After three years at school
They draw on knowledge and skills that include:
automatically reading all high-frequency words;
articulating and using a variety of decoding strategies appropriately when they encounter unfamiliar words (e.g., by recognising syllables within words or by applying their knowledge of
regular and irregular spelling patterns);
knowing the meanings of some common prefixes (e.g., un-, re-, in-, dis-) and suffixes (e.g., -s, -es, -ed, -ing, -ly, -er, -less, -ful) and understanding how they affect the meanings of words;
knowing the synonyms for, and multiple meanings of, many common words (e.g., left, might, right, fine);
applying their knowledge of word families, collocations, and sentence or phrase structures to find the meanings of unknown words;
looking for information in visual language features (such as text boxes in non-fiction texts);
understanding the purpose of basic punctuation. 作者: Rachrockrock 时间: 2015-2-8 09:12:59
After three years at school
They draw on knowledge and skills that include:
automatically reading all high-frequency words;
articulating and using a variety of decoding strategies appropriately when they encounter unfamiliar words (e.g., by recognising syllables within words or by applying their knowledge of
regular and irregular spelling patterns);
knowing the meanings of some common prefixes (e.g., un-, re-, in-, dis-) and suffixes (e.g., -s, -es, -ed, -ing, -ly, -er, -less, -ful) and understanding how they affect the meanings of words;
knowing the synonyms for, and multiple meanings of, many common words (e.g., left, might, right, fine);
认识并使用一些常见的字头和字尾，并知道这些字头和字尾如何影响一个字的意思，知道不同的同义字，知道字有多重的意思~~作者: Rachrockrock 时间: 2015-3-15 09:57:03
applying their knowledge of word families, collocations, and sentence or phrase structures to find the meanings of unknown words;
looking for information in visual language features (such as text boxes in non-fiction texts);
understanding the purpose of basic punctuation.
应用字家谱的常识，片语，短句型，片段结构，来做出字义的判断
从图片讯息中寻找相关资讯和答案
理解基本标点符号的用途作者: Rachrockrock 时间: 2015-3-16 09:55:17
Texts at Gold level have been designed with characteristics that include:
some unfamiliar contexts and settings
shifts in time and/or place
(in narrative texts) many characters and events and more than one storyline
a mix of explicit and implicit content within text and illustrations that requires students to make connections between ideas in the text and their prior knowledge in order to make simple inferences
some pages with no illustrations
some unfamiliar words and phrases, the meaning of which is supported by the context or illustrations, including descriptive vocabulary, subject-specific vocabulary, and commonly used words that have multiple meanings
visual language features such as subheadings, text boxes, footnotes, glossaries, indexes, and diagrams and maps that are clearly explained and linked to the body text
ideas and information organised in paragraphs
a variety of sentence structures, including complex sentences
frequent use of dialogue, some of which is not explicitly attributed, and more than one character speaking on a page.
These characteristics support the development of reading behaviours that are described on page 11 and illustrated on the fold-out pages here.
