To Phil's "scope" list below, I'd like to add the following:

g. Constituent structure at the phrasal and clausal level (that is, 
more detail on "sentence/clause types")
h. Role of grammar in creating coherent texts
i.  Relation of grammar to meaning and style
j. Variation in language: social, regional, stylistic (registers)

1.  What to teach (scope)
   a.  parts of speech
   b.  sentence roles
   c.  sentence / clause types
   d.  punctuation
   e.  spelling
   f.  tense, aspect, mood, and voice

I don't know about other states, but California already has a thorough 
spelling program for all grades. The early grades instruct in phonemic 
awareness and phonics, and later grades concentrate on variation in 
root/affix spellings and frequently-misspelled words. This is handled 
separately from the grammar component of the whole language arts 
program.

Dr. Johanna Rubba, Associate Professor, Linguistics
Linguistics Minor Advisor
English Department
California Polytechnic State University, San Luis Obispo
E-mail: [log in to unmask]
Tel.: 805.756.2184
Dept. Ofc. Tel.: 805.756.2596
Dept. Fax: 805.756.6374
URL: http://www.cla.calpoly.edu/~jrubba

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