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Program Descriptions;*Reading Instructi Reading

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Program Descriptions;*Reading Instructi Reading . , DOCUMENT RESUME ED 109 608 CS 002 AUTHOR Sullivan, Howard J. TITLE Story Specifications for Mod 2 Third-Year and Fourth-Year Reading. INSTITUTION Southwest Region Laboratory for Educational Research and Deve pment, Los Alamitos, Calif. SPONS AGENCY Office of ..Educa ion (DREW), Washington, D.C. REPORT No :SUL-tM-3-71-1 PUB DATE Aft ?II NOTE 31p. ERRS PR;CE.:, MF.-$0.76 HC-$1.95 PLUS' POSTAGE DESCRIPTORS. Beginning Reading; *Content Analysis; Developmental Reading; *Instructional Materials; Primary Education; Program Descriptions;*Reading Instructi Reading ° Material Selection; *,Reading Programs; Readin Skills IDENTIFIERS *Model 2 Reading Program ABSTRACT 1 The Southwest Regional Laboratory (SWRL) Mod 2 Reading ,Program is planned as a four -year program (K-3) for t hing reading skills to-primary-grade children. To date, all stories 'have been written for the fitst -year. and secOnd-year segments of the program. This'papOr describes the selection of rules-and 'words, the number and typeomE 'stories, and the, word -usage nd, story-length. specifications for the r:eading stories in the thWrd- and foUrih-year* .programs., (Author /RB) \ ********************o************************************************* Documents acquiredby ERIC include mant informal unpublished * * materials not,available from other sources. ERIC makes every effort * * to obtain t.hebeSt'copy available: nevertheless, items of morginal * * reproducibility are often encountered and this affects the %panty * * of the.miCroficte and .hardcopy 'reproductions ERIC makes.a6ailabre * * via the ERIC Document,Reproductiop Serevice (gins). EDRS is not * responsiblelor the quality of the original document. Reproductions * * supplied by-EDRS are the hmittthat,can be made from the original. ************A***i************,***************************************** ( US SAENTINI HEALTH, EDUCATION A WELFARE 4- NATIONAL INSTITUTE OF EDUCATION THIS DOCUpSENT HAS BEEN REPRO OUCEO EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN AT IND IT POINTS OF VIEW OR OPINIONS STATED PO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY SOUTHWEST REGIONAL LABORATORY tiN1.111, TECHNICAL MEMORANDUM CD J NOTICE DATE April 15, 1971 SCOPEOF INTEREST The ERIC Facilityhas assigned 'tms document for pr n9 \u TM-3:71-1 to document In our padgementrthis Is a's* of interestto the clearing- houses noted to theNight Index. ing sisould reflecttheir SPeCuld points df view STORY SPECIFICATIONS FOR MOD 2 THIRD-YEAR AND FOURTH-YEAR READING Howard J. Sullivan. A ABSTRACT The SWRL Mod 2 Reading Program 'is planned as a four-year program (Gradts K-3) for teaching reading skills to primary-grade children. To date, allstor:4have been written for the first-year and second -year segments of the program. This paper describes the selection of rules and words, the nhmber and type of stories, and the word-usage and stotly-length specifications fort the reading stories irk the Third-year me Fourth-year tTograms. s e. " Tk.is do. ument ts intended for Interlial staffQ11stribution end use.Perolabiontoreprint or quote from enis working dot osteril stht.r1 l vttri n part, should be obtained from SWRL, 11300I i Cienega Boulevard, Inglewood, Cal brn is, 9010. 2 STORY SPECIFICATIONS FOR MOD 2 THIRD-YEAR AND FOURTH-YEAR READING. 4 Howard J. Sullivan The SWRL Mod 2 Reading Program is planned as a four-year,program f *(Grades K-3) for teaching reading skills to primary -grade-chic l.dren. Derivation of.the word and rule'populations for the entire progradi has been described iri .previous Laboratory' umerts (Bevliansky,.Cronnell and Koehler, 1969; Berdiansky andtanton, 1969; Desberg and Cronnell, '° 1969). Berdiansky, Cronnell andtanton have also specified recommended..:. rule and word populations for e ch year.in the four-year prbgram. * * , . , . The stories for the Mod 2 Reading Program are` being . written by Product Developme staff membert.s.To date, all stories have been written for the first-y ar and secohd-yeasegmdnts of the program. Specifications for these stories are contained in DM 13 (Sullivan, et al., 1969) and in a Laboratory 'memorandum re Mod 2 SYAP' stories (4Ullivan, February 4, 1970). The purpose of this paper is to describe the final selection of rules and words and document the specifications for the. third-year and fourth-year stories. Selection of Rules and Words The majority of the productive sound-symbol correspondence rules derived from the original Mod 2 lexicon were included in tRE first-year and second-year segments of the program. The First-year Program contains , 30 such rules and'heSecond-year Program includes 48 rules. For inclu- / sion in the Thirqyear and Fourth-year Programs, 23add464ruleswere- selected from t e sequenced ward lists for the Third-year and Fourth-year Programs (Cro ell, Berdiansky and Stanton, 1969;' Cronnell, 1970). I 3 The rules selected fo(the Mod 2 Program provide a base that will enable the child fiho can successfully decode new words to read .several thousand wo ,(Although many of the words' in tie .initial Mod 2 lexicon were subs4quetttly deleted because of their difficulty level with respect to vocabulary the lexicon from which the runes were originally derived consistedOXover7400 words.) 1 facilitate early learning Of'the rules, the remaini 23 of the 101'rules included in the ,third-year and fourth-year word li.sts 11 be taught early in the Third- year,Ptogram. Acq44ition of all'101 'rules by early in the third year of the grogram hast*advantage of permitting children to decod'e at a rela- ) tively early time 4 vule-based words from theentire'Mod2word population/ Learning tt the rules by this time also takes it.possible 1 for the Laboratory' storiters to use in subsequent third-year and , . _ - ''' 4. , fourt h-year storiesany desire Trds from among all rule-based words -4 Y. : not previously used in Mod stories; . The rules to be taught in the Third -year Program are contained, in Appendix A, along with'the words selected by the story writers to be a - taught as exemplars of each rule and to be included, in the first story teed by the children after teaching of-thenee. Also. included in Appendix A are nine sets of words to be taught te"sight" words, rather than rulerbased'Words,.in the Third-year Program. The decision not to teach the rules listed for these sets of words was based on the rela- tively low number,of word exemplars of the'rules and/or anticipated learning interference problems due to the similarity of these, rules to rules taught previodsly. 1. 4 1n-stories folloWing the teaching of the rules in the Third-year Program, the story writers will be permitted touse as new words any previously unused rule-based words from the final Mod 2 lexico Previously unused words from this lexicon have been classifie into two separate lists based upon their judged voCabuTicy.difficuity. Words judged to be in the active or passive vocabulary of second-grade students are listed Ln Appendix B. Presented in Appendix C are words which were judged (1) not to be in the passive vocabulary ofmost . d'prigary-grade students and (2)to be useful enough for communication purposes that it would be of value to provide vocabulary instruction and practice (i.e., meanings and usage in stories). Number ale 'types of Stories r There will be approximately 110 stories inthe' Third -year Program,' o , 4 The first 20 stories 411 be written to accompany the teaching of the somnd-symbol correspondence rules and will use ai mew words the exemplars 0 of these rules shown in Appendix A. Stories 21-2'9-will use as new words the nine sets of sight words in Appendix A. New words for the remaining third-year-stories will be selected from among the rule-based words contained in AppefiUlx B. a The Third-year Program will contain a broad range of story types. " '4 The program will include sports and adventure stories, mystery stories, fairy tales,. sci ce fiction, and humorous stories. Approximately 70- I 80 percent of the tories will deal with realistic or semi - realistic cf4racters and situa ions, although the excitement and humor levels in these stories will typically be greater than is normal in real life. The characters and events in the remaining 20-30 percent of the stories will clearly be of a more fantastio.nature.. 'I. The Fourth-year Program 'will contain both individual stories and short novels. Approximately 70 individual stories similar to the third- year stories will be included in the Fourth-year Program. The new words for these stories will also be selecteil from the words listed in Appen- dix B. The remaining reading material for the Fourth-year Program will consist of short novels ranging from 6-12 chapters in length. A chapter in a novel will be similar in length to an individual story in the Fourth-year Program. There will be about seven or eight novels in the program, and these novels will contain a total of approximately 70 chapters. Thus, there will be a combined total of about 140 chapters and stories in the Fourth-year Program. Ali new words'used in the novels will be vocabulary words selected from the word list in Appendix C. Word Usage and Story Length Specifications for usage of new words and for total number of word6 in a story are listed below. Minimum Type of New Words Usage in Source of SW°ttory or' Stories per Story First Story New -Words hapstpeerr Third-year 5 3 'Appendix A 550-800 & Appendix B Fourth-year 5 2 Appendix B 6(10-900 Individual 1 Fourth-3(ear r5 1 Appendix C 660-.900 Novels (Vocabulary) 1Figilres shown. in this row, are for each chapter in the novel. 1 . All third-year and fourth-year stories will range from four to sever pages in length and ;contain fi-om one to three pages with no illustrations.
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