1-10

11-20

21-30

31-40

41-50

51-60

61-70

71-80

81-90

91-100

101-110

111-120

121-130

131-140

141-150

151-160

161-170

171-180

181-190

191-200

1-10

11-20

21-30

31-40

41-50

51-60

61-70

71-80

81-90

91-100

101-110

111-120

121-130

131-140

141-150

151-160

161-170

171-180

181-190

191-200

Highlights Highlights

SCT

TABLE OF LEARNING MATERIALS • READING (7A~2A)

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.

SCT SCT SCT SCT SCT7A 6A 5A 4A 3A 2A

Word Building Block

PUTTING WORDS TOGETHER

GUESSING “WHO IS THERE?”

Enjoyable “look, listen andrepeat” exercises and

colorful illustrations help pre-readers develop phonemicawareness of the beginningsounds of words, build asight word vocabulary, and

make the connection betweenspoken and written language.

Students continue to build asight word vocabulary, adding

longer phrases and moreadvanced words. Students

recite familiar rhyming wordsin preparation for phonics study.

Students develop more pre-reading skills by sayingindividual sounds while

tracing letters. Toward the endof the level, students begin toput together simple three-

letter words.

Students continue to developpre-reading skills by saying

words with consonant blends,consonant digraphs,

consonant-controlled vowels,and long vowels produced by

the silent e.

Students master pre-readingskills by trying to decodewords with various vowelcombinations (digraphs, diphthongs), two-syllablewords with middle double

consonants, and two-syllablecompound words.

Students identify nouns,verbs and adjectives, and use

them within sentences.Students learn the singular

and plural forms of nouns andverbs, and the comparative

and superlative forms of adjectives.

CONNECTING WORDS TO FAMILIAR OBJECTS

SAYING RHYMING PHRASES

RECOGNIZING FAMILIAR WORDS

SAYING RHYMING WORDS

STEP-BY-STEP TO STORIES

SAYING THE SOUNDS OF LETTERS

PUTTING SOUNDS TOGETHER

FAMOUS FABLES ON STAGE

CONSONANT COMBINATIONS

RIDDLES

MY OWN MINI-BOOKS

COMPOUND WORDS

SOUND PATTERNSVowel Combinations

FIVE-MINUTE FAIRY TALES

READING ALOUD

SOUND-PART PUZZLE

FUNCTION OF WORDSNouns, Verbs, Adjectives

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—

—

—

1-2

1-2

1-2

—

—

—

—

—

Number Number

—

—

—

—

—

—

—

1-800-ABC-MATHwww.kumon.com

SAYING WORDS WITH THE SAME SOUND

SAYING RHYMING POEMS

— —

CHANGING LETTER SOUNDS

—

© 2010 Kumon Institute of Education 1202 Reproduction in any format is strictly prohibited.

1-10

11-20

21-30

31-40

41-50

51-60

61-70

71-80

81-90

91-100

101-110

111-120

121-130

131-140

141-150

151-160

161-170

171-180

181-190

191-200

Highlights Highlights

SCT

TABLE OF LEARNING MATERIALS • READING (AI~CII)

BASIC EXPRESSIONS

STORY 1 Moon Cat

Students study the structureof simple sentences and learnexpressions which convey

attitude or intention, such as“can,” “must,” “may” and“should.” Students learn towrite negative sentences,questions and sentencesusing the past tense.

Through reading stories andanswering questions,

students improve readingcomprehension and writingskills. Punctuation, spellingand capitalization are alsosolidified. Students learn torecognize a sequence of

thoughts developed within ashort paragraph.

Students refine their ability toidentify subject and predicate

in longer sentences containing modifiers such as

adjectives and adverbs.Students conjugate irregular

verbs, as well as study pronouns, prepositions andirregular plurals of nouns.

Students learn to definewords using context clues in the stories; to identify

main ideas within a story tobetter understand the story as a whole; and to compare

and contrast actions, characters and information

from a passage.

Students refine their ability to identify subjects, verbs and objects, and learn how to conjugate the future, progressive and perfect

tenses. Students continuestudying punctuation.Students begin writing complete sentences

independently.

Students learn to constructand respond to questionsusing who, what, where,when, why and how; to interpret information in

charts; to organize information from passagesinto a chart format; and to

write answers independently.

SIMPLE SENTENCESSubjects, Predicates

SCT

SENTENCE TOPICS

THOUGHT SEQUENCE

MAKING SHORT SENTENCES

VOCABULARY REVIEW VOCABULARY REVIEW

STORY 2 The Four Squirrels STORY 3 Grandpa’s Visit

VOCABULARY REVIEW

STORY 2 The Velveteen Rabbit

VOCABULARY REVIEW

STORY 2 How Willy Got His Wheels

VOCABULARY REVIEW

STORY 3 Homer Price

VOCABULARY REVIEW

COMPARING AND CONTRASTING

STORY 3 Wonder Kid Meets the Evil Lunch Snatcher

WRITING FROM MEMORY

STORY 1 The Fire Cat

SCT

SUBJECT AND PREDICATE

EXPRESSIONS IN THE PAST

STORY 1 Rip Van Winkle

SCT

STORY 2 The Cricket in Times Square

DEFINING WORDS

IDENTIFYING IDEAS

STORY 1 In the Great Meadow

SCT

CONSTRUCTING SENTENCES INDEPENDENTLY

STORY 1 The Chinese Artist STORY 2 Casey Webber

PARTS OF A SENTENCE

EXPRESSIONS OF LANGUAGE

SCT

SYNTHESIZING IDEAS

ELEMENTS OF STATEMENTS

ORGANIZING INFORMATION

STORY 1 The Dragonfly of Lookout Mountain

AI AII BI BII CI CII

Sentence Building Block

MODIFIERS

MAKING STATEMENTS

STORY 2 Purple, Green and Yellow

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-4

2-42-3

2-3

2-3

2-3

2-3

2-3

2-3

1-22-3

2-3

2-3

2-3

2-3

2-3

2-3

2-3

2-3

2-3

2-3

2-3

2-3

2-3

1-2

1-2

1-2

1-2

1-2

Number Number

1-10

11-20

21-30

31-40

41-50

51-60

61-70

71-80

81-90

91-100

101-110

111-120

121-130

131-140

141-150

151-160

161-170

171-180

181-190

191-200

1-800-ABC-MATHwww.kumon.com

© 2010 Kumon Institute of Education 1202 Reproduction in any format is strictly prohibited.

1-10

11-20

21-30

31-40

41-50

51-60

61-70

71-80

81-90

91-100

101-110

111-120

121-130

131-140

141-150

151-160

161-170

171-180

181-190

191-200

1-10

11-20

21-30

31-40

41-50

51-60

61-70

71-80

81-90

91-100

101-110

111-120

121-130

131-140

141-150

151-160

161-170

171-180

181-190

191-200

Highlights Highlights

SCT

TABLE OF LEARNING MATERIALS • READING (DI~FII)

RECOMMENDED READING 1The Wizard of Oz

RECOMMENDED READING 2Li Lun, Lad of Courage

RECOMMENDED READING 2Alice in Wonderland

RECOMMENDED READING 3Island of the Blue Dolphins

RECOMMENDED READING 3The Shakespeare Stealer

STATEMENTS FROM PARAGRAPHS

VOCABULARY REVIEW VOCABULARY REVIEW VOCABULARY REVIEW VOCABULARY REVIEW

Students focus on combiningsimple sentences to createcompound and complex sentences. In this level,

students learn to identify astatement as a unit of

thought in exercises that askthem to extract statements

from paragraphs.

Students learn to identify thetopic and main idea of paragraphs, as well as

supporting statements anddetails within a paragraph.Students develop a better

understanding of the relationship between

paragraphs.

Students learn complex sentences by studying

different clauses, as well asdirect and indirect speech.

They also continue to study aparagraph’s main idea.

Students learn to analyze paragraphs by organizingmain ideas and important

points into diagrams and charts.

Students learn to identify thesequence of events, imageryand description in a passage.Underlining exercises furtherdevelop students’ readingcomprehension. Studentsalso learn logical reasoningability and how events in a

passage effect a certain result.

Students further develop theirunderstanding and

comprehension of paragraphsby analyzing and recountingselections from works of

fiction. Concision exercisesallow students to enhance their

understanding of fictional passages by condensing this information into short, oftenindependent responses.

COMBINING SENTENCES

SCT

MAIN IDEA

UNDERSTANDING PARAGRAPHS

GRAPHING AND CHARTING

TOPIC

RECOMMENDED READING 1Black Beauty

SCT

CLAUSES

RECOMMENDED READING 1The Princess and the Goblin

REASON AND RESULT

UNDERLINING

SEQUENCE AND IMAGERY

RECOMMENDED READING 2Secret of the Andes

SCT

CONCISION

RECOMMENDED READING 1The Red Pony

SCTDI

Paragraph Building Block

3-5

3-4

3-4

3-4

3-4

3-4

2-4

2-4

2-4

2-4

2-4

2-4

2-42-4

2-4

2-4

2-4

2-4

3-5

3-5

3-5

3-5

3-5

RECOMMENDED READING 2Old Yeller

1-800-ABC-MATHwww.kumon.com

SCT

3-4

3-4

3-4

3-4

3-4

3-4

3-4

Students hone their ability tocomprehend passages by

analyzing referring words, andby interpreting text throughrestatement, examples anddescription. Students also

develop a better understanding of how to

apply information gatheredfrom a text by responding to questions that require detailed

and specific answers.

FIIDII EI EII FI

Number Number

VOCABULARY REVIEW VOCABULARY REVIEW

STORY 2Caddie Woodlawn

STORY 3Julie of the Wolves

REFERRING WORDS

INTERPRETING TEXT

STORY 1A Wrinkle in Time

RESPONDING TO QUESTIONS

UNRAVELING TEXT

RECOUNTING STORY EVENTS

STORY 2The Yearling

3-5

3-5

3-5

3-5

3-5

3-5

3-5

STORY 1Boy

SCT: Standard Completion Time (Min./Sheet). This is the set time in which the student should complete and correct the worksheet. © 2010 Kumon Institute of Education 1202 Reproduction in any format is strictly prohibited.

SCTG SCT

7-10

6-9

7-10

4-6

7-10

6-9

7-10

5-7

7-10

4-6

1-10

11-20

21-30

31-40

41-50

51-60

61-70

71-80

81-90

91-100

101-110

111-120

121-130

131-140

141-150

151-160

161-170

171-180

181-190

191-200

1-10

11-20

21-30

31-40

41-50

51-60

61-70

71-80

81-90

91-100

101-110

111-120

121-130

131-140

141-150

151-160

161-170

171-180

181-190

191-200

Highlights Highlights

SCT

TABLE OF LEARNING MATERIALS • READING (G~L)

Students learn to condense important information from a

passage into a summary one third of the length of theoriginal passage. Studentsare formally introduced

to story elements such asplot, character and setting.

Students develop greatersensitivity to authors’ use of

descriptive language.Summation exercises helpstudents focus on specificpoints within passages.Vocabulary exercises

introduce Greek and Latinsuffixes, prefixes and roots.

Students analyze the persuasive writing style

found in speeches, advertisements and politicaldocuments. They also learn

the components and strategies of the more formal

“argument.” The level concludes with a study ofprécis, the most complex

form of summary.

With exercises focusing on structure, theme and character, students are introduced to a closer reading of text than in

previous levels. Studentsdevelop an understanding ofhow a writer’s intentions are reflected in various

aspects of the work underconsideration.

Students deepen their understanding of the elements

of literature, such as plot, setting, atmosphere, irony andcomedy, to improve their abilityto read critically. Students alsoenhance their ability to read

critically by writing commentsabout excerpts of novels,

poetry and plays.

THEME “Dove,” Torch-Bearers of (History, “Dance” )

STORY ELEMENTS The Call of the Wild

SCT SCT

PERSUASION(A Speech by Eisenhower)

FACT AND OPINION

(“The Treasures of King Tutankhamen,”)“The Trigger Effect”

PASSAGE ORGANIZATION

(“On the Level,” “I Have a Dream,”)“Militant Suffragists”

ARGUMENT

( “War and Poverty,” )“Peace in the Atomic Age”

AN INTRODUCTIONTO CRITICAL READING

(“A White Heron,” To Kill a Mockingbird )

PLOTNTC’s Dictionary of Literary Terms, ( Aspects of the Novel, Macbeth, )The Spy Who Came in from the Cold

SETTING AND ATMOSPHERE(NTC’s Dictionary of Literary Terms,)The Poetry of Coleridge, Hamlet

IRONYNTC’s Dictionary of Literary Terms,( Irony and the Ironic, )

King Oedipus

COMEDYA Glossary of Literary Terms, ( A Midsummer Night’s Dream, )The Importance of Being Earnest

CONTENT EVALUATIONApproach to Literature, ( Pride and Prejudice )Brave New World

PASSAGE STRUCTUREEssays of E.B. White, The White Album,( The Medusa and the Snail, The Big Sea,)

“To Hell with Dying”

CHARACTER ANALYSIS

( Pride and Prejudice )Adventures of Huckleberry Finn

RECOMMENDED READING I The Diary of Anne Frank

RECOMMENDED READING IThe Story of My Life

RECOMMENDED READING I My Family and Other Animals

READING 1Dancing at the Edge of the World

READING 2 Thinking on Paper

RECOMMENDED READING II“The Happy Prince”

RECOMMENDED READING IIDaddy-Long-Legs

INTERPRETATION OF LANGUAGE(The Old Man and the Sea)

SUMMATION(The Adventures of Tom Sawyer)

PRÉCIS(Dr. Jekyll and Mr. Hyde)

DESCRIPTION(Pale Horse, Pale Rider )

RECOMMENDED READING II The Beekeeper’s Apprentice READING 3 A Writer’s Time

SUMMARY(A Wrinkle in Time, “The Gift of the Magi”)

SCT

Summary Block

7-10

9-14

7-10

7-10

9-14

9-14

7-10

9-14

7-10

9-14

5-8

6-9

5-8

6-9

2-4

5-8

6-9

2-4

5-8

6-9

4-7

5-8

4-7

5-8

2-4

4-7

5-8

2-4

4-7

5-8

4-7

5-8

4-7

5-8

2-4

4-7

5-8

2-4

4-7

5-8

Number Number

Critique Block

POINT MAKING

(“Internal Earth Changes,” “Food and)Nutrition,” “Food Fight”

1-800-ABC-MATHwww.kumon.com

Students begin understandingthe elements of figurative

language, such as metaphors,similes and symbols, to

improve their ability to readcritically. Students also develop their ability toexpress the meaning ofphrases, sentences and

passages in their own words.

FIGURATIVE LANGUAGEThe Norton Introduction to Poetry,( Reading Poetry, )The Poetry of William Blake,

Bliss, The Garden-Party

INTERPRETATIONThe Norton Introduction to Literature,

( Literature: Thinking, Reading )and Writing Critically, Lord of the Flies,

The Poetry of T.S. Eliot

TRAGEDY

(Introduction to Literature,)Macbeth

CRITICAL WRITING Critical Thinking,( Death of a Salesman, )The French Lieutenant’s Woman

H I J K L

9-14

9-14

9-14

9-14

© 2010 Kumon Institute of Education 1202 Reproduction in any format is strictly prohibited.