Level 6 Curriculum Overview

Learning Objectives /
Level 6 Introduction

Level 6 consists of 12 units, each unit containing 12 lessons broken down into learning cycles
of 6 classes each. The spelling goals in Level 6 start with spelling homophones correctly in
context and move to spelling more advanced words with the -que, -x, -ary, -ery, and -ory
patterns. Reading comprehension goals include determining the main idea of a passage,
making inferences, and analyzing characters. Grammar skills such as pronoun-antecedent
agreement, subordinating/coordinating conjunctions, and indefinite pronouns are studied in
Level 6. As with other major course levels, lessons 6 and 12 are assessment lessons. Students
are required to present a final project at the beginning of lesson 12. Students are first
introduced to the project options during lesson 5, then again in lessons 6 and 11.

Target Description
① Vocabulary 288 vocabulary words Vocabulary words are introduced and reviewed in
many different situations throughout the curriculum.
② Spelling Patterns 16 spelling patterns Spelling patterns help students break apart words to
understand their meaning and decode new words.
③ Grammar 21 grammar rules Apply rules of grammar to reading and speech;
(Conventions) understand and utilize more complex verb
tenses/phrases/clauses.
④ Reading 22 reading comprehension skills Understand and analyze text presented through
Comprehension different genres.
⑤ Verbs 120 verbs Use new verbs in each unit to make discussion and
learning richer.

① Vocabulary: A body of words used in a particular language. Vocabulary is taught through memorization and prompted
with a series of context clues, songs, games, and teacher-led physical actions or activities.

② Spelling Patterns: Spelling patterns help students decode new words and identify the relationship between letters and
sounds.

③ Grammar: 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 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.

④ Reading Comprehension: Reading comprehension is the ability to process text, understand its meaning, and integrate it
with what the reader already knows. Newly learned vocabulary and background knowledge helps the student understand
and make connections while reading.

⑤ Verbs: Verbs are the part of language that express action. In English, verbs can be quite tricky as they change form in
the present, future, and past tenses. A rich knowledge of verbs enables the speaker or writer to express themselves more
clearly and accurately.
VIPKid Curriculum
Learning Objectives in Each Stage /

Level 6 Units 10-12

Level 6 Units 7-9
Level 6 Units 4-6
Level 6 Units 1 - 3
t
Reading: Reading: Reading: Reading:
Student can identify Student can Student can analyze Student can analyze
various text features analyze characters problems and various plot elements
and explain how and discuss their solutions as well as and make inferences
they help the reader. point of view. make predictions about a text.
Student can read a Student can make about a text. Student can read
passage and connections to their Student can read words with the -ary,
determine the main self, other texts, words with the -que -ory, and -ery sounds.
idea and supporting and/or the world. and -x sounds.
details. Student can Grammar/
recognize and read Convention Skills:
words with the Grammar/ Student can
Grammar/ schwa sound. Convention Skills: recognize and use
Convention Skills: Student can change indefinite pronouns
Student can use the Grammar/ verbs to nouns by appropriately.
articles “a”, “an”, Convention Skills: adding -ion. Student Student can also
and “the” correctly. Student can can also understand identify and use
Various adverbs are understand and use and use adjectives with -ed
studied as well as similes/metaphors. regular/irregular and -ing.
different types of Students are nouns and affixes.
sentences (simple introduced to
sentences, coordinating and
compound subordinating
sentences, complex conjunctions.
sentences). Pronoun
antecedent
agreements are
studied as well.
Level 6 Curriculum Overview
Learning Topics /
Unit Topic Unit Topic
Unit 1 Animal Adaptations Unit 7 Discovering the Unknown
Unit 2 People and Animals Unit 8 Solving Mysteries
Unit 3 Holidays Around the World Unit 9 Changes in Nature
Unit 4 The Season of Giving Unit 10 Traits, Thoughts, Actions, Feelings
Unit 5 All Kinds of Matter Unit 11 We Will Rock You
Unit 6 What’s the Matter? Unit 12 Discovering the Americas

6E’s Teaching Method /

The 6E’s is an adapted model based on an instructional model called the “Five Es” by the Biological Science Curriculum
Study (BSCS). This instructional model is student-centered and helps students build their own understanding about new
knowledge from their past experience and knowledge. The 6E’s represent six stages of a sequence for teaching and
learning: Engage, Explore, Explain, Extend, Elaborate and Evaluate. In the VIPKid learning system, the 6E model is applied in
the following ways:
1. Inspire student’s interest and get them actively involved in the lesson.
2. Provide various opportunities for students to understand certain concepts and skills
3. Help students explain and think the contents they learn.
4. Enable students to make connections between concepts and real lives as well as apply what they have learned to
the world around them.
5. Students and teachers discuss more in depth about the learning content so as to deal with more difficulty
questions/problems
6. Students and teachers evaluate the learning outcomes together
Inspire student’s interest
Students and teachers and get them actively
evaluate the learning involved in the lesson.
outcomes together. Lesson 1/7:
Engage
Provide various
Lesson 6/12: Lesson 2/8: opportunities for
Evaluate Explore students to
understand certain
concepts and skills.
Students and teachers
discuss more in depth
6E
about the learning Learning
content so as to deal
with more difficult
Cycle
Help students
questions/problems. Lesson 3/9: explain and think
Lesson 5/11: Explain about the concepts
Elaborate Lesson 1/7: they learn.
Engage

Lesson 4/10:
Enable students to
makeExtend
connections Expand Practice
between concepts
and their own life.
Apply
Apply
Level 6 Additional Skills
Pronunciation
VIPKid students develop excellent pronunciation, as North American accented English is
modeled by the foreign teacher each and every class. VIPKid teachers are trained to
correct pronunciation in a gentle, effective manner.

Critical Thinking
The VIPKid curriculum purposefully introduces and reviews target content 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 diverse 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 and 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.

Presentation and Public Speaking

Presentation and public speaking are life skills that, if not learned early, are difficult for many
people. In the global workplace, many presentations and events will be held in a language
that is not the speaker’s own, which may cause unease and apprehension. At VIPKid,
students are expected to present throughout the unit, as well as completing and presenting
a final project at the end of each unit as part of their overall assessment score.

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 teacher their student this word as well as the meaning.
Level 6 Achievement
Unit Topic Reading Skills Language Skills
Spelling Comprehension Vocabulary Verbs Conventions
Patterns Strategies

Unit Animal Homophones * Text Features 29 words *adapt * Articles

1 Adaptations *survive
* Context Clues *blend in
*hunt
*reproduce
*swoop
*migrate
*hibernate
*mimic
*copy
Unit People and -ge * Predicting 26 words *trot * Adverbs of time
2 Animals *brush * Adverbs of frequency
-dge * Summarizing *graze * Adverbs of place
*reply * Adverbs of degree
* Main Idea and *tether * Adverbs of manner
Details *inhabit
*summarize
*rely
*burst
*determine
Unit Holidays Adding -ion to * Compare and 27 words *appear *Sentence Structure
3 Around the verbs that end Contrast *vary (simple, compound,
with -ct or -e *wrap and complex
World
* Main Idea and * pass down sentences)
Details *originate
*remind
*unify
*fast
*pray
*observe
Unit The Season Schwa Sound * Analyze Characters 27 words *honor * Similes
4 of Giving *wonder * Metaphors
* Identify Character's *jingle
Point of View *ward off
*gaze
* Literal Language *believe
*reflect
* Non-literal *appreciate
Language *bloom
*place

Unit All Kinds of Homonyms * Summarize 32 words *consist * Coordinating

5 Matter * Classify Information *pack Conjunctions
* Ask and Answer *observe * Subordinating
Questions *study Conjunctions
* Context Clues *release
* Cause and Effect *condense
*evaporate
*freeze
*melt
*dissolve
Level 6 Achievement
Unit Topic Reading Skills Language Skills
Spelling Comprehension Vocabulary Verbs Conventions
Patterns Strategies

Unit What’s the Homo- * Visualization 22 words * expect Pronoun –

6
Matter? graphs * Make * cheat Antecedent
connections * suspend Agreement
to text, self * volunteer
and world * discuss
* Solve * beware
Problems * defeat
* summon
* transform
* inspire
Unit Discovering Change * Cause and 22 words * explore Change Verbs to
7 the Verbs to Effect * command Nouns by adding
Unknown Nouns by * sail -ion
adding - *Sequencing * prove
ion * treat
* trade
* complete
* guide
* purchase
* translate
Unit Solving Prefixes * Predicting 25 words * echo Regular/Irregular
8
Mysteries * Visualizing * creep Nouns
* Analyzing * bolt
Problems * emerge
* Analyzing * explain
Solutions * lurk
* chime
* check
* interrupt
* disappear
Unit Changes -que * Cause and 26 words * farm Affixes
9
in Nature -x Effect * replant
* restore
* Fact and * increase
Opinion * drain
* destroy
* occur
* affect
* estimate
* spread
Level 6 Achievement
Unit Topic Reading Skills Language Skills
Spelling Comprehension Vocabulary Verbs Conventions
Patterns Strategies

Unit Traits, Compound * Analyze 25 words * scurry Indefinite

10 Thoughts, Words Characters * quiver Pronouns
Actions, * complain
Feelings * Analyze Plot * tuck
* permeate
* Predict * join
* stretch
* Infer * imagine
* enjoy
* decide
Unit We Will * -ery * Connecting 28 words * retain Adjectives with -
11 Rock You to Prior * support ed, -ing
* -ory Knowledge * layer
* create Adverbs
* -ary * Main Idea & * break down
Details * erode
* mine
* deposit
* form
* compact
Unit Discovering Review of Review of 26 words * settle Review of
12 the previous previous * drag previous
Americas spelling comprehension * glance conventions
patterns strategies * stalk
* prepare
* befriend
* attract
* long for
* emerge
* depend on
Unit 1: Animal Adaptations
- Domain: Reading - Subtopic 1: Structural Adaptations
- Unit Topic: Animal Adaptations - Subtopic 2: Behavioral Adaptations

Reading Skills /
Spelling Patterns Reading Skills
Project Options
Homophones * Text Features
* bear/bare - Illustration 1.) Describe an
* hare/hair - Photograph animal’s structural
* whale/wail - Caption adaptations
* flower/flour - Title 2.) Describe how
* no/know an animal uses
* heart/hart * Context Clues camouflage
*flee/flea 3.) Write about
* meat/meet how an animal
* be/bee migrates.
* horse/hoarse

Language Skills /

Vocabulary Grammar
Conventions
adaptation caption Articles
structural predator *a
survive prey * an
adapt hunt * the
characteristic reproduce * zero article
school reflex
photograph mimic
illustration copy
adapt carnivore
survive herbivore
hunt omnivore
camouflage swoop
invisible nocturnal
blend in hibernate
title
Unit 2: People and Animals
- Domain: Reading - Subtopic 1: An Animal to Ride
- Unit Topic: People and Animals - Subtopic 2: Extreme Animals

Reading Skills /
Spelling Patterns Reading Skills
Project Options
-ge * Predicting
* barge 1.) Prepare a
* wage * Summarizing lesson about
* orange horses
* Main Idea and Details 2.) Write the next
-dge chapter in Lynne’s
* bridge story
* badge 3.) Create a poster
* fridge describing a
* porridge futuristic extreme
adaptation

Language Skills /

Vocabulary Grammar
Conventions
enormous transparent Adverbs of Time
thoroughbred tentacle * Today
* Since
brush rely * Now
chapter determine * Finally
topic inhabit
saddle flipper Adverbs of Frequency
* Usually
eventually decibel * Never
stable burst * Rarely
gingerly
graze Adverbs of Degree
* Barely
tether
* Quite
stirrup * Hardly
coral
trot Adverbs of Manner
reply * Fast
* Angrily
extreme * Gingerly
deception
snout
Unit 3: Holidays Around the World
- Domain: Social Studies - Subtopic 1: Christmas & Hanukkah
- Unit Topic: Holidays Around - Subtopic 2: Kwanzaa & Ramadan
World

Reading Skills /
Spelling Patterns Reading Skills Project Options
Verbs ending with Drop – d, add -ion * Compare and Contrast 1.) Make a booklet
-ct, add -ion *extend/extension about your favorite
*action *pretend/pretension * Main Idea and Details holiday
*collection *ascend/ascension 2.) Write a story
*correction *distend/distension
about a holiday
*prediction
Drop -te, add ion
you like to
Drop -e, add -ion *decorate/decoration celebrate
*precise/precision *generate/generation 3.) Create a poster
with holiday
pictures

Language Skills /

Vocabulary Grammar
Conventions
Hanukkah proud Independent/Dependent
Kwanzaa heritage Clauses
Ramadan unify
subtitle remind Simple Sentences
pass down kinara
vary faith Compound Sentences
appear Islam
support Muslim Complex Sentences
tradition observe * Independent clause +
ornament generation Conjunction + dependent
wrap pray clause
religion fast
Jewish
menorah
originate
Unit 4: The Season of Giving
- Domain: Reading - Subtopic 1: Happy Holidays
- Unit Topic: The Season of Giving - Subtopic 2: Season’s Wishes

Reading Skills /
Spelling Patterns Reading Skills Project Options
Schwa Sound Schwa Sound with O * Analyze Characters 1.) Write a poem
with A and E and U about your favorite
*Christmas * freedom * Identify Character's Point of View holiday.
* Kwanzaa * corral 2.) Use similes to
* Hanukkah * carol * Literal Language
describe two of
* festival * handsome
* menorah * Non-literal Language
your family
* transparent members.
* talent 3.) Make a fir tree
* celebrate and write a story
about it.

Language Skills /

Vocabulary Grammar
Conventions
sleigh forest Similes
carol woodcutter * As fast as lightning
jingle breeze * As blind as a bat
poem suddenly * Fighting like cats and dogs
* Ate like a horse
simile dim
miracle glorious Metaphors
glory actually * Is a shining star
rhyme confused * Has a heart of gold
peace believe * Is a beautiful rose
joy place * Is a snail
painful reflect
honor appreciate
metaphor bloom
connection
Unit 5: All Kinds of Matter
- Domain: Science - Subtopic 1: Properties of Matter
- Unit Topic: All Kinds of Matter - Subtopic 2: Changes in Matter

Reading Skills /
Spelling Patterns Reading Skills Project Options
Homonyms Homonyms * Summarize 1.) Create a poster
* park * letter describing the
* saw * spring * Classify Information three states of
* fly * left matter.
* bat * last * Ask and Answer Questions
2.) Do an
* light * well
experiment to
* ring * hard * Context Clues
show how water
* Cause and Effect changes states.
3.) Create a
mixture or solution
to eat or drink.

Language Skills /

Vocabulary Grammar
Conventions
information magma Coordinating Conjunctions
consist lava * and
pack physical * but
observe change * nor
study vapor * or
release mixture * so
matter solution * for
atom chemical * yet
gas change
state appearance Subordinating Conjunctions
molecule melt * before
substance evaporate * after
element condense * while
property context * when
dissolve cause * because
freeze effect * if
* until
* unless
Unit 6: What’s the Matter?
- Domain: Reading - Subtopic 1: Let’s Solve Problems
- Unit Topic: What’s the Matter? - Subtopic 2: Real Life Problems in
Fairy Tales

Reading Skills /
Spelling Patterns Reading Skills
Project Options
Homographs Homographs * Visualization
* desert * close 1.) Compare and
* lead * live * Make connections to text, self and contrast yourself
* produce * content World with two different
* concert * minute characters.
* refuse * bass * Solve Problems 2.) Write a letter to
* address * bow one of the
* compound characters from
* present the stories.
3.) Write a story
about yourself and
a fantasy
character.

Language Skills /

Vocabulary Grammar
Conventions
integrity quest Pronoun – Antecedent
calculation villain Agreement
disappointment daring
relationship enchanted
studious wonder
reason treasure
expect beware
cheat defeat
suspend summon
volunteer transform
discuss inspire
Unit 7: Discovering the Unknown
- Domain: Social Studies - Subtopic 1: Discoveries on Water
- Unit Topic: Discovering the - Subtopic 2: Discoveries on Land
Unknown

Reading Skills /
Spelling Patterns Reading Skills Project Options
Change Verbs to Nouns by * Cause and Effect
1.) Research either
adding -ion
Zheng He or
* Words that end with -ct * Sequencing
Columbus. Write
* Words that end with -e
about the
* Words that end with -ss
explorer’s voyages.
* Words that end with -ce
2.) Draw two
* Words that end with -ne
pictures about an
* Words that end with -re
explorer.
* Words that end with -ve
3.) Write a report
* Words that end with -se
about an explorer
and a famous
voyage.

Language Skills /

Vocabulary Grammar
Conventions
native secretary Quantifiers
explore trade * some
command complete * any
sail guide * a little
prove purchase * a few
treat translate * a lot of
scurvy president * plenty of
compass route * enough
voyage territory
crew interpreter
explorer
journey
Unit 8: Solving Mysteries
- Domain: Reading - Subtopic 1: Exploring New Places
- Unit Topic: Solving Mysteries - Subtopic 2: Detective Work

Reading Skills /
Spelling Patterns Reading Skills Project Options
Prefixes * Predicting
1.) Write a new
* uni- * Visualizing
ending for “The
* bi- * Analyzing Problems
Mystery of the
* tri- * Analyzing Solutions
Native American
* semi-
Treasure”.
* multi-
2.) Research a real
* hemi-
mystery and write
about it.
3.) Write about
how to solve a
mystery.

Language Skills /

Vocabulary Grammar
Conventions
passage urgently Regular Nouns
* Adding -s
echo mandatory
* Adding -es
creep concerned * Adding -ies
bolt calamity
emerge prowler Irregular Nouns
explain plank * man/men
* goose/geese
gorge woodworking * woman/women
figure lurk * child/children
chamber chime * foot/feet
encounter check * mouse/mice
fork interrupt * person/people
* sheep/sheep
random disappear * deer/deer
intense * bison/bison
* cactus/cacti
* octopus/octopi
* abacus/abaci
Unit 9: Changes in Nature
- Domain: Science - Subtopic 1: Changes Caused by
- Unit Topic: Changes in Nature People
- Subtopic 2: Changes Caused by
Nature

Reading Skills /
Spelling Patterns Reading Skills
Project Options
-que * Cause and Effect
* boutique 1.) Create a story
* oblique * Fact and Opinion about how the
* bisque Native Americans
* antique taught the settlers.
* physique 2.) Create a poster
* unique supporting
agriculture.
-x 3.) Make a cause
* relax and effect poster
* fox about wildfires.
* wax
* six
* box
* fix

Language Skills /

Vocabulary Grammar
Conventions
deforestation ash Affixes
farm destroy * de-,
replant occur * -ness
restore estimate * -less
increase earthquake * -ic
drain tsunami * dis-
agriculture eruption * -al
supply affect
careless spread
balance ice age
competition extinct
fertilize fossils
harmful drain
Unit 10: Traits, Thoughts,
Actions, Feelings
- Domain: Reading - Subtopic 1: Describing
- Unit Topic: Traits, Thoughts, Characters
Actions, Feelings - Subtopic 2: What’s My Next
Move?

Reading Skills /
Project Options
Spelling Patterns Reading Skills
1.) Compare and
Compound Words With: * Analyze Characters contrast the traits,
* every- feelings, thoughts,
* any – * Analyze Plot and actions of two
* no- characters.
* super- * Predict 2.) Create a
* black- fictional character.
* horse- * Infer 3.) Write a one-
* sun- page fantasy story
* good- about your life as a
superhero.

Language Skills /

Vocabulary Grammar
Conventions
athletic aroma Indefinite Pronouns
ballet quiver * everybody * nobody
champions terrible * everyone * no one
concentration groceries * everything * nothing
gracefully impatiently * everywhere * nowhere
permission magic * anybody * each
excursion mischievous * anything * both
dilemma exiled * anyone * none
join scurry * anywhere * some
stretch fantasy * someone * few
imagine routine * somebody * many
enjoy complain * several
decide
Unit 11: We Will Rock You
- Domain: Science - Subtopic 1: The Rock Cycle
- Unit Topic: We Will Rock You - Subtopic 2: Soil

Reading Skills /
Spelling Patterns Reading Skills Project Options
-ery * Connecting to Prior Knowledge 1.) Make a picture
* fishery book about the
* greenery * Main Idea & Details three types of rocks.
* trickery 2.) Make a sign for
* creamery a rock by labeling
-ory type of rock you
* directory think it is.
* accessory 3.) Create a poster
-ary showing the
* stationary different layers of
* revolutionary soil. Describe each
* missionary layer.

Language Skills /

Vocabulary Grammar
Conventions
weathering topsoil Adjectives with -ed, -ing
erosion retain
erode support Adverbs
deposit layer * too
form subsoil * either
compact bedrock * too many
mine loam * too much
igneous rock humus
metamorphic gravel
rock clay
sedimentary silt
rock create
pressure break down
obsidian
crystal
Unit 12: Discovering the
Americas
- Domain: Social Studies - Subtopic 1: Canada
- Unit Topic: Discovering the - Subtopic 2: Chile
Americas

Reading Skills /
Spelling Patterns Reading Skills
* Adding -ion to verbs * Main Idea and Details Project Options
* Prefixes (semi-, hemi-, multi-) * Similes and Metaphors
* Special Consonants * Sequencing Events 1.) Write a folktale
* -que * Cause and Effect about an animal.
* -x * Analyzing Characters 2.) Write a
* ck research report
* Compound Words about Canada.
* Homonyms/Homographs/ 3.) Draw a map of
Homophones Chile and include
* -ge/-dge pictures of things
you like about the
country.

Language Skills /

Vocabulary Grammar
Conventions
grizzly bear indigenous Articles (a, an, the, zero article)
stalk condor
Sentence Structure
prepare emerge * Simple Sentence
bison myth * Compound Sentence
moose puma * Complex Sentence
caribou befriend
Antecedents and Pronouns
beaver folklore
longhouse fauna Adverbs
mammoth pudu
settle attract Quantifiers
drag forever
grateful long for
glance depend on