DOCUMENT RESUME
ED 102 604 CS 201 904 AUTHOR Stanfield, Esther, Ed.; And Others TITLE Reading and Language Arts, Goals and Objectives. Revised Edition. INSTITUTIOW Wheeling Community Consolidated School District 21, Ill. PUB DATE Aug 73 NOTE 286p.
EDRS PRICE MP-$0.76 BC-$14.59 PLUS POSTAGE DESCRIPTORS Activity Learning; Creative Writing; *Curriculum Guides; Dramatics; Elementary Education; *Language Arts; Language Skills; Listening Skil:s; *Beading Programs; *Reading Skills; Spelling; Study Skills
ABSTRACT This curriculum guide for the language arts program is divided into four major sections. Section 1, Decoding, discusses such topics as visual discrimination, identifying colors, sight words, likenesses and differences, accent, compounds, contractions, possessives, abbreviations, syllables, hyphenated words, choral reading, correct phrasing, intonation, expression, diagrams, dictionaries, library skills, and reference books. Section 2, Critical Reading, discusses such topics as understanding the basic concept, main ideas, details, summarizing, paragraphs, headings, topic sentences, outlines, taking notes, comprehension, emotional reactions, problem solving, poetry, humor, fiction, literary models, plot structure, skimming, and proof reading. Section 3, Oral Communication, discusses dramatics, listening, speaking, interviewing, and telephoning. Section 4, Written Communication, discusses creative writing, expository writing, mechanics, handwriting, and spelling. Each topic is divided into three parts: concept, objective, and sample activity. (TS) U.S. DEPARTMENT OP MERLYN. EDUCATION WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS SEEN REPRO DuCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATtNG IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLV:Y
Reading and Language Arts
Goals and Objectives
Revised Edition August 1973
Community Consolidated School District 21 Wheeling, Illinois
'PERMISSION TO REPRODUCE THIS COPY. PERAIISSIoN TO REPRODUCE THIS COPY. RIGHTED !MATERIAL HAS BEEN GRANTED BY RIGHTED MATERIAL HAS KEN GRANTED BY Community Consolidated School District 21 TO ERIC AND ORGANIZATIONS OPERATING TO ERIC AND ORU:NiZATIoNS OPERATING UNDER AGREEMENTS WITH THE NATIONAL IN. UNDER AGREEMENTS NIITH THE NATIONAL IN- STITUTE OF EDUCATION FURTHER REPRO. STITUTE OF EDUCATION FURTHER REPRO- DUCTION OUTSIDE THE ERG SYSTEM RE. DUCTION OUTSIDE THE ERIC SYSTEM RE OUiRES PERMISSION OF THE COPYRIGHT OUIRES PERMISSION OF THE COPYRIGHT OWNER OWNER
Prepared by: The Language Arts Curriculum Committee
Edited by: Esther Stanfield, Coordinator Bette Burrill Jerri Bisantz
2 IkIP1100. tO?1
INTRODUCTION
worked on goalsand objectivesit repeatedly As the LanguageArts Study Group children should learnto love toread. came up withthe concept that
they can expressthemselves correctly Children should alsofeel confident that students that proofreading shouldbe so evident to in writing. The importance of their writingwill They will then beassured that they will want to usethis method.
be understood byothers.
students accomplishthese things. Our goals andobjectives should help
individu Jzation. this guide lendthemselves to The skills andconcepts included in Level 2 Level 1 correspondsto kindergarten, The objectives arecompiled by levels. grade and the Level 3 to the lasthalf of first to the firsthalf of first grade, 2-8. remaining levels 4-10correspond to grades
coded for theskill or concept objectives for a specificskill or concept are objectives the numbers willshow how many and numbered insequence. At any one level
have preceded thoseat that level.
This does not where they areintroduced. Usually skills orconcepts are listed
mean they arenot taught atlater levels.
beyond Level 10,enrichment activities Extending beyond anylevel, and especially more advanced students and classrather than from a might stem fromthe interest of can be given students, who canwork independently, level. It is hoped that some objectives. their own learning as aresult of these moreresponsibility for
communication, therefore wehope theseobjectives Language Artsexists only as through othersubject disciplines. will be accomplished,when possible,
3 LANGUAGE ARTS SCOPE AND SEQUENCE CHART
T MITT IMIIIIIMI6 7 8 9 10
DECODING (Green)
Visual Discrimination R.A Recognize letters of the alphabet 1 1
T. '. 1 ',-.1.Lif;, colors .1 2 V. -1-_:?' w,rds 2 1 1.T IllrfriLsros ani differences 4
Auditory I'iscrimination L.S. Letter-sound association 6 i 1111111 A. Accent 2
tAructural Analysis pomp. Compounds 1.1 1 1 Cont. ContractionsContrac 3 Tn. Inflected and derived forms ) 1:, 9 9 3 3 10 Pos. Possessives 1 1 1 2 2 1 1 Ab. Abbreviations 1 2 1 . 1, S liables MI MIMOM WI 2 Usa e .S. Hist. & Sc. of the language (Reg. diff. a.henated words 11111111 3'1 11111111 O. Ori_in of words 111111011611111
Oral Fluency Ch. Choral reading Ph. Correct phrasing 1111111111111 Int. Intonation Ex. E ression E1111111111111111.
Study Skills Bib. Di sins biblio: a.hies etc. 1111= L.R. Left to right B.P. Book parts Diu. Dictiona EMILE 1 Lib. Libra Skills MI= 1 1 R.B. Reference Books 11.11.11111111111111n 1 6III
CRITICAL READING, (Pink) !
Getting the Basic Concept M.I. Main Idea Det. Details Ill 1 Sum. Summarizing 11/111111111111111I Par. Recd_ izin: ara &ohs Ell -1111111.11111.B.111 Headin stitles sub-titles IMMO =WM= .. Toi.c sentence Min iliniMiNIKINIIIMIlill 1 Ou. Outline or chart form 1.111 INIMMEMIM 1 M.S. Using multiple sources mon irmIIII MI 1 N. Taking notes $4
. LANGUAGE ARTS SCOPEANP SEQUENCE CHART
T .V.ITPX .S ...._ _ 10 1 7
CRITICAL READING - continued
G. Context
Tnterpretation loIrpr. Comprehension 11111011illi P.R. Perceivin rel:tionshis 11111111=WINIENWMINIKEIMI Sensing emotional reactions MB E.M. =HIM Fact-odnion fact-fiction MSS= F.O. MEM Soc. Social forces influencingcharacter 1111111111EMININ Evaluation of different viewoints IIIII 1 .11.1111.11MINIM Ev. 1 1 P.S. Problem solvin: 11111.1111111111111.1=1= MN 1111211 EL_f2222 nee
Elements of Style P. Ps. Poetry and Prose Study M. Literarymodels 11 El 1 u. Humor MEM F.L. Figmtive lan:. - Senso images INIMINNIIMMINE111111 1 A.P. .uthor's ose 111111 1.111111111111.11111111 F.C. Fiction Plot. Plot, structure 2III2 2 3III9 Cl. Classification
oseftil Re:din 1 1 1 1 1 1 IInu---___A2..1L----rillattitude /11111. I 1 Sk. kimmin Mill 1 1 MIMI R.R. Rate IIII Proof. Proof Readin_ 11111111=1111111.1.11 ORAL COMMUNICATION (Yellow) 1111.111 Dr. Dramatics 111111111.111111 4 4' 2 Li. Listening 2 6 5 2 2 Speaking -----p. 1 1 1 Inter. Interviewing . 1 Tel. Telephoning
WRITTENCOMMUNICATION (Blue) III 1111 in 8111111110 10 C.W. Creative Wtin , 'Math 'Writin_ IngliiiiingerNMEM 1 WI611911101M1111 1 1 Me. Meoh: cs i 1 Ha. Handwriting 5 5 S. 1111111111111NO
! ! I LEVEL 1 - SCOPE AND SEQUENCE CHART
SKILLS AND CONCEPTS
DECODING (Green Pages)
Visual Discrimination, page 3-4
R.A. (1) Recognize letters of alphabet I.C. (1) Identify colors I.C, (2) S.W. (1) Sight words S.W. (2) L.D. (1) Likenesses & differences L.D. (2) L.D. (3) L.D. (4)
Auditory DiscriminationRage 5
L.S. (1) Letter -sound association L.S. (2) L.S. (3)
Study Skills, per_
L.R. (1) Left to Right L.R. (2) Dic. (1) Dictionary Lib. (1) Library Skills
CRITICAL READING (Pink Pages)
Getting the Basic Concept, page T
M.I. (1) Main Idea M.I. (2) M.I. (3) Det. (1) Details
Context, _page 8
C. (1)
Interpretation,page9-10
P.R. (I) Perceiving Relations P.R. (2) P.R. (3) P.R. (4) P.R. (5) Em. (1) Sensing EMotional Reactions F.O. (1) Fact-opinion
Seguences pate 11
Se. (1) Se. (2) Se. (3) Se. (4) Skills and Concepts, continued - Level 1
Elements of Style, page 12
F.L. (1) Figurative Lang. - Sensory Images F.L. (2)
Classific*ttion, page 13
Cl. (1)
ORAL COMMUNICATION (Yellow Pages)
Dramatics, page 15
Dr. (1)
Listening, page 16
Li. (1) Li. (2) Li. (3) Li. (4)
Speaking, page 17-18
Sp. (1) Sp. (2) Sp. (3) Sp. (4) Sp. (5) sp. (6) Sp. (7) Sp. (8) Sp. (9) Sp. (10) Sp. (11)
WRITTEN COMMUNICATION (Blue Pages)
Mechanics, page 19
Me. (1)
Handwriting, page 20
Ha. (1) Ha. (2) Ha. (3)
(2)1015A VISUAL DISCRIMINATION
CONCEPT OBJECTIVE SAMPLE ACTIN= mow
Recognizing Alphabet
1 R.A. (1) Given alphabet' rds, the student will e4eply the proper letter name when the cards are in or out of order.
Identifying Colors
1 I.C. (1) Given eight color cards and eight color tokens of the same colors as the canhv the student will match the cards with the tokens.
1 I.C. (2) Given cards ,..16 the eight major colors, the student will name the colors orally.
Sight Words
1 S.W. (1) Given several names written on the chalk board, the student will find his own name and circleit with chalk.
After associating specific colors with their names, the student will orally identify the name without the color.
Likenesses and Differenoeto
1 L.D. (1) Given a group of picture cards, some alike, same different,. the student will state what makes same alike and what makes othirs different. VISUAL 'DISCRIMINATION
CONCEPT OBJECTIVE SAMPLE ACTMTT
L.D. (2) Given a picture with dif- ferent objects, the student will compare likenesses and differences between the ob- jects by identifying them.
1 L.D. Given a work sheet with several names printed on it, the student will match each word to its duplicate by connecting them with an imaginary line drawn with his fingers.
1 L.D. (4) Given two words, the student will tell if they are alike at the beginning, middle or end, by circling the parts that are alike. AUDITORY DISCRIMINATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Letter -sound Association
1 L.S. (1) Student will repeat after Given a Setter of the alphabet presented teacher, the letter sound. orally and visually, the student will outline it in the air with his finger and repeat it orally.
Given a letter written on the board, the student will recite the name of the letter.
1 L.S. (2) Student will find other While listening to a tape or record of words starting with the sounds, the student will indicate the consonant sound presented sound he hears by pointing to the pic- by the teacher. ture of the object that produces the sound.
Having a poem presented orally, the stu- dent will clap when he hears a specific sound in the poem and tell in which ward he hears that sound.
Given a picture card, the student will respond by holdiag up his hand when his letter or sound is called out.
Given the list of children's names orally, the student will stand with others whose names begin withthesame sound.
Given a letter of the alphabet, the stu- dent will find magazine pictures begin- ning with the sound and sal the name of the picture stressing that sound.
Given a worksheet with several pictures, the student will recite which pictures Itoegin with the same consonant sound.
1 L.S. (3) Student will identify Having heard a poetry selection or a song, sounds that are alike. the student will recite the words that Awe.
Given several picture cards, the student will watch those that rhyme by drawing an imaginary line with his fingers.
Given a Sheet containing several pictures, the student will identify each picture and tell which writs end alike. STUDY SKILLS
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CONCEPT OBJECTIVE SAMPLE ACTIVITY
Left to Right
1 L.R. (1) Given a page of picture stories, the student will tra.s with his finger the Frogreesion of left to right and top to bottom.
1 L.R. (2) The student will point out the beginning and ending letters in a word using left to right skills.
Using the dictionary
1 Dia.(1) Using the pictures drawn or from magazines, the student will contribute to a class picture dictionary.
Library
1 Lib. (1) Using the school library, the student will select picture books.
(6) GETTING THE WIC CONCEPT
sans =ma 4INOMININDIMINWRIO
Rain Idea )1.I.(1) Given a picture story br the teacher, the child will explain the main idea and give details to sup port it.
.1 (2) Given a story, the student viii draw from memory pie- torial representations of its contentasdirected.
Given the opportunity to share his experiences, the child will tall of some- thing important to him.
dimmomommmifts--""--41 Details
1 DSO. (1) Olven a picture ageing en obvious detail, or contain- in; an abourditb the stun dent will idantiAr that detail ( i.e. a pic- ture of a boar mimeos one MO. CON=
11110. SAMPLE ACTIVITY CONCEPT OBJECTIVE
1 C.(i) Given an oral sentence by the teacher with one word omitted, the student will supply several possible answers thatcomplete the. sentence.
J4-a INTERPRETATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
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Peroniving Rslationshipa
1 P.R. (1) Given a large picture story card, the studentwill tell what is happening in the story and why.
1 P.R. (2) Given several pictures,
each illustrating the , .'_?f, usage of a single sense, , the student will identify the sense portrayed in each .1'' one.
1 P.R. (3) Raving heard part of a story, the student will suggest a possible outcome.
1 P.R. (4) Given several picture cards, the student will orally construct a sentence by using.tham.
1 P.R. (5) Given a short story and a ,; list of haw and why ques- : . tions based on its content, '4;. the student will infer and . . state the answer to each CM.
I., . . , 1' 1,
SensingEillOti,013.- al Reactions
.1 E.X. (1)
Not and Opinion
tt. I att
VW' /NTEVRETATION
Fact and Opinion
P.O. (2) Given a story the teacher' has read, the student wild. decide with reasons, if what went on in the etory was right or wrong,fool- inh or smart. i3M7X"'°141641ilt`1148d!6,t
SEQUENCE ELEMENTS OF STYLE
CONCEPT
Figurative Lag-page
1 F.L. (1) Given a picture, the student will discuss possible tem- perature, sound, or other sensory images onemight experience if one were in the scene.
F.L. (2) Given a list of words such au:white, big, and good, the student will answer with the opposite of each such as black, small, and bad. CLASSIFICATION
CONCEPT OBJECTIVE SAMPLE Acmnir
Classification
1 C.L. (1) Given a number of single pictures, the student will categorize them according to different criteria, (animals, color, people, opposites, synonyms)) DRAMATICS
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-Dramatics
1 Dr.(1) After hearing a selected story, the student will use a puppet toretell the StorY.
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CONCEPT OBJECTIVE SAMPLE ACTIVITY
Listening
1 Li. (1) Given the opportunity to After hearing a story, the student hear a story, the student can show he paid attention by ans- will listen to the story and wering questions about the story. talk about it z After listening to the 1 1 Li. (2) Pledge of Allegiance in phrases, the student will re cite it by rots.
The student will use good Hearing oral directions such as, Pie. listening habits by follow- your name on the paper", thestUdent ing oral directions. should show he's listening by follow ing the directions. Later, multiple directions can be used,
-4: Given a tape or record of Upon hearing a reaord o arms 6oula sounds, the student will ia- the student can show zecognition.
dioate that the sounds he holding the picture of the animal, rs, hears he recognizes by poin that makes the sound.
ing to.the picture of the sI object from which that sound COMB* AR!
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5.
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S i.: Speaking
given 1 Sp. (1) The studentwillrecite his The student whouldknow his name completely not confus- name such as William or Debra as . ing his nick neme with his opposed to the shortened nick max*. whole name.
1 Sp. (2) Given a picturo, the stu- Shown a piatur.,, of an owl sitting dent will tell what is hap- ona branch, the student should pening, =lug a full sen- answer in a complete sentence,"An.. owl is sitting on a branch.* : tence. ,r,. In circle, students aretold they will 1 Sp. (3) Given a topic to discuss, 1'N the student will partici- have a chance to tell about awthi4g: rt.° in class discussion. they choose. They take turna. '
1 Sp. (4) Given a sentence with two The fat pig liked to dig in the mud. words that rhyme, the stu- The student should recognize dig and dentwillrecite the words that rhyme.
Sp. (5) Given directions to make up Tell the student* thattheierfir a wishful story,the stu- the or sow that they-1,44;cl dentwilltell the story really wantifgranted using several sentences. also have to tell lAythey WAY,ThisvillhaVothitiousgu4'04:',..
'show Sp. (6) Given the opportunity to Each student allowed i4ma 'duing elar2 his ideas, the stu- tentia will grad and_ihaJ4,-,cra41.4r'r dentwill epeein front of something happened to others. he could explain ,methir. t brought to acbo4,
Having been told how' a the sentenceismade-up,the Student;: (in a.:.CmOlete4a4tapOil).*: student winrecite a owl- The Big:.%11,3r -dgait,''Ortirt.ttopik. tonesin answerto who, the bridge, . whatorwhere.
Givers a Previoudlyidenti Pltotiously. 'a fled objectwithout seeing:, %.411.degiotribe its it, the student willuse' one descriptiveadjective
to describe the object. ,
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CatiCEPT SAMPLE ACTIVITY
.1 Sp. (9) Given a card from the Peabody Language Kit, the student will tell two things about an object on the card.
Given the opportunity to speak, the student will re- cite a nursery rhyme.
Given non-human beings, or A game can be played. One child in-nninte objects such as can pick something in the roam than household items, the stu- give a clue to what it is to the dent,will give oral and other children. More clues can be silent clues to the identi- given it necesserY. ficatian.
r.
F MECHANICS
SAMPLE ACTIVITY
Meabanioe
Ime. (1) Given the form for writing a name, the studentshould write his name starting with an upper case letter.
it) HANWITING
CONCEPT OBJECTIVE i SAMPLE ACTIVITY
Handwriting
1 Ha. (1) Given instructions, the student will print his name using the proper case let- ters.
1 Ha. (2) Given samples and instruc- tions, the student will print the letters of the alphabet used in his name.
1 Ha. (3) Given instructions, the student will write numerals one through ten. LEVEL 2 - SCOPE AND SEQUENCE CHART
SKILLS AND CONCEPTS
DECODING (Green Pages)
Visual Discrimination, page 23
R.A. (2) Recognize letters of alphabet I.C. (3) Identify colors I.C. (4) Auditory Discriminations
L.S. (4) Letter-sound association L.S. (5) L.S. (6) L.S. (7) L.S. (8)
Structural Analysis,_Raap 25
In. (1) Inflected and derived forms In. (2) Pos. (1) Possessives
Oral FluPncy, page 26
Ph. (1) Correct phrasing Ph. (2)
Study Skills, Raw 27
Dic. (2) Dictionary Lib. (2) Library Skills
CRITICAL READING (Pink Pages)
Getting the Basic Concepts page 28
M.I. (4) Main Idea Det. (2) Details Sum. (1) Summarizing
M. S. (1) Using multiple sources
Context, page 30
C. (2) C. (3)
Interpretation, Pale31
Compr.(1) Comprehensions Compr.(2) P.R. (6) Perceiving Relationships P.R. (7) Soc. (1) Social forces influencing character 25 40(21) Skills and Concepts, continued- Level 2
Sevencellpage 32
20. (5) Se. (6) Se. (7) Se. (8)
Elements of Style, page 33
F.L. (3) Figurative lang. - Sensory images
Classification,ymp 34
Cl. (2) Cl. (3)
Purposeful ReadinnLpage 35
I.A. (1) Inquiring Attitude.
ORAL COMMUNICATION (Yellow Pages
Dramatics, page 37
Dr. (2)
Listenlin,ylane38
Li. (5) Li. (6) Li. (7) Li. (8)
Speaking, pane 39
Sp. (12) Sp. (13) Sp. (14) Sp. (15)
WRITTEN COMMUNICATION (Blue Pages)
Creative Writing, page 41
C.W. (1)
Mechanics, Pale 42
Me. (2)
Handwriting, pair 43
Ha. (4) Ha. (5) Ha. (6) Ha. (7) Ha. (8) Ha. (9) (22)we Ha. (10) 26 11" VISUAL DISCRIMINATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Recognizing Alphabet
2 R.A. (2) Given a series of flash cards with letters of the alphabet out of order, the student will identify and incite the letters.
Identifying Colors
2 I.C. (3) Given a flannel board, the student will match color objects to a given color word.
41/ 2 I.C. (4) Given one column of color words and a column of visi- ble colored objects, a stu- dent will match them by drawing a line between them.
27 48. (23) AUDITORY DISCRIMINATION
UMIONOMMINW
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Letter-sound association
2 L.S. (4) The student will identify GiVeD a picture, the student will orally, beginning conso- tell the beginning sound orally. nant sounds.
2 L.S. (5) The student will identify Given three words orally, the stu- final consonant sounds. dent will recite the two that rhyme.
Given four or more pictures, the student will group the three that end with the same final consonant sound.
Given an assortment of six pictures, a student will select a rhyming pair.
Given a worksheet with pictures, a student will write the final consonant next to each picture.
2 L.S. (6) Given a sound orally, the Using a peg board with pictures and student will write the let- letters, a student will match a pic- ter associated with the ture with its beginning letter. sound. Given a picture, the student will write the letter associated with the sound that begins the word naming the picture.
2 L.S. (7) Given a word, the student Given two pictures with the name of will substitute beginning the first one under it, the student consonants in order to will change the initial consonant in make new words. order to write the second rhyming word.
.2 L.S. (8) The student will verbalize the consonant digraphs, (th,sh,ch,wh) and tell the letters associated with those sounds.
(24) STRUCTURAL ANALYSIS
CONCEPT' OBJECTIVE SAMPLE ACTIVITY
Inflected and derived forms
2In. (1) Given a root, the student will make a new word with one of the endings,(s, ed, ing).
2 In. (2) Given a group of words con- taining a specific variety of suffixes, the student will find the suffix in each word. The suffixes to be included are: s, ed, ing.
2 In. (3) Given a sentence missing one word with a choice of Spot to jump. two words, one word with the suffix s and the other want wants the root, the student will identify which word best completes the sentence.
Possessives
.2 Poe. (1) Given an incomplete sen- tence and a picture of a story character, the stu- dent will choose between the character's name and fin was silver. the posseesive of that character's name to finish fish fish's the sentence correctly.
29 (25). ORAL FLUENCY
SAMPLE ACTIVITY'
Phrasing
2Ph. (1) Given stories from life and /or the media, the stu- dent will retell the story.
2 Ph. (2) Given a pre-primer or prim- er, the student will read orally, distinctly and fluently phrasing the dia- log the way the story char- acter said it. STUDY SKILLS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Dictionary
2 Die. (2) Using a picture dictionary, Using paper labeled in three columns- - the student will classify animal, people, thing, -- the stu- words according to their dent will place pictures they have meanings by using pictures drawn under the correct label. of words.
Library
2 Lib. (2) Using the library, the stu- dent will select books.
31se- (27) GETTING THE BASIC CONCEPT
OBJECTIVE SAMPLE ACTIVITY
Wm Ideas
2 N.I. (4) Given an idea or'being allowed to select one of his own, the child will complete a sentence in ar writing.
Details
2 Det. (2) Having heard a story, the child will answer questions about the main idea and details which support it.
411) Summarise
2 Stmt. (1) Having heard a story, the student will give a brief oral summary.
,11
Using Multiple Sources
2. M.S. (1) Having read several stories, the child will find and to of a similar incident or character with the same biotin one or more of tho stories. CONTEXT
CONCEPT OBJECTIVE SAMPLE =MIT
2 G. (2) Given an oral sentence by the teacher including the beginning sound of a min- ing word, the student will suggest possible answers to complete the scntence.
2C. (3) Given a selection with a proper noun and one or more referrents (pronouns), the student will use cdh- text clues to identify the proncuns that have the same referrent.
11-4: 30) INIIMPRETATION
Perceiving Relationships
2 P.R. (6) Given an illustration and several words, some of which are distractors, the student will select those words which describe the Picture.
2 P.R. (7)
Social Forces Influencing Character.
2 Soc. (I) Having heard a story, the student willevaluate orally, the kind' of charac- ter or characters in the story. SEQUENCE
SANPLE ACTIVITY CONCEPT OBJECTIVE
Sequeew
2 Se. (5) Having a part of a story read to him, the student gill suggest a possible outcome of the story.
2Se. (6) Given an experience story and given sentences from that story out of sequence, the student will rearrange the sentencesin proper order.
2Se. (7) In order to learn the days of the week in sequence, the student will place let- tere to represent days in the proper placeonthe calendar.
2Se. (8) Given oral directions in two stages, the student will perform thegiventask.
35 (30 T.
EL/MINTS OF STYLE
COtiCEPT oBncTra3 SAXPLI ACTIVITY
FigurativeUMW"
2 F.L. (3) Given a picture from any `.. academic discipline, the student will discuss poss- ible temperature, sound, taste, or other sensory images one might experience if one were in the scene. CLASSIFICATION
Given two pictures with opposite imprecations, the student will select the imprmmWkntaskedfor bythe teacher. PURPOSEFUL READING
CONCEPT SAMPLE =Ira!
Inquiring Attitude 2 I . (1) Given help by the librarian/ the student will select plementary materia to read a.
DRAMATICS , e or
,,2 Dr.(2) Given a well-known etorr Mewing heard ator such 1104 or reel life situation,, the Three Rtily CotCourrt the clad. atudent will ammoc4rac-, ren awl iket out the 4ifferelvt rs4as ter roles. J' '4' ' X
2; '
A.
rt.r t;, ,,,A° A LISTENIING
COOT OBJECTIVE
Listening
2Li. (5) Given a direction orally, After being presented with a direc. the student will listen and tion each as: "Fut your name in the follow the direction. upper right hand corner of your paper", the student should follow through. Multiple directions canbeworked ia later.
2Li. (6) Given dictuted directions by the teacher on how to draw something, the student will draw the object.
2II. (7) Using the Language Master, Language Masters ehould be available the student will listen to, in your Learning Center or through see, and recite the, words the L.D. teacher. given. :1:
2Li. (8) Listening to records or tapes, the studentwill distinguish certain given sounds or words by =wr- ing questions.
e
e `" SAMPLE ACTIVITY 10610.11101
Speaking
2 Sp. (12) Given the opportunity, the During weekly Sharing time, all student will express him- children should' have the opportunity self orally during sharing to share with the rest of the class, time. something he has brought or an ex- perience bs has had..
2Sp. (13) Having heard a story in the After hearing a story sudh es: present tense, the student c.30idilocks tog. will retell the story in the student should be able to tsll the the past tense or vice were atary as if it is happening now,.
2 Sp. (14) Given the opportunity to dictate to the teacher, specific directions for drawing, the student will dictate and correct the teacher, as she draws.
2 Sp. (15) Given an imaginary situa- Two boys are plowing on a lake pier tion, the student will des- and oneaccidentally.falls cribe it from various view- water. Tell ,the situation froithe points. point 'of view of each boy and tram, the point of view ofthalsot4grlxe- the boy who
y.
(39)411 CREATIVE WRITING
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Creative Writing Using words from a picture An illustration can accompanythe 2C.W. (1) dictionary, the student will sentence. write a complete thoughtin sentence form. MECHANICS
11.11MI11=11111111=111VM
CONCEPT SAMPLE ACTIVITY
Mechanics
2Me. (2) Given a sentence to write, the child will be instruc- ted to start with a capital letter.
4141. (42) HANDWRITING
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Handwriting
2Ha. (4) The student will sit in a comfortable upright posi- tion with both arms on the desk for good handwriting.
2 Ha. (0 Given a pencil, the student will hold it with a comforb. able grasp for writing.
2 Ha. (6) Given primary writing paper the student will use the guide lines on the paper for writing upper and lower case letters.
2 Ha. (7) Given the proper pattern All letters are formed by going from for writing, the student top to bottom, the circle letters are will form straight sticks, formed in a counter-clockwise motion. the slanted sticks, circles, Tail letters are the only letters and tail letters. that go below the base line.
2Ha. (8) Given samples and instruc- tions, the student will print all of the letters of the alphabet. (upper and lower case)
2 Ha. (9) Given his own name to write, the student will write it capitalizing the first let- ter.
2Ha. (10) Given the proper patterns In the early stages of writing, it for spacing of words and might be suggested that the child letters, the student will put a space of two fingers between writetspacing properly. words. Later it can be reduced to one finger when they canvisualize the spacing better. Skill and Concepts, continued -Level 3 Interpretation,
Em. (2) Sensing emotional reactions Ev. (1) Evaluation of different viewpoints
Sequence, page 58
Se. (9) Se. (10)
Classification, page 59
tl. (4) Cl. (5) 60 Purposeful Reading, page
I.A. (2) Inquiring attitude
ORAL COMMUNICATION(Yellow pages)
Dramatics, page 61
Dr. (3)
Speaking, page
Sp. (16) Sp. (17) Sp. (18) Sp. (19)
WRITTEN COMMUNICATION(Blue pages)
Creative Writing, pga a63
C.W. (2) C.W. (3) C.W. (4) C.W. (5)
Expository Writing, page64
Exp. (1) Exp. (2)
Mechanics,_page 65
Me. (3) Me. (4) Me. (5) Me. (6)
Handwriting, page 66
Ha. (11) Ha. (12) mak4 5 1146,44' ) 46 Skill and Concepts, continued - Level 3
67 Spelling) pace
Sp. (1) Sp. (2) Sp. (3) Sp. (4) Appendix, page 68-A thru J
41iffm- (47) VISUAL DISCRIMINATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Sight Word
3S.W. (1) Using the flannel board and a given reference in the room, a student will match a number word with the cor- rect number of objects.
.ersr.(1494)7 AUDITORY DISCRIMINATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Letter-sound association
3 L.S. (9) The student will identify When given a worksheet with pictures the letter associated with that have a choice of three letters the consonant sound heard undereach, a student will discrimi- at the beginning of a word. nate between the sounds and circle the letter he hears at the beginning ineachpicture.
3 L.S. (10) The student will identify Given aword orally and a letter to the letter associated with work with, the student will tell if the consonant sound heard it isinthe beginning, middle or end at the beginning, middle or of the word. end of a word.
3 L.S. (11) The student will identify Usinga pegboard with two blends at the consonant blend heard the top, the student when given six at the beginning of words. picture cards will discriminate be- tween the sounds and place the pie- ture oards under the proper blend.
Giventhree wordsorally,tho student will recite the two with the same blend sound.
3 L.S. (12) The student will recite Given a wordorally witha short the short vowel sounds vowel sound, the student will identify when presented orally. and recite the sound.
3 L.S. (13) The student will combine Givena new word on the board and a context and letter-sound context clue, a student will use his association to identify a beginning and ending consonant sound new word. skills to identify the word.
3L.S.(14) The student will identify Using their phonetic skills when the letters associated with given a picture, such as cat, the both consonants and vowels student will write the word phoneti- and write words. cally. (The way it sounds to him.)
Givenfour new word cards, the stu- dent willidentifythe word given orally.
(50) 441 8 STRUCTURALANALYSIS.
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Compounds
3 Comp. (1) Given two pictures, the student will put the words naming the pictures, to- gether to form a compound word.
3 Comp. (2) Given compound vords the student will draw a line between the two words used tc form the compound.
3 Comp. (3) Given an unfinished sentenc missing a compound word, the student will pick from three compound words the one which will complete the sentence correctly.
Contractions
3 Cont. (1) GiveL a contraction in a sentence, the student will select from a list the words which make up that contraction.
3 Cont. (2) Given a sentence with a He isn't here. He is not here. contraction, the student will underline the con- traction and rewrite the sentence replacing the con- traction with the correct words.
Inflected and derived forms
3In. (4) Given a sentence missing There is a row of a word, either singular or the garden. plural and given two choices (i.e. dolls, doll), flower flowers the student will circle the one that fits into the sentence. STRUCTURAL ANALYSIS
CONCEPT I OBJECTIVE SAMPLE ACTIVITY
3 In. (5) Given a group of words con- taining a specific variety of suffixes, the student will find the suffix in each word. The suffixes to be included are: s ing, er.
3In. (6) Presented with a singular noun on the card holder, the student will place the "s" letter card at the end of the word to make the word mean more than one.
3 In. (7) Given a set of singular nouns whose plurals are formed by adding a or es, the student will write their plurals.
3 In. (8) Given a verb in the pre- sent tense, the student will add "ed" to make the verb show the past tense.
3 In. (9) Given a root word, the student will make a new word with "er" or "est" suffixes.
Possession
3 Pos. (2) Given phrases in pairs, one of which shows possession, the student will identify the phrases containing possession.
50 17-2- (52) ORAL FLUENCY tavai sisi
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Phrasing
3Ph. (3) Given a story to read, the student will read orally, distinctly and fluently, phrasing the sentences so that they make sense.
Intonation
3 Int. (1) Given different kinds of sentences, the student will read them orally showing proper intonation.
51 40r (53) STUDY SKILLS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Books Parts
3 B.P. (1) Using the table of contents in a book, the student will find a before mentioned story title.
Dictionary
3 Dic. (3) Using a picture dictionary, Using paper divided into thirds, the the student will classify student will write the sample words words according to their under the proper category. meanings by writing the wor:z. Categories: animal, people, thing. Sample words: worm,plate, mittens, cowboy, king, flag, lion
Library Skills
3 Lib. (3) Given a group of books the teacher has selected or re- stricted, the student will read using his word attack skills.
Alh,554) GETTING THE BASIC CONCEPT hl BESj WO
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Main Idea
3M.I. (5) Given a picture with a list of sentences, the student will select the sentence which best describes the illustration.
3 M.I. (6) Having read a story, the child will select from several titles the proper one.
3 MRI. (7) Given an idea or being allowed to select one of his own, the child will write creatively.
-6+ 53 (55) CONTEXT
CONCEPT OBJECTIVE SAMPLEACTIVITY
3 C. (4) Given a word withmore than one meaning and several sentences with this word (two of which have the same meaning),the student will identify those sentences.
3C. (5) Given i word new to the student in a familiar con- text, the student will in- fer the meaning of the word. INTERPRETATION .0ittriIUMimtgla
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Sensing motion Reactions
3 Thi. (2) After reading a story, the student will tell how a character or characters felt.
Evaluation of Different View- points
3 Ev. (1) Given two pictured examples of a character'sbehalOor in a given situation, ore reasonable and the other unreasonable, alas student will underline the picture which show the charaotor's reasonable behavior.
54.54g 57) SEQUENCE
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Sequence
3 Se. (9) Having read a short, un- finished story, the student will select or underline one of several sentences which tell of a possible outcome.
3 Se. (10) Given worksheets and oral directions, the student will complete the work- sheets by following the directions in sequence.
(58) CLASSIFICATION
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Classification
3 Cl. (4) Given a number of single words, the student will categorize them according to people, places orthings.
3 Cl. (5) Given two headings and a list of items, the student will classify each one under its proper categoric heading.
5761059) PURPOSEFUL READING
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Inquiring Attitude
3I.A. (2) After receiving help from the teacher or librarian (if necessary), the student will select a book to read and share with others.
.f10(60b 8 DRAMATICS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Mimetic's.
3 Dr. (3) Given a problem to solve, Demonstrate how a monkey would open the student will use crea- a sealed box. To use dialogue you tive dramatics to demon- could demonstrate a child opening a strate the solution. gift that he especially wanted.
594.- (a) SPEAKING
CONCEPT SAMPLE =NM
Speaking
3Sp. (16) Given a new vocabulary word, the student will write a sentence using the word or use it in oral com- munication.
3 Sp. (17) Having acted out a charac- Having taken the part of the troll in ter role, the student will Ibm DUlz Coda cola,the stu- tell how he felt. dent can express how the character felt in different parts of the story.
3 Sp. (18) Given an oral declarative sentence, the student will respond with the same sen- tence in the interrogative form or vice versa.
3Sp. (19) . Given a topic of his own interest, the student will give an oral report and lead'the discussion follow ing
4
.`. CREATTU WRITING
(WECTIVE SAMPLE ACTIVITY
'rot ive
( ') Using words from a picture dictionary, the student will write a three sentence story.
C.W. (3) Given words familiar to him, the student will unscramble them to make sentences.
3 C.W. (4) Given an unfinished story-, the student, will write his own ending.
Refer to Creative Writing Starters in 3 C.W. (5) Given the opportunity and freedom to create, the appendix. student will write his own story.
e
6 163) EXPOSITORY WRITING
CONCEPT OBJECTIVE I SAMPLE ACTIVITY
Expository Writing
3Exp. (1) Given a simple, personal letter form, the student will compose a simple let.- ter.
3Exp. (2) Given a sample thank you note form, the student will compose a simple thank-you letter. MECHANTOS
CONCEPT oBJECTIVE SAMPLE ACTIVITY
Mechanics
3Me. (3) Given a sentence, the stu- Beginning of sentences. dent should know where to Proper names. include a capital letter Letter T. and the reason for doing so.
3 Me. (4) Given a sentence missing punctuation ut the end, the student will punctuate the sentence using a period or a question mark andknow the difference between them.
3 Me. (5) Given a sentence written incorrectly cn the board by the teacher, the student will write ':lie sentence with corroct punctuation and capitalization.
3Me. (6) Given sentences to copy from the board, the student will copy without splitting words at the end of a line.
684(65) HANDWRITING
CONCEPT OBJECTIVE SAME ACTIVITY
Handwriting
3 Ha. (11) Given a sentence to write containing all lower case letters, the student will write it supplying needed upper case letters.
3 Ha. (12) Given standards of neatness, the student will attempt to develop habits of neatness.
64 .4(66) gitO. t5i
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Spelling
3Spell. (1) Given a list of frequently used words, the student will study and spell cor- rectly when tested.
3Spell. (2) Given a list of frequently used words, the student will write them correctly in daily work.
3Spell. (3) Having misspelled a word, from a previously used word list, in his daily work, the student will add it to his current list.
3Spell.(4) Given the need for spelling an extra or unusualword, in creative writing or other subject areas, the student will either look the word up or seek help from the teacher and add it to his current list.
65 .403%(67) Creaf Viri4sn9 forKids
When nobody wants toplay with me, I ...
I wish that ...
School is not so good when
Boy, was I scared when ...
Kids are not allowed to stickout their tongue because
We need mothers to ...
I can be as quiet as ...
If I were a dish rag,ice cube, etc. ...
If my nose grew reallong, I would ...
I feel very sad insidewhen
My mom thinks I am a showoff when
On upside down days ...
Some big people are crabbybecause
If I had five dollars,I would ...
firr 66-.a 6 4 \Aily Need J\i) 0+hers
to tac me in at nhieht
to teach me to walk and talk
to blo up my blon
to red my paprs
to help me tell time
to get me some shoos so I cat get glas in my feet
to put a ref ovr my had
to kiss me wain I go to school
to tehkl me
to be than when I fall down
to coo me hot food when it is cod
to fid simthen wan I lis smthen
to loot me paly with my gufad
to mask me better when I am sick
to let me go to the fun fir
to take carov babes
to kep me appi
to kep kar aif ais
to bandl me up
to ceepuo werm
to cam may hr
to mack mane
to winch TV
to love me Lift (e. Pcopie_ ka.ve
11.31G- PROBLEMS
BEST COPYMULE
Misery is when my brthrs pill my tady bar'shad of
Misery is when you haws looks like it camefran the ;lac yid.
Misery is when my brather with me and T hafe to rnneh 115m inthe moth.
Misery is when you don't 15I:e schoolfur a Jong tjmc,.
Misery is when :ire mom yrls at yo,.
Misery is when you have n nrcrm can an fals of year sti e.
Misery is when I spend ol 71; rs(-11(,: onc5x boxses ov card° that as had.
Misery is when yuor fraed drops yuorJ atnacn bac:cc; or. the frennd.
Misery is when my mom sais you carltha v:- jrro mar oarJo.
Misery is when I duet get my trans. Tsn I get mad ben Tommy bugs mefor them. He macs me mad.
Misery is when you wher n baby and hadcirnasch.
Misery is when mi dad spacs me.
Misery is when you have to drink yourmeddsn.
Misery is wehn you can't go out for recsse on ahot sunny day.
Misery is when your sestrns whet top dackirrT; you in the ldr.
Misery is when my mom harlrat me
Misery is Ocr my skats fall off andwhen the key is Jost.
Misery is when my dog bytes my playne un.
Misery is when my rabbits want awaybecus they had babys. Two died so we had to brsn them to the star. Misery is when ...
It is (is not) fun to read because ...
I want to be big enough to
Suppose ...
We have belly buttons because ...
If I could be any animal G..
MY problem is ...
When I lost my first tooth, I ...
I cry when ...
Sometimes I hate being little because
I can never remember ...
My dad is proud of me when ...
I would (world not) like tolive in a shoe because 600
Kids ...
I get mad when ...
Hee Haw (staple a cartoon on their paper)
If I were the principal ofthis school, I would ...
Stars are so far away that ...
The tiniest thing I know is o.. It is as big as ...
The most"fun thing" I ever did was ...
Some kids like to suck theirthumb because ...
I sure was surprised when ...
I can hardly wait until ...
The bad thing about goingbarefoot is ...
If I got lost in the woodsat night, I would For additional ideas start with coloring book pages that suggests
a title. to you. Enlarge the picture on poster board, put a short
caption under it and students will enjoy going to your book for writing starters. MI
My mom
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Showoffwilen 44 0
I Can never
re rnern6er +0 0
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I need my
teno+lie r 4-0. I no.A ail uat,iM d- >I MOLA D LM I LA "..."."
ci)!)1 a oll tA pa o di a +ou
..i!ati+ san&Lio+
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''m.."...... LEVEL 4 - SCOPE & SEQUENCE CHART
SKILLS AND CONCEPTS
DECODING (Green pages)
Audits Discrimination, page 73
L.S. (15) Letter-soand association L.S. (16) L.S. (17) L.S. (18)
Structural Analysist_page74-76
Comp. (4) Compounds Comp. (5) Cont. (3) Contractions Cont. (4) Cont. (5) In. (9) Inflected and derived forms In. (10) In. (11) In. (12) In. (13) In. (14) In. (15) In. (117) In. (17) In. (18) Pos. (3) Possessives Ab. (1) Abbreviations Syl. (1) Syllables U. (1) Usage
Oral Fluency, page 77
Ch. (1) Choral reading Int. (2) Intonation
Study Skillst_pae78
Die. (4) Dictionary Lib. (4) Library skills
CRITICAL READING (Pink pages)
Getting the Basic Conceptpage 79
M.I. (8) Main idea M.S. (2) Using multiple sources
Context, page 8Q
C. (6) C. (7) C. (8) 1;ir69 t. Skills and Concepts, continued - Level 4
Interpretation; pate8182
Compr. (3) Compreaension P.R. (8) Perceiving relationships P.R. (9) Em. (3) Sensing emotional reactions F.O. (2) Faction-opinion Soc. (2) Social forces influencing character Soc. (3) P.S. (1) Problem solving
Seguence, page83
Se. (11) Se. (12) Se. (13)
Elements of Style, page
F.L. (J4) Figurative Lang., - Sensory images F.L. (5)
Classification, pzIge 85
Cl. (6) Cl. (7)
Purposeful Reading, page 86
I.A. (3) Inquiring attitude S7t. (1) Skimminc
ORAL CMSTUNICATION (Yellow pages)
Dramatics, page 87
Dr. (4)
Listening, page87
Li. (9) Li. (10) Li. (11) Li. (12)
Speaking, page 89
Sp. (20) Sp. (21) Inter. (1) Interv5ewinf; Tel. (1) Telephoning
70 41f-- 77 Skills and Concepts, continued -Level 4
WRITTEN COMMUNICATION (Bluepages)
Creative Writing, gage 91
C.W. (6) C.W. (7) C.W. (8) C.W. (9)
Expository Writings page g2
Exp. (3) Exp. (4)
Mechanics, page 93
Me. (7) Me. (8) Me. (9) Me. (10) Me. (11) Me. (12)
Handwriting, pap 94
Ha. (13) Ha. (14)
Spelling, page 95
Sp. (5) Sp. (6) Sp. (7) Sp. ( 8)
784471 zIcorifiliaa AUDITORY DISCRIMINATION
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Letter-found Ageoeiation Given a new vowel sound orally,the 4 (15) The student will discrimi- nate and give examples of student will repeat the sound and say words containing vowel a word thatcontains it. sounds. Given a vowel sound, a studentwill write a word containing that eound.
Given a list of words containing a similar vowel sounds the studentwill identify the vowel sound orally.
Given words with short vowelsounds, the student will state thevowel sound and also the visual clues toshort vowel sounds.
Given a list of words containing a vowel, the student will statewhether the words have the long orshort vowel sound.
Given an oral word and voweldigraph to work with, the student willrepeat the word and identify thevowel di- graph.
Given a written word containing a vowel digraph, the student will re- peat the word and identifythe vowel digraph.
4 L.S. (16) Given a word orally con,- taining a consonant that can have morethan one sound, the studentwill identify the proper sound. (i.e. as incat)
the 4 LA. (17) Given an unknown, word, student will identity the word using phoneticalum
Given a word with a silcutconsonant, 4 L.S. (18) The student willidentify silent letters in words. the student will pronouncethe word and identify the silentletter. 073 fi STRUCTURAL ANALYSIS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Compounds
4Comp. (4) Given two lists of familiar words, the student will com- bine them to form compound words.
4 Comp. (5) Given a list of familiar words and a set of incom- plete sentences, the stu- dent will form compound words from the list to com- plete sentences.
Contractions
4 Cont. (3) Given two words (i.e. can not) the student will x out the letters not needed in the contraction.
4 Cont. (4) Given a list of contractions the student will pronounce each of the contractions and state the two base words from which it was built.
4Cont. (5) Given a sentence with a Use: will, has, had, have contraction, the student will underline the con- traction and rewrite the sentences replacing the contractions with the cor- rect words.
Inflected and derived forms
4 ID. (10) Given a list of familiar root words to which be- ginnings or endings have been added, the student will identify the root word
74 80 STRUCTURAL ANALYSIS
tomAYNtABIE
CONCEPT OBJECTIVE SAMPLE ACTIVITY .
4 In (11) Given a sentence missing a I was home from school. word and given the root and two possible inflected forms walked walking walk of that root word, the stu- dent will choose the correct form for the sentence.
4 In. (12) The student will identify Underline the inflected ending. word endings of inflected words appearing in a given The pretty flowers are blooming. sentence.
4in. (23) Given a sentence missing He's the snowman I've seen. one word with a choice of two words containing suf- fat fatter fattest fixes, (listed below) the student will identify which word best completes the sen tenoe. (sodling) (y,ly) (erost)
4 In. (14) Given a list of singular nouns, the studentwill de- monstrate his knowledge of plural rules by adding a or SS.
4 In. (15) Given a singular noun end- family - families ing in y and a pattern for the plural, the student Penny will write its plural.
4 In. (16) Given a group of words con- taining a specific variety of suffixes, the student will find the suffix in each word. The suffixes to be included are: er, est, c, lb ful, en, job, ed, ing, er (of agent) and
4 In. (17) The child will demonstrate his ability to recognize the root word in inflected forms with suffixes such as-(ua en, ful, lob, er (of agent), by underlining the root word. .7,TRUCTURAL ANALYSIS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
4 In. (18) Given a word and two suffixes, the student will select the suffix which forms a new word when con- nected to the one given. hill y ly
4 In. (19) Given a list of words con- becalm after bedroom taming the prefixes A and afloat begin becloud be with several distractors ajar above afoot' the student will identify each prefix.
Possessives
4 Pos. (3) The student will recognize an instance where posses- sion is shown in a given sentence by adding an apostrophe where needed.
Abbreviations .
Ab. (1) Given the following abbre- viations, the student will say them. Mr. Dr. Mrs. Ms.
Syllables
4Syl. (1) Given a setofwords con- taining one or more vowels, but only one vowel sound, the student will identify the number of vowelsAind syllables in each word.
Usage
4 Us. (1) Given a sentence with miss- Sample verbs: take, swing, wear,go* ing verbs, and a list of run tell, sit, throw, catch, bring, verbs with their irregular buy, set past tense, the student will select the correct form..n.. 40 82 . ORAL FLUENCY
BESTtri
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Intonation
4 Int. (2) Given different kinds of sentences, the student will read them using the proper intonation.
Choral Reading
4 Ch. (1) Given short selections of poetry, the student will join others in choral read- ing of those selections. STUDY SKILLS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Dictionary
4Die. (4) Given a list of words, the Given a sample list of words such student will use the dic- as: like, helped, lucky, feel, tionary to alphabetize thos small, boat, the student will use words in writing. the dictionary to alphabetize these words.
Library Skills
4 Lib. (4) Given the freedom to use the libraryithe student will select a book of his choice to read. GETTING THE BASIC CONCEPT gmOM
SAMPLE ACTIVITY CONCEPT OBJFCTIVE
Main Idea.
4 M.I. (8) Having read a story, the Read short news items to the children. student will select from Have them choose the most important several ti,les the proper statement of each news item. one or suggest one of his own.
Using Multiple Sources
4 M.S. (2) After reading two given short stories, the student will write a sentence which describes one similarity between the stories. CONTEXT
SAMPLE ACTIVITY' CONCEPT I OBJECTIVE
4 C. (6) Given a word with more than one meaning and several sentences with this word, two of which have the same meaning, the student will identify those two sen- tences.
4 C. (7) The student can demonstrate his comprehension of -cord meaning in sentence context by choosing a definition from a list of alternatives.
4 C. (8) Given a paragraph contain- ing a variety of punctua- tion marks, the student wi read with proper voice in- flection to convey the meaning of the sentences. INTERPRETATION
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Comprehension
4 Compr. (1) After reading a selection, the student will answer questions on comprehension with 93% accuracy.
Perceiving Relationships
4 P.R. (8) Given an illustration old several sentne;es, some of which are dintrnotors,thy* student will sllect those sentences which relate to the pictur.
4 P.R. (9) After, reading a selection, the student will state the relationships between cause and effect, general and specific, periods of time, various places and sizes.
Sensing Emotion- al Reactions
4 Em. (3) Given a story to read, the student will describe chan- ges of mood of characters in the story.
Fact and Opinion
4F.Q.(3) Given a story to read, the student will tell the dif- ference between fiction and non-fiction.
SVai INTERPRETATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Social Forces Influencing Character
4Soc. (2) Given a problem situation, the student will make judg- ments orally as to how a particular character they have read about would react.
4Soc. (3) Given a story title, the student will state an en- vironment in which the sto might occur.
Problem Solving
4 P.S. (1) Having read or heard a story, the student will stato the problem or prob- lems to be solved in the plot.
SS82 Oa* SEQUENCE 111w
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Sequence
4 Se. (11) Having read part of a story the student will suggest a prssible outcome of the story.
4 Se. (12) Given five sentences from a story, the student will number them in sequential order.
4 Se. (13) Given worksheets and oral or written directions, the student will perform tasks by following the directions in sequence.
89 04183. ELEMENTS OF STYLE
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Figurative Language
4F.L. (4) Given a story with visual images, the student will underlie words that des- cribe a particular visual image such as: darkness.
4 F.L. (5) Given idiomatic, picture- sque, or figurative langua the student will differenti ate between the use and the literal meaning.
849a CLASSIFICATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
IM141111111411W /Id
Classification
4 Cl. (6) Given homonyms, the student will classify them accord- ing to usage and meaning.
4 Cl. (7) Given a choice of three words, the student will select the two words that are opposite ofeach other. PURPOSEFUL READING
CONCEPT i OBJECTIVE SAMPLE ACTIVITY ",, ..//..M1101111. Inquiring Attitude
4 I.A. (3) Given free time and a choice from several alternatives, the student will choose a book to read that he will share in some way with others.
:kiting
4 Sk. (/) Given a question from a Ask chiler.:1 4, bring a newspaper to selection read, the student class. ii4ve them skim for facts. will locate page and para- graph where the answer is fount.
92
441°' DRAMATICS N
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Dramatics
4rte.(4) LISTENING
CCOCEPT OBJECTIVE SAMPLE ACTIVITY
Listening
4 (9) Given a story, the student will answer different types of questions such as factual interpr.ttive, and evaluative.
4 Li. (10) Given p..4As of a story, the student will verbally guess the outcome of the story af- ter listening to questions from the teacher.
4 Li. (11) Given two stories, the stu- dent will describe verbally the similarities between than.
v i4 4 Li. (12) After viowing creative dramatics, the student will 2s .ti state the problem which the characters had to solve.
,4:s
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4
, 2 171
4.4 SPEAKING
awns Acirrnry
Having read a book, the student will give an oral book report according to the teacher's instructions.
Given an imaginary situate and instructions for intro- ductions, the student will introduce someone to a third person.
After establishing a pur- ,A47 simple interviewing can ba,470.. pose and appropriate ques School helpers oan beinterviewect tions for an interview dur- about their 4obei Any.outsi.44Frith. ing z discussion, the stu source people, brought in fOr,oert4R,, dent will conduct an inter,- units atudiedi can bo intervietted4r.tar View their presentation to .'pia Wora:VOrl4o Raison forlam.114.044g aA4H uei 4"s are bast ebb hV
,1. ..11fikitsrarosirstmerlaigi:!wwwir.ithei.'" CREATIVE WRITING
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Creative Writing
Creative dramatics or magic circle 4 C.W. (6) Given an open ended story, the student will supply an may be used before the finalresult ending. is formulated and put on paper.
The teacher could put lists of daily C.W. (7) Given free time for discus- sion, the aadent will keep class events on the boad that would a diary ofclass events be included in the class diary. with the help and support of other class members.
See Scholastic5 book from the set, 4 C.W. (8) Given a photographed situa- tion, the student will in- A Creative Expression Book, Dinosaur vent a narrative to go with Pones. The Gifted Library. it. Using scribble drawings on the chalk 4 C.W. (9) Given abstract shapes, the student can create imagina- board, the student can act out that S tive statements to explain shape before deciding on a proper the shape. explanation for it. EXPOSITORY WRITING
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Expository Writing student After reading a givenliter When a book is read, the 4 Exp. (3) author's ary selection,the student could put the title and will write a review based name on a cardwith a simple comment the book or upon his personalreaction of what he gained from With the student's to the selection. thought of it. name it couldbe included in a room file for others to lookat.
Given a situation forin- 4Exp. (4) viting a guest, the student will design and write an invitation.
97 9290 MECHANICS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Mechanics
4 Me. (7) Given rules for capitaliza- Sentence beginning, street address, tion, the student will wri names, days of week,months, I, titles, sentences using the rules. first words in letter greeting and closing.
4 Mb. (8) Given a sentence with miss- ing punctuation, the stu- dent will punctuate the sentence using either peri- od, question mark, or an exclamation point.
4 1414.. (9) Given an idea, the student will write several complete sentences, punctuating cor- rectly.
Given an incomplete sen- III4 Me* (10) tence, the student will complete the sentence.
4 Me. (11) Given both complete andin- complete sentences, the student will underline the complete sentences.
4 Me. (12) Given a personal form, the The personal or friendly letter is student will compose a let- made up of greeting, body, closing, and ter. name. Observing correct margins is important. PANDWRITINr
SAMPLE ACTIVITY[
Handwriting
4 Ha. (131 Given an example of chalk board writing, the student will write with free arm movements, etc.
4 Ha. (14) Given the freedom to choose his own writing style, the student will use a consis- tent slant.
99
94+6 k0140 0 SPELLING
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Spelling
4Spell. (5) Given a list of frequently used words, the student will study and spell cor- rectly when tested.
4Spell. (6) Given a list of frequently used words, the student will write them correctly in daily work.
4 Spell. (7) Having misspelled a word from a previous word list in his daily work, the stu- dent will add it to his current list.
4Spell. (8) Given the need for spelling an extra or unusual word, in creative writing or other subject areas, the student will either look the word up or seek help from the teacher and add it to his current list.
/ LEVEL 5 - :3COPE & SEQUENCE CHART
SKILLS AND CONCEPTS
DECODING (Green Paces)
Auditory Discriminatim 120.,! 101
A. (I) Acc:Alt A. (2) A. (3) A. (4)
Structural Analysis, p9.4e 102-105
Comp. (6) Compounds Cont. (6) Contractions Cont. (7) In. (19) Inflected & derived forms In. (20) In. (21) In. (22) In. (23) In. (24) In. (25) In. (26) In. (27) Pos. (4) Possessives Pos. (5) Syl. (2) Syllables Syl. (3) Syl. (4) Syl. (5) Syl. (6) Syl. (7) U. (2) Usage U. (3)
Oral Fluency, page 104___
Int. (3) Intonation
Study Skills, page 107-108
Die. (5) Dictionary Dic. (6) Dic. (7) Dic. (8) Dic. (9) Dic. (l0) Die. (11) R.B. (1) Reference Books R.B. (2) R.B. (3)
44ti2124. 97 101 Skills and Concepts, continueti - Level 5
CRITICAL READING (Pink pages)
Getting the Basic Concert, page 109
M.I. (9) Main idea M.T. (10) Sum. (2) Summarizing Top. (1) Topic sentence
Context, page 110
C. (9) C. (10) C. (11) (12) C. (13)
Interpretation, page111-112
Compr. (4) Comprehension P.R. (10) Perceiving relationships P.R. (11) P.R. (12) P.R. (13) P.R. (114) P.R. (15) Em. (4) Em. (5) Em. (6) F.O. (3) Fact-opinion P.S. (2) Problem solving
Sequence, page 114
Se. (14) Se. (15) Se. (16) Se. (17) Se. (18)
Elements of Style, page 115
L.M. (1) Literary models L.M. (2) L.M. (3) L.M. (4) F.L. (6) Figurative lang. - Sensory images A.P. (1) Author's purpose
Classification, page 116
Cl. (8) Cl. (9)
1 038 pia Skills and Concepts, continued - Level 5
Purposeful
I.A. (4) Inquiring attitude
ORAL COMMUNICATION (Yellow pages)
Dramatics, pap 119
Dr. (5) Dr. (6)
,Listeni.ng pa ,e120
Li. (13)
Speakins, page 121
Sp. (22) Sp. (23) Sp. (24) Sp. (25) Sp. (26) Sp. (27) Int. (2) Interviewing
WRITTEN COMMUNICATION (Blue pages)
Creative Writing, page 123
C.W. (10 C.W. Oa) C.W. (12) C.W. (13) C.W. (14) C.W. (is) C.W. (16) C.W. (17) C.W. (i8)
ExpositoryWriting.page 124
Exp. (5) Exp. (6)
Mechanics,page 126
Me. (13) Me. (14) Me. (15) Me. (16)
Handwriting, page 126
Ha. (15) Ha. (16) Ha. (17) 99 1W Skills and Concepts, continued - Level 5
Spelling,pate 1?7 Sp. (9) Sp. (1o) Sp. (11)
1004ir AUDITORY DISCRIMINATION
BEST DWIAVAISI
SAMPLE ACTIVITY CONCEPT
Accent
When words are pronounced, 5A. (1) the student will indicate the accented syllableby showing first and second syllables with his fingers.
syllable 5 A. (2) Given a set of two words, the studentwill identify the words with first syllable accento.
Given a list of ten pLonic 5A. (3) pronunciations (with accent marks) the student wt11 bQ able to put a squarearound the primary accentedrwl- lable and a circle around the syllable withthn secondary accent.
5 A. (4) When a studentlis given several sentenceswith words in them whichmust be accented a certain way (rec /ord, re /cord) to func- tion in the sentence,he will accent the words cor- rectly or choose fromtwo pronunciations given.
105146 STRUCTURAL ANALYSIS
CONCEPT OBJECTIVE SAMPLE ACTIVITY Ammioni
Compounds
5 Comp. (6) Given a list of compound words, the student will identify the two words used to form each one.
Contractions
5 Cont. (6) Given pairs of words, the student will write them as contractions and include their apostrophes.
5 Cont. (7) Given a sentence with an AulEft very silly today. ( you are) underlined contraction and a list of the words that sample words, I've, I111, she'll, love some letters in the you'll, isn't, doesn't, won't, I'd, contracting, the student let's. will select the word that is used to mike the con- traction.
Inflected and derived forms
5 In. (20) Given words written in Select by underlining, the Proper word. both the singular and plur- boy al form and a group of in- The boye jumps on the wagon. complete sentences, the student will write the pro- per form of the word in the sentence.
5 In. (21) Given a'list of singular Write the plural form of the following nouns including those of words: boy, deer, goose, child. unchangeable form, the student will write their plural form.
5 In. (22) Given a list of words, the student will add Ltd or ijal according to the rules: double final consonant, drop the final et changeZ to i before adding ed. 1012 106- STRUCTURAL ANALYSIS
)111' BEST
COMP? OBJECTIVE sampu aarmrr
5 In.(23) Given a list of 25 words Port that have been structurally changed, the student will scrib circle the ohm" label whether prefix, suffix, and write the root word.
5IA.(20 Given a sentence containing ation - able-ful io a word missing its suffix, and a choice of suffixes, His imagine was wild. the student will select the suffix which completes the word in the context of that sentence.
5In.(25) Given a list of prefixes nn . not,re . again and a set of prefix defini- tions, the student will sup- ply the prefix word having the same meaning as each definition.
5 In. (26) Given a group of words Underline the prefix or suffixin each
containing a specific of the following words:dislike, inside, . variety of prefixes and suf- happiness, shoeless, statement, Joyous. fixes, the student will find the prefix or suffix in each word.
5In.(27) Given a sentence with a verb in the present tense, The animals roar. the student will write the sentence changing the verb to the past tense using the proper inflected form. (ed)
5In.(28) Given a sentence with a All its boys walked word minding and a root after they lost the game. word, Write the correct structurally changed word. OlaPPV) Ans. Unhappily
ittr8'.031 107 STRUCTURAL ANALYSIS
CONCEPT OEJECTIVE SAMPLE ACTIVITY
Possessives
5 Poe. (4) Given a sentence with a Sally's cat drank all the milk. possessive noun, the stu- dent will write the sentence cat drank all the milk. substituting the proper possessive pronoun from a list of possessive pronouns.
5 Poe. (5) Given sentences in pairs, one illustrating singular Put an apostrophe in the proper possession and the other places. plural possession, the student will identify the 1. All the pilots hats were blue. proper placement of apos- trophes in each one. 2. The pilots. hat was blue.
Syllables
5 Syl. (2) Given orally a set of words of two or three syllables, the student will hold up a piece of blue paper for one syllable, red "or two syl-. lables and green for three syllables.
5Syl. (3) Given a set of pictures depicting one or two syllable words, the stu- dent will identify the number of syllables in each.
5 Syl. (4) Given a list of two syllable words containing double medial consonants, thestu- dent will divide the words into their syllables.
5 41, (5) Given a set of two syllable words containing two dif- ferent medial consonants, (win/dev) the student will divide each word into its syllable
108 STRUCTURAL ANALYSIS
CONCEPT OBJECTIVE SAMPLE Agana
Given a list of one and two Make two columns and label one for syllable words, the student one syllable and one for twosyllable will place them in the cor- words and puteach of the following rect columns headedbyone in the correct coluin: sew, written, and two syllable words. laugh, meet, people, something, kind, using, whose,yard,yellow
5Syl. (3) Given a set of words con- taining two or more vowels, Put a circle aroundeach voweland a but only two vowel sounds, line between the syllables. the student willidentify the number of vowels and written syllables in each word. laugh people meet at. Suggested verbs: have, go,do,come, 5 Us, (3) Given sentences with mis- sing verbs, and a list of see, give, eat,take, write, begin, verbs with their irregular bite, blow, break, bring,choose, dig, past tense, the student flee, forget, freeze, hear, hide,know, will select the correct lend, lose, ride, ring, shake, sink, form. sting, :strike, be
5 Us. (4) Given a list of irregular Irreguilar nouns: nouns, the studentwill write his own sentences foot - feet using them correctly. child - children woman women goose - geese mouse mice tooth- teeth deer - deer sheep sheep ox oxen
414:01°5 109 ORAL FLUENCY
Cif.,P;;EPT OBJECTIVE SMSE ACTIVITY
Intonation
5Int.(3) Given all kinds of sentencesp the student will read them orally with the proper into- nation.
1 10 STUDY SKILLS
BEST COPYMOM
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Dictionary
Using the dictionary and a Write the page numbers on which the 5 Die. (5) given word, the student will following words may be found: write the page numbers where chloroform, etc. the ward is found. follow- 5 Die. (6) Using the dictionary and a Write the guide words for the given word, the student wil ing words: honey, single, navigate. write the guide words.
teacher, 5 Die. (7) Using the word and the Given sample words by the dictionary, the student the student will We guidewords will locate the entry word and tell the page on whichthe word quickly through the use of may be founds within a time limit. the guide words. for 5 Die. (8) Using the dictionary and a Tell the appropriate meaning given word in context, the the underlined word in thefollowing student will write or tell sentences: S that he the appropriate meaning to 1. John was in such a hurry suit- fit, the context. crammed his things into the case. 2. Martin thought that the party was delightful.
with the 5 Die. (9) Given sentences with the Replace the underlined word specific word underlined, dictionary meaning: had the student will replace 1. Everywhere Johnny Appleseed the word with the diction- gone,orchards grew. bridge ary meaning. 2. The goats had to cross a over a brook. 3. The club members are at ameeting.
the fol- 5 Die. (10) Using the table of symbols Look up and spell correctly on-pages 76 & 77 of Thorn- lowing words in parentheses: dike - Barnhart Beginning 1. Ben broke the (nuktl) in his Dictionary, the student little finger. will look up and spell 2. Dad is teaching me how to(restl). words correctly. 3. An (tl) is a handy tool.
,*;
.107. IU STUDYSKILLS
OBJECTIVE SAMPLE ACTIVITY
Given dictionary pronun- Spy each word from the pronunciation ciations and spellings, the and match the correct spelling: student will say the word from its pronunciation and (duz) 1 - lock match the correct spelling. (hav) 2 - odd (nit) 3- does (lok) 4 - rough (re) 5 - have (od) 6. knit
Reference 1 Books
5Ref. (1) Given a thesaurus anda Sample: list of words, the student 1, Find five synonyms for the word will use the reference to hostile. find two synonyms for each 2. Find five verbs showing hostility. word on the list. 3. Find five ad3eotives for to be 40 hostile.
5Ref. (2) Given.a diagram, the student will identify and explain ougpc.%) the meaning of the parts A of the diagram. ot.- 0 co
i? Layers of rook are shown.Some of the upper layer bas blown away or worn down. Mountains are formed by folding and faulting of the land.. Explain what you would find if you were digg- ing from A to B.
5Ref. (3) Given a question on a-topic Think of questions on any subdeat that and an encyclopedia, the can be answered by studying the ency- student will find theans- olopedia.Write the questions on sen- werand discuss it with his tence strips and post them around the class. roam. Encourage children to find the answers in their spare time. Let the children who do the research meet in small groups to discuss the answers.
108 lee reference books to find information 1124a; bbut the person for whom you school was
tamed.. . GETTING THE BASIC CONCEPT
..M111111111.11111.111
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Main Idea
5M.I. (9) Given a story or paragraph Show the children a telegram. Point to read, the student will out that the message is in as few identify the main idea of words as possible. Help them make the story and select de- a telegram that a story character tails to support it. might have sent to a friend. It should tell the men idea.
5 M.T. (10) Given a series of pictures telling a stogy, the stu- dent will state the main idea of the story in his own words.
Summarizing Let the children choose a story or a unit of study in soc. at. and make a 5 Sum. (2) Given a story or part of a collage. By collecting materials to story to read, the student suggest things about a country or 'ay will summarize orally., the collecting pictures, they cal arrange content of the selection. them to give an overall pictm:;.e of the place chosen.
Topic Sentence Given a paragraph to read, the student will select 5Top. (1) the topic sentence. CONTEXT
CONCEPT OBJECTIVE SAKIE ACTIVITY
5 C. (9) The student can demonstrate The Chinese coolie pulled us around his comprehension. of the in a rickshaw. meaning of phrafiee in a specific context by iden- a rickety Chinese wagon tifying that meaning from a two-wheeled bbman drawn a list of choloes. vehicle used in China a large bicycle
5 C. (10) Given a selection to read, the student will use con- text for identification and meaning of words or phrase
5 C. (11) Given unfamiliar words in independent reading, the student will infer the meaning using word analysis. skills and context.
5 C. (12) Given a paragraph to read silently, the student will explain orally the content of the paragraph. . .
5 C.' (13) Given a story to read oral- ly, the student will give a meaningful oral interpre- tation.
114 4tfuo INtutAllt TERPRETATION
teAttgl
CONCEPT OBJECTIVE SAtiP13 ACTIVITY
Comprehension
5 Compr. (2) After reading a gelation, the student will answer questions with 90% accu- racy.
Perceiving Relationships
5 P.R. (10) Given a story to read, the student will predict the outcome prior to reading from the source.
5 P.R. (11) Given material to read, the student will make common sense inferences orally from certain implied ideas.
5 P.R. (12) Given.a story to read, the
student will draw conclu- ; sions orally or in writing from what he has read.
5 P.R. (13) Given a paragraph describ- ing an event, the student will state which of its sentences infers the re- sult of that event.
5 P.R. (14) Given a story to read, the student will react verbally to story content, linking it to personal experience and ideas gained through reading.
5 P.R. (15) Given a selection to read, Analogous: People have hands and feet. the student will answer Dogs have paws. questions in writing con- cerning perception of re- Cause- effect: After reading a selection, lationshipwanalogous, the student will draw a line under cause-effect, general - sentences that made him think that it specific, sequence, time, had a happy ending. place, space or size. General. - specific: After the student reads in a selection with action involved,he will pick from a list of sayings the appro- 115ism priate one. (Look before you leap.) INTERPRETATTON
CONCEPT OBJECTIVE SAMPLE ACTIVITY
5 P.R. (15) 101111 continued Sequence: Show sentences out of order from a story and have them put in order by the student.
Time: Show several pictures of people in earlier times doing such things as cooking, plowing, sewing, reading. Ask the children to draw 'then and now' pictures. Have children post their, pictures under the correct title.
Place or Space: Using a diagram, the student should indicate what might happen at certain places in the diagram.
Size: Shown a picture of an animal with labeled dimensions, the student can 0 answer questions as to whether the animal could fit in certain sized cages.
Sensing Emotion- al Reactions
5 E.M. (4) Given a description of actions by a particular character, the student will choose the given character from a list of three.
5 E.M. (5) Given two or three charac- ters suggested by the teac er, the student will pre- sent a skit with others, involving the given charac- ters.
5 E.M. (6) Given a story to read, the student will respond verb- ally or in written work identifying emotional re- actions and motives of story characters. 116 INTERpRETATioN tel BEST
CONCEPT °EMOTIVE SIMPLE ACTIVITY
Fact and °pint
5F.0.(4) On a given test, the stu- dent will differentiate be. tween real and mike believ fact and opinion.
Problem Solving
P.S.(2) Given a map, the student Let pupils cooperate to draw endlabel will follow the key by or map the school ground or some finding places on the map. limited area near the school. Provide opportunities for the rest of the clan to consult the map. SEQUENCE
OBJECTIVE SAMPLE ACTIVITY
Given directions, the stu- dent will read and follow directions on his own.
Given free time, the stu- After reading a story, encourage children dent will write stories to develop a continuation of the story. using proper sentence struol Ask one child to continue from the point ture and a logical order of where the story stopped. Stop him at events. any point and have him choose aclass- mate to continue. Last one should pro- Given oral directions0the vide an ending. student will listen and proceed to follow them in- dependently.
Given a story to read, the student will tell sequen- tially, the events in the plot of the story.
Given five sentences from a story, the student will write the five sentences in sequential order.
118114+VI la KOELEMENTS OF STYLE
CONOEPT OBJECTIVE SAMPLE Amy=
Literary Models
5L.M. (i) After reading several fa- After reading several fables, help bles, the student will children make a mobile to represent write one of his own. each fable. Each mobile should con- tain construction paper cutouts of the characters and elements distinc.. tine of the setting.
5L.M. (2) After reading or hearing several limericks, the student will write one of his own.
5L.M. (3) After hearing or reading examples of narrative verse, thestudent will write one of his own.
Lot pupils create legends to explain . 5L.M.(4) After being exposed to biography,flashback,lyric any aspect of their lives.Encourage poetry, nonsense rhymes humorous and imaginative approaches and myths, the student to a wide 'Tarte* of topics --whir will identify them by ans- American people drink oaf,* for wering questions. breakfast, why boys play marbles, why bicycles have two wheels, why girls chant rhymes alo they PAP PPP etc. Read some of them to the class.
Figurative language
5F.L. (6) Givenpoetryand/Or prose Have pupils write sentences in which to read, thestudent will most of the words begin with the same identify certain figura- sound. Examples Pat pacedpast tive, idiomatic, picture- Pet's pigpen. sque and sensory language.
Author's Purpose
5 A.P (1) Given a selection to read, the student will answer questions in writing or orally to suggest the author's. purpose or mean-
119lee CLASSIFICATION
CONCEPT SAMPLE ACTIVITY
Classification
5Cl.(8) Given a group of words in context, the student will classify words by soun4p form, meaning and function.
5C1. (9) Given words in context, the Ex.: bad, angry, glow,' depressed student will identify and list the words that show mood.
1 20116 1,001MAO
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Inquiring Attitude
5 I.A. (4) Given a selection to read, the student will write or tell his purpose for read- ing the selection.
UT 121 ; 4 4". ^5, '' s S.
'71,1:. Sf.
. DRAMATICS
CONCEPT
"Immiftwoolonpiroplimpomerowommommoreor nrsmatice 5 WO(5) Given an oral story, the student will choose a c acter and pantomime the character at a particular point i the stogy.
5Dr.(6) After pantomiming a charac ter in a story, the stu- dent will add conversation to his role.
p
S.
C.
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^' TY' Listening
5 Li. (13) Given a discussion situatio Establish a checklist, contributed by the student will participate students, of .good listening habits. by listening to others.
sz
Wir`-,;," Participation can tte tliro
1.Taking turns in epeAing. 2. 'Lag relevant naterial for 143 coAtributioa; 3.Participatingixialeader01401*
Sp. (23) Thiu could be put on a tape atd replayed ao thattheetadant, write
(24) Given a topic of his own interest, tha student will give an oral report and leai the discussion.
5 Sp. (25) Given suggestions for good oral presentation, the stu -. dent will evaluate himself after, a presentation.
(26)
5 Sp. (27) Given a setting of a myste story and a discrepant ev.m. eats the student will fin- ish the story..
Interviewing
5Inter. (2) After establishing a pur- pose and appropriate ques tions for an interview by pairs or small groups, th© student will partiqipate in an inter:dew. CREATIVE WRITING .40 CONCEPT OBJECTIVE SAMPLE ACTIVITY
Creative Writing
selected. 5 C.W. (10) Having picked a subject of The subject of flying could be interest to him, the stu- Some of the correlated terms: pilot, dent will make a list of elevation, apron, taxi strip,glider, words that have special wings, throttle, landing gear,gallery, meanings to people with approach. that interest.
5 C.W. (11) Given a word that cannot be Suggested words: hope, fear, dream, pictured, the student will happiness, land excitement. write about it by giving examples of it.
5 C.W. (12) Given a list of 15 homonyms, the student will write rid- dles for three or four of them.
05 C.W. (13) Given a topic, the student will write descriptive words, phrases, and sen- tences.
5 C.W. (14) Having something the stu- dent thinks is worthwhile to tell about, the student will write answering the questions who, what, when, and how, why and where.
5 C.W. (15) Given an opportunity, the student will keep a diary of events and his own thoughts for a given period of time.
5 C.W. (16) Given unfinished sentences, the student will write met- aphors to complete them. It, Book 3 5 C.W. (17) Using literary models, the .See Language and How To Use student will note personi- Pages 23, 91-99 fication, onomatopoeia, simile and metaphor, and write some examples.
5 C.W. (18) Using literary models, the student will write a myth or fable. 125 EXPOSITORY WRITING
5 Exp. (5) Having read a book, the student will write a news- flash about it.
5 Exp. (6) Givena pattern, the stu- dent will write a short autobiography in paragraphs.
Mb
126 MECHANICS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Mechanics 5 Me. (13) Given a written declarative sentence, the student will transform it to a written interrogative sentence or vice versa.
5 Me. (14) Given a paragraph to write, the student will write the paragraph using proper form of indenting.
5 Me. (15) Given a situation of his Drawing stick figures and using on choice, the student will conversation balloons, students can write a short dialogue be- make comic strip stories. tween two people. Lang. and How To Use It, 3 - p. 7344
5 tier (i6) Given a situation from Ex. An English tea or olden times or a different Hawaiian luau environment studied in social studies, the student will write and punctuate properly, an invitation for a special kind of party.
127 44ittra25 HANDWRITING
OBJECTIVE SAMPLE ACTIVITY'
Given the opportunity, the student will use a pen with ease. Given instruction and prac- tice, the student will write using cursive writing. Having learned to write legibly, the student will apply it in all subject area
14*: 128 126 SPELLING
CONCEPT OPJECTIVE SAMPLE ACTIVITY
Spelling 5 Spell (9) Given a list of frequently used words, the student will study and spell correctly when used and tested.
5 Spell, (10) Having misspelled a word from a previous word list, in his daily work, the student will add it to his current list.
5 Spells (11) Given theneed for spelling an extra or unusual word, in creative writins or other Elobj-ct areas,the student will either look the word up or seek help from the teacher and add it to his current list. LEVEL 6 - SCOPE AND SEQUENCE CHART
111 SKILLS AND CONCEPTS DECODING (Green pages)
AuditorsrDiscrimination,pale133
A. (5) Accent
Structural Analysis, pate1,34 -1,38
Comp. (7) Compounds Cont. (8) Contractions Cont. (9) Cont. (10) In. (28) Inflected and derived forms In. (29) In. (30) In. (31) In. (32) In. (33) In. (34) In. (35) In. (36) Pos. (6) Possessives Pos. (7) Ab. (2) Abbreviations Ab. (3) Syl. (8) Syllables U. (4) Usage U. (5) U. (6) H.S. (1) History and Science (..4: Language . Reg.Diff.
stugy skills.,JENELA0=a9___
B.P. (2) Book Parts Die. (12) Dictionary Dic. (13) Dic. (14) Dic. (15) Dic. (16)
CRITICAL READING (Pink pages)
Gettin,K the Basic Concept, Cage 141-142
M.I. (11) Main idea He. (1) Headings, titles, sub-titles He. (2) Ou. (1) Outline or chart form M.S. (3) Using multiple sources Top. (2) Topic sentence N. (1) Taking notes
distiefi.29130 Skills and Concepts, contined - Level 6
Interpretation, page 143-144
Compr. (5) Comprehension P.R. (16)Perceiving relationships P.R. (17) P.R. (18) P.R. (19) P.R. (20) P.R. (21) Et. (7) Sensing emotional reactions Em. (8) En. (9) Et. (10) Ev. (2) Evaluation of different view points P.S. (3) Problem solving
Sequence, page 145
Se. (19)
Elements of Style, page 146-147
L.M. Literary models L.M. L.M. Hu. Humor F.L. Figurative Lang., - Sensory images Fic. Fiction Plot Plot structure
Classification, page 148
Cl. Cl. Cl.
Purposeful Reading, page 149
I.A. (5) Inquiring attitude Sk. (2) Skimming R.R. (1) Reading Rate
ORAL COMMUNICATION (Yellow Pages)
Dramatics, page 151
Dr. (7)
Listening, page 152
Li. (14)
Speaking, page 153
Sp. (28) Sp. (29) Sp. (30) Sp. (31) -442j.3g Sp. (32) Intwo. (1) Tnterviewina Skillsand Cnncepts, ;:ontinuei 6
WRITTEN COMMUNICATION (Bluerages)
Creative Writing, 1,1Lr3 155
C.W. (19) c.w. ;2o) C.W. (21) C.W. (22) C.W. (23) C.W. (2)4) C.W. (25) C.W. (26) C.W. (27) Expository Writinat paces 156
Exp. (7) Exp. (8)
Mechanics, page 157
Me. (17) Me. (18) Me. (19) Handwritins, page 158
H. (18)
Spelling;, page 159
Sp. (12) Sp. (13) Sp. (14) Sp. (15) Sp. (16) AUDITORY DISCRIMINATION
BEST CRY AVAILABLE
OBJECT I SAWLE ACTIVI?!
Given orally a list of words with two or more syllables, the student will say which syllable is accented.
r144 133 133 STRUCTURAL ANALYSIS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Compounds
6Comp. (7) Given a short story, the student will underline all compound words.
Contraction:
6 Cont. (8) The student, given eight sentences, will underline the contraction and rewrite the sentences replacing the contraction with the correct words.
6 Cont. (9) The student will demonstrate David cant see the circusacts very his ability to recognize a well. (can't) contraction by adding an apostrophe where it is need- ed in a given word.
6Cont. (10) Given two sentences in which the contraction is the same but the meaning of I'd like to play ball. (I would.) the contraction is different I'd never been there before. (I had.) the student will write the two words for each sen- tence's contraction, using context.
Inflected and derived forms
6 in. (29) Given a list of words, the student will write the plural form.
6 In. (30) The student will demon- girl men strate his understanding of children boat singular and plural words monkey geese by indicating whether given words are.singular or pl 'Write S after each word that is singular and Defter each word that is plural. 45AS3.34 134 STRUCTURAL ANALYSIS BEST
COMPT OBJECTIVE SAMPLE ACTIVITY
6 In. (31) The student will demonstrate Note the singular and plural forms his knowledge of making of various kinds of nouns.See if nouns plural. you can determine a pattern for plurals.
territory territories country countries party parties
coat coats wagon wagons bat bats
bus buses brush brushes crash crashes
6 In. (32) Given a list of words, each In each of the following words draw given a prefix and suffix, aline under the root word. the student will identify the root. submarine wooden transplant refresh thankful illegal cleverest
6 In. (33) Given a group of words con- expression taining a specific variety outcome Draw a line under of prefixes and suffixes, the understand each prefix or student will find the prep. occasional suffix fixes and suffixes in each presidential word.
6In. (34) Given a group of sentences Change the underlined part of the each containing an under- sentence to one word that means the lined segment, the student same as the underlined part. will substitute one familiar word with a prefix for the Ex. The package,which waspaid for underlined part of the sen- in_ativancel arrived. tence. The package which was prepaid arrived.
6In. (35) The student will use pre- Add a prefix to the word nal and fixes in combination with insert it in a sentence. :oot words to form new words. He will show their meanings Wewill not inissvell our words. in contexts
IAW135 135 STRUCTURAL ANALYSIS
CONCEPT OBJECTIVE SAMPLE ACTIVITY'
6 In. (36) Given a list of words with er and or mean one likg or oneMimi more than one affix, the Teacher means one who teaches. student will write each one Elevator means one that elevates. in a sentence.
6 In. (37) Given a list of suffixes and a set of suffix word definitions, the student will supply the suffix word having the same mean- ing as each definition.
Possessives
6 Poe. (6) Given a word and preposi- Rewrite the following phrase making tional phrase showing it into an adjective and noun. possession, the student will desk of his father change the phrase to the possessive adjective. Ans. His father's desk.
6 Pos. (7) Given a list of several sentences, each containing Name the contraction and possessive. both a contraction and a possessive, the student will I won't take the boyIsPboOks. write and identify both im- Tom can't see Joe's mitt. mediately after each sentence Girls won't do boy's work.
Abbreviations
6 Ab. (2) Given the days of the week orally, the student will write their abbreviations.
6 Ab. (3) Given the months of the year orally, the students will write their abbrevia- tions.
Syllables
6 01. (4) Given a list of words with two syllables, the student will draw a line between the syllables according to ea. the three 136 136 v$21:7 itt STRUCTURAL ANALYSIS
6 41. (9 The student will be able to identify the number of syllables in one and two syllable words, and tell orally why it is a syllable.
'Usage
6 Us. (3) Given sentences with miss- Using one of the following verbs, ing verbs, and a list of complete the sentences given. verbs with their irregular past tense, the student win forget select the correct form. drive drove fell fell find found fly flew give gave hide hid hurt drive drink shrink leave spring lose come sell sing teach speak swim 1914T7 spoke swam
My sister three songs on TV. All the boys across the pool yesterday.
6 Us. (4) Given a list of irregular deer deer nouns, the student will trout trout write his own sentences sheep sheep using them correctly.
6 Us. (5). Given a word in four of its Sample: question, questioned, derived forms and four sea- questioning, questions. tences.separately requiring one of these forms for com- The detective spent hours pletion, the student will the suspect. complete the sentence in Did you hear the writing with the approprlato Dan had many aboutmath. form. Maureen one of the answers on her test.
137 137 STRUCTURAL ANALYSIS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
. History and Science of the Language
6 H.S. (1) Given a selection with re- When John saw the weather outside he . gional differences in voca- knew a real toad strangler was coming. bulary the student will note On the way he noticed that the kill these differences as another was overflowing. Hy. the time he acceptable vocabulary usage. reached home he was really wet and done up.
toad strangler - heavy short rain kill- stream done up- tired
138 1138 STUDY SKILLS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Book Parte
6 B.P. (2) Given a book and specific subject areas to locate, the student will use the index to look up selections from each subject area and write the page number where it can be found.
Dictionary
6Die. (12) Given a series of words Write the following words in alphabeti- randomly listed, the stu- cal order: primer, present, practice, dent will arrange and write prefer, printing, principal, printer, them in alphabetical order. promise.
6 Dic. (13) Using the dictionary, the Rewrite these words putting slashmarks student will use slash markE to show syllables: robot, siren, to show the syllables in ghostly, venison, squash, submit, words given by the teacher. tinderbox, triumphant.
6Die. (i1) Given a group of words, the Write the definitions for the following student will write their words using the dictionary: uproar, definitions as found in a neon, dynamite, tantrum,scaly, scarlet, dictionary. trapeze, late.
Using a dictionary the studentswill write answers to the followingquestions:
1. Would you want to pilfer apolecat? 2. nght a nainsook lose a tooth? 3. Would a 19th Century English King have bitumen for dinner?
6 Die. (15) Given two guide words and Using guide words, a list of words, the stu- mild fever dent Will write only those words from the liot that write only those words from thefollow- fit between the guide words ing list that fit between thoseguide in alphabetical order. words:mile, malaria, military, milk, mildew, mileage, militancy, militia.
6 Die. (16) Given a list of words the Arrange each group of words inalphabe- student will alphabetize tical order. Then read the sentences them. formed.
lunish his Does forget Donald ever 3.39 after mowed eating mike thelunch weeds 4411- 139 water dropped her Beverlythe homework in STUDY SKILLS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Reference books
6 Res!. (4) Using a variety of referen- For your report on ces, the student will take writeout questions you would ask notes to write a report. about the subject if you were trying to get someone to tell you about it. Then look for the answers and use them in your report.
144= itt4 tlt GETTING THE BASIC CONCEPT
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Main Idea
6 M.I. (11) Given a short paragraph You can use juice From lemons, oranges, with the topic sentence grapefruit or onions, or make invisible omitted, the student will ink with sugar and water to write a read the paragraph then topic sentence. Then after the children supply the missing sen- have written their own, heat yours and fence expressing the main the sentence will become visible. idea.
Topic Sentence
6 Top. (2) Having read a paragraph, the student will underline the topic sentence.
4101Outlining
6 Ou. (1) Using outline form and I. Title chapter titles and sub- titles, the student will A. Sub-title discover the organization of outlining.
Using Multiple Sources
6 M.S. (3) In a team situation, work- Divide the pupils into two groups. ing with factual material Let one group skim a factual story from a content area and in social studies to list all the encyclopedias, students facts they can find about a topic. will compare findings. Let the second group compile a simi- lar list from an encyclopedia. Allow discussion ofindings.
Note Taking gh6N. (1) In a brain-storming situa- VW tion, the student will con- tribute words or phrases on a particular topic to be written on the board. 444*. 1 4 .141 GETTING THE BASIC CONCEPT
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Headings, Titles, Sub-titles
6 He. (1) Having previewed astory with the teacher, the stu- dent will identify orally the function of chapter titles, sub-titles and topic headings.
6 He. (2) Given various notes on a subject, the student will organize them under proper headings by listing them on the board.
144 142 142 101 INTERPRETATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Comprehension
6 Compr. (3) After reading a selection, the student will answer questions with 90% accuracy.
Perceiving Relationships
6P.R. (17) The student will read sever- al passages and underline clues that tell him the event could have taken place long ago.
6P.R. (18) The student will demonstrate his ability to interpret a paragraph by selecting the statement which tells what is happening in the para- graph.
6P.R. (19) Having read a selection, the student will formulate his own questions concerning the material.
6P.R. (20) The student will read an article and answer yes or no to several questions concerning the intended meaning.
6P.R. (21) The student will demonstrat his comprehension of a poem by paraphrasing a line or lines which best translates its meaning.
6P.R. (22) Having read a selection, the student will answer ques tions orally on literal and implied meanings. ID INTERPRETATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Sensing Emotional Reactions
6 Em. (7) The student will look at pictures and read a story and discuss orally how the illustrator achieved cer- tain feelings.
6Rm. (8) The student, given several passages to read, will then determine, by putting in proper columns, if the pass- age supports one particular feeling or another.
6 Em. (9) Having read a selection, the student will identify the personal traits of story characters by list- ing traits or selecting from a list.
Evaluation of afferent View- points.
6 Ev. (2) Given a variety of reading materials, the student will generate an opinion.
Problem Solving
6 P.S. (3) Given maps, graphs, and charts, .the student will follo4 the key by finding information.
( 44:5144 144 I talat SEQUENCE istS\
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Sequence
6Se. (19) Given a situation with events happening at a par. ticular period of time, the student will identify those events that could not have happened at that time.
145 ELEMENTS OF STYLE
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Literary Models
6L.M. (5) Afterreadinga selection, the student will discuss personification as used in the selection.
6L.M. (6) Having read an essay, the student will then write one of hisown.
6 L.M. (7) Having had explanations from the teacher or text, the student willidentify orally a flashback.
Humor
6H. (1) Given a story to read which Have the student think of things he hoc humorous situations, has planned or done that did not go
the student will recognize quite .the way he , expected. Then and react to the humorous have*himwrite brief accounts of situations by reading aloud these fanny incidents and share. the part he thinks is fanny.
Figurative Language
6F.L.(7) Having had explanations from teacher or text, the student will underline the similes and metaphors in a selection.
Contrast Histori- cal and Science Fiction
6 Fie. (1) Having read historical fic- tion, the student will in- dicate the historical facts, either orally or in writing.
4412r-146 146 BEST COPY AVAILABLE ELEMENTS OF STYLE
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Plot Structure
6 Plot. (1) Having read a story, the student will identify the plot structure by writing or drawing pictures of the beginning, middle and end.
1402.47 14? CLASSIFICATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Classification
6 Cl. (10) Given words that are homo- beet- beat nyms, the student will idea shoe-shoo tify the correct meaning by pain- pane using spelling as a clue. sail-sale there, their, they're
6 Cl. (11) Given a reading selection containing slang words, the student will list those words that are slang.
6 Cl. (12) Given a selection to read, the student will note words wail -howl with similar meanings and giggle - snicker discuss the shades of mean- Journey - trip ing expressed by s,z,..11 words. guest - search PIMIATil PURPOSEFUL READING
SAMPLE ACTIVITY
Given free time and a choice from among several alterna- tives, the student will choose a book to read that he will later share in some way with others.
The student will read an article and check the sen- tences that state facts learned from the article and locate passages that verify their answers.
Rate
6 R.R. (1) Given a selection to read, the student will adjust his method of reading to suit the material by changing his pace.
*544 149 149 Mti DRAMATICS
1Q1111111S.A.O.W.A.M.IMENIMIAW IMIN.1.11!1011.111.,
CONCEPT OBJECTIVE
Dramatics
6 Dr. '(7) Given a word of action, the student will pantomime the action.
150
10. CONCEPT OBJECTIVE SAMPLE ACTIVITY
Listening
6 Li. (14) Given an oral story or re- cord, the student will ans- wer factual, implied or in- ference type questions oral 27 or in writing. ti
SPEAKING
dromaromilmOIONMiimase
OBJEGT111E SAMPLE ACTIVITY
Speaking
6 Sp. (28) Having read a book, the stu- dent will give an oral sum- mary or personal evaluation of the kook.
Given examples of standard See the section of tlauguage fad and substandard English, the Occasions' in Lea= T student will distinguish be Book 4. tween them.
Given the opportunity to Some suggested games are Ghost,,Berqua play word games, the stu- Phonic Rummy, Word Prefixes' 'and , dentvill participate. Suffixes. Sas Beckley-Cardy Ca
Given topics of persuasion, See page 166 of 14quAgn; the student will choose one Use It, kook .4 :s - and develop several points to use in persuasion.
Given an opportunity to speak, and a topic, she student will give ail. ex- temporaneous speech.
int erviewing
6Inter. (3) After establiShing a pur. pose and appropriate ques- tions for' an interview by pairs or small gioupa, the student will conduct en in- terview and.evaluate with, WA group. Witk. CREATIVE WRITING tisl
CC!ICEPT OBJECTIVE SAMPLE ACTIVITY
Creative Writing
6C.W. (19) Given pictures to view for See Scholastics book from the set inspiration, the student A Creative Expression Book, Ghost will write a creative piece Ships. Good for overhead projection of prose or poetry. or wall display. Gifted Library.
C.W. (20) Given a stick figure, the student will drew details ani write a description of this character.
6C.W. (21) Having read a tall tale, the student will write one of his own.
6C.W. (22) After selecting an animal from a given list, the stu- dent will write a personi- fied report.
6C.W. (23) Given a pen pal, real or imaginary, the student will write a friendly letter telling something of inter- est.
6 C.W. (24) Given a trite expression or Samples: pretty, nice, cute, rip-off, word and several more ex- beautiful, lovely, handsome, bonry, pressive choices, Was stu- comely, fair. dent will write the one that best expresses his feeling.
6 C.W. (25) Given a poem, the student will write the main idea.
6 C.W. (26) Given a list of idioms, the See pages 137-8 in Lakangft and student will write a sen- How To Use It, Book 4. tence for each of them.
6 C.W. (27) Given a selection of ideas, See pages 230-231inLanguage.awl the student will write a 13-V V.P.2au Book 4. cinquain of his own.
+fri 155 153 EXPOSITORY WRITING
CONCEPT OBJECTIVE SAMPLE ACTIVITY
EXposiWry Writing
6 Exp. (7) Given a subject and ques- tion about it, the student will use an encyclopedia and find more information about the subject before writing about it.
6 Exp. (8) The student will compose a news story which includes specific facts answering the questions who, what, how, when, and why.
vs*156 154 MECHANICS
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Mechanics 6 meJ (17) Given the opportunity and The teacher and student will together suggestions, the student make a list of the kinds of errorshe will create his own checklisthas been making. for proofreading. of Language and How 6 Meo (18) Given suggestions on how to See pages94-97 organize and develop a para- To Use It, Book4. graph, the student will write a paragraph with a topic sentence and details. to develop it.
6 Me (19) Awing thought about a topic to write for a newspaper, the student will dividehis subject into two or more main ideas,then writefor each idea.
okirr- 157 155 HANDWRITING
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Handwriting
6 Ha. (18) Having improperly formed a letter in a content area, the student will agree with the teacher on a correction contract.
156 13100. SPELLING 011
SAMPLE ACTIVITY CONCEPT OBJECTIVE t
Spelling
6 Spell. (12) Given a list of frequently used words, the student will write them correctly in his daily work.
6 Spell. (13) Given a paragraph from dic- tation, the student will write it, spelling and punctuating it correctly.
6 Spell. (14) Given a list of frequently used words, the student will study and spell correctly when tested.
6 spell: (15) Having misspelled a word from a previous word list, in his daily work, the student will add it to his current list.
6 Spell. (16) Given the need for spelling an extra or unusual word in creative writing or other subject areas, the student will either look the word up or seek help from the teacher and add it to his current list.
159 157 LEVEL 7 - SCOPE AND SEQUENCECHART
SICILL$ AND CONCEPTS
DECODING (Green Pages)
Auditory Discrimination, Pass165
A. (6) Accent A. (7)
Structural Analysis, page 166.470
In. (37) Infleak.ed and derived forms In. (38) In. (39) Pos. (8) Possessives Ab. (4) Abbreviations U. (7) Usage H.S. (2) History and Science of Language -Reg. Diff. H.S. (3) H.S. (4) Hy. (1) Hyphenated words O. (1) Origin of words O. (2)
Study Skills, page 171-171
Bib. (1) Bibliographies, Diagrams, etc. Bib. (2) B.P. (3) Book parts B.P. (4) B.P. (5) B.P. (6) Dic. (17) Dictionary Dic. (18) Dic. (19) Dic. (20) Lib. (5) Library skills Lib. (6) R.B. (4) Reference books R.B. (5) R.S. (6) R.B. (7) R.B. (8) R.B. (9)
CRITICAL READING (Pink pages)
Getting the Basic Concept, see 175
Sum. (3) Summarizing Par. (1) Recognizing paragraphs Par. (2) Ou. (2) Outline or chart form N. (2) Taking notes
161158 Skills and Concepts, continued - Level 7
Conlext, page 176
C. (14) C. (15) C. (16)
Interpretation, page 177-178
Compr. (6) Comprehension P.R. (22) Perceiving relationships P.R. (23) Em. (11) Sensing emotional reactions Em. (12) Em. (13) EV. (3) Evaluation of different view points
Sequence, page 179
Se. (20)
Elements of Style, page 180
L.M. (8) Literary models Hu. (2) Humor F.L. (8) Figuartive language - Sensory images
Classification, page 181
Cl. (13) Cl. (14) Cl. (15)
Purposeful Reading, page 182
R.R. (1) Rate
ORAL COMMUNICATION (Yellow pages)
Dramatics, page183
Dr. (8)
Listening, page 184
Li. (15) Li. (16)
Speaking, page 185
Sp. (33) Sp. (34) Inter. (4) Interviewing Skills and Concepts, continued - Level 7
WRITTEN COMMUNICATION (Blue Pages)
Creative Writing, page 187
C.W. (28) C.W. (29) C.W. (30) C.W. (31) C.W. (32) C.W. (33) C.W. (34) C.W. (35)
Expository Writinl,_paBe 188
Exp. (9) Exp. (10) Exp. (11) Exp. (12) Exp. (13)
Mechanics,page 18
Me. (20) Me. (21) Me. (22) Me. (23) Me. (24) Me. (25)
Handwriting, page lgo
Ha. (19) Spellings pa'e ja1
Sp. (17) Sp. (18) Sp. (19) Sp. (20) Sp. (21)
'..jztlfr163 160 AUDITORY DISCRIMINATION talstoalga
CONCEPT OBJECTIVE SAMPLE ACTIVITY'
Accent
7 As (6) The student, when given a list of words familiar to him, will put an accent mark on the correct syllable in each word as he hears it.
T A. (r) Given a word with a shift rec ord in accent In its derived form, the .itudent will re cord write the accent mark on tke proper syllable.
16 reel' 165 STRUCTURAL ANALYSIS
CONCEPT OBJECTIVE SAMPLE ACTIVI1Y
Inflected and Derived forms
In. (38) Given a group of words Using the following prefixes and containing a specific suffixes the student will find variety of prefixes and same in sample words: semi, inter, suffixes, the student will sub, trans, un, in, in, re, ii, ir, find the prefix and suffix tion, able, ous, ful, ic, Joel,
in each word. , ically, fy, ize, ess. recall pliable, transport, helpfUl, historic.
Int (39) Given a set of i',efinitions Match by connecting lines, the and a list of words con- definition that goes with the taining prefixes and suf- root in each of the following fixes, the student will words: identify the root word of each and match it with its to look for exchange definition. condition of a unexpected person or thing take in place o stately
7In (40) Given a root word, the Example: John decided to vrite student will write a short a letter to his cousin, but he paragraph using prefixes made some mistakes.Since he Lind suffixes to make new was a fast writer, he decided to words. rewrite it.
Possessive
T Pos, (8) The ati'dent will demonstrate Place the apostrophe in the correct his knowledte of the rules place as you rewrite the full swing for forming singular and sentences: plural possesoives by The hat of the girl is red. changing phrases to possessives and punctuating The hat s of the girls are red. properly; 11111ft.1.....1.01. STRUCTURAL ANALYSIS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Abbreviations
Ab (4) Given a list of the states Two-letter State Abbreviations: and a list of abbreviations for them, the student will Alabama. AL match them. Alaska - AK Arizona - AZ Arkansas - AR California - CA Colorado - CO Connecticut . CT Delaware - DE District of Columbia - DC Florida . FL Georgia - GA Guam - GU Hawaii - HI Idaho - ID Illinois - IL Indiana - IN Iowa - IA Kansas - KS Kentucky - KY Louisiana - LA Maine - ME Maryland - MD Massachusetts -hA Michigan - MI Minnesota - MN Mississippi - MS Missouri - MO Montana - MT Nebraska - NB Nevada - NV New Hampshire - New Jersey - NJ New Mexico - NM New York - NY North Carolina - NC North Dakota - ND Ohio - OH Oklahoma - OK Oregon - OR Pennsylvania - PA Puerto Rico . PR Rhode Island - RI South Carolina - SC South Dakota - SD Tennessee - TN Texas - TX Utah - UT STRUCTURAL ANALYSIS
mmilIniMllmen0=11.11111M
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Abbreviations - Vermont - VT continued Virginia - VA Virgin Islands - VI Washington - WA West Virginia . WV Wisconsin - WI Wyoming - WY
USAGE
7 Ws (7) Given sentences with missing Suggested verbz for this level are: , verbs, and a list of verbs lie, lay, raise, rise, can, man, with their irregular past will, shall, must. tense, the student will select the correct form.
History and Science of Language
7H.S.(2) Given a list of words and doggie, tote, rip-off, down home, phrases, the student will hey (hi), reckon, howdy, no wsW, pick out the colloquial warsh (wash), rinch(rinse) expressions and tell their meaning.
7 H.S.(3) When given sentences with I want to go play by Mary's house. regional vocabulary and Do you want to go with? syntax differences, the student will be able to recognize the differences orally and written.
7H.S.(4) The student will read stories that originate from different cultures and compare and contrast these with ours.
16414468 STRUCTURAL ANALYSIS
CONCIEPT
Hypheurted Words
?HG (1) Given an example for hyphenating words(between syllables) the student will copy a selectionand divide words at the end of the line as necessary.
Origin of Words Suggested book for library for Oe (1) Using his family name and dictionary, the student this activity: will find where his name The First Bookof Words:Their came from. Family Histories,
Sam & Beryl Epstein N.Y. Franklin Watts, Inc. 1954
See Teacher's Guide, p.186 7O.(2) Given a list of words that originated from either Lanage and How ToUse It, grade 5 Latin or Greek languages, the student will be able to match the word withits origin.
I6,531kt-169 STUDY SKILLS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
7 Bib. (1) The student will construct The student will construct a bib- a bibliography according liography using the following sug- to the instructions of the gested sources: teacher. 1. Ask other children and adults what they know about your topic. 2. Use more than one set of ency- clopedias. 3. Have your librarian help look for books on the topic. 4. Use the Subject Index to Children's Magazines.
7 Bib. (2) Given maps or diagrams, the Encourage pupils to bring city maps student will discover to class. Display the maps and let information from them. pupils discover what kinds of information various legends give. Let them locate points of interest and tell how the legends helped them. Let individuals use clay of various 0 colors to make models showing a cross-section of the earth. Have others draw or model cross-sections of fruit, flowers, a cherry pie, or a gasoline engine.
Book Parts
7AP. (3) Using the dictionary and glossary, the student will look up and write meanings of words.
74'. (4) Using the glossary, the student will determine Yhe pronounciation and mewling of foreign words found in hie reading material.
7I'. (5) Given a topic to research, the student will use the index and list the pages where appropriate material can be found.
16644470 STUDY SKILLS titstoma
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Book Parts - continued
'TM (6) Using titles,headings, and sub-headings,the student will write anoutline from them.
...K11111.
Using the Dictionary teams, the and a Dividing the class in 7 Dice(17) Given a dictionary sample words to Certain number of words, teacher may give be looked up and adefinition the student will look up sub -soil, definition for written. Suggested words: end write a deport, each word in a givenlength prehistoric, disloyal, or time. export. words putting Using the dictionary,the Rewrite the following Dice J18) syllables. student will rewritethe slash marks between morphology, father, words given by theteacher Sample words: institutionalize, to show syllabication. lexicography, futility, telephone,structure, association, furniture,helpful.
such as FLIT, the Given g qample word 7Die, (US) Given a dictionary, Flitting, 1. to pass student will note the v.i., Flitted, suddenly orquickly, 2. to meaning of a4breviations or move depart, 3. to flutter,move onthe for the parts ofspeech wing, 4. to beshifting, notethe for a given wordand use abbreviation for thepart of speech that part in context. and use thisword in a sentence correctly. write at least the Using. a dictionary, 7Dice (20) Using a dictionary, the following addit- five meanings for student will write heel, foot force. ional meanings to words words:run, fly, already in his vocabulary.
167"5;71 STUDY SKILLS
OBJECTIVE SAMPLE ACTIVITY
Library
Lilo (5) Using the vertical file, the student will locate material for a research topic and include it in his repert.
7 Lib. (6) Using the card catalogue and the Dewey Classificatior. System, the student will find materials in the library
Using reference materials
7Ref. (4) Using illustrations in any reference material, the student will explain orally or in writing, the connection between that illustration and the material being read or studied.
'7 Ref. (5) Using Atlases, the student 1. What types of maps? will answer factual 2. What the symbols stand for? questions given by the 3. Legend teacher. 4. Index
7 Ref,(6) Using an encyclopedia, 1. Pimmine two encyclopedias for the student will locate information on a topic. information and answer 2. Compare information. questions given by the 3. Where couldyoufind additional teacher or use the infor- information? mation in a research pro-, ject.
7 Ref$(7) Using an almanac, the Use index for main headings and student will answer factual 'sub-headings. Practice finding questions presented by the key words in questions. teacher or use the inform- ation in a research project.
168 1 000 STUDY SKILLS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Using Reference Materials - contd.
7 Ref. (8) Given a list of library references and a set of short, descriptive topics, the student will identify the reference source for each topic.
7 Ref. (9) Using introductions, head", notes and footnotes, the student will tell the source of information.
169 GETTING T1 BASIC CONCEPT
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Summarizing
7 Sum. (3) Given a paragraph to read, Let each pupil draw a picture to illus- the student will show his trate a descriptive paragraph in hie. - understanding by paraphras- reading. Display the drawings so that ing the selection. pupils can compare their visualizations.
Recognizing Paragraphs
7Par. (1) Given a paragraph laid out in the configuration of its content, the student will identify its subject matter
7Par. (2) After reading a story, the student will write a para- graph using his own words to state the main idea of the story.
Outline or Chart form
7 Cu. (2) Given a selection to read, the student will outline or list the main ideas and supporting details.
Note Taking
7N. (2) Given a note taking assign- ment the student will or- ganize his notes, suma- rize the main points in paragraph form and report on the reading selection.
I" 175 CONTEXT
CONCEPT OBJECTIVE SAMPLE ACTIVITY
7 C. (14) Given sentences with con- A tariff is a tax on goods brought text clues, the student laWaWUXI will identify and' define words by circling the words A persimmon is a plumlike fruit that help with understand- that is sweet when it is ripe. ing the meaning.
7 C (15) Given a selection with un- Don was the person who transmitted the known words, the student message, not the one who received it. will use context to find the appropriate definitions The mountain looks strange because the for those words. vouth side is craggy while the north tide is smooth and even.
7 C. (16) Given hyphenated words, the cut-offs student will interpret the particular meaning or usage I made cut-offs out of my jeans. by putting them into con- text.
71 176 INTERPRETATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Comprehension
7Compr. (4) After reading a selection, 'I the student will answer questions with 90% accuracy.
Perceiving Relationships
7P.R. (23) Given a story, the student will link orally the con- tent to his personal ex- periences.
7P.R. (24) Having read a story, the student will write infer- ences concerning a charac- ter, the author of the story, and support the in- ference from the selection.
Sensing Emotion- al Reactions
7Em. (11) Given a selection with a main story character, the student will note descrip- tions, thoughts and activi- ties of that character.
7 Em. (12) Given a passage containing Read a descriptive article. Draw pictures a specific mood and alist from the description given. Work alone, of feelings, the student then compare drawings, help clarify any will identify the feeling misconceptions apparent from drawings. conveyed by the passage.
Have each child draw a picture to show 7 Em. (13) Having read a selection, the student will identify what he thinks the character lookslike. the personal traits of a Then have him writefourstatements or story character by listing questions that the character be has traits or selecting from a drawn would be likely to say. list.
172 41.3-177 INTERPRETATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Evaluation of Mifferent View- points.
7 Ev. (3) Given a story, the student will write a comparison between that and his own personal knowledge of the subject.
173 lie* 178 SEQUENCE
SAMPLE ACTIVITY CONCEPT i OBJECTIVE
7 Se. (20) When given a set of facts Encourage pupils to think of objects about a story, the student they know how to fold or out from will be able to put them in paper (airplanes, cups,boats, hats, the correct sequential or- snappers). Have ea^h one draw a dia- der by numbering them. gram and writeinstructions for mak- ing such a paper object.
17444079 TS OF STYLE
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Literary Models
7 L.M. (8) Having read several literary selections the student will tell the differences in the following form of writing: play, novel, short, story, poem and essay.
Humor
7 H. (2) Having read a literary selec- tion, the student will be able to recognize (orally) humor in literal meaning of figurative language.
Figurative Language
7 F.L. (8) Given poetry or prose to read, the student will ex- plain the meaning of the figurative language used.
1 7S 11460. leo CLASSIFICATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Classification
carefUl - careless 7 Cl. (13) Given words that are anto- nyms, the student williden- dependable -dependent tify the correct meaning by easy uneasy discriminating the spelling and context clues.
answer - reply 7 Cl. (14) Given words that are syno- nyms, the student williden- astonished -amazed tify the correct meaning by journey -trip discrimina-ang the spelling tried-attempted and context clues.
here 7 Cl. (15) Given words that are homo- hear nyms, the vtudentwill ide break-brake tit,- the correct meaning by rein - rain discriminating the spell- pare- pear ing and context clues. their - they're
176 4674.iar PURPOSEFUL READING
CONCEPT OBJECTIVE SAMPLE ACTIVIT!.
Rate
7 R.R. (2) After being given a read- ing assignment, the stu- dent will adjust his method of reading according to his
177 ,4=StS1782 I DRAMATICS
CONCEPT OBJECTIVE SAMPLE ACTIMI
Dramatics
7 Dr. (8) Given a selection of poems See Language and How To Ube Its the student will read them Book 5 - page 107, 254 and share his interpreta- tion with others. LISTENING
CONCEPT SAMPLE ACTIVITY
Listening
7 Li. (15) Given the opportunity to See ad 29Use a, Book 5 hear a story or speech, the page 106 student will listen for and retell thewainidea.
7 Li. (16) Given the opportunity to hear a story or speech, the student will listen and ans- wer questions. SPEAKING
.10.010. Mln..tmomm.
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Speaking After gathering information on atopic,. 7 Sp. (33) Given opportunity to gather reference material, the the student imagines helived in that student will prepare and time or place and describeshis ex- present an oral report on periences as if he werethere. the material. should 7Sp. (34) Given a list of rules for Rules for oral presentation good oral presentation, the include the following: .0 student will evaluate him- 1. Posture (foot placement,shift self and others after an of weight, head up, handsused oral presentation. for gesture. 2. Voice - watch modulation and 0X- pression. 3. Faye contact. 4. Speech preparation:gather nation, organize it intooutlin or notes, knowmaterial, so that you donft read toclass.
Evaluation of alters shouldbe dank tactful.17 - point system and ato a gronP.
Given story characters portrayed by students, the interviewer will ask .tiona about the char t:140201 feelings, observation, td action. CREATIVE WRITING
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Creative Writing
7 C.W. (28) Given a title for a story, the student will write a picture story, using /tick people, animals or cartoons
7 C.W. (29) Given a trite expression or word, the student will sup- ply a new word that better expresses the feeling. book in the series, Given a writing assignment, The Scholastics 7 C.W. (30) Hook" called the student will use figur- "A Creative Expression ideas and ative language. Cook Tales has marvelous pictures for thisgoal.
poem withlinee Given the form of a lime- A five lined humorous 7 C.W. (31) and having 3beats, rick, the student will write 1, 2, and 5 rhyming rhyming andhaving 411 a limerick. and lines 3 and 4 2 beats.
7 C.W. (32) Given a well known legend, myth or fairy tale, the student will write a new or modernversion. to find names: Given a list of towns with Look thru any state map ,7 C.W. (33) Ripon, Wis., Gays the student Wanderoos, Wis., unusual names, Pocomote will invent a myth to ex- Mills, Wis., Shipman, Va., City, Md., Sandwich, Ill.,Halfday, plain how these real places Hayworth, Wis., got their names. Ill., Needmore, Va., Elk Grove, Ill., Mt Prospect, Downers Grove,Ill., Slippery Rock, Ohio, Howling Green, Ky., Fairchance, Gassaway, W.V. Pa., Long Grove,
7 C. W. (34) Given an event in other times, the student will write about his experiences as if he :Livedat that time
7 C,W. (35) Having written a poem, the student will compose music to fit the mood of the poem, or find suitablemusic.
181"1"81187 EXPOSITORY WRITING
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Expository Writing
7 Exp. (9) Given a procedure to ex- plain, the student will write directions showing the sequence of steps to be taken.
7 Exp. (10) Given an event (real or imaginary), the student will write an editorial concerning the e7ent.
Exp. 7 (11) After gathering material Describe an imaginary country. from reference sources, the Construct maps from your descriptions. student will write a des- criptive selection using the material.
7 Exp. (12) Given a story with a prob- lem to solve, the student will write the solution.
7 Exp. (13) Given an interview to hear, the student will write notes from the interview to be used for an oral or written report.
18 2 4434188 MECHANICS
CONEPT OBJECTIVE SAMPLE ACTIVITY
Mechanics 7 Me,(20) Given a conversation setting, Language and How To Use It, Book 5 the student will write dia- page 103. log correctly punctuating it.
7 Me,(21) Given the form for a letter, See page 119-120, Book 5 the student will write a Language and How To Use It. real or imaginary letter.
7 Me.(22 Given a oontence with a Pages 103-104. coordinate :aeries , the stucent will write commas She bought cookies, milk and candy. after each member of thc series excerthe last.
7 Me:(23) Given a group of sentences, Page 10h some with direct quotations and some with indirect quotations, the student will punctuate the direct with quotation marks.
7 Mee(24) Given suggestions on how to Page 90 organize and develop a paragraph, the student will write a paragraph with a topic sentence and details to develop it.
7 Me.(25) Given a writing assignment, the student will vary the length and pattern of his sentences.
1831-81-169 HANDWRITING
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Handwriting 7 Hai(9) Having improperly formed a letter in a content area, the student will are with the teacher on a correction contract.
di-Ehr"190 SPELLING
CONCEPT OBJECTIVE
Spe ling
7 Spell. (17) Given a list of frequently used words, the student will write them correctly in daily work.
7 Spell, (18) Given a list of frequently used words, the student will study and spell correctly when tested.
7 Spent. (19) Having misspelled a word from a previous word list in his daily work, the student will add it to his current list.
7 Spell, (20) Given a paragraph from did- tatioli, the student will write it, spelling and punctuating correctly.
7 Spell. (21) Given the need for spelling an extra or unusual word, in creative writing or other subject areas, the student will either look up or seek help from the teacher and add it to his cu' -rent list
I its-,17i91 LEVEL 8 - SCOPE AND SEQUENCE CHART
SKILLS AND CONCEPTS
DECODING (Green Pages)
Auditory Discrimination, page 197
A. (8) Accent
Structural Analysis, page198-199
In. (40) Inflected and derived forms In. (41) Pos. (9) Posses..ives H.S. (5) History and Science of language - Reg. Diff. H.S. (6) 0. (3) Origin of words O. (4)
Study Skills, pa &e 200-201
Bib. (3) Bibliographies, Diagrams B.F. (7) Book parts Dic. (21) Dictionary Lib. (7) Library skills Lib. (8) R.B. (10) Reference books
CRITICAL READING (Pink pages)
Getting the Basic Concept,page 203-204
M.I. (12) Main idea M.I. (13) Det. (3) Details Sum. (4) Summarizing Sum. (5) Par. (3) Recognizing paragraphs Top. (3) Topic sentence Top. (4) Ou. (3) Outline or chart form Ou. (4) Ou. (5) N. (3) Taking notes
Context, pole 205
C. (17) C. (18) C. (19) C. (20) C. (21) Skills and Cccepts, continued - Level8
Interpretation, page 206-209
Compr. (7) Comprehension P.R. (24) Perceiving relationships P.R. (25) P.R. (26) P.R. (27) P.R. (28) Em. (i4) Sensing emotional reactions Em. (15) Em. (i6) Em. (1 0 F.O. (4) Fact-opinion Soc. (4) Social forces influencing character Soc. (5) Soc. (6) Soc. (7) Ev. (1.) Evaluation of different view points Ev. (5) P.S. (4) Problem solving
Sequence,page 210
Se. (21) Se. (22) Se. (23)
Elements of Style, page 211-212
P.P.S. (1) Poetry and prose study F.L. (9) Figurative Lang. - Sensory images F L. (10) F.L. (11) A.P. (2) Author's purpose Plot (2) Plot Structure Plot (3)
Classificationlpage 213-214
Cl. (14) Cl. (15) Cl. (16) Cl. (17) Cl. (18) Cl. (19) Cl. (20) Cl. (21) Cl. (22)
Purposeful Reading, page 215
I.A. (5) Inquiring attitude Sk. (2) Skimming
18? 4-eft- 194 Skill and - Level.8
ORAL COMMUNICATIG::(Yellow Pagoz)
Dramatics,19.:, 2,17 411 Dr. (0) Dr. (1(
Listening, .page_L1L1______
Li. (11 Li. (1J1)
§peaki,,c;, page
Sp. (35) Sp. (36) Inter. (5) Interviewing
WRITTEN COMMUNICATION (BlueFtges)
Creative Writing, page 221-222
(36) (37) C.W. (38) C.W. (3Q) c.w. (4c) C.w. (41) c.w. (42) C.W. (43) C.w. (44) C.w. (45)
Expository Writing, page 223
Exp. (14)
Mechanics, page 2214-225
Me. (26) Me. (27) Me. (28) Me. (29) Me. (30) Me. (31) Me. (32) Me. (33) Me. (34) Me. (35) Me. (36)
Handwriting, page 226
Ha. (20)
1 881-ttl- 195 Skill and Concepts, continued - Level8
Spelling, page227
Sp. (22) Sp. (23) SP. (24) Sp. (25) Sp. (26) AUDITORY DISCRIMINATION
4 SAMPLE ACTIVITY CONCEPT OBJECTIVE
Accent
8 A. (8) Given words spelled alike prSject project but with a shifting accent, conduct conduk the student will write each word in sentences p;rmit permit of his own.
190 4140191- STRUCTURAL ANALYSIS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Inflected and Derived forms
6 In. (41) Given a group of words con- Underline the prefix or suffix in taining a specific variety the following words: of prefixes and suffixes, misbehavior the student will find the coauthor prefix or suffix in each forward word.The prefixes and friendship suffixes to be included brotherhood are: mist, be, super, co, counter clockwise counter, action, Ty, hood, gangster age, ism, ster,ist, ive, ative, ary, ery, force, end, an, ian, ward, ship.
8 In, (142) Given numerical suffixes, forty, fmirteen, fourth, fortieth the student will tell the meanings.
8 In. (43) Given pronouns on a chart her hers showing inflection, the him his student will write their theirs sentences using the who whose correct form of the pro- our ours noun. mine one's
Possessives
8 Pose (9) Given examples for pos- Mar17's Men's sessive inflection of man's foxes' nouns, the student will fox's dentists' recognize the pattern and dentist's write possessives for given words.
191 144*---.Wrzt8 STRUCTURAL ANALYSIS
SAMPLE ACTIVITY CONCEPT OBJECTIVE
History and Science of the Language
8 H.S. (5) Given pairs of sentences, John went to the beach. the student will make I went to the beach. transformations that end John and z went to the beach. with compound subjects or comround predicates Girls are good swimmers. or both. Girls are good divers. Girls are good swimmers and divers.
8 H.S.(6) Having read a selection, the student will relate regional di"ferences in pronounciation commonly used in various locations.
4.1.10.011,
410Origin of Words
8 0, (3) Given words that originate from foreign languages, the student will show recognit- ion by labeling them.
p 0. (4) Given pref,xes of Latin con L. - with origin, the student will ject.L. - throw identify the origin and due, ductL. - lead tell the meanings. tenL. - hold
OW
192 444 trIX99 STUDY SKILLS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Bibliography Sample form: 8 Bib. (3) Given the form of a Schiller, A., Monroe M., Nichols, R., bibliography, the student Jenkins, W., Huck, Co., Lamm and will construct a bibliog- How to Use It,Scott, Foresman and Co., raphy on a given topic. Glenview, 11., Book6,1969, p. 108-118
Book Parks
8 14E. (7) Using the glossary, the student will determine the pronounciation and meaning of foreign or English words found in his reading.
Using the diction
8 Dice (21) Using the dictionary and Write the abbreviation for the given a list of words, the language origin of the following student will note the words: chauffeur, siesta, meteor, language origin and write picnic, barbecue, theater, unique, the abbreviation for that theory, photo, kindergarten language.
Library
8 Lib, (7) Using the card catalog, the student. will locate .11,-V material to be used for a report.
8 Lib,(8) Using the card catalog, the student will locate all available reading material to be used for reporting or reading.
193 STUDY SKILLS
SAMPLE ACTIVITY
Reference boas Book--Author, Title (underlined), 8 Refk.(10) Given the form for bibliography, the studer.t Place of Publication, Publisher, will find information on Date, Pages any given topic,and list Article the sources in bibliographic encyclopedia -- Author. Title of form. (in quotation marks), Name of Encyclopedia (underlined), Edition (year), Volume, Pages
Magazines--Author, Title of Article (in quotation marks), Name of Magazine (underlined), Volume, Number, Pages, Date
194 pyta GETTING THE BASIC CONCEPT
SAMPLE ACTIVITY CONCEPT . OBJECTIVE
Main Idea
8 M. I. (12) Given several short, un- related paragraphs and a choice of three main ideas after each one, the stu- dent will underline the best choice.
8 M.I. (13) Given a selection to read, the student will list the main idea and specific de- tails.
Details
8 Det. (3) The student will recall de- Have each pupil locate a descriptive tails by writing answers to passage and illustrateit. Let him 411 specific questions over show his illustration to theclass; what has been read. ask the group to identify the part of the story that is illustrated.
Summarizing
8Sum. (4) The student will summarize main ideas from reading by writing in list formthe qualities of the indivi- dual, the events in the story that were mostsigni- ficant.
B Sum. (5) After reading a selection, the student will re-tell or summarizethe story or selection in his own words.
Recognizing Paragraphs
8 Par. (3) Given a reading selection, the student will write a paragraph on how the title relates to the main idea.
11404".41$6.1. 12 203 GETTING THE BASIC CONCEPT
COMM OBJECTIVE SAMPLE ACTIVITY
Topic Sentence
8 Top. (3) Given several short, unre- lated paragraphs, each one vaguely describing a dif- ferent activity, and three closely related activities as choices after each para- graph, the student will un- derline the bast choice.
8 Top. (4) Given several paragraphs to read, the student will un- derline the topic sentenen in each.
Outline or Chart Form
8 Ou. (3) Given an outline assignmen I. Main topics the student will summarize and organize the main and A. Sub-topics subordinate ideas or a reading selection by writ- ing a list of main topics and sub-topics. ( in 2 stage outline form)
8 Cu. (4) Having read an expository Make lists or categories, outline, selection or several of graphs or any chart form for pre- them, the student will sentation. write a summary and organ- ize it in chart form.
8 Oa. (5) Given an expository selec- Language end Jow Use It. tion, the student will con- Book 6 p. 180-181 struOta simple outline of the material.
Note taking Using a tray of several unrelated ob-Ak 8 N. (3) The student will use his powers of observation by jeots, the student will try to recall viewing a scene for an the objects after a short game. Also abbreviated amount of time try the commercial game,ftWitne@s. and immediately after, write in list' form every- 96 thing he remembers.. 204 CONTEXT
SAMPLE ACTIVITY CONCEPT
8 C. (17) Using context in a selec- tion, the student will un- derline the synonyms, anto- nyms, and homonyms.
8 C. (18) Using context clues, the student will tell the mean- ings of words he does not know.
8 C. (19) Given three very similar word choices for each of several sentences contain- ing an omission, the stu- dent, will fill in the blank with the proper choice.
8 C. (20) Given one syllable of a compound word and the word's definition, the stu- dent will use context and structural analysis to find and write the other part of the compound word.
To ice the cake, you must havethe 8C. (21) Given a paragraph where words with several possible whipping cream ice cold. meanings are underlined, the student will use con- 1. Def. 5 text to identiL the appro 2. Def. 2 priate dictionary defini- tion by entry number.
9 7 11.41 2o5 INTERPRETATION
.0111111Ir
CONCEPT OBJECTIVE SAMPLE ACTIVITY i'mKgrsiR) After reading a selection, the student will answer questions on comprehension with 90% accuracy.
Perceiving Relationships
8 P.R. (24) Given a selection to read, the student will write in- ferences made and support the inferences with detail.
102,104 8 P.R. (25) Given a story, the student8.11 Think and Do Book 6 p. will link orally, the con- tent with his personal ex- periences.
8 P.R. 126) Given a list of several Think and Do Book6;p. 17,18,19 events from a story, and a separate list containing the reason for each event's occurrence, the student will draw a line from each event to its proper cause.
8 P.R. (27) Having read a selection and participated in a dis- cussion, the student will orally identify any false generalizations and support his identification by facts
8 P.R. (28) Asked to re-evaluate the paragraph he wrote making inferences about a selec- tion prior to reading it, the student will write an- other paragraph identify- ing those inferences as needing to be changed, omitted or left the same. INTERPRETATION
CONCEPT OBJECTIVE SAMPLE ACTrinf
Sensing Emotion- al Reactions
8 EM. (13) Given an appropriate selec- tion of reading material, the student will describe each one in writing with such one word descriptions as happy, rad, mystious, adventurom, tense, seamy, humorous and the 2..ke.
8 Et. (14) Given a list of characters in a story and a separate list of adjectives describ- ing emotionalfeelings or reactions, the student will match each character with an adjective.
Given several selections. to read, the student will identify and list different wods.
8 Bm. (16) Having read a selection, the child will identifythe personal traits of story characters by listing traits or selecting from a list.
Fact Opinion: fact-fiction Boys are always faster runners 8P.O. (5) Given several sentences,the Sample: student will mark those than girls. which are factual and those in that are opinion. Mark is the fastest runner his class.
199 1498' *or207 INTERPRETATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Social Forces influencing character
8 Soc. (4) Given a separate list characters and events in a particular story, the stu- dent will write under the event, those characters involved in each.
8 Soc. (5) Given a list of characters and a description of the function each character had in the story, the stu- dent will draw a line from each character to his pro- per function.
8 Soc. (6) Given an oral description of several separate sets of circumstances and the name of a character from a story just read byall, the student will describe in writing how and why he thinks characters mentioned would have acted.
Evaluation of Different View- points. aEV. (6) Given different accounts of the dame subject or event tram two authors, the stu- dent will write the proper author's name after each of several sentences rep- resenting a mixture of the opinions of both authors.
8 Env. (7) Given several short para- graphs with author's pur- poses such as: present a moral, give an opinion, entertain, introduce, per- suade and the like, the student will pair each (continued) 200208191-9* INTERPRETATION
SAMPLE CONCEPT OBJECTIVE ACTIVITY'
B Ev. (4)
continuedM4,1101..1. paragraph with the choice that best describes the author's purpose.
Problem Solving
B P.S. (4) Having read a selection, th student will identify the problem to be solved and outline steps in writing to solve that problem. SEQUENCE BEST COPY MAE
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Sequence
8 Se. (21) Given several sentences OnenBighways - 6, Think and Do P. 113 each one describing two happenings, the student will underline in each one that event which happened firrt and leave blank those sentences whrmol both eirmits happened simlltanwmr1r.
8Se. (22) Given a 3.1^, of reinter) events 5n rr, particular order, the student will re- write the lict putting the events In their natural order of occurrence.
8Se. (23) After reading directions, the student will fel)ew them inderen,3entl.y.
2 fi 2 210 T COPY AMUR ELEMENTS OF STYLE
CONCEPT OBJECTIVE SAME ACTIVITY
Poetry & Prose Study
8P. & P.S. (1) After rrlding a selection, the student will note ex- amples of persuasion, under- statement, informal languaft play on words, symbolism, personification, metaphor, satire.
Literary Models
L.M. (1) Having read from a Literary Wilma and How To Use III Book 6 Model, use the pattern to pages 113 - 118 write a sample of your own.
Figurative Language
8 F.L. (9) After being exposed to poe- tic license and figurative language, the student will discuss its use and pur- pose. Oven Higiffaxp,, Book 6 Y.L. (10) Given several sentences "Gertrude" by Brooks page 254 from a selection each of Cavalcades, Book 6 page 190 which contains imagery, the "Wind-Waves" by Sargent student will underline thorn words which make the sen- tence particularly rich and descriptive.
8F.L. (11) Given several sentences Calvkloades Book 6 which contain figurative "Saint Georgr and The Dragon" by Noyes exaggerations and expres- page 323 eions, the student will re- write the sentences for its implied rather than literal meaning. ELFNENTS OF STYLE
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Author's Purpose
8A.P. (2) Given a selection to :tad, Open Hiahwaysk Think and Do Book 6 the student will suggest th page 143 author's purpose. Page 45
Plot
8 Plot (2) Having read a selection, th Omen Highway's, Book 6pages 89-91 student will compare orally Workbook, page 43 the point of view of the Calvalcades, Book 6 pawl 75-83 selection with others read. .1.1TIg_PLA_Da_4291., page 19
8 Plot (3) Given several short stories to read, the student will write down whether we are seeing the.story through the eyes of an impartial narrator, or a character the story, and the latter's name when such is the case..
I
204 100-.4144P22 CLASSIFICATION
1107 SAMPLE ACTIVITY CONCEPT OBJECTIVE
Classification
8 Cl. (16) Given a list of several sentences, each containing a pair of homonyms,the stu dent will draw a line under each pair.
8 Cl. (17) Gf:.3na list of words con- taining pairs of synonyms no particular order,the student will rewrite the 15st so that each word is followed by its synonym.
8 Cl. (18) The student will pair up words with their proper opposite when confronted with a list of a mixture of both.
CI. (19) Given a list of general headings and a second list containing a mixture of re- lated specifics, the stu- dent will list each under its appropriate form.
.8 Cl. (20) The student will first name all the characters in a particular story and then 1) categorize them into main and supporting, or 2) list them in order of their importance.
8 Cl. (21) Given 'words that are anto- nyms, the student will identify the correct mean- ing by discriminating the spelling and context clues.
8ca ( 22) Given words that are syno- nyms, the student will identify the correct mean- ing by discriminating the spelling and context clues.
2 05 it0013 CLASSIFICATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
r4.. (23) Given words that are homo- nyms, the student will iden tify their correct meaning by discriminating the spell ing and context clues.
8Cl.(24) The class will use either The class, using a story from their who, where, what, when or reading book, will look for phrases whyin describing each of to fit these categories: who, where, several phrases given, which what, when, why. requires a variety of the responses to ho used. Ex: who (in charge ofthegroup) where (along the highway) what (to haul supplies) when (in a few years) why (because it has rained)
206 2 ' 214 PURPOSEFUL READING BEST COPYAVAILABLE
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Iiiuiring Attitude
8 I.A. (6) Given time to examineonly the title and/or pictures in a particular selection, the student will write a short paragraph anticipat- ing the nature of the cele tion.
ng
8Sk. (3) The student will skim for a specific purposeby glancing through a story or articlegiven consider - ably less time than neces- sary to read it,and write the answers to several questions relating to that specific purpose.
20?
240.6w "alitt°215 DRAMATICS
AVA1
VIM plIMPIM=1111=6. SAMPLE=win CONIZEPT
Dramatics
the Dr. (9) After reading k.; story, ' ' ea student will pantomime a tt specific action or inter action from the story.
the 8 Dr. (10) After reading a stagy, student will construct a . skit or play Iran that -1 story.
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, ,; f LISTENING
CONCEPT SAMPLE ACTIVITY
Listening
8 Li. (17) Given the opportunity to Suggest a story taking place in a hear a story, the student hone where bread is being baked in a will describe the sights, hot kitchen, the phone rings inces- sounds, smells and any santly, anti there are footprints of other sensory recollections flour fram place to place. he has.
8 Li. (18) Given a tape recording or Listen for: advertising or general con- 1. Bandwagon (Thousands of people versation, the student will all ovor the country acre changing listen for and report on to-) propaganda such as exag- 2. Testimonial (Popular ballplayers geration and misleading always use-) statements. 3. Vague claim or promise (Shop here for low prices and high fashion-) 4. Repetition 5. Catchy slogans or rhymes. 41), 6. Emotional words (Luscious, set- cleaning, tremendous savings.) 7. Biased for or against.
Read critically by asking: 1. What does the writer want to persuade me to think? Does he give good reasons or facts to support his view?
. . SPEAKING
.ffingew.nroiMapw.mansmiMMENIMOIMIIMMM.0010SIM*4
SAMPLE ACTIVITY .4=11.0,08.7.400.0./.0080.\.
S. Speaking the After researching,the given topic, Given a topic toresearch, in, 8 SP.. (35) student will organizethe the student will prepare outline form andpresent the apeech._, and present aspeech on this topic.
Given a selectionto read 8Sp.(36) orally, the studentwill interpret the dialogueby bodily expressionand in- tonation.
Interviewing Ming IanautWLEalrs: (5) Given the.opportunitr car 8 Inter. Bodk page184-185,-PrePara s contact people in the . 6 interview by gettingsiL4P4A 0111Aat.tona scbool and neighborhood, questions asked..,04 the student willinterview NotP tba_ Jobs, view. people about their yo ape I,ea return to class andgive a -4.5 anactivitsTit shows end . report and evaluatethe differeat iutioxvioW. fereat studeite.report: on d1ffe interview. interviewsesstalls)and Osek, SurveY and is pp CREATIVE WRITING BESTSI" MIME
1111 CONCEPT OBJECTIVE SAMPLE ACTIVITY
Creative Writing
8C.W. (36) Given alist of picturesque La_agar.t gow To Use It, Book 6 word samples, and a title, pages 156-158 the student will write a descriptive poem.
8 C.W. (37) Given e. list of picturesqu Sounds of &ruing, Smells in the words and a title for a des Kitchen. Also see pages 13-17, criptive paragraph, the stu 142-145in Imamand How To Ube dent will write a para- It, Book 6 graph about asensoryexpe fence.
8C.W. (38) Given a list of picturesque words and a group of incom- plete phrases, the student will select and write a word that fits into each phrase.
4118 C.W. (39) Given a literary selection See pages 108-111. as a model, the student wi write a description of a real person he has known.
8 C.V. (40) Given a literary model, the See pages 113 -118. student will write a para- graph describing the shape of something including all important details. of 8 C.V. (41) Given the idea of point of Digging for worms from the point view of an author, the stu- view of the worm or shovel. See page dent will write a paragraph 21 of the of the text. or story from an unusual pointof view. How To 8 C.V. (42) The student will write a Pages 108-111, Language and biography of a person he IttelIt, Book 6 admires or that he thinks is a striking person. Book 6 8 C.W. (43) I. Given the opportunityto Language WM! To Ube It, write, thestudent will Pages 78-83 keep a journal or diary for at least a week and share ittwith his teacheronlyif thaVis his desire.
2 11 *teal CREATIVE WRITING
OBJECTIVE I SAMPLE ACTIVITY
8 C.V. (44) Given the opportunity to Pages 5541, j211.21 write, the student will Ue It, Book 6 write a short,, mystery where the problem is solved by means of &Auction.
Book 6 8 C.W. (45) The student will write a knolagtma Hai TO Ube It, poetic thoughtin the shape that resembleshe subject.
222 212*11 EXPOSITORY WRITING
SAMPLE ACTIVITY
Expository
8Exp.(14) Using a geographical area from social studies, the student will write a des- criptive setting for a story.
213 rrr2r 223 MECHANICS
CONCEPT OB.TECTrVE SAMPLE ACTIVITY mechanics Me. (26) Given two simple sentences, ,Languages and How To Use It, Book6 the student will transform Pages 90- them to a compound sentence using a comma.
8 Me. (27) Using an outline and notes prepared by the student, the student will write a report.
8 Me. (28) Given a group oftransitionalBook6,pages 130-137 and 149. words, the student will write several paragraphs linking them with transitional words or phrases.
8 Ma. (29) Given a sentence with a Book 6, page 175 noun of direct address, the student will write the sentence using a comma or commas to set off the noun of direct address.
8 Me. (30) Given a rule for the use Book6, pages 173.116 of the comma, colon and semi-colon, the student vill punctuate sentences.
8 w. (33.) Given sample dates and Book 6, page 176 locations,the student will set off the parts of each with commas.
8 Me. (32) Given a sentence with an Book 6, page 175 interruption, the student will set off the interruptia Mary, of course, vill be gone. with commas.
8 Me. (33) Given the, form of a personal letter, the student will select a real. or imaginary person to write to and will write a letter.
8 me.(34). Given a topic to research, the student will look for information in two or more sources and c.)notruct a bibliography.
21414'1' MECHANICS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
3 Lte (35) Given a list of descriptions of categories in literature, such as fables, myths and legends, and a corresponding list of the categories, the student will match them.
8Me. (36) Given examples of correct Taking a pieceof poetry orprose endmarks of punctuation and with no capitalization orpunctuation, punctuation within sentences the student should supply What is the studentwillobserve missing. correct usage. Language and How To Use It, Book 6 pages 177-179
215 225 HANDMITISG
CONCEPT OBJECTIVE SAMPLE
.11.01MMONlik Hag Writing 8 Ha (20) Having improperly formed a letter in a content area, the student will. agree with the teacher on a correction contract.
226 216 20' 1 S.. SMILING BEST CMNMI
OBJECTIVE Spelling
8Spell. (22) Having misspelled a word from a previous word list in his daily work, the stun dent will add it to his current list.
8 Spell. (23) Given the need for spelling en extra or unusual word, in creative writing or other subject areas, the student will either look the word up or seek help from the teacher and add it to his current list.
8Spell* (24) Given a list of frequently used words, the student will study and spell correctly when tested.
4101Spell, (25) Given a paragraph from dic- tation, the student will write it, spelling and punctuating it correctly.
8 Spell. (26) Given a list of frequently used words, the student will write them correctly in daily work.
227 217taw LEVEL 9 . SCOPE AND SEQUENCF CHART
SKILLS AND CONCEPTS
DECODING (Green Pages)
In. (43) Inflected and derived forms In. (44) In. (45) In. (46) In. (47) Ir. (48) In. (49) In. (50) In. (51) In. (52) U. (8) Usage U. (9) U. (10) H.S. (7) History and Science of Lang. Reg. Diff. H.S. (8) H.S. (9)
Oral Fluencei page 239
Ex. (1) Expression
Study Skills, pap 240
Dic. (22) Dictionary Dic. (23) Dic. (24) R.4. (11) Reference books
CRITICAL READING (Pink Pages)
Getting the Basic Concept, page241
M.I. (14) Main idea Det. (4) Details Sum. (6) Summarizing Ou. (6) Outline or chart form M.S. (4) Using multiple sources
Context,
C. (22)
Interpretation, ae241.0.24,4
Compr. (8) Comprehension P.R. (29) Perceiving relationships P.R. (30) P.R. (31) F.O. (5) Fact-opinion Ev. (6) Evaluation of different view points Ev. (7)
P.S. (5) Problem solving . 2:18229 *rsi Skills and Concepts, continued - Level 9
Sequence, page 245
Se. (24)
Elements of Style, page 246 - 247
P.P.S. (2) Poetry and prose study L.M. (9 Literary models Hu. (3) Humor Hu. ;4) Plot (4) Plot structure Plot (5) Plot (6) Purposef
I.A. (6) Inquiring attitude I.A. (7) Proof (1) Proof reading
ORAL COMMUNICATIOV (YellowPages)
Dramatics, page 249
Dr. (11)
Listeningt;pw 250
Li. (19) Li. (2u) Li. (21)
Speaking, pate251
Sp. (37) Inter. (6) Interviewing Inter, (7)
WRITTEN COMMUNICATION (BluePages)
Creative Writing, page 253
c.w. (46) C.W. (47) C.W. (48) C.W. (49) C.W. (50) C.W. (51)
Expository Writi.ngt page 254
Exp. (15) Exp. (16) Exp. (17)
230 21914-2 Skills and Concepts continued - Level 9
Mechanics, page 255 - 256
Me. (37) Me. (38) Me. (39) Me. (40) Me. (41) Me. (42) Me. (43) Me. (44) Me. (45) Me. (46) Me. (47) Me. (48) Me. (49) Me. (5o) Me. (51)
Handwriting page 257
Ha. (21) Szellfagipagel2L_
Sp. (27) Sp. (28) Sp. (29) Sp. (30) Sp. (31)
2 2011-24-$31 RAW STRUCTURAL ANALYSIS
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Inflected and Derived tons The grunest garbler sluicedhis 9 Inc (44) Given a series of sentences in a non-existentlanguage, owes framingly. the student will analyze tbp structure and discover and write the use of the prefixes and suffides.
The ote elegonfits jituzedblog 9In, (45) Given samples of a non- existent language, the the wontz mojedtozes. student will examine sing- ular and plurals and write a descriptionof the pattern.
Submarine - sub - tinder,marine - water 914 (46) Given words with affixes, the student will analyze the words and write the meanings of the root and each affix.
state - statement, stately 9 In (4T) Given several root words, the student will use the port - import, export, portage dictionary to locate and list other wordswith the same root.
9 1n.. (48) Given an inflected word, the student will usethe dictionary to find and name the root
,happiness , unhappy.heavily 9 In (49) Given a group of inflected ham words and using structural analysis, the studentwill write an explanation for the various meanings of English words in different structures. association, associate 9 Ins (50) Given derivation examples, the student will write answer, answered verbs derived from nouns*, loyalty - loyal 9 In (51) Given derivational examples ...40 the student will write adjectives from nouns.
2212-2*233 STRUCTURAL ANALYSIS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Infldtted and Derived forms - continued 9 In. (52) Given derivation examples, happy - happily the studentwill write adverbs from adjectives.
9 In, (53) Given derivation examples, fat - fatten the student will write verbs from adjectives.
Usage
9 Us. (10) Givena seriesof sentences Underline the past tense of the with the past tense of the verb in the sentence or the past verb and/or the past participleand write the basefarm. participle form of the verb She drank some tea. underlined, the student will, drink He had drunk milk. answer questions inwriting I showing the recognition of did nor homework. did irregular verbs, pronunci- I have donemy homework. ation,and thebase forms.
9 Us. (11) Given several homographs in Read the sentence aloud to show context, the studentwill meaning. read thesentences to Yesterday he read the newspaper. show by proper inflection I will read the newspaper. knowledge of their meanings. Did you do your project? Project your arm out of the spacesuit.
9 Use (12) Given several homonyms, the Write sentences showing themeaning student will construct of the following words: sentences to demonstrate led, lead red, read hall, haul their meanings. bored, board
History and Science of .le Language
9 11.S.(7) Given sentence patterns, 1. NP Vt NP the student will compose Tomasks many questions. using the basic patterns. 2. NP VI Tom ran. 234 3.NP + Vi Adv Tom ran upstairs 2 22 redeem STRUC'TULAL ANALYSIS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
History and Science of the Language - contd. NP + VL + NP Tom seems to be a _great captain. 5.NP + be + NP Tom is a good swimmer
9 11.S..18) Given English sentences to Label the subj. with one line, the analyze, the student will predicate with a dotted line and mark analyze and explain the NP and put 2 dotted lines under main characteristics such as verb. 1. Always a subj. & pred. NP 2. Fred. has tense and The old horse has been stmalina Uwe. a verb. MI.. dr.. MEI MEI WWI 3. Subject always in a noun phrase. b. Verb may be part of a verb group H.S?(9) Given samples of a non- Underline the subject with one line, language, the student will the predicate with a dotted line. examine parts of sentences. One goddle suoled 9 H.3.(10) Given ungrammatical sentence She wanted to go with. the studentwill tell the He don't want no ice cream. cause for the ungrammatic- ality. 9 H.s.(n) Given English sentences, Label the sentences according to the student will determine sentence patterns. the patterns and list the various formulae for the He sneaked quietly.NP + be +NP patterns. Seventh graders planned parties. + People sometimes sees unhappy. NP + V1+ adj. He is the president. NP + be +NP 9 H.S$12) Given asetof simple sentences and alistof coordinating conjunctions, the student will rewrite these using the conjunctions thereby transforming them to compound sentences.
2 2 341` 235 STRUCTURAL ANALYSIS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
History and Scienceof the Language - contd.
9 B.S.(13) Given sentences with The boy,who wonthe contest, was restrictive, relative and George. -restrictive nonrestrictive clauses, the Any boy who wins will receive a student will label each prize. -non-restrictive. after studying patterns of the same. This is the carwhich she bought. - relative
9 H.S. WO Given pairs of sentences while It rained. and a list of subordinating if I ran. conjunctions, the student will transform the sentences during While it rained, I to complex sentences using ran. the proper punctuation.
9 P.S.(15) After explanation of dependent and independent clauses, given sentences containing clauses, the student will underline the clauses and label them properly.
9 H.S. (16) Given basic punctuation Many suffered, and some were rulesfor clauses, the injured in the accident. studentwill construct sentences and punctuate them correctly.
9 H:S.(17) Using observation of sen- 1* friend, Mr. Weatherly, drove the tences, including appos- race car. itives, the student will underline theappositives and note the appropriate punctuation.
9 CS. (18) After studyingappositives and their punctuation, the student will write sentences of their own using appositives.
9 lit.S.(19) Given a sentence, the The package is on the desk. student will transform it Is the package on the desk? into a question. STRUCTURAL ANALYSIS IONCOP1AVAILABLE
=1F/Irsmxww SAMPLE ACTIVITY CONCEPT OBJECTIVE ,=www1MMIONII
History and Science of the Language - contd. The package is on thedesk. 9 K.S.(20) Given a sentence,the student will transformit The package is not onthe desk. into a negative sentence. Daisynauts flew spaceships. 9 H.S.(21) Given several activesent- ences, the studentwill The spaceships were flownby transform them into daisynauts. passive sentences.
9 R.S. (22) Given a pair of sentences, We sew the horse. the student will transform The horse was achampion. champion. each pair into asentence We saw the horse which wasa with a relative clause. endings and Given the pattern for Show er, est, 9' R.S.(23) adverb. adjectives and adverbsand placement of adjective and a large groupof words, the student will group the words into thetwo categories. The man designed the car. Given expandednoun phrases a. 9 H4S.(24) prizes. in sentences, thestudent b. He won maw will write relativeclauses c. The man whodesigned the prizes. to explain the meaningsof car won many adjectives in the noun phrases. A girl was dancing. 9 LB. (25) Givena series ofsentences, the student will write A beautiful,.agile girl was dancing. expanded noun phrases.
Using the lesson that the a.The storm looks violent. 9 H.S.(26) b.The. storm that islooking student has constructed north. for participialphrases, violent is from the the student will write c.The storm lookingviolent is examples of sentences from the north. including participial phrases. night and 9 W.(27) Observing sentences given, Carla both studied last the student willunderline this morning. faultyparallelismsand Those plants must beeither watered rewrite the sentences or they willdie. given.
225 e246237 STRUCTURAL ANALYSIS
SAMPLE ACTIVITY CONCEPT OBJECTIVE
History and Science of the Language - contd.
9 114.(28) Given a series of sentences with direct objects and in. direct objects, the student will analyze these sentences and construct original sentences using direct and indirect objects.
226 sialing238 ORAL 'MUMMY
ftpression.
9 itz (1) Give a drama to read. The student will participate by reading orally that drama with expression.
227.240). 3.9 STUDY SKILLS
OBTFCTIVE SAMPLE ACTIVITY
Given a series of words Asa relay, see who can rewrite randomly listed, the student these words in alphabetical order will arrange and write them with the greatest correctness in alphabetical order in a and least time: given length of time. engineer, queen, enjoy, gymnasium, latitude, strengthen, strawberry, decorative, afternoon, underweight
Using a dictionary, the Using the dictionary, write the student will write the root word for each of the following: root words found within phonograph suffer other words or use the evident perfect root words as a means of rejection dictate finding other words. inspector portable manufacture produce subscribe
Using the above words find another word using the same root as each of the above.
Using a biographical Using the guide words (in the bio- dictionary the student will graphical dictionary)Harrington -- become familiar with this Harris, give the first and last as a source of information. names of the people listed between those guide words.
Given a title to research, the student will locate and list references using the Reader's Guide to Periodic Literature. GETTING THE BASIC CONCEPT BEST)11"Y MARIE
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Main Idea
9M.I. (14) After reading part of a selection, the student will suggest a possible outcome.
Details
9 Det. (4) Given a selection to read, the student will differen- tiate between the relevant and irrelevant facts.
Summarizing
9 Sum. (6) Given a selection to read, the student will disc= the plot in light of his own personal experience.
Outline or Chart form
9 Ou. (6) Given a group of related Main topics topics, the student will A. Sub-topic organize these topics in 1. Detail full outline form. a. Sub-detail
Using Multiple Sources
9 M.S. (4) Given a topic to research, the student will read from several sources, take notes and organize them into full outline form. CCECEPT ORTEGTIVE SAMPLE=wily
9 C.(23) Given a seleotion to reads, the student will paraphrase orally or in written form.
2 3 0/lir-2 it2 INTERPRETATION
BESTCOSY -4 CONCEPT OBJECTIVE SAMPLE ACTIVIT!
Comprehension
9Capr (6) Given a selection to read, the student will answer questions on comprehension with 90% accuracy.
Perceiving re- lationships
9 P.R. (29) Given a selection to read, "The Otter's Tale"- DimensionsGuide the student will draw logi- Book P. 25-26 cal conclusions orally or in writing from what has been read.
9 P.R. (30) Given a story, the child will link orally the con- teril to his personal ex- periences.
9 P.R. (31) Given selections to read, See Dimensions - P. 164-178"The the student will discuss Marvelous Stamps From El Dorado" the relationships (time, and Guide Book - P. 91 space, cause and effect).
Fact-opinion: Fact - fiction
9 F.O. (6) Given several selections, "Exploring the Silent, World" - Dimensione the student will read and Guide Book - P. 49 differentiate orally fact from opinion.
Evaluation of Different View- points
9 Err. (6) Given a selection to read, Dimensions, p. 105-113, used with p. 53 the student will evaluate of Guidebook the author's work in light of information about the author and his environment.
243 231 tlatra " INTERPRETATION
CONCEPT OBJECTIVE SAMPLE =ran
9 Ev (7) Given selections to read, "The Height of A Man"P. 187-198 the student will, in die- Dimensions and P. 103 in accompanying cussion or in writing, eval Guidebook uate the'actions and speech of the characters by list- ing qualities implied or stated concerning these characters.
Problem Solving
9 P.S. (5) Given a election to read, Using - Language and How to Use It the student will show his P. 17-18 and 204-205 recognition of the problem to be solved in the selec- tion and methods of solu- tion.
244 2 3 ? 269 a SEQUENCE
CONCEPT OBJECTIVE I SAMPLE ACTIVITY
Sequence
9 Se. (24) Given a selection or book to read, the student will list events in the order of their occurrence.
245 233 ELEMENTS OF STYLE
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Poetry & Prose Study
9 P. & P.S. (2) Given many slections to See, Dimensionsbook 7, Guidebook read, the student will show for reference in writing his recognition of such literary terms as
simile, personification, . metaphor, hyperbole, omo- matopoeia, and imagery.
Literary Models
9 L.M. (10) Given a selection to read, Compare mow, abort story, kinds of the student will identify poetry, novel biography, folk tale, the various literary types parody tall tale, science. fiction orally and in writing.
9L.M. Cu) Having read a selection, th student will identify re- gional differences in pro - nounciation commonly used as a literary tool.
.Humor "Father William" - Dimensions 9 H. (3) Using a literary selection, the student will be able to pages 156-157, alsoGuidebook recognize by show of facial pages 84-85 expressions, humor in lite- ral meaning of figurative language.
Plot
9 Plot (4) Given a literary selection, "Gifts of the Sea" - Dimensions the student will distin- pages 413-429,Guidebook, pages 178-179 guish in writing or orally the point of view used.
246 234 latftwaw MICMMAME of
CONCEPT OBJECTIVE SAMPLE ACTIVITY
9 Plot. (5) Given many selections to "The Perfect Bait"Dimengons, read, the student will show pages 119-124 - Guidebook, pages64 his knowledge of methods of and 65 characterization by quoting examples showing the method.
9 Plot (6) Given a literary selection to read, the student will discuss the function of elements such as plot, set- ting, characterization, tone and style and symbo- lism.
247 235 %-kefiftft PURPOSEFUL READING
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Inquiring Attitude
9 I.A. (7) Given the opportunity to select and read, the stu- dent will be expected to select and ,fead books from the library.
9 I.A. (8) Given specific information to find within a reading passage, the student will skim the material and iden- tify its location.
Proof Reading
9P.R. (1) Using the material he has written or something writ- ten by other students, the student will proof read for correction of ideas.
2148 236
1 DRAMATICS kV
OBJECTIVE SAMPLE ACTIVIIT
.Dramatice
9Dr. (11) After reading a play or Using the TV plays, "The. Pharzacistla poem, the student will par- Mate", found in Prolect4ons, the stu- ticipate in an oral inter- dent will read the plag-1, discuss the pretation of the same. author's handling of suspense and participate in sane law in the pre- sentation.
'!
27 F. LISTENING
CONCEPT OBJECTIVE SAMPLE Amman
Im1.1.m11=11,
Listening
9 Li. (19) Cavan a storyCYArecord or There are many recordings of famous tape, the studaut will lie- short stories. Cho* the resource ten and answer cy.7.astions ram. concerning the story.
9 Li. (20) Given the opportunity to Using the suggestionsfor meat- hear discussions and pre- fug a club, givingreports and hold- sentations, the student inga meeting,the students couldlicia.M will listen and contribute a mockUN meeting letting each stu- orally when caned upon. dent represent a country they are studying in social atudim. &liaizaium fat Bay 22 4,. P. 54-42
9 Li. (21) Given several statements train commercial advertising including fact and opinion, radio or TV, the student can the student will research and write statements and 1,44 the statements to deter- as fact or opinion. mine whether they are, fact or opinion.
238 sig SPEAKING
411111
CONCEPT OBJECTIVE SAMPLE ACTIVIST
Speiking Same activity as used for9 Li.(20) 9 Sp. (37) Given an example of and rules for parliamentary pro - cedure, the student will participate in a mock meet- ing.
Interviewing Ube111 9 Inter. (6) Given a sample interview to Ilse, Lawler mg How Tb read, the student will an- P. 198-202 alyze the procedure and condtet one of his own.
9 Inter. (r) Given the opportunity to contact people in the scho- ol, end the neighborhood, the student will interview people about their opinions on some subject, andreturn to class and give a report and evaluate the interview.
41/21,0,51 MI CMMAMIE CREATIVE WRITING
CONCEPT OBJECTIVE SAMPLE ACTIVITY.
Creative Writing
9 C.W. (46) Given samples of poetry, Diamantes can be a pleasant activity the student will analyze for this. See pages 67-69 in Language the pattern and create and How To Use It, Book 7. original samples'of the pattern.
9C.W. (47) Given a series of literary Excellent examples are found on pages selections, the student 108 -111 of Language and How To Use It. will determine the use of sensory images and write descriptive paragraphs usi sensory words.
9C.W. (48) Using figurative language, the student will write des- criptive paragraphs.
9 C.W. (49) Given an explanation of a pun, the student will write the meaning of the word in- volved in the play on words
9 C.W. (50) Given a series of humorous selections, the student will discover the homophone and puns, and creataorigi ones by writing a given series of sentences.
9C.W. (51) After viewing pictures for See pages 324-325 in Language wd, How inspiration, the student To Use It, Book 7. will write a short composi- Von.
240oirW253 EXPOSITORY WRITING
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Expository Writing
9 Exp. (15) Given an unfinished story with a problem to solve, the student will write an ending to the story solving the problem.
9Exp. (16) After reading a given liter. ary selection, the student will write a review based upon his personal reaction to the selection.
9Exp. (17) Given samples of connective words or phrases, the stu- dent will write a composi- tion using them.
254 2 4 1 :. MECHANICS
CONCEPT OBJECTIVE SAMPLE ACTIVITY .NimpitammilMPW. Mechanics 9 Me. (37) Given a sentence with an appositive, the student will set off the appositive with commas when needed.
9 *.(38) Given a writing assignment, the student will vary the length and pattern of his sentences.
9 Me. (39) Given two simple sentences, See Lanvate and How To Use It, Book the student will combine pages244.2467790-300, 217-2E8 them to make a compound sentence using a comma or semi-colon.
9 Me. (40) Given a sentence with a non. See Lan e and How To Use It, Book 7 restrictive clause, the pages 20 , 209,2147 220 student will set the clause off with commas.
Book 7, 9Me. (41) Given a sentence with a sub. See Language and How To Use It, ordinate clause, the student page 302308 will rewrite the sentence punctuating it with commas.
9 Me. (42) Given a paragraph containing several simple sentences, the student will rewrite it making some compound and some complex sentences and punctuate them properly.
9 Me, (43) Given added rules for See Lan e How To Use It, Book To quotation marks, titles,and page 3 9-350 single quotes, the student will write examples illustrating each rule.
9 Me, (44) Given rules for the use of Language and How To Use It, Hook dashes and hyphens, the pages34c3 W--- student will construct sentences using them.
9 Me. (45) Given a sentence with an exclamation such as "yes" or "no" at the beginning, the student will punctuate it with a corals.
242 34 ""255 MECHANICS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
9 Me. (46) Given the rules for the use See Lan e and How To Use It, Book 7 of the colon, the student page 3 1 will write sentences giving examples of each rule.
9r (47) Using editors marks, the Editors marks can be found in the students will proofread text pages 223,227.An activity and mark each others papers. suggestion might be to assign a number to each writer and create a proof reading pool. The writer then completes his composition, proof reads it and proof reads someone else's paper. A class may proof read one paper using an overhead projector.
9 Me. (48) Given a business letter See Lan e and How To Use It, Book 7 and envelope, the student page 19 197. will analyze the form and Perhaps on a ditto the teacher could write an original letter make the form of an envelope on one according to the form in the side and have the student write the given letter. letter on the other side. It is ale advisable to teach the correct method of folding paper to put into the envelope.
9 Me. (49) Given samples of the figures Language and How To Use It, Book 7 of speech: simile, metaphor,pages136 alliteration, personificatio and hyperbole and selections including these, and some selections without them, the students will discuss the selections and determine their interest preference.
9 Me. (50) Given an example of poor writing, the student will delete vague modifiers, redundancies, and unnecess or pointless information and create a new paragraph.
9 Xle, (51) Given an oral presentation or written material, the student will take notes to be used for a written or oral report.
243 256 HANDWRITING
BEM 1111' Oa
CONCEPT OBJECTIVE SAMPLE ACTIVITY
9 ibi (21) Having improperly formed a letter in a content area, the student will agree with the teacher on a correction contract.
244 militr257 SPELLING
SAMPLE ACTIVITY CONCEPT OBJECTIVE
9 Spell. (27) Given a list of frequently used words,the student will study and spellthem correctly when tested.
9Spells (28) Given a list of frequently used words,the student will study and spell them correctly in his daily work.
9Spell. (29) Having misspelleda word from a previous word list in his daily work, the student I will add it to his current list.
9 Spell. (30 Given a paragraph from dictation, the student will write it, spelling and punctuating correctly.
9 Spell. (31) Given the need for spelling an extra or unusual word, in creative writing or other subject areas, the student will either look up the word or seek help from the teache and add it to his current li
24 ,5 240258 LEVEL 10 - SCOPE AND SEQUENCE CHART
SKILLS AND CONCEPTS
DECODING (Green Pages)
Structural Analysis) lautiv 263
H.S. (10) History and Science of Langu., Reg. Mt. H.S. (11) H.S. (12) H.S. (13)
Stu y Skills, page2614
Dic. (25) Dictionary Dic. (26)
CRITICAL READING (Pink Pages)
Getting the Basic Concept, page 265
M.I. (15) Main idea Top. (5) Topic sentence Ou. (7) Outline or chart form M.S. (5) Using multiple sources
Interpretation: page266 - 267
P.R. (32) Perceiving relationships P.R. (33) P.R. (34) P.R. (35)
Ev. (8) Evaluation of different view points (9) Ev. (10)
Sequence, page 268 44 Se. (25)
Elements of Style, page269
F.L. (12) Figurative lang., Sensory images Plot (7) Plot structure Plot (8)
ORAL COMMUNICATION (Yellow Pages)
Dramatics, page 271
Dr. (12)
259 246 .avir Skills and concepts continued - Level 10
Listening, page 272
Li. (22)
Speakirlgpai4e273
Sp. (38) 3p. (39) Inter.(8) Interviewing
WRITTEN COMMUNICATION (Blue Pages)
Creative Writing, pee275 - 276
C.W. (52) C.W. (53) C.W. (54) C.W. (55) c.w. (56) c.W. (57) C.W. (58) c.w. (59) C.W. (60) C.W. (61)
Expository Writing, page 277
Exp. (18) Exp. (19) Exp. (20) Exp. (21)
Mechanics, pag5121d-4240._
Me. (52) Me. (53) Me. (54) Me. (55) Me. (56) Me. (57) Me. (58) Me. (59) Me. (60) Me. (61) Me. (62) deb Me. (63) Me. (64) Me. (65) Me. (66) Me. (67) Me. (68) Me. (69)
Handwriting, pap 281
Ha. (22)
260 247 *Iris Skills and concepts continued - Level 10
Spelling, page 282
Sp. (32) Sp. (33) Sp. (34) Sp. (35) Sp. (36)
Appendix, pages A - P
261 243 STRUCTURAL ANALYSIS ttri
CONCRPT SAMPLE ACTIVITY
History and Science of the Language
10 H.S.(29) Given a pattern for a a. My cousinteaches a craft. relative transformation, b. The craftis called ceramics. the student will transform c. The craft'which my cousin teaches a pair of sentences to one is calledceramics. which is complex and uses a relative pronoun.
10 LS.(30) Using present and past a. A spider was lurking near its participial forms of verbs, web. the student will write b. A spider waited for its dinner. sentences showing a variety c. A. spider lurking near its web of structures. was waiting for itsdinner.
10 LS. (31) Using the infinitive clause, a. The bus came. the student will write b. She was in a hurry. sentences showing a variety c. She was in a hurry fOr the of structures. bus to come.
10 E.S.(32) Using the included clauses, a. People could travel so far. the student will write b. NP was amazing. sentences showing a variety c. * That people could travel so far of structures. was amazing. include clause
....241)..a63 STUDY SKILLS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Using the Dictionary
10 Dice(25) Using a biographical diction Using the guide words Errett w - ary, the student will become Ettwein, find the names for the familiar with this source following people: of information. 1. pioneer American organ manufacturer
2. president of EL Tenn. College 1834 . 1850
3. bookseller 4 user of telegraphic bulletins for weather forecasting
10 Dice(26) Given two guide words in Using necessitate ------negligence a dictionary, the student as guide words write the words from will write only those this list that fit between the gull) words from a given list words: that fit between the guide negative, needs, necessity, words in alphabetical order. nectaring, negarious, neckerchief, neighbor, negligent
250444..264 hip, GETTING THE BASIC CONCEPT BEST ymolt
SAME ACTIVITY
Main Idea
10 M.I. (15) After reading part of a See: "ley Was The Antique Doll selection, the student will Destroyed."p. 77language suggest a possible outcome. and How to Use It.
Topic Sentence
10Top. (5) Given a selection to read, the student will underline the topic sentence in each paragraph.
Outline or Chart Form
11110 Oa. (7) Given a group of related I. Main topic or Sentence topics, the student will A. Sub-topic or Sentence organize these topics in 1. Detail sentence or topic outline a. Sub-detail form.
Using Multiple Sources
10 M.S.(5) Given a topic to research, To correlate with social studies, the student will read from give the students a choice of several sources, take notes topics from which to write a mini - and organize these notes history'. (Costumes since 1776.) into full outline form.
265 5 1 WA INTERPRETATION
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Perceiving Relationships
10 P.R. (32) Given a selection to read, In discussion or writing, a student the student will demonstrat may compare fictional personalities, his ability to generalize motives, actions with factual situations. from what is read by writ- ing or participating in discussion.
10P.R. (33) Given a selection to read, the student will draw logi- cal conclusions orally or in writing from what has been read.
10P.R. (34) Given a selection to read, the student will show his recognition of antecedents by writing or discussing them.
10 P.R. (35) Given a literary selection See: Open Highways SkillbookP. 16 to read, the student will In guidebook for ChallengesP. 99 show recognition of inferr- ed and implied meanings by participating in discussion about the selection.
Evaluation of Different View- points
10 Ev. (10) Given an historical novel Using the regular social studies text and an historical text, on and.any paper back such as Across Five the dame period, the stu- Aprils, The Red Badge of Slavery, Light dent will compare the con- in the Forest, gg From Slavery, the tent of the two sources by student can compare factual and fictional listing their similarities information. This also makes a good and differences. research paper.
10Ev. (11) Given a literary selection "Ladder to the Sky" Challenges - to read, the student will P. 38-53 See Guidebook also. evaluate the motives and "The Bride comes to Yellow Sky" 110 actions of the characters Counterpoint. See teacher's Resource in light of experience and bookP. 146 verity. 266 252 WA INTERPRETATION
SAMPLE ACTIVITY CONCEPT OBJECTIVE
or 10 Ev. (12) Given different accounts of Use two different newspapers the same subject or event news magazines. from two authors, the stu- dent will write the proper author's name after each of several sentences represent ing a mixture of the opines ions of both authors.
2 53 267 SEQUENCE
CONCEPT OBJECTIVE I SAMPLE ACTIVITY
Sequence
10 Se. (25) Given clues in a mystery Language and How to Use It, Book 8 story, the student will P. 112 - 113 organize them in chronologi cal order to solve the mys- tery.
25 4 ****6-268 BEST COPY RAM ELEMENTS OF STYLE
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Figurative Language See contents in,Guidebookfor Chollenaeg, 10F.L. (12) Using a literary selection, the student will recognize Guidebook for Open HighwaYspTeacher's for meaning of figurative lan- Resource Books for Counterooint, guage and sharethe recog- suggestions. nition in some way.
Plot Structure might be good Given a selection, thestu- At the present time it 10 Plot. (7) tape re- dent will distinguish in to use the news magazines, to writing or orally, the cordinzs of speeches or newspapers point of view used bythe achieve this goal. author and emotion laden words. See, Countemoint, pages 537and 538 10 Plot. (8) Given literary selections to read, the studentwill discover the methods of characterization used by the author and participate in a discussion of these methods.
21,6169 255 DRAMATICS
BEST COPY AVAILABLE
CONCEPT OT i SAMPLE ACTIVITY
Dramatics
10 Dr. (12) Given several plays to r©a the student will partici- pate in an oral presenta- tion of a play.
256 24471 LISTENING
SAMPLE AcTraire
Listening
10Li. (22) Given a taped radio or TV Tape any TV or radio news, covering newscast or speech, the political speeches or advertising, student will discuss the and replay to listen for the items loaded words, exaggaratio mentioned in the goal. Or for tun, statements of opinion or tape some school conversations to statements of prediction watch for exaggerations or loaded presented as a fact. words.
257 2480272 SPEAKING
1)1 )41'
SA) ACTIVITY CONCEPT OBLTECTIVE
Speaking See, lanpage and How Tb Ube 10Sp. (38) Given rules for formal de- bating, the student will Book 8, pages 287-293 participate in the presen- tation of a debate.
Lataguage and How To sue It, book 8, 10 Sp. (39) Given sample discussion techniques, the student has discussion responsibilities est will participate in a class for chairmen and participants. discussion.
Interviewing School newspaper is a good place for 10Inter. (8) Given the opportunity to contact people in the school this, and for Consumer Education whiz and neighborhood, thedstu- works well for the job survey . dent will interview people about their Jobe, return to class and give .a report and evaluate the interview.
258 ati9mie 273 Avict 11 CREATIVE WRITING BEST)4'
SAMPLE ACTIVITY CONCEPT OBJECTIVE
Creative Writing
10 C.W. (52) Given cAmples of poetry tha have been introduced thus far, the student will ana- lyze the pattern and create original samples of the pattern.
Samples ray be found in the Guidebook 10 C.W. (53) Given a series of literary selections, the student will for Challenges_, page 116 and inthe determine the use of sens,, Skillbook for Oner HiahwaYso pages image:: and write descrip- 82-83. tive paragraphs using sen- sory words.
See th:. Resource book that.accompanies 10' C.W. (54) Using figurative language, the student will write des- CountPlmint. criptive paragraphs.
See pages 62-63 of Lanruage andHow 10 C.W. (55) Given an explanation of humorous poetry, the stu- Tc lt. dent will write the mean- ing of the homographs.
10 C.W. (56) After viewing pictures for inspiration, the student will write compositions.
Given an imaginary summar7 See pages 18-19 in Leulguagearil Now 10 C.W. (57) Havo lead, or news story, the :!:IrtIt, for news story form. student will write an imag- studetto exchange papery forproof mschanios. inary story. reads r; - for cwrreotions in bow well it works to 10 C.W. (58) After hearing a musical ft 1.6cn..rpriaing selection, the student will renord ur any record write a creative composi- witL.ut Jrrics, and let thestudents minutes without doing tion. 11s).! 11 7x4y vr'!11.11;,/..1::3n write for 20 minutes, then pr .c.7.ead.
10 C.W. (59) After reading samples of parodies in prose or poetry the student will write a parody.
259 Aiter275 CREATIVE WRITING
SAMPLE ACTIVITY CONCEPT41I OBJECTIVE
10 C.W. (6o) After viewing a film for i Films have been ordered just for this spiration, the student will purpose. 1:ou may try from the follow- write a creative composi- ing: Junkyard, Little Blue Apron. tion. The Fence, A Creation, The Artist at Work, Conformity, Rock in the Road, What's In A Play.
10 C.W.(61) Given an unfinished story Try one of the following stories with a problem to solve, from Language and How To Use It: the student will write an "The Haunted Spacesuit" and "The ending to the story solving Three Marked Pennies". the problem.
260 444-276 EXPOSITORY WRITING
Expository Writing
10 Exp. (18) Given a topic sentence that As a sample topic sentence: The takes a stand, the student Watergate in'restigation was proof will develop a paragraph that the democratic system of govern- telling the obverse of the ment is the best form of government. topic sentence.
10 Exp. (19) Given a topic on which an As a debatable subject for this para- opinion can be stated, the graph: All students in school should student will write his opin- have to dress in accord with a stand- ion and support his opinion ard dress code. in composition form.
10 Exp. (20) Given several paragraphs Using comparisons in alternating with comparative ideas, the sentences or paragraphs the student student will note methods may achieve variety. See Language, of comparison and write and How To Use It,Book 8, pages 114- paragraphs that make com- 119 parisons. 111 10 Exp. (21) Given a research topic, the While students are studying the Colonial student will complete the Era in social studies, they may write project correlating it with a research paper concerninglife in another subject discipline. that era.
261Wita-'277 MECHANICS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Mechanics
10 Met (52) Given a review form for To use the correct forms and to personal and business letter5expedite this situation, pen pals the student will write or letters to relatives actually samples of each. mailedfrom school may be helpful.
10 Me. (53) Given a writing assignment, the students will vary the length and pattern of his sentences.
10 Mes (54) Given a writing assignment, Using a formerly written composition, the student will change the the student will change the syntax syntax to achieve variety of his sentences for variety. in writing.
10 Me. (55) After reading formal de- See p. 274-277 in Language.and. How To finitions, the student will Use It. compose a definition para- graph.
10 Meer (56) Given a topic sentence and Vocabulary could be selected frog some unfamiliar words, the science or social studies texts in student will familiarize order to accomplish this goal. himself with the words and use some of them to develop the topic sentence into a paragraph.
10 Mee (57) Given a topic sentence, Sae Language and Hay To Jae It, the student will write paces 22O-223,212r?,7A..275 paragraphs putting the topic sentences in variou positions.
10 Me. (58) Given samples of connective Use comparison to develop a paragraph words or phrases, the with an emphasis on likeness and use student will write a cam- connective words or phrases such as: position both, also, in addition, similarly, or to emfhtl.size differences. the ze, the other, also, in contrast on the aher hand...
10 Mee (59) Given instruction in unifyingTopic sentences using time, cause and a paragraph such as unity effect, space, place, sequence or through relationships, the analogous relationships could be student will write a pare- used to help the student to unify graph. the thoughts in a paragraph.
26 2 eel- 2T8 MECHANICS PEST COPYAVAILABLE
SAMPLE ACTIVITY CONCEPT OBJECTIVE
10 Me. (60) Using factual information, Using an event in history or the student will write a science or some local event, the paragraph using chronologicalstudent will recapitulate the order of events. events In chronological order.
10 Me. (61) After reviewing the stru,:ture of similes and metaphors, the student will write paragraphs using simile and metaphor.
10 W.. (62) Given the structure of a This extends the summary lead to a news story (who, what, when, full composition so that each of where) the student will the main points given in the summary write a composition using lead can be extended in succeeding the main points. paragraphs.
10 Me (63) Given a paragraph in which A suggestion has been made to have spelling or punctuation a proof reading pool whefc e. etlkien% errors can be found, the having compiled the writing of a student will rewrite the cosz-wtion may put it in th 0)0 paragraph correcting the to L Inof read by another 3ttisltn4 errors. db:ek:.ag for handwriting, spelling, punctuation, and construction. The teciclher may require rewrites or
I linncP,, it to her. satisfaction.
3.0 Me. (64) Given examples of poor writing, the student will delete the vague modifiers, redundancies, and unnecessix; or pointless information and create a new paragraph.
10Met (65) Using infinitives, partici- ples, and gerunds, the stu- dent will write :sentences showing the variety of patternsy
10 me,(66) Using various kinds of pro- Personal, relative and demon3tTa3v* noun- and noun phrases, the pronounr, arexplained for student will construct student on pages 229-234 in original sentences. Language and How To Vile It.
241 r279 2 6 3 MECHANICS
CONCEPT OBJECTIVE SAMPLE ACTIVITY
10Me.(67) Given a paragraph with Possibly.use a recording of Lily fragment and run-on sen- Tomlin and if it is not available tences, the student will commerically, a teacher could make rewrite the paragraph a tape. correcting the faulty construction. loMee (68) Being given general punct- See pages 380-384 for rules. uation rules for review, the student will write all kinds of sentences from dictation.
10 Me- (69) Given samples of paragraphs See pages 2Y8-279 Language and How that reason, the student To Use It will write an original one. HANDWRITING
CONCEPT OBJECTIVE SAMPLE ACTIVITY
Handwriting
10 Has (22) Having improperly formed a letter in handwriting, in content area, the student will agree with the teacher on a correction contract.
281 26 5 ..eittov SPELLING
CONCEPT OBIECTIVE SAMPLE ACTIVITY
Spelling 10 Spell. (32) Given a list of frequently used words, the student will study and spell correctly when tested.
10 Spell, (33) Having misspelled a word from a previous word list in his daily work, the student will add it to his current list.
10 Spell, (34) Given a paragraph from dic- tation, the student will write it, spelling and punctuating correctly.
10 Spell, (35) Given the need for spelling an extra or unusual word, in creative writing or other subject areas, the student will either look the word up or seek help from the teacher and add it to his current list.
10 Spello (36) Given a list of frequently used words, the student will write them correctly in daily work.
2 6 G 2800" APPENDIX
267.4.fitra,- CREATIVE DRAM PROGRESSIONS
1) Pantomime before dialogue.
2) Work in seats, standing, moving through space.
3) All up working alone, pairs, man groups.
4) As selves before characterization.
5) Familiar before unfamiliar.
6) All given one dicision to make,gradually increasing number of decisions.
increasing time to sustain. 7) Brief playing time, gradually
8) Positive feedback by teacher tosupport, reinforce, and develop standards; positive/constructive evaluation by students.
Dawn Nurre..i Arts Service Center Skokie, Illinois PROBLEM SERIES (1)
1) Problem is given. Simultaneous playing alone in seats in pantomime as selves. 411
You have been working with Elmer's Glue. It has dried on your hands and clothes. Try to pick it off.
2) Problem is given. All up playing alone in pantomime as selves.
You are in a rush to change clothes because you are already late for a party. Unfortunately, as you go to take off your dress, the back zipper jams.
3) Problem is given. Simultaneous playing in pantomime, alone, as a generalized character.
You are a member of a Bomb Squad. You've been told that a bomb has been planted in a certain office in the Prudential Building.It's likely to go off any time. A great many lives are at stake. It is up to you to find the bomb and then to deactivate it.
4) Problem is given. Working in pairs as generalized characters. Simultaneous playing with dialogue if desired.
You are movers. You have to get a sofa into the house but it's too big to go through the door. Work together.
5) Establish own problem in same pairs. Simultaneous playing with dialogue then spotlight a pair at a time.
You are in a grocery store. One of you has a problem. The other must help to solve it. Decide who you are and what the problem is going to be. How do you solve it?
Evaluation: What was the problem and how did they solve it?
6) Establish own problem as a group of 4 or 5 Play one group at a time.
Your problem must involve getting rid of something -- it canbe an object, an animal, anything except a person. You must decide who you are, what you're going to get ridof, and hew.
Evaluation: '.that was it they had to get rid of and how did they solve it?
Dawn Murray Drama Department, District 65 Evanston, Illinois
B
26944'6- BEST WY OWE
MORE THAN 50 WAYS of MAKING CREATIVE BOOK REPORTS Carol Arnold, University of Wyoming Laboratory School
This compilation of suggestions for book reports is arranged in approximate order of difficulty. Those suggestions occurring at the beginning of the list are appropriate at the primary level, while those at the end are intended for superior high school students. Many of these suggestions, can, and should, be modified and can he used by elementary and secondary pupils.
1. Modeling clay; depict a scene or characters froma book. 2. Making posters about a book: p9.1711, crayons, chalk, paper sculptures, ink, cut-out pictures or realmaterials. 3. Producing a movie of a book: Make a series of pictures on a long roll of paper; or use pictures with a flip book technique. Creating a series of original illustrations for a story using any medium desired. 5. Using a flannel board. One child tells the story while another manipulates characters on the flannel board. 6. Dressing dolls to depict characters from a book. T. Telling a story to musical accompaniment. 8. Making sand table scenes or diorama. 9. Drawing a moral from the book. 10. Marking beautiful passages of description for oral reading. 11. Dramatleing a story: several children may read the same story and can work together. 12. Describing orally or in writing an interesting character in a book to make other children want to getacquainted withsuch a person in the book. 0 13. Constructing a miniature stage, pipe cleaner dolls. 14. Writing or telling the most humorous incident, the most exciting happening, the most interesting event, part liked best, or saddest part. 15. Writing a letter to a friend advising him to read the book. 16. Using information in a book to make a ecrassteck about the subject. 17. Writing a simple book review. Aschool newspaper gives a real purpose for using the langvage arts. 18. Pairing: students paired for a conversation about a book both have read. 19. Relating a significant incident or anecdote: each student is a speaker on a TV program about good books. 20. Comparing two books on the same subject. Pvc books on different subjects, or two books by the same author. 21. Making lists of new, unusual or interesting words or expressions. 22. Sharing books about how to make or do things by having the readers give oral or written directions or demonetratione. 23. Writing one's own story from a rA:ck title, then, et.,1L staving read the book, show the Plass the difference in the two !lots. 24. Reporting on a travel book; illustrate lecture using pcetcards, magazine pictures. 25. Writing a series of questions ehich they think other readers should be able to answer after readini; the book. 26. Giving a sales talk; the student represents himself as a salesman endeavoring to sell the book to the class. 2T. Holding a round-table discussion under a student chairman: four or five students read the same book and discussit.
C 0.91-1- 2 7 Cr page 2 --
28. Producing a puppet show with various types of puppets. 29. Giving a chalk talk-- cartooning technique. 30. Acting out a pantomime and encouraging the audience toguess what the story is about. 31. Making a critical analysis of a book-- likes and dislikes. 32. Sharing books of poetry:
A. Choral reading B. Writing a composite poem C. Dramatizing poetry D. Collecting pictures to illustrate verses E. Setting a verse to music F. Accompanying poetry with various rhythmic activities G. Adding original stanzas to apoem helps the children understand poetry construction and encourages them to write
33. Reporting a historical book: Making a large pictorial time line or map. 34. Being a reporter at the scene: while it's happening, a crucial scene is described on the spot by a TV reporter. 35. Decorating a book jacket and writing advertisement. 36. Writing a movie script for a good action story isan experience which helps children arrange events in sequence. 37. Making an analysis by a man of the future. In a time capsule or in the ruins on the planet earth, some man of the future finds the book and writes a paper on what it reveals of life of the earlier time. 38. Holding an interview: a character in the book is interviewed by a reporter or by TV interviewer. Other possibilities: a psychologist or psychiatrist talks to a character who has psychological difficulties. A lawyer talks to a character who had legal difficulties. 39. Holding ceremonies for recognition day: Each student who has read a biography of a deserving person comes forward to make a presentation speech awarding a mdeal or citation. 4o. Taking the role of the major character and in aprocess of "thinking out loud" talks about the critical situation or problems he is facing at the high point of the story. 41. Writing an analysis from a specific standpoint:"A greater understanding of the problems people have to face and solve has come to me from the book 42. Making a movie trailer or preview of coming attractions:Each student clips magazine or newspaper pictures or sxetches of his own showing scenes similar to those of significant actions in the book. 43. Writing a letter in the role of a book character. The hero of Lost Horizon writes a letter about his final return to Shaagri-la. 44. Writing or telling different endings to the story, keepi'g the characters and situation in true form. 45. Writing a magazine ad for a book. 46. Holding an imaginary interview with an author or character in a book. One student can ask the questions of another wno pretends to be the author or character. 47. Writing the diary of a major character. At least three crucial days in the life of the character are dealt with. 48. Giving a group performance, in the style of "This is Your Life". page 3
49. Having author meet the critics. Thus, Charles Dickens may defend his Tale of Two Cities against two critics as they ask: "Why didn't you save Carton by some plot twist so the book could have a happy ending?" 50. Writing a scene or chapter from a book as seen through the eyes of a character in the book. 51. Putting a major character on trial. The charge should preferably be one of acting unethically, unfairly, or even unwisely, rather than breaking the law.
E 272°42113 MAGIC CIRCLE
Magic Circle is a kind of a discussion group. Topics can be any topic suggested by0 students or the teacher. As problems come up and as students develop a sense of
trust in the circle grouppstudents will want to know how others feel about concerns
they have. Start with positive topics. Have no more than 15 in the discussion
circle. An inner and an outer circle works best. The inner group talks in turn about topic. Outer group listens in order to remember later.
The leader mirrors, or gives back, to each student the gist of what the student
has just said. The leader is careful to check out the accuracy of his mirroring.
After each member of the inner circle has contributed and beenmirrored, the
leader asks for volunteers from the outer circle to remember what someonein
the inner circle has said. Try to get all remembered.
Magic Circle can be used as a sharing and listoning .,A.tJvity butit Ian be much
more. Getting the Teacher's Guide for "Methods In Hawn Development "from our
Gifted Library, you will have additional helpa. Th skills developed are:
awareness of self, self-confindence,interpersonal ndcrstand:.ng, sensitivity
to others, effectiveness and tolerance.
Some sample topics are listed on the fol.:claim: In,!es. 1. How I controlled somebody.
4111. Somebody got me to do something for them.
3. A time I thought I would really get introuble, but I didn't.
4. Something I used to believe that I don't believe anymore.
5. 1 broke up with a friend and then got backtogether.
6. Something I can't stand in other people.
7. Something I like about another person.
8. mr pet peeve
9. A time when I was disappointed.
As 1.. Mk favorite place.
11. MY favorite person.
12. If I come back to life again, how I wouldchange.
13. A fantasy I enjoy.
A thought that keeps coming back to me.
15. What I do when I get angry.
16. What I do when I'm really happy.
17. My feelings about school.
18. My feelings about commercials onT.V.
19. My favorite things to eat - see - hear -smell.
20. Something I've never done that I think everyoneelse has done.
21. A realistic dream I had.
22. Something I know about a dream.
23. Somebody who accepts me.
24. How I tell people I like them.
2i4 25 A time when I was scared and it was fun.
26. What if
Wbat happened recently that made you angry.
28. Something I want to do, that I keep putting off.
29. Somebody I know who has it more together than me.
30. Somebody who is less together than me.
31. What turns me on and off.
32. What I resent.
33. If I were game...
34. I always used to be , but now I'm
35. Someone in this class who has made me feel good and how.
36. I see you in five years.
37. The funniest show on television.
38. The game I play best is
39. One way I'm different from everybody in this room.
40. One thing I could teach another person.
41. How I put off doing my homework.
42. The worst thing that ever happened to me.
43. The best thing that ever happened to me.
44. A dime I really felt put down.
45. A time I put someone down and he had it coming.
46. most beautiful thing that happened to me this week.
47. The most significant thing I have ever learned.
48. I wonder statement
49. Three words I want other people to say about me.
275 50. If I could take any kind of pill, what pill would it be.
0My favorite song.
52. A time when I was sure of myself.
53. The best fun I ever had with my parents.
54. A time I had to choose between two things.
55. How I feel when people tell me what to do.
56. The time I wouldn't give in.
57. Something I don't understand about the way I act.
58. Things I like about being a boy/girl.
59. Somebody whoused to pick on me.
60. Somebody I pick on or used to pick on.
61. A time I said something but didn't mean it.
62. A time I didn't say something and I should have.
I said the right thing at the wrong time.
64. Something I appreciate about another person. THESE TOPICS ARE APPROPRIATE DISCUSSION TOPICS FOR MIDDLE SCHOOL STUDENTS. THEY ARE BASED ON THE 14 BASIC PRINCIPLES OF HUMAN NATURE.
1. A time when I discovered I could do something I didn't think I could do.
2. An ability I have that most people don't know about.
3. A strength I have that I don't use much.
4. A time I surprised myself by doing something I didn't know I could do.
5. A goal that I would like to accomplish.
6. What I want to be doing in five years.
7. If I cou?.r1 change myself into what I want to be I'd be
8. A goal I used to have, but don't have anymore.
9. Something I can do that I couldn't do one year ago,(one mouth, one week).
10. Three ways I have changed since last year.Last summer, last week.
11. An ability I don't have, that I'd like to have.
12. My favorite group.of people.
13. A time I was the leader of a group.
14. A time I was the follower of a group.
15. A time when I felt depressed.
4,16. A time when I was able to stay in the here and now.
17. The here and now game: object is to make statements that avoid going back or looking ahead.
18. A time when I was able to control my temper.
19. I wanted to get mad, but I didn't.
-2143- '72 7 AdDITIONAL. -SHARING TOPICS Z. What is the " coolest" thing that hashappened to you in the last week, What 7.6. What angeredare your you unfilled recently? ambitions? 11. SupposeIsover the the coolestthat weekend, you thing have yestpdayl youa magic did?" box; or any shape. 11.10. 9.8. WithWhat makeswhommisunderstandingshave wouldyou complained you like did toabout? youget you tense, anxious? have? makewoulditInthat canit you would becan.bebe extremelyinany makeyour anything size box happy? that you wouldwant you happy. What 13.12. WhatWhatalongtosense changes do? wouldbetter? in attitudes youfor likethe worseto get do others you of others? III.. youSuppose.to live. that a doctor had just that you only had one year left What would you do different- told 14.16.15. WhatWhatintroduce? changes istakes wasted? toowill long? you have wo with/y1stopping(This goal could setting; you befrom used i.e. doing in "What's conjunctionsome How would you change your life? of those 20.19.18.17. WhatWhatIn "bottlenecks"is whatwears too ways complicated?you areout? exist?you inefficient? W. Share with the group an experience whichthingsachieve younow? somemade ofsomeone those happy...things." Let's sot a goal to in 21. What would you like to organize better' V. forThe additionalcreativefollowingin whichproblem problems,sharing someone solving topics*: needs, can opportunities be used ado you happy. 2.1. WhatWhataccomplish" would do you you wish, like would to do, happen? have, I.3.5. Whatorof money moredowouldlife? you would for? youwish likeyou you like tohad do tomore better? get time out Dr, Parries, SRS Creative Problem-Solving, Sept. 1966 GROUP SIZE: Any, 4 - 8 PROCESS:PHYSICALTIM REQUIRED: SETTING: Open Classroom 17. I. whomLeaderaboutThe theystudent asksthe admire "admired"students will (fictional/non-fictional.) then toperson. givelist afive brief persons discussion III. toThe the students person willthat thenthey"Why"What comparehave qualities chosen themselves dDesto emulate. that person possess?" do I admire him/her?" NON TO LEAIER; "Which"What wouldof my Ipositive have to traitsdo to becomewould(attributes) Ithat give person?" him/her in return?" these"legitimate"Follow-up desiredgoals should changes.and with "attainable"include the class. helping goals the for student achieving set Ask them to share their may.newinquiryThis behaviors exercise - what - is actingdo based I value in on a theinnew this conceptor alternativeperson? of "trying-on" It is also an excellent exercise in value SOURCE: Jack T. Canfield 280 THE SHARING EXPERIENCE
Caterpillar: "...and who are you?"
Alice: hardly-know, Sir, just at present - at least I know who I was when I got up thismorning, but.I think I must have changed severaltimes since than."
Alice in Wonderland
Before you relate experiences whichhave molded yowlife, jot down key phrases or words suggesting thoseevents which you want to tell.
erienceschaneing_my life:
Acouple of meaningful turningsol.nts:
rylsHappiest moment:
That turns me on:
When I _get on MY soak bondI talk about:
he message of the telegram: THE CRYSTAL BALL TIMEGROUP REQUIRED:SIZE: OpenAny PHYSICALMATERIALS SETTING:NEEDED:. ClassroomfacsimileGlass ball or some reasonable PROCESS: I. crystalHave the ballstudents or a formreasonable a circle. facsimile in Place a V. toFirst delineate examine the the students' original majorquestions concerns. and try II. bequestiontheInform anymiddle. question theto askstudents theythe crystal wishthat tothey ballask will -oncerningand haveit can one Whatcern3wereSecondly,their are major the notexamine fears?major shared thecategories? and cards add tothese Whatsee towhatare the con- askready,atheir onlyfew your fUtnres. minutesoneyou question. question.may andapproach then saythe "Whenevercrystal ball you andare "Think carefully. OnlyMake oneit aperson good one."at a You have Wait grouptheFinallyoriginal class did getlist. holdby someseeing back idea becausehow of many the it oftrust was the a level totalgroup of III. allHavetime the andone responses. loudstudent enough act foras athe recorder group toand hear." record NOTE TO THE LEALR: Studentssituation. often find it difficult to ask a IV. ifWhenthetherecard they thegroup. and waswere students askany alone themquestion are butto finishedthirkhesitated they aboutwould give asking whether havethem inasked Have them write these questions a IftoreallyThe whethersome use personal obvious of questions the questionavoidance-typecards were provides in held the back.questions:largesome data group. areas handstatementsor(Option: theyou wordthe atcard"none the without ",end if of there theirthe wereexercise.) names. none and to Have students make "I learned..." SOURCEa wouldtionsCarlieasked reallyand youlestex urge might ask students inrepeat a situation tothe consider original like what this.instruc- they GROUP SIZE: Any, K-8 IF I WERE ... MATERIALSTIME REQUIRED: NEEDED: section)OpenIf I Were (Student Forms PROCESS:PHYSICAL SETTING: Working in groups of three (Sec Wads, Triads Classroom wouldandbank)and write Otherbe if and/or Groupingsthey wen.draw intoin Teacher'sbeeach an boxactress, whatResource theyath- have st,,dents discuss their responses Suggest that their choices o ners.maylete,forpersonality. be theircar, closely etc.particular choice with their part- Ask them tolinked share to their their reasons own type of Willieplayer,skater,"If IMays." wereso lik I an an couldPeggy athlete,athlete, joinAnn II(1Fleming,I'dthe bebemaors, ana sobaseballice I like Use the above examplesaroundcould to winillustratethe Olympiccountry." whatawards and travel Younger children know youdecisionoverpartwhat mean theythat?of by making making.) want reasons:(This toa layschoiceIle, groundworkbut -- notwhy why. this one for future This is ; ALWAYS USED TO HE -- BUT NOW I'M --- GROUP SIZE: OpenAny, Beaty elementary MATERIALSPHYSICALTIME REQUIRED: NEEDED:SETTING: Classroom,None circle PROCESS: I. ShareyouTeacher used it says,ifto yoube "Can orwish do you saying,that think has "I ofchanged? alwayssomething II. nowusedbutIf you a to nowchild arebe I'm ... notresponds, not" butwhat?" teachernow "II amalways should ...I used ."ask, to "but be ... Po NOTE TO THE LEADER: always,willWording get usedseems a different to important be..." kind here. of response than "I Examples: "I used to be" I Ialways always used usedused to toto be bebe shyworriedlittle but butnowabout nowI'm stealing I'mnot shybig but now I'm not but now I'm I always used toto,be be scaredawfulnothingafraid in climbingin to but penmanship anstep nowaiplane nnaI'm treea butsomethingsewerbut but nownow now I'mI'm I'm goodnot scared but now not 2 8 S