Reading & Writing Curriculum Outline

Reading: Parents may be confused: their kids love to read but just not good at writing. That’s because their love for reading is only about the story, the funny words and pretty inserts. Little tension is given to cause and effect, and they just don’t extend and summarize. Like a piece of white paper, kids younger than 10 are at their golden stage to “learn to read”. It’s the top priority for kids to be motivated by their interests and learn to read quickly and correctly. Only by doing so, kids can develop their “reading to learn” skill that goes with writing and expressing. 

Writing: Writing class is a complementary class to the reading class and they are tightly coupled. Kids’ passion for writing can be increased through a happy and humorous atmosphere. Under this model of learning, kids will be able to express their ideas naturally, express in an ordered fashion, think with a logical mindset, debate with a clear mind and write in a clear manner.

 

娛樂

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生活方式

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運動

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技術

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RW Level K (PK-K)

  Phonics and Vocabulary Acquisition:

  • Able to decode novel CVC words based on word families

  • Demonstrate understanding of spoken words, syllable, and sounds (phonemes)

  • Demonstrate knowledge of letter sounds, and both long and short vowels

  • Able to apply word analysis skills in decoding words

  • Able to recognize and use the first 100 sight words in reading and writing

  Reading Comprehension:

  • Demonstrate understanding of the organization and basic features of print

  • Read emergent-reader texts with purpose and understanding

  • Able to ask and answer questions about key details in a text

  • Able to retell the stories with key details

  • Identify characters, setting, and major events in a story

  • Actively engage in group reading activities with purpose and understanding

  Writing:

  • Able to construct novel sentences based on simple formulas, and later super sentences
    including descriptive detail of characters, action, location, time, and reason with guidance
    and support.

  • Able to write about and state an opinion or preference about the topic.

  • Able to name what they are writing about and supply some information about the topic.

  • Able to narrate a single event or several loosely linked event.

  • Able to use capital letters, use punctuation, and leave space between words correctly.

RW Level 1A (k-G1)

   Phonics and Vocabulary Acquisition:

  • Demonstrate knowledge of letter sounds, including long and short vowels, vowel teams and  variant vowels, consonant clusters and digraphs.

  • Understanding word families to decode and use novel words.

  • Demonstrate understanding of spoken words, syllable, and sounds (phonemes).

  • Able to recognize and use the first 300 sight words.

  • Able to decode regularly spelled one-syllable words.

  • Know final-e and common vowel team conventions for representing long vowel
    sounds.

  • Decode two-syllable words following basic patterns by breaking the words into
    syllables .

  Reading Comprehension:

  • Read emergent-reader texts with purpose and understanding.

  • Identify characters, setting, and major events in a story.

  • Able to answer text-related questions involving details, the main idea, making
    inferences, phonics, and the meaning of words and phrases.

  • Able to locate key facts and information in a text.

   Writing:

  • Able to write descriptive, informative, or narrative paragraph based on a writing prompt following the organizer.

  • Able to write about an opinion, supply a reason for the opinion, and provide some sense of closure.

  • Able to write about informative topic supplying some facts about the topic and provide some sense of closure.

  • Able to write narratives with naturally appropriately sequenced events, including some details regarding what happened, using temporal words to signal event order, and provide some sense of closure

  • Able to focus on a topic and add details to strengthen writing

RW Level 1B (G1)

   Phonics and Vocabulary Acquisition:

  • Demonstrate knowledge of letter sounds, including consonant blends and digraphs,
    r-controlled vowels, vowel digraphs and diphthongs, silent letters, plural forms,verb inflections, prefixes and suffixes

  • Master grade-level vocabulary

  • Understanding word patterns to decode, use, and correctly spell novel words

  • Able to recognize, use and correctly spell sight words in reading and writing

   Reading Comprehension:

  • Read with sufficient accuracy and fluency to support comprehension of both fiction
    and non-fiction texts.

  • Identify characters, setting, and major events in a story

  •  Able to ask and answer text-related questions such as who, what, where, when,
    why and how

  •  Able to recognize the main idea, identify details, make generalizations, and draw
    conclusions from a text

  •  Assessing the author’s purpose and point of view

   Writing:

  • In opinion writing, state perspectives clearly and support own personal opinions
    with reasons and examples

  •  In narrative writing, develop real or imagined experiences or events using effective
    technique, descriptive details, transitional words, and clear event sequences

  •  In informative writing, describe facts about an object or situation in a logical order,
    with audience awareness to inform a reader

RW Level 2 (G2)

   Vocabulary Acquisition:

  • Master grade-level vocabulary

  •  Understanding complex word patterns to recognize, use, and correctly spell novel words

  •  Determine the meaning of words and phrases as they are used in a text, including
    figurative and connotative meanings, and their relationships to other words

   Reading Comprehension:

  • Read with sufficient accuracy and fluency to support comprehension of both fiction and non-fiction texts

  •  Able to compare and contrast, recall details, and distinguish facts and opinions

  •  Know and use various text features to locate key facts or information in a text efficiently

  •  Identify different types of sentences and the author’s purpose

  •  Recognize the main idea, and describing character trait

  •  Able to ask and answer questions to demonstrate understanding of key details

   Writing:

  • In opinion writing, state perspectives clearly and support own personal opinions with reasons and examples. Structure reasons and examples with linking words and a concluding statement

  •  In narrative writing, develop real or imagined experiences or events while adding context elaboration based on character or personal action, opinions, thoughts, or feelings. Structure with use of temporal words to signal order, and a clear ending.

  •  In informative writing, describe an object or situation in a logical order, with audience awareness to inform a reader. Structure with an introduction and concluding statement.

RW Level 3 (G3-4)

   Vocabulary Acquisition:

  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

  • Use sentence-level context as a clue to the meaning of a word or phrase.

  •  Determine the meaning of the new word formed when a known affix is added to a known word.

  •  Use a known root word as a clue to the meaning of an unknown word.

  •  Demonstrate understanding of figurative language, word relationships.

  •  Identify real-life connections between words and their use.

   Reading Comprehension:

  • Describe characters in a story and how their actions contribute to the sequence of events.

  •  Determine the main idea of a text; recount the key details.

  •  Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

  •  Determine the meaning of general academic and domain-specific words and phrases as they are used in a text.

  •  Determine the logical connection between particular sentences and paragraphs.

  •  Distinguish their own point of view from that of the narrator.

   Writing:

  • Write narratives to develop real or imagined experiences or events with clear event sequences.

  • Use dialogue and descriptions of actions, thoughts and feelings to develop experience to show the response of characters to situations.

  • Write opinion pieces on topics or texts, supporting a point of view with reasons.

  • Introduce the topic, provide reasons, use linking words and provide a concluding statement briefly.

  • Write explanatory texts to convey ideas and information clearly.

RW Level 4 (G4)

   Vocabulary Acquisition:

  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

  •  Use context as a clue to the meaning of a word or phrase.

  •  Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

  •  Demonstrate understanding of figurative language, word relationships.

  •  Explain the meaning of simple similes, metaphors and common idioms.

  •  Acquire and use appropriate academic and domain-specific words and phrases.

   Reading Comprehension:

  • Determine a setting, character or event in a story from details in the text, and summarize the text.

  •  Determine the main idea of a text and explain how it is supported by key details.

  •  Explain events, procedures, or ideas in scientific or technical text.

  •  Refer to details and examples in a text when explaining what the text says explicitly.

  •  Determine the meaning of words and phrases as they are used in a text.

  •  Compare and contrast the point of view from which different stories are narrated.

  •  Describe the overall structure of the text, including chronology, comparison, or cause-effect.

  •  Explain how an author uses reasons and evidence to support particular points.

  •  Integrate information from two texts on the same topic.

   Writing:

  • Organize an event sequence naturally.

  • Orient the reader by establishing a situation or introducing the characters.

  • Use dialogue to develop experiences and events.

  • Use a variety of transitional words and phrases to manage the sequence of events

  • Use sensory details to convey experiences.

  • Introduce a topic clearly and state an opinion.

  • Create an organizational structure to support writer’s purpose.

  • Provide reasons that are supported by facts and details.

  • Provide a concluding statement related to the opinion presented.

RW Level 5 (G5-6)

   Vocabulary Acquisition:

  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

  • Use context as a clue to the meaning of a word or phrase.

  • Demonstrate understanding of figurative language, word relationships.

  • Explain the meaning of simple similes, metaphors and common idioms.

  • Acquire and use appropriate academic and domain-specific words and phrases.

  • Consult reference materials to clarify the precise meaning of key words and phrases.

  • Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to
    better understand each of the words.

   Reading Comprehension:

  • Determine a setting, character or event in a story from details in the text, and summarize
    the text.

  • Compare and contrast two or more characters, settings, or events in a text.

  • Describe how a narrator’s or speaker’s point of view.

  • Determine the main idea of a text and explain how it is supported by key details.

  • Explain the relationships or interactions between two or more individuals, events, ideas or
    concepts in a historical, scientific, or technical text based on information in the text.

  • Refer to details and examples in a text when explaining what the text says explicitly.

  • Describe the overall structure of the text, including chronology, comparison, or cause-
    effect.

  • Explain how an author uses reasons and evidence to support particular points.

  • Integrate information from several texts on the same topic in order to write.

   Writing:

  • Organize an event sequence naturally.

  • Orient the reader by establishing a situation or introducing the characters.

  • Use a variety of transitional words and phrases to manage the sequence of events.

  • Use sensory details to convey experiences.

  • Provide a conclusion that follows from the narrated experience or events.

  • Introduce a topic clearly and state an opinion.

  • Create an organizational structure to support the writer’s purpose.

  • Provide logically ordered reasons that are supported by facts and details.

  • Provide a concluding statement related to the opinion presented.

  • Produce clear and coherent writing in which the development and organization areappropriate to task, purpose, and audience.

RW Level 6 (G7-8)

   Vocabulary Acquisition:

  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

  • Use context as a clue to the meaning of a word or phrase.

  • Demonstrate understanding of figurative language, word relationships.

  • Explain the meaning of simple similes, metaphors and common idioms.

  • Acquire and use appropriate academic and domain-specific words and phrases.

  • Consult reference materials to clarify the precise meaning of key words and phrases.

  • Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to
    better understand each of the words.

   Reading Comprehension:

  • Determine a setting, character or event in a story from details in the text, and summarize
    the text.

  • Compare and contrast two or more characters, settings, or events in a text.

  • Describe how a narrator’s or speaker’s point of view.

  • Determine the main idea of a text and explain how it is supported by key details.

  • Explain the relationships or interactions between two or more individuals, events, ideas or
    concepts in a historical, scientific, or technical text based on information in the text.

  • Refer to details and examples in a text when explaining what the text says explicitly.

  • Describe the overall structure of the text, including chronology, comparison, or cause-
    effect.

  • Explain how an author uses reasons and evidence to support particular points.

  • Integrate information from several texts on the same topic in order to write.

   Writing:

  • Organize an event sequence naturally.

  • Orient the reader by establishing a situation or introducing the characters.

  • Use a variety of transitional words and phrases to manage the sequence of events.

  • Use sensory details to convey experiences.

  • Provide a conclusion that follows from the narrated experience or events.

  • Introduce a topic clearly and state an opinion.

  • Create an organizational structure to support the writer’s purpose.

  • Provide logically ordered reasons that are supported by facts and details.

  • Provide a concluding statement related to the opinion presented.

  • Produce clear and coherent writing in which the development and organization areappropriate to task, purpose, and audience.

RW G9-12 (ONE-ON-ONE/ONE-ON-TWO)

Strong reading skills are crucial as your teen faces higher-level classes, more difficult literary and scientific texts, and a heavier workload. Their ability to rapidly comprehend what they are reading will help them during study time, as well as when they take important standardized exams, such as the ACT and SAT. 

If your teen lacks these and other important skills, or if your teen lacks strong foundational reading skills, our tutors can help.

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