DOCUMENT RESUME ED 047 843 RC 005 057 AUTHOF Cogdill, Marsha; And Others TITLE Navajo Area Curriculum Development Project (Language Arts--Social Studies); Language Arts. INSTITUTION Bureau of Indian Affairs (Dept. of Interior) ,Window Rock, Ariz. PUB DATE 1 Aug 70 NOTE 144p. EDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS *American Indians, *Curriculum Guides, Educational Objectives, English (Second Language), *Language Arts, *Language Development, *Learning Activities, Listening Skills, Reading Skills, Speech Skills, Writing Skills IDENTIFIERS *Navajos

ABSTRACT A language arts program for Navajo children is presented in this curriculum guide based on needs outlined in the Bureau of Indian Affairs' publication "Curriculum Needs of Navajo Pupils." The program should provide each Navajo pupil with an opportunity to acquire a basic mastery of the English language in order to integrate his own background experience and needs into those of an English-speaking society. The guide is divided into 4 skill areas: listening, speaking, reading, and writing. Each section consists of primary objectives for the language arts skill and a series of activities sequenced acc.=ding to level of difficulty. The teacher can select from the specific activities described in accordance with the needs and capabilities of the students, the integration possibilities from one section to another, and his own inclinations. Appendices give information for making and using specified instructional materials. Related documents are RC 005 056 and RC 005 056. (JH) 0 NAVAJO AREA CURRICULUM DEVELOPMENT PROJECT ED047843 PEAR io ivmsu (COG 1971 057 (Language Arts--Social StudieR) LANGUAGE ARTS 0 "I THISDUCED DOCUMENT EXACTLY HAS AS BEEN RECEIVED REPRO-U.S. FROM DEPARTMENT OF HEALTH.EDUCATIONOFFICE & WELFAREOF EDUCATION CATIONREPRESENTIONSINATINGTHE PERSON STATED POSITION IT. POINTS OFFICIAL OR DO ORGANIZATION OR NOT OF POLICY. OFFICE VIEW NECESSARLY OR OF ORIG oPir, U- TheDr,Director UniversityTheodore Kaltsounis of Washington LynnMarshaWriters Hoff Cogdill and Consultants AssistantSeattle, WashingtonDirector ArthurJulia NicholsMoore Arthur Nichols BUREAU OF INDIAN AFFAIRSDIVISION OFNAVAJO EDUCATION AREA OFFICE BRANCH OF CURRICULUM AJD INSTRUCTION Mrs. Faralie S. Spell, Chief Abraham I. Tucker, Deputy AssistantWilliam J.Area Benham, Director Assistant (Education) Area Director (Education) Graham Holmes, Area Director The majority of children in the United States begin school with little INTRODUCTION The Listening Needs of the Navajo Child hesitancy.Englishtinguish letters; between andthe theyvarious are writtenable to symbols;comprehend they such can of print what somethey formshear. of Generally they can speak English with ease; they can learn to dis- The The WritingReadingSpeaking Needs Reeds of of the the Navajo Navajo Child.Child Child organizedbeforeNavajo advancing child,language however,to arts the curriculumstandard must frequently academic based onlearnexpectations; the English aslanguagetherefore, his second is avital welllanguage to the Curriculum"Curriculum Development Needs of ProjectNavajo Pupils."corresponds to one of Eachthe fourof the parts four of sections of this language arts booklet of the Navajo Area Each section of this booklet is divided Navajomeanacademic abandonment culture. progression of the ofNavajo the Navajolanguage child. nor does it mean a stripping of the The language arts program should ideally provide each Navajo Such a language arts program does not difficulty.objectives,into the primary a series objectives of activities set for are each sequenced language according arts skill. t, level of The teacher can select specific activities in accord with the needs For each of these Englishorderpupil towith speaking integrate an opportunity society. his own tobackground acquire aexperience basic mastery and needsof the into English those language of an in bookletandto capabilities another, are color and ofcoded his the own forstudents, inclination:convenience. the integration possibilities from one section The four sections of this languageEach arts section begins with the basic allprogram, his instruction. the language arts curriculum for the NavajoSince child most becomesschool subjectsthe core areof dependent on a sound English language Emphasis begins with a strong listening and speaking outline,additionalpertaining which activitiesto includes each objective. theto bestated recorded. objectives and the numbers of the activities Several blank pages in each section permit Appendices give information for making b. programat higher in the levels. primary grades with more reading and writing skills occurring each"At other, all levels as well the as integration with the content of the subjects,language artsis a withprime andpersons. using specified materials. The six hundred activities in this booklet represent Itthe would work beof difficultmany to list everyone who has contributed his time sequenceoneconcern. articulated, and gradually coherent expands program into which a conceptual follows ascope." definite All the language arts should be integrated into (Chinle Language Arts Curriculum Committee, thewouldand currentskill, be overlooked and,draft indeed, of ifthe such itlanguage isa listperhaps arts were impossibleactivities presented. tobrought guarantee together that persons no one whoperson The procedure for preparing programThe needs have of beenthe Navajooutlined child in thein regardBureau toof thisIndian developmental Affairs' publication language arts May 3, 1970.) plannedandhave responsibilitydifferent before rolesthe writingfor in theadult ofeducation societythe activities. ofand Navajo at the children. same time have a consn.,n concern The Navajo coeneunite knows the The procedure was committees.basic"Curriculum language Needsarts needsof Navajo advanced Pupils." by the various school, agency, and Area This document divides into four parts the Specialistslanguageexpectations arts and theyinstruction administrators have for to their fit are thechildren. responsible characteristics for coordinatin4 of their pupils. the um+ of man, Classroom teachers must adapt v schools and for developing and maintaining curriculum pone,. During the fall of 1969, the project staff prepared a draft of the ofschool,Listening Navajo agency, Pupils."section and of Area this language booklet, arts following committees the The entire staff spent one week in December of guidelinesas ofgiven the invarious "Curriculum Needs 1969 Universityvisitingleaders, each ofteachers, Washington,agency andspecialists, receivingthey revised andthe administrators.thecriticisms Listening and comments of community Whensection they returnedin light toof thethe backinfeedback deviceMarch andfromwas May used.the of school 1970. visits. Members of the staff returned again to theFeedback Navajo was obtained on the final section As each section was written, the some feed- during Area '4 significantstaffJune ofin 1970Seattle degree when preparing severalthen is languagethe combinedfinal arts working effortspecialists draft. of many persons. spent oneThis week booklet with the to a C4 forbeen tLe sensitive benefit toof theNavajo perceptions boys and ofgirls. the It is hoped that the project staff at the men and women who workit isdaily also with hoped and that this booklet University of Washington has Navajoexperiencewill Area.be continuallyin adapting ..odifiedthe activities by those to the language men and women in light of their arts program for the August 1, 1970 T. K. TABLE OF CONTENTS LISTENING (Outline) Activities Page 1 II-C. inferential Listening Skills. Activities 1128S I. DISCRIMINATIVEI-A. LISTENING. Readiness Skills. II-D. Evaluative(Making inferencesListeni2g Skills.and drawing conclusions)....(126-139) 21 A-2.A-I. IdentifyingFollowing simple sounds directions in general (25-42)(1-241 52 APPENDIX (Determining authenticity of what is heard)....(140-146) 2423 I-B. 8-1.Phonics Skills. Identifying sounds not in the native SPEAKINGSUGGEST (Outline) YOUR OWN ACTIVITIES 3127 B -2. endingIdentifyingtongue sounds beginning, middle, and (52-67)(43-51) 97 I. I-A.FUNDAMENTALS Word Pronunciation. OF SPEECH PRODUCTION. B-4.B-3. Identifying rhymingvoiced andsounds voiceless in words sounds (69-76) (68) 1211 A-1. (SegmentsNo clusters. -- vowels and consonants--in I-C. C-1.Word Skills. Identifying root and basic word forms....(77-89) 13 A-2. Clusters.(Initial singleand final syllable consonant words). and (147-162) 32 I-D. C-2.Sentence Skills. Building vocabulary (90-104) 15 A-3. Other affixesvowel sounds) (165-167)(163-164) 3635 D-2.D-1. DeterminingDetermining quality quality speech speech in inself others...(111-116) (105-110) 1817 I-B. SentenceA-4.(Stress Pronunciation. and intonation) Ceneral word pronunciation (169-173) (168) 3837 II. II-A. ASSOCIATIVE LISTENING. (DistinguishingInterrogative Listening between Skills.positive and II. ORALI-C. COMUNICATION SKILLS. Production of Grammatically Correct Sentenccs...(174-183) 39 II-B. Organized Listeningnegative Skills.statements) (117) 19 11II-A. -B. VoiceFunctional Control SpeakingSkills Skills (186-197)(184-185) 4342 (Listing events sequentially) (118-125) 20 vii II-C. Critical Speaking Skills (198-201) 45 Activities Page Activities Page APPENDIX II-D. Creative Speaking Skills (202-240) 5046 V. TYPESV-A. OF READING. (BookRecreational reports Reading.ar.d reviews) (386-395) 83 READINGSUGGEST (Outline)YOUR OWN ACTIVITIES 5551 V-B. (ReferenceExploratory works) Reading. (39E -406) 84 I. I-A.READING READINESS SKILLS. Auditory(See Discrimination Readiness Skills Skills. in LISTENING) (241-243) 56 VI. READINGV-C. METHODS. (ContentInformational areas) Reading. (407-417) 86 I-C.I-B. OralVisual Language Discrimination Readiness Skills Skills (264-269)(244-263) 6157 VI-B.VI-A. 3asicIntensive Reading Reading Approaches Approach (419-435) (418) 8988 II. II-A. BASIC READING SKILLS. Phonics (270-291) 62 APPENDIXVII. READING TEA " AIDS (436-440) 9492 ton II-C.II-B. Structural Analysis (310-319)(292-309) 6569 SUGGEST YOUR OWN ACTIVITIES 98 II-D. WordContextual Recognition Clues (320-333) 71 WRITINGI. (Outline)... HANDWRITING SKILLS. 101 III. III-A. READING COMPREHENSION SKILLS. Literal and Factual Skills (334-340) 74 I-B.I-A. Printscript Readiness (446-451)(441-445) 104102 III-C.III-B. ApplicationInterpretation Skills Skills (351-357)(341-350) 7577 I-D.I -C. CursiveTransitional Stages (455-460)(452-454) 107106 IV. III-D. READING PERFORMANCE SKILLS. Critical and Evaluation 5:-als (358-365) 78 II. WRITTENI-E. COMPOSITION. Styles (461-463) 109 IV -B.IV-A. SilentOral Reading Reading Skills Skills (378-385)(366-377) 8179 viii II-A. A-1.Formlative Writing Skills. Dictated writing and copying (464-467) 110 A-2. Building writing vocabulary Activities (468-481) Es se 111 C-3. Poetry Activities (588-600) East 143 A-4.A-3. PunctuationConstructing Skills simple sentences (489-497)(482-488) 117115 APPENDIX.SUGGEST YOUR OWN ACTIVITIES 150146 II-B. 8-1.Controlled Composition. Vocabulary substitutions (498) 120 B-2. Word-form(Grammatical changes.auxiliary number; forms, tense person and agreements; B-3. Transformations.anpronouns; possessives; comparatives; affixes) (499-512) 121 (Affirmative/negativeformations)and answer forms, forms, and questica other trans- (513-518) 125 B-4. Sentences.(Sentenceexpansion, modifications--completion, and deletion; sentence interrogative,sentencestyle--simple, imperative,compound, and and complex; ,pes -- declarative, B-5. Direct andexclamatory) reported speech (519-526) 127129 II-C. B-6.Self-Generated Composition. Negative and tag questions (529-530)(527-28) 130 C-2.C-1. CreativePractical prose prose (559-587)(531-558) 138131 ix LISTENING -Activities f2S1 D-2. Determining quality speech in others....(111-116) Activities 22S1 18 (1-24) 2-4 II-A. ASSOCIATIVE LISTENING. Interrogative Listening Skills. . 5 6 (Distinguishingnegative between statements) positive and ing.:ROtiOdS...not. in the native _ (117) 19 -% .... ,...... (43 -51) 7-8 II-B. (ListingOrganized events Listening sequentially) Skills. 20 dtif!!d0gimniMg;14".4hbd4. 9-10 II-C. (MakingInferential inferences LinteninR and Skills:drawing conclusions)...(126-139) (118-125) 21-22 .440,6i6BffiOming sccuidsriii wordsOfpiOrysiCid anFVvcoiceless-'scunsis (69-76) (68) 1211 II-D. Evaluative(Determining Listening authenticity Skills. of what is heard)...(140-146) 23 dentifyirig:ruot and basic word forme ...... (90 -104) (77-89) 15-1613-14 SUGGESTAPPENDIX YOUR OWN ACTIVITIES 27-3024-26 Mice 'Determining -quality speech in self kills (105-110) 17 1 DISCRIMINATIVE LISTENING I-A-1 Readiness Skills -- Following simple directions BOUNCE BALL (Group). do-,thiRidAtiiiif,40"i',:the:teacUWor'tkjaderGiOUP):ps:foOt;tid.;the dlOWdeee'the claps handl, same. 'EverTirndi d" this. (See (1) numbercloseofBest times. played theirof times. eyesoutdoors and listen.or in gym. (Co no higher than four times at You can do the same thing for jumping. Then they bounce their ball theTeacher same bounces the ball a set number first.) Children then (6) . SAY WORD (Group or individual). children listen; they then ,p:iffhnir1104041'.#0016111M3(40, stuffed`anisrl HoOkey does-;the same as you monkey if available: Monkey: repeatTeacher the says same a wordword. like "dog" and the You can also do simple single phrases. (7) hieThe hadda.monkey claps, claps, claps (2) UIGGLEheOne leftnames childWAGGLE hand, each isGAME chosenthumb,part, (Croup). thetonose, bechildren right4t." foot, head, wiggleIle names the parts part ofnamed. the body such as left ear, both hands. As RAND GESTURES. chil&threa.-picture cardti(bird, bear, Pmithe,one:te hears.yen:aay. (3) Gem,theas thefingers speakingAural-Oral class can practice.in bepresentationorder raised to toassure indicateof the whether Then work out a set of hand gestures to use amplelesson. listening experiences as well single or double repetition,For iastance, one or two for (9) 4110:TEAR:FAINUI:(CrOnP).,:. neRsprint or newspaper. The groupBoarding 1 or groupSchool). 2 is called, etc. (Hattie Bellinger, Crownpoint ',.teacer.,:-EitRiut:,:iolidieAgiecifie7activitieS:,,,Ilik,teeCherlAt**.-"Teari",thildren 4aplirold14,!:2Children "tear" (any amount, "fold" (any amount in any way). tear square; circle; etc. etc.). (4) untilChildrenFREEZE the CANE listenwhistle (Group). to blows, teacher's at which direction: time they i.e.. must "Run." freeze in place. Children run (10) dWOW ME(GrOU0 and/or atoo,:group or pockets" and a card made from individual). Teacher then says, "Jump." Children jump until whistle blows, etc. "1*§Ti411',1-EttAnd.40040.(se0p0eadix).....Teachir Individuitl-"RheMforja0Uhdsinql4drehand holding teapoodLOYputting,the words, it meup . :.ThenWord says, spelling, they ',Shad repeat me by the dog picture card is the pocket saying "The dog," etc. and word ending. dog." (5) ,.. . Readiness Skills -- Following simple directions DISCRIMINATIVE LISTENING 1-A-1 . . DIRECTION CALL. et.nod,.mP,.,'Sit'400n,nr:.dpeakIcettate orders etc. -using a puppet or MaterialsPointtocrayons. the to pictureneeded the school. areof thea tape horse. recorder, earphones, worksheets, and A prerecorded teacher-made tape is used. Put a green X on the school." Put a red X on the horse...(pause). Example: "PointExtend: Find i17) Imeagire,to4tarryith'easy-Clapi* -14108Aslie.psiterk: rhythms And practice often. oaf'Or-iodiOidual). clap. clap, clap) and then Children nay get confused (12) SPOTthe wordCHECK "giant." (Ail ages--Class Underline or"giant" individual). with your pencil. - . th4eno$10r.rnler:nialeet desk 41664irliU41..or floor (tap. someoneRight after to stand the teacherand repeat gives what directions has been tosaid. an assignment, she asks (18) lia,:ehtidrin'4Speat..-the lain iiiPthm.E4r4CSOCSOft sounds and have children Continue (13) moreDivideDIRECTIONS specific the groups.GAME things (Group; to alldo. ages;A child two fromto three). each group must carry Teacher gives a series of directions: three or (19) 440467,heat'SyMple rhYtMs. bomp Children pretend that hands wordOpenout orthe the the dictionary directions chalkboard. and in lookorder up to the score word a "anteater,"point for his then team. write the Example: ilgOns44-they repeat Otciaisnally hand drum to a child (14) mathematicalFiveLISTENING or six WITHor objects geometric OBJECTS. are objectsplaced inor atools, circle etc.) (shapes, and difficultthe teacher -chiWto beat, (Chm410clap or Or tap fadividual). a pattern for teacher or class (15) actualdirectionsonsays: the objects.) "Nowwindow as listen"Put sill." the to wrenchwhat I underwant youthe tosink" do." or "Place the pliers Varies from simple to more difficult. (An excellent way to build vocabulary using She then gives such (20) 'IMONSAYS.StiettIVIteichee;''O(ipPet):sity:::"Tonth your Shoulders." The children CallerWORDO (Class).calls off words as they are picked out of a large sack, dtfferenOarkscan ;teapnd.:by of,the-.bady copying SiMon.as as you he play."touches his shoulders." Add (16) allgearedbarrel,(like of histo or"Bingo") anybox.words grade straightwith level the acrossforwords reading.) writtenor diagonally on them. wins the game. Each class member has a large "Wordo" card The child who blocks out (This can be (21) 3 Readiness Skills--Following simple DISCRIMINATIVE LISTENING I-A-1 directions Ae papers 'l Agraull,m4diji.etegt-.at.-- the. listening !::03-..i'rec.94,der:atid"jaCk-.) :iiiitorsifth'e,aoid1-studies:44.:1etilieckeo arca, either and recorder. . the The' whole ******111illikithe"-$Ooojilin-thelgOOss:n51-K-efi,,,rti*":`IiitiOdPrW";:e:*4a) encyclopedia eo t1;e:tapie of with ..the Ibises] o cause." skim to (22) air 10:1M0AtinnAhtrj listen`. in= oat IL* they,tre-giwen - " - given'- to (24)

4 Readiness Skills -- Identifying sounds in general DISCRIMINATIVE LISTENING I-A-2 in the rimalelime book, close LIKE SOUNDS: IMITATION GAME (Group). ;--zandlunp). -Otberi.close'''" eyes and (25) On soundringing.a temlier like madedrum prerecordedbeating; the tape, children one who have Children who have bells will then ring them. sound will occur, like bell drums will beat them, etc. Another (31) -06ject bi its:1±10Itlairelock_ mamma: behindca,.. screen and have ., (26) GOING soundInON orderAN effects,ANIMAL to provide HUNT the (Grime).teacher children tells with a thesimple opportunity story by ofsubstituting listening forall - goingaction into words the with mountains. sounds made by her hands. This is how we get there." For example: "We are (She pats (32) rite-differentAMOR tell (aor rulerpoint tapped'to whit they . . (27) bowlherteacherthe handsof sound water onpats effect herand her lap.)so handsas on. walking rapidly- into swimming,, the mountains. she splashes hands in a The children should be able to identify For running, the 1461:16171a --puma Rakea a noise, and the children (Creep).., highestTheSOUNDS: teacher HIGHnote?" plays OR ChildrenLad? two notes can onalso the be piano encouraged Ind asks to "whichstretch was up the high le: If-popet sneeze* children (28) sounds.Thiseveryit activityistime useful the can soundfor and the goesshould second high be language orextended bend downlearner and lowvaried tofor hear inlow manyhightones. waysand lowas (33) (29) SOUNDS: LOUD AND SOFT. WhatChildrenexample:For sound example, can willThe learn teacherthea baby toteacher make bearmight soft mightmake play sounds (mouse, ask:a simple Whator horse,loud songsound sounds etc.)?on will tl ora Anotherbigboth. bear make? . piano at (34) Ail;raiiiiioiip:1044. A puppet' will malelilnieW#01iisAre .two noises and the44p41000::: same. Pri(Croup). Examp e. (30) various intensities, first soft, then loud, then medium. 5 Readiness Skills -- Identifying sounds in general DISCRIMINATIVE LISTENING I-A-2 a e&by.::the,teacher on the Piano. CLASSIFICATIONOlder children OF maySOUNDS. want to take a nature walk or hike and record =raisesiti(ame .his heuelif.:the songs are (35) helpintensity.experiencesall ofthe the pupils d!fferentor classifybecome sounds aware the soundstheyof the hear. accordingsounds about to pitch,them. tone, and The teacher should, however, ask leading questions to Then they share their sound Some (40) moan recorded and * tape recorder.their hand lf sound No 1 is the questionsIs it a mightshort be:sound What or canlong you sound? hear? Is the sound loud or soft? (36) SCIENCEatheirStudying sheep, SOUNDS.noises, andbiology, they like should pupilsa bat, be shoulda ablerat, betoa guineaattunedidentify pig, to each variousa deer,only creaturesbya goat,its sound. or and (41) ChildrenLISTENING who TO areSYMPHONIC exposed MUSIC. to more difficult music should listen for . , the repetitions of melody and rhythm and be able to identify them kytOithel..**Uad of 4400:Welking,.=,46.1Ni.Sny, or ring bells . children. can. clunk two paper (37) eitherteacher. by imitation or by a method established beforehand by the (42) Aw4ountic. . .'elilidien-,istand'up..:-.5.06*eiet:Sbunda4r4:dietent,likeiiennlileYingtbe:ehildien,areinstructet-tOenever thunder, the sounds feet are in near,.the raise hallway, like their the schoolhands; hel. ringing or a (38) .guesdlohatChildren:make a sound of,their.- favorite animal and. others try to , (39) 6 psi rn 7-4 Mdlearldil 611.1011 DISCRIMINATIVE LISTENING I-B-1 -1hOnies..Skills --Identifying sounds not in the native tongue MISSING LETTER(S) (Class). :.601400.eisticiteliaterials:,404*'*2V1Chirilire *Zee sounds befere intotheEach wordsthewordpupil appropriate andis is missingthenhanded the blank.itsa pupilpaper middle listswith sound severaland orwrites sounds. words the randomly correct arranged.sound The teacher says (47) rv, TheTELL teacherA STORY. tells TEACHER? a story (Class). that emphasizes words having end sounds sOkYlzAl *TEN Fi" tAitornor:poem"f,"rz," "th,"-etc. that.emphasizei a hand every tile:they.heir the (43) thatraiselikenot inhave intheir the "Sam." many nativehand leThen, orendingstongue. say everytime "m" as orwell tapa wordas their Ss; ends 10x;foot, with g; etc. "m"ed; theing; children th; f; etc. For example, the end-sound might'be "se' Stress stories (48) ld up as'of ttnrec-xiieheel40:#!e"77 eFT,einsi4treiT,r754t306ket:Iitfpis 40e.. beginn -14s (44) mustofTheDIAL sounds studentlisten are topicks usedhimself upand a sayasdial thethat made pupil sound from "dials" withheavy the hisoakboard. base endingA SOUND sounds. sound, (Individual). he One series Example: (49) either4BeT"f",eriinelign:**62d0FOject0Cthe*seCiet-Pieliz'np the "th." and drop oneit inobject to :-anenda:Zet-in-the:Nevejo tongue,WOONes:deeignated: with an (45) it sounds is Made up : lainiAO:'thaviedia104te seuid'aid Circle .,Ahe,teadher-saysonly the word he one of the words -in each pair, the class. This list is distributed to (46) DistinguishingALIENgirl,child. OR Ellen,ELLEN betweenGAMEand a(Class boy, short Allen.or a group).and long e is difficult for the Navajo A simple game is one with a large chalkboard drawing of a The teacher tells a short, simple 7 story using these two names frequently. The children listen and (continued) (50) Phonics Skills -- Identifying sounds not in the native tongue DISCRIMINATIVE LISTENING . I-B-1 44.4.0*J i0060.4!itacalCV:COities 7iptheilimirei,theyllointtothe correct 'Bier. (50)

. 1#40P4116 this , and . 1.1*Netiiii.ilintitAitc44ieicomforrable .foNe.:r . if the (51)

8 1771 1"--1 771 771 7-I 7-1 -7 DISCRIMINATIVE LISTENING 1 -8-2 fbamie&Skilis-Identifying beginning, middle, and ending sounds SPIN (Individual or group). 'iAiiiXiiitiliiiIe8460i0S.-emd [mime. krAlifF041:SOnad," Verandasoiredn:eDould while acemissnied by a (52) aSpin wordlistening spinner that begins toand himself whatever with dothat soundso. sound. it ends on, the child most think of (See Appendix for a "spinner.") He then says the word aloud, (57) orsOW6616b40ame7Sotitima'while teacherLikeSOU DO. bingo, or child Soundo or canboth be calls played off with the largepicture or thatsmall is groups. picked and The Vistetd.initeliand then their shun "show the childrencard first cover is the the sound new caller.it begins with. The one to cover the (58) 140SL! ikiliread.,ibre, heads, etc. TapeLISTENItinstructed recordedis AND self-correcting DO tolessons(Group). listen and/or toand initial repetitive.record sounds lessons and are then used. mark their paper. (See Appendix.) Children are (59) [;cards"beginning with -with,that imam solid can sammi amd same (54) PaperLISTEN is AND divided DO (Oral into Version). four squares. Children listen for teacher to -(Group).4hea4:eihnsparencies which, whew makestudied=Rr.withnumbersay a aEggthe groupof ordesignated words). aof sack? two wordsMakesound (asthebeing theyone studied. thatget morebegins proficient, with Rr." increase the Teacher says, "Put your finger on Box No. 1. They are to make a picture of the word that begins Example: Sound being Will you (60) M.caRilwreicki.fOr'middie and ending sound'i4i.li&aidAlaten for the beginningp14..r.eakeeS4ellent,large sound. and Snell (55) WORK PAPER. -11)1.21.1:0" differentbeginningManufacturedpaper again childsounds. or and sayprepared children each picture.workpapers are instructed are often to circlegood foronly listening those pfct. to 7-s Always go through the whole paper by having a Then the teacher goes through the (61) . rd.thit.begins with a perticular'ioned:',10e451ni pen. Child turns the Wheel and lust (See (56) which begin with designated sound that is heard. 9 -Phonics Skills - -Identifying beginning, middle, and ending sounds DISCRIMINATIVE LISTENING I-B-2 activity 'for eedingThe sounds. teacher says ,uliumtier 1. circle the .letter they (62) ..,:lleancl.ture.-..Theoiils .ah sadAttif differently: Aands children when the two words end 'alike or Cep that (6 3 ) idatoSiaself.,and a liaten for thepicture to the correct . envelopes. Child "Unpacks'? (64) fAjiiiiedAit4;:.:Childreenerk"-worksheet ai directed. 'aceempenied-by worksheets froui:each. . 7. (6 5 ) : refer- tb Activitycover NO. 58). ;art a card. coriespeeding beginning sound or c 1 le picks out and says (66) ,ar'4etters'and.end:eitkeeitlin44Cete-ni MeV Verdi in their letters. dietioisary that fit the description ilijanier:ne111 not words that -begin with a certain (Group)... The children then quickly leiter. (67) 7771- 7=71 771, T---1 '7-1 7-1 7-1 7--1 Phonics' Skills -- Identifying voiced and voiceless sounds DISCRIMINATIVE LISTENING I-B-3 Tix..4s-,4..WOrds.....' If the (initial) kill call comb Selol_tird 'log' a eatture"..or. _ onsense' picture that ;If, the (final) knockgillnog mock moggall leggomblek is -4. bra gine This is a pin " several times,:. introduce the names 1 by-saY-' f - v ierc*Na, aAallthpard and call on , :ebeh to,'time . haVe them Then (final)(initial) mofvinfin vanloaffan notvallfall (68) 81.k .the,b!e7,,ae4 R.7-s. in s - z (initial) seamow loav nov nd the child7enshavequestlons. . shown three in the.-Xeries- up (final) zealos san1zan is zallsaillas d 4ricOipuysPikl,patterneitiket between these sounds 1.118tance initial b's' intoeteT.;-:. other lessons; Once the loz liz laz 4:k*440 ',XXI the...students lor the name- of the tlnb :Oset'the,:.p.i.Cteixes-,!...-:pronunetatIon for-the' exercises. objects. You" bell bone pell loplobpone (continued) 11 Phonics Skills--Identifying rhyming sounds in words DISCRIMINATIVE LISTENING 1-B-4 wordcallsEachHOLD-It: they childout thinka isword, given sounds the a childrenshortsimilar pack tolisten ofthe word teacher'sand cards.then word. (individual or Class). quickly hold up theThe teacher then (73) Chat they, Can ini4ice up-their CHARTotherinUse each RHYMEold children picture.workbook (Class). then pictures tell if the words rhyme. One child names items while the others listen. (or make your own) which have two items The (74) 'n-a briao ied:44uikSheet. :The match one DO THEY RHYME? (Class). store'thymic "part eY ' This 1 st a - oe dowordsThe nothing. childrenteacher rhyme. sayslisten two and or thenthree raise ords bothin a handsseries high if If the series of words do not rhyme, then the children like may, say, day. the series of (75) (70) POETIC RHYMES (Croup). ofThelisteners an linesfirst old "story."aremustline added supplyof an quickly Indiananother song line and/or which parablehas rhyming is read until a good number produce a new version words (sounds). and the (76) AlOdYlikii0211.01:1hithfldie0m:.ihi4tOup%listen'otatAllet.01-YbiintWoVtl:WiEh-§e practice and:mustthe7aildren then learn think to give i4b s a prepekediallt*.,thYMing,worda:.whIchLi-ijump;:tal.k7:sialk.;.-noi=gb;:etc:Y: show action testi:ter says a (71) 011kwaiin44'el41,!'adleOnta.the ":room`.' if he can say one or two 1graal7 must listen. The pretend gate (72) ciiii4hie.iserIth-the'origiiii40.'word given. . 12 Word Skills - -Identifying root and basic word forms DESCREMINATM LISTENING BasicWORD BOARD,(Individualwords known to children or small are group). put on a pocket holder. readsAppendix)."listener"it isthe correct. changed is chosen version to whilemake the correction.others listen to determine if One child then adds a prefix or suffix to aIn word the andevent that the child has made an error, a (See (82) eel eX*Antifies the basic.word,forn.' reide'the words alciudi the TheLISTENING teacher FOR says THE a CORRECT"word." WORD FORM (Group). If the "word" is in its complete fc. , '00.0::4401* One should("standable"the childrenbe "prepare") whenare instructeditihen should the childrenbeto "understandehle"stand. stay seated. or "pare" when it But if the word is incomplete (83) Or cliadren-listen in (75) handsListeningHEAR TOEwhenever 'ER'.to words they spokenhear the by 'er'the teacher,ending. the pupils raise their (84) saysPresentWORD aFAMILIES word a word that (Class).family has "at" like in the it, "at" the family.children raise their hands. Every time the teacher (85) --."42111 4,00t nord like ride and the'childien Extend-for more diffi- RIDDLE THE END (Group). ibleribtinW6061Weriaings:as they can. (80) helpsanswersmembersTeacher people." thelisten.and/or riddle. group leader give a simple riddle while the group Possible Theyanswers: try to think of the correct word endingExample: that Word ending "or" and means "one who doctor; advisor; counselor. (86) : The`OildOkpWdetectiveHAT'S W8018 and listen in _order tO correct him. t5purpotely,:iiedS%a sentence using(9614 the wrong word -form. Wthe store. 'Corrected: He is going to the (81) PlayingWORD ENDING cards GAME are (Group). passed around the group. Words printed on the 13 callercards arereads similar a sentence to the while vocabulary the group in alistens. social studies unit. Members having A (continued) (87) DISCRIMINATIVE LISTENING 1,C-1 Word Skills Identifying root and basic word forms (87) tefaiherimMeS:one:wordEiaMOM: haMd-kei-chief repeat (88) aide 21WiMMi.gig:endings, ChildrenelJiay:Wyou now:that we must (W4WP*.vi0P8 endings (89)

14 Word Skills - -Building vocabularyDISCRIMINATIVE LISTENINC tigil(11M:Ehe-,otherlic41440Tunce,the listen: ball to CLASSIFYOn theythe WORDS tape.must classify them into groups. Older children listen to a series of words Later, homonyms and synonyms and then (95) 444-140'ihniehendsi and the (90) canWORD be usedDOMINOES in a (2similar or more players). listening activity. ijOilm.6n:,proudyou;.Fith'a that this new,word is he has (91) playerA categoryanother gives wordis one selected from word the while like same thenames category of which other(s) listen. cities, tribes, etc. begins with the last letter The next must give The first (96) '76 11'9 ?jD'Alik (404.0.elWiliehatouldiiitae.nUUClother crinaist-of' new words.ing",e4emienees. that of the previous word, and so of r1=011 TheACTIONlary teacher WORDSwords). says(Small certain groups). action words in context The childrenThe listen horse andgalloped act out through the the desert. (difficultwords. vocabu- Example: (97) gramentxmoSed-iirith4MOing:41(Cabuiery,is projectedflivyr pic-06411t.n9ms En haye an Mlidia and (92) SOUND WORDS (Croup). Vrii-feiiielber them through:Ws. . Some"peep" words can can bebe actedacted notout bylike a childa sound. actually For instance,"peeping" the word like a depicts.buildlistchicken, likeupon thetheir following so-called list "action-vocabulary." and then TheIn other this studentsactivity listenone student then takewill turnschoose in a make the sound that the word Examples: word order to from a Signinfiilid-4191eliii,rliteaCher.Vt -filiAjste a_l;Miet1i31.411,,ctir-Lirimitiry:children, like a fairY- r nee. New Words could be (93) chatterchugpeep thunderringshiver applaudpopcrackle clickhiccuplaugh (98) "t"'ii.Aefrihg-ineheldes.4...y more meaning than merely .i- sentence,,brima new word to,ctaes each day while: che others listen. (94) MISSINGThethen leader WORDS, try givestoCONTEXT fill a sentenceinELVES missing (Group). orally words. while the pupilsExample: listen and 1 mesa is covered (99) iiii451 *of words,- - 15 with Word Skills--Building vocabularyDISCUMINATIVE LISTENING I -C -2 .GUEST:: * SYNONYMS (Group). -,j.toAndian'IolkiOrei'could4iiii recreate_ snMe,fo1kloieWaye,hePerhaps or sheAearnedl:tolealie. through the the cfass reading and or relate some of the . :cierldertndian, well versed in the art of weaving , or Or that person might be able telling of it. (100) samepupilsThe teacherthing. hear itsays they a wordmust orsay group as many of wordswords orallythat mean and nearlyafter thethe Use a similar procedure with antonyms. (104) ::In thisAdey,ehlidrenthi:adi?Of*listeSing:. could pick UP new vocabulary simply through :: :- :.,Filmaihewerta thenew whole words class Whicicare on various heatd topics -in the in rumsocial are studiesdiscu4aej might_ well bring in new vocabulary. period of time. Be sure that the cice they (101)

. 'MANY MEANINGS (Class).' Sincethe soboatd manywOrdsJave can often clarify so many, words meanings; used in sentences syntax. SheI toldtold aher lie. to lie down. For example: arranged on (102) heard;shouldfor:contextualAs the ensueteacher to.mak2 cluesreads surewhicheach the sentenceclarify students thealoud, doword understandthe meaning. student what can they A discussion listen OneA storyROLE-PLAYING word isis readused STORIES. into partstimulate to the discussion class, but which the endingeventually is left leads to off. reading,hearingowerole-playing. allegiance thisand writingword to used,his can country?" thebe used.other language arts skills of speaKing, For example: Use abstract words like "Did Tom reallyExamine the word allegiance. Upon (103) 16 Sentence Skills--Determining quality speech in DISCRIMINATIVE LISTENING 1-D-1 self PAUL REVERE (Small group or individual). TAPE,:ME%Ckll grades). - . _ .. An historical character is studied. The childOne records sentence the orline. line from his A O B:Tup41oribeilihe4seakini:points-ireback-:and pupils elle0Oht:11atihsjafIiiniSiWoi4ith say ALS-cussed. Other..-First order to make thea constructive Strong points are . , on the tape. The tape is played mentioned; evaluation (105) onweekor theher later, tapefamous recorder.he speechis asked is tomemorized. repeat the same ideas using Both speeches are compared for production. his own words (110) liplit:::.FOr,,these.:who:havecone, a language master could be . type of activity. /1FAiCHE. (Incitvidual).- . . . Thenthe tape is played to . each-pupilw chilik-recOrdS,Set0OrOMptufirstrint17,4fici,nne ldiewhe MOutliftherStudent,cumpares Speech. his progress against j.. is"-elope. This procedure is repeated weekly the (106) ',tioes'are',.MadeActDRAMATICS.hiMselEand Of each MakeS'a individual. list"of one or more things to work on. ..S.-.rea0ing Story Of -' piece of literature whereby taped por- Each student then listens to (107) , an esctoAt.: ilsi'endingTheeacher,hegitura:subpessefulFINISH4RESTORY:(1fidi9Idual)..- is tale (made up) and the child puts . , recorded on tape; and as he listens, (108) TONCUETWISTERYoungerhe aifillUatestheirqualitYM or older) of the (Smallspeech group).for himself. . listeningAlsteWandChildrentake tothen themselVes reiterateturns reading they the cansametongue tell twister 'twisters how easilyas did from theythe hooks. leader.are Example: Or they atilt to By (109) reproduce similar word sounds in rapid succession. Selling silly soap suds sinks Sam's cents. 17 Sentence Skills--Determining quality speech in others DISCRIMINATIVE LISTrIING I-D-2 -Materialipuptints.::Three7orsfour children select their favorite YOU Stedding:lehincta small stage, box, or whatever, they (Smajl,gromp). discFindRADIO-VILLE jockeys.some interesting (Class or radiogroup). announcers; i.e., news broadcasters Listen to their program once a day for a week, using and earry,:uUt this amsll. dialogue: , First--.pupPet:Setond4nippet:.. i am fine, how do you do?" (to third puppet, etc.) "How do you do?" the following plan: 3rd2nd1st day: ListenSelect toprogram sentences;the topics noteannounced length, etc. : 4th day: Listen for speech and tonal patterns (excitement in voice or monotone?) . greeting helps the listeners as 5th day: Listen for jargon--"pet" sayings, etc. (115) ',val.).- as-. the-Speakers: complete_'sentende . anotherThenand make weaknesses program a summary and of thenofboth the makebroadcasters. above. comparisons, stating the strengths Repeat listening schedule using --;,-:,POSSOSS1tria;:' ,.8egiaailie.,Sie--eactiieged elder-ChIldreaStrestudentan'iieM4ertieeiit tells encouraged about to to-social bringhis to '1Item" to'classbring studies, inwhile onea hobby of att,the their or othersand/or favorite listen.science. Then a Each (112) EachTV NEWS small (Individual group selects or :mall one groups),news program they want to view and to general evaluation is made-about was said and how it was said casterFridaylisteninglisten to.willnight, part speak they for about writethe same(e.g., down time assportsman many(10 minutes)items might they eachbe thinkon night. a favoritethe news- They are told to cover the picture, noting only the By (116) ',immnsageAO,the':class:--TheteacherAesignatesthe,Speakees Inone:Child a speechdisguised eachquality voice. week without to record trying a small to identify him by SAYJSMall gronvorA.ndividual). The class evaluates (113) ness"leftfootballitems in out" listening they"kick") of weretheir and forcro-rect original thengood they speech,about list. view and grammar, the adding program andany subjectchecking"big" items matter. off which all were The purpose is to develop aware- ,'strengths and ayenkneiteiwhile*romptu,speechHAPPY. SPEECH happeningitalking.HAPPENINCS-(Croup). make listeeers aware of each other's Students select a topic .'StOtY. jhumoroua)-4tem:ExasiOlerclass:listensLater Coyotein the ibex, gets week,and skinnednotes a few the recordedor goodPorcupine qualities stories attacks areof eachplayedcoyote. short back speech. and the The student mast then record a short oral (114) 18 11111 MI PIM PEN Pos4 !IM Pool P161 `mot r""1 r1-1 r"'") `-'.1 ".,00"1 "--1 II-A VaryLISTBIiIB difficulty FOB COBRBCT FOB!!.' Interrogative Listening Skills ASSOCIATIVE LISTENING 44i"10.*446:,narrent-gnim; -;:axample:mIan't there activitiesibb.01.40et:'.Nb;.an airplane of inthis type:aielinthere isn't the an Speakingairplane unit.in this room." .Pupils rlisten and:then:answer dle teacher's (117)

19 ASSOCIATIVE LISTENING It -B -ADDThe ALANER&(Clase)-. children,ailUbi seated in a circle. . The teacher will start Organized Listening Skills " Students should be able to list the the.same)4saying,"Atrthn.A00 I saw a bear." 1st3ki-child.:"1"Atthe2nd .01,10:';'!At child: --"At the the zoo zoozoo I IsewI sawsaw a anbeara camelelephant and anda camel." andan elephant."a giraffe." (118) events in sequence after the story is heard in its completed version. (122) A4 (Elizabeththechildren:OlAy gyeiktone),:,- the game they can remember more animal names. cansequence.OneDIRECTION bestudent added. SEQUENCE. states a series of directions that can be performed in Another student performs the steps in order. More steps (123) . . I'M GOING ON KINIP,(Groun of',10 or 12). v_ . ':brusli," The titSt.chibIlisys;"Vm going on a trip. The second` child says "I'm going on a trip. I'll take a tooth- I'll take AUD1NC A MOVIE (Class). .,A-tOOklibinalvAndOohirt," Very.":theAnd so on, topic; 'until i.e"!.'m the trip going "breaks to the down." zoz., (or the museum). I'll (119) ofThe sensoryfully.picturesevents movie and(onepictures and then aboutthe trytranslatedstudents Navajo to make culture)could intoa mural bevisual-pictorial couldinstructed that beretreat shown to listfowithout the Once the movie ended, the pupils would discus the sequence their own to it care-Later, the (124) _STORY:- , movietogether could andbe reshownthe class using could both compare the audio their and sensory visual images portions to those then/listsAn.Indian- folktale-the events is.,read.to of:the story the inclass order. by the teacher. Prinary: Theie children can take key pictures from the The class (120) TEACHER'Sof the producersTURN (Croup). and directors of the film. Intermediate: Fold paper into parts and illustrate sequence : of, storythe story. And arrange them in order. teacherPupils retelllistens! portions of a story they have heard before while the (Mrs. Gladys Zahneri Lukachukai Boarding School). (125) ,:the first childkeeps.OneSEQUENCE- said child and-going DRILL:saysthen until "astates word. the another sequencing word. is too difficult to remember. The second child says the same word that This progression (121) SheTheFINISH pointsteacher THE STORYto begins another (Group). a storygroup andmember then who stops continues in the withmiddle the of story a sentence. and allrun-locse.then of ,astops. sudden a great big Example:The story will get "wilder" by the minute as 4maginations "One day I was going to my friend's room, and (stop, next person) (continued) (122) 20 II-C DESCRIBE7DI81418., Inferential Listening SkillsASSOCIATIVE LISTENING AFEELINGS. record or tape could be played with different sounds of people . Teacheroalls'Oit:ajew characteristics of certain children (a . (126) and/or children reacting to something. (Example: baby crying; them -they can line, up to leaVe The hildree listen, and if the description matches expressedbeshoppingdog stopped barking; area). by and thegroup then sounds singing;students they peopleheard.could havelaughing; time tonoises reflect from the a crowdedfeelings After each sound is played, the recorderExample: could happiness, business, (131) cart read Aloud a story or a poem that has a lot of des- unhappiness,DESCRIBING andCLASSMATES grief. (Class). ",.:a:#16f4r0414..theirjaYntite part. 141474W177iCtion in it The childrei listen to it and then draw Example: "Where the Wild Things (127) week.Teacherhair,then theywriteshis middletry out to somenameguess characteristicsbegins who was with described. an M."of a student each day or A child reads this description while the others listen, and Example: "He has black (132) y-LISITJOIN4AUCPE.T.--:,741111Ratbtinnapeaking.:Tape recordoLiMikery.lany'elich poems 4hich are short recordings yet are exist filled with with well-known a great deal people like - The children listen. Then they paint the (128) CREATIVE DRAMATICS (Older children are usually more inhibited, so boys and girls might he divided.) (Class). Part- they felt wee moat waysawareTheycomedyThe teacherthe areof (nonsense) poemdetails.asked tells or questions story anda poem thecould after orchildren storybe eachrecreated. about listen"telling" Indian to thein customs orderpoem severaltoor becomeIndian times. more The children and the teacher go through the various Then the whole group (133) and;4der,Children pt-itliel1eghich ;correspond:_to'the listenof the tomood a piece:ofofa-. the goodmusic. music. mimic one,):' : The(happy, ;Then-rhey.pretendthird sad,time quick,the music toetc.) ismake played, lines on their desks (The Children's March withaddeverrecreates stimulation;the they good. wish.the poem.no props.) Next time, the(Music class - .ccumpaniment is divided. can be provided Theyin ordeT are encouragedto to feel free to do what- Evaluation follows. TheAlways more start this :piece.ref:CObeitUetion-Paper.viafirst the maSie-OehebY,:ihe'ieiCher:.)-: chfidienl'ha*e-:0neeacirrairdd paper: The children then (a dark'shade)name their picture and a mediumany- (It helpajf thii-methnd is demonstrated TheyA:lien"gui the images they receive (129) C. isSiks done, (Appendix). the better the students listen. See Creative Dramatics, 'intheir:tiili..thing:thiy"..elsB,'-iising-at least-,one but no more than three ..ords (This can also be used with painting.) ASOUND common EXPERIENCES sound is heard(Class). (train whistle, bells chiming, dog barking, CreatiVelistenilgLET'Sative IMAGINE. thiecing, discussions lead to more individual and cre- To stimulate, the teacher could ask: "What would assignment.drum beating) and the class follows this sound up a.with a common Primary children: himselfMake a pictureand this showing sound. a story nho, (134) wastheiryou-do always own if night?" wordsellrhorSeS on tape. turned ,lue?" Let them draw their own thoughts or record Extend for more diff_cult tasks. or "What would you do if it (130) 21 b. Intermediate: Write a story about the experience. Inferential Listening SkillsASSOCIATIVE II-C LISTENING 'Mg6ESIRINC..CRARAC/ERS:St4d0Mti.Write.4,4hortdeacriptfontheieYt94eeeS'WhO:wslidesCribed.isnCesadrhdee ICIassJsr'-individual). deaceiptinnif,aleod-.. of characters in a The rest of the class listens and familiar story (135) 12F:us*LiiimsichildrenlistenStUdedi0Doildd-try:toThe'leactiereads-s'series'ofunfismiliarNAME THE +STDRY: take Up_titles and try far to stories eachcapture story. to thethe moodclass. by subject heard. This activity can be varied Titles (136) the InitiOmonts,tandmeledy of-the music beard. . Then they DESCRIR/NGAGENES:(Class or.a.Mall group). .:,has'si tern:to4ndliseir*eiti2where'tkt-place read.Abod00eal.4cwo0-.er his:.Pupils.101/-seritea-paragraph'describing places:Or is that historicalwas described. spots. a familiar scene either , while others try to visualize Each pupil then (137) FAVORITE - CHARACTER DESCRIPTIONS (Class or group), *Mberal-toulCguees-ordeete,Flayingtious) -could ,read:lodlan and thenry to reekitheir folkloreguess who orshort thehistory persondescription about was famous thatto the Indians,had class. -their.favorite character (historic or ficti- tither stu- (138) jbeen RECRFfifINC..UNSORY /MACES FROM MUSIC. . _ they-beardAn lfateti,toYtheIndiaWceremonial to written drinms,and textdanc-e by shakers.couldmaking be up played a small and .symbolic the story. . Then they could transcribe what children could (139) 22 :Addiiorf*progremi-lor primary zhildren Should be kept Iry brief. Evaluative Listening SkillsASSOCIATIVE LISTENING Aihan'theilthe:ChilgrenYretOre..'°!iltliM=:401(tli0:-,fStker"hotaiAnCeall-ntliblatediscuisiog.,:114hatSoyilq0c*S.424.46i00,06.heatdis to the aaY:0ben.he room, desirable. Aida shortvas you angry?" likeperiod about"How of did that we showprogram?" ._...... -, -.... . Your skillful question- (140) evalArtGOOD work"ationsAND isBETItK. shownare given by several by the studentsaudience atwhile once. the "showers"Then "objective" listen. (145) ` .',:tbailieierik*AgOad-AUdieide?":.,(Mr; and.Mre.' Duncan, . _ _ . . Thoreau Example: "I like the second picture because of the use of colors." background." Boarding-EtheO1),:P:,:-.. ''''''. ..- ,.. . or "The fourth painting needs to have more IseriesRATE -Oi4Mniiis are shown,..depicting Navajo life. . .- The WhenorANNOUNCEMENTS olderwhen announcementspupils, (Class). adults, are come made into over.the the room intercom, to make direct announcements questions (146) 1114661pmride"themovies to short Stories by making'' or Navajo upcategories. hooka read to the class by the This can rbecigintrt; (141) announcementsto the children to check to seetheir whether listening they (Mt.heard and and lira. thought Duncan, about the 'C001110:TURE (C101)-: Thoreau Boarding School). :.ifine:And-,,thin dismisseslieveJeMay02.4ife.,:-The whether a particular classta0e4S:heirdjlebereby statement listens.to, is most a few statements statements are at madea which deal with the (142) ,--',ADB:01100E411,EifttikalEOSION: (Small clogs). ..,.jthee give his or her opinion_kcirOlitalture-end7wost-takeiudividual,judgeenrare4laced first. .OUstudents isrmsde: out. AAuestion, AueitiOns in a box. readasking it aboutwhile thematters others of listen, After this, the entire group Then each student takes "Who did the (143) likely:Orri0OoOds240betterjob :the. In yourissue opinion?"at hand. or ;) Example of questions: yoW think this statement is most mockAlON mockTRIAL jury court (Class).meat is evaluate developed. the issues and render a verdict. After both sides of a case art heard, the (144) 23 APPENDIX 3) Listen and Do: Paper accompanies tape 1)-ShoW-Me '-Caid fold stapled Rr ao 5" Rr M TR L sr bt Circleby step. all the r's. Go step cut out Pocket red rose rope beginCross without thingsthe r sound.that do not color I withUnderline r sound. things that do begin 2) Oyerhead Projector Transparencies: 0 itE3 too Find all hidden h's house 4) Pocket Chart ride fit word or picture into fold hook I. 1%. fold like this. fold PocKzi's 24 fold 6) Tachistoscope: .. Hook Boatd--:VoidAkiardt Make from oak-tag. open 6 kanka"-Wit.b:.6etew-end -(likecup hooks). plywood -or tiensycardboatd: :.- . .' 2" down front "slide" card 3t" fold fold open -24 " .long seam-."4"taped -..eabh."Card--aboUi!Jattei one Cadef:-Use-:.trak,tagInth:froirt the bottom. or filing cards. Duplicate .vowels andPut commonly a different letter on Come Wordslevel.with vary reading :.,.need, onsfaientiv..makfy timed. do 14" too.and/orCan use phrases, sounds back 43/4" Consee 1 25 lookride, (Can vary size'of board) Sc K

1) Makefroch cardboard. - 3)2) Eachmake letteraqsares has..a froi Oak-tag,small numbercommonvary 1" thes,.-square. atconsonants, the top which 5 points; is that vo"els, letter's 3 points.points. Give uncommon letters 10 points; blank cards arc "wild"; 26

11011010410 14.10MME../. SPEAKING Activities I. FUNDAMENTALSI-A. OF SPEECH PRODUCTION. Word Pronunciation. A-1. (Segments--vowelsNo clusters.single syllable and consonants--in words) A-2. Clusters.(Initial and final consonant and (147-162) 32-34 A-3. Other affixesvowel sounds) (165-167)(163-164) 3635 I-B. SentenceA-4. Pronunciation. General word pronunciation (168) 37 I-C. Production(Stress and ofintonation) Grammatically Correct (169-173) 38 II. ORAL COMMUNICATION SKILLS. Sentences (174-183) 39-41 II-B.II-A. FunctionalVoice Control Speaking Skills Skills (186-197)(184-185) 43-44 42 II-D.II-c. CreativeCritical Speaking Skills (202-240)(198-201) 46-49 45 SUGGESTAPPENDIX YOUR OWN ACTIVITIES 17/31 51-54 50 FCMDAENTALSWord OF Pronunciation--No SPEECH PRODUCTION clusters I-A-1 SOUND EXERCISES. THIN PAPER TRICK (Individual). bounceproductionCorrectthethis soundsback. positioning.positioning of alltoward sounds. ofthe tongue back ofand the lips room--as is essential if these for sounds the will The purpose of the activity is to throw The following exercises help develop objectgoesUsingin outfront amoves thinwhen of when strip thethe thechildchild'sof voicedpaper says mouth. orsoundthe a voicelesslighted is said candle, (Fortsounds; Defiancehold neither either The paper moves and/or the candle (151) ba,ba be,be;be bi; bi, bo; (147) Language Arts Agency). correctionThere are otherbooks exercisesthat will andaid poemsin sound in speechproduction. guides and speech ba, be bi, bo, boo. theReadVOICED words.final aloud OR sound. VOICELESSthe following (Class). list of words. Listen in order to decide whether they can produce Have the students repeat WATCHHave YOUR a mirror MOUTH available(Small group for oreach individual). student. Then you, the instructor, matmad(d-t) rubbumE(b-p) sick(k-E) have(f-v) (152) lips,/s/.say a tongue,word with and emphasis jaw movements on a particular in the mirror. sound, like the finalThe group or individual then repeats the word, watching (148) ofNote: /v/ and /f/ hat Work specifically on words which end with the final sounds (General idea- Miss Horton, Shonto).toE kickPia movehalf HaveADAM'S the APPLE child (Individual). put his finger on his Adam's Apple. Point out SURPRISE BOX (Group). Artsvoicelessthroughitto Agency).vibrates.him the soundvarious diff,:rence is shortmade, practicebutin movements; when sessionsa voiced (Fortsound Defianceis spoken, Language Let the child also distinguish the difference it barely moves when a (14)) hecow, beginsPlacemust or can.now severalwith pick specific objectsup the sounds objectip a box.likeand saythat both of /c/the inbeginning cat, cable, sound Having shown the child how to produce that sound, The name of each object (153) EARS! (Individual). and the word. soundbeBy ableputting like to /p/heartwo fingersa voiced in sound ears like(carefully), /b/ but notthe achild voiceless should (Fort Defiance Language Arts Agency). (150) ofUsingGO thisteacher-madeFISH sound card(Small cardsgame group:oaktag willwhich primary).be emphasize enjoyed bysounds all. not in the native tongue, playing cards with simple picturea on (1) Have :,-ailable a set (134) 32 6each. players).(2) Deal out S cards to the 4 or 6 players (no more than (The pictures begin with the sounds being studied.) Put the remaining cards in a center pile. (3) The (continued) FUNDAMENTALSWord Pronunciation OF SPEECH PRODUCTION- -No clusters I-A-1 players sort the cards out and any cards that begin with the playingissame turns,to soundpair cards each upare andallplayerput whothe into askshassounds; a theseparateanother mostthe firstif"books""book" he personhas pile.wins. a picturewho runs that out beginsof The object(4) On taking OnwithMountGUESS each a onITsound card tag(Class notprintboard orin thecardsgroup).the letter.native pictures tongue of variouslike It/, objects /th /, that or Iri.begin drawssoundwithis /f/correct.acard, card or he/r/,from says: etc.the cardand hepile. continues this procedure if he But if the other player does not have that particular "Sorry--go fish." If he gets a "match", he makes The first player then (154) wordhasofand keepsan thenthat ub thelettyouhelps card, tellthat protect meandbegins the thehis namewith oneskin." of/f/.with t' thea picture. most cards wins. Then say: The child whoIt saysshows the something correct a bird "I'll tell you a riddle, I'm thinking (158) DISMISSALa book; if (Class), not, he keeps the card in his hands. BALLOON POP (Class), tril Thehein teacher mayclass line towhispers uprepeat to leave. aher consonant sound. sound. If the student responds correctly, She calls on someone (155) beginssounds.smallLetterfind pictureswith.sound revier: inside the balloon that begin with differenta picture. When the balloon is popped, the children scatter to They must then tell the sound that the pictureBlow up 2 balloons a day. Have several (159) FivePUSS-IN-THE-CORNER players are selected--one (Group). for each corner of the room and FISHING (Group). likewordsonethat for/f/. beginning doesthe centernot withbegin of a thewithdesignated room. the /f/ sound sound. not in the native tongue, But, the "center child" will often say a "foil word" The child in the center says When the "foil" word anCut each.elongated out 25 or wire more hanger tagboard with fish. a string and magnet on the end. Place a paperclip on each fish. Paste a prepared picture on Have ready a stick or (160) toWhoeverplayeris saysaid, words indoes eachthe thatnot centerplayer reachbegin triesmoves awith corner toclockwise /f/ steal goes(Irma oneto Buchanan, theof thecenternext turners. Kaibeto).corner and the the room (156) Thefish child he mustcan catchgive thein onecorrect turn. beginning sound for the NavajoTheSOUND teacher GAMElike (Class/Li,chooses /th/, or sounds, group). /1-/, especiallyor /f/, and those the teachernot bone? then to teaches STOP THE MUSIC. wentbeginsounds onthe a with childrenandtrip; thatthe in childrenhowparticularmy giantto make take trunk sound.them. a tripI packed and musta "pack Then she designates one of theseExample: Teacher says: things that "I (157) class.aroundconstructionOn the onfloor these paperarc prints the or sane cardboard)as musicnumber is asof played. therefootprints are members (made fromof the heavy Each print has a sound on it. the children must step When the music is children(Irma(name Buchanan,somethingtake turns, Kaibeto).that repeating begins withthe sentencesthe designated and what sound). they packed The 33 wordorstopped, ending quickly, allwith childrenhe that goes sound. toon thea fnozprint middle ane must waits give until a word the beginning music If the chile is unable to -upply a (continued) FUNDAMENTALS OF SPEECHWord PRODUCTION PronunciationNo clusters I-A-I center.getsstops. to come back into the game and the other child moves to the If he can catch a "mistake" by anotner child, then he (161) TheMAILMAN "mailman" (Small is group). equipped with numerous envelopes, each filled withanofsoundthe aa/r/--it "letter"picturerake. it begins ends containingmust withor openends a /k/." itawith. certainand tell sound. what his picture is and what The student says"This is a rake. Example: A card with a picture The child who gets It begins with (162) FUNDAMENTALS OF SPEECH PRODUCTIONWord Pronunciation--Clusters I-A-2 NAME IT (Class). theseeThe oneseveralchildren objects are asked and tothey name are the encouraged one object to theysay, see."I see three s." Keep a record." of each child's responses in orderThen they are shown the same picture with "I (163) WHAT DOto Ievaluate HAVE IN hisMY SACK?progress. (Group). somethingbeginsChildrenticks" with each(clock).like,"I certain have have somethingblends. something special that insidebegins theirwith "cl"sack andwhich it Each child has a turn and says (164) Word Pronunciation-FUNDAMENTALS -Other affixes OF SPEECH PRODUCTION I-A-3 whoThetheSUPERLATIVE isteacher wordsitting (biggest,says ENDINGSnext a "root"to tallest, (Group,the wordleader etc.).thelike mustchildren "big" say or thesit "tall". "est"in a circle).ending on The next person must use The person Useslipisthe this inthe Superlative a activitytallestword that boy afterform does in ofsuperlativesthenot the class."have word a in superlativehave an oralbeen sentence:learned. ending. Repeat this game, and occasionally "He Note: (165) ADD IT (Group). Adding"s,"theis beneficial word suffixes"ed," "help" or like in"ing." on early "s,"chart When speaking"ed," paper. a childand experiences. "ing" has histo oneturn, verb he atmust a timesay Give the children cards with For example, use (166) usesSentence.the of entireroot these word morphemes.word "help" like "helping"and then addand hisfinally ending. states it an a complete Note: Be sure the children have learned all 3 He then pronounces AROOT group WORDS of 6AND to ENDINGS8 children (Group). is placed in a semi-circle around studentcards.timethe chalkboard. hiscan cardsay foris shown.his root word within 10 seconds of the The object of the game is to see how many endings each Each child has a stack of 8 to 10 root-word Example: TEACH teachingteacherteaches (167) withNOTE: these meanings. Use this activity afterSEE children have had enough experience seeingsees 36 Word Pronunciation--General word pronunciation FUNDAMENTALS OF SPEECH PRODUCTION I-A-4 TURN THE TABLES (Group). Explain the meaning of the figure willUseNavajo.eachof at bespeech theESLthe nndlesson teacher;used of insomethe the familiarESL titleteacher lessons. ofprocedures willthe game.be the will pupil. be reversed--the Explain that at the end of The language: children thenusetheyLet thethe.individual'swish Fries-Rojaschildren to teach, agree proceduresnot response. onmore a setthan of of patterningone Navajo per day.words and orechoing, phrases and Let them (168) comehaveasThe their teacherissofun easily. asfirst she Navajo, stepsstruggles in in English. allto pronounceprobability, the willsounds be thatas halting to them But they will see that making mistakes is The children will laugh and Note:beisinevitable, asthat eager she totriesthat see they andher hasdodaily notfun progress reallydoing it!matter. as she is to see theirs. Be sure to use an aide to help the children. The children will What is important FUNDAMENTALS OF SPEECH PRODUCTION I-B Note:SAY IT WITH A "TA" (Group). A readiness activity for sentence production. Sentence Pronunciation BeginHave thewith children simply claps.echo clap, daily, rhythms that youClap;Clap-clap; clap. clap-clap;clap; calp-clap-clap; clap; clap. clap. clap. Children echo. What amam II doing?a2ine (172) clapsasVary athe day. thefor children rhythmsounds getandlike: better.increase the difficulty of the clapping Then a week or two later have children substitute the Do this activity 5 to 10 minutes (169) RAISE-LOWER YOUR VOICE (Group or individual). Ta,Tee-tee, Tee-tee,Ta,Ten-tee, Ta, Tee-tee, Ta. Tee-tee,Ta, Ta.Tee-tee, ta. ta. 1.shortThe teacher phrases can that write are onto thebe readboard up or and dittoDon't down on as pieces written: of paper do that! Do You "' me? Stop it! Vary the voice rhythms as you proceed. 4.3.2. CiveGive me the butter. the butter. oror (173) 44111, saysSAYInstead THE and SONG claps of (Class). presenting the song ina newits songcorrect with rhythmical a melody, pattern:the teacher Can5. be used with hand movements for up andCive down. me the butter. -05) TheHickory, mouseclock dickory, dock (hold) ran up ran down (hold)struck the clock (hold)one (hold) (170) CHORAL READING (Class). Hickory, dickory, dock! theirbooksselectionsThe teacher attentionopen, cantheshould beonclass poems,rhythm,begin recites simplewith intonation, orallysimple prose, theselections andor printed dramaoral expression. skits.atpage, first. focusing With These (171) aTheWORD different teacher EMPHASIS wordwrites EXERCISE in outeach the(Individual). sentence. same sentence four times, but underlines The student must emphasize (172) the underlined word and note the change in the meaning.What am I doing? Examples: (continued) 38 Production of Grammatically Correct Sentences FUNDAMENTALS OF SPEECH PRODUCTION I-C goesWHATPut behindDO various I HAVE? the objects screen,(Group). on picks a table up anhidden object by anda screen. asks, "What do One child OneI childSPY (Extend is appointed for many as structures)"it." (Group). This child looks around the room placeIThe don't."I childhave?" behind behind Thethe classscreen.the screen in turn answers guesses. either "Yes, I do." or "No, The person who guesses correctly takes the child's "Do you have a pencil?" (174) The"it"is.andIt spotsperson wouldis green." aanswer whospecific finally Theeither object.other guesses "Yes, pupils itthe is."try object to guess is the what nextFor the personexample, object they might ask, "Is it that pencil?" Then, Then he says, "I spy something. or "no, it isn't." (178) SelectBUTTON. anBUTTON object (Group). such as a button, a pencil, or a coin. PLACINGto THEbe "it"OBJECT (Tuba (Group). City Agency). Theeyes.personchild children towho bein is "it."n "irn '" -listto ask. answer "Do youeither have "Yes, my pencil?" I do " orto "no,each individual.Give the object to one child in the classroom and tell the This child leaves the room or hides his Choose one (175) offromHave "under, ahandy distance over,a ball, ofon, atan in, leasteraser, etc." 20 orcanfeet. any be objectused whereby that can the be teacher seen Then a simple exercise beingI don't." "it" Conant.(Tuba C ' Agency).is until each child has had a turn at mustExample:places then thetell object where somewherethe object near is inor oneon acomplete chair. sentence. The ball is underon the the chair. chair. A group member (179) drawTellGiveMATCHING notheeach more girls child GAME than to a(Group). twelvedrawcard. pictures objects. of dolls. Tell the boys to draw pictures of cars. Tell a boy to hold up his Each group should (176) childwithRepetition thetake English theof thisteacher's language. exercise place. is important for children unfamiliar Vary this activity by having the hascardpicture drawn and say, 5of dolls 5"I dollc" haveto hold a(Tuba picture up Cityher of cardAgency). 5 cars."and say, "I have a Tell a girl who TheTUIRE following IS AND activity THERE ARE is (Gradesa pre-assessment 4 to 6). test for Note:PICTURE LANGUAGE (Group). Use this within the limits set by the children's language Basicis usedandobjective Therefor the arefor singular inthe which lesson: and there are7 out doesis ofused not 8 pupilsfor the mean place and in which is plural.will be able to a lesson on There viewingorThe a teachermoving the picture,busshould which have the would achild series be isrelevant ofencouraged pictures to the toof children.make development. a running child up an oral On (177) useexpository correctly statementsthe introductory such as: phrases there is/there "There are two boxes in the bookcase." are in (180) takingsentence me orhome." short story. Example; "I see a bus. The bus is Statements to be elicited in the pre-assessment "There"There are is 2 one bear in the picture." s in the blue sack." test: 39 "There is 1 in the yellow sack." (continued) 1-G "There are 6 s in the brown sack." Production of Grammatically Correct Sentences FUNDAMENTALS OF SPEECH PRODUCTION in response to the teacher's request: Teacher: "Tell me how many things there are in these andincomplete.PlaceIS the ITseveral otherCOMPLETE? studentssentences (Group). must on adecide chart whethermaking surethe some are Each student take.; turns saying the sentence aloud sameUse different count noun colored items paperin each. sacks with one or sever::: (2 to 6) sacks." complete"Summer"After or schoolvacation incomplete. 1 went..."is almost here,.." (YES) Example: (NO) sentence is (182) (EithereachHavethe of3 table sacks:narkthem. andonS or alook tableP, orin andputthe haveonesacks doteach and or student telltwo dotsyou in what onturn the there come back isto in Change some of the sacks for different students. (180) is here." (NO) this?"theshouldof thestudents besacks used normallyfor with own a recordingsayparticular sack orof sack.) bag,whether by asking,there is "What or there is While holding up a plain sack. Also predeterminePredetermine knowledge whether are thePlaceTAPE room. RECORDER all the (Class).children in a two-row semicircle Prerecord the tape at home the night before the lesson. at the front of Note:of firstresponsecolor withnames by pictures havingand identity co-teacherand then of items.with respond 3 of tothe your sacks. directions, see Appendix for Writing for related reading and writing Demonstrate expected type Explainmaterialchildren,Build totheprops andpupils lesson :orin thatfullwhich activity youview you have ofhaveon thegrammaticald picturessurprise. students. structure known or realia. Arrange to the exercisesRed and (AdaptedLucy W. Victor,from Fries-Rojas, Chinle Arizona, Book 3,Boarding Unit 12. School). Joan of hearintroduction. your voice. Example:Begin playing tape with a few informal words "Good morning boys and girls. Tell them they will I PICTURES THAT MAKE NOISE (Group), today,ofhewill thetalking be Harrison talking hack 1'azzie?"to me."you today or "Goodon the afternoon, tape recorder pupil's names in a sentence. (For a hit of relaxing humor use one Example: Nora Barber." "How are you and you will answerTakinghavinganimals,The teacher gameturns,been or begins:mountedanycan student objectsprepare on takes index thatpictures the cards,make top ofdistinct cardaretrains, faceand noises. cars,thendown theinairplanes, aquestion- pile. The pictures, lessonvoiceExplain willis that for ask theythe them reinforceswill questions be doing nt about ofsomething the the pictures. use of is and are new. Tell them your If your (183) First Student: saysI have a picture of something that (181) wily,plus HI/en, the /ing/yes, no,form or of or the questions; verb in proceed Voice: Everyone, do you see a picture of two boys? answer to who, what as follows: where, Answer: DoWhat you is have it? a picture of 7 Voice:Class: thatYes, weare do. they doing? First Student: pictureYes (or ofNo), I have (or don't have) a Voice:Class: Harrison,They(Pause) are go get the picture of the black horse. Now tell me: ing. 40 Voice:Harrison: Where do you think it is going?it's galloping. is it galloping or eating? (continued) NM MI Mil I= 111111 111111111 ONO Noll 611=11 him", ""*-1 Production of Grammatically Correct Sentences FUNDAMENTALS OF SPEECH PRODUCTION I-C Voice:Harrison: Aaron, get the picture of the white horse. (Pause) Voice:Aaron: HarrisonYesIs itit gallopingis. and Aaron, too? what are your horses doing? Giveone each question. child a chance to hear his name and answerHarrison at least and Aaron: (Problem of absentees???) They are galloping. The recorder can be Theinstopped ordertape instantlygivesto give all individual atinstructions any time attention the and teacher the to students a deemspupil. necessaryrealize they (183) whetherofmust notresponse, listen repeat the student closely asitself. the isnextthe ready firstquestion or time not. will since be theasked machine after doesa due interval, This activity may also help in (Note that either the teacher quickness Or' needs(Adaptedtheideal, totapewhole paceso fromwhile lessonthat out Charles thethe played childstudentsquestions E. backNicholson).answers. answersatcarefully, the endcould toor beeveryone'sbe recorded, able to delight.) stopand A dual track tape would be ORAL COMMUNICATION SKILLS II-A TURN THE VOLUME UP! (Group). Voice Control Skills To orthecreativecompensate a studentmachine--all dramatics forbecomes the of andlack anwhich animal,a oftype mustvoice of orproduce role-playingvolumea peddler, loudamong soundsor willmany a cheerleader, aid.Navajoto be students, Here students,Startingeffective.their character withuse puppets.short like parts, a dog students barking. merely assume the role of Small groups without audiences are best at first. Here the students can "hide" behind a In the case of very timid (184) AMPLIFYa stage THEwhile SOUND still (Group). using their loud voice. quality.hummingofEcho materials chambersthrough or amade cardboardhands. by cupping cylinder the handsaid in over a more the pleasingmouth or voiceby Later, just plain humming can be dcAe without the use (185)

42 Functional SpeakingORAL COMMUNICATION Skills SKILLS II-B LetHaveA eachBANK the childOF class WORDS quickly cut (Group). interecting tell you something pictures aboutfrom oldhis magazines.picture. AfterspeakingWHAT'S a social MY exercisa !INE? studies (Group). is unitcentered on the around community, guessing an people'senjoyable occupations. ofAs picturewordshe talks (for and and spellingreads you seestory and the toideas). picture, class (Tuba quickly City write Agency). down a list Child writes story about (186) givesTherepeattheirthings." teacher a hint questionsa RilOWSquestion like "thisamust largewhich beperson magazinehasin completealreadyhelps picture others" beensentences ofasked. or anyone "thisand they andperson thencannot sells The students have ten tries to guess the line, but (192) overScatterRABBIT one, HOPpicture he (Group). must cards say theface name up onof thethe floor.picture in English. As the child jumps (187) WHAT'S IN A WORD? (Group). PICK THE PICTURE (Group). The teacher writes down several sentences on the WillDon'tchalkboard:Please yougo intostaydon't thehere throw house. long? the ball. Givechild the tochildren pick one 3 picturethat he cardswants (orand more)then sayto lookit aloud. at. Ask one (188) sense:substituteThe students the take underlined turns reading word for the another sentence word aloud thatPlease and makes then don't they throw the baseball. (193) theinPlaceGRAB thename BAG abag setof(Group). andtheof pullspicturepicture out cardsin one English picture.on the to chalk "keep" tray. it. He must be able to say Each player reaches (189) Please don't throw the (doll). (litter).(glass). theAll nounsubstitutes "ball". for SEE IT - SAY TT (Class). aTheSUBSTITUTE word teacher or a IT!phrase:says (Group). a sentence aloud and a student must substitute shouldcanWhen(Hattiethe use a classbe newobjects such Bellinger,word as that heasis introduces teachingtoit Crownpoint). beis presentedeasily aids. its manipulatedname. for the first yet clearlytime, the visible teacher He may show the object to The size of the object (190) Student:Teacher: We will take a trip to the buszoo. station. (194) PICK A WORD (Small group or individual). song"TodayTEACHING to we'reyou, A SONG thengoing (Group). you to willlearn learn a song. it. First, I willI'll sing teach the itentire to you." gearedandHave atoa plain decoratedthe readingbox forbox levels older(like students.aof Jack the -in-students. the -box) for younger children In each box have word cards The student selects (191) 2.1."I Gave My Love" (or "The Riddle Song")StudentsTeacher sings,and teacher students sing; listen. students learn song. (195) a wordInstead and ofthen sentences, must make short a short rhymes oral or sentence songs can using be used.the word. 43 4.3. QuestionsOral repetition and answers of lyrics. for comprehension: (continued) ORAL COMMUNICATION SKILLS II-B "A"What chicken did Iwithout give my a love?"bone." (Students repeat)(Students repeat) Functional Speaking Skills Substitution:Pattern Practice: "I gave my love a chicken without a bone." I gave my love a cherry without a stone (Students repeat) (195) (Kenneth L. Owens). told a babychickena story with withoutthat no cryinghas a nobone end. storiesInSAY oral IT ANOTHERordiscuLlions sentences WAY (Group). thearound. teacher may want the children to change For example, a designated leader mightathe"Yesterday funny say:makesentence newa time wemovie further sawchange calleda newby in sayingmovie."Bogan'sthe sentence more TheBrush!" words:next by changingpupil might the changetense: "Tomorrow we will see a new movie." "Yesterday we saw Then, a student (196) byeveryday.TheTRANSFORMATION making teacher up beginstheir EXERCISE ownby sayingsentences (Group). a sentence: like "I finish my lessons everyday. I watched the teacher yesterday." "I watch the teacher The children continue watchtheby Iasking: differentfinished television mystudents lessonsyesterday?" can yesterday." ask similar questions like "Did you "Did you atop at the post office yesterday?" Then (Miss Horton, Shonto School). Or the teacher can start (197) 44 11-C EVALUATION PERIODS (Group). ORAL COMMIHMATIONCritical Speaking SKILLS Skills and&maple:SuchopportunitiesOften it hassessions in somethe areasinterestingshouldfor students of occur art, lines." dailytooral constructively reading,between Studentand evaluate and each other. "I like your finger painting because it is colorful music, there are student. (198) PLANNING PERIODS (Group). Manycouldgoingof Studentsthe Farms). weto class findbegin should objectives.to a makescience share this frequentlyunit unit on meaningful?" living in the things. daily lesson The teacher could say, "Tomoc.:ow we are (Miss Wilson, How many ways planning (199) ORALDivide BOOK theREPORTS class (Group). into small 41.1 pictureinhis prepared.complete book or to tell sentences. about a favorite part; older students Be sure to encouragehis reporters group, followingto speak clearlyan outline and he has previously Younger children can show a favorite groups and let each child tell about (200) want to highlight certain aspects of the book (Lynda . Voltz, may CRITICALShonto SPEAKING (Class). School). andhonesttoPoetry invoketeacher,emotional opinionsand in film the responses. they stripsstudents may are hold the often willidea used bethat respectedto valid trigger both Book reports are assigned in order criticisms and by both class descriptive (201) 45 II -D FLANNEL BOARD STORIES (Group). ORAL COMMUNICATIONCreative Speaking SKILLS Skills RE-TELL IT (Group). thetinythenChildren flannel scrapsengage can board.ofin cut feltoral objects gluedstory-telling. outto theof flannelbacks will or feltadhere material nicely andto How to make these? Also, pictures which have See Appendix. (202) orAfter Lukachukaitotell re-tellhearing it in partsBoardingthean interestingcorrect of it.School). sequence story, of the events students (Mrs. are Gladys They might indicate their favorite part, encouraged Zahner, (207) PuppetryPUPPET TIME is an(Small excellent groups). device for getting young children to TheLET'S study GO of ON a Anation, TRIP! (Group).region, or state can be done in social ofplayFordiseusS puppets.)a example,preachingusing problems puppets if teacher. fights or might to breakportray have outa storiesmore on thelasting orplayground, to effectimagine thana things.simple that (See Appendix for some simple types (203) Encourageinformationnations,studies by regions,the dividingabout use ofitsor themaps, statestopic, class pictures, beingand into then studied. groups and reports graphs corresponding to in the the class. report. to the Each group finds (208) SHARING (Class: primary). ANIMAL TALK GAME (Group). encouragedhiminBringing questions: toan tellobject about or ahis piece iteman of and news then to theshare others with classmatesenjoyable activity for younger children. "Where did you get your car, James?" Each child is may ask (204) Thetheker-chug--ker-chug)Many teacher children animal either soundsmust shows imitate arefor pictures appropriatelearning that animal'sor English reads(chirp-chirp; sound. sound production. baa-baa; an animal story, and .239) AnotherMATCH speakingME! (Group). exercise following a study on community workers TheSTOREKEEPER object of storekeeper games is to Group). School).doneis for by childreneach person to name(Mrs. these Gladys workers Zahner, and Lukachukai tell about the work Boarding (205) asktoyconversationteacher theto grocerystorekeeper can to setto work tradingthe questions on stage fluency post. for or andseveralask phrasingto order of Children, posing as customers, typesactively of imaginaryengage in stores:oral speech. The HomeI HAVE or A classroom... (Group). pets stimulate discussion. Answering Shoppers:Example: soup?Do you have some gum, some soda pop, and some packaged merchandise. (210) andtopicthequestions their sounds as species, well aboutof theas theetc. the.animals caresoundcan ofenliven goesproduction pets, along thetheir topics.withskills. life the theme of the oral and Evendeath makingcycles, (206) Storekeeper:Shoppers: !There do you keep the packaged topTheYes,soup? left-handpackaged soupside. is in the middle I have all of those items. aisle, on the 46 II-D CHANGE IT! (Group). ORAL COMMUNICATIONCreative SKILLS Speaking Skills ENGLISH TALKING TIME (Group). tellWhiletelltransform a the briefthe students story thestory, story. by listen theyputting are to intothe theirbe teacher thinking own (orideas. about a classmate) how they Some students are then encouraged to re- can (211) Crownpoint).experiencesEach child durie.,-,, is given ana oralchance English to discuss talking their period old (Hattie and/or Bellinger,new (216) RIDDLE ME THIS (Group). GO ON... (Class or group). roomtoguessed.All help ages you enjoy begin good this riddles oral speaking and sharing fad in your room. There are several riddle books in your school library cleverly told and thoughtfully (212) Bellinger,endingTheorThe class more teacheror everywillCrownpoint).about begins continue persona picture a has storythe thathad store with atis leastuntilhelda paragraph uponethere in turn frontisor (Hattiewitha ofsuitable theone class.line (217) JOKEJoke TELLING telling (Group). sets up a relaxed atmosphere of good humor. Taking PANTOMIME GUESSING GAME (Glass or Troup). asturns long at as relating "ground jokesrules" or are humorous established experiences beforehand, is beneficial (213) materials.actions.occupation,A student or or a whateverpair of studentscan be related act out to some social sort studies of activity, or science Older students can tlyThe aother charade-type students gamemust wheresupply the names for the (218) paperbacksOlderSELL A studentsBOOK! are expendibleneed to be asencouraged well as easilyto read handled widely. and stored, ! (Group). Because students(Thethe acting-outcharade-type who may beperson reluctantgame isis timedbetter to tryand for somethingthe older, class more byworks themselves.) reserved in teams. histheinterestingstudents book. reading can appetitebook, read athem studentof athis whim. classmates.gives its highlights, [herby whetting Example: Charlie and the Chocolate Factory is a On completing a particularly They in turn bid for (214) COMMERCIAL (Group). beingbookexploring aboutable toa the starvingscoop mysterious up poorchocolate boychocolate who any meets timefactory; withyou wanted!difficultyor, just imagine while is mightminuteEachbarriers.Spur-of-the-moment be impromptustudent cereals, draws talkpop, atalks trying milk,paper are ortorandomly helpfulcars.sell his and in or thenbreaking her mustproduct. downgive oral speaking Try putting various product names on pieces of paper. a one-half Examples (219) studies.InOPERATOR, the primary PLEASE! grades (Small a unit group). on communication will occur in social This is a terrific chance to engage in imaginative phone .1 INTERVIEWScommunity person(Group; or 6-8), a business personnel director from cansenators,conversations typify andcurrent evenwhere problemsthe calls President. could whether be placedat school to theor ongovernor, the Reservation. the These phone conversations (215) of engagingPerhapstowntopics or being hecitya fewor likediscussed shestudent couldGallup volunteers. instage might social a befew studiesinvited sample intointerviews the classroom. orally This may be altered in light a nearby (220) 47 or science. EXPLAIN YOUR POSITION (Class or group ORAL COMMUNICATIONCreative SKILLS Speaking Skills II-D yousocialthe-floorUse might aproblem discussion choose a::ssion. aids the group, in"drop critical aout" panel, issueexpression for role-playing. A type of role-p: :ving centered around or an informal sitting-on- skills. For example, Once a typical vacationexperiencesChildrenRELATE periods.of suchall levelsas field should trips be taken encouraged or things to tellthey aboutdo over personal IT! (Group). Later these personal experiences can he (226) theeachthis solution. discussion problem Isor actedgroup out,member the end must eXplain his position for is left unsettled; therefore, (221) STORYrecorded OF Aon BOOK! tape (Croup).or on a reading chart. GettingTHE REPORTER oral expression (Group; 6-8).on a topical event may be easier through Dramatizepositive the and life negative of a bookways byof havingusing athe book. studcats act out the Examples: how (227) oralcurrentHe theis opinion assignedinterview event polls issue. the device. couldtask ofbe takingtranscribed "What do Chooseyou think an outgoingof student to be the "reporter." an oral opinion survey on some on tape or in a class ?" These (222) POETRYtoand turn where DISCUSSIONpages, to store how (Group). theto usebook. the index and/or the table of contents, ROLE-PLAYINGnewspaper. (All grades). meter,Talk about rhythmic a poem; quality, use simple and message. poems at first. Discuss its mood, (228) andVary"Whatup act the outwoulddifficulty their you conclusions.really with thedo ifgradea hypothetical problem. The classyou must saw discuss a friend the cheat problem on an exam?"HoneSty is emphasized. level. The teacher makes (223) ofConversationSPEAKING sound charts, CORNER or speakingphonetic (Small groups). cornersgames, poemin primary books, roomssimple can puppet consist YOU SUPPLY THE CLIMAX (Class; all grades). games,pad"theatre, might poetry and use tapebooks, a radio, recorders. and acontroversial phonograph, atopics speech for box debate. with ad-lib For older students, a "conversation (229) climax.A mystery story is told or read. The children make up their own (224) InsteadASK THE ofTEACHER the teacher (Croup). asking all the questions, every so often discussChildrenENDINGS the (Class;read various a story4-6). ways that they has want the storyan up-it-the-zirto end and tell ending. They Thesethe question-askingstudents should sessionshave a chance should to be ask kept _neir informal teachers and relaxed. questions. (230) whyalso they be selected used for that writing. particular ending. This activity can (225) comesTALKBefore TOin ME! forschool (Individual).a brief begins chat in withthe morningthe teacher. a certain child (take turns) This is an excellent 48 mayenvironment.way comefor thein andteacher help andthe studentteacher towith build "chores." rapport in a relaxed speaking In cases where shyness exists, more than one stud- "t A lot of (continued) (231) ORAL COMMUNICATIONCreative SKILLS Speaking Skills II-D littleincidental work speakinghere and canthere occur (Miss when Wilson, everyone is busy doing a Many Farms). (231) studentsWhatCHEERING a terrific learnASSEMBLIES to way respond to(Large enhance spontaneously groups). the speech for and their voice school sounds, teams. The weaving,ManyMAKE NavajoIT ART!clay students (Individual).modeling, take and pride beadwork. in the different art media like DEBATE (Teams or individuals). (237) be toencouraged the class to (Miss demonstrate, Wilson, Manyorally, Farms). their Several students might particular "process" (232) shouldteacher.forIn socialthebe organizeddebate studies should oncurrent notecards be established topics which often by sparkthe students debate. and After the topic has been thoroughly are, in turn, cataloged. investigated, it Guidelines the TwosubjectTELEPHONE children such PRACTICEengage as studying in (Group). a "telephone together, conversation" inviting one aboutanother over a specific arguments,Debate rules, should such be as adhered time alloted to. for opening and closing (230) canThesefor be adone conversationsparty, informally and taking can(Betty bea messagepracticedSmith, Tohatchifor ahead other ofBoarding Lanny time members. School). or they (233) topics--andAgainDISCUSSION using (Group).thencurrent orally social discussing studies themtopics--investigating will enhance the Students'these (239) 1... . try, PreparationPANELS (Four of to health six pupils or social plus studiesan audience). reports can be done by BOOKenthusiasm DISCUSSIONS for the (Groups). topic. cussionspertinentaheadforming of paneltime.are so anotherthegroups. panel means doesn't of opening become thelifeless. avenues for more Make sure the topics are both interesting and Each panel member prepares his material Panel dis- (234) wellshouldcanvaryingReading be beuseful viewpoints. attopical the as discretiwell and aseven stimulatingn controvcisialof the individual for thebooks canas the listeners. Cemmonicating orally about a commonProcedures book and booklists for such discussions participants as bring together (240) PROGRAMoral communication. PICK-UPS (Groups). administrators. teachers or othersOnePlanningstudies or canmore a themetake classpupils onor shortercanholidaya schoolserve roles.can asprogram add"masters to arnend the of students' ceremonies"a special social speaking confidence. while (235) TALENT SHOWS (Groups). orTaking dancers advantage can be ofbeneficial musical groups,to extending drama speaking groups, skit talents, experiences. (236) 49 APPENDIX D. Sock Puppets Button eyes or material eyes Materials:FLANNEL BOARDS: 1/4" thick plywood or heavy scrap cardboard. Teeth Red material inrert outs from felt mouth SizeCover of board the boardwith feltis optional:small or flannelette; adhere 4ith glue or staples. Medium lap1 18" x 24"8" x 10" PUPPETS: Large 24" x 36" E. Material Puppets A. Materials:Stick Puppets popsickle sticks or tongue depressors; heavy paper Thumb ^IO Middle 3 fingers Little finger stickInsert and oversecure top of or cloth scraps; glue. andMachineinside then stitch turnout ; d s.. with glue or staples. atogether,toBack pocket. head, and stapledfront forms 0 ' Open bottom for hand B. Materials:Finger Puppets paper; glue; crayons. C. inMake proportion the same toway your as thefinger stick size. puppets but make the head size fit 1."1 GAVE MY LOVE" or "cHE RIDDLE SONG" I gaveI gave my mylove love a chickena cherry without without a abone, stone, Finger Puppets (second type) AndI told my love a story without an end. I gave my love a baby with no crying. C r 45on dots No.,HodHOW can can there there be bea chickena storycherry withoutwithout without aan abone? end?stone? Kleenex. 3. AAnd chickencherry how can whenwhen there it'sit's be bloomingin a thebaby egg itwith ithas nohas no crying? nostone. bone. 50 AndThe astory baby ofwhen that he's sleeping, there's no crying. I love you it has no end. Activities READING I. I-A.READING READINESS SKILLS. Auditory Discrimination Skills IEEE IV. READING PERFORMANCE SKILLS. Activities !Mt I-B. Visual(See DiscriminationReadiness Skills Skills in LISTENING) (244-263)(241-243) 57-60 56 IV-B.IV-A. SilentOral Reading Reading Skills Skills' (378-385)(366-377) 81-8279-80 I-C. Oral Language Readiness Skills (264-269) 61 V. V-A.TYPES OF READING Recreational Reading II. II-A. BASIC READING SKILLS. Phonics (270-291) 62-64 V-B. Exploratory(Book reports Reading and reviews) (386-395) 83 en44 II-C. II-B. ContextualStructural CluesAnalysis (310-319)(292-309) 69-7065-68 V-C. Informational(Reference works) Reading (396-406) 84-85 III. II-D. READING COMPREHENSION SKILLS. Word Recognition (320-333) 71-73 (Content areas) (407-417) 86-87 III-A.III-B. ApplicationLiteral and SkillsFactual Skills (341-350)(334-340) 75-76 74 VI. VI-A. READING METHODS. Intensive Reading Approach (418) 88 III-C.III-D. CriticalInterpretation and Evaluation Skills Skills (358-365)(351-357) 7877 VII. VI-B. READING TEACHER AIDS Basic Reading Approaches (419-435) 89-91 SUGGESTAPPENDIX YOUR OWN ACTIVITIES (436-440) 98-100 94-9-92-93 311 55 Auditory Discrimination SkillsREADING READINESS SKILLS I-A activityTheCLAPPING teacherchildren canGAMES claps listenbe (Group). extendeda certain and than bypattern usingfollow ill.... morethe cum.?,difficultclap - pattern.clap patterns. - clap -clap. This same (241) TheTHE childrenteacherNON-RHYMING pronouncesclap WORD their (Group). ahands aeries when of awords, non-rhyming most of word which is heard. rhyme. (242) Examples of words: boat,tick, goat, Rick, coat, Nick, ate sick, lick, toe, kick COMPLETE THE RHYME (Group). bat, rat, Sam, fat, tat, mat, at SomeThe childrenexamples completethat can aloudbe used very with short pictures: rhymes begun by the teacher. She put on her shoe, HeAnd Intoturned her afoot sleepinghis turnedsled . (bed) . (blue) (243) lit Pot 10"1 r .11 Visual DiscriminationREADING Skills READINESS SKILLS linePreparedLEFT.-PIGHT or shape" ditto PATTERNS fromsheets the(Class). on left which side children to the mustright follow side area "path useful. or (244) EYE CONTROL, STAGE THREE (Small group, same procedure as above). EYE CONTROL, STAGE ONE (Small group, sitting on the floor, in a red I I green orIt twowould older be helpfulchildren to to have help two you. adult aides for thisstraight ac ivity row, facing straight ahead). If aides are net a, ilahle, blue 1 Iyellow I select two children who are well-disciplined to help you. First Aide X Second Aide X' Tape four pieces of colored construction paper (8" x 10") to XXXXXXXXXX (children) (247) xxxxxxxxxx(children sitting) aidesothe at van.calls the beginningoff the colors they arein order,not too slowly, far apart. going from the left Use blue, red, green, and yellow pieces. Then she calls off the colors randomly Then the first Tape them Thethe First Second Aide Aide. rolls a large rubber ball in a straight line to T Teacher, who observes. The children are instructed to sit straight (245) usingThegain(doingto other thetheir proficiency anrightaide evesslowly). willside. correctly. atcheck following to sake the sure directions that the withchildren their are eyes. She will increase the speed as the children Later the colored paper should withLatermove theirthefollow their aball smallerlegs the heads;back crossed,ball ballto they asthe shouldit arehandsFirst is torolled.be inAide movesubstituted their andjust lap.the their activityforThey eyesthe are largerinis not orderrepeated. toball, to Then the Second Aide throws be inextended.changed reading. around and the distance between each piece should These eye control exercises should aid eye span andratherto the do distance thisthan eyedoing can control beit extendedfor just a long three a littleperiod minutes metre.of timea day just with once each a group,week. It is better ChildrenFINISH THE can PICTURE finish (Class).the pictures and/or color each part of the EYE CONTROL, STAGE TWO (Small group, seated the sameStage way One).as in eachtheincomplete one picture on thepicture first right inuntil side. order the to addition get the onidea. the last picture matches Be sure to have the children point to down"childrenliftingThis timeand up look theboth childrenat thumbs. their lookthumb!.hold downtheir at hands the floor.straight out in front, The aide calls out, "eyes up" and the The aide then says, "eyes The other aide (248) minuteswithoutwatchesthe speed permovingthe day.childrencan their be increased. headsto make or surethumbs. that they are focusing correctly Again, do this no more than three As the children get better, A? 57 V 0 0 0 0 IP g011 Visual Discrimination SkillsREADING READINESS SKILLS I-B thestartingTakingTEAR right IT aside.(Glass). onsheet the ofleft newspaper, side and havegoing the This exercise can be repeated again and as straight as they canchildren to tear it with you, circleDistributeWHAT'S WRONG?everything copies (Class). thatof a doesn'tnonsense belong picture or isn't correct. where the children must objectivesintoWhenthe athey sameball are are piece.and throughplanned try tossing withfor; theit into Later on they can cut the paper with scissors. left-to-right orientation;newspaper, hand have them press it a wastebasket. Thus, three again with (249) Example: A Schoolroom PUZZLESmuscle control;(Group). and visual acuity. (252) heavythevisualLarge children tag-board. woodenawareness makepuzzles--picture oftheir shapes own andby typescoloringmatching are very helpful in developing apieces. large picture on Later, let Next,picture let into them six put or their eight picture pieces together.(you When they are finished, tell them to demonstrate first). cut their SetWHAT'S on MISSthe chalktrayNG? (Class). or in the pocket chart several pictures. (250) anyhidden.andcoverLet waythenthe their you childrenlet wish. eyesthem andreviewsee turnif eachthey around. Later, change the picture order one and thencan rememberask them whichto stand picture was Quickly remove one picture or vary the activity up, (253) ThereCLASSIFYin duringare THEmany theirOBJECTS! classification readiness-building (Group). games that young students can take part period. The child sees the ShowTRAY OFeach OBJECTS child (Class).a tray of familiar objects like some beads, a vegetantes,categoriesclue,object paste on riowers, theof similar animals,top, nunring thenpictures homes, he items, underand clot must, on the basis of the top picture trees, youthe can original. also include hing, and vehicles. In addition to objectstheperson),everyonepencil, children in coverhas a canpicture.hat,had the remea,,er. a traybook, with a shoes a cloth a pop and bottle, then and bane to view the objects (10-20 seconds This activity can also be used with see how many items so on. After per (251) ElminAv11-11 -.Lump" r. (254) 55 READING READINESS SKILLS I-B MATCH THE SHAPE (Group or individual). Visual Discrimination Skills TRACE THE DOTTED LETTERS! (Ine I). You can easily make a box of shape cutouts like the following: (Inside coveran old of nylon childrenTracing lettersget the inside"feel' dottedand the "paths" "look" (laterof the words)word. helps some stocking box) (255) C% / 7 L..= 11- .0 r, (258) C2LaterThen themore child difficult matches shapes the correctcan be used,shape orto usethe letters.cutout shape. t 1-111 LI11 IIUI I 1 COPYexactlyStarting IT as with they easier see it. shapes, have the children copy the shape COQ(Group). Example: tskhmr AnearlySeeingLETTER example: reading likenessesDISCRIMINATION practice. and differencesEXERCISES (Group). between letters will aid in withAlso letters.do this activity (256) matchingCircle the letters. gapsCopy A c-P hild is Eg ragMlrfa0 m o0 a weO u f n I (259) LETTER DISCRIMINATION GAME (Group or individual). 0 drawMATCHING a line LIKE from SHAPES the shape(Group). at the left to the matchingDistribute shape copies of a similar exercise and have the children 0 Children are given a sheet of paper with a game like this one:0 They are instructed to on the right. Thecirclelowerthat game all belong casecan the beletters. in capitalchanged the chest. lettersfor This (260) r (257) steplettertheactivity toward differences case. isrecognizing a further between w m 59 READING READINESS SKILLS I-B ThisWORD sampleDISCRIMINATION deals with EXERCISES seeing likenesses(Group). and differences in words. Visual Discrimination Skills Draw a frame around the matching word. me CO you he (261) Ihere you fil to mehe helpsee 1:=M ThensomeYoungFINDING thought.give readers LOOK each ALIKE enjoychild WORDS ain good a(Group). particular hunt, particularly reading group when (ifthe groupshunt involves do Hide around the room many familiar reading words. "holder"Thenfornot aexist,the word canlook-alike whichselect keep is it:ten cardnearly children) is thefound same a anddifferent as successfully the card word they card. read, hold. the hand--band and shy--sky. They hunt (262) withThePHRASE the last useDISCRIMINATIONS step of phrases.of seeing (Group). likenesses and differences should be to go you go no go Circle the match- (2631 look here I se,_ ar>youI lookcan Innitrta. I come AWE)I look ing phrase. 60 NIS MI MO 106164 Puti Oral Laneuage Readiness SkillsREADING READIPvSS SKILLS I -G whatTELLschool.Encourage IT.they do childrenin their tofree tell time. about what they saw on the way to If they live in a boarding school, have them tell about (264) barriers,HoldNEATtake ISup turnsIT.some let knowntellingthe classroom and what some it aidesunknown is. help objects out with and translation.let the children In the case of the language (265) AN ReadENDING. a familiar story to the children and let them make up their (266) ORDERown IT.ending. Havingretellandpictures placeread the whicha them storyfamiliar inyou sequence. the have ztory correct cut to out yoursequence of class,a similar of letthe bookthematory. ortake have some drawn Then they (267) GUESSING GAMES. orbag;includeAny tape typein recording.aguessing ofhand; guessing in what the games iskind inside shouldof book; a box;be onused undersounds frequently. a heardchart; on in a arecord paper Ideas (268) ACTactivitiesDramatization IT OUT. helps of tostories, bring outof situations,the more reserved and of physical game children. (269) 61 BASIC READING SKILLS II-A WhenBEGINNING a certain SOUND soundCHARTS is (Individual). being focused upon, make a large chart Phonics As SOUNDeach consonantBLOCKS (Class). sounu is studied, the pupils draw a picture maywiththatlike come the they/Ff/ fromaound discoverfamily. their name readingand begin one withlessonspicture the orthatsame may beginssound. come fromwith otherthat soundsources. Children can then come up and add words These words (270) areofpicturesis then somethingdisplayed cut are out beginningsaveduntil and pastedandthe withpastednext on thatlettera onlarge particulara pictureis sheet introduced. of cutoutletter. chart made paper, to lookwhich Two of these Giese pictures MINI-MATCH CARDS (Individual). completed.andpaper.like lowera square case) block. is printed with dark lines after the block 47 On top of the block, the letter being studiedIt is(capital mounted on a bulletin board. The block is cut from a piece of construction Each new (274) activitysoundsoundsThis activity card canand alsotorecognition thehelps be pictureused the of withstudent thatboth initial belongsletter review blends cases. withinitial andthat consonsonantdigraphs. sound. Match the initial This (271) tools.beginninguntilthereafter there consonants. isis mounteda large, on colorful a different pile shadeof blocks, and added including co th. all board The sound blocks serve as excellent teaching TeacherDRAW ACCORDING instructs TO childrenDIRECTIONS to (Class). "Draw a tree with big leaves. Fill Note:Use tag.00ard for sturdiness; laminate cards for lasting use. Both cases are used for initial consonant and vowel sounds. INMEELM1gii=a1==lill asthe leaves with pictures of words that begin with the same sound or words you know like (275) Bb Kk ALPHABETfromEach childnose BOOKS paperuses (Class). athat commercial is stapled book or of taped. blank paper or makes one The children mark ofChildDRAW a ITgiven draws (Class). consonant a picture or of vowel. an object that begins with the sound Child could fold paper in fourths, (272) order.variouspage.appropriate sounds. beginning sounds as they study them, one sound per They add picturesThis can for be words extended. they learn that begin with Later on, books may be put in alphabetical (276) COPYthen AND draw LABEL pictures (Class). according to the teacher's directions. ITEM MATCH (Class). Draweach a simpleobject scenewith theun chalkboard.correct beginning sound. Children copy it and label (273) Hehalf,Example:Different opens then it beginning cutsup and out fills patternletter it soundswithor shape things can of be thatwatermelon the begintheme withonof the Ww fold.week.sound, Child folds large piece of green construction paper in beginninghas."says,like "I'm "watch," sounds. thinking waterfall," of something or "well." inside my watermelon that a bird Answer: wings. This same game can be used for other Game: A chill is "It" and (277) 62 BASIC READING SKILLS II-A HaveMAGAZINE a large CUTOUT mum (Group).her of magazines on each set of desks. Children Phonics TheVOWELthe teacher EXERCISEparticular can (Group).find vowel sound(s)countless baing vowel taught. exercises to illustrate One such exercise largeorgo endthrough paper with themorcertain chart. looking sounds. for pictures (later words) that begin Cut these ut and paste them on (278) themis having in worn::, the children Example: he identify the vowel sounds by underliningread sun (283) ChildrenCHARTout PASTE-ONand sake paste three (Class). them large on a itemslarge onclassroom newsprint. chart that is divided They cut these (279) him rode day into three shelves. elf;oneEachVOWEL ofand child GAMES.the Indian. shortmakes vowels.five The leader says, "I am thinking of a picture."small picture cards, each beginning withExample: apple; octopus; umbrella; (284) ChildrenIfbeingSHARING they Studied.bring guessSOUND one correctly,TABLE(Class). item from the home item that is beginsleft on with the a"sound sound table." The other children try to guess what it is (280) lookshouldLater, for beomit words extended the that pictures intohave the aand given reading play vowel from lesson sound"memory." whereby in them. the children This activity RECORDS (Class). eachDivideREMEMBER row headeda largeTHESE by sheetVOWEL the fiveofSOUNDS? butcher long and short vowels. (Class or group). paper into ten vertical rows- - The children somewithExample:Some beginningthem,records The then withReggie sound they singing regaleassistance.sing orgames Town act emphasizeSingers.out the song. one or more sounds. Or this provides a follow Children become familiar This gives them (281) vowelthen sound add inwords it. which they come across that have that particular This sample is incomplete. e 0 a (285) up to the sounds learned. ape beeteat ice TOWSOoh 0 HandChildrenPUPPETS puppets, (Classmake stick one or puppets,forgroup). each stockingnew beginning puppets, sound sack learned. puppets. Ex 4,1e: magicMonkey UMW' for things.the NM sound; then the monkey can talk about nnly ('82) haveToPLACEMENT distioguish handy CFa threeSOUNDS the pocketplacement apron. of sounds when learning to read words,srush (Class). Designate the pocket on the left Shell soundNext,"medialfor likethe take thesound";"beginning a"sh" series thesound. soundofpocket picture pocket"; on thecards right that side emphasize for the a "finalcertain sound." Have a child place the picture in the the middle pocket for t'a Sdlektia0. (286) hi correct pocket. 71 II-A WhenMEDIAL all VOWEL the shortSOUND vowelDIFFERENCES sounds (Classhave been taught, or group). BASIC READING SKILLS Phonicl exceptchalkboardtheyoungsters bestfor theanword th- unfinishemedial from following threevowel. words--allcontext reading three exercise:words being sentence. The children must select try giving Place on the the same (287) GraduallyTheitemsPHONIC abundance are GAht:simple not ofCORNERS. difficult,phonic games but shouldis require overwhelming. be quiteintroduced a bit of spare time. Teacher-made I want 1_ pet (cut, cat, cot) to eat. gamestheitems.or readingundersequence listening groups, which issoand bestthe speaking studentsfor your activities willclass. know as how well Such phonic games should be introduced according (Suggested phonic to use these to the class to (291) She (met, mat, mit) her girlfriend at the Trading Center. inphonicmatching resourcegames lottoa; oncards; bibliography.)his soundlevel,phonic bingo theshow phonicand me socards; skill word-building building Have areas with sound boxes; sound on. With each pupil participating will be certain board; as in the SheWhichTo ROLLING helpthen convey childrendraws SNOWBALL meaning, a picturelearn (Class). the that of teacher asounds snowball draws are rolling combineda picture down of the to form words a mountain. to enhance the reading ability of most students. wordbottomballsWith which the withof the firstthe the students mountain, restsyllable of say thetheWritten alcud. syllablessounds on combineit. below tothe make (Tohatchi Boarding School.) She shows other snow- first. a word--a At the mountain (288) heTakeCAN can YOUa soundword READ (not itIT out. (Primaryfrom child's group). reading vocabulary) and Make the word fit the phonetic priGtiples see if (289) BLENDINGyou have SOUNDSalready TO studied PRONOUNCE or elseUNKNOWN the WORDSchild (Croup'.may become frustrated. wordleft,toChildren inpronounce eachthen can sentence.they unknownuse writethe words.following or say the exercise correct to sound blew'. and sounds They simply read the word on the look alike in order (290) frightblightflightbright TheHe shookstar waswith br fr The bird was in fl 64 BASIC READINGStructural SKILLS Analysis II-B RHYMING DIPHTHONGS (Group). TheBEIB)takesthatqemily-of-sounds." students) -A -CARD cardover--but (Croup)to takes his if . partner.out heHe a successfully thencard trieswhich toemphasizesreads read the all words athe certain wordshe picks on If he misses a word, then his partner Wordsrhymingbeginning that gameshave readers; "oi,""oy,"will help:thus easyand "ou"recoinition and "ew" exercises are learned like in gins.another card. When time is up, the student with the most cards (292) poutnowb ey- R -toy wowout (294) FAMILY BOOK (Class). Words the C;Rele, all Rhymer RooS vowelareactivityAround sound twice can being bea weekdone taught.) concentrateafter all i on two "word families." (This or this activity can be correlated to a particular The student writes and then reads e vowel and consonant sounds with d e ./ivI Vee-boat low AY s y wordwritesthe namefamily. as ofmany the words word asfamily he can at :hatthe topare ofrelated histaught page. to that particular Then he (293) ListWORDthem OPERATION.10 andto 20"operate" reading onvocabulary them by circlingwords. letters that go together Have the children copy ight mad ad childand1, marking doing histhe ownvowels. paper to see his errors.h3rn 6. tgat4 Later correct the papers in class, each Example: brighttithtsightnightrigialM gladsadfadtad 4.3.2. 42)ite homelike 9.8.7. 12AAt Oblik (295) madeRemember5."operation." available to have to theyour marking students system before that1710 engaging you use in in the your above school (Contributed from a BIA school.) 10. ran 65 11-B SC :ABSLE IT (Grades 6-8 or higher) (No more than four in a group). BASIC READINGStructural SKILLS Analysis fromEachandYou tagboardneedhisplayer "tiles"scrabble has squares aor turntype squares. with wherebyboards different andhe tiles letters must build meaningful words or cardboard playcarda printed on each. ReadingADDone's IT! reading root(Group). words vocabulary. and addi,,, to th,_ Several games can aid here such as are important when extending a tilesthe word or letterthat he squares builds foreach each time. turn. He receives so many points for He is also allotted so many Each new word must be (296) word board with root word cards. ) I connectedfor example.) to an old word already on the board. (See appendix re CONCEPT ,t ion ExplainONE AND thatTWO SYLLABLEchildren WORDScan hear IN READING.the difference inter Ial 1 (299) Forvariousand example: long reading words words havebecause asmore childrenshort than wordsone part. have only the teacher says the word "wagon." come to them in their lessons. The teacher models one part as betweena rule, short I post intro able saytheyforward it,"twosay the thesyllables." first teachertwo syllables.with shows Thenthe rightthemintroduce howfist to readingand make then words After each example the children thea loose left fistfiat andas push As the childrenwith just (297) upon'21en whichthe student the altered adds ameaning prefix ofand the word is a suffix to the root word discussed. partsandableone train." syllable toand push word outaad wholes. onethe fiatchildren (left) will in soonwords discover like that Added practiLe will reinforce the concept (Shonto School, Ruth Smith). "car, hen, door, they arccf word blankOneMAKE studentMORE and WORDSthen places reads(Group the the orcorrect entireindividual), prefixword aloud. an tiffix cards in the DIVIDE Tiliq WORD!. --equal work--fans-- fr171 lrej (300) doublelongneedIn order letterwords.to know for words howchildren tolike find to"rabbit," theread parts, a word"carrot, thus with the One method for teaching this concept is two syllables, they" "batter"how and of sodividing on. using the ---reasonable -happy open--buy -- oftenexplainletters:childrenFor instance, in thattwoname syllablethese theWite letters arethe words. theword whichdouble "rabbit" are consonants just alike. which /bb/ /dd/ /ff/ leg/ /11/ on /nn/ on the board and board and let the Next write the may be found (298) AddingREADING suffixes WORD ENDINGS to words (Croup). are important to reading; therefore, El (Shontobelowmayreading be are dividedSchool, appropriateword betweenexamplesRuth Smith). for double words dividing consonants.that wordshave Let the students discover through more than one syllable between the doubleWord consonants. cards like those their theirlet children reading chooseexercises. from words which "sound I can this story. (read, reads) correct" in (301) 66 Yesterday while I was a book ( read, reading) BA,,G !;FADING SKIMS II-B HavingWORD-ing, inamana learned -ed, (Group)and various so on,(Note: word give endings the students like -er, exercises -e-, -eat, to -s, use only when children are ready.). develop their Structural Analvb... wordTheTherefore,"RIG wayendings WHEELa word isENDINGa ena,largeoften f, wheel crocial constructed in reading. from tag board can be a (Class) (Note: 2 driicult task for the Navajo student. Use when children are ready.) Learning these thanability add to-s, analyze -ed, and the -ing structure to the ofend words. of the word turn: turns turned turning For instance, have "turn." middleusefularrows)types) aid.are are whichfive printed largebear thealongpointers endings: the (similarouter edge to ofclock the handscircle. or Words (nouns, rbs, or adje:tives or all three s, =st, ed, ing, and er. In the The (304) meaningNext have"sloe" the students try their "new" words in the correct Yesterday the man his truck around. (302) wordVariationsstudent andtSee then Appendixmoves readsto thisthe ,.rthe pointeractivity wordconstruc,ion inwith canits an be'.eta! of endingused the form: with"Rig thisWheel.") large wheel. suitable for a certain (Big + est = Biggest). He is right at the end of aroundthe road. every time he talks. BeingCOMPOUND able WORDS to analyze(Group). the structure of compound words is important Maio THE COMPOUND WORD (Group). withon thein onereading. pilefloor. on anda pocket reads chartit aloud. to make a compound word. Have a deck of word Takingcards turnedturns, upsidethe first down person picks a card from Then he or she combines the word Example: aProvide turnthrough to children shareit looking his with words fora picture compoundor dictionary. words. illustrate them. Then give each child Have than search pocketstop goldafter classdinner rattlebase 1 -Jonknife Merman (303) fishroom Pocket Chart (305) rowboat LOCATING COMPOUND WORDS (Group). day shouldfoundaUsing list be by aof randomly dictionaryeach all groupthe chosen compound ormeioer. a inreading order wordsExample: book,tothey provide read.ask the a varietystudents of to words make On one page (page 540 of The reading selections 67 wordsWebster's were located: New World Dictionary, 1955 edition) these compound fieldfieldfare, worker, field fiendlike, piece, fieldsman,Fifeshire, fieldworkfigeater. BASIC READINGStructural SKILLS Analysis II-B CONTRACTIONSthisReading exercise contractions (Croup). have the is at-_ another means of analyzing words. !Its read the contraction and then In match it with the word from which it was contracted: won't we will is (307) we'lldoesn'tit's willdoes not noto not analyzingThePOSSESSIVESunderstand more practicethe (Group). whatpossessive thebe reads.Navajo form, student the better has inhe bothwill readingbe able andto One independent activity is placing the itemsword cardnext whichto the bears correct the phrase:name of the person who owns The boy's watch (108) CJ:' Tom'sAAn girl's Indian's game blanket do cards,The word from cards tagboard can be pieces made fromabout anall 9" x index12" or cards: larger. the phrase The teacher's boo skillItFINDING should too SMALLER often;be noted WORDShence that INconfusion there BIG WORDSis witha danger(Group). words here like: of applying this want- -ant; theydiscriminately.notcare the cancar. letterread in sounds. the bigger word. In other words, the letter order carries through Askbut the children to find as many little words as Therefore, use this activity carefully and Examples: (309) hairstylemanage Fag orangefabulous raa (don't permit range.) a.. BASIC READING SKILLS Contextual Clues II-C All sentences must be cor,:ect and have down, that player must three or more cards. draw four more cards. If an (313) withWORDSelect PYRAMIDSappropriate 3 noun, (Group). and then adjectives. have the children fill in the group of lines improper(From ansentence area teacher). is put (310) SCRAMBLEDoakta6TI,I-7scrambled sentencesSENTENCES. from ins or on dittoed the children have to the students' reading heavy paper. corder them to make sense. Make sure the sentencesbook, copy them on large are (314) READING SHORT SRNTENCRS is often confusing(Group). to early readers. To fl)m school early 1 begindevelopTheillustrate idea with their of twoworda whatawarenesssentence theysentences. mean.for reading and understanding Let the children read sentences,these and then (311) tHYMINGIn order WORDS for THAT students FIT to recognize THE CONTENT (Group). letters and coinatic.r3 t.:;:t the content. of RabbitsTrucks hop. stop. HenChildren work. jump. Example:letters toe teacher can ,se sets ofIn rhymingher hair words she put a SOW ROW (315) sentence.MakeWORD setsSENTENCE of word RACE. cards Distribute a set to each each of which can be child or team. The team arrangedor irlividual to form a Have a race to (312) Also use pictures for this activity. The men on the boat will willsee whichorally group read arrangesthe sentence. a sentence first. (Contributed by an area teacher). FINDING THE "TRUE" WORD (Group). sentence and then write or orYouSENTENCE two will sets RUMMY.need for one more set than fourof players. Dolcb Phrase Cards for two to four players sayThe thestudents word thatare instructedmakes to readthe sentencethe true or He saw the sheep eat correct. (pass, grass) Example: (316) playercardsShuffle inpicks thea pile cardseither and then fromturn the deal each player ten Zhe first one Over. stack or the fact up picked up, one must be cards. As play begins one pile and then he Place remaininL laid (313) Later extend the choices: She could see the horse eat (day, pay, way, discardsThedown, object farea card. ofun, the on gamethe is Each time a card is before'discard the pile." other players run 2o lay down cards In sets of sentences out. When one hay) hand.playerand use runs all out,the cardshe gets one point for each card in the other player's (continued) 69 LABELS (Class). BASIC READING SKILLSContextual Clues II-C issentence.Certain School)...Wednesday." objects Changein the theroom word can bedaily. lak,eled by words, phrase or For example, over the calendar write the sentence "Today Gtaibeta Primary Boarding (317) TeachREB-MEANDIG the meaning PHRASES." of phrases that tell or ask when, where, what. AgencydifficultphraseAn theexample moreCommitteetells for mightmeaningful denbeginning andbe,"I went."others)."I these wentreaders, Wordswordsto town so thatbecome thein begin themore for morning." withsentenu-meanit%each whstudent. ate clues, The underlined (Fc. Defiance (318) WhenCONTEXTfor learning an PUZZLE easier to (Class word,read neworthis group).vocabulary puzzle game words can whichbe of arehelp. often synonyms On a large piece :11, of chart paper print sentences like the following ones: Pete ran to the bus. animal. (319) Have"tired"reading available word.each "replacement"sentence using words the newnearby. vocabulary word in place of the Charles found a ood book. Children then take turns

70 FUNCTION WORDS (Group). BASIC READING SKILLSWord Recognition II-D WORD DIAL Groups). wordswhat,pocketSome arewant, of chart used,the this, mostwherethe that, difficulteasier these where, theywords early when,become. can reading who,be used and words andwhy. readare functionin phrases. words like Have on hand a permanent Tte more these (320) likeTo focus this example: troublesome reading words, construct a want large word dial // / ampere/ isms m W het here, ere, say thEn (323) orENRICH theditto sameREADING worksheets as theVOCAMHAIT underlined which (Group).ask wordthe studentin thestudents sentence:to circle read the and word respond that tomeans similarities in word meanings. Print Where, 14 los -thatt h He Heproceeded permitted to theplay man's the drumentrance loudly. into the club. allowed prevented (321) tht I will survive this crisis. succumbstruggled outlivecontinded onEach a word,student the takes student a turn must and pronounce spins the it "dial."and then use it in a sentence. When the dial stops WORD DISCRIMINATION (Group). circleeachDrawCLIMBING leafa andbeanstalk THE ofwrite BEANSTALKthe "potbeanstalk.on the of(Group). chalkboardgold" inside and the put circle. a new vocabulary word on At the top of the beanstalk, draw a Each child in the (324) books,colorFor early word game readers,exercise books colorand/oris featured words caserciaLl canbelow. be fun to 'earn. reFor ared more color ideas books. see readiness An example of one Agency.)andreadingthe try pot togroup ofclimb gold,gets to aputthe chance histop nameto reachstart at the theat top thepot of bottomof the gold. beanstalk.of the beanstalk If he reaches (Tuba City (322) stepDrawCLIMBING ofa ladderthe THE ladder. LADDERon the (Group).chalkboard and put one vocabulary word on each The children in the group each get a chance to 71 Citythestart top,Agency). at putthe theirbottom name of theon dieladder board and and climb put toa starthe top.by the name. (Tuba If they reach (325) II-D Labels:Siff VOCABULARY. Ward cards and/or labels can be placed around the room and BASIC READING SKILLSWord Recognition game.The teacher becomes the "caller" until the children become Words in the circles should be words which are particularly trouble- adept at the Thiscardingchildren can word. if progress he are can asked readinto tothesentence match sentence. them cards with where the thecorrect child object may keep or the match- 'he child is then asked to make a sentence using the word. (Fort Defiance Agency Language (326) Thenstandsasome time thefrom at(later teacher the endtworeading may ofchildren givethe books. twisterthe can following do game it togethersheet directions which as a istovariation). placedthe child: The teacher takes turn choosing one child at on the fIoor. The child ArtsBUILDING Committee). SENTENCES FROK READING WORDS (Individual). Place your leftright foot handhandfoot on on the the word, word, "star." "wagon.""Some.""thing." (?28) Another independent activity that is excellent for building sentences If the child uses the incorrect hand or foot, , - if he fails to place sentences.suggestNext,practiceinvolves when that buildinga thesmall he studenttry pocket-holdersentences making has upconfidence from a andshort reading word storyin cards.buildingcards based on onmeaningfultheir three book or sentences,level.four First, let students (327) ensueslethisturn differenthand onis or theup foot andpartchildren onsomeone of the the call correct elseentire each gets word,group.direction, a turn.or if sohe morefalls down, then his Once the children "catch" on, reading practice wordKeepby withthethe wordfirstease. cards letter. in a file box (w.tal recipe size) alphabetized Then the student can find and put away each Whenever"DON'T aKNOW"--"KNOW"--"REALLY student has difficulty KNOW" with (Individual).a word, write the word on a WORDPrepare TWISTER a "butcher-paper"(Group, no more twisterthan ten game members). knowssistswords:card atof and awords flash:give he it has to learned;him. and the third pile has all the one pile consists of words he doesn't know; another pile :on- Children can work in pairs with their word crxds, Each child can have three separate piles of wo-ds he (329) like the following sample: YOU'REtesting "IT". each other. (328) vocabulary.of particularUsingall. pre-made group, word have cards a word directly drill fromthat thereally reading holds vocabu'ary the attention of The quick recall of words will sharpen theThe children'smethod is simple: arrange chairs in a ;emi-circle. reading a (330) slower"IT."flashesgroupAppoint member.readers. theone word.child to be "IT." This game repeats itself and adds a great deal of stimulus Both "IT" and his choice look at the Theteacher first until child he to read the word ccrrectly aloud is "IT" gets up and stands Vehind another for (continued) 72 OM MI Poi lawai Pim4 1"1"1 ta""i 1-4"9 EXTEND:NG VOCABULARY. BASIC READING SKILLSWord Recognition II-0 depictreadingChortsor "FRUIT." theplacedvocabulary. same in Thennoun. key letareas the around students the comeroom upcan with be usedtheir for own building Simply start with a general word like "FLOWER" words which (331) readersDivideHELMStroublesome (Group). theand classslower reading into readers severalwords in and eachgroups challenge group. with athem balance to help of moreeach advancedother. Give each group a pack of Do Thisadvancedlistthis exercise ofactivity wordsreaders will forAbout benefitto each learnzen child, minutesthe new slower words.and a checkday. readers off each word as it is learned. Be sure to have a "master" and will encourage the (332) dants,InFUN (Functionearly MINIMS particularly reading, (Class). words certainare for words children "function" like whothis, learnwords the, Englishpresent that, what,asa problema secondwhy, towant, language. stu- will, needswhen,throughoutthe emphasis,etc.)blackboard the and selection.using be surethese to words. have several repetitions of the sane word One idea to focus upon is writing a clever jingle or song on Each day tde students Aril look forward to Begin the jingle with the word that . furtherorreading four practice.jinglesthese jingles could bealoud. typed up and distrrutesi rp co .h collo tor Perhaps at the mad of the seek, the three (333) Examples: Where is the familyfather?wt'her?girl?boy? that belongs to me? That is the two!fivefour:three!one! that keeps us alive! 73 READING COMPREHENSIONLiteral and Factual SKILLS Skills III-A AfterORDERPictures readingTHE PICTURES. depicting a story, the the story children read. cut out a (Pt. Defiance Community.) Then they pit or paste the pictures mixed up version of (334) OneWHEREstudentchildren student THE ACTIONwho glancepantomimes finds IS! through the(Group). a correctpart the ofstory placethe tryingstory first tois just read.find the action.asked to read it aloud. The other The (338) in the correct sequence. TREE COMPREHENSION. WhenCALLthem theIT to studentsDAMAO. retell thehave events completed in sequence. their reading story, encourage (Ft. Defiance Community.) (335) storytheconstructsIn ordersubject working to aof comprehend treetoward the onstory. thea bulletinand top organize of theboard tree.what or is Each limb is added in the sequence of the whatever. The limbs areread, actually a class or group The trunk becomes (339) GiveFIND-IT the child GAIL a(Individual). prepared folder geared to his reading Next, have him-ampty the level. Have sentences about ths story's subject. (Ft. Definace Agengy Community) attachedthenthe childclip envelope eachread "found"eachwhich sentence is picture filled to to withhimse12. thr related correct sentences. sentence. He must HaveperceiveForRELATIONSHIPS readinga prepared time comprehension (Group).and ditto place sheet as provide wellfrom asa opportunitiesstorycause just and effect relationships. read. for students to Let the group (336) members nderline the correct relationship. Where did the Navajos go? to the Trading Post Examples: (340) Find It When did thcy feast? nearduringon thea walk mesathe sunrise withattached picture envelope cants Inside folder clipsPar" beforeat noon sunset HavingASK THE readTEACHER a story OR EACH ,election OTHER q*'- silently, STIONS encourage (Croup). the children to giveaskpossible.them youthem toor athink onefalse anotier ofeiswer a manyquestions so differentthey willabout kindshave the tostory.of correct you. questions to ask as Occasionally, Encourage (337) 74 READING COMPREHENSION SKILLS Application Skills III-B The(eitherPRESCRIBED child simplyby wordPICTURES draws or by the(Group) phrase items or in by the sentence). picture that are labeled He is expected to particularlyReadingREADING THEand RHYME thenwhen illustrating(Class).there is a humorous a simple el^ment rhyme isinvolved, an enjoyable activity, Ditto several. put in all the specific details he reads about. Draw three dark clouds in the sky. (341) Theninone theyorder sentence cut to theillustrate rhymes rhyme and out it. let and the paste students it on selectthe bottom the oneof theirthey want.paper Example: (343) Make a rough hill here. belongTall pic resque the back ou ound. ains sueThiglb-im la .ed by euld t eeb SENTENCE FUN (Individual). illustrationLater, each student he made. rea,.:7 his rhyme and shows the cartoon thebeeachThe e-Openended more studentsentence complex reads tcas comprehensionthe itfamiliar canpicture easily sentences. it skills. bedescribes. arranged from the simple to And then he must "match" This activity can ThistwoWhenREADING mail.advancementthe EXTENDED childrenideas, usuallythey SENTENCEScome are to occurs readyrealize (Group). naturallyw advance ininto early longer readers, se-,ence but it is lat a sentence usually contains reading. primaryMountoldTo constructreading the typewriter) pictures readiness this activity, onone book;0 orx 6"more oldcut tagboard. descriptiveworkbooks;out pictures orsentences fromold librarya magazine: on a discards.card. an Type or print (using a thecluesimportant main found partsfor in students ofthese sentences sentences. to also like: analyze the main i,' Have the childr,A read and underline as and important (342) JamesMy mother constantly sat patiently rushes fromat the room loomskillfully. to weavingroom. the woolen threads (344) Va totheKeeThe win. lastwasboys ablehurdlehad toa race.injump time alt sl Gradually extend children's reading practice into paragraphsShe slammed and the books down on the wooden desk. e 75 then stories. READING COMPREHENSION SKILLS Application Skills III-B incorrectparagraphsSomeREADING stmdents FOR.DELAILS or shailar false need idea.toadded(Individual). this practice one and toinstruct read with them care. to circle the Give them OftenBeingSOLVE social IT!an alert (Class).and behavioralteacher, zero problems in on occura noticeable with certain problem age in groups. a subtle crops,Thethe Indians whitetreating ofmen. thesickness, Plains andwere servicing in America trucks. long before They had many methods for planting (345) Theclassway.read following read aloud. your day, "story" select and several then havedifferent them writeendings their and ownhave ending. themFor instance, print up copies of a problem situation. Perhaps a common solution to the problem will be achieved Let the (349) ASE YOUR OWN QUESTIONS (Individual). EXTRA!through EXTRA! this readingREAD ALL and ABOUT writing IT! (Class).experience. itquestionspageHave may froma havechild abouta astory whoshort the ishe liststory; ahas more ofread. itadvancedrelated may include wordsreader tosome prepare be unfinishedlearned. an activity sentences; This page might include some key The (346) whatWheneverlookinga lor.iwas read.something upnewspaper meanings significant for in eachthe dictionary.class occurs member. in Navajoland, try to obtain Be sure they "zero-in" on new vocabulary words by Have the students paraphrase (350) FORMICsavesteacher simmerthan than for dittoesDAMS a later (Group). off group a few of copieschildren of tothis use. activity sheet and readingchalkboardcertainBy giving itsenses, studentswiththe followingthethey categoriesanswer: learn exercise to formin whichand sensory let they the images. read students and respond respond to by through Write on the stickyroughWhat would feel tale way? SANDPAPER smoothsharp (347) DifferentGAININGlargely GREGORY childrenupon theirMACES "see" experiential(Group). different backgrounds.things when they read. After reading a story It depends whensheet talking Navajo about customs, the hogan ask the(or studentswhatever toword choose or concept the words applies): they use wadbrick garageblankets (348) hexagonsod woventowels rugs 76 III-C READING COMPREHENSION SKILLS Interpretation Skills HOW CAN WE END IT? (Group). TRUEwithorVary ORthewelves.false difficulty.FALSErecords, and (Group). then films, students oral examsmust give and anstories explanation. read by Usethe stets The storyteller asks students which stcry is trt use this game (351) whatAftertoo. they reading think a aboutstory it.with an "up-in-the-air" ending, ask your Encourage them to suggest their own endings, students (355) NAME THAT STORY (Grout). for Next,SelectDESCRIPTIVE ask a descriptivethem PASSAGES to circle adventure(Group). the words story or andphrases have whichthe students create read excitement. it. rewarding.readers.Finding the most suitable title for a story is challenging Practice in naming short passages and stories can be An Example Example: to escape from the pack of wolves. It was a matter of life or death. First he jumped into the The Indian boy had (356) brightloud, rocking flashes explosion. glistened in the darkened sky; a powerfullyOne afternoon, the Indians on the Reservation felt a Rocks were hurled to the ground; occurred vigorously.rowfoodfoot boat supply.wide at theriver edge only of tothe realize river andhe hadthen forgotten he began torowing take Short of breath,Should he he made zo backhis wayand acrossface the the same thirty danger? his The teacher could let the students make up their own title or earthwouldsour shooklong stench beso rememberedsuddenlyfilled the and by surrounding sothe long tribe. and area. so painfully. What bad For never had the let (352) THE MISSING ELEMENT. than choose the best title from a list. asearthquake peaceend to tranquilty asorallyHave the"What the descriptionor happc' childrenin writing readof filla acharacter storyin the with missingor athe missing ending.element element, from such like questions the setting, '?" and "Where did the story happen?" (Contributed by The children can then (357) A BETTER TITLE? (Group), an Area teacher, whyonecertainSome fortheir stories thestory title story. havecarefully is weakbetter. titles.and then ask them if the title is the best Let them suggest their own titles and explain Encourage your students to read a (353) ADVANCING AN OUTCOME! (Group). Whileorwill to"Closereading end. your a story, eyes andlet trythe tochildren 'picture' try (imagine)to decide whathow the story Ask questiOns like, "What do you think will?" happenor "If you wrote the story, how would you end it?" will happen (354) next?" 77 Critical andREADING Evaluation COMPREHENSION Skills SKILLS III-D YOUthatRead READ tellorally 1T1 stories. to the children a series of short factual paragraphs Ask, 'Wilt do you think happened?" just prior ToP:OPAGANDA really makeAGAIN! the (Class). class aware of the pitfalls of taking each author tothe the author's author'send of ending each, finish. and discusslet the somechildren of their offer endings ideas. as compared (Hannah Nelson, Kennehotso) Then read (358) of"identical"thisteacher,an aarticle book"master" willor (fictional) toan article,know thearticle firstthat write aboutas theone, "gospel," article twosomebut moremakeevent istry articlessomea orthis"fake" person.small arrarrgement. which reproduction). but aresignificant supposedly (Only you, the Write up From DuringWHATtheir DO reading YOUstory. THINK classes, HAPPENED? have the children cover the final part of Look at the pictures for clues, scan C6e first parts thought-provokingOnceleadchanges. the class hasto questions believefinished that toreading geteach them themember toarticle, re-readhas the pose it.same some article. Distribute the articles to each student in the room, and Then let (36 eachisallowof stillthe individual them story covered. to andread give draw silently an out independent ideas all ofto theaidanswer. storytheir exceptcomprehension. the end which Then ask, "What do you think happened?" After they have then Let Then (359) readtoargumentsthem the inopenly realizationprint. over discuss certain that what allegedyou they cannot read."facts." always believe everything you There will surely be some Hopefully they will come class.theread sequence the author's of the ending, story andevaluate the logical his and ending their producedown by discussing by the (Hannah Nelson, Kennehotso) InPOINT civic OF VIEWaffairs (Group). as well as in literature and films, points of view WhileforBOOK sharingliking EVALUATION ora booknot (Individual). caringor a story, for the the book. student states real reasons (360) andorenlistviewpointsare writer. sometimesbe ablethe early. group'sto evident. list aidthe inapparent discussing reasons the theopinions author of has the for author his Then the students should read a selection or selections, By seventh and eighth grade, the teacher can It is helpful to build awareness for aurftors' (364) To COMPARINGprepare students for future fact finding reports, pass out a FACTS (Croup). OPPOSINGopinions. POINTS OF VIEW (Social Studies; Group). content.thestudentssample same article topic.read the written article on anda certain then raise controversial questions topic.concerning its Next suggest articles they can read by other writers on Have them compare and contrast the facts. Let the (361) ForTodayIndian example, it isRights. notthe difficultNavajo students to find will varying find opinionsa great manyin our opinions society. on When exposed to various articles and books, the PROPAGANDA (Group). Example:accordingstudents shouldto the readview severaleach writer articles supports. and then arrangeAuthor the"A" facts Topic--INDIAN LAND CONTROVERSY. Author "B" (365) typesthemisLearning important. analyzeof wordsto detectthe used, selection propaganda etc. on thetechniques basis of used factual in books information and articles given, Have students read selected passages and then let To do this activity with younger students, (362) 1. Indians.shouldFeels morebe given federal to theland 1. longerLandThinks Grant applythat Treaties oldto theFederal basisread storiesof reality aloud or andfantasy, let the fact children or fiction. judge the stories on the 78 2. Etc. 2. AmericanEtc. Indian. 777 ; t 777 Ulymmr,I WMWO..4 14+6.16...11 FOLLOW THE TEACHER! READING PERFORMANCE SKILLS Oral Reading Skills IV-A (Fearful; scared) naturalSometimescorrect flow oralintonation to readingit. andgets expressive bogged down dialog an' needsbetween a littlecharacter: zest and The teacher shou71 read aloud as the model for The (366) say,Next,2. "You've give the just group fallen a setting. down a twenty footOh, Oh:cliff. I just heard a strange noise: For sentence number one, you might wantChildrenidea to fromre2eat listen Shonto what for School,theintonation teacher Beatrix andhas wordSmith)read groupingfor practice. and then they may (General studentanh%veread old wanderedthis homereads sentence?" that theaway everyonesentence.) from your says home. is haunted, and you say...." For the second sentence, you could say, "You All of a sudden you come up to How would you (The (370) oneGeorgeTAPE of RECORDINGS hisMartin's simple Sounds(Group). stories of and... thenbooks record are excellent it on the for tape. tapes. Have the Take CATCH THE MISTAKES (Individual). surelyHavecanchild him bepick takerepeatused up tie insome the storysame newprocedure, story form.)reading in andthevocabulary havebook himand words. "readfollow along." along with the tape. (Also ESL exercises He will (367) pointstheOne sentence,sentenceway out to thehelp down writedifference, the just thechild ascorrect hewhobetween or omits sentenceshe the readswords sentences. from it.while the reading book. is to write Above his version of The student (371) PUPPET SHOW (Group). Correct:Incorrect: Tom saysaw the tree change colors. tree change . incorrectThen erase version. the varyotherpuppetA puppetfrom students Characteispaperbag show canmanipulate kinds (behindbe planned to rirdboardthf topuppets.scenes) illustrate shadow read puppetstheira story parts toread. commercial while some The kinds of puppets may The (368) NothingtheREAD person ITsharpens WRONG? who pupils'(Group).omits certain awareness words. for correct reading better than The teacher can help prevent VISITATIONones. (Individual). omitswhileextinguish.the astudentsreading word to omissio followtest the along students' in their attentiveness. books. For example, the teacher reads aloud a reading selection problem by making the very errors she hopes to Occasionally the teacher Inevitably they (372) oneChildren.hisSometimes whoold mayclassroom a haveformer been in student orderan average towho read reads reader) a shortwell but willstory also enjoy tothe the revisitinglittle younger ones This activity not only benefits the older student (some- (369) withwill morecatch care. many errors, and hopefully they, too, will learn to read EXPRESSwho enjoy YOURSELF hearing IMAGINATIVELY stories and who(Group). are looking for a reading model. reading"depictingPreparingREAD IT WITHwith certaina book MUSICmusical passage,moods, (Individual). background. the a poem,student or cana special add some reading novelty selection to his "mood He should plan carefully for the (373) sentencechildrenSelect sentences strips.in your class.which are geared to the reading levels of the Next, print expressive sentences on long "SPECIALS"kind of music(Individual). selected. 1. (Troubled;Help, physicallyhelp! in pain) I think I've been hurt! (continued) (370) 79 Studentssections mark or beautifulother particular descriptive parts passages, fcr oral interestingreading to theconversational class. (374) RIAD IT ON TAPE (Individual). READING PERFORMANCE SKILLS Oral Reading IV-A Skills vocabularytheable(Note: passage a very Providing geared containsshort toselection prerequisite particularfirst, afor lot individualsomelearnings of expressivestudents werereading to developed.)sentences; read. levels. andHave second, avail- Be certain Then tape simpleplaybackrecord readingeach will individual enablechecklist the as wouldreader he reads be to a evaluatethehelpful selection guide.his performance. aloud. ORAL READING PERFORMANCE RECORD Example: immediate A DateName(Check items that need to be improved) Selection (375) RatephrasingNaturalExpression notationsMiscellaneousVolumeClarity lettingability.SomeREADERS' of eachyour THEATRE studentstudents (Individual). choose will enjoya selection and take of prideprose inor theirpoetry oral that reading depicts A meaningful way of utilizing this oral reading ability is performancearticulation;shouldrehearsalsome element include whereby forof dramatic thingsmood.beginners constructive likepowers should poise; of evaluation bemood voice held And quality;with expression;is given.a somewhat body etc.movement; small audienc_ voice After individual practice on their own, stage a Such evaluation The actual (376) lightinginstancesingfreeting is from semi-circular.where effectsoutsidesoft the background candistractions.lighting be used musicis todimmed; highlight(a drum clothing beat, the text.etc.)is informal; audience seat- The reader can sit on a high stool and in some The reader should be in a relaxed set- and/or special isMoreUsuallyREADING a narrativeexpression SUB-TITLESfilmstrips filmstrip. can (Individual). havebe added sub titlesby the whichdesignated can c oral reader(s) if it L for oral reading. (377) 80 READING PERFORMANCE SKILLS IV-B ThisWHAT'Squickly. exercise WRONG? gives students an opportunity to skim to find something Have them find one element that is not correct in each(Group). sen- Silent Reading Skills thelinelines poem by ormore line. a versemeaningfully at a time than enables if he thewere student to go wordto read by wordand memorizeor (381) tence. andFor potatolunch wechips. will eat hamburgers,Examples: carrots, apples, chicken Joao, DittoREND THEN an experimentDO (Individual). with a list of suggested steps. Let each indi- After school I have to change my cloths. Answer: "cloths"chicken "soap" should be clothes (378) vidualtenis to text.read do. it through carefully, taking "mental" notes of what he Then let him try a "dry run" without the aid of the wrt- (382) The boy was wearing a sweater, his boots and his skirt. Answer: "skirt" film.ShowSILENT a MOVIES!short film, (Class). either an old time movie variety or a short foreign Let the students read the subtitles to themselves. doesn'twherebyThis exercise fit.children can look also at be a appliedpicture inquickly a reading-readiness to find something situation, that tosilently.movieactivity view camera. the is picturedocumenting as well a classroom-made as to visually film decode using the a print."home type" Reading subtitles requires rapid eye movements,Then, nave in subtitlesorder in English which are to be read Another (383) OneTheSKIM day next IThave (Smallday your list groupstudents a few factualread a shortquestions selection on the from board a historyand let book.the or individual). BrainstormingRAPID READING (Individual).ideas for a topic requires rapid reading. Have avail- skimmainalsostudents magazinesideaskim ampleskimofto certainlocate theandopportunity samebooks newmaterials. material;or toreview skim toareading familiarfind a materialreference; story. daily. and to get the selection to refresh their memories. For recreational reading let students They can Give (379) throughable a hostin order of newspapers to get their anJ ideas.periodicals for students to glance (384) CAREFUL! (Group). TheretheINFORMATIONAL areAir severalForce READINGcalled Reading-Study the--c PQRSTTeDY SkillSKILLS Plan: formulas. (Small group or individual). One was used by GiveproblemthisHave the readingthem students related read have itato short thecarefullywhat students detailedwas read.to analyzemaster selection thethe content.fromcontent a science and then unit. solve a Then following (380) P2PI =- Preview:Purpose: headingsPreviewFind the theorpurpose byselection skimming of the by the readingreading first selection. thesentence general in (385) SometimesREAD--MEMORIZE short (Individual), verses and poems take on more significance when 0 = Question: Ask yourself questions about the selection you'lleach paragraph. be reading. memorized.carefully-- receiving visual images as he reads it. To memorize poetry, a student must first read the poem Taking a few (continued) (381) 81 11 = Read: questions.Read the selection to find the answers t v.onr (continued) READING PERFORMANCE SKILLS IV-B TS Test:Star.. or Summarize: whatTo yourself you read. or on paper summarize Silent Reading Skills tinesthatThe evidencethe teacherin orderalong with the pupils need to do it together several from such ReadingStudy toplans like the precedingTest yourself one"get ison intowhat theyou habit!"read. (385)

82 BOOK MOVIE (Small group). Recreational ReadtaTYPES OF READING V -A ON-THE-AIR! (Individual), fastenedingHaving a series read to a ofroller,story.or pictures which a onbook, isa longturnedStudents sheet to makemoveof paper, athe "movie" pictures the endsof itinto being by view,draw- (386) canheaudienceThe canalsostudent tape be(his used.recordcan class). broadcast his Lroadcast. a book review to an imaginary radio Or in the case of a more withdrawn student. Background music and sound effects (391) supplementaryThoughCOMIC BOOKS dthated, (Class). rending comic materialbooks can without be added damaging to a classroom the student's library reading as PANTOMIME IT: (Individual). "psychological"notusedmorality. become for recreational the soleadvantage. source reading of atools, child's too. reading they can have some CcGic books can be used to stimulate reluctant readers and (See Fader's, Hooked on Books.) As long as comic books do (387) aboutreadA pantomime andit. want cleverly to read actedthe book out ormakes story others to really guess findabout out the more story (392) HUMOR IN READING (Group). HavingBOOK RECOMMENDATION read a special (Individual). book or story, encourage the Navajo student (393) studentsalwaysAll youngsters he to an read.' on-going enjoy Riddle jokesselection books, and humorous ofjoke humorous books, incidents. readinghumorous material stories forcan There should (388) to write a letter home or to a friend recommending his or her book. thetheirbe-read funniest joke(s) on all jokes inside. levels. for a class jokebook. Let a committeeOr have ofa jokestudents box wherebyread and students select can put onreadingGiveDRAMATIZATION the a partdramatizationthe sameof (Smallthe book. story ofgroup). ato scene be enacted. or an event with others who are Simply get together as a group and decide Then select roles. Practice. (394) READtheirSome-children THE ownMESSAGE. reading respond books. more to personal experience reading than to . throughTheplan noteslittle or may secret!personal ask for notes a response placed inor theirmay just desks reveal from antime interesting to time. Hence the-teacher should tantalize students (389) MONOLOGUEScharacter.monologue,Another (Individual).way where to share the studenta strong assumes character the bookcharacteristics would be to ofprepare the book a (395) forposterHavingPOSTERS making inread (Small orderflat a particularly grouporto twoadvertise or or individual). three-dimensional interesting his book. book, posters. a student can make a Any art media can be used (390) 83 V-B CARE OF BOOKS (Class). Exploratory ReadingTYPES OF READING 5. signedThen supply book card.a small box where children can drop their The class librarian (chosen on a bi- Locateonesuch main afilms movie rule are or to unavailable,movies follow. which haveemphasize the class the caremake ofposters books. which stress If (396) o. natedThebookmonthly childrenis place, due.rotation andsimply thesystem) putclass their can librarian remindreturned classmatesputs book the in book awhen desig- card their (397) ItCHECKING some achools OUT BOOKS early (Class). library skills are taught in the room to thein thebook matching back on book,the shelf. checks off the name, and places facilitatethe following library steps: use. 1. Have on h ad at least 50 paperback books plus You can provide a small room library through CATALOGS.Older children who go into the library for research work will need to 2. glueshut,Putany book inenvelope and each discards. cut book to1/4 the aof regular insidethe way sizecover from envelope, ofthe the top. book. licked Then dentoffices,catalogsforkno-g projects; makethe generalvary usesa sample fromforof indexing the independent schoolcatalog card activitieslibrary catalogof reading;his toinon wouldpublicorderwhich for be generaltoincludeslibrary suitable.select information. to subjectreading departmental materialindexing; Have the stu- Since (398) 3. areNext, similar ditto tonumerous the ones copies in your of bookschool cards library. which Book Title woulditemsselecttitle correlate under indexing;a general this nicely authortopic.topic with likeindexing; other "geology" school etc. andsubjects then zeropertinent in on tothe the specific This is one reading-Language Arts skill that One method is to have the student AuthorDueDate Name Room No. child at the time. (397) AnandHaveCARD example copyCATALOGa list down might ofCALL. pertinent assorted be the following:informationtopics whereby about the each student topic must from go card to thecatalogs. library eager of bobK. Place one of these "cards" inside of each pocket. boatsbirdsairplanesships tribes,honesfarminghunting Indian (399) 4. Sample:"Date Due" slips can be made by the ditto machine, too. extensivetoThe the student cardoriginal list catalog.would of card thehave inbooks tothe fill availablecatalog. in the underrest ofa certainthe card topic himself by usingby going Or the student could make an 111111111111111111MOMMIIMMIIMIIMMEMIMMIMM Data Due.MOMMom ARRANGE THE WORDS IN ORDER (Class). MOM NNE MN= IIMIN INI1=11111 (continued) 84 wherebyAs an exercise, they have give to arrangeeach student them ina dittoedthe correct sheet alphabetic of words (26sequence. words) (400)

I. Smarm M411.11141 I elsaswvi 11.froomp lid 1-4 :--1 1 TYPES OF READING V-B An FIND-11113early reading PLACE dictionary (Class). skill is locating ofa word.letters (e.g., the middle is Discuss first (401) Exploratory Reading DICTIONARYDesksin each are rowRELAY arranged is GAMEa dictionary. in(Class). four or five vertical rows. Write any ten words on the board. On the first desk As withter,dietionerret-ramMxishile yourthe for Nlaee-toclass words the on find generalthat words page. placement thebeginning class tries1 and m).to guess Have a student open the the beginning let- winner.behind.firstsoon asword, you jotsclap downyour itshands, page the number, passes the ThisRepeat. game can be played with definitions of words, The first row to finish this activity correctly first student in each row looks up the dictionary to the person too. is the (405) dictionaryBeloMJAmmLuriteeChaikboairdRIDDING GUIDE drills WORDS grouphelp (Class). inof thefour development words: for using Write a pair of guide words taken from two are listed in the diction- theguide dictionary. words in the MOREHave ADVANCEDinstructed students DICTIONARY toopen answer their SKILLS detailed dictionary (Group). questions to a designated about certain page. Also, include some word derivative skills. words, prefixes They should be (406) aelett-the'WorasExample:ary between the.giyen that belong snide on words that particular page of and two are not. The students read and plasmodiumthe dictionary. (402) and/or suffixes. planetary plashyplanerplatefulplantation LetDEFINITIONSthediseorei children diCtionary. how (Class).&elect many commondifferent words meanings like for each word pack; stake; yard; recover and they can find in (403) PICTUREalongletterUsing DICTIONARIESwith aof big thepicturen. scrapbook, alphabet, (Claes). youngerand write Children the words can on label the pages with each the scrapbook pages (404) 85 TYPES OR V-C RvenREAD THEat theDIRECTIONS. beginning reading stages, written directions should be Informational Reading READING MakeWHAT'S up INa seriesA NAME? of (Group). labels or small signs from a particular category: experienceplaced on thefrom chalkboard a deductive-type or on paper of an so approach that children towardExample: willreading. gain TodayFirst, we will turn xesil to the About-acne back of yourfarm animals.reading books and (407) aboutturnoranimals, sign. around.his famouspretend people, name. etc. Next have one student at a time go before Theythe groupread theand label and then give the player some hints Pin on the back of each member a label words.mark the long and short vowels in your new reading Second, etc. Hints:Example: "YouFrank diedwere Lloyd severalone ofWright theyears most ago." famous architects." (1959) (412) UsestudiesSCR/A00& or, OF scienceINFORMATION to (Small group).information from reference books read in the area of social a scrapbook about the subject or to make a DIAGRAM READING (Group). "People are still copying your designs." bookc011eCtion:ofthings should be.milde writtenavailable about for classmatesin the book to or reed. books. make This scrap - (408) Whethersuchor be diagrams thea science diagram is bookvitalbe handdiagram to drawnthe ofcomprehension ofphotosynthesis, the school of room the the physicalsubject. ability to read Fascinat-plant (413) suchSeveralREADING calendarsA CALENDAR are (Individual). issued each year dealing with the Navajo. put out by the Hillson, Co., Inc. in Albuquerque for One analyzinging small of groupdiagrams. discussions can be pursued through the reading and the seasonalread1970 dealsone of with these Navajo themes customs. and then expand upon it.calendar theme is a short explanation of each custom. Accompanying each drawing and Students can (409) books.jetPUZZLES some (SocialArizona Studies).or New Mexico Road Maps or old atlases Cut each map into several pieces (10 to 20 pieces). cr geography Place OnceABODT'THE a student:has ADFHOR (Individual). read several books by one author or has read a studentsthe map piecesare to andread a theseries instructions: of questions in PutTake the out map the puzzle map pieces together. Example: a long envelope. The ofoutbook.he theabout author particularly the author.along with identifies sketches with, of his suggest book. that he or she find Then the student can present a brief biography (410) Now answer these questions aboutto your fit yourmap. lesson.)1. How bodies o, water do you count? (Vary the questions (414) AssigningSEARCHING aFOR common EFFECTS! literary (Group). work by a major novelist has its ad- 2. What major cities do you find? many riverslakes etc.oceans values.studentsSelectvantages for readif this done it activitycarefullyrarely anda tofictional if search done withforshort particularspecific story. purposes effects inand mind. Books or stories can be selected frc a special collection Then have the (411) 3. Where would you choose to live? Why? offtom Navajo the NavajoReading Indian Materials. Reference List titled: Analytical Bibliography 86 TYPES OF READING V-C _Reading. HAPmapsBeginning READING depicting (Smallwith early group). grades the school ground area codes, and so on will prepare have the class draw and and their home area. label small other students and world Reading Informational formapvegetation,maps scales,difficultgestion and globes.directions, from sopgeographic, readingteacher, Extensive sap reading Locket, Leupp Boardinghistoric, and geologicskills maps. using state, continent, skills will also include School.) (General sug- (415) WriteStoryREADING ProblemsaMew F0 problemFAZTSJArithoetie; using on specific number factsduringthe &ward their each free day. time. Class or group). call for carefulGive thereading. children an They answer the problemoffortuniCy:to ofaSdput the,day." reedtheir it ,Example:response Christopher vent to the tradingin thepost. envelope narked, Re sold a small "special (416) Ce$C7I ,ailver pint=moneyfPr.3907some pophaddid andfor madebe two354;have quarts bread left? for $5.00.offor ice 25c; cream one forpackage 40c of potato With that money he bought each. Bow such chips CURRENTWidening horizons via Ewers (Class or group. current sociallevels. and political Local newspapers as well as issues is (417) innationalcritical TimeIndimo6forthe schoolNAtazine, magazinesfor all libraries.example, gradeFebruary should "The be9, AmericanUse articles Indian: pertaining1970. to available in the classroom as Goodbye to Tonto," American well as 87 onlyThe readingthe grammatical selections structures chosen for with intensive which the reading child should containis familiar. Intensive Readim Approach READING MTHODS AwhichNew selection vocabulary it is forused shouldlower in the gradesbe selection: introduced might be in similar context similar to the following: to that in onlystudentsThcse memorizing. may are then able be toused read for the flash parts of the selectio. and card drills to ascertain if the are not (418) ing.drinkingThis(American is thea coke. AllenEnglish family. Series: Mary is walking. Mrs. Allen is eating. Albert is running. Fries-Rojas,They are on aBook picnic. One, Unit 12.) Mr. Allen is read- Edward is jumping. Grace is (Gladysactivity.Spelling Zahner--Lukachukai School)and Writing activities Boarding may he a follow-,p to this reading School: Jon Reed--Chinle Boarding New Vocabularypicnic (Experience, previous to lesson could be a Aboard,'Be.SUre'to.introduceof ilsee'and Sentence label it"We "We are are on a picnic." class picnic). on a picnic." Put it on the bulletin Take a picture Readide Of Selection (413) Teacher reads selection while students listen with . Pupili open bookS.and follow . books closed. , . as teacher reads selection again. . TeaCher(Hake readssure pupilsfirst sentenceare. following and then the pupilswords read as they read and not the sentence. tence.FeasibleTeaCherand.studentsmerely whichsaying .can sentence be answeredworking orally). togetherwith the informationmake as (Question-forms used should be ones with which "This is the Allen family." many questions as in the sen- the stu- answerTeacherfamily?dents questions. writesare familiar, questions "What on chalkboardfamily is this? Is this the Begay family? " as given. Is this the Clark Students StudentsContinue thenreading read and entire making selection similar questions as a group. for each sentence. Several students may volunteer to read the Flash Card Drill: Phrases and/or words may he printed selection individually. on ALLEN FAMILY IS DRINKINGflash cards: IS EATING EDWARD GRACE (continued' 88 lowoONN 1.."1., 111. 613 rim SIS SE NEI 1011111 1004 1"61 14011101.4 tli VI-B First,SEE IT--WRITE the teacher IT (Group). helds up the word card while pronouncing it. Basic Reading Approaches READING METHODS SPELLING APPROACH (Class). areandthe-letters)The openedtrychildren to forget severallook a visual at times.the image word ofand the pronounce word after it (thewhich whole their word, eyes not comparison of the word. Second, the children close their eyes Third, the word fromspellingThe oldplace spellerseems to place. to was be useda branch a great ref dealreading. in the reading of words. (See Writing activities.) Methods of spelling vary Now (423) untilWhenvocabulary.versioncard thethe is card wordtohidden it. ishas reshown,and completely the childrenthe transferredchildren try tocompare writeto the theirthe student's word written on readingpaper. If there are any errors, the procedure is repeated (419) wcrkbooks,ThereBASAL-READER are countlesslang sageAPPRAOCH basalkits, (Grcup'. readerscrmpany games,published etc. yearly, all complete with One of the most widely ALL-PHONICS APPROACH (Class). usuallyusedhaveemploys of adaptedapplicablethe more analytic thephonic tobasal-reeler apprca:hes, theskills. Navajo spproachchild,the newer so to manybasal-reader the creativeIndian. seriesindividuals also The stories in these readers are not One such set (424) SeebeentheOne letteryour syntheticpublished educational (the reading andsound) are curriculum approachiscurrently absolute! islibrary being the "All-Phonics" usedfor Mayin manyCarden's classrooms.method. "All-Phonics" Several all-phonic series have Here Dayis(seeof thebooksSchool. Appendix Fun is at called forHome example;). bookThe Alaskanwritten Readersby Jay andfor Eldoraan Intercultural White, Red SettingLake This book mkes a good transition for a later basal-reader Another type directly for the Navajo materials.approach as well as for -the publisher names that deal with such (420) "FUNseries. AT HOME" (Class on Group). method.MemorizationORTHOGRAPHIES: of ALPHABETICthe 26 letters METHOD in (Class).the alphabet is the oldest reading Newer extensions of the alphabetic method use "phonemics" WhiteNavajoUsed with isyoungsters. as beginning follows: readers,first, pictures this book of isthe directly characters applicable are introduced to the The procedure used by its authors, Jay and Eldora certainAlso,as isa base--suchstillanother sounds. most variation aswidely the artificialused.would include orthographies special colors now beingwhich published.stand for However, this traditional orthography (26-letter version) (421) Arizona).difficulties.aalong Navajofamily. with family, their butnamr,s; the nextsecond, book the would book be is about introduced a similar as oneAnglo about This book r.an be used (Seeby older Appendix children for whosample have sheet.) reading (Jay and Eldora White, Red Lake Day School, Tonalea, (425) pairsPhonemicsATHE mis-nomer, "LINGUISTICS" are usedapplies actually like toAPPROACH "hat, the this sound(s)bat," approach(Class). "cat, that should hat." each beletter labeled makes. "phonemics." For more information, Minimal (422) inAnSTORY soanalytic farAPPROACH as approach,herring TO READING English the story(Group). being method read isin againsmooth, useful expressive to the phrases.Navajo see Leonard Bloomfield's Let's Read. toanalyzed.story.particularThe read teacher it. groip. or storyteller tells or reads an appropriate story for a Certain key words and phrases areFiaally, "lifted" the from children the story are givenand the book in order to try The children then get involved by dramatizing the (426) VI-B Basic Reading Approaches READING 'METHODS DICTATING SHORT STORIES (Individual). basedThisAnotherLANGUAGE- approachupon commonly their EXPERIENCE is lives;particularlyused analytic APPROACHtheir environment;good reading(Group). for theapproach theirNavajo iscustoms. students, Language-Experience. as it is Essentially callsWhilean experiencE onethe childclass z'rory atis abusy whiletime with upthe to artteacher his activities desk,. t-,pes. or the like, the teacher The child then dictates As the teacher types paper,transce.eedstoriesin Language- or onby sentence dictating onExperience, a chart, strips. them onthe onthe studenttape, board, or or into students athe small teacher. makebook, up in their a class own It is useful to have a great many Their story is (427) whowords.re-readssentenceit, need the structure,it,to child haveand watchesthea "boost!"etc. teacher so that helps he taebecomes child familiar with any with difficult word forms, This activity is particularly useful for problem readers When the story is completed, the child (430) pictUres.students,recorder;items to touch,wordmothers, lists feel, and or smell, communityword files;see, volunteers); and teacher hear: aidesa andtypewriter; (whostimulating ca.' a be tape older For more information see R.V. Allen's books on Language- MAKING BOOKS (Individual). EXPERIFJCEExperience. STORY READING. orbooksreading.Students the hometeacher like to read.tocan make let upthe their class own decide books on and their take own them topics...de- home for Navajo students 4111 appreciate being able to take their The teacher gives the class a common theme writesRavingstories,the these studentstaken sentences thepart sentencestake in onanturns theactual should dictatingboard. activity be kept sentences or short having andto doh.. thesimilar teacher so vicariously,in form.while she In early Language-Experience Whenwill"Mythemespending Travels," enablecompleted, might on thethe be:etc. age students the"Places and class general toI can likewrite divide abilityto their go," up level stories"Thingsinto ofsmall independently.Ihis like groupsclass. to see."and share The teacher, the teacher aide, and word lists Some (431) Example: TheyWe saw were five livelyfriendly dogs. dogs. dogs. THE DOGS (428) tabletheir forstories...ex others to theyread. can place their books on a common sharing Oncea largethe story chart is or written on individual on the board,ditto sheetsit should for beeach transcribed child. on They had red and brown hair. The self-selEcting,ThisINDIVIDUAL is an analytic READING and self-nacing.approach APPROACH (Individually to reading This approach which is ideally self-seeking,based). is not synconomous codingteacher skills. can also make matching word cards and phrase cards for de- ferenceSinglewiththree free-reading. seats areato five awayand books quietfrom peroutsidespaces, child, interruption. One's environment should includerugs,reading and numerous areas plants; teacher-pupil which includeActivities tables, includebook cases; at least con- (432) ATRANSLATE childtheEnglish. story tells IT. on a astory large in chart Navajo as andthe thenchildren the classtranslate translates it. it into The teacher with the help of an side (whenever needed) writes Once copied zeroing-infourthe teacher-pupiltimes onweekly. oral conferencesreading, lasting from The records kept should be as few as possible, comprehension, and reading dynamics. 2 to 10 minutes three or Agencybasedinto Language aon booklet a favorite Arts form, Committee.) Indian the children Story. experience their own reading material (General idea from Fort Defiance (429) Record sample: Title Mary Yazzi Date most(1Skills or 2 I Plans 90 somebother- I (continued) Mt IM PIN% r-T-71 7-1 17-1 7-7 --I -1 VI-B specificGroupings word-a:Lack inclile first, skills, small interests, groups which and skillwork withproblems; the teacher second, on Basic Reading Approaches READING METHODS papersshouldespeciallyfull class beto anwork designedgroulings extensive on independently. for for file the sharing wherebyso.called books each "non read; child reader.' third, has; specialinterest skill clubs These skill papers are based on Finally, there (432) ThereaREADING different are aMACHINES variety function. (Individual),of reading machines available--each type having There are overhead tactistiscopes, controlled (435) ThisPressinthe particularIeannette chilekreadinkproblem Co., 1966. approachVeatch's tobook, reading needs. Reading is spelledin the Elementaryout more specifically School, Ronld readers and so on. ..SoMetimea old workbooksAHISARLEWORICSHEETF are available (Individual). and/or sometimes worksheets are ..the easierWortibeetarCanusefulleft -to over waythe fromifharder be filed.in previousre-used. tasks. folders classes. according to skill, and sequenced from The student simply inserts the worksheet By making a Theseplastic worksheets holder, thesecan be used in a (433) TheundeibeforeIfadvencea;antO Student hethe had advancing.plastic usesany incorrecttheacovering "benext to worksheet responsesandcheck uses his recordinga he answers.crayon must review tohis mark progress similar the asworksheets he goes. (See Appendix for plastic holder instructions.) If he is correct he answers. INDEPENDENT READING CARDS (Individual). critical reading contort clue skills I booksSelect and 8" ax specific10" index chapter cards andon thetype front the namesside ofExample: eachcertain card. reading Stories around us chapter 6 theanswersreadsThe cardstudent it thebackto questionshimself.chooses in the thefilebox on matchinga separate and givesbook sheet andhis ofstorypaper paper. (orto thechapter) teacher. and When completed, he turns the card over and He then files (434) Example; 3.2.1. WhatWhoHow wasdid would theJohnny mainyou do endcharacter? to this earn story? an alludawte, 91 VII READING SKILL SEQUENCE CHARTS 1Pupils on all levels). READING TEACKER AIDS III. Individual Information Checklists Scopereadingbeneficial and-sequenee levels to anyare charts, anddefined, all simply reading and organizedhopefully programs. areeach extremely individual will Goals for specific IV. A.B. InformalInterest readinginventories inventories ad,iance_atisBoardingexample sequentially ofahisSchool "Skillown arranged(December,rate Sequence to.attain on 1969). fourChart" the levels. statedwas put goals. out by the Leupp This chart in booklet form A sample page: One good (436) C.B.A.AvailableD. Reading Tests DiagnosticAchievementStandardized tests test test list list OralLevel Reading I V. Content Area ReadingE. Inventories ReadingIntelligence readiness tests tests (438) The student will be rememberexpressable to: himselfsentences spontaneously read VI. C.B.A.Remedial and Corrective Reading TechniquesTechniques for word-attachsight-wordorientation problemsproblemsdifficulties makeuse new simple words- endings for stories VII. D. A.Reading References on Techniques forReading comprehension theories problems 'a teacher.An INFORMALInformal READINGReading INVENTORYInventory is a handy spot-check guide for This inventory can give you the general level of the (Individual): (437) C.B. Reading Ideasresearchapproaches child'sthe Appendix. reading ability. An abbreViated example can be found in ThroughREADING theINTEREST years INVENTORIESseveral reading (Individual). "Authorities" have established canIfDIAGNOSTIC be you used desire by INFORMATION classroom information teachers,(Teacher). on simple then diagnostic take a large procedures 3-ring that needhaveindividualinterest ansome added inventories drawbacks,students stimulus like tothey to determine to read.are read. tseful the fortypes students of books who certain seem to While such inventories do (439) be notebookuseful; which is organized something like the following, might General Causes of Reading Failure: (438) See the Appendix for suggestions. C.A.S. IntellectualPhysiologiCalEmotional varietyStimulatingAROUSING of ways:INTEREST pupils (Classto read or stories group). can be accomplished in a 1. Through an arousing discussion like II. D.E. Reading Observation Checklists EducationalEnvirons,2ntal on3. like"Area large "It'sall table. Indians true, isn'tLne same?" it,that ColumbusThrough discovered excising America?" displays, like: 4. Through inviting questions which call 2. variousThrough minerals, purposeful labeled debate, (440) D.A. SilentOral reading Reading (continued) 92 (Havefor experimentation experiment materials like: available so the pupils can test out "Will this cork float or sink?" (continued) t=1 771 71.71 771 VII questionboardthis displays. question-aaar.-r or statement that approach.) will "het the appetite" 6. Through hidden envelopes which contain a 5. Through assorted. bulletin READING TEACHER AIDS Example:a particular story. involvedJames goes in huntinga fierce and fight. gets for reading (440) (Generalpictures7. suggestionaround the fromroom BLthat Ladket, depict generalBy placing humorous, sccnic, or any Leupp Boarding School.) type of illustrative reading units.

93 Reachil-Appenclix FUN Al. HOME hook iy %Ivan/ View W 4;is IAppendix want-Mother +0 may I help?help you Work, IIIII MN MN II 10, owl Pm", bigwig immirmi (Some unique characteristics) READERS AfraidThe Tracks to Ride C.Elizabeth W. Anderson Coatsw.,Lrh 1. with*Uses a thevowel Graphoneme and ends Concept:with a consonant, semi-vowel, or silent /e/. (a closed syllable, one that begins TheAAfternoon Look Right at Kindtheon a G of Hilland People Champ'on-Harold W. Perry EdwinEdna Markham St. Vincent Millay an, ate, it, ay *(Virginia W. Jones, 1967,of the author Alaskan Readers) Records: Peter and i"e Wolf 3.2. native."Usesenvironment.Uses legends culturally and tales relevant "to emphasizematerials thedealing heritage with ofthe the general Alaskan Alaskan WoodwindString--Percussion--MelodiousThe Orchestra instruments -Brass Instruments There4. are a host of characteristics not mentionedthe. -rates word. here illustrated that are objectsvital toto the Alaskan child's connotation of Films: We Lee'sImprovingDiscovered Read your Poetrythe VocabularyDictionary i10furtherthis SW Secondreading explanation. Avenue, program. Portland, Oregon 97204, for more information an Write to Northwest Regional Educational Laboratory, WritingBuildingMakingHowThe toStory a SenseReadReport "matte. of awith aBook Book Paragraphs Oue:Ines COSome Suggested Resource Materials: _Softball BasketballLibrary Follett Duplicated Materials: Survey Tests ArcheryTenTrackBaseballFootball Great Moments Work Sheets (Teacher: M. La,Leupp mat hoarding School) LittleDecathlonTournament-Shorty Leaguer Makes men- First Team Jackson.GrowellFiloyoonJackson Co.----helpingBasicRefsrepre reading Books: skillsNavajos for learn junior English high (Chinleschool useAgency, Chinle, Arizona). Scott Faresman and 95 INFORMAL READING INVENTORY 3.2. b.a.ComprehensionBegins to show less evidence than 50% of tensionsWithdrawalFinger pointing from reading situation Thetooling IRI levels inas theit ofisarea pupils.often of reading.called, has been described asThe the informal best diagnostic Reading Inventory is a method of appraising the read- It should reveal to the teacher the pupil's needs. The results obtained from it, however, are B. At frustration ravel, obstacles in readinge.d.c. materials cannot be over- BeginsHigh-pitchedLip movement to omit, voice substitute, add, and make reversals inventoryinconditioned the complex used. by processthe examiner's of reading, professional and by the competency, qualityGiving of his thean sophistication IRIparticuler involves sitting down with the child, hearing him read, emotionalcome by the conflicts reader. arise. If instruction is initiated at this level, middleselection.seriesand observingof ofthe readers book. his arebehavior used. as he reads. The selections begin with a low level of readability and continue Factual and inferential questions are made for each The selections should be chosen from the Short selections from a graded child'sCode: responses. The following suggestions may be used as n short method in recording the areuntil used a child'sas indicators instructional of the child'slevel is lack identified. of achievement. Symptoms of frustration 1.2. () P CircleIf need omissions--punctuation, to pronounce for him words,(write lettersabove) I.the teacher with three basic types of information.IndependentAn appraisal Reading of Level the reading(Library needs or Recreational of a given individualReading) should provide 4.3. runranA SubstitutionsIf adds words or endings (write addition) A. Criteria1. for evaluating independent levelNot(Excluding more than proper1 error names) in 100 running words 5.6. RR RepeatRepeats a group of words 3.2. handsFreedomComprehensiontype and questionsfrom feet, tensions of finger at least suchpointing, 90%as frowning,on high-pitchedboth factual tension voice,and movements inferential etc. of 8.7. 10/Sniff/went HesitationsPoor phrasing--word by word II. Instructional Level 5.4. SilentOral reading reading rhythmical comprehension and well-phrasedhigher than for oral reading Sources of Informal Inventories: A. Criteria1. for evaluating instructional level1Accurate error in pronunciation every 20 running of 95% words) of running words (not more than Austin,Betts, M. E. C.; A. Busn,Handbook C. andon CorrectiveHeubner, M. Reading. H. Reading RonaldEvaluation. Press, 1961. pp. 235-246. Chicago: Whaeler Publishing New York: 4.3.2. ,Oral reading after silent reading sameFreedomquestionsComprehension as at from independent tensions of at least level 75% of factual and inferential Smith, N. B. Graded Sel,.ztions for Informal Reading:1-3.Co., 1956, pp. 20-35. New York: New York University Press, 1959. Diagnosis for grades III. Frustration Level 6.5. Silent reading freecomprehension from vocalization higher than for oral reading Strang, R. and Bracken, D. K. Making Better Readers.1957. Boston: D. C. Heath, A. Criteria1. for evaluating frustration levelMakes more than 1 error in 20 running words 96 Append ix Has Holder -kr Vork s Awls"- me1.1;47- masiwe- acetaie,bdck/TAeavy, cardboard Wilt74-x IPZ" tape /al" "T W owl End ;Is)u fasttalipslowlarge, reify nuns. house,.dlhorsvDr]b99 . sadh0n &Foilloci fishte .c 3hcledrc.hibarn Id Mme! Ps"I 7-"In n... 7-1 WRITING I. HANDWRITING SKILLS. Activities lam B-3. Transformations. Activities ?sae I-8.I-A. Printscript,Printscript Readiness ..(446 -451)....104 -105(441 -445)....102 -103 (Affirmative/negativeand answer forms, forms, and question other trans - I-D.I -C. CursiveTransitional Stages (455(452-454) -460)....107 -108 106 B-4. Sentences.formations' (513- 518)....125 -126 II. WRITTENI-E. COMPOSITION.§a/sa (461-463) 109 (Sentenceexpansion, modifications and deletion; - -completion, sentence II-A. A-1.Formulative Dictated Writing writing Skills. and copying (464-467) 110 sentencestyle -- typessimple, -- compound,declarative, and complex; A-3.A-2. ConstructingBuilding writing simple vocabulary sentences (482(468 -488)....115-481)....111 -116-114 exclamatory)interrogative, imperative, and (519 -526)....127 -128 II-B. ControlledA-4. Composition. Punctuation skills (489- 497)....117 -119 B-6.B-5. NegativeDirect and and reported tag questions speech (529-530)(527-528) 130129 B-2.8-1. Word-formVocabulary changes. substitutions (498) 120 II-C. C-1.Self-Generated Composition. Practical prose (531-550.-131-137 (Grammaticalauxiliary number; forms, tense person and agreements; C-3.C-2. CreativePoetry prose (588(559 --600)....143 587)....138 -145-142 andpronouns; affixes) possessives; comparatives; (499 - 512)....121 -124 '31/ 101 APPENDIXSUGGFLI YOUR OWN ACTIVITIES 150-152146-149 READINESS: FINGERPAINTING (Group). Printscript ReadinessHANDWRITING SKILLS I-A WRITING READINESS: CIRCLES (Individual). shouldlaterenjoyFingerpainting writingthisbe employed method skill helps offor coordination. expression,develop readiness finger forhcc :oordination.writing.may not realize the value of Different types of finger designs Some suggestions: Beginners will (441) piecesanFacing X is ofthemade chalk, chalkboard, at the one point piece the where instudent each his hand,touchesnose touches.and his keeping nose tohis the board He then takes two eyes straight and Finger tip press Palm pref..s (!) Finger swirls Finger brushing eyewithcirclesactivityahead coordination his on usingleftisthe excellent X,hehandhis skill rightbeginsonly. forhe hand makingiseye-hand readyand largethen forcoordination. changecirclessimilar hands ones. and make When he has managed this particular hand- simultaneously. Later, he can make circles This (443) Fide handO swirl,'00 0 0 00 o 0 Back hand rubs 1 Finger printing r. Stage 00rOne Stage Three Stage Four 90 WRITING READINESS: DIAGONALS (Individual). 0 RUMNESS: CLAY HUCELINg (Croupi. see. An X is marked on the chalkboard where the student's nose has touched. actualvelopingAs well clay ashand usingmodeling and clayfinger are for helpful.muscles. art, clay is also SomeSimple suggestions: exercises preceding the an excellent way of de- (442) practiceHecornerlineBeginning lifts from (within hismaking withOw handupper his hisdiagonal and reach).rightright repeats lineshand,corner this withhe (within takesexercise. his rightthehis chalkreach) hand, and he marksfollows the His line must dissect the X at the middle. When he had had sufficient to the lower left a diagonal stretch pound (plug your ears for this one!) procedure with his left hand. Stage one (right hand) Stage two (left ha same (444) ball press Note: dominantIn hand first and then followthe case of left-handed children, always through with the other hand. have them use their board.AgainWRITING an READINESS: X is marked where the student's nose has touched Beginning with his dominant hand (right for VERTICAL LINES AND HORIZONTAL LINES (Individual). the c:. go) 102 dents;he can left and for proceeds left-handed to draw students), a straight the line student downward which goes through reaches as highright-handed as stu- (continued) (445) I-A constantlythe X point keep and his continues eyes on theas farpoint, down X. as his reach permits. Later, he trips the same He must (445) Printscript HANDWRITINGReadiness SKILLS repeatedexercise byusing drawing his otherhorizontal hand.Stage lines One moving (dominant from hand,left toverticals) right. And still later, the exercise can be Stage Two (both hands, verticals) Stage One (dominant hand,horizontals) (other hand, verticals) * Stage Two (both hands, horizontals) 1)1

103 I-B TRACE CARDS (Individual; primary grades). HANDWRITING SKILLS Printaujit PRINTING READINESS (Class, group). himself.aandThe word sayschild without each traces lettertracing. -ach as letter he goes. of a short word made from sandpaper letters The final step is to print the letters by Then he tries to say the letters in (446) CircleExamples: and line drawings make printing readiness a joy for youngsters. (449) ManyMEWED educators TRACE doBOARDS not believe (Individual). in tracing techniques when learning how AndWit:,AMy furry rabbittail two bunny, so tallis funny. ears ForAn umbrellarain or shine.is fine canbuttheto print;beifletter, madethey however, byaretrace older not boards for availablewoodcraft some are children helpful. tostudents. the areawho needschools, to gain then the homemade "feel" onesof Some boards can be purchased;The Indentions can be either DownI put anda tail curl on around pussy likecat, that EachHasMr. needlesPorcupineneedle ison his bac ....4:S ofcarved (tothe preventboardsor burned andslivers) intrace the childrenoverwood. the canindented set a linespiece andof tracingshapes. paper on top Once the wood is sandedpeels and varnished (447) 4117* As sharp as a tack: edits rad& .cor ?afar WhenwillPRINTING younger aid themNUMBER children in RHYMESforming learn (Class). theseto print numbers. numbers 1-10, these simple rhymes A CHALRTALK (Group). am AroundA straight and backline ondown a railroadis fun for track one. makes a two. (4'0) Small groups of children use the chalkboard while they say this riddle: Down,Around andacross a tree,back and putaround down a flag somea tree on more topmakes makesfor a a three. afive. four: ThenFirst a triangle we draw fora.circle a hat. (448) AcrossAroundDown andand a downagate; loop from aroundmakes heaven; sixa gate; rollsyou've around of made hoop! aa gate;lucky arouadseven!' a gate IMAM DownNowA circleNext, telland we'llupme!and and then makedown; a sometriangle little points, What is that? Again--aA circle one with with a aspine zero givesand you've you nine. got a ten! and you've made an eight. EJWAN Yes:Eyes It'sand nose,Funny andclown! a itg, wide smile! 104 SING SPACES (Class or individual). HANDWRITING SKILLS Printscript I-B be' printscript.Youngergiven: children usually use some type of lined paper to aid them with If the triple lined paper is used, a simple analogy may (451) *-.foot4E...belt4-head lineline line Lettersline" thatmay .:rebe referred written toor asprinted cat tails: below the "foot 4aigil;==

105 TransitionalHANDWRITING SKILLSStages I-C modelWhenseeFIND learning ofhis IT...WRITE such or herato word writename IT on in namesthe print chalkboard. or orcertain some commonwords, wordit is in helpful print. to have a (Group). Each child then has a chance to The letters andmatchedeye-levelThenin written thethe to.the childwordline. again. areoriginal.copies analyzed the word according directly to undertheir theformation, original size, model and on space.an A short evaluation ensues, whereby each letter is Any letters which need correcting are erased (452) LEFT-HANDERS' HANDWRITING OR PRINTSCRIPT SCALE (Individual). L.& a sample of their handwriting. CollecteaseSince in there fromwriting, areall sosixtha usefulmany grade ways aid left-handers ofright preparing involve (orthe the whateverleft-handed students grade themselves. student desired) with Then let the students meet together to (453) CI' on. scalecontainedconstruct for allclarorooma scale boys; forfrom all a givengirls; category etc.) such as constructing(If inter-room a writingexchanges are too difficult, try pupils inside one for judging left-handed .miters in 6th grade and so TransitionTRANSITION fromGAME printscript(Group). to cursive handwriting varies from area to printscriptarea;the therefore,columnchalkboard, and next cursive this t4chart, theactivity combined). printedor dittoed can words be paper used are areatthe one's severalprintscriot own printed discretion. words words. (meaning And in the third column are the same In On (454) 'threeIsordsnatedless onlystagesthree coordi-orin onwayscursivethose their of wwriting.own paper and then think up more words showing the Students are encouraged to copy these howcancursivebotheredskills, betterletters writing by assee can they In ....i.../71, littlegetherbe linked change.with to- ..,:. _pat call -1;i115t..2bc-ci.a./it- _i aa.ge. 106 HANDWRITING SKILLS I-D WRITINGEquip READINESSeach student (Class with or a group).large piece of paper and a pencil or ball Cursive PairSLANT offGAME some (Partners). better cursive writers with some students who mentspoint pen.suggested on their paper or on the chalkboard.drawl slowly toward me. As I was walking down theAs theroad, story I saw is someread smallaloud, animal the students inscribe the move- a modelletterproblems and of establishinganthe aid alphabet. as he aor good she slant.goes to theIf boardthe aid and accepts writes thethe slant of the letter b he will Then the practicing students join a b to the The better writer serves as both join the c to are having first sameanimalslow, line!). straightmust have line heard is mydrawn footsteps across forthe hepage). jumped back. (The pencil is moved backward on the Suddenly, the (A long, isit; good. if not, he will ask the student to write it again until the Example: slant (457) line).(Another long line is drawn across the paper on topIt of startedthe other toward me again.maAP 411P"m (455) Thensound it rolled like overthis and one:"Wolei4.1(up over. ...11...4.12,...e.e.A.ALCAR(Round and downJust movements). as it reached me, it started to make a scratching inOlderCLASS long DIRECTORYstudents hand. can(Class). either decide to print A "pool" or master chart is made listing the or to write their directories movements are made across the paper). at canalphabetizeaddresses,the serveend noting as and theira thesespareother sections items:timepertinent activity, for easeinformation andin locatinga general for evaluation (I) neatness; (2) formation of letters, a directory.a specific name. names, canThe bestudents made This (458) thosecanCertainWRITING stimulate students movementsTO MUSIC otherwiseneeding (Group).in symphonies more dull practice. handwriting as well asexercises, other musical especially for Using a staccato piece of music, arrangements asprintscript, letter size; or andcursive; (5) alignment. (3) spacing of letters; (4) number size as well Example:a student could pract_cewrite a stringquick handof waves. strokes; or using a smooth move lent (456) problemsCertainLETTER DETECTIVES letterslike the in /t/,(Class). cursive /d/, writing/b/, /r/, present /g/, andformation /y/. and alignment Take a sampling scrutinizecculdof from"mutilated."problem proclaim a visiting theirletters, a owngiven and/i's/ week then and as choose /e's/.I-E Week. the two letters most For example, if /i/ and /e/ were chosen, the students Occasionally, a few students During that week they would frequently (459) /i/same,poratedwritten and to /e/. intopapersbe aware this for ofI-E badthe Week /Os/correct as andlong formation Ws/.as the originaland alignment goal remainedof the letters the .nuld play "detective" and ask to examine hand- iiore id2as ,zould be incor- 107 SELF ANALYSIS SHEETS FOR HANDWRITING OR PRINTSCRIPT (Individual). HANDWRITING SKILLS Cursive I-D analysishandwritingPaulStudents S. is Anderson, seematechniques. monthly to beLanguage evaluationless offended Skills form inwhen or Elementary graph.they must School). evaluate their own One method that may be useful for such an (General idea from (460) IName: Write: Name: U/A 1. "My hurried writing:" 1S.aci :slant IiiiIiiiiiIiiiiill Z0 c7(11 P.PLi V'(11 "r) a-IPs 1111.11.113,17:1 3P xceic-.I 2. "MyEXCELLENTI bestwould writing:" mark GOOD my fast (Circle one) FAIR writing POOR !SizeStemsAliLoo.s nmt. 11/1..11111.1111111.1111.10111 111111111111111H11111111111111111/111.111/1.11111111 EXCELLENTI would markGOOD my FAIR best POOR writing. (Circle one) EndiRetracesClosi.:noundne :s 111/1.11101111.11.111111/. IIIMUIIIMEMMIll -111UOMOMMIIMME UMUMEMIN NIPGEx. = excellent = practicegoodneeds improvement Marking Code

108 HANDWRITING SKILLS I-E legibleManyHANDWRITING a Languageand neatSTYLE Artsit (Individual). is teacher silly tofeel expect that heif ora student'sshe to conform handwriting to an exactis Styles, material for a wall hanging or an abstract design board. (463) autographgivenopinion,copy ofa piece John the(autograph followingHancockof quality hereet activity al. writingmeans anything maypaper. be worthwhile: which is written in one's For those teachers who subscribe to this He is asked to submit an Each student is (461) 4,.. skinny herrevealgraphbulletinown hand).personal itthe isboard interesting bystyle analyzingfor ofinvestigation. forming characteristics the handwriting.letters. each student employs in his or The autograph is left unsigned, and then pinned up on the Students try to guess whose auto- Such an activity should uge 1.1r ManyMAKING times uLEITER" the key AIDSto neater (Group). handwriting skills is through meaningful ct e papersigns.decoration;practice. first untilor to themake size labels and forformation something; is good, or to and make then slogans the letters for 1. Often thereCut-out is a lettersneed to arecut bestout lettersif they forare displaymade on orpractice for (462) auk variousmayeithercan even be ways. wantusetraced feltto onuse marking heavy a typewriter. cardboard.pens; stencils; or label makers. Any of the preceding methods can be used as well as the 2. 3. To make labels,Sign studentsslogans cancan be written in Some students following approaches: VariousPosterCreative paintsinks printscript or cursive hand heTheCREATIVE inor Navajo ashe creative HANDWRITINGshould student way.be isgiven (individual).often a chanceskilled to in use close some hand of hiswork. handwriting skills Some examples could include writing a name or greet- Therefore, postermoodwetforing sandor ainpaint event;display; whichplaster-of-paris or handiswide selectingplaced printingfelt in marking fora an greetingspecial aoblong wall pens; styleplaque;cards;cake cutting pan;of lettering practicinglettering outcutting letters posters outforletter-making fromfelta particularwith printedletters in (463) (continued) 109 Form. lative Writing Skills--Dictated writing and copying WRITTEN COMPOSITION TheEXPERIMICE teacher CHARTS. writes on the chalkboard simple student dictated bookletsitpost.asentences party,with onefora about visitor orfuture more some toreadingpictures. experiencethe classroom, and enjoyment.they orhave a tripshared, to thee.g. trading a walk, Each student copies the completed story and iiiustrates These stories can be bound into (464) INDIVIDUAL SENTENCES. sentenceteacherdictatesEach student writesacrossto the draws ontheteacher a abottomstrip picture a ofsentenceof paper.ofhis his picture. about own choosing.the picture which the The student copies the Then he (465) TheLABELLING students PICTURES draw pictures of anything they choose. AsWhat's item,asksthe childthis? thee.g. student answersa dog -questions the-he's teacher running about writes or things my indag inthe is the answerbrown. picture under such the as What's the boy doing? What color is your dog? The teacher (466) words,ThisTEACHER numberactivity DICTATION. words, begins and in simple the early sentences grades such with as: dictation of color He is a boy. vocabularyenjoyedand readgradually by by them.should the progresses students be listed orto onreadingshort the storieschalkboard. selections that whichhave beennave producedbeen Words which are not yet in their spelling This is a cat. (467) Formulative Writing Skills--Building WRITTEN COMPOSITION II-A-2 writing vocabulary LABELED PICTURES FOR VOCABULARY BUILDING (Group). dittoedsimplyPriwary-aged off by andlabeling childrendistributed pictures. can begin The following examplesto distinguish parts of speech can be ThisPRONOUNS is a "THAT"review CONNECTactivity. f - type or write sample sentences . on Girl begin writing simple items: Plower Bird Tree to children when they are ready Jump Rides to (468) separate paper strips: I saw the man He was late for work. I watchedThe baby the crawled. people. He was funny. Their hats flew off. (471) Cup .64 Sun House. Book Run Climb ana 4redn_r4g prangs bait o,doe.intoattentionDistribute onethan sentence :hit to these theythree without sentencesare pronouns to write tosuch each changing the meaning or general oneof these pronoun asconnectives who, whose, that.student, and direct their Explainword CO Ur MEI EU ?\/ 'FS a red. apple- this written activity takes TheI babysaw thethat man crawled who was was late funny. for(Be sure to illustrate several of place.) work. these sentences before StartingNAME THAT with PERSON. a picture, have I watched the people whose hats flew off. havethethings constantthe part itemsthey of practice speech,seecould in be theexample:writing carried over into the meaning nicture. nouns.the children list the peopleThe idea that the students The students should then of and name (469) Since"MODIFIER modifiers GAME" direct(Group the or individual). meanings of sentences, let the written and oral words. down nouns and using them in (shady)Thewrite (large) down (cool) several(minute) (warm) substitution (filthy)(grassy) (tortured) animal(wooded) crawled exercisesspot under like the thetree. following to a students one: verbWhilestudentMY action(VERS)various or (or COLLECTIONstudentsparts whatever of to speech(Individual). cut part of speech). pictures from megasines thatare being focused on, ask a specificillustrate withhisDisplay the own picture. sentencepictures usingillustrating the modifier of his choice and the modifier. The student writes matches it (472) ideawordsorbe is thepostedgrouped chosen, pictures on by ait grammatical bulletincan be placed board in used by lower grades. functions.with written labels below a "grammar scrapbook" with the If the scrapbook The pictures can each (470) inhavedifferencesHave similiar thesome students students exercises.which extendexist read whentheirtheir different modifierswritten exerciseuseare ofused. modifiers aloud to byshow using two Later or themore 111 a beautifultattered oldblue house sky Formulativ' Writing Skills -- Building writing vocabulary WRITTEN COMPOSITION II-A-2 aarePrimaryADJECTIVE pre adjectives cut students paperBOOKS theydepicting (Classwill are enjoy orlearning. aindividual). certainmaking sizesize, books and thenwhich he in or essence she Each child should be given Theprogramsfor teacher instance, should rodeo, relate trading the advertisement pest sale, special to local activities, days, and (474) eachbeofsuchwrites usedMY student sizeBIG thein BOORbooksplaceword writes or canandof simply size.andbethen compiledillustrates theillustrates BIG andBOOK. manythen that verbs.labeled: word. Verb books can be made whereby 601_04,, -Book Colors or numbers can A series of OUT BIG BOOK (473) ADJECTIVE DETECTIVE (Class or individual). Materials:FLANNEL BOARD (Individual). Flannel boards and lower case felt letters. WhatmanyboardInvent describing kind?for somedisplay. What type wordssize? of thatadvertisement answer questions: and put it on a bulletin Explain to the class that there are many,How many? Which one? What color?The teacher may childthisout a activitydobuildsword his and own wordswith putting as theby4e himself iswholethe ready. letters class on the firstin flannel the and then letcorrect each order. board by sounding A Start (47S) boardthemformnouns.explain advertisement. toall deposit thatthe describingthese it inwords a largewords are calledenvelopethey can adjectives; pinnedspot in on the theythe bulletin samedescribe Then give the students a chance to write down in list When they have completed their list, ask (474) COMPARISONS. wins.bulletin board. The student who locates the most adjectives as:whichThis iscan a reinforcevocabulary or building review certainand reverse sentence catagorizing These stockingsshoes are aresandals. blue. structures such exercise (476) (continued) 112 ThoseThe flowers rocks are flat.roses. (continued) Formulative Writing Skills -- Building vocabulary WRITTEN COMPOSITION II-A-2 Other structures are possible such as: The blue stockings are mine. SynonymSYNONYM gamesGAMES help(Class). to increase the child's choice of written Have on display several groups of shoesRoses are(different flowers. types) items such as the following: records (different types) oralexample,wordsthat practice and huts when enable are usinghe littlereadshim synonyms, to about houses.comprehend "huts"try the readingand following "shacks", vocabulary. written he will exercises: understand When the children have had considerable For pencilsrocksmarblesstockingsflowers (different (different (different(different shapes) sizes)colors) sizes)species) artbottlescannedfruits prints goods(various (various (various (various shapes, kinds) types kinds) sizes) (476) 1. and/orOnce'ilte theirchildren a thesaurus), list write is seemingly asthey many use words completeeach that synonym (theymean in thecan a samesentence.use aas dictionary "big." sentences,The teacher first models orally the activity.with the teacher recording these The students produce similar magazines etc.) BIG 3.2.1. grandhugelarge (479) FINDINGsentences "ADJACENT" on the board, WORDS and(Class then or in individual). writing. 2. longestStudent listteams of compete synonyms with for one certain another given by buildingwords. the 4. enormous verbstheboardPresent children thator aon fewgo a writeafterseparatenew vocabulary theit. adjectiveswork sheet. words that in samplecan fit sentences before it on and the If the new word is a verb, they list If the new word(s) is a noun, Primary).(Original idea submitted by Thedia Ward, Chinle Boarding School, vocabularytheIfnouns itstudent andis word. anadverbs. writesadjective, the adjacentthey list words nouns. that can go with the Note: If the word is an adverb, they list verbs. don't use grammatical terminology, In each instance, (477) putcertainHaveSUBSTITUTE numbers available words THEstarting substituted oneMISSING large with WORD copy1.by (Individual).a orblank individual frame. copies of a poem with Have the children number a sheet Within each frame, MAKINGinstead A LOT say, OF "WhatWORDS word(Class). can we say here?". showwordsof thempaperthat the mightcorrespondingly. completed fit in versionthe context. of the poem. After each number, have them write Discuss choices and then (480) phrase.Writethe aclass large make word as or many a short words phrase as they on canthe fromchalkboard. the big word or Be sure to establish some rules: length of words to Have An IDIOMSidiom is(Class). an expression established by usage and peculiar to Somebe made possibilities: or acceptance or nonacceptance of nonsense words. demonstrationstation, nation, monster, man, mat, mars, mad, (478) shouldNavajo,a language.to the be they Navajoused cannot with .tudent carebe taken bywho the wishesliterally; teacher to use andtherefore, themthoroughly in hissuch explainc.2writing. expressions Since English idioms are often confusing to the (48?) made, maid, mater, note, not, nod, steam, e:c. 113 Example: "by and large" (continued) Formulative Writing Skills -- Building writing vocabulary WRITTEN COMPOSITION II-A-2 "for"ran"catch cryinginto a cold"him" out loud" Activitiesneeds of andthe exercisespupils. here would depend on the individual "hit and miss" (481) Formulative Writing Skills -- Constructing simple sentences WRITTEN COMPOSITION II -A -3 ATURNING greatto be dealWORDSused ofwithINTO oral youngSTORIES work children accompanies (Class). is to beginning hold up awritten simple work.oicture such as One idea likeLet thethe studentsfollowing then ones: experiment with "towing words" with exercises foroftraditionala colored nonreaders)a simple photograph clothing.story or toon writeofthe a board: young(for beginningNavajo Indian readers) boy orsome girl of wearingthe words Then the teacher proceeds to tell (in the case a boy, red shoes, and beads. When immediately looked for teacher foundboyapples sat out aredown falling on off answer to the boy's tack. class was busy, Om tree. (483) Example:use"Let'sThe the teacher words make tothemcan compose ask,into "Isa story." simple,this a story?"sensible story about the picture. Then the children and the teacher "No, those are just words." (482) ( "Tcj word" idea from Mauree Applegate). question. Fwl HeThe is Indian wearing boy brightbeautiful is sitting red beads.shoes. on a chair. chalkboardWriteINTRODUCING several next simpleACTION to simple sentencesWORDS drawings (Class). of thewhile same the grammatical class watches pattern you. on the Then 4=b The more activities that center around building experiencemeaningfulearly grades, and thewell easier constructed it will sentences. be for mavajo students to write stories in underlineerasethemstudenmthe all partscopy thetake aof actionfew turnsthe of sentences word.wordsthewriting sentences (verbs). inremoved the in missing weretheir the languageaction action words. notebookswords. and Discuss with the students that Then, have Let the (484) aSince"TOWING "towthem articles truck"asWORD" "towing and GAMEalways thewords."(Class nounsappear o. as beforegroup). the vehicle nouns, beinglet your towed. students consider You might even wish to show such articles as MISSINGIn order VERB to CAME give (Group). practice in writing verbs (or whatever part of speech vowelbutThe the"towing sound. "towing word" word" a can an towcan nounsonly towthat those begin nouns with thatconsonant begin sounds,with a writeeachpaperbeing studentdownwithstudied) aseveral verbor to group which completeincomplete of will students sentences, fit sentences the small sentence. have minusstrips available the of verbs.paper a large so theysheet may of Then give (485) nouns or mass nouns, beginning with either consonant or vowel sovads. The "towing word" the can tow either singular or plural (483) stepsimplytheing mentioned paperthewrite most stripsthe above). sentences verb may in be the bypasted writingblank into without in the the blanks goingcorrect throughor verbsthe student thewins. additional may The student complet- (Note: The man the large truck. (Possibleandstopped;drove; verb stole). entries:wrecked; painted; parked; washed; (continued) 115 Formulative Writing Skills--Constructing simple sentences WRITTEN COMPOSITION II-A-3 THEIn DIRECT order OBJECTto present OF ThE the VERB simple (Class). concept of objects, it is best to begin LearningPREPOSITION "where" FUN (Class). words is fun if yo- use a box, a table, or a chair. supplytheorally. noun the and missing the verb word. concept. Print on the chalkboard several sentences which review just Example: Then ask the students to come up and ThenwhileFor one younger child childrenis picked a tolarge be "it."boa(from a TV set) is placed on the floor.another child writes an order on the board sucn as "Get in the He or she stands next to the box (487) NickJohn fedhit . (the(Tom, dog, the therobber, fish, the or ball,Mary) or the target) followsstructionbox." it onaccordingly. the board like "Get on the box." "It" reads the order and"It" follows the order. If he misinterprets the order, another "it" Another child writes a different in- toIt avoidis best confusion. to give the students words to choose from in order Lance ate To further clarify this concept, write . (chicken, a hotdog, potato chips, or candy) letboardingis the chosen. (on,or class underlining in, make under, orally theover, "where"and around, then words copy by, astheabove, they sentences beside,cam-, to on orthem. paper, into), circl- then When most of the prepositions have been written on the on thatonit wither,asuch wordtells as card while"coo.what a reciRWchil'noun4." like"B" the holdsMother. action. another word card with a verb written Then ask who sees another word card Let child "A" hold theChild word, "C" then comes forward (486) NEWSPAPER HEADLINES (Class for advanced students). endand upselects with thisthe "objesamp. Child "A" :ard from the pocket chart. Child "B" You might Child "C" anwritingDiscussHave open available discussionthemlack onof fortheinformation in eachboard order student and foras then givenstudentsthe reading frontin severalto sections themshow orally.headlinesthe of need newspapers. forby firstsentence Next, hold (488) SubjectNoun Phrase Slot Mother or VerbTransitive Slot cooked or Predicate Slot Noun Phrase dinner. or Finally,expansioning lesson let in childrenorderaround to them. cuteliminate out their the ownvagueness headlines of suchand organizeheadlines. a writ- Example: Joy(5)(S) slugged (V) Bill. (0) DeadInvasion Man "Lives" A Success ones.ofWhen the the verb, children give themseem someto have written grasped exercises the concept similar of tothe the direct preceding object (V) (0) 116 Formulative Writing Skills--Punctuation skills WRITTEN COMPOSITION II-A-4 PUNCTUATION PERSONALITIES (Group). WRITING A "COMMA" (COMMON LETTER) (Group). Whencharacteristicmark, introducing the exclamation theor personality.punctuation mark, and marks the comma,like the ascribe period, to theeach question a certain Example: Commainleavingimportant therules commas out arein the lettermanyneeded; necessary and writing, first,varied; commas. tomore however, separate are used four the if usefulparts needed. ofcomma the rulesdate andare year; Instruct the class members to write Prepare a letter Use"My mename at isthe Perry end whenPeriod you want to stop your sentences. Dav One atesecond, the salutation; to set off fourth, the name to ofclose the thecity letter. Erns the state; third, to punctu- May 10 1970 (491) Second,First,Please writetrywrite me downmeout, at three now.the endplain of sentencesyour sentences: like ball.' etc." 'I have a ball.' 'I have a (489) Dear Mom and Dad This"Hi is Form,: Perry Period again. Dav Two Love Today,YouIRemember know,am useneeded I meyesterdayhave inafter theanother abbreviations followingyou job,used too.meabbreviation toin stoptitles your exercise:of sentences.personsthings: and Mr. Jones; Apr. Window Rock, Arizona Boarding School Tina Thesecorded so calledand used "punctuation for group exercises.personality" exercises can be tape re- (Make up one)." precedingSee Appendix activities. for some important punctuation rules not covered in the CAPITALIZATIONIn order to knowSTORE when (Class). to write a capital letter and when not to write tionUpper-gradeWHAT'S marks." MY JOB? children Given an can appliration write out form"job likeclues" the for following certain one,"punctua- stu- (Class or group). upoae PEOPLEora presents background"COUNTRY STORE." problems. STORE," "store" or with "RIVER a specific STORE," titleor "GREETING such as STORE,""HOLIDAY or STORE," "FAMOUS Students write down on small word cards the names of Using a bulletin board or a large chart, set (490) adents certain can punctuationwrite down amark: list f qualifications or Name:clues which describe Mr. Apostrophe (492) andExample:items will thathopefully belong build in that an awarenessparticular for store. using capital letters. MONTH STORE This activity is ongoing Hours Employed: Occupation: Daily,A Punctuation 24 hours Mark January February July December April 117 Qualifications: (1) I show the plural of figures and letters (five's) (continued) Formnlative Writing Skills -- Punctuation skills WRITTEN COMPOSITION II-A-4 (4)(3)(2) I showI show the possessionwhere omission letters of(Susie's ahave number beengown) from omitted a year (can't) ('70) (492) dents,OnceRE-WRITES the pass various(Class). out copies types of unpunctuatedpunctuation marksparagraphs have beensuch learnedas this byone: stu- PUNCTUATION CARD GAME (Class or group). mostthearizonausually dry inhabitants month historiandroughts in thedid werebut historyin thisuncommonorder particularof to the inpreserve bajaland July accordingwhat their was do cropsconsideredyou to think drand marks in the (495) mustwhichsentencefinesPrinted turn have two one onbeenusing or smallcard threeencountered that overtagboard suchparticular at cardsa bycardstime, a turnedparticularmark. arepaste theface it various onclass.down his on punctuationpaper, his desk. and writemark namesa When he has used all the cards Each class member He (or she) correctThe students punctuation. are instructed to rewrite the article factputting their in verythe existence Theon teacher his desk, will he have trades to givehis paperindividual with anotherhelp when class needed. member for correction. Dear Sir: Example: PUNCTUATION EXERCISE (Class or group). ima quotationcolor marks Tom said, "! wish I had more time to finish this lesson." (493) punctuationdents'Reproduceished, readingthe without studentsusing or aliteratureany guideare punctuation given for book.the numberabook paragraph name of marksand or page twoneeded. fromnumber the in stu- order Ask the students to put in the When fin- 4IZimr lexclamatiol mark "'Get out:" they screamed. to correct their own work. You will need: 75 sentencescapital letters Example: 31 commasquestion mark CORRECTOn the ME, chalkboard I'M WRONG! or (Class).on a large chart paper write a very short story athehe coarse sawmans the coughappearance man perhapsLehind though thethe treemanthere wasit were wasking cluestoo James dark a returningstrong to distinguish stench from andthe 4 periods 2 apostrophes (496) ters,incorrectthenusing suggestincorrect paragraph that abbreviations,punctuation. they might help include you etc.) by misplaced writing thecommas, correction forgotten on paper.capital let- Let the students discover the errors, and (The (494) orhadcarnival not escaped would outside thebe standingpalace of littletown guards behind wasn maybea tree t ithe strangewas the thatfamous a manknight reknown who thisintroducingTryPUNCTUkTION usingintroduction part aPROBLEMS? punctuation of lessonthe Victor(Group). have lesson Borgethe tostudents record,intermediate readPhonetical short grades. portionsPunctuation, of their for Following (497) 118 toown the written pauses compositions which indicate on tape.the need for punctuation. Replay the tape and call attention Then have the (continued) Formulative Writing Skills--Punctuation skills WRITTEN COMPOSITION II-A-4 inationstudents several marks correct ways where to their necessary.call writtenattention papers to written inserting punctuation or removing problems. punctu- This same basic lesson can be varied (497) Controlled Composition -- Vocabulary substLtutions WRITTEN COMPOSITION II-B-1 PrimaryMAKING STATEMENTSstudents need (Class). to gain independence in making sentences on Examplecantheir write own. of sentenceswords placed using on thechalkboard: correct form of words. Words can be written on the chalkboard, and the students itthis areis an applebananaorange orangesapplesbananas thatthosethesethey were plumgrapecookiepeach plumsgrapescookiespeach (498) toFrom make such statements a list as such given as: above, students (on their own) will be able This is an orange. (Submitted by Beatrice R. Papa, Chinle Boarding School.) ThoseTheseIt iswereare a oranges.cookie.plums. Controlled Composition--Word-form changes WRITTEN COMPOSITION II-B-2 LABELING PICTMRES APPROPRIATELY (Class or group). are mass nouns in English and which have been "quantified" by being priateChildren.Writing form the ofcorrect a word. form of a word is beneficial for beginning A useful exercise is labeling pictures with the appro- (499) Thepiece"contained" demonstratives of string. in pieces, that and glasses, those canboxes, be usedetc., instead such as, of "Thisthis andis a These are pieces of string." (500) apple.see. one 6 t5 we some PATTERNthese by PRACTICE using an FOR arrow GRAMMATICAL to point AGREEMENTto the picture. (Class, group, or individual). Fj apples practiceForonestudents Navajo is studentscanextremely be given learning beneficial. written English gamelike as their exercises second such language, as the patternfollowing After a great deal of oral exercise, (501) HavePLURAL available FORMS OF picture NOUNS (Class).cards like this one: 4.3.2.1. TheThere ballsatwoone ball ballsball on on the ontheon thechair. thechair. chair.chair. There is or there are? The teacher "models" the activity: Hold up one of the picture cards 2.1. I see thingsthing onon TV.TV. andwith writesay, the "Theseflapboth closedsentences are tables." and nextsay "Thisto it. is a table;" then open the flap Fasten the picture card to the chalkboard Continue with several more Next, have each (500) 5.4.3. Where areis 11-1115/41don't like _thing on TV? things on TV? thing on Channel 6. that thing or those things? withindependentuntilstudentcards it. interestby choose having seat wanes.a individualswork.card, and write act asthe the two "teacher." pattern sentences to go If the students wish to, they can continue this exercise This activity, once modeled, can also be watches).Note:simple /s/ ending separate from those requiring /es/ (hracelets vs.The teacher may wish to keep pictures ofA itemsseparate taking exercise the can involve pictures of items that (continued) 121 Controlled Composition --word -form changes WRITTEN COMPOSITION 11-13-2 ToYoungUSE do OF thisstudents BEFORE have AND needthem AFTER helpdraw IN in"before" Awriting PAST TENSEand time "after" SITUATIONrelationships pictures. (Class). in sentences. Samples: (502) onstacksteamsinserted two are of intochosenirregular a setrandomly, patternverb cards and such eachin as the goes"1 base to forma side are of placed the room. face down desks located at the front of the room. yesterday."One student Two from Two Before After factor,herstudentspasteach team tenseteam set anduse picks correctlya sotheirone onup or untilworda twoincard acorrectlyminuteeveryone writtenfrom hislimit.) hassentencethen respective a bothturn. on score thestack chalkboard.a pointand most for usehis theor (If time becomes a If both After school I rested. Front of CHALKBOARDRoom (504) ateSefore breakfast. school I [Desk wit cards TAPE RECORDED "USAGE" LESSONS (Class or group). WHICH TENSE? (Group). Side 2 doesn't;writingwordsIn thefor (e.g., etc.).uppera taped didgrades, lessonand done;the which students seen present and themselves saw; problems leave might inand their let;select speakingdoes certain and and The first part of the tape should introduce the Thissentences.toadjusted activityonly those to asbeginning alreadygiven is learned,students for advanced andby limitingby students the teacher verb only. forms modeling listed sample to use On the chalkboard there are several different verbs in It can be thecorrectly.terday?"),studyproblem missing yesterday?" in theusagewords lesson by usingAfter stating should theexplaining correct ainclude sentence aform severalbetter incorrectly on their wayexamples ("Did written like, usinghe "Doesstudycopy. the hewordsyes- Then, have a story read on tape. The "listeners" fill in (503) Sample:correctlyvarious tenses. in a sentence. came,signed, ate, havehad eaten,eaten, give,knew, haschoose, seen. write, caught, took, leave Students are assigned the task of writing each word (505) immediateImmediately feedback following occurs. this exercise the correct words are given so 3.2.1. He HeIsigned haveknew alreadytheme well.contract eaten yesterday.my dinner_ Asusr, itthis IT! is activity(Group).for advanced requires students almost only complete to help free in reviewproduction as reinforcement. of sentences. (504) 5.4. I camechoose to theschool new earlyclass today.monitor every month. It could be adapted for less fluent students by having the chosen verb (continued) 122 MN NMI MI limmi *El *mei iwa-4 1.11 MIMI 111.111. Controlled Composition--Word-form changes WRITTEN COMPOSITION II-B-2 out(5thTheVERB followingchanginggrade):TENSE (Class). theplan verb was tense."submitted by Laurence V. Smith. "The students will be able to write a composition with- Here is the procedure he used: His objective dentINDEFINITEPut discover a list PRONOUNS ofthat indefinite these (Class). pronouns pronouns do onnot the stand 7halkboard. for the definite name Help the stu- 3.2.1. AskWritePut the aa paragraphstudentslist of verbs toon findthe on chalkboardwordsthe overhead in the with paragraphprojector the verbs thator omitted.chalkboard. name the (506) inof something.sentences on the board. Encourage various class members to write these pronouns one The "indefinite pronouns" are: neither something (508) Ish,CZ+ 5.4. RewriteCopythetense verbs paragraphof paragraphthe to composition.put in inchangingcontrolled the paragraph. the composition grammatical notebook. number of the subject. Call on individuals to pick out anyonenononesomeone one anybodynobodyalleither anythingeverythingnothing PRONOUN "RETACEMERTS" (Class). CHARTING PRONOUN FORMS (Class). everybody A goodnoun wayword to cards. present "pronouns" is to set up a bulletin board with !girl students Alichoor Bill houses Objectnentpronouns,Assuming chart Pronouns. a itshowingparticular would thebe helpfulgroupSubject or toPronouns,class have hasyour Possessivehad students a good The chart could resemble this one: writeProturnis,foundation out a perms- andon Then,Theeach teacher the nour teacher writesin the and onsentences. the studentschalkboard together student select sentences a pronoun for each to replaceword. I As pronouns are given the teacher may (507) SubjectI (I havePronouns a dog.) myPossessive Pronouns (That is mx dog.) Objectme Pronouns (That dog belongs (509) thedrawAppropriate bulletinstudent a line placespronounsthroughboard. each thecould overlaynoun have and overbeen write theprinted a correspondingpromun on vinylabove overlays.it.word card on Then, you(You canwe(We have have the many ham- books.) burger.) yourour (This is your ham- (Those arebooks.) our us (Those bookslongto me.) be-to us.) theThethree helpstudents sentencesof word copy cards bothof their andforms otherown of in thestock both sentences pileforms. aids, in theirthe students notebook. make With (Idea from Paul S. Anderson Language Skills in Elementary School.)burger.) you (She will give 22E.)the hamburger to 123 Controlled Composition - -Word -form changes WRITTEN COMPOSITION II-B-2 PreparePOSSESSIVES. work sheets of two columns as follows: 2.1. This shirtbook belongsbelongs toto Tom.my Column A 2.1. This is Tom'smy book. Column B (5101 4.3. TheseThebrother. red crayons book belongsbelong to myMary. 4.3. Theshirt. red book is workThe teacher models the activity. sheets. teacher. The activity can be extended by having each student Then, the students complete their i...4add a COMPARATIVES SUCH AS TALL, TALLER, AND TALLEST. pair of original sentences. Exercisesshouldforpresent these be ofthe carefullyformationsthis exercises type illustrated arerather in plentifulsuch than with learning in eitherall languagethe real rules objects texts. first. or pictures. a way that the students discover the "rules"icii, All exercisesBe sure to CUTTINGtheseeachRoot wordwordsANDroot MENDING andwords.are then printed (Group). find ona suitableheavy paper. suffix or prefix to add to They tape or glue to add on to the root word The children cut out Sample:and then pre use each mended version in a sentence. er form abadnona mentes/s inged commencemissionlookend (512) Note:He paid his admission. Younger children should learn word endings first. 124 Controlled Composition--Transformations WRITTEN COMPOSITION 1I-B-3 HaveCONTRADICT a supply ME: of affirmative sentences written on strips, at least HavePLURAL ay..ilable FORMS IN QURcTioNSpaired picture AL:1, ANSWERS.cards, the loft side thesentenceslessonbyone theaffirmative,per of teacherstudent, cana mixture all can or placedbe allthey (forin be thenearcanreview) of negative, bethethe a ofchalkboard.patternmixture pat and erns beingofhave affirmativealready totaught be restatedlearned. in andthe negative inESL The sentences supplied The pictureThethis?"and teacher the cards while right models with writing side the showing flapactivitythe questionclosed more by thanandholding on askingtheone boardof "Whatthe up one of the after same items. showing one isitem Thethesentences students chalkboard. ofline all up patterns in two teamsfor advanced in the endstudents. of the room opposite (513) under"It'sattaching"It's thea table"a questionthetable" card(or should on"Itto the is be board.a acceptedtable") shouldin be DevelopEither the "A "Whattable" are or these?" questions,answer, but only written ofonhead thenthetop of otherofchangeseach the team's teamSupply places line sentence pile, withgoes copieshis tounder theopponent itit.chalkboard, on oneand halfwrites takes of the the negativeboard, sentence and form At a signal from the teacher, the student at the This"Isand same this"Tables" activity a table?/Are or "Theycan be theseare done tables tables?",with "the answers yes/no"Yes, in it is/Yes, they are."the same questionway. and answer: n 1 n (515) writtentedure,lineto ifhis bycopyingit seat aisn't member if the correct.his ofaffirmative work his isown correct team. sentence or goesunder to the the last end sentenceof his team's The next team member repeats the pro- The first team to finishWhen finished,wins. he returns and "No, it isn't./No, they aren't." QUESTIONS (Class). questionusingWriteFORMING aon formsentencethe QUESTIONS ofchalkboard "be" by WITHmovingwith or EMPHASIS"log." onthe separate form ON ofSUBJECT worksheets"be" LOCATION Change the statement sentence to a to the beginning of the a statement sentence (Class, individual). Teacherthepicturesentence picture models and patterns andunderneathactivity. one by asking writing it writesomething questions. two sentences:about it. one telling about Primary children can add variety to their Have youngsters draw a Example: (514) membersandunderliningsentence. still change designate itthe or statement by the writing subject. sentence it separately; around then, The class must point out the subject of the Example: in a similar manner have the class sentence by (516) Subject: airplanes.AreThe theairplanes airplanes are flying at a low altitude?altituds. WhyThis is baby this seems baby happy.happy? 125 Controlled Composition--Transformations WRITTEN COMPOSITION II -B -3 eachTERSE sentenceWORDS. with the appropriate "wh" Write the examples on the chalkboard. question word. They then label forficationworksheet.Have each the sentence.wordfollowing in each sentences sentence. or similar The teacher and the student together circle Exchange papers an4 answer the questions: Then, the students put "wh" question ones written on a chart or the identi- HeThe I wentbag went is the.11ZIED OM. stairs. the room. where where where (517) }ea1\: etomorrowThePut boy evening, your rums work I will go home. as hgE when prise"questionsTHEREEach IS question;student GAMEis passed (Class, has reads aaround pen it andsilently the paper. room. and group). A hat or box containing writtenEach studentwrites selects thu answer a "sur- on his writtenwas,"ifpaper. necessary,or a "therecorrect were."additional answer; The they follow-upteacher can show makes their The answer must contain "there is," "there exercises may be given. sure every student has questions and answers. are," "there Examples: Question -Are there any pencils in this room? AnswerQuestion-Where - There'sYes, thereis (There (there) are is)fifteen a onedrinking inpencils the fountain? hall. in the jar on my desk. (518) Note: Only certain questions will phrasewherein the questionmust_ answer: be doesn'tindefinite all yes include /no (either a or same). questions of there sentences;legitimately Inv-- require use of therethere, the article in the noun 126 Controlled Composition--Sentences WRITTEN COMPOSITION 11-13-4 Example:verbStudentsSENTEFILE are provided,areCOMPLETION given anda (Individual).written they must exercise fill inwhere the themissing subject object(s). and the describediscussShowEXPANDED a the pictureit. SENTENCES picture. of a (Group).holiday, scene, people, or whatever. Record on the chalkboard o Then, invite ea._ student to write the he words given that Then AlicePete needed bought (519) castle,Writewords.words downinto palace, thea sentence wordsbuilding, the that classarches, can membersbe fairyland,expanded give by youbeautiful, adding (spooky, more scary, large, descriptive Example: Show a picture of a large grotesque palace. (521) Longer sentences are used with older students. withHaving the run last out money of gas, he had John in !mighthis wallet. the_ weirdgloomydownsentencestately, their webs."old creaky).such palace"expanded" as "Itwhich isversion maya palace." be whichhaunted might with read, strange "It soundis a and Next, ask the students to write a simple Finally, ask that they write AMONG-BETWEEN. MAKING SENTENCE KITS (Individual). Writeactivity,Review the of wordheunits proceeds "among" previously ason follows:one taught. side of the chalkboard and "between" After the teacher models the cards;studentthatStudents verbsfit could intocan on constructorangeprinta sentence subjectstagboard their on tagboardofowncards; sentences "kits" andcards. bythen on printing yellow"spare tagboardmainparts," words For example, the Then,each.on "between"the lead other students (thatside. "among" to the appliesrule for to the more use than of "among"two persons and whereas Write the sentence under the corresponding word used. Help students make seeral sentences using Example:beginsor "cures"modifiers, to constructand onsentence bright his "spares"owncolor "written" cards. by placing version the of cards sentence side by Side. The individual then (522) withonThe"between" the afollowing chart correct appliesor sentences,workchoice tosheet onlyof theseandso two theother persons).two students prepositions:siv,..iar can onesfill mayin thebe writtenblanks (520) SpareBasic parts:sentence or sentence core yalJviciousj luSually1 Cae4 loutdoorS 30.. Car 2.1. TheWe placedcookies the were cheese divided the two slices of bread.all the children. LearningCONNECTORS. to use connective words will help the students produce ME writing.twoThe orteacher three shouldoriginal make ones sure in oftheir accuracy notebooks. while students3. are J,,t The students may then copy the sentence and write you and me, I think she was wrong. connectingof longer,thea train train morewordsthat together comprehensive needsin order whileties to and in holdsentences. motion.connecting it together. lines to keep the cars One can useA sentence the analogy also needs Some connector- (523) 127 (continued) Controlled Composition--Sentences WRITTEN COMPOSITION II-B-4 or conjunctieWare: Sample: UnderlinebyHere marking is mymy compoundmyparagraph. paper sentences.like this: Please help me understand sentence types (Use a more sophisticated example Or nor DoubleWavy underlineline for mymy complexcompound-complex sentences. underliningtheThe connectingteacher or willcircling words. help thethe students 0 0 0 Sentences should be written on the for oldermake students.)oral sentences I0 0 sing chalkboard, 0 (523) Circle my simple sentences. sentences. Have students write two or Orr, connective word each sentnece. (525) of their choice. sentenceS using the conjunctions 6.91)= 2nd"It"They trun L:ed when all the the girls are playing tag. see "it" comin . short,TheMAKE teacher easyTHE SENTENCEsentences.models the GROW activity. (Individual). Then have the student summarize Place on chart paper several the want to get caught. irls and the bo s ran because the, didn't We Example:shorterwent to sentencesthe store. into one long SHORTER VERSION sentence by writing it on paper. SUMMARIZED VERSION (524) "It" continued to chase the boys, but they managed to run awaz,.. We Wewere saw able a large to get machine. inside of t. insideweWhen were we a ablewentlarge to machine. climbthe store, studentsAfterinterrogative,CLASSIFY the go class SENTENCESup to has imperative,the had (Classchalkboard. several orand group). exclamatory),lessons have severalon sentences (declarative,Give them a sentence class- LearningRECOGNIZING the different VARIOUS SENTENCEStypes of (Class). sentences (simple, complex, (Generaltosentencesification corr idea "ct Tileare fromthe incorrect, "write mistake(s).7th and an 8thlet one interrogative sentence." grade boys ct Shonto Boardingobserving St,dent come up If any of the School.) (526) ofexercises. shouldeachcompound,sentences type practice isandin usually acompound dittoedeach typeintroduced in Second, the students would combine - complex) can be confusing: oral exercises and then in writtenby itself. First, the students the four types therefore, (525) established code to mark each exercise. type. The students can use an (continued) 128 4...0 11111.5 ION 0004 6.Nfil 1-1 Controlled Composition--Direct and reported speech WRITTEN COMPOSITION II-B-5 NavajoTELL HE students WHAT HE haveSAID. difficulty handling reported and indirect mightBookducingspeech, be 6, helpful ithasboth orally a orallynuzberto inupper hisandof intermediateunitsBeginner'sin writing. on it. Program, students and who English have This Way, Dr. RobertOne Wilson class isactivity intro- that reportedAREPORTED-INDIRECT work sheet quotations may be SPEECH asprepared follows: ACTIVITIES. by the teacher presenting several thefinishedorencountered infollowing: teacher the reportedspecial instrructions assignmentand indirect (e.g. I gave"Mary,speech him askonly yesterday." Tom in iftheir he )hasreading is "I'm"Is Marygoing singing? to town tomorrow," asked the teacher. Jim said. First: holdboySend anda simple boygirl and comeconversation a girlto the out front ofsuch the ofas: roomthe roomand haveand anotherTom: I came to school early this morning. "I want to see the circus," said Rosito. sedold: return.Have the students who were sent out of the Suzy:room The teacher then asks theI didn't. class: I was late. "How "I'll open the window for you," said Terry to the teacher. (528) ' sale",cz.,! we to tell elicit: Mary and Joe what Tom and Suzy areAfter distributed modeling theand exercisethe students on the write chalkboard, on the line the belowwork sheetseach pa Third: The teacher then lewls the class to see that MaryandTom Suzysaid, .aid, "I c-Ae "I didn't.to school early this morning," I was late." writing,behelpquotation, exchanged each the student teacherthe and correct both writewill reported indirecttrythe tocorrect giveand quotation. indirect assistanceforms. quotations as needed read to aloud. LaterAs the papers students may are beingand Joe told: could have been told the same thing bymorning,Tom said butthat Suzy he car^sa..d to that school she earlydido't. this (527) withThedialogues teacherthe teacher and- -- thewritingreported class the speech---indirectshould s-ntences go through on thespeech several board. sequences such orally, She was late. Then the completerecorded.individuals.theirstudents ownwrksheets canin writing,try onreporting which with only thoa ,_alogue---etc., theteacher original checking dialogue or and two, helping wason For example: As a follow up activity, the students could 1. Henry:Judy: I am goingI thinkto watch I'll TV play tonight. baseball. 129 Controlled Composition--Negative and tag questions WRITTEN COMPOSITION II-B-6 andcorrectly.the answerteacher them should correctly. check to make sure each question is stated Students may then exchange papers, read questions, steps:helpNavajoNEGATIVE them students become QUESTIONS. haveaware difficulty of this problem, answering negative go through the following questions. To 3.On another day introduce and practice tagA. questionsB. as follows: TomNo, isn't he isn't.going to Gallup, is he? 2.1. 'Do'Don't you youwantchange want some thisany ice iceto cream?" thecream?" affirmative form: Have the student 4. B.A. Yes,Tom ishe goingis. to Gallup, isn't he? (530) 4.3. AgainStudentthe askstudent then the answers negativeanswer Questionas question in (3). 2 in (1) and have "truthfully." (529) withTeacherSimilar other may exercisesauxilaried proceed asmay as for behave 1developed andand 2had. above. for practicing tag questions learningandThis then operation inthe a studentslater can besession candone write orallyby pairs on withworksheets. of students writing many negative questions, Culminate the negative ofNote: Affirmative-Negative Tag questions in their notebooks. Students may copy models and/or write original examples AFFIRMATIVE-NEGATIVEquestions, exchanging TAG papers,QUESTION. and answering. 2,1. A.B.A. MikeNo,Mike does he doesn't doesn't.like bananas,like oranges, doesn't does he? he? givenThe teacher in Number models 1 above. the affirmative tag questionB. and Yes, he does. answer as (530) questions"No."andto that point whenand out answers"does" where appears"does"which theandin teacherthe"doesn't" tag willthe answerwrite on the chalkboard.Then, have the students produce orally several similiar Then the teacher guides the students appears in the sentence begins with paperEach studentsupplied will by thethen teacher. write a question of his own While the students are writing, on a strip of (cont 02d) 130 Self Generated CompositionPractical prose WRITTEN COMPOSITION II-C-1 THANKYoung YOU children NOTES: enjoy creating their aim cards and notes, GREETING CARDS. Given beLETTER Beforeused WORKSHEETS in formal order letterto(Class), practice writing headings, begins, greetings,written worksheets and closings. should designcolorodchildrenpicture and construction dictionarieswritewill betheir able paper own asto wellsimpleandcreate scrapsas greeting.cardsthe ofteacher andmaterial, notes and independently.herthey aides, can the With the help of (531) SAMPLE WORKSHEET Greetings .111WRITINGto agea ANNOUNCEMENTS schoolgroups functionwill enjoy.\21D or writingtoINVITATIONS tell exercisesthem (Class of a inciting comingor group), persons event, Writing Correct the following greetings: dear JanemotherMiss Jacobson (533) andofsuch for the"catchy" announcements smallannouncements groupswords candoescan or bebeinvitations,not used.organized have to beto anwrite individual certain effort,portions Try it with your class. Also, creative phrases Put a comma after these greetings: DearDear Father Miss Jacobson Sample:. Use a capital letter at the beginning of names andDear placesDear Ruth father,dr. and jacobs, titles (532) LeaveFINISH aIT! letter (Class). or a report unfinished at the end. Let the (inside) versionsstudents used.write their own "closing" and then share the various FebruaryFort Wingate 28, 1970.School We championship!won the football Dear Grandmother. Thanks for the mittens, I really need them for (534) Love, 131 Self-Generated Composition--Practical prose WRITTEN COMPOSITION 11-C-1 LETTER GREETINGS AND CLOSINGS (Class). BUSINESS LETTERS (Class). newboardingstudentsSince greeting greetingsschools) do and write closing theyand many closingsshould ideas.letters be can given(particularly become a chance stale, thoseto and "brainstorm" livingsince Navajoin The ideas can be used as new StatepromotePerhapsthe students Congressmen, a needspecial are to prepared writeLaaguageor to aa lettertolocalArts write orbusinessto S,cialbusinessthe Tribal firm.Studies letters Council, lesson from the willprior Assuming that Samples:letter-writing techniques. HowdyGreetings Joe, (535) overheadbrandslessons, of projector givebusiness them transparencies.):letters.a chance to first read and discuss some made-up Shonto Bdg. School) Samples (these can be prepared as Shonto Bdg. School MerryMyDearestHi Dear Christmas Fairland Market JulyShonto, 2, 1970Arizona Dear Mr. Yazzi: JanuaryShonto, 23,Arizona 1971 Salutations Denver,Dear Sir:Colorado storesearchingI understand clerk. for an that experienced you are Since I am (537) development.SimpleLETTER-WRITING letter-writing EVALUATIONS evaluation (Class). forms aid students in skill The student can evaluate his own progress by me needsummerIa amchance. money.interested in your chain in working store. this How about giving I wouldTradingandinterested have appreciate Post worked before,in in theyour a positionIlocal using1. a sample evaluation form similar toA heading?thisgreeting?Do I one:have these En to my letter? James Sinlee consideration.interviewI will be shortly.calling for an A name?closing?message9 (534 Thank you. Sincerely, 3.2. DidDid I writeI use indentationslegibly? I=1 correctly1::::1 I=1C:I Whenstudents the pros write and andcons then of eachevaluate letter each have other's been discussed,letters. let the Frank Moore 5.4. Did I telluse straightsomething margins? worthwhile and interesting? r---1 132 king MI NMI Mai II Self-Generated Composition -- Practical prose WRITTEN COMPOSITION II-C-1 MffE BELIEVE LETTERS (Class or group). PICTURE WRITINGS (Class or group). letters.Interesting situations can be assigned for writinga. make believe Write a letterExamples to your include: aunt apologizing for losing one of dictionarytheyhaveSelect seethe a inchildrenpicture or simple their from write storyreading a onmagazineform. aword sheet listsor of a papercurrentfor help the reading innames spelling. ofbook things and They should consult a picture (546) b. Writeherget sheep ayour letter when graduation toyou your were dressmother herding or asking shirt.them iflast she summer. can help you (538) PROBLEM FOLDERS (Individual). aDOD c. Writethe aequaw letter Dance, asking etc. your cousin to visit you for caninfoldersIn aorder seekspecial that toout stimu'ate hox,presenta tolder so thata theandseries theablethen interestedof childrenwrite problems. about inand class,ore able of studentcreatethe problem some Keep these folders (SubmittedTuba by CityArlene Boarding Jorgensen, School.) Elementary Teacher Supervisor, Totopics, themprepare with these the topic.problem folders, take manila folders and label Then, write a list of questions which pose (541) emphasizeTheWRITING younger LANGUAGE certain primary BOOKSholidays, set (Class).can events,benefit andfrom experiences. making books that Covers clippingcertain_he problem. problems. can be enclosed inside the folder to further explain A pertinent magazine article or newspaper sentencesbookaretopic. madeare wordsfromwith constructionillustrations,associated with paper and the anda subjectfavorite bright or cutouts.poem topic; about one the line In each RECORDINGIndividual RECIPES recipes (Class or recipeor individual). books made by all class members Samples: My Family Family NavajoGrandfather Indian (539) recipesnotecardsoncan a helprecipe they studentsfor collection obtainrecording learn from hunt,theto the recordrecipes. wherebyschool simple cooks,they items.are their given mothers s-_veral or large They can copy down good Students could go (542) GrandmotherBrotherSisterFatherMother Hogan andrecipes,staffrelatives, distributed. member:, a masterfrom magazines, book can befrom organized. recipe books, or from school When each class member has recorded several Copies can be run off Theya livehogn. in weavesMy mother ra3s. My father herds sheep. can help at home. 133 Self-Generated CompositionPractical prose WRITTEN COMPOSITION II-C-1 VaryMOTHER'S this DAYtitle RECIPE to suit BOOKS the (Class). event or occasion like: "Witches' What process can produce the most desirable tomato plants? Plant Growth aobtainedEachRecipe "special student Book" from humorous mustora reliable"Favorite write hineis eithersource. Navajoland written one impromptuwhich Recipes." pertains recipe to or that one recipe At the end of each recipe Experiment I: andcontainers,After a secondplanting a"6". first the tomatogroup ofseeds pots in were small labeled clay pot"A" The "A" group was placed in measurements.),2)theirparticular the own editors committees student's (edit3) the formother.book organizers assembling for correct (makethese spelling, theboo!ts: table grammar, of contents and The students, if older, can form 1) the printers, (543) groupAtwasdirect theplaced "A" sunlightend flourished; inof athree darkand wateredweeks, roomthe groupand thedaily; watered "B"tomato theplants every plants"B" showed groupsix 1 days. (545) pages,and put and each so categoryforth), andof recipes4) the bindersin a separate (staple section, books together). number abundantIt was concluded water to thatgrow tomatowell. plants need direct sunlight and negative signs of growth. ej,3.5 WRITTENaccompanyingBring OBSERVATIONSseveral them) small (Class).and children let them to doclass whatever (with theytheir will mother do EYE-WITNESS REPORTS (Class or small group). samereadilythetoddling thingspurpose. available,about. the small a petchildren could did.be brought to the room'for After they leave the students can write If small children are about thenot (544) Childrensomefrog insect of (or J11 whatever)or ages animal become notingor plant.absorbed all the in stages, the metamorphosis can become aof To watch the change of a (Arlene Jorgensen, Tuba City Boarding School) or date,theirchildrenfascinatingsomething theobservations shouldtime,worth writing andmentioning,be orgiventheirexperience. reports. areport smallthey onjottablet the down tabletin their which paper. name, to write the down Whenever theySince notice sequence a change is so important, Then they onWRITING Recordingall grade A LOG datalevels (Class from as or directlong individual). as observation the format canused be does handled not surpassby students returnedtheput reportendtheir ofto "written orclass,the reports "reporter," the findings" for,eacher the who onday.or will aanother special eventually student spindle. use reads these aloud The slips of paper are Just before (546) Taketheir for ability.example the primary students' log: Ant Farm (545) Sample:accounts for a written story or a report or a log. Julie Chitti, May 23, 9:30 A.M. TheyAnte eatworkare sugar. interestingin colonies. insects. Tadpole jerked its rear legs repeatedly. (continued) 134 Self - Generated Composittan--Creatiae prose WRITTEN COMPOSITION II-C-2 NEWS REPORTS (Class or individual). WRITING ADVERTISEMENTS (Class Jr individual). accessschools,matterEveryfor daymorningtowhat thereasomething dailythe newsare age newspaper notreports,oroccurs enoughthe gradeworthy orthen availableweekly level,perhapsof classroomnews radios, the magazines class attention--nuor televisionswill ("Navajo have Times"). If, in some reservation oneSavetoin for themagazinefive use class suchof discards.wording, oradvertisements, group clip out all all different, the advertisements he or she theyis to can study find each When each student hasype cut of outprint, at descriptiveleast three tech -r es, and theytoThere todiscuss choose onare a alsoyearly theone reliabilityclassroomnews basis. report newspapers offor facts the weekwiththat whichclassstudents theymembers. can will subscrthe investigate Whichever news source is used, be sure Then, (547) style, ?e, St IT alit theirmorepoint).and thoroughly. ownthen articles rewriting for the a schoolnew report newspaper. would be a satisfactory starting From that investigation they compile their facts and write (In the case of younger students, paraphrasing gst Zip Code, to OlderNEWSPAPER Navajo ARTICLESstudents (Groupcan write or individual).their own articles concerning Then, the student must write his own a vertisement emp oying t e aaresseds Articlesclassroomtosuch, a biographical eachmight and class schoolrange membersketchfromnews. school mightof someone wantevents, tospecial. organizesports interesting a monthly paper.news If students enjoy journalism as (548) ordersimilar to make styles this he advertisement found. an "individual creation." His "product" should be fi:titious in' (550) conclusionYoungerNEWSPAPER students (Groupof each canor school individual).dictate day. to the teacher what was done at the The dictated version is printed home.Copiesitin summarizedsimple can be form taken by on the homethe children chalkboardor sent andto andtheprinted bystudent's the for end a familiesclassof the newspaper. week at it (549) 135 Self-Generated Composition--Crettive prose WRITTEN COMPOSITION II-C-2 StudentsWEATHER REPORTSof all ages(Class). enjoy predicting and discussing the weather. UseAUTOBIOGRAP4IES a topic or a (Individual).title to. encourage a student to write ENout one ofreporterGive the each day for interestedon the the week. chalkboard student anda chance then writesto be thehis classor her weather prediction The "reporter" writes the weather report (551) incident in his lifetime. An AMyearly Trip Best MemoryI (OrRemeber First) Friend Some suggested phrases: (554) CONTROVERSIALfor the following ISSUES day's(Class). weather. CLASS AND TEACHER WRITINGS (Class). My First Day In School Writingthe school assignments such as: can be made on , "Does the Dining Room suit you?" roversial issues around (552) writings.outTwostudents theideas need from realize for Arlene the that teacher Jorgensen, the teacherto share Tuba surely withCity theBoarding"practices children School, what his heorpoint (she)Eer Certainly through this type of "model building" NI&ea,1.4 "The Rule I Don't Like is..." 1.teaches!" Students can be invited to write about how they truly reel that JOB QUALIFICATIONS OF COMMUNITY RE1 -ERS (Class). 2. bookletTheday. teacher or newspaper can display of studentthings studentswritings writeto be orshared compile around a The teacher will need to tell how he feels first. (555) helpers,WhenThesegroupstraining, the qualifications communityclassto discussinterested begins services, the a can classunitpositions be andin memberswritten socialcommunity and mayintoqualificationsstudies want vocationalsimple todealing meetoutline of skillinwith such smallform. community people. displaytheadded school.teacher hisemphasis or enjoysher to own the doing creative importance what writings.he ofteaches. the activities. The teacher, however, should not forget to ThusThis showsthere thatis an position.aformsFrom list these usingof qualifications, outlinesa question-answer students or a can format,simple write paragrapha outfill-in-the-blink their describing own qualification form,the (553) AfterWRITING reading A SUMMARY a chapter (Indiviuual). of a book or a story, the students choose Sample: WhatWhere is do your you occupation?live?name? bysentences intheadding sequence. main significantwhat character happened ordetails. tocharacters. the character(s) putting the events Next, let the students expand their sentences Then, they write in short (556) 1 36 Self-Generated comosition--Creative prose WRITTEN COMPOSITION II-C-2 SIMPLE OUTLINE (Class). ii. Yeibichai Dance detailsstory.severalAssuming topicsand that put childrenare them put into onhave t.outline been introducedform. to outlining techniques, From these stories students must extract the important _ chalkboard with a short supporting C.A.B. Picturesque,RasedMajor onwinter legends especiallyrite involving lasting the nine mythicallast days night heroes (357) Sample Story: NAVAJO CEREMONIESTHREE IMPORTANT 111. A.B.Squaw Dance TreatmentsSummer ceremony for warrior lasts threewho has days bad dreams lomb downceremoniesDance from (Corral), one as medicinewell the as Yeibichai, othersman or aresinger and based the to onSquawanother legends Dance. as handedThethey three important Navajo ceremonies are the Fire These StudentsNOTETAKINGlearning on (Class). howthe tointermediate take notes andin simpleupper gradefashion. levels should begin Since notetaking lightrelatethe offireto the curing alighting ceremony the so-calledeachoccurs other when patient. with men sparksgrab firebrands and flameThe frominFire Dance (Corral) is a winter rite. The high- notes.)outlinepresentedbecomes notes,an to individual the summary students writtennotes, when note "art",the jottings,time several comes. andmethods key wordshould be (Examples: -19 menareorder swallowingalso to performed,rid themselves arrows. like ofplants impurities. that grow in minutesAnother and winter ceremony is the Yeibichai which lasts Other magical feats (557) studentOne useful in classnotetaking" x with5". aactivity pen or pencilfor beginners and one issheet to provideof paper each about Explain that a tape is going to played on a certain subject (558) ninthbeingsratherfor night, ninewhich weird days. teamsare yet involved ofcolorful men singwith garments. eeriemythical chants heroes. and dance in The Yeibichai is concerned with supernatural On the AMuni fewthelike the daysstudents "Navajo tape later or mustIndustries" askfilm jotthe terminates, downclass (or a questionsfewdocumentary collect important about the film items note-takingthe or reportthatfilmstrip) they clips. hear. and Heldrite,orthe insinger. warrior thebut summer,it whois memorablemust this undergo rite because emphasizes treatment a girl thevia chooses badthe dreamsMedicine Aa shorterman of to Man three day ceremony is the Squaw Dance (Ndaa). The actual "Squaw Dance" is only part of this looktape (ortheir film). notes over to refresh their memories. Th^n pass back their notes and let the students Sample Outline: dancepays with the hergirl accompanied for the dance by drumsat the and end. singing. The man I. A.Fire Dance Winter rite to rid man of impurities Title (Three Indian Ceremonies) B. Magical feats (continued) 137 Self- Generated Composition -- Creative nrose WRITTEN COMPOSITION II-C -2 TheI-W-S I-W-S FORMULA formula (Class). can be used to devise materials which can star 4.3. ItThe all funniest began whenthing I Iwas can walking remember down the some children in creative writing. W =SI Words= IdeasStimulators (559) 6.5. sweatHenry"Something's brokestood outstock cowing on still.his out forehead. of the sink. His legs refused to move. Help!" The (562) This formula is a Hauree Applegate suggestion. sentenceADDIn TO order IT! "starter." (Smallto stimulate group). spontaneity in writing, head a paper with a Put the raper on one student's desk and ask childrenKeepWORD inFOLDERS amay file want(Individual). box to folders write aboutof words in theiron particular free time. subjects that Label the out- ofandpletedhim these soto on.hiswrite "add sentence, down-to' thestories he second gives can linebeit distributedto of another the story. individualat the same (next time. to him) The activity is repeated three or four times. When he has com- Several The (563) ,using new Wordsdepictanimals." thesesidein their the offolders Onfolders maincreative the subject willinside with stories.become words(pig,of the indispensable andfarmer, folder a corresponding orprint sheep). for several children picture words who like thatdelight "farm in A variety of (560) storyfinal book. products can be read aloud or displayed or cpied for a short Examples: At first the noise was very faint and seemed getfar loud away. and shrill. It was an odd noise. it began to MADE -UP EASY READING STORIES (Group). (Idea from Mauree Applegate). END SENTENCES (Class, group). ANIMALS,orEncourageHave with available HOME, a smallthe and children blank group.other lined experiencesto make paper up stapledtheirmeaningful own together easy to thereaders in youngbook either form.Navajo alone Topic ideas could include SCHOOL, PETS, (561) end.assignmenttechniqueInstead ofofis givinggivingto write themstudents everything the lastthe firstthatsentence issentence likely of a story.ofto aprecede story, Examples: thetry the (heir orstudent. use their own reading books or refer to a large word chart. To help the children ;ith certain words let them ask you not guilty of the crime. andtheto Mother thismonkey day, climbed the boy back believes into the his tree brother and was A son were reunited once again. (564 as twoGettingSTORYa first or STARTERSthree startedsentence "starters" (Individual).is to difficult their in story.a lesson;for many students students choose in writing. one and use it At another tit, ask the cnildren Present This technique can be used with poetry, too. dropped baanas on the zoo keeper's head. -cariousto add new grade "atarters" levels: to the "starter box." 1. One day I Examples of "starters" on (562) WritingWRITE SEQUELS sequels (Croup). to stories s.ch as Winnie the Pooh or Homer Price 2. I can do this (condoned) 138 thebe funbook and must provide be read beneficial and analyzed writing first, skills before for sequelsstudents. can he written. Of course, can (56.9) Self - Generated Composition--Credti.- URFFIEN C0.POSITION [I-C-2 pro:se asWholeWRITING the classable EPISODES writer.writing (Class). projects can stimulate the dis-heartened as well Children, particularly 5th and 6th grade boys, clothespin,EachTHE OPPOSITE student a DEFIiiiiNON isstapler, given aa paperpencil, sack a tablet,with a secreta tube objectof glue, inside etc. like Se is writingChildrenenjoytelevision adventures episodes can writeor aforand moviesuch puppetmysteries episodesversion. shows that inand adevelop flannelcomic-book through board fashion; cutouts.various in episodes.a Younger children can experiment with (566) giventheto seeenough"opposite"object if theirtineis :3T.desciii-Jion. (use"friend" your (classmate)discretion) canto describeguess what in thewriting object what is from when everyouc has finished, they exchange papers FRUIT BASKET (Class, group). Example; YmiThisIt carts: isis nosnor write somethinrectangular with it, nor nor oval. even use it inside school. to eat. Givethey each know child pasted a piece in one of corner.manuscript paper with a pie: of a fruit (aItIL issoliddoes holeless.not notglass tall have magicnor an lightweight. odorball) nor feel rough. words,Thenpossiblesmell, put children onti.sie, sothe that w.chalkboard and ite the feel about description ofwords thefruits fruittie generally.can children on be their used describe paper as about accurately the look, as After discussing these d ridole for later (567) definitionssayStudents118A1NST01uqiNG a comnon are when word.to saegiven. Dr'.ATIONS whatever (C1,ss,,efinitior group). comes to their mind when you Several class "secretaries" can write down these Everything is ,cdepted and written down. ideausedguessing fromwith whichMaureetopics fruit Applegate.)like isanimals, being described.places, people, or :lowers. This activity can also be (rain TeacherLacerstory mall saysh.: each"cat." class group or by individual class"A members. cat is something that purrs." of the definitions can be written into a poem nr a short Possible responses are: Sample: USINGUse META-'HORS one of Charles CREATIVELY Shultz's (Class). books like Happines, Warm :iuppv_ to Teacher says "flea." "Cat"A cot means is aan car animal is a cat if it slinks slyly." when it is contented." Possible responses are: at meows when it is hungry an ,,urrs (57-,) misery,writeaintroduce class one happiness, of booklet. histhis own coiparison love, one -lineor fun.technique. metaphors definin, some quality such as Then compile these metaphors into Then encourage each student to (566) "They"Host"A flea fleas circus."Hoes bite." in animals." quick insect..." (Happiness(Happiness is isfinding hearing an theunchewed dismissal piece bell of bubblering.) gum in sour drawer.) l:iCREASPNi WRITIIiG VOCABULARY (Class). 139 andIncrease mood words, the student'ssimple figure' reading of andspeech writing "nd precisevocabulary terms by usingin creativ" color (continued) (571) Self-Generated Composition 'RITTEN COMPOSITION II-C-2 Great?'-- prose writing. Use the following procedure: The teacher says: YouCONCOCTING might presentCRITTERS! this (Crosp, actity individual). with a picture of a "jacl-a-lope." Examples: Bear on Blnck Mesa watching Shonto's team2. 1.win a game.- - routinePretendEveryone thatyou choose arehuman thisan beingsanima/ animal participateto observing be. in.an activity or daily downWhenconcoctTa "- aeachabout descrption some child what imaginary ithas of means concoctedit animals inw, prose his(breakfast or own poetry animal cereals;and or then whatever, foods;makes anpeople;he writes etc.). 1 the class. Then take some tine to AWhat mountainthoughtseach thoughts other lionwould down?would observing a mountaina bear Shonto's have lion about have cheer theseabout leaders. boysthese /mucking silly girls What accompanying illustration. AllipigRangarous,er (573) WhatA rattletask?jumping thoughts snake and would clapping?watching a rattle a Navajo snake herder have abouttend histhis flock. daily (571) HotMilkpopsHippohouse cats Examples: 3. possible.In your story try toturbulent, use as many vibrant, vivid colorfulraging, violent,words as howling. Ice soup Note: writinge.g.(Let "floorand class read smiled" participatesome examplesPriorand "plates into fromlistingthis grinned booksprocedure, words). likeat pots." Winddiscuss in the"personification" Willows, in creative OftenDESIGNin theirNavajo DOARTMENT rugs; students (Class,pottery; have individual). artwork;a good knack crafts; for jewelry;creating etc. design as evidenced Combining this (Submitted by Mr. Richard Thomas, Shonto School.) writing:Forart1. instance,of Design design the theand ideal followingthe artschool. of ideas descriptive could be writing drawr andcan thenbe quite described interesting. in What would it have? (Class, group) 074) CombineDEFINEstudentsby listing COLORSthe toideas them(Class,choose ofon whatonethegroup, colorboardclass individual). andormembers discussingwrite associate a simple them withpoemaloud. differentdescribing colors that Then encourage 3.2. Design yourthe idealfavorite car. fashions. What would it include? ',that would they be like? Greencolor. isare wateredthe the Jolly pine grass. Greenneedles. Giant. Sample: (572) legendWhenJUST -SO-Navajo has ORIGIN been folklore shared,STORIES has (Individual).encourage just been the studied, children or toafter write an aexciting (magic, Green is themy melted inkcolor in crayon.ofmy mypen. face when I'm not feeling well. 2.1.camereal, to or be. humorous) just-so story of howWhy an rabbitsanimal, haveplant, 'ong or ears.item Some examples: (575) 140 1.4. WhyneasonWhy rattlesnakes leaveswhy mesas fall. haveare flatrattles. on the top. Self-Generated Comjosition -- Creative prose WRITTEN COMPOSITION II-C-2 . Small group or individual). CREATIVEaOftentimes thought-provokingthem. CONVERSATIONS students questionread(Individual). many on narrative the board. stories, but seldom write One way to inspire a short conversation story is to write Examples: DIARYclosesoldPlace OFused tenAhis pop oreyes can,more and aobjects selectsflower, in ana a baseball,item.basket lika a paper a hairpin, clip, etc.an apple seed, an Then he writes a diary about the Each student "What"{Cat willdoesdo your the penciltoothpastebroom sayand topapertube the tell talkdustpan?" yourabout toothbrush?" at night?" (576) item using first person. What a rugged life I've had lately. DIARY OF A SOCK Example: First, I was insulted when (579) yourselfchoiceLet"When the everyonetoeasily) children one or andhas twothink whenleft questions, abouttheythe sciencefeelthe so questionconfidentthe lab, students what in willtheircan themake answer, skeletons their they discuss?" (limit beneathI nu longerthe dark, fit dustythe need dungeon of said of foot. a bed. Next, I was left to rot writeROW itTHINGS down. LOOK TO A t .(Individual). Anotheranon"LET'S aexample, hike,way CLIMB to a discussstimulateclimb,A MOUNTAIN/ awith picnic,short (Class,the creative classa trip, group, the writingsor items individual).whatever needed is suitsto forpretend thesuch mood. toan go As WriteAon Martianthea very chalkboard: shortjust landedmake-believe on earth. situation like "one of these samples aoldnonsense;excursion. sponge; newspaper; asome piece anecessary sack;of wood; a stocking;items). and so or.. a jar of jam; a large safety pin; Or, have a pack-sack filled with many items. You might include Such things as an Then, in their respective (Some (580) ANovThe dogHow wouldfirst gotwould lostthething things Martianin it the sawappear bigdescribe was supermarket.toa hogan.the the dog hogan? as he calked in between the aisles? (577) whichpapers,the onesreasons students they for would write their take about choices. and the which above-mentioned ones they wouldn't items stressingtake and then whoeverThecreature.the children child was involvedwriteswrite downfrom might thethe describe waypoint they of the thinkview situation. ofa doganother or a characterMartian or or In other words, creativeSpeculating"IF" STORIES writing. about (Group, things individual). is still another method for stimulating Certain plots can be listed on the chalkboard THINKING ABOUT LIKENESS OF TWO THINGS (Class, individual). 2.1.and then one is selected as a tome: If I werecould an go injured anywhere animal, in the world... I would... ;',581) larlyComparingif asked:odd items.items Why inis writinga crow likecalls a sunflower? Why is a lamb like a cloud? Student? could find such think-writing skills fun for a high degree of thought, particu- (578) 3. If I were lost in a desert, I would... (Idea from Myers Torrance). Why is aa fort'mesa likelike aa piecepine tree?of bread? 141 Self- Generated Composition -- Creative prose WRITTEN COMPUS ITION II-C-2 Writing.WOULD YOU Short RATHER answers BE A using perSonel interpretation is an excellent OR A ? WHY? (Class, individual). Tellit themthey themay listdo so is privately their own after business, class butwith if you. they wish to share (585) inhibitedmorethereoldercreative experience maystudents writingtheizbe a tendencymaywritingthey experience find have styleforcertain and somefor willthe imaginativeall to morebecome. inhibitstudents. acceptance theirtopics theywriting. silly; feel, therefore, the less Begin with short stimu- At the beginning, But, the OccasionalFEARS, PROBLEMS written (Individual). topics like "I'm afraid of " or "I do 2.1.lators such as: WouldWould you you like :ether to be be a asnowflake mountain inor thea river? summer or the winter? Why? Why? (582) adultnottopics like disapproval. with the use of aids or word " will helpYounger the :tridentsstuden air their feelings 0i:bout harts.can w _te their papers on similar (586) 3. Where would you rather roar if you were a lion? in a zoo cage? on a mountain? in the jungle? EachDIARIES student OR PERSONAL is given LOGS a loose-leaf (Individual). notebock which is considered his StudentsWHATthey WOULD write enjoy HAPPEN is using accepted. IF...? their (Class, imagination, individual). particularly if whatever "What would happen if?" stories can he day.pupil4every or own! sheis thatdesires he mustin his write nook. in his book at least 10 or 20 minutesThe teacher a promises the students that he will not Theread teacher the log encourages him to write or to copy anything The only obligation on the part of the "WhatwouldForcreated example: wouldhappen easily; happen if"What allsimply if wouldthe ye givetrucks happen the and ifstudents carsit snowed turned an instancepurple into dinosaurs?"snow?" or several or "What orinstances. had o calk on your hands for evermore?" lastsstudentsoutencourageunless the throughout the threatand reluctantstudent teacher of thegrading wants Navajoabideentice him or by students school redtotheir domarks so.year, agreementto forwrite a incorrectgreat whateverand dealif thegrammar. ofthey projectthe wish Navajo with- The objective here is to If the (587) MY HiddenWISH (Individual). desires and wishful thinking leads to many a creative paper. students' hesitation to write should dimiaish. writemakeWritehave aa whatever pictureonesimplephrase wish sentenceofhelike, whatdesires. "I theyaboutwish wish thatit. for I and then have them label it or " and give theIn thestedents case ofan youngeropportunity students, to let them " or "If I could (584) seemhostilitiesStatingPET PELVt.1 emotionally grievances (Croup,in a "low"more canindividual). positive gia.eprovide them way.students a large an sheei opportunity of paper to and vent let theirthem Every so often when the students (585) daywrite ask down them a tolist re-read of things their that list "bug" and addor "bother"or subtract them. any grievances The following 142 Self-Generated Composition -- Poetry WRITTEN COMPOSITION II-C-3 PoetryCREATING can A beCLIMATE created FOR by POETRY the young (Class). Navajo student as well as the TeachA FEW yourOF MY class FAVORITE the song,THINGS "My (Class:. Fa,varite Things" from THE quietexpression'stoolder theplate student,world to gotheof providedand poetry.children write he poetryuse has in been canspeaking givenbe provided. anda stimulating writing. introductior 1. The teacher can point out poetic J. 2. 3 A writeexampleSOUND one OF line fromMUSIC. toa childgo into might a class be: "favoete things" poem."Riding bareback on my black horse when the wind is blcwing Once they know the song well, each child can One (591) PoemChildrenaon poetic writtenduringthe Wall aregrowth anand hanginginformalto illustrated feeland appreciation.can freerest be enough onperiodfun. a bulletin toon writea regular board, poetry, basis on a a special cando1, foster 4. 5. Reciting poetry to theRemember, class too, that if (588) ARAB POETRY RHYMES (Individual). very hard." box or poetry drawer for private, unsigned poems is a must! TocreatingChildren help theaenjoy type children making02 poetry ease up rhymes,thatinto rhymesrhyming but sometimesand poetry yet stillshow they them makeshave haw difficultysense. The poems should be kept to one WellwillingInSPECIFIC asorder theto providetoWRITINGdevelopment help thestudentsAIDS necessary ofFOR a writePOETRYvocabulary mechanics poetry, (Class). that theof expresses poeticteacher form shouldjust as the be anastanzato storybookexperienceuse atan firstARAB character or pattern. inan orderevent. to writeto brild about; skill. a favorite pet or animal; An example might be: The student can use (592) didcuillholidayright poemspossibleshade orof whatever,wordsmeaning. to use.they might find it beneficial to Before students write their special With older students a rhyming (589) B.A. TheBlowLikeFrom bird ab.y...etoa flew. failinga., enormousnearthe st clouds andr grovefar. it dove TYPESdictiOnary OF POETRY Could (Group). be used. HAIKU (Class). beexpress'AllChildren overjoyed respond themselves are aboutmorestimulated toabest particularsimple into poems writepoems brand about variousabout of objects; everydaypoetry.types ofsome life; poetry. will some never will But, as a Some amountA Haikuline"tight" of ofis perception sevensyllablea three-line syllat'es, count: abour poem, naturethird non-rhyming, lineand things.of five .hich syllables. reveals some first line of five syllables, second One can use a But Someyourteacher, typer.'students, ,fthe poemi: themore more categories they will and find styles ease of in poetry writing you1. poetry. can offer gripes and protests (590) veryfollowsyllablessince similar Haikuthe differ5-7-5 isto aHaiku. pattern.Japanesefrom English, style itof ispoetry, not always and since r7csible Japanese to The first line have five words and"Cinquains," each an English version, is (493) 5.4.3.2. animalsWonderstravelspersonal about experiences us (nature) succeeding line has one less: Sample: watchingThe large the orange brilliant mesas landstand 8.6.1. specialnonsensepretend: occasions "If I were" 143 lookout.chieflike playing a giant (continued) Self-Generated CompositionPoetry WRITTEN COMPOSITION II-C-3 Book models for Haiku: CRICKET SONGS by Harry Bohn (New York: World, Inc., 1964). Harcourt, Brace and (593) TankaTANKA (Individual).is (it is believed) originally from Haiku but in a more THE GATHERING WAVE by Alvar Cardona-Hine. (Allan SwallowLeaver, Press, Colorado). anddifficult then twoform. more lines of raven syllables each are added. It is like Haiku in Its first three lines (595) successfully:AnOthei(60.16!MbetcrigibuNs type 593 of .onCinquain Haiku) con be used by primary aged children AGAIN (Class or individual). (5 lines) StudentsthingsPOINT OFgainfrom VIEW aan different INanimal's POETRY perspectivepoint(Class). of view. when they are asked to "see" To stimulate the students, FIRST LINE Title(Children of your are frompoem prompted holidays to tothink events of ato topic seasons ranging or safety.) downheardcanuse assumeseveraltheir several thoughtsits poems of (the these about eitheranimal's) poems, the collectively same giveattitude. animal them oranto individually.opportunityShaw how the to poet write Once the students have Some (596) SECOND LINE '(Usually one word)Description(2 words long)of the title a differentREFLECTIONSPRAYERSsuggested FROM animal:sources ON THE A GIFTARK of bypoemsOF deGasztoldWATERMELON written fromPICKLE the edited point byof Dunningview of et al. FOURTHTHIRD LINELINE = Gives action associated with the title. ( 3 words long) (594) MOSAIC POETRY (Group). FIFTH LINE . Another word(AnyFeelings for numberthe (Student'stitle of words) feelings) about the title. specialgameAssure so thetheirwords children papersand have thatwill them theynot "write beare graded. goingthe picture" to try outthat a comestype ofto their Then give the children It timesis_beatto so they start get this the form"feel" of forcinquain it. with an entire class (One word) a few whichtheriver,mind ispapers (See, composedraindrops, arehear, collectedfrom feel,can many be imagine). andusedparts. then to stimulateassembled theinto children. a Words like wind, flower,Ideas sunshine, which are closely group poemAll by a first grade class: AmericanBaseball sport This example was written collectedpartcomposerelated each earlierarean stanza introductiongrouped in of the together.this lesson. andmosaic a conclusion, poem will comebut forfrom the the most papers The class may have to jointly (59-) Teamwork.Hip,?itch, hip, hit, hooray. run! Sample: SomeTeacher's class word: responses: raindrop soggydampness dancingsteam drops 144 wetclick,pitter- tap, patter tap twinkling waterspecks of Self-CpIrrarpd Compncition-.Poetry WRITTEN COMPOSITION PoetryCLASS AITHOLOCIESanthologies (Class).can be made as a year-long project. As class safethreatmemberspoetry keeping. of feel committeegrades. compelled composed to creams of volunteer poem, they members, do so sortswithout out the At the end of every six weeks or so, a classAll poems are put inside a drawer or box.for usage.)errorsanypoems poems, bylike_ category. but misspellings they could andcheck incorrect them over punctuation for possible and writingincorrect Since many of the poems might be anonymonaly written, (This committee is not allowed to change (598) an Jorlinecouldauthorthe eachindex. make classindex section with poetrymay theofnot anthologythehelp be anthology. necessary,of the could entire butbe leftclass;surely up atheto subject thecommittee discretion and a first of Clam "doodlers" could draw accompanying sketches Other details and uses of She.POETRY-INA-DRAWER class involved. (Individual). wishes1m (Idea:drawer"stimulate to sharepolicy creative privately where verse any with classit hisis member helpfulteacher. can to deposithave an a "openpoem he Hughes Hearne, Creative Power) (599) OPEN-BOOKunderstandingExposure (Class). to different for students types writing of poetry poetry. can build appreciation and After introducing .a peet orthroughpaperso"the a poem, and studentswriting, pencilthe teacher cantheirnearby seek leavesown may out feelings. give thethe thepoembook students onopen their on an aown. tableurge to communicate Providing ' (600) 145 APPENDIX Improvement Handwriting- Retrogression Chart Name: X No Change books.ThefindParts following theof Speech:irregular list of verbirregular problem verbs one cameof the in m'strart difficultfrom several grammar English skills Those Navajo children who learn English as a second language will Verbs "Sept Nov Ian March May Englishto master. writing or grammar texts. For a more complete list, check the reference sections of most 2.1. TheCapitalssmall difference letters.should between be at leasto's, c'stwice and as a's large as begid..,Prevent Tense beganPast Tense beg.'nPast(have, Participle (used had, with has) 3. Roundshould parts be clear. of m's, n's, and u's should be comebring camebrought comebrought another verb) 4. Loopsclear. should not intercept writing on lines swingswimsing swungswamsang swumsungswung 5. T'sabove should and below. be crossed and i's dotted (not with rnnfall ranfell runfaVen 6. Lettersa circle). should not be crowded together. growseethrOW grewsawthrew (use alone) grownthrownseen (has, have) 7. Loops on f's, j's, and y's should he drinkdo 'rankdid drunkdone 8. Lettersclearly shoulddrawn belowall slant the line.in the same 9. spaces.Wordsdirection. should be separated by clearly defined 10. A page of manuscript should have pleasing margins. Reference: Dawson, Mildred, A., Marian Zollingers, 146 Newand Ibrk:Ardell Elwell, GUIDING LANGUAGE LEARNING. Harcourt, Brace and World, Inc., 1963. p. 328. (2nd edition) 1....1.111 1*711 FROM LITTLE HERDER SERIES FROM: BIALITTLE Haskell HERDER Press, SERIES Kansas BIA Haskell Press,Kansas UP THE TRAIL ChinleChinle, Boarding Arizona School And look: Chinle,Chinle BoardingArizona School MorningThere is sunrise a mountain sees trailus climbing in front up ofand us. up on the mountain trail. ThereAnd there are smallarebutterflies flowers. white butterflies.beside the trail. -ThereThere are pineare brownpinetrees treesallpine around needlesstanding us. under straight out feet.and tall. ThereI sit are among small the white flowers. butterflies above the yellow flowers. ThereBrown:pine is green needles grass. and green grass cower the ground. ThereI hear is athe sound whispering in the air.of white wings flying. Nip There is sunlightno yellow and sand. there are shadosu. I think theythey likelike mymy velvet.long black blouse. hair, ThereShadows are play sheep. with the sunlight. thoseandbecause to small the they yellowwhite come butterflies.flowers,to me, TheThere sheep nre hurrysheep upward,in the narrowclimbing trail. and pushing in the narrow trail. There is a littlechipmunk. fat chipmunk in a brown striped blanket. MyThereI ride horse isafter breathesa horse the sheep. -fast. my horse. His feet stumble in the narrow trail. TheyThere both is look a squirrel at me. in the tree. NO.exerciseUp the180. Trail to accompany and Playmates the Speaking are reading activity selections on There for is/There a reading are, They are based on pictures in Little Herder in Spring (Note) There areis anotherchattering sound and in talking the air. to me. and Summer. SeeItThere is Note theis aonsong sound the I precedingsingin my when heart. page.I go on the trail. 147 AID SHEET TO BE USED IN WRITING STATEMENTS: Chinle,Chinle BoardingArizona School in thethe sky bow a sheepchipmunk usedThis sheetin a writingcan be nearon the the horse mesa butterfliesa squirrel Useexerciseityto pictures SpeakingNumber related from180. Activ- near the hoganmountain treesflowers asSpring theLittle activity.basisand Herder Summer of in inriderhorseback front a riderof us grounda horse ell to aroundon the usmountain apineriders morning needles sunrise :4:15 understanding our straight feet and tall an axe within thethe sunlightnarrow trail a shadecorralcliff behindalongnear the thethe hogan fireroad mesasa womanman womenmen insideintoby the the thehogan corral hogan a treedogchild children oninside the themesa corral ina bushthe wagon 148 TenPOETRY: kinds of rhym=.- (source, Tom Erdmann, University of Washington, POETRY:7. Consonance: (continued) (Vowels differsyllable but are consonants the same.) in final half 1. Full Rhyme: July, 1969.) love dove 8. Vowel Rhyme wren 2. Internal Rhyme: (middle beat rhymes with the last word in the line) love dove 9. Apocapated Rhyme: (accentedwith syllable the final [not wordthe lastin another one] rhymes line.) delayed av4(1DP 3. Interlaced or Crossed Rhyme: sing end words rhyme lay 0"""'"'416"""%middle words rhymering doveljlove 10. Onomatopeia (What you are saying sounds or feels like what is happening.) Ratty-sake 4. Alliteration: (repetition firstof similar wordsome on)sounds in a line from the sorry son 5. Identical Rhyme: mist same word used twice 6. Half Rhyme (Slant Rhyme; Near Rhyme) (Assonance: agree but consonants may vary). mist Sound of vowels ratstracks (continued) 149