Academic Reading Syllabus Guide Text Explorers League
Beginner Program Syllabus Guide
5-Week Map
Welcome, Educator! This syllabus maps out a highly scaffolded 5-week program designed specifically for Beginner English Language Learners (ELLs) . Operating in structured 25-minute cycles, it builds phonetic word writing, simple sentence constructions, opinion writing, and responses to WH- questions.
Weekly Mission Map (Syllabus)
Week 1 Topics & Word Building
Day 1: Phonetic CVC writing in Elkonin sound boxes ("My Topic and Words").Day 2: Simple descriptive sentences + Assessment 1.
Week 2 Familiar Opinions
Day 1: Expressing simple opinions with drawings & "I like..." frames.Day 2: Partner opinion written exchanges + Assessment 2.
Week 3 What & Where Questions
Day 1: Responding to basic 'What' & 'Where' presentation questions.Day 2: Visual matching & vocabulary-guided answers + Assessment 3.
Week 4 Who & When Questions
Day 1: Building subject-verb sentences ("Who is doing what?", "When?").Day 2: Structured partner Q&A cards + Assessment 4.
Week 5 Written Exchanges & Presentation
Day 1 (Written Dialogue): Exchanging simple questions and answers about a self-selected visual topic.Day 2 (Showcase): Sharing simple information visually and in writing, reviewing peer work + Assessment 5.
Scaffolding Blueprint (Beginner Level)
01
Phonetic Word Building
Use visual picture supports combined with three-letter Elkonin sound boxes to make letter-sound mapping tactile and visually bounded.
02
Scaffolded Sentence Framing
Always provide tracing lines for structural grammar words ("I", "see", "like", "is") and completely blank boxes for student phonetic spelling.
Program Syllabus Guide • Page 1 of 2
Text Explorers League
Program Syllabus Guide
Assessment & Data
Day 2 Quick Assessment Routine (10 Mins)
Day 2 assessments provide instant, visual proficiency metrics for beginner English Learners. These assessments verify word building, spelling correctness of basic words, or completing short opinion frames.
Score Status Student Capabilities Description 4 Early Fluent Successfully spells high-frequency words correctly, writes simple sentences independently, and expresses clear personal opinions. 3 On-Target (Beginner) Successfully spells basic CVC words phonetically, completes sentence frames, and uses visual cues to answer WH- questions. 2 Emerging spelling Attempts word writing with correct initial sounds only. Relies heavily on direct letter-tracing models; cannot complete sentence stems independently. 1 Pre-Production Points to visual images or mimics oral chants. Output is restricted to drawing or scribbling without recognizable phonetic letters.
Beginner ELL Action Plan
For Scores 1 - 2 (Re-teach)
Practice daily phonemic segmentation using physical plastic letters or magnetic tiles.
Highlight the visual cues in worksheets to link pictures to initial letter sounds.
Use physical tracing overlays to build hand muscular memory.
For Scores 3 - 4 (Extend)
Have students write two simple descriptive words instead of one for the target picture.
Encourage peer oral exchanges: say the complete sentence frame to a classmate.
Add an additional sentence frame describing a visual detail ("It is big").
Program Syllabus Guide • Page 2 of 2
Naming Topics Pack Week 1 • Lesson 1 (Day 1)
Naming Topics & Word Building
Teacher Guide
ELL Target (Beginner)
Segment single-syllable CVC words into phonemes and represent them with phonetic letter-sound spelling.
Warm-Up Prompt
Introduce a mature starter prompt about classmates or personal background to engage secondary learners immediately.
Dictation Sentence
"The cat is in the sun."
Pacing Guide & Lesson Execution
0-5m
Warm-Up: Secondary Writing Prompt
Direct students to the Warm-Up at the top of their page. Read the prompt aloud: "My classmate is..." Model completing the sentence frame using a student's name: "My classmate is Luis." Walk around and assist with writing.
5-12m
Core Phonics instruction
Introduce the 6 CVC target objects (cat, sun, dog, pig, hat, map). Do NOT write the letters yet. Speak the sounds slowly: /c/ - /a/ - /t/. Show how each sound fills one visual Elkonin box. Have students practice spelling them phonetically.
12-20m
Guided Practice: 6 CVC Words
Direct students to Section 2 of their page. Lead a choral chant of the words. Have students write the letter sounds they hear inside the 3-letter blank sound boxes. Guide them to spell map, pig, and hat independently.
20-25m
Sentence Dictation Assessment
Explain Section 3: "Listen and Write!". Read the Dictation Sentence aloud slowly three times: "The cat is in the sun." Tell students to listen for word spaces. Students write the sentence in the empty handwriting lines on their sheet.
Secondary Classroom Scaffolding Support
Mature Warm-Up Frames
"My classmate is _________."
"I am in the _________ class."
Dictation Coaching Tips
Emphasize that the first letter of the sentence must be capitalized.
Have students double-check their spacing by placing a finger between words.
Accept phonetic attempts (e.g., 'kat' for 'cat', 'son' for 'sun') and circle for review.
Text Explorers League • Week 1 • Lesson 1
Name: ______________________ Date: ___________
Topic Words and Word Building
Student Activity Sheet
1. Warm-Up Writing Prompt
Write the name of a classmate sitting near you.
Frame:
My classmate is
.
2. Word Building: Say and Write. Write one letter sound in each box.
🐱
Program Presentation Slides Text Explorers League Beginner Slide Companion
🚀 Let's Explore Words & Sentences
Welcome to the
Beginner English League
We will write basic words, share our opinions, and answer Who, What, Where, and When questions together!
Designed for Beginner English Learners Slide 1 of 11
Week 1 • Day 1 What is a Topic?
What is a Topic?
The Topic is the big thing we see, draw, or write about.
Language Frame:
"This is a __________."
🐱
What is the topic?
The topic is CAT!
Lesson 1: Naming Topics Slide 2 of 11
Week 1 • Day 2 Sound Boxes
Let's Sound Out!
Say each letter sound. Then write them inside the boxes.
☀️
s u n
🐶
d o g
Lesson 2: Sound Boxes Review Slide 3 of 11
Week 2 • Day 1 Familiar Opinions
Sharing What You Like!
An opinion is what you think or feel about something.
Opinion Frame:
"I like the __________."
🍎 Apples
"I like the apple."
🍌 Bananas
"I like the banana."
Lesson 3: Sharing Opinions Slide 4 of 11
Week 2 • Day 2 Partner Talk
Speaking & Writing Exchange
Partner A (Write)
"I like the dog."
Partner B (Write & Reply)
"I like the cat."
Lesson 4: Peer Sharing Review Slide 5 of 11
Week 3 • Day 1 What & Where
Answering Key Questions
Learn to look closely at a picture and answer:
Question 1:
What is it?
Question 2:
Where is it?
🐟
"This is a fish ."
"It is in water ."
Lesson 5: What and Where Questions Slide 6 of 11
Week 3 • Day 2 Question practice
Let's Practice Together!
Look at the image. Let's answer the questions as a class!
🌳
1. What is it?
"It is a tree."
2. Where is it?
"It is in the park."
Lesson 6: What & Where Check Slide 7 of 11
Topic Words and Sentences Pack Week 1 • Lesson 2 (Day 2)
Topic Words & Sentences Pack
Teacher Guide
Review Goal
Students will review phonetic CVC spellings and practice descriptive word frames without tracing support.
Warm-Up Prompt
Secondary focused: "My favorite class in school is..." to activate vocabulary.
Dictation Sentence
"The hot dog is in the box."
Pacing Guide & Lesson Execution
0-5m
Warm-Up Writing Prompt
Prompt students to complete the Warm-Up section on Page 2. Read the prompt: "My favorite class is..." Model responses: ESL, math, art, history. Walk around to verify handwriting.
5-10m
Sentence Syntax Review
Model the template: "The [noun] is [adjective]." Do NOT use any tracing templates. Challenge students to say sentences aloud in pairs: "The pig is big." "The dog is hot."
10-15m
Sentence Dictation Practice
Instruct students to look at Section 2: "Listen and Write!". Dictate the sentence: "The hot dog is in the box." slowly three times. Check for spacing and capital letters.
15-25m
Week 1 Quick Assessment
Direct students to Section 3 to complete the independent Quick Assessment. They will spell CVC words inside the empty sound boxes and write their own complete sentences using picture clues.
Secondary Scaffold Aids
Target Sentences
"The hot dog is in the box."
"The cat is wet."
Phonics Cues
Review short /o/ and /i/ vowel sounds on the board if spelling is difficult.
Use descriptive hands for "wet" or "hot" to prompt word selection.
Text Explorers League • Week 1 • Lesson 2
Name: ______________________ Date: ___________
Week 1 Review & Assessment
Student Assessment Sheet
1. Warm-Up Writing Prompt
What is your favorite class in school?
Frame:
My favorite class is
.
2. Listen and Write! (Dictation Sentence)
Listen to your teacher. Write the sentence you hear on the lines.
3. Independent Quick Assessment
🐱💦 wet
1. Spell word:
The
is
.
☀️🔥 hot
2. Spell word:
The
is
.
Expressing Familiar Opinions Pack Week 2 • Lesson 3 (Day 1)
Expressing Familiar Opinions
Teacher Guide
Objective
Students will select a favorite item, express their choice using a structured "I like..." frame, and write descriptive adjectives.
Warm-Up Prompt
Secondary-focused: "My favorite animal is..." with a descriptive frame.
Dictation Sentence
"I like the big red apple."
Pacing Guide & Lesson Execution
0-5m
Warm-Up Writing Prompt
Prompt students to complete Section 1. Read aloud: "My favorite animal is..." Have students write their selection and explain why, using adjectives (e.g. big, fast, nice).
5-12m
Core Opinion Instruction
Explain that opinions are ideas we write down to share with others. Write: "I like the __________." on the board. Introduce target adjectives from the visual word bank (sweet, good, red, big).
12-20m
Guided Dictation Practice
Direct students to Section 2: "Listen and Write!". Dictate the sentence: "I like the big red apple." slowly three times. Check that they write it independently inside the blank handwriting container.
20-25m
Drawing & Independent Opinion
Have students complete Section 3. They will choose a favorite fruit, illustrate it, and write two complete opinion sentences: "I like the [fruit]." "It is [adjective]."
Secondary Scaffold Strategies
Spelled Vocabulary Helpers
🍎 apple (sweet, red)
🍌 banana (good, yellow)
🍇 grape (small, sour)
Peer Interaction Strategies
Encourage students to read their completed opinions to a classmate to test vocal delivery.
Use the physical visual word bank on Page 2 for spelling support rather than providing letters.
Text Explorers League • Week 2 • Lesson 3
Name: ______________________ Date: ___________
Expressing Personal Opinions
Student Activity Sheet
1. Warm-Up Writing Prompt
What is your favorite animal?
Frame:
My favorite animal is
.
2. Listen and Write! (Dictation Sentence)
Listen to your teacher. Write the sentence you hear on the lines below.
3. Choose, Draw and Write!
Draw your favorite fruit here!
Opinion Review Pack Week 2 • Lesson 4 (Day 2)
Opinion Review & Peer Share
Teacher Guide
Review Goal
Students will review expressing opinions and participate in a highly structured, paper-passing written exchange in pairs.
Warm-Up Prompt
Secondary focused: "My neighbor in class is..." to build community.
Dictation Sentence
"I like the sweet red grape."
Pacing Guide & Lesson Execution
0-5m
Warm-Up Writing Prompt
Direct students to Section 1. Read aloud: "My neighbor in class is..." Have students write their partner's name or a friendly descriptor, using the sentence frame provided.
5-10m
Sentence Dictation Exercise
Instruct students to look at Section 2: "Listen and Write!". Dictate slowly: "I like the sweet red grape." three times. Encourage correct capitalization and spacing.
10-15m
Structured Paper Exchange
Instruct students to look at Section 3 (Activity A) on Page 2. Have Partner A write their name and fruit preference. Guide them to physical pass their paper to Partner B. Partner B reads the line and writes their matching preference.
15-25m
Week 2 Quick Assessment
Ask students to return to their individual seats. Direct them to complete Section B independently. They must spell the target animals (dog, cat) phonetically and write their final personal opinion frame.
Scaffolding Support & Active Interaction Tips
Exchange Prompts
"My name is [Name]."
"I like the [apple]."
Interaction Scaffolds
Peer Whispering: Encourage peers to point to spelling cues on their desk reference charts to help each other.Visual Selection: If writing is slow, students can circle the emoji (🍎, 🍌, 🍇) inside the partner builder box first.
Text Explorers League • Week 2 • Lesson 4
Name: ______________________ Date: ___________
Written Exchange & Quiz
Student Sheet
1. Warm-Up Writing Prompt
Who is your neighbor in class today?
Frame:
My neighbor in class is
.
2. Listen and Write! (Dictation Sentence)
Listen to your teacher. Write the sentence on the lines below.
3. Partner Paper Exchange! Share your favorite fruit.
👤 Partner A Writes:
My name is:
Answering What and Where Pack Week 3 • Lesson 5 (Day 1)
Answering What and Where
Teacher Guide
Objective
Students will look at visual topic scenes and answer simple "What" and "Where" questions using basic sentence frames.
Warm-Up Prompt
Secondary focused: "The weather today is..." to describe the school environment.
Dictation Sentence
"The fish is in the pond."
Pacing Guide & Lesson Execution
0-5m
Warm-Up Writing Prompt
Prompt students to complete the Warm-Up section on Page 2. Read the prompt: "The weather today is..." Model options: hot, cold, wet, nice, dry. Have them write their answer on the blank line.
5-10m
Core WH- Question Concept
Explain that "What" asks for the object (the noun), and "Where" asks for the location (the place). Introduce prepositions of location (in, on, under) using concrete gestures.
10-15m
Sentence Dictation Exercise
Direct students to Section 2: "Listen and Write!". Dictate slowly: "The fish is in the pond." three times. Have students write the sentence independently on their blank handwriting lines.
15-25m
Guided Practice: Visual Questions
Walk students through Section 3. Direct them to answer the "What" and "Where" questions about the fish in the bowl, and then the independent practice section about the bird in the nest.
Scaffolding Support & WH- Question Prompts
Prepositional Scaffolds
📍 in the bowl
📍 in the nest
Coaching Prompts
Remind students to spell CVC words phonetically inside sound boxes if they are stuck.
Accept phonetic spelling spelling variations as long as they represent correct sound mapping.
Text Explorers League • Week 3 • Lesson 5
Name: ______________________ Date: ___________
Answering What & Where
Student Activity Sheet
1. Warm-Up Writing Prompt
How is the weather today?
Frame:
The weather today is
.
2. Listen and Write! (Dictation Sentence)
Listen to your teacher. Write the sentence on the lines below.
3. Look and Answer!
🐟🥣
fish
Question: What is it?
It is a
.
Question: Where is it?
What and Where Review Pack Week 3 • Lesson 6 (Day 2)
What and Where Review Pack
Teacher Guide
Review Goal
Students will review prepositions of location (in, on, under) and demonstrate mastery on the Week 3 Quick Assessment.
Warm-Up Prompt
Secondary focused: "My classroom has a..." to identify features in their immediate school environment.
Dictation Sentence
"The frog is on the wet log."
Pacing Guide & Lesson Execution
0-5m
Warm-Up Writing Prompt
Prompt students to complete the Warm-Up on Page 2. Read: "My classroom has a..." Model options: desk, map, clock, board, pen. Walk around to guide their spelling.
5-10m
Sentence Dictation Practice
Direct students to Section 2: "Listen and Write!". Dictate the sentence: "The frog is on the wet log." slowly three times. Check that students are formatting words correctly without tracing.
10-15m
Partner Oral Review
Have students turn to their neighbor. Partner A asks: "Where is the frog?" Partner B responds: "The frog is on the log." Direct them to swap. Encourage correct location word placement.
15-25m
Week 3 Quick Assessment
Instruct students to complete Section 3 on Page 2 individually. Read the questions aloud. Note that there are NO pre-filled tracing answers for location words; students must write independently.
Scaffolding Support & Prepositional Aids
Visual Preposition Anchors
📥 in (inside)
🔝 on (on top of)
⬇️ under (below)
Testing Scaffolds
Review short /o/ and /e/ vowel sounds on the blackboard if student writing is stuck.
Accept phonetic spelling variations that represent correct sound mappings.
Text Explorers League • Week 3 • Lesson 6
Name: ______________________ Date: ___________
Week 3 Quick Assessment
Student Assessment Sheet
1. Warm-Up Writing Prompt
Name an object inside this classroom.
Frame:
My classroom has a
.
2. Listen and Write! (Dictation Sentence)
Listen to your teacher. Write the sentence you hear on the lines below.
3. Individual Quick Assessment
🐸🪵
frog • log
Answering Who and When Pack Week 4 • Lesson 7 (Day 1)
Answering Who and When
Teacher Guide
Objective
Students will look at visual character action cards and answer basic "Who" (actor) and "When" (time) questions using structured sentence frames.
Warm-Up Prompt
Secondary focused: "My favorite day of the week is..." to express personal preferences.
Dictation Sentence
"The chef is cooking in the morning."
Pacing Guide & Lesson Execution
0-5m
Warm-Up Writing Prompt
Prompt students to complete the Warm-Up on Page 2. Read the prompt: "My favorite day of the week is..." Model options: Friday, Saturday, Sunday. Have them write their preferred day inside the frame.
5-10m
Sentence Dictation Practice
Direct students to Section 2: "Listen and Write!". Dictate the sentence: "The chef is cooking in the morning." slowly three times. Check for capitalization and spacing.
10-15m
Core WHO & WHEN Instruction
Review that "Who" is a person or animal (the subject doing the action), and "When" is the time (morning, night, summer). Guide them to complete Section 3 matching exercises.
15-25m
Guided Visual Writing
Direct students to answer the "Who" and "When" questions about the student working at night in Section 3, and then have them complete the independent practice (chef cooking) independently.
Secondary Scaffold Aids
Visual WH- Anchors
👤 Who ➡️ Person / Animal
🕒 When ➡️ Time of Day / Year
Spelled Helpers
student (s - t - u - d - e - n - t)night (n - i - g - h - t)chef (c - h - e - f)morning (m - o - r - n - i - n - g)
Text Explorers League • Week 4 • Lesson 7
Name: ______________________ Date: ___________
Answering Who and When
Student Activity Sheet
1. Warm-Up Writing Prompt
What is your favorite day of the week?
Frame:
My favorite day is
.
2. Listen and Write! (Dictation Sentence)
Listen to your teacher. Write the sentence on the lines below.
3. Look and Answer!
🧑🎓🌙
Question: Who is working?
Who and When Review Pack Week 4 • Lesson 8 (Day 2)
Who and When Review Pack
Teacher Guide
Review Goal
Students will review identifying subjects (Who) and time blocks (When) in preparation for the Week 4 Quick Assessment.
Warm-Up Prompt
Secondary focused: "My favorite month of the year is..." with syntax framing.
Dictation Sentence
"The sleeping owl is in the tree."
Pacing Guide & Lesson Execution
0-5m
Warm-Up Writing Prompt
Prompt students to complete Section 1. Read: "My favorite month is..." Model responses: January, October, December. Walk around to guide student spelling.
5-10m
Sentence Dictation Practice
Direct students to Section 2: "Listen and Write!". Dictate slowly: "The sleeping owl is in the tree." three times. Encourage them to write independently inside the blank lines.
10-15m
Partner Dialogue Review
Direct students to Section 3 (Activity A) on Page 2. In pairs, students will complete the blank lines. Partner A points and asks the question, Partner B writes down the response phonetically without any trace templates.
15-25m
Week 4 Quick Assessment
Instruct students to complete Section B on Page 2 individually. Read the questions aloud. Check that students write their subject-verb-location frames independently.
Secondary Scaffold Strategies
Target Dialogue frames
"Who is this? This is a..."
"When is it? It is..."
Coaching Helpers
owl (o - w - l)night (n - i - g - h - t)morning (m - o - r - n - i - n - g)
Text Explorers League • Week 4 • Lesson 8
Name: ______________________ Date: ___________
Week 4 Quick Assessment
Student Assessment Sheet
1. Warm-Up Writing Prompt
What is your favorite month of the year?
Frame:
My favorite month is
.
2. Listen and Write! (Dictation Sentence)
Listen to your teacher. Write the sentence on the lines below.
3. Partner Q&A! Talk and write.
💬 Ask Partner: "Who is cooking?"
My partner writes: The
is cooking.
💬 Ask Partner: "When is it?"
My partner writes: It is
.
Written Exchanges Pack Week 5 • Lesson 9 (Day 1)
Written Exchanges & Sharing
Teacher Guide
Objective
Students will construct simple questions about a visual prompt, exchange papers with a peer, and respond to their partner's question in writing.
Warm-Up Prompt
Secondary focused: "My native country is..." to share personal backgrounds.
Dictation Sentence
"The red apple is on the desk."
Pacing Guide & Lesson Execution
0-5m
Warm-Up Writing Prompt
Prompt students to complete Section 1. Read: "My native country is..." Model options: Mexico, Venezuela, China, Vietnam, Ukraine. Direct them to write their country name inside the frame.
5-10m
Sentence Dictation Exercise
Direct students to Section 2: "Listen and Write!". Dictate slowly: "The red apple is on the desk." three times. Encourage them to write independently inside the blank lines.
10-15m
Core Question-Formation Modeling
Explain how written chats work. We write a question, pass the paper, and our partner replies with a complete sentence. Model forming questions (e.g. "What is this?") on the board without tracing.
15-25m
Partner Exchange & Challenge
Walk students through Section 3. Partner A writes their question about the apple in Section 3, then passes the paper to Partner B, who replies. Finally, they do the independent challenge (drawing anything and exchanging).
Secondary Scaffold Strategies
Exchange Dialogue Stems
"What is this? It is a..."
"Where is it? It is on..."
Desk Helpers
Provide a master map of the world on the wall for students to reference their native country names spelling.
Accept phonetic spelling spelling variations for classmate exchanges.
Text Explorers League • Week 5 • Lesson 9
Name: ______________________ Date: ___________
Written Partner Exchange
Student Activity Sheet
1. Warm-Up Writing Prompt
What is your native country?
Frame:
My native country is
.
2. Listen and Write! (Dictation Sentence)
Listen to your teacher. Write the sentence on the lines below.
3. Guided Exchange: Look at the apple. Talk and write.
🍎🏫 apple • desk
👤 Partner A Writes a Question: (e.g. "What is this?")
👤 Partner B Writes the Answer:
Presentation Showcase Pack Week 5 • Lesson 10 (Day 2)
Beginner Presentation Showcase
Teacher Guide
Review Goal
Students will verbally present simple info, complete a peer feedback written exchange, and demonstrate program mastery on the final assessment.
Warm-Up Prompt
Secondary focused: "My favorite thing about school is..." to synthesize high-frequency adjectives.
Dictation Sentence
"The student is happy at school."
Pacing Guide & Lesson Execution
0-5m
Warm-Up Writing Prompt
Prompt students to complete Section 1. Read: "My favorite thing about school is..." Model options: friends, learning, sports, English. Direct them to write their choice on the blank line.
5-10m
Sentence Dictation Exercise
Direct students to Section 2: "Listen and Write!". Dictate slowly: "The student is happy at school." three times. Have them write the sentence independently.
10-15m
Peer Showcase Presentation
Have students sit in groups of 4. Each student takes 30 seconds to hold up their drawing from Lesson 9 and read their sentences aloud. Peers write a friendly feedback line in Section A of their neighbor's page.
15-25m
Week 5 Final Program Assessment
Administer Section B on Page 2 individually. This comprehensive assessment evaluates all program targets: spelling nouns, answering Who, What, Where, When, and opinion-adjective syntax construction.
Secondary Showcase Scaffold Aids
Praise Dialogue Frames
"I like your drawing."
"Thank you, [Name]!"
Testing Accommodations
Provide a master map of CVC words printed on-screen during the final test.
If writing is slow, let students record their oral answers using a phone/tablet voice memo.
Text Explorers League • Week 5 • Lesson 10
Name: ______________________ Date: ___________
Beginner Program Showcase
Student final Sheet
1. Warm-Up Writing Prompt
What is your favorite thing about school?
Frame:
My favorite thing about school is
.
2. Listen and Write! (Dictation Sentence)
Listen to your teacher. Write the sentence on the lines below.
3. Peer Praise Exchange! Share drawings and write.
👤 My classmate writes feedback:
Friend's Name:
I like your drawing of the:
