Topic | ULW table of contents would be helpful

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  • Melissa

    I appreciate the short, focused grammar lessons combining Using Language Well and Spelling Wisdom. What I find frustrating is trying to locate the page where a new concept is introduced. I regularly have to hunt back through the book to find a succinct definition of a linking verb, contraction, interjection, etc. in order to help my son. I wonder if SCM would consider making a table of contents available as a printable supplement.

    Sonya Shafer

    Sounds like it might be a helpful feature, Melissa. Thanks for the idea.

    Is it mainly the definitions that you need? Give me a little more detail, if you can, about how you would use a supplement like this. That additional information would help me know how to arrange it and what all to include.

    Anybody else in a similar situation, feel free to chime in here with suggestions too. Thanks!


    <p style=”text-align: center;”>Yes, I know what you mean, Melissa.  Just yesterday we were doing ULW Bool 1 and it asked about the different types of sentences.  My daughter remembered one and then said we hadn’t learned any more than that.  I went to look back at where we had covered the different types of sentences, such as a statement,  command, question or exclamatory sentence and I had to hunt.  It would be so nice to have titles of what is covered along with the lesson numbers in the front of the book.</p>


    Thanks, Sonya. Yes, exactly what Regan said. A simple list/table of contents in the beginning of the book indicating which page each new concept is first introduced would save me a lot of time leafing through the book. That way we can find the definition and examples quickly and get back to the lesson at hand.

    Sonya Shafer

    Love the idea! Thanks so much for passing it along and the helpful examples.


    You’re welcome! It’s such a nice way to learn to spell—interesting things to read and think about for the kids and the mother. The grammar part takes some attention and thought so being able to navigate the books better will be really helpful. I have also used Kahn Academy for short videos with more examples to help understand concepts that I’ve forgotten.

    Also—I plan to order ULW book 3. My son will so the last book 2 dictation this week. Will book 3 or 4 get into diagramming sentences at some point? Thank you

    Sonya Shafer

    Book 3 covers analyzing sentences, but it uses a simplified marking system rather than diagramming. If you specifically want to teach diagramming, we recommend Analytical Grammar for that.

    Sonya Shafer

    I’ve tried a couple of different formats for this idea, ladies. Would something like this work well for you? It would list the concepts and then all the lessons that include that concept.

    A and An, 103

    Alphabetizing, 109, 116

    Antonyms, 92, 97, 118


    —–Possessive, 89, 113


    —–Not directions, 108, 121

    —–Not seasons, 112

    —–Proper names, 82, 101, 104, 107, 112, 121

    —–Titles of works, 84, 104


    —–Direct address, 117

    —–Series, 120


    Seems like the above format would make it easier to skim and find what you need faster than looking through a list like this:

    Lesson 107: capitalize proper names

    Lesson 108: quotation marks around single word or definition

    Lesson 109: complex alphabetizing

    Lesson 110: apostrophe in possessive

    Lesson 111: period in abbreviations; dialogue punctuation

    Lesson 112: not capitalize seasons

    Lesson 113: suffix ness; plural vs. possessive

    Lesson 114: dialogue punctuation

    Lesson 115: synonyms

    Lesson 116: complex alphabetizing

    Lesson 117: comma in a direct address

    Lesson 118: antonyms

    Lesson 119: dialogue punctuation

    Lesson 120: commas in a series

    Lesson 121: not capitalize directions


    What do you think? Which format would be easier to use?

    By the way, these are just random sample listings to get the idea across. 🙂

    And ignore the —– marks, they are just there because I couldn’t insert empty spaces to scoot those lines over. Anyway, I hope you get the general idea.


    Thank you, Sonya. I actually like and would regularly use both. There is something nice about seeing a table of contents where I can look down a list at the front of the book and see what exactly is going to be covered and in what order. An alphabetized index in the back of the book is useful as well for looking for specifics and more examples. I would like it if the page number where the new term is first defined or explained were in bold.

    I am also wondering if subheadings indicating the concept taught under each lesson title and the important new terms highlighted in bold would be beneficial. That might be something to consider if there is a new publishing. In the meantime, I would very much appreciate supplements for books 1, 2 and 3. This would make them much more user-friendly and enjoyable. Thank you for considering the idea!

    Sonya Shafer

    Thanks for your help!


    I think both formats would be beneficial.   I love the first format for reference purposes and I love the Table of Contents format as a way to see the Big Picture and order in which concepts are taught.   Thanks, Sonya!


    We do something like what Sonya suggested to help find things after the lesson has passed. I use the “Complete List of English Points Presented” pages in the back of the teacher’s manuals to note what lesson(s) contained that particular point.

    For example, in Book 1, p. 78 and 79 I have my handwritten notes to help us locate something we might need to look back at. I also use the blank page on the back of p. 79 to write my own notes.  So it looks like this: “Contractions – L6” for lesson 6 and so on.

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