simply charlotte mason presents using language well

Using Language

Well

English, Grammar, and Writing Points from Spelling Wisdom

by Sonya Shafer

SIMPLY CHARLOTTE MASON PRESENTS

Book 3Teacher Guide & Answer Key

Charlotte MasonSimply

.com

+Book 3—Sentence Analysis

Subjects • Predicates • Direct Objects • Indirect Objects • Gerunds • Participles •

All Using Language Well books include English, grammar, and writing points.

arts skills through great literature!Pair Using Language Well with Spelling Wisdom and you can use the same great literary passages to teach English usage, punctuation, capitalization, grammar, and composition along with spelling!

Teacher Guide & Answer Key will help youStudent Book through

guided discovery and great literature.

• Keep on track with helpful teaching tips and practical reminders based on Charlotte Mason's methods.

• Encourage your student to improve naturally in composition skills step by step.

rubrics and detailed instructions.

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Using Language WellBook Three

English, Grammar, and Writing Points from Spelling Wisdom, Book Three

Teacher Guide & Answer Keyby Sonya Shafer

Using Language Well, Book Three, Teacher Guide and Answer Key: English, Grammar, and Writing Points from Spelling Wisdom, Book Three© 2018 by Sonya Shafer

All rights reserved. However, we grant permission to make printed copies or use this work on multiple electronic devices for members of your immediate household. Quantity discounts are available for classroom and co-op use. Please contact us for details.

Cover Design: John Shafer

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Contents

How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Lesson 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Lesson 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Lesson 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Lesson 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Lesson 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Lesson 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Lesson 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Lesson 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Lesson 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Lesson 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Lesson 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Lesson 32 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Lesson 33 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Lesson 34 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Lesson 35 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Lesson 36 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Lesson 37 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Lesson 38 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Lesson 39 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Lesson 40 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Lesson 41 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Lesson 42 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Lesson 43 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Lesson 44 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Lesson 45 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Lesson 46 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Lesson 47 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Lesson 48 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Lesson 49 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Lesson 50 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Lesson 51 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Lesson 52 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Lesson 53 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Lesson 54 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Lesson 55 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Lesson 56 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Lesson 57 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33Lesson 58 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33Lesson 59 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Lesson 60 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Lesson 61 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Lesson 62 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Lesson 63 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36Lesson 64 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36Lesson 65 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37Lesson 66 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37Lesson 67 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37Lesson 68 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38Lesson 69 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38Lesson 70 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39Lesson 71 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39Lesson 72 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Lesson 73 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Lesson 74 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Lesson 75 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41Lesson 76 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42Lesson 77 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42Lesson 78 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42Lesson 79 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43Lesson 80 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44Lesson 81 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44Lesson 82 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45Lesson 83 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45Lesson 84 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46Lesson 85 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46Lesson 86 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47Lesson 87 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47Lesson 88 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48Lesson 89 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48Lesson 90 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49Lesson 91 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49Lesson 92 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50Lesson 93 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

Lesson 94 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51Lesson 95 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52Lesson 96 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52Lesson 97 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53Lesson 98 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53Lesson 99 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54Lesson 100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55Lesson 101 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55Lesson 102 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56Lesson 103 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56Lesson 104 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57Lesson 105 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57Lesson 106 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58Lesson 107 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58Lesson 108 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59Lesson 109 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59Lesson 110 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60Lesson 111 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60Lesson 112 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61Lesson 113 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61Lesson 114 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62Lesson 115 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62Lesson 116 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63Lesson 117 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63Lesson 118 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64Lesson 119 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65Lesson 120 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65Lesson 121 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65Lesson 122 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66Lesson 123 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67Lesson 124 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67Lesson 125 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68Lesson 126 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68Lesson 127 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69Lesson 128 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69Lesson 129 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69Lesson 130 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70Lesson 131 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71Lesson 132 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71Lesson 133 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72Lesson 134 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72Lesson 135 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73Lesson 136 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73Lesson 137 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74Lesson 138 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75Lesson 139 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75Lesson 140 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76

About Using Language Well, Book 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77How to Do Dictation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78

Comma Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79Writing Points Rubrics for Using Language Well, Book 3 . . . . . . . . . . . . . . . . . . . . .81A Complete List of Grammar and English Points Presented in Using Language Well, Book 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105

simplycharlottemason .com 7

How to Use This Book

Using Language Well, Book Three, is designed to be used alongside Spelling Wisdom, Book Three . You will need both books.

Spelling Wisdom books and Using Language Well teacher books are non-consumable and can be reused. Using Language Well student books are consumable; you will need one per student and a notebook for dictation exercises.

We recommend doing two lessons per week. At that pace this book will last two years: Lessons 1–70 in the first year, Lessons 71–140 in the second.

Most lessons take ten minutes or less to complete, plus the time spent to prepare for dictation.

Using Language Well, Book 3, assumes that the student already knows these parts of speech

• common noun• proper noun• pronoun• article• adjective• adverb• action verb• helping verb• linking verb• preposition• interjection• conjunction

and can parse the italicized words as shown in the sentence below.

PRO PP PRO AV PP PRO/ADJ N ART ADV ADJ N CONJ ART ADV ADJ NEach of us has in his possession an exceedingly good servant or a very bad master, known as Habit.

If your student is not familiar with parts of speech or parsing, start with Using Language Well, Book 2 .

Writing PointsSprinkled throughout these lessons, you will find helpful Charlotte Mason-style guidance for using written narrations as the basis for growth in composition. A set of rubrics is included. See page 81 for details.


8 simplycharlottemason .com

Answer Key

Lesson 11. The student should read the exercise.

ART N PP ART N LV ADJ ADJ N PP ADJ N 2, 3. The habits of the child are, as it were, so many little hammers beating out by slow degrees S P

ART N PP ART N the character of the man .

4. In a Charlotte Mason approach, the dictation passage is always studied ahead of time. Make sure the student follows all of the preparation steps in his book. When he says he is ready, spot check any words he was working on by asking him how to spell them. Spot checking can be done verbally.

If he seems uncertain, help him study that word by writing it on a small white board and asking him to look at it until he can see the word spelled correctly in his mind’s eye. Erase a letter and see if he can spell the word. Erase more letters and ask him to spell the word. Continue erasing bit by bit until he can spell the word with no letters on the white board in front of him.

When you are sure he knows how to spell every word in the exercise, dictate it a phrase at a time, saying each phrase only once. Try to keep the phrases short enough that the assignment doesn’t become a feat of memory.

Watch as the student writes the phrases you are dictating. If your student has faithfully worked through the preparation steps, mistakes should be few and far between. If he does begin to spell a word incorrectly, gently slip a small self-stick note or piece of white correction tape over the misspelled word and keep going. When he has finished writing the passage, he should study the word he missed and write it correctly on top of the self-stick note or correction tape.

You can see a video example of how to do a dictation lesson at http://spellingwisdom.com. You will also find more helpful tips and explanations on page 78 in this book.


PP PRO/ADJ N CON N LV ADV ART N2. Not to excite suspicion by her look or manner was now an object worth attaining.

3. Of the child , by slow degrees , of the man .

4. The prepositional phrase has two objects: look and manner.

5. When the student is ready, spot-check to set him up for success, then dictate the exercise.



https://spellingwisdom.com/


ADJ N AV ART ADJ N2, 3, 4. Many persons have a wrong idea of what constitutes true happiness. S P DO

Teaching Tip: The verb have can be used as a helping verb or as an action verb . To be a helping verb, it must be paired with another verb, as “I have seen the faithfulness of God .” In the sentence for this exercise, have is used alone as an action verb .



PRO AV N ADJ N2, 3. I admire machinery as much as any man . S P DO


Writing Point: Charlotte Mason did not teach composition as a separate subject; it was an integrated part of the student’s history, science, geography, or Bible lesson

in the form of narration . Be sure your student is giving regular oral narrations . If your student is fluent in oral narrations from history, geography, science, or Bible

readings, assign him to write two of his narrations each week . You will help him fine tune and correct his compositions using the rubrics in the back of this book . (See page 81 .)

Start with Rubric 3 .1 for Progressing Writers . Give your student the Student Version (the one without the points columns) and briefly go over the expectations with him . Point out the three goals these guidelines will help him achieve: communicating knowledge, communicating clearly, and communicating effectively . Most of the reminders listed on Rubric 3 .1 were introduced in Using Language Well, Book Two. The new reminder to focus on is the guideline about using commas to separate items in a series (a concept that was also covered in Book Two) . Explain that, from now on, he will be responsible to make sure his written narrations each week adhere to the guidelines on the current rubric .

Over the next few weeks, use the Teacher Version of the rubric to help you evaluate his written compositions (narrations) . Do not show the score to your student; the points are merely to help you track your student’s progress over time . For now, hold him responsible only for the items listed on Rubric 3 .1; other guidelines will follow in remaining lessons (and throughout all of the Using Language Well books) .

Any time you see an instance where the student missed a guideline on the rubric he is responsible for, do not mark it directly; simply write in the margin the two-letter abbreviation of the section on the rubric that contains the missed guideline . The student should look in that section of his rubric, determine which guideline he violated, and edit his writing to adhere to the missed guideline . This process will encourage him to critique his own work and not depend on you to tell him what to do . (See page 81 for more details .)

Teaching Tip: Keep all his written compositions in a notebook; that will keep them handy



for future comparison and evaluation . You might want to pencil in the date at the top of each narration .


PRO AV PRO/ADJ N CON AV PRO PP ART N2, 3, 4, 5. he baited his hook and threw it into the lake S P DO P DO



(PRO) HV ADV AV PRO/ADJ ADJ N2, 3, 4. (You) Don’t trust that conventional idea. S P P DO

3. The contraction don’t is made up of do and not, a helping verb and an adverb.



2. Infection in disease and sorrow.Contagious as laughter and good humor.

Answers may vary but might contain these ideas: disease and sorrow cause discomfort, can affect many parts of yourself, and can spread to others; laughter and good humor can also spread to others and affect all of you positively.

3. Fair: marked by impartiality.Even-handed: fair, impartial.Noble: very good, excellent.Adjustment: the act of bringing to a more satisfactory state.

Teaching Tip: This lesson offers an opportunity to review how to use a dictionary . Several of the lessons in this book will provide further opportunities to practice using that resource .

4. Answers may vary. One possibility may be that though disease and sorrow spread from person to person in the world, in a satisfactorily-equalizing way, laughter and good humor also spread from person to person.

5. Commas separate consecutive adjectives that modify that same noun or pronoun.





2. The statement is not true in a factual sense. Dreams are like legendary or poetic creatures in that they have their fun on earth during the night and disappear when the sun comes up.

3. Answers may vary.

4. Habits are little hammers. Habits slowly, little by little, shape who a person is becoming.


Writing Point: Your student’s spelling in his written narrations should progress as he learns to purposely look at how words are spelled as he reads . That is the first step

in a dictation lesson: read the passage and look for any words you are not sure you know how to spell correctly . Dictation lessons will help your student set up that habit over time . If your student is a prolific reader but a poor speller, he’s probably reading too quickly and not looking at the spelling of each word .


AV PN CON AV PRO/ADJ N2. (You) Fear God and keep his commandments S P DO P DO

3. Answers may vary but should include the idea that a direct object is a word in the sentence that receives the direct action of an action verb. An easy way to identify it is to say the simple subject and predicate, then ask, “What?”



2. Answers may vary but should include the idea that clauses contain verbs. Clauses contain both subjects and their predicates; phrases do not.

3. C: they are both men.P: men of different races and colors.P: with the same nature.C: Both have souls.C: both will be held accountable.P: for their deeds. P: in this life.



About Using Language Well, Book 3Using Language Well, Book Three, takes the rich literary and contextual approach to learning English

grammar and analyzing sentences. The lessons center around great literature—classic books, Scripture, poetry, famous quotations,

historical references (provided in Spelling Wisdom, Book Three)—which feeds the student’s mind with great ideas and cultivates his taste for excellent writing.

The student is guided to look closely at the literary passages and incorporate his own observations for identifying the parts of a sentence and how those parts relate to each other. This contextual approach of observing and discovering for himself is much more interesting than just being given definitions and lists to memorize. A simplified marking system is used so the student can focus more on the sentence itself rather than on trying to remember which specific diagram is required for each part.

The emphasis is on seeing correct models of capitalization and punctuation, as well as correct and interesting word usage, in the literary samples. Analyzing the well-structured, sometimes complex, sentences of literature helps him gain confidence and sets before him consistently excellent examples of composition.

The lessons require only about ten or fifteen minutes twice a week and advance incrementally while also reviewing previous points. The short lessons make it easy for the student to give full attention, and the small—but constant—touches in English grammar and sentence analysis result in long-term retention.

Spelling is taught with the same great literature passages, using the method of prepared dictation. Such an approach to spelling in context keeps the student’s interest level high and sets up a lifelong habit of looking at how words are spelled as he reads. (See more about dictation on the next page.)

The student is encouraged to progress in composition at his own pace. Composition is taught through written narration. These narrations are not separate language arts assignments but are an expected response to the student’s history, geography, Bible, or science readings from good literary books on those topics. Using Language Well helps you gently fine tune his narrations according to what he has learned in the lessons.



How to Do Dictation

1. Help your student look through the exercise and identify any words that you or he thinks needs his attention in order to spell them confidently.

2. Instruct the student to study the identified words—one at a time—until he is sure he can spell every word in the exercise. This study period may take anywhere from a few minutes to several days, depending on the length of the exercise and the needs of the student. Set aside a little time each day for brief but consistent study of the exercise as needed. (See below for suggestions on how to study a word.)

3. When the student is confident that he can spell every word in the exercise, spot check him verbally to make sure. You want to set him up for success! When you are sure he can spell every word in the exercise, dictate the passage to him one phrase at a time, saying the phrase only once. Pause after each phrase is spoken to allow him time to write it. Keep a careful eye on his efforts. If a word is misspelled, quickly cover it with a small self-stick note so the false spelling won’t be engraved in the student’s mind.

4. After the dictation is complete, the student should study any words that he misspelled and, when he is ready, write the words correctly on the self-stick notes.

5. You can see a video example of how to do a dictation lesson at http://spellingwisdom.com.

As the exercises get gradually longer, assign the entire passage to be studied—your student should be prepared to write any of it correctly—but choose only a portion to actually dictate. For students in 7th and 8th grades, a reasonable expectation is to dictate up to one paragraph.

How to Study a WordYou may want to work with inexperienced or uncertain students to teach them how to study an

unfamiliar word, using some or all of the ideas outlined below. Students more accustomed to using the prepared dictation method may study independently.

• Copy the word carefully, making sure it is spelled correctly. • Look at the word until you can close your eyes and see it spelled correctly in your mind. • Practice writing the word from memory only if the teacher is nearby to immediately erase any

misspellings. • Say the letters aloud in order while looking at the word.• “Write” the word with your first finger on a sheet of paper or other smooth surface, being careful

to look at the word and spell it correctly.• Fingerspell the word.• Construct the word with magnetic letters or letter tiles.


https://spellingwisdom.com/


Comma GuidelinesThroughout the lessons in Using Language Well, Book 3, your student will be prompted to notice

and add several comma guidelines to the Comma Guidelines list in the back of his student book. The eight guidelines in boldface below are the ones he will be adding. They should be in his own words but contain the ideas recorded here.

Use commas• to separate items in a series• to separate the day and year in a date• at the end of the salutation of an informal letter• to set off a direct address• to set off a parenthetical phrase• to separate consecutive adjectives that modify the same noun or pronoun• to separate independent clauses joined by a coordinating conjunction• to set off an interjected word or expression• to set off an introductory phrase or dependent clause that sets the stage for the independent

clause• to set off a nonessential word, phrase, or clause that doesn’t restrict the sentence’s meaning• to add clarity if needed• to set off an appositive

Using commas in dialogueIf the dialogue tag is after the quoted material: “Quoted material,” dialogue tag. If the dialogue tag is before the quoted material: Dialogue tag, “Quoted material.”If the dialogue tag splits one sentence into parts: “Quoted,” dialogue tag, “material.”If the dialogue tag is between two sentences: “Quoted material,” dialogue tag. “Quoted material.”

If the quoted material is a question in itself: “Quoted material?” dialogue tag.Dialogue tag, “Quoted material?”“Quoted first part of,” dialogue tag, “material?”“Quoted material,” dialogue tag. “More quoted material?”



Writing Points Rubrics for Using Language Well, Book 3

The following rubrics are designed to guide your student in improving his composition skills through his written narrations, one point at a time.

This Teacher Guide will outline when to introduce each rubric in sequence. Give your student a copy of the Student Version (the one without the points columns) and briefly go over the added expectation. (The Teacher Version has each new expectation highlighted in boldface text.) Explain that from now on he will be responsible to implement that guideline in his written narrations.

Use the Teacher Version of the rubrics to help you evaluate his written compositions (narrations). Do not show the scores to your student; the awarded points are merely to help you track your student’s progress over time. Hold him responsible only for the items listed on the rubric in hand; more guidelines will follow, one at a time, in subsequent rubrics (throughout all of the Using Language Well books).

Whenever you find an instance that the student missed a guideline in his written narration, do not mark it directly; simply write in the margin the two-letter abbreviation of the section on the rubric that contains the missed guideline. For example, if the student did not capitalize the first letter of a sentence, write “MC” in the margin near the line the non-capitalized sentence is on. Show the paper to your student and explain that the “MC” stands for Mechanics: Capitalization . He needs to look in that section of his rubric, determine which guideline he violated, and edit his writing to adhere to the missed guideline. If he narrates some events out of sequence, write “SL” in the margin near that place in his composition, indicating the Style: Logical section of the rubric; if he leaves out a key point, write “CT” to refer to the Content: Thorough section. In each instance, simply place your two-letter marker near the part to which it pertains and direct your student to the section of the rubric that contains the missed guideline. Let him refer to his list of reminders, determine what needs to be changed, and edit his own writing accordingly. This process will encourage him to critique his own work and not depend on you to tell him what to do.

Teaching Tip: Though the lessons in this Teacher Guide will suggest when to introduce each new guideline and rubric, do not move on until your student has demonstrated consistent improvement on the current guideline . It is more important for your student to make progress at his own pace than to keep up with the suggestions in this book . Your goal is for him to grow as a writer, not to become overwhelmed and give up . Introduce each new rubric as he is ready and disregard the pace set in these plans if needed .



3.1 Rubric for Progressing Writers

Content: to communicate knowledge

Thorough I have included the key points.

Accurate The facts I have stated are correct and demonstrate that I have read and understand the material.

Original I have used primarily my own words.I have included my personal connections and ideas on the topic.

Mechanics: to communicate clearly

Capitalization I have capitalized the first letter of each sentence and of proper names.I have used correct dialogue capitalization.

Punctuation

I have put an appropriate punctuation mark at the end of each sentence (. ? !).I have used apostrophes correctly in contractions and in possessives.I have used correct dialogue punctuation.I have used commas correctly to separate items in each series.

Spelling I have spelled the words correctly.

Grammar & Form My sentence breaks make it easy to follow my line of thought.

Style: to communicate effectively

Assignment I have written in narrative or expository style, as assigned.

Logical My narrative relates the story’s events in the correct sequence.My exposition explains how something works in logical steps.

Cohesive I have focused on the topic and not wandered away from it.I have not inserted unneeded filler words or phrases.



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A Complete List of Grammar and English Points Presented

in Using Language Well, Book 3

Sentence Analysis• Adjective clauses• Adverb clauses• Appositives• Clauses

DependentIndependent

• Composition: descriptive• Compound direct objects• Compound objects of prepositions• Compound predicates• Compound subjects• Conjunctions

CoordinatingSubordinating

• Direct objects• Gerunds• Indirect objects• Infinitives• Lay v. Lie• Metaphors• Modifiers• Noun clauses• Objects of prepositions• Parenthetical phrases• Participles• Personification• Predicate adjectives• Predicate nominatives• Prepositional phrases as modifiers• Restrictive and nonrestrictive phrases and clauses• Sentence types

ComplexCompound



Compound-ComplexSimple

• Similes• Subject and predicate verb• Subject complements• Subject/verb agreement in number

Capitalization and Punctuation• Use a comma and coordinating conjunction or a semicolon to join closely-related independent

clauses• Use a comma to separate consecutive adjectives that modify the same noun or pronoun• Use a comma to set off an introductory or interjected word or expression• Use a comma to set off an introductory phrase or dependent clause that sets the stage for the

independent clause• Use a comma to set off a nonessential word, phrase, or clause that doesn’t restrict the meaning of

the sentence• Use a comma to set off an appositive• Use a comma to add clarity if needed

Poetry Analysis• End rhymes• Eye rhymes• Foot• Iambic meter• Iambs• Lines• Rhyme schemes• Sonnet• Stanzas• Tetrameter• Tone• Trimeter

Reinforced Points from Using Language Well, Book 2• Adjectives• Adverbs• Alphabetizing: simple and complex• Antonyms, synonyms, homonyms• Articles• Basic capitalization and punctuation • Complete subject and predicate



• Composition: narrative and expository • Conjunctions• Contractions• Dash used to indicate an abrupt interruption or further explanation• Dialogue punctuation and capitalization• Dictation• Dictionary skills• Identifying paragraphs• Interjections• Nouns: common and proper• Possessives: singular and plural• Prefixes• Prepositional phrases• Prepositions• Pronouns• Spelling • Subject and predicate: simple and compound• Subject as you (understood)• Suffixes• Verb tense• Verbs: action, helping, linking


simply charlotte mason presents using language well

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