Content Specification Table (pdf)  This table presents a comparison of KangHsian Wonder World referenced against Hanlin Here We Go, the commonly used English textbooks in Taitung County. (This version replaces the earlier one which compared HESS e-Star, HESS Story.com, Hanlin Dino, Kanghsian Hello Kids, against KangHsian Follow Me.) This chart shows where the content is common across all volumes in the series and where it is different. This chart can help inform teachers about transfer students' learning situations and can also facilitate specification of the 共同評量 test items for English. Sheet 1 may be confusing because its organized by books. Sheet 2 is a consolidated comparison chart of common content organized by grade level.

Some takeaways:

• Grade 3 has lots of common (共同) content across all textbooks. It is easy to make a 共同評量 that is fair to all students in Taitung County

• Grades 4 and 5 have less content in common, but there is still a wide area of topical overlap which can make a 共同評量 that is fair to all students in Taitung County, IF teachers use Here We Go or Wonder World.

The Q & A patterns are usually "How old are you?  I'm _____ years old." Age is conceptualized by numbers of candles on birthday cakes. Also common food items or previously learned vocabulary appear in multiples for students to count: "I see six apples," "eight ants", etc. Plural 'S' appears, but it is not necessarily a grammar point because plural verb conjugations are avoided. Plural 'S' can be taught incidentally by having students notice its appearance.  The grammar points in the textbook are using capital letters to begin a sentence, a person's name, or 1st person pronoun "I".

They both introduce "Are you OK?" as a daily English phrase. Wonder World uses the context of hungry/thirsty to teach supplemental food vocabulary. Both books also introduce kids to the concept of emotional regulation. Wonder World's grammar lesson teaches punctuation, while Here We Go only teaches usage of the apostrophe for contractions. 

The lesson content is usually the Q & A pattern: What can you do? I can <verb>. Can you <verb>? Yes, I can. / No, I can't. Vocabulary and concepts consist of proper names, subject pronouns, and typical vocabulary like run, jump, walk, swim, ride a bike, sing a song, fly a kite. If the typical textbook content is not challenging enough, you can associate the verbs/activities with animals or weather/ conditions, like It has no legs, but it can climb. What is it? It's a snake, It's a bird. It can't fly, but it can swim. What is it?, or  It's rainy. I can't fly a kite. Associating action verbs with animals or weather conditions provides the foundation which enables students to infer what is implied by partial information.

Telling time and knwoing number vocabulary to 60 is common part of English curriculum at grade 4 (Follow Me 3, e-Star 4, Dino on the Go 4, Story.com 4, and Hello Kids 4) . The lesson content is usually the Q & A pattern: What time is it? It's <number> o'clock. / It's <hour> <minutes>. Vocabulary and concepts consist of numbers and numerals 0-60 and various verbs of daily activities to contextualize the Q & A pattern. Similar to the units on days of the week, the typical textbook content is not challenging enough, so it should be associated with verbs/activities, and sequences of events. Associating time-telling with particular activities provides the foundation which enables students to infer what is implied by partial information.

Rooms of the house are a common topic in grade 4 (Follow Me 3, e-Star 4, Dino on the Go 4, Hello Kids 4) but does not appear until grade 6 in the HESS Story.com books. The lesson content is usually the Q & A pattern: Where is <person>? He/ She is in the <room>. Although Story.com 6 associates household objects with rooms, Is there a <thing> in the <room>? Vocabulary and concepts consist of proper names, subject pronouns, and typical vocabulary like bedroom, bathroom, living room, kitchen, dining room, mom, dad, table, bed, chair. If the typical textbook content is not challenging enough, you can associate the rooms with verbs/activities, like cooking, eating, watching TV, doing homework. Associating rooms with particular activities provides the foundation which enables students to infer what is implied by partial information.