Our curriculum and evaluation system ensures a structured learning progression across various levels. By incorporating over 1,500 curated stories, we enhance language skills in listening, speaking, reading, and writing through engaging content aligned with four key themes: Daily Life, Nature & Environment, Education & Classroom, and Society & Culture. We use ACTFL Can-Do Statements to guide and assess student progress, and our students’ self-evaluation sheets are designed based on lesson content and these statements to support effective learning outcomes.
Four Themes
Utilizing a Spiral Approach, we ensure that learners continuously deepen their understanding and revisit material at each stage.
- Basic Greetings 基本问候
- Age and Birthday 年龄和生日
- Numbers and Dates 数字和日期
- Where do you Live 住在哪里
- Body Parts 身体部位
- Family 家人
- Clothing 着装
- Hobbies 兴趣爱好
- Animals 动物
- Pats 宠物
- Plants 植物
- Fruits 水果
- Seasons and Weather 季节和天气
- Classroom Language 课堂用语
- School Activities 学校生活
- School Supplies 学习用品
- Math 数学相关
- Direction and Location 方向与位置
- School Facilities 校园设施
- Ordering Food 点餐
- Travel 旅游
- Festival Activities 社会生活
- Jobs and Professions 工作与职业
- Shopping 购物
Chia Chinese Level reading program is thoughtfully designed for Chinese heritage/advanced learners to strengthen their literacy skills and develop a lifelong love for reading in Chinese.
本课程专为中文母语背景学生（Heritage/Adavanced Learners）设计，旨在帮助学生系统地提高中文识字与阅读能力，并培养终身的阅读兴趣。
Unlike traditional approaches that focus on learning characters in isolation or solely through textbook passages, this program fully embraces the principle of learning in context—a research-based concept in language acquisition theory. Contextualized learning helps students connect form, sound, and meaning naturally, leading to deeper comprehension and stronger motivation.
本课程摒弃了传统的“单独识字”或“仅通过课文学汉字”的方式，充分践行语境中学习（learning in context）的语言学习理念。研究表明，在语境中学习可以让学生自然地建立起“字形—字音—字义”的连接，更深刻地理解并记忆汉字，同时激发阅读兴趣。
Through engaging, story-based picture books, students acquire new characters and reading strategies in meaningful, authentic contexts. Picture books offer strong visual and emotional support, allowing learners to infer meaning, follow storylines, and internalize vocabulary through repetition and interaction.
学生将在丰富生动的绘本故事中学习汉字和阅读策略。绘本提供了视觉线索和情感共鸣，帮助孩子在真实情境中理解并反复接触新词汇，从而实现自然习得。
Learning Goals by Level｜各级别学习目标
- Recognize 60 high-frequency characters in context 在语境中识读60个高频汉字
- Develop sound–meaning–character connections 建立“字形–字音–字义”连接
- Build reading confidence and story interest 培养阅读自信与故事兴趣
- Use visual cues to infer meaning 利用图片线索推测字义
- Enjoy shared reading experiences 体验合作朗读与阅读乐趣
- Consolidate previous knowledge and add 60 new characters 复习旧字并学习60个新字
- Understand basic two-character word formation 理解常见的双字词构词方式
- Read short sentences with increasing independence 独立阅读简短句子
- Predict and retell stories 能预测、复述故事内容
- Recognize ~180 cumulative characters 累计掌握约180个核心汉字
- Read simple repetitive narratives 流畅阅读重复性短文
- Identify main ideas and sequences 能抓住故事主旨与顺序
- Notice radicals and character patterns 识别部首与字形规律
- Reread for deeper understanding 通过复读提升理解
- Acquire 70 new core characters (~250 total) 新增70个核心汉字（累计约250个）
- Read longer stories with richer language 阅读较长、语言更丰富的绘本
- Infer new meanings from context 通过语境推测新词义
- Discuss characters and themes 讨论人物与主题
Our Evaluation System
ACTFL Can-Do Statement
ACTFL Can-Do Statement are developed by the American Council on the Teaching of Foreign Languages (ACTFL) and provide a detailed description of what language learners can do at different levels of proficiency. The Can-Do Statements are designed to help students and teachers set clear learning goals and assess progress.
Communication
Interpertive Communication： Describes learners’ ability to engage in face-to-face communication.
解释性交流，描述学习者在听力和阅读理解上的能力。
Interpersonal Communication：Describes learners’ skills in listening and reading comprehension.
人际交流，描述学习者在面对面的交流中的能力。
Presentational Communication: Describes learners’ abilities in both oral and written expression. 陈述性交流，描述学习者在口头和书面表达上的能力。
Intercultural Communication
Investigate: Describes learners’ ability to understand and explore different cultures, including understanding cultural contexts, analyzing cultural differences, and interpreting cultural meanings.
调查 / 探究，学习者理解和探索不同文化的能力，包括了解文化背景、分析文化差异和解读文化意义。
Interact: Describes learners’ ability to communicate and interact in various cultural settings, including language use, adaptive behaviors, and intercultural communication strategies.
互动 / 交往，学习者在不同文化环境中进行交流和互动的能力，包括语言应用、适应性行为和跨文化交流策略。
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