Original Reading (ORD)

• Forming a habit of reading books regularly for natural, steady exposure to English
• Organizing key ideas from the reading and practicing putting their own thoughts into writing
• Reading logs and summaries that strengthen comprehension and sentence building

• Close reading that grasps the key content of the book and analyzes context
• Group activities and discussions to organize and voice opinions logically
• Summarizing and presenting key scenes and events, and explaining opinions with evidence

• A book-based shadowing program to train accurate pronunciation, intonation and rhythm
• Repeated practice of natural sentence patterns to absorb sentence structure
• Conversation practice to learn everyday expressions and speak fluently

Reading

• Understands phonics and can read CVC words (cat, dog), but finds reading sentences hard

Speaking

• Can say simple sentences like "I like cats." but has trouble making them longer

Writing

• Has difficulty putting together 2–3 sentences

Reading

• Build reading fluency with repetitive-pattern books and shadow reading

Writing

• Learn words and sentence structure through copying and sentence building

Speaking

• Practice talking about pictures and answering simple questions

Phonics Review

• Review phonics through homework to strengthen spelling

Reading

• Before: Struggles to read a short paragraph
• After: Reads sentences smoothly and understands what a paragraph means

Writing

• Before: Writes only single words like "cat" and "dog"
• After: Writes several connected sentences like "The cat is big."

Speaking

• Before: "Dog run."
• After: "The dog is running."

Reading

• Reads and understands short sentences and simple paragraphs

Speaking

• Answers questions briefly with simple sentences

Writing

• Can write sentences but finds it hard to write longer pieces

Reading

• Find the main idea of a story and summarize it in a reading log

Writing

• Connect several sentences into a paragraph about ideas and the plot

Speaking

• Give opinions with reasons, such as "I like this book because..."

Reading

• Before: Understands only simple sentences like "The dog runs."
• After: Also understands sentences like "The dog runs to the park because it wants to play."

Writing

• Before: "I like the book."
• After: "I like the book because it is funny."

Speaking

• Before: "I like the dog."
• After: "I like the dog because it is cute and friendly."

Reading

• Understands story details and can predict what happens next

Speaking

• Answers questions in 2–3 or more sentences and shares short opinions

Writing

• Can build sentences and paragraphs with newly learned vocabulary

Reading

• Distinguish main ideas from details and analyze characters' traits and actions

Writing

• Organize opinions with evidence into writing of two or more paragraphs

Speaking

• Discuss by connecting background knowledge and experience, and agree or disagree with others

Reading

• Before: "The cat is running."
• After: "The cat is running because it is being chased by a dog. The story suggests that the cat is frightened and trying to escape."

Writing

• Before: "I like the book."
• After: "I like the book because it teaches an important lesson about friendship. The main character learns that honesty is the key to keeping good friends."

Speaking

• Before: "I like the dog."
• After: "I like the dog because it is brave and loyal. In the story, the dog saves its owner by warning them of a fire."

Reading

• Reads chapter books or fictional stories comfortably, but struggles with informational nonfiction passages and advanced academic vocabulary

Writing

• Can write everyday journal entries or personal responses, but finds it challenging to extract key facts and organize them into cohesive academic summaries

Speaking

• Expresses personal thoughts and opinions, but needs practice structuring knowledge to present and discuss topics before an audience

Reading

• Structurally analyze and summarize in-depth nonfiction topics, including the Solar System, Animal Classification, and World Geography

Fluency & Vocabulary

• Build advanced academic vocabulary and idioms through thematic Times for Kids article shadowing and recording assignments

Writing

• Organize factual information using brainstorming strategies to produce cohesive academic summary paragraphs

Presentation

• Create topic summaries on presentation slides (PPT) to deliver oral presentations and take part in peer evaluations

Reading

• Before: Understands simple, isolated facts (e.g., "Jupiter is a very big planet.")
• After: Comprehends complex, detailed nonfiction information (e.g., "Jupiter is a gas giant known for severe storms such as the Great Red Spot, which has been raging for hundreds of years.")

Writing

• Before: Writes basic descriptions (e.g., "Whales are big mammals in the ocean.")
• After: Writes structured, evidence-based academic paragraphs (e.g., "Unlike fish, whales are warm-blooded mammals that breathe air through blowholes and give birth to live young, uniquely adapting to marine life.")

Speaking & Presentation

• Before: Shares brief statements (e.g., "I like studying about Europe.")
• After: Delivers structured, slide-supported oral presentations (e.g., "Today, I will present the geographical diversity of Europe, focusing on how the Alps influence regional climates and human settlement patterns.")