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Refor T Resumes REFOR TRESUMES ED 013 706 RE 000 239 READING FOR THE GIFTED-- GUIDED EXTENSION Cf READING SKILLS THROUGH LITERATURE. FART 1, APPRECIATING THECONTEIBUTION., OF ONE AUTHOR... BY- CURTIS, ALICE AND OTHERS LOS ANGELES CITY SCHOOLS, CALIF. REPORT NUMBER LACS- ItSTR- BULL -EC -112 FUC DATE 66 EDRS PRICE MF--$0.50 HC-$4.46 112F. DESCRIPTORS- *TEACHING GUIDES, *GIFTED, CHILCRENSBCOKS, *LITERATURE APPRECIATION, *READING INSTRUCTION,GRADE 5, GRADE 6, *INTERMEDIATE GRADES, LOS-ANGELES CITYSCHOOLS, THIS TEACHING GUIDE IS PRESENTED TO ASSIST THE TEACHER IN WHOSE CLASSES ARE ONE OR MORE GIFTEDPUPILS READING ABOVE GRADE LEVEL. (ESIGNED FOR USE WITH GIFTED PUPILSAT GRACES FIVE AND SIX: PART 1 PROVIDES GUIDANCE FORTEACHING THE CONTRIBUTIONS OF ONE AUTHOR TO CHILDREN'S LITERATURE.THE METHOD USES THREE GROUPINGS OF COOKS. THE "A" COOK,"ALONG CAME A DOG" BY MEINDERT CE JONG, IS USEDTO STIMULATE THE CHILDREN TO READ THE V" AND "C" BOOKS AND ISANALYZED IN DETAIL. THE FOUR "0" COOKS, ALSO BY CE JONG, ARE INDIVIDUALLY READ, DISCUSSED, EVALUATED, AND COMPARED TO THE "A"00% AND TO EACH OTHER. THE FIFTEEN "C" COOKS ARE NOT INDIVIDUALLY ANALYZED, BUT ARE READ INDEPENDENTLY. THEY PROVIDEA RICHER BACKGROUND FOR AN IN -DEPTH ANALYSIS OF THE "A" AND "B"BOOKS_ AND SHOULD BE READ CONCURRCNTLY WITH THE OTHERS. GUIDANCE FOR THE TEACHER INCLUDES SUGGESTIONS FOR MOTIVATINGTHE PUPILS, FOR INTRODUCING THE STORY, FOR SETTING UP PURPOSES FOR READING, FOR TEACHING VOCABULARY, AND FOR GUIDING OUESTIC4IS FOR DISCUSSING IMPORTANT ELEMENTS OF CHARACTERIZATION,PLOT DEVELOPMENT, AND STYLE. SYNOPSES ARE GIVEN FOR EACH OFTHE "B" AND "C" BOOKS. BACKGROUND INFORMATION ABOUT THE AUTHOR AND THE ILLUSTRATOR IS PROVIDED. (RH) RE000239 READING FOR THE GIFTED GUIDED EXTENSION OF READING SKILLS THROUGH LITERATURE PART I Appreciating the contributions of one author... U.S. DEPARTMENT OF HEALTH,MCADOO OFFICE & Klan OF EDUCATION THIS DOCUMENT HAS SEENREPRODUCED PERSON EXACTLY OR ONANILITION AS RECEIVED ORIGNIATIN6 FROM THE STATED IT.POINTS DO NOT OF VIEW NECESSARY oe OPINIONS POSITION WIESEN! OR POLICY. FFICIALOFFICE O OF EDUCATION LOS ANGELES CITY SCHOOLS Division of Instructional Services Curriculum Branch 1966 Instructional BulletinNo. EC112 ACKNOWLEDGMENTS This publicationrepresents thethinking andthe work of many perooft, among them the members of the following curriculum committees: Division of Instructional Services Committeeonthe Gifted_ HelenBarber Willard Johnson Cyril Battison Gloria Kalnay Marion Beller Earle Lindstrom Elma Brown Faye Miller Katherine Daly Ida Mu lock Thelma Epley Jewelle Pitts Mildred Frary William Richard Elaine Gourley Mary Sanchez Muriel Irvin Eugene White Read ink Committees It-6 Helen Barber PatMemsic Alice Curtis Arlene Morris VernaFrench Beatrice Mullins Frances Gaebke AlicePitcher Charlotte Hoffert Virginia Powers Rudolph Holguin DukeSaunders Tom Jefferson GeorgeSperry Gloria Rainey Irene Watson Miriam Keslar Also the contributionsof the followingacademic supervisors from the Division of Elementary Education to the development of the publication are gratefully acknowledged: Grace Barnett, Upper Grades Samuel Marchese, Upper Grades Marion Beller, MiddleGrades Richard Mix, Upper Cracks Joan Downey, Middle Grades Duke Saunders, Upper Grades Helen Fisher, Upper Grades Joe Thompson, Jr., /fiddle Grades Allison Hocking, Middle Grades Marjorie Thompson, Middle Grades Marcella Johnson, Upper Grades Irene Watson, Middle Grades The project could not have been completed without the helpful cooperation of Mildred Frary, Supervisor in Charge, Library Section; Ida Emilie Cornwell, Supervisor, Elementary Library Services; Margaret Miller,Super- visor, ElementaryLibraries; and Sylvia von Boenigk, LibraryCoordinator. The assistance of Virginia Belle lowers and WilliamRoach,English Super- visors, Secondary CurriculumSection, isacknowledgedwith gratitude. The technicalinformationthey provided contributed materially to the success- ful completion of the project. iii Special aemowledgment is made ofthe contribution of ALICE CURTIS, VIRGINIA LESTER, AND KARLE LINDSTRI24, who preparedthe manuscript while serving as consultants in the Curriculum Branch. Their knowledge of the needs, abilities, and capacities of gifted childrenis evidenced throughout the publication. MILLARD H. BLACK Elementary Reading Supervisor Curriculum Branch LAVON H. WHITEHOUSE Elementary Curriculum Coordinator AVERILL 14. CHAPMAN Administrator of Curriculum APPROVED: ROBERT Jr. PURDY Associate Superintendent Division of Elementary Education EVERETT CHAFFER Associate Superintendent Division of Instructional Services iv READING FOR THE GIFTED PUPIL This instructional bulletin, !Jodi= for the Gifted:Guided Extension of Reading Skills T rou h Literature, is designed to assist teachers in whose classes are one or more gifted pupils who are reading above grade level. The books discussed have been chosen, and the instructional bulletin devel- oped, specifically for use with gifted pupils at grades five and six. Other groupings of materials will later be made available for pupils in other grades. The goals of reading instruction for the gifted child are basically the same as for the pupil of any other degree of ability. His potential differ- entiates him from pupils of lower ability in at least two major ways: the quality of the learning of which he is capable, and the speed with which it is possible for him to learn. Tue gifted pupil may differ from the normal pupil in the nature of his reading needs, also; as his maturing mentality and ability increase the depth and breadth of his intellectual interests, his needs for many superior skills are demonstrated. Many gifted pupils can benefit from instruction from a basal reader.This is particularly true of pupils who are reading below grade level or no more than one year above grade placement.However, pupils who are reading two or more levels above the grade to which they are assigned mayderive maze profit from the use of other kinds of materials; and it is recommended that they receive instruction from literary materials other than a basal reader. Word recognition skills, other than the extension of vocabulary, should receive minimal attention. If there is need for improvement of word recog- nition skills, materials specifically designed for such development should be used. Children's literature appropriate to the interests of pupils comprising a particular reading group may be used to develop many advanced reading skills. Pupils may be taught to: Understand various literary types Analyze the motives of fictional characters Follow the development of plot, recognize theme, and interpret mood Analyze the author's purpose, his organization, his personality, and his style Understand various types of poetry and analyze verse and stanza forms Understand figurative language, symbolism, implications, theme or central purpose, and tone Gain insight into human behavior Observe and understand the influences of environment on character Evaluate the conduct of real or fictional people on the basis of accepted standards of behavior Skills of critical thinking can be developed through the study of literature and various resource books. Interest can be stimulated, and knaOledge and understanding can be developed in history, science, and the arts through the use of the literature of these content areas in readinginstruction. This instructional bulletin provides guidance for the study of the contribu- tion of an author to children's literature. It is believed that maxima benefit will derive from following the plan presented. Synopses are provided of all the books which comprise this unit of study, as well as suggestions for leading discussions of the books, as they are read. vi CONTENTS ACRIOWLEDGMENTS iii REAMING FOR THE GIFT3D PUPIL. INTERRELA2 IONSH .. 1 READING LIST. 2 PURPOSES 3 TEACHERBACKGROUND INFORMATION AND DISCUSSION GUIDE FOR STUDY OF THE "A" BOOK . 5 TEACHING SUGGESTIONS FORTHE INTRODUCTION TO ALONG CAME A DOG 6 TEACHING SUGGESTIONS FORVOCABULARYENRICHMENT. 10 TEACH= SUGGESTIONS FORTHE S TUDYOF ALONG CANE A DOG 12 TEACHING SUGGESTIONS FORDISCUSS DIG THE AUTHOR 22 TEACHING SUGGESTIONS FORTALKING ABOUT ILLUSTRATIONS 24 SYNOPSIS OF ALONG CAME ADOG 26 TEACHER BACKGROUND INFORMATION AND DISCUSS IONGUIDE FOR STUDY OF THE "B" BOOKS... 31 TEACH= SUGGESTIONS FOR THE INTRODUCTIONOF THE "B" BOOKS 32 TEACH= SUGGESTIONS FORVOCABULARY ENRICHMENT. 34 TEACHING SUGGESTIONS FOR A COMPARISON OFTHE "B" BOOKS . 37 TEACHING SUGGESTIONS FOR THE USE OF THECOMPARISON CHART 42 SYNOPSES OF THE "B" BOOKS THE HOUSE OF SECTY FATHERS. 51 THE LAST LITTLE CAT... 55 THE LITTLE COW AND THE TURTLE. 57 WILBREL ON THE SCHOOL. 60 TEACHER BACKGROUND INFORMATION AND DISCUSSION GUIDE FOR STUDY OF ITE "C" BOOKS... 63 TEACH DE SUGGESTIONS FOR THE INTRODUCTIONOF THE "C" BOOKS 64 vii -=.-t.-Arii.a..., .,,,..........dalaili4.**.wkwo --- ..A.4444a02.44,4;06.4%i,.4.... A.. woocisiu-ww.alioatAms.x.ma........... SYNOPSES OF THE "C" BOORS THE INCREDIBLE JOURNEY 65 LEVEL........ELLAND 67 hglivPLAYS W1 A CABBAGE 69 SINGINGHILL 72 T BIG GOOSE AND THE LITTLE WHITE DUCK 75 LASSIE CONE WIC . 77 BIG TIGER AND CHRISITAN 79 DAUGHTER OF THE MOUNTAINS . 81 THE PUMA AND THE PEARL. 85 THE CRICKETINTIMES SQUARE, 88 THE LITTLE RIDERS 91 . 94 THE LOST DOG . 96 CHARL=LLLEB 98 THE GOLDEN CRANE , 100 BIBLIOGRAPHY 4 103 INTERRELATIONSHIP Meindert De Jong's book, Along Came A_ Dog, is central to this entire study. The book is to be used by the teacher as an impetus for the chil- dren to read the books in the subsequent sections
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