This article discusses grammar and its place in elementary English teaching. The article's eight sections are as follows: (1) Some People Expect a Lot of Grammar; (2) Standard and Non-Standard; (3) How Do Children Learn Grammar? (4) What Can the Teacher Do? (5) What Should We Tell the Children? (6) Grammar and the Organization of Meaning in Text; (7) Grammar in Familiar Teaching Strategies (writing in terms of modeling, joint construction, and conferencing reading in terms of shared book, cloze passages, and preparation for reading factual texts, and further activities, e.g., paragraphing, sentence components, and word study); and (8) The Last Word? (a caveat against taking this issue of PEN as the "last word" on grammar in primary English teaching). The issue advocates that grammar not be taught to school children as if it were separate from writing and other uses of language. It also suggests that any grammatical knowledge learned will only have value and relevance if the students are also developing as competent writers and speakers through all the rich variety of experiences that can be provided throughout elementary school and beyond. (SR)