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Goal
This course is designed to assist learners develop active reading skills, utilize reading strategies, and analyze complex texts. Students will explore various types of fictional stories as well as non-fiction texts. The study of literature, and the writing process, will also foster development of grammar, vocabulary, and English conventions.
Object
Students at 11 years old
Course outline
Teaching staff
Penn Academy has a team of passionate and commited teachers who who are always eager to assist the young Vietnamese generation on their development journey. The native and Vietnamese teachers at Penn Academy all have teaching degrees that meet international standards and have many years of experience working with, and teaching English to children.
Form of learning
In addition to its lessons at the center, Penn Academy will run online classes through the Penn E-Learning system. The system has a user-friendly interface and numerous advanced features that allow students to easily communicate with teachers, use free online storage, and save lessons, among other functions.
Teaching model
The teaching and learning strategies provide teachers with models for developing learning materials for their students, which can be adapted and used in other contexts and curriculum areas.
Vocabulary building: This strategy focuses a portion of each classroom session on building a better vocabulary. Teachers invite students to point out unfamiliar words, cover meanings in class, and use interactive vocabulary-building exercises related to the class’s reading material.
Writer’s workshop: The writing workshop model allows students to learn about and participate in all aspects of the writing process: drafting, revision, editing, and publishing.
Peer response and editing: A valuable teaching strategy. Students are given the opportunity to analyze others’ writing and see the results their classmates got from a writing assignment. In addition, teachers observe how different students learn and what strategies are the most effective.
Cooperative learning: Cooperative learning tasks students with discussing a piece of literature in small groups. By allowing the students to engage in meaningful discussion, they begin to learn to analyze literature and engage in an educational process that they can take full ownership of. Students have found this to be a more engaging strategy than most traditional methods.
Student-chosen texts: Allowing students to choose their own reading materials is a strategy that literacy specialists recommend as a way to develop lifelong readers. Students select material from an age and reading level appropriate book library. Following a time of solo reading, students form book club-style groups and discuss what they’ve read, followed by reflection. When successfully applied, students dive deeply into the meaning of the text, develop critical thinking, and engage in debate with their classmates about the text they selected.
Key selling points of the course
Students read, understand, and respond to informational text with an emphasis on comprehension, vocabulary acquisition. They also focus on making connections among ideas and between texts, paying attention to textual evidence.
Students read and respond to works of literature with an emphasis of comprehension, vocabulary acquisition. They also focus on making connections among ideas and between texts, paying attention to textual evidence.
Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and proficient content knowedge.
Students present in formal speaking situations, listen critically, and respond appropriately individually or in group discussions.
