ࡱ> q` ZbjbjqPqP 7::hR%,,,,,,,@(((8`D\@kvº"" ~kkkkkkk$umhok,k,,kyyy,,~ky~kyy&Q,,"\ w,P(Td] k0k"Up]p"\"\p,6\yTCkk^k@@@D*@@@D@@@,,,,,, Second Grade Standards Assessment Ideas StandardSelected ResponseConstructed ResponsePerformance AssessmentInformal AssessmentELA2R1 Applies knowledge of letter-sounds and spelling patterns to decode unfamiliar wordsELA2R1 a Phonics/Word Identification Reads words containing blends, digraphs, and diphthongs. Multiple Choice Matching picture and wordHighlight, underline target words while reading books or poems Tree-map to sort words Word Sort Oral readingReading conference- anecdotal notes Guided reading - anecdotal notes/checklist Early Reading Behaviors Checklist (GHGR Assessment Handbook)ELA2R1 b Phonics/Word Identification Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives.Multiple Choice Matching picture and word Fill-in-the blank Use graphic organizer to record words with target skill found in independent/guided reading text Word Hunt Regular Plurals Irregular Plurals Possessives Oral reading Student writingReading conference- anecdotal notes/checklist Guided reading - anecdotal notes/checklist ELA2R1 c Phonics/Word Identification Reads compound words and contractions in grade appropriate texts.Multiple Choice Matching picture and word Fill-in-the blank with the appropriate wordOral reading Create a flip book Reading conference- anecdotal notes/checklist Guided reading - anecdotal notes/checklist Early Reading Behaviors Checklist (GHGR Assessment Handbook) ELA2R1 d Phonics/Word Identification Reads and spells words containing r-controlled vowels and silent letters.Multiple Choice Matching picture and word Fill-in-the blank with the appropriate word Brainstorm/spell words with target pattern Use graphic organizer to record words with target skill found in independent/guided reading textOral reading Create a flip book Student writing Word sortReading conference- anecdotal notes/checklist Guided reading - anecdotal notes/checklist ELA2R1 e Phonics/Word Identification Reads and spells words containing irregular vowel patterns. Multiple Choice Matching picture and word Fill-in-the blank with the appropriate word Brainstorm/spell words with target pattern Oral reading Student writing Word sortReading conference- anecdotal notes/checklist Guided reading - anecdotal notes/checklist ELA2R1 f Phonics/Word Identification Reads multisyllabic words.Multiple Choice Matching picture and word Fill-in-the blank with the appropriate word Oral reading Reading conference- anecdotal notes/checklist Guided reading - anecdotal notes/checklist Running recordELA2R1 g Phonics/Word Identification Applies learned phonics skills when reading and writing words, sentences, and stories. Multiple Choice Matching picture and word Fill-in-the blank with the appropriate word Oral reading Student writing Word sortReading conference- anecdotal notes/checklist Guided reading - anecdotal notes/checklist Running record Early Reading Behaviors Checklist (GHGR Assessment Handbook) ELA2R2 Demonstrates the ability to read orally with speed, accuracy, and expressionELA2R2 a Fluency Applies letter-sound knowledge to decode quickly and accurately.Readers Theater Oral reading Reading conference- anecdotal notes/checklist Guided reading - anecdotal notes/checklist Running recordELA2R2 b Fluency Automatically recognizes additional high frequency and familiar words within texts.Readers Theater Poetry reading Oral readingReading conference- anecdotal notes/checklist Guided reading - anecdotal notes/checklist Running recordELA2R2 c Fluency Reads familiar text with expression.Readers Theater Poetry reading Oral reading Student self- assessment of taped reading Reading conference- anecdotal notes/checklist Guided reading - anecdotal notes/checklist Running recordELA2R2 d Fluency Reads second- grade texts at a target rate of 90 words correct per minute.Timed fluencyReading conference- anecdotal notes/checklist Guided reading - anecdotal notes/checklist Running recordELA2R2 e Fluency Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text.Oral readingReading conference- anecdotal notes Guided reading - anecdotal notes/checklist Running record ELA2R3 Uses grade-level words to communicate effectivelyELA2R3 a Vocabulary Reads a variety of texts and uses new words in oral and written language. Multiple choiceIllustrate word meanings of new vocabulary Reading log Cloze story/fill in the blank Student writing Acting out wordsObservation-Checklist/ Anecdotal notes Oral questioning Reading response journalELA2R3 b Vocabulary Recognizes grade appropriate words with multiple meanings. Match the word in the sentence with its meaning. Vocabulary Notebook Venn diagram/double bubble map for compare/contrast Multiple Meaning Match (FCRR.org vocabulary section)Create a flip book or poster of multi-meaning words Act out words Read-aloud Text Talk (discuss/give examples of vocabulary words) Reading conference - anecdotal notes/checklistELA2R3 c Vocabulary Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms. Bridge map/analogies Word sorts Synonym/Antonym Dominoes (FCRR.org)Student writing Create a flip book Read-aloud Text Talk (discuss/give examples of vocabulary words) Reading conference anecdotal notes/checklistELA2R3 d Vocabulary Determines the meaning of unknown words on the basis of context.Fill in the blank Illustrate the word Guess the Covered Word Interesting Word Chart Page Word What I Think It Means Definition (Use the dictionary.) Act out words Reading conference anecdotal notes/checklist Observation in guided reading Oral questioning Checklist of Good Habits (GHGR Assessment Handbook) ELA2R4 Uses strategies to gain meaning from grade-level text ELA2R4 a Comprehension Reads a variety of texts for information and pleasure.Reading log Book talk Poster DramatizeObservation checklist Reading response journal ELA2R4 b Comprehension Makes predictions from text content.T-chart (text/prediction) T-chart (the text says/I think) Ticket out the door Response from independent reading/guided reading (reading response journal) Illustration Short answerDramatization Reciprocal Teaching (predicting, clarifying, questioning, summarizing) Response from independent reading/guided reading on post-it notesReading conference - anecdotal notes/checklist Guided reading - anecdotal notes Checklist used to record observations during discussion and listening in on think-pair-share Checklist of Good Habits (GHGR Assessment Handbook) ELA2R4 c Comprehension Generates questions before, during, and after reading.T-chart (text/question) Three column chart My Questions Before Reading During Reading After Reading Ticket out the door Response from independent reading/guided reading (reading response journal) Literature Circle/Book Club discussion Reciprocal Teaching (predicting, clarifying, questioning, summarizing) Questions from independent reading/guided reading on post-it notes Reading conference - anecdotal notes/checklist Guided reading - anecdotal notes/checklist Checklist used to record observations during discussion and listening in on think-pair-share Checklist of Good Habits (GHGR Assessment Handbook) ELA2R4 d Comprehension Recalls explicit facts and infers implicit facts.Matching True-FalseTicket out the door Response from independent reading/guided reading (readers response journal) Fill in the blank Written summary of text Literature Circle/Book Club discussion Response from independent reading/guided reading on post-it notes Reading conference - anecdotal notes/checklist Guided reading - anecdotal notes/checklist Checklist used to record observations during discussion and listening in on think-pair-share ELA2R4 e Comprehension Summarizes text content.Ticket out the door Response from independent reading/guided reading (readers response notebook) Written summary of text Fill in the blank summary form Story Frame/Book Frame (GHGR Assessment Handbook) Graphic organizers (FCRR.org comprehension section) Oral summary of text (use anecdotal notes/ checklist to record observation) Book Talk/Oral book report Book Club/ Literature Circle Reciprocal Teaching (predicting, clarifying, questioning, summarizing) Write a letter summarizing the text. Reading conference - anecdotal notes/checklist Guided reading - anecdotal notes/checklist Checklist used to record observations during discussion and listening in on think-pair-share Checklist of Good Habits (GHGR Assessment Handbook) ELA2R4 f Comprehension Distinguishes fact from fiction in a text.True/falseTicket out the door Response from independent reading/guided reading (readers response journal) Response from independent reading/guided reading on post-it notes Reading conference notes/checklist Guided reading - notes/checklist Checklist used to record observations during discussion and listening in on think-pair-shareELA2R4 g Comprehension Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.Multiple choice Graphic organizers Ticket out the door Response from independent reading/guided reading (readers response journal) T-chart (feature/how it helps me as a reader)Use of graphic features in student writing Response from independent reading/guided reading on post-it notes Reading conference - anecdotal notes/checklist Guided reading - anecdotal notes Checklist used to record observations during discussion and listening in on think-pair-share Checklist of Good Habits (GHGR Assessment Handbook)ELA2R h Comprehension Makes connections between texts and/or personal experiences.Venn Diagram/Double Bubble Map T-chart (text/connections) Ticket out the door Response from independent reading/guided reading (readers response notebook) Dramatization Response from independent reading/guided reading on post-it notes Book Club/ Literature Circle Reading conference - anecdotal notes/checklist Guided reading - anecdotal notes Checklist used to record observations during discussion and listening in on think-pair-share Checklist of Good Habits (GHGR Assessment Handbook)ELA2R4 i Comprehension Identifies and infers main idea and supporting details.Tree map with main idea at the top and supporting details on the branches Graphic organizers (FCRR.org comprehension section) Ticket out the door Response from independent reading/guided reading (readers response journal) Step Into the Story (Students infer the characters thoughts and feelings.) Response from independent reading/guided reading on post-it notesReading conference - anecdotal notes/checklist Guided reading - anecdotal notes/checklist Checklist used to record observations during discussion and listening in on think-pair-share Checklist of Good Habits (GHGR Assessment Handbook)ELA2R4 j Comprehension Self-monitors comprehension and attempts to clarify meaning.Oral reading Reciprocal Teaching (predicting, clarifying, questioning, summarizing) Reading conference - notes/checklist Guided reading - anecdotal notes/checklist Checklist used to record observations during discussion and listening in on think-pair-share Running record Checklist of Good Habits (GHGR Assessment Handbook)ELA2R4 k Comprehension Identifies and infers cause-and-effect relationships.T-chart (cause/effect) Graphic organizer Multi-flow mapCharadesReading conference - notes/checklist Guided reading - anecdotal notes/checklist Checklist used to record observations during discussion and listening in onELA2R4 l Comprehension Recognizes plot, setting, and character within text, and compares and contrasts these among texts.Story map Venn Diagram/ Double Bubble Map Graphic organizers (FCRR.org comprehension section) Table constructed during author study Character Setting Plot Title Title Title Book Club/Literature Circle Dramatization Use props to retell the story. Reading conference - notes/checklist Guided reading - anecdotal notes/checklist Checklist used to record observations during discussion and listening in on think-pair-share Checklist of Good Habits (GHGR Assessment Handbook)ELA2R4 m Comprehension Recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales).Multiple choiceStory map Graphic organizers Student writing (poem, fable, folktale)Reading conference - notes/checklist Writing conference Guided reading observation/notes ELA2R4 n Comprehension Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text. Multiple choiceStudent informational writing informational Oral reading Reading conference - anecdotal notes/checklist Guided reading observation/anecdotal notes ELA2R4 o Comprehension Recognizes the authors purpose. Short answer Response from independent reading/guided reading (readers response journal) Responses from independent reading/guided reading on post-it notes Reading conference - notes/checklist Guided reading observation/anecdotal notes Checklist used to record observations during discussion and listening in on think-pair-shareELA2R4 p Comprehension Uses word parts to determine meanings. Multiple choiceIllustrate the wordDramatizationReading conference - notes/checklist Oral questioning Guided reading observation/anecdotal notes ELA2R4 q. Comprehension Uses dictionary, thesaurus, and glossary skills to determine word meanings.Illustration Word mapCreate a dictionary, thesaurus, or glossaryObservation/checklist ELA2W1 The student begins to demonstrate competency in the writing process.ELA2W1 a Writing Writes text of a length appropriate to address a topic and tell the story. Student writing R.A.F.T.  HYPERLINK "http://www.writingfix.com/" http://www.writingfix.com/ Authors Chair student/teacher feedback Teacher/Student conference/commentary (glow and grow)ELA2W1 b Writing Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity and difference, answering questions). Student writingAuthors Chair student/teacher feedback Teacher/Student conference/commentary (glow and grow)ELA2W1 c Writing Uses transition words and phrases.Create and perform a rapAuthors Chair student/teacher feedback Teacher/Student conference/commentary (glow and grow) Student self-assessment using a rubric and/or checklistELA2W1 d Writing Begins to create graphic features (charts, tables, graphs).  Student created book Student writing Authors Chair student/teacher feedback Teacher/Student conference/commentary (glow and grow) Student self-assessment using a rubric and/or checklist ELA2W1 e Writing Begins to use appropriate formatting conventions for letter writing (e.g., date, salutation, body, closing).Multiple ChoiceLetterStudent self-assessment using a rubric and/or checklist Teacher/Student conference/commentary ELA2W1 f Writing Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion.IllustrationOral retelling Dramatization Student letter - response to literatureAuthors Chair student/teacher feedback Teacher/Student conference/commentary Student self-assessment using a rubric and/or checklistELA2W1 g Writing Begins to write a persuasive piece that states and supports a position.Student response to a promptStudent writing persuasive pieceAuthors Chair student/teacher feedback Teacher/Student conference/commentary (glow and grow) Student self-assessment using a rubric and/or checklistELA2W1 h Writing Pre-writes to generate ideas orally. Graphic organizerStudent pre-writingAuthors Chair student/teacher feedback Teacher/Student conference/commentary Student self-assessment using a rubric and/or checklist ELA2W1 i Writing Uses planning ideas to produce a rough draft. Student writing rough draftTeacher/Student conference/commentary ELA2W1 j Writing Rereads writing to self and others, revises to add details, and edits to make corrections.Student writing - rough draft with evidence of revising and editingTeacher/Student conference/commentary Student self-assessment using a rubric and/or checklistELA2W1 k Writing Creates documents with legible handwriting.Student writing Student self-assessment ObservationELA2W1 l Writing Consistently writes in complete sentences with correct subject/ verb agreement Multiple ChoiceFill in the blank sentencesStudent writingTeacher/Student conference/commentary (glow and grow) ELA2W1 m Writing Uses nouns (singular, plural, and possessive) correctly.Multiple ChoiceFill in the blank sentencesStudent writingTeacher/Student conference/commentary (glow and grow) ELA2W1 n Writing Uses singular possessive pronouns.Multiple ChoiceFill in the blank sentencesStudent writingTeacher/Student conference/commentary (glow and grow) ELA2W1 o Writing Uses singular and plural personal pronouns.Multiple ChoiceFill in the blank sentencesStudent writingTeacher/Student conference/commentary (glow and grow) ELA2W1 p Writing Uses increasingly complex sentence structure.Student writing Teacher/Student conference/commentary (glow and grow) ELA2W1 q Writing Uses common rules of spelling.Multiple ChoiceDictation sentences Spelling assessmentStudent writingTeacher/Student conference/commentary (glow and grow) ELA2W1 r Writing Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences (declarative, interrogative, and exclamatory; simple and compound).Multiple ChoiceDictation sentencesStudent writingTeacher/Student conference/commentary (glow and grow) ELA2W1 s Writing Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states, and periods after grade-appropriate abbreviations.Multiple ChoiceStudent writingTeacher/Student conference/commentary (glow and grow) ELA2W1 t Writing Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.Multiple ChoiceTeacher/Student conference/commentary (glow and grow) Observation/checklist ELA2W1 u Writing Recognizes appropriate uses of quotation marks. Multiple ChoiceStudent writingTeacher/Student conference/commentary (glow and grow) Observation/checklist ELA2W1 v Writing Uses the dictionary and thesaurus to support word choices.Student writingTeacher/Student conference/commentary (glow and grow) Observation/checklist ELA2LSV1 The student uses oral and visual strategies to communicate.ELA2LSV1 a Listening/ Speaking/Viewing Interprets information presented and seeks clarification when needed.Teacher observation Anecdotal notes/checklistELA2LSV1 b Listening/ Speaking/Viewing Begins to use oral language for different purposes: to inform, to persuade, and to entertain.Orally debate position on a topic Orally inform audience about a topic Show and TellTeacher observation Anecdotal notes/checklist ELA2LSV1 c Listening/ Speaking/Viewing Uses increasingly complex language patterns and sentence structure when communicating.Student presentations Show and TellTeacher observation Anecdotal notes/checklist Interview ELA2LSV1 d Listening/ Speaking/Viewing Listens to and views a variety of media to acquire information. 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$IfK$L$l\> N9 t0I44 la' ( ) * + $Ifgd} & F $IfgdR & F $Ifgd} $Ifgd M $If^gdV! * + , !!!!,!k!!!!!!!""")"\"]"""""³§³}§n_n}S}hNFCJOJQJaJh.j_hzf;CJOJQJaJh.j_hl#FCJOJQJaJh.j_hur>CJOJQJaJh.j_hV!CJOJQJaJh+yCJOJQJaJhV!CJOJQJaJh.j_hQ )CJOJQJaJh.j_h+yCJOJQJaJh.j_h+y5CJOJQJaJh.j_h 5CJOJQJaJh.j_h MCJOJQJaJ + , j M=$ & F $Ifa$gdRkd $$Iflro(#e,8% =  t0`944 laj k t wnwaww & F $Ifgd} $Ifgd9% & F $IfgdR $Ifgd] $$Ifa$gd6fkd $$Ifl8`9 t0`944 la !!!!5kd $$Iflro(#e,8% =  t0`944 la $Ifgd} & F $IfgdR!!,!Q!R!l!!!!!""]"""""" $Ifgd M $If^gdV! & F $IfgdNF & F $IfgdR & F $Ifgd5 $$Ifa$gd6 $Ifgd] $$Ifa$gdxD"""Y#Z###########\$o$p$$$$$$$$$$$$$+%ْْٞttteVh.j_h BCJOJQJaJh.j_hl#FCJOJQJaJh.j_hzf;CJOJQJaJh.j_h MCJOJQJaJh+yCJOJQJaJh.j_h+y5CJOJQJaJh.j_h 5CJOJQJaJh.j_hNFCJOJQJaJhKZCJOJQJaJh.j_h+yCJOJQJaJh MCJOJQJaJhV!CJOJQJaJ""Z### $Ifgdm & F $IfgdV! & F $Ifgdm#####MAA8 $Ifgd] $$Ifa$gdxDkd$$Iflro(#e,8% =  t0`944 la### $*$+$:$I$W$sgkd'$IfK$L$l t044 la $IfgdV!K$ & F $IfgdV! $$Ifa$gd6W$X$Y$Z$[$qfff $IfgdV!K$kdp$IfK$L$lF#  t0    44 la[$\$p$$$$$qdWNE8 & F $Ifgd} $Ifgd M $Ifgd^ & F $Ifgd M & F $IfgdFkd$IfK$L$lF#  t0    44 la$,%o%p%%%%'&[&\&]& $Ifgd] & F $IfgdH & F $Ifgd] & F $Ifgdm $If^gdH & F $IfgdR $Ifgd} & F $Ifgd & F $Ifgd} +%,%5%o%p%%%%%&&'&[&\&]&^&u&&&& ''''I'o'''''((w(x(y(Ǹ帠qqbVbVǬǬǸh MCJOJQJaJh.j_hQ )CJOJQJaJh.j_h+y5CJOJQJaJh.j_h 5CJOJQJaJh.j_h]CJOJQJaJh]CJOJQJaJhHCJOJQJaJh.j_h+yCJOJQJaJh.j_h MCJOJQJaJh.j_hur>CJOJQJaJh.j_hzf;CJOJQJaJhur>CJOJQJaJ!]&^&g&u&&MAA8 $Ifgd] $$Ifa$gdxDkd"$$Iflro(#e,8% =  t0`944 la&&&&'0'H'I'p''''''(w(x( $Ifgd M $If^gdH & F $Ifgd M $Ifgd} & F $Ifgd} $IfgdF & F $Ifgd & F $IfgdF & F $Ifgdx(y((((MAA8 $Ifgd] $$Ifa$gdxDkd$$Iflro(#e,8% =  t0`944 lay((((())%)D)E)))))))**)*:*;*E*R*]*j*p*q**ŹઞteVVVGeh.j_hQ )CJOJQJaJh.j_hw>uCJOJQJaJh.j_hl#FCJOJQJaJh.j_hh7CJOJQJaJh.j_hHCJOJQJaJhHCJOJQJaJh-yCJOJQJaJh.j_h-yCJOJQJaJh MCJOJQJaJh.j_h MCJOJQJaJh+yCJOJQJaJh.j_h+yCJOJQJaJh.j_h+y5CJOJQJaJ((()&)E)w))))))* *;*F*^*q** $IfgdH & F $IfgdNF $IfgdF & F $Ifgd & F $Ifgd & F $Ifgd M & F $IfgdF $$Ifa$gd6*******+9+C++++++++++",',(,,,ʻ嬠呠vfVG;Gh^CJOJQJaJh.j_hQ )CJOJQJaJh.j_h+y5CJOJQJaJh.j_h 5CJOJQJaJh.j_hfCJOJQJaJhfCJOJQJaJh.j_hHCJOJQJaJhKZCJOJQJaJh.j_h+yCJOJQJaJh.j_hur>CJOJQJaJh.j_hNFCJOJQJaJhl#FCJOJQJaJhHCJOJQJaJh.j_haoCJOJQJaJ*****+D++++++++++++ $Ifgdm $IfgdH & F $IfgdH & F $Ifgdm $Ifgd] $If^gdH & F $Ifgd $IfgdNF & F $Ifgd]+++++",D88/ $Ifgd] $$Ifa$gdxDkd^$$Iflro(#e,8% =  t0`944 la $Ifgdm",-,A,,,,,,-&-- & F $Ifgdm $Ifgd] $Ifgd^ & F $IfgdMAC $Ifgd M & F $Ifgd M & F $IfgdF$ & F $Ifa$gdMAC ,,A,|,,,,,,,,,,,,-%-----..b.m.}.~.......////ֻ񯣯ueeֻeh.j_h+y5CJOJQJaJh.j_h 5CJOJQJaJh.j_hOCJOJQJaJh.j_hQ )CJOJQJaJh+yCJOJQJaJh]CJOJQJaJh.j_hur>CJOJQJaJhHCJOJQJaJh MCJOJQJaJh.j_h MCJOJQJaJh.j_h+yCJOJQJaJ#-----MAA8 $Ifgd] $$Ifa$gdxDkd$$Iflro(#e,8% =  t0`944 la-. . ..1....////2/L/m/// & F $IfgdH & F $Ifgdm $Ifgd^ & F $Ifgd^ & F $IfgdF $$Ifa$gd6 & F $IfgdMAC///000 00`0a0g0h0n0o0q0r000000000000A1L1Y1d1q1y1z1&2ѷѨѨѨ~Ѩr~ccc~h.j_hw>uCJOJQJaJh MCJOJQJaJh.j_hur>CJOJQJaJh.j_hQ )CJOJQJaJhHCJOJQJaJh.j_h+yCJOJQJaJh&r5CJOJQJaJhf5CJOJQJaJh.j_h+y5CJOJQJaJh.j_h 5CJOJQJaJh.j_hHCJOJQJaJ"//0R0S0MA8, $$Ifa$gd6 $Ifgd] $$Ifa$gdxDkd$$Iflro(#e,8% =  t0`944 laS0r0000001B1M1e1x1y1z1111'2 & F+$Ifgdm $Ifgd-y $Ifgdur> $IfgdH & F+$Ifgdur> & F+$Ifgd-y $IfgdF & F+$IfgdMAC & F+$IfgdF&2'2Z2[2\2c2d2s2223+3@3{3333443444<4>4n4x444 5 5"5_5a55556t6u66ɹ蝎莝vjvjvjvjvh]CJOJQJaJhz@ CJOJQJaJhCJOJQJaJh.j_hCJOJQJaJh.j_h]CJOJQJaJhj5CJOJQJaJh.j_h]5CJOJQJaJh.j_h 5CJOJQJaJh.j_hHCJOJQJaJhHCJOJQJaJh+yCJOJQJaJ&'2[2\2e2s2@44 $$Ifa$gdV~kd8$$Iflro(#e,8% =  t0`944 la & F+$IfgdMACs2222,3@33333434=4N4y44 5 $If^gdV~ $If^gdV~ & F*$Ifgdz@ & F*$IfgdV~ & F,$Ifgd & F,$IfgdV~ $$Ifa$gdV~ $IfgdV~ 5 55"5_5K??6 $Ifgd] $$Ifa$gdxDkd$$Iflro(#e,8% =  t0`944 la_5`5a5n55555555 6f6u66 & F*$Ifgdm $If^gdMAC $Ifgd-y $Ifgdao & F*$IfgdMAC $IfgdF $$Ifa$gd666666/707N7Z77777\8]8888889{9999: :S:T:l:2;>;;;;;<<<<-<.<5<C<<<<<<ҺҺҺҺҺҭҺhfCJOJQJaJh.j_hz@ 5CJOJQJaJhz@ 5CJOJQJaJh]5CJOJQJaJh]CJOJQJaJhz@ CJOJQJaJh.j_h]CJOJQJaJh.j_h]5CJOJQJaJh.j_hz@ CJOJQJaJ066666MAA8 $Ifgd] $$Ifa$gdxDkdx$$Iflro(#e,8% =  t0`944 la667!70797N7j777 $Ifgdz@ & F'$Ifgd & F)$IfgdMAC & F)$IfgdF $$Ifa$gd6 7777\8MAA8 $Ifgd] $$Ifa$gdxDkd$$Iflro(#e,8% =  t0`944 la\8]8g8u88888888 $IfgdFK$ & F($Ifgd & F($IfgdF $$Ifa$gd6 889999^SSSS $IfgdFK$kd$IfK$L$l\* ) t044 la99 9 999^SSSS $IfgdFK$kd?$IfK$L$l\* ) t044 la999999^SSSS $IfgdFK$kd$IfK$L$l\* ) t044 la99989F9f9{9^UHH;; & F'$Ifgd & F'$Ifgd} $IfgdFkdU$IfK$L$l\* ) t044 la{999 :T: & F'$Ifgd & F'$Ifgdm $Ifgd]T:U:^:l::MAA8 $Ifgd] $$Ifa$gdxDkd$$Iflro(#e,8% =  t0`944 la::::::::;2;O;b;;;;; & F&$Ifgd5 & F&$Ifgdm $Ifgd] $IfgdF & F&$IfgdF & F&$Ifgd;;;;<<<MAA8AA $Ifgd] $$Ifa$gdxDkd~$$Iflro(#e,8% =  t0`944 la<<<<-<.<Z<g<h<i<j<k<<<<<<<<< $Ifgdm $Ifgd] $If^gdz@ $Ifgd} & F$$Ifgd $IfgdF & F%$Ifgd $$Ifa$gdxD<<<<<<<Dkd$$Iflro(#e,8% =  t0`944 la $Ifgdm<<< = ===T=\=d=h=i==== > >h>>>>>>K?d??@@@@i@ƷҀtthҟ\Mh]hfCJOJQJaJhfCJOJQJaJhQNCJOJQJaJhOCJOJQJaJh.j_hOCJOJQJaJh.j_h5CJOJQJaJhz@ CJOJQJaJhCJOJQJaJh.j_hCJOJQJaJh]CJOJQJaJh.j_h]CJOJQJaJh.j_h]5CJOJQJaJh.j_hfCJOJQJaJ<<< = = ==h=i===== >h> $IfgdO & F#$IfgdO & F#$Ifgd $IfgdF & F $Ifgd & F-$Ifgd $$Ifa$gd6 $$Ifa$gdxD $Ifgd] $$Ifa$gd*Ah>i>r>>>>MAA8A $Ifgd] $$Ifa$gdxDkd$$Iflro(#e,8% =  t0`944 la>>>>> ??J?K? $Ifgdm & F"$Ifgdm $IfgdQN & F"$Ifgd$ & F"$Ifa$gdK?L?V?d??MAA8 $Ifgd] $$Ifa$gd]kdX$$Iflro(#e,8% =  t0`944 la????? @ @ @ @ @@@@@@@@@@@@@@@ $$Ifa$gd] & F!$Ifgd & F!$IfgdF $$Ifa$gd6@@@i@A8 $$Ifa$kd$$Iflro(#e,8% =  t0`944 la $$Ifa$gd]i@j@s@{@@@@@)A6A`AA}pg}p $Ifgd^ & F $Ifgd & F $IfgdJ$If $$Ifa$fkd$$Ifl8`9 t0`944 la i@j@{@@@@@@@@@ A A A'A(A)A5A6AAAAAA@BABBBBBBBBSC^C{C֨{i]]]h]CJOJQJaJ"h^>*B*CJOJQJaJph h.j_h]0JCJOJQJaJ7jh.j_h]>*B*CJOJQJUaJph1jh.j_h]>*B*CJOJQJUaJph(h.j_h]>*B*CJOJQJaJphh.j_h]CJOJQJaJh.j_h]5CJOJQJaJh.j_h]CJaJ#AAAAA8B@771$If $$Ifa$kd$$Iflro(#e,8% =   t0`944 la $If^gd]8B9B:B;BB?B@BABQB{BBB $If^gd] & F$Ifgd & F$Ifgd $$Ifa$ BBBBBBBMDD>DD$If $$Ifa$kdu$$Iflro(#e,8% =   t0`944 laBC,CSCnCC $Ifgd] & F$Ifgd & F$Ifgd{CCCCCCCCCCCpD{DDDDDDSETEhExEyE{EEEEEEFGG*G+GHQHjHkH|HHH(IAITIUI\I]IfIIIIIIIIIIZJ[JJJJKʥhf5CJOJQJaJh[SCJOJQJaJh]CJOJQJaJh.j_h]5CJOJQJaJh.j_h]CJaJh.j_h]CJOJQJaJhz@ CJOJQJaJACCCCCCCCMDD>DDD$If $$Ifa$kd!$$Iflro(#e,8% =   t0`944 laC DDDIDpDDDD$If & F$If $Ifgd & F$Ifgd $IfgdJ & F$IfgdDDDDCESEMDD>.$ & F$Ifa$gd$If $$Ifa$kd$$Iflro(#e,8% =   t0`944 laSETE[EEEEEEE $Ifgd & F$Ifgd & F$Ifgd $$Ifa$EEEELFMFMDD>D$If $$Ifa$kdy$$Iflro(#e,8% =   t0`944 laMFZFiFwFFFF*G & F$Ifgd & F$Ifgd.j_ & F$Ifgd*G+G4GD$If $$Ifa$kd% $$Iflro(#e,8% =   t0`944 laGGGGH1HjH & F/$Ifgd)z0 $Ifgd & F$Ifgd & F$IfgdjHkHtH|HHHHMDD>D5 $IfgdM#x$If $$Ifa$kd $$Iflro(#e,8% =   t0`944 laHHHHISITI $Ifgd & F$Ifgd & F$IfgdTIUI^IfIIMA82$If $$Ifa$ $$Ifa$gdSIkd}!$$Iflro(#e,8% =   t0`944 laIIIIIIII $Ifgd $Ifgd[S & F$Ifgd $$Ifa$ $Ifgd}IIIIYJZJ[JMDD>5D $Ifgd}$If $$Ifa$kd)"$$Iflro(#e,8% =   t0`944 la[JJJJK KK@77 $$Ifa$kd"$$Iflro(#e,8% =   t0`944 la & F$IfgdKK>K?KtKuKK7LGLJLKL\LLM M MMMMMMMMMMSNcNfNgNxNNNNNNNOOOOOOmPnPPPPPPPPPPQɽɖh.j_hfCJOJQJaJhfCJOJQJaJhOCJOJQJaJh.j_hV~CJOJQJaJhV~CJOJQJaJh]CJOJQJaJh.j_h]CJaJh.j_h]CJOJQJaJh.j_h]5CJOJQJaJ5K=K>K?KPKhKtK & F$Ifgd $$Ifa$ $Ifgd}$IftKuK~KKKKMDD>1 & F$Ifgd$If $$Ifa$kd#$$Iflro(#e,8% =   t0`944 laKLL8LILJL $Ifgd $If^gd & F$IfgdJLKLTL\LLLMDD>1 & F$Ifgd$If $$Ifa$kd-$$$Iflro(#e,8% =   t0`944 laLLLLM M $Ifgd $If^gd & F$Ifgd & F$Ifgd M MMM>MNMMDD>1 & F$Ifgd$If $$Ifa$kd$$$Iflro(#e,8% =   t0`944 laNMjMzMMMMMM $Ifgd $If^gd & F$Ifgd & F$IfgdMMMMMNMDD>1 & F$Ifgd$If $$Ifa$kd%$$Iflro(#e,8% =   t0`944 laNN.NTNeNfN $Ifgd $If^gd & F$Ifgd & F$Ifgd & F$IfgdfNgNpNxNNNNMDD>5D $Ifgd}$If $$Ifa$kd1&$$Iflro(#e,8% =   t0`944 laNNNNNNN $Ifgd $If^gd & F$Ifgd $$Ifa$ & F$IfgdNNNO#O3OMDD>1 & F$Ifgd$If $$Ifa$kd&$$Iflro(#e,8% =   t0`944 la3OIO]OmOOOO $Ifgd $If^gd & F$Ifgd & F$IfgdOOOO_PnPMDD>>$If $$Ifa$kd'$$Iflro(#e,8% =   t0`944 lanP~PPPPPPPPPPPPPPPPPPPPPPPP $Ifgd $If^gd & F$Ifgd & F$IfgdPPPQQQKBB</ & F$Ifgd$If $$Ifa$kd5($$Iflro(#e,8% =   t0`944 laQQQ 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