Well-Ordered Language Level 1A Teacher’s Edition
Children are naturally curious, and will find and collect such things as sticks, rocks, flowers, leaves, and fruit, arranging them, naming them, and making things out of them. They will even gather creatures such as butterflies and bugs with interest and delight.
What if the study of grammar could harness a child’s natural curiosity? What if it could be a source of delight to children? The Well-Ordered Language curriculum presents the study of language in a way that appeals to a child’s inborn curiosity and desire to collect,
gather, and order. The curriculum presents grammar in a clear, orderly way, while simultaneously seeking to cultivate a child’s wonder of language by presenting instruction in the context of narrative and language, attractive illustrations, and samples taken from classic children’s literature and poetry.
Students will not merely be able to identify the parts of a sentence, but also will understand 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.
The curriculum is designed for teachers and students to actively engage with each other and with the grammatical concepts in each
lesson, using language skills—reading, writing, speaking, and listening—along with physical movement, songs, and chants. Through Well-Ordered Language’s unique, creative, and orderly method of analyzing the grammatical functions of the parts of speech, students will find the mastery of grammar achievable, meaningful, and delightful.
Note: There will be a total of four levels, each containing a Book A and Book B, and we will be releasing one level (two books) each year.
In addition to the full student text, the robust teacher’s edition includes:
- Pedagogical guidance and tips embedded in the text and collected in an appendix
- Extensive explanation of and guidance in Well-Ordered Language’s unique analytic approach to grammar
- Suggested activities and games for review
- Answers for all student exercises
- Suggested schedules for teaching Well-Ordered Language Level 1A
- Cathy Duffy Reviews
- The Old Schoolhouse Magazine
- Lextin Eclectic
- Creative Madness Mama
“This year we used Well-Ordered Language (WOL) for our 3rd- and 4th-grade classes, and next year we will add it to our 5th-grade curriculum. As an administrator, I had searched high and low for a curriculum that truly fit our mission as a classical Christian school, and I had begun to think that in order to truly serve our students well I would have to begin working on creating a curriculum from scratch. The WOL program has been a wonderful surprise and a great gift to our academy. For students, WOL provides plenty of explanation, practice, and memorization in a context full of beauty, whimsy, and worthwhile language. We love the fact that every example comes from great poetry or stories that echo what we are already studying. For teachers, WOL gives excellent guidance, classroom wisdom, and tools for assessment and enrichment. I was delighted to hear that CAP has added teacher training videos to their site, and I can’t wait to share them with my team. Thank you!” —Julie Dreher, Grammar School Head and 4th-grade teacher, Sequitur Classical Academy, Baton Rouge, LA
“Another reason I stopped by your booth was to see the new grammar curriculum—it’s enchanting! (I never thought I would use ‘grammar curriculum’ and ‘enchanting’ in the same sentence!!!) Just like the new Writing & Rhetoric program. Thank you for consistently producing materials that overflow with goodness, truth, and beauty!” —Julie E., homeschool mom
For placement recommendations and other questions, please see our FAQ page.
To learn more about why we chose the title Well-Ordered Language, read co-author Daniel Coupland’s blog post here.
Adapting Well-Ordered Language for Homeschool (blog post)
Author and educator Tammy Peters earned her BA in elementary education and a minor in English from the University of Wisconsin in 1982, and her MA in reading from Cardinal Stritch University in Milwaukee in 1987. During her teaching career, she taught at elementary, undergraduate, and graduate levels and also worked as a district reading specialist. She retired in 2013 from her position as lead mentor-teacher at Mars Hill Academy, a classical Christian school in Cincinnati, where she had taught since 2000. She and her husband live in Minneapolis, Minnesota, where Tammy continues to write and consult with schools.
Daniel B. Coupland, PhD
Dr. Daniel B. Coupland is a professor and chairman of the Education Department and dean of the faculty at Hillsdale College. He earned a BA in Spanish from Liberty University, an MA in linguistics from Oakland University, and a PhD in education from Michigan State University. He began his career in education as a high school teacher. At Hillsdale College, he teaches courses on English grammar and classic children’s literature. In 2013, Dr. Coupland was named Hillsdale College’s “Professor of the Year.” In 2016, he was a resident scholar at the C.S. Lewis Study Centre (The Kilns) in Oxford, UK. In 2017, Dr. Coupland received the Emily Daugherty Award for Teaching Excellence. His research focuses on classic children’s literature and English grammar instruction. Dr. Coupland served for six years on the board of directors for the Society for Classical Learning and is the former editor of the Society’s Journal. He also served as the associate editor for Arts and Liberty: A Journal on Liberal Arts and Liberal Education.
Grade Level: Grades 3-4
Course Length: Semester