As we learn a new language, we adjust and extend our thinking from the structures we have learned while learning our first language. These involve, in the initial stages, big changes in pronunciation and in our understanding of the use of letters to represent sounds in words. The primary toolkits on this site show how these can be introduced and explained in the first few lessons - and in particular in the very first lesson, where colours illustrate most of the main changes, in a context that is self-evident.
To communicate using the new language, however, we need to know how to put our words together to make a sentence, and to understand sentences that we hear or read. This can be achieved by building up sentences based on personal experience and preferences, and gradually extending these to encompass as much of the scope of the language as a learner wishes, or is able, to know. This sentence construction uses grammar for communication, rather than as an end in itself.
The techniques in the toolkits, if possible supported by the teacher's own resources using Clicker, enable each child to learn to compose and understand sentences, without the illusions created by copying. The approach is very easy to use, and builds assessment into the teaching, so that there is no extra work for the teacher. Any system of assessment that does not focus on sentence construction is giving a false picture of a child's ability to understand and use the language. I'm happy to discuss this further.