5楼混凝土
(長大，就在一瞬間！)
发表于 2011-1-26 19:37
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先做一部分。。。
Kindergarten 幼儿园阶段
READING 阅读
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development 单词解释，流畅程度，系统地开发词汇
Students know about letters, words, and sounds. They apply this knowledge to read
simple sentences. 学生掌握了一些字母、单词及发音， 他们用这些知识阅读简单的句子。
Concepts About Print 关于印刷品的概念
1.1 Identify the front cover, back cover, and title page of a book. 确认一本书的封面、封底以及标题页面
1.2 Follow words from left to right and from top to bottom on the printed page. 在印了字的页面，从左到右，从上而下跟随单词
1.3 Understand that printed materials provide information. 明白印刷品能提供资讯
1.4 Recognize that sentences in print are made up of separate words. 认识到印刷品里的句子是由不同的字词组合而成
1.5 Distinguish letters from words. 从单词里识别字母
1.6 Recognize and name all uppercase and lowercase letters of the alphabet. 认得并读出大小写字母
Phonemic Awareness 音素认知
1.7 Track (move sequentially from sound to sound) and represent the number, sameness/
difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/).
跟踪（从一个音到一个音依序移动）并体现2-3个独立音素的数目， 相同/不同，以及次序（例：f,s,th或j,d,j)
1.8 Track (move sequentially from sound to sound) and represent changes in simple syl
-
lables and words with two and three sounds as one sound is added, substituted, omitted,
shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-
consonant). 跟踪（从一个音到一个音依序移动）并体现简单音节，给具有2-3个音节的单词加上、替换、忽略、换位或者重复一个音节
（例：元音-辅音, 辅音-元音， 或者辅音-元音-辅音）
1.9 Blend vowel-consonant sounds orally to make words or syllables. 口头混合元辅音造词或音节
1.10 Identify and produce rhyming words in response to an oral prompt. 确认并制造且口头快速回应押韵单词
1.11 Distinguish orally stated one-syllable words and separate into beginning or ending
sounds.口头识别单音节单词并分出单词头尾发音
1.12 Track auditorily each word in a sentence and each syllable in a word.用听觉跟踪一个句子里的每个单词，以及单词里的每个音节
1.13 Count the number of sounds in syllables and syllables in words. 数一数每个音节里有多少发音，每个词里有多少音节
Decoding and Word Recognition 解构单词
1.14 Match all consonant and short-vowel sounds to appropriate letters. 将辅音及短元音的发声与相应的字母配对
1.15 Read simple one-syllable and high-frequency words (i.e., sight words).
1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic
principle).
Vocabulary and Concept Development
1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods).
1.18 Describe common objects and events in both general and specific language.
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KINDERGARTEN Reading
2.0 Reading Comprehension
Students identify the basic facts and ideas in what they have read, heard, or viewed.
They use comprehension strategies (e.g., generating and responding to questions, com-
paring new information to what is already known). The selections in Recommended
Literature, Kindergarten Through Grade Twelve (California Department of Education, 2002)
illustrate the quality and complexity of the materials to be read by students.
Structural Features of Informational Materials
2.1 Locate the title, table of contents, name of author, and name of illustrator.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Use pictures and context to make predictions about story content.
2.3 Connect to life experiences the information and events in texts.
2.4 Retell familiar stories.
2.5 Ask and answer questions about essential elements of a text.
3.0 Literary Response and Analysis
Students listen and respond to stories based on well-known characters, themes, plots,
and settings. The selections in Recommended Literature, Kindergarten Through Grade Twelve
illustrate the quality and complexity of the materials to be read by students.
Narrative Analysis of Grade-Level-Appropriate Text
3.1 Distinguish fantasy from realistic text.
3.2 Identify types of everyday print materials (e.g., storybooks, poems, newspapers,
signs, labels).
3.3 Identify characters, settings, and important events.
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Writing KINDERGARTEN
WRITING
1.0 Writing Strategies
Students write words and brief sentences that are legible.
Organization and Focus
1.1 Use letters and phonetically spelled words to write about experiences, stories, people,
objects, or events.
1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle).
1.3 Write by moving from left to right and from top to bottom.
Penmanship
1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the
form and proper spacing of the letters.
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KINDERGARTEN Written and Oral English Language Conventions
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
The standards for written and oral English language conventions have been placed
between those for writing and for listening and speaking because these conventions are
essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions.
Sentence Structure
1.1 Recognize and use complete, coherent sentences when speaking.
Spe ing
1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet,
and knowledge of letter names.
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Listening and Speaking KINDERGARTEN
LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies
Students listen and respond to oral communication. They speak in clear and coherent
sentences.
Comprehension
1.1 Understand and follow one- and two-step oral directions.
1.2 Share information and ideas, speaking audibly in complete, coherent sentences.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences or
interests, demonstrating command of the organization and delivery strategies outlined
in Listening and Speaking Standard 1.0.
Using the listening and speaking strategies of kindergarten outlined in Listening and
Speaking Standard 1.0, students:
2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions.
2.2 Recite short poems, rhymes, and songs.
2.3 Relate an experience or creative story in a logical sequence..
