Bright Reader

and English Code

Alignment Report
Enhancing Language Learning Through Integrated Resources

2024

 Contents
Introduction ..................................................................................................................3

How to Use This Report ..............................................................................................4

Alignments ....................................................................................................................5

Readers at Level 1 .................................................................................................................6

Readers at Level 2 .................................................................................................................7

Readers at Level 3 .................................................................................................................8

Readers at Level 4 .................................................................................................................9

Readers at Level 5 ...............................................................................................................10

Readers at Level 6 ...............................................................................................................11

Reference ....................................................................................................................12

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 Introduction
This report maps Bright Reader (BR) series to English Code (EC) curriculum to create a comprehensive reading
development program that combines intensive and extensive reading approaches. While EC provides structured
reading materials for intensive study - where learners focus on detailed comprehension, systematic vocabulary
building, and targeted language practice - BR series serves as a complementary extensive reading resource. Research
shows that this dual approach signi cantly enhances language acquisition: intensive reading through EC builds
fundamental language knowledge, while extensive reading through BR provides the necessary exposure to language
in varied contexts.

Bene ts for learners:

• Reinforce vocabulary and grammar learned intensively in EC through encountering them in new contexts in BR
• Build reading uency by applying reading strategies developed in EC to BR materials
• Develop reading con dence through level-appropriate extensive reading materials that complement EC's
systematic instruction
• Enhance natural language acquisition through meaningful content beyond classroom instruction

This systematic approach ensures that extensive reading through BR complements and extends the intensive reading
and learning done through EC, creating a more robust and comprehensive language learning experience. The
alignment speci cally considers how BR can build upon the foundation established through EC's intensive reading
components, providing opportunities for learners to apply and consolidate their learning through meaningful
extensive reading.

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 How to Use This Report
The report provides detailed mapping across multiple dimensions: thematic connections, grammatical progression,
and skill development opportunities. Users can navigate the alignment tables to identify appropriate BR readers that
complement speci c EC units, ensuring systematic coverage of curriculum objectives. The NEC theme categorization
o ers a content framework for addressing core competencies while maintaining developmental appropriateness.
Through careful consideration of grammar and theme progression across levels, users can create sca olded learning
experiences that support both language acquisition and literacy development.

For optimal implementation, this report can be approached from two complementary perspectives:
• Curriculum-First Approach: Starting from current EC units, identify BR readers that reinforce ongoing learning
objectives through extensive reading.
• Theme-Based Approach: Using NEC themes as a foundation, select BR readers that develop speci c
competencies while maintaining engagement through connected narratives.

These approaches can be adapted for both classroom teaching and home learning environments, as detailed in the
implementation guides below, with recommended approaches per researches in second language acquisition and
literacy development.

IMPLEMENTATION GUIDE FOR TEACHERS GUIDE FOR PARENTS

Before Reading: Creating a Supportive Reading Environment:
Research shows that activating prior knowledge and setting clear purposes for Regular reading routines establish positive literacy habits and
reading significantly enhance comprehension. attitudes.
• Select BR readers that align with current EC unit themes and • Establish regular reading routines (15-20 minutes
grammar points daily)
• Activate prior knowledge through pre-reading discussions • Choose BR readers matching your child's EC level
• Preview key vocabulary in context • Make reading an interactive experience

During Reading: Interactive Reading Techniques:

Studies in extensive reading emphasize the importance of sustained engagement Parent-child interaction during reading enhances comprehension and
with text. engagement.
• Implement sustained silent reading periods (10-15 minutes) • Use "pause and predict" method to enhance
• Use guided reading techniques for challenging sections engagement

• Encourage prediction and inference skills • Ask open-ended questions about characters'
choices and actions
After Reading: • Connect story situations to personal experiences
Research indicates that post-reading activities consolidate learning and develop
critical thinking. Language Development Support:
• Facilitate student discussions focusing on comprehension and Connecting home reading to classroom learning reinforces language
critical thinking acquisition.

• Design activities that reinforce grammar points from EC • Point out grammar structures learned in EC classes

• Create opportunities for written re ection • Encourage vocabulary use in daily conversations
• Create opportunities for retelling stories
Assessment Integration:
Formative assessment practices support ongoing learning and development. Values and Critical Thinking:
• Use BR content for formative assessment of reading Stories provide natural contexts for developing values and critical
thinking skills.
comprehension
• Discuss character motivations and decisions
• Track student progress in core competencies through
reading responses • Explore di erent perspectives in stories

• Incorporate story elements into project-based learning • Connect story themes to real-life situations

Note: Given the varying perspectives inherent in academic analysis, All right reserved.

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 Alignments

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 Readers at Level 1

Unit from Thematic Content Aligned to the

Title from Bright Reader English Curriculum Standards Grammar Match
English Code (for Compulsory Education)

LEVEL 1: • Can/Can’t
An Unusual School Day 与 我：做 与做事
• Unit 1 • Simple present tense

LEVEL 1: • Present continuous

What is the Cat Doing? 与 我： 活与学习
• Unit 1 • Simple present tense

LEVEL 1: • Simple present tense

Making Easter Eggs 与社会： 学、艺术与体育
• Unit 2 • Colors

LEVEL 1: • This is/That is

Who's Coming to the Party? 与 我： 活与学习
• Unit 3 • Simple present tense

LEVEL 1: • Can/Can’t
In the Jungle 与 然： 然 态
• Unit 5 • What’s this/that?

• Simple present tense

LEVEL 1:
Merry Christmas 与社会：历史、社会与 化 • Numbers
• Unit 5
• How old are you?

LEVEL 1: • Yes/No questions

A Pet Show 与 然： 然 态
• Unit 6 • Simple present tense

LEVEL 1: • Like/Don't like

A Magic Wish 与 我： 活与学习
• Unit 6 • Have got/Haven't got

LEVEL 1: • There is/are

A Strange House 与社会：社会服务与 际沟通
• Unit 7 • Numbers

LEVEL 1: • Present continuous

Where's Eric? 与社会：社会服务与 际沟通
• Unit 8 • Prepositions of place

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 Readers at Level 2

Unit from Thematic Content Aligned to the

Title from Bright Reader English Curriculum Standards Grammar Match
English Code (for Compulsory Education)

LEVEL 2: • Imperatives
Rules! Rules! 与社会：社会服务与 际沟通
• Unit 1 • Modal verbs

LEVEL 2: • Simple present tense

Hamster School Bus 与社会：科学与技术 （ 级）
• Unit 2 • How/Where questions

LEVEL 2: • Prepositions of places

A Farm 与 然： 然 态
• Unit 2 • Can/Can’t

LEVEL 2: • What’s the time

Dinnertime 与 我： 活与学习
• Unit 2 • Simple present

LEVEL 2: • Simple present

The Surprise 与 然： 然 态
• Unit 3 • Like/Don’t like

LEVEL 2: • Simple present tense

The Working Dogs 与社会：社会服务与 际沟通
• Unit 6 • What questions

LEVEL 2: • Imperatives
Kid's Kitchen 与 我：做 与做事
• Unit 7 • What questions

LEVEL 2: • Is there/Are there

What's on the Menu? 与 我： 活与学习
• Unit 7 • Do you like

LEVEL 2: • Simple present tense

Lazy Charlie 与 我：做 与做事
• Unit 7 • Please + verb

LEVEL 2: • Present continuous

Meet the Astronauts 与 然：宇宙探索（三级）
• Unit 8 • Simple present tense

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 Readers at Level 3

Unit from Thematic Content Aligned to the

Title from Bright Reader English Curriculum Standards Grammar Match
English Code (for Compulsory Education)

LEVEL 3: • Can/Could for ability

Show Time 与社会： 学、艺术与体育
• Unit 1 • Past tense

LEVEL 3: • Simple past tense

Danny and Dot 与 我： 活与学习
• Unit 1 • Comparative adjectives

LEVEL 3: • Comparatives
Well Done, Max! 与 我：做 与做事
• Unit 2 • Past tense

LEVEL 3: • Simple present

Festivals 与社会：历史、社会与 化
• Unit 3 • Past tense

LEVEL 3: • How much/many

Kenny's Shopping List 与 我： 活与学习
• Unit 3 • Comparatives

LEVEL 3: • Present continuous

Sam's New Clothes 与 我：做 与做事
• Unit 4 • Weather expressions

LEVEL 3: • There is/are

Midnight Snacks 与社会：社会服务与 际沟通
• Unit 5 • Like/Dislike

LEVEL 3: • Past tense

Camp Diary 与社会：社会服务与 际沟通
• Unit 5 • Time expressions

The Great Mouse LEVEL 3: • Past tense

与 我：做 与做事
Detectives • Unit 6 • Prepositions of place

LEVEL 3: • Past tense

Peter and the Rich Man 与社会：社会服务与 际沟通
• Unit 7 • Comparative adjectives

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 Readers at Level 4

Unit from Thematic Content Aligned to the

Title from Bright Reader English Curriculum Standards Grammar Match
English Code (for Compulsory Education)

LEVEL 4: • Present simple for facts

In the Rain Forest 与 然： 然 态
• Unit 1 • Can for ability

LEVEL 4: • Modal verbs (should/

What’s Cooking at the Zoo? 与 然： 然 态 shouldn’t)
• Unit 1 • Imperatives

LEVEL 4: • Past tense

The Visitors 与社会：历史、社会与 化
• Unit 2 • Used to

LEVEL 4: • Future tense

Flying South 与 然： 然 态 • Comparatives/
• Unit 3
superlatives

• Present simple
LEVEL 4:
Housing Haunting! 与社会： 学、艺术与体育 • Past simple
• Unit 4
• Future with 'going to'

LEVEL 4: • Past tense

The Hungry Troll 与社会： 学、艺术与体育
• Unit 4 • Comparatives

LEVEL 4: • Imperatives
Tra c-light Sandwiches 与 我：做 与做事
• Unit 5 • Would like

LEVEL 4: • Past tense

Electricity? No, thanks! 与社会：科学与技术 • Comparatives/
• Unit 6
superlatives

LEVEL 4: • Comparatives
Tiny Small 与 我：做 与做事
• Unit 6 • Must/Mustn’t

LEVEL 4: • Comparatives
Rumble in the Jungle 与 然： 然 态
• Unit 7 • Present continuous

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 Readers at Level 5

Unit from Thematic Content Aligned to the

Title from Bright Reader English Curriculum Standards Grammar Match
English Code (for Compulsory Education)

LEVEL 5: • Past tense

Rita the Big Sister 与 我： 活与学习
• Unit 1 • Going to

LEVEL 5: • Conditionals
Sunny Days are OK! 与 然： 然 态
• Unit 2 • Future tense

Crocodilopolis…The City of LEVEL 5: • Past tense

与社会：历史、社会与 化
Crocodiles • Unit 2 • Present perfect

LEVEL 5: • Past tense

Wolves and Bears 与 然： 然 态
• Unit 2 • Reported speech

LEVEL 5: • Past continuous

What a Day! 与社会：社会服务与 际沟通
• Unit 3 • Time expressions

LEVEL 5: • Past tense

The Circus 与社会： 学、艺术与体育
• Unit 4 • Present perfect

LEVEL 5: • Past tense

Festival Fun 与社会：历史、社会与 化
• Unit 5 • Present perfect

LEVEL 5: • Present perfect

Have you Ever? 与 我：做 与做事
• Unit 5 • Ever/Never

LEVEL 5: • Present simple for facts

Batty Bats 与 然： 然 态
• Unit 6 • Comparative adjectives

LEVEL 5: • Passive voice

Crunchy Crackers 与 我：做 与做事
• Unit 7 • Imperative sentences

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 Readers at Level 6

Unit from Thematic Content Aligned to the

Title from Bright Reader English Curriculum Standards Grammar Match
English Code (for Compulsory Education)

LEVEL 6: • Present perfect

So You Want to be on TV? 与社会：科学与技术
• Unit 1 • Past tense

LEVEL 6: • Past perfect

Believe in Yourselves 与 我：做 与做事
• Unit 2 • Present perfect

LEVEL 6: • Comparatives/
One Special Gift 与 我： 活与学习 superlatives
• Unit 3
• Present perfect

LEVEL 6: • Conditionals
Matt and the Miracle Drink 与 我：做 与做事
• Unit 4 • Present perfect

LEVEL 6: • Conditionals
The Magic Earth Genie 与 然：环境保护
• Unit 4 • Future tense

LEVEL 6: • Past perfect

Search for the Ruby Star 与社会：历史、社会与 化
• Unit 5 • Conditionals

LEVEL 6: • Present perfect,

The BBQ Bunch 与社会：社会服务与 际沟通
• Unit 6 • Conditional sentences

LEVEL 6: • Present perfect

Beating the Bullies 与社会：社会服务与 际沟通 continuous
• Unit 7
• Modal verbs for advice

LEVEL 6: • Past tense

Missing 与社会：历史、社会与 化
• Unit 8 • Present perfect

LEVEL 6: • Past tense

The Last Day of School 与 我：做 与做事
• Unit 8 • Future tense with ‘will'

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 Reference
• Intensive and Extensive Reading Approach:
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge University Press.
Krashen, S. D. (2004). The power of reading: Insights from the research (2nd ed.). Libraries Unlimited.
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. Routledge.

• Reading Comprehension and Prior Knowledge:

Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P.
D. Pearson (Ed.), Handbook of reading research (pp. 255-291). Longman.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.

• Parent-Child Reading Interaction:

Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read:
A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1-21.
Snow, C. E., & Gold eld, B. A. (1983). Turn the page please: Situation-speci c language acquisition. Journal of Child
Language, 10(3), 551-569.

• Formative Assessment in Reading:

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation
and Accountability, 21(1), 5-31.
Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Corwin Press.

• Critical Thinking Development Through Reading:

Paul, R., & Elder, L. (2008). The miniature guide to critical thinking concepts and tools. Foundation for Critical
Thinking Press.
Wade, S. E., Thompson, A., & Watkins, W. (1994). The role of belief systems in authors' and readers' construction of
texts. In R. Garner & P. A. Alexander (Eds.), Beliefs about text and instruction with text (pp. 265-293). Lawrence
Erlbaum Associates.

• Language Acquisition Through Reading:

Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.
Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and
instruction. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19-35). Lawrence
Erlbaum Associates.

• Reading Strategies Development:

Oxford, R. L. (2011). Teaching and researching language learning strategies. Pearson Education.
Chamot, A. U. (2009). The CALLA handbook: Implementing the cognitive academic language learning approach (2nd
ed.). Pearson Education.

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