Tea Cups in the Garden
• May. 8, 2008 - How We Use The Bridge to the Latin Road
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My friend, Pam, has also been asking me about the The Bridge to the Latin Road.

This is a new product that arrived on the market last spring. Because my son had excellent grammar skills, I was considering starting him in LRTEG I this year. He is a brilliant thinker who is easily bored and needs a challenge. Yet he was fearful that Latin would be too challenging for him, even though he wants to study it. My main concern was his ability to do the copy work, which he detests. When we looked at the Bridge last year, we decided to use that this year. It is sold by the same company that sells LRTEG and is the bridge between their phonics program and LRTEG.
Although I do not feel it is essential to do the Bridge before starting LRTEG, I do see some positive results from doing it. The Bridge incorporates lots of dictation into the daily work. DS has learned to hold large chunks of information in his head by copying dictation. At the beginning of the year he struggled to hold a simple sentence in his head. Now he can hold large chunks of information. This ability to hold large chunks of information is a skill rarely used in today’s society. However, our forefathers were able to do this with ease, since they had to rely on auditory skills more than we do today in our visually driven world.
In addition, ds has conquered the copywork issue! It’s still not his favorite thing to do, but he has disciplined himself to copy. This is a kinesthetic aspect to learning that can engage the brain more actively than reading. In addition, he is building an impressive English grammar reference notebook!
The idea behind the Bridge is compared to that of a journeyman, who has learned basic foundational skills as an apprentice in learning phonics, spelling, etc. The word picture used for the journeyman is one of a builder who learns framing codes, scaffolding, framing keys, and design codes. The imagery doesn’t go into detail within the lessons. However, certain "journeyman" terms are used for grammar concepts.
The student gets a notebook, construction pencils (regular, red and blue) and a scaffolding tool (6" ruler).

The notebook is in three parts: Framing Codes, Sentences to Analyze, and Design Codes. The teacher notebook looks the same as the student's, except the pages are the answer keys. Also, the student's pages only have writing on one side, whereas the teacher's pages have writing on both sides. I think this makes room for the lesson plans and DVDs to be stored.

In front are the lesson plans. In front of that are the DVDs for each week (for the teacher). There are usually only 4 days of lessons in each week. There are 36 weeks of lessons.

The Framing Codes are divided into parts of speech as well as sentences, phrases and clauses. Each day I dictate a definition and then a sentence, which ds copies.

Then he marks and labels, using his red pencil for some special parts. Marking is done differently with different programs. I marked one way in high school, another way with A Beka, and yet a bit differently with the Bridge. Marking is basically identifying the part of speech of each word, usually with symbols. The value of the marking with the Bridge, is that it is the same marking that will be used in LRTEG when parsing sentences and working on translations. When dd and I started LRTEG some of this marking was new and took a little getting used to, although it was not a problem. It is now second nature to us. Here’s an example of a marked sentence and the diagramming underneath.

In our daily lesson, after ds marks the sentence, he reviews or learns to scaffold, or diagram that part of speech. Then we’ll usually go to the Sentences to Analyze section for more sentences to dictate, copy, mark and scaffold. I’ll dictate 3-6 sentences a day for him to copy, mark and scaffold, reinforcing the concepts he has learned. When scaffolding, the scaffolding tool (ruler) is used to make straight lines. However, my son prefers not to use this.
The Design Codes are introduced later in the year and teaches Latin prefixes, bases and suffixes. There are vocabulary cards to move around (kinesthetic) to study these. (My son prefers not to use them. His learning style is to talk about everything he does!) There is a regular pencil for the base word, red pencil to copy the prefix and a blue pencil to copy the suffix. (My son does use the pencils! Hooray!) A few prefixes, bases and suffixes are taught each time. Many of these he will see again in Latin. All of them he learns to use to form nouns or verbs in our daily language. The flash cards are meant to be manipulated to try to form the words from the prefixes and suffixes. He learns about assimilation, when a word part doesn’t match the flash card. This is usually because something like "ob-pose" was difficult to say so it assimilated into "op-pose." This answers the questions he always used to ask me about some of our English spelling rules not lining up! Then there are the word parts that don’t follow the rules because it changed through the French and got tweaked. Spelling has made a lot more sense studying language of origin!

Included are cute grammar tunes to learn the parts of speech. My son doesn’t enjoy these and prefers to get to real work! There is also a set of flash cards to play a verb memory game to learn irregular verb forms, though he wasn’t interested in that either! (You can see these in the photo above of the teacher book and DVDs) I don't worry about the parts my son doesn't enjoy to learn with. I like a curriculum that has lots of options. What doesn't work for one child might be the hip thing for a later child. Also I just take a good solid curriculum and match that to how my dc best work. I think this is the best flexibility of all. Curriculums can often be tweaked to match a child! =)
The Bridge is meant for grades 3-6. It can be a boost before LRTEG I, but it is not essential. Yes, wonderful skills are taught like dictation, copy work, parsing and diagramming sentences as well as the study of affixes to build vocabulary. However, if a junior high or high school student was looking at this before starting LRTEG I, I would highly recommend just starting LRTEG I. My dd and I started LRTEG I before the Bridge even came out. However, I do feel that any strong grammar program, and there are many, will adequately prepare a child to begin LRTEG I. =)
Nevertheless, I feel that the best value of the Bridge, is the dictation. Although we have previously used an excellent grammar program, it was merely a matter of looking at the sentence and parsing it. The Bridge takes parsing sentences to a higher level of thinking through dictation. While holding that information in the mind, the brain has to actively engage and interact with the sentence, and the student becomes more aware of what the sentence is actually saying and doing. This in itself, is precisely what my son needed to be fully prepared to start LRTEG I next school year!
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• May. 7, 2008 - How We Use LRTEG
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I chose Latin Road to English Grammar for our Latin studies. Liking the reputation it had for being clear and through for the teacher, I was sold! Also it had exactly what I wanted my children to do without a lot of extra map work and history readings on ancient Rome. It is a multisensory program for the older child. My children do not like lots of fingerplays, dittys or color sheets. They want the real thing. So this was perfect! LRTEG is so thourough in comparing Latin to English grammar, that no other English grammar study is required. It sounded to me as though this program would effectively and clearly teach Latin while relating it to English grammar. We are now almost done with Book II and we have found all of the above to be exactly what we expected.

For books I and II, I have purchased the Big Fat Latin Special! LOL It comes with the teacher set (notebook with lesson plans, answer keys and charts, tests, worksheets, textbook, vocabulary cards and audio CD), student set (notebook, colored paper, colored pens, textbook, comprehensive reference guide), DVDs (for the teacher) and Latin dictionary. This reference guide is full of everything we learn from the three volumes. Yes, there is more information on the back.
My friend, Pam, was asking me how I use LRTEG. I try to begin my preparations for each chapter by first reading through the chapter in the textbook. Then I read the lesson plans. Then I watch the DVD. The DVDs are only for the teacher. Here the author further explains the lessons to be taught. Then she translates several sentences. This has been the most beneficial to me. I get to see how she analyzes a sentence and makes choices. If there is more than one correct answer, she discusses that and explains why both work. If one is better than the other, she explains why. Wow, this has been the most phenomenal part of the teaching package!
Then I cut out the vocabulary cards for the chapter and start studying them. Ideally, I would have cut all of them out at the beginning of the year, then had them laminated. (I knocked over a glass of tea on night while pouring over a map with dh for our summer vacation, and guess what got wet? sigh) I store the cards in a pretty box I purchased for half off at Hobby Lobby. Looks like I'll need a bigger box to add next year's cards from Book III.

These vocabulary cards are wonderful! They are color coded for part of speech, stimulating the brain’s visual areas. The nouns come in three different colors, depending on whether they are masculine, feminine or neutral. The color coding definitely helps cue the memory in the brain. On the front is the Latin. On the back is the English, a derivative (to expand vocabulary), and the chapter number when the word is introduced.
I try to review all vocabulary daily. When I can’t do that, I do the new vocabulary daily and the rest at least weekly. Memorization is essential to quickly completing the translations. Because my brain does not memorize like it used to, I make use of the charts and vocabulary cards when doing the translations. All of the charts are stored in the teacher's notebook in page protectors.

I paste the verb charts onto foam board. These portable bulletin boards are easily pulled out when needed, then easily slipped between the wall and cabinet when we’re done! It is so cool to look at these charts and see the patterns and relationships of each of the verb forms. Seeing the charts in this arrangement helps us to see the patterns and that helps our memory.

My dd uses the audio CD daily to drill new vocabulary and information, which targets the audio portion of the brain. Then she starts her lesson. Usually on day 2 of the chapter she learns her new vocabulary. She copies these on color coded paper with color coded pens for her Latin notebook. There is also a way to fold the paper after copying, to allow for ease of studying derivative forms and from Latin to English or English to Latin.

When learning new Latin syntax, LRTEG compares it to the English first. This makes a terrific review of English, and forms a bridge to learning the Latin. In the end we realize we understand the English grammar better than before!
There is copy work for the first few days of each chapter, which targets the kinesthetic portion of the brain. Each day dd is building her Latin notebook more and more. This will be a wonderful reference tool while studying more Latin, digging into English, or learning other foreign languages.
Translations start in the second half of the chapter in small bites. Instead of translating a complex sentence, we usually start with phrases, or decline nouns or conjugate verbs. We eventually work towards translating Latin sentences to English which is pretty easy. The most challenging is translating English sentences to Latin, yet doable! LOL
In Book I the student follows a reading on the CD. This might be "Adeste Fideles" at Christmas, the Pledge of Allegiance, Scripture, or something from ancient Roman writings. In Book II we start actually translating these. We are always surprised at how much easier these are than we first feared! DD did one of the readings, The Lord's Prayer in Latin, at our TOG Year 1 Unit 4 celebration of Ancient Rome.

Then we do a worksheet for each chapter. This does a terrific job of reviewing every concept taught in the chapter. Every other chapter has a test.
I have my own copies of the textbook, notebook, worksheets and tests. I do my own work and I follow along with dd.

LRTEG is so well laid out, that if we ever forget how to use a part of speech in the Latin, we can easily look it up in the table of contents from our textbooks.
Here is my Latin, all spread out. DD has everything memorized so she doesn't need to spread out! LOL I have the answer key to my left, the textbook in front of me and the vocabulary cards to my right. I'd do this a couple of times a week, while I am popping up and down doing other things like cleaning house, helping the dc, answering e-mails, etc.
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• May. 6, 2008 - Why Latin?
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My friend, Pam, has requested some information on our Latin studies. Four years ago I never dreamed that something like this would happen. I never expected to learn Latin much less tell anyone else about it. I knew homeschoolers who actually studied Latin, but I never understood why. Then I started learning about the benefits of classical education and I was sold! My 15yod began her Latin studies 2 years ago. I’ve been studying to keep up with her and I am convinced that Latin, indeed, has many benefits, including preparing a student for the SAT exam and even impacting our world. Here are some of the reasons why.
Latin study increases vocabulary skills. Because much of our language is derived from Latin, it makes sense to study our roots. After all, the ancient Romans did conquer the known world, including the European continent and the British Isles. They left more than architectural monuments that can be visited today; they also left behind their language which seeped into the cultures they left behind. From simply knowing one Latin root, such as nauta, nautae meaning sailor…a host of other words can easily be understood like nautical, aeronautics, nautical mile, and nautilus. Obviously this is a big help with SAT study preparations!
Since Latin has pervaded many languages from ancient times, the study of Latin enhances other foreign language studies. Recently we read a literature book about the French voyageurs in Canada. Despite the numerous French words in the book, dd and I were able to understand some of the words merely from our Latin studies. We are surrounded by much Spanish influence in our city. Without any previous Spanish studies, dd correctly translates some of the Spanish vocabulary because of her Latin knowledge. Even my previous Spanish studies have been clarified by Latin.
Logic skills are also enhanced while studying Latin. Because there can be more than one correct answer when doing translations, one must analyze the sentence to see if the chosen translation is clear or if there is ambiguity. Latin is like a verbal puzzle, moving the pieces around until there is clarity. Through much practice in Latin, my dd now understands the importance in applying this to her papers. She is learning how to scrutinize the word order in her sentences to find the best meaning which she is trying to articulate.
English verb tenses that we have chanted for years in our English grammar books have given us pause in Latin. We have had to carefully analyze their precise function before doing translations. Little studied concepts like indirect objects and passive verb tense are magnified in Latin usage. It wasn’t until our recent study of passive verb tenses that I finally understood how to strengthen verbs in writing assignments. My dd now has clear understanding of passive verbs versus strong verbs and is learning to apply this. In her weekly papers I am challenging her to replace unnecessary passive verbs with strong verbs and she has been delighted with the results. Language comes alive when lifted from a workbook page and applied to writing skills. Latin has been the bridge to make this connection easier for us.
Of course one could simply learn English grammar by listening and speaking the language itself. After all, that is how toddlers first learn their language. Like looking through a window and viewing the wonders of the outdoors, English grammar is practically learned through experience. Discovering and interacting with a living language gleans as much wonder and joy as in sitting on a window seat and observing clouds drifting through a summer sky, lightening flashing from a storm cloud and leaves rustling in a tree.
The next level of learning grammar is with an actual curriculum, learning parts of speech and their proper use and order in a sentence. Training our use of words to have strength and power, one can engage more effectively in communicating with the world. This could be likened to lenses that allow us to see things from afar. Powerful lenses such as field glasses allow one to see the precise coloring of a bird in the distance and amazing rock formations in glacial valleys viewed from across a gorge. Further studies in formal grammar continue to solidify the power of language to more effectively communicate difficult ideas in the same way telescopes allow us to see distant planets and stars in the night sky. One of our Founding Fathers, Benjamin Franklin had little formal schooling. Apprenticed as a printer, he became skilled with his hands by using a trade. Yet, a deep desire for learning drove him to study on his own. "I fell far short in elegance of expression…I…thence grew more attentive to the manner in writing, and determined to endeavor at improvement." (From The Autobiography of Benjamin Franklin) We remember him today with a smile as we recall his experience with lightening, wise and witty sayings, and his contributions to society and our country. He encouraged the signers of the Declaration of Independence when they committed treason in signing the document by declaring, "We must all hang together, or most assuredly we shall all hang separately."

Studying Latin fine tunes the study of English grammar. Like using a microscope that proves the existence of microbes, germs, and the amazing complexity of the human cell, so Latin scrutinizes concepts easily taken for granted in a familiar language. Understanding subtle nuances of word choice, part of speech and verb tense allows us to strike a chord in the human breast when conveying matters of importance. Many of our Founding Fathers, such as Thomas Jefferson and Patrick Henry, used their Latin and other classical studies to influence the world and shape a nation historically unique from any other. They are remembered today for their understanding, power, clarity, and eloquence. In fact, Thomas Jefferson himself, as a 17 year old law student was spell bound, along with other members of the Virginia House of Burgesses in 1765, when Patrick Henry condemned King George for his treatment of the colonies. Ablaze with passion, Patrick Henry challenged the House, "If this be treason, make the most of it."

Jefferson later described Henry’s speech as "torrents of sublime eloquence" which he had "never heard from any other man."

As microscopes have proven new worlds in drops of pond water and onion root stems, so has Latin proven the rhetorical skills of famed speakers of the past who helped to form a new nation.
Our Founding Fathers were used by God to form a nation. How does God plan to use my children? We live in turbulent times. As citizens of our country, we are free to speak about a Christian Worldview everywhere we go, from our government to our neighbors. Yet how much weight do our words carry? Are we capable of speaking clearly? I think this is the benefit of Latin. While impacting general knowledge, and improving SAT exam scores, most practically, it allows us to be prepared to be used by God in the situations He has placed us.
Read more about the benefit of Latin.
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