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7A
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In this beginning level of the Kumon Reading Program, young
children start to build the necessary pre-reading skills they
will need to become beginning readers. Children will begin to
connect words to familiar objects and will repeat words
starting with the same sound.
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6A
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"In 6A, children are exposed to rhyming words, phrases,
and sentences. Students continue to develop critical
pre-reading skills, including phonemic awareness," in
preparation for later phonics study in 5A and beyond.
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5A
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Phonics
exercises help students learn individual letter sounds and
consonant-short vowel combinations. Students increase
concentration, improve hand-eye coordination, and develop
writing skills.
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4A
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More sound parts, including consonant clusters, are
introduced. Students trace words and begin freehand letter
writing by filling in missing letters within words. These
exercises, as well as exercises that focus on rhyming words,
help develop students' spelling skills.
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3A
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Students develop greater pencil control by writing properly
proportioned and spaced letters within box guidelines.
Students develop their ability to read longer words through
exercises focusing on syllables. Spelling skills are developed
throughout the level, and for the first time, students
demonstrate reading comprehension through matching exercises.
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2A
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Students identify nouns, verbs and adjectives, and use
them within sentences. Students learn the singular and plural
forms of nouns and verbs, and the comparative and superlative
forms of adjectives. Spelling skills are reinforced throughout
the level.
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AI
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Level
AI marks the beginning of the Sentence Building Block.
Students study the structure of simple sentences and learn
expressions which convey attitude or intention, such as
"can," "must," "may" and
"should." Students learn to write negative
sentences, questions, and sentences using the past tense.
Punctuation exercises appear for the first time. Students
continue to develop their vocabulary and reading comprehension
skills.
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AII
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Through reading stories and answering questions, students
improve their reading comprehension and writing skills.
Technical skills such as punctuation, spelling and
capitalization are also solidified. Students develop the
ability to recognize a sequence of thoughts developed within a
short paragraph.
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BI
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Students refine their ability to identify subject and
predicative in longer sentences containing modifiers such as
adjectives and adverbs. Students conjugate irregular verbs, as
well as study pronouns, prepositions and irregular plurals of
nouns.
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BII
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Students focus on reading comprehension and
vocabulary building. Students develop their ability to define
words using context clues in the stories; to identify main
ideas that occur within a story to better understand the story
as a whole; and to compare and contrast actions, characters
and information from a passage.
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CI
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In Level CI, students further
refine their ability to identify subjects, verbs and
objects, as well as learn how to conjugate the future,
progressive and perfect tenses. Students' punctuation
study continues with commas in a series and singular and
plural possessives. By the end of the level, students
write complete sentences independently.
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CII
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Level CII is the last level
on the Sentence Building Block. Children continue to
develop their reading comprehension, vocabulary and
writing skills. Students develop their ability to
construct and respond to questions using who, what,
where, when and how; to interpret information in charts as
well as take information from passages and organize it
into a chart format; and write answers independently.
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DI
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Level DI marks the beginning of the Paragraph Building Block.
Students learn to write compound and complex sentences by
combining simple sentences. Then, students learn to extract
statements from paragraphs to identify a statement as a single
unit of thought. Students also expand their vocabulary by
studying selected words from expository passages.
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DII
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Students continue to build their reading comprehension
by identifying the topic and then the main idea. Using their
knowledge of main idea of a paragraph students then develop
their understanding of how paragraphs flow within a passage.
Students also practice expanding their vocabulary by studying
selected words from literary and expository passages.
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EI
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Students
learn how clauses can function as nouns, adjective, or
adverbs. In addition, the student learns to convert direct
speech to indirect speech and vice versa. Diagramming
exercises enable the student to visualize information within a
passage, which helps develop his or her ability to follow and
organize content logically. Students also expand their
vocabulary by studying selected words from expository
passages.
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EII
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The student develops a better understanding of a story's
sequence of events and imagery. Diagramming exercises help the
student visualize a story, and learn how events in a passage
affect a certain result or outcome. Reason and logic exercises
build the student's ability to compose answers and develop
skills of rephrasing. Students also expand their vocabulary by
studying selected words from literary and expository passages.
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F
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Level F is the last stage of the Paragraph Building
Block. Paraphrasing and concision exercises show students how
to combine, condense and rewrite information found in a
reading passage. The ability to identify the main topic and
elements of a paragraph is emphasized and practiced.
Vocabulary exercises also assist students in successfully
paraphrasing.
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G
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Level G marks the beginning of the Summary Block.
Students learn to condense all the important information from
a passage into a summary one third of length of the original
passage. Students are formally introduced to story elements
such as plot, character and setting. Included in the level are
excerpts from the writings of Edgar Allen Poe, Louisa M.
Alcott, and Oscar Wilde.
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H
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Students
develop greater sensitivity to authors' use of descriptive
language. Summation exercises help students focus on specific
points within passages. Vocabulary exercises introduce Greek
and Latin suffixes, prefixes and roots. Included in the level
are excerpts from Jane Eyre, Treasure Island, and The War of
the Worlds.
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I
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Students analyze the persuasive writing style
found in speeches, advertisements and political documents.
They also learn the components and strategies of the more
formal 'argument'. The level concludes with a study of précis,
the most complex form of summary. Among the readings included
are speeches by Dwight Eisenhower and Albert Einstein, and
fiction by General Durrell and Agatha Christie.
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J
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Exercises which focus on more subtle details of
structure, theme and character lead students to a closer
reading of text than in previous levels. The reading
selections develop students' understanding of how a writer's
intentions are reflected in various aspects of the work under
review. Students read extensive excerpts from To Kill a
Mockingbird, Pride and Prejudice, and The Adventures of
Huckleberry Finn.
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K
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Level K continues to develop students’ critical
reading and thinking skills through the study of advanced
literature. In introductory sets throughout the level,
students read non-fiction pieces introducing and explaining
various literary terms such as Plot, Setting and Atmosphere,
Irony, and Comedy. In subsequent sets, students then read
extracts from novels, plays or poems, demonstrating these
devices in action. Students read extensive excerpts from
classics such as Macbeth, Hamlet, and King Oedipus, as well as
from more modern works such as The Spy Came in from the Cold,
and The Importance of Being Earnest.
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L
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Students gain a greater ability in understanding the
meaning of a text beyond the obvious, common meaning of the
vocabulary the author uses. Students are exposed to the basic
elements that comprise figurative language and the
interpretation of it, making them better able to decipher the
plot, the values in which the author might believe, and the
virtues and vices of the characters involved in the story.
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