THEE E MMAASSTTERR’’SS TTUUDDYY Readiness … · TMS Policy and Procedure Academic Policy – Lower School – Excerpts: Readiness Document updated 12/27/2014 opyright The Master’s

TMS Policy and Procedure

Academic Policy – Lower School – Excerpts: Readiness Document updated 12/27/2014

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TTHHEE MMAASSTTEERR’’SS SSTTUUDDYY Readiness Guidelines - Kindergarten

Readiness – Kindergarten

The Master’s Study asks that all applicant families carefully and prayerfully consider the placement of their new student into any kindergarten program. While there is no perfect formula to determine when your child is truly ready, the following list will give you an idea of the necessary skills a child should have mastered in order to receive the greatest benefit from kindergarten in The Master’s Study. The Master’s Study recommends the student be age 5 by the 1st of July. Remember, age is only one factor to consider. There are additional elements that need to be considered, including emotional development, personality, energy and stamina, and each child’s personality. Keep in mind that young children change so fast. If they can't do something this week, they may be able to do it a few weeks later! Even if a check box is not completed today, carefully evaluate the forward motion of your student. If you see progress in that direction, then you are on the right track.

Social & Emotional Development

a. Listen to stories without interrupting b. Follow 2-step directions c. Pay attention for short periods of time to adult-directed tasks d. Dress themselves (button, zip, and snap with minimal help) e. Approach learning enthusiastically/eager to explore and discover f. Uses words instead of being physical when angry g. Initiate and sustain appropriate play with other children h. Begin to share with others and understand taking turns i. Separate from parents for extended period of time without being upset j. Can work independently on a given task k. Concentrate quietly on an assigned task for at least 10 min. (e.g. cleaning up room) l. Take care of toilet needs independently (including washing hands) m. Get Coat on and off and hang it up n. Comply with rules, limits, and routines/ Able to recognize authority

Motor Skill (Fine and Gross)

a. Hold scissors correctly b. Hold a pencil, crayon, or marker properly c. Put together a 10-12 piece puzzle independently d. Ride a tricycle




e. Run, jump, and skip f. Walk backward g. Walks up and down stairs h. Bounce and Catch a ball i. Using a pencil, can trace and draw a straight line, with control

Language

a. Speak in complete sentences of 5-8 words b. Sing and/or recite nursery rhymes c. Enjoy having books read to him/her d. Ask questions about things around him/her e. Verbally and appropriately respond to a topic f. Express her/his ideas so others can understand her/him g. Can tell a story about a past event h. Recognize rhyming sounds i. Hold a book and turn pages one at a time j. Retell a story after listening to it and/or answer simple questions about the story

Academic

a. Identify most alphabet letters b. Knows some of the letter sounds c. Count to 10 d. Correctly count at least 5 objects e. Attempt to print own first name f. Recognize and identify 5 colors g. Understand concepts such as on/off; front/back; in/out; under/on etc. h. Know his/her body parts (head, shoulders, knees, etc.) i. Participate in art/music activities j. Identify own first name in writing k. Recognize shape ()

Personal

a. Knows his/her full name b. Knows how old he/she is c. Knows his/her address and telephone # d. Knows his/her mother’s and father’s first names




TTHHEE MMAASSTTEERR’’SS SSTTUUDDYY Readiness Guidelines – Upper Grammar School

Upper Grammar 4

As parents begin to prepare their Lower Grammar School student for Upper Grammar, the following guidelines should be considered. While there is no perfect formula to determine your student’s potential for success in the Upper Grammar School, the following list will give you an idea of the necessary skills a child should have or be in the process of mastering in order to receive the greatest benefit at The Master’s Study. This list is not intended to be a checklist to determine eligibility, but rather a preparedness yardstick for the parent/teacher at home to use within in the home school setting.

Reading

Reading literature aimed at 9-12 year olds a. TMS suggests having students read aloud periodically to assess a student’s reading

level & comprehension b. Examples

i. “Ramona” and “Henry Huggins” books by Beverly Cleary ii. The Boxcar Children series by Gertrude Warner

iii. “Stuart Little”, “Charlotte’s Web” & other like titles by E. B. White iv. “The Cricket in Times Square” & other like titles by George Selden v. Little House on the Prairie series by Laura Ingalls Wilder

c. should be able to read uninterrupted 30 minutes per day. d. Is accustomed to reading from varying sources

i. books (fiction and non-fiction) & text books ii. Magazines & newspapers

iii. on-line sources (when directed by parent/teacher) e. Can use self-induced strategies to determine the meaning of a word when unknown

yet presented in context in a reading text. This includes recognition of words with multiple meanings, antonyms, synonyms, homonyms, and root words

f. Can read and make predictions. g. Can recognize main idea and corresponding supporting ideas in a paragraph,

chapter, and work in it’s entirety h. Can, with some prompting, identify plot, setting, characters, and type of genre i. Can read and organize information for a variety of purposes including, but not

limited to: i. orally retell or recount what has been read

ii. gathering information iii. preparing for examination (written test, oral review)




iv. performing a task j. Can identify and sequence events in a work after reading

i. In doing so, student can recognize cause and effect k. Is beginning to recognize and understand fact versus opinion and comparison &

contrast. l. Can read for content and comprehension then answer a question in a complete

sentence.

Writing

Can write a solid paragraph with lead sentence, supporting sentences and conclusion in standard paragraph form

Should recognize and correctly use basic parts of speech a. subject & verb with agreement b. noun, pronoun, adjective, verb, adverb, objects, prepositions.

Presents writing using appropriate conventions of… a. capitalization (capitalization within composition, in quotations, and titles) b. punctuation (use of periods, commas, apostrophes in contractions & as notation of

possession)

Is familiar (but may not have yet mastered) graphic organizers, story webs or maps, brainstorming and other techniques which are part of a pre-writing process

Speaking & Listening

Can speak fluently and audibly with appropriate volume, gestures and eye contact

Uses age appropriate vocabulary

Can organize ideas for oral presentation

Participates willingly and appropriately in guided group discussion

Study Skills

Student has the ability to copy information down from another source: a chalkboard, a book, an overhead, etc.

Student can organize words alphabetically.

Student understands the use of a Table of Contents and Index

Student can use the dictionary and/or encyclopedia well.

Student knows how to organize his/her folder or notebook as directed (i.e. homework in one pocket/ completed work in another pocket)




Upper Grammar 5

As parents prepare their students for Upper Grammar 6, the following guidelines should be considered. The following list will give you an idea of the necessary skills a child should have or be in the process of mastering in order to receive the greatest benefit at The Master’s Study. This list is not intended to be a checklist to determine eligibility, but rather a preparedness yardstick for the parent/teacher at home to use within in the home school setting.

Reading


level & comprehension. Examples i. “Island of the Blue Dolphins” and “The Black Pearl”, books by Scott

O’Dell ii. The Chronicles of Narnia (any title) by C.S. Lewis

iii. “Brighty of the Grand Canyon”, “Misty of Chincoteague” & other like titles by Marguerite Henry

iv. The Classic Starts series by varying authors (introduces literary classics) v. Consider any of the titles on the assigned TMS booklist for the upcoming

year

Students should be able to read uninterrupted 30-45 minutes per day.

Students should be able to read and comprehend a book that is more informative/academic in nature, in addition to leisure reading.

Students should be able and willing to read a book that is a bit beyond his comfortable reading level.

Can use self-induced strategies to determine the meaning of a word when unknown yet presented in context in a reading text.

a. This includes recognition of words with multiple meanings, antonyms, synonyms, homonyms, and root words.

b. Can read and make predictions. c. Can recognize main idea and corresponding supporting ideas in a paragraph,

chapter, and work in its entirety d. Can, with some prompting, identify plot, setting, characters, conflict, climax and

type of genre. e. Is beginning to recognize and understand fact versus opinion

Can read for content and comprehension then answer questions in complete sentences.




Writing

Can independently write a solid paragraph with topic sentence, supporting sentences and conclusion.

Without prompting, the student should be able to write the paragraph in standard format (indenting, correct punctuation, etc)

Evidence of this skill should be visible in basic forms of written communication, such as letter or note writing, journal writing, or paragraphs spawned from a “story starter”

Should recognize and correctly use basic parts of speech a. subject & verb with agreement b. noun, pronoun, adjective, verb, adverb, objects, prepositions. c. Evidence of this skill should be visible in basic forms of written communication, such

as letter or note write, journal writing, or paragraphs spawned from a “story starter”

Should be able to use a dictionary (print or online) to look up words that he/she cannot spell

correctly. a. Student should have basic proofreading skills to correct a first draft of his/her

Progym or other writing. (While not expected to catch all mistakes, he/she should recognize and correct some of them.)

b. Presents writing using appropriate conventions of capitalization and punctuation.

Speaking & Listening, Classroom Skills




Be able to discern what comments are on topic during a class discussion and be able to hold off-topic comments until an appropriate time.

Study Skills

Student has the ability to work independently for 20 minutes at a time



Student understands the use of a Table of Contents and Index.

Student can use the dictionary and thesaurus well.

Student knows how to organize his/her folder or notebook as directed (i.e. homework in one pocket/ completed work in another pocket).

Student is beginning to take responsibility for his or her own school supplies and assignments on a school day

Students should be working toward basic keyboard skills.




Upper Grammar 6

As parents prepare their students for Upper Grammar 6, the following guidelines should be considered. While there is no perfect formula to determine your student’s potential for success in the Upper Grammar School, the following list will give you an idea of the of the necessary skills a child should have or be in the process of mastering in order to receive the greatest benefit at The Master’s Study. This list is not intended to be a checklist to determine eligibility, but rather a preparedness yardstick for the parent/teacher at home to use within in the home school setting.

Reading


level & comprehension. Examples i. “Island of the Blue Dolphins” and “The Black Pearl”, books by Scott O’Dell

ii. “Treasure Island”, (any title) by Robert Lewis Stevenson iii. “Swiss Family Robinson” by Johann Wyss iv. “Call of the Wild” by Jack London v. The Classic Starts series by varying authors (introduces literary classics)

vi. Consider any of the titles on the assigned TMS booklist for the upcoming year

Students should be able to read uninterrupted 40-50 minutes per day.

Students should be able to read and comprehend a book that is more informative/academic in nature, in addition to leisure reading. This includes works such as biographies, journals, some primary-source documents, and non-fiction articles.

Students should be able and willing to read a book that is a bit beyond his comfortable reading level.

Student can use self-induced strategies to determine the meaning of a word when unknown yet presented in context in a reading text.

a. This includes recognition of words with multiple meanings, antonyms, synonyms, homonyms, and root words.

b. Can read and make predictions, recognize main idea and corresponding supporting ideas in a paragraph, chapter, and work in its entirety

c. Can, with some prompting, identify plot, setting, characters, conflict, climax and type of genre.

d. Is progressing in the ability to recognize and understand fact versus opinion

Student can read for content and comprehension then answer questions in complete sentences.




Writing

The student should be able to independently write a solid paragraph with topic sentence, supporting sentences and conclusion in standard format (indenting, correct punctuation, etc.)

The student should, with prompting, be able to organize a multi--paragraph work. a. It is assumed that students who are familiar with the Progymnasmata will have, at

this point, mastered the Fable-Narrative stage.

The student should recognize and correctly use basic parts of speech a. subject & verb with agreement b. noun, pronoun, adjective, verb, adverb, objects, prepositions. c. Evidence of this skill should be visible in basic forms of written communication, such

as letter or note write, journal writing, or paragraphs spawned from a “story starter”

The student should be able to use a dictionary (print or online) to look up words that he/she cannot spell correctly.

a. Student should have basic proofreading skills to correct a first draft of his/her Progym or other writing. (While not expected to catch all mistakes, he/she should recognize and correct some of them.)

b. Presents writing using appropriate conventions of capitalization and punctuation.

The student should be using other reference materials appropriately, including a thesaurus and Latin-English dictionary.

The student is familiar with and is beginning to assemble Resources Pages / Bibliographies as it relates to written work.

a. The student should be citing works in homework in some fashion.

Speaking & Listening, Classroom Skills




Be able to discern what comments are on topic during a class discussion and be able to hold off-topic comments until an appropriate time.

Study Skills

Student has the ability to work independently for 30 minutes at a time








Student is growing in his or her ability to use on-line search engines appropriately, selecting appropriate and relevant key words.

Student knows how to organize his/her study materials directed. a. Student is beginning to take responsibility for his or her own school supplies and

assignments on a school day

Students should be working toward basic keyboard skills.




TTHHEE MMAASSTTEERR’’SS SSTTUUDDYY Readiness Guidelines – Dialectic School

As parents prepare their students for the Dialectic School, a few guidelines should be considered. The following list will give you an idea of the necessary skills a child should have or be in the process of mastering in order to receive the greatest benefit at The Master’s Study. This list is not intended to be a checklist to determine eligibility, but rather a preparedness yardstick for the parent at home to use within the home school setting.

Reading


level & comprehension i. The Hobbit by Tolkein

ii. Little Women by Louisa May Alcott iii. Treasure Island by Robert Louis Stevenson iv. Consider any of the titles on the assigned TMS booklist for the upcoming

year

Students should be able to read uninterrupted for at least an hour each day.

Students should be able to read and comprehend a book that is more informative/academic in nature, in addition to leisure reading.

a. Students should be able and willing to read a book that is a bit beyond his or her comfortable reading level.

b. Students can use self-induced strategies to determine the meaning of a word when unknown yet presented in context in a reading text. This includes recognition of words with multiple meanings, antonyms, synonyms, homonyms, and root words.

c. Students can read and make predictions. d. Students can recognize main idea and corresponding supporting ideas in a

paragraph, chapter, and work in its entirety. e. Students can identify plot, setting, characters, conflict, climax and type of genre.

Students should be familiar with terms such as: symbolism, theme and characterization, and with some prompting, should be able to find examples of such within a text.

Students can read for content and comprehension, as well as identify, with some prompting, the author's intent and messages which may be present in the literature.

Writing

Can write a narrative/fable(1) independently a. Of course, this assumes that the parent edits and offers feedback.




b. Student can incorporate a teacher's/parent's comments as he/she rewrites her work.

Can complete a Chreia(2) with some assistance a. Student may need help with converse, analogy, and testimony (finding the right

quote).

Can independently write a solid five paragraph essay a. Without prompting, the student should be able to write the essay in standard

format (indenting, correct punctuation, etc) b. Students should be able to identify parts within a story that will help them

specifically answer an essay question.

Should recognize and correctly use basic parts of speech a. Subject & verb with agreement/ verb tense agreement within a paragraph b. Noun, pronoun, adjective, verb, adverb, objects, prepositions

i. Should be able to utilize prepositional phrases and adverbs as transitional elements within a paper

ii. Evidence of this skill should be visible in writing

Should be able to use a dictionary (print or on-line) to look up words that he/she cannot spell correctly

Should be able to use a thesaurus (print or on-line) to look up words to vary his/her vocabulary within a written assignment

Should have basic proofreading skills to correct a first draft of his/her Progym or other writing

a. While not expected to catch all mistakes, he/she should recognize and correct some of them.

Presents writing using appropriate conventions of capitalization and punctuation.

The Master’s Study uses the progymnasmata approach to writing. When evaluating a student’s ability and readiness for Progym elements, please consider visiting the following: www.classicalcomposition.com

Speaking and Listening/Classroom Behavior

Can speak fluently and audibly with appropriate volume, gestures and eye contact a. Uses age appropriate vocabulary

As he/she will be participating in a Socratic circle discussion, student will a. Present his/her opinions willingly within the circle b. Take notes when participating in outer circle c. Encourage others to give their thoughts about a given topic d. Listen to others well and carefully and be able to respond e. Participates willingly and appropriately in guided group discussion f. Be able to discern what comments are on-topic during a class discussion and be able

to hold off-topic comments until an appropriate time.

Basic Study Skills

http://www.classicalcomposition.com/




Student has the ability to work independently for an hour at a time.




Student knows how to organize his/her folder or notebook as directed (i.e. tabs for each subject and assignments/notes placed under appropriate tabs.)

Student takes responsibility for writing down his/her assignments, preparing his/her work for class and organizing it in order to be prepared for Monday's classes.

Student should become familiarized with Bravelo. a. Be able to look up and print out assignments. b. Be able to check and respond on message boards.

Students should have mastered basic keyboarding skills.

Documents

THEE E MMAASSTTERR’’SS TTUUDDYY Readiness … · TMS Policy and Procedure Academic Policy – Lower School – Excerpts: Readiness Document updated 12/27/2014 opyright The Master’s