

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Is it better to be _________ minutes too early than one _________ too late? Is it _________ to be always on _________ than sometimes a little behind _________?

3. Write two sentences about the man who was one minute too late for the train.

________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ Sa

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LESSON 13 POETRY STUDY THREE CHILDREN

“I love you, mother,” said little John; Then, forgetting work, his cap went on, And he was off to the garden swing, Leaving his mother the wood to bring.

“I love you, mother,” said rosy Nell; “I love you better than tongue can tell.” Then she teased and pouted full half the day, Till her mother rejoiced when she went to play.

“I love you, mother,” said little Fan; “To-day I'll help you all I can; How glad I am that school doesn't keep!” So she rocked the babe till it fell asleep.

Then stepping softly, she took the broom, And swept the floor, and dusted the room; Busy and happy all day was she, — Helpful and cheerful as child could be.

“I love you, mother,” again they said, — Three little children going to bed: How do you think that mother guessed Which of them really loved her best?

JOY ALLISON

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1. Tell the story in your own words. If you choose to write it down, you may use the lines on the

following page and illustrate the story.

What did John say? What did he do?

What did Nell say? How did she act?

What did Fan say?

What did Fan do for her mother? Why did she try to be quiet? Do you think

that Fan enjoyed sweeping, and keeping quiet? Was Fan like the sunshine?

What did John and Nell and Fan say at night? Did the mother know which

child loved her best? How could she tell? Did the mother love all her children?

What does the poem teach you to do when you are at home?

Be careful to begin each line of the poem with a capital, and to end

it with the right kind of punctuation mark.

If you use any particular, or proper nouns, be sure to begin each

with a capital. Sam

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________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

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