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: Saul C 0 4, eme9 OfficeSt.Publication PaulPaul, of Elementary Public Minnesota No. 289Schools Education U.S. DEPARTMENT Of HEALTH, IDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE POSITIONSTATEDPERSON DO OR. OR NOT ORGANIZATION POLICY. NECESSARILY ORIGINATING REPRESENT IT. OFFICIAL OFFICE Of EDUCATION POINTS Of VIEW OR OPINIONS SPEAKING, LISTENING, WRITING

St.CurriculumOfficeSeptember,St. Paul Pauly of Public Elementary Bulletin Minnesota1965 Schools No. Education 289 FOREWORD This publication is devoted to instruction in the language arts, an area Specifically, it deals with three skills of prime importance of communica- notintion--speaking, theincluded. elementary writing,school curriculum. and listening. The fourth skill of the language arts, reading, is To help children communicate more effectivelyfor the skill is probablyin the use the of most the various significant contribution forms of communica- influencetionto their may educationaldeterminetheir choice the development, ofcourse work, their friends, lives will take. leisure time activities, and pattern Their ability to use these tools will of personal living. Committee to assist in the task of Thishelpingto guidehelp children childrenwas prepared develop who haveby effectivenessthe Language Artsin this Curriculum area something to communicate to say or write it better, of instruction. Its purpose is not only it is also de- signed to help them to think and to have something better to valuable,say. not as a prescribed course of study but Teachersasrich a rich their should resource. language find this instruction publication and mostincrease its When used, its many suggestions, illustrations, effectiveness. and examples should en- AssistantR.Elementary G. Hansen Superintendent Education ACKNO1ILEDGMENTS CurriculumopedSpeaking, through Writing,Committee: the cooperative and Listening efforts in theof theSt. followingPaul Elementary members abools of the hasLanguage been devel-Arts FrederickMrs.Grace Helen Johnson Glasoe Ambrose, Chairman GradeGradePrincipal 6 5 HancockHomecroftFrost Lake Mrs.MarjorieViola PhyllisMerleCorrine IversonMarx Bell RuppMerrick Grade 3524 HighlandEricssonLinwoodHighlandGrant Mrs.Helen EstherConstanceRuthDarlene Rohlfing Mealey Garnett Orth Odanovich KindergartenKindergartenGrade 1 DavisMcClellanNokomisLinwoodJackson MildredMrs.Dr.Edgar IoneGenevieveRichard WilliamsLoughrea Berglund Hansen Nelson AssistantSupervisor,Special ClassSuperintendent,Director, Elementary Elementary Curriculum Elementary Education Education Lindsay Theexamplestributions committee of children'stois thegrateful curriculum work to thehas guide. manyhelped principals to make theand sampleclassroom lessons teachers more whointeresting made con- and Encouragement through discussion and furnishing berseffective.sity during of Wisconsin--Eau the study which Claire, preceeded who served the writing as consultant. and to Dr. John Morris, State Univer Special thanks to members of the staff who served as active committee mem- Sincere appreciation is also Publications,extendedfor proof-reading to Mrs. is responsibleSara various Ryder, sections forWarren the Panushka,ofphotographs. the manuscript. James Cerello and Mrs. Alice Caroline. Christine Lucente served as typist.- Richard Nielson, Supervisor of AA! Speaking, Writing and Listening, is a guide for teachers in the primary and intermediate grades. PREFACE A Herein,Eachdescription of guidingthe threeof theprinciples sections general andisskills precededthe whichcurrent by need anthinking overviewto be indeveloped whichthe field is is ofalso language outlined. arts are reviewed. reproduced on yellow paper. Followingfollowthe second the the introduction columnoverview, includes specific to each additional activitiessituation. ideas for for teaching enrichment the skillsand samples are described. of children's work. The first column suggests the teaching procedure; Lesson plans The forMat is similar for both the primary and intermediate levels. Primary (blue paper) Intermediate (pink paper) We CarryMakeLook OuratOut Our PlansOur Work Plans EvaluatingCarryingPlanning OutTogether Our Our Work Plans The goal of the Language Arts Curriculum Committee has been to write a guide that would help Comments and criticisms relative Office.tothe the classrpom improvement teacher of thedevelop guide the will skills be most of communication.welcome. Please direct them to the Curriculum FOREWORD TABLE OF CONTENTS iii SPEARINGTABLE OF CONTENTS vi 1 DescriptionGeneral Skills of GeneralInvolved Skills in Speaking Involved in Speaking Speech 43 MannerAudience,UsagePosture Sensitivity 65 LinguisticsSpecificGrammarLevels in Language English SkillsUsage Chart 1210 97 ParliamentaryRhetoricalVocabularyUse of Sources Skills Procedure of Information 181514 PRIMARY ReportingDiscussionConversation 29*21 MakingChoralDramaticStorytelling Announdements Reading Play and Explanations 575143 INTERMEDIATE CultivatingTelephoningInterviewing the Social Conventions 656173 ReportingDiscussionConversation 938477 DramatizationMakingStorytelling Announcements, Giving Directions and Explanations 121110102 ChoralInterviewing Reading . 135131127 LISTENING ConductingCultivatingTelephoning Meetings the Social Conventions 158156146 PRIMARY A SkillsCode for Which Teachers Need toof teListening Developed in Listening 162160 Listening to StoriesPoetry 0 171163 ListeningListening to to Follow ReportsMusic Directions . 183178175 INTERMEDIATE ListeningLisListening teningw -- ',Usin Mental Auditoryage Computation Perception and andProblem Discrimination Solving in ofArithmetic Letter and Word Sounds 192189185 ListeningListening--The to MusicStoriesCriticallyPoetry Educational Evaluate Television Mass MediaLesson 201218212207196 Listening-ListeningListening--A in-Usage ReportingFilm .0 234229226 WRITTEN COMMUNICATION Listening -- Mental Computation and Problem Solving in Arithmetic . . OOOOO 242239 General Skills Involved in Written Communication . . . OOOOOOO 244 PRIMARY Letter Writing vii 248 INTERMEDIATE FunctionalWriting Records Writing and Reports 258254 KeepingWrittenForms,Leters Written Labels,Reports RecordsTitles and Captions 276271262284277 BIBLIOGRAPHY WritingCreativeSentence Anecdotes StructureWriting for Punctuation Practice . 304296293

Now I am seven. ItIn theis throughcourse ofspeaking everyday that living, human beings oral communication predominates over written communication.SPEAKING exchange ideas, express feelings and carry on social Thoughspeakingactivities. the presupposesfirst section one of or the more language listeners. arts guide is concerned Included in oral language are the arts of both speaking of any situation that is planned chiefly with instruction in and listening, since Recentspeaking,separatefor oral research listeninglanguagesection has has development.recognizedmust been also devoted bethe considered needto the for important definitean intregal arttraining part in of listening. listening; therefore, a Reference to this section childrenitItinis speakingrecommendedisboth advisable speakinghave or gained listening.when to and concentrate planningalistening natural oral fluencyonreqUire languageonly inonethat their lessons.or lessons two use. specific be planned skills to inemphasize each training Keep in mind that such skills need to be taught and reviewed until The many skills and techniques involved specific skills. lesson, be A properlyandserving,ideasthrough discussion. as balancedreadingtoactivities his oral andlanguage suchexperimentation.expression asprogram, conversation, of them.must give dramatization, as much consideration storytelling, to a reporting,pupil's intake telephoning of Many opportunities to express ideasIntake rust ofbe ideasprovided involves listening, thinking, ob- oralconsidered:Into planning beskills given anda(1) beforeprogram techniques.the informala forgroup; the exchangeanddevelopment (3) training of ideas;of oral lessons (2) expression, the for compositional the threespecific types typespurpose of oflessons ofprepared improving should tans be -experiences,inInlanguaLcslanguage. thethe expressionalinformalexpression instruction. types of periods ideasof oral takesto communicationimprove precedence form. activitiesover the forms which and are technicalities a part of everyday of classroom However, the fluency and purposefulness of such expression are desirable goals of Aside from incidental correction of pupils gross errors, little is done Much of the improvement in children's expression andcomesandIn expression the pupilsthrough compositional for listeningof the ideas, improvement type toand goodof secondly, talks, speechof specific attention tohabits the speech improvementas should exhibited skills, be given,of byfollowed skills. their first teacher©by ofevaluation, all, to organization is essential. Preplanning by teachers drillFurther exercises, training inusing skill teacher development, prepared dependent or textbook upon materials. the group Muchneeds, of maythe takepractice the formshould of ticevelopmentbecopyingtake adjusted part sentences exists into practice.the in needsor any filling exercises areaof individual ofin Curriculum blanks.or ski/ls.he students. than already. in inlanguage. usage knows. is A°Research morechild effective should has shown not with bethat theasked prac-use to of the aural-oral method than with the method of Probably no greater diversity in skill de- skillsprogram.Thegainedsist contents childrenof through oral of communication. tothe communicate guideuse of are references designedeffectively listed to throughassist in the teachersoral bibliography. expression. in planning a well-balanced language Following the table of contents, the SPEWING section describes briefly, the general Teachers need to be familiar with these skills in order to as- Further information can be 'Specific-skillshelpfulbasedNexttional describedon toin suggestionspurposeful beplanning taught are practical oralarereal-lifefunctionally givenlanguage lessonsinsituations columnlessons.precede from two. intheactual which suggested classroomchildren, teaching experiences.as well procedure. as adults, Ada- participate. It is hoped that these, in part, will prove These lessons are

2 GENERAL SKILLS INVOLVED IN SPEAKING Speech Articulation Use of Sources of InformationDictionary VoicePronunciationEnunciation Control ReferenceGlossaryIndex Books AudiencePosture Sensitivity NoteTable Taking of Contents MannerUsage Rhetorical Skills Sentence Structure GrammarVocabulary ClarityInterestUnity Parliamentary Procedure Organization DESCRIPTION OF GENERAL SKILLS SPEECH USED IN SPEAKING Childrenoutthethatteacher of listeners they desirabledevelop use may a haveunconsciouslypleasing,much speech purposefulof theiractivities-for flexible imitate.speech listening voice pattern his withgoals pupils. throughdistinct is essential. imitation. enunciation. Another responsibility of the teacher is the planning and carrying Consistent use of the audience situation in which It is important,Pupils willtherefore, thus easily that thefind a model Thesevoice.The types discussed of speech briefly disorders are: with'which teachers need be concerned relate mainly to articulation and 1. "MayArticulation--utteringwater." didn' t want to go speechinto the sounds water," as distinctmight become, sounds,Ages "May atsyllables whichdidn't most and childrenwords. are able to articulate certain sounds: wanna go into the Example: 8.06.54.53.55.5 years years - -s2sh,t,p, f, z, d,b,zh,v, r,n,m, s, 1,whg,w, zth k,h ng, y as in thin, th as in then ArticulatorydhildrenS's and z'slose defects--substitution are their listed front twice teeth. because of of distortions in these one sound for another; wed for red, sounds when Droppingenunciation.Enunciation--refers final d's, t's to andfullness g's as or terminal distinctiveness sounds wiwyis with for which lily, or fum for thumb. a matter of carelessness in utterance is produced. 4.3. VOice--volumePrOnunciation-to the utterance and-refitted voiceof the qualityto correct both adequatearticulation sounds infor order andthe enunciation,specificand with occasion. but refers proper accent or emphasis. especially b.a. Tone--clearPitch--appropriate pleasant for situations AUDIENCE SENSITIVITY c. speaker'sTempo--facilitates message reception and adds emphasis to the spondmusthaveinterestsOral besomething tocommunication, awarewhat and hasof todesires theirbeen quite saiddualof his obviously,inresponsibility audience. in say, but that he must say it in a manner to evoke a natural way. is not a one-way street. The listener must give courteous attention a speaking situation. It requires not only that the speaker must responses Thefrom speaker his listeners. must be sensitive to needs, to the speaker and re- Children ThebeChildren encouragingfollowing should practices tolerance be encouraged and to think; are suggested: respect for his opinion. to disagree with the speaker. At the same time, teachers should 2.1. DirectGive courteousgaze.and respondattention with to facialthe speaker. expression to show interest. 4.3. Ask.Make pertinentappropriate questions in order responses, including laughter and applause. to amplify or clarify the speaker's ideas. POSTURE 5. Observe common courtesies in questioning. MANNERnessGood andposture stagefright. is important. The class may set Frequent. oral activities with positive up special standards toward which they criticism, will help to avoid may strive. nervous- Mannertypeshisis thesubject combinesof speaker's situations and voice, his inlisteners. articulationwhich the individual is own personality. A good speaker combines naturalness True ease in speaking and posture, along with can result only from practice in all of the various gestures and that indefinable something which with a sincere interest in both called upon to speak. 5 orableTheUSAGE writing Englishor correct in language order is currentto is convey a living,social their usage.growing ideas effectivelyand ever changing to others. language. It is necessary for people to observe uniform ways of speaking Language usage which is common to a The criterion for what is accept- Teachersprinciple:particularthe elementary and culturalwriters school havegroup, should long may recommended bebe limited.considered that as the "standard" number of for usage that items group. for instructional emphasis in Dr. Robert Pooley makes these observations to support" upport this 1. A Thelargeerrors90 constantper number centat all, repetitionofof thebut"errors" usageare ofcolloquial listed problemsa relatively in inEnglishtextbooks the small elementary appropriate andnumber language grades.of toerrors theworkbooks speechconstitutes areand notwriting over Evidencechieflyreported forin that thethe forty confusionabove per statements centof the of pastallis founderrorsand past in made theparticiple bystudies children forms:of Charters, O'Rourke and others.of young children. were in the forms of fifteen common verbs,see, come, run, write, begin, break, Charters drink,study, lie, state do, the go, most give, serious take, errorsring, sing,are found sit. in 1. Past tense of see, do, come, go, run :' Brown and Butterfield, in reporting the O'Rourke 3.2. ThosePerfect (not tense them) of apples.see, do, come, go, run 4.5. YouI'm were; not; youwe wereweren't; we weren't; he, she, they it isn'twere;.they weren't; weren't they 6.7. My I,father we, you',and Ithey (not haven't me and my father) went to the store. 1Pooley, Robert.Page 179. Teachin; of English Usage. New York: Appleton- Century - Crofts, Inc., 1946, LEVELS IN ENGLISH USAGE bothpressionsRobert informal Pooley, into and levelsan formal outstanding of as usage. guides authority to helping in the children field As teachers we need to be concerned with the standard levels teachers ofmust English keep informedtoday, has concerningachieve classified acceptable those common which oralusage and ex- written expression. of usage, BecauseTheareformal currentlyoccasion standards or the oracceptable. informal situationin usage type. arein whichconstantly we are shifting, communicating determines whether our language usage be of the THE ILLITERATE LEVEL Examples: If I had of come, he wouldn't of done it. HeTheyI came,gotis, ms, theyou done,we measles Els, seen, you off run,was. Jimmie. etc.Aye me the book. (past tense) them is. YouseThemTheHaveI Ain't, doublebookswent, younegative;have ain't, come, as etc.have in: did,didn't have have sa15 no, have won't ran, never, have can't never, couldn't Let no, etc. is, dx_Apk, etc. THE HOMELY LEVEL Examples: He don't come here any more. leiary'sI IStophaven'texpect sot mother, thean you're hardlyapplebus; she I hungry.right time.wantisn't hereout.very insmart. my hand. 2 Ibid., page 179 7 HeTheJustHe begun, can't various where scarcely,41a26 areforms drunk,we doofat? it.confusioneat, in lie and etc. sit and set, rise and raise. STANDARD ENGLISH, INFORMAL -LEVEL. TheI wantdesert for was you made to do with it. whip cream. Lai, Examples: TheHe blamedpicnic, the was accident a failure, due on me. HisDoesNoI attackonehave anyone knows never on knowmywhat seen paper iftranspires anyonehe act in like Washington. he was mostthere? aggravating,. to a heavy shoWer. does. MostWeWhereI hadcan'teveryone canjust help, you twois get but familiardollars thesego to betweenkindthewith ofthis store. thegloves? four of us. picture. STANDARD ENGLISH, FORMAL LEVEL WhoJohn did is you the send quickest for? of the two. Examples: HereNeitherI shall are of threebe the glad partywhom to help was injured. you. WeTheUnderI had haduse better rathertheof connectivescircumstances, completestay at home. thislike he did we have omitted from the list. investigation.furthermore, notwithstanding, despite,as well as might be expected. inasmuch as,, on the contrary. THE LITERARY LEVEL Example: Gettysburg AddresaAbrahani Lincoln matureGRAI24ARgrammarIt is mind.generally may be identified agreed that as the grammar of Research has shown that the teaching of formal grammar apart ...^...... "..."M".1111,111111111.1111WIMMIM.1,!...r the scientific framework of a language and is considered a subject the elementary school be functional rather than formal. from oral and written express for the Formal FunctionalTheinsion timewriting fails required grammar andin itsspeaking. formaypurpose thebe describedteaching to adequately ofas formala transfermethod grammar of that learning might correct These experiences then form the basis for teaching grammar functionally. knowledge into speaking and writing situations. be used to greater advantage for experiences expression through activity rather functional:approach:than through reference to formulated rules. 1. Language habits are developed as needed in actual meaningful situations. The following principles may serve as a guide to the 3.2. Clear,Only limited complete, skills effective of high expression social utility is stressed are presented at all times.in the elementary school. eachThe functionalgrade level approach the .teacher requires plans careful activities planning to includefor4. teaching skills and which learning may be opportunities prescribed or to effectivePupilsneeded. arise. are expression. led to a gradual awareness of the functional grammar through correct and The At doer,uallywritingRatherprogram the thansentences. includessecondchild beginning realizesexpresses theEmphasis withdevelopment that what theis a placedstudyissentence beingof oflanguageupon subjectsdone.-must saying haveconcepts and atwo thing predicates, parts;from clearly, grade the nouns first onecompletely throughout andpart verbs, tells and interestingly.thewho childor what begins is the by So that pupils and teacher may be able to talk about the elementary school. Grad- Wordsorderpronounsjectives)these that of parts andwordstell gradually verbs.without how,for interestwhen confusion,become or where anda part clarity the(adverbs) ofterms, the become sentence'and"subject" athose, part accept. and ofthat his"predicate," tell knowledge. what color,may be whatintroduced; kind, how later, many (ad-nouns, Interesting and colorful expression demands more than merely a noun and a verb. Later the techniques of rearranging the FollowingAsteachingprecede with all theisusage learning,aformulation graded and grammar. checkthe ofunderstanding listrules. of items of for concepts teachers by whodiscovery wish to from follow real a lifetraditional situations guide should in 9 L_J r = CORRECT USAGE SPECIFIC LANGUAGE SKILLS SEQUENCE CHART GRAMMAR 2nd Grade IntroduceRealizeStrive whatto correct eliminate is right use meofand forms:and wrong John in (for connection Johnthe and mostwith D. common errors of the group. RecognizeRealizeGraduallySpeak inthat a short, eliminatesentence, a sentence clear unnecessary oral andtells orcorrect written.or ands..asks sentences. something. Is,sattAxeldidcame is are not not himselfbroughtknewclimbed one, has gone, went Malice up sentences about personal experiences. 3rd Grade Review and use correctly all usage,lower forms grades taught in ran saw LearnReview theall functionmaior skills of-name, previr:sly describing taught. and LearnEliminate to use the correctly: more flagrant errors of the class. broughtcome,saw, came-seen wasn't,islet,burst, aren't weren'tbursting action words. LearnUse John to useand thoseI and andSue themand mecorrectly. (to eliminateJohn Ior and me and Sue.) is.did, are; done w, as, wed went, gone laga run 4th.Grade Attain final mastery of all forms taught grade 3. ReviewReview all the major function skills of previously,name, action taught. and Learn to use correctly: dtgyr,Ate,knew,wrote, eaten drawnknown written Discuss possessive nouns--a word requiresnoundescribing's toand show verb. words; ownership. introduce the terms UseOmit correctly unnecessary the wordsforms: (Jack can--mayany - -n2 himself -- themselves don't--doesn't teachletL-leave - -learn 10 5th Grade CORRECT USAGE GRAMtvIAR ReviewLearn andto useuse correctly:correctly II lower grades. Mg; given ectly all usage forms taught threw, thrown LearnDistinguishReview tothat functionall spell nouns maiorbetween the ofmayskills more the commonbe nouncommonsingularpreviously and and formsproper verb.or taught. plural;of nouns. plurals. begantook,spoke,sit,says,-said beguntaken spoken sat. PAMblew,2017.,jam flown sun& blowngrown *Learn StrengthenIntroduceto use. and thethe to termspellconcept adjective; singular of the andsentencelearn plural its as possessivefunction. a com- nouns. 6th Grade ReviewUse land and /Incorrectly.use correctly all forms taught in broke, broken MK,set NEM to place) Review all maior skills previously taught.twoplete essential thought parts:through subject an understanding and predicate. of its . earlier Orades, Learn the function and grammatical name of eight Learn to use correctly the forms, of.the verbs: chose, chosen . partsjective, of speech: adverb, noun, preposition, pronoun, conjunction, verb, ad- Choose correctly between the prepositions ato:19.; rode,oughtlie,froze, layridden fzazen Understand that a noun may be common or writing.andproper,singularthis interjection. knowledge or plural to andcorrect possessive; usage and apply correct Compare adjective and adverbs correctly for la,promptly.example: info; amore,fast, sweetly, colorful, delicious, , between.. 'DifferentiateLearn the forms between of comparisonsingular and of pluralcommonly-usedadjectivescorrectionand their cases. andof possibleadverbs. usage errors. Apply this knowledge to the pronouns EliminateUseUnderstandChoose their, the "this there,agreementcorrect here" they're, forms ofand subject of "thatand pronouns there's there."and predicate. forcorrectly. subjectand object. Recognize the prepositions and the prepositionalsition.pronounphrases isin usedorder as to an correct object errorsof the whenprepo- a Learn the following sentence elements:AgreementCompletePrepositional and andof simplepredicatesimple phrase subject;'predicate with subject compound (usage) subject 11 bodyTheLINGUISTICSto scienceterminologyof communication of linguistics or methods rather isof than notanalysis. asyet a anbody exact of rulesone. governing dur speech and writing. But they do agree that language 'Should be studied as a living Linguists do not agree among themselves in respect LinguisticWelland knownJames linguistsconceptsSledd. areare thePaul basis Roberts, for researchCharles Fries,and experimentation Leonard Bloomfield, at the Otto present Jesperson, time at Walter all levels Lobar', of Linguistscolorintoeducation. the and recognizefield emphasis of basic theto spokenimportance reading. language, of sounds dialects which which make differentiateup the spoken regionsword, intonations and social whichgroups, give and Many linguistic ideas are being incorporated into language guides and textbooks as well as wordscentThetoo, averagewhichperfect, that are languagechild andused withcomes tois signalhis ato highly useschool or of complexdetermine grammat:calwith aboutprocess the 6000 structurestructure with words psychological frominand his meaning80 vocabulary,to as95 of wellper sentences. cent aswith neurological complete. his phonology basis. 98 They recognize, per useterninchildThe themcommunication; normalor is inorder likely writtenchild's in towhich that composition.absorbability theywhich comes toappear. is use derivedfrom complex his from reading sentence words as themselves, patternshe discovers in andspeech that that thereis which far aheadhas of his ability The sense of structure in the English language which the elementary are two kinds of meaning to do with the pat- to "the"amongLinguistslacking and modern the infeel theendingday that variedlinguists, "s."word endings order emphasizes inof thea highly Englishthe importanceinflected language languageof is word particularly ordersuch and important.of signals and markers The sentence "Ships sail today" may be used to illustrate. as Latin, Charles Fries, a pioneer Since English is Placing the as beThosenotmeaningmarker delayed words who "the"of ashaveuntilthe partsbefore sentence.made grade of a"ship" speech.scientificseven. or before study "sails" of language changes the function of these words This meaning approach to structure utilizes words Ofaccording all phases of the study.of language, structure is the most difficult. agree that the formal study of structure (grammar) and so changes the to function, powersHowLinguiststo cangive of a childrenobservationlinguisticconsider manyattitude attitudeso experiences that toward theybe developed willlanguagethrough have something a variety ofin activitiesthe elementaryof greaterand toschool? helpimportance them to than sharpen a set their of terms to communicate, and then help them to say The first suggestion would be or rules. or writetextbook these exercisesideas clearly and markingrather thansubjects spend time on learningand partspredicates of speech, in ready-made identifying sentences. them 12 in notRe-actionand corruption, meanings to Webster's held but inimprovement commonThird Internationalby a language should be developed in all children: namely that language in the usefulness of language. community.Dictionary reminds us that certain basic concepts All languages change constantly and change is Correctness must of necessity restis an arbitrary system of sounds Basic to "Inalluponlanguage the other usage last concepts the andhalf representationall century, ofusage language islinguists a of is the the whopart realization have which devoted themselves to relative matter, depending upon the needs of the situation. people wish to preserve, that spoken language is the language and written the study of the English language anyhave teaching evolved offive language basic conceptstoday: which are or should 1.be the Language changes constantly. foundation of current attitude toward 3.2. TheChange spoken in languagelanguage isis normal.the language. 4.5. AllCorrectness usage is rests upon, usage. relative.°

3 Poo ley, Robert. Teaching English Grammar. Appleton-Century-Crofts, Inc., 1957 AnotherunderstandingVOCABULARY function andof thethe languagespeaking programvocabularies is to andpromote also vocabularydevelop a growth.reading vocabulary and a writing vocab- The program must enrich the Althoughthereadsulary. four. more childrenA child words understandsdiffer than heradically uses more in wordsinhis individual speech. than he speaks;word and, as reading skills develop, he generally Generally, the writing vocabulary will be the smallest of power, vocabulary can be built. Vocabulary en- A richdividual'sing,richment vocabularysignifies must, background. thetherefore,encourages depth and beclarity breadtha prime in ofconcernthe knowledge, expression of all adds teachers.of ideas,to self-confidence, promotes fluency and isin anspeaking index ofand the writ- in- The following principles are helpful in promoting vocabulary1. growth. a stimulating environment, rich in opportunities and inducements for learning 2. materials,vicarioustelevision,direct experience toolsexperience other and visualprovidedequipment through aids byreading andactivities listening literature, involving to recordingsviewing observation films, and radio filmand handlingstrips, of 5. relatedspecialasadequate to classify toexercises opportunities an area and whichofreinforce study, forpromote discussion usenew anofword interestnew meaningsrelated words in in tonew oralexperiences words, and writtensuch and as activitieslanguage,word lists so USE OF SOURCES OF INFORMATION listsattention of synonyms to structural and antonyms analysis and of dictionary words, meaning work from context clues, building materialsdrenTrainingtion are from isinto observation, essentialaccuratelea= efficiently. andto interviews,successefficient in use alloral of areas talkstextbooks, of and the audio-visual referenceschool curriculum. books, media must .Skill also inbe gainingdeveloped informa- if chil- newspapers and other printed 14 1. Theas usea part of theof thedictionary reading asprogram. an aid to pronunciation However, additional specific lessons and practice in and word meaning is usually taught "dictionary habit" so necessary 2. Thedictionaryin glossary.school useand is areadult used needed life.in much if childrenthe same areway toas acquirethe the dictionary. realize the value of using the glos- Introduction to the use of Thesarythethe encyclopedia, glossary asuse a ofquick thein referencetheirdictionary,atlas, textbooks almanac for the meaning andenablesindex other and children sourcesthe table torequire and pronunciation of words. of contents. the use of skills learned in They involve also the 4. andTheabilityto asindexprepare a tomeans of locate ana ofbookindex searchingspecific should for a beinformationrecord,for taught new reportideas. as withina ortool summary. C7for article. In written expression, pupils should learn locating information within the book 5. Tableaing particular fromof contents a book. story as ora referencea major topic source in shoulda be taught as soon as They will soon learn that the table of contents is useful in book. children begin read- finding 6. andNotetakinws-childrenexperiments used as aids and tosearch recalling should out beinformation facts taught and to frominformation take reference notesThe foras followingsources. theyan outline go onsuggestions excursions,or report. will be useful for notetaking: Notes will be brief conduct 2.1. AbbreviateList only longmain orideas difficult or important words. facts. 4.3. AttemptWrite plainly to get sosufficient that notes information may easily for be theread. purpose intended. RHETORICAL SKILLS 1. SENTENCE STRUCTURE Of clear thinking. Before speaking or writing, thought =mat beGood given sentences to what areis toindicative be. said and how to say it. 15 Thetheexpress sentence meaning a thought tofragment be clear.which is canone standof the alone most withoutcommon typesreference of language to other error. sentences A sentence in order should for A second type of sentence difficulty is the "run-on" sentence which IIbeforeThetries simple complexto saysentence,and" tooor -- compoundmuchbut most and commonlysentencesresults usedin arean atexpressionintroduced. every grade which level, becomes should confusing. beIt thoroughly understood and other conjunctions detracts, from effective sentence structure. i The overuse of Theparts,Ifin children followingeffective the subject in are expressionprimary suggested and thegrades should verb,guiding have leadeither manyprinciples children expressedopportunities tofor understand ordeveloping implied. for expression, that ability a sentence inthe sentence teacher's contains construction: guidance two (See Grammar page 12) 2.1. practiceample opportunities in the use offor sentences oral expression that umlto especially sense in primary grades 4.3. readingemphasistwo and aloud onthree one sentences sentencesentence by compositionsstatements good oral telling readersas sentence one thing--then skills develop moving on to 6.5. exercisesgroup composing in which and children dictating tell letters one thing and otherabout formsa personal of written experience expression 8.7. fragmentarygroupuse of participation dictation or "run-on" exercises in thesentences reconstructionwhich requires ofcapitalization children's examples and punctuation of 10. 9. workusedevelopment andof matchingindividual of theexercises writinghabit ofmade proof-reading of short lists all ofwritten complete work; subjects both in group one meaninglowingtionabilitycolumn ofof andthis, theto complete speaksubject verbchildren and andpredicates itswrite,can *the subjectadvance goodverb. in whichsentencesanotherto the form studycolumn. graduallythe of words introduce which add the core of the sentence. As children grow in their to the recogni- Fol- PreparedtosentencesIn reinforceall trainingexercises, taken the fromlessonsdevelopment such children's asused those ofin theworkthefound sentence teachingis in language concept texts, may be used as recommended. of good sentence structure, the use of when necessary. drill work 2. CLARITYknowledgeexpress.Clarity of of expression the subject. is dependent upon clear thinking about the ideas one Clear thinking is, in turn, based upon a wide background of experience and wishes to ManyhumorousPlacementserious examples aspectconsiderationof ofmodifiers misplacedcreated and towill words correctantecedents intrigue can word be childrenhasfoundorder. much in totochildren's thedo withpoint makingwork. that theythe meaningwill give clear. Modifiers must be placed next to, or Very often the 3. UNITYasthey close indicate as possible, clearly to their the wordsproper they antecedents. modify. Pronouns should be placed so that Unitypressed.sentencethoughts in hasorsentence unityideas. withinstructureSentence itself; issequence, achieved with contentwithin by careful paragraphs,related organization to theshould main ofconvey ideas ideas clearlybeing so that ex- the each intended 4. whoTheINTEREST will content receive of speechit. and writing should be interesting and understandable to those When the writer or speaker is vitally interested in the ideas heattentionsuchIn wishes addition as: to useto convey, tovoiceof interesting examples, qualityhis audience illustrations,andcontent, delivery. is moreother apt colorfulinterest to maintain andholding forceful interest techniques words, in them. mayand bein employed,speaking 5. AwarenessORGANIZATIONfor organization of relationships, of material an integralto be communicated. part of the thinking process, forms the basis Practice in telling a story in se- ingquence, as an listing aid to andorganization. classifying should precede training in outlining and in note tak- The importance of a good attention-getting statement, 17 PARLIAMENTARY PROCEDURE needs to emphasized. ner.sidingParliamentaryin the officer early procedureschooland subordinate years. is designed Classroom officers, to groupshelp and groups requireswill carryfind the some onmoreActivities activities type precise of roomwhich. languagein aorganization democraticcall skills for group toandcalls function orderlydecisions, fora pre-man- requiring a presiding officer or moderator, will arise developmnetTeacherseffectively.should beshould suitedof advancing master to the parliamentary skillsage and which ability procedurewill level be found thoroughlyof the useful children. tothroughout teach it. school and later adult life. Attention must be given also to the The form of the procedure 1; The chairman calls the meeting to order. Rules Governing Parliamentary Procedure -3. 2. additionsThe chairmansecretary have asks readsbeen for made,the corrections minutes the minutes of or the additionsare previous then accepted.to meeting. the minutes. After corrections or 4.5. TheThe chairman group proceeds calls for with previous the business business of tothe come day. before the meeting. (See Making and Voting on Notions) 6. The meeting is adjourned. Making and Voting on Motions 2.1. "MisterThe chairmanmember (or Madam)who recognizes wants Chairman." to themake member a motion by repeatingrises and hisaddresses name. the chairman by saying, 3. The member proposes the motion by saying, "Mister Chairman, I move that 18 4. Another(All member motions seconds must bethe seconded motion before by stating, "I second the motion."they can be discussed or voted upon.) 5. Afterfollows, the motion "It has has been been moved seconded, and seconded it is that stated in full by the chairman as . . 6.7. TheThe chairman chairman calls calls for for discussion. a vote by saying, "All in favor say 'Aye'. " Those 8. beenTheopposed chairman carried' say 'No'." announces or "The motionthe result has beenof the vote by saying, lost." "The motion has

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How do you tell which is the head? 0 0 0 "Fox goodmind. oxEvaytime you open yowl mouth you £et men took into your Do they 4e.e CONVERSATIONyour contwaa,tton wat c,eotked, neat and ba6inesAtike?" your advertisement. Allskillful artists in do speaking not paint effectively pictures, andwrite in bookscreating harmony whenever they or play instruments. Mum Balton There are artists whoconverse are with others. years.ChildrenBecauseteachers conversationof give the thisprimary-grades artis thedirection, most have frequently extensionbeen communicating usedand enrichment.area ofby communication,conversing with it others is expedient Theyfor severallearned that to converse by hearing their parents speak the language. Fortunately, MaureeskillfulIschildren's it Applegate, possible teacher conversation toincapitalize substituteEasy Inis Enonnot refinementlishtheir likely interests to andbe aboutculture and sickness,help for them diets and weather. answers the question, "What makes an interesting conver- mere chatter? to grow in their use of language? Bow does the sationalist?" with five comments. 1. Thedifficult foremost if quality one has is learned to have to a usevariety his fiveof interests. They are: senses to take in what is hap- This should not be 2. A ducesListeningpening,good conversationalistquestions what creates he orhas interest,doubts seen is and ora interestgoodremindsheard listener and thetriggers felt speaker all thinking dayof similarlong. and thinkingexperiences. as well as a good speaker. pro- 4.3. A bringfourthaThe point conversationalistout quality isa memberan appreciatedis ofthe the abilitywho group. membercan totell beof aa goodgroup. story aware of people, to read clues and to or anecdote to illustrate practiceHow can childrenin conversing. acquire these five qualities? 5. A good conversationalist knows when to stop talking. They can develop these qualities by meaningful 1 Applegate, Mauree. Rea In k. Illinois: Harper and Row Publishers, 1960. The skills a teacher chooses to develop in any one lesson will depend upon the chil- SKILLS WHICH NEED TO BE DEVELOPED IN CONVERSATION ideasdren's and grade then level on well-formed and environmental sentences, background. picturesqueABILITY words, TO: voice control, etc. It is well to first concentrate on 2.1. BeaboutParticipate enthusiastic a chosen by andsubject.telling willing things to participate.and asking questions 4.3. RecognizeListen with when interest and where and withit is courtesy. appropriate to talk, 5. voice.Speakto take distinctly, turns and correctly to avoid andmonopolizing in a pleasant, the conversation. audible 7. Tellsentences.Growillustrate anin interestingthe usea point. of picturesquestory or appropriate words and anecdotewell-formed to CONVERSATION WE MAKE OUR PLANS TEACHING PROCEDURES SUGGESTIONS FOR AN EXCHANGE OF IDEAS FURTHER SUGGESTIONS AND EXAMPLES Thereversation.sationler aregroups. intimes front when of athe class class. is too large for The teacher Sometimesmust devise smell ways groups of selecting will carry smal- on a conver- Several times during the week, genuine con- 1. Holidays,suggest seasons,ideas for sports conversation. and special events Family Fun Fun in the Snow all whenhimspecialteacher childrenin conversation. mightsign are displayedgo engaged to the wouldreadingin independent invite corner a smallor library, group to activities, the table. A join BrowniesBirthdaysCubPetsTrips Scouts and Tours VisitingSlidingSkatingSwimming Friends or Relatives for the 2. Booksideas furnish from primary a wealth grades of exciting to adulthood. conversationalThe Zoo A Day in the Park It might such as Thegether,theinformal teacher informal the talking-togethershould small conversational servegroup unobtrusivelywill time agreeperiod. in onthe aas primarytopic the leader Co me. to Vls it ofgrades. interest for To- "Whatberead?" wise make-believe to limit thestories scope about with animalsa question have you (Mona Lisa) Conversation about a famous picture At ualsationalcontributethe conversationalstart, rules.. inemphasis well Later, skillformed should thefor sentences, be teacherspecial on interesting shouldemphasis.rather choose an individ-than on conver- topics to 3. mightWefor should sharpenothers. always observation look for skills. chances to do Have you done this recently? good deeds aboutPerhaps something the idea pretty. for a group conversation "I look for something pretty every day. The teacher, always a model,. begins, could be to talk Today 5. WhatCan youclever describe things a haveday thatyou seenwas verycircus special to you? animals do? necktie,anstreet.I Audubonsaw an Englishbutton. sparrow taking a bath in I imaginedAs theI watchedblack on him, his Ibreast imagined was I could You might have called it a the 8.7. ThebestParades happiest about are acolorful peopleparade? areand thoseexciting. who love What do you like their work. prettysation(The today?") teachercontinues waits when for he questionsasks, or comments. feel how much he appreciated the water." "Did you see something The conver- 9. withDuringWhatwhat theare placethe helpyour school would of.books.home yearyouduties? chooser we take many imaginary If you could really travel, trips CONVERSATION WE CARRY OUT OUR PLANS TEACHING PROCEDURES Suggestions For An Exchange of Ideas (Continued) FURTHER SUGGESTIONS AND EXAMPLES CONE TO VISIT Teacher: 10. Into what be politeways do at you the and table? members of your family try David: ITellthingToday saw us ayouwhen aboutrabbit have we it. visitaboutseen thatlet'sa month was think ago.very about pretty. some- It was 11. windowEverypers. dayshopping? of the week stores are crowded with shop- Do you'have a favorite store for shopping or Teacher: butIinreal sawImy didn't pretty.backthe tracks yard.see the of rabbit.a rabbit in my driveway, It was sort of brown. It was Goodturn12. conversation to talk; it necessitatesrequires thinking more than-waitingclearly with Memorizingothers.one'sconversations. something every day could help us in What have you memorized? Jeffery: amorning strangeThebeautiful week early so before whiteI andlooked vacation,blanketI felt out thattheof I snow--no windowwokesomething up and onetracks wassaw TakeThethemconverse firstnote interesting whilesyllableis to readingtalk and"con" "with"what stories of punctuation conversationnot how"te conversationone's marks means friends. enclose with. makes the To Teacher: Wasn'tplainsoftly.--no nothing--justthatwhite nice. all over a thelittle yard. snow falling Not one print in it; just Cindy, what way.Practiceexact words saying of the commonplace speaker. things in a more interesting Example: Cindy: window.Thistheredo youmorning was have a whenbeautifulto share I went withbird in us?myflying Mom's past room the Give emphasis to clear cut speech"We"The were incars asclass inquieton the sessionsthe asparking cob." a thermometer which lot reminded going me up." of corn Cindy:Teacher: WhatremindedI couldn't_tellpkind of me a thatbird springitwas went it? will too soonfast, be but here. it utilize pronunciation exercises. goinggivingtalking won'tcan'tdon't you Practice: wantdon'tlet tome you Tommy: AboutI saw six a realweeks pretty ago I parrot.went to the pet shop. 24 speakingsingia6 coulddid you you goinggive meto CONVERSATION Come to Visit (Continued) TEACHING PROCEDURES MAKE CONVERSATIONAL CCiailaITS A REAL CONTR7TUTION FURTHER SUGGESTICaS AND EXAMPLES Tommy:Teacher: Yes,Tommy?Didjust init asDavremind pretty In youand as of Mr. a storyCarl's you in hadthe read,story. Lai Out. This bird was alsodevisedforeffervescentSeveral self-expression. expresses toteaCkmrs curb and thisvaridom haveivacio concern lepovted conversation. s and when thatneed she riciay littlesays: enii&ennotivation are In somE, areas ways need to be liauree Applegate Dean: water.comeI went true. to Como Park. I better not tell you or it won't I threw a penny in the "'Speaking is silverTeachersSilence allis gold,' said Dean:Teacher: Yes.Younickels. made a wish, didn't you? There was a lot of money, but no ThatButThroughIn why theto can'tknowschool a modern whenwe days get tochild's of talk old. cranium Dean:Teacher: TheWhatorange.in light thewas wishing particularlysparkled well? on itpretty and madeabout it the look water And keep still is uranium:" Dean:Teacher: No,Were just there orange. many pretty colors? Nancy:Teacher: LastwasNancy, verysummer what pretty? myhave family you seenand Ithat went you to thoughtCalifor- 2 Ibid., page 13 Lori: windowWhennia.yellow I andwas and sawat red. mythe grandma's, sunset. I looked out the On our way back I saw a redbird. She lives-on the hill. It was orange, 25 CONV'ERSATION Come to Visit (Continued) TEACHING PROCEDURES FURTHER SUGGESTIONS EXAMPLES Teacher: otherperfectThat'slookinglovely again why view.things for yousoon. pretty couldto share. thingssee it andwell. visit with each All of you have had so many Let's keep our eyes You had a AsWE theLOOK teacher AT OUR evaluatesWORK quality, sentence structure, ef- Anotherdaysheturnfective also the today keeps invitationspeak.words, it mighta recordcultivated say,might of "All sayparticipants speech Brownies"Five and boys poise comeso come everyone toof to visit."individuals, visit." has a Groups may vary from time to time. Some Evaluationpupilsprimarydiscussion than grades, of because toa particularthe the teacher.it goal has isconversationa purposefulperhaps less goal.would apparent be called to the a However, in WhenFollowingingevaluation the and teacher aremonotonous atseven someand questions thetime.to attemptclass whichreview to covermay their be all agoals partin any atof onethe lesson. However, it would be time consum- II beginningto what skillsof the shouldclass period,be evaluated. a decision could be made1. as Was our subject an interesting one? 2. WereDidclassmate'sHow we youdid keep ayou carefulto ideas?show the yousubject?listener? were interested in your Where is your cask, Timber? 0 U U TEACHING PROCEDURES CONVERSATION FURTHER SUGGESTIONS AND EXAMPLES We Look At Our Work (Continued) 3. Did everyone in our group have a turn to talk? DidviteIf someonesomeone him to take hasn'ttalk? more had than a turn, his sharehow can of youturns? in- 4. everyone?Think about the voices we heard. and girls have sweet singing voices. Could you hear voiceSomeclass?theSome have voiceyouboys youusepleasant usein a whenspeakingsmall you group reportvoices. to different from Howthe is wholethe 5.6. Conversationsversation?Did someone use often an "unusual"include something word in today'sthat is con- Let us all make it our word. 7. usCansaid smile youonly orthink forchuckle? fun.of something interesting for our Was anything said that made next talking-together time? k rF ' Nine is2. heavier than yours. r 11:40, 4P 1 it . F 4

It was blooming in my garden. DISCUSSION withclassroom,Theout amost theplanning commonday discussion as period typechildren ofwhichis oral mostsolve calls communicationfrequently problems, for discussion. used.assess in daily progress living is A day in the modern classroom normally beginsOpportunities for discussion arise through-and evaluate their work. conversation. However, in the Discussionofobservingin school,the skills insocial rather kindergarten of courtesies. statingthou stress theand topicgradein skill orone problem,development. will be givinginformal, ideas with relevant the teacher to guiding Spontaneity in expression should be the goal in the first years the main ideas and in children Beginninginsion.dren depth can induringbegin grade tothe one,assume discussion or somepossibly responsibilityperiod. grade two, fordepending leadership upon andthe propermaturityIn participation everyof the grade, class, inunder chil-discus- the leadership of a resourceful teacher, there can be thinking THOUGHT ORGANIZATION SKILLS TO BE DEVELOPED IN DISCUSSION LESSONS 4.3.2.1. drawingskillfulexpressionstatement conclusions questioning of of the ideas topic orrelevant valuedor problem tojudgments the (usually topic orby problemthe teacher) EXPRESSIONAL SKILLS 2.1. clarityproper vocabularyin sentence structure SOCIAL SKILLS 4.3. usagepleasing suitable voice toquality the occasion 3.2.1. consideringparticipatingstating disagreements the in ideas the discussionand courteously rights of others 4. listening courteously 29 TEACHING PROCEDURES DISCUSSION FURTHER SUGGESTIONS AND EXAMPLES WE ThereMAKE OURare PLANSmany times during the day when we need to talk As ertya result in a ofbuilding evidence SAMPLEwhich of disrespect hadLESSON recently for undergone public prop re- (Putthetalk.oftentogether. upper discussionthere grades will oncallbe board.)plans talking to make.together by another name. Perhaps you have heard your brothers and Sometimessisters in there are problems to talk about. They say, "We had a We could call it a group Most habilitation,Theconcern following with the groupsdiscussion principal of children took decided place to in discuss a second her grade throughout the school. WhatWhenevergood else thinkers. we should have awe group expect talk of (aour discussion) class? we must have Good thinkers make helpful suggestions. classroom. Principal: girlsI lemwould forin likeoura few school.to minutes talk to about you boysa prob- and Do you know to whom 2.1. ManyEveryonesay children what should they in think.thelisten room politely. should take turns to Sam: theItthis belongscustodians). building to belongs?Mr. Dupuis (who is one of One topic I have been wanting to discuts 3. useThe interesting children should words speakand good clearly. sentences. with you is "How They should Beth:Principal: I think it belongs to the he helps to keep it clean. United States hivehavecanread weabout_said theme best in in enjoyregard your the leisureto booksspeaking time. in ourand classroomlistening duringlibrary?* a group We books. I hope you are making plans to Let us think about what we Army.Thatployedoverseas is by good withthe thinkingArmy.)her parents because who youwere at- em- (Beth had recently returned from WE talkCARRY when OUT we OUR discuss PLANS our:librarys,. John:Principal: Doesn'toftended the itArmy.a schoolbelong whichto all was of theus? property stance,The discussion, should clarify: led by the teacher in this particular1. Howin- many books may be borrowed at onemay timer. this numberWhy be less than allowed arthe public Principal: Yes,us.peopleschools in aof way forSt. it boysPaul does. andwhich girls. includes all of Our parents pay taxes to provide It belongs to the I'm sure you library? 30 abouthavesags paying texts. heardidea yourof taxes.) mother and father talk Most children had TEACHING PROCEDURES DISCUSSION FURTHER SUGGESTIONS AND EXAMPLES IftEgazzOut Our Plans .(Continuea) 2. How long may a pupil keep a book? What is the rule iimLe. Lesson (Continued) How shall we take care of a building 3. whenThinka fine borrowing about to be what chargedbooks borrowing from for thean means. overduepublic book?library? Have you loaned Is Jane: Weor (Statementshould property keep thatof it the clean.belongs problem) to all of us? bookheardcareto someonehe the borrowed? story something told about of your Abraham very Lincolnown? How and do ayou something you have borrowed? Have you Wayne:Principal: YouWeI shouldhaveare bothseen not right. somewrite pencil on the marks wall. on the Do you know that 4.5. ShouldhasHow-would a certain we chooseyou book?suggest a librarian we keep as a onerecord of ouras toroom who Bobby: Maybewallsthink alongsomeone the was stairways© holding a pencil in that might have happened? How do you 6. whichHowhelpers?reading? shallgave uswe pleasureshare with and our satisfaction classmates inthe our things Principal: Younohisit mayone handmade bewould whenaright, mark do he such onBobby9walked the a thingwall. I'mdownstairs sure on purpose.that and MemorizeSuggestto read ato aloud."poem. the teacher "This is a good book Practice to give it with All Children: Yes.Haveschool? you seen any broken windows at Didyouexpression an could author see before describe and feelsharing something the itcolors with so youthewell wouldclass. that use John:Principal: Maybeball.How doit youhappened think whenthat happened?the boys played Dressyoupicture,to likethepaint idea. aread booka picture the character. part of ofit? the As storyyou sharethat gaveyour In choice sen- Billy:Principal: Docareful?I yousaw thinksomeone You the knowthrow boys it rocks couldcosts at bemuch themore moneypigeons. shouldtences, guess tell who the you class are. about yourself. They 31 began.brokento put windows in a new in window. our school when school Perhaps you would like to count We had twelve DISCtrSSION We Carry Out Our Plans (Continued) TEACHING PROCEDURES Sample Lesson (Continued) FURTHER SUGGESTIONS AND EXAMPLES wellFromexperimentthat thata scienceparticular your to classmateslibrarydemonstrate. book. book, will choose clamor an for Perform it so aboutownhowfather themuch $30. building feelthat whenwould if you eachcost break windowthe apeople window costs who or How does your mother or whoGuessInthinking carriesOctober, the nameabouta have"bewitching of as athe pupilshe library displays bae'dress ofbook as certaintales. ashe witch is items Principal:Sandra: I'mTheydo some surepunish damage that us. weat deservehome? punishment if Makeacters. fromfinger. her puppetsbag. 'of favorite book char- Plan their conversation from a . wemust thatare use carelessmoney money could aboutto repairbe property.used damage, in a better whereas way. We Makeactersscene a coat andin hanger thescenes. library mobile book. using book char- a ingOurfewthatto nice?parentstakeminutes we carecan and to doof think teacherstoproperty. keep about ourwant thebuilding us things to learn look- I shall write on the board the Shall we take Askbook.tize others an excitingin your classscene tofrom help your you favorite. drama- things that you suggest. 1. Webreak must windows.be careful not to Pretendisthat worthto your presentyou considering salesare aa talkbookbook forwillyousalesman. purchase. haveconvince enjoyed someone so well it Your task 2. WeWe must should not pickwrite up on paper. the walls. NewTheriching (TheYork Children's freethe librarypublication Book readingCouncil, "The program. Inc.,Calendar," 175 Fifthhas many Ave., ideas NewYork, for en- 10010) It is available from: 4. Webooks. shouldmust take keep good our caredesks of clean. our 32 DISCUSSION FURTHER SUGGESTIONS AND EXAMPLES WE LOOKAT,OUR WaRK_ MN= INIIS =MB TEACHING PROCEDURES TheFURTHER democratic SUGGESTIONS classroom offers many opportunities for 2.1. DidRaiseinteresting?suggestions you your hear hand anyduring Who if words usedyou our gave usedthem?group onethat talk. or were more especially helpful ass : situationsditionfree expresidon to suggestionsmay promote of ideas alreadydiscussion: through given, discussion. the following In ad- 3. Couldaloud?the speakeryou tell did from some the thinking sentences before whether he spoke or not 2.3.1. planningdiscussingevaluating a field a storyfield trip whichtrip has been read by the 4.5. WereDid anyoneall the repeat ideas whatsuggested had already about thebeen library said? 4. ofdiscussionteacher the curriculum or in by planning the pupils an activity in any area 6. Didandsomeone youbooks? notice else wasif anyonespeaking? started to talk, when 6.5. grounddiscussionscience or ofa problemathe problem results in arisingsocial of an studies onexperiment the play- in 9.8.7. discussionevaluationaformulating concept involvedofin criteriaaarithmetic, project in forinductive or science,evaluationactivity learning of language usage 11.10. discussingor mechanics aan oftelevision educational language lesson film withReportingskills an audience.of is oral another communication. situation in a child's school experience which can strengthen his It is really a "planned talk" in which information is shared REPORTING A joyedchild'slingIt will bySurprises." firstthebe duringreporter opportunity a periodwill tobe of reportrelated. informal, will spontaneousvery likely sharing.be that of relating an experience. The reporter will present a visual or give a demonstration in addition to A second kind of reporting might be entitled, "Tel- Interesting activities en- givenandsciencetalking. alsobuilding to anditprovides in socialmany the functionalfragmentsintermediatestudies suggests ofmaterial knowledgegrades. investigating, for intothe extended,a synthesized observing oral report. report.and gathering reference data A third type is the extended, oral report. This requires gathering information The subjectSpecial matter emphasisof is wonderingheAsin isthe order concerned primary whoto extendhas gradewith taken vocabularybothteacher a thetrip motivatesreporter toand the enrich ocean. andthe background. theclass listeners. and provides a real purpose for reporting, Can one look across to see the other side? An insignificant sea shell can lead to He further questions the speaker messagequisitecreatesHowone many subject istostandards days thereporting when wouldlistener's asreporting itinto taketheacceptable courteous primarytoan crossexperience. newsresponse.grades. the topics. Atlantic? A natural freedom of Toexpression listen and is tothe think first about re- the reporter'sChildren are encouraged to talkThrough about onlyfavorable comments, the teacher printedwhileTheteacher teacher experiences, in to a is thespecial always class. as cornerawell model. asof providingthe chalkboard for variety each day in maymethods relate of reporting. He lifts the level of sharing by contributing his own worth- a news message from the A sentence 34 a ti SKILLS WHICH NEED TO BE DEVELOPED IN REPORTING ABILITY TO: 1. Choose a subject that is interesting to the audience. 3.2. FormulateFind facts goodby observing, sentences, listening and reading. The beginning sentence should make the listener want to hear more. AllSentences sentences should.should should keepbe saykept events something apart, and not factsabout joined inthe proper bysubject. ands, sequence. enoughUseSpeak choice sowith that action poisd the wordsandaudience confidence, and candescriptive hear. enunciating words. words clearly and loudly REPORTING When oral language is closely TEACHING PROCEDURES related to daily living, it REPORTING OBSERVATIONS FURTHER SUGGESTIONS AND EXAMPLES ofbecomesonlistenerever, reporting the it aopportunity functionalneedsin canorder fit to toprogram.very ask guiding direction. improve the student's oral nicely into Thethis teacher category. must be the The "show and tell" periodquestions and capitalize language "best" How- chosenTheclassroom,temperatures first to gradersgo tointo wouldmake werethe observations.affect coldexperimenting room,a an salamander. unused portableto see how cold Steven was WEskills. MAKE OUR PLANS Steven's Report Next I whenLetand us wethat havetalk others aand discussion sharemight thingsenjoy. to plan for the time of thatthe dayare interesting to us "Thewaswouldhenoticed handstickingis halfbe ofa deeper holethe hibernated.up, thermometerin in the the dirt. dirt was on twenty. but his eyes were closed. If he was all hibernated, he and I wouldThe notsalamander's have seen head I think 1. What shall we call this class? sharingtelling the surprises news Suggestions: him.dirtdark. doesn't move by itself." His head lookedI saw like his thehead dirt, though, The Interview because it moved and because it was 2. Should this class meet as often as interestingtalking and observations listening reading class? Whenencouraged Steven hadto askfinished him questions. his report, the children were whethera period(The thisteacher of willten should minutes,be once give a day,direction twice a etc.) in deciding week, Mike:Teacher: DoesHowto anyonemuchask Steven?head have did a specialyou see? question 3. Howall(Three many for reportswhichor four there shouldwell-planned will we behave accounts may time.) each time? Suggestions: be Ricky:Steven: AlmostHe'll tocome his out front and legs.run around. 4. What kinds of things should web.a. a observations--atplace you have visited the airpolc, on a how a house is share? storybook trip Teacher: Youusasking maysomething. be a right,question? Ricky, but you told Is that the same as built,changes how toys work, weather 36 REPORTING 01111111=1. TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES umgWe Make Ou7! Plans (Continued) zaztz c. news--at home, in St. Paul, in Minnesota, in the U.S., in the world Ricky: Inte2vicw ( Continued) No, I can r,E,y, Will he run around? e.d. collections--shells,things the reporter insects,has done, seeds, seen ordolls, read models Ricky:Teacher: arourdVTalk(To toSteven) Steven, Do you think he will run _4..cky. g.f. experimentsthings to wonder-- planting about a bean seed about Teacher:Steven: you(To think child ofHe whoaprobably question seldom will, volunteers)about maybe this, tomorrow. Patty? Can 5. Are there some topics to avoid?a. Why? accidents Patty:Steven: WhatI don't makes know. him run around? 6. MotherHow (Thinkcan to webe aboutgetthe ready firstsentences foraudience.) this before class?b. sharing. movies Ask Teacher: Wouldgoodswer someonereasonthat question? forlike it. to help Steven an- There really is a WE CARRY OUT OUR WI Ben:Teacher: He'sIangleworms. think looking so, fortoo, us Ben. to feed him more Do you think we hasmanyBeforePracticethe been reports firstchildren built, plays reportand it practice,anan importantasattitude a model. the of partteacher willingness in the learning to express ideas be important to make the practice After children have given may choose to give process. Kathy: andIfshould wewon' feed feedt hibernate.him him? he will keep on eating Learning...toThisreporterseven may more be inproductiveapproached Tell the Thingsclass byby shared Well helpinglisting their thethe information.reporter good to evaluate ways certain Teacher: askGoodfeel Steven thinking, when youa question. firstKathy. walked inl.? Now I'd likeNow to did the room 1. Choose something interesting to tell. 37 f REPORTING :Learning to Tell Things. Well (Continued) TEACHING PROCEDURES The Interview (Continued) FURTHER SUGGESTIONS AND EXAMPLES 4.3.2. LookHaveTell intosamplesthe factsthe oreyes inpictures goodof your order to audience. show. and in good sentences. Steven: whenKindhibernateshouldthere. ofwe warm.first put until himtook heoutside. thegets salamander very cold. in I bet it's too hot and he won't It was not as cold as We surely We As progress continues, the teacher may suggest6.5. giving a BeSpeak sure clearlyeveryone and has loudly a turn enough to speak. for all to hear. Teacher: hibernate.shouldn't(To class) feed him or he will never Then what shall we do about WE titleLOOK ATto OURthe WORKreport. George: Lookisforthin? stillat sure. him sticking again tomorrow. up, take him outside If his head AsChildren childrenunusualreports shouldwords. arecan given,grow be encouragedin the the teacher discriminative to willask the praise reporteruse theof words. usequestions. of There should always be a climate wherein Teacher: WhoDo tomorrow? youwould agree like with to beGeorge? our reporter ThingsReferenceationPerhaps Well"will theto be,thequestionwill "Howsix also pointscan which suggest I makelistedwill wa:uativethe be under nextused reportmost"Learningquestions. often better?" toin Tellevalu- Grade 1 2.1. Didto theshare? reporter givechoose some something facts that interesting were new 4.3. CouldDidto his you?the first reporter sentence tell make by theyou faceswant toof hearthe childrenmore? whether or not they were good listeners? 38 TEACHING PROCEDURES REPORTING FURTHER SUGGESTIONS AND EXAMPLES volmWe Look At Our Work (Continued? IEEE =mot Varietyto the insharing reporting world. will give extension and enrichment 6.5. porter?"Didlately?Is thethem reporter a classmate use anyfrom unusual whom we words? have not heard To whom shall we say, "Be our next re- 1. aprojector.ProjectUse sentence pictures a pictureabout to call something on forththe wall commentin thatusing and the questions. opaque Each child should be asked to reprt picture. 2. reporting.Stimulate thinking by assigning a topic fora. How have you earned money? b.c. What dorules you dolike you best know about for bicyclehome? safety? e.d. wayWhatHow to doobservations tlhoolyou show this you didmorning? love you yourmake county?on your 3. asuponSigningfor the studentsa importance report.for a theturn ofimportance on thinking a classroom ofthrough the chart period, the may topic asimpress well 4. MakeStudystudiesfor observations somethiu6the reading.faces special ofon shoppersa shopping encountered and tour clerks. throughwith Mother. social For example, report on various Look 5. ExtraThekinds class Workof cheeses listensClub. under to reports refrigeration. from members of the The teacher has considered all 39 Day.richmentareas of activitiesthe curriculum which in are suggesting shared on these Achievement en- MAKING ANNOUNCEMENTS AND EXPLANATIONS Inthefeu," the village.origin seventeenthbuteit of wasour proclaimedcentury,English wordthe with town vigor and His direction at the hour of nine p.m. may "curfew." crier shouted public announcements clarity. The commad meant "cover the fire." have been only a phrase, "couvrez le through the streets of It is Manymittedpresentradio of ourviaand accurate twentiethelectricaltelevision information century listeners.impulses announcers through are clearly, concisely and with enthusiasm.Like the town crier, the goal of the air. seated before microphones. The communication is received by millions today's news bearers is to Their voices are trans- of skillsTomorrow'sreiterategame, acquireto advertiseannouncersthe newnews dimensions andthe are to the convey whenboys ideas.weand realize girls in our wonder drugs, to notify the passengers, to explain What opportunities can we provide in the primary it will be their task to publicize the schoolrooms today. Oral communication the tax forms, to football grades Firstarticulation.to develop and foremost, skills inthe "what teacher to must consistently encourage His poise and friendliness will be reflected in say" and "how to say it"? good enunciation, pronunciationhis and voice. He must be a modelwithout tension. whichThepilsThere skills studentsand should teacher and bemay abilities a should emulate.variety arrivenecessary of purposeful cooperatively for making oral atannouncements The classroom atmosphere should be pleasant and language situations in which to goalsparticipate. for speaking in the various situations. and for giving directions and ex- Pu- why.planationsandlisteners. complete. are similar to those in reporting. The announcement should be presented with enthusiasm and in a way It should answer the questions who, what, A good announcement should be brief, clear cut whens, where, and sometimes, how or that will interest the ABILITY TO: SKILLS WHICH NEED TO BE DEVELOPED IN MAKING ANNOUNCEMENTS AND EXPLANATIONS 3.2.1. ArrangeSpeakSelect distinctlytheaccurate, information definiteand enunciate in ainformation. suitable precisely. order. 5.4. BeLook brief, into exact the eyesand complete.of the audience. 40 ANNOUNCEMENTS AND EXPLANATIONS FURTHER SUGGESTIONS AND EXAMPLES Usetion the to principal's the study of visit waking to announcements. TEACHING PROCEDURES the classroom as an introduc- Theities followinggiving for effective of areannouncements additional speaking offerssituationsand thoughtful listening.definite opportun- which maybe used WEThat MAKE was OUR a PLANSvery important message. Let's talk a little to give practice on the skills if Makeheardlistens a tapeon radiodecide recording and whether television. of someor not announcements the announcers involved. As the class Whommorewe go?aboutwas Whereit Mr. about? will What is going to Johnson's speech. the program be held? Johnson said? Why .was it so Was it a long speech? happen? When should agreedInvitefollow upon. anothersome of roomthe sameto come standards to a program, which party they CouldCaneasy youyouto listen?thinkhear everyof a specialword Mt. name (Announcement) for Mr. Johnson's message 3. Describeor exhibit. lost and found articles. to us? . 4. lost.Inform a department store clerk that you are a Give your name, address and telephone Thegirls,them? principal television makes andmany radio announcements. personnel, (Teacher, mother, church leaders, police boys children) Who else makes and 5. numberPretendthe nextwithout you act are frustration.to a thecircus large ring group master gathered and announce for the AreTherebrochure.)on announcementsthe are bulletin times whenboard,always you sentspoken? will need to make an announcement. in the mail or printed in a (No, they may be posted 6. asentertainment.Improvise television a classroomannouncers. microphone and play-act Youthings will bewill the you speaker try to ins`ead do to mat%of the it a good announcement?1. Think what you are going to say. listener. What 8.7. AnnounceAnnounceclub. the pertinent various informationnumbers on theto membersschool program.of your 4.3.2. TellSay nowhowhat more will is than goingtake you part.to need to say.happen. 9. Assumeshouldtell theyour try. part audience of an aboutadvertising a special announcer product they and 6.5. Tell the place.time. 41 TEACHING PROCEDURES ANNOUNCEMENTS AND EXPLANATIONS FURTHER SUGGESTIONS AND EXAMPLES wantLet'sareaudience everylookingpractice aboutperson forward making a infavorite yourandan announcement. suggestaudience television they to alsoclearlyprogram listen. understandto which you You could tell the You will ANNOUNCINGGradeognition one THEparticipatedof BrotherhoodBROTHERHOOD in Week.anPROGRAM all A schoolmain announcerprogram in and rec- WEyour CARRY message. OUT OUR PLANS Thedrenclassmatesfour main ingroup announcerother wouldannouncers parts demonstuatedescribed of informedthe world° the games theunit enjoyedaudience of work by how andchil- their the Asitsticular teachingannouncers of his program, thepupils. encourage conversation the teacher their skills classmatesis briefed may also onto result.theconsider viewing a par-hab- A future assignment for a lesson in The ma- classandtheplan anameto chosedescription demonstrate. of tothe be game, especiallyof the the directions couatry aware whereof for three playing.it originatedobjectives. The group announcers presented The As referenceclassterialeach announcementhas presented toexamined the goalsin ismay a presented, televisionagreedbe the uponbasis thereprogram during for should the whichthe lesson. beplanning the frequent entire period. 3.2.1. to givespeak interesting clearlyloudly information to the audience WE LOOK AT OUR WORK Games chosen were: 2.1. Cache,Wee Bologna Cache Man--Scotland(Hide, Hide)--Germany As threeprimary comments children about evaluate, the speaker's the teacher posture, may expectvoiceDirections ortwo material. or may be given for listening for specific 4.3. liana,Gato(Nose, Dolente Hana, Nose, Hana,(Sick Nose, KuchiCat)--Brazil Mouth)--Japan portingofreasons. the theannouncement. who, the whenl, the what and the where Various rows may be responsible for re- ManywithCostumesScotch-plaid children flowers were participatedsuggested simplehats, vests,and a particularallin gay announcingmade shawls by country. the and duringchildren. mock practicewigs When all have had an opportunity to speak, ask, "DonecessaryListenshort? to words. learn if the next announcer uses any un- Does he keep the announcement you think A partthechoosesessions. finalof whichthe program. evaluation students shouldprocess make was thefor announcementschildren to at The evaluation was carried on at this time. weroom? have Whya future do you television think so?" or radio announcer in our class- 42 Grade 1 STORYTELLING the coming of the steamboat and the stagecoach, so "TellaJust stories,dotime" childrenitas again!"theand folk pioneers"they from tales, livedage looked andfour tall toforward onetales to Stories with humor, stories about animals, happily ever after" are very likely to bring forth hundred four look forward to the furnishstory hour. 3 wealth of material for the storyteller. realistic stories, fanciful the exclamation, "Once upon hesuchStorytelling teachershould an artist seestrives andis because an hearto art; widen good he the realizestheexamples storyteller horizon that of of is an thestorytelling.if ayoung child child's is to beworld. expected to re-tell a story, artist. TheUsing skillful the best teacher in literature, sets out to the be Ruthimportancepersonalthat Sawyer, nearly experiences toa everyonestorytellerthe beginner:1 comes is aand topotential aall. distinguished storyteller. She suggests six factors in storytelling which are of contributor to children's literature,The urge tosays share jokes, anecdotes or 1. A orpleasing, shrill, well-pitched,and not so low flexible as to voice--not so be mumbling--is a special tool. high as to be thin that captivate 3.2. A storywell-roundedplot,listeners whicha short is lends vocabulary aintroduction rich itself possession ofto wordswhichtelling for toarouses theiscreate onestoryteller. a withpicturessense a ofsingle anticipation, idea or Goodshouldandsire a stories logicalforcome courage, quickly. shoulddevelopment. compassion,appeal to emotions--humor, a sense of good fellowship,love of adventure, joyfulness de- Once the climax is reached, the ending 4. Anythingexplainandis imagination.begun. unfamiliarthe unfamiliar. in a story should be explained before the story The magic of a story should not be broken by stopping to 1 Company,Sawyer, 1962.Ruth. HOW to Tell a Story. Compton's Pictured Encyclopedia, F.E. Compton and 43 5. The storyteller should not memorize a story word for word. It is as a 6. ThereTimingforeseries are ais momentof momentsas pictures important of whichexcitement that tocall aa story storyteller foradds slow, shouldmuch leisurely to asbe the tomemorized. theflavor telling. musician of the or tale. dancer. A pause be- makeHowever,specialTotitudes tellthe characterswhenatreat ofstory thosethere for requires bothbeingandis no eventspupils entrancedbookmore seemtopreparation,and come teacher,bymore thebetween real tale onwe and thecanmight meaningful. partnarratorbe invitean of inspiration the andon teacher, "expert"the audience, to thanthestoryteller storyteller.to the read teacher intoa story. thecan Noting the reaction and at- As a anandTheclassroom. entirere-telltime soonfavorite stories. comes story. when the teacher's goal is to develop the children's ability to recall This may be a mother, the principal, a librarian or a sixth grader. Some children who have no difficulty with recall,For will others be able it willto retell be helpful to divide the story into parts. A skilled teacher will use a variety of approaches. 1. Withdrawndiscussion a shortto show asstory sequentialto thelike sequential "The incidents. Old Womanorder ofand events. Her Pig," there may be a As they are shown, children Pictures could be 2. Followingpartscouldthose thattell particular discussion arethe humorous,part episodes. of athe story,exciting, story children depicted happy, maysadin theirbeor helpedkind illustration. and to relateselect 4.3. Theor storyteachermagazines told could asin suggestedamount film simpleviewed materials storiesby the for classclipped reading could from and furnish discarded re-telling. the booksma- 5. Adventuresbetweensharingterial the for stories.of fancifulsummarizingfavorite andbook thethe characters eventsrealistic. of theoffer story. Subject matter for Library books provide an opportunity to distinguish 6.7. FavoriteRiddlesexperience andbedtime anecdotesof appreciating stories are should short that provestories which to is whichbe humorous. good may storytelling be told for material.the As tivatesthe skillful the children teacher toendeavors express tothemselves improve, byextend creating8. and enrichtheir ownthe storieslanguage to skills,tell. heAnan opportunity aid to the toshy manipulate child in re-tellingcharacters a onfamiliar a flannel story. board may be mo- grows through repeated practice. 1. aThe picture use of is'told. colorful words can be encouraged when a story suggested by Confidence 3.2. AfterPurposefuldren tellinglisten subjects toa storythe story forsuggested storytelling as it bywas a told picturemight by includethe from author. a friends,book, let pets, the chil-dreams, 4. Imaginationandtricks, personal trips, andexperiences. creativityhobbies, pen may pals, be developed toys, seasonal at holiday fun, grown-uptime when ambitions children 5. Letpretendchurchbell, sensory to beexperiences or the the turkey, hero. provide Pilgri% the Indians, subject bunny-rabbit,for original stories.flashlight, flag, lookingthe feelingsmell at theof of bakingclouds a spring or cookingday 6. Create an original ending for a partially told story.viewingthe feeling the picture of a piece of frost of velvet on a window 8.7. CreateTeachgather thea ideasstory joys forfromof keena story.a list observation of picture as wordsthe children written go for a walkon theto chalkboard. 45 SKILLS WHICH NEED TO BE DEVELOPED IN STORYTELLING ABILITY TO: 1. Speak in a manner so as to hold the LookUse ata voicethe audience. that is natural, informal and friendly. attention of the audience LetEnunciateSpeak the loudlystory words suggestenough clearly. to where be heard. the tempo would vary. Choose an interesting subject and know the story wellTellPlan anthe attention-getting events in the order opening in which sentence. they happened. BuildPlan cleara climax interesting and a satisfying sentences--with ending. accurate, colorful words --without unnecessaryand "ands," " thens" "buts" STORYTELLING Everybodyling them? likes a good story. You've been telling stories since you learned TEACHING PROCEDURES How long have you been tel- TELLING STORIES TO MOTHER FURTHER SUGGESTIONS AND EXAMPLES WEto MAKE talk. OUR PLANS mothersmanyOncethem stories upon wereto record a recoE'ded totime tell, thema class as theas follows: theteacherof kindergartenstoryteller suggested spoke.children they ask had their so Two of Canlessonexample.frightening you thinkis introduced ofthat something has without happened surprising, the to textbook.) you? funny, exciting or (Teacher tells an experience of his own as the I will give you an MargaretSheOnce was upon cleaned six a yearstime her there oldroom and wasvery lived a neatlylittle in a when girlvery she namednice was house.Margaret. told Have You Met Margaret? hurryIsn't toit theunusual cellar for at a twoseven o'clock year oldin theto bemorning? directed to A Storm In the Night I was Margaretherpleaseto. plate. wasbe excused?"in the afternoon when she kindergarten. left the table. Margaret sometimes needed to be reminded to clean Margaret always remembered to say, "May She had awakenedtivelightening,theto the reststorm. cellarby of candle thethunder, of family ourlight andfarm inin whirling thehomethe southwestern darknessand wind ordered suggestedof corner.night,to stand aushered destruc- with Although I was half asleep, I heard the words, The Margaretgirlslots namedof had friends; blondePatti andhair Kim. and blue eyes. She walked to school with two little Margaret was not "tornado,"Thesadness sun was for"twister," shining us. theand next"it comesmorning, from but the it southwest." was a day of A funnel-like cloud, which we had not seen Lisa,her real the name. speaker.) Can you guess her real name? Lucky (It's barnwasatwistedat square, nonight,wall doorway mess.near hadabout theatlifted two whicharea feetour fromto barnbyenter. whichtwo and feet, thedropped criesinto it thecame. again, flattened in a A baby calf was crying for help, but there With a handsaw, Dad cut How WheneverLuckythe istime. mysomeone dog. knocks on the door; Lucky starts barking Once a day she has a couple of her crackers. She sleeps on the rocking chair most of meranddollarsthisglad long not wasthe thethe toanunharmed cowshouse buildinconvenience, had that aclaf newto was bewasbarn, milked"gobbled" andto we seeit werein costdaylight theby lucky theusyard. several hungryagain.it was tornadothousandthe barn Although All sum- Luckya likerag likes andtwo rundogs.to playwith outme. of doors. She likes to pull on that night. -47 herLucky six is years French ago. poodle and Sealyham Terrier. Kindergarten We bought TEACHING PROCEDURES STORYTELLING FURTHER SUGGESTIONS AND EXAMPLES Childrentotoward the following:whichshould the help class to setshould up thestrive. standards in storytelling They may be similar Tom'sTELLINGthe film,story STORIES "Springwas givenTO OTHERon tothe theGRADES Farm." first grade after he saw 2.1. ThinkChooselisteners of a otherbeginning want sentences to sentenceknow whatneeded which is togoing willtell to make thehappen. The Spring Story 3. Usehappened.story. action words and describing words that paint Tell them in the order in which they upandThere in snails theare spring. manysleep things in the happening mud all winterin the long,spring. but wake Bears come out of their winter sleep Frogs 4. keepa picture. the surprise for near the end. birdTheybeautifulThein caterpillarsthehouses.look caves. forbutterflies. worms. who spun cocoons last fall turn into The motherMost robin animal lays babies eggs andare soonborn therein the spring. They build their nestsRobins in cometrees back or from the South. WE CARRY OUT OUR PLANS 5. Chooseto hear a titlethe story. that will make others interested AllInItare of thegoesbaby the summer to robins.snow lakes peoplemelts and incandown the go sewers springswimming and and andinto turns fishing. the to rivers. water. uageChildrenpracticechildrenrelate. texts need oftellingfor some timemore ofstories toexamples. theirthink to ownabout each experiences. theother experiences before appearing they are be- to Check the table of contents or the index of lang- These may remind hesitant Children could ChildrenThelonger. weather fly turnskites warmand.play and peopleoutside wear more. lighter clothes. Easter comes on a Sunday in spring. The days get videdfore forthe childrenclass. to indicate they are ready for a turn. Telling Our ExperiencesA chart on the chalkboard could be pro- Kindergarten After the content of the story has been planned, the speaker 1 DavidRandy pleasantly,aims to be heard loudly, and correctlyunderstood. and interestingly. The goal--speak clearly, 48 TEACHING PROCEDURES STORYTELLING fliampommr...f FURTHER SUGGESTIONS AND EXAMPLES WEstory ItLOOK would inAT the OURbe same timeWORK systematicconsuming andway. monotonous to evaluate every Sometimes a story will Macmillan,A.C.E.I.BOOKS FOR 1962.THE STORYTELLER'S LIBRARY Told Under the Green Umbrella. New York: beablevery therecognized littletofollowing concentrate evaluation.as cana gift beon thethatone basis orwas two sharedof standards the andtalking there only. time will after be In some classes children will be Any of Arbuthnot,dren's1952. Literature. May Hill. Chicago: The Arb Scott, Foresman and Co., the story. 1. whatWhat thewas storythe title? might be about? Did it give a hint as to Inc.,Gag, Wanda.1936. Tales From Grimm. Let's Listen to a Story. New York: New York: Coward-McCann, H. W. 3.2. "interestingWhatDid thedid firstthe detaile'? speaker sentence say make that you you curious? would call Harcourt,Ross,WilsonOkun, Eulalie Co.,Lilian. Brace 1959. Steinmetz. and World, Inc., 1963. The Lost Half Hour. New York: 4.5. WasWere the the talk happenings a report in to the give story us information,told in order? or VikingSawyer, Press, Ruth. 1962. The Way of the Storyteller. New York: 6. Whata story picture--building which entertained words us? did you hear? DoverTooze,Shedlock, Publications, Ruth. Marie L. Inc., 1951. Storytelling. The Art of the Storyteller. Englewood Cliffs, New Jersey: New York: 8.7. WereDid thethere speaker any lazy make spots his voicein pronouncing tell how hewords? felt? Watson)H.Prentice-Hall, W. WilsonKatherine Co., Inc., Williams. 1950. 1959. Tales for Telling. New York: 10. 9. well-a,youHowDid youlistened?did so hearthe then? speakerany of theseshow hewords: cared whether or not and then, and-al e, '-;4% fr -..*":".".."""1111.147.0.0- )"." P 41; r p

a 4 L I X Alf I hope I catch a pumpkin seed, too. I'll bring back a whale. Dramatic play is an important part of children's activities in the kindergarten and primary grades. DRAMATIC FLAY wordsTheforgetsandthemselves children clarifywhen himself expressing areconceptswith constantlycompletely community themselvesabout relivingwhenhowhelpers. thingsastaking firemen, their inthe this experiences, partdoctors world of the andare ugly imitatingmothers.related old trollto adult them. in activities the story andof "Threeidentifying Billy Through these activities, children learn about their environment Frequently the child who is shy They use new and unusual GeraldineGoatsenoughof creative Gruff." for Siks children dramatics in her to book includemove Creative al-Alt a group freely,Dramatics, of children, and statesan idea a qualifiedthat from thewhich fourleader to basiccreate. or teacher,requirements a space for largethe art Let us examine some developmentpoints about through which acreative leader shouldexperiences. have a sense of lawareness in order to foster child growthWith and a smile, words of encouragement and a well modulated voice; the leader 2. aIdeasandinspires verse, create. used ora relaxedtoan guideexperience. atmosphere children intoin which planning it is and easy playing for children may be fromto imagine astory, 3. Althoughpurposesdolls,dramatics, script,housekeeping and occasionally hand scenery, puppets equipment, make-up,a helpproperty todiscarded or provide maystage be adultareanused. environmentnot clothing needed forinwhich creativedress-up encourages Access to large blocks, 4. AswhenTheself-expression. he imaginativemotivates,praise is necessary heleader causes emphasizes toeach spotlight child participation to encouragement. feel significant. rather than the end product. He anticipates 5. chosenTherefore,creativityThe leader, to enjoy, thecan as onlybesthe appreciate guides onlookersbe accomplished children and would evaluate to bewhen think, a theparta formal feelplaying. of the andaudience groupbecome occasionallyis involved, not present. knows 6. AsandThis leader,children home is an environmentwith think,opportunity his feelaccepting of and tothe learnput children.attitude, their more abouthearts is also the into abackground listenerthe dramatization, andof experiencesan observer. the formalized acting. It make-believe.Dramaticgainforis anfun. the impromptu, play incentive must developmentalat to no create? time be formconfused of self-expression. with rehearsed theatricals or What kinds of activities should be included in the schoolIt is aprogram time when to helpchildren Some suggestions follow: really "feel" what they are creating. It is a game of characterization and It is a time children 1. eratureorPantomimethecharacterization leader leader as mayischildren will afurnish good emphasizewith projectmedium the gestures words forcharacterthemselves obtainingofand a action, Motherfeeling into group buttheGoose rather freedomwithoutsuggested than inwords. discussrole.dramatics. what to do. rhyme or a poem from good lit- However, a chorus In preparation This is How menThedoesdirected,through enjoy leader Humpty theirthis seeks whenDumpty bitwork? theto of feel open leaderquestioning. asthe heexpands minds walks of uponin children the ideas castle whichand garden?to are call suggested, upon their questions imagination and Are the king's horses like those you have seen on the farm? Children's planning is being guided, rather than Do you think the king's settingOfarouseslike course, a interest.andshiny pantomimingatmosphere goldfish areisin notaright, pool, limited childrenroar to like expressing will a ferocious pick rhyme'imaginary lion and orverse. flowers,gallop like swim a When the 2. Therakinginterestsfrisky leader pony.autumn willand activities.leavessuggest or dramatic watching play a parade experiences of marching which soldiersgrow out mightof the lend them- Enthusiasm for helping Mother with a household taskl children's 3. Musiculateselves thinking.from to thespontaneous piano or actionphonograph after will the lendercontribute has askedto motivating a few questions expression to stim-in Waltz,"music,andwonderland.rhythmic apprehension "Fairies," make-believe movement. iscan played skatersbe successfully in feel the thebackground° induced.rhythm and glide gracefully as in a winter With music, moods of sadness2 gaiety, a feeling of grandeur, awe It is easy to forget oneself in raking fairy wishes when the When accompanied by the "Skater's 4. makingmoreThreeFolkstories talesformal Bears,"soup for areintype young "Threetherich of doll childrenindramatic Billy dramatichouse. Goats toplay play.action. Gruff,"than donning and "Three a Little Pigs" are priceless Both types furnish thrilling, creative moments Re-creating these familiar stories is aClassics in literature such as "The kitchen apron preparatory to which children choose to experience over and over again. 52 A Towelcome Dramatize contribution by Winifred to theWard. field of creative dramatics is the It was published by the Children's Theatre Press in Anchorage, collection entitled, Stories Kentuckyfora valuable each in of 1952. bookthe followingto own. categories: The World Is Dump Tales for children of five, six and seven years of age While it is available at the Reference Library, each school wouldFrom findtwenty-five it to thirty selections for dramatization are suggested ThroughRealityWhere Wonders Widerand Imagination: Gateways;Are: Stories for children of eight and nine years of ageFor young peopleFor children of twelve, of ten thirteen and eleven and fourteenyears of yearsage of age ABILITY TO: SKILLS MICR NEED TO BE DEVELOPED IN DRAMATIC PLAY 2.1. musicListenCreate which throughto the creates leader'sthe usea mood. ofguiding imagination. questions, speaking cues, or to the 3.4. ofUseIdentify the bodily characters. self action, with facialcharacters expression and to andinterpret voice totheir express actions the convincingly.feelings 6.5. UseRemember words acorrectly series of and ideas effectively in their-proper when dialogue sequence. is appropriate. 53 TEACHING PROCEDURES DRAMATIC PLAY FURTHER SUGGESTIONS AND EXAMPLES veryConversationFISHING likely SEASON be in about OPENSthe kindergartenfishing. one morning in May might A ThePOEMpoemteacher's poem, FORto the"February,"LISTENING voice class. portrays AND Ahas firstDRAMATIZING three these distinct feelings moods. as he reads the direction for listening The WEChildren MAKE OUR are PLANS eager to tell of their father's preparation "Thismightyear.reading time be to listenit enjoy a third for a poem daystime, aboutthat children arethe special."shortest may be directedmonth in tothe Before a second reading the teacher might sa:h Before thisfor openingpopular day,sport. as well as their own past experiences1. with How did your father get ready for this exciting ordecide bodies. what they feel like doing with their hands, feet FEBRUARY 2. Whatclothestrip? was inand his a lunch.)tackle box? (He needed fishing tackle, a license, warm (Fish hooks, line, WithI'm windsnot just that February blow 3. heDobobber needyou andknowone? weights) how much his license cost? Why did Where did he buy it? WhoAndWh000--I'm keptblustering Washington whoour -----oocountry's snow. and Lincoln flag fortoo you. 4. Does(6 thewalleye, law50 say bullhead,3 northern,how many no fish 15limit crappies, he forcan perch)catch? 15 sunfish. WithSoI'm I'm goldenvalentine not heartsjust of February airyand fringegrace of lace. 6.5. DopeopleLet'sany you other findinthink Minnesota someday? fishing lakes who ison like betterthe tomap. onfish? opening day than Is it only AndWithWhoo-- blustering winds who that -- snow. -mooblow 7. couldIt really we dowould instead? have been fun to go along. What Aswith thetomime gracefulteacher the strongreadsfairy-like thewind, poem movements. march again, with children a flag, pan-and move Author Unknown 2RAMA TIC PLAY We Make Our Plans (Continued) TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES == = Whatboats(Let's will with wepretend blocks.use for we poles?are going fishing. What will we use for fish? We could make paper We can make MaterialsTryFOR theseTHINKING used for ABOUTinthinking creative AND about,FEELING dramatics for feeling must have and action.for fun. hooks?ingdangerousandor cardboarduseand stringclosed, for fish.play. for when line. not in use.) We can use safety pins, open, when fish- We can makeWhat poles can out we ofsubstitute sticks for Real fish hooks are too MarchLumberyourEnjoy liketable. aalong picnic soldiers like until heavy,who a keepswarm proud time of elephants. beesto beating invades drums. WE WORK OUT OUR PLANS .....remaggy DigImitate for buried an express treasure train with climbing make-believe a mountain. shovels. wantdecidesafetyThe tofishing makepins.how manyseveralproject are fish,willgoing be sawfishing, contagious. the poles, how many attach can stringride in and Number concepts will enter in when children Each child will a KickWalkGnaw softlya treesfootball; likelike amake"Billy kitten. a touchtown.Beaver." aPlanningboat fishnecessity. and from continueshow the many dock. boatsas needs will arise. be needed. Both oars and anchors are Perhaps some will comePickRope true.a steerdandelion with seeda lariat. globe; make secret wishes ItPerhapslunch will inbethe thenecessary next boats. day foreach all child the canfishermen bring ato sandwich make and have Someone will surely ask, "How about lunch?" an im- Create from ideas expressed in verse: RachelLois Lenski' Field' s, s, "People" "Animal Store" Toroleaginary actually of thetrip forget fisherman, to the one garden is will a kindergarten tobe digthe forultimate worms. child, goal. and play the MotherRobertCarl Sandburg's,Goose Lewis jingles: Stevenson's, "Foe' "Wind' "Hickory Dickory Dock" appropriate.program,To recapture stories, interest songs, and science correlate lessons with and the films over-all are school "Jack"Humpty"Little Be Dumpty"MissNimble." Muffet" DRAMATIC PLAY We Work Out Our Plans (Continued) TEACHING PROCEDURES Dramatize Stories From Literature: FURTHER SUGGESTIONS AND EXAMPLES Stories: (See column 2) "Millions of Cats" I Rhythm: Songs: Rowing"Two"If ILittle had the a boatFishLittle That Boat" Lived in the Sea" "Country"A"The Tailor Bremen Mouse and Town Aand Bear" Musicians" City Mouse" Safety: Rules1. for boat passengers Always wear life belts, "The PrincessBoy Who CriedWho Never Wolf' Laughed" 4.3.2. DoNever not standchangeover-crowd up seats. in the boat.boat when on the lake. "The"Rumples Shoemaker tiltskid" and the Elves" 6.5. KeepsidesIftackle thefishing untilbox.boat helptackleshould comes. andtip, hooks hang inon theto the "The Half Chick" Science: malsbodiesFishthrough live have are under gills;fins covered water.and they awith taillay scales; eggs.to help they in steering;breathe Many other ani- rilms: "Wonders"Sunfish""Life In AnIn Aquarium!'The Streardi Water has oxygen in it. WasWE LOOKthere AT evidence OUR WORK of fun? Was there an opportunity for the enceteacher over toagain? praise? Did they remain in charactcr?Were children eager to p:.ay the experi- 56 CHOR.AL READING whosepoemsPoetrychosenquality, teacher for for to moments poemschildrenkindle makes that ofthepoetry is relaxation capture interestsmeant a part toone's andbeofof recitedchildrenimagination,everydaypoems that aloud inliving catchthis poemsand in artthefortunate, withthe form.mood classroom.bright of indeed,the colors moment, are and the shouldexact youngsters sounds,be Poems with literary Althoughginninglightfulin choral bothstep. experience. reading, prose and it poetryis through have poetrya significant that young place children in the arematerials first exposedused successfully to this de- Later, children join their teacher in the refrain of a familiar selection,The Mother Goose rhymes said in unison are a simple and informal be- Choralgoalfamiliar.in adding isreading merely rhyming is a awarm speechwords enjoyment orexperience. with of a poetryspontaneous and an response eagerness by tosaying learn a topart express with whichit effectively. they are At first, there is little emphasis on phrasing, breathing and expression. Although primary children are not confronted with The whichorteachervoiceterminology, Robert extend quality, may Frost's, thesechoose suchtiming, requisites. "Dust"Heyas, sensearticulation, Diddleof Snot' of Diddle" rhythm, and enunciationElizabeth and facial "Hickory, expression,Coatsworth's, and Dickol,diction, enthusiasm Dock' "Thethe teacherKangaroo"to giveand imagination.choosesconsonant for training selections emphasis Again, the teacher is a model and greatly concerned with The Afterindividualsintogether sounding enjoying in thebefore preparingpoetry vowels. a bygroup, aunison selection will reading enjoy for andchoraland refraingain reading. confidence reading, whenthe teacherthe entire may classchoose strives a The inattentive and the timid children, who are not comfortable as pussyquestionsqueen."selection cat, and wherewhich answers, haveencourages you or been?"other antiphonal forms of reading. contrast. The girls continue their inquiry, "Pussy cat, pussy cat, what did you do there? The boys respond with "I've been to London to visit the This dramatizes a poem that contains dialogue,The girls might question, "Pussy cat, hispoemsThelisteningthey predecessorboys will will reply, beso enjoy doneas speaks"I to helpingmostfrightened speak the effectively theclassifylast aresponse wordlittle the byof promptly.includingmousevoiceshis line. under into solo herhigh, parts. chair." medium and low catagories. In fact, the soloist should begin when This requires attentiveAs children gain experience, Certain wouldThe selectionbe unfair ofto appropriatechildren and material to poetry for choral reading to say, "these are third grade poems" and "these are rests largely with the teacher. It Children"1acquainted.anthologiesthesixth appeal grade suggests of poetrypoems." poetry thehas asfollowingfor well children. Rather than graded lists, as many volumes by individual authors.poets with whom children shouldLeland have theB. Jacobs,opportunity in an to article; get "Making Poetry Live With every classroom should have several excellent Perceptive teachers know WilliamRosemaryHarryMaryDorothy AustinBehn Blake &Aldis Stephen Benet EugeneEleanorPaulIvy LawrenceO. Field FarjeonEastwick Dunbar ElizabethJamesLauraA.A. MilneE.Whitcomb RichardsMadox RileyRoberts MarchetteJohnMargaretLewis Ciardi Carroll ChuteWise Brown EdwardRoseFrancesAileenRachel Fyleman Lear FieldFisherFrost WinifredJamesRobertCarlChristina SandburgS. LouisWelles TippettRossetti Stevenson WalterElizabeth De LaCoatsworth Mare SKILLS WHICH NEED TO BE DEVELOPED IN CHORAL READING MyraVachel Cohn Lindsay Livingston Annette Wynne ABILITY TO: 1. Interpret the thoughts and feelings expressed by the author. 3.2. KeepWork voiceswith others warm, torich, obtain light desired and flexible, effects. but never loud. 4.5. PronounceIlluminate and poetry. enunciate words clearly and accurately. 1 No.Leland 3-A, B. AssociationJacobs. for Childhood Education "Making Poetry Live With Children." International, Washington, D.C., 1962. Literature With Children. Bulletin 58 r CHORAL READING We Make Our Plans TEACHING PROCEDURES SOURCES OF GOOD LITERATURE FOR CHORAL READING FURTHER SUGGESTIONS AND EXAMPLES WhatWhen(Speaking ourwould group we choir) callsings ourselves songs together when we we speak have aa poemsinging together? choir. Arbuthnot,Chicago: Scott,May Hill. Foresman and Co., 1961. AnthologyTime for of Poetry. Children's Literature. Chicago: Scott, workpieceisI know aboutand ofa whenanpoemfurniture. important tothat play. a speakingobject in our room. It is the object that tells usListen: when to choir would like to say. Nog not really a It AssociationForesmanSilver Umbrella.and forCo., Childhood 1961. Education. New York: Macmillan Co., 1962. piign Under the All: MerrilyTick, tock2 sings tick, the tock,clock. THE CLOCK AssociationUmbrella. for Childhood Education. New York: Under the Tent of the Sky. Macmillan Co., 1935. Sung Under the Green New York: Group 1: It's time for play,work, MacmillanBrewton,Brown,(K, HelenJohn 1,2)Co., (3E. A.1937. -8)and NewHeitman York: J. Harper and Row, 1961. Read To ether Poems. Group All: 2: AndMerrilyTick,Through so ittook, allsingssings tick,the the day. took,clock. NewChild York:, Study Thomas Association Y. Crowell of America.Co., 1947. Read to me Storybook. Garden City, (The teacher gives the poem several times. --Author Unknown Children join Johnson,NewFerris,Literature. York: Helen. Edna Doubleday, and Scott, 1957. Carrie E. Boston: Houghton Mifflin Co., 1960.Favorite Poems Old and New. Anthology of Children's WEwe incouldCARRY on thesay firstthe poem two likeand lasta two lines.) WORK speaking choir. Let's think how MilnePeterson,and A.Co., A. IsabelInc., 1961.J. When We Were VeuyotLg_. liewYcnia E.P. Dutton First Book of Poetry. New York: Frank- NoA speakingone's voice choir is workslazy. like a team. our am Everybody participates. McGrawchoralOlgilvie,lin Watts,-Hill speaking Mardel. Co.,1954. Inc., in the 1954. lower grades. Speech in the Elementary School. New York: Lists 32 poems suitable for TEACHING PROCEDURES CHORAL READING FURTHER SUGGESTIONS AND EXAMPLES WhatWe Sayam word Outit againlighttellsOur Plans us how and(Continued) the dancing. clock sings? Merrily Merrily NewPratt,Sources York: Meighen, ofRandom Good House,DeLancey,Literature 1960. Iverson. (Continued) Prose and Poetry Series. WhatShould(Soft kind weand of speak clear)voices rapidly? should we use for "tick tock"? No, rhythmically. NewProvensen,Sechrist, York: AliceElizabeth and Martin.Hough. Simon and Schuster, N.D. One Thousand Poems forThe Chil-Golden Mother Goose Book. howI'lllisten?the we sayboysshould the listen dividepoem andagain. it. the boys say a part when the girls YouShould join theme ifgirls you saycan. a part when Think Newdren.Stevenson, York: E. RobertP. Dutton Louis. and Co., Inc., N.D. Philadelphia: Macrae-Smith Company, 1946. A Child's Garden of Verses. "tickoutlined(Suggestions tock ontick the tock" areprevious given. all throughpage. the poem.) Perhaps the divisions will be as Perhaps a group will say Werner,York:Unter&neyer,Golden Golden Jane.Press, Louis.Press, 1947. 1959. The Golden Book of Poetry. The Golden Treasury of NewPoetry. York: New WE LOOK AT OUR WORK 1. Did you keep your voice as soft as snowflakes? 3.2. Did you listenopen your carefully mouth tofor say your the turn words to clearly?join in? 5.4. DidIs the we tapekeep recordingthe poem gay?pleasing to our ears? 60 INTERVIEWING meetReachinginterviews people; out withintois one communitythe way community--perhaps the helpers is more activities of a school day are enriched through thethan medium a method of interviewing--to of gaining information. observe What better way is there to stimulate intel- and varied. ConductingIt provides and Thechildrengrade,lectual authorities the withcuriosity teacher an ofopportunity developing andshould to obtainstress to language ask "rawthe questions. importanceskills suggest materials" for thinking? of the interview and the abilities necessary that, beginning as early as the fourth Thetensivelyfor interview this in thein theprimary primary grades grades with is some often activity.1 However, there is evidence that this useful degree of effectiveness. handled by inviting a librarian,guest to come a visitor to the from another country or a technique is being used ex- class- parentquestions.room.someinterview canplanning contribute the isteacher necessary information and pupils on determine a A farmer, a policeman, a storekeeper, a Generally, children in the primary grades will in order that there be evidence of critical specific subject being studied. information needed and plan some important direct ask questions spontaneously, but thinking.In preparation for the Another"guide"courtesiesor the functional who television directscan be activity developed, thestudio. group from throughis which by a skillfultheplanned farm questioning,buildings, the When the teacher has visited the place prior to the class class excursion. thoughtful firelistening station,The and person thesocial police interviewed station is the trip, withoutdiscussion.trip,lookthe proposedfor butdelay, as listen his learningin sole ordermore responsibility. activitiesintentlythat he befor canable the better topart fulfill behe outlined.is hisexpected responsibility. to bring If the guide has not clarified a point of information, the child must He will then better enjoy and benefit from the Each child should have something to back for the culminating question, whole I Harry A. Greene andBoston: Walter T. Petty. Allyn and Bacon, Inc., 1959, p. 92. Developing Language Skills in the Elementary61 School. ABILITY TO: SKILLS WHICH NEED TO BE DEVELOPED, IN INTERVIEWING 2.1. BeFormulate a thoughtful important listener: questions and state themiclearly toand quote concisely. accurately the information gained so as 3. Practice courtesy at all times: notto tomake repeat a tactful questions and pleasingasked by introductionothers toto speakpolitely show distinctlyappreciation take turns so toallwhen the may commenting guest hear orevery guideor questionquestioning asked

62 TEACHING PROCEDURES INTERVIEWING FURTHER SUGGESTIONS AND EXAMPLES YoungstersAWE GUESTMAKE OURCLOWN and PLANS adults alike are fascinated by the antics of ANLooking ThesparkedINTERVIEW children. forward an WITHinterest built toTHE Valentine's aNEIGHBORHOODin post receiving office Day MAILMAN andoutin sendingtheof largekindergarten mail. blocks. Harmerbylessonclownsthe Douglas citywill in anthe inbeNewton area March,favorites.circus whichand theparade. The needsteacher True no Book mayfurther ofchoose the motivation. Circusto plan by a Mabellanguage But a clown is more than a story-When the Shrine Circus visits Clowns Eachstrengthenedregister.stamps,or customersday theymailed tooktheout letters dramaticinturns front. andbeing play. Theyused clerks madeplay stamps,behindmoney inthe the windows Stories, poems, songs and finger plays canceled cash Childrenanrealbook interview. character.person can inhelp costume, plan questions invite a toclown ask. to the classroom for To help small children understand he is a They decide who broughtThediscussion,Because principal thethere schoolsomeone consentedwere mail. somesuggested tounanswered invite that him Mailmanquestions some daySy during when hethe An appointment was made and the would know. willSome ask of themtheir and thoughts if any maykind be of phrased a record as follows:will be kept.1. How did you learn to be a clown? Onduceduniformchildren the givenhim with eagerlyto morning themail class. lookedsack Mailman at forward his Sy side.appeared to his coming. in full mailman Questions brought to mind The teacher intro- 3.2. AreDoesplan yousomeone a afunny busy give act clown? youyourself? anWhere assignment, do you work or dowhen you through earlier discussions were asked. 1. yourDo you route? know the names of all the people on -46 youDo youareget have notyour inmore suit? a parade?than Was one it costume?expensive? Where did 2. mailman?Did you have to go to school to become a 6.5. DoIs you clowning have manyall forclown fun? friends? 4.3. mailmenWhatHowused are farfor? have thedo youthestorage samewalk boxes numberon your on of theroute? blocks corners Doto allwalk? 6.5. WhoDo deliversyou have themany larger postage packages? due letters? TEACHING PROCEDURES INTERVIEWING FURTHER SUGGESTIONS AND EXAMPLES TheWEtroduced WORKclown OUT shouldto OUR the PLANSarriveclass. in his street clothes and be in- After a friendly question and answer An Interview with the Neighborhood Mailman (Continued)7. Dohouses letters sometimes? get left at the wrong tocostumepaintconversation, paint his anda faceclown proceed heas face willthe with onchildrensit onehis down ofentertaining watch.inthe front group. of act. his mirror to He will put on his He may choose Thethat children he enjoyed thanked the mailmaninterview Sy too.for coming. 8. Do you have a favorite season of the year? It seemed WE LOOK AT OUR WORK 1. Wasfrightening having a clownexperience? as a guest a pleasant or a Kindergarten 3.2. DidCompareself we askin the hisgood man clown questions? in costume.his street clothes to him- 5.4. WeresomethingShow we you courteous werespecial a goodto you our listenerlearned guest? fromby telling his visit. 64 TELEPHONING Whenlongforlater,they Herman their distancededicated when andchildren. the Ninacalls it second toSchneider and their editionthe children, usewrote ofof theearth who firstbook satellitessometimes wasedition published, letforof Your themtransmitting they Telephone,use hadthe put telephone.telephone in a separate communications. Additional changes between 1952-1962 included new ways of handling and Now it Works,' Ten years phone AlexanderLetwhichthatconcerns us childrenconsiderthey Grahamthe project placing learn aBell phase to the invented and theof correct receivingtelephoninglistener the use telephone by ofof whichintelligent, callsthe telephone untildoescorrectly notthe clear, changeandend appreciateofdirect withtime theandit thewillpassingcourteous type always ofof speech. time.personalitybe and courteously. From 1875 when desirable It whenBecausechildrenstudyfinal the functional telephoningevaluationhome become telephone familiar in isis the not notrings. classroom. withinan anexperience the imaginary proper common waysituation, to tospeak, school but listen inlife, the and itconversation relayis difficult information. which to makeresults its However, through planned vicarious telephone activities, The anTheitstrument emergency, wordeffectively telephone which as andtransmitswelcome comes to appreciate conveniencefrom one's the voice Greekthe or serviceelectrically justand meansfor should fun. "to is all heara doorwaybe fromemphasized afar."to the inrest the of telephone the unit. To understand its science, to use This fascinating in- world in

1. BookSchneider, Company, Herman Inc., and1962. Nine, Yom Telephone and How it Works. 65 New York: Mc Graw-Hill ABILITY TO: SKILLS WHICH NEED TO BE DEVELOPED IN TELEPHONING 2.1. beforeFormulatereceivingIdentify placing a the themessage, speakerthecall. call. inquiry distinctly or order and courteouslyas concisely when as possiblemaking or 4.3. BeExplain to-face.friendly clearly and andgracious courteously as if onethe werepurpose speaking for which to the the person call isface- made. 6.5. BeRecognize considerate a convenient of others timeon a toparty place line. a call. 8.7. AllowRecognizetelephone. the personthe need who of made seeking the callpermission to close to theuse conversation.another person's 10. 9. HandleandSpeak pointedness. distinctlythe phone, withdial acorrectly well-modulated and use tone a directory of voice, if with necessary. brevity TELEPHONING WE MAKE OUR PLANS TEACHING PROCEDURES veryThe Northwesternexcellent teaching Bell Telephone aids to strengthenCompany provides some FURTHER SUGGESTIONS AND EXAMPLES These will be the skills AtyouCanConversation: what fascinatedyou age remember were toyou whenhear permitted youa voice made to comingyour answer first from the telephone thephone? receiver? call?' Were CounselorTheyneededcallingespecially may in be334-5466.thisof procuredvaluableNorthwestern phase ofthroughbeginning communication. Bell the Telephoneat Public the third InformationCompany grade bylevel. The program includes: anotherWithall athe telephonecity ways or a on familyyou another can uses talk continent. the to telephone.somebody next door, in Let's make a list of (Children's many 2.1. StudentFilmstrip: Booklet: "How We"The Use Telephone the Telephond' and How We Use It" enumerations will very likely fall into four categories.)2.1. BusinessFriendly calls calls 4.3. BluePractice Book ofTelephone Telephone Equipment Numbers Sincethere you any have need used for theus totelephone study it? from an early age,4.3. is EmergencyLong distance calls calls What do we want to know? 6.5. Film:Telephone "Adventure Directories in Telezonid" (Children state questions in their words.) 1. mouthpiece?How close to your face should you hold the 7. Teacher's Guide 3.2. "1"WhatWhennumeral (one)? doshould the "(P differentwe dial the telephone letter "Crsounds and mean?the the letter "1" and the numeral 6.5.4. WhatHowis canatwouldis home?thewe you locatemost say polite aif number the way call weto doisanswer notfor know?athe person telephone? who Who is not at home? 7. Whatthe emergency telephone? numbers should we have listed near 67 TEACHING PROCEDURES TELEPHONING FURTHER SUGGESTIONS AND EXAMPLES WEThe CARRY film, OUT Adventures OUR PLANS in Telezonia, would be appropriate at (Material for several lessons) DISCUSSION QUESTIONS 1. Do1"-?..nd all telephones out more aboutneed wires?the traveling telephones HandlingDepartment.Telephonethis time. the Company Telephone, or the St. Paul School's Audio-Visual It is available from the Northwestern Bell 2. Whyasin don'tpolicewe do we incars seethe and tele/Alonecountry? taxicabs. lines in the city What do we need to know about handling our telephone?A shouldchild maybe helddemonstrate directly and in explain.front of the lips and about The mouthpiece 4.3. DoHowtelephone you does anticipate the repairman?" weather a future affect telephone the work withof the a Whyear.an isinch it away.important to replace the receiver carefully The receiver should be held against the WhypersonTV screendo wewith stillin whom order use you thatthe speak? telegraphyou might whensee theit is J make a telephone call? StudyCorrect the Dialing, face of the dial. and in the proper position? Practice dialing numbers such so convenient anandas error. 698-5301letters 0and and 699-2101 1. to distinguish between numeralsSteps in dialing: Hang up for a few seconds in case of 2.1. BringandPickfinger listen theup thestop.finger for receiver, thewheel dial allhold tone. the it wayto yourto theear, 4.3. NeverpositionRemove play finger before with and thedialing allow dial thedialwheel. next to returnnumber. to

ire TELEPHONING Practice: TEACHING PROCEDURES 1 TO READ AND ENJOY FURTHER SUGGESTIONS AND EXAMPLES' RecordHave several the number children on a dialpiece their of paper own telephonebefore dialing. numbers. TheWiresabout father's 10 communications by Ruthjob necessitatesTooze and is aan family travel,everyday hobby, but adventure birdhe keeps watching. story in Mires 10 is available WhatTelephoneIf importantthe equipment Signals telephone from thesounds telephone do we needcompany to know?is used, these Thesuitableintouch ths following Children'swith for homegrades poem, viaRoom 2-4. bytelephone. ofLaura -the E. Public Richards, Library. is published It is sounds can be demonstrated on the control panel.BusyDialRinging tone--steadysignal--buzz, signal -brr, hummings buzz brr isin Tirraa worthwhile Lirra, Littlepublication Brown forand the.Company, storyteller 1955. to own. ELETELEPHONY This AllowUsing time the forDirectory answering; about one minute or 10 rings. Wholio!Once triedno there toto wasuseuse anthethe elephant, telephone-telephant-- - I mean an elephone WhereyourPractice(Information canpublic wefinding locatelibrary. 113, the atelephone telephonenumber of directory) numberyour dentist, which weyour do friends,not know? Note alphabetical listing according EntangledHowe'erThat(Dear even itme! innew was, the I've hetelephunk; got ithis right.) trunk I am not certain quite EachThirdaddress.to last childgrade name. writeschildren his could class make directory a class alphabetically telephone directory. ar- Discuss need for first name, initials and TheOf (Imorelouderelephop fear he buzzed I'dtriedand bettertelephong! tothe get telephee--drop it thefree, song theirlastandletter.ranged. eachname names childis andcalled. willtelephone step intonumbers, line inwhen order, the letteron the ofchalk- the ChooseSome names a child will tobe callalphabetized the letters through of the the alphabet third The teacher or a child should write board. 69 TEACHING PROCEDURES TELEPHONING FURTHER SUGGESTIONS AND EXAMPLES ListUsing emergency the Directory call numbers (Continued) on the front page of the chil- MaryA MODEL telephones COURTEOUS to CONVERSATIONSusan to invite her to a birthday mother'soperator.police,dren's directory. (whenfire department,away from home), a neighbor, doctor and telephone These telephone numbers should include father's business, party: "My"Taylor's name is residence, Mary Brown. John speaking." May I speak with Susan?" MakingPractice Telephone telephone Calls etiquette by making imaginary calls. "Thank"Yes, you.I'll ".call Susan." 2.1. Callneed help.youra neighbor aunt to to thank indicate her foryou aare gift. alone and "You"Hello, are welcome."Mary. This is Susan." pantsThe class follow watches the guides and listens for correct to note and whether courteous the telephoning.partici-3. puppetCall the play. library to ask about the time of their "Hello,"Please Susan. waitbirthday a minute, party Mary, next while Saturday I ask atmy fourmother." o'clock." I would like to have you come to my 2.1. HaveBe ifsure nothingyou to reach have in theyourthe wrong correctmouth number. when number. speaking. Apologize "Mother"I'm glad saidMary." you I mayare gocoming, Susan. and I'm so happy. Goodby." Thank you, 4.5.3. Be SpeakIdentifynatural clearly andyourself. polite. and directly into the mouthpiece. Grade 3 8.7.6. BeReplace brief.a good thelistener. receiver gently and securely. 70 TELEPHONING FURTHER. SUGGESTIONS AND EXAMPLES WhatUsing isa Party,a party Line line? How can you be a good party line TEACHING PROCEDURES A.TELEPHONE Strinsand SCIENCE Can Telephone neighbor? 1. Hangcall. up promptly for another person's emergency Youcenterofthrough willgrocery bottomneed the store two holesof cleaneachstring. and can. tintie Make cansknots one and in tiny the ends of Put the ends of the string about four yards hole in the the 3.2. HangLimittalking up youquietly onconversations the and line. quickly to whena few you minutes. hear someone Withifstring. linenthe can thread as a ismouthpiecep available.) the speaker sends Rub wax on the string.' (This is not needed He causes the bottom of the can Pull the string tight. scid Practice:Planthird a conversationchild (a party between line neighbor)two children ask andfor havethe linea waveswaves.vibratesisto movefascinatinginto andbackthe causes air.and to forth experiencethe receiver'svery fast. this canmovement to vibrate. The string also of sound It Dramatizeonto thecall line. makinga doctor. a call. Hang up quickly and quietly. You hear someone talking Discussion:phoneHow does differ the fromtransmission the transmission of sound ofin electricity in the string tele- others.ItTaking is a Telephonebig responsibility Messages forto takeOthers telephone messages for How, would you proceed? a jiggledreal(Telephone telephone? by the wires sound carry of themoving speaker's electrons voice. which are The AnswerfullyIf the promptly. on person a paper is andnot repeatat home, it writeto the the caller message to becare- Listen carefully. Be courteous. soundreceiver of thechanges speaker's the electron voice.) jiggles back into the message.Practice:certaintelephone it isnumber correct. and time of call, as well as the Write the caller's name, atThree home. students dramatize a call for a person who is ("Please wait. I'll call Mother.") 71 TEACHING PROCEDURES TELEPHONING A VOICE WITH EXPRESSION FURTHER SUGGESTIONS AND EXAMPLES message?")atTwoPractice home. students .(Continued) dramatize a call for a person ("Father is not at home, may I take the who is not Althoughonethe tovoice whomthe which callerhe is he cannothears, seegives the a person speaking. mental picture of the he telephones, MakingChildrentheir an parents Emergencyshould andbe Calladvisedto follow to thesediscuss suggestions. emergency calls with AreIs theitthe a words voicepleasant spokenconfident voice with withor a likesmile? expression? a limp handshake? 3.2.1. GiveBeKnow calm yourthe and correctname, speak address numberslowly and toand call.telephone clearly. number. DoeswastingIs hethe thrilled hisvoice time? suggest that you enthusiasm called, oror are you discouragement? Analyze the following call: 4. beadvice.State able yourto help message you. so that the party called Listen carefully to his will youandSay "hello"arediscouraged, cross, in different shy, then pleased.tones. thrilled? How does itPretend sound ifyou are tired A Lincoln224-7371child reports Avenue. and says, a fire "This in theis Tomgarage. Smith at 1230 Our garage is on fire. He dials My tele- Put expression into your voice as you say 1. There are two cardinals at the feeding the following: station. Discussemergency other calls. emergencies that might occur. phone number is 6953211." Practice making 3.2. Ourcompany.I'd telephonelike to visit is out the of telephone order. WE 1.LOOK AT OUR WORK Evaluatefor correct the practiceand courteous demonstrations. telephoning observed? Are the guidelines 4.5. PardonThetelephone sparrows me. wires. are having a "convention" on I must have made an error in dialing. the 3.2. AnswerphoningPlace theemphasis etiquette seven onquestions incontinuous the home.listed alertness under Weto Makeproper Our tele- Plans. 72 "Train up a child in the way he should go; CULTIVATING THE SOCIAL CONVENTIONS and when he is old, he will not depart from it." chapter of Proverbs are tremendously sig- nificantThesegoodconstructedfilled meaningfulmanners. tofirst. every a secure wordsparent foundationfound and teacher.in the for twenty-secondthe building? AnParents adult willand teachersnot wait mustfor hisstart turn.at at an aearly busy agecounter to lay or in Does the builder erect the penthouse before he has Plans for the sturdy foundation are ful- the foundation for congested traffic mannersWhatnoiseif rulesare andcould good forconfusion accuratelymanners?taking ofturns modernbe were life, not amanners part of help the childrenfoundation sort out They are obedience, respect and considerationdefined for asothers. a lack of consideration for others. in his youth. rules for living. Above all the Atrocious Know- ingItteaching theis quitecorrect of goodwell way mannersaccepted things must arethat donebegin in kindergartenmakes when forchildren a sense are very young. Only infrequently is it afforded a separate period. and first grade language is a part of every of security and orderliness. The asCultivatingactivitycourtesy, lesson.a teacher in itsocialwhich analyzes will the conventionsbe childtheworthwhile needs engages. will of to his alsotake group bethe incidental time to give during it an entire school Spontaneity and sincerity must be foremost goals as the skills are developed. and senses a weakness in a particular social emphasis in a specially planned day. However,

73 SKILLS WHICH NEED TO BE DEVELOPED IN CULTIVATING SOCIAL CONVENTIONS ABILITY TO: 1. Extend a greeting naturally and with sincerity. 3.2. WaitListen one's to turndirections to speak and or obey perform. them. 4.5. AnswerExpress politely enjoyment when and spoken appreciation to with afor yes, no, or another's kindness or gift. what did you say. 6.7. BeAccept gracious one's in share giving of andresponsibility. accepting compliments. 8.9. BeDistinguish pleasant, betweeneager to right try and cooperative.wrong rather than to follow the crowd. 11.10. DevelopaIntroduce classmate a desirea tomember members to ofthink theof ofthefamily others to firstthe teacher and oneself and the last. family. class4 as well as TEACHING PROCEDURES CULTIVATING SOCIAL CONVENTIONS FURTHER SUGGESTIONS AND EXAMPLES weather.WEEach MAKE morning OUR PLANS when you get up, you may take notice of the As you look out of your window, you notice whether A MannersBOOKto TObehave CanSHARE Be at Fun home by andMunro in Leafpublic. suggests the proper way His straight-to-the- veryroomittimes isoften today?sunny the like skyand the changesbright sky. orduring if it the is day.dark and gloomy. Has the sun been shining in our Our schoolroom is Some- COURTESYLippincottpointthe reasonadvice TO Company, THEforand goodSUBSTITUTEhis New manners.funny York, picturesTEACHER 1958. help children to see The publisher is dropped.paperI saw inthe the sun aisle shining that when someone Sue pickedelse had up carelesslyscraps of performanceaPerhaps substitute the of best teachersocial evaluation iscourtesies called. of children'stakes place knowledge on the dayand Will someone offer to hang up his coat? Do they treat him as a madeJohnIseveral heard uscame feel Kathyclassmatesin hewith tellwas a sosmile,Amywith happy that a greetedgood toshe be morningliked here.the herteacher greeting sweater. and that Willwelcome everyone guest? work hard to cooperate? A Agood better thing thing to rememberto do sationTeacherteous will happeningsand dwellchildren onin thecontinue unacceptable--theroom. to converse aboutdark andtheThat gloomycour- was a nice compliment. As time goes on, the conver- Amy said, "Thank you." A VERSE FORWork NotPLEASE withwith AND the THANK constructionwrecking YOU crew. gang boywithwillchild'sincidents. put aguide puzzleon name. hfchildren did not to return mention it theto itsoccurrence proper place."without the When discussing the cloudy events,capFor thebeforeexamples teacher he "Agot gi1 to inthe our door." room who played "A AreAndWithHearts, don't"thank very, likeforget you very doors;sir" thatlittle and willtwo keys,"if ofopen youthese with please." ease ourLettime.(Acceptable room.us keep looking courteous for gesturesthings that may makebe listed the sunshine on a chart in in I d© hope there will be lots of sunshineTell to report.the class about it when we have our talking There'sOrIt's fiddle easy no needwithto do toscissors them; glue them, and lace. VALENTINES FOR EVERY DAY the upper primary grades.) AndWithFor what thosebig a heartyniceyou'll greeting smiles be meeting, on your facet Ida N. Pardue TEACHING PROCEDURES CULTIVATING SOCIAL FOR PRACTICE AND DISCUSSION CONVENTIONS FURTHER SUGGESTIONS AND EXAMPLES DuringWEthatsentence WORK broughtthe OUT whatconversational OUR a theyPLANSray ofhave sunshine seentime orchildren to heard the room.that report was incourteous; a planned Thefollowingin actionschoosing areof common thesuggestions. group courtesies will be which the needdetermining emphasis. factor The Lovely"If you thingslook for you'll lovely find things . . 1. Department storeto touch clerks articles often cautionon display. children not How old should a willThe haveteacher several elaborates children on practicecertain comments,saying "Good for morning'example, he 2. "A place for childeverything(When be he before hasand money everythinghe may to handlepurchase in itsthe it.) place"merchandise? home,withVarythe enthusiasm. onthescene. the approach bus, on by the having way tochildren school lookand infor the sunshine halls. at "Mary, show us how you served at the tea party." Some reports will prompt a re-creating of personalpuzzles,is aresponsible golden clothingtoys, rule books,for tohe returning follow.has art used. materials to its orproper articles place of the Every member of the group "WhatcourteousSome didhappened day you gesture?"talk say?" at only the about,dinner "Howtable I thatshowed could be called "Was an older child courteous to you?" my appreciation." a 3. Whentizethatto lookpeople sameholding if door?passanyone a doorthrough else open isdoors sofollowing as is not it totocommon unconsciouslypass forthrough them Two or three children could drama- WE LOOK AT OUR WORK 4. Childrenthetheyslam teacher,itlearn willin someone'sthe enjoyclassmates courteous taking face. to waythe parents torole introduce ofand adultsboys parents to as girls. to beingThroughisfeel repeated encouraged comfortablethis often.positive to inlearn approachgiving correct to etiquettegood a particular response because it manners, children are as well as to 5. WhatchildrenOn anis occasionthe to courteous make when the parentswaynecessary to requestvisit introductions. school, permission? expect Thegroupspecialcourteous entire as opportunity honestlessonor discourteous appraisalsis reallyto help proceedings.come to light. ana evaluationshy child shineof the before day's the The teacher has a 7.6. InWhatfor what wordsour ways room are can beused thecourteous? tomessenger express whoan apology?goes on errands ChildrenThetalking goal canshouldtime. help always to decide be to if have this is more sunshine than clouds. a characteristic of 76 8. Howhouserelate thedo youorexpression how torespond ayou party? feel? onwhen your you face, are invitedas well toas a friend's Does the tone of your voice and your words, '4 1) 4111111ki,' I - - -

4 I think you're going to be a great actor. CONVERSATION "Convemationhas all.14 anmankind ala in which ion competitou." a man Eine/L.6cm Consideringofconversation. people. all the occasions on which we communicate with others, we do so most frequently through As ideas are interchanged, the participantsEveryone, many are times really a day,playing exchanges a game thoughtsof mental or handball. ideas with individuals and groups wordsAnandalsoEach extensive caught. intoessentialperson any picture-buildingshould number bits be ofof equipped equipment.minds vocabularysimultaneously. with several and aballs; pleasing that well-modulated is, with many voicevaried with and clearinteresting diction ideas. are Daily practice strengthens the speaker's ability to hurl spoken Practice will prove that conversation can be taught Perhapsoutabout.thefilled theconversational the day.with teacher's things group. offirst interest teaching for techniquechildren. would be to create a pleasant atmosphereBuilding in an a attituderoom of willingness to participate is a skillA far emphasized reaching incidentallygoal, beyond through-the practice sessions, is that the conversation be natural It is equally important that there be something of interest to talk It is important that the child feel comfortable in Althoughcommunicationskills,and spontaneous. the plus elementary manyeffectively. opportunities school may tonot converse, produce polishedwill help conversationalists, children learn how emphasisto use this on themeans specific of SKILLS WHICH NEED TO BE DEVELOPED IN CONVERSATION ABILITY TO: 1. Develop an attitude of willingness to participate in the conversation. 3.2. MakeavoidingChoose conversation subjects gossip, forinteresting,the conversationcynical andnot thethatonly vulgar. are by interestingchoosing topics and wholesome,of interest 4. Beandthe courteous using personform colorfulof speakingtowholesome all vocabulary,individuals has stories, finished butinanecdotes beforethealso, conversation, making byor addingwitty a contribution. sayings.humor waiting or pathosuntil in 5. FollowshowShow tact fairnessthe in thoughts expressing and respectexpressed personal in byconsidering opinions.the speaker the and views respond of others by asking and 6. Listenquestions,own experience with commentinginterest to the and ondiscussion courteousness.what was ofsaid the or topic. supplementing from one's 8.7. DetermineKeep to the when subject the subject being discussed.should be changed, and do so gracefully.

78 CONV'ERSATION PLANNING TOGETHER TEACHING PROCEDURES CLASS CONVERSATION FOLLOWS REPORTING FURTHER SUGGESTIONS AND EXAMPLES noConversationa foundonegood with time.this whom isto abeto stimulating true?share their and thoughts. educational way of having People tend to become lonely when they have Have you ever FirstHandeladditionsIn connectionClassmate: was given.and criticisms.with the study of Germany, a report on I think youThe had reporter a very askedgood report.for comments, Everyonetimes boystalks and with girls others converse. during the day. 1. with friends before school starts List some of the Reporter:yourIt sounded report more because like youa conversation. didn't read it. I am sorry that I forgot to I think youL knewelude this 3.2. in connectionthe period withdesignated classroom for activitiesconversation wasSecondpoint: walking, Classmate:Handel he is heard considered a bird thesing. father I have an additione He oflistened oratorios. an_Once d when lindel WhyAre arethere they some more people interesting to whom thanyou reallyothers? enjoy listening?4. with the family at the dinner table Thirdpiecewhistledinstead Classmate:about theof it. 'andel.tune on the way home, and At the end, you kept Whichsaying is Handgl correct? then wrote a How could we all be more interesting speakers? 2.1. whathow theythey havesay itto say Let's list FourthReporter:Ithat once HandelClassmate: heard was that not Handel at home didn't when evenBach wantcame toto associatesee him. The correct way is H6del. I want to make an addition. I keep forgetting. You said sationalists.some goals to work toward in becoming interesting conver- Reporter:witha church Bach. composer as was Bach. That might be true. Handel was not necessarilyI ReporteE:Fiftherence Classmate: books didn't say who his loves were. I couldn't find anything about it. Was Handel married? The ref- 79 necessary.theSixth thunderstorm Classmate: and other details. In your report, you were telling about I think this was not CONV'ERSATION FURTHER SUGGESTIONS AND EXAMPLES GOALS FOR INTERESTING CONVERSATIONALISTS TEACHING PROCEDURES about Reporter:Conversation (Continued) I did that to let you know that he tried so 1.2. BewhichHave toneenthusiastic, somethingto of talk. voice. appropriate but speak inand a interestingclear, natural drums.hardSeventh to create Classmate: a real picture, like the stones in the I think you had a very good report 4.3. DoBring your allpart, people but rememberinto the toconversation. listen to others too. music?Eighthand I Classmate:think you liked it. Aren't you going to play any of his Just what is an appropriate and interesting topic? 5. Courteouslypeople's ideas. ask questions and respond to other "HallelujahReporter:going to playChorus". the chorus from the Messiah. Yes, but I wanted the comments first. It is the I am 2.1. humorouspersonal stories experiences Conversational Ideas Examinefrom readingmodels ofstories conversationfrom and from library the languagebooks. text, 3.6.5.4. quiztelevisionfavoritethingscurrent shows of eventsbooks interestprograms, in plays, the community musicals and "MyModelCompare dear, I theisn't two itmodels cola" following: said Mrs. Jones. (A Dull Conversation) 10. 9.8.7. oraartsymphonies trips prominent aexhibits statesman and travelsperson, an actor, an inventor "Terrible"Perfectly"Yes,"Of course, but weather!" bitter!"I wethink usually itchimedanswered wasn't do- inhave Mrs.asMrs. colda Headly.coldWilson. last January,"Mrs. year, Jones. don't contributed you? 12.11. hobbiessports Mrs."Well, cones I don't politely know. disagreed, holding outwasago, forthe six whilethreecoldest years Mrs.years ago.January Headly I've was ever sure known. the coldest January But five years ago it was certainly 80 L TEACHING PROCEDURES CONVERSATION FURTHER SUGGESTIONS AND EXAMPLES Areconversation? there certain_topics which would be well to avoid in Topics to Avoid "Well,"Lot's I'veofModel sickness been I lucky(Continued) going so aroundfar," admittednow," Mrs. Mrs."though Wilson Jones, Isaid. have a cold coming on me these last few days. 3.2,,1. OperationsComplaintsSickness and disease Instantly Mrs. Headly and Mrs. Wilson contributedgeneral.favorite remedies.their The talk turned to illnesses in Just what do we mean when we say "Be courteous" in 6.5.4.regard UnpleasantUnfoundedStrong dislikes gossipconditions and resentments ModelA wasdiscussion IIthe topic of for the conversation television atpresentation the Burton's Bold dinner loamy table. (An Interesting Conversation) Howto isa conversation?a conversation different from a discussion?Both involve an exchange of ideas, but a discussion (See Skills.) "Those"I saidnever picturesMts. realized Burton. certainly that the gaveNile is 4,400 miles long," me a different idea of usuallyToexperiencesis answer a conversation.entails the or question aideas problem. acquired "In what from ways television could you viewinghave Just sharing vacation "We're"Oh,Africa,"as no,"all studying Mr.jungle."chimed Burton about in Kate,remarked. Egypt their in geography. ten year old daughter. "I always thought of it From Biblical beforeneedtelevisionsciencefun toin the do ourlesson discussion.some wouldcity researchwhich withoutbe conversational most andspending of further the classmuch and investigating money?"muchviewed more onyou Talking about Mr. Wizard's "Webuildingthetimes certainly river thosedams to tocan peoplekeep control no their longerhave the farmsdepended callflow going. Africaof on water." the the rise 'dark and continent'," fall of And now they're spontaneous. "Good talk A. tike Aceneity--continama, "Havementionedaround you Nairobi?noticed fourteen how year many old films Peter. we've seen centered The game refuge in that area must be chamyet coratantty o vanying and 6utt .96 the novelty and 4capa,i4e." Randolph S. Socane "Thelooka choicegazelles so graceful spot are for my as photographers."favorite. they travel at saidlightning Mr. Burton. speed. I guess it's because they I 81 wonder,gazelles is arethis found?" the only inquired place Kate.in the world where CONVERSATION WORKING OUT OUR PLANS TEACHING PROCEDURES Model II (Continued) FURTHER SUGGESTIONS AND EXAMPLES priatetoIn gatherorder and tointerestingconversational emphasize aboutthe first which to material and keep a notebook record. goal "have something appro- talk," direct childrenthe conversational "I'mcontributedeverthe not haveencyclopedia. sure, a Mrs.filmlet usBurton.on know,the Kate, when you I'm wondering if Bold lour...Lite will life of the Pygmies in the Congo," have checked Thisideas might listed include previously. material from any of 1. humorous stories The record should include: AAChoosinaantagfgjkull * * * * * * * * * * * 5.4.3.2. vividquotationsinterestingincongruities descriptive current in phrasesnewspaper events headlines Makein a reading.note of new words heard in conversation or Look up the pronunciation, the meaning found and Justschool because day, muchwe cannot conversing count andon thediscussing possibility go on that6. con- miscellaneous items during a vocabulary.some synonyms for the new Example: He walked(Non' shatnonchalantly ntaly)--showing into the cool room. lack words. Make them part of your Dividevelopmentalbeversational necessary the class lesson,skills to setinto willtoup groups stress abe formal developed, of certain foursituation or skills.incidentally. six. and in Each group each de- It will Chooseselect words exact from words your to readingexpress toan showexact thatmeaning. of concern. authors Refertheconversationsshould notebookto plansamples arecord shouldconversation. from shouldsecondbe followed. be column_The incorporated. five and goalsthe text. for interesting Interesting ideas from Make a list of words which are used too often. Examples: deafeninglightning noisespeed brotherlimped wearily.bellowed EVALUATING OUR WORK Examples: ForpreferableInvigorating the word to or saidnice brisk. substituteweather. weather demanded, is Asanswers various to groups these converse,questions: help them to improve'1. by finding What did you find most interesting as you listened yelled,lamented, whispered, replied, shouted,whined, squawked,groaned, etc. to the groups's interchange of ideas? 82 CONVERSATION FURTHER SUGGESTIONS AND EXAMPLES Evaluating Our Work (Continued) TEACHING PROCEDURES MakeChoosing lists Meaningful of specific, Words descriptive (Continued) adjectives which 3.2. Whatcontributions?Didinterested specificmembers ofinexamples the groupsubject of courtesyshow and that in were theirthey practiced? classmates'were peopleapplyinclude, toand a mountains,countries.specific subject. seas, deserts, books, pictures, Suggested subjects might 4. Didin everyonelistening? participate, both, in talking and Example: Mountainimpressiveawe-inspiringimpassable mysterioussnow-cappedrugged grandtoweringsteep Fromitlisteners ato library the class.see, book, hear, Add choose thesmell, newa paragraph tastewords orto feelwhichyour something. ownmakes vocabulary. the dignified dome- shaped broad Read "The diiieftencethebetween atrno4st between Valaning 'tight the mold 'tight and is woh.dthe Lightningdi andiieitence bug." Ma/Lk Twain 83 Discussion is a way of exchanging ideas, facts and opinions. DISCUSSION It is inherent in the many daily living.educationaltoaccomplishments.classroom guide children experiences leaders in todeveloping inbe whichthe central teachersthe ability purpose and topupils ofthink. education- plan together, education solve that problems Through the process of discussion, teachers have their Rational thinking is considered by greatest opportunitytrains for democratic and evaluate memory.A lesson,goodfacts. discussion lesson includes much more than the ability ThereThrough will teacher-pupil be evidence ofplanning creativity there and is originality. Critical a mutual understanding of the purpose of the to regurgitate facts through rote minds will question questionsgoodItthinking is teaching through from stimulated. theisthe reflected. standpointteacher's skillfulof three questioninglevels -the that clarifications It is through the kinds of questions pupils ask that the Richard L. Carner of the University of Miami concrete, the abstract and the creative. are made and productive suggests analyzing evidence of Level I: andTheThefact, typewhen Concrete answerof questions and time. used at this level begin The possible answers are specifically limited Reading which is primarily concerned with with where, what, who to place, areoveremphasized.ofthisfollowing included,details. type ofdirections learning questioning isdepends focused is at timeswithin legitimate, The learner's role is that of absorbing Unlessfacts. evaluation, judgment and drawing conclusions upon a concrete step-by-step comprehension it must not be While Level II: The questionsAbstract designed to elicit abstract a very narrowthinking context. should lead the "whets."eventsaidpupilsforce pupils promotetoattention explorein perceivingabstract to the cause "bows" thinking. relationshipsand andeffect. "whys" relationships. between of How questions relate to specific facts and why Making inferences about an a problem as well as the past and current Questions which questions 1 Carner, Richard L. "Levels of Questioning," Educational 84 Journal, May, 1963, pp. 546550 , ...wwmmi..._ 7.7...1111 Beingatingsituationauthor'sing able andthe purposemaytoexists,validity drawnecessitate forsomeare of writing examplesansound argumentcomparisons conclusionsand of givingcriticalor withopinion possiblethrough otherthinking presented, sources thereasons at use this encourages why a particular reason- of information. of the lesson level. Evalu- Level III: Theexperience.facts Creative and individual experience, definitely strengthens the learning Probing,Inquiry whichat the begins creative "What level would calls happen for ifan ."open-end" type of question. . .2" gives the pupil free- dominquiry.nottion to actually explorestimulates bea varietyclassified creative of thinkingpossibleas right whichresults.or wrong. lies at the heart of all scientific It should be encouraged at every grade level. However,The expected this typeanswer of couldques- discussionInteacher most group will following discussions,act as leader.a study such situation, as the readiness or the discussion or motivation related which to precedesdemocratic a lesson,living, the Through skillful questioning he can stimulate, challenge and de- the AtAsvelop resultthatchildren understandingpoint of mature,difficulties the leadership there of proper arisingwill skills beattitudes. frommany need socialsituations to be experiences. taught in whichand practiced. they can assume leadership in discussion. A hypothetical problem can be used in the Such a situation might be the usedtherefore,Inlanguage wheneverall communication, class beleadership alert to give to ideasisintroducingpractice evaluated. must in take prescribedleadership precedence skills,skills. over gradually,attention toas theyskill are teaching. needed. A teacher must, The class may formulate a guide which can be A discussion viewwhichThestudy study panelfollows skills skillsdiscussion, theso thatorstudy to contributions morelearnof a formal problemnew ones. in arein presentation exact,science accurate or socialthan andgroup studies, authentic. discussion, requires is the a commonuse of meanspertinent of re- It may be necessary to re- Atmembers,Theporting inthe quesUonturn, conclusion oneresearch presents ofperiod which ofbased hisisthe will directed information.uponquestion be atheAeider problemby period, the moderatororor the unitmoderator. leader of who study. summarizes callsThe Aleader uponpanel the one mustmay mainof beintroduce the composedpoints panel of.theeach membersof fivemember, presentation; toor answer.sixwho Questions from the audience follow presentation of each member. trying to resolve the problem to a mutually agreeable solution. 85 SKILLS WHICH NEED TO BE DEVELOPED IN DISCUSSION LEADERSHIP SKILLS 1. State the problem clearly. 4.3.2. HandleQuestionSummarize differences skillfully main points. ofto opiniondraw out tactfully. thinking and. information. EXPRESSIONAL SKILLS 1. Contribute ideas which result from clear thinking and accurate observation. 4.3.2. ExpressKeepSpeak to distinctly.ideasthe point in clear at issue. cut sentences. 6.7.5. KnowUseEnunciate ofproper the precisely. valuevocabulary of exact, and grammar. accurate, authentic information. SOCIAL SKILLS 2.1. AvoidListen monopolizingthoughtfully theand discussion.courteously. 4.5.3. CooperateFeelTake responsible turns. in kindly, for contributing.helpful criticism.

ea TEACHING PROCEDURES DISCUSSION FURTHER SUGGESTIONS AND EXAMPLES TheseTO THINK four ABOUT, words BEFOREsuggest WE lively, PLAN TOGETHER active participation. HISTORYThe word OF discussionTHE WORD DISCUSSION is derived from the Latin language. 3.2.-1. debatearguediscuss + TheDiscusscutere New [toisEnglish theshake, past Dictionary beat].) participle on Historicalof discutere. Principles by (Dis [apart] Are they synonyms? 4. dispute Think about them. Use your dictionary. LaterdaylycussionSir Jamesdefinitions discussion meant Augustus a shaking,stateof Henrythey that conscyence.)anMurray, discussexamination. states means that to dashin 1340 or dis- (Example: Make DidPLANNINGlar you or:quite find TOGETHER the different? four words listed on the board to be simi- (Conclusions may bring forth def- Inexaminationshakethe 1789 ventilationto itpieces, isor definedinvestigation agitate,of a question.as adisperse, disquisition of a matter dispel, infor whichdriveor against- aaway, sub- - initions of each.) 1. MationsInto discussion, answer to arrive a problem. the at purposea better is understanding to secure infer and discussionofject Plato.) is treated is the fromleast different satisfactory sides. in the Dialogues (Example: This 2. attack,asIn objectionsarguing, they participantshope are topresented. convince are defendingthe listener. a point Through verbal Forgoodtruth.primarilyto the discoursein past discussion to century mean: about meetings.)consider, thesomething word discussionargue in order the pros tohas arrive andbeen cons usedat theof, (Example: The young man may get and give much 4.3. A Disputequestions,debate isimplies acontested formal argument argument, between in which twousually opposing there on is publicgroups. a DiscussA DISCUSSION wita parentsWITH PARENTS whether or not discussion is impor- Doesis thedefined dictionary so as notlist to them mislead as synonyms? the reader.) anclash angry of manner.opposing opinions often presented in (Yes, but each coursetant inof theirone day. lives. Find out how they used it in the 87 TEACHING PROCEDURES DISCUSSION FURTHER SUGGESTIONS AND EXAMPLES discussion.PlanningIn the classroomTogether (Continued)we gain much of our information through Wouldn't it be interesting to know the history DISCUSSIONSITUATIONS(Generally, WHICH the NAYteacher BE USED will TO be DEVELOP the discussion SKILLS OFleader.) Discussiondiscussion.everyday.of the word? occupies a key place in our working together We should aim to become skilled(Sometimes, in carrying the teacher on awill be the leader. 2.1. basisformulatingpupil-teacher for study a problemplanning which for awill unit serve or project as a ManyLetthisleaders.) times,us subjectsee individualif thefor authorsour studentsstudy. of our will language serve astextbooks discussion included (Children check with the index 4.3. evaluatingplanning a anfield activity trip oror excursionproject As oneandyou class[or]read thesampletextbook table discussions shouldof contents. be andused.) the author's explanations, References other than the 6.5. motivationdevelopmentsocial studies or ofreadiness orunderstanding science period inin thereading, teaching find out: 1. Justleader. what is the responsibility of the discussion 7. prehensiondiscussionof a new conceptskills following reading to develop com- 3.2. MakeWhat special is the noteresponsibility of the suggestions of the class? given which 9.8. socialplanning prOblems a party of the classroom, school or WORKING OUT OUR PLANS a couldDiscussion." be listed under the heading, "Courtesy in -community,etiquette such as planningfor attendance proper atdress the andopera HOWThe teacherCAN WE TRAINshould OURSELVES lead the TOdiscussion BE SKILLED of INthe CARRYING problem. ass ON DISCUSSIONS? 88 Working Out Our Plans (Continued) TEACHING PROCEDURES DISCUSSION TOPICS WHICH MAY BE. USED TO DEVELOP SKILLS OF DISCUSSION FURTHER SUGGESTIONS AND EXAMPLES KnowThe thediscussion Responsibilities leader must: of the Leader (A. pupildiscussion who is thoroughly leader.) prepared may serve as the 2.1. TryState to the have problem all members clearly. participate. 2.1. Whatviewing?Should heroes parents should limit today's their boys children's and girls television emulate? Know the Responsibilities of the Class Members 4.3. BeSummarize courteous the and main tactful. points. 3. whichHowlibrary can give we reading? shareus pleasure with our and classmates satisfaction the inthings our Everyone should: 1. knowThoroughly as much prepare as possible through about study the-subject and thinking-- to 5. HowDogrouprules thecan boysconferenceofwe bicyclemake and ourgirls meeting?safety? room of moreour schoolattractive practice for the 3.2. ListenbeExpress iscussed. with ideas mind, convincingly as well as, and with in ears.good sentences. 6. Whatresponsibility? are you doing to prove you can accept more Practice Courtesy 1. makingWait until a comment. the person speaking is through, before WhatboysHaveOur isandyoupatents the girlsever history sometimes receivedshould of ever thesay,a reward? wordturn "I'll "reward"?down Dosend youa reward?a thinkpenny 3.2. AvoidBe theopen repeatingviews minded, of others.whatfair othersand respectful have said. in considering IsJustpostcard."'the the whatpublic? post is office the history overcharging of a postage or undercharging stamp? Postcards need a four cent stamp. 5.4. EncourageKeepto tosay the ispersons subject.contributing. who have not participated to Be sure that what you have 9. Oursignifies flag has Minnesota's fifty stars. becoming a state? Which particular star What in- answer questions and to give their ideas. 89' teresting facts can you find about the flag? WairWWWWWW,WWWWWW11111WWWWW DISCUSSION Working Out Our Plans (Continued) TEACHING PROCEDURES :11210.7-Skills of Discussion (Continued) FURTHER SUGGESTIONS AND EXAMPLES important:,standsproveThese our areout discussions. the asbut beinggoals number morewe onewill significant under keep thein mindresponsibilitythan asany other? of the Is there one, or more than one, that we work to im- (All 10. WouldTakeduring givingnotice a school theof thepledgeday number make of youallegianceof automobilemore patriotic? twice accidents Chooseproblemdiscussion.)class, a "Preparesituationto be solved. thoroughly" for the class seems to todiscuss. be the backbone of Practice developing the discussion State it as a a 11. Howoccurrence.reported should inwe onechoose week. our friends? Are we a nation of careless people? Discuss reasons for their lems.Inskills. subsequent class periods, have small The responsibility of the class is to listen thought- groups discuss prob- Occasionally,fully(See inoverview, order for to pagevariety; critically 85.) make evaluate use of thethe panelpresentation. discussion. DISCUSSProblem: THE HISTORY OF WORDS appreciationDoes knowing ofthe language? history of words enrich our (Use your dictionary) TheEVALUATINGthe criteria class. OURfor WORKjudging performance should be formulated Such criteria can be printed and kept for future by 1. Montagu,Whattwenty-fourSandwich is Earlthe is origin ofhourssaid Sandwich, toofat bethe named whowordgaming-table. once aftersandwich? spent John Anuse. cussionexample mightof evaluative be: criteria from which to judge digs. wasA Hisformerof Sandwich onlycold name refreshmentsbeef Islands. for between the Hawaiian werepieces some ofIslands slicestoast. 2.1. DidWas membersthe problem keep answeredto the point satisfactorily? at issue? 2. pianoforte--ItalianOurlanguage language of hasother taken countries. words from the 4.3. WasWere information ideas expressed accurate clearly and authentic?and correctly? 90 gypsy--Egyptian(schole) school--Greek DISCUSSION Evaluating Our Work (Continued) TEACHING PROCEDURES Discuss the History of Words (Continued) FURTHER SUGGESTIONS AND EXAMPLES Becauseoccasionally.ation, anyit isspeaking also advisable, situation tocalls check for habits a listening of the listenerssitu- wafflecafescience--Latin --Dutch --French 2.1. Did theymembers present listen worthwhile thoughtfully questions? and courteously? 3. words.Someformed common from words the firstin today's letters news of wereseveral 3.4. Didquestioning they feelco-operate andresponsible evaluating? with kindly,for participating helpful criticism? in UNNASA --National Aeronautics and Space --United NationsAdministration RADAR--RadioNATO --North Detecting Atlantic andTreaty Ranging Organization withoutIt zsettti.ng it than to 4etteewithout,co bettyn debate. debate a question 91 Petroleum refining, flour milling and meat packing are the principal industries. -.: "4/IA:ayhizzle timingin connunication in ." the caldvaated id the &Link exciting oi daily REPORTING ChildrenReporting, in whether the primary an oral grades or written have participated language activity, in sharing is items of Ma mee Applegate an excellent way of sharing information., greaterspontaneity.gamescalled and "Show depth, play. and and Tell." where pupils are taught to organize, outline and In the intermediate grades whereThe majorsocial emphasis studies inand the science teacher's subjects goals has been freedom of Favorite topics for talking time have been family life, school happenings, use referenceinterest materials, in a report-period commonly expression and are explored in moreWhatfronting mature?aretakes lines the on goals ina newcommunication, ofdimension. the intermediate the teacher grade realizes teacher that In addition to freedom of expression and spontaneity, which should as he seeks to help youngstersREPORTING who are becoming always be on the * is an outstanding opportunity to build usingIodating the tablematerials of contents in a variety and the of indexsources on skills distinguishingincreasingscanning andvocabulary thoroughbetween with factreading theand aidinopinion theof theencyclopedia dictionary memorizingevaluatingorganizing material in logical and chronological order * *is is an an excellent opportunity listening forofas thehethe learnsexercise audiencestudent the power in his own voice to interest and hold to gain infor poise the audienceand self confidence the attention Neitheron the teacheragenda. nor pupil would look forward to a school day in which thirty-five reports wera Not only should the number of reports scheduled for one but the audience:whichsomeeffectivefollowing involvese'casions, teacher methods sharing the will ofreport by reporting,guide several which the committeeisplanningif straightwell done, somembers, "telling'that are there almostsuggests will will sure be morebe appropriate. toVARIETY varietyhold thein in theattention presentation. reporting. of the day be limited, Group reporting, On The * *radio roundmap talksquizzes table discussionsand talks * talkingcreativepuppetinterviewing showsfrom stories a colored and poems frieze, pictures or graphs * talksoriginal interspersedexplaining skits colored with art, slides music or literature There are some areas of oral communication, using the telephone, for example, in which arti- * rolevisuals playing to accompany an explanation pation.aand spiritficialpurpose develop, willsituations for REPORTINGbe caught for bycanpractice the well reporters. bemust be created. With the teacher's enthusiasm in evidence, there is, ano report. doubt, that this contagious Armed with a purpose and a an activity to which the teacher looks forward with antici- Not so with reporting. keen understanding of how There must always be children grow 94 SELECTING THE MATERIAL. SKILLS WHICH NEED TO BE DEVELOPED IN REPORTING ABILITY TO: 1. Delimit the scope of the talk or report. COLLECTING AND ORGANIZING MATERIAL 2. Appraise and select pertinent, interesting, valid and authoritative material. ABILITY TO: 1. Organize the material so as to bring out the main or central idea. 3.2. DistinguishUse precise andbetween concise authoritative language. and personal opinion. PRESENTING THE REPORT 4. Summarize the essential information. ABILITY TO: 1. Give the report without conspicuous reference to notes. 3.2. SpeakChoose with and claritymanipulate and anyenthusiasm concrete, illustrative materials used in the report. . 95 TEACHING PROCEDURES REPORTING FURTHER SUGGESTIONS AND EXAMPLES PLANNING TOGETHER 11======Whenhavechallenging the a conferenceskills title involved with and eachtoin givereporting child further to arehelp suggestions being him choosetaught, on a UsuallyThroughoutsameoris newspaper;advantageous theater it isthe in performance. daywhen theto people weusform havewhen ofare seenweconversation sharing have all information read or discussion..the sameand ideas.lesson This the same film or attended the Allownotepractice. taking, ample timeoutlining to collect and visuals. material, organize notes and ished.evenIftell, one to ofthatthe our Tyroneour classmates class Guthrie would had Theater, wanttaken to a listentrip to until the moonhe had or fin- What name would you give to his talk? he would have so much to (Report) withDiscourageChildrendren a classmate.to shouldcopy plagiarism: sentences rehearse directlyat home, fromin frontbooks. of a mirror or It is a natural tendency for chil- Read and com- wouldList besome given occasions in the inform which of aour report. communicating with others1. weather reports words.pareto givethe copyright.credit to thenotices source in whenvarious using someone books. Teach them else's 3.2. booknews reports verbatim.EncourageVariety incareful the sharing preparation, of ideas but and discourage summarizing memor4zing of infor- 4.5. committeestudent councilreports reports Weathermunication,matioh isReports essential is to have if appeal.reporting, as a method of oral com- 7.6. personalsciencespecial subjectexperience reports reports for social studies and A beyondweatherkindergartening will repentingreports insure child in a thegreaterradiocan intermediatereport announcement? number the oftemperature. grades listeners. Variety be strengthened in report- How can In which type of "sharing ideas"--conversation or reporting-8. - othersradio orof televisionworthwhile reportsprograms by which to inform 1. Expectobserved.explanationsfactors well and planned namesof that ofsentences which,weather the usinginstruments child weather actually in wouldreporting, the responsibility individuals carryusually the fall load.) on one person? (In 96 REPORTING Planning Together (Continued) TEACHING PROCEDURES Weather Reports (Continued) FURTHER SUGGESTIONS AND EXAMPLES whenWhatit hewouldinteresting.) has youchosen consider the subject the very for first his report?duty of the reporter(Aim to make "Smoke"Ieast."because know from the the thewind flag chimney is is from blowing goes the straightsouthwesttoward the up today north-today. youfromidentifyingIfterested you forseethem. are ingoingany them, the problem to subjectpolishing interest I yourself. thesomeone agates else, and youmaking must jewelry Would I have any problem interesting you? might have in reporting on rocks? I enjoy looking for rocks, be in- Can "TheThescribe flag clouds thehangs havewind /imp. asbillowy calm." tops and look like piles The weatherman would de- Africa;'Islimit the subjectit?I would toouse broadonly myfor share a class of thereport? time. How could I Perhaps if I chose the topics "Diamonds in South 2. Reportfairof fluffy weather."our weatherwhite cotton. by making a comparison with Their message is one of Decidetitles whether for reporting. or not these topics would be satisfactoryStars Famous Race Horses 3. A presentcommitteethat of a another summarywhich keeps city,of the astate weathertotal or picture region.chart towill the HolidaysGrowingSnowflakes Peanuts WeatherTheSuperstitions Moon About the Moon 4. Alertofclass weather the at childrenthe states end ofwestto the note of week. usand are report having. what kind Our. WhereThe informationcan we find includedinformation? in a report is our first TheHowconcern. SalamanderPencils Are Made TheInteresting Uses .of KindsMilkweed of Houses The following maybe of help: 5. weather:Presentweather travelsa weather from poem west appropriate to east. for the 2.1. listeningreading books, to radio magazines and watching and newspapers television "Cloud"The Wind," Patterns," by Robert by Kathryn Louis StevensonKendall 4.3. seeingtraveling movies and films 6. weatherReport jingle.the day's weather in the form of a "Who Has Seen the Wind," by Christina Rossetti 97 REPORTING 41gpirjazogesiar (Continued) TEACHING PROCEDURES Weather Reports (Continued) FURTHER SUGGESTIONS AND EXAMPLES 6.5. thinkIngtalking aboutwith peoplethe subject 7. wrong?'newspaper,Recordof the the day onweather decide radio report"Wasor television. the as weathermanpresented rightby the or Keep a daily record of the results for At the close dictionaryIs the dictionary help in reporting?a source of information? 7. beng observant wherever one goes How can the TheNews morningReports, news is often shared and discussed at the a given time. How is the encyclopedia different from the dictionary?(to getlook a upbetter words choice you do of not words) know) bebatimwebeginning strengthened?are to satisfied the of class.the schoolwith a day.child's reading an article ver- How can reports of current happenings Our standards are low if (A. dictionarybut an mayencyclopedia list all thelists words only of nouns.) a language, 2.1. ReportrobberyGenerally newsand avoid accidents.which the involves sensational geography news ofand murder, neces- Let'son our check topic. with our own text for ideas on how to take(A notes dictionaryencyclopedia gives pronunciationgives a more detailedand meaning. account.) (Children check with index.) An 3. senatorsTakesitates special map and study. representativesnotice of the work are inengaged. which our puttingGradeOne who5--The6--The his plans material Macmillan very well,into English awill report. Series,Series,carry out Pollock,Pollock, one more pagepage task 178.173. before What is the next step? 4.5. ReportBeorand alert addnational articles interestto the government. whichnew to lawsany give schoolpassed additional projects.by city, information state Grade(Outlining) 5--The6--Language5--Language Macmillan for DailyEnglish Use, Series, Dawson Pollock, page 198.158. pages 178-9. 6. Noticeinchoiceordinary the in wordsway thehappening. it newspaperwere was used?written how whicha reporter convinced handled the aned- Was the title unusual? What Was there something clever Grade 6--The Macmillan English Series, Pollock, pages 173-4. 219-20. 98 itor to publish it? TEACHING PROCEDURES REPORTING FURTHER SUGGESTIONS AND EXAMPLES Let'sYouWORKING have review OUTchosen OURour yourPLANSgoals. subject and are ready to plan a report. News Reports, (Continued) 7. summaryOrdinarily sentence. our goal is to conclude with a good Notice how a news story is Preparing A Report 1. Make the report interesting. Use maps, pictures, whatDoesdifferent.is andthein thehowreporter firstin the answerparagraph. first who,paragraph? when, where, why, The whole story (summary sentence) Compare many articles. 2. Makeaudiencecharts the openingor will experiments. wantsentence to hear so intriguingmore. that the ANThis Sproat,EXAMPLE telephone aOF fourth VARIETY conversation grader, IN REPORTING as was an presentedexpression by of Barbara communication 4.3. MakeBeparagraph surean outline the forfacts ofeach theare main mainaccurate. topic. topics. Plan one gionsTheto student ofthe the social World.brought studies a toy class "pay" after telephone the unit, and aTrading newspaper Re- 6.5. BeginReport sentences the facts in ina varietythe proper of differentorder. ways. ing,paper.arranged(which and thusherwas setting--table,"Thebegan: Times--Picayune" chair, fromtelephone New Orleans). and news- She sat down, put her hand on her chin as if think- She 8.7. PlanChoose an goodinteresting description closing. and good action words. "Oh,Betsy,theOrleans. I Mardiknow because whatGras she Iwhich can hasn't dowill today. lived be in long a few in days." New Maybe she would like to learn about I'll call YouGivingexpect will ofAbe Report thethe speakerlistener as more he givesthan thehis speaker.report? What do you (Barbara dialed AB 8-2800? "Hello,please isspeak this to AB Betsy? 8-2800? Phone rang.)Thank you It is. HelloMay I 2.1. WithbothConsiderinterested feet.your your smile in appearance. whatand youtone tell. of voice show you are Stand straight and on "TheallBetsy,gladto Picayune,"aboutlike youthis Newthedot is Orleans MardiourBarb. newspaper,Gras. any better? and it tells Betsy, I was just reading Are you beginning What is the I'm so 99 Mardi Gras? I'll tell you) first, exactly REPORTING Giving A. Report (Continued) TEACHING PROCEDURES Telephone Conversation (Continued) FURTHER SUGGESTIUNS AND EXAMPLES 4.3. BeLook so wellinto preparedthe eyes thatof your classmates. you do not have to whattion the where words we mean: all haveMardi fun. Gras is It is at the end a celebra- hesitate.Speak loudly c Glance casually at your notes. .d clearly enough. Fatmeanstheonof Tuesday Shrove theTuesdayccGraspeople long orTuesday. paraded carnivalMardi means Grasa fat Fat.is because What did youseason. say? ox through the streets In French, MardiMardi Gras is years ago Ohl EVALUATING OUR WORK 1. What interesting facts did the reporter tell? soundsaysoundsof Paris Tuesday, alike. like on Shrove thein Spanish,Spanish lUesday. wordis martes? for Tuesday? Oh! Betsy, Parley vous francais? Did you say Mardi They do You 3.2. Was therehe:enthusiastic good order aboutto his the subject? SpanishstudiedIf you do,byFrench. TVanswer, in St. 'Qui.' Paul. You say you were learning Oh, you haven'tThat's good. Now 4. Commentparagraphs?the closing. on the title, the opening Did the title and opening sentences and sentence and sentence stillhereFrench?you'llwhen andyou speaklearn. Well,startedgo French.to French yearsschool our bycity. here, TV. in New Orleans, ago the French settled ManyWhy dopeople you studyhere 5. Whatplannedmakegood choice you summary well? want words tosentence? showedhear more? that Was the closingthe speakera had "You'rehappenssubject. right, on Mardi Betsy, Gras I You say you want to know just what or Shrove Tuesday? am getting off the Betsy,great,everyoneand the I'mwait big marching wearsgoing untilred a dots tocostume.youclubs be on allit, inand uniform, I'll see the beautifula clown. floats What is My suit has wear a costume?and youRivermostmask.there say? ofare theany in boatsboatsa parade ondecorated ourof floats.gfeat like Mississippi No, you wouldn't Oh, yes, the river here is even know me. _floats? What did very Are Yes, 100 riverwide.think where you areit startsfooling in Minnesota? Did you say you could step me. Did you say you across this Betsy, I C REPORTING TEACHING PROCEDURES In* Telephone Conversation (Continued) FURTHER SUGGESTIONS AND EXAMPLES Well,haveriver Iseen, wouldn'there. where likethe Mississippitrying to step River across starts? the Oh! No "DidRexnival?'of youisCarnival, thesay, only 'Do and onewe he havewho rules paradesa kingfor theforwithout day.our car-a Yes, we do. He is called 1192,E ma&King "Youmask.likePaul? want ours. to know what happens at the end of Yes,So, youryou haveKing, a Boreascarnival, Rex too,does insound St. Guess Rex means kilo. Mardihischurch.ofis-Ash mask.Lent.Gras? Wednesday At sunset at everyone midnight, takes the beginningoff Yes, many peopleWe have then fun willall thego today long. It "Betsy,morrow.areyou'lla chance welcome! Mom love tosays thetelephone, I Mardibetter Gras? sogive bye--see someone you else to- You say 'thanks,' and you think Bye, again." Oh, Betsy, you

MINNIM111111111111111111111111111iniammommommissimmornimmommoimmeinsim...... ,...... ____ 101 GIVING DIRECTIONS MAKING ANNOUNCEMENTS AND EXPLANATIONS "Nevelc itizteto to .speak .tilt you .6ay; and when you have bald At, have zomething cease." Speaking,directions listening and explanations. and doing are key words in teaching communication Withempoon via announcements, rentsThereiences,ticipate about have through programs,beenin the more real giving events,occasions life of situations, to directions. exhibitions,for games, a pre-school lost and child found articles assembly groups and even neighborhood groups.As he progresses throughcommunicate the ideas effectively to to listen and do than to actually par- grades, he needs exper- others.supply the need for Announce- Attentiongivingingthe theinclusion 4tplanations'to mustnecessary be of given thedetails. essentialclassmates,to organization, facts. to Emphasis should be centered on clarity, to unusual factors of breVity without exclud- interest and to ABILITY TO: SKILLS WHICH NEED TO BE DEVELOPED IN MAKING ANNOUNCEMENTS 1.2. BeSelect brief, essential exact and information. complete. 4.3. DeliverChoose thethe announcementmost effective in languagean effective to convey manner. the message to the audience.

102 r. 5 r. ec=.vsx=i A ANNO- UNCEMENTS ====PLANNING affx===. TOGETHER TEACHING PROCEDURES wnweramam1111 Analyze These Announcements: FURTHER SUGGESTIONS AND EXAMPLES On what occasions may one need to make announcements?2.1. schoollost aprograms found articles nextHelendishshe Saturday, said,stoodand fifteen "Ourshyly May class beforecents9, atwill for12:00her have milkclass. noon. aand picnic ice cream.in Como Park In a low Bringvoice a covered Every- What is a good-ioct? 6.4.3.5. partiesexhibitionsclubscout meetings meetings Jimannouncementallone stood wereplease inquiet. come."a indignified an enthusiastic way before manner: his audience until Then in good clear tones he gave this Z.1. -ItAl goo announcement is brief, exactanswers and complete. mod.. Why? the questions, Who?, What?, When?, willDoschooleatand you bemapleyour like fromgymnasium supper syprup? buttermilk5 to at7:30next the o'clock.pancakesFriday, Boy Scout Novemberdrenched Benefit 7. in in butter the If you do (and who doesn't), The purpose is Serving 34. It An coinappropriate visual may help to clarifyannouncement.tant andthe worthy of their time. the audience that the event is impor- W111childrenkitchen.theto you? raisesame under timemoney 12.give for yournew campingMom a night equipment away fromand ather The charge is 750 for adults and 50t for Your friends will be there. announceDo you think will that affect themanner his ability in which to the convince? speaker gives1. his Standall are 4.1*4 quiet. dignified way before the audience until 2 4.Arouse-Interast3. with the first sentence.PhraseUse good the -clearentire tones announcement and speak interestingly. enthusiastically. ShowedAdThe man awaywho hasticy to to white dir.atit a .speechthoughaomeone he'd to egitaphed have to pay the bat TEACHING PROCEDURES ANNOUNCEMENTS FURTHER SUGGESTIONS AND EXAMPLES What are the Planningresponsibilities Together of(Continued) the listener? whichDickRe-phrase wasTom interestedgave,An Announcement yet hein forgotthe following to go. club announcement The listener should: 2.1. ThinkGive thehow speakerthe announcement his full attention.relates to him. "TheComeat BillScience prepared Smith's Club to house. willdiscuss hold how a specialwe can earn meeting money Be there at 7:300 Use the index to locate sample announcements in language3. Makefacts. a mental or written note of the important Re-phraseon the part the ofannouncement the listeners. to arouse greater interestfor a microscope." WORKINGThinktexts. ofOUT a OURreal PLANS life situation in which you need to make an Judge them. BoysA kindsSAMPLEground from of ANNOUNCEMENT this5ball to week16teams. years! after school. Everyone can play. Come down to the Front Play- We have five different EVALUATINGandannouncement. in an impressive OUR WORK manner. Plan to present it briefly, clearly, exactly year-oldPeeWeeTheStars; kids teams; 13boysfrom to arethe514 to playJuniors.11 8 toplay on 12 the tee-ball;year-olds Midgets: 9play toand 11 onthe playthe 14 All-onto the16 3.2.1. DidWasWere the all announcement the important makebrief facts you and included?feel interesting? that it was Name them. So come on, boys, and make a baseball team. 4. Wasspeakingimportant the announcement voice? and that deliveredyou wanted in to a participate?good clear Girls, we have two softball teams for you. Grade 6 1011 SKILLS WHICH NEED TO BE DEVELOPED IN GIVING DIRECTIONS AND MAKING EXPLANATIONS ABILITY TO: 1. explanationSelect all accurate, or direction definite clearly information understood. -needed to make the 3.2. ArrangeGiveor directionthe the full information explanationgiven. in anor orderdirection suited clearly to the and type concisely. of explanation AND: PLANNING TOGETHER TEACHING PROCEDURES DIRECTIONS EXPLANATIONEXAMINING DIRECTIONS, FURTHER SUGGESTIONS AND EXAMPLES THE LEADER GIVES DIRECTIONS 1. Materials: scraps of colored paper, pencil, a 1. Examinecereal thebox. directions "How to Open,' on a 2. Foldpointedlook a piecelike scissor. aof piece colored 1" xpaper 6". 2' x 6" so it will HasboxExamine the of meitafaett;Irer frozen the directions food. give "How to Prepare' on a concise directiors? 4.3. WithWritethat youryour your pencilname letters 0,1 draw the look anfold. outlineiike this of about 1/8" so Make it large. SPEAKING LISTENING A! 2. aStudy baker a prone-eds.recipe to notice the, order in DOING 5. needed,With a scissorsuch as cutthe outmiddle all ofparts the whicho, s andare insidenot EachaboutTying child eighta Square should inches Knot be long. equipped with a piece of string 6. coverOpenbottom.loops your or of adesign. L.greeting card? Be sure to leave it connected at the Could it be used on a booklet ManipulateWithends thumb of the itand string.as index follows: finger of each hand, grasp the 2.3.1. LeftPullRight over tightly over right left into and and aunder knotunder 106 TEACHING f-ROCEDURES DIRECTIONS AND EXPLANATIONS FURTHER SUGGESTIONS AND EXAMPLES The Leader.Gives Directions ((Continued) 1. Did anyone in the class have trouble making his DrawPractice a Vmple in Givingdiagram. Directions 2. Whypoor?name is design?it important to be able to give good Was it because the directions were 3. Ondirections? what occasions might you need to give directions?Tell how to make or do something. authorsCheck with included the index lessons of youron: language text to see if the Give directions to reach a particular place. Makeyourthese sentences diagram? directions to tell to yourexactly classmates. what you did. D Were your direction: exact? C Can they draw Give Giving explanationsdirections 2.1. LabelDraw a thesquare upper 1 1/2Mleft xhand 1 1/2m. corner A, the upper GiveWORKINGSome directions suggestions OUT OUR toPLANS mightthe class be: about something you can do well. 3. Connectcornerright handpointsC-and corner theD and lower B, B andwith left the a hand diagonal.lower corner right D. hand 2.1. HowHow to to make make a cookiespaper cup,or fudge. a paper hat or string (Serve a sample.) 4.5. WriteShade your triangle first DAB.name in triangle DCB. 3. Explainpuzzles.tionso well atthe home.your steps classmates in doing cana science repeat experimentyour demonstra Use scientific apparatus as visuals, 4. chalkboard.Give directions for playing a new game. Use the 107 TEACHING PkOCEDURES DIRECTIONS AND EXPLANATIONS FURTHER SUGGESTIONS AND EXAMPLES Working Out Our Plans (Continuea) 5. Give a first aid demonstration. HOWI TOam MAKEvery Amuch NUTCUP interested in making nutcups because my 6.7. ExplainUse visuals how to to learn give thean explanationside stroke inof socialswimming. Nutcupsingfamily a purposecanuses be them ofas often.manycontainers, sizes when and wethey entertaincolors. are fun our to friends.make and Besides serv- studies class. how theships pioneers are raised made fromcandles the lower Missis- Afterare readingvery useful my directions as delightfulhope that and youstudyingtable will decorations. findmy diagramE4 the clear enoegh sc. that Givingcourtesy. directions clearly is one way in which you can show Direct someone to a given destination.sippi River through locks at Ford Dam Fornearyouin this willsquaresfuture. "do-it-yourself" want or t© square make nutcupspaper you napkins Willf ©r needsome crepeoccasion paper cut and a jell water the 2.1. Directoffice. thea stranger teacher fromfrom yourschool school to your to thehouse. post ProcedureglasC, 3. -Direct a guest at your house to the Drawneareststop, a map.grocery bus store or beauty shop. (1) Fold all corners to EVALUATION 1. Didplanned the speaker to use? tell what materials or tools he Name them. the center. 2.3. WereDidthey thethe should openingdirections be sentence carried given makeout?in the you order want into whichlisten? (2) andTurn fold folded all squarefour corners over 4. Whatclear choice and exact?words were used to make the explanation L08 to(same the side).center. Repeat TEACHING PROCEDURES DIRECTIONS AND EXPLANATION FURTHER SUGGESTIONS AND EXAMPLES ',Evaluation r(GontInued) 5. DidComment he showon the enthusiasm speaker's for voice. his topic? Was it cleart. _How to Make a Nutcup :(Continued) 6. Didtinue you, listening?the listener, tune in on time and con*..--.. (3) Turn folded square over incornersagain step and 1.to foldthe centerall four as (4) corners.glass.overTurntop andfoldedof anlay overturned squareit on Pull down all (Petals) (5) The finished 109 productlike a willflower. look Grade 6 STORYTELLING Everybodytale, an enjoys anecdote a good or astory. personal experience that enthralls the listener. "Stonytetti.ngan the Ls teteveasan alit dependent poweicIt tomight be a myth, a legend, a tall tale, a fable, eiteate." But where is the a fairy paringvarietyTeachersstoryteller to of recognizeread literature. in athis story. theage needof radio, to expand television children's and hi-fi?reading interests by exposing them to a wide However, preparingTherefore, to readingtell a storytakes preferencerequires much over more telling. time than pre- Has storytelling become a lost art? It is true that exactCharlotte'slosecertainfollow a wordscertain storiesis thatofWeb charm the shouldwouldfolk author, if tales suffer beused read. shouldshould withoutif the bebe author'sthe read.told, pi-;cures. and words picture-stories, were altered. as those which require the Picture books, such as Wanda Gag's, Billions of Cats; would The literary style of E. B. white in Generally; a good policy to andencouragedirectlyThe projectsadvantage intothe the storytellertheof I-was-there tellingtwinkling awhen story eyesand eye I-saw-it-happenofis meets thethat audienceeye.of direct feeling.at communication.every moment. The storyteller responds with more expansion The storyteller's sincerity, en- The storytellerlisteners actually can look Whenhistionthusiasm theaudience. and teacher andwonder keen tells is delight best a story, exchanged with his the goal whenstory isthere heightensthat: is childrenno thebook enjoyment tomight come enjoy betweenof theand listeners.becomethe storyteller acquainted and Anticipa- withuineHisstory.is fine pure delightno doubtliterature.diction, in but good naturalthat literature the pleasant standards are voice,qualities for therelaxed children'swhich air, become sensitivity work associated be elevated. to withwords the and telling hisIf ownthe of gen-teacher, a as a storyteller, can give something beyond the printed page, there However, there is another desirable goal. The teacher is a model. aSelecting foundwealth in of astorytelling wonderfulstory to tell,stories, lists need published recommended not be aby problem. librariesfor everyThe and storyteller'sArbuthnot in reading Anthology, personalmanuals. of library, Children's are: Literature by May Hill Arbuthnot Suggestions for all grade levels may be Four books with The Way of the Storyteller by Ruth Sawyer 110 The Art of the Storyteller. by Marie L. Shedlock qualitiesEach storyteller's basic to all.individual style Grimm's Fairy Tales Five are described by May Hill Arbuthnot depends on his personality. Nevertheless,in thereBook Twoare ofcertain her anthology, Time for Fairy Tales. 1. Thethe storyteller listener can must feel enjoy the hisstoryteller's story, love and the telling of it, to the point where for his tale and his complete iden- 2. varyItification is the desirable voice with to theto suggest havecharacters an agreeable and its voice style. the character's humility, fear, happiness, sorrow and pure diction. Speak naturally and and 3. Thesternness.awaretelling, language that and Irish,of it the must Norwegianstory be understoodmust and be characteristic by your audience. American folk tales differ in style; and of the particular tale you are The good storyteller is he should 4. possible.Theabsorb appearance the vocabulary of the storytellerand phrasing is to important. make his Keep hands free of anything which may cramp some Present to the audience an agreeable picture presentation unique.Sit down to tell the story if of the small, natural of 5. A gesturesstoryrelaxed must mostenjoyment. be storytellerslearned to theuse. point where forgetting is impossible. storytelling. After choosing a story, Do not resort willyoureadtothe exactlisten.to itpoint forget many memorizing where times.it. interruptions and reciting; and this distractions is not may stop your story, Polish certain spots by repeating dialogue. Begin to tell it aloud to yourself, to mirrors or to anyone Tell it until you reach but never cause who wishingStorytellingventilatedstoriestechniques candle well, room andwill andso storywith isvary,as it thealistening realimportantdepending candle purpose complementflame toupon forprepare grows,the listening ageeach thethe level other. childrenlisteners are of thethe to growchildren. Just as the firststoryteller pre-requisites. prepareslisten. his still and quiet. OneSeated storyteller comfortably lights in aa well The teacher's 1 Arbuthnot, May Hill.Company, Chicago, pp. vi, vii. The Arbuthnot Anthology of Children's Literature. 111 Scott, Foresman and switch of a music AnotherThevoicebox. teacher andteacher his who look signalstakes and pride thesmile, beginningin readi.-,c;indicate of something tellingand telling a pleasantstory stories, by isWhenreleasing designatesabout the totune the a isplanned finished the story begins. It may be that the tone of the teacher's happen. literature willperiodStorytellingon thethese three skills skills or by childrenfour thebe established.timeschildren need a week. tofalls become naturally masterful into three categories: L. other language periods, there will be concentration storytellers. Only through repeated practice 2.1. tellingre-telling stories stories related from toliterature a personal as experiencethe teacher has done willplored(Creating be discussedseparately.) original in thestories writing might section be presented of the guide.either3. through written or oral communicationcreating and original stories for telling The first two categories will be ex- ABILITY TO: SKILLS WHICH NEED TO BE DEVELOPED IN RE-TELLING STORIES FROM LITERATURE 2.1. LearnifSelect they to atelladd story--one flavorthe story and that well,distinction. is brief,adhering or tointeresting the exact filledwords ofwith the the author, unusual. 4.3. directlyPresentSpeak enthusiastically, ainto feeling the eyes.ofof relaxed distinctly his enjoymentaudience. and conversationally.as the storyteller looks 112 TEACHING PROCEDURES STORYTE'LLING FURTHER SUGGESTIONS AND EXAMPLES PLANNINGRE-TELLING TOGETHER STORIES FROM LITERATURE andconversingPresentgiven again, type.the checkaboutlesson withstories without the that indexthe peopleuse for of further enjoythe text. hearingstudy of again a Fourth graders may study myths in greater After somethingofHavesculptor colors, you ever beautiful. maythe thoughtusestoryteller clay, of thethe uses artiststoryteller words. who paints as an needsartist? a palette All aim to create The Useherodetail.Sixth atoles. good graders anthology might enjoyto suggest elaborating folk taleson itgends which algidcan be Fifth graders may delve into tall tales. What kinds of stories do people like to hear re-told?1. Fables--are often bared on an old proverbsaying or wise and suggest worthwhile moral values. ListentheScandinavia,correlated Hillside." to stories with a storyteller socialtold on studies phonograph could units. relate records. "Guilbrard on When studying Example:humantheirtold beings fablesattention. asto characters.bring faults of the people to "The Donkey and the Sponges." He used animals rather than Aesop 10 "TheandGrimm's FishermanChristopher Fairy andTales Casson. His read Wife" by Eve Watkixtecm 2. Myths and legends--Primitive man used hisa gaveimagina-magnifiedtion to to the explain scale. gods athe nature mysteries like ofhis nature. own, but on Man "The"The"Rumpel-Stilts-Kin" Frog Goose Prince" GLOP Examples:describes man's attempts to fly. The Greek myth "Icarus and Daedalus" 2. "How"HowJillJust the BalcontheSo Stories,CamelWhale and Got GotRobert by HisHis Rudyard HumeSpeaight0Throat" Kipling, read by aHero human tales hero of suffers the past greatly grew outbut ofendures.- myths."WhyAmerican the Woodpecker Indian myth. Has a Read Head' is an Usually Grimm's Fairy Tales and Just So Stories axe Spoken Arts "How the LeopardRhinoceros Got GotHis HisSpots" Skid" RoundExamples: Table," symbolizes chivalry. "King Arthur and His Knights of the Recordings available from New95Spoken Rochelle,Valley Arts, Road Inc.New York TEACHING PROCEDURES STORYTELLING FURTHER SUGGESTIONS AND EXAMPLES planning Together (Continued, STORYTELLING RECORDS 1. Five twelve-inch 78RPM records, each $3.00, 3. Folk talesawere created and passed "Robinfreedom Hood," and represents justice. England's love of on by word of "Thebythe RuthFrogs," set Sawyex$14.00. A Spanish Folk Tale, narrated Examples;Oldbemouth classifiedWoman for andmany Her ingenerations. thePig." field of the Stories with repetition like "The Most of them can impossible. by"Schnitzel,an Ruth Austrian sawyer Schnotzle Christmas and Folk Schnootzle," Tale, narrated TalesTalking of magicbeast withstories fairies, like "Byergiants Rabbit." and "A"Bier FrancesPaul Mud Bunyan Turtle°Clarke Sayerss Trickery," narrated by narrated by Jack 4. Tall tales -- originated in the United States. Ittheenchanted becomes tale begins, apeople "whopper" it sounds or a "yard'like told with a true story. As "ALester Pecos Bill Tale," narrated by Jack Yarns," JonesPaulExamples:the andBunyan, Captain Pecos Stormalong. Bill, purpose of making the listeners laugh. American tall taleo are told about Davy Crockett, Casey 2. Thorne-ThomsenFivethe twelve-inchset $14.00. 78RPM records, each $3.00, All narrated by Mrs. Gundrun WhenShouldtale- -how will you have selected ayou storymyth, memorize legend,it? fable, folk - you go about getting ready to present it? "Sleeping"Gulbrand-on-the-Hillside""Balduf Beauty" 2.1. PracticeReada series the makingstory of colored aloudcharacters moving-picture talk. frames. many times. PracticeTry to see so itthat as Available from: "Tales from the Volsunga Saga" (2 records) American Library Association whenyour itway happened. of telling it will suggest you were there 114 Chicago50 East 11, Huron Illinois Street STORYTELLING Planning Together TEACHING PROCEDUREStOontinue4: FURTHER SUGGESTIONS AND EXAMPLES 3. mirror,Practice,Practice -to-your tellingbut do family. notyour memorize. story to yourself, to the 4.5. KnowBe sure your to storytell theso wellparts that in theyou rightwill avoidorder. and-a 6. Considerorstage.hands. wella. your appearance. You need no props as you are not on the Have nothing in your 8.7. LookDoesDecide intoit if have yourthe variety? eyesvoice of is yourDoes loud audienceit enough suggest forwhen friendliness? all you to present hear. WORKING OUT OUR PLANS upyourIf the youstory. pace. lose someone, increase your volume or step Expect them to look at the speaker. Afterbeingitshould andseveral told presentbe bygiven enjoyable a modelit the to opportunity storyteller,theexperiences class. to inthe select listening teacher, a story, tochildren stories prepare beACare during childexpected should shouldone tobelistening presentknowtaken in so period.hisadvance that story. not the too day many and arethe presentedtime he will TEACHING PROCEDURES STORYTELLIN G FURTHER SUGGESTIONS AND EXAMPLES WorkingmayThe have tape Out the recorder Our opportunity Plans may (Continued) be to used hear in and order that the storyteller evaluate himself. EVALUATING OUR WORK 1. "Did the audience enjoy the story? === .0= 3.2. WasDid the storyspeaker a suitableenjoy telling one for his telling? story? 4.5. DidWasfeelings? thethere speaker's evidence voice of adequate show the practice? character's 6.7. Didinterested thehe speaklisteuars clearly,and listeninghelp pleasantly,the storytellerthoughtfully? loudly? by looking

116 ..70e... ABILITY TO: SKILLS WHICH NEED TO BE DEVELOPED IN TELLING STORIES RELATED TO A PERSONAL EXPERIENCE 2.1. Select a fittingfamiliar and experience intriguing with title. an unusual feature, for storytelling. 4.3. Tellvolved, in whenthe restbeginningand whereof the whatthe story storyhappened what began. happened, to start showingthe story, the whoorder was in in- which 5. Makepeningsit happened,stories and interestingclever and leading expressions. byup usingto a climax.conversation, detail, unexpected hap- 6.7. veryBringTell end. thethe storystory toin aa conclusionmanner to holdquickly the andinterest cleverly, of the after audience the climax. to the

117 TEACHING PROCEDURES STORYTELLING FURTHER SUGGESTIONS AND EXAMPLES PLANNINGTELLING STORIES TOGETHER RELATED TO A PERSONAL EXPERIENCE Afterfor: presenting the lesson, refer to language texts InorHas tellingsurprising? something us abouthappened it youto youmight that feel was you exciting, were reporting comical 2.1. area listsmodel interest-catching ofstory story to beginnings,analyze choose those which an event. 1. A informationreportto entertain. is given to others. for Howthe A is purposestory a report is of told relatingdifferent mainly from a story? Further Subject Suggestions 3. title suggestions, decide which are challenging. 3.2. EachmakeA report believe.paragraph mist beof true;a report a story should be equally may be true or 2.1. out-sizedTell theyour story noown one tallof will a tales.picture. believe Make it. your story so 4. Intheinteresting. giving climax a reportis near the the speaker end. In a story there is suspense and may use charts, 3. Tellsome an talking. animal story in which the animal does Are there some ways in which preparing and equipmentmaps or other is his visuals. voice. A storyteller's only 5.4. PretendaroundDress asthe to pioneers campfire.be a historic and tell character experience or herostories as willreport(Certain be mentioned:and skillsa story characteristic are alike? of all oral communicationpresenting a 6. TellTellClara a ofclassBartons, some relay interesting Robert or round-robinE. Leephase or ofDaniel story. your Boone.life. The Justtivesubject, as words a travelertelling and action thingsrelies words) in order, wise preparation, practice, keeping to the on a read map, it is good for choice of descrip- addsteacher a sentence gives theuntil first the sentence.story is finished. Each one stories.us to have some guidelines before we plan and relate How should we plan? our 118 TEACHING PROCEDURES STORYTELLING FURTHER SUGGESTIONS AVD EXAMPLES GuidelinesPlanntag Togetherfor Storytelling (Continued) A SAMPLE STORY OF A PERSONAL EXPERIENCE 2.1. arousePlanChoose a andantitle experiencesustain and an interest openingthat is at sentencea once.bit unusual. that will Itfor was a aplay sunny period. day in late summer. The boysACCIDENT were playing AT SCHOOL baseball. Everyone was outside The 4.3. ChooseGive necessary colorful details words (adjectives)near the beginning. and vivid action Whop!Theplayersstrike. first took pitch their came. places in the field. Then came the third pitch. No hit. The second pitch was a The batter swung. I was the catcher. 5. wordsPresentexperience. (verbs) ideas that in correctgive a clearorder. picture o the motherMydizzily Ifriends fell arrived toto helped thethe at nurse'sground theme getschool. with office.inside blood the streaming school. from my face. I was drivenIn a tofew the minutes, hos- my I staggered 7.6. Includeters by conversation voice changes. if possible. Portray charac- myHepital.gave eyebrowgave me me candy, toa suckermy bookstemple. and and bandaged other gifts. my cut which ran frcm In twenty-five mlnutes.9 the doctor was there. At home many of my friends These were the WORKING OUT OUR PLANS Keepthe theending surprise brief. until near the end. Then make pleasant parts of my painful and dangerous experience. Grade 4 A simplejokerelating played experience it onin someone.an willinteresting suffice. way. Perhaps something foolish the The challengeIt liesmay bein a trick or Again,practice.audiencespeaker there withdid should comesan unusual beto emphasismind. happening. on careful preparation and This is a gesture of courtesy to the audience. The goal is to entertain the 119 TEACHING PROCEDURES S TORYTELLLNG VaryEVALUATING the evaluating OUR WORK through the use of mimeographed indi- FURTHER SUGGESTIONS AND EXAMPLES vidualthe conclusion check lists of hiswhich story. will be handed to the speaker1. at Did you enjoy the story? Encircle 3 for a high rating. 1 '21 3 3.2. DidWas the firsttitle sentencefitting andawaken clever? your 1 2 3 4. Wereininterest? theorder? facts and ideas presented 1 2 3 6.5. descriptionDidthe the characters speakerspeaker's and vividuse felt?voice colorful action show how 1 2 3 Waswords?end? the surprise kept until the 1 2 3 9.8. Wasquickly the speakerafterstory the broughtwell climax? prepared? to a close 1 2 3 120 =reacc" Ir DRAMATIZATION believewardingTeachinglings,lose consciousness canclassroom aschildren wellbe the as, activity.tosetting inofexpress understandingthe asTwentieth themselveschildren themselvesCentury grow through in and the dramatizationand live skills their in theofsocial communicating romanticis arelationships. most past? worthwhile thoughts andand re-feel- Who wouldn't like to be "Queen for a Day"? Who wouldn't like to The land of 'make- haveDramaticinlieve spontaneousbeen stores2 play opportunities has anddramatic been to bean to playcops,important dress that robbers up theypartfor and haveplayingof cowboys.the neglected primaryhouse, tochild's noticebe customers language older personsor development. clerks observing in make-be- them. Often "the actors" have been so engrossed There "Let'splot.taneitytization. play in the expression story" may and very free likely play ofbe imaginationthe separating would line be betweenfcund in dramatic theIt mayinformal playbe that anddramatization andrama- audience is to be entertained.Children become conscious of acting a part in the story which has a clearly defined One would hope that the same spor Theofthe the teacher, "prepared intermediate who play" recognizes grades, from a asthemagazine was natural characteristic which dramatic requires tendenciesof pemorizationthe primary of children, grades.of assigned will frown parts. uponOnly using when allsuggestingonoutthe lendguard and group themselves memorized.so variationsdesiresthat creative toa perfectlythein dialogue,opportunitiesgoal offinished creativity. and interpreting-be product included. for the personality of the individual characters, But even in formal dramatization the skillful teacher will constantly be a program, should the dialoguePlanning be written the stage settings and costumes, entireTosentedgame,sions, communicate play, "Charades;"inis pantomime.an with excitingwith the inothers additionwhich variation without the of word inchoral words, dramatization.or phrase music but throughtoor bechoral guessed the reading is acted from outoff in pantomime. It is most important that pantomime be creative and child-created. This communication may take the form of the use of gestures and facial expres- stage, may be pre- An soonThefastenedtization. puppetcooperatively toshow one offers end revealed. of a afurther ruler, opportunitythe attitudes for and children impressions Whether the models be made of paper mache, paper bags, stockings, or cut out figures to express themselves through drama- of library book characters are 121 A teacherevaluatethe of what the islanguage happening arts to constantly them as persons. asks area of oral communication skills." The-wise teacher also looks at children and tries tohimself the question "What are we achieving in

ABILITY TO: SKILLS WHICH NEED TO BE DEVELOPED THROUGH CREATIVE DRAMATICS IMMO 2.1. Selectstory;Planinto aa play:play.plangood conversationstory or write and an action; original plan story stage to settingsbe transformed and plan acts or scenes; plan characters to fit the 3. bodilyandParticipatecostumes. interpret action, in theirthefacial dramatization: actions; expression express and voicefeelings to interpretand actions; character. use identify self with characters 122 TEACHING PROCEDURES DRAMATIZATION PANTOMIME DRAMA WITH CHORAL READING FURTHER SUGGESTIONS AND EXAMPLES andPLANNINGuseCommunication books,to get TOGETHER sendmessages is smoke the to wordsignals, one thatanother. usestands codes for and all draw the pictures.ways men They talk, write letters PantomiminglessonsThe following in preparation was selection done on for isthe aa stageBrotherhoodresult as of choral creative Week readersprogram. writing 2.1. EvenHow didthough you youcommunicate now have beforemany words you knewin your words? vo- Thereinterpretedternational was a theman costumes poemfrom fromChina were below whoused. sailedthe stage. across the sea. Simple, in- An entire drama might be played without words, using action usecabulary, of words? do you ever communicate without the HowWhenTheyHe metwarm theyrode a it manreachedacross was from upon theJerusalem,India thedesert andsand; said,inthey soa camelhotsfound"Please the caravana Hebrewfollowtrip so man.me." long, Discussioncomesfromand gesturesancient from problem: the Rome.only. Latin word pantomimes. CanThis you way give ofHow communicatingit can a name?we use pantomimecomes to usto relay Pantos (Pantomime all WhenBut soonthese they three all weary hurried travelers off, full landed of happinesson old Europe's and song. shore, 1. withoutPractice words. a variety of simple situations in class our thoughts and ideas? Tell how you feel if: TheyThe conversationknewmet theirthis mustfirst labeled be acquaintances--a a Frenchmanthem so gay and and manhis full andlittle aof boy. funson. b.a. youstarthe lost principalto avisit library brought book a television AndThey then metfilled theythe new five theirwentfriends world tohungry Englandin brothers Germany, bodies and traveled withorganizedin Scandinavia the upbest a thecrew. of Rhine.too, food and wine 2. Small group demonstrates: c. prizeyour, room received the PTA attendance OrNowTo twoasail theseland hundred across theyworld millionallto wide America,had strangers foreignersheard across of; are theknownthe among land ocean as the whereAmericans. blue happy freedom band grew. b.a. windwalkingfishing storm in craft suddenlythe rain endangers your ToLookBe happythose ahead towho to live needthe infuturesome America, liberty, and feelin freedom'slet's that reachyour holy friendsout land, and aregive grand. a hand 123 Enjoy your neighbor's customs, although strange from a far off Grade 6 land. TEACHING PROCEDURES DRAMATIZATION FURTHER SUGGESTIONS AND EXAMPLES Relaying our thoughts and ideas (continued). c. enjoyment of Fourth-of July fireworks FavoriteLibrary Bookslibrary for books Dramatization may serve as the springboard for 3. Thetive teacher with feeling: reads short stories that are descripe.d. happiness,clowns in anger,the parade sadness, fright EdwardarrangedEleanorplanningavailable Tripp Estesaby play infourth hasisthe cooperatively. most been Curriculumgraders appropriate.successfully for Office© Brotherhood dramatized Week; by arefifth The Hundred Dresses by Copies of thisThe Newplay; Tuba by b.c.a. "The"Androcles FourTown Musicians"Mouse and theand Lion"the Country Mouse" graders as a culminating activity for a unit on Mexico. 4. Short poems characterized by b.a. "The Duel"Owl and -- Eugenethe Pussy Field Cat"--Edward Lear sense appeal: 5. Act out situations with more than one action. a. group picnic 6. Act out short scenes highlighting c.b. baseballa symphony game tuning up some historical event: b.a. BostonColumbus Tea visitsParty Queen Isabella's Court' 7. Act out familiar scenes in the adult world: b.a. PTAleaving planning the officecommittee at 4:30 p.m. DRAMATIZATION Relaying our thoughts and ideas (continued) TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES 8. Individualtelevision pantomime charades: phrases or songs similar to a. "The Red Red Robin" 9. additionPantomime of a choralmore detailed music or situation choral reading: with the b. "Row, Row, Row Your Boat" We have a variety of suggestions as to what we could do. b.a. "The"How Pilgrim'sthe Leaves Thanksgiving" Came Dawn' As witha particular something scenemore thanis pantomimed, just gestures. actors will be concerned1. Be relaxed--enjoy the pantomime. 3.2. KeepKeep thinking, the action "How rhythmic, can I best but mold not thishurried. character ?" WORKING OUT OUR PLANS 4. Respect each other with courteous attention. nineNowuations is suggestions the for time pretending. to listed ride theunder waves "Planning of self-creation. Together" choose sit- Group demonstration should come be- From the r. be foreencouraged single inpantomime. a variety of rhythmic experiences. However, individual expression should First, if you pl ase, my thousand guilders1 TEACHING PROCEDURES DRAMATIZATION FURTHER SUGGESTIONS AND EXAMPLES mosphereandTheEVALUATING interactionteacher of enjoyment OURquestions WORKwith areothers whether being is basicmet.observed, social it needswill bein evidentan at- As a child's behavior Thetheif children selfacting.character confidence when being evaluating, has acted, been rather strengthened.point than,their thecomments student toward doing The class should feel that the "old man!' Itwithlated shouldis alwaysmore from act pain original properwith to moreshow for goals pain,heevaluative isdesignated ratheran old questions thanman. by theJohnny class.to beshould formu- act

126 4 111,==li CHORA-"L READING areblendingChoraltimes credited speakingwith in perfectthewith mayuse unusual beunison.of definedthe success Old asTestament thein choralinterpretation Psalms reading to produce productionsof a poem antiphonal or .rhythmic effects. prose by many voices This practice of speaking in groups may have originated in Biblical which were presented in their The Greeks, too, participate.ChoralInnatural every speakingoutdoor school amphitheaters.thereselections will belend an themselvesinvitation tofor this children activity to participatein order that in anassembly entire programs.class may However, to entertain an audience is a secondary goal. The primary goal lies in .?rPe values which this experience has for a child;1. entertaining an audience is a secondaryenjoysChoral goal. aspeaking broader cultivatesexperience awith taste it. for good prose and poetry as each child 3.2. ThereItand provides preciseis value an enunciation. inexcellent group endeavor opportunity to attain for emphasizing the feeling careful for the articulation mood and As the choir is trained each member should be concerned4. with: meaningThe timid which child the developsauthor mayconfidence have intended. while speaking with a gn-Jup. 2.1. correctspeaking posture with vitalityto promote and better a sense breathing of projection 4.3. quickrenewing "pickup" breaths of swiftly the next and line in appointed places Itliterary is the teacher'smerit are used.responsibility to guide the choice5. of selections speaking with accuracy and precision so only those of real 127 ABILITY TO: SKILLS WHICH NEED TO BE DEVELOPED IN CHORAL READING 2.1. feelingsInterpretSelect appropriate intended. the meaning material of the formaterial choral %5T speaking. expressing the thoughts and 4.3. wordsWorkofUse voice withtheclearly voice othersfor and forceeffectively: toaccurately. getand desiredpleasing effects. effects; enunciating and pronouncing using rich, full tone; using flexibility

128 TEACHING PROCEDURES CHORAL READING FURTHER SUGGESTIONS AND EXAMPLES memorizePLANNINGI like toTOGETHERpoetry: share at just the "right moment." My favorite poems are these which people ThereGROUPINGfor arethe THE variousmost VOICES effective ways of speaking.dividing the voices into groups Dotwo you or think three we part might music? read poems in parts, as you would sing 2.1. A singleInthe question class soloist joinsand may answer in read the poetry,therefrain. selection boys may and ask OnemightTurner.Listen interpretation interpret to this Halloweenthe follows: poem. poem, Black and Gold, by Nancy Byrd Be ready to make suggestions as to how the class asThistrastingthe an isquestionantiphonal a goodmoods. andarrangement choir. girls may for give poems the ofanswer. con- It is sometimes referred to as (Repeatpossible.) title three times, making it sound as mysterious Black and Gold 4.3. voices.LightandThe heavy.voices voices may may be be divided balanced as againstto light, the medium heavy (Group II)(Group I) (A11) YellowBlackYellowEverything and pumpkins, moon, gold, is blacktonight: and gold, 5. All voices may speak the unison lines. (Group(Group III) III)(Group II)(Group I) WithFirelightJetYellowShadows, blacka yellowcandlelight; catblinking black blink.with as goldenin ink, the eyes,dark (A11) WhenBlackThenNothingIt's the and(lean Halloween! inworld gold, between-forward turns black and-black and whisper) gold,and gold, 129 CHORAL READING WORKING OUT OUR PLANS TEACHING PROCEDURES RANGE OF VOICES FURTHER SUGGESTIONS AND EXAMPLES 2.1. phrasesPupilsIffor individualchoral suggestthat speaking.should howcopies thebe canaccentedpoem be can provided, canbest be be underlined wordsarranged or mate'sAreorpianoa sentencethelow voice. asvoicesgroups. a inguide high,his tonatural mediumassign voice© orvoices low? into the high; medium Let the children help judge their class- Use middle "C" on the Have each child say 4.3. DecidePracticeIsor encircled.there who for willa placeexpression. be responsiblefor sound effects for each or part.props? Make necessary changes. WhenARRANGEMENT words and OF interpretationGROUPS are familiar, the group may EVALUATING OUR WORK 5. Work for a unified, finished effect. choose to stand in two semi-circles for further practice. 2.1. DidfeelingsIs weour give selection of to the the author? suitedaudience to thechoral thoughts reading? and 4.3. Wereciatingparticular the wordsour with es? enunciated word endings clearly? (ed, ing)Were andwe enun- 5. warm,WasWhatstrained, our rich,words rate light,loud,best of speaking describe monotonousgay or rhythmic?satisfactory?our or voices? singsong. Were they Were they Did we Havegive leaders the signals on each to sidestart in and the stop. front row. They will lead 6.7. WereDidprovide wewe speaksensitivefor awith change tovitality? moodof tempo? changes? MountalsoIffinished children poemsgive theperformance.on carry coloredsignal copies forconstruction liftingof their the poems,paper papers forthe in aleaders unison.more can 10. 9.8. DoDidcommunicatingIs you ourthere enjoy faces a placeinterpreting glow? it tofor an sound audience? the effects author's to selectionadd interest? and herThea songhandsteacher leader she may can wouldact control as do. the the conductor. tempo and rhythm much as With motions of 130 4 r. a INTERVIEWING withworkers,Anconducted interview giving psychiatrists, byinformation is a achild, conversation isorsalesmen, toinfluencing secureinformation. directed lawyers, behavior. to opiniona definite pollers, purpose. etc., might also be concerned Adults working in the capacity of social Its main function, when newhaveThereingfor to special thecommunitytheare schoolschoolmany hobbies occasions workers papermay haveor might wouldprofessions onhad whichinclude beunusual of a specialshouldchildan experiences interview may bedelight invitedhave withwhere reasonto atostudents hemember share toformerly conduct ofthesein theprimary lived. interests.anschool interview. grades. staff. Parents who Interview- ANews child SKILLS WHICH NEED TO DE DEVELOPED IX INTERVIEWING ABILITY TO: 1. Make an appointment in advance. 2. questionsBeaskingStick courteous, toquestions andthe expressingavoidingpoint, concisely stating waste appreciation andofe'rectly time,clearly. forwhatusing the information tact favor. in formulating is wanted, 4. Take brief notes on key points and utilize the information received. : INTERVIEWING FURTHER SUGGESTIONS AND EXAMPLES ObtainingPLANNING TOGETHERinformation through a face-to-face talk is TEACHING PROCEDURES called A FOURTHIt was GRADERvery exciting IS INTERVIEWED when I found the Winter Carnival WhenThean interview. IPersonnel came to St.Department Paul to wantedteach, toI knowwas interviewedmore about me. by Has We-haveTheTreasure.that Pioneer writtenI was Press kicking about asked itmy inmefoot school.how back I found and forthit. All my friends had many questions to ask, me. and I looked I told them HaveanyoneIs applyingyou ever listened interviewed for ato new an jobinterviewyou? the only on time radio one or has an interview? television? wouldn'tIdown tofound myand Motherhaveit." there found andit was.Iit. said very But if I hadn'tAfter lookedI found down, it, II went over quietly, "Mama, I think HaveHavereporters? you you read ever daily had occasionnewspaper to interviews interview someone?conducted by WhenhowbyinI Mr. wasweoldfourth gotDonin I and us.toGeisegrade thewhat andatDispatch school St.Miss Augustine's DorothyIBuilding, went to.Lewis. School.I was I told them 9. They asked me what grade I told them I was They asked me interviewed Whominterview? would children in elementary school have occasion1. to principal hardlyTheyswimmingthe askedthings remember andme I likeifride what I tomyhad mydo.bike. anyhobbies hobbies were. and what were some I told them I liked Ito was knit, still go so excited I could They asked me if of 4.3.2. schoolcustodianteacher nurse who has taken a trip weIThen hadtold theyany them pets.asked I was me going what toI wasgive going it to to my do with the money. I told them that we had a cat named Peppe. Mother. I have 7.6.5. parentsa teacherchild whonew who haveto has your speciala specialschool interests interest or or professions hobby formerly Inextalways am aday verywanted we luckywent a transistor shoppinggirl. for radio it. of my own and the very Now I have it. I think 8.9. personcommunitythe fireman, in workerscharge the of suchdoctor a travelas andthe officethegrocer, policeman the postman, 11.10. a representativeskin diver of Goodwill Industries 132 INTERVIEWING nagagrigamau (Continued) TEACHING PROCEDURES THE CUSTODIAN VISITS OUR ROOM FURTHER SUGGESTIONS AND EXAMPLES Willaretakefor individualsvery our a minimumbusy.questions? whichamount we of would time? like to How could we plan an interview that Doctors, principals, nurses, teachers interview have time would Mr.heterview. jobLeach got as his visitedthe job custodian inour 1951 room ofby on ourCivil February school. Service Examination. Our panel asked him some questions about his Mr. Leach told us 28, for an in- A.Before the interview: Have a purpose for the interview. dayHeinof has hethe hasbeen flag.winter to working clean, his main indust, our job burnschool is firingpapers for sixtheand years.then take care He does yard work in the spring and fall and boiler. Every C.B. ArrangePlanconvenient the by questionsletter to the or youpersontelephone will to ask. bea timeinterviewed. that is averageIt1200 takes poundsday 60 Mr. tons of Leach coal.of harduses coal to heat our The most coal he has ever used is 800 pounds and on a cold day building. On an Youa to successfulwill be asked.be well one? prepared if you have planned In what other ways can you make the interview the questions withWe gallon1500asked a schoolpounds himand to onofin compare aequalone cold day. size daythe aroundusingcost of oil.200 heating gallons our are used. Coal costs around $12.00 a ton. lessOil coststhan $12.009A a school It A.When you interview: Speak courteously. Mr.Hecoststo Leachlikes heat $18.00 saidtowith see ahecoal. day uslikes growto heat hisup. jobwith because oil and of us He said that sometimes it children. B.C. AskTakeinterview. questions. notes during or immediately after the eachseems fall. as if we've grown six inches when we come back Grade 5 E.D. Laterkindness.Thank writethe interviewed him a thank person you letter. for his time and INTERVIEWING FURTHER SUGGESTIONS AND EXAMPLES WORKING OUT OUR PLANS TEACHING PROCEDURES A OnPRIVATE March INTERVIEW1, three of us from Mrs. May's room at Scheffer PlanInviteInvitingthe tovisitor ahave speciala Class awhile small guestGuest othersgroup to your oflisten two classroom orand three take for pupilsnotes. an int,. it.-..erview - weBecauseSchool onewanted who ourwent tohad school gainto attended interview informationwas celebratinghere Mrs. years McGoon, ago.its 75tha former about the early days from anniversay, student. ConductingEachterview. child a Privatemay choose Interview a person whom he would like to in- Follow the guidelines which have been planned WehostessThequestions, asked entire andwhen class inin Scheffer learningpracticing participated was how howbuilt. to intoconduct composingintroduce an interview. interestingoneself to Mrs. McGoon said it the EVALUATINGclassmates.by the class. OUR WORK Report the results of the interview to werewasgartentended builtonly bestfromsixin 1888. gradesofkindergarten all. then. through sixth grade. She started school in 1904 and at- She said she liked kinder- There 2.1. HowHow did many you planned make your questions advance did appointment? you have? hismoneyWhythere name.was to thewashelp schoola thevery school. namedprominent Scheffer? banker Mrs.in St. McGoon Paul saidwho gave They honored him by using 4.3. Whattheas pointsdid youopportunity youconversed? did say you to to feelshow have werethat the necessaryyouinterview? appreciated to record Thelights,to floorbuildingring forbutboards wasschooldepended weresomewhat to wide. onstart. sunlight.different from what it is now. The bell Theyin the did tower not useused electric There was a wood and 5. Did you write a thank you note? nowcoalSuppliesoffice with furnace wasspacious in infor1904 the heating cupboardswere same similar location,the and building. tostorage thosebut is space.of more today, convenient but each The principal's Mrs.manyandstudent McGoon differentinteresting had said to projects. they buyas thosehisdid own.not we workuse. in committees or have They did not have clubs. Books were not as colorful 4., 34 visitItthe was Mrs.history, a veryMcGoon. ofinteresting our school,. experience for the committee to We feel we know a little more about whichConversingthat they children project by telephone learn to thethe has listenercorrect become useby increasingly intelligent,of the telephone important clear, and direct appreciatein our and courteous the type speech.of EPHONING daily living. personalityIt is desirable In Theplannedtheand Northwestern toskills telephonerelay needed information. Bell activities, in Telephonethis phase children Company of communication. becomeprovides familiar some very with excellent the proper teaching way to speak, to These will be especially valuable beginning aids to strengthen listen Northwesternat the third gradeBell Telephonelevel. Company by calling 334-5466. 1. They may beFilmstrip, procured through"How We theUse Publicthe Telephone" Information Counselor of The program includes: 3.2. BlueStudent Book Booklet,of Telephone "The NumbersTelephone and How We Use It" 4.5. TelephonePractice TelephoneDirectories Equipment 7.6. Teacher'sFilm, "Adventure Guide in Telezonid'

135 SKILLS WHICH NEED TO BE DEVELOPED IN TELEPHONING ABILITY TO: 1. Use the telephone directory in finding a telephone number. 3.2. GiveDial one'scorrectly name (onclearly a dial and telephone) accurately or in to making call theor inoperator answering if necessary.a call. 4.5. desiredTellSay theclearly purpose,, purpose and ofdefinitely the call whatclearly needs and to definitely be said to at accomplish the beginning. the 7.6. ObserveslowlySpeak withand the sufficient acourtesies pleasant volume). andof telephoning:distinct voice calling into theat reasonabletransmitter hours, (with_ 8. Handlerefraininglength and of care time.from properly unpleasantness for the andtelephone limiting itself: the call 1) avoidto a reasonabledropping 9. Letreceiverit, the 2) otherhold properly. theperson mouth know piece definitely directly when in frontthe call of lips,is completed. 3) replace the

136 TELEPHONING PLANNING TOGETHER TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES Tryconveniences?century to imagine ago. a home in our city as it may have looked a Would the telephone(Invented have 1875) been one of the ContinueWouldtelephone? you discussion consider itof anuses inconvenience for the telephone to be withoutin the home.a Canencyclassified(No you calls)doubt, name as otherthooa friendly usesuses ofcalls,which the childrentelephonebusiness relatecalls not classified andcan emerg-be further Whatunderthetrains would homeUnited and use?be States?automobiles)your estimate of the number of telephones in (Selling and buying by telephone;(Over on seventyships, million) ManyWhatschool.coin) arechildren the common learn typesto use of the telephones telephone in before use? (hand,they enter wall, Is it necessary to spend time to study this phase emphasis?of communication? 1. courteous telephone manners On what areas should we place our 4.3.5.2. makingansweringusing telephonethe telephonedirectory calls callseffectivelycorrectly accurately properly TEACHING PROCEDURES TELEPHONING FURTHER SUGGESTIONS AND EXAMPLES WORKINGCOURTEOUS OUT TELEPHONEOUR PLANS MANNERS bemateChildren used to onaccompany use every the occassion. telephonethem. frequently to invite a play- Proper telephone etiquette should For example: voicepleasant,smile.ofHave his gaveyou voice everyouvivid may aspoken mentalimpression have on suggestedpicture the that telephone of itwhether how is hecomparableto he looked?-a hadstranger a tofriendlyThe meetingwhose tone Can you make the tone of your voice create such a Suzanne: Carol: ThisgoSuzanne0' Hairskatingis Carol residence.speaking. with Rudy. me today? Can you Yourdiala person first tone face-to-face?gestureand then in to making dial thea call number. is to listen for the Does courtesy enter Suzanne: Carol: Yes,o'clock.I'll I'd call like for very you muchat twelve to go. Couldnumberberinto is youthisreached.)in speakerror? task? clearly and distinctly into the mouthpiece (Be accurate,How do butyou apologizerespond if if someone a wrong calls num- your Suzanne: Carol: Goodbye.Thank you. I'll be waiting. ManynameIsif persons thereyouor telephonehave a justmore food say courteous number.)or "hello"gum in greeting? yourwhen mouth?answering the telephone. (Identify yourself by Suzanne: Goodbye, and thank you for calling. YouonePerhapsrepeat are else's courteous thethe call? messagemessage.) if youis notlimit for your you. conversation to a (Record messages for others accurately and How do you handle some- reasonable?reasonabletimesIt is docourteous youlength consider toof calltime. to peoplebe inconvenient? at convenient times. Just what is considered What 138 TEACHING PROCEDURES TELEPHONING FURTHER SUGGESTIONS AND EXAMPLES WhatorderCourteous might to close youTelephone say the to conversation Mannersyour friend (Continued) courteously?before your "goodbye" in familyIt is importantwith courtesy. to handle calls for other membersDick: of the Hello. This is Dick Lang. For example: WhatPartyfrom specialLine a party Calls telephone line? manners do you use when calling Dick:Jack: backJimThisto isn'tJim?isin Jackabout here Lee. an now, hour. but he will be May I please talk Is there a 2.1. HangReleaseemergency up quietlythe call.line if iamediately someone is forusing another's the line. Jack: Yes,messagecomes please home.for him?have My numberhim call is me225-5887. when he 3.4. Hangreceiver.Space up yoursoon callsafter andyou try hear to someonekeep them lift brief. the Dick:Jack: Yes,Goodbye.I'll that repeat is correct.that. 225-5887. Thank you. WhatUsingthe is office Anotheryour school'stelephone? Person's policy Telephone in regard to the use of Dick: You are welcome. Goodbye. USING THE TELEPHONE CORRECTLY Howtelephone? do you ask permission to use another person's voice,Demonstration:againstaboutthat thereducesone the mouthpieceinch ear. room from noises theshould lips. and be makesheld directlyspeaking inand front hearing and A child, using a practiceThis telephone,eliminates showsthe need to raise one's The receiver should be held easier. 139 Usins the Telephone Correctly (Continued) TEACHING PROCEDURES TELEPHONING FURTHER SUGGESTIONS AND EXAMPLES person'supDemonstration: the receiver ear. so as to avoid unpleasant noise in the other He also demonstrates how books orchild other demonstrates ob- the correct way to hang Werephone?TELEPHONEother you endever RIDDLES of in the where line another and what that Could you tell from what he said why person was speaking on the person was saylne was cn the Demonstration;panyfirmlyjects is onavailable,in aplace. crowded the desk dial may tone, keep busythe receiversignal and from ringing resting If the teletrainer from the telephone com- youImaginefamous imagine thatperson© the you famous are talkingperson wouldcn the say. telephone with Write only what you would say. See if others Etztt a what signal can be demonstrated. An explanation might include:1. thatThe dialthe equipmenttone is a inhumming the telephone sound which building means LIBRARYwouldcan tellbe. BOOK from what you gave written. who the famous per5cn 2. calltoTheis readyanother meansringing tothat telephone handle"brr-bre a connection a new whichsound call. hashasof notbeen yet made been an incoming NewBuchheimer, York: Naomi, Let's Go to the Telephone Company. G. P. Putnam's Sots 1958. Grades 5-7. 3. thatTheanswered. busy the signaltelephone "buzz- is inbuzz" sound indicates use. instantallowsThis book youyou takes topick see youup for theon yourself atelephone tour behindwhat atd really thedial happens the scenes and a number, Demonstration:of dialing. 1. Record on paper the number to be dialed. A child demonstrates the correct method 3.2. DialPick by up bringing the receiver the dial to listenfinger forwheel the all dial tone. the 4. "0"Discussareway for sometimesaround the lettercommonto confused.the "o."finger stop. error of dialing the numeral The letter "r' and "1" 140 4n.,. TEACHING PROCEDURES TELEPHONING FURTHER SUGGESTIONS AND EXAMPLES Using the Telephone 5. Whenoperator. experiencing trouble in Correctly (Continued) dialing, contact the Report:instructions.portationtelephone. terminal A child or onmay have A child may report on the He should visit one in a store, the street and make a note of occasion to use one in an procedure of using a coin keeping calm in the hotel, trans- the USINGphoneemergencyemergency. beingTHE DIRECTORYand used. following EFFECTIVELY The report should emphasize the instructions found on the tele- CanTherearrangedThe you telephone arethink alphabetically)several of directory one pages way inofmay Johnsons. whichremind they you are of alike?the dictionary. What do you need to (Names Whichknow aboutwould arrangementappear first when in the Delger, Peter the last two names are the same? directory?Jorgenson, Tony Krageland,Kraft,Nelson,Cater, John OliverEsther M.O. Murphy,Jensen, Cyril Vincent P.B. pages)part?sections.Examine the directory to notice that it is (Introductory pages, alphabetical section,How many? yellow What is actually recorded in each divided into Arethe the alphabetical numbers which section? are found in the yellow pages also in 141 TELEPHONING FURTHER SUGGESTIONS AND EXAMPLES Using the Directory Effectively (Continued) all.. TEACHING PROCEDURES of the WhatforPracticedirectory? informationthe following: using theis availabledirectory inby thelocating front telephonesection numbers yourpolice family department churchschool or synagogue doctor MuseumrelativeStategrocery of Highway Natural story Department History nessUse addressesthe yellow near pages you: to locate the following numbersCityfire of Hall departmentbusi- and Court House busyour depot Public Library bankbicycleradiodoctordrug store shoprepair shop hospitalhighwaymovieair terminaltheater patrol Preparedirectory?How would a personalyou Why obtain might directory aa numberparticular in which which number is names not not listedof be children listed? in the in MAKINGalso.the classboardAND ANSWERING arein alphabeticallisted. TELEPHONE order. CALLS Select a child to write the names on Include emergency numbers yourHowIdentifylocateof dothefull you it.person name yourselfproceed andor placetelephonetoimmediately. make and a thenumber.)telephone correct call? number or where to Dial correctly. Know the telephone signals. When leaving a message, give (Know the name 142 e, -TELEPHONING Making and Answering Telephone Calls (Continued) An toelementary place emergency school childcalls. should be familiar with how HowoneHow (Aboutclose minutelong toshouldan or yourinch ten the lips away.)rings.) telephone should the be mouthpieceallowed to bering? held? (About * EmphasizeEncourage calmchildren reaction to discuss in withan emergency.emergency their parents. calls TheDemonstrations:telephonessages, caller and or thethose receiver provided of bythe the call might dramatize the select children to make telephone calls. To give practice in calling and taking mes- local telephone company. Use toy * AnalyzeDiscuss thewhat following should be emergency includedof call.inemergency the list numbers posted near the telephone. correct telephone procedure with these suggested assignments: unlistedCall the number. information operator to obtain an Headquarters: John: ThisPolicereport is Department Johnan automobile Berry. accidentI wish to at * Call the dentist for an appointment.Call the police station to report an accident. Headquarters: Anand theaccident Sixth intersection Avenue.at Pine ofand Pine Sixth Street Avenue. * Call a parent who is Playemergency the role arises. of an adult in calling a tele- away from home when an Headquarters: John: Yes,Thankcar Sir, willyou that befor sent iscalling. correct. right Aaway. squard * Your classmate is absent fromvision sickness-school repair because -call shop. toof inquire about his health. Headquarters: John: Goodbye. * *Your A man mother's calls tofriend talk calls,to butattoo home. busy to come to the phone. your father who is not your mother is 143 TEACHING PROCEDURES TELEPHONING FURTHER SUGGESTIONS AND EXAMPLES Making and Answering Telephone Calls (Continued) * YourYou callfriend a friendcalls to invite youher tofor go dinner. to the movies. withRelatedotherThe othertelephone areasActivities phases .f unitthe of curriculum. offersthe language many opportunities arts, as well to as correlate with Some suggestions for re- * You are the chairman of the mitteeHerrefreshment mother and answers.order com- the ice cream for a class party. lated activities follow: 1. howofInvolve theour telephonecity. some critical contributes thinking to asthe you economy discuss Certainly many pe ple are em- * Call the librariangrocery for to yourask formother.poemshe a wouldparticularor information like tobook, have needed delivered. for a report. Give the order 2. Makeneedsployedto preparation otherto tobe providemajoraware to cities. of placetelephone time calls zones. service. from St. Paul Show why the caller Using the * *Invite You are your at cousinschool toand picnic do not with remember your family.the dir- 3. voiceDrawscale traveleda onsketch the map,into theshow indicate long how distancethe how message many call. miles travels your * The garage man calls your homenoonections tolunch. report your motherthat gave you concerning your 4. Cliptelephonefrom news a telephone stories receiver. featuringtransmitter the to telephone a friend's from * Inquire from theater personnelparticularhe isas throughto when picture workinga will on be your shown. father's car. 5. Whatnewspaperscommunication? part do andmagnets magazines. play in telephone * Make a friendlylong-distance call tocall a classmateinadirect whichparty dialing, youline.who useis onthus making use of the area code. You hear someone lift the receiver 6.7. WriteMakeTelephonelications a atia business canBus4ness entitled telephone. letter Office "The to Magicyourrequesting nearestof Your the BellTelephone" pub- * Invite someone who has traveledandstudies replaceto your class itsocial to tell about the trip. 8. WeWriteand telephoneUse "The athe composition TelephoneTelephone." tax? expressingin America." thoughts on 'How Does your family pay a 144 G TEACHING PROCEDURES TELEPHONING FURTHER SUGGESTIONS AND EXAMPLES BeforeEVALUATING the practice OUR WORK calls are made, children should help pre- Related Activities Continued) 9. Develop a crossword puzzle using telephone pointsparethetime aclass consumingguideabout without listwhich to for tothecheck evaluation.offer caller's every criticism. conversationknowledge, might on all choose 10 points, three Because it would be too Suggested guide list: 10. vocabulary.Give oral reports: * The Life of Alexander Graham Bell 2.1. WasDid the the telephone pupil listen held forcorrectly? the dial tone? * *Telephone The Invention Calls ofAcross the Telephonethe Ocean 4.3. Wasin the beginning purposeperson's andof name thein givenansweringcall statedclearly the clearly andcall? accurately and * *Project Progress Echo in Telephone Communication 5. DidDiddefinitely the they speakers speak at the withuse beginning? pleasantsufficient and volume? distinct voices? * Project Telestar 6.7. Wasbefore there calling? evidenceanything thatabout planning the call had which been suggested done 8. Didconversationdefinitelythat the those caller whenconversing closedlet the the courteously?call receiverwere was concerned completed? of the about call courtesy?know Was the 10. 9. Was the purposereceiver of properly the call replaced? accomplished? 145 CULTIVATING THE SOCIAL CONVENTIONS "Good manneMFonget may yowusai in zeven and wax& think. be sound:oi th.o4e caound." Cocateay A familiar television program entitled "You Don't Say" Anthuh.Guiteitman informs the audience at the close of "uh-huh,"lackedtothe cultivating game aor knowledge "It'sshrug thenottheir of socialwhat theshoulders youcorrect conventions. say; instead andit's appropriate what Have you known individuals to nodofyou respondingtheirdon't heads,say." with a gracious reply? response. This phraseTo teachcould thewell proper be applied conduct in The person say Thenewlyacceptablea varietyteacher learned ofismanners courtesies situationsin a mostis not mustimportantis enough a beresponsibility provided. inposition, itself. forof the language Many opportunities to let the children use the arts program. But knowledge of haviorskillschildrentation. and should gainthoughtfulness beself-confidence stressed of in others planned and learn lessons, the pleasant The climate which the teacher creates should must be emphasized daily and at the teacher realizes that correctsocial social behavior be- is learned chiefly by imi-and polite bething one toof do.brotherly kindness in which every grade level. Although certain willA actsseelikely be aof manproud placecourtesy. proud of to him2' ofbegin the placeis with in which he lives. Every person in the classroom This goal would be impossible courtesy in the classroom. mustI likedo his to bestssee a notman onlylive toso learnthat histhe place to reach without practicing little Abraham Lincoln said, "I like to hostesshisbutisthree shareinstead,shown is R's, ontoby handkeepofferingattentivebut totothe learn help listening, thewhen fourth it notis disturbing greetroom orderlycallers andand themake atmosphere them feel conducivewelcome. to learning. R2 "Respect" and the needed.fifth R, "Responsibility." Responsibilitythose is shownat work, when not interrupting everyone does A host or a speaker, Respect 146 SKILLS WHICH NEED TO BE DEVELOPED IN TEACHING THE SOCIAL CONVENTIONS ABILITY TO: 2.1. AcceptBe pleasant, one's shareeager ofto responsibilitytry, kind and cooperative.in classroom activities. 4.3. MakeExtend introductions. and receive greetings naturally and with sincerity. 6.5. MakeShow an courtesy apology tofor others unfavorable when speaking conduct. or listening. 8.7. AcceptExpressinvitation. a complimentenjoyment andor aappreciation criticism graciously. for another's kindness, gift or 10. 9. ShowCarry respect on a pleasant, and special acceptable courtesies conversation to older persons.at mealtime. TEACHING PROCEDURES CULTIVATING THE SOCIAL CONVENTIONS FURTHER SUGGESTIONS AND EXAMPLES OurPLANNING next unitTOGETHER of work in language arts is one which we will A Goodchild Manners should always say what's true Ourmightnotimprove subjecttruly say ouryourbe is ableskills thatmother to ofeveryday. finish, hasgood been manners--being but your one most in whichpersistent polite. we look teacher. to It is the area in which we AtAnd leastbehavespeak as whenmannerly far heas is heat spoken isthe able. table, tog AreWhatto (Beingmanners dothose people thoughtful aroundthe meansame you.) when aroundof others.they the say world? you have good manners? Doing things that are pleasing Robert Louis Stevenson 2.1. EskimosyourIn the hostess rubOrient noses, to it belch isinstead considered loudly of shakingafter a compliment a hands,meal. to AnResource etiquette Book book, Manners To Grow On1 by Tina Lee, 3. wereColonialwhen theyexpected girlsmeet. to were bow taughtwhen greeted. to curtsy and boys aknow statesispointgame writtenyou because in thathave a especially game. having lonethere something goodare for rulesmanners boys righto to and isfollow. itgirls.si isilar like to scoringplaying The index is simplified and makes WhenThe author you So much is included in words like courtesy, manners,4. polite- C-_sshowIn some room.respect European by standing countries when the the school teacher children enters problems.theirfoundit easy ownat for theAmanners. check childrenend oflist the to of book.find tweet: anzwers five t©questiono their etiquette is Boys and girls can check weadequateness should(Children and spendoretiquette. uncomfortable?indicate some time. occasions on which they were not Perhaps we should list areas in which Is there some place you feel in- sure of spontaneous,practicesociety.)the socialcorrect and experienceconventions© thing to do.make their responses natural and The classroom is a good place for practice Then try themTeacher out forgives real the in assurance that on 1 Inc.,Lee, Tina. Garden City, New York: 1955. Manners To Grow On. Doubleday and Company 148 i TEACHING PROCEDURES al/ail/A.11.1g Ili goli/ENT1oNs FURTHER SUGGESTIONS AND EXAMPLES Charactersentire class tivir8thiTerfrom are stories familiar or (Continued) librarycan be usedbooks to with analyze polite which the husband,Eleanor RooseveltFranklin D.was Roosevelt not only wasa "first president. ELEANOR ROOSEVELT and concern for all human lady" when her She was Theshare.actions. teacher may have a favorite passage from a story to Example: Was Cinderella polite? Chapter V of Bird's Christmas Carol by beings.a stressedfirsttant.to lady thather in-her than young herrespect people own. must be trained to see Other people's needs were always more impor- In her writings she has found. A value where BeforeCarolnersKate asDouglasBird. the the class Ruggles Wiggin chooses childrenhumorously a specific prepare describes social to a conventionlesson on man-on eat dinner with bidingsocialsheconceptthe would realand conventions built satisfying.considersatisfactions on materialistic a partknowledge of of life abiding achievementsand are cults tovalues. be ation of the There is no question but that is not a- whowhicha table. storybook--whohas to the work, right let words iseach gracious; andthink ways aboutcourteous, to makea person--real another comfor- or from Plan about five sentences to acquaint classmates appreciative and haveher,The publisherthe"The impression busiest of herwoman of last being in bookthe at worldTomorrowleistarep managed is of Now devotingalways said to of all mannerswithfurtherpoint the ofneed person.illustrate view improvement. and describethe gesture. the actions of a person whose A student may wish to take the opposite Examples should be used to herwhichwarmth quietattention she and voicewalked, graciousness to never thetall, personraised." dignified,radiated with whomthrough she anytalked. room into 2 essentially gentle, Her AsWORKING the short OUT OURtalks PLANS about "Manners of Our Acquaintances" are "Smote fulndneA4e,6,con6idaati.on.6, Amatt habituaLeycowttesie6, raae,tized .male in owl. DoThespeaker.giVen, they listener thecontribute students should to thinkshould some aboutcharmpractice theone qualitiesshowingwould like courtesy described. to possess? to the 4oa.a..ttat.ent6the chance intencouivse, and ten accompashment6." than the give di6pLay a guatex M. A. Katy JS gteat ahallin EvaluationEVALUATINGsuffice. shouldOUR WORK be kept to a minimum. One question might 2 andEleanor Row, Roosevelt. 1963, p.ix Tomorrow is Now. New York, Harper 1. Whichto meet?character described would you like most Why? 149 TEACHING PROCEDURES CULTIVATING THE SOCIAL CONVENTIONS FURTHER SUGGESTIONS AND EXAMPLES MAKINGPLANNING INTRODUCTIONS TOGETHER ADDITIONAL1. SUGGESTIONS FOR LESSONS ON ETIQUETTEgreeting callers who come to the classroom, re- introductionsThe opportunea istime prior to emphasizeto a real properoccasion procedure when the in skills making 2. acceptablespondingthe visitor to behavior greetings when and entering providing the a principal'schair for Answerstionsinarycan be shouldsituationstoused. three be questionsconsidered. and provide pertinent for their to dramatization.making introduc- It may be well, however, to create some imag- They are as follows: 3. acceptingoffice or awhen compliment carrying or messages criticism to graciouslyother classrooms 2.1. WhatWhose should name shouldthe person one mentionwho is introducedfirst? say? 5.4. siderationdoingthanking one's forfor share giftsothers to andkeep kindnesses the room in order is con- Turnformation to the onindex making of introductionsyour text to discovercan be found. where further3. in- Whatadd interestingto help people bits get of acquainted?information can you Study these 7.6. beingpracticing cordial acceptable in extending manners and ataccepting the table invitations WORKINGsuggested OUT OURreferences. PLANS 9.8. knowingyougiving thea response circumstances when someone under whichhas inconvenienced to interrupt appropriatecharactersPractice making orprops. famous introductions personalities. by pretending to be book Include the proper conversation in ac= Be creative and include 10. askingsomeone pardon What forshould unfavorable be said? conduct Examples:UnoWledgitig an' introduction. 1. Authorfriend Margurite are introduced Henry and by Maureen Maureen. Beebe's 12.11. movie,knowingfield radiotripand practicing or television propermanners presentation etiquette acceptable at ona a 3.2. ArtistbyThomas fatherJohn Wesley EdisonBurroughs. are Dennis introducedand Henry and PaulFordby Paul. Beebe'sare introduced grand- 14.13. holdingextending the courtesies door open tofor older others persons 150 0 C CULTIVATING THE SOCIAL CONVENTIONS Est.tal Out Our Plans (Continued) 'TEACHING PROCEDURES. Susgestions for Lessons on Etiquette (Continued) FURTHER SUGGESTIONS AND EXAMPLES Examples: 4.5. YouscientistStevenson. introduce whom your you teachermother have invited toto RobertMr. toCraig, Louisspeak a to ACCEPTABLE15. EXPRESSIONS FOR PRACTICE treating a substitute teacher as a guest 6. HoodTheyour sheriffclassmates.and King of Richard. Nottingham introduces Robin Makevocabulary. certain expressions a part of the child'sGood Morning!everyday Practice often so they become spontaneous. What a surprise! mentionedWhenEVALUATING each first.introduction OUR WORK is given, take notes which name is Respect is always shown to mother, teacher WhatHowI'd do abe lovelyyou delighted! do? home! HowThank lovely!exquisite! you. nameasducedor toolderis whichtostated person,a boyname before or isby a first.mentioninggirla boy's to aname. girl,their therenames isfirst. no preference When a boy is intro- A girl's availableorThe summarize following in the films unitSt. may Paulon besocial School's used conventions.to Audio-Visualsintroduce,How delicious! strengthen Depart- Goodbye. They are "PleasedNoteThe interestingperson to meet introduced you." bits of may information say, "How whichdo you contribute do?" but never,to a ment.detailed description of each "Axe Manners Important?" Refer to the film guide, publication 281, for a "Don' t Get Angry" Whatandgracious mightnatural. introductionwe do better andnext a time?conversation which is smooth "Johnny"Friendship"Developing Learns BeginsResponsibility" His Manners"At Home" "Rules"Respect"Everyday and for Courtesy"Laws" Propurty" "Them, attied to Love. 1.4 a cotateay of the heaxt, Mom it Amino the 14 "Other Fellow's Fee lii.gs" pwr.e,6t cowiteay in the outAwtd behaviors. " Goe,the 151 CONDUCTING MEETINGS hasordinateLadiesEvery had organization--the Aid,some officers. theexperience. Hen's Club, City 4-H, Council, Campfire the Girls,School BoyBoard, Scouts--needs the Rotary aClub, presiding the Audubon officer Club, and sub-the One is not likely to 1c9k forward to leadership respouAbilitiesThe elementaryunless one school is az ideal place to begin to practice the proper waypresidentTheof to teacheroral conduct languageof of thea ameeting. roomdemocratic skills9 club buttakes classroom it charge.is a timewelcomes for acquiringthe opportunity attitudes to stepand understandings.into the background when the Not only is this a real life situation for the practice The teacher politelyofficersconducttimesrecognizes a a announcesare classmeeting thatchanged presidents the isthat monthlybybest theparticipation whoway vice-president Qo alwaystv all learn children hasand about perfect havingwill mayspeech preside havetheattendances is opportunitythe byin experiencespeaking.his plus place to a preside.considerationonof abeing particular an officer. for cccasIGno others9 The best way to learn how to In many rooms class Sc.=- grouprespectandIftask theif decisions. will eachpupilsfor notthemember feel besocial toofeelsa part difficult.rights that of aofhis cooperative others, Acontributions knowledge as groupwell of are parliamentaryasengaged theworthwhile proper in meaningful procedureproceduresand appreciated2 and will for purposeful alsoarriving the aid presidenes activalesinat teachingspecific ABILITY TO: SKILLS WHICH NEED TO BE DEVELOPED IN CONDUCTING MEETINGS 3.2.l. RespectFollowShow respect thethe rulesideas for of andauthority elementary criticisms parliamentary of other members procedure, of the group, 6.4.5. FormDisagreeExpress independeat one°stactfully. cwn judgmentspropo3als andor ideasto arrive convincingly, at one's own convictions 7. Stickconcerning to the a proposal.point under consideration. 152 n n r. CONDUCTING MEETINGS PLANNING TOGETHER TEACHING PROCEDURES ROOM ORGANIZATION 111111 FURTER> SUGGESTIONS AND EXAMPLES Topic(Because for Discussion: intermediate pupils show great enthusiasm for club wasters?Areclub? room clubs pleasures or time' Should Roam organize a meetingunfinishedClubsofficersthe wouldagenda would should businesssoon everyday.certainly lostbe andready their cuffice.committee to effectiveness assist reports with if=OMwould minutes; organization be on OkIe meeting a week for a formal However; the club Whatwhileactivities, wouldpurposes be it ourwill is purpose likelybe the inthatnext having planspoint a for ofclub? discussion.)one which has worth- fordirectedriving;orderat any examples everytfte. pupilsby morning. theaccomplishments shouldpresident. accept duringtheir respthe physicalnsibilities ed- as The club president may call the group t© If the teacher /Z3 delayed in ar- The evaluati ©n of a lesson;, 2.1. ChooseDiscussgroup. helpers business to offulfill the week various which housekeeping concerns the necessaryonpresidentucation the business period;if to one preside. isofmight toa classroom gainbe an skill occasion contribute in conducting for theto theclub meetings. practice All these experiences of carrying 3. asIncludeduties. a program something item. of educational value and interest AtRECORDING some meeting THE MINUTESrequest all club members to write the What areofficers the duties should of be each? elected? How long should each1. serve? The president presides at each meeting and keeps evaluativealsobrief;minutes. contribute accurate listening torecord the skills. developmentof what actually of more happened. critical; This will help everyone realize minutes are a It may Thetheforthings vice-president president special moving work.is smoothly. absent. takes charge of meetings when He appointsHe committees helps the president Robert'sREFERENCE Rules of Order by General Henry M. Robert 3. eachTheisin secretaryresponsiblecarryingmeeting. outwrites for the anyaclub's report correspondence. activities. of what happens at It is read at the next meeting. He whenIllinois.is (Revised, publishedproblems 1951)concerningby Scott, is often Foremanparliamentary referred and Companyp tolaw as arise. the Chicago; authority It 4. The treasurer handles the club's money. 153 CONDUCTING MEETINGS (Planning To ether Continued) TEACHING PROCEDURES FILM FURTHER SUGGESTIONS AND EXAMPLES WeMuchRulesshall call time oftheit willOrder parliamentarypresident be saved use ifprocedure. regular rules of order What order of business are used. atisThe 515available16 UOloCity soundHall. from filmthe Visualentitled Education "Conducting Film a LibraryMeeting" 1. "TheCalling meeting the toofmeeting order."the to order Club will please come AttendBEtotake AN the aOBSERVERspecial meetingclass how in businesswhich you was are handled. not a participant to ote of parliamentary law in action. Report 2. "WillReading the secretaryof lastthe minutesmeeting?" please read the minutes of the ParliamentaryDISCUSSrules forTHE INTERESTING law refers HISTORY originally OF WORDS to the customs and onducting business in the English Parliament. 4.3. Announcing"AreApproving there anytheor correctingcorrectionsresult the or minutesadditions?" workTherefers worduntil toadjourn anothera day. is day. from Latin words that meant to stop It is easy to see how words like The "journ" part of the word 5. "TheAsking minutes for reportsminutesare approved ofare committees approved as read." as (or)corrected." "The Thearejourney related.word minute (a day's comes travel) from aand Latin journal word (ameaning daily small.record) 6. "Is"WeApproving thereshall anynow reportsreport discussionhave aofis report committeesaccepted." of theof thereport?" committee.""The makesWhendefinedIts a a use secretaryrecord as dates the of recordback keepsthe tosmall theof 1502 the minutesitems whenproceedings on oneof the aof meetings agenda. itsif uses he was an assembly. 8.7. "IsAsking"Is there there about any any newnew unfinishedunfinished businessbusiness business business?"to be brought up?" TEACHING PROCEDURES CONDUCTING MEETINGS .FURTHER SUGGESTIONS AND EXAMPLES Rules Of Or_ der (Continued) 9. Turning the program over to the _program chairman A Clubclub Constitutionconstitution written by a committee of sixth 10. "IsAsking"I shallthere for nowany motionchairman." turnfurther tothe adjournbusinessmeeting overto come to thebefore program the areclubtsgraders clearly aims is availabledefined.and duties in of the officers Curriculum and roomOffice. helpers The 11. "TheAnnouncing meeting adjournmentadjourn."club?is adjourned." If not we are ready for a motion to CARRYINGguide(Refer for OUTtoadditional "DescriptionOUR PLANS details of Generalon the motion-making.)Skills," page 18 of this hand.voteremainingelected.The isteacher taken© officers. may act as chairman until the president has been If one's choice is written on aThe ballot; president tellers then must asks for nominations for the Voting may be done by the raising of the After nominations have been closed; a needAsadditionalbe club chosenclarification. meetings todiscussion. distribute, are held, collectoccasions and will count arise them. when points The following questions may be used for 2.1. WhatparliamentaryWhy isare meant the regularby procedure? addressing rules ofthe order chair? called 3. Howthen is stateda motion in made?full by the president.) (Motion is made, seconded, 155 C. 0 1 D C TS. I N I' 1 47' 7 Ai S We gamy. Out Our glans (Continued) TEACHING PROCEDURES II'S:TIER SUGGESTIONS AND EXAMPLES 5.4. WhenWhattaken? isdoes it thenot presidentnecessary sayto addressbefore athe vote chair? is (is there any discussion?) 6. Whena motion.)(A is member it not does necessary not need to torise? be recognized to second (It is not 7. Howproposal?necessary can you topolitely rise to disagree second awith motion.) a classmate's ("Here is another suggestion." "We 8. mightpermission.)How(No dotry oneclub another should members way.")speak show until respect he hasfor theauthority? chairman's AlthoughEVALUATING evaluation OUR WORK in this guide is listed as the last step whatinintotion teaching westopthe takesset carryingmany out aplace timeslesson,to out do?"at in ofpoints ittheir ourshould plans?"withinwork be to rememberedthe ask, lesson. "Where that are evalua- we now "Have we succeeded in Children need AsThe theytochildren evaluativebe, might "How develop becould questionasking criteriawe improvesome at theoffor another the endevaluating followingof timeevery ?"club questions:project meetings, is likely 156 CONDUCTING MEETINGS Evaluating Work (Continued) TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES 2.1. AreAresmoothly?procedure? the we meetingsfollowing worthwhile?the rules of Do parliamentary they move 4.3. DoAre showmembers members respect use courteous wellto the planned officers?to one sentences another? when Do they 5. majorityAreconvincingly?presenting the clubof the itemsactivities members? of business? run by a minority or Do they speak

157

. . and then what do you think happened? WOk-forIn the- subsequently-learningsequential development_of to speak, the four to languageread and artsto TENING providesWrite. muchlistening of the intakeis foremost: so necessary to a rich Listening is as vital a part of the lan- It thus lays the ground gyagetheListeningand curriculumeffectivepurposeof implies program.asgaining aremore speaking thansome hearing.meaning and writing fromit. because it It involves giving active, conscious attention to what is heard for If we gerely hear sounds,, no reaction may take place. We must comprehend. the; special meaning-of the sounds we1. hear and relate them-to our past experiences.havethePhysical anlistener. effect conditions on his withinability the to listener--suchlisten. as hearing loss, fatigue or poor health The physical environment, too, may be responsible for ineffective lis- Physical well-being is a decided asset to ThePsychologicalingtening. speaker qualities. himself factors may in'litteningdistract from which his messageinvolve byattitudes nervous andmannerisms personality or poor traits speak- are This might include distracting noises or an uncomfortable room temperature. _ occupationsometimesinvolved. difficult withipersonal to recognize. problems and interests, boredom or lack of interest may be Prejudice or lack of sympathy for the speaker, pre- 3. "lary-affectsTheunderstanding.Antagonisticresult "experiential the-quality of little attitudes background"orof nolistening. mayexperience stem is afrom factorin unpleasantthe inarea listening. in experiences. which listening is taking place. Just as children need training and guidance in mastering vocabulary Children do not "hear" ideas beyond their Lack of interest may be the The listener's vocabu- Beforethe coming the invention of mass mediaof tae of printing communication, press,, thelistening radio, wastelevision the primary and motionmeans ofpictures, learning. listeningvocabulary.in reading, has as- so do they need instruction which will build up a meaningful listening Again through verychild'suessumedextended toobvious a beday,very ause chiefalso.needsignificant of thethattool mass childrenof place medialearning inmustof learning. communication,until be helped one acquires to listeninglearn considerable to listenis consuming intelligently skill an'in increasing and discriminately. share of the older Although much of this listening is done beyond the realm of the school, there is a Listening precedes reading as a way of learning and contin- reading.. However, with the 158 Rankinlreported that of the time people spend in communicating each day, approximately 45 per cent is de- Wilt-svotedin anyto listening,other single 30 activity.percent to speaking, and the remainder2 of the timestudy to showed that contrary to what teachers believe, children were They were expected to listen 57.5 per cent of the classroom activity time. the teacher rather than to each other. spending more time listening than combined reading and writing. A thisskillsItnumber was guide. whichalsoof studies notedhave beenthathave identifiedchildrenbeen conducted spent by several mostin which of authorities the listening time listening have been to classified skills have been identified and taught. and listed on page 162 of The ThereListeninginstruction. is also is ascientific part of the proof entire that curriculum. children gain in listeningcomprehension after a These situations are the natural opportunities for direct or indirect teaching of desirable Each activity of the day's program requires that pupils period of specific tech- niques.listen. 1. ThetheySet following definiteare to listenprinciplespurposes for; for areand listening. offeredhow they to are check to listen. the effectiveness in teaching listening: Children should know they pre to listen, what 3.2. MaintainrelativelyIntegrate an listeningenvironmentfree from experiencesdistractions conducive withto and; listening. all in curricularso far as possible,areas. have a psychologically re- Children should be physically comfortable, 4. Provideceptive. aattitude. variety of interesting activities to motivate attention and insure participation. need 5.6. AsusedEvaluatearises. in otherin primary progress areas, grades. planin listening practice training.lessons to develop specific listening skills as the In intermediate grades, oral tests for ideas and faCts can Informal teacher checking procedure may be October,Rankin,. Paul1928. T. easily be administered by the teacher.' Share the results with the students. "The Importance of Listening Ability." Engliih Journal, College Ed., 17: 623-30, 2 Evanston,Wilt, Miriam Illinois: E. "Teaching Row Peterson Listening and andCompany, Why." A Monogr& 1951. 1.10.0for Elementary Teachers, o. 20. 159 1..=1 A groupCODEfollowingimprove FORof theirteachers,TEACHERS code teachingwas OF leddevised. byof Professorlistening. Howard E. Blake, Temple University, planned a LISTENING' To give more form and substance to the teaching of listening, the amber of projects to "As -a -Teacher -of Iisterring-I Shall: 1. Be a good listener myself. and facial 3.2. UseinterestingInitiateexpression a classroom activities (sincere,children voice with (relaxed,willexpressive, interestwant unhurried,to varied)listen.levels ofthatnon-threatening, my promoteclass in accurate mind; varied listening. tones) e Ow*, 2 make things so 4.5. willTeachGet everyone'sbe children stated onlythatattention once.directions, before instructions,speaking. and other types of information-giving 6. Encouragestatement, children answer, to or listen remark to a eachchild others' gives. contributions; e.g., do not repeat a . 7. AskschoolTake many time day.questions to listen that to requiremy pupils more before than anda "yes" after or school "no" oras otherwell asshort during answers. the 10. 9. CreateTeach listeningan emotional all andday physicallong in connectionclimate conducive with all to subjects. good listening. 12.11. Establishdirected.Beactivity. well-prepared with my childrenevery day the for purpose the material for which to bethey taught should or listenactivities to each to be 1 Blake, Howard E. Code for Teachers of Listening." Elementary English, No. 39, January, 1962. 13. demonstrations,soundVary myfilms, classroom discussions, group program work, debates,to music, provide descriptions,individual a ariety andof etc. listening group reports, dramatic activities, experiences; e.g., 15.14. municationRealizeTeach that skill. my children the importance and value of being a good listener. my children as a rule spend more time listening than in any other com- 16. beingdrenBe aware sittaught. asof closethe seating as practicable to arrangement in each listening activity; me when the entire class or a'small e.g., have my chil- group is 18.17. TeachHelp mymy childrenchildren toto setdevelop up standards an for effective appreciation and awareness of sounds. listening. 19. thought;Buildfindinginterpreting a evaluatingmain unknownand subordinate an wordsexpressed through ideas; point context; detecting of view noting inclues relation details; that showto the program in which listening skills are consistently taught and practiced; following directions;facts, propaganda, and speaker's trend of e.g., 20. Teachaboutgardingprevious my what children oflearnings; basdistractions been to formheard;)making anddesirable valid criticalmannerisms inferences. of speaker;) mental listening habits; e.g., self discipline (disre- curiosity (asking questions. differentialmarginal;)thedifferent subject courtesypurposei betweenand the to (appreciative, thoughtspeaker, the'speaker; withhold non - emotionalism (find speed and speaking speed." analytical, informative, recreational,analysis (truth,responsive,opinion logic, until sequence;)speaker his.finished;) listening for using the something interesting in 161 =rimegirmingpmermi LISTENING FOR ENJOYMENT AND APPRECIATION SKILLS WHICH NEED TO BE DEVELOPED IN LISTENI ABILITY TO: 3.2.1. DevelopEnjoyReact tothe mental the development author's imagery. mood.of a story. 4.5.7.6. EnjoyDevelopDetectAppreciate tuneful effectsan awarenessthe words ofauthor's v and iceof pleasinghowemphasisor character rhythm. is revealed speaker's style. and inflection. through dialogue. LISTENING FOR INFORMATION ABILITY TO: 1. Answer specific questions. 5.4.3.2. UnderstandFollow thedirections. supportingmainsequence ideas. of details. ideas in stories, plays, reports, demonstrations. 9.8.7.6. SummarizeGainTake notes.understanding information. of thenew correctwords from form. context. LISTENING CRITICALLY OR ANALYTICALLY ABILITY TO: 1. Distinguish between fact and fiction. 4.5.3.2. EvaluateRecognizeDetectDistinguish prejudicepropaganda. sales between psychollgyand factbias. and techniques. opinion. 8.9.7.6. MakeDiscernUnderstandSense inferences the similarities speaker's relationships. and draw purpose.and conclusionsedifferences. 162 Poems:by a Little Girl, a collection of Hilda LISTENING TO POETRY Conkling's creative endeavors at age seven, includes a plies a. withto listena line aof great supreme deal." wisdom. In writing of her liking for visiting a certain stream, Morning she said, "1 :lava EveryThereBefore is nightI agoa brook birchtoof GReepoclearness. I:tree must I musthear visit ByAndBeforeI Iahave haveIonver rub tolight to anydoarrow listen someeyescomes of and"dreaming, a backcloud,great say deal, Today'spelled teacherto be "up takes front" time talking "to listen "hard" a allgreat the deal." time inHe theis unlikesincere the belief teacher that of this yesteryear was It moot be morning o this hill! effective teaching. who felt com- MaymutualA askingcarefully Hill pleasure. oneselfArbuthnot planned these setsprograu three up a in questions:useful listcot.g criteria includes by which sonny a poemsteacher read may by judge nn poetry This gives ch'ldren an enjoyable on7.aztunity "to Mona a great deal." accomplished oral reader for sheer, for childrenl She suggests 2.1. DoesIsand tha itsubject? sing--withdiction distinguished good rhythm, - -withtrue Unforcedwords that rhyme are andrich ain happy sensory compatibility and associative of sound 3. meanings;Doeslife tho with sttbjectwords that matter are unhackneyed,of tflts, poem precise Invest andthe strangememorable? or the everyday experiences importance and richer .7.eanings? of 21 Arbuthnot,Conk ling, MayHilda. Hill. Poems 12x a Little Girl. Chiteren and Books. New York: Frederick A. Stokes Company Inc., 1920 Scott Fccnrnn a t Company, 1947 firstandwordChildrenread. enjoys order,aim do isit. parentheticalnotfor developa pleasurable facility constructions experience for reading and with delayed poetry poetry, meaningsas anreadily equally often as noteworthy theymakeHowever, dopoetry for aim readingtheydifficult is doto prose.enjoyhelp for childrenlisteningchildren use towhen it is read with sincerity and meaning by one who.understandsThe "key" to appreciation is having many opportunities to listen. Although the teacher's The inverted Childrenthologiesand develop prefer from their narrativewhich listening to chooseto descriptiveskills. appropriate poetry. verse, the teacher should make a collection of his They like humor and the unexpected. Besides good an- own. To have firsta poem considerations "just right" forfor thestimulating occasion childrenand to seize to find 1.the pleasureopportunity in poetry.to use it at the "right Louistime"Is it Stevenson's, iva windyone of day the "Theout ofWind" doors? would be among those appropriate to read. Christida Rossetti's, "Who Has Seen the Wind?" and Robert 3.2. IsDidting a achange pupilin "Jonathan offorget seasons something?Bing." being experienced? Read orally what Beatrice Curtis Brown thinks about forget- "Something Told the Wild Geese" by Rachel Field, 4. Chipmunk"surelyIs"How there thespur by aLeaves theHelenpoon imagination whichCameCowles Down"gives Wron with byspecial mightSusan the sufficecommonplace.emphasisCoolidge to toand remind the Elinor teaching children Wylie's, of to morals? "Velvetcurtail Shoes" their wouldtalk- "Little Charlie 5. onIsing.the ait "poetry childa time with expedition."for arelaxing persistent, and laughingnever-give-up together? attitude. Arthur Guiterman's,- Proverbs has much food for thought. Let your taste and imagination take you "I Thought I Could" rewards Asattitude toimportant children of asinterest as the he choicehelps and expectation.themof selection.is to enjoy and the appreciate teacher's through listening His own feeling that poetry is important communicates itself enthusiasm as he leads children toward activities. an

r? 164 A WE MAKE OUR PLANS TEACHING PROCEDURES Lesson I LISTENING TO POETRY ALWAYS PRESENT A PURPOSE FOR LISTENING FURTHER SUGGESTIONS AND EXAMPLES willchannel.It istravel time acrossto put theaway air your waves work when and tune in to a different Turn your dials to channel0111110111 L-I-S-T-E-N. The words weeds."DoPerhaps you Listenthink you've adults to heardhear like whereyour dandelions parents a poet say,thinksas well "They they as grow children?come like 3.2.1. ThereTheEveryone attention is stillness is comfortableof the in listenersthe androom. relaxed. is on the speaker. from. There surely is a gold mine Dandelions grass.Whenthein Iflowers.bloom, looked I outthought the windowof this this poem morning to share. and saw flowers Listen to find out if you named the flower correctly. They just appeared here and there among the I hadn't planted ForBut dandelions if you want are to popping gather outsome,You'dInSomewhere every better place under not you delay,the pass. grass, WE CARRY OUT OUR PLANS °O Dandelion,What do yellow you do as all gold, day?' For gold will turn to silver soonAnd all will blow away. Anonymous '0'I Dandelion,justTill wait the hereyellow children in asthe gold, cometall to play.' green grass ThisWhyFrom shouldiswhere a poem youdoes abouthurry the poetato soldier pick think a withbouquet?they acome? golden helmet. 'I waitAndWhat and my dowait hair you till growsdo allthe long night?'cool and dew white.' falls After you have listened carefully, give the 0 little soldier with the golden helmet, Dandelions poem a title. 'They'And whattakeAnd do meblowthe youup children myindo hairtheirwhen away!'come dimpled to play?' hands your hair is white? ThereYouWhyAndWhat with doyour isare youonlyyour yellowyou stand thegreenguarding beard,grassso gunstiff? onto myfight! lawn? Anonymous 165° Hilda Conkling TEACHING PROCEDURES LISTENING TO POETRY Purpose for Listening FURTHER SUGGESTIONS AND EXAMPLES (Continued) We Carry Out Our Plans 1. DidI hadthe seenpoem fromtell myabout (Continued) window? the flower you thought toIflike. makeyou wouldtwo pictures. paint what Listen to seethe whatpoet eachdescribes, you would would be need 2. You'vecolorsI'll readallmentioned pickedthe poem inyellow theagain. poem.dandelions. Listen for three How yel- There was a pretty dandelion Dandelion 3. Havewhatlow you thedoes picked poet the saidpoetwhite insay the they last two dandelions? are? Didlines? you like ThatBut ilistenedoh! in the WithAndSoon lovely,in grewthe summeroldfluffy and air. hair,gray; This pretty dandelion sunshine 4. Listen to the line "And'They what takeAnd meblow, up inmy theirhai' away.' dimpled do you do when your hands And, sad to tell! Blew many miles away. Her charming hair Anonymous hairstart is alike?white?" Can you hear three words that Fivefive, kinds only of one flowers is for are you. pictured Listen . in this poem. . Of the 6.5. TheListenWhat titlewords to the ofthat thepoem rhyme poem again. didis "Athe poet Conversation." 'Think choose to use? TheI cantulips only and smell the andjonquils see Flowers 7. Conversation?"aboutagineWe could the that title.say I amthis the poem dandelion like a Why does the poet call it "A andconversation. you are all the Im- TheTheyFor dancing theydon't belong applebelong toblossoms to Mrs. me. Jones me?children that love danddlions. "0 Dandelion, yellow as gold, What will you ask AreAndButFor laughingjust theyDear to areGod lookdaffodils Mrs.made at, Hills.the not to dandelions touch I will answer: "I just wait here in the tall green grass What do you do all day?" ToAndFor twine scattered little and children'swear hundreds and love ofhands themthem. to pick Till the children come to play." .166: - a a LISTENING TO POETRY FURTHER SUGGESTIONS AND EXAMPLES TheWE LOOKteacher AT OURevaluates WORK by taking note of TEACHING PROCEDURES 2.1. AttitudeHabitsand look oftoward forwardlistening. poetry. to poetry time? Do the children give their Do the children enjoy updicateReviewcomplete for ofthea attentionresponseskills. listening toto activity?thethe purposesspeaker? which were set Do- children's reactions in- WEToday MAKE isOUR Danny's PLANS birthday, (For Six Year Olds) Will you all come forward so we Lesson II candlesacan tothisparty celebratemake chair? willat this home? be ahis onspecial birthday?your cake?day forDanny, Danny? will you please sit in How old are you, Danny? Are you going to have Is your mother baking a cake? How many Children, what could we do 2.1. willWeSing spank,can you "Happygive clap?you him Birthday"may a clap"birthday andto Danny.count. spanking." How many times While 3. poemhowandNow toIwatchis:written havesay myandsomething especialkylor.fingers do it. specialcarefully six for soyear Danny. you olds. can remember The title or name of this It is a Listen WhenI had I wasjust one begun, The End 16, TEACHING PROCEDURES LISTENING TO POETRY FURTHER SUGGEMONS AND EXAMPLES li11=11 e Make =1= Our Plans (Continued) 31111== WhenI was I wasnearly two new EXTENDINGweeks,Poems and days, MATHEMATICAL finger seasons, plays CONCEPTS simplemay be addition andused subtraction. to develop age, THROUGHmonths, FINGERPLAYS WhenI was I2 wasnothardly fivefourthreemuch me more Some suggestions are: "Iiiggledy,"Ten Little Indians"Piggledy"--Kate --Anonymous Greeneway But,I SoI'mwas I now asjustthink cleverI amalive I'll six, as be clever six "The"Five GardenMonths"--MotherLittle Year"--SaraSquirrels" Goose --AnonymousColeridge WE CARRY OUT OUR PLANS Now, for ever and ever. "The"Twenty"Marjorie's Money Froggies"--George andAlmanac." the Crocodile"--Laura --Thomas Cooper Bailey Aldrich Richards anyoneDoI'll you readwhoremember isthe that poemwhen young? againyou were for three?our birthday boy, Danny, and Or two? Do you know "Five"Growing"The YearsChickens"--Anonymous 4" Oldli--Marie --Anonymous Louise Allen Thefor you.discussion which follows might include: Listen especially this time for the word clever. anthologies:These poems can be found in the following poetry 1. "But now thatNow,II'm I'mthink forclever six everI'll as andbe clever sixever." Let'sSilver Read Pennies--Blanche Together Poems--Helen Brown--Row PeterSon and Company. Thompson--Macmillan Company. 2. manwordsWhatinstead who doesmean wrote of the thewise? the wordsame poem cleveras useclever? mean?the Why What did other the word clever SmallSung Under Child's the BookSilver of Company. Umbrella--ACE--MacmillianVerse--Doane--Oxford Press. 2. "TheDoWhat you isEnd" remembera grown-upa good thetitle? word title for of the this name poem? of aWhy poem? is 168 LISTE-WING TO POETRY We aciErz Out Our Plans (Continued) TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES ContinueItfirst is your twoenjoying turnlines, toand thensay learning theyou poemsay the them.with poem me. together. I will say the WE LOOK AT OUR WORK 1. whenWasa boy thishe whowas a happyissix six himself. poem?years Doold? you think the poet has Perhaps he remembers 3.2. areDoIs youbeingsix? think six youa happy are reallytime? more clever when Why? you 4.5. WhatWasit itjingledid fun it along?tomean say each this time poem? we heldDid you like to make 6. reallyIsas thiswe saidhappened. a make!believe the poem? poem, or could it have up one finger 169

LISTENING TO STORIES What'sJolly gayas puppiesas a carnival, just learning handy asto chalkwalk A RIDDIE TemptingWarmingUsefulFar mote as asas band-aidsexciting firehamburgers is, thankindor readymoney flying?as ato friend, cook,spend, A BOOK . Phyllis McGinley andproventhegoodPlease beauty. valueliterature again read of andintroducingme to aagain story!his children!that theif literature children fulfills-the to the wonderland needs forof booksintellectual and stories. growth, security, What a thrill these words must be to an adult who takes time to read How fortunate, too, is the child whose parents have realized It has been AswiseAtthrough allteachers, miss, levels, oral but let presentation.childrenthey us alsokeep are havein capablemind opportunities the of importance .enjoying to share ofliterature planning in aesthetic aboveperiods theirexperiences. for reading listening activities They not only become acquainted with literature they might other- level and areofListeningfor theanoral aidchildren presentation toto storiesgood and listening. if requires ofthey any are prose little read selection. atmotivation opportune if times. the selections are appropriate to the needs A few brief comments will suffice as an inCToduction to a story The qualities inherent in good stories Asalsobeginif children the to to purposefeel evaluate mature, empathy for andtheirlistening and interpret purposesto relate is storiesenjoyment for to individuallistening in andthe appreciation.light takecharacters ofon theirgreater within own importance. experiences.the various selections. Children then They begin 171 Craneand appreciationand Heaton' recommendthrough following that children discussion be led on to these successively1. suggested levels. What happened? (Remembering, recounting, relating) higher" levels of understanding 3.2. CouldHow did this the really character happen? feel? (Relating real life to(Deepening the story) awareness of personal 'sections) 5.4. What would you have done? (Problem solving) (Conceptualizing, generalizing, finding Thethe above purposes levels for have listening. implications for developing listening sk:ils which are Whatthe have principle, we learned reapplying from this? an understanding already learned) used in formulating ABILITY TO: SKILLS WHICH NEED TO BE DEVELOPED IN LISTENING TO STORIES 2.1. EnjoyReact tothe the development author's mood.of a story. 4.3. DevelopFollow ana sequenceawareness of of ideas. how character is revealed through dialogue. 6.5. DistinguishGain an understanding between fact of andnew fancy.words from context. (Late primary) 1 Crane,1956, Orapp. Mae151-156. and Heaton, Margaret M. "Levels of Discussion."172 Childhood Education, December, hownw, vit 4,7- 4 -.1 LISTENING TO STORIES WE MAKE OUR PLANS TEACHING PROCEDURES(Grade One) ,,.111111.11r Children'sare asked interestto listen in for stories the following may be stimulated if they FURTHER SUGGESTIONS AND EXAMPLES suggested purposes: purposeWepriatebe shall made of to listenon dramatizingthe any grade.)toprimary the it.reading level usingof a well-knownstories which story are forappro- the (Adaptations of this lesson may (one purpose at a time) 2.1. Listen for enjoyment.humorous incidents. heardTodayinto before.wesuch shall a large hear planta story that which a boy I amwas sure able everyone to climb has up on It is about a seed that was planted and grew 4.6.5.3. ListenListen totofor colorful illustratethe word development meaning words. parts from ofof thecontext.the story.story. haveyoustalk,"it thinktoto greatdecide ofit course!wouldheights. before be wefun can to makeact thea play story? out of it? Would you like to hearWho it remembers? again? "Jack and the Bean- What would we Do 9.8.7. cultures.ListenListentheir forown tofor theexperiences.learn purpose moral about ofvalues therelating customswhich incidents are of taught.other to We must also get ready to listen. 3.2.1. HowWhatWho many aredoes partsthe each characters? has of the story?characters do? Is everyone comfortable? Suggestedor to remember titles thefor sequencelistening of to events: prepare a dramatization"Reny Penny" howAreorderPerhaps manywe tunedto characters Iplan shall in? our have play.we toshall read have the instory our severalplay. times in First, we shall listen to decide "The"Johnny ThreeTaleStory Cake" ofBillyof Peter.Rabbit" the Goats" Three Little Pigs" helpTheWE CARRY teacherdecide OUT uponreads OUR the PLANSthe four story. main characters and the several Upon completion, the class may Suggested titles for listening to learn moral values:"The FoxDogLittle and RabbittheHis Crow"Shadow" Who Wanted Red Wings" minorlanguage(The characters. lesson, period.) thus far, may be of sufficient length for one These may be listed on the chalkboard. mentSuggested of a story:titles for listening to enjoy the develop-"Pinocchio""The Country Nouse and the Town Mouse" andondOning theoftime or whatsecond bywill retellingthe beday, dialogue to thedecide it. story will how maybeconsist. many reviewedparts the through play will reread- need The purpose for listening the sec- 779 "Make Way for Ducklingf," LISTENING TO STORIES TEACHING PROCEDURES vavels-.00 FURTHER SUGGESTIONS AND EXAMPLES Theilarlisting discussion to tic!theWe following:Carythe following parts Out Curor the actsPlans second of (ContAnned)the reading story. would lead to a It may be sim- Titles (Continued) "Down,"The GingerbreadRunaway Down the Bunny" Mc-untold" Boy" 3.2.1. Jack'sJack and adventuresale his of mother the in cowclimbingdec-ide -was atothe poor sell bean bargain. the stalk. cow. Theoglesgestions MacMillan for enthe listningEnglish teacher's Sewiesto refezencestories Book pages3 arecontain liPee,K6-2'33. on page several Artbol Therehearseformality third day,for is a children notvery recommended impromptu may be dividedplay. on the intoprimary small level.) groups4. Any to The happy ending. (Too much rehearsal or Takedodayof thisit timereading well guide.to reada short to children_story or a poeT The selectioE 17-ay be cheset-1 base e2 its Spend szms Practi-re unt:ll yota ti p etch erablyaloguepropsthe story) theshould next be day. spontaneous (a result of familiarity withwhich are used should be those readily available© Groups may present their plays when ready, pref- D2- Uselisteners.forspecial visuals. listepirg need or will merely aid forchildren c-njoy!ent. t© become attenrive Take full advantage of illustrations that Setc=i7{,- n pt:Irpcs WEChildren theLOOK reading AT have OUR ofhadWORK the several story, opportunities then to the presentationto listen- -first of the to A ofaidsaccompanystudy reading appreciation by Rogers stories.interest and and demonstratedRobinson' understanding. lists by first the followinggrade pupils. areas They help to develop imagery which ativechildrendramatization.their discussion dramatizations, have listened. such as: the class should enter into an evalu- Results should give an indication of how well When all groups have completed Make-believe Category Order of Preference 1 2.I. WereWhich theof theplays plays all didalike? you Whylike not? best? Why? HistoryAdventureHappiness"tumor 4352 4.3. WhichDidfour each giant parts of didthe of the story? yougroups like? remember to include the Why? AnxietyFastToday's ly World 867 6.5. toShallCan another you we tellchoose first some agrade? playclever which ideas might which be presented you heard? 174 1 November,Roger, Helen 1963, and pp Robinson, 707-711. Alan H. Elementary English. 0 - R 04. rt n n t, LISTENING T'0 MUSIC canListeninggoodit bringshould music, aboutis be anthey the unsicalintrinsic haveprimary topleasure partbeaim taught ofof theall how teachermusical to listen tolearning develop to it. and understanding. Before children can learnandlistening musical to appreciate habitsactivity. among the pupils that For this reason, Onetentrecord.in approach awhich thoughtful correspondsto developing way. to thesetheir listeninginterests and experiences. Records can provide listening experiences which will teach children to Initially, records should have content which appeals to children habits and appreciation is the use of the phonograph The music of the record should con- listen to music and con- haveListeningtain a somethingdesire to tolullabies whichlisten. is would familiar, naturally a melody, follow. a rhythm, a story or a For example, children in the first grade have learned to sing sound effect, so they wily ultimate aim is to lullabies. Theenjoymentdevelop generalperformance an and skillappreciation appreciation. and to therecordingbe developed for the shouldfinest.inumsic.when studying be of excellent music on qualitya phonograph since record an is to listen More specific skills include the foliowing: for 2.1. LearnReact toto distinguishthe composer's between mood. high - -low, Is it happy or sad? fast--slow. 4.3. RecognizeListed closely the tones to amade melody by theso oneviolin, can recognizethe flute itand.the upon adrum. later hearing. TEACHING PROCEDURES LISTENING TO MUSIC FURTHER SUGGESTIONS AND EXAMPLES WEPrevious MAKE O_ UR.to PLANSthis lesson, the teacher has taught songs which beingChildrenalsoabyare lullabiesBaby" acquaintedslow, are page soft, learning such 12with sweet ofas andAmericanto"Dolly's and recognizecan having recognize alma.,Lullaby" amusic swingingBook "Lullaby" onof I. pagea orlullaby 6rockingby and Brahms. as"Rock- Children are WE learningrhythm.CARRY OUT to OUR recognize PLANS the music of the march and dance. Through singing and listening, the class is also Whendancing.a thelisteningbaby everyone children. being lessor, isrocked comfortable, theto sleepteacher relaxedand places a third and three readyis ofpictures forchildren the before One is a picture of a parade, another is of AfterpicturePurposeture hearing of whichfor the listening--listen the childrenbest recording describes dancing, once, the to best themusic.the describesclassmusic decidesand theselect music,the thepic- be- causelaby.thantive, thea playfulmarch. music andsounds fast. like a dance. The children identify the music as a dance. The music is not soft and rocking as a lul- It makes the feet want to go taster The music is gay, ac- TheTschaikovsky.which "Nutcrackerteacher comes fromthen Suitd' thetolls "Nutcracker isthe a classfairy Suitd'thatstory the inwritten musicmusic byisof Peteraa dancelittle girlthat and her her dolls toys. and toys come to life and are having a party Christmas night the little girl dreams 176 We a Out Our Plans (Contuved) TEACHING PROCEDURES LISTENING TO MUSIC FURTHER SUGGESTIONS AND EXAMPLES Tschaikovskythetoaround aadventures princedelightful the Christmasofuses fairyland,of placemany the tree.kindslittleruled and of by girlthe dancesthe toysand Sugar.Plum hertotake telltoys. the Fairy.the little story girl of The Nutcracker, who is really The teacher Hr. Theexplainsalieves violinteacher amongthat and uses thesomethe her record toysflutes. own which imaginationplayed went is toone andfairyland of says these that weredances. she a drum,be- The teacher places pictures of namethetorecordingeach identifytheflute. of dance.these is the playedinstruments instrument. a second before the children. The teacher Then They decide Afterasksittime, islistening,children the"The children Dance if they they of are identify thecould asked Toy When the Flutes."itorThe backmain teacher tomelody the sings teacher.of the dance.beginning phrase of the musical theme The teacher plays the "Dance of the Children listen and then sing WEbeToy able LOOKFlutes" toAT identify OURa third WORK thistime shortin order melody that within the children the selection. might A mallessonthey evaluation. feelin appreciation about the music. may come to a close without a for- Children may react-spontaneously as to how Thefergivenlesson. teacher to for the listening evaluatesskills planned isby fulfilled.noting whether or not each purpose the initial stages of the It is always well to re- 177 Muchopportunities of the reporting to relate in primarytheir experiences. grades is informal. LISTENING TO REPORTS Gradually they learn to assume responsibility for The sharing period gives children many Assiveimportance interestingchildren and which mature,of theircourteous, require theylisteners planning acquireattentive, in theinwhat the sustained abilitythey form say. ofto listening. simplerelate organizationexperiences whichof ideas. The listeners, toop will be introduced t are more comprehen- the sequenceListeningpressions of to mayevents, reports be called to will main reports.consequently ideas and to demand subordinating more of theideas. listener There i s no particular grade as he must listen to a These oral ex- whichentireothersdifferencelevel reporting notgroupat whichuntilin should ratesnecr-ssitates. thesecond atexperiencechildren whichor third childrenmanifest lessons grade. mature. readinessin reporting for andthe the subsequent However, by the time children reach third grade, the Some first graders may be ready for reporting, more formal report because of the listening training SKILLS WHICH NEED TO BE DEVELOPED IN LISTENING TO REPORTS ABILITY TO: 1. Follow the sequence of ideas or events. 3.2. ThinkSelect to theinterpret main ideas. new words through context. 5.S. ArriveP-actice at conclusion,courtesy. 178 LISTENING TO REPORTS .111=10^ TEACHING PROCEDURES 1. We do not expect early primary FURTHER SUGGESTIONS AND EXAMPLES children to relate ex- WEMostthem. MAKE primary OUR PLANS children are The phonomena of weather is always interested in the world around fascinating. asperiencesful.in they sequence, grow which in experiences abilityrequire to inexpress observation will uch organization° several sentences However, be help- groundsperienceOn a day may whenin bethe theplanned. form weather of an is excursion favorable, a first hand ex- around the school 2. Theybroughtto maysdhool, observeinto orthe takepets classroom, shortor inanimate excursions observe objects things that on theare way buildings orf other©r the specific theconversationIn planningchildrenweather, tc;stherskills.inwhat answering are we the have tothings elicitan opportunity we temperature,think to Boys and girls, when we talk about about? practice wind, Guide 3. purposeschoolOlderobjects° primaryofexperiences° observing children birds, will trees, be able to relate out-of- For the most part, the primary whichShallclouds,the thingswetell snow go us forwhichand about arain. shortwe weather? shall walk observe. today to observe the I shall list on the blackboard You may all help me. signs 4. Bysequencechild's the time planningof events°children of areach report third will grade be in they terms can of the be Listing may be as follows: 1. We shall notice how strongly the wind is blowing. periencesataught simple to usuallyoutline. prepare call material for reports° for a report which follows Social studies and science ex- 3.2. We shall takelook noteat the of colorhow the of sunthe feelssky and to theus. 5. basisshouldticeIn all listening of participatereporting the purposes skills. experiences in whichquestioning were the formulated audiencethe reporter for oplis- the As children mature, they should prac- 4. kindsthePerhaps temperature.of clouds.we can find a thermometer which tells 6. opportunitiesAsThetening. children tape recorder listen to evaluate isto anthe effective theirrecording, work. aid they in reporting.have further whenDo youwe return,think you some can of be you quiet, can beorderly reporters observers and tell so5. thatus weatherBefore wewe havecome today.in let us decide what kind of 7. .qualityThe as microphonethey hear theiraids childrenvoices amplified. tin evaluating voice whatthings you aboutsaw? the weather today. You should be ready to tell at least three 179- TEACHING PROCEDURES LISTENING TO REPORTS FURTHER SUGGESTIONS AND EXAMPLES partner.WeLet Make us Ourget Plansready (Continued)for our trip. Everyone please get his reserveTeachersSIGNING a UP withspace FOR large REPORTINGon the classes chalkboard have foundwith theit valuableheading: to AsWE theCARRY children OUT OUR with PLANS their teacher walk around the school I am ready REPORTS room.boutHowgrounds, manyour weatherof they you observe thinktoday? you quietly can tell and tworeturn or threeto their things class- a- thosetheyPupilsterial are whocan theprepared. havequietly same signed day. indicate get a bychance signing to presenttheir names their that ma- Plan the listening period so that First,listeners we shall remember? have to be good listeners. 1. They must be quiet. What must good earsListenersAN INTERESTING of animals, will beTOPIC birds interested FOR and A insects.REPORT in hearing about unusual 3.2. TheyThey should must looklisten at carefullythe one who to talks.what is said. 2.1. Theits Africancricket front shins.elephantlistens throughhas the tinylargest ear earsslits in on becursionIn given their somemight first assistance. be: experience in reporting children 4. They should listen to the end of each report. A typical report from their ex- may need to 3. Batcriesthreethe ears world. feetof work the in like batwidth. strikea radio the receiver. walls of the dark Some have been known to measure Shrill "I saw thevery thewind warm,sky blowing is getting the trees. dark," 'The I think it is going to rain because sun felt 4. Flapshimcave.ligator of ofobstacles. skinconceal just and behind protect the theeyes large of an eardrums. al- He then listens for echoes which warn questiononelisteningListenerslistening or moreof may tothe ability.of reports, bereporter.the given facts individualsopportunities given by themaybe toreporter askasked an tooccasional test their As the group gains experience in repeat WO 5. ratherThethese outer thananimals ears turning ofturn the theirthem horse toheads. arepick so up created sound waves, that a a TEACHING PROCEDURES LISTENING TO REPORTS FURTHER SUGGESTIONS AND EXAMPLES "Do WE LOOK AT OUR WORK you think we were good observers and speakers today? Did Perhapsoryouourthe television wouldlisteners weather your like parents reportthis rememberto listenevening toor whatan to olderand thewe tell had weatherbrother talkedus about reportor about? sister it ontomorrow. thewill radio read you from the paper." Perhaps

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t ' - -4.e------,'... I can hardly wait 'til the party. ,.. tf , a LISTENING TO FOLLOW DIRECTIONS .frequently orGivingencounteredlisten participate directions to directions in inschool socialand listeninggivenand activities. in by life teachersto situationsfollow and directions by by other both arechildrenchildren oral languageasand they adults. carryexperiences on classroom which aretasks Children attend.curate.Thelistening, kind of listeningbecause of required the nature for offollowing oral experience. directions may be classified as attentive, accurateThere is a logical step-by-step sequence of ideas to which the listener is required to Directions must be brief, concise and ac- SKILLS WHICH NEED TO BE DEVELOPED IN LISTENING TO FOLLOW DIRECTIONS ABILITY TO: 1. Answer specific questions. 3.2. UnderstandFollow the mainsequence ideas. of ideas. 4.5. Understand relationships.supporting details. 6.7. GiveGain the understanding speaker your of complete new words attention. from context. 183 LISTEMIENG TO FOLLOW DICE CTIOMS WE MAKE OUR PLANS TEACHING PROCEDURES(Kindergarten) directions.There are many opportunities for practice in following FURTHER SUGGESTIONS AND EXAMPLES I thingTodaywill tellIwe say are you is going twodone (or tofirst, seethree) howthe things wellsecond we to onelisten do. is doneand remember.next. The first I 1. Givethe thestore direction and to churchfor getting from home.to school, to willtion. give the name of the child who should follow the direc- If he does it correctly we will all clap our hands. 2. FollowDdrill. directions given for dismissal and fire WEAll CARRY ready? OUT OUR PLANS Put your thinking caps on and let's listen. 4.3. FollowDeliver directionsan oral message given tofor the playing principal. games. Direction: 1. Take the red book from my desk and put it on 5. beenExplain absent an artfrom task school. or game to someone who has 2. Playthe book two rack.notes on the piano. 7.6. gradersFollowExplainthe room directions couldhow for a practicefavoritestreets. when onthistoy an operates. byexcursion. using aisles of First AsSimpleclap thesoon orroom. as directionscorrect the chosen him. are perfomer given about is seated, familiar the objects children around will Everyone should have a turn. WE LOOK AT OUR WORK 1. WhatDid didwe getit mean?a chance to clap our hands often? (Many good listeners) 3.2. WouldWere weyou quiet like whento be directions the leader were and given?give direc- tions the next time we play the game? 184 DISCRIMINATION OF LETTERLISTENING AND WORD IN SOUNDS AUDITORY PERCEPTION AND wordsasTolearn childrenlearn or toheard to listen listenspeak, others and toone use speak,their must them. ownfirstbecause speech learn the and toprinted thatlisten. ofpage others. has meaning for Language usage and speechoo habits develop To learn to read, one must first a child only as he used Wordsinationandthe familiarsothat progresseshelps were things himonly to aroundsounds detectanother him.to similarities stagethe child of development. asand he differences began to speak, in sounds. take on meaning and symbolize Eventually as he perceives these sounds, he imitates them Later, the ability in auditory discrim- In the developmental Listeningcriminationaspectprocess of ofexercises the oflearning thereading printed whichto program. read, developsymbol. auditory auditory perception perception and discriminatiofiand discrimination precede are anthe important visual dis- SKILLS WHICH NEED TO BE DEVELOPED ABILITY TO: 1. Listen to follow directions. 3.2. ListenListen to to understaad determine relationships.similarities and differences. 185 TEACHING PROCEDURES DISCRI"INATION OF LETTER0 0 0 0AND =I 0 0WORD 0 0 0 0 SOUNDS0 0 0 0 0 2,:a `LI 1L-j 11 0 0 c2J 4:=21 0 = C.= 0 0 0 0 0 0 FURTHER SUGGESTIONS AND EXAMPLES WE; MAKE OUR PLANS SOME SYMPTOMS WHICH MAY INDICATE HEKUNG DIFFICULTIES1. Unnatural pitch of voice BoysAsusecrimination a andpreliminaryexercises girls, of to has letterto develop anyonepractice and listening everword in toldauditorysounds, toyou sounds. thethatperception teacher you should andshould dis- 3.2. LackFaulty of pronnnciationdistinct speech Whylisteners.listen is listening better? so important? I am sure that all of us could be better Let us think of some of the 6.405. RequestsInattentionTurning onefor earrepeated toward instructions the speaker tening?Shallthings weto trywhich some we listeningneed to listen games duringtoday tothe judge day. our lis- 9.8.7. MouthDifficultHead breathingtilt breathing WE CARRY OUT OUR PLANS 1. As quietthe children atmosphere, sit inhave a relaxedthem listen position to a inclock a LetCOMPARINGtalk children about SOUNDS them. help produce the following sounds and then 2. Tooftick, help sound, achildren pin hide drop anbecome and eraser a consciouspaper with flutter one of child intensityto theout floor.of 2.1. BlowRing a cowbell,large horn, then then a jingle a small bell. horn. helpawaycloserthe himroom. from tofind it.it itand by softer humming as louderthe child as heis comesfarther When he returns, the other children Use the terms "louden' and "softer." 4.3.5. ListenTapDrop on an a to eraser,desk, a ticking then then on clocka ablock piece and of aof wood.wrist cloth. watch. 3. thetermsTo becomepiano, "higher" consciousthen andone "lower." whichof pitch is higher.of sound, use the Strike a note on Children 8.6.7. WalkSlam across a door, the then room, close then it tiptoe. softly. maynotes.respondfor also the beby high used.raising notes their and squattinghands above for their the low Pitch pipe tones and other instruments heads 10. 9. Listendrinking to trafficfootstepstheglasses various pastwith in sounds thedifferent school.halls. produced levels when of I 36 water are struck with a spoon or wooden mallet. DISCRIMINATION OF LETTERLISTENINd AND AiiDITORY'PERCEPtI 6 11 WORD SOUNDS We Carry Out Our Plans (Continued) TEACHING PROCEDURES riMmli THE TEACHER IS A MODEL FURTHER SUGGESTIONS AND EXAMPLES 4. Usetaps.desk the in terms an irregular "longer" sequenceand of three to five Which was longer? Which was shorter?"shorter." Tap on the Thetators.ciation teacher's and pronunciationspeech should asbe childrena good example are natural Encourage them to make correct speech sounds. of enun- imi- 5. A guesschild fromstands the behind sound awhat screen. he is a. Shake a rattle. doing. His classmates Childrenforcorrect goine, shouldand going incorrect listen to for tospeech gointa.hear forms:the differences just between for jilt, going b.e.d.c. UseClapSweepTurn ahands. anwithpencil egg a beater.broom.sharpener. aircloseexaggeratedly.Pronounce as toin the"p,"letters mouth "k," and so"sh," thewords etc.child slewly, can feelmove thelips puff and ofjaws Show how sounds feel by holding a hand 6. Thecrash,as teacherwhir,.rattle, squeak, uses click,descriptive swish, etc. rumble, words gurgle, for sounds suchf. Crush paper. Ask children to close bang, MATERIALSThe teacher's guide for Here We Go and Over the Wall, 7. Hownoisestheir would createseyes you and say in tell "OH"their what if:. minds. picture one of these Grade16,teaching 19,One, 23,'specific Row 35 Peterson, and letter36. has sounds excellent as needed. lesson plans for Refer to units c.b.a. You fellgotsaw asomethingand new hurt tricycle? yourself?scary on TV? Thelistening following to recordsand saying are sounds.particularly appropriate Soundsfor Around Us is available from the Scott 8. Teacheralive?""What providesnoises would many yousuggestive hear if pictures thispicture and asks,wered. You had something good to eat? Blvd.,Foresmantributed-byListen Los andCompany. Angeles LearnChildren's Records6, California. Music for Center,Children 2858 are Westdis- Pico Being: a radio sound - effect. man. a. Sound-of rain--drumming of fingers Produce- the follow- Album AC 120--4 records-- Sammy Snake, Ralph Cowgirl.fuland Windmillsthe Fire aliat,and Lillie The Wonder-Lou the' c.b. GallopingWind--blowing horse--tapping through a tubesticks on a box 187 TEACHING PROCEDURES DISCRIMINATION OF LETTER AND WORD SOUNDS FURTHER SUGGESTIONS AND EXAMPLES We Carry Out Our Plans (Continued) d. Ocean waves--letting sand roll back and Materials (Continued) Album AC 220--3 records--Gary the Golden Gopher, Katie the Crow and 10.. Play the game "Simon Says." Children respondto only commands preceded by "Simon Says." e. Fireforth burning--crumple in a box cellophane sax3212 Glendale Blvd., Los Angeles 39, California.and Si, m Thompson, J.J., Jeri Productions, Shale, the Calif rnia Graz. 11. and"PleasesimpleListen bring attoclose mefirst,carry an the eraser." out butdoor." directionswhich increase which in are length. short and "Please close the door Album I-S 119--8 S' The Snake Sound and The RoosterElephant811' That Thethat RoosterRefused Learned Soundto toCrow. aadSi; The lai 12. hischild'sbeginListen own alike? to name the andnames havethe of name thechildren childof another instand the child androom. complete which Pronounce the initial sound of each Which Album II-S 120--'F' The Cross Kitty Gould and TheTail; BeeCat 'Z' ThatWith The Lost theBee CandyItsSound Buzz. Caneand 13. dog,Namebegins cat)three the Childsame,words, identifies two of which the twobegin alike. alike. (donkey, Album III-S 121--gTH1 The Goose Sound and The TheVoice'L Happy Thethat SingingFire Sang Engine. in Soundthe Forest; and 15.14. ChooseoneThe whichteacher two rhymes of thinks three with ofwords it.a word which and rhyme. the child suggests Begin by EVALUATION BY TEACHER twousingand that onea child's rhyme.which doesn't.name, a word which rhymes with it The child identifies the 4.3.2.1. IsDoes hethe hedeveloping child associate developingaware good soundof listeningattributes auditoryand meaning? habits? imagination?of sound? . 5. Were the objectives of the lesson achieved ?. 188 "The onlyof anti.dote. pooh £ anguage Lon heaping outside quantaiets of AchootLISTENING USAGE Children enter school with firmly established habits of usage, some of-which may be undesirable Achoot."heaning qua4i,ti.e4 of good tanguage at Vona V. Smith Becauseconsciousclassifiedaccording children effort toas theimmature developonstandards the speech parttheir of of andthespeech the willschool. child. patterns gradually through be eliminated imitation, without it is directimportant instruction that the orteach- Many of the-more flagrant errors, however, may be oneoutsideerthelanguage, servemeans error of asof the isa a helping teacher modelmade,classroom forprovided childrenmust acceptablecontinues exercise iton doesan tousagepatienceindividual notinfluence atembarrass alland basis. habitstimes.understanding, the ofchild usage. or rememberinginterrupt his that flow the of environment thought, is In helping children to grow in the use of Tactful correction at the time bewillgested.drillIt planned isbe of notalerted the inadvisable type which to whichthe the in special callsteacherkindergarten attentionneeds guides ofand questioningtheto in specific groupgrades in onethat errors.the and willarea two elicitof to usage. give the consideration usage patterns to whichformalIf children are given many and varied opportunities to express ideas orally, the teacher A more positive approach is sug- Oral lessons can then keepingBeyondformsshe finds gradeofin the mindit two, verbnecessary that errors "eat", oral to which practicea teach.conversation persist is most on about aeffective group a picturebasis for-usage can of bea familytraining.presented.in eating aa practicemeal may typebe planned. lesson, For example, if there is a need to teach, on a group basis, the 1111111w"'"--- TEACHING PROCEDURES LISTENING -USAGE FURTHER SUGGESTIONS AND EXAMPLES WeMostWE hearMAKE of occasionalusOUR make PLANS mistakes mistakes as aswe (A Lesson for Grade 3) wespeak are learningthe American to talk. language. We TheTHEto firstTEACHER get wellstep BUILDS acquaintedin any RAPPORT program with ofthe language improvement is children and to build havepractice.a school.person acquired who mostspeaks of correctly.our ways gam sure that each of youof talkingwould like Thisbefore'we towill be beknownstart possible asto if we Aonlyrapport enoughteacher if withheto can identifiesbe the taketaught group. note aswarmly ofa classusage and project.errorsclosely with hic teacher. A child will change his speech which are commonOther errors can Whatguage are habits? some of the ways in which we can change wrong1. lan- Listen to your teacher and to others who speak well. setting.bechildrento handled read sentences mayon anmake individual upaloud their to basis.ownone sentences.another in a Sentences from language texts may be used or Children can be asked friendly social 3.2. ListenPractice as youcorrect hear usagegood storiesuntil it read sounds aloud. natural to SPECIAL EXERCISES USING "ISN'T" Read each exercise in a quiet voice. WE CARRY OUT OUR PLANS you. Reader:partnerTakeWork withturns is athinking. readingpartner. and guessing the animal-of which your I am thinking of a very strong animal. numbercorrectly?ShallI have ofwe noticed errorsplan a overinlesson the a periodusewhich of willofverbs time help "was" that us andto'usewe have"wer6." these words quite a WhatIt isn't is it? a bear.hippopotamus. Afterorally.Looksome youat sentences thehave examples read and them "were"which silently, areis usedwritten some in others.onof theyou chalkboard.may read them Try to determine, if you can, why "was" is used in heIfPartner: is your wrong, partner. say, guesses"No, it correctlyisn't." say, "Yes, it is." Is it a lion? If 3.2.10 TheA Johngirl baby waswas was late.my a partner.girl. 3.2.1: WeTheSeveral were boys not weregirls at late. home.were present. readerIf the gives response the correct is still answer. wrong after five guesses, the 4. Mary was a good friend. 4. Their plans were made. 190 a a A LISTENING- - -USAGE . TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES HasWe Carry anyone Out made Our aPlans discovery? (Continued) (Be sure to allow sufficient MAKINGRead thisRHYMES rhyme aloud. Take turns. Tell some other ofbeforeintime teaching more forreaching permanent the which members a conclusion.develops learning.) of the better group understanding to observe and and discover results This is the inductive method thing which isn't easy to doo It isn't easyfunfair toto loseleadsteal aa race.achase. base. youJohn,"were.""was"can may determineare anduse you thethe ready pluralthatterms witha atsubjectsingular thisyour levelanswer?requires subject if youtherequires wish.use of the the use verb of There is no need to define "subject" or "verb," but (Most third graders You may PracticeSPECIAL EXERCISE these if USING you and"HAVE your SEEN" teacher think you need Nowbecomesubjectidentify let usaccustomed as-one readthe verbtheperson, to sentencesmerely hearing place as aloudthemora wordthing.) usedseveral and correctly. refer times to sothe that single we partner.to work on "have seen." Take turns. Beautiful Things Read each one softly to your verbsfullyorallyShall correctly? to wefor betry thecertain to class. make that up'sentencds the usage inis whichcorrect. we use the two When you are ready, give your sentence Your classmates must listen very care- I have seen blossomsbuildingsstarssnow ontrembling evergreenfalling° make long in trees. thegray sky. shadows. mayremindedsure (Afterbe thatused of several practicefor their exercises responsespurpose is mainly which for have oral, listening.)give been andfurther made, that thepractice.listeners language are text Be haveWouldn't0111toWE theLOOKlearned sentences itAT beOURtoday? a WORKgood which idea I read,to check you forcan ourselvesprove that what you wehave I'm sure that if you listen carefully wordsThechildrenlearned teacher "was" mayyour ormay record "were" lessonread eighttheir arewell. used. orchoice ten sentencesof the two inwords. which the. As the sentences are read AND PROBLEM SOLVING IN LISEWINGMENT.ALARITHMETIC COMPUTATION Insometimesthat their involves daily find living,number it necessary relationships. children to encountershare things many by situationsdividing them which equally, require they simple learn problem to count solving and As children socialize with family mEAbers and friends, they Instructioninvolvingtheyto keep receive score number inand inmental spendrelationshipsplaying arithmetiCor games,save arequire andpartis becomingthey of that theiracquire amore quickallowances_ apopular gradualmental because orsolutionawareness gifts of be ofmoney. made. the value of money as Many experiences 2.1. It makesputs afor premium easy inclusionon thinking of ofunrelated the type topics that lifeof arithmetic. often requires. 4.3. copyingIt requiresis anexercises efficient little or inwayanswers. the to waygive of practice pupil materials since no ortime teacher is lost presentation. in Mentalprogram. computation should be regarded as a complement5. to or as an integral part of the arithmetictypeIt is presentation. readily adaptabli to the use of the tape recorder or other machine alsoSolvinglearner. be trained problems in whichsome ofare the, presented. important orally listening requiresABILITY skills. accurate TO: listening on the part of the Therefore, in addition to the development of computational skills, children can 2.1. Listen tofor a factssequence and ofinformation information which presented constitute by the the teacher. problem. 4.3. Listen to drawunderstand conclusioEs relationships and thus ofarrive numbers. at the correct answer. J.:;2 AND PROBLEM SOLVING LISTENING--MENTAL COMPUTATION IN ARITHMETIC WE MAKE OUR PLANS TEACHING PROCEDURES A PORK TO 2' JOY FURTHER SUGGESTIONS AND EXAMPLES How-manyof you receiveof you haveallowances? earned some money recently? How many Havenumbersthethere you questizal moreeverthan numberswonderedinsects? for us than howin astars manypoem numbersincalled the sky?Numbers.'there are? A poet,'Eleanor Farjeon, answers Are there more Listen Are HasdidThinkorfor any wonderMother?you whetherone learn ifof youyoufrom wouldbeen this sent haveexperience? toenough the moneystore forto buyyour something purchase? Did you findor itnot necessary you have tomade think an unwiseabout pricespurchase. (It would be appropriate What NUMBERS HaveIsthefor it youwhistle.)the wise everteacher to been spend to advised tellall ofthe on it? storyhow to of useBenjamin your allowance?Franklin and Shall we think about how ThereFromThat,if thearestill you tailhundreds wouldcould of the becountof evenbearnumbers. every moreto the starnumbers waterman's in thethan sky that!hat, They mount up so high, muchanickel saved"inyear? you your each100can head" eachsaveweek? ifweek?during yoil knowthe schoolhow year if you saved Figuring 35 weeks, how much could you save if you A dime'each week? (Help children to compute mentally 35 many school weeks we have in Can you figure this a ThereFromThat theifstillare youMexican thousands wouldcould Gulfbecount ofeven to numbers. every themore Lincolnshire dropnumbers in thethan Flat,sea that! So many there be, couldputedtens(A lessonbeginbyequal taking computing350in thriftoneor $3.50,half with of smaller the $3.50. sums.) may be introduced here by discussing A nickel each week could be com- Younger children ThereTheThat moth, ifarestill you millionsthe wouldcould mosquito, becountof evennumbers. theevery more bee insectnumbers and the in than gnat,air, that! So many to spare, WEcome theCARRY aeconomics partOUT ofOUR practice ofPLANS saving. exercises in mental computation.*) Problems involving savings can be- ForLearnThereThere's the fromonlynumbers no endnoughtare oftoten numbersnumbers!up out to ofnine, allwhich comeand they theout are restof made,that! will come pat, But don't be afraid! youorShalllems anwhen example,wewhich we try decide weto you mightthink howthink havetoout aboutuse theto oursolve the allowance? numberswhen and what to do = answers to some simple prob- we go to the store I will give with them, and we shall give our answers orally. 1 Farjeon, Lippincott Company, 1951. Eleanor. Poems for Children. J.B TEACHING PROCEDURES A N D LISLE 3NGco PROBLEM S AL IN ARITHM.ETIC FURTHER SUGGESTIONS AND EXAMPLES 011111111We Carry OUt.Our Plans (Conti M) 1. If IIIMIMM21111I save 50 of my allowance each week for 10 ingSuggested skills exercisesthrough experiences which may be in mental arithmeticused to develop listen- 2. weeks,muchIf_i_save willhow muchI 100have moneyof saved? my willallowance I for 10 weeks, how save? EXERCISE I 1. awayFrom 2.a number that is 2 larger than 19 take cilsI have can 150 I tobuy spend if the at pencilsthe store. cost 50 each? How many pen- 3. FromStart awith number 4. that is 2 smaller than 3, ,take Add 2. Take away 1. 4. ' haveBalloons 100 will are Isold have'enough at the cost to buy-7of 3 forballoons? 50. If I- 4. awayBegin with a number 4 larger than 1. 3. Take 6.5. MotherliPopsIf lollipops gave cost? me acost quarter 11: each,and ahow dime. much will 6 Ipl- How much 5. awayStart 2. with 6. Add 3. Add 4. Take away 3. 7. willmoneytheyIf II havecost enough390 a dozen?money to buy a dozen eggs if go to did I have in all? the store with 3 dimes and a nickel, 7.6. awayToIf a n1.number + 3 = which7, what is is3 smallerthe value than of 6,n? take Add 3. 8. Boba store. package.looks at some chocolate bars in .the drug They are sold in packages of 2 bars to If Bob buys 3 packages, how many 9.8. AddStart3 x 1.4, with take 3. away 2, add 3. Multiply by 2. Subtract 2. 9. heJohnchocolate saves wants 100 barsto.buy a willweek a modelheout get? of airplane his allowance, for 600. how If 10.11. WhatWhat number is the addedJillue to of,n 3 will in 7make - n 7?= 3? 10. manyheBillyit? get saved from 50them? pennies. weeks will- he have to save in orier to buy Him many quarters could 12. What number would you take away from 6 to make 2? TEACHING PROCEDURES AND PROBLEM SOLVINE. INLISTENING--MENTAL ARITHMETIC COMPUTATION FURTHER SUGGESTIONS AND EXERCISES AsWE realyou LOOK listenedexperiences AT OUR toWORK thethat problems, you have didhad theyfrom remindday to youday? of some EXERCISE 1. Estimateeach. the cost of 2 balls which cost 29$ Estimating (Answer: 60$) moreHaveHow successful youefficiently? ever wisheu7-nre youthat in you solving could thedo mentalproblems arithmetic today? (Allow time for children to relate 2. Aboutcoststhe how store24$? much to moneybuy 3 wouldloaves you of needbread to if take each to loaf (Answer: 75$) Howexperiences.)tation? do you think you might improve in this kind of compu- (Children will suggest practice. They may also 4.3. BillEstimatebuy has3 ball $1.00. the point cost pens of 2which pairs cost of tennis394 each? shoes if Does he have enough money to (No) suggest that good listening is essential.) 5. ofIf1 pair thegasoline, coststank of $2.98.about your howautomobile many gallons holds are15 gallonsin the (Answer: $6.00) (Answer: 4 gal.) A solving.fewto mentalminutes solving of each of arithmetic simple computation period could and besimple devoted problem * * * * * * * * 6. Whentankthe you whencar, return,start itthe registersoutspc:Idometer the on speedometer a trip1/4 registers full?with registers your 11,205 family 12,001 miles. in Childrensolvedtheir correctlyprogresscan keep inaeach dailythis day skill.record and over of thea period number of of time problems note Graphs or charts aid their 7. Mothermiles.(Answer: gave you $2.25 with which to buy 3 tickets About how many miles were800 miles)driven? visual understanding. 8. haveOur26to enoughclassroomthefeet ball long, money game.is what tosquare buywould thein be shape.tickets? the distance around Each ticket cost 75$. If one side is (Yes) Will you 9. If75the one feet? room? quart of ice cream serves 5 people, will you (Answer:Would 100 feet)it be about 100 feet? 150 feet? 195 be able to serve 7 people with 1 1/2 quarts? (Yes) 9 N I N 3 I. S 1 7 n o A IV 0111.111111 IV t7 '-weatiessiravor. 777 Y r_7 _ --A "Readvc theandplaya .6t/z poet on ings togethexthe and ztiang4, body p&oduce but the poem,&ecce musicLae coma LISTENING TO POETRY o6 the viotin; the poet whichatom i6 the the A.e6onance mind oi theoi the&eadex." body oi the ikustiument, Man Abbott . Therebeautyseedteacher ishe aroundanisresponsible oldsowing usFrench isdoes afor proverb mostnot laying fallimportant which theon deaffoundationsays link ears! "He in whomaking in speaks,the this elementary sows;"foundation" he school who listensfirm. is concerned reaps." that the The ability to see, hear, appreciate and enjoy Poetry offers a The wealthBecausepowerpoetry ofand trains listeningmaterial music the of to forchild'sthe fulfill pleasureEnglish ears this language,isto worthyathe learned cadence goal. skill, of words the teacherand develops must planhis sensitivitypoetry lessons to thewith "1 "More than any other type of literature, good Therequaintancepurposefulturity are and times withlistening experiences. whenmany apoems.goals poem inwill mind. be read and no. analysis made. It is wise to choose poems that are an outgrowthIn making of selectionsunits of wwrk. he must be sensitive to the children's ma- The teacher must have enthusiasm for poetry and an ac- Chuckles or facial expressions Givediscussingthatindicate the is childrenappreciated thatthe experienceit as was manyeven enjoyed reasons morewith whenandwhich for needsthere listeningit nodeals. is further a sharingas there comment. of are interpretation. re-readings of the'selection. This sets the stage for listening. On the other hand, there is poetry Introdu,:e a poem by 1 Arbuthnot, May Hill. Time for Poetry. Chicago: 196 Albert Whitman and Company, 1952 ABILITY TO: SKILLS WHICH NEED TO BE DEVELOPED WHEN LISTENING TO POETRY 2.I. NoteReactnesscause how to ina thepersonpoetry; poetpoet's to auses thinkbriefmood. a fewofway many wordsof expressingthings. or a line numerous or two in order to There is a kind of compact- thoughts. 3. ofnotereaderNote description. ofwhether see,which feel, theare wordspleasingsmell, are taste andspecific unusual.or hear or withgeneral. specific words. Note words of action and The poet makes the Take 5.4. EnjoyListenPoetry the to doesn't developmentsee what always pattern of rhyme. a storythe poet if ithas is used a narrative in rhyming poem. words. 6.7. onEnjoySee the if thepage. you tuneful can tell words from and listening pleasing howrhythm. the poet arranged the lines

197 LISTENING TO POETRY PLANNING TOGETHER TEACHING PROCEDURES 1. Givesimilar children to those opportunities the poet describes.to teil experiences FURTHER SUGGESTIONS AtiD EXAMPLES ThereareTheto manyward proveare kinds poetrymany you ofkinds agreeis trees, a ofbitwith poems. like this the statement. word tree or There are many kinds of dogs. List some of your favorites dog. There 2. Planchildren standards read togetherpoetry. which can be followed when "The"Paul Children's Revere'sthat RideHour'', tells ", HenryaHenry story; W.W. Longfellow--ahistoricLongfellow--a narrative poempoem b.a. "feel"PracticeUseto yourhear.what so voiceis your happening sovoice the willlistenersin the be poem.pleasant. "sed' and "Freckles","Trees", Joyce aboutRachel Kilmer--a family Field--descriptive lifepoem of beauty imagery in nature d.c. makeReadHold picturesslowly your bookand in meaningfullysotheir the mindsaudience asso youlistenerscan read.see "The"Flanders"What New is Puppy', Fields',Pink?", AileenChristina John Fisher--animalsMcCrae--patriotism Rossetti -color andimages war 3. broadcast.Plansure to good share reading. favorite poems by way of a mock radio your facial expressions. Much preparation will be needed to in- helpedJustthefavorite asbeauty, you you peopleto have feellove favorite who thepoetry? haverhythm subjectsread and to be you entertained. and helped you to see and poems, you have Who has 4. Arrangeto choral a poem presentation. for group reading if it lends itself Didpaintthe you reader? theknow picture that you, the thepoet listener, described. help the How.can you inspire reader to 6.5. MakeonIllustratepoems. aa poetrybulletin aanthology favoriteboard. orpoem. scrapbook of favorite Arrange the illustrations 2.1. ListenGive your for completethe question attention or purpose to the the reader. reader 7. Hakethe a samepoem subjectcycle by and choosing tying thema variety together of poemswith proseon 3. theShutsuggests. reader's out distracting message. noises. React with your facial Concentrate on 8. Memorizeever,isto tellshort, whatlines a completethe memorization that class are story. could especially there memorize is delightful. it together. should be voluntary If it How- 4. Continueexpressions. to listen until the reader has finished. L98 rather than required. LISTENING TO POETRY CARRYING OUT OUR PLANS TEACHING PROCEDURES 9. Limerickspealing toand the nonsense children rhymes of the are middle especially grades. ap- FURTHER SUGGESTIONS AND EXAMPLES wouldThelike picturespoemguess to fordo no what Iourone have enjoymentthein mounted thispoet room describes. todaygive has youdescribes had a hint anas experienceto the place I I know you would HeWhenWhoThere replied, wasthey washorribly said, an"Yes, old "Does boreditman does: it inby buzz?" aa tree,Bee; Aswhich experiencedanyou island listen,the poet in what decide thedescribes. theocean, if poet I highwas describes. righttide orwhen gulls.) I said you hadn't (Pictures may be of a lighthouse, The reader could omit the last line and ask It's a regular brute of a Bee." Edward Lear If once you have slept on anYou'll island never be quite the same;If Once You Have Slept On An Island 10. poetsChildrenrecordsthe childrenthrough canwould become recordings.to be supply wise acquainted selectionstheir ownwith variations.for our the contemporary record The following phonograph You may bustlelook as about you lookedin street the YouAndandday maygoshop:before, bysit the at samehome oldand name.sew, libraryg Ciardi, John. Massachusetts.Sound, 102 Mt. Auburn St., Cambridge, I Met A Man. Pathways of YouBut may you'll chat seewith blue the waterneighbors and AndWherever wheelingof closethis yourgullsandto your thatfeet fire may keep,go. Ciardi, John. Road,To You. New SpokenRochelle, Arts New Inc., York. 95 Valley You Read To Me, I'll Read ButOh, you'll you won't hear knowship why,whistle andAnd lighthousetidesyou can't beat saybellthrough how your sleep. You'llSuch changenever beupon quite you thecame, same.But once you have slept on an island Rachel Field 199 A% *0 °*=-==i Csemomm4 LISTENING TO POETRY Sagami Out-Our Plans (Continued) TEACHING PROCEDURES FURTHER SUGGESTIONS AND PIMPLES 2.1. HowHavelandto? do you onyou everone know of slept theMinnesota's poeton an was island? lakes? not describing Would(Lighthouse, you anlike is- 3. youocean)Howtides) longdoes tothe go poem back? make you feel? (Lonesome for the Are there places you have visited to which 4.5. AsDid lookyou you listenfor hear pictures. aany second special time, sounds? close (shipyour whistle,eyes and Could you paint what you saw? Listengulls.Ilighthouse liked especially the bell,word Rachelbeatingfor that Field of word. the used tides) to describe the Would you like to hear the poem again? (wheeling) EVALUATING OUR WORK Thereally poem blue?said "You'll see blue water." Is water The teacher evaluates by taking note of: 1. Attitudelook forward toward topoetry--Do poetry time? the children enjoy and 3.2. ReviewHabitscomplete of listening--Doskillsattention -Do tochildren's thethe reader?children reactions give theirindicate thea response listening to activity?the purposes which were set up for 200 ExploreLISTENING the worlds TO STORIES BOOKS Discover why AllHowMakeReadPlanets peoplethe new world friends whirllove, is abouthowinand a fairies meet book.the newsky. look- faces, - of far-off, golden places, andwithWheneverfictionabundance high others. interest.a- travel,personof good reads legendliterature something and biography.from he which enjoys, to choose!immediately he feels he would like to share it What better audience could one find than to share with children?A teacher may choose to read only a chapter of a new book aloud as a sample The essential factors for selection are high quality There are classics, poetry, fiction and non And what an youngyearslandthatto whet orbetweenwhichindividuals toochildren's areold comprehension enjoyedto could listenappetites morenot to and read whenstories,for reading forreadfurther quite together.spreads ability, reading.some sometime. a teacherof his contagiousand a class enthusiasm may chuckle for over reading a book The teacher who recognizesBecause that there no ischild always is too a lagThen of theretw r threeare books like Alice in Wonder- whenanthologies.Storiesimagination. he reads for readingaloud. aloud need not be of book length. ThroughThey can these enjoy stories the humor the childrenof an unexpected are drawn ending into aand world appreciate of adventure, words whichbeauty paint and There is a wealth of material in literature Eleanorsorrow,pictures M. security andJohnson, express and Editor-in-chief feelings.insecurity, disappointments of My Weekly Reader, and fulfillments. believes that adults should read Through stories children learn that all people feel happiness -and to chil- selectionencedtodrento be children onanby every indispensablethewithout teacher'saspossible listening being partoccasion;readingaware to of athat theofgood goodtheydaily story literatureare program. or becoming poem."' and more that critical. they learn to judge the worth of She states, "Reading aloud to pupils is so important that it needs Few experiences are asShe pleasurable feels that orchildren valuable are strongly influ- a 1 Johnson, Eleanor. "Let's Read to Our Pupils." tix Weekly Reader, Vol. 32:23, March, 1963 L--,11, 201 1 Althoughlesson storytimefor emphasizing need not listening be a formally skills. scheduled period, the teacher may plan it as a special Of course, the skills to be taught will depend on the arestatethereevents.type times theof will story.rainwhen be ideas.thea careful audience listening will listen for information. primarily for enjoyment and appreciation and times Occasionally,when the highlight will be the development of a particular character.Some stories have well-defined parts and the purpose f r listening will Inbe someto cases there will be an opportunity to predict the outcome of given There SKILLS WHICH NEED TO BE DEVELOPED WHEN LISTENING TO STORIES ABILITY TO: 1. React to the author's mood. 3.2. DevelopEnjoy the mental development imagery. of a story. 4.5. DetectAppreciate effects the author'sof voice style.emphasis and inflection. 6.7. FollowDevelop the an sequence awareness of ofideas. how character is revealed through dialogue. 8.9. DistinguishGain understanding between offact new and words fancy. from context. LISTENING.TO STORIES PLANNING TOGETHER TEACHING PROCEDURES MAKING A MOVIE FURTHER SUGGESTIONS AND EXAMPLES AnthologyThetheme,from story her butof "Independencebook Children'sis mostFarmer significant 22z.Literature. Day" by forLaura buntRn-value Ingalls Wilder implications. is It can be found in the Arbuthnot Et has a patriotic withA andChildrenspecial theplanning purpose reasonwant ope.dking to offor hear making listening favoriteparts. a Inwie to stories aby favorite painting again would andpigtnres again.be Choose a story that can whichMostauthor'sof Laura intermediatechildren Ingallsmood haveand gradeWilder. styleread children willof writing. allow are for familiar reaction with to thethe works A brief reference to her books appearorbefor "Hanseldivided each in the part.andinto order Gretei." parts that such the as events "Snow occurWhite inand the Rose story. Red" It will be important that the pictures Committees can prepare pictures FourthyouhowThelisten mightteacherit ofwas to July?drive tothecould live storyinto introduce on towntoday, for thetry the lessonto evening get bya mentalfireworkssaying: picture on the of Let's listen to compare how a farm family a farm 100 years ago. Do you think "When you A ending.reachesGUESSINGchild may the AN begin climax,ENDING to tellpause an for original someone story. to provide an Example: When he CARRYINGoffamily 100 years OUTobserves OUR ago PLANS spentit today." Independence Day with the way your him. My dog, Brownie,He looks. does very not sad want when me Ito start leave to school. A Joke on Me hatThesheeps-graychildren braidedteacher can fromreads trousers, see oat-straw. thoughtfullythe imageryhis shirt andand of trulyslowly French picture enough calico Almanzo'sso and that his backarounditIf openIhome. amme andnotand followscarefulbarks happilyme.to close until the Igate, take he him pushes One morning I was late. Ho runs in circles I hurried Aftertherection purposereading, for for.listening, the which teacher Webut havedoes asks: listened?"not "Who repeat is readythe proposed to comment.on di- door.heardslippedTheout bellof a theinto barkwas-ringing house myin chair theand hall asslammedjust I outside reachedin thetime. gateschool. behind me. my classroom Suddenly I I Appreciationgether about is points strengthened the story as raised.teacher and class think1. to- Laura Wilder left me wondering. For example: Now I feel I mustentire get book.Farmer Box at the library and read the Did she leave you with that feeling? 203 LISTENING TO STORIES FURTHER SUGGESTIONS Carrying Out Our Plans (Continued) 2. gaveI think his sonAlmanzo's something father was a good man. worthwhile. No, I'm not He bySuitableGATES-PEARDONthe the Gates-Peardon Bureau paragraphs ofPRACTICE Publications Practicefor EXERCISESreading Exercise of aloud Teacher'sIN READING in can Reading beCollege, found published inCol- Alimanzohavecated,thingreferring not you re-readthinkrecognized canto thehow holdthe half-dollar.he theconversationin should ylursense hand.spend of valueswhich his money.) helpsindi- It isn't some- (If children posesListeningumbiathe mainUniversity,for whichtoideas follow theand otoriesdirections,predicting are thewritten©noting outcome details, are the finding pur- There are six books in the series. 4.3. wouldWhatThink wouldit about buy a 100half-dollarFrank's years and later? buyAlmanzo's in 1867? conversation What HOMEWORKInvite INMother LISTENING or Dad to tell a story of a childhood ex- happenedabout the today? nickel. Could that episode have accuracyperience.similarshared,this enjoyable tosituation.listeners classmates listening think wbr how experience,gather they inwould small have groups handled a Listen carefully so it can be re-told with As stories are for PresentLISTENING a shortFOR CHARACTER description DESCRIPTIONS of a character from a famil- GROUPscriptioniar storyLISTENING ,r.nd in literature. guessCOMPREHENSION who was described, TESTS Classmates listen to the de- lahabitsprehend aretoWeekly helpread and materials aeader the toaccurate him.teacher supplies suitable recall. determine monthly to his a group child'sgrade listening levelability when teststo theycom- These tests also teach good listening 204. LISTENING TO STORIES TEACHING PROCEDURES WHAT IS MY TITLE 11111111.:i FURTHER SUGGESTIONS AND EXAMPLES EVALUATINGattentionactionsThe teacher to OURthroughout? the evaluates WORK literature in thelesson. light of the Were they able to answer the question Did they give their children's re- 1. Wilber,Onlythe E.one theB. whose Whitepig. miraculous could make web a spidersaves theas lovablelife of as Charlotte's Web Thewhicheffectiveness following established are of thesuggestedthe purposetotal criterialiterature for listening? for program: evaluating the 2. TheturesnoseIt storyis grewofan describesPinocchioItalian longer classicevery bya saucy,C. time Collodi.loved lively by Americanlittle puppetchildren. whose he told a lie. Adven- 2.1. HasandDoes stimulation?his the literary child turn taste to improved?literature for pleasure 3. whereTheLion, storyfour The childrentakes Witch place and find Thein strange theWardrobe magic byland C. ofS. Narnia,Lewis. dventure. The 4.3. feelingsDoesIs he his reading andreading emotions? a wideprovide variety an outlet of books? for his 4. A Borrowersexistofrace their ofby little borrowingownby Nancywithin people Norton.from an dwell Englishits "humanin countrya miniature beans." house. The world They 5.6. ofIsIn the hehis problemsgaining reading, anof is understandingothers? he becoming oftruly people aware with 6.5. ThetheThis globe.story story is of about the Marcha little family girl has and been her readgrandfather. all over Little Women by Louisa M. Alcott. 7. grounds?Doesdifferent his readingracial, stimulatereligious hisand thinkingregional andback- 7. TheJohannaYour authormothers Spyri. describes and grandmothers the efforts enjoyed of Dutch it. school Heidi by 8. problems?Doesimagination? his reading help him to solve his own 8. WheelwhenThechildren Ridgewayonfather the to Schoolenticetakes Family abystorks leaveenjoys Meindert tofrom a theirgay DeJong.the adventure village.University in toFrance The 9. theDoes physical his reading world? help him to better understand 9. CrusoecontinuesFirststudy and publishedby write.Rogerto attract Duvoisin.in 1719, readers. this classic shipwreck story Fa_miAx. Sabbatical by Carol R. Brink. Adventures of Robinson 205 r. on5EmolivCI A TEACHING PROCEDURES LISTENING TO STORIES FURTHER SUGGESTIONS AND EXAMPLES Whet:10. .1s Ey Tit Le? exploitsThesand French Leagues in writerthe Under submarine, tells the ofSea Nautilus.Captain by Jules Nemo's Verne. scientific , (Cantiuued) Twenty Thou- I always think the cover of BOOK HOUSES AWhereWhich piratebook I'veopens is or likenot ainto fairy beena someontusdoor before.queen house MayAndWhatI lift always whenwelcome the I wonder findlatch there a whenfor housewill me;I be.knock,that's dull ButII'm neverdowhen apt not Itoknow oftenfind spend what onestay the sortfull day. ofof folksfriends AndSoWill that's interesting be within,why reading to you me. see,always is Annie Fellows Johnston 206 LISTENING TO MUSIC Listeninggoodcanit should bringmusic, is aboutbe anthey the intrinsic musicalhaveprimary to pleasurepartbeaim taught ofof thealland haw teachermusical to listen tolearning develop to it and listening musical activity. uaderstanding. Before children cen learn to appreciate habits Emong the pupils that For this reason, thoughtfulrecord.OneIf approachlistening way. to is developing to bring greaterthese listening understanding, habits it and must appreciation be guided listening. Records can provide listening experiences which teach children to is the use of the phonograph lioten to =sic in a This means giving warenessThispurposeannouncingdirection response ofmight mR.;sieLlor the directing be shouldnEme t© form.bringof be conscious of about a nanre anattention awarenesswhich will t© of listening.not detrEct from the listening. selection and playingWhen it. children are listening, involve then in came kid of mood. There musi! be s pofcsse foT lgoteng_ng.Another might he to bf_rg Cuided listening is more than j7Lst For example, cut an This Childrentofeelingschildren count theshould canabout number m.T,e betheir guidedofsome comprehensiontimes simple in adeveloping melody physical of is music. aresponserepeated. musical whenvocabulary they hear which a changethey can or use to This vocabulary would include descriptive terms such thiadren might be asked describe their waltz,beshouldasform, slow,ready suite, includecomposer fast,to discoverform, somegay and etc. or of manner more happy,this specifics ofmusical and performance. definite vocabulary.concerning musical ele terms fundamental as elements of When a di,scussidn precedes or follows listening to a selection, it As children grow in musical maturity, they will solo, trio, violin, soprano, march, musicmood, style, TheyThroughcordings, can guidedlearn they morelistening can aboutbecome tothe familiarrecords, band and withchildren orchestra some ofcan theand learn greattheir about conductors great composers and performers and respectiveinstruments. Recordings can pro- their music. Throughof today. re- velopThevideThey performance childrencana taste learn fwith about ©rand thea thevarietymusic finest recording of of inthe goodmusic. Unitedshould music Statesbe for of listening. excellentas well as quality other countries.since an ultimate aim is to de-

207 - ibONORMININIO 2 II 4. A k 0 =:10 SKILLS WHICH NEED TO BE DEVELOPED WHEN LISTENING TO MUSIC SpecificThetening general forskills skillenjoyment the taught teacher and when appreciation. will listening wish to toemphasize a musical in selectionthe sample on lesson a phonograph which follows record are:is lis- ABILITY TO: 1. React to the composer's mood. --expression of composer'sfor the love river for country and feeling 2. Enjoy recognizing and following a melody. - -moods vary from tranquilitypatriotism to excitement, gaiety and 4.3. DetectDevelop and mental react and to auditorymusical dynamics.imagery. --steady- -quiet musicsmooth of tempo fluteriver of describes music describes the bubbling the magestic spring - --louder -instruments and faster drop excitementmusicout one is byused asone tothe to give huntgive a approachesthefeeling effect of of - -throughout disappears.strumentsfading away add asto thethe huntvividness vanishes of theand the wedding scene the variety of composition of orchestral in- different scenes 2118 0111111/ TEACHING PROCEDURES LISTENING TO MUSIC FURTHER SUGGESTIONS AND EXAMPLES AsPLANNINGare a unitbeginning TOGETHERin social the study studies of...... some.the sixth of the great rivers of the grade boys and girls SUGGESTIONS1. FOR FOLLOW-UP LESSONS thePlay descriptions. the recording again to associate the music with wouldworld.thelivelike rivers.like nearto learnto and accomplish. aremore affected than just by factsthe rivers. about the geography The children and teacher discuss together what theyThey want also to learn about the people who They conclude that they would of 3.2. .When children know the song, play theTeachgain recording theto seesong ifa- "Themes", they can pagerecognize 133 of and American identify the Singer. A gested.tological know?" question follows: "Where do we find A boy says he has heardSeveral a person sources can forlearn finding about information are sug- what we want 4, TheMakeriverSeries book atheme. study byNew Hartshorn ofHorizons other and melodiesfrom Lenvitt, Making in theGinnFriends composition. and withCempany, Wsic peopleothertheirlisteners andcountries.music placesfollow texts,book throughthewould folk teacher's be songsmusic a good which anddirections source art. tell ofof and information.the discover, people of in They discover a number of songs about var- He wonders if The 5. wouldCorrelatethey be hear very with in helpful theart. music to theby drawingteacher. a picture. Children could illustrate what theirious Americanrivers of Singer the world. book. "Huckleberry Finn" They list the river Thesesongs include:in --Page 18' 6. musicThisjoy lessonatrip song, around might a dance thecreate orworld. ainterest composition in planningby an outstand- a Plan the trip and en- "Song"Themes""Flow,"Winter of River" Freedom"by the Dnieper" --Page- -Page 133144129 145 OTHER RECORDINGS ing composer of each country. The teacher selects "Themes" and continues to motivate "The Nile"Terek" The song "Themes"--Page 177220comes the "Song"Blue"Barcarolle Danubeof the fromWaltz"--StraussVolga Tales Boatman"--Russian of Hoffmann"--Hoffmann Folk Tune vakia.byfromclasslongest a Bohimian afor beautiful river the composer,listeningin pieceBohemia.. ofFredericklesson. music called Smetana. "The Moldau" written Much of the life of the people has centered around Bohemia is now called Czechoslo- Moldau is the poserthe Moldau. tells about a river with musical Wouldn't it be interesting to hear how a com- instruments? 209 0 -r ; R z 1; 111 0 31. 1777--1,J 11 s TEACHING PROCEDURES LISTENING TO MUSIC FURTHER SUGGESTIONS AND EXAMPLES CARRYING OUT OUR PLANS Baldwin,BOOKS FOR Lillian. THE TEACHER Listeners, The Blue Thecalled"The-Moldau"purpose teacher a forsymphonic gives listening. by Frederickadditional poem. Smetana information is a musicaland a definite composition A symphonic poem is an orchestral ABook, Silverbook Thein Burdett threeCrimson volumesCompany, Book. which 1951. gives background vra, Music for Youn Morristown, New Jersey: descriptive"Thegestcompositionferent Moldau"in thephases of: tonebasedis ofa of symphoniconlife the a story©alongmusic poem thean whichevent,Moldau describes anRiver. idea orthe a dif-scene. The composer tries to sug- The music is Baldwin, Lillian. Burdettgoodterials source Company, of thebook. composer1951© and musical compositions Music to Remember. New York: Silver . 2.1. AThe hunt source in the of forestthe river and anda wedding the river celebration itself, Hartshorn, William C. and Leavitt,A fromposerbook Helen Makingwhichand S.the givesFriends music. background with Music materials Series. of the com- Boston: New Horizons Ginn The descriptions are written on the board, but they4.3. are not RapidsMoonlight in theon theriver river and anda castle a dance of nymphs Backgroundlessoo.and Company, material 1940. for presenting this listening Pages 19-23. musictempo.inthearranged the withrecording correct thein thedescription isorder. sameplayed, order bythe asrearranging chiLdren they appear try the toin descriptions associatethe music. the They listen for changes in mood and As O'Connell, Charles. BackgroundNew York: materials for symphonic music. Simon and Schuster, Inca 194. The Victor Book of the Symphony. Note: MusicasThe descriptive teacheroften should must as bethisbe awareenjoyed particular that for not therecording.- all music music is Swanson, Bessie R. ChapterCalifornia:listen; Eight descriptive includes elements a discussion in program of learning music; color,to Wadsworth Publishing Company, Inc., 1962Music in the Education of children. itsitself--its rhythm and tonal form. beauty and expressiveness, . Baldwin, Lillian. anddesign concerts. and form in music; rilad compcsers, inotrments A Listeners Anthology of Music 210 Vol.Painter 1 The and Master Dramatist. Builders, Vol. 2 Musician as Poet, Silver Burdette Cc., 1948. LISTENING TO MUSIC EVALUATING OUR WORK TEACHING PROCEDURES MUSIC TEXT FURTHER SUGGESTIONS AND EXAMPLES EachA teacherbrief child discussion gives evaluates the followsclass his ownthe the listeningcorrect listening arrangement. according activity. to how well The Beattie, John W., Wolverton, Josephine,Americanand HowaEd Book Wilson 1nga©Company's Grace 1955.V. The American Sicks72. Page l3© NCW7ore, willheIf was thischoose able has "Theto been associate Molded' a pleasant asthe a musiclisteningfavorite with to experience,the enjoy descriptions. again. the pupils Bakeless,BOOKS FOR KatherineTHE CHILDREN Little. CompOsers. New York: Frederick A. Stokes Company, Story Lives of Great ofFrederickThis1940. the book composer. Smetana.includes the story of the life of There is a full page picture ComminsPosell, DorothyElsa Z. Berliner. MifflinWhat It Company, Plays. 1963. American Composers.New York: Random House, 1961© All About the Symphony led Boston: Houghton Wicker, Ireene. 'km Music Makers.Merrillworld'sThis book Company, greatest tells Inc., aboutcomposers. 1961.the childhoods of some of the New York: Baba- 4

a 211 a a Televisionplace that has man been can describedgo with a ascamera LISTENINGa pipeline or that to man everywhere. can -- THEdescribe EDUCATIONAL in words. TELEVISION LESSON It can extend our horizons to any Through educational Theclassroomtreasurestelevision success teachers, ofof we theart can televisionin have subjectthe accessworld. arealesson to supervisors master is dependent teachers, and uponcurriculum to manythe finestindividuals.. and televisionmusicians The andspecialists television to the richest cooper-teacher, colossal.raisessibilityativelylistening-viewing questions planrests the with andlessons experience. thestimulates enthusiastic and prepare student televisionlesson interest. guides. teacher who instructs, explains, demonstrates, With the aid of the lesson guide he motivates and prepares his students for the During the lesson the teacher is a model listener. The task of the classroomThere teacheris no doubt is equally that the greatest respon- After the mediacessfulthesignments,lesson listeningmust learninghe be givesclarifies involved audience experienceindividual points,in must the are:behelp evaluation.encourages eager and anddirects discussion, receptive. follow-up plans activities. for a stimmaty, makes additional as- In summary, the steps necessary to complete a suc- The entire team of this "team teaching" The class which comprises 2.1. PresentationPreparation 4.3. Follow-upListening-Viewing Activities Becauseaudiencedemands television attentivemust be readyteachinglistening. and isin atune. concentrated presentation5. of facts, materials and ideas, itEvaluation There is a message to be told quickly, clearly and'vividly. One of the duties of the classroom teacher is to establish The listening.the listening climate. 1. Have your eyes on the speaker atThey all may times. be similar to the following: Early in the school year children have helped formulate standards for 3.2. TuneListen inImmediately attentively whenand trythe tospeaker get a beginsmental topicture talk. of what the speaker says. 4. Listen for words that may be considered as signals. They will help you to out- 5. Learnalthough,line tothe overcome sequence the first outside of thing,events. distractions. then, too, as a matter of fact. Examples are all of a sudden, furthermore, however, "flickering;'In order to "toolisten dark," and watchor "off-center." attentively, children6. should not be distracted by a picture thatTeach is yourself to concentrate and "stay on the track." The general reception should be checked each morning mechanicsbefore the of school the set day should starts ask and five again questions, before the namely: lesson1. starts. Is the picture off-center or rolling? Check the horizontal and vertical The person in charge of the thecontrols.the horizontal "rolling." knob to center the pictu If part of the picture seems . 'he cut off on one side,he turnvertical control can stop 3.2. Ispicture the soundpictureclearer. satisfactory? clear? Manipulating Adjust the the bass contrast and treble adjustment tones. may make the Sometimes 4. Isshouldthe the bass set be tonesplacedsituatedmounted predominate, in above sothe that bestthe reflections eyethusviewing level causing position soof nothingindistinctlight for from obstructsall sound. thestudents? windows the view. is avoided. The set It Just as the kind of story being read suggests the type5. of listening skills involved, so the lessonIscon- the starts?best possible listening and viewing condition provided before the developedtent of thewhen television listening lessonfor enjoyment determines and theappreciation. skills.1. React to the composer's mood. Music lessons especially involve the skillsThey may include the ability to: 3.2. RecognizeDevelop mentaland follow and auditorya melody. imagery. 4. Detect and react to musical dynamics. 213 a Ifir,7R-A740- w71,.72=71c ir7=7-118 41,777";17,..7.0 r alsoScience those lessons classified require as criticaldevelopment and ofanalytical the listening. skills involved in listening for information and These may include the ability to: 2.1. GainUnderstand understanding main ideas of newand words.gain new insights. 4.3. AnswerUnderstand specific relationships. questions. 6.5. MakeFollow.the inferences logical and drawsequence conslusions. of ideas in order to summarize and organize. visionviewing.Educational is truly television a tool ofis education.different from commerical7. television in that there is "doing' afterTake notes.Children are not entertained, but their experiences are enriched and extended. Tele- LISTENING -- THE EDUCATIONAk TELEVISION LESSON . TEACHING .PROCEDURES EXTENDED READING FURTHER SUGGESTIONS AND EXAMPLES whichhowThePLANNING St.classroom to Paul'slistenTOGETHER teacher waterare placed is and purified. theon theclass chalkboard. Specific questionsthink together for about NewSmith, York: Mary Howard. McGraw -Hill, 1961 Using Television in the Classroom 3.2.1. HowWhat is isthewater the filtration distilled?most efficient of water way to purify carried on? large A ButWeGOOD listensurely IDEA withit is our true ears, of course 4.5. WhereWhatamounts chemicalis of the water? water is added we use to purified?water to make it pure? CanAndThat hands helpuseyes and listen feetmouth too. New Vocabulary 1. distillation QUOTATIONS"Nature has given us one tongue but two ears, that we Occasionallyis reviewed. the criteria which attentive listeners2. filtration (See overview) follow may"Give hear everyfrom othersman thine twice ear, as but few thy voice." much as We speak." Epictetus If note-taking is a listening skill being emphasized, sug- . Shakespeare gestions for efficient note-taking might be 2. 1. NotesNotes should should be focus clear, on brief,the central and simple. idea. reviewed. the"Apply words thine of knowledge."heart unto instruction, and thine ears to 3. Notesrevised should after be thereviewed lesson. and perhaps even "He that hath ears to hear, let him hear." MatthewProverbs CARRYINGThethatexplorers television he, OUT too, beforeOUR teacher isPLANS- concernedbeginning might abouttheoccasionally actual listening. lesson visit to with'the remind them .!; TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES HeCarrying says: Out Our Plans (Continued) you'veabout beentoday. in school Water is just one of the things I'm wonderingI'm also wondering about YOU. . . . I'm wondering if you have been Two months classroom?I tall,traininghave alistening picture yourself inattentively, tomy be mind a good of and explorerslistener. thinking. who are sitting Is this your I lessontoithave sitwas another straight.andtoo theymuch picture arework bored. to in listen. my mind of a group who thought Soon they lose an important part of the Then they bother their neighbors Its easier to slump than manythatIto wonderthingslisten. has learnedwhichdistract is self-discipline. yourthem, classroom? and it's hard for those who want I hope it's the group Anothergivethingthe thetelevisionthing that answers aboutinvolves lesson? towhich our your Iquestions wonderhands? is again? what you do following Do you have a discussion? Train yourself to do both: Do you do some- Do you ListeningdemonstrateThe television and and teacherteach the proceeds concepts with involved countless in howvisuals our to pokG. bywatercouragesThe such televisionis devicespurified. better as teacherlistening. questions, keeps instructionsin mind that forinteraction notes, and en- He stimulates much interaction work-along activities. 216 Are you listening? LISTENING -- THE EDUCATIONAL TELEVISION LESSON EVALUATING OUR WORK TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES Afterfollowstestedforcussion theextended bytelecasttheand giving completion summarization.learning. thea short classroom of quiz.the unitteacher of work. guides further dis- Occasionally listening skills are He gives additional suggestions More extensive evaluation TheEvaluationdisplaysibilities teacher on need mightwater.committee not evaluate always members atake unit accept the by form observingfor ofa bulletina talkingthe respon- board time. Thefutureshow?lessonteacher's television fromlesson? voicea teacherdifferent Was quality, the and timingstandpoint. stgcliopronunciation, satisfactory? director evaluate each What concepts presented need to be reviewed in How did the visuals or enunciation be Can the a Theimproved?telecasts.the evaluative television comments office arewhich very classroom valuable teachers in improving send tothe

217 0 yr-r: LISTENING TO CRITICALLY EVALUATE MASS MEDIA "Be not tikeBe adumb hvw &Livenin the cattte,At/1,4e." Long6ettow--"The Nam o6 Life" whichThetapes,those primary furnish whobooks, controlfunction material comics, mass of that magazinesourmedia affectsschools is andalso people'sis newspapers to to influence educate minds. are the minds.all minds a part of boys and How can we teach youngsters to be masters and CanTelevision, we teach radio,them to movies, analyze, records, evaluate,of a great web of communication girls. The objective of manipulatedVancenotdiscriminate slaves Packard offar thisinand more his thentangled thanbook select we Thejungle realize. Hiddenthe ofbest? mass communication? Persuaders' remindsHe usquotes that wecountless are being examples influenced of studies and in which people meticareforPackard psychoanalyzed manufacturersmerchandising. describes areandthe advisedthenorganization manipulated not to of sell Motivationalby merchandiserslanolin, butResearch, sell "hope" a new forscience beauty. of depth Many industries request counsel on techniques to market their feet." Cigarette jingles inform listeners, youngwho and wish to sell their products. Shoeproducts. salesmen probing methods Mr. Cos- old,Therearedren. "Don'treminded, is evidence miss "Don't the that fun sell industryof shoes;smoking." looks sell forlovely new frontiers for recruiting customersCommercial among interests the chil- are advised, "Sell these children on your brand name and they will makingunderstandAmericanCrocketinsist value craze pockets.that techniques judgments. oftheir 1955 parents ofwhich advertising gavebuy nobirth other." offers to 300 an Davyopportunity Crockett for products teaching and analytical lured $300,0003000 listening and The manufacturet made the products because the consumer demanded them. An example of big business persuasion was the Davy To from Massraiseapowerful-daily languageskilled media the criticnotqualityis oftentimesonly influence is of influencesa massworthy distorted onmedia. pronunciationgoal,. the consumer infor comics it'is and in andonly usagethe cartoons thosekind in language.ofwho inpurchase canan effortintelligently he makes,to be amusing.,appraise,but it exerts a Children need to be aware that To become that can 1 Packard, Vance. The Hidden Persuaders. New York: David McKay Company, Inc., 1957 Thenecessaryhis teacher students beforemust can always childrenpursue be the awarecan study be of expected ofchild mass development tomedia. do analytical and must judge to what length and depth We are reminded that a degree of maturity thinking. Mauree Applegate in ,Easy in English says: "Alevelattitude child of in maturityof the analysis intermediate is neededmust not gradesbefore be begun whochildren perpetuallytoo earlyare ready in doubts the to elementary lookis in for a sorryflaws. school. state. Wait until A certain The anythingports,needchildrento afaith childyes, thatsee more but is lifewill almostanalyzingthan wholekeep they as usbefore important speeches,needfrom doubt.youhaving teachasno. themachine them skill toteachers. take life apart. Analyzing arithT.etic problensIt is this am.1 eleTlient school re-of timing as much as itself."1 When to introduce a skill Young children ABILITY TO: SKILLS WHICH NEED TO BE DEVELOPED WHEN LISTENING TO CRITICALLY EVALUATE MASS MEDIA 2.1. DiscriminateDistinguish betweenbetween thefact true and andopinion. the make-believe. 4.3. DetectListen prejudicecritically and for bias. evidence which supports a speaker's statement. 6.5. RecognizeEvaluate "sales-pressure"propaganda by a checktechniques. againstobservable facts rather than assumptions. 8.7. MakeSense inferences the speaker's and draw purpose. conclusions. 1 Applegate, Mauree. Easy in English. New York: Harper and Row, 1960, p. 112. 219 A ri =-___ M w6 a rw ----:77-1. il w=7-7---,6 a w7.72---r 1 mc-7.-=-Jo It r, _21 TEACHING _PROCEDURESLISTENING TO CRITICALLY EVALUATE MASS-MEDIA FURTHER SUGGESTIONS AND EXAMPLES' OurthatPLANNING lesson we have TOGETHERin languagehad. this week will be different from any There is little in textbooks to read evision"PeoplePEOPLE AREshow.are FUNNYFunny" was once the title of a popular tel- To watch their buying habits we might agree. material.comics,terial.about this magazines subject. and newspapers will furnish a wealth of Television, radio, movies,Think ofrecords, a word tapes,which encompassesbooks, all of these. However, there is no shortage of ma- 1. wellA signatstore theso "two thehadcost promotionfora ofparticular 29."140. managerThe articlesales pL1,2; rose for up 36%.salea It was not selling ascommunicating.howonly (Communication)a differentnation?to look backlife towould our bestudy without of the our pioneers modern meansto recognize of Are we more knowledgeableDo you because thinkWe theymightof TV? have also helped call itto massadvance media. us We have 2. wheelDoesDuring thisbarrows. the bargain war there appeal was to a you?scarcity of Luckily the merchant got heardangerous."One(Discussion) andwriter read has fallout. called the avalanche of material we have to Can you see any dangers in what television, He went on to say that "fallout is adisplayed theinsingleback his basenent order hardwareone them so and allhe store. onehadin aon18 conspicuous theon hand.sales floor.place The nest day he put 17 in He did not sell He .radio, newspapers,(Discussion) magazines, records, etc., gives you? . -been sold.barrow.A sign "last one" was placed in the wheel- Before the day was over, all hadWas.this morally right on the 1. mightWouldorIn a sellinglabelspace you believeashow acowboy program a "scientific"it movie to to be you,"American educational aprogram. network History" from 3. Whypartcident do of merchants thesay merchant?about price the consumer?articles at $2.98, What does this in- 2. - A thesecertain labels brand or of announcements? tire advertiser says his . It $1.50$1.49, and $3.79, $3.80? etc., rather than $3.00, 3. Thinkbuyistires thata aboutmost have tire? intriguing thea "bdilt word 121.4 inslogan. peace in the of advertisementmind." Would you ADDITIONAL1.. Gerald MATERIALS Green in The Last Angry Man, his novel youneighbors"big""Big care cardo what thinktowith thethey Bigif listener? think?youpower." bought that car? What woulddoes theyour word Do formation."cessant,theoverwhelming.of theassault television relentless on foot the industry,of publicavalanche the twentiethear says, ofand useless eye, "Thecentury themost in- isin- LISTENING TO CRITICALLY EVALUATE D1ASS MEDIA -=am.m. Discussion (Continued) TEACHING PROCEDURES Additional Materials (Continued) FURTHER SUGGESTIONS AND ....assamalls011.womMom EXAMPLES 4. withA.so magazine longthe slogan,and pictures so "Never a longed for." beautiful automobilebefore a Lincoln -- How does the -2. viewerswhatIncan the athen of3viewer frame anexamine incident hasfilm-strip, told repeat the Rumor to one the final report to see the first of the . Clinic, five non- another in turn The class change 5. Whenwordthetimesaving, instantlongadvertisers affect cciffee quick, theused was economicalwords new on to reader? like efficient, the market describe TheLeague,in filmideas strip 12resulting Fifth is Avenue, New distributedfrom by thethe Anti"rumor-mongering" York. Defamation exercise. anceIit. wonder when why? . However, they found it words like flavor, aroma, 0 . There was mass accept- didn't sell. rich 3. Thegarda teacher'sHidden the authorPersuaders as a fine required reading list. by Vance Packard should journalist and then ques- Readers may re- be on Let's listen carefully to what gavefull bodythe connotationwere stressed. of a*lazy housewife.)advertisers are saying to us. (Timesaving, etc., QUESTIONS AND PROJECTS FOR Thetioning book thehabits. is evidence likely toavailable to affect the DISCUSSIONindividual's buy- support claims wiRde. Ourtothrough firstJohn Q.thelesson Public medium will of television. really true or are they be to. listen to whatHow they should are we keep records? Is what they are saying exaggerating? saying 1. Arethemgrocery trading to customers.store ,taps or a filling station attendant thatDiscuss thebargain? question with Discuss this with the several hands HowThe should (Discussion)kind ofwe listeningproceed? that you listening to appreciate a piece will be required to do will of 2. Analyzesoldhousewives at lowercoupons who prices receive you mayif them.stampscut were from newspapers to beCould merchandise ba not given? beaware?youis.lovely quite criticalhear. musicdifferent listening.or listening from to Could we list some things You must analyse and enjoy a play or story. of which we should be appraise what This producerstoresappliedof this on paytype the for ofprice theadvertising? coupon?of an Does the merchants the newspaper or article in the grocery What is the purpose the 2.1. WatchDecidelieve, for if factgimmicks, the orstatements opinion, eye appeal , prejudice are.trueand bias. or make-be- facts, slogans. 3. withAsgies.the a storiesclass,theater viewtoand be athen foundwestern compare in Analyze the western as a type film on televisionthe classroom orthe at plotantholo- and characters of literature 4.3. RecognizeListen for "sales- evidence pressure" which supports a techniques. statement. theby coJparingRound Table. it with King Arthur and his Knights of 221 a r: a a ar _ LISTENING TO CRITICALLY EVALUATE MASS MEDIA TEACHING PROCEDURES a awil01/...lamoM.14ame. FURTHER SUGGESTIONS AND EXAMPLES Planning Together (Continued) 5. Recognize propaganda. Questions4. and Projects for Discussion (Continued)Haveinformed a volunteer on good listening programs committeescheduled keepfor thethe coming class Agree upon a plan 6. Listen "between the lines." for keeping a record C.ily teleview- -.Felsly view- 5. Useweek.listening the tape lesson.recorder to capture It might be an election campaign nateriel for a inging.. can beRetain evalev.tted. daily records so that the ofpresentationspeech, listening©news by the a commentatorbypresident°s a news reporter, messege orLo the people, Discuss the speaker's message and iii Establlsh a purl, se for the analyzation CARRYINGlength GUT-OURof viewing PLANS time,form productswhich includes adverrj.sef, name of program, 1.1c..tio:1 of it, notes to help 6. tractiveBefluence, as creative bulletinas well as board asan hisadvertiser on deliver3..foli.s.5 esc! ceL-.ia -4rrer.ge an at- The listen- willTakeappraise,to timehaveavoid shouldeachviewed repetition day bethe forfilled same ofsome material.program,out individual each d'ly, reporting. Stresq listening so as Many display.ing skills should have a prc,;-,- . place in the whichAteveryonedraw listthe confrontsome endof criteriaofconclusions the the week publicfor thefromcritical vialisteners their television. lietening. viewing. shoule, be ready to will be more sensitive to the advertisements It is expectedRefer to the Appraisebecometheinto crime repeating automaticthe and quality detective ababy housebreaking of sitters?the stories programs mightscene? lure child-viewers Do they cheat children out viewed. Have television sets Do you think bersofprogramsIndividuals the of freshthe class airshould andgive totalsunshine to televiewingthe needed-totime used each buildin week?viewing their televisionbodies? for the meek. Whet is the average time which mem- LIS-TENING TO CRITICALLY EVALUATE MASS MEDIA PLANNING TOGETHER ..TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES AsWecomicof youhave television. appraise stripexamined from it one theyou area newspapermight in discussthe orfield a pageit ofwith frommass your amedia, comic parents thatbook. Lei's look at the comics next. Bring a also. 1. harmfulIs there in it?anything that would be considered 2. standardfortoIs makethedistorted languageEnglish?it standard? language? of the comic strip sub- Could you re-write it Is there a reason TheCARRYING most evidentOUT OUR discoveryPLANS children will make in their exam- mayEnglishain't,toination find re used. you-writeit of doesis, comics the itnot don'tconversation isfit the thematter many character usingnone)substandard standard portrayed expressions English, by the theyart-of (Seein', 'em, fellas, sorta, fer, yep, ya, If children are asked Comparedistortedorist. "regular." the in usual comics comic and stripcartoons of thein annewspaper effort towith be theamusingChildren should understand that language is often historyHistoricalcomicsDispatch.Story ofcomebeautifully MinnesotaSociety alive fordoing doneby children.artist researchand historically Jerry before Fearing making accurate. in theMinnesota St. Paul The artist spent many hours at the Minnesota This is an example of a 223 a I a I a r. TEACHINGLISTENING PROCEDURES TO CRITICALLY EVALUATE MASS MEDIA FURTHER SUGGESTIONS AND EXAMPLES ChooseyouPLANNING will a subject concentrateTOGETHER about onwhich to make a case cereals, soap, toothpaste, cake Listen to the radio; view study. _Perhaps mademixes,whomoftelevision; by different you automobiles,advertisers consider lookbrands authorities.inaboutor andmagazinesgasoline. thatmake product.comparisons. and newspapers Make notes as to claims Study the prices and ask people CARRYING OUT OUR PLANS should be presented volvedThetypesshouldto assignmentthe whenof classbe advertising. muchlistening--as inof evidence theseveral form ofwellofdays evaluatinga asreport.duration giving--a various (Review skills in- report.) brands and There heDiscussingIs does itlotion truethe workingsendorsementandthat personal many of an hisof habitsAmerican productsown government?of his knows more about the shav- by prominent persons.favorite "star" than Do you agree net.thatilyleft-handed manythan anhe Americancouldpitcher name usesknows any "greasy whethermembers kid orof stuff"notthe much more president'shis cabi- favorite read- EVALUATINGandtelevision?How culturalmuch timeOUR programs? WORKis spent in Is it a "balanced diet" with some listening to radio and viewing educational LISTENING TO CRITICALLY EVALUATE MASS MEDIA Evaluating Our Work (Continued) TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES slave,whatThetoimportance discussionmakean to individual gains.mass of mediaandbeing readsevaluation isdiscriminate the and direction views. each andday towardselective should which emphasize in weregard want the to Have the lessons helped students to be more To be a master, not a Whattochannelaware payare of necessarytheour the reasonsbehavior? problems? forour for "deptheconomy? manipulators" wanting to Are premiums and thirty-six months (Because mass media are .we hear andsonnel,that trolsindustrializedsee.) shape andmanagement industry.competition and skills, commercialized are audienceall factors theytesting, which are shapedgovernmentdetermine by forces whatcon- Cost, technological equipment, per-

225 L.: limarsampo 6 a 0 I TEACHING PROCEDURES LISTENING--A FILM FURTHER SUGGESTIONS AND EXAMPLES THEAsexperiences, TEACHERthe teacher PREPARES heprepares reviews to the use skills a film involved to extend in the listening children's VIEWING1. FILMS numberThe teacher of films should viewed give in careful one period, consideration unless the to planthe questionchildren.lesson. for listening will be presented. On some occasions theyAt willother be times, discussed depending with theon the group, only one 2. ThereChildrensecondis to are use timeof occasions twoNorway for films a and differentwhen on The aa relatedLandfilm purpose. ofmight subjectthe beMidnight viewedsuch as Sun.a For example, ofThe a specificBook skills involved in viewing the film The1. Story Listen for appreciationare: of the research and andfirststepsthe the filmtime insecond sequenceThefor Storytimegeneral of forof publishing informationathe Book purpose might a andbook. ofbe followingviewedappreciation the the workofisListen ideas thatwritten forgoesin orderandinformation into published, tothe make writing to an tolearn outline, followof howa book. a a and sequencebook to 3. studied.asInsofar a supplement as possible, to the films unit whichof are used should be work which is being A necessarycopy of the visuals. book Pagoo and a hermit crab specimen are context.gain an understanding of new words from the 4. purposesguidesPreparation whichfor listening.for are viewing in the andfnm listeningcontainer shouldfor this include purpose. The teacher may use the film A bookPLANNING that TOGETHERyou will want to read is Pagoo by Rolling C. MORE5. BOOKS BY ROLLING C. ROLLING forFollow viewing up discussion and listening. should be based on the purposes Rolling.Haveterabout? youis submergedever seen ina livealcohol hermit in thiscrab glass walking container. along the (Show hermit crab.)Can you tell from the title what the book is A replica of the main charac- bot- MinnThe Book of theof CowboysMississippi kettleWhenthattom he of Pagooof starteda food.tide was pooleating,hatched near hefrom the found anocean? eggthat the the size ocean of awas pencil one hugedot. The book is the story of Pagoo's life. Mr. Holling tells us TreeSeabirdPaddle-to-the-Sea in the Trail LISTENING --A FILM Planning Together (Continued) TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES Onetoday.illustrations.lovely interesting illustrations thing aboutin the Mr. margins Rolling's and the books full is page the color (Show pages) We'll hear more about these writesA butStoryfilm Mr. ahasof book. Holling abeen Book. made wanted about boys this and book. girls to know how an author He chose to give you Youthis can information read to find by out about Pagoo, It is called The written.Secondly?tellingListen howwith he curiosity wrote Pagoo. today to find out how a book is What do you think he did first? View-theCARRYING film.OUT OUR PLANS Holling.ofthiiDiscussion an listening outline, follows activity.listing by answeringthe steps thefollowed question by Mt.proposed and Mrs. for The talking time may take the form II. I. GettingCarrying the on A.idea research At the library III. IV. WritingMailing and the C.B.re-writing manuscript an to interesting the publisher plot BackIn theto thehome seashore aquarium VIII. VII. VI. V. ReadingDrawingPrintingPutting theand the the illustrationsenjoying"dummy's book atogether new book '14=c1 227 LISTENING--A FILM Carrying Out Our Plans (Continued) TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES quiresFurtherinis anot businessmuch discussionalways self-discipline. wherea member may one clarify ofis theboth thatfamily. employer.and an artist employeeor illustrator The cost of the finished pro- Also, working at home, re- EVALUATINGtoduct the to weeks the OUR public ofWORK_ work ($3.75) involved might in production.be considered in relation Theskills following for listening questions were may taught.help determine if the specific1. ofDoes a ourBook? outline tell us step by step A Story, 3.2. WhatHavelogical newwe presentedinformationorder? the about ideas hermit from thecrabs film did in 4. tides,toDidyou add youlearn manuscript,to learn yourfrom somevocabulary?this galleynew film? words sheet, you dummy,would likehabitat) (instinct, plankton, 5. affectMr.assignmentand and creative. your Mrs. attitude whichRolling they towardare chose? both an veryauthor? talented Did you feel this was an easy Did the film 228 LISTENING IN REPORTING InReporting preparing is andone presentingof the-most a usefulreport andto hisinteresting audience, forms of oral expression. needpresentmustinformation, prepareassistance it in interesting, suchin in how afinding wayto organizethat authentic materials his theaudience information materialswhich will andwhich is are appropriate, in learning how to select pertinentwant to listen. in methods of presenting it. the speaker has specificwell organizedobligations. and then be ready to Intermediate grade children will He classroompurposeThethe listeners, oral for group.reports. listening, too, have form specific the basis responsibilities of listening criteriain order which should Listening manners, the importance of concentration, and to gain as much as possible from be formulated by thean awareness of the ABILITY TO: SKILLS WHICH NEED TO BE DEVELOPED IN REPORTING 2.1. ListenListen to to supporting the main ideas.details. 4.3. ListenInterpret to discriminate new words through between context. fact and opinion. 6.5. ListenListen to to detect make inferencesbias and prejudice. and draw conclusions. 229 LISTENING IN REPORTING PLANNING TOGETHER TEACHING PROCEDURES USE VISUAL AIDS FOR VARIETY IN REPORTING FURTHER SUGGESTIONS readygatheringobserveCityAbout Providestofour youpresent the weeksat formaterialswork to ago,Our yourand Health."we toandclassmates.began assist information working you in on whichplanning the unit,you andare "How innow Our It has been interesting to No one of us could 1. Theatingsentedreporting. tape usage andrecorder canand/or be can usedother be later usedcriteria. toas goodlessons advantage for evalu- in Reports can be taped as they are pre- wehaspossibly listenwill been have toaccomplishedhave thean achieved opportunityvarious by allreports our toof variouslearnthe in learningthe fromcommittees. form each individuallyof otherpanel aspresen- wethat However, 2. Theto speakers'firstnote progresstape stand may in beand latersaved microphone reportingand used are experiences.to valuable compare aidsand Alltheirspeakerstations, reports audience. skitsknow have that andbeen demonstrations.they well have planned special and responsibilitiespracticed so that to the Shall we review these responsibilities? voiceThemayto bemicrophoneuse and placed for enunciation individual on is the an standaidand reports. toshould for evaluating ready be used reference. one's by pupils own The speaker's notes 1. Theinglyto reportmain told. ideas must andbe wellsubordinate organized ideas, with allattention interest- 3. Demonstrationsreportinglentfor privatetraining to apractice group.in whichreporting. in children reporting, use asprops well are as excel-in Props help them to gain 3.2. Usagechosen.The vocabulary must follow must the be rules appropriate of standard and wellEnglish. 4. However,forReferconfidence. additional to the the method speaking suggestions should section never on varietyof detract the guide,in fromreporting. page the 39, 4.5. mustVoicePosture be quality,considered. must beenunciation such that andit doespronunciation not detract firstreal purpose consideration of reporting. in all reporting. Content should be given responsibility.tooI am harshly sure that at first.you will all agree that the speaker has real from the presentation. Perhaps it would be unfair to judge him Shall we therefore concentrate on one too,oneof the wouldbelieve above you that criteriaselect number as today beingone asshould the we mostlisten receive important? to priority.reports? Yes, I Which 230 TEACHING PROCEDURES LISTENING IN REPORTING FURTHER SUGGESTIONS AND EXAMPLES WouldPlanning it be Together a good idea(Continued) to judge each report as it is com- REPORTSOne of ONthe PERSONAL common practicesREADING of the elementary school givepleted(Note: a generalor shall evaluation? we wait until the end of the period and A general evaluation should accomplish the hasformaloftening been of the reportthatlibrary practice of on bootts.reporting each of bookre wiringon read personal discourageschildren reading. to widemake read-a Too The audience must listen carefully if they are going to However,beobjedtives asked questions at asthe well end concerning asof individualeach report.)content evaluations. should writeshouldofChildren reading a booklearn in comprehension review. lateto react intermediate to askills book, grades inrather basic should than reading, learnmerely theyhow re- to As children advance in development year.chartthejudge most theon listeningfromreports. our listeningmanners which activity? we planned earlier this How can we be sure that we will gain Let us review the wouldInbeenlate amore beread. the encouraged positivestory or approachbycontents an enthusiastic toto personalprove that teacher reading, the bookto reada has,pupil 1. Sit in a comfortable position. GOOD LISTENERS widely,anteacher,fromand expander occasionallyhis to too,readingkeep of in' ainterests, record whichsharehis role waswithof needs asbooksparticularly the a stimulator toclasswhich share membershave interesting.with of been ideaschildrensomething read, and The 3.2. GetListento readylearn so tothe we concentrate mainmay helpidea. one on anotherthe report improve A somesample books book that review have follows. honestly excited and moved him. Are we ready to listen? 4. Practicein reporting. courtesy at all times. Group one may begin. 231 LISTENING IN REPORTING tt , = TEACHING PROCErURES FURTHER SUGGESTIONS AND EXAMPLES AsmayCARRYING reports take notesOUTare OURgiven, (briefly PLANS the andteacher unobtrusively.) and more capable pupils At the end of A SAMPLE BOOK REVIEW THE VALENTINE CAT (May be readto a orclass reported prepared orally to listen.) contenteach presentation, and ask questions class memberssuch asg and teacher may comment1. on Your report made me wish that I could have Weisgard,Thechanting author, have book Clyde joined about Robert theira black Bulla, talents cat and which to the produce hadartist, a patchan en- of Leonard 2. beenIlike likewith to theyouhave wayduring met you the thatplanned city interview. health to give officials. your in- I would Lifewhiteuntil wasshaped a hardpoor like forartist athe heart foundcat onwho him his was and forehead. abandoned took him inhome a woodsto share 3. waterWherelearnformation supplydid about you by forgarbageaget skit. St. the collection.Paul? information about the It was an easy way to A imalhiscruelrope, meager was chimneyand rescued foodused sweep and himby toatostole real useclean thehimprincess chimneys. cat,as a modelsuspendedand after for ahimmany mural© en dif- a The wretched an= EVALUATING OUR WORK fiction.fairyOfficulties course, tale the andthe story therefore,presence ends ofhappily. it a wouldprincess be classifiedsuggests this as is a It is as appropriate for Hallowe'en a3 for ThetheIt following isattention advisable may span tobe ofgivea typicalthe only particular asgroup many evaluationg groupreports will each allow. period as BEValentine'son A aSPECIALIST holiday Day. at all. In fact, it would not need to be read 201. mationGroupI formationthink fromI was that our welland wereporters talkedprepared.learned so today.much all valuablecould hear. infor- They had good in- Intermediatechoosecialistterest andtoon read thethroughgrade subject.everything children much reference availableenjoy choosing reading, on the an subject area of and in- A child who loves horses might become a spe- 3. getcapableThe intoleader inthe theof discussion. theway panelin which discussion he helped was everyone very planningnotpreparestandardsreading, to havea to report.decide settoobe aupbroad specialistto by be thea asubject. specialistchildren in rocks for onmay, reportingdiamonds. after muchand for This opportunity cautions the reporter One who starts out When the 4. showinggarbageIt was notdisposal.the easydisposal plant would help. to understand the reportPerhaps on a chart or drawing 232 speaks,listening listeners to reports will are agree reviewed, it is likeand thehaving specialist a guest LISTENING IN REPORTING Work Cont'L22,d) TEACHING PROCEDURES ,Be A Specialist (Continued) FURTHER SUGGESTIONS AND EXAMPLES A agreedfewthe minuteslisteners Ram=upon. should onOur the be basistaken ofto thehave criteria the reporters which hasevaluate been invitedresource toperson. present his report to children in other rooms. The well prepared specialist is often

23$ r-- a a IIMME2=1IF LISTENING --USAGE notehabitsinIt theisof of thegrossinformal speech responsibility errors thatstandard which are acceptablelanguageofare the common school of aseveryday.to standardtothe help class childrenEnglish. as a whole overcome and alsoflagrant those mistakes which cause dif- The teacher, in cooperation with pupils, takes The ultimate goal is effectiveness and develop Tothenficulty children planned for in individuals. onthe the middle basis grades, of need. the standards of the play group or gang are more important A program which stresses adequate and effective ways of speaking is Communication rather than correctness should be our primary dividual.islearnsthanlanguage acceptable, those good thatset-by speech hemay teacherswill atbe homeoffensivereturn orin parents.tohis toit early otherlater yearspeople. when andhe realizesis given itshelp social at school value with to himrecognizing as an in- what There is keen interest in spicy, colorful slang and in It is all a part of growing up. If a child oftenunacceptableThroughthemselves. used mass in inmediacomic language ofbooks communication usage.or by comedians children to achieveof middle a specialgrades mayeffect be exposedor to draw to muchattention that isto They can be helped to understand that sub-standard English is SKILLS WHICH NEED TO BE DEVELOPED IN LESSONS ON USAGE 2.1. Listen to makefollow inferences directions. and draw conclusions. 4.3. Listen to gaindiscriminate an understanding in the choice of correct of words. form. TEACHING PROCEDURES LISTENING--USAGE FURTHER SUGGESTIONS AND EXAMPLES Note: aresuggestedIn this ready lesson for Grade learningthe usage6. the of principallie and lay parts is If the children MaureeA SUGGESTION Applegate FROM in A herCREATIVE book FreeingAUTHOR Children to Writel taught.of verbs, all forms of lie and lay can be useofsuggestslyinglay the them lend verb.down inthat themselves sentences.to teaching demonstrate well be dramatic. tothe demonstration use of these ofverbs the asaction they Children will enjoy placing objects or She suggests also two situations The verbs lie and HasWhodoPLANNING anyonehasyou asay petTOGETHERheard it? dog? the expression "Lie down"? Presumably it will be "Lay down, Mike."Do you ever ask him to lie down? It has been How story(pages in which155-156) they which will willhave require to use childrenthe forms to f telllie. a myhasWe"lie experience often gonedown." tohear that "I am"lay going down" to isla useddown morefor awhile"frequently or than"Mother down for a rest." This is incorrect, but MiddleA ownLANGUAGEing language verbsgrade HANDBOOK whichchildren handbooks are wouldtroublesome. in whichbenefit they from record making sentences their us- Such sentences can be usecomesoursuchlieve aears longto asthem bebecome"it time. acceptedto is be accustomedme" correct. beingas being sociallyto correctsuch expressionsacceptable after it inhasand informal beenwe be- in lax (Several examples might be related here, In fact, that is how some usage usedINDIVIDUAL for drill PRACTICE exercises with a partner. usagepeopleCertainusage, is who rather formscalled are ofthan goodstandard language "itspeakers is formal areI" and whichconsidered English. writers. is correct.) more acceptable by It is thatTheir kind language ExercisesSelfpractice.guage Aids books on in verb andEnglish placedusage Usage canon filebeby cutL. cards J.from O'Rourke for discarded individual is alan- hand- usageandLetof usage whenusforms look itwhich in ismore school. correctwe closely strive to astouse touse lay. when after it weis havecorrect learned to use about lie mediatebookInstitute; which children. serves Lake Alfred,as an easy, Fla. ready reference for inter- It is published by Psychological Copyright, 1961. 1 HarperApplegate, and Row,Mauree. 1963. Freeing Children to Write. NemrYcat. 235 A CARRYING OUT OUR PLANS TEACHING PROCEDURES LISTENINGUSAGE FURTHER SUGGESTIONS AND EXAMPLES a does.whathaveLie and differentthat lay important are usescalled orsubject verbs.functions or topic in a ofsentence. a sentence is or All verbs have several different forms. As you already know, words Verbs tell These are the forms of lie: Present (used alone) Past (with a helper- - Past These are the forms of lay: lie lay have, has, had) lain Present (used alone) Past (with a helper- - Past The verb lie means to rest. lay laid have, has, had) laid LISTENThe verb carefully lay means to tomy putsentences or place. so your ears become ac- customed(These tomay hearing be copied the oncorrect the blackboard forms of theor onverb ditto lie.1. sheets.) The book lies on the table. (now)

4k, 0 144, 411. 0t And one named Jill. WRITTEN COMMUNICATION A Successfulfriendly,in children informr1written the desire communicationatmosphere, to communicate rich has inits witha beginningsvariety one another. of first handin aand successful vicarious program experiences, of oral fosters communication. The richness of the intake of ideas will observationdetermineteacher'sIn the early to writtenchildren a primarylarge examples learnextent, years, to of theintroductionrecognize dictated quality that captions,and to spokenquantitywritten lists, words of therecordshave written and experience language comes through an observation of the ideas expressed. symbols and they soon de- stories. Through becauseBecausevelopat the a ofdesiresame the time. variationmanyto express new skillsin their maturation involved ideas inlevels in writing. the of writing children, not all of them Many are able to write their names in kindergarten; process--handwriting, spelling, form--and others not until grade one. will be ready to write Thethe following primary years:steps suggest the developmental procedure1. for learning the process The teacher performs of writing in 2. model.CopyingDictationthe act of of towords, writing.the teachersentences by andindividuals brief stories or by bythe the group. children from the teacher's 4.3. Writing from dictation, withoutwords and prior sentences preparation. which have been studied beforehand. Firstof children. attempts at independent writing should be brief5. and should arise from the natural activitiesAttainment As they gain facility in writing, the curriculum must continue to provide vital relative independence in the written expression of ideas. habitwritingtained..situations.experiences so experiences that If thewhichthe skillswriter willacid andstimulatearemay mechanicscontinuedgive majorin them ofon attention writing athe developmental desire receiveto content.to communicate theirbasis, fair they shareto should meet of thebecoattention many e a needsmatter in early in of life A proper balance between content of the writing and acceptable form should be main- For maximum effectiveness, it is recommended that written language skills, like those of oral writingWritingthelanguage, class andmay group (2)beshould broadlycreative and be to taughtclassified individualswriting. functionally into within the rather twothe categoriesgroup than willin isolation. ofform (1) the expository basis for or skill utilitarian teaching. Perhaps the major part of writing which children are called Attention to the needs of allandindiviA-_alquiry,upon feelings. typesto todo ofconvince isinterpretation writingof the others expositorywill oflendor ideas.to effectiveness type.give an explanation. and motivation. However, an element of creativity, imagination, or a bit of salesmanship in It is an expression Itof isthe designed writer's to personalpass along thinking information, to make in- Creative writing expresses a completely Real purpose for writing, such Thecommunication.oras sectionpublicationseizing ofthe the ofopportune guidewritten which momentwork is in fordevoted a classroomchildren to written topaper send communicationall a thank-youserve as stimulantsnote,has taken sharing intoto improveof account reports, written byandsamplethein committee examplesmanya brieflesson life forewordare memberssituationsdescribes also fromtogetherprovided. ain theirsituation which with actual writing ataken listing classroom isfrom used.of curriculum specificexperiences. skillsexperiences. which need to be developed. The lessons, suggestions and examples have been contributed Each of the situations has been described Additional suggestions A

243 teanowarc,}I 1 I GENERAL SKILLS OF WRITTEN COMMUNICATION Manywriting,described language only, following skills will arebethe listed commonintroduction into thisboth to sectionoral the andsection of written the onguide. speaking.communication. Skills which are peculiar to These skills have been Thespeaking,Theretion simple willto skills however,skillsbe considerable which of those capitalization, are skills listedvariation listed for punctuationinintermediate for writing primary abilitiesand grades.grades manuscript shouldof children form be masteredshould in any be beforeclassroom. gradually the introduc-intro- Generally comprehensionexperienceducedProofreading through charts. oforoup-dictatedwritten content work in shouldearly stories readingbe whichintroduced experiences. are written in primary by the grades. teacher on the chalkboard or on Children are introduced to capitalization and punctuation skills as an aid to Children, with their teacher, writingassistanceAsread independence, to lessons. determine from thein whether writingteacher the developsas contenthe moves in as gradeabout well one,theas the roomchildren form or worksis will acceptable. withneed smallguidance groups and inindividual their addedareacts.Late guide primaryas forthe A proofreading. need andclass intermediatearises. group grademay formulatechildren can betheir expected own to criteriaassume respcmis4Adlitigamo to serve as Such criteria will be simple at first, with more advanced skills being AWhen ofnote errorswritten indicating is work kept evidence isto evaluateda minimum of improvement byso theas notteacher, orto otherdiscourage major suggestion emphasis children isis preferablefromgiven free to content.expressionto the use LQrrection ofof ide4i: wordskeepexpectedletter ais card recorded gradesto file use in containingtheby rating thecard teacher forgrowth. a cardassistance as forwriting each in experienceschildrewriting on which his the correct spelling of misspelled A suggestion for correction of spelling errors would be to are evaluated.paper. The pupil will then be Skills which are peculiar to written expression are:Manuscript form CapitalizationSpellingPunctuationOutliningParagraph writing Manuscript skills include the following: HandwritingProofreading (Refer to Bulletin No. 59) Maintain suggested margins at rightleft Primary ReviewSelect all proper primary paper skills for various occassions Intermediate FormBringWriteSpaceIndent lettersthe properlyneatly firstsecond carefully word atline top of back and'bottama paragraph to margin of page PlaceObserve all social work oncourtesies paper with in attentionthe use of ink attractiveandfor uses better arrangement writing to LeavePlaceIndent thenamea spacethe last and number betweenruleddate as correctlyline titlewell of as anda thesheet body first blank word if the paragraph is numbered on all papers MakePrepareObserve every bibliography,properwritten formslesson fordocumentation conform lattersinformal, 100% andto business,school manuscript social form following:-Skills peculiar to writing paragraphs include theAvoid crowding at the end of a line footnotes UseIndentation of correcttopic of sentence firstsentence word form Primary MakeReview all thesentences primary relate skills to the paragraph Intermediate BeStart able ato new write paragraph an original with eachparagraph speaker's contributiontopics(grade four) t© the conversation 245 Lim,..4 Skills peculiar to outlining include the following: Primary Intermediate ArrangeSelectLearn thatideasimportant an in outline proper ideas issequencefor an headings aid to clear and orderly thinking SeeLearnContinue the to valuespracticewrite ofoutlines onoutlining all correctlyprimary for comprehensionobjectives with main topics and first and second sub-topics UseOmitNumberCapitalize athe periodand period punctuatethe after firstafter a aandRomana seriestitle important number orof main words headingstopics of main topics Form a habit of making an outline when it,is reportsneededand reorganization in connection ofwith thinking speeches and PUnctuation skills include the following: Primary Intermediate CommaQuestionPeriod betweenafter atmark thegreeting cityafter end and of anand astateasking tellingclosing sentence sentence ColonReview afterinthe writing skills greeting timeoutlined in a businessfor primary letter grades CommaPeriod separatingbetween after dayinitialsnumbersabbreviations words and yearinin aseries whenlist writing date HyphenExclamationColonPeriod separatingto followingset pointoff syllablesa afteralist command an ofexclamation word divided at Apostrophe int© commonshow possession contractions of singular nouns CommaComma setting ttobetween set off explanatory aword noun in used direct worts in appositionaddressand a quotation end of a line set off clauses in &q .cmpound sentence QuotationHyphen in markscompound enclosingto enclosenumbers the aand quotationtitle compound of a wordsbook- oflet, a story pamphlet, or poem chapter when usedof a inbook a sentenceand title Capitalization skills include the following: Proper nouns Primary Review the skills outlined for primary grades Intermediate TheMotherFirst word andand I Fatherimportant when words used inin titlesplace of poemsanda name stories TitlesNamesProper ofwhen adjectivesorganizations used with showing names, such race asfor Brownies, andexample, nationality: BoyMayor Scandinavian,Scouts Negro, and German NamesNamesThe dateof of days, titles: months, common holidays, street-0_, school, city, county, and Mr., Mrs. and Miss CommercialRegions of tradethe country: names: SouthSmith, Senator Jones, President Johnson Gleem,East, West, Ivory North, and NameFirst ofword the in Diety greetinga line and of theand verse Bibleclosing of lettersimportant buildings Pontiac Spelling skills include Primary the following: Intermediate FindSpell the bycorrectly correctsound if allspelling no wordsother from thatsource simpleare is writtendictionaries,available class lists, or adults KeepReviewSpell a personalthenames primary of listdays skillo ofand spelling months demons f ©r mastery Master commonly used contractions such asisn't and aren't - MasterUse dictionary commonly toused check homonyms spelling such as their and there DetectMaster misspellingcommonly used by homonyms,proofreading such own as herepapers...and hear LearnSpell andplurals apply and the possessives spelling rules correctly that apply with few exceptions

247 wommemr, LETTER WRITING"Juat- a temindeit.Vow owe: me. a, te.tta You can visit a greeting card counter and find an appropriate card for any occasion. TheMem Asoonen KW I getthe better."it? Perhaps ButReceivingremindthey isn't were the a createdcommercialcardreceiver, on asa special"It'sacard result sentyour occasion of forturn someone ato birthdaygives write." expressing one more a warm welcomea wishfeeling toif receiveaof personal "it's a niceletter. note to is be included? remembered." Clever jingles WeChildrenapproach forneed developing to intoencourage kindergartenletter an writingattitudechildren and can oftothe providedesiringcreate early their partmanyto correspond. ofexperiencesown first messages grade for in learn practicingprose when and it poetry.the is skillsproper involvedto write anda A functional mayprimaryvitationsandletter. be together business grades. and they messages plan whatto cheer to say. a sick classmate are the most common writing situations inThe teacher capitalizes on an opportune moment when there is a real purpose for writingA inletter content, requesting but not permissionin form. to visit the library or a neighborhood industry The teacher writes as they dictate. On every occasion, letters written are mailed or Thank you notes, in- Aseventuallydelivered. recognizechildren growwritethe partsin their their of own. aexperiences friendly letter they willand theircopy aproper letter placeMento composed by the group and will By the end of the third grade, children will have learned to 248 ABILITY TO: SKILLS WHICH NEED TO BE DEVELOPED IN WRITING FRIENDLY LETTERS 2.1. Write simpleas though informal you are invitations talking to and your acceptances. friend. 4.3. ChooseKnowfor whatwriting. words is thatappropriate are clear to andsay meaningful.in terms of the purpose 6.5. Be promptneat and in accurate.answering. 8.7. AddressBeand conscious punctuation. an envelope of spelling, correctly. handwriting, simple capitalization

*0.****** 249 * --7,7",-* - ay-7-1 sr-77-10 LETTER WRITING WE MAKE OUR PLANS TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES theThere wordsz are so many times during the day that I need to use THANK SOU, Have you used them today? (After manywith experiencesthe teacher ofdoing dictating the writing) TheLIBRARYIrene True Sevrey BOOKBook ofMiner, Our PostChicago: Office Childrens and Its Press,Helpers 1955. by O. beenjoyeditplimentsYes, thanked be wetoo the thank (kindisbad concert?not if peoplewords), hereMrs. fortoLivingston for hearfavors gifts. how they neverhappy do heard forwe are us,how formuch com- we (A child will suggest writing a note.) Sometimes the person to Wouldn't AfterpostSTUDY aoffice. TRIPletter-writing activity, visit the neighborhood weWe allsendhave felt? Mrs.written Livingston thank many letters so she would know how What shall we say? you notes together. This time, could EmphasizeBULLETINletter for BOARDkey the parts bulletin of a board.letter by making an oversize Indicate the position Shall we make a list of some of the words we will 3.need?2.1. InviteTellThank her herher how forto thecomecoming music again. to made our usschool. feel. wordsof heading, written greeting,on large tagbody board and closingkeys. by having these beautifulmusiccomethankDear Mrs. Livingston, you scriptLet's writing,give Mrs. too. Livingston a sample of violinpiano our very best manu- 250. TEACHING PROCEDURES LETTER WRITING FURTHER SUGGESTIONS AND EXAMPLES WETypical CARRY OUTexamples OUR PLANS of first grade writing are: madeDearfeel me Mrs. likesing. Livingston, I was swimming in the ocean. I liked the way you played the violin. It made me think of robins. The music almost I wish youIt made me wouldDear playMrs. againLivingston, for me. I love you. Teri end.the piano player too. Please come again. The concert was beautiful.I loved your music, and I liked Diane The you.Dearfeel Mrs. like Livingston, I was on the other side of the world. I wish you would play again for us. It made me Thank WE LOOK AT OUR WORK Linda Some"Haveston?"theirfor children stopreletters truly and may aloud.goexpressed likesigns. to ourshare appreciation their thoughts to t by°s© reading Living- The teacher may ask each child to cheat his paper The purpose for listening (Periodswould be: and capitals) tcffer November 66141 %9.1".mt" antj u.41464-ftit"a4s3a4a- ,014,4 4)"41.Z.t, anut 111111144111111111A1M Kfd 111 Dear Nom and Dad) 40,4414..cvnd .4., .4.2,Tzt zrziti) 4,571,.G.41 Avial ra. AhA 1911.Our work TuesdayPlease, night is will be in the PTA ta.ekigl:,>,3442 1111111M1VIIIMIL43111TMf 1111111111-0411111W 7:30. come at Dear Miss MIUMIIIIMPTIN1MEM 1111 001 CVannelli lassmat and es, WliAltatWird Dew:- A ppl ebaumls,yau Tor Anvi-i-ipq Wic0 us +0 14visi+ your Thank remem- you 11111NrilITCMMOTAVA store. very,Th e much. iked k you, e Ays very, nice di-Ubu+cher an,tost- cu de;-)owin9 pear-Fm, us en+ ive whenforbering I mewas 411111111111lEiviraltdriN us the apple and candy turo -Fri bar: foci, Withsick.Michael love, N. 1

*. "Inteite6t FUNCTIONAL WRITING Expehience Vocabutany = Whiting" Functionalshort writing writing experiences merely implies for which that adequate there Twice as much time should be sent in 73re aration readinessshould be ahas real been purpose developed for writing.are more productive Mautee Apptegate for writin Frequent; as is whichneededitemleastthan teachers foraslong one athe resultassignments.such spendwriting experience of time the itself. inlesson. incorrecting. writing,A well directed and eachIn the child middle should grades; produce no week a short, should correctly pass written readiness period prevents many of the errors without at needAfterConceptsThefor language this reinforcementthe are reinforcementdesired arrivedlesson concept and shouldat additionalandby is discovery,betheir tnorouhlypresented timeex erience throughmay and be developedb usedthe usefor by ored and understood those who have need for it. of children'senriching own words experiences. and sentences.the teacher working directly with pupils. the basic text is referred to Not all children will The skills involved develop slowly as children learn1. to write more letters.In the first grade, instruction is begun in the proper method clearly and effectively. of forming 3.2. WordsListeningstorya second presented by tothestep stories children. inin thethe and sequencebasic having reading ofan development.opportunity program may to be tell arranged experiences into a providenew The chart stories may be copied at their desks or 4. Theatteacherof the picturesequence. chalkboard. to stepwrite begins on the withchalkboard. emphasis on picture reading and an understanding After oral discussion, the children may dictate a story for the 6.5. ChildrenFamilystudiesthe personal fun, shouldor neighborhoodany experience beof theencouraged content step.play, toareas.trips write and about excursions topics relatedprovide torich science, content social for The teacher and the pupils may spend some time in a motivational period at the beginning of the studentsThedaythe chalkboardtc board discuss write for theircanthespelling bewriting compositions a greatreference. assignment. motivating on the chalkboardfactor in arather successful than onwriting paper. program. The skills to be stressed that day should also be reviewed.New vocabulary pertinent to the title may be written on Other members of the Five or six ularclassmatediscussionsreadclass day. by compose the might authorcenter on suggest paper andon the analyzedandneeded content,will corrections andhave theevaluated a turnlanguage before at by a mechanics thelatera composition class date. andbefore the is dismissal.skillsconsidered stressed for groupon a partic-reading. Whether writing on paper or the chalkboard, proofreading should be encouraged. A The chalkboard compositions are These evaluative Whenboardcomposition.language children stories folders. are will encouraged be enjoyed to thatwrite day, often, and astories teacher written cannot onexpect paper to may read be orcollected correct forevery their However, when written on the chalkboard, the evaluationThe following is simplified. points should be considered in the evaluation: The chalk- 2.1. EvaluatehisDevelop composition. thea spirit composition of mutual according helpfulness to each as pupil'seach reader previous proceeds achievement. to share 4.3. AvoidEncourage over-emphasis positive oncomments perfection. before the suggestions for improvement. 6.5. LetaskVarytimes, pupil guiding the definitediscussionevaluative questions skills. dominateprocedure, to identify the sometimes evaluative correctly stressing period.used skills. ideas and at other The teacher should guageTofulfillrespect. be expression.able these. to state objectives. one's thoughts clearly and effectively is the primary purpose of all lan- An opportunity to practice by writing and then sharing is the necessary procedure to A goal equally as worthy is to develop wholesome, healthful attitudes and

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fl '41 A Notice three big ideas in our report. a a a a a WRITING RECORDS AND REPORTS Manywritingcapableteacherthey of the willsituations maystudents writing; merelyrecord will are situationsbethe mentionedroutine befinal able productin experiencesto hereprimary write andon simplethegradesillustrated emphasized chalkboard, communicationsare the withat result andan an opportune theexample. independently.of childrengroup time discussions. may by copyprimary it. teachers, Because the MoreThe Writing1. and Copying Labels, Signs and NoticeswindowLabel objectsand clock. in the room such as chair, Recording1. Safety Precautions Look both ways before crossing the street. 3.2. WriteLabelitems sentence displays which enrichlabels of science asuch unit as materialsof "Autumn work. or 3.2. DoAlwaysa notbicycle playwear afterinwhite the dark. whenstreet. walking or riding 4. Listvasehasthe various manyofbulletin. colored beautiful room board. leaves.responsibilities colors" beside ona Describin5.4. NeverIt is leave not safetoys toon playthe stairs.with matches. a Tri or Memorable Event AnnounceMakingfice, Announcements ona classa central project, bulletin such board:as a post of- "Hello)"angelwereWeother got atfish, onpets, theand, the neonspet too."Howorange shop. and are busblind your at fish.10:30. He We saw a parrot that saids We saw guppies, zebras, was a color- There wereSoon we "Mrs. Jones1Februaryandstamps second 12:00 for 14,grade each saleat classthe daybetween postfrom will officetheFebruary have hours in 10theirof through11:30 boughtourful parrot.aquarium. two neon fish and one zebra fish for There were two guineaWe pigs.had a nice visit. We Recording Dailyroom. News Letters can also be mailed there." MakingTravel"boardChildren Titlesdisplay. would compose and be Captionsappropriatea main title for for Picturesfor transportation. "The Speed of Modern Day a bulletin Time.cise.Childrentopicfrom theor compose newschalkboard event a sentence discussedas their penmanshipduring The sentence is selected from or two to be copied Sharingsome timely exer- Captionsmake"Followreader outdoor theenjoyfor Fall"bulletinobservations the wouldillustration. board for pictures several help weeks. the encourage children to BeforeListingdecide a Rulesonclass certain takes rules a study of behaviortrip, they to willbe ob- ListingCommunityIn setting Items Helpers, upfor a anplan theOutline ofclass study may for choose a unit to aboutmake trip.laterchildrenserved asby ancanthe evaluation copygroup. these of rules the successto be referred of the to One child, or all the an outline: I. The doctor A. He trains at the University 2.1. noise.KeepStay voices in your low, seat and on avoidthe bus. unnecessary C.B. HePatients forworks his at comework. the tohospital. his office. 4.5.3. HandleDotoldStay not youwithbotheronly may thethose thehandle. group busthings atdriver. all which times. you are Recordin Minutes of a MeetingII. The policeman D. He helps us in many ways. Recording6. Observations and Reactions aOnly time. one child should ask a question at Thirdthe proceedingsgraders may ofwrite a club a simple meeting. record relating Weperience.Compose took a awalk. story after an outdoor education It was lovely spring day. :,x- RecordingWegrasspussy saw threepushingwillows Weather robins upand Informationthrough somezatching croucuses. the dead leaves. worms. We saw the We saw aThisEach childscriptiveblank informationday, hasmimeographed children aword copy. aboutis will placedcalendar the write weatherin formtiethe dateofof that which each proper box of and a de- day. ea...3..100,1.M &ma liLmi ills «v.. is to 1....1Irod + 5+,++ b.I.1.9.1.11+/+ aliodwil Ai 1444. T A. Forms,Save regularly today for the =ILZ try .11....r...=14.,1* 0.00+.+0.N, - I.. c.+00 , ore .01.0.00 .0. rah+1. 1,00sJ Trielavvse+4- things you want tomorrow Cabe is, Vic's, and Captims MWCLL - rmac.....00 rrit,tir TAE FIRST NATIONAL AZZ ,Zez44.1.0--) '71 7.171_ ,..;- . 0* _ *4.PLACE YOUR DEPOSIT CARD 1W TOIS ENVELOPEFIRST NATIONAL BANK ."..* I. $ SCHOOL sAVING5 DIVISICU 13,54/ OccIcz A. 47/4ce.-stl: 2,0+1BANK la OF 01 SAINTS(101 PAUL CLL W151 St. RaNtoaunt10744 !ph litg. (95cecia Aye. 5. Minn V. ri4,151____i+,e0 tr. ACT NOW.. TILL OUT AND MAIL TODAY tokk.0.ritmanikvyg14,2v2iita0-1/11atimiArA.2.5: mut 574i AP""m*-11,i7t- nw tvelimeg.i, (W. e_71- "0.;1.:10 . 0 ,+ f.si0 Etichdri8 S. 0 3t F BurKhmalt iy MMHG $F UNA ,T; oirt at y two% LOOSENESS IF. FINJ1110 .00 .5 CI because y father er he makes producer goods. VA Our Actuariurry) lilfrilie9 Records and nc:1-6,y°1 lost a blue_ room.Ve have We don't hoY i);-1 an otctriurn .vn our e. fish in it- -rvylip79ve.u lost b3V. it on icjieo ase NAtiUPPies IIyet A or our aqyariuhri. She bring them after will brie Barbara. -thanks_ some_ -F oc all' mi g air° Goodrich. David Moy r ,come Julie Ann Weeldreyer raez4eze PSII/1v 9( lytrot,.(3A-1- Tod Cleopatra y boy nomad Ji $rneed p rp, an. i \A./entirc4s parades to Tone. are very very I saw very is a /eit--y cre gpu pp pu ppy named ,\Ierif Wesr \iriv ilgrespt.tef\igr,tnv y -the too.rope,lions. unny c owns likedwalkers. the ions.e sav somethesaw elephantsman trains some monkeys tight- too.the 5inf...?heloorci.sshveeoo ecause ed so she is so youn8, n no+ ark that I ood, got, someone herethe was best g white une down horse. had I I candy. It tasted very diked very very IMond have ay a January puppet very There other big shoes. He were aclown had lot of clowns --tAnny very atthe clothes. funny. circus. ItWeIt cancan made play. taMari I if lee '4111-.1"1"1".... Thethoserecorded epistles used in bywhichthe Paul Bible. we in write his lettersand guide to thechildren Galatians, to write The greetings which we use in letters are also quite different Corinthians and Thessalonians. will never be as significant as those They were sealed with Nor are from nessevena toourb-Z be messageletters similar, usuallyof becausetoday sent like a letterby is a means -mash of red sealing wax'rd in or which two. there was impressed a picture of However, the purpose of writing in 53 A.D., in 1861 thoseand today received is in the historicmail stagecoach in some typeera. of an envelope. of communication. It is a written personal or busi- flowers, trees and likely AfterportunitywritingLetterstructure, all, writingmany otherto spellinggrown-upspractice isthan a most signing and alldo. importanthandwriting)the checks language activityand is skillsmaking also in present.(punctuation, outthe thelanguage grocery capitalization,arts list, program it is the only Besides learning about content and form in letter writing, the op- of the elementary school. paragraphing, sentence kind of Lettersclear-cut,further are break-down ofterse two style,general suggests and types, the a variety secondthe business aof chatty, purposes letter friendly for and writing. theand socialperhaps letter. colloquial manner.Business Letters Social Letters The first uses a A 3.2.1. AcknowledgementLetterRequest of materials application or information 4..3.2.1. Note BreadThankFriendly of and youappreciation letterbutternote note 6.7.5. Condolence NoteInvitation of apology AcceptanceRegret Lessonstheonly writingmotivation in letter is functional, neededwriting is should'be for neatness, a child taught accuracyto know when that andthere interestinghis is letter a real is thingspurpose to be to delivered.for say writing. become a part of The first emphasis in a letter writing lesson should be on the Also, when Then the "I'llbecomescontents do myskilled of best" the inletter.attitude. both. Secondly, there should be emphasis on form. 262 With practice, the writer paprimPwaimainstrouliaumellmonsors- CONTENTAsofcertain writing skills and attitudes.that need practice.children recognize that letter'writing is They may be classified as to a meaningful way to communicate, there are content, fora, mechanics ABILITY TO: 1. Make a friendly letter interesting. 5.4.3.2. ChooseKnowWriteKeep what thewordssimple iscontent thatappropriate informal areof aclear andbusiness to formaland meaningful.letter say in terms of the circumstances of the writing. invitations and acceptances. appropriate. Avoid trite expressions. FORK ABILITY TO: 2.1. KnowSpacebe includedthe the parts various in of each a partsletter, of the part. a letter properly. purpose and position of each, and what should 6.5.4.3. FoldArrangeUseKnow athe theletter the cgceptable location necessary properly. ofsalutation informationthe first and word in the body of the letter.olosin'in.termsof a business letter of the correctly. type of letter. being. written. MECHANICS OF WRITING 8.7. AddressUse the the appropriate envelope correctlywriting materials depending with the name and address of on the purpose and type of letter. both the receiver and sender. ABILITY TO: 1. Mrs.,Spell Miss, correctly gentlemen; certain names of cities,words ofstates, great months;importance in letter writing such.as: friend, sincerely, truly, sir, dear, Mr., etc. ATTITUDES 4.3.2. KnowKnowCapitalize, how the to abbreviations write punctuate dollars andto and useparagraph in titles and addresses. cents when enclosing correctly. money in a letter. 3.2.1. BeBe promptconscious neat andin answering.ofaccurate. spelling and handwriting. 263 LETTER WRITING PLANNING TOGETHER, TEACHING(Friendly PROCEDURES letters) FURTHER SUGGESTIONS AND EXAMPLESA LETTER IS A GYPSY ELF withmanOfstops foralleager whomtheat anticipation my communityI door,have theand helpers towarmestevery see Idaywhat know, I hehurry I brought.think home it is the post- feeling. Every day he from work Is it A OrEastletterOverIt South goesor mountain, is West pastwhere a gypsy orpretty INorth,over would elf bungalows,hill, itgo goes,myself; billIOflike always course,from that a prefer atdepartmentsome your daysgetting house? hestore. isa letterappreciated from homemore ratherthan on others. Long ago I learned that I than a YouAnyIt cannotplacefinds itgoodtravel must friends whereand will, thatthey liveare. so far writeLet'shad toto talk beme. afirst good aboutcorrespondent the friendly if I letterexpected that anyone comes to in HowLIBRARY Then BOOKCarried the Mail by J. Walker McSpadden relates Annette Wynne placeletter of interesting?a visit from the writer. 1. It is so natural that it sounds like talking. What makes a friendly runnerstoday.the history of King of Sargonmail delivery (3000 B.C.) from tothe the time air of mail, the ofpost Dodd Mead Company, 1955. 2. butOnesenses. writesuses words about that ordinary, sparkle everyday and appeal happenings, to the EnjoyReadin 1755. aboutreading Benjamin the thrills Franklin's and adventures experiences which as postmasterWilliam 4.3. Theit, letter was considered isshows neat that in throughout appearancethe person the becausewho writing. receives it is ReadCodyof experiencedtheofficial story messagesof in Phidippides, carrying in Greece mail "chief (490via therunner"B,C.) Pony andExpress. bearer CARRYING OUT OUR PLANS taking the writer's place. WhatDISCUSSION kinds of mail do post offices handle? What comes YouwouldaWhom personcan't wouldwelcome goin youatthe a the likehospitalvisit moment, to from visit? or so you?in you a homeput yourfor thevisit aged on whopaper. Is there a relative, friend, asundersendingfourth special the class a classifications delivery?letter mail? by registered of first, mail? second, third and What is the purpose and cost of Is this the same TEACHING PROCEDURES LETTER WRITING FURTHER SUGGESTIONS AND EXAMPLES Aftertake (Carchoosing a piece the of personscratch whom paper you and will write cheer a fewwith phrases a letter, likein Out Our Plans Continued) these:. AnMusicOur exciting shoppinglessons chapter trip Writethat a youparagraph have written. about at least three of the key phrasesEatingSambo's at narrowthe restaurant escape ThinkRememberyourinteresting." aboutletter. as ouryou discussionwrite that on,the "Whatpostman makes will a befriendly delivering letter This will help you to become an expert. EVALUATINGheading,Check with greeting, yourOUR WORKtextbook closing or and with signature our chart are to proper. be sure your 1.Proof-read your letter. Does it sound like talking? 3.2. Didpicture you words.telluse anyan ordinarycrisp sounding happening words in ora cleverinteresting way? TEACHING PROCEDURES LETTER WRITING ,Evaluating Our Work (Continued) 4. person?How did you show that the letter was for a special Did you inquire about matters of concern lishedA NewWonderful York. by Bantam World Books, for Children 271 Madison by Peter Avenue, Cardozo New Yorkis pub- 16, The cost is 50 cents. 5. a Isgettopicture your him?a letter letterDidwith you starteda "well frameask some groomed"?toaround you? questions it? to help Does it look like him PageHOWlustrates TO306 FOLD of thetheA LETTER properMacMillan way Englishto fold Series,a letter. Grade 6, il- 6. DidWhating? youpurictuationdoes remember the first tomark capItalizeline did of you the useonly heading after the firstcontain?the greet- word In what other places did you use commas? 2.1. A mediumsmallfriendly sheetsingle letter, of sheet stationery, is tofolded be put usedin inhalf. fora long a PLANNING TOGETHER in the closing? (Business letters) Lesson II 3. ularAbusiness parts.sheet, size 8envelopeenvelope 1/2 X 11, isis tofoldedfolded be placed inalmost three in in aequal half.reg- wewillmakeOne will beourof our turnourroom main big toattractive. chamberstaskssource as of ofwe interesting commercework together and material. travel this yearagencies is to for Your written papers and art work Sometimes Theinchily,In half-sheetorder fromthe bottomthatthe istopthe edgethen andreceiver isfoldedthen brought themay in fold openthreeabout isit parts. 1/4 made.eas- posters,letinstudies.alsofile supply boardswith maps some usandcolor with freepictures. and interesting and interest. inexpensive resource materials. material for social We could collect things which would give our bul- Wouldn't it be nice to have a Let's write for some free This would =Howtheinformation. will one awe letter wrote requestingto cheer Bill free when material he was bein differentthe hospital? from On this stamp a peruke I see! 1. A business letter is formal and brief. WhatWhere is is it? it? 2. A letterfriendly. to someone who is ill is newsy and 266 What can it be? TEACHING PROCEDURES LETTER WRITING FURTHER SUGGESTIONS AND EXAMPLES withHeresee addressesisif .....gfieWaiIguthatContinued)athere booklet isto anwhichentitled item we which interests mayA write. Wonderful World for Children Browse throughyou. it to It may be Youyoursomethingtextbooks will business need for to some letter.yourself,study time the to orform think it of about who In the meantime, let us turn to may be for oura business picture letter.file. should receive our WithCARRYING a good OUT business OUR PLANS letter as a model, discover: 2.1. ListHow twomany bits parts of doesinformation a business letter given in the have? usedheading.zipthe incodeheading the is heading? written.tell? What does the What punctuation marks WhatTell is exactly its where thevery first line of purpose? are Is writtenThetuationit used next twice usedin address friendly inin aconnection thatbusiness letters? letter.with the you sce will always be Is any punc- zip code?Where Howdresstoelse didthe appear?will thereceiver? thesender (envelope) information of the letter in the What punctuation mark sayinside hello ad- WhatHowletter?follows words couldthe greeting in many paragraphs make up the body of this Notice how each sentence has you use to describe the body a business letter? meaning. of the letter? (brief, clear, courteous) 267 I ----- TEACHING PROCEDURES LETTER WRITING FURTHER SUGGESTIONS AND EXAMPLES Carr in 6. WhatNotice other which closingOut word Our mightisPlans capitalized haveContinued) been inappropriate? the closing. mypracticeI secretaries.would likeputting to dictatethe parts this in letterthe correct to you places. so you can7. What is. the sixth part of a business letter? I'll be the employer dictating a letter. You be writeInstead(After it inofdictation, yourusingin best work.)shorthand pupils handwriting. openor the their typewriter, books and you correct will their Homework: contentswithyourStudy mailboxa memberaof business the at ofletter home yourletter recently. andfamily. which_ the six has parts come to Notice Discuds the Whenarticle you have for allwhich the you information wish to write, about the Noticewhether the the greeting letter isand brief the closingand to theused. point. pass the book to an company and the WillWriteuageitother should booksproofread yourclassmate.. businessifbe you recopied?it needalso letter. to.before Study additional letters from other lang- Think aboutProofread what you it.youwill mail write. it. -- Do-you-think Your teacher EVALUATING- OUR WORK 1. Did you tiara throughms um.=what you were going to 2. write?InIs whatyour wayletter were business-like you courteous? in tone? Did you tell what you wanted and why? TEACHING PROCEDURES LETTER WRITING Evaluating Our Where did Waist* you use capital letters?_Continued) FURTHER SUGGESTIONS AIM EXAMPLES 4. afterWhatin thepunctuation the inside address, did after the closing, after you use in the beading, your sentences? greeting, 6.5. WhatIfceiver thekind receiverof of the a mentalletter chooses have to of picture will the re- grant your request you? andfurther(This sends wouldobligations?letter be ofan acknowledgment.)opportune time to write you the material, do you have any a

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Itt Itt 1.3 - a*. IN. RA, 1e1/(1 7'A. / .-." le r, . "4 _7 -:776r7d 61.7,41 Oro' v44. .94 1193t NC/1M Mel NI cafic AINO .10 litni.2=fil 5 :0 -7 A '- 7150.10% ID -tt U Vs* Y31 Di 4 fr /1';71,141,1$'47 jt, rni( tar*Of " 00 0 !*- FORMS, LABELS, TITLES AND CAPTIONS There are money orders, questtonr *mires,Childrenintionslibrary manuscript application say,and loan adults"Please cardswriting forms,encounter Print."and be various headingscontinued many coupons occasions in to Because this is a frequent request, it is for standardized tests,the bankintermediate depositrequftctina andgrades. withdrawal accurate information. fill forms. Many schools choose a particular recommended that practice Quite often the direc- slips, "Teachingdayfollowing:formation. of theChildren week whenTo Write," everyone describes does all thehis written, Besides a knowledge of the correct writing skills, one fundamentals of alignment, slant, spacing and letter work in manuscript. should strive to attain the The curriculum guide, 2.1. .Fill in blanks nectly and accurately.Follow all directions. The latter goal, "Make the work attractive," also pertains4.3. MakeGive the all work the attractive.information requested in the proper form. significantly to making bulletin Perhapsboardhasaccurate drawn.titles a child'spenmanship; and picturefirst and experience captions a feeling whichwith for thisarequality eyephase catchers.in ofart, writing is to This will be a brief title or sentence description stating the main combine to make displays effective. Clever, meaningful titles; legibl& caption a picture which he practiceidea of inthe Althoughpicture.graphedthese writingno on sample pages activities. lessons accompany this overview, examples of writing situations are Brevity, accuracy and attractiveness should be considered when giving photo- 276 WRITTEN REPORTS MakingWeinor relate reportand reports, out personal on of the formalschool, workexperiences, or ofreporting informal, a committee. our may is opinion bean consideredactivity on a subjectin one which of for theall which majorof us we languageengage have gatheredalmost activities everyday. information, of the Because of the many occasions for giving reports, both Althoughlaterpreliminaryelementary by many others. school. preparationreports are forgiven oral orally, presentation there are and reasons (2) to forserve recording as a record reports. which can be read Two are (1) a moreWhenchildrenBeforeorganizingof gradewidely. children one, content,have manyattain readhed willas facility well be intermediate ableas ingreater to writing, write grades,attention brief their theirreports reportingto theexperiences consistingmore will advanced behave oforal. twobroadenedwriting or three skills. and sentences. they read Reports will then be longer and will require the development of the skills of By the second half drenTherecordof-school willsubject it.need experiencesmatter special for instruction andreporting resources. canin howbe saidto gather to be information,limitless as how to organize it and how to There comes a time during the language period when chil- we draw upon in school and out- quiredWrittenobtainThe lesson information.in reporting recording on oral lessons reportingreports. will has be given devoted important mainly suggestionsto development of the skills which (Please refer to the speaking section These are: pp. 93-1010: on how to use various sources to are re- 2.1. ManuscriptOrganization form of content 4.3. UsageRhetorical skills 6.5. BibliographyCredit to sources 277 T'LL__11- WRITTEN REPORTS PLANNING TOGETHER TEACHING PROCEDURES BeforeREPORTING one ONreports PERSONAL on aEXPERIENCES personal experience, it is a FURTHER SUGGESTIONS AND EXAMPLES writingPurpose:So often reports. we are called upon to share information by means of Torecord help childrenit properly. to organize information and to What experiences with reporting can you outlineordergoodthe ideastory.in ofwhich toimportant review they happened. theideas events to use in asone's a guide mind in writingthe If the experience has many details, it would Then write a sentence gettingOurrecall? first accurate, consideration interesting in preparing and appropriate reports is,information. of course, Did you encounter any special difficulties? MAKEandbe betterAsub-topics. LIST toOF writeQUESTIONS a topical outline, using main topics relatedlessonsformation,(If the to onclass the oralit usewillneeds reporting and be assistance kindsnecessary in of this reference into guide thegi'2 use willamaterials. numberof besources helpful. of lessons of in- The AnothernumberThesea report. suggestionofquestions questions mayfor that bepreparing ayou guide think ato report mightreading isbe informationtoanswered write ain Ask others what they would like to know. McKee,AnotherWhena variety McCowen,you suggested beginof sources.)Houghton collecting source Mifflin, is informationEnglish 1959. for forMeaning, your report,Book 5, you Stress the use of PREPAREabout a topic.A REPORT ON A COUNTRY mayPerhapsthisto have make allowed? troubleyou sure wish you remembering to report quote accuTeanthe all exact the information? facts.words of an author. (Give credit to the author.) WhatIt iscan wrong you doto (Take notes) Is Whenwouldtheline preparing report. beof wellinformation ato report have to theon be aclass gatheredcountry prepare orin a preparation astate, skeleton it out-for An example might be: here.)hiscopy work. another person's written work unless we acknowledge (The term plagiarism may be taught or reviewed I. The land and the people Mexico CARRYING OUT OUR PLANS A.D.C.B. PopulationLocationSizeSurface skill.TodaylearnSeveraltime howwegathering days shallto organizeago review informationyou werethe materialnecessaryasked about to bananasfor spendsteps writing some forso that thisofa goodyour weimportant canreport.spare We shall ask class members to contribute ideas which II. B.A.Industries and Products WitiTTEN REPORT liggagg Out Our Plans :{Continued) TEACHING PROCEDURES !=lC111111011E11,4 Preparing a Report (Continued) FURTHER SUGGESTIONS AND EXAMPLES paringhavethink been yourare learned important,own report. about just bananas as you and would record do ifthose you whichwere pre-we III. IV. B.A.FamousImportant people cities of Mexico Therecorded following on theis typicalchalkboard: of the information contributed1. and We get bananas from Cuba and the West Indies. V. B.A.Historical events 3.2. BananasTheused stalks in require making of the a hotbananakind climate of plantscanvas. for are growth. frequently ALLOWNot allFOR intermediateINDIVIDUAL DIFFERENCES children will be able to write 6.5.4. FlourBananasSometimes can are be bananas amade valuable out grow of food. thirtydried bananas.feet high. students,gestedwritelengthy a outlinebrief reports.each reportofon themMexico, well. reporting may be onprepared one main by topic.several It is far better that they learn to A report based on the sug- 8.7. America.MostBananas of the have bananas many uses.we get come from Central LESSONS ON RHETORICAL SKILLS 10. 9. ThetoThe leavesbe leaves ten arefeet of used thelong© bananain making plant roofs sometime for houses grow sourceswork,Reportslessonsthe Listeningsentence andmay in bibliography.formsentence structure,section the basisstructure of usagethe for guide trainingandand ingrammar,pages grammar in 234-238. vocabulary credit appear to in Refer to lesskuns in usage in Practi 12.11. TheBananasthatin islapdhot ban4nas growcountries. of best Jamaicaneed where to growhas the the well.rainfall hot, wet is climateheavy. CREDITthe Writing TO SOURCES section of the guide. Weaboutseveral have howsufficient paragraphs. many paragraphs information or smallhere topicsto make we a willreport need. of Let us look at the notes and decide A copyOneTherethat mustof areyou an give timesauthor'swill credit wishwhen statement totoyou usean are authorthe isusing exactcalled when reference words ausing "quote of hismaterialthe ©" state-author. 279 ment.bottomfollowed of theby apage number of awhich report. refers to a footnote at the The quotation must be enclosed in quotation marks 1=MweeamilliMd ic4 .4.mi agaluOut Our Plans (Continued) TEACHING PROCEDURES REE.211/1. FURTHER. SUGGESTIONS AND EXAMPLES 2.1. FiveTwo(2, sentencessentences 5, 6, 8, tell tell10) whereabout wethe get uses bananas. of bananas. (1,7) notes,knowingThetion film outlining, beforewhere "Writing tothe find organizingApresentation. Report" sources stressesfacts, of information, and the careful importance taking prepara- of 4.3. whichThreeTwo is sentencessentences needed for describetell bananas about the tothe appearance grow. kind (3,of climateof11, the 12) BIBLIOGRAPHYSuppose that after you have given a report containing nexttionIt appearsprocedure into four that rill areas we be?have or topics.organized our collective informa- plant. (4, 9) Yes, arranging it into outline What do you think our Astheinformation tionsyou information prepare one ofgathered youryour quickly report,statements. from on severalyouwhich can your books,do statementtwo someonethings was thatques- based. You will need to find fromanItform outlinewould whichis a be verytoand interesting write logicalfrom ouryour idea.report. forcontributions each of us weto canwork select alone oneon bibliography.willbersformationfacts. help of pagesyou for later in your those to report. find books just that where you youuse readin getting certain in- One is to make a list of the books and the num- Following is an example:1 Such a list is called a punctuation.)eachoutline.the(The child skillsnext haslesson of aoutlining, copy. may be devoted namely, to firm, the formulatingcapitalization of anand Notes from the chalkboard may be dittoed so that It may be necessary here to review Andrews,Dufresne,Bucken, C.L.A. Frank. and Allen, Alaska's J. HearthAnimals in and the Fishes. Snow. 4-944-46 The Story of Alaska. 17-19 The following outline would be typical: I. A.Where we get bananas We get most of our bananas from Central Lambert,O'Neill, Clara. Hester. Story of Alaska.The Picture 33-37 Story of Alaska. 81-87 II. WhatB. the banana plant looks like WeAmerica. Indies.get bananas from Cuba and the West Lessonspresentedto arrangement, in makingin grades capitalizationa bibliography five and six. andwith punctuation special attention may be B.A.C. TheyTheySome are are kept notthirty smallallowed feet to totall.aid grow the tall.pickers. 280 1 McKee, Paul and McHoughton Cowen, Mifflin,Annie. 1959, p 246. English for Meaning. WRITT REPORTS Carrying Out Our Plans (Continued: TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES III. A.B.Climate needed for banana plants ThePlants climate need of sufficient Jamaica is heat just and right. rain. A ofparenthesessecond the bookprocedureBIbliographv, inafter which thateach you (Continued)maynote found be the followed the last information name is toof writethe and author inthe IV. D.B.A.C.Uses of bananas FlourRipeStalksLeaves bananasis aremade used arefrom goodfor dried makingroofsfood. fruit. incanvas. hot countries differentnumberidea, ofalso, cardthe to pagefor take eachon noteswhich reference. onyou library found it.cards, using It is gocid a Nowplished.ized, that thewe haliewriting all of of the our report information should gathered be easily and We shall use one paragraph for each main topic. accom- organ- ofSummaries,SUMMARIES reporting. directions and reviews DIRECTIONS AND REVIEWS These types of writing challenge good are considered a form rememberformationparagraphIt may befrom statedtonecessary ourthe readinginnext. allto fill subto makein the transition from We must be sure to include the in-- topics. some information which we one thinking and the ability to organize important ideas. A operativereport similar effort to on the the following chalkboard. will be written as a Co- A antributionCLASSROOMclassroom excellent ofNEWSPAPERnewspaper motivationeither expositoryin whichfor writing. each child offers or creative writing is Papers may be kept a con- CubabananasPeople and in fromother the Central UnitedWest Indian StatesAmerica. Islands. get We .Bananas most of their get some from bonstheofsimple the forhelp children'swithduplication of parentsa brief writing sotoeditorial thattype arranged eachthe by articleschildthe in teachercolumns. and may have a copyon ditto car- Enlist a copy Bananafeetthe highplantsplants with aregrow leaves not tall. allowed often ten feet long. Some grow to begrow thirty so large. Usually Keep- to take home© Children enjoy seeing their work in print! Theficienttoing bananapick the heattheplants plant fruit.and small rain. makes it easier grows only 'where there is suf- Many banana plantations for workers Unitedareright. found States. in Jamaica where the climate is Bananas are not generally grown in the just 281 dr ! TEACHING PROCEDURES WRITTEN REPORTS FURTHER SUGGESTIONS AND EXAMPLES Carrying Bananas have many uses. =Out ===Our ==== Plans (Continued) The ripe fruit is very makingvaluableforthefruit houses.leavescanvas. afteras'a offood.it thehas plantbeen dried.are used in making roofs Stalks of the plants are used for Flour is made from the In hot countries LetEVALUATING us read OURthrough WORK our story to determine if we have fol- spellingindentationsNowlowed let our usis lookoutlinecorrect. and atpunctuation. theand title,if we havethe margins,said what thewe wishparagraph to say. Reading over a written article is We must be sure that our aattitudecalled isthiscourtesy well aproofreading. good onwritten toward the idea? part andthose ofwithout whothe maywriter. error read expresses it. the proper Why? This is what we have just done.Taking care that our final copy It is also considered Is Mostoffor(Because childrenthis note kind taking of in inthe any orderand length given organizing to ofgroupbecome the will arelesson,skillful.) givenneed further severalin column suggestions lessons two. 282 TT ,. --= :

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285 LLJ L=1 L__J SENTENCI STRUCTURE FURTHER SUGGESTIONS AND EXAMPLES PLANNING TOGETHER Lesson I did TheEXPERIMENTING elementary WITHschool SENTENCE need not STRUCTURE be too concerned with Howfamiliar.in,Scoutingyontelegraphy. many we it?of you work;--Tell have you aboutever have workedsome learned codes out about awith secret.code? the horse .RowCode in Some of you have learned about coded messages which you are Theandbutteaching followingvarietyrather grammatical within suggestions the helping kinds elements children ofmay sentences be of helpful.to sentence achieve which they structure, clatity write. webeingCodes ingcan aaremessages.manipulate code? worked outto dofor many the thingspurpose of sending and receiv- Yes,Have youit ever thought of our language as very interesting code which for us. We have been 1. withAfterpredicatespredicate reversing children orderas thehavein of thenatural asentences, knowledgefollowing order they ofexample.of the subjectsmay subject- experiment and As talkingoneusingtime word, wentthis in whichoncompletecode we usuallyeverused sentences. sincepronouns named we anbeganand object verbs. to talk.or person. As we grew we listened and Soon we beganFirst we said (a noun) b. AcrossA Thebig tinydog the came rabbitgarden close dasheddashed behind acrossthe him. tiny the rabbit. garden. guage.Let'scertainread morestudy signals and about began such words, toas use stopsentences more and complicatedgo and signals signals andsentences of pauses. our lan-with Perhaps such a study will help us to make better 2. Achievingaccomplished variety through in sentence experimenting structure with may Closecombina- be behind him came a big dog. useto(The ofsay. ourmotivation language for as lessonswe learn in to rhetoric, say exactly usage and grammar what we want dren'sI.visitedtions writtenof shortmy uncle'swork. simple farm. sentences taken from chil- The following is an example: My uncle livesIt wasin a big red mationmayphrasestheof vary languages useand accordingfrom ofknowledge theforeign or alphabet theto of thelanguages,development language. are suggested a ofdiscussion written approaches languageof the which origin through may teacher's background of infor- The use of words and Wisconsin.a.dairy barn. Whenlives I visited in Wisconsin, the farm I ofsaw my for uncle the whofirst I saw his barn.It was the first time Z had seen one. appeal to intermediate grade children.) Wisconsin,barn.Ontime a visit a big I to sawred my my dairyuncle's first barn. big,dairy red, farm dairy in "lac TEACHING PROCEDURES SENTENCE STRUCTURE FURTHER SUGGESTIONS AND EXANPLES ammimm.=.1CARRYINGPurpose: OUT OUR PLANS one= saw airalam=To create an interest in our language form Experiments (Continued° c. It was on a visit to my uncle's dairy farm soOneibility. as interesting to say exactly fact whatabout we our mean language to say, is to that emphasize it has whatflex- We can rearrange words or parts of sentences d. Whenthein I Wisconsin firstvisited time. mythat uncle's I saw farma big, in redWisconsin, barn for waysdayTellwe wishtoif how makeyou toyou wereemphasizeour might writingeager walk andto more togetto the expressinteresting.there. lake toideas go swimmingin a variety on a ofwarm AnotherThe old man is my friend. exampleI saw for follows: the first time a bigp red dairy barn. He lives next door. TheResponse:ining howword the many quicklyposition ways is of important quickly. in your sentence. I walked quickly to the lake. we can write almost the same idea by chang- Let us see b.a.d.c. MyThe Nextfriend old door mannext liveswho door lives an is old annext old door man. isfriends my friend. an old man, lives next door. who is my friend. 3.2.1. ToIQuickly thequickly lake I walkedI walked to quickly.the lake. 3. Composinglenginginterested thansentences requires filling about morein blanks. athinking subject andin whichis more one chal- is Whichwein are structure.do moreyou likeaccustomed best? toNone the of order the sentencesof words inis theseincorrect4. two Quickly to the lake I walked. Perhaps we like numbers one and two because a. NowConstructyour re-write team a won sentenceit thein assoftball givingmany ways threegame as today. reasonsyou can. why iscertaingestssentences. done. that words. we may get some variety by different placement of Think of other wordsHowever, like it when and weuse are them writing, in this exerciseQuickly sug- is a word which tells how something 4. Asb. a group exercise, study good senences fromunderOn a chalkboard,lit-the caption write"How Elsean Could You Say It?' exciting sentence ,denly.sentences.(Children may experiment with slowly, neatly,or when.) They may also try out the use of adverbs which tell gently, 5. Buildphrasesanderature adverbssentences andto helpclauses.to bythe children adding predicate adjectivesbecome in thesentence formto the ofconscious. subjectwords, whz 287 TEACHING PROCEDURES SENTENCE STRUCTURE FURTHER SUGGESTIONS AND EXAMPLES mayNow happen.let aguagiOutus try rearranging Our Plans groups (Continued) of words to find out what Notice the five groups of words which are on 6. "Experiments (Continued) Arrangesituationcompete a setby into groupsof circumstancesthe tobest determine sentence. and who let can children write the the chalkboard. weCaptainif may we watchfinishKangaroo our work perhapstelevision Mikea fight tripped John maywordsHowtake be many in printedturns different sentences arranging on cards, positions? can and wegiven makerearranging to by different placing themselves thesechildren, groupsin variouswho of (For variety, groups of words Marya visitor is class came president ways.claritysuch an inexercise, meaning.) pointing out the need for attention to No doubt some examples of ambiguity will happen in EXPERIMENTING1. WITH WORDS stitutionInteresting exercises lessons ascan an be aid devised to vocabulary with word growth sub- Herefor is experimentation. another example of word groupings which may andownbe oldused the man street walkedwith a slowlylong beard Underlinein children'simproving commonplace expressionwritten verbs,work. of ideas©adjectives or adverbs Ask them to substitute EVALUATING OUR WORK 2. wordsTotheified help offollowing accordingsimilarchildren exercisesmeaniag. understandto their arefunction that helpful words in inthe are identifying sentence, class- Use dictionaries. languageShall we today?review some of the things we have learned 1.about Language is a systematic code which has been nouns and verbs. DoPut not a stamp,stamp, youron your feet. letter. 2. Wordsapeopledeveloped sentence may for be throughtothe placed give purpose the variety.in yearsdifferentof exchanging by a portionssociety ideas, ofin Sometimes the re WeThe shall walk walk cas alltiring. of the day. arrangementor emphasis. creates a slight difference in meaning Sometimes ambiguity results. 288 WeThe shall race race was acrosswon by theJames. yard. TEACHING PROCEDURES SENTENCE SERUCTURE FURTHER SUGGESTIONS AND EXAMPLES TheIIspecificterest precedingwill introduceinlessons our lesson language in children isthe designed structurewith to athe viewmainly oftwo towardour mainto language. stimulate planningparts of anmorethe in- Lesson Experimenting (Continued) WeThe shall race race was acrosswon by theJames. yard. PLANNINGtheirsentence written TOGETHER through work. the use of faulty sentences taken from Lesson II 3. Make lists of noisyquiet words words as quietnoisy as weToday fordecidingcan aimprovewe long shall if time. allupon look of them. atthe a sentencesfifth grade are story really with sentences the idea or of if We have noticed that they are groups of We have been reading sentences happyslowsleepyfast words words wordswords as angryslowhungry asas as wordshelpseparated.such thatus as to capitaltc11 read orsentences letters,ask something. andperiods to keep and the question expressed marks 21deas which There are also signals 4. WriteProvidethe aboard. simple practice subject in modifying and a simple meanings predicate of words. onBill ran brtoifications.look (Turnused one at for sentencetosentences. aanother page by in lessonthe the use basic on of common connectives.reader conjunctions.) to take an analytical Note, also, how ideas are sometimes joined in- Decide if they fulfill the above qual- This idea can Challengeeachidea word.by addingthe class modifiers to modify (words the ormeaning phrases) of thisto board.CARRYINGThe following OUT OUR story PLANS may be dittoed or written on the chalk- Mothermountainswide.ant and and that Dadshow lakeand in Iitis spent justabout aas tenweek they miles last would longsummer in anda mirror.at five Lake miles Pleas- The water is very blue and so clear that the nearby Lake Pleasant Fish- hotelsingfor in sportsmen,near the thelake lake, andand huntingso there in the woods we saw one building that is larger are beautiful'homes and big are big attractions 289 SENTENCE STRUCTURE Carryings Out Our Plans (Continued) TEACHING PROCEDURES PROJECT STORIES ON A SCREEN FURTHER SUGGESTIONS AND EXAMPLES than(Children our school will building.discover by reading the story that several analyzedonStoriestaken a screen from orin reports thefora set samesentence ofwritten manner.children's by children papers2 mayprojected be projected and analysis, Sentences maybe Thisnectivesrewrittendrensentences story making or story:may shouldby corrections beplacing editedbe separated capital byon cooperativetheir letterseither papers.) by ineffort eliminatingthe properwith the place.con- chil- Following is the REWRITE ADVERTISING SLOGANS Mother,That lake Dad isand about I spent ten amiles week longlast andsummer five at miles Lake wide.Pleasant. Lake Pleasant The meaning.manyWriteChose waysit an as asadvertising given you canby theto slogan conveyannouncer. from different television shades or radio. Rewrite it in as of Therewatersawandin it onehuntingareis just verybuildingbeautiful as inblue they the that and homeswouldwoods isclear andlargerinare aso big bigmirror. that than hotelsattractions nearbyour nearschool° mountains thefor lake.sportsmen. show Fishing in the lake We ReadEVALUATING our revised OUR WORK story. Does each sentence express an idea beforebyideas? (Ititself? maygoing be onnecessary to teaching to present the elements several of lessons sentence of struc-this type Do our signal marks help to separate these PLANNINGessaryture. to TOGETHER go beyond Lesson this IIIstage.) With early intermediate grades, it does not seem nec- whichpressWe havemake an talkedsense.idea. about sentences tas they groups have special parts. We may say that they are One interesting thing stoutaof group words sentences of which words ex-is 2'0 TEACHING PROCEDURES SENTENCE STRUCTURE FURTHER SUGGESTIONS AND EXAMPLES Justreport,Planning as you soTogether selectdo you a(Continued)talk subject about or a subject whentopic you onuse which a sen- to give a tence. 3.2.1. Winter MaryThe television issports absent are today.program fun. was For example, I might say: exciting! issomeoneIn theeach subject asof athese subject in sentences,each to sentence. I have selected4. Mother and Dad came to visit school. taik'dbout. Letus decide which something or 4.3.2.1. WinterMaryTheMother television sportsand Dad program notatsaySentences. thethe in sentences subjectsentence always does againnumber have for to at 1the decidethatleast idea the two whatwhich subject main that is parts. partwas expressed. exciting. whichLet usis look We In Thethesentence(Keep secondsubject on three withpart in we examplestheof say'the theother sentenceuntil sentences2subject children is was called fun.discover a predicate. that the . What happens to CARRYINGsubject.)function OUTof theOUR predicateMANS is to tell something about the Let'spurpose go backof finding to our thestory two about parts Lake of eachPleasant sentence; for the 291 SENTENCE STRUCTUR. E Carr Out Our Plans (Continued) TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES 1. Mother, Dad andum I Sub sect atspent Lake a Pleasantweek last summer Predicate be 2.given(Continue by using with paragraphsthe entire fromparagraph. basic textbooksThat lake and from andis aboutfive milesten miles wide long Further practice may EVALUATINGthe children's OURresented, WORK written refer work. to the language text for practice exercises. Also, after a lesson has been outsentencesBoys a andknowledge girls,which ofareI amthe complete sure parts that ofideas wea sentence. couldor that continue make sense to write with- However, as we yourWhatourfurther writingiswriting, the our verytask education,and lastisto completed? decidething this youif knowledge whatdo before we saywill youis help saiddecide us correctly. to that edit (Proofread) mayhaveanother (Abe acquiredreviewselected written of a for theknowledge lesson. furthertwo main ofanalysis. partssubjects of aand sentence predicates, lessons Sentences from the children's work When the children may follow usedrenison or alwayseitherpartswill function see ofa verb. nounspeechthat in orthewords maypronoun. sentence. beare introduced. classified according An excellent source for the study of ad- The main word of the predicate The main word of a subject With practice, chil- to their jectives and adverbs is good descriptive literature.) 292 WRITIZIGTEACHING PROCEDURES LNI3Cia ()TES roa PkNCTUATION FURTHER SUGGESTIONS AND EXAMPLES ThePLANNING author TOGETHERof a story always furnishes a kit of reading dir- BringEXAMINE to NEWSPAPERclass newspaper CLIPPINGS clippings of personbreath."ections.Itell am describing.youspoke. to stop. ThereThese are are symbols marks atwhich the showends theof sentencesexact words which a Give another name for the set of directions(PunctuationThere marks)are marks which say, "Pause for a 2.1. differentSentences waysusing quotationcommas in markssix or seven notkindsspoke,I heardthere of I marks Petertowondered say wouldtell stop how his heor his usefriendspause storywhen for athewould storya breath?tone look this of in morning.his writing. voice As he was What 4.3. WordsdifferentSentences which waysusingare effective capital lettersand explicit in many put(Present in the punctuationstory without marks punctuation so the sentences marks. make sense.) Children help A Tenmember-GAME students, OFof MOTESTeam five A writes on a team,the sentence take turns given making by Team sentences. B wastionsIt most was for impressedthe a littlerocket with boy'strip the tofirst ticket the visitmoon. office to thethat planetarium. took reserva- Peter's Story He Juliesquirrel."onlike the said, aboard. squirrel. "When I had the mumps, I looked like a Score one point for each sentenceExample: using On the chalkboard the writer quotes: When I had the mumps, I looked "I'd"Sorry, like younga ticket fellow," to the the moon," clerk he said told with the clerk. a twinkle, "but nAs said." correctthe game punctuation. progresses, make substitutions for overworked "Whydays."all is trips that? to thethe boymoon asked. have been cancelled for the next few addedrelatedreportedremarked frownedgiggledrepliedsobbed continuedconsentedretortedconfessed "Well,Do full."you you have see," a story the clerkyour classmatesanswered, would"right enjoy? now the moon is interruptedaskedexclaimedshoutedinformed explainedannouncedansweredquestionedjoked complainedaddmittedcriticizedsuggestedstated etories.Let's get into Decide on one to put in writing. groups of five. Listen to your classmates' 293 yelledcommented quotedinquired demandedconcluded r-- WRITING ANECDOTES FOR TEACHINGPUNCTUATION PROCEDURES PRACTICE FURTHER SUGGESTIONS AND EXAMPLES EARRYINGStories OUTcan OURbe writtenPLANS on the chalkboard or projected on a WriteCREATIVE imaginary WRITING conversations WITH CONVERSATION between inanimate objects kindssibilitiesscreen. of punctuation may be suggested needed for by sentencethe listeners. sense. Members of the group should give reasons for the Other pos- 3.2.1. TheThe saxophonerefrigerator chalk and and the andthe chalkboard theclarinet stove AnecdotesEVALUATING are told=WORK more often than they are written. As 6.4.5. AnThe Theonion pencil dust and mop anda banana andthe thepencil dust sharpener cloth ;inwas writing?yourtuate it classmatedifficult with the told totone choose his of storyhis which voice? to story* your group,should didbe presented he punc- "I'mboard sick to of.havingthe chalk. baths every night," said the chalk- A Conversation In The Classroom : Can you think of an occasion when incorrect punctuation "I allknow the how time," you feel. complained the chalk. I have to get rubbed against you Example:could get a person into serious-difficulty? in ParisA whosherich waschose man vacationing receivedto purchase a intelegram anEurope. exquisite, from -his wife While shopping "Yes,the andchalkboard. that doesn't feel very good either, remarked "Nohusband'sexpensivetoo price high." too eveningconsent. high." gown. The telegram she received said, His reply was, "No, price She decided to get her "Well,""Sometimesstilllive wet,withsaid the andit. the children that chalkboard. ruins write me," "Ion yelledguessyou with we'llthe mechalk. whenhave you'reto We wouldn't want to miss the exciting things that happen in this room." Grade 5 294 4 i I tit 4 40 f r

We take turns writing creatively at the board. CREATIVE WRITING "4 a manto4,t4.6 does the notmusicbecause keep which hepace heatshe withhears, a hLodiiiekent howeven.meaauned companiona, Awnnet. peetap4 on Levy. away." Thoreau Let him 4.tep nothandhavePeoplethat consumeinrecognized creativityhand.with and creative obliteratethis must a ideas century-agobe nurtured,it. develop when inencouraged anhe environmentreminded and guidedus whichthat from conformitypromotes the cradle creativity. and on,creativity so that dosociety not go will Recent research by E. Paul Torrance' substantiates this, and further suggests Thoreau must TheportantHowfriendliness classroomcan tocreative consider itselfin expressionwhich the must everyeducational be be achild stimulatingnurtured feelsclimate in at place.the ofease, thearea anclassroom. of accepted writing? and First important and foremost, member ofit theis im- Attractive, thought-provoking bulletin boards, There must be an air of genuine group. experienceTheandshelves creativethoughtful with is teacher,colorful,valuable. artistic in inviting touches,building books, alla real help interest desire to set to centersthe write, stage with recognizes for materials creative that forexpression. inquiry, lovely music He then provides many opportunities in which to gain an abundance of a rich background of iscoveriesoutsideideasfilms, observation from the filmstrips,and ourclassroom. adventures andrich appreciation heritagetelevision with pupils.of andofprose themovies. andlittle poetry. things that happen everyday. Ideas take root when resource people are invited to share their dis- Vocabularies are enriched through discussion of pictures,Quality writing is likely to take place when there New thoughts are generated on study trips CreativeTheNotofexperience commonplace,everyfeeling, writings need and the to cause theindividualareexpress unimaginative, thosean individualoneself whichhas a representindesire the towriting have matter-of-fact to originala fallsdeep emotionalinto efforts. reporting the categoryreaction. of statistics of creative expression. express it. They grow out of rich sensory Because of the depth is functional. 1 Torrance, E. Paul. Guiding the Creative Potential. 296 University of Minnesota Press, 1962. 1. Writeas aa cue.paragraph from a stimulus phrase given the first,oLt,a secondnonsene,c,, and fifth lines rhyme, and the vers:TnoinasTimell"...."1".11 IfI wishhaveI werewin Ialways acouldin prize charge wantedlose trip ofthe to fear of third and fourth linesA curly rhyme. haired boy with flat feet, The Boy With Flat Feet 2. A growthlandmark of speaksa community about or what state. it has seen of the WhenIf II washcould my choose hands a gift ButHeSat sang couldhe down neverlike sing in acould his everybird, music get word theseat. beat. A Thegeysertree horsesRound on in Pike TowerYellowstoneon Islandthe on State Snelling National Capitol Avenue Park 6. Furnishstartersin a "writingshort for catchystories. grab titlesbag." or phrases as Grade Place the suggestions 6 3. WriteSocial an Studiesadventure are storyused. in which facts from Paul Bunyan in Minnesota Weave them into an MyTheWhenFollowing favorite wind I grow is andinner a up antrascal today. imaginary yarn in which the writer participates.I spentwassailed a thestowaway with winter Vasco on with Johnda Gama.the Cabot's Pilgrims. ship. ItI feltwouldwas aas likebreathtaking gray to as own a thundercloud.a shock.magic lamp. TheI went night down Columbus's the Mississippi men wanted with to mutinyMarquette and Joliet. 7. Writeby a thoughtsword. in a poemBlueRed isoris aparagraphthe second sky, place prompted ribbon. Expressandthat sounds. help experiences the reader through to see, using feel picture and hear words sightsThe mountains look like nice clean BrownBlackI could is athego bird oncoal forever.up underground.high. calico hanging on the skyline. LikeAndAnd name thethe youyelloworange all morningofthe the rest, robin's sun breast. Grade 5

:1:2;722:-=4 297 ...1.611MaNa.lami 8. Write reactions to an "open-end" story. Theandtrail pioneer the fat foothills. weekstrain overhad blazedthe prairies the At last they "Whatwereoftains. startingtheshall wagons we todo?" hadcross an theaccident. moun- On a very rugged trail one cried Mrs. 9. Well-chosenimaginations. pictures stimulate children'swithPeterson. a broken axle." "Surely we can't go on 10. Writemost one-sentenceof the words begintongue with twisters the same in whichletter.theSlippery slideway. sleds slide smoothly down 11. Use films and filmstrips to provide ideasFiveThe sunfunny shines fish onhad shop fancy signs. feathers. for creative writing. Films-isTheSeeing sound andexcellent. film Feeling" strip seriesproduced "Listening by Baily It has- four parts: Wind-andTheLee'sThe City BeachFly Rain 298 CREATIVE WRITING "Wiciting a palLagaaph is Zile polishing TEACHING PROCEDURES MAKING WRITING FURTHER SUGGESTIONSMORE ENFECTIVE AND EXAMPLES PLANNING TOGETHER a anddinnond--endeess patishing." cutting, ancothiq Make1.simile, yourA simile writingmetaphor, is clearera figurehyperbole arld of speechand=ore alliteration. interesting in which one by usingthing WedecideThinkand put our ourabout tosentences thoughtsconclude stories into into ayou paragraph paragtaphs. words,have read. our words into sentences, begin a newHow one?does the writer is likened to another. TheHe lifeguardran like thewas wind.as brown as a nut. 2.1. AllEvery sentences paragraph are isabout about the only same one topic. subject. and 2. A. ismetaphor compared is toa figureanother of as speech if it inwere which that one other. thing Whytant is one?the first sentence in a paragraph the most impor- 3. An exaggerated statement is called hyperbole. AllYourJohn the eyeswas world's aare wizard stars. a stage.with machinery. 2.1. TheIfthe firstthe whole first sentence paragraph sentence gives isis a about. wellhint written,as to what the HisThe eyes story were is asas bigold asas saucers.time. aThe good last finishing sentence sentence?is important, too. reader will want to read more. Why should you have 4; Alliterationphrase.usually of ais consonant, the repetition in two of or an more initial words sound, of aMary has a heart of gold. 2.1. Theparagraph.that last the sentence story is summarizes givesfinished. the readerthe thought a feeling of the Whattells. a tale of terror now their turbulency 1. Parker, James Reid. My Weekly Reader. December 9, 1963. L....L.: : 299 ______CREATIVE WRITING :-; Planning Together (Continued) TEACHING PROCEDURES FURTHER SUGGESTIONS AND EXAMPLES MY INVENTI N How does the writer show that a new paragraph begins?1. andItI wouldwoulddrill beinventthrough able a to rock.rocket go under car war-and I wou d all is "The John XI."and up inunder the airwater to cap- 2. dicatesInstartedThe writtenfirst aat change wordtheconversation, leftis of indented. speaker.margin. a new paragraph in- The next line is wouldH20.andture gobe sunken uparmed in thetreasure,to thesky teethto goexpl tiro It would give me pleas re and -- curity, for it e. h r k to get ii /mere's, J. n XI would run on Aftergan,own,that achangesuch arediscussion as,not the aobtainable subjectbicycle, about thingsto movingbecause things the picture they theystudents havewould camera not wouldlike oryet toalike been tobog-have to in- WriteA vented.home a-work paragraph machine in maywhich be ayou likely suggestion. 4.3.2.1. DrawTellDescribeTell awhy howpicture youthe it wantinvention.works. of it.it and how you will use it. gestedChildrenCARRYING during writeOUT OURthe a paragraph,PLANSplanning period. keeping in mind the hints A typical sample is in- sug- EVALUATINGcluded in OUR the WORK next column. Grade 6 Beforepicturesquegraph sharingto look way stories,for to commonplace say ask"go eachup words.in pupil the sky"to reread and "go his under Is there a more para- 300 TEACHING PROCEDURES CREATIVE WRITING FURTHER SUGGESTIONS AND EXAMPLES EgaggilmOurEvaluatewater" (soar the openinginto the sentence sky) (dive and tothe unknown closing depths) sentence. Work (Continued) Do Askthatthey a volunteer punctuationsupport theto writemaycriteria be his considered discussedparagraph by inon the planning?the board in order group.

301 _J

171 Applegate, Mauree. Freeing Children to Write. New York: BIBLIOGRAPHY Dawson, Mildred A. and Zollinger, Marian. Guiding Lang- Applegate, Mauree. Row,Harper 1960. and Row, 1963. Easy in English. New York: Harper and Dawson, Mildred A. Yonkers-on-Hudson,Bookuage Learning.Co., 1957. New York: Unkers-on-Hudson,Teaching New Language York: in the Grades. World Book Co., 1951. World Applegate, Mauree. Harper and Row, 1954. FirstHelping Book Children of Lan: toa Write. e and How to Use It. New York: Durland, Frances Caldwell. dren. Yellow Springs, Ohio: Creative Dramatics for Chil- Antioch Press, 1962. Applegate, Mauree. Row,New York: 1961. Franklin Watts, Inc., 1962. Winged Writing. New York: Harper and Fries,Ferris, C. Helen. C. RinehartNew York: and Winston, 1963. DoubledayLinguistics and andCo., Reading. 1957.Favorite Poems Old and New. New York: Garden City, Holt, Arbuthnot, May Hill. Literature. Chicago: ArbuthnotTime for AnthologyPoetry. of Children's Scott, Foresman and Co., 1961. Chicago: Scott, Greene, Harry A. and Petty, WalteruageJersey: SkillsT. in Elementary Schools, Allyn and Bacon, Inc., 1959. Rockleigh,Developing Lang-New Arbuthnot, May Hill. ForesmanForesman and and Co.) Co., 1961. Time for Fairy Tales. Chicago: Scott, Heitman, Harry J. Trippingly onHarper the Tongue. and Row, 1955. New York: Arnstein,Arbuthnot, Flora May Hill.J. Foresman and Co., Poetry in the1961. ElementaryTime School.for True Tales. Chicago: NewScott, Huck,Herrick, Charolotte Virgil E.S. andand Leland,Young,Hall, LanguageDorisJacobs 1955. A. B. Arts. Englewood Cliffs, New Jersey: Children's ChildrenLiter- and the Prentice- Brewton, Sara and John E. MacmillanYork: Co., 1955. Appleton-Century-Crofts, 1962. Sing a Song of Seasons. New York: Loban, Walter. A RinehartStudyature ofin and thethe Winston, UseElementary and Control1962. School. of Language The Language of Elementary School Children New York: Holt, Re- Carlson,Burton, WilliamBernice H.Wells. and Hefferman,Association,Creativity. Helen. 1964. Washington, D.C.: Act It Out. National Education Nashville, Tenn.: The Step Beyond: MacCampbell, James. English,Champaign,lations 1963.Among Illinois: Speaking, Reading, Writing and Listening Readings in the Language Arts in the National Council of Teachers of Abingdon Press, 1956. 304 Elementary School. Boston: D. C. Heath and Co., 1964 Nichols, Ralph G. and Stevens, NewLeonard York: K. McGraw-Hill Book Co., Inc., 1957. Are You Listening? Trauger, -Vintner K.New York: McGraw Hill Book Co., 1963. Language Arts 'in Elementary Schools. Pease,Newsome, Donald. Verna L. ison, Wisconsin: Creative Writing in the ElementaryStructural School. Grammar inCouncil the Classroom. of Teachers of English, 1962. Mad- Ward, Winifred. Tucky: Children's Theatre Press, 1952. PlaymakingStories to withDramatize. Children. Anchorage, Ken- New York: *Poo ley, Robert. Newton-Century-Crofts, York: Inc., 1957. Exposition Press, 1964. Teaching English Grammar. New York: Apple- Wolfe, Donald M. York:Appleton-Century-Crofts, Inc.,' 1957. Odyssey Press, Inc., 1961. Language Arts and Life Patterns. New Russell, David H. and Elizabeth F.the Grades--One Hundred Ninety Listening Activities. Listening Aids Through Creative Dramatics inYork: Home Harper and Row, 1958. School and Communit . New Shane, Harold G., Mary, June Gillespie,NewGrant,lumbia York: Reddin,University, Marge Mary C. 1963.E. and Bureau of Publications, Teachers College, Co- Improving Language Arts Instruction The Commission on theCrofts, forEnglish Today's Inc., Curriculum, Children.1954. Language Arts New York: Appleton-CenutrY- Shane, Harold G. and Mulry, JuneArtsMerrillin Grant.Instructionthe Books Elementary Inc., Through 1962.School. Research. Columbus, Ohio:- Chatles E. Washington, D. C.: Improving Language Shepherd, Lila. Association1963. for Supervision and Curriculum Development, Dancing on the Desk Tops. New York: Harper Siks, Geraldine Grain and Dunnington,sitydren'sand ofRow, Theater WashingtonHazel 1960. Brain.and Press,Creative 1961. Dramatics. Seattle: Chil- Univer- Smith,Siks, DoraGeraldine V. Brain. and Row, 1958. Creative Dramatics. New York: Harper Stickland, Ruth G. andIllinois: 2. Boston: Council of Teachers Fiftyof English, Years with1963. Children's Books. D.C.Guide Heath for andTeaching Co., 1962.Language in Grades 1 Champaign,