Well-Ordered Language 3
Term: Yearlong 2020–21, September 8–May 28
Target Grade Levels: Grades 6–7 (see placement details below)
Schedule: 2x / week, 60–75 min.
M/Th 3:30 p.m. ET with Kristie Stoddard (Section Full: Join Waiting List)
Section 2: M/W 2:00 p.m. ET with Emily Brigham
New Placement Process: Click to Read
- 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.
- If a placement evaluation has not been administered, withdrawals requested before May 1 are granted a full refund, including the full $75 deposit.
- If a placement evaluation has been administered, withdrawals requested before May 1 are granted part of their $75 refund: $35 will be paid to the instructor for the placement evaluation, and the remaining $40 of the original deposit will be refunded.
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.
Syllabus: View course syllabus here.
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.
*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.
Kristie Stoddard holds an MEd in history from American College of Education and a BS in government from Evangel University. Born into a military family and spending her early childhood and teenage years living in Germany, Kristie has traveled extensively and served on mission projects all across Europe and Africa. Currently, she travels regularly to Northern Italy in partnership with her home church to assist church-planting missionaries. Teaching has been one of Kristie’s passions for over 20 years, beginning with a love of learning for personal enrichment. She taught adult basic education in New Mexico, then went on to homeschool her 6 children—3 of whom have gone on to higher education—and has taught in a formal classroom setting for 12 years. In addition to studying and teaching Latin, history, and the liberal arts, classical educational is one of Kristie’s central passions, believing that classical education, enlivened by a Christian worldview, can help “repair the ruin of our first parents” (Milton). When not teaching, traveling, and spending time with family, Kristie enjoys reading, trail running, and gardening. She looks forward to cultivating a vibrant learning environment in which the subject matter comes to life for students in fresh and meaningful ways that train their minds to think, perceive wisdom, pursue virtue, and proclaim truth. email@example.com
Emily Brigham holds a BA in Primary Education from the University of North Florida. She was homeschooled through high school in the classical tradition, and previously taught the elementary grades in a Waldorf-inspired public charter school. Her classical upbringing instilled in her what Plato called an “affinity for the good” in academics, art, and virtue, while her Waldorf training inspired an appreciation of the unique nature of the child. She now seeks to cultivate those whole-child pedagogical approaches in the classical, liturgical tradition, to awaken in her own students that “”affinity for the good.””
Emily lives in Jacksonville, Florida. Her avocations include bringing classical, sacred, and old-time music to churches, front porches, and street corners, and coaxing as many flowers as possible into her garden. These, and a trip to the mountains, are where she loves to find the glimpses of God’s goodness in these sacred ordinary days. firstname.lastname@example.org
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.
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.
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.
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