Our required texts will be Lingua Latina I (Familia Romana) and its supplemental commentary and grammar Lingua Latina, A College Companion. A Latin-English dictionary is required (the New College Latin-English Dictionary is in the campus bookstore, but any good dictionary will do). A systematic Latin grammar is recommended (the introductory Cambridge Student's Latin Grammar is quite good). For students lacking a strong foundation in English grammar, English Grammar for Students of Latin is essential. It is available in the campus bookstore or on-line.
Full grammatical and vocabulary commentary for our text is provided on line. These sheets provide essential aid in understanding the text and the grammar involved. Please download and study them continuously:
1) Work through and translate for yourself the text in each chapter of our textbook and regularly read through earlier chapters for review.
2) Do all the exercises in each chapter in writing.
3) Memorize all new vocabulary in each chapter and review old vocabulary.
4) Review all new grammar and consult your grammar books for reinforcement whenever necessary.
5) Practice new morphology in connection with previously covered materials, especially in preparation for quizzes.
6) Prepare a list of questions to be asked in class if you have any problems, e.g. with translating or understanding grammatical constructions.
Michigan ELT is committed to supporting instructors and students with the latest research on teaching, classic books you know and love, and dynamic digital editions. From ebooks to companion websites and more, we offer a range of materials to help students succeed in an expanding digital learning environment.
You should be able to start with Level 3, which reviews the prior material. Level 4 will do the same. If you do those two levels, he will be ready for Grammar for the Well-Trained Mind in 7th grade, which many students do (some start in high school because their school did not teach grammar).
If he is highly averse to writing, you could go with Level 1 just to get a positive start, as Levels 1 & 2 are primarily oral (do not start with Level 2, it does not review Level 1 material). Most older students will go through these levels more quickly than usual, but there is no need to rush it. Mastery is the goal, and plenty of students are studying grammar in high school.
But the companion will clear up grammatical confusion and help you to be sure you are progressing well. Plus it has helpful supplements, such as a vocabulary list for each chapter and numerous sections on Roman culture.
Jeanne Neumann, the author of the companion, urges students to refer to it second, AFTER they have read a given chapter of Familia Romana. If you do this, then you still experience words and concepts for the first time in Latin.
LLPSI encourages thoughtful engagement with Latin grammar and gives students lots and lots of input. At the beginning of your learning journey, it can be hard to find Latin that is simple enough to read.
As I mentioned above, Familia Romana relies on marginal notes and pictures to help you understand new Latin vocabulary and grammar. Sometimes this works extremely well, but it can also require a bit of mental gymnastics.
Teaching story grammar is a technique for familiarizing students with the components of narrative story structure (e.g., setting, main characters, problem, and resolution) to help them understand stories and make predictions while reading. Visual symbols or manipulables that represent each story component are used as cues to facilitate initial learning and guide later narrative comprehension (e.g., Dymock, 2007). Students are often taught sentence structure (e.g., microstructure) in conjunction with story grammar (macrostructure) instruction.
A variety of computer-based technologies are available to promote independent and successful reading and writing by enabling individuals to accomplish tasks that were previously difficult for them to perform. These technologies include software programs that help improve phonological awareness, spelling, and decoding skills and facilitate vocabulary acquisition and spelling; convert text to speech (screen readers) and speech to text (voice recognition); predict words while writing; and help students plan, compose, and revise their written work.
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