mct la curriculum elementary guide · 2019-10-24 · elementary curriculum guide this...
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Elementary Curriculum
Guide
Michael Clay Thompson Language Arts Curriculum
Elementary Curriculum Guide
This implementation guide applies to the elementary tier of the MCT curriculum.
This includes the first four levels, for children in grades 3 and up to grades 6 and up:
the Island Level, the Town Level, the Voyage Level, and the Classic Literature Level.
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Michael Clay Thompson Language Arts Curriculum
All MCT language arts texts are based on the belief that children need challenging,
classical academics and that academics are inherently exciting.
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3
Grammar Vocabulary Writing Poetics PracticeLiterature Trilogies
Level 1 Grammar Island
Building Language
Sentence Island
Music of the Hemispheres
Practice Island
Mud
Level 2 Grammar Town
Caesar’s English I
Paragraph Town
Building Poems
Practice Town
Alice, Peter, and Mole
Level 3 Grammar Voyage
Caesar’s English II
Essay Voyage
A World of Poetry
Practice Voyage
Search
Level 4 Grammar of Literature
Vocabulary of Literature
Writing of Literature
Poetry of Literature
4Practice for Literature
Time /Stevenson
4
Grammar Vocabulary Writing Poetics Practice Literature Trilogies
Level 1
Level 2
Level 3
Level 4
What are the principles of a powerful academic program
of language arts?
How do the MCT texts fit together?
What is the sequence of instruction?
5
For teachers, school systems, and homeschool parents
who wish to implement an MCT-based program, here are some fundamental principles and strategies.
They can be modified for optimum fit.
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Start with Grammar
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Academic writing depends upon a prior knowledge of grammar concepts and standards.
Punctuation rules are grammar-intensive.
Vocabulary usage instruction depends upon a comprehension of the parts of speech.
8
All MCT texts use the MCT four-level analysis strategy for comprehensive grammar instruction.
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Grammar is the foundation for p u n c t u a t i o n , w r i t i n g , a n d v o c a b u l a r y u s a g e . U s e t h e grammar book in the first quarter, and follow up with application and the practice book throughout the year. Use the language of grammar c o n t i n u o u s l y i n d i s c u s s i n g vocabulary usage, punctuation, and writing.
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August
September
October
November
December
January
February
March
April
May
Four-LevelGrammar
Revie
w an
d Ap
plica
tion
Parts of SpeechParts of SentencePhrasesClauses
Latin-Based English Vocabulary
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Once the grammar instruction has taken hold, you can begin to work in the vocabulary text.
The elementary texts are designed so as not to overwhelm the curriculum.
They can be completed either in the second quarter or distributed over quarters two through four.
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Once students know the parts of speech, begin the vocabulary book.
Discuss the parts of speech of the vocabulary words.
The vocabulary texts contain classic words so that students will benefit from learning the vocabulary before they read the classic novels.
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August
September
October
November
December
January
February
March
April
May
Four-LevelGrammar
Latin
-Bas
ed V
ocab
ulary
Continuous Four-Level Practice
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The grammar text can be extensively supplemented
by the practice text, which provides 100 four-level sentences
(three per week for a year) for continuous reinforcement.
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Each page gives a four-level analysis p r o b l e m . T h e p r o b l e m s a r e organized into four 25-page sections, each section focusing on one of the four levels of grammar. Study in sequence, or pick and choose.
The practice books also reinforce the vocabulary of the companion vocabulary book.
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August
September
October
November
December
January
February
March
April
May
Four-LevelGrammar
Latin
-Bas
ed V
ocab
ulary
The practice books are designed to be used flexibly, after the grammar book is completed.
Four
-Lev
el Pr
actic
e
The four-level analyses in the practice series combine and reinforce the grammar
and vocabulary contents.
Each sentence contains words or stems from the vocabulary series.
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Sentence 3
Academic Writing
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Formal, standard, academic writing is the essential genre of writing
for all students who intend to advance through challenging high school classes
and on to college.
College papers are rarely submitted as journal entries or as short stories.
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The elementary writing series provides a sequenced, classical instruction:
first, the sentence; second, the paragraph; and third, the essay.
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The elementary texts use the power of graphics to present accelerated instruction in a creative context
of pictures and characters that children love.
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Following the grammar foundation established by Grammar Island, Sentence Island emphasizes
the two sides of the sentence, action versus linking verbs,
subject/verb agreement, placement of words and
phrases, a complete thought, and sounds in sentences.
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Paragraph Town follows Grammar Town and provides a review of sentence grammar,
an exploration of structure, clarity in paragraphs, kinds of paragraphs, the order of paragraphs,
and sounds in paragraphs.
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Essay Voyage follows Grammar Voyage. It provides a review of sentence grammar
and paragraph elements, followed by a rigorous array of the properties of academic essays.
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Every chapter of Essay Voyage examines a key writing concept, and every chapter also reinforces that concept at every language level : the word, sentence, punctuation, paragraph, and essay structure. Every chapter also contains short passages of famous paragraphs and essays that students read to become accustomed to classic academic writing. This highly structured program is framed in a story that takes students around the world.
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These sections reinforce words and Latin stems from Caesar’s English II.
The Writing of Literature follows The Grammar of Literature.
It provides a review of sentence grammar, paragraph elements, and
the properties of academic essays.
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The positive stories and characters of the writing books cast life and value on the rigorous academic writing knowledge, showing that writing mechanics are not just tedious, difficult, and cognitive but learnable and meaningful.
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August
September
October
November
December
January
February
March
April
May
Four-LevelGrammar
Latin
-Bas
ed V
ocab
ulary
Writ
ing In
stru
ctio
n
The writing book should not be taught until the grammar book has been completed. Lessons from the writing book can be alternated with lessons from the vocabulary and practice books.
Continuous, Rigorous Literature
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One or two classics per year are not sufficient to change students’ reading comprehension.
Low-vocabulary books or dumbed-down books do not create growth in comprehension.
A rigorous program of classical reading is required. Students need choice on some titles.
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Students should be reading every month of every year.
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The in-class titles are great books that are assigned and that are evaluated with quizzes and essay tests. The students should find most of the assigned classics challenging.
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August
September
October
November
December
January
February
March
April
May
Four-LevelGrammar
Latin
-Bas
ed V
ocab
ulary
Writ
ing In
stru
ctio
n
book
book
book
book
book
book
book
book
in class
Students should read an extensive list of classic works that are the common experience of educated individuals in the world.
The outside classics are designed to double the reading quantity and to give students a reader’s—rather than a student’s—experience. They are therefore best evaluated with amiable conversations—book talks.
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August
September
October
November
December
January
February
March
April
May
Four-LevelGrammar
Latin
-Bas
ed V
ocab
ulary
Writ
ing In
stru
ctio
n
book
book
book
book
book
book
book
book
in class
book
book
book
book
book
book
book
book
outside
We tend to assign everything, but students need choice. The outside classics are chosen by each student with guidance.
Serious Poetics
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Poetic devices are common in the great prose of many classic novels.
Poetic devices are also an important element of all outstanding writing.
These elements are not learned from prose; they are
learned from a serious study of poetry and poetics.
Poetry is an academic training ground for great reading and great writing.
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The poetry texts can be inserted into the curriculum flexibly,
keeping in mind that students’ writing will benefit from an awareness of the sounds of words.
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The poetry book can be woven into t h e a s s i g n m e n t m a t r i x a s i s convenient, with the understanding that student writing will benefit from an alert sense of sound.
Poetry is crucial core content because it is the training ground not only for itself but for advanced prose, and therefore for advanced reading and writing.
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August
September
October
November
December
January
February
March
April
May
Four-LevelGrammar
Latin
-Bas
ed V
ocab
ulary
Writ
ing In
stru
ctio
n
book
book
book
book
book
book
book
book
in class
book
book
book
book
book
book
book
book
outside
Poet
ry an
d Po
etics
Review
38
August
September
October
November
December
January
February
March
April
May
Start with grammar.
39
August
September
October
November
December
January
February
March
April
May
Four-LevelGrammar
Parts of SpeechParts of SentencePhrasesClauses
Once students know the parts of speech,
begin the vocabulary book.
40
August
September
October
November
December
January
February
March
April
May
Four-LevelGrammar
Latin
-Bas
ed V
ocab
ulary
Use the practice book flexibly after the grammar book is completed.
41
August
September
October
November
December
January
February
March
April
May
Four-LevelGrammar
Latin
-Bas
ed V
ocab
ulary
Four
-Lev
el Pr
actic
e
Begin the writing book when the grammar book has been completed.
Lessons from the writing book can be alternated with lessons
from the vocabulary and practice books.
42
August
September
October
November
December
January
February
March
April
May
Four-LevelGrammar
Latin
-Bas
ed V
ocab
ulary
Writ
ing In
stru
ctio
n
In class, have students read an extensive list of classic works
throughout the year.
43
August
September
October
November
December
January
February
March
April
May
Four-LevelGrammar
Latin
-Bas
ed V
ocab
ulary
Writ
ing In
stru
ctio
n
book
book
book
book
book
book
book
book
in class
Outside of class, students should read classic works
of their choice.
44
August
September
October
November
December
January
February
March
April
May
Four-LevelGrammar
Latin
-Bas
ed V
ocab
ulary
Writ
ing In
stru
ctio
n
book
book
book
book
book
book
book
book
in class
book
book
book
book
book
book
book
book
outside
Weave the poetry book into the assignment matrix
to teach students the importance of sound.
45
August
September
October
November
December
January
February
March
April
May
Four-LevelGrammar
Latin
-Bas
ed V
ocab
ulary
Writ
ing In
stru
ctio
n
book
book
book
book
book
book
book
book
in class
book
book
book
book
book
book
book
book
outside
Poet
ry an
d Po
etics
46
Summary
Grammar
Latin-Based Vocabulary
Academic Writing
Rigorous Literature
Poetics
47
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