There are 3 levels of LeLe books. Our suggestions for users are as follows:

(1) Start with the primary story
There are a total of 12 themed storybooks in Primary Stories. You can let your children choose the first themed storybook to start reading, or you can decide as an adult. If adults decide, we would recommend themes such as numbers, colors, clothing, family, etc., because these themes have fewer new words and concrete objects, making them easy to understand. However, Lele's "Reading" series of books are picture books, and the illustrations will help understand the text.

We do not agree that after choosing a theme, we should collect books on the same theme in primary, intermediate, and advanced stories to complete the reading and literacy of the theme words. Because the intermediate stories are longer and the advanced stories are longer, this will involve a lot of "new words", so it is not appropriate to do this.

(2) After selecting the theme storybook, let the children choose the order of reading.
There are many books on the same topic. There is no order of priority. Children have the right to choose.

(3) Let the children read the text on the cover and inside pages of the story
Let your children click to read individual words or entire pages of text. Let your children click and "play" with these books anytime and anywhere without interfering as much as possible.

We adopted a slow pace for the junior booklet, allowing children to imitate the pronunciation of Chinese characters and the intonation of phrases.
---The pronunciation of our elementary stories is deliberately slowed down so that beginners can hear the pronunciation clearly and make it easier for them to imitate.
---Children are very "powerful" and will imitate correctly when they hear it. Adults don't have to rush to teach. Children will correct themselves after hearing it a few times.
---It is also important to click and read the whole page, because when the words are connected with each other, the intonation of some words will change subtly. Encourage the children to repeat the pronunciation.
---After children have finished reading a book, if they want to listen to it read one or more times, we will naturally respect their wishes. Some children will be impatient and want to read another book. Of course, you can, but don’t spoil their interest!

---》After the children gradually read all the storybooks with the same theme, "please don't" immediately change to another theme storybook, because we can "strike while the iron is hot" to review the words learned on this theme."Reading" itself is to let children taste the "sweetness" of reading first, and have a preliminary "fuzzy" understanding and familiarity with the meanings of these theme words. Some children are born with particularly strong memories and can quickly remember these after reading them once or twice. The pronunciation of the theme words has changed, "For these children, word cards are redundant tools." However, if you feel that "most" of the theme words (more than half) cannot be read by the child, you can use theme word cards to review and strengthen them.

(4a) Cooperation of character cards
We have always emphasized that character recognition includes the mastery of three aspects: "font form, word pronunciation, and word meaning." We "should not expect" the children to get it right in one step. After listening to and reading the story once or twice and seeing the illustrations a few times, the children will "already" fully grasp the shape, sound and meaning of these words.

Word cards can help us achieve the "review" function and are an excessive learning tool. Don't rely on word cards in the long run, because the meaning of Chinese words often changes when combined with different words, but we hope that children Remember the pronunciation of single words, so "borrow" word cards and quickly review the combination of "glyphs and pronunciation". Don't expect to understand the meaning of the word unless it is a physical word. 

---》How to review with word cards? If a child cannot remember it, he or she can open our book, find the word, read it, and remember the pronunciation, or an adult can prompt the pronunciation. We also provide various activity suggestions for "dynamic and static text" (please refer to the relevant Q&A), so that children can remember pronunciation through these interesting activities. It is not necessary to do every activity. Adults observe that children have memorized Once you have mastered pronunciation, there is no need to continue other activities, but the purpose of these activities is to help children remember pronunciation, so the word cards used in the activities should preferably have "no pronunciation marks" on them.

(4b) After completing the word card review activity 
When the adult feels that the child has almost mastered the pronunciation of this theme word card (that is, seeing the word card/glyph shape, he can read it quickly) ---> At this time, put all the theme word cards into a stack to detect how many words the child is " Just look at the card and you can read it out.” Put a stack of cards that you successfully remember and another stack that you can’t remember.

---" Also don't think of getting it right in one step, requiring you to memorize all the word cards: (A) If there are a few words that you can't remember, it doesn't matter, just keep them, and you can review other theme story words next time When stuck, intersperse to review. The word cards whose pronunciations have been memorized can be "discarded"! 😊 (B) If there are a lot of words and you still can’t remember them, we don’t want to rush to start the next themed storybook, and do a few more “dynamic and static text” activities we proposed, and combine the “glyphs and pronunciation” Combine to strengthen and consolidate.

(5) Go back and read the storybook one or more times
The focus of reading literacy is to read multiple times. Whether using word cards or not, we must encourage children to read our books again. When children can read out the text of the story "smoothly" without using a reading pen, they can start another chapter. A themed storybook too.

We emphasize again that you must not be too demanding when listening to your children's reading aloud. When they encounter areas where they cannot read, parents can help, and children can also use reading pens, because with the help of "external forces", children are also reading. They One more time to learn Chinese characters "by the way", why not? The method of "Lele Reading and Literacy" always attaches great importance to children's pleasure in reading, hoping that they will like reading and enjoy the process of reading, so that they can learn a lot of words subconsciously.

(6) When will it be upgraded to an intermediate story?

Repeat the above steps 1-5 of reading the red book over and over again. All the themed storybooks are completed. That is, most of the 100 storybooks (don’t be strict about 100) can be "selected and read" without using click-to-read. With a pen, children can "upgrade" to intermediate-level stories, which means they have mastered nearly 500 Chinese characters.

(7)Upgrade to Premium Storybook
After completing the intermediate story, the child starts reading the advanced story book. Although Lele Advanced Story has 6 themes, one story can actually belong to several different themes at the same time, so the child does not necessarily choose books according to the theme. They can choose from 100 books. Free choice. In addition, the total number of new words added in advanced storybooks is very small. On average, only about 2 or 3 new words appear in each story (new words are green). Children can basically read independently, fully enjoy reading, and improve their reading skills. and ability, and at the same time, he also learned 230 new words, which is a great achievement in one fell swoop!