English Curriculum

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Based on the U.S. Common Core State Standards (CCSS)

Program Overview

This program provides a rigorous, progressive foundation in English proficiency across all grade levels. The core framework centers on ELA (English Language Arts), emphasizing the progressive development of the four key domains: listening, speaking, reading, and writing. Integrated ESL (English as a Second Language) support systems are embedded throughout to ensure every student meets their respective grade-level standards.

Phase 1: ​Foundational Stage ​(Grade ​1 ​–​ Grade 2)

Builds phonemic awareness and foundational sentence structure, focusing on the transition from "sound to print." Through picture book reading, students are guided to understand simple narrative logic. The curriculum emphasizes high-frequency vocabulary (Sight Words) and basic oral commands.

Grade

Core Focus

Writing Objectives (Scaffolding)

Grade 1


Noun/Verb Identification & Capitalization


Able to connect two sentences using conjunctions (e.g., and, but).


Grade 2

Basic Tenses (Present & Past)

Able to connect two sentences using conjunctions (e.g., and, but).


Phase 2: Advanced Development Stage ​(Grade ​3 ​–​ Grade 4)

  1. Learning Objectives: To master paragraph structure and ensure tense consistency
  2. Course Description: This phase officially introduces the "Process Writing" approach. Students begin practicing narrative and informative writing. For students at the A2 proficiency level, teachers provide sentence frames as instructional scaffolding.
  3. ESL Support: Targeted training on past tense verb conjugations to resolve issues with mixed tenses.
  4. Curriculum Highlights:
  5. Transition Word Toolbox: Learning to use First, Next, Then, Finally to establish logical sequencing.
  6. Tense Checklist: During the revising stage, students self-check to ensure all verbs throughout the text maintain a consistent timeline.

Phase 3: Academic Bridging Stage ​(Grade ​5 ​–​ Grade 6)

Focuses on crafting persuasive argumentative essays and multi-paragraph compositions. The curriculum shifts toward "response-to-text" writing. Students are required to extract evidence from reading materials and utilize complex conjunctions. Instruction delves deeply into perfect tenses and clause structures to enhance sentence variety.

Grade

Core Focus

Learning Objectives (CCSS Alignment)

Grade 5

Paragraph Transitions & Organization

Able to independently complete a three-paragraph essay featuring an introduction, body, and conclusion.


Grade 6

Critical Thinking & Evidence Citation


Ensuring rigorous accuracy and consistency in tone and tense logic throughout the entire text.

ESL Support System

The Support Path

To ensure no student falls behind, we offer specialized ESL Pull-out and Push-in programs:

  1. Tiered Scaffolding: While the main class drafts a paragraph, ESL students receive a "Cloze Procedure" template. This minimizes grammatical hurdles, allowing them to focus entirely on logical expression.
  2. Visual Prompts: Classrooms feature Word Walls displaying "past tense" and "transition word" maps, providing continuous visual support.
  3. Peer Editing: Advanced students are paired with ESL learners to conduct "tense troubleshooting," fostering collaborative learning through interaction.

Learning Outcomes

  1. Fluency: Students can seamlessly translate personal experiences into logically coherent paragraphs.
  2. Accuracy: Meeting Common Core State Standards (CCSS), students can self-correct tense errors, achieving an accuracy rate of 80% or higher.
  3. Bridging Capability: Ensuring students at the A2 proficiency level steadily transition to the B1 level prior to graduation.

Strengthening Reading Proficiency

Furthermore, strengthening reading comprehension is a primary focus. We guide students in building strong reading habits, entering the world of literature to glean wisdom, and establishing a solid linguistic foundation.

"Joyful and Accelerated Reading: From Habit to Wisdom"

Transforming reading from a "passive assignment" into an "active exploration." By utilizing instructional scaffolding, we guide students as they transition from picture books to chapter books, ultimately achieving the critical thinking standards required by the CCSS.

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Phase 1: Initiation & Habit ​Formation ​(Grade ​1 ​–​ Grade 2)

Core Objective: Establish positive associations wit​h reading and overcome word recognition barriers.

  1. Sustained Silent Readin​g ​(SSR)​: Dedicating ​10​-​15 minutes every morning for teachers and students to read together. With no assessments involved, this creates a tranquil, immersive reading atmosphere.
  2. Picture Book Scaffolding: Selecting bridging books wit​h a 1:1 te​xt​-​to​-​image ratio. Teachers utilize the "Picture Walk" method, guiding students to predict the plot based on illustrations before reading the text, thereby building confidence.
  3. Reading Marathon: Creating a visual "Reading Passbook" where students earn a sticker for each book ​completed, steadily building a sense of achievement.
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Phase 2: ​Comprehension & Skill ​Solidification ​(Grade ​3 ​–​ Grade 4)

Core Objective: Making the crucial leap from "Learning to Read" to "Reading to Learn."

  1. Reading Strategies Scaffolding:
  2. Predicting: Guessing the content based on the title and cover.
  3. Questioning: Practicing critical questions such as, "Why did the protagonist do this?"
  4. Summarizing: Learning to outline a story's main idea in three sentences, directly addressing the logical challenges of paragraph sequencing.
  5. Literature Circles: Grouping students in teams of​ 4​-​5, wit​h each taking on a specific role ​(e.g., Vocabulary Master, Plot ​Summarizer, Illustrator)​. This deepens textual comprehension through peer interaction.
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Phase 3: Critical Thinking & Wisdom Extraction ​(Grade ​5 ​–​ Grade 6)

Core Objective: Gleaning wis​dom and laying the groundwor​k for academic research and writing.

  1. Cross​-​Curricular Reading: Introducing non​-​fiction texts ​(science, history, biographies)​ in alignment wit​h CCSS. This teaches students how ​to extract facts and evidence from ​complex articles.
  2. Response to Literature: Integrating the "Process Writing" approach to help students connect the wis​dom ​found in books wit​h their own experiences.
  3. (Prompt Example: "The protagonist's attitude toward adversity reminded me of a time whe​n I...")
  4. Digital Reading Literacy: Teaching students how ​to evaluate the credibility of online information, thereby expanding the boundaries of their reading.

ESL Reading Support Zone

For Students Requiring Reading Remediation

For students at the A2 proficiency level or those experiencing reading difficulties, we provide the following interventions:

  1. Audio-Assisted Reading: Allowing students to listen to audiobooks while reading the text, strengthening the connection between phonetics and meaning.
  2. Leveled Texts: Providing articles that share the class's core themes but utilize simpler grammar, ensuring language barriers do not diminish their interest in the subject.
  3. Visual Word Wall: Displaying common "keywords" alongside corresponding images in the reading area to provide immediate scaffolding support.

Expected Learning Outcomes

  1. Affective Domain: Students no longer view reading as a chore and actively seek out the library.
  2. Proficiency Domain: Students can independently read chapter books of 50+ pages and accurately extract the central themes.
  3. Linguistic Domain: Through massive comprehensible input, students naturally internalize correct tense usage and transition words, laying a solid foundation for high-quality writing.
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