我要吃小孩: Book Review


Title: 我愛吃小孩 (wo3 yao4 chi xiao3 hai2)/I Want to Eat a Child

ISBN: 9789865876135

Authors/Illustrations: 文/希薇安丶東尼歐,圖/多蘿特丶蒙弗列特,譯/蘇㦤禎 (translated from French)

Publisher: 阿布拉教育文化

Level: Beginning Reader, Zhuyin, Picture Book, Fiction

Summary: Archie, the alligator, doesn’t want to eat any more bananas. He wants to eat a child. Archie’s parents are really worried and try to tempt him with yummy foods but he refuses them all. He finally notices a child but is unable to eat her. He goes home, determined to try again.

Sample Pages:



Rating: 5/5 stars

5 Minute Review: From when I first saw this book at Eslite, I had to buy it. It’s ridiculous and cute and has fun illustrations and a silly story. All my kids enjoyed the book from the get go and I was able to read it because it had zhuyin.

Gamera (5) recently chose to read this book out loud to me and did pretty good for the most part. Some characters she didn’t recognize so she used zhuyin. She can be lazy and forgets to use the zhuyin when she doesn’t know a character. Or she starts reading zhuyin and forgets to read the actual characters. I know this will stop once I start having her read more consistently (but I suffer from constant laziness).

Anyhow, Gamera had a relatively easy time reading the story save a few stumbles. The vocabulary is simple and easy to understand. The pictures are bright and fun. It took Gamera about 20 minutes to read all the way through.

Definitely recommend for adults to read to their children (as well as having children learn to read it themselves).

Here is a video of her reading an excerpt (with commentary from Cookie Monster).

Guest Post: A Road Map to Early Chinese Literacy During Early Childhood


Today, we have another guest post by Alex Pang! He is a valued contributor to the Raising Bilingual Kids in Chinese & English Facebook group and has made several helpful posts in the past on MandarinMama on Sagebooks and Greenfield.

This time, he wanted to address some questions he sees oft repeated on the Facebook group and thought it would be helpful to others for him to detail HIS road map and what worked for him.

Despite Alex’s modesty in stating that he doubts people will be interested, I completely disagree. As much as I feel as if I’m brilliant and a genius (I mean, come on, you know it’s true), I concede that I am not for everyone and that my way is not the only way.

And like all fields, we benefit as a community to read diverse methods and strategies and tactics. Plus, you never know what awesome ideas you will pick up from other people.

Keep in mind, both Alex and his wife are full time doctors so they definitely present a different POV than mine as a SAHM. Our philosophies might overlap a bit, but the application and the time carving is a totally different beast.

So, without further ado, I present to you Alex’s post. I hope you enjoy it and find it as helpful as I do.


Author’s Note: Much of what I say below echoes and summarizes what has already been stated by many others.

This little guide serves the busy working parent who is floundering with limited amounts of time and energy to teach Chinese, and therefore desires an efficient framework to lay a reading foundation. I have written down what I consider the minimum amount of work necessary for developing an adequate reading ability in Chinese at the early elementary (primary 1 and 2) level.

The prerequisites for this endeavor include:

1) at least one highly motivated parent who is also a fluent speaker and reader at 3rd grade level and above (if this already proves a roadblock, at least substitute with as much hired tutoring as possible); and

2) access to age-appropriate books.

I will presume your child has speaking and listening fluency at a near-native level (which basically means that your commitment to speaking Chinese started at birth).

Here is the fine print—first and foremost, prepare to persist and commit for the really long haul, as it is the parent who is the primary determinant of reading success in these early childhood years.

Second, the child must reside within as much of a Chinese language environment as possible. For example, we employ a Chinese-speaking nanny, play Chinese-subbed cartoons, and listen to Chinese pop in the car…all in the name of the cause (FYI my kids attend English-language preschool/preK/K). Expensive trips abroad to Taiwan and China will definitely help but are not critical at this juncture.

Third, I do not claim that our method is necessarily the simplest, fastest, or the best, and there are clearly many other children who have achieved early Chinese literacy without going through the same process my child did. This road map merely reflects our ongoing experience.

The following presents some of the books and tips we found most helpful in establishing the reading base over the last two years, assisting our child in making the large jump from Sagebooks 500 and Greenfield readers to “real” books (more like crossing a chasm, actually!). The ages listed are approximate ranges for the respective book levels.

So what is the secret ingredient that encourages early childhood literacy? The answer is…there is no better ingredient than daily reading.

We read for at least 20-30 minutes, EVERY day without fail, even while on vacation.

Despite being relentless about my endeavor, it was incredibly difficult to fit time in to read every day for the past two years (I once read with my kid while she was on the can!) But I knew that each day that passes by without reading in Chinese is a day lost to English.

The reading exercise cannot simply comprise of reading characters or words for the sake of reading characters and words. Similar to learning any language, reading this early in Chinese relies on continuous interaction between parent and child, whereby the fluent parent will explain and expound on words/vocabulary, phrases, and context.

Ages 4-5: This is a pre-reading stage. At this age, establish a solid five hundred character base with the entire Sagebooks 500 (including the treasure box sets), learning at least one new character a day with quick review of previously learned characters. Making character flash cards yourself or buying them from Guavarama as these will help with review.

Establish reading fluency by repeating a sentence until reading speed is adequate for the child to actually understand what she is reading. If there are lengthy pauses between characters, then the child is just reading random words/characters aloud without the ability to interpret and process what she is reading.

I suggest additional supplementation with leveled readers like Greenfield’s I Can Read (我自己會讀) and Magic Box (魔術盒), or Sesame Publishing’s Ding Ding Dong Dong readers (丁丁當當) for practicing and building confidence at this stage.

Ages 5-6: Teach zhuyin, no matter how long it takes! Use short readers to assist with this.

Why learn zhuyin? My child could read most children’s literature after tearing through 500 characters from Sagebooks, right?

Sadly, anything worth reading requires knowledge of at least another 1000 or so characters. Zhuyin, then, allows for incremental development of reading skills and enables the child to read interesting books while still learning to recognize new characters. Some very good practice for zhuyin include those ubiquitous 3-minute bedtime storybooks (三分鐘故事).

After learning zhuyin, power up to Level 0 with easy zhuyin books in the following order:

1) Little Bear set (小熊看世界);

2) Frog and Toad set (青蛙與蟾蜍);

3) Little Fox set (小狐狸系列) from the Storybook Ferris Wheel collection (故事摩天輪);

4) any other Level 0 books on Guavarama’s list, and then move on to Level 1. See the photo of my bookshelf for suggestions.

At this point, additional supplementation with ANY book that interests the child is good. The goal is to develop reading speed/fluency.

It is paramount that the book is appropriate to comprehension level. Starting Magic Treehouse at this age may not help very much other than verify that the child knows zhuyin. For other good book sets at Level 0 and Level 1, please refer to Guavarama’s post on building a Chinese library.

Ages 6-9: Now you are well along on your journey together. You will perceive the improvements in vocabulary and idiom knowledge gained simply through extensive reading.

It probably happens like this—the child uses a word or idiom you know you never taught. Then you ask your spouse, or the tutor, or the grandparents, but each denies it. Then you ask your child if she learned the word from a book. And she will simply shrug her shoulders and look at you with a blank expression. But you know it had to be the books!

At this point allow yourself a pat on the back for a job well done, but do not rest on the laurels. Continue reading daily!

Other book sets appropriate for this age range include the remainder of the Storybook Ferris Wheel collection (故事摩天輪); the Reading 123 set (閱讀123); and the Magic Treehouse set (神奇樹屋).

The photo represents ~30% of my Chinese book collection and nearly all of the books I have used so far after the pre-reading stage. Top shelf: Sagebooks 500, Greenfield I Can Read, and Greenfield Magic Box. Middle shelf: Level 0 and some Level 1 books. Bottom shelf: picture books.

The photo represents ~30% of my Chinese book collection and nearly all of the books I have used so far after the pre-reading stage. Top shelf: Sagebooks 500, Greenfield I Can Read, and Greenfield Magic Box. Middle shelf: Level 0 and some Level 1 books. Bottom shelf: picture books.


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Alex Pang asked me to include the updated version of his bookshelf which added some books and rearranged books in reading level.

Chinese Reading Challenge

Chinese Reading ChallengeIt’s a universally accepted fact that the best way to increase literacy is to have your kids read, read often, and read widely. So, if you want your kids to learn Chinese and also have them literate, that holds equally true for Chinese literacy. It is especially true if the books are non-translated, “indigenous” books.

Reading (in any language, but we are focusing on Chinese here) helps your children internalize Chinese grammar without resorting to dull worksheets or drills, gives them cultural references, and helps them see how idioms apply in every day conversation. If the books are non-translated books (ie: not originally English books translated into Chinese), it has the added benefit of being written specifically for the Chinese/Taiwanese child. Definitely a bonus in terms of language fluidity, rhyming, and playful words being used.

This is even more helpful when your child reads aloud since it also captures the rhythm and musicality of Chinese. Reading aloud helps your kids get used to the flow of speaking Chinese and increase the likelihood of them speaking Chinese with fluidity in every day conversation. Reading the same texts repeatedly will also build confidence and decrease stumbling.

All of these aspects will help your child as they learn Chinese – even if it’s just the speaking part you want to emphasize. (The literacy would just be a bonus.)

Anyhow, even knowing all this stuff about reading and literacy, I still find it hard to read to my children. Mostly because I find it so boring. (I know, I know. I’m a terrible parent. Especially since poor, neglected Glow Worm clearly never gets read to because when someone finally does pay attention to him long enough to read to him, he goes apeshit about books. Like, beyond excited.)

But now that Cookie Monster knows 800-1000 characters and Gamera is probably around 500-600 characters and they are getting better at zhuyin, it’s now easier for me to make them read to me. (I’m totally ballparking their character knowledge here because I am so lazy that the thought of actually quizzing them and having them go through that many character flashcards makes me stabby and want to die.)

However, since I tend to be a little lax lately about their Chinese reading recently, I was so pleased to hear that Cookie Monster finally wants something BIG. He wants to get Minecraft on the PC (thus far, he’s been playing on the xbox) and I guess the PC version has more mods that he sees and covets on YouTube. So, he’s been begging us to get him a computer and the game.

Cookie Monster is six. I know this is just a preview of what is to come. sigh

When I told Cookie Monster I heard he wanted to get a computer to play Minecraft, he was so excited. SO EXCITED. I could tell because he was jumping up and down (and for some reason, shirtless), barely containing his glee, saying, “YEAH YEAH YEAH!”

“Wait a minute, Cookie Monster.” I said. “I haven’t said I would get it for you yet. I need you to do something first before I get it for you.”

“Ok! Ok! I’ll do it! Tell me what it is!”

“Before I buy Minecraft for you, and before you can play it, you will need to earn it,” I explained, totally proud of myself in this awesome, teachable parenting moment.

“What does that mean? What does ‘earn it’ mean? I want to earn it! I don’t understand what you’re saying! Help me!”

There went my proud feelings.

Clearly, we are doing a bang up job as parents.

Also, it was so sad and hilarious I really wish I had the foresight to video the whole thing.

Since I’m never one to waste a chance to weaponize my children’s loves and desires, I am taking advantage of Cookie Monster finally expressing a real BIG desire for something and using it to ramp up him reading Chinese books. He has to read a certain number of Chinese books before I will buy the game for him and then, he will have to read a certain number of chapters/books in order to actually play the game.

And, because I’m loathe to do anything in life without turning it into a blog post for my own benefit, I’m making it a communal thing.

Today’s post officially kicks off the Read 100 Chinese Books Challenge (閱讀100本書).

For the tl;dr crowd, the Read 100 Chinese Books Challenge is a non-competitive way for us parents to support each other and our children on their way to Chinese literacy. Basically, we “pledge” to have our kids read 100 Chinese books of any length or level. We can post updates, check in and encourage each other, recommend books, have bribes prizes, etc.

Oh, and I’m serious about the non-competitive part.

There are no forms, no worksheets, no book reports you have to fill out. (I provide them for you because some folks really like them, but I personally think nothing ruins the joy of reading like pointless busywork.)

There is no verification service.

No grand prize for reading more than 100 books.

In fact, the prize for reading 100 books is, to quote my snarky friend, Not Another DB MBA, “Another 100 books!”

If this is of interest to you, join us on our 閱讀100本書/Read 100 Chinese Books Facebook Group. We’d love to have you. You MUST PM the admin your reason for joining the group. No PM? No admission.

In case a hundred books seems like a lot (and I won’t lie, it is) and you’re not sure you can find one hundred English books, let alone one hundred Chinese books, GuavaRama has a fantastic series of posts all on Chinese books including what kinds of books to buy (categorized at different levels), where to buy them, how to choose books, and where to find them in libraries. Seriously, it’s some quality information. Use it.

Alright, friends and fellow Chinese enthusiasts! For more info, I recommend you head over to our Facebook Group. (FYI: again, please PM the admin your reasons for joining.)

Hope to see you there.

 

15 Tips for Using Sagebooks

Sagebooks*A/N: For more information and a basic background about Sagebooks, please refer to my previous posts or GuavaRama’s previous posts. This post is part of a mini-series on Sagebooks and might not make as much sense without context. 

So, now that you’ve purchased your Sagebooks set and are ready to go, what now? Well, the books are designed so well that really, you only need to go through the books a chapter at a time.

However, since I’ve gone through the set with Cookie Monster (6) and am halfway through with Gamera (4), I have come up with a few tips that may help.

Here we go:

1) Be fluent in Mandarin. 

I know. I sound like a jerk, but it’s true. So true that I felt it important to reiterate, and if you care about why, follow the link.

Remember, Sagebooks was written for people who speak Chinese and live in a Chinese environment. It was NOT written for people learning Chinese as a second language.

2) Do Sagebooks with other people. 

By that, I don’t mean that you have a Sagebooks class with other kids. (Although, if you want to, that’s great!) I just mean that you each are going through Sagebooks on your own timetable with your own kids in your own home.

Even though mentally I realized that someone else’s child being “ahead of” or “behind” my own children’s progress had no actual effect on Cookie Monster or Gamera’s Chinese character retention, it was still a helpful goad. Use your natural competitive tendencies for good, not evil!

The main reason why it’s helpful, though, is that the kids have a shared experience (and so do you). You have peers you can ask questions or discuss ideas with. Your kids know that they are not the only people in the world learning these books.

You can even record videos of your kids reading excerpts as well as have them see other kids reading excerpts. This way, they can see that there are other kids going through the same thing. (Okokok. Really, just to show off. Who cares if it makes them want to learn?)

Similarly, if you have more than one child going through Sagebooks, it works the same way. Cookie Monster had been a bit lazy with his readings and often bragged that he knew a lot more characters than Gamera. However, when he realized that his little sister was catching up to him (she zoomed through 2 sets very quickly), that knowledge lit a fire under his ass and he scrambled to keep his “lead.”

As long as it doesn’t damage your kids psychologically, I have no problem using good-natured competition to get things done.

3) Be consistent.  

When I first started with Cookie Monster and Gamera, several days (sometimes up to a week) would pass before we would go through the books again. Since I really wanted to make sure they remembered the characters we went over last time, we started books over many a time.

That was incredibly frustrating.

Just avoid that altogether by being consistent. (And by that, it doesn’t have to be every day – but perhaps no more than 1-2 days apart. Especially if you are literally starting from scratch.)

4) Stop immediately if your kid is tired or frustrated. 

Pay attention to both yourself and your child.

It may seem counterintuitive but as soon as you notice either your own or your kid’s impatience or frustration, stop. (Even if it is just slowly creeping upon you.)

Pushing through rarely ends well.

In our house, it usually ends up with me yelling and being super demanding and Cookie Monster wilting and shutting down right before my eyes. It does no one (especially Chinese) any favors to associate learning of any kind with such pain and suffering.

I noticed also that when Cookie Monster is physically or mentally tired, he not only has a hard time remembering new characters, he even has difficulty recalling characters he used to know previously.

Just stop.

Chances are, like Cookie Monster, your kid will remember everything the next day once they’re rested and in a better mood.

5) Spell the character out in zhuyin. 

If your child knows zhuyin, consider spelling trouble characters out in zhuyin. No idea why it helped in some instances, but it almost became a mnemonic device for Cookie Monster.

6) Use context and visual clues. 

If Cookie Monster had trouble with a new character, I would usually flip back to the original instance he learned the character. Something about the combination with the original sentences and illustrations associated with the character would often be enough to jog his memory.

7) Use the Treasure Boxes.

I have heard that some kids find the Treasure Boxes boring and hate them. My kids enjoy them and are excited that they can read a book entirely on their own. This then reinforces the characters they have already learned.

Sometimes, I will go back to the Treasure Boxes instead of reviewing certain readers – both for my sanity and my kid’s.

8) Have your older child help your younger child.

Not only does this make your job easier in the sense that you get to do less work, but your older child will get practice reading and helping someone else with the characters. They say that new skills don’t sink in until you can teach someone else – so this is one way to help the characters go deep.

I’ve used Cookie Monster to help Gamera double check a character when she reaches one she forgot and I’m either driving and can’t see, or doing something else. I’ve even had Cookie Monster quiz Gamera with flashcards.

9) Flashcards can be helpful but not as helpful as reading in context.

A corollary of this would be to remember that even if your child can’t remember when you use flashcards (as is the case with Gamera), that doesn’t mean they don’t know the character. Try to see if your child remembers characters better in context. That certainly held true for Gamera and honestly, I would rather she know a character due to context than be able to rattle off a ton of flashcards.

10) Have your kids read other children’s books in Chinese.

You’ll be pleasantly surprised at just how many words they will know. Again, because Sagebooks is designed to use the 500 most frequently used characters in children’s books, your kids will be able to read many of the characters. Cookie Monster, and even Gamera, can read the majority of children’s picture books because they recognize 90-95% of the characters.

Plus, once your children see that they can use the characters they’ve learned in other contexts (and that they can read a LOT of a book), they get really excited and build confidence because of their increased competence.

For a good list of children’s picture books, I refer you to Guavarama’s excellent post.

11) Comprehension matters.

This should be part and parcel of your Chinese Language Ecosystem (CLE) anyway, so explain what phrases mean (in English if it helps). The more Chinese your children understands, the more quickly they will pick up new characters. Again, I refer you to my previous post on why that is.

12) Encourage younger children to observe you teaching your older children. 

Gamera picked up several characters Cookie Monster couldn’t remember by proximity alone. They retain more than you think.

13) Repetition of trouble characters help. 

However, not just endless drilling. I use a method my piano teacher taught me for passages I couldn’t quite get down.

The purpose of Mrs. Joanne McNeill’s method was to not only build up memory of the part you didn’t know, but to also use muscle memory to bridge between the parts you did know and the parts you didn’t. 

For example, let’s say your child is having trouble remembering 瓜 (gua/melon) in the sentence, “我愛吃西瓜.”

Usually, our instinct would be to just drill 瓜 until we think they’ve got it only to be annoyed that our child still can’t read the sentence and always stops at 西. This is because they haven’t connected the new character with the characters they already know.

So, here is what you can do:

a) Have your child repeat 瓜 a few times.

b) Then have your child repeat 西瓜 a few times.

c) Then have your child repeat 吃西瓜 a few times.

d) Repeat the process by adding the previous character one at a time until they can read the full sentence without stumbling.

It seems so tedious and useless, but it works!

14) Move on. 

Sometimes it just takes time for things to “click.”

I can’t tell you how many times Cookie Monster and I reviewed Book 4.3. I want to say we spent at least a week on it and no matter what I tried, he couldn’t recall the characters. We were both incredibly frustrated.

However, once I “gave up” and just decided to move on, it turns out that in the later readers Cookie Monster actually remembered the characters that he previously had a LOT of trouble with! I have no idea why – and quite frankly, I don’t care. I’m just happy that the characters snuck in.

15) Age matters.

I know as a society, we are often obsessed with “the earlier the better.” After all, isn’t that why we’re teaching our kids Chinese at such a young age? Don’t our brains ossify and become worthless once we hit a certain age? We have to get them while they’re young, right?

Well, that is true to a certain extent. However, sometimes, it’s not a question of innate talent or ability, and more about developmental stage.

Gamera is certainly as smart (and in some areas, smarter) than Cookie Monster. She certainly has an incredibly memory (albeit, different than Cookie Monster’s). And yet, she just doesn’t have the attention span to blaze through a ton of new characters. She wants to tangent and look at the pictures, or play, or tell her own stories.

That’s ok. I’m in no hurry with her. She’s only four.

So, keep your child’s age and developmental stage in mind. Sometimes, if you just wait a few months or years, it will go much easier for you.

Alrighty, folks! A reasonably lengthed post from yours, truly. It might be time to buy a Powerball ticket. (Oh, wait. Someone already won in Chino Hills.) Ah well. Happy Friday, then!

Why Sagebooks Requires Chinese Fluency

*A/N: For more information and a basic background about Sagebooks, please refer to my previous posts or GuavaRama’s previous posts. This post is part of a mini-series on Sagebooks and might not make as much sense without context. 

After last week’s post, a non-zero number of people have asked me whether or not I was sure that Sagebooks is inappropriate for non-speakers. I understand the impulse. After all, I’ve just raved on and on about Sagebooks and I did a good job because now these folks really want their kids to use Sagebooks to help them learn the 500 most frequently used characters in children’s books. But then, I specifically state that non-speaking kids aren’t going to benefit from them.

How utterly frustrating.

But honestly, you are doing your non-speaking child a great disservice if you are using Sagebooks as a means to teach them Chinese. There are far better materials out there that are specifically designed for non-speakers in a non-native environment.

Also, I should clarify that even if you do not personally recognize written characters, as long as you can speak and understand relatively fluently, you will be fine. There is pinyin on top of each character and an English translation beneath so you can follow the story. Plus, you will learn, too! (And even if you don’t, your kids will.)

Here then, are some reasons why I am so insistent that Sagebooks is only truly helpful for kids who are already fluent:

1) There simply isn’t enough repetition or useful phrases and words for a person to learn Chinese efficiently.

For instance: the first character Sagebooks teaches is 山 (shan/mountain). The second character is 高 (gao/tall, high) so that children can read their first sentence: 高山 (gao shan/tall mountain).

How is this remotely useful for someone learning a language for the first time?

There is a reason why most new language courses start with teaching conversational basics such as, “Hello” or “My name is” or “How are you?” or numbers. The whole purpose of learning a new language is to effectively communicate – and “tall mountain” will have a limited range of application.

So unless you just want your kids to learn random Chinese characters and have them be able to pronounce (I wouldn’t use “read” because “read” implies comprehension) a bunch of them without understanding their meaning, there are better uses for your time (~18 months + 3 months for shipping), money ($250-300), and effort (substantial). Keep in mind: Sagebooks only provides pinyin and an English translation of the content. It does not provide a word for word translation.

This would be like a non-English speaker learning how to read English (ie: using phonics to read) but not having the vocabulary or comprehension level to understand what they were reading. Or, like me, a non-German speaker, thinking I can “read” German because English has a shared alphabet.

Reading without comprehension is meaningless.

2) Chinese comprehension matters with Sagebooks. 

For example, Cookie Monster had a hard time remembering the more abstract terms like 終於 (zhong yu2/finally) and 到處 (dao4 chu4/everywhere). After several days, I finally had a breakthrough and realized he might be having a hard time remembering the characters because he didn’t know what they meant. That’s why he couldn’t guess the words contextually. When I translated them into English, he could finally remember the characters.

I started noticing that if the characters were words that I rarely or never used with the kids, Cookie Monster had a hard time recalling the characters. He would have an incredibly difficult time – sometimes taking as long as a week to finally have the word click. Even when I broke down a character into its components, he would only remember the components, not the actual word.

For instance, it had been almost a week and he just couldn’t recall 連 (lian2/to join, connect). Just that it has 車 (che/car) in it. It was hard for me to explain because in the context, Sagebooks used 連忙 (lian2 mang2/hastily). I had never heard of the term. But once I realized the character was also used in 連起來 (lian2 qi3 lai2/connect together), I could explain.

Unfortunately, Cookie Monster still couldn’t remember. In fact, he didn’t consistently recall the character until we learned 運 (yun4/transport) – which is the almost the exact same character but with a “冖” component. I don’t know why, but that’s when it finally hit him – 2.5 books later.

The funny thing is, after figuring out what was going on with Cookie Monster, I realized I had the same problem! If I don’t commonly use the terms or had never heard of them, it is very difficult for me to remember the characters.

I have found as I’m going through Sagebooks with the kids that no matter how hard/difficult a character seems to me, that isn’t the determining factor for whether or not they retain it. Often, it is a matter of them actually knowing or comprehending the words. So if it’s a character that they understand or use often, they will remember. If it’s a character they’ve never heard of, they won’t.

You would think that 醫生 (yi sheng/doctor) would be a very difficult word to read. I certainly have a hard time with it! However, because Cookie Monster knows what a doctor is in Chinese, he has no problem remembering the character. It is a breeze.

3) The characters are symbols for words the kids already understand and know.

Actually, that is all that reading is, right? All written language is symbolic. The physical components represent spoken words and concepts. This is even more so in the Chinese written language where all the characters are literally symbols/glyphs.

How is this pertinent? Well, in a phonetic language like English, you phonetically sound out the letters in a word to “read” it. Even if you do not know the meaning of a word, you can still read it. However, in Chinese, the word is literally a symbol. You either know the character or you don’t. You cannot “sound it out.” Thus, if you do not understand Chinese, the symbols cannot be appropriately associated with the word.

For instance, I don’t know why but when speaking, Cookie Monster always confuses the word 麵 (mian4/noodle) for 飯 (fan4/cooked rice). So, when he learned the character 飯 (fan4), he always read it as 麵 (mian4). Cookie Monster would make the same mistakes reading as he did while speaking.

Relatedly, in words which are composed of multiple characters, both Cookie Monster and Gamera sometimes mis-read a character for its adjacent characters. For example:

– Reading 邊(bian1/side) when they see 旁(pang2/next to) because 旁邊 (pang2 bian) means, “on the side of.”
– Reading 衣 (yi/clothes) when they see 服 (fu2/clothes) because 衣服 (yi fu2) means, “clothing.”
– Reading 學 (xue2/learn) when they see 校 (xiao4/school) because 學校 means, “school.”

Both these examples confirm for me why comprehension is so important to reading.

(Also, I’m really butchering this explanation so I hope at some later point, I can be more coherent. Hopefully, you can still catch my meaning.)

4) By Set 5, there are a lot of 破音字 (po4 yin zi4/homograph) in use without any explanation.

破音字 are characters with two or more readings, or where different readings convey different meanings. An example of this in English would be the word, “august.”

– August (/ôɡəst/), with a capital “A” and pronounced with the emphasis on the first syllable, is the eighth month of the year.

– august (ôˈɡəst/), without a capital and pronounced with the emphasis on the last syllable, means respected and impressive.

(eg: In the month of August, I met a person of august parentage.)

Without Chinese comprehension, this would really screw up a kid’s reading because how would they know when to use which pronunciation unless they understood the surrounding context? The only way, then, to know when to use the correct pronunciation would be by memorizing all the word combinations that call for a particular pronunciation (which is likely, how teaching Chinese as a second language accomplishes this particular linguistic problem).

However, Sagebooks doesn’t provide any explanation for why different pronunciations are used, what the different meanings are, nor when to use them. That is not a good way to teach a second language.

My children, other than the initial stumbling over having alternate pronunciations of a character, can guess and accurately predict which iteration to use just through the story context alone. They have a broad enough vocabulary to immediately incorporate the alternate pronunciations and meanings in a way that makes sense and is grammatically correct.

Some examples of the po yin zi found in Sagebooks:

– 長 (chang2/tall); 長 (zhang3/to grow)
– 樂 (le4/happy); 樂 (yue4/music)

5) As if po yin zi weren’t confusing enough, there is also tonal sandhi to contend with.

Tonal sandhi is a linguistic term for when the tones of individual characters change depending on adjacent characters and their tones. Truthfully, I’m not even entirely clear on all the tonal sandhi rules for Mandarin. I mean, I couldn’t break it down for you if I tried (hence the Wikipedia links).

However, just as with po yin zi, my children instinctively know how to incorporate the rules of tonal sandhi while reading because they know how to speak the language and what the words sound like when speaking.

Tones are hard enough for a beginning Mandarin learner. Now, you’re going to have the tones change when they’re associated with the same character but it depends on its adjacent characters? That’s just mean.

I cannot repeat it enough: Sagebooks are not appropriate for non-speaking families. 

If you don’t want to take my word for it, consider what MJ, one of my fellow moms in a Chinese learning FB group, had this to say about Sagebooks:

“I bought 2 of the books 3 years ago when my Chinese knowledge was nil. I was unable to learn from it. Now that I know some Chinese, I can use the book to teach my son. If I myself didn’t understand Chinese, I wouldn’t be able to teach anything from the book to my son in a meaningful way.”

Look. I’m not some fictional gatekeeper preventing you from Sagebooks in all its wonder and glory. You do not need my approval or opinion to do whatever you want to do. I am not even a non-speaker so I can’t give you my experience in that particular regard.

However, if you don’t actually want to believe my opinion, why are you reading this long and technical post about Sagebooks?

Look online at Sagebook’s YouTube Channel and if you think it works for you, then it works for you.

Have a great Friday!

Sagebooks Update

Entire set of Sagebooks

*A/N: For more information and a basic background about Sagebooks, please refer to my previous posts or GuavaRama’s previous posts. This post, as usual, is super long. In fact, it was even longer before I broke it up into multiple posts and created a mini-series of sorts. You’ve been warned.

For those of you who are new and haven’t heard much about Sagebooks, again, please refer to previous posts. Otherwise, this post will not be nearly as useful or understandable. For the tl;dr crowd, here is a blockquote from myself:

Sagebooks is a publisher of a proprietary set of Chinese books that help children learn to read. Instead of focusing on the “easiest” Chinese words to learn, Sagebooks focuses on the top 500 characters children need in order to read children’s books. The theory being that even if kids recognize a bunch of Chinese characters, unless they are used in the context of storybooks or readers, the characters are meaningless and the kids can’t really read a story from start to end. Thus, an incredibly frustrating experience for both parent and child.

In this way, they are like the BOB books that help children learn to read in English. The books build on each other so that in each lesson, you can read more and more stories and more and more books. Kids build up their confidence and competence – and most kids respond well to small successes so that they are encouraged to continue.

Also, after going through this series with Cookie Monster (6) and Gamera (4), I don’t see how children with no fluency in Chinese can use the book with any type of usefulness. Sagebooks is best used for Chinese-speaking families wherein the children can already speak and understand Chinese. 

Sagebooks are not appropriate for non-speaking families. 

Just as a person who doesn’t speak English would not be best served learning English from the BOB books, there are far more appropriate books out there for kids who do not yet speak Chinese and want to learn. Sagebooks require Chinese fluency.

Also, before I begin in earnest, I wanted to go over some terminology I will be using in this post. Sagebooks consists of the following:

– 5 sets of readers (500 characters total) [1 set = 5 readers (100 characters/set); 1 reader = 20 characters]
– 4 Treasure Box Sets (for sets 1-4)
– 1 Bunny Comic Book
– 5 Idioms Comic Books
– 1 Zodiac Collection (4 books)
– 2 Antonym Books

For clarity, when I refer to a specific Sagebook, it will be in “Set.Reader” format. (eg: The 3rd book of the 2nd set = Book 2.3)

Sagebooks flashcards by Mindful Mandarin

Also also? If you’re considering buying just a set or two, might I encourage you to just buy the whole set already?

You can buy them piecemeal, but what’s the point? The whole idea for Sagebooks is to teach your kids the top 500 most frequently used characters they need in order to read children’s books. Why go through the whole rigmarole of teaching them the characters if you don’t also buy supplementary books for them to actually use the characters they just learned?

That’s where the Treasure Boxes and Comics and other collections come in. They only use the characters taught in the readers. For a far better post explaining why you should buy ALL the Sagebooks, I will refer you to GuavaRama.

Also, though it’s admirable to have the kids recognize even just 100 characters (and I am definitely not advocating NOT learning them), it will still be very frustrating for your children. Even with the 100 characters, they really won’t be able to read even simple children’s books – unless it’s the Sagebooks Treasure Box for Set 1 (because they are written to utilize ONLY those 100 characters). Thus, those 100 characters will not really be relevant to their life – nor useful in that sense.

I swear I’m not a Sagebooks rep! But I really do think that if you have the verbal/understanding part down, you should buy the whole series.

Alright. With that said… on with my review/application of Sagebooks.

I LOVE Sagebooks.

Seriously. I cannot overemphasize. I love Sagebooks

In particular, I love their methodology and the thinking behind their books and supplementary materials. I love how each chapter/character builds upon the previous chapter/character and there are few surprises. There are no words that pop up that you haven’t learned so everything is readable immediately. It makes kids feel very competent.

Anyhow, back in May 2015 when I first wrote about Sagebooks, I had already received them in the mail and bought (and made) a bunch of flash cards from Mindful Mandarin. (If you are going to invest the ~$250-300 in the full series, you really should just fork over the money and buy Mindful Mandarin’s flash card sets. I mean, why reinvent the wheel?)

So, fully a year after I originally ordered the full set of Sagebooks, and months after I prepared the learning materials, I was finally ready to dig in. My goal for Cookie Monster (6), was to have him finish all 500 words by the end of the school year in June 2016. I wanted to take things very slowly and not put too much pressure on either myself or Cookie Monster since he just turned six and we’re homeschooling Kindergarten for the first time.

Also, I tend to crumble under expectations.

Cookie Monster is all done with Sagebooks!

Cookie Monster is all done with Sagebooks!

As of right now, we just finished the entire 500 characters and I am super excited. (I was extra motivated to make sure we were done by the end of the year because I am posting this piece on 1/1/16.) This pleases me greatly and I figure, since I’m so far ahead, I can now be done and coast for the rest of the school year, right? Just kidding! We’ll be working on becoming more fluid in reading zhuyin for a few months (all the while reviewing the Sagebooks readers, treasure boxes, and supplemental books), after which, we’ll move onto the Greenfield Rainbow Series.

I have also inadvertently started going through the series with Gamera (4) because she wants to be like her big brother. We are currently on book 3.3 and I fully expect us to be done with all 500 by the end of the school year.

Additionally, I am also learning new Chinese characters so there’s that bonus! Four people learning from one set of books – talk about getting my money’s worth. (I’m including Glow Worm (2) for future learning purposes.)

First, some background. 

I am a second generation ABC/T and I am verbally fluent in Mandarin Chinese with no discernible “American” accent. I can read approximately 800-1000 characters (Traditional) and can read almost anything if there is pinyin or zhuyin support. Comprehension-wise, I would approximate that I can understand 90-95% of everyday speech. However, I most likely won’t understand a lot of idioms or cultural touchstones. I definitely would have major difficulty in any type of specialized speech (with the exception of Christianity thanks to growing up in a Chinese church).

Hapa Papa has no Chinese background and communicates with the children solely in English.

All my children have been bilingual since birth and have two first languages: Mandarin and English. They are likely stronger in English due to it being the community language, but they fully understand and can communicate in Chinese.

Full disclosure: At the start of the series, thanks to their two preschool teachers, Cookie Monster already knew ~350-400 characters and Gamera already knew ~300-350 characters (a mixture of Simplified and Traditional).

Like I mentioned before, my intention was for Cookie Monster to get through all 500 characters in nine months (already half the recommended 18 months) because I am lazy, and quite frankly, I hate putting any kind of pressure on myself at all. Also, I didn’t intend for Gamera to go through Sagebooks until she turned five, but hey, if the kid wants to be like her big brother, that’s fine with me.

So, Cookie Monster started with Book 1.1 in early September at the start of the school year and just finished the last book on December 31. (Mostly because I got motivated for him to finish before the first of the year.)

Gamera started with Book 1.1 some time in October and we’ve only sporadically gone through the books because she has a much lower attention span and I have no desire to push her if I don’t have to yet. I’m fine with her being entirely self-directed at this point. As of this writing, she is in Book 3.3.

Because Cookie Monster and Gamera already had several hundred characters under their belts, the first two sets were incredibly easy. They could each go through one book of twenty characters in one sitting with there perhaps being 1-2 new characters for them to learn in each book. This, of course, gave them both huge confidence and made them want to read the books because they knew 95% of the words and they liked to feel smart.

Unfortunately, when we were first getting used to reading the Sagebooks, I was very sporadic and would let a week or so pass before picking up again. Since I wasn’t fully aware of just how many characters Cookie Monster actually knew, we would repeatedly start over from the beginning of each reader because I didn’t want him to forget the previous characters. (It turned out to be totally unnecessary because he already knew them.)

How Gamera "reads"

How Gamera occasionally “reads.” I find it endlessly frustrating.

Same thing with Gamera. I didn’t realize just how many characters she knew because she has a much harder time recalling characters out of context. (ie: She doesn’t do as well with flashcards, but if she is reading, she remembers.)

Also, Gamera, being 4, has a much shorter attention span. She gets distracted easily and while she may have the desire to read more, she doesn’t have the patience to actually sit through the process. (Actually, more than likely it’s her mom who doesn’t have the patience to endlessly wait for her to get back on topic.)

Oddly enough, when she is reading books she likes such as The 12 Animals of the Chinese Zodiac (affiliate link) by Lai Ma, she has no problems focusing intently on the reading (in Chinese, of course, since she can’t read English) and has much longer staying power.

However, once I got us on a consistent reading pattern of 3-4 times a week, we zipped right through them. Often, we would go through at least half a book in one sitting.

By the 3rd set, Cookie Monster was learning about 4-5 new characters each book. As the new characters increased, I would often start our sessions by reviewing previous books and the newer characters to ensure that he had a firm grasp on them. At first, it was hard for Cookie Monster and Gamera to review because they hate going over things have already learned. However, Cookie Monster has begun to appreciate the reviews as he encountered more and more characters he had trouble remembering.

Again, I want to emphasize that because we already had a good foundation, we were able to zip through the first three sets at a very quick rate. If you are starting from scratch with baseline zero, you will most assuredly not go at the same clip. In that situation, I have heard that you should try to do three words a day. Also, I should mention that Cookie Monster has an incredibly ridiculous memory – especially for pictures (and isn’t that what many Chinese characters are?) so often, he just needs one or two exposures and remembers the characters.

Cookie Monster also went through a period of only wanting to read the first two sets because he already knew the characters and did not enjoy the discomfort of not knowing certain characters. However, once I explained to him that if he only practiced the words he already knew, he would never learn new things, he got on board. It didn’t hurt that it was relatively easy for him to remember new characters.

By the time we hit Book 4.3, Cookie Monster hit a wall. I was likely more frustrated than he was. I confess: I got really mad at him a few times because I had gotten so used to his prodigious memory that I didn’t know what to do with him having a difficult time learning new characters. He felt so bad he would apologize for forgetting characters and then I would feel awful (as I should!) and apologize to him, too. I didn’t want to have him be afraid of learning new things just because sometimes it was hard and I would yell at him. What an awful thing to pass on!

However, like all hard things, we eventually moved past it and funny enough, Book 4.5 was super easy for some reason and by that time, the characters that had tripped Cookie Monster up so badly just a week before were now easily integrated.

When we hit Set 5, Cookie Monster was super excited that we were nearing the end and it has definitely motivated him in sit longer so we can blast through these last few books. I was surprised at how quickly he was absorbing new characters – even though by this point, he only knew 5 characters out of the 20 in each reader. Even then, we were going through about 15-20 new characters in a sitting.

Incidentally, by the end, because the characters are chosen with much thought, Cookie Monster was picking up a lot of the new characters because they had the same components (whether they be the radical or sound or meaning components) as a lot of the characters he had previously learned. As a result, he could guess some characters more often than not.

For instance, 座 (zuo4/a) was guessed because it looks almost exactly like 坐 (zuo4/sit). 城 (cheng2/city) was guessed because of 成 (cheng2/to make).

Also, by Set 5, there are a lot of 破音字 (po4 yin1 zi4/homograph). Po yin zi are characters with two or more readings, or where different readings convey different meanings. Without Chinese comprehension, these instances would be really difficult. The only reason Cookie Monster caught on as quickly as he did was because he is familiar with the terms and knows in context which pronunciation to use. I will detail a few of the po yin zi in a later post.

As a bonus, both my kids love the illustrations (even though I personally find them weird). They think the pictures are hilarious and often laugh at the pictures or try to make the funny faces that the kids in the book make. Also, they remember which kid is which. I think they all look the same – and yet, my kids know exactly who is who.

In addition, I found that both Cookie Monster and Gamera would pause at the beginning of each page to digest what was going on in the pictures before they would read the text. As someone who values text way more than pictures, it was an odd thing for me to get used to. But I have discovered that the pictures are a vital part of the learning process.

Not only are they visual cues for what is going on in the text, thereby helping my children remember or guess characters contextually, the pictures are also great at spurring discussion and questions. Every now and then, Gamera will ask me why something is happening in the picture and I get to tell her to read and find out. It is a very helpful tool to get her to read because she wants to know what happened!

My children also really enjoyed the Treasure Boxes because they absolutely LOVED being able to read a book all by themselves without any help. The pictures are entertaining and the stories are interesting. I recommend going through the Treasure Boxes for each set after finishing their corresponding set. It’s a good review for characters as well as a reward for learning 100 new characters! Plus, it’s nice for the kids to read something OTHER than their readers.

My kids haven’t yet progressed to the comic books, idioms, or antonyms because I presume they require knowing all 500 characters so you will just have to wait until I go through those for that review.

I have really noticed how much easier it is for my children to read the Chinese children’s books we own. I want to say that they are able to read a good 90% of the text without help from either me or the accompanying zhuyin. Sagebooks’s methodology is spot on.

So, in summary, here are the pertinent facts for how we used Sagebooks:

1) Starting character knowledge: 300-400.

Because my children started off knowing ~350 characters, this chart details the range of characters that were new to my children in each reader and set. (If you start from baseline zero, each reader introduces 20 characters for a total of 100 characters in each set.)

New Characters In Each Sagebook Reader/Set for My Kids

Set #New Characters/ReaderNew Characters/Set
11-25-10
21-25-10
34-520-25
45-1025-50
510-1550-75

2) Go through the books 3-4 times a week

a) 10-15 minutes: Review previous characters (especially ones they have a hard time remembering)

b) 15-30 minutes: Learn “new” characters (For most of the first three sets, my children already knew the characters so technically, they were not new.)

c) If they have a hard time remembering a character, I will flip back to a the part where Sagebooks originally introduced the character. Often, the combination of the text and pictures of the original post will be enough to jog their memories.

d) STOP as soon as they are not interested or ask to stop. (Occasionally, I may ask them to try a few more – but more often than not, that backfires and everyone is cranky and mad at the end.)

3) Go through Treasure Boxes occasionally (only after they finish each set since the Treasure Boxes of each set require knowing all the characters from that particular set).

a) Sometimes, if I’m feeling lazy and only want to review characters, we will just read a 2-3 Treasure Box books of any set that they have already finished.

b) Very rarely, I will make them read 1-2 Treasure Box books in addition to review/reading. On those days, we usually cut short the reading.

Anyhow, as usual, my post is super long because I am incapable of brevity. But if you have followed me a long time, it’s no surprise – so really, if you don’t like blathery posts, you really should stop screwing yourself over and not read me already. (That being said, thanks for reading!! You are thoroughly appreciated and apparently love blather!)

Amazing enough, I actually have more to say on the subject of Sagebooks so stay tuned for them. I will have posts delving deeper into why Sagebooks truly require Chinese fluency; some tips on how to best use Sagebooks with your kids; as well as review the comic books, idioms, antonyms, and additional stories when Cookie Monster goes through them.

Thanks for reading and Happy New Year!

Guest Post: Greenfield Review

Once my kids are done with the Sagebooks series, I will be having them go through the Greenfield books that I’m still awaiting from Hong Kong. However, instrumental to my deciding to buy them was Guava Rama’s fantastic Review of Greenfield I Can Read Series. She really breaks down the main series, includes pictures, and saves you the trouble of navigating Greenfield’s incredibly slow site. (You can find out more info on the publisher and site info here.)

However, since neither Guava Rama nor I have actually tried the Greenfield books yet, I bring you another guest post by Alex PangAlex wrote up his reviews on the Raising Bilingual Children in Chinese & English Facebook group and he has given me permission to post it on my site since it was such a big hit with many of our members.

Thank you, Alex!

Greenfield I Can Read Series Review by Alex Pang

We have completed the I Can Read series from the Hong Kong publisher Greenfield Education; our experience is summarized below akin to my earlier review of the Sagebooks 500.

Background: My daughter (now five years old) finished the Sagebooks 500 series earlier this summer, after which we started Greenfield’s I Can Read series. I Can Read are leveled readers aimed primarily at Hong Kong kindergarteners ages 3-6 years old. There are a total of eight levels of progressive difficulty divided by color—red, orange, yellow, green, light green, blue, purple, and rainbow. Each level has twelve booklets for a total of 96 “mini-stories.”

Each of these beautifully illustrated mini-stories is eight pages long with only one to two sentences per page. Tear-out flash cards for new characters and words are included in each booklet. Also in the package is a Mandarin/Cantonese CD that reads every story aloud, as well as a workbook with exercises testing reading comprehension from all twelve booklets. By themselves, the series teach a total of 840 characters and 1600 words.

I am assuming that if a HK kindergarten uses the I Can Read series that the 96 booklets are spread out over the three cumulative years of K1, K2, K3 (in the US the equivalent is preschool/preK/K). I will not delve into the philosophy behind I Can Read (whole language approach to learning), as I am using the booklets purely as leveled readers. According to Greenfield’s website, the child should progress to reading illustrated chapter books after completion of I Can Read.

Timeline of study: We started in June after Sagebooks and finished the Greenfield books in mid-September. So that is a lot of Chinese characters in three and a half months. Obviously, reading the Greenfield books has been facilitated by the foundation learned from Sagebooks. At this point, we are simply reading for fluency and comprehension, with no writing practice, structured didactics, or other preparation and integration.

Speed of study: For the first five sets, we read each booklet once daily. Each color level took two weeks to complete (twelve days to read each of twelve booklets, a thirteenth day to read all twelve booklets in one instance, and a fourteenth day to complete the workbook/reading comprehension book).

Reading all the booklets or completing the workbook in one sitting like we did may be too much for some younger children (mine was always complaining about the workbook exercises being too long, but she never whined about reading the twelve booklets together). Despite the large amount of new vocabulary, I think the first five sets were mostly manageable given her existing character/word knowledge. I think that the last three sets (blue, purple, and rainbow) are targeted at the older Hong Kong kindergartener or even primary schooler, and I consider most of the vocabulary in these much more difficult. For example, the last two sets introduce anywhere from eight to twenty-three new characters in each booklet.

In order to promote retention, I “strongly encouraged” my kid to read each booklet several times (to oral fluency) over the next couple of days. We also split the workbook/reading comprehension book over two days because of the more difficult vocabulary.

Retention of characters: I certainly did not expect full retention in such an accelerated time frame. There are approximately 540 new characters in the I Can Read series which are not covered in Sagebooks 500. Broken down by the color levels, the numbers are red 47, orange 66, yellow 23, green 38, light green 36, blue 73, purple 150, and rainbow 107. Of these new characters after Sagebooks, my kid has probably retained at most 150-200. But during our daily readings, I would engage in a constant dialogue with her regarding new characters, words, and character/sentence structure so that there is always more than just “reading.”

Rather than trying to drill every new character she encounters into memory, my goal instead is to encourage and promote reading fluency and ability. Through daily reading she will continue to develop her skill in discerning the meaning of new characters from context and/or radicals and character components.

The good: The I Can Read series have short, whimsical, and humorous stories with detailed, colorful illustrations. These books serve as excellent practice readers after using the Sagebooks 500 as the basic foundation. The majority of the booklets have stories and vocabulary relevant to the daily lives of children (bathtime, bedtime, school, zoo, shopping, playground, fairgrounds, farm, mid-Autumn festival, etc.), which I believe is important to the retention of new characters and words.

The last three sets (blue, purple, and rainbow) contain much harder vocabulary than the first five sets and requires in-depth review unless the child already possesses excellent spoken Chinese, or near-native level oral fluency. Some of the vocabulary from those last sets is probably comparable to 2nd or 3rd grade level for Taiwan textbooks and perhaps 1st or 2nd grade level for China.

The bad: Not necessarily a bad thing, but unlike the Sagebooks 500 there is no pinyin for the traditional character set. Pinyin is available for the simplified character version only. There is no zhuyin version available as this is a Hong Kong publisher. You can always use the included CD to verify pronunciation. Students older than nine years of age may not enjoy these booklets as much and find the stories too simple for their maturity level, but keep in mind that the highest levels cover more complex sentence structure and vocabulary.

Also, I did worry about “character overload” for my kid toward the end of the series as we were pushing a lot of new characters and vocabulary together with each booklet (not sure if this is considered part of the whole language learning style). There is a lot of difficult vocabulary that she will not use for many years and especially with the last several booklets, the stories simply became vocabulary lists that are low yield at her age and not fun to read anymore.

I am imagining characters going in one ear and coming out the other ear. Essentially, the series is best used by families who have at least one fluent parent, but non-fluent families can also teach with this series via the included Cantonese/Mandarin CDs and Pleco at the ready. Or, an older child can probably just listen to the CD and learn the characters (not easy).

The final word: Overall, these booklets encouraged my daughter to read. She enjoyed them because the stories are short, well-illustrated, and funny. Without fail, she flashes a knowing smile or laughs aloud after reading the last page. Most of the series is appropriate for her level, which is to say a child with good spoken Chinese and a strong command of a lot of basic characters. The speed of learning can be adjusted based on the child’s fund of knowledge.

We purchased the entire set knowing that some of the primary levels may be too easy, but these earlier levels still contained characters she did not recognize. I would not recommend using the I Can Read series in lieu of or before the Sagebooks 500 series as the amount of vocabulary is immense and can be overwhelming for someone not previously exposed to basic characters.

Children younger than age of five would not benefit much from this series either as the level of vocabulary is too difficult in the blue, purple, and rainbow booklets. But for parents willing to put in the time and effort, the combination of Sagebooks and Greenfield I Can Read is, IMHO, unparalleled for ease of use and should be considered an excellent alternative curriculum for overseas children.

After completing the two series of books (Sagebooks then Greenfield I Can Read), I am estimating that my kid recognizes a total of 600-750 Chinese characters but in reality she has been exposed to over 1000. She now possesses strong skills in reading and reading comprehension that we can build on during this year in kindergarten. The ultimate, very ambitious goal is for my kid to maintain grade-level reading ability in both Chinese and English through 4th grade.

Thanks again, Alex, for allowing me to post your excellent and in-depth review on my site! Once again, you’ve provided a valuable service to fellow parents (as well as myself for not having to write a post tonight). Happy Reading!