K3 Reading幼儿园三岁阅读
∙General sound discrimination: environmental, instrumental, body percussion
∙语音的一般识别：环境，工具，肢体动作
∙Rhythm and rhyme, alliteration, voice sounds
∙节奏和韵律，头韵，声音
∙Oral blending and segmenting
∙口语原音拼合拆解
∙Make connections to their own experience when listening to or “reading” texts
∙在聆听或“阅读”文本时建立自己英语学习经验
∙Select and reread favorite texts for enjoyment
∙为培养兴趣可选择自己喜爱的文字重复读
∙Understand that print is permanent, for example, when listening to familiar stories, notices when the reader leaves out or changes parts
∙要知道印记是永久性的，例如，听着熟悉的故事时，会注意到读者省去或改变的部分
∙Participate in shared reading, posing and responding to questions and joining in the refrains.
∙参与共享阅读，提出问题并回答问题，并参与避免。
∙Recognize their own first name.认识自己的名字。
∙Distinguish between pictures and written text, for example, can point to a picture when asked
∙图片和手写区分，例如，可以指向图片时提问
∙Join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of the language of
instruction.
∙加入诗歌，诗词，歌曲，文字游戏和拍手游戏，熟悉教学语言的声音和模式。
∙Handle books, showing an understanding of how a book works, for example, cover, beginning, directional movement, end
∙处理书籍，显示对书籍如何工作的理解，例如封面，开始，定向移动，结束
∙Listen attentively and respond actively to read- aloud situations; make predictions, anticipate possible outcomes
∙仔细倾听并积极响应朗读; 做出预测，预测可能的结果
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∙General sound discrimination: environmental, instrumental, body percussion
∙语音的一般识别：环境，工具，肢体动作
∙Rhythm and rhyme, alliteration, voice sounds
∙节奏和韵律，头韵，声音
∙Oral blending and segmenting
∙口语原音拼合拆解
∙Introduction to letters and sounds Phase 2 (Letters and sounds)
∙介绍字母和发音阶段2（字母和发音）
∙Sets 1-5 letters and words
∙设置1-5个字母和单词
∙Make connections to their own experience when listening to or “reading” texts
∙在聆听或“阅读”文本时建立自己英语学习经验
∙Select and reread favorite texts for enjoyment
∙为培养兴趣可选择自己喜爱的文字重复读
∙Participate in shared reading, posing and responding to questions and joining in the refrains
∙参与共享阅读，提出问题并回答问题，并参与避免
∙Participate in guided reading situations, observing and applying reading behaviors and interacting effectively with the group.
∙参与引导阅读的情况，观察和应用阅读行为，并与小组进行有效的交流。
∙Have a secure knowledge of the basic conventions of the language(s) of instruction in printed text, for example, orientation, directional
movement, layout, spacing, punctuation.
∙对印刷文本的指导语言的基本约定有一个安全的知识，例如，方向，定向移动，布局，间距，标点符号。
∙Make connections between personal experience and storybook characters
∙建立个人经验和故事书人物之间的联系
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∙Consolidation of letters and sounds Phase 2
∙巩固字母和发音阶段2
∙Read their own and their friends names.
∙阅读他们自己和他们的朋友的名字
∙Sets 1-5 letters and words
∙设置1-5个字母和单词
∙Tricky words, an increasing sight vocabulary.
∙不规则单词，增加越来越多的视觉词汇
∙Blending words Use of letters and sounds Phase 4
∙使用字母和发音阶段4的混合单词
∙Express opinions about a story.
∙能表达对一个故事的意见
∙Use meaning, visual, contextual and memory cues, and cross-check cues against each other, when necessary (teacher monitors miscues to identify strategies used and strategies to be developed.)
∙在必要时使用意义，视觉，背景和记忆线索，并互相交叉使用核对线索（教师监督指正错误以确定使用的策略和将要制定的策略）。
∙Read and understand familiar print from the immediate environment, for example, signs, advertisements, logos, ICT iconography
∙阅读并理解来自周围环境的熟悉的标识，例如标志，广告，标识，ICT 图像
∙Instantly recognize an increasing bank of high- frequency and high-interest words, characters or symbols.
∙立即认出一大堆高频率和高利率的语言，字符或符号。