Well-Ordered Language 3
- Scholarship Skills
- Course Materials
- About the Instructor
- About the Title
- Technical Requirements
CLICK HERE for the Well-Ordered Language Program Scope and Sequence
Well-Ordered Language Level 3 is the third part in a four-level series that presents grammar in a clear, orderly way, while simultaneously seeking to cultivate a child’s wonder of language with instruction in the context of narrative and language, attractive illustrations, and samples taken from classic children’s literature and poetry. The carefully crafted pedagogy of this series helps students learn the mechanics of grammar while they also see the power of language unfolding before them as they learn to gather and arrange words to express their thoughts clearly and accurately.
In this course, students will move beyond identification and begin understanding how words behave in a sentence. As students see the components of language (the parts of speech) unfold before them throughout the Well-Ordered Language series, they will be able to apply their knowledge, gathering and arranging words to express their thoughts clearly and accurately. In the first semester, students will be introduced to sensory linking verbs, indirect objects, interrogative pronouns, and relative (adjectival) clauses. In the second semester, students will review and strengthen skills already learned in previous levels while also being introduced to adverbial elements, adverbial clauses, reflexive pronouns, and verbals. For a closer look at the texts used in this course, please follow these links and click “Look Inside”: Level 3A and Level 3B.
Placement: Please read about our new process above.
- Students who have mastered the concepts presented in Well-Ordered Language Level 2 are well prepared for the content of Well Ordered Language Level 3.
- Students should also be comfortable reading fluently and independently writing sentences (legibly!) by hand.
- This course is geared toward rising 6th–7th graders. When considering whether this course is a good fit for your student, please keep in mind that in addition to readiness for the course content, students should be developmentally prepared to engage in a 6th- to 7th-grade corporate learning environment as well as the online classroom dynamic. If your student is outside of the target grade range, or if you have further questions about placement, please contact us.
For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.
- With Parent Support: Skills that most lower school students will need help with.
- Developing: Skills that the instructor will help develop and emphasize throughout the year.
- Mastered: Prerequisite skills that the instructor is expecting students to possess.
- With Parent Support
- Be able to manage Canvas assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Canvas notifications for the class, view class notifications when posted, etc.).
- Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
- Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
- Spelling at grade-level
- Be able to hand-write answers in complete sentences.
- Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
- Be able to mark, underline or highlight important words, definitions or concepts within a text being read.
- Be able to read to learn not merely learn to read.
- Be able to type paragraph essays (up to two pages).
- Be able to employ basic MLA formatting skills (i.e. 1-inch margins, double spacing, heading on paper).
- Be able to type short answers in complete sentences.
- Follow along with teacher-led note-taking and record notes during class.
- Follow along with teacher-led workbook completion and record answers during class.
- Be prepared to answer questions when called on in a group setting, during class.
- Be prepared to volunteer comments, answers and ideas in a group setting, during class.
*Required materials are not included in the purchase of the course.
Please note: The Well-Ordered Language Level 3 songs and chants will be provided to the students enrolled in this course at no charge.
Audrey Christensen holds a BA in English from the University of Alabama in Huntsville with a minor in Education and is currently pursuing an MA in Composition & Rhetoric from Shawnee State University. She loves teaching all things English—grammar and composition in particular—and has experience in the classical classroom as both a student and a teacher. Audrey’s strengths lie in helping students understand the mechanics behind effective grammar and strong composition. With experience as a writing tutor for 5 years and classical writing instructor for 2 years, she has a passion for helping students become confident writers.
Growing up in Appalachia gave her a love for storytelling and seeing the Lord’s glory in nature, making real-life connections with the good, true, and beautiful. Audrey enjoys being active, reading, spending time outside, traveling with her husband Jonathan, and being involved in her local church alongside her husband. The Christensens currently reside in Fort Worth, Texas. Reach out to Audrey at: email@example.com
The title of this series was inspired by a passage in a small book by Josef Pieper titled Abuse of Language—Abuse of Power. In the book, Pieper writes,
[T]he well-ordered human existence, including especially its social dimension, is essentially based on the well-ordered language employed. A well-ordered language here does not primarily mean its formal perfection, even though I agree . . . that every correctly placed comma is decisive. No, a language is well ordered when its words express reality with as little omission as possible.
Language is the means by which we make sense of reality. It is the medium by which we perceive truth. Therefore, a well-ordered language—one that best represents reality with as little distortion as possible—would provide the best access to truth. Language education, then, should be focused on developing as complete and accurate an understanding of language as possible.
While the pursuit of truth through language involves careful thinking (logic) and eloquent expression (rhetoric), the youngest students must first acquire a solid foundation in the structure and function of the language itself (grammar). Mirroring the well-ordered nature of language, effective educators employ an approach to language instruction that is itself well-ordered, structured, and disciplined. Critics of a well-organized and disciplined approach often confuse its form with the disposition of those who employ it. The disciplined approach to language study can be employed through intimidation and aggression, but it can just as easily be administered with love and compassion. The disciplined approach—often mischaracterized as “drill-and-kill”—actually respects the humanity of the student because it acknowledges that children learn differently than mature adults do.
For children to feast upon the rich cuisine of that which is good, true, and beautiful, they should first be shown how to taste, savor, and digest what they encounter. Without proper instruction that will cultivate their taste, students may turn from the “feast” in disgust, reject further sustenance, and perhaps never return. By acquiring a well-ordered language, students will also acquire that taste for language that will lead them to the great feast that awaits. To impart this taste is to avoid one of the greatest errors of modern educational theory, which is the assumption that children can learn without first acquiring those tools of learning that we call the language arts.
—Tammy Peters and Daniel Coupland, PhD, with Christopher Perrin, PhD
Josef Pieper, Abuse of Language—Abuse of Power (San Francisco: Ignatius Press, 1992), p. 36.
Computer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.
High-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.
Webcam: You may use an external webcam or one that is built in to the computer. Webcam Recommendations: Good (PC only) | Best (Mac and PC)
Headset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm
Zoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. To download Zoom:
- Visit zoom.us/download.
- Click to download the first option listed, Zoom Client for Meetings.
- Open and run the installer on your computer.
- In August, students will be provided with instructions and a link for joining their particular class.
Scanner: In this class, students frequently submit homework assignments by scanning pages from their workbooks. Students and/or their parents should have easy access to a scanner and the ability to use it.
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This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.