VIPKID Curriculum Learning Objectives Level 3 Introduction Level 3 consists of 12 units, each unit containing 12 lessons broken down into learning cycles of six classes each. The reading goals in level 3 start with CVC and CVCe words, and move to vowel digraphs and initial blends, digraphs blends, moving on to four and five letter words combining all of the above. Reading comprehension goals include identifying the main topic and key elements of a level-appropriate text, sequencing and retelling stories with teacher support. Level 3 students also learn tenses: simple present, simple past, and present progressive, while simple future was taught in level 2. Grammar including articles, adverbs of frequency, prepositions, noun/verb conjugation, selected adjectives, sentence types and capitalization and punctuation rules. Level 3 speaking goals begin with the student answering in complete sentences, moving on to compound sentences, asking questions, and finally engaging in a free talk-style discussion with the teacher that incorporates taught sentence structures and natural language usage. In level 3, students are required to actively respond to multi-step instructions.
Target
Description
1
Vocabulary
212 vocabulary words
Vocabulary words introduced and reviewed in many different situations throughout the VIPKID curriculum.
2
Sentence Frames
110 sentence frames
Use and understand sentence patterns introduced in a variety of ways; conversation, not memorization.
Phonics Sounds 37 blends (Blends) 3
HFW
4
Grammar
5
Verbs
1
2
55 hi hig gh fr freq eque uenc ncy y wor ord ds 24 grammar rules 71 verbs
Read four letter words including blends, apply blend rules and pronunciation to a variety of words. Rec Re cog ogni nize ze an and d re rea ad sig ight ht wor ord ds fr from om me memo mory ry.. Apply rules of grammar to reading and speech; Start to learn the basic tense. Be able to apply them in the simple sentence and discussion.
Vocabulary: A body of words used in a particular language, vocabulary is taught through memorization and prompted with a series of context clues, song, game, and teacher-led physical actions or activities. Sentence Frames: Sentence frames are question and answer structures that allow the teacher and student to focus on scaffolding language learning from grammatically easy to more difcult. VIPKID teachers encourage 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.
3
Sight Words: Sight words, or high frequency words, are words that appear most often in printed text. These words generally have little meaning themselves, but are vital to the meaning of a sentence. The opposite of phoincs, these words are taught through memorization.
4
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.
5
Verbs: Verbs are the part of language that express action. In English, verbs can be quite tricky as they change Verbs: Verbs form in the present, future, and past tenses. A rich knowledge of verbs enable the speaker or writer to express themselves more clearly and accurately. accurately.
1
VIPKID Curriculum Learning Objectives in Each Stage
Level 3 Units 4-6
Level 3 Units 1-3
Level 3 Units 7-9
Level 3 Units 10-12
Reading: Student can
Reading: Student can
Reading: Student reads
Reading: Student
read sight words, CVC words (e.g. rat, dog, sad) and some CVCe words (e.g. make, hide, note ). Student is able to identify characters in a story and retell stories with teacher support.
read sight words, CVC and CVCe words with all vowels uently. Student is able to identify and describe characters and setting, ask questions about words in a text, and retell stories with teacher support.
CVC and CVCe words, words with vowel digraphs, and sight words. With prompting, student is able compare two stories and sequence a story based on illustrations.
Speaking/Listening:
Student answers in multiple sentences, conjugating verbs and nouns correctly. Student explains thoughts and ideas by responding to simple question words and is able to ask the teacher questions. Student can engage in basic free talk on familiar topics, including school, movements and birthdays. Student is aware of using articles in speech, although they might confuse the usage of a, an and the.
understands the key elements and major details of levelappropriate ction and non-ction texts, and can retell a story with teacher support. Student can read a text with CVC and CVCe words, vowel digraphs and words with double initial consonant blends.
Speaking/Listening:
Student can speak in complete sentences and is familiar with a wider range of topics, including days/months, clothes, body parts, and actions. Student can understand currently occurring events using the present continuous tense.
Student answers in complete, compound sentences and is able to ask the teacher questions. Student can speak in full sentences about familiar topics, including the ve senses, animal body parts, and animal groups. Student can use basic prepositions of location. Can conjugate common irregular verbs (have, be) in speech and can conjugate verbs in present simple and present progressive.
Speaking/Listening:
Speaking/Listening:
Student describes people, places, things and events with relevant details, expressing ideas and feelings clearly. Student is able to use adverbs of frequency and knows common antonyms.
Content Breakdown
Objectives Stages
Verbs
HFW
Grammar
Phonics Sounds (Blends)
Level 3 Units1-3
50
30
12
15
8
6
Level 3 Units 4-6
48
29
17
15
5
4
31
24
15
7
18
20
18
10
4
9
Level 3 Units 7-9 Level 3 Units 10-12
2
Sentence Vocabulary Frames
61 53
Level 3 Curriculum Setting Learning Topics Unit Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Unit
Topic
Unit 7
Our Time on Earth
Unit 8
Clothes I Wear
Unit 9
My Body
Unit 10
Animals and Their Bodies
Unit 11
Animal Groups
Unit 12
Five Senses
Topic Let's Celebrate Me The Farm and the City Let's Move Culture Once Upon a Time Let's Go to South America
6E 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 VIPKID learning system, the 6E’s model is applied in the following ways: 1. Inspire students’ interest and get them actively involved in the l esson. 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 make connections between concepts and real lives, and apply what they have learnt to the world around them. 5. Students and teachers discuss more in depth about the learning content so as to deal with more difcult questions/ problems. 6. Students and teachers evaluate the learning outcomes together. The 6E's is an advanced as well as an effective instructional modal which is widely recommended the psychologists and experts in education. This model is not only applied by BSCS but also by other authorities, such as NASA, Ivy League Colleges and Universities, top American elementary and secondary schools, industries of education technology and education publishing. Inspire students’ interest and get them actively
Lesson 1/7: Engage
involved in the lesson.
Students and teachers evaluate the learning outcomes together.
Lesson 6/12: Evaluate
Lesson 2/8: Explore
Provide various opportunities for students to understand certain concepts and skills.
VIPKID 6E’s Learning Cycle Students and teachers discuss more in depth about the learning content so as to deal with more
Lesson 5/11: Elaborate
Lesson 3/9: Explain
Help students explain and think the contents they learn.
difcult questions/problems.
Enable students make connections
Lesson 4/10: Expand
between concepts and real lives, and apply what they have learnt to the world around them.
3
Level 3 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!” “ 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 k nowledge in many different ways. Confdence & Real-world Skills Repeated exposure to native English speaking teachers of both sexes and many different ethnic backgrounds plays a huge role in building condence. 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 condence they need to speak English to any type of person. Research & Application As the student develops reading uency 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.
4
Level 3 Achievement Language Skills
Reading Skills Unit
Topic
Listening & Speaking Phonics
Our Time on Unit 1 Earth
Unit 2
Unit 3
Clothes I Wear
My Body
Animals and Unit 4 Their Bodies
Unit 5
Unit 6
Animal Groups
Five Senses
HighFrequency Words
Reading Ability
Short "a" sound, long "a" sound (CVCe)
Student can read sight words, CVC and some have, am, CVCe words. do,did, what Student is able to identify characters in a story.
Student can speak in complete sentences. E.g. -What clothes are you wearing? I am wearing ____ and ____. -What clothes do you wear in the summer? In the summer I wear ____ and ____.
Short "e" sound, long "e" sound (CVCe)
Student can read sight words, CVC and some CVCe words. Student is able to identify characters in a story.
Student can speak in complete sentences. E.g. - How many ngers/legs/toes etc do you have? I have ____ ngers/legs/feet etc. -What can your feet do? My feet can ____.
Student can read sight words, CVC and some Short "i" sound, long "i" yes, went, CVCe words. sound (CVCe) are, now, no Student is able to identify characters in a story.
Student can speak in complete sentences. E.g. -What day is it today? Today is ____. - What month is it? It is ____.
Student answers in complete, compound sentences and is able to ask the teacher questions. Student can speak in full sentences about familiar topics. Student can conjugate common irregular verbs (have, be) in speech and can conjugate verbs in present simple and present progressive. E.g. -What animal has a ____? A horse has a ____. -How do animals move? Animals ____.
Student answers in complete, compound sentences and is able to ask the teacher questions. Student can speak in full sentences about familiar topics. Student can conjugate common irregular verbs (have, be) in speech and can conjugate verbs in present simple and present progressive. E.g. -What animal is this? This is a ____. -What is a mammal? A mammalis a ____.
Student answers in complete, compound sentences and is able to ask the teacher questions. Student can speak in full sentences about familiar topics. Student can conjugate common irregular verbs (have, be) in speech and can conjugate verbs in present simple and present progressive. E.g. -What can you hear? I can hear a ____. -What kind of sound is this? This is a ____ sound.
Short "o" sound, long "o" sound (CVCe)
Short "u" sound, long "u" sound (CVCe)
Review short vowels and long vowels (CVCe)
so, get, like, this, will
came, ride, into, good, want
Student can read sight words, CVC and CVCe words with all vowels uently. Student is able to identify and describe characters and setting in a text.
too, pretty, four, saw, well
Student can read sight words, CVC and CVCe words with all vowels uently. Student is able to identify and describe characters and setting in a text.
come, blue, red, where, jump
Student can read sight words, CVC and CVCe words with all vowels uently. Student is able to identify and describe characters and setting in a text.
Vocabulary
Sentence Patterns
Content Learning
Math
Social Studies& Science
Use what he/she has learned to answer some questions about week and month.
Use ordinal Our Time numbers up on Earth to 10th.
15
Use what he/she has learned to answer some questions about his/her clothes and clothes for seasons.
I will learn the order of the days of the week Clothes I and the Wear order of the months of the year.
16
Use what he/she has learned to answer some questions about body parts.
Count to 100. Represent numbers to 100 on a number line.
16
Use what he/she has learned to answer some questions about animals and their body.
Count by 1s, 2s, 5s, Animals and 10s and Their forward and Bodies backward to 100.
17
Use what he/she has learned to answer some questions about animal groups, mammal and reptile.
Compare and order Animal sets and Groups numbers up to 100.
Use what he/she has learned to answer some questions about ve senses.
Use place value models and place value Five charts to Senses represent numbers to 100.
19
15
My Body
5
Language Skills
Reading Skills Unit
Topic
Listening & Speaking Phonics
Let's Celebrate Unit 7 Me
The Farm and the Unit 8 City
Unit 9
Unit 10
Let's Move
Culture
Student answers in multiple sentences, conjugating verbs and nouns correctly. Student explains thoughts and ideas by responding to simple question words and is able to ask the teacher questions. vowel patterns Student can engage in basic free talk (oi, oy,ou, ow, on familiar topics. oo) E.g. -When is your birthday? My birthday is in ____. -What do they do at the birthday party? They eat a ____.
Student answers in multiple sentences, conjugating verbs and nouns correctly. Student explains thoughts and ideas by responding to simple question words and is able to Blends with _l (bl, ask the teacher questions. Student can engage in basic free talk cl, , gl, sl, pl) on familiar topics. E.g. - Who grow food on a farm? A ____ grows food on a farm. -What do you do in the city? I ____ in the city.
Student answers in multiple sentences, conjugating verbs and nouns correctly. Student explains thoughts and ideas by responding to simple question words and is able to ask the teacher questions. blends with _r Student can engage in basic free talk (br, cr, dr, fr, gr, on familiar topics. pr, tr) E.g. -What is moving fast? The ____ is moving fast. -What makes things move? ____ makes things move.
Student describes people, places, things and events with relevant details, expressing ideas and feelings clearly. E.g. blends with s_ -What do people speak in China/ (sc, sk, sm, sn, sp, America? st, sw) People speak ____. -What do people celebrate in China/ America? People celebrate ____.
Student describes people, places, things and events with relevant details, expressing ideas and feelings Once Upon clearly. Unit 11 a Time E.g. -What did the wolf do? It ____ on the door. -How did the ball fall into the vat? A boy ____ the ball into the vat.
Let's Go Unit 12 to South America
Student describes people, places, things and events with relevant details, expressing ideas and feelings clearly.
Review all
6
blends with qu-, tw
Review all
HighFrequency Words
must, black, while, soon, our
ate say under please his
had him her some leg
feet way night watch good-bye
thing back house girl boy
Review all
Reading Ability
Student reads CVC and CVCe words, words with vowel digraphs, and sight words. With prompting, student is able compare two stories and sequence a story based on illustrations.
Student reads CVC and CVCe words, words with vowel digraphs, and sight words. With prompting, student is able compare two stories and sequence a story based on illustrations.
Student reads CVC and CVCe words, words with vowel digraphs, and sight words. With prompting, student is able compare two stories and sequence a story based on illustrations.
Student understands the key elements and major details of levelappropriate ction and non-ction texts. Student can read a text with CVC and CVCe words, vowel digraphs and words with double initial consonant blends.
Student understands the key elements and major details of levelappropriate ction and non-ction texts. Student can read a text with CVC and CVCe words, vowel digraphs and words with double initial consonant blends.
Content Learning
Vocabulary Vocab ulary Sente Sentence nce Patte Patterns rns
Math
Social Studies& Science
22
Express numbers to 100 in Use what he/she has standard learned to answer (21) and some questions word forms about his/her (twenty birthday party. one). Compare numbers.
Let's Celebrate Me
19
Use what he/she has learned to answer some questions about the farm and the city.
Add within 20 to solve word problems.
The Farm and the City
20
Use what he/she has learned to answer some questions about move.
Subtract within 20 to Let's Move solve word problems.
19
Use what he/she has learned to answer Tell and Culture some questions write time in about the cultures of hours. different countries.
25
Use what he/she has learned to answer Tell and Once Upon some questions write time in a Time about the details of half-hours. the stories.
Student understands the key elements and major details of levelappropriate ction and non-ction texts. 9 and review Student can read a text all with CVC and CVCe words, vowel digraphs and words with double initial consonant blends.
Use what he/ she has learned to answer some questions about his/ her hobbies and the topics of level 3.
Review Let's Go math to South concept for America the unit.
Unit 1: Our Time on Earth -Domain: Social Studies
-Subtopic 1: Our Days on Earth
-Unit Topic: Our Time on Earth
-Subtopic 2: A Year on Earth
Reading Skills
Math:
Phonics
HFW
Reading Skills
Short “a” sound, long “a” sound (CVCe)
have am do did what
-Capital and lower-case letter recognition
-Use ordinal numbers up to 10th
Grammar: -Proper nouns for days, capitalization (proper nouns and sentences)
Verbs: -comes, follows
Language Skills Vocabulary Monday Tuesday Wednesday Thursday Friday Saturday Sunday January February March April May June July August September October November December
Sentence Frames -What day is it today? Today is ___. -Is it Monday today? Yes, it is. No, it is not. -How many days are in a week? There are seven days in a week. -What day comes before Tuesday? ___ comes before Tuesday. -What day comes after ___? ___ comes after ___. -How many months are there in a year? There are ___ months in a year. -What month is it? It is ___. -What month comes before ___. ___ comes before ___. -What is the rst month of the year? ___ is the rst month of the year. -What is the last month of the year? ___ is the last month of the year.
7
