Well, if ever there was an area where I felt that teaching interferes with learning, grammar seems to be one such area. And definitely also "short and long vowels."
dd speaks and writes correctly, no grammar problems. She has no concept of short vowels and long vowels. I have tried to explain this to her but she is not interested and doesn't remember them for more than a few minutes. I have to admit I also dont' see the point of it esp since she can already read. Maybe the school ppl think that it will help with spelling, but honestly I think that she would learn spelling faster and more easily just in the course of reading and writing. She doesn't "know" how to spell all the words typically on the list for 3rd graders but if she sees a mispelled word she can spot it right away and will either correct it herself or ask for help. I think this is as good a way to learn spelling as any.
However I have to show the county reviewer that we have done something in the way of grammar and spelling. I am planning to have a bunch of spelling tests to show in the folder but if the reviewer asks something specific about e.g. short and long vowels, I know we will come up short. Similarly if she is asked about parts of speech. Unlike long/short vowels I can see that it is useful to know this but I truly feel she will pick it up on her own later. Not sure if this is a satisfactory explanation for the reviewer. You would think they would be happy to see the mile-long list of fiction & nonfiction that she reads every semester, but in the past that hasn't been regarded as a substitute for showing "work" done in language arts - including reading, writing, spelling.
It is not as bad as it sound s- if I can come up with something that looks like what they want they are generally satisfied, but I have to meet them half way, can't just spout my own learning theories.
Any thoughts ....