fbpx

Well-Ordered Language 2

Enrollment and Placement

To help ensure that students enroll in the correct course levels, Scholé Academy requires many students to complete placement evaluations. Placement evaluations are only provided to students after the corresponding course registration has been completed. A placement assessment will be required in the following situations:

  • if the student falls outside of the stated age/grade range for the class.
  • if the student needs to demonstrate a certain level of skill and proficiency for the course.
  • if the student has completed prerequisite requirements somewhere other than Scholé Academy (e.g., at home or with another school). In this case, our instructors will need to verify that the student has adequately fulfilled the prerequisite requirements.
  • if a placement assessment has been recommended by a Scholé Academy instructor.

First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Parents are encouraged to connect with the Scholé Academy Principal and/or with the course instructor to make the best enrollment decision for their student.

Registration is not finalized until the student’s placement assessment has been returned by the course instructor with placement confirmation.

There is a $75 deposit built into the cost of each course.

  • Withdrawals requested before May 1 are granted a full refund, including the full $75 deposit.
  • On May 1 and before July 31 withdrawals are granted a full tuition refund less the $75 deposit.
  • On August 1 and before the drop/add deadline, withdrawals are granted a ½ tuition refund

View our full assessment policies and enrollment and withdrawal policies in the Student-Parent Handbook.

Well-Ordered Language Level 2 is the second 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.

This course will help students increase mastery of concepts introduced in Well-Ordered Language Level 1, beginning with sentence types and working through phrases, clauses and diagramming. Each section investigates a specific grammatical concept and provides examples and exercises to discuss and enjoy. Additionally, each chapter includes instruction on mechanics and grammar of writing: proper punctuation, correct word usage and common mistakes to avoid.

In the first semester, students continue the study of the four kinds of sentences (declarative, interrogatory, imperative, and exclamatory) and encounter principal elements, adverbs, adjectives, predicate verbs and direct objects, predicate nominatives, predicate adjectives, predicate review, and possessive nouns. In the second semester, students start sentence diagramming, and dive into prepositional phrases, compound elements, subject pronouns, object pronouns, possessive pronouns, interrogative pronouns, compound sentences, and relative pronouns and relative clauses. For a closer look at the texts used in this course, please follow these links and click “Look Inside”: Level 2A and Level 2B.

An important aspect of this course is analyzing sentences, which students regularly practice together and independently. This exercise helps students break sentences into parts and determine the importance and role of each element in the sentence.

This course includes beautiful poetry and exemplary literature to encourage and model excellence in writing. Students will regularly engage in discussions over select pieces and share their own writing with one another. In this way, they synthesize the grammatical mechanics they’re mastering with their growing virtues and ideas. The two components together help young writers express their thoughts coherently and properly, according to classical English grammar.

Grammar refers not only to how language works but also to the Classical idea that every study possesses certain “grammar” or building blocks. Mastering the grammar of the English language will enable students to powerfully and clearly communicate ideas as well as deeply appreciate beauty in superb literary examples. Such mastery begins with Well-Ordered Language.

Schedule: This course is designed with young learners’ brains in mind! The course meets 3 times per week for 45–60 minutes, affording adequate instructional time while keeping on-screen sessions to a healthy duration for our youngest learners.

Placement: Please read about our new process above.

  • The previous level, Well-Ordered Language Level 1, helped students to master the eight parts of speech, along with object pronouns, prepositional and adverbial phrases, compound subjects, compound verbs, and compound objects. Students who have mastered these concepts are well prepared for the content of Well Ordered Language Level 2.
  • Students should also be comfortable reading fluently and independently writing sentences (legibly!) by hand.
  • This course is geared toward rising 5th–6th 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 5th- to 6th-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.

 

Syllabi

Sections 1 and 3

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download [233.84 KB]

Section 2

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab

Download [116.78 KB]

Section 4

 

 

 

 

 

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.

Schoology

  • With Parent Support
    • 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.
  • Developing
    • 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.
    • Be able to manage Schoology assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Schoology notifications for the class, view class notifications when posted, etc.).

Writing

  • Developing
    • Spelling at grade-level
    • 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.).
  • Mastered
    • Be able to hand-write answers in complete sentences.

Reading

  • Mastered
    • Be able to read to learn not merely learn to read.

In-Class

  • Mastered
    • 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:

Please note: The Well-Ordered Language Level 2 songs and chants will be provided to the students enrolled in this course at no charge.

*Required materials are not included in the purchase of the course.

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.[1]

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

[1]Josef Pieper, Abuse of Language—Abuse of Power (San Francisco: Ignatius Press, 1992), p. 36.

Kara Lobley a homeschool alumna, began her journey into classical education as a freshman attending and eventually earning a history BA from Patrick Henry College in Purcellville, VA. Although initially uncertain as to the usefulness of discovering “the good, the true, and the beautiful” in everything, she finally realized that classical education’s emphasis on weeding truth out of lies is imperative in living a Christlike life in a fallen world. Kara began her journey working with children as a high schooler working at children’s theater camps and at her church’s Vacation Bible schools and later continued it by spending five years tutoring high schoolers in writing and a year in being a teaching assistant for preschoolers. She is excited to teach with Scholé Academy this year and looks forward to helping students discover “the good, the true, and the beautiful” in language and writing. klobley.scholeacademy@gmail.com

 

Anthea Shirk earned a BA in English Education from Cedarville University in 1996. Her love of teaching was ignited in Taiwan as she rubbed shoulders with missionary kids at Morrison Academy and learned to delight in the complexities of an international classroom. In her first full professional teaching role, Anthea taught English, speech and drama, and fitness to middle and upper school students in Alaska and Indiana. As a young mother, she discovered homeschooling and classical Christian education. She dug deep into the theories and practice of homeschool education, becoming a resource for others in their homeschool journey. Anthea continues to passionately pursue homeschooling, supporting homeschool parents, and encouraging children to see the beauty of language. She uses conversation and humor to cultivate a love of writing in her students.

Anthea lives on the Hawaiian island of Oahu with her husband and three children. Her favorite books usually contain dragons and everyday heroes, but she wishes she could read them in Latin. You might find her reading on the beach when she isn’t reading aloud to her children or serving at Honolulu Speech and Debate Club. ashirk.scholeacademy@gmail.com

 

Sarah Williams brings a lifelong love of learning into her vocation as a teacher, having been formed by her own classical Christian education and her years teaching Latin and Humanities to students of all ages in the beautiful Blue Ridge Mountains of Roanoke, Virginia. After graduating from Gardner-Webb University with a B.A. in Biblical Studies and a minor in Philosophy and Ethics, she joined the faculty of Faith Christian School, where she met and married her husband and fellow teacher, Stephen. When not conjugating verbs or formulating syllogisms, Sarah greatly enjoys experimenting in the kitchen with the latest Half-Baked Harvest recipe and exploring the sacramental realities underlying the worlds of food and hospitality. As Stephen now pursues his pastoral calling at Beeson Divinity School in Birmingham, Alabama, Sarah delights to sow seeds of joy for God’s works and world in her students through Scholé’s vision of restful learning. swilliams.scholeacademy@gmail.com

Red checkmarkComputer: 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.

Red checkmarkHigh-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.

Red checkmarkWebcam: You may use an external webcam or one that is built in to the computer. Webcam Recommendations: Good (PC only) | Best (Mac and PC)

Red checkmarkHeadset: 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

Red checkmarkZoom: 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. unnamed-e1455142229376 To download Zoom:

  1. Visit zoom.us/download.
  2. Click to download the first option listed, Zoom Client for Meetings.
  3. Open and run the installer on your computer.
  4. In August, students will be provided with instructions and a link for joining their particular class.

Red checkmarkScanner: 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.

Z

Step 1

Z

Step 2

Z

Step 3

Z

Step 4

Explore our courses!

First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Registration is finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.

 

All Courses | By Subject | By Grade

Read the Student-Parent Handbook.

Please take careful note of our teaching philosophy, our technology requirements, our school policies, the parent agreement, and the distinctions between our grade levels.

Double-check the course section dates and times.

Make sure they don't conflict with other activities in your schedule or other courses you are purchasing. Our system will not catch double-bookings!

You're ready to add course selections to your cart!

Our Assistant to the Principal will be in touch with you after your enrollment to help you with next steps, including any placement evaluations that may be required for your course selections.

This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.

Want to hear about our upcoming courses?

Join our email list to receive the latest news from Scholé Academy.

You have Successfully Subscribed!