LANGUAGE

English

This is a language rich environment – in both English and Putonghua. A second language is best introduced at this age, when children are physically, emotionally and cognitively most receptive to learn.

The Language program progresses through a variety of activities and materials, which are progressively more difficult and complex. Children are first introduced to sandpaper letters, which introduce sounds and symbols and begin the process of writing, which leads naturally to reading. The child works with the teacher to look at pictures and begin describing what is happening in the story, as a precursor to reading.

As the children are aware of the phonetic sounds, and can link them together, they progress on to:

putting together three letter phonetic words, (the pink scheme) and linking them to objects. The child begins reading simple books that contain only three letter phonetic words.
Reading and writing four letter phonetic words (the blue scheme)
The child then is introduced to the more complex phonograms such as "ch" and ""ight" (the green scheme) and sight words, and to books that introduce these words.

The benefit of this approach is quickly seen, as children begin to read their first words, and are prepared for writing in a fun and supportive way - as they are developmentally ready.

Return to Primary Page


LANGUAGE
English This is a language rich environment – in both English and Putonghua. A second language is best introduced at this age, when children are physically, emotionally and cognitively most receptive to learn. The Language program progresses through a variety of activities and materials, which are progressively more difficult and complex. Children are first introduced to sandpaper letters, which introduce sounds and symbols and begin the process of writing, which leads naturally to reading. The child works with the teacher to look at pictures and begin describing what is happening in the story, as a precursor to reading. As the children are aware of the phonetic sounds, and can link them together, they progress on to: putting together three letter phonetic words, (the pink scheme) and linking them to objects. The child begins reading simple books that contain only three letter phonetic words. Reading and writing four letter phonetic words (the blue scheme) The child then is introduced to the more complex phonograms such as "ch" and ""ight" (the green scheme) and sight words, and to books that introduce these words. The benefit of this approach is quickly seen, as children begin to read their first words, and are prepared for writing in a fun and supportive way - as they are developmentally ready. Return to Primary Page