补充下拼读的内容，我贴一个课件里的图，一目了然。
加州教材里词汇分为两类，一个是拼读的，讲过了。还有一类就是高频词，在教参里也是特别强调。
我们以G1U4T3为例，来说下教参里的做法：
INTRODUCE
■ Display Vocabulary Cards for warm , sound , cold , great ,
know , and their in a pocket chart.（把新单词陈列在一个方框里。）
■ Point to and say the word warm.That is the word warm. It is
spelledw-a-r-m.I felt warm bythe fire.（先教warm的读法，然后英文释义）
■ Have children read, spell, and write the wordwarm.（让孩子们读、拼、写这个单词。）
■ Follow the same steps for sound,cold, great, know, and their.（用同样的方法教授sound, cold, great, know, their。）
■ When introducing each new high-frequencyword, note any phonic elements that have been taught this week or in previous weeks.Review how to decode the familiar letter sounds in the new words. Weknow that the w and the m in warm standfor the /w/ and /m/ sounds. Repeat with each new high-frequency word.（教授单词的时候提醒孩子们注意复习发音。）
■ Have children work with a partner to make upsentences using the words.（和拍档一起用词造句。）
■ Word Wall You may wish to add thesewords.（做一个单词墙。）
■ Review Review last week’s words find,after, done, old, new, and
work using the same procedure.（复习上个theme的单词）
拼读过关的孩子，直接跳过这些步骤，稍微英文释义后，做的是能够将单词进行运用的训练。
