TABLE OF KUMON WORKSHEETS ENGLISH LEVELS 7A–2A AND PENCIL SKILLS LEVELS ZI–ZII

R SCT: Standard Completion Time (min./sheet)

ZI 7A 6A 5A 4A 3A 2A
1–10 1 1) F or students to be able to 1) F or students to be able to 1) F or students to learn to read 1) F or students to learn to read 1) F or students to read aloud 1) For students to comprehend
Colouring repeat familiar words and recite words, phrases and aloud short sentences aloud sentences sentences with polysyllabic words and fluently read aloud within
11–20 2 everyday expressions as sentences as they look at 2) For students to read aloud 2) For students to read aloud 2) For students to read aloud words one minute passages of about
they look at them them words containing 5A sound words containing 4A sound parts containing 3A sound parts (simple 50 words in length
21–30 1
2) To increase students’ 2) To increase students’ parts (initial consonants, short (double consonants, consonant vowels before ‘r’, vowel digraphs, 2) For students to write Level 2A
31–40 Straight Lines 2 AIMS vocabulary by introducing vocabulary by introducing vowels, and consonant-short clusters and phonograms) diphthongs and long vowels) words independently and neatly AIMS
306 words 210 new words to the vowel combinations) 3) For students to trace sentences 3) For students to copy words neatly 3) For students to increase their
41–50 3 programme 3) For students to trace words 4) To increase students’ vocabulary 4) To increase students’ vocabulary vocabulary while learning the
4) To increase students’ by introducing 225 new words to by introducing 181 new words to function of nouns, verbs and
51–60 1 vocabulary by introducing 113 the programme the programme adjectives
new words to the programme
61–70 2 SCT SCT SCT
1 – 10 1 1 1 1 1 1 1 – 10
71–80 Curved Lines 3
11 – 20 2 Vocabulary Review 2 2 2 2 2 11 – 20
81–90 4 21 – 30 3 3 3 3 3 3 21 – 30
Word Puzzle
91–100 5 31 – 40 4 1 Letter Tracing 4 4 Spelling Patterns 4 4 31 – 40
41 – 50 5 2 5 Familiar Letter 5 5 5 41 – 50
Familiar Words
ZII 51 – 60 6 3 6 Combinations 6 6 6 51 – 60

1–10 1 61 – 70 7 Simple Phrases 4 7 7 7 1 61 – 70

71 – 80 8 5 1 8 1 2 71 – 80
11–20 Shapes and Pictures 2 81 – 90 9 6 2 9 2 3 81 – 90
Take the Tail 1–2
21–30 3 91 – 100 10 7 3 10 3 4 91 – 100
1–2 1–2
101 – 110 1 1 4 1 4 Function of Words 5 101 – 110
31–40 1 Sound Parts
111 – 120 2 2 5 2 1 6 111 – 120
Shapes and Pictures Familiar Words Review
41–50 2 121 – 130 3 3 6 Rhyming Skills 3 Syllables 2 7 121 – 130
(Stories)
51–60 3 131 – 140 4 4 7 4 3 8 131 – 140
141 – 150 1 Familiar Sentence 5 8 5 1 9 141 – 150
61–70 1 Structures
Back and Forth
151 – 160 2 6 Letter Review 1 2 1 151 – 160
71–80 2 161 – 170 3 7 1 2 3 2 161 – 170
Word Stories Sentence Copying
171 – 180 4 8 2 Sentence Tracing 3 4 Oral Reading 3 171 – 180
81–90 1 Word Tracing
Corners and Curves 181 – 190 5 9 3 4 5 4 181 – 190
1.5–2.5
91–100 2 191 – 200 6 10 4 5 6 5 191 – 200

Back and Forth Familiar Words Familiar Sentence Structures Letter Tracing Rhyming Skills Sentence Copying Function of Words
Students develop the ability Students develop the ability to read Students develop the ability to blend Students improve their Students learn the function
Students draw short lines
to repeat familiar words Students develop the ability aloud words, recognise the sound initial consonant and consonant clusters oral reading fluency, of nouns, verbs and
with curves, straight lines
while looking at words and to recite short sentences. of each letter and trace all 26 with the same terminal sound, and read comprehension and writing adjectives while increasing
and spirals.
illustrations. lower-case letters of the alphabet. aloud words and sentences that rhyme. ability. their vocabulary.
sg.wendy 2021/03/19 09:31:30 DD

7A 6A 5A 4A 3A 2A AI AII BI BII CI CII DI DII EI EII FI FII GI GII HI HII II I II J K L

Repeating and reciting Learning to read and write Visualising a passage Identifying the topic of each paragraph Summarising Reading critically

© 2015 Kumon Institute of Education KIE GB

TWS_7A-CII_Oct2015_5.indd 1 15/10/22 16:30

 R TABLE OF KUMON ENGLISH WORKSHEETS LEVELS AI–CII SCT: Standard Completion Time (min./sheet)

AI AII BI BII CI CII

For students to For students to For students to For students to For students to For students to
1) learn simple sentence structures 1) develop their ability to visualise the 1) learn how to identify the subject and 1) develop their ability to visualise the 1) learn how simple sentences are 1) develop their ability to visualise the
and basic expressions contents of a passage by writing predicate, how to use expressions contents of a passage by i) grasping structured by focusing on the subject contents of a passage by grasping
2) develop their skills in completing sentences from memory, paying specifying past events and how to the meaning of words through and parts of the predicate (verb the elements related to 5W’s and 1H,
simple sentences using basic attention to sentence topics and use modifiers contextual clues, ii) identifying and and object); how to express ideas and by organising and synthesising
AIMS expressions and punctuation understanding the sequence of 2) develop their skills in making extracting ideas and iii) comparing in different ways; and how to use information within it AIMS
events within the passage sentences including modifiers and contrasting information various kinds of tenses and voices 2) write complete answers which contain
2) improve their ability to read and 2) improve their ability to output the three 2) develop their skills in constructing all the necessary information in
write simple sentences points above as simple statements sentences using the correct word response to 5W-1H questions
order, verb forms and punctuation
SCT SCT SCT SCT SCT SCT
1 – 10 1 1 1 1 1 1 1 – 10
11– 20 2 2 2 2 2 2 11– 20
Subject and Predicate
21– 30 3 Writing from Memory 3 3 Defining Words 3 Parts of a Sentence 3 Elements of Statements 3 21– 30
Simple Sentences
31– 40 4 4 4 4 4 4 31– 40
41– 50 5 5 1 5 5 5 41– 50
51– 60 6 Story 1 2 Story 1 1 Story 1 51– 60
Expressions in the Past
61– 70 1 1 3 1 2 1 61– 70
71 – 80 2 2 4 2 3 2 71 – 80
Sentence Topics Expressions of Language
81– 90 Basic Expressions 3 3 Story 1 Identifying Ideas 3 4 Organising Information 3 81– 90
91– 100 4 4 1 4 5 4 91– 100
1–2 2–3 2–3 2–3 2–4 2–4
101– 110 5 Story 2 2 5 6 5 101– 110
Modifiers
111– 120 Story 1 1 3 Story 2 Story 1 Story 2 111– 120
121– 130 1 2 4 1 1 1 121– 130
131– 140 2 3 1 2 2 2 131– 140
Thought Sequence
141– 150 Making Short Sentences 3 4 2 Comparing and Contrasting 3 Sentence Construction 3 Synthesising Ideas 3 141– 150
Making Statements
151– 160 4 5 3 4 4 4 151– 160
161– 170 5 6 4 5 5 5 161– 170
171– 180 1 1 1 1 1 1 171– 180
Vocabulary Review Vocabulary Review Vocabulary Review Vocabulary Review Vocabulary Review Vocabulary Review
181– 190 2 2 2 2 2 2 181– 190
191– 200 Story 2 Story 3 Story 2 Story 3 Story 2 Story 3 191– 200

Simple Sentences Thought Sequence Modifiers Defining Words Parts of a Sentence Synthesising Ideas
Students learn the structure of Students learn about the subject and Students learn how to synthesise
Students increase their ability to Students learn the relationship Students improve their skills in
simple sentences. The focus is parts of the predicate, and how to express information found within a
visualise a story by understanding between modifiers and modified grasping the meaning of words
on recognising the subject and an idea in a different way by changing the passage by focusing on 5W-1H
the sequence of events within it. words in sentences. through contextual clues.
predicate. structure of a simple sentence. elements.
sg.wendy 2021/03/19 09:31:30 DD

7A 6A 5A 4A 3A 2A AI AII BI BII CI CII DI DII EI EII FI FII GI GII HI HII II I II J K L

Repeating and reciting Learning to read and write Visualising a passage Identifying the topic of each paragraph Summarising Reading critically

© 2015 Kumon Institute of Education KIE GB

TWS_7A-CII_Oct2015_6.indd 2 15/10/27 13:54

 R TABLE OF KUMON ENGLISH WORKSHEETS LEVELS DI–FII SCT: Standard Completion Time (min./sheet)

DI DII EI EII FI FII

For students to For students to 1) F
 or students to develop a deeper For students to For students to For students to
1) analyse and fully understand the 1) grasp the topic and main idea of a understanding of the links between 1) follow the flow of scenes in a 1) understand the links between 1) unravel a text by breaking it down
information included in complex paragraph clauses, between sentences and passage sentences in a paragraph through for an accurate understanding of all
sentences 2) follow the flow of a story by between paragraphs in a passage, 2) learn how reasons and results are referring words, restatement, textual information
2) read paragraphs precisely identifying the topics and/or main and thus become more aware of presented in passages examples and description 2) condense a text by identifying the
AIMS by breaking them down into ideas the logical flow of a passage 2) construct an answer appropriate to topic and its conclusion AIMS
statements the requirements of a question

SCT SCT SCT SCT SCT SCT

1 – 10 1 1 1 1 1 1 1 – 10
11– 20 2 2 2 2 2 2 11– 20
Referring Words
21– 30 3 Topic 3 3 Scene Transition 3 3 Unravelling Text 3 21– 30
31– 40 4 4 4 4 4 4 31– 40
41– 50 Complex Sentence Analysis 5 5 Links within Sentences 5 5 1 5 41– 50
51– 60 6 Story 1 6 Story 1 2 Story 1 51– 60
61– 70 7 1 7 1 3 1 61– 70
71 – 80 8 Main Idea 2 8 Underlining 2 Interpreting Text 4 Recounting Story Events 2 71 – 80
81– 90 9 3 9 3 5 3 81– 90
91– 100 Story 1 Story 2 Story 1 Story 2 6 Story 2 91– 100
3–5 3–5 3–5 3–5 3–5 3–5
101– 110 1 1 1 1 7 1 101– 110
111– 120 2 2 2 2 Story 1 2 111– 120
121– 130 3 3 3 3 1 3 121– 130
131– 140 Statements from Paragraphs 4 Paragraph Development 4 Diagramming Paragraphs 4 Reason and Result 4 2 Concision 4 131– 140
141– 150 5 5 5 5 Requirements of Questions 3 5 141– 150
151– 160 6 6 6 6 4 6 151– 160
161– 170 7 7 7 7 5 7 161– 170
171– 180 1 1 1 1 1 1 171– 180
Vocabulary Review Vocabulary Review Vocabulary Review Vocabulary Review Vocabulary Review Vocabulary Review
181– 190 2 2 2 2 2 2 181– 190
191– 200 Story 2 Story 3 Story 2 Story 3 Story 2 Story 3 191– 200

Complex Sentence Analysis Topic Diagramming Paragraphs Reason and Result Interpreting Text Concision
Students analyse and fully understand Students understand the Students interpret texts through Students condense a text by
Students learn to identify the
the information included in complex Students learn to identify the topic relationships between the paragraphs restatement, examples versus using key words and identifying
reasons for or results of events or
sentences that contain relative of a paragraph. in a passage in order to follow the general statements and a core topic and its conclusion in
situations in a passage.
clauses and direct/indirect speech. logical flow of the passage. description. preparation for Level G.
sg.wendy 2021/03/19 09:31:30 DD

7A 6A 5A 4A 3A 2A AI AII BI BII CI CII DI DII EI EII FI FII GI GII HI HII II I II J K L

Repeating and reciting Learning to read and write Visualising a passage Identifying the topic of each paragraph Summarising Reading critically

© 2015 Kumon Institute of Education KIE GB

TWS_DI-L_Oct2015_7.indd 1 15/10/22 16:30

 R TABLE OF KUMON ENGLISH WORKSHEETS LEVELS GI–L SCT: Standard Completion Time (min./sheet)

GI GII HI HII II I II J K L
For students to For students to For students to For students to For students to For students to For students to develop their critical reading skills by
1) identify an element 1) s ummarise a 1) identify how paragraphs 1) summarise a 1) comprehend the context of a 1) summarise one paragraph 1) m  atching critical 1) d eepening their 1) deepening their
of the topic of each paragraph of a are connected to each paragraph of a passage consisting of several of a passage while comments to specific understanding of understanding of
paragraph passage in one other passage by identifying paragraphs by identifying and keeping the context of the parts of passages elements of literature elements of literature
2) express their own sentence using given 2) develop their own key words and the expanding on its central idea entire passage in mind, 2) u
 nderstanding how such as plot, such as figurative
impressions of key words perspectives on RRL relationships between 2) broaden their views on and to explain the process ideas are organised in atmosphere, irony and language and tragedy
Recommended 2) w rite concise answers Level H texts and justify them RRL Level I texts by having by which they put their a passage comedy 2) substantiating given
AIMS Reading List (RRL) to comprehension their own opinions 2) write concise answers them consider an outsider’s summary together AIMS
3) a
 nalysing literary 2) w riting comments interpretations of
Level G texts questions covering one 3) recognise variations to comprehension opinion, and to justify their 2) write concise answers to characters about portions of passages
3) recognise the paragraph or contrasts, in actions questions covering two own opinions comprehension questions passages, based 3) writing comments about
sentiments of or mood, of characters paragraphs 3) draw reasoned conclusions covering a whole passage on the elements of portions of passages,
characters found in a found in a text by inferring from the literature studied in based on the elements
text information provided by a this level of literature studied in
SCT SCT SCT SCT passage SCT SCT SCT SCT Levels J–L SCT
1 – 10 1 1 1 1 1 1 1 6–9 1 7 – 10 1 7 – 10 1 – 10
11– 20 2 2 3–5 2 Summary Method 2 2 2 2 2 2 11– 20
Summary Method Summary Method Plot
Reading Reading Level H: Reading with a
21– 30 3 3–5 Level G: 3 3 4–6 3 4–6 3 4–6 Level I: 3 An Introduction to 3 3 9 – 14 Figurative Language 3 21– 30
Impressions Perspectives Key Word Broader View 9 – 14
31– 40 4 Using Diagrams 4 4 4 4 Topics in Context 4 Critique 4 8 – 12 4 4 31– 40
Relationships
41– 50 5 5 5 5 5 5 5 1 7 – 10 5 41– 50
51– 60 1 1 1 1 1 1 6 Setting and 2 1 7 – 10 51– 60
61– 70 2 2 2 2 2 2 1 6–9 Atmosphere 3 9 – 14 2 61– 70
71 – 80 3 3 3 3 3 3 2 4 Interpretation 3 71 – 80
9 – 14
81– 90 4 4 4 4 4 4 3 1 7 – 10 4 81– 90
91– 100 5 Summarising a 5 5 Summarising over 5 5 Explaining the 5 Essay Structure 4 Irony 2 5 91– 100
Identifying 5–8 8 – 12 9 – 14
101– 110 6 Single Paragraph 6 Paragraph 6 Paragraphs 6 6 Summary Process 6 5 3 1 7 – 10 101– 110
Paragraph 4–6 Expanding on Ideas
111– 120 7 7 Connections 7 7 7 7 6 1 7 – 10 2 111– 120
Elements 4–7
121– 130 8 4–6 8 8 4–7 8 8 4–7 8 7 2 Tragedy 3 121– 130
Comedy 9 – 14
131– 140 9 9 9 9 9 9 1 6–9 3 9 – 14 4 131– 140
141– 150 10 10 10 10 10 10 2 4 5 141– 150
151– 160 11 1 11 1 11 1 3 1 7 – 10 1 7 – 10 151– 160
161– 170 12 2 12 2 12 2 Character Analysis 4 2 2 161– 170
Comprehension Comprehension Comprehension Check 8 – 12
171– 180 1 3 1 3 1 3 5 Content Evaluation 3 Critical Writing 3 171– 180
Identifying Check Level G Character Check Level H Level I 9 – 14 9 – 14
181– 190 2 4 2 4 Inference 2 4 6 4 4 181– 190
Sentiment Variations
191– 200 3 5 4–7 3 5 5–8 3 5 7 5 5 191– 200

Summarising a Single Paragraph Summarising over Paragraphs Explaining the Summary Process An Introduction to Critique Content Evaluation Tragedy
Students complete a sentence to Students identify key words Students summarise a paragraph while keeping Students learn how each comment Students read a passage and write Students consolidate their understanding of
summarise a single paragraph of a independently and complete their own the context of the entire passage in mind, and corresponds to a specific part of a passage a comment based on the literary elements of literature learned in Levels J–L
passage using given key words. summary. explain how they put their summary together. to introduce them to critical reading exercises. elements studied so far. through the study of a tragedy.
sg.wendy 2021/03/19 09:31:30 DD

7A 6A 5A 4A 3A 2A AI AII BI BII CI CII DI DII EI EII FI FII GI GII HI HII II I II J K L

Repeating and reciting Learning to read and write Visualising a passage Identifying the topic of each paragraph Summarising Reading critically

© 2015 Kumon Institute of Education KIE GB

TWS_DI-L_Jun2020_3.indd 2 2020/06/30 11:38