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Analytical Grammar

Analytical Grammar

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    • Level 1: Grammar Basics
    • Level 2: Mechanics
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Home Placement

Find the Right Fit!

Analytical Grammar consists of five levels that teach grammar in a logical order, so skills build upon one another. Complete our placement activity to find the right starting point for your student!

Need assistance or have questions?

Contact Our Placement Specialists

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How to Administer the Placement Activity

You will need to conduct this activity along with your student. To ensure accurate results, keep your student’s work environment comfortable and distraction-free.

  1. Start with your student’s age. This will help guide you to the activity your student should complete. Your student should not complete all activities, just the activity that correlates with your student’s age.
  2. Download and print the placement activity PDF, or review the sections below if printing is not an option.
  3. Carefully read the directions for the entire activity, the observation statements, and comprehension questions prior to starting with your student.
  4. Provide your student with the student placement activity pages in printed form, or guide them to review the digital version.
  5. Read the directions to your student and ask them to complete each part of the activity. As your student completes the activity, you should observe and record the answers to any observation statements noted on the instructor pages.

Download the Full Placement Activity PDF

What activity should my student complete? Students who are:

Younger than 9 years old

We suggest that you wait until your student is at least 9 years old to begin the Analytical Grammar program.

However, if you think your student might be ready, please contact our Placement Specialists.

9–11 years old

Has your student completed instruction that covers the nine parts of speech?

  • Not Yet: Administer Activity 1
  • Yes: Administer Activity 2

If you are unsure if your student has had instruction that covers the nine parts of speech, administer Activity 1.

12 years old and older

Administer Activity 3

Activity 1

Expand

Activity 1

This is for students 9–11 years old that have not completed instruction that covers the nine parts of speech.

Ask your student to read the passage aloud as you follow along.
While your student is reading the passage and answering the comprehension questions below, note your observations to the following statements:

  • My student was able to read the words in the passage correctly or quickly corrected their misreading on their own.
  • My student was able to read the passage at a conversational speed.
  • My student’s voice rose and fell at appropriate points.
  • My student paused appropriately at punctuation marks.
  • My student answered both comprehension questions correctly.

If you can answer “Yes” to all of the statements above, your student is ready to begin Level 1: Grammar Basics.
If you answer “Not Yet” to any of the statements above, your student is not ready to begin Analytical Grammar.

Passage

My friend was having a party. The kids in our neighborhood all came to his house. His mom made a cake with candles because it was his birthday. After the children ate the cake, they played some games. In one game, a boy wore a blindfold. On the wall was a picture of a donkey with no tail. He had to pin a tail on the donkey while he was wearing a blindfold.

Comprehension Questions
Ask your student to verbally answer these comprehension questions about the passage.

  • What happened after the children ate the cake?
  • What did the boy have to do while wearing the blindfold?

View the Instructor Answers

Open a Printable Version of This Activity

Activity 2

Expand

Activity 2

This is for students 9–11 years old that have completed instruction that covers the nine parts of speech.

On a piece of paper, ask your student to label all of the parts of speech in the sentence below. Your student should put any prepositional phrases in parentheses.

As your student is labeling the sentence and answering the question take note of your observations of the following statements:

  • My student was able to correctly label all the words in the sentence.
  • My student was able to name the job of the underlined word.

If you can answer “Yes” to all of the statements above, your student is ready to begin Level 2: Mechanics.
If you answer “Not Yet” to any of the statements below, try Activity 1.

Sentence

Grandpa does most of the driving, but grandma sometimes helps with it.

Questions

Ask your student to verbally answer following question.

  • What job is the underlined word doing?

View the Instructor Answers

Open a Printable Version of This Activity

Activity 3

Expand

Activity 3

This is for students 12 years old or older.

Ask your student to read the passage below aloud as you follow along.

While your student is reading the passage and answering the comprehension questions below, note your observations to the following statements:

  • My student was able to read the words in the passage correctly or quickly corrected their misreading on their own.
  • My student was able to read the passage at a conversational speed.
  • My student’s voice rose and fell at appropriate points.
  • My student paused appropriately at punctuation marks.
  • My student answered both comprehension questions correctly.

If you can answer Yes to all of the statements above, your student is ready to begin Level 3: Parts of Speech.
If you answered Not Yet to any of the statements above, we suggest that you continue to work with your student on their reading and comprehension skills and attempt this activity again at a later time.

Passage

On a cold, rainy day in December, 1891, Dr. James Naismith tried to think of a game to play with his gym class. Because the class couldn’t go outside, Naismith invented a new game for his students to play in the gymnasium. Naismith hung a peach basket on the balcony railing and the students tried to throw a soccer ball into the basket. The peach basket was a nuisance because the students had to climb a ladder the retrieve the ball after each point. Old soccer balls had laces that held a cover over an inflated rubber ball, causing the ball to bounce in unpredictable ways. As more people came to the games, some spectators in the balcony began to interfere with the ball or the basket. Dr. Naismith cut the bottom from the peach basket, approved a new ball without laces, and added a backboard to protect the basket. The basket’s backboard changed the game by adding rebounds and layups to the players’ strategy. In 1958, coach Tony Hinkle made an orange ball that spectators and players could see better than the old brown ones. The game of basketball has changed a lot in the 130 years since Dr. Naismith’s invention on a cold, rainy day in Springfield, Massachusetts.

Comprehension Questions

Ask your student to verbally answer these questions about the passage.

  • List 3 improvements on Dr. Naismith’s original equipment.
  • What was another positive consequence of adding a backboard to stop spectators from interfering with the game?

View the Instructor Answers

Open a Printable Version of This Activity

Need help?

We’re here for you! If you need further assistance determining the best level of Analytical Grammar for your student or if you have questions, please contact us.

Live Chat: Click on the chat icon located on the bottom right of your screen.

Phone: 888-854-6284

Request a call from one of our Placement Specialists

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