Hello. I am Teacher Onda Jeong, a reading education expert. I earned a Master's degree in Reading Education from a graduate school of education and have spent over 20 years deeply communicating with children of various ages, from elementary to high school, through the medium of books. Currently, I operate a specialized research institute for reading education, where I plan and develop reading classes and educational content focused on the "essence of reading." I have consistently designed individualized reading strategies that consider a child's personality and developmental stage, as well as practical reading programs applicable in diverse environments such as schools, educational institutions, and homes. In my classes, I help children connect naturally with books and enable them to read, think, and express themselves at their own pace. Utilizing a diverse range of texts—from literature and non-fiction to picture books and classics—I aim for flexible reading where questions, thoughts, emotions, and language are organically interconnected. 📘 Designing Reading Growth by Grade with Teacher Onda Jeong 🌱 Age 7 – "Reading Sense" Starting with Picture Books This is a stage where literacy is awakened before reading, and emotions and imagination gently open up. In picture books with repetitive structures and wordplay texts, children learn the ‘rhythm of reading’ even without knowing the letters. Through activities involving short verbal expressions and hand-decorating, they naturally expand their reading senses. 📝 Elementary Grades 1–2 – A Time for Developing Reading Habits This is a period where reading and writing are naturally connected by reading aloud and repeating the content in their own words. Utilizing picture books and texts based on everyday life, children learn vocabulary and gain experience in organizing their thoughts through short writing. We also assist in forming the reading routines most needed during this stage. 🔍 Elementary Grades 3–4 – A Leap Forward for Expanding Literacy This is a time when the ability to grasp the structure of a text, the main idea, character perspectives, and the flow of information grows, moving beyond mere plot comprehension. By navigating between literature and non-fiction, they solidly practice core literacy strategies such as organizing keywords, finding main ideas, and identifying themes. Through short writing and sharing activities, their breadth of thinking also expands. 🧭 Elementary Grades 5–6 – The Starting Point for Self-Directed Reading For upper grades, "post-reading thinking" is extremely important. Students practice summarizing, organizing, and developing critical thinking skills through various texts, including newspapers, articles, practical writing, and excerpts from classics. Through the process of selecting books independently, presenting them, or summarizing them in writing, students cultivate both self-directed reading skills and a foundation for critical thinking. 🎧 Classes Where Immersion and Participation Occur Naturally, Even Online Koogeu classes do not simply replicate offline methods; instead, they utilize a structure designed to allow children to focus and participate effectively online. ✔ Short readings + Immediate questions ✔ Utilization of pictures, keywords, and diagrams ✔ Activities connecting speaking, writing, and thinking ✔ Participatory assignments with difficulty levels adjusted step-by-step ✔ Camera-on/off friendly presentation methods Children become fully immersed even through the screen and have a new reading experience, exclaiming, "Ah! It looks much clearer when I read it like this!" 🌟 Real-Life Transformation Cases "A child who struggled to read a book gained the ability to summarize on their own through the 'finding the main sentence' activity." "A child who struggled with speaking saw a steady increase in participation in presentations after implementing a routine of expressing short opinions." "A child with a reluctance to write gained confidence in writing through the 'writing one sentence → expanding to two sentences' activity." "A child with a short attention span increased their class engagement time through schema activation activities before reading." As shown above, we help children experience change within a short timeframe through a class structure tailored to their personality and developmental stage. 🧭 Why Teacher Ondajeong's Class is Special ✔ Individualized approach considering reading tendencies and developmental rhythms ✔ Guiding children toward natural thinking expansion rather than 'analyzing' books ✔ Immersive class structure feasible even online ✔ Classes balanced with literacy, vocabulary, thinking skills, and expression ✔ Designing reading motivation that makes children want to read on their own Every child reads at a different pace and length. I respect these differences and create classes that support reading growth tailored to each individual's rhythm. Reading is a power that illuminates a child's life for a long time. We will naturally and deeply accompany them on their journey of encountering books at their own pace and developing their own thoughts. – Education that reads the child before the book