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DOCUMENT RESUME :CS 202 729 a Handbodk for Instruction In DOCUMENT RESUME ----- ED 123 640 :CS 202 729 TITLE A Handbodk for Instruction in Communication Skills. ' INSTITUTION Lincolnshire-Prairie View El4mentary School District, Deerfield; Ill. PUB DATE Jun 75 NOTE 158p.; Not available in hard copy due to margin al to legibility of original document EDRS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS. DESCRIPTORS *Behavioral Objectives; Compositibn 'Skills (Literary); CuxricUlum Guides! Elementary Education;* *English Instruction; *Language Arts; Listening; Spelling 4 A ABSTRACT This handbook, which complements another' handbook designed for reading instruction, focuses on the'behavioral objectives in the four language arts skills of spelling, writing, listening, and speaking. The first section of'the handbook contains an introductory statement, a diagram of the programdesign, and.a list of the affective objectives. The other two sections of the handbook outline detailed learning objectives and specific activities in each of the four skill areas for grades one through three and for grades four through eight. (JM) *********************44****************************************t**44*** Documents acquired by EPIC include many informl unpublidEed . * * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items ofmarginal* * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS),. EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDPS are the best that can be made frOm theoriginal. *********************************************************************** 111 Oa U S DEPARTMENT OF HEALTH EDUCATION & WELFARE NATIONAL INSTITUTE DF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED ExACTL r AS RECEIVED FROM THE PERSON OR ORGAN! ToON ORIG.N 440, AT,NG IT POINTS OF vW R OPINION STFTTED 00 NOT NE SSARILY REPR SENT OFFICIAL NATIONAL INSTITUTE F EDUCATION POSITIONORPOLICY flo A HANDBOOK FOR INSTWCTIOE IN STAILLC 1 411 lacmultry School Dittidct 103 Lincoln.Thirc - Frciric Vic. J1IL 1.(775 2 rvri 1.)) /Li ,') y ., 4 '=11J 4, a 4 1),ln OF COI'KETS Cfic . ... ...... Introduction ,cknowlcdLenents DesiLn Feclin3s cnd Attitudes Section o . ,t. Lecrninf Objectives and Actiyitics 1-3 (;pellinL - ritinL ListeninL - Speakik, Section ThrL . ........ Learninr Objectives end Activiticf, 4-C Spelling - Uriting Listening - Speaking White Section Behavioral Objective Yellow Section Spelling Blue Section 'riting Pink Section Iietening V Green Section Speaking r ''Over a period of two yc:rs, District 103 has had committees working to (- -develop hohvioral_objectives in the English language arts. The following handbooL, including the creu, Of ,listening, speakinand writing, complements the previouslycloppleted district handbook for reading instruction. The foundation fdr this handbook is the manual produced in 1973-74. The current committee also reviewed the ?Talker report and collectopd opinions cmd reactions of teachers, parents, students and,graduates. "ith these suggestions in mind, they also critically' examined the 1973-74 handbook and developed the preseht revised and expanded version. "r the opinion of this consultant, the job done hen'. thorough and commendable one. Consideration has beegiven to the affective domain as well as to, the cognitive and psychomotor domains.' Cnre has been taken to include detailed objectives for each of$the areas, from sentence structure to parts of speech, free spelling to ploofreading, and from structured oral presentations to critical listening. Furthermore, by incorporating suggested activities for the separate areas, the committee has provided a more practical handbook for teachere. , i s Nowhere is the affective domain more important than in the area of language arts. !re sincerely hope all teachers stare the view,ofNthe committee in recognizing this point: equallyimportant friththe objedtives -- what is taught-- are the methods -- how these skills are developed.% True facility ith the communication skills will result only from"the enjpyable manipulation of the language. As this handbook is implemented, teachers and pa4-ents can be assured that students in District 103 will experience the comMunication skills necessary for success during, as well as after, their school years. Robert L. Hillerich, IA. D. Chairman, Department of Reading and Language Arts June 1975 National College of Education 4; r 4.% L V ACIPIO''L.EGDiPITS Board of alucrtion: i.. J. "rlher, Leonard P. Brunette, Darbara Dr. John G. Kunesh, Frank 0. "att, Robert P. Ives, Thomas L. Cooper r. 4 Administrative otaff:. Dr. Oscar Dedrosian, Superintendent, Al Palucci, Principal, Dr. Rex Giuntoli, Principal Dr. Robert L. Hillerich,LnauaLeArts Consultant National College of Education * 197)-7/. Committeeuembers 1974-75-Committee Members Sheila- -FlAts Lila Trotsky Loretto iffuhnke Barbara l'ollman Myrna Levy Rosalyn Lampert Alice O'Donnell Mary flontellano Marilyn Zimmerman Met; Sheridan Lorrie Richmond, Chairman ' Karen Koziol' Candice Tinley Deborah Richard Judith Bornoski Co-Chairman Doris Hiller 7.- Co-Chairman v. SO 4 DESIGN D CCITT U1JICATICII SENDING LISTENING SPEAKING THINKING 5 PACING GENLRAL STATEIIENTS educational experiences in Language Arts should involvethe reciprocal relationship and interaction of the fivecomponents of the communication process = listehing; speaking,reading, .0,4. writing and thinking. 411. 2. Thb'se five behaviors of the communication process should deirelop secluentially from the simple to the complex, beginning with theoral' language that the learner brings to school andworking toward fuller and richer.communitation ofhis/her thoughts in writing. Arts , 3. Achievement of the instructional objectives in Language should be demonstrated by applicationmat a level pfdifficulty uhich is appropriate for each individual. 7 4. Instructionra objectives pi Language Arts should beundergoing continual revisionto meet the needs of students ihthe district. The communication process is not an isolateddiscipline but is basic to all other learning experiences, and theseobjectives, deserve to be reinforccd'in'other areas of studyin schools. 6 02JECTIVES PEIATINC TO FEELIHOS AND ATTITUDES . t .(AFFLOTIV4 when . It is innerenL in educational philosophy that learningltakes place one ho L posiUve self-image. This pOsitive self-image may--bc developed when each teacher assumes therospopsibility to guide each child toward. respect for himself. The following process of groi/th leads toward an integrated self: ti 1. CCITFIDZIT-SE a... Has feelings of adequacy and self-worth. b. Lppraises and accepts his strengths and weaknesses. c. Feel:, secure in his attempts to express himself both in speaking and writinE, d. -Is willing teventure and risk making errors or experiencing setbacks. el 2. SPOITGIBLE-Sal / a. 'ants to learn- , b. Is actively cur'ous c. Dem nstrates interapendence and co-operation d. U-s spirit of inisitiveness e. rganizes times wicAly f. Feels a sense of res onsibility for his own education E. Has pride in his work z ft. Shows initiative in daily activities i. Is discerning/perceptiveNscriminating 3. SOCIAL-SELF , a. Communicates. self to others :expects other's ideas L. c. Is willing to work with othe ) d. Shares and co- operates with oth - unlike himself in various ways e. Has appteciatioh for and positivettitude toward persons and cultures unlike his on 4. ADAPTIVD-5ELF a. Is open toner experiences b. Is willing to adapt to new people and new situations. c. Shows willingness to set and wotk toward goals, d. Acts in a way that is beneficial, to himself e. Realized that change is a way of. life 7 X -- Introduce -- Reintroduce, Review and Reinforce This applies to the child workinat or above trade re, is important to remebber that thechild working below grade level may not have beenintroduced or may not remember the concept. T 4 0-* :r I "RITINC OBJECTIVES - PRIHARY A. SilaLL:G FNIICSCIHY 3fie importance os spelling rests in its ability to help the write'communicate. Tili3 goal overrides the study of spelling as an isolated discipline. Success or failure of a spelling program rests as'much on the existence and development of attitudes as it does on skills: children need to feel that spelling and writing are fun and important, and that 'knowledge of the Irorkings of our language Tan be valuable for its own sake. READLIESS Readiness for spelling is a part of'the total Language Arts readiness and language .development. 1. Ability to recognize, name and write letters of the alphabet correctly. 2. nastery of left to right direction of our word structure. The words to be spelled will be part of the child's aural /oral vocabulary. 4. huditorperception and discrimination necessary to hear likenesses and differences in sounds. Ability to read the vordsthey are attempting to spell. 6. Ability to write a few simple words from memory (recall). 7. Visual perception and discrimination necessary to copy wordScorrectly BErIniIKC 1. Sight -words -0 2. Establihment of sounds-letter association. a. establishment of-initial consonant sounds. b: Establishment of possible sound associations for vowels. c. .Establishment of final consonant sounds. d. Establishment of common spelling of frequently used phonograms. (Example, ," an" is a phonogram found in such words as "ban", "fan", "can", "ran", "man", "pan", "tan", "van") e. Consonant diagraphs: wh_,'sh_, ch_,
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