美国加州小学教材Treasures1课程说明
美国加州小学语文教材一年级G1课件
制作 YY语音交流频道89601377
What makes you special?
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制作 YY语音交流频道89601377
制作 YY语音交流频道89601377
制作 YY语音交流频道89601377
Are you special?
制作 YY语音交流频道89601377
制作 YY语音交流频道89601377
What do you like to do?
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制作 YY语音交流频道89601377
There are no identical leaves in the world.
Everyone is special! Everyone is unique!
制作 YY语音交流频道89601377
The worth of our lives comes not in
what we do or what we know, but by ~WHO WE ARE~
制作 YY语音交流频道89601377
制作 YY语音交流频道89601377
制作 YY语音交流频道89601377
You are special! You are unique!
制作 YY语音交流频道89601377
制作 YY语音交流频道89601377
制作 YY语音交流频道89601377
制作 YY语音交流频道89601377
制作 YY语音交流频道89601377
美国加州母语教材中的自叙文写作——基于加州教材《Treasures》一至六年级的研究
•小学 ２０１９．４７８美国加州母语教材中的自叙文写作（西南大学文学院，重庆 400000）◎何佳穗 荣维东在我国中小学作文教学中，记叙文写作是一大教学重点。
记叙文写作又分为真实故事写作和虚构故事写作。
其中，真实故事写作一般称为自叙文，属于“表现自己的文章”，具有自传性特征。
写作素材来自作者的真实生活，写作目的是为了表达作者有过的经验，同时与他人分享自我的体验、洞见或情感。
在各类考试作文中，常常出现“写出真情实感”的作文要求。
然而，在现实生活中，学生在进行自叙文写作时，缺乏真实情感的流露，往往喜欢胡编乱造。
面对这种情况，教师也缺乏相应的有效教学手段。
美国从小学一年级就开始训练学生的自叙文写作，这类写作教学在教材中具有十分重要的地位和相当的分量。
加州的小学母语教材《Treasures》教学目标明确，集权威性、经典性与系统性于一体。
纵观《Treasures》可以发现，从一年级到六年级涉及到大量的自叙文写作的教学内容，写作内容丰富而系统，而且具有较强的连贯性和操作性。
这可以为我国的自叙文写作教学提供良好的例证和借鉴。
一、“麻雀虽小，五脏俱全”：美国母语教材《Treasures 》中的自叙文写作概览《Treasures》每册有六个单元，每单元有五个学习主题。
写作课程在每个主题中所占篇幅并不大，仅占两页纸。
然而，就在这两页纸中，教材给出了丰富而全面、明确又可操作的教学内容：写作内容—写作技巧—范例—写作练习—作者检查表。
其中，写作内容、写作技巧、范例为每课的第一部分内容（图1）；写作练习和作者检查表为每课的第二部分内容（图2）。
图1、图2展示了二年级教材第一单元“School Days（上学的日子）”当中的自叙文写作课程“写关于第一天上学的事情”。
可以看到，这一单元的写作课程和教材中的阅读课程是相互配合的——阅读课程的主题是“上学的日子”，写作课程与之相应为“写关于第一天上学的事情”。
《Treasures》中的这种读写结合的教材编制特点在每一个主题单元中都有所体现。
美国加州小学语文系列教材treasures——g5_u1_t1
THEME: Balloon FlightTalk About It (710)The Science of Hot-Air Balloons (712)Vocabulary/Comprehension: Make GeneralizationsUp in the Air:The Story of Balloon Flight Nonfiction (714)by Patricia LauberHot-Air Balloon Haiku Poetry (732)by Rita BristolWriting: Explanatory Writing (734)THEME: Scientists at WorkTalk About It (736)Dr. Priscilla C. Grew, Geologist (738)Vocabulary/Comprehension: SequenceHidden Worlds Nonfiction (740)from the book by Stephen Kramer, photos by Dennis Kunkel Mountain of Fire: A NativeAmerican Myth Language Arts (754)retold by Grace ArmstrongWriting: Explanatory Writing (758)Test Strategy: Author and MeNational Parks: OurNational Treasures Social Studies (760)Glossary (764)School ContestsTalk About ItWhat challenges and responsibilities come with entering a contest? What emotions can affect the contestants?Find out more aboutschool contests atVocabularyslumped strandssoggy giganticcapable creditcategories luminousContext CluesSynonyms are words thatmean the same or almostthe same thing as otherwords. For example, hugeis a synonym for gigantic.When you read an unfamiliarword, check to see if thereis a synonym nearby to useas a context clue.K_\KXc\ek:fek\jk8s Danny put his lunch tray ontothe cafeteria table, milk spilled all over hissandwich. He sat down, hung his head forward,and slumped over the food in front of him.Frowning, he began peeling the soggy milk-soaked bread from his sandwich. “This is themost ridiculous thing I’ve ever done!” he said.“It’s not that bad,” said his friend Elena,who was sitting across from him. “Just getanother sandwich.”“Sandwich? What sandwich? I am talkingabout the talent contest. It’s only two weeksaway and I don’t know what I’m doing!Everybody will laugh at me. It’s inevitable.There’s no way to avoid it!”“Don’t be so negative, Danny,” said Elenaas she rolled her eyes. “You’re going to begreat. You’re very capable. You have the skillsto do just about anything.”Danny moved his lunch tray to the side andrested his head on the table.by Howard Gabe1VO`OQbS`>Z]bReread forComprehensionStory StructureCharacter and PlotA Character and Plot Chart helps you figure out a character’s personality and events of the plot. These traits and events are part of story structure. Use your Character and Plot Chart as you reread “The T alent Contest” to figure out Elena’s traits and how her actions affect the plot of the story.Vocabulary and Comprehension“Sit up Danny,” ordered Elena. “I have an idea. Let’s brainstorm a list of things you could do. We’ll divide the list into categories or groups. Let’s start with music. You play the piano, right?”“I stopped taking lessons in third grade,” said Danny.“What about singing a song?” suggested Elena.Danny shook his head no. “Let’s move on to another category.”“What about juggling?” asked Elena, as she twisted thin strands of hair around her finger.“I don’t know how to juggle!” Danny almost shouted. “Elena, how did I get myself into this huge, gigantic mess?”“Stop being so...” Elena paused. “That’s it, DRAMA TIC!” Elena shouted excitedly. “You could do a dramaticreading. You definitely have the talent for it. Mrs. Pace always calls on you to read aloud in class. You could read a play aloud. Maybe you could even get extra credit from Mrs. Pace. She rewards students with points for doing extra reading work.”Danny thought for a minute. Then he smiled. “Elena,” Danny said, “you are a great friend!”Elena smiledback. “I just want to make sure you are a bright, shiny, luminous star when you step out onstage.”ComprehensionGenreRealistic Fiction uses settings, characters, and events that could actually exist.Story StructureCharacter and PlotAs you read, use your Character and Plot Chart.Read to Find OutHow does the kind of person Sage is affect the plot?1VO`OQbS`>Z]bA VOCABULARY DISASTERMain SelectionN one of this would have happened if it wasn’t for Forest. Forest is not a thicket of trees. Forest is a boy. A sick boy. A boy sneezing and coughing all over my desk and pencils.I caught Forest’s cold and had to stay home from school on Tuesday. Tuesday is Vocabulary Day at Webster School. Follow my advice: Never get sick on Vocabulary Day.On Tuesday afternoon I called my best friend, Starr, who is not a luminous celestial object seen as a point of light in the sky, but a very smart girl who listens perfectly on Vocabulary Day. She was late for baseball practice, so she spelled the first fourteen vocabulary words as fast as she could.I had to scribble them quickly because her mom was calling her to the car. “This last one’s ‘Miss Alaineus’!” Starr yelled.“I gotta go. I hope you feel better tomorrow, Sage.” And she hung up the phone with a crash.I didn’t feel much better on Wednesday, so my mom called Mrs. Page, who is not a single side of a printed sheet of paper usually found bound in a book. She’s my teacher, and actually Mrs. Page is a good name for her because she reads to us every day. My mom told her yes, I had my math problems and vocabulary words, and yes, I would get better soon.PlotHow do you think Starr’s rush togive Sage the vocabulary wordswill affect what happens next?Every week Mrs. Page gives us a list of words with a theme, like Story Writing or Musical Performance or Electricity.We’re supposed to look up each word in the dictionary, but sometimes I already know the words, so Itry to make the definitions sound like I looked them up.I thought I was pretty good at definitions until this week.My mom says, “Pride goeth before a fall.”Pride:an unduly high opinion of oneself.Goeth:Old English for “to go.”Fall:what happened on Monday, Vocabulary Test Day.By Thursday afternoon my head felt like it was stuffed with cotton and my throat felt swollen shut. I finished definingmy vocabulary words while propped up in bed with a box of tissues on one side and a gigantic red dictionary on the other. It’s hard to look up words in a huge book while you’re in bed blowing your nose, so I made my own dictionary language for as many of them as I could.The last word seemed a little odd to me because I couldn’t figure out what she had to do with snakes or categories or theories. Mrs. Page rarely gives us people’s names on our vocabulary lists, but we have had a few that turned into words, like Louis Pasteur for pasteurization and George Washington for Washington, D.C., so I decided she must have been included for a reason.You should know that for years I had wondered who Miss Alaineus was. When I was little I figured out that she had something to do with the kitchen, because the Miss Alaineus drawer held the spoons too big to fit anywhere else, thesharp corn holders shaped like tiny cobs, and the spaghetti spork, that weird cross between a spoon and a fork that perfectly lifts slippery spaghetti out of the bowl. I thought maybe she was an ancestor:an ancient relative long dead,who left us all these odd things in the drawer.Then just last year my mom and I were at the grocery store and it all fell into place. We were in one of those Very Big Hurries when she said, “You go get some of that long Italian bread and two sticks of butter. I’ll get Miss Alaineus’ things and meet you here at the cash register.”I found the bread and butter, and my mom came back with spaghetti sauce, a can of Parmesan cheese, a can of corn, and a big green box of spaghetti with a beautiful woman on the front. She was drawn so that her hair tumbled perfectly across the box and ended in a little plastic window, making the spaghetti look just like the ends of the strands of her hair.There she was—Miss Alaineus.So, propped up on pillows in my bed, with a tissue in one hand and a pencil in the other, I wrote:And then I fell asleep.I finally got better over the weekend and felt great on Monday. I turned in my homework to Mrs. Page and sat down at my desk, glad to be back at school with my friends. I was even glad to see Forest at our morning circle meeting.“First, I want to remind you of the Tenth Annual Vocabulary Parade on Friday,” said Mrs. Page. “I hope you are all working on your word costumes. Second, please remember to bring your bus money and permission slips for our science museum field trip tomorrow. And third, instead of our usual Monday test, we are going to have a Vocabulary Bee today.“Everyone line up here by the chalkboard, and I’ll choose a word from our list. After I pronounce the word, please spell and define it. If you are correct, go to the end of the line. If you miss the word, please sit down at your desk and look it up in the dictionary. Write the word five times and defineit once.”Starr was first with museum:“M-U-S-E-U-M:a building for exhibiting objects about art or history or science,” she said, and went to the back of the line.Cliff, not a high, steep face of rock, but one very tall boy, answered to the word dinosaur: “D-I-N-O-S-A-U-R:a prehistoric, extinct reptile, often huge,” and he went to the back of the line.I was tenth, and when Mrs. Page called out my word, I spelled: “Capital M-I-S-S, capital A-L-A-I-N-E-U-S,” and added, “the woman on green spaghetti boxes whose hair is the color of uncooked pasta and turns into spaghetti at the ends.”There was a moment of silence in the room. I smiled at Mrs. Page. She waited to see if I would add anything else, and when I didn’t, she grinned. Not smiled—grinned:to draw back the lips and bare the teeth, as in a very wide smile—and the entire class burst into one huge giggling, laughing, falling-down mass of kids. Forest was doubled over. Starr, my best friend, was laughing so hard tears came to her eyes. By now, even Mrs. Page was laughing.Pride goeth before a fall. I was Sage:one who shows wisdom, experience, judgment. Why were they laughing? “Wise-girl-with-words” my dad always called me. Whathad I said? I was beginning to turn red. Red:the color of embarrassment.Finally the room quieted. Mrs. Page opened her dictionary and wrote on the chalkboard:Miscellaneous:adj. 1. consisting of various kinds or qualities 2. a collection of unrelated objectsMy jaw dropped as I looked at the spelling. My eyes bulged as I read the definition. I didn’t bother to tell anyone about my mom and the spaghetti spork and the grocery store. Humbled:aware of my shortcomings, modest, meek,I dragged back to my seat and wrote miscellaneous five times and defined it once. And that’s when I rememberedI had even drawn a picture of the spaghetti box for extra credit. I was devastated:wasted, ravaged. Ruined:destroyed. Finished:brought to an end.CharacterWhat does Sage’s reaction to hermistake tell you about her character?They called me Miss Alaineus for the rest of the day. Sometimes a person couldn’t even get the words out before bending over with laughter. The day took a week to end. When I got off the bus I slumped home—devastated, ruined, finished.I told my mom the whole story, from the kitchen drawer to the grocery store to the Vocabulary Bee. Even my own mother laughed a little at the part about the drawing for extra credit, but at least she stopped fast and said, “You know what I always say . . . There’s gold in every mistake.”Gold?A bright yellow precious metal of great value?Mistake?Something done, said, or thought in thewrong way?“Impossible,” I told her. Impossible:not capableof happening.I couldn’t believe I everhad to go back to school.But the next day we wentto the science museum, and everyone forgot all about Miss Alaineus at the snake exhibit and the dinosaur bone lab. Then the guide said, “Thefield of bone archaeology has been influenced by a wide and unusual array of miscellaneous discoveries around the world.” The class burst out laughing, and the guide was pleasedwith herself for entertainingus so easily. And I knew:to apprehend with certainty, that my mistake was still alive and well, and nothing like gold.After school I lay on my bed and stared at the wall. How could I have beenso stupid?My mom came in andsaid it was time to workon my costume for theVocabulary Parade. Wehad finished the cape forCapable, but I still neededto make the lettering downthe back.“Mom,” I said, “I couldonly be a mistake this year.Miss Stake.”Suddenly I sat up.I looked at my mom. Shelooked at me.I smiled.She smiled.“Sweetheart,” she said,“let’s take another look atthat cape.”35It took the most courage I’ve ever hadto walk out on that stage as Miss Alaineus,Queen of All Miscellaneous Things. Butwhen Mr. Bell read my word and definition,everyone applauded and laughed wildly:in amanner lacking all restraint, and I grinned atmy mom across the auditorium.36Forest came right after me. When hebowed, his Precipitation watering-can hatrained on Mr. Bell’s new suit, and the entireaudience gasped, then cheered when Mr.Bell smiled at his soggy clothes.37To my astonishment:great shock and amazement, I won a gold trophy for The Most Original Use of a Word in the TenthAnnual Vocabulary Parade.So this time Mom was right. There was gold in this mistake.And next year I think I’m going to be . . .38Miss Sterious,Investigator of All Things Mysterious!39Author’s PurposeAuthors of fiction usuallywrite to entertain, but theymay have another purpose.What clues can help youfigure out if Debra Frasierhad more than one purposefor writing Miss Alaineus?A Few Words AboutDebra FrasierDebra Frasier’s fifth-grade daughtersaid to her one day, “Mom, today I figured outthat miscellaneous is not a person.” Herdaughter’s new wisdom gave Debra two gifts:a good laugh and the idea to write Miss Alaineus.Debra says her books take a long time becauseshe loves the creative process. Being creative is nothing new for Debra. As a child in Florida, she used to make collageswith old wood she found on the beach and miles of tape.For the illustrations, Debra again turned to her daughter for inspiration. Papers, glue, scissors, and pencils that were crammed inher daughter’s desk gave her the idea for the story’s school setting.At last Debra had completed a fun adventure about the usually tameworld of vocabulary.Another book by Debra Frasier:Out of the OceanFor more information aboutDebra Frasier visit40Comprehension CheckSummarizeUse your Character and Plot Chart to help you summarize Miss Alaineus. Include only the most important events that lead to Sage’s creativesolution to her problem.Think and Compare1.Miss Alaineus is written from Sage’s point of view. How doesthis help you know what she is like? What words or phraseswould you use to describe her? Use story details in youranswer. Story Structure: Character and Plot2.Reread page 38. What does Sage mean when she says,“there was gold in this mistake”? Use details from the story tosupport your answer. Analyze3.Even the most capable people make mistakes. How do youfeel when you make a mistake? Compare your feelings toSage’s feelings. Analyze4.Why might it be helpful to havea sense of humor when youare trying to solve a problem?Evaluate5.Look back at “The T alentContest” on pages 18–19.How is Danny’s experiencesimilar to Sage’s? Use detailsfrom each selection.Reading/Writing Across Texts1VO`OQbS`>Z]b41)))))) ))The Nationalby Nicole LeeLanguage ArtsGenreNonfiction Articles provideinformation about realpeople, places, or events.Text FeaturePhotographs and Captionsgive visual examplesthat help explain whatthe text states.Content VocabularycompetitionorallyeliminatesDoes the word autochthonous sound familiar? Luckily, toDavid Tidmarsh, it did. David correctly spelled autochthonousto win the 77th National Spelling Bee. David, from South Bend,Indiana, won the spelling championship at age 14. In the finalround of competition, David beat Akshay Buddiga, a 13-year-oldboy from Colorado.42Language Arts) ))))))) ))Welcome to the exciting and intense world of spelling bees.The National Spelling Bee takes place each June in Washington,D.C. The competition has been around for a long time. It beganin 1925 with only nine contestants. In 2004 there were 265contestants ranging in age from 8 to 15. Contestants for theNational Spelling Bee come from English-speaking countries allover the world. Students from Jamaica, Puerto Rico, and evenSaudi Arabia have competed in the National Spelling Bee.It takes a lot of hard work and dedication to advanceto the National Spelling Bee finals. Students spend a lot oftime preparing for competition. The words chosen for thecompetition are chosen from the dictionary by a panel ofword experts. There are more than 470,000 words in thedictionary, and any one of these words could be chosen forthe competition. David spent several months preparingfor the finals. He spent many hours studying a dictionary,and a list of 10,000 words that he created. Fortunately forDavid, autochthonous was one of the words on his list. AfterDavid won he said, “I was just hoping I got a word I studied.”Spelling contestants spend months poring over the dictionary.43))))))))))The purpose of the National Spelling Bee is to encouragestudents to improve their spelling, broaden their vocabularies,and develop correct English usage. During round one of thechampionships, the spellers have to take a 25-word written test.In round two, each student spells a word orally. Next, the judgesscore the students. The top 90 students move on to round three.Any mistake during round three or the later rounds eliminates thespeller. Some of the words that David had to spell before the 15thand final round were gaminerie,arete,balancelle, and sumpsimus.a r e t e Intense momentson David’s road toV-I-C-T-O-R-Y!Akshay (left) andDavid anxiouslyawait their turns./44))) )))Find out more about the National Spelling Bee atConnect and Compare1.Look at the photo of the spellers sitting on the stage.What feelings do you think the contestants experiencedduring the competition? Photographs and Captions2.What advice do you think David would give to someonewho wanted to enter a spelling bee? Evaluate3.Think about this article and Miss Alaineus. Compare howSage prepared for the vocabulary bee and David preparedfor the spelling bee. Reading and Writing Across TextsLanguage Arts ActivityDoes your state have spelling bees? Researchspelling bees in your state and write a paragraphabout what you need to do to enter a localspelling bee.Spellers qualify for the finals by winning locally sponsoredspelling bees in their home communities. Qualifying for thenational competition is a significant accomplishment. Everystudent who advances to the national competition is awardeda prize. The champion gets $17,000, a set of encyclopedias, anengraved trophy, and several other prizes. When asked what hewould do with the prize money, David said, “I might put it in asavings account,” and “I’ll probably take a little and spend it atthe mall.”a u t o ch t h o no u sg a m i n e ri e45I use supporting details to add information about mytopic sentence.My topic sentence is a clue that practicing spelling words is the main idea of the paragraph.Al w ay s n e Hu nd re d P er ce nt by Chr isti na M.6LCN? <ION ;2"'..+".-3$23Writer’s CraftA Good ParagraphA good paragraph has atopic sentence that letsa reader know what thesubject of the paragraphwill be. Supporting detailsadd information aboutthe subject.Every Friday morning my friends and I siton the rug in class and practice our spellingwords before the weekly test . We have acontest to see who can spell the words thefastest . One of us sits in our teacher ’s chairand reads the spelling words . Whoever slapsthe floor first gets a two-second head startspelling the word .A few weeks ago , Miguel had been readingthe words , and Kevin and I were spelling them .For one of the words , I lifted my hand in sucha hurry that it flew back and hit my nose . Weall laughed hysterically . Miguel laughed so hardhe fell out of the teacher ’s chair , and thatstarted us laughing all over again .Our weekly contest works out well evenwhen nothing funny happens . We get onehundred percent on our spelling tests ! Youshould try it . It ’s a fun way to studyspelling words .46Writer ’s ChecklistIdeas and Content: Are my ideas clear?Organization: Did I use a topic sentence to create a strong beginning for my paragraph ?Voice: Do the details tell how I feel? Do they make my writing sound like something I would have written?Word Choice: Did I choose strong words to tell what is happening?Sentence Fluency: Did I join related sentences to make compound sentences?Conventions: Did I capitalize proper nouns? Did I check my spelling?Your TurnWrite two or three paragraphs about a school contest that you have entered or that you would like to enter. T ell aboutwhat happened to you and how youfelt. Be sure to use a topic sentence and supporting details in each paragraph.Use the writer’s checklist tocheck your writing.47。
美国加州教材G1简介及开班信息
美国加州教材G1简介及开班信息因为有个小学二，三年级的孩子的班要升级了，有个妈妈极力推荐这套教材，以前这套教材我也经常听其他妈妈说过，因为，我一直以为没有这套教材没有音频，所以，就一直被我否定了，因为，我一直都是认为，孩子学英语，无论是在什么样的阶段，孩子的听力训练是首当其冲的。
所以，当这位妈妈跟我说，这套教材配有原版音频时，我才钻了进去，越钻进去，越发现这是一套非常庞大的教学系统。
这一套教材我足足花了三个星期，看完整套K级到G7级别，越看越觉得里面深不可测。
越来越感觉自己给金金学的东西太少了，太单一了。
越看，越有更深的领悟。
这一位妈妈说，你要不然先开着，边开边琢磨，我说，这那行啊，首先我得知道里面是一个什么样的逻辑，什么程度，我才能知道适合什么样的孩子呀，要把这一套庞大的教材系统用书面语言写出来，真的很男难写哈，因为知道，这套教材的，都说好，但是好在什么地方？一般的妈妈，估计还没认真看过。
因为太庞大了。
给我的感觉是：这套教材编排的非常有条理，知识点是慢慢而系统的渗透，而不是像咱们的英语教材，这一章节讲这个知识点，到下一章节的时候的内容就跟前一章节就没有任何联系了，但这套教材是：这个章节讲过的东西，到下一章节还会给你渗透，但又不是单纯的复习，而是把旧的内容放到新的内容里去。
我觉得，这一点，太适合咱们的孩子了，咱们本身是属于第二语言的孩子，就是需要反反复复的练习，才能培养出语感。
这套教材内容包罗万象，五花八门，上通天，下通地，中间回顾历史，审视现在，探究将来，这一点，大家都有共识了哈。
尝试过好多种方式，想要把我所理解的写出来，但是，感受颇多，无法综合，最后，想到哪儿，写到哪儿把。
大家就凑合着看一个大概，最起码，大家以后自己真真切切要用到这套教材的时候，有个印象也不错哦。
还是，从咱们学第二语言的角度来说把。
这套教材是从K级，从美国的幼儿园级别开始的，但是国内有的机构竟然把这套教材也用在了国内相同年龄没有任何英语基础的孩子生上，我觉得这太不可思议了。
Treasures 1 UNIT 1
Pam & Sam F ANTASY RL ____MCS Macmillan/McGraw-Hill2009-2010 Pacing Plan1ST G RADETheme:All About UsU NIT 1--W EEK 1Big Idea:The things we like to do help to make us who we are.Planning/Comments:Vocabulary •Phonemic Awareness: (WA1.4, WA1.8)Listen for Short /ă/PhonemicIsolationPhonemicBlendingPhonemicSegmentationIdentifyRhyme•Phonics / Word Study: (WA1.10)Short/ă/•Vocabulary: (WA1.11)High Frequency Words-jump, not, up•Comprehension: (LR3.1, RC2.4)Strategy: Story StructureSkill: Character & SettingText Feature’s PhotographsCriticalThinkingGraphic Organizer: Character Chart•Fluency: (WA1.16, WA1.10)Intonation/RepeatedReadingsBuild Fluency:Word AutomaticitySound/SpellingConnected Text•Spelling: (LC1.8)Words with short /ă/: man, ran, can,cat, hat, mat, not & up•Grammar: (LC1.7, LC1.1)SentencesSentence Capitalization•Writing: (WAP2.1, WS1.2)Personal Narrative(When something is personal, it has to do with yourself. Whenwe write sentences about ourselves and put those sentencestogether, it is called Personal Narrative.)Building Robust Vocabulary(LAS1.1)unique, interior, cheerful,genuine, preferDay 2, 3, 4Day 5: Review/AssessContent Vocabulary(RC2.7)shelter, energy, breatheDay 3 (Content Big Book)Focus on Vocabulary(LAS1.1)watch, activeDay 4 (Read Aloud) Formative Assessments Options Spelling Words:WA (word analysis) RC (comp) LR(lit resp.) WS (writing strategies )LC (written and oral lang. conv.) WAP (writing appl.)1.11.21.31.41.51.61.71.81.91.101.111.121.131.141.151.162.12.22.32.42.52.62.73.13.23.33.43.53.63.71.11.21.31.41.51.61.11.21.31.41.51.61.71.82.12.22.32.4(TE pg. 33 K)1. Short /ă /2. High – Frequency Words3. Character/Setting4. Sentences5. Selection/Fluency Texts(Found in California Program Monitoring Assessment Book)manrancancathatmathotupI Can, Too!Fiction RL ____MCS Macmillan/McGraw-Hill2009-2010 Pacing Plan1ST G RADETheme:Ready, Set Move!U NIT 1–W EEK 2Big Idea:Physical activity is an important part of our lives.P lanning/Comments:Vocabulary •Phonemic Awareness: (WA1.4, WA1.8)AlliterationPhonemeCategorizationPhonemeBlendingPhonemeSegmentation•Phonics / Word Study: (WA1.10)Short/ă/•Vocabulary: (WA1.11, WA1.16)High Frequency words: it, over, too•Comprehension: (RC2.1, RC2.4)Strategy: Analyze Story StructureSkill: Sequence of EventsReview Skill: Character/SettingText Feature: LabelsCriticalThinkingGraphic Organizer: Sequence Chart•Fluency: (WA1.16)Sound/SpellingWordAutomaticityPhrasingConnectedText•Spelling: (LC1.18)Words with short t /ă/•Grammar: (LC1.1, LC1.5)WordOrderMechanics: Sentence Punctuation•Writing: WAP2.1, W1.12)InteractiveWritingPersonnelNarrativeWriting Trait: IdeasBuilding Robust Vocabulary(LAS1.1)energy, exhausted, express,movements, stretchDay 2, 3, 4Day 5: Review/AssessContent Vocabulary(HSS 5.3)traditionDay 3 (Content Big Book)Focus on Vocabulary(WA1.16)imagine, curiosityDay 4 (Read Aloud) Formative Assessments Options Spelling Words:WA (word analysis) RC (reading comp.) LR(lit. resp.) WS (writing strategies) LC (written and oral lang. cov.)WAP (writing appl.)1.11.21.31.41.51.61.71.81.91.101.111.121.131.141.151.162.12.22.32.42.52.62.73.13.23.33.43.53.63.71.11.21.31.41.51.61.11.21.31.41.51.61.71.82.12.22.32.4(TE pg. 61K)1. Sequence of Events2. High Frequency Words3. Short /ă/4. Word Order5. Selection/Fluency Tests(Found in California Program Monitoring Assessment Book)dadsadnaptapsackbackmancatittooHow You Grew NonfictionRL ____MCS Macmillan/McGraw-Hill2009-2010 Pacing Plan1ST G RADETheme:Growing UPU NIT 1--W EEK 3Big Idea:We have changed a lot since we were babies.Planning/Comments:Vocabulary •Phonemic Awareness: (WA1.5, WA1.8, WA1.7)Contrast Vowel SoundsPhonemicSubstitutionPhonemicBlendingAlliterationPhonemicSegmentation•Phonics: (WA1.10)Listen for short /ĭ/•Vocabulary: (WA1.11)High Frequency Words – be, ride, run•Comprehension:(RC2.1, RC2.2)Strategy: Analyze Text StructureSkill: Sequence of EventsSpiral Review Skills: What is nonfiction?Research/Study Skills: Book PartsTest Strategy: Right ThereGraphic Organizer: Sequence Chart•Fluency: (WA1.16)Intonation/RepeatedReadingsBuild Fluency: AutomaticallySound/SpellingConnected Text•Spelling: (LC1.8)Words with Short /ĭ/ - pin win, hit , sitmiss, kiss, sad, nap, be, run•Grammar/Mechanics: (LC1.4, LC1.7, LAS1.2)StatementsCapitalizationSentencePunctuationStatements•Writing: (WAP2.2, WS1.2)DescriptiveSentences(When we describe something, we tell more about it.)Building Robust Vocabulary(LAS1.1)change, learn, adult, imitate,practiceDay 2, 3, 4Day 5: Review/AssessContent Vocabulary(RC2.7)rights, responsibilitiesDay 3 (Content Big Book)Focus on Vocabulary(LAS 1.1)shrink, varietyDay 4 (Read Aloud) Formative Assessments Options Spelling Words:WA (word analysis) RC (reading comp.) LR(lit. resp.) WS (writing strategies) LC (written and oral lang. cov.)WAP (writing appl)1.11.21.31.41.51.61.71.81.91.101.111.121.131.141.151.161.172.12.22.32.42.52.62.73.13.23.33.43.53.63.71.11.21.31.41.51.61.11.21.31.41.51.61.71.82.12.22.32.4(TE pg. 77 M)1. Sequence of Events2. High Frequency Words3. Short / ĭ /4. Statements5. Selection/Fluency Tests(Found in California Program Monitoring Assessment Book)pinwinhitmisskisssadnapberunFLIP FantasyRL ____MCS Macmillan/McGraw-Hill2009-2010 Pacing Plan1ST G RADETheme:PetsU NIT 1--W EEK 4Big Idea:We love and care for our petsPlanning/Comments:Vocabulary •Phonemic Awareness: (WA1.4, WA1.7, WA1.5)PhonemicSegmentationPhonemicDeletionPhonemicCategorizationPhonemicBlending•Phonics / Blends: (WA1.10)IL/Blends•Vocabulary: (WA1.11)High Frequency Words – come, good, pull, down•Comprehension: (RC2.7, LR3.1, WA1.11,WA1.17,LR3.3)Strategy: Analyze Story StructureSkillPlotSpiral Review: Compare Fiction and NonfictionCriticalThinkingText Features: ListsGraphic Organizer: Story Map•Fluency: (WA1.16)Intonation/RepeatedReadingsBuilding Fluency: Word AutomaticitySound SpellingConnected Text•Spelling: (LC1.8)Wordswith/r/ blends•Grammar: (LC1.4, LC1.1)Questions and ExplanationsSentences•Writing: (W1.12, WS1.2, LC1.1)DescriptiveSentences(Descriptive words are words that tell about something orsomeone.)Building Robust Vocabulary(LAS1.1)adorable, dear, needs,sensible, trainDay 2, 3, 4Day 5: Review/AssessContent Vocabulary(LAS1.7)traditionsDay 3 (Content Big Book)Focus on Vocabulary(LAS 1.5)adult, change, imitate, learn,practiceDay 4 (Read Aloud) Formative Assessments Options Spelling WordsWA (word analysis) RC (reading comp.) LR(lit. resp.) WS (writing strategies) LC (written and oral lang. cov.)WAP (writing appl.)1.11.21.31.41.51.61.71.81.91.101.111.121.131.141.151.161.172.12.22.32.42.52.62.73.13.23.33.43.53.63.71.11.21.31.41.51.61.11.21.31.41.51.61.71.82.12.22.32.4(TE pg. 105 K)1. / L / Blends2. High-Frequency Words3. Plot: Beginning / Middle / End4. Descriptive Sentences5. Selection/Fluency Tests(Found in California Program Monitoring Assessment Book)clipslipflagblackplanwinsitcamegoodReview and Assess RL ____MCS Macmillan/McGraw-Hill2009-2010 Pacing Plan1ST G RADETheme:Playing TogetherU NIT 1--W EEK 5Big Idea:Show what you know.Planning/Comments:Vocabulary •Phonemic Awareness:(WA1.4, WA1.9,A1.7, WA 1.8)PhonemeCategorizationPhonemeSegmentationPhonemeDeletionPhonemeBlending•Phonics: (WA1.11)EndBlends•Vocabulary: (WA1.11)High Frequency Words: help, now, use, very•Comprehension: (LR3.2, RC2.7)Strategy: Analyze Text StructureSkill: Author’s PurposeSpiral Review Skill: NonfictionLiteracy Element: RhymeCriticalThinkingGraphicOrganizer:•Fluency: (WA1.16)Phrasing/RepeatedReadingsBuilding Fluency: Word AutomaticitySound/SpellingConnected Text•Spelling: (LC1.8)EndBlends•Grammar: (LC1.4)WritingSentencesSentencePunctuation•Writing: (WS1.1, WAP2.2, LC1.1)PersonalNarrative(A Personal Narrative is a story about youself. It tells about whoyou are and what you do.)Building Robust Vocabulary(LAS1.1)admire, offer, charity,challenging, focusDay 2, 3, 4Day 5: Review/AssessContent Vocabulary(WA1.7)declaration, independence,document, symbolDay 3 (Content Big Book)Focus on Vocabulary(LAS 1.1)chorus, backsideDay 4 (Read Aloud) Formative Assessments Options Spelling Words:WA (word analysis) RC (reading comp.) LR (lit. resp.)WS (writing strategies )LC (written and oral lang. cov.) WAP (writing applicatio n)1.11.21.31.41.51.61.71.81.91.101.111.121.131.141.151.161.172.12.22.32.42.52.62.73.13.23.33.43.53.63.71.11.21.31.41.51.61.11.21.31.41.51.61.71.82.12.22.32.4(TE pg. 131 K)1. Final Blends2. High-Frequency Words3. Author’s Purpose4. Sentences5. Selection/Fluency Tests(Found in California Program Monitoring Assessment Book)landsandfastpastsinksingflipblackveryuseReview and AssessRL ____MCS Macmillan/McGraw-Hill2009-2010 Pacing Plan1ST G RADETheme:U NIT 1--W EEK 6 Show What You Know.•Comprehension:Spiral Review/Share your ThinkingSequenceSettingCharacterCriticalThinkingPhotographsLabelsBefore Reading a Passage•Review:“Jill and Nat” (Fiction)“Cats and Dogs” (Nonfiction•Writing:PersonalNarrative:Read Like a WriterDiscuss the FeaturesPre-writeDraftEvaluate/ReviseProofread/EditWrite on DemandPreparetoWriteAfterWriting•Computer Literacy:Using the Mouse•Theme Project Wrap Up:Research/InquiryPlanning/Comments: Formative Assessments Options Spelling Words:WA (word analysis) RC (reading comp.) LR(lit. resp.) WS (writing strategies) LC (written and oral lang. cov.)WAP (writing application)1.11.21.31.41.51.61.71.81.91.101.111.121.131.141.151.161.172.12.22.32.42.52.62.73.13.23.33.43.53.63.71.11.21.31.41.51.61.11.21.31.41.51.61.71.82.12.22.32.4Unit 1 Assessment (TE pg. 137 M) Includes:ReadingComprehensionLiteracyResponse/Analysis WordAnalysis/VocabularyWritten Usage ConventionsWritingStrategiesOralFluency。
加州教材treasures美国加州语文Treasures教材详解
加州教材treasures 美国加州语文Treasures教材详解加州教材treasures 美国加州语文Treasures教材详解大名鼎鼎的加州语文Treasures 是一套难得的兼具权威性、经典性和系统性的英语学习教材，适合小学生和初中生作为课外学习资料长期使用。
加州语文(California Treasures)是美国小学所使用的原版同步系列语文教材，由全球顶尖的教育出版公司Macmillan“英国麦克米伦”和McGraw-Hill“美国麦克劳希尔”联合出版。
这套教材是专门针对以英语为母语的学生设计、编排的。
是美国加州教育部门用于课堂正式教学的语言+文学课程，每个年级的教学资源都是根据这个年龄段学生的心智和能力编排的。
1TreasuresVS.Wonders由于奥巴马政府推行的教改， Reading Wonders 替代了 Treasures，成为目前美国小学语文教材。
那么这两套教材有什么区别，我们中国孩子更适合用那一套呢,关于这个问题，很多经验丰富的家长们已经做过大量对比，各种观点都有，感兴趣的朋友可以去做些深入了解。
我们对照了 Treasures 和 Wonders，发现两者一个比较大的区别是这样的:Treasures 更侧重于阅读，教材内容的体裁有:纪实文学、小说、诗歌……而 Wonders色彩艳丽，内容图片卡通，容易吸引孩子目光。
Treasures 的 Student Book 结构是这样的:每个级别有6个单元，一个单元下有6个阅读主题，每个主题下有一长两短共3篇课文(主题阅读、单词阅读、延伸阅读);此外，每个主题下配有一页阅读理解引导，和一页写作指导。
总之，一个主题的三四十页中，阅读量很大。
这是 Treasures 一个单元的目录Wonders 把主体教材(Student Book)分为两大部分:Reading/Writing Workshop (语文读写练习)Literature Anthology(文学精萃)对比一下，这是 Wonders Workshop 其中一个单元的目录 ...总体而言， Wonders 的课文难度比 Treasures 略低(两者绝大多数课文不重复)，但在拼写和写作上稍难于 Treasures;此外，Wonders 是为电子化而设计，过于模式化、电子化，缺少文化、艺术韵味，但是色彩艳丽，内容图片卡通，容易一下子吸引孩子。
美国加州小学教材Treasures课程说明
【自然观察】：.鸟.垃圾地回收利用；.关于天气；.科学家都做些什么；.我最喜欢地故事，寓言故事文档来自于网络搜索
【生活探险】：.表达自己，关于艺术作品；.游戏中地科学知识；.小小发明家；.我可以做到：我地学习过程；.植物地成长过程文档来自于网络搜索
California
教材介绍：
美国小学语文系列教材，是美国小学生所使用地同步教材.教材很具引导性，每个年级地教材均有六个单元.教材结构以主题（问题）引入，词汇学习，阅读理解，扩展实践和写作练习为主线，引导学员逐步学会运用新学地单词和句型.一年级教材内容简单，阅读是以图文结合地故事方式展现，每个句子都很简短易懂.一年级教材共六个单元，每单元有五个主题.本级教材内容文档来自于网络搜索
课程目标：
朗读：
用恰当地节奏、语调和表达方式，准确流畅地大声朗读课文.
词汇语法：
词汇：教材中出现地常见词汇和扩展词汇
地第一册主要涉及地相关语法知识总结如下：
一年级语法
词法
句法
（词序）
（情态动词）
（陈述句）
（疑问句）
（感叹句）
（名词）
（名词复数）
（不规则名词复数）
（专有名词）
（动词）
（动词地现在式）
（动词地过去式）
（与有关地缩写）
（一般现在时）
（一般过去时）
（句子地合成）
,（是）
,（有）
（现在进行时）
（形容词）
（形容词地比较）
（颜色地词）
（数词）
（同义词）ቤተ መጻሕፍቲ ባይዱ
中美小学母语教材中阅读力培养比较--以加州《Treasures》与统编本为例
772019.10•小学（西南大学文学院，重庆 400715）一、统编本以双线组织单元1.统编本三年级上册“双线组元”概述。
统编本三年级上册分为8个单元，共有27篇课文，其中包括20篇教读课文和7篇自读课文，在部分课文后设有“阅读链接”栏目；8个单元中分设了7个“语文园地”，但是“习作”与“口语交际”从“语文园地”中分列出来，分别有8次和4次练习编排。
本册书最后的3个附录表分别是《识字表》《写字表》《词语表》。
统编本三年级上册教材的人文主题分别是：学校生活、金秋时节、童话世界、祖国河山、我与自然、美好品质；并包含两个特殊单元，分别为“策略单元：预测”和“习作单元：观察”。
各单元人文主题与语文要素设置如表1。
统编教材相较于以往各个版本的小学语文教材，在结构上发生了明显的变化，由之前的按“内容主题”组织单元结构，变为按照人文主题与语文素养这两条线索对整册教材和每个单元选文进行编排。
按人文主题组织单元，即要求一个单元中的课文都能大致体现相关的主题，形成一条贯穿全套教材的显性线索。
例如，统编本三年级上册的课文就贯穿起了“人与自我”“人与自然”“人与社会”这条主题线索。
同时教材又按照语文素养这条隐性线索进行编排，即将语文素养的各种基本要素，包括基本的语文知识、必需的语文能力、适当的学习策略和良好的学习习惯，分成若干个知识点或能力训练点，由浅入深、由中美小学母语教材中阅读力培养比较——以加州《Treasures》与统编本为例◎岑佳怿 荣维东摘 要：阅读力是对所读文本的理解、运用、反思的能力，是教育力、文化力、思想力的一部分。
阅读能力的高低决定了个人语言能力、理解能力、交际能力、学习能力的高低，而母语教材正是培养学生阅读力的重要依托。
文章以美国加利福尼亚州母语教材《Treasures》Grade 3与中国统编本三年级上册教材为例，对两本教材在培养学生阅读力方面的设计与研制，进行简要的对比分析。
进而提出我国统编教材可以在“三位一体”与“双线组元”的基础上，借鉴美国教材以螺旋式上升的方式在每个单元主题中循序渐进地培养学生阅读力的经验。
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California Treasures Grade 1
教材介绍：
美国小学语文系列教材，是美国小学生所使用的同步教材。
教材很具引导性，每个年级的教材均有六个单元。
教材结构以主题（问题）引入，词汇学习，阅读理解，扩展实践和写作练习为主线，引导学员逐步学会运用新学的单词和句型。
一年级教材内容简单，阅读是以图文结合的故事方式展现，每个句子都很简短易懂。
一年级教材共六个单元，每单元有五个主题。
本级教材内容
主要包括：
【All about us关于我们】：1.认识我自己，你很特别；2.我和朋友的关系；3.我的成长过程；
4.我和小动物；
5.团体合作
【Outside my Door我的周围】：1.动物的家，引入家庭的概念；2.帮助他人，劳动的收获；
3.观察自然，动物们在哪里住？
4.和朋友们一起的快乐时光；
5.让你开怀一笑的有趣故事，用上你的想象力
【Let's Connect联合拓展】：1.成为朋友；2.世界各地的小朋友都在玩什么？孩子也可以做的事情；3.自然观察：我和我的影子；4.我的家庭；5.和家人一起的时刻
【Nature Watch自然观察】：1.鸟2.垃圾的回收利用；3.关于天气；4.科学家都做些什么；5.我最喜欢的故事，寓言故事
【Adventures All Around生活探险】：1.表达自己，关于艺术作品；2.游戏中的科学知识；3.小小发明家；4.我可以做到：我的学习过程；5.植物的成长过程
【Let's Discover发现探索】：1.昆虫的世界；2.太空探索；3.动物观察：动物是如何长大的；
4.不同种类的工作，建立平等的工作观；
5. 不同类型的建筑
从认识自己，到周围的家人，朋友，身边的世界，自然；从对个体的尊重，到对群体的探索，加州小学教材从一年级的编排中就很全面地向孩子们展现了这个世界。
激发孩子对自我和周围关系，环境的积极参与和探索，引导建立正确、健康的价值观。
学完整套教材可以为您的孩子参加SSAT 或者SAT 打下很好的基础。
教材特点：
California Treasures Grade1共6个单元，每个单元5个主题，每个主题都有5个部分，分别为：Talk About It（一起讨论），Words to Know（词汇学习），Comprehension（阅读理解），Science/Social Studies（扩展实践），Writing（写作）每个部分都有清晰的目标，让孩子口语表达，词汇文法，阅读理解及写作有一个综合的提升。
同时Science/ Social Studies的部分，增强孩子的实践能力，扩展课外知识，提升品格塑造。
是一本不可多得的高素质综合性教材。
课程目标：
朗读：
用恰当的节奏、语调和表达方式，准确流畅地大声朗读课文。
词汇&语法：
词汇：教材中出现的常见词汇和扩展词汇
Treasure的第一册主要涉及的相关语法知识总结如下：
阅读理解：
1）使用基本的语法复述故事，并且通过回答“谁（人物），什么事情（事件），什么时候（时间），在哪里（地点），怎样发生的”等问题理清故事的概要； 2）正确回答课后问题，并能进行相关讨论互动。
写作：
1）用完整连贯的句子进行写作；
2）写作中正确使用标点符号和大小写的基本规则；
3）可以始终围绕一个主题进行陈述；会使用简单的连接词；谈论人物，地点，物品和事件时可以使用描述性词汇。
课程时长：
Treasures 一个主题分4个课时（30分钟一次）完成，一年级共30个主题，共120课时，大概9个月-1年的课程可以充分完成一级。
Unit
Grade1 Grammar
一年级语法
morphology 词法
Syntax 句法
Unit1
Word order （词序）
Modal verbs （情态动词）
Statements （陈述句） Questions （疑问句） Exclamations （感叹句）
Unit2
Nouns （名词）
Plural Nouns （名词复数）
Irregular plural nouns （不规则名词复数） Proper nouns （专有名词）
Unit3
Verbs （动词）
Present tense verbs （动词的现在式） Past tense verbs （动词的过去式）
Contraction with not （与not 有关的缩写） Present tense （一般现在时） Past tense （一般过去时）
Sentence Combining （句子的合成）
Unit4
Was, were （是） Has, have （有）
Present continuous tense （现在进行时）
Unit5
Adjectives （形容词）
Adjectives that compare （形容词的比较） Colour words （颜色的词）
Number words （数词）
Synonym （同义词） Antonym （反义词）
Unit6
Pronouns （代词） I, me （我）
Sentence Combing ：subjects, predicates （句子构成：主语、谓语）。