Daily Grammar Practice

Text complexity increases appropriately across levels, with upper grades using sophisticated literary sentences.

Sentences become 'lengthier and more complex' at higher levels, with advanced editions offering 'more challenging work' using 'sophisticated language' from literature.

The curriculum employs excellent retrieval practice through daily review and application of previously learned concepts within new sentence contexts.

The program 'continually practicing and applying what they have already learned helps students to truly master grammar' through daily activities and incremental concept introduction.

The curriculum includes minimal writing instruction, with students writing one original sentence on Fridays that mirrors the week's grammatical patterns.

Friday activities require students to 'write their own sentence that contains specific parts of speech and is the same type of sentence as the sentence used for the rest of the week's lessons.'

The curriculum uses individual sentences rather than whole books or excerpts, with upper levels drawing sentences from literary works but not reading complete texts.

Levels 1-4 use author-written sentences, while levels 5-12 use sentences from literary works. Students work with one sentence per week through different daily activities.

The curriculum focuses primarily on grammatical knowledge rather than building broad domain knowledge across subjects like history, science, or literature.

The program is designed specifically for grammar instruction with teaching points focused on grammatical concepts, parts of speech, and sentence structure rather than content knowledge.

The curriculum provides teacher guides with explanations but limited professional development, expecting teachers to already possess strong grammatical knowledge.

Teacher guides include Help Pages and explanations, but authors recommend teachers study these materials beforehand and practice exercises themselves. DGP Academy videos provide additional teaching support.

The curriculum requires direct instruction from teachers but provides limited guidance on how to teach concepts, expecting teachers to have strong grammatical knowledge.

Teaching points tell teachers what to teach but not how to teach it. Authors stress that teachers 'must know grammar well to teach it well' and recommend teacher practice before instruction.

Vocabulary development is not a primary focus, though students encounter sophisticated vocabulary in literary sentences at upper levels.

Upper levels use sentences from literature with 'more sophisticated language,' but there's no explicit vocabulary instruction mentioned in the curriculum structure.

The curriculum does not include phonics instruction, as it focuses exclusively on grammar and syntax analysis.

No mention of phonics, letter-sound relationships, or decoding instruction in the program description or review evidence.