DOCUMENT RESUME

ED 059 573 EC 041 413

AUTHOR Mock, Sherry TITLE Improving Reading Comprehension. INSTITUTION Iowa Univ., Iowa City. Special Education Curriculum Development Center.. SPONS AGENCY Iowa State Dept. of Public Instruction, Des Moines. PUB DATE Mar 72 NOTE 220p.

EDPS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS *Educable Mentally Handicapped; *Exceptional Child Education; Mentally Handicapped; *Reading Comprehension; Reading Materials; Reading Skills; *Teaching Guides

ABSTRACT Activities, procedures, and resources are suggested for teaching reading comprehension skills to mentally retarded students. The document is intended as a handbook of teaching ideas based upon a flexible listing of sequential comprehension components. Comprehension skills are divided into five global grade levels and 12 major kinds of skills. Emphasis is upon individualizing instruction, using parents to reinforce school training, and presenting material audiovisually. Suggestions for classroom planning and program management are included. Major tests which can be used in the diagnosis of comprehension problems are summarized. Also included are resource lists of supplementary reading materials which can be used to teach comprehension skills, and a resource list of books for slow learners. 0510 *Mt

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U.S. DEPARTMENT OF HEALTH. E 0 U CATI ON & WELFARE OFFICE OF EDUCATION THIS 00CUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVEO FROM THE PERSON OR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OR POLICY. IMPROVING READING COMPREHENSION

March 1972

SHERRY MOCK, M.S. formerly: Methods and Materials Consultant University of Kansas Special Education Instructional Materials Center

COORDINATION STAFF Frank Vance, Project Director Jerry A. Caster, Consultant Jeffrey P. Grimes, Consultant Peter A. Malmberg, Consultant

PRODUCTION STAFF S. Bernie Walden, Production Coordinator Ted Jordan, Graphic Artist Dorothy Phillips, Assistant Editor Nzw

MINIW=44. The Special Education Curriculum Development Center has as its main objective the operation of a statewide in service training program for teachers of the mentally retarded.Twenty special class teachers from different geographic areas of Iowa serve as consulting teachers. They attend training sessions in Des Moines and then return to their home area to conduct field sessions.All materials prepared for SECDC are intended for dissemina- tion through the field sessions conducted by the consulting teachers.These materials are prepared by the SECDC staff in response to the suggestions of special class teachers. Persons whouse SECDC materials but do not attend the field sessions should keep in mind that the purpose of the mate- rialis to serve as a starting point for in service -training and that the publications themselvesare not end products.

It should also be noted that any reference to commercially prepared materials by the Special Education Curriculum Development Center does not constitute a recommendation or endorsement for purchase.The consideration of such material is intended solely as a means of assisting teachers and administrators in the evaluation of materials. CONTENTS

INTRODUCTION . 1

Purpose 1 Rationale 2 Objectives 3

Format Outline ,4

BACKGROUND INFORMATION . . 5 What Research Says to the Teacher of MRWho is Concerned with Reading 5 Systematizing Your Instruction for Reading 10 References 15

DIAGNOSIS OF COMPREHENSION DIFFICULTIES . 19 Group Survey Tests 19 Group Diagnostic Tests 19 Standardized Detailed Examinations 20 Informal Measures 20 Oral Reading Inventory 20 Informal Diagnosis Check-list 24 Summary of Reading Tests which AssessComprehension Skills 28

COMPREHENSION SKILLS . . 33 Cross Reference by Reading Level 34 Cross Reference by Specific Skills 39 Readiness 43 Preprimer 63 Primer 81 First 100 Second 122 Third 138 Fourth 152 vi improving reading comprehension

INSTRUCTIONAL RESOURCES . 169 Basal Readers 169 Machine Assisted Programs 173 Supplementary, Enrichment & SkillBuilding Programs 175 Audio.Visual Resources 181 Individual Activities for Skill Practice 182 Commercially Available Games that Can Supplement Reading Instruction 184 Books for Slow Readers 185 Publishers of Books for Slow Readers 205

APPENDIX . 207 Graded Sight Words 207 Sight Words by Word Categories 208 Wilson's Essential Vocabulary 210 introductbn

The ability to read constitutes one PURPOSE of the most valuable skills a person can acquire. Our world isa reading world. It is difficult to discover any activity, whether in schoolor in the house, on the farm, in business, in the professions, and even in recreational pursuits, thatdoes not demand some, and often considerable, reading. For the mentally retarded reading is not an easy task, nota quickly learned one. They seldom become highly proficient; the extent of the reading ability for most ranges from third to fifth grade; most achieving the fourth grade criterion for literacy. The fact that mentally handicapped children experiencedifficulty in learning should not cause the elimination of the instruction, however.It is stressed by authorities in the area of reading as well as those specializing in theeducation of the retarded that all children should learn to read to the best of their abilities. And what is reading?' Some define readingas the act of responding appro- priately to printed symbols. Others have held that reading is gettingthe meaning from the printed page. But to say only this is misleading. Thereare no meanings on the printed page; only symbols which stand for ideas and concepts. Printed symbols as such merely stimulate one to recall these familiarconcepts. If the concept is new, manipulation of related materials and ideas becomesa kind of problem solving; in the full sense, reading involvesa creative process. What the reader gets from the page, is not exactly whatany other reader would get, or pos- sibly even what the author envisioned. Reading, then, involves therecognition of printed symbols which serve as stimuli for the recall of meanings builtup through past experiences, and the construction of new concepts through the manipulation of materials and learning situations which enrich those ideasalready possessed by the reader (Bond and Tinker, 1957). The language and environmental background ofmany retarded children has been poorer than that of the average chilK Likewisethe experiential background has been meager and restricted in manycases. Since reading requires an experience

1 2 improving reading comprehension

and language background, compensation must be made through school instruction. Planned activities rather than reliance on incidental learnings are necessary. The good reader is one who has achieved a satisfactory degree of maturity in the development of his reading abilities, skills, interests, and tastes. By the time the elementary grades are completed, maturity in reading is indicated by the following accomplishments: II The essential techniques of word identification and recognition will have been mastered.

Vocabulary understanding will be extensive.

Comprehension will be effective.

OA high degree of proficiency in the basic study skills will have been achieved.

II The child will be versatile in adjusting his reading habits to variation in purposes and materials.

He will have acquired the attitude of demanding of himself an understanding of what is read.

He will have learned to interpret, evaluate, and reflect on what he has read.

Reading interests will be large and varied.

Progress will have been made in development of taste and appreciation along desired lines.

The child's oral reading will be adequate for giving pleasure to others.

II Reading will be employed extensively to satisfy the child's needs.

The foundations essential for boilding new skills needed in higher grades will have been established (Bond & Tinker, 1957).

The purpose of this document is not to provide instruction& techniques essential* for the mastery of all these objectives, rather to concentrate on the development of those skills which interrelate as comprehension abilities and are applicable to the retarded reader. The key to a skills approach is to make more efficient use of the materials that are available to teachers in such a way to provide a sequential and systematically developed program which concentrates on the various aspects of reading comprehension.

RA IONALE At all grade levels the teaching of reading is a matter of developing comprehention. The fundamental goal in seeking to produce mature readers is having them compre- hend whatever printed materials they use. The acquisition of a sight vocabulary and of skill in recognizing words, and of verbal facility in general, all are aimed at promoting the understanding and interpretation of the meanings embodied in the printed symbols. The extent to which these meanings are understood and interpreted by the reader represents the degree to which he is a good reader.

,MMII.IM1 introduction 3

In this the age of educational accountability, teachersare encouraged to focus on observable behaviors, to systematize their instruction into sequentialsteps, and to consistently evaluate the progress of their students. This approachto the reading curriculum has long been emphasized in the field of specialeducation. However, because there is much diversity and overlap by themany authors, the term compre- hension has been all-inclusive and seldom broken down into the components which lead to a manageable, developmental system of instruction. This aocument is not meant to be a curriculum guideor a total reading program, rather it seeks to provide some activities, procedures andresources for the teacher to use in planning her instruction of a given comprehension skill.It is to be used as a handbook of teaching ideas based upona flexible listing of sequential comprehension componenets. Hopefully it may provide a means of telling wherea child is, where he is going, and how he can get there, regardless ofwhat level the skill is listed or the grade placement of the pupil.

This document divides the comprehension skills intofive global grade levels and OBJECTIVES into twelve major kinds of skills. There isan emphasis on the individualizing instruc- tion, using parents to reinforce school training, andpresenting mAterial audio-visually. Suggestions for classroom planning andprogram management are also included. The following objectives are designed to be met in this publication: To provide teachers with a sequential listing ofcomprehension skills by approximate grade levels, as determined by their frequencyof introduction in readers.

To provide teachers with a sequential listing of comprehensionskills by major skill divisions as a cross reference and incentiveto use sequential placement rather than reading grade placement.

To provide teachers of retarded childrenwith a series of exemplary activities which can be further adapted to individual needs andwhich lend themselves to the instruction of the particular skill.

To encourage the participation of thefamily in the reinforcement of instruction.

To provide teachers with diagnosticresources which evaluate comprehension ability.

To acquaint teachers with research whichhas investigated readingcompre- hension, methods currently being used, andreading characteristics of the retarded:

'To provide teachers witha resource of supplementary materials whichcan be used in the instruction of comprehensionskills.

OTo provide a resource list of booksfor slow learners whichmay be used in an individualized reading program. 4 improving reading comprehension

FORMAT In order to encourage a more efficient use of this document, it has been Olfrl iNE divided into the following sections: Introduction: Introduces and reflects the basic reasons for the instruction and organization of the comprehension skills. Background Information: Provides a summary of research findings which are applicable to the subject of teaching comprehensive skills to retarded students, a basic explanation of the major instructional methods which may be implemented in the teaching of those skills, and a collection of ideas which may aid teachers in the planning for the management of the read;ng program in their classrooms. Diagnosis of Comprehension Difficulties: Presents a summary of the major tests which may be used in the diagnosis of comprehension problems. Checklists for the diagnosis of background experiences, interests, and physical limitations are included. Comprehension Skills: The same list of skills has been organized in two differ- ent ways for your convenience in this section. The first is a list of the comprehension skills as they most commonly appear in the basal readers. Each level and itscor- responding skills is present with the pages that are referred to in the activities section. The seven levels represent the first four grades in the basal program: readiness, preprimer, primer, first, second, third, and fourth. See page 33 for additional infor- mation. The second listing of the comprehension skills is cross referenced by the type of skill. This document uses a total of eleven types of comprehension skills: Vocabulary Development, Classification, Following Directions, Finding Main Ideas, Sequence, Critical and Creative Reading, Typographical Aids, Punctuation Aids, Locating Information, Skimming, and Summarizing. Each type of skill is listed with the grade level in which it is usually introduced and the correspondingpage numbers in which activities for that skill can be found. The activities beginningon page 43 are the exemplary activities that relate to the corresponding skills. Each activity is a suggested procedure and is outlined in behavioral terms. They are placed in the order of their introduction in the basal programs; all comprehension skills whichare introduced in the typical readiness programs are first, etc. The skills whichare not introduced at a particular level are normally extended and practiced and this is indicated by the Purpose at the top of each activity page. Youare then referred back to the previous levels for more suggestions. Instructional Resources: Contains resource lists of reading materials available which can be adapted to emphasize comprehension skills, and are divided into five categories: Basal reading programs, machine assisted programs, supplementary, enrichment, and skill-building programs, audio-visual instruction, and individual activities for skill practice. This section also includes a list of books for slow readers and a list of names and addresses of publishers. Appendix: Provides miscellaneous word lists of interest to teachers of slow learners. The results of some research studies are summarized in this section and are significant for the teacher of readingcom- WHAT RESEARCH SAYS prehension skills. These ideas are included in this document for thepurposes of TO THE TEACHER OF stimulating new approaches, reevaluating old prejudices, and generatinga renewed MR CHILDREN WHO awareness of educational research. IS CONCERNED WITH READING It is said that retarded children are, firs1 of all, children; and, secondly,children 4 with a number of problems.It is for this reason that the following information is presented in this particular sequence.

Reading Characteristics of Young Children Frances Ilg (1964) has presented one of the best summaries of reading charac- teristics of young children. Because these characteristics lend themselvesto the study of reading implications for the retarded, they are included. Preschool Years An early interest in books is often demonstrated by children who show pleasure from looking at pictures, being read to, and even in gaily tearing up a magazine. Paper tearing is characteristic of the 9- to 12-month infant and does not mean that he will be disrespectful of books ata later age. The 2- to 21/2-year-old often likes tiny things, tiny cars, tiny pellets, and tiny picture books. A more specific item that correlatesmore directly with reading is a child's interest in letters. Naming pictures correctly anda constant building of vocabulary is very important to later achievement. A sustainec, ability to sit and listen is equally important and parents should beencouraged to find stories of interest and that enrich his experiences. Memorizing whole stories and nursery rhymes in the 3- to 4-year-old shows a growing ability for good auditory recall. Recognition of letters by name at this age is common. As he insists on looking at thepage being read, he is beginning to relate pictures and words.

5 eio 6 improving reading comprehension

Recognition of single words becomes apparent usually around 5 to 51/2 when grocery shopping becomes a game of matching labels and titles to familiar and favorite foods. Many can pick out names of things in books by recognizing capital letters. Fives like to spell out words: n-o, w-o-w, m-om. When reading a book, he may not be interested in following a line of print, but prefers to move his eyes vertically, picking up words which have meaning for him from the context of the story. The 5-year-old usually sits erect and does not shift his paper or book. His nondominant hand often moves along with the dominant hand as he draws. His eyes stare into space as he thinks.

From 6 to 10 The child's progress in recognizing single words moves more rapidly at 5% to 6 years. He is beginning to recognize more and more selected words on a page. The sixes have unstable visual mechanisms and try overcome this difficulty to keeping their place with a finger. Losing his place when following a line of print is common, and characteristic until the vision stabilizes at around 61/2 to 7. At six readers often insert words, especially adjectives, in sentences. He likes repetition and experimentation with words. A child of six is interested in beginnings; wanting to be first, starting at the beginning of a book, initial sounds. He often gets his clues about a word from its initial letter and from its relative length. He still likes to be read to. Un- fortunately, parents and teachers often insist that children read books by themselves as their abilities for doing so become evident. By 51/2 to 6 the head starts moving from side to side, the eyes are more fluid, and the tongue sweeps over the lips when reading. The head is more often tilted to the nondominant side as he writes and the paper is usually tilted slightly. The eyes have wide lateral sweeps as he thinks. The 7-year-old can fix his eyes more steadily on a page. He has developed marked improvement in his acuity and can read little letters with ease--in fact, preferring them. He is still likely to reverse letters when he writes or reads them, but usually recognizes his errors and corrects them. Seven is what we call a mechanical reader. His voice sounds mechanical as he reads aloud in almost a monotone with little inflection as he links one sentence to the next and one paragraph to the next, not wishing to stop. He likes to be told a word when he does not know it, because he doesn't wish to interrupt his flow of reading. He often guesses which is typical for children of this age. The desire for meaning is so strong that he might read the word surprise as birthday. He drives to reach the end, to finish. He often desires to be at the end in line instead of at the beginning. By 7 the shift of both paper and body is more evident. The whole non- dominant side is more tense. The head is more tilted, often far over and down, almost touching the table. The nondominant hand is usually more relaxed and may pin down the corner of the paper. The tongue no longer projects. Rather, the lower lip is often drawn in. The movement is so frequent that the lip becomes chapped. The eye movements shift obliquely upward as they calculate and think. The release, relaxation, and flexibility that comes at 8 years of age is a welcome change. This change is soon evident in his reading. He developsa new capacity to attack words, new words he has never seen. He can work them out phonetically by sounds and combinations of sounds. He alsosees

`...tr.MPJL" background information 7

many words as a whole, not just the end or the beginning, but the middle too. He has less trouble with vowels, but the complications of double vowels may still elude him. Eight reads with expression; he knows how to pause, how to drop his voice at the end of a sentence. He no longer links sentences and paragraphs together as he did at 7. He can now stop and work over a word in the middle of a sentence without losing the thread of the story. He can even stop to discuss what he is reading without losing his relationship to the story. He likes to read aloud to a group. His speed is increasing. Changes are also evident in his visual mechanism. He is now pushing out into space with a more flexible, totally operating system. He becomes very interested and desirous of becoming a part of the group. Eight often for the first time is reporting more fully about what happens in school. There is an indication of a closer communication between school and home. By 8 the child's posture is less extreme. He is now working opposite the shoulder on his dominant side as he writes. His head is tilted to the opposite side but he sits erect. His mouth may be slightly open as he works and his eyes often roll as he thinks. He has the ability to take in a situation in one sweep, to indicate his newly found sense of totality. Nine is an age that makes great demands on a growing child. His reading ability often advances rapidly and he can act with more confidence as an individual. He works more and more on his own; looking up meanings of words, realizing that the table of contents can be a useful tool. He is beginning to know when he skims and when he needs to read more thoroughly. He often prefers to read silently. Nine is eager for more and more information and is definitely interested in the different subjects he studies in school. A significant and interesting change takes place at nine years. He may shift his paper almost a full 900, until the vertical side is parallel with the table edge. His entire trunk is shifted to the nondominant side. He anchors his paper quite naturally halfway down the vertical edge. His eyes have lost their roving and rolling; rather, they fixate on a point with determination. By ten a child is normally a proficient reader. He may also be a ravenous reader, sneaking books to bed, out to recess, etc. This behavior usually hits its peak at 11. Ten enjoys reading to younger children and does so with good expression. He especially enjoys biographies and stories about the childhoods of famous personalities. He is beginning to read a variety of materials with interest and to keep up with daily events.

Providing you with this information is a plea to learn first about the child. Know him, both in relation to his age and his individuality and his unique way of growing. Then place him in an environment in which he can move, grow, learn. We cannot fail as teachers; nor can the child fail.

Reading Characteristics of Retarded Children The retarded show many similarities to the normal development of all children.It is for that reason the above discussion has been included. Because there are also differences, a brief summary of the reading characteristics of these children is provided. Reading Capacity and Achievement: On the whole, studies indicate that mentally handicapped children learn to read up to their mental age reading grade expectancy, as do children of normal or superior intelligence. Kirk 8 improving reading comprehension

states that although mental age is not the perfect indicator of reading capacity, it is probably the most important single factor. (The mental age referred to is derived from verbal intelligence scores.) All factors being equal, the mental age is the best known measure of reading grade expectancy. But all factors are not always equal as Dunn (1968) points out.In general, mentally retarded children in special classes tend to read below their expectancy, except in cases where special attention is given to reading, when they attain reading ages up to and beyond their mental age.

Mental Age and Beciinninci Reading: One of the major problems in the teaching of reading to the mentally retarded is determining the mental age level at which reading instruction can best be introduced. With the published results of the early reading studies indicating that children who learn to read early are often better readers; there is speculation that retarded children can be expected to learn earlier also with a systematic approach. Most of the writers agree with Kirk in encouraging teachers to hold formal reading instruction until the child has a mental age of six to six and one-haif. Readiness activities can, of course, be emphasized before this, when the children have mental ages between four and six.

Mental Readiness for Reading (Harris, 1961)

IQ Age Child Mental Maturity at Various Ages Reaches MA 6-0 9-0 Grade 10-0 Grade 15-0 Grade

90 68 8-1 3.1 10-9 5.8 1211 7.9 85 7-1 7-8 2.7 10-3 5.3 12-3 7.2 80 7-6 7-2 2.2 9-7 4.6 116 6.5 75 80 6-9 1.8 9-0 4.0 10-9 5.8 70 8-7 6-6 1.3 8-5 3.4 10-1 5.1 65 9-2 5-10 Kg. 7-10 2.8 94 4.4 60 10-1 5-5 Kg. 7-3 2.3 8-8 3.7

Rate of Progress in Reading: Dunn (1968) summarizes the studies dealing with rate of learning by stating that it's probable that under average conditions the increase in reading age parallels the increase in mental age. The rate of learning for retarded students is slower than that of average children over a long period of time. Fox example, an average child whose life age is seven and whose mental age is seven, may learn at the same rate as a. retarded child whose age is ten, and whose mental age is seven. But in one year the seven-year-old will have a mental age of 8, but the slower child with an IQ of 70 will have the mental age of seven years, eight months.

Reading Methods: There were three major conclusions that resulted from the research that is now coined The First Grade Studies. Bond (1966) summarizes the findings: 1. There is no one method that is so outstanding that it should be used to the exclusion of the others.

Wo. background information 9

2. The effectiveness of any one approach appears to be increased when it is broadened by the additional instruction of other methods, including the use of audio visuals. 3. The importance of the teacher's role cannot be over emphasized. She is the key to the success or failure to the learning approach.

These conclusions are supported by research investigating methods and the retarded. Generally, if the instruction is presented systematically and at the proper level, supplemented with concrete and audio visual experiences, with the teacher's enthusiastic support, reading is learned with success by mentally handicapped ch i Id ren.

Environment: The language and environmental background of many mentally retarded children has been poorer than that of the average child.It has often been meager and restricted because of social disadvantages and often because of family acceptance of the disability. Since reading requires an experience and language background, this poor foundation must be compensated for through school instruction. What are some of the effects of the environment on achievement? A review of major authors reveals these major conclusions (Riessman, 1962; Deutsch, 1964; McCandleless, 1952): A high rate of nutritional deficiencies which result in a higher rate of illness and absences often accompany other problems from apoor home.

A lack of participation in school activities by families either by choiceor because of financial circumstances is often noted.

There is little educational opportunity and/or encouragement outside of school.

The children usually have low self-concepts and low goals which contribute to the underachievement in academics.

An unenriched home background leaves the child unprepared to meet the demands of the classroom which often sets up a pattern of failure and possibly emotional disorders.

Language is characterized by smaller vocabularies, limited and poorly structured speech sequences, and a reliance on concrete rather than abstract learning; all of which may stem from the limited language stimulation of a deprived environment.

The slower rate of learning, the lack of experience, and a pattern of failure of mentally handicapped children require that the reading program be modifiedto fit these characteristics. There should be a provision for prolonging the reading stage at each period of development to correspond to the rate of progress,a presentation of various approaches beginning with concrete instruction, and the development of the reading process in a systematic fashion.

114t.t

- 10 improving reading comprehension

SYSTEMATIZING The following material was adapted from J. W. Kriege, You Can Systematize YOUR INSTRUCTION Your Reading Program, Grade Teacher, Oct. 1969, 88 92. FOR READING There are elaborate educational systems available from many producers of instructional materials. Most are tied to particular basal, or supplementary reading programs and are of little use to a teacher who is individualizing her classroom. Many are expensivetoo costly for the teacher with limited funds. 'The answer? There is no best one, but there is a possibility that warrants experimenting with. Any teacher of any level with any materials can develop a systematic program--providing she has the will, determination, and energy. The following nine steps illustrate how a systematic reading program might be developed:

Take Inventory Instead of wishing you could order certain materials, find out what is already available and accessible. Such items include basal readers. Select and obtain the reader that will serve as your base. By administering a diagnostic evaluation, the necessary levels can be determined and readers above and below those reading levels should be collected.

Teacher's manuals and other professional books contain valuable ideas and exercises which relate to the instruction of reading comprehension. These too should be collected.

Other classroom items which belong in your inventory include story (paperback) books for independent reading. Old. books from home can be collected for the classroom library.

Supplementary materials such as games, puzzles, skill development booklets, records, tapes, films, and filmstrips, and any other aids to comprehension instruction shou,ld be indicated.

Most schools also have many items, which, upon request, are available for use 'on a revolving basis. Make it your business to find out what equipment, materials, and other instructional aids are provided by your school and also when you can use them. A check out system from the library, principal, or director is often valuable and is easily organized. Special unit studies, films, and equipment that can be requested from an area media center will also need to be scheduled in advance.

Many, many supplementary materials can be created by teachers very inexpensively and you are encouraged to make what you can. Taped lessons on small reels can be a summer project, or a community service, or free time activities by accomplished readers. Flannel boards, language kits, and individual study units can be constructed.

Organize Sequentially The secret of using materials effectively is to arrange them in a sequence which will allow the students to work at their own level and to progress in gradual steps. Many items, such as basal reader selections, the SRA Reading Laboratories, or Controlled Readers, are already arranged. The others, such as independent reading books, reading games, comprehension activities, should be sequentially arranged by you and marked accordingly. (The sequence may be of interest, as bxkoround in formation 11 well as difficulty level.) Once the materials are arranged,you may find it helpful to construct a chart or a vertical file listing the materials, availability, and the number of students that can use them simultaneously.

Material Sequence and Availability Chart

Reading Level Days Available Simultaneous Item R 1 2 3 4 MTWTF Use

Basal Texts 1. X X X XX XXX 15 2. X X X X X XXX 8 Supplemental Tr.xt 1. X X X XX XXX 15 Comprehension Exercises X XX XX X X X XX 15 1. Vocabulary Development 2. Classifying 3. Following Directions 4. Finding Main Ideas 5. Sequence 6. Critical & Creative Reading 7. Typographical Aids 8. Punctuation Aids 9. Detail 10. Skimming 11. Summarizing

Audio Flashcard Reader & Cards X X X X X X 1 Tape Recorder & Listening Station X X 2-4 Filmstrip Machine X X X 1-15 Paperback and/or Story Books X XXXX XX XXX 15 Reading Games 1. X XX X XX X XX 1.15 2. 3. 4. Language Labnratory X X X X X 15

Design an Efficient Room The use of a variety of materials simultaneouslyfor a classroom of students in an invitation to pure chaos, unlessyou take the time and trouble to organize different areas for smallgroup study. On the next page is a sketch that shows how a classroom might be arrangedto allow for efficient use of materials. 12 improving reading comprehension

SCI 6 NC 6 i3RA COAT CLOSET sToRA&E STORAGE aocerr a.056r

AREA Ft

cb.<1

0

I wir{6 1 ED t.01 I woRK wePLrEs 0 AREA D FREE READINCr (4)cu-10 T.] 0 ORD() 01:OAREAC 0(4%00 C:11 0 C4) CA) 0

AREA FURNISHINGS MATERIALS/EQUIPMENT ACTIVITIES

A ks/chairs facing board aui et study 6' shelf tor work supplies

60" tIble/chairs Individual consultation during group work

Chairs, projection screen Projectors, films Projected reading work

3' x 4' table, chairs Tape recorder/listening stations; Listening activities; 4' shelf record player/records independent reading

6' shelves Independent reading books/ Selection of independent Language Labs; free time games reading materials

8' x 10' rug; chairs or pillows; Basal readers, overhead projector, Group oral reading projection screen; 6' shelf group reading materials and discussion

4' shelf, Teacher's desk, Individual consultation Overhead projector

2' x 5' table, chairs Materials of class interest Interest Area background information 13

Determine Comprehensinn Lev 3Is From the oral reading selections determine at what level each student iscompre- hending, so that he may begin working with materials commensurate with his ability (see Diagnostic Resources).

Assign Appropriate Materials Once the reading levels are determined, you can start the students working with the available materials. Whenever possible, have them begin with materialsa year lower than their test score indicates for an outset of success.

Grouping There are at least seven ways in which a teacher maygroup children assigned to her class: AbilityThose pupils who have the potential to learn quicklyare grouped together; those who learn slowly are placed in one group. Children donot possess equal abilities in all fields, so teachers are cautioned about ability grouping the same way for all skills. AchievementThe advantage of achievement grouping is that it reduces the range of levels with which a teacher works at a given time. It does not take into account the sudden bursts of growth thatsome children show. Also achievement is not equal in all subjects. Needs -- These groups are temporarily formed for special help with skill deficits. When a pupil has mastered his difficulty with the skill, he withdraws from the group. By this method a teachercan give special help to several children at one time without permanently placing inan ability or achievement group. Interest -- Interest grouping has perhaps been used most often in socialstudies and science in connection with unit teaching, but there is alsoa place for it in reading instruction. This borders on what is called individualizedreading. Grouping by interest is difficuIt, if not impossible, during the first instruction in reading, but after basic sight vocabulary is developed, thismethod has possibilities for at least limited use. Invitation -- Invitation (pimping is usually used for specialevents, such as staging a play for another group. It could also be used as a second group to whicha child who needs practice might belong. It borders the interestgrouping closely. Pupil teams -- Pairs may be evenly matched in achievement forpractice on a skill, or they may be more of a tutoring experience. Teachersmust be sure proper processes are tauoht so 'that the skills being reinforcedare not becoming more confused.

Individualized instruction actually contains elements ofmany of the other types of groups mentioned. There is much being written aboutindividualized reading and most of the research is favorable.It would be worth your while to investi- gate and experiment with this approach (Anderson, 1968).

Construct a Schedule A scheduleifor all the headaches it will giveyou to draw up, is an absolute must for a systematic reading program. 14 improving reading comprehension

Keep Track of Progress It will be necessary to keep up-to-date individual records on each student. (Each child can record his own on graphs, in folders, etc.) Achievement should be noted in percentage scores so that a teacher can tell at a glance how successful the work has been, and whether a child can advance to a higher level.

One system that might work for you is recording percentages in your grade book in the following manner for the comprehension skills:

Word Rec. Dolch Vocabulary Development . cn , ._c ca 7 cS c 7c o (u E ta (1) E ul s u '5. 5. s g ,., , cc c IA cc 0 2 :9, 4.; ?c o fA j c c Names oor. CV ul DE c, uiQ 8il

ci io it 0 c .., 0 Ix .11/. 1,41, Betty ./'/I, ID to-01, 191 'Iv ID lo lo Jim ci)j 10 ID 10,10 8 Sue 1 i 1 Lynn 2,90 t, le;.1) .1) 1° 119 10 ID I° ID Jackie ibq I 0

1 i0,It Sam tlf4 1 -10la ID Mary 10 10 1° fi1 0

Daily work can be checked by volunteers; 100% handed back, mistakes corrected immediately and results reviewed with you hefore you record them in your grade book.

Evaluate Evaluation of each student's progress should be done frequently, every week on skills, every day on daily work, and every two or three weeks for major group adjustments. A child is ready to move to the next higher skill level when he has completed 100% five or six times in succession on a particular activity.If he is consistently getting scores below 70%, he should probably be moved tO the t ':)wer level. background infor m.itwn 15

A close look at your own teaching is a must also. Here are a few suggestions for ways to measure how successfully you are doing your job: At least once every month tape record a lesson. The recording will tell you whether you are dominating the discussions and will reflect the kind of questions you arP asking.

Does win interaction with the students reflect a positive attitude? Grading is usually done in red pencil with bold check marks. Happiness may be purple circles around the right answers, percentage correct, and a personal message at the bottom of the page. Do you react to the nositive things that happen in yo.1, cidss, or just the negative? Ignoring the bad is difficult to do-- but pays oft in good behavior.

Make a deliherate effort to keep your parents informed about what their children arn doing in school. Writing the objective of the lesson briefly on work sent hnme is one nuick way. Many classes write a newsletter about the activities they ha-n dnne.

Giving childihn rnsnonsibility for their own behavior reflects a friendly, free atmosphere. Small things like letting them choose their seating place when their behavior warrents such a move, or free choice activities during after-work-is handed-in correctly are examples. Children often will react more fdvorably to classroom rules and regulations when they have a voice in setting them up. Many teachers find that more interest is generated by lettinq the students help plan unit studies.

Look critically at your room's noise level, and discuss it with the class. Your goal-guiet enough for work, but freedom to proceed ina natural manner You will find that different activities permit, and sometimes encourage, different levels of noise.

Exe.,mine your attitude ahout what you are doing. Remember, ifyou aren't sold on a method of instruction after trying it a week, you won't beac- complishing much by going ahead with it half-heartedly.

Anderson, V. Approaches to the teaching of reading. Reading &young children REFERENCES New N. nrk :MacMillan Co., 1968. Pp. 217 233.

Bond, G. L. First-grade reading studies: An overview. Elementary English. May 1966. Pp. 464 233.

Bond, G. L., & Tinker, M. A. Reading difficulties: Their diagnosisand correction. New York: Appleton.Century Ct of ts, 1957.

Dunn, L. M. Special education for the mildly retarded--Is much ofit justifiable? Exceptional Children, September 1968, 35(1), 5-22.

Deutsch, M. Social & psychological perspectives of the developmentof the disadvantaged learner. Journal of Ne_gro Education, 1964, 33232-45.

Harris, A. J. How to increireading ability. New York: David McKay Co., 1961.

1C2107 16 Improving reading comprehension

Harris, A. J., & Serwer, B. Comparing reading approaches in first grade teaching with disadvantaged children. Reading Teacher, May 1966, 631-642.

Ilg, F. The child from three to eight, with implications for reading. Teaching 'young children to read, U.S.O.E. Bulletin No. 19, 1964. Pp. 21-30.

Kirk, S. A., & Johnson, G. 0. Educating the retarded child. Boston: Houghton Mifflin Co., 1951.

Kirk, S. A. (Ed.). Research in education. In H. Stevens, & R. Heber, Mental Retardation, Chicago: U. of Chicago Press, 1964. Pp. 57-100.

Kriege, J. You can systematize your reading program. Grade Teacher, Oct. 1969, 88-92.

McCandleless, B. Environment and intelligence: Social class research. American Journal on Mental Deficiency, April 1952, 56, 678-80.

Otto, W., & McMenemy, R. Corrective & remedial teaching, Boston: Houghton Mifflin, 1966.

Resources for change. Grade Teacher, May/June 1970, 68-106.

Riessman, F. The culturally deprived child. New York: Harper & Row, 1962.

Schick, G. B., & Schmidt, B. &guidebook for the teaching of reading. Psycho- technics Press, 1966.

Summary of investigations relating to reading. Journal of Educational Research, Feb. 1961-Nov. 1971.

Tinker, M. A., & McCullough. Teaching elementary reading. New York: Appleton- Century.Crofts, Inc., 1952

..1. background information 17

SCHEDULE OF READING ACTIVITIES

Group 1A Grntip 1B Grotil )2A Group 2B G Pup 3

Act ivity Art ivItv Activity Activity Ar tivi

Context Book A Listening ExerciseID : Independent Reading Group Read F

Listening Exercise Independent Group Reading' Comprehension ; Exercise

Reading I ; A Independent Comprehension E xercise Ex1.11ice Readingt iF 0 I f.

Group Reading Listening E xercise Power IChalkboard Builders Reading Game

Comprehension Exercise A I Correct Mon.' Independent Coninrn E xercise Readingt Independent Choice Listening Vocallulary Exercise E xer.:se

Power Builders Audio F IC Header Correct Mon Comp E xercise Reading Garr,. A

Correct Tues. Comp Exercise' F orn Strip Pawn F Reading Game 0 Vocahulary E xercise A Builders Film Strip Aido f-IC Reader

I Language Lab E Context Book A Vocabulary Exercise A Correct Tues ). F - ..t. Vocab. E xercise < C Language Lab E U) 0 Correct Vocabulary Exercise' gr Independent kdependent D e , A I Independent Reading , Reading Game A Language Lab E Reading t Reading

Reacfing Game Correct Wed. Vocabulary Exercise F 1 Film Strip 7 Chalkboard Ai

< I C Reading Game A F dm Strip Listening E xercise D 1 M u. Power Independent

Builders Reading t H I Film Strip C Reading Game A Independent Choice 71

'reacher Attention t 'Teacher Checks Skills at Desk 22 diagnosis of comprehensbn difficulties

A preliminary step in any analysis of comprehension abilities is to determine the level at which a child can read with satisfactory comprehension. When this level is significantly lower than his learning capacity, an analysis is undertaken to discover the reasons for this retardation. A variety of tools and techniques are employed for diagnosing reading pro- ficiency. They may be classified as follows: group survey tests, group diagnostic tests, detailed individual examinations and informal procedures. Only brief mention will be made of the first three at this time since their summaries are considered in the chart included later in this section.

The use of survey tests yields a fairly adequate measure of the grade level at GROUP which a pupil can read. It usually begins with relatively easy items and progresses SURVEY to more difficult items. Norms for interpreting scores usually extend over a range TESTS of several grades. The typical survey test includes measures of vocabulary knowl- edge, comprehension of sentences and/or paragraphs and sometimes speed and accuracy.

The analytical type of group tests provides valuable information about the GROUP strengths and weaknesses of individual pupils. This information is useful to both DIAGNOSTIC the classroom teacher and the remedial teacher. Ordinarily the giving of a group TESTS diagnostic test and an examination of the scores obtained from the various subtests constitutes a first step in the analytical diagnosis of reading problems. When a child's retardation in a particular skill is not great, a moderate amount of individual instruction will ordinarily correct the situation. A teacher may find that her class as a whole tends to be deficient in one area. This indicates that she needs to change her emphasis in instruction to maintain a better balance among basic reading abilities. The typical diagnostic surveys usually includes measures of word recog- nition, vocabulary knowledge, sentence and/or paragraph comprehension; and many have tests of general information, central ideas and reading to appreciate. 19

23 20 improving reading comprehenston

STANDARD! ZED The intensive diagnosis of reading difficulties is best achieved through the use DETAILED of standardized detailed techniques. These are most frequently used to examine EXAMINATIONS students who exhibit severe cases of reading retardation and most require training in the techniques. They are individual in nature and require considerable amounts of time to administer.

INFORMAL A rather complex diagnosis of reading difficulties can be obtained from an MEASURES analysis of responses on an oral reading test and from observations of behavior during reading. The design for such a test is included here to provide teachers with a pattern with which to prepare their own oral reading checks from the readers they have available. You are cautioned at this point not to compare levels that were determined by using the olderlook-say readers with the levels obtained using the newer linguistic books. The linguistic books have a different emphasis and the comprehension skills do not necessarily follow the outline of skills included in this document. In other words, if you are striving to place a child in a linguistic book, use several levels of that series in the informal diagnosis in order to obtain a more exact placement.If you are placing a student in a more traditional book, use several levels of that particu- lar series. Do not mix the two approaches as the results will be very misleading. Each series has its own sequence to the introduction of skills, although there are many similiarities. The following Oral Reading Inventory is not to be used as the example. Since the author cannot know which books are being used in your classroom, several sources are listed. Again, you are cautioned that best results will be obtained only when you determine which book you feel the student is ready for by having him read in two or three sequential levels of that series. Use this inventory as an outline to determine the kinds of questions that can be asked to obtain the comprehension level.

ORAL READING Source: Getting a Head Stai t Level: Readiness INVENTORY Houghton Mifflin Co., page 1 Big Book

Scene: Children playing on a city playground. Some are swipging with a supervisor pushing, some are jumping rope, playing ball, playing tag and one is riding a tricycle. There are two boys watching the others. There are two trees, a car, a stoplight and several tall buildings in the background. The playground is fenced.

Questions Detail: Where are the children playing? 10 (on a playground in a city)

Detail: What kind of a day is it? 10 (fall, cool)

Main idea: What arP these children doing? 20 (playing on a playground, going out for recess)

911 fitus,;. .,friprehension difficulties 21

Questions Interpretation: Who is having a good time? 20 (the girls playing tag, boys playing ball) How can you tell? (they are laughing, smiling)

Memory for details: What were some of thegames the 20 children were playing in the pictpre we just looked at? (ball, swinging, tag, riding tricycle, jumping rope)

There were two children vyho did not 20 look like they were having such a good time. What were they doing? (sitting and standing by the fence)

* * * *

0 Source: A Duck is a Duck Level: 3 (Linguistic Reader) PP Ginn & Co., pages 5-9

Text: At The Park This is Bill. 4 r Bill is at the park. 9 1%. Here is Jill. 12 Jill is at the park. 17 Here is Ben. 20 Ben is at the park. 25 C' z- Is Ld at the park? 30 IF , Questions h'- % Detail: What girl was at the park? 10 (Jill)

Sequence: Who was at the park first? Last? 20 (Bill, Ben)

Main idea: Where were the children? 10 (at the park)

Interpretation: What could you do in a park? 20 (play, run, swing)

Memory for detail: Was Lad in the park? 20 (if looked at picture on page 5, yei, if read only text, no.)

Vocabulary: What does park.mean in this story? 20 (a place to play, a place with grass and trees.) 22 improving reading comprehension

Source: A Duck is a Duck Level: 3 (Linguistic) Ginn & Co., pages 60-65

Text: Rabbit and Turtle

Rabbit said, "I can run. 5 I can run fast. 9 You can't run, Turtle. 13 You can't run fast." 17 Turtle said, "Look, Rabbit. 21 Do you see the park? 26 You and I will run. 31 We will run to the park." 37 Rabbit said, "I want to stop. 43 I will stop here. 47 I can run, but Turtle can't. 53 I can get to the park fast." 60 Turtle said, "I can't run fast. 66 But Iwill not stop. 71 Rabbit can't see me. 75 I will get to the park." 81 Rabbit said, "Turtle! 84 You are here! 87 I can run fast, and you can't. 94 But you are here. 98 This is not like you, Turtle." 104 Turtle said, "I do not stop. 110 You fun fast, Rabbit. 114 I can't run fast. 118 But you stop, and I don't." 124

Questions Detail: Who said, "I can run fast." 10 (Rabbit)

Detail: What were Rabbit and Turtle doing? 10 (running a race to the park)

Sequence: What happened in the race? 20 (Rabbit and Turtle started, but Rabbit stopped. Turtle passed him and won the race.)

Main idea: Some people are fast, but they don't 20 always win. What did Turtle do to win the race? (He didn't stop, kept going.)

Imagery: What did the Rabbit do when he stopped? 20 (Went to sleep, if read from book. Ate lunch, etc. if read only text.)

Multiple meanings: In this story a park was a place to 20 play. What is another kind of park? (Ball park, park you car, etc.) diagnosis of comprehension difficulties 23

Source: Round About Level:1st Harper & Row, page 98

Text: A Morning Surprise

The twins came down to breakfast 6 early the next morning. 10 There was Grandmother. 13 "Grandmother!" they cried, 16 and they gave her a big, big hug. 24 "How did you get here?" cried Billy. 31 "I came in the old car, 37 and I ran out of gas," she said. 45 How Bobby and Billy laughed! 50 "Sell that old car and go home 57 on the train," said Bobby and Billy. 64

Questions Detail: Did the twins give grandmother a gift,a car, 20 or a hug? (hug)

Main idea: What was the surprise? 20 (Grandmother came for a visit.)

Detail: What advice did the boys give the Grandmother? 20 (Sell the car and go home on the train.)

Imagery: What did Grandmother's old car 20 look like? What color was it? Was it pretty and shiny?

Sequence: What did the twins do first: cry 20 "Grandmother!", tell her to sell her car, or give her a big hug? (Cried "Grandmother!")

Betts' Levels of Reading (Bond & Tinker, 1957) isa guideline for intepreting the results of the oral reading inventory. Independent Level: Reads with no more than one error in pronunciation ineach 100 words and has a comprehension score of at least 90 percent. Childreads orally in a natural conversational tone, is free from tension and has goodreading posture. Silent reading will be faster than his oral reading and free fromvocalizatiqns. The words in the selection should be familiar and within hisexperience for best results, but interpretation should be encouraged. 24 improving reading comprehension

Instructional Level: Reads with no more than one word recognition error in each 20 words and has a comprehension score of at least 75 percent. At this level the child reads orally, after silent study, without tension, in a conversational tone, with rhythm and phrasing. Silent reading is faster than oral. The pupil is able to make successful progress in reading under a teacher's guidance.

Frustration Level: Child reads orally without rhythm and in an unnatural voice. Errors and refusals are numerous. Tensions are manifest. He comprehends less than half of what he is trying to read. No child should be asked to go on reading at the frustration level when he is being taught or in any other situation.

Capacity Level: This level is the highest book in the series in which the child can comprehend 75 percent of the material when it is read aloud by the teacher. He is able to answer questions, to pronounce and discuss the words in the selection.

An additional aid to the teacher is the Informal Diagnosis Check-list (adapted from Bond & Tinker, 1957; Harris 1961) which is provided to facilitate the recording of data obtained during the informal diagnosis: INFORMAL DIAGNOSIS Background Data CHECK-LIST Name C. A Class Intelligence Test Given: Date M. A. Mental Grade Verbal Score

Reading Levels 1. Independent reading level, grade 2. hstructional reading level, grade 3. Frustration reading level, grade 4. Probable capacity reading level, grade

Oral Reading from Book 1. Name & level of selection: 2. Rate: words per minute 3. Expression: 4. Phrasing: 5. Word by word reading? 6. Noticable habits during reading (head movements, pointing, posture, tenseness, distractibility) 7. Comprehension score Remembers details Main ideas and/or characters Sequence Interprets experiences Vocabulary has meaning diagnosis of comprehension difficulties 25

8. Word recognition score Uses context to decode words Uses word analysis to decode words Repetitions Omissions Refuses Reversals: Wrong beginnings Wrong middle End

Silent Reading from Book 1. Name & level of selection: 2. Rate: wrods per minute 3. Vocalization (degree of lip movement, whispering, audible speech) 4. Noticable habits during reading 5. Comprehension score Remembers details Main ideas and/or characters Sequence Can interpret, make conclusions Understands vocabulary

Word Pronunciation from Word Lists in Basic Book 1. Name & level of words (book) 2. Can relate words to experience on spot check 3. Word analysis skills Uses phonetic attack Blending skill Recognition of familiar parts Recognition of suffixes prefixes Consonant sounds Short vowel sounds long Sounds omitted Added

Other Relevant Data 1. Hearing status A. Inattentive, frequently asks to have statements repeated B. Close attention to speaker's lips C. Continually misunderstands simple directions D. Tilts head, turns one ear toward speaker E. Blank expression when "listening" F. Scowling, strained posture G. Earaches, frequent colds, unusual amounts of earwax H. Monotonous voice pitch I. Speaks loud, asks for increased audio

2. Visual Status A. Facial contortions B. Posture unnatural, head forward, book close C. Tense during visual work D. Moving head excessively while reading 11 E. Rubs eyes frequently, squints, blinks F. Loses place when reading, frequent omissions G. Covers one eye, closes one eye (When two to four of these symptoms persist, andno improvement is noted with remediation program, a child is likely to needa professional examination.)

r.: :29 26 improving reading comprehension

3. Physical Status A. Handedness (usefu II in placement of materials on desk) B. Indications of eye-hand coordination problems C. Unusual clumsiness D. History of health problems?

4. Experiences A. Home Environment: 1. What things do you do with your parent(s)? 2. Do you have brothers or sisters? 3. What do you do with them? 4. Do you have a TV? radio? 5. Do you have any toys? 6. Do you have regular chores? 7. Do you get an allowance? What for? 8. What pets do you have? 9. What do you like best about your home?

3. Activities Outside School: 1. What do you do when you get out of school; in the evenings? week-ends? 2. Do you spend your own money? 3. Are your best friends boys? girls? 4. What do you do with your friends? 5. Do you belong to any clubs? 6. Do you go to church? 7. Do you take any kind of lessons? 8. Have you been to a library? When? 9. Do your parents read? to you? 10. Is there a quiet place for you to read at home?

C. Recreational Activities. 1. Do you go to many movies? When? Who do you go with? What are your favorite movies? 2. What games do you play in your neighborhood? 3. Do you like to play with other children or by yourself best? 4. Have you been to a ball game?_concert?_____circus? to a park?____ on a picnic? zoo 7

D. Travel: 1. Have you ever gone out of town with your family? 2. Have you been to a farm?___ big city? camp? 3. Have you traveled by bus? train? plane? 4. Has your family gone on a vacation? where?

5. Reading Interests What kind of stories do you like best? About science Sports Mystery Love Places to see How to make things H istory Animals Humor-fantasy Fairy Tales Real people War. With pictures diagnosis of comnrehensinn tiff oiculties

6. Attitudes 1.Today I feel 2. When I have to read, I 3.I get anerv when 4. To be grown up 5. Mv id i good time is 6.I wish my parents knew 7.School is 8.I can't understand why 9.I feel had when 10.I wish teachers 11.I wish my mother 12. To me, books

13.People think I 14.I like to read &thou t 15. On weekends I 16.I'd rather road than 17. To me hoineword 18.I wish people wouldn't 19.I'm afraid 20. When I take my report card home 21.I'm best Olen 22. Most brothers and sisters 23.I don't know how 24.I feel proud when 25.I wish my father 26.I would like to be 27.I often worry about 28. When I read out loud 29.I wish I could 30.I'd read more if

The followi.1 !si ,:uide to the abbreviations of skills measured on the Summary of Readieg Test., Which Assess Comprehension

CI critical inference DI R following directions DS diagnostic survey (Includes oral reading, silent reading, visual and iiic-iirory perception, phrase reading, word analysis, and listening comprehension GC general comprehension (combination of word, sentence, paragraph niviining) INT interpretation I R immediate recall LC listening comprehension L- LOC listprsinq vocabulary OR oial reading PM paragraph me:ming P.VOC picture vocabulary SC snuc.'ic comnrohnnsion (includes one or more of the above) SM meaning of sentence VOC vocabillary WC vvorr,.('s10`ftic.firl WR rr .41nr,liso referred to in some tests as vocabulary) 1. American School Achievement Tests Test SUMMARY OF READING TESTS WHICH ASSESS COMPREHENSION SKILLS SurvClass Range 1-9 Forms 3 Time VOC, PM Skills * Public School Publishing, Publisher 2. American School Reading Readiness Read 1 1 45 min VOC PublicDiv. Bobbs-Merrill School Publishing, Co. 3. Binion-Beck Reading Readiness Test Read 1 1 40 min P-VOC, AcornDiv. Bobbs-Merrill Publishing Co., Co. Inc. 4. Botel Reading Inventory for Kindergarten & First Grade Surv 1-12 1 WC,DIR, LC SM Follett Publishing Co. 6.5. CaliforniaBrown-Carlson Reading Listening Test Comprehension Test SurvSun/ 9-131-14 42 20-5050 min min VOC,IR, DIR PMGC CaliforniaHarcourt, TestBrace Bureau & World, Inc. 8.7. ChicagoChapman-Cook Reading Speed Tests of Reading Test Surv 4-82-91-8 2-4 32 31-4521/2 min min WC,SC SM, PM E.Educational M. Hale and Test Co. Bureau 10. Developmental9. Detroit ReadingReading Tests:Tests Primary Reading Surv 1-3 1 30-45 min 5-8 min. WR,VOC, GC, GC SC LyonsHarcourt, and BraceCarnahan & World, Inc. 12.11. Diagnostic Developmental Reading Reading Tests Tests: Intermediate Reading Surv K-134-6 2-8 1 3215-60 min min WR,GC, GC, OR SC CommitteeLyons and on Carnahan Diagnostic 13. Diagnostic Reading Test SurvDiag 1-8 1 SC ScholasticReading TestsTesting Service, Inc. 14. Durrell AnalysisSee page of 27 Reading for a guide to ahbreviations. Diag 1 6 1 30-90 min DS Harcourt, Brace & World, Inc. Summary of Reading Tests Which Assess Comprehension Skills, continued 15. Durrell-Sullivan Reading Capacity and Achievement Texts Test Sun/Class 2.5-4.5Range Forms 2 30-45 min Time WRVOC, PM, Skills Harcourt, Brace & World, Inc. Publisher 16. Dvorak-Van Wagenen Diagnostic Exam-ination of Silent Reading Abilities Diag 4-12 1 VOC, PM tionalVan ResearchWagenen, LabatoriesPsycho-Educa- 18.17. GatesEmporia Reading Silent SurveyReading Test Surv 3-103-8 31 45-60 min SP,GC VOC, GC BureauMeasur ementsof EducationalPublications A 20. Gates19, Gates-MacGinitie Reading Readiness Reading Tests Tests SuRead rv 1-3 1 31 4050 min min WR,Readiness SM, PM Psychological Corporation CA) 22.21. Gates-McKillopGilmore Oral Reading Reading Test Diagnostic Tests Oral-DDiag 1-8 2 60-90 min DS BureauBureau of ofPublications Publications 24.23. HighIowa SchoolEvery-Pupil Reading Tests Test of Basic Skill Surv 4-137-12 42 45-604015-20 min min min WC,PMOR, SM, GC PM HoughtonAcornHarcourt, Publishing Brace Miffiin & Co.Co., World, Inc. Inc. 26.25. Kelley-GreemeIowa Silent Reading Reading Test ComprehensionTest Surv 9134-13 34 6345-60 min min PMWC, SM, PM Harcourt, Brace & World, Inc. 28.27. Lee-Clark Reading Test-First Reader Los Angeles Elementary Reading Test SurvDiag 3-91-2 42 3025 min PMDI R California Test Bureau 30.29. LosMcGuffey Angeles Diagnostic Primary Reading TestTests SuDaig rv 4-61-3 41 10 min GCPM EducationalCalifornia Test Test Bureau Bureau .111 Test Summary of Reading Tests Which Assess Comprehension Skills, continued Class Range Forms rime Skills Publisher 32.31. MonroeMetropolitan Diagnostic Achievement Reading Tests Examination DiagRead 1-61-8 31 min PM, VOC C.Harcourt, H. Stoelting Brace Co. & World, Inc. 34.33. MonroeMunicipal Reading Tests: NationalAptitude TestsAchievementTests Read 18 1 21 50 min SM,VOC PM AcornHoughton Publishing Mifflin Co., Co. Inc. 36.35. NelsonNational Silent Achievement Reading TestTests: ReadingTests SuSurv rv 3-94-9 2 30 min VOC,SC, PM GC AcornHoughton Publishing Mifflin Co., Co. Inc. 38.37. Nelson.LohmannPrimary Reading TestReading Test Surv 4-8 1 21 SM,vOc PM HoughtonPublic School Mifflin Publ:shing Co. Co. 40.39. Reading Reading Test: Comprehension: National Achievement Cooperative TestsEnglish Test SurvSurv 3-87-12 24 3340 min SM, LCPM AcornEducationalCooperative Publishing TestingTest Co., Division, Service Inc. 42.41. Sangren-WoodyScholastic Diagnostic Reading Reading Test Test SurvDiag 1-94-8 . 22 27 min VOC,GC, DI GC R, OR Harcourt, Brace & World, Inc. Scholastic Testing Service, Inc. 44.43. SRASchrammel-Gray Achieving Series: High School and College Reading Test Reading SuSurv rv 1-97-13 2 25 min GC,PM PM SciencePublic ResearchSchool Publishing Associates, Co. Inc. 46.45. SRAStanford Reading Achievement 'Record Test Reading Surv 2-97-12 3-5 1 40 min VOC,GC, PM, PM VOC Science Research Associates, Inc. Harcourt, Brace & World, Inc. Test Summary of Reading Tests Which Assess Comprehension Skills, continued Class Range Forms Time Skills Publisher 48.47. SurveyStroud-Hieronymus Tests of Reading Primary Reading Profiles Surv 3-131-2 21 40 min GC,WC, SM,GC PM PsychologicalHoughton Mifflin Institute Co. 49.50. Test Tests of Studyof Natural Skills Sciences: Vocabulary &Interpretation of Reading Materials: Co- Surv 8-134-9 2 6035 min min VOC,CI GC StechEducationalCooperative Co. TestingTest Division, Service 51. Tests of Social Studies: Vocabulary &operativeInterpretation Inter-American of Reading Tests Materials: Co- Surv 8-13 2 35 min VOC, INT EducationalCooperative TestingTest Division, Service 53.52. Thorndike-LorgeTests of Reading: Reading Cooperative Test Inter-American Tests Surv 7-101-13 42 4025-50 min min GC BureauEducationalCooperative of Publications TestingTest Division Service 55.54. VanTraxler Wagenen Silent ReadingAnalytical Test Reading Scales Sun/ 4-127-10 41 46 min PMGC, WC, PM Public School Publishing Co. 56. Van Wagenen Comprehensive Reading Surv 4-12 1 PM Vantional Wagenen, Research Psycho-Educa- Laboratories 57. Van Wagenen Reading Readiness ScalesScales Read K-1 1 L-VOC, SM Vantional Wagenen, Research Psycho-Educa- Laboratories 59.58. Williams ReadingPrimary Reading Test for GradesTests 4-9 SurvSun/ 4-91-3 2 3020 min GC,VOC, INT SC tionalPublic Research School PublishingLaboratories Co. corn skit

This cross reference list is of comprehen- sion skills by reading level. These are the same skills that are used as a base for the activities section, however, they are listed here in the order that they are introduced in the basal readers. Please note that the levels referred to are not the administrative levels used to group retarded children but are grade levels of the readers: readiness, preprimer, primer, first, second, third and fourth. You are cautioned not to use this list as a curriculum guide for your reading program. It would be a misuse of this document to teach only the skills listed under second reader level to your students who are presently reading on that particular grade level. Rather you should recognize that those skills are not, necessarily, the only ones included in the reader, but that they are commonly introduced at that level. A skill introduced at the readiness level, of course, may be practiced throughout the program. In this document, a skill is placed where it is usually introduced, but additional ac- tivities are provided to you for children who may be older or reading on more advanced levels. Therefore, please refer to the particular skill you feel your student may need practici, regardless in which level it may be placed. The primary reason that the skills are graded in this document is for your recog- nition of how important the beginning steps are to a student's reading. More than one-half of all reading skills are introduced before the second readers! Most of the reading skills used in this book were introduced in the first, second, third and fourth grades in basal reading programs. Fifth and sixth levels primarily practiced and ex- pandpd the concepts introduced earlior. This list is, by no means, inflexible.It is roPrely a reference, a document which strives to achieve some organization and ef- ficiency and, thus, to aid your reading instruction, not to replace it. The comprehension skills are: DEVELOP VOCABULARY USE TYPOGRAPHICAL AIDS CLASSIFY INFORMATION USE PUNCTUATION AIDS FOLLOW DIRECTIONS LOCATE INFORMATION & DETAIL FIND MAIN IDEAS AND/OR CHARACTERS SKIMMING RECOGNIZE SEQUENCE OF EVENTS OR IDEAS RATES CRITICAL & CREATIVE READING SUMMARIZE

33

36 34 improving reading comprehension

Level Skil/ Page CROSS Readiness Level REFERENCE Listens for new words in stories Dev. Voc. 43 BY READING Remembers new words Dev. Voc. 44 LEVEL Uses vocabulary in sentences Dev. Voc. 45 Shows interest in written words Dev. Voc. 46 Matches words with objects, people Dev. Voc. 47 Sorts pictures Class. 48 Distinguishes fact and fantasy Class. 49

Follows simple one-word oral directions Fol. Dir. 50

Finds main ideas in pictures Main Idea 51

Recognizes picture sequence Sequence 52 Relates a story to others Sequence 53

Anticipates end of sentence Crit. & Creat. 54 Anticipates outcome of story Crit. & Creat. 55 Interprets pictures Crit. & Creat. 56 Uses pictures to answer questions Crit. & Creat. Reacts to mood Crit. & Creat. 57 Participates in dramatic play Crit. & Creat. 58

Locates titles Typo. Aids 59

Listens for questions, statements Punc. Aids 60 Distinguishes exclamation Punc. Aids 60

Attends to details in pictures Locates Info. 61 Reads simple maps, charts Locates Info. 62

Approximately 20-word sight vocabulary (not necessarily "reading" words)

Preprimer Level Uses picture and context clues Dev. Voc. 63 Matches picture and word Dev. Voc. 64 Sentence meaning Dev. Voc. 65

Sorts pictures Class. 66 Distinguishes fact and fantasy Class. 67

Follows simple 2- or 3-word oral directions Fol. Dir. 68 Follows simple written directions Fol. Dir. 70 Follows directions independently Fol. Dir. 71 Follows directions as part of group Fol. Dir. 72

Reads sho;stP;Icti(Irfor "*: 73 Recalls ami disc,essfls main .11 74

37J comprehension 35

Level Skill Page Preprimer, continued Retelis story Sequence 75 Arranges events & phrases Sequence 76

Draws conclusions, predicts outcomes Crit. & Creat. 77 Recognizes titles Typo. Aids 78 Locates quotations in stories Typo. Aids 79

Listens for questions, statements Punc. Aids 80 Listens for exclamation Punc. Aids 80

Matches picture dnd text Locates Info. 81

Skims to locate information Skimming 82 Approximately 50-word sight vocabulary

Primer Level Uses synonyms, 9ntonvms & hornonyms Dev. Voc. 83

Distinguishes relevant vs. irrelevant Class. 84 Recognizes nouns and verbs Class. 85

Simple written directions, independent and group work Fol. Dir. 86, 87

Dramatizes main idea Main Idea 88

Sentence & story sequence Sequence 89, 90, 91

Recognizes cause & effect Crit. & Creat. 92

Selects and composes titles Typo. Aids 94

Uses periods, question marks in writing Punc. Aids 95

Matches phrase to text Locates Info. 96 Reads to answer question Locates Info. 97 Reads to identify speaker Locates Info. 98

Skims to locate paragraph ard page Skimming 99

Approximately 80-word sight vocabulary

First Reader Level Uses descriptive words Dev. Voc. 100

Recognizes adjectives Class. 101 Classifies object, words, pnrases, titles, selections Class. 102 36 improving reading comprehension

Level Skill Page First, continued Follows simple written directions, independently Fol. Dir. 103. 104 or in group

Associates title with main idea Main Idea 105

Reads to find sequential plot Sequence 106 Draws conclusions & predicts outcome Crit. & Creat. 107 Makes inferences Crit. & Creat. 108 Appreciates imagery Crit. & Creat. 109 Appreciates literary style Crit. & Creat. 110 Relates story to experiences Crit. & Creat. 111 Tells own stories (written) Crit. & Creat. 112 Interprets attitudes & feelings Crit, & Creat. 113 Has empathy with characters Crit. & Creat. 114 Uses quotations in dramatizations Typo. Aids 115 Composes and selects titles Typo. Aids 116 Locates paragraph identations Typo. Aids 117

Uses periods, question marks, and exclamation points Punc. Aids 118, 119

Reads to answer questions, identify speaker Locates Info. 120

Skims to locate paragraph and page Skimming 121

Approximately 140-word sight vocabulary Reads approximately 20-30 wpm orally with comprehension Reads approximately 80 wpm silently with comprehension

Second Reader Level Understands multiple meanings Dev. Voc. 122 Remembers vocabulary from unit study Dev. Voc. 123 Classifies objects, words, phrases, titles, selections Class. 124

Follows more complex written directions Fol. Dir. 125

Finds main ideas, associates title Main Idea 126

Reads to follow plot sequence Sequence 127

Role plays, pantomimes stories Crit. & Creat. 128 Identifies character traits Crit. & Creat. 129 Uses voice intonation for interest Crit. & Creat. 130

Finds titles, indentations for paragraph Typo. Aids 131

Uses comma as pause Punc. Aids 132

39 ;,?honsion skills 31

Level Skill Page Second, continued Reads to answer questions, identify speaker Locates Info. 134 Skims to locate paragraph Skimming 135

Makes brief summary of story Sum. 136 Summaries from charts, discussions Sum. 137

Approximately 190-word sight vocabulary, reads in phrases Reads approximately 50-80 wpm orally with comprehension Reads approximately 115 wpm silently with comprehension

Third Reader Level Appreciates figurative language Dev. Voc. 138 Expands & practices Dev. Voc. 139 Classifies objects, words, phrases, titles, selections Class. 140

Follows more complex oral and written directions Fol. Dir. 141

Finds supporting details to main idea Main Idea 142

Reads to find plot sequence Sequence 143

Creates own dramatics Crit. & Creat. 144

Locates titles, quotations, paragraphs Typo. Aids 145

Uses periods, question marks, explanation points, Punc. Aids 146 quotations, and commas

Reads to answer questions, identify speaker Locates Info. 147

Skims to locate subtitles Skimming 148 Skims to recall a sequence Skimming 149 Skims to retell a story Skimming 150

Makes cooperative summaries Sum. 151

Approximately 240+ in sight word vocabulary ., Reads approximately 70-80 wpm orally with comprehension Reads approximately wpm silently with comprehension

Fourth Reader Level & Above Continues to develop vocabulary Dev. Voc. 152

Classifies details as to topics Class. 153

Continues to follow more complex oral and Fol. Dir. 154 written directions 1

40 38 improving reading comprehension

Level Skill Page Fourth, continued Matches titles, pictures, stories Main Idea 155 Outlining & summarizing Main Idea 156 Finds key sentences Main Idea 157

Reads to find sequence of events, plots Sequence 158

Interprets author's style Crit. & Creat. 159 Makes comparisons Cirt. & Creat. 159 Identifies author's purpose Crit. & Creat. 160 Reads orally to entertain Crit. & Creat. 161 Plans dramatizations Crit. & Creat. 162

Uses titles, quotations, paragraph indentations Typo. Aids 163

Uses question marks, periods, exclamation ppints, Punc. Aids 164 quotations and commas

Continues to locate more complex detail Locates Info. 165

Continues to skim and otherwise vary rate to type, Skimming 166 level, and purpose of material

Makes one-sentence summaries Sum. 167

Continues to increase vocabulary Reads approximately 160 wpm with comprehension

The following list of comprehension skills by specific skills serves as a helpful cross reference to the preceding list of skills by reading level. This list may be the most useful tool to teachers who have diagnosed an area of difficulty and now need ideas and activities with which to teach a particular skill. The activities included in this section should be viewed as suggestions. They were designed to stimulate ideas and are completely flexible and should be adapted to your students. The backs of the pages were left blank purposefully in order to provide space for your own ideas.It is the hope that this document will be an ever- growing resource. It should again be noted that the levels referred to in this section are not the administrative levels for the placement of students in MR classrooms. They are, rather, the reading grade levels in which the skill was introduced. Please remember that the skills and activities are placed in the order that they are introduced in a majority of elementary readers and that those skills should be practiced during each consecutive level. For that reason the following outline has been used as a guide in the preparation of the activities: Kind of Comprehension Skill Purpose of Activity Activity described Resources needed to present activity Follow-up ideas (these often are takehome ideas) Motivation or introduction to activity Variation of the activity which can be used with students with more (or less) skill

41 comprehension sk ills 39

Skill Level Page

Develop Vocabulary CROSS Has sight word vocabulary of 20 words approx. R REFERENCE Has sight vocabulary of 50 words approx. PP BY Has sight vocabulary of 80 words approx. SPECIFIC Has sight vocabulary of 140 words approx. 1 SKILLS Has sight vocabulary of 190 words approx. Has sight vocabulary of 240 words approx. 3

Listens for new words in stories R 43 Remembers new words in context R 44 Completes sentences R 45 Shows interest in written words R 46 Matches words with people, objects R 47 Uses picture & context clues PP 63 Matches pictures & words PP 64

Gains meaning from phrases . PP 65 Uses synonyms & antonyms P 83 Uses descriptive words 1 100 linderstands multiple meanings (homonyms) 2 122 Remembers vocabulary from unit study 2 123 'Appreciates figurative language 3 138 Expands & practices 3 4 139,152

Classify Information Sorts pictures R PP 4866 Distingu ishes fact & fantasy R PP 49,67 Distinguishes relevancy & irrelevancy 84 Recognizes nouns & verbs 85 Recognizes adjectives 1 101 Classifies words, phrases, titles, selections 1 102 Expands & practices 2 3 124140 Lists details pertaining to topics 4 153

Folio Li' Directions Follows simple oral directions R 50 Follows simple pictoral directions PP 68 Follows more complex oral directions PP 69 Follows simple written directions PP 70 Follows directions independently PP P 1 71,87 104 Follows directions within group PP P 1 72,88, 105 Remembers several oral directions 2 125 Expands & practices 3 4 141,154

Find Main Ideas and/or Characters In pictures R 51 Reads short selections for main idea PP 73 Recalls & discusses main idea PP 74 Finds main idea for dramatization P 88 Associates title with main idea 1 105 Expands & practices 2 126 Finds supporting details to main idea 3 142

42 40 improving reading comprehension

Skill Level Page Find Main Ideas and/or Characters, continued Matches titles with paragraphs, pictures, stories 4 155 Finds main idea for outlining & summarizing 4 156 Finds key sentences in paragraph 4 157

Recognize Sequence of Events In pictures R 52 Relates a story to others R 53 Retells story PP 75 Arranges events & phrases in order PP 76 Arranges sentences in order P 89 Reads to find plot P 1 90,106 Recognizes sequence from story read P 1 91,106 Expands & practices 2 / 4 127,143,158

Critical & Creative Reading Anticipates words to end sentence 54 Anticipates outcome to story 55 Interprets & uses pictures to answer questions 56 Reacts to mood, reflects mood in voice 57 Creative dramatic play based on story 58 Draws conclusions & predicts outcomes orally PP 77 Recognizes cause & effect 92 Draws conclusions & predicts outcomes from stories they have read 1 107 Makes inferences 1 108 ppreciates imagery I Appreciates literary style 1 110 Relates story to experiences, tells own stories 1 111 Composes own stories 1 112 Interprets attitudes & feelings 1 113 Has empathy with characters 1 114 Role plays & pantomimes 2 128 Identifies character traits 2 129 Uses voice intonation creatively 2 130 Creates own plays 3 144 !nterprets & compares author's style 4 159 Identifies author's purpose 4 160 Reads orally to entertain others 4 161 Plans dramatizations 4 162

Use Typographical Aids Locates titles R FP 59, 78 Composes & selects titles P 1 94, 116 Recognizes quotations PP P 79, 93 Uses quotations 1 115 Uses paragraph indentions 1 117 Uses chapter & selection titles 2 131 Expands & practices 3 4 145, 163 comprehension sk ills 41

Skill Level Page Use Punctuation Aids Listens for questions, statements, exclamation R PP 60. 79 Uses periods, question marks, exclamation points P 1 95,118 Uses quotation marks 1 119 Uses comma 2 132.133 Expands & practices 3 4 146,164 Locate Information & Detail Attends to details in pictures 61 Reads simple maps, graphs, charts 62 Matches picture PP 81 Matches pictures, phrases to text 96 Reads to answer question P 1 97,120 Reads to identify speaker P 1 98,120 Expands & practices 2 3 4 134,147,165 Skimming To locate information on page PP 82 To locate information in paragraph P 99 To answer specific question 1 2 121,135 To locate subtitles 3 148 To recall sequence 3 149 To retell a stor 3 150 Expands & practices 4 166

Summarize Briefly summarizes story, unit or book 2 136 Summarizes from chart, discussion 2 137 Cooperative summaries 3 151 One-sentence summaries 4 167

Rates (Approximate according to purpose of reading)

Approximately 20-30 wpm orally* 1 Approximately 50 wpm silently** Approximately 50-80 wpm orally* in phrases 2 Approximately 115 wpm silently** 2 Approximately 70-80 wpm orally* in phrases 3 Approximately 138 wpm silently** 3 Adjusts rate to type, level, & purpose of material 4 Approximately 160 silently** 4

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Ask thehair,thern word or brownto in touch a story chair their or whenever brownpoem. shoe, they hear or brown incrayon,magazines Havetheir books. someoneof things at home, atthat home or are to drawlabelbrown. thewith pictures a BulletinMotivation Board of Colors identifyingnotthatUsing brown.are the brown, pictures theLet brown childrenmixing make things in respondup things riddles by clapping. that by of things are etc. theAfterVariation children discL ;sing will bethe hearing vocabulary in their words work that MakeFind up brown poems things about in brown:room. themakeand paragraph practice a list of spelling theread new aloud. them, words ask they them hear in to Brown is athe delicious forestsoiltree which trunk deer, chocolate somakes standing tall andice our cream allsturdy.hands alone. cone. dirty. Purpose:DEVELOP Children VOCABULARY can remember new words and win demonstrate this by recognizing them in a different context. 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PlayFollow-up a Pretend You're . . . . andcentralexpressed,Read with characterin whom a an natural action-packed it whichis voice easy is withouttoof identify.anplot, extreme exaggeration.and a PropsMagazineby Wende such Press. &as Harry scarves, Devlin, hats, Parents Puppy.Pretendgame with you're someone a scared at home. little theleadingpartsAsk character the of themthechildren story. wouldto performto Enrich haverole play done. liketheir theirthey plays thinkfavorite by broom, etc. princessPretendwitch on you'relockedHalloween. a in mean,beautiful a dungeon. ugly andMotivationEncourage expressions reactions of enjoyment, to stories playlistensurprise, of to familiar stories.anger, situations.etc. Allow as children dramatic AskVariation children to read a variety of sentences in different ways:Eat this apple, my dear,said theMother, wicked kindly. witch. demandPantomimes an exaggeration are fun to act of out moods. and said Mother, handing Johnthe red apple. Purpose:CRITICAL Children AND willCREATIVE use dramatic READING play based on stories they have heard to express themselves creatively. etc.forAllowActivity dress Encourage children up including to dramatic bring scarves, old play clothes feathers,by designating from shoes, home actionAnyResources andstory stimulates or poem creativethat allows images. anotherLetFollow-up themgroup. present their plays to of asoutsimpleonea story.creating roles corner props. of wholeoffamily Playsthe playletsroommembers may as be around a asandtheatre simple asthe complex withsequence as acting opportunityMotivation, enrichment,are keys to dramaticand providing play. the Ten Little Indian Boys* PreparingMotivation costumes and props. TheyTwoAnotherOne little spied came Indian another to boy boyshelp one making himclimbing and and thena canoe,then up there a there tree, were two. AnThreeFourThey older little littlecalled one Indian Indian taught another boys boys them one playing learning and and then then how there there to dive, on the shore, were three.were four. OneSixFive little cameonly making Indian could to lend arrowsboys they a box wishingfind then and and from thenfor then slendereleven. there there shining sticks. were six. were seven.were five. Variation OneEightSeven joinedcame little little Indian withtheIndian growingbait boys boys for camping fishmarchedline andand then along there in near the pine, state, werewere nine. eight. PantomimeUsing masks stories instead using of props.costumes. G.*fromCapturedNine N. Edwards,M.little another M. Indian Hutchinson, brave Houghtonboys and growing then Let's Mifflin thereto beEnjoy Co Poetry by men, were ten. Purpose:USE TYPOGRAPHICAL Children become awareAIDS of titles and learn to locate and use them. UsingActivity magazines and newspapers. Talk about AssortmentResources of magazines, the TeacherFollow-up could arrange WORN theChildrennewspapersnames name and may of associate thewith already local the newnamespaper be ableexpression and of tothe some identify books title. or maga- wisethosechildren'slocal impressivenewspaper, with books colorful titles. especiallyand or various other theformora portion week's chikken of booklets. ofwork findthat in andday's Havethe ro ) differentiatemagazines,onhook.zines, page.) (Largersuch Using titleasnewspapers, letters,Life. from a large Discuss other all assortment andcapitals, writingways children's you position onof can the forAskbeginningcolor titles the the childrenon titles othertelevision befote to- -k.watch Li members.pointingbooks themlet each out child to the find rest the of titles, the class tocome HaveMotivationthe tolibrary the the librarian classroom to see allof thetheor go schoolbooks atAlsowhen forhome, asktitles they magazinesthem on their to look books at go home. bulletinbooklibrarianvariousand emphasize jackets books.board.can also for Perhaps the anleave titlesattractive some the of the it.afterfromandhome, totheMom magazinesbring newspaper and you Dad theat havehome,or title magazine finishedDiscuss ti '1 next day the titles workwhenplanAlso booksnew thisfor readinessmotivation, activity may be for distributed.books a time or you might favoritethat they T.V. bring shows. and the titles of Mk fill tt..s.i to UseVariationthe levelvarious of levelsyour class. of books according USE PUNCTUATION AIDS ActivityPurpose: Children listen for questions, statements, and exclamation. Resources Follow-up risequestioninExplain basic in inflection punctuation.to and the when children and they Some pitch. the do sentencesprinciples theWhile voice other has involvedask a a presentation.typesHave of onsentences hand examples for ease of of all three Useanswers.questionsLet a children similar and procedure takesupplying turns forasking showthepitchissentences statement,the ofsurprise waythe voicethatwe andface speak we falling anger. changes. use most justat After the tellof Exclamations theconclusion theus thingstimechild with has and of the withleadingexclamations.If exclamations the questionschildren youhave such can as:difficulty Howask would you feel if a explanations.pointknowledge,been andpresented be examples more with meaningful this will limitedbest thanillustrate bit furtherof your leadingBefore.formalMotivation the class explanation into their try dog ate your ice cream? usingcorrectly.othersreadHave statements until athe statement. Continue childrenmost childrenand withnod Mix exclamations. their thein are very same headsresponding few process when of the you Example:examples.own discovery by use ofHow are you feeling today? differentNodreadIf children youra actionsmixture head exhibit foroffor the each.statements. adequate three types understanding having toElicit answer. the response that I feel fine. rather than you have TouchRaise your your shoe hand for forexclamations. questions. moreElicit than the others.fact that this showsI can'tI'm feeling so believe mad! it! sentencesChildrenVariations take filling dictation in correct of theOrbypunctuation thesupply mark.child teacher's only the where sentenceshas voice to indicated put pattern. soin that Purpose:LOCATE Children INFORMATION find information AND and DETAIL details in pictures. ActivityHoughton(Refer to Mifflin Getting Co., a Head pg. 57.) Start, manual, school.PictureResources of children playing at group,storyHaveFollow-up namingabout the childrenthe some picture ofmake the as upa a andShowschool. answer the Childrenclass questions a picture examine such WhatWhereof as: children the play arepicture equipmenttheplaying children?thoroughly at do you see? whileChildrenofchildren them others areand cut are having tellingpictures not. awhy good out some of time childrenAfter this to preliminary look again andexaminationWhatwhat answerDo is youtime she these seeask ofdoing? yearthe thequestions. teacher is it? PicturesdetailsmagazinesPeople given ofthat accordingthe byareare summertime. teacher. sad.happy. to the WhichAreHowHow some ones?do do you ofyou know?the know? children (smiles) (winter havingnot havingcoats) a good a good time? time? Pictures of the wintertime. WhatWhyDo might youtime suppose ofthey day not must these be? it childrenbe?or country? live in (citythe city with buildings) ofthatShowMotivations them. you the have Askclass thetaken a photograph children previously to Variations doingphotographwasseason,remember sad,Also who and explain to is waswhatfigure the happy, waythatthey out youa werethe who aboutanswersandHave write the children to theirpictures. the questions.impressions analyzewrite stories pictures or record action--by stopping it. withlessons.beAny Historyused. picture This or that Social could has beStudiesdetail correlated can LOCATE INFORMATION AND DETAIL Purpose:ActivityUsing ChildrenbutcherI paper,will demonstrate milk canons, ability and ofother locating information on simple maps, graphs, charts. PaperResources on a flat surface, such as a GetFollow-up a map of the city and desks,Askprops the makeetc. children a scale to sizedlocate map and of label the classroomtheir own constructionsmallinboxestable, the labels. room;orfor floor; desks, paper paint miik cardboard for or cartons othercolors; items oror paste; areas.orchildrenmark view the Make something.have places a been chart. that toLabel the visit withwhatasUseActivity how abrown the graph many Ittemperature hair, or children chart etc. to areis, record how in the many information class children today, such canpaper.ChartInformation record tablet, and paper, that count. the or squaredchildren label.paper.ofAsk his each bedroom Have child the to on parents make a piece a help map of KindsTh oF pets coot.? WARN? HOT? Motivation MakeVariations a map on the floor with L., qogo96 'NA map.elicitingcitywhereAsk orthe Ask whento thechildren go them response whenhe whatis how takinghe abyisDad map inusing a a knowstrip, differentis. a childrenmakeTaketape and a tripmap needuse around ofblocks. to the go: placesthe gym, school the nurses and Pog Cat Fish Thrdl L -70 MT WIF playcanByBy writing ;member itrecording back something and it onto atremember a tape,later down youtime. what you can dayoffice,howHave of manyoneprincipal's the week.children 100s office,they keep earned etc. a chart each of / beadshappened.childrenAskrecording, wnaton ahave string,Akind too. chart seen. ofEarly later chartsis a drawings. chartskind the of were etc.ofShow graphs examples and charts: of different bar graphs, kinds

DEVELOP VOCABULARY Purpose:Activity Students will use picture and context to aid vocabulary development. Resources Follow-up examiningHaveGingerbread,(From children A Duckpictures Skills matchis.a and Duck Handbook, correct drawing and sentences Helicopters lines Ginn from & Co.,by and pg. 9.) Pictures with two sentences. beandupinAsk magazines twobrought athe wrong sentences; children back one. at home to These one thefind and right room picturescan make one the sentence to the picture. Bill can helprun and a duck. hide. and stuckused forinto free acetate time. envelopes Cr) Stop andhere eat and here. look. andaboutcanTellMotivation classfoolmay something them be you wrong. byare reading thatgoing may to a seesentencebe rightif you -\Ben canBen eat can at thehelp park. the ducks. Ask two boys to come upHere front.I see are threetwo (right boys. boys. name) and UseVariation(from little Cracker put-together Jacks) toys that r, BillBen will will help help Ben. Jill The boys are eating.sitting. (wrong name). directionsmust be assembled and from diagrams.from written JillLad and and Lad Jill eat. run. practice.ifCan you do feel the the same class thing needs with further pictures, The boys are standing. Ben said, Look athere! the ducks. L.) Purpose:DEVELOP Children VOCABULARY learn to match pictui es and written words. Program,ChildrenActivity(Refer Dominican work to Activities independently Montessori for Individualizing with School, puzzles pp- the 6-8-)made Language by the Arts (PicturesSeveralResources boxeswork for making pages of puzzles. withthese pictures. can andthePrepareFollow-up the pictures words dittos on with them teacher.betweentheone puzzles otherend Puzzles theof end. theover word Thencanindex and and be overcutcard picturemade them againand by has apart.printing gluinguntil been the Children a establishedthe pictureassociation word work to at Motivationoreasily pre-primer be cut from workbooks.) old readiness childrenscrambled.position.paste in cut proper Letand the workTeachermasteredthatto read pages. are occasionally thenot use These wordsirregular.) the aresame tooversees madeher. After group (It by thisworkis ofdividing best stepwords and to has asksa starton large beenpicture the with card child. words canwillconsidermaterialsBecause enjoyread thisall of thethe theby workchildren fact themselves.nature athat game winof they these and associationwords.readMake these Thebooklets established. children because with can otthese the andcardboard.picturesPicturesinto selects squares,each arethat Childthe placedcorrespond proper reads containing on picture_ the work are word page.pasted aContinue printedin theCall on first separatethephonetic until squareteacher all word. hat rnoP PIN SimpleVariations projects such as pot for checking. ratrnat topI i? nu+suN work,wordcanholders, modelsbe association. made beginning for with boys pictureneedle all Purpose:ActivitiesDEVELOP Child canVOCABULARY demonstrate that he has meaning from written phrases and Resources sentences. card.besentencesPlay tossedFish Go Fishwith backon abycards. magnet. in.writing The Clip nonsense fishermanThe a metal nonsense paper andwith realistic theclipfish most tomust each fish childpoleFive in fishwith the sentences agame. magnet A fishingforattached. every WORtheSendFollow-up form theDO, of vocabulary forgames, families such home to as in at toaregive(Fishermenthe child's checked endthat of fi1catch. five who toin thecastsreader. need helper.) gets help Those the readingThe goldreceiving fish cup their which for an fish the ohave mustmay day. meaning be added soUse they sentences can be checked. from readers Igo.See rne. singleplay. (Sentences words.) instead of Lad curtCars run. go. Jumping.G-o up. JitSee I, Lookrun. Sat. up I see:Com bugs- play.Free .Look.citI see rne. tvgs.Bill,ruo. fishermenMotivationReview vocabularywill need to that read the THISSortVariation sentences CANCANNOT BE, andintoBE. piles of Explaintheir fish. the rules. to Drawnonsense pictures sentences. which correspond -- AAmu bugDail. con-Fly. Carl vIcav The cCif plays Trie.dockCI OlKe.on 15 the. Or) 'g te. CLASSIFY INFORMATION ActivityPurpose: Children will sort pictures into different categories. Resources Follow-up atheperiodAfter tablemounted, class the of or severalphotographs isbulletin andfamiliar shared days board with andhave with them;which discussed beenthe placeis class easilycollected, so themover that aon withselves.twoAsklabeled oreachCorner threeThese andchild Mountsphotographs thenpictures to bring placed so should fromthat onof they them-ahome be backing otheryear.inthatStart the happen a memoribeliaDrawnclass class during toscrapbookpictures, the canthechildren schoolphotosbe of used.things and and duringthatbehaveaccessible have a Freegroupthem been Time.) tosortactivity, labeledthe the children. photographs.or and something discussed Place the(Thisdone and boxes can aren'thimtakearrangechild doing twohas ruined to orno thingsbring three picturesby handling.your he pictures likes cameraof himself, to of do. and (I f a year,theshowingLet children.)book.not the only growthchildren (This to parents, isthroughout adda great to butand way theto label of toclassRetain try youto foola will game-like them.change enthusiasmthe labels on and the tell boxes the labeledSeveral ashoe different boxes way which eachGIRLSBABIES can day. be variousunitscompiledIndividual ofactivities study. each scrapbooks andmonth themes, around can beor cancheckedfromthe (Encouragehave pictures the bya boxesturn.) another and responsibility when also student, theyin removing have so in thattaking been the others carephotos of WINTERCHILDRENBOYSFAMILIES FUN PLAYING bematerialsArrange labeled boxesand stored ciassroom on in. a shelfA child work which should can everAskMotivation themade class a collection if any of them of anything. have andcoloredareas,thosebe alsoassigned materialssuch paper, kept as sortedtoclosets,etc. each straighten can byweek. gym be the labeled shoeand Roomchildren. sort racks, What?shared.pictures.motherslection Let to keepAgain,them share. a bring thesescrapbook Ask their ifcan any becol- of of family their OlderVariation students can keep vertical files use.inPerhapsthemselvesof thenotes, school such pictures, or library afor file the realia,can for classroom. be reference etc.started for CLASSIFY INFORMATION Purpose:Activity Children can recognize factual situations and those which are pretended. Resources Follow-up friendAskReadLet if thetheyas Kindness Puff.class ever listen pretended to Animalsto Puff to the byhave MagicLaura such Dragon.Richards a thosecharacters,cartoonPictures which characters, ofmonsters, are favorite real. superhuman (familiar)etc. and theTVpicturesDuplicate programs,students of a markthe listingwith characters. the small of programs children's Let AndIMyRiddle bought little hitched cum dog'shim diddle upa namewagon, a dragon, curn is Fido;dido, sawSuite,dreamedStories something. etc.) of something children or thought who (Nutcracker they have byofwhich inDuring commentsthe a briefhavechildren class annotationpretend about discussions, and thecharacters.record under programs thesekeep each track ButAndIMyRiddle curled she off little we onlycum upcat's both hersaid, diddle name hair,went "There! cum is for Toodle; doodle. a ride, oh! thatPictures do human of inanimate things. objects a home.program.variety.) Let (Subtly them encourage take these YouIMyRiddle keep have little himcum pig'smade quite diddle name me clean lookcum is Windie; justdinky. like a poodle!" day,OnMotivation a take pleasant, a walk partly to the cloudy nearest What'sofAndWith inanimate I the funnyrinse washing himabout objects all machine, the off doing poem?in the human sinkie! Show things. pictures clouds.tograssyin lie the down spot.Doclouds? theyand Ask watchsee the pictureschildren the MakeVariation blob pictures and then children'sDiscussLet the and class TV show characters. explain pictures what's Sort of familiarwrong. them animal?AlooksCan tree they like that seesomething? looks anything like an else that Studythingswrite stories superstitutions:they see about in the the pictures. imaginaryIf you lie, your nose will grow. tellcharactersaccordingListen some to of to ora theirs. whetherstoryreal. about they dreams are pretend and let children WalkingFriday under 13th. ladders. Purpose:FOLLOW Children DIRECTIONS can follow simple directions when given picture clues. class.PlayActivity(candy). a First game Dividehide of treasureseveral the class caches hunt into with ofseveral treasure your teams TeacherCandyResources madeor other treasure suitable maps. treasure. atthatHave theFollow-up you * childrenand have find prepared. take your home way Start athrough maze to insidewithtosothe readthat treasure.visual the eachthe classroom cluestreasure child This that will game map. orwillhave outside couldleadMake more the be eachif ofthe playedchildren a mapplay-chance piratesBeforeMotivation beginningand buried the treasure. hunt, talk Bring about the paths to the treasure. crowdedground can by otherbe used classes. at aSTART time when AT DOORit is not ti helpandPerhapsbulletinpictures end with discussion boardadditional tolet school the with children by or pictures.these makemaking who pictures. drawings the want to, Variations ILL Ago\ andforward,childTeacherPlay has spins game preparedtoor loseandbackward, of thenCandyhis mazes. turn. takes orLand is two penalized where steps the tothemanddirection Usingothers then take index incardsrespond turns the cards, class.for reading correctly.children make instructions several to Or read let .. r..\-/TREAsup,E SmileWriteHopCleanExamples: yoursweetly around out name your and the desk.on sing room the a blackboard.song. on one foot.e Rd a ap FOLLOW DIRLCTIONS Pnrimr.B-toreActivity you begin this ,u uvit / children should be f imiliar with Chilor en cji I. co o.1 '.,ns . jiven oia!!.), lodiaoResources Roy poem. MakeFollow-up ditto.. of the Ind in Boy exercise:cuchshapes as (square, on top firstcircle, next triangle), ThenTal C numbersgive your the paper following1 10, and and fold theauditory it concepts in half. Novt fold it in half again. asVarious paper and materials crayons. lich Parents,enjoymelit.againpoemHave tofor someone takeolder additional home. children read skit the t. andin poen: WhendrawsquareaNumber blue you two flower number theopen black squares your threecats. paper oneWhendraw throughup three you you havegreen shouldlour. finished Intriganles. now the Ihave itturn st In square fouryourthe lastsquares. paper draw square In squall! iminher tr,.o dialh an ohinne balioim. In Motivation thrections:play games at home witt oralPutBring your ine pajamasa spoon. in the drawer. childrenFor additional practice practicefirst and over slowlythen and make read trace theIndian your good Boyright copy. poem. hand onLet the the back. addingoneeliminationdirectsPlay directionSimon andtwo. Saysplaysfirst If and children giving-Teacher withoutthen Start with one direction antiGetBring a metoy aand comb sit onand the brush.green-chair. TheAnIf Indianyou first follow thing boy youindirections making soon shall youifrom see at:le-brownme. brother Indian Roy areelimination.practicing competitive begin after childgradually becomes add more more as profici.!nt. the BeNowis o sure draw make your one d 0 0 isround on as top round and of the fineas otl-.L.r.mine VariationspaperAs children into many are capable more squ.- div !e s A's ThenwillAnA linemake Indianeyes, will nose,headband cut onemouthhe 0next in has two.will aplace face. two arms for you. andt;x3re inake detailed. instruc tion., n SmallTweForUpon 0 he's "s his ciivean coat Indian him well a-hoy pkiz:eplace you two tosee V s rn.ske each 11;:rid. !..ori Purpose:FOLLOW Children DI RECT1ONS can follow simple written directions. orAsActivity throughchildren I theirlearn reading action wordsinstruction, from their let them readers, SackSmallResources orslips box. of heavier paper. simpleEncourageFollow-up Orders parents from Headquarters to prepare inpracticeprepare a sack Ordersrecognizing or box from to be thoseHeadquarters drawn words. and followed.Place forORDERS additional these atcanthanAfor noteschool. the be a verbalchildren'sisdrawn sometimes command from jobs a moresack at and home. likefun these Motivation chartwrittenActivityPictoral to words which2 directions andthe childrengradually can be can accompanied phased refer isout. a good Aby class simple SIGNSExplainaHave bulletin WEthe that childrenKNOW.board a sign of help is one make tool. cut way to telling of directions. VariationHave a Scavenger Hunt for rh° paste.%color- lineint over ite under specialreading holiday books, articles. seatwork or FOLLOW IDI!!.EcTIO: direct!nnsActivityPurpose:Atter the Childrenthey students can canexpect are fo:low familiar on theirsimple with v:ork thew;.iten assignments kinds d!tection of mews.A Resnarces.ahln or shelves tw assign- , immediately.PertectFollow papers up And can therego home should Providediscoverkindnieniwiyes after the answeiF they assignnients Iii have to heenmost in encourauedot stacks their questionswhich to can try totorbe uy a veek of Free Chou .:!;e,filAol K. A r,liable teachel 's helper..1:0l(!(More greatlust capablethe and reading can students be .used periou.t Examinehebe done(ew assignments successfully carefully the which papers cannot . . chosenbeforeandtinished Checked by the students. atsecond ah (by an paperThe aide, assignments sciected. or teacher's can helper) be pate, the first handed in gradingperiodNote: is Aon necessary.) brief marking training and errorspriatelyWereDidwhich they themadegave for understand skills thestudentsout chosenchild?of carelessness-- ditthe Were inappiu hcultv. dirt.. t ms? completingeveryindividualsifNote. the student assignments This inseatwork works hasmind. the withhaveIn justsame other much beenlike capacity words,eJery madebetter other tor notwith results ie,ervetoA tcarnecessary,planningorganize. to any do period A-V it savesall equipntent at once once.wear a weekand Also If duplication is appropriate95bec,!useRecording of hurl assignments. is easy ying? everyone A second achieves 1001 when they are given whichcanyoupupil, hehavemay any resultdone--and need threemore from three!eaoing than saves the levels theybehavior sogroups manyread of seatwork. inoutburstsalike.headaches your loom, It I f accessiblesuppliesyounecessaryneed .1 need.and that to have interruptions. eliminateListthe themchildrenall of readilyun-the will level.couraged.chancebeforeindicates to noing correct moreA thud on practice en totry ois!he usually is nextis en- needed skill seatworkpracticewhichthe success frequently ot dS assigning the of suchotheriiccornpany every a children.program student the usThey typit.al the PLANNING. keysame to andSuccessMotivation the reward. is the motivatiun grohndA brief rules, explanation, and some some reading.. basic choi:.e items is usually ni-ressaty classeswithrtNidinghisVariation students technique imm fir:Kies threeof was allabove ages,to used thirty readiness. of successfully bvall the in author -as vo:ii as by many Olner irt itiltir I trid ! ) 4-17'--MW")31MrifliffPfIc'.4r,:IMM.IM.. -vMeINT-V*r=1"Ac7rn,'Vr1/4:-'7:*,:rNwt,-277,7:1-...r7ivx.:r.F.AP,Y,n77:::-5*-..,...-,7:!,;!:::,!.-..T7-7-.,..,,,,:-..-. rt-ri:wr'77:7--,n,'":7,-"", rf"---,,-.,----:" ',"--. '-',',:'''":7' ''':','''' -',"P"' r'."------r" ','' ''''' '''''' '''""'; ',',7"'-'1:%-'"'- r^-;-''.''''':" -----,-,-..---,-,,,,,Y-3,,rv,. w -. C:2,--e=' .:.`,,G-; <0:::',-.t.:k.,'":" ';'.11.1.-sf.'-',.t ' FOLLOW DIRECTIONS Children will follow simple written directions while working as groups. Purpose:piecesWrittenActivity of directions paper. They don't can always be placed have toon appear charts oron PlanningIndexResources cards period. for signs. theByFollow-up sharingplanning, with organization, the students room.small signs in the various tapeLearningExamples: recorder Centers Directionson a in sign the above for operating it. the subjectmushroomactivities,stagesinitiation of areas andthese this over andfollow-throughproject small into even groupother can out of tableoutClass-devised ofInstructions where clay placed the forruleschildren on handling afor chart buildingwill thebeon working. thepetsa village on andyour school class andactivities. into the home each cage in the Science Center. AMotivation class discussion about parttheandresponsibility,individual childrensuccessin the andplanning playare encouragementgroup keys.an stages. active Let 13 Purpose:FIND ChildMAIN reads IDEAS short AND/OR selection CHARACTERS for main ideas. eventsselectbasalChildrenActivity and ofreaders. the read story. alouda After short Also sectionsthey selection have have thatthe finished from childrendescribe supplementary have re-read the the main pupils or readingBasalResource or material. supplementary theaAfter pictureFollow-up main reading ideas.sequence a story of draw intheriddlesto theselect teacher story. about pertinent may Themain write children charactersinformation phrases find inthat thein a order certaindescribe to make characters proper characters. story. Or up charactersChildrenMotivation discuss in their the favorite main thatstoriesknowLet Mom tothe read.and childrencharacters Dad Tell takewillthem so not home they theytheytheAlsotelevision have main haveeach read events show.seenchild recently. or canof a a tellstory show papercouldcharacterswillreading. have makesacks tc Perhapsbefore introduceora puppetoatmeal they the (from the beginboxes)children says.11,0,Teacher writes what student theto use character. when they introduced u 14CON 106 y Aob thatVariationsFrom contain old workbooks simple half tear page pages Later askMySiery children to sort About( funn questionsseparatethemainor single story. ideas index involvingpage During and cards stories. characters theironly write Onsparethe ain programhavingprograms.stories childinto and Review kinds recallwhat of happened.theby TV theshortactivitiesstory,time paper questions, or read thefor in forandindependentchildren youand answer tohand select check. the a Purpose:FIND ChildrenMAIN IDEAS recall AND/ORand discuss CHARACTERS main ideas from stories they have read. shortAfterActivity ones,a more have lengthy a class story discussion or after abouttwo or the three Stories.Resource characters.MakeFollow-up a notebook Have theof main children saywhatcharactermain about the character. character inthe a mainstory Askdoes, sayscharacter.they the (inlikedand children the what best.Also child's other discussDiscussto tellown characters which words),the oneAtcorrespondingwritedraw the make theiror end copy a picturesof cover afromsentences. unit, fortheand let their boardthenevery- readmain askevents the ofchildren the story. what similaritiesExample: appeared.Which two stories were about pigs? If several stories have been MotivationTheRead Emperor's a story to Newthe class. Clothes book and take it home to share. stories.ownAvoid words re-reading rather than at this repeating time. Strive verbatim for the from children's theWhich stories had happy endings? outclusionappropriate.availableor the other mainsee or that ifwould characters Atthey you the becan have con- pick about...W_ recid theirand/or own tell words. the main ideas in characterAfterVariations discussing and main the ideas main let theiforup they tellinga childrenstory. new were whatending thetake they character turnsfor wouldthe making story, in do If the story is one camecharacterdiscusstwentieththat todoesn't what our wouldcentury classroom. changes take see let place if thethem they in the , Purpose:SEQUENCE Student can retell a story that he has heard. theythatActivityaExplain short theymust are story tolisten therecorders, that carefullychildren you or will that tosecretaries, whattell they them. happens are andtoBegin pretend thatin knowChildren'sResources well enoughstories that to tell. you theusuallytheyMostFollow-up order didparents is at thatnothing. school. askchildren children PerhapsThe are answer what unfamiliarGraduallyAskmanywith thefamiliar times. students introducestories folkKeep stories to the replaymorethe stories thatchildren. complicated the they uncomplicated. plot have for you.andheard donewhodismissed can first, remember second,could be etc. whatin terms was of theirmemorieswhoShowMotivation jobs,must pictures i.e.,forrely sequence secretaries,ofon people their in detectives.cooks,aPlay sentence judgesGossip intoat by horse whisperingthe ear races, of whatthea child earnext is atheardof thethe beginningfirstby therow is not lastwho of alwaysin then line. whispers into What goes into VariationPantomime or illustrate sequence. LT, Purpose:SEQUENCE Child can arrange a series of written phrases in order. havewhichHaveActivity heard have children beenor read. choose devised On ata signal,randomfrom a storythey sequence willthat read they cards PhraseResources cards aThis Follow-upunit is study. a good way to review story.accordingthe phrases to and when arrange that event themselves happened in order in the orusedownStudents at cardshome.as puzzles can which make at can Free up be theirChoice OD ; AfterMotivation hearing or reading a cardgame.theyplotstory face tell areHoldand down.the going discussing out students the to play phrase the that a themenvelope.VariationPlace in themixed-up Have correct a phraserace sequence. to cards get in CRITICAL AND CREATIVE READING they have been listening to. Purpose:withinThereActivity accessare Children many of teachers,groups will predict of i.e.,unfinished an magazines, outcome stories filmfor a story that UnfinishedResources stories classPaintFollow-up guessword pictureswhat it could and letbe: the slightlyseveralstoriesstrip(Walt and can endingsmoreDisney). record be complex used. or programsOr possibly anyUse plots. ofstories (Bomar),mysterieshundreds that filmsmight thatof children's have have circleFirstlargesnowThen you on circle.putboots drawtop. another Placeunderneath a large smallerto circle.bldck the Motivation bepicturehaveAcceptWhat finished. _couldthe asanything child he that thinks draw be?logical theit should and dotableGather a fewso the that simple children they experiments: can around seeof you Pour aa glass. water Stop, up poisedto the rimover AccepttheWhat blassYou'll answersis and goingstopput askthe pouring tolike, the waterhappen? class, the down. water fittingstartshigherStartin. buildingtothe and lean, next higher. astop block tower Whenbefore on of and blocks,it lidaask, Lightjar. and What Begin ask,a match is What togoing screw and might to happen?dropon happen? the it into ofoffReadVariation funny the punchjokes endings. to line. the class,Let them but leavethink 4 Purpose:TYPOGRAPHICAL Children will AIDS recognize titles in their books. areofActivityinside.Let one divided the of Explainclasstheir into textbooks findparts that the thatmost title and are onschool againcalled the coverbooks onchapters the orReadingResources social studies books texts.or science storiesfindEncourageFollow-up other or chapters. titles the children of books, to Askthinkchaptertoand turn thathow might to and each theya pagebe to knew.one thefind at has titlethe abeginningofwords chapter. the chapter.that Tellof they a them andTakeMotivation have the classeach examine,to the library by tellonmanyencourageAcceptlooking, theirthe books anyname covers,a shelf recognitionanswer, have of oftitles, the bigbooks. but book. wordswhich that Let book.wordsagain.andthe children try tellAgain to findthe take explain namethe one same of thatbook the words the USE TYPOGRAPHICAL AIDS AfterPurpose:Activity the childrenChild can have recognize listened quotations to a story in that a story. FamiliarResource story HaveFollow-up them role play and mark usesAskinlead paragraphs. quotations twoto the (or discovery the ask number them that questions needed) quotations childrenthat are wiH put to quotations.other stories that use linished,readrebuses. (role write play) the thedialog parts. on Whenthe board they using have WritesomeonegroupAskMotivation the-children onsomething thehas board said to funnyto whotell them. thewasthat talking.thingsShow themthat people that in saystories are theput VariationfromGiveHave aeach children's them child draw a magazine. short colored story boxes samearoundAsk colorsomeone what for sameeach to draw personperson. in colored said. Use chalk someonearoundcalledin Illustrate.special paragraphs. the maygroups words be of talking.shows A words space that paragraphsMarythesaid.around same (Usesaid what person, isthe are inthe samered.)obvious. characters i.e., Becolor everything sure for the Or let them watch while you mark an old reader. C.0 ....oraanowigniumutkawda2mxn. . . , 1r15?..1-,3r=7**11/4-174, PUNCTUATION AIDS - Purpose: Children listen for and racow .z.,zt--;.rn:'nts, questions and exclamations. 4 referenceAfterActivity going to through what skill several you are examples working with on, no CardsResources with establishedAfterFollow-up the pattern (? has been ! ? answersquestion.ifDohold they this up knowandseveral theHand then? what cardthe times hold happenedwhen andup theyouthen !when ask whenask the the you next class reply. . card to the child who inflections? in stories: NotThe bywolf. the said hair Let on me my in. !) use the voice sayandyouup the whenexpectif they ?. Tellyou couldan them heldanswer. tell upit whatis the Aska question!. kind what of wordsand that you'd . meant, you held chinny-chin-chin,I'lltheYou'llThen HUFF! wolf. I'lldo screamed huff!what? saidexclaimed asked the the pig. thewolf. pig. forIfThen anotherhe gets let a childa child ?, he who choose should has from thethink the up threea question cards. . thatAskMotivation demand the class a response: questions activity,AsA third the childrenstudent u:se the canbecome ! first: make more the exclamation. familiar with the WhereIsHowWhat that are dois a your blueyouyou? live?name?dress? What'sIHelp! see athe Help!mouse. matter? completeEncourage sentences: answers in My name is Joan. as:thatVariationLet would students match think such of conversationspatterns WhatIOh tore no!happened? my shirt. return:Make some exclamation inNo,I am this fine. is a red dress. Ok.What?IWould said WASH you wash YOUR your HANDS! hands please? ItGood!Oh! isn't! conversations:Or match the pattern to the co

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SeriesResources of questions to match AskFollow-up children to skim for new Givea havelookingbook the beenquickly. class for skimmingpages, a timed explain assignmenttheir books--lookingto them of thatfinding they through five withKitchenreaders. pages timer from their readarewordswords,(Five thinking indicates in orwords a to library aboutcount thatthat book checkingthetheunknown childbook they cannotout.is whospecific(Might might pages provide finish in someearly.)their books extra questionsin two minutes. for those AfterMotivation the children have reading.)usually too difficult for independent cardsonthemveryfinished a Treasurefamiliar thatdrawn a youbook from-thewith areHunt. and goingit, are Usingtell, studentsTreasure toChest find: tell theA page where herfinds hat a surprise under inSkimVariation the toYellow find specificPages. information aGotheThe chance. pageon child until number who all childrencan gets tell a you havejewel .. . . ofteammuchskim timeLet with for.inoneas threethe inLet group Charrades shortest teamstries think wins. complete amount whereof pages the to oo Purpose: DEVELOPChildren learn VOCABULARY to use synonyms arid antonyms. TeacherProgram,Independent(ReferActivity makesto Dominican Activities work up a on Montessorilistfor synonyms ofIndividualizing words School, with and similar antonyms. the pp. Language 24-25. meanings Arts easetheTeacherinResource wordsone in working madecolor(blue) to be cards make matched. andcontaining one words set For wordssynonymsHavePrepareFollow-up in sentences the worksheetsand child antonyms. underline that arefor the explanationteacheruntilorand smaHer oppositethe preparation groups cards. that meanings. theseare Children necessary familiar. words Transfer match areThere especially called thesethe will words, synonymsbeto teacher index some repeating cards and that(green). are similar Exactly another Right color 1.Underlinesimilar Sue hasor opposite.the a cup. synonyms. Betty has a mug. antonyms. Snonyms Antonyms andMotivationRead ask a them poem to to listen the childrenfor 2. The frog jumped. The bunnyVariations hopped. pretty bequficul sod happy oppositewords that meanings. have similar and/or EXACTLY RIGHT OralvisualofCards puzzlesexercises cues. may forbe can childrenmade be used in whothe form need cvp 1 rnv9 up dawn ThatWhenToThey cross II'msay amI don't thetoo thatmuch streetoldget I'm toomyto too to crybigway, playyoung theantonymwithwhere word the the correct asout. children the teacher synonym respond calls or hop jump in out DoToI'mBut swingstayyou young,very think,up on muchafter the I'min gardeneight.age tooold, andsmall I'm gate, heightbig, I'm small Worksheets: 2.1.Underline the words that are opposite.IIt came is hot in inside, as Tom but went cold out. outside. gre I I d ishbig epterhard sof+ JustI will exactly ever growright? to be 4.3. etc. The boy jumped up and down on the bed. Purpose:CLASSIFY The INFORMATION students can determine whether the fact Resourcesis relevant or irrelevant. 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Wherelike?wantto find to shea know little was whatlost last girl,seen? she would looked you If she could spell c-a-t? sentencesDrawVariation a circle that around are not the 3. 2.4.Baby 1.YouI couldI wishdogs can swing I teacharehad called aon dogs pet my puppies.elephant. toelephant's do tricks. trunk. paragraphimportant.important.Find the sentencethat is not in a 4.3. I likewould peanut name butter my elephant sandwiches. Horton. op CLASSIFY INFORMATION Purpose:MakeActivity charts Children using can individual classify drawings,nouns and pictures verbs. OldResources magazines, paper, MakeFollow-up two-faced puppets on a :.:ir)Ing or words from magazines. Words paints or crayons, paste constructotherhomethingsstick. side,On fromthey a onelittle theseeschool. side actions charton theirof On ofthe they theway shirt 1154. Ertl" borderreturnedwriteobserved. the the thewords. Parents bulletin next Have day canboard. tohelpthem El] 1-13 Ei,4iDE] Action words (namingunderstandEstablishMotivation words) that that the arenouns children words labels (nion)(drivin9) theandwordsVerbsthat questionplaces. name (actingthat They things,answerWhat words) answer is people, thethat? are question perHandVariation child. out slipsAsk themof paper, to observe five ThingsWhatReview We is itsee doing?by andhaving them match doing.orwriteeach girl) whoother andExample: they whatfor aobserved heminute or she thengirl (boy was chewing, writing Th:ngs We Do. themresponses,childrenAfter theyout and loud have ask have andthem chosen writtentry to toread five boyrecognize their sharpening, walking otheroneeffective,themselves. half half observing divideacts.) (To themake while class this the in more half; oo -,7+ FOLLOW DIRECTIONS Purpose:Activity Child can follow several directions as part of a group. Resources Follow-up following1.Run 1st, relays throwsobstacle using ball courses: three-man into Theand air, handsteams 2nd it tocatches to complete 3rd, 3rdit thebrings it back to line. One ball for every team Teamsreading work Free together Choice during Time:aboutAfter1st readingwrites the story four their on questions stories,the board, 3.2. 1st runshands around ball over 2 twice his33rd head andtimes runs sits to and around2nd, down, stands 2nd 2ndit andkicks on runs onebrings it aroundto foot, 3rd, it back3rd hops to the to line.teacher and answer.themthe 2ndpage3rd by checksanswers thenumbers question them them and byand andputting finding 4. 1st must walk a line frontwardjumpstoback 2, 2ndto over line. withoutwalks the linethe falling linethree sidewiseand times run and and stands sits down, on one 3rd foot. themWarmMotivation to class do simpleup by asking 5. 1st bounces the ball two3rdlike2nd times turn§ asits ball. and arounddown sits and twodown bounces times with and it, himself makes two his times, body andlook directionscompeting. without TurnStand around up and sittwo do:,..vn. times Hop around the circle,aandrun circle. tostandmake another onbody one circle into leg. No.Variations 3--cuts2--mounts1finds ait intopicture it on pieces colored paper No.Or produce 1--finds3sets2makes the plays athe stagestory costumes about stories: : ..reve-m.,r,',--7*-..pefre.wrt:-,-,.., .-:77:17.77.71.1.cr,.:1 Purpose:FOLLOW Children DIRECTIONS can follow simple directions independently. completingreading.GiveActivity each Provide childeach atask.simple folder Assign directions with taskshis work for that successfully in are it for DirectionsFoldersResources for on each index child cardsor on the tops of the childCheckGiveFollow-up has andeach completed praise another the correctly_chance work each to .seatjust skills.for for fun, an activity,some that some mean that getting are practices out of theirfor dothingsworkneed(Note: successfully sheets. the to the bechildren tasks individually and mustcan may be aat(formakere-do star recess). example, anythison his mistakes,in Let formfolder correcting the of childrenfor buta everypunishment do the not put work Motivation assigned.) successful completion of a task_ * Big by Dorothy AklisAndNow spell I can catch and throwball a Variationlabeled.pockets,On large Independentonecharts, for stapleeach childactivitiessimple and AndCat.BeingI have Pig.startedDog. Big.finished being small thechildainare surprisedthe cardwritten finishes pocket around on face eachhiscards soshowing. work, morningthat and hea placed smiling Asturns with the formeansDiscuss what becoming howyou growingdo. responsible up face shows. in Britannica,Reading,*Refer to Encyclopedia Language106. Experiences FIND MAIN IDEAS AND/OR CHARACTER Purpose:thinkAfterActivity ofreading Childrenall the a characters story, can identify ask andthe main childrenwhat ideas they to and did.help characters you in stories for dramatizations.Mural,OldResources clothes paints TakeinFollow-up the pictures production of each and step let Red Riding Hood metwalkedtook the a wolf.basket through of the food woods. to her grandmother Props (basket) cardboard conferencetochildren show themake day. parents a scrapbook on needAsk them and wouldto think look of likethe thingsin each the scene. character would treesa basket happy Variation ofsceneryDivide the story. andthe groupshave them into workcharacters, up simple props, dramatizations costumes, scared theMakeUse parts puppets up aninstead operetta for dramatization.of say and them. sing WatchanotherAttendMotivation a TVa room. play play given or talk by storyisabout produced and how characters. a from TV program a Co Purpose:RECOGNIZE Child can SEQUENCE arrange sentences OF EVENTS in order. OR IDEAS throughHaveActivity childrento do a simpledictate activity,the steps such they as go ChartMagicResources markers motherHaveFollow-up setthe thechildren table, watch or wash their trya bed,Havebrushing to rearrange etc_ the thechildrenWrite teeth, them the cut sentencesputtingto apartmake onthe sense. ona sentences shoe, a chart. making and Scissors motiondoing.thattheimitate dishes.will and describe what write Tell she a them whatsentence does toshe in slowis I BRUSH MY TEETH I childShowMotivation getting a filmstrip ready about to go a to i FIRST I vveT _ brvsh. activity.school, or any other familiar Ii Then I squeeze the cantheShow picturesee it eachagain, so step the but thechildren stop WriteVariation stories and cut them up r1_ Then I brush rny _tootil_pasM front teeth. _ __ _ _-- -ioh --i characterto reach must the conclusion. go through ourBulletinfor day: rearrangement. board of how we spend Trien E rinse my Thf.n1Doth brush. n. back teeth. art -flmi efic. haue opk° 44e- 79\0-1 (It 0,reL;ssi I C(cIrsie, to rinse my feeth, WePlaYreacI49 to"8 +-4 I 2 3 we dean vp. `, .t.7PV 4 t'N'7.7!If -1%"717rv.:44v1,-.T0',. "! Purpose:RECOGNIZE Children SEQUENCE can read to find OF theEVENTS sequence. OR IDEAS frontGiveActivity desk.each rowTell ofthem children to read a story, the story starting and withdraw the a forEnoughResources each row short, of children. action stories theHaveFollow-up Sunday the childrenfunnies intocut up childrentheirhappenedreadspicture stories theshow of story,whatsecond, read their happenedbut them illustrations. etc. he toWhendraws the first. class alla Thepicture rows and second have haveof what completed childthe Paper and crayons. check.onpictureGoodpuZzles. construction for number Paste rainy paper the days.on pieces back squares. Put for VariationRead a story. Number sentences Motivation cookies,Followin the order etc.simple of recipesevents. to make sequence.them)Provide(or have for cut-up practice the childrencomic with strips bring RECOGNIZE SEQUENCE OF EVENTS OR IDEAS ActivityPurpose:Have the Children children can write retell simple in their stories own about words what happened in a story they have read. PaperResources and pencils. SendFollow-up stories home with the andorsomethingithave their to the himself them favoritestories the pass andclass have thing. themdraw has been When done,ato picturecheckedanother they or they about have studentfor have legible whatfinished seen, who happened.writing, will read Drawing paper and crayons. childrennextthethem.for thestory morning. in Askparents sealed to them the toenvelopesgroup to read retell theto Whenstory.his picture the pictures and tells are thecompleted group what the secondhappened child in shows the Motivation MCD tAl DOCIal k5 childrento Readthe class a tell short and what storyhave happened: severalor poemfirst child--what happened `AN 10:1 t'A e. Zac\6\1,Worf.s be,sk g a krtend.\if\racle a second childetc. first whatWatchVariation happened a TV program so that and tell ;I, car \augh.CO Poke rn storyanotherin Rewritetheir about child own ait. canfamiliarwords. write story a n^,72,7" Purpose:CRITICAL Children AND CREATIVE can recognize READING cause and effect relationships. Activitymanual,(Refer Scottto Go ForesmanIdllocks and & Co.the Threepg. 30 Bears,& 32.) READY TO ROLL, StoryResources MakeFollow-up a chart of Why and thingsBecause that they are interested in. questions:1.Read Why Goldilocks didn't Goldilocks and the seeThree the Bears three andbears ask when the followingthey Why 13ecause , 3.2. HowWhy diddidn't Great the Bigbears Bearcame eat know their home? someoneporridge? had been . I, .._ t ,0.%` 6.4. 5.Why Why did did GoldilocksBaby Goldilocks Bear fallcry runeating asleep?when away? his he porridge?looked at his chair? WhyTalkMotivation aboutdoes your why nosequestions. turn redwhen you go outside in t t,, e, t% 7. Why did Baby Bear's chair break? Why do treessquirrelsbirds losefly south?gather their leaves? nuts?winter? answeredAskVariationencyclopedia questions by using that or someancan be other thatreferenceKipling.Read tell thewhy book.Write Just things Soother Storieshappen. stories by ActivityPurpose:TYPOGRAPHICAL Student will AIDS recognize a quotation. Resources Follow-up onrepeattheclassChoose thestudents (or whatboard one have have comicas it theread). listened strip child Afterto tells askread all you:them toof the to - said. Write it ReadingComic strips books whatata magazine.Askquotationhome--a they the classheard newspaper from Or to someoneto something find write or down in isNow speaking. ask the Underlineclass how the theyCharlie character'sLucy know said,Brown who " said, " 11 Motivation their family say. wordstheinname. those words are Ask beinglittle in them thecircles? spoken quotation how Havetheywhen marks. knowa they child aren'twhich circle giveofCut isAska apartspeaking.Sundayeach how achild theycomics Newspaper The one can characters sectionstrip. tell andwho sentence:thetoLet find part htem a ofquotation. theskim character through Let the andtheir child finish reading assume your books talk in little circles. VariationFind quotations from several given.Do thisyou until read several examplesMother have said, been " child someonewherecharacterssources, someone i.e.,else. are stories speaking, is quoting where articles the USE TYPOGRAPHICAL AIDS thatActivityPurpose:Have interests the Children children them. can make(Animals, select dioramas and monsters, compose of something etc.) their own titles. constructionShoeResourte boxes, paper,clay, paint, and beenAfterFollow-up thetitled, dioramas the child have childformountLetAfter it. whoWheneach each it built onchild allis his finished,scenesit study todiorama. choose eachhave display andthethe thebesttitles,compose dioramas. title ask and athe title theirtheother diorama.children bits of canodds use and in ends whotitlewrites made and a thestory scenediorama. to fit thenthe displaySelectMotivaiion s.everal them on pictures a bulletin and toChildrenVariation music canand composeto abstract titles thethathappeningboard. class picture.beg :Discuss describesdecide in each. what on aLet istitle art as well. PUNCTUATION AIDS ActivityPurpose:esic a Childrenchild to read will usealoud one of the sentences , ?, and ! in their own work. SentencesResources from a story HaveFollow-up the class write their ...numce told them something,If theyhas were read asked readingthe them sentencelion, ita in or the askexclaimed story. the class When a surpriseif that or fright ? punctuation.that contain no ending andhaveallownunusual punctuation. and stories,looked screened sentences thebut stories toAfter them leave or you atypicaloverfor out them putread in thethe endingsentence punctuation. aloud. MotivationPrepare a short simple thehome,freethempunctuation punctumien time, in the a insmall children smallclues; asbook. groups theduplicatecan Duringstories fill or in at childrens'hasorstory--perhapsDuplicate something characters names. five excitingthatawith ormystery six the are being read to them. thatsentences the children from the can story read. exclamations:usingVariationLet thestatements, children questions,complete quotesor JulieEncourageFrank asked: said: and" " praise the use of . If f work.forstories.thebulletin unexpectedpunctuation Perhaps board as ormarksusing unsoliciteda Show a in small original Case Purpose:LOCATE Children INFORMATION match picture AND and DETAIL phrases to text. HavethatDuplicateActivity you the have children the availablefollowing cross outwithtext the aor corresponding sentenceany appropriate in each picture. text PreparedLionResrouce and theworksheets. Mouse fable. variousTeacherPlayFollow-up cartoon cartoons cuts from scramble. that newspapers interest group that is not true. MouseLion said,said, "I"I willwant eat you you, to eatMouse." me." fable.MotivationRead the Lion and the Mouse children.matchorder.eachfrom thechild Thethe Cut pictures. aappropriate children setoff inthe scrambledGive texthave picture to MouseLion letsaid,letsaid, Mouse Lion "Run"Let go. go. mefast, go, Mouse." Lion." withWorksheetonlyChildpicture the sentence will picture.will offind have pictures thatand three correspondscircle and sentences. eachthe with the appropriate text. MouseLion said,said, "Help!"Don't"I will help yellHelp!" atyou." me!" The beatalligatorbunny is iseating. iseating. eating. The boy is sleepingsittingclimbing under undera tree. a tree.the tree. them,ChildrenVariations and drawwrite picturesstories, titleto selectaparthavepieces.illustrate concludedand and have reunitethem. other cut Whenthe them members various they Purpose:LOCATE Students INFORMATION can read to AND find answersDETAIL to questions. table.suchPutActivity several as (You'll animals, books need places aboutas many to different visit, books space, interest as you etc. subjects, haveout on a andSeveralinterestResources at their story to reading the books students level. of WritethemonFollow-up slips several on of the paper questions library and book leave toFind(seestudentstheir the themotivation) wholereading answer in your group levels.) towithgroup. someand the After letAll question.books themshould getting ask decide Givebe acquaintedeach at thewhichor child nearquestions child'sto questionhaveslip,shelfthe find theinchildren the theanswerand room. book writeto chooseto thatTell itsthat title, should one thebook sentencestudent will have should or the paragraph giveanswer. the which 1.pageTo If answer I numberwantedcontains the andto the question find readanswer. out about where a theMotivationLet books the children by examining explore todayMixbackpage, see andup ofand ifthe the havethey sentence slips slip. thecan the class find onsecond thecheck 2. Which book would havequestion? pagebookmotherlots of andwould imaginarydeer sentence Ihid need? her that babyCan will youfawn, answer find which the that outtheEncouragethe whetpictures titlesbook happens andmay andthem guessing be try first, toabout. to look find what Fr. question and answer. 3. onlyyourpeopleI like seebook toin with eat it?that Canonespinach. talks eye?you about Onefind peopletheof these part who inbooks willtheone(animals).second, askreference book some thatetc. Tell bookquestions willLet them servethem on that thataschoose you Variation inCangardentalks a city youabout and garden? find awho familyout grew things who all wekindshad might a of big vegetables. plant onlywithchancetheir they thebook. tocan book. get Giveanswer acquainted them with a beassignaswithAfter researched.the reference children children'ssimple questions arebooks, encyclopedias, familiar such to LOCATE INFORMATION AND DETAIL WhenPurpose:Activity the Childrenchildren havewill use completed their texts a group to find of and stories, identify speakers. ReadersResources HaveFollow-up the children draw theyorby when haveasking they read specific have about: finished questions1. a I'm book,about thinking playthe characters Party of a characterLine who said I'll huff and puff and blow your house in. tocartoonsoutin complete whattheir ofstories,tothey the anotherthe say. characters script. but Give childleave the tra 3.2. This babymother played said, aHelp trick me by tellingfind my his little father, lost boy!I can fly. Motivation PlayquotationsHaveVariation a verbal the tochildren charade be found. write by the guessatheir hissound.Have eyesshoulder. who. theThe and The children resttap It child then onetry close whotomakeson othersanywashaving cluessaid, mustthe butwho child find without said act the it.out quotationgiving The what gamegoingTellguesses them towith playcorrectly thatbooks. a youguessing is areit. toin locate their ittext. is the The next first actor. one co 1 . -"Ca,=.2atekaiWatial:+s;1.-,,,. Purpose:SKIMMING The student can find a paragraph quickly. totheirActivity Beforefind stories, general the childrenor informationto orally have read hadlocated them, a chance in ask paragraphs: themto study TextsResources theandDivideFollow-up paragraphsee into which teams first.team of canthree find WhoWho can can find find the the paragraph paragraphfamily that where tellsis going? Mother where theis talking?

mainareofMotivationDiscuss paragraphs: usually idea. the Sometimesbased general that upon they make-up weone gochalkboard.(orDisplay have short the several stories) WhenchildVariation paragraphs run youon tothe say the where,Practiceaboutneedin stories tocertain why, locatefinding that when, ideas information paragraphstell how.quickly.who, what, storiesparagraph and skim you designate.for the J.SUH Purpose:DEVELOP Children VOCABULARY learn to use descriptive words. writingOneActivity funword way portraits. to introduce Choose descriptive someone in the words is by thingsHaveFollow-up that children they describeare familiar other describeawhoportraitsclass portrait is (eventually avery written)person? is. familiar all orNo class ato words favorite the members teacher, Is a picture portrait the only students. Discuss what can often do it better. could have their or anyone way to Motivation youseenthetowith. you worddraw Havethe so object. evenyouexactly them would if Asyoudescribe what they understandhad they describe objects never drawingsThechosenLet word thesubject too.portraits children while can dictate you be write illustrated sentences to describe the on the chalkboard. with thatthedrawinga pictureHave picture the theartistis of finished toldchildrensomeone. wanted everything ask first Whenit if draw notyouthedescribe beenchildrento erase specificon becausethewill board.have enough. they to Often stop have Juiic is prefty. thepersonHow personword old does?portraits. theacts? person Then What introduceis? the How to. a verybirdYouaExample: child rathermightenjoyable might In drawthan describingsay activity. a wingsit plane. has wings.like This is a plane a JulieJuke is has six. green GiveVariations the class a copy of a story Julie hoz short ey es.hair. thatdescriptiveof thatevents. will contains dress Have words up only them orthe phrasesthe story.add skeleton movieJohn wentabout toa a nkA-funny mother. They saw furry lion. showa 9ood with his Purpose:CLASSIFY Children INFORMATION learn to recognize and classify adjectives, nouns, and verbs. wordsaredescriptiveAfterActivity naming children (see wordspagewords, have 85)(see andlearned they page that are that verbs100) ready adjectives andare for thataction classifying nouns are cards.noun,SentenceResource verb, chart and andadjective appropriate taketheAfterFollow-up main turnsthe childrenactivity, placing haveletthe them words finished andother.them letadjectives andPrint each thinking a child large on selectcards. ofselection their several Fan relationship of them nouns,of each, in your verbs,to saving each hand LetMotivation the children help you make greenAdj.to blackmake interesting phrases. Ex: carwitchNoun hopsracesVerb ! Adjectivetheone teacher of each begins for yourself. the classification. Using a sentence chart Noun Ver b a theofInbulletin onea childrenhouse section boardboard. or can anyintoplace Divide find object two a words picture thesections. that to thatthemtoHave class. are andthe nouns,Take childrenpicking turns the outbring wordsdescribing the pictures things that clreen01 tablehouseboy jumpshidesmos cutdescribe.pastehouse. out wordsa InpictureLet the themto other describeof afind person.section and the Variationsandcould the be actions used to they describe are doing. them, 1 dirtypretty s laps verbsHave that the could children tell cutwhat out Children do worksheets filling in theThe proper children columns. take turns placing their word in -Fro3air reads differentperson activitiescould do. the verbs,thewordhaveCaution blanks or isto adjectives needed. decide thewith children either what as needed.nouns, typethat theyof hides P ONS IT LOOK liwtAr a CAO HG Do? 035sleeps ''''"6"144r41611"141;t414i64,1 dalgtg;&"744,4.-i"... . - CLASS! FY INFORMATION Purpose:Activity Children will sort words, phrases, sentences, titles and paragraphs into categories. Resources Follow-up turnseveralMake sorting an categories. Action the various Bulletin words Board and and word let childrengroups into have a Five or six large picturestowhichparagraphWord, each phrase,could picture. and correspond sentence, title outwallsareturnPlace listof when the of greenask wordsroom. the them footprints children thatWhen to writethe are theyon footprints down the -0.\-4tros p&f. ANHMALS cote of KIXED ALL 'PEOPLE for. Bulletin board or flannelboard. make them think of. scarygreenmonster / Astro routs freo,, up dolsicclatsy;c1Crow Pets a- (9°u TheyphrasesTheyor six should expandin usinga couple have theirdescribing a of listwords minutes. of wordsfive into °of Into ti-'961 b21(1212_55fooD SPACE Motivation Thenversa.to sentencesgo withexpand naming and the sentences phrases words, viceinto into iy,1/4/ met\ and woven \ , 300)e-food 117°j/31 wordAskRead children which a short helps to story think them or of poem. a task,Whenparagraphs. ask they them have to completed think of a the Piahe.13 you'll like! I ivikorAins GI / go cbs . thinkReadremember of two a title? paragraphs, it. Can they wanttitle that to read would their make paragraph. others 0'4 5 0/2 rq aviIntra Is `to `7 (Po) onestory.madewhichone from from onethem the another. of story think the paragraphsand of Ask the Share.interest.Illustrations will add to the box.correspondparagraphsPlaceVariation Have words, the andto phrases, pictureschildren titles sentences,which in sort a large them Purpose:FOLLOW Children DI RECTIONS can follow simple written directions. WhenhavingplayUsingActivity thisa commands gamea canchild befollowing read carried written a command writtenout on have slips directions. and child of carrypaper, read Beginit the childrenout. by WrittenofResources paper commands on slips preparedtherecipesHaveFollow-up class. the and drinkInstant children prepare mixes pudding follow woulda snack andsimple be for actiontheircommand, directed.own commands. put Encourage it away and the then children carry outto write the Hop on one foot. donetwointomight easy in two wantthe things groups. classroom. to dividethat Add could the Youdirections classbe SharpenRun around your pencil.the room VariationsforFor servingcleaning use in the upthe snack. the child's room spare and time, GetWalkStand a toredup the andpencil, door clap andsharpen your say hands. ait poem.and give it to Tom. PlayMotivation Simon Says paperChildrenformake making cardsand get worksimple withcard independently.simple and drawings. blank directions therememberseries,At children first butyou are thethe might familiaractivities.children want with willto limit andcatch usethe wordsin their to reading those on fast and will WhatOnDraw top do drawoftwo you that black ahave? drawred circles. rectangle. a square. TwoGuessADraw small pointed a what bigcircle ears circleyou on onhave? top.at the the small bottom. one. SeeChildrenFOLLOW pages: will 71 DIRECTIONS&expand 87. and practice skills introduced at lower levels. ofimmaturetoOneVariation dosuch ofis thetoimmature visioncopy most assignmentswhich difficult perreption renders and fromcomplex such a blackboard.an skills that as: extreme period of time needed to complete activity impossible. Watch for signs Manyteachers young often children ask childrenhave thetaskBeginduring task, is board theasquinting, common activity. work slowlyinstruction and observetool in the students poor, inconsistent copy, and extreme frustration and fatigue Iter years, children do need to practice carefully. Because such a CD 3.2.1it once in a while.. Use other audio-visuals MasterMasterInstructions copies copies placedwritten written onon on labels.board, chart Short tablets distance in good light, and near child. as an introduction:placed at eye level near child. copying and/or tracing. FIND MAIN IDEAS AND/OR CHARACTERS ClipActivityPurpuse: from the Children newspapers associate familiar the title with easy to read the main idea. CartoonsResource from Follow-up -Circus.ideabesttitlescartoons in Have titlethefor thesuch_asrevealsstory. the various children Peanuts, read Nancy, and something about the main ones. Emphasize that the them and select Family newspapers. makepapers,theshortHave title. simple eachread Every thechild exchange story write and up a title. story omitting a so,. , - sill' PrepareMotivation a worksheet that 171,4 A ewer' I I . OLIO -t-"" somethingcontainsLet the.children a wrong.picture select with a k eI( (4 Pidvi P"441- 1. IX° I,. ; I --r- 1 L1:°'t'3"f:." withtitle associatingthe error in thethe title k themtheIfpicture. the errorinto children findingimmediately fait. it by lead to catch discussiontheasking picture. questions of each for part of Variation SeebeDiscusslibrary.Bring ifabout. any in children Examinewhatseveral the wouldbooks the titles. likefrom the story could -turnr11.er ;1.1riumori theirto read ideas the werebooks right. to see if FOLLOW SEQUENCE VariationSeeChildren page: are 90 expanding and practicing skills learned at an earlier level. 2.1. againstCutEncourage up simplea clock students storiesto put the aboutto sentencesread familiar stories back activities that in would sequence. and be let entertaining to students race the yourexpectationsofBeforerest what ofclass.) thethey happens class. can for chooseAllowsuch first. an them(Note: the activity _tocast, these use musttell these will them depend be that extremely uponthey mustthe maturity write a of stories to produce a playlet. simple and your script 441011M11111111111111, Purpose:CRITICAL Student AND can CREATIVE draw conclusions READING and predict outcomes. Ginn(ReferActivity 360, to The Level Mixed-up 5, Ginn Signs,& Co., MAYmanual, I COME pg. 165-170.) IN, AActivity Resourcesstory aboutsheets mixed-upsigns. (Use the Ginn asktrafficGiveFollow-up tl-om them signs to the inwrite shapesyour what town for the theand sentencethemhappenedthatDistribute the to numberedread which if copiessomehow the tells first sentences of whatsentence thethe followingtheystreet tell andthink signsthings toexercise. could drawgot that allhappen amight mixedlineTell underthehave next. up. children Tellthe ofstory your or own.)make up one forthesignEncourage the children says signs. on them.for the a parents drive to to look take 1. A policeman saw al NOHe saidPARKINGIsign My, my. on a buildingHe madewent to cars take park the insign the down. building. GetMotivation a large picture of a childrenVariationrightRead4.9PL-7-1<43P response. the draw exercise a picture and ofhave the the 2. A man saw BOOKS' on a sign. He said What is Hethis? stoppedrantore his down car and theinto read building. the a sign.book. L_ instreet Letstrange childrenscene. places. Place put themsigns othersignsLet theexamples in students the form of crazymake of riddles, up 3. The mayor saw a sign that said ETIE WAY He madeputasked up all asome manthe carsballoons to teH go himone to hidetheway. way the tosig.-FY the book store. , in order. or puzzles or a bulletin board. 4. A lady saw a sign that saidIt was SCHOOL, on a tree. GO SLOWSheHe stoppedtook went the to hersignfind car ato sign theso the policeman.that school said MAYOR.could go by. . 1.1I i I 'ctn. 5. The Jones boy 'saw a sign that said 5-00 IA OJHeShe stood chopped on his the head tree todown. read the sign. 1(10 NO011 . 1,..11,1.11 ..-- 'Cr.? He turnedwaited theto see sign the over. up-side-down dog. '1.11065 - 1 - ot.,4 Purpose:CRITICAL Students AND canCREATIVE make inferences. READING (ReferActivityGinnGINGERBREAD, to& TheCo.) Lion and manual, the Mouse, pg. 270, HE Ginn LI COPTE 360 Readers, RS & StoryResources schoolgerbils,smallAskFollow-up several pets in etc. their such chiidrento cages bringas hamsters, whothemfor a have dayto childrenforimportanceinRead this times smallthe to of thinkoffable danger: animal the of of mouse's ways the to helpLion other sharp anda largeanimals theteeth, animal.Mouse. helpmaking AskeachDiscuss it thepossible other the devices,carehelpor two. eachof themselves,Watch etc. other to (pairs) see protection how or take they How could aa beavermouserobin help help a a-rooster?a turtle? duck? Motivation anIt approaching may be necessary animal to implies suggestHowHow could danger: could situations an a elephantadeer fox in helpwhich help an owl?a monkey? fororHave draw a bulletin thepictures children board. of animals find somethingentering a chickento eat house, a bird looking for . AskVariation children to write their own Whenchoosefables.After theyreading a favorite have several finishedto dramatize. fables, their Ask how they help us. questions.askplay, how teacher could (or and other what children) if Purpose:CRITICAL Children AND CREATIVE show appreciation READING for imagery. ActivityRead a story or poem that uses nonsense words: *The Bibiliobobolies (Elva Allen) NonsenseResource poem or story. orimagination.itselfReadFollow-up a mystery toa storythe that stimulation aboutHave would thea surprise lendchildren of TheyTheitAndIn was aBibilibobolies tookBibiliboboliboo.a aGiboligobbiligoo. libbolobobblywith them went a Giboligobto kind sea of day, do,.etc.thinkdrawor thing somea picture would object, of look what character, like they and TheyThatAAs Fliboidifloboldi they evenmet sailed amade Libbolilobolileam. to you the came want sea their ofto peaches play. way, and cream, haveMotivationwhatLook the thingsat children some the clouds -imagine clouds and chiaracters.cartoonsTell them for to imaginerywatch the TV TheyAndTheyAnd they came landed had told toa onfeastthehim a land Cafalcot.to of Zibolzizobbolzizay.Zibolzot, of Laugh-alot, lookstraws.blowingMake like. Thenpaint writethrough stories blob pictures by TheyWithAnd amade slowlyside dishtheir went ofbeds toGiboligot. sleep in an Ibboldi Tree, ol di theirabout paintings. what they see in VariationwhilegoartistsDivide outside the theand writers class forwriters. fifteen intomake Let two upthe teams, an artists minutes BibilibobolieHave the children is. What tell doeswhat onethey look think like? a di. snot)) 1 J, cot - aimaginery storiesfinishedstory about and letcharacter the paintit. Whenartists a and picture have write of the the they have Encyclopedia'ReferDoes it to make Language Britannica. noise? Experiences What does itin eat? Early Is Childhood,it big? AskWhatfriends if any did when have they theyhad look imaginerywere like? little.etc. clay,character.ChangeReunite. etc.) (Or roles make some it otherout of day. Purpose:CRITICAL Children show appreciation of author's AND.CREATIVE READING style and expression. AfterbooksGatherActivity reading thatand theread childrenstories several ask Dr.like. theSeuss Dr.Resources Seuss books havetellingWriteFollow-up read letters him and what toenjoyed Dr. books Seuss and they characters,likehisaboutchildren storiesuse the of whatnonsense encouragingrhymes, they make-believewords,like way the author writes answersmost UseMotivation the book jackets for a colorful bulletin board. fromMakewhy theyhis paper books. like mache' his stories. characters Dr.MatReadftmny-looking Seuss. is a much story Have differentby people, anotherthe children etc.from author Variation Dr.that:ompare. Seuss? book Howwas notdid writtenthey know by writethetofavorite waysLook interest their through that stories.stories their the readers:authorstheirmuchTalk readersabout like some for try Havethatandcharacterspoems, otherdo them human-likeothers non-human alivechoose bring or use athings. imaginaryfavorite animals things dodoestheirDiscuss that many hair,no theone thingsetc.) ways else But only doespeople each like like lookhimself. them? alike one is an individual who (dress, fixWhat do they theand same try to style. write a story using thattoTheyinto enjoy, is should theone butway reason seethat people that theywe author'slikedraw their write stories may write like no one else andpictures and write stories. stories. Lead discussion for others 8,. Purpose:CRITICAL Child AND relates CREATIVE story to READING own experiences. ActivityEncyclopedia(Refer to I LEARN Britannica TO READPress, ANDp. 52-) WRITE, DoorCardsTheResource Mystery for the ofsentence the Closed chart. DoorstoryAtFollow-up the Mysterylet conclusion the children of the of Closed theillustrate thebyAsmeaningRead a story firstthe The childrengradeask of Mystery them the student. dictate,word to ofwrite, themystery. Discuss write Closedas a the class,theAfter Doorstory story. theya whichmysteryon Discuss understandthe was chalkboard story. thewritten box.BringMotivation Ask to class the childrena big empty theirAftertheit duplicatedstory. ownthey classhave so story,composed that have the oryour on cards story. for the sentence chart. Think of a title for theguessingChildrenmysteryto help box. you oftakewhat thesolve turnsis box. in the childrenthepasting pictures can the sentencesillustrate that they it underdraw. ThereNobodyAndHere arethere is the isthe areon school boy's thethe basketball monkeystairswith smoke with bars, court.nobody coming with norunning out. boys uponTHE andthem. down.MYSTERY OF THE CLOSED DOOR toTheTherenobody Heretell bell Mr. is are could ranga Hansen bellthe andcome closedon toittop wasin.open doors.of timethe the roof.The todoors, go janitorIt in.is because veryGeraldine closed shiny it themwas andand time so Iblack. ran to go in. ChildrenVariation write stories about StillTheTheStillAnd smokefence stoodtherelittle was chinningwas stoodthe there comingmonkey the barwith stairs, outhadbars, nobody of withnobody thewith coming nobodychimney. no playing boys in.coming on on them. it.up. Neither did the classa forrecentFor yourhas supplementary fieldtaken. children trip that and the readingan Didmediumhadn'tEveryone-was you seecomeor the what yet.big in was chinningthe theclassrooms, matter? bar. and Geraldine and I thought they aenjoyable storynamesimaginarytheir readers.using of Vrne memberscharacters words toInstead write from of use the of class. CRITICAL AND CREATIVE READING Purpose:YoungActivity children Children are will enthusiastic begin to storytellers if compose their own stories in written forms. Resources Follow-up areencouragedwhatthey accepted havethey arehad as and toa the creativecommunicate, motivated, opportunity work, and ratherJ.f.to if experience theytheir than havestories a been haveseveralA paper tactile itemsbag appeal: containing which wouldfeathersilk scarf ThistheirpicturesLet activity item.the of children themselves can be paint done and necessary.Antechnicalpunctuatioa atmosphere check skills. ofof friendlyspelling, encouragement writing, and/or is A record of active music:bright,sandpiece paper happy of fur melody exampletogetherstoriesaseveral different andtimes, ofinto stimuluspictureschildren's aeach book. time thenitem. creative(Such with bound The motivationlearnedif theyLet the need to students spelland it, enrichment toon write knowthe board, words that when that needed, they you are there to helpto provide additional have not mysteriousmarchbold, slow beat parentsworks are at Christmas,favorite gifts etc.) of item,attemptsAfterimaginative. tell the forthem children being to writeespecially have all become of creativethe things familiar and/or that with their to praise their AskMotivation each child to pick andit felt,intospecial encourage etc.telling friend As you, children morecould in writing,of do. have a varietyLead what of it more practice,more lead capable students sentences.looked like, how experimentwithouttosomething see looking.what with out they oftheirLet canthe them itemdobag AfterVariation a field trip, ask the students creativeservewith it. as The movement.a stimulus music canto ratherfreeabouttoretelling write thinking thanthe down activity. thepure and theiractivity. sequence description Encourage thoughts or Purpose:CRITICAL Children AND CREATIVE can interpret READING attitudes and feelings that they read about. experience,AfterActivity the children such ashave having read to a letstory a pet about turtle a go,familiar or StoryResources from their reader. ShoesPlayFollow-up byPut suggesting Yourself in My whataftereverstoryopening feltthetheycharacters athatexperience? package,did? way might about etc. Did have anything.Let they them felt. talk And discussWhat to ifanyone theyhappened ways have about the Writetheattitudeschildrensituations situation the interpretand situationand callsfeelings having thefor. on thatslips WhatOr,haveEncourage whatthe taken character the themplace character tobetweenmight create saidhave athe whenconversation told characters someone he let the inthat else. theturtle might story. thecharactersand slips. have children by drawing create for the go. What the turtle might have said if he could talk. WatchnoMotivation conclusion a movie that (see has index andfeelofEncourage howA-V about materials).the themselves others.acharacters discussion whichCrowVariationListen Boyhave or (Taroread strong storiesYashima) characters such as discussionandhisplayfeelings. which teacher, the partsinvokeofHave attitudesetc. of them much Chilibi androle and Purpose:CRITICAL Children AND CREATIVE empathize READINGwith characters. fairyDivideActivityLet tale.each the As classclass the into selectgroups several and are dramatize small working groups. atogether favorite children.forHaveResources quick picture reference books availablefor the them.orFollow-upRead play At a storya climatic torecord the pointclass to dramatizationcharacterwouldwhaton preparations, the do, characters andwould. as ask igoreal Explain each to wouldas the possible. child groups thatfeel, to this what try and willto the discussand make characters feel the as the stopandtheDiscuss the character what record. or they write would would how feel do. theseCenterMotivation1. or Howa similarclass would discussion questions. you feel around if a 2.3. What How would would you you feel feel ifdog ifyou wascameyour ate walking toyour school ice on cream andthe ceiling?everyone cone? broth ar hit you? happy,frontMakeVariation of masks mad).paper on platesHave back the(sad,and children etc.characterahold story(Cut up holes orthe feelspoem masks for sad, wheneyes. as happy, you theAdd read mad, - yarn hair and other details.) ActivityPurpose:TYPOGRAPHICAL Children will AIDS use quotations in their own stories. Motivation Follow-up wouldcameTell the toit class saylife, first? thatto pretend it can talkthatWrite to their onthem. boardpencil What (Motivationjust + review) timewhat.butpencilsAsk not theand Give and necessarilyclass observe paperthem to get whatplentyready, fortheir the of Watchinattempts Lettheir for,them stories. andto chooseuse praise, quotations other future Mr.MyHe Pencilpencil screamed, said, IOuch! Youlove thinkyou because I'm a toothpick?! . . . probablypencils,lookchildren very that do. knowsclosely theirAsk them atthempencil their better to conversationsinanimate objects with. to have ThenownGive pencil themask the timemight children to tell write them. what down they the might things say their withremembertheyTellthan themanyonedoit. Didto totheirwhat theyelsethink pencil,they input of the justwhatit toroom.in did in return. WhyI would would say, I think What's you're the wondered.matter? a toothpick? I justontheirit?Did their did Askmouth someone withpaper the and theirclass what losechew pencil. to theyit? write on Drop it? andencouragethemselvesefforts.Encourage don't Early all talking the birdsthe conversations children canto their draw to pencils. be pictures and spontaneous praiseAgain of all critical of spelling or writing. Variation Praise the use of quotation marks. haveofchildrenDogRead what and said the thetoCalico to writepoem twoone Cat toysaanother. of conversation and the might encourageGingham (siki TYPOGRAPHICAL AIDS for stories. Purpose:stories,AfterActivity the Childrencollect class hasone will had story select several from and eachexperiences compose child ontitles writing a varietyStoriesResources ofby subjects.the class on a duringDisplayFollow-up Parent-Teacher on bulletin board varietydrawaboutthemchildren oftoa it picturesubjects.readthat who theythe did of story Handfeelthatnot write theystory.and these to needthat After askstories story. in any the order out question drawingsAllow toto Art supplies. aDuplicatemeetings. book to takeand bindhome. into namearepicturesAs completed the for titles the and storyare asktitles. entered, andthe Read artistto writecollect the to thinkstoryit a:the a (orstories, let of a good title. toillustrationthe thefromthat author best story.the title.readtotal,(let Let the the threethe artist) story) class titles, and andguess one then display whichwhich choose the belongsis OrChooseVariation think titlesof titles for newfor one TV shows. fromtheMotivationRead class three some and titles letshort athem best stories choose one. to episode(Use TV of favoriteGuide for programs. story briefs.) titlesthethatRead class that story. some and might askshort go for storieswith good to TYPOGRAPHICAL AIDS Purpose:Activity Children will locate paragraphs and recognize paragraph indentions. Resources Follow-up Doesbeintotexts.Let grouped discovering theanyoneAsk children them together know that what examine whatseveral with they that see. sentences Lead them spacea page all in aroundone of them.their group of sentences might Text thrownWhichobviouslyaboutRead onesentence outaloud that subject,of severalthe does should paragraph. with not sentences bebelong.one ToAsktheis read firstcalled?them sentencethe to Dofirst count they sentence. in the the notice The last. paragraphsparagraph? on that page.anything special about circlesoutAsk of thearound the children newspaper the paragraphs. to cut and draw a story thingis(I'mPlayMotivation red in thinkingdetective. onour the room outsideof some- that a Apple.)andbook,Lead white and children onthen the intoto inside. discover 3.2.examining WhoHow1. What's wrote it:the it? name? many pages? Purpose:USE PUNCTUATION Children make AIDS distinctions in their own writing by using periods, question marks, and explanation points. inPrepareActivity insertthem the atshort all. marks selectionsAsk so the that children thatthe paragraphhave to readno punctuation makesthem and sense. marks PencilsStoriesResources without punctuation thatofAskFollow-up the themthey three have to kindsbring found inof examplespunctuationin news- WhatonDoMy my yourocketif way I couldknow to blasted Venus notwhere find off I Iwas frommywas wayafraid goingCape home at KennedyVenus first I was withhavepapers(Their them.) to and practiceparents read the will sentence. wordsprobably guessOneDo dayyou what Ihave was I saw awalkingran pet I awaysaw downa white the ghost street Boo Can you I have a fish that lives in ThereMotivation are many kind of stop shortHaveVariation storiesthe children about make something up goa howl as fast My as fish a jet can swim fast Wow He can ourotherstellsigns, usvoices. some whento tell Sentences are tous stop redwhen andour mustto theycar; stop have completedpunctuation.scary,havethem but themto another tothe leaveaddWhen stories, the childout they punctuation. givethe and have Whenpointandin others' tothey to use make canwriting, a period, find them askand morequestion themplace fun to the mark towrite correctread or short exclamationout punctuation storks:loud. asignswithoutstop question.tell signs.us:it the stopping.that SomeAskend it is ofa question_ sentenceschildsomeSome to sentences stop read Findend meaningCompare change? the stories. Did the excitementexclamationsomething.withRead a period sentences Othersor point and surprise. they tohave that show teli Findhavean us one.dif- - findferent the endings. one you Have read. children I found the pencil?pencil.pencil !-) -r' USE PUNCTUATION AIDS Purpose:notHaveActivity* usually children Students talk, cut animals, will pictures use fruits,quotations of things babies, whichas anda means do of understanding what they read. constructionmagazinesResources paper manyAfterFollow-up readingquotations, a story ask withthe could.think of Mount funny as things colorful they posters. might say if they scissorspaste goodwhoindicatechildren(The answered. story Little whoquestions for Redsaid this Henwhat thatactivity.) is and a theCutMothntion Familyout cartoons, Circus, such and as _...----1 original.orthebottom.cover three conversations. the Letand words the compare classat theSelect composewith two the aUseVariation conversation a tape recorder (with to the record aroundWrite a shortthe incident: conversationbyMad the man hand, dragging See here, Dennis marksconversationinvolved).knowledge to indicate Write of usingthe the speakers.people a quotation Grade*Refer Teacher to Helen Metz, Cheyenne. Wyo., Oct., 1971, KNOWtreasureWilson. it! in my yard, and you . . There's no buried SeeChildrenLOCATE pages are INFORMATION97 expanding and 98. and AND practicing DETAIL skills introduced at an earlier level. Variation1. Assignat Letthe short themscience subjectswrite or answersart oftable. interest to research to questions on children. (Note: watch for interests!) index cards to be used 2. Take notes during a class discussion. (Or record it.) Later duplicate CY) 3.2.the 1.Who notes Who changedsaid withtalked something such thethe questions most?subject funny? before as: we were ready? Purpose:SKIMMINGActivity Students will use skimming to locate answers to questions. Resources Follow-up canquestionsseenHand find before. outthe and shortanswers. Tell that storiesthem they that are which youto see the are howchildren going quickly to have ask they themnot child.Stories duplicated for each theyMakeorpartsHave mother read a thatthemlist readcarefully ofthey watchthe a newspaper.skim. parts and their thethat father WhoWhatWhere are were thewere characters?they they? going Draw toDraw do?circle. box.Underline SomethingWhatASomething job?lost were puppy? interesting?they funny? looking for? needMotivationExplain to read that fast. sometimes we ofAsk such if the a time.children can thinkUsingLooking a telephone for a word book inthe dictionary orPractice favorite finding words. their names GiveVariation each child a different toTengeneralstory anotherfind them and the questions let toanswerschild givethem and their aboutmake quickly.ask story it.themup - , aNcon - 0,^17,77^,00, DEVELOP VOCABULARY ActivityPurpose: Children demonstrate that they understand that one word may haveResources more than one waning. homonyms. Follow-up toPrepare that riddle a group may of have riddles several which meanings. demonstrate These that riddles the answer can be Sentence strips with riddles. stimulusLet them word choose and make the e- drawon flash pictures cards illustratingwith the answers wetheI am didmeanings thinkingonto balloons.the back. on of thea Thepretty front: children color and can also something Crayons group.forsomeoneup another their atown reading home, riddles or for n , \if ------2,4 sitemeetringknot - sight- -meat -wring not waterFl am cannot thinkinn run of out a way and also the thing we drink cocoa from. you can fix your hands so that GiveMotivation the children examples seeweekherered - sea- -hear readweak I am thinking of a baby animal and also a 4.e.% part of your leg. scream,adifferentof siren, a sound a meanings,etc. baby that Ask crying,might them such havea as storiesHaveVariation the (or children tell stories) write but short a prettyI am thinking evening of color. a little flower that blooms in spring and _ _ - onameanwhat siren a highway,that in in different asound circus, a crycould contexts:a sirenin the theto put wrong in one meaning sentence of ausing word:prettyI needed cotton to forbuy a some new Let them discover that the same sound for t a word may not outside,crynight, when a cryetc. the at baby noon, is a dress.ofmeasurestore cotton and three forasked me. playgrounds him to I walked to Mr. Smith's alwaysto use. be Look spelled up severaldifferently words so that in their we knowpicture which dictionaries. meaning doublefromriddlesAsk children their forn:ar. art. to write the : - - Purpose:DEVELOP To determineVOCABULARY whether the children remember the vccabuiary pertaining to a particular unit. Resources Follow-up Space)AtusedunderstandActivity the conclusion thewhen vocabulary the vocabularychildren of a words particular have giventhemselves, had unit and time (i.e., have toask onExperience Space. charts made during unit drawings.scrapbooks.fromHave newspapers children Illustrate cut and pictures make with own individualof vocabulary gravity.Walkvocabularythem asto rolethough words. play you specific were activitiesnot in the involving force of duringTelevisionMotivation the coverageunit would of createa Space more Shot totakeUsing the turns moon. these telling books the the story children of a trip can capsule.The astronauts are explore entering the themoon space and find (Keephandinterest. when track.) Ask they children hear ato new raise word. a craters.theyThe helicoptersreturn to earth. rescue the astronauts after Variation copyMatchingnewspapers,Making written bookswords by own individualwith illustrations, picturesdefinitions. students from and questions,vocabularyTeacheror as a class can riddles, words leadproject. in suchetc. games as twentyusing the .. .1r, SeeChildrenCLASSI pages: FYare 48, IN expanding 49, FORMATION 66, 84, and 85, practicing 101, 102 skills introduced at earlier levels. 1.Variations MatchPocketBeat picture thechart clock. with and/or categodes word cards on pockets. to pockets. 2. LINGOLike BINGO, cards excepthave pictures calltitles, out from wordscharacters, stories_ that goetc. Must together. match ratch 0 laac,1 3. Card games played with pictureOldGo Maid Fish and/or -- -- pair pair word story story cards: characters, characters,titles, etc. vocabulary words, Purpose:FOLLOW Children DIRECTIONS can remember- and follow several oral directions. withActivityPrepare which worksheets to complete and the give page. the children verbal directions CrayonsWorksheetsResources twoBeginFollow-up oral to directionsgive the children at once:story,After write you finishyour your theythatThen theyare to three, tounderstand do. making (Ask themwhat surespelling words. usingPlayMotivation Mother combinations May I of childrenawhileEncourageto repeat, to tosee runcheck mothersthat two allonce or remember.) to three ini.sk the eachone,andsteps:(Increase four tochild.) two two, giant baby directions to steps three steps forfrom .. . errands for them at a time:pickyousweepPlease up go the gettheto play.laundry, someporch bread, before and remindertheirmuchcauttcn(A lotechild, or about oftooto as suggestionspraise littlewell expecting asfromthe a and too a 4.3.2.1. Color the tallersleepingducktop and lamppostc:ange, bottom cat yellow the green marbles snail and and purple, the red, the jumping theshorter and middle the cat lamppost worm black.marbles black. blue. brown. thesuccessful tasks, may completion be useful.) of k.41 FIND MAIN IDEAS AND/OR CHARACTERS SeeChildren pages: are expanding and practicing skills introduced in earlier levels. 51, 73, 74, 88, 105 Variations1. ThumbsChildren Up sit with fists on desks. toa storybyisLeader the not putting story they about reads haveandthumbs thatseveral thumbs heard. story. up sentences if One downsentenceChildren sentence if aboutit does respondrelates not. 2. MatchPuzzles story title with main ideas. 11!) hcip-Wo food ILttie Red'Red 'kid [-lo \No{?±eturo, tranyri &easshopper cinct I1Aip1ayancIT work ( 3 RECOGNIZE SEQUENCE OF EVENTS OR IDEAS SeeChildren pages: will be practicing and expanding skills introduced at an earlier level. 52, 53, 75, 76, 89, 90, 91, 106 Variations1. Once Upon a Time . . 3. Sounds Around Us totwoandmakesLeader the or nextpoints.three upstarts story twosentences At a or thetellerstory, three end whomakesand sentences, of pointsalsothree up theycallslistenChildrenmakes were.on for a puttwosounds. child Then headssounds to Leaderthree.tell down and what Four.thenand ... 2. Traveltheminutes story with the must meperson finish adding it. on to addgoortheLeader placeswhere on sequence a newtravelstheof interest. leadersite. and to Each a addwent Secondstate, onmust oneor mustcountry,remember more. first then getturn.Tryname(Choose theirto Hint: beat of chance someone new slowerthe oldtravelers early childrenrecord who in thebyhas each callingshouldgame.) not time. had the a Purpose:CRITICAL Children AND use CREATIVE role plays, READING pantomimes and composes stories to express themselves creatively. ActivityletDivide them class play into Charades two groups of the and titles pencilslipsResources of paper roleof HaveFollow-upactors play them (suchfunny watch as situations. the a group of the booksstories, they and/or have the read. names produceGive them such a chance plays. toTwoup shopperstheir packages. who mix Motivation theTwoAball samelittle people game. boyseat who whoat a want locks etc.expresschildrenPlayrhythm (Thereseveral differentcan records are recordsmove many moods,available to which such caughtAcloset.hims3lf girl who ininside a gets jar. a herbroom arm WatchfromforBowmar goodcompaniesaccompaniment.) mimicor use such such the pianoas as forLet pantomime children compose production. stories wereclassMarseau.Red pantomiming.to Skelton write Afterward the or Marcellestory ask they VariationCharades.playmovies,Older the children readusual books, whoversion have etc. of canseen forticket,a Rolefirst the date, putting playfirst suchtimegetting on situationsmake-up a traffic as . Purpose:ActivityCRITICAL Children AND canCREATIVE identify characterREADING traits. Resources Follow-up thewereaskAfter children'sthe kind, reading children wicked, drawings. several to clever. identify of .the all morethe characters familiar fairy that tales . . Make a chart using ChartdrawnPictures about the the children stories. have situationmightwayHave certain thehave inchildren theactedcharacters story ifact the wasthe w kecl clevel" Scissors, paste different: andselfishSnowWhat generous? ifWhite insteadthe elves had of been inkind ThreedumbWhatRiding ifasLittle the Hoodthe WolfPigs? Wolf had in in beenRed the as Kind Generous Trque childrenandCutMotivation severalanimals tell pictures andwhat let kind theof peopleof Whathouse?beenBears if braveGoldilocks found when her hadthe in theirThree toperson mind. that picture bringsFox sly, cunning, wicked AskVariation the children to make a charactersWritestories:thatlist of theirare the brave,usually withownkinds suchstory wicked, ofin characterschildren's traits.using etc. Purpose:CRiTICAL Children AND useCREATIVE voice intonation READING creatively. thatstorieslargeStageActivity they refrigerator radio that have theyprograms made have box up. offromread theSince insideor people a SoundResourcesFamiliarLarge and box noise stories makers (scripts) voicestheycharacterEncourageFollow-up readjust as themight usingthe stories. when their mustexciting.effectscannot use toseetheir make what voices their is goingand plays other on more they sound theinvolvedchildrenmust(Familiar words.) since maywith storiesyounger bereading too are a classesManyVariation to radio produce stations a program permit totprogramstimeMotivation thern radio listen are program availableto an old-(such on suchchildrenforuse thisairing.the a program intercompurpose. write Many and for schoolssystem Let produce younger your recordsspeaker,radio.Paint such the Equip etc. asbox Columbia). with to look knobs, like a students,school.interest or subject on a special for their cz Purpose:USE TYPOGRAPHICAL Student can select AIDS adequate chapter titles. ActivityexamineMany readers sc.:oral are texts divided and intofind unitsthe chapter titles.of study. Put theLet titlethe children of stories severalchartResources readers otherandFollow-upLet see thembooks if they go that tocan havethe find library family?thatonchapter. the Letare board them orincluded about andtell youthein the samewaht chapter. is similar then have them look at the kinds experience, like parties or surprises? aboutAre theythe stories all about in the same chapters.andMake the a listchapter of the titles. books bookMake is organized.a chart similar to this one to show children how their MotivationDiscover how many VariationMake an outline of their All IN THE C 11-9 AU FOR FuN kindsStoryBookareUnit inof TitleTitlesaortitles book: Chapter there Titles book: TitleChapter of the Book Stories elephcintsdeer.4.snctIce5railoos bbi jet5540res'pQrLc.PvilgovcictmachIne -Formerspgceballoonsrnoctd-vpmonkey people silns Chapter II Deg rsgo 13oVS ii14 -to bed 6-112LS citjcin-t- movse and awl count-inOLD TA}LES srasshopper mouse Petplayin93oc4.,rnqice- ved.eve L5nG11i CfoRy. biU Socits Onn *Refer to Ginn 360, Ginn & Co. USE PUNCTUATION AIDS TO COMPREHENSION IN, Purpose:Activity Children will recognize that the comma after a name designates who's being spoken to. Resources Follow-up withbookswhoseveralReview ais thatcomma.being in quotations theirhave spoken books.Ask the themname withto. Let Note how theofthem the childrenseveralthey discoverperson knew quotationsby spoken whohaving iswas to talking them inseparated being their find and Texts eachtheirthemperson.Have parentsother bythem Did name?or listentalk tothey another toDid tocall addressed.Have them Point call out directions the commaJim,Mary, stopto will anotherin runningeach you bringcase.child: in themy hall.pencil to me. MotivationconversationAskHave the two group children behind which acarry screen. child on is a theyname?spokenItin pause showsa story The to.after who bypause a theis comma. being is shown thesev.eralAsk name. the sentencesothersWe pause to listen-to with tmjust coming,Mother. namesa minute. the voicein them: Have whenever them read they say spokenspeakinga.*tworead them story a to.conversation and who Thencharacters. which is ha::: speaking is between beingthem Again pause.Ask them to compare. It is easier to understand whenJohn,Mary, you 1-come see you. here. JohnMary i see come you. here. didandcharactershave theywho to know? isguess? spoken to call Did Ask oneto. they the How another two Variation talkingconversation.byeasier? name this and time? doWho another Was was it Havesationcharactersversationnames. them just writebetweenRead asand they a usethe con- have twoconver-their writtenground,listenlikeAsk it, normally.if towithoutthat etc.others is Insertwhat Havea on pause. theitcommas themsounds play- andtheirin readtheir texts. thewritings. commas Look in for C4.34 PUNCTUATION AIDS Purpose:writeAsActivity the their children Child finds: will take recognize their items that fromcommas the sacksin a sentence may indicate a list of items. SmallResources sacks aDivide scavengerFollow-up the class hunt. into Give teams each for grassandJoeyMegan some hasand found a alittle leafpencil flowers.twoand and reda stick a flowers pop and bottle anda butterfly cap. some sentenceateam Havelisting one them of form slip items make ofusing paper to upfindcommas. additionwith in %idsthatwriteExplain they exceptdown will that thethe use there thingslast a comma one:is athey better insteadfound. and Tellfasterof all them the way to TakeMotivation the class on a walk theproblems commas. in sentence form using JoeyMegan has founda leaf, two a stick, red flowers, a butterflya pencillittle some flowers. and and grass, some a pop bottle cap. thatobservecollecti.e.,around show tell the four the themthat signs neighborhooddifferent spring to of find spring, is andthings on to a sentencehaveAsk the in theirclass that mck. iftells anyone all of thinksthe things they they can write floweraboutits way. pickingbeds, (Note: etc.) flowers caution from them explanationaboutAskPlaceVariation the severalwhat class theyabout toitems write see. using on sentences Reviewdisplay. a comma !:la fastertheirHavein a sentences tolist a use andrace commas. have to in prove the them corrected that rewrite it is form. Read several seiltences using the . and . . . and . . . versionHaveExaggerate thewit.h class the the pause comparesing-song fo the rhythm. smoother c comma. cc.] SeeChildrenLOCATE pages: are 61,INFORMATION expanding 62, 81, 96,and 97, practicing AND 98, 120DETAIL skills introduced at earlier levels. Variations:1. aboutTeacher stories and/or including children details. write riddles Team findthatIf(One)(Two) both theinformation. correctmustgetsmiss, to locateTeacher story,try If forthey the theythe gets storymiss, point.get a point.that aTeam point_ inciudes If they 14/NI 2. 20-HangmanThestory Leaderstudents the thinkschildren mustor Cootie of ask area character only familiar yes andinwith. some no ispartquestions. thehung. of next the The leader.manFor person every is added guessing no answer on until the one hestory Zeyeshead arms2 bodyelm-edQfldmouth le9s and hqnds SeeChildrenSKIMMING pages: are 82, expanding 99, 121 and practicing skills introduced at earlier levels. Variation1. ShowGive and the Tellstudent three to five seconds to hetheskimHold hasone through (four)upidea four was seconds four pictures. present. pictures after Tell theand the pictures to student tell if 2. thanofareUse(birthday unknown removed one skimming per party, wordsto page: tell to picnic youfindin it ais ifandlibrairy intoohe the countsawdifficult. park,book. a the etc.) Morenumber Purpose:SUMMARIZE The students can make a brief summary statement about the story or book they have read or heard. story.tellsomethingActivityHave you Write the they childrenthingsthese are onthat interested listen the they board. to remembera in_ story Then Have record have theabout classabout someone the StoryChalkRecordResources record and player board atobook shortHaveFollow-up they thesummary classwould choose aboutlike aadvertise and write byimportantwereput listening them not, in markthingsparts toorder. the them ofthat record Askthe happenedout storyif theseagainso thatleft. andthings in youCheck the marking have arestory. your the the or summary most mostchanging If they toalonghappenedthelittle draw important withbillboard interest tothe it. things sumrr,ryMake toto goit. that a any parts that were wrong and right. Motivation theywhichAskDo the wouldthey books class just like or howsee storiesto read.thethey book thatknow WatchVariation a TV special or a bookTellingtellsomewhere?pictures? them is someonelike about Ordoing Or does the likeabout a book?com-someone the a haveclassthatmoviesummary would seenand about write it. interest with something a classthose the who bookshortaskfavoritemercial if theycommercialsomeone commercials.forhave it. could readAsk about lately.aboutdo aThena a unitorDo social class study studiesgumrnaries in science as a after review. Purpose:SUMMARIZE Students can make a brief summary stavmeat about a chart or a class discussion. ofAfterActivity interest, a class again discussion make ainvolving class summary some subject writing 'ChartResources toAssignFollow-up write half a summary of the class andtheAskthe childrenreview. most the children important remember to statementsillustrate them. Put these on these thepoints boardin order on asa Old magazines, paste ofhalfsummaries,haveabout chart to read. amake showingbook From ask some that the thosethe they kindother writeTakechartAgain awiththe brief review. chart pictures summary down from and of magazines whatask the they children orlearned drawings. to tostorywhohappened.important the initially willclass then The withthingsread read child the the that itchart in the unit. a weathermanMotivationHave the children on TV. watch as a visual help. heHave uses themmaps noteand charts.the way Variation chartimportanttexts.MakeFind shows. charts a summarythings in several that of the C.Z3' . 145

1,_ tA' I /. Purpose:DEVELOP Students VOCABULARY will recognize examples of figurative language. Martha(ReferActivityRead to Kehler,the It's following Raining INSTRUCTOR, Catssentences and Dogs, Jan.to the 1971.)Jean class. Anderson (Or give &them CopiesResources of the questions. themorAsFollow-up listen they take readto noticestories their of havestories any ofsheets words1. with below the thesentences sentence on means them.) the Decide same. whichThe groupWith boy a washeavy happy heart, to the go boyhome. began the long journey home. meanlanguageListen exactly to that people whatdoes talk itnot says. to each 2. TheMotherThe boy's boy is hearthated such weighed ato busy go home. bee! many pounds. (JosephHarper,ReadMotivation Amelia 1961)Krumgold, Bedelia or And Cromwell, (Peggy Now Miguel Parish, heard:timesother. when Can they mightthink haveoflethanging the cat around out of the bag 3. FourMother cowboys islikes always biscuitsto hung work busy. around andwith honeyflowers. the corral. for lunch. examplesfigurativeMake1953) ato speechbulletinthat the theychildren. as board can humor. remember: Bothof the use gotslowhorsefeathers off ason a the seven-year wrong foot itch The cowboysbowboys werestood thievesswinging around who the their werecorral. ropes. hung. furniture,raining cats draw and the dogs, drapes, dust theetc. CutVariation sentence strips apart to 4. TheJohntoldThis"You him.principalwas better had the watchbetter thirdwas timewhereafraidwatch that thatheyour John walked. John step, was would the late. principal walk thattheirKeepmake theycorrect anpuzzles find index meanings. in of booksfile phrases of phrases they and 5. chaseTheJohn policeman better by the be smart saidcareful crook.he andwas ingetsent the to on mud.school a wild on goose time. pageread. number, Note the such title as: andJoehighway took the to carblow onto the thecobwebs ThereThe geesepolicemanwere lots would of was wild chase tricked. geese him flyi ng, JimboeyesTheout. teacherCars pagein #hti page 45 backseemed 98. of :0 nave er head 5.3 SeeChildrenDEVELOP pages: are VOCABULARY expanding and practicing skills introduced at an earlier level. 43, 44, 45, 46, 47, 63, 64, 65, 83, 100, 122, 123, 138 Variations1. Compound words: 2. Jr.Song, Scrabble Did you Ever See a Lassie? 3. Last Letter Leads VerbsNouns = housejump pull elephant truck leap-push hit kite ...... 5.4. CrosswordIllustrated Puzzles AdvertisementsCut ads from newspapers, magazines, TV and illustrate: WEIGHTFOR SALE = NA/Krcl-IERI5 ( DIEd co CLASSIFY INFORMATION SeeChildren pages: are expanding and practicing the skills introduced in earlier levels. 48, 49, 66, 67, 84, 85, 101, 102, 124 VariationsT. WhenWords weThat think Go of Togetherbaseball, we think of boys. 3. GinCard Rummy: Games playedpairs, three with pictureof a kind, and/or and wordstraights cards: When we think of hives,sailboats,Christmas,woods,birthdays, we we thinkwe we thinkwe think thinkofthink ofbees. of ofof lake. Hearts: must follow category pattern, one joker (begin with the same letter) When we think of beach,letter,railroad,earth,light, wewe we we thinkthink think think of ofof stamp.ofsand. rail. When we thinkthink ofof sea,food, we we think think of of fish. of sewing,hammer,pillows, we we thinkthink think ofof of thread. 2. variousthewhichOur UnitedWEEKLY states,can beStates a usedREADER spinner with to classify severalto publishes indicate words.trails thea goinggame, Itnumber is athrough Going map of of Places whichetc.)trailstepsand by that oneyoucategory completing begin travelsare traveling. withcards. along categories the Object: thesame trail, (namesletter Get a man toas the offorthe girls, end eachstate offruit, piayer, in the 11111/ FOLLOW DI RECTIONS SeeChildren pages: will be expanding and practicing skills introduced at an earlier level. 50, 63, 69, 70, 71, 72, 86, 87, 103, 104, 125 Variation:1. CompleteWhat did you drawing draw? on graph paper by following directions; up two, across one, down two ... 2. Twister Adapt commercial game etc.byRightLeft spinning hand foot foron specialblueyellow if you ifdirections. you can can blink wrinkle your your eyes nose,,shake twice and stick your out head, and count backwards from three. your tongue. Purpose:FIND ChildrenMAIN IDEAS find supporting AND/OR CHARACTERS details to the main idea. story;etc.).ActivityRead.a Asktheir familiarthem names what children's and kind one of thingstory characters thatto the they groupwere noticed in(a the fairy tale, chalkboardstoryResources childrentheirAfterFollow-up readersreading list the have a storymost the in about him. StepSnowElves Mother White verygenerousselfish kind thingsimportant about one the or story: two itIt waswas aboutfunny. a family. Afterlocate they proof have that listed they all were, of the indeed, characters the wayhave they them seemed. Motivation thatThenideas. would have supportthem find the proof seemareaboutPromote always towhether be.a discussion what Have things they several IT %VAS RM1116. cov14 step mother rnecivi vntss9elves like:areexamples not what of things they look thatoptical7-Up (looks -illusions like water) havestudiesVariationmostUsing the importanttexttheir students (vocational) science pointswrite or socialthe in Ta9e (12 prise 3g detectiveevidenceHave theto for find children and supporting against. play theorand idea.chapter phrases then find (or that onthe wouldthe sentences page) supportYou should make a good first 3.2.best 1.impressionetc.Shows Showsat an you're interview. you by care. interested.looking your RECOGNIZE SEQUENCE OF EVENTS OR IDEAS SeeChildren pages: will be expanding and practicing skills 52, 53, 75, 76, 89, 90, 106, 127 learned at lower levels: Variations:1. TeacherthetoBlack them. Leader Magic chooses Accomplice and thea Leader rest then of and theleaves hisclass Accomplice the choose room something and explains for a short time while in the room the trick andto be answers the Secret questions Item. Accomplice thatDid theDid we Leader we choosethen choose directs comes the-chair? the at globe?teacher's him: no yes (black) dress? no back into the room clue,SecretSendhelper thethe Item. becomesteacher Accomplice The decidesperson the out next who oneach Accomplice. a guesses new time one, while how pickesWhen the the group aLeader new chooses a new several people know the Leader andis clueing his 2. ScrambledAccomplice sentences. and begins the game over. Itimel D Purpose:CRITICAL Students AND CREATIVE will create originalREADING plays. classaAfterActivities good to reading choose play. orTell a hearingfavorite them toseveralthat jot they down stories think the ask wouldmost the importantmake OddsTimeChildren'sResources and Endsstories to use as andthePresentDefinatelyFollow-up restperhaps ofthe the plays PTA.invite school to the partsthischaractersin their completed, withof play. the them wouldstory. Then choose to haveThese seewrite ifsomeone during aitin makessimple sequence that else senseconversation Act. to might readAfterand be'one ifthey it thethat would of have Acts the costumes, scenery. parents. toAskbetheir useinteresting them andactors to to draw mightillustrateto the a wear.restsimple or of find thestage pictures class. that theyof the would costumes like anotherAttendMotivation a class, play givenor a group by severalbestHave job timesthem in the choosebefore play and presenting the to cast practice that them theyreading to thethink class.it wouldtogether do the TV;whotogetherplays; orpresents read watch in a class. simplechildren's a play playon Variation charactersChooseChooseseries episode.favorite the and life write TV of aa famous whatplaymaninformationRead thatorthey somewoman would learned. backgroundand sharein history.write a Writeetc.them;that ais playfinding important about a dream something to all job, of .Kn.`1.:,!.'71F4117T-rM77.&777:1:Tei7.4r SeeChildrenUSE page:TYPOGRAPHICAL will 59, be 73,expanding 79, 93, AIDS and 115, practicing 116, 117, skills 131 learned at earlier levels. divide.Variationidentations.Have Couldthe students Givethey thefine write paragraphs them? paragraphs, to someone but put in else no to See-pages:ChildrenUSE PUNCTUATION will be expanding AIDS and TO practicing COMPREHENSION skills learned at earlier levels. 60, 80, 95, 118, 119, 132, 133 Variations1. Beat the Clock 2. withinthatSet timerhave the forno time threepunctuation. limit. minutes Theyand give strive the to students get all sentences a series of correct sentences animatedanit,There let exclamation your is a punctuation? studentsrecording point listen available . to what of audible a period punctuation. might sound If possiblelike; a comma; locate . . (VictorCan Borge they does read this.) several sentences with the 14=6Pmeh 3. WhatHowMatch are are sentence you you? doing? pairs Nothing questions and answers I am fine. LOCATE INFORMATION AND DETAIL SeeChildren pages: are expanding and practicing skills introduced at ear 61, 6Z 81, 96, 97, 98, 120, 134 levels: Variations1. Three on a Match 2. theyReadName earn aa shortstory.10 points. selection. If three Have out the of studentsthree match, fill in 25a page points. divided First into:team to 100 wins. If two out of three on a team can think of the same detail from the story Why Who WhenWhat WhereHow 3. Match phrase cards to a chart: Who? What? Where? II Ow? -4- When? . . onceyesterdayinthe a littletruck upon boy a time Ei2e. iftiC a .lareje oird 1;file ov In I n ivsuc< -7' IrThczL._ ye-s ,17:77 4. The commercial game Cluea is large a good bird oneetc. for isolating details, sequence, as well as reaching a conclusion. r Nsi14 SKIMMING Purpose: Children will skim a text to locate subtitles. Resources Follow-up AskmajorinterestencyclopediaActivity each subject childthem. to andHave choose theto them find subtitles one amake topicvolume that charts that areof would theofnoticed. the SetPaper, of encyclopedias pencils Askads,subtitles:resources them etc. to newspaperwhich locate have other points.timeDiscuss locating the purpose specific of information, having subtitles: emphasizes saves major TalkMotivation about the reasons orwematerial more mightLet them quickly. want very explore tocarefully read the arrangement.themfinddirectory.Yellow several discover Pages Ask sections. Whatinthe them the helpedphone toLet SomeVariationLet books them haveexplore two the titles. library Whythem are find subtitles a certain useful? thing. oftenmoreaany.to subtitlesee Movies usesinterested. if they to subtitles makesometimes can Laugh-Indiscover people as jokes. use handLet atthe doing students the same. try theirMy Neighbor was a Ghost The Ghoul Friend Or ; SKIMMING Purpose:Activity Students will skim to recall a sequence. Resources Follow-up order.thescrambleUsingDivide correct bibliographies into the sequence. teamsmain ideas and of Replace famous searchand events menthe stripsbook.; inand weir women, in to lives.the locate correct ScrambledBibliographies events onsentence strips theMake person's a time life. line of JFKresidentPT bog t onaAsk life.Motivationbrief the a Write childboardhistory tothe in tellof randomevents his lives.oneMake of a their time parents' line of ICRA)senamarries torsCh001 Jackie sequence.tellorder you and the have correct the cMss Variation developmentinterestsperiodthatLocate occurred of the importanthistory class: ofduring modes that theevents some of board.forPlacetransportation. the a Askday'sschedule them work ofspecific onevents the Whatshowafterreferredquestions will lunch?before weto that the be orIs schedule.must doingtheafter modeling beP.E.?right SKIMMING TellPutpose:Activity the children Children that will they skim are material to present in order a to retell the story. ChalkboardResources AskFollow-up the students if they pointsthefivetheychalk ideaminutes have talk in ofthe tojust making thestoryto read prepare. group and a (or summary theconcerninga Reviewfavorite). way afrom chartwith Givethe the them isstory themmain a therememberpageskimminghave important everso that anoticed to book you tellparts can them oryou a phrasestalk.useful They visual in maytheir tool chooseChalk when Talk. presentedto use drawings with a or 0 They We AskMotivation the children know of the story. cn 42. qi partshowHeplaysball a illustratesofcoach football withthat reviewshisplay or theteam. basket-on main thea preparewillTellVariation havethe studentsa fivequick minutes speech that theyto that remindwordsillustrationschalkboard, thatthe players.will drawingand help writing allfirst.youjustwill the reviewread. whatWould important theyAsk what they themwould they parts?remember to havedo tell andoftheirideaNewscasters helpthe whennews important remind morethey use themselves tryideas.thatinteresting to same make totheyHow do onlywouldso? had they a few check minutes if :31 Purpose:SUMMARIZE Students will work in groups to make summaries. anewsPut Newsman.LetActivities on them-from a TV work theSportscaster,newscast daily together newspapir by andsummarizingand even.1 Weatherinan.Choose have the NewspapersResources programpartTheFollow-up Newscastof a generMabout can the he thiluis a cL reportersrealistic. on the scene to make it more wilingpresented.ItiVyo.ir.thtly hhave Stories ,:efun done tctLno.; and during the : a localWatchTakeMotivation television the a field teams trip station. prepare to beP3rentsto included. younger stirst can behe in .1- xtv.no illustrate,mation,the news, write and gather theorganize. inforscript, Variation aciass. pointsomethingvvorkHave They onand groupsteal canmake nof irest,arch (.1,.inter;of students to the F; (thou audio presentation:visuals to accompany theircheapestjobs available groceries in the in towncommunity

4siadsi.i.:libu 4.` . DEVELOP VOCABULARY SeePurpose: pages: Children are expanding and practicing skills introduced at earlier levels. 43, 44, 45, 46, 47, 63, 64, 65, 83, 100, 122, 123, 138, 139 Variations1: SportsMultiple Quiz Meanings -- makeBaseball lists words: fan, fly, ball, safety, pop up, grand slam, stranded, steal riddles 2. Synonyms, AntonymsBasketballFootball words: words: safety, fan, foul,fan, touchforward, back, back tackle, lineman, rush, hold the line t-L 3. Action.WordsVerbsConcentrationPassword Illustrate word in picture form CLASSIFY INFORMATION Purpose:somethingHaveActivity theStudents children that caninterest watch list detailsthem. a movie Aspertaining aboutthey to specific topics. filmResources and projector listsGiveFollow-up of the details students and several ask making.threewatch,Under major ask Compare.each thempoints major to that jotpoint downthe ask movie the them two is to or list Motivation withthem the to matchmajor themtopic. point.the things Example: that they rememberGateways about each to the Mind Eyes SherlockhavemysteryRead the Holmes)a (Hitchcock,students story about and keep Poe,a Ears nervepicturerods toand is the upside cones brain down specificinformationEacha notebook page clue: should ofabout clues. containa Fingerprints Nerves drumhammerliquid moves sound stickyonsmudge glass PlayVariation Categories Look at the tilm aijdin to check. gomessengers to brain NewGame,is(Excellent the 13;7-!ensions Name published resource of the by AGR krage. 12e.staurast Jobs Games Fun Rive,r. Travel Go-Carr Hobbies in Reacig.) TAUD , ._ 0NI _ C.; ChildrenFOLLOW are DI expanding RECTIONS and practicing skills introduced at earlier levels. VariationsSee pages: 50, 68, 69, 70, 71, 72, 86, 87, 103, 104, 125, 141 3.2.1. FollowingPutHave together therecipes students models, try build several shelf number tricks with the ... years of their births, X 2 etc.

i'4:24;it;Ve.s.':% , - FIND MAIN IDEA AND/OR CHARACTERS Purpose:Activity Students can match titles with pictures, paragraph, stories. Resources Follow-up tellsorenjoyment,Asparagraphs writestudents what summaries the have read andbook themmore the isfrom about. bookcopy and the jacketsmoreparagraphs Placebooks for onthese that a bulletin BriefBookBulletin paragraphs jackets board from from librarybooksbooks, pictures what'safrom paragraphtheHave magazines picture happening.children orand story chooseand story Mount writeabout andpictures Picturesserveboard asto canadvertisementbe matchedbe drawn by for for students. added the books challenge. This as well.can InsteadMotivation of having the usual readthisWhenplace task, each aroundall haveask story, eachthe completed lookroom. child at theto challengingcreatetheyreading,book will anreports have interesting, tell advertisement athe on chance studentsFree but Choiceto that titleteacher'sthatpicture,is to placedwould the and desk. class infit. think a ReadEach boxand of onhave eachatitle thetitle Examinerecommend.for a book ads they in thewould phone book, whothemintended.forpicture. composed whichmatch Then picture them havethe with ittitle thewas a tell person devices.Noteinformationor newspapers interest is catching contained. to see what ofVatiationHave a row the start person a story. at the Write front shouldtwostorieshadpass or athree itconcludechance. areback... sentences then The until it.given The back all and to have personthe a pictureinchoosesfornext the the row stc,ry., ofstory. thewho what best Thecompose happened title next and titlesrow draws FIND MAIN IDEA AND/OR CHARACTERS Purpose:Activity Students can select the main ideas for outlining and summarizing. Resources Follow-up selectiontellsomethingAsk them children towas that write about. tointerests readdown Then a the shortthem. list most factualthe When importantideas selectionthey that have thingsupport. about finished the SelectionsPrepared paragraphs from encyclopedia thestorywritetheirUsing phrases outlines,wasa summary just about tothe sentencesask phrasesby of them changing what tofromand the III. SupportingII. Supporting I.detail SupportingWhat detail it was detail about Title How, a familyII. The celebrates guestsI. Getting arriveChristmas readyChristmas for visitors on the Yukon* Thethewriting story. family it as begin a short getting versionChristmas of on the Yukon ready VI.IV.III. FestivitiesA V.trip Preparation to the at thestore cabinschool for the party Motivation mustcabin.arrivetheirfor their homes.go there At visitorsto school the is Aftera store partyby the cleaningthe tochildren at buy the things guests thefromsubject Readclass. an encyclopedia a thatAsk short would them story tointerest on or tell aselection Variationto(ReferEveryone get ready to Preliminaryhas for greattheir fun.party. Skill Build- thingsmoretoreviewingyou recall thehappened. again themain several, askingsequence idea. Read ask them After them onein towhich to Afterp.Ginning,read 114.) The giving360and Sun Readers,study, the That students prepare Warms, Ginn a& manual,selectionguideCo., recall what happened first ... 2.such1. After as: reading fromlistList thefour three first hardships. paragraph.facts paragraph two, you learned *Teaching Elementary Reading,Appleton, Tinker Century, & McCullough, Croft, pg. 199. 4.3. How How does does .ife the in Liberia differthirdfromcompare paragraph. ours? to U.S. Read the government cr) Purpose:FIND StudentsMAIN IDEA can AND/ORfind key sentences CHARACTERS in paragraphs. thatparagraphsGiveActivity explains students and what the write opportunitythe a paragraph summary to sentenceread several was about. hasSeveralparagraphs Resourcesa different different (each one) child thatPrepareFollow-up have a sentencessheet of paragraphs under- isparagraphparagraph.theirAfter it? sentencesAskdoing for that Cantwo a show tellswithorthey three thewhat fineof sentenceshands. ask oneit is them about?sentence Let in tothe theWhich studentsin actual the compare one checkothers.supportinginlined. some your HaveMark of work, sentences themthe keychildren explainingand sentences markin firstdiscover one orthat the the last. key sentence is usually the MotivationReview relevant and yourwhy theylines. ch,mged any of arechildrentoseveralirrelevant a importanttopic. sentences tell Have facts.which the related Readones newspaperimportantVariationLet students sentence stories. find thein most findandorAfter thestories, have writingkey othersentences.trade paragraphs studentspapers RECOGNIZE SEQUENCE OF EVENTS OR IDEAS SeeChildren pages: are expanding and practicing skills introduced at lower levels. 52, 53, 75, 76, 89, 90, 91, 106, 127, 143 Variations1: TeacherStudentsHuman prepares Time choose Line a a number card, but of docards not withloolg events at it until written teacher on them.says go.correct They thensequential have 30order. seconds to arrange themselves inhistoricalheightABC the events (7) 2. TeacherSuper Secretary dictates several words to a group, stops, andevents lets inthem a story Secretarythanwrite before.the words. is named If all for have that them round. correct, she dictatesboy, one dog, more farm, met . . If someone misses-he is eliminated until a Super 3. theyHave do. the students keep daily diaries for a week ontable,girl, things book, run, that green,apple, push,cat, door one, five Purpose:CRITICAL Children AND interpretCREATIVE and READING compare Authors' Style. grouphorseDivideActivity read stories,the a class different love into stories, fourtype groups. of factual book, Have book.mystery, each As the SupplementaryResources reading material. author'sshortHaveFollow-up composition each style. student Give on write the a groupsornarrator?thein style.in story flashbacks?read Some written Isdiscuss the you storyin Arein firstmight class thetold person characterswantthefrom different ortobeginning isuse the true elementsare: there to to Is life end a Motivation stated.examplesto substantiate from the the book points ortheirhavepurposemanner superhuman? booksfinished or in iswritingin it theterms humorous?Is reading, the the of story thestory? let above Whatto;d each After in isquestions groupa thethe straight author'schildren discuss and forward CompareFBI.preventionBatman Compare theto seriesother style James crimesuchof as IfVariations the class has read a authortell the used. others about their book and what style the linpossible.Bond movies to Mission FACTO CI C- drawnamesufficient a chart of books, number and placemovies, of booksthe .(authcr. Is erbon (authorNarra 5,P3e5 ter Ent ertain Humor' It\FO(Zrn TVauthor'sindicate shows elementsstyle.on the chart of their to :she.rlockcharacter) c.aseycnaructer) a Bat Sabberwrickt1 13orn ikAA, .... Purpose:CRITICAL Student AND can CREATIVE identify the READING author's purpose. theirpoemActivityRead eyes silently. thisclosed. poem Then aloud have while the the children children read listen the with DuplicateResources the poem. theypoemoneAskFollow-up orthe think and two pupils rewritetheyverses to should select themof the beas AndI knowI know I know all what about all theyabout boys, eat. girls, I do, too. All About Boys and Girls I know what they drink. AskMotivation the children to name theychildrenwritten would to feel really like about to tell do.things how ItDon'tAndI knowmakes so let whatI'm childrenthem writing they sad. outlike. this They'd to to play. say, rather go I know what they think. to theareTellsomedo. goingauthorthemHave things tothethem thinks hearthey poem see tellslikechildren ifthat tohewhat do. theyis like ToWhenHowI knowschool much they they're or coulditto hurts thebashful go dentist. to to be aboutschool out Oh, playingsaying and spell thingsserious boys and and really girls knows like to about do. anyoneAskVariation the studentswould want why to TheyButHowAnd I mindtired knowlike to theytheir gids, sweep are manners. and of floors, gamesI know Theychop andboys. the won'ttoys. wood, tell headingsansomethingpeoplewrite idea. books, laugh, Writeon new, sentence i.e., tellthose to tothem share make WhatThanThey'dAnd wastegood practice rather is the fun being sitwhole and and very making daystudy good. in thehardnoise yard. storiesthebulletinstrips students and or board. poemsplace look Haveon that for were teasingAsk if the and students why. Do think they That'sthe agree author notwith isfor what serious girls! he says?That's or not for boys! John Ciardi purpose.written for a specific .4;scasatiiiita..a.thamegiatireor..e..v- CRITICAL AND CREATIVE READING Purpose:AfterActivity the Children students read have orally read toany entertain book which others. CuttingsResources from previously ReadFollow-up poems the same way cuttingsortheydialoguesother interesting enjoyed members come in help informative fromfiction.) of them humorousthe Help class.make material the monologuesaSome cuttingstudent to ofread the(dialogue to tobestorplan the cationalStageavailablefromread booksmonologue published Service, in orany monologues library.by Inc.books Edu- thesethatIf the the experiencesfirst class students readings. has enjoyedread and feel whatattentionantoImpress introduction read the authorandit upon well, help which theisand themsaying, class therefore will understand that capturethat they mustthey hismust mustpracticethe audience's understandreading. be ableseveral MotivationRead Little Orphan Annie by anothersuccessfulArrangetheir performances. class forhave toyour themwatch students invite turnstimes. giving After theirthese readings preliminary to the steps other let students. them take yourJamessecondinflectiontime class readWhitcomb time twice. orit withinterest.read TheRiley littleit with first toThe classes.inreadto theread and booksMake stories know surebefore tothe youngerthat words hand. they enjoyedpauses,properDiscuss inflection,etc. the which most time andtiming, they why. p VariationsradioLet your production students of plan a one a actconcluded.afterEveryone play. severalthe Record production will practice enjoy the reading listeningsessions.is CRITICAL AND CREATIVE READING AfterPurpose:Activity the unitStudents on Legends can plan and dramatizations Tall Tales, of poems, stories, and/or choral reading. HaveResources the stories available AreFollow-up there any modern theycouldencouragetheother should be dramatizations. converted students think of intohowto think Remindpuppet they of could ways plays, them stagethey magicorthat and other plans for dramatizations. with.theAnyfor reference.children props, costumes, can come etc.up Whatlegendarytheyin(Batman, common do have these Jamesbeen to men the reading Bond, havecharacters etc.) characters? toGive(See work pagethem with. the Provide time, freedom, creative and support. materials Motivation differences?about? What are the theyparentplaysoutPerhaps the may to groups. various anlet want audiencethe (Besides aspectstoclass have chooseof invitations,ofscenery,younger presenting committees costumes,children posters, their toand/or workcast,programs. ..) favorites.dramatizationsstimulateonAs Legendsthe culmination a decisionand of Tall the of Talesto class a plan unit toasaspects Review whencharts andnecessary. tobasic beprovide referredorganizational these Variation partcreativeshouldPlayingLegends of theprovide Charades thinking andstudents. Tallsome onwith Tales the -641 SeeChildren USEpage: TYPOGRAPHICAL are expanding and AIDS practicing skills introduced at lower levels. 89, 78, 79, 93, 94, 115, 116, 117, 131, 145 studentscolumn,BlackVariation out leavingtell with what magicthe each titles, markersection subtitle, theis? wordsquotes. in Cana newspaper the N para9rtiph-- title firacIraph_ ub tit e ,wwwismwma ta. P , 61c.0 USE PUNCTUATION SeeChildren pages: are expanding and practicing skills introduced at lower levels. 60, 80, 95, 118, 119, 132, 133, 146 1.Variations Write a paragraph, leaving out the periods, question marks, 2. quotations,Use a code: and * exclamationfor points. *for ? . = @for for ! 3. toSee Readdiscover if the aloud students how sentences the canmeaning figure thatI saw changesuse it out you different and last with rewrite night. kinds the mark: a of story. punctuation What'sI saw inyou the lastlast roadroad, night?night! ahead? a head!

" 7ii -4at f a i 4 i 4 r a k fal i e rxi isia a ii i W- 4 '-'-=i'gii-a,iii-iiiiiiiaii)24iais, ,- 2 .,'"-- . i,d2,;.;-.4i~: 1 . 4 7 . ;ii-al . . : i ,- .fr t c',,s:-.w.iz4 ; .i:i : z .: , , i . : . c;.- : 4 i I , a i 4 :.'-3 . . . .,h, 4 SeeChildrenLOCATE pages: are INFORMATION expanding and practicing AND DETAILS skills introduced 61. 62, 81, 96, 97, 98, 120, 134, 147 at lower levels. CHAPERONBYRXWCOURTYRMZRAVariationFind G the vocabularyER&OMANCDSTEOOTFY words from the last unit. XZTWILGHTOP asHave it was them used. find the page that word was first used, write the definition . ,,":47:. _ SKIMMING :619 SeeChildren pages: are expanding and practicing skills introduced at lower levels. 82, 99, 121, 135, 148, 149, 150 7rsg Variation1. teamsPlay athe chance game toBeat look the up Clock any answer or Jeopardy they can't but givegive the 0C in the encyclopedia, etc.Answer: 22 feet to marl

instructbnal resources

These are resource lists, broadly rep- resentative, although not all-inclusive, of the reading materials available which deal directly, or can be adapted to emphasize comprehension skills. (Refer. to Grade Teacher, May/June, 1970). The materials have been divided into five categories: Basal Reading Programs; Machine Assisted Programs; Supplementary, Enrichment, and Skill-Building Programs; Audio-Visual In- struction; and Individual Activities for Skill Practice. Other information regarding instructional materials may be obtained from media centers, KUIMC, publisher catalogs in schools and, possibly, toy stores.

Basal Reading Progra-s through grade 6. First books follow the child's natural language patterns Allyn & Bacon, Inc. to simplify decoding. Skill pages are Sheldon Basic Reading Series grouped according to common linguistic, phonic and structural elements. This series offers pupils K-8 Read- ing Extension and Discovery and Reading balanced and systematic instruction in the basic reading skills:word- Evaluation and Diagnosis are other components. attack skills emphasizing phonic and There is a wide variety of auxiliary materials. structural analysis; comprehension and interpretation; and critical Betts Basic Readers reading skills are emphasized. A full range of supplementary materi- This series, pre-reading through grade als is included. 6 develop the child's ability to read literally, critically and creatively. American Book Co. They foster word perception and compre- The READ System hension skills through study. pages in the texts, Study Helps, and Study The Reading Experience and Develop- Books. ment System covers reading readiness

759

. 177 170 improving reading comprehension

Behavioral Research Laboratories Ginn &21... Project Read Ginn Basic Readers (Revised) Designed to increase reading abili- Readiness through grade 8, this 1964 ties of students from K-12, Project edition of the Ginn Basic Readers is Read.combines texts, tests, and a developmental program of vocabulary, teaching aids; pre- and.in-service word analysis, and comprehension skills. training programs; parent-communi- A variety of supplemental aids are ty involvement.Materials blend a available. linguistic decoding approach to reading with a programmed learning Reading 360 format. A new basic program, flexibly organized into 13 levels to date based on the Benefic Press latest research in linguistics, psy- Invitation to Adventure Series chology and sociology. The word intro- This co-basic reading program, PP- duction system, decoding program and grade 6, correlates word analysis- high literary quality of the stories linguistic skills with the reader provide expanded scope to vocabulary, vocabulary; strengthens comprehen- comprehension (literal and inferential) sion skills; develops communication skills. Includes a variety of auxiliary skills. Stories are designed to materials. develop character, creativity and aesthetic appreciation. Includes Harcourt, Brace & Javanovich numerous supplemental aids. The Bookmark Reading Program A' R-6 reading program incorporates Economy Co. linguistics in proceeding from speech Phonetic Keys to Reading to print, building an understanding of For grades 1-3 this series uses a the decoding process. The Primary decoding method with phonetic analy- Readers develop basic reading skills sis as part of the readiness pro- with a strong word service program. gram. Comprehension and word recog- 'The three Skills Readers at the inter- nition skills are simultaneously mediate level are informational; the developed in a process of learning three Literature Readers develop appre- a reading vocabulary. .Auxiliary ciation of fiction and poetry. A variety materials include flash cards, sen- of supplementary materials are available. tence strips, color picture cards, phrase cards, etc. Sequential Steps in Reading (rhe.Palo Alto Program) Keys to Independence in Reading A basal program for primary years, this For grades 4-6/The Storytext carefully structured series emphasizes teaches interpretation and apprecia- sound-symbol relationships. Reading as tion of reading for entertainment. decoding and reading as comprehending proceed concurrently. Designed as a Follett Educational Corp. three year program to teach essential City Schools Reading Program skills, it allows unusual adjustment to individual rates of progress. A series of 12 books written for 20 paperbound books, workpads are part of urban children of varied cultural the related materials. and economic backgrounds. Prime objective is to aid the reading by Harper,& Row relating storieg to realistic out- Basic Realling Program of-school experiences, A basic program from K-8 uses a "strand" approach for full development of reading

178 instructional resources 171

skills and their application. emphasis on whole-word meanings. It Strand 1: developmental reading; is designed to develop reading and lan- Strand 2: reading in subject matter guage arts skills, critical and analy- areas; Strand 3: individualized read- tical thinking. Offers a full spectrum ing for curriculum enrichment with of teaching materials. the Treasure Chest, Torch Lighter and Torch Bearer libraries.Numerous Lyons and Carnahan teaching aids are included. Developmental Reading Series. A teaching program, K-8, that provides Holt, Rinehart & Winston Sounds of Language Read the tools needed to develop skills in reading and communication, word per- A totally linguistic experience, ception techniques, interpretive skills, the series if for preprimer through language study, and critical thinking. grade 6. Pupils through grade 3 build up a foundation of sentence sounds Macmillan Company and structures as they learn to The Macmillan Reading Program (1970) transfer oral language to printed An effeCtive decoding program begins form. Grades 4-6 extend the tech- with the first preprimer and continues niques of language exploration. through the series. The program offers complete materials for teaching and Houghton Mifflin Co. Houghton'afflin Reading Program evaluation. The intermediate grade readers teach pupils to think, evaluate, A new basal series prereading and appreciate, with skill development through 6 which uses behavioral for each unit. objectives to form basis of skill sequences. Decoding and compre- The Bank Street Readers hension skills are mastered through A series for preprimer through 3 of the primary levels. Reference and study skills in the intermediate special interest to the urban child. The skills in phonics, word recognition, grades. Literary appreciation is a comprehension, and language are developel continual goal. Multiethnic bal- ance. in conjunction with games, evaluation, and other supplements. i/t/a Publications, Inc. Noble & Noble Early-to-Read Program The Chandler Reading Program A transitional reading program which is based on 44 symbols represent- A multi-ethnic reading program from ing 44 sounds. The Program is readiness-3, these readers focus on real children in real-life situations organized into three phases: Basic Skills, Extending & Developing that help develop a positive self imagi Skills, Spelling and Transition. Stories are boy-oriented and teach oral language skills prior to and with readiL. Extensive vocabulary built. Host of supplementary teaching aids. The program includes a wide variety of multi-media materials and complete J.B. Lippincott Co. teacher's guides. Basic Reading Open Court Publishing Co. Fully developmental linguistic pro- Open Court Basic Reading Program gram, the Basic Reading Series pro- These 1-6 readers offer challenging ceeds from PP-8. It combines word attack advantages of phonics with literary selections and a wide variety of informational reading. Skills in 172 improving reading comprehension

thinking, discussing, writing, as essentials: selected books for teachers well as reading are developed. Tea- to read from, pupils' books, workbook, cher's guide presents systematic independent practice. Additional com- sequential development of skills. ponents are a variety of supplemental Supplemental materials are available. materials; blocks, word cards, record- ings, storybooks. R-3.2 program.. Random House/Singer Singer/Random House Literature Series New Basic Reading Program A series of readers Primer through This K-8 program has a broad and varied 8 that features vocabulary-build- content range. Program goals include ing and inductive approach to devel- early independence in decoding, compe- op critical analysis skills. tence in oral reading, development of reading tastes and interests, profi- SRA - Science Research Associates ciency in the use of research tools. The SRA Reading Program Numerous supplementary materials accom- pany the program. A basal program for grades 1-6 or- ganized as follows:The Basic The Open Highways Program Reading Series (BRS) grades 1 and 2, major aim is the development of A reading series, 1-8, for slow-starting decoding skills. It utilizes lin- students who need a more concentrated, guistic grouping of words, reading varied program. Each child moves at and teacher-directed activities to his own pace and workbooks reinforce develop word attack, word recogni- and extend the reading skills. A vari- tion, comprehension, .fluency and ety of teaching aids are available. reading with expression. The Com- prehensive Reading Series. (CRS) for Stanwix House, Inc. grades 2-6 builds those skills Functional Basic Reading Series through sophisticated comprehension skills, including critical thinking. A developmental reading program of Many supplemental materials are materials created specifically for slow. available. learners. The rate, complexity, and repetition of vocabulary and other Disiar Reading System reading skills, the reconciling of CA, MA, and social age, make these A two-year program designed to teach readers unique. The books themselves the basic reading skills in a se- have a unique system of ability levels. quential, structured way. Distar All books designated by a single letter Reading I teaches the decoding are for use with pupils under 13 years, skills and Distar II extends those those designated with double letters skills, introduces new vocabulary for pupils over 13.They are identical and focuses more attention of devel- as to title and story situations. A oping comprehension. variety of supplemental-Materials is aVailable. Scott, Foresman & Co. Scott, Foresman Reading Systems Steck-Vaughn Co. A new program of 12 levels intro- Reading Essentials Series duced in 1970 which consists of sets A series of Worktexts K-8 that develops of components of interlocking lit- a program of sequential skills, empha- erary and language skills that are sizing phonic and structural'analysis, taught through multi-media devices. but containing comprehension checks and The core components are the bare study skills. Teaching aids are available.

180 instructional resources 173

Stone Educational Publications Borg-Warner Educational Systems Exploring Reading Series Systems 80 A developmental program 1-6 which System 80 is a programmed larning system has adventure-type stories geared to designed to provide individualized boys. Comprehension and word analy- supplementary and/or developmental sis are developed. instruction in this programmed area: Reading Words in Context. This kit, Webster Division/McGraw-Hill Book Co. A-K, teaches 396 high-frequency words Programmed Reading in context exercises. Other kits for other skills are available. A basal reading program, pre-reading through 3, Levels R-21, employs a CBS Laboratories linguistic approach, a programmed AVS-10 Beginning Reading Program format which allows children to work independently, and a highly moti- This audiovisual machine with vicwing vating content. Hardback storybooks screen and loudspeaker can be used with are available to emphasize the skills individuals or small groups. Programs in the worktexts and provide addi- by Basic Education Computers consists of tional work in the comprahension 40 cartridges and uses a phonics/lin- skills. Supplemental materials, in- guistic approach. (Also available in cluding filmstrips, are available. i/t/a.)

Programmed Reading for Adults Cenco Educational Aids Projection Reading Programs A worktext program which emphasizes six major reading areas. Books A series of reading-oriented programs 3-6 concentrate on word-sentence pat- for use with tachistoscopes, filmstrip terns, sentence reading, paragraph and overhead projector and pacer. reading, and consecutive paragraphs. Programs include: Reading/Spelling, Programned, individualized format. Filmstrip Program, and Remedial Reading.

Craig Ccrp. Machine Assisted Programs America Grows Series Using the Craig Reader with TV-like Acoustifone Corp. Eye-Opener Reading Improvement Series screen this is a remedial reading pro- gram for levels 4-9. Blends instrument A multi-sensory approach, high in- and book reading. Phrase training. terest/low vocabulary, for grades 6-9 reading on level 4 or below. Uses Reading Skills I filmstrips, tapes or records and For slower readers at approximately skill-building answer sheets. 4th grade level. Tachistoscopic slides Bell & Howell and workbooks emphasize reading skills. Language Master Programs Program B Series of preprinted and prerecord- For remediation, or enrichment at 6th ed cards that pupils insert in Lan- and 7th grades. To increase reading guage Master. Information is read efficiency, develop critical thinking on the card, listens to recording, and create interest. records his answer on instruction track and compares. K-1 provides Doresett Educational Systems prereading and readiness activities. There is an Elementary. Phonics and 200 audiovisual response programs for Linguistic Word Pattern program also. its M-86 AV teaching Machine. Primarily 174 improving reading comprehension

intended for intermediate and junior reading and reading analysis skills. high level. Student is presented Components include projector with sound written materials visually, verbal system and viewing screen, study and audio stimulus and illustration, and achievement units on filmslides and responds by selecting answers. records, student answer books, head- phones, and junction box. Reinforce- Electronic Futures, Inc: ment and support materials provided. Wireless Reading Systems Individualized Instruction Inc. An approach to reading instruction- Sounds and Stories mobile systems designed for individual or group instruction. Audio Note- Sounds and Stories is a supplementary book with 22 master tape tracks is reading program recorded on tape used primarily for instruction and im- in the Pacer. The pupil listens to provement of language arts skills stories and answers questions on the using a table top lab and headsets. plastic-coated lesson plar, folders. For The Audio Flashcard programs use children who receive basic instruction lesson cards with two-track tapes from Tag, pre-primer of the Economy Co. inserted at bottom for a visual, Phonetic Keys to Reading. auditory, presentation with responses recorded through machine. Colorful Ken-A-Vision programs available in reading readi- Readmaster Program Materials ness and phonics and language. A series of programs, R-12, using the Readmaster, a machine that uses pro-. General Learning COrp. grammed, accelerator, tachistoscope Phono-Viewer 1000 and pacer instruction. .Featured lessons Designed as an economical audio- in vocabulary and reading rate are avail- visual device, the Phono-Viewer uses able. Both developmental and remedial a filmslide synchronized with a recordapplication. which is very easy to operate. Re- ceptacles for headsets are standard Polyfax Educational Systems equipment. Programs for reading en- Study Master Program richment include the Bowmar Early Study progresses at individual rate in Childhood Series, Language Arts/Oral a program of nongraded elementary Development and Dramatic Play/Holi- reading using the Studymaster Player days and Seasons. Unit. VisUal and audio data are on one self-contained sheet. Teacher's guides Grolier Educational Corp. and student practice eheets available. Sight Words Audio-Visual Kits The most frequent sight words form Psychotechnics, Inc. the basis of this program which Discovery Reading Program uses a small, portable record play- A code-breaking program in a discovery er and programmed records to give format for beginning readers. instruction. It is an individual Consists of 100 films in a visual tracking format program wLich uses teacher rein- to be used with the Tach 500. forcement and evaluation of the Pupils knowledge of the sight words. respond in booklets as well as orally. Independent/group or developmental/ remedial. Hoffman InformatiOn Systems, Inc. Hoffman Language Arts & Phonics RCA Program CAI Remedial Reading An audio-visual instruction program A computer-assisted instruction program for reading readiness, primary for upper elementary and junior high

182 instructional resources 175

students reading below grade level. lkstinghouse Learning Corp. Student sits at a terminal, an PLAN electric typewriter-like device. Program involves diagnosing' An individualized program in reading reading skills and then practice and language arts utilizing publishers' materials to ma%timize opportunity for in weak areas. Decoding, vocabu- lary, syntax and comprehension are. success. Program is dependent on modified classroom organization, teacher role and a computer accountability Responsive Environments Corp. Talking Page Reading Program system. A supplementary linguistic-phonic program for R-3. Uses the Talking Supplementary, Enrichment and SkilZ- Page, a combination of standard Building Programs text and desktop learning system. Allied Education Council Talking Typewriter Reading Program Mott Basic Language Skills Programs A reading program for preschool- Systematizes basic reading skills secondary using the talking type- normally taught in grades 1-9. Un- writer, a computer-based multisen- graded approach for remedial or compen- sory learning environment. Uses a satory reading problems. systematic approach to teaching fundamental skills. Allyn & Bacon Breakthrough! Rheem Califone Perceptamatic Reading Series A series of four paperback books for Materials the upper-grade inner-city student who has failed with basic reading programs. A program of kits at 8 reading levels to reinforce the teaching American Book Co. of vocabulary, word attack skills. Ideas, Images and I (Triple I) Each kit uses 20 reels to use on a The Triple I Series is a supplementary tachistoscopic projector. i/t/a available. reading program for levels 1-6. Themes developed are positive attitudes toward Remedial Reading Program self, peers, family, school & community. Hardbound or softbound. A program on tape plus workbooks and texts from beginners to 8th Reading Round Table Series level. Emphasizes phonics drill, oral fluency and comprehension. Nongraded supplementary program, 1-6. Contemporary stories, social, histori- Singer Education & Training Products cal and fictional literature. Hard- bound or softbound. (Graflex Div.) Visual-Linguistic Reading Program American Guidance Service A program for primary grades de- Peabody Rebus ReadiL3 Program signed to meet individual differ- ences. Included texts, word and A beginning reading program in worktext study introducers on transparencies, format with programmed skills in vocabu- programmed texts, evaluation. lary and critical reading featuring pic- ture rebuses. Transitional books to T.O. Alphy's Show-and-Tell Basic Education Computers, Inc. Alphabet and basic decoding skills Magicolor Program on color transparencies, in stu- dent texts. Uses a color-sight response technique in supplemental reading program for

183 176 improving reading comprehension preschool and primary. Pupils re- Best of Children's Literature Taped spond in response manuals. A series of six books for grades 1-6 lesson available, teaching machine which includes nearly 300 selections. format; or i/t/a. Bowmar Benefic Press Reading Incentive Program House of Books A series of multimedia kits at 3rd grade Multi-level kits for grades 1-3 in- level with interest levels intermedi- cluding readers, skill records. ate and above. Each kit contains film- strip, record, 10 sofcover books. Supplementary/Remedial Reading Several sets of high interest/low Primary Reading Series vocabulary books for reluctant Series of 66 child-size books designed readers are available: to build reading confidence. Grades Audio-visual texts- 1-3. Color coded for six levels. Moonbeam SeriesReading Level PP-3 Interest Level PP-6 Chandler Publishing Co. Chandler Language Experience Reading Animal Adventure Series EL PP-1 Program IL PP-4 A six-year program with stories based Butternut Bill Series RL PP-1 on experiences shared by urban children. IL PP-4 The vocabulary and sentence patterns. are natural oral expression. Boys play Cowboys of Many Races RL PP-5 important roles. Variety of supple- 'IL PP-5 mental materials.

Dan Frontier RL PP-4 Classroom World Productions IL PP-7 Storybook Shelf, Storybook Favorites and Adventures in Reading Book Sets- Three series of tapes, K-6 of children's Sailor Jack RL PP-3 stories to develop comprehension and IL PP-7. auditory reading skills. Space Age BooksRL 1-3 Doubleday Multimedia IL 1-4 Prime-O-Tec Button Family Adventures RL PP-3 A listen and read-along program for IL PP-5 primary grades. Nine popular children's books and recordings. Mystery AdventureRL 2-6 IL 4-9 Educational Activities, Inc. The Developing Comprehension in Reading World of Adventure Series RL 2-6 Series IL 4-9 For grades 1-6, two levels of one story all group study while emphasizing individu- Bobbs-Merrill Co., Inc. alization. Developmental Reading Text Workbook Series Educational Progress Corp. A direct approich to development Audio Reading Progress Laboratory of reading skills R-6: Multi-ethnic A developmental reading program 1-8 edition. Emphasis on evaluation. consisting of instruction tapes, progress instructiona/ resources 177 books and examinations. Four Gacrard Publishing Co. strands of skills are available: Dolch Four-Step Reading Program Phonetic and Structural Word A series of 57 books levels, 1-4 with Analysis, Comprehension, Vocabu- interest levels of 1-8. Each of the lary, and Study Skills. four sets is designed for supplementary reading to help children pracEice basic Educators Publishing Service words. The Royal Road Readers A program combining word-attack The Reading Shelf with phonics with emphasis on whole- 44 books that offer a wide variety of word meanings. R-9. Companion subjects to interest children in grades books augment series. 1-5. Provides practice in basic vocabu- lary. EnEyEloRtEill Britannica Educational Corp. Ginn &Lig.. Language Experiences in Reading Ginn Word Enrichment Program A structured program for individu- Main emphasis is on phonetic analysis al communication skills, K-3, De- skills but program also develops struc- velops oral skills, word recognition, tural analysis, vocabulary and word vocabulary and comprehension skills. meaning. Extensive teacher's guides for three levels. Pupils record books fea- Grolier Educational Corp. ture 17 sequential units. The Reading Attainment System Electronic Futures Inc. A remedial reading system for students 4 Mini-Systems with under-developed reading skills. Includes 120 reading selections, skills Primary Listening Skills are cards, answer keys and is geared to 3-4 children's worksheets with coordi- levels. nated audio lessons. Individu- alized or small group instruction. Harper & Row Harper Junior Books for Inter-Cultural Field Enterprises Educational Corp. Understanding Wild Life Adventure Series A group of 68 books, K-advanced readers, High interest/low vocabulary series dealing with different minority groups. which builds competence, interest, and reading abilities. Grades 3-8. American Adventure Series Checkered Flag Series 22 stories about American heros for reluctant readers. Intermediate- A multi-media high interest/low high school. Special appeal for boys. vocabulary series of books for students in grades 6/12. Includes D.C. Heath & Co. filmstrips and records for motiva- Read....,,g Caravan tional and experience. Also tapes of the texts. A structured literature program from primer to 6th reader. Series stresses Follett Educational Corp. study skills and critical thinking. Beginning-to-Read Books Accompanying records motivate and enrich. Series of 51 books with reading levels 1.2-2.2. Independent read- Listening-Reading Program ing to expand vocabulary and improve word attack skills. Kits at 3 levels (1-3) of 12 different story brochures, 6 records, masters. 178 improving reading comprehension

Holt, Rinehart & Winston language. Tapes available. I Wonder Shy Books Study Exercies for Developing Reading 24 books for primary children Skills designed to enrich, supplement, and individualize the reading pro- 4 books for grades 4-8 divided into 64 gram. Wide range of readability exercises to improve reading skills. and interest levels. Guide availa- ble. Learning Research Associates, Inc. Michigan Language Program Instant Readers Provides sequenced discrimination 24 K-3 readers which build skills tasks through programmed worktexts, in the use of literary structure. self-pacing materials, transparenciet:, and tapes. The Owl Books The Literature Samplers A oeries of 120 books, K-6, of prose, poetry, fact and fiction. A collection of 120 excerpts from Develops concepts in arithmetic, popular children's books, Grade 4+. literature, science and social Discussion cards available. studies on an individual or group level. J.B. Lippincott Co. Reading for Meaning Houghton Mifflin Co. A dual-purpose program for remedial Houghton Mifflin Action Series use with poor readers or for improving Consists of four books of brief the speed, comprehension, vocabulary selections on contemporary themes. and advanced skills.Workbooks 4-5th grade vocabulary. Builds Grades 4+. abilities from basic word attack to literary appreciation. Reading Lyons & Carahan Practice Books available. Pacesetters in Personal Reading PP-8 levels which stress individual i/t/a Publications development through 6 books. Library Sets 1-4 A series of hard-cover readers co- Macmillan Co. ordinated with the Early To Read Macmillan Reading Spectrum These books develop i/t/a Program. The Skills Spectrum consists of 18 basic skills, extend and enrich booklets providing sequential instruc- them. Leads to spelling and tran- tion in word analysis, vocabulary, and sition. comprehension. 6 levels in each of the skills are available.The Spectrum of Laidlaw Brothers Books has two classroom sets of books Gateways to Reading Treasures 2-8 reading levels. The Retriing Spec- A P-6 reading series which intro- trum is for Grades 4+. duces pupils to stories from literature, provides practice for Mc Co rmick-Ma thers vocabulary, extends basic reading The Challenge Reader Series skills needed for thinking crea- Six nongraded books develop compre- tively. hension skills as well as interpreta- tion and critical thinking. Multi- Stories of Today and Long Ago ethnic. A program of enrichment reading, P-6, developing vocabulary and

186 instructional resources 179

Building Reading Skills Series levels. Skillpacer diagnostic skill- building lab included in each program. Aidio-visual series, for levels 1-6, is planned for individualized Reading Readiness Skillstarters Lnstruction. Includes skill cards. Teaches readiness skills through games, activities and books. Charles E. Merrill Publishing Co. Building Reading Power Sights & Sounds A programmed course for low-reading A listening-reading program for pre- ability students on or about the readers and beginners. In multimedia 5th grade level. Provides a con- units. centrated remedial program that is self-administering, self-correct- Mission: READ ing, and self-regulating. Individualized skill-building program New Diagnostic Reading Workshop contains original stories to appeal to Series a child's emotions as well as to his intellect. Designed for systematic checking and reinforcement of reading skills Reader's Digest Services, Inc. for Grades K-6. Reading Skill Builders A series of paperback readers, levels Gaining Independence in Reading Series 1-8 with interesting content and sen- sibly controlled vocabulary. Practice This three-book series is a develop- pads are supplementary. mental program of instruction in reading and study skills for inter- Reading Skill Builder Kits mediate grades. Multi-volume collections of Skill New Reading Skill Text Series Builders in metal bookcase. Three levels: Elementary Kit 1-4, Intermediat( A developmental reading skills pro- Kit 2-6, and Advanced Kit 4-10. gram, R-6, including gathering facts, understanding and recognizing ideas, Young Pegasus Packets making judgments and studying words. Multi-ethnic materials for preschool New Dimensions in Education and primary. Storybooks, game cards, Dimension 99 puzzles, stand-up figures included.

A reading program for,. 3-6 which uses Richtext Press science to induce reading competence. Margaret Friskey First Step Program It is multi-media, inter-sensory. Checks in vocabulary and comprehen- Multi-media readiness program includes sion aro included after every unit a library of books, pupil activity story. books, record album, card game and guide. Random House/Singer Reading Pacemakers Scholastic Book Services Individualized Reading Program A developmental individualized Materials in classroom units for grades reading program, 3-9. Each Pace- making consists of a bookshelf of 2-6 containing 100 paperback books, 50 titles with a range of reading teaching guide, activity cards, skill game cards, duplicating worksheets, 180 improving reading comprehension

skill supplement and reading logs. Silver Burdett In sturdy containers for excellent Starter 101 individualization of reading. A program for problem readers in grades 1-3. Program includes ten consumable Pleasure Reading Libraries books and a manual.Additional materials For K-8, each classroom library are forthcoming. containn 50 paperback books for supplementary reading. Steck-Vaughn Co. The Human Values Series SRA - Science Research Associates A group of readers 1-6 which identify The Reading Laboratory Series eight human values which children can An individually-cycled program for apply to their own relationships with grades 1-12. Each Laboratory con- others. tains Listening Skill Builders for improving listening comprehension Wonder-Wonder Series and Power Builders to increase com- A set of readers suitable for grades prehension and word skills. Rate 1-5.for first steps for independent Builders to dev elop speed and con- and pleasure reading. centration in upper levels. Three kits for primary skills: Kit la Woodland Frolics Series contains work from 1.2-3.0; Kit lb from 1.4-4.0 and Kit lc from 1.4-5.0. Believable animal stories for grades 1-8 that extend reading skills. Vocabu- Lift-Off to Reading lary correlated with basal readers. A program that utilizes the pro- Stone Educational Publications gressive choice reading method A Little Storehouse to teach children to read. It is especially designed for use with A readiness program that d3velops readi- students at any elementary-grade ness skills by involving the child in level who have poor motor, visual, the learning process.Many ideas and verbal or perceptual skills. activities.

Scott, Foresman & Co. Learning to Read while Reading to Learn Invitations to Personal Reading A series of individualized, ungraded, Ten classroom library sets K-6 pro- Ligh interest/low vocabulary books vide for a wide range of tastes and directed primarily toward boys. abilities wlhich enlarging on basal reader themes. Each box includes Webster Division/McGraw-Hill Book Co. posters, recordings, uord games. Reading for Concepts A 1-8 series to help reluctant readers Basil Reading Skills Program grow in reading experience. High Gives below-par upper level readers interest stories help students increase a means to improve reading skills. comprehension skills, particularly in Workbooks help students identify drawing conclusions and making inferences. and practice word study and compre- hension skills. Overhead trans- Western Publishing Co. parencies and cotrelated tapes The Golden Beginning Readers available. Ten high interest stories, each told with less than 100 different words which can be used for individualized reading or as supplements to any basal program.

188 instructional resources 181

Audio-VisuaZ Pesoupccr Filmstrip House Headstart on Reading Bailey Films Multi-media series K-2 of film- No narration films. (Can be rent- strips, records, scripts, and work- ed for S8.00) books to teach readiness and word The Circus analysis. The Duet The Fence Ideal School Supply The Junkyard Reading Readiness The Little Blue Apron A comprehensive program for develop- Pets: A Boy and His Dog mental or remedial reading using A Rock in the Road structured reading tapes, trans- parencies, charts, picture cards Bowmar Filmstrips and magic cards. Best in Children's Literature Series 1, 14 titles Imperial Film Co. Series 2, 14 titles Open-Ended Stories Reading Incentive Program 5 sound film-strip stories that can Filmstrips, records, and books be concluded in a variety of ways. about cars and races. Reading Can be purchased in a set of five level 3rd, Interest Level ele- or one at a time. mentary thrcugh high school. The Painting The Open Gate Cooper Films The New Building The Purse Our Children's Heritage A program of 48 sound filmstrips Language Arts Sound-Filmstrips for primary grades. 8 series. Tales for Young Imaginations (set of 4) Read as You Listen African Folk Tales (set of 4) 10 volumes of reccrds and paper- Hindue Tales (set of 2) back books of primary reading Japanese Fairy Tales (set of 4) motivation, vocabulary. Arabian Nights (set of 4) Classical Mythology (set of '2) Coronet Films Reading for Beginners Series Imperial International Learning Four films for primary level to Gateway to Good Reading introduce basic reading skills: K-2 readiness program consisting of word shapes, sounds, parts and 40 tapes and 30 response booklets. context clues. Primary Reading RRGate Filmstrips K-3 supplemental reading program with 40 tapes covering readiness, study, Fundamentals of Thinking comprehension and word attack skills. Comparing Assumptions Intermediate Reading Classification 40 tape program, 4-6 develops advanced Critical Thinking reading skills. Problem Solving Interpretation Journal Films Summarizing Phrase Reading Development Program. Observing Ten 16-mm films containing 260 Analyzing different length phrases to aid Includes manual comprehension and rate. Grades 4-7.

. 169 182 improving reading compreh ei :riot I.

Singer Walt Disney. Multi-Media Kits Story Recordings Read Along Kits Children's Literature Peter Pan Classics (4 FS + 2 records ea.) The Three Little Pigs Favorites Winnie the Pooh and the Honey Pot William Tell Mary Poppins King Arthur It's a Small World Aladdin Mickey Mouse Robin Hood The Little Red Hen Poetry Little Hiawatha 16 Talking Pictures Contains childrens books, cas- settes and records with teacher's SRA - Science Research Assoc. guide.

Listening Skills Program Open Ended Discussion Films Recorded Stories What Should I do About... Listening Skills The Fight 6 kits of cassette programs The Game Grade 1 - la, Grade 2 - lb The New Girl Grade 3 - lc, Grade 4 - 2a The Lunch Money Grade 5 - 2b, Grade 6 - 2c The Project Skills in recall, following with utilization activities. directions, sequence, and major topics. Sound FEAstrips Fantasy Classics Set Three M (3-N) Literary Classics Set Transparency Programs Adventure Classics Set Basic Reading - Part I with study guides Readiness - First 23 visuals Wilson Educational Recordings, Wilson Skills include phrase reading Corp. Basic Reading - Part If Story Recordings 23 visuals Wonderful World includes scanning,.phrase Sound and Fancy reading and vocabulary develop- Creative Patterns ment. World of Sound We Listen & Learn Troll Assoc. Filmstrip Programs Developing Creative Ability New Adventures in Language Developing Language Arts Skills includes: A Silly Day with Skills in vocabulary, propaganda, Cecil. topic sentence, and drawing con- (Sentences), The Haunted House clusions. (Sentences), Henry Learns Some- thing (Paragraph) IndividuaZ Activities for SkiZZ Practice Tweedy, Transparencies Visual-Lingual Reading Program (rhis list is not an exhaustive is a series of transparencies resource for the teacher. It contains to stimulate oral communication an overview of the kinds of materials and motivate reading, that can be used for individual prac- tice of the comprehension skills.)

190 instructional reources 183

Material and Approximate Cost Judy Co. SeeQuee§, 4-12 pieces$1.45-$2.25 Garrard pulalishing C . Science Dolch Materials Social Studies Group Word Teaching Game $2.50 Language Arts Sight Word Cards $1.50 Story Sets $4.35 Sight Phrase Cards $1.25 Sight Word Cards $1.25 McGraw-Hill Co. (Group Size $2.50) Stories for Listening, Sets I, II, III My Puzzle Books, I & II $ .56 $48.00 Tell Again Story Cards, Level I, II General Learning Corp. $11.75 U.S. Map Inlay Puzzle $6.00 KinderCity (92 pieces & layout)$10.00 Milliken Play Trays (Kits) $15.95 Spirit Duplicating Books$1.25 ea. Visionetics Learn to Read Synonyms & Antonyms Ladder Game Read & Do $5.00 Start To Read Complete the Phrase Game$20.00 $30.00 Homonym & Synonym Game Milton Bradley

Ideal Poster Cards Antonym Foster Cards $3.50 Crossword Puzzles $2.25 ea. Synonym Poster Cards $4.50 12 different sets Sentence Builder $1.25 Reading Games Picture Word Builder $ .60 Rhyming Zig Zag $6.00 Picture Sequence Cards $1.25 Silly Sounds. $6.00 Flannel Aids Sea of Vowels $6.75 Opposites $3.25 Space Flight S6.00 Password Language Game $2.25 Readint Readiness Classpack$36.50 Sort-a-Card $2.00 Rhyming Puzzles Early Childhood Enrichment Series Picture - Picture $2.60 Learning to Develop Language Skills Pictures - Word $2.60 $40.00 Word - Word $2.60 Action, Name & Sequence Pictures Playskool $1.75 Classification Cards $4.25 Playskool Village - 95 wooden pieces :1 32" square layout $7.00 Instructo SRA Fun With Faces $4.95 ea. Animals Inquisitive Games White Family Discovering HOW to Learn$100.00 Black Family 16 games, picture cards, manual Classification Game $5.95 Desk Top Activity Kits Scholastic $4.95 Discovering Opposites Scope/Skills $2.25 Let's Learn Sequence $4.50 Scope/Visuals Creating Stories $4.95 Reading Skills (S/V I) $4.50 Teaching Transparencies Vocabulary (S/V II) $4.50 Punctuation & Capitalization Determining Sequence (S/V IV) $4.5C $52.95 Word Usage $38.95

191 184 improving reading comprehension

Word Making Productions Mystery Date$3.75 Follows direction and reaches Word Making Methods Book $3.00 conclusions. 150 ideas for using the Word (Girls 6-14) Making Cards$17.00 Rebus. Picture Puzzles $2.00 Parker Brothers Clue $3.00 Commercially Available Games That Must make associations and reach Can Supplement Reading Instruction conslusion, character assessment, relevancy vs. irrelevancy. Lakeside Industries Leapin' Letters$3.50 Perquackery $2.50 Builds words from letters. Roll and spell 2, 3, 4, - letter words as can in time limit. Schaper Mann Co. Big Mouth Game Milton Bradley $3.53 "Feed" fruit from bowl into mouth. Beat the Clock $3.75 Players complete stunts within Selchow & Richter Co. a time limit. Scrabble for Juniors $3.00 Game of Life $3.50 Version I:must cover words on Spinner and written directions game board with letters. on game board dictate "future". Version II: form words

(9-Adult) . (6-12)

Twister $4.00 What's Up $3.75 Spin for color-coded directions. Temas compete by guessing a mystery word or phrase. CandyLand $2.00 No reading, spin to match colors Scrabble Crossword Cubes Game $2.00 and move along game board. Roll and spell words within a time limit. Dark Shadows Game$3.00 Build skeletons by reading game cards. Whitman Operation $4.00 Guess What? $2.50 Performs operation on battery- Players must guess objects that hdve powered patient by folloving been removed. directions. Match a Batch Players must arrange blocks so that Concentration $3.75 Matching words and decodes secret all sides are different. message. Jeopardy $2.75 Answers quiz questions (10-Adult) Go to the Head of the Class $3.00 Follows direction, answers quiz questions (8-Adu1t) Good Old Charley Brown$3.00 Matching characters and follows directions on game board. (6-12)

. 192 Second - Third Grade Interest Level BOOKS FOR SLOW READERS* Subject Reading Level Grade Author-Title Publisher* ApproximateNet Price AdventureAfrica 2.51.0 TRUEFINDERS BOOKS KEEPERS OP AFRICA - AN Purcell Will & Nicholas Harcourt,Childrens, 1951 1954 2.254.19 ArtAirplanes 1.42.4 PICTUREANIMALSI WANT FORTO BEHAROLDS A PILOT ROOM Johnson Greene ChIldrens,Harper, 1960 1957 2.062.93 AstronomyAutomobiles 1.32.4 TRUELewellenI BOOKWANT OFTO MOON,BE A BUSSUN DRIVER& STARS Greeke Childrens,Childrens, 1954 1957 2.252.06 Birds 2.02.5 MRS.BIRDRUBY MOON THROAT, TAKES STORY A DRIVE OF A HUMMING- McClung Harwood Morrow,Lerner, 19671950 3.693.23 CircusChina 2.42.0 TRUECHINESE BOOK CHILDREN OF CIRCUS NEXT DOOR Harmer Buck Childrens,Day, 1942 1955 2.253.49 City Life 1.3 IGreene WANT TO BE AAN BAKER ANIMAL DOCTOR Greene Childrens, 1956 2.062.06 A. *Spache, Dr. George D., Spache Readability Pro'ects:Follett Library Book Company, Chicago, Illinois, 1969. 1.3 I WANT TO BE A MECHANIC BooksGreene for Slow Readers, Childrens, 1959 2.06 (31C33' Subject Reading Level Grade Author-Title Publisher ApproximateNet Price 1.3 IGreene IWANT WANT TO TO BE BE AN A ORANGENEWS REPORTER GROWER Childrens, 1958 2.06 City Life 1.31.3 I1 WANT,WANT TOTO BEBE AA POSTMANPOLICEMAN Greene Greene Childrens,Childrens, 1958 1956 2.062.06 1.3 I IWANT WANT TO TO BE BE A ASCIENTIST ROAD BUILDER Greene Childrens, 1958 2.062.06 1.41.3 GreeneI WANT TO BEBE AA RESTAURANTSHIP CAPTAIN OWNER Greene Childrens, 19591962 2.06 PiED 1.81.6 I WANT TOTO BEBE AA STOREKEEPERTEACHER Greene Greene Childrens, 19571958 2.06 1.81.8 GreeneI WANT TO BE A TRUCKTELEPHONE DRIVER OPERATOR Childrens, 1958 2.062.06 2.11.8 POLICEMANI WANT TOSMALL BE ALenski ZOO-KEEPER Walck,Childrens, 1962 1957 3.452.06 2.42.2 GreeneCOMEI WANT TO THETO BECITY AN AIRLINE HOSTESS Tensen Childrens,Reilly, 1951 1960 4.182.06 Subject Reading Level Grade 2.7 I WANT TO BE A LIBRARIAN Author-Title Greene Childrens, 1960 Publisher ApproximateNet Price 2.06 Cowboys 1.81.0 COWBOYI WANT SMALL TO BE A COWBOY Lenski Greene Walck, 1949 3.45 DogsDeer 2.11.9 DOGDEER CAME IN TOTHE SCHOOL SNOW Schlein Lenski Walck,Abelard,Childrens, 1955 1956 1960 3.293.482.06 Family SI Human 1.35.9 IBETWEEN WANT TO PLANETS BE A HOMEMAKER Heinlein Greene Childrens,Scribner, 19611968 4.182.06 CRCID Relations 2.3 NOBODYI WANT LISTENS TO BE LITTLETO ANDREW Guilfile Zolotow Follett,Abelard, 19571966 1.473.18 FarmFanciful Life Tales 2.01.3 GreeneGONEI WANT IS GONETO BE A DAIRY FARMER Gag Childrens,Coward, 1935 1957 2.522.06 2.11.3 COMEI WANT TO THETO BE FARM A FARMER Tensen Greene Reilly,Childrens, 1949 1959 4.182.06 Fireman 1.32.2 LewellenTRUEI WANT BOOKS TO OFBE FARMA FIREMAN ANIMALS Greene Childtens,Childrens, 19571954 2.062.25 FolkFish Tales 2.21.3 FIVEI WANT CHINESE TO BE BROTHERS A FISHERMAN Bishop Greene Coward,Childrens, 1938 1957 2.862.06 Subject Reading Level Grade Author-Title Publisher ApproximateNet Price GamesFood 2.42.3 StevensonCHILD'SHarwoodMR. BUMBA GARDEN & THE OF ORANGE VERSES GROVE Grossett,Lerner, 1964 1957 3.993.23 HealthCeology 1.3 I WANT TO BE A DENT;STCOAL MINER Greene Childrens, 1957 2.06 1.31.3 I WANT TOTO BEBE AA NURSEDOCTOR Greene Greene Greene Childrens,Childrens, 1958 1960 2.06 Horses 1.82.5 CHESTERLOOK AT YOURHoff EYES Showers Harper,Crowell,Childrens, 1961 1962 1957 3.463.692.06 AmericaIndiansHouses in North 2.41.4 BullaSQUANTO,I WANT TO FRIENDBE A CARPENTER OF THE WHITE MAN Greene Crowell,Childrens, 1954 1958 3.692.06 MathematicsMarine Life 1.51.8 TENTRUE APPLESBOOK OF ON OCEANS TOP Le Carter Sieg Random,Childrens, 1961 1958 2.653.69 Music 2.11.6 IGreene WANT TO BE A MUSICIANBALLET DANCER Greene Childrens, 1959 2.06 Aailroads'ets 2.11.9 LITTLECOME TO TRAIN THE PET SHOP Lenski Tensen Walck,Reilly,Childrens, 19401954 1962 3.454.182.06 Subject Reading Level Grade Author-Title Publisher ApproximateNet Price SportsSpace 1.31.8 GreeneI WANT TO BE A BASEBALLSPACE PILOT PLAYER Greene Childrens, 1961 2.06 TreesTransportation 1.41.8 TREEGreeneI WANTIS NICE TO BE A TRAIN ENGINEER Udry Childrens, 1956 2.06 WildValentines Animals Day 1.22.0 COMESTORY TO OFTHE VALENTINE ZOO Hays Tensen Coward,Harper,Reilly, 1956 1948 4.182.97 Adventure 2.8 CASE OF THE DUMB BELLS Fourth-Sixth Grade Interest Level Donsall 4.02.9 MIKE'SYELLOW MYSTERY HOUSE MYSTERY Warner Warner Whitman,Harper, 1966 19601953 3.323.46 4.24.1 MOUNTAINBLUE BAY TOP MYSTERY MYSTERY Warner Warner Whitman, 19641961 3,323.32 4.4 KIDNAPPEDGHOST HOLLOW MYSTERY Stevenson Carter World,Lippincott, 1947 1951 3.77 ArtAlaska 2.42.8 PICTUREDOG TEAM FOR FOR HAROLDS ONGLUK ROOM Shannon Johnson Melmont,Harper, 19621960 2.932.06. Subject Reading Level Grade Author-Title Publisher ApproximateNet Price Art 3.0 MR. BUMBA'S NEW HOME Harwood Lerner, 1964 ' 3.23 4.34.13.4 MR.TRUEDO BUMBA'SYOU BOOK SEE opTUESDAYWHAT TOYS I SEE?ATCLUB WORK Lewellen Borten Harwood Childrens,Abelard,Lerner, 19661959 1953 2.253.483.23 Astronomy 2.82.4 YOULewellenTRUE WILL BOOK GO OF TO MOON, THE MOONSUN AND STARS Freeman Random,Childrens, 1959 1954 2.652.25 GO 5.94.5 HOWLETSINTERPLANETARY & GOWHY TO WONDER A PLANETARIUM TRAVELBOOK OF Highland PLANETSWolfe AND Putnam,Grosset, 1958 1962 2.342.29 Automobiles 3.62.5 MRS.ButlerLETS MOON GO TOTAKES AN AUTOMOBILEA DRIVE Harwood FACTORY Putnam,Lerner, 19671961 2.293.23 4.14.0 TRUETRUCKS BOOK AT OFWORK AUTOMOBILES Elting Carlisle Childrens,Harvey, 1962 1965 2.253.36 3ears 4.55.0 HEREEriksonTRUE COMEBOOK THEOF ANIMALSBEARS OF SMALL POND Goudey Childrens,Scribner, 19531954 3.462.25 AmericanBiography:Bees 2.83.2 BullaJOHNTRUE BILLINGTON,BOOK OF HONEYBEES FRIEND OF SQUANTO Lewellen Crowell,Childrens, 1956 1953 3.892.25 ia. Subject Reading Level Grade Author-Title Publisher ApproximateNet Price 2.,.6" I; Biography: 3.0 HENRY HUDSON: CAPTAIN OF ICEBOUND Garrard, 1960 3.25 2i BirdsAmerican 2.0. McClungRUBYSEAS THROAT, STORY OF A HUMMINGBIRD Carmer Morrow, 1950 3.69 aft 3.13.0 OLIVERTRUE BOOK PETE OF IS BIRDS A BIRD WE KNOW Friskey Fenton Day,Childrens, 1959 1954 2.862.25 Birthdays 3.02.9 PattersonHOLIDAYSURPRISE BOOK: FOR DAVY BIRTHDAYS Lensky Garrard,Walck, 1949 1965 2.933.25 ButterfliesCalifornia 3.03.8 RIDINGMcClungSPHINX, THE STORY PONY OF EXPRESS A CATERPILLAR Bulla Crowell,Morrow, 19491948 3.693.69 Cats 2.72.7 CAT IN THE HAT COMES BACK Dr. Suess Suess Random,Lerner,Random, 1957 19661958 2.653.232.65 -2.7 3.5 MR.SNOWSHOE BUMBA DRAWSPAWS A KITTEN Harwood Johnson Newberry Morrow,Harper, 1949 1940 5.393.69 China 3.64.52.0 APRIL'SLET'SCHINESE VISITKITTENS CHILDREN FORMOSA NEXT Caldwell DOOR Buck Day, 19651942 2.973.49 a Grade Columbus-Christopher Subject Reading Level 2.6 CHRISTOPHER COLUMBUS Author-Title Judson Follett, 1960' Publisher ApproximateNet Price 1.47 Circui 4.03.22.4 BETSYTRUEIF I BOOK ANDRAN THEOFA CIRCUS CIRCUSCIRCUS Suess Harmer Haywood Morrow,Random,Childrens, 19541958 1955 3.832.25 City Life 2.22.1 COMEPOLICEMAN TO THE SMALL CITY LenskiTensen Reilly,Walck, 1962 1951 4.183.854.89 2.62.4 MR.GreeneI BUMBA'SWANT TO NEWBE ANJOB AIRPLANE _HOSTESS Harwood Lerner,Childrens, 1964 1961 2.06 2.92.7 MRS.I MOON'SWANT TO RESCUE BE A LIBRARIAN Greene Harwood Childrens, 1960 3.232.06 3.02.9 MRS. MOONMOON'S & THESTORY DARK HOUR STAIRS Harwood Harwood Lerner, 1967 3.23 4.04.0 MRS.GoodspeedLET'S MOON GO GOESTO A SUPERMARKERSHOPPING Harwood Lerner,Putnam, 19671958 3.232.29 4.24.1 MRS.RosenfieldLET'S MOON'S GO TO CEMENT THE F.B.I. HAT Harwood Putnam,Lerner, 19671964 2.293.23 11.1/ Subject Grade Author-Title Publisher Approximate ofColonial America Period Readin: Level 4.43.9 TOUGHBENJAMIN ENOUGH FRANKLIN D'Aulaire Carroll Doubleday,Walck, 1954 1950 Net Price 4.573.95 Conservation 3.54.4 MATCHLOCKTRUE BOOK GUN OF CONSERVATION Edmonds Gates Dodd,Childrens, 1941 1959 .1.19 3.992.25 Cowboys 2.84.03.2 LET'SCOWBOYSSURPRISE GO TO &FOR CATTLEA NATIONALA COWBOY PARK Hamill Gartland Bulla Coward,Crowell,Putnam, 1962-1962 1950 2.683.99 4.93.4 TRAILWETRUE WERE.THERE BOOK OF COWBOYSON THE CHISHOLM Taylor Martini Grosset,Childrens, 1957 1960 2.253.40 Democracy 2.93.7 LET'SFAMILYTRUE BOOK GO TOOF THEFREEDOM CAPITOL & OUR U.S. Witty Rosenfield Putnam.Childrens, 1959 1956 2.292.25 4.14.2 LET'SJOHN GOFITZGERALD TO ANNAPOLIS KENNEDY Martin Borreson Putnam,Putnam, 1963 1964 2.292.68 4.54.3 KickokFisherOURSTORY INDEPENDENCE OF FRANKLIN & D.THE ROOSEVELT CONSTITUTION Random,Grosset, 1950 1956 3.403.38 Desert Subject Reading Level Grade Author-Title Publisher ApproximateNet Price Dogs 2.72.13.2 DIDDOGTRUE YOUCAME BOOK SAY TO OFDOGSSCHOOL DESERTS Lenski Posell Walck,Childrens, 1955 1958 3.292.25 3.02.7 IIARRYCHAMP, & THE A GALLANTLADY NEXT COLLIE DOOR LauberZion Palazzo Random,Harper,Garrard, 1960 1960 1964 2.653.463.25 4.44.3 O'BrienSILVERTRUE BOOK CHIEF, OF DOGSDOG OFPosell THE NORTH Childrens,Grosset, 19501961 3.402.25 ElephantsEaster 3.33.0 HORTONHOLIDAY HATCHESBOOK: THE EGG EASTER Patterson Suess Random,Garrard, 1940 1966 3.83. 40 4.A4.3 ELEPHANTSTRUE BOOK OF ELEPHANTS Posell Zim Morrow,Childrens, 1946 1964 3.692.25 ExperimentorsExperimentsEskimos 4 2.92.8 PodendorfTRUECopeland BOOK OF SCIENCELITTLE ESKIMOSEXPERIMENTS Childrens, 19541953 2.25 3.03.1 TRUEEXPERIMENTS BOOK OFOF MORECHEMISTRY SCIENCE Carona Podendorf Childrens, 19621956 2.252.25 Subject Reading Level Grade Author-Title Publisher ApproximateNet Price RelationsFamily & Human 2.3 NOBODYI WANT TOLISTENS BE LITTLE TO ANDREW Guilfile Zolotow Abelard,Follett, 1966 1957 1.473.18 3.93.02.6 MRS.MR.CLEAR MOONBUMBA THE & TRACKKEEPSHER FRIENDS HOUSE Harwood Slobodkin Harwood Lerner,Mcmillan, 19641967 1945 3.234.45 4.04.1 MR.EDDIE'S BUMBA PAYRIDES DIRT A BICYCLE Haywood Harwood Morrow,Lerner, 1953 1966 4.893.32 4.14.2 MAGICALLITTLE MISSMELONS ATLAS Brink Lambert Macmillan,Grosset,Scott-Fore, 1949 1944 1950 5.392.983.32 4.4 -DOUBLE DATEBOXCAR CHILDREN Warner deJardin Lippincott, 1952 4.573.99 4.4F;.4 MIDDLEPENNY MOFFATGOES TO CAMP Estes HaywoOd Morrow,Harcourt, 1948 1942 4.184.89 4.44.5 PHILOMENALOVEFIRST ISLOVE, FOREVER TRUE LOVE Seredy Bell Emery Westminister,Morrow,Viking, 19541955 1956 4.573.99 4.5 PICKPENNY AAND NEW PETER DREAM Haywood Weber Crowell,Harcourt, 1961 1946 4.994.19 Grade Approximate RelationsFamily & Human Subject Reading Level 4.5 RELUCTANT HEART Author-Title Lambert Grosset, 1950 Publisher Net Price 2.98 Fanciful Tales 2.04.5 GONETHEYROOMMATES ISWERE GONE STRONG & GOOD Redina Gag Lawson Coward,Viking,Little, 193519481940 2.524.184.39 3.63.4 STRANGE ROOM Lewis Houghton,Whitman, 19641942 4.391.99 4.14.0 ANDADVENTURESLITTLE TO THINKHOUSE OF I PINOCCHIOSAW IT ON MULBERRY Burton Collodi Macmillan,Vanguard, 19631937 4.573.83 Farm Life 2.14.5 COMEMARYSTREET POPPINSTO THE FARMOPENS Tensen THE DOOR Travers Suess Reilly,Harcourt, 1949 1943 4.184.39 3.33.02.2 TRUETRUE BOOK BOOK OF OF FARM ANIMAL ANIMALS BABIES Lewellen Podendorf Morrow,Childrens, 1947 19531954 3.692.25 3.93.8 STORYJOEYSTORY ANDABOUT OF PATCHES FERDINAND PING Johnson Flack Leaf & Lawson Viking,Viking, 1933 1936 2.682.98 4.84.2 HENNER'SBLUEBERRIES LYDIA FOR deAngeliaSAL McCloskey Doubleday,Viking, 1948 1936 4.18 Subject Reading Level Grade Author-Title Publisher ApproximateNet Price Fish 4.53.3 PosellTRUE BOOK OF WHALESTROPICAL & MAMMALSFISH Broekel Childrens,Childrens, 1956 1963 2.25 Folk Tales 4.52.2 MEIFIVE LI CHINESEHandforth BROTHERS Bishop Doubleday,Coward, 1938 1938 4.182.86 FourthFood of July 4.52.3 HOLIDAYHarwoodMR. BUMIA BOOK: & TUE ORANGE GROVE 4TH OF JULY Graves Lerner,Garrard, 1964 1963 3.23 Frogs 4.53.73.0 MRS.BUFO,FROG MOON'S WENT STORY A-COURTIN'POLLIWOGS OF A TOAD LangstaffMcClungHarwood Morrow,Harcourt,Lerner, 19671954 1955 .3.233.493.51 Games 3.02.4 MorrowHOLIDAYCHILD'S BOOK:GARDEN OF VERSES JEWISH HOLIDAYS Stevenson Garrard,Grosset, 19671957 3.993.25 Halloween 3.33,23.0 HOLIDAYTRUEMR. BUMBABOOK BOOK: OFHAS HOLIDAYS A PARTY Harwood HALLOWEEN Purcell Patterson Garrard,Childrens,Lerner, 19641963 1955 3.252.253.23 HealthHandicraft 2.53.6 LOOKTRUE AT BOOK YOUR OF EYES MONEY Showers Elkin Crowell,Chi3drens, 1962 1960 3.692.25 Health Subject Reading Level Grade 2.9 TRUE BOOK OF HEALTH Author-Title Haynes Childrens, 1954 Publisher ApproximateNet Price 2.25 4.33.93.8 WHAT'STRUELET'S BOOKINSIDEGO TO OF A OF YOURHOSPITAL ME? BODY & YOU Hinshaw Zim Rowland Putnam,Morrow,Childrens, 19681952 1959 2.062.293.69 Horses 3.53.3 CROOKEDBILLY ANDCOLT BLAZE Anderson Anderson Macmillan, 19661962 4.57 3.83.7 HarwoodK1. BUMBA'S FOUR LEGGED COMPANY Lerner, 1966 3.32 4.44.2 TRUEKELPIE, BOOK A OFSHETLAND HORSES PONY Posell Johnson Morrow,Childrens, 1962 1961 2.253.69 4.5 LOSTLITTLEHORSE HORSE WHO VIK LIVED Gates UPSTAIRS McCinley Balch Viking,Lippincott, 1951 1944 4.184.57 Houses 4.32.9 LET'STRUE GOBOOK TO OFTHE HOUSES WHITE HOUSE Carter Putnam,Childrens,Grosset, 1959 1950 1957 2.292.253.40 Humor 4,34.3 ONIONRUFUSRosenfield JOHN M. Krumgold Estes Crowell,Harcourt, 1959 1943 4.574.99 Subject Reading Level Grade Author-Title PUblisher ApproximateNet Price AmericaHumorIndians of N. 2.44.5 MENSQUANTO,500 Bulla HAT OFFRIEND BARTHOLONEW OF THE WHITECUBBINS Suess Crowell,Vanguard, 1954 1938 3.693.83 2.92.6 TOINDIANTRUE BEGIN BOOK CHILDREN ONOF FarquharINDIANS OF AMERICA, Martini BOOK Holt,Childrens, 1964 1954 2.922.25 4.54.13.4 EAGLESIOUXINDIANS FEATHER INDIANS KNEW BullaPine Bleeker Whittlesey,Crowell, 1953 1957 4.184.574.29 Insects 2.64.5 TRUETOMAHAWKS BOOK OFAND INSECT TROUBLE Podendorf Steele Morrow,Childrens,Harcourt, 1962 19551954 2.253.99 4.03.3 TRUEFLYGREEN BOOKMcClung DARNER, OF SPIDERS STORY OF. A DRAGON Podendorf Morrow,Childrens, 1956 1962 3.692.25 Inventions & 4.52.9 ANDHOWTRUE BEESAND BOOK WHY OFWONDER TIME BOOK OF ANTS Rood Ziner Childrens,Grosset, 1962 1956 2.252.34 JapanInventors 4.43.6 VILLAGEBuchheimerLET'S GO TREETO A YashimaTELEPHONE CO. Viking,Putnam, 19531958 - 2.29 4.18 Subject Readin Grade Level Author-Title Publisher ApproximateNet Price Lincoln, A. 4.14.0 ABEMARY LINCOLN: ELIZABETH & MR. LINCOLN FRONTIER BOY Stevenson Seylar Bobbs,Follett, 1959 1961 1.683.29 0 MagnetismMachines 3.33.0 LeavittPodendorfTRUE BOOK OF TOOLSMAGNETS FOR & BUILDINGELECTRICITY Childrens, 19551961 2.25 Marine Life 4.03.2 WHENSHORETRUE NANTUCKET BOOK OF ANIMALSMEN WENT OF WHALING SEA AND Podendorf Garrard,Childrens, 1966 1956 3.592.25 0 Mathematics 3.34.4 MeadowcroftTRUEDANNY BOOK DUNN OF ON NUMBERS THE OCEAN FLOOR Carona McGrawChildrens, 1964 2.254.36 MiddlePets Ages 4.13.3 LITTLETRUE BOOK EDDIE OF KNIGHTSHaywood Lewellen Morrow,Childrens, 1947 1956 4.892.25 Pioneer_Life 4.32.84.2 MR.DAVYTRUE T.W. CROCKETTBOOK ANTHONY OF PETS WOO Ford Podendorf Ets Viking,Putnam,Childrens, 1951 1961 -1954 2.802.253.82 4.4 DAVYTRUEParks CROCKETT: BOOK OF PIONEERS YOUNG RIFLEMAN Harmer Childrens,Bobbs, 1962 1957 2.253.29 Pioneer Life Subject Reading Level Grade 4.5 WESteele WERE THERE WITH THE PONY EXPRESS Author-Title Grosset, 1956 Publisher ApproximateNet Price 3.40 Plants 2.92.8 TRUEMR. BUMBABOOK OFPLANTS PLANTS A GARDENWE KNOW Harwood Miner Lerner,Childrens, 1964 1953 2.253.23 4.3 PodendorfTRUE BOOK OF WEEDSPLANT &EXPERIMENTS FLOWERS Childrens, 19601955 2.25 Prehistoric 3.04.4 TRUERIDDLE BOOK OF SEEDSOF DINOSAURS Hammond Clark Childrens,Coward, 1965 1955 2.252.97 RailroadsAnimals 5.02.1 LITTLEFIRST TRAINBOOK OF TRAINS Lenski Hamilton Walck, 1940 3.423.45 RiversReptiles 3.03.6 DOWNSNAKES THE MISSISSIPPI Zim Bulla Crowell,Morrow,Watts, 1956 19491954 3.69 3.33.1 MRS.TRUE MOON'S BOOK OFHARBOR BRIDGES TRIP Harwood Carlisle Lerner,Childrens, 1967 1955 3.232.25 School Life 4.03.2 LET'STRUE GOBOOK TO OFSCHOOL RIVERS BuchheimerCarlisle Putnam,Childrens, 1957 1967 . 2.292.25. School Life Subject Reading. Level Grade 3.4 ACADEMY'LET'S GO TO THE U.S. COAST GUARD Butler Author Title Putnam, 1964 Publisher ApproximateNat Price 2.29 4.3 LET'S"B" ISGO FORTO ABETSY LIBRARY Haywood Buchheimer Harcourt,Putnam, 19571939 4.192.29 Ships 4.52.9 PowersFIRSTTIM INBOOK DANGER OF HOW Ardizzone TO MAKE A SPEECH Walck,Watts, 19531963 4.993.42 3.03.2 LITTLEBOATS ONTOOT THE RIVER Flack Gramatky Putnam,Viking, 19391946 4.182.295.39 Sports 4.23.32.9 DONLOUCARRY & GEHRIG:DONNA ON MR. GO BOY DOWDITCHTO OFBAT THE LathamSAND LOTS Perkins Houghton,Bobbs,Random, 1959 19661955 3.292.65 4.0 THEDECATHLONMEN:Riper WORLD Finlayson GREATEST ATHLETES IN Garrard, 1966 3.59 4.14.3 VanKNUTEKID RiperCONES ROCKNE: BACK Tunis YOUNG ATHLETE Morrow,Bobbs, 19461959 4.573.29 Telegraph 4.42.6 TRUEBABE RUTH:BOOK OF COMMUNICATION Miner BASEBALL BOY Van Riper Childrens,Bobbs, 1959 1960 2.253.29 .Subject Grade Author-Title Publisher Approximate ThanksgivingTelegraph Day Reading Level 4.52.8 RAINBOWTHANKSGIVING AFTER RAINSTORY Lambert Dalgliesh Grosset,Scribner, 1953 .1954 Net Price 3.632.98 Transportation 3.43.0 TRUEHOLIDAY BOOK BOOK: OF TRANSPORTATION Posell THANKSGIVING Wyndham Ch11drets,Garrard, 1963 1957 2.982.25 Trees 2.74.0 TRUEBerryWHEN BOOKWAGON OF TRArNS TREES ROLLED TO SANTE FE Podendorf Childi.ens,Garrard, 1966 1954 2.253.59 ValentinesUnited States Day 4.22.0 LITTLESTORY GIRLOF VALENTINE WITH SEVEN NAMES Hays Hunt Lippincott,Coward, 1956 1936 2.972.93 Washington, G. 4.53.0 GuifoileHOLIDAYFLIGHTGEORGE BOOK:WASHINGTON & THE FIRST BALLOON Lindop VALENTINE'S DAY Whitman,Garrard, 19651964 1.993.25 Weather 3.1 TRUE BOOK OF WEATHERSEASONS EXPERIMENTS Podendorf Childrens, 19611955 2.25 West: General 3.33.1 ANNIEPodendorfBIG SNOWOAKLEY: Hader SHOOTING STAR Graves Garrard,Macmillan, 1961 1948 4.993.25 4.03.9 MYSTERY OFRANCH BROKEN Warner WHEEL RANCH Eisner Whitman,Follett, 1958 1961 1.683.32 ;. Subject Reading Level Grade Author-Title Publisher ApproximateNet Price f.) West: General 4.44.3 BUFFALOStevenson BILL:BILL Garst BOY OF THE PLAINS Messner,Bobbs, 19591948 3.993.29 0 World War II 4.34.14.5 YANKYANKKIT INCARSON: IN CICILY FRANCE BOY TRAPPER Bartman Stevenson Whitman,Bobbs, 1962 1946 1.993.29 (44 Wild Animals 2.74.4 WEOSCALBATAAN WERE OTTER THEREAppel ATBenchley THE BATTLE OF -Harper7-1966Grosset, 1957 3.463.40 0.0 NHt 3.63.0 McClungSTRIPE,PodendorfTRUE BOOK STORY OF ANIMALOF A CHIPMUNK HOMES Morrow,Childrens, 1951 1966 3.463.69 N Wild Animals 4.44.24.1 CURIOUSLIONCURIOUS Dubois GEORGE GEORGE RIDES A BIKE Rey Rey Houghton,Viking,Houghton 1956 1952 4.394.57 World-Countries 4.42.9 TRUEHURRY, BOOK SKURRY OF JUNGLES & FLURRY Podendorf Buff Childrens,Viking, 1954 1959 2.254.18 instructional resources 205

Abelard - Schuman Limited Harcourt Brace & Javanovich PUBLISHERS 6 West 57th Street 737 Third Ave. OF BOOKS F( New York, New York 10019 New York, New York 10017 SLOW READE

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213 206 improving reading comprehension

Random House, Subsidiary of Radio The Viking Press, Inc. Corp. of America 625 Madison Avenue 457 Madison Avenue New York, New York 10017 New York, New York. 10022 The Westminister Press Reilly and Lee Witherspoon Bldg, 114 West Illinois Street Philadelphia, Pa. 19107 Chicago, Illinois 60610 Whittlesey House Scott, Foresman & Company 330 West 42nd Street 1900 East Lake Avenue New York, New York 10036 Glenview, Illinois 60025 William Morrow & Company, Inc. Thomas Y. Crowell Company 425 Part Avenue South 201 Park Avenue South New York, New York 10017 New York, New York 10016 The World Publishing Company Vanguard Press, Inc. 2231 West 110 Street 424 Madison Avenue Cleveland, Ohio 44100 New York, New York 10017

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-+ Ito r .1". 1.-.1--,-...-----r- appendix

The 220 Dolch Basic Sight Words are divided into levels where the word most frequently appears in basals.

Level 1: Pre-Primer (40 words) GRADED SIGHT WORDS a funny look see and go make the away help me three big here my to blue I not two can in one up come is play we down it red where find jump run yel low for little said you

Level 2: Primer (52 words) all four please too am get pretty under are good ran want at have ride was ate he saw well be into she went black like so what brown must soon wh ite but new say who Came no what will did on there with do our . they yes eat out this 207

. 215 208 improving reading comprehension

Level 3: First (41 words) after from know round again give let some an going, live stop any had may take as has of thank ask her old them by his once then could him open think every how over walk fly just put were when

Level 4: Second (46 words) always fast pull US around five read use because found right very been ,. , gave sing wash wh ich before first , sit wh y best goes sleep . both green tel l wise buy its there work call made these would, cold many those write" does off upon V9ur, don't on

Level 5: Third (41 words) about fal I kind serve better far laugh shall show bring full light . h.. carry got long six clean grow much smal I cut head middle start never ten down hot ,), draw hurt only today drink if own together, eight keep pick trY warm

of.all words, except nouns SIGHT A basic Sight vocabulary of 220 words, comprised International Kindergarten Union, The Gates List, WORDS common to the word lists of BY WORD the Wheeler-Howell List, and the Dolch Basic SightWords. CATEGORIES Verbs am bring come done i.;. are buy could don't ask call cut draw ate came did drink be can do eat been carry does fall

216 appendix 209

Verb, continued find is pull take fly jump put tell found keep ran thank gave know read think get laugh ride try* give let run use* go like said walk goes* live saw want going look say was got made see wash* grew make shall went had may show were has must sing will have open sit wish help pick* sleep work hold play start* would hu rt* please stop write*

Pronouns he me them we her my these what him myself* they which* his 011 r this who she those* you it that us your its* their

Conjunctions and but as if because of

Adjectives A cold little seven* all eight long six* an every many small any five* new some best* four old ten better* full one the big funny own* three black good pretty two blue green red warm both hot right white brown kind round yellow clean*, light*

*These words were included in only three of the lists.

217 210 improving reading comprehension

Adverbs again how only too always* just out Up around much SO very away never soon well* before* no there when far not then where fast now today why first off together* yes here once

Prepositions about down into to after for of u nder at from on upon* by in over with

WI LSON'S Adult's only Do not push Handle with care ESSENTIAL All cars stop Do not refreeze Hands off VOCABULARY Antidotes Do not shove Help Ask attendant. for key Do not stand up High voltage Beware Do not use near heat Hospital Zone Beware of cross winds Do not use near open flame Inflammable Beware of dog Doctor (Dr.) Information, Inspection Bridge out Down Instructions Bus only Drifting sand Junction Bus Station Drive slow Keep Away Bus Stop Dynamite Keep Closed at all times Cattle Crossing Elevator Keep to the Left (Right) Caution Emergency Entrance Keep out Closed Emergency Exit Ladies Combustible Emergency Vehicles Only Lane ends Construction &one Employees only Last chance for gas Contaminated Entrance Left turn on this Condemned Exit signal only Curve Exit only Left turn only Danger Exit Speed Live wire Dangerous Curve Explosives Loading Zone Dead End External Use only Look Deep water Falling rocks Lost Deer crossing Fal lout Shelter Men Dentist Fire Escape Nest window (gate) Detou r Fire extinguisher No admittance Dim Lights First aid No checks cashed Dip Flammable No credit Don't walk Flooded No driving Do not block walk (drive) Found No dogs allowed Do not 6ross Fragile, Garage No dumping Do not crowd Gasoline No fires Do nOt enter Gate No loitering Do not inhale fumes Gentlemen, Go slow No fishing

. 218 appendix 211

No hunting Smoking prohibited No Minors Slow down No parking Stow traffic keep left No passing Speed checked by radar No right turn Speed zone ahead No right turn on red light Steep grade No smoking Stop No standing Step down (Up) No touching Stop ahead No trespassing Stop for Pedestrians No turns Stop when occupied No "U" turn Stop motor Not for internal use Taxi Stand Not a through street Terms C3sh Noxious Thin ice Nurse This end up One way--Do not enter This land may turn One way street This road patrolled by aircraft Office open This side up A Open Three way light Out Turn off mile Out of Order Truck route Pavement ends Unloading Zone Ped Xing Up

A Pedestrians Prohibited Use B efo re Playground Use in open air Poison Use other door Police Use low gear Post no bills Violators will be prosecuted Post office Watch for flagman Posted Watch for traffic Private Walk Private Property Wanted Private Road Warning Proceed at your own risk Watch for low flying aircraft Pull Watch your step Push Winding road Put on chains Women R.R. Yield Railroad Crossing Yield Right of Way Restrooms Resume Speed Restaurant Right Lane must Turn Right turn only Road Closed Road ends Safety First School Zone School Stop Shallow water Shelter

. 219