DOCUMENT RESUME TITLE Training Program, Region II Office Of

DOCUMENT RESUME

ED 060 975 32 RC 006 004 TITLE Training Program, Region II Office of Migrant Education: A Component [of] the California Plan for the Education of Migrant Children. INSTITUTION Butte County Superintendent of Schools,Oroville, Calif.; California State Dept. of Education, Sacramento. Bureau of CommunityServices ana Migrant Education. SPONS AGE 7CY Office of Education (DHEW), Washington, D.C.Office of Programs for the Disadvantaged. PUB DATE 71 NOTE 1414p. EDRS PRICE MF-$0.65 HC-$16.45 DESCRIPTORS Activity Units; *Curriculum Design; Enrollment; *Instructional Materials; wLanguage Instruction; *Migrant Child Education; Program Design; Resource Materials; Staff Role; Summer Programs; Teacher Aides; Teacher Education; *Teaching Guides;Units of Study (Subject Fields)

ABSTRACT In a discussion of the summertraining program for teachers of migrant children in the 120 schoolsserved by Region II of California's Office of Migrant Education,the following elements are included: an evaluation ofthe 1970 summer school program, a description of the program's organization in termsof staff members' responsibilities, and examples for organization ofinstruction. Sample daily lessons are presented in the areasof language skills (e.g., visual discrimination of lettersand English words, auditory perception, and phonetics), reading, and mathematics;materials for use with each lesson are alsoincluded, as are sample tests and mini-courses in writing behavioral objectives. Aguide for extended-day activities developed for personsworking with migrant children from primary and intermediate gradesis also included. This guide contains activities for languagedevelopment, recreation, and arts and crafts which are"educationally valuable as well as culturally acceptable to migrant youngsters:"the guide also contains an index and a resourcebibliography. (NQ) TRAININGPROG

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U.S. DEPARTMENT OFHEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEHREPRO- DUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIG- INATING IT POINTS OF VIEW OROPIN- IONS STATED DO NOTNECESSARILY REPRESENT OFFICIAL OFFICEOF EDU- CATION POSITION OR POLICY.

REGION H OFFICE OF MIGRANT EDUCATION

A Component The California Plan for the Education of Migrant Children

Administered By

Ktti State Department of Education Division of Compensatory Education Bureau of Community Services and Migrant Education

Elementary and Secondary Education Act Butte C unty Title I Superintendent of Schools PL 89-7SO 1971 The objectives of the Cal_if rnia Plan for the Education of Ant Children are based upon the following general statemeat of needs of migrant children in California:

"Over 80,000 children of migrant agricultural workers between the ages of 3 and 17 attend schools in approximately 200 school districts in 43 Galifornia counties for at least a part of each year. _The-Sechildren from the least affluent segmentof American soerety tend to move frequently, attend school irregularly,and suffer health defects and language handicaps resulting in signifi- cantly retarded progress in school. In general their rate of progress is not more than .7 months for each month spent in school. This retardation is cumulative and eventuates in most becoming early school leavers, poorly prepared for economic success or upward social mobility. These problems are of such magnitude and severity taat local school districts have been unable to solve them with the resources nolwally available. GENERAL INFORMATION

STATE OPERATED PROJECT

The Migrant Amendment to theElementary and SecondaryEducation supplementary edu- Act of 1965, litle I (P.L.89-750), provides for cational programs to meet thespecial educational needs ofmigratory children of migratory agriculturalworkers. The Act provides that in accord- the state educational agencyshall administer the program entire allocation ance with Federal andState regulations, and the educational of funds for operatingthe program is made to the state agency.

The California P an forthe Education of MigrantChildren California and pro describes he procfram for the State of carried the framework within whicheducational programs will be supplementary compensatory programs out. This Plan provides for and services for the educationof migrant children in schooldis- and for tricts which have majorimpactions of migrant children certain Statewide and interstateprograms affectingmigrant chil- State It is the project whichis submitted by the California dren. and the Department of Education tothe State Board of Education U. S. Commissioner ofEducation for approval.

Unlike regular Title I programs,local school districts do not local have an entitlement to funds. Instead, provision is made for partici- school districts and countysuperintendents of scho'als to to carry on pate cooperativelywith the state educational agency portions of the Statewide programthrough a regional organization.

II. REGIONAL ORGANIZATION California The organizational structurefor operation of the the.regional Plan fOr the Education ofMigrant Children is based upon n ept. is 'the operating The regional conceptrecognizes that the State the responsi- agency for programs formigrant children, and it is that will assist in bility of the State Office toinvolve agencies requires State level providing such programs. The California Plan policy determination andcoordination, regional level program management, and supervisionat the operationallevel. t at It is essentially anadministrative and planning concept requires involvement ofall counties ih aparticular geographic and implementation purposesregardless of how area for zlanninz the involve- funds will be allocated. Regional planning requires k wledge of all ment of planning oradvisory committees having operation throughout the programs affectingmigrants which are in region. also includes the idea of acomprehensive The regional concept coordinated with the program of educationaland ancillary services services and activities of all agenc 7.s that serve migrant families. The regional approach reou res that fuds be used ta=llsalsnr the j rosouies t at r e alrctadv in the reLt,ion. The cr lCLLia for fund- ing components and providing service agreements for school districts will include their commitment to mobilize available resources and Soorgp_nize cooperaLive activiLies throuPhout the region.

III. LOCATION OF REGIONAL COMPO ENTS

Migrant agricultural workers and their families are concen- trated in the major crop areas of the state. A regional component to provide educational and ancillary services for migratory children may be designed to include one or several school districts or counties in a large geographical area having high concentrations of migratory 'children. The state education agency identifies those areas in which projects will be located on a priority basis, grouping districts and counties geographically.

In California, seven major crop areas have been identified as having high concentrations of rigrant farm workers and their families. These areas include 43 of California's 58 counties. The following seven areas have the greatest number of migrant workers:

1. San Joaquin Valley 2. Central Coast 3. Sacramento Valley 4. South, Coast 5. Desert 6. Northern Coast 7. Tulelake

Federal administrative policy lists the following factors to be used in determining priorities for the location of project corn- ponents:

I. Areas where there are successfulongoing projects.

Areas with high concentrations of migrants.

Areas having greatest need for programs.

.4. Areas with greatest potential for a successful program; i.e., community services available for migrants, supplemental -migrant programs sponsored by other agencies, harmonious Title I programs ete. REGION II

OFFICE of MIGRANTEDUCATION 5 Region II Office of Migrant Education covers fourteencounties with an area of 22,801 sq. miles. Our project is designed to provide supplementary edueatignal services to migrant children inthis area. There are approximately 2,500 school age migrantdhildren in Region II during the summer. Because a child's health and nutrition influences his ability to learn we work toward the coordination of variousagencies that provide these services to migrant children. To assist us in our efforts during the summer we employ the following staff that isavailable to work with you in regards to the education of migrant children.

Director: Bill Waroff Oroville 533-2333

Curriculum Consultant: Betty Vassar 7 Oroville 533-2333

Program Assistants:

Nodules 1 & 2 Yolanda Holt 342-1838 (Glenn, Butte Co.

Modules 3 & 4 Velma Gonzalez 743-1855 (Yuba, Sutter Co.

Modules 5 & 6 Frank Ludovina 662-7349 (SacramentO, Yolo Co.)

Modules 7 & 8 Jesse Camacho 662-7349 (I Yolo, Colusa, Solano Co )

Modules 9 & 10 Gil Martinez 527-2443 (Napa, Sonoma, Mendocino & Lake Co.

Bilingual Paraprofessionals:

75 Instructional Aides 50 Mini-Corpsmen (Paraprofessionalsare assigned on a ratio of -- 1:20 migrant children) 125 Paraprofessionals x 20 Migrant Children In2,500 m.c. served MIGRANT EDUCATION PROGRAM - LINES OF RESPONSIBILITY

Regional Executive Board:

a. To be composed of representatives of county superintendents and local school districts in the region

b. Responsible to the Bureau of Community Services and Migrant Education and county superintendents for development of policies governing the implementation of the California Plan for the Education of Migrant Children in the region.

c. Advises regional consultant and designated agency county superintendents regarding needs for migrant programs in counties and districts in keeping with overall plan.

d. Regional director will be the executive secretary of the executive board.

Regional Director:

a. Responsible to regional executive boardfor development and operation of regional component.

b. Responsible to superintendent of designated agency county for fiscal and personnel management of the component.

c. Responsible to regional consultant for coordination of component activities within the California Plan for the Education of Migrant Children.

d. Serves as secretary of executive board and executes its policieo.

e. Responsible for negotiation, development, and coordination of

- all service agreements within the region.

f. Reviews all ser0:'ee agreements in cooperation with regional consultant to insure compliance with the regional component before implementation.

Primary responsibility for marshaling all resources of the region' to support the.regional migrant program.

Responsible for following up and bringing about fullest coordination and cooperation:between agencies serving migrant families.

Program Assistant_s:

a. Responsible to regionatdirector for operation of migrant education activities in county or portion of the region as assigned.

b. Responsible for.coordination with agencies and organizations that have concern for migrants in accordance with assignment by,regional director. Prog Assistants continued)

Responsible for working with school staff in implementing instructional programs in local schools of the area to which assigned.

Resourca Teacher (Migrant Education_ Re_ion II Employee)

Works under the direct supervision of the Program Assistant (Migrant Education, Region II Employee) while in the field and under the direct supervision of the school principal -while in the school. Is a co-equal peer of the classroom teacher and is available as a resource to the classroom taecher and the school principal. Arrangements for Pile services of the resource teacher are to be made by the school principal working directly with the resource teacher.

Instructional Aide (Migrant Education Region IT Employee)

Works only. with children who are certified as "migrant" by the Community Aide (a Migrant Education, Region II Employeee). Is responsible to and works under the direction of the classroom teacher who is generally responsible for the educational program of the "migrant" child. Renders the following service(s):

1. School hours - (6) 5 instructional, 1 preparatory, case load of 20.

2. Outside school hours - ( ) community

Community Aide (Aigrant Education, Region II Employee)

Works under the direct supervision of the Program Assistant (Migrant Education, Region II Employee) while in the field and under the direct supervision of the school principal while in the school. Identifies and certifies children as "migrant". Subsequent to identification

and certification may render services in health and/or welfare fields. glZamization for Adviso and _coordinating_Activities:

_Regional Advisory Committee:

a. Organized by designated agency county superintendent with assistance from the excutive board and regional director.

b. To be composed of representatives of county coordinating committees and organizations and agencies in the region that are concerned with migrant families or family members.

Responsible for advising the regional executive board and the regional director concerning the unmet needs of migrant familieS within the region. d. Advises executive board and regional director of program needs ulthin the region.

e. Assists in the overalLevaluation of migrant education programs in the region.

Coun _oordinatincT Committee:

a. Organized by county superintendent.

b. To be composed of representatives from agencies and organizations in county that are concerned with migrant families or family members, and to include migrants when possible.

C. Responsible for coordinating the activities of agenc es to bring about maximum utilization of facilities in implementing the overall plan for migrant education in the county.

d. Advises county superintendent regarding facilities and services available to migrant families and family members.

District Advisory Committee:

Appointed by local school districts.

b. Must include in its membership parents of participating migrant' children when possible and persons representing the interests of migrant families.

c. May be the ESEA Title I district advisory committee if migrant parents are included on the committee.

d. Assists school district personnel in assessing needs of migrant children and families in the district.

e. Participates in planning and evaluating activities and services for migrant children within the local school district..

f. Advises school district boards of trustees regarding assessed needs of migrants and the effectiveness of.migrant education programs in alleviating those needs. IDENTIFICATION OF MIGRANT CHILDREN

A migratory child of a migratory agricultural worker is:

"a child who has moved with his family from one school district to another during the past year in order that a parent or other member of his immediate family might secure employment in agriculture or in related food processing activities."

For the purpose of identifying children to be classified as migratory children of migratory agricultural workers, the following definition should'be used:

A migratory child of a migratory agricultural worker is defined as:

1. A child whose parent, guardian, or other person having custody, is defined as a migratory agricultural worker; and

2. Who, due to a change in the location of his parents' or guardian's employment, moves from one school dis- tridt to another in the course of each year; and.

3. Whose school attendance during the regular school term iS interrupted or curtailed because of this change of residence, or who is a temporary resident of a district other than that in which he regularly attends school.

A migratory agricultural worker is an adult worker who is employed in seasonal agricultural or related food processing occupations, and who is required by the nature and varied locations of his employment to move from place to place for the purpose of engaging in his occu- pation. DEVELOPI1ENT OF MIGRANT EDUCATION COMPONENTS

1. Instructional Activities.

Instructional activities will place special emphasis on oral and written communication, reading, and mathematics and will include provisions for small group and individual instruction and tutorial services to assist migrant children to attain normal progress rates in all subject areas. All instructional services are to be provided as supplements to regular programs of instruction provided by the public schools for all children.

Health and Welfare -ervioes.

Health and welfare services will be designed to locate, diagnose, and provide treatment for conditions of a physical, emotional, or environmental nature which interfere with the learning processes of migrant children. Insofar as possible, existing community resources will be utilized to provide these services.

. Pre- and Inservice Education of Personnel.

Education and training will be provided for professional and non-professional personnel and will be planned to prepare school administrators, teachers, aides, and other personnel to meet the special needs of migrant children. To the extent that it is appropriate, professionals and non-professionals shall be trained together and shall promote the career- ladder concept.

4. $upportive Services.

Services such as transportation, family liaison, and other services necessary to the success of the programs will be provided.

Since the needs of migrant children vary and local resources for meeting these needs vary between regions and school districts, a variety of approaches and activities should be encouraged to provide activities and services to supplement those programs and services available in the community to meet the varying needs of the children served.

ii TRAINING PROGRAM

ORGANIZATION

1Z TRAINING PROGRAM

I. Region II

Region II has served migrant children in 120 schools during the 1970- 71 school year. In an effort to provide training services for our staff and to the district teachers who work closely with our staff, we encouraged each of the 120 schools to-send one representative to the Region II training program.

II. Mini-Corps

In addition, the Mini-Corps Program is designed to train Mini-Corpsmen with district teachers. Each district which will utilize Mini-Corpsmen this summer was urged to send one teacher for every Mini-Corpsmen assigned to their district.

SCHOOLS WITH MIGRANT CHILDREN

1970-71

MODULE I

Princeton Joint Unified Hamilton Union Elementary

Codora Elementary Hamilton Elementary Princeton Primary Princeton Junior-Senior High Hamilton Union High

Orland Jt. Union Elementary Hamilton Union Hi h

Fairview Elementary Chico_Unified Mill Street Elementary Price Intermediate. Chapman Elementary Hooker Oak Elementary Orland Joint Union High Nord Elementary -Resedale Elementary Orland High School Chico Junior High Chico SeniorAiigh NODULE 2 DULE 4

Biggs Unified Live Oak Unified

Biggs Ele entary Encinal Elementary Live Oak Elementary Gridley Union Elementarx Luther Elementary Live Oak High School McKinley Elementary Sycamore Elementary Wilson Elementary April Lane Elementary G idley Union High Barry Elementary Bridge Street Elementary Gridley High Central-Gaither Elementary Gray Avenue Elementary anita Elemerrary King Avenue Elementary LincolnElementary Manzanita Elementary Lincrest Elementary Park Avenue Elementary PalermUnion Elementary Tierra Buena Elementary ,Yuba City High Helen M. Wilcox Elementary Palermo Elementary moriuu_5

MODULE 3 Davis-Joint_Unified

Marysville Joint Unified Birch Lane Elementary Pioneer Elementary Alicia Intermediate Valley Oak Elementary Arboga Elementary West Davis Intermediate-A Cedar Lane Elementary Davis Senior High Cordua Elementary Emerson Junior High Linda Elementary Mary Covillaud Elementary Woodland Joint_Unified Olivehurst Elementary

. Walter Kynoch Elementary Beamer Elementary' McKenney Intermediate Cacheville Elementary Yuba Gardens Intermediate Dingle Elementary Freeman Elementary 1111121a_atmELau Gibson. Elementary Grafton Elementary Plumes Elementary Laugenour Elementary Lee Senior:Elementary Browns Elementary Plainfield ElementarY Rhoda Maxwell: Elementary Browns-Elementary 'T: L. Whitehead ElementarY Willow Spring:.Elementary Marcum-,Illinois Elementary Woodland High School,

Marcum,- Illinois Elementary

14 MODULE 6 MODULE 8 (continued)

Dixon Unified Vacaville Unified

C. A. Jacobs Intermediate Elm Elementary East Dixon Elementary West Dixon Elementary Winters JointUnified Dixon High Waggoner Elementary River Delta Joint Unified Winters Elementary Wolfskill Elementary Bates Elementary Clarksburg Elementary MODULE_9_ Isieton Elementary Jearcliarvie Primary -Alexander Vnliey Union ElementacY Riverviev-Elementary Walnut Grove Elementary Alexander Valley Elementary White Elementary Delta High Oak%Grove_Union Elementary Rio Vista High Willowside Elementary MODULE 7 Oak Grove Elementary

Colusa Unified St. Helena Unified

Colusa Elementary Robert Louis Stevenson Intermediate Colusa High St. Helena Elementary Cause Junior High St. Helena Senior High

Pierce Joint Unified Windsor Union Elementary

Arbuckle Elementary Starr Elementary Grand Inland Elementary Windsor Elementary

Williams Unified MODULE_10

Williams EleMentary Healdsburg Uni n ElementarY Williams Higb Williams Junior High Fitch Mountain Elementary Healdsburg Elementary MODULE 8 EEPLUE1211B:Lisitin_IIIELI Esparto Unified Healdsburg High Esparto Elementary Healdsburg Junior High Esparto High - Ukiah Unified Fairfield-Suisun Joint Uni ied Calpella Elementary K. I. Jones Elementary Hopland Elementary Suisun Valley Elementary Frank Zeck Elementary MODULE 10 (continued)

Ukiah Unified (continued)

Nokomis Elementary Reduood Valley Elementary River Elementary Pomolita Junior High Ukiah High

estside Union Elementary

Westside Elementary

16 SUiIER SCHOOL EVALUATION

1970

Evaluation of last year's summer programspointed out the following areas concern:

1. Migrant children's parentsleavethe family at approximately4:30 a.m. These children are unsuperviseduntil the school assumes the responsibility somewhere around800 a.m. Parents do not usually returnbefore 4:30 p.m. There is an urgent need forsupervision of these children in the absence ofthe parents.

2, Many agencies are concernedwith the improve- ment of education for migrantchildren (Local School Districts, ESEA Program,Migrant Educa- tion, Mini-Corps,N.Y.C. and variouslocal vol- unteer groups). There is a need to coordinateall resources in order to improve services aswell as to avoid confusion and duplication ofefforts.

Because of the warm weatherthat exipta duting the summer months in NorthernCalifornia, many afternoon or extended day programstook on an air of just baby sittingservices. Because the-migrant child has so manyeducational needs there is a need to design meaningfulextended day programs.

4. Because of the cost of operatingSummer School programs and the limitationof funds, efforts should be made to look at new waysof organizing programs in li ht of costeffectiveness. ENROLLMENT STATISTICS (MigrantChildren)

SUGGESTED DEPLOYMENT OF ACTUAL PROJECTED TRAINING SLOTS DISTRICT PEAK PEAK REGION II PARAPROFESSIONALS 1970 1971 INSTR. MINI- PARAPROF. REGIONII M.CORPS AIDES CORPS PUPIL RkTIO 1:1 Sch. 1:1 Tea.

MODULE I Chico 35 40 2 1 1:13 6 1 Hamilton Elem. 62 60 3 1 1:15 1 1 Hamilton High 25 25 0 ? 1 0 Orland 60 3 1 1:15 3 1

MODULE Il Gridley 178 80 5 2 1:11 Palermo 19 40 3 0 1:13

MODULE III Marysville 90 140 7 3 1:14 10

MODULE IV Yuba City 80 120 7 4 1:11 * 11 4

MODULE V

Woodland 135 150 5 6 .1:14 . - 13 Davis 125 140 4 9 1:11 * 6

MODULE VI

Dixon 70 90 . . 3 5 1:11 * 4 5 River Delta 180 17 5 7 1:14 9 7

MODULE VII Williams 56 100 6 3 1:11* 2

MODULE VIII Esparto 77 100 4 5 1:11 * 2 5 Fairfield 27 30 1 1 1:15 2 1 Winters 56 60 2 2 1:15 3 2

MODULE IX

No SummerPrograms. InstructionalA desAssigned to Module .

MODULE X HealdsburgELm. 74 100 7 0 1:15 2 0 Healddburg High 30 50 4 0 1:12 1 0 Ukiah 24 25 2 0 1:12 8 0 Geyeertrine 40 3 0 1:13 1 0

- Mini-Corpsmen's assignment to district in proximity to flash peak housing reduce Instructor/pupil ratio. ORGANIZATION FOR INSTRUCTION

The succeeding pages are pre anted in hopes that they may act as catalysts in the design of summer programsby summer school staffs. None of the plans presented are suitable for any given situation. We ongly urge that any plan for summer programs be designed by the total staff or as-representative a group As possible. n light of fact 0-..at -,summer pregraffis are abundantly endowed with staff ancLi:,L, ty, the self contained classroom no longer appears effectiv utilization of reurcer. TASK/RESPONSIBILITY CHART ognOse PresonTeacherClassrooth be ! ResourceTeacher tmp lemerd Aide TeacherClassrooM Eva uote TeacherResource ProgressPupil AideancePerform, TeacherClassroom TeacherResource DiagnoseandReevaluate z ARTICLE 1.6 INSTRUCTIONAL AIDES

13599.4 The teacher shall retain his responsibility for the instruction and supervision of the pupils in his Charge.

The Higrant Education Instructional Aide ,is dependent upon thedirection given her by the classroom teacher.The Instructional Aide is not trained to make the curriculum/instruction decisions which are called for toenable her to work in an independent situation. Therefore, the-aide must be an extension of the classroom teacher and the professional decisions which theclassroom teacher has made. Child,'the classroom teacher MUst In order to initiate the Aide's working with a _ . provide an educational presoription.. ThisprescriptioU,Js in turn,,_dependent upon an educational diagnosis beingperformed'by, the ciadaropm ieacher,"er, the *grant: EduCation,Resource teacher in cooperation with support perionnel (i.e. ,4 - Teacher )

The following is suggested iith the hope thathe teacher/Aide inst.:, relationship can become an even more effectiveforce.

What are the eharecteristics eVan effective:Tre0Oription

1.. The prescrfOtion hasbeen'deriVod'from an:info formal 'diagnosia--

TheprescriptioneontainsajimitednOmber-O or concep tol)e:learne,c11preferabWehe

3. The prescription,suggests-the method/means andmaterial-to' be employed in the instreiction.

4. The prescription is one that can be culminated in aShort period of time.

5. The,prescription Contains a,short (273minUtis)- evaluation to informthe child, aide. Andteacher Of 'their achievement.

les of good prescriptions:

number , I. -Tetith7thb---Childri,a how to,subtract-zero,_, om,e. who , . using flash cards and counting iticks-:evaluatien:.

'After X minutes'.04natitietien-,;, givenfiVe,(5),.preblems, -where'rer&IS.:OubtesictedlfroM'e;whole-Aumber--theehild will do feur,of.the,.kive Correc:tly.' , 2. Teach the child to di crimdnate byauditory means between the initial "th" sound as in "thin" and theinitial " " sound as in "tin".Evaluation: Given a set of five -(5) matchedwords (minimal pairs) with the initial "t" and "th"sounds; the child will correctly identify with a non-verbal responsethe initial sound correctly nine (9) out of ten(10) times.

Drill the child on sentences(Pattern drills)tressing t use of "have" and"has".Evaluation! Given five (5) patterns thechild will supply thecorrect form of the verb five (5) outof five (5) times .

Examples of "not iogood prescriptions": 1. 'teach the child his time table 2. "help the child with his ading" 3. "listen to the child read 4. "drill the child on his spellin "do your thing DEFINITION OF TERNS

Small Group/Large Group Instruction - A manner of deploying instructors and students in order to attain a smaller ratio of students to instructors with one segment of the student population, while increasing the student to instructor ratio with another segment of the student population.

Nodular Schedulin (time) - Alloting variable blocks of time for instruction which correlate with the type of activity.

Stations - A means by which students move from area to area to engage in different learning activities.

Individualized Learning StatiOns -4ovement by students in varying groups o selected learning adtiVities dermined by individual diagnosis.

Cooperative'TeaChing -,'Instructors exerciaing,responsibility in teaching varlaua-parts-of,the cu#riculum.:indarying.-'.grbilpeofchlidreit--a-- deemphasis upon curriculum specialization. and.thd "static herd" approach to the grouping of children.;

Cooperative Planning - A corollary to cooperative teaching-instructors cooperatively exercising responsibility for planning a broad spectrum of the curriculum for varying groups of children.

Disability Grouping - An attitude expressed by the determination of the basic academic tasks which the learner can not perform ,and the prescribimg of Learning acttvitics which are prerequisites to the'traditional academic tasks. (i.e. perceptual training, native language development, seriation

exercises, mntor development' number concept, etc. ) -

,"Flux" A,catchall word reindting (1.):11obilityrof4ndividual;childrento move from one grOup to anotheras the Child's-needs:change, .(2)-11obility' of curriculumparts of-the,currieulUm are'-extinguithed 'as Otherparts are-geilerated.-- ASSUMPTIONS (Generalizations

1. Students adapt more easily to change than do their teachers.

Discipline problems decrease when 1) theopPortunity for movement is, granted, 2) learning activities are 'short in duration and fast paced, 3) the /earner feels succesSful.

Paraprofessionals can.perform-the:technical aspect of.. instruction when given direction and experience.'

4. Short term objectives are more easily-derived in short instructional periods (20 minutes ),

5. A structure which provides (forces?) professional a tion produces a better product.

6. CladsrOem walls.are no practiCes

Specialization in curriculum and being.exposed.to ajiMited - number of children is not-conducive to the deVeloPment of an attitude whiCh makes a teacher responsible for the total curriculum or the total child.

8. Teachers have "needs" to'explOre' new currieulum' areas ahd,' different age group children. ORGANIZATION FOR

SUMMER SCHOOL INSTRUCTION

(EXAMPLES) BASIC AIDE DISTRICT HAPPY TOWN ELEMENTARY

(Near Migrant Labor Camp) CC 4 Hrs, 6 IA 8 Hrs. 3 MC 8-1- Hrs. 100Migrant Children 1 VP 3 Hrs. 250 Resident Children 7 Tea. 4 Hrs. Princ. 2 Hrs. 350 Total

OF # ACTIVITY STAFF ALLOCATION 2121.L 16. Mini-Corps 6:00 100 Wake up at Camp.Bus Transportation 1:33 3 Mini-Corps+ 1 IA 7:00 100 Breakfast 1:25 3 All Staff on Board 7:30 350 Outdoor Activity 1:22 All staff 8:00 350 Instructional Program 1:22

0 10 20 1 Teacher PlAY GROUND 1 Inst. Aide 1 Mini-Corps 1:26 Ratio

10 LIBRARY 25 Children 25 Children 45 Children 10 10 1 Teacher 1 Teacher 1 Teacher Multi-Purpose Room 1 Inst. Aide 1 Inst. Aide M. Corps 80 Children 2 Teachers 1:12 Ratio 1:12 Ratio 1:30,atio 1 Inst. Aide 1 Mini-Corps FILM0(MUSIC 1:20 Ratio INCE, SCIENCE 25 Children 25 Children 5 Children 1 Teacher 1 Teacher 10 10 1 Teacher 1 Inst. Aide 1 Inst. Aide M. Corps 1:30 Ratio 10 1:12 Ratio 2 Ratio vp,6 Inst. Aide 12:00 100 Lunch' d rest Rest g area for primarychildren IA on duty) Quietactivities for older children IA at lunch) 33 Ratio 1 0 100 eaningful, small group learning experiences Recreational activities are often the bes 1 VP, IA learning experiences if well planned. Mini-Corps 4:00/ 5;00' 100 Transportation home

-22- ENROLLMENT: 50 STAFF: 5 TIME: 250 MIN. LEVEL: PRIMARY INTERMEDIATE

K - 3 4 - 8

8:00 - 8:30 BREAKFAST (ALL

0 - 8:40 ROLL CALL AND REPORT:TO FIRST STATION

8:40 - 9:40 ACADEMIC STATIONS AND LARGE ACTIVITY STATION

3:25 1-60 min. station

3 rotating or 20-minute stations 2-30 min. stations

9.:40 - 9:55 BREAKFAST AND STATION CHANGE

9:55 - 10:55 ACADEMIC STATIONS AND LARGE ACTIVITY STATION

10:55 - 11:10 SNACK TINE (ALL)

11:10 - 11:25 RECESS (ALL)

11:25 - 12:00

COMBINED LARGE GRODP aLL) ENROLLMENT: 300 STAFF: 16 CYCLE TIME: 180 minutes LEVEL: LOWER PRIIILRY UPPER PRIMARY INTERMEDIATE

5-8 K- 2 3-4 LARGE GROUP LARGE GROUP LARGE GROUP 1:33 1/3 1:33 1/3 1:33 1/3 60 min. 60 min. 60 min.

433 1 3 1/3

LARGE GROU P

1:33 1/3 1:33 1/3

60 min. DhILY SCHEDULE PRIMARY CLASSES

TIME ACTIVITY PLACE

8:00 Breakfast supplement Outside

8:20 Concept development activities Homerooms (Roll taken by aides)

3 (academic staff) Stations (aides in charge) Group I Group II

Bereiter Engleman Movement Exploration Language Development (each class comprised Classrooms, Room 14 of three color groups, Library & Cuisenaire Rods & 25-30 children) Multi Money (colors, counting Playground & money recognition & counting) Multi-SE m Peabody Kit.(I & II) c o Multi-NE ..4 Chalkboard activities Movies Classrooms & 4.1 m (vocabulary & visual- (three color groups) playground 44 0 motor activities) Room 11 w Room 15 4..u o TRY (vocabulary & *A S visual-motor activities Q1 Multi-SW CI Detect (Visual memory o o vocabulary) Art P ..c Room 1G (three colorgroups) E-1 Filmstrips (V-P skills) Room 12 (Vocabulary & visual discrimination, figure- ground, etc. Room 13 - Auditory memory (also sequencing, etc.) Library Bereiter Engleman Math Room 17 9:35 Ereak Playground 9:40 Stations Gr up I Group 11 e above) see above schedule 10:40 Rece Playground 10:50 Story or Concept Development Activity Homerooms 11:15 Singing (all classes combined Multi ;t , 11:45 Dismissal 12 :00 Wash-up TERMINOLOGY IS IMPORTANT

It is suggested that use of generic terms such as Math, Readin- Language, English as a Second Language, and so on, be avoided.

In applying a descriptive word to a station or period of the day endeavor to specify the objective of the learning activity.

-NatklApihemeis- -EySInasgeaee-

Carrying Pronouns Borrowing Position Words Counting Colors Addition Counting Additive Subtraction Verbs Subtractive Division Interrogatives Place Value Polars - Opposites Ease Five Negatives Measuring Classifying Etc. Etc.

-Reading- -Physical7Edncation-

Comprehension Balance BeaM Figures of Speech Directionality Short Vowel Sounds Laterality Names of Letters Hand/Eye Blends Rhythm Digraphs Dancing Sound Clusters Body Localization Blending Etc. Etc.

Auditory Discrimination Auditory Memory Visual Discrimination Visual Memory Auditory Sequence Etc. COMENTS.ON THE IMPLEMENTATT.ON OF STATION PROGRAMS

1. Each child (primary) shou".e tagged with a "color- coded itinerary". This may I._ as many as five colors. The first would denote his honk ;1,1m, the next three his- stations and the last, his large group activity.

2. Each station site should be marked ith its color.A sheet of colored construction paper works well.

Ideally all children who are to attend the summer program will be assessed at the end of the regular school year with objective tests which will pin point specific needs of children. If this is done, curriculum planning can be done based upon pre-determined needsrather thanl upon assumptions.

4. If the determination of needs can not be accomplished during'the regular school year, summer school staffs should not feel hesitant about devotingas much as one week to assessment. The alternatives msy be the possibility of making the .entire six weeks an "aimless journey" for the school staff and the children.

31 R 20-71

Test Name Norm Childs Score

Direct Matching of Letters Less than 20 Correct-Study non-letter forms Rper case 20 Lower case 20 Visual Discri ination of Letters Sho n Upper case 24 Lo e case 24 RelatinUp. er to Lower Case Letters 40 Visual Discri ination of Words 5 28 VLsual Memory of Words 15 18 24 Ability to Recognize Le ters Named UC 17 LC 13 Ability to Recognize Consonant Sounds 12 18 Ability to Print Letters Named UC 26 LC 26 Abil t to Reco nize Phonetic Elements 30 Abilit to Print Phone ic E ements 35 Primary Phonetic S.ell'nq Test 15 Intermediate Phonetic Spelling Test 15 16 18 Abilit to Name Letters S own LearninRate Test Phonetic Production Invento Ability Level Tests ListenthCom'rehension Te

Oral Read n: Test

Notes:

32 R 1-71

DIRECT MATCHING OF LETTERS

Instructions for R1A-71-R2A-71

Explanation Direct matching of letters is the basic skill of visual discrimination. Noting likenesses and differences among letters by direct comparison methods is essential to beginning word recognition instruction. Grades 1 & 2

Materials Pupils: Test Fo ms R1A-71 and R2A-71

Direct ons Prior to the administration of this test, the teacher must, if necessary, instruct the pupils in marking a line through a symbol. In addition, the meaning of the terms "little box" and a "big box" must be explained.

All pupils should be within immediate reaching distance of the teacher to assist individual pupils in following directions.

Before passing out Test Form R1A-71 the teacher should demonstrate the procedures by chalkboard exercise. The student should be reminded that the picture on each "little box" is to direct his attention to the specific item being tested.

Sample Item #1 1

u 1 D H 0 T

1 Sample Item #2 1 1 R X j 1

Teacher: "Today we are going to pl-y a game with some big boxes and some little boxes. I want you to listen carefully so that you can win this game. Watch how wa play. I am going to place my finger, on tbe bird. (Teacher demonstr:)tes) In the little box, look carefully at the letter. (Pause two '$econds) In the big box, I am going to mark that letter." (Teacher demonstrates)

Repeat the directions for sample item two. Distribute Test Form R1A-71.- Upper Case Letters tothe Pupils and proceed as in Sample Items.

Teacher will name the stimulus picture, tell pupils to look carefully at the letter in the little box, then direct them to mark that same letter in the big box.

Note: Use the same above instructions for matchingiof lower case letters on Form R2A-71. fS2IiER If a pupil successfully completes this test (26 correct on each form), go on to Form R2A-71. If the pupil scores below 20 items correct, the pupil needs practice in visual discrimination of non-letter forms.

Refer to prescriptive materials Form R201-71-R212-71. Scores , obtained in this test should be 33entered on the Summary Sheet, R20-71. Credits: Manning-University of Minnesota R 1A-71 page 1 0 0 T

_____., X X J F

A . zt._ A Y A E

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F A F R B

1 _ tETTERESTS: DIRECT MATCHING. TENTIFYING LETTERS SHOWN. IDENTIFYING LET7A AED (Cut along dashes when using as Letters Shown ters Named Tests) R 1A-71. Pupil's Name page 2

E K 0 M

V H

T G

K B V L

G Z

j P

Y C R A

N WDL

V M

V WK Pupil's Name R 2A-71 page 1

0 M 0 t

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s Y a b

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II I g. i P

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f t h o

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i r f b i LETTER TESTS: DIRECT MATCHING. IDENTIFYING LETTERSSHCWN . IDENTIFYING LETTEI NAMED (CUt alOng dashes when 'usingas Letters Shown, LettersNede Testsi R 2A-71 page 2 Pupil's Name

e w n p

a k R 200-71

Prescriptive Materials for the test,"Direct Matching of Letter be followed when students have (Form R1-71) The following procedures are to less than 20 items correct on Test FormR1-71. Matching of Letters (R1-71) return 1. If .the pupil fails the test on Direct to practice of shapes, non-letterforms, likenesses anddifferences. (R201-71 through R205-71).

Upon completion of R205-71 begin matchingof letters (R207-71 through R212-71)

Prescriptive Instructions for Po s R201-71 throughR2I2-71. with a like response R201-71-R205-71: Match the stimulus item in column one item in one of the other columns. with a like response R207-71-R208-71: Match the stjmulus letter in column one letter in one of the other columns. that are the same. R209-71-R210-71: Underline the sets of alike letters is the same as thestimulus R211-71-R212-71:Underline the response letter that letter. 201-71 R 202-71 R 203-71

LOOK AND FIND

-1!

41 R 204-71

Distinguishes shapes of objects

TEACHER: Find the two that are the same shape.

42 DISTINGUISHES SIZES

TO THE TEACHER: Ask the child to point to the thing that is biggest for numbers 1 and 3; to point to the smallest for numbers 2 and 5; and to point to the thing that is the middle size for numbers 4 and 6.

2. s?,

6. K N R SbbqdZ S 2 f t t t f CVVCCACV.VO

JYJA_.JYYJL,Y , - , A+. K N R K

S Z S 2 S bbqd p f t I t f _1 CVVC,CACVVO JYJAJ.YYJLY WW IF ss xs WM PB MMHH eebd rr 11 CCFF FHPP mnoe dbff GGSKRP OCCCUV pp It..II nnuvpq AAAHAHKHHH EEEFEPPBPP ILLLL,TUFT .SSZSSDRDDD R 210-71 010000.CCOCC aaacaMMNM.Yi gqgggJil J L PPPRPFEFFFmit WVWWW0000chhbhh \Ice bbdbbeoeee lull nmnnnkkhkkrrrsr ppppqbIbbbcoccc sasssxzzzzrrrer A-KLAPY W VWUWW M-MWHMOH-KEHFHL-JULY D-ODDCPRBRBRFRB-BFRBS sgpgg I I Ii I a-seaxwr-axrsrf-R fTE ecteoecyS-zsBxSI - H-MKHRO-PCBOE-HEFS F-FRHEP-RFBPL-KTLI C-QCOGS-RBSZ M-MWNLa-scar D-RDBOs-axsr 0-CLIOSK-HRFK p-bhdpg-kgqye-coer rn-nwumw-mvuwh-kbhy b-dpbqp-gqbpu-vuny tIONDA R2-71

VISUAL DISCRIMINATION OF LETTERS SHOWN Instruction for R1A-71 & R2A-71

Explanation This test measures the pupils ability to hold a visualstimulus in mind then make a comparison among four letters. This is a test of visual menory. Unless the pupil can retain visual images of letters, no word recognition skillsinstruction should be started. Grades I & 2

Materials Teacher- 5" x 8" flashcards 26 Upper Case Letters (Staff - make up flash cards) 26 Lower Case Letters

Use manuscript_ _ form

Flashcards should be placed in the following order:

Upper Case OXABTCLRISPNF EHDMI(Z.TYWGOUV

Lowe Case oxsciptmkzewr jyfnahvubdlgq

Test Forms R1A-71 and R2A-71

Pupil: Test FormR1A-71 and R2A-71. Cut along dashes as directed, to remove letter used for direct matchingtest.

D_rections: Prior to the administration of this test, theteacher must, if necessary instruct the pupils inmarking a line through a symbol. In addition, the meaning of the term"big box" must be explained. All pupils should be within immediate reachingdistance of the teacher to assist individual pupils in followingdirections.

Before passing out Test Form R1A-71 to the pupils, theteacher should demonstrate the procedures by chalkboard exercise. The student should be reminded that the picture in each"little box" is to direct his attention to the specific item being tested.

Sample Item #1 DHOT

Sample Item 1/2 R XJF

Manning - Univ. of Minn. 51 R2-71.

Teacher: "Today we are going to play a game to see if you are good at remembering. Here is how we play the game. I am going to ask you to put your finger on the bird. (Teacher demonstrates). I am going to show you a letter. (Teacher shows capital "0") Then I'm going to take the letter away (letter removed after two seconds You are to find the letter I showed you in the big box next to the bird. (Teacher finds letter) Then you are to put a mark on the letter." (Teacher marks letter "0".)

Repeat procedure for sample item 2.

Distribute Test Form R2A. Proceed following the directions as in sample items.

Note: Use the same above directions for testing Visual Discrimination of Lower Case Letters.

Scoring Passing, 24 Upper Case 24 Lower Case

Pupils who score beljw 24 on each te.-t form should practice with prescriptive materials R214-71 through R219B-71.

Pupils who score 24 plus on each test form should on to test R3-71.

Record score on Summary Sheet, R20-71.

Prescri tive Materials

if the student does not pass this test, go to prescriptive materials form R214-71 through R219B-71.

Manning University of Minne ota R 214-71

isual Discrimination of Letters Shown", Prescriptive materials for the test '

(R2-71)

The following procedures are to be followedwhen students have less than 20 items correct on test R2-71.

1. If the pupil fails test on VisualDiscrimination of Letters Shown,

(R2-71) return to practices for visual training. (R214-71 through

R215-71), Independent practice (R216-71 throughR218-70, and Games

to teach letters shown (R219-71)

Prescriptive Instructions for forms R214-7Ithrough R219B-71. the R214-R215 - The pupil underlines the responseletter that is the same as

stimulus card that is shown by the teacher.

R216-R218 - Independent practice pages.

R219A - Multiple individual responsecards.

R219B - Spinner game pattern. 214A-71

NAME : J KZS N0 D B

LJ B RDNMH

F L HLKFTB

NM: E F LMN

P DB 1 L

11.5triT 4,;"A K H N SZS bbqd p f t I t f CVVCCACVVa

J\iiJA%Pi'YJLY funnuffuntunfnu sattassatfassat leggelgel legley podpoddop bodpop kip>lippik kippik samearnsunsawsam hnrynrhur hui hnr me he me in my be goit soin tois goto do gei it seehe sithe seeme beebe seen oh if sunhit 2 boyone boy on ' toy no boxone dogme yesnot can "NNW.. cat man ran come car R2I9-71

GAMES TO TEACH LETTERS SHOWN

Materials:

Multi-Response Cards (R219A-71) Large Alphabet Flash Cards Spinner (R219-B-71)

Directions:

1. Give each child two letters of a sequence to be taught. The "teacher"* gives the children the following directions: "I am going to show you a letter, let you see it for just a short time, and then I want you to show me your letter that looks like it."

The teacher displays the card briefly and the children respond with their cards.

Increase the number of multi-response cards up to 5 or 6 for the children to discriminate among. Remove those they' respcud to quickly and add new ones.

2. Children turn Spinner Dial to letter shown.

Scrabble Letters Flash Cards 3. Each pupil is given 7-10 letters which he places on a rack,ormulti-responsecardsinachart.The "teacher" picks letters from a "master box" or vses Tlash cards. If a child can match letter shown, he shows teacher and removes it from his rack.

*"Teacher" may be a child in group or from an accelerated group during children's activity period.

Dr. John A Manning University of MinnesOta a 219A-71 page 1 R 219A-71 page 2 R 219A- 71 page 3 R 219A- 71. page 4 R 219A- 71 page 5

ON.

Ilc WV R 219A-71 page 6

11114111M11kAillII R 219A-71 page 7

66 R. 219A-71 page 8

-0- R 219B-71 MONbAY R3-71

RELATING UPPER TO LOWER CASE LETTERS

Instructions for Form R3A-71

Explanation Prior toformal)instruction in phonics, thenames and forms of the letters shoUld be known. Unless the pupil understands that "B" and "b" make the same sound, auditory discrimination training will be meaningless. Grades 1 and 2.

This test measures the pupils ability to relate different forms of the same letter. This test should be given to all pupils who fail the Visual Discrimination of Word Test. (R4-71)

Materials Pupils: Test Form R3A-71, folded on double line. (See form R3A-71)

Directions Distribute Test Form R3A-71.

Proceed as follows:

"Today we are going to see if you know which letters go together. Look in box #1 (form R3A-71). Look in the left hand column.What is the first letter?" (Pupils respond.)

"That is correct, "N" is the first letter. Can you find that letter in the right hand column?" (Teacher observes pupils.)

"That's correct, now draw a line connecting the two letters." (Teacher checks to see if directions are being followed.)

"What is the second letter !I" the left hand column?" (Pupils respond.)

"That's right, the letter is "E".Can you find that letter in the right hand column?" (Teacher observes pupils.)

"That's correct. Now draw a line between the two letters." (Teacher observes to see if directions are followed.)

"I want you to do the rest by yourself. When you have finished box #1, go on to box #2. Do all the boxes on this side. When you finish box #5, turn your paper aver and do the remaining boxes." (Teacher demonstrates)

Scoring Passing score, 40.

Pupils scoring below 40 should be given practice with prescriptive materials forms R220-71 through R226-71.

Particular attention should be noted on letter forms confused.

Scores should be entered on Summary Sheet, R20-71.

Manning - University of Minnesota upii's Name MATCHING UPPER ANb LOWER CASELETTES 6 N p D q E Y J d G g Q a Y n A j

P g R s H P S u

G I T r L n U t

3 B v F x 0 b K n C o N k X f

4 9 W m H j

Z I E h

M z I i L w J a

5 1 0 P P B J Q a u r D a A a b 0 d 70 R

Fold on Double Line -6,K.- R 220771

Prescriptive materials for the test "Relating Upper Case Letters toLower Case

Letters." (R3-71)

The following procedures are to be followed whenstudents have less than 40 items correct on test R3-71.

1. Independent and directed practice pages. (R220A-71 through R226-71)

Prescriptive Instructions for forms R220A-71 throughR226-71.

R220A-R226 - The student is to show a connecting line betweenthe upper case

letter and the lower case letter that is the same. 4

NAME:

Trace the capital A and E letters. Match the letters that have the same letter name. oc

a .1- : C e Bc B oA B bb a CL D H. e e L...... 00 IIIIII1lIl

CO 1111111111 /(9I.°"

Z II NMI

W _C CD6-0 C C .0,

IIII LL I3 Z N 03

10=2 18119%

awn" N 00D00-000 5

coma_ --Io-Emo

OCO c-GO N

N 0 C 0 1-- CD E z 111MII IMINI111 INIMI11 E a o- 46.1 a) 61- z z 1 D EIMMII : +MI R4-71 MON)DA\I

VISUAL DISCRIMINATION OP WORDS

Instructions for Form R4A-71

Explanation This test measures the pupils ability to retain visual imagesof letters and words. This diagnostic test will reveal specific visual discrimination weaknesses of the beginning, ending, or medial positions of words.

This test should be given to all second and third gradepupils and to those pupils in grades 4, 5, 6 who fail the VisualMemory Test (R5-71).

Materials Teacher: 30 3" x 12" flashcards on which the following letters and words are printed. The cards should be numbered on the back. All printing should be in manuscript lower case form. Each letter or word should be centered on each flashcard.

1. b 11. last 21. counting 2. p 12. house 22. protract 3. to 13. first 23. eight 4. it 14. must 24. maintain 5. saw 15. brim 25. portion 6. hat 16. plant 26. revision 7. pin 17. start 27. principle 8. then 18. climb 28. retract 9. wear 19. brush 29. discernible 10. stop 20. quest 30. reassemble

Directions Pupil: Distribute Test Form R4A-71.

Have pupils print their name.

Neither the teacher nor the pupil should pronounce theletter or word.

Proceed as follows:

Teacher shows first card. "Look in box #1 (form R4A-71). Find this letter and draw a line through it." (Teacher observes pupils.)

"In box #2 draw a line through this letter." Continue in this manner for the 30 items. The words should be exposed for about three seconds, then turned down when the pupilslook on their test forms. A second look is not permitted.

Scoring Passing, grade 2, 25. Passing, grade 3, 4, 5 and 6, 28.

Pupils who score below norms should be given practicewith prescriptive materials forms R2'28-71 through R231-71. R4-71

Particular attention should be made of the specific error pattern of individual pupils. It is suggested that the teacher circle the correct response word for incorrect pupil responses. The items should be compared to determine error position.

The scores on this test and the tally of the position of errorsshould be entered on the Summary Sheet, R20-71.

Manning - University of MInnc,,ota R 228-71

Prescriptive materials for "Visual Discrimination of Words" (R4-71).

The following procedure is to be used when the student fails to pass with the score that is designated for his grade level.

1. Practice pages (R228A-71 through R231-71).

Prescriptive Instructions for Forms R228A-71 through R231-71.

The pupil is to draw a line under the words or goups of words that are alike. red yellowgreen blue yellowyellow red red green red yellowgreen

orangeblack purplebrown orangeblue purpleblack çi Jngeblack Hack brown green black purplebrown NAME:

Words and phrases

TEACHER: Point to the word that is the same as the first one inead-,line

dow72 it down the ..r.,..._.

big want car end big

fratl from as to wMat

see how see other lfke

jump were did see j=mrp

hill blue go hill our

not run help me ncyt

wanted laugh kitten thank wetted

happy what happy out stop

did jump cow did ran R 230-71

NA/1E:

TEACHER: Fo....nt to the m..7oup of words that is the same as the first one in each live.

in a pan under the abe in a pan around the town

=p the nree behinE thk, donr may not go up the tree

just so big to the stc -r,-7,:. to the ste up a hill

up and dm-T-4 something ,,;ronderful at the corner up and down back and f.rth in and out back and forth found it 2"211-71

Name book look boc k bock

can can can cat

3 go go so go may way may may

an an on an car cap car car 7 fall fall call fall i jump bump jump jump bad bad bat bad R 4A-71

TEST FOR VISWLI DISCRIHINA7-7--T

Na.e Date

1 ('',blft 16 plant plan ant pant slant lamp clamp

7 pyzdt 17 star art start starter tart smart

an no to ton tic, 1F limb limber climber cling fling climb

is tie sit ...= 19 bush hu3h shush lush brush b-rst

m_ar was maw sow- sa, 20 quest guest request quizz bequ=.. question

6 pat hit bor hat hcr 21 courzny bounty counting council bouneing county bunting

in pen pin nip pan 22 prostnitn premonition procreate protra_: remonstrate prostratimn

then when than the 23 eight ourht height feign reign Limht eighteen

9 were-wear where eave 24 Ilaintains mountain mountains maintena-m-.1 maintain fountain

tops stop pots st..ep stoop 25 poultice notion poultry paltry mositiar-poison portion

Ll sta f f lared lit fa-st last 26 survive revive revival derives revistau recite recision

12 horse how hobnvI douse 27 princirie invincible principal printable runcible principality

thirsr fast E.= fim-st list 28 retrat-: ictor retuacti,n subtr6t tract rec!ict

plust stun-much just, stuck 29 descris discerned discern descends discerble descent discerning

15 trim rib ni rim brisk: 30 resempie assemble semblance reassemhie assymetrical assembles

Maurning - University of Minnesota --r-b Es Aj R5-71

VISUAL 2SIT_DRY rEST

Instruction for Form R5A-7-1

Explanation This test measures the highest visual memory skills. Stimulus words are presented and the pupil is required to print what -he cfn .1,..wember when eMe stimrlus is remuved.

11 puniLs in grades 4.. 5, 6 should be given this test.

Materials Teachar: 30 3" x 12" flashcards on which are printed the following letters and/or words.Number the cards on the beck-All printing should be in manuscript, lower case form. Each letter or word should be centered on each flashcard.

1 11. epoch 21. stumpage 2. 12. hymn 22. libeccio

jzi 13. insnan 23. dressage a. tnn 14. stele 24. palikar 5. was 15. xyster 25. latescant 6_ bet 16. lateen 26. festination 7. kim ansate 27. ochlocracy 8. star L8. whisht 28. alveolate 9. eave 19. regicide 29. dittography 1.0. ormup 20. piparonal 30. refractoriness

Tnpils: Test form R5A-

Tess out. form R5A-71.

Directions Hav.e pupil print name and date. Neither teacher nor pupil sho:uld lorunounce any stml-i-rn item.

Proceed am follows:

"I am Exdrg to show yot. a la:tter or a word which willbe printed ane of these cards. Ym. will not have too long a time to Look at -Lt..,You are not tro say the letter or word aloud. Are Tou ready7.7.11 (Teacher shows =erd #1) (Expose for 3 seconds)

"In box #I print what yom bava seen."Present cards 1 through 30 in this manner. Cards should be exposed for about 3 seconds. Allow 5 seconds for printing itens1- 10. 10 seconds for printing items11- 20. 15 seconds for printina items21- 30.

ScorinR To be correct each item:cost contain all the letters in the corre=t (__Laer as presented in the stimulus word.

The teacher should record the correct word in the space next to aZ1 incorrect items for comparison 7p.11rposes.

Correction should be made to determine the specific error pattern. Manning - University of Minnesota R5-71

Norms: grade-4 - 15 5 - 18 -7'4

Pupils scoring below grade norms s±:ould be given practicewith prescriptive forms R232 - 71 through R236-71.

Scores on this test should be entered on the SummarySheet, R20-71.

Manning - University of Minnesota

Vdr, R 5A-71

TEST FOR VISUAL MEMORY Name Date

1 16

2 17

3 18

4 19

5 20

6 21

7 22

8 23

9 24

10 25

11 26

12 27

13 28

14 29

15 30

_ Manning University of Minnesota R 232-71

Prescriptive materials for the test "Visual Memory Test" R5-71.

The following procedures should be used if a student fails to pass the test

R5-71 with the score that is designated for his grade placement.

1. If the child fails this test, additional work is needed on visual discrimination of objects, forms, letters and words.

Prescriptive instructions for forms R232A-71 through R236-71.

R232A - Place an "X" on the response form that is like the stimulus form.

R233 - The teacher has six stimulus cards with letters w-s-t-m-k-d. Plash

one card at a time. The child is to draw a line under the letter

in the response words.

R234 - Two words are typed on a paper with a picture. The picture is placed

on a table. The student looks at the words, returns to his desk and

writes them.

R235 - The student is to look at section "a" (rest of paper is covered.)

He then returns to his desk and writes what he has seen. Progress

to showing "a" and "b" together, and then to a, b, c.

R236 - The teacher flashes a stimulus word for each row. The student under-

lines as many as he can see and remember. This may be varied by

changing the stimulus cards. R 232A-71

NAME : A A

2 cj

111,

3 .1111

IM01111, =1011./ 111111111.1 5 1111101=011, r .11111=11

6 cps Co sawthis saidtwo surprise away housework cometake farm get mother not littleman make and kitten did ducklook ridelike R 234

jf 40,4 /

ci1iLren

90 -- R 235-71

a. ran came

will get made

C. read write ask tell R 236-71

Visual Discrimination

Name Grade School

1. ball ball call ball fall 2. cap cup cap cat cap 3. ride hide ride ride 1,tcle 4. fall fall fill fell fall 5. pin bin pin nip pin 6. lost lot lose lost lost 7. good dog good goad good 8. but put but but tub 9. lap lap pal lap lad 10. bad pad dab bad bad

11. done done bone down done 12. left felt let left left 13. mouth month mouth mouse mouth 14. wished wisheswished wished wish

15. thanks thanks thankthanking thanks 16. softly softer soften softly softly TUESbA R 6-771

ABILITY TO RECOGNIZE LETTERS NAMES

Instructions for forms RLA-71, R2A-71

Explanation The name of a letter is its most stable sound element. This ability to recognize a letter from a soand stimulus is the basic auditory - visual perception skill. This test should be given to all first and second grade pupils.

Materials Teacher: The order for presenting the letter names is as follows:

Upper Case TRLCPSIXFOBNA MHGEKZUYDQJVW

Lower Case mtsruxohkpczi evfnajwybdlgq

Pupil: Test Forms R1A-71, R2A-71 (Cut along dashes as directed on the form.

Directions Prior to the administration of this test, the teacher must, if necessary, instruct the pupils in marking a line through a symbol. In addition, the meaning of the term "big box" must be explained.

All pupils should be within hmmediate reaching distance of the teacher to assist individual pupils in following directions.

Before distributing test form R1A-71 the teacher should demonstrate the procedures by chalkboard exercise. Pupils should be told that the pictures in the small boxes are to direct their attention to the specific item being tested.

1 Sample Item #1 1 0: DHOT

1 Sample Item #2 1 RXJF

Manning - University of Minnesota FL 6-71

Proceed as follows:

Teacher: "Today we are going to see how well you kriuw your letters. Look at this box on the :liasIadpoard. I am gping you to put your finger on the Ii7d."

(Teacher demonstrates)

"I will then tell you fo find a letter in the 7o= ne=tto the bird. Find the letter "0".

(Teacher point to "0".)

"Draw a line through the letter "0".

Repeat procedure for sample item 2. Distribute Test Form R1A-71 (Cut form asdirected on the form) Proceed following the directions as in sampleitems. Note: Use the same instructions for lower caseletters, form R2A-71. If a pupil fails these tests, he shouldbe given practice with prescriptive forms R237-71 through R241-7I.

Scoring Passing, Upper Case 17 Lower Case 13

The scores on this test should be entered in theSummary Sheet, R20-71. R 237-71

?resoriptiveirrterials for the :'st "Ability to Recognize Letters Names."

-71)

a student f,ails ro obtain the necessary score asindicated on the instruc-

::_an page R6-71, th:e following proceiures should beused.

If the chtld fails the ;est, additional work of sound-symbol

relationships is necessary.

Prescriptive Instructions for forms R237A-71 through R241-71

-R237A-71- Oral directions to the students. Put your finger at the beginning

of row 1. Look at the first box. Say the name of the picture and

listen fDr the beginning sound. Which letter in the box stands for

thar sound. Draw a circle around the letter under the picture.

(Go over pictures, names with them first to be certain they know).

R238-71 - See the pictures. Say the names. Listen for the beginning sound

and write the letter.

R239-71 - The teacher says one letter in each box which the student circles.

R240-71 - Self directed

R241-71 - The student is to place his finger on the picture of the dog and

to draw a line through the letter pronounced by Phe teacher. The

remaining rows are done in the same manner. 1 R 237A- 71

1 ,

NAIIE R 238-71 Name a_ See the letters. Say the sounds.! bgditpmnrfhsvwyz 1. See the pictures. 2. Say the names. 3. Hear the first sound. 4. Write the letter.

, Rim

# a 111\

411, 41W 4111, 4, IQ' IF

4 --*, 0 iN\

, ...

01 .

, ....;r1is L _ e. ilr" (&&)*Or is %IS ' -errdby 40 IPb mi --- \ .-- --' 1. 1l 1....Ilme WV'

R 240-71

Name

See the picture of the zoo. Here is something for you to do. Find the picture of the tiger. See the number 1 near the tiger. Tiger begins with t. Write t online 1. Do the same for the other pictures.

1. 5. 9. 13. 2. 6. 10. 14. 3. 7. 11. 15. 4. 8. 12. 16. 98 R. 241-71

NAME :

C IJEF

(WA X RJ

B \Q

IIflL ARB C T LttliS R 7-71

ABILITY TO RECOGNIZE CONSONANT SOUNDS

Instructions for form R7A-71

Explanation This test measures the pupils ability to recognize beginning consonant sounds. For successful reading the pupil must be able to discriminate among the separate sounds in spoken words and to visually recognize the graphemic representations of those sounds. This skill is basic to all phonics instruction. Grades 1 and 2.

Materials Pupils: Test form R7A-71 folded in the center.

Directions All pupils should be within immediate reaching distance of the teacher to assist individual pupils in following directions.

Proceed as follows: Place sample item on chalkboard. (The bird and the hand items from form R7A-71.)Distribute Test Form R7A-71 to pupils.

"Today we are going to see how well you can listen. I am going to say a word and you are to listen to hear the sound which comes at the beginning.Listen to this word, ball."

(Teacher should accentuate the word ball. Repeat the word ball a second time.)

1. "Place your finger on the picture of the bird at the top of the page. In the box next to the picture of the bird, there are four letters.Which letter makes the first sound you hear in the word ball."

(Pupils respond)

"That'S correct, the letter b makes the first sound you hear in the word ball. Now draw a line through the letter b."

(Teacher observes pupils following directions.)

2. "Plate your finger on the picture of the hand. Listen to this word

(Repeat lox a second time.)

"In the box next to the picture of a hand draw a line through the letter that makes the first sound in the word toy."

(The stimulus word should be repeated three times as in the directions above.)

Manning - University of Minnesota 100 R 7-71

Continue testing using the following stimulus words:

3. come 9. fish 15. jam 4. little 10. house 16. yellow 5. ride 11. doll 17. watch 6. Sally 12. mother 18. go 7. pin 13. kite 19. valentine 8. no 14. zoo 20. bacon

Scoring Record pupil score on the Summary Sheet R20-71.

Norms: Grade 1 - 12 Grade 2 - 18

Pupils who fail this test according to the norms shouldbe giviithe,practice with prescriptive materials forms R242-71 through R246-71.

Manning - University of Minnesota R 242-71

Prescriptive materials for the test "Ability to Recognize Consonant Sounds."

(R7-71)

The following procedures should be used if a child fails to get the designated score for his grade placement on R7-71.

1. If the child fails this test, additional work is needed in audi-

tory discrimination of words.

Prescriptive Instructions for forms R242A-71 through R246-71

R242A and R243 The student is to look at the first box and say the names

of the pictures. He is to place an "X" on each picture

that begins with the same letter. These two practices

are teacher directed.

R244 Same as R242 and R243, but indepeodent work.

R245 Independent work. Circle beginning sound in each box.

R246 Independent work. R 242A-7I

Name

....,- - ::-:-.---;. ) .., f - .....% 5-% ... ,!!:;:,.. -:..i':, tr

S.0011111111111,1t*-.

.._ iitIPtaro,- . ._,_ -; I) . .,N441....4147ip .... , - ... -...... --- i. ix ::...... 1ma2.- "i jr.72-:..Iic_ 4(-.447 If , lilt-"*1-- 4,:, " 00 -..,_ -. wito , . .:""----i --.."- "-'. ..

--iiiiii...Pli;'' , . .to . I' ,. A. c 1: ie k4 4'.'"t ,. A ' t..4 tiri .1S ..0.11,, .. . ., ' 1

'i'' 4;./:. V.(FP ,i) ,iimp.k. . " -.....a..7,;,/ 1ri1PN , .4,, it- (0 I

:,... ,i.. -.

102 -/03- R 243-71 Auditory Discrimination

S.a

'9 R 244-71

Name R 245-71

Name

_Circle the beginning sound in each box. h bs r n ilika va r kc m

t fc I g ... 2 i4,. k I p g P m rn r .,. i af, tzt t--..... it / A" s nh m ,... m

* fh ,,,,E,,,,.., ..--.. d -...,-___<,.... /4-./ 1-1.- .,

_ ...... ,...

imil? o. . h 0,d R 246-71

Name Read the story. Say the beginning sound of the missing word. Draw a line under the right picture.

Dick has a ball and a b

Jill plays with her d C1)1.

Jack likes his red Y

Sue found a toy s

Paulcanhunt witha g

Sam went to see the z 70v444L-

Penny has a new r

1.141:A) Nancy has a f

Bill blows his h TV;5DA y R 8-71

TEST OF ABILITY TO PRINT LETTERS NAMED

Instructions for form R8A-71

Explanation This test examines the pupils ability to write upper and lower case letters from dictation.This skill involves not only auditory disofimination but is a valuable index of the pupils kinesthetic abilities.

All second grade pupils should be given this examination as well as all pupils who fail the Ability to Recognize Phonetic Elements Test. (R9-71).

Materials Teacher: The order for presenting the letters is as follows:

Upper Case TRLCPSIXFOBNA MHGEKZUYDQJVW

Lower Case mtsruxohkpczi evfnajwybdlgq

The teacher should pause 8 seconds between each letter named.

Pupils: Test Form R8A-71, one form for upper case, one form for lower case.

Direetions The teacher should be sure no alphabet is in sight during the testing period.

Present form R8A-71. Proceed as follows:

"I want to see if you can print the letters i-name. Look at your test paper. Find the box #1. Place your finger on the number 1. In box #1 print the capital letter 'Tn." (Teacher obierves pupils.) Enunciate clearly, allow time for the pupils to print the letters but move the group along rather rapidly. If same children spend too long a time on one letter, direct as follows:

"Never mind that letter. Just skip it. Now try this letter in the next box." (Identify box by number.)

"Now find box #2. In box #2 print the capital letter 'R'."

Continue following this procedure for the 26 capital letters. A second test form for lower case letters should be distributed for testing at a later period.

The procedures for testing Ability to Print Letters Named (Lower Case) are similar. R8-71

Scoring Passing, Upper Case 26 Lower Case 26

The scores obtained for this test should be entered on the Summary Sheet R20-71.

Pupils who fail this test should be given practice with prescriptive materials forms R248-71 through R250-71.

Manning - University of Minnesota R 8A-71

Pupil's Name Date

2 3 4

7 8

10 11 12

13 14 15 16

17 18 1F, 20

21 22 23 24

25 26 1 27 28

Manning University of Minnesota R 248-71

Prescription for the test "Ability to Print Letters Named." (R8-71)

The following procedure should be used if the pupil does not get26 items correct on test R8-71.

1. The pupils who fail this test need additional practice inauditory

discrimination and kinesthetic development.

Prescriptive Instructions for forms R248A-71 through R250-71

R248 through R250

GRAPHEME-PHONEME - WRITING SEQUENCE

When children in kindergarten or first grade have learned to recognizeand name the letters of the alphabet (graphemes) they should then be taughtthe relationship between sounds (phonemes) and the graphemes which representthose sounds.

As each letter-sound relation3hip is learned, the child may also betaught to correctly print both the upper and lower case letter.

Level 1:

For each letter, the child is provided with a practice page. This page contains a series of pictures with initial sounds of the letterbeing studied. The teacher and pupil discuss these pictures as introduction to thephoneme-grapheme relationship. Picture meaning should also be discussed if necessary.

The child then uses the paper as a practice page for directtracing of the letter. (If desired, the paper could be inserted under an X-ray film and greasepencil or grease crayola could be used for practice.) The child should do direct copying practice as long as the teacher feels it necessary, andunder direct teacher supervision. (R248A-71)

Level 2:

The child is given a paper with the letters on one line and a spaceis left directly under for direct copying of the letters. If necessary, a child should use more than one of these practices. (R249-71)

Level 3:

The child uses same corm in step 2 for a sample but copies onhis own paper instead of under the sample.

Level 4:

The child is given a paper with series of pictures. These are all pictures which have been used in introducing sounds.The teacher should review the pictures to be sure there is no question about them.Under each picture lines are provided to print UC - LC letters. (1(250-71) R 248A- 71 lowsuanIMMENNI

MP. FP rowsIM F-r IlawsIMMILIEEP eimmusswest R. 249-71 tThi I 'i go. op ...- aIar s \ % 11I 11 I rr WO

(Al D ES DA `f R9-71

ABILITY TO RECOGNIZE PHONETIC ELEMENTS

Instructions for Form R9A-71

Explanation This test measured higher auditory discrimination skills relating to blends and vowel combinations in various positions within spoken words. All grade two and three pupils should be given this test.

Materials Pupil: Test Form R9A.

Directions Distribute Test Form R9A Proceed as follows: Pass out form R9A-71. "Today we are going to see how wellyou can listen for certain sounds in words. Look at box number 1 on your answer sheet. Now listen to this word - credence." (Repeal: credence a second time.)

"Draw a circle around the letters that make the first soundyou

: hear in the word credence." (Each stimulus word should be repeated twice.)

Pupils are to listen for the first sound in 2. thuringer 8. slippery 3. freedom 9. flourescent 4. stenographer 10. scold 5. clinical 11. prevent 6. whisper 12. blatant 7. plentiful 13. bridle

STOP and say "Now in number 14 you are to listen for the first three letters which make the first sound in the word threshold." (repeat threshold) 15. shredded 18. straighten 16. sprinkle 19. scrutiny 17. splashy

STOP and say "In number 20 you are tolisten for the last sound you hear in the word aircraft."

. (Repeat aircraft) 21. disturb 27. deterrent 22. precept 28. result 23. evident 29. helm 24. dottish 30. depart

25. lizard . 31. barn 26. flung 32. debunk

STOP and say "In number 33 you are to circle the three letters which make the last sound you hear in the word health." (Repeat health) 34. glimpse 35. people Manning - University of Minnesota 113. R9-71

STOP and say "In number 36 you are to listen for the sound which you hear in the middlc of the word.What two letters make the sound you hear in the middle of the word bead?" (Repeat bead) 37 road 39. soil 38. raid 40. mood

It is important that each stimulus word be pronounced twice.

Scoring Particular attention should be directed to error patterns which may come in the beginning, ending or medial positions.

Norms: 30

Pupils scoring below norms should be given practice with preL=rip- tive materials forms R251-71 through R255-71.

Record score and error pattern on the Summary Sheet R20-71.

Manning - University of Minnesota 114 R 9A-71

ABILITY TO RECOGNIZE PHONETIC ELEMENTS

Name: Date: Grade:

11 12 13 14 bl thr

18 19 shr thr spr scr spr str spl scr

26 27 st ng rn ng nt en

thrlth

36 37 38 39 ea ou ao oo eo eu oa oe ai ae oe oi

ManningUniversity of Minnesota 11-n/I7 R 251-71

Prescriptive materials for the test "Ability to Recognize Phonetic Elements."

(R9-71)

The following procedure should be followed if a student fails to get 30 items correct on R9-71.

1. If the pupil fails Chis test, additional auditory and kinesthetic

training is needed.

Prescriptive Instructions for forms R251A-71 through R255-71.

R251A - In the box under each picture, write "st" for each picture that

begins with this blend.Do this work orally with the students.

R252 - Read the sentences. Have the students make new words by changing

the first letters of each boxed word to oue of the following blends:

bl, br, cl, dr, fl, fr, gr, pl, sl, sp, st, tr

R253 - The student writes the blend heard in eachpicture-word.

R254 - Say the name of the picture.

a. Place the beginning sound in the first box.

b. Place the medial sound in the second box.

c. Place the ending sound in the last box.

R255 - Do row I with the group. The rest should be independent work.

R 252-71

Name

hillonher bed] 1. Jane went down the J 2. The baby played on the idoor 3. Mother said, "Don't the eggs." top 4. The squirrel ran &fter the dog 5. The dog played with the kitten. back 6. I eat ice cream with a soon 7. W2 walked down the long tail 8. The leaves are and yellow. seen 9. Sally fell downand began to by

10. I am that you came bad

11. The funny has a hat downl

12. Can you here and day

R 254-71

Name

-TT

14 R 255-71

Name

Directions Name the picture in each box below. that names the picture. Be careful! Then, read the four words in each The four words may look the same, box. Make a circle around the word but they don't sound the same.

bride blink choice chess Icroon crane

bridge bring chase cheese crown clown stale scale kick Ring

scowl stall cling kink

globe glob dread throne

glade glide tread thread blotch branch chirp short

blush brush skirt shirt chair share clawed cloud string sting

cheer chore crowdJ20 clod spring swing WEI) Ne-si). R 10-71

ABILITY TO PRINT PHONETIC ELEMENTS

Instructions for Form R10-A

Explanation This test measures auditory memory of selected phonetic elements in the beginning and ending word positions.

This test should be given to all third and fourth grade pupils.

Materials Pupil: Test form (R10A-71)

Directions Distribute Test Form R10A-71 Proceed as follows: "In this test you are to listen for certain sounds in words. Listen to this word bilingual." (Repeat bilingual)

"In blank #1 print the first letter of the word bilingual."

For all subsequent stimulus words, repeat the word twice. 2. macerate 4. annuity 3. haddock 5. nautilus

STOP and say "In numbersix you are toprint thetwo letters that make the firstsound in the wordprison." (Repeatprison) 7. slovenly 13. plaque EL blithering 14. whiting 9. crucible 15. stalactite 10. clemency 16. fluctuate 11. thdrible 17. swelter 12. fraudulent 18. bromide

STOP and say "In number 19 you are to print the three letters which make the first sound in the word scribbler." (Repeat scribbler) 20. thrombus 23. shriek 21. spleen 24. sprocket 22. strontium

STOP and say "In number 25 we are going to do something different. You are now to listen for the last sound. Remember listen cart:- fully to the ending sound. Which letter makes the last sound you hear in the relief." (Repeat relief) 26. summon 29. perenial 27. limp 30. martinet 28. void 31. homonym

Manning - University of Minnesota R 10-71

STOP and say "In number 32 you are to print the two letters that make the last sound in the word hereford. (Repeat hereford) 33. insult 40. helm 34. flung 41. debunk 35. spearmint 42. precept 36. intern /43. recant 37. disturb '44. import 38. aircraft 45. which 39. scampish

Scoringc Particular attention should be directed to the positionof error.

Record errors of beginning or ending positions onthe summary sheet R20-71.

Norm - 35 correct

Pupils who score below grade norm should be given practice with prescriptive materials forms R257-71 through262-71. B. 10A-71

"ABILITY TO PRINT RONETIC ELEMENTS Nene Date Grade;

.344714... n.anning - Univ. of ninn. R 257-71_

Prescriptive materials for the test "Ability to Print Phonetic Elements."

(R10-71)

The following procedure should be used if a child fails to get 35 items correct

on test R10-71.

I. If a student fails this test, auditory training should be given

where the children are to identify beginning or ending sounds

from sets of words pronounced by the teacher.

Prescriptive Instructions for forms R257A-71 through R261-71

R257A - Start the training orally. The children are to say the picture-

word and place a blind or diagraph in the beginning, medial, or

ending position.

R258 - Independent practice.

R259 - The student is to write the beginning or ending puonetic element.

R260 & R261 - Activities for reinforcement. R 257A-71

Name

-t h si

sn fr

st R 258-71

Name R 259-71

Name

_ an Ow _ istle

e ee _ _ or _ 3 _.ea . '10Pft 4 _est agon or 5 ippe _ apes ecor_ R 260-71

ACTIVITIES FOR REINFORCING AUDITORY PERCEPTION

OF INITIAL AND FINAL BLENDS

(a) Play a listening game. Repeat many words beginning with one blend, such as pl, but inject afew words beginning with different sounds. Say: "Play, plate, bee, plenty, pledge, peanut."Direct the chi3dren to clap when they hear the words that begin with the pl sound.

(b) Around It Goes: Use a blend wheel with a cardboard arrow fastened to the middle of tewheel. Various blends are printed around the outside edge of the wheel. Have a child spirt the arrow and let it stop on ablend. Call on a child to give a word beginning or ending with the specified blend before a count of ten isreached. The child gets a point if he succeeds.

(c) Cl, Fl, Pl, Blends: Have the children stand. Begin with cl. The first person must give a word that beginswith cl, the next person one that begins with fl, and the next one that begins with pl. If you miss, you must sit down. Remember the words must begin with just theseletters (cl, fl, pl.)

(d) Playing Baseball:Make bats from stiff paper. Print one of the blends for review on each bat. Make more than one bat with the same word on it. Each child picks oul a bat and must say a word that starts or ends withthe blend on the bat. If the word is correct the child may keepthe bat and is considered to have hit a home run. If the word is not correct, the child must put thebat back.

(e) Blend Game: This game may be played with fiveblends. The blends may be tr, fr, br, gr, and dr. These five b/ends may be put on five cards and each childshould be given the five cards The leader should say a wordand the children should hold up the card that tell thefirst two letters in the word. Words that can be used are: trade, branch, draw, gray, free, grand, dress,train, brave, Friday, breath, grass, friend, trap, brick,travel, dry, bridge, and grow.

(f) Go Fish Blend Game: A deck of cards is printedwith consonant blends, words beginning with consonantblends and pictures illustrating the words on it. Children attempt to obtain "three of a kind."This game teaches the beginning blend sounds in an interesting way. A commerically prepared game.

(g) Webster Word Wheels:Set of commerically prepared word wheels for practice on blends. R 261-71

(h) S.R.A. Word Games for Initial Consonant Blends: Numbers 12, 13, 14, and 15.

(i) Language Master: Refer to Phonics Series, Set 2(consonant blends) cards number 1 - 40.

Initial and Final Consonant Digraphs

(1) Sample Lesson for Diagraphs: ch sh

(a) Close your eyes and listen to the words I amgoing to say. Think how they are alike. children choose chin cheese chain Open your eyes.What did you notice about all thewords? Yes, they begin alike.They begin with the letters ch. (Write ch on the board.) Say these words after me children choose chin cheese chain

(b) Close your eyes. Listen carefully. Fold your arms every time you hear a word that does not beginwith ch. chalk china chop suey chase Chimpanzee sled checkers heavy child close chest chipmunk cherry chocolate small like (c) Open your eyes. Can you tell me a word that begins cheese?Tell your neighbor a word that begins likech. 0-ZNE-5.1),4\1 R 11-71

PRIMARY PHONETIC SPELLING TEST

Explanation This test measures pupil abilities in phonetic spelling. Examined is the pupil's ability to hear the sounds in words and to print graphemic representation& of those sounds.

This test may also assist the teacher in grouping pupils for spelling instruction. All grade three pupils and pupils who have failed the Intermediate Phonetic Spelling Test should be given this examination. (R12-71)

Directions Pupils should be instructed to attempt to spell each word whether or not its meaning is known. Pass out a sheet of paper to each student. Have each student place his name onthe paper and number from 1 to 20. Each word should be repeatedtwice.

1. start 8. camp 15..world 2. brother 9. finish 16. church 3. upon 10. clamp 17, month 4. first 11. shut 18. event 5. afternoon 12. garden 19. inform 6. short 13. grant 20. contact 7. behind 14. wish

Scoring Any spelling in which all the sounds of the word are correctly written in the order contained in the stimulus word should be considered correct.

In correcting, teachers should note error patterns of beginning, and ending medial positions.

Norm: 15 correct

Pupils who score below the norm should be given practice with prescriptive material forms R263A, 263B, 263C-71.

Record score on the Summary Sheet, R20-71.

ACCEPTABLE SPELLINGS FOR PRIMARY PHONETIC SPELLING TEST

1. start - start 2. brother - brother, bruther, brather, brothur, bruthur, brathur 3. upon - upon, uppon, apon, appon 4. first - first, furst, ferst 5. afternoon - afternoon, afturnoon,afternoon,aftirnoon 6. short - short, shoret 7. behind - behind, behiyend 8. camp - camp, kamp 9. finish - finish, finush 10. clamp,- clamp 11. shut - shut 12. garden - garden, gardin, gaurden,gaurdin 13. grant - grant 131 Manning - University of Minnesota R 11-71

14. wish - wish 15. world - world, werld, wurld 16. church - church, cherch, chirch, chertch 17. month - month, munth 18. event - event 19. inform - inform 20. contact - contact, kontact, contackt

417,

Manning - University of Minnesota

c'q R 263-71

Prescriptive materials for the test"Primary Phonetic Spelling Test." (R11-71)

If a student should fail test R1l-71, thefollowing procedures should be given consideration.

1. Begin ?ractice in the skill with wordsselected from the reader with

most common blends; st, br, sh, cl, ch, gr, etc.

2. The children should be instructed to attempt tospell each word.

3. Reteach the blends that are causing errors.

4. Continue testing daily or weekly as necessary.

5. Call attention to words in all teaching situations,starting with

the blends. Continue to develop the awareness of thestudent.

6. The attached list could be utilized for spellingwords. (Forms

R263A, R263B and R263C). R 263A-71

soon a is four

its I me said too look away some from to can run two good they fly the brown what then in six going but see be did as into today who under and not like before up little come walk blue one had stop

she black saw out

yellow my no his

he at long make

go all yes your

you so an ride

we by three help

big do this call

red are around here

jump him was sleep

it her just cold

play on ten will

down green get pret=y

for eat if them

old when around

a.n

white funny put R 263B-71 bake what cut buy

of ask let very

say sing again hold

or must new would

ran five well hot

work myself have open

with over how light

there keep their

about drink pull

after sit may

made

went

has

seven

right

why

please

upon

give

once

together

tell

ate

where

many

warm

laugh

alive

how nr; come R 263C-7I goes found better eight

small read clean wash

find were been full

could best never use

fall because those done

think grow write start

far fast first

off these

draw both

bring shall

got own

always hurt

much

does

show

any

try

kind

wish

,carry

know

only

pick

don't

gave

every

which

our

want 1.36

thank we---DNE5DALY R 12-71

INTERMEDIATE PHONETIC SPELLING TEST

Explanation This test measures the highest levels of auditory-visual asso- ciation and auditory memory Lpan.

This test should be administered to all pupils in grades 4, 5, 6.

Directions Pupils should be instructed to attempt to spell each word. Pass out a sheet of paper to each student. Have each student put his name on the paper and number it from 1 to 20. Each word should be repeated twice.

1. whisper 11. disaster 2. final 12. systematic 3. convict 13. elaborate 4. municipal 14. circumstance 5. population 15. telegram 6. department 16. independent 7. personal 17. magnificient 8. thermometer 18. persistence 9. provision 19. marmalade 10. examination 20. hippopotamus

Scoring Any spelling in which all the sounds of the word are phoneti- cally written in the order contained in the stimulus word should be considered correct.

In correcting, teachers should note error patterns of beginning, ending or medial position.

Norm: grade 4 - 15 5 - 16 6 - 18

Pupils who score below the norm should be given practice with prescriptive materials forms R264A-71.

Record score on the Summary Sheet, R20-71.

Accemtable Spellings For Intermediate Phonetic Spelling lest

1. uhisper - whisper, whispur, whispurr, wisper, wispur,-wispurr, two s's in any of these spellings is acceptable. 2. final - final, finel, finul, fineul, fimeall, fineel, fineull. 3. convict - convict, convickt, convikt, any of these spellings with a beginning K is acceptable. 4. municipal - municial, muniscipal, munisciple_ muniasipal, munissip/e. 5. population - population, populaytion, papulayshun, Fopulashon. 6. department - department, departmint, de7artma=c. 7. personal - personal, personul, personle_ pursonal.Any of these spellings beginning with purse, or pers is acceptable.

Manning - Utdversity of lEnnesuta 1.37 R 12-71

8. thermometer - thermometer, thermomater, any of these beginning with thir or thur is acceptable. 9. provision - provision, provishon provishun. 10. examination - examination, examinashun, ellsamination, eggsaminashun. 11. disaster - disaster, disasther, disassther, dizaster, dizasstha. 12. systematic - systematic, systematick, sistematic, sistimatick, systumatic, systumatick. Any of these spellings with a double t in atic is acceptable. 13. elaborate - elaborate, eelaboreate, double 1 1s or the eight for ate is acceptable. 14. circumstance - circumstance, sircumstance, surcumstance, circomistance, sircomestance. Any of these spellings with ants or ans instead of ance are acceptable. 15. telegram - telegram, tellegram, either of the above spellings with an a instead of the second e is acceptable. 16. independent - independent, independant, indeependent, indeependant. 17. magnificent - magificent - magnifisent. 18. persistence - persistence, pursistence, purrsistence, any of these spellings with endings ance or ants instead of ence are acceptable. 19. marmalade - marmalade, marmulade, either of these with endings of laid or layed is acceptable. 20. hippopotamus - hippopotamus, hipopatamus, hippopatamus, hipopotamus. Any of these spellings which end in muss are acceptable.

138 Manning - University of Minnesota

Prescriptive materials for the test"Intermediate Phonetic Spelling Test."

(R12-71)

If a student should fail this test,the following suggestions should be given consideration.

1. Follow suggestions made in"Primary Phonetic Spelling Test", R11-71.

2. The attached list could be usedfor spelling words, (form R264A-71).

--/W- 064.3fC1 R 264A-71

ONE HUNDRED WORDS MOST OFTEN MISSPELLED BYCHILDREN IN THE ELEMENTARY GRADES*

all right their because swimming it's happened too thought first started didn't there and were that's always they beautiful than would then its two again surprise before until went know heard caught our where decided received asked stopped friend coming every different off very when to through morning let's said interesting you're something mother wanted sometimes clothes named another hear friends looked came threw from children people name some frightened an pretty tried beach for school running here bought February jumped once around ' eve many getting dropped ,L.cie knew guing like babies thLrit with course they're him together woman cousin money animals

*Diagnostic and Remedial Teaching, Glen MyersBlair, 1956 R 10IA -71 774 3 DAV

MINI-COURSE IN

Writing Behavioral Objectives

Lesson One: Differentiatin Between Goals and Ob'ectives

1.0 Definitions of Goals and Objectives

Any teaching methodology that will result in learning must specify the end result to be obtained. As the Chesire Cat told Alice, "If you don't know where you are going, then any path will take you there."The more obscure the definition of ends, the more difficult the design, development, valida- tion and evaluation of the program (the series of activities to get there). The more specific the end to be obtained, the greater the ease to generate sequential and logical steps to get there.

Goals are general statements of ends.They are a necessary first step in the planning cycle. But they are a first step; usually they are quite glob- al and as a result, are subject to a variety of interpretations. At preseni most of the ends to be achieved in education are stated as goals.

An objective contains an explicit specification of the outcome expected. When an end is stated as an objective, little doubt is left as to what, specifically, is to be achieved. Objectives are stated in terms of behavior of performance.

GOALS General, many interpretations

OBJECTIVE End result specified

1.1 Example

"Every child shall learn to read."

1.1.1 Is this a goal, or is it an objective?Answer:

1.1.2 If you said: goal, you were right. It is a general statement with many interpretations. R 101B-71

1.1.3 If you said: obiective, why were you wrong?Does the statement tell us what kind of performancethe child will be able to exhibit? Not really--just that he will learn to read. What is "reading"? What level of difficulty is read, Dick and Jane or Hamlet? You don't know. Are you told when we can expect the achievement of reading? By the end of first grade, high

school . . .? You see how this statement does not specify an exact outcome?

1.2 A quick quiz

Mark those statements that seem like goals with a"G", those that seem more like objectives with an"01.1.

1.1.1 To become a responsible citizen.

1.1.2 To spell 15 words from a spelling list.

1.1.3 To really une1,2rstand democracy.

1.1.4 To appreciate music.

1.1.5 To give a three-minute sales talk.

1.1.6 To state four rules of addition.

1.1.7 To orally translate a French phrase intoEnglish.

1.1.8To value reading.

1.1.9 To pronounce five given words.

1.1.10 To correct an error in spelling.

How did/you do?Have you noticed a clue indifferentiating between goals and objectives?Look at the verbs. See it, now?Okey, tell me:

1.3 A rationale

Society formulates goals. Ignoring sub-cultural goalconflicts, there are commonly accepted ends to be accomplished.Society then creates institutions to achieve it goals. These institutions have a responsibility to derive process/product systems to achievetheir set of goals. Only be defining specifically what is to beaccomplished, can any institution effectively make long-range plans to achievedefined ends.

-14/1442 101C-,71

Education is an institution created by society to achieve its youth preparation goals. Educators are charged with translating society's educational goals into objectives; they must write objectives that clarify, quantify and define society's desired outcomes. Until education can specify its objectives, it cannot develop programs that will accomplish the goals set for it.

THE HEART OF AN OBJECTIVE IS SPECIFICITY.

1.4Components of an objective

In order to be a well-written objective, most experts agree that four components must be included.

1.4.1 (What) The specific BEHAVIOR observable when accomplished.

1.4.2 (Who) A specific statement of THE INDIVIDUALS (S) who will exhibit the behavior.

1.4.3 (How) The specific PERFORMANCE CONDITIONS under which the behavior will occur.

1.4.4 (Measurement) The specific CRITERIA OF SUCCESS to be obtained. What evidence will be acceptable as proof that the objective has been achieved? What competency is demanded: What instrument/method will be used to obtain the evidence?

1.5 Identifying components of an objective

Given the following objective, write the answer to each of the following questions:

"When asked to select and match a group of 20 objects containing ten identical pairs, thc student will select eight of the identical pairs in three minutes." 1.5.1What behavior is specified?

1.5.2Who will behave?

1.5.3 Under what conditions will he behave? R 101D-71

1.5.4 What criteria of success isdemanded of him?

1.5.4.1 What evedence will be accepted as proof of achievement?

1.5.4.2 What degree of competency will be demandedfor success?

1.5.4.3 What measurement instrument is used to gather the evidence?

1.6 Exercise in writing an objective

Write an objective in your area of competencytrying to 'specify all four components of a well-written objective.

Objective:

1.6.1 What behavior is specified?

1.6.2Who will behave?

1.6.3Under what conditions will he behave? R 101E-71

1.6.4 What criteria of success is demanded of him?

1.6.4.1What evidence will be accepted that the objective has been achieved?

1.6.4.2What degree of competency is demanded?

1.6.4.3 What measurement instrument is used to gather the evidence?

Exchange exercise 1.6 with your neighbor and see if he agrees with you.

145

'7 P. 102A-71

MINI-COURSE IN

Writing Behavioral Objectives

:o: Observing Behavior

Definition of behavior

Behavior is acting--a way of doing something. In oviler to tes:-whether expected behavior has occurred, a teacher must be a7 , to see finmethinE, happen. Behavior is, then, observable (and, hop u1y, measle).

2.1 Stating an objective in behavioral terms

To know whether the learner's behavior, afiz i cruction, is :he desired outcome, an objective is stated in specifically what behavior is to be the prodacT cf the ins==uctic-_.

2.2 Exercise in identifying an objective stated :13.1._en.avioral terms

Here are three statements; mark an "X" in front ' the one whicr stated in behavioral terms.

2.2.1 The student will be able to pronounce -.:he sounds "C" and

2.2.2 The student will understand the difference between sounds- "C" and "Z".

2.2.3 The student mill really understand the difference between sounds "C" and 112".

Statement 2.2.1 tells what observable behavio= the student will .3e able to exhibit. He will be able to reproduce the sounds of spe;..if_e-E letters.

Statement 2.2.2 states that the student will untlerstand the diffameazJe between the sounds given. It is not clear the teacher will kilow whether or not the student has achieved the (1.- q-fred learning. What havior can be observed that will assure the 1scher that the student understands the difference between the sounds? None is specified.

Statement 2.2.3 is no different than 2.2.2.The adverb "really" adds nothing to the definition of the behavior that should occur after instruction. (Inwriting objectives, avoid usit-,- a definitive for a non-behavioral word--instead, define by behavE.nnal terms )

146 I'z'z Yclmsn\ 2.3 A second exercise in identifying a behavioral objective:

Let's try again...which of these two statements fs express3dim behavioral terms?

2.3.1 The student will lonow the legislative processes -1..nth(, American Federal Government.

2 Given ten true-false questions on the American legis:s. is- roceses, the student will be able tocorrectly ider::_vq which statements are true and which are false.

Lt.sent 2.3,2 specifies what observable behavior the stud1 e7.--a-ft. He-will identify which statements about the Ameri== ltlative processes are true and which are false.

StL.:ement 2.3.1 says the student will know theAmerican lerislIve prvcesses but the teacher will be unable to tell when the saud' ar what overt behavior will indice it.-

Z"E's7;

It is true that knowledge is the acquisition of information--amEt- tEis is certainly a behavior. But it is not only difficult .Ebz teacher to.identify the point at which the student "knows", virtually impossible.. This is unless there is a specificatiam observable behavior when "knowing" has been attained. "Knowsn, "understands" and other indefinite terms can be used in ob'eces onl- If defined by observable/measurable criteria ... as by" or other exact specification.

Behavior activities must, then, be specified in OBSERVABLE TBIE25 that represent the behavioral process'deSired as an outcome. Expnicrir specificity is demanded in stating objectives.

2.4Rewriting a behavioral objective

Take this objective:

"The student will learn to appreciate music."

What behavior is observable when the student "appreciatez music?

Behavior:

Rewrite the objective so that an observable behavior is specified.

I 47 R 103A-71

MINI-COURSE IN

Writing Behavioral Objectives

Lesson Three: :12ssifyinBehavior

3.0 A beh_avioraZ classification system

A taxcocmy Is e system of classification ofentities. Dr. Benjamin S. Bloom, of th U=iversity of Chicago, working with a teamof educational psychclogists, has devised a system of classifyingbehavior. The system is kncmnl. as: 77,r1014'S TAXONOMY OF EDUCATIONAL OBJECTIVES.

Bloom's Tp7,1-,,-,3-7 (a common reference) divides behavior,intothree measurable :dumains.

3.1 Commiti:Damain*: This covers all behaviors emphasizingthe ÷nt-,--1-ec=.721 processes of the learner. Ascending levels of the cogna=.2ve domain are:

--tecznicfon and recall of memorized information, (ipaTmoux)

--=sir,7; what has been learned, (1:__JTsuatioadmoo)

--app_ying past learnings in a new situation, (coTqmoriddv) --relating a whole to its parts or the parts to thewhole, (sTs1Creuv) --combLning elements into a new whole, and (sTsaqquAs) --makr=g judgments through a standard ofappraisal. (nucraenreilg)

3.2 Affective Domain**: This covers attitudinal,emotional and valuing behaviors of learners reflected by interests,appreciations and specifically and more feelings. Although more difficult to describe difficult to measure than the cognitive domain,it is equally, if not more, important. Ascending levels of the affectivedomain are:

Furst, *Handboc.: T has. Bloom listed as editor withco-authorship credit to Egehart, Hill and K-zathwoh1.

** Ha-r47-Took II has 'zathwohl and Masin listed asco-authors. R 203B-71

--passive attention to (BuTAgaoau) --reacting to stimuli, (2uTpuodsa1) --behavior showing inte--mal acceptance of value, (BuimIPA) --commitment to a set cr_. grouping of valus., and (uoTa-azTuazo) --total behavior consiszent with internali=d value systems. (uoTauz3zaopaptiD) 3.3" Psychomotor Domain*: This incluc_es behavizm ===erned with -Physical skills. Elements of neuro-physicz.1.1bwiar in ascenclin7; levels:

--sensing cues that normally lead to action, (uo-pdaoasa) --readiness to perform, (:DS) --learning to respond by imitatiom or trial and error, (asuodsau papTno) --habitual response, and (msTupqoaE) --a complex motor action with a high degree ofskill, (aowemao3zad) 3.4Examples of the domains

Complete the following, sentences with one of the domains: cognitive, affective or phychomotar

If the learner:

3.4.1 ...recalls the smswets to questions In a teacher-developed quiz--this invol-ins his mental pronesses, so itis a behaviorbeing exhibi.ted. airptuVop :_aaf.asuv

3.4.2 ...brushes his teth after each meal as Fart of a person aental care pnam--Iln is exhibiting an acceptanceof t7e vaLlue of removng food particles from hir,i teeth or an behavior- aATIoagyv :aamsinv

*Based on a position paper by Simpson and later developmentsby Gagne'. R 103C-71

3.4. ...mr_nte letters disr :,yed onhie blackboard on the paper pr=ted nim--he must-_se his netro-nriscular skills; this, thelt, n'sa behavior.

aolomolloAsa :IIRMSMV

The Dunina:a Dc7mein

We have disctssed the three major categories of behavior as separate and -nmplvte 7,7,7:thin themselves, anc they are--when acted in isolation. But, that 1-2x organism, man seldom behaves in isolation. Instead, he iF constant_-_--- bombarded witi.1 muitirariant stimuli; and when he responds, zntiserver may haw,- to subjectivel7 decide to which stimuli he 123 respoi-Tc- and into whiu.J. category the response fits.

As a case in ==int, in 2.5.3:. the pupil cans back from the storage of his memory apvecific learntLas the teacher 'las recently provided and tses them tc answer questirns on a tear7p1--constructed quiz. There is littne doubt in the 1---her's milt_ that the pupil is responding fn the cot -tive domain. 7:mr her instr_ctional purposes this is true, but let ma go one step ft.rther.Why is the pupil answering? Re has acceptea his role as a 1-earner and is responding to an inter- nalized value system of acquiring an educatitIn n which the teacher instructs and the student learms. In that sz=nee, the specific response is really part of a larger value sys_en and belongs in the affective damatn. However, we, as observers, -would agree that the cognitive dnmafm is more dominate.

We can exrcend this by pointing taat out in Brushing teeth is a psychomotor behavior, 11.1.1L is context of the statement, it becomes an Indicator of accepri7=3 a valut system; eherefore, it is primarily an g-F-ective behaviirr The same is t-7T---.1 of 2.5.3.3 where printing 1.1...1.s might weLl bs recall of how the Letters are formed or a cognitive behavior. But as _2,Lated, the objec-=ve is primarily concerned wtth a psychomotor

Iiiclatssi.fyi=a :behavion alz4- the most Eliminate - category the response semis-to t e If your cIassificaon is 2.n disagreement with another t-acher is and, after (tiscussion, each -remains convinced that is to=s-7t, then_ lametfication is correct for him...and yours for you.

When writtravioral objectives, try to state them so specifically that little cocr-ct is left as rt wbich catego-r7 the response will fit. Strive fur specificity. R 103D-71

3.6 A know1ed-.7;e test

To test y-ur ability toidentify the three behavioral domains, as classf_fieJ 1)7 Bloom, place the followingletters in the blank pro- video to lindizate the domfmatedomain:

C for Cognitive Domain A for Affective Damaln P for Psychomotor Domain:

3.6.1 Tc add two columns of numberscorrectly...

3.6.2 Ta sh=lot a free throw w-i.th abasketball...

3.6.3 To .--zitndraw and read amautobiography frum the library without beImg Tgaven an assignment...

3.6.4 To start a collection af differentissues of American stamps..

3.6.5 To -vote for a condi4,7-7re of yourchoice...

3.6.5 To mame all the presidents of theUnited States...

3.6. To freehandedly copy a drawingfrom a book...

3.6 8 To slip a rope ten times consecutively... bank in order to buy a bike. 3-6..9 To start a savings acconmt at the

3.6.10 To spell ten words corremmly.

2-C1 `V-6 Ca-13 'd-L '1i7-5 'V-17 'V-E 'a-z 'D-1 :SUHMStly

3-7 Zrite two behavioral phrases for each ofthe domains:

Cognitive:

Affective:

Psychomotor:

agreement that you are Exchang 3.7 with your neighbor and negotiate an right! 151 R 104.A-71

MINI-COURSE IN

Writ±ng Behavioral Objectives

Lesson Four: Deriving Objectives

4.0 Writing and using behavioral objectives

There is no way for you to suddenlydevelop a total set of behavioral objectives as your operational,teachingbase. It is a difficult, time- consuming and complicated process.Don't try to do it all at once. In- stead, take a small, nanageable part of yourinstructional program, one that you understand best. Commit yourself to a series of objective statements.Don't accept your first effort as though it were"etched in stone". Your objectives should always be considered"modifiable" in the light of changing conditions and efforts to clarify.

There are procedural steps which will help you--a systematicapproach to deriving objectives.

4.1 Steps in writing a behavioral objective

4.1.1 Step One

Idem=ify the goals for your specific class.Why does your ci-Js -exist? If your resource support were suddenlythreat- ened, how could you "justify" the necessityfor mafintaining your zlass?There should be one over-riding statement.This ame -,Itatement, then, shouldbe broken into ten (or eight--or twelwe) "subgoals". They could be subject matter,time-phased or broken into other manageableunits, a little closer to what is desired as outcomes.

4.1.1.1 State your class goal:

4.1.1.2State subgoals of this:

Subgoal One: R 104B-71

Subgoal Two:

Subgoal Three:

Subgoal Four:

Subgoal Five:

There are more, but we have to stop...

4.1.2 Step Two

Identify the entry level skills and behaviors of your students, describe the characteristics they exhibit when they come to you.

Now, project your thinking to the end of the year. De- scribe the ideal "product" of your course of instruction. What characteristics will he exhibit when you have completed your "treatment"--when he has gone through the series of activities you will have planned forhim? R 104C-71

Your job for the year is clearly outlined. You must help the students progress from where they are to where they are to go.

4.1.2.1 Identify student entry level characteristics:

4.1.2.2 Identify student exit point characteristics:

4.1.3 Step Three

Select one skill area for your beginning. (As one is completed, take the next and move through all skill areas you will work in.) The entry point and "target" are specified (Step Two). Now, delineate the ten (or eight--or twelve) steps required to "transform" the student from what he is to what you want him to be. Write goals for each of these ten ateps--then rewrite them as behavioral objectives. You can go into as much detail as you feel is needed, but a "practical" amount of detail is suggested.

The third step is limited only by your ability to in- vest energy. Each skill and each behavior you consider within your realm should be expressed behaviorally.

Turn to the exercises that follow (the next five pages). R 104D-71

4.1.3.1 Example of writing a behavioral objective

General Goal:

Students should enjoy reading.

Objective:

1. Who will perform the action?

Each fourth grade student.

2. What specific activity or Jehavior is called for?

Will voluntarily read five hooks.

3. How, under what conditions, will the activity be performed?

During each school year.

Without teacher assignment.

4. Evaluation:

A. What evidence will be acceptable?

All books checked out of the library.

B. What degree of competency will be demanded?

Nonebooks checked out will be assumed to be read.

C. What measurement instrument will be used to gather evidence?

A count of books checked out of library. R 104E-71

4.1.3.2Another example of writing a behavioralobjective

General Goal:

Students should be provided withskills which will assist them in

entering the world of work.

Objective:

1. Who will perform the action?

Each eighth grade student.

2. What specific activity or behavior iscalled for?

Write a letter of application for ajob.

3. How, under what conditions, willthe activity be performed?

Given a description of a job openingfor which he is qualified.

4. Evaluation:

A. What evidence will be acceptable?

A written letter of lication.

B. What degree of coMpetency will bedemanded?

A com lete letter of applicationcontaining all items in the

checklist. eVidence? C. What measurement instrument willbe used to gather of Departmental checklist of elementsof acce table letters

application. R 104F-71

4.1.3.3Completing a behavioral objective

General Goal:

Student should learn to read with comprehension at his own level of

capability.

Objective:

1. Who will perform the action?

Each student.

2. What specific activity or behavior is called for? - Will demonstrate his reading comprehension when*...

3. How, under what conditions, will the activity be performed?

4. Evaluation:

A. What evidence will be acceptable?

B. What is the minimum acceptable performance?

C. What instrument will be used to gather documentation?

Com lete from this oint on. R 104G-71

4.1.3.4 Writing a behavioral objective

General Goal:

Objective:

1. Who will perform the action?

2. What specific activity or behavior is called for?

3. How, under what conditions, will the activity be performed?

4. Evaluation:

A. What evidence will be acceptable?

B. What degree of competency will be acceptable?

C. What measurement instrument will be used to gather evidence? a 104H-71

4.1.3.4Writing a behavioral objective

General Goal:

Objective:

1. Who will perform the action?

2. What specific activity or behavior is called for?

3. How, under what conditions, will the activity be performed?

4. Evaluation:

A. What evidence will be acceptable?

B. What degree of competency will be acceptable?

C. What measurement instrument will be used to gatherevidence?

1.59 R U:D41-71

4.1.4Step Four

You have completed an objective, written inbehavioral_ terms and with a built-in measurement. This is only one of a series necessary to achieve yourgoal. When the series is completed, it should be checked against the following criteria:

4.1.4.1Orientation: Are your objectives stated wit!: focus on the learner?Granted, you will want to set objectives for yourself--but the bulk of what you want to achieve will necessari1-x- be learner-oriented. After all, the school exists for learning--not teaching.

4.1.4.2Relevancy: Do your objectives directly relate to the real world? Can learners see why they should achieve these?

4.1.4.3 FeasibUity:Are your objectives achievable-- in light of your learners?--in the specific learning environment in which you will be using them? Do they "cover" all to be.achieved?

4.1.4.4Management: Can you control and manage this set of objectives? Is the measurement component a part of a cohesivewhole or many unrelated fragments? How does this set of objectives fit into the job to be donethis year?Is this set internally consistent-- with other sets--with the goalstructure?

4.1.4.5 Communication:. Can another teacherread them and know precisely what you mean? Can you communicate with parents and studentsusing your. objectives to pinpointissues? R 104J-71

SAMPLE OBJECTIVE

APPRAISAL FORM

COMYONENTS Identified Quality Comments: Yes No GoodFair Poor.

BEHAVIOR

INDIVIDUAL (S)

PERFORMANCE CONDITIONS

EVALUATION: EVIDENCE

COMPETENCY

INSTRUMENT

S ecified* ualit CRITERIA CHECK: _ 1,omment.6; Yes o Good Fair Poor

ORIENTATION

RELEVANCY

FEASIBILITY

MANAGEMENT

COMMUNICATION

* not specifl i the written objective, but specified ininstructional planning

GENERAL CONvirNT7. 1.61 -777LAKs DA-71 R13-71

ABILITY TC NAME LETTERS SYTOWN

Exr. ,anat on This individual test measures the pupil's ability to name the uppe_ and lower case letters. All kindergarten and first grade pupils should be given this test as well as all other pupil who fail the Ability to Relate Upper to Lower Case Lette 3(R3-71.)

Sccrim Record number of letters known on the Summary Sheet R20-71.

MateriaLs Teacbt:Ir: Flashcards of upper and lower case letters. (Flashcards usee for Ability to Recognize Letters Shown Test may be used for this test.) The order of letters presented is listed on the chart bzaow, R13A-71.

Directicns Give individually. Teacher holds the card for the pupil to see. Pupil responds with the name of the letter.Teacher records on form R13A-71.

TEST OF ABILLTY TO NAME LETTERS UPPER CASE

RLCPS I XF 0;BNAM1.1GEKZUYD Q TV

Claire W. _ I Mike W.

Mary M.

Judy B.

TEST OF ABILITY TO NAME LETTERS LOWER CASE - mtsrux c z jevfna w bdlt

Ralph E. , - _ Al

Betty D.

Carol M.

Marie B.

Manning - University of Minnesota R 13A- 71.

ALLA ROCK UNION ELEMENTARY SCHOOL DISTRICT FORM TO RECORD ABILITY TO NAME LETTERS SHOWN R 265-71

Prescripttve materials for thE test "Nbility to Name Letters Shown." (R-13-71)

1. Students tbaz Eaia ttis test need nore intensive training in auditory

and visual discrimination. Utilize the materials listed under "Direct

-0.!atching of Letters" and "Visual Discrimination of Letters Shown."

(R200-71 through R219B-71)

164 Ks DAN/ R 14-71

LEARNING RATE

Explanation This test measures the number of words which may successfully be presented during vocabulary teaching periods.Knowledge of pupil learning rate provides the quickest and surest method of grouping for beginning reading instruction. (To be given to all students starting with beginning reading instruction and all grades thereafter.)

Materials Flashcards on which words to be used are printed.

Teacher: Flashcards on which words to be used are printed.

Directions Because many pupils have-extensive vocabularies, it is best to check the words with the pupils before giving them as a test. Eliminate known words and make substitutions.

The words should be unfamiliar to the student and should include a few words of abstract nature such as straighten, hither; a few words offering phonetic difficulty such as biscuits and icicles; the remaining words should be of a concrete and colorful nature such as envelope, camel, magazine, toothbrush, mattress, etc.

Beginning grade one: Teach entire class all words. Test individually.

Primary-Intermediate grades: Teach 3 groups - high, average, low, decided on the basis of available achievement tests and/or teacher judgment.Use different words for each group.

TOTAL NO. OR WORDS COLORFUL* ABSTRACT* Grades 1 - 3 High 8 6 2 Average 7 5 2 Low 5 or 6 4 or 5 1

Grades 4 - 8 High 10 7 3 Average 9 6 3 Low 7 or 8 5 or 6 2

About ten minutes should be spent in the morning before recess teaching the words to the class or group.

Proceed as follows:

"Look at this word." (Teacher presents word "toothbrush.") "This word says "toothbrush". Do any of you use a toothbrush in the morning?" (Pupils raise hands.)

*Colorful words - words that evoke mental images (clock, monkey, grandfather.) *Abstract words - words that are cnmsidered apart from an object (because, whenever, however.)

Manning - University of Minne R 14-71

"That's fine, this word says toothbrush and it is something we use in the morning to brush our teeth." (Teacher should surround word with as much meaning as appropriate for understanding by all pupils.) Teahcer introduces next word. Teacher reviews word toothbrush.

All words should be reviewed after each new word is presented.

After recess, should follow the testing and reteaching. This procedure should be repeated in the afternoon before the pupil goes home. The following morning test for word recognition and meaning. The number of words retained by the pupil after the final test is the pupil's learning rate and indicates the number of words a pupil may learn without confusion. The learning rate can improve.

Review prescriptive materials form R266A-71.

Scoring Record number of ctorrect responses in Section IV of the Summary Sheet R20-71. R 266-71

Prescriptive material for the test "Learning Rate" (R14-71.)

1. Adjust the teaching to the learning rate of the student.Although

it may seem minimal at first, success will bring results. Increase

the rate as the child progresses.

2. Review form R266A-71. R 266A- 71

HOW MANY WORDS WORDS4147DWORDS WORDS How many words can a student learn per WORDS 0 day? Here is how to find out Just before t..5' the first recess, use flashcards to present a list of newwords. Use some colorful words that are easily remembered such as rocket, airplane, etc. and also some function words. Give about ten words to Group I and fewer words to Groups II and III. Groups should be tested on separate days. Have the children look at the words and say the words. After recess, test the students to see how many words they remember. Test them again just before they go home for the day. The following mornina give them another test. The number of words remembered determines the learning rate of the student. He should not be expected to learn more words each day than his learning rate allows. This includes reading and spelling. As the student begins to feel more successful in learning words his learning rate will increase.

TEACHING OCCURS WHEN LEARNING DOES, AND ONLY THEN. R 15-71 rfri RsDA y

PHONETIC PRODUCTION INVENTORY

Explanation This test requires the pupil to produce the sounds of thirty consonants and blends.

This individual test should be given to students in grades 1, 2, and 3.

Materials 40 3" x 5" index cards on which are printed the following letters. Number Cards on reverse side.

Front Back

Example: Bb Tt Cc Ll Rr Ss Pp Nn Ff Hh

B b # 1 Dd MM Kk Zz Jj Yy Ww Gg Vv

cr th fr st cl wh pl sl fl sc pr Example:

1 bl br thr shr spr sol str scr ft sh

C c I # 20 Use manuscript form for all 1 1

cards. Recording Sheet

Directions Present items in the order as indicated above, asking the pupil to give the sound for each letter (s).

.q21.1122.& On the Recording Sheet score (+) or (-) for each sound given. If the pupil cannot correctly produce 13 consonant sounds do not continue testing blend items. (R15A-71)

169 Manning - University ofMinnesota 168 167 R 15A-71

RECORDING SHEET PHONETIC PRODUCTION INVENTORY

Pupil's Name Date

Grade

1 2 3 4 5 Bb It Cc LI Rr

9 10

Ss Pp Nn Ff Hh

11 12 13 14 15

Dd Mm Kk Zz J j

16 17 18 119 20

Vy Ww. Gg I Niv cr

21 22 23 24 25 th fr c I wh ,

26 27 28 29 30

P 1 s I f I sc pr

32 33 34 35

b I br thr shr spr

36 37 38 39 40 sp I str scr ft sh 168 16q ManningUniversity of Minnesota -170- R 267-71

Prescriptive Materials for the test "Phonetic Production Inventory." (R15-71)

If a student should fail to get 13 items correct on test R15-71, the following procedure is recommended.

1. It is important that the pupils are able to hear and produce the

thirty consonants and blends.

2. Children should be grouped with others that have like problems. Re-

teach the consonants and blends needed using the suggestions in

previous sections. (R251A-71 through R261-71).

1_70 169 R. 16-71 17-RifgsDAY

LISTENING COMPREHENSION TEST

Explanation This test measures the pupil's capacity to understand and to a limited degree, use spoken English.

Ability to unaerstand spoken English is a requisite for reading instruction. Unless a pupil can understand the meaning of words and sentences used at certain grade levels, little success in reading will be achieved at those levels.

Paragraphs of increasing levels of difficulty are used for this test. Use paragraphs from readers.

Materials Teacher: Listening Comprehension paragraphs. Summary Sheet for Reading Skills Survey, R20-71.

Directions The testing should begin with the paragraph from a book at the enrolled grade level of the pupil.

Proceed as follows:

"I am going to read a story aloud to you, then I will ask you some questions about the story. Listen carefully. The first story is about (give title)

Read the story in. a normal voice, with normal expression dnd speed. Hold the pupils attention through frequent eye contact.

When you have finished the reading of the story, ask factual interpretive, critical, and affect questions. Record comments in "norm" column of Listening Comprehension Test.

Scoring It is not necessary to use higher level paragraphs if the pupils succeed at enrolled grade level paragraph. Seventy-five percent (757) comprehension is a minimum success score.

The obtained Listening Comprehension level should be entered on the Summary Sheet, R20-71. The score will be the reader level from which the selection was taken.

Prescriptive If a.R20-'7l student should fail 7570 as a minimum score, he should Materials be given practice with prescriptive materials R268-71 through R278.

Manning - University of Minnesota R 268-71

Prescriptive materials for the test "ListeningComprehension Test." (R16-71)

If a pupil fails to get 757 as a minimum score on testR16-71, the following procedures are recommended:

1. The suggestions listed on forms R268A-71 throughR278-71 are extremely

beneficial to the student that is in need of additionalwork with

comprehension.

172 173 R 268A-71

READING FOR COMPREHENSION

A. Phrat3es

(1) Kite Game: Teacher makes a kite on which are printed the words Where, When, Who, and How; Prepare numerous bows on which are printed phrases that fit the above categories. A child draws one bow from a pile on the table - he must read it correctly and place it on the tail of the correct kite. Two teams may complete against one another to see which can make their kites have the longest tails in an alloted time period. Example:

(2) Mother Can: Children have two cards on which are printed: yes and no; teacher flashes phrase card....if mother can do what the card says children hold up yes; if mother cannot do it the no card is held up by each child. Example phrases to be flashed:

(a) eat apples (e) have a party (b) have some milk (f) swish to town (c) go around again (g) hop upstairs (d) push a wagon (h) play at school

This game may be modified so that any person named "can" - Example: Baby Can, Jane Can, etc....Even an animal might be the subject.

174 R 269-71

(3) Color Game - Can It Be?: Teacher cuts colored circles from construction paper and staples circles tothe top of box (like shoe box), only one color for each box. Teacher prepares phrases for each color. Example:

(a) an orange pig (d) a purple dog (b) a red.bird (e) a blue fish (c) a blue flowar (0 a green orange

B. Sentences prepositions and directions: (1) Activity game for comprehension of Each child has a red, yellow, and blueball cut from construction paper. The children do what the directionstell them to do: Teacher flashes these direction cards.

(a) Put the red ball up (b) Put the blue ball down (c) Put all Cie balls under (the desk) (d) Put all the balls up (e) Put the yellow ball on the floor (0 Put the red ball on your head. Etc

The above directions could be printed on achart and the teacher could call the number out. ditto (2) Sentences Comprehension Seatwork: On lined primary paper these parts of sentences with directionsto paste the right part from sheet #2 on the right line to make acomplete sentence.

Sheet #1 Sheet #2

Where did do that Penny? You are a big Tip go? Penny can not with -,e," said Dot "Come Play boy, . How did you find her mittens? Here comes is mine. Mother has my Daddy now. Does Janet like to help Mother? This red mitten to bed with Tip. Let the kitten go gone to find Tip. sentences with (3) Comprehension and Recall Seatwork - Ditto these directions: 1

Draw a if it is not true (if it makes yousmile.)

Draw a if it is true. R 270-71

Example: (a) Jack is a gooddog.(:) (b) Janet is a kitten. (c) We will give milk to themitten.0 (d) Your bed has milk in it. (e) Janet has to have sleep. (f) It is good to sleep in adish.0

flash cards (4) Sentence Comprehension - Each child has a set of with these words: Whg,_Htere, When, What at their desks. Teacher prints sentences on oaktag strips.A leader holds up a strip and asks, 'What doesthis tell us?" Children respond by holding up the correct word.

Example sentences flashed: Answer card held up

It is nine o'clock. 1 When

[Seethe airplane. I What ]

[-Tom and Betty ran fast. Who

INIother went to the store. Where

(5) Following Instructions Seatwork

Put These Things in the Picture

- a house on the hill - 2 trees by the house 8 flowers by the fense - 2 little boats in the water

110

176 Ditto these for c1ast:to do. -J7r- R 271-71

C. Paragraph Comprehension - Riddles

(1) Teacher prints words to be learned on the board - Example: (1) duck (2) children (3) kitten. Each child has numbers or numbered cards to correspond to the number or words on the board. Teacher holds up card on which is printed the riddle. Children read the card silently - finds the answer on the board and holds up the corresponding number.

Example riddle cards:

I I can play I We like to play

1 Children pet me IWe like to work

1 I am black IWe go to school 'Who am I? iWho are we?

Answer held up #3 (kitten) Answer #2 (Children)

I I am yellow

1 I am pretty 1I say .quack-quack Who am I?

Answer #1 (duck)

D. Story Com rehension

(1) Three Man Oral Team - After reading a story the children divide into groups of three. One child reads a page orally while his partners read along silently. One partner asks a question of the oral reader from the content of the page. The third partner evaluates and constructively criticizes the child who read orally and who answered the question. Now children rotate roles.

(2) Let's Find Game - After reading a story the children list words to fit categories. Example: "Let's find all the words that mean the same as "said."List them. Other possibilities are; happy words,- color words.

(3) Match the Pictures to the Stories - Use old textbooks or old pre-primers. Cut pictures and mount on oaktag. Mount the paragraphs on separate cards. The same number is on the back of each pair. A child reads the paragraphs silently, then arranges them in proper sequence of occurrence. Then he matches the pictures and the paragraphs. When finished he reads the story orally. Check by looking to see if the numbers on the back match.

(4) Sentence Strips - Prepare 4 sentences on strips for pocket chart for each story read. After the children have read a story have them arrange the sentences in the right order. Four children may stand with the sentences to make the story. Each child reads his sentence orally. R 272-71

Example:

I Mother is washing. I Flip pulls them down.

I Tom brings them back. Mother washes again.--7

(5) Content reading page by page - When a group finishes reading a story the teacher says, "on page 5 it tells where Jane went." Who can find that sentence and read it to us?" Any series of questions can be asked and corresponding page numbers given. Be certain children select only the appropriate sentence containing the exact answer to be read aloud.

(6) Experience Story - Teacher lists 3 or 4 one word questions on the board or chart. Example: (1) Who? (4) Why? (2) What? (5) How? (3) Where? (6) When? Picture is then shown to group; group makes up sentences to answer questions listed (all have to fit the picture); teacher writes story on board or chart; childten read aloud.

0441. 178 R 273-71

B. Intermediate Level

1. Vocabulary study:

a. Vocabulary Book

(1) Child makes dictionary of new words. (2) Enters new words with meanings.

b. Bingo

(1) Mark off cards into 25 square blocks. (2) Print word in each block. (3) Cut small cards the size of the blocks. (4) Print same words on small cards. (5) Teacher shows cards one at a time. (6) Child who has displayed word on his cardraises his hand, pronounces the word, points to it and isgiven the small card to place over the word. (7) The child who has 5 words covered in anydirection is the winner.

c. Content Vocabulary Book

(1) Child collects words pertaining to his particular interests - science, space, art, music, etc. (2) List these words and their meaning in special book.

d. Bulletin Board

(1) Place interesting pictures with several words about them on bulletin board.

e. "The News Corner"

(1) Place interesting articles or announcements (2) Include information about children in class (Example: Sue modeled in the fashion show.)

f. Choice of Words

(1) Child numbers paper from 1-20. (2) Teacher reads 3 words that are similar and 1 that doesn't belong. (Example: frosty, snowy, warm, go) (3) Child writes word that doesn't belong.

g. Classify words

(1) Give Iist of words that can be separated into 2 or more general classifications. (2) Have children arrange in proper groupings. (Example: Vegetables, House, Transportation)

h. Finding small words in big words

(1) Give list of new words containing small words. (2) 'Rave children findsmany as they can and write them. Example: snowflakes 179 R 274-71

i. Suffix Game

(1) Make 4 cards for each root word - grow, grows, growing, grown. (2) Deal each player 5 cards. (3) Played like "Go Fish" or "Grab."

j. Scrambled words

(1) Give list of scrambled words. (2) Alongside each word give a clue such as its definition or classification. (3) Children unscramble words and use in sentence.

k. Synonyms - Antonyms

(1) Print words on cards. (2) Have children give synonyms and antonyms for words.

1. Compound words

(1) On 2 cards write parts of a compound word home work (2) Make 20 pairs and scramble. (3) Have child match words.

m. Crossword Puzzles

(1) Make crossword puzzle to review new vocabulary.

n. Prefix - Suffix

(1) Print common prefixes and suffixes on cards. (2) Print words on f:.ards. (3) Have children match.

o. Homonyms

(1) Present list of words frequently confused (peace - piece, break - brake, bare - bear, course - coarse)

2. Reading for Comprehenaion - Intermediate Level

a. Phrases

(1) Write sentences on board and have children answer:Who? What? Where? When?with phrases. (2) Have children answer questions by using phrases. (3) Use phrase cards which can be put together to form sentences or short stories. (4) Matching phrases. (a) Sentences on important topics in the stuilent's work may be broken into two parts and placed in a matching test. (5) Getting the main ideas: (a) Print,a list of phrases and have children choose those which contain the main ideas in the selection read. R 275-71 b. Sentences

(1) Scrambled sentences

(a) Write a jumbled sentence. (b) Children reassemble sentences.

(2) Sentence riddles

(a) Give children cards containing one sentence riddle. (b) If child guesses, he reads his riddle to group. (c) Have children make up riddles and exchange them in group and try to guess.

(3) Dramatize sentence

(a) Have child select a sentence from a selection read and dramatize it. (b) Rest of group tries to guess sentence.

(4) Have children illustrate main idea of sentence. Example: The dog sat on the bench.

(5) S.R.A. Reading for Understanding

c. Paragraphs

(1) Proving a title

(a) Children read paragraph and find a suitable title forit,

(2) Read paragraph and give main idea.

(3) "Hunting for the Action."

(a) Have child act out silently a paragraph of a story just read. (b) The other children look for the place telling about itin the story. (c) The one who finds it may read it aloud.

(4) Have children read paragraph then classify sentences as to When something happened. Why How Where 11 What 11

(5) Underlining important ideas

(a) Children are given a short paragraph to read and are instructed to underline the word or words indicating the c.entral thought.

(6) Print a short paragraph on board or ditto sheet. The children are asked to read it silently and answerthe following types

of questions: KM

AM__ R 276-71

(a) Giqe the opening sentence. (b) Give the closing sentence. (c) Give the main ideas in the first sentence. (d) Give the main ideas of the closing sentence.

d. Story

(1) Finding a title

(a) Have children read a story and choose atitle for it.

(2) Have children read a story and stop beforethe end. Then have them supply their own ending. Finish reading the story. Compare children's endings with theauthor's.

(3) Arrange sentences to make a story.Write these directions on the outside of an envelope containing single sentences: "These sentences are mixed up. Arrange them to make a story.' (Example: "Cinderella")

(4) Cards to encourage free reading.

(a) Child selects card on which the nameof a book and chapter to be read is printed. Child must turn to table of contents to find chapter. Thenhe reads story and anwers 2 or 3 questions on the reverseside of card.

3. Recognizing sequence

a. Have children list major events as theyhappened in a story. b. Have children draw several pictures in comicstrip form showing events as they happened. Have c. Write statements or phrases about a storyin random order. children arrange them in correct order.

4. Interpreting pictures

a. Lse pictures to motivate and introduce story. b. Pictures can be used to review new vocabulary. c. Use pictures to clarify points notcompletely understood. d. Use pictures to review some interesting part orto see something missed by several children. e. Use pictures to answer questions arisingduring the discussion. information about the st,lry f. Pictures can be used to gatilar more and add to the enjoyment. (Example: g. Use pictures in having children review orretell story. %bat was happening in this picture?")

5. Following printed directions

a. "Make Believe" dit passed out to childre (1) Cards containing sets of directions are The rest (2) One child is called upon to follow thedirections. of the group are to guess what is onthe card. (Example: Make believe you are a salesman.Make believe you are talking like a salesman. Make motions to show you aretrying to sell a lawn mower.)__ ,44/52 R 277-71

how to play a game.Then have b. Have a child read directions on him explain to group

c. S.R.A. Power Builders

6. Critical reading (Brave, creative, a Have children evaluatecharacter traits. understanding, sympathetic,resourceful, etcr)

Have children choose mostinteresting character andtell why. and inner Have children recognizeemotional reactions, motives, drives of characters. about the kind of personthe (1) What does the story tell you main character was? be like one of the story (2) In what ways would you like to characters? Why? tell, how you think thecharacter felt? (3) Choose one character and Would you like to have known onecf the characters?Why? (4) characters did or would you (5) Would you have done what the '.have acted differently?Explain. personal experience d. Have children relate ideasgained from reading to telling something related to (1) Have them write a paragraph material just read. "Has anything like this everhappened to you or to someone youknow?"

e. Evaluate story read:

(1) Did you like it or dislikeit? Why? (Example to entertain? To (2) What was the author's purpose? inform? etc.) (3) Could the story really havehappened? (4) Did the characters seem likereal people?

Give children a selection tornad which expresses twopoints of f. they arrange view on the same subject.After reading the selection, tha facts according to the pointof views expressed. (Magazines and newspapers may be used) Then have them give theiropinion.

g. Finding the main idea which tell the important (1) Rave_children write several sentences thingsthat they should remember in re-tellingthe story to the class. (2) Have children write four sentenceswhich tell: funny or (a) Who or what did something important or exciting in the story. (b) When this happened. (c) Where it happened. (d) Why it happened. 183 R 278-71

h. Identifying the setting

(1) Have children list all informationgiven in the story relating to place, time of day, factsabout the weather and other details that help you imagine the setting.

consi(4qr good judgment or i. Have children find examples of what they poor judgment. i Cause and effect

(1) Have children analyze reasons for, or causesof, major events.

7. Creative reading

a, Have children read story and tell howthey would change it if they were writf.ng it.

b. Have children read library books andthen tell group about their book. (Book review) F RIDAY R 105A-71

ALUM ROCK UNION ELEMENTARY SCHOOL DISTRICT PROGRESSION OF READING SKILLS

Student Kndg I Motor Coordination

A I I A. Body Image - midline as central reference BI -----i--- B. Directionality - up-down left-right over-under

C I C. Lateral Dominance

I D 1 D. Eye-hand coordination Er---±7-- E. Left to Right Progression

II Oral Language Develo ment A. Listen to Stories B. Tell a story - (in sequence) C. Finish ending a story D. Develop and extend speaking vocabulary E. Develop and extend word and meanings of word

III Auditory Development and Discrimination A. Listening for and identifying common sounds B. Differencus in Like and Unlike sounds C. Auditory perception of rhymes andrhyming elements D. Auditory perception of beginning consonantsounds E. Auditory perception of ending consonantsounds

IV Visual Development and Discrimination A A. Ability to differentiate in size, shapeof objects B. Recognizing likenesses and differences ofobjects, pictures, letter forms C. Observing internal picture details in puzzles,pictures, for interpretation D. Observing and recognizing words in room - stop go door sink (color names) E. Direct Matching of Pictures F. Matching Pictures shown Level I Manning G. Learning names of letters II a. Direct matching of letters...... b. Matching letters shown IV H. Ability to recognize letters named V I. Ability to name letters VI J. Ability to relate UC-LC letters ...... VII K. Ability to relate phoneme-grapheme VIII (sound-symbol) L. a. Ability to directly copy letters IXa b. Ability to distinguish beginning IXb soundS and print the graphemic representar!ons

*P - Proficient (80% correct) *E - Exposed

R.R. #15 11$5 8/70 R 105B-71

Student Level V P E A A. Twenty-six letters representing 44 sounds B. Visual - Auditory perception - child must learn to associate appropriate sound with printed symbol. Skill is to be stressed and perfected at this stage of reading skills development. Sound-symbol presenti.td at Lev& VIII in Readiness Program. Until this skill is mastered, child will have trouble if allowed to proceed furthr. C. Visual-Auditory perception of rhyme - child learns that rhyming words often look alike except at the beginning. D. Visual-Auditory perception of ini-Aal consonant sounds

Level VI

A. Visual-Auditory perception of ending consonant sounds B. Visual-Auditory perception of medial consonant sounds C. Visual-Auditory perception of two-letter blends, three-letter blends

fl dr st str cl tr SW ser P1 gr sw spr sl cr sp

D. Apply substitution of initial and final consonants and consonant blends E. Visual-Auditory perception of digraphs in initial and final positions sh th ch wh

F. Auditory and Visual-Auditory perception of variant sounds of vowels: a. Long vowels 1- with final e 2-2 vowels together 3- on end of syllable b. Short vowels c. Vowels followed by "r" G. Structural Analysis: a. Learns to recognizd compound words b. Learns to analyze endings to known words (s ed d's) H. Comprehension

Level I - Reading for facts Simplest comprehension skil! Within this level, there are 4 steps see form R 279A-71. R 105C-71

Student

Level VII E P sound with each: A A. Learn dipthongs - associate proper BI ou oi oy ow 2 principles-in attacking 3 B. Learn to generalize and use vowel 4 one syllable words. 5 short vowel saund, unless it 1. One vowel in a word, usually is at the end of word (hat end me) 2. Two vowels in a word, firststands for long vowel sound.- boat) Fl second is silent (feel "e" - the first 17, 1 2 3. Two vowel letters, one is a final sound is long - final "e" silent (ride hope) 4. Only vowel letter ta word, followedby r, vowel sound is usually by the r that follows it (park bird her) sound of vowel is 5. Only vowel in word followed by 1 or w, governed by 1 or w (ball draw) have same sound C. Develop knowledge - different letters may (mice miss) red (wear - stare) said bread D Dictionary Skills - Alphabetizing by asingle letter E Root Words - identifying - needed forfurthering dictionary skills F. Comprehension 1. Reading for Facts IC ID (form R279A-71) (form R280-71) 2. Reading for Details IIA IIB IIC

Level VIII skills previously taught are A t All phonetic and structural analysis Siletial attention given to context B I maintained at this level. r clues to figure out new words. D1 of In third grade readers, most of newwords presented are words 2 best by analysis more than one syllable. Rewgnition is achieved into syllables rather than by soundsof letters or short phonogra; 1 (children must learn to H A. Auditory perception of syllables - hear syllables in words) syllables as vowel sounds) B. Meaning of syllables (as many one-two-three syllable words. C Learn to discriminate between D Accented Syllables - 1. accented and unaccented 2. accent may affect soundof,vowel E Suffixes and Prefixes of words into syllables F. Generalize and apply division rules VCV - lady VCCV - center ,. and two letters G. Dictionary Skills - Alphabetizing by one H Comprehension

Reading for Main Idea (form R280-71) III A, B, C, D, E, F

SV07 R 105D-71

Student Level IX

All previous phonetic and structuralskills reviewed and extended. Special help and attention given toapply principles. Continued development of independentstudy skills.

A. Further development ofdividing words into syllables B. Further development inidentif.ying accented and unaccented syllables. C. Reference and ResearchSkills

1. Alphabetizing 2. Table of contents 3. Index 4- Glossary 5- Dictionary 6. Encyclopedia 7. Outlining

D. Dictionary Skills

1. Choosing the right definition 2. Using Guide words key 3. Understanding and using pronunciation 4. Child to know meaning of everyword read 5. Use dictionary for eachunknown word

E. Comprehension form R280-71 1. Continue on Main Idna (ifneeded) form R280-71 2. Reading --- Logical Sequence III A B C 3. If group capable - start - LevelIV Elaborative Reading form R281-71 IV ABCD

Level X Maintenance, refinement andapplication of skills previously learned.

A. Recognizing root words ininflected forms B. Identify root words in prefixedand suffixed forms independent word attack C. Using affixes and roots in D. Using syllabication inindependent word attack (Dictionary) E. Continued practice - pronunciationkey F. Interpreting respellings (Dictionary Skills) G. Continued refinement -- Outlining H. Comprehension (Grades 5 & 6)

Level V - Critical Reading .forms R281-71 & W482-71 Level V A - Evaluation of Facts Level V B - Evaluation of Story

188 FATDAY R 17-71

INSTRUCTIONAL READING LEVEL TEST

Instructions for Forms R17A-71 through R17G-71

Explanation The purpose of this test is to establish the instructional reading level of pupils. It is also used to ascertain kinds of difficulties for further testing and remediation.

This test is individually administered.

Materials Use forms R17A-71 through R1711-71.

Directions Start the testing by using the paragraph that is his es- timated instructional level.

Proceed as follows:

"Read this paragraph aloud as well as you can."

If pupil mispronounces a word so that the meaning of the paragraph would be seriously affected, pronounce the word correctly before allowing the pupil to go on.

Pronounce all words not known by the pupil after 3 seconds hesitation.

Reassure the pupil who is anxious about his errors by saying "Don't be afraid to try, you are supposed to make errors on the hard ones, go ahead."

If a paragraph is obviously too difficult for the pupil, discontinue testing at that level and use a lower grade paragraph.

Scoring Four types of errors should be noted on the Recording Sheet.

1. Omitted words or parts of words Draw a line through these omissions. 2. Mispronunciations Record what the pupil said above the word mispronounced. 3. Words mispronounced Record P throughtthe word. Pronounce for the pupil after 3 seconds 14esitation. 4. Insertions of words of syllables Record" and write insertion above

Norms for each grade level for both word recognition (wr) and comprehension (c) are indicated on the recording sheet.

Manning - University of Minnesota 189 R 17-71

Higher level paragraphs should be used if the paragraph seems too easy. Continue testing with higher level paragraphs until the pupil fails to achieve above the norm. These norms are listed at the top of each form R17A-71 through R17H-71.

If the pupil scores below the norms established for the grade, continue testing with lower level paragraphs the pupil is successful in both the word recognition (wr) column and the comprehension (c) column.

The instructional level for both word recognition (wr) and comprehension should be recorded on the Summary Sheet.

Analyses of errors otthe recording sheet will also reveal information on particular types of errors made while reading orally. The teacher should be alerted to look for recurring errors such as

- beginning vowel errors - blend errors - dipthong, digraph errors - errors on prefixes, etc.

190 R 17A-71

ALUM ROCK UNION ELEMENTARY SCHOOL DISTRICT ORAL READING PARAGRAPHS READING LEVEL

NAME SCHOOL DATE WR C Third Preprimer. City Days, City Ways -2 1 P. 41 Words = 38 "Here you are," said Daddy. "Here are some good jackets. Big jackets and little jackets. Red, blue, and green jackets. Do you want a green one? I like this blue one, Mark. Do you see one you like?"

QUESTIONS:

City Days, City Ways

Draw a line under ttre correct word,

1. What kind of store is Mark in?

drugstore clothes store hat store

2. Who went to the store with Mark?

Mother Janet Daddy

3. What color jacket did Daddy like?

red blue green

4. What size jacket does Mark need?

little big large

jacket? 5. What makes you think Mark will get a new

He needs one. Daddy needs one. Janet needs Mark's jacket.

P.P. 3, Set H.R. (8/70) -074"1,m JILIsuiro6 R 17B-71

ALUM ROCK-UNION ELEMENTARY SCHOOL DISTRICT ORAL READING PARAGRAPHS READING LEVEL

NAME SCHOOL DATE Primer Around the Corner P. 117 Words = 53 "Janet ran to see Miss Mary," said Mother. "She did?" said Mark. "Come on, David! We will go to see Miss Mary, too." "Now see hererk. You can not go," said Mother. "Janet is enough for one morning." "We will get Janet and come right back," said Mark. "All right," said Mother.

QUESTIONS:

Around the Corner

Draw a line under correct word..

1. Who were David and Mark going to see?

Janet Mother Miss Mary

2. Why did Mark want to see Miss Mary?

to get Janet to get Mother to get David

LS 3. What did Mark say he would do next?

run faster come right back jump

that day. CT . Mother said, "No" since Miss Mary was very

happy busy here

5. Who do you like to visit best?

Aunt Grandmother Sister

P., Set H.R. (8/70) R 17C-71 ALUM ROCK UNION ELEMENTARY SCHOOL DISTRICT ORAL READING PARAGRAPHS READING LEVEL

NAME SCHOOL DATE First Grade Real and Make-Believe WR P. 37-38 -5 Words = SO "Here we are. Just look at yourself. Hop out!" Said the space man. You are 100 years old." "Hop out and start for home." So I looked, Then he looked at me. and I was 100 years old. At first all he said was"Oh!" The space man was right. Then he looked at me and said, My hair was long and white. What happened to you It was hard for me to walk. up there on the moon?

QUESTIONS:

Real and Make-Believe

Draw a line under the correct word.

R? 1. What did the space man tell the boy to do?

Hop out and shut the door Look at yourself

Look at me' Hop out and start for home

2. Why was it hard for the boy to walk?

he was 100 years old his hair was long

3. What color was the boy's hair?

green yellow white

4. Where did the spaceman take Mark?

to the store to the sea to the moon

5. What kind of story is this? I Set H.R. (8/70) 193 sad imaginary LfiPle R 17D-71

ALUM ROCK UNION ELEMENTARY SCHOOL DISTRICT ORAL READING PARAGRAPHS READING LEVEL

NAME SCHOOL DATE

Second Grade WR All Through The Year P. 80-81 Words = 115

It was a beautiful fall day "I had. better sea about that cabin. when that grand idea popped I can't put it off any Ionger." into Grandfather's head. When I came home at noontime, Grandfather was out in our front yard. what do you think he said? Red leaves were falling all amund. "How about going up to the lake He looked at the sun and the blue sky. 'with me tomorrow? You and your ganej" He listened to the wind in the trees:. Ne tan go in the station wagon. "Day's like this can't last forever," We can stay all night at the cabin - he said to Grandmother. and come back home on. Sunday."

QUESTIONS:

All Through The Year

Draw a line under the correct word.

1. Where was Grandfather when the idea popped into his head?'

in the house in the car in our front yard

2. What time of year was it?

winter summer fall -spring 11==.1111.411=01.11

3. What things told Grandfather these days wouldn't last forever? g-

moon and stars -sun-and blue sky Mother washing clothes .

birdssinging wind in the trees red leaves falling

4. What day of the week would they go to the cabin?

Monday Wednesday Saturday' rolgwrom tyefam

L 5. Why did they need to gn intliestation wagon? 2, Set H.R.

(8/70) j car too slow .three flat tires on car

i no gas in car gang going to cabin R 17E-71 ALUM ROCK UNION ELEMENTARY SCHOOL DISTRICT ORAL READING PARAGRAPUS READING LEVEL

NAME SCHOOL DATE

Third Grade WR C From Faraway Places P. 15-17 6 Words = 136

Mother found a basket that she wanted, For a second or maybe two, Mark and Janet an Indian doll. Mark almost stood beside the car, thinking. Then forgot to buy the Indian peace pipe that he ran over and handed his baseball he had been wanting for over a year. He to the Indian boy. remembered just in time. The dark eyes of the Indian boy "Get a move on, Mark! I'm going," lighted up. Mark could see them shine. called his dad.from the driver's sipt. If the boy didn't really smile, his With the peace pipe in one hand and lips did turn up at the corners. 'his baseball in the other, Mark hopped back into the car. Hopped in and out again while his dad looked on, too astonished to say a word!

QUESTIONS:

From Faraway Places

Draw a line under correct words.

FD 1. Tell what each one wanted.

Mother Janet Mark

2. Why do you think Mark gave his baseball to the Indian boy-

Mark didn't like baseball. The baseball was old. He wanted to be friends.

3. How can we tell the Indian boy was pleased?

He said, "Thank you." He laughed and smiled. His eyes lighted up.

Da 4. How long had Mark been wanting the peace pipe?

one week over a month over a year

V 5. The word "rLstonished" means:

smiling surprised angry

3, Set H.R. (8/70) 195 R 17F-71 ALUM ROCK UNION ELEMENTARY SCHOOL DISTRICT ORAL READING PARAGRkPHS READING LEVEL

NAME SCHOOL DATE Fourth Grade WR Trade Winds -8 -1 P. 11 Words = 172

Toby and Ben climbed up on the '-igh seat of the monkey wagon.Minutes later Ben had his team moving slowly down the dusty road in a line with the other circus wagons. "Well," said Ben, when he had his team well under way, "how did you get al;.,ng today? Toby told Ben everything that had happened to him. He told about the candy man's unkindness and Mrs. Treat's present. Toby ended his story by saying, "That was one of Mrs. Treat's doughnuts that I just gave to Mr. Stubbs." "You gave a doughnut to Mr. Who?" "To Mr. Stubbs - the old fellow here in the cart, you know. He's been so good to me." Ben chuckled and then asked, "How did you know his name was Stubbs?" "Oh, I don't know that that's his real name," was Toby's answer. "I only call him Stubbs because he looks so much like a boy I knew at home who had that name. He doesn't seem to mind because I call him Stubbs."

QUESTIONS:

Trade Winds

Draw a line under the correct words,

1. Who was driving the wagon?

Toby Mr. Stubbs Ben

2. What word tells what kind of wagon it is?

team dusty monkey

3. What time of year is this story?

fall spring winter summer

4. Would you say Toby was

careless unkind generous thoughtful

Answer in own words. 5. Why did Toby call the old fellow 'Mr. Stubbs"?

4, Set H.R. (8/70) R 17G-71 ALUM ROCK UNION ELEMENTARY SCHOOL DISTRICT ORAL READING PARAGRAPHS READING LEVEL

NSIIE SCHOOL DATE

Fifth Grade WR C

Crossroads -6 1 -1 P. 44-45 Words = 133

1._ 1 In the summer o"7- i928 the papers were full of stories about the OlympicGames. Babe was only fouteen years old when she announced, "Papa,I'm going to be in the Olympics next year." "I'm afraid you'll have to wait," her father smiled. "Eut why, Papa?" "Because the Olympics are held only every four years." Right then she had decided to begin training. All along the block where her family lived were hedges.Between her home and the grocery store there were seven of them.Each day Babe jumped over them, but there was one that bothered her. It was taller than the others and shecouldn't clear it. One day she asked the man who awned the hedge if he would trimit to match the others on the block. He agreed!

QUESTIONS:

Crossroads

Draw a line under the correct words.

FR 1. How often are the Olympic Games held?

every ten years every four years

2. How old would Babe be at the next Olympic Games time?

14 20 18

3. Why did the one hedge bother her?

could not cut it could not clear it could not see it could not hear it

4. How many times a week did Babe "train"?

4 8 3 7

I. 5. Would you say Babe's neighbors were:

hard to get along with glad to help Babe with her training 5, Set H.R. cautious about helping (8/70)

IL. R 17H-71

ALUM ROCK UNION ELEMENTARY SCHOOLDISTRICT ORAL READING PARAGRAPHS RENDING LEVEL

DATE NAME SCHOOL WR C Sixth Grade

Seven. Seas I 8 P. 87 Words = 160

Time passed and Bambi waslearning how good the meadow grass tasted, how tender and sweet the leaf buds and theclover were. When he nestled against his mother.for, comfort it often happened that she pushed him away. "You aren't a little baby any more," she would say. Sometimes she even said abruptly, "Go away and let me be". It even happened sometimes thathis mother got and went off without up in the little forestglade, got up in the middle of the day, noticing whether Bambi was followingher or not. At times it seemed, when they were wandering down the familiar paths, as if his motherdid not want to notice whether Bambi was behind her or was trailing after. One day his mother was gone. Bambi did not know how, such athing could be possible, he could not figure it out. But his mother was gone and forthe first time Bambi was left alone.

QUESTIONS:

Seven Seas Draw a line under the correct words.

1. What three things did Bambi like to eat?

1. 2. 3.

She was: 2. "Go away and let me be" said Bambi's mother. busy with her teaching Bambi to be grown-up she.didn't love Bambi homework

3. Would you say that Bambi's mother was: forest gradually helping Bambi mean to Bambi moving away to another

VE 4. How do you think Bambi felt when hefound his mother gone?

frightened astonished unbelieving

Answer in own words. 5. What are your feelings about this partof the story?

6, Set H.R. (8/70) R 279-71

Prescriptive materials for the test "Oral Reading Test-Comprehension.'

(R18-71).

The following procedures are recommended for all students that are functiu ally reading.

All students need a planned, progressive and sequential approach to comprehension. This is a.must as part of a successful reading program. The materials in forms R279A-71 through R282-71 develop such an approach. R 279A-71

STUDY GUIDES

Ex lanation:

One-exercise in reading for a specific purpose should beincluded in each study guide. Choice of level (one level used per guide) and- number of activities will depend on the ability of thepupils who will be using the study guide.

'It is recommended that most study guide assignments concentrate on ,structural-analysis related to the words in the story or on one comprehension skill such as:

Level I Reading for Facts. Level II Reading for Details. Level III Reading for the Main Ideas and Logical Sequence- Level IV Reading Elaboratively. Level V. Reading Critically.

Each of the above mentioned comprehension skills ispresented in sequential order. _Roman numerals I through V the sequential order of concentration. Letters of the alphabet within eachclassifi- cation indicate the degree of difficulty. For example:

Level I Reading for Facts, is the simplest comprehension.skill_ Level IA The lowest level of teaching.Reading for Facts. Level ID The highestlevel of teaching Reading forFacts..

Level I-Reading for Facts

A. Pupil fills in a blank in a sentence which states afact of the story. A series of words is provided; page numberand paragraph. of answer are given. .Example: - Tom ran to get'the . (Page 27,2). wagon airplane Sally

B. Pupil fills in a blank in a sentence stating a fact. Page number is given. Example: Sally and went to the store. (Page 29)

C. Pupil writes the answer to a question 'asked about a factin the story. Page number Ls given. Exaurple: Who painted the airplane? (Page 30)

D. Pupil writes the answer ta a question asked about afact in the story. No page number is given.

Manning - University of /.....anesota 9'0(1 R 280-71

Level II-Reading for Details

(A line on which to write each detailrequested is drawn on the paper for the pupil.)

A. Pupil lists three or four specific details. A list of details from which to choose is provided. Page (and perhaps paragraph) number of answer is given.

B. Pupil lists the requested details.No list, but page number is given.

C. Pupil lists the requaated details.No page number is given.

Level III-Reading for Main Idea and Logical Sequence

Main Idea

A. Pupil chooses and writes, from a list ofthree suggested titles, a title which expresses the mainidea of a paragraph. The paragraph may be referred to by page and paragraphnumber, or copies from the book and printed on the guide. Page and para- B. Pupil writes his own title for a givenparagraph. graph number are given.

C. Pupil writes the main idea of a particular page. Page number is given.

D. Pupil writes the main idea of a particularsection of the story. Inclusive page numbers are given.

E. Pupil outlines specific parts of the story, orthe whole story.

F. Pupil writes main idea (or moral) of thewho-ie story.

Logical Sequence

A. Main events of the story are listed (outof order) on the guide. Pupil numbers them 1, 2, 3, etc., as theyoccurred in the story. main events of a B. Pupil lists, in sequence, a specific number of particular paragraph or page. Teacher supplies correct numberof lines. Example:

1. Two blanks if two events, three 2. blanks if three events, etc. main events in the C. Pupil lists (in correct number of blanks) the complete story.

Manning - University of Minnesota R 281-71

Level IV-Elaborative Reading

A. Understanding Comparisons:

Of stories: Have you ever read another story which was likothis-- one?Why wasn't this story in a different unit_in the book? Etc....

Of people: Do you know anyone like Susan? Tell how-they-ere-- alike. How did Tom feel when he lost his airplane? Did you ever feel this way?

Of situations: How was Sally's birthday party like yours? -If your birthday was different, tell how. Have you ever had a family birthday party Like Sally's?Have you thought about having one? Etc....

B. Seeing Relationships:

Among people: Why was Betty disappointed? Why did ToMecrY,' "Oh, Oh!"?

Between situations: C-luld this event have happened here? (No,- there are no buffalo in this part of the country.)

C. Making Inferences:

About people: Why did Father thank Mr. Brown three tirses? Why-do you think Jack and.Bill liked to play together3_

About situations: How do yr time of day it is? Could you tell story what time of year t was?Why? (How?)

D. Drawing Conclusions:

About the future: What will happen next?

About the past: What do you think has already happened?

About the story:Could this story really have occurred? Why?

About morals:- Do you think Jack did the right thing?Why? What would you have done?

About characters: How would you describe these people?Were they sad?Were they angry?Etc....

Level V-Critical_atphaa

A. Evaluation of. Facts:

As found in the story - Do you feel the-material in the story is- true? Why?Do you feel it contradicts_

Manning - University of Minnesota R 282-71

anything you have read elsewhere? Did the author have a reason for the contra- dictions?

As compared to other authors - Do you feelthe author did a good job of presenting the facts?Why?

B. Evaluation of the story - Did you like the story? Why?Could it have been improved?How? Etc....

EXTRA CREDIT ASSIGNMENT

Examples:

1. Draw a book jacket for the story. Be prepared to tell what character you enjoyed most and why.

2. Use supplementary reading material. (Encyclopedias, Social Studies texts, Science texts, etc....)

3. Prepare oral or written reports to present to class.

4. Prepare displays, etc....

Manning - University of Minnesota PREMARY SUB-SKILL TEST

A. Direct Matchina Words

if of if in it

at of it at if

on at on in no

ate bee bit ate bat

sit sit day its boy

gill bill log hill gill

tall fall tell tall tail

will sill will ball wall

gate gave give gate gale

ie safe save sieve silo

bait tail bail bait bite

tail tell tall tool tail R 18-71

B. Direct Matching - Words(Continued)

snail smart smell smart small

sails pails tails stars snails

beads beads beds seeds beans

first fist first feast fir

parent point parents pare marent

during doing during digging ±-urable

winter winter writer water splinter

deemed deems deemed doomed dtmmed R 18-71

C. Circle the words that rhyme with the first word.

1. ball Tom and tall said

2. sun sat fun go run

3. jeep help sheep skip steep

4. tree PuPPY we three come

D. Circle the word that has the same ending sound as the firstword.

1. moon old man jump

2. watch shut sing catch

3. broom tall from hum .

4. rabbit read spelling start .

5. star car candy boat

. fish some dish could R 18-71

E. Circle the number of syllables.

Baby 3 2 1 page 1 3 2

after 1 4 2 number 3 2 1

cake 4 1 3 wiiters 1 4 2

F. Word Structure

Circle the number beside the word that tells the number of syllables.

between 3 5 2

dirt 2 1 4

very 2 3 1

angry 4 2 3

, umbrella 4 2 3

astonish 3 2 4 combination 5 4 3 education 4 5 6 R 21-71

INTERMEDIATE SUB-SKILL SURVEY TEST

DIRECTIONS:

1. Test in groups of six.

2. Read the directions with the group ifneeded.

Check to see that they start correctly.

3. Keep the students separated enoughthat the neighbor is

unavailable for helping. be necessary for the teacher 4. On the Word Recognition test it will

to pronounce the word for the student tounderline. Say the word

twice in a normal manner. the teacher is to say 5. On Test 14h, Recognizing Phonetic Elements, They are the word twice. The last word in the list isairport.

to circle the last sound they hearin this word. R 22-71

Intermediate Sub-Skill Test

less ful ly ness

A. Suffixes

Add one of the suffixes to make a new word.

friend hill

use dirt

cloud real

help near

sad dark

bright loud

B. Read the words below: On the line beside each word,write the

base or root word.

needless annoyance

Joyful saftey

closely correspondence

harmfdl

careless windward

kindness golden

handy kingdom

accidental

gos R 22-71

C. Word Structure

1. What prefix must we add to the word happy to make it mean

not happy?

re dis un

2. Add a prefix to make the word pay mean to pay back.

re dis . un

3. Make continue mean to put a stop to.

re dis un

4. Make prove mean to become better.

tres im inter

5. Make foT mean oad luck.

mis un trans dis

6. Add a prefix to the vmrd port making it mean to send aw

de trans di re R 22-71

D. Plurals: Read each word below: Add the proper ending to make

it plural.

baby cowboy

train plane

pony fox

family miss

1unCh school

pencil class

Read each incomplete sentence below and then write theplural of the

word found under each sentence in the blank space.

1. The mailman brought some

letter

2. Tom liked the at the zoo.

monkey

3. There are many books on the

shelf

4. Many wear ten gallon hats.

cowboy R 22-71

E. Compound Words

with (k) Read each of the words below. Choose a won:, from list I to put

a word in list II to make acompoundword.

II List

1. birth -ball 1.

2. foot where 2.

3. sail side 3.

4. =I/ house 4.

5. every field 5.

6. out boy 6.

7. bird boat 7-

8. corn day 8.

Use a compound word to complete each sentencebelow.

(B) 1. The rode his pony in the parade.

2. Mother made a cake for my

3. Tom's is on the lake.

4. I saw the mother bird fly into the

5. Tom called, "I am going to play."

I212 F. Word Meaning

Circle the best meaning for each word.

1. to gather 4. being far away

collect many

capture distance

roam river

scramble push

2. to circle overhead 5. at the back of

twinkle away

scamper hot

hover behind

sing below

3. to make a mistake 6. liked best

book favorite

valley lazy

house cover

blunder happy R 22-71

Word Meaning (Continued)

7. to copy

surround

visit

trace I'm

8. to keep on 12. they are

pass there

mend their

continue they're

9. one who buys 13. do not

costume didn't

sad doesn't

customer don't

10. a strong hard wind 14. will not

flash wasn't

latch won't

gale wouldn't

714 R 22-71

G. Syllables

Write the syllables of each word on the line. Include the accent mark.

1. parade 6. curiousity

2. explain 7. setisfy

3. direction 8. umpire

4. empty 9. narrow

5. calendar 10. scramble

H. In the s ace beside each wordwrite the number of s llables.

1. absent festival confidence

2. casserole. companion vitality

3. beautiful criticize horizon

4. astonish declare instrument

5. paragraph poach dictionary

6. kitchen _ble linoleum

7. around agreeable realization

8. caught familiar originality R 22-71

I. Word Recognition

1 each group of words,draw a line under the word the teacher pronounces.

L. heard hearts hear heaven

2. should showing shoulder shouted

3. husky hungry hurry nealti

lately lady lively ]azy

chase chance choose chest

5. thankful timekeeper tiresome tempermenzal

, ,. flop flap floor fool

S. crawled creaking cracks creatures

arour,1 9. argue area arm

_0. delay decide depart decay

evening .1. enough event elect

class calm 12. clam . claim beast _3. beat best beach contest 14. content conflict contract ranch 15. raise rain ragged apron 16. alarm afraid alone

resoctt 17. restore resemble reserve very 18. various vanish variety

deleg_ate 19. delicious deliver delight wring 20. wreck wrenched wrestle

216 J. Accent & Syllables

CircLe the number of the set of syllables that shows the correct way to divide the word and the correct placement of the accent mar,:.

A. -?_ven F. capture

1en 1. cap tu' re

2. yen 2. capt' ure

yen' 3. cap' ture

B. a, G. private

1. ag' ree 1. priv' ate

2. a' gree 2. pri' vate

3. a.cl.:_ee' 3. pri va' te

C. crumble H. calendar

1. crumb le' 1. ca len' dar

2. crum' ble 2. cal' en dar

3. crumb' le 3. cal end ar'

D. eplode I. investigate

1. ex plode' 1. in ves' ti gate

Z. exp' lode 2. in vest' ig ate

3. ex plo' de 3. in ve stig ate'

lister J. tobacco

1. sis' ter 1. tob ac cc ' 2. sist er' 217 2. to bac' co

3 , si ster' 3. to ba ccc' Wurft Structure (Continued)

K. exhibi.t

1. ex h_b' it

2. exh' fLb it

ex' i bit

L. confidence

con act- ence

2. con' El ie:mce

3. conff den ce

diagram

1. dia.' gram

2. di ag ram'

3. di' a gram

_1. projected

1. proj ect ed'

2. pro jec' ted

3. mro' iect ed

0, interrupt

in' text upt

2. int' er rupt

3. in ter .R 23-71

INTERMEDIATE SUB-SKILL 7Ti KEY .GRADES 4-6

.].L. SUFFIXES

friend ly, less JL 177 use fu2, less d'Art y

cloud less, y real ly, ness

Lelp ful, less =Faar ness, ly

7--at.d ly. ness iark ness,ly

bright ly, ness ....,auc lr.., ness

E. ROOT WORDS

reed annoy

joy Saie

close correspond

harm wind

=are gold

kind king.

hand

accident

C. WORD STRUCTURE

Making New Words

1. un

2. re

3. dis

5. mis

6. de D . ELLIRLIS

Ad pro-pa= and.Lng to make iplural baes pLanes pon_Les fe:Kes faiiLie miss:as lu=r:hes shoc.ls per:If:1_1s C'2 Lasses

Seutences ms±mg plurals 1-lettexs

2.monk.ays 3.shelves 4.cowbLys

E. COM*FUND WORDS A.1.biirthd.a7 5.everywhere 2.fotbaLL S. out-de 3.sailboat 7-birdhouse

4. c:.owiroy 8.corn-Field

Usimg aozt,ound -word seEnttnnce

1. colmprzy

-22 F, WOE': LEAN=

Circlethe besz meamIng foreach word.

1. ccllecm 8. continue

2. hover 9. customer

3. blunder 10. gale

4. dis:ta==e 11. I'll

5. be71-ini 12. they're

6. favorrra 13. don't

7. trace 14. won't

G. L-ALLABLES

rite syllables on line. Include accent mark

cu ri os i ty L. -:)a. rade 6.

2. ex p31ain' 7. sat' is fy

3. 8. um' pile

4. =vp' ty 9. nar row

er_ (1.14x 10. scram' ble

221 L_ R 23-71

H. Write the number of BylLables

A B C

1. 2 3 3

9. 3 3 4

3. 3 3 3

4. 3 2 3

5. 3 1 4

6. 2 3 4

7. 2 4 5

8. 1 3 6

I. STIMULUS WORDS- WORD =COGNITION

In each group of words, draw a line under the wordthe teacher pronounces. (Teacher may pronounce each word twice)

1- heatd 10. delay 19.: delight

9. shouted 11. enough 20. wring

3. hurry 12. claim

4. lately 13. beast

5. choose 14. contest

6. thankfzf. 15. raise

7. floor 16. afraid

8. creatures 17. restore

9. around 18. various J. WORD STRUCTURE SETS OF SYLLABLES

Circle the number of the set of syllables that showsthe correct way to divide the word and correct placement of accent mark.

A. 2 F. 3 K. 1

B. 2 C. 2 L. 2

C. 2 H. 2 M. 3

D. 1 I. 1 N. 2

E. 1 J. 2 0. 3

; 223 A( A T14 REGION II OFFICE OF MIGRANT EDUCATION A Component of the California Plan for the Education of MigrantChildren E.S.E.A., Title I, P.L. 89-750 2060 Third Street Oroville, California 95965

SUGGESTED "QUICK" MATH INVENTORY FOR USE-WITH MIGRANT CHILD

DIRECTIONS: This inventory is for the purpose of finding out how well an individual has mastered the basic facts of Mathematics. It is designed to take only about 10-15 minutes, and may be administered by anyone.

Since this is not a standardized test designed to give you a norm score, it does not need to be given in its entirety. In fact, it is suggested that you begin where you suspect the child is performing, and go from that point.

It is important to be flexible by either moving back on your starting point if it is too difficult; or by skipping forward, by spot checking a few items, if your starting point is obviously too easy.

There is no time limit, but a notation as to the time spent on each section, and/or the method used to get that anwer, would be helpful for your diagnosis.

While it is not necessary to give this test individually, it should. be given in a small enough group to be closely monitored. If a child cannot do a certain section, he should not have to complete that section. With this close supervision, he is positively reinforced by getting correct nearly all of the problems he attempts.

MATERIALS NEEDED AND SUGGESTED APPROACH

Level I

Materials: 20 ice cream sticks 20 beans .20 poker chips 15 pennies 3 nickles 2 dimes 1 quarter

- -- Suggested Approach

A. Have your materials in piles. Let the child select.

B. Have your materials in piles. Let the dhild select.

C. Have your materials in piles. Let the child select.

D. Have your materials in piles. Let the child select. MATERIALS NEEDED AND SUGGESTED APPROACd (continued)

Level II (continued)

fM2S.L21.12.11a1911. (continued)

E. It is preferable here to use two differentsets .of materials (i.e., beans and chips) so that dhe child equates thenumber of objects in each set, and not the size of theset. You arrange the sets, and then ask the childwhich set has: 1. more 2. less 3. more (here you are seeking a response of "Theyare the same.") Level II

Materials: No extra material Is needed

Suggested Approach

A. None

I. They may show you any 3, 7, or 15, it is not necessary for them to be the first 3, 7, or 15.

C. None

D. None.

E. None

Level III

Materials: 20 flashcards - numerals 1 - 20 3 flashcards - +, = on the cards

Suggested Approach

A. Visual - Show the flashcards (not in sequence)and ask for an identification. On the answer sheet put a check for each correct response. Written-Tester says the number and asks thechild to write it. Again, do not do these in sequence. Check your answer Sheet as before.

B. Show the symbol flashcards, and ask whatthey represent in mathematics.

C. These will be done on the testpaper, watch closely to catch any error as soon as possible.

D. 1. Cover up part 112" of this question, and ask thestudent to read the numbers in part "1".

2. Ask the student to write.the numeralsin part "2" on a separate piece of paper as you say them aloud. E. Do as in part "C" 225

If this appears to be thearea of difficulty, you may want to go deeper by using parts of the Addition or Subtraction back-uptests. 5-11-71 MATERIALS NEEDED AND SUGGESTEDAPPROACH (continued)

Level IV

Materials: 3 flashcards - x, -r,

Suggested Approacn

A. Show the symbol flashcards, and askwhat they represent in mathematics paper; watch closely to catch B. They will work this section on the test any error as soon aspossible. the test paper; watch closely tocatch C. They will work this section on any error as soon aspossible.

D. None

E. None deeper by If dhis appears to be the areaof difficulty, you may want to go using parts of the Multiplication orDivision back-up tests.

LevelV

Materials: No extra material is needed.

Suggested Approach unless yOu These are application problems. They should not be attempted These sections are sure the studenthas command of all ehe basicfacts. will partially test thestudent's reasoning capacity.

Level V

Materials: No extra material is needed

Suggested Approach unless you These are application problems. They should not be attempted facts. These sections are sure ehe studenthas command of all ehe basic will partially test thestudent's reasoning capacity.

5-11-71 226 Level I CONCRETE 1.

A. Count the ice cream sticks (have 20 ice cream sticke)

B. Show me a set of: 1. Three ice creaM sticks 2. Seven beans 3.. Twelve poker chips

C. Combine a set of: 1.'Two sticks with a set of three.sticks 2. Four chips with a eet of four chips

D. Show me: 1. one penny 2. one hickle 3. one dime 4. how many pennies are the same as One nickle 5; how many Pennies are the Same as one dime 6. how many hiokles are the saMe as one dime

E. Show me whiCh set has: 1. More-7:haye a set of three and a Offive haireHP': set of two and a set.: of six more have a.set of seven and another: set ofSeVeri

Level REPTESENTATIONAL

. Count the-r-r

..* * * * 4,Z ** * ** * set of: 1. three *Is 2. seven *Is 3. fifteen *Is

C. COmbine,the following sets: '1. A]

Take away the number of *Is in the smallest set from the number of *Is in the largest set: 1. Level III SYMBOLS ADDITION AND SUBTRACTION-BASICFACTS

A. Numeral recognition-visual and Written (1-20)

B. Identify the followingsyMbols: 1. 2. 3. - Basic facts: C. (f) 2 (g) 1 1.(a) 3 (b)-14. (c) 2 (d) 8 (e) 6 2 +o

2.(a)2f; (b)L2 (0 7 ( ) -0

3.(a) 7 (b) 9 (c) 5 (d) 6 +8 it +7

4.(a) 12 (b) 11 () 15 +5 +6

5.(a) 22 ( ) 71 (b)4355/4- +3)4- 41

6.() 63 '(p) 7 ( ) 27- 21. 2 -1

le( 10 ( ) :(c)

, D. Numeral recognition- viSual andwritten:'

1. VIsual: a. 30 2., Written: a. 2,[4. b: 58 b. 4.7 c. 73 0: . 65 .d. 86 d. 903 e.. 102 e. 2086 . . .3)-I2 g..1193 Addition andsubtraction with carrying and borrowing:

1. (a)37 (b) 533 (c) 526 +39 135 .1.203

2. (a)191 (b) 26 (c) 727 -27 -3 -652

eibv.` Level IV SYMBOLS MULTIPLICATION AND DIVISION BASIC FACTS . DECIMALS

A. Identify the following symbols: 1: 3.2. 37 B. Multiplication and division:

1.(a)4. (b)6 (c) (a) 5 x3 x2 212

2.(a)6 (b)6 (c) 6 (d) 7 x6 x7 2.c.2 8

3.(a) 377 (b) (c) 141 26 ( 6)4_2

), 15)225 (b) 24)264_

(a) 2214115 (b)7ifif.o7 . (c) 7)4.909 C.Decimals: 1. .6 + 1.4 =

2. 1.3. - .7

3 3.4 x 5.20 =

L. 2.36 ; Level V UTILIZATION OF BASIC FA:TS

A. Nomy: L. $2.b.-- *$.39 =

2. $10.0 -

3. $ 5.9a x 7 =

L. 7) 149. bio

B. What is 35% of 39?

C. What iE 5% of $7.92?

D. If the saIes tax rate is on a pardhase of 44

Find the. areas of the following. fields:

1 0

2. F. Denominanz rumbers: 1,(3 pounas 4 ounces) + (IE pound 13 o-nces) =

2. (3 feet Li..inches)-a foot5inches)

3.(3 ft. 4 in.) x 2 =

k (3' 41J) x (2' 311)

S. (7 lbs. 3 oz.) i 3

G. ComMOn Fractions: This is 'a recipe fOr panCakes:-: 2eggs, li cups of milk,3k cups. of flour, 'tablespoon baking Powder'. Cook 1 minute on each Side. 1-serves tourl.

I. What would you need:to make enough for t*o peoble?

What woladyou need to make enoUgh f or eightpeopleI- Level VI

UTT7.177ATIO1 OF BASIC FACTS

A. If 7ou_ have 'a balance: t±..n. ymr'check-book 'of $141.92, 4nd a paycheck of $291.70, ame thefollowing bill to pay: electric bill, $15.32; rent 470..,01 groceries$75.00; phone 35.50; write the necessary chech-s, and keep arecord of your balance eaCh time.

1. Balance: date Deposit: Pay to: Eastern Electric Beil anc e : Chedk: Balance:

2. Balance: $ 2. date Deposit: $ Balance: $ Pay to: Holiday Apartments $ Check: Balance: $

date 30 Balance: $ Deposit: $ Pay to: Safeway Grocery.

. Balance: $ Check: $ Balance: $

Balance date $ Pay to: Pacific Telephone BalanCe t 9 ' Check.: $ Balance: $

B. If your income for the year wasIt.i921; your deductions. werP:

$1,294; and the :_tax .table ,reada:' " 4200.00:..+-10%-:.of. :amount Over . $3,000.00;7 -,ahO .Your eMploYer. withheld 32Q.5. Find :0117.t. how. .much you have .coming'back, hOw. Much: you .hav e t %pay. . . Level I CONCRETE A. A. Counting to-20 B. 1. B. Sets of concrete objects 26 3.

C. 1. C. Combining sets (adding) 2.

D. Money identification andvalue D. 1. 2. 3. 4. 5. 6.

E. More, less, and the same E. 1. 2. 3.

Level II REPRESENTATIONAL

A. Counting to 20 A.

B. Sets of graphic symbols B. 1. 2 3.

C. Combining sets (adding) 06 1. 2.

D. Subtracting the elements ofsets D. 1. 2. Level III SYMBOLS ADDITION AND SUETRACTION-BASICFACTS

Numeral recognition-visual and written A. A. NumeralViAllai Written 1 2

9 10 11 E---- 7 12 7 13 1 t

6 17 16 o 120

B. Symbol recognition

C. C. Addition and Subtractionbasic facts

1. Addition combinations lessthan 10

than 10 2. Subtraction combinations less (no borrowing) Level III (cont.)

3. Simple addition- withcarrying

4.-6. Addition and subtraction without carrying or borrowing (two digits) 4. a. b. C.

a. b. C.

Subtraction with borrowing 7 a. b. C. D. Numeral recognition- visual and written D. 1. Visual a b. C. di e.

.g.

2. Written

E. Addition and subtraction with carrying and borrowing E.

1. Two and three column addition with carrying

2. Two and three column subtr.action

with borrowing , 23"? NO" Level IV .SYMBOLS MULTIPLICATION AND DIVISION BASICFACTS DECIMALS A. Symbol recognition 1.

B. Multiplication and division

1. Simple multiplication facts 2-5 s 1. a. b. c.

clj

2. Simple multiplication facts 6-9's 2. a. b. c. d. e.

3. Simple division facts 3. a. b. C. d. One place multiplier with a two place multiplicand- no carrying 4. a b, One place multiplier with a two place multiplicand- with carryihg a. b.

6. Two and three place multiplier with two or three 'paace multiplicand

7. Two place divisor with a one place 7. a. quotient- with no remainder b.

8. Two place divisor with a two place .a. quotient- with no remainder b.

9. Long division- with and without remainders

a. Two place divisor -with a remainder 9. a. b. Long division with zero in the quotient b. c. Long division with zeros in the dividend and the quotient 0. Level IV (cont.)

C. Decimals

1. Addition

2. Subtraction

3. Multiplication 4. Division Level V UTILIZATION OF BASIC FACTS

A. Money 10 Addition 2. Subtraction WOMI 3. Multiplication. 4. Division B. Percent B. 1./ C. Percent C.

D. Percent (tax rate) D.

E. Area

F. Denomlnant numbers 1. Pounds and ounces (addition) 1...... 2. Feet and inches (subtraction) 2 3. Ft. and in. (multiplication) 30

and ' (squAred) 4. Ismamis. 5. Lbs. and ozs:(aivision) 5.

G. Common Fractions 1, Division 1. 2. Multiplicd;ion 2.

Level VI UTILIZATION OF BASIC FACTS Comment: A. Check-book balance A. le

B. Income tax: B. MATH EMAT I CS

BACK UP TESTS

241 INSTRUCTIONS FOR THE USE OF THE BACK UP TESTS

The purpose of the back-up tests is to give a more exact diagnosis than can be given with the quick math inventory.

There are seven back up tests: addition, subtraction, multiplication, division, symbols and abbreviations, common fractions, and reasoning.

Each individual test starts with simple concepts and gradually gets more complex. A student should be given a back up test when the quick inventory shows that he has some skill in a particular area, but leaves same doubt as to which skills he has and which need to be taught or reinforced. If, for example, the quick inventory shows that a student knows some of his multiplication facts, the multiplication-back up should be used to find out which facts the student does not know as well as how quickly he can recall the ones he does know (ie does the student have the multiplication facts memorized; or must he count each one up as he comes to it?)

Like the quick math inventory, the back up tests are to be stopped as socin as the student begins to have difficulty with the problems.

It is not necessary to BACK UP TEST ON ADDITION

I. Addition facts: Number correct

time

II. Addition:

A. Pairs of 2 or more digit whole numbers without carrying. A. 1.

2. 3. 4,

B. Pairs of 2 or more digit whole numbers involving carrying. B. 1,

7.. 8.

C. Pairs of numbers involving carrtying through zeros.

D. add up to ten two and three digit whole numbers (addition continued)

E. sums of money with the.decimal points lined up E. 1.

F. sums of money without having decimal points lined up. F0 1

3. v

G. decimal fractions with the decimal points lined up G. 1.

H. other decimal fractions without having the decimal points lined up: H. 1.

I. Add denominant numbers when the units have been lined up I. 1.

J.Add denominant numbers when the units have not been lined up. J. 1.

.BACR UP TEST OF SUBTRACTION

I. Subtraction facts:

number correct

time

II. Subtraction:

A. 2 or more digit wholenumbers without borrowing

4 (subtraction continued)

5..

B. 2 or more digit whole numbers involving borrowing through numbers B. 1.

C. 2 or more digit whole numbers involving borrowing through zeros

D. decimal fractions with the decimal points lined up D.

245 (subtraction continued)

E. subtracting SUMS of money E. 1.

F. Decimal fractions without having the decimal points lined up F. 1.

G. Subtract a larger number from a amaller number and give a negative number for an answer G. 1.

BACK UP TEST OF MULTIPLICATION

I. Multiplication facts:

number correct

time

II. Multiplication:

A. 1 digit times 2 digits without carrying A. 1.

B. 1 digit times 2 digits involving carrying, B. 1.

C. 2 or more digits times 2 or more digits

246 (multiplication continued)

D. 2 digits times 2 digits writ-ten horizontally D. 1.

E. 3 digit numbers with zeros in the multiplier E. 1.

F. 3 digit numbers with zeros in the multiplicand F. 1.

G. A whole number times a sum of money G. 1.

H. a whole number times a decimal H. 1.

I. a decimal times a decibzI I. 1.

J. a whole number times a denominant number J. 1.

K. A denomlnant number times another denominant number K. 1 .

BACK UP TEST OF DIVISION

I. Division facts: Number Correct

time (division continued)

II. One digit divisors:

A. short division, no zeros A. 1.

B. short division, zeros in dividend B. 1.

C. Short division, zeros in quotient C. 1.

D. long division, no remainders, no zeros D. 1.

E. long division, zeros in quotient only, no remainders E. I.

F. long division, zeros in the dividend, no remainders F. 1.

G. long division, no zeros, with remainders G. 1.

H. long division, with zeros, withremainders H..1.

I. division of sums of money I. 1.

2..

J. division of decimals J. 1.

K. division by decimals K. 1.

L. division of denominant numbers L. 1.

M. division of a smaller number by a larger numberM. 1.

ttr (division continued)

III. Two digit divisors:

A. short division, no zeros, no remainders A. 1.

B. short division, zeros in the quotient B. 1.

C. long division, no zeros, no remainders C. 1.

D. long division, no zeros, with remainders D.

E. long division with zeros E. 1.

F. division with zeros in the divisor F. 1.

G. division of a sum of money G. 1.

.2.

H. division of a thicimal H. 1,

I. division by a decimal I. 1.

J. divis:ton of a denominant number J. 1.

K. division of a smaller number by a larger numberK.

F49 BACK UP TEST OF COMMON FRACTIONS

I. fraction concepts: A. identification of representations of fractions A. 1.

B. relative size of fractions B. 1.

C. reducing common fractions C. 1.

D. rewriting improper fractions as mixed numbers D. 1.

E. rewriting mixed numbers as improper fractions E. 1.

II. A.ddition of common fractions

A. like fractions-

B. unlike fractions (fractions continued)

C. mixed numbers: C. 1.

subtraction of common fractions

A. like fractions A. l4

B. unlike fractions B. 1.

C. mixed numbers, no regrouping C. 1.

D. mixed numbers\with regrouping D. 1.

IV. multiplication of common fractions A. fraction times a whole number A. l

B. fraction times a fraction B. 1.

C, a mixed number times a mixed number C. 1.

V. division of common fractions A.divide a whole number.bY'a fraction.

B. divide a fracton by a fraction B. 1.

C. divide a mixed number by a mixed number C. 1.

-251 a APPLICATION BACK UP (situation problems)

1. simple addition 1.

2. simple subtraction 2.

3. simple multiplication 3.

4. simple division 4.

5. simple addition, 2 digit numbers 5.

6. simple subtraction 6.

7. simple multiplication 7.

8. division of a sum of money 8.

9. subtraction of a sum of money 9. (a;

(b)

(c)

(d):

10. (a) multiplication of a sum-Of money 10. (a)

(b) addition and multiplication inv(51- ving several numbers (b) 11. subtraction of fractions

12. mu'tiplication of decimals 13. complex problem involving division

14. multiplication of decimals

15.. (a) area ofa. rectangle 15.

(b) multiplication of a sum of money (P) 16. area of a rectangle involving conversion of units 16., 17. addition of sums of money 17.

-252 V- (application continued)

18. addition of sums of money 18.

19. addition of denominant numbers 19.

20. addition of denominant numbers 20.

21. complex problem involving several whole numbers 21. (a)

(b)

(c)

.-g BACK UP TEST ON ADDITION I. Work the following problems as quickly as you can:

0 1 2 3 2 4 5 0 0 9 + 0 +3 +7 +5 +5 +7 +4 +9 +7 +7

6 7 8 9 0 1 2 9 6 3 + 5 +3 +6 +3 +3 +0 +3 +3 +8 +7

1 3 5 6 9 8 6 4 2 0 + 2 +4 +6 +9 +5 +2' +7 +5 +4 -1-5

4 7 5 3 7 9 7 5 3 2 + 0 +9 4-2 +2 ±L +6 +6 +5 +0 4-2

5 7 9 8 0 1 9 2 8 3 + 1 +8 +9 +1 +8 +6 +8 +1 +7 +1

6 4 6 3 7 2 .8 . 1 9 . 0 + 1 +8 +0 +9 +5 +9 +0 +9 .+1 +1

3 6 4 5 6 4 7 3 7 2 6 6 +7 +0 +3 +2 +2 +8 +1 +8

5 4 8 2 8 1 8 0 3 4 + 8 +6 +3 +6 +5 +1 +8 +2 +3 +1

6 5 5 1 0 1 2 7 4 + 4 +9 +3 +4 +6 +8 +7 +9

8 1 7 8 1 9 9 6 5 0 + 9 +7 +4 ± +5 +4 +0 +2 +7 +4

II. ADD: A. (1) (2) (3) (4) 41 73 68 737 25 12 31 + 52 B. (1) (2) (3) (4) (5) (6)

79 87 432 539 894 948 +18 +93 +584 + 9 + 27 +367

(7) (8)

7934 59899 + 157 +64378

C. (1) (2) (3) 809 39278 70309 +133 + 1034 + 987

D. (1) (2) (3) (4) (5)

394 112 65 47 129 57 27 34 192 354 +256 493 28 57 121 + 81 97 229 765 52 386 394 21 343 941 34 293 275 55 871 256 .93 75 452 428 4-534 +329

E. (1) (2) (3)

$3.25 $11.95 $109.95 +$1.67 +$ 2.58 + $27.80 3.95

F. (1) (2)

$1.25 + $5.50 = $5.39 + $11.92 + $35.80 = (3)

$197.00 + $10.50 + 87 =

G. (1) (2)

1.35 .007 +2.09 +.056 H. (1) (2)

7 + .7 .08+ :9+ 8.3

I. (1) (2)

7 pounds 8 ounces 16feet 8 inches +16 pounds 12 ounces + 2feet 11 inches NOTE! 16 ounces = 1 pound (3) 12 inches = 1 foot 60.seconds = 1 minute 1 hour 30 minutes 20 seconds 60 minutes = 1 hour +1 hour 45 minutes 18 seconds

J. (1)

13 pounds 4 ounces + 2 pounds 15 ounces =

(2)

1 foot 11 inches + 8 inches = SO.

BACK UP TEST ON SUBTRACTION

I. Work the following problems as quickly as you can.

9 8 7 9 5 3 6 7 - 8 -5 -3 -2 -3 -2 -0 -1 -2

7 8 9 8 7 6 5 4 3 - 0 -2 -4 -1 -5 -2 -0 -1 -0

2 1 4 6 4 8 9 8 - 2 -0 -3 -1 -0 -3 -3 -7

6 5 4 3 2 1 4 7 8 - 0 -2 -2 -1 -1 -1 -4 -4 -8

. .

9 9 8 7 5 6. 8 9 6 - 0 -5 -4 -6 -5 1 -7 -0 -4

5 4 9 .3 9 8 6 5 9 - 1 __-0 -1 -3 ___-3 -6 -4 -5 -7 11. Subtract:

(1) (2) (3) (4) (5) A. 29 16 45 90 279 -17 - 3 -32 -80 -164

(6) (7) (8) (9)

428 519 429 700 - 13 - 7 -320 -300

B. (1) (2) (3) (4) (5)

28 32 56 311 42;: -19 -17 -29 -287 -396

(6) (7)

527 212 - 39 -109

C. (1) (2) (3) (4) (5)

70 50 90 700 401

-48 -38 -81 . -291 -225

(6)

520 .-497

D. (1) (2)

4.29 3.20 -1.75 - .09

E. (1) (2)

$4.97 - $3.28= $1.87 -25c

F. (1) (2) (3)

3.97 - 1.94 6 -.6= .6 - .06

G. (1) (2)

14 - 18 = 7 - 9= RACK UP TEST ON MULTIPLICATION

I. Work the following problems as quickly as you can:

0 1 2 3 2 4 5 0 0 9 x0 xI x7 x5 x5 x7 x4 x9 x7 x7

6 7 8 9 0 1 2 9 3 6 x3 x6 x3 x3 xo x3 x3 x7 x8

1 3 5 6 6 9 8 5 2 0 x2 x4 x6 x7 x9 x5 x2 x4 x4 x5

4 7 5 3 7 9 7 5 3 2 x0 xc x2 x2 x0 x6 x6 x5 . x0 x2

5 7 9 8 0 1 9 2 8 3 xl x8 x9 xl x8 x6 x8 xl x7 xl

6 4 6 3 7 2 8 9 9 0 xl x3 x0 x9 x5 x9 x0 x9.- xl xl

3 6 4 5 6 4 7 3 7 2 x6 x6 x7 x0 x3 x2 x2 x8 xl x8

5 4 8,, 2 8 1 8 0 3 4 x8 x6 X34 x6 x5 xl x8 x2 x3 xl

6 9 5 .1 0 1 2 4 . 7 4 x4 x5 x3 x4 x6 x8 xO x4 x7 x9

0 8 1 7 8 1 9 9 6 5 x4 x9 x7 x4 x4 x5 x4 x0 x2 x7

II. Multiply:

A. (1) (2)

12 14 x4 x2

T,g,12SEL- B. (1) (2)

16 25 x 3 x 3

C. (I) (2) (3) (4) (5)

28 37 59 123 698 x92 x98 x74 x457 x395

(6) (7) (8)

827 7945 3924 x356 x3826 x 16

D. (1) (2)

39 x 81 23 x 47

E. (1) (2)

235 621 x503 x207

F. (1) (2) (3)

809 702 302 x235 x391 x407

G. (1) (2) (3)

$3.95 $4.20 x 6= $16.92 x15 = x 4

H. (1)

.33 x 45

I. (1) (2) NOTE! 12 inches = I foot .78 3 feet = I yard x8.2 .4 x .04=

3. (I) (2)

15 feet 3 inches x 5 = I yard 2 feet x 6 =

K. (1) (2)

17 feet x 12 feet 13 feet 6 inches x 12 feet 6 inches BACK UP TEST OF DIVISION

I. Division facts.Fill in the answers as quicklyas you can.

3 + = 14+7 = 154- 5 = 10+ 5 = 28 4-7 =

204- 4 = 63--7 = 24+ 4 = 45+5 = 15 --; 3 =

30+5 = 21+3 = 48 -; 6 = 27 :3 = 6 +3 =

27+3 = 48+8 = 21+7 = 4+4 = 5449 =

24- 2 = 12+4 = 30+6 = 42 -,1-7 = 45 4-5 =

8 +2 = 20 +4 = 8+4 = 8-.1- 8 = 63+9 =

104. 2 = 6+-2 = 54+6 =. 42+6 = 25+5 =

4 +2 = 16+4 = 5+1 = 56+ 8 = 814- 9 =

8 +1 = 6+6 = 72+8 = 56-1-7 = .. 49+7 = 36+ 9 = 9+ 9 = 32+8 = 27+ 9 = 35;5 =

18+9 .-= 72+ 9 = 7+7 = 28+ 4 = 18+6 =

36+ 6 = 28 4-7 = 18+3 = 8 +-2 = 14+2 =

24 +8 = 16+8 = 32+ 4 = 5 + 5 = 36+ 4 =

24+3 = 12+6 = 40 +5 = 40 +8 = 24 +.6 =

64 +8 = 9 +3 = 12; 2 = 35 +7 = One digit division. Carefully work as many problems as you know how to work, then go on to two digit diviston.

A. (1) (2)

7 11.17--7 2 ITIT-1.

B. (1)

C. (1)

23226-2-.

D. (1) (2) 7Y896 3)452

E. (1)

F. (1) 3 PM

G. (1) (i)

47E47- 5.17.1-32

H. (1) (2)

5)543 3.3-5-M7

I. (1) (2)

35 $4.26- *8.10

J. (1) (2)

5 )75:17-5 477:17-

K. (1) (2) .6157- .557E

L. (1) (2)

3feet 4 inches 4- 5 = 1 pound 5 ounces4- 7

M. (1) (2)

2611 III.Two digit divisors: A. (1) (2) 7? B. (1) 14 TT3TA--- C. (1) 18 T32-5-8 D. (1)

E. (1) (2) 17 \ 5202 495-5-6-57 F.(1) (2) 30 7250 60 3.-T6-3- G. (1) (2)

(1) (2) 48 76- 1637.771 1.(1) (2) 1.6)- 320 J.(1) (2)

6 feet 3 inches 25 6 pounds 9 ounces 15 K. (1) (2) 48 3-1-2-- 90 ye-I-- BACK UP TEST OF COMMON FRACTIONS

I. Fraction concepts:

A. What fraction of the following figures is shaded? (1) (2) (3) (4) rZa,

B. Circle the largestfraction in e ach box:

(1) (2) (3)

3/5 1/4 6/7

4/5 1/3 7/8

C. Reduce to lowest terms:

(1) (2)

3/6 8/12

D. Express as mixed numbers:

(1) ,(2) (3) (4)

5/3 12/2 4/3 3/2 .

E. 'Express asimproper fractions:

(1) (2) (3) (4)

3 1/5 3 1/4 .8 1/8 3 314

11. Add:

A. . (1) (2)

1/3+ 3/4 1/3+ 2/3

B. (1) (2)

1/24 3/4 1/3+ 2/3

C. (1) (2) (3)

2 1/3+ 3 1/3 5 2/3 + 4 1/6 6 1/2 + 5 2/3 III. Subtract:

A. (1) (2)

3/4 1/4 = 2/3 - 1/3 =

B. (1) (2)

1/8 - 1/16 = 3/4 = 1/3 =

C. (1) (2)

6 3/4 - 5 1/4 = 5 1/2 - 41/4 =

D. (1) (2) %

7 1/4 - 3 2/3 = 4 1/4 - 2 1/4 =

IV. Multiply:

A. (1) (2) (3)

1/3 x 9 = 16 x 1/4 1/4-x 5=

B. (1) (2)

1/2 x 1/3 = 3/4 x 213 =

C. (1) (2)

1 113 x 3 1/4 = 61/6 x 43/4 =

V. Divide:

A. (1) (2)

9 i 1/2 = 7 Ir 2/3 =

B. (1) (2)

1/3 : 1/4 = 3/4 1- 2/3 =

C. (1) (2)

519 6 1/5 = 3 1/8 .= 4 1/3 =

---=64- Name

date

BACK UP TEST OF ABBREVIATIONS AND SYMBOLS

I. Draw a line from the phrase on the left to all symbols on the right that have the same meaning. Some phrases will have more than one symbol.

eight divided by eight 8"

eight times eight 8'

eight feet 8 x 8

eight inches 8)g--

eight pounds 8 8

eight ounces 8 ft.

eight plus eight 8 yd.

eight minus.eight 8 lbs.

eight yards

eight miles 8 + 8

the square root of eight

80z.

8 - 8

8 mi.

II. Complete the.sentence by filling in the proper number:

one foot inChes

one yard = feet

one pound = ounces

'one hour = minutes

one square foot = square inches

one square yard = square feet 265 APPLICATION BACK UP TEST

SITUATION PROBLEMS:work carefully and show your work. klhese problems may be given orally in Englishor Spanish.)

1. A scout troop hiked 5 miles on Monday and 12 mileson Tuesday. How far. did they hike in all?

2. If you had thirteen peanuts and ateseven of them, how many would you have left?

3. A store bought 15 cases of canned peaches, eachcontaining 20 cans. How many cans of peaches did they buy.

4. Joe is on a 50-mile hike. If he has 5 days to complete the hike,llow far must he go each day?

5. A man picked 57 boxes of apples one day and 72 boxesthe next day. How many did he pick in all?

6. SACRAMENTO .GRIDLEY CHICO

0 0

According to the above map, it is 26 miles from Chicoto Gridley and 82 miles from Chico to Sacramento. How far is it from Gridley to Sacramento?

7. A man walked 3 miles a day for seven days.How far did he walk?

8. A grocer pays $28.80 for a gross (144) of loaves of bread.How much is he paying per loaf? SITUATION PROBLEMS (continued

9. How much change should you receive if you pay for:

(a) a $2.80 purchase with a $5.00 bill?

(b) a 25c purchase with a $1.00 bill?

(d) a $1.25 purchase with a $20.00 bill?

10a. Joe earns $2,27 per hour.How much would he earn in an eight-hour day?

10b. If Joe is paid double time for holidays, how much would he earn in a five-day week that included one holiday?

11. If it takes 5 hours to fly fram New York to San Francisco, and a plane has been flying from New York to San Francisco for 23-2- hours, how soon will it land in San Francisco?

12. If a lathe is set to take off .005 inches per cut, how much would it take off in seven cuts?

13. If a cross country trucker can average 45 miles per hour, and he has an 800 mile trip to make in 2 days, how many hours must he drive each day?

14. How far would a race car have to go to make 1.5 laps on a 2.3 mile race course?

v- 267 SITUATION PROBLEMS (continued)

15a. How many square yards of carpet would you need to cover this floor?

7 yards

1513: At $5.95 a square yard, how much would thecarpet cost?

16. To the nearest square yard, how many square yards of carpet would be needed for this floor? (3 feet = 1 yard)

17 feet

17. How much would it cost to buy a 59 can of lunchmeat, 23c worth of carrots, and a $2.82 roast?

18. Mr. Guzman earned $139.50 one week, $126.00 the next week, $153.25 the 3rd week, and $179.30 the fourth week. How much did he earn in all?

19. Mrs. Jones bought 1 lb. 3 oz. of beef, 3 lbs 4 oz. of pork, and 1 lb 8oz. of:lamb. How much meat did she buy in all? SITUATION PROBLEMS (continued)

20. 6c:11-Jen Oi Wei//5' 3"

140L.45e

140LAse

A farmer needs to lay pipe from his well to hishouse, from his well to his chicken house, and from his well tohis garden. How much pipe does he need?

21. A farmer harvested 827 bales of hay and has already fed 491 to his cattle. He needs at least 500 more bales to finish out the winter.

(a) How many bales does he have right now?

(b) Does he have enough?

(c) How many will he have left or how many will he have to buy by the end of the winter? FUN IN LEARNING 41_ Extended Day Activities A Guide to Region 11 for Personnel A E.RegionComponent S. E. A.1 Title of the Ca liforniafor th e Education of Migrant Children I I Office of Migrant Education I, P. L. 89-750 Plan THISINCLUDEDPRIMARY GUIDE HAS AND ARE BEEN INTERMEDIATE-AGEEDUCATIONALLY DEVELOPED FOR VALUABLE MIGRANT PERSONNEL AS CHILDREN. WELL ASWORKING BEING CULTURALLYWITH THE ACTIVITIES ACCEPTABLETHE GUIDE ISTO DIVIDED MIGRANT INTO YOUNGSTERS. THREE SECTIONS: (A) LANGUAGE ORGANI- FREQUENTLYFROMZATIONDEVELOPMENT, EACH OF THE OFAND, 'THEEXTENDED THREE DAY SECTIONS. PROGRAM SHOULD INCLUDE (B) RECREATION, AND (C) ARTS AND CRAFTS.IN MOST SITUATIONS, DA ILY. ACTIVITIES SHOULD BE CHANGED ACTIVITIES ADAPTYOU PARTICULARARE IT ENCOURAGED TO MEET SITUATI,ON. THE TO NEEDS EVALUATE OF THE EACH MIGRANT ACTIVITY CAREFULLY AND CHILDREN IN YOUR I. ILZLEL asImaxa IVOISARd IMOD NEIAHH oNITIox 8ELE6E suanaadIHS aIvuia GMV NVIDDNIS xoa arms HI NNIS L98969OL SINaNHEISNI uoIsnw aumosaSTIOD Iva=visa° ON NOIHIVINad 17E1EZEEE omparnoo aaas Iaamoo arias NWHI HOVU sariiiis 99 - i79E959 HSIMIS aNy 'aunsvax HOIVO OINV d0OH aHl awnf ONIdNflf OE8Z6z sNoirinsnau Na0d okuparmoo INVrId sarma NuaLIva alas V NOId 650919Z9 'MUDS ainNiw anIa ana XVM SaVlDGUVO8 NOM 7 sanoIs aNIWOINVd sDNIavallamanbas avuoDNIavau ,95 Lg8g XONNVSdNflf 1VaNNZODuNomaxia NrIVHD aaualooapva NaIIIND Oz (xaagaw xuaidany) DNINaISI1 smaaIIva aDVONVISW.= Iapana gg sassva&WM auaiaxsya auumisva 8161 "sNOIssnbsIO HOd amanaaxa aiviaawNI 104 HOIODSd0H aDVIIDNVI - 1gZgEg DNIMONHI SSWONINRfl MIND arIV8 aSV8 5191LI aloa DNIHSIAsaila aaaia awoH ( j Og NOIIVaHOSU - SSOI ssaNamv NoIIpas El17111zl aoNnuaaxa omIaopaa IflODIVLS xporlopaaov1DNv7 NVISIGSNOIIVUISNONaG 817 aDVHDNV1 NaIIINM ZII SVH OHM 86OT samanaaxa DNIXOOD %HIM aimvallo NOIIVUINaDNOD . num aavils ONV uorloo gi7917 (svisaia) MOHS ALDIVA xoa laaa GMV HOflOI amanbas unsIA SDNIH1 9 DNIavau avuomsaInb NOOINVODNInumaivo 117717 sraaau smaN aaavl xoa aNnos ODNIdS aovsn aAmarav DNINVIiDNISIINHAGV X008 (°41.100) V NOIIMS sINKSOD a0. ativ ... mawaolatiaa aNnmva-v NoiIpas SOT901LOT HAOIS.UODUVED-ININ8NOISSHWINDISRG aunIvm XVM aanali tOTTOTZOTEOT MOD "%maim" irivs uariso)1NVN . V axvw moor' 66001L686 OVEEsausoN DMIUIS ONIONVII wanMVIIC (INV NX03 xam aioasiu E6V6g696 TIN/MINN No-anao iV SNUHIIVa INIVa UHONIaWEE ILAIG tNIIIflD 6ZT9ZILZI8ZI stioIssauaNa gums' avunxavunigslams UHONVidI ONImum b16Z6 usNormaaw HMO%ibiuma m 11XIIVEE11 NOAYUD SISfl NMOaD tZTEZTSZT IflIVONIINIVa HSIMEE-INRS HNOIS GNV XDIISavum MUMS L88898 ' sauluoIa IflO MOTa Sulam anorm GNVS Gauorm IVODV " 611OZTIZIZZI aaoa iava aaas ONIINIVa IavsDNIISVD GRVS aaas E8478g8 slam QMV sIuv - D aunioIaNOLL)15 mom aoom anblINv . SOVU NV 911811SITLIT SHOVINOHN uamoria GMVNOIIDVUISEEV lays uvanoNvioau SIMON IDHSNI INIVa NOM AvaauXVM JO DfliFEZ Nfl aum ZITEITtIT ONZINIVaONIAWM HONflOdJAW dal 110HDNOan070EIHIL, (aNIm) simassauxs 11HDDOS amvuo ONINNIMS aiii 801601OTT (.4u00) sIavuo Qv saw JUV 141103 aaua arlaooN NO ONIINIVaHAOIS XDVaD mums (75i75) mouvanau - ONTEIVM GNV ONIdNflf 1101 NOIIDHS1120DOS LANGUAGE DEVELOPMENT SECTION A PROCEDURAL 1. TAPE RECORDER N O T E S ADVERTISING A C T X V I T Y MATERIALS: 3.2. PAPER1LZROP1IONE AND PENCILS HAVEPRODUCT. STUDENTS THINK OF A SIX WORD ADVERTISEMENT POR SOME TO EXPAND ALLOW STUDENTS TO READ AND PUT . VARIOUSADVERTISEMENTS PRODUCTS ON ANDTAPE, PRESENT THESE TO OTHERS. GROUPS MAY AISO PLAN SKITS FOR. PROCEDURAL1. PENCIT4 NOTES- ADJECTIVES USAGE ACTIVITY MATERIALS: 2. DITTO SHEET EXAMPLE: VAR/OUS.POSITIONSTEACHER MAKES DITTO ARE BYDRAWN TRACING NEAR ORPICTURE DRAWING (SEE AN EXAMPLE).ANEMAL, LINES STUDENTS LAN THENBE EXPANDED WRITE ADJECTIVES BY USING OBJECTSDESCRIBING FOR TOPICS.TO ANIMAL ON EACH LINE. IDEA -

OTHERS: ' FRIENDTa4 JONES ,.(BOY QR GIRL) " BROTHERSISTER . MOTHER ETC. L.1/40-0 4 FATHER PROCEDURAL NOTES MATERIALS: 2.1. CRAYONSPAPER BOOK MAKING ACTIVITY 4.3 . STAPLERPENCILS OLDERHAVE STUDENTS STUDENTS HAKE WRITE THEIR BOOKS OWN FOR BOOKS. YOUNGER STUDENTS. INITIATE A PLAN TO HAVE MAKE CHILDREN.ARRANGEMENT FOR.OLDER STUDENTS TO READ THEIR BOOKS TO YOUNGER VARIATION: TEAM STUDENTS TO WORK TOGETHER PROCEDURAL NOTES MATERIALS: 2.1. CARTOONSPENCIL CARTOON QUIPS ACTIVITY SELECTIONSSCAN MAGAZINES, AND REPRODUCE COMIC SECTIONS, THEM FOR ETC. MASS DISTRIBUTION. COLLECT SUITABLE IF DUPLICATEADDOPAX MACHINE AND LET IS STUDENTS NOT AVAILABLE, DEVELOP DRAWTHEIR OR OWN TRACE CAPTIONS. ONTO ftTTO. PROCEDURAL1. MAGAZINES NOTES CATEGORIZOG ACTIVITY MATERIALS: ' 3.2. SCISSORSPASTE OR GLUE INSTIUICTOR GIVES ORAL DIRECTIONS SUCH AS: "FIND ALL THE THINGS MAGAZINESTHAT FLY ANDAND CUTALL OUTTHE APPROPRIATERED THINGS YOUPICTURES. CAN". LET STUDENTS SCANAFTER A GIVEN BUTCHERTIME TALK PAPER. ABOUTYHAT THEY FOUND. MAKE COLUMNS UNDER WHICH CHILDREN THINK THINGS START A CATEGORY CHART ON CATEGORIESSHOULD BE PLACED.. LET CHILDREN PASTE CUTOUTS IF PROPER

5111 PROCEDURAL NOTES SCRIPTS CHORAL READINGS ACTIVITY MATERIALS: READ VARIOUS SCRIPTS PREPARED ON DITTOS. 1. AS STUDENTS BECOME READINGS.LESS SELF-CONSCIOUS, LET THEM DO IXDIVIDUAL PARTS VAR" PROCEDURAL NOTES ACTIVITY MATERIALS: 1.2. pENCILPAPER COLOR ANDSHAPE WALKS -TAEEXCURSION GROUP WILL IS TAKETO HAVE A:WALKING STUDENTS EXCURSION. SEARCH OUtCOLORS TO GO WITH PURPOSE OF . VARISNSHAPES. EXAMPLE: YELLOW,SQUARE BLUE. TRIANGLE, ORANGE OVAL. COLORSSTUDENTS AND THEN SHAPES. LOOK FOR OBJECTS OF CORRESPONDING NOTES ACTIVITY MATERIAL : PROCEDURAL2,1. OLD3"X5" MAGAZINES CARDS CONCENTRATION 3. 'GLUE SCISSORSOR PASTE 4. PAIRS IN MAGAZINES. CUT GUT AND HAVEPASTE CHILDREN bN CARDS, FIND SIMILAR DIVIDECARDS AND PLACE IN "THIS IS A PACKETS. SHUFFLE CARDS FOR FUTURE ANDUSE.AND PLACE TRYING FACE-DOWN. TO MATCH IT INTRODUCE PATTERN, ONE CHILD STARTSBY TURNING A SECOND GAME BY.TURNING CARD OVER CARD OVER. IF HE TEEPOSSIBLE GIRL ISPATTERNS: PRETTY. MATCHES,OTHER HEPLAYERS GETS OBSERVE ANOTHER'CHANCE UNTIL HE MAKES AND TRY TO UMBER:WHERE A WRONG MATCH.LIKE CARDS ARE 1HETHE.GIRL GIRL IS NEAT.HAPPY.' PLACED,TURN, REPEATINGWHEN A, WRONG THE SAME PROCEDURE, MATCH IS MADE, ANOTHER PLAYER TAKES A THEPOSSIBLE BOY IS PATTERNS: DANCING. THE1HE BOYBOY'S IS BOOTSSMILING, ARE BLACK. OPPORTUNITYCOOKING EXPERIENCES: SHOULD BE TAKEN BY TEACHERS AND -FOODTHEIR ISASSISTANTS AS BASIC TOTO MAKEAN EDUCATIONAL PROGRAM FOR YOUNG CHILDREN AS PROCEDURAL NOTES CHILDREN AWAREIT IS OF TO FOODS THEIR ANDPHYSICAL INTERESTED HEALTH IN AND NEW GROWTH. EXPERI- EVERY PROVIDEODOR,ENCES ASINCOOKING WELLEATING. ASEXPERIENCES A. NATURAL AT SITUATION ALL THESE FOR CONVERSATIONPLANNED AND COOKING SOCIAL GROWTH.EXPERIENCES ARE ESSENTIAL IN PRESCHOOL, KINDERGARTEN AND MEAL TIMES, SNACKS, AND FOOD PREPARATION CAN CREATE EXCITING LEVELS, NOT REALIZING HOW SIMPLE IT IS IF CAREFUL PLANNING IS PRIMARY SCHOOLAWARENESS CLASSES. OF COLOR, TASTE, TEXTURE, AND EMPLOYED.FAR TOO FEW TEACHERS THE VOLUNTEERSFOLLOWING (PARENTS)SUGGESTIONS ARE ARE ENGAGED. ADAPTABLE TO ANY AGE AND 2.1.GRADE KEEPPLAN IN A MINDCOOKING THAT EXPERIENCE EVERY CHILD AS INOFTEN YOUR AS CLASS THE BUDGETOR GROUP ALLOWS: NEED NOT LEVEL. SUCCESS OF SUCH PROJECTSEVERY IS DAY MORE IF POSSIBLE.LIKELY IF AIDES OR PARTICIPATE IN EVERY COOKING ACTIVITY. ' 6.5.4.3. MOSTPROVIDEQUICKLYCOOKING COOKING AREVIEWEXPERIENCES "COOKING EXPERIENCES PROCEDURE AREA" ARE ARE ANSOWITH EFFECTIVESUCCESSFULCONSISTANT NON-PROFESSIONAL WAY WHENPROCEDURES TO NOINVOLVE MOREASSISTANTS AND THAN RULES FOUR TO CAN AVOID CONFUSION PARENTS, PROGRAM AIDES, OR OTHER COMMUNITY VOLUNTEERS. CHILDREN BEMEET EMPLOYED. WITH AN ADULT TO COOK. AND INSURE SAFETY OF ALL INVOLVED. 0 KUES" LATER AND DEVELOP UNDERSTANDING OF9.8. THE7. WHENEVERHAVEPROVIDE ALL POSSIBLE,MATERIALS, A WORK TABLESTART RECIPES, LOWWITH ENOUGH AND"SCRATCH" INGREDIENTS FOR CHILDREN'SRECIPES READY TO COMFORT. HELPIN DEVELOP DIFFERENCES, ADVANCE. CONCEPTS RELATED TO MEASURING AND MIXING. (WASHING, APRONisCLEAN-UP, ETC.) 11/1 USE C,13,,TpEE DIFFERENT GROUPS THAN- TO TRIPLE A RECIPE WITH 10.ONE GROUP--AND MORE FUN, PROVIDING 3 TIMES THEFOODS CAN BE PREPARED TO SHARE WITH ENTIRE CLASS OR SMALL GROUP. IT IS MORE REALISTIC TO MAKE ONE RECIPE WITH EXPERIENCE. */ELL ANOTHER GROUP HOW THEY PREPARED THE FOOD 13.12.11. SOMEGIVECAPITALIZE APPROPRIATEFOODS MIGHT ON LANGUAGE RECOGNITIONBE PREPARED EXPERIENCES: TOBY COOKINGADULT WITH GROUP. CHILDREN THERE ENCOURAGE(DEVELOP QUESTIONS SEQUENCE). DURING COOKING, EXPLAIN WHAT IS PERHAPS THEY CAN HELP SERVE THE PREPARED FOOD AS LUNCH OR TO VISIT, TASTE AND SMELL. DEGREE OF PARTICIPATION BY BEING DONE, HAVE COOKS SNACK. PROCESS.CHILDREN DEPENDS ON COMPLEXITY AND SAFETY15.14. OF HAVESOME RECIPES COOKING PRINTED EXPERIENCES FOR PARENTS: MAY TAKE TWO DAYS. CHILDREN LOVEPREPARATION. SUPERVISING THE ACTIVITY AT HOME. SAME GROUP MAY BE USED BOTH DAYS TO INSURE UNDERSTANDING OF THE MAKE THE MOST OF EACH EXPERIENCE: A.C.B. DEVELOPEXPERIENCELET CHILDREN CATEGORIES RAW HELP FOODS, WITH(GRAINS,'FRUITS, THEN SHOPPING COOKEDrYARIETY, IF POSSIBLE VEGETABLES, SPICES, ETC.) JUICES, ETC. SOMETHE SECRETSUGGESTED IS TOEXPERIENCES PLAN CAREFULLY (BEAR ININ MIND THESE AREJELLOD. KEEP CANS, BOXES, SUPPLY OF BEANS, GRAIN, BREAD (YEAST) ADVANCE, INSURE SAFETY, ANDSOUP WORK WITH A VERY snALL GROUP. ONLYETC., A BEGINNING)FOR PLAY STORE OR PLAYCOOKIES HOUSE. (VARIETY INCLUDING RAISIN, FRESH FRUIT JUICES BISCUITSPUDDINGSCUPCAKE CAKES MELONTORTILLASBUTTERICE BALLS CREAM WAFFLESAPPLESAUCEPIES'STEW HOTCOOK-OUTS: CHOCOLATE, CHOCOLATE MILK OATMEAL, PERSIMMON) BARBEQUESHOT DOGS, HAMBURGERS, GINGERBREADJELLIESCOOKEDRHUBARB, ANDVEGETABLES ARTICHOKES, JAMSAND GINGERBREAD AND UNUSUALFRUITS MEN FOODS MUFFINS CORN BREAD CASSEROLES BEANS, RICE, AND OTHER GRAINS -9- 4 HONEYHARDBOILED MIXTURES EGGS AND DEVILED EGGS PROCEDURAL NOTES CREA.TIVE WRITING ACTIVITY MATERIALS: 3.2.le CRAYONSPAPERPENCIL ABOUTDRAM AN IT. IMAGINARY INSECT OR CREATURE. WRITE A SHORT STORY PROCEDURAL 1, SYMBOL CODE NOTES DECODING EXPERIENCE ACTIVITY MATERIAL. . 3.2. MESSAdEPAPER AND PENCIL CODE INSTRUCTOR "'YPLAINS DECODING TASK BY DOING FIRST WORD ON THE B = 0 CiALKBOARD. 'LASE CHILDREN THAT UNDERSTAND-ARE ALLOWED TO . 1.1ESSAGEPROCEED. IS TRANSIATED AND WRITTEN IN CURSIVE OR EL STUDENT IS GIVEN A CODE SHEET AND MANUSCRIPT AON MESSAGE A SHEET. . c =47 = ..CLEANNEEDED. SHEET 07- ?ARR.. INgTRUCTOR GIVES INDIVIDUAL HELP WHEREVER E =X S VARIATION: LET STUDENTS COMPOSE MESSAGES AND EXCHANGE WITH OTHER F=O = U STUDENTS FOR DECODING, K = t> = 4 v XIN= = L 4 = txf Zy=D -;11- 4 $ tOT MATERIALS: PRocEDU4AT1. ? L_A.UNSTRATIONS 4cTiviTY WORKCAPITALIZE IN PAIRS ON cat ANY INDIVIDUALLZ.: EXPERIENCES STUDENTS AFTER THE HAVE CHILDREN HAD. HAVE CHOSEN IET STUDENTS 1 A THEMFEASIBLE ASSISTING DEMONSTRATION, IN GATHERING THE NEEDEDINSTRUCTOR MATERIALS, SHOULD CONFER WITH WORKABLE DEMONSTRATIONSTECHNIQUES, ETC. MIGHT BE TORTILLA MAKING, GUITAR PLAYING, SOCCER PROCEDURAL NOTES ,rastN MATERIt L S: g.1 DISTARDIS TAR TAKE LANGUAGE HOMES KIT DISTLR LANGUAGE ACTIVITY SEQUENTIALORAL LANGUAGE PROGRAM. DEVELOFNENT KIT PITT OUT BY S.R.A. FAST MOVING LESSONS ARE SET UP WITH SPECIFIC OBJECTIVES GOODPAMILiARIZEAND TEACHINGPATTERNS. HD1SELF TOOL WITH FOR E.S.L.THE TECHNIQUE AND MATERIALS.. VERY TO USE THIS APPROACH, THE INSTRUCTOR MUST PROCEDURAL NOTES ACTIVITY MATERIALS: 2.1. NAILSSTRING (4 FEIA) ECOLOGT UMFOUT 4.3. PENCILPAPER FIND QUM OUTDOOR AREA TO TAKE GROUP. ASSIGN PARTNERS ARD TEAMLET THEMTHEN STAKEOBSERVES OUT ANDAN AREALISTS WITHIN FAUNA THEAND INSTRUCTORSFLORA WITHIN VIEW. THE AREA. EACH ASSISTSOF THEIR AS STAKEOUT,NEEDED. IHE INSTRUCTOR CIRCULATES AMONG TEAMS AND NOTE: SHAPESTHIS CAN WITHIN ALSO THEBE ASTAKED SPECIFIC AREA. EXPERIENCE USING COLORS OR PROCEDURAL N T E. S ACTIVITY MATERIAL S: 2.I. DATACAMERA SHEET (FOR SLIDES) FIELD TRIPS DEVELOINTTHE FIELD OP TRIPANY OTHEROFFERS FORM THE MOSTOF EXPERIENCE. VALUABLE SOURCE FOR VW.ABULARY MIEREFORE TO OBTAIN FOLLOTIINGTHE MOST EFFECTIVE SUGGESTIONS RESULTS ENRICH TAKES ANY FIELDMUCH PRE-PLANNING.TRIP:: THE A.PRE-PLANNING !MN Ming min wilY li(Al ARE WING, #3 A.FIELD TRIP VISIT THE SITE B. RESEARCH IRE SITE. ANDPICTURES- TAKE MORE , O. PREPARE VOCABULARY-LIST. B. INCLUDE PICTURES , D. SITE,TARE SLIDES;AND POINTS STILLS OF INTEREST.OF ACTUAL #4 POST-TRIP SHOWINGINVOLVEMENT PUPIL DEVELOPTIV_IWTRIPA. USE SLIDES, STILLS AND VOCABULARY A. ANMREVIVORALLY. DISGUss SLIDES B. DISCUSSSIONS.LISTS IN ANDPRE-FIELD VIEW RELATED TRIP DISCUS- AREAS OF B. MEW VOCABU7 FORIMEMORYSLIDESLARY AND AS USE VEHICLERECALL. ativ4PROPOSED Bo= SITE. QUESTIONS UNANSWERED WRITeNUSEEURCI8Es. WIDES FOR -15- tANGUAR ?RUCEDURAL STRING NOTES FTSHING ACTIVITY MATERIALS: I. 2.3. MAONETDOWELiNg OR STICK TIE A PIEOR OF STRINO TO A LENGTH OF DOWELING ORA STICK. 4: AMOY PIN4; OLIN, ETO# CANON THE "CATCH" OTHER WHEYEND OPPINS, THE STHiNG,OLIPS, HAMTTE Elig$ A MAGNET. A GIANT FISH! THE CHILD HOME LIVINO: pRodEURAL UOTrn ALSOUPSPACE; A REmEMBERLIVING-DININC HOME LIVINGThAT A RooNAMAUNIT,HOUSE NFAR-AY ROLE PLAYING IS ESSENTIAL IN CHM PUF,LOMENT, GAS STATION, GROOnY STORE,RARELY ETC. OpERATES WITHOUT WATER, AND WATER DRIES QUICKLY! WITH OOME FURNITURE, EASEL PAINTINGS MOUNTED ON WALL, AND IT WILL BE ESSENTIAL IN YOUR PROGRAM. IN HOME UNIT, PROVIDE MORE THAN KITCHEN; FLOOR LAMpr FISH BOWL, ETC.v GIVE IT PLENTY OF CONSIDER SETTING HATS: FOR HOKE LIVINGBOYS, GIR1ACOMERI DISHES FOR EATING, COOKING A1 :13 BAKING DRESSESBELTSSUSPENDERSCOATS, JACKETS CANNISTERS"TIRED" APPLIANORNI FOR PLAY DOUGH, gOTP gRE4T41(NOTE: ETC.CAN BE PLUGGED IN, SHALL TRAVEL IRON WITU DIAL WELTI TAPED ON LOW TOWER, wAFTLN IKOR;WARMED kadTkia TO PRYTOUCH PAN, AND USED WILDREN,) TEMPERATURE IRa i JEWELRYBOOTSSHOES (LEATHER AND RUBBER) BIRDSHORTLIVING AND MOPS, PLANTSCAGE: BROOMS, ETC. PLACE IN HOME'CORNER f, APRONSELECTRICALPURSESGLOVES APPLIANOEN (INOPERATWE) DOORFURNITURECURTAINS, BELL BEYONDORWASTE BUZZER PAPERKITCHEN: TELEPHONES BASKETBED SMALL BASKET, CHAIRS, TOOLS CHILD SIZE 0 DISCARDEDFLOORCOMBSPOT HOLDERSLAMP AND LOVE (WORKING)WIGS SEAT, orlOMAKI ETC. KITCHEN:FACSIMILE OF T.V. (LIKE BOX BEHIND WHICH OTHER THEREDISHESTABLE ANDISAND NO cHAIRS,SINK; SUBSTITUTE BLOCKS BTOVE, MkANDAH1 REFRIGERATOR, WATER DOXES WILL CABINET DO, CHILDREN CAN BUT FOR BLADELESSCOLOGNESHAVING BOTTLES LOTIONSAFETY (EMPTY(EMPTYRAZOR (STRESSAND FULL:FULLC SAFETY PLASTIC)PLASTIC) AT HOME) BEDP.S. FOR CLASS PET (DOG, KITTEN, RABBIT)PRODUCE SHOW) DO YOU EVER SERVE SNACKS IN THIS AREA? WASH"SWEET""SLICKERS"PLASTIC TUBS, DISHSOAP WATER, AND PANSAND UMBRELLAS SOAP,WASH BASINSSPONGES, BEATERS TABLE, PURSE AND WALL MIRRORS:MAGAZINEFLOORCOFFEETHROW LAMP RUG POTAND BOOK RACK PHONOGRAPH AND RECORDS -1"7-! AMPL.P.MITRa PROCEDURAL PAPER NOTES IMMEDIATE EXPERIENCE FOR ORAL DISCUSSION ACTIVITY .MATERIALS: . 1. PENCIL EMPLOY THE HELP OF ANOTHER PERSON IN YOUR SCHOOL, 2. HAVA THE ANTICSPERSON, SUCH DISGUISED; AS SCREAMING ENTER ANDTHE ROOMJUMPING. UNEXPECTEDLY, UDING STRANGE THE VISIT DRUM BE DISCUSSIONBRIEF WITH AUSING HASTY QUESTIONS EXIT. SUCH AS: WHAT DID HE LOOK LIKE? THIS IS A GOOD TAICE-OFF FOR ORAL WHATHOWDID IT WAS DIDFRIGHTEN HE YOU DRESSED? FEEL YOU? LIKE DOING? DOHOW YOU DID KNOW YOU FEEL?WHO IT WAS? VARIATION: HAVE STUDENTS WRITE WHAT THEY SAW, HEARD, FELT.... MATERIAL: 1.PROCEDURAL CHALK OR STICK NOTES LANGUAGE HOPSCOTCH ACTIVITY NUMBERS,DRAW HOPSCOTCH WORDS OR ON LETTERS BLACKTOP IN OREACH IN SQUARE.DIRT. WRITE, INSTEAD OF THE MILD MUST HETHEN CAN CALLPROCEED CORRECTLY, TO THE NEXT THE SQUARE.SCUND OR WORD IN EACH SWARE'BEFORE r" ACTIVITY r- PROCEDURAL . PAPER NOTES LANGUAGE PATTERNS MATERIALS: 2. PENCIL EXAMPLE: WRITETHE STUDENTSTHESE LETTERS, THEN WRITE W-C-E-D, AS MANY.DIFFERENT OR OTHERS ON THESENTENCES CHALKBOARD. AS THEY LETTERS,CAN. OR ADDING EXTRA THEY MUST NOT ALTER THE PATTERN BY REARRANGING GIVEN LETTERB ORWORDS. .(pe C)ameC)hat ®ach@an (Olephants ()ay. inter ©omes ()very Gecember. ao? MA T R LA L 5: PROCEDURAL.I. CRAYONSPAPER NOTES LISTENING .,(AUDITORY MEMORY) ACTIVITY INSTRUCTOR GIVES DIRECTIONS. 2. AFTER DIRECTIONS ARE COMPLETED, EXAMPLE: SOPHISTICATIONTASKSTUDENTS TO GIVE CARRY IDEA OF OUT OFSTUDENTS. AND WHAT COMPLETE IS WANTED. THE TASK. TASK DEPENDS ON START WITH SLXPLE COLORDRAW A THE HOUSE. HOUSE BLUE AND THE ROOF BROWN.... MAKE IT HAVE IWO WINDOWS. cro NOTE: W110INSTRUCTOR HE WMITS SHOULD DONE. HAVE TASK PRE-PLANNED AND A COPY OF USEDLARGELOW POTS BOXES, BUDGET AND WOODEN PANSITEMS (CAN OR CARDBOARDBE SPRAYED WITH ENAMEL FOR COLOR) UNLABELED LIQUOR BOTTLESpR COLOREDLEDGE WATER,WHERE LIGHTPLACE SHINES ON MAGAZINEAPPLIANCES:OLD CLOCKS, PICTURES SCALES, (MOUNT RADIOS ON HEAVYAND PAPEROTHER ORKITCHEN CARDBOARD) UTENSILS TOASTER, IRON, WAFFLE IRON, ETC. (TAKE OUT BOXLARGERHYTHM OF "JUNK" ANIMALSINSTRUMENTS, FOR OR TEXTURE,FIGURES HOMEMADE FORFOR CLIMBINGFROMDESIGN PAPER AND AND MACHECOLLAGE RIDING MADE LETUSED CHILDREN RUBBER TIRESCLEAN FORAND ROLLING,SCRUB WITH ELECTRICJUMPING(INNER-TUBES SOAP FIRSTON,UNIT SITTING ORALSO) CUT INOFF END OF CORD , BOX"SMALL OF FABRIC BOTTLES", SAMPLES GARLIC, FOR TEXTURE,CINNAMON,BOTTLESMOUTH SHAPE,WASH, CLOVES,AND POWDEREMPTYcoLoR COLOGNE, CONDIMENTBOXES, ETC. BOXES, EMPTY COLOGNE OLDCONCRETELARGE SHEETSAUTOMIBLE LOGS PIPE, OR TRUNK OR36" BOAT DIAMETEROF FALLEN TREE (EASEL, APRONS, DOLL-BED SHEETS, CAPES) BEAN"LOOK BAGS, BOX" EASY- WOODEN AND INEXPENSIVEBOX WITH VARIETYATTACHEDLATCHES TO MAKE OF TOHAVE LATCHES DOOR, BEEN DOOR ANDOPENED LOCKSWILL OPEN WHEN ALL LOCKS AND USEDSHOESPOOLS TOYS STRINGS FROM OF ALL THREADFOR KINDS BEADS COLLECTION OF DISCARDED KITCHENBEATERS,DISH UTENSILS PANS, MUFFIN FUNNELS,SUCH TINS,AS SIFTERS,MEASURING SPATULAS, CUPS ETC. AND SPOONS, EGG ' MACARONIOLDFOOD EYE COLORINGFOR GLASSES STRINGING WITH AND LENS ART REMOVED\USE COUNTRYDRIED GOURDS, MAIL BOX, LARGE OUTSIDE AND SMALL, FOR BEMAIL FOR PAINTED DELIVERYFORM AND COLOR; CAN . al ROPE, PIECES OF HOSE FOR GAS STATION,HATS,SWINGING OIL TIRE CAN, PUMPS GAS STATION LABELS,2-3" IN DIA.METER SECURELY FASTENED TO TREE FOR .MIRRORS,MAGAZINES, VARIETYCOLORFULNEWSPAPER OF WRAPPINGINTACT (VARIETYSIZES AND PAPER,OF LOCATIONS USES RIBBONS, IN ART EXPERIENCES)BOWS, OLD GREETING CARDS PETS:COLLECTIONPLASTICCOFFEE TINSSOAP OF WITHCONTAINERS BOLTS PLASTIC AND (IAKESCREWS LIDS FUNNELS, (CANTO FIT BE S'COOPS,TOGETHERSPRAYED ORETC.) PAINTED WITH GOLD FISH, A STRAY KITTEN, A TORTOISE, ETC. ENAMEL) DISCARDEDPUNCHINGFLANNEL BOARDSSINKBAG MADEFOR FOR OUTDOORFROM USE OLDBY WATER TEACHER'ANDPAIR PLAYOF JEANS CHILDREN MARBLESINDIANWIGSSMALL HEADMETAL DRESSES BOXES (BANDAND FEATHERS AIDS, SLIDE CAMERA FILM) ALUMINUMWALKINGCANVASFEATHERS, ORFORFOIL JUMPING SHEEPTENT PANS ORWOOL, BOARDS, PUP PIECESTENT, EASILY TAPESOF FURMADE STEPINGLARGEBEANS, ROCKS RICE,STONES (TOO ETC., IN LARGEYARD FOR ORTOPLAY GARDENLIFT) HOUSE FORFOR SITINGWALKING UPON UPON AND AND FEELING JUMPING TO CATALOGSCARDBOARD (SEARS, TUBES FROMETC.) ROLLS OF PAPER SAMPLE DRAPERY, CARPET, WALLPAPER BO S WINDINDOOR CHIMES: PLANTS: DEVELOP BEFORE PLANTING INEXPENSIVE ON THE GETMARKET, CUTTINGS OR MAKE FROM FROM FRIENDS TIN, ANDJEWELRY LET CHILDREN WATCH ROOTS FLOUR,SILKOLD HOLIDAYSCARVES CORN MEAL,GREETING GRAINS, CARDS ETC.,AND TO FEEL. SIFT, MEASURE PLASTICSUSPENDERSPAINTERSSERIES TNSETS OF BUCKETSLONG, FROM LOW COOKIES- PLASTICBOXES AND FOR OR CANDY TRAIN,CARDBOARDOR CARDBOARD)BOXES TRUCKS, ETC, (WOODEN AND/ ZIPPERS,BUTTONS; SNAPS,SORT FOR HOOKS, SIZE TOPSAND COLOR;MANIPULATIONOFFABRICS OLD STRINGTENNIS ON BOARDBY ONSHOES; CHILDRENHEAVY (LIKE MOUNT THREAD MONTESORRI MATERIALS) FOR MATERIALS: PROCEDURAL 1. BOOKS NOTES ORAL READING ACTIVITY READ VARIETY OF THINGS TO STUDENTS. LET THEM EXPERIENCE EXAMPLE:SET UP SITUATIONS FOR STUDENTS; LET STUDENT DIFFERENTGIVE STUDENTS MOODS ORALAND FEELINGS.READING EXPERIENCES USING SELECTED WORKS DISCUSS MOODS AND EXPRESSIONS. LAUGHINGREAD THEM, - "THEINJECTING HOUSE VARIOUSIS BURNING" EXPRESSIONS. THAT EXPRESS DIFFERING MOODS. ETC.SERIOUS - -"THE "THE HOUSE HOUSE IS IS BURNING" PROCEDURAL NOTES ACTIVITY MATERIALS: I. SHORT STORIES ORAL READINGS . INSTRUCTOR READS STORIES THAT ARE FAMILIAR OR INTERESTING. " _ACCEPT ANY REASONABLEWHILE READING, OFFERING. STOP AND.LET STUDENTS FILL IN CONTEXT BLANKS.'

1 PROCEDURAL1. STORIES (BOOKS) NOTES ORAL SEQUENCE ACTIVITY MATERIAL 5: EXPLAIN TO STUDENTS THAT YOU WILL READ A STORY AND THEN CHOOSE SPEAKERSOMEONE (RETELLER)TO RETELL IT.LEAVES OUT. THE LISTENERS ARE TO DISCOVER WHAT THE THE PERSON THAT BIscovEns AN SOMETHING.OMISSION THEN CONTINUES THE STORY UNTIL HE LEAVES OUT THE PUPILS MUST KEEP IN MIND THAT THE STORY MUST ott; BE IN SEQUENTIAL ORDER. r-- PROCEDURA.L1. SCRIPTS NOTES PANTOMIME STORIES ACTIVITY NATERIALS: 3.2. NARRATORSCHARACTERS LITTLE RED RIDING HOOD THREE BEARS . HAVE STUDENTS READ STORIES, PLAYS, ETC. , WHILE OTHERS PANTOMIME . GOLDILOCRS -1HE.PRESENTATIONTHE PARTS.BEING 'OP PLAYS. READ. AN EXTENSION OF THIS EXPERIENCE MIGHT BE SpONTANIETY AND CREATIVITY SHOULD BE ETC. c OR ENCOURAGED WITH LITTLE ENGLISH CAN BE EMPLOYED IN THE EXPERIENCE. STRESS BY THE INSTRUCTOR. EITHER SPANISH . PROCEDURAL1. CUISENNAIRE RODS NOTES PATTERN DRILLS ACTIVITY MATERIALS: ze-suupla SETS UP LANGUAGE PATTERN USING RODS. STUAENTS SAMPLE KEY worps FOR PATTERNS: OTHERSREPEtT PATTERNS.TO FOLLOW. PUPILS TAKE TURNS MAKING, PATTERNS FOR ABOVEATBELOW VEGETABLEFRUITPLANT EXAMPLE: TEACHER: THE ORANGE ROD IS LONGER THAN THE OVERBUTTHEREFOREAND SYMBOLSAPPLIANCESFURNITURE STUDENTS: YELLOW ROD.THE ORANGE ROD IS LONGER THAN THE SHORTERTALLERPRETTIER * ANIMALCONTAINERTOOLulnas YELLOW ROD. BECAUSESOONINTO ETC.INSECT ETC.WITHINIF '.11ATERIALS: PROCEDURAL1. PAPBR SLIPS 1" X.2" NOTES PICK A SLIP (VISUAL, MATH, VOCABULARY SKILL) ACT L 3.2. BOXFELT (WASTE PEN BASKET) OFMAKE PAPER. YOUR SLIPS BY WRITING A:WORD, LETTER, ETC., ON EACH SLIP /NSERT POINT VALUE ON RIGHT HAND CORNER OF EACH SLIP. 51reZ 'CORRECTLY,LET PARTICIPANT HE KEEPS DRAW IT, FROM BOX.. IF HE CAN READ THE ST,TP WHEN ALL THE SLIPS ARE GONE, THE t,) - POINTS ARE ADDED. PERSON WITH MOST POINTS IS THE WINNER. ' VARIATION: PASTE PICTURES ON CARDS FOR VOCABULARY EXERCISES NOTE: POINTS.TO EXPLOIT NATE POSSIBILITIES HAVE CHILDREN ADD UP THEIR OWN

1. 4 PROCEDURAL NOTES ACTTVITY MATERIALS: 1.2. 5"SCOTCH Xe WHITE TAPE CARDS PLANT COLLECTION COLLECT VARIOUS PLANT SAMPLES AND SCOTCH TAPE THEM ONTO 5" X 6" CARDS. USE THE LOWER RIGHT HALF OF COMMON NAME THE CARD TO RECORD THE FOLLOWING INFORMA,TION: DATELOCATION.

-29- PROCEDURAL NOTES ACTIVITY MATERIALS: 1.2. PAPERPOEMS POEM ILLUSTRATIONS 4.3. CARDBOARDCRAYON OR TAGBOARD POEM,ONSELECT ANCARDBOARD APPROPRIATE OR TAGBOARD, POEM FOR YOUR STUDMITS. READ IT, AND THEN HAVE THE WRITE THE Al 'THE WORDS'. ) STUDENTS ILLUSTRATE THE POEM BY DRAWING A PICTURE TO REPLACE VARIATION: ILLUSTRATE ANY PART OF POEM. PUT ILLUSTRATIONS IN W NISSEQUENCE. ILLUSTRATION. HAVE STUDENT READ PART OF POEM THAT FITS MATERIALS: PROCEDURAL 1. CHALK BOARD NOTES RACETRACK (ORAL OR WRITTEN SPELLING) ACTIVITY EQUALDRAW ASECTIONS. RACETRACK ON THE CHALK BOARD AND DIVIDE THE TRACK INTO ORGANIZE TWO TEAMS.ON SEPARATE LINES (SINGLE WORD111,E)c TO SPELL - ORALLY OR WRITTEN. INSTRUCTOR THEN CdOOSES A TEAM TO START BY GIVING THEM A THE FIRST PERSON RESPONDS, AND IF HE DOES SO CORRECTLY, HE TAKES A PLACE AT THE END OF THE THIS PRO- II C4 ) /CEDURE IS REPEATEDLINE, AND UNTIL THE ANEXT WRONG PERSON RESPONSE OF THE IS SAMEGIVEN, TEAM CONTINUES, AFTER AN An- 4 INCORRECTIS REPEATED ANSWER UNTIL THE ONE OTHER TEAM TEAM REACHES IS GIVEN THE FINISHA CHANCE, LINE, THE PROCEDURE A SCORETIME, ISEACH KEPT TIME BY AMEANS CORRECT OF RESPONSEAN ARROW ISWHICH MADE. IS MOVED ONE SECTION AT VARIATION: FOR MORE EXCITEMENT ALL TEAMS COMPETE AT CHALKBOARD. CORRECTLYINSTRUCTOR WINS. GIVES WORD; FIRST PERSON SPELLING WORD REPEAT PROCEDURE UNTIL ONE TEAM WINS. -31- START FINISH PROCEDURAL NOTES ACTIVITY MATERIALS: 2.1. YAGAZINESPASTE REBUS STORIES 4,3, PENCILSCISSORS HAVEREBUS STUDENTS STORIES, SCAN MAGAZINES FOR PICTURES AND WORDS'FOR THEIR CHILDREN ARE INSTRUCTED TO MAKE UP A SHORT, PICTURESSILLY REBUS CAN STORY. BE COMPINED TO COMPOSE A STORY, TYPED AND HANDWRITTEN WORDS, AS WELL AS A SUGGESTED No.1 ANDMETHOD READ TO COMPLETED FURTHER INTERESTSTORIES, IS TO HAO STUDENTS.EXCHANGE STORIES likes to eaf

-32- T E R IA L S: PROCEDURAL1. SOCKS (OLD PAIR) NOTE/S SEED COLLECTING ACTIVITY 3.2. SCOTCH3" X 5" TAPE CARDS 5.4. STRINGWEIGHT .(ROCK, ETC.) STRINGINSERT 3' LONG. WEIGHT INTO SOCK AND TIE THE OPEN END WITH A DRAG OWSOOKSTHROUGH WEEDS. SEEDS WILL PIECE OF V.-STICK TO SOCK. 'CATEGORIZE stag AND SCOTCH TAPE ON 3". X 5". . Pi SY TRAVEL.CARD. IDENTIFY SEEDS, IF rOspig AND FIND OUT HOW THEY SELF-CONCEPT DELIGHTRELATE TOAND AWARENESS PRIDE IN OFHIMSITF, SELF, AS THE CHILD, UNDER OURSELF-CONCEPT, DIRECTION ANDSELF-IMAGE, GUIDANCE, SELF-IDENTITY, DISCOVERS HIMSELF, SELF-WORTH TESTS AREHIMSELF, ALL LABELS, AND WE DECIDED, PARTIALLY THROUGH OUR EFFORTS, PERHAPS, THE CHILD WITH WHOM WE SPEND OUR PRECIOUS TEACHING THAT DEAL WITH SELF. ALL THESE TAKES HOURS WILL EMERGE WITH A °REAL ME" THAT HE CAN SUPPORTOUR CHALLENGEWITH ENTHUSIASM, IN THIS NOTESSENTIAL ENDURANCE, AREA OF EDUCATION WHATWHOIS TOAM DO ARRANGEI? I NEED? FOR THE CHILD TO DISCOVER THE ANSWERS: OF THESE QUESTIONS. BELOW ARE SOME ANSWERS YOU WILLHOWTHEAS HELPWILL YOUCARDINAL OBSERVETHEYOU CHILDENHANCE RULE CHILDR71N DISCOVER.IS THESE YOUR INDISCOVERIES?ATTITUDE YOUR DEVELOPMENT TOWARD THE CENTERS,CHILD, WHICH YOU AREIS REFLECTEDCERTAIN TO IN SEE YOUR SOME, EVERY PERHAPS CONTACT MANY, AND MANIFESTATIONSACTION. YOUR WILLPOSTURE,ATTITUDE KNOW WHETHERYOUR IS REFLECTED--ANDWALK, OR NOTYOUR YOU EYES ARE DETECTED--IN AND A FRIEND.MOUTH, YOUR YOUR TOUCH. CHOICEDO NOT OFTRY WORDS, TO FOOL YOUR A CHILDTONE OFFOR VOICE, LONG; THECHILDREN SPEED POSSESSOF YOUR ASPEECH, SPECIAL YOUR WISDOM, A POIGNANT ABILITY TO SEE TRUTH IN US AND ALL THESE THINGS ABOUT YOU TELL THE CHILD HOW YOU FEEL, HE ADULTS WHICH WE CANNOT Sa IN OURSELVES., 4 BELOW ARE SOME SUGGESTIONS FOR YOUR CONSIDERATION: 2.l USE THE CHILD'S NAME OFTEN WHEN SPEAKINGHAVELET A HIM TOLARGE HIMHANG (3,INCHES ORIT ABOUTSOMEWHERE HIM.X 10 ININCHES) THE ROOM-EACH TAG BOARD MORNING NAME TAG (PEG WITH BOARD, HIS NAMEBULLETIN (IN BOARD,MANUSCRIPT ETC.) OR BOLD PRINTING). EVENTUALLY HE 4.3. HAVEDURATIONINCOULD CONVERSATION,A PHOTOGRAPHERHANG OF ITTHE BY PROGRAM, IDENTIFYHiS MAKE PHOTO. LARGE PARTS PHOTOS OF A OFCHILD'S EACH CHILDBODY FOR(8" HIM.X 10" OR LARGER) TO HANG IN ROOM, TO STAY FOR THE VARY BACKING FOR NAME TAGS WITH SUCH MATERIALS AS VELVET, BURLAP, SANDPAPER. ,6. 5. USETAKE (USECOLORED "HOME A DAYLIGHT MOVIES"SLIDES:IN SCREEN).OF SAMEINDIVIDUALS MANNER ASAND MOVIES, gMALL GROUP IN DEVELOPMENT CENTER. (INDIVIDUAL VIEWERS COULD BE OBTAINED FOR SLIDES,) SHOW THESE OFTEN TO CHILDREN 8.7. OUTLINEFREQUENTLY(B)(A) THE TEACHCHILD'S'BODY OR USE SONGSON BUTCHER THAT USEPAPER. CHILDREN'S LETUSENAMES. CHILDSILHOUETTE PAINT. IT 10. 9. ADULTSRECOGNIZETALK(C) WITHLIVING CHILD(VERBALLY) IN THEABOUT- HOME. EACH HIS_FAMILY--MAKE CHILD'S LIKES FREQUENTOR DISLIKES REFERENCE LETSUCH HIM AS TOPAINT A PARENTS.FAVORITE IT AND BROTHERS DOLL,ADD HAIR NOT-SO-FAVORITE AND (YARN), SISTERS, RED ANDBUTTONS,BUT MIGHT ETC. TRY OTHER PREFERENCES.ONCE FOOD, FAVORITE OUTDOOR ACTIVITY, WE ARE ALL PLEASED, AND-34- FLATTERED WHEN OUR FRIENDS RECOGNIZE OUR SELF-CONCEPT (CONTINUED) 11. COMPACTSUSEEMPHASIZEREFLECT MIRRORS ANDAN INDIVIDUAL - IMAGE--LET'S SMALLLOTS OFMIRRORS THEM:CHILD'S START IN PURSES.SKILLS THERE. IN CONVERSATIONS, SUCH AS LUNCH OR SNACK TIME, FULL LENGTH, TABLE MODEL, HAND MIRRORS, TINY MIRRORS ON TRE SCIENCE TABLE, A DISCARDED 3-WAY MIRROR FROM A DRESS SHOP WOULD BE GREAT! OR WHEN ON THE PLAY- MIRRORS 13.12. AGROUND. READLITTLEFUNNY AND STORYBOY TELL WH6 ABOUT A ISWIDE AFRAIDA COMICALVARIETY OF THUNDERPUPPY,Or STORIES BUTIN AHETO STORM. DISCOVERSWHICH TRE SOMETHINGCHILD CAN ABOUTRELATE. FOR EXAMPLE, AT SNACK TIME, "GEORGE, YOU CAN REALLY CLIMB WELL! IT IS VERY IMPORTANT TO PROVIDE STORIES WITH PICTUMS HIMSELF WHEN HE HEARSFOR AEXAMPLE, STORY ABOUT CHILDRENI MAYWAS LOVEWATCHING YOU THIS MORNING." 14. MAKEAPPROPRIATETOINVOLVING TAKEUP RIDDLES TURNS WHATEVERPICTURES ATABOUT THE ETHNIC IN EACHTOILET, MAGAZINES CHILDGROUP YOU FROM THEAND MIGHT CHILDTIMEWRITE SAY, TO CANSOME TIME"I RELATE STORIESAM AS THINKING "TIMETO. OF FILLERS"!YOUR OF AOWN. PRETTY LITTLE IF SUCH BOOKS ARE NOT AVAILABLE, FIND WHILE YOU ARE WAITING WITH A GROUP GIRL WHO HAS A RED RIBBON 15. SKILLSTAPETOIN HERHAVERECORDER: AND HAIR--WHO HIS SELF-AWARENESS. FRIENDS IS SHE?"RECOGNIZE HIS VOICE. THIS IS AN ESSENTIAL PIECE OF EQUIPMENT IN ANY NURSERY SCHOOL FOR DEVELOPING LANGUAGE GIVE EACH CHILD MANY OPPORTUNITIES TO HEAR HIS OdN VOICE ON THE RECORDER AND 16. CAMERASCHILDRENPHOTOGRAPH:TOGETHER, THE WHO PHOTOGRAPHREALLY HAVE NOTBASIC SEENTHEIR CAMERA PHOTOGRAPHS BROTHERS IS FOR AND SNAPSHOTS.OF SISTERSTHEMSELVES, A CAMERA IS BASIC EQUIPMENT IN A NURSERY PROGRAM FOR ANY GROUP OF CHILDREN, WHENEVER POSSIBLE, AND PHOTOGRAPHTAKE THEIR MANY MOTHERS PICTURES WHEN OF TREY THE CHILDREN, INDIVIDUALLYIN ADDITION AND TO SLIDE CAMERAS AND MOTION PICTURE ESPECIALLY FOR NEWPARTICIPATEREWARD. PICTURES, AT TRANSFER SCHOOL. THE OLD ONES TO A PHOTOGRAPH ALBUM. PUT A CHILD'S NAMEMOUNT ON EVERYTHING THESE SNAPSHOTS THA2 IS ON HIS--FOR BULLETIN EXAMPLE, BOARDS AT CHILDREN'S EYE LEVEL. POLAROID CAMERAS ARE GREAT--THEY GIVE INSTANT ALL OF HIS EASEL AS YOU TAKE 117. . LABELINGSCRAPBOOKSPRINTPAINTINGS HIS WITH NAMEAND- NAMES.KEEP ARTCLEARLY SAMPLESWORK, AND HIS OF BOLDLY. COATVARIOUS HOOK, ART HIS WORK DRAWERS TRAT CANOR BOX,BE KEPT HIS INTOOTHBRUSH, SCRAPBOOKS IT IS EXCITING FOR THE CHILD, NOT ONLY TO RECOGNIZE HIS OWN WORK, HIS PHOTOGRAPHS, ETC.OR BOXES AND CAN BE BROUGHT BUT TO SEE HIS ALWAYS 19. MORES,PROGRAMCULTURALOWNOUT GROWTH.FROM TRADITIONS SHOULDBACKGROUND:TIME TO BE ANDTIME. INTERWOVEN CONTRIBUTIONS IN A VERYOF WHATEVER NATURAL WAY, NOT PRESENTED WITH IT IS THE RESPONSIBILITY OF THE TEACHER TO BECOME KNOWLEDGEABLE ETHNIC GROUP WITH WHICH SHE WORKS. A "SOAP BOX" APNIOACH. THIS PART OF THE ABOUT THE CUSTOMS, ALWAYS 20. ARTISTUSECHILD.DANCE, THE SKETCH: PARENTSA FEW SPANISH IN THIS WORDS, PART OFA JAPANESETHE PROGRAM--FOR GAME, A CHINESEEXAMPLE, PUZZLE, PREPARATION OF USE AN OPAQUE PROJECTOR OR'A FLASHLIGHT TO MAKE SILHOUETTES. TRY TO GET A TALENTED RESOURCE PERSON TO COME IN AND DO PORTRAITS, CARICATURES OR A NEGRO FOLK spNG. ONE DAY YOU MIGHT BE FORTUNATEITALIAN FOOD, LEARNING A MEXICAN OF EACH ENOUGH TO FIND A BENEVOLENT SCULPTOR IN YOUR COMMUNITY. -35- SELF-CONCEPT (CONTINUED) 21.22. USERECOGNITION,TAKE HOME-MADE EVERY OPPORTUNITY (CHILD-MADE)APPRECIATION, TO AND RELATEAND COMMERCIAL AWARENESS THE EXPERIENCE PUPPETSOF OFAS ANYAN SINGLE ELCH OTHER. OPPORTUNITY FOR THE CHILD TO REVEAL HIMSELF, CHILD TO THE ENTIRE GROUP. FOSTER 23.24. CARDBIRTHDAYS:CANDLES,SHOW TO GROWTH: THE PUNCH, CHILD'S ICE HOME, CREAM, AND HATS, IF YOU AND HAVE IF POSSIBLE,A MAILBOX AT SCHOOL, CELEBRATEi BATHROOM SCALES, CLINICAL SCALES, GROWTH CHART FOR HEIGHT, YARD STICKS, MANY CHILDREN HAVE NEVER HAD A BIRTHDAY PARTY. A SMALL GIFT, ASK THE MOTHER TO MAIL TAKEA CARD THE THERE, TIME TO MAIL A BIRTHDAY SEE THAT THEY DO, WITH A CAKE, MEASURING TAPES. 26.25. DIRECTLYLISTENHELPEACH CHILDREN CHILDTO RELATED EACH FEELS IDENTIFYCHILD, TO THAT THE AND ROLES;INFEELINGS REALLYSOME HELP WAY, OFHEAR THEM SUCCESSHE WHAT HASIDENTIFY HESUCCEEDEDKNOWN IS SAYINGASBY A CHILDREN EVERYPART TO YOU.OFDAY, WITH WHOM SHE WORKS. A GROUP. THE DEGREEMAKE OFIT THEYOUR TEACHER'S OWN PRIVATE SUCCESS PROJECT IS THAT PROCEDURAL NONE NOTES SMILIES ACTIVITY MATERIALS: #1: #2: 2.1. PENCILPREPARED SHEET

,ORAL . ; #1 EXAMPLE '- SENTENCEBEGIN BY COMPLETED,GIVING EXAMPLE EXPLAINING THAT YdWANT THE 1. (EXAMPLE: AS SOFT AS SNOW), ETC. 2.1. AS HAPPYSOFT ASAS 4,3. HARDHOT LIKE LIKE - #2 WRITTEN - FORHAND STUUNTS OUT PREPARED TO THINK SHEET OF LITEIRWITH SIMILIES. OWN. ALLOW SPACE: #2 WRITE1. YOUR OWN SEMMES 3.2. 6.5.4. I PROCEDURAL NOTES ACTIVITY MATERIALS: 2.1. MAGAZINESSCISSORS SINGULAR AND PLURALS. 4.3. CONSTRUCTIONPASTE PAPER HAVE STUDENTS SCAN MAGAZINES FOR SINGULAR OR PLURAL PICTURES. WRITECUT OUT THE AND WORD(S) PASTE THATTHE PICTURESGOES BENEATH ON CONSTRUCTION THE PICTURE. PAPER. CHILDREN VARIATION: GROUP FOR STUDENT DEVELOPED CiiTEGORIES, BOYS BOY -38- PROCEDURAL I. NOTES ACTIVITY MATERIALS: 2.1. DITTOPENCIL SHEET ACESINK THE PIRATE SHIP INSTRUCTOR HANDS OUT DITTO SHEETS. (AREA. FOR INSTRUCTION: SHARKTREASURE BAIT CHEST VOCABULARY, SPELLING, MATH, ETC.), WORDS, LETTERS, SOUNDS, ' BASEBALL NUMBERSTOTALED AT THE END OF TaE WEEK. AND SO ON ARE DICTATED. SOME SMALL DAILYPRIZE POINTSIS ARE KEPT AND iWARDE4 TO THE WINNER. . ^, Ci VARIATION: KEEP POINTS FOR TWO OR THREE WEEKS. TOTAL POINTS AT WITHTHE PRESCRIBED.LENGT4SOME PRIZE. OF TIME AND THEN AWARD EACH CHILD sI 6Ot zc Qj ya53 Tr4 -

Coe"- 7474:04 MY SCORE 4. 2 3 4 5 1,10 6 7 8 9 10 7.6,5. ACE 10. 9.8. ,-1ri ANDMISS I'LL FOUR, FEED ME YE BUCKO, TO THE NAME: SHARKS. HO-HO-HO. 32. cpgCI3 6.5. 9.7.8.

""sei GET TEN R I GHT, MATEY, p. CAND LABO1TLE I M.MY CHESTOF RUM. YE YO-HO-HO, AND A CAN 2. P.tfr)-IP 5. 14.wt. 4-4 8.7.6. 50 (\ 10. 9. qA 1/ '6 ;co MATERIAL S: PROCEDURAL 1. SMALL CONTAINERS (BABY FOOD JARS) NOTES SMELL BOX ACTIVITY ANYSEVERAL SMALL HOLESCONTAINERS PUNCHED WILL IN DO,THE BUTLIDS BABY WORK FOOD WELL. JARS WITH FILL EACHSAWDUST, JAR WITH ROSE A PLTALS,DIFFERENT LEATHER, SMELL. PEPPERMINT, SOIE IDEAS ARE: OR ANY OTHER CLOVES, P SMELL THAT as A STRONG AROMA. PROCEDURAL1. AT LEASTADOZEN SMALL CONTAINERS NOTES ACTIVITY MATERIALS: 2. ,PEAS, ETC.OBJECTS SUCH AS LIMA BEANS, SPLIT 'SOUND BOX FOODUSE ATJARS LEAST OR METALA DOZEN FILM CONTAINERS CONTAINERS. FOR THIS BOX SUCH AS BABY DIFFERENT SOUNDS ARE OBTAINEDCONTAINER. BY VARYING THE AMOUNT AND WEIGHT YOU PUT INTO EACH SOME IDEAS ARE: LIMA BEAN, SPLIT PEAS, SAND, 'AO CO ONEPEBBLES, IS THE DRY SOFTEST CORN, SOUNDETC. AND WHICH IS THE LOUDEST. THE CHILDREN ENJOY GUESSING WHICH ifm PROCEDURAL NOTES ACTIVITY MATERIALS: 2.1. DITTOPENCIL SHEET SPINGO 3. (OPTIONAL PRIZES) CEREAL EXAMPLE: CAPITALSMALL d F- -DOG FIND MAKELETTERS. AT LEAST THREE DIFFERENT DITTO MASTERS WITH BEGINNING LETTERS MAY BE DUPLICATED BY MEANS OF UPPER AND LiJMER ETC. CASE.LOWER OR UPPER CASE. HAND OUT SHEFTS AND CALL OUT LETTER, INDICATING EITHER PLAYER FINDS LETTER AND INSTRUCTOR GIVES S o s CA WORD TO BE COMPLETED. PLAYER WHO COMPLETES VERTICAL, HORIZONTAL, :T .,.I . rn - th .PAPER.OR DIAGONAL LINE, CALLS OUT "SPINGO". IF ALL WORDS ARE CORRECT, THE GAME IS OVER. INSTRUCTOR CHECKS HIS ,dog ,!! ,Free br f NI ,I. N shR cD bFind PROCEDURALI. TAPE RECORDER NOTES TAXED NEWS REPORTS ACTIVITY MATERIALS: HAVE CHILDREN TAPE A NEWS REPORT ON WEATHER, CAMP NEWS, LETPERSONAL CHILDREN INTERVIEWS, PLAY BACK ETC RECORDING AND MAKE COMMENTS ABOUT IT. AFTER THE TAPE HAS BEEN COMPLETED, . NOTE: INTERVIEWTHIS EXPERIENCE OTHER CAN GRMi. BE EXPANDED BY SUGGESTING THAT PUPILS PROCEDURAL .NOTES. ACTIVITY MATERIALS: 2.1, CHALK BOARD IHING COLUMNS,LET CHILDREN "WHAT STUDY IS IT?","THINV "WHERE roll SEVERALDOES IT MINUTES.COME FROM?", "WHAT CAN IT WRITE IN FOUR APPROPRIATEDO?", AND COLUMNS."WHAT WOULD YOU DO WITH IT?" GOOD TAKEOFF FOR A CHART STORY. WRITE RESPONSES ON PROCEDURAL 1. SMALL OBJECTS OF DIFFERENT iEXTURES NOTES TOUCH AND FEEL BOX ACTIVITY M A-TERIALS: CHILDREN LOVE TO TOUCH AND FEEL BOTH FAMILIAR AND UNFAMILIAR SPECIALOBJECTS, BOX AND CHANGED. HERE ARE A FEW IDEAS THAT COULD BE KEPT IN A Gs MEDIUM:SOFT: KLEENEX,FEATHERS,RUBBER CORKS,BALL, FLOWERFOAM SAWDUSTRUBBER, SMALLPETALS, PLASTIC CLOTH, A TINY BOTTLESCOTTON, KITTEN ANDYARN, CURLERS, 41\44, HA : NUTS, BOLTS, PENNIES, TILE, SEED PODS, NAILS, METAL MAKEBELIEVE:. ARTIFICIALLIDS, WOOD, FRUITS, CRAYONS FLOWERS, BIRDS PROCEDURAL NOTES MATERIALS: 2.1. COSTUMESSITE VARIETY SHOW (FIESTA) ACTIVITY HAVE CHILDREN SIGN UP FOR VARIOUS ACTS. CAPITALIZE ON ANY . DANCING,TALENT ADRAMA, CHILD PANTOMIMES,MAY POSSESS. AND SO ON. INCLUDE SUCH ACTS AS SINGING, WHEN POSSlika, - CHILDRENMATERIALS OPPORTUNITY USED FOR COSTUMES TO MAKE SHOULDAND CREATE BE MADETHEIR IN OWN CIASS. COSTUME.1:: GIVE PROCEDURAL1. COMIC STRIPS NOTES VISUAL SEQUENCE ACTIVITY MATERIALS; 3.2. MAGAZINESOLD SCHOOL TEXTS. SCAN MAGAZINES, COMICS, OR SEQUENTIAL VISUAL BLOCKI.LLRATIONS. OF. COMIC STRIP., ETC.) ON CARD BOARD. CUT MEN OUT AND MOUNT TEXTS FOR EACH SEQUENCE (EACH MAKE DISTRIBUTEDIFFERENT SEQUENCES. TO STUDENTS AND HAVE THEM RACE PLACE IN NON-SEQUENTIAL ORDER IN PACKET. AGAINST THE CLOCK SEVERAL DIFFICULTYTO pUT THMI 07; IN THECORRECT TASK.) SEQUENCE. (TINE LIMIT WILL DEPEND ON MATERIALS: PROCEDURAL1. 2ICTURES NOTES WHO HAS IT? ACTIVITY ALLDISPEPSEPICTURE HE CAN PICTURES OF ABOUT A AMONG HIS PICTURE. STUDENTS. ?". ASK QUESTION,PERSON "WHO HOLDINGHAS THE PICTURE TELIS VARIATION: I1HATOBJECT. IS IT? HE THEN TRIES TO TELL AS MUCH AS HE CAI ABOUTBLIND FOLD A CHILD AND LET HIM PEEL AN )40 3 -N1 IT. TUE I AST THING HE DOES IS TRY TO NAME IT. re-H,T PROCEDURAL NOTES ACTIVITY MATERIAL S: I.2. TOPICSPAPER WRITTEN LANCWE 3. PENCIL WHYS ABC/S M_P AREL E BETTER THAN GIRLS T O.P I C S AREINSTRUCTOR THEN GIVEN PLACES THREE A TOPIC MINUTES OR QUESTIONTO EXPAND ON ON THE TOPIC. CHALKBOARD. THE MAIN PURPOSE STUDENTS. MI!'WHY GIRLSKAVORITE ARE SINGER BETTER Mit% BOYS FORPAPER. THE EXPERIENCE IS.TO MAKE STUDENTS THINK AND ORGANIZE IDEA'S ON --14`1 LONGEST TRIP THE WORK I THINK IS HARD NOTE: DO NOT BE CONCERNED WITH SPELLING. IDEAS AND ORGANIZATION ARE WRITTENTHE COALS. SKILLS, THIS IS ALSO A MEANS OF ASSESSING THE STUDENT'S RECRD\TIONSECTION B MATERIALS: PROCEDURAL I. BEANBAGS NOTES AWARENESS TOSS A C T I'V I T Y CHILDRENSTUDENTS TOSSHOLD BAGSBEAN INTOBAGS AIR.IN HAND. AS TBE BAGS ARE TN THE AIR, AN AT INSTRUCTOR'S COMMAND, "NOW!", EXAMPLE: SHOULDINSTRUCTION ..rouca. IS GIVEN TELLING WHAT PART OF BODY ME BEAN BAG NOW! LEFT FOOT NOW! BACK NOWI RIGHT HAND PROCEDURALI. VOTES BALLS BALL CATCH ACTIVITY MATERIALS:. A) LARGE - C)B) MEDIUMSMALL CHILDINSTRUCTOR MUST MOVE STARTS TO POSITION WITH LARGE HIMSELF BALL TO AND CATCH TOSSES BALL. IT INTO THE AIR. SAM eta INCREASINGLYPROCEDURE ISMORE FOLLOWED DIFFICULT WITH BYALL TOSSING SIZE BALLS. BALLS HIGHER= HIGHER. TASK BECOMES imk'NOTE: TEAM OR INDIVIDUAL EVENT. PROCEDURAL NOTES ACTIVITY MATERIALS: 2.I. BASESSTOP WATCH. OR WRIST WATCH BASE RUNNING SELECT TEAMS. LINE ALL TEAM MEMBERS (FASTEST TO SLOWEST) BEHINDRUNNING. HOME PLATE. OTHERS FOLLOW IN ORDER. AT "GO" SIGNAL, THE FASTEST PLAYER STARTS EACH TEAM MEMBER MUST TOUCHESTOUCH THE HOME, BASES STOP OR TEAMCLOCK IS AND DISQUALIFIED. RhCORD TE TINE. AS THE LAST MAN NEXT TEAM WINNER.FOLLOWS SAME PROCEDURE. TEAM WITH BEST TIME IS PROCLAIMED GJ,tO NOTE: THERE IS NO MAGICAL NUMER AS FAR AS TEAM MEMBERSHIP; HOWEVER,BE AN IND/VIDUAL TEAMS COMPETING EFFORT SHOULDBY PLAYERS. BE EQMAL. THIS CAN ALSO rs% r'") PROCEDURALI. BALL (SOFTBALL) NOTES AIMINIMM111117=11.1. BASE THROWING ACT'IVITY MATERIAL S: .A LINE OF PLAYERS SHOULD BE STATIONED ON EACH BASE, INCLUDING MAN;"HOME"; THE SECONDCATCHER BASE STARTS MAN THROWSGAME BY TO THROWING THE FIRST BALL BASE MAN; THE FIRST TO THE SECOND BASE THENBASE THROWSMAN THROWS TO HOME TO THE THIRD.BASE MAN, AND THE THIRD BASE PLAYERS REMAIN ON BASE UNTIL AN ERROR IS MAN CO) - iIS 1MADE BY A BASEMAN, THEN NEW PLAYERS REPEATED.MAN THE BASES AND PROCEDURE VARIATION: EXAMPLE:INSTRUCTOR CALLS PLAYS. "FIRST TO SECOND; SECOND TO HOME, ETC." MATERIALS: PROCEDURAL1. BASKETBALL NOTES BASKETBALL PASSES: ACTIVITY #1 BOUNCE PASS: USEBALL TWO HITS HANDS BLACK AND TOPPUSH AND BALL BOUNCES FROM CHEST.TO OPPOSITE #2#1 CHEST PASS BOUNCE PASS #2 CHEST PASS: BALLPLAYER. IS HELD AT CH2ST LEVEL AND PUSHED #4#3 OVERHEADUNDERLND PASS.PASS #3 OVERHEAD PASS: BALLDIRECTLY IS HELDWITH ABOVEA QUICK THE MOTION HEAD USINGTO TEAMMATE. TWO HANDS.PUSHED FORWARD TO TEAMMATE. WITH BOTH HAPDSt BALL IS THEN #4 UNDERHAND PASS: THE=MATE.SHOVED BALL WITHIS BALANCED A WITH ONE HAND AND qua UNDERHAND MOTION TO ffie k,1 PROCEDURAL f. NOTES ACTIVITY MATERIALS: 1.2. COURTBASKETBALL BASKETBALL RELUS TEAMS AgE LINED ON OPPOSITE ENDS OF THE COURT. AT GIVEN SIGNAL ONE"SHOOTS" PLAYER BALLFROM UNTILEACH TEAMHE MAKES DRIBBLES A BASKET. TO OPPOSITE BASKET. AFTER MAKING THE BASKET, HE THEPROCEDURE PLAYER DRIBBLESIS CONTINUE) BACK UNTILAND PASSES ONE TEARBALL HASTO NEXTHAD ALLPLAYER. THEIR PLAYERS THE VARIATION:COMPLETE THE TASK. START TEAMS AT SAME END OF COURT. LET THEM MAKE BASKET.THEREBASKET ON STARTING AND RETURNING END AND TOTHEN STARTING DRIBBLE POINT. TO OPPOSITE EMI MAKING (") MATERIALS: PROCEDURAL1. COLORED CHALK NOTES COLORED CHALK ACTIVITY k FUN ONTO DAMPENEDUSE ON BLACKBOARDS, PAPER TOWELS. PRETTY ON PAPER, BUT THE MOST PROCEDURAL BOX NOTES CORNMEAL SANDBOX ACTIVITY MATERIALS: 1. 3.2. CORNSIEVES MEAL 5.4. MEASURINGSPOONS CUPS PARTIALLY FILL A BOX WITH CORN MEAL. PROVIDE SIEVES, MEASURINGWANT CORN CUPS, MEAL ANDPIES. SPOONS, THE CIILD CAN WORK'AT A CARD UT NO WATER UNLESS YOU TABLECLOTH,TABLE THAT IS PLACED ON AN OLD SHOWER CORN MEAL IS VERY SMILAR TO SOFT SAND, CURTAIN OR A PLASTIC fibs PROCEDURA:L NOTES MATERIALS: .2. 1. CRITTERCAN (REPTILE, INSECT) CRITTER RACE: ACTIVITY CHILDRENCATCH CRITTER AND REGISTER IT INTO A CLASSIFICATION. CONTESTANTS ARE PLACED IN CENTER OF A DRAWN CIRCLE, ACCORDING TO . RELEASECLASSIFICATION. THEIR CRITTER. INSTRUCTOR GIVES SIGNAL TO GO, AND PUPILS THE FIRST CRITTER TO CROSS'OUTSIDE LINE 3rd,(SEE and DIAGRAM) 4th PLACE IS THECRITTERS. WINNER. RIBBONS ARE GIVEN FOR 1st, 244, PRO-CEDURAL i. N6NE NOTES DIRECTIONAL jUMP ACTIVITY MATERIALS: STUDENTS LINE UP ARMS LENGTH APART. INSTRUCTOR CALLS DIRECTION INSTANCE,RIGHT OR LEFT IF THEAND INSTRUCTORNUMBER OF JUMPSSAYS, TO"LEFT-FOUR", COMPLETE CIRCLE. THE STUDENTS FOR APPROXIMATELYWOULD THEN TURN A QUARTERLEFT ON OFINSTRUCTOR'S A CIRCLE WITH COUNT EACH GAUGING COUNT. THEIR JUMPS ON FOUR, C.JC6.1 A COMPLETE ROTATION .OF A CIRCLE WOULD BE MADE. 40='ARIATION: DIRECTION: 13)A) RIGHTLEFT -THREE----TWO PAUSE (1) (2) (3) PAUSE (1) (2) C) LEFT:TWO RIGHT:TWO----PAUSE(1) (2) (1) (2) MATERIALS: PROCEDURAL1. SOFTBALLS NOTES FIVE MINUTE SOFTBALL ACTIVITY 3.2. WATCHBATS THETEAMS OBJECT ARE ALLOWED OF THE FIVEGAME MINUTESIS TO PREVENT AT BAT. A PLAYER FROM REACHING OUTS ARE NOT COUNTED. GIVENHOME TO THREE SCORE. HITTING CHANCES. EACH TEAM PITCHES FOR ITSELF, HE MUST HIT FAIR ONE OF THE_ EACH PLAYER IS -OTHERPITCHES TEAM IS OR UP THE AND NEXT THE PLAYERPROCEDURE IS UP.IS REPEATED. AFTER FIVE MINUTES TEE PROCEDURAL NOTES ACTIVITY MATERIALS: 2.1, VARIOUSGOOD SIZE TYPES PIECE OF OFHARDWARE WOODEN BOARD GADGET BOARD ENDLESS HOURS OF ENJOYMENT AND FASCINATION COME FROM PLAYING WITHSIZE THIS PIECE BOARD. OF WOODENROARD, PLUS ALL KINDS OF DIFFERENT TO MAKE THIS GADGET, YOU WILL NEED A GOOD HARDWARE.SCREW AND UNSCREW, SLIDE AND UNSLIDE.AND ON AND ON. THE CHILDREN ENJOY BEING ABLE TO PUSH ALM PULL, SOME IDEAS TO PUT ON THE BOARD ARE: SLIDING DOOR BOLT SCREEN DOOR HOOK NUTCOMBINATIONPADLOCK AND ANDBOLT LOCKKEY . ANDRAWERLIGHT.SWITCHES OLD PULLSDOOR BELL rell;) PROCEDURAL1, GLASS WAX NOTES GLASS WAX FUN ACTIVITY MATERIALS: WHEN THE CHILDREN FOR ONE REASON OR ANOTHER CANNOT GO OUT AND PLAY, THIS IS GREAT FUN FOR THEM, NOW LET THEM DRAW WITH THEIR FINGERS RUB GLASS WAX ALL OVER THE -TO CREATE THEWINDOWALL CLEANINGTPKINDS AND OFALLOW DESIGNS IS TO SIMPLE, DRY. OR PICTURES. JUST WIPE THE WINDOWS WITH A CLEAN WHEN THEY ARE DONE, WINDOWCLOTH. CLEAN, THE KIDS HAVE HAD FUN PLUS YOU GET THAT LONG OVERDUE PROCEDURALNONE NOTES JUMPING ACTIVITIES MATERIALS: STUDENTS ARE GIVEN DIRECTIONS TO JUMP DIFFERENT WAYS. EXAMPLES: JUMP BACKWARDSHIGH JUMP SIDEWAYSAS FAR AS YOU CAg MATERIALS: PROCEDURAL1. HULAHOOPS NOTES ,INS IRUCTAATHEN TAKES A HULA HOOP MID THROWS IT OUT USING AN AS THE HOOP COMES INORGANIZES FRONT OF THE CHILDREN INSTRUCTOR'S INTO SINGLE LINE. INSTRUCTORUNDERHAND MOTION,HOOPBODY, SAILSHE GIVES OUT IT AND A QUICK WHEN BACKWARD IT HITS THE GROUND, IT WILL JERK APPLYING WRIST ACTION. ROLL BACK WHILETHETOWARDS THROWER'E IT IS THE MOVING. THROWER. HAND. THE OBJECTCHILD IS TO GETCHASES THROUGH AFTER HOOPTHE HOOP WHEN IT LEAVES -64- ("IN n . PROCEDURALI. KICKBALL NOTES KICK AND CATCH ACTIVITY MATERIAL S: TEAYM ARE CHOSEN AND ASSIGNED A GOAL TO DEFEND. PLAYERS POSITION GAMETHEMSELVES BY KICKING COVERING BALL THEIRTO OPPONENT. GOAL AS BEST THEY CAN. OBJECT OF THE GAME IS TO CATCH ONE TENK STARTS KICKED,THE BALL, KICKS AGAIN FROM POINT OF MISS. IF A PLAYER MISSES THE BALL, THE TEAM THAT FIRST WHEN A PLAYER CATCHES W., POINT OF CATCH. THE BALL, HE IN TURN KICKS IT TOWARD HIS OPPONENTS' GOAL FROM TEAM SCORES WREN BALL CROSSES OPFONENT'S GOAL, C!!i. AND PROCEDUREIS NOT CAUGHT, AND KICKS TO OPPONENTS. IF A "'SAM SCORES, IT REPEATS THE SANE PROCEDURAL NOTES ACTIVITY 1ATERIkL1 1 1 - 2 CUP MEASURING CUP PAN 6 x 6 MIX, MEASURE AND SPLASH 1 - 1 CUP MEASURING GUP FUNNEL. 11 SETSPONGE MEASURING SPOONS JAI THE ABOVE IS TO BE USED INDIVIDUALLY BY ONE CHILD TO 4 UPMEASURE THE WATER AND POURAND SQUEEZEWATER OR IT CORN BACK MEAL. INTO THE CUPS. HE SHOULD SPONGE VERY .MEASUREAENTS.GOOD FOR QUIETINGON OVER EXCITED CHILD AND ALSO TO LEARN -66- PROCCEDURAL1, WOODEN BLOCKS NOTES MUSICAL INSTRUMENTS ACTIVITT Y MNISMINaaa MATERIALS: 3.2, SANDPAPERCARDBOARD TUBES 5.4. BELLSPLATES .6. 7. SHOERUBBER BOX BANDS 8.9. WASUBOARDTHIMBLES woo-waosiSANDPAPER BLOCKS: nowbTOGETHERTACk SANDPAPERami AND SPUTTERON BLOCKS THROUGH AND SWISH A CARD- TAMBORINE: EACHSTAPLEBOARD OTHER. TUBE TWO PAPER PLATES TOGETHER, FACING TIE ON JINGLE BELLS OR SOME OTTITSR; PLUCKSTRETCHJANGLY AWAY. HARDWARE RUBBER BANDSAND SHAKE AROUND AWAY. A SHOE BOX AND SINGING WASHBOARD: THEFINDICE-CREAMTHEM CHILD AS ACROSS MANY PUT STICKS THIMBLESTHETHEM BUMPS DRON WOODENHISAS OF YOU FINGERSTHE SPOONSCAN WASHBOARD. ANDAND WORK LETRUB TOO, A PROCEDURAL NOTES ACTIVITY MATERIAL S: 2.1. BASESSOFTBALL NO BAT SOFTBALL CHOOSE TEAMS. TEAMS TAKE POSITION-OUTFIELD, AND "UP" TEAM "GROUNDER".STARTS GAME WITH FIRST PLAYER CALLING OUT EITHER "FLY" OR PLAYER THEN THROWS BALL ACCORDING TO CALL. (IF- :THROWS THEHIS BALL, THROW REGULAR DIFFERS FROM HIS CALL, HE IS OUT.) GOFTBALL RULES ARE FOLLOWED. AFTER PLAYER NOTES ACTIVITY MATERIALS: PROCEDURA.L'1. 2, .CHAIRS TIRES OBSTACLE COURSE 4.3. TWOBROOM 2" HANDLESX 4" boards OR STICKS (81LONG) LONG) 6.5. OPTIONALBOX. (UTILIZE ANY PERMANEWL EQUIPMENT) co 'DEFINITE PATTERNCHILDREN TO FOLLOW.START AT ONE END OF OBSTACLE COME AND ARE GIVEN A CHILDREN Taurromow COURSE WHICH to; --WE TYPE OF OBSTACLE COURSE.)INCORPORATES VARIOUS TYPES OF MOTOR SKILLS.- (EXAW-712 A SHOWS NOTE: ADD OBSTACLES AS INSTRUCTOR SEES NEED. OLDER CHILDREN ENJOY RACING AGAINST THE CtOCK (ILMIVIDUALLY) WALKING BOARD (FRONT OR BACK WALK) TWO FOOT .31.1MP PROCEDURAL 'NOTES1. STOP WATCH PENTATHLON ACTIVITY MATERIALS: 3.2. TAPESOFT BALLSMEASURE SITEXAMPLE UPS: - EVENT POINTS: FIVE TIMES NUMBER OF SIT UPS PENTATHLON CONSISTS OF FIVE TRACK AND FIELD EVENTS. kANTEST IS 50-YARD DASH: COMPLETED IN IWO MINUTES. ALLOPEN FIVE TO EVENTS,ALL STUDENTS, TEN YEARS AND UP. POINTS ARE GIVEN AFTER EACH EVENT AND cam WHO PARTICIPANTS MUST ENTER 8.1LESS TO TRAN 8.5 8SECONDS SECONDS TIME POINTS 150200 C4I ASEARNS A GROUP HIGBEST FINISHES POINTS ONE IS EVENT, paCCLAIMED. THEY ARE SCORED BY JUDGE AND MOVE EVENTS GO ON SIMULTANEOUSLY. SOFTBALL THROW: 9.08.6 TOSECONDS 9.0 SECONDS TO TWO TIMES DISTANCE THROWN 100 50 53 CZCA PARTICIPANTSTO ANOTHER EVENT.HAVE COMPLETED ALL FIVE EVENTS. THIS PROCEDURE IS FOLLOWED UNTIL ALL AWARDS ARE GIVEN STANDING BROAD JUMP: ROUNDED(COUNTED OFF IN TO FEET NEAREST AND INCHESFOOT.) TWO TTMES DISTANCE CONTESTANTS.TO THE FIRST FOUR PLACES AND SPECIAL PARTICIPANT AWARD TO ALL 600-YARD RUN: JUMPEDINCHES.) (MEASURE IN VARIATION: ARRANGEPLAYDAY. PARTICIPATION WITH OTHER GROUPS FOR POSSIBLE 2.16 TO 2.20 MINUTES TIME POINTS 300 NOTE: DIVIDE CONTESTANTS ACCORDING TO AGE FOR PENTATHLON. 2.21 TO 2.25 MINUTES 250 7 ' SCORING SHEET ON FOLLOWING PAGE2.312.26 TO 2.30 MINUTES 100200 -70- PROCEDURAL NOTES PENTATHLON (CONT.) ACTIVITY liATERIAL S: SCORING SHEET CONTESTANT SIT-UPSSOFTBALL50-YARD DASH THROW STANDING600-YARD BROAD RUN JUMP =11..ww v 11 A. TERIAL S: PROCEDURALI. TIMER NOTES PHYSICAL EXERCISE ACTIVITY ASSIGNSTART NUMBEPS EXERCISES TO WITH EACH TWENTY STUDENT JUMPING JACKS, AS MANYRUNNING SIT-UPS SOIN PIACEHE KNOWS FOR TWO MERE MINUTES, TO LINE UP. ANDASBE CAN TWOINCREASED BE PUSH-UPS. DONE BY IN ONE ORMINUTE, IWO EACH DAY. DIE PHYSICAL TASKS DONE BY THE PUPILS SHOULD MATERIALS: PROCEDURALI. NONE NOTES RHYTHM COUNT ACTIVITY' DEMONSTRATESPUPILS FACE INSTRUCTOR, PROCEDURE, ARMSCOUNTING LENGTH AS APART.HE PERFORMS: INSTRUCTOR . 2.1. HANDSGRAB ONANKLES. HIPS. 4.3. EXTENDBRING ARMSARMS ATTO SIDESFRONT INCLAPPING HORIZONTAL HANDS. POSITION. BRINGRETURN ARMSARMS OVERHEADTO HORIZONTAL AND CLAP POSITION HANDS. AS DONE IN (#3). 0.7. BRINGRETURN ARMS ARMS IN TO CLAPPING HORIZONTAL POSITION POSITION (AS (ASIN #4).#3 AND #5). 10. 9. PLACEEXTEND HANDS ARMS ONBACK HIPS TO (*ASHORIZONTAL IN #2). POSITION (AS IN #3, #5, 07). VARIATION: START COUNT AT SLOW PACE INCREASING THE TEMPO. USE NUMBER COUNT IN SPANISH OR ENGLISH. PROCEDUR.AL NOTES ROLLING ACTIVITY MATERIALS: 1. MARKER FROM BACK TO STOMACH. KEEPINGFROMLINE A TO PRONE HIS MARKER. EYE POSITION ON MARKER, CHIID HEROLLS TRIES TO ROLL IN A STRAIGHT

-73- PROCEDURAL NOTES ROPE JUMPING AND WALKING ACTIVITY MATERIALS: 1. ROPE(b)(a) INDIVIDUALONE, SEVEN ROPES,TO EIGHT FEET A PEET VONG JUMPING,GIVE STUDEN, ROP VARIOUS EXPERIENCEiLKING, WIIH BACKWARD ROPES SUCH JUMP, AS: AND SO ON, SEE EXAMPLES INDIVIDUAL A TaRouGH D. C. D, RUN.ROPEINDIVIDUAL INWALK AND (FORWARD JUMP JUKP OR BACKWARD) s4- CIRCLE JUMP (JUMP IN AND JUMP OUT, FORWARD OR BACKWAPn1 .1; PROCEDUaA . - LA)CCER MATERIALS: DIVIDE PLAYERS INTO TWO TEAMS OF ELEVEN (il) PLAYERS. FIVE SOCCERFORWARDS, IS THREECOMPLICATED HALFBACKS, AND MUSTTWO FULLBACKS,BE EXPLAINED IN DETAIL AND AND ONE GOALIE. BY DEMONSTRATING.TEXT, PHYSICAL EDUCATION A SUGGESTED SOURCE FOR INSTRUCTORS IS THE IN'THE ELEMENTARY SCHOOL, PAGES 775 0 TO 779.. MATER1 A LS: PROCEDURAL1 SOCCER BALLS NOTES SOCCER ACTIV/TY 3.2. IWOGOALS TEAMS OF 11 EACH SKILLS #1 THEEACHKICKING: "MOTHERBALL PLAYER WITH PLAYER.KICKS THE INSIDETNE BALL OF TOHIS AN FOOT, INDICATED THEN KICKSPLAYER IT WHO TO STOPS PLAYERS ARE PLhCED 20 TO 30 YARDS APART DOWNFIELD. #2 DONEONFIELD.PLACE THE USING OPPOSITEKICK: THE INSTEP END OF OF THE THE FIELD. FOOT. STUDENTS THEN KICK A STATIONARY BALL TO A PLAYERPLAYERS ARE PLACED ON OPPOSITE ENDS OF THE THE KICKING SHOULD BE #3 ANYANDBLOCKING: PARTTHE DEFENSIVEOF HIS BODY, TEAM EXCLUDING BLOCKS BY HANDS STOPPING AND Amis.THE BALL WITH PUPILS ARE DIVIDED INTO TEAMS. ONE TEAM KICKS, ALTERNATE #4 ITKICKERSPASSING: IS MOVING, AND BLOCKERS. TO ANOTHER TEAMMATE. PLNYERS PRACTICE PASSING BY PUSHING THE BALL, WHILE PASSING IS MADE BY PUSH:: #5 KiuKINGTHEING BALL. IHE FOR BALL GOALS: USING THE INSIDE OR OUTSIDE OF FOOT--DON'T KICK PUCE 4 TO 6 PLAYERS IN FRONT OF GOAL. =ERNI=uPATTNIPTsUMILEC'i,ALIE TUB BALLIT GOA= THROWSISTO Ago ROLLING11T0P ANS THRONINOBALL MAY MICKM, OROUT SNOTBOUNCING TOWARDStt TOYOH Mg TrutgarLyVAIIIOUSKICKER, cr 1NO KICKER ANOLE8OTUI=ARP 11111,kitikasKICKS ny SCOOPING BALL OOAtTE f )7 MATERIALS: PROCEDURALI. STOP WATCH ftOn 5 ACTIVITY ATMEASURE GO AND OFFRUNNING DESIRED TINE DISTANCE IS RECORDED. 50 TO 75 YARDS. STUDENT STARTS MATERIALS: PROCEDURAL1. SWIMICAR NOTER A T VITY MAKE ARRANGEMENTS FOR USE OF POOL. 2. QUALIFIED INSTRUCTORS SET UP A SPECIFIC SCHEDULE MINUTESFOR THE OFTEACHING INSTRUCTIONAL OP MIMI TIME, ALLOW A MAXIMUM OF 10,TO 12 DEVOTE REST OF TIME FOR RECREATIONALPLAN RACES, SWIMMING,RELAYS, MEDLEYS, AND SO ON. GROUP STUDENTS ACCORDING TO MILL. ' kia-A PROCEDtUtAL1, NOTES TIRE CRAWL AO T TV I T MATERIALS; TIRES THE OBJECT OF THE FALLAMACTIVITYgTUDENT THE IS STANDSGROUND To Wit MOW!OR INTO HANDS TUE Mg TOTIREBEHIND TOUCH WITHOUT HISTHE AAOK, GROUND.ALLOWING THE TTRE TO

-79- 1ATERIALS P RDCEDURALJ. TIRE NOTES TIRE RELAY ACTIVITY LENGTHwou TEAMS APART. AND LINE UP, SINGLE FILE, APPROXIMATELY AN ARMS AT THE COUNT OF THEM THE TIRE MUST BE ROLLED THEUNDER TIRE THE REACHES LEGS AND THE PASSED,TO LAST PERSON THE INNEXT LINE, PERSON, HE CALLS AND SO"SWITCH", ON. AND, WHEN USINGLINE THETOWARDS SAME TO4PROCEDURE, ORIGINAL'OTARTING HE STARTS POINT.PASSING THE TIRE THROUGH um 2J-HNOTE: IF THE TIRE FALLS TO THE GROUND GOING EITHER WAY, IT MUST BE STARTINGPICKED UP POINTBY .THE AND PERSON STARTED WHO OVER. DROPPED IT, AND RETURNED TO THE PROCEDURAL NOTES ACTIVITY MATEILIALS! 2.1. 1,IARKERSROPE TUG OF WAR CRooSESIZE, TEANSAND SO BYON. MATCH/NG SIDES AS EQUALLY AO PORMLE: AGE, WINNERSTIME. AND LOSERS OPpOSE LOSERS. AFTER FIRST ROUND, SWITCH BY HAVING WINNERS OPPOSE HAVE SEVERAL CONTESTS co1 N0 ON AT THE SAME PROCEDURAL1. VARIOUS TYPES OF WIRE NOTES WIRE FUN ACTIVITY MATERIALS: 'CHILDREN ENJOY BEING ABLE TO "COMMAND" THINGS IN THEIR HANDS.IT, OR BEND IT INTO ALL WIRE IS GREAT FOR THIS FOR THEY CAN CURL IT, DIFFERENT SHAPES AND FORMS. SCMETWIST WIRE,WIRE FORFLORAL THIS WIRE, IS 18 PAPER GAUGE COVERED COPPER WIRE, COLORED WIRE OFF OF LETTUCE, ETC, TELEPHONE SECTION C ; MATE R'I A L S: PROCEDURAL NOTES2.1. SANDPAPERWOOD (SCRAPS OR PURCHASED PLYWOOD) ANTIQUE WOOD WORK PICTURE . ACTIVITY 3. MAGAZINESSTAIN 5.6. VARNISHGLUE OR PASTE -OBJECT.SELECT APPROPRIATE:SIZE .WOOD.. BANG WITH ROCK, HAMER OR OTHER SAND, UNTIL SMOOTH.-- 'STAIN- WOOD TO, INDIVIDUAL ;TASTE. .SCANCRUMPLE. PICTURE. OVER, 'AND' MAGAZINES' goi- SUITABLE' PICTURE TFAT.. FITS PIECE O'ke tOOD. . _ 'APPEARANCE. SMOOTH PICTURE,.OVER OUT UNTIL -WITH'IHANDS THE PICTURE HAS .A. citnacED . GLUE 'OR' _IT DRY AGAIN--ANDPASTE ON .,F_INISHEDWOOD. =PRODUCT IS COMPLETED. LEt'DRrOVERNIGHT Ain) 1HE, VARN* NEXT DAY. LET - . FOLD SEWCUT 'IWO3". X SIDES 6" PIECES ANU INSEE.T..BEANS OF CLOTH. .iTHROUbH OPEN Ett . AND- . CLOTH TO 3" 'X 3",-ULMENSIONS:', 'COMPLETE: X A'T E R I A L S: -1. LENGTH OF OCEDU-RA,L SMALL TUBING NOTES BLOW OUT PICTURES ACTIVITY DIP THE END ,INCH ;LENGTH OF SMALL TUBING, SUCHINTO AS AN- OLD GARDEN HOSE; CARDBOARD TUBE, THINNED_ TEMPERA FAINT. OF A 10 OR 12 LIFT -OUT QUICKLY TO A SHEET OR METAL TUBE, OF PAPER. , 'BLOW THRDUGH TUBING . TO:CREATE FUN PATTERNS. OCEDURAL NOTES \\\\\\\\ CUT 140 EQUAL PIECES OF MATERIAL Arip,'- gas*: - 0.11APE "CHALECOl' BY CUTTINO'OUT 173 MAKE HOLES '40UND,-TNE ENTIRE SO- OTTOM-'12ORTION IND:::INSEilf YARN i'0117.EEINOE DEp1,4+1D ON =,STUDENT r 'CREATIVITY DESIGNS 'POCKETS, AND . .1 CUP GRANULATED SOAP COLORED BUBBLES MA TE'RIAL VEGBTABLE1 QUART WARMFOOD WATERCOLORING k .5. EMPTYPLASTIC ORANGE STRAW JUICE CAN A SPECIAL BUBBLE MIX IN VARIOUS- COLORS MAY , BE USED OUTDOORS N'A ; WARM SUN SHINY DAY THIS 'MIK IS:MADE WITH 1 CUP OF: FOODCOLORING`GRANDLATRD_ AND, MiiiiHLL: SOAP tsfi QUART tOF - wart WATHR.- ADD VEGETABLE RACH::CHILD MAY BR-GIVEN' STRAW FORBLOWING, 4k0g#,-'4.:),Aii4E,-julc;:i AND HIS HOICE QF CAN, - WITH: A STIC- THE -SUNsSELI.NES ON:THE 14PV,Iiir:CHILDREN'iAti- DELIGHTED _ '-ii/TH THE PRETTY: ;COLOis AND' MAKE' _ MOUNTAINS OF RAINBOW coLogs. LENGTHS, MAKE' PERMANENT BUBBLE BLOWERS, CU USING' ;sr ONE END INTO-AWM CIRCLE HANGERS INTO, 8 " DIP 'INTO,, _ BUBBLI:MIX:iND,BLOW - 87- RAPER;,WHICR - ITAS-BEEN::SDARED-'av .10TATER- TO:RELEAEE ',THE .COLOR. . sqp, 144.7 ,BE ...COLORED- WITH -LAUNDRY -BWEINq DR _ ,CREPE . _PROC_EDUR_A-L CHARCOAL STICKS NOTES CHARCOAL DRAWINGS ACTIVITY MATERIALS: 3.2.1. HAIRPAPER SPRAY Li:MELINES OR MADE NO' DIRECTION: Br USING FLAT_ SIDES: OF CHARCOAL, - DEMONSTRATE- TYPES OF LINES ppm AS THICK - - , HEAVY LINES BY . PRESSING HARD- - WIT11:-.iIP_ OP STIOK. - - SOFT LINES- BY WIFING OR RUBBING _ WORK.. WITH ' -Hits PRAT-FOR-CHARCOAL WITHPERMAkirt:INES. FINGERS Ok TtSSUE._ SPRAY FINISHED

, -8 NOTES -MATERIAL S: PROCEDURAL1. WHITEBLACK TEMPRA CONSTRUCTION PAPER CLOWN DUHTfl ACTIVITY 4.3.2. KLEENEXASSORTED OR TEMPRA PAPER TOWELS A. B. HEAVY APPLICATIONLOF TEM' PRk TO CREATE-OIL PAINTING r `tCIRCUL4-:,EFFECI;ON,PApER: -BASE FOR HEAD:AND FACE._ _USE,KLEENEX START WITH WHITE TEMPRA AND MAKE AN OVAL OR, . to WIPE OFF 6.5 'EXCESS,FEATtiitt FAINT lAdiAL,;_MOODS AiE7ICREATED BY, CHILDREN' s IMAGINATION, BPJJSH THEN USE _RED 'FOR THE NOSE, _ P-ROCEDURA. "COOKIE MEDALLION" ACTIVITY MODELING.THATBOTTLE WILL CAPS_; CLAY MAKE SCREWS 'AN IMPRINT) KEYS, ETC.. SOLID CIRCULAR FORM. WHILE CLAY . IS.-MOLD__WET.-CLAYDESIGN OR ETCH 'INTO12 ,DESIGN,IITITil,'PENG/L. -70 _1..T.ica'STILL MET, TARE:,-PENCIL AND' MAKE A LET-DRY:pupNIGE'THOLE- NEAR AND THE THEN EDGE. STAMP . Ili AROUND,PAINT WITHTHE- NECK.: TEMPRA.: - - PUSH-TWINE:GR YARN, THROUGH' HOLE AND WEAR OPTIONAL: CAN ALSO BE FIRED IN KILN. SUBSTITUTE GLAZE FOR TEMPRA. MATERIALS: 2. CRAYONS 4.3. FELTPADDINGIRON. PENS (NEWSPAPER) . PLACE PAPER, CRAYONED, V) 1 SIDE DOWN ON PADDING AND PRESS WITH WARN IRON. CRUMPLE 'PAPER EPVtiRAn M1 IT PLIABLE (KEEPREAM)) DOING SAME PROCEDURE UNTIL RE-IRON AND ACCENT OUTLINES WITH FELT PEN. DESIRED- " FOLD IN HAM AND SEW - 12" 6" -> - cut MUSLIN TOPIWOINTO MARG/NSIDES 12. X ALLOWING IVIN HALF:SQUARES AT ONE. THE (SEE INCH OPEN A) MARGIN, END . FOR 1XE TOP (SEE E) . 'INSERT THE TWiNE IN SPACE FOLD TRE 12" " MADE; Elf FOLDED " EDGE .-AND SEW AROUND THE BAG TO SECURE THE TWINE - ..:( SEE C) . . TWINE ACTS rAS. ;DRAWS TRING .

- -.937 PROCEDU.RAL1. - SCISSORS NOTES CUTTING PATTERNS ACTIVITY M A TIE R I A L. S: 2, 'STRING, COAT HANGERS MAKE SEVERAL PATTERNS _ON DITTO_ MASTERS AND 'DUPLICATE. 3, START --WITH:f.SMPLE PATTERNS.-STUDENTS_ ANDPATTERNS-ARE WORK' COLOR UP BOTil TO MORE STILLSIDES DIFFICULT.ONES.- VISIBLE:,d-SitEETS WITHAETER- LIGHT COLORzN9 Is Dom, CUT OUT STROKES SO THAT - PATTERNS BYTO FOLLOWING _THEM Ap HANG LINES: : , - UP AS MOBIL:ES TAKE -CUT PATTERNS AND ATTACH STRING pas NOTES ACTIVITY hi+117::14 PROCEDURAL1. PAPER DIFFERENT MATERIALS . MATER IALS: 3.2. VARIOUSGLUE OBJECTS LISTED BELOW" GLUE-ON GLUE.COVER A SPRINKLE ONPIECE OF PAPER THE OR WHAT HAVE PAPERYOU WITH A. THIN SUCH THINGS AS: LAYER BIRDTEApROUNDINSTANT LEAVES SEEDS 'COFFEE COFFEE 'IVORYcmSCORIVEAL PARKLES FLAKES DECORATOR SUGARS SEQUINS - r

' - 4 -L NOTES ACT.IVITY MATERIALS: 2.1, DRYWATER STARCH FINGER PAINT 3.4. POWDERED TEMPERADETERGENT PAINT SOAP - 6.-yOONTAINER,WITH5. VEGETABLE FOOD CCIORING TIGHT LID =THATMIX CAN.TAKE.BOIIIgG'WATER 1 CUP DRY'STAROH AWIL 14i CUPS:OF WATER IN ANOTHEV, WITH,UP'_WATERIN A CONTAINER POT.,.POUR BOILIW,MATER,ILAND-STIR_ - , VERY.RAPfDLY-. ADD 3/4.- -'''-CUP5:pOWDERED,DET4RGENT-POWDERED=--TEMPERA:PAINTANDNEGETABLE sOAP,AND - 7oop COIORING FOR DESIRED, STIR AGAIN_UNTIL SMOOTH.*ADD::' .15F,FINGERCOLOR PAINT. sToiB.# CoiantkwiTtf,TIGHT,LIBIAKE8K ABOUT i PINT - -_-_: 2 'ITI.LL1-^ - ' PAINT T,SLMPLY,ADD LAUNDRY'LIQUIDTARCA120' POWDERED-TEMpRA . CREAIL A Tq. , 96- NOTES MATERIALS: PROCEDURAL2.1. MAGAZINESSCISSORS 4.3. GLUECONSTRUCTION PAPER , DISCUSSTRIANGLES SHAPES AND1 , - RECTANGLES , LINE FORMS . STRAIGHT LINES (i. e. , 'CIRCLES, SQUARES , , iWAVY , CROOKED, ETC.) SHOW EXAMPLES OF, 'THESE -ON'- BOARD. ' ,SCAN 6AGAZINES FOR THESETHING FORMS USING THESE FORMS ALT SHAPES.:SHAUS. - CUT OUT AND CONSTRUOT YOUR

a.9 7 u. MATERIALS: I. WASHABLE MATERIAL (12"EDURAL X 30") NOTES DRAW STRING BAG ACTIVITY 2. ' TWINE THREADNEEDLE FOLD IIATERIAL IN HALF WRONG SIDE OUT. 4. SEW SEAM ON EACH SIDE. -TURN- TOP EDGE -DOTIN,ONE-HALP,, INCH. - . _ PLif2 TWINE AROUND pip, SEW. DECORATIVETURN BAG':RIGHT--.SIDE"_OUT. :LOCK IN,- rpOr. . , USE:' SCRAPS -AND(ADD CREATE SHOULDER DESIGNS:goR STRAP(S) -

B.! MATERIALS:. 2.1, CONSTRUCTIONSCISSORS PAPER HANGING MOBILES 4.3. .GLUE OR TASTE THREid STAPLE IWO PIECES OF CONSTRUCTION , PAPER' TOGETHER:- FOLD IN HALF : - - - _ OF_PATTERN:ON FOL7)ED . _ , ,RIDGIO,EITHER VERTICAL ORAIORIZONTAL:-DRAWAALF CUT OUT,INTERDIAL I 'SHAPES. CUT AND GLUE TAPER SCRAPS TO ..,1 FIT_INTERNAL SHAPES'AND;GLUE:- 11,ACE OTHER,CUTOUT:TO MATCH FIRST DESIGN'AND'GLUE-TOGETHER.,' kuNqk HOLE ON,TOP OF MOBILE AND'ATTACH , ,. , , 0115 ,STRING-FORSANGING._ -,,,. - - _ , ,_ ,, a WIRE1/2", COATDOWELING HANGER (36" NEEDLEWIRE ORAND. : TWINE THREAD FORM.UNWIND WIRE HANGER AND STRAIGHTEN OUT. MARK OFF 1 A" ON EACIL END AND BEND BACK SO BOTH ENDS ARE SHAPE WIRE TO CIRCULAR ?ARALLEL;DOWEL OPENING: .(SEE DIAGRAM A) ; (SEE- B.) SECURE',:rcy DOWEL BY WRAPPING=g66, WIRE iOTH ENDS IN AND prAct IN CJ FoRmTWINE A OR STRING "AROUND BOTH TRIANGLE:, CUT -Tiff:ANGLE powiL /-':Dowits, THE MIDDLE., THIS *ILL MAKE AND WIRE. FOLD_ 40" CLOTH TOS 1/4" (i" FROM END) AROUNDTWO; NETS: THE COAT SEW EDGES, ..i.ro'.14;bsillitHANGEli"AND NET. NET IV:OOMPLETE. SEW THE- TOZ OP TNE NET GROOVE ilOTE:' - D0141,-_ Mit AND GHOOVE6 SEdULD BE sPHECHT. KOSHER SALT OR TABLE -SALT 44 . CARDBOA.HD PLASTICTONGUE KNIVES, FORKS OR SPOONS DEPRESSERS, POPSICLE STICKS, OR - .'7PREPARATION:'tSUBSTITUTE KISHER SALT IN, TO PRESENT A. HEAVIER ,OR COARSER TEXTURE -PLACE OF ',TABLE SALT IN THE GIVEN 'DNUSUAL- EFFECTSRECIPE. , YOU-WILL - -DISCOVER:THAT THIS 'MEDIUM LENDS ITSELF ,TO MANY BETTERPROCEDURE: ADVANTAGE -,IF:APPLIED'WITH I AS THIS, IS A COURSE MIXTURE,' IT .WILL BE USED TO DEPRESSORS, POPSICLE STICKS ; OR :WITH -CHILDRENIS: TONGUE KNIVES , FORKS , OR ,SpOONS . - HEZTHE. EXPERIMENTS CHILD CAN, 'PILE: bit-MIXTURE'. i* CARDBOARD, OR._ SPREAD IT ON AS pLASTIC _ ,VAHIATIONS:SALT, PAINT' " :APPLIED IN:-',-THE'.,LID1 -A= BUILT-u? DESIGN= - OF OF:HARMONIOUS'-fk BOX OR IN -THE TOP .0F .'AN COLORS w. KOSHER . 'EGG . CARTON:MILL GIVE.; EFFECT.' WHEN . THOROUGHLY - DRY_, THE UN PAINTED. PORTION=7.0F:-THIRD'!DI,WSIONAL, ` THE ,ECDi,-,AND THE -OUTIDE . ; LOOP OF PAINTED wITx.,i31:40,`OR A, NEUTRAL:COLO OF -TEMPERA PA±NT: A 'COMBINATION OF CAN ADD. A TABLE AND` _ KOSBEi_SALTe_c4g-,BE;,-USED kOR";NEW:EFFECTS. THIS IS A :pow MURALS.-MIXTURE TO 'REPRESENT -SAND., OR Rpiips IN-"PICTURE3 OR PROCEDURAL NOTES RATERIAL 2:1. WOODNAILS ACTIVITY 3. GLUETWINE SMALL) 1.4* CAN TAKE RECTANGULAR, OR SQUARE. SHAPE.- AFTER DECIDING UPON wows' sHai, SET OF PARLLLEL, SIDES; _ CUT _OUT WOOD:IN ,DSI.RED LENGTHS. NAILS, SHOULD BE 1/ 2" ' SECURE NAILSAPART 'ON AND AT A: LEASTI/cia 2" SHOULD .2 - - _ . 4: ) NAIL -7,7, THEOThERONTHEÔPPOSITESIDE, - '2 Bi EXPOSED, 2:ATTACH' TWINE OR STRING' FROM ,LONE 10TE: SEE DTAGRAM A. .to _ RQ C.E D'AT R -A .A. T E- R "I A L S: 1 - 'CRAYONS.SCISSORS 'EXAMPLE;MICE A MAN; 2. - PASTE..-..CONSTRUCTION PAPER -OR GLUE GIVE EACH CHILD k. DITTOED :EHEET: -THEM. :.TOGETHER': COLOR AND PASTE ON GIVE, INSTRUCTIONS:. . CUT OUT - -THESECONSTRUCTION ARTS Arip PAPER. PUT - - Cil

7103.. f MATERIALS: PROCEDUI-RAL SCISSORSCRAYONS NOTES ACTIVITY TRACE PICTURE ONTO DITTO SHEET, . RUN OFF DESIRED NUMBER OF COPIES, rAND MAKE DISTRIBUTE IT STAND, TO CLASS-. . LET CAIIDRFS COLOR, 'CUT OUT AND FOLD 3

: .1.11111111.1111111MIIIIMMININ17011101111/. 3.. WAX PAPER MELTED WAX DESIGN ACTIVITY MATERIAL S: - 2. 3. IRONCRAYONS 5.4.-- COLORED CONSTRUCTION PAPER GLUESCISSORS OR PASTE 't _ WAXEDSTEP..#1.: PAPER.. - PLACECUT OFF -ANOTHER. STRip, OF, PIECE Axil) OF PAPER.WAXED,PAPER OVER SHREDDED _ e , SHRED: CRAYON ONTO a) WAXCRAYON;= 'USE HEATED IRONAND STROKE. BACKBE1WEEN AND 'FORTH,. THE MELTING PRODUCES A STAINELrdweEFFOT. JOlAYERS OF WAXED BtPER. FINISHED PRODUCT =-- -STEP #2 TAKE'=DESIRED7:fiii3CE:OF''-'61..okiD 'coNsTRUCTION PAPER , - ,,. 'AlsipSCISSORS BYCONSTRUCTIOLiPAPER'. TEARING- OR CUTTING, OyEk 'MAKE-VARIOUS WAXED SHEET DESIGNS AND TRIM EDGES WITH . . GLUE PROCEDURAL LARGE COFFEE CAN NOTES MINI CHARCOAL STOVE ACTIVITY MA TE R IA L S: 2,1.3. HEAVYPUNCH CHICKEN (NAILS) WIRE 3 PIECES, 4" X 8") PIECEPUNCH OFAIR WIRE HOLES AROUND TOPX 8" AND SHAPE INTO A.CYLINDER, AND BOITOM EDGE OF CAN, PLACE INSIDE TAKE ONE , THEON CAN.CYLINDER. TAKE SECOND 4" X 8" PIECE OF WIRE AS IT 4'1ISCYLINDER AND PLACE NOW IS THE BASE AND SECOND PIECE ACTS AS MEATCHARCOAL OR PAN GRATE. SUPPORT. THE 'THIRD PIECE IS PLACED OVER TOP OF CAN FOR fOTE: .CUTHANDLE rvIO IStiOLES OPTIONAL. ON OPPOSITE S/DES, INSERT WIRE AND BEND UPWARDS 'r I, INSIDE TO-SECURE. r PROC-EDURAL NOTES ACTIVITY 14 ATERI.A1, S. 1. . WHITECRAYONS CONSTRUCTION PAPER NATURE IMPRESSIONS 4. .NEWSPAPERS LELVES, PETALS GRASS,:ETP. 'ARRANGETAK.2, NATUREFOUND,ITEMS-ON WALK TCY.COLLECT NEWSPAPERS.. ITEMS...". FIND SOME'PLACE COVER THE,ITEMS WITH WHITE TO SIT AND . CONSTRUCTION PAPER.HOLD_ THEAPER.FIRMLY AND Alp - CRAYON ovut. CRAYONSURFACE SIDEWAYS. OF CONSTRUCTIOWPAPER:,M4KE SURE TO'RUB ACRPSS ONE ;'COLor-oit, SEVERAL-MAY BE USED. HOLDING: PROCEDURAL1 . NOODLES (VARIOUS SHAPES AND SIZES) NOTES NOODLE FREE FORM ART ACTIVITY MATER IAL 5: TEMPRACARDBOARD OR MEAT TRAYS 5.4. BRUSHGLUE OR PASTE SELF-GUIDED ACTIVITY SOMETHINGSUGGESTED INSTRUCTIONS: YOU WOULD LEE TO MAKE. MEN THINR OF NOODLES.SEE IF YOU CAN MAKE IT BY USING THESE P R ODC E D R-A L N.0 T E S AC T I .V I T Y MATERIAL SHIRTGOODVARIOUS CARDBOARDSIZE.TIECES OBJECTSAS:LISTED OF CARDBOARD. BELOW; PAINTING ON - :NEWSPAPERCORROGATEDOLDEGG CARTONSTORN.WINDOWSHADESCUT PAPER INTO SIZEABLE -DIFFERENT'SHAPES-LINOLEUMOLDHEAVY TORN eIECESTILE OF'WOOD PLASTIC 'PIEC.73SQUARES OF PLASTIC. TABLE-CLOTHS CANTHERE PAINT ARE ON. ENDLESSNUMBERS'OF THINGS BESIDES PAPER1HAT CHILDRENYCI1 CAN:NARE POSTER PAINT-ADHERE TO'GLASS .METAL, PLASTIC,PAINT. .corOaullt0 FOIL-BY-ADDING A LITTLE DETERGENT TO Txg :- . - M. ATERIAL S: PROCEDURkL . LARGEPUNCH TIN OR CAN NAILS (COFFEE) NOTES, PACK STOVE ACTIVITY . HAMMERTIN SNIPS USE:TIN *NIPS TO, CUT OUT- 3" X 3" SECTION 4T SIDE NEAR. OPEN END HOLES NEAR THE TOP OF THE OFCAN. CAN(SEE SERVES DIAGRAM), AS COOKING SECTION. MAKE SURE HOLES AV ON SIDE OPPOSITE CUT OUT SECTION. PUNCH FOUR OR PlVE SMALL TOP NOTE: FORSURFACE. USE WITHOUT-A PAN LET STOVE WIPE WITH cumr.T.:, THEN IT IS READY FOR USE., HEAT:TO REMOVE'FILM ONTOP MATERIALS: PROCEDURAI,I. CLOTH NO-TF 's "PONCHO", BOY OR GIRL ACTIVITY 2. . NEEDLESSCISFORS it.Nr- THREAD A. BOY: 5. _YARNCLOTH SCRAPS 7,6. FELT-PENSCRAYONS 4- CUT ."' CUT CLOTH 14" X 3_6" .FOR:ROYSF '"PONCHO". -CUT 12" X 36" FOR GIRLS! - "ammo".OPENING (WILL 'VARY-ACCORDING FOLD CLOTH IN ,HALF ,AM CUT OUT OPENING- FOR NECK-. . HEAD_ SIZE); REINFORCE NECK EDGESOPENING FOR BY FRINGES:- SEWING-COMPLETELt.AROUND FRINGE IS MADE BY INSERTING THIN STRIPS OF. TO I.HE EDGES MAKE HOLES .NEAR GIRL "FRINGES),CLOTH OR YARN AND TIEING IN A KNOTt, DECORATIVE:DESIGNS'-ARE LEFT UP TO' INDiJIDUALI S (EACH :STRIP ACTING LS TWO TASTE, 411- 14,A TERIAL S: PROCEDURAL1. COLORED CONSTRUCTION PAPER NOTES POP ART WEAVING ACTIVITY CONSTRUCTCUTTING FROMPAPER FOLDED LOOM BYRIDGE FOLDING TO EDGE. CONSTRUCTION PAPER IN HALF AND ALLOW ABOUT AN INCH FOR A A. FORMARGIN, WEAVING ARE CREATED BY STUDENTS. AFTER CUTTING OPEN PAPER TO FULL LENGTh (SU, A). THESE STRIPS SHOULD BE STRIPS LOOM ABOUTOVER AN UNDER INCH WIDE AND AS LONG AS PAPER USED PATTERN, ALTERNATING THE PROCESS WIMI EACH STRIP, FOR LOOM, WEAVE IN, B. '.NOTE:. .; SEE HOW TO MAKE 4 LOOM. 'STRIPS- C. L. PROCEDURAL NOTES 4Ae ACTIVITY MATERIALS: TalPRALIDSCOTTON (RED,BALLS YELLOW BUIE POUNC Ej PAINTING CONSTRUCTIONGAUZE - PAPER COVER COTTON BALL WITH PIECES OF GAUZE. 5. TIE FOUR CORNERS ONTO clii , :DAUBPENCIL. COLOR ONTO PAPER. mak: PATTERNS, FICTURES OR DESIGNS. MAKE A POUNCE FOR-EACM COLOR. _ . DIP INTO pAINT AND MATERIALS: PROCEDURALI. MUSLIN NOTES "REBOZO" ACTIVITY 4.3.2, NEEDLESSCISSORSCOLORED THREAD 6.5. CRAYONSYARN ANDCUT COLORMUSLIN. WITH MATERIAL CRAYONS TO,10"',1 OR-SEW 36". OUTLINE OF- PATTERN Kira COLORED _ DRAW DESIRED FLORAL'DESIGN THRFAD, COMPLETE 'BY FRINGII4G -.WITH COLORED YARN, . -

.414- PROCEilURAL N T. E S .0 ACTIVITY MATE R. I A Z.-1. MAGAZINESSCISSORS RECTANGULLI ABSTRACTION GLUE-ORPNSTRUCTION PASTE TAPER:. MAGAZINESCAN MAGAZINE ILLUSTRATIONS OR CREATE OR OWN CREATED DESIGNS DESIGNS ON MANILA INTO PAPER,SOLID RECTAKULAR CUT THESHAPE. CUT RECTANGLE AND IBECUTTIECES AND RECONSTRUCT ON CUT SHAPiS FROM ALONGATHE INSIDE OF THE BORDERS, TAKE ' CONSTRLICTION PAPER, PASTING THE CUT PIECES OUTSIDE TRE BORDERS POSIT/ON,TO APPEAR AS IF TREY HAD BEEN FOLDED:BACK FROM THE ORIGINAL

415- PROCEDURA.L SCISSORS NO 117 S 6. GLUE 'LUKER ACTIVITY MATERIAL.S: CLEAR PLASTIC 3:',.r5 ZITS 7 PENCIL INSECT MOUNTS NEWSPAPERCOTTON 98 STRAIGHTMOTH FLAKES PINS 10 LADIES HOSIERY BOX A . BOXINSIDE TOP INCH MARGIN'AROUND FACE. CUT 16 IP a MARGINONE-INCH - AROUND-PLAS TiC MkGIN BY .GIUEING' CREATING TO RECTANGULAR UNDERSIDE OF MARGIN, OPENING.. ON FACE STUFF NEWSPAPER INTO . ATTACH . E BOX UNTIL LAYERS TOUCH THE PLASTIC . ADD MOTH .CRYSTALS THEN iPLAOEDISPLAY AND COTTON SECURE OVER-.MOTH. CRYSTAL MOUNT ARRANGE :,2NSEC4.S ON' MOUNT Ii roe., VWes), :MATERIALS. PROCEDURAL1. . BABYLIQUID, FOOD STARCH JARS NOTES - ROCK PAINT ACTIVITY I. . HAMNERSCREEN ., WATERTINCARDBOARD CANS (COFFEE) ;. AEARCH FOR SOFT COLORED ROCKS CHECK ROCKS SOFTNESS BY (Z0,C12 KEEPSCRATC1iING IT. ROCK ON 'CARDBOARD HAMMER--"ROCKS INTO SMALL -:P/ECES 'AND GRIND THESE INTO IF IT LEAVES - A COLORED NARK, WATER.POWDER: USE PAINTS FORSIFT PREPLANNED 'AND 17;ACN:IN-BABY" ART PROJECT. FOOD, JARS'. PROCEDURAL NOTES ACTIVITY MATERIAL : 1.2, FLOURSALT SALT AND FLOUR NECKLACES 4.3 FOOD COLORING STRING, TWINE, OR YARN 6,5. -CONTaNERS WIRE EXAMPLES: MIXDOUGH. EQUAL .PARTS: or- FLOUR AND SALT, ADD FOOD COLORING, ROLL DOUGH:INTO DESIRED SHAPES. ADD WATER TO MAKE STIFF TAKE WIRETHREAD AND PUSH THROUGH DOUGH MAKING HOLES FOR STRINGING, OR STRING TO CCEPLETE NECKLACE,. USE PROCED-URAL 1.. HEAVY PAPER, BOGUS PAPER, CONSTRUCTION PAPER NOTES , sALT PAINTING ACTIVITY MATERIALS: 3 .2 . STENCILSCARDBOARD, WALLPAPER 4.5 . TONGUESPONGEBRUSH DEPRESSORS , POPSICLE STICKS MEDIA: MIXCOLOR.k THE FOLLOWING INGREDIENTSCUP WATER, TOGETHER: 2 CUPS TABLE SALT. DIVIDE AND ADD. TEMPERA FOR k CUP LIQUID STARCH, KOSHEROF. SODA, SALT EASTEREGG DYE , ICE CREAM sALT PASTE , CAKE. COLORING, ALCOHOL , SILICATE ;7J IBISTIE QRPREPARATION:-SALT MEDIUM SMALL DISSOLVES.- CANCONTAINERS 'BE USED pi:VATEkAND";STARCH . SHOULD.ON 'ANY. HEAVY PAPER OR CARDBOARD. MIX ME SALT-PAINT RECIPE FRESH FOR EACH PROJECT , AS =BE. USED' TO ACCOMMODATE SEVERAL COLORS AFTER IT STANDS MUFFIN TINS 1.4.6. THEPROCEDURE : PICTURE -SHOULDTHE DRY CHILD FOR APPROXIMATELY APPLIES THE TABLE TWO HOURSSALT MIXTURETO GIVE AWITH CRYSTAL- A BRUSH. _ WILLVARIATIONSLIKEFOR APPEARANCEPRODUCENEW IDEAS: AN . ANDINTERESTING HOLIDAY MOTIF'S COLOR DESIGN THIS IS A MEDIUM THAT KINDLES UNLIMITED POTENTIALITIES SEVERAL COLORS BLENDED TOGETHER SELECTBUILT-UP ANY EFFECTS LEAF CLUSTER CAN: BE WITH OBTAINED A, STEM B'U FOR REPEATED MAKING APPLICATIONSA FLOWER DESIGN. ON STENCILS. HAVE mpium,CANTHEPAINTING -ADDCHILD A. HOLDTHE CENTER DESIGN THE AND SEOERAL LEAVES 'TIMES , THEN PRESS FLAT:- 'STEM ANDON :DIP ;THE OR THE DESIGN WILL RESEMLEPAPER,. A POINSETTA OR PAINT: WHEN. THE FLOWER IS DRY THE CHILD THE EIER CANTHE BELEAvss BUILT-UP WITH BY THE SALT -SIMILARPAINTEDA PICTURE FLOWER. BORDER. THE CHILD HAS MADE WITH ANY MEDIUM IS ENHANCED BY A SALT- : PRO.CEDURAL1. PLASTER OF PARIS NOTES SAND CASTING ACTIVITY MATERIAL : 3.2. BOXESSAND 4. . . ODDS ANDPLASTICPENCILS ENDS BUCKETS (ELLS, BOTTLES , LIDS , ETC.) , r.. . MOISTEN SAND SO IT WILL HOLD ITS SHAPE. SCOOP OUT SAND IN SLOWLYCONCAVE AND DEPRESSION. EVENLY. LEAVE OVERNIGHTIMPRINT AND PATTERN WASH 'bFF AND NEXT POUR DAY. PLASTER OF PARIS r REMOVE P_ROCEDUR:AL1. CARDBOARD NOTES. SEED, MOSAIC " ACTIVITY MATERIAL S: 3.2. SEEDSGLUE (RICE, BEANS CORN) . GROUNDSOTHER (SAND, GLASS , GRASS , ETC . ) EGG SHELLS COFFEE HAVE,CUT OUTTHEM OBSERVE AND SKETCH WHAT THEY SEE OF INTEREST TO. THEM. K 107 CARDBOARD FRAMES.. TAKE CIASS TO SOME LOCALE. )0.; FRAME.FOLLOW UP BY_ HAVING CLASS REDRAW. SIMPLE 'SCETCHES ON CARDBOARD HAVE DIFFERENT COLORED RICE ,BEANS,. ETC., IN BOXES OR NOTE:, 'POSSIBLE WALKING FIELD TRIP OR OMER.- CANS. LET cuss UWE sgEps, ETC.' ON SOTCHES, AND MAKE. MOSAIC. PROCEDURAL BROWN WRAPPING PAPER NOTES SELF PAPER DOLL ACTIVITY MATERIAL S. 1. . CRAYONSSCISSORS OR PAINT HAVE THE CHILD LIE powN ON A LARGE 3. IliCE OP BROWN PAPER ANDSELF.;.D.OLL. LET .M.-EM GET IN THE POSITION THAT THEY WANT FOR THEIR ANOTHER CHILD. OR THE TEACHER DRAWS. THE OUTLINE THE SELF-;DOLL IS THEN CUT OUT. LET THE AROUNDCHILD THEDO WHATCHILD. HE woutp LIKE. TO FINISH IT. :HE HE BIGHT ENJOY CUTTING COULD DRAW ..THE - FEATURESOROUT ON .STRIVG 'DIFFERENTWITH CRAYON MIGHT gigcEs BEOR. FTOF. PAINT. N PRETTY TO. USE MATERIAL- FOR HAIR.. FOR. CLOTHES, ALSO YArm. ' p. -122- tk.4 MATER/AL S. 1. RUBBER CEMENT STICK AND STONE ART ,...112.1.01.1.4120 ,. STICK,PAPERPEBBLES SACK TWIGS, AND STONES GRASSES, ETC. - GO OUT AND COLLECT NEEDED ITEMS SUCH AS ROCKS, STICKS, AND SO 4. ON. SORT AND CATEGORIZE ACCORDING. TO SIZE- COLOR MATERIALS. INSTRUCTIONS SHOULD BE GENERAL; WHAT CAN, YOU, MAKE WITH AND SO ,

de PROCEDURAL NOTES ,ACTIVITY . MA T E.R I A L S: 2.1. BRUSHESDUCK WATER COLOR OR INK SUMI BRUSH PAINTING cussTgED SECiION OF NEWSPAPER ' . SURFACEPAINT OBJECTSOF CUSSIFIED FROM NATUREADS USING SUCH ONLY AS SPIDERSBLACK COLOR. FLOWERS AFTER ETC ON TO CUT OUT FRAMES FROM' CONSTRUCTION PAPER AND MOUNT PAINTINGS, MORE COLORS CAN BE ADDED TO THE DESIGN. -P. IOCEDURAL I. BLACK FELT:PEN NOTES ACTIVITY .44 - MATERIAL S: BUTCHERWHITE CHALKPAPER GLUE OR PASTE CHALK EACH STUDENT DRAWS.SOMETHING USING WHITE CHALK ON BUTCHER PAPER. THENINSTRUCTORJAJTLINES AROUND±EACH DESIGN,-THE PICTURE'S INSTRUCTOR DESIGN ETO.WITH CREATWSOME:GEOMETRIC BLACK FELT PEN, iFOI4S'ARE THENSUCH CUTAS SQUARES,OUT,2.- THESE TRIANGLES FORMS ORARE. OVALS, THEN RECUT AND DISTRIBUTED THESE GEOMETRICFORMS LIKING,AMONG THE STUDENTS, AFTER COLORING IS CaMPLETED, THE PIECES ARE REASSEMBLED EACH STUDENT COLORS HIS SECTION TO HIS; c? ON SECOND -SHEETS _OF. BUTCHER PAPER AND ,aLUED.;,

425- 4 r) -ATERIAL PROCEDURAL2.1. MANILABUTCHER PAPER PAPER NOTES TALKING MURAL ACTIVITY 4.3. . PASTEFELTCRAYONS PENS OR GLUE PAPER ILDREN ,CHIID- TELLS-DRAW TEACHER- COLOR AND. CUT- PICTURES AND ABOUT PICTURE. PASTE THEM ON TEACHER WRITES BUTCHER . AYINGS.6, NEXT TO. PICTURE.

f* : eiN PROCEDURAL NOTES orp XATERIALS: FLATWH'ITE OR PRIMARY. CONSTRUCTION PAPER CRAYONS (OTHER ALSO) TEXTURE IMPRESSIONS ACT\IVITY 3. scIssoRsG1,UR STEP #1: TAKE GROUP OUTDOORS 4. AND HAVE THEM PEEL DIFFERENT CONSTRUCTIONOBJECTS: PAPER ON TREES, CEMENT, BLACK VARIOUS SURFACES AND 1UB TOP, IRON GRATING ETC. WITH FLAT EDGE PLACE friPATTERNS FROMOF'qBA:i0N. MOVE PAPER THE tEKTURES-USED. - - IN'ALL:DIRECTIONS TO AOHIEVE DIFFERENT 'STEP.#2i MAKE FRAMES FOR MOUNTING. . FOLD 11":: is" CONSTRUCTION cm, PROCEDURAL 1. PAINT THINNER NOTES ACTIVITY IA TERIALS: MAGAZINESToont BRUSH TRANSFER MURAL . CONSTRUCTION-NERspAPE.R.: (Fog-PADDIii0 PAPER,' CIATH OR WOOD ..;SCAN MAGAZINES .AND SELECT PHOTOGRAPHS FOR PROJECT. PLACE OTOGRAPH FACE_DOWN'tOOTHBRUSIt ON. PAPER DIPPED IN. tit .THINNER. SCRUB PHOTOGRAPH BACK :OVER:SURFACEIMAGE ON REPEATINGSURFACE OF -MEDIAincEss BEING.,USED. pAINT FOR MURAL EFFECT. PLACE pHOTOGRAPHS ALL THIS WILL TRANSFER 664 I'A 'PROCEDUR.AL 2. NAILS2" X.- 21 LUMBER (5' LENGTH NOTES PRE-CUT) WALKING STILTS ACTIVITY 4.3. HAMMER2" X 4" TO 4" .PRE-CUT) FOOTMATCH RESTS FOOT RESTSON 2!' ONX 2". 2" X 2" PIECESLINE UP AND HAMMER OOT RESTS . MARK DESIRED POSITION OF TO STILT ADVERTISING 1 'INDEX FIELD TRIPS 15 '"*BALL CATCH 'ANTTQUE ADJECTIVEWOODWORKAWARENESS PICTUREUSAGE TOSS 515083 '2 FISHTNGFINGERFORM-AND.PIVE MINUTE-SOFTBALL PAINTPOLE COLOR ART 976016.96 -BASKETBALLBASKETBALLBASE PASSING THROWINGRUNNING RELAY 55545352 HOMEH.211\1'TloGGLASSGADGET LIVINGWAX BOARD NOBTTEFUN 62611799 BLOWBEANBOOKMAKING OUIBAG PICTURES 8584 3 JUMPJUMPINGINSECTIMMEDIATE THE NET HOOP EXPERIENCE FOR ORAL DISCUSSION 100 646318 CHARCOALCATEGORIZINGCARTOON"CHALECO" QUIPSbRAWINGS 8986 45 LANGUAGEKOSHERKICK AND SALTS HOPSCOTCHCATCH 101 652019 CLOWNCHORAL BUSTS READINGS * 90 6 LISTENINGLANGUAGE PATTERNS(AUDITORY MEMORY) 102 21 COLOREDCOLOR AND CHALKBUBBLESSAND SHAPE WALKS 568488 7 AK- A MAN ---,DAY4' BUDGET COW ITEMS ID WAX DESIGN 104103105 22 CORNMEALCOOKINGCOOKIECONCENTRATION MEDUIONS EXPERIENCESSANDBOX 5791 98 NATUREMUSICAL'MIX, MEASURE IMPRESSIONS INSTRUMENTS AND SPLASH _-CHARCOAL STOVE 107106 6766 CRITTERCREATIVECRAYON "BATIK"BAG WRITING : 93 1092 NOOBSTACLENOODLE BAT SOFTBALL FREE COURSE ART FORM -4 108 6869 DECODING*CUTTINGCRITTER PATTERNS EXPERIENCESRACE 11945812 ORALORAL READINGSREADING SEQUENCE 252423 DIRECTIONALDIFFERENTDEMONSTRATIONS GLUE-ON JUMP MATERIALS 135995 PACKPANTOMINEPAINTING STOVE 'ON STORIES ' 109110 26 ECOLOGYDRAWSTRINGDISTAR LANGUAGE STAKEOUT BAG . . 9814 PENTATHLONPATTERN DRILLS 2770 swassallam man SL9ZTt17SZT mom SMRN cam Pivunw DRINN1MS It,ZTZ,CZT ONIINIWflIV WIPES-MS mom GNV X0IISWON(GNIP) mums SININdS ODNIJS T,0,SI9L Sims HEOOOS yosxos aNnos 112000S 8CZZTLE6C srivunaa dIHS aIvula SHI T1OI GNV uvrinDmIs HEdVd dIES salamis iis OZTCETZT DNII0E1100 0228 DNIISVOI1E3N00 (INVS ausOIWON GEES 17LSTI611 sawanam )IamoiaDNITIVM amvGNV ONIDIflrEms Ed011 DNIINIVd IIYS 6, ZL911LITEL SIMON IOESNI HUTH IMOD INIILAHU INIVd X0011 maim 6ZI8,L,Z8 amanbas avnsIA&MIS mIxavm 4II SVH OHM Nna Ii 'TTZE5TTTC SNOII3VUIS8V HVIRONVIOElt SHIXOIS MEE X0VHISOVH ,02002Uu RFT189,5, # XO q2E3avanw GNV uadovn Howl MOHS AIHIUVA HVM dO OnI OSTITZitETT soimasnial NE0d ONIAVSMDNIINIVd LIy 3000d dOa . oHomoa 6L02 arla RUII 8Z6Z N0'10E1100 INvaa , alas'ivxma WHO DNIHI III (.. 3; )) XEGNI IL asimaxa avaisma 1. -Danirl". Ylva S.,'Creative Watts. Dansville RESOURCE BIBLIOGRAPHY New York: F. A. Owen Publishing Company. 2. Dunn, Loyd IL.; Dr., Smith, James 0., Peabokaasoikags221 ;... Circle Pines, Minn.: AmeriCan Guidance Service, Incorporated. 3. . 4. Associates, Incorporated.EngleMan,Engleman Siegfried; Osborn, Jean and Engleman, Therse, Distar Siegfriedy Brunner, Elaine; Distar Reading. : Chicago, Ill.: Language. Science Research Associates, Incorporated.Chicago, Ill.: Scientific Research 6.5. Geri,Chicago,Frostig, Fran, MarianneIll.: Illustrated and IloTne,Games and David, Rhythms.. The Fros'ci 'Foals Publishing Company. New York: Pro,ram for the Develo ment of Visual Perce tion Prentice Hall Publishing Company. Teacher's Guide. 7. Hackett,Bacon,'Incorporated.Green Layne C.; Jenson, Robert G., A Guide to Movement Exploration.Harry A.; Petty, Walter T. Develo in Lan uage Skills in the Elementa Palo Alto, California: School. Bost'on, Mass.: Peek Publications. AllyOn and D. 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