Burton School is a small single-room classroom in South Korea that offers primary students (grades 1 to 3) an engaging English language learning experience. We are a content-based school that works to make language learning more visible through the application of student-centered activities with scaffolding for language usage, processes, skills, and social interactions.

Our Vision  

to engage, express and enjoy an English experience through interactions

Our Experience

  • To stimulate the five senses into taking action
  • To model positive feedback through comprehensible reactions and language
  • To raise awareness for how our reactions and language inform our interactions

Levels

Level 1 - Novice Low

Level 1 students have had some exposure to English at kindergarten or primary school. They may be able to name letters, say letter sounds, read a few short words, sing parts of songs and use a few practiced patterns. They have extremely low language usage skills and require high scaffolding during activities. Level 1 students need exercises, activities, and tasks with visible step-by-step interactions to scaffold patterns in use.

Level 2 - Novice Intermediate

Level 2 students have some autonomy encoding and decoding Level 1 words and patterns words. They can write some words by memory and use phonics to encode/decode words. They have had exposure to various content types, recycled topics, words, and patterns, but they require a lot of scaffolding to apply language to the tasks. They may be able to use short patterns between 3 to 5 words at different moments but cannot negotiate each subtask in English only.

Level 3 - Novice High

Level 3 students are familiar with various exercises, activities, and tasks. They can read, write, listen and talk about the content with less teacher support while utilizing more alternative inputs (text, media, songs, etc.). They can link ideas together when situations are known and predictable. They are better at answering questions than asking questions. They can achieve higher accuracy and fluency through practiced contexts but struggle in new content types and situations.

Monthly Schedule and Content Road Map

Monthly Breakdown

  • 12 contact hours (60 minutes at 3 times a week)
  • 9 regular lessons
    • warm-up, routines, content, conduct, clean up
    • linked listening, speaking, reading and writing
    • social interactions (probe, sense respond)
  • 1 review lesson
  • 1 test lesson to evaluate the effectiveness of the content, instruction and students achievements
  • 1 intervention lesson to focus on a specific skill or or do something for fun

Season 1

Season 2

Season 3

March

April

May

June

July

August

  • Fluency Development
  • Review 1.1 to 1.5  
  • Review 2.1 to 2.5 
  • Review 3.1 to 3.5 

September

October

November

December

January

February

  • Fluency Development 
  • Review Level 1
  • Review Level 2
  • Review Level 3 

Content Library

Talk

  • 1 = 0%
  • 2 = 0%
  • 3 =

 

Words

  • 1 = 0%
  • 2 = 0%
  • 3 =

 

Phonics

  • 1 = 0%
  • 2 = 0%
  • 3 =

 

Songs

  • 1 = 0%
  • 2 = 0%
  • 3 =

 

Do

  • 1 = 0%
  • 2 = 0%
  • 3 =

 

Read

  • 1 = 0%
  • 2 = 0%
  • 3

 

Write

  • 1 = 0%
  • 2 = 0%
  • 3 =

 

Exercises

  • 1 = 0%
  • 2 = 0%
  • 3 =

 

Story Plays

  • 1 = 0%
  • 2 = 0%
  • 3 =

 

Media

Focus on Teaching 

The Application Of Theory and Practice

Researchers

  • Reid – nurturing positive relationships
  • Maslow – hierarchy of needs (meeting the students where they are in the moment)
  • Piaget – cognitive development at different ages 
  • Vygotsky – social constructivism and support
  • Bloom – transitions between thinking strategies
  • Fischer – dynamic skill theory
  • More 

Assets and Resources