本系列中文读物设计根源于IB对语言习得的理念，通过阅读不仅可以发展学生的语言水平，而且可以理解概念层面的重大思想观点。6册读本分别对应IB六个跨学科主题，分别是《我爱手机，我恨手机（主题：我们是谁）》《停电了（主题：世界如何运作）》《做买卖真有意思（主题：我们如何组织自己）》《搬家不可怕（主题：我们身处什么时空）》，《绿色行动（主题：共享地球）》《你相信广告吗（主题：我们如何表达自己）》，讲述的是一对就读于国际学校小学五年级的中美混血儿兄妹与来自世界各国的同学们在校内校外发生的一系列有趣故事。配套的1册教师用书可帮助教师更高效地进行PYP中文的教学规划和课堂教学。读物同时对标《国际中文教育中文水平等级标准》初等三级编写，超纲词以生词的形式标注。以每日一课（Daily Programme）、每节课时40~50分钟为例，建议两周内完成1册绘本的教学。本书为这6个绘本的配套教师用书，为教师教学提供参考。  

本书为“智慧树”小学高年级中文读物的配套教学辅导参考书，供小学中文教师在教学中参考使用。全书分为六个章节，分别对应六册读物的教学指导。每一章包括以故事文本来开展探究过程、学习方法的教学、阅读理解引导问题、重点语法摘录、在全美外语教学学会（ACTPL）指导下开展教学，以及绘本故事的中英对照参考译文，共六个部分。

This series of books is suitable for learners at phases 3-4 of the IB Primary Years Programme (PYP), primary school students at grades 3-5, and primary school teachers who may use it in class. 

Based on the philosophy of IB language learning, the content of each story of the series is designed according to a transdisciplinary theme. By reading the books, students can hone their language skills and understand the big ideas in language study and usage from a conceptual perspective.

The series includes six picture books and one Teacher's Book. At the beginning of each picture book there is a PYP Key Elements Map, which presents the important components of the IB course in the form of a graphic organizer to help teachers and students identify the key and related concepts, develop conceptual understanding as the plots unfold, so that teachers can use concepts to drive the curriculum. Sub-skills and student action are also listed in the mind map, which can be used by teachers to plan for the teaching of the unit.

The vocabulary is in line with the Chinese Proficiency Grading Standards for International Chinese Language Education. The difficulty level is no higher than that of Elementary Level Band 3. Words with higher difficulty levels are indicated in the vocabulary list.

Starting from reading skills, the series of books also help improve young learners' listening, speaking, writing, and performing skills. Interesting and vivid stories are closely associated with their study and life. During the teaching process, teachers can use body language, visual materials, contexts as well as the second language pedagogy to facilitate students' understanding of the story and how the language functions.