Teaching Standard English to Urban Primary Children

REPORTRESUMES

ED 020 155 56 TE GOO 256 TEACHING STANDARD ENGLISH TO URBAN PRIMARYCHILDREN. FINAL REPORT. BY- GOLDEN, RUTHI. MARTELLOCK, HELEN A. DETROIT PUBLICSCHOOLS, MICH. REPORT NUMBER PROJ-NO-1373 PUB DATE AUG 67 REPORT NUMBERBR-5-0360 GRANT OEG -7 -32 -10168 -278 EDRS PRICE MF-$1.25 HC-$12.60 313P.

DESCRIPTORS- *AUDIOVISUAL AIDS, *ENGLISH INSTRUCTION,*PRIMARY GRADES, *STANDARD SPOKEN USAGE, *TEACHINGMETHODS, SOCIAL DIALECTS, ELEMENTARY EDUCATION, NONSTANDARDDIALECTS, AUDIOLINGUAL METHODS, LANGUAGE INSTRUCTION,LANGUAGE, DETROIT PUBLIC SCHOOLS,MICHIGAN,

THE PURPOSE OF THISSTUDY WAS TO TEST OF A PROGRAM THE EFFECTIVENESS UTILIZING TAPERECORDED'RESPONSIVE LESSONS TO HELP URBAN PRIMARY CHILDREN DEVELOP ASTANDARD ENGLISH DIALECT. AN EXPERIMENTAL GROUP OF 36 CHILDRENHEARD AND RECITED 8- TO 10-MINUTE TAPES OF POEMS, SONGS,AND SPEECH GAMES, WHILE 36CHILDREN IN A CONTROLGROUP WERE INSTRUCTED IN STANDARD ENGLISH BY MORE TRADITIONALHETI-IUDS. EACH CHILD . WAS GIVEN A TAPED ORAL INTERVIEW ATTHE BEGINNING AND ENDOF THE EXPERIMENTAL SCHOOL YEAR. DEVIATIONSFROM THE STANDARD DIALECT WERE COUNTED AND TABULATED BYIMPARTIAL SPEECH CORRECTIONISTS, AND THESESCORES WERE SUBMITTEDTO THE TEST OF ANALYSIS OF VARIANCE-COVARIANCE. RESULTSINDICATE THAT THE EXPERIMENTAL GROUP'SIMPROVEMENT IN THE USEOF STANDARD ENGLISH SOUNDS AND PATTERNS OVER THAT OFTHE CONTROL GROUP WAS SIGNIFICANTAT THE .05 LEVEL, AND THAT THIS DIFFERENCE . COULD NOT BE ASCRIBED TO SEX, THE EDUCATIONALLEVEL OF THE PARENTS, THE DIFFERENT ORGANIZATIONAL STRUCTURESOF THE THREE PARTICIPATING SCHOOLS,OR THE MENTAL ABILITIESOF THE INDIVIDUAL CHILDREN. (ANAPPENDIX CONTAINS THESCRIPTS OF THE 36 TAPE RECORDINGS USED IN THE PROGRAM.) (DL) Cr

FINALREPORT Project No. 1373 Grant*No.0E-7-32-10168-278

TEACHING STANDARDENGLISH TO

URBAN PRIMARYCHILDREN

August 1967

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

Office of Education Bureau of Research U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. FINAL REPORT Pwoject No. 1373 Grant No. OE.732.10168-278

TEACHING STANDARDENGLISH TO URBAN PRIMARYCHILDREN

Os-

August 1967

U.S. DEPARTMENT OF HEALTH, EDUCATION, ANDWELFARE

Office of Education Bureau of Research p

TEACHING STANDARD ENGLISH TOURBAN PRIMARY CHILDREN

Project No. 1373 Grant No. OE-7-32.10168.278

Ruth I. Golden, Ed.D. Helen A. Martellock, M.Ed.

August1967

The research reported herein wasperformed pursuantto a grant with the Office of Education, U.S. Department of Health,Education, and Welfare. Contractors undertaking suchprojects under Government sponsorship are encouraged to express freely theirprofessional judgment in the conduct of the project. Points of viewor opinions stated do not, therefore, necessarily represent officialOffice of Education positionor policy.

Detroit Public Schools

Detroit, Michigan "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED BYMs,4t4 z.

TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER." Copyright ® 1967 by Ruth Golden Allrights reserved. PREFACE

Large numbers of migrants, children andgrand-children of migrants, who havecome to the cities mainly from areas wherethey have not had full participation with the main-streamof society, havere- tained a language of their own,a variety of English whichhas its own vocabulary, pronunciation, syntax, pitch andstress. Through the years this variety hasnot kept up with the slow-moving changes ofthe target language but retainsmany antiquated expressions. With the additionof coined words andthe growing consistency of deviations, thisway of speaking has become a social-class dialectthat sets theusers apart on an island of speech and limits their abilityto function inmany vocations for which they might otherwisebe qualified.

While this variety of the English languagemight servean Individual well in theepresent structure of hisneighborhood, he needs to become bi-dialectal. He needs to gain facility in switchingto the target language, the so-called standardEnglish which isused to conduct the major affairsof the nation. He needs to besocially mobile inhis use of language.

Astudy completed bythe senior author in 1962 at highschool level, and the workof several other researchers, indicatedthat the best method for helpinghim to acquire other ways of speakingis a simulation of the method bywhich he firstlearned to speak: through gainingauditory discrimination, throughlistening to patterns given byfriendly, uncritical and untiringmodels, and through practice in imitatingthem.

iii The best time seemed to beas early as possible butyet after

the child's attentionspan is such that listening and consciously

imitating can be effective. Primary level seemedideal for thesecon. siderations and for reaching the greatest number ofchildren during

their earliest schoolexperience.

The opportunity to developand test a series oflessons geared to the interests and ability levels of primary childrenwas provided through a grant from the United States Office ofEducation, _Department of Health, Education, and Welfare, and theDetroit Public. Schools.

A series of twelvetapes, each containingthree eight to ten minute lessons, was developed using two voiceswhich represent friendly personalities who involve the children in needed.repeating practice in speech games,songs, poems and talks. Before- recording, the scripts I were carefully reviewed by a team of teachers and thensent to a group of consultants consisting of linguists andeducators from variousparts of the country.

Eight classes in threeDetroit elementaryschools, Lillibridge, Tendler and Scripps Annex, were involved ina controlled experiment in the fall of 1966. Pre and post tapedinterviews anda personality inventory were administered in all eight classes. The interviewswere evaluated by two impartial speech correctionistswho based scoreson the number of deviations from standard, andthe data were machinecomputed at the Wayne State University ComputationCenter. The Analysis of Variance. Covariance techniquewas used to determine the interrelationships ofthe factors of Group,Sex, Building, Education of Parents, andMental Abilities. The pre- and post personality ratingswere analyzed to determineif the lessons causedany undue anxiety to affect thepersonalities of the Children.The parents of the children inthe experimentalclasses were invited toparticipate in all phases of theprogram, and a few came once a week to hear the tapedlessons.

It was found thatthe Experimental Group improvedsignifi- cantly over theControl Group, taught by traditionalmethods, in their acquisition of standardpatterns of speech. Certain recognizeddialect features showeda decrease of from 25% to 66%. Of the five factors tested, Group alonehad a significant effect on thespeech scores which reduced considerablyin the number of deviationscounted in thepost tests over the numberin thepre-tests. The Group Effectshooed significance at the .05level of confidence. The personalityrating indicated no harmfuleffects on the personalities ofthe childrenas they increasedtheir facility in using standardpatterns. The resultsindicated that this is a promisingnew technique to be used atprimary leyel, and that thisseries of tapesis a contribution to education,particularly to the education of thelanguage handi- capped.

The authors wishto express appreciation tothe staffs ofthe Detroit PublicSchools and tothe Office of Education for makingthis study possible. Besides the individuals listedin AppendixBwho served as research assistantsand consultants, the participatingteachers, the "voices"and technicians, special appreciationis extendedto the following: Dr. SamuelM. Brownell Former Supt.of Schools Mr. NormanDrachler Detroit PublicSchools Superintendentof Schools Detroit, Michigan Detroit PublicSchools Detroit, Michigan Dr. Joseph E. Hill Dr. Robert S.Lankton Asst. Dean, Office of Graduate Studies Director, Research and Wayne State University Development Detroit, Michigan Detroit Public Schools Detroit, Michigan .0i.Clarence Wachner Director of Language 41 Education Dr. Louis D. Monacel Detroit Public Schools Assistant Superintendent Detroit, Michigan Detroit Public Schools Detroit, Michigan

Mr. Quinton Terry Hughes Director, ProgramDevelopment Detroit Public Schools Detroit, Michigan

R. I. G.

vi TABLE OF CONTENTS Page

PREFACE . 6 a iii LIST OF TABLES xlv LIST OF FIGURES . . , .. xiv Chapter

I. INTRODUCTION ,, 10 1 Background of Study

The Language Eroblem 2

Statement of the Problem 4 Determination of Icchnique 4 Specific Purpose of the Study 7 Significance of the Study a 7 Social Significance 7 National Interest 8 Teacher Time 8 Success in Language.Related School Activities 9

Enculturation 4, 9 Research Hypothesis 6 9

Operational Hypotheses 4, 10 Treatment of Hypotheses 12 Assumptions 12 Definitions 13 II. RELATED LITERATURE 17 Dialects and Their Function in Society 18 Shuy e 18 vii TABLE OF CONTENTS (Continued)

Chapter Page Stewart 18 Pederson 20

Labov0 21 McDavid 22 Loban 6 23

Speech Acquisition andLanguage Learning 24 Bernstein 24 Loretan and Umans 25 Riessman and Alberts 0 26 Sexton 27 Fischer 28 Thomas 28 Golden . 28 Teaching Startdard English 29 Ecroyd 29 Golden 30 Lin 31 Cline 31 Gordon 32 Hurst 32 National Council of Teachers of English 33 Summary 33 III. DESIGN OF STUDY 35 Source of Data 35 Population 36 viii TABLE OF CONTENTS (Continued)

Chapter Page School and Class Statistics 37 Sample of Study 38 Factors . 40 Data Collection 42 Instrumentation 43 Measurements 43 The Oral Interview 44 Personality Inventory 45. Background Information Form 45 Instructional Audio Materials 46 Preparation for Data Collection 46 Linguistic Basis 46 Teaching Devices 47 Objectives 47 The Taped.Lessons . 48 Recording , 49 TEACHER'S GUIDE 50 Preparing the Tests 50 Schools 51 Conditions 51 Procedures for Data Collection 52 Initial Tests , 53 Ekperimental Aural-Oral Lessons 53 Tabulation 56 Post Tests 58 Preparation for Computation 58

ix TABLE OF CONTENTS (Continued)

Chapter .. Page IV. DATA ANALYSIS AND FINDINGS 59

Analytical Techniques 59

Factorial Grid. 59

Sums of Squares and Products 61

Tests of Significance of Interactions 61 Group a , . 63 F Ratio 66

F Distribution 67

Results of Analysis ofVariance-Covariance Tests 67 V. ANALYSIS OF SUPPLEMENTAL DATA 72 Further Concerns . 72 Personality 72

Analysis.by Individuals 74

Analysts by Characteristics 74 .. Parental Involvement 80

Verbal Analysis of the Speechof the Subjects 82

EValutating Instrument, 82 The Deviations , .. 85 Verbal Analysis of the Parents' Speech . 92 VI, CONCLUSIONS 0 0 94 Summary of Experiment O 0 94 Resulti of Treatment 97

Results of Testing 98

Results of Treatmentof the Personality Rating 98 Results of Parental Involvement 99

X TABLE OF CONTENTS (Continued)

Page Implications for Further Study 99 Summary of Findings 100 BIBLIOGRAPHY 102 APPEIMIX A 107 I. LETTER TO PARENTS. 108 II. ORAL INTERVIEW QUESTIONS 109 III. LIFE NAGAZIM PICTURE e 110 IV. LOOK MAGAZINE PICTURE . 111 V. PRIMARY INTERVIEW CHECKLIST FOR THE LISTENER 112 V.I. TABLE 5 - COMPUTATION FOR COMBINING THETHREE PHASES OF MACHINE OUT-PUT 113 VII. TABLE 6- PERSONALITY RATING FORM go. 114 VIII.TABLE 7 - PERSONALITY RATING TRANSPOSEDFOR SCORING 115 I BACKGROUND INFORMATIONFORM.. 116 X. LETTER TO TEACHERS IN SCHOOLS 117 X... _REPLIES TO LETTER 1(4._LAliaUAGETEACHING_ DEVICES_._.. 118 APPENDIX B 119 I. PARTICIPANTS 120 Administrators 6 000 120 Consultants 120

Research Assistants 121 Teachers 123 Voices and Technicians 124 Typists 125 APPEND IX C 126 I. THE SCRIPTS . 128

xi :TABLE OF CONTENTS(Continued)

APPENDIX' C Page 126

I. THE SCRIPTS0 128 Lesson 1 This Is andThese Are 128 Lesson 2 This is Mrs. 132 Lesson 3 This Is and Those Are 137 Lesson. 4 Getting Acquainted 141 Lesson 5 Theme Song and I'm Fine 144 Lesson 6 The Sound of the Letter R 148 Lesson 7 The Magic Words 151 Lesson 8 Thank You 153 Lesson 9 Please, I'm ,Sorry, Excuse Me. 158 Lesson 10 The Telephone 162 Lesson 11 Sounds, Sentences 165 Lesson 12 Tick rock andthe Telephone 40 170 Lesson 13 How We Talk 172 Lesson 14 Sounds 0 178 Lesson 15 Pairs of Sounds 183 Lesson 16 Final R 0 188 Lesson 17 Counting One to Ten 192

Lesson 18 Cents 0 198 Lesson 19 Review . 204 Lesson 20 Lippity L22 212 Lesson 21 Help Yourself 215 Lesson 22 The Teakettle Sound /s/ 219 Lesson 23 The TeakettleSound and the Bumble Bee Sound,/z/ 223 xii TABLE OF CONTENTS (Continued)

Page Lesson 24 People 229 Lesson 25 Riddle Poems withS on Verbs . 234 Lesson 26 I Am Someone 239 Lesson 27 Seif-image andS on Verbs ... . .4,, . . 244

Lesson 28 Steeple Finger Play. 249 Lesson 29 Thumbs 254 Lesson 30 Some Words Tell Time 259 Lesson 31 Be o . 265 Lesson 32 Asked 0 272 Lesson 33 Special Words 278 Lesson 34 American People 0 0. 285 Lesson 35 This Land of Mine 291 Lesson 36 Finale 298 LIST OF TABLES

Table Page 1. Factorial Grid with Scores 60

-1 2. Summary Data 64 3. Adjusted Means . 68 4. Covariance Table for TestSignificance of Main Effects 69

. 5. Computation for Combining theThree Phases of . Machine Out-Put 113 6. Personality Rating Form. 0 114

7.. Personality RatingTransposed for Scoring *. 115 8. Personality Rating Improvement Points . 76 9. Improvement Points in Means forthe Personality Rating 78 10.Mean Scores of Personality Rating 79 11. Scores for Subjects Whose Parents Participated . 83 12. Verbal Analysis 86 . LIST OF FIGURES

Figure Page 1. Plve-Way Factorial Grid 38 2. Life Magazine Picture Used in Oral Interview 110 3. Look Magazine Picture Used in Oral Interview, . 111

5. CHAPTER 1

INTRODUCTION

'Assuming of Study

The events of the past several decades havegiven rise tosocial revolutions on a globalscale. The manifestationsof the revolutionare readily apparent in the decrease in colonizationand theemergence of sovereign nations in Africa and Asia. In Western civilizationthese revolutions, while leaving governmentspretty much intact,have been just

as dramatic in their effectsupon these societies. The struggle hastaken the form of the less advantageously endowedsub-cultures of thevarious societies demanding the advantages andopportunities enjoyedby the

members of the dominantcultures.

In America the struggle has been mostclearly apparent inthe 1 civil rights movementof the Negro. Other groups who havenot enjoyed the full benefits ofAmerican citizenship have also becomeincreasingly restive and militantin seeking opportunity for a better life. Govern.. mental reactions to these movements havetaken the form ofcourt decisions, legislation, and special programs designed to meetthe needs of these

groups and thus keepour form of government and the structure ofour society basically intact. Those programs whichhave received the

greatest attentionare those connected with President Johnson's"Great Society." Michael Harrington's book TheOther America hasgiven impetus to our national involvement in securing thebenefits ofour way of.life for all ofour people.

Many of these concerns with the equalizationof rights have 2

placed new and unfamiliar demands upon theschools of this nationand have lent particular urgency to some of the demandswith which we have been long familiar. Educators have beensearching formore effective

ways to teach all of thechildren ofour nation with ever-increasing

fervor andurgency. Much has been saidand written aboutthe education of the disadvantaged.

An important task related to this multi,-faceted problem has been the determinationof those features of the disadvantagedwhich tend to restrict theiracademic success and consequent socialmobility, foi the means of socialmobility has long been one of theimportantrespon- sibilities with whichthe schools are charged. Increased attentionhas been brought to bearon those characteristics of the disadvantagedwhich separate them in an almost caste-like way fromthe mainstream ofAmerican life. The language of thepeople of these. segments of our societyhas been found to be one of the important barriersto social mobility.

The LanguageProblem Language education programs, both oral andgraphic, have become matters ofnational educational concern as the languageof the disadvantaged child often tends to sethim apart fromsociety_as a whole. Tills is particularly true in the large urbancenters in whichan ever- increasing percentage of our society lives. .Manyof these childrenare in-migrants to the city from rural areas andbring with themregional dialects which becomesocial class dialects in thenew environment. The language usedserves to mark them as outsiders and isolatesthem from the general community. Lloyd and Warfel in theirdescription of the speech

community state, "Unfamiliarity withthe language is the mark ofan

outsider."'

This statement has been phrased inanother way by Fries.

It is clear that anyone whocannot use the language habits in which the major affairs ofthis country are conducted, the language habits of thesocially acceptable of most of our communities, would havea serious handicap.2

Richard Corbin in the introductionto the NCTE Task Force report

on teaching English to the disadvantagedsays of this problem:

In a most realisticsense, we cannot save the fifty million economically and culturallydisadvantaged human beings who are drowning in the sea ofour national affluence untilwe have taught them, beginningin their earliest childhood,to speak, to read, and insome measure, to write the worlds and forms of English thatare acceptable to our society.'j

Walter Loban in thesame report makes a strong plea forteaching

standard English to aid in economicand social mobility.

Pupils need to learn standardEnglish in addition to the social class dialect theyknow, Cajun, Appalaclan,or whatever it may be, (We are not hereconcerned with regional variations of English butwith social class variations.) If such pupils do not learna second kind of dialect, standard English, they willbe forever prevented fromaccess to economic opportunity andsocial acceptance. We can learn to grant full dignity to the childand to the language spoken in his home. At the same time,we must help him to acquire

'DonaldJ. Lloyd and Harry R. Warfel;American English Cultural in Its Setting,(New York:Alfred A. Knopf, 1956),p. 51. 2 Charles Carpenter Fries,American English Grammart(NewYork: Appleton- Century - Crofts, Inc., 1940),p. 14. 3 Richard Corbin, titeracy,Literature, and theDisadvantaged," Language Programs for the Disadvantaged, (Champaign, Illinois:National Council of Teachers ofEnglish, 1965). 4

the established standard languageso he can operate in society as fully as hemay wish. He would, of course, ba free to make the choice ofnot using his second dialect.

This concern with languageas either a means of economic and

social mobility, oras a barrier to it, has been the motivatingfactor in this study.

Statement of the Problem

The problem was to devise andtest P. teaching technique which

would help urban primary childrenacquire proficiency in usingstandard

English as a second dialectsupplementary to their native dialects.

Basic considerations in devisingand implementing thistechnique were

threefold:

(1) The technique would provideinteresting material which would

appeal to children and enrichthe curriculum;

(2) The technique used wouldnot have an adverse affecton the

personalities of the subjectsby creating undue anxietyabout

the inadequacies of their nativedialects;

(3) The parents of the childrenwould be invited to participatein order to elicit their cooperation and to involve them, ifpossible.

Determination of Technique

Recognizing that regionalvariations and social classvariations in dialect often imposerestrictions upon. the speakersof these dialects, two remedial attacksupon the problem become apparent. The first course mIMINsm.. 4 Walter Loban, "A Sustained Program of Language Learning",Tbid,, p.222. ito

of action, is to attack the problem of theattitudes of a largesegment of our society about minority groups in our society. Certainly, conscien- tious educators across the nation are workingto alleviate the effects of prejudice and intolerance upon thepeople of this nation. This is being done by stressing the similaritiesamong all people which unite them as human beings and by indicating thatthe differences which separate them are superficial ones which are the productsof specific cultures. The weight of theUnited States Governmenthas been brought to bear upon these problems as evidenced by legislationand court decisions in the past two decades. That the solutionsto problems of intolerance and prejudice are diiIicult and painfullyslow is further evident in the necessity of governmentalinvolvement and Intervention in these matters. Progress,' althoughnot nearly as rapidor complete as it should be, is being made In gaining fullacceptance and understanding of minority groups within our societyand the world atlarge. Acceptance of speech variations among people is one aspectof this multi-faceted problem whichis being slowlyresolved.

The second attack upon the problem is to drawthe members of the minoritygroups increasingly into the mainstream of Americansociety. Since the speech patterns of these people tendto set them apartfrom the 7ominant culture, the acquisition ofthe speech of themajority is one way of helping the minority acquire full socialstatus. It is in meeting this need that thisstudy is relevant.

Ina previous studysupported by the U.S. Office of Education,the researchers attemptedto help high school students acquirestandard English 6

through the use of a eries of lessons inpattern practiceon re.

corded magnetic tapes. The success of thisexperiment and theapparent soundness of the underlying assumptions and hypothesesmotivated the.

senior author to continueand expand these effortsto urban primary children.5 The basic pattern establishedin this studywas repeated. It consisted of pre-testing the speech of the pupilsfor deviations from the standard English dialect of urban areas,presenting the pupils with an opportunity to hear and repeat the standard dialect,and post-testing the pupils to determine if there had beena significant growth inability to use the standard dialect.The tests used were different from thosein the earlier studyas were the materials developed in orderto accomodate the lesser degree of maturity of the pupils inthe current study.

It was believed that beginninginstruction in thestandard dialect in the primary years of school would helpthe student internalize

this second dialect. The habits of many years' use of thenon-standard

. dialect would notpresent so great an interference problem inacquiring the second dialect if instruction were startedearlier. Recognizing that the motivation for acquisition of the seconddialect might possiblybe lacking or presentto a far lesser degree inthe much lesssocially aware primary pupil, itwas decided that a greater emphasison enjoyment and uniqueness of activitywould be incorporated into the primarylanguage series. In addition, the voices would be ascribedto specific personalities, Mr. Mike and his wife, Mrs.Mike, in order tohelp children

5Ruth I. Golden,. Effectiveness of InstructionalTapes for Changing Regional Speech Patterns, (Detroit,Michigan: Schools, 1962). A Detroit Public more detailed explanationof this study in Chapter can be found 7

identify more readily withthe somewhat impersonal mediumof tape-

rendered instruction.

,Specific Purpose of the ,Study

The purpose of the studywas to evaluate the success ofthe

Instructional tapes in aidingthe primary pupils in theacquisition of

a second dialect, stanuard Englishof .the urban areas. A further

purpose was to draw inferences aboutthis procedure regardingits

potentialities for continueduse and for use with othergroups of children. A secondary objective of the experiment was*thedevelopment of a set of instructional tapes In standard Englishusage which could be

used easily by teachers ofprimary children in meetingthe specific language needs of these children. .

Significance of the Studs

Positive results of thisexperiment which wouldprovide an

acceptable method of orallanguage instructionas tested in a controlled

environment would besignificant in severalways.

Social Significance

Since language can bea liability in the upwardsocial mobility of members of various sub-cultures in Americansociety, the acquisition of the dialect of the dominant culture would beof considerableassistance in social mobilityto the members of theless advantaged sub-cultures. The ability to speak in the manner of the dominantculture would provide some degree of accessibility to that culture therebyhelping to fulfill the aspirations of the parents for their children. This study could 8

prove to be effective in dealingwith an important facetof our nation's

most pressing social problem.

National Interest

The concern of educatorsfor the problems of theso-called "disadvantaged" is national in scope. The public decries theinability of the schools to meet the needs of largenumbers of children inour

increasingly urban society. Great bodies of literaturefill our libraries

indicating the concern ofeducators for meeting theneeds of these children and the dissatisfaction of society withour apparent inability to doso successfully. Meeting a need which hasbeen expressed nationallyis one

of the significantcontributions of this study,.

Teacher Time

Inadequate numbers of teachers are available to the schoolsof our nation. It has often been saidthat the interests ofour pupils might better be served by increasing the numberof teachers and thereby decreasing class size so that greater individualizationof instruction could take place. While this studycannot alleviate the shortageof qualified teachers, it can be instrumental in providingspecialized instruction where needed and thereby free theteacher's time forattention to other expressed needs. The plans and materialspresented also reduce' the amount of time needed in teacherplanning. While this series of thirty-six language lessons was used in the experimentalenvironment for large class instruction, it can readily be seen that thematerials adapt themselves easily to smallgroup and individual instruction. A listening corner in the classroom with a tape-recorderequipped with one or more sets of earphones is all that isrequired to establisha

language laboratory settingfor primaiy pupils.

Success in Language-RelatedSchool Activities

It is recognized thatmost instruction inour schools is carried on in the standard dialect and most,if not all,instructional materials are writtenin the graphemic representation of thestandard dialect.Thus, the acquisition of standard Englishthrough the use of the instructional tapes developed, shouldprove beneficial to pupils in understanding their teachers and in usingmaterials more effectively.

Enculturation

If language is really a reflection of thephilosophy and

thought structureora culture, as indicated by Sapir, Whorf,Bernstein, and others, theacquisition of the standard dialect should helppupils who are members of minority sub-culturesto understand thethought processes of the dominant culture and aid themin the acquisitionof 1177:1 similar World.view.

Research Hypothesis

The Research ,Hypothesis is that a seriesof listening and repeating lessons in. standard English,recorded on magnetictape and transmitted to studentsin the beginning level of non-gradedprimary classes in three schools in the inner-city ofDetroit, would helpthese subjects acquire proficiency instandard English as a second dialectsupplementary to their native dialects. 10

Operational Hypotheses (1) That, of two groups (The ExperimentalGroup (E) which received instruction and practice instandard Englishusing the tapes, and the ControlGroup (C) which received instruction in orallanguage as a part of the regularlanguage curriculum used in primaryclassrooms in Detroit), the ExperimentalGroup would differ signifcantly from theControl Group in abilityto omit deviations from standardEnglish onanswers to an oral questionnaire designed to elicitresponses in which non-standard

usages would be likely tooccur.

The statistical alternative hypothesisfor this operational Iwothes is:

H1: dmi ye dc:

This statistical alternative hypothesiswas submitted to thetest of the null hypothesis:

. H4: it E mg

(2) The second 2er2.....atiortsi. hypothesis isthat the sex of the subjects will not have a significant effecton their performanceon the pre- and post oral. interviews. The statisticalalternative emanating

from this.operationalhypothesis is: Mal Male H : Fin Female 1 /4 14

This was submitted to the test of nullhypothesis: H 0° /4c

(3) The operational hypothesis concerningthe performance of the subjectson the oral interviews with regard to theeducational level 11

of their parents is that thedifferences in education ofthe parents

will not make a significantdifference in the pupils'performance. The

statistical alternative is:

H1: dAt1 0 14(2 0 AC3

1 =Eighth grade or below educationallevel for

. one or both parents.

2= Ninth or tenth grade educationallevel for one or both parents.

3 =Eleventh grade or above educationallevel for one or both parents.

The null hypothesis whichwas tested is:

H0: = d41(2 = A1 d4e3

(4) The school building factoris determined in theoperational

,hypothesis that the school whichthe subjects attend ( oCm Lill ibridge, a

comprehensive elementary school,and (0) = StrippsAnnexor Tendler, primary

unit schools) will not havea significant difference in theperformance

on the test. The statistical alternativehypothesis is:

Hla oc

The null hypothesis whichwas submitted to test is:

H0: dtdc = d0()

(5) The last operational hypothesisis that the mental abilities

of the subjects willnot prove to be significantin the pupil's perform, ance on the oral interivew. The statistical alternativehypothesis is: H1: Ali 0 "A At in which H= high mental abilities, A = average mental abilities, andL = 12

low mental abilitiesas measured on the PrimaryTest of Mental Abilities (WA).

The null hypothesis whichwas tested is:

Ho si sA /ICI.

Treatment of Hypotheses

The hypotheses discussedabove would be submittedto the

Analysis of Variance. Covariance with the 5% level of significance

required for the rejection ofthe null hypothesis.

The concern that the tapedlessons would not.havean adverse effect upon the personalities of the subjectswould be tested through

. the use of a subjective anxiety scale completedby the teachers.

The effect of parental involvement on theacquisition of the second dialect by the children would be determinedby comparing the improvement scores of children whose parents participatedwith scores

of those whose. parentswere not involved.

The evaluation of thetechnique and materialsfor interest and contribution to the curriculum wouldbe done subjectivelyby soliciting expressions of opinion fromteachers, pupils, andparents.

Assumptions

Three basic assumptions underlie this study. They are: (1) The data-gathering instruments used, includingthose

developed in the courseof the experiment,were of sufficient reliability

and validity to satisfythe purpose of thisstudy.

(2) A measurable effectwould'be apparent andamenable 13

to measurement within the 20week time period allottedto the actual

implementation of the materials developed in the experimentalcontext.

(3) The treatment of the datain the experimentaldesign would permit it to be used for making inferences about thepotentialities of

the Instructional procedurewith other populations.

Definitions

Throughout this study, certainterms will be:used.For purposes of this study only, the following meaningsare intented:

Language: 'IA system of communicationby sound, i.e., through the organs of speech and hearing, among humanbeings of a certaingroup or community, using vocal symbols possessing arbitraryconventional 6 :meanings.°

Al Speech Pattern: The complete .system ofall the phonemes of

a language, including sound,arrangement, and form. Patterns of Jima: Imitated examples of meaningfulvocal expression, or clusters of phonemes, within a language; alsothe plural of speech zattt....m.

,Regional, Dialect: Speech patterncommon to a particular geographical area.

Deviations: Generally, deflectionfrom acceptablenorms as in structure, enunciation, andarticulation whichare conspicuous and which call adverse attentionto the user. Specifically, for objectiverating of the oral tests, all deflections causingthe. raters to feelnegative

Mario Pei and Frank Gaynor, Dictionar1 ofLinguistics, (New York: Wisdom Library, A Division of PhilosophicalLibrary, 1954),p. 119. 14

reactions when measured against the norm theyuphold as being the

standard American speechrecognized as such byspeech correctionists and teachers.

Negative Reactions: The adverse judgmentalresponse of a

hearer as he listensto another person'sspeech.

Instructional Tapes: Lessons designed to teachthe structure, sounds, and intonation of the English languageand to encourage

standard English usagethrough imitation; theyare recorded from script by male and female voices on magnetictape to be heard when played on a tape recorder.

,Usage: Customary or habitual use of a word or phrase ina particular sense or signification.

Primary Children: School children in the non-graded primary unit plan of organization in the DetroitSchools. As used in this study, the term refers to childrenin the firstyear of school after kindergarten.

Primary Unit: A plan of organization which includes thefirst two to three years beyond kindergarten inwhich childrenmove from level to level at their own speed. There are no gradessuch_as the

traditional first,second, and third grades. The plan is designedto provide success experiences and individualprogression.

. Mental Abilities: Estimate of scholasticaptitude and achievement. Judgment was based on the Primary Test ofMental Abilities (PMA). pah Mental AtAlity: Children whoseraw scores fall withinthe 15

top third of all scores on the PMA for thepopulation of our study

are considered to be in the highmental abilitygroup.

Average Mental Ability: Same .as above,except that the scores

fall within the middlethird.

Low Mental Ability: Same as above exceptforscores falling

within the lowerthird.

Building: A variable or factorused in the analysis. The Scripps Annex and the Tendler Schoolsare primary unit buildingsand are considered as one "building". The LillibridgeSchool is acompre- hensive elementaryschool and is considered as the second "building"in this study.

Education of Parents:A rating of 1- 3 based on parental responses to check the educational level, or highestschool level,

completed by eachparent. The ratings and their representations . follow:

(1) One or both parents having eleventh gradeor above education.

(2) :One or both parents with ninthor tenth grrAe as the highest level of education.

(3) One or both parents with eighth gradeor below as the

highest level of .education.

Social Class Dialect: Speech patterncommon to members ofa social class within given communities. The dialectmay be determined by such factorsas educational level, income, employment,ethnic group, history of migration and various othersocial forces. *".

Pertinent opinions andresearch findings relatedto language patterns, and techniques in changing languagepatterns, are discussed in the followingchapter. The review inChapter II providesthe background which led to thepresent investigation. CHAPTER II

RELATED LITERATURE

The national concern withlanguage barriers to fullpartict. potion in our society has generated a large body ofresearch, and literature. A portion of that literature is reviewed here.Those selections whichare included are thoughtto be particularly relevantto this

research and indicate thatthis study meetsa need which has been widely expressed by educators, linguists, and socialscientists.

Only materials whichhave been written in thepast tenpyear period from 1957 to 1967 are Included inthe review. There are two

reasons for this choice. The first is that it isthe more recent literature which recognizes that dialects of thelanguage involve social problems as well as learning tasks. Secondly, it is duringthis period that the science of linguistics has beenincreasingly applied to the understanding of, dialect.related social andlearnin% problems. Tie numerous comments of linguists about thewealth of material inthe several volumes of The Linguistic Atlas of the UnitedStates and Canada

gave rise to much of therecent research.1

Two broad categories of literature are reviewedhere. The first is that of linguistic and sociological studieswhich attempt to define the variety of dialects of American speech andhow they affect the function, of the speaker in his society. The emphasis ison the language of children and youth. The second category ofliterature is concernedwith

1Harold B. Allen, "The LinguisticAtlases: Our New Resource", Readings in Applied EnsueLintsAttal,Harold B. Allen, Editor. York: (New Appleton-CenturymCrofts, 1964),pp. 212.219.

17 4,

experimentation, methods, and recommendationsfor helping childrenin the acquisition ofstandard English dialects.

Dialects and Their Functionin Society

Shuy

Recently, a number of urban studies of generalpopulations and special groups within the urban area havebeen undertaken.One such study is thatof Roger Shuy. This study isa general survey of the linguistic habits of English speakers inDetroit, the locale ofthe study herein reported. Due to be published later thisyear, Stiuyft study has as its objectivAsthe following:

1. To determime the linguistic features(pronunciation,, grammar, vocabulary and syntax)of the variousEnglish speaking subrcultures of Detroit; 2. to determine the most efficient means of language datagathering inan urban area; 3. to determine effectivemethods of language data storage, retrieval and analysisin an urban dialect study; 4. to provide actual languagedata upon which pedagogical applications can be based; 5, todetermine the linguistiC clues to social class, thefunction of language as it establishes social boundariesbetween in-groups andout-groups, and theprocesses of language change which are affected by bothnatives andnewcomers in an urban area,4

While Shuy doesnot deal specifically with the languageof disadvantaged children,his study should provide valuableinsights into their language andits inter-relationship with socialstratification.

Stewart

Another study of urban language is reportedby Stewart. His study is concernedwith describing the dialects ofNegro speakers in

2Roger Shuy, reported in Current SocialDialect Researchat American HigherInstitutions, (Washington,D.C.: Center forApplied Linguistics, April 11,1966). 19

1 Washington, D.C. Stewart found that the use of verb forms of"to beef Is one of the distinctive features ofthese dialects. He indicates that the non- standard usage of this verb form is not ofa random error nature but is systematic.He points out the need for teacherunderstanding of these dialect divergencies. Stewart, of the Centerfor Applied Linguistics, reports a study of urban Negro speech inWashington, D.C., andpoints out the need for understanding by teachers ofthe dialects ofstudents. Some knowledge about the linguisticstructure of thenon- standard dialect would be useful forthe individualteacher, too, not only to guide him or her in theorganization of classroov materials, butalso a help in theevaluation of results.'

In another publication, Stewart describesfour divergentEnglish dialects in order to make clear thatthese dialectsare 'not idiosyncrasies

of speech but distinctlanguage systems. After developing hiscase carefully withnumerous examples, he indicates that simplepatchwork correcting of variants indialects is insufficient. He advocatesan approach to teaching standardverbal usage which is similar tomodern foreign language teaching techniques. He specifically suggests the use ofpattern drills such as those usedin teaching French to English speakers. Stewart believes that these patterndrills for teaching standard verbalusage can be developed by using the information about thedialectical variationswhich have been provided by linguisticanalysis.

Stewares observationsand description of"sub- standard"

3WilliantA. Stewart, "UrbanNegro Speech: Affecting English Sociolinguistic Factors Teaching," Social Dialectsand Language W. Shuy, Editor, Learning, Roger (Champaign, Illinois: National Council of English, 1964),p. 18. Teachers of 20 Washington, D.C.language illustrate some of thevariations whichare common to Negro speech in urban areas.4

Pederson

Another description of urban dialects isreviewed in thesame publication by Pederson. He describes thelanguage patterns ofChicago Negroes and shows how they vary from thestandard white speechof the Chicago area. It is Pederson's contention that speechvariants tend to reinforce racial prejudice and inhibitthe opportunitiesof racial minorities.

Pederson describes one attempt being made inChicago to help Negro English speakerslearn more about the standard languagesystem. This project, whichis known as The Cognitive EnvironmentStudy, provides "concentrated doses of language informationand practice forthe mother and the four-year-oldchild." It is hoped thatthis approach willbring the Negro child closer to the levelof linguisticability of the

average white student:Pederson sees this as a necessity'for theNegro If he is to communicate effectively with thepower structure in the urban community. "For if he is going to communicateeffectively with that part of.Chicago which holds thepower, he must. learna second language =- the language of The Man, the language ofMiss Ann" is 5 Pederson's concludingstatement.

NIMOINEMIEW 4WilliamA. Stewart,"Foreign Language Teaching Methods inQuasi- Foreign LanguageSituations," Non-Standard Speech and theTeaching of English, WilliamA. Stewart, Editors (Washington,D.C.: Center for Linguistics, 1964),pp. 1-15. Applied

5LeeA. Pederson, "Non-Standard Negro Speech inChicago," Non- Standard Speech andthe Teaching of English, WilliamA. Stewart, Editors (Washington,D.C.: Center for Applied Linguistics, 1964),pp. 16-23. 21.

Labcv 6 A similar study is reportedin the same volume byLabov. He reports the results of a study of the speechpatterns of the Lower East Side of New York City. Of particular interesthere are his findings

regarding recognition andassimilation of prestigespeech norms by Children of lower class families. He measured the abilityof young .persons to grasp and employ the norms of behaviorwhich govern the adult community.

The preliminary resultsof this study indicatethat while most children gradually acquire greater ability to followadult norms for the community, this growth is not nearlyadequate for childrenof the lower class. Children of the middleclass and some fromthe working class (Labov's designation of social classes)are able at the age of 8.11 to recognize and employ adult middle classnorms of Standard English; however, some working class childrenand most lower class children operated at a much lower" level ofconformity.He noted that while there was a marked increase in theability to operateat the level of adult norms for middle class children andsome working class children, most lower class children and some workingclass children showedvery slow growth in this direction having acquiredless than 50% abilityto conform to adult middle class norms of speech bythe ages of 18or 19. Labov says:

Some working class andmost lower class familiesare apparently too far removed from themiddle classnorms to assimilate them efficiently, and we can see that theseyoungsters who are below 50 percent at eighteen or nineteen years old. willprobably not 011111110101100. 6 Ibid`,, William Labov, "Stages in the Acquisitionof Standard Englishon pp. 77.103. 22

reach any significant degree of conformitywhile they still have the learning abilityto match performanceto evaluation. At the ages of thirty-five or forty, these individualsmay be able to evaluate the social significance of theirown and other speech forms, without beingable to shift theirown performance,/

Labov goes on to outline a series of six levels inthe acquisition of spoken English. He describes thereasons why certain segments

of society failto acquire the adult norm for the community. Based upon these positions, hesuggests:

It would seem that there are two main types ofsolutions: early training which permits lower classchildren to enter the acquisition route at a higher point thanthey normally would, or special training which greases the normalrate of acqui- etion of standardEnglish.

McDavid

Raven I. McDavid, Jr., is perhaps theforemost dialectologist in the 'United States today. He has long advocatedthe necessity of studying the various dialects one finds inan urban area. NtDavidnow suggests that the school program should be directedtoward fostering

conscious bi-dialectalism. He says:

A person, who speaks a divergent dialect,one of low pre Age, does so not because he is intellectuallyor morally-inferior but because he grew up in an evironment where-di16ha form of speech was used. It is the businessef-iimerican educationto provide the speakers of such sii.A.Uctswith alternative modes by which they can secure _eiiational andeconomical -andcul- tural advantages cocalleensurate with theirabilities; it is also the tsst4is of American educationto provide an kinder- standIng--ofdialectal as wellas religious minorities.7-

7 Ibideip0 82.

8lbidy'pp. 102-103.

9RavenI. McDavid, Jr., American Social Dialects, (Champaign, Illinois: National Council of Teachers of English,1966 p. 16. 23

McDavid has pointed out thenecessity of the two pronged

attack upon the problems of dialect in American cityschools. It is

necessary to provide for growth in bi-dialectalism on theone hand

while' promoting understandingand acceptance of a multiplicityof dialects on the other.

Loban

Walter Loban has beenconducting a longitudinalstudy of the

language of children to determinehow children acquirelanguage and how oral language proficiency relates to skill in reading,writing, compo-

sition and the variouslanguage arts.

His analysis of data forelementary school childrenindicates

that children who evespeakers of non-standardEnglish show major

deviatiftna"in usage andstructure.

Analysis of the nonconventionaluses of English (for the total sample, all seven years of this study) showssubject-predicate agreement to be the majorsource of difficulty with the third person singular verb a particularproblem. Consistency in verb tense is another major problem.. Thatsensitivity to the - conventions of standardEnglish is relatedto skill in language shows up in the significant diffuences on conventionalusage in the analysis ofspoken style.4v

Lobandiccvsses the relationshipof language developmentto socio-economic rank. He states, nTheimportance of zocioeconomicstatus in relation to languageappears pt only on thismatter of subordination but also on the measures of writing,mazes, subordinating connectives, reading, and conventionallanguage.all

14/14alterD. Loban, The Language ofElementary School Children, (Champaign,Illinois: National Council ofTeachers of English, 1963), p. 52.

11 Ibid., p. 64. 24

In relating the performance of 'children from lower-socio- economic classes to school language .st performance, Loban says:

It also seems entirely possiblethat subjects from theleast favored social economiccategories can find themselvesat a disadvantage in schools whereLae verbal linguistic skills of the middle class prevail. Such subjects may find themselves increasingly illat ease and self-consciousto the point of avoiding oralperformance. Such avoidance could, in turn, progressivelyaffect performance inthe related activities of reading and writing..12

Loban finds a definiterelationship between childrenof low

language ability andsocio-economic class.

Speech Acquisition andLanguage Learning

Bernstein

Basil Bernstein has completeda comprehensive study of the

language patterns of middleclass and lower workingclass children in England. He found that middleclass children are ableto use two

linguistic codes or modesof speech which hecalls public language and formal language. He states that workingclass children generallyuse only the one code, namely public language. It is his thesis thatthis limits the lower working class child in his educationalachievement, reflects poorly on his performance on standardizedintelligence tests, and acts as a barrier in the processes of.logicalthought and expression. He believes that the socialization process relatedto the acquisition of language limits and defines the habitual modes ofthought of the speakers. He clearly sees the role of. the schoolas one of helping the lowerclass child acquire the second linguistic code, that offormal language. He states:

12/bid., p. 65. 25

The linguistic coding anddecoding systemsare highly resistant to change because of theirpsychological ramifications,and these systems are a direct function ofa social structure, This suggests two means by whichchange may be introduced: by modification of the social structure, or by operatingdirectly on the speech itself. The first is not withinthe province of the educational institutionsand is essentiallya political matter. The second, under suitableconditions and methods, couldbe undertaken by the schools,especially the nursery andprimary schools working in intimateco-operation with the parents."

While recommendingthat schools takean active role in helping

children acquire formallanguage, Bernsteinwarns of the need for planning and teaching so as not to producea negative He states further:

However, an appreciation ofthe difficulties involvedfor the lower-class pupil in thisprocess of linguistic changecannot be too strongly emphasized,Values are transmitted inany educational situation, butin this case of deliberaterational modification of experiencewe must be very sure that thenew dimensions of relevance madeavailable do not also involve that loss of self-respect engendered by measuringhuman worth on a scale of occupational achievement.. The integrationof the lowerworking classinto the wider societyraises critical problems of the nature ofsociety and the extentto which the school, by itself,can accelerate theprocess of assimilation,14

Loretan and Umans Loretan and Umans in theirbook, Teaching the Disadvantaged, which reviews some current programs andmakes suggestions forsome needed programs, make a strong plea forimaginativeteaching of the skills of oral languageusage. They state in their chapter,"School Languageas a Second Language:"

If the school is to beeffective, and if theseyoungsters are not to be discharged into theever-larger group ofunskilled unemployables, then meaningful,expressive, and receptive

13 Basi1 Bernstein, "SocialClass and LinguisticDevelopment: A Theory of Social Learning", in A. H. Halsey, J.Floud, C. A. Anderson, Editors, Education, Economysand Society, (New York: The Free Press of Glenroe, Inc., 1964),p.309.

14Ibid., PP. 309-310. . 26

language training must becomea conscious part of curriculum organization. Inability to speak andunder- stand standard English can make socialmobility inour society almost impossible,15

In still another chapterthey state:

Much attention has beengiven in this countryto the language problems of theforeign-born immigrantand little to the native-born in-migrant. Both these groupsexhibit a iclass-based language syndrome, one thatdenies the lowerclass person the verbal strategies necessaryto obtain social mobility. In our society, if the school is to beeffective, students must be trained in how to 42 thelanguage as a tool with which toimprove the mind."

Riessman and Alberts

Frank Riessman, who has come to beidentified with therole of the schools inunderstanding and educating the culturallydisadvantaged, and Alberts, a professional writer,make a strongplea for teaching standard English to non-standardspeakers. They suggest that the teacher must accept the language of thechild and use itto build upon. The approach suggestedis one of contrastive analysis of Hiplanguage of teen-agers with standard English. In this way theybelieve that the expansion of the verbal repertoire will takeplace. They state:

The key ground roleof the DialectGame- for both teacher and teachingsituation- is acceptance of the students' nonstandard primary language. The instructor whomakes. clear to his pupils that their primarylanguage is not something to be denied or suppressed, but is infact a linguistic entree to that otherlanguage which, inmore forlal circumstances, can produce more effectiveresults, is balding firmlyon positive grounds.17

15Joseph0. Loretan and Shelley Urnans, Teachina theDisadvantaged, (Teachers College,Columbia University: p. 42. Teachers CollegePress, 1966),

16ibid,p.81,

17FrankRiessman and Frank Alberts, ',Digging'The Man's' Languages', Saturday Review,(peptember 17,19661 pp. 80-81,98. . ,=7,

Sexton

Patricia Cayo Sexton inher comparative studyof edUcational opportunities and practices for high and lowincome groups inan urban schoolsystem suggests changes which need to be madein order to reach children of the lower incomegroups. In her recommendations she states that practices show littlevariation fromone social class

to another and suggeststhat the textbook approach most generallyused in English languageteaching is woefully inadequate for childrenfrom lower incomegroups in particular. Sexton indicates thatchildren need to be madeaware of diftarences in oral language whichexist from one group to another inthe urban setting. She suggests usingcontras- tive analysis of various social andethnic dialectswith standard English as ameans of teaching the standard. It is her conclusionthat non-standard speakersneed to gain proficiency in thestandard to assure them not only of social mobility butof equal participationin the educationalprocess itself,

Sexton recognizes that children fromnon-standard dialect

speech communitiesmay be hostile toward the language of the teacheras. it may be representative of experienceswith some of thepersons in the community who have been instrumental in theexploitation of thepoor. She continues with the remark that ifthis hostilitycan be overcome and

children are willingto learn the sound of ',educated English,ftteachers are often unprepared to teach it. Her note of hope forthe future is that newer methods of instruction suchas the tape recorderfor oral speech teachingmay be persuasive and helpful, Shesuggests lessons which

are tailor-made for thesechildren.18

18PatriciaCayo Sexton, Education and Income, (NewYork: The Viking Press, 1961),pp. 262-265. 28

Fischer.

Fischer has studied the choiceof . in and ibmi as variants of

the present participle ending.He noted a correlation between.social

status and class in choosing thepresent participle ending.Members of

the lower social class in this studychose the- invariant frequently.

His data although gathered froma small sample suggests that social

class influences the choice oflinguistic variants."

Thomas

Dominic R. Thomas completeda descriptive study of the language

of fiva.year old children ininner-city Detroit. He studied and compared

the language of fifty Negroand fifty white kindergartenchildren. His

analysis included sentence length,language structure, grammaticalerrors,

vocabulary, and the use of parts ofspeech. In comparing his findings

relative to the oral languageof low socio-economic childrento those

findings about children ofother social classesas reported in other

. studies, the children in his studywere found to make moreerrors in

subject-verb agreement, usedmore "slang" and omittedor misused more 20 parts of speech.

Golden

The need for effective speechinstruction for dialectdivergent

speakers was shown ina previous study by the seniorauthor which was

19 JOhnT. Fischer, "Social Influenceson the Choice of a Linguistic Variant,"Word, Volume 14, (1958),pp. 47.56.

20-Jm. ominic R. Thomas, ',OralLanguage Sentence Structureand Vocabulary of Kindergarten Children Living in LowSocio-Economic Urban Areas," (Wayne State University: unpublished doctoral dissertation,1962). 29

published in 1960. This study was based on a questionnaire givento 902 students in five Detroit highschools. The machine-tabulated results showed relationships in percentages betweencertain expressions

and various backgroundfactors. The study revealedthat the 102non- standard expressionslisted were both heard and used at leastfour, times more frequently by eleventh and twelfth gradestudents in the three schools representative of the varieties ofSouthern Regionalor other non-standard patterns of speech than by thosein schools ofcomparable socio-economic level but representative of standardDetroit area speech.21

,Teaching Standard,English

Ecroyd

Donald Ecroyd reports on the techniques usedto develop and implement a series of.tape-recorded dialectremediation lessons.Of particular interest in this report ,isthe discussion ofthe oral testing procedure used to determine themajor dialecticalvariations in the sample of eighty high-school girlsenrolled in a secretarial training program at Temple University.Thirteen categoriesof phonemic deviations from standard speech were identified. Ear-training practice e exercises were developed and tape - recorded. The girls thenreceived instruction in standardEnglish using these tapes. This trainingproject was based on a similarpilot project corducted at TempleUniversity in which speech training ofan experimentalgroup led to demonstrable

21 Ruth I. Golden, Imro..rimPatterns of tlim---le Michigan: Usage,(Detroit Wayne Stateversit UniyPress, 19604pp. 3 30

articulation change which was not observable in thecontrol group.The second project was very similar to the pilot project. The major differ. ence was in the use of tape-recorded lessons with the secondgroup for speech training.

Final results of the largerexperiment were notreported in the manuscript cited.22

Golden

As an outgrowth of the previousstudy mentioned above,the

author under an NDEA, TitleVII grant developeda series of tape-tecorded lessons in standard English usage for use with non-standardspeaking high school students. The materials developedwere tested and refined with a group of tenth grade students at CentralHigh School, Detroit. The results of the controlled experiment proved thetape.recorded lessons to be a significant factor in the acquisitionof standard English usage in both extempore and impromptu speaking.The Group Effect in favor of the Experimental Group' was foundto be significant at the .05 level of confidence on the F Distribution Tablefor impromptu speaking and at the .01 level for extemporespeech. The Analysis of VfirlaneeCovarlance on a five.way factorial gridwas the statisticalpro. dure used. Several interactions offactors proved to bestatistically significant in the pre- and post oral testsalthough not in thetwo written tests given before and after.The five factors usedin deter. mining significancewere the same as used in the present study withslight

22_ nonald H. Ecroyd, Speech Training, ,Aspectsof the Dias lect Remediation Project, (Center for Community Studies,Temple University: Berean Institute, May 12, 1966, Mimeographed,unpaged). 31

variations as explainedin Chapter III.23

Lin

Lin reports the resultsof a threeyear study at Claflin College in teaching standard grammarusage to mon-standarddialect- speaking Negro students. In the course of theexperiment, sixty taped lessons of oral pattern practice instandard Englishusage were developed. Lin reports that theresults of the statistical analysisused are incon- clusive due .to difficulties in evaluation ata result of a lack of adequate evaluative instruments. She concludes thatmany of the students established greatercontrol of the use of standard patternswith the help of pattern practice. She reports the exciting result thatthe students In the experimentalgroup wade greater gains in readingas measured on the Cooperative English Tests than did the controlgroup despite a greater

concentration on readingby the latter group. She suggests thatpattern practice drillscan give students greater awareness of languagestructure and thus improve 24 their readingcomprehension.

Cline

Cline reports success with audio-visualtechniques in improving the English languageskills of Spanish speaking children inNew Mexico. He suggests thatbi-lingual children need tolbenseft thenew language in

23 Ruth I. Golden,Iffectiveness of Changing Regional Instructional Tapesfor Deed' Patterns, (Detroit, Michigan: Detroit Schools, 1962), Public 24 San-Su C. Lin, PatternPractice: In the Teaching English to Students of Standard With a Eon-StandardDialect, (Teachers Colunbia University: College, Bureau of Publications,1965). 32 order to internalise it adequately. Although Cline's studyis concerned with true bi-lingualism and not bi-dialectalism, itseems that the prob. lams are similarand that techniques which are successfulwith one group 25 may have significancefor the other.

Gordon

Gordon reportson the results of a television educationproject designed to teachcertain sounds to sub-standard speakersof English in Hawaii. He learned that television instructionwas just as effectiveas systematic speech improvement techniquesin the classroom. Both of these systematicprograms were more effective than the incidentalteaching of the selectedarticulations in the language artsprogram.The results of Gordon's study indicate the value of creatingan awareness of differences

in dialects whenteaching stands 4 English to non-standardspeakers of

'Or 26 English.

Hurst

The results of an experiment in improvingthe speech ofa group of Washington, D.C.,Wegro high schoolyouths duringa summer speech institute at Howard University is reportedby Hurst. Hurst states that the speech problemsof the non-standard Negro speakerare such that they constitute defective speech inneed of specialattention by profession.

25 Marion Cline, Jr.,,Improvin,LanguageArts of Bilinguals Ibrough AudiovisualMeans, N.D.E.A. Title VII, ProjectNo. 198, (U.S. Dept. of Health,Education, and Welfare: Office of Education,1962). 26Morton J. Gordon, Televis1,4 Education in ElementarySchool Speech Improvement,N.D.E.A. Title VII, Project No. 425, (U.S. Dept. of Health, Education,and Welfare: Office of Education,1962).

...... to0'OmI' 33

ally trained personnel." In the six weeksummer institute the nineteen students from three Washington, D.C., highschools were givenan intensive course in speech improvement as part of a demonstrationproject for the in- service training of teachers. Hurst reports that dramaticgrowth in speech proficiency was exhibited by the studentsin the six weekprogram. In reporting the results of the experiment hestates, "The fact that Lhe number of inadequaCies decreased from ninety (pre-test)to seventy-six (post-test) is an important finding of thisstudy. Particularly (sic) when viewed in the same context as the improvedarticulation, improved ability to organize, better listening skills,and superior delivery 27 which were othersignificant outcomes."

Hurst reports in a later publication that theCommunication Sciences Research Center at Howard Universityhas developed a seriesof 90 taped lessons for helping students gainspeech and language proficiency. The materials forstudents are designedto be used in a language laboratory and 28 are mainly speech drill andpattern practice.

National Council ofTeachers of English

The NCTE Task Force on Teaching English to theDisadvantaged in reporting the results of their nationalinvestigation make the following comment regarding teaching of Englishto non-standard dialect speakers in elementaryschools:

27 Charles G. Hurst, Jr., Editor, her Horizons in,Speech Communication, (Washington, D,C.: CommunicationSciences ResearchCenter, Howard University, 1966),pp-, 13-240 28 Charles G. Hurst, vSpeechImprovement Tapes Developed Center," Howard University at the Research Newsletter,(November, 1966),pp. 2-6. . 34

Teachers generallyconducted classwork on informally. non- standard dialect If any consciousapproach to problems was taken, it of dialect was usually eithera ach-by-example emphasizing the approach, importance of teachse speaking English, or standard a correctiost ofstudent errors. a tendency for Observers noted teachers to askstudents using dialect for the a non-standard npropern way ofsaying a wordor phrase. Some teachers were concerned aboutthe possible between the school conflict language and thehome language. pointed out the They problems of teachingan additional dialect a manner that will in not producea home-school conflict. teaching a second In dialect, it isimportant to help understand that the pupil he may speakfreely oneway at home and his fri2nds but to that there isanother language school.49 he uses in the

Summary

The foregoingreview of literature indicated theconcern of scholars with theproblems of non - standard dialectspeakers and briefly presented some attempts whichhave been made to teach standardEnglish to these speakers.The current research herin reportedpresents a possible solutionto some of the problems. It also isa pioneer effort to present a systematic,approachto teaching standard Englishto the Child who is just beginningschool.

29 Richard Corbinand Muriel Crosby, Co-chairmen,Language Programs for theDisadvantaged: The Report ofthe NCTE Task Teaching Englishto the Disadvantaged, Force on (Champaign,Illinois: Council ofTeachers of National English, 1965),pp. 88-89. CHAPTER III

DESIGN OF STUDY

The purpose of this investigationwas to test the effec-

tilmness of a seriesof language experience lessonsfor building

skills in acceptablestandard American usage at primary level. The hypothesis, statedformally in Chapter I, pages 9 to 12,was that a series of listeningand repeating lessons would enablethe child at primary level tosharpen his auditory acuity, to becomefamiliar with the soundsof standard language for thisarea, and by having practice in usingthem, would make them a part ofhis facility.This chapter willpresent a description of the designused, the subjects, and themethodology employed.

Source of Data

The study was conducted at thebeginning leVelof non- . graded PrimaryUnit in three schools inDetroit, Michigan. These schools were theLillibridge Schoof (kindergartenthrough grade six), the Tendler SchoOl (kindergarten andprimary unit),and the Scripps. -a Annex School (kindergarten,primary unit, and specialeducation classes). Onginally itwas planned to use just two schools,Lillibridge and Tendler, with fourclasses in each, .However, when itwas learned that, because of increasingenrollmentf some of the primaryunit classesat Tendler School wouldbe on half-day sessions untila temporary building was ready, Scripps. Annex Schoolwas added as a third buildingrather

35 36

than to have the half-daysessions as a variablein the experiment.

Four classes, two experimentaland two control,were used at Lillibridge, and two classes each at Tendler and ScApps-AnnexSchools, with one

experimental andone control class Rn each school.

Population

The Tendler School Districtis basicallya part of the .Lillibridge School District, the Tendler Schoolhaving been builtin the eastern portion of the Lillibridge SchoolDistrict for tworeasons: (1) to relieve population pressure, and (2).to providea school for young children where the necessity of crossing severalmain traffic arteries was eliminated. Therefore, all childrenwho finish kindergarten and the non-graded primary unit at TendlerSchool continue their

education through gradesix at the Lillibridge School. The children I living in the western 4 portion of the LillibridgeSchool District attend the school from kindergarten through gradesix. Likewise, in the adjoin-

ing school districtto the West, Scripps.Annex School bears thesame _relationship to itsparent school, Scripps. Children who completethe non-graded primary unit at Scripps Annex continueat Scripps School. These three schools provide a studentpopulation which iscom- posed of both Negroand Caucasian migrants from other geogiaphicregions as well as natives of thisregion. The community hasbeen subjectto considerable population change in thepast thirtyyears. In the late 1930's the population ofthe community was all white and ofmixed ethnic background with people of Greek extractionpredominant. As production shifted in Detroit's major industries towar and defense activities,

r 37

rural migrants moved in andsettled in thearea due to its location

immediately adjoining one of the major industrial.complexesof Detroit's

lower East Side.Following the war'years andreturn of a peace-time economy, many of these families left the city and thevacancies were filled mainly with Negro'families seekinglow-rent housing dueto urban renewal projects which destroyed their formerdwellings closer to.the center oE the city. In periods of highproduction and goodemployment

opportunity, many white andNegro families migrateto the area because of its proximity to work. Therefore the schoolcommunity today is composed of both Negro and Caucasian families,many of whom have rural backgrounds..

The income of the families in the schoolcommunities is low enough to have all three schools qualifyfor funds under thevarious poverty.programs of the United States Department ofHealth, Education, and Welfare. The base figure forcomputing eligibilityfor poverty funds is $3,000.00 annual income fora family of four. The base

increases with eachadditional dependent.'

School and Class Statistics

Because of urban renewal and opportunities forhouiing in other areas, thepopulation shift during the year of theexperiment was in the direction away from this schoolcommunity ascan be seen below: School Enrollment School First Level Primary Total 9/30/66 Total 5/8/67 Lillibridge 240 1558 1459 Tendler 139 403 372 ScrippsAnnex 55 345 338 IMma.44=41=441=144

'The average annual income ofnon-white city-wide is $4,387,according to the population U.S. Census ofPopulation, 1960, 24C, Michigan,Table 78, "Family P.C. (1) Income, 1959"pp. 24-271. 48 I

At Lillibridge School, from whichfour classes were involved

in the experiment, the 240 childrenat the first level of the Primary

Unit were divided intoseven classes ranging from 31 to 39 depending

on the size of the room. At Tendler School therewere just two classes

each with 37 pupils, plusone teacher with 65 pupils on half-day

sessions., At Scripps Annex the 55children were divided intotwo

'classes of 27 and 28 each.

The population of the eight classesbegan with 274 children.

Thirty-four were lost during thecourse of the semester by moving.

Fifteen were eliminated becausesome .phase of their data was incomplete, the last eight of whom had.not been given the Primary MentalAbilities test because of absence. Five were eliminated becauseof hearing deficiencies.This left the populationat .220, of which the sample consisted of 72, 36 in the Experimental Group and 36 in the ConirOiGroup.

Sample of Study

The study simple was selectedfrom the universe ofclass membership adjusted to fit theseventy-two cell grid shownbelow:

FIGURE I

FIVE-WAY FACTORIAL GRID

1 Groups, 2- Sex, 3- Education of Parents, N - Measurements, 4 - Building, 5- Mental Abilities 39

This factorial design was chosen becauseit would permit a

study of the interaction of the fivevariables shown: Group, Sex,

Education Level of the Parents, (School)Building, and Mental Abilities,

The Analysis of Variance-Covariance techniquewas selected as it pro-

vides a, weans of testing to determinethe significance of each of such

factors in its effect on thescores, and provides for statistical

inequalities which may exist initiallyin the groups. Selecting

children on the basis of these fivecriteria limit'd the number from

the Experimental and Control Groupsto thirty-six each.

Other than determining which subjectmet all requirements for

each cell in the grid, the investigatorsmade no choices. The classes

the researchers utilizedas both experimental and controlwere des-

ignated by the principalor by factors beyond the control of the

researchers. Since some of the pupils had quitedifferent readiness

experien'es in their preceding kindergarten yeai,primary classes were

arranged as homogeneouslyas possible. Grouping was basedon the

pupils readiness for readingas determined by the subje.:tive judg-

ment of the kindergarten teacher andby the use of a standardized

test, The Detroit Readine, ReadinessTest. An effort was made to achieve

. a balance of boys and girls in eachclass. The decision as to which

classes would be in the ExperimentalGroup and which in the Control

Group was made by the teachers involved. They made the decision based

on factors of interest, time availability,and security witha new

teaching technique. . 40

Factors

Group:

The factor of Group was of primeconsideration because

differences in the achievement of theExperimental and Control Croups

had to be determined to testthe effectiveness of the instructional

tapes.

Sex:

Sex was a factor of interest becauseof the disagreement in the

results of other studies. Boys have generally been found to bemore

responsive to learning throughmechanidalaids, although in primary

classes girls are generally thoughtto surpass boys in achievement,

particularly in languageproficiency. In the high school study conducted

by the Chief Investigator inwhich the effe6tiveness ofinstructional

tapes using similar techniqueswas tested, the girls improveetig.

nificantly over the boys in theiracquisition of standardusage patterns

in extemporespeech.2The outcome of the Sex factorwould thus be an

interesting finding.

Education of Parents:

Since the speech climate in thehome is most apt to deterhine the patterns of speech the childwill have when he firstcomes to school, and the home speech ismost apt to be determined bythe level of educa.. tion of the parents, thiswas thought to be a most pertinentfactor.

2 Ruth I. Golden, EffectivenessofInstructional Tapes for Chanoing Re3ional Speech Patterns(USG Z Finnl ?eftTitle VII Project Number 559). Also Dissertation Abstracts,%fol. 24, No, 10, 1964. 41

In the same high school study, cited above,the Etucational Level of the Parents was a highly significantfactor in extempore speech with the students whose parentswere in the highestlevel of education making much greater progress, thanstudents whose parental education was of the average or low level forthat population. The researchers were interested in determining ifthis would betrue of primary children,or if the Educational Level of theParents of primary children would have effecton the children'sprogress in acquiring standardspeech patterns through the audiolingualtechnique. In general, the level of education forthe parents ofthe children in this study was lower than that of thestudents in the highschool study. In the latter, the highest of the threelevels consisted of "ore or both parents having had at leastone year of college.3 . The division of Education of Parents forthe parentalpopulation in the primary study, reported hereln, was: (High) Eleventhgrade or above, (Average) Ninth or tenth grade,. and (Low)Eighth gradeor below. School Building:

Also of interest was the facts.. of School Buildingalthough it was not expectedthat it would have a significant effectsince good teachins, is not necessarily relatedto locale. However, two distinct types of schoolswere being tested, the Lillibridge Schoolwhich is a comprehensive elementaryschool, and Scripps-Annex andTendler Schools grouped together because they are both PrimaryUnits. The researchers questioned if thetype of school involved would showany significant 11 ymnalsIONO., 3 Ibid., p. 42

relationship to other factorsin the experiment. This factor was labeled Building rather than School so that theinitial letter would not be confused with Sex.

Mental Abilities:

The Mental Abilities of thechild could be expectedto have

an effect on his ability toacquire language andnew ways of saying that which he had already acquired: It was of interesito see to what extent this factor would influence results for thispopulation.

Personality and ParentalInvolvement:

Two other factors of concern, were not included inthe five- way Analysis of Variance-Covariance. One was the effect thatthe taped lessons might have upon the personalityof the child, ifany. The other was the desire to involve the parentsin the experiment,if possible, to determine if there was any measurableeffect due to

parental involvement. These were explored using the same samplebut different techniques. The results of thisexploration are reported in Chapter V.

Data Collection

The data for this audio communications researchproject were from children in the first level ofnom-graded primary, mainly six year-olds, whohad just finished kindergarten and enteredthe first semester of elementary school. All subjects includedin the sample from which the data were collected had normalhearing ability.

The complete data for all analyses consisted ofscores from two before-and-after instruments, a backgroundinformation form,a 43

mental abilities test, a hearing diagnosis, and thedata concerning

parental involvement.

Instrumentation

The following instruments used in the experimentare shown

in Appendix A, beginning on pageT107:a copy of a letter sent to the

parents, a copy of the Oral Interview Questions and thetwo pictures

used in the interview, the check-off sheetused by the evaluators of

the oral interview, the Personality Ratinginstrument used by the

teachers at the beginning and end of the experiment,the simplified

form used to transpose the teacher'srating sheet to scores, and the

Background Information Form.

The degree of freedom from anxietywas used as the criterion

for personality adjustment. The instrument used wasa test devised

by S. Sarason andK. Davidson to measure contrasting personality

characteristics.4

The instrument for testing mental abilitieswas the Primary

Mental Abilities Test used city-wide inthe Detroit Public Schools.5

Likewiset the Hearing Test is the standardaudiometer diagnosticpro-

cedure used in all Detroit schools.

Measurements:

The crucial measurements, used intwo separate analyses,

consisted of scores from the twotests, both of wNich were given before

4 Seymour B. Sarason, et al" Anxiety in ElementarySchool Children,A Report of Research (New York: John Wiley and Sons,Inc., 1960) Appendix.

5ThelmaCwinn Thurstone, Primary MentalAbilities for Grades K-1 (Chicago: Science Research Associates,Inc., Revised 1962). 44

and after the taped lessonswere presented to the ExperimentalGroup.

The tests were given to both theExperimental Group and the Control

Group.These two tests were the OralInterview, recorded on tape,

and the Personality Rating Scale,

The Oral Interview:

The taped Oral Interview, conductedpre- and post, consisted

of simple questions designedto elicit certain expectedresponses,

and to encourage the childto say a few sentences of hisown. Two

pictures (See Appendix Al Pages 110-111),and a bright pennywere used

as inducements to speech. One picture showed a crowd ofpeople walking

down a street and was usedto determine whether the childsaid "people" 6 or "peoples,"and *walking or uwalkine.n The second picture showed

a situation in which a frightened motherholds a limp toddler inone

arm while she dials the telephone with her freehand obviously calling 7 for help. This situation was chosento produce a free verbalresponse.

To obtain scores representing speechchange, the taped interviews were evaluated bytwo experienced speech correctionistschosen for their trained abilityto audit.They did not know the designation of the groups, Experimentalor Control, or from whichgroups the interviews they checked hadcome. Using a guide sheet, shownon page 112, they tabulated the number of deviations from standard AmericanEnglish.

These were used as pre-test:scores. The identicalprocess repeated at the close of the experimentproduced the post-testscores.

6 Life (Vol. 62, No. 21, May 27,1966) p. 51. 7 Look (Vol. 30, No. 10, May 17, 1966)p. 85. 45

The PersonalityInventory:

The twenty-lour itemPersonality RatingScale, shownon page 114, of Appendix A, for each child in theclass was completed before and after the presentation of thetapes. The teacher circled a number for each personality trait. Sarason has purposelyarranged these twenty-four contrasting personalitycharacteristicsso that neither side represents wholly desirableor undesirable traits.For the purposes of thisstudy, it was necessary to convertthe teachers' rating sheets to theone shown on page 115 of AppendixA. The fifteen items selected by the researchers for tabulationwere believed to be most pertinent td speech development andrepresentative of thetotal inventory. Favorable characteristics were. placed onone side and unfavorable oneson the other. The numbers wereconverted fromone to ten in order to make it possible to assigna definite score toeach child.These two instruments were used: at thebeginning of thesemester and again at the end to determine ifthere were anymeasurable adverse effect' ofincreased anxiety in the subjects inthe ExperimentalGroup due to theintroduction ofa less familiar speech form into theirverbal repertoires.

Background.Information Form

Information concerningthe parents was gathered by theteachers from school records,or by direct contact, and reported.on the form shown on page 116, Appendix A. Children for tit=any of the pertinent data could not becompleted were necessarily omittedfrom the sample. 46

1 Instructional Audio Materials

The materials which comprised the single variablebetween

the Experimental and the Control Groups consisted ofa set of original

taped 1Lnguage enrichment lessons which give studentsstandard patterns

to imitate and elicit their responses. They wereidezigntd to represent

the voices of two friendly personalities, Mr. andMrs. Mike, coming out

of a tape recorder to engage the children inshort speech games, talks,

poems and songs. These audio lesons will be.des-..^iibe4 below under

Procedures.

Preparation for Data Collection

. One full year was spent in preparation forcollecting the data

of this experiment. During this time the responsibility of theChief

Investigator and senior authorwas to write the scripts for the audio

lessons, produce the tapes, plan and devisethe testing materials, and

to arrange for the conduct of the experiment. The experimentation and

evaluation also involved the full timeof the Research Associate during

the second year.

The Linauistic Basis

Preparation for this project was not only theoutgrowth of

twelve years of study of descriptivelinguistics and over twentyyears

of experience in teaching inner-cityschool children, but was basedon

studies cited in Chapter II. The most pertinent descriptive studies were those of Loban, Pederson, Thomas, andGolden. 47

Teaching Devices:

To broaden knowledge of effective devices forlanguage change and enrichment at primary level,a letter was prepared inviting teachers

to participate by sending in ideasor devices they had found helpful in

teaching a sound or a usage. This may not have reached all interested

teaeheri because of theprocedure required. The letter was submitted

to the Research Department for approval andsubsequently included in the "Principals' Notes." The letter and the list of schoolsand teachers from whom responses were receivedare included in Appendix 'A.;

The 38 responses from 25 schools, plustwo which were unidentified, were classified into two categories: (1) Teaching usage, and (2)

Teaching sounds. The latter category, which comprisedthree-fourths of the list, was further divided intotwo parts: (1) Sounds in isolation for awareness, and (2) Sounds in wordgames..

Objectives:

Preparation included discussions regardingphilosophy and objectives. The following objectives summarizethe point of view of the researchers and their aims in developing,!theseries:

(1) Present standard English asan alternative way of speaking

to achieve clarity and general understanding.

(2) Encourage the children to trust theteaching personalities

because they are honest with themand want the children to be

aware of what they are trying to do.

.(3) Promote auditory discriminationso that speech differences

may be heard. 48

(4) Focus attention on speech mechanismbecause the researchers

believe this type of language shiftrequires a conscious

'effort initially.

_ (5) Help those who do mtknow howto form sounds, and to help

the others to develop more flexibilityof their lips, tongue,

and other parts of the speechmechanism.

(6) Have something appropriateto talk about for continuity of

dialogue to hold attention andtoenable the children to

hear the suprasegmentals inthe speech they are imitating.

(7) Emphasize the whole speechpattern, associating language

learning with friendliness andhappiness.

(8) Broaden concepts and values whiledeveloping vocabulary

and general facility in standardlanguage.

(9) Enhance-"the self-image as ameans of motivating language

growth and of encouraging bi-dialectalism.

The Taped Lessons:

Preparation included adjustment ofthe written and later

taped materials to the interestand ability levels andto the pace of primary children. It also includedmany trials and revisions. During the process of writing, at meetings of the ResearchAssistants, the

scripts were read aloud anddiscussed in detail. Changes in wording, content, or direction were resolvedto the group's satisfaction. They were then sent to educational and linguistic consultants (listedin

Appendix g, pagelaT for criticalevaluation. Further revisions were made using their suggestions. By this method an excellentcross-section 49

of thought was focussed on the content of thelessons. The group of Research Assistants included two kindergarten teachers,one completing a doctorate and now teaching at college level andwriting; a first grade teacher; an elementary literature teacher;two supervisors of

elementary English; -a-readingConsultant; andan elementary assistant principal. The consultants Included two universityprofessors, both interested in dialectology, one at elementary andone at secondary level; a former president of a college fortraining elementaryteachers, soon' joining Temple University; a former Directorof Clinical Training in Speech and Hearing Therapy at a collegein New 'York,now busy as the wife of a CabinetMember; a kindergarten and nursery schoolspecial- ist at a universityin. the East; and an instructor of ChildPsychology at a college In theWest. Both groups, ResearchAssistants and Consul- tants, were of mixed ethnic origin. Two of the latterwere of two different minority groups, Negro and Puerto Rican,a point of value since the feelings and attitudes ofthe little listenerswere of prime consideration.

Recoreing:

Preliminary taping with home facilitieswas.done for thefirst two tapes, and these were tried out in twoschools. They were also played in the classroomwith a second recorder recordingthe performance to include the students' responses in order to providean opportunity to study pupils' reactionsto the materials and to evaluate thetechnical

aspects of the materials. Further changes and improvement in timingwere made followingthese trials. 50

Tts male voice used is that of a municipal judge who was one of the voices on the high school tapes previously mentioned.The female voice is that of an auditnrium teacher in a Detroit school.

Both have rich and pleasing voices. Students are urged to speak as the voices do. "Mrs. Mike" breaks into song easily without accompa- niMent. "Mr, Mike" has a warm masculine voice with which children identify readily.

The TEACHER'S GUIDE:

While the taping was being done, the TEACHER'S GUIDE was being prepared. For the songs that are original with only a one-line tune sketched by the Chief Investigator, scores were written by a music teachei in the Detroit Schools. For the few songs and poemi which are not original and not in the .public domain, permission requests were initiated. Permission for the use of these materials was granted.

Preparing the Tests:

Research was necessary to find a proper instrument for measuring personality change, and when found, a permission request was sent and received. Deciding upon the questions to be used-tn the all- important Oral Interview took the careful deliberation of all of the

Research Assistants.

Further preparation involved arranging that the schools in the experiment would receive time priority in the administering of the city-wide Primary Mental Abilities testing and in the hearing 51

diagnosis. Contacts with the director led to finding:speechcorrec.

tionIsts who would be qualified andavailable for the evaluation of the

taped oral interviews. Preliminary arrangementswere made with Wayne

State University Computation Center. forcomputer analysis of the data,

The Schools:

In preparation for conducting theexperiment, tentative

contacts with the principals, assistantprincipals, and the Field

Executive needed to be confirmed, andmeetins with the teachersarranged. . With the permission of the'administrators, a letterwas sent

to each of the parents of chiilren in theExperimental Group, (Appen-

dix Al page 108). It was hoped that the parentsof children taking the

taped lessons would be interested infollowing the same procedureas

their children. The limited extent of parentalparticipation will be discussed in Chapter V.

Conditions

There were two categories in thefactor of Building: (1)

the total elementary school,Lillibridge, with four classes, (2) the

Primary Unit schools, Scripps Annexand Tendler, combined, eachhaving

two classes involved in the experiment.Of the latter two, the fact

that one was an old andone a new building would mean that,combined; they would compare more evenly with the Lillibridge School. However,

there were equal numbers ofExperimental and ControlGroups in each

schoolo and thus, regardless ofage or plan of operation, conditions

were comparable for both Groups. The classrooms were comparable,and 52

the teachers were of comparable ethnicbackground and considered well

matched'by the principalswho chose them'f or the experiment. It can,

therefore, be said that conditionswere constant for both the Exper-

imental and Control Groups.

Procedures for Data Collection

The researchers first developeda plan of work coinciding

with a proposed time schedule,and kept on schedule throughoutthe duration of the experiment.

At the first meeting of all eightteachers, the background for

the study was explained and allwere given the same motivationto help

the children gain language facilityand enrichment, The plan of the

experiment was explained, and itwas at this meeting that theteachers

decided among themselves whichones would teach the Experimental

classes and which the Control.

At a subsequent meeting all teacherswere given copies of the

Personality Rating Sheets,the Background InformationSheets, and arrangements were made for the researchersto do the oral testing.

The Personality Rating Sheetsrequired careful instruction.

The teacher must first readthe detailed descriptionof the meaning of each personality trait as described by Sarason and Davidson. Applying this meaning to the RatingSheet, he must decideas in item (2) of the instrument shown on pace 114 ofAppendix A, whether thechild tended to be more devendent-thanindependent and indicateto what degree by circling the number, with (5)representing the highestdegree in either direction. 53

The Background Information Formwas filled in by the teachers

following the completion of the firstrating of the Personality

Inventory,

Initial Tests

In the third week of the semester the ChiefInvestigator and

the Research Associate began the oralinterviews of all classes in

both Groups. Arrangements had been made for theuse of a small office

in each school and foruse of a school tape recorder. The researchers

identified the childrenon the tape by number and kepta duplicate

written record of the number and thechild's name so that absentees

could be recorded on another day anda copy of the list couldgo with

the tapes to the evaluator. Each researcher started thenumbering on

a given day with e various and unconsecutivehundred digit as apre-

caution against the evaluator'sknowing which tapes were of theExper-

imental Group and which ofthe Control Group.

Except for those children who leftthe school or were absent for an extended period of time,all subjects in all classeswere recorded, and their interviewsevaluated because neither theresearchers nor th evaluators knew which studentswould be included in thefinal sample, that selection dependingupon all of the other datanecessary to fit subjects to the factorial gridemployed.

The ExperimentalAural-Oral Lessons

The taped language lessonsare not to be confused with the taped samples of the children's speechcollected as the before and after tests of speechprogress. The language lessonsrepresent the 54

single variable between the Experimental and the ControlCroups. These

tapes contain pre-recorded audio-lingual lessons.

The content of the lesson material the childrenare induced

to repeat concentrates on sounds and usages needed to supplantless

desirable ones because of their limiteduses for general speech effect-

iveness. Although it would be simpler to concentrateon changing a

few gross deviations out of contextas some recently developed speech

training instruments aim to do, it is the philosophyof these investi-

gators.that the deviations are parts ofa whole pattern to which some

of the techniques of second-language learningare applicable. Oral

drill on parts is valuable providing theparts can then be fitted into

the whole.Filling in blanks, or parts, insome traditional methods

of language teaching has not been conclusivelydemonstrated to be

effective.For acquiring a new dialect, a new systemor pattern, a

complete pattern for imitation isnecessary. The earlier the child gets

practice in the sounds andusages of school and the business world, the

better are his chances of growingup to full participation in citizenship.

Since language is an intrinsic part of one'spersonality, these

lessons were desiged so that in thecourse of associating language

learning with friendliness and happiness,the child gains other values.

The values stressed are mainly pride inself, the language of good manners, pride and joy in working and learning, andlove of country. titian-eine the self imageto give purpose to self improvement isvital, and thus is an important part of thelesson content of this series. The major concept is that there aremany ways to speak, but we talk Mike's 55

way to be understood by most people.

There are thirty-six lessons ofeight-to-ten minute duration

recorded on twelve tapesat a speed of 3.75 inchesper second. Each

tape begins and ends with theme music inwhich the children participate

by clapping after theyare taught to "whisper -clap" to rhythm.Five

lessons are shorter than the othersbecause they introduce' speech

activities which continue afterthe tape has been heard. These lessons

provide opportunities forkinesthetic involvement.The lessons may be

paced at the discretion of theteacher to suit the needs ofthe class.

In the experiment, the teachersof the Experimental Groupwere instructed

to present the lessons at therate of three lessons,or one tape& week. They could stop the recorderat any time if they wished,and they

could repeat a lesson if itwas deemed necessary; however, thispractice

was not encouraged as reviewwas incorporated in the design ofthe series

and the freshnesi of thematerial is a part of theappeal to evoke max- . imum attention to listening.

A TEACHER'S GUIDE brieflypresents the speech objectives of

each lesson, the valueconcepts presented,, and suggests possible

enrichment activities. It also contains thepoems and the words and

music to thesongs in order to facilitate theuse of the materials for

review and expansion. The teachers of the ExperimentalGroup were given

the Experimental Edition (duplicatedwith a two-ring binding)of the

TEACHER'S GUIDE, andwere left to their own ingenuityin.the way they

worked the lessons into theirdaily program. The only requirementwas to hold to the pace of covering one of the twelve tapes eachweek.

There were no additionalclass materials givento the Control

. Group classes.The teachers were instructedti5carry on whatever speech 56

and language-building activities they normallywould with theirpupils and to use whatevermaterials they normally did. These childrenwere given all testsidentical to those given to the ExperimentalGroups. Neither the teachers nor the students of theControl Groups heardthe taped series of language lessons. Care was taken thatthey would not

have access to thetaped materials, scripts, or theTEACHER'S GUIDE.

Other than the seriesof tapes givento each Experimental Class teacher and a school owned ,Eeailtaperecorder, no additional class materialswere provided. However, a varietyof materialswere used by teachers in enrichment and relatedactivities. One class made puppets of Mr. and Mrs. Mike. The researcherswere presented with booklets consisting of drawings of thechildren's conceptionof their tape recorder friends. A booklet ofChristmas'cards thechildren made for the charactersin the lessons was also given to theresearchers. An interestingdevelopment was observed in these art projects. Negro children identified the characters as Negroand white childrenidenti- fied them asCaucasians.

Tabulation

The classnames and sex were entered in a regularschool record book which the researchers kept forrecording allscores as received. The pre- Personality Rating comprised thefirst scores tobe entered after

the teachers' ratingswere transposed to the ^ 15-point scoringsheet, shown on pa3e 115' in-.4 AppendixA.

. The determinationof the high, average, and loW level ofthe education of theparents was entered next. As the evaluatorsreturned 57

their check lists along withthe completed tapes, thescores for the oral interviews were entered.

The final measurement, outsideof hearing, to be recordedwas

that of the Mental Abilities ofthe child. The raw scores on the

Primary Mental Abilities Testwere used for the subjects ofthis study since they permitted a finer classification than 1.Q.,letter rating,

or stanines. These raw scores were tabulatedon a list of numbers

from 1 to 128, the highest possible score.The range for thepopulation

of the study was from 25to 122, with a median of 82,and a mean score of 79088. There were 220 students fromthe Experimental andControl classes in the experiment who had taken this MentalAbilities test. The total was divided into thirds with division resultingin three groupsas follows: (1) High Group scores 91 - 122; (2)Average Group scores

73-90; and (3)Low Group scores 25 - 72.

As stated above, all childrenhad their hearingtested by

trained specialists fromthe Speech and HearingClinic of the Detroit

Public Schools while theexperiment was inprogress. Three children

from the Experimental Group andtwo from the Control Groupwere found to have hearing which deviated from normal. These children, wereeliminated from the population before the sample was drawn inorder to avoid intro.

ducing another variable inthe study.

Post Tests.

In the seventeenth week ofschool, the teacherswere asked to do the final Rating of the Personality of eachchild in all classes 'involved in the experiment. 58

This week also marked the beginningof the final Oral Inter-

view testing. These were conducted in the identicalmanner used for

the pre-test interviews. When a tape was completed, itwas sent to one of the two evaluators.

Since improvement is basedon lower score: of the number of

deviations heard, it is importantthat no slight deviationsbe over-

looked. The work of the two evaluatorswas cross-checked to besure the evaluations were comparable. Particular care was givento the

post tapes to be sure that alldeviations were counted.

The Post Personality RatingSheets were collected fromthe

teachers, and recordedfor analysis. When completed,the finalscores

from the Oral Interviewevaluations were recorded,

Preparation forComputation With all tabulation complete, the 'subjectswere selected to fit the five-way factorial grid, further describedin Chapter IV. The Computation Laboratory provided the researcherswith the order inwhich the scores of the subjects were to bearranged for completingthe computer phases of the Analysis of Variance-Covariancedescribed in the next chapter. CHAPTER IV

DATA ANALYSIS AND FINDINGS

Analytical Techniques

As indicated in Chapter III when thefactorial grid was explained,

the statistical technique ofVariance-Covarlance Analysiswas applied to

the oral language test becausethis technique permits the sortingout of

the covariance effects involvedin experimentation. The process breaks-

down the sum of products ofdeviations of any two variables fromtheir

means and assigns the respective componentsto specified sources. Since

it was desirable to determinethe effect of the taped lessonsexclusive

of the specified factors,as well as to determine the interrelatedeffect

of these factors, the Analysis ofVariance-Covariance Techniquewas em-

ployed as the design for this study.'

Factorial Grid

In carrying out the analysis, the firststep was to establish the

factorial grid shown in ChapterIII, page 38, and repeated here inTable 1, page 60. The grid shows rawscores in seventy-two cells, each of whichis

placed to show relationshipto each of the five variable factorsto be analyzed. The initial and final testscores are denoted by (X) and (Y),

respectively.The two groups, Experimental andControl, are shown first.

Sex provides the second variable.The third, Education ofParents, is represented by the digits (1), (2),and (3), representing: (1) both

/The reader who may not be interestedin the technicala$PectAilm this chapter will find thestudy summarized in ChapterVI, beginning on page 94.

59 prIr11000177,1r7777 7',.''',7""TTr.^7177,77.7t3 TABLE 1 SCORES ON PRE- AND POST ORAL TESTS .FACTORIAL GRID . G= EXPERIMENTAL GROUP , CONTROL GROUP ...I;; MALE SUBJECTS FEMALE SUBJECTS MALE SUBJECTS FEMALE SUBJECTS (1)m (-1 = r44-0 CO OM e Educ. of Pare 1 2 is 3 6 Educ. of Parents 1 J, 2 3 Educ. 1 of Parents 2 3 Educ. of Parents1 2 3 (1) : 41-4.p4" (A150r4 Y X Y X Y X Y X Y X Y X Y Y X Y X : Y = ...40... , m-iir---.°14=725-18 15-715.11 11 -4 2-0 18 -9 9-5 12-9 8-1 10-711 -6 10-11 13 . 10-161.0.13 21-2612-16 14-1015-15 11-14 8-16 15-11 7-10 at H- ,,65 oC. 22-1411-6 13-1413-9 25-717-3 15E814-10 11E1221-6 12-14 7-8 .8.7i7-13 '11-7 7-5 22-13 9-34 11-1015-15 20-1810-11 1612-13 -12 121 -15 ./"cC 12.714P8 18-1744-28 15.1:215-6 24'19 8-6 1 21-15 1517-5 -14 113"7 0p26 -25 'i20.1015-15 10 -8 6-13 17-1017-22 18-1817-14 15 -20 7 -17 Measures:Education of Parents:(One or both) 2-1- Ninth Eighth or GradeTenth or Below Mental Abilities: LA -H AverageLow- High X Y- -Initial Final ScoreScore Lower final score shows improvement. 3- Eleventh Grade orGrade Above P:Building: (Parental Involvement) - ScrippsLillibridge Annex and Tendler 61

parents having eleventh gradeov above education, (2)one or both parents with ninth or tenth grade as the highest level of education,and (3) one or both parents with eighth grade or below as the highest level,of educa. Lion. The school building represents the fourth variablewith Lillibridge, a comprehensive elementary school in which four classesparticipated, rep. resented by the Greek letter Alpha (pc), and the othertwo schools combined,

Scripps Annex and Tendler,primary units in whichtwo classes each partici

pitted, represented bythe Greek letter Beta (48).For the fifth variable, High, Average, and Low Mental Abilities for thispOpulation are denotedby (H), (A), and (L),respectively.

Each cell represents a child who fits the descriptiondetermined by reading the grid from the top down, includingthe two factors shownon the left. For instance, the fourthcell in the firstrow shows the scores for the child who is in the ExperimentalGroup, a female whoseparents are In the upper classification for this study havingboth attended atleast the eleventh graded She attends LillibridgeElementary School andrates relatively high in MentalAbilities.

To facilitate the analysis further,the sympols (X) and (Y)are defined as follows:

(X) the initial score of theindividual of the

particular Group, Sex',Education of Parents,

Building, and MentalAbilities.

(Y) the final score of theindividual of the

particular Group, Sex,Education of Parents,

Building, and MentalAbilities. 62

In the above definitions, Gstwo levels; S al two levels; Ew three;B= two; and M- three.Thus 2x2x3x2x3-72, the total

number of cells in the factorial grid.

Sums of Squares and Products

The next step was that of obtaining allthe sums of squares and

products required for the analysis. The application of the method involves

the calculation of sums ofsquares of the independent variable (X), the

dependent variable (Y), and thesums of products of the independent vari-

able with the dependent variable (XY). The variance of the dependent

variable (Y) is then adjusted,or reduced by the variance of the (initial)

independent variable (X), and the F-ratiodetermined by these adjusted

variances to test the Null Hypotheses involved.'These values are obtained

by applying the appropriate formulasshown in Winer.2

Tests of Significance of Interactions

The significance of the interaction of eachmain effect is tested

first. The initial three phases through themean squares were computed by

machine analysis at Wayne State UniversityComputation Center. In return

for the list of rawscores, set up opposite the source of variationsymbols

in.a prescribed order, three sets of Print-outscomprised the Computer data

output. One of these was labeled Pre-Test,one Post-Test, and one PrePost.

The pertinent data needed to determinethe results of thisexper-

iment as taken from the three print-outsare shown in Table 2, p. 64.Only

the items pertaining to the main effectstaken singly and the highest order

2 B. J. Winer, Statistical Principlesin Experimental...ateD(New York:McGraw Hill Book Company, 1962), pp.600-604. 63

interaction for each phase are shown Inthe cable.For the purposes of

clarity as'well as space, the long listof figures related to themany

different orders of interactions whichwere processed are omitted.

To simplify understanding of the procedure,the following steps explain the figures usedas taken from the pertinent portion of the print-outs shown in Table 2:

The first step in combining the threedifferent outputs was to compute the adjusted sum of squares for theerror term. The statistical formula for this process is:

2 E El sr E ; YY YY xx where V denotes the adjustedsum of squares in (Y) for the YY error t3erm, E denotes the unadjusted YY sum of squares for the error term in (Y),E xy the unadjustedsum of cross-products for theerror term, and E the un xx adjusted sum of squares for theerror term in (X). This Adjusted Error

Is needed iu order to determin^the adjusted meansquare associated with each main effect.

By locating the appropriate figuresin Table 2, itcan be seen that the mathematical formula forthe Adjusted Sum of Squaresin (Y) for the

Error Term in this experiment isas follows:

2 E El sx E YY YY E xx

3: 33.6386. .. (19.4708)2 126.2231

sx, 33.6 3.0 30.6. TABLE 2 SUOIARY DATA3 SINSPRETEST(G) OF SQUARES DEG/FREEDOM SUMSCOVARIANCEPREPOST OF SQUARES TEST .Group xx 122.7227 1 111111111111=1111111 Group xy -197.1385. Group YY 316.6805 20.0556 1 Sex xy 13.1945 Sex YY 8.6806 Education(E) xx 75.2507 2 Educ. xy 65.0006 Educ. YY 563333 Building(B) xx 3.5556 1 Bldg. xy 4.6667 Bldg. YY 6.1250 MentalAbilities(M) xx 322.7503 2 Mont. xy 187.0003 Mont. YY 133.0003 (GSEBM)xx11111 3 Ibid., Analogous to Table 11.5.3, p. 603. 126.2231 4 GSEBM xy 19.4703 GSEBM YY 33.6386 65

The next procedure was to completethe mathematical formulato

combine the three phases for eachof the main effects.

Group

The first of the main effectsto be examined is Group. The

adjustment process is composedof two steps: (1)The formula

. 2 (G + E)9 m ( xy)2 .is used, and YY x2

then: (2) (G + E) El yields the sought AdjustedSum of Squares YY YY

value. To illustrate, the valuesinvolved for adjusting thesum of squares

for the main effect ofGroup are as follows:

(G + 2 YY y x

2 + 350.3191 (.477.6677) 223.4 YY 248.9458

The second step, then, isdetermining the adjustedsum of squares for Group: (G E)PYY.. El 223.4. 30.6 192.8 YY

In order to find the valueof the meansquare for the Group effect,

the adjusted sum ofsquares is now divided by thedegrees of freedom for

the Group effect, which is1. Thus:

192.8 / 1 ..192.8 Adjusted Mean Square forthe Group effect.

This procedure was employedto calculate the adjustedmean square for each of the other main effects. For the actual computation,see Appendix A, page 113. 66

F - Ratio

Taking the above adjusted mean squares of the maineffects, the

next step is to divide each one by themean square of the highest order

interaction, or Adjusted Error Term. This mean square is obtained by

,dividing the Adjusted Error Term by its degrees offreedom. Since there

are five variables in the highest order of interaction, the degreesof

freedom are four, but in theprocess of denoting the value of the regression

coefficient employed to adjust the (Y) values,one degree of freedom of the

error term is lost. Thus the mean square of the adjustederror is found by

dividing the values of the adjustedsum of squares by (4- 1 3).

/ df 30.6 / 3 so 10.2 YY The F - ratio for each main effect is:

Group

F 192.8 / 10.2 18.9

Sex

*Fs 11.4/ 10.2 mg 1.1 Formula: Education of Parents Adjusted Mean Square for F 12.0/ 10.2 op 1.2 pm Each Main Effect

Building El / df

F 4.7 / 10.2 0.5

Mental AbIlliries

F -. 20.5 / 10.2 Es 2.0

The significance of the derived F ratiofor each of the main effects is determined on the basis of its magnitudecompared to the critical valueof

F read from a table showing the 'IFDistribution, Upper 5% Points (F95)" 3

3 Wilfred J. Dixon and Frank J.Massey, Jr., Introduction to Statistical Analysis (New York:McGraw-Hill Book Co., Inc., 1957),p. 388. 67

F Distribution

In reading the F DistributionTable, the figure forthe degrees

of freedom associated withthe denominator I are those identified with the adjusted mean square of the error term, and thedegrees of freedomassoc- iated with the numerator of the ratioare those of the Effect undercon, sideration. If the observed value ofthe F-ratio is greaterthan the critical value of the F-ratio found in the F DistributionTable, it can be said that the interaction is significant atthe .05, or fiveper cent, level of significance.

Results of Analysis ofVariance-Covariance Tests

In analyzing the resultsproduced by theVariance-Covariance

Technique, the values in Table4 show that the firstfactor, Group,

partialled out alone provedto be significant beyondthe five per cent level (actually to .03). This means that underthe supposition thatthe

Null }Iyposthsis undertest is true, the probabilityof this effect*s producing the F-ratio result that it did wouldoccur by chance less than five times out of one hundred (even less than three). The next four effects, partialled out singly, did not produceF -ratio test valuesthat are significant. In other words, thesignificant difference inthe scores of the Post-Test over the Pre-Test is attributatbleto the Group effect alone. Results of this study showthat the effect of Sexis not a signif-

icant one, norare those of the Education of the Parents, the Building,or the Mental Abilities of the child. The significant differencebetween the mean scores of the Experimental and Control Groups (AdjustedMean for TABLE 3 ADJUSTED MEANS 4 b m E / E 19.4708 .15 Group (Exp.) x y xx Group (Cont.) 126.2231 Mean AEN xj 15.4722 or 15.5 12.8611 or 12.9 14.1666 or 14.2 Grandy. . AXj41. G1C 1.3 .1.3 A - Ay .15 9.3611 or 9.4 .14 (1.3) 13.5556 or 13.6 1.4583 or 11.5 Grand. co°1 Ay 4 Ibid. Analogous to Table(Axi. 11.5.6,Gx) p. 604. 9.4 9.2 13.6 ..14 (.1.3) 13.8 TABLE 4 DeF0 x2 COVARIANCE TABLE FOR TEST OF SIGNIFICANCE OF MAIN y2 Adjusted Adjusted EFFECTS Null 1 122.7 316.7 .197.1 xy D.F. 1 192.8 y4 Mean Sq. 192.8 F -Ratio 18.9 RejectedHypothesis (.05) 00E00 2 75.220.0 56.3 8.7 - 65.013.2 21 24.011.4 12.011.4 1.2 0 0 0 B 0 21 322.7 3.5 133.0 6.1 187.0 406 21 41.0 4.7 20.5 4.7 2.00.5 0 G (HighestS E B M interaction)order 4 126.2 33.6 19.4 3 30.6 10.2 =NUB BG - School Building, M THEGroup, HYPOTHESIS S in Sex, TESTED E - EducationIN TABLE 4of Parents, VARIABLES - Mental Abilities eachappearsicant separate (Group,difference factor Sex, between hasEducation, been the submittedfat:totes Building, and MentalThe hypothesis that is being tested concerning scores have been partialledto test out.and the results shown above. the variationAbilities, in the respectively) same row where is only that there The null of this hypothesis is a signif-one factor for 70

Experimental- 9.2, fewer deviations from standard thanthe'Control Group with its Adjusted Means', 13.8)can be attributed solelyto the Experimental variable, that ofthe set of taped language lessons. These lessonscome. prise the onlydifference in the teaching of the Experimentaland Control

sections withinGroup during thestudy.

Since no other main effect proved to besignificant, andany interactions which mightshow a significant effect in theirinterrelationships would probablyinvolve the effect of Group, computationsconcerning the Interactions were notnecessary.

Table 4 is a Covariance Table for the maineffects thatwere investigated duringthis study.The table, page 69, shows the finalphase of the analysisresulting in the tests of significanceof the several hypotheses for theOral Test given to the childrenat the beginning and end of theexperiment.The Null Hypothesis being tested ineach case is expressed in generalterms in the footnote at the bottom of thetable. The first sixcolumns of figures. through the Degrees ofFreedom were shown on the out-put sheetsfrom the Wayne State UniversityComputation Center. The formulas by whichthese figures were convered to theAdjusted Mean

Squares have been givenin Table 3,page 68.

As can be seen in the first row ofTable 4, throughthe process of adjusting thedependent variable (Y) for the independentvariable (X) from the error (highestorder interaction) term, one degree offreedom ascribed toerror has been used in the computation (4D.F. became 3 D.F.). The reducedsum of squares assigned to error was dividedby thecorres- ponding number of degrees offreedom to obtain the meansquare (192.8). 4F7F., 1.

This value was theappropriate one for testing thesignificance of the other interactionsfor this oral test. The results formcolumn eight, the F.ratio, whichis the mean square divided by themean square of the highest orderinteraction (10.2).

This table showsthat of the five factors tested,the onlyone for which theNull Hypothesis may be rejected is theeffect of Group.The value for the F-ratiofor the test of this effect occurredin the critical region of .05 (andbeyond) in the probability distribution.According to the results of thisstudy the effect of Group andGroup alone isrespon- sible for thesignificant changes in the deviationscores that occurred during thisexperiment. Implications of thisfinding are thatthis approach can beemployed successfully without regatd to: (1)Sex; (2) the fact that theschool buildings are different from eachother; (3) that the children'sparents may have differing levelsof education;and (4) that the children,who participate may differ in mentalabilities. CHAPTER V

ANALYSIS OF SUPPLEMENTALDATA

dancerne While the technical analysis described inChapter IV comprised the main body of the* research, three otherconcerns were explored.The first of these was the hypothesis thatthe main variabletested, the series of thirty-six taped language lessons,would haveno significant adverse effectupon the personalities of the childrenparticipating in the lessonsas the Experimental Group. The secondconcern was the attempt to involve the parents in the experiment,and the thirdwas a verbal analysis of the speech interviews. These three phases ofsupplemental data will be analysedin this chapter.

Personality

As described above under Instrumentation,page 43, and Procedures

for Data Collection,page 52, the personality measure was basedon the subjective judgmentof the teachers at the beginning ofthe semester and again following thetime allowed for the presentation of thetaped lessons to the ExperimentalGroup, The instrument usedwas condensed from the Anxiety Soils developedby Seymour B. Sarason.l

The complete scale, shown in Table 6,page 114, was rated bythe teachers both beforeand after as a means of directingthe teachers to the whole personalityof the child without undueawareness of those items

/SeymourB. Sarason, at al,,Anxiety in Elementary Children, A1222E1 of School Research(New York: John Wiley and 1960) Appendix. Sons, Inc.,

72 73

pertinent to the study.The teachers were provided with.Sarisones

description of termsas an aid to decision making.They were instructed

to consider the path downthe center as thenorm and to rate the child

on each characteristic according to the extent in eitherdirection that they thought his personality veered. In this rating theteacher's attention was on the child and the characteristic withoutconcern as to whether this was a desirable or an undesirablecharacteristic.

In the interest ofsimplicity, clarity,andpertinenceto the study,, certain items were then selected by theinvestigators for tab.. elation as a fair representation of the entirescale. It was believed'

that these itemswere most closely relatedto speech, and that analysis would be facilitated by grouping the itemswith favorable,or desirable,

characteristics on one side, andunfavorable, or undesirable,ones on the other side. 'Table 7, page 115,shows this condensedscale.

The numbers were transposedfrom 54321 12345 to 12345678910 with the 1 denoting the most desirablestatus. This is consistent with

the tabulation of all phases of this study inwhich the lowerscore, as in the game of golf, is desired. In converting thescores, the researchers circled the number corresponding to the teacher'sevaluation of that

characteristic for thatparticular child.

The scores from fifteenitems, pre- and post,were tabulated in the record book opposite the child'sname, and transferred toa work- sheet opposite the subject's number after the. samplewas drawn. Sub- traction resulted Ina plus or a minus digit, and revealedwhether the child in the subjective opinion of the teacherat the time ofrating showed improvementor retrogression. 74

Mattis a Individuals

These so-called comparativeimprovement points forboth groups are shown in Table 8 on pages76 and 77. As can be seen in thistwo. page table, no significant results of the anxiety scaleare apparent. However, a generalization may be made concerning theover-all effect which shows that there is no conclusivedifference in the extent of

anxiety shown betweenthe two groups.

In the case of the zero narking, one each forExperimental and Control, the positive and negative movementscancel each other. Neg. ative movements predominated in the teacher'sevaluation. of ten subjects In the Experimental Group and in elevensubjects in the ControlGroup out of a total of thirty-six in each group. In other words, approximately two thirds of both groups showed a preponderance ofmore desirable charac-

teristics at the clOse ofthe experiment thanat the beginning.

. Analysis a Characteristics

A further analysis of each ofthe separate characteristicswas of interest to determine if there wasa more noticeable improvementin certain characteristics than in others. This was determinedby the process of.adding all of the scores in a single category anddividing by the number of itemsin the category (36)to get the mean.

Table page 78, shows the 9, mean rating score for bothgroups

(Experimental and Control)and for both ratings (pre-and post) opposite the personality trait. As can be seen from thistable, bothgroups improved in the teachers' judgments about equally.All scores were lower In the post test in all but two qualitiesof character. In the judgment 75,

regarding "Learns quickly"or "Learns slowly," which refers tolearning

new material, both the Experimental andControl Groups were judged to

learn a little more slowly at the endof the semester than at the begin.

ming.The differences in the two sets ofmean scores, for this charac-

teristic, are hardly noteworthy: .3for the Experimental Group, and .6

for the Control Group. The only other category in whichthe Experimental

Group's mean score was higher inthe post rating than in thepre-rating

is in regard to fearing failure.Rather than being less fearful of

failure, the mean score wentup from 5.3 to 5.8. In this category the

beginning mean score for acheControl Group was one tenth ofa point lower

than the mean score of the ExperimentalGroup at the outset, starting at

5.2 and being less feafulof failure to the meanscore of 4.7 at the end of the semester.

Although the classes were judgedto be comparable by the princi-

pals and the researchers at theoutset, and the choice as to whichclass

or classes within a building would beExperimental and which Controlwas

not determined by the researchers, itis interesting to note thatthe mean

scores of the rating given by the teachersare generally higher for the

Control Group than for the ExperimentalGroup. A further analysis seemed

indicated to show the relative pointsof difference between thepre- and

post ratings using themean scores.This analysis is shown in TablelOon page 79.

Here, again, the all-over effect shows a preponderance ofplus marks to indicate general improvementin both groups with theControl

Group receiving a slight edge.The total for the three negativeitems for

the Experimental Group equals .9compared to .6 for theone negative item 76

TABLE

PERSONALITY RATING IMPROM:ENT POINTS

Ex erimental Grou Control Grou

Sul-21f-SS. Improvement Points Improvement Points GSEBM

11 1 1 1 i 28 2 1 I 1 1 i 19

11 1 I 2 i 18 2 1 1 1 2 / 10

. 11113 / 9 2 1 1 1 3 - 8

11121 12 2 1 1 2 1 - 14

11122 - 3 2 1 1 2 2 / 21

11123 - 4 2 1 I 2 3 /26

I 1 211 / 7 2 1 2 1 1 /13

11.212 / 1 2 1 2 1 2 /20

11213 44 2 1 2 1 3 - 3

11221 - 5 2 1 2 2 1 - 15

11222 . 11 2 1 2 2 2 . 5

11223 / 7 2 I 2 2 3 /23

11311 131 2 1 3 1 1 /23

11312 16 2 1 i 1 2 - 5

11313 /17 2 1 3 1 3 - 8

I 1 321 / 4 2 1 3 2 I 113

11322 i 10 2 1 3 2 2 i 13

11323 1 2 2 1 3 2 3 /45

12111 2 2 1 1 1 / 8

12112 / 7 2 2 1 1 2 i 44

12113 i 19 2 2 1 1 3 . 2

12121 / 1 2 2 1 2 1 /11 77

TABLE .._8__,_,.. (Continued)

PERSONALITY RATING IMPROVEMENTPOINTS

Experimental Group Control Group

Subject Immonment Points stAless Improvement Points GSEBM. GSEBM

1 9 2 2 2 - 1 2 2 1 2 2 -8 1 2 1 2 3 4 6 2 2 1 2 3 440

1 2 2 1 1 416 2 2 2 1 1 0

1 2 2 1 2 -25 2 2 2 1 2 / 1

1 2 2 1 3 0 2 2 2 1 3 - 21

1 2 2 2 1 . 3 2 2 2 2 1 428 1 2 2 2 2 4 21 2 2 2 2 2 46

1 2 2 2 3 - 7 2 2 2 2 3 - 11 12 31 1 420 2 2 3 1 1 /33 12 312 4 6 2 2 31 2 432

1 2 3 1 3 4 2 2 2 3 1 3 4' 4

1 2 3 2 1 2 2 3 21 1,3.

12 3 2 2 - 9 2 2 3 2 2 49

1 2 3 2 3 48 2 2 3 2 3 428

G = Group (1-Experimental and2-Control); S = (1-Male and 2-Female);

E = Education level ofparents 1-High, 2-Average, 3-Low); B = School

Building (1-Lillibridge and2-Scripps-Annex and Tendler);M = Mental

Abilities (1-High, 2-Average, 3-Low.) Personality Trait IMPROVEMENT POINTS IN MEANS FOR THE PERSONALITY TABLE ...9;1 RATING 1. FavorableIndependent 1 2 3 4 5 DependentUnfavorable 6 7 8 9 10 ta lme Gun Control am 3.2. RelaxedCommunicates easily TenseDifficulty communicating 1.2 .4.6 ++ 1.1 .4 4.5. AmbitiqusAdapts to change UnambitioutsSet in Ways + .3 + +1.0 .9 7.6. MatureWell psychologicallyliked and emotionally ImmatureNot well psychologicallyliked *+ .62 + .1 9.8. ActiveSociable Withdraws and emotionally + .4.7 + 1.1 .5 11.10. RetainsLearns materialquickly ForgetsLearnsInactive slowlymaterial + .3.1 + .6.1 13.12. PaysDoes notattention fear failure DoesFears not failure pay attention + .5.2 * 1.4 65 15.14. ResponsibleOptimistic NotPessimistic responsible + .1.3.5 + .7.3.7 MEAN SCORES OF PUSONALITY RATING TABLE 1. FavorablePersonalityIndependent 1 2Trait 3 4 5 DependantUnfavorable 6 7 8 9 10 lattLINt!A191222 5.2Pre. 4.6Post Control Pre.6.0 Groin Post 4.9 3.2. RelaxedCommunicates easily TenseDifficulty communicating 5.8 5.4406 5.95.8 5.05.4 5.4. AdaptsAmbitious to changes SetUnambitious in ways 4.84.7 4.64.4 5.55.4 4.54.4 7.6. MatureWell-liked psychologicallyand emotionally NotImmature well liked psychologicallyand emotionally 5.44.2 4.0 4.9 4.8 9.8. ActiveSociable WithdrawsInactive 4.84.7 4.74.34.7 5.86.0 4.75.5 11.10. RetainsLearns materialquickly ForgetsLearns materialslowly 5.3 5.05.6 5.84.56.0 4.46.6 13.12. PaysDoes notattention fear failure DoesFears notfailure pay attention 5.05.35.2 4.55.8 .5.2 5.6 4.74.4 15.14. ResponsibleOptimistic NotPessimistic responsible 4.85.1 4.94.8 4.55.4 4.74.24.9 80

for the Control Group.

Any further analysis would be futilesince it must be remembered

that this subjective analysiswas done by eight different teachers,each

rating her own class.More credulity could have beenplaced on the person-

ality analysis had all children beenrated by just oneor two teachers, but

this, condition would be generallyimpossible in any school system.

In spite of the lack of desiredobjectivity, this rating scale

did serve to determine thatthe children in the ExperimentalGroup who

Improved significantly in theirability to use standard English,as shown

in Chapter IV, generally sufferedno harmful effects so far as personality

is concerned.

Parental Involvement

As stated in Chapter III,page 42, the researchers hoped thata

sufficient number of parents wouldparticipate in the experimentso that a comparison could be made of the speechprogress of the children, whose parents participated with those whoseparents did not. Letters, a sample of which is in AppendixAl on page 108, were sentto the parents of all children in the ExperimentalGroup. In one hour a week theparents could hear and respond, if they wished,as their children did to the three short lessons that would be presentedthroughout the week to the children. In other words, they couldcover the week's work in one hour.

The appeal to the parentswas (1) that the researchers waitedthem to know about the experiment andto know the content of the lessons,and (2) that their comments and suggestions would beappreciated. The attitude established was one of friendlycooperation of adults enjoyingtogether a learning situation intended forprimary children. 81

Because of the high rate ofemployment for thosewho were not confined at home with small children, theattendance was verypoor. Although cards, telephone calls, and notes carriedhome by the children served as reminders, only twenty-three adultsin all appeared atany of

the meetings. Of these only nineteen, were parents, and of theseonly seven, were parents of the thirty-six children inthe Experimental Group sample. Some brought small children and were urgedto continue.to doso as the children frequently joined in with theresponses. All of those who came expressed enjoyment andinterest in the program. All participated inthe preliminary taperecording of the interview so that they would know what itinvolved rather thanjust to be told about it. The researchers hopedto be able tocompare their before and after speech samples, but inonly one casewas this possible. A few who came at first found employment, andwith the approach of winter it became too much of an effortfor others.They had apparently satisfied their curiosity, approved of whatwas going on, and couldlearn what more they wanted toknow about theprogram from their children. Only one mother persevered to hear all of thelessons and participatedin the taped oral interview at the end. She was motivated bythe desire to improve hei own speech having recently losther front teeth. The researchers decided thateven those who came to schooljust one day would know what their children,were talking about whenthey referred to the personalitieson the tapes and imitated them, and that perhapsthese parents might spread the word to other parentsof children in thesame class. Comments from the parents concerning what the childrensaid at home 82

about what they had learnedfrom Mr. and Mrs. Mikewere of great interest to the researchers. Also, playing the tapes forthe parents the week

before the children heardthem served as onemore critical listening period for the researchers. When the need fora possible slight changewas noted, the section of tape was played again and theparents were involved

in criticism and decisionmaking. All such changeswere of a mechanical

nature.Although, encouraged, therewas no negative criticism of the

thought content by theparents.On the contrary, there seemedto be genuine approval.

Since the parents ofseven of the subjects in thesample did have some knowledge of the program and could sharesome understanding of it with the child at home, it seemed of interestto chart the scores of

these children ina table.An analysis of thesescores may be made by studying this table. See Table 11 page 83, whichshows.both the scores for the separate personality traits as well as thespeech scores,

Impric..iement points, and the number of lessons theparents heard. No con-

elusive statementsare made by the researchersbecause of the small number of parents participating.

Verbal Analysis of theSpeech of the Subjects

',Evaluating Instrument:

In analyzing the speech ofthe children heardon the pre and post oral interview tapes and the lists ofdeviations checked bythe

speech evaluators,the-researchers madea composite of the deviations from the two tests of the ExperimentalGroup. The firstconcern, was whether or not the interview questions whichcomprised the testinginstru. TABLE 11 PERSONALITY TRAITS SCORES FOR SUBJECTS WHOSE PARENTS PARTICIPATED SUBJECTS BY VARIABLESs GSEBM 1. IndependentFavorable 12345 Dependent Unfavorable 678910 11113 5 -5 11121 2 -2 11211 6.6 10.911323 12122 4.3 10.912123 12222 8.5 4.3.2. AmbitiousRelaxedCommun. easily. TenseDiff.Unambitious communicating 59.7 5..36.6-5 6-55.43.3 55.46.4 7.7-4 10 -9 6.109.9 5 3.33.2-3 10.8' 5.58.7 10.6 9.88.5 8.7.6.5. MatureAdaptsWell-liked pay.to changes & em. NotSetImmature well in waysliked pay. acemeely. 58-6 -3-4 31.25.1 -2 4.35 -4 10.10 9 8-10 -10 4 3-3 -3 86.58.7 -8 10.6 4 5.5-5 10.11. 9. RetainsLearnsActiveSociable quicklymaterial ForgetsLearnsWithdrawsInactive slowlymaterial 5.235.5 -8 55.5 -5 5.35.65 -5 10-1010-10. 17.6 -6 4.512.33.4 -3 9 8.96.59.5-9 7.696.58.6 -8 15.14.13.12. ResponsibleDoesOptimisticPays not attention fear fail. Fears failure NotPessimisticDoes responsible not pay attention 9.36.75.36.8 9 2.26.61.2-9 4.54.45.45 -4 1010.310-10 -5 1.2 4 33.4-4 -4-3 4.43.658.8 -6 5.36.555.8 -3 TotalSpeech Personality Scores Improvement Points 14-8 +9 14.7 +4 15.11 +7 15.2 + 2 15 -8 - 1 26 -19 +6 11 -12 +21 NumberSpeech Improvementof Lessons Pare9tsPoints Heard +6 3 +7 18 +4 6 +13 3 + 7 9. + 7 36 91 84

ment had been adequate for thepurpose.The researchersare satisfied

that the instrument was adequate.The Primary Interview CheckList for

the Listener, which was prepared asa guide sheet to aid the evaluators,

had also served itspurpose well.With minor exceptions,responses

were recorded for all items on the checklist.

The researchers had a special interestin the coined word,

onliest, as it had occurred frequentlyin the previous research.ofthe

Chief Investigator. This deviation could have been eliminatedfrom this

primary level instrumentas it did not occur in the speech of thesubjects

In the sample. Interestingly enough, it didappear in two of the inter.

views which were collected fromthe parents. Even after the researcher

cued, "That's the only ,01 these parents responded,"That's the

onliest one I have."The primary children, whoperhaps seldom used the word oat, correctly repeatedit after the interviewer,although sewral when told: "Say after me, ten cents,'"said, "ten cents'or "tin cint."

This may indicate that thisparticular dialect usage developswith maturity.

Among other expressions, theresearchers had expected thatthe pictured situation of the frightenedmother telephoning for help would produce the word afraid, or a variant pronunciation, flafred,ft-oftenheard amoLig high school students. Instead, many children said,"She feel sad," or "She scared."Since "sad" and "scared" beginwith the /s/ sound, the probable omission of the /s/sound on the thirdperson singular verb, or the omission of the auxiliary, may not have been countedas deviations.The inclusion of the substitute, "afred,"as an expected deviationon the check 85

list, like the few other wordswhich might have beenomitted, did serve

the purpoSe of alerting theevaluator to the fact thatvariant forms might be forthcoming even though, as it happened, thoseindicated were

not the most likelyones.

The evaluators did not knowwhether the teacherwas a Miss or

a Mrs., and so accepted whichever thechild said unless itwas a deviant

pronunciation of either word.As a subjective evaluation,it can be stated that the speech correctionists noted the care with whichthe

majority of the childrenpronounced Mrs. on the,posttest since the

teaching of the difference betweenMiss and Mrs. wasan item taught in

the taped lessons, and thechildren had practice in sayinghello to Mrs. 1.,="0 1r Mike. (All of the teachers whoparticipated in the experimentwere married except one of theteachers of a class in theControl Group.)

The Deviations:

Certain features of languagebelieved to be fairlyconsistent in the dialects of the inner-city children, who comprisedthe subjects of this experiment wereapparent.These are shown in Table 12,which uses the notation of the InternationalPhonetic Alphabet.4 far the most frequent of these language features was the substitutionof the sound /In/ for /13/. This item is shownat the upper right of thesecond page of this four page table. As can be seen, therewere 57 instances of this substitution in the pre-testcompared to 40 in thepost test, a decrease of 30 per cent.

The second mostapparentfeature, according to this test,was 86

TABLE 12

VERBAL ANALYSIS

VOWEL SOUND SUBSTITUTIONS CONSONANT SUBSTITUTIONS

/ae/ for /a I/ Pre. Post /d/ or /t/ for / /or / / Pre- Post

fine /Van/ 9 three 1 0 1 0 five /fae / 3 4 3 1 /fae v/ 11 2 0 1

mine /maen/ 4 3 thank /sse nk/ 1 0 /sae / 3 0 /tee nk/ 2 0 imw n.s/ 5 0 the /d 6/ or /t 31 26 die /dee / 1 2 this 3 1 sometimes /sumtaem/ 2 1 /sumtsems/ 6 0 that /dee t/ ,1 1 /dezia/ 3 0

/I/for /e/ thais /daa s/ 10 7 /dm ts/ 2 10 penny /PIO), /the s/ 1 0 7 5 1 0 ten AI! or It In/ 13 . 10 these /diz/ 1 0 cent /0100 4 4 /cOlts/ 6 3 CONSONANT ADDITIONS

Elongated or or /z/ Added

bad 1 0 people /PIPleif

sad. /8024/ 2 0 men /meni/ 1 1 ambulance he-smftlens/ man /mte as/ 8 2 1 0 women. /wemons/ 1 1

VERB PROBLEMS gentlemen /JtntImenz/ 1 0 to be children Arldrons/ 0 1 is, are (omitted) 13 9 mine /ma/nz/ 6 8 /ma nz/ 5 0 I am /Baum/ 6 3 / am /as bi/ 1 0 87

TABLE 12 (continued)

CONSONANT OMISSIONS OR SUBSTITUTIONS CONSONANT OMISSIONS OR SUBSTITUT IO Pre- Post Pre- Po: walking, /-in/ for /19/ four /f ou/ 11 4 calling, etc. 57 40

fine /faa / 1 ( all right /,rae/ 4 1

fiva /fee / 8 4 afraid /fEi/ 1 1 tafr E I/ 2 2 cents /se/ or /stint/ 15 19 /freid/ 6 4 /at red/ 2 3 sometimes /sumta?,m/ 4 2 Amement /sumtie n/ 0 1 /sumtasz/ 1 0

"I is" . help /h6p/ 14 5 /hept/ 1 0 "Vmose two is" 1 /hElz/ 0 1

"She don't" 1 0 asked /as/.leg01,/am/ 10 10 k/, /nest/3 0 "She feel" 3 0

/se ks/ 1 0 "I keeps quiet" /ae kst/ 1 6 4 0 1. "I sweeps" /E td/

PRONOUN PROBLEMS WORD AND SOUND OMISSIONS Objective for nominative Pre-test

she /her/ 4 0 "Das is. on'y"

I MI/ 4 0 "I'm- good helper"

Nominative for possessive "I asked her- fix me"

her beibl / 1 1 "calling - telephone"

SYNTAX INVERSION FOR IF "by listen." FOLLOWING "I ASKED" "I as - my mother- I was" if "could I" 1 1 "can I" 2 2 "does she" 1 "was it" 2 4 "did I was" 0 1 "do we" 0 1 88

dIP TABLE 12 (continued)

Pre-test substitutions WORD AND SOUND SUBSTITUTIONS

fixed /fist/ Pre-test a girl /d461/ "I didn't do no"

people Ipisol/ "me te'er" for "my teacher"

calling /tolIn/ "gettin' the phone"

ahe /ki/ "men" for "man" (on penny)

get /gIt/ "I asked could she goin' to work today. She say yah she git paid." somebody ihmbadI/ Post-test feel /fit/ "be" for "by" feel /fa/ "told" for "asked" swept /script/ "gittin' the phone" other AfIr / "is" for "if" anything AnItIn/ "use to the time" for "most of thetime" WORD AM) SOW) OMISSIONS

Post-test Pre-test Omissions

"He 'fraid- baby - die" call the /Ica dip/ "sweep flog" school /sku/

"afraid - Will die" picking /pI In/ "I as' her it was Saturday" Post Test "walk." for "walking" floor /floU/ "call." for "calling"

"callin' on- telephone"

"callin' telephone"

"by listen- "

Mon' win!"

"Wa-se desa" for "wash the dishes" 89

TABLE 12(continued)

Pre-Test Substitutions think /sInk/ she /5i/ bathroom /beef rum/ /id stoU/ sweeping /fwipIn/ was /we,/ an (on penny) /min/

Post-Test Substitutions

by /IA/ sweep /slip/ /skwip/ mother /madati bad /bed/ very /bErI/ other /gdar/ bothering /badOrn/ 90

the substitution of the sound ofthe low front vowel /ae /forthe diph-

thong /al/ as shown in theupper left corner of Table 12,on page 86.

Totaling the figures in this sectionfor deviations of thediphthong

found in the words fine, five,mine, die, and sometimes,it can be seen

that this vowel substitutionoccurred 44 times in thepre-test and only

15 times in the posttest, making a decrease of 66per cent.

It is the contention of thesenior author that this soundis

an effective key to switching the languagepatterns from the non-

prestige dialects to the targetlanguage. The above wordswere pur-

posely included in the interviewquestions to test the frequencyof this sound and the effectiveness of the lessons in changingit. Drill on the

standard enunciation ofthisdiphthongwas also purposelyincluded in the

lessons as in the use of thename Mike and such words as hi,at, 4.gaz

211, ride, ice-cream, etc. That the lessons didprove effective in teaching

the standard form for thiskey sound is shown by the 66per cent decrease

In this usage as wellas by the statistical significanceof .05 for the

Group effect on all dialect featuresas shown in Chapter IV.

The third most noticeable singlefeature shown in thistest is the substitution of theconsonants /d/ and /t/ for 4/ and /9/as shown on page 86. Excluding the substitutionsinvolving /k /,. /f /, and /s/s the count shows a total of 57 (pre-test) to 46 (post test),for thissection, or a decrease of 20 per cent for this one element of dialectin the speech of these primary children. The substitution of /I/ for /e/in Lenny, ten, and cents showeda decrease of 27 Per cent.

As indicated in other studies,particularly those of Loban,Labov, Stewart, Hurst, and Golden, verb problemsare perhaps the great-speech difficulty which divergent dialectspeakers need tosurmount.. Because of

the limitations of this experiment,very little new evidence regarding

verbs is shown.Most noticeable in this regardwere problems with the

forms of the verb to be. Particular errors notedwere those ofomis-

sion of the verbor auxiliary. Interesting usage was, "I'mam,nwhich

woo heard a total of 18 timescounting the tests fromboth groups, Exper-

imental and Control. The omission of is andare as the main verb or as

an auxiliary dropped 31per cent.

Another interestingusage, to which it is believedattention has not been called by other researchers, is the avoidance ofthe word if by inversion of an indirect quotation to make it sound likea direct quota-

tion even though a directquote is not intended.This usually follows asked or wondered. Fifteen instances of thiswere observed in the tests of the Experimental Group as shown in the tableon page 87. In noting

the frequency in thepost test, it must be rememberedthat the children were generally much more verbal at the end of thesemester than they were

at the beginning, and therewas more chance forerror in answering the questions which encouraged free speech. The use of ifwas also much more noticeable in the post test of the ExperimentalGroup as would be expected following the teaching of a song pointing up, wondered if-, I asked her if- ."

There was no gain shown inthe pronunciation of theword asked. This is a difficult word for adulti, and whetheror not an attempt to teach its exact pronunciaeon, at primary level willprove to be beneficial at a later age is beyondthe scope of this study. 92

Progress was made in teaching the inclusion of the sound /1/in

kilt, as shown in the scores 15 to 5, which indicatea decrease of 67 per

cent in the omission of this consonant.

Al recognized feature of these dialects is the additionof /s/

and /z/ to 212att,,mine, and to plural wordsnot ending in /s/ or /z /.

Some progress was made in ihizxegard duringthe course of the experiment

as can be seen by totaling the scores for the sectionon Consonant Addit-

ions on page 86. The total scores are 32 for the pre-test and 23for the

post test, an improvement of 28per cent. No gain is apparent on the table

in reducing the use of /pipalz/ althoughmore children in the Experimental

Group used /p101/ correctly rather than the substitutewords of men, women,

or ladies, and children.According to the results of this studythe word

/pipalz/ with the final /z/and /cent/ or /cInt/ without the final /s/

following plural digits seem to be firmlyentrenched even at primary

level.Much more intensive drill in this inflectionis needed beginning

at this level. Initial teaching of the sound placementthrough nursery rhymes should be .started earlier.

Verbal Analysis of the Parents' Speech

Of the twenty-three parents interviewed,three were found to be standard speakers for whomno deviations were recorded.The remaining 20 ranged from 2 to 15 deviations witha mean of 6.4.The word count showed that, in descending orders) the mostcommon dialect features noted in answer to the particular questions askedwere: (1).the substitution of

/in/ for Ay, (2) the substitutionof /Se/ for /aI/, (3) the substitution of /d/ for /4/, (4) the omission of the /s/ soundas the plural 93

signal for cents, (5) the additionof the /z/on /maenz/, /menzi, and

/pipalz/, and(6) the omission of the past tense signal /111/or /t/.

Because of the small size ofthe sample ofparents, no mention would have been made of this analysisif it were not forthe fact that these findings are fairly consistent withthose of the children's speech, and with the senior author's previousresearch. CHAPTER VI

CONCLUSIONS

Summary of Experiment

The objective of this studywas to develop and test ameans of

helping certain Inver-city, mainlyNegro, primary children learnto

become bi-dialectal in theiruse of language.

Large numbers of migrants and childrenand grand-children of

migrants, who havecome to the cities mainly fromareas where they have

not experienced full participationin the main-stream of society,have

retained languages of theirown. These are varieties ofEnglish which

have their own vocabulary,pronunciation, syntax, pitchand stress.

Through the years these varietieshave not keptup with the slow-moving changes of the target language. Many antiquated expressionsare retained.

With the addition of coinedwords and the growing consistencyof deviations, these regional dialects have becomesocial-class dialects thatset the users apart on an island of speech. The ability of the speakersto function in many vocations for which they mightotherwise be qualified is thus limited due to communicationbarriers.

While these varieties ofthe English language mightserve an individual well in the present structure of hisneighborhood, he needsto gain facility in switching to the target language,the sc- called ',standard,' English which is used to conduct the major affairsof the nation. He needs to be socially mobilein his use of language.

One method for helping him to acquire otherways of_speaking is a simulation of the method by which he firstlearned to speak: through gaining

. 94 95

auditory discrimination,through listening topatterns given by friendly,

uncritical models, andthrough practice inimitating them.

Determining whetheror not a newer technique builton this premise might have a measurable effect upon thespeech of primary children

in acquiring the dialectthat is standard for thisarea was the focal point of this study. The specific techniquetested was theuse of language lessons on tape calling for an immediate response by thechildren in which

they imitate the languagesounds and patterns heardas spoken or sung.by two voices coming from a tape recorder.This was contrasted withthe effect gained in comparable classes taught by traditionalmethods of language development.

No earphones were used inthis experiment. The monaural__ tape

recorder was used to playan eight- to-ten minute tapeas an open lesson for all in the room to hear and to respondto, somewhat as in choralread. ing, although mainly as individuals. Unison speaking wasnot encouraged. There were three lessons on each tape which were recordedat 3.75 inches per second. Because of the short attentionspan of the childrenat this level, only one lesson was presented at a time withthe three lessons covered duringa week.

The lessons were designed to give the children theopportunity to hear and to practice using the sounds andpatterns of standard Englishby participating with their peers in responding to thetwo friendly voices who Introduce poems, songs and speech games.The material chosenfor repetition was designed to emphasize sounds and usages representingstandard forms of known dialectal elements whichhave limited acceptance. 96

The knowledge of the dialectalelements for which practicein

standard counterpartswas advantageous was basedon years of working

closely with so-called culturally disadvantaged high schoolstudents in speech and English classes and in related extra-curricularactivities. It was also based on two previous language studies in this areaconducted by the Chief Investigator, and on studies by othereducators and linguists. Many related studies contributed to this research, but there are'no known

language studies using thetechniques described hereinat primary level.

. To measure the effect of thetaped lessonson the speech of the children, a taped oral interview was given at thebeginning and at the end

of the experiment to boththe Experimental Group,which used the tapes, and to the Control Group, which did not. Deviations from standard dialectwere ea. counted and tabulated by impartial speechcorrectionists who did not know

from which group the tapeshad come. a. Speech correctionistswere chosen because of the acuteauditory

discrimination they havedeveloped which could befocused on syntactical deviations as well as on those of sounds.Trained ears are essentialwhen improvement is based on lower scores of the number ofdeviations heard, and it is important that no slight deviations be overlooked. The work of

the two evaluatorswas cross-checked to besure that it was comparable. .

Particular care was givento the post tapes to makecertain that all deviations were counted.

These scores from the beforeand after speechtests were submitted to the test of Analysis of Variance-Covariance usinga five-way, seventy- two cell, factorial grid. The five factors consistedof Group, Sex, Educa-

tional Level of theParents, School Building,and Mental Abilities. 97

A personality inventory, or anxiety scale, was selected and

used Ina rating of each child by his teacherat the beginning of the

experiment and again at the end.This was for the purpose of determining

whether or not taped lessons would producea harmful effect on the person-

ality of the child by causing undue anxiety.

Information regarding the educational background of the parents

was gathered by the teachers from school records or from directcontact.

The Primary Mental Abilities test, which was administeredto all primary

pupils in the city, was the basis for the MentalAbility factor. Child-

ren found to have defective hearing were eliminated from the sample.

An attempt was made to involve the parents of the childrenin

the Experimental Group to determine whetheror not their participation

would aid their children, and possibly themselves,in acquiring facility

in standard dialect.

Results of Treatment

As a result of the Analysis of Variance-Covariancecomputation,

the findings of which were presented in Chapter IV,the Group effect was

found to be statistically significant in the gainsmade in the children's

use of standard sounds and patterns.This significance was at the .05

level of confidence. No other factor was found to show statisticalsignifi-

cance in the effect on the scores representing the speechimprovement gained.

Improvement was shown by reduced scores in the numberof deviations counted

by the speech correctionists as heard in thepost taped oral interviews from the number recorded in thepre-test interviews.The machine computation showed that this improvement couldnot be ascribed to sex, to the education 98

level achieved by the parents, to the school buildings which represented

different organizational structures, or to the mentalabilities of the

individual child. The sole factor which showed statistical significance

was that of the technique used, the taped language aural-oral lessons

which comprised the single variable between the Experimentaland the

Control Groups.

Results of Testing

Since the adjusted mean scores on the post-tests showed the

Experimenta Group to have made significant gainsover the Control Group

(see Chapter TV, Table 3), the research hypothesisas shown in Chapter 19

page 9, is accepted. In other words, this series of listening and

repeating lessons in standard English, recordedon magnetic tape has been

proved to be significant at the .05 level of confidencein helping stu-

dents in the beginning level of non-graded primaryclasses in three schools

in the inner-city of Detroit acquire proficiencyin standard English as a

second dialect supplementary to their native dialects.

Results of Treatment of the Personalty Rating

The findings of thepersonality rating were presented in ChapterV.

This rating was adapted from Sarasonts AnxietyScale, and converted to

Scores from one to ten. It was then processed and presented intables.

The preponderance of positive movements towardmore desirable characteristics of personality indicate that the taped lessonscaused no harmful effect on the personalities of the children. 99

Results of Parental Involvement

The extent of parental involvementwas not as great as antici- pated, and thus the researchers were unable to draw conclusionsas to whether or not children of the Experimental Group whoseparents participated made greater progress than those whose parents did mot,or whether the parents themselves improved in the use of standard speech. However,

the general result was that of obtaining the good will of the parents, increasing their understandin% of the importance of speech training in acquiring standard language patterns, and securing their approval and interest in the specific technique emplOyed.

Implications for Further Itc.jitz

This study should invite further experimentation iumany directions.

Since the technique demonstrated through the use of this set of twelve tapes at primary level has been shown in this experiment to bea promising one, furtNer taped lessons of this type should be developed and tested.

In the meantime, because producing lessons of this type whichare educa- tionally sound, is not only time-consuming but costly, thisset of lessons should be tested in other controlled experiments.They should not only be re-tested at the first level of non-graded primary, but atother levels of non-graded primary corresponding to the second and thirdyears of school.

They might also be tested at kindergarten, and at Head Startlevel. It should be interesting to determine at which level thegreatest language growth attributable to the taped materials would take place.

While it was the desire of the Chief Investigatorto start this type of hearing and repeating training at the earl' possible stage of 100 child development, Mr-, firstlevel of non-gradedprimary was selected

as possibly the earliest school levelat which the attentionspan was such that the fullbenefit ofthe lessons could be effective.The span

of attention isa vital factor, but researchmight show the value in

letting disadvantaged childrenin pre-school classes hearthe sounds and

usages of standard Englisheven if there waslittle or no audible

repetition of the sounds.

A very interesting follow-up studywould beto compare the

reading progressof the children of thetwo groups with the hypothesis beingthat those who hadhad this type of speechtraining wouldsurpass those who had not in readingability. The stage of child developmentat whichcertain words appear in !e- the non-prestige dialectwould be an interestingstudy.Since the word onliest appeared in the highschool study, and in thespeech of two of the parents interviewedl, itwould be interestingto trace at what level itdevelops and if the tape teachingof theuse ofojul as well as such words as asked and afraid would preclude their laterappearance in a deviant form in theindividual's verbal repertoire.

Another interesting experimentwould be a comparisonofthe results of this technique forthe language,enrichment ofdialect speakers with that ofany otherspecialized languageprogram.

Smeary of Findings According to the results ofthiA, controlled experiment,the teaching technique demonstratedin thisseries of thirty-six tapedaural- oral languago lessons hers been shownto be an effectivemethodfor helping 101

nonstandard speakers of Esiglish at thefirst level of non.gradedprimiry

gain facility in speaking standardEnglish. The experiment has shown

that these lessons, produced speech enrichmentwithout concern forsex,

educational level of parents,type of school or school building,or the

mental abilities of the child. Furthermore, the child's personalitywas

not adversely affected.Parental support of the procedureand lessons was apparent.

In the sensitive area of languageinterference,when f standard English needs to be taughtas a second dialect, the teacher would dowell

to rely on the rapport with the childrenthat is achieved by Mr. andMrs.

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LETTER TO PARENTS

ORAL INTERVIEW QUESTIONS

LIFE MAGAZINE PICTURE

LOOK MAGAZINE PICTURE

PRIMARY INTERVIEW CHECK LISTFOR THE LISTENER

TABLE 5 COMPUTATION FOR COMBININGTHE THREE PHASES OF MACHINE OUT-PUT

TABLE 6 PERSONALITY RATING FORM

TABLE' 7 PERSONALITY RATING TRANSPOSEDFOR SCORING

BACKGROUND INFORMATION FORM F:

LETTER TO TEACHERS INSCHOOLS

REPLIES TO LETTER REGARDINGLANGUAGE TEACHING DEVICES 108

APPENDIX A

LETTER TO PARENTS

October 7, 1966 Dear Parent:

This. year all of the childrenin your child's PrimaryI class will, in addition to their regularwork, be given taped enrichmentlessons designed to help themto improve their speech. We know you will be pleased that your child hasthis opportunity because speechis so basic to success in everything else.

You are also invited tocometo school for an hourone day a week for fourteen weeks toparticipatein the program ifyou wish. The first meeting will beon Tuesday,October 18, 1966, in the auditorium at Scripps Annex at 1:00 P.M.Webelieve you will enjoy hearingthe tape-recorded speech lessons, andthat your participation willbenefit your child.

We understand thatmany parents will not be able tocome because of work or because of caringfor others in the home, butwe hope you are free to come. If you are interested, pleasefill out the blank below and return it eitherby mail or byyour child's bringing it to school this week.There will be no charge forthe program.

Sincerely yours,

.Robert 14. Jackson Assistant Principal

00000004100000000000000041100,0000041100000000411041104110000000411041104110.0000410004110**0

I will-,will not ,be-able to come to schoolone hour a week for fourteen weeksto hear and participate inthe tape-recorded speech improvement lessonsmy child will be receiving.

You may expect me Tuesday. Yes , No.

LI Address

Phone 109

APPENDIX A

PRIMARY SERIES INTERVIEW QUESTIONS

Hello. Won't you come in? You can sit righthere where wecan talk and become friends. We're going to let you talk into a microphonetoday. 1. What is your name? I'd like to writeit down so that Ican remember you. Now if you speak right up, before we're throughI'm going to give you a surprise.

2. How are you today? Say after me, "I'm fine,thank you." 3. I'm going to show you something.What do yousee in the picture? Lots of what? (Say afterme, "people.") Whatare they doing? 4. A mother went into the bedroom andfound her babywas sick. She couldn't make him wake up. How do you think shefelt?(Showing picture) 'What isshe doing?

5. Please hold out both of your hands.Let's countyour fingers: "One, two, three; , (Assist ifnecessary - to ten). 6. (Place penny in hand.)What's this?You may have it to keep. This is the surprise I'm giving you. What do yousay to me when ! give you something? ("Thank you.").Now whose penny is it? ( "Mine. ")

Will a penny'buy an ice cream cone?How much doesan ice cream cone cost? (Say afterme, "ten cents.")

8. Let's look at the penny. See the man?Say after me, "A is on the penny." pichTe

9. Do you haveany more pennies with you? Say, "That's the only III

10. What is your teacher'sname?

11. Did you do anything to help your teacherthis morning?Say, "I helped her (by listening)."

12. What did you do to help your mother thismorning? Say, "I helped her (by gett!ng readyfor school)."

130 Did you askyour mother anything this morning?Did you askyour teacher anything? (Let's pretend. Say, "I askedmy mother if it was Saturday." "I asked the teacherif I couldpass the paper.") 14. Are you a good helper all the time?Say, "Sometimes Iam."

I'm sure you'rea good helper, It's time to say goodbye. coming. Thank you for l j ' r 1t_ n r c ., , -. r : ;) i.1 i!: ' .J ; '. &t\ -1 )r';:;:: " ',4' W ' 1 't2k4 . \" ,. ' di1I 1-_ % ' t % " t ' ' ' l*i %' :: : ' *L1 ' ' I' jj:cia i :? : j 2 ' k iç " I ' r d t s 1 \ JIE(T ri \ ' ;:jP! ' jj; P: % ' ' It .: : '' j: i::: : , r , : : : Ct1 :1!' i i';' 4?iEP 11tji Ww i; ', -' : . LId: ;: ' a1: : ¶4t , '$I I I t k ' :' : c!: l% : ' i* it 'cti:)$P* !ø ' P .t t 0 t t t ' A;,. ,' t\\\ ' 4: ' ' r \'; .%. ; nV" ' . .. 7

r .1,".:. 04' 4v.. . . . :;6404411, $1! Os;

' ..;. a',4;140.°"- t '1 11 . Ziz.;11',"f?'''.7.7.74."k..'-...'.'-' 7,, i', d'a 4 ' :,.,. i ito,.,.... -. . .:., .:: ,...77.7r:,.., ...... 114"141°41°4V 7+7.7-T:77,;;;-::::...7i.^.1,-:,--.00%.,..,-- ols!"1.11. W""...". .t.4;111`,, k ' ...> tv!..tI=.., 112

APPENDIX A-PRIMARYINTERVIEW CHECK LIST FOR THE7LISTENER

Acceptable Deviant

(Name)

fine fan SPII1111110011 people peoples 011111=1 are walking be valkin

ts) she is (or (om.) be

afraid aired 111111=1111151MOIMM 1=11111,

that 'chit

four fog

five fay

110111001110111 1111111111111111111111. penny pinny

thank you tank too

mine_____ mans 1111011 no naw

ten cents tin cent cint 101 picture pitcher

only onliest

Miss Mrs. Mlz

help hep

ed Com.)

dishes disses asked axe axed 11111MINan if could I sometimes some tam does do

(Other verbs) 113

APPENDIX ATABLE5

COMPUTATION FOR COMBINING THE THREE PHASES OF MACHINE OUT-PUT

VARIABLE. POST-TEST PRE-POST PRE-TEST ADJUSTED MEAN SQ. Group 316.6805 497.1385 122.7227 GSEBM +33.6386 19.4708 + 126.2231 EIYY 350.3191 477.6677 248.9458 (G + E) 350.3191 (4776677)2as 223.4 YY 248.9458 (G + E)9 EYY- 223.4 - 30.6 so 192.8 / 1 df as YY 192.8- Group Sex 8.6806 -13.1945 20.0556 GSEBM +33.6386 + 19.4708 + 126.2231 E IYY 42.3192 6.2763 :46.2787 (6.27)2 (S + In42.3 ag 42.0 YY '461.3 + E 42.0 30.6ir 11.4 / 1 df - YY YY 11.4- Sex Educe 56.3333 65.0006 75.2507 GSEBM 33.6386 + 19.4708 +126.2231 E 89.9719 84.4714 YY 201.4738 (Ed. + E) 89.9719(84.47192 54.6 201.4738 (Ed. +E)! E 54.6- 30.6 w 24.0 / 2 df 12.0- Educ. YY YY Bldg. 6.1250 4.6667 3.5556 GSEBM +33.6386 + 19.4708 + 126.2231 E 39.7636 24.1375 YY 129.7787 (24.1)2 (B + E)' 39.8- - 35.3 YY (B + -El 35.3 - 30.6 - 4.7/ 1 df YY YY 4.7- Bldg. Mental 133.0003 187.0003 322.7503 GSEBM + 33.6386 + 19.4708 + 126.2231 166.6389 206.4711 448.9734

(N 166.6389-(206.4711)2 71.6 YY 448.9734

+ E)! - E 71.6- 30.6 s 41.0 2 df 20.5- Mental YY 114

APPENDIX A- TABLE6aPEnSONALITY RATING FORM Term

1. Anxious 5 4 3 2 1 1 2 3 4 5 Unanxious

2. Dependent 5 4 3 2 1 1 2 3 4 5 Independent

3. Shows or Expresses Hides or Suppresses emotions 5 4 3 2 1 1 2 3 4 5 emotions

4. Communicates easily 5 4 3 2 1 1 2 3 4 5 Difficulty communicating

5. Aggressive 5 4 3 2 1 1 2 3 4 5 Submissive

6. Impulsive 5 4 3 2 1 1 2 3 4 5 Cautious

7. Sensitive 5 4 3 2 1 1 2.3 4 5 Not sensitive

8. Tense 5 4 3 2 1 1 2 3 4 5 Relaxed

9. Ambitious 5 4 3 2 1 1 2 3 4 5 Unambitious

10. Adapts to changes 5 4 3 2 1 2 3 4 5 Set in ways

11. Well-liked 5 4 3 2 1 1 2 3 4 5 Not well liked

12. Mature psychologIly Immature psychologily or emotionally 5 4 3 2 1 1 2 3 4 5 or emotionally

13.Withdraws 5 4 3 2 1 1 2 3 4 5 Sociable

14. Daydreams 5 4 3 2 1 1 2 3 4 5 Does not daydream

15.Active 5 4 3 2 1 1 2 3 4 5 Inactive

16. Overachieves 5 4 3 2 1 12 3 4 5 Underachieves

17. Learns slowly Learns quickly (new material) 5 4 3 2 1 1 2 3 4 5 (new material)

18. Retains material 5 4 3 2 1 1 2 3 4 5 Forgets material

19. Fears failure 5 4 3 2 1 1 2 3 4 5 Does not fear failure

20, Pays attention 5 4 3 2 1 1 2 3 4 5 Does not pay attention

21. Strong conscience 5 4 3 2 1 1 2 3 4 5 Weak conscience

22. Feminine 5 4 3 2 1 1 2 3 4 5 Masculine

23. Pessimistic 5 4 3 2 1 1 2 3 4 5 Optimistic

24. Responsible 5 4 3 2 1 1 2 3 4 5 Not responsible 115 0 - AFFEMIK A TABLET.

Number G S B E M Pre Post

Group Seen= Teacher

PERSONALITY RATING TRANSPOSED FOR SCORING

1. Independent 1 2 345 678 90 Dependent

2. Communicates easily 1 2 345 678.90 Difficulty communicating

3. Relaxed 1 2 345 67890 Tense

4. Ambitious 1 2 3456.7890 Unambitious

5. Adapts to changes 1 2 345 67690 Set in ways

6. Well liked 1 2 345 67890 Not well liked

7. Mature psycholog'ly Immature psycholog'ly or emotionally 1 1 345 67890 . or emotionally

8. Sociable 1 2 345 67890 Withdraws

9. Active 1 2 345 67890 Inactive

10. Learns quickly Learns slowly (new material) 1 2 345 67'890 (new material)

11. Retains material 1 2 34567890 Forgets material

12. Does not fear failUre 1 2 345 67890 Fears failure_

13. Pays attention 1 2 34567890 Does not pay attention

14. Optimistic I 2 345 67890 Pessimistic

15. Responsible 1 2 345 67890 Not responsible 17.441.2.

NAME: Last First Middle BIRTH: 1 Mo. Da 1 Year CODESTUDENT NO. SEX 'SCHOOL ...... FAMILYPERSONAL DATA AND PUPIL FATHER . MOTHER State Relationshiel.Loco Oth Parentis rs in 1 CHILD LIVES WITH HOMEBIRTHPLACE:NAME LANGUAGE state or Nation City, HOMEOCCUPATIONEDUC. ADDRESS STATUS sixESSENTIALHOME (ifdifferent) PHONEdifferent) REMARKS ORSPECIAL DISABILITIES /ABILITIES () (+) 1111111=7=DIMD 117

SUBJECT: APPROVED RESEARCH STUDY Research Study No. 6564

FROM : Educational Research Department Division for Improvement of Instruction

TO : Principals of Elementary Schools for Primary Teachers

DATE. : 14 October 1965

The research study identified below has beenreviewed and approved by tke. Educational Research Department in accordancewith the statement af policy in the Teachers' Bulletins. Participation by individualsor by schools in this project is entirely voluntary.

Name of research worker: Ruth I. Golden, Project Director

Title of project: Changing Dialect Patterns of Speech

Procedures (as presented by the project director):Dear Primary Teacher,

One of the things we do as teachers isto help children change from baby talk and careless patterns of speech to those ofmore acceptable, or more standard patterns.Every teacher has some favorite little devicesfor helping students develop clarity ofa certain sound or usage. Would you take a minute to share an idea to helpus in this federally sponsored project? Any idea which we can incorporate in writingscripts for taped oral speech improvement lessons, stimulating imitativeresponses from the children, will be most welcome, and we will dosir best to give you credit.

In the space below, please startout: "In teaching the sound of

." or, "In getting across the differencebetween and ,I oft or, "A song (or game) rive found helpful is or any way you wish. We know you are busy, and the choice isyours either to file this in the waste basket or to fill itour now before you forget, and to return this sheet within a week. If you fold it showing the address, whichis on the other side of this sheet, anduse a bit of scotch tape, you won't needan envelope. Thank you very much.

Ruth I. Golden '1!

Signature School (Return this sheet withan additional sheet if needed to Miss HelenMartel lock Tend ler School.)

File No. 7470 118

REPLIES TOUESTIONNAIRE RE.

LANGUAGE TEACHING DEVICES

BEARD LILLIBRIDGE Mollie Auguest Betty Nast M. Carson MARXHOUSEN BENNETT Joan F. Long Dorothy Donnelly V. Ede PECK John R. Carroll BURBANK Evelyn Crane Ruth Jinks ROSE CARY Irene Prohoska Charlotte Emerson Theresa Minaudo Georgians Guziattk SANDERS CHANEY Ruth Turpin Barbara Whatley Ruth L. Williams TENDLER Paulene Coutilish CRARY Judy DeWeerdt Dorothy Selih VANDENBERG DIXON Lucille Cooper VAN ZILE DOTY FrancesJacques Mabel Klapprodt WEBSTER DOW FrancesWagner

ESTABROOK Essie Hamlin

HARDING Unidentified Madelyn Gold

HIGGINBOTHAM Lilian Hargrove

HOUGHTON Helen Skelly

MYRA JONES Rosalie A. Chanting

KEIDAN Arthur Enzmann Miriam E. Solomon APPENDIX B

PARTICIPANTS

ADMINISTRATORS

CONSULTANTS

RESEARCH ASSISTANTS

TEACHERS

VOICES AND TECHNICIANS

TYPISTS 120

APPENDIX B PARTICIPANTS

ADMINISTRATORS

DETROIT PUBLIC SCHOOLS

Dr. Norman Drachler fir. Samuel M. Brownell Superintendent of Schools Former Superintendent ofSchools

Dr. Louis D. Monacel Dr. Carl L. Marburger Assistant Superintendent Former Assistant Superintendent

Dr. Harold J. Harrison Dr. Robert S. Lankton Asst. Superintendent, Region #8 Director, Research andDevelopment

Dr. Clarence Wachner Quinton Terry Hughes Director, Language -"mcation Director, Program Development

Frank J. Plaia, Principal George A. Parlato, Principal Lillibridge and Tendler Schools Scripps and Scripps AnnexSchool

Evelyn A. Houle, Asst. Principal Robert M. Jackson, Asst. Principal Tendler School Scripps Annex School 121

APPENDIX B- PARTICIPANTS

CONSULTANTS

Dr. James E. Conner Dr,. William E. Roth Curriculum Consultant Ccalege of Education U.S. Office of Education Wayne State University Washington, D.C. Detroit, Michigan

Dr. Kenneth S. Goodman Dr. Leila Tosses College of Education Department of Child Psychology Wayne State University and Teacher Training Detroit, Michigan San Diegc State College San Diego, California Dr. James Hynes, Jr. College of Education Dr. Ella Math Weaver University of Maryland Department of Baltimore, Maryland Speech and Hearing Therapy Brooklyn College New York

Dr, Joseph E. Hill Assistant Dean Office of Graduate Studies Wayne State University Detroit.; Michigan

The following were Eelpful in giving information andexpediting research:

Dr. Irving E. Siegel Dr. Edward Trzcinski Chairman of Research Research and Development Merrill-Palmer Institute Detroit Public Schools Detroit, Michigan Bert Pryor Dr. Donald Senter Early Childhood Education Research and Development Detroit Public Schools Detroit Public Schools

Dr. Theodore Mandell Supervisor, Speech Correction Classes and Hearing Conservation Detroit Public Schools 122

APPENDIX B- PARTICIPANTS

RESEARCH ASSISTANTS

Mildred Bass Betty Majorana Dwyer School Walnut Lake School Detroit, Michigan Birmingham, Michigan

Ethel I. Catt Florence Sampson G. E. Stxohm School Fairbanks School Trenton, Michigan Detroit, Michigan

Julia C. Furton Leroy Sampson Department of Language Education Brady School Warren Consolidated Schools Detroit, Michigan Warren, Michigan Anne E. Hughes Dr. Dominic Thomas Supervisor, Elementary Language Arts' Assistant Director, Communicition Department of Language Education Skills Centers Detroit Public Schools Department of Language Education Detroit Public Schools

Dr. Edith King School of Education, University of Denver Denver, Colorado 123

APPENDIX B - PARTICIPANTS

TEACHERS

Hrs. Sophia Hornovich Mrs. Florence Rogers Tendler School Lillibridge School Detroit, Michigan Detroit, Michigan

Mrs. Lydia MacGregor Mrs. Berniece Schneider * Scripps Annex School Lillibridge School Detroit, Michigan Detroit Michigan

Mrs. Dorothy Neely * Mrs. May Stilwell Scripps Annex School Tendler School Detroit, Michigan Detroit, Michigan

Mrs. Dolores Proven * Miss Pandora Tavoularis Lillibridge School Lillibridge School Detroit, Michigan Detroit, Michigan

* ftperimental Class Teachers 124

APPENDIX B- PARTICIPANTS

VOICES AND TECHNICIANS

The Voice of Mr. Mike:

David L. Golden Municipal Judge Highland Park, Michigan

The Voice of Mrs. Mike:

Florence Sampson Auditorium Teacher Fairbanks School Detroit, Michigan

Sound Technician:

Charles Nairn Operations Director Radio Station WDET-FM Detroit,' Michigan

Oral Test Evaluators:

Dolores Despres Speech Correctionist Detroit Public Schools

Shirley Kest Speech Correctionist Detroit Public Schools APPENDIX B PARTICIPANTS

TYPISTS

Miss Susan Garian

Miss Laverne Garchow

Mrs. Ruby Kalles

Mrs. Audrey Schultz APPENDIX C Under Separate Cover 0 3 4 6'6

FINAL REPORT Project No. 1373 Grant No. 0E-7-32-10168-278

TEACHING STANDARD ENGLISH TO URBAN PRIMARY CHILDREN

THE SCRIPTS

August 1967

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

Office of Education Bureau of Research U.S. DEPARTMENT OF HEALTH, EDUCATION $ WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

FINAL REPORT Project No. 1373 Grant No. OE-7.32.10168-278

TEACHING STANDARD ENGLISH TOURBAN PRIMARY CHILDREN

August 1967

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

Office of Education Bureau of Research TEACHING STANDARD ENGLISH TO URBAN PRIMARYCHILDREN

Project No. 1373 Grant No. OW-32-10168.278

Ruth I. Golden, Ed.D.. Helen A. Martellock, M.Ed.

August1967

The research reported hereinwas performed pursuant to agrantwith the Office of Education, U.S. Departmentof Health, Education) and Welfare.Contractorsundertaking such projects underGovernment sponsorship are encouraged toexpress freely their professional judgment in the conduct of the project. Points of view or opinions stated do not, therefore, necessarilyrepresent official Office of Education position or policy.

Detroit Public Schools

Detroit, Michigan "PERMISSION TO REPRODUCE THIS . COPYRIGHTED MATERIAL HAS BEEN GRANTED BY

TO ERIC .f4ND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER."

.4 RESEARCH STUDY Under Separate Cover s.

APPENDIX C

THE SCRIPTS

Lesson 1 This Is and These Are

Lesson 2 This is W.

Lesson 3 This Is and Those Are.

Lesson 4 Getting Acquainted.

Lesson 5 Theme Song and I'm Fine.

Lesson 6 The Sound of the LetterR.

Lesson 7 The Magic Words.

Lesson 8 Thank You.

Lesson 9 Please, I'm Sorry, ExcuseNe.

Lesson 10 The Telephone.

Lesson 11 Sounds, Sentences.

Lesson 12 Tick Todk and the Telephone.

Lesson 13 How We Talk.

Lesson 14 Sounds.

Lesson 15 Pairs of Sounds.

Lesson 16 Final R.

Lesson 17 Counting One to yen.

Lesson 18 Cents.

Lesson 19 Review.

Lesson 20 Uppity Lop.

Lesson 21 Help Yourself.

Lesson 22 The Teakettle Sound /s/.

Lesson 23 The Teakettle Sound andthe Bumble Bee"Sound, /z/. APPENDIX C- THE SCRIPTS (Continued)

Lesson 24 People.

Lesson 25 Riddle Poems with Son Verbs.

Lesson 26 I Am Someone.

Lesson 27 Self-image and S on Verbs.

Lesson 28 Steeple Finger Play.

Lesson 29 Thumbs.

Lesson 30 Some Words Tell Time.

Lesson 31 Be.

Lesson 32 Asked.

Lesson 33 Specie-: Words.

Lesson 34 American People.

Lesson 35 This Land of Mine.

Lesson 36 Finale. TAPE I

LESSON 1THIS IS and THESE ARE

MUSIC tMike:).: Hello, boys and girls. I want to be yolir friend.

I'm the microphoneman. My name is Mr. Mike. I'm Mike, the Mike Man.We're going to work and play

together. I have somenew songs and games foryou. Let me hear yousay my name, Mr. Mike.

That's right.My name is Mr. Mike, the MikeMan. Say it like this: "Hello, Mr. Mike, the Mike Man.

Now I know you are listening.We can talk together even though you can't see me.You can pretend that

you see me. When I say, "Hello, boys and girls!" you speak right up and say, "Hello, Mr. Mike!"

Good!Letts do it again!Hello, boys and girls. That's better.You have such nice voices!

When it's your turn tospeak, speak clearly,so

that we can hearyou. When I ask, "How areyou

today?" you say, "I'm fine, Mre Mike." Try it.

That's right. Open your

mouth wide to say, "I'm fine." Shall we try it again? Hello, boys and girls. How are you today?

See how we can talk together?Now let's stand up.

That's rightup on your feet. Stand straight

and tall. Turn so that you cansee each other.

128. 129

TAPE 1_ LESSON 1 THIS IS and THESE ARE

We're going to playa game of talking and pointing.

The game is to speak justas I do. We could call it

"Speak like Mike."Listen and say afterme as you point.

This is my head. This is mynose. This is my mouth. This is my chin.

Oh, Oh!Hands down.Did I hearsomeone say "dis?"

Listen, my friends, and speak justas I do.We're saying, "This is."Be sure to say is.

(Mike :) Put the tip ofyour tongue between your teeth and blow some air through tosay, "th-th."Now say

"this." What? You_don't have any front teeth?

Well, that's all right,you're just growing nicely!

Fois those ofyou who don't have any front teethright now, put the tiOlef your tongue to thefront anyway to say th-th.

Let's try it again. Everyone say "th-th."

Now say, "This is" "That is"

"This is" Good!

Here we go again.Listen. Point and say what Isay. This is my head. This is my hair.

This is my eyebrow. This is mynose. This is my mouth. This is my chin.

This is my neck. This is myarm. 130

TAPE IL_ k. LESSON 1 THIS IS and THESE ARE

Whoops!Let's stop again. Are you listening and

speaking just as I do?Are you saying "my"as I do?

Say it after me. My my my my My-oh-my my-oh-my

I can touch my eye. I can touch my eye.

My arm My arm My arm I can touch my arm.

Good! Here we go again. Listen. Point and say what

I say.

This is my arm. This is my hand. This is my thumb. This is my knee.

This is my leg. This is my ankle.

This is my foot. This is my heel.

Isn't this fun?Letts all sit down again. That was a lot of work, but it was fun, wasn't it?Would you like to learn a song about whatwe are doing?Listen while I sing.

This is the way we play thegame. Play the game Play the game

This to the way we play thegame. We talk like Mike in school. Now you sing it with me. (Repeat)

Fine! Some of you already know that tune. Letts sing it again. ..._1_1111.1011!,.`

131 TAPE 1-- LESSON 1 THIS IS anti THESE ARE

This is the waywe play the game, Play the game

Play the game

This is theway we play the game.

We talk like Mike inschool.

Now, we'll play, "These are-"with two hands. Say

it with tongues out forthe "These are"

"These are." Ready? Listen.Use two hands and speak clearly.

These are myeyes. These are my ears.

These are my lips. These are my teeth.

These are my eyebrows. These are my eyelids.

These are my arms. These are my hands.

These are.my fingers. These are my thumbs.

Very good!Try the game of speaking andpointing

with your family and friends.Be sure to speakcare-

fully. Make Ez and al sound alike. Let's try that: H Remember: bite your tongue and blowfor the beginning sound of the word thisand the word these. Say this. Say these. That's it! The

next time we talk together, I'llhave a surprise for

you! Its someone special who will be withus. I. must go now. Say, Goodbye, Mr. Mike. Goodbye, boys and girls!

MUSIC ; (Recorder off) -TAPE 1

LESSON 2THIS IS MRS.

MUSIC

(Mike:) :Hellii,-boysand girls! What's that? I didn't hear all ofyou. Say, "Hello, Mr. Mike,"

again. That's better. Now let's hearyou say my full name, "Hello, Mr. Mike,the Mike Man."

Very good! I like that!And now,

boys and girls, here'sthe special surprise Ihave for you. I'd like to haveyou meet Mrs. Mike. She'll

be playing talkinggames with you too. When she says hello to you, you'llsay, Hello, Mrs. Mike. Boys and girls, this isMrs. Mike!

(Mrs o) Hello, boys and girls! I'm very happy to meet you. Mr. Mike has toldme what nice boys and

girls you are and how wellyou are learning to listen and speak. Since I am agrown-up, I may sometimes

call the Mike Man justMike, but young peopleshould say Mister first.Let's practice howyou will say,

Hello, Mr. Mike. Mike, say hello to theboys and girls again.

(Mike:) Hello, boys and girls.

(Mts. with Group:) Hello, Mr. Mike. That's the way!

Now will yousay hello to me again?' Hello,boys and girls. Oh,. you'reso nice, and have such lovely voices!

132 133 RAPE 1- -7 LESSON 2 THIS IS MRS.

. (Mike:) Yes they are so nice, and yes, they have such lovely

voices. But I'm not sure everyone is saying Mrs. Mike

clearly. If she were not married, she would be Miss Mike, but this is Mrs. Mike. Say Miss.

Now say Mrs. Say, This is Mrs.

(Mrs. :) See how Mrs. sounds- like This is? Say these words

after me:

races faces horses Mrs. Now you've got it!Now let's see if your teacher

listens as'well as you do. Will your teacher please

tell us her name. Did you hear her?

Listen while she says her name again. Say it with her. Now listen to Mr. Mike.

(Mike:) Boys and girls, what's your teacher's name?

What's the Mike lady's name? What's my name?

(Mrs. :) Very good:Now say, "This is Mrs. Mike." Good!. Have you played the game called, "This is?"

(Mike:) We show her, won't we? Let's stand up nice and tall. Listen and point as you repeat what I say.

This is my head. This is my hair.

This is my eye. This is my ear.

This is my nose: This is my cheek. 134 TAPE 1 LESSON 2 THIS IS MRS.

,:) Oh, that's a nice game!Have you played it just like that before?

(Mike:) We added somenew parts, didn't we, boys and girls?

We billve to listen, don'twe? Let's repeat and go on with thegame.

This is my shoulder. This is my back.

This is my leg. This is my knee.

This is my ankle. This is my foot.

This is my neck. This is my arm.

This is all ofme.

(Mrs.:) Oh, that's a good game!You play it so well!

(Mike :) We can sing too, can'twe, boys and girls?Let's sit down again. We'll singour song about "This is the wayme play thegame, We talk like Mike in ,__school."Ready.

This is the waywe play the game. Play the game Play the game

This is the waywe play the game.

We talk like Mike inschool.

(Mrs. :). Oh, I know thatsong. Here's anotherverse. Instead

of "play the game"we sing "we listen to Mike."I

think you can sing itright along withme. 135 TAPE 1. LESSON 2 IRIS IS MRS.

This is the way we listen to Mike.

Listen to Mike

This is the way we listen to Mike. We talk like Mike in school. Good!Letts sing that verse again.

This is the way we listen to Mike. Listen to Mike

Listen to Mike

.This is the way we listen to Mike. We talk like Mike in school.

There's another verse thatgoes -."say what he says." Sing it too.

This is the way wesay what he says. Say what he says

Say what he says

This is the way wesay what he says. We talk like Mike in school,

Sing it with meonce again,

This is the way wesay what he says. Say what he says

Say what he says

This is the way wesay what he says. We talk like Mike in school.

Good! We'll sing thisone again soon -- all three verses. Mr. Mike, couldwe play another talking game? 136

TAPE 1 LESSON 2 THIS IS MRS.

. (Mike:) All right. This game makesus think of things we

can do. Point to what I say, thensay what I say. Ready. Go.

I can see with my eyes.

I can hear with my ears.

I can smell with my nose.

I can eat with my mouth.

I can write with my hands. Very good! That was fun!

(Mrs.:) Oh, that's a very goodgame, and you were speaking so carefully.We'll try it again later too.Now it's time to say goodbyeto Mr. Mike.

(Mike':) Goodbye, boys and girls. Say goodbye to Mrs. Mike. (Mrs.:) GoOdbye!

MUSIC (Recorder off) TAPE 1

LESSON 3THAT IS and THOSE ARE

MUSIC

(Mike:) Here we are again, friends. Can you say helloto Mrs. Mike? And hello to me?

(Mrs.:) Hello, boys and girls!Letts sing our "This is

the Way"song. The first timewe Aing it we say,

"This is theway we play the game." Ready.All together!

This is the waywe play the game. Play the game

Play the game

This is the waywe play the game. We talk like Mike in'school.

And now we sing "Thisis the waywe listen to Mike." This is theway we listen to Mike. Listen to Mike

Listen to Mike

This is the waywe listen to Mike.

We talk like Mike inschool.

For the lastverse we sing "This is theway we say what he says."

This is the waywe say what he says. Say what he says

Say what hesays

This is the waywe say what he says

We talk like Mike inschool.

137 138 TAPE 1 LESSON 3 THAT IS and THOSE ARE

(Mike:) Good! I like to hear you sing, especiallyabout our fun together.

(Mrs.:) We have another good game foryou today. Sit so that you are facing someone.,You will speak and

point. All ready now? You will point to someone

and say, "That is your head." Listen andsay, or repeat, as you point.

That is your head. That is your ear.

That is your neck. That is your leg.

That is your arm. That is your hand.

That is your elbow. That is your chin. Good!

(Mike:) Did you get the last two right?Try them again:

That is your elbo;.r. That is your chin. (Mrs.:) Very good! Now let's stand up and face front. That's

right. Spread out a little.You'll need room to raise your arms.Turn to face someone as we play

"These are" and"Those are."All set?

Ready to listen, speak and do?Mike, will call the game.

(Mike:) These are my eyes. Those are your ears.

These are my hands. Those are your hands.

These are my fingers. Those are your arms. These are my elbows. Those are your fingers. 139

TAPE 1, LESSON 3 THAT IS and THOSE ARE

(Mrs.:) That's a tricky game, isn'tit? But lots of fun.

Let's repeat some of the wordsto be sure weare

saying them correctly. Say:

teeth fingers elbows ears

one finger two fingers one tooth two teeth

one ear two ears one elbow two elbows (Mike:) That's fine!Letts have onemore game 'Way mixing

up this that is, these are and thoseare. We can do this sitting down.Let's all sit down quietly. There we are.All seater?Repeat clearly, pointing.

This is my hair. That's your hair. This is my collar. These are my ears.

These are my fingers. Those are your hands.

This ismy classroom. These are my friends.

(Mrs.:) Yes, we're all friends!. Littlefriends, wouldyou like to sing a finger playsong? Lock your hands together making allyour fingers stick out. Look around tosee how your teacherdoes this.

We lock our hands thisway as we sing: "These are mother's knives and forks."

Now keep your hands togetherbut make your fingers

fall flat. Push your handsaway from you. "This is mother's table."

Un.lasp your hands. Put your thumbs and point fingers

together and hold themup to look through as I sing, "This is sister's looking glass." 140 TAPE 1. LESSON 3 THAT IS and THOSE ARE

Mrs. :) Cup your hands together with your fingers' touching.

"This is the baby's cradle." Sing each line after me as we do it with our fingers.

"These are mother's knives and forks."

"This i3 mother's table."

"This is sister's looking glass."

"This is the baby's cradle."

Good! Sing it again after me.

"These are mother's knives and forks."

"This is mother's table."

"This is sister's looking glass."

"This is the baby's cradle."

Good! Sing it at home tonight! Goodbye friends!

(Mike :) Goodbye

MUSIC (Recorder Off) TAPE 2

LESSON 4GETTING ACQUAINTED

MUSIC

(Mike:) Hello, boys and girls.

(Mrs. :) Hello, everybody.

(Mike:) Isn't that fine how everyone says Mrs. clearly? Say

hello just to the girls this time.We want to hear

how well they speak.

(Mrs.:) Hello, girls.

(Mike:) Good! Now the boys.

(Mrs. :) Hello, boys. That was fine.

(Mike :) I like the way the boys said Mrs.

(Mrs.:) Of course!You're lust a grown-up boy. I like the

.way the girls said it.

(Mike:) Of course! You used to be a little girl. Boys, say

this:

Hello, my lovely little girl

How did you get your pretty curl?

(Mrs.:) We girls say thank "ou. Now we'll say one back!

Girls, say this:

Hi, there, big, tall, sturdy guy!

Try a bite of ice cream pie.

(Mike:) Ha! Hal This is really fun!

(Mrs. :) Let's sing Tour "This is the way" song. The first

time: "play the game". Ready. All together now.

This is the way we play the game.

Play the game

This is the way we play the game. We talk like Mike in school. 141 14.2

TA-PE LESSON 4 GETTING ACQUAINTED

"Theway we listen to Mike.n

This is the waywe listen to Mike. Listen to Mike

Listen to Mike

This is the way we listento Mike. We talk like Mike in school. "Say what he says."

This is the way wesay what he says. Say what he says

Say what he says

This is the way we say what hesays. We talk like Mike in school.

(Mike:) Good! Let's giveeveryone a chance to say a nice "hello" all by himself.

(Mrs. :) Yes.Let's play the Hello Game aroundthe room. Tell them how itgoes, Mike.

(Mike :) You must know thename of the person sitting next

to you. Then each will havea turn saying "hello"

and saying thename.Your teacher will tellyou who is. to start thegame. Who would like to be

first? Oh, you were chosen to befirst. Fine! Now you'll say "hello" tothe boy or girl next to you, calling him or her by name. Try it.

Now that personsays "hello" back sayingyour name. 143

TAPE 2. LESSON 4 GETTING ACQUAINTED

(Mike:) Now you turn tosay "hello" to the nextone.

See how it goes?Let's startover again. The same one chosen to be first willanswer me. Ready?

Hello there. Go on!

Now say, "hello" tothe nextone. Now it is

that one's turn, andkeep it going andthen I'll leave you for today.

(Mrs.:) Goodbye fornow.

(Mike0 Goodbye, boys and girls.

MUSIC (Recorder Off) TAPE 2

LESSON 5 THEME SONG AND I'M FINE

MUSIC

(Mrs.:) Hello, boys and girls! Do you like our song that you hear as theprogram begins?

I'm sure you would like tolearn the words to it.

Listen, and I t 11 sing themfor you.

We all clap hands to-Beth-er We all clap hands to-geth-er

We all clap hands to-geth-er

And sing a happysong.

- Adapted

Now you sing it withme but keep your hands still.

Afterwards we'll talk about"clapping. Sing it with me.

We all clap handsto-geth-er

W.e all clap handsto-geth-er

We all clap handsto-geth-er

And sing a happysong.

Good!Here's Mr. Mike. Can we say hello to him?

(Mike: Hello, my friends!Was that our themesong I heard you singing?

(Mrs.:) Yes. They know the words already. Can you tell them how to clapas they sing it.

(Mike: Yes.When we,clap, we just whisperclap. We

.,whisperwhen we want to speakvery quietly.We

_ whOper clapwhen we want to clap quietly.Pat

your finger tips against the middleof your hand.

144. 14.5

TAPE 2 LESSON 5 THEME SONG AND ItM FINE

fMike: Tilattswhisper clapping.Now sing with Mrs. Mike and whisper clap.

(Mrs. :) Sing togethernow. We all clap hands to-geth-er

We all clap handsto-geth-er We all clap hands to-geth-er

And sing a happy.song.

Good! Letts hear those voicesmuch more thatwe hear clapping.Now wetll try it withour theme-song

music. Lis :an to the music fora .minute, and then sing when I do.

MUSIC We all clap handsto-geth-er

We all clap handsto-geth-er

And sing a happysong.

Very good! Now after this, when themusic comeson, you may join in if you wish andsing before we say

"hello."Today, let's start allover again and pre-

tend we haven'teven said "hello" yet. Youcan sing and clap with the musicall by yourselves. MUSIC

(Mike:) Hello, boys and girls!

(Mrs. :) Hello, boys and girls!

) The last timewe were here,we had such funsaying "hello" around theroom.Letts think. What do people usually ask nextafter they say "hello?" 146 TAPE 2 LESSON 5 THEME SONG AND I'M FIVE

(Mrs. :) That's right. I usually ask, "Howare you?" fMike:) So do I. And what do we usuallysay back when we're well and happy?

(Mrs.:) I'd say, fine, thank you.

(Mike:) That's right. Why don't you teach the boys and girls

the little "Hello, I'm fine,"song I heard you sing?

(Mrs.:). All right. It goes like this: (The tune starts out

like "Pop, goes the weasel! ")

Hello, Hello, hel-lo-ho-ho-ho,

And how are you today-ay?

I'm fine, I'm fine

I hope you are fine,

So we can wo-rk and play!

(Mike:) That's the song I like.'

(Mrs.:) Sing each line afterme. Good! Let's sing it all together

now. Hello, Hello, hel-lo-ho-ho-ho,

And how are you today -ay?

V O'm fine, I'm fine

I hope you are fine,

So we can wo-rk and play!

(Mike:) That's a happy song! Sing it again forme. Hello, Hello, hel-lo-ho-ho-ho And how are you today-ay?

I'm fine, I'm fine 147 TAPE 2 LESSON 5 THEME SONG AND I tM FINE

(Mike:) I hope you are fine,

So we can wo-rk and play!

Oh, you sang thatso well!

Letts say thankyou to Mr. Mike, boys and girls.

(Mike:) Now let's have anotherTalking Round like the last

time when we played "hello."Letts all standup. Stand tall.Let your teachersay who will be first.

I will ask, "Howare you, Honey?"That one will say,

"I'm fine, Mr. Mike,"and then she will turn tosay, "How areyou, and that personts name."

Bo sure =that the wayyou say, "I'm fine,"

sounds lust like theway I say, "Itm fine."Letts try it together. "Hi, boysand girls. How are you?"

Now let's start with theone your teacher picked

and you besure to ask the nextperson how he or she is. Ready?

(Mike:) Hello there. How are you?

Keep the game going. I'll see you tomorrow. (Both:) Goodbye!.

MUSIC (Recorder Off) TAPE 2 LESSON 6 HOW I LOOK

MUSIC (Call for theuse of a tape recorder ifon records.)

(Mrs.:) Here we are again! Shall we singour Hello Song? I'll sing it first. (SONG)

Hello, hello, hel-lo-ho-ho-ho,

And how areyou today-ay? Ism fine, I'm fine.

I hope you are fine,

So we can wo-rk and play! Here we go together:

Hello, hello, hel-lo-ho-ho-ho,

And how areyou today-ay? I'm fine, I'm fine

I hope you are fine,

. So we can wo-rk and play!

Good!Let's do it again much happier.

Hello, hello, hel-lo-ho-ho-ho,

And how areyou today-ay? I'm fine, I'm fine,

I hope you are fine,

So we can wo-rk and play!

(Mike :) (Clapping) Very good!Now we know the Hello Song.

We know everyone'sname.Let's talk about ourselves. First, I'll tellyou about me.

148 14.9

TAPE 2 LESSON 6 HOW I LOOK

Think as you listen.You will have a picture of

Mr. Mike in your mind. You may want to draw it

later. You might see who can draw the bestpicture of Mr. Mike.

Yes, I'm Mike the Mike Man, Today I am wearingmy green suit. I am tall, dark, and handsome with

very curly black hair.At least r_might be handsome

if I didn't have such bigears. I have big brown

eyes. I have white teeth which showbecause I am always smiling.

We know how you looknow, Mr. Mike. Tell us what you like.

I love boys and girls, especiallylittle ones like

you. I want to see them grow-bigger withstrong, healthy bodies and good minds. I want them to be

able to speak clearly.This Wsy they can work and

play together happily becausethey can be -aderstood, Mr. Mike, tell us a story about yourself.

Well, once I was a little boylust lour size with

my curly black hair and big browneyes. I didn't know any of the other boys andgirls when I went to

school. Soon I mademany friends. I put on my big

smile. I helped others and triedto be a real friend.

I listened to theway the teachers talked, andnow big-ears Mike isa very important person because he-

is your friend, Mike the MikeMan. 150

TAPE 2 LESSON 6 HOW I LOOK

(Mrs.:) Now, children, let's hear aboutyou.When it is your turn, stand up tall. Talk into the microphone

and tell us yourname. Then tell us whatyou look like, and anything elseyou wish to say. Your teacher will recordyour voices on another tape.

Mr. Mike and I willcome back to talk to you again--

soon.Remember, say your name first. Goodbye: (Both:) Goodbye!

MUSIC (Recorder Off) TAPE 3

LESSON 7THE MAGIC WORDS'

MUSIC (Mike:) This is Mr. Mike, the Mike Man, greetingyou. Hell, boys and girls. How are you today?

My, but you sound grown up! Perhaps you can sound even more grown up if you add two of the magic words

Have you heard about the magic words? I'm sure some of you have. They are the little words of politeness

that help us. Other people like to hear them. They are the words "please" and "thank you."

(Mrs. :) Can you teach them to say the little PolitenesnPoem, Mike, so they will know how to make friends?,

(Mikes) I think so. It goes like this:

There are two little magic words

That open doors withease One little words is "thanks"

And the other little word is "please."

Now say a line and you say it afterme.

(Mrs. Mike says the repeat linewith the children.) There are two little magic words

That open doors withease One little word is "thanks"

And the other little word is "please."

That's the way: Now let's all say it together.

Let's keep together too. (Repeat the poem.)

Good!We kept togethervery well.

151 sh

152 TAPE 31- LESSON 7 THE MAGIC WORDS

(Mrs.:) When you are asked, "Howare you?" it is nice if

you say, "Itm fine, thank you."Letts try that.

Listen to the sounds inthese words as Mikesays them.

(Mike :) Itm *fine f thank you.

(Mrs.:) Repeat the words afterMr. Mike. (Mike:) I'm fine, thankyou. Again: Ito: fine, thankyou. (Mrs.:) Letts start our game aroundthe room answering and

asking. Your teacher will tellyou.who will start. How does itgo, Mr. Mike ?.

(Mike :) When I ask, "Howare you?" you will answer, "I'm

fine, thank you."Then you will turn tothe next child and say, "Howare and say that_person's..._ name.Ready" (Mrs.:) Raise your handso we will know who is startingthe game. All set?

MUSIC (Recorder Off) TAPE 3

LESSON 8THANK YOU

MUSIC

(Mike:) Here we are again!You will please many peoplewhen

you use the magic words. Shall we sayour Politeness

Poem together again?.Speak_Clearly.:I'llisay_a_linel:

andyou say it afterme.

There are two little magicwords

That open doors withease One little word is "thanks"

And the other little word is"pleases"

Good' Here is the lady who likedmy magic words. (Mrs. :) Hello, boys and girls.

(Mike :) Remember, her name is not "Miss"but "Mrs." Say:

Miss kiss Mrs. kisses Let's try that greeting again. Hello, Mrs. Mike.

(Mrs.:) I'm very happy that Ican work with Mike to helpyou to

listen and to speakwell. Have you drawn a pictureof

Mr. Mike yet? You mightwant to draw a picture ofme,

too. My ears aren't large likeMike's, -but I always

wear earrings. Otherwise, I'm Justan ordinary lady

with shiny, brown hair. I wear a big smile,too,

because I like workingwith you. I know of themany

wonderful things thatcan happen to those whouse the

magic words. Let's practice using them.Listen to Mike and say what hesays.

153 154.

TAPE 3 LESSON 8 THANK YOU

I've had enough, thankyou.

I don't want any, thankyou.

I've had a very good time. Thankyou.

Thank you for askingme.

Thank you for your pencil.

I enjoyed the candy, thank yoil.

(Mrs.:) Then, of course, we should practicejust plain,

"No, thank you."Hold up your hand. We'll count off

"no, thank you"once for each finger. Point to a finger and say with Mr. Mike:

(Mike:) No, thank you. No, thank you. No, thank yoU.

No; thank you.No, thank you. Good!You said it clearly five times!

(Mrs.:) Give us some more sentences torepeat, Mike. (Mike:) Yes, thank you, I will.

No, thank you, notnow. Thank you for the pencil.

Thank you for takingme. Thank you for the lunch.

Thank you for helpingme.

Thank you for beingso nice to me.

Thank you. Thank you. 155 TAPE LESSON 8 THANK YOU

(Mrs.:) And thank you, Mike, for givingus words we can use.

Boys and girls, wouldyou like to learn a song

that says thankyou to mother? Listen while I

sing it first., (Rhythm of "Twinkle,Twinkle, Little Star")

Thank you, thank you, mother dear.

I'm so happy I am here.

I can work and play and sing

Thank you, dear, for everything.

(Mike:) Now let us sing a line afteryou. (Mrs.:) Thank you, thank you, mother dear. I'm so happy I am here. ro I can work and play and sing

Thank you, dear, for everything.

(Mike:) Oh, that such a nice song. I think you could sing

it right along with hernow.

(Mrs.:) I think so too. Ready, everybody?

Thank you, thank you, mother dear. I'm so happy I am here.

I can work and play and sing

Thank you, dear, for everything! (Mike:) Everything.

(Mrs. :) That's a word we have heard often.Letts see if

everybody can say it. Say: 4

156 TAPE3 LESSON8 THANK YOU

ev ev ev Now:

every every every

(Mike :,) Say: everybody everyone everything everyone everything everybody

everyone everything (Mrs .0 Good!Let's sing it Again.

Thank you, thank you, mother dear.

I'm so happy I am here.

I can work and play and sing

Thank you, dear, for everything!

Fine! I believe you almost know it by heart! Let's think it through.We say thank you twice to mothor

dear.We say we're happy to be here.Then we think of work, play, sing and everything.

(Mike:) That's easy! Mother, happy, work, play, sing,everything! I know the song now. Do you, boys and girls?

Letts stand up and sing-itonce more with clear voices!

(Mrs.:) Everybody up?Take a deep breath. Let the air out.

Now breath regular and we'll singtogether: Thank you, thank you, mother dear.

I'mso happy I am here.

I can work and play and sing

Thank you, dear, for everything! 157

TAPE3 LESSON8 THANK YOU

(Mrs.:) Very good! Practice singing thissong all by yourself. When you're sureyou know it, sing it for

your mother. I think she will likeit. You may sit down now. Goodbye, boys and girls. (Mike:) Goodbye!

r- t

MUSIC (Recorder Off) TAPE3 LESSON9 PLEASE, I'M SORRY, and EXCUSE ME- MUSIC

(Mrs.:) Hello, boys and girls.

Hi, friends!

(Mrs.:) Let's see if you can say the Politeness Poem all

the way through with, Mike today.Ready? (Mike:) There are two little magic words

That open doors withease One little word is "thanks"

And the other little word is "please."

. (Mrs. :) That's the way! Which of these little words have

we already talked about? Which one

should we learn now? All.right!

First, let's point to each fingeras we say, "Yes, please" five times.

(Mike:) pleease;yes,. please; yes, please; yes, please; yes, please.

(Mrs. :) Mike, tell us how we can use "please" in sentences.

We will repeat them afteryou. We will try to say every sound just as you say it.

(Mike:) May I begin, please" (Mrs. Mike and children repeat each one.)

Will you please listen carefully? May I please have some more?

Please give it tome.

Give this one to John, please.

Will you please moveover a little? 158 159

TAPE 3. LESSON 9 PLEASE, I'M SORRY, andEXCUSE ME

May I please turnon the TV?

Please showme how.

(Mrs.:) That was fun, Mike. Thank you. Boys and girls,

don't worry if the magicwords don't workevery time.

Just keep on smiling,and you'll be surprisedwhat

these magic words andothers like themcan do for you. (Mike:) "Excuse me" and "I'm sorry"are also magic words which

you can use when theyare needed. Mrs. Mike will tell

you when to use them. I will tellyou what to say. Listen carefully andsay the words afterme. 'Speakup clearly, please.

(Mrs. :) Whenever you walk in frontof someone who isspeaking, say:

(Mike:) Excuse me. Say what?

(Mrs. :) If you accidentallybump someone,say: (Mike:) Excuse me.

(Mrs. If you've bumped hard,you should also say: (Mike :) I'm sorry.

(Mrs. :) If you've done somethingthat you didn'tmean to do, it always helps tosay: (Mike :) I'm sorry.

(Mrs. :) Mike, give ussoma sentences with these magicwords to say afteryou.

(Mike :) Am I talking too loud?I'm sorry. 160 TAPE 3 LESSON 9 PEASE, I'M SORRY, and EXCUSEME

(Mrs.:) Am I talking too loud? Itm sorry.

(Mike0 Did I stepon your toe? I'm sorry.

(Mrs. Mike repeatseach one with the children.)

(Mike:) Itm sorry. I didn't mean to.

Will you excuseme for a moment?______

Did I bump you? I'm sorry. Excuse me for shouting.

May I be excused?

(Mrs.:) Thank you, Mike. Letts see how wellyou learned the

Thank-You Mother song We learnedtogether. (Mike :) Do you mean theone with the words: happy, work, play, sing, everything?

4;01 Yes, Sing it withme, everybody.

Thank you, thankyou, mother dear, I'm so happy I am here!

I can work and play and sing.

Thank you: dear, for everything!

(Mike :) Good!We know it!

(Mrs.:) Of course, we do!Now, boys and girls, you've

learned manyuses for the magic wyrds.Why don't you show how LoiLi use them. After we're gone, talk with

a partner area decide whatyou will do. Then you two can show the others how you mightuse any of the

magic words. It will -be like play actingor pretend- ing, 161

TAPE 3 LESSON 9 PLEASE, I'M SORRY, and EXCUSEIC

(Mrs.:) Raise your hands whenyou are ready with your

partner to show the others.Let's see which two will be ready first.This will be whispering

time for a few momentswhile you plan what to do._ Your teacher will Itotus know how well you are

using the magic words. Goodbye now!

MUSIC (Recorder Off) TAPE 4

LESSON 10 THE TELEPHONE

MUSIC

(Mike:) This is Mr. Mike, the Mike Man.Hi, boys and girls! Letts hear you say it all together again, "Hi,

Mr. Mike, the Mike Man!" Good! Be sure your sounds are just like mine.We'll play Parrot

and you will say afterme, or repeat what I say. A

parrot -bird repeats sounds he hears. Say: Mike Man My Cat

Come on, now. The big green parrot isn't talking. Everybody say:

Fry fat

High. hat

Five rats Lie back Tie that

My cat Mike Man

Now say, "Hi l" to Mrs. Mike.

(Mrs.:)- Hi, there, boys and girls! Isn't it wonderful how we can talk to each other because we have learned to

listen and to speak?With machines like thiswe can

talk together even.though we cannotsee each other.

Can you think of other ways peoplecan talk together

even when they can't see each other" Think now.

How can people talk together without seeingone 162 163

TAPEy., LESSON 10 THE TELEPHONE

(Mrs.:) another? Say it out loud.

Through the telephone, of course!We must speak

clearly to be heard over the telephone. We should

speak clearly at all times. That way we will,always be understood.

. (Mike :) Letts call on the telephone now to find out ifwe are all feeling fine today.

(Mrs.:) That will be lots of funs. Mike. Call me first, please.

(Mike:) All right. Hello, Mrs. Mike.

(Mrs. :) Hello, Mike.

(Mike:) How are you today?

(Mrs.:) I'm fine, thank you, Mike; How are you?

(Mike :) Ism fine, too. Goodbye, Mrs. Mike.

(Mrs.0 Goodbye, Mike. BoW-the teacher will point toa girl

who will answer you Mike. Stand up, straight and tall. Hold your hand up to your ear to play telephone. That's right!

(Mike:) Ready? Hello, young lady.

(Mrs.:) Go on. Say, "Hello, Mr. Mike."

(Mike :) How are you today?

(Mrs.:) Ask, "How are you, Mr. Mike?"

(Mike:) I'm fine, too, thank you. Goodbye, for now. (Mrs.:) Goodbye, Mike. Now is a boy's

Just one at a time. Stand tall. Ready to answer?

Goodi 164

TAPE 4 LESSON 10 THE TELEPHONE

(Mike :) Hello, there. How are you today?

(Mrs.:) Go on now. I'm fine, thankyou. How are you, Mr. Mike?

(141ke0 I'm fine, too, thank you.Goodbye, son.

(Mrs.:) Now one more' girl and onemore boy. Then we'll let

you play telephone by yourselves. Is the second girl ready?

(Mike:) Hello, there. How are you today? I'm

finer too, thank you. Goodbye,now.

(Mrs.:) Now the second boy stands tall. Hold the telephone. Ready?

(Mike :) Hello, yOung fellow. How are you today?

I'm fine, too, thank you.Goodbye son.

(Mrs.:) Goodt Now, son, you call the next person. Remember,

use that person's name. Then two by two you can take turns playing telephone.

(Both:) Goodbye!

MtTSIC (Recorder Off) TAPE

LESSON 11 SOUNDS, SENTENCES

MUSIC

(Mike:) Hi, friends!

(Mrs.:) Hello, there! -Did you ask me how I am

today? I'm fine, thank you. And you?

Good! Isn't it wonderful that we have languageso that we can talk to each other?And we can even

talk on the telephone!Mike, won't you tell us more about our language?

(Mike:) I'd like to. The language that we speak is made up

of sounds. First,.there are the sounds that we make with our breath. Play thejointing Game for a minute as you say after me:

This is my throat.

This is my mouth.

. (Mrs.:) Now holdyour hand in front of your mouth and blow

on it.

(Mike :) Now say, "That was my breath."

(Mrs. :) We just move our mouths a little to make the sounds

different as in /e/ hay and jay/ hi. Try them.

(Mike:) /e/ hay /ay/ hi

(Mrs.:) Feel how your mouth opens and closes for /ay/ hi.

(Mike:) That's like biting an apple.Let's do it again.

165 166

TAPE LESSON 11 SOUNDS, SENTENCES

(Mrs.:) Hi /ay /. We can stopour breath with our tongue,

lips, and teeth tomake other sounds. To stopyour

breath withyour lips, close your lips tightand say mmm. Now say Mike. Say mmm again with

your lips tight together. Now listen to the

sound you make at the backof your throatas you say Mike.

Again: Mike. Now say, Hi, Mr. Mike!

See how we make words. We put words togetherto

make sentences and.ententes. to tell a story. Mike, can you think of some sentencesfor the boys and girls to repeat?

. (Mike:) Oh, yess.I havesome good sentences. Listen and say them afterme.

We want to speak well.

People listen whenwe speak well. We can speakon the telephone.

I will learn if Ilisten. Sounds make words.

Words make sentences.

Sentences tell a story.

(Mrs.:) Let's go back to soundsagain. Animals make sounds

with their breath. The M00000 thata cow makes is one.

How many ofyou have heard a realcow moo? Raise your hands. Good: 167T di TAPE LESSON 11 SOUNDS, SENTENCES

(Mrs.:) And you have seencows on television, haventt you? The cow starts with her mouth closed

to make the mmm sound, and thenpushes it open with

her breathe Try it to see. First press your lips

together with your thumb and finger. Now say mmm.

Push youi hand away to say Moo. Moo.

(Mike:) Put your hand in front ofyour mouth and feel the

breath come out. Letts all do it. Moo Moo Did you feel the cow sound?

Fine. i

(Mrs.:) Mikets name and my name, Mrs. Mike, startwith the

same sound thecow makes when she saysmoo. Say the

sound an'd then the words Mike tellsyou to say.

(Mike :) Mmmm Again: Mmmm M000 milk

my milk man Mr. Mike Mrs. Mike

(Mrs.:) The sound at the end of Mike is thesame sound the

word cow begins with. Hear the sound as yousay the words Mike tellsyou.

(Mike :) car_ COW. cat cook can cot Mike lock like

(Mrs.:) Feel your throat asyou say the words again.

(Mike :) cow .car cat cook can cot look like make bite 168

TAPE LESSON 11 SOUNDS, SENTENCES

(Mrs.:) That was fun.We can putour hands down now and listen.We've seen how soundsmake words.Now let's see again howwords make sentences.Mike will say thesewords in sentences forus to repeat. Maybe the sentenceswill tell a story. (Mike:) Cows give milk.

Many men work to getmilk forus.

They take off thecream. They keep the milk clean.

Cans of milkgo in a truck.

Milkmen take milk tostores. I like my milk.

(Mrs.:) 'Yes, most ofus like milk. Do you like milk, Mike?

(Mike:) Of course, I do. I'd like a nice glassof cold, white milk rightnow.

(Mrs. :) So would I. That was a good sentence,Mike. Let's

see if the boys and girls couldall say it justas you did. Say it again, andthey'll repeat.

(Mike:) I'd like a nice glass of cold, white milk right now. (Mrs.:) Good!What else doyGa lie, Mike? Tell us,. and we will repeat.

(Mike :) I like to eat an ice cream cone.

I like to ride -in a car.

I like to drink from a cup. 169

TAPE I. LESSON 11 SOUNDS, SENTENCES

(Mrs.:) Let's have the boys and girls tellwhat they like

to do. Think of somethingyou like to do. Each of you will take a turn telling us. Say, "1 like

and then tell whatyou like to do. Raise your hand

when you are ready.Your teacher' will callon someone.

(Mrs.:) Goodbye!

(Mike:) Goodbye, everybody!

MUSIC (Recorder Off) TAPE

LESSON 12TICK-TOCK AND THE TELEPHONE

MUSIC

(Mrs. :) Greetings!At our last meeting, when eachof you had

a turn telling what you like, didsomeone say, "I

like to talk on the telephone?" Most of us do. When we're little,we talk on a pretend telephone.

We can have lots of fun talkingon a pretend telephone. Say the word "telephone."

(Nike :) Tele- phone. That's the word all right.

Now how do you make the soundthat starts the word telephone?

(Mrs. :) You make this sound by placingthe tip of your tongue

behind yourupper teeth. Put your tongue there, boys

and girls. Is yours there, Mike?Now make the sound

a watch makest-t-t-t. Touch your upper lip with

your finger as you say it again: t-t-t-t. Now try the clock sound: tick, tick, tick, tick.

Now the big clock sound: tick-tock tick -took

tick-took tick-took. Try these words after me: tall tan tile tell. Now do you see how we start to say "telephone?"

(Mike:) Tele-tone. Tele-tone? No, that's not right, is it?

(Mrse :) Of course not, Mike. It's tele-phone. Phone. I bet

all the boys and girlscan say ,telephone clearly.

170 171 TAPE 4 LESSON 12 TICK-TOCK AND THE. TELEPHONE

(Mrs. :) To start the word phone, placeyour upper teeth on

your lower lip and push the breath through. Try it. Phone. Say some words, Mike, that start with the phone sound for us to repeat.

(Mike :) fun fat fish food Friday fed fine phone telephone.

(Mrs. :) Let's play another telephonegame.We can put our hands to our ears to pretendwe are holding a tele-

phone. Maybe there is a toy telephone in theroom.

Or your teacher might giveyou paper cups, First, we'll have to chobse partners.And then, what shall we talk about?

(Mike:) We could ask a friend tocome over to play and talk about what we will play.

(Mrs.:) Or we could call and tell what we've been doingin school,

(Mike :) Or maybe the boys and girls will have theirown ideas. (Mrs. :) I'm sure they will. Choose a partner first and decide

who will call, and who willanswer. Speak clearly.

Now let's say soodbu for today, and let theboys and girls play telephone. Goodbye.

(Mike :) Gocdbye.

MUSIC (Recorder Off) TAPE 5

LESSON 13 HOW WETALK

MUSIC

(Mrs. :) Let's greet everybodywith a song today. We'll sing Itm Fine." Sing, everybody: Hello, Hello, Hello-ho-ho-hol

And how areyou today-ay?

Itm fine, thankyou.

I hope youare fine,

So we can work andplay-ay! T Good!. The last timewe were together we learned something

about how we talk. Of course,we can and do talk, but

we sometimes wonder how. Say after me somethingthat we have learned:

Sounds make words. Words make sentences.

Sentences tell a story.

With sentenceswe can talk.

We can ask for whatwe need.

We can say whatwe like.

(Mike :) Remember whenyou told us what you lika?--Listento

this poem called, "WhatThey Like." It tells what animals like to eat.

"Moo," says Mrs.Cow, "I like hay."

172 173

TAPE5 LESSON 13 HOW WE TALK

---"Bosi-wows"says Doggie, "Bones any day!"

"Milk," says KittyCat,

"And nice friedfish."

"Quack,"says Mrs. Duck.

"Wormsare best of all."

"Mice are really nicer,"

Says the Owl on the wall.

Baby says, "A-goo,a -goo,

I like bread and milk,I do."

- Anonymous (Mrs.:) Now you'sgy it afterMr. Mike. (Mike:) I thoughtyou would want to.

"Moo," says Mrs.Cow, like hay."

"Bow-wow-,"says Doggice,7 "Bones any day!"

"Milk," Pays KittyCat, "And nice fried fish."

"Quack,"says Mrs. Duck..

"Worms are best ofall." 174

TAPE 5 LESSON 13 HOW WE TALK

(Mike :) "Mice are reallynicer,"

Says the Owlon the wall.

Baby says, "A-goo,a-goo,

I like bread andmilk, I do."

And Mike says, "I likebread and milk, too.Don't you?" (Mrs. :) Most of us do. And we know how toask for it whenwe want it. This poem tellsus what the animals would

say if they could talkas we do. (Mike :) The baby is reallybeginning to talk,though, when he

says sounds like "a-goo,a -goo." (Mrs. :) Why don'tyou give us some words tosay that use the baby's soundoo as fg.n a-goo? (Mike0 All right, shoe zoo chew you tooth spoon goose (Ers.0 I'm sure thereare loti more. Show us how other baby

sounds are used inwords Mike.What about thea that started a-goo?

(Mike :) That's avery common sound inour language. Try

these words: alike' away ago afraid about soda oven

(Mrs. :) Yes. All of thesewords have thesame sound in them that ,a-goo startswith. (Elke0 We speak of-families of soundsjust as thereare families of people. 175 TAPE5" LESSON 13 HOW WE_ TALK

(Mrs.:) Can you give us some words of a family that havethe sound of lee/ as in the middle of the word. cat?

(Mike:) Letts see now: the family of /a / as in cat. Try

these: apple bat Sally sand flat family

(Mrs.:) Good! There's a family of sounds thatare like the

/e/sound as in ate,"Iate my lunch." Try these; boys

and girls: age aid ace aim ache bake cake name same

(Mike:) Then we can just change the shape ofour mouth a

little to say words of this family sound: Say them;

pop fox doll cotton swop hot

(Mrs.:) Or we could open our mouths wider tosay these words: Try them: always caught walked naughty See how words are made from sounds?

(Mike:) Since we've been talking about families ofsound, let's finish with asong or poem about a family. Do you know one?

(Mrs. :) We all know the finger-playsong called, "These are

Mother's Knives and Forks."This is about some members of the family.Do you remember it, boys and girls?

Let's stand up tall to sing.Do you remember how we make our fingers tell the story? . Try it

lust with your fingers firstas you listen to me sing

it. 176

TAPE 5 LESSON 13 ROW WE TALK

(Nrs.:) Itese are mother's knivesand forks. This is mother's table.

This is sister's looking glass. This is the baby's cradle.

We remember to putour tongues front for th as In

this. I hope you are sayingare and is clearly.

Now everybody, sing and fingerplay.

These are mother's knives andforks. This is mother's table.

This is sister's lookingglass. This is the baby's cradle.

- Once more

These are mother2s.knivesand forks. This is mother's table.

This is sister's looking,glass.

This is the baby's cradle.

(Mike :) Very good!Now let's singour theme song. Instead of "clap hands,"say, "sit down." (Singing:) "We'll

all sit down together."You know how itgoes. Sing, everyone!

(Both:) We'll all sit down together.We'll all sit down

together-. We'll all sit down together, And sing a happy song. 177

TAPE 5 _ . LESSON 13 HOW WE TALK

OiNici So now we do sit down together. This is lots of fun!

(Mike:) Boys and girls, do you know what thehat said to the

hatrack? Well, the hat said to thehatrack,

"You stay here. I'llgo on a-head. Goodbye now.

(Mrs.:) Don't you get too far ahead! I'm coming too. Goodbye, boys and girls.

MUSIC (Recorder Off) TAPE5 LESSON l4 SOUNDS

MUSIC

(Mrs .0 Hello, boys and girls! Before Mr. Mike

joins us, let's learnsomething to surpriiehim.

You can say this afterme:

I like to hear fromMike;

We sing and playa game.

When he tellsus what to say,

We try to sound thesame.

Good!Let's try it againso we can say it for him when he comes.

I like to hear from Mike;

We sing and playa gime.

When he tellsus what to say,

We try to sound thesame.

Very gad! Here hecomes. Letts say l'hellon to him first. Hello, Mr. Mike..

(Mike :) Hello, everyone!Did you sing alongtoday when our theme songcame on?

(Mrs. :) We can say apoem for you today Mr. =key.- Listen.

Come on, boys and girls,say it with me. I like to hear from Mike;

We sing and playa game.

When he tellsus what to say,

We try to sound thesame.

178 179

TAPES LESSON 14 SOUNDS

(Mike:) Well! Good for you!We do have a goodtime together, don't we? Your saying, "I like-ftre-

minds me of thepoem we said last time aboutwhat the animals andthe baby like toeat. Let's try

that one again.Say afterme:

"Moo," says Mrs.Cow, "I like hay."

"Bow-WoW4".sajs:Doggie,- "Bones any day:"

"Milk," says KittyCat, "And nice fried fish."

"Quack," says Mrs.Duck.

"Worms are best ofall." "Miceare really nicer,"

Says the Owlon the wall.

Baby says, "A-goo,a-goo,

I.like bread and milk,I do." (Mrs .0 Oh, that was fun!A little hard toremember, but fun!

(Mike:) We didn't forget whatBaby says and thatBaby likes

bread and milk. It's best whenyou break the bread

all up in bits ina bowl with the milk andsprinkle a little sugar on top. 180

TAPE5 LESSON 14 SOUNDS

(Mrs.:) That sounds yummy, but it isn't timeto at yet.

Letts talk some more about the soundsthat make words,

You just said one sound severaltimes, You said,

babyi bread, best, break, bits,and bowl. That makes my lips work.

(Mike :) Yes, this sound starts whenwe press our lips together.

Do it, boys and girls. Then push your lipsopen as

you say: baby ball best big bits bowl.

Here's a poem with this soundin it. Say it afterme. The baby in the bathtub

Goes bub, bub, bub.

Ee's my bouncing baby brother In the tub, tub, tub.

He slaps and bats the bubbles

Bub, bub, bub,

And splashes back the water

In the tub, tub, tub. - Ruth Golden

(Mrs. :) Oh, that's a nice poem! Say it again, and we'llsay the bub-bub and tub-tub lines.

(Mike :) The baby in the bathtub.

(Mrs.:) Goes bub, bub, bub.

(Mike:) He's my bouncing baby brother, (Mrs.:) In the tub, tub, tub.

(Mike:) He slaps and bats the bubbles (Mrs.:) Bub, bub, bub, 183.

TAPE LESSON 14 SOUNDS

(Mike:) And splashes back the water

(Mrs00 In the tub, tub, tub. Wasn't that fun?

I bet that baby was saying somethinglike "A-goo,

a-goo" all the time hewas batting those bubbics.

Mr. Mike, what about that frogsound in the middle

of "a-goon? Is there a family of words comingfrom this sound?

(Mike:) Oh, yes. And the frog-sound has a twin.

(Jrs. :) A twin? You mean like two childrenborn on the same day and called twins?Two that look alike?

(Mike:) Yes, these twins sound alike.We've already met one,

the coughing sound that begins theword cow. We call

it the coughing sound because it'smade back where

we cough. It's also the last sound inour name, Mike.

The frog sound is made like thecoughing sound only

you can feel it much stronger in your throat. Put

your fingers on the bump in your throat thatwe call

the voice box. Feel it move as you repeat afterme. G-g-g, I'm a gay little frog. I used to be a polly-wog.

The coughing sound and the frog soundare twins or

pairs. We'll talk about other twinsor pairs of sounds the next timewe come.

(Mrs. :) Don't you have a riddle to ask the boysand girls before we go? 182

TAPES LESSON I4 SOUNDS

(Mike:) Oh, yes.Wbat has a wing,a sting, and a ping?

Don't answernow if you know.Let the othersguess, and you can tellus when we come again.

(Mrs.:) What has a wing,a sting, and a ping? Itll have to think too. Goodbye, now!

(Mike :) Goodbye!

MUSIC (Recorder Off) TAPE5 LESSON 15 PAIRS OF SOUNDS

MUSIC

(Mrs.:) Hello! How areyour singing voices today? Do you remember our "Baby in the Bathtub"poem?

I thinkwe can put it to musicand sing it as a song. Listen while Igive you the tune. Oh, the baby inthe bathtub 0)es bub, bub, bub.

He's my bouncingbaby brother

In the tub, tub,tub.

He slaps and batsthe bubbles Bub, bub, bub,

And splashes backthe water In the tub, tub, tub.

Now we'll sing ittogether.

Oh, the baby inthe bathtub Goes bub, bub, bub.

He's my bouncingbaby brother

In the tub, tub,tub.

He slaps and batsthe bubbles Bub, bub, bub,

And splashes backthe water

In the tub,tubs.tub. (Mike :) Very good!You have nice,clear voices!Hello everybody! Mrs. Mike, Iguess I must be the hatrack

and you're thehat. You cameon ahead. (Laughs.) 184

TAPE 5 LESSON 15 PAIRS OF SOUNDS

(M1,s.:) Yes, I came on ahead. (Laughing0 We're glad you

like our "Baby in the Bathtub"song. Does that b-b-b lip sound have a brother sound?

(Mike :) Yes, listen to these words andsay them after me:

bat- pat Bill- pill bounce- pounce buy -pie

The lip sound that begins the word 112 is madewith

breath. Put your hand up to feel the breathcome out as you say these words: papa pull pan

powder pop pickles (Mrs.:) Pick some sentences for us to repeat, Mike, please. (Mike:) Try these:

Patty put the paper and pencils into the package.

Polly Perkins popped a peck of perfect popcorn: (Mrs.:) That's a hard one. Say it again.

(Mike:) Polly Perkins popped a peck of perfect popcorn. (Ms.) We can practice thatone at home. I know another hard

word: 2121ME2- CMike:) Picture? Oh, that isn't hard if we just remember it

has the coughing sound in the middle. First try some

words with the coughing sound at the end. Say: peck book neck sick lock ache

(Mrs.:) Good: Then we might say other words with the coughing

sound in the middle. Try these: Jackie cricket nickel picking picture TAPE 5 LESSON 15 PAIRS OF SOUNDS

(Mike:) There, you said it. See how easy it is?Say again: picnic picture Now we can have the fun of

saying it in a poem. Play parrot asyou say this: I saw a pretty picture

In my cousin's picture book. It shows a cat and kittens

With just the cutest look:

I could cuddle those kittens.

I could even kiss the cat.

But they're only in a picture And it's no fun kissing that.

-Ruth Golden (Mrs.:) (Laughing) I like cats and kittens too. Work on

the wordaicture ifyou find it hard to say. We'll want to say this cutepoem again if Mike will help us.

What other soundscome in pairs, Mr. Mike?

(Mike:) Well, there's /t/ as in time and /d/as in dime and

/f/ as in fine and /v/as in vine. We've already

talked about the clock tickingsound and the phone. sound, but we haven't learned their partners. .

(Mrs.:) We learned where to placeour tongues for the clock

ticking sound, tick-tick-tick. Boys and girls, touch your upper lip with your finger as you say the clock

sound: tick-tick-tick. 185

TAPE LESSOff 15 PAIRS OF SOUNDS

(Mike:) There, you said it.See how easy it is? Say again:

picnic picture Now we can have the fun of

saying it in a poem.Play parrot as you say this: I saw a pretty picture

In my cousin's picture book.

It shows a cat and kittens

With just the cutest look!

I could cuddle those kittens.

I could even kiss the cat.

But they're only in a picture And it's no fun kissing that.

- Ruth Golden

(Mrs. :) (Laughing) I like cats and kittens too.Work on

the word.picture, ifyou find it hard to say. We' 11 want to'say this cutepoem again if Mike will help us.

What other soundscome in pairs, Mr. Mike?

(Mike:) Well, there's /t/ as in time and /d/as in dime and

/f/as in fine and /v/ as in vine.We've already

talked about the clock ticking sound andthe phone. sound, but we haven't learned their partners.

(Mrs.:) We learned where to placeour tongues for the clock

ticking sound, tick-tick-tick. Boys and girls, touch your upper lip with your finger as you say the clock

sound: tick-tick-tick. 186

TAPE5 LESSON 15 PAIRS OF SOUNDS

(Mike:) Now keep on touching it lightlyas you say the boy's

name, Dick-Dick-Dick. Again: the clock sound, tick-tick-tick.Now the name, Dick-Dick-Dick. Now just t-t-t and d-d-d. Try these pairs of words:

ten- den tip- dip time- dime colt- cold lit- lid

(Mrs.:) Good! I could hear the difference.What about /f/as in fine and /v/as in vine?

(Mike:) Remember how we said the phonesound as in fun and

fish? Place your upper teethon your lower lip.

Say f-f. Say fun. Say fish. We keep thesame position to say v-v-vine. We push the voice through,

and we can feel the v-v-vinein our throats. Now say these pairs of words: face- vase fine- vine few- view

(Mrs.:) Good! Now we know several twinsounds. They're the sounds that begin thesewords. Think of the first

sound as you say them afterme: come gum pat bat time dime face vase

Thank you, Mr. Mike fovletting us know how muchfun sounds are. The boys and girls wouldlike to say "thank you" too.

Isn't it time to find outabout the answer to the riddle you gave us? 187

TAPE 5 LESSON 15 PAIRS OF SOUNDS

(Mike :) Of course. The riddle is, "What isa thing with a

wing, a sting, and a ping? Tell me. A bee, of course.

(Mrs. :) Yes, a. bee has a wing, two wings, in fact.And when

it stings, it feels likea great big ping. I know, I've been stung by a bee. Do you have another riddle

for us to think about until nexttime?

(Mike :) Yes. What kind of beans will notgrow in a garden?

(Miss.:) What kind of beans will notgrow in a garden?You'll tell us at the end ofour next lesson, won't you?

(Mike :) No, see if you can guess rightnow.

(Mrs.:) What kind of beans will notgrow in a garden?

(Mike :) Jelly beans!

(Mrs.:) Jelly beans!

(Mike:) Goodbye, friends.

(Mrs.:) Goodbye!

MUSIC (Recorder Off) TAPE 6

LESSON 16 FINAL R

MUSIC

(Mrs. :) Bon jour or hello boys and girls! Bon jour!

That was a different kind of "hello," wasn't it?

Bon Jour is "hello" or "good day" in French. We say

"hello" in English, but "bon jour" in French. If you

wanted to say "hello" back to me in French, you might

say, "Bon jour, Madame Mike!" Say it, "Bon jour,

Madame Mike!" and if Mr. Mike said hello to you in

French, you could say, "Bon Jour, MIsieur Mike" back

to him. Try it. "Bon jour, M'sieur Mike."

Let's start again. Bon Jour, boys and girls!

(Mike :) Bon jour, my little friends!

Very good!Now we can say "hello" in two languages.

You see there are many ways to say what we mean.

(Mrs. :) Boys and girls, do you know the sound a lion makes

when he roars?Many of you have seen and heard the

lion on television, and some of you have been to a zoo.

Let's hear you make the lion sound: r-r-r-r.

That's fine.Now let's listen for this sound at the

end of some of the words Mr. Mike says to you.

(Mike :) One, two, three, four:

I hear the lion roar.

One, two, three, four

Keeper, did you lock the door?

188 189

TAPE6 LESSON 16 . FINAL R

(Mike:) One, two, three, four

Shall I hurry to the store?

Maybe you should feed him more.

(Mrs. :) Now you say each line after Mr. Mike and put the lion

sound where he does.

(Mike:) One, two, three, four_ (Responses)

I hear the lion roar.

One, two, three, four

Keeper, did you lock the door?

One, two, three, four

Shall I hurry to the store?

Maybe you should feed him more.

(Mrs.:) Now we'll play a game. Here are the words: four,

roar, door, store, more.When Mr. Mike stops, you say

the right word.

(Mike :) One, two, three,

I hear the lion Keeper did you lock the

Shall I hurry to the 111111411114.=1411411141114.11e10 Maybe you should feed him_

(Mrs.:) Good!You put every word in the right place!Now

listen and repeat clearly what Mr. Mike says.

(Mike :) Robert sat down on the floor. (Responses)

And ate an apple to the core.

He bit his finger and made it.sore,

His cry was like a lion's roar. 190

I TAPE LESSON 16 FINAL R

(Mrs.:) Now see if youcan add the right word again. Listen: (Mike :) Robert sat downon the And ete an apple to the

He bit his finger and made it

His cry was likea lion's

Mrs.:) That's right.Let's say the words again andput the

roar in them: Floor Core Sore Door. (Mike:) See how fast you cansay these mixed-up words afterme:

Lion's roar apple core four apples

fourth floor cage door dirty floor

five cores eat more grocery store (Mrs. :) Listen and repeat whatMike says.

(Mike :) sew sore

flow floor

(Mrs. :) Did I hear both words alike?It's sew sore, flow flper.

Play the game. Listen to Mike andsay it the same.

(Mike:) toe tore

mow more

doe door no nor

row roar

sew sore

flow floor

(Mrs. :) Now say these sentences thatmake a story. 191

TAPE6. LESSON 16 FINAL R

(Mike:) He bought four apples at the store.

And dropped them on the dirty floor.

The store man wouldn't give him more,

And he went sadly out the door.

(Mrs. :') Very good! Some grown-ups do and some don't make the

sound of the lion's roar when theysay, four, store,

more, floor, and door. Be sure you make the lion roar whether they do or not.

(Mike: That reminds me. Do you know what one strawberry said to another?

(Mrs.:) No, what did one strawberry say to another?

(Mike :) If you. hadn't been so fresh,we wouldn't be in this

Jam.

(Mrs. :) (Laughing) That's a good one! I'll have to tell that

to someone else tonight. Remember how we said hello

in French with Bon Jour, madame, and BonJour, mIsieur? (Mike:) That really means "good day," but itcan be said

. for "goodbye" too. Bon Jour, boys and girls. (Mrs.:) Bon Jour:

MUSIC (Recorder Off) TAPE 6

LESSON 17 COUNTING - ONE TO TEN

MUSIC

(Mrs.:) Bon Jour, boys and girls!

(Mike:) Bon Jour, my friends!

(Mrs. :) Good! Most of you remembered! That's because you know how to play the game, "Listen to Mike and say

the same." Play a counting game with him now.

(Mike :) Here we go:

One, two, three, four.

Hear the roar when I say four.

Four, four, four, four.

Five, six, seven, eight,

And nine, nine, nine, nine.

I can count to nine just fine!

(Mrs. :) Let me hear you do that again.

(Mike:) All right, carefully now. Be sure you sound the same.

One, two, three, four. Hear the roar when I say four.

Four, four, four, four.

Five, six, seven, eight,

And nine, nine, nine, nine.

I can count to nine just fine!

(Mrs.:) Good! Vs, I think, you do count to nine lust fine!

Berets a counting song you can learn. Listen while

I sing it alone.

192 193

TAPE 6 LESSO}I 17 COUNTING -.ONE TO TEN.

(Mrs.:) One, two, three, four

Five, six,seven

Eight, nine, ten, and thenagain.

I cansinglini-nuMbersclearly_

Listen again andyou will hear me.

One, two, three, four

Five, six,seven

Eight, nine, ten, oh,yes, I can!

- Ruth Golden

Do you like that? Sing it withme. One, two, three, four

Five, six,seven

Eight, nine, ten, andthen again.

I can singmy numbers clearly

Listen again andyou will hear me.

One, two, three, four Five, six, seven

Eight, nine, ten,oh, yes, I can:

(Mike:) That's fine. But try one more time! (Mrs. :) Yes, let's do.Ready! One, two, three, four

Five, six,seven

Eight, nine, ten, andthen again. 194

TAPE6 LESSON 17 COUNTING- ONE TO TEN

(Mrs.:) I can singmy numbers clearly

Listen again andyou will hear me.

One, two, three, four

Five, six,seven

Eight, nine, ten, oh,yes, I can:

, (Mike :) Good! I know a poem thatmakes us count fast.Say it afterme.

One, two, three, four,five, ,I caught a cat alive;

Six, seven, eight,nine, ten I let himgo again.

Why did you let himgo?

Bbcause he bitme so. What did he bite?

The little fingeron the right.

Traditional)

(Mrs.:) Oh, that must havebeen a.wild_cat!Let's do it again, Mr. Mike.

(Mike:) Say it fast but carefully!

One, two, three, four,five I.caught a cat alive;

Six, seven, eight,nine, ten, I let himgo again. 195

TAPE 6 LESSON 17 COUNTING- ONE TO TEN

(Mike:) Why did you let himgo?

Because he bit meso. What did he bite?

The little fingeron the right.

(Mrs.:) That was a bad cat. What was thatpoem about the nice cat and the kittens?

(Mike :) Do you mean theones in the picture book?

(Mrs.:) Oh, that's it. Say it for them, Mike, please,and you'll repeat, won'tyou?

(Mike :) If I can remember it.

I saw a pretty picture

In my cousin's picture book. It shows a cat and kittens

With just the cutest look!

I could cuddle those kittens.

I could even kiss thecat.

But they're only ina picture

And it's no fun kissing that. --

(Mrs.:) I like that one! Let's say it all together. I

think we can learn thisone. I saw a pretty picture

In my cousin's picture book. It shows a cat and kittens

With just the cutest look! 196

TAPE 6 LESSON 17 COUNTING.- ONE TO TEN

(Mrs.:) I could cuddle those kittens.

I could even kiss the cat.

But they're only in a picture

And it's no fun kissing that.

(Mrs.:) I do like that poem.Let's pretend we counting

kittens as we sing our new counting song again. Sing

it with me.

One, two, three, four

Five, six, seven

Eight, nine, ten, and then again!

I can make my numbers clear

Listen again and you will hear.

dile, two, three, four Me, six, seven Eight, nine, ten, oh, yes, I cant

Good! Mr. Mike, do you have another poem; -story or a riddle-today?

(Mike:) I know a poem called Engine No. 9 that is fun to say.

Try it after me.

Engine, Engine number nine

Running on the railroad line.

When it's polished it will shine,

Engine, Engine number nine. 197

TAPE 6 LESSON 17 COUNTINCI- ONE .TO TEN

(Mike:) Good!Now let's allsay it together.

Engine, Engine numbernine

Running on the railroadline.

When it's polished itwill shine.

Engine, Enginenumber nine. (Mrs.:) Oh, that'sa good poem with a swingto it. But I

didn't heareveryone say .2.4.1.....rezie. That sound in the

middle is thesame 5und that begins the'word jump.

Say jam. Nowsay: jam jacket cage bridge

badge pajamas refrigerator engine (Mike:) Good! Now say the Enginepoem once again afterme. Engine, Engine numbernine

Running, on the railroadline.

When it's polished itwill shine,

Engine, Engine numbernine. Good! Now let's allsay it together!

Engine, Engine numbernine

Running on the railroadline.

When its polishedit will shine,

Engine, Engine numbernine. (Mrs. :) That's a good poem to say at home tonight.Bon Jour, boys and girls!

(Mike:) Bon jour!

MUSIC (Recorder Off) TAPE 6

LESSON 18 CENTS

MUSIC

(Mrs.:) Hello, my friends!

(Mike:) Bon jour, mes amis!

(Mrs. :) Today I'm speaking English, Mr. Mike is speaking French,

and whatever the languageyou will be speaking care-

fully, won't you?Let's start today by singing that

nice counting song we learned last time. Try it right with me.

One, two, three, four,

Fix, six, seven

Eight, nine, ten, and then again.

I can make my numbers clear.

Listen again and you will hear.

One, two, three, four

Five, six, seven

Eight, nine, ten, oh, yes, I can! Again!

One, two, three, four,

Five, six, seven,

Eight, nine, ten, and then again.

I can make my numbers clear

Listen again and you will hear.

-198 199

TAPE LESSON 18 CENTS

(Mrs.:) One, two, three, four,

Five, six, seven,

Eight, nine, ten, oh,yes, I can!

(Mike:) Very good! I like to hear you sing! Now, do you

remember that faster countingpoem? Say this one after I say each line.

One, two, three, four, five I caught a cat alive;

Six, seven, eight; nine, ten

I let, him go again.

Why did you let him go?

Because he bit meso. What did he bite?

The little fingeron the right.

(Mrs.:) Good! Now let's all say it together,with Mr. Mike as our leader.

(Both :) One, two, three, four, five. I caught a cat alive;

Six, seven, eight, nine, ten I let him go again.

Why did you let him go?

Because he bit me so.

What did he bite?

The little fingeron the right. 200

TAPE 6; LESSON 18 CENTS

(Mrs. :) Good! Can you tell me howmany fingers you haveon one hand? (Mike:) Did you say five? Say it again with mouthsopened wide. (Mrs .0 How many fingers doyou have on the other hand?

(Mike :') Are you sure? Let's point to eachfinger to count and see. One, two, three, four,five.

(Mrs. :) Of course, five!How many fingerson both hands together?

(Mike:) Did you say ten? Good! Ten rhymes with ,againand 2. Say it again: ten. Letts play thegame: -Liiten.and

say the same.Here we go:hen pen den men ten.

(Nrs,:) Let's countup to ten sayingallsounds clearly. Count with us, .Mike, (Both:) One, two, three, four,five, six,seven, eight, nine, ten.

(Mrs. :) That's such fun!Now let's play pretend. Pretend you

. had a pennyon each finger ofone hand. Letts count

the pennieson our fingers. One penny, two pennies,

three pennies, four pennies, five pennies. Five pennies isalso five cents.Everybody say, five

cents. Again: Let's count the centspointing to each finger. First, besure you understand. Each penny is one cent, but with twoor more we must say

pennies and cents. One cent, two cents, three cents, four cents, five cents. 201

TAPE 6 LESSON 18 CENTS

Anke0 Yes, it is one cent but two cents. Say this afterme:

one cent two cents four cents five cents ten cents.

(Mrs.:) Letts count cents together fromone to five again. Ready?

(Both:) One cent two cents three cents four cents five cents.

(Mrs.:) Good!Try saying these after Mr.Mike.

(Mike:) twenty cents fifty cents three cents

one cent four cents ten cents

two cents one cent fifteen cents

five cents nine cents four cents

(Mrs.:) Good! Now say some sentences afterMr. Mike: I' have five cents.

I need ten cents.

John doesntt haveany pennies. May has only five cents.

(Mrs.: Remember, it isone cent, but two cents.Be sure that you say, "four cents,five cents, nine cents, and ten cents" clearly.

(Mike:) Sometimes I think I hear tininstead of ten. (Mrs.:) So do I.Listen to see ifyou can hear the difference

in the sounds of thesewords: pin pen pan

pit pet pat Jim gem jam 202

TAPE 6 LESSON 18 CENTS

(Mrs.:) Say them after Mr. Mike:

(Mike :) pin pen pan pit pet pat

Jim gem jam Min men man

bin Ben ban tin ten 'tan Good! Now can you say this:

I'd like to get a yellow pet. A hen or a pig would do.

I'd spend ten cents for bread, and yet I'd sell both pets to you.

(Mrs .0 What would you sell them for?

(Mike :) Listen while we tell you.

For twenty cents and your silver bell You could have my yellow hen.

For she'd lay eggs that you could sell But the pig we'd keep in a pen.

If a yellow hen you'd like for a pet, Send a letter telling me,

For the hen, twenty cents and your bell I'd get, But the pig I'd share for free.

(Mrs. :) (Laughing) Oh, oh, that's a funny bargain!You'd

have to know how to count cents to buy and selllike that! 203

TAPE 6 LESSON 18 CENTS'

(Mike:) Here's one more little rhymethat you will like.

Say it afterme:

Johnny's got a nickel,

Johnny's got a dime.

Johnny's got a haircut,

But I don't have time. Let's say it all together.

(Both0 Johnny's got a nickel,

Johnny's got a dime.

Johnny's got a haircut,

But I don't have time.

(Mike:) That reminds me. I must go and geta haircut. Goodbye!

(Mrs. :) Goodbye!.

MUSIC (Recorder Off) TAPE'?

LESSON 19 REVIEW

MUSIC

(Mike:) Hello, boys and girls! Mrs. Mike will greet

you in another language today. See if you can say it back with her.

(Mrs. :) Aloha, boys and girls! Again: Aloha! That means_hello, and goodbye too, in Hawaiian. Have you heard of the Hawaiian Islands, the western-

most part of our country?

(Mike :) Alohas.my friends! You see, there is more than one way to speak.Later we will hear other ways to say hello by other people.

(Mrs. :) What have we learned in these lessons, Mike?Letts

sing all of our songs and say all ofour poems today. (Mike:) That's a fine idea!

(Mrs.:) Letts start with "This is the Way." I'm sure you

remember, TWe talk like Mike in school."We'll sing three verses which are "play the game," "listen to

Mike," and "say what he srys,"Are you ready?

This is the way we play the game.

Play the game

This is the way we play the game.

We talk like Mike in school.

204 205

TAPE 7 LESSON 19 REVIEW

(Mrs.:) This is theway we listen to Mike. Listen to Mike

Listen to Mike

This is theway we listen to Mike.

We talk like Mikein school.

This is.why_wesay what he says. Say what he says

Say what hesays

This is whywe say what hesays.

We talk like Mikein school. (Mike:) Good! Now I'd like tohear the finger-playsong,

"These are Mother'sKnives and Forks."Do you remember how we played thiswith our fingerslocked?Watch your teacher ifyou have forgotten. (Mrs.:) Remember the /th/ soundwith tonguestouching front teeth. AV and /A / are the onlysounds we make with our tongue showing. Sing withme: These are mother'sknives and forks.

This is mother'stable.

This is sister'slooking glass.

This is the baby'scradle.

Good!Do that one again. Show your tongue. 206

TAPE 7 LESSON 19 REVIEW

(Mrs.:) These are mother's knives and forks.

This is mother's table.

This is sister's looking glass.

This is the baby's cradle.

(Mike:) Remember those silly lines about girl,curl- guy, pie? Say them after me:

Hello, my lovely little girl.

How did you get that pretty curl?

Hi, there, bigi tall, sturdyguy, Try a bite of ice cream pie.

(Mrs. :) Let's sing the"Hello.Song." We'llsay, "I'm fine, thank you."Let's try it.

Hello, hello, hel-lo-ho-ho-ho,

And how areyou today-ay?

I'm fine, thank you;

I hope you are fine,

So we can wo-rk and play!

Good! Sing it louder this time.

Hello, Hello, hel-lo-ho-ho-ho,

And how are you today-ay?

I'm fine, thank you;

I hope you are fine,

So we can wo-rk and play!

Remember our Politeness Poem about the magicwords, I'll say a line and you play parrot. 207

TAPE7 LESSON 19 REVIEW

(Mike0 There are two little magic words

That open doors with ease.

One little word is "thanks"

And the other little word is "please." Now let's say it all together.

There are two little magic words

That open doors with ease.

One little word is "thanks"

And the other little word is "please."

(Mrs.:) I like our other song in which we say "thankyou for

being so fine." See if you u-can sing it right along

with me.

Thank you, thank you, Mother, dear

rim so happy I am here.

I can work and play and sing

Thank you, dear, for everything.

Once again! This time you'll know it better.

Thank you, thank you, Mother, dear

I'm so happy I am here.

I can work and play and sing

Thank you, dear, for everything. (Mike:) And thankyoufor singing so nicely!

(Mrs. :) Thank you for helping us, Mr. Mike. To show our

thanks, let's say together, "I like to hear from Mike."

Ready. 2O TAPE 7 LESSON 19 REVIEW

(Mrs.:) I like to hearfrom Mike.

We sing and playa game.

When he tellsus. what to say,

We try to speakthe same. (Mike:) I'm so pleased. All I cansay is "bub, bub, bub." Do you remember the "Baby inthe Bathtub"poem? Letts say it alltogether.

The baby in thebathtub

Goes bub, bub,bub.

He's my bouncingbaby brother

In the tub, tub,tub.

He slaps and batsthe bubbles Bub, bub, bub,

And splashes backthe water

In the tub, tub,tub.

- Ruth Golden (Mrs.:) Now letts rememberthe coughingsound in the word picture. Say this a lineat a time afterme. I saw a prettypicture

In my cousin'spicture book. It showsa cat and kittens

With just thecutest look!

G. 209

TAPE7.- LESSON 19 REVIEW

(Mrs.:) I could cuddle thosekittens.

I could even kiss thecat.

But they're only ina picture

And it's no fun kissingthat.

- Ruth Golden (Mike:) Now let's review thesound of the lion'sroar. Say afterme:

One, two, three, four

I hear the lionroar. One, two, three, four

Keeper, did you lock thedoor? One, two, three, four

Shall I hurry to thestore?

Maybe you .should feed himmore.

(Mrs. :) Then there's theone about Robert eatingan apple.

I think youcan say it right withme. Robert sat downon the floor,

And ate an apple tothe core.

He bit his finger andmade it sore.

His cry was likea lion's roar.

And there'sone about Ralph who dropped hisapples

on the floor.Mike, Bay a line firstfor them to repeat.

(Mike:) Ralph bought four applesat the store,

And dropped themon the dirty floor. 210

! TAPE7: LESSON 19 REVIEW

(Mike:) The store man wouldn'tgive him more

And he went sadly out thedoor.

(Mrs.:) Letts say the one about EngineNumber Nine. You can say it right with me.

Engine, engine, number nine,

Running on the railroadline,

When it's polished, itwill shine, Engine, engine, number nine.

(Mike:) GoodfYou've learnedso many songs and games I

AMrs.:) Let's sing all threeverses of our song, "This is the Way we Play the Game."

This is theway we play the game. Play the game

Play the game

This is the waywe play the game. We talk like Mike in school.

This is the waywe listen to Mike. Listen to Mike Listen to Mike

This is the waywe listen to Mike.

We talk like Mike inschool.

This is why wesay what he says. Say what he says

Say what he says

This is why wesay what he says.

WA f.Plir 1 iTrA IUP i qnhorti 211 TAPE7. LESSON19 REVIRW

(Mike :) There's onemore poem that I thinkyou know about,

"Johnny anda Nickel,"Say it right with,me. Johnny's got a nickel,

Johnny's got a dime,

Johnny's got a haircut/

But I don't havetime. (Mrs. :) You took time, though,and I likeyour haircut. (Mike :) Good! And now it's timeto say goodbye.Let's say it in Hawaiian. Aloha! (Mrs. :) Aloha, boys and girls!

MUSIC (Recorder Off) TAPE 7

LESSON 20 LIPPITY LOP

MUSIC

(Mrs.:) Aloha, boys and girls!

(Mike :) Aloha! You say hello in Hawaiianvery well.

(Mrs.:I) "Aloha" and "hello" remindme of the singer's sound:

la, la: la. Singers often try out their_voices

like this: la la la la, la la la. Here's a little, song we could learn tO remember the singer's sound:

"La la la" in the morning

"La la la" at night.

"La la la," he sings .andsings Until the song's just right.

- Joan Madden Barbara Ward

(Mike :) Oh9 that a good tune! Shall we try it withyou this time?

(Mrs. :) Yes. All together, boys and girls.

"La la la" in the morning

"La la la" at night.

"La la la," he sings and sings

Until the song's just right.

Good! Say some words with this sounda Ir. Mike says them.

(Mike :) We can start by saying:

Hello Aloha well tell

sell fell fall fallen 212 213

TAPE 7-- --7 LESSON 20 LIPPITY LOP

(Mike: little lassie laddie

Lassie means girl. Say girl. Say lassie. Lassie is also thename of a girl dog.

(Mrs.: ) And laddiemeans boy. Say laddie. Say lip

lippity lop lip lippity lop

(Mike: ) Lippity lop doesn't reallymean anything. It's just

the sound the bunnyrabbit makes when hehops along.

Tell us the story about the-bibybunnies, Mrs. Mike.

The lassies and laddieswill say. "lippitylippity lop" withme after each line.We'll pretend we're the baby bunnies.

(Mrs .0 All right.Listen to the story andsay, "Lippity lippity lop" with Mikeafter each line.

Out on the lonely hillsidegreen. (Mike: Lippity, lippity lop,

(Mrs.: Lots of baby bunnieswere seen, (Mike: Lippity, lippity lop,

(Mrs.: They hopped and lumpedand frisked about, (Mikc: Lippity, lippity, lop,

(Mrs.: Till all atonce they heard a shout, (Mike: Lippity, lippity, lop(

(Mrs.: Up like a-shot wenteach bunny'sears, (Mike :) Lippity, lippity, lop,

(Mrs.:) They scurried safelyhome at last, (Mike :) Lippity, lippity, lop, 214

TAPE 7.--- LESSON 20 LIPPITY LOP

(Mrs. :) As a man and hisdog went scamperingpast, (Mike :) Lippity, lippity, lop. (Author Unknown)

Isn't that a nice story?We'll try it againsome time. (Mrs.:) Have you eversung the song, "Herewe go lOoby lou; here we go looby-la?" It goes like this: Here we go looby lou

Here we go looby la Here we go looby lou All in a Saturday night.

Let's sing it together.Ready now, everybody? Here we go looby lou

Here we go looby la Here we go looby lou

All on a Saturdaynight! Good!

(Mike :) Remember to say thissinger's sound clearly! Aloha, lassies andladdies! (Mrs. :) Aloha!

MUSIC (Recorder Off) TAPE7

LESSON. 21 HELP YOURSELF

MUSIC

(Mrs. :) Hello, lassies and laddies!

(Mike:) Hello, girls and boyk! Areyou lippity lopping along today?

(Mrs.:) .. Let's listen to the Baby Bunny story again and we'll

say, "Lippity, lippity, lop" together after Mike tells

us each line of the story.All right?

(Mike:) Out on the lonely hillsidegreen,

(Mrs. :) Lippity, lippity, lop,

(Mike :) Lots of baby bunnies wereseen,

(Mrs. :) Lippity, lippity, lop.

(Mike :) They hopped and jumped and frisked about,

(Mrs.:) Lippity, lippity, lop,

(Mike:) Up like a shot went each bunny'sears,

(Mrs. :) Lippity, lippity, lop,

(Mike:) As Mother called, "Come here,my dears!" (Mrs.:) Lippity, lippity, lop.

(Mike :) They scurried safely home at last, (Mrs.:) Lippity, lippity, lop,

(Mike :) As a man and his dog went scampering past,

(Mrs.:) Lippity, lippity, lop. .(Author Unknown) Lovely!

(Mike:) Let's see if you listened to the story.What did

Mother call to the bunnies? That's right: "Come here my dears!"Now can anyone tell what kind

of a hillside green it was? Lonely! 215 216

TAPE 7 LESSON 21 KELP YOURSELF

(Mike:) You listen well!

(Mrs. :) You speak well,-toolThat's becauseyou do what it

says in the songwe learned. You know, theone that starts, "This is theway we play the game,we Listen

to Mike," and "saywhat he says." "We talk like Mike in school."Let's sing it all together.

This is theway we play the game, Play the game

Play the game

This is the waywe play the game,

We talk like Mike inschool.

This is theway we listen to Mike, Listen to Mike

Listen toMike

This is theway we listen to Mike,

We talk like Mike inschool.

This is whywe say what he says,

Say what hesays

This is whywe say what he says,

We talk like Mike inschool.

Good! 217

TAPE 7 LESSON 21 HELP YOURSELF

(Mrs. :) All of you who try to speak clearlywill help yourselves to live a.good life.

(Mike:) Yes, we must help ourselves and helpothers to live

well. Letts see if you say these words clearlywith' every sound heard:

help myself help yourself help himself

help themselves help ourselves help.. yourselves

(Mrs.:) I know a poem about a little girl whowas in the supermarket. She reached up to get candy from the

shelf and it all came tumbling down. Would you like

to hear the poem andsay it after me? It goes like this. Just listen.

Help, help! I need some help!

Candy's falling from the shelf!

Itm too little youcan see;

Its all falling downon me. I tried to help myself

To the candy on the shelf,

To licorice and lollipops,

Jelly beans and lemon drops.

Don't just laugh, but lend a hand Help me out of candy-land!

Now I will say a line, andyou will say it after me. Help, help! I need some help!

Candy's falling from the shelf! TAPE7 LESSON 21 HELP YOURSELF

(Miss.:) Itm too littleyou can see;

It's all falling downon me , I tried to help myself

To the candyon the shelf, To licorice and lollipops,

Jelly beans and lemon drops.

Don't just laugh, but lenda hand Help me out of candy-land!

(Mike:) I liked that! Practice saying,'"Help yourself"

sounding it clearly. Help yourself by speakingso that you can be understood. Goodbye, lollipops! (Mrs. :) Goodbye, lemon drops!

MUSIC (Recorder Off) TAPE 8 LESSON 22 THE TEAKETTLE SOUND, /J

MUSIC

(Mike:) Hello, there. Instead of "hellowI almost

said, "Buenas dias t" Thatts hello, or good day, in

another language, Spanish. Could you say it?

Say, Buenas Buenas Now say dias

dias Buenas diasl Buenas dial! Mrs. Mike, say hello to theboys and girls in Spanish

this time. They'll answer you in Spanishtoo. (Mrs. :) Buenas dias, boys and girls.

(Mike :) Buenas dias, Mrs. Mike/

(Mrs. :) Good! Thatts not easy tosay, is it? Both words end in the teakettle sound. Youtve heard the sound

the teakettle makes whenthe steam comes out. Point

to.your closed teethas you listen to the poem Isay: This is the gate the steamcomes through. "ssssssssssssessssssssass"

The steam makesa hissing sound

And so canyou.

"Ssssasssssssssssasssssss"

(Mike:) Thatts a cutepoem. But let's besure your teakettle makes a good steam sound. Put your teeth together

lightly. Smile and showyour teeth. While your tongue

is hiding, softly_make the hissing sound ofthetea-

kettle: ass. Listen to my teakettle sound: sss. Does yours sound like mine?

219 TAPE 8 LESSON 22 THE TEAKETTLE SOUND, /s/

(Mrs. :) Letts say each line afterme. Point to your closed

teeth as you make the steamsound.

This is the gate the steamcomes through. "Ssssssssasssasssssassssss"

The steam makes a hissingsound

And so canyou.

"Ssssssssssssssssssssssssss"

(Mike:) Some people call this the fiiing-panor skillet sound: 353

(Mrs. :) And some people say itts thehissing sound the snake

makes, but we like to call itthe teakettle sound.

Now say the words Mike tellsyou.

(Mike:) sister Your dress likes (Mrs. :) You could turn those wordsaround into a sentence to tell a story. Say them again, please.

(Mike :) sister Your dress likes

(Mrs.:) Now say them in storyorder.

(Mike:) Siatei likes Your dress. Boys and girls, canyou make a story out of the words I say?Repeat the words:

sail ships .seas Now say them in story order.

(Mrs. :) Ships sail seas.

(Mike:) Say: This see snake

(Mrs. :) Now in story order: See this snake. TAPE8 LESSON (-1 THE TEAKETTLE SOUND,

(Mrs.) Letts play anotherthinking and speakinggame. Mike, tellus about Safety Sam.

(tike :) Safety Sam isa puppet.He is dressed likea nice

policeman. He comes to visitschools to talk about

safety. He tells boys andgirls not to bea Simple Simon or a SillySuzie.

(Mrs. :) Mike, you pretendyou are Safety Sam and tellus something about crossingthe street. We'll listen and say "safe"or "unsafe."

(Mike :) Stop, look, and listenbefore youcross the street.

(Mrs. :) That would be thesafe thing.to do,wouldn't it? So we'll saytogether, SAFE. Go on, Mike. (Mike :) Look one way andrun. (Mrs. :) Safe or unsafe,boys and girls? Unsafe. We understandnow and we=ll speak rightup and say "safe" or "unsafe."

(Mike :) Play ball in thestreets.

Wait for thegreen light; then look bothways before you walk.

Cross in the middleof the block.

fhin across frombetween parkedcars.

Listen to the safety'patrol boy. (Mrs. :) That was really good thinking, andfun toolNow let's say a lovely poem abouta sailboat. It has lots of

teakettle sounds in it. Say each line afterme. 222.

TAPE 8 LESSON 22 THE TEAKETTLE SOUND, /s/

(Mrs.:) I see a pretty sailboat

Sailing on thesea

Itts sail is spread out smartly.

Itts pretty as can be.

Do you see the pretty sailboat,

Sailing on the sea?

It sits upon the water

And glides andsways so free!

I wish I had a sailboat

To sail upon the sea.

Itd sail away to Singapore

So happy I would be.

Did you like that? Well, itts time forus

to sail away. Adios, boys and girls. In Spanish, thatts goodbye.

(Mike:) See you in Singapore! Adios!

MUSIC (Recorder Off) TAPE 8

LESSON 23THE TEAKETTLE AND

THE BUMBLE-BEE SOUND

MUSIC

(Mrs.:) Buenas dial, boys andgirls! (Mike :) Buenas diast

What languageam I using to greet you? Let's think of all thelanguages in whichwe can say hello. How do we say hello inFrench? (Mrs. :) Bon Jour, of course?

(Mike :) How do we say hello inHawaiian?

(Mrs. :) Right?Aloha/

(Mike :) How do we say hello inSpanish? (Mrs.:) Buenas dies?

(Mike :) How do we say it inEnglish?

(Mrs. :) Of course/ I have a riddle.What's the best way to raisestrawberries?Don't say the answer out loud ifyou already know. (Mike :) What's the bestway to raise strawberries? I'll

have to think aboutthat one. Will you tellus the answer later?

(Mrs*:) Yes.Today we're going totalk about the teakettle

sound again.Bite like you're bitingan apple.

Smile aid showyour teeth.With your tonguehiding behind your teethsay the sound thatcomes from the teakettle: ass.

23 .224_

TAPE 8 LESSON 23 THE TEAKETTLE AND THE BUMBLE-BEE SOUKD

(Mike :) Therets an old jingleI used tosay that has the

teakettle sound in it.Say it afterme. A sailor went tosea

To see what hecould see,

And all that hecould see

Was sea,sea, seal

Now say it right withme.

A sailor wentto sea

To see what he couldsee,

And all that hecould see Was sea, sea, seal (Mrs.:) Mr. Mike, we could singthat. (Tune: "Farmerin the Dell.") (Singing)

A'sailor wentto sea

To see what he couldsee,

And all that he couldsee Was sea, sea, seal

Now everybody sing!

A sailor went tosea

To see what he couldsee,

And all that hecould see

Was sea,sea, seal Good! TAPE LESSON 23 THE TEAKETTLE AND THE BUMBLE-BEE SOUND

(Mike:) Do you remember whenwe talked about pairs of sounds as in time and /d/ as in dime..

Therets a sound thatgoes with the teakettle sound

too. It is the sound the bumble-beemakes: /V.

Hear the different: /s/ /z/.

Make the bumble-bee sound. Now say buzz °buzz buzz.

(Mrs.:) Herets a littlepoem called "Buzz, Buzz, Buzz."

I'll say a line, andyou and Mike will be the bees

who say, "Buzz, buzz, buzz"after each line. Ready? Listen, and thensay, "Buzz, buzz, buzz." This is the song of the bee

(Mike:) Buzz, buzz, buzz. (Mrs. :) Ajolly good fellow is he.

(Mike:) Buzz,-buzz, buzz. (Mrs.:) In the days thatare sunny, hets making his honey. (Mike :) Buzz, buzz, buzz.

(Mrs. :) In the days thatare cloudy hers making hiswax. (Mike :) Buzz, buzz, buzz.. (Author unknown) (Mrs.:) Good! Wasntt that fun!

(Mike:) I feel just likea bee. But Itd rather bea zebra.

Here's a-poem youcan say right after me.Letts stand up to say this one. All up? TAPE 8 LESSON 23 THE TEAKETTLE AND THE BUMBLE-BEE SOUND

The zebra at thezoo

Doesntt know just whatto do.

He would like a checkeredsuit.

Though the stripedone is cute,

But no zipper has thezebra at thezoo. - Helen Martellock Good; Shall we do it again?

The zebra at thezoo

Doesntt know just whatto do.

He would likea checkered suit.

Though the stripedone is cute,

But no zipper has thezebra at thezoo. Very good' Letts sitdown again.

(Mrs. :) All seated? Readito listen?We have learned to

hear the teakettlesound the buMbli-beesound. We can say them very well.We must besure we sound them where they belong.Listen to the words Mike

says. If you hear the teakettleor the bumble-bee

sound say yes.-If thereis no /s/or /z/ sound, say no.

(Mike :) stamp letter. star slipper my

ours yours his mine cloud people do does

-ft-- 227 TAPE8 LESSON 23 THE TEAKETTLE AND THE BUMBLE-BEE SOUND

(Mrs.:) This time yousay the words after me. Be careful

where you put the /s/and /z /. stamp letter

_ star slipper my sled ours

yours his mine cloud people do does

Good! We do not have thebumble-bee sound

on the word mine.We say his, yours,ours, theirs, but mine.

(Mike:) Why donut we count thatone off on our fingers?

(Mrs. :) All right!Let's point toour fingers and say mine

five times,one for each finger. Ready?

This is mine, mine, mine, mine, mine. Good!

Tell the boys and girlssomething to say afteryou,. Mike. Say the words Mike tellsyou.Listen to yourselves to besure you say mine, not pines.

(Mike :) Put mine down. Mine is there.

Take mine into the house. Give me mine.

Put mine up, Dlease. Show me mine. I like mine best.

(Mrs.:) Good! You may hearmany people around you saying

mans for mine. That is a different language. In the language of ochool, the languagewe speak, we are

careful not to put the bumble-bee sound on the word

mine. Practice saying mine beforewe meet again. TAPE8 LESSON 23 THE TEAKETTLE AND THE BUMBLE-BEE SOUND

(Mrs.:) Before we go, Mike tell theboys and girls the

answer to our riddle: "What is the bestway to raise strawberries?"

(Mike:) Oh that! It took me a while to figureit out. Think

of your mouth, nota garden. The best way to raise strawberries is with4 spoon!

(Mrs.:) (Laughing.) Of course!What I want to do with straw-

berries is to eat them! Adios, boys and girls!

(Mike:) )140.31

MUSIC (Recorder Off) TAPE 8

LESSON 21j. PEOPLE

MUSIC

(Mrs.:) Buenas dias, boys and girls!

Let's surprise Mike todaywhen he says "hello" in

Spanish. We'll say back to him,"Buenas dias, senor."

Senormeans Mr. Spanish children calla gentleman "senor."Try it. Buenas dias, senor!

(Mike:) Buenas dias, boys andgirls!

Well, well!How nice thatyou can speak to me in Spanish! You surprisedme, didn't you? didn't knowyou could say, "s4Norl"

(Mrs. :) Oh, yes.They know that is how theSpanish people

greet a gentleman.Listen.They'll tellyou.Boys

and girls, what peoplesay, "Buenas dias, senor ?"

Good! Say: Spanish people

There is no teakettlesound at the end of

the word people. It is not 222Eita, butpeople.

Say people. Now use the word whenyou answer

this question: What people say "Bon Jour!"when they

say hello? Yes, French people. Say what Mike-iays.

(Mike :) I like people. Most people likeme.

Some peopleare American. Some peopleare Spanish. Some people are French. Some people havewhite skin.

229 230

TAPE 81 LESSON 24 PEOPLE

(Met') ' SOme people have_White skin'.Some people havecurly hair Some people havestraight hair. I like all people. (Mrs.:) I like all peopletoo. Listen. (Singing:)

People, people, peopleeverywhere, The world is fullof people;

People work andshare.

People, people,people everywhere, People work together;

Peopleleaiiitocare.

Ruth Golden

Would you like tolearn this song?Sing each line after me.

People, people,people everywhere,

The world is full ofpeople;

People work andshare.

People, people, peopleeverywhere. People work together;

People learn tocare. Goodl

Now let's sing ittogether! 411

People, people,people everywhere,

The world is fullof people;

People work andshare.

People, people, peopleeverywhere, 'People work together;

People learn tocare. 231

I TAPE8;" LESSON 24 PEOPLE

(Mike:) I like that song!Be sure we don't hear the /s/ of

the teakettle sound after the wordlesT12. Say this

after me: one person two people

(Mrs. :) Letts hold up the right number of fingersas we repeat what you tell us, Mike.

(Mike:) You mean, when I st4 one,you hold up one finger?

(Mrs. :) Yes, and three fingers whenyou say three,

(Mike:) All right, one person two people one cat

three cats one cent five cents one man

five; people one lady two people one cent four cents:

(Mrs.:) Stop the game a minute! Isn't it funny that we usually

put the /s/ sound at the end whenwe mean mare than one like."one cent, four cents," but we don't put it on the word people?

(Mike:) Yes, it's funny, but that's theway it is. Languages grow and change just like people grow and change. In

the language of most teachers, sales people,nurses, doctors and announcers,we say it this way. Repeat

after me: one person two people one cent

five cents That's his. This is mine. Take mine

into the -house. Take his in. Take the people in. Send the people out.

(Miss.:) Thank you, Mike, for helpingus to learn how to speak.

well. Letts sing our "People Everywhere"song. All

together now. Let's stand up first. Up nice and tall 232

TAPE8 LESSON 24 PEOPLE

(Mrs.:) so that we can sing with bigvoices.Here we go.

People, people, peopleeverywhere,

The world is full ofpeople; People work and share.

People, people, peopleeverywhere, People work together;

People learn tocare. Good!

.Now sing :(singing) -

A sailor went tosee

To see what he couldsee

And all that he couldsee

Was sea, sea,sea. Now everybody sing!

(Both:) Assailor went tosee

To see what he couldsee

And all that he couldsee

Was sea, sea,sea. Good! (Mike :) Let's all sit down again!

(Mrs.:) All seated? Say after me somethingthat we have learned.

I seo a pretty sailboat

Sailing on thesea.

Its sail is spreadout smartly.

Itts pretty ascan be. 233 TAPE 8_ LESSON 24 PEOPLE

(Mrs. :) Do you see thepretty sailboat, Sailing on the sea?

It sitsupon the water

And glides andsways so frees

I wish I hada sailboat

To sailupon the sea.

I'd sail away toSingapore

So happy I wouldbe.

(Mrs.:) That was lovely! (Mike:) We'll slipaway softly whileyou think about sailing. Goodbye, sailors! (Mrs.:) Goodbye, nice people!

MUSIC (Recorder Off) TAPE 9

LESSON 25 RIDDLE POEMS WITH S.ONVERBS

MUSIC

(Mrs.:) Buenas dias, boyi and girlsiHow are you today?

(Mike:) Buenas dias friends. Are yoU ready to think?

terets a riddle foryou. See if you canguess what it is.

Something livesover there on the hill;

It rocks and rocks andnever stands still. (Mrs.:) That sounds likea poem. Is it a riddle too?

(Mike:) Yes, itts a riddlepoem.

(Mrs. :) Weill say it afteryou.

(Mike :) Something lives over there on the hill;

It rocks and rocks and never stands still. (Mrs. :) I can hear thatwe have to watch the bumble-bee

sound at the end of livesand rocks.Letts say it again all together.

(Poth0 Something lives over there on the hill;

It rocks and rocks and never stands still. {mike :) Can you guess what it is?

(Mrs.:) That is a hard anal Is it a tree?

(Mike :) Yes.You guessed right! A tree lives. In the wind it rocks and rocks.

(Mrs. :) What else does a tree do?.Tell ust Mike, and the

boys and girls will repeatafter you.

234. 235

TAPE 9 LESSON 25 RIDDLE POEMS WITH S ON VERBS

(Mike :) A tree grows andgrows.

It stands tall.

It spreads its braches.

It opens its leaves.

It blossoms.

It rocks in the breeze.

It hides birds.

It gives shade.

It changes color. It drops its leaves.

(Mrs.:) Letts stand up and pretend we're trees.Ready? Weill act what wesay. Let's make ourselves little

at first so we cangrow. Grew taller as you say this:

A tree grows andgrows. It stands tall.

It spreads its arms.

It nods in the breeze.

It rocks and sways.

It drops its leaves.

(Mike :) Oh, that was fine!Try it once more and listen for

the bumble -bee soundon "grows, stands, spreads, nods,

rocks, drops." Say It with me as we do the action.

A tree grows andgrows. It stands tall. .236

TAPE 9 LESSON 25 RIDDLE POEMS WITH S ON VERBS

(Mike :) It spreads itsarms. It nods in the breeze.

It rocks andsways.

It drops its leaves. Good! (Mrs. :) Let's sing our themesong, "We all sit down together." We all sit down together.

We all s,t down together.

We all s.;.t down together.

And sing a happy song! And now we sit down.

(Mike:) Well, now we're not treesany more. We're boys and

girls again sittint and waiting for Mike, the Mike

Man, to give us another talkinggame. Here's another. riddle. I'll say line andyou play parrot. It opens like a barn door,

It folds up likea bat. We use it in bad weather

Can you guess that?

(Mrs. :) Once again! This time you'll know itbetter. It opens like a barn door,

It folds up likea bat. We use it in bad weather

Can you guess that?

You mean a littlemousy flying bat, don't you? 237

TAPE 9 LESSON 25 RIDDLE POEMS WITH SON

(Mike:) Yes, ofcourse. A bat is a littleanimal that looks

like a bird when itis flying, butwhen it folds its wings, it looks likea mouse.

Say the riddle againwith me: It opens likea barn Oar,: It foldsup like a bat.

We use it in badweather Can youguess that?

(Mrs. :) I know what it is. It's an umbrella! (Mike :) Yes, an umbrellaopens and shuts, doesn'tit? (Mrs. :) Yes, it does.We can act.out thisriddle poem too. Let's all stand tall. Spread out to haveplenty of room. Put yourarms out in front ofyou. Now bring

them around toyour sides like the barndoors opening. Then drop them toyour sides as yousay "Folds up like a bat." Let's try itas we say the riddlepoem together.

(Hands out front. Now around to thesides as we say:) Opens like a barndoor,

(Hands down) Folds up likea bat.

(NoW point tosomeone in front of you) We use it in badweather Can youguess that? 238

TAPE 9 LESSON 25 RIDDLE POEMS WITH TONVERBS

(Mike:) That's a good actionriddle poem! Do it again!

(Mrs.:) Opens like a barndoor,

Folds up likea bat.

We use it in badweather Can you guess that? (Mike:) Then if your friendscan't guess theanswer, what do

you tell them? Good I Now you may sit down again. (Mrs.:) We've learned twogood riddlepoems. Say theone about the tree again Mike, and theclass willsay it after you. Mike:) Something lives over there on the hill; It rocks and rocks and never standsstill. (Mrs.:) It's fun. to knowriddle poems. Say them toyour friend tonight. Adios! (Nike.) Adios, amigos!

MUSIC (Recorder Off) TAPE 9

LESSON 26 I AM SOMEONE

MUSIC

(Mike :) How do you do, boysand girls.How are you today? Say "How do you doNtoMrs. Mike. (Mrs. :) How do you do, boysand girls.You surprisedme.

That's the waygrown-ups greet when theyfirst meet

or when greeting a specialperson. We usuallysay "hello" becausewe are old friends.

(Mike :) We just wanted totry it out to.seeif we couldsay it clearly. Let's surpriseyour teacher. Say "How do

you do" to her saying hername and maybe sha=llsay "How doyou do" back()

(Mrs. :) I like "hello"because we use itoftener.Let's sing our "Hello" song together.

Hello, hello, hello-- ho--ho--ho And how areyou today --ay? I'm fine, thankyou I hope youare fine

So we can work andplay.

Good!What willwe play today, Mr. Mike? (Mike :) I know a little song we should learn becauseeach one of you is a special person. Each one is goingto grow

up to speak well, to do thework you chooseand to earn your own money.

239 240

TAPE 9 LESSON 26 I AM SOMEONE

(Mike:) Think of thisas you listen to thesong. I am someone!

I am someone!

Hear me sing.

I can keep a secret.

I can keepa secret. I can learn!

I can learn! - Ruth Golden (Mrs. :) Oh, I like that one!Letts all sing ittogether: I am someone!

i am someone!

Here me'sing.

Here me sing.

I can keep a secret.

I can keep a secret. I can learn!

I can.learn!

Now this time Itll justsing a line withyou and

you'll sing the nextone by yourselves.The next line

always has thesame words I sing. Keep it going. Ready?

I am someone!

(I am someone!)

_nlyfio-milk,adftilf±s,===.1tir,...=====tt= TAPE 9 LESSON 26 I AM SOMEONE

(Mrs.:) 'Hearme sing.

(Hear me sing.)

I can keep a secret.

(I can keep a secret.) I can learn!

(I can learn!)

That was fine!

(Mike:) But try it onemore time.

(Mrs.:) Yes, letts do.Ready?Lettsall sing it together. I am someone!

I am someone!

Here me sing.

I con keep a secret.

I can keep a secret.

I can learn!

Very good! Sing that one at home tonight.

(Mrs. :) Letts have some talkingparrot games now, Mike. (Mike :) All right. Say this: Yes, Itm someone!

I can speak up.

I can work.

I can sing and play.

My name is (sayyour name). 24.2

TAPE 9 LESSON26 IAMSOMEONE

(Mrs.:) Wall That makesan interesting noise when each

one says a differentname. We all live in thesame city. Let your teacher helpyou by saying your city when Mike tellsyou to.

(Mike :) Here we go sayingyour name again, now afterme. My name is

I live in

I go to (say thename of your school) I like my school.

Mr. Mike comes to school.

Mrs. Mike comes to school, till:). Mrs. Mike speaks and sings.

Mr. Mike speaks and sings,too.

Mrs.:) Listen for the sound at theend of comes, meal,

sings. Say that part aboutus again, Mr. Mike, please. Weill besure to say the steam sounds too. (Mike:) Ready? r. Mr. Mike comes to school.

Mrs. Mike comes to school,too. Mrs. Mike speaks and sings.

Mr. Mike speaks and sings,too.

(Mrs. :) Say something else about dtrself,Mr, Mike, for the boys and girls to repeat.

(Mike :) Mr. Mike likesus.

He laughs withus. 243

TAPE 9! LESSON 26 I AM SOMME

(Mike:) He tells us what tosay. He wants us to learn.

He helps us to talk.

He thinks we are nice.

He knows weare good.

(Mrs. :) Of course theyare good boys and girls!Each one can

think for himself. Each one is somebody.Letts sing our new song again beforewe leave today.

(Mike :) If you learn thissong well there are many different

ways we can sing it that will be funto do. (Mrs. :) Ready, all together, sing! I am aomeonel

I am someone!

Here me sing.

I can keep a secret.

I can learn!

I can learnt

That was fine!Goodbye, boys and girls! (Mike :) Goodbye!

MUSIC (Recorder Off) TAPE 9

LESSON 27SELF-IMAGE AND S ON MN= VERBS (Teacher, turn offthe recorder whileyou

arranged to have allthe boys siton one

side of theroom and all the girlson the other.) MUSIC

(Mike:) Hello, young ladies andgentlemen!

(Mrs.:) Hello, young friends!Letts sing loud andclear the "I am Someone"song. Ready?All together. I am someone!

I am someone!

Here me sing.

I can keep a secret.

I can learn!

I can learn! (Mike:) Letts have the girls singthe first line and theboys the second.

(Mrs. :) All right. We girls will start. I am someone!

(Mike :) (Ctmon boys)

Here me sing.

(Mrs.:) (Louder, girls)

Here me sing.

244 245

1 ....."....", TAPE LESSON 27

SELF-IMAGE AND S ON..VERBS

(Mike :) Hear me sing.

(Mrs.:) I can keepa secret.

(Mike:) I can keepa secret. (Mrs. :) I can learn!

(Mike :) I can learn!

(Mrs.:) Do you thinkwe could sing it asa round, Mike? (Mike :) I don't know, butwe could try. (Mrs .0 The girls will startthe song and keepit going.

Theu you boys willkeep it goingtoo. .(Mike0 Yes, you'll keepit goingeven though we'll be singing

different words andwell finish afteryou. This will be noisy but lotsof fun!

(Mrs. :) All right. Here we go, girls. I am someone!

I am someone! (crw.tinue) (Mike:) (C'mon boys)

I am someone!

I am someone! (continue) (Mrs. :) Letts try it once again.Ready, girls? (Repeatsong as a round)

That wasn't bad, butI thinkyour teacher had better help you to practicethis as a round.

- (Mike :) Yes, it's lots of funbut, like anythingelse,

practice will makeit better. I know apoem about a

naughty little girland a nice boythat you'll enjoy hearing and saying. 246

TAPE 9 LESSON27 SELF-IMAGE AND S ON VERBS

(Mrs.:) Good, Mr. Mike' Tell us about the naughty little girl first while we listen.

(Mike:) I know a little girl

Who's naughty as can be.

She teases she.crieg, she screams,

She scolds, and makes faces atme.

She'll never share; she pullsmy hair.

She fights with boys, and breaksmy toys.

No one likes to play with her

When there are happy girls and boys.

- Ruth Golden

(Mrs.:) I'm glad she's not here. I wouldn't like to play

with her either. But this will be fun tosay.

(We'll have to watch thesounds at the end of all the

bad things she does.) Well repeatwhat you say, Mike.

. (Mike:) I know a little girl

Who's naughty as can be.

She teases she cries she screams.

She scolds and makes faces at me.

She'll never share; she pulls my hair.

She fights with boys and breaks my toys. No one likes to play with her.

When there are happy girls and boys. 247

TAPE 9 LESSON 27 SELF-IMAGE AND S ON VERBS

(Mrs.:' *w^iii. said that very well, boys and girls.Are there

teakettle and bumble -bee sounds in the story about

the nice little boy?

(Mike:) Yes. Listen to them as I say it all the way through.

I have a little friend

Who likes to play with me.

He draws, he talks, he sings,

He laughs, and he can climb a tree.

He runs, he jumps, he dances,

He skips, !till everyone can see

That he likes me, and I like him,

And we are happy as can be.

- Ruth Golden (Mrs.:) Now wefll say it, Mike, after you and just as you

say it.

(Mike: ) I have a little friend

Who likes to play with me.

He draws, he talks, he sings,

He laughs, and he can climb a tree.

He runs, he jumps, he dances,

He skips, !till everyone can see

That he likes me and I like him, And we are happy as can be. 248

TAPE 9 LESSON 27 SELF-IMAGE AND S ON VERBS

(Mrs. :) Oh, I like the story in thatpoem!Letts see ifwe could talk it all throughtogether.

(Mike:) All right. Be sure to say the bumble -beesounds and the steam sounds clearly. Here we go: I know a little girl

Who's naughty as can be.

4 She teases, she cries, shescreams,

She scolds, and makes faces atme.

Shetli never share; she pulls.my hair,

She fights with boys, and breaksmy toys.

No one likes to play with her

When there are happy girlsand boys.

rhave a little friend

Who likes to play withme.

He draws, he talks, he sings,

He laughs, and hecan climb a tree.

He runs, he jumpss'he dances, He skips, =till everyone can see ,

That he likes me, and I like him,

And we are happyas can be.

(Mrs .0 Very good! That all for today. Goodbye, nice girls and boys!

(Mike :) Goodbye, littleladies andgentlemen'

MUSIC . .(Recorder Off) TAPE 10 LESSON 28 STEEPLE FOUR-PLAY

MUSIC

(Mrs.:) Hello, boys and girls! Let's get our hands

up for a finger -play song. Pretend you can see

Mr. Mike and wave hello. Ok?

(Mike:) Hello, boys and girls/ I see you have nice

'clean hands today. I bet you're going to sing, "These are Mother's Knives and Forks."

(Mrs.:) Yes, and then we'll learn a finger-play poem today.

Fold your fingers to make those knives and forks stick

up. Now you sing each line after me.

These are mother's knives and forks; This is mother's table,

This is sister's looking glass;

This is the baby's cradle.

(Mike:) I didn't hear everyone sing is and are clearly. Sing it all again.

(Mrs.:) Here we go!

These are mother's knives and forks.

This is mother's table.

This is sister's looking glass;

This is the baby's cradle.

(Mike :) GoodtNow what's the new poem we can play withour fingers?

(Mrs.:) I'll show you in a minute. Its about a ch-Arch.

First I'd like to be sure everyone cansay church 249 250

TAPE 10 LESSON 28 STEEPLE FINGER-PLAY

(Mrs.:) clearly.

(Mike:) Ch - ur- ch church. That has the engine ch-

ch - ch sound at the be-ginningand the end,, doesntt it?

(Mrs. :) Yes. Pretend you can see an engine pullinga train

down the track. Letts make the sound of theengine:

ch - ch- ch. - ch - ch - ch - ch. Thatts good;

Now, think what the train mightbe carrying andsay

these words: chickens chairs chains

chalk cheese peaches matches watches. (Mike :) Well, that little engine willhave to chug along to carry all those things.How does that finger-play poem go?.

(Mrs.:) First, lock your fingersas we did for Mother=s

knives and forks. Now, fold your hands the other

way, with the fingers inside. See how your teacher

is doing it. Now. shut them allup tight inside and say: This is the church.

Put your two pointer fingersup as you did for the

looking glass to makea steeple.

(Mike:) Steeple.- Thatts the high pointon top of the church. It reaches up to the sky.

(Mrs.:) Yes. So point your fingers andsay: This is the

steeple. Your two thumbs are the doorsto

the church, so you separateyour thumbs as you say: 251

TAPE 10 LESSON 28 STEEPLE FINGER-PLAY

(Mrs.:) Open the doors. No-, turn your hands up

to show all your fingersas you say: See all the

people ;

(Mike:) Oh, such a lot of people; 6ay again: See all the people;

(Mrs.:) Now let's hide all thepeople and say it again, This is the church;

And this is the steeple.

Open the doors and See all the people;

(Mike :) Very good;Try it once more. You will be able to show somebody else yourself.

(Mrs. :) Ready:

This is the church;

And this is the steeple.

Open the doors and

See all the people;

(Mike:) I like the way steeple and people sound alike. Letts play a rhyming game. Say what I say: (Mrs. Mike repeats with the children saying the rhyming word

softly.)

On top of the church is the steeple.

Inside the church (Now you add the rhyming word

as you say:) are all the (people).

Thatts it! Say this: One, two, three, four

Climb the steps and open the (door). 252

TAPE 10 LESSON 28 STEEPLE FINGER -PLAY

(Mike:) Say: I brought a nickel You brought a dime.

We're not late; We're on'(.1pime).

See us walking down the aisle.

Dressed our best and right in (Itzle).

Be careful not to step on feet

As you cross to take your (seat).

I say, "Excuse me," as I go

In front of others down the (row).

A child grows better when he gives

Thought to the kind of life he (lives).

(Mrs .0 Very good/ Letts say this rhyme again: He gives.

He lives. Be sure you put the bumble-bee

sound here. Say it again: He gives. He lives.

He goes. He grows. But therets no

bumble-bee or teakettle sound on steeple and people.

Say steeple people. Practice the steeple Finger-Play poem tonight.

(Mike :) Before we go, wontt you sing your song about People

Everywhere?

(Mrs.:) Oh, yes, Remember that one?The second line says,

"The world is full of people."Then, "People work

and shard." Sing it right with me. Here we go: People, people, people everywhere.

The world is full of people;

People work and share. 253 TAPE 10 T-ESSON 28 STEEPLE FINGER-PLAY

(Mrs.:) The secondverse is the same except "Peoplelearn to care."

People, people, peopleeverywhere.

The world is full ofpeople

People learn tocare. Again!

People, people, peopleeverywhere.

The world is fullof people; People work and share.

People, people, people everywhere.

The world is full ofpeople;

People learn tocare.

(Mike:) Now you sing thatvery well/ Goodbye, nice people! (Mrs. :) Goodbye!

MUSIC (Recorder Off) TAPE 10

LESSON 29 THUMBS

MUSIC

(Mike :) Hello, listeners! How are you today? Here's Mrs. Mike.

(Mrs. :) Hello, boys and girls! Did you practice

your Steeple Finger-Play poem? Letts try it. Ready?

This is the church

And this is the steeple.

Open the doors,

And N1 all the people!

(Mike :) Good! I think all the people in thisroom remembered the poem. Letts look at our thumbs again.Think what wetre sayingas you repeat after me. aee my two thumbs.

People have thumbs.

Most animals donut have thumbs. Thumbs help people.

(Mrs. :) How do thumbs help people?

(Mike:) Listen to us. Wetll tell you. Say after me. See my thumb.

It moves. It bends.

It works with my fingers.

It helps me pick up things.

It helps me to hold things.

It helps me turn pages in a book.

It helps me to write. 234- 255

TAPE 10 LESSON 29 THUMBS

(Hrs.:) Well, thumbsare very important, arentt they? (Mike:) They certainly are?

(Mrs. :) No wonder animals cantt do whatwe can do.

(Mike :) We have more to tellyou. Listen to what the boys

and girls say afterme:

Most animals have no thumbs.

But monkeys do have thumbs.

A monkey uses his thumbs.

He catches a ball.

He throws a ball.

Be peels a banana.

He.pwings from a tree. He likes to play.

(Mrs. :) Yes, monkeys are smarter than mostanimals. (Mike:) Who knows?Maybe thatts because they have thumbs.

They can do more and so they thinkmore. (Mrs. :) Boys and girls, repeat this;

We can do more thanwe do.

We .a.Iink and we talk too.

Monkeys chatter way up high,

But we speak softly whenwe try.

(Mike :) We try to speak carefully too.

(Mrs. :) Yes, we do. Itm sure we imitatad each soundyou said today as carefully aswe could. Sae if you can put

all the sounds in the word lulps. Say helps.

Mr. Mike, say the story about "My Thumb"again. 255

TAPE 10 LESSON 29 THUMBS

(Mrs. :) Well, thumbs arevery important, arentt they? (Mike :) They certainly are!

(Mrs. :) No wonder animals can=t do whatwe can do.

(Mike:) We have more to tellyou.Listen to what the boys

and girls say afterme:

Most animals have no thumbs.

But monkeys do have thumbs.

A monkey uses his thumbs.

He catches a

He throws a ball.

He peels a banana.

He:lawings froma tree.

He likes to play.

(Mrs. :) Yes, monkeys are smarter than most animals.

(Mike :) Who knows? Maybe that's because they have thumbs.

They can do more and so' they thinkmore. (Mrs. :) Boys and girls, repeat this

We can do more thanwe do. We think and we talk too.

Monkeys chatter way up high,

But we speak softly whenwe try. (Mike:) We try to speak carefully too.

(Mrs. :) Yes, we do. Itm sure we imitated each soundyou said

today as carefully as we could. See if you can put

all the sounds in the word helps. Say helps. Mr. Mike, say the story about "My Thumb" again. 256

TAPE 10. LESSON 29 THUMBS

(Mike :) All right. Listen and repeat what Isay. Mrs. Mike will hear how clearlyyou speak.

See my thumb. It moves. It bends. It works withmy fingers.

It helps me pick up things.

It helps me to hold things.

It helps me turn pages in a book.

.7It helpsme to write.

(Mrs. :) Good; I heard all the sounds in helpsthat time.

Say the last line again to besure everyone says a good /as/ sound in write.

(Mike:) It helps me toiwrite.

(Mrs. :) Now I'd like to listen to thosebumble-bee sounds on the words that tell what the monkey does. Why don't you try that part again?

(Mike:) Yes. Say: It says. It sounds.

It listens. It hears. Now our monkey story:

A monkey uses his thumbs.

He catches a ball.

He throws a ball.

He peels a banana.

He swings from a tree.

He likes to play.

A 257 TAPE 101 LESSON 29 THUMBS

(Mrs. :) Very good! I heard the bumble-bee sounds thattime. (Mike:) Didn't you makeup a song about a monkey?

(Mrs. :) Yes. Listen while I sing the firstverse.

Oh, the monkey is sospry, There is nothing he won't try. He somersaults, he scratches

He throws the ball, he catches.

His thumb helps him,you see,

As he swings from tree totree.

Now yoU sing each line afterme..

Oh, the monkey isso spry,

There is nothing he won't try.

He somersaults, he scratches,

He throws the ball, he catches.

His thumb helps him,you see,

As he swings from tree to tree.

Then there's a secondverse. Listen to it.

Oh, the monkey is sospry, There is nothing he won't try.

He tumbles, he swings,

He hand-walks the rings.

His thumb helps, him,you see. As he swings from tree to tree. 254

TAPE 10 LESSON 29 THUMBS

(Mrs.:) Now listen and sing each line afterme: Oh, the monkey is so spry,

There is nothing he won't try.

He tumbles, he swings,

He hand-walks the rings.

His thumb helps him, you see,

As he swings from tree to tree.

(Mike:) Well, that's quite a song!Can't you just see that

spry little monkey doing his tricker?See how much

of it yoi can remember whenwe come again. Goodbye for today!

(Mrs.:) Goodbye!

MUSIC (Recorder Off) TAPE 10

LESSON 30. SOME WORDS TELL TIME ti

MUSIC

(Mrs. :) Buon giorno, boys and girls. That's "Good day" or

"hello" in Italian. Say it again: Buon giorno

(Mike:) Buon giorno, friends. 322112.....orno sounds very much like the French greeting, Bon_lour, doesn't it?

Let's practice these. Say hello in French.

(Mrs. :) (with children) on Jour!

(Mike :) Say hello in Italian.

(Mrs. :) (with children) Buon giorno!

(Mike :) Say hello in Spanish.

(Mrs. :) (with children) Buenas d[Lasl

(Mike :) Say hello in Hawaiian.

(Mrs. :) (with children) Aloha;

(Mike :) Say hello in English.

(Mrs. :) (with children) Hello!

(Mike :) Say hello in Italian again.

(Mrs. :) (with children) Buon giorno;

(Mike:) Well, well! We're learning a lot' of languages aren't

we?We're learning to speak our own language clearly.

(Mrs. :) We should surely learn the language which the French, Italian, Spanish and other people call English,

shouldn't we?

(Mike :) Yes, when boys and girls the world over are taught American English, they are taught the language as

Mrs. Mike and I speak it. 259 260

TAPE 10 LESSON 30 SOME WORDS TELL TIME

(Mrs.:) That!s right. They try to talk likeMike too. Letts

think of those boysand girls learning Englishas we sing our "People Everywhere"song. Remember the lines? (Talking)

The world is full ofpeople. People work and share.

Then: People worktogether,

People learn tocare.

Nowsing it withme.

People, people, peopleqwerywhere The world is full of people People work and share

People, people, people,everywhere People woric, together

People learn to

Letts try it againtogether.

People, people, peopleeverywhere

The world is full ofpeople People work and share

People, people, peopleeverywhere People work together

People learn tocare. (Mike:) You sing that betterevery time you try it.Yes,

people learn tocare about other people. They learn to care about theway they talk too. 261

TAPE 10 LESSON 30 SOME WCRDS TELL TIME

(Mrs.:) There are many thingswe couldn't do if we couldn't

talk. We couldn't whisper withour friends.We couldn't tell how to do things. Teach us more about talking, Mr. Mike, please.

(Mike:) All right. Let's learn how wordstell time. Your

teacher will choosea boy to stand up and do whatwe

tell him to do. All ready? The boy will do whatwe say.

Class, say afterme:

The teacher choosesa boy.

The boy standsup. Now say:

He walks to the front of theroom. (Do it.)

He walked tothe front of theroom. He touches his hair.

He touched his hair. He waves "goodbye."

He waved "goodbye."

He goes to his seat.

He went to his seat.

He sits down.

He sat down.

Very good! You showedus how we change our words

to tell what we are doing andwhat we did do. Now the teacher will choosea girl.Ready?

FL: r.

3 262

TAPE 10 LESSON 30 SOME WORDS TELL TIME

(Mike:) Everyone say:

The teacher chosea girl.

The girl standsup.

The girl-stoodup.

She hurries to the front.

She points to thedoor.

She pointed to thedoor. She shakes her head.

She shook her head.

She walks to herseat. (Allow time.) She walked to her seat.

She sits down.-

She sate down.

Veily good! Thank you. (Ms.: ) Remember thepoem about the naughty little girland

the nice little-boy?That.little girl isn't inthis

class, but wecan talk about her and be gladshe isn't here. (Mike:) Listen to the bumble -beeand teakettle soundsat the

ends of words. They show what she'sdoing todayor right now.

(Mrs.:) Say each line afterme.

I know a little girl

Who's naughtyas can be.

She teases, she cries,

She scolds,. and makes faces atme. 263

TAPE 10. m-s. LESSON 30 SOME WORDS TELL TIME

(Mrs. :) She'll never share; she pulls my hair.

She fights with boys, and breaksmy toys. No one likes to play with her

When there are happygirls and boys.

(Mike :) Now, how would you change thisto mean she did these things yesterday?

(Mrs. :) We know. Listen and repeat, boysand girls. I knew a little girl

Who was naughtyas could be.

'She teased, she cried, she screamed,

She scolded, and made faces atme. She'd never share; she pulled my hair.

She fought with boys, and broke my toys.

No one liked to play withher

When there were happy girlsand boys.

(Mike :) Good! Now how does the,other part go about thenice little boy? Pretend 'he didthis yesterday. (Mrs. :) Gladly!After me, boys and girls. I had a little friend

Who liked to play withme.

He drew, he talked, he sang,

He laughed, and he could climba tree.

He ran, he jumped, he danced,

He skipped, 'till everyone couldsee

That he likedme and I liked him,

And we were happyas could be. 264 TAPE 10 LESSON 30 SOME WORDS TELL TIME

(Mike :) Thatts the boy I like! AL important part of using good English is to sound those endings carefully.

Listen to yourself and to-others who speak well.

(Mrs.: Itts time to say goodbye fornow. Could we learn how to say it in Italian today?

(Mikeil) If you listen carefully. Ws "a rivederciV'Say each sound after me.

a ri-ve-der-ci a rivederci

Now say, nit. rivedercil" Mrs. Mike.

(Mrs. :) A rivederci, boys and girls!

(Mike :) A rivederci, my friends/

MUSIC (Recorder Off) TAPE 11

LESSON 31 BE MUSIC

(Mike :) Buon giorno, boys and girls!

You speak Italian very well!

(Mrs. :) Buon giorno, boys and girls' I can almost

imagine I'm in beautiful Italy. They do lots of singing there. Do you remember the singer's song that goes:

La, la, la, in the morning,

La, la, la at night.

La, la, la, he sings and sings

Until the song's just right. Sing it with me. La, la, la, in the morning, La, la, la at night.

La, la, la, he sings and sings

Until thb song's just right. Again. La, la, la in the morning,

La, la, la at night.

La, la, la, he sings and sings

Until the song's just right.

(Mike: )' That sounds just right; Here's another song that has the singer's sound in it.The first line is, "When

its moon-landing time in the skyways."Say it with me: Whet., its moon-landing time in the skyways. Now sing it after me.

When it's moon-landing time in the skyways

The second line goes like this. (singing) 265 266

TAPE LESSON 31 BE

(Mike:) When itts moon-landing timein the skyways. The third line is harder.

When itts moon-landingtime in the skyways. The last line isvery hard.

When its moon-landing timein the skyways.

;Mrs. :) Hal Ha! You fooled us:There's only one line to learn. (Mike:) (Laugh) That's all!Letts sing it togetherall the way through. Ready?

When- 1.0s moon-landingtime in the skyways,

When its moon-landingtime in the skyways,

When it moon-landing time in theskyways, When itts moon-landingtime in the skyways.

Again. .

When its moon-landing timein the skyways,

When it'smoon - landing time in the skyways,

When itts moon-landing timein the skyways.

(-Mrs.0 That has such a good tune:Do we have sometalking lessons today?

(Mike :) Yes. Listen to the singer's soundin thesesentences as you say them afterme, boys and girls. I'll be here.

Itli be withmy mother.

Wetll be waiting. . Weill be hungry. 267

TAPE 11 LESSON 31 BE

(Mike :) Wetll be tired.

Wetll be ready togo.

(Mrs.:) We must be careful whenwe use be. Put the singer's

sound in front of it whenwe mean something that will happen.

(Mike:) Say this:

She'll be here.

Hetll be here.

Wetll be here.

They'll be here.

You'll be here.

(Mrs.:) Be is a tired word. It shouldnot be used too often.

Give us some sentences, Mi.Mike. Tell us what to say instead of using be whenwe mean something happening today.

(Mike:) Say these:

He is absent.

He is not here.

She is late.

They are going.

He gone.

We need lots of practiceon those sentences. Say them again. (Mike:) He is absent.

He's not here. 268 TAPE 11 LESSON 31 BE

(Mike:) Shs is late.

They are going.

Hets gone.

(Mrs.:) The bumble-bee sound is avery important sound.

Use it for telling what peopleare doing right now. Say that Mike says.

(Mike0 Shets washing.

He working

Hets painting.

Hets singing,

She laughing.

Shets joking.

Hets smiling.

(Mrs. :) Good! I could 'hear most of those bumble-bee sounds

in the middle. Try it once more and let's hear all of them. Letts .hear a goodassound too. (Mike :) Here we go. After me.

Shets washing.

He's working.

Hets painting. Hets

Shets laughing.

She joking.

Hets smiling° 269

TAPE 11.L. LESSON 31 BE

(Mrs.:) Very good! Itm smiling, too.You speak so clearly.

Would you like to play and singa pointing song?

Letts all stand up for thisone. 1211 sing it through first. Listen. (Tune: "Pop Goes the Weaseri

I am, you are, he is, and sheis.

Good speech is like goodweather.

I am, you are, he is,and she is. We point and sing together.

- Ruth Golden

Now point tp yourself. Now to others aswe sing it through twice. Ready?

I am, you are, he is, andshe is.

Good speech is like goodweather.

Lam, you are, he is, andshe is. We point and sing together. Again!

I am, you are, he is, andshe is.

Good speech is like goodweather.

I am, you are, he.is, andshe is. We point and sing together.

(Mike:.) Oh, I like that!Letts all sit down again. I

have a game foryou. Its called "Whattsmy name?" Ready to listen?

My name is Get.

I have two brothers, Metand Let.

Sometimes children callme Git, 270

TAPE 11 LESSON 31 BE

(Mike:) And make me rhyme withIt or Bit,

But my name is reallyGet.

- Anonymous What's my name?

Did you like that? Here's another. My name is For.

I have two brothers,Door and More.

Scietimeschildren Callme Fo. And make' me rhyme:q#47Selfrandlft.

But my name is reallyFor.

- Ruth, Golden What's my name?

(Mrs.:) Oh, I like this "What'smy name" game. I think

the boys and girlswould like to play itwith you. Then they be 'sure tosay the names right.

(Mike:) All right. Say afterme: My name is Get.

I have two brothers,Met and Let. 4 Sometimes childrencall me Git, And makeme rhyme with It or Bit,

But my name is reallyGet.

Now the nextone:

My name is For.

I have two brothers,Door and More. 273.

TAPE 11 LESSON 31 BE

(Mike:) Sometimes children callme Fo.

And make me rhyme with Sewand No. But my name is really For.

Whatts my name? Good! Weill have more games like this later. Now itts time to say

goodbye in Italian: Boys andgirls, A rivedercil (Mrs. :) A rivedercil

MUSIC (Recorder Off) TAPE 11

LESSON 32 ASKED

MUSIC

(Mrs.:) Hello, boys and girls. How are you today?

Mr. Mike will greet you in the Germanlanguage today. Germany is another far-away country. He will say "Guten tag". Try it. Guten tag. Guten tag!

(Mike:) Guten tag, boys and girls. Guten tag'

Thatts "hello" or "good day" inGerman.You said it very wellt_Letts say it once more. Guten tag, boys

and girls! GOodlNow you know hello inone more language.

(Mrs.:) Boys and girls repeat afterme:

Today Mr. Mike speaks German.

Yesterday he spoke Italian.

Today he says "Guten tag."

Yesterday he said, "Buon giorno." Today he speaks.

Yesterday he spoke. Today he says.

Ytsterday he said.

Today he sings.

Yesterday he sang.

(Mike':) The other day wesang a pointing song about good

speech. See if you can follow along andsing it right with Mrs. Mike. 272 xi&

273 TAPE 11' LESSON 32 ASKED

(Mrs.:) Ready?

I am, you are, he is and she is

In all kinds of weather.

I am, you are, he is and she is We speak good English together. Now the second verse.

I am, you are, he is and she is

Good speech is like good weather

I am, you are, he is and she is We point and sing together.

(Mike:) Good!Now let's all sing oursong, "When its moon-

landing time in the skyways." That has such a good tune! Ready?All together.

When it's moon-landing time in theskyways.

When it's moon-landing time in theskyways. When its moon-landing time in the skyways.

When it's moon-landing time in theskyways. Again.

When its moon-landing time in theskyways.

When it's moon-landing time in theskyways.

When it's moon-landing time in theskyways. 274. TAPE 11- LESSON 32 ASKED

(Mike:) The other day I sawsome boys behind our house.

Say after me what theywere doing. Say: They were playing ball.

They were throwing and catching it. A boy came running.

He was carrying a bat. He was shouting,

"Come on to the playground."

They stopped throwing.

They started running.

They were laughing and shouting.

But they leftone boy behind. He was crying.

(Mrs.:) Was he hiArt?

(Mike :) No. I asked him, but he said hewasn't.

(Mrs.:) That's good. See if the boys and girlscan say asked.

(Mike :) As k t Say as Now say as k t. asked. Say: I asked him

Say: I asked him if he were hurt. He said he wasn't hurt.

I asked him where they were going. He said, "To the playground."

I asked him why he didn'tgo. He said he couldn't.

I asked him why he was crying.

He said, °I toremy pants. ". 275

TAPE LESSON 32 ASKED

(Mrs.:) (Laughing) That happens sometimes. Mr. Mike, you

said, "I asked, and he said." Those words tell something about time, donft they?

(Mike:) Yes. We say (and repeat)

Today I ask Yesterday I asked.

Today I say Yesterday I said.

Today he says Yesterday he said.

(Mrs. :) Remember our poem about What the animals say?Letts say it with todayls time just as weave said it before. Repeat after me:

"Moo" says Mrs. Cow

"I like hay."

"Bow-wo4"says Doggie

"Bones any day!"

"Milk" says Kitty Cat

"And nice fried fish."

"Quack" says Mrs. Duck

"Worrilsare best of all."

"Mice are really nicer,"

Says the Owl on the wall.

Baby says, "Agoo agoo, I like bread and milk, I do."

(Mike:) Now pretend you heard all this yesterday and change

sus to said: Say this:

"Moo" said Mrs. Cow

"I like hay." .276 TAPE 11. LESSON 32 ASKED

_ (Mike:) Bow-wownsaid Doggie "Bones any day!"

"Milk" said Kitty Cat

"And nice fried fish."

"Quack" said Mrs. Duck Norms are best of all."

llMice are really nicer,"

Said the Owl on the wall.

Baby said, "Agoo- agoo,

I like bread and milk, I do."

Very good! It =s "Yesterday, I asked," and "he said,"

as k t. asked.

(Mrs.:) Some children still find it hard to say asked. Letts

play the "Mistake" game. If Mr. Mike makes a mistake, we=ll raise our hands.

(Mike :) Listen carefully now. Ready.

John asked me.

Mary asked her.

Paul.asked him. Willieaxed-me.

(Mrs. :) Oh, Oh!That was a mistake, wasntt it?Did you raise your hands?GO on, Mike.

(Mike :) Say. You asked me.

Jim asked Mr. Smith.

John axed the teacher.

John asked the teacher.

Harry asked Susan.

e , 277 TAPE, LESSON 32 ASKED

(Mrs.:) That's the way we say asked!We have to say ask

we add tho sound t. Isn't there a game 'about ask, Mr. Mike?

(Mike:) Oh, yes. Listen.

My name is Ask

I have two brothers, Mask and Task

Sometimes children call me Axe

And make me rhyme with Tax and Wax

But my name is Ask.

What's my name?

Now say it after me.

My name is Ask.

I have two brothers, Mask and Task

Sometimes children call me Axe

And make me rhyme with Tax and Wax

But my name is Ask. What's my name?

Good! Practice saying ask and asked. We'll -be back soon.

(Mrs.:) How do German boys and girls say "goodbye," Mr. Mike?

(Mike:) They say auf Wiedersehen! Say auf Ve der sayn

auf Wiedersehen! See if you can say it after Mrs. Mike. (Mrs.:) Auf Wiedersehen, boys and girls!

(Mike :) Auf Wiedersehen, my friends I

MUSIC (Recorder Off) TAPE 11

LESSON 33 SPECIAL WORDS

MUSIC

(Mike:) Guten tag, boys and girls!

(Mrs.:) Guten tag! We sound just like German people today, don't we?

(Mike :) Yes. German people love their langvtge and we love

ours.

(Mrs.:) I'm sure we've learned that English isn't the only

lanuage.

(Mike:) Yes, and our way isn't the only way to speak English,

but it is the best way.

(Mrs.:) Why is it best?

(Mike:) Only because it is understood by the most people.

(Mrs. :) Then I will listen and speak like Mike for that

reason only.

-(Mike:) (laughing) That reminds me. My name is Only.

(Mrs.:) (laughing) Oh, another "What's my name" game.

(Mike :) Yes. Will you say it after me, everyone?

(Mrs.:) Yes, of course

(Mike :) My name is Only.

(Mrs.:) (repeats with children)

(Mike :) I have two brothers, Lonely and Tonely.

Sometimes children call me Onliest

And make me rhyme with. Funniest and BUsiest.

But my name is really Only.

What's my name? 278 279

TAPE 11 LESSON 33 SPECIAL WORDS

(Mrs.:) I know a "What'sMy Name"game, too. (Mike:) You do?What's your name?

(Mrs. :) i'lltell you. Repeat what Isay. My name is Penny,

(Mike:) (repeats with children)

(Mrs. :) I have two brothersKenny and Denny.

Sometimes childrencall me Pinny.

And makeme rhyme with Minnie andTinny. But my name isPenny. What's my name? (Mike:) That's a goodone. Weill remember tosay only and 22m. Say this':

It only a penny.

This the onlyone I have.

But it's a brightand shinypenny And it hasa picture on it.

I wonder if it'slonely, Being myone and only Penny in my pocket. (Mrs .0 Anything that only is sometimeslonely. Here's a story that takesus from a penny toa dime. Say this after me clearly.

I found a dime.

I couldn't findout who lost the dime. 280

TAPE 11: LESSON 33 SPECIAL WORDS

(Mrs.:) Why did I try

to find who lost the dime?

Because Itd feel bad,

if I lostmy dime.

But I couldntt find out who lost the dime. So now my teacher said

itts my dime to keep.

Itm going to havea fine time lith my dime.

How much is a dime?.

Anyone withany sense

Knows a dime Rye just tennents.

(Mike:) (laughing) We know how mucha dime is. That story

made us openour mouths wide to say words like"fine time with my dime,"didntt it, boys and girls?

(Mrs. :) It should helpus to sing our song, "When ittsmoon- landing time in the skyways."

(Mike:) (laughing) Youmean that song thattsso hard to learn

because it hasso many different lines? I don't think the boys and girlscan sing that one. (Mrs.:) You just listen!

(Mike :) "When its moon-landingtime in the skyways."Letts all sing it together allthe way through. 281

TAPE 11 LESSON 33 SPECIAL WORDS (Mike:) Mien it's moon-landing time in the skyways,

When itts moon-landing time in the skyways,

When itts moon-landing time in the skyways. Again!

When itts moon-landing time in the skyways,

When it moon-landing time in the skyways,

When itts moon-landing time in the skyways.

(Mike:) Well, I guess you do know the words, donttyou? (Mrs. :) Speaking of words; doyou have any special words for us today?

(Mike:) Yes, wetve learned about only andpenny and haw to open our mouths wide enough to say time and dime

carefully. Itd like to give you a gift of three

more words: if, were, and afraid,

(Mrs. :) If? You mean "if I may?"

(Mike :) Yes.

(Mrs.:) Listen to if in this littlesong. It goes like this. Just listen.

I wondered if I asked her if

I asked her if I couldgo. She said that if

She though that if

It didntt snow, I couldgo. 282: TAPE ll LESSON 33 SPECIAL WORDS

(Mrs.:) Then therets a secondverse. I wondered if

I asked her if

I asked her if I could play.

She said that if

She thought that if

Itts nice today, I could play.

Letts sing the If song afterme. I wondered if

I 'asked her if

I asked her if I couldgo. She said that if

She thought that if

It didn't snow, I couldgo.

Now the second verse--

I wondered if

I asked her if

I asked her if I could play.

She said that if.

She thought that if Its nice today, I could play. (Mike:) Good!

(Mrs.:) Wetll hope for nicesunny days! Give us another word for a present, Mr. Mike.

(Mike:) The word were isone I'd like to hear you use.

Some people say was so much theynever use were. 2$3_

TAPE 11-- LESSON33 SPECIAL WORDS

(Mike:) Do you remember the pointingsong about "Good speech

is like good weather?"Try it this way.Listen first. "We were,you were

We boys and girlswere Good speech is like good weather. We were, you were

We boys and girlswere We point and sing together." Ready, now point and sing.

We were, you were

We boys and girlswere Good speech is like good weather. We were, you were

We boys and girlswere We point and sing together. Again!

We were, you were

We boys and girlswere Good speech is like good weather. We were, you were

We boys and girlswere We point and sing together. Good!

(Mrs.:) Thank you, Mr. Mike for givingus the word w_ ere. We'll use it whenwe say we were, you were, and they were. What's the third word? 284.

TAPE 11 LESSON 33 SPECIAL WORDS

(Mike:) The third word is afraid. Listen to it in the

"What's My Name?"game.

My name is Afraid.

I have two brothers Made andWade.

Sometimes children callme Afred

And make me rhyme with Breadand Sled But my name is Afraid. Whatts my name?

. Goodi

(Mrs.:) We=ll remember all-these specialwords: only and

22m, dime, if, were, and afraid. Letts all say, "Thank you, Mr. Mike."

(Mike:) You're welcome! Auf Wledersehen, boys and girls! (Mrs.:) Auf Wiedbraehent

MUSIC (Recorder Off) 0 . TAPE 12

LESSON 34 AMERICAN PEOPLE

(Teacher, be sure there isan American flag in the room)

MUSIC

(Mike:) Aloha, boys and girls!How are you today?

(Mrs. :) Aloha! Which people say aloha for hello?

(Mike:) Hawaiian people are American people. Say this after

me:

Hawaiian people are American people.

I am an American.

My people are American. We live in North America.

Our country is the United States of America.

Our people are good people.

We help other people.

(Mrs.:) Letts sing our "People Everywhere" song. Mr. Mike, help us remember the words.

(Mike:) All right. Itm sure you know how it starts.

(Mrs. :) Yes. Everyone sing! People, people, people everywhere.

(Mike :) (Prompting:) The world is full of people.

(Mrs. :) (Singing) The world is full of people.

(Mike:) People work and share.

(Mrs. :) People work and share.

(Mike:) The first line again.

(Mrs. :) People, people, people everywhere.

285 286 TAPE 12 LESSON 34 AMERICAN PEOPLE

(Mike:) The world is full of people.

(Mrs.:) The world is full of people.

(Mike:) People learn to care.

_PeOple_,learn tocare.

(Mike:) Good!Now sing it all through withoutmy help. (Mrs.:) Of course we can! Ready?

People, people, peopleeverywhere.

The world is full ofpeople. People work and share.

People, people, peopleeverywhere. The world is full of people.;

People learn tocare. Fine! I knew you could!

(Mike:) Yes. That's a goodsong to know.We care about

people. Thatts why our country helpspeople. (Mrs. :) We help people to helpthemselves.

(Mike:) Letts say that. We help people to helpthemselves. Say this:

People like to help themselves.

People like to work.

People like toearn money. People like to be free.

Americans are free.

(Mrs.:) Tell us about being free. 287

TAPE 12 LESSON 34 AMERICAN PEOPLE

(Mike :) Listen. I'll tell you. Then you boys and girls say it after me.

In America we are free.

We are free to learn in school.

We are free to speak.

(Mrs. :) Do you mean "free to speak" anytimewe want to?

(Mike:) (laugh) Not: No one could hear anyone else.We have to take turns. We haVe to be careful not to hurt others when we speak.

(Mrs. :) You mean we don't call peoplenames or say bad words. (Mike:) That's right.

(Mrs.:) Teach us more about thefreedom we have inour country, Mr. Mike.

(Mike :) Say this

America is called

"The land of the free.". We are free:

to work wherewe want

to spend ourmoney

to save ourmoney

to choose whatwe want to do to choose our leaders to learn to think

to make life better.

(Mrs. :) This is a great countryto be so good to usi 288

TAPE,12. LESSON 31j. AMERICAN PEOPLE

(Mike:) Yes, think as yousay this: The United States of

America is a great country. We can be proud of our country. We work for

liberty here. e We work for justicehere. (Mrs.:) Liberty means freedom.What's justice?

(Mike:) In order to stay freewe must be fair.Being fair is justice. 8.0 We end the Pledge ofAllegiance to the Flag bysaying "with liberty andjustice for all."

(Mike:) Yes. Say that last linenow. Say: With liberty and justice.for all.

(Mrs.:) We can learnmore about our country. Then we can understand whatwe mean when we standup to honor

the flag.We pledge allegiance tothe flag. (Mike:) Say allegiance.

Again, allegiance.

(Mrs.:) That means to betrue, doesn't it?

(Mike:) In a way, yes. To pledge is to promise. When we say, "I pledge allegiance,"we mean "I promise to be true."

Letts try sayingthe Pledge today. We can practice

it again the nexttime wecome. All right?

(Mrs.:) Letts all standup straight. Turn to look at the flag. Is your handover your heart?

(Mike:') Now listen to the wordsand say afterme. I pledga allegiance

to the flag of the UnitedStates 289

TAPE. 2.2' LESSON 3L. AMERICAN PEOPLE

(Mike0 of America

And to the Republic for whichit stands. (Mrs.:) Say Republic again. That means the kind of free

government we have whenmen choose their own leaders. (Mike:) Say again:

And to the Republic

for which it stands.

One nation, It under God,

indivisible

(Mrs.:) Indivisible meanswe won't break up our country,

(Mike:) Say it again andgo on: Indivisible with liberty

and justice for all.

(Mrs.:) Good!Now say it all theway through right along with Mr. Mike.

(Mike:) I pledge allegiance

to the flag

of the United States

of America.

And to the Republic

for which it stands.

One nation,

under God, 290

/ TAPE 12 LESSON 34 AMERICAN PEOPLE

(Mike:) indivisible with liberty

and justice forall. (Mrs.:) Good! Now letts sing, "Weall sit downtogether." We all sit downtogether. We all sitdown together.

We all sit downtogether. And singa happy song! Goodbye now!

(Mike:) Goodbye!

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LESSON 35 THIS LAND OF MINE

MUSIC

(Mike:) Hellos.AmaricansI (hrs.:) Hello, boys and girls'

(Mike:) I know a riddle.

(Mrs. :) Well, letts hear it.

(Mike:) What time is it whena truck runs into the fence?

(Mrs. :) What time is it whena truck runs into the fence? (Mike :) Time to get anew fence.

(Mrs.:) Oh, come on,now, Mike. We're going tosay the Pledge

of Allegiance and learna. new song aboutour country today. And you're just joking. (Mike:) Oh, I never joke aboutthe flag andour country. But sometimes we need fun,too.

(Mrs. :) Yes, of bourse, sometimeswe do.

(Mike :) Now let's take the wordsometimes and havesome fun with it.

(Mrs. :) Sometimes.Yes, thatts a goodword to say clearly.

Therets a bumble-beesound at the end ofsometimes. (Mike:) Say after me:

Sometimes I try.

Sometimes I don't.

Sometimes I remember.

Sometimes I forget.

Sometimes I'm happy.

Sometimes I'm sad. 291 292 TAPE 12.: LESSON 35 THIS LAND OF MINE

(Mrs.:) , We're free to be eitherway.

(Mike:) Now ITU say a line.You and the boys and girls

will say just "sometimes."

I am Mike, the funny man.

(Mrs. :) Sometimes.

(Mike :) You listen and learn withme.

(Mrs. :) Sometimes.

(Mike:) You talk too softly.

(Mrs. :) Sometimes.

(Mike:) You eat too much.

(Mrs.:) Sometimes.

'(Mike:) You're as good as gold.

(Mrs. :) Sometimes.

(Mike:) I miss you, Mr. Mike.

(Mrs. :) Sometimes.

We'll miss you boys and girls, whenwe're gone. We

have such good times together, donttwe?

(Mike:) The word sometimes helpsus to know what it is to be

free. If "sometimes we do" and "sometimeswe don't," we have freedom to choose.

(Mrs.:) Tell us what we are free to choose. The boys and

girls will repeat afteryou.

(Mike:) Say this:

We choose what to wear.

We choose what to eat,

We choose what to read. 293 TAPE 12 LESSON 35 THIS LAND OF MINE

(Mike:) We choose whatwe believe.

We chooseour president. We choose our friends.

(Mrs. :) Our country helpsus to be free to choose.

I love this land ofmine where peopleare so fine. (Mike :) Teach them thesong that starts out likethat. (Mrs. :) Yes, I'd like to. I'll sing it allthe way through first.Listen.

I love this landof mine

Where peopleare so fine.

Here a man is notafraid;

Here he lives by lawshe made. I love America.

Your land and mine.

Then theiietsa second verse.

I love thisland of mine

Where peopleare so fine.

Here man works andhe canearn; Here we go toschool to learn. I love America.

Your land and mine.

- Ruth Golden (Mike:) Oh, I like that! Do you like it,boys and girls? (Mrs.:) It's really nottoo hard to learn,but we must speak all sounds carefully. Both verses startout: I love this land of mine. Sing that withme. I love this land of mine. Sound theD on land. 294.

TAPE12 LESSON 35 THIS LAND OF MINE

(Mrs.:) Let's sing that line again.

-I love this land of mine. Now:

Where people areso fine. Sing both lines

together with me. I love this land of mine

Where people areso fine.

(Mike:) Both verses have thesame last two lines, don't they? (Mrs.:) Yes. They go:

I love America.

Your land and mine. Sing these two lines withme I love America.

Your land and mine. Again. Sing it loud as though you mean it. I' love America.

Your land and mine,

(Mike:) That's the way? The middle lines sound liketooting a horn.

(Mrs. :) Yes, toot-toot, toot-toot toot toot_ toot. (Mike:) How do the words go?

(Mrs.:) Here a man is not afraid;

Here he lives by laws hemade.

(Mike :) afraid and made soundalike and be careful tosound the ending as you sing it withMrs. Mike.

(Mrs.:) Ready, everyone? Here a man is not afraid;

Here he lives by laws hemade. 295 TAPE 12 LESSON 35 THIS LAND OF MINE

(Mike :) Be sure to say he lives with thebuzz on the end.. .Try it again.

(Mrs.:) Here a man is not afraid;

Here he lives by laws he made.

(Mike:) Good. Now I think you could sing thewhole first verse.

(Mrs.:) Here we go: I love this land of mine

Where people areso fine. Here a man is not afraid;

Here he lives by laws hemade. I love America.

Your land and mine.

(Mike0 Oh, thatts fine! The secorid verse is justthe same

except for the middle lines. They go:

Hero man works and hecan earn.

Say it with me: Here man works and hecan earn. Now: Here we go to school to learn.

(Mrs. :) Letts see if you can sing thesecond verse right with me. Ready?

I love this land of mine

Where people areso fine.

Here man works and hecan earn;

Here we go to school tolearn. I love Ameriba.

Your land and mine. 296 TAPE l2: LESSON 35 THIS LAND OF MINE

. (Mike:) Good! Oh, you make me so proud of.yousand so

proud of my country too!Letts all standup. Letts

see if you can sing "I Love This Land of Mine"all the way through. Sing every word clearly.

(Mrs.:) Letts take a big breath.Then let the air out slowly.

Now take a regular breathand we'll sing.Mr. Mike will helpus remember the words.

I love this land of mine.

(Mike:) (Prompting) Where peopleare so fine.

(Mrs.:) Where people areso fine. (Mike:) (Prompting) Herea man is not afraid;

(Mrs. :) Here a man is not afraid;

(Mike:) Here he lives by laws he made.

(Mrs.:) Here he lives by laws he made.

(Mike :) I love America.

(Mrs.:) I love America.

(Mike:) 11 Your land and mine. (Mrs. :) Your land and mine.

(Mrs.:) The second versegoes this way. Sing everybody! I love this land of mine

Where peopleare so fine.

(Mike:) (Prompting) Hereman works and he can earn.

(Mrs. :) Here man works and hecan earn. (Mike:) Here we go to school to learn.

(Mrs. :) Here we go to school to learn. 297

TAPE 12:- LESSON 35 THIS LAND OF MINE

(Mrs.:) I love American.

Your'And and mine. Oh, that was fine!

(Mike:) Oh,yes. That soundedvery good!Now while weire

standing, say the Pledge withme. Put your right

hand over your heart. Stand tall. Ready? "I pledge allegianceto the flag

Of the United States ofAmerica

And to the Republic forwhich it stands.

One nation, under God,indivisible, With liberty and justice for all."

(Mrs. :) Very good! Sit down now aswe say goodbye. (Mike:) Goodbye, Americans! (Mrs.:) Goodbye, friends.

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LESSON 36 FINALE

MUSIC

(Mrs.:) Hello,' friends!

(M:ke:) Hello, Americans!

(Mrs.:) Letts sing the "Hello"song today. Ready everybody? Hello, hello, hello-ho-ho-ho

And how areyou today?

I'm fine, thankyou I hope you are fine

So we can work and play!

Good! Most of you rememberedit. Letts say it again! With everybody singing:

Hello, hello, hello-ho-ho-ho

And how areyou today?

Itm fine, thankyou I hope you are fine

So we can work and play!

(Mike :) Boys and girls, this is thelast of our lessons for

working and playingtogether. See if you can remeMber

the first timewe came, We played a pointinggame

saying, "This ismy head or this is my arm."Letts

try it again. Say every word clearly afterme. This is my chin. This is my eyebrow

This is my hair.

This is my elbow. 298 299 TAPE l2L__ LESSON 36 FINALE

(Mr's.: The word thisstarts thesame as the word thank. Do you remember the song: "Thankyou, thank you, Mother dear?" Letts sing ittogether.Ready? Thank you, thankyou, mother dear, Itm so happy Iam here I can work and a play and sing

Thank you, dear,for everything. (Mrs. :) Thank you, boys and girls! Wetve hadso much fun together; Youtve learned to playthe game,"listento Mike and say the same."Mike, giveus some sentences to repeat thattell us whatwelve learned. (Mike:) All right. Say this:

Itm havinga fine time, thankyou. Excuse me. Itm sorry.

lid likesome pencils,please. Itd like fourmore. (Mrs.:) Thatts a lot of pencils. How much do theycost? (Mike:) Say this, boysand girls:

They are two forfive cents. Again:

They are two forfive cents.

You pay threecents forone pencil. Again:

You pay threecents forone pencil.

You get twopencils for fivecents. You pay tencents for four.

Four pencilscost ten cents. 300 TAPE 12 LESSON 36 FINALE

(Mrs. :) Thatts how muchsome pencils cost. (Mike:) Yes. Say:

Some pencilscost more

Some pencilscost lens.

People usemany pencils.

People writewith pens andpencils. People draw pictureswith them. (Mrs. :) Yes, we have learned tosayksoi229and pictures.Show how clearly you can say21.2turs2. Say afterme: Nick, Nick, Nick,

Will you pick,pick, pick,

Will you picka pretty picture? Nick, Nick, Nick,

That was quick,quick, quick, You pickeda pretty picture. (Mike:) I like that. Say it again.

(Mrs.:) Al]. right. After Me:

Nick, Nick, Nick,

Will you pick, pick,pick,

Will you picka pretty picture? Nick, Nick, Nick,

That was quick,quick, quick, You pickeda pretty picture. (Mike:) Letts try the mistake game withthat word. If I say it wrong, raise your hand. Don't ny.say it the wrong way. Draw a pictureof a cat.

Draw a picture ofa dog. 301 TAPE 12 LESSON 36 FINALE

(Mike:) Draw a pitcher ofacow.. (WAIT)

Show me the picture ofa cat.

Show me the pitcher ofa dog.

Show me the picture ofa cow.

(Mrs. :) Good! We can hear when he makesa mistake, can't we?

We have also learned thewords asked and said. Say this after me:

I asked her how, shewas,

She said that shewas fine. I asked her tothi_show

She said she couldn'tgo.

We could put this toa tune if you'll say each word

clearly. Sing each line afterme:

I asked her how shewas,

She said that shewas fine. I asked her to the show,

She said she couldn'tgo.

(Mike :) I know anotherverse. Say this clearly:

I asked him how hewas,

He said that hewas fine. I asked him out to play,

He said, "Some other day."

(Mrs. :) Let's sing thatverse too, a line at a time afterme: I asked him how hewas,

He said that hewas fine. 302 TAPE, 12:__ LESSON 36 FINALE

(Mrs.:) I asked him out to play

He said, "Some other day."

(Mike:) Good! I think I could heareverybody.

(Mrs. :) Everybody. Thatts a word wetveheard often.Letts

see if everybody cansay it. Say:

ev ev ev

Now: every every every

(Mike:) Letts play the mistakegame again. Raise your hand, but dontt repeat ifyou hear a mistake:

everybody everone

everything everyone

ertr body everything

everybody everone (Mrs.:) Good!Now say these:

every penny

every cent

nine cents

four cents

five cents

four more

at the store (Mike:). We learned tosay helpjourself clearlytoo, didntt

we?Try these afterme: help myself

help yourself 303

TAPE 12 LESSON 36 FINALE

(Mike:) from the shelf

help themselves (Mrs. :) Remember the two words Mr.Mike gaveus as a gift? The words ifand were? Letts sing theif songa line ata time afterme. I wondered if

I asked herif

I asked herif I couldgo. She said thatif

She thoughtthat if

It didnttsnow, I couldgo. Now the secondverse:

I wonderedif

I, asked herif

I asked herif I could play

She said thatif

She thoughtthat if

Itts nicetoday, I couldplay. (Mike:) Good! We learned a pointingsong about were. Sing each part afterme:

We were,you were

We boys andgirls were

Our speech islike goodweather. 304 TAPE 12 -:-: LESSON 36 i FINALE

(Mike:) We were,53u were We boys and girlswere

We point and singtogether.

Now letts sing it alltogether. We were,you were

We boys and girlswere

Our speech is likegood weather.

We were,you were

We boys and girlswere

We point and singtogether. (Mrs.:) Then we also learnedwhere to put the bumble-beesound when we say: it givesor it lives. Rem-Aber the story

about a tree and how itgrows? Letts standup. Well pretend we area little tree aswe act out how a tree grows. Remember trees startgrowing from theground. Grow taller asyou say after. me: A treegrows and grows.

(Mike:) Watch those bumble-beesounds. IMrs.:) It stands tall.

It spreads itsbranches.

It nods in thebreeze.

It rocks andsways. It drops its leaves. Make them drop. 305 TAPE 12: LESSON 36 FINALE

(Mike:) Good!While wetre standing,let=s say the Pledge

of Allegiance to the Flagand then wetll singour "Land of Mine"song. Stand tall to say the Pledge.

Put your hand overyour heart. Weill say it all

together because I thinkyou know it now. Ready? I pledge allegiance To the flag

Of the United States of America And to the Republic

For which it stands

One nation under God, indivisible

With liberty and justicefor all.

(Mrs.:) And, now oursong, "I love this Land of Mine." Sing it with big clear voices!

I love this land of mine

Where people areso fine. Here, a man is not afraid

Here a man is not afraid

Here he lives by laws hemade

Here he lives by laws hemade Ilove America. I love America.

Your land and mine!

Your land and mine I 306 TAPE 12-- LESSON 36 FINALE

(Mrs. :) I love this land of mine

Where peopleare so fine

Here man works and hecan earn

Here we go to school tolearn Herewe go to school to learn I love America.

Your land and mine!

Very good!Letts sit downnow. (Mike:) Itm so proud of you!

(Mrs. :) Youtve learned to speakvery well during these lessons! (Mike:) You can be: proud-of yourselves. Before we sayour

last good-bye, singthe "I am Someone"song. (Mrs.:) Sing proudly- together. (Mike :) I am someone

I am someone

Hear me sing-

. Hear me sing.

I can keep a secret

I can learn!

I can learn! t (Mrs. :) Oh, I like that. Letts all sing ittogether. 307

TAPE 12 LESSON 36 FINALE

(Mrs.:) I am someone I am someone

Here me sing

Here me sing.

I can keep a secret

I can learn!

(Mike :) You must keep on learning, boysand girls, and we:11

always be proud ofyou.

(Mrs.:) Keep on learning to speak well just.asyou have for us. Thatts how we know thatyou are someone. Goodbye, boys and girls.

(Mike:) Goodbye,, friends!

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