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Letters; DOCUMENT RESIII E ED 026 366 24 TE 000 975 A Curriculum in Written Composition, K-3: A Guide for Teaching. Georgia Univ., Athens. English Curriculum Study Center. Spons Agency-Office of Education (DHEW), Washington, D.C. Bureau of Research. Bureau No- BR -5 -0.565 Pub Date 68 Contract-OEC-4 -10-017 Note- 308p. Available from-English Curriculum Study Center, 312 Baldwin Hall, Univ. of Georgia. Athens, Georgia 30601 ($3.75). EDRS Price MF-$1.25 HC-$1550 Descriptors-Business Correspondence, *Composition (Literary),CreativeWriting.DiachronicLinguistics. Dialects. Dictionaries, *Elementzry Education, English, *English Instruction, Figurative Language, Instructional Materials, Language Usage, Letters (Correspondence), Morphology (Languages), Paragraph Composition, Poetry, Sentence Structure, Sequential Programs, *Teaching Guides, Teaching Methods Identifiers-*Project English, University of Georgia English Corriculum Study Cen Thisteaching guide for written composition in grades K-3 contains (1) a statement of objectives for a curriculum in composition. (2) sequence charts which relate subject content for each grade to basic understandings about composition. (3) illustrations of ways in which the ordinary experiences of children can become the bases for compositions. and (4) units for teaching specific skills. The units for each of the four grades are "Structuring a Composition," "Paragraph Development." "informal Correspondence: PersonalLetters," "Formal Correspondence: Business Letters; "Stories and Plays: "Poetry as a Writing Form; "Factual Reporting," "Definiton; Tigurative Language." "The Dictionary," "History of the English Language." "Morphology," "Sentence Structure," and "Usacie and Dialect." (Each of these units is also published as an individual bulletin for grades K-6. Price lists for the bulletins may bo obtained from Prof. Mary Tingle, 312 Baldwin Hall, Univ. of Georgia, Athens. Ga. 30601.) (JS) A CURRICULUMIN WRITTEN COMPOSITION K 3 A Guid forTeaching ENGUSH CURRICULUMSTUDY CENTER UNIVERSITY OF GEORGIA,ATHENS, GEORGIA U.S. DEPARTMENT OF HEALTH, EDUCATION &WEiFARE OFFICE Of EDUCATION THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINAENGIT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENTOFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. A CURRICULUMIN WRITTENCOMPOSITION K-3 1 1 A Guide forTeaching ENGLISH CURRICULUM STUDY CENTER University of Georgia,Athens, Georgia This study was done in theEnglish Curriculum Study Center of the University ofGeorgia. The Curriculum Study Center reported herein wassupported through the Cooperative Research Program of theOffice of Education U. S. Department of Health,Education, and Wei:ire. The English Curriculum StudyCenter The University of Georgia Athens, Georgia 1968 PERSONNEL OF THE ENGLISH CURRICULUM STUDY CENTER COORDINATING STAFF Rachel S. Sutton, Co-Director J. W. Richard Lindemann Mary J. Tingle, Co-Director (Co-Director, 1963-1964) Sue W. Cromartie William J. Free (1964-1965) Emeliza Swain Jane Appleby (1965-1968) L. Ramon Veal Warren G. Findley CONSULTANTS Dorothea McCarthy Alvina Burrows Walter Loban Hulda Grobman Arthur H. Livermore Kellogg Hunt Margaret Early Ralph Tyler Ruth Strickland J. N. Hook GRADUATE RESEARCH ASSISTANTS Edieann F. Biesbrock (1967-1968)1 Virginia Howard (1964-1966) Alice Christmas (1963-1965) nellie Maze (1965-1967) Carmie T. Cochrane (1963-1964) Marilyn Mathews (1967-1968) Marya DuBose (1965-1968) Frances Middleton (1967-199) Cornelia C. Eldridge (1964-1965) Editha B. Mills (1966-1967) June Ewing (1963-1966) James Monday (1965-1966) Joanne Fudv (1967) Rhoda Newman (1964-1965) Jessie Post Gough (1964-1965) Pamela Roffman (1966-1967) Emily B. Gregory (1963-1964) Nan Tomlinson (1965-1966) Ethel Harris (1963-1964) Audrey Walker (1966-1968) Emmaline Hendricksen (1963-1964) Lavinia Wood (1966-1967) Rose Nell Horne (1964-1965) 1In cooperation with the Research and Development Center in Educational Stimulation at the University of Georgia. I COOPE.ATING SCHOOLS Alps Road School Athens, Georgia Centerville Elementary School Seneca, South Carolina Doerun Elementary School Doerun, Georgia Franklin Elementary School Franklin, North Carolina Herman W. Hess ElementarySchool Savannah, Georgia Lake Park Elementary School Albany, Georgia Ocilla Elementary School Ocilla, Georgia Oglethorpe County Elementary School Lexington, Georgia The Savannah Country DaySchool Savannah, Georgia Spring Street Elementary School Atlanta, Geo:gia Trinity School Columbus, Georgia TABLE OF CONTENTS Page vii INTRODUCTION OBJECTI1MS FOR A CURRICULUM IN WRITTENCOMPOSITION 1 CONTENT OF A CURRICULUM IN WRITTENCOMPOSITION 2 14 ILLUSTRATIVE EXPERIENCES IN COMPOSING Kindergarten 14 First Grade 17 Second Grade 20 Third Grade 24 THE STRUCTURE OF WRITTENCOMPOSITION 28 Structuring a Composition 29 Kindergarten 29 First Grade 32 Second Grade 36 Third Grade 41 Paragraph Development 45 Kindergarten 45 First Grade 48 Second Grade 52 Third Grade 55 CHOICE OF A FORM FOR THE CONTENTOF A COMPOSITION 58 Informal Correspondence: Personal Letters 59 Kindergarten 59 First Grade 59 Second Grade 63 Third Grade 66 Formal Correspondence: Business Letters 73 Kindergarten 73 First Grade 75 Second Grade 78 Third Grade 81 86 Stories and Plays Kindergarten 86 First Grade 90 Second Grade 93 Third Grade 100 Poetry as a Writing Form 105 Kindergarten 105 First Grade 105 Second Grade 110 Third Grade 119 vi Page Factual Reporting 124 Kindergarten 124 First Grade 126 Second Grade 129 Third Grade 131 THE DEVELCPMENT OF VOCABULARY 133 Definition 134 Kindergarten 134 First Grade 134 Second Grade 138 Third Grade 145 Figurative Language 150 Kindergarten 150 Fir-9i: Grade 150 Second Grade 158 Third Grade 162 The Dictionary 166 Kindergarten 166 First Grade 168 Second Grade 171 Third Grade 174 History of the English Language 178 Kindergarten 178 First Grade 178 Second Grade 181 Third Grade 184 History of the English Language: Supplementary 189 Information 209 LANGUAGE: STRUCTURE AND USAGE 210 Morphology :andergarten210 First Grade 212 Second Grade 217 Third Grade 228 Sentence Structure 235 Kindergarten 235 First Grade 237 Second Grade 241 Third Grade 246 The English Sentence: Supplementary Information 249 Usage and Dialect 262 Kindergarten262 First Grade 262 Second Grade 267 Third Grade 271 Usage: Supplementary Information . 277 Dialect: Supplementary Information 288 INTRODUCTION for a curriculum inwritten The materials thathave been developed school are comprisedof five composition in the primaryand elementary Curriculum in WrittenComposition, major volumes: Foundations for a K-3; A Cur-iculum inWritten K-6; A Curriculum inWritten Composition, Written Composition, 4-6; The Useof Literary Modelsin Improving Cognate Aspects ofWritten Composi- Composition K-6; and Research in tion. Composition, K-3; and The two volumes, ACurriculum in Written 4-6, are guides forteaching. A Curriculum inWritten Composition, curriculum in written Each contains a statementof objectives for a content for eachgrade to composition, a sequencechart which relates illustrative experiencesin basic understandingsabout composition, specifics that arerelated composing, and gradedmaterials for teaching to growth ofcompetency in writing. in the guidesrelates to six The organizationof the materials for WrittenComposition, (2) The major areas: (1) sources of Content Choice of Form forthe Content Sitructure of WrittenComposition, (3) The of Vocabulary,(5) Language: of a Composition,(4) The Development Observed in Writing. Structure and Usage,(6) Conventions outlined in chartform, The content of eachof the guides is Reading the chart, "Content of a Curriculumin WrittenComposition." experiences accompanying horizontally, one sees acontinuum of learning unit extends fromkindergarten each concept andskill. Each continuum or vii viii through grade six. Teachers are urged to move back andforth on any one continuum to find the contentsuitable to the readiness level of the particular students. Reading the chart vertically, one finds alisting of the varied concepts and skills developed to some extent ateach grade level. The items within the listings are interrelated componentsof the complex composing process, therefore the order oflisting is arbitrary.Within one grade level the orderof arranging new experiences in compo_Atioa or in examining the nature andconventions of language is determined by the writing requirements of the individual orof the group at any specific time. The section entitled "IllustrativeExperiences in Composing" sug- gests ways in which the ordinaryexperiences of children become the basis for composing. The graded materials for teachingspecifics that are related to composition contain objectives and examplesof learning experiences which lead to competencies required as thestudent grows in maturity in writing. Sample learning experiences presented areillustrations only; they are beginning points forteachers' thinking and planning. Teachers arrange learning experiences consistentwith the requirements of their awn particular groups ofchildren. Opportunities for writing may be described inthree ways: (1) ongoing, (2) occasional, and (3) unexpected rareopportunities. The ongoing opportunities are those whichnormally and regularly occur throughout the school day: writing problem situations and their solu- tions in arithmetic or science activities,writing a play in social studies, writing today's news or listingtoday's helpers Occasional opportmeaties for mrsting amertsimon:ssuch as these: letters to a the
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