Sight Word Essay
1-800-ABC-MATH www.kumon.com TABLE OF LEARNING MATERIALS • READING (7A~2A)
Word Building Block
7A
Highlights
SCT
Enjoyable “look, listen and repeat” exercises and colorful illustrations help pre-readers develop phonemic awareness of the beginning sounds of words, build a sight word vocabulary, and make the connection between spoken and written language.
6A
SCT
Students continue to build a sight word vocabulary, adding longer phrases and more advanced words. Students recite familiar rhyming words in preparation for phonics study.
5A
SCT
Students develop more pre-reading skills by saying individual sounds while tracing letters. Toward the end of the level, students begin to put together simple
threeletter words.
4A
SCT
3A
SCT
Students master pre-reading skills by trying to decode words with various vowel combinations (digraphs, diphthongs), two-syllable words with middle double consonants, and two-syllable compound words.
Students continue to develop pre-reading skills by saying words with consonant blends, consonant digraphs, consonant-controlled vowels, and long vowels produced by the silent e.
2A
SCT
Students identify nouns, verbs and adjectives, and use them within sentences.
Students learn the singular and plural forms of nouns and verbs, and the comparative and superlative forms of adjectives.
Highlights
Number
1-10
Number
CONNECTING WORDS TO
FAMILIAR OBJECTS
SOUND PATTERNS
Vowel Combinations
CONSONANT COMBINATIONS
SAYING THE SOUNDS OF LETTERS
RECOGNIZING FAMILIAR WORDS
SOUND-PART PUZZLE
1-10
—
11-20
11-20
21-30
21-30
1-2
—
31-40
31-40
41-50
41-50
—
SAYING RHYMING WORDS
—
51-60
61-70
51-60
—
SAYING WORDS WITH
THE SAME SOUND
FUNCTION OF WORDS
Nouns, Verbs, Adjectives
—
61-70
71-80
71-80
81-90
81-90
—
91-100
RIDDLES
SAYING RHYMING PHRASES
101-110
CHANGING LETTER SOUNDS
121-130
FIVE-MINUTE FAIRY TALES
1-2
—
COMPOUND WORDS
PUTTING SOUNDS TOGETHER
111-120
91-100
—
111-120
PUTTING WORDS TOGETHER
121-130
131-140
131-140
—
—
—
—
141-150
141-150
—
READING ALOUD
151-160
151-160
161-170
171-180
181-190
101-110
161-170
GUESSING “WHO IS THERE?”
—
—
191-200
SCT: Standard Completion Time (Min./Sheet). This is the set time in which the student should complete and correct the worksheet. SCT is not used in Levels 7A-3A.
MY OWN MINI-BOOKS
FAMOUS FABLES ON STAGE
STEP-BY-STEP TO STORIES
SAYING RHYMING POEMS
—
—
1-2
—
171-180
181-190
191-200
© 2010 Kumon Institute of Education 1202 Reproduction in any format is strictly prohibited.
1-800-ABC-MATH www.kumon.com TABLE OF LEARNING MATERIALS • READING (AI~CII)
Sentence Building Block
AI
Highlights
SCT
AII
SCT
Through reading stories and answering questions, students improve reading comprehension and writing skills. Punctuation, spelling and capitalization are also solidified. Students learn to recognize a sequence of thoughts developed within a short paragraph.
Students study the structure of simple sentences and learn expressions which convey attitude or intention, such as
“can,” “must,” “may” and
“should.” Students learn to write negative sentences, questions and sentences using the past tense.
BI
SCT
Students refine their ability to identify subject and predicate in longer sentences containing modifiers such as adjectives and adverbs.
Students conjugate irregular verbs, as well as study pronouns, prepositions and irregular plurals of nouns.
BII
SCT
SCT
CI
Students refine their ability to identify subjects, verbs and objects, and learn how to conjugate the future, progressive and perfect tenses. Students continue studying punctuation.
Students begin writing complete sentences independently. Students learn to define words using context clues in the stories; to identify main ideas within a story to better understand the story as a whole; and to compare and contrast actions, characters and information from a passage.
CII
SCT
Students learn to construct and respond to questions using who, what, where, when, why and how; to interpret information in charts; to organize information from passages into a chart format; and to write answers independently.
Highlights
Number
1-10
Number
SIMPLE SENTENCES
Subjects, Predicates
WRITING FROM MEMORY
SUBJECT AND PREDICATE
PARTS OF A SENTENCE
DEFINING WORDS
ELEMENTS OF STATEMENTS
1-10
11-20
11-20
2-3
2-3
2-3
21-30
2-4
2-4
21-30
1-2
31-40
31-40
EXPRESSIONS IN THE PAST
41-50
STORY 1 The Fire Cat
51-60
61-70
STORY 1 In the Great Meadow
2-3
2-3
STORY 1
The Dragonfly of Lookout Mountain
EXPRESSIONS OF LANGUAGE
2-4
51-60
2-3
SENTENCE TOPICS
BASIC EXPRESSIONS
41-50
IDENTIFYING IDEAS
ORGANIZING INFORMATION
61-70
71-80
71-80
2-4
2-3
81-90
STORY 1 Rip Van Winkle
1-2
2-4
2-3
MODIFIERS
91-100
91-100
2-3
STORY 2 Purple, Green and Yellow
101-110
81-90
101-110
2-3
2-3
111-120
STORY 1 Moon Cat
121-130
THOUGHT SEQUENCE
MAKING SHORT SENTENCES
1-2
STORY 2 The Cricket in Times Square
2-3
COMPARING AND CONTRASTING
STORY 1 The Chinese Artist
2-4
STORY 2 Casey Webber
2-4
SYNTHESIZING IDEAS
CONSTRUCTING SENTENCES
INDEPENDENTLY
121-130
MAKING STATEMENTS
131-140
111-120
131-140
2-3
141-150
2-4
1-2
2-3
2-3
141-150
2-4
151-160
151-160
161-170
161-170
171-180
171-180
VOCABULARY REVIEW
1-2
VOCABULARY REVIEW
2-3
VOCABULARY REVIEW
2-3
VOCABULARY REVIEW
2-3
VOCABULARY REVIEW
2-4
VOCABULARY REVIEW
2-4
181-190
191-200
181-190
STORY 2 The Four Squirrels
1-2
STORY 3 Grandpa’s Visit
2-3
STORY 2 The Velveteen Rabbit
STORY 3
2-3 Wonder Kid Meets the Evil Lunch Snatcher 2-3
STORY 2 How Willy Got His Wheels
2-4
STORY 3 Homer Price
2-4
191-200
© 2010 Kumon Institute of Education 1202 Reproduction in any format is strictly prohibited.
1-800-ABC-MATH www.kumon.com TABLE OF LEARNING MATERIALS • READING (DI~FII)
Paragraph Building Block
DI
Highlights
SCT
Students focus on combining simple sentences to create compound and complex sentences. In this level, students learn to identify a statement as a unit of thought in exercises that ask them to extract statements from paragraphs.
DII
SCT
EI
SCT
Students learn complex sentences by studying different clauses, as well as direct and indirect speech.
They also continue to study a paragraph’s main idea.
Students learn to analyze paragraphs by organizing main ideas and important points into diagrams and charts.
Students learn to identify the topic and main idea of paragraphs, as well as supporting statements and details within a paragraph.
Students develop a better understanding of the relationship between paragraphs. EII
SCT
TOPIC
COMBINING SENTENCES
FII
SEQUENCE AND IMAGERY
SCT
Students further develop their understanding and comprehension of paragraphs by analyzing and recounting selections from works of fiction. Concision exercises allow students to enhance their understanding of fictional passages by condensing this information into short, often independent responses.
REFERRING WORDS
Students learn to identify the sequence of events, imagery and description in a passage.
Underlining exercises further develop students’ reading comprehension. Students also learn logical reasoning ability and how events in a passage effect a certain result.
CLAUSES
SCT
Students hone their ability to comprehend passages by analyzing referring words, and by interpreting text through restatement, examples and description. Students also develop a better understanding of how to apply information gathered from a text by responding to questions that require detailed and specific answers.
Number
1-10
FI
UNRAVELING TEXT
Highlights
Number
1-10
11-20
11-20
3-5
3-5
3-4
2-4
21-30
21-30
31-40
31-40
2-4
41-50
3-4
RECOMMENDED READING 1
Black Beauty
51-60
RECOMMENDED READING 1
The Red Pony
2-4
MAIN IDEA
61-70
INTERPRETING TEXT
41-50
STORY 1
Boy
3-4
3-5
RECOUNTING STORY EVENTS
UNDERLINING
61-70
3-5
3-5
71-80
51-60
71-80
3-4
2-4
81-90
81-90
91-100
RECOMMENDED READING 1
The Wizard of Oz
101-110
STATEMENTS FROM PARAGRAPHS
RECOMMENDED READING 1
The Princess and the Goblin
2-4
RECOMMENDED READING 2
Old Yeller
2-4
RECOMMENDED READING 2
Secret of the Andes
GRAPHING AND CHARTING
UNDERSTANDING PARAGRAPHS
111-120
STORY 2
The Yearling
3-4
CONCISION
3-4
STORY 1
A Wrinkle in Time
REASON AND RESULT
121-130
3-5
101-110
111-120
3-5
121-130
RESPONDING TO QUESTIONS
131-140
3-5
3-4
131-140
3-4
2-4
2-4
141-150
91-100
141-150
3-5
151-160
151-160
161-170
161-170
171-180
171-180
VOCABULARY REVIEW
2-4
VOCABULARY REVIEW
2-4
VOCABULARY REVIEW
3-4
VOCABULARY REVIEW
3-4
VOCABULARY REVIEW
3-5
VOCABULARY REVIEW
3-5
181-190
181-190
191-200
RECOMMENDED READING 2
Li Lun, Lad of Courage
2-4
RECOMMENDED READING 3
Island of the Blue Dolphins
SCT: Standard Completion Time (Min./Sheet). This is the set time in which the student should complete and correct the worksheet.
2-4
RECOMMENDED READING 2
Alice in Wonderland
3-4
RECOMMENDED READING 3
The Shakespeare Stealer
3-4
STORY 2
Caddie Woodlawn
3-5
STORY 3
Julie of the Wolves
3-5
191-200
© 2010 Kumon Institute of Education 1202 Reproduction in any format is strictly prohibited.
1-800-ABC-MATH www.kumon.com TABLE OF LEARNING MATERIALS • READING (G~L)
Summary Block
G
SCT
Highlights
SCT
H
SCT
I
SCT
J
Students analyze the persuasive writing style found in speeches, advertisements and political documents. They also learn the components and strategies of the more formal
“argument.” The level concludes with a study of précis, the most complex form of summary.
Students develop greater sensitivity to authors’ use of descriptive language.
Summation exercises help students focus on specific points within passages.
Vocabulary exercises introduce Greek and Latin suffixes, prefixes and roots.
Students learn to condense important information from a passage into a summary one third of the length of the original passage. Students are formally introduced to story elements such as plot, character and setting.
Critique Block
With exercises focusing on structure, theme and character, students are introduced to a closer reading of text than in previous levels. Students develop an understanding of how a writer’s intentions are reflected in various aspects of the work under consideration. L
SCT
K
SCT
Students begin understanding the elements of figurative language, such as metaphors, similes and symbols, to improve their ability to read critically. Students also develop their ability to express the meaning of phrases, sentences and passages in their own words.
Students deepen their understanding of the elements of literature, such as plot, setting, atmosphere, irony and comedy, to improve their ability to read critically. Students also enhance their ability to read critically by writing comments about excerpts of novels, poetry and plays.
Highlights
Number
1-10
11-20
Number
POINT MAKING
“Internal Earth Changes,” “Food and
Nutrition,” “Food Fight”
(
)
4-7
FACT AND OPINION
“The Treasures of King Tutankhamen,”
“The Trigger Effect”
(
)
PERSUASION
(A Speech by Eisenhower)
5-8
AN INTRODUCTION
TO CRITICAL READING
(“A White Heron,” To Kill a Mockingbird ) 7-10
6-9
5-8
5-8
21-30
4-7
(
PLOT
NTC’s Dictionary of Literary Terms,
Aspects of the Novel, Macbeth,
The Spy Who Came in from the Cold
)
7-10
(
FIGURATIVE LANGUAGE
The Norton Introduction to Poetry,
Reading Poetry,
The Poetry of William Blake,
Bliss, The Garden-Party
)
11-20
9-14
9-14
6-9
1-10
31-40
31-40
41-50
21-30
THEME
(“Dove,” Torch-Bearers of )
History, “Dance”
4-7
51-60
PASSAGE ORGANIZATION
“On the Level,” “I Have a Dream,”
“Militant Suffragists”
(
)
4-7
(
ARGUMENT
“War and Poverty,”
“Peace in the Atomic Age”
7-10
)
READING 1
Dancing at the Edge of the World
61-70
6-9
5-8
5-8
(
5-8
71-80
(
PASSAGE STRUCTURE
Essays of E.B. White, The White Album,
The Medusa and the Snail, The Big Sea,
“To Hell with Dying”
SETTING AND ATMOSPHERE
NTC’s Dictionary of Literary Terms,
The Poetry of Coleridge, Hamlet
4-6
)
7-10
9-14
)
41-50
(
INTERPRETATION
The Norton Introduction to Literature,
Literature: Thinking, Reading and Writing Critically,
Lord of the Flies,
The Poetry of T.S. Eliot
51-60
)
61-70
9-14
71-80
7-10
81-90
91-100
101-110
RECOMMENDED READING I
The Diary of Anne Frank
2-4
STORY ELEMENTS The Call of the Wild 4-7
RECOMMENDED READING I
The Story of My Life
INTERPRETATION OF LANGUAGE
(The Old Man and the Sea )
2-4
4-7
RECOMMENDED READING I
My Family and Other Animals
DESCRIPTION
(Pale Horse, Pale Rider )
(
2-4
5-8
7-10
131-140
141-150
SUMMARY
4-7
(A Wrinkle in Time, “The Gift of the Magi”)
SUMMATION
(The Adventures of Tom Sawyer )
4-7
READING 2 Thinking on Paper
6-9
5-8
5-8
PRÉCIS
(Dr. Jekyll and Mr. Hyde )
(
5-8
CHARACTER ANALYSIS
Pride and Prejudice
Adventures of Huckleberry Finn
5-7
)
91-100
9-14
(
)
7-10
TRAGEDY
Introduction to Literature,
Macbeth
101-110
)
111-120
9-14
121-130
131-140
141-150
161-170
6-9
171-180
CONTENT EVALUATION
Approach to Literature,
Pride and Prejudice
Brave New World
(
7-10
)
(
CRITICAL WRITING
Critical Thinking,
Death of a Salesman,
The French Lieutenant’s Woman
151-160
)
161-170
9-14
9-14
171-180
181-190
181-190
191-200
(
COMEDY
A Glossary of Literary Terms,
A Midsummer Night’s Dream,
The Importance of Being Earnest
)
7-10
5-8
81-90
9-14
151-160
5-8
7-10
6-9
111-120
121-130
IRONY
NTC’s Dictionary of Literary Terms,
Irony and the Ironic,
King Oedipus
RECOMMENDED READING II
“The Happy Prince”
2-4
RECOMMENDED READING II
Daddy-Long-Legs
2-4
RECOMMENDED READING II
The Beekeeper’s Apprentice
2-4
READING 3 A Writer’s Time
4-6
191-200
© 2010 Kumon Institute of Education 1202 Reproduction in any format is strictly prohibited.
Word Building Block
7A
Highlights
SCT
Enjoyable “look, listen and repeat” exercises and colorful illustrations help pre-readers develop phonemic awareness of the beginning sounds of words, build a sight word vocabulary, and make the connection between spoken and written language.
6A
SCT
Students continue to build a sight word vocabulary, adding longer phrases and more advanced words. Students recite familiar rhyming words in preparation for phonics study.
5A
SCT
Students develop more pre-reading skills by saying individual sounds while tracing letters. Toward the end of the level, students begin to put together simple
threeletter words.
4A
SCT
3A
SCT
Students master pre-reading skills by trying to decode words with various vowel combinations (digraphs, diphthongs), two-syllable words with middle double consonants, and two-syllable compound words.
Students continue to develop pre-reading skills by saying words with consonant blends, consonant digraphs, consonant-controlled vowels, and long vowels produced by the silent e.
2A
SCT
Students identify nouns, verbs and adjectives, and use them within sentences.
Students learn the singular and plural forms of nouns and verbs, and the comparative and superlative forms of adjectives.
Highlights
Number
1-10
Number
CONNECTING WORDS TO
FAMILIAR OBJECTS
SOUND PATTERNS
Vowel Combinations
CONSONANT COMBINATIONS
SAYING THE SOUNDS OF LETTERS
RECOGNIZING FAMILIAR WORDS
SOUND-PART PUZZLE
1-10
—
11-20
11-20
21-30
21-30
1-2
—
31-40
31-40
41-50
41-50
—
SAYING RHYMING WORDS
—
51-60
61-70
51-60
—
SAYING WORDS WITH
THE SAME SOUND
FUNCTION OF WORDS
Nouns, Verbs, Adjectives
—
61-70
71-80
71-80
81-90
81-90
—
91-100
RIDDLES
SAYING RHYMING PHRASES
101-110
CHANGING LETTER SOUNDS
121-130
FIVE-MINUTE FAIRY TALES
1-2
—
COMPOUND WORDS
PUTTING SOUNDS TOGETHER
111-120
91-100
—
111-120
PUTTING WORDS TOGETHER
121-130
131-140
131-140
—
—
—
—
141-150
141-150
—
READING ALOUD
151-160
151-160
161-170
171-180
181-190
101-110
161-170
GUESSING “WHO IS THERE?”
—
—
191-200
SCT: Standard Completion Time (Min./Sheet). This is the set time in which the student should complete and correct the worksheet. SCT is not used in Levels 7A-3A.
MY OWN MINI-BOOKS
FAMOUS FABLES ON STAGE
STEP-BY-STEP TO STORIES
SAYING RHYMING POEMS
—
—
1-2
—
171-180
181-190
191-200
© 2010 Kumon Institute of Education 1202 Reproduction in any format is strictly prohibited.
1-800-ABC-MATH www.kumon.com TABLE OF LEARNING MATERIALS • READING (AI~CII)
Sentence Building Block
AI
Highlights
SCT
AII
SCT
Through reading stories and answering questions, students improve reading comprehension and writing skills. Punctuation, spelling and capitalization are also solidified. Students learn to recognize a sequence of thoughts developed within a short paragraph.
Students study the structure of simple sentences and learn expressions which convey attitude or intention, such as
“can,” “must,” “may” and
“should.” Students learn to write negative sentences, questions and sentences using the past tense.
BI
SCT
Students refine their ability to identify subject and predicate in longer sentences containing modifiers such as adjectives and adverbs.
Students conjugate irregular verbs, as well as study pronouns, prepositions and irregular plurals of nouns.
BII
SCT
SCT
CI
Students refine their ability to identify subjects, verbs and objects, and learn how to conjugate the future, progressive and perfect tenses. Students continue studying punctuation.
Students begin writing complete sentences independently. Students learn to define words using context clues in the stories; to identify main ideas within a story to better understand the story as a whole; and to compare and contrast actions, characters and information from a passage.
CII
SCT
Students learn to construct and respond to questions using who, what, where, when, why and how; to interpret information in charts; to organize information from passages into a chart format; and to write answers independently.
Highlights
Number
1-10
Number
SIMPLE SENTENCES
Subjects, Predicates
WRITING FROM MEMORY
SUBJECT AND PREDICATE
PARTS OF A SENTENCE
DEFINING WORDS
ELEMENTS OF STATEMENTS
1-10
11-20
11-20
2-3
2-3
2-3
21-30
2-4
2-4
21-30
1-2
31-40
31-40
EXPRESSIONS IN THE PAST
41-50
STORY 1 The Fire Cat
51-60
61-70
STORY 1 In the Great Meadow
2-3
2-3
STORY 1
The Dragonfly of Lookout Mountain
EXPRESSIONS OF LANGUAGE
2-4
51-60
2-3
SENTENCE TOPICS
BASIC EXPRESSIONS
41-50
IDENTIFYING IDEAS
ORGANIZING INFORMATION
61-70
71-80
71-80
2-4
2-3
81-90
STORY 1 Rip Van Winkle
1-2
2-4
2-3
MODIFIERS
91-100
91-100
2-3
STORY 2 Purple, Green and Yellow
101-110
81-90
101-110
2-3
2-3
111-120
STORY 1 Moon Cat
121-130
THOUGHT SEQUENCE
MAKING SHORT SENTENCES
1-2
STORY 2 The Cricket in Times Square
2-3
COMPARING AND CONTRASTING
STORY 1 The Chinese Artist
2-4
STORY 2 Casey Webber
2-4
SYNTHESIZING IDEAS
CONSTRUCTING SENTENCES
INDEPENDENTLY
121-130
MAKING STATEMENTS
131-140
111-120
131-140
2-3
141-150
2-4
1-2
2-3
2-3
141-150
2-4
151-160
151-160
161-170
161-170
171-180
171-180
VOCABULARY REVIEW
1-2
VOCABULARY REVIEW
2-3
VOCABULARY REVIEW
2-3
VOCABULARY REVIEW
2-3
VOCABULARY REVIEW
2-4
VOCABULARY REVIEW
2-4
181-190
191-200
181-190
STORY 2 The Four Squirrels
1-2
STORY 3 Grandpa’s Visit
2-3
STORY 2 The Velveteen Rabbit
STORY 3
2-3 Wonder Kid Meets the Evil Lunch Snatcher 2-3
STORY 2 How Willy Got His Wheels
2-4
STORY 3 Homer Price
2-4
191-200
© 2010 Kumon Institute of Education 1202 Reproduction in any format is strictly prohibited.
1-800-ABC-MATH www.kumon.com TABLE OF LEARNING MATERIALS • READING (DI~FII)
Paragraph Building Block
DI
Highlights
SCT
Students focus on combining simple sentences to create compound and complex sentences. In this level, students learn to identify a statement as a unit of thought in exercises that ask them to extract statements from paragraphs.
DII
SCT
EI
SCT
Students learn complex sentences by studying different clauses, as well as direct and indirect speech.
They also continue to study a paragraph’s main idea.
Students learn to analyze paragraphs by organizing main ideas and important points into diagrams and charts.
Students learn to identify the topic and main idea of paragraphs, as well as supporting statements and details within a paragraph.
Students develop a better understanding of the relationship between paragraphs. EII
SCT
TOPIC
COMBINING SENTENCES
FII
SEQUENCE AND IMAGERY
SCT
Students further develop their understanding and comprehension of paragraphs by analyzing and recounting selections from works of fiction. Concision exercises allow students to enhance their understanding of fictional passages by condensing this information into short, often independent responses.
REFERRING WORDS
Students learn to identify the sequence of events, imagery and description in a passage.
Underlining exercises further develop students’ reading comprehension. Students also learn logical reasoning ability and how events in a passage effect a certain result.
CLAUSES
SCT
Students hone their ability to comprehend passages by analyzing referring words, and by interpreting text through restatement, examples and description. Students also develop a better understanding of how to apply information gathered from a text by responding to questions that require detailed and specific answers.
Number
1-10
FI
UNRAVELING TEXT
Highlights
Number
1-10
11-20
11-20
3-5
3-5
3-4
2-4
21-30
21-30
31-40
31-40
2-4
41-50
3-4
RECOMMENDED READING 1
Black Beauty
51-60
RECOMMENDED READING 1
The Red Pony
2-4
MAIN IDEA
61-70
INTERPRETING TEXT
41-50
STORY 1
Boy
3-4
3-5
RECOUNTING STORY EVENTS
UNDERLINING
61-70
3-5
3-5
71-80
51-60
71-80
3-4
2-4
81-90
81-90
91-100
RECOMMENDED READING 1
The Wizard of Oz
101-110
STATEMENTS FROM PARAGRAPHS
RECOMMENDED READING 1
The Princess and the Goblin
2-4
RECOMMENDED READING 2
Old Yeller
2-4
RECOMMENDED READING 2
Secret of the Andes
GRAPHING AND CHARTING
UNDERSTANDING PARAGRAPHS
111-120
STORY 2
The Yearling
3-4
CONCISION
3-4
STORY 1
A Wrinkle in Time
REASON AND RESULT
121-130
3-5
101-110
111-120
3-5
121-130
RESPONDING TO QUESTIONS
131-140
3-5
3-4
131-140
3-4
2-4
2-4
141-150
91-100
141-150
3-5
151-160
151-160
161-170
161-170
171-180
171-180
VOCABULARY REVIEW
2-4
VOCABULARY REVIEW
2-4
VOCABULARY REVIEW
3-4
VOCABULARY REVIEW
3-4
VOCABULARY REVIEW
3-5
VOCABULARY REVIEW
3-5
181-190
181-190
191-200
RECOMMENDED READING 2
Li Lun, Lad of Courage
2-4
RECOMMENDED READING 3
Island of the Blue Dolphins
SCT: Standard Completion Time (Min./Sheet). This is the set time in which the student should complete and correct the worksheet.
2-4
RECOMMENDED READING 2
Alice in Wonderland
3-4
RECOMMENDED READING 3
The Shakespeare Stealer
3-4
STORY 2
Caddie Woodlawn
3-5
STORY 3
Julie of the Wolves
3-5
191-200
© 2010 Kumon Institute of Education 1202 Reproduction in any format is strictly prohibited.
1-800-ABC-MATH www.kumon.com TABLE OF LEARNING MATERIALS • READING (G~L)
Summary Block
G
SCT
Highlights
SCT
H
SCT
I
SCT
J
Students analyze the persuasive writing style found in speeches, advertisements and political documents. They also learn the components and strategies of the more formal
“argument.” The level concludes with a study of précis, the most complex form of summary.
Students develop greater sensitivity to authors’ use of descriptive language.
Summation exercises help students focus on specific points within passages.
Vocabulary exercises introduce Greek and Latin suffixes, prefixes and roots.
Students learn to condense important information from a passage into a summary one third of the length of the original passage. Students are formally introduced to story elements such as plot, character and setting.
Critique Block
With exercises focusing on structure, theme and character, students are introduced to a closer reading of text than in previous levels. Students develop an understanding of how a writer’s intentions are reflected in various aspects of the work under consideration. L
SCT
K
SCT
Students begin understanding the elements of figurative language, such as metaphors, similes and symbols, to improve their ability to read critically. Students also develop their ability to express the meaning of phrases, sentences and passages in their own words.
Students deepen their understanding of the elements of literature, such as plot, setting, atmosphere, irony and comedy, to improve their ability to read critically. Students also enhance their ability to read critically by writing comments about excerpts of novels, poetry and plays.
Highlights
Number
1-10
11-20
Number
POINT MAKING
“Internal Earth Changes,” “Food and
Nutrition,” “Food Fight”
(
)
4-7
FACT AND OPINION
“The Treasures of King Tutankhamen,”
“The Trigger Effect”
(
)
PERSUASION
(A Speech by Eisenhower)
5-8
AN INTRODUCTION
TO CRITICAL READING
(“A White Heron,” To Kill a Mockingbird ) 7-10
6-9
5-8
5-8
21-30
4-7
(
PLOT
NTC’s Dictionary of Literary Terms,
Aspects of the Novel, Macbeth,
The Spy Who Came in from the Cold
)
7-10
(
FIGURATIVE LANGUAGE
The Norton Introduction to Poetry,
Reading Poetry,
The Poetry of William Blake,
Bliss, The Garden-Party
)
11-20
9-14
9-14
6-9
1-10
31-40
31-40
41-50
21-30
THEME
(“Dove,” Torch-Bearers of )
History, “Dance”
4-7
51-60
PASSAGE ORGANIZATION
“On the Level,” “I Have a Dream,”
“Militant Suffragists”
(
)
4-7
(
ARGUMENT
“War and Poverty,”
“Peace in the Atomic Age”
7-10
)
READING 1
Dancing at the Edge of the World
61-70
6-9
5-8
5-8
(
5-8
71-80
(
PASSAGE STRUCTURE
Essays of E.B. White, The White Album,
The Medusa and the Snail, The Big Sea,
“To Hell with Dying”
SETTING AND ATMOSPHERE
NTC’s Dictionary of Literary Terms,
The Poetry of Coleridge, Hamlet
4-6
)
7-10
9-14
)
41-50
(
INTERPRETATION
The Norton Introduction to Literature,
Literature: Thinking, Reading and Writing Critically,
Lord of the Flies,
The Poetry of T.S. Eliot
51-60
)
61-70
9-14
71-80
7-10
81-90
91-100
101-110
RECOMMENDED READING I
The Diary of Anne Frank
2-4
STORY ELEMENTS The Call of the Wild 4-7
RECOMMENDED READING I
The Story of My Life
INTERPRETATION OF LANGUAGE
(The Old Man and the Sea )
2-4
4-7
RECOMMENDED READING I
My Family and Other Animals
DESCRIPTION
(Pale Horse, Pale Rider )
(
2-4
5-8
7-10
131-140
141-150
SUMMARY
4-7
(A Wrinkle in Time, “The Gift of the Magi”)
SUMMATION
(The Adventures of Tom Sawyer )
4-7
READING 2 Thinking on Paper
6-9
5-8
5-8
PRÉCIS
(Dr. Jekyll and Mr. Hyde )
(
5-8
CHARACTER ANALYSIS
Pride and Prejudice
Adventures of Huckleberry Finn
5-7
)
91-100
9-14
(
)
7-10
TRAGEDY
Introduction to Literature,
Macbeth
101-110
)
111-120
9-14
121-130
131-140
141-150
161-170
6-9
171-180
CONTENT EVALUATION
Approach to Literature,
Pride and Prejudice
Brave New World
(
7-10
)
(
CRITICAL WRITING
Critical Thinking,
Death of a Salesman,
The French Lieutenant’s Woman
151-160
)
161-170
9-14
9-14
171-180
181-190
181-190
191-200
(
COMEDY
A Glossary of Literary Terms,
A Midsummer Night’s Dream,
The Importance of Being Earnest
)
7-10
5-8
81-90
9-14
151-160
5-8
7-10
6-9
111-120
121-130
IRONY
NTC’s Dictionary of Literary Terms,
Irony and the Ironic,
King Oedipus
RECOMMENDED READING II
“The Happy Prince”
2-4
RECOMMENDED READING II
Daddy-Long-Legs
2-4
RECOMMENDED READING II
The Beekeeper’s Apprentice
2-4
READING 3 A Writer’s Time
4-6
191-200
© 2010 Kumon Institute of Education 1202 Reproduction in any format is strictly prohibited.