Level 2

Grade K

Course Content &

Learning Materials
Level 2 Learning Cycles
Units 1-6: Foundational Learning Cycles
Lesson 6: Lesson 6:
Lesson 1: Assessment
Assessment Lesson 1:
Language Social Studies
Arts & Science
Lesson 5:
Language VIPKID Lesson 5: VIPKID
Lesson 2: Math
Arts Learning Language Learning Lesson 2:
Social Studies
Cycle 1 Arts Cycle 2 & Science

Lesson 4:
Lesson 3: Lesson 4: Lesson 3:
Language
LA Math SS & S
Arts
Review Review

Units 7-12: The 6 E’s

The 6E’s is an instructional model based on the constructivist approach to learning, which says
that learners build or construct new ideas on top of their old ideas. Students ask questions,
observe, analyze, explain, draw conclusions, and ask new questions. The 6E’s instructional
model has been scientifically proven by psychologists and educational experts as the
fundamental way that all people learn. It is widely respected as a top instructional model and
is condoned by organizations such as NASA, top American universities, and scholarly Science,
Educational Technology, and Education publications.

Students assess their Students become

understanding and mentally engaged in
teachers evaluate the concept, process,
students’ or skill to be learned.
understanding of key Lesson 6/12:
concepts and skill
development. Lesson 1/7:
Evaluate
Students develop
Engage Students identify and
develop concepts,
deeper and broader processes, and skills.

VIPKID
understanding of Students actively
major concepts,
obtain more informa-
Lesson 5/11: explore the topic.

6E’s
tion about areas of
interest, and refine Lesson 2/8:
their skills. Elaborate

Learning Explore

Students expand on
the concepts they
Lesson 4/10:
Cycle
have learned, make
connections to other Lesson 3/9: Students have
related concepts,
and apply their Extend opportunities to
verbalize their
understandings to the
world around them in
Explain conceptual
understanding or to
new ways.
demonstrate new skills
Level 2 Introduction
Level 2 Introduction

Students in Level 2 will expand their growing knowledge of the English language through
conversation and reading. Students will begin the level as intermediate-strength readers
and end as readers who are not just learning to read- they are reading to learn! Conver-
sation skills in Level 2 blossom as students go from answering in single sentences to asking
questions and answering in multiple sentences- a full-fledged discussion.

Reading:
Level 2 students begin by reading simple phonics readers, applying their new found
knowledge of blends to four letter words. As the level continues, the readers become
more challenging as students master the skill of the five letter word. At this stage, knowl-
edge of sight words comes in handy as students begin to focus on fluency as well as
decoding. Halfway through Level 2, students begin reading short chapter books. At this
stage, Level 2 students begin reading to learn as they gain knowledge about interesting
topics through reading. Reading comprehension becomes an important skill in Level 2, as
teachers and students enjoy book discussions and activities, such as story retelling.

Target
Decoding four and five letter
Unit 1-6
words; sight word memorization
Reading fluency and proper
Unit 4-12 pronunciation
Gain knowledge about the topic
Unit 7-12 through reading
Example
“This is my dog. His name is Rex. Rex likes to eat
meat.”
The student can read the text fluently with ap-
propriate speed and use phonics rules to apply
proper pronunciation.
The student can gain information about a
specific topic or area by applying knowledge
learned in a fictional or informational text

Speaking & Listening:

Students in Level 2 benefit from knowledge of basic grammar rules. These rules help to
shape the sentence structures they create. At the beginning of Level 2, students are
expected to speak in complete, compound sentences. As students reach the middle of
Level 2 they are asking questions and answering in multiple sentences- the beginnings of
a discussion. As VIPKID students reach the end of Level 2, they are expected to discuss
topics, carry on conversations, and apply knowledge learned through listening and
question-asking to the topic at hand.

Target
Answer in complete, compound
Unit 1-6 sentences
Ask questions; answer in
multiple sentences; be involved
in a discussion about the learning bedrooms and two bathrooms.
Unit 6-12 material with the teacher
Example
(Teacher) Tell me about the food you like and
don’t like to eat.
(Student) I like to eat rice and noodles, but I
don’t like to eat hamburgers.
(Teacher) Tell me about your house.
(Student) I live in an apartment. It has three
(Teacher) What did the builder use to build
your apartment?
(Student) The builder used stone to build my
apartment. Can you tell me about your house,
teacher?
Level 2 Objectives
Target Content:
Target Description
Vocabulary words introduced and reviewed in
Vocabulary 263
following units in many different situations
Use and understand sentence patterns
Sentence
214 introduced in a variety of ways; conversation,
Patterns
not memorization
Phonics Read four letter words including blends, apply
Sounds 47 blend rules and pronunciation to a variety of
(Blends) words
Sight Words 36 Recognize and read sight words from memory

Apply rules of grammar to reading and speech;

Grammar 14 identify gramatical components (noun, verb,
etc) as a basis for later writing skills

Additional Skills:

Pronunciation
VIPKID students develop excellent pronunciation, as North American accented English
is modelled by the foreign teacher each and every class. VIPKID teachers are trained to
correct pronunciation in a gentle, effective manner.

Incidental Language
Incidental language is learned through conversation. Because VIPKID teachers are native
English speakers, students learn vocabulary and sentence structures through casual
conversation. For example, a teacher who encourages a student by saying, “Wonderful!”
will soon teach their student this word as well as the meaning.

Critical Thinking
The VIPKID curriculum purposefully introduces and reviews target content (vocabulary,
sentence patterns, etc) in different situations and contexts. This is to encourage the
student to use the learned language, not merely memorize question and answer patterns.
VIPKID students have better listening comprehension and speaking skills because they
can use their knowledge in many different ways.

Confidence & Real-world Skills

Repeated exposure to native English speaking teachers of both sexes and many different
ethnic backgrounds plays a huge role in building confidence. By increasing the number of
classes a student takes per week and giving the student individualized attention in a 1-on-
1 environment, VIPKID students develop the confidence they need to speak English to any
type of person.

Research & Application

As the student develops reading fluency and moves from learning to read to reading
to learn, the student begins to apply the new information they learn to the unit topic or
learning material. These reading comprehension and application skills are the foundation
for research and application- a workplace skill that is irreplaceable throughout all areas of
schooling and life.
The VIPKID Curriculum
Common The Common Core is a set of high-quality academic standards in
mathematics and English language arts/literacy, used throughout the
Core State United States of America. These learning goals outline what a student
Standards should know and be able to do at the end of each grade.

A domain is a specified sphere of activity or knowledge.

Unit Domain Domains can range from hard skills, like Earth Science, to soft skills,
such as Logic and Reasoning.

Each VIPKID unit has a topic, or main theme, that runs

Unit Topic throughout 12 classes.

Science & Social In units 1-6, units are broken up into Science and Social Studies, Math,
Studies and Language Arts. All areas of study contain important vocabulary
and sentence patterns, as well information that is important to the
Math student’s cognitive development. These topics also assure that the
VIPKID student is learning knowledge that is important in daily life as
Reading Skills well as interesting and engaging.
In units 7-12, the 6E Learning Cycle is introduced. This psychologically
proven learning model breaks each unit topic down into two smaller
Subtopic topics, or subtopics. These subtopics build on each other, with the
student using language and information learned in previous subtop-
ics as a foundation for new learning.
Phonics is a method of teaching people to read by correlating
sounds with letters or groups of letters in an alphabetic writing system.
Phonics In America, phonics is considered a vital skill and is taught throughout
elementary school. A strong foundation in phonics early on assures
that a student will be a strong reader and speller for life.
Sight words, or high frequency words, are words that appear most
often in printed text. These words generally have little meaning
Sight Words themselves, but are vital to the meaning of a sentence. The opposite
of phoincs, these words are taught through memorization.

A body of words used in a particular langauge, vocabulary is taught

Vocabulary through memorization and prompted with a series of context clues,
song, game, and teacher-led physical actions or activities.

Sentence patterns are question and answer structures that

allow the teacher and student to focus on scaffolding
language learning from grammatically easy to more difficult. VIPKID
Sentence Patterns teachers encourages the student to truly use, not only
memorize, the sentence structures by asking a sentence with the
same meaning in many different ways. This allows the
VIPKID student to truly transfer classroom language to real life.
Grammar is the analysis of the structure of a language. Grammar
skills help students create sentence structures, understand reading
passages, and is the basis for writing. An understanding of grammar
Grammar gives students the ability to create new sentences without
memorizing- much like phonics gives students the ability to decode
words without having seen them before.
 Learn to Common
Read!
Unit 1: Animal Friends Core State
Standards

What Can We Do? Domain: Life Science

The Little Tree
Unit Topic: Animals

Reading Skills Science &

Social Studies:
Phonics Sight Words Reading Skills
-Read more complex Animals
wh (review), do, said books with five letter
words Math:
ee (review) Too Much and
-Answer reading
comprehension Not Enough
questions Does Belong
about the text and Doesn’t

Grammar:

Plurals
Language Skills
Vocabulary Sentence Patterns
baseball horse -What can ___ and ___ do? -How much is (too much/not
hit cow We can do this. enough) ____?
beach goat -What are ____ and ____ doing? (#) is (too much/not enough) _____.
play farm ____ and ____ are (verb+ing). -Which picture (belongs/doesn’t
snow fish -What am I doing? belong)?
sled gorilla You are (verb+ing). The ____ (belongs/doesn’t belong.)
shovel panda -What can ___ see? -Why (does/doesn’t) the ____ be-
seed bear ____ can see the ___. long?
water -What is ___ doing? The ____ (does/doesn’t belong) be-
tree ___ is (verb+ing). cause…
acorn(s) -What am I doing?
sock(s) You are (verb+ing).
pig(s) -What do you see?
lemon(s) I see a ____.
book(s) I see an ____.
desk(s) I see ___(s).
mop(s) -How many ___ do you see?
cow(s) I see (#) ____.
bike(s) -What can a/an___ do?
chicken A/an ___ can (verb).
too much -What sound does a/an___
not enough make?
does belong A/An ___ makes the sound ____.
doesn’t belong -How much ____ do/does
(prounoun) have?
(Pronoun) has (too much/not
enough) _____.
 Learn to Common
Read!
Unit 2: Let’s Have Fun! Core State
Standards

Bugs Domain: Social Studies

Look in the Box!
Unit Topic: Western Holidays

Science &
Reading Skills Social Studies:
Phonics Sight Words Reading Skills Western
Holidays
-Read more complex
gr, ar it, look books with five letter
Math:
words
Making
-Answer reading
Predictions
comprehension
Soon and Later
questions
about the text

Grammar:

Adjectives
Language Skills
Vocabulary Sentence Patterns
bug after What does (pronoun) see/ -Why is ___ your favorite holiday?
yellow soon have? ___ is my favorite holiday be-
white later (Pronoun) sees/has a ___. cause…
green -What color is it? -What do you do on ____?
red It is ____. On ___ I (verb) (noun).
box It’s ____. -What does your family do on
starfish -What’s in the box? ____?
crab A/An ___ is in the box. On ___ my family (verb) (noun).
fish -What does the ___ have? -What can you do to a/an
happy The ___ has ____. (noun)?
sad -What color is it? I can (verb) a/an (noun).
fat It’s ____. -What does the ____ look like be-
thin -What do/does (pronoun) fore you (verb) it?
wet look like? Before I (verb) it, the ___ is a/looks
old (I’m/You’re/He’s/She’s/It’s/ like a ___.
closed We’re/They’re) (adjective). -What does the ____ look like af-
open -What holiday is it? ter you (verb) it?
beautiful It’s _____. After I (verb) it, the ___ is a/looks
slow -What do you do on ____? like a ___.
heavy -On ___ I (verb) (noun). -What can you do when you
Christmas -What does your family do on (wake up/leave school/have a
Halloween ____? dirty bedroom/are hungry)?
Easter -On ___ my family (verb) I can (verb phrase) soon. I can
Thanksgiving (noun). (verb phrase) later.
Valentine’s day -What’s your favorite holiday? -Why do you (verb phrase) be-
birthday My favorite holiday is ____. fore you (verb phrase)?
before I (verb phrase) before I (verb
phrase) because…
 Learn to Common
Read!
Unit 3: What’s the Weather Core State
Standards

Look at the Dog Domain: Earth Science

Count with Me
Unit Topic: Weather

Science &
Reading Skills Social Studies:
Phonics Sight Words Reading Skills Weather
-Read more complex
oo (review), ou look, where books with five letter
Math:
words
Weather
-Answer reading
Patterns
comprehension
Grading
questions
Weather
about the text

Grammar:

Opposites
Language Skills
Vocabulary Sentence Patterns
vet flood -What does ___ have? -What is the weather like in the
count drought ___ has a/an ___. picture?
Zebra tornado -What can a/an___ do? It is (verb+ing) in the picture.
Yak A/an ___ can (verb). It’s (verb+ing) in the picture.
Blue jay -What do/does (pronoun) look -What’s the weather like in (sea-
Fish like? son)?
big/ small (I’m/You’re/He’s/She’s/It’s/ In (season) it (verbs).
white/ black We’re/They’re) (adjective). -What is your favorite weather?
new/ old -How many ___(s) do you see? My favorite weather is ____.
happy/ sad I see # ___(s). -Why is ___ your favorite weather?
hot/ cold -What (is it/are they) doing? It’s my favorite weather be-
fast/ slow (It is/They are) (verb+ing). cause…
up/ down -What do/does (pronoun) look -What is a cycle?
in/ out like? A cycle is …
empty/ full (I’m/You’re/He’s/She’s/It’s/ -What is a weather cycle?
rain We’re/They’re) (adjective). A weather cycle is …
snow -What is the opposite of ___? -What happens to the (noun 1)
fog The opposite of ___ is ___. when the (noun 2) (verbs 1).
sun -Describe the ____. i.e.- What happens to the water
wind The (noun) is ____ and ____. when the sun shines?
hot -What does the ____ look like af- The (noun 1) (verbs2).
cold ter you (verb phrase) it? i.e.- The water evaporates.
cycle After I (verb phrase) it, the ___ is
rain a/looks ___.
cloud
river
ocean
 Learn to Common
Read!
Unit 4: Our World Core State
Standards

Cat Can Jump Domain: Social Studies

Good Cat
Unit Topic: Things in My Neighborhood

Science &
Reading Skills Social Studies:
Phonics Sight Words Reading Skills Maps
-Read more complex Locations
ow, fl jump, come books with five letter
words Math:
-Answer reading Making
comprehension Equal Parts
questions Giving
about the text Directions

Grammar:

Negatives
Language Skills
Vocabulary Sentence Patterns
up -Where can cat jump? -Where should we go?
down Cat can jump up/down. Let’s go to the ____.
mat -Can cat jump? -How do you get to the ___?
grass Yes, cat can./ No, cat can’t. To get to the ____ you (go/turn/walk)
pull -How can they help cat? (straight/right/left), and then….
lap They can help cat by…. -What can you do on/in the ____?
can -Whose cat is Flip? - I can (action verb) in/on the ____.
cannot Flip is my/the girl’s/the boy’s cat. -Are the ____ equal?
like -What can Flip do? Yes, they are equal./No, they are not
don’t like Flip can ____. equal.
map Flip can ____ and _____. -How many ____ can you add to
park Flip can ____, _____, and ____. make it equal?
school -Where can Flip (action verb)? I can add # ____ to make it equal.
ship Flip can (action verb) on the ___. -How many ____ can you take away
river -Can you (action verb)? to make it not equal?
building Yes, I can (action verb). I can take away # ___ to make it not
road No, I cannot (action verb). equal.
bridge -What can/cannot the ____ do? -What do you do first?
equal The ____ can/not _____. First I (action verb) ____.
not equal -What do you like? -What do you do then?
first I like ____. Then I (action verb) ____.
then -Why do you like ___? -Finally do you do?
finally I like ____ because… Finally I (action verb) _____.
-What does he/she/it like? -How do you (action verb) a/your
He/She/It likes ____. ___?
-Why does he/she/it like ___? First I (action verb) ____. Then, I (ac-
He/She/It likes ____ because…. tion verb) ____. Finally, I (action verb)
____.
 Learn to Common
Read!
Unit 5: What Time is It? Core State
Standards

Domain: Mathematics
Friends in Your Community
A Frog Grows and Changes Unit Topic: Telling Time

Science &
Reading Skills Social Studies:
Days of the Week
Phonics Sight Words Reading Skills Telling Time with
-Read more complex Clocks
ai, ow help, be books with five letter Math:
words Sequencing
-Answer reading Days
comprehension of the Week
Telling Time
questions with Clocks
about the text

Grammar:

Prepositions

Language Skills
Vocabulary Sentence Patterns
mail play -Who can help? -What do you do then?
bus drive The ____ can help. Then I (action verb) ____.
sell fight fire -How can the ____ help? -Finally what do you do?
frog big They can (action verb) the/our ____. Finally I (action verb)
tadpole egg -How can you help? _____.
little grow I can (action verb) my/the ____. -How do you (action
in front of in -What can a frog be? verb) a/your ___?
behind on The frog can be (big/little). First I (action verb) ____.
under between -What can a frog do? Then, I (action verb) ____.
around across A frog can (action verb). Finally, I (action verb)
wake up cut hair -What body parts does a frog have? ____.
brush teeth wash face A frog has (a/an) ____. -What are the days of the
week weekend -What will the ____ be? week?
eat breakfast The ____ will be a ____. The days of the week
go to school -Where is the ____? are…
Monday The ____ is (preposition) the ____. -What are the week
Tuesday -What is (preposition) the ___? days?
Wednesday The ____ is (preposition) the ____. The week days are…
Thursday -Where is the ___ and the ___? -What are the days of the
Friday The ___ is (preposition) the ____ and weekend?
Saturday the ____ is (preposition) the ____. The days of the weekend
Sunday -Where is the ___ and the ___? are…
morning The ___ is (preposition) the ____ and -Is it (morning/afternoon/
afternoon the ____ is (preposition) the ____. night)?
night -What do you do after you wake up It’s ____.
clock in the morning? -What time is it?
o’clock -What do you do first? It’s # o’clock.
First I (action verb) ____. It’s # o’clock in the ____.
 Learn to Common
Read!
Unit 6: So Far Away Core State
Standards

Domain: Mathematics
Who Will Be My Friends?
Unit Topic: Relative Location

Science &
Reading Skills Social Studies:
Phonics Sight Words Reading Skills Near and Far
Closer and
-Read more complex
Farther
fr (review), he, up books with five letter
words Math:
ai (review) This and
-Answer reading
comprehension That
questions Here and
about the text There

Grammar:

Conjunctions
Language Skills
Vocabulary Sentence Patterns
mailman -What does Freddy want to find? -Why is the ____ (adjective)?
street cleaner Freddy wants to find ____. The ___ is (adjective) because…
policeman -What does Freddy want to do? -What is close to the ___?
playground Freddy wants to (action verb) the ____. The ___ is close to the ___.
throw -Why can’t Freddy find a friend to play -What is far from the ___?
catch with him? The ____is far from the ____.
and Freddy can’t find a friend to play with -Where is the ___?
or him because… The ___ is (close to/far from) the
but -Where is Freddy going? ____.
because Freddy is going to the ___. -Which is (closer/farther) to the
close -Who does Freddy see at the park? ___, the ____ or the ____?
far Freddy sees ___ at the park. The ____ is (closer/farther) than
closer -What are the boys at the park doing? the ___.
farther The boys at the park are ____. -What is this?
this -Why do the boys want to be Freddy’s This is (a/an) ____.
that friends? -What is that?
here The boys want to be Freddy’s friends That is (a/an) ____.
there because… -Which is (closer/farther)?
-What do you have? (This/That) is (closer/farther).
I have a ___ and a ____. -What is here?
-What do you want? This is here.
I want a ____ or a ____. -What is there?
-What can you do? That is there.
I can ___ but I can’t ____. -Is (this/that) here or there?
-How does the ___ look? (This/That) is (here/there).
The ____ is/looks ____ and ____.
-Is the ___ a ___ or a ____?
The ___ is a ____.
 Read to
Learn! Common

Unit 7: Asking for Things Core State

Standards

Domain: Social Relationships, Critical Thinking Subtopic 1: In the Community

Unit Topic: Asking for Things Subtopic 2: While Travelling

Math:
Reading Skills
Phonics Sight Words Books Reading Skills Addition-
My Neighborhood -Read informational & numbers 1-10
a_e, e_e, my, live, Community fictional texts Subtraction-
ch, tch, she, what Helpers -Answer reading numbers 1-10
kn, mb Getting Around comprehension
the City questions
Country Places about the text; extend Grammar:
knowledge of the
topic through reading Pronouns

Language Skills
Vocabulary Sentence Patterns
restaurant -Hello, welcome to ___. -Here it is. What else do you need?
bank What do you want to drink? Thank you. I need ____, ____, and ____.
store I want to drink the ___, please. -How many dollars do you need?
grocery store - The total is ____ dollars. I need ____ dollars.
Here you go. -That will be ____ Yuan.
waiter
Thank you, see you next time! Who are you? I am a ____.
waitress
How may I help you? Where do you work?
chef I need to change Yuan to dollars. I work at the ___.
teller What does ____ plus ____ equal? How do they travel?
cashier ____ plus ____ equals ____. They travel by ____.
plus -Who works at a ___? What work do you do?
equals A ___ works at a ____. I give ___ to ____.
airport -What does the ___ do? What does ____ minus ____ equal?
train station The ____ (action verb)(noun). ____ minus ____ equals ____.
bus station What does the chef make? -Hello. Can I have your passport,
subway station The chef makes ___. please? Where are you going?
-What does the waiter/waitress/ I’m going to ____ and then to ____.
ticket
teller/cashier do? -Do you have a suitcase?
ticket collector
The ____ gives ____. Yes, here you go./ No, I don’t.
attendant The ____ helps ____. -Here is your ticket. Your seat is ___.
minus I want to drink ___, please. Please have a safe trip.
equals -What do you want to eat? -Where does he/she work?
-What appetizer/main course/ He/She works at _.
dessert do you want to eat? What work does he/she do?
I want to eat ___, please. He/She gives ___ to ____.
Why do/don’t’ you like the food? -How many tickets do you need?
I don’t like the food because it’s I need ___ tickets?
____. -Do you need (a) round trip/one way
-Hello, how may I help you? ticket(s)?
I need ___. I need (a) ____ ticket(s).
I’m looking for ____. -That will be ____ dollars.
-The total is ___ dollars. Here you go.
Thank you. Your change is ____ cents.
 Read to
Learn! Common

Unit 8: Geography Core State

Standards

Domain: Earth Science Subtopic 1: Geography

Unit Topic: Geography Subtopic 2: Climates

Reading Skills Math:

Sight
Phonics Books Reading Skills
Words Numbers 11-20
Rocks -Read informational & Numbers 21-30
o_e, u_e, off, too, Where Animals fictional texts
ph, sh, when, play Live -Answer reading
gh, wr When Is Night- comprehension
time? questions
Grammar:
We Make a Snow- about the text; extend
man knowledge of the
Nouns
topic through reading

Language Skills
Vocabulary Sentence Patterns
mountain -What do you see? -How is the climate in the (rain-
hill I see a/an ____. forest/desert)?
valley -What do you see on/in the The climate in the (rainforest/
river ___? desert) is (dry/tropical).
lake I see ____ on/in the ____. -Which is a (dry/tropical/ tem-
ocean -What lives in the ____? perate/cold) climate?
island ____ lives in the ____. The (rainforest/desert/moun-
forest -How many ____ do you see in/ tain/island/forest) is a (dry/tropi-
numbers 11-20 on the _____? cal/ temperate/cold) climate.
rainforest I see # ____ in/on the ____. -Where does (the) ___ live?
tropical -How is the weather in/on/over The ____ lives in the ____.
desert the ____? -Do you think the ___ is comfort-
dry The weather in/on/over the able?
temperate ____ is _____. Yes, I think the ___ is comfort-
cold -Which is (bigger/smaller/wid- able./ No, I don’t think the ___ is
arctic er/narrower/taller/shorter), a/ comfortable.
numbers 21-30 an ___ or a/an ____? Why? Because…
A/An ____ is (bigger/smaller/ -What is the weather like in a
wider/narrower/taller/shorter) (dry/tropical/ temperate/cold)
than a _____. climate?
-Do you think that the ____ lives -The weather is ____ and ___
in/on the ____ or the ____? in a (dry/tropical/ temperate/
I think the ____ lives in/on the cold) climate.
____.
Why? Because…
 Read to
Learn! Common

Unit 9: Building Core State

Standards

Domain: Innovation and Technology, The Arts Subtopic 1: Tools, Machines & Construction

Unit Topic: Building Subtopic 2: Designing a Building

Reading Skills Math:

Sight
Phonics Books Reading Skills
Words Counting by tens
Tools -Read informational & to 50
ie, igh, here, Machines at fictional texts Counting by tens
bl, cl, with, Home -Answer reading to 100
gl, sl have, get How Many comprehension
Wheels? questions
Get In about the text; extend Grammar:
knowledge of the
topic through reading Verbs

Language Skills
Vocabulary Sentence Patterns
hammer What do you have? What shape is the ____?
nail I have (a) ____. The ____ is (round/triangular/flat).
stone What can you do with a ____? What do/does (pronoun) use to
wood I can ____ with a ____. measure the ____?
metal What material can you use to (Pronoun) uses the measuring
machine build a ___? tape to measure the ____.
bulldozer I can use ____ to build a ____. How many centimeters is the ____?
numbers to 50 by What machine can you use to The ____ is ____ centimeters.
tens (10, 20, 30, 40, build a ___? What do/does (pronoun) use to
50) I can use a ____ to build a ____. measure the ____?
hammer What are you building? (Pronoun) uses the measuring
nail I am building a ____. tape to measure the ____.
stone What are you using to build Does the ____ fit in the ___?
wood the ___? Yes, the ____ fits in the ____./ No,
metal I am using a ___ to build the the ____ doesn’t fit in the ____. It is
machine ____. too (big/small/wide/narrow/short/
bulldozer What is (pronoun) using to tall).
numbers to 50 by build the ___? What does the ____ need?
tens (10, 20, 30, 40, (Pronoun) is using the ___ to The ___ needs (a)___. (ie The build-
50) build the ___. ing needs a window.)
What can (pronoun) build with Why does the ___ need a ____?
(material?) The ___ needs a ___ because…
(Pronoun) can build ___ with
(material).
Which material can (pronoun)
find in a ____ climate?
(Pronoun) can find (material)
in a ____ climate.
 Read to
Learn! Common

Unit 10: Helping Others Core State

Standards

Domain: Social Relationships, Critical Thinking Subtopic 1: How People Help

Unit Topic: Helping Others Subtopic 2: Giving & Receiving Directions

Reading Skills Math:

Sight
Phonics Books Reading Skills
Words Counting by 5’s
Caretakers -Read informational & to 100
oa, br, take, Firefighters fictional texts
cr, ui, help, Going Away -Answer reading
pr away, The Woodsy Band comprehension
out Jam questions
about the text; extend Grammar:
knowledge of the
topic through reading Adjectives
Adverbs

Language Skills
Vocabulary Sentence Patterns
fireman How does the ___ help? The ___ can go to the ____ by ____.
put out fires The (person) (action verb)(modifi- I’m lost. Can you give me directions
policeman er) (object). to the (place/thing)?
protect What does the ___ do? Yes, of course. To get to the (place/
chef The (person) (action verb) (modifi- thing) you…
cook er) (object). Where is the (place/thing)?
bus driver Why is it important to (action verb) The (place) is on the (corner/right/
drive teach (modifier)(object) ? left).
doctor/vet It is important to (action verb) The (place) is next to the ___.
cure (modifier) (object) because… Who works in the police station?
directions Why do we need the ___? The ___ works in the police station.
right We need the ____ to ____. What does a (person) drive?
left How does the (person) help you/ A (person) drives a ___.
straight your family? Guide the (person) to the (place/
turn The (person) helps me/my thing)
on the corner family by… First go ___, then… After, turn right
next to Why do we need the ___? and ____.
We need the ____ to ____. Help the (person) go to the (place).
Where is the (place)? The (place) is next to the ___.
The (place) is on the (corner/right/ Where does the (person) work?
left) of the ___. The (person) works at the (place).
Go straight, turn ___, then turn___.
Continue ___ …
The ___ is going to go straight.
The ___ is going to turn (left/right)
Can you write with your (left/right)
hand?
How can the ___ go to the ____.
 Read to
Learn! Common

Unit 11: Solving Problems Core State

Standards

Domain: Critical Thinking Subtopic 1: Logical Steps to Solve a

Problem
Unit Topic: Solving Problems Subtopic 2: Putting the Steps to Use

Reading Skills Math:

Sight
Phonics Books Reading Skills
Words Numbers 1-100
I Need An Eraser -Read informational &
ue, sm, an, both, Katie and Katie fictional texts
sw, er, make, New Again -Answer reading
sc, sk why Why Can’t I? comprehension
questions
about the text; extend Grammar:
knowledge of the
topic through reading Punctuation &
Capitalization

Language Skills
Vocabulary Sentence Patterns
question -I have a question. Can you answer
answer it?
guess Yes, I can answer your question.
learn No, I can’t answer your question.
try -What do you want to know about
think __?
result -Can you ask a question?
idea Yes, the question is, “___?”
true -Can you guess the answer?
false Yes, I can guess the answer. The an-
capital (big) letter swer is…No, I can’t guess the answer.
period -What can you do to learn the
question mark answer?
exclamation point -To learn the answer I can (action
verb). (i.e. To learn the answer I can
read/study/look in a book.)
-How can you test the answer? How
can you be sure the answer is true?
How can you be sure the answer is
not false?
To test the answer I can….
-A sentence begins with a capital
letter.
-A sentence ends with a question
mark, period, or exclamation point.
-What does the sentence end with?
The sentence ends with a ___.
-What does the sentence begin with?
The sentence begins with a
____ ___.
-What is the first step to solve
a problem?
The first step to solve a
problem is to ask a question.
-What is the second step to
solve a problem?
-The second step to solve a
problem is to guess the
answer.
-What is the third step to solve
a problem?
The third step to solve a
problem is to learn more
about the topic.
-What is the fourth step to
solve a problem?
The fourth step to solve a
problem is to try (the/your/
my) idea.
-What is the fifth step to solve
a problem?
The fifth step to solve a
problem is to think about the
results.
 Read to
Learn! Common

Unit 12: World Travel Core State

Standards

Domain: Travel and Recreation, Culture Subtopic 1: China

Unit Topic: World Travel Subtopic 2: USA

Reading Skills Math:

Phonics Sight Words Books Reading Skills
How Things Move? -Read informational & Ordinal numbers
ir, sp, go, how, How Many? fictional texts 1st- 10th
st, ur, on, find A Place Called -Answer reading
tr, dr Home comprehension
The Easter Egg questions
Hunt about the text; extend
knowledge of the Grammar:
topic through reading
Introduction to
past tense

Language Skills
Vocabulary Sentence Patterns
travel -Do you like to travel? -Would you like to make a
country Yes, I like to travel./ No, I don’t like reservation?
world to travel. Yes, I would like to make a
suitcase -Why or why not? reservation.
reservation I like to travel/don’t like to travel -What day would you like to
hotel because… (stay/eat)?
one-way -Which country do you want to I would like to (stay/eat) on (day
round trip visit? of the week/date).
past I want to visit ____. -What time would you like to
present -What do you need when you eat?
future travel? I would like to eat at ____
I need (a/an/the) (suitcase/ o’clock.
passport/ticket/money, etc). -What time would you like to
-Do you have a ticket? check in?
Yes, I have a ticket./ No, I don’t -I would like to check in at ___
have a ticket. o’clock.
-Do you have a round trip or one
way ticket? -Yesterday is the past.
I have a ___ ticket. -Today is the present.
-Would you like to buy a ticket? -Tomorrow is the future.
Yes, I would like to buy a (one
way/round trip) ticket. -Yesterday I (regular past tense
-Do you have a reservation at the verb).
(restaurant/hotel)? -Today I (action verb).
Yes, I have a reservation. -Tomorrow I will (action verb).
No, I don’t have a reservation.