Making Chinese Literacy Achievable

One of the biggest challenges in teaching the Chinese language to English speakers is that we do not have a system that allows us to better understand and more accurately assess the development of our student’s literacy. The field of English language learning or even ESL has decades of research from multiple countries and multiple linguistic backgrounds about the development of English literacy. There are well established systems such as Fountas & Pinnell and Developmental Reading Assessment (DRA) that helps instructors assess students reading level, accuracy, fluency and comprehension.

But for Chinese, we do not have these types of systems or research and data to support the way we work with our students.  In order to make Chinese literacy more achievable for our students and enable them to become proficient readers, we need a system that allows teachers to better understand and accurately assess the student’s development of literacy in Chinese.

Level Chinese curriculum leverages standard framework such as Common Core and ACTFL Can Do statements and provides twenty (20) levels of objectives and mastery-based assessment with detailed analytics, helps teachers accurately assess the literary competency of each student. This along with access to properly leveled books enable teachers to develop targeted lessons and promote students to be successful.

Read How Shwuling laoshi Use Our Objectives, Clarke Middle School, Lexington, MA

Specific Leveled Objectives

Specific leveled objectives give students a concrete path to follow to reach their goal. Having specific and achievable goals that they can track motivates students to reach and master the next level. It also provides teachers with a quick and easy way to implement their everyday instruction. Access to Readers’ Workshop style mini lessons for each objective gives teachers examples and ideas that they can use in small-group instructions which help student build confidence.

Level Chinese’s literacy framework allows our teachers to map out appropriate objectives that can be used in both whole group and guided reading group teaching. The program structure really helps our teachers think deeper and plan their lessons using different books as resources. ” — Pearl You, Chinese Program Coordinator, Washington Yu Ying PCS

Our students felt like record breaking athletes. As they mastered each objective, they were able to track their progress and push themselves further to master the next objective.”  — Principal, Chinese Immersion School

Leveled Books and Passages

In order to support Chinese language instructions based on specific leveled objectives, teachers need access to accurately leveled books and passages. We defined text complexity description for each of our twenty (20) levels leveraging standards such as Fountas and Pinnell text characteristics.  Over 800 books and passages from many different publishers across all genres (picture books, cultural stories, chapter books, biographies, informational text etc.) and formats (print, audio, online) are available in our collection.

Level Chinese is now a publisher.  Check out our Reach | Connect | Grow Non Fiction Leveled Book Series.

Level  Chinese  provides  appropriately  leveled  objectives  and  books,  saving  me time … I love seeing my kids comprehend a new story, make connections,  gain confidence and enjoy reading on their own!” — Marty Chen, Chinese Teacher, Utah Dual Language Immersion

Using the strategies I learned from this program, it helps built my confidence and makes reading in Chinese more fun.” — Finn O’Brien, 5th grade student at Chinese Immersion school

Watch video on how teacher runs small groups
Watch a Preview of our Assessments

Mastery-based Assessments

Mastery-based assessment includes language function, reading comprehension for fiction and non-fiction and fluency for each level. Questions used in assessment are mapped to specific leveled objective so that both teachers and students can clearly see the skills student has mastered and those that they need to spend more time on. The assessment results can objectively reflect students’ level of Chinese language usage, comprehension and fluency.

Students are empowered and engaged with a clear learning pathway. Assessments are online and automatically graded.

Our students clearly understood the skills they needed to work and were inspired to master them to move to the next level.” — TeJung Chen, 3rd grade Chinese teacher

Data-Driven Instruction

Detailed analytics can identify trends for a specific objective in the classroom, subgroup or for an individual. This information can assist teachers in developing appropriate instructions to help students master their objectives. Visibility to clear learning pathway helps students feel empowered and proud of their progress.  Save time and boost your instruction.

“I use the results of assessment not only to guide my instruction but also to set goals with students and parents.”

– Chiang Li-Chin, 3rd grade Chinese teacher

See How Xinyi Xu laoshi Use Analytics to Drive Instruction, Yu Ming Charter School, Oakland, CA
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