The MCT language arts curriculum is an award-winning curriculum no matter which way you choose to use it: in traditional in-person lessons at home or school or in live online classes taught by Michael himself. Thanks to everyone who voted to award Michael these prestigious honors once again!

Michael Clay Thompson has done it again! The third installment of the Poodle series, “Poodle Knows Poetry,” has been named among the best in family-friendly media, products, and services by the prestigious Mom’s Choice Awards.

We are proud of the award-winning MCT language arts curriculum, but homeschooling parents can be overwhelmed by the scope of information when they’re first introduced to it. If you are interested in the MCT curriculum but are unsure of how to implement it, we’ve created an informative five-minute video explainer just for you!

We didn’t need another award to tell us that Michael Clay Thompson’s books are extraordinary; we know it. Still, however, we don’t mind hearing other people say it. And now they have: Michael’s newest book, “Poodle and the Blue Mountain Monster,” has just won a Gold Mom’s Choice Award for Excellence!

Schools and parents all over the world use the MCT language arts curriculum, but the curriculum is so comprehensive that it might be intimidating to those who are new to it. So we have put together two videos that explain what the curriculum is, how it works, and what the options are for using it and implementing it in practical, thoughtful ways.

We’re proud to announce that Michael Clay Thompson’s latest book, “Poodle Knows What?,” has received a Mom’s Choice Gold Award honoring excellence! And we’re not surprised. This book is perhaps the most delightful way to teach young children grammar that has ever been produced!

The readers of “Practical Homeschooling” magazine have voted Michael Clay Thompson’s language arts curriculum the best for online instruction in 2019. These online courses truly are formative experiences for the children who have the opportunity to take them.

“I have no doubt that every child would benefit from what you have to offer. For our particular child, though, this connection to the world of ideas…I do not mean to overstate it, but this has been a lifeline for her.” – parents of a child taking one of Michael’s courses in the Royal Fireworks Online Learning Community

“Why do students have to keep doing four-level analyses in every level of the MCT curriculum once they know how to do it? This is a good question. But four-level analysis is different because it is an expansive inquiry into language; it is investigating something that is not concrete or simple but that is essentially bottomless.” – Michael Clay Thompson

“My central concept for ‘The Word Within the Word’ is that it is a profoundly interdisciplinary vocabulary curriculum, interweaving the vocabulary of science, mathematics, history, literature, art, and more into a great vocabulary fabric that will make students better in every subject and prepare them for the future like no other curriculum ever has.” – Michael Clay Thompson

“From time to time, it is healthy for us, as educators devoted to optimizing differentiated education for gifted children, to reexamine our most fundamental assumptions. The assumption I would like to discuss can be expressed in a question: Is gifted education a dream or a goal?” – Michael Clay Thompson

“We must advocate for real reading. There is nothing else in education—nothing—that is as educational as reading. By reading serious literature, both fiction and nonfiction, students experience the full range of intellectual experience. They grow in their reading power and can read better and deeper, with more comprehension and enthusiasm for important stories and ideas.” – Michael Clay Thompson

“In my life, no teacher had ever told me that I could write—not in elementary or middle or high school, not in college or university. It took Julie Long—with her immovable, fierce brain—to push me in a direction that would make me happy. She believed in me years before I did.” – Michael Clay Thompson

“As a classroom teacher, I always tended to have high standards, and to give enormous assignments and challenges, but to be generous about grading. I think, deep down, the generosity was based partly on appreciation and admiration of the work the students were doing, but also on deep concerns about the reliability and validity of evaluation. And yet—here’s the thing—we have to do it.” – Michael Clay Thompson