I’m not a mom who’s used it through 6th, then moved onto something else (which I will move into Our Mother Tongue), but I’ve used PLL and am moving into ILL this year with my 4th grader. IMO, It doesn’t matter at all if a 4th grader can diagram a sentence; unless you’re state requires it and it must be proven to them.
However, PLL and ILL specifically state in the “Objectives” section at the beginning of my Teacher’s Guide (TG) that” The student will use different forms of words, including contractions, possessive nouns, and present, past and future tenses” #19. As I look thorugh my TG, there are numerous lessons on correct usage. For example, in PLL, #77 “Use of eat-ate-eaten in sentences”; #92 “Use of go-went-gone in sentences”; Lesson #105 “Choice of words in sentences” deals specifically with this as well-for example, Fill in the blank with correct forms- Ques. #1. An Owl cannot sing. #2. We sang in school yesterday. There’s many more like that. Reproduction in oral and written form of other’s work that include verb tenses, so they learn through good lit. In ILL, under all of the “correct use of words it teaches exactly what it says. There are “possessive” teachings, dictation that requires correct use of language. Lesson #67 is “Singular and Plural Forms”; Lesson #77 is on “Possessive Form” again, the children have to answer questions regarding sentences and the use of words in those sentences.
I could really go on and on because correct use(usage?) of language is throughout both texts. Questions regarding how words are used and why are there. There’s just not that circling and underlining technique that I remember doing of breaking down sentences in 4th grade (yes, I actually enjoyed it, but that’s me). Language is being taught in oral and written form and using it properly is being taught and reinforced. It would be a shame for them to begin hating language and conversation due to LLATL. I don’t know what you should tell your husband specifically. I don’t mean to sound obnoxious or insulting, but are they hearing enough good language from you reading aloud and are they reading enough high quality material themselves? Sometimes we can fall into a rut of not reading aloud enough or let our standards slip for a time.
Don’t resist correcting them when they speak incorrectly either; some parents don’t do that enough and my children don’t mind it when I correct their usage. For example: if mine uses “bited” instead of “bit” or “biten”, I immediately have them repeat the sentence correctly and they get it that time. They’ll even look to me during the sentence if they’re unsure or ask at the beginning or mid-sentence on how to use a certain word. Perhaps let them know to do that, encourage themt o listen to their own talking. I know that sounds funny, but I tell mine, “does that sound correct?”. It helps tremendously for children to learn how to listen to themselves in order to have self-correction.
Also, I assume the 4th grader is the oldest? They are going to struggle with the wrong tenses at times at that age and younger. I have great confidence in PLL and ILL to lay a great foundation that come the “6th grade” level, intentional diagramming (which I do think is a useful exercise) will come somewhat naturally. One idea is that you could use the “What every 4th grader needs to know” series as a ‘gap filler’ if it makes him feel better. Using it in whatever capacity you like to introduce these areas more intentionally (or obviously) in a casual way. Again, I don’t think it’s necessary, and probably won’t make them stop misusing words any sooner.
HTH, Rachel
