最新starfall-家长辅导参考(3)-It's-fun-to-read--趣味阅读篇

一、New Smart Phonics Level 4学习重点1. 着重掌握双辅音的发音。

2. 掌握包括双辅音的相对应的词汇。

3. 通过故事阅读，让孩子掌握其中的常用字（sight words）二、New Smart Phonics的家长辅导建议1. 把重点放在拼读技巧上，引导孩子掌握字母或单词的发音和拼写之间的联系，而不是一直强调单词的拼写。

孩子在掌握了拼读规则和技巧并练习一段时间后，能够很容易的读出或拼写出很多的单词，即使是不知道意思的单词，也可以根据发音规则拼读并写出来。

拼读规则的掌握需要一个过程，一旦熟悉了之后，会对孩子将来的英语学习帮助很大。

2. 重视常用字（sight words）的练习。

Phonics 和sight words 是少儿初级阅读的两大基础。

常用字是少儿英语阅读中经过统计最常用，并且大多数不符合发音规律的单词。

由于其经常出现在阅读中，如果熟练的掌握了之后，可以很有效的提高阅读速度，减少阅读阻力，培养阅读兴趣。

本书在练习Phonics的同时，每课都配有含有常用字的英文小故事，为孩子掌握常用字提供了很好的语用环境，家长在辅导孩子的常用字部分时，可以再孩子课上学习的基础上，制作一些常用字小卡片，用游戏或比赛的方式，引导孩子对单独出现的常用字进行识读，然后再结合故事进行阅读，培养孩子的阅读信心。

3. 在掌握了Phonics和Sight words之后，可以找一些简单的适合孩子年龄的其它读物来尝试着进行阅读，阅读书籍要能吸引孩子的兴趣，家长可以事先将一些故事背景并留下悬念，吸引孩子自己试着进行阅读。

在一开始的阅读中注意鼓励孩子，不要难度太大，建立目标和奖励机制，当孩子完成了一定的阅读量时，给予适当的鼓励和奖励，养成良好的阅读习惯。

阅读书籍可以选择一些优秀的绘本读物，集艺术性与可读性为一体，可以从小培养孩子的审美，并为孩子的童年留下一份美好的回忆。

三、各单元中英文对照及学习目的说明1. 包括全部课本内容中英文对照，每个部分的学习目的说明（仅在同类部分第一次出现时配有说明，其它单元相同部分功能相同）以及对应的页数。

Starfall 家长辅导参考（2）- Learn to read （学习自然拼读规则篇）首先补充一下上一篇《学习字母篇》里关于单词小本本的建议：5岁以上的孩子，家长就可以帮助孩子或者完全由孩子自己制作自己的单词小本本（具体看孩子本身的能力来决定），一个字母一个本子，就是由本字母开头的所有在starfall里出现过的单词。

可以先从名词开始。

每页分三列：左边是单词，中间是图片（可以是网上找的，手机拍的，然后打印，剪下来，贴上去。

不用太大，边长2~3厘米的就可以了）。

右边一列是汉字。

因为starfall 上边的基本上都是一些很简单的单词，所以，就算是有翻译，也不会影响孩子对英文的理解。

这样的小本子一举四得：1. 因为有孩子自己的参与，所以对学习更有兴趣，可以更加有效地记忆单词。

2. 还可以帮助孩子学习汉字。

3.不太懂英语的家长也可以做参考。

4.小本子可以随身携带，因为长时间看计算机对孩子视觉发育不好，所以在不看计算机的时候，就可以拿来做单词本复习单词用了。

相信家长们一般都有这样的认知：孩子在家长帮助教育下有目的地学习某种知识，比如认字，比孩子无目的、无帮助的学习要快的多。

那么，为什么在英语学习上，专家们普遍要求家长不要管孩子，让孩子完全凭借自己的学习欲望去学习呢？原来专家们的建议基础是：绝大多数中国家长的英语水平与母语汉语的水平差距巨大，而且发音极不标准。

以这样的水准来教孩子，还真的不如让孩子自己通过美语有声读物之类的来学习呢。

因为孩子第一印象非常重要，一旦学了错误的发音，以后就要用几十倍甚至上百倍的时间精力来纠正。

不过现在，有了starfall，一切问题都解决了。

标准美语发音，starfall有啊，有趣的教学和练习，starfall也有啊，家长所要做的，就是有目的、有计划地陪着孩子，最好和孩子一起学，就OK了。

下面我就来介绍 Learn to read：这部分是学习phonics（自然拼读规则）的重点。

你认为家长应该带孩子去课外班吗英语作文全文共3篇示例，供读者参考篇1Should Parents Send Their Kids to Extracurricular Classes?As a high school student, I often hear parents debating whether they should enroll their children in extracurricular classes outside of regular school hours. It's a topic that sparks a lot of discussion and differing viewpoints. From my perspective as a student, I believe extracurricular classes can be beneficial, but they also come with some potential downsides that parents should carefully consider. Let me break down some of the key pros and cons.The Advantages of Extracurricular ClassesImproved Skills and KnowledgeOne of the biggest advantages of extracurricular classes is that they allow students to develop specialized skills and knowledge in areas that may not be covered extensively in traditional schooling. For example, a student interested in music could take private lessons to improve their singing or learning an instrument. Someone fascinated by science could enroll in arobotics or coding class. These specialized classes give students a chance to explore and cultivate their unique interests and talents.Better Time ManagementMany extracurricular classes require students to juggle their regular schoolwork with the additional coursework and practice from the classes. This can teach valuable time management skills from an early age. Learning to balance priorities, create schedules, and use time efficiently are crucial skills that will benefit students throughout their academic and professional lives.Exposure to New ExperiencesExtracurricular classes expose students to new environments, instructors, and peers outside of their regular school setting. This can be incredibly enriching, allowing them to gain diverse perspectives and experiences. A shy student may come out of their shell in a small art class setting. An athletically-inclined student could discover a new passion for fencing or rock climbing through specialized classes.College Application BoostFor students planning to apply to competitive colleges and universities, extracurricular activities can be a major asset on their applications. Admissions officers often look forwell-rounded students who have explored their interests and developed unique skills outside of academics. Excelling in an extracurricular activity can make an application stand out.The Potential DownsidesFinancial BurdenOne of the biggest drawbacks of extracurricular classes is the cost. High-quality classes taught by experienced instructors can be quite expensive, especially if a student is enrolled in multiple classes. This financial burden can be too much for some families to bear, creating an unfair advantage for students from wealthier backgrounds.Overscheduling and StressWhile developing time management skills is an advantage of extracurricular classes, the reality is that some students can become overscheduled and overwhelmed. Juggling excessive coursework, practices, performances, and competitions on top of regular schoolwork can lead to unhealthy levels of stress and burnout, especially for younger students.Limited Free TimeClosely related to the issue of overscheduling is the lack of free time for extracurricular students. When evenings and weekends are packed with classes and activities, it can leave little room for simple downtime, relaxation, and pursuing other interests casually. This could negatively impact a student's overall well-being and enjoyment of childhood.Potential for Parental PressureIn some cases, parents may enroll their children in extracurricular classes not because the child is genuinely interested, but because the parents have their own ambitions or expectations. This type of parental pressure can breed resentment in the child and potentially lead to burnout or a loss of passion for the activity.Finding the Right BalanceUltimately, the decision to enroll a child in extracurricular classes is a personal one that depends on the individual student, their interests, and their family's circumstances. From my perspective as a student, I believe extracurricular classes can be incredibly valuable when approached with balance and moderation.Parents should carefully evaluate their child's interests, abilities, and overall schedule before committing to classes. It's important to involve the child in the decision-making process and ensure they have a genuine desire to pursue the activity. Overloading a student with too many classes or activities they have no passion for is a recipe for stress and resentment.At the same time, I believe parents shouldn't be overly cautious and deprive their children of enriching extracurricular opportunities. Exploring interests and developing skills outside of academics can be incredibly rewarding and beneficial for a student's overall development.The key is finding the right balance. Perhaps one or two carefully selected extracurricular classes that align with the child's interests and leave room for downtime and other pursuits. Regular check-ins with the child to gauge their workload and enjoyment levels are also crucial.Extracurricular classes should be viewed as an opportunity for growth and exploration, not as a means to an end or a way to gain an admissions advantage at all costs. When approached with balance and care, they can be a wonderful complement to a student's traditional education.As a student, I've seen firsthand the benefits and challenges that extracurricular classes can bring. Some of my peers have flourished and discovered lifelong passions through their extracurricular pursuits. Others have struggled under the weight of overwhelming schedules and parental expectations.Ultimately, I believe extracurricular classes can be a valuable part of a student's educational journey, but only when they are aligned with the child's genuine interests and balanced with their overall well-being in mind. It's a delicate balance that requires careful consideration from parents, but one that can pay dividends in a child's personal growth and future success.篇2Should Parents Send Their Kids to Extracurricular Classes?As a student, I've been going to various after-school classes and activities for years now. From art and music lessons as a little kid, to academic tutoring, coding boot camps, andresume-building courses as I got older, my parents have always insisted that extracurriculars are crucial for my development. But is that really true? In my opinion, extracurricular classes can certainly be beneficial, but parents shouldn't go overboard.There needs to be a balance between structured activities and free time for kids to simply be kids.I'll start with the potential upsides of extracurricular programs. First off, they allow kids to explore interests and discover new passions beyond what's taught in regular school. I found my love for creative writing through an after-school fiction club. My best friend discovered her talent for dancing at a studio her parents enrolled her in. These activities give us a chance to try different things and figure out what really speaks to us.Secondly, high-quality extracurriculars provide an opportunity to develop important skills. I've become a much stronger public speaker through debate club. The coding camp I attended last summer taught me very marketable technical skills. Mastering an instrument, sport, or other extracurricular area requires dedication, perseverance, and practice - qualities that will serve us well in any future endeavor.Extracurriculars can also help differentiate your profile when applying for colleges, jobs, or other opportunities down the line. They demonstrate skills, interests, and commitment that go beyond just academics. I know admissions officers love to see students who are well-rounded. My extended essay writingcoursework, for instance, helped strengthen my college applications.Perhaps most importantly, many extracurricular activities are just plain fun! They get kids out of the house, keeping us active, engaged, and socializing rather than zoning out in front of screens. I've made some of my closest friends through shared interests like theater, volunteering, and student government. Having an after-school activity to look forward to helped motivate me and provided an outlet outside of school stress.Those are some of the key benefits I've experienced from my own extracurricular involvement. But that's not the full story. The reality is, for every productive, enjoyable activity, there was one I dreaded and dropped out of. An unhealthy amount of activities can be extremely stressful, draining, and counterproductive for kids.My biggest gripe with the extracurricular craze is that it robs kids of free time to just be kids. Every waking moment gets scheduled with this class or that practice. When do we have time to play, rest, explore the world at our own pace? Too much structure and overloading can definitely backfire. I've been overwhelmed and burned out at multiple points from my family's enthusiasm for signing me up for things.The extracurricular industrial complex can also feel like another way to intensify the academic arms race. It sometimes feels like students are being tortured and reshaped aspre-professional renaissance workers from an inappropriately young篇3Should Parents Send Children to Extracurricular Classes?As a student, I've been involved in extracurricular classes for as long as I can remember. From art classes to music lessons, sports teams to academic enrichment programs, my childhood was filled with a dizzying array of after-school activities. While some of my peers seemed to float effortlessly from one activity to the next, I often found myself overwhelmed and overscheduled. Looking back, I can't help but wonder – were all those extracurriculars really necessary?On the one hand, I understand the rationale behind enrolling children in extracurricular classes. In today's competitive world, parents want to give their kids every possible advantage, and extracurriculars are seen as a way to develop well-rounded skillsets and impressive resumes. Art classes foster creativity, music lessons build discipline, sports teams teach teamwork andsportsmanship, and academic programs nurture intellectual curiosity. Beyond that, many parents view extracurriculars as a form of productive childcare, keeping kids occupied and supervised during those perilous after-school hours.From a young age, I was told that extracurriculars would make me "stand out" on college applications and give me a leg up in the admissions process. As an overachiever, I took this advice to heart, signing up for as many activities as I could possibly manage. I remember feeling a sense of pride as I rattled off my extensive list of extracurriculars to family members and friends – it was a testament to my drive and ambition.However, as the years went by, the novelty of extracurriculars wore off, and I began to feel the strain of my overstuffed schedule. Rushing from school to ballet to soccer practice, with barely enough time to wolf down a snack in between, became an exhausting routine. Weekends were consumed by tournaments, recitals, and tutoring sessions, leaving little room for much-needed downtime. Homework was often completed in the car or late at night, and I frequently found myself nodding off in class from sheer exhaustion.Beyond the physical toll, the relentless pace of extracurriculars also took an emotional and mental toll. Thepressure to excel at every single activity was immense, and I constantly felt like I was disappointing someone – my parents, my teachers, or myself. Rather than being a source of joy and enrichment, extracurriculars became just another source of stress and anxiety.And for what? While extracurriculars may have given me a marginal edge in the college admissions process, I can't help but wonder if the cost – in terms of time, energy, and mental health –was truly worth it. After all, once I got to college, those extracurriculars suddenly became irrelevant, and I found myself starting from scratch in a new environment.Don't get me wrong – I'm not advocating for a complete elimination of extracurricular activities. I truly believe that participating in activities outside of the classroom can be incredibly valuable for children, fostering essential skills and exposing them to new interests and passions. However, I also believe that there needs to be a balance, and that parents should be mindful of not overscheduling their children to the point of burnout.Instead of signing kids up for every possible activity under the sun, parents should take a more thoughtful and selective approach. Encourage your child to explore their interests, butalso listen to their feedback and be willing to let them try new activities or drop ones they've lost interest in. Prioritize activities that align with their natural talents and passions, rather than forcing them into activities simply because they "look good" on a college application.Moreover, parents should strive to create a low-pressure environment around extracurriculars. Rather than heaping on unrealistic expectations and placing their own ambitions onto their children, parents should emphasize the intrinsic value of these activities – the joy of self-expression, the camaraderie of teamwork, the sense of accomplishment that comes from mastering a new skill. Extracurriculars should be a source of enrichment and personal growth, not just another box to check off on the path to college admissions.Ultimately, the decision of whether or not to enroll a child in extracurricular classes is a highly personal one, dependent on a variety of factors – the child's interests, the family's schedule and resources, and the overall goals and values of the parents. However, as someone who has been through the extracurricular wringer, I would urge parents to approach the decision thoughtfully and with moderation.Extracurriculars can be incredibly valuable, but they should never come at the expense of a child's physical, emotional, or mental well-being. After all, what good is a resume full of impressive activities if the child behind it is stressed, burned out, and unhappy? It's time we re-evaluated our priorities and struck a better balance – one that allows children to explore their passions and develop essential skills, but also leaves room for downtime, unstructured play, and simply being a kid.。

儿童注意力缺陷多动障碍家长指南书英文回答：Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects children and often continues into adulthood. As a parent, it can bechallenging to navigate the complexities of raising a child with ADHD. However, with the right knowledge and strategies, you can provide the necessary support and help your child thrive. In this guide, I will share some tips and advicefor parents of children with ADHD.1. Educate Yourself: The first step is to educate yourself about ADHD. Learn about the symptoms, causes, and treatment options available. Understanding the disorderwill help you better comprehend your child's behavior and needs. There are numerous resources available, such as books, websites, and support groups, where you can find valuable information.2. Establish a Routine: Children with ADHD thrive in structured environments. Establishing a daily routine can help them manage their time and tasks more effectively. Create a schedule that includes specific times for waking up, meals, homework, playtime, and bedtime. Consistency is key, so try to stick to the routine as much as possible.3. Break Tasks into Smaller Steps: Large tasks can be overwhelming for children with ADHD. Break them down into smaller, more manageable steps. For example, if your child has a school project, help them create a checklist of tasks to complete. This approach will make the task less daunting and more achievable.4. Use Visual Aids: Visual aids can be powerful tools for children with ADHD. Use charts, calendars, and checklists to help them stay organized and remember important tasks. For instance, you can create a chore chart with pictures and stickers to track their daily responsibilities.5. Provide Clear Instructions: Children with ADHD oftenstruggle with following instructions. To improve their understanding, provide clear and concise instructions. Use simple language and repeat key points if necessary. You can also ask your child to repeat the instructions back to youto ensure they have understood.6. Encourage Physical Activity: Regular physicalactivity can help children with ADHD release excess energy and improve focus. Encourage your child to participate in activities they enjoy, such as sports, dance, or martial arts. Physical exercise can also boost their self-esteemand overall well-being.7. Reward System: Implement a reward system to motivate your child. Set achievable goals and offer incentives for their accomplishments. Rewards can be in the form of praise, small treats, or special privileges. This positive reinforcement will encourage your child to stay on trackand complete tasks.8. Seek Professional Help: If your child's ADHD symptoms significantly impact their daily life and academicperformance, consider seeking professional help. A healthcare professional or psychologist can provide a comprehensive evaluation and recommend appropriate interventions, such as therapy or medication.中文回答：儿童注意力缺陷多动障碍（ADHD）是一种影响儿童并常持续至成年期的神经发育障碍。

自然拼读学习篇：最好的Phonics教材大合集展开全文前几天的文章都是讨论Phonics的，学Phonics的话肯定离不开一部好的教材的。

那如何选个好教材呢，大家可以参考下面的一些Phonics教材介绍，很可能找到你心仪的教材哦。

下面介绍的有多种类型的，有时下比较热门的（也就是国内用的比较多的吧），有不太热门的（但是不表示在国外不热门哦），还有介绍了starfall，还介绍了一个适合学Phonics用的词典，还介绍了一些分级读物（包含有自然拼读Phonics学习资料的），一共22个哦，当然市场上还有些我没有写进来的，很长哦，可以先收藏，需要的时候慢慢研究，选教材时可以参考1.Phonics kids（已分享到免费资源中）这一套在前几期的免费资源分享中已经分享过了，大家需要的可以去看看，回复pkids可以获得获取方法。

此套（国内也叫蒲公英拼读王）的资源很丰富了，视频，音频都有的，而且书的内页图画很漂亮，小孩一般都会喜欢。

有很多的家长使用和推荐的一套教材，同时在国内也是最热门的一套教材之一。

相信大众，选择了应该不会错。

本公众号ehuiben给你分享的资料好全哦，视频，学生用书，教师用书电子版都有了，自己在家也可以教小孩了，按照教师用书的建议教就好啦，当然根据自家的小孩情况来灵活变通更好了。

2.Phonics Fun（庆庆家有点读书卖）这一套系列教材由香港朗文出版社出版，适合小学1-6年级使用，全套共六册，系统的介绍了小学英语的拼音知识和拼读技能。

（此套教材庆庆家有点读书卖哦，喜欢用点读书教学的可以考虑）每个单元通过6个高频率词汇的举例说明，来教导学生字母和音标之间的关系；教材通过生动活泼的歌曲、押韵、故事和绕口令等多种学习方式来巩固学生所学知识；每册课本都附赠一本练习手册，有多种听力和辨别音标的练习题目；教师用书注解详尽，为教师课堂提供了很多活动建议；教具丰富，本系列书籍还有CD、Ebook和卡片等配套的教师用具。

2022小学四年级英语下学期阅读理解培优补差辅导专项练习题剑桥班级：_____________ 姓名：_____________1. 阅读短文，判断下列句子正误。

In the morning, the sun rises in the east. At noon, the sun is high in the sky. Our shadows are short. In the evening, the sun goes down in the west. Our shadows are long. Our shadows always follow(跟着) us. If it''s cloudy or rainy, we can''t see them. If there is light(光), they will come out.( )（1）In the morning, the sun rises in the east.( )（2）The sun goes down in the west.( )（3）At noon, our shadows are long.( )（4）If it''s cloudy or rainy, we can see our shadows.( )（5）If there is light, we can see our shadows.2. 根据短文，回答问题，每线词数不限。

There are no classrooms in Animal School, but there is a forest and a river. The forest is not small. It''s big and green. The river is small, but it''s long. Look, there are some animals there. Listen, what are they talking?Mr Cow: Welcome to Animal School What''s the matter?Little Duck: I''m sad. I can''t run, and I can''t jump. I''m a bad duck.Mr Cow: I don''t think so. Please don''t be sad.Animals: Come on, everyone! Let''s swim together!Mr Cow: Have a try, Little Duck! You can swim very well.Animals: Wow! Look at the Little Duck! He is so fast!Little Duck: I''m the first! I''m so happy!（1）What colour is the forest?（2）Is the river short?（3）What can the duck do?（4）At last(最后), is the duck happy?3. 阅读判断。

Unit 3 Holiday fun分层作业基础篇+进阶篇+培优篇（含答案）(基础篇)2023-2024上学期小学英语新牛津译林版（三年级起点）六年级同步分层作业unit3一．选择题（共15小题）1．Mr．Smith ______swimming every weekend．But he ______do it last week．（）A．goes；didn't B．goes；doesn'tC．went；didn't2．What _______ you ________last summer holiday？（）A．do；do B．did；did C．did；do3．﹣How _______ your holiday？﹣It was great．（）A．is B．was C．were4．﹣﹣____ did you go？﹣﹣I went to Shanghai．（）A．Where B．What C．How5．﹣________ do you go to school？﹣By bus．（）A．Where B．How C．What6．______ your mother see a film yesterday evening？（）A．Are B．Did C．Was7．I _______ you，but you _______ at home．（）A．call；weren't B．called；aren'tC．called；weren't8．Tim's mother ________ angry because Tim______homework yesterday．（）A．is，isn't doing B．did，didn't doC．was，didn't do9．Where ________ Su Yang and her cousin yesterday afternoon？（）A．was B．were C．did10．﹣﹣﹣I'm thirsty．Do you have _______ drinks？﹣﹣﹣Yes．What about ____ orange juice？﹣﹣﹣Yes，please．（）A．some，any B．any，an C．any，any D．any，some11．How did you spend your weekend？I _______ to any places．It ________ all day．（）A．went；rainy B．weren't go；rainedC．didn't go；rained D．went；rained12．I can't find my notebook．It ________ beside the watch just now．Look，it ________ under your chair．（）A．is；is B．was；is C．were；is D．was；was13．_______ you swim last Sunday？Yes，I ____________．（）A．Do；do B．Did；didC．Did；didn't14．We had a picnic ________ National Day．（）A．on B．at C．in D．is15．They came back to school _________ the holiday．（）A．in front of B．afterC．behind(基础篇)2023-2024上学期小学英语新牛津译林版（三年级起点）六年级同步分层作业unit3参考答案与试题解析一．选择题（共15小题）1．Mr．Smith ______swimming every weekend．But he ______do it last week．（）A．goes；didn't B．goes；doesn'tC．went；didn't【解答】考查时态的辨析．第一句，根据every weekend表示"每周末"，用一般现在时，主语Mr．Smith为第三人称单数，故谓语动词go 改为第三人称单数形式goes；第二句根据last week"上一周"可知，句子为一般过去时．根据but可知，前后句意思转折，前面为肯定，后面为否定句，否定时需在动词do前加助动词didn't．故选：A．2．What _______ you ________last summer holiday？（）A．do；do B．did；did C．did；do【解答】考查特殊疑问句．由题，last summer holiday"上个暑假"表明此处描述的为过去发生的事情，相应动词要使用过去式；此句为what 引导的特殊疑问句，应为What（疑问词）+助动词+主语+谓语……的格式，此处的助动词用过去式，即为did，后面的谓语动词则使用原形．故C选项符合．故选：C．3．﹣How _______ your holiday？﹣It was great．（）A．is B．was C．were【解答】考查一般过去时．根据was，可知时态是一般过去时，前面主语your holiday也要用过去式was．故选：B．4．﹣﹣____ did you go？﹣﹣I went to Shanghai．（）A．Where B．What C．How【解答】本题考查疑问词的辨析．A．Where在哪；B．What什么；C．How 怎样．结合答语"I went to Shanghai（我去了上海）"可知问句询问"你去了哪"．询问地点，用Where．故选：A．5．﹣________ do you go to school？﹣By bus．（）A．Where B．How C．What【解答】该题考查疑问词辨析．Where哪儿；How怎样；What什么；根据答语"By bus"可知上句询问交通方式；用how提问．故选：B．6．______ your mother see a film yesterday evening？（）A．Are B．Did C．Was【解答】考查助动词．由题，yesterday evening"昨天晚上"表明事情发生在过去，要使用一般过去时，A选项不符；此句中使用实义动词see，作为问句其要搭配相应的助动词使用，这里要用过去式，即did．故选：B．7．I _______ you，but you _______ at home．（）A．call；weren't B．called；aren'tC．called；weren't【解答】考查一般过去时．由题，句意为"我给你打电话了，但是你没在家．"．按照句子逻辑，打电话是之前打过，而且打电话时没在家，因此都是发生在过去的事情，要用一般过去时，注意使用动词的过去式，C选项两词均为过去式，符合．故选：C．8．Tim's mother ________ angry because Tim______homework yesterday．（）A．is，isn't doing B．did，didn't doC．was，didn't do【解答】考查一般过去时，根据句中的yesterday表示昨天，可知时态是过去时，动词要用过去式，很生气要用be动词，故第一个空要用was，第二个空应该是没有做作业，do homework是固定短语，行为动词要加助动词didn't．故选：C．9．Where ________ Su Yang and her cousin yesterday afternoon？（）A．was B．were C．did【解答】考查系动词．A．was是，单数．B．were是，复数．C．did 助动词过去式．原句缺少谓语动词，C不正确．主语Su Yang and her cousin复数，一般过去时态，用are的过去式were．A不正确．故选：B．10．﹣﹣﹣I'm thirsty．Do you have _______ drinks？﹣﹣﹣Yes．What about ____ orange juice？﹣﹣﹣Yes，please．（）A．some，any B．any，an C．any，any D．any，some【解答】考查形容词．any任何的，通常用于否定句或一般疑问句．some一些，通常用于肯定句．第一个空，"你有饮料吗？"，一般疑问句用any．第二个空，特殊疑问句，表示建议并希望得到对方的肯定回答用some．故选：D．11．How did you spend your weekend？I _______ to any places．It ________ all day．（）A．went；rainy B．weren't go；rainedC．didn't go；rained D．went；rained【解答】考查一般过去式．根据did可知题干时态是一般过去式，由答语any可知，可知句子是否定句，即didn't，didn't后跟动词原形go．it是形式主语，下雨是rain，根据时态一致原则，rain应为过去式rained．只有C选项符合．故选：C．12．I can't find my notebook．It ________ beside the watch just now．Look，it ________ under your chair．（）A．is；is B．was；is C．were；is D．was；was【解答】考查时态和系动词．just now译为刚才，故第一句时态为一般过去式，it是第三人称单数形式，所以be动词为was；look译为看，用于一般现在时，it是第三人称单数形式，所以be动词为is．只有B 选项符合．were是are的过去式，C错误．故选：B．13．_______ you swim last Sunday？Yes，I ____________．（）A．Do；do B．Did；didC．Did；didn't【解答】考查助动词．由last Sunday可知题干时态是一般过去式，排除A，did提问的答语是肯定回答是应为Yes，I did．C选项应为didn't 用于否定回答．故选：B．14．We had a picnic ________ National Day．（）A．on B．at C．in D．is【解答】考查介词．A．on在具体某一天．B．at在几点．C．in在某年某月．D．is是．根据National Day"国庆节"可知，在具体某一天用介词on．故选：A．15．They came back to school _________ the holiday．（）A．in front of B．afterC．behind【解答】本题考查时间介词．after holiday假期后，是固定搭配．选项B，after指在时间的后面；选项A，in front of在…前面；选项C，behind在…后面，后面常接地点．故选：B．(培优篇) 2023-2024上学期小学英语牛津译林版（三年级起点）六年级同步分层作业unit3一．判断（共3小题）1．判断画线部分发音是否相同，用"√"或"×"表示。

考试范围：xxx；满分：***分；考试时间：100分钟；命题人：xxx 学校：__________ 姓名：__________ 班级：__________ 考号：__________一、选择题1．We should use our time and energy________, then we can be a man full of_______. A．wisely, wise B．wised, wisdomC．wisely, wisdom D．wise, wisdom2．─_________ can you learn English well？─_________ English movies.A．How；To watch B．How；For watchingC．What；By watching D．How；By watching3．— My English is very poor. What shall I do?— ________ join the English club?A．What about B．Why don’t C．Why not D．Le t’s4．The ________ you work at your lessons, the ________ your grades will be.A．hard; good B．harder; good C．hard; better D．harder; better 5．The Birdwatching Society goes to Zhalong Nature Reserve the birds every year. A．to count B．counting C．count D．counts 6．May I have some more chicken? It ________ so delicious.A．feels B．smells C．tastes D．sounds 7．—Ling ling, you'll feel sleepy tomorrow _______ you go to bed early.—OK, Mom. I’ll go to bed at once.A．if B．unless C．though D．because 8．As we all know, a person learns many things by making mistakes and ________ them. A．corrects B．correctC．to correct D．correcting9．I can _________ off my brain when I feel too tired to think much.A．shut B．take C．put D．leave10．As a Grade Nine student, are you still ______ to relax yourself and have sports? A．enough active B．active enough C．enough actively D．actively enough 11．—Yao Ming isn’t ________ overnight success.—I agree with you.A．an B．a C．the D．/12．-How do you improve your spoken English?-By practicing _____________ to my teachers and classmates.A．talking B．to talk C．talk13．A student can learn ________.A．wise; wise B．wise; wiselyC．wisely; wise D．wisely; wisely14．—I got wet this morning.—________. I told you to take an umbrella.A．It takes time B．It's up to you C．It serves you right D．It's a piece of cake 15．He is __________ a good partner __________ we all like him.A．so; that B．such; that C．so; which D．such; what 16．Ma Wei likes to memorize new words reading them aloud again and again.A．with B．by C．on D．at 17．—What’s your ______ name?— ______ name is Tom.A．pen pal’s, His B．pen pal, HisC．pen pal, He D．pen pal’s, He18．I didn't hear what you said. Can you _______ it _______?A．repeat; / B．talk; again C．repeat; again D．tell; again 19．I’ll _______ the time of the trains to Chengdu as soon as I get to the railway station. A．look at B．look for C．look up D．look up to 20．Practice makes perfect. It is ________ of becoming a successful learner.A．one of the secret B．one of the secretsC．one of secret D．one secrets21．One of the popular expressions in 2012 “Positive energy”.A．is B．are C．was22．From the __________ on his face, I know he did well in ___________ exam. A．express； yesterday B．expressions； today C．expressions； yesterda y’s D．expressing；today’s23．——You’d better learn the sentence ________.——Pardon. I don’t understand what you say.—— I mean you should remember every word of the sentence.A．by head B．by heart C．with your hand 24．Collecting stamps ________ boring，I think.A．are B．is C．be D．am 25．—Jane’s spoken English is pretty good.— Yeah, she works hard and practices _______ it both in and out of class.A．spoke B．to speak C．speaking 26．Knowledge is power, but sometimes I feel thoughts are ________ than knowledge. A．powerful B．more powerfulC．most powerful D．the most powerful【参考答案】一、选择题1．C2．D3．C4．D5．A6．C7．B8．D9．A10．B11．A12．A13．B14．C15．B16．B17．A18．A19．C20．B21．C22．C23．B24．B25．C26．B【参考解析】一、选择题1．C解析：C【分析】【详解】句意：我们应该明智地运用我们的时间的精力，然后我们能成为一个充满智慧的人。

This is a one-week excerpt from our 2-volume Teacher’s Guide.If you have questions or comments,please contact us at:magic@ or call 303.417.6414Starfall Kindergarten Reading and Language Arts Curriculumincorporating Science, Social Studies and Technology Opportunities for child-directed learningng Target skills that are introduced, then applied, integrated, and practiced throughout the yearear English language learners and struggling readers learn alongside their peersers Interactive technology incorporates visual, auditory, and kinesthetic learningng Appropriate for Kindergarten classrooms and homeschoolersTeacher-tested, research based, and meets state standardsMotivation for children to learn and have fun at the same timeStarfall Education P.O. Box 359, Boulder, CO 80306 U.S.A.Phone: 1-888-857-8990 or 303-417-6414Copyright © 2009-2010 by Starfall Education. All rights reserved. Starfall® is a registered trademark in the U.S., the European Community and many other countries.Teacher’s GuideWorking Together!Unit 3 - Week 7Starfall® Education P.O. Box 359, Boulder, CO 80306 U.S.A.Senior AuthorsJoan Elliott: 18 years experience teaching kindergarten in North Carolina and Texas public schools, 12 years teaching in the Department of Education, University of North Carolina at Asheville and University of Texas at Brownsville; recipient of the Christa McAulliffe Teaching Award, recipient of a Fulbright fellowship to KoreaPam Ferguson: 34 year veteran kindergarten teacher, Holy Family Catholic School, St. Petersburg, FL; she has served on the Florida Catholic Conference Accreditation team for the past 10 yearsConsultantDr. Karen Cole, Associate Professor of Education, K-6 Program Coordinator, University of NC - AshevilleEducatorsMyrna Estes, 35 years, NYC; Chester, MA; Pittsfield, MA Public SchoolsJudy Goetze, 35 years, Pittsfield, MA Public SchoolsStephanie Riess 15 years Pinellas County, FL Public Schools; 17 years, Diocese of St. Petersburg, FLHeidi Suburu, 25 years, Fruitvale Public School District, Bakersfield, CA, and Elk Hills Public School District, Tupman, CAAdditional Contributors to this project:We gratefully acknowledge the contributions of our project team of over 150 kindergarten teachers. This project would not be possible without their help.Senior Editor and DesignerBrandi ChaseLayout DesignMarc BuchannanSenior Artist and Print DesignerFaith GowanContributing Artists and DesignersMatthew Baca, Ric Beemer, Dale Beisel, Kimberly Cooper, Craig Deeley, Catherine George, Stefan Gruber, Heather Hogan, David Lebow, Debby Lee, Frank Lee, Claire Lenth, Gina and Art Morgan of AMGG, Julie Ann Quinsay, Michael Ramirez, Jared Ramos, Scott Stebbins, and Triska Wasser Musicians/ComposersRandy Graves, Keith Heldman and Richard JamesEngineers and Quality AssuranceKerry Dezell, Adam Griff, Tom Meyer, Larry Moiola, Steve Patschke, Troy Tazbaz, and Roger WilsonStarfall gratefully acknowledges the following school districts where the Starfall Kindergarten Program was piloted:Andre Agassi College Preparatory Academy, Las Vegas, NV Appling County School District, Surrency, GABoulder Valley School District, Boulder, CO Briarcliff Manor School District, Briarcliff Manor, NYBuncombe County School District, Asheville, NC Buckner-Fanning Christian School, San Antionio, TXCatholic Archdiocese of Los Angeles, Thousand Oaks, CA Catholic Diocese of St. Petersburg, St. Petersburg, FLCurrituck County School District, Knotts Island, NC Episcopal Diocese of Northwest Texas, All Saints Episcopal School,Lubbock, TXFruitvale School District, Bakersfield, CAKent City Community Schools, Kent City, MI Fullerton School District, Fullerton, CALos Fresnos Consolidated Independent School District, Los Fresnos, TX Livermore Valley Charter School, Livermore, CAMatanuska-Susitna Borough School District, Wasilla, AK Italy Independent School District, Italy, TXPittsfield School District, Pittsfield, MA Ogden City School District, Ogden, UTRainbow Dreams Charter School, Las Vegas, NV Port Jervis City School District, Cuddebackville, NYSalina School District, Salina, OK Rhea County School District, Spring City, TNScreven County School District, Screven, GA Saugus Union School District, Valencia, CASouth Sarpy School District 46, Springfield, NE Sierra Sands Unified School District, Ridgecrest, CAWayne County School District, Jesup, GA Vinita Public Schools, Vinita, OKWaynesville R-VI School District, Ft. Leonard Wood, MOSpecial thanks to the Alliance for Catholic Education’s English as a New Language Program (ACE-ENL) at the University of Notre Dame for their help with the ELD component of this program.Starfall also wishes to thank:Stephen Schutz, Karen Bidgood, Tad Elliott, and the Purchasing, Customer Service, and Warehouse teams at SPS Studios.Unit 3: Working Together!Week 7 Overview156Identify/Discriminate Initial/Final Sounds 160Introduce Family, Home, Community, Country 160Introduce Community Helpers 161Introduce Uu /u/ 162Rhyming Words164Introduce High-Frequency Words: but, us, up 164Introduce Mr. Bunny’s Carrot Soup 165Introduce Nn /n/166Listening and Writing , Page 25168Introduce High-Frequency Words: not, on, down 168Introduce Me on the Map 169Introduce The Map 170Listening and Writing , Page 26 171The Map171Write about Community Helpers 172Introduce Author’s Chair 172Listening and Writing , Page 27 173“Wheel of Reading” 173Our Community175KindergartenStarfallWeek 7 OverviewOur CommunityThis week the children will learn about their community and how it relates to their state and country. They are introduced to community helpers and will discuss how they, too, are called to be good citizens. This week we will:discover how to be good citizens. •learn about •Uu /u/ and Nn /n/.learn about maps.•use the “Author’s Chair” for the first time.•Recommended LiteratureMe On the Map —Joan Sweeney is an author who wrote her first book when she was six years old. Her father liked the book so much he bought the one and only copy of Penguin Island . She was inspired to become a writer by a comic strip. She loved to read about Brenda Starr, a glamorous and adventuresome reporter. When she grew up, her dream came true and she wrote articles for the newspaper. Then she changed her mind and began writing books. This made her cat very happy because now they take naps together after lunch. The cat also likes to sit on her lap while she writes. Joan grew up in Toledo, Ohio, and later moved to Illinois.Caps for Sale —Esphyr Slobodkina’s biography was featured in Week 5.Starfall Books & Other MediaABC Rhyme Book Sing-AlongLittle Red Hen and other Folk Tales : “Mr. Bunny’s Carrot Soup” The Map156 UNiT 3PreparationGenerate an “ABC Rhyme” practice page for each letter introduced this week. Photocopy one for each child to take home and practice with his or her parents.Generate Vocabulary Word Cards for Week 7. You will use family, home, community, state, country, community helpers and citizen onDay 1 and trail on Day 3.Day OneLabel four bowls or boxes in graduated sizes as follows: Large - Country , Medium - State , Smaller -Community , Smallest -Home . Make a small word card, Family , to fit inside the smallest bowl.You will need a variety of “community helper” hats to display. (Police officer, firefighter, construction worker, etc.)Familiarize yourself with “Go Fish.” Download the “Game Rules” resource in theTeacher’s Lounge. Introduce the children to the game before breaking for Session 2.Day TwoFamiliarize yourself with Sing-Along Track 35, “Teddy Bear Says, Thank You” and choose actions to accompany the song.Generate “Blend Practice 2” using: rat, cot, bus and tub . Photocopy one for each child.Day ThreeSecure a map of your city and state and a globe to use in conjunction with Me on the Map .Generate a “Picture Sound” practice page for each child using Uu and Nn .Day Four Establish a chair to be used as a special “Author’s Chair” for the year.Day FiveReview the “Wheel of Reading” game rules, found in Week 5, Day 5.Generate a “Color by Word” practice page for Week 7.We recommend that you duplicate and laminate a classroom set of the “Wheel of Reading” blackline for ongoing use.Day 1I r e a d t h e s t o r yo fC a p s f o r S a le a ga inla s t n ig h t . I lo v e allt h o s e c a p s . C a p sa r ef u n t o w e a r !Y o u r f r ie n d ,B a c k p a c k B e a rDay 2I w a n t t o t e a c h yo u as o n g m y m o m t a ug h tm e . I t ’s a b o u t h av in gg o o d m a n n e r s . I ho p ey o u li k e it !L o v e ,B a c k p a c k B e a rDay 3I w a s w o n d e r in g ho wp e o p le f in d o u r s ch o o l.D o t h e y u s e a m ap o fo u r c it y /t o w n ?L o v e , B a c k p a c k B e a rDay 4I s a w t h e b u s d r ive ru s e a m a p t o g e tt os c h o o l t h is m o r n ing ! Ilo v e m a p s !L o v e ,B a c k p a c k B e a rDay 5I w e n t o n li n e t oS t a r f a ll la s t n ig h t. Ilo v e d t h e s t o r y a bo u tt h e h o u s e in t h e tr e e !D id y o u li k e it Y o u r p a l,B a c k p a c k B e a rom set UNiT 3 157ReadingPhonemic Awareness PhonicsHigh-Frequency Words Comprehension Print ConceptsL&W , p. 23Initial and final Aa /a/, Bb /b/, Tt /t/, Pp /p/, Ss /s/, Mm /m/, Oo /o/, Cc /c/Uu /u/Comprehension Skills: Classify / CategorizeL&W , p. 24Rhyming words Phoneme sub-stitutionNn /n/HF Words: but, us, up Comprehension Skills: Identify Genre: Folk TaleIdentify characters and setting Comprehension Strategy: Predict / Verify Open DiscussionComputerI’m Reading : Nonfiction, “A House in a Tree” ABCs: Pp, Oo, Rr, Ll BpB’s Concepts: “A-Machine,” “O-Machine,” “U-Machine”Activity“Go Fish”: uppercase and lowercase letters “Blend Practice 2” practice page Listening & SpeakingLiteratureRhymes, Poems & Songs VocabularyCaps for Sale “Uu Umbrella Rhyme”“Letter March Song Rr”Relate experience in sequence Vocabulary : Family, home,community, state, country, community helpers, citizenThe Little Red Hen and other Folk Tales : “Mr. Bunny’s Carrot Soup”“Teddy Bear Says, Thank You”“Nn Nest Rhyme”“Letter March Song Nn”MannersWriting Social StudiesCompare, contrast locations of people, places. Describe their characters. Understand how good citizens act. Match de-scriptions of work and names of jobs in school, community and from historical accounts.ScienceDescribe relative position of objects using one reference158 UNiT 3L&W, p. 25Beginning/end-ing/rhyming Predecodable Book 6: The Map HF Words:not, on, downComprehension Skill: Make ConnectionsL&W , p. 26Beginning soundsComprehension Skill: Classify / Categorize Cause / EffectStory Details: setting,problem / solution Draw ConclusionsL&W , p. 27Rhyming words “Wheel of Reading”Review HF words Comprehension Skills: Connect text to self Discuss Starfall Free DayHF Words with Play Dough or Magnetic LettersBpB’sBooks: Row 4, “At the Park” Row 5, “At the House” I’m Reading : Folk Tales: “Mr. Bunny’s Carrot Soup”BpB’s Books: Row 6, “The Map” ABC’s : Uu, Nn,Rr, Ll”Go Fish”:Letter Recognition“Picture Sound” practice page: Uu, Nn SequenceThe Map Sequence The MapMe on the Map The Map MapsVocabulary : TrailThe Map ComplimentsPresentation voices: Author’s Chair“Color by Word” practice page: Week 7Design a Map of the Classroom CitizensMapsCommunity HelpersWrite about community helpersIllustrate/label a classroom map Distinguish between land andwater on maps and globes. Determine relative location of objects.Match simple descriptions of work people do with names of related jobs at school, in the community and from historical accounts.Compare, contrast locations of people, places. Describe their characters. Understand how good citizens act. Match de-scriptions of work and names of jobs in school, community and from historical accounts.Describe relative position of objects using one referencedownng”om UNiT 3 159Identify/Discriminate Initial/Final SoundsReview the ASL signs a, b, t, p, s, m, o, cSay a word from the list of initial sounds below.•Children make the ASL sign for the beginning sound.•Repeat for final sounds.•Initial/b/ bed, baby; /a/ ant, alphabet; /t/ two, teeth; /p/ puzzle,puppet; /s/ six, sing; /m/ man, milk; /o/ ox, olive;/k/ (c) cap, carrot.Final/t/ basket, plant; /p/ nap, help; /s/ grass, bus;/m/ ham, drum; /k/ (c): black, look.Introduce Family, Home, Community, CountryDisplay the four bowls next to each other, smallest to largest,with the labels facing away from the children. As you intro-duce each word, turn the bowl around to reveal its label.Say: Let’s talk about five important words: family, home,community, state, and country.Display and name the Word Card, family.Children repeat,•family.Recall Ira’s family from the book•Ira Sleeps Over.Discuss how some families have many members and others have only a few.•Place the Word Card next to the bowls.•Explain: Families live together in homes. All of us live in different kinds ofhomes. A home can be a house, an apartment, a tent, a mobile home, or ashelter. (Turn the smallest bowl to reveal its label, Home.) This smallest bowl saysHome. Children repeat, home.Turn the next bowl to reveal its label, Community. Say: The next bowl saysCommunity. (Children repeat, community.) Families live in homes that arein communities. A community is a place where people live and work.Most of us live in the community of (your city or town). Communities aremuch bigger than our homes!MaterialsASL PosterFReadingIdentify initial and finalphonemes in wordsInibed, baby;InFin/b/ rib, sub;FMaterialsFour labeled bowls,Fgraduated in sizeVocabulary WordFCards: country, state,community, home,family Listening & SpeakingUse new vocabularythat is introduced andtaught directlyListening & SpeakingRelate an experience ina logical sequenceScienceDescribe the relativeposition of objects byusing one referenceSocial StudiesCompare and contrastthe locations ofpeople, places, andenvironments anddescribe theircharacteristics160 UNiT 3S t a r f a l l K i n d e r g a r t e nWeek 7 • Day 1Turn the medium bowl to reveal its label, State . Say: This bowl says State .(Children repeat, state .) Our families live in homes in the community of (your city or town). Our community, (your city or town), is part of a state . What is the name of our state? Children:name their state.•complete the sentence stem, •We live in the state of (your state).Explain: Our state is much, much bigger than our community.Turn the last bowl to reveal its label, Country . Say: Our largest bowl says Country . (Children repeat, country .) All of us live in the United States of America. It is our country . There are 50 states in the United States. We live in one of those states. All the states are ‘united’ or joined together to form one country. Let’s say this together: We live in the country of the United States of America. Our country is much, much, much bigger than our state!Ask children what they notice about the bowls (each is a different size). Children identify the smallest bowl (Home) and the largest (Country).A volunteer places one bowl inside the other as you say: My family lives in a home in the community of (your city or town). Our community is in the state of (your state). Our state is part of the country, the United States of America!Mix up the bowls and choose volunteers to take turns putting them in size order. Name each bowl as they are ordered to review the vocabulary words, family, home, community, state, country .Introduce Community HelpersDisplay Caps for Sale . Note that the peddler is wearing a cap.Say: For many years, people have worn special kinds of hats. Sometimes you could tell what their jobs wereby looking at their hats. If the peddler was selling caps today, do you think he might sell them to people likefirefighters, police officers, football players, chefs, and nurses?Display examples of hats worn by community helpers. Say: Some people have special jobs in our community . (review community ) We call them community helpers . Children repeat, community helpers .Say: A police officer helps our community. Turn to your neighbor and discuss ways a police officer helps us, then you can share your ideas with the class. Repeat for firefighter, construction worker, chef, librarian, etc.Explain: All of these community helpers live in our country, the United States of America. They are citizens of the United States of America. A citizen is a person who lives in our country, works to help others, and makes ourMaterialsCaps for Sale F Vocabulary WordF Cards: community helpers, citizen Chart paper/markersF A variety ofF community helper hatsReadingDescribe common objects and events in both general and specific language Social Studies Understand that good citizens act in certain waysMatch simpledescriptions of work people do and the names of related jobs at the school, in the community, and from historical accountsS a v e t h e fo u rl a b e l e d b o wl s . Y o uw i l l u s e t h em a g a i nd u r i n g W ee k 9.UNiT 3 161Week 7 • Day 1community and country a better place. You are a citizen , too. It is your responsibility to work, to care about others, and to help make this a better community.Children discuss how they can be good citizens at home, at school, and in their community.Make a list on chart paper of the many and varied citizens who are community helpers. Begin by listing citizens in your school, such as the librarian, teachers, principal, custodian, and lunch workers. Move to your larger community (e.g., doctors, nurses, dentists, veterinarians, waiters and waitresses). Review the list of names when completed.Computer•I’m Reading : Nonfiction, “A House in a Tree”ABCs •: P , O, R, LActivityChildren play “Go Fish” to match uppercase and lower-case letters.Objective : The object of the game is to form pairs (e.g.,uppercase B and lowercase b ). The game concludes when all pairs have been matched. The winner is the player with the most pairs.The Deal : Cards are dealt clockwise one at a time until each player has three cards. The remaining cards are placed face-down in a deck on the table.The Play : The player to the left of the dealer asks another player for a card to match one of those in his/her hand (e.g., “Please give me a lowercase m .”). If the player addressed has the card, he or she must hand it over. Otherwise, he or she replies, “Go fish” and the asker draws the top card from the deck.If a match is made, the cards are placed face-up on the table and the child gets another turn. If no match is made, play passes to the left. Players left without cards draw from the deck and try to make a match. Once the deck is gone, these players are out of the game.Introduce Uu /u/Introduce /u/ in the initial positionRead the rhyme “Uu Umbrella” on page 45 of the ABC Rhyme Book .Technology Use technology resources to support learningMaterialsLetter Cards F A, a, B, b, C,c, L, l, M, m, O, o, P , p, R, r, S, s, T, tReadingRecognize and name uppercase and lowercase letters of the alphabetMaterialsPicture Card: F umbrella Letter Cards: F U and u Wall Card: F Umbrella /u/Whiteboards/markers F ABC Rhyme Book F L&W, F p. 23Pencils/crayonsF ReadingIdentify and produce words that rhyme WritingWrite lowercase letters of the alphabet independentlyRead the rhyme com respcomChilcomMaT o e l i mi n a t e t h e n e e d f o r as e p a r a t ec h a r t p a p e r f o r e a c h g r o u p , s i m p ly p l a c e a s t a r n e x t t o r e p e a t e d r e s p o n s e s a s t h e y a r e g i v e n i n G r o u p 2 a n d a d da n y a d d i ti o n a l r e s p o n s e s t o t h e l i s t . S a v et h i s l i s t . Y o u w i l l u s e i t a g a i n o nD a y 4.162 UNiT 3S t a r f a l l K n e g a r t e nWeek 7 • Day 1Display the Picture Card umbrella . Say: This is a picture of an umbrella . (Children repeat, umbrella .) The word umbrella begins with the sound /u/. Watch my mouth: /u/. Now you say /u/. The words up and umbrella begin withthe same sound: /u/. (Children repeat: /u/.) I will read the rhyme again. Listen for the sound /u/ in up and umbrella .Read the rhyme again, then repeat it in unison.Discriminate /u/ in the initial position Ask the children to stand. Say: I will say some words. If you hear the sound /u/ at the beginning of a word, put your hand up in the air. Ready?up down cow under untilConnect /u/ to the spelling Uu Teach children the ASL sign for Uu . Children sing “The Letter March” with the ASL sign for u and sound /u/.Display the Letter Card u . Say: This is the lowercase letter u . The letter u stands for the sound /u/. Each time I touch the letter u , say, /u/. Touch u several times.Demonstrate the letter’s formation as you write u on the board. Children skywrite u several times.Distribute whiteboards and markers. Children write u on their whiteboards. Say: Let’s play a game. If the word I say begins with the sound /u/, hold up your whiteboards and say, /u/. If it does not, do nothing! Ready?us toe upper lock uncleDisplay the Letter Card U . Say: This is the uppercase letter U . The upper-case letter U and the lowercase letter u stand for the sound /u/. Each letter of the alphabet has an uppercase and a lowercase letter.Demonstrate the letter’s formation as you write U on the chart. Childrenskywrite U several times. A volunteer locates Uu on the Alphabet Chart. Ask: Are the letters U and u near the beginning, middle, or end of the alphabet? (end)Listening & Writing, page 23L&W , p. 23. Complete as with similar pages.The sound /u/ does not exist in French, German or Tagalog. Be sure to emphasize this sound for children who speak these languages.Uu UmbrellaUp, up, up, the umbrella goes. When will it rain? I don’t know. Under the umbrella, Under I wait—Rain or shine, an umbrella’s great!DisAsk the children Di ConTeach children t Co ListDistribute i d r Lis galog. B languages.alog. Be sure languages.Display the Wall Card at the end of the lesson.A s y o u m a ke t h eU u A S L s i gn , m o v et h e s i g n u pt o g i v ec h i ld re n a na d d i t i o n a lv i s u a l c u e .UNiT 3 163DayTwoWeek 7Rhyming WordsTell the children to listen closely to Backpack Bear’s song about good manners so they will be able to help you remember it. Play Sing-Along Track 34, then discuss the importance of using good manners. Make a list of those the children remember (say thank you and please , share, be nice, raise your hand, stand quietly, walk, don’t run).Play the song again. Children sing along and add actions.Say: I heard some rhyming words in the song. See if you know what they are. Say the words to the song. Pause before each rhyming word so the children can provide it.Encourage children to practice using good manners so Backpack Bear will be proud of them!Introduce High-Frequency Words: but, us, upDistribute whiteboards and markers.Place the Picture Card cup in the pocket chart and name it. Children use their “invisible rubber bands” to segment (pull apart) the sounds in cup: /k/ /u/ /p/ cup .Ask: How many sounds do you hear in cup ? (3) Which letter stands for the sound /k/? (c)A volunteer finds the Letter Card •c and places it under the Picture Card in the beginning position.Repeat for /u/ and /p/.•Children copy •cup on their whiteboards.Say: I wonder what would happen if I took away the /k/. (Take the Letter Card c away.) What word is left? (up ) Children erase the c from the word cup on their whiteboards to reveal up . Say: Up is a high-frequency word. Listen: I can climb up the tree. Children generate sentences using up .Place the Picture Card bus in the pocket chart and name it.MaterialsSing-Along F Track 34ReadingIdentify and produce words that rhymeTeddy Bear Says, “Thank You”Teddy Bear, Teddy Bear, Say “Thank you.” Teddy Bear, Teddy Bear, Say “Please”, too. Teddy Bear, Teddy Bear, Share your ball. Teddy Bear, Teddy Bear, Be nice to all.Teddy Bear, Teddy Bear, Raise your hand. Teddy Bear, Teddy Bear, Quietly stand. Teddy Bear, Teddy Bear, Walk, don’t run.Teddy Bear, Teddy Bear, Have some fun!MaterialsPocket chart F Picture Cards: F bus,cup, cut Lowercase LetterF Cards: b, c, p, s, t, u Whiteboards/markers F Starfall DictionariesF Reading Recognize high- frequency words Understand that as letters of words change, so do the sounds Segment individual phonemes in simple one-syllable words WritingWrite uppercase and lowercase letters of the alphabet independent-ly, attending to the form and proper spacing of the letters164 UNiT 3StarfallKindergartenWeek 7 • Day 2A volunteer segments the sounds, locates the Letter Cards needed to spell the•word, and places them under the Picture Card.Children write•bus on their whiteboards.Ask: What new word do we have if we take away the/b/ in bus?Children erase the•b on their whiteboards.Explain that•us is also a high-frequency word!Children generate sentences using•us.Place the Picture Card cut in the pocket chart and name it.Volunteers locate letters needed to spell•cut and place them under the Picture Card.Children write•cut on their whiteboards.Say: This time we will change the /k/ to a different beginning sound, /b/.(Replace the c Letter Card with the b Letter Card.) What new word do we haveif we blend these sounds together? (but)Children erase the•c and replace it with b on their whiteboards.Explain that•but is another high-frequency word.Use•but in a sentence: I want to play outside but it is raining.Children generate sentences using•but.Write the words us, up, and but on the board. Children read each new high-frequencyword. Model writing us, up, and but in your dictionary. Children follow your example.Introduce Mr. Bunny’s Carrot SoupDisplay The Little Red Hen and other Folk Tales. Recall that folktales are very old stories that have been passed down orallyfrom grandparents to grandchildren, and often teach a moral or lesson. This bookcontains different folk tales. The one they will hear today is a new American folk tale,“Mr. Bunny’s Carrot Soup,” written by Jennifer Greene.Children make predictions based on the title picture.•Read the story and check predictions.•Backpack Bear whispers that he noticed the characters in this story used goodmanners! Children recall where this was demonstrated in the text.Partner children to discuss the following:Who are the characters in the story?Where does this story take place or what is the setting?What happened over and over again in this story?MaterialsThe Little Red Hen andFother Folk Tales: “Mr.Bunny’s Carrot Soup”Four carrotsF ReadingUse pictures andcontext to makepredictions aboutstory contentConnect to lifeexperiences theinformation andevents in textsUNiT 3 165。