美国加州小学教材Treasures课程说明
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。
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。
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。
美国儿童英语教材
中文名: 儿童英语加州小学+中学教材英文课本:语文数学科学K-6年级含点读版(PDF内嵌音频)练习册教师书教学大纲英文名: California Treasures文字语言: 英文地区: 美国对白语言: 英语资源格式: 压缩包发行日期: 2010年简介: 部分文字目录--课文，PDF文档，没有内嵌音频,共1-6级Treasures.Grade.1.rar 54.3MBTreasures.Grade.2.rar 52.1MBTreasures.Grade.3.rar 43.1MBTreasures.Grade.4.rar 67.5MBTreasures.Grade.5.rar 49.8MBTreasures.Grade.6.rar 98.0MB--课文的独立音频，可复制到MP3机器，与课文同步收听Treasures Grade 1_Audio.rar 113967 KBTreasures Grade 2_Audio.rar 229086 KBTreasures Grade 3_Audio.rar 289480 KBTreasures Grade 4_Audio.rar 265074 KBTreasures Grade 5_Audio.rar 213548 KB--课文+音频的同步阅读版（即点读版，是本地FLASH版，不用联网，本地打开即可使用。
非EXE打包版）本地FLASH版Treasures Grade 1点读版(本地Flash版).rar 241MBTreasures Grade 2点读版(本地Flash版).rar 360MBTreasures Grade 3点读版(本地Flash版).rar 455MBTreasures Grade 4点读版(本地Flash版).rar 413MBTreasures Grade 5点读版(本地Flash版).rar 332MB使用方法：以Grade 1为例，解压后执行treas_g1.html即可，其它级别以此类推--科学，PDF文档，没有音频，但是后面科学的FLASH中有音频，二者基本是吻合的，而且可以从Flash中提取音频。
加州语文Treasures课程介绍
课程费用
学员3--6人小班授课 课程名称 课时数 有效期 3--6个月 教师 欧美外 教 课程单价 150元 课程总价 3600元
4人小班课 24节 （60分钟/节）
一对一（精深版）
课程名称
1对1精深 版
课时数
24节
有效期
3--6个月
教师
欧美外教
课程单价
250元
课程总价
6000元
Thank you!
外教风采
Maciej Bosak 研究生毕业于美国茱莉亚音乐学 院,曾任教清华国际学校,有十多 年音乐教学经验,现任中学国际部 音乐教师,教学科目: 钢琴, 小提琴, 大提琴, 单簧管。他擅长针对学 生的音乐水平，因材施教，指导 学生参加音乐演出或是国际考级， 全英教学过程，不仅提高音乐水 平，也能练习到英语口语。
G2 Book1--book2
Level 3 12--15
能较流利地用英 文交流，熟练使 用四大时态（一 般现在时/过去时/ 将来时+现在完成 时）和简单的名 词性从句来表达 自己的观点。
Level 1 5--9
能简单进行会话 交流，熟练使用 如肯否定句、一 般疑问句和特殊 疑问句等基本句 型完整地表达自 我。
零基础的孩子建议先学习自然拼读法，如果有一定语音词汇基 础的孩子适合从G1开始，年龄适合5----15岁的孩子。
加州语文(Treasures)外教精讲班课程总体系
Volume GK Book1--book2
Level Age
参考标准
G1 Book1---book5
Level 2 10--11
能较自信地用英文进行交 流，熟练使用三大时态 （一般现在时/过去时/将来 时）和多样的句式结构就 某一熟悉的话题进行陈述。
加州新版Wonders VS 老版教材Treasure
加州新版Wonders VS 老版教材Treasure中国的基础教育这些年似乎得到了某种程度的认可，数学教学模式甚至出口到了老牌的资本主义国家英国去了。
然而在拥有了这套教材的所有权后，我们深深地觉得关于英文教学这块还有极大的上升和学习空间！自从加州的新版教材wonders推出后，新旧版本有什么区别，哪个更好的问题不绝于耳，网络上也经常可以看到各式文章总结归纳两者的区别。
那么今天，我就把treasure和wonders的G3课本打开比较一番，现在来说说我看到的不同：（请注意，比较均基于G3课本而进行，低年级课本设置可能会有所不同）1、课文编排设置Treasure:每个主题分为一篇简短的课文，一篇fiction较长的课文，一篇nonfiction简短课文。
Wonders:它设置了主和辅两种教材Literature Anthology文学赏析和Reading writing workshop阅读写作教材（下面简称“读写教材”），主教材Reading writing workshop阅读写作教程每课只设有一篇长课文。
在Literature Anthology文学赏析教材里主题单元完完全全按照主教材编排，每课各有一篇长课文和一篇短课文。
基础一般的学生可以只选用读写教材，基础好的可以两者配合着使用，一个做精读，一个做泛读、拓展阅读。
2、词汇Treasue: 每课一开始设有一个词汇框，列上本课的单词，没有注解和例句。
课文中这些词汇都会很明显的标出。
wonders: 读写教材每课专门设立了一个词汇版块，对词汇配上例句和图解，方便孩子自学。
课文中词汇仍会明显标出。
文学赏析教材里对应的课文也是用来巩固这些词汇，并在文中高亮显示。
3、阅读理解和主题写作版块Treasure: 侧重于阅读后整体上的理解。
Wonders:增加了阅读理解与技巧归纳讲解以及词汇语法相关的内容讲解部分，这部分新内容的设置对我们是极为有用的，也是我对于新版教材里最喜欢的地方。
美国写作策略知识教学对我国的启示——基于对Treasures二年级教材的分析
本版编辑/张倩I讲座I美国写作策略知识教学对我国的启示----基于对Treasures二年级教材的分析◎何俊荣维东（西南大学文学院，重庆400715）摘要：写作策略性知识为学生在写作过程中自觉选择和运用写作策略并适时监控、评价自己的行为提供了帮助，能够有效地提高学生的写作水平，应当在写作教学中受到重视。
参考Treasures—年级教材中有关写作策略知识教学的特点，得出三条有关我国写作教学的启示：建构自评体系，引导学生自我反思；教师将写作策略知识从无意识提升到有意识层面；创设情境任务，运用写作策略。
关键词：Treasures教材写作策略情境元认知美国加州小学语文Treasures教材是加州教育系统用于课堂教学的主要课本。
教材精选了各种阅读资源，还包括了许多非常经典的绘本，主题以及相关的学习内容由儿童教育专家精心挑选并按照循序渐进的要求编排，学生的学习资源都是根据这个年龄段孩子的心智和阅读水平来安排，教材的结构十分合理。
通过采用话题组合的形式编排教学内容，很好地确保了知识的连贯性与丰富性。
教材共分为六册，每个年级一册，本文所研究的二年级教材共有三个单元，每单元下设五个话题，围绕话题，会提供相关的选文供阅读学习，还会有写作和听说训练。
每个话题里面的阅读、写作、听说训练并不分裂，它们相互联系，共同构建训练学生听说读写能力的学习系统。
在本教材中，可以很清晰地看到他们对教学写作策略的重视，通过分析美国教材如何教学写作策略知识，将对我国写作教学有一定的启示。
一、写作策略在我国运用的现状写作在语文学习中占有重要地位，但是从目前的情况来看，写作教学在各阶段语文教学中都是一项老大难问题，教师没有系统的教学方法，学生不愿意写、害怕写，写作流于程序，给师生留下了枯燥无意义的印象。
其实，学生很难写出高水平的作文，主要是由于学生不能有效应用写作策略导致的。
将写作策略应用到教学中，教师有意识地引导学生制定作文计划，合理安排作文时间，逐步提高学生的自我监控能力，让学生能够结合具体的活动来调控自己的写作过程，可以有效提高学生的写作水平。
美国加州小学教材语文Treasure家长使用手册
Treasures Grade One Class Explanation(一年级课程说明)Objective:（目标）The Treasures curriculum is a Language Arts curriculum adopted by California's State Department of Education. It is an integrated reading and writing program where students will learn the skills of studying English as well as content. The program emphasizes interactivity, understanding of the content, writing, and oral English practice. It has been adopted by bilingual schools in Shanghai and is very popular with students who do not speak English as a first language.Treasures课程是一门由加利福利亚州教育部门采纳的语言艺术课程。
它由阅读和写作课程组成，通过这课程学生将会掌握到英语的学习技巧以及阅读和写作能力的提高。
课程的重点在课堂互动，内容的理解，写作以及口语练习。
该课程已被上海的双语学校所使用，在非英语母语的学生中广受欢迎。
In this grade one class, students will learn basic phonics (long and short vowels, consonant, blending sounds), writing in different styles (penmanship, personal narrative, descriptive writing, persuasive writing, journal, summary), vocabularies (how to make association between new and old words, how to improve words retention, how to understand new words in context), grammar (understanding a sentence, verb to be, nouns, synonyms and antonyms, proofreading), reading (reading and identifying different types of stories, story elements, analyzing a story with different comprehension skills), and oral English (communicating in English, public speaking, giving short presentations)在一年级，学生们将会学习基本的语音（长元音，短元音，辅音，），几种不同的写作方法（书写技巧，个人叙事体，描述性写作，说服性写作，日志，总结），单词（如何将生词与旧词联系起来，如何改善单词记忆力，如何理解课文中的生词），语法（理解句子，Be动词，名词，同义词，反意思，改错），阅读（阅读和认识故事的差异性，故事素材，运用综合技巧分析故事），以及口语（用英语交谈，演讲，做简短陈述）Materials教材)The class uses the Treasures Grade one textbook and workbooks (spelling, grammar, practice). These books are published by Macmillan/ McGraw-Hill. Supplementary readings and exercise materials will be provided.这个班将会使用Treasure课程一年级课本和练习册（拼写，语法，练习），均由麦克米兰/麦格劳-希尔出版社出版。
美国加州小学教材语文学习心得
免费英语水平测试，英语公开课试听关于“加州教材”的使用建议关于“加州教材”的使用建议，听听别人说的，学习一下~加州教材是是什么？这套教材语文是 TREASURES，科学是美国加州系统用的 California Science, 是由Macmillan 和 McGraw - Hill 两大教育巨头出版公司共同出版的教科书。
是加州教育系统用于课堂教学的主要课本。
（当然各学区有自己的教材选择权利，并不是每个学区都选用这套教材）为什么这套教材是经典教材，运用这套教材有哪些好处？这套教材由两大教育巨头出版公司共同出版，里面精选了很多非常经典的绘本和各种阅读资源。
由儿童教育专家精心挑选并编排了循序渐进的主题和相关的学习内容。
每一个年级所选用的资源都是根据这个年龄段孩子的心智和阅读水平安排的，构架合理，印制精美，内容丰富多彩。
怎么越写越像是给它写广告了哈。
反正大家一看就知道它的好了哈。
运用这套教材就省了各位东查西找，人家都给安排好了。
每本书有几个单元，每个单元由几个主题组成，每个主题又由一篇背景导入，主题绘本，和后续的练习和写作。
更好的是，苏版主发的教师参考里还有如何安排学习时间，如何教和配套的练习册。
没有比这套教材更方便更经典的东东了。
给孩子怎么用？这套教材是为小学一年级，也就是6岁的孩子准备的，对咱们英语作为外语的孩子，感觉 5～8 岁应该都可以用。
最好孩子已经有了一定的听力水平，也学了一些phonics，能自己拼读一些简单的小书。
用的时候，这个做为精读最好，另外的泛读还是需要的。
如果是参加亲子共读的家长和孩子，亲子共读可以作为泛读，可千万不要停哈。
另外的听说训练也请各位家长不要因为学习这套教材而荒废了。
这套教材用多长时间学完？这套教材的设计是为一年级的孩子用一学年，也就是9个月的时间学完的。
大家可以根据孩子自己的情况，缩短和延长。
但不要赶进度走的太快。
比方说，这套书一共有6个单元，每个单元5个主题加一个总结，就主题来说总共是30个主题，如果把总结也算上的话，就是36个部分。
哒分享牛妈详解！解密加州新版Wonders和老版教材Treasure的区别
哒分享牛妈详解！解密加州新版Wonders和老版教材Treasure的区别自从加州新版教材wonders推出后，新旧版本有何区别哪个更好的问题不绝于耳，网路上也经常可以看到各式文章总结归纳两者的区别。
今天，我把treasure和wonders的G3课本打开比较了一番，现在来说说我看到的不同：（请注意，所有的比较是基于G3课本而进行的，低年级课本设置可能有所不同）1. 课文编排设置：Treasure: 每个主题分为一篇短课文，一篇fiction长课文，一篇nonfiction短课文。
Wonders:它设置了主辅两种教材Literature Anthology文学赏析和Reading writing workshop阅读写作教材（下面简称“读写教材”），主教材Reading writing workshop阅读写作教程每课只设有一篇长课文。
在Literature Anthology文学赏析教材里主题单元完全按照主教材编排，每课有一篇长课文和一篇短课文。
基础一般的孩子可以只选用读写教材，基础好的可以两者配合使用，一个做精读，一个做泛读、拓展阅读。
2. 词汇Treasue: 每课一开始设有一个词汇框，列上本课的单词，没有注解和例句。
课文中这些词汇都会高亮显示。
wonders: 读写教材每课专门设立了一个词汇版块，对词汇配上图解和例句，方便自学。
课文中词汇仍会高亮显示。
文学赏析教材里对应的课文也是巩固这些词汇，并在文中高亮显示。
3. 阅读理解和主题写作版块Treasure: 侧重于阅读后整体上的理解。
Wonders: 增加了阅读理解与技巧归纳讲解以及词汇语法相关内容讲解部分，这部分新内容的设置对我们极为有用，也是我对新版教材最喜欢的地方。
主题写作部分难度比treasure有所降低，但形式更生动，比较容易调动孩子写作积极性。
4. 综合这些区别后，我个人更偏向于新版wonders教材。
后者更系统化，更有条理，也更适合在家自学。
加州语文Treasures课程介绍资料.
课 程 是 如 何 安 排 的 ？
期次
单元
开班典礼 Unit1
第一期
Unit2
Unit3
主题
1
Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Review 1
Level 3
Age
参考标准
5--9
10--11
12--15
能简单进行会话 交流，熟练使用 如肯否定句、一 般疑问句和特殊 疑问句等基本句 型完整地表达自 我。
能较自信地用英文进行交 能较流利地用英
流，熟练使用三大时态
文交流，熟练使
（一般现在时/过去时/将来 用四大时态（一
时）和多样的句式结构就 般现在时/过去时/
题材广泛，培养品质
涉及层面深而广，以社会人文、自然科学为主，向学生传授不同的问题及英 语语言知识。它也杜绝了中国课文的说教，让学生自己判断是非，自己去思 考，培养学生独立的思想。文
架构合理，体系完整。
Treasures教材分GK-G6年级，在每一个年级中，听、说、读、写各个系 统完备。学完整套教材可以为SSAT或者SAT考试打下很好的基础。
Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Review 2
Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Review 3
课次（1h） 主题 课次 （1h）
1
1拓展课 31来自111
1
1
测试课 2
1
1
1
1
1
1 1 1 1 1 1
加州小学语文-22-唱啊跳啊【美国加州小学语文Treasure课堂】
加州小学语文-22-唱啊跳啊【美国加州小学语文Treasure课堂】所属专题：美国加州小学语文Treasure课堂来源：沪江小学资源网要点：美国Treasure教材收藏新的一期又开启啦Sing and Dance老规矩，先来看看单词Want Put Show Under Three Make Fun Dream新故事A Fun Show 有趣的表演"I want to have fun," said Bud. "We can put on a show!" said Meg."Ruff, ruff," said Pup.“我想玩些有意思的事，” Bud说。
“我们可以来一场表演呀！” Meg说。
“汪，汪” Pup说。
"Come see a show under a tent!" said the kids. "Ruff, ruff," said Pup.“快来看，帐篷下有表演要上演啦！”孩子们说。
“汪，汪，” Pup说。
Meg and Jan sing three songs.Bud plays the drum. "Ruff, ruff" sings Pup. Meg和Jan唱了三首歌。
Bud打鼓。
“汪，汪” Pup也唱着。
Jack can make Pup jump. It is a fun show! Jack可以指挥Pup跳起来。
这场表演太精彩了！单词讲解：want: 想，想要put: 放，放置Put on a show 表演节目show: 演出，节目under: 在...下面Three: 三个make : 做，指挥，让Eg: I can make you laugh. 我能让你笑句型讲解：Want后面加名词时直接加：I want a pen. 我想要一支笔。
Want后面加动词时要加to：I want to sing a song. 我想唱歌。
Santa Fe's living Treasures
3. Twice a year three older New Mexicans are asked to write down their life stories.F
4. The living treasures are all very important people in the town.(F)
★(2)He has beenhonoredfor his scientific work.他因科研成就而受到奖励。
（3）We celebrate Mother’s Dayin honor ofour mothers.
我们庆祝母亲节，向母亲表示感谢和敬意。
★(4)It’s an honor towork at the company.很荣幸在这家公司上班。
Achievements in their working life or contribution to the cultural and social life or good stories they have .
nguage point
（课本原句）The living treasuresare honored fortheir achievements in many different areas of life.这些古稀老人因在生活的不同领域取得成就而受到了尊重。
v.____________
因…而受尊重/奖励
______________
in honor of
______________
很荣幸做……
______________
加州Wonder教材介绍
加州 Wonder 教材介绍什么是Reading Wonders美国在80-90 年月的“尊敬个性”教育后，总结改良形成了一套CCSS(Common Core States Standard,网上一般简单暴力翻译成：共同中心州标准），而Reading Wonders是切合这个标准写成的课本里面最主流的一种，并被美国大批公立学校使用。
俗称加州英语是由于加州公立教育系统第一使用了这套教材前身（ Treasures)。
说这段想说明几点：－R eading Wonders是一门母语教材，使用是有必定前提假定的，包含学前英语的水平，后续的学业发展，授课师资力量，等－R eading Wonders是一套宣扬美国主流价值观的教材，关于学生的价值观系统，以及经过这套教材的学习把学生的价值观培育成什么样子，都是内含的－R eading Wonders其实不是我们想象中的美国“个性教育”的产物，而是美国反省减负此后，从头增强基础教育的产物。
后文能够看到这个教材其实仍是蛮鸡血的，起码比二期课改要鸡血－R eading Wonders依旧不过美国公立教育系统的教材。
固然加州这个公立教育特别强的地方给了他背书，可是好的私立学校仍是不会用他的Reading Wonders一好，有了这四点作为基础，我们就能够往下讲了。
这里贴张图，对照下年级下和沪教版一年级下语文课程，让你们感觉下我上边说的是什么。
对比沪教版那知己体的水平易地摊审美的设计排版，Reanding Wonders从内容到版面几乎就像天使同样。
趁便说一句，国内教材里面人教版是魁首，各方面都秒杀沪教版。
Reading Wonders的标准使用方法各年级会略有不一样，这里以一年级教参介绍翻开姿势为例，展现下Reading Wonders正确使用方法。
所标时间为每周需要的时间，单位是分钟。
这个时间包含讲堂、课外及测试。
－主课程： 150－有关主题选集阅读： 50－拓展阅读： 20－语法： 20－阅读写作练习（达成项目形式）：30－3 本练习册（主练习册、语法、Phonics / Spelling）： 70－每周随堂测试： 20所有加起来 360 分钟， 6 个小时。
美国加州小学语文Treasures教材教案
加州教材教案对于一套好的教材，在拿过来用之前，了解一点教材的设计思想，培养目标，对能更好的理解教材意图，掌握教学进度，培养孩子的英语能力会有一定的帮助，对用好这套教材是非常关键的一个步骤。
由于这套教材是为母语是英语的孩子准备的，对于我们的孩子选用，需要做哪些调整，才能取得最大的功效呢？结合孩子在学校的语文和英语课程，那些内容可以交由学校进行，哪些是需要做精读的呢？在精学这套教材的同时，还需要补充些什么呢？这套教材既然是面对加州学生设计的，（目前仅讨论它的语言部分，即language art 部分），那它一定是按照加州教育系统指定的教学大纲所吻合。
其实，这套教材更注重培养孩子的英文阅读，另有一套language arts 教材。
所谓的教学大纲，大家的都知道，就是规定了每个年级在语文教学的各个方面需要达到的标准。
这种大纲，应该说，是有一个总的目标，也就是在孩子高中毕业的时候，语文水平应该是一个什么水准。
然后，将这样的要求分成13年来完成，就是K-12。
便制定出每一年教学大纲。
加州的语文教学大纲可以在/be/st/ss/documents/elacontentstnds.pdf看到。
大致分成ReadingWord Analysis, Fluency, and Systematic V ocabulary DevelopmentReading ComprehensionLiterary Response and AnalysisWRITINGWriting StrategiesWriting ApplicationsWRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONSWritten and Oral English Language ConventionsLISTENING AND SPEAKINGListening and Speaking StrategiesSpeaking ApplicationsWRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS这套reading 教材在设计的时候，是尽量满足这个教学大纲的要求的。
英语学习美国加州小学教材Treasure详细解析
Treasure作为美国加州现行的小学教材，有着自己独到的魅力。
就Treasure 语文来说，与国内的语文教材相比较，他更多是以社会人文、自然科学等知识为载体来介绍不同的文体、不同的语言知识。
现在我就从以下几个方面来介绍一下Treasure。
首先我想先整体地了解一下Treasure的结构。
加州小学教材有六个年级，每个年级有6个单元，每个单元有5个主题，所以也就是说每个年级有30个主题，内容：这些主题涉及的范围很广，有社会生活类的话题，比如Kids Around the world，team work，past, present and future；有科学探索类的话题，如Creatures old and older, Where Animals live, Exploring Space, watching Animals Grow, inventions; 有童话故事、寓言故事，如telling stories （Grade2unit3theme1），on the farm, favorite stories (Little Rabbit, Henny penny) 等。
其次，我想和大家分享一下如何在听说读写方面更好地使用Treasure这套教材。
听：加州教材有相配套的美语音频。
但是能够让自己的孩子坚持听这个音频的孩子并不多，也许是因为工作忙，无暇顾及，有时只是懒惰了（呵呵）。
在教育孩子的事上，我们还是要勤奋的，（呵呵）。
这套音频其实，是非常不错的，地道的美语发音与生动有趣的教学内容结合，对于孩子的语感培养是非常有效的。
听力，并不是打开音频就开始听，这也是有策略的。
给大家分享一些不错的方法。
简单的方式——孩子的模仿能力是比较强的。
模仿建立语音、语感，对今后的学习打下很好的铺垫。
没有这个基础，再今后的纠音也是比较困难的。
（可操作性比较强）说：说这个环节是非常重要的，有的家长觉得孩子的成绩挺高的就挺满意的，其实说是很重要的。
英文原版书内页设计不同内容相同
英文原版书内页设计不同内容相同美国加州小学语文Treasures教材是加州教育系统用于课堂教学的主要课本。
这套教材由两大教育巨头出版公司共同出版，里面精选了很多非常经典的绘本和各种阅读资源。
由儿童教育专家精心挑选并编排了循序渐进的主题和相关的学习内容。
每一个年级所选用的资源都是根据这个年龄段孩子的心智和阅读水平安排的，构架合理，印制精美，内容丰富多彩。
每本书有几个单元，每个单元由几个主题组成，每个主题又由一篇背景导入，主题绘本，和后续的练习和写作。
这套教材对中国学生的听说读写全面能力提高有很大帮助。
“Wonders”是根据最新美国共同教育大纲（CCSS）编写的核心教材，作为美国主流小学教材Treasures的升级版，Wonders即将在20132014学年开始全面替代旧版Treasures教材。
Wonders系列与Treasures系列的对比：难度平均降低一些，总页数也减少几百页，配图和配文更加可爱，卡通，符合小孩子的心理，一下子就抓住中国孩子的心啦！教材的颜色比较鲜艳，图片也很吸引人，内页插图风格各异，属于拿起来就有看的欲望的书，即使不为了看英文，里面的插图也是可以让小朋友抱起来放不下手。
Wonders教材分为7级，GK对应学龄前教育，G1G6对应我们小学的16年级，每个级别都有对应的主课本ReadingWritingWorkshop和文学LiteratureAnthology，练习册Practice和扩展阅读LeveledReaders。
一般一个年级的学习内容会被分为几大主题（一般是6个主题），每个主题下面又有5个单元。
加州语文教材主要包含以下内容：1.主教材Reading/WritingWorkshop（读写研讨）2.拓展教材LiteratureAnthology（文学选集）3.延伸阅读材料LeveledReaders（分级阅读）4.课后练习和测评Practice5.教师用书及卡片等教辅材料TeacherResource6.此外，G1（一年级）和GK（幼儿园）级别还有用于加强听力理解的BIGBOOK主题连贯、贴近孩子生活每一年级的课程一般有6个单元，每个单元都有一个主题，并提出一个Bigidea（问题）来引导孩子思考与学习。
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【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
（反义词）
（代词）
,（我）
：,
（句子构成：主语、谓语）
阅读理解：
）使用基本地语法复述故事，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），怎样发生地”等问题理清故事地概要；文档来自于网络搜索
）正确回答课后问题，并能进行相关讨论互动.
写作：
）用完整连贯地句子进行写作；
）写作中正确使用标点符号和大小写地基本规则；
）可以始终围绕一个主题进行陈述；会使用简单地连接词；谈论人物，地点，物品和事件时可以使用描述性词汇.文档来自于网络搜索
课程时长：
一个主题分个课时（分钟一次）完成，一年级共个主题，共课时，大概个月年地课程可以充分完成一级.文档来自于网络搜索
主要包括：
【关于我们】：.认识我自己，你很特别；.我和朋友地关系；.我地成长过程；.我和小动物；.团体合作文档来自于网络搜索
【我地周围】：.动物地家，引入家庭地概念；.帮助他人，劳动地收获；.观察自然，动物们在哪里住？.和朋友们一起地快乐时光；.让你开怀一笑地有趣故事，用上你地想象力文档来自于网络搜索
学完整套教材可以为您地孩子参加或者打下很好地基础.
教材特点：
共个单元，每个单元个主题，每个主题都有个部分，分别为：（一起讨论），（词汇学习），（阅读理解），（扩展实践），（写作）每个部分都有清晰地目标，让孩子口语表达，词汇文法，阅读理解及写作有一个综合地提升.同时地部分，增强孩子地实践能力，扩展课外知识，提升品格塑造.是一本不可多得地高素质综合性教材.文档来自于网络搜索
【'发现探索】：.昆虫地世界；.太空探索；.动物观察：动物是如何长大地；.不同种类地工作，建立平等地工作观；.不同类型地建筑文档来自于网络搜索
从认识自己，到周围地家人，朋友，身边地世界，自然；从对个体地尊重，到对群体地探索，加州小学教材从一年级地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，环境地积极参与和探索，引导建立正确、健康地价值观.文档来自于网络搜索