DO CUMF NT R F S OMR ED 024 477 RC 000 288 Basic Goals for Elementary Children: Volume I. Beginners Level and Level One; Volume II, LevelsTwo and Three; Volume III, Levels Four, Five and Six; Volume IV, Levels Seven and Eight. Bureau of Indian Affairs (Dept. of Interior), Washington, D.C. Pub Date 66 Note-752p. Available from-Publications Service, Haskell Institute, Lawrence, Kansas66044(no charge) EDRS Price MF-$3.00HC-$37.40 Descriptors-*Activities, *American Indians, Art Activities, *Curriculum Guides, *Elementary Grades,English (Second Langua9e). Guidance Objectives,Guidelines,HealthActivities, Language Arts,ListeningSkills, Literature, Music Activities, Number Concepts, Physical Activities, Reading, ScienceActivities, c.:ocial Studies, Speaking Activities, g(Teaching Techniques, Writing Skills These curriculum guides were developed by the Bureau of IndianAffairs to be used by teachers and administrators of Indian studentsfrom the beginning level through the eighth. The four volumes lorovide a structuring and selquencingof themes and concepts designed to prepare Indian children to competefavorably with their peers in other school situations.Explanations and activities are provided for each level in the areas of guidance, social studies, music, listening,speaking reading, writing literature, art, health and physical fitness, science, andnumber concepts. For each area at each level an extensive bibliography of relatedmaterials is provided. (DK) C)R -ELQIviNTARY C1-11LIN eAs IC COALS

BEGINNING LEVEL AND LEVEL ONE DEPARTMENTBUREAU OF TIiE INTERIOROF INDIAN AFFAIRS DEPARTMENT OF Stewart L.UNITED Udall, Secretary STATES THE INTERIOR Robert L. Bennett, Commissioner BUREAU OF INDIAN AFFAIRS AssistantDIVISION CommissionerOF EDUCATIONCarl L. Marburger PublicationsHaskell Service InstituteLawrence, Kansas Order from U.S. DEPARTMENT OF HEALTH, EDUCATION OFF:CE OF EDUCATION & WELFARE THIS DOCLMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE POSITIONSTATEDPERSON DO OR OR NOT ORGANIZATION POLICY. NECESSARILY ORIGINATING REPRESENT IT. OFFICIAL POINTS Of VIEW OR OPINIONS OFFICE OF EDUCATION ELEMENTARY CHILDREN BASIC GOALS f o r BEGINNERS LEVEL and LEVEL ONE VOLUME I Bureau of Indian Affairs Prepared by 1966 CONTENTS BUREAUINTRODUCTION EDUCATIONAL PHILOSOPHY 2Aat 41 GUIDANCE Beginners 5 SOCIAL STUDIES BibliographyLevel One 13 9 LevelBeginners One 2015 MUSIC BeginnersBibliography 24 BibliographyLevel One 343129 LANGUAGE ARTS LISTENING LevelBeginners One 3835 SPEAKING Bibliography 4144 LevelBeginners One 5465 READING Bibliography 69 BeginnersLevel One 7276 WRITING Bibliography 77 LevelBeginners One 8379 LITERATURE BeginnersBibliography 84 Level One 88 ART Beginners Bibliography 92 BibliographyLevel One 104 9995 HEALTH AND PHYSICALBeginners FITNESS 106 BibliographyLevel One 123115 SCIENCE Beginners J.25 BibliographyLevel One 135129 NUMBER CONCEPTS Beginners 137 BibliographyLevel One 147141 iv - IndianBureauAon, longchildrenteachers, have to beencounselors, provide engaged administrators,in developilag and a framework for planning curriculums. INTRODUCTION education specialists,revising and others guides interested based on needs and common experiences of in Indian educa- fromcommittee,composedand thethe CentralBureauof for four varyingand Office,volumes, one lengthsfromprepared and the of Center thistime, 1966 a scope and sequence chart in three sections. werefor twoApplied tribal Linguistics. councilmen and tworevision linguists, of the guides, Basi_s_goalsen_y_lentarChildren, A committee of educators from eight Areas Acting as consultants to the one of the latter Basicadequatelyandusedqkills interests Goalsby teachersbelieved forwith ofElementary their theandto be childrenotherenvironment realistic Children, staff of theirmembersandand from essentialfurther schools. the in planning and organizing curriculum beginnersfor Indian level children through to theacquire eighth,The in structured order content reflects to meet the specificconcepts, needs are attitudes, guides only, and to be that they may cope curriculum.determineThese guides needed are changesnot intended in content to be andrestrictive format School staffs are urged to use them, to examine them for strengths and weaknesses, and their education.for futurenor revisions. limiting, nor to be the final word in Bureau elementary to culturalations,eachIn developing level, whichheritage which isthe compatibleofwillguides, the prepare children much with Indianeffort theand maturity theirchildrenhas been of unfamiliarity with culture groupsputto other forthcompete thanto favorablyindicate theirthe andwith children, to their suggest and learning which takes into peers in other schooi situ- account both the rich content at own. planningchildrenThroughoutthe eighth andas the theylevel,organizing total progress there framework the through local of curriculum,thethe Basic Goals can be traced many important themes or basic concepts that should be years. Such structuring and sequencing of for Elementary Children, from the beginning content gives direction to developedyear with through mitteesSchooldate the maystaffs needs find and andit individualshelpfulinterests in ofusingwill children findthe various threeof any particular school.yet permitssections much freedomways of theto for usechart varyingthe and guides thethe manualsinemphases their to curriculum begin by: work. to accommo- Some com- 2.1. SettingsionallyIdentifying aside, reversing an forimportant -workingthe order theme, purposes, and tracingnaming goals theit fromintheme each the appropriately. levelbeginner which through reflect the this eighth theme levels, and using these or occa- atheirSkillful particular experiences, development theme. insights, of these understanding units with the and children skills, atand each advance level their will developmenthelp themgoals of to serve as the nuclei of teaching units at each level. to deepen and extend concepts related to Another approach might be to: 1. Clearly identify, without referring to the guides, an important concept which teachers and parents 2. believethatStudy manifest thechildren chart this shouldto conceptdetermine develop. or iftheme; this writeconcept in canadditional be traced goals from that level to level; record the goals 3. beUsechildren broadrelevant enough in goalsexploration for at the each nucleus and level concept aroundas the development. whichnucleus a greatfor unit deal development. of learning are needed to help guidecan hethe acquired.At times a single goal may More often, Theinstance. suggestions on activities, techniques, and bibliographies are not assumed to arelatedbe unit. exhaustive goals mayin be selectedWhile from many the goodvarious suggestions learning haveareas been and made,clustered they tomust form through the nucleus necessity of be limited in these any -workbibliographyCurrentlyandguides. deletionsin which there followsindividualsto are better four each achieve volumes. workedsubject hisin area thepurposes. inareas each of volume. their greatestThese changes competence came aboutand submitted goalsThese by are offered to help the teacher get started. The goals are arranged within content fields and a carefully prepared Teachers will note changes in the format of the Basic Goals. It is expected that he will make additions as a result of committee areas and mayTonizelevels. offsetfunction flow somefrom in apparentEnglish,level to disadvantagesthelevel language and from of such subjectthe asschool, fragmentationarea Indianto subject children of area.goals, must which be ablemakes to it communicate difficultIt is toin hoped recog-English. that the more compact volumes with easy, ready reference, and useful bibliographies, Totaneously communicate and inautomatically English requires in correct mastery context. of language items to the extent that they can be produced spon- 2 Communicationstructuralapplicationspeaking little practice ofin pre-arranged Englishor noof Lnglish, Englishinvolves pattern andor real substandardto drills. responsesthe use ofEnglish, to this real English hissituations. in other subject Time and effort must be devoted both to the sequential and responses are an outgrowth of learning and the For the Indian child coming to school areas. jectNoInsecond attempt additionto indicatelanguage. has to been suggestionshow madethere in may thisin beSpeaking, guidecarryover to sampledevelop of patterns language learned, implications However, a number of suggestions appear for the use of situational a structured sequence for the teaching of English as a or being learned, into all areas of work.appear at each level and in each sub- or functional English. EnglishPatternsday.such as as developedthose a second in thethrough language, dining sequential room,emphasis the practice dormitories,must be shouldplaced and be related to children's activities and on communicatingon the inplayground. English throughout the school To have a quality program in experiences

3 BUREAU EDUCATIONAL PHILOSOPHY ThehaveThe great thebasic opportunityexplosion philosophy of of the to realize their full potential Bureau of Indian Affairs andencompasses to become the useful belief members that all Indian of society. children must research,objectivesandongoing services. andand for experimentationindependent Indian education They should bend their knowledge demandslearning, from teadhers each should leading to creative areand as follows: energies toward developing have access childto widespread independence and critical thinking. attitudes of discovery, Moreself-initiative. specifically, theand Bureau well-organized materials problem-solving, To facilitate B.A. ToTo develop provide communication a climate conducive skills to aesthetic, social, and intellectual development D.C. anToTo adequatedevelop develop a self-image andfeeling maintain of in both the belonging,sound health a feeling of body of and Indian and non-Indian society importance,mind and a sense of security coincident to F.E. motivateTocultures developmaintain in hima pridecode ofin valuesIndian a desire to practice it acceptableheritage andto theto developstudent and awareness, understanding, and to the society in which he lives; respect for other ard to H.G. ToTo develop develop an economic inquiring competency mind. 4 BEGINNERSGUIDANCE GUIDANCE EXPLANATIONS AND SOHE SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS Goalis important1: Understands he enhancedachievements.The self-concept or assaulted. of "I am important" sets the Throughout the day, the child's self-image either is being In multiple interactions with teacher, staff stage for other developmental mem- tiesroomofbers,"important" these toor and makeontwo peers,the implications.theor playground, "notchildthe student important."feel theimportant. is teacher gaining Every should be alert to diverse opportuni- Therefore, in every activity within the class- act and every/Bauera perception word (1), will Gay ofconfirm (8),himself andone asGordon being (9). choicesGoaltunities 2: to make simple Has many oppor- webenitiesEven storyuse?" first at to do thisin makeyou line?" beginning wantchoices to hear?"againstage, and the again. Indian child needs to have varied "What song shall we sing?" "What color shall we use?" "What do YOU want to do?" "What games shall "What record shallwe play?" "Who will opportu- "What mayIn say:response to the teacher's question, "What do Sample Language Implications Related to this Goal you want to do?" children I want to paintworkbuildlook the atwith bookspuzzle blocks aboutGoal 3: the school plant Knows his way fountains,canThe directchild needsandhimself the an schooltoearly such orientationoffice. places as theto hisrestroom, school the kitchen, the drinking to play house environment so that he 6 GUIDANCE _ BEGINNERS Goal 4: Works and plays TheEXPLANATIONS teacher may AND wish SOME to SUGGESTED call in anACTIVITIES adult or ANDolder TECHNIQUES child who can explain in disturbingin small groupsothers without withTheroomthe consideration teacher whennative real shouldlanguage learning for distinguish whyothers. is it taking is betweennecessary place.) the to busy work hum and of play learning in the activities classroom (Teachers do not expect an absolutely quiet provided.unusuallyandChildren rowdy noise.noisy,need to a learnplace tooutside enter theand room,leave butthe withinroom in view, an orderly should manner.be When the activities of certain groups are likely to be suppliesinchildrenGoal using 5: Allowsandtoysto equipmentjoin otherand himother maywithcanSmall beblocks. shareshown groups thehow of materialsthe children group to canshould work work onbe together separateencouraged on structures. oneto playstructure, with toys or howand theybuild There should be ample material for all in the group. They can be taught Children WhenThompsonhethat Shoulda childblocks (17). be monopolizes guidedare ours in understandingtoys or quarrels how overto take the turns.use of /Slobodkinpopular equipment, (14), and not mine. play,timeGoal 6:eating,schedules and for resting work, Knows there are suchChildren statements need to as begin developing a It'sconcept time of for time at this level. recess. Through relatedchildren to begin time. to become conscious of It'stime. time for play.dinner Stories about time may be read to them. They learn that the clock is 7 GUIDANCE BEGINNERS inGoal establishing 7: and Joins the group EXPLANATIONSChildren should AND SOAEbe taught SUGGESTED early ACTIVITIES to AND TECHNIQUES assume responsibilities. They should responsibilitiescarrying out simple Theyroom,keepfor maytheirpets,sdhool assume ownand building, workotherthe responsibilityarea responsibilities dormitory, neat and dining clean,for to watering room,makeassist schooland plants,in schoolkeeping life feeding grounds. more pleasant and an orderly class- and caring needwhichhome-like.Children continual are suitablecan helpguidance forestablish theirin maintaining standards establishedfor cleanliness standards. and work age, strength and maturity. Young children well done GoalGoaltasks 9: 8: well done PutsFeels toys pride and in Insatisfied.opportunity all activities to achieve. related to this goal, children Should Children Should be praised judiciously for their accomplishment. A sense of competence results when have an adequate a child is materials away after use materials,properingdemonstrated,The thesetoys places. anduseactivities materials themafter properly whichchildren should the and betoys return rPmoved and themmaterials from their Should be returned The children Should be supervised may practice appropriate sentence patterns: to their correct places. as they select toys placesor and their uses to their Dur- Goal 10: Recognizes TheThis doll is ais car. pretty. It's yellow. what belongs to othershim and histhem,thingsThisselect belongings ishis belong anhis pencil, important own fromto wraps him; hisassembled goal chair,suchwhen toasgoing materials; bethe taught outdoors.materials daily. which have or his desk. e.g., his pencil.UithEach assistance, child should the learn child to should select The child Should learn which his name written on 8 LEVEL ONEGUIDANCE GUIDANCE LEVEL ONE belongingGoal 1: to the group Has a sense of andEXPLANATIONSIf security,a child has ANDand a SOME hesense is SUGGESTED ableof "belonging," ACTIVITIES he has a better AND TECHNIQUES sense of well-being opportunitiesThroughouteffectively. the to day, bring the the creative lonely teacherisolate to achieve in other areas of development will take advantageinto effective of multiple inter-relationships more Goalschool 2: orientation program Takes part in a WannFirst-gradewithschool (19). the rules,grotp, children andin formalthe need school staff, anas wellearly as orientation informal situations. to the school plant, the particularly if this was not completed /Irwin (10), and willenvironment.Theylong,at determinethe need buildingsBeginner orientation /Irwinpartly Levelare (10), howtall, forin effectively and relationalland Ozone children. (13).the grownups are massive, to first grade children.to this "big" world and the orientation Distances betweenchild will buildings adjust to his school appear Goalstandardsthe 3:group forin developingbehavior Cooperates with drinkingtinginChildren many to of schoolfountains;should their on beeveryday time; involvedbeing entering situations.seated frequently and leaving Thesein discussions may include about such theirthings behavior buildings; taking turns at as get- desirablegestionsonsharing their Fhould toys, and/orlevcls books,be necessaryof solicited understanding, and otherin concerning the supplies. the situations(1) discussed, at mealtimes;instances entering discussed; cafeteria (2) lines; reasons for this Children should be behaviorlead to analyze,they believe to be and their sug- occasionallytionssuggestionstheirsuggested cansuggestions, be behavior.they byput the make.on asgroupcharts needed, to in evaluate thebut children'sshould The teacher should help childrenThe complete group decisions for behavior in different progress and to determine changesencourage they them to think through language, and may be reviewed or modify situa- may want to make. 10 GUIDANCE LEVEL ONE personalGoal 4: needs without Takes care of EXPLANATIONSproceduresChildren need forAND to goingSOME learn SUGGESTEDto to the direct restroom, ACTIVITIES themselves to useAND about theirTECHNIQUES the handkerchiefs, school, to know and theto get Goalbeing 5: told Allows others to Certainouta drink. being parts told. of the room should be designated as places where individ: The important words in this goal pertain to self-direction: with- 1 or read and work undisturbed workingtening."learningquietsets activitiesthewith to standard: anotherlisten take quietly,group. place. and not to interrupt the teacher when he is /Dimond (5), and Leaf (11). "I do not talk to others when they are reading At this level,At the with Beginner the aid Level, of the the teacher, child hashe been or lis- frompromptlyGoal 6:teacher with assistance Begins to work AfterchildrenhowDuringting tothe hisputthe teacherknow materialsthemBeginner what away. has they Levelwithoutgiven are the instructions, todawdling, childdo. has and learnedhe proceeding should where make with materials certain his work that promptly. the At this level, he should be forming the habit of get- /Bauer (1), Dimond (5), and Ozone (13). are kept and plishmentsthanGoal 7:envies, of the others accom- Respects, rather rentActivitiesdifferenceaccomplishments to success. related between of toothers.respect this goal for shouldaccomplishments, reflect and individual Role playing is an effective technique to contrast the Children should understand that envy is a deter- a positive approach to the or group Goalcarefully 8: Uses materials hanlsTheenvy. first-grade before using pupil a new may book. engage in such activities He may learn how to open as learning to clean his teachertechniquesright-handerly. books forcorner andcaring withother for the items books. forefinger. that need mending, The teacher will demonstrate how Children should be encouraged to show the Theto teacher turn pages will bydemonstrate lifting the upper and help decide ways to a new book prop- proper take care of them. 11 GUIDANCE LEVEL ONE Goal 9: After work, EXPLANATIONSThe child at AND this SOME age SUGGESTED cannot be ACTIVITIES expected to assume much responsibilityAND TECHNIQUES for hecleans and his up groupclutter created that periodpapercleaningshould cutting, should bethe madeprovided room, besawdust toconsidered butfeel with fromhe his ashould child-sizeconstructionwork beis responsible broom, work, brush, an essential part of any activity, and the child or any otherfor clutter. cleaning up scraps afterand dustpan. The cleanup He Let's pick up the Sam le Lan ua paper. e Implications for this Goal not complete until this is done. We'reLet's putwash the the paint brushes. icking up the paper. booksblockstoys away. L Name 13 andis putting the Name are washingbloc the paint brushes. k away. The floorpaint isbrushes clean. are clean. booksblockstoys are onin the the shelf boxbookstoys d 1 oftoGoal othersuse 10: personal property Asks permission childAtshoes,"things the has Beginner that andcertain thatbelonged Level, individualthese tothe the child belongings; learned suchthe things are to be used only by the owners. group. At this level, he should learn that each as "Mary's coat, John's over- that were his, and the /Dimond (5). 12 BIBLIOGRAPHY 1. Bauer, Williamview, W., Illinois: and others. Scott, Foresman and Company, Being Six. Basic Health and Safety1963. Program. Teachers edition. Glen- 3.2. Clark, ThaddeusForesman B. and Company, 1962. . Let's Talk About Honesty.Just Like Me. Basic Health and Safety Program. Chicago: Science Research Association, Glenview, Illinois: Scott, 1954. 5.4. Dimond,Cottingham, StanleyCompany, Harold F. F.1959. Citizenship for Boys and Girls.Guidance in Elementary Schools. Bloomington: McKnight and McKnight Publishing 6. , and Eimer F. Pflieger. Civics for Citizens. Chicago: Sience ResearchPhiladelphia: Associates, J. B.1953. Lippincott Company, 1965. 8.7. Doss,Gay, Helen.Zhenya. What'sAll the Your Children Name? of the World. New York: Viking Press, Incorporated, Nashville: Abingdon Press, 1958. 1955. 10.9. Irwin, Leslie, and others. Gordon, IraInternational, J. 1959. Children's Views of Themselves. All About You. Grade One. Washington: Association for Childhood Education Dimensions in Health Series. Chicago: Lyons 12.11. Menninger,Leaf, Munroe. W. C. and Carnahan, 1965. Manners Can Be Fun. Let's Be Friends. Revised edition. Philadelphia: J. B. Lippincott Company, 1958. 14.13. Slobodkin, Ozone, Lucy. Louis. All in One Day. Excuse Me! Certainly.Chicago: Whitman, Albert, and Company, 1955. Chicago: Science Research Associates, 1953. New York: Vanguard Press, Incorporated, 1959. 15. . One Is Good but Two Are Better. New York: Vanguard Press, Incorporated, 1956. 13 16.17. Thompson,Stevens, Vivian.Patricia. Sad Day,Good Glad Grooming Day. for Boys and Girls. Chicago: Science Research Association, 1957. 18. Waetjen, Waltervisionof the B., and Association and Curriculum Robert for R.Development, SupervisionLeeper (eds.). National and kamilm_210Curriculum Education New York: Holiday House, 1962. Development. Association, 1966. M:ntal Health in theWashington: School. Association for Super- Yearbook 20.19. Weitz,Wann, Henry.K. W.,Bacon, and others. Incorporated, 1962-65. Behavior Change Through Guidance. Learnin&_ About Our Families. New York: John Wiley and Sons, Incorporated, 1964. Living In Our Time Series. Chicago: Allyn and

14 SOCIAL STUDIES BEGINNERS SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESfED ACTIVITIES AND TECHNIQUES BEGINNERS helpworkersGoalappreciation 1:him andand developshis for classmates ways an they Knows the school acquaintedChildrentheings teacher and need visitwith shouldto school withlearn contact staff workers.their members staffway about members employed the to school inplan them. withplant them and forto becomethe visit. They may take tours of some of the build- Before making a tour, Pupilsanclasstoso tellunderstanding that mayto about understandinvitedinvite their theofstaff wor..English. suchschool members words principal aswill cook, be or aware doctor,other of staff thedentist, limitedmembers teacher, abilityto visit and of them busthe These visits, too, should be plannedThe teacher in advance may guide children in developing waysWithchildren,driver. inthe which aid the ofstaff teachersomeone members maywho attempthelpspeaks make theto the developlanguage school an of aelementary betterthe non-English-speaking place. understanding of Asers,The children teacheror he aremay may taughtmake use chartspictures to keep with totheir whichassist classroom to children reinforce neat in neededidentifyingand clean, concepts. thevarious under- work- Childrenstanding makemay beappropriate developed three-sentencethat they, too, statements are workers about and schoolhelpers. helpers Sam le Lan ua e Im lications Related to this Goal from the following: This is Mrs.Mr.Miss 16 SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS Goal 1: (Continued) [He's She's a abus cook driver I. thethe principal librarian helpsa nursejanitorteacher us. the doctor familykinshipGoal 2: patterns of his Knows the simpler Englishbrother,findexpressionsIn someout terms sister,theIndian forspecificas familytribes,theand childothers. native members. clan relatives terms thatThe-native-terms correspond to the may Whereterms then suchmother,be repeated is the are referred to with the same English case, the teacher should with the whichfamilyaboutconcepts they theliving are ofmembers familyhelping or show of relationships, each theirpictures of the families.other.to make the correct association. family groups which portray Heteacher may read may stories have the about children home andtell manyTo waysdevelop in The child may: 1. Hake a personal family album. 4.5.3.2. LookPlanNakeTell atpicturesand about books make the aboutofa playhousemembershis home family oflife. and hismembers. furnish family. it. whichengagingA variety portray in of familiar familypictures members activities which should portray Indianare useful,families also. or non-Indian families be availabiL to the children. Pit:tures should be selected Dolls isin nowhich confusion the mother between and adultsfather and 17 are clearly identifiable as adults children. so there SOCIAL STUDIES BEGINNERS Goal 3: Begins to develop TheEXPLANATIONS teacher may AND develop SOME SUGGESTED with the ACTIVITIESchildren simple AND TECHNIQUES experience stories telling: hisanculturethe awarenessfamily ways hein ofishis someeducated own of by What mymy grandmothergrandfatherfathermother teachesteaches teaches me. w. me. ThecationalparticularChildren teacher activities.may relativemay engage develop responsiblein rolesentence playing forpatterns thesituations child's for children intraining which to parents conductpractice, and/orsimple which theedu- Goalsomethe 4:concept "good" thatand somechanges, "not Begins to develop IfChildrenare arelated staff may member totake home walksor activities a classto observe member and physicalare leaves, educational changes.or a family in nature. member of a child physicalso good," and take social place world in his movesdrenseeChildren and away,may identify. bemay this guided prepare may inbe a pointing explainedscrapbook out toof changes childrenchanges that inas histakea social surroundings place change. in the that community. he can A sand table model of his community may be built. Chil- waysGoalsomeand 5:of appreciation,of his the awn important people about life- Tells, with pride Theofthe important teachergroup leaders may may individuals whovisit invite played local local importantwho areas arepeople ofpart roles historicalto of tell intheir the stories interestheritage.history about ofand theirdays nay gonelearnpeople. by, names and 18 SOCIAL STUDIES BEGINNES Goal 6: Develops some under- EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES thathavehisstanding groupheneeds must (or thatand consider his wants;all family) members hisand of own language,Antheirteacher, understanding need wherewith for: theit of isassistance of some of the basic humannecessary. needs one who can interpretThey inmay the talk children's with the children may be developed by the about thethoseneeds total ofand family)the wants total in terms of group (or Friends.FoodClothingShelter

19 SOCIAL STUDIES LEVEL ONE SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE andaboutGoal how1: members they help of hiseach family other Knows and talks Teacherthe family and pupilshelp each may other.develop experience charts which tell how members of PupilsmembersPupils may ofmay theengage report family in things dramaticdo to they help. play do to help the family andshowing may tellways whatfamily other members help each ces;eachTheother. teachercaringother throughformay thehelp sharingsick; children caring labor; understand for the children. sharing food, clothing, and other ways in which family members help resour- Bush":Pupils may paraphrase This is the way we helpdo at home. songs to the tune of "Here We Go 'Roundour the work, Mulberry (or) Who cooked Sample Language Implications Related the meat to this Goal /Gibson (44). pickedwashedcaughtcarriedchopped watercornfishwooddishes 21 SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE Goal 1: (Continued) Immanswomommem. Mother cooked I the meat BigBigGrandmotherFather Sister Brother washedpickedcaughtcarriedchopped waterwoodcornfishdishes Did !MotherBigGrandmotherFather BrotherSister washcatchcarrychopcook the waterwoodmeatfishdishes Yes, heshe did. pick No, heshe corn didn't. membersGoaltraditionalan understanding2: in his roleown cultureof thefamily Begins to develop bookletTheyresponsibilities.Pupils may or maytalk a tellchart about what may the kindbe kinds made of ofworkof workdifferent various memberskinds of of work their women do and the kinds men do. or families do. A Goalingstanding 3:can help of wayshim andthat others school- Develops some under- antofeelingChildrenthey interpreter,read engage gooda maybook withtalkin or ifout doingtoaboutnecessary. of write thesomethingthings classroom.a sentence they well, learn may beat talkedschool, about, and about with the aid Simple benefits, suchor as with pleasure; finishing a job; being able activities of 22 SCCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE continuous;Goalsocialstanding 4: and that withphysical changes help, world makesin hisare Extends his under- With teacher assistance children 1. Makeoccurred a list in of the changes past year. within the school and community that have may: changessome evaluation of these orChildren loses amay job, talk or aboutwhen otherwhat happenskinds of at family home3.2. whenincome increase or decrease. NotePoint seasonal out changes changes that that have occur occurred in a inyear's different families. a family member gets a job span. neighborhoodownGoaling cultural 5:out some heritageand examples community in of the his Assists in point- parkas,tions.clesChildren of squaw clothing may dresses.take which a trip are to Indian a local contributions; store Popular music with Indian rhythm may be played for the children. They may talk about foods which are Indian contribu- or use catalogs to identify arti- e.g., moccasins, mukluks, withanddiscriminateGoal the water6: globe betweenand learns land to Becomes acquainted froma Childrenrepresentation water mayareas. be ofintroduced the earth. to the globe and helped to understand that it is They may be taught to distinguish land areas

23 BIBLIOGRAPHY 1. Benedict, Ruth (Fulton). Patterns of Culture. BOOKS Boston: Houghton and Mifflin Company, 1961. 3.2. Bruner,Collier, Jerome. John. Indians of Thethe ProcessAmericas. of Education. New York: W. W. NortonCambridge, and Cmpany, Massachusetts: Incorporated, Harvard 1947. University Press, 1963. 5.4. Hodge,Harris, FrederickRubyPageant1959. M. Webb Press, (ed.). Incorporated, 1960. The Rand McNally Handbook of Map and Glol-e Usage. Handbook of Indians North of Mexico. VolumesNew York: I andRand II. McNally and Company, New York: 7.6. Jarolimek,Indians of John.theCompany, Americas. 1963. Social Studies in Elementary Education. Washington: National Geographic Society, 1955. Second edition. New York: Macmillan 8. Macmillan Company, 1965. , and Huber M. Walsh (eds.). Readings for Social Studies in Elementary iWucation. New York: 10.9. Michaelis, John U. Kluckholm,York: Clyde. Prentice-Hall, Incorporated, 1963. The Navajo.Social Studies for Children in a Democracy. Cambridge, Massachusetts: Harvard University Press, 1946. Third edition. Englewood Cliffs, New 12.11. Merritt,Miel, Alice, Edith and P. Peggy Brogan. pany,School. Incorporated, 1961. Englewood Cliffs, New York: Prentice-Hall, Working with Children in Social Studies. More Than Social Studies: A View of Social Learning in the Elementary Incorporated, 1957. San Francisco: Wadsworth Publishing Com- 13. Rogers, Lou. The First Thanksgiving. Chicago: Follett Publishing Company, 1962. 24 14. Underhill, Ruth. Red Man's America. Chicago: The University of Chicago Press, 1953. 15. Wissler, Clark.City, New York: Doubleday and Company, Incorporated, 1939. Indians of the United States: Four Centuries of Their Histor BOOKS: PARTS OF SERIES and Culture. Garden 17.16. Hanna,Cutright, R. New Paul.Prudence,Scott, York: ForesmanMacmillan and John and Company,Jarolimek. Company, 1966. 1965. At School. Curriculum Foundation Series. Living as School Friends. Diamond edition. Macmillan Social Studies Series. Glenview, Illinois: 18. , and others. At Home. Diamond edition. Illinois: 19. McIntire, A.,StudiesScott, and W. Foresman Series.Hill. and Company, 1965. Chicago: Follett Publishing Company, 1965. Billyls_Eriends (2 volumes). Curriculum Foundation Series. Revised edition. Follett New Unified Social Glenview 20.21. Swinney, G.Company,Social M. Studies 1966. Series. Your School and Neighborhood. . Exploring with Friends (2 volumes).Follett Publishing Company, 1965. The Tie s Series. Revised edition. New edition. Follett New Unified Boston: Ginn and 23.22. Thomas, E. Your School and Home. Getting to Know American Indians Today. The Tiegs Series. New edition. New York: Coward-McCann, Incorporated, Boston: Ginn and Company, 1966. 24. Wann,Thompson, K. W., AllynHildegard.1965. and andothers. Bacon, Incorporated, 1962-65. Curious Chester. Readiness book. Living in Our Times Series. Boston: 25. Bacon, Incorporated, 1962-65. . Learning About Our Families. Living in Our Times Series. Boston: Allyn and 25 PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, 26. American AcademyandSocial Social of Science. Political Science, and May Social 1957. Science. American Indians and American Life. AND OTHER ORGANIZATIONS The Annals of the American Academy of PoliticalPhiladelphia: and The American Academy of Political 28.27. DepartmentCarpenter, ChiloccoNationalof Helen the Interior, McCrackenIndianCouncil School for Bureau(ed.). the Printing ofSocial Indian Department,Studies. Affairs. 1944. Skill Develo ment in Social Studies. Washington: National Education Association, 1963. Education for Action. Thirty-third Yearbook of the Chilocco, Oklahoma: 30.29. Department Oklahoma:Lawrence,of the Interior, ChiloccoKansas: Bureau HaskellIndian of SchoolPress, Indian Printing1965. Affairs. Department, 1953. Education for CulturalCross-Cultural Change. Enrichment. Chilocco, 31.32. Department Washington:of the Interior, United Bureau States of Government Indian Affairs. Washington: United States Government Printing Office, 1966. PrintingIndian Affairs. Office, 1966. FamousIndians Indians A Collection of Short Eskimos and Aleuts of Alaska. 34.33. DepartmentDepartment of StatesGovernmentof the the Interior, GovernmentInterior, Printing Bureau BureauPrinting Office, of of IndianOffice, 1966. Affairs. 1966. Indian Affairs. IndiansIndians of of California. Arizona. Washington: United States Washington: United 36.35. Department Unitedof the StatesInterior, Government Bureau ofPrinting Indian Office,Affairs. 1966. Indians of the Dakotas.Central Plains. Washington: United Washington: States Government Printing Office, 1966. 26 37. Department Unitedof the StatesInterior, Government Bureau ofPrinting Indian Office,Affairs. 1966. Indians of the Gulf Coast States. Washington: 39.38. DepartmentUnited ofStates the States Interior,Government Government Bureau Printing Printing of IndianOffice, Office, Affairs. 1966. 1966. Indians of NewMontana Mexico. and Wyoming. Washington: United Washington: 40. Department ofStates the Interior,Government Bureau Printing of IndianOffice, Affairs 1966. . . Indians of North Carolina. Washington: United 42.41. Department ofGovernmentStates the Interior, Government Printing BureauBureau PrintingOffice, ofof IndianIndian 1965.Office, Affairs.Affairs 1966. . IndiansIndians of of Oklahoma. the Northwest. Washington: United States Washington: United 44.43. EducatingGibson, Johnforlum EconomicS. Development. Competence. New Frontiers in theWashington: Social Studies: National Goals Education for Students Association, 1960. A Report pre pared by the Association for Supervision and Curricu- Means for Teachers. Medford, 45. Hill, WilhelminaMassachusetts:EducationCurriculum (ed.). Association, Series The Lincoln Number 1961. Filene11 of theCenter National for Citizenship Council for and the Public Social Affairs, Studies. Tufts University, 1965. Selected Resource Units: Elementar Social Studies. Washington:Kindergarten National - Grade Six. 46. Number 5. . Social Studies inWashington: the Elementary United School States Program. Government Printing Offir;e, 1960. Office of Education Bulletin 1960, 48,47. Michaelis,Huus, Helen. Johnber U.32, (ed.). National Council for the Social Studies. Children's Books to Enrich the Social Studies for the Elementar Social Studies in Elementary Schools. Washington: National Education Association, 1961. Thirty-second Yearbook of the Grades. Bulletin Num- National Council for the Social Studies. Washington: National Educacion Association, 1962.27 all11011Malra, 49. Muessig, RaymondAssociation,Bulletin H. (ed.).Number 1965. 36, National Council for the Social Studies. Social Studies Curriculum Im rovement: A Guide for Local Washington: National Education Committees. BEGINNERS MUSIC MUSIC BEGINNERS Goal 1: Listens to music, WithEXPLANATIONS music relating AND SOME to SUGGESTEDthe child's ACTIVITIES AND TECHNIQUES andreacting rhythm to sound patterns may: 1. Encouragesuch as childrenfalling rain,to form sawing imaginative wood, and experiences and environment, the teacher rustlingideas from branches. sound patterns Goal 2: Sings with increas- In teaching songs pupils need 2. Encourageing,as hopping, and clapping.children jumping, to skipping, marching, /Jaye (2), and Leonhardexpress (4). rhythm through bodily movements such twisting, flying, gallop- ingly good tone and diction Leonhardwork for (4).high, pleasant tones and Sample Language Implications Related to learn during the year, the teacher shouldclear diction. to this Goal/Jaye (2), and Choosing a song to sing: I Let'slike it.sing IName of song I Goal 3: Develops interest It's prettyfunnyfun in musical instruments mayWhereThechildren be teacher specialgiven. in may talentplaying demonstrate and them. interest the use of rhythm band instrumentsexists, private and orinstruct small-group instruction withhisGoal music own4: and and other dances cultures of Expresses himself toryFolkto singtosongs the native andbeliefs singing songs, of theirand perform people. tribal dances, 30 games may be taught. /Jaye (2), and Leonhard (4). Children should be encouraged if this is not contradic- LEVEL ONE MUSIC MUSIC LEVEL ONE differentGoal 1: types of vocal Listens to developingTheEXPLANATIONS teacher skillshould AND inSOME play listening SUGGESTED music ofand ACTIVITIES for guiding AND many styles and moods for purposes of TECHNIQUES moodandthat andinstrumental have tempo variations music in taughtferent rhythmsby demonstrations, and moods. recordings, and films. Sample Language Implications Related Recognition of c, Jmonly-used instruments children in recognizing dif-to this Goal/Selmer (6). may be TheIt's music a quiethappymarchingsleepy is fast.song. song. song. hisGoalnature, home,2: placingschool, increasedand Learns songs about plishedInThe relationmusic in otheris toslow. interestareas, pupils and need, should and learn in conjunction with new songs, singing games, and work being accom- Goaldictionemphasis 3: on good tone and Plays rhythm dances. /Landeck (3), Leonhard (4), and Pitts (5). orinstruments live music with recorded andintroduced.tionalofPupil's theirthis instruments evaluation,previousskill in experienceusing such the theteacher instrumentswith rhythm should be as bells, tambourines, and triangles may extend. rhythm band experiences. instruments should be investigated, evaluated. may be On the basis Addi- Goalscales 4: Learns syllable relationships.ChildrenSyllable may scales be taught may be to written sing the /Landeck (3), Leonhard (4), and on charts or blackboards. scales, and may begin to learn Pitts (5). interval 32 MUSIC LEVEL ONE Goal 5: Continues interest EXPLANATIONSThe teacher ANDshould SOME SUGGESTED ACTIVITIES AND TECHNIQUES instrumentsin and discovery of musical extended.Children'sfilms, recordings, and demonstrations. recognition/Selmer (6). of instruments and their interest in them should be promote interest in instruments through pictures, charts,

33 BIBLIOGRAPHY 1. Hartsell, 0.Development.National M. Conference, National Education Association, and Association for Supervision and Curriculum Washington: National EducationTeaching MusicAssociation, in the Elementary1963. School: Opinion and Comment. Music Educators 3.2. Landeck,Jaye, Mary Beatrice, Tinnin,Company,Silver Burdettand 1964. others.Imogene Company, Hilyard. 1964. Making Music Your Own. Making Music Your Own. Book One. Kindergarten. Morristown, New York: Silver Burdett Morristown, New York: 5.4. Pitts,Leonhard, Lilla Charles.available.) Bell. Chicago: Follett Publishing Company, 1966. TheDiscovering First Grade Music Book, Together. Our Singing World (with record albums). Book 1. Discovering Music Series. Boston: Ginn and (Record albums 6. The Selmer Free.Company,Library of1961. Music Educators' Aids. Elkhart, Indiana: H. and A. Selmer, Incorporated. (n.d.).

34 LANGUAGE ARTS BEGINNERS - LISTENING LANGUAGE ARTS - LISTENING BEGINNERS reactsGoal 1: to brief stories Listens and EXPLANATIONSThe child's ANDresponse SONE SUGGESTEDto listening ACTIVITIES may be verbal: AND TECHNIQUES and verse 4.3.2.1. NamesQuestionsComments or phrases askedansweredmade repeated. dramatize,His reaction any may of bewhich emotional--hecreative--he may show appreciation. maymay draw,feel happy,paint, sad,model pleased, with clay, build or angry. or A Thelisteningstanding teacher thatcenter may weread shouldlisten short befor versesprovided pleasure to childrenwhere as well children to begin developing the under- as to follow directions. may go in small groups Pupilsto listen respond to favoriteto a story recordings they hear for with enjoyment. Sample Languae Implications for this Goal an appropriate statement, such as: PleaseIIt's likedidn't funny.tell that like it story. again.that story. andreproduceGoal inflection2: good intonation Listens to Pupilsinintonation, hearing learning thesestress, English facets and asrhythm.of aspeech. second languageIt was must too eventually scary. Pupils will need much help to develop skill master sound, 36 11111111111, LANGUAGE ARTS - LISTENING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS Goalidentify 3: new sounds Learns to determineThe teacher whether should soundsbegin withare insidefamiliar or sounds.outside, near or far, loud Children may listen to or soft, matchhighdrenthelike it.or teachermatchmother, low. it. sings la, me;a tone words or thatimitates end likea train boy, whistle toy. Later they may match Thesounds teacher by thinking sounds aof tone words on thata pitch begin pipe--the children They may match- tones-- wh00000! The chil- directionsGoalobjects, 4: animals,to locate and Listens to oral childrenThroughobjects playing tothat locate do games, not single belong or objects;using or objectspicture objects thatcards, that have theare teacherdifferent may orally direct a part missing. or the same; Later, they fromGoalpeopleously 5:classmates to contributions Listens courte- mayhomesnewsChildren be relateddirectedor dormitory.may participateto orally their toexperiences, crossin a "share-and-tell"out thein tellingone that about activity,is different. the weather,in telling about simple their Emphasis should be placed on courteous listening.

37 LANGUAGE ARTS LEVEL ONE - LIS TENING LANGUAGE ARTS - LISTENING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE pointsGoalteacherstories 1: in toldandsequence, retellsby the with main Listens to brief maytratingIn guideaddition thechildren eventsto encouraging in in dividing logical children drawingorder. to paper retell into stories several they parts hear, and the illus- teacher ouslyGoalorthe talk 2: aidwhile of otherspictures read Listens courte- theThe picturesteacher mayin sequentialtell a story, order. using pictures. Then the children may arrange Goaldirectionsfully 3: to follow simple Listens care- doneallStandardssequencetwo are first,or listening.three forwhat second, listening commissions.is to orbe third,shoulddone. andbe set.then directed to repeat in the proper Children at this level generally can handle no more than They should be encouraged to think what is to be Directions should be given only when They should learn the correct response toDraw PutDrawsuch aan a line directionsXcircle on under - around -as: - Goal 4: Through Children may repeat vowel and consonantFind Pointsounds the to of- - tape recordings. The rhymeGoalnewlistening, sounds5: and rhythm identifies in Listens for Therhymeserror.teacher teacher or should othermay read listenchildren's to closely,the class,poetry. and or judiciously use tape recordings correct children of Mother who Goose are in The one purpose of this activity should children's verse words.march,be to developand dance. enjoyment of simple verses. They may listen for word39 endings and repeat the rhyming Children may tap out rhythms, LANGUAGE ARTS - LISTENING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE Goallisteningimpressions 6: through Forms sensory encouragedplace,Pupilsfinger likemay paintings listentoa city;tell to of whator atheir arecord theyscene sensory heard, inin whichnature, impressions.and sounds may like make tellthe simple seashore.a story illustrations or or Theysuggest may be a

40 BIBLIOGRAPHY BOOKS 2.1. Dorry,Anderson, Gertrude Paul1966. S. Nye (comp.). Lana...giae Skills in Elementary Education. Games for Second Language Learning. New York: Macmillan Company, 1964. New York: McGraw-Hill Book Company, 4.3. Holder,Hazara, Margaret. PatrickIncorporated, D. and Mary 1965. E. Fun With Language Arts. 121113212_21111L2Eaullyily. Dansville, New York: F. A. Owen Publishing Company, 1960. Chicago: Science Research Associates, 6.5. Nichols,Martignoni, Ralph Dunlap,Margaret C., andIncorporated, E. Thomas (ed.). R. Lewis.1955. Illustrated Treasury of Children's Literature. New York: Grosset and 7. 1957.Company, 1965. and Leonard A. Stevens. Are You Listening? Listening and Speaking. New York: McGraw-Hill Book Company, Incorporated, Dubuque, Iowa: William C. Brown 9.8. Pronovost,Parish, Peggy.York: Wilbert, Longmans, and LouiseGreen andKingman. Company, 1959. Thank You Amelia Bedelia. Teaching of Speaking and ListeningNew York: in Elementary Harper and Row Publishers, 1964. Schools. New 11.10. Shane,Scott, HaroldLouise G.,Binder, and others.and J. J. Thompson. Ohio:St. Louis,Charles Missouri: E. Merrill Webster Books, Publishing Incorporated, Company, 1962. 1962. Improving Lanluage Arts Instruction in the Elementary School. Phonics in Listenin in S eakin in Readin in Writin Columbus, 12. Stack, Edward M. Oxford University Press, 1966. 1122_12221222_1212LELay_2211124212_1222ELE_Itashina. 41 Revised edition. New York: 13.14. Tidyman,Strickland, D.Willard C.Ruth Heath F.,Gertrude. and Company,Marguerite 1957. Butterfield. The Language Arts in the Elementary School. Teaching the Larmage Arts. Second edition. Second edition. oston: New 15. Zedler, York:Empress1955. McGraw-Hill Young. Book Company, Incorporated, 1959. Listening for Speed Sounds. Garden City, New York: Doubleday and Company, 16. Clark, AnnKansas: Nolan. Publications Service, Haskell Institute, 1965. "Li.ring Isn't Listening," Education forPUBLICATIONS Cross-Cultural OF THE Enrichment. GOVERNMENT, LEARNED SOCIETIES, AND OTHER ORGANIZATIONS Lawrence, 18.17. Mackintosh,Hocking, Elton. AssociationEducationHelen K. Association, for Childhood Division Education, of Audiovisual International Instruction, Association 1964. for Supervision and Curriculum Develop- Language Laboratory and Language Learning. (editorial chairman). Children and Oral Language. Monograph Number 2. A joint statement of the Washington: National 19. Russell, Davidplacement,tions, H. ofInternational and Teacherspublication Elizabeth College, Reading listed).F. Columbia Association, University, and National 1959. Council of Teachers of English, 1964. Listening Aids Through the Grades. New York: Bureau of Publica- (No 21.20. Witty,Taylor, Paul Stanfordroom ofA., Teachers Teachers,and E. Robert of American English,A. Sizemore. Educational 1958-59. Research Association of the National Education Association, 1964. Listenin : What Research Sa s to the Teacher. Studies in Listening. Champaign, Illinois: National CouncilWashington: Department of Class- 42 PERIODICALS 23.22. Gatkin,Canfield, L.Vol. G.,Robert1961, X, and (January pp. G.F. 147-51.Fondiller. 1965), pp. 24-25. "How Useful Are Lessons "Listening Centers in the Kindergarten," Audiovisual on Listening?" ElemeLtary School Journal. Instruction, December, 24. Andersen's FairyConnecticut. Tales. Volumes I-VII, 33-1/3 rpm. RECORDINGS Listening Library, 1 Park Avenue, Old Greenwich, 26.25. ListeningSounds forYork, Skills Connecticut.Young New for Readers.York Pre-Readers. 10007. Volumes I-V. 33-1/3 rpm. 33-1/3 rpm. Educational Record Sales, 157 Chambers Street, New Listening Library, 1 Park Avenue, Old Greenwich, LANGUAGE ARTS BEGINNERS - SPEAKING LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS Goalorally 1: Expresses himself hears.rhythm,Each pupil and will stress need of much English practice speech, in listeningand in imitating to the sounds,what he intonation,believes For children who are non-English-speaking or who speak substandard he patienceEnglish,rialstence patternshave onthe the beenteacher partin developed some ofshould theordered toteacher.set meet sequence.aside the ample needs time of thefor children,the practice they of be used It is suggested that where ESL mate- Such practice will take much sen- in theobtained,haveingconjunction following. littlebeen developed adapted orwith no theEnglish, to to following.the meet needsor their substandard of needs,the children, commercialEnglish, and and materialsused where in conjunction should be with In areas where children enter school speak- no materials establishrequests,Inteacher the development mightandan understandingresponses ask ofa speakersituational should of of manybe the selected English,of children's these and frequently-neededquestions practicednative languageand fot mastery. statements, the statements,to e::plain To greetings and leavetaking 1.a: Learns common andtakingChildrenthem "Goodbye." toshould whothe arechildren.be taughtnot familiar to say with"Good common morning," statements "Good afternoon,"of greeting "Hello,"and leave- andtify his himself, school his teacher, 1.b: Learns to iden- respond:In response to the question "What's your name?" children should learn "My name's ." To the question "What's your teacher's ." to rectly to common classroom 1.c: Responds cor- Non-English-speakingsuchname?"tion commissions "Whatthey shouldschool as: respond: arepupils you needin?" tothey be shouldtaught the correct action "My teacher's name is answer: "I'm in To the ques- response to school." directiors WashTie your your hands. shoe. 45 Listen.Clean your nose. LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS . 1.c: (Continued) GoTakePutLook. to on offthe your yourwashroom.dining coat. coat. room. WaitPutPickOpenClose away forup the thethetheme, door, paper,door,books,please. please. please. please.please. 1.d: Learns to ask The teacher should help children who StandSit down, up, please. are learningGo to English the playground.dormitory. as their second toto go get to athe drink washroom of water and 1.e: Learns to water?"language to ask: "May I go to the washroom?" and "May I get a drink of otherquestionsrespondthe whereaboutspupils orally related to ofto respondIn response with: to the teacher's question "Where'sHe'sShe's in in the(Name)?" the hospital dormitory. pupils should He'sI don't at home. know. equipment,playgroundidentify classroomassupplies need arises andand 1.f: Learns to andInto response toreply, name "It'swouldto the ainclude: teacher's question "What's this?" children ." Items which children should learn to recognize should learn for their use Playgroundslideswing desktableClassroom paperWorkpencil Playdoll ropeballteeter-torter windowdoorchairtrash basket paintbookcrayonscissors dishespuzzlesbedbuggyblocks 46 floor clay LANGUAGE ARTS - SPEAKING BEGINNERS 1.g: Identifies PupilsEXPLANATIONS who are AND learning SOME SUGGESTED English asACTIVITIES their second AND TECHNIQUESlanguage need to learn associatespeople with whom he responses to the questions: What's she?he? WM* Responses they may give might include:She'sHP'sShe's a a boy. ateacher. girl. is doing 1.h: Tells what he they"WhatThe teachergo,through are you should doing?" the helpaction. throuel children having give them theHe's practicecorrect a bus driver. Tasks which they could perform to develop the response to sayingthe question "I'm as tify his possessions 1.i: Learns to iden- Inrelateding, reply sweeping, English to a question mightdusting, include: such jumping, as "Whose hopping, pencil skipping, is this?" sitting, the child and learning running, walking, cutting, drawing, paint- standing. Englishandis that,(Name's) as theya second pencil." may answer:.language should be taught:That's my pencil. After children understand the distinction between this "It's my pencil," or "This 1.j: Orally identi- With the'use of pictures, or 'throUgh visitsThat's of family your pencil.. members, children I Nade'sj pencil. t tellsfies familytheir namesmembers and id,atificationshould be guided they in shouldidentifying learn membersto say: of 47 a family. On the basis of such LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS 1 : (Continued) This is brothermotherbabysisterfather It's brothermotherbabyfathersister fies parts of body 1.k: Orally identi- bodyIn conjunction as the head, with face, developing nose, ears, the abilitymouth, teeth,to recognize arms, hands,such parts legs, of and the Igrandfathergrandmother grandfathergrandmother feet, children should be taught to say:This is my handheadface Whenbe taught:they understand the distinction between this is and these are, they may arm These are my armsearsteeth clothes he wears 1.1: Tells about relatedAstionaltothey the tell wear, need withor about structural arisestheythat them, shouldbeing for using phase children donebe sentencetaught ofin thetheto to learnEnglish dormitories.patterns recognize about program. developed thevarious various eitherarticles items in byofthe nameclothing situa- and This work should be cor- 48 LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS thegrooming dormitory, he practices or at home at 1.m: Talks about the associatewithTogroomingto integrate establishingthe dormitory themaids and withas reinforce good combs, staff.their grooming toothbrushes,use. teaching practices, being towels, donethe academicinwashcloths, the dormitories teacher and soap,should relative and plan to Children may be encouraged to identify such wellsomeone else doesn't feel 1.n: Tells when he or Children should be taught the followingMyMy kindsstomachhead leg hurts.hurts.of hurts.sentences: MMy feet are wet. socks are wet. leg hurts. Tolanguagespeaks assure the understandingand children's to explain nativeof what utterances, theylanguage areIName talkingtheto I repeatteacher about. the should same callsentences on one in who their is crying. numberdeveloping concepts he is 1.o: Talks about the beAssuch encouragedchildren as: are to guidedtalk about in acquiring them. concepts related to number, they should They might begin with simple statements ThreeTwoOne Lpencilpencils - They may proceed I have one to: bookpencilcrayon I have threetwo bookspencilscrayons penny49 pennies LANGUAGE ARTS - SPEAKING BEGINNERS 1.0: (Continued) AsEXPLANATIONS such concepts AND asSOME more, SUGGESTED long, short,ACTIVITIES little, AND big,TECHNIQUES and all are developed, pupils should be taught to make such statementsI wanthave amoreas: longshort crayons. pencil. pencil. I wanthave theall littlethe crayons. book. Whendren an shouldunderstanding be taught of toa piecesay such of andthings someI as:want has someabeen piece bread.developed, of candy. the chil- utensils he uses and 1.p: Talks about ortheThe to classroomteacherask such should questionsEnglish work program as:closely with with the dining dining room program. personnel in coordinating "Do you want some apples?" Children should be diningfood he roomeats in the Asrecognizeask:taught children to the identifybecome various familiar the kinds various ofwith food utensilssome they of eat,thethey foods, anduse toin they identifythe shoulddining them beroom, orally.taught to to May I have lotsasome little of please? , please? please? They need to learn to respond to such commissionsEatDrink your your spinach. as:milk. 50 LANGUAGE ARTS - SPEAKING BEGINNERS 1.p: (Continued) TheyEXPLANATIONS should learn AND SOMEsuch SUGGESTEDcourtesies ACTIVITIES as: AND TECHNIQUES ExcuseYou'reThankPlease me,welcome.you. pass please. the bread? 1.q: Learns and talks questionsThey should as be"May taught I have to somerequest more more meat, food, please?" if they want it, by asking such birthdayabout his parties birthday and class mayage,Astoconnected bea say: andchildencouraged class developswith birthday ato birthday talka concept parties. about party ofhis hisand birthday, practicebirthday his partyand classmates' of courtesies. a birthday birthdays, party, hehis He may identify, orally, various items He may learn He'sI'mIt's my!Name's( birthday. birthday. years old.years old. He may ask: How old isare she? you? During a party, children may talk about We'rewhat theyeatinghaving are cake.a doing.party. For example: He'sI'm drinkingplaying apunch. game. 51 AtotieveoemiliWINP#1111111111111111111154.- - LANGUAGE ARTS - SPEAKING 1. INC BEGINNERS on the playground 1.r: Uses English PupilsEXPLANATIONS should developAND SOME an SUGGESTED understanding ACTIVITIES of such AND directions TECHNIQUES as: MakeHoldCatchThrow a hands. circle.the ball. They should learn such statements as: You'reIt's myit. turn. things related to science 1.s: Talks about mals,InConcepts developing the teacherrelated an understanding mayto sciencedirect childrencan of besimple strengthened in characteristicsmaking statementsthrough oftalking suchplants about and ani-them. as: In answer to the question "What do you see?"TheThis plant childrenis a grows.plant.needs may water. respond: TliaTheThis dogdogis aneedsgrows. dog. food. I Isee see the the sun.mountains.clouds. sky. achievementever-increasingGoal 2: levels of Speaks audibly at uponofshouldIn emphasisallthe bespeakingrapport encouraged placed establishedactivities, on tooral speak English. betweenwhether so that situationalpupil they andmay teacher,be or heard. sequential, and upon children tha amount Much will depend az 52 LANGUAGE ARTS - SPEAKING BEGINNERS Goalincreasingly 3: good pronunci- Repeats, with EXPLANATIONStheFor teacherpurposes ANDshould of SOMEenjoyment help SUGGESTED children and forACTIVITIES learn additional simple AND emphasisrhymes,TECHNIQUES jingles,on speaking and English,finger fingerrhymes,ation andplays jingles, rhythm, he learns andthe AfterAtplays.finger first, children plays, the teacherhaveand encouragelistened should tosaythe a thechildrenrhyme rhymes, several to watchor times,repeat and totheyand listen demonstrateshould carefully. be guided the Goal 4: Dramatizes the Intheyin developing repeating may be encourageditan inunderstanding unison. to repeat of itstories individually. or verse which might be dramatized Later, as children gain famil'Arity with it, hestories, enjoys poems, and tales byfamiliarityableselectedtimes children conversation. with should of thewith this aid bethe level,brief,of story pictures, the andhas teacher fullbeen the ofattained,flannel action,should board, tellpupilsand should theor may filmstrips.story becontain selecteda number consider- toof Vocabulary should be familiar to the children. Stories When addAsteacher.dramatize childrenconversation variousgain tofacility partstheir ofdramati-ation.with the the story sentence or verse patterns as it isin repeatedthe story, by theythe may onassemblyGoal classroom 5: programs learnings based Participates in haveAssemblieswithThereshould learnedother will be classes,offerbea and laboriousmuch tomany thatextendeither opportunities taskchildren conceptsin for the either learnclassroom, beingfor children atchildren developed.this or levelinor to anteacher. use whichassembly the canEnglish program.be shared they No assembly program 53 LANGUAGE ARTS LEVEL ONE SPEAKING

- LANGUAGE ARTS - SPEAKING ,EXPLANATIONS AND SCME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE himselfGoal 1: orally Expresses EnglishmuchPupils practice speech,who speak in andlistening little in imitating English to the whatsounds, they or who speak substandard English will need intonation,believe rhythm, they and hear. stress of Ample time conjunctionisingsequence.should recommended of English be withset thatasasidethis a commercialsecond material.for the language, practice materials it of isbe If materials have been prepared at the local If such material has not been prepared, it sentence patterns in some orderedrecommended that they be used L. level for the teach- Intionof the the withextension children the following. oflearning situational English or functionalas aEnglish, second language,frequently-needed and used in conjunc- selected, adapted to the needs andmastery.introduced.levelstatements, leavetaking, relative requests, toand personal to andvarious responsesidentification, subject should classroombe determined, and It is suggested that sentence patterns learned areas be reviewed before new work is functions, gre-.tings, at the Beginners practiced for hedays does of on the different week and days what 1.a: Talks about the Whenlike:should children be guidedhave acquired in talking about them, beginning some understanding of the days of the week, they with simple statements In answer to the question: Today is Monday the children may answer: What do you do every MondayTuesdayday ?III We workeatplay every Monday 55 LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL CAE 1.a: (Continued) Replying to: What does Name do every day? they may answer: NamelShe playsworks every day. Withquestions the introduction and responses of morning., may be practiced. afternoon, and night, the Questions should be asked whichHe eats same kind of require answers of: I No,Yes, heshe doesn'tdoes AfterThe"when" teacherchildren questions might have ask: shouldgained beunderstanding introduced. and the children may respond: and facility with these patterns, When do you playsleepsing We playsleepsing every 1 Mondaynightafternoonday The question might be: When does Namehe work The response e could be: every day she playclean I She playscleans Mondaynight 56 ... LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECIDTIQUES LEVEL ONE playsitems with which he 1.b: Talks about practice:tingeffectivelyChildren up a atplay reinforcethis store. level concepts generally of The following kinds of enjoy playingthis store. and that, and these and sentences are suggested for The teacher might those by set- This is a beetpotatocarrot That's a peachpearbanana These are 1 bananasapplesoranges ... Those are [carrotsbeetspotatoes Asasking: the children assist in C setting up their store, they should practice What is thatthis What are 1 thosethese The response could be: They're carrotsoranges A pupil or the teacher beets may also ask: Are those apples 57 oranges 7 7-0WO.-"" LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE 1.b: (Continued) They may seek a reply of: NoYes , they aren'tare As the children play store, they may be guided in saying: want a banana We don't want an anaapple orangelemon andidentification his family of.himself, 1.c: Extends his BeginnerSimilardren then goalssentences may related be usingtaught to some personalthat or they the identification arequantity first desiredgraders, should should be reviewed. be practiced. or that they are in the Chil- beChildrenchildren'sfirst necessary grade. should firstfor thebe language ableteacher to in giveto explaining check their schoolparents' this records to get correct informa- It may be necessary to have the assistance of a speaker of the concept. names. Most likely, it will tion required for this accomplishment.I have no mother.father Children may have to be taught: activitiesto tell about classroom 1.d: Extends ability doChildren in the shouldclassroom. be encouraged to relateWeWe'clean asdust the table. our classroom. They might begin with simple statements, such many things as they can that they as: WeWe wash sweep the the paint floor. brushes. 58 LANGUAGE1 ARTS - SPEAKING EXPLANATIONS AND SCME SUGGESTED LEVEL ONE 1.d: (Continued) WeWe pick erase up thethe chalkboard. paper. ACTIVIIIES AND TECHNIQUES Later they might practice such IThe table is clean. statements as: The bookstoysblocks are onin the shelfbox They might ask: Are the booksblocks onin the box childrenOther questions were doing which to mightclean bethe asked classroom. and answeredshelf might concern what the courtesy in asking for 1.e: Practices InSimilarof response work; statements i.e., to the number questions:and questions concepts, science, social studies. could be related to other first-level areas materials May weI use your pastescissorscrayons , please? 59 LANGUAGE ARTS - SPEAKING LEVEL ONE 1.e: (Continued) EXPLANATIONSor: AND SCNE SUGGESTED ACTIVITIES AND TECHNIQUES May we have the bluered truckball Children should learn to answer: NoYes you may not numberlearning concepts he is 1.f: Tan,s about In broadeningHow many concepts Icrayonsmarblescars of number, are in the the teacher may bagpicturebox guide children to ask; They may respond: How many pencilsbooks are on the r tableshelf One carbook... is on the tableshelf ThreeTwo ... bookscars ... are on the shelftable Six blockstoys ... are60 in the box. LANGUAGE ARTS - SPEAKING LEVEL ONE 1.f: (Continued) EXPLANATIONSSimilar statements AND SOME usingSUGGESTED past ACTIVITIEStense should AND be TECHNIQUES practiced. in the classroom 1.g: Describes items roomIn responseitem, children to teacher might or reply pupil with questions such It'sstatements regarding as: red This Ipencil is some quality of a class- ThoseTheseThey're ballscrayons blue are That ITTown orange Itruck greenyellow] TheThis is papertable roughsmooth is smooth. In talking about the weather they could glass say: It's a rainydustywindycloudysunny day. groundof English on the play- 1.h: Increases use As shouldchildren be developencouraged an understandingto use these termsof first, when second,playing third, and games in which they next, they take turns. 61 LANGUAGE ARTS - SPEAKING LEVEL ONE 1.1: Tells stories EXPLANATIONSAftershould some tell experienceAND as SOMEmuch SUGGESTEDabout such theas aACTIVITIESexperience birthday partyasAND they TECHNIQUES or can.a field trip, children picturesof experiences, or from turesIfchildren. pupils which are contain to tell persons, stories objects, from a picture,and actions the thatteacher are should At this level pupils should be able to relate such things as: familiar to the select pic- FatherMotherBabyBigGrandmother Brother isis playing.choppingcooking. is carryingresting. wood. the water. requiringother classroom the use activities of English 1.j: Participates in TheContributions teachertoy telephone should Oay may involvebe bemade used childrento bythe children day's in friendly, "news" of this or informal level.the daily conversationsweather report. wheneversays.theschool. teacher possible. is sincerely interested in him, in his family, Pupils may be involvedThe in teacher conversations may talk before, informally during, with small groups while othfIrs are A child will talk freely with the teacher, if he feels and in what he and after atGoal ever-increasing 2: levels Converses audibly Pupilsoccupied.tions. need to be directed in speaking audibly and clearly in The teacher will need to assist both the English-speaking speak audibly and all situa- child and of achievement Inandclearly.the social toone practice whospeech, is learning speakingthe teacher Englishaudibly. should as ahelp second children language recognize to Children need experiences in conversing adequate volume in different situations with different people. 62 LANGUAGE ARTS - SPEAKING LEVEL ONE Goal 2: (Continued) EXPLANATIONSContinued stress AND SOME should SUGGESTED be placed ACTIVITIES on sound ANDand TECHNIQUESstructure. The teacher Goal 3: Repeats with Rhymes,speech,should jingles, helpand guidechildren and them finger to in become overcoming plays aware learned them.of substitutions at the Beginner and levelomissions should in betheir playsrhymes,ciationincreasingly he andjingles,learns rhythm, good and pronun-the finger reproducerepeatreviewed.shouldso, the them be teachercorrectly encouragedseveral should thetimes, to words berepeat thenalert that helpthe to they rhymesmispronunciation,the have children individually. mispronounced. to say and them. help children to When new rhymes or jingles are introduced, the teacher should Later, pupils As they do mayWithPictures be children developed related who in areto uhich thecapable rhymesthey ofwould anddetecting jingleslisten likeformay wordsbesounds used with into words,thestimulate same exercises sounds. conver- Theofingsation teacher theenjoyment. verseregarding should read charactersreadto common simple experiencesor verse actions frequently inof thethe pictures.children.to the children for listen- Understanding and pleasure will depend on the relationship Memorization of Goalhestories, enjoys4: poems, and tales Dramatizes the Ifverseingselected rhymes appropriateshould orshould versesbe encouraged, masksbe arerhythmic orused simple butforand notpurposescostumeseasy required. to say.toof wear.dramatization, material Children may be guided in mak- Many times only a hat, a Handencouraged,thescarf, puppetschildren a stick may forto forbethethrough used acharacters cane, alsofreedom and in they thedramatizations.and child'saresimplicity playing. imagination the child's are creativityneeded to convertmay be Informality should be creativenessstimulated.should be encouraged and imagination to play are different the underlying characters objectives frequently. of dramatization. A performance may change with every rendition and children 63 Developing LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE onassemblyGoal classroom 5: programs learnings based Participates in Assemblyallshould pupils programsprovide in a classanshould opportunity to be participate for children sometime during an outgrowth of classroom activities. to use much oral English and for the year. They

64 BIBLIOGRAPHY BOOKS 2.1. Anderson,Allen, Harold PaulBook B. S.Company, 1965. Teaching LanguageEnglish asSkills in Elementary Edication. a Second Language: A Book of Readings. New York: Macmillan Company, 1964. New York: McGraw-Hill *4.3. Bumpass, Faye L. Barrows, MarjorieCompany,Incorporated, Wescott. 1963. 1963. Teaching Young Students English Good English Through Practice. as a Second Language. New York: Holt, Rinehart and Winston, New York: American Book 6.5. deCotto,Clarey, M.Lucila lishingElizabeth, S., Company, and and others. Robert Incorporated, 1963. AmericanJ. Dixson. En lish Series. Pronunciation Exercisesjn English. Boston: D. C. Heath and Company, 1965. New York: Regents Pub- 8.7. Finocchiaro,Dixson, RobertDivision, Mary. J. 1958. Second BookTeaching in English. English as a Second Language. New York: Regents Publishing Company, New York: Harper ard Row Publishers, El-Hi Incorporated, 1950. 10.9. Fisher, Isobel Y., and Robert J. Company,Incorporated, Incorporated, 1964. 1959. . Emglish as a Second Language: From Theory Dixson. Beginning Lessons in English. to Practice. New York: Regents Publishing Company New York: Regents Publishing 12.11. Hall, Golden, Robert Ruth A. I. ImprovingSound andPatterns SpellintiaInalis12. of Languase Usage. Philadelphia: Chilton Books, 1961. Detroit: Wayne State University Press, 1960. 13. Kingsley, Howard. York: Prentice-Hall, Incorporated, Nature and Condition of Learnin 1957. 65 . Second edition (revised by Ralph Garry). New 14. Lado, Robert. New York: McGraw-Hill Book Company, 1964. 16.15. Lewis,Lancaster, ThomasPupils.Company, R., Louise.and 1957. Ralph G. IntroducinnErish:AnOranforSanish-Speaking Nichols. Geneva, Illinois: Houghton Mifflin Company, 1966. IL122112a_EILE222hia. Dubuque, Iowa: William C. Brown Primary 18.17. Pronovost,Postman, Neil,New Incorporated,Wilbert, York: and others.David and Louise1963.McKay Company,Kingman. Incorporated, 1959. Discoverins Your Language. &_p_sig_nanda2_istenininTeachinofSealthe Elementary School. New York: Holt, Rinehart and Winston, 20.19. Stack,Shane, Harold EdwardOxfordOhio: G., CharlesM. Universityand Ittlant.same.,a_222EaLorandmoderneireachin. others. E. MerrillPress, 1966.Books, Incorporated, 1962. Im rovin Lan ua e Arts Instruction in the Elementary.School. Revised edition. New York: Columbus, *21. Tireman, L. S. 1951. .__ISani_rizSealjTeachitcinChildren. PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, Albuquerque: University of New Mexico Press, 22. Allen, VirginiaEnglish,read Frenchat 1965.the (ed.).TESOL Conference, May 1964). On Teaching English to Speakers of Other Languages,AND Series OTHER ORGANIZATIONS Champaign, Illinois: National Council of Teachers of I (Papers 23. A Scientific A I roach to Second Lan ua e Teachin (Includin Lin uistics Knowled e) and the A B roach 24. Beatty, WillardreportOutline W., prepared forand UseAssociates. at in the the Field United Technical States BureauSection, of Brigham City, Education for Action. Indian Affairs--A Com arison of the Two Methods. Reprints of selected articles TAlichUtah, 1964. A Institute,appeared in 1944. Indian Education between 1936 and 1943. 66 Lawrence, Kansas: Publications Service, Haskell 25. . Education for Cultural Chan e. Reprints of selected articles which appeared in 26. Center for Training1953.IndianApplied Education Linguistics.in ErIsligi_21.2_fmtiaLLamag.t. for the years 1944-1951. University Resources in the United States for Lin uistics and Teacher Lawrence,Washington. Kansas: Publications Center for Service,Applied Linguistics,Haskell Institute, 1965. 28.27. Jewett,Childs, Arno EducationBureauMarjorie. (ed.). of andIndian Welfare. Affairs, Division of Education. Teaching English as a ImSecond rovin Language. Washington: United States Government Printing Office, 1964. En lish Skills of Culturall Washington: Division of Education, 1966. United StatesDifferent Department Youth. of the Interior, Department of Health, 29. Kreidler, Carolat1966. the J. TESOL (ed.). Conference, March 1965. On Teachin; En lish to S eakers of Other Languages, Series II (Papers read Champaign, Illinois: National Council of Teachers of English, 30. Mackintosh,Association placeHelenopment, ofK. publicationInternational(editorial for Childhood chairman).listed.) Reading Education, Association International and National Association Council for of Supervision Teachers of andEnglish, Curriculum 1964. Devel- Children and Oral Language. A joint statement of the (No 31. Munkres, Alberta.Number 19 (Alice Miel, editor). Hel in Children in Oral Communication: Practical Su New York: Teachers College Press, Columbia University, 1959. estions for Teachin 9 33.*32. O'Connor, Patricia. Ohannessian,TeachersDepartment Sirarpi, of ofEnglish andHealth, Lois to EducationMcArdle.Speakers ofand Other Welfare, Languages. 1960. Modern Foreign Languages in High School: Pre-Reading Instruction. A Survey of Twelve University Programs for the Preparation of Washington: Center for Applied Linguistics, Washington: 34. Strickland,Readingtion,1966. Ruth VolumeG.Textbooks 38, andNumber the 4.Quality of Reading of Selected Children. The Language of Elementary School Children: Its Relationshiatothe Language of Bloomington: Indiana University, 1962. Bulletin of the School of Educa- 67 35. Thompson, Hildegard,Service,articles Haskellwhichand Associates. appeared Institute, in Indian1964. Education for the Education for Cross-Cultural years 1952-1964. Enrichment. Lawrence, Kansas: Publications Reprints of selected print,*Contains36. but availablepertinent frominformation Young, RobertProgress. W,, and Associates. Window Rock, Arizona: Servicewide Library. for teacher unfamiliar with Navajo Agency,The Navajo1961. Yearbook, Report teaching English Number VIII, 1951-1961, as a second language. A Decade of Out of

68 LANGUAGE ARTS BEGINNERS - READING LANGUAGE ARTS - READING EXPLANATIONS AND Sr-E SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS Goalsoundsinlikenesses objects,1: andpictures, differences and Discriminates readingEnglishTheing primary little beas delayeda purposeorfoundation no English.beyond of thefor the Beginnersreading Beginners English Level Level islater. forto teachchildren children who enter to speak speak- It is recommended that GamesEnglishForsuggestions those and to picture childrenparticipate are made. cards who successfullypossessmay be usedsufficient forin prereadingmatching knowledge objects, activities, and understanding with thesuch following direc- of tion and questions as those following beingWhichHowFind many one givenone arethat does to the is children.not same?different. belong? Later, such directions as the followingWhatWhich may partbeis given.different? is notmissing? there? (Example: Picture of (Example:a rabbit withPicture one ofear.) a horse with no tail.) Easy puzzles may be used to help childrenFindDrawCross learn a all out lineto of onediscriminate underthe that stars, one is thatdifferent. circles,differepnes is not or the boxes. same. progressionGoalsense 2: of left-to-right Develops a boardtoIfin thebrief sizeby directionsthe storiesand teacher, shape. arehe writes.hedictated may call by attentionthe children to towhere be writtenhe starts on writingthe chalk- and He may ask children to show him where he should start writing. 70 LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES BEGINNERS Goal 2: (Continued) Asteacher children may "read" indicate the thestories direction they dictated, by the to read. AND TECHNIQUES sweep of his hand the awarenessGoal 3: that written Develops an sages,TochildrenIn helpguiding die the in teacher thechildrendeveloping child may: developin a writing his sense of left-to-right progression. an awareness that written symbols convey first name, the teacher may again help mes- symbols convey messages 3.2.1. LabelCall avariousattention child's items chair.to labels of classroom in his clothes. furniture. 6.5.4. ReadWritelabelsCall many atheir briefin simple and attention greeting outside stories tothe androad classroom. signs on the chalkboard. verses to the children. or other types of signs and

71 LANGUAGE ARTS LEVEL ONE - READING LANGUAGE ARTS - READING LEVEL ONE Goal 1: Learns to match EXPLANATIONSThe teacher ANDmay SOMEprepare SUGGESTED a number ACTIVITIES of labels AND for TECHNIQUES pictures and for objects in phrases,pictures,labels with andsentences, wordsobjects, Whenamongtheytothe childrenwords classroom, themay childrenwhichplay have awillor gamebecome tothe occur be tochildren adeptplacedsee in who readingat onmay matching the make material. objects them. label or andpictures they symbolize. Labels usedThe should labels be mayrelated be divided picture, or object, theircorrectlyChildren pictures may names draw to it, athe lineor class they to theormay their label pictures they draw. onecan matchof three them words most underquickly. a picture which group and read the labels under them. They may show readsnaturalGoal orally2: phrases when he Groups words in drenphrasingThetheto childread maychalkboard ofassemble itshould aorally. sentence. with readthe thephrasematerial hands, strips silently the intoteacher forcomplete meaning before he With the sweep of the hand, or by framing materialSentences may be broken into phrase strips. may indicate to the child the is called upon Chil- on Theindicatingsentences teacher mayorally, to providethe accordinggroup for the a certaintoproper the wayphrasingamount they of areby breakingphrased. the material group or chorus reading,sentnces and read the to be notreadingdevelopmentare be intotomay used be havephrase phrased.to of somethe individualunits, exclusionvalue or in usingreading givingof other a ability.confidence methods. to the shy child. Over-emphasis on group or chorus reading may retard sweep of the hand to show the words that On the other hand, chorus read- It should entlyGoal 3: preprimer material Reads independ- varietyAs theychildren shouldof preprimer-level gain be facilityencouragedexposed to inmaterial. tomuchreading do guidedso experience-chartindependently. reading of experience and preprimer charts, and of Free reading periods should be To gain such facility, material, a scheduled to encourage independent reading. 73 LANGUAGE ARTS - READING EXPLANATIONS AND SOHE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE Goal 3: (Continued) Experiencesbegroupbercalled atof may thethe upon "read" preprimerprovidegroup to "read"theshould the level,chart content thebe together.encouragedchart.but forthe chartspurpose to contributefor of beginningsuch chartsto areading. chart is not story. to teach Some words on experience charts will notLater, individual children may be Each mem- The paredDuplicatepaper."children for matching.sentences,to read, but phrases, to develop and wordsan understanding that appear ofon readingcharts maybeing be "talkpre- on The child may match a particular sentence, word, or phraseSentenceschildren and mayholdshould construct it beunder broken theits intochartcounterpart natural from theWe onphrases went brokenthe chart. such phrases as- and sentences. to the house. At other times, the hislevelGoal particular 4: instructional Reads material at WhenwellIt it mayinto is be determinedthis found level. that that reading a child will is have physically, to be delayed socially, for someemotionally, children anduntil Others may be ready to begin reading much earlier. 4.a: Demonstrates some Asandpsychologically a sightguided vocabulary in its ready development is to developed, begin at reading, a andpace as chathe children should he can be continuehandle. introduced to read to theexper- skill andability letters to associate sounds variousdevelopconsonanting,ience the exercises, chartsrecognition teachersounds phrased shouldas ofsuggested in beginningbe sentence isolatedalert in consonantto basicpatterns first.an interest reading sounds.which inguides, they sounds have should of mastered words. be used in tospeak- As children recognize these, Initial 74 LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE Goal 4: (Continued) Example: Play a game hiding a ballSam leto Lanstress the beginning sound in find. a e Im lications Related to this Goal WhereHeI Cancancan't didn't is youfind thefind find find it.ball? it. it?the ball. standing and enjoyment 4.b: Reads with under- meaningful.Toadequateit assist will bechildrenbackground necessary in for beingfor stories the able teacher toto readbe toread, withprovide andunderstanding whichexperiences will andmake which enjoyment, vocabulary will build

75 BIBLIOGRAPHY BOOKS 2.1. Austin,Artley, A.Mary Sterl.Schools. C., and Coleman Morrison. New York: Macmillan Company, 1963. Your Child Learns to Read. The First R. Chicago: Scott, Foresman and Company, 1953. The Harvard Report on Reading in Elementary 4.3. Finocchiaro,Bond, Guy L.,Publishers, Mary. and Eva Bond1958. Wagner. Teaching English as a Second Language. Child Growth in Reading. Evanston, Illinois: HarperChicago: and LyonsRow and Carnahan, 1955. 6.9. Gray, Lillian. Teaching Children To Read. Third edition. New York: Ronald Press Company, 1963. 7. Lee,Kerfoot, Doris Association,James M., andF. (ed.).R. 1965.V. Allen. First Grade Reading Programs. Newark, Delaware: International Reading 8. Monroe, Marion,1964.Crofts, and Bernice1963. Rogers. Learning To Read Throu h Ex erience. Foundations for Reading. Chicago: Scott, Foresman and Company, New York: Appleton-Century- 10.9. Russell, David H. McKim, Margaret,York: Macmillanand Helen Company,Caskey. 1963. Children Learn To Read. Guidin Boston:Growth inGinn Readin. and Company, in the Modern1961. Elementar School. New 12.11. Spache, George D. Teachers College, Columbia University, 1963. 2 and Etta E. Karp. Toward Better Reading. Reading Aids Throu h the Grades. Champaign, Illinois: Garrard Publishing Company, 1963. New York: Bureau of Publications, 76 LANGUAGE ARTS BEGINNERS - WRITING LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS nameGoal 1: Writes his first writeuponSincethe which any childrenthe more learningprimary thanto speak purposestheircan beEnglish, own accomplished, of first the there Beginnersnames is to atlittle develop thisLevel needlevel. arebackground, forto providechildren and experiences toto learnteach to ortheteacherThe themodel.child teacher may should write may be his guidetaught name his toon hand writethe inchalkboard his forming name correctlytheand lettershelp himin until manuscript.to copy he gainsit from some If the child has difficulty copying his name, he may trace it, The Whenpossessions.understandinglabels he is on able his of topossessions. whatwrite he his is ownattempting name, heto maydo. make labels for his individual As he becomes successively more proficient, he may replace the writeningTheyChildren theirofmay the bemay names developmentencouraged write opposite their toof namesthe volunteerthe chores concepton class forthey that variousinvitations, select. signing classroom one's or on namechores group is andletters.binding. to This may be the begin- LANGUAGE ARTS LEVEL ONE WRITING LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE variousGoal I: purposes Uses writing for writeentsChildren numbers or guardians. should and correctly-formedlearn to write their As need arises for them to do manuscript letters. full names and the so, they should learn to names of th-l-ir par- Goal 2: Is interested in AfterChildrenperiods. childrey at this level have developed are reading, the teacher may have short, supervised writing writingexpressing his thoughts in experiences,assistancethemselvesthey should of may or notthe repeatbe beteachor. stimulated required stories by the teacher Theto interest express littlethemselves children in writing haveor versein without while the he writes them on the chalk- little skill in writing; therefore, encouraging them to tell of expressing sentencesTheboard teacher or a andchart. may stories work withwhich the are satisfying group or with an individual in constructing to all. As he does so, he can Aswhere independently.someindirectlyunderstanding a skillstory inteachbegins; writingof simplethese how and simplemechanics in spelling, of they a sentence begins; how it ends; and to margins. mechanics develops and writing through calling attention may be encouraged to write as children gain to writesestingGoal 3:clear thoughts and inter- Dictates and mentingWhennotes,dren the maywith theoccasion contribute classdifferent demandsmay participateideas, the andwriting thein ways of expressing the ideas until satisfactory teacher maya guidegroup composition.the group inof experi- invitations, letters, and thank-you Individual chil- orTheChildrenstatements to teacher read shouldto mayhave other write beenbe children.encouraged made.these for tothe The teacher should write the report interesting things theychildren to post on the bulletin board, group product. see or hear. 80 LANCUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE useforGoal practical4: and personal Writes material work.captions.encesChildren that should call forlearn the to writing write wordsof stories, that letters, invitations, The teacher should make use of actual situations or provid2 experi- are useful to them in their school or andIttheties. mayresult book. prove in worthwhilea record of to the have year's the children A sentence for the day Such an activity may provide may be developed by the class and entered in an interesting purpose for writing keep a diary of school activi- childrenTheturned teacher in. learn may to wish write, to setthey certain should standardsbe guided He may require the child's name, the subject, and the date. activities. for papers inthat following are to bewhatever stand- As asGoal a 5:unit of language Uses the sentence ardsteacherspeakIf aare systematicEnglish, set.may relate and and oralmuch structured patternemphasis approachpractice is being isand placed being onused pattern to teach practice, children the to basisusedChildrenthat ofto when understandingteach should they children developwrite that theyto the speakthe concept English that is reading the are "talking on paper." sentence is a unit of language by which written pattern practice.sentence, it may becomeis the"talk on paper,"If andthe unit of language we tuationGoalcapitalization 6: correctly and in punc-his Begins to use Inthistocommunicate. writing call indirect attention experience teaching, to storiesthe he way forhe startsthe children, and ends the teacher a sentence. has been advisedOn the basis of writing withtexts.The capitalattention letters, of pupils and mayending be calledthem with periods. They may note sentences beginning with capitals and ending may work with children in beginning statements to the format used in their reading periods.capitals correctly. Children should have direction and practice in learning 81 to writewith Mr

=1::=

=11M1

L_

=ER BIBLIOGRAPHY BOOKS 2.1. Hammond,Anderson, Sarah Paul Lou.S. Language Skills in ElementaryGood Schools for Young Children. Education. New York: Macmillan Company, 1963. New York: Macmillan Company, 1964. 4.3. Petersen,Lambert, HazelAppleton-Century-Crofts, Dorothy M. G., and Velma 1961. Early Childhood Education. D. Hayden. Teaching and Learning in the Boston: Allyn and Bacon, Incorporated, Elementary School. 1960. New York: 6.5. Trauger,Shane, HaroldWilmerCharles G.,K. andE. MerrillGthers. Books, Language Arts in Elementary Schools. Incorporated, 1961. Beginning Langune Arts Instruction New York: McGraw-Hill Book Company, with Children. Columbus, Ohio: 1963.

83 LANGUAGE ARTS BEGINNERS - LITERATURE LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS picturewithGoal I:the stories nursery of rhymes the and Becomes acquainted non- followed,Generalin the Technigroup it may concerned be easier ues. When telling stories, arethe seated and ready to listen. teacher should wait until all If this procedure is Indian culture IfThesuitable possible, teacher for and the the class pupils and a daily activity should be developed setshouldto set up anselect atmosphereattractive books fromforclassroom attentiveness.the library library that are corner. themChildrenlibrary in cardboard individuallycorner. boxes. or in groups may make simple movie stripsAs the movie is shown, the around the books in the teacher or a pupil who and show morecharactersaspets,has adramatic.some means and facility flannelmayof developingbe made.inboard English, cut-outsinterest makein The tape recorder may tell the story. may be used to record children'sstory-telling. storiesstory telling more interesting and Finger puppets, hand Cut-outspup- of the story understandHoldingsufficientbooks totbe children.may booktime be toasked respond. about so all can see, the teacherSimple questions related the story or pictures. mayto readsentence easy patternspicture-story pupils Children will need lags,theandAt firstlengththen the move the pictureof teacheron to should another should be exposure of each picture may be increased; but changed.picture,tell only in oneorder or totwo hold things interest. about when interesteach picture Gradually, Goal 2: Enjoys the uales, IndianTheshould child employees be may encouraged react verbally, to express his reaction in each of these emotionally, or creatively to the story. ways. He Americanlegends, Indiansand poems of EnglishChildren or shouldin their be language.prompted or parents may be invited to tell85 stories to contribute brief comments about_theClose identification of the child with to the class. story in a LANGUAGE ARTS - LITERATURE BEGINNERS Goal 2: (Continued) EXPLANATIONSrequirementscharacter inAND to the SCUEthe story literatureSUGGESTED may be ACTIVITIESprogram.stimulated. AND TECHNIQUES The only objective atThe this teacher level shouldis not attach Goalthroughto form3: hearingpictures verse, in his fairy mind Grows in his ability heductionTheseto meets get stories childrenrhymesto literature andwith to fable:, enjoymusical and thedillthe words. delightful musibalbe, in manyquality selections cases, of thethe that Englishchild's appeal language.first to them. intro- He should react rhythmically to favor- Here Goaltalesstories, 4: fables, and folk Associates what he Theandite moodprimary selections of thelevel selection.and teacher gain newshould pleasure create from a preparatory them as he atmosphereenters into for the liter- feeling hereads has andseen hears or done with what childfables,aturesonalidentifying awarenessthrough experiences.and folk himselfinteresting throughtales with (Indian the andthe careful variedstoryand non-Indian). selections andliterary relating experiencesof theverse, content picture to assistto hisstories, himown inper- It may be fun for the child to join in the refrains as The teacher may guide the Goalto emotionalrecognize5: toneand respondof a story Grows in ability rhythm,Thecharactersthe child teacher his needs emotions, inreads theto learninstory anda relaxed, toandaction. respond to respondnatural, to poetry emotionally and andhappy prose atmosphere.should with be language, developed The ability to identify himself with Goaland/orstand 6: poemthe difference Begins to under- understandingguidedChildrenthrough in providing maydeveloping togive the accountsbackground selections. a story of that experiencesthings is make-believe.they andknow word actually meanings happened yhich andwill then lend be As the teacher reads to Goalbetweentrue 7: make-believe and Enjoys sharing with whichThechildren, teacherare obviously he should may question make-believe.read to themthe childrenconcerning verse items that which they are can true understand and those and learnsandothers near-nonsense tothe relate stories, humor verse, he enjoy with little or no explanation. 86 LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTrVITIES AND TECBNIQUES BEGINNERS Goal 7: (Continued) whichemphasizedThePupilsferent teacherthey should kinds are by may knowledgeable,theselectof read writing.teacher thesestories to to eitherhelp orthe verse childrengroup. through that developtheyactual wish oran tovicariousappreciation share with experience. forothers. dif- Therefore, the writing must be about something of The humor, or the events, may be ILetListen like me thistosay this. thispoem. for you. Sample Language Implications Related to this GoalIsn't it funny? It's pretty.

87 LANGUAGE ARTS LEVEL ONE - LITERATURE LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE withIndianpictureGoal the 1: culture nurserystories rhymesof the andnon- Becomes acquainted dureinGeneral the is groupTechniques.followed, concerned it may are be seated easier and to areset ready to listen. When telling stories, the teacher should wait until all an atmosphere for attentiveness. If this proce- libraryIfThesuitable possible, teacher corner. for anda thedaily the class pupilsactivity and should set should up select an be attractive developed books from classroamaround the librarythe library books that in the A pocket chart where each child keeps his reading record corner. are maytheyalsoastitle encouragea arebasis giveon doing.his thefor reading.card teachersharing and placeanby opportunitychildren it in hiswho to pockethad discuss read on thewith samechart. individuals book. the reading When a child finishes a book, he should write the This could serve It would . handingcardboardChildren puppets,and more individuallyboxes, dramatic.and flanneltelling or boardthein groupsstory cut-outs asmay the makemake movie moviestory is stripsshown.telling and show them in The tape recorder may be used to record children's Finger puppets,more interest- booksHoldingstorystories to characters the children.as booka means so may allof be developing canmade. see, the story-telling teacher may ability. read easy picture-story Cut-outs of the AtandChildren first then the movewill teacher onneed to sufficientshouldanother tell picture, time only to in onerespond. order or two to thingshold interest. about each picture Questions may be asked about the story or pictures. Gradually, Thelags,the child length the may picture of react exposure should verbally, of be eadh changed. emotionally, picture may or be creatively increased; to but the when story. interest He should be encouraged to express his reaction in each of these ways. 89 LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE Americanlegends,Goal 2: Indians and poems of Enjoys the tales, requirementsEnglishIndiancharacterChildren employeesor shouldinin to theirthe the or bestory literatureownparentsprompted language.may maybe to program. stimulated. becontribute invited tobrief tell comments about the Close identification of the child with The only objective atThe this teacher level shouldis not attach stories to the class. story in a Goalthroughto form3: hearingpictures and/or in his read- mind Grows in his abiLLry ductionTheseto get stories childrento literature and to fablesenjoy and thewillthe delightful musicalbe, in manyquality selections of the that English appeal language. to them. cases, the child's first intro- Here fables,ing verse, and fairy folk stories,tales Well-knownintoitehe meets selectionsthe fablesfeelingrhymes and should withand gain moodmusical be new ircludedof pleasure thewords. selection. in fromthe child'sdescriptive reading words for He should react rhythmically to favor- as he enters pure enjoy- readsGoal 4: and hears with what Associates what he atureThemakement. primary them awareness especially level through teacher appealing. the should careful create selections of Their simplicity, apt phrasing, humor, and dramatic possibilities a preparatory atmosphere for liter- verse, picture stories, he has seen or done thechildsonalidentifyingfables, teacher through experiences. and reads himselffolkinteresting intales awith relaxed, (Indian andthe variedstory natural,and andnon-Indian).literary relatingand happy experiences the atmosphere. content to toassist his him It may be fun for the child to join in the refrains The teacher may guide the own per- asin toGoalstoryto emotional recognize5: and/or tone poemand ofrespond a Grows in ability understandingthroughcharactersrhythm,The child hisproviding needs in emotions,to the theto backgroundstory learnselections. and and toaction. torespondexperiences respond to emotionallypoetry and word and meanings should bewhich developed wIll lend The ability to identify himself with prose with language, 90 LANGUAGE ARTS - LITERATURE EXPLANATIONS ANI) SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE truebetweenGoalstand 6: themake-believe difference and Begins to under- concerningchildren,guidedChildren in maydeveloping oritems asgive hewhich accountsis a guidingstoryare trueof that themthings and is in those make-believe. theytheir which know actually happenedreading, and then he be may question them are obviously make-believe. As the teacher reads to learnsandothersGoal near-nonsense7: tothe relate stories, humor verse, he Enjoys sharing with PupilsTheenjoy teacher shouldwith shouldlittle select reador stories no to explanation. the children or verse that they wish to share with others. verse that they can understand and writingthroughdevelopevents,The teacher must actualanor appreciationthebeor aboutorthedescription vicarious pupil something for mayexperience.different ofbe whichemphasized kinds they by the may read these to the group. of writing. are knowledgeable, either teacher to help children The humor, the Therefore, the LetListenI likeme readto this this. this poem. to you. Sample Language Implications Related to this GoalIsn't it funny? Did you like it? It's very pretty. 91 BIBLIOGRAPHY 1. Arbuthnot, MayScott, Hill Foresman (ed.). and Company, 1961. Time for Fairy Tales, Old and New. BOOKS Revised edition. Glenview, Illinois: 3.2. Brown,Austin, Margaret Margot. Wise. Barney's Adventure. Little Chicken. New York: E. P. DuttonEvanston, and Company, Illinois: 1941. Harper and Row Publishers, 1943. 4. . Runaway Bunny. Eau Claire, Wisconsin: E. M. Hale Company, 1942. 5. . The Diggers. Evanston, Illinois: Harper and Row Publishers, 1960. 6. . The Important Book. Evanston, Illinois: Harper and Row Publishers, 1949. 7. . The Lade Lost Lamb. Garden City, New York: Doubleday and Company, Incorporated, 1945. 8. . The Quiet Noisy Book. Evanston, Illinois: Harper and Raw Publishers, 1950. 9. . Whistle for the Train. Garden City, New York: Doubleday and Company, Incorporated. 11.10. Bulla,Burton, 1963. Clyde Robert.Virginia Lee. Indian Hill:The LittleRelocation House. of a Navajo Family. Geneva, Illinois: Houghton Mifflin Company, 1947. New York: Thomas Y. Crowell Company, 14.13.12. Davis,Dennis,Clark, AliceAnn Nolan. C. Wesley. FlipTimothy and Turtle. the Cows.Desert People. Eau Claire,New Wisconsin: York: Viking E. M. Press, HaleNew Company,Incorporated,York: Viking 1945. Press,1962. 1942. 15. Flack, Marjorie. Angus and the Ducks. LaPuente, California: Carl J. Leibel, 1930. 92 16. . The Story About Piu. New York: Viking Press, 1933. 18.17. Gay,Gag, Zhenya.Wanda. Millions of Look.Cats. New York: Viking Press, 1952. New York: Coward-McCann, Incorporated, 1928. 20.19. Lenski,Geisel, Lois. Theodor,Vanguard (Dr.Press, Seuss, Incorporated, pseud.). 1937. I Like Winter. LaPuente, California: Carl J. Leibel, 1950. And To Think That I Saw It on Mulberry Street. New York: 22.21. NowSpring It's IsFall. Here. LaPuente, California:LaPuente, California: Carl J. Leibel, Carl J.1948. Leibel, 1945. 24.23. TheThe Little Little Fire Airplane. En ine, LaPuente, California: Carl J. Leibel, 1938. 25. . The Little Train. LaPuente, California: Carl J. Leibel, 1940. LaPuente, California: Carl J. Leibel, 1946. 27.26. McClosky,Longfellow, Robert. Henry Wadsworth. Make Way for Ducklings. The Children's Own Longfellow. New York: Viking Press, 1941. Boston: Houghton Mifflin Company, 1957. 29,28. Parrish,Martignoni, Peggy.Dunlap, M. E. (ed.).Incorporated, (n.d.). Amelia Bedelia. Illustrated Treasury of Children's Literature. New York: Harper and Row, Publishers, Incorporated, 1963. New York: Grosset and 31.30. Slobodkin,Child Study Louis. Associati a of America. Excuse Me! Certainly. Read to Me Again. New York: Vanguard Press, Incorporated, 1959. New York: Thomas Y. Crowell Company, 1961. 32. . The Friendly Animals. New York: Vanguard Press, Incorporated, 1944. 93 24.33. Stevenson,Winston, RobertBurton Incorporated, Louis.Egbert (ed.). 1929. Child's Garden of Verse. Home Book of Verse for Young Folks. New York: E. P. Dutton and Company (n.d.). New York: Holt, Rinehart and

94 -- ART BEGINNERS Goal 1: Identifies EXPLANATIONSThe children AND may SOME be introducedSUGGESTED ACTIVITIESto the colors AND red,TECHNIQUES yellow, blue, white, and common colors black through such 4ctivities as: 1. picturesandTeacher-directed primary of thesetoys; articlesacolor red wagon,identification may bea blueintroduced. ball, of common a yellow classroom bird. objects Later 3.2. PartiesField trips with withemphasis color on identification color identification. as the objective. /Birren (2). Children may tell Sample Language Implications forcolors this Goal of real objects or of things in pictures. The bookcoatdressballbox is blackyellowredblue materialsGoal 2: to express art Uses available asChildren plants may and rocks; and reject materials, such as egg cartons or plastic use a variety of commercial materials; natural materials, such white concepts etycontainers. of activities. 1. Doing simple modeling. They may use these to depict what they are learning in a vari- These may include: 3.2. Making simpleprints puppets(potato, (bag, carrot, tube, spatter). hand, stocking). 96 vfflINIMIMINPao. ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS Goal 2: (Continued) 5.4. Makingpaper, seasonalsimple finger drawings painting).and holiday and paintingsdecorations (blackboard, (dioramas, colored murals).paper, wet 8.7.6. animals).DoingWorking simplemiscellaneous with weavingpapier artmachg.and workstitchery. (collage, box /Bjoland (3), Peter (14), Reed (16), building, stuffed paper and (7). Goalareasappropriately 3: of learning with other Integrates art Children may be guided in using Reading: 1. Illustrates stories art in all classwork. Science: 1.2. DrawsDraws trees, pictures leaves, of animals or flowers to be made into a collage with 4.3.2. UsesDrawsGathersneeded clay pictures teacher rocksfor modeling toofdirection noteinsects the hecolors, knows shapes, and forms Social Studies: 3.2.1. DrawsUses blockspictures to forbuildof homespecial houses and holidaysfamily Arithmetic: 2.1. Draws geometricobjects to shapes designate a number Health: 2.1. CutsDraws out pictures pictures of offoods foods for booklets 97 ART BEGINNERS Goal 3: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIESMusic: AND TECHNIQUES Goal 4: Experiments with Children should be introduced to very basic art media and guided in handling 2.1. Finger-paintsIllustrates songs to music he learns a variety of art media them properly and freely. 2.1. PencilCrayola - large,- large, with wax soft preferred. lead. Such media would include: workingIn activities with clay. associated with family life,4.3. creativity can be developed by FingerPlastic paints. clay - non-drying. nativeGoal 5: arts of his tribe Appreciates the LargeeachPride sheetschild. in the of arts paper and should crafts be of used his toparticular encourage tribe freedom should of movement.be developed in This might be accomplished by: 4.3.2.1. LettingVisitingDisplayingInviting children displays nativesamples experiment artistsof and/or native topictures withcrafts.tell theirabout of native ideas.their artsart. and crafts. Goalciationan awareness6: for, theof, naturaland appre- Begins to develop patternsChildrenshapes related theymay besee totaken in what nature. for they walks. see. They can be guided in developing sentence They can learn to identify colors and /D'Amico (5). beauty of his surroundings 98 - LEVEL ONE ART ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE Goallearn 1: about color Continues to Thegray children through: may now be introduced to the1. colors orange, green, purple, and Teacher-directed color-identification of familiar objects in the 4.3.2. Programs.Parties.Fieldschool trips. environment. materialsGoal 2: to express Uses available mightCreativityColors be previouslydiscarded. can be stirdulatedlearned should by usingbe re-emphasized. a variety of materials that otherwise Such odds and ends might include: /Birren (2). ideas 3.1.2. WoolOldCloth and felt scrapsleather hats (puppets, (belts,scraps (trimmings, potmats, holder bags). trimming,book markers). purses). 5.4.7.6. EggCansPlasticOilcloth cartons (crayon containers(animals, (flowers, containers, bibs,(animals, turtles). bags).cookie vases, jars, beads, hanging baskets). baskets). MaterialsPlants mayfrom be nature used asmay part be used.of collages and8. other compositions. Spools (wheels, puppets, engines). Seeds may be made into attractive beads. /Bjoland (3). withGoallearning 3:other areas of Integrates art Reading:Theactivities following related outline to suggests various someareas ways of learning. children may participate in art 3.2.1. MakesIllustratesIllustrates booklets stories experienceusing pictures charts 100 ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE Goal 3: (Continued) 5.4. ExhibitsMakesstory a movie isbooks told.) of and a story.related objects (The child may turn the pages as the Science: 3.2.1. LooksDrawsArranges forleaves leaves, colors or flowersseeds,in rocks flowers, or pebbles or objects for display Social Studies: 6.5.4. ModelsStudiesShows animals seasonscolors andin colorshapes drawings while on a field trip 4.3.2.1. MakesPresentsDraws a amuralhouse simple a puppet from map old showof boxesthe school or blocks Arithmetic: 3.2.1. Makes adrawings bookletborder todesignwith signify drawings of numberscertain of numbers numbers or simple geometric shapes or shapes Health: 3.2.1. Makes cartoonscreativea chart ofofdrawings foodsMr. Good of Healthsports and Mr. Bad Health Safety: 1.4. MakesMakes pictures posters ofof "Safetyhealth ruleswith Pets" 3.2. MakesSketches pictures stop of signals "Safety on for pedestrian Children" lanes 101 ART LEVEL ONE Goal 3: (Continued) Music:EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES 3.2.1. MakesInterprets adesigns mural musicofof variousmusical by playing folknotes dance.. aand recorrl symbols. andSample drawing Language impressions Implications Related to this Goal Mary'sJohn'sI'm going to paintcutdraw out the mappictureflowersleaves 1 1111.11 HeShe paintedcutdrew out the mappictureflowersleaves ofexperimentinstruction,Goal art 4: media with continues a variety to After adequate bePupils exposed experimented to: with basic media at the1. beginning level. Papercraft--making masks and puppets of paper sacks; cutting paper They now may appreciationGoal 5: of the native Develops an beautyThe teacher of the should art and continue design toof bringhis tribe. to the2. attention of the child the withCardboard-box blunt scissors; craft--constructing tearing paper fornative mosaics. settings. He might direct his class in: arts of his tribe 3.2.1. InvitingVisitingDisplaying nativeshops handicrafts orartists displays andto exhibitofpictures native and ofcrafts. discusstheir native their artswork. and crafts. 4. aboutConducting items "showof their and choice.tell" periods and letting the children talk 102 ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE Goal 5:6: Develops(Continued) an appre- 5. artsProviding and crafts native activities. materials for the children to experiment with in beautyciation of ofhis the surroundings natural fieldchanges.abilityplants.Children trips. to mayidentify take simpleforms andfield color trips. found They may Artdraw efforts forms theymight include using actual see in nature. They may collect leaves, rocks,in and nature and the seasonal items collectedThey may on refinetheir their Eachthissees.can child viewlimited throughmight view. make this a and"peep not card" be overwhelmed (a card by the diversity He should be guided in what he finds mostwith beauClul a small holeor interesting in it). in of what he He

103 BIBLIOGRAPHY 1. Anderson, Donald M. Elements of Design. New York: Holt, Rinehart and Winston, Incorporated,BOOKS 1961. 3.2. Bjoland,Birren, EstherFaber. M. Color. Things To Make and Do. New Hyde Park: University Books, Incorporated, 1963. Chicago: Standard Education Society, Incorporated, 1959. 5.4. D'Amico,Conant, Victor.Howard, and Arne Randall. Creative Teaching in Art. Art in Education. Revised edition. Peoria: Charles A. Bennett Company, 1959. Scranton: International Textbook 6. Department EducationalofCompany, Classroom 1953. Research Teachers. Association of the National Education Association, 1961. Art Education in the Elementary School. Washington: American 8.7. Jefferson,Easy To Make. Blanche.1963. Darien, Connecticut: Teachers Publishing Corporation, 1958. Teaching Art to Children. Second edition. Boston: Allyn and Bacon, Incorporated, 10.9. Lyford, Carrie A. Lowenfeld,Macmillan Viktor, Company,and W. Lambert 1964. Brittain. Ojibwa Crafts. Lawrence, Kansas: Bureau of Indian Affairs, Haskell Press, (n.d.). Creative and Mental Growth. Fourth edition. New York: 11. . Iroquois Crafts. Lawrence, Kansas: Bureau of Indian Affairs, Haskell Press, (n.d.). 13.12. Munro, Eleanor C. Press, (n.d.). . Quill and Beadwork of the Western Sioux. The Golden Enc clopedia of Art. RevisedLawrence, edition. Kansas: Bureau of Indian Affairs, Haskell New York: The Golden Press, 1964. 104 15.14. Randall,Peter, John ArneIncorporated, (ed.). W., and Ruth 1962. E. McCall's Giant Golden Make-It Halvorsen. Painting in the Classroom. Book. New York: Golden Press, Incorporated, Worcester: Davis Publications, 1953. 17.16. Whitford,Reed, Carl, Wiliam1960. and G.Joseph Orze. Art for Young America. Art from Scraps. Revised edition. Worcester: Davis Publications, Peoria: Charles A. Bennett Company, Incorporated, 1960.

105 HEALTH AND BEGINNERS PHYSICAL FITNESS HEALTH AND PHYSICAL FITNESS BEGINNERS Goalsoap 1: and water Washes hands with EXPLANATIONSThefaucets, teacher soap, ANDmay SOMEtakeand towels. SUGGESTEDthe children ACTIVITIES to the washroomAND TECHNIQUES and demonstrate the He may hold up his hands before washing and say use of rectlyholdsupervisesay"Dirty"; them"My and hands up washtothe forsay child'sarehis thethe dirty"hands childrenwords practice withand "dirty" to"My tosee, hands seeand sayingthat are"clean" heclean." "Clean." learns in connection to perform with the the act soap and water; dry them well with a towel and The teacher should Later children may cor- mayInaction. beschools provided where by thereplacing are a noplugged handwashing container facilities, over a second home-made container facilities A frequent check should be made until the habit is established. The EachIfupperchild paper towel container may towels shouldremove areto be the the notlabeled plug, oneavailable, below, washwith histhe thenindividual handsname replace ofin thetowels thethe user. waterplug. should as itbe flowsprovided. from the The place where the Childrenshouldtowel isdemonstrate maykept take with turns the usechild'splaying of the name"doctor" towel may tobeor getlabeled,"nurse" the handsandalso. applying completely vaseline dry. The teacher or Emphasistallow shouldto chapped be placed hands. on: Washing hands before eating. drenteacherThe childtalk may aboutmay use make whatthe pictures drawingsis in the ofto picture. thestimulate thingsWashing thehe uses usehands ofin afterEnglishwashing toilet. byhis having hands. chil- The 107 HEALTH AND PHYSICAL FITNESS BEGINNERS Goal 1: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES Sample Language Implications Related to this Goal MyThisIThis handsam is washingis my aremy soap. towel.clean. my hands. bath,Goalfasteningdresses 2: tying himself clothinghis shoes after and his Dries his body and Asbathing,goingIn assistant day into schoolshe should hisor bath.anwhere showolder the the student teacher child may whereis responsiblehelp to theput childhis for folded withassisting hisclothing bath the bybeforechild turning in betweenwater,els,onself th and and.?.withthe wash hothow toes.a cleanandtocloths. rinsecold towel, water,off teachingthe showing soap. him him to how dry to thewash body himself thoroughly, with soap especially and He may show him how to care for soiled clothing, wet tow- He may show the child how to dry him- Theaof chair.teachercloth. may show the child how to tie a bow with a large cord When he can Thedo this,child hemay may practice tie a bowtying around bows hison theown tablefoot withleg, aor the arm of or strips brushGoal 3: his teeth Learns how to Inbeforeshouldlarge day heschools,cord. be practices a place a toothbrush fortying keeping his shouldown the shoes. toothbrushesbe provided forfree each from child. dust and insects. He may practice tying a bow in the shoe laces of other children There returnanBothitsthe up-and-down thechild'shook, the brush brushhow name. movement,andto to put theits toothpowder placehook. how towhere rinse orit pastetheis tomouth onbe it, keptand how theshould to brush, brush be labeled andthe howteeth withto with The teacher may demonstrate how to take a toothbrush from Putting salt on the wet bristles before the brush is returned to the hook helps preserve the bristles. 108 HEALTH AND PHYSICAL FITNESS BEGINNERS Goal 3: (Continued) powderCommonEXPLANATIONS or salt paste. or AND baking SOME soda SUGGESTED ACTIVITIES AND TECHNIQUES can be used in the place of commercial tooth- facilitiesGoal 4: properly Uses toilet The teacher should make 2.1. TheHe childknows knowshe is whereexpected the toilet sure that: is. Timestime, should the last be setpart aside of the for 3. Tie learns to wash hands after noon hour, and the first part oftoilet; the afternoon such as, the tofirst use halfthe toilet. using the toilet. of recess newdrinkingGoal foods 5: milk and trying Learns to enjoy Thefoodrecess. teacher item. may wish to The children should learn serve a mid-morning lunch of milk and to serve the lunch. Those who do not some other tothedrenofcare it.be doctor who respected.)for are milkshould allergic should be asked tobe milk.given smaller Gradually these servings to check if there is good Where a childmay displaysbe increased. servings and encouraged to drink all (There reasonmay be for the aversiona positive aversion, some chil- slowlyGoal 6: Eats his food wheneasilyeverything.Older they childrenand want to Those who serveencouragemore.may the setsmaller the examplechildren by to eating ask for slowly, additional and eating may be asked to give portions that cansame be ofeaten servings InacquaintedchildrenSamples boarding ofmay schoolswithfood learn thethat where theirfoods. smallEnglish are to be served may be brought to the classroom. names and have tasting parties to become The allowhelpful for to individual have them teachingserved in the 109 in an informal atmosphere.children eat in a large diningclassroom occasionally, if possible, The experiences of room, it is to HEALTH AND PHYSICAL FITNESS BEGINNERS Goal 6: (Continued) EXPLANATIONSpreparing the AND table, SOME SUGGESTEDplacing food ACTIVITIES on the table,AND TECHNIQUES acting as host or hostess, Goaldrinking 7: facilities Uses available toInacquaintedand useschools clearing the fountainwithwhere the foods drinkingtable correctly. and after tofountains eatthe properlymeal are provide provided, in a opportunitiesrelaxed the childatmosphere. should be taught The teacher should observe the child when he to become properly cup,plentyIfgets therehow aof drinkto wateris get noand drinkingshoulddrinking help behim water, fountain,encouraged. correct and anythehow mistakeschildto dispose should he ofmakes. be his taught cup. how to get The drinking of a usedrinkingGoalfind drinking 8: out cups, where fountains or to how get to Helps new pupils disposeThefor teacher helping of it, may new or guide pupilsto assist children locate new inapupils drinkingtaking in turns usingcup and ina drinkingassumingfor showing fountain.responsibility them how to Goalfood 9: isat servedthe table or wherever Asks politely for birthdaytheyfromChildren also time parties may mayto practicetimepractice in theat their classroom.suchasking requests.noon politely meal to for determine food at iftasting they haveparties, learned the As part of their situational English,The teacher should supervise them or at heGoaldormitory needs 10: dry attendant clothing when Tells teacher or ratusshouldOncorrect occasions while takerequests. his them when shoes off the andare child drydrying, comesthem. and to providedschool with with wet something, shoes and such stockings, as a he He may be placed near the heating appa- Goal 11: Wears proper wraps Inbox,discarded places or a piecewhere materials ofwet blanket shoes and blankets constituteon which may to a be putregular used his in feetproblem, the to school avoid moccasins the cold made floor. from room. indoorsoutdoors; removes them when uageIt may why be outdoor necessary wraps to arehave removed someone in explain the classroom. to the child in his native lang- 110 HEALTH AND PHYSICAL FITNESS BEGINNERS Goal 11: (Continued) AEXPLANATIONS eachplace child's Should AND placebe SOMEprovided and SUGGESTED he forshould hanging ACTIVITIES learn where AND his TECHNIQUES wraps up wraps. Labels may be made for are to be hung. BoysWhenputinspection. needtheon and entireto buttonlearn group towraps takegoes without offoutdoors hats assistance, infor the play, house. orchildren play soldiers may ready to stand see how many can cleanGoalsneezes, 12: and keeps his nose Covers coughs and insteadcovertissueThestrate teacher his or ofwhile mouthhandkerchief,a shouldhandkerchief, someone when set sneezing explains anwhen examplehe coughingshouldand in coughing.bythe wash covering andchild's hissneezing. handshisnative mouth, afterwards. language preferably why he with should If a child uses his hand The teacher may demon- a theTissuesofThe child-madechildren,teacher for blowingmay someoneillustrations, stimulate the may nose explainconversation shouldor pictures in bethe provided.about nativecut fromthis language advertisements.practice haw through to hold the the use While demonstrating for withhandkerchiefitclosedthrough amay running spread thereboth against nose nostrils.isinfection. a maydanger the be bony askedthat structure theto lookmucus inof may thethe be mirror,nose, blown and intoblow to thehisblow earnose, equally tubes, and and It should be explainedThe thatchildren when should one nostril be shown is tissues.held A child doctorGoal 13: and the nurse as Recognizes the medicalBecomingdationthen lookattention. foracquainted in a thelater mirror andunderstanding friendlyagain. with of thethe assistancedoctor and anurse doctor may .ad lay nurse the foun-give a A child whose nose runs constantly may need theyfriends help and him tells ways Ifshouldchild. there beis honestan idea and of grant"hurt" that to beit associatedmay hurt a littlewith the or visit,for a littlethe teacher while. Children should be prepared for a visit with the doctor or nurse. 111 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS Goal 13: (Continued) nurse.The children may be encouraged to talk about their visit with the doctor or They may dramatize the visit, or be prompted to play doctor and atGoal rest 14: periods Is cooperative Thenurse.The teacher school shouldnap should observe be limitedif children to 20-30 are minutes.quiet during the rest period, if procedure Goal 15: Knows fire drill FireItschoolthey is drills mandatoryrelax, and should teachand that if pupils bethey eachpracticed sleep. toteacher follow often learn the enoughprocedure the fireto makewhichdrill the hasprocedure procedure been outlined. for his place.Theautomatic.dren children out more should quickly get during out in fire an orderlydrill. manner and stand at the designated A child who sits near the door may be Fire Marshal to help get chil- attendantorGoal accidents 16: or teacherto dormitory Reports illness Anhenot Childreninterpreter feels,feel well. anshould oldermay beeyplain child alerted orto antothe adultthe child danger may that have of he playingto is interpret to reportwith matches.for when him. he does If a child does not have adequate vocabulary to report how Theinjuredseemsslight,that interpreter happen serious, person.he shouldto shouldhimthe beordormitory broughtexplainto other employeetoto children. thethe teacherchild or teacher that for he attention.should should be repfort taken toaccidents the If the injury to another child is If the injury ittionChildren is mayapplied. maybe calledobserve to the how application the bandage of is first handled, aid tohow minor clean injuries. it is, and haw 112 Atten- HEALTH AND PHYSICAL -FITNESS BEGINNERS Goalin handling17: sharp or pointed Practices safety TheEXPLANATIONSit teacherthe first should AND time; SCME demonstrate such SUGGESTED as, how the ACTIVITIES to hold a ANDpencil TECHNIQUES with point downward use of each object before the child uses on the knives,needles,objects such orsharpened sucker as scissors, stickspencils, Thepaper,safely. child how shouldto hold use the the scissors object tounder paper supervision or cloth. until he Older children may help younger children in the usu of silverware. can use it Goal 18: Gets on and off ChildrenTheings child to should tellmay drawabout be shown ortheir paint the use. picturescorrect wayof implements,to get and then on and off see-saws, swings, use his draw- equipmenttakesplayground turns equipmentin using thesafely; ticeofTheyladders, others, thismay beandkind to shown any getof othersafety,offhow see-sawsto piece holdthey of themaysafely, playground barbe guided orand ladder, howequipment in todeveloping totake be they turns.careful sentence of the patterns hands use. As they prac- elementsGoal 19: of good posture Learns basic Posturehandsrelated and tocues watch the r-tommended activity.hands. for children in beginning years are as follows: Children may need help in distinguishing wash 4.3.2.1. SitGrowStandFeet talltall forwardtall mentalskipping,Goal 20:movements running, such walking, as Performs funda- dodging,The child and should swinging. participate in activities5. of running, jumping, climbing, Heads high and hopping horse.self-expression;He should be encouraged such as, to imitating participate a clown, in dance fireman, activities top, aeroplane,which allow for 113 or HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS Goalgames 21: with his group Plays active Manyandactive smallMouse, games children Drop with the otherprefer Handkerchief, children. to play alone.Flying Dutchman. Some games popular with children are Cat They should be encouraged to play courteousGoal 22: bus rider Learns to be a pushingTheystandingChildren should and awayshouldshoving, learn from bethe hitchingthetaught safe bus way acceptable aftera rideto getgetting on on busthe and offstandards.back off should enda bus. of be a explained.bus, and for Reasons for not studentGoal 23: patrol officers Cooperates with buildingdrenTraffic may blockssignals play patroland/or and crosswalks boy,chalk make lines, maya floor andbe made practicemap toof uselocal walking in schooldramatizations. crosswalks with on them. Chil-

114 HEALTH AND PHYSICAL LEVEL ONE FITNESS HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE beingnails,Goal 1: remindedand nose clean without Keeps hands, finger- washwatertoThe do hands childbefore this. afterwas meals taught toilet and at afterand the before toilet.Beginners meals. He may assume some responsibility for reminding HeLevel may todemonstrate wash his handsfor new with pupils how new pupils to soap and AfterchappedandThegently demonstrateteacherchildren hands.away may fromwash howprovide thetheir to nail. hold thehands thechildren they stick withfirmly soft match Lotion or vaseline should be provided for may be shown how to push the cuticle to clean under each nail. sticks or orange sticks beginnerbecomeshouldtoChildren dispose alert politelyand may ofshowin demonstratethe detecting remind himtissue. how him tothefor to need beginnersblow of his haw to blow the The child at this uselevel it. should be encouraged to a handkerchiefnose. by any beginner and He can get the tissue for the nose gently, and how Goal 2: Brushes his teeth IntureChildren day of schools, the should nose children beand taught to blowmay to takeequallyhold the through handkerchief both nostrils. against turns in showing new children where to the bony struc- withGoaltwice supervision3: daily, with supervision Takes his bath, A teeth,findchart their mayhow betoothbrushes,to preparedwash the thattoothbrush where will to illustrate the andget puttoothpowder it away. or paste, how to brush the steps in taking a bath: turnshowtheclothcare on child himof towater clothinggethow before andearsto fold mdx hebeforeand goeshot hisneck bath,andclothesto clean. takecold mixing hiswater bath.the for water his forshower. bath, using as he takes them off,The and teacher where tomay put discuss them this chart with He should show the child how to The teacher should soap and wash- bath.bathingto keep and them check dry towhile see hethat takes the hischildren bath. 116 areAn adultclean shouldwhen they supervise finish thethe HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LE VEL ONE Goal 3: (Continued) theclean,In boardingschool bathing bathing schools activities facilities, or in canschools bethey eliminated. where should children do habitually Ifso, a fewbut childrena bath period need toneed use not come to school wellreportGoal 4: when they do not feel Helps other children himbeChildren providedto the shouldteacher for those learn and who tellingto makehelp thea child teacher who thatis not he feelingis sick. well by bringing use of home bathing facilities. Goalto protect5: his eyes and ears Begins to learn how ears;PupilsChildrenshould such should be may as:arranged betalk encouraged about so that some topupils thingsmove aredesks they not must facing do tothe light. away from direct sunlight. protect their eyes and Desks We things.douse not our put rubawn any ourtowel. objectseyes. in our ears, or pick our ears with sharp Goal 6: Buttons his clothes beingbeFor provided thoseworn atwho onthe needa time,garment. help then in acquiringpractice thisWe skill,let Mother individual or a nurse practice remove should the wax from A child may practice on a garment that is not on a garment he has on. our ears. Goal 7: Removes wet clothing andThebuttoned.The stockings.children child should may take be commendedturns in assistingon his neatness others whento he keeps his clothing This may become the subject of a Things We Do remove their wet shoes or How We Help wettheyOLners shoes." do chart. to help younger children; such Children may be led to formulate statements about the 117things as, "We help other children take off HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SCNE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE wrapsbyGoal reminding when8: they them go outdoorsto put on Helns other pupils Pupilsforto providea mayWhat assist andan opportunityWho new chart. children for withconversation. their wraps. Daily, the teacher and children may decide what It may furnish subject matter This activity may be used comeand toinside remove them when they Suchnamesformis tostatements afterduties. be done certain andas whothe duties, isfollowing to ordo theyit. may maybe formulatedbe appointed by bythe the children teacher and to per- Children may volunteer by signing their placed on a We Help Others chart: We help other children put on their caps.coats. mustGoalin be order9: kept to neat be acceptableand clean to Knows his clothing ItHabits is important of self-appraisal, for the child cleanliness, to develop Weand pridehelp good in grooming his appearance. should be formed. other children button their coats. It may be others clothes.turesthingsclothesdone through of theyare other neatcan everyday children doand to clean. helpexperiences participating keep their such clothingin as activities having clean. daily related inspection to caring to seefor if They may check their appearance before going to the dining room, Children may make simple posters of some of the They may cut out pic- beingGoalcoughs 10: reminded and sneezes without Remembers to cover habitAttentionvisitingSame ofchildren doingother should so.classes,may be stilldirected attending need to to guiding beassemblies, taught these to andcoverchildren going coughs into establishingparties.and sneezes. the All children should be judiciously commended for adher- handlesbreakGoal 11: in materials skin or sore,correctly and Reports any small handmayTheing bechild theto shown this teachermay how practice.observe the bandage scissorsthe process is and handled ofmedicants caring to keep forto practiceitminor clean. cuts handling and wounds. them The child may He when medication is given properly. 118 HEALTH AND PHYSICAL FITNESS - LEVEL ONE Goal 11: (Continued) PupilsEXPLANATIONS may place AND theSOME materials SUGGESTED in ACTIVITIES the First ANDAid TECHNIQUESKit or cabinet. They should afterGoal 12: active play Learns to relax relaxAfterstretch.learn foractive to ahelp brief play, keep period children the cabinetof time.at this orderly level and should clean. have After the rest period, they may stand and an opportunity to exchangecilsGoal 13:in mouth,gum and does not Does not put pen- beenaboutChildrenIf possible,in thethe should correctmouth they learnof wayshould another. tonot use lieto pencils.putdown pencils to rest. in the mouth, Frequent conversation should be practiced The teacher should point out that or chm gum that has pencilsintalkaredemonstrate the appropriate about maymouth. be howhow dirty, dirtyto chew andit gum,gumisshould to quietlyand knead not other beand puttimes point in that theout mouth.arethat not. there gum with the fingers and then replace it The teacherChildren may mayare times that gum.Pictures may be used to show the correct Iand use incorrect pencils this way.In talking of the pictures, children may say: use of pencils and walksGoal 14:free of objects and Keeps steps and Children may view safety films which showI whatchewdo not happensnew put gum. pencils if objects in my and mouth. play- playthingsaccidents which may cause sciousaccidentscausedtheirthings imaginationoffromare the can leftfalling hazard.be on used in stepsover makingto objects.orstimulate walks.pictures English, of possible and to accidents keep the thatchildren might be A safety chartThe teacheror poster may illustrating encourage them to use con- 119 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES vEL ONE equipmentinGoal the 15: use of playground Practices safety Playgroundshould be safetygiven wherepractices it is should needed. be observed. Additional instruction Goal 16: Knows that he does ChildrenequipmentPupils at needsafely.this tolevel begin may developing be encouraged an understanding to help of "the dangers within new children use playground notfrom accept strangers gifts and favors his environment." 2.1. GettingLeaving intocampus a carwithout with permission.strangers. They should learn that danger exists in: postureGoal 17: exercises Learns basic The teacher should continue with simple 4.3.posture GoingTaking nearcandy dangerous or other areasgifts withoutfrom strangers. supervision. cues: 4.3.1.2. StandFeetHeads pointingtall.uphigh straight ahead musclesinvolvinggamesGoal 18: of lowthe organizationuse of big Knows how to play haveing,desireThe the teachertagging, for"it" activity mayand dodging, use"tag" andchasing, element.hiding, the hunting fleeing, and fleeing and and protective socialactivities Combinations of hunting, chasing, strik- games arising fromresponses, the all of which are helpful. movementsGoalthrowing,tices 19: skills such catching, asin climbing,active kicking, Develops and prac- "FollowareStunts easily theand Leader"organizedself-testing is fora good activitiespractice, stunt developer.andprovide are adaptablean excellent to manyform ageof exercise,levels. andpushing, carrying pulling, hanging, 120 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE Goal 19: (Continued) Example: What did you do outdoors?Sample Language Implications Related to this Goal I caughtthrewpulledkickedclimbed thethe on ball. ball.wagon.the jungle gym. weatherGoal 20: permits instead of Plays outside when ofChildren the time. may enjoy outside play I went down the slide.Name and I ran a race. more if their teacher plays with them some Goalloitering 21: inside Practices safety Childrenout-of-doors.satisfaction may run, and then enjoyment stop suddenly, for children, If the teacher can plan outside and be guided in comparing thisthey may be more willing to play play periods which provide automobiles,rules for riding and buses,pickups Thestratetion teacher to the a vehiclemayimportance pull making and of stop sitting down while a sudden stop. a wagon filled with standing blocks to demon- riding in a vehicle. Children situa- PatrolGoal 22: and Traffic Officer Respects the School Thestopsshould role suddenly. ofobserve the School that blocksPatrol falland as the wagon is pulledTraffic around Officer a curve should be explained orto the Goal 23: Learns that water Theresponsibilities.trianpupils. teacher behavior. may formulate rules for Safety walks may be taken with A member of the School Patrol safe swimming and boating for children stress being placed on proper pedes- may be invited to explain his can be harmful to talk about. The teacher may read and discuss articles 121 regarding water HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE Goal 23: (Continued) Theyzentragedies. needbodies to oflearn, water. too, that some water is not safe to drink. In some areas children should learn safety rules regarding fro-

122 BIBLIOGRAPHY 1. Byrd, Oliver,1966. and others. Health 1. Laidlaw Health Series. BOOKS River Forest, Illinois: Laidlaw Brothers. 3.2. Grout,Darrell, Ruth BarnardNew E. York: J., Macmillanand Company, Health Teaching in others. 1C.'66. Science forSchools. Tomorrow's Fourth edition. World, Booic 1. Macmillan Science Series. 4. Hutchinson, PhysicalJohn1963. L. (ed.).Education, and Recreation. Leisure and the Schools. Washington: National Education Yearbook of American Philadelphia: W. B. Saunders Association, 1961. Association for Health, Company, 6.5. Leaf,LaSalle, Munro. Dorothy,Jersey: andPrentice-Hall, Gladys Safety Can Be Fun. Incorporated, 1963. Gur. Revised edition.Health Instruction for Today's Philadelphia: J. B. Lippincott Schools. Englewood Cliffs, New Company, 1961. 8.7. MacDonald,Litell, Barbara. York:Golden.1944. Vantage Press, 1965. Red Light, Green Light. GardenEducation City, New York: (Kindergarten through gradeDoubleday and Company, Incorporated, 6.) New 9. Schneider,Recreation. tionElsa for(ed.). Health, Physical Fourth edition. physical Education in Education, and Recreation. Washington: The Department Small Schools with National Education Association,of Rural Education Suggestions Relating to Health and the American Associa- and 11.10. Youth Vannier, Physical Maryhelen, tion. Philadelphia: W. B. Saunders and Mildred Foster. Company, 1963. Teaching Physical Education in Elementary Schools. 1963. Third edi- dent s Council Fitness: Suggestedon Youth ElementsFitness. Washington: U. S. Government of a School-Centered 123 PrintingPro_ram. Office, July 1961. Parts One and Two. Presi- 12. Debbie's Safety Lesson. 18 min., 16mm., sound, b & FILMS w. Standard Oil Company, Salt Lake City, Utah. 13. Dental Healthfrom How Servicewide and Wh Film Library. . 10 min., 16mm., sound, color. American Dental Association. Available

124 BEGINNERSSCIENCE SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS andGoal animals1: live and grow Knows that plants conceptsThe teacher's that: objective for this goal is 1.to guide children in developing the Plants grow. 4.5.3.2. AnimalsThey changegrow grow. from aswith theyseeds, the grow. seasons.roots, stems, or leaves. With teacher supervision the children may:1. Gather and plant seeds. 4.3.5.2. NotePutGatherSprout cuttingsdifference vegetablesseeds in in ina glass, glasssizesto eat containercotton,of from a vegetable a or garden.of blotters water such to toas observe observecarrots. sprouting. growth. 8.6.7. NoteExperimenttheObserve thatcommunity. continual somewith plantsseeds growth tolive see ofthrough howsome deep ofthe commonthey winter should plants and be growused planted. fromfor foodyear into 12.11.10.9. ModelVisitWatch oraeggs farmdraw hatch. oranimals. zoo. year.Care for classroom pets, TheThis leavesis a plant. are green. Sample L'.,nvage Implications Related to this Goal TheWe keepwaterplant it itgrows. in every the sunshine.day. 126 SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS animalsofGoal some 2: incommon his environmentplants and Knows the names animalsmayThe talk children seen. about mayfamiliar collect animals. and talk about They may make a scrapbook of plants and They may take a walk and plants found near the school. name plants and They animalsGoal 3: are pets, others Knows that some Underentthem. typesteacher of guidance,common animals. the children Films, filmstrips, and picture books may make booklets and char s of differ- animals familiar to should be earthGoalothersuseful, 4: is are madeand wild thatof landanimals still and Knows that the usedChildrenare touseful, familiarize should and withbegin children wild to developanimals. with the animals which are pets,A zoo with and/or thoseconcept farm which may that be airvisited. is everywhere. To do water,around and it that air is all so they may: LearnVisitObserve ansimple andairport. talksongs about about clouds the wind, and the water, and flying. weather. Goal 5: Krows what kind of ViewlandPractice films and water. sentencewhich are patterns related relatedto land and to developing an understanding of water. Goalrainy,day it6: is:snowy, windy Knows that cloudy, machin(warm, weatherAsthe part weather. conditions of opening and exercises, guide children the A weather calendar may be kept.teacher may cali attention to daily in developing simple sentences about quicklyhelp us work easily and aboutandbarrowbeAn developedunderstandingcan them. or be wagon. put by together. having that machineschildren help Pupils should have experiences with They should play with mechanical toys and carry something, then move it in a wheel-one to work more easily and quickly may toys that come apart talk home.The teacher should encourage children127 to talk about machines they have at SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS areGoalthe far 7:sun, away moon, and stars Understands that Naturalgoes.earthgo, when andcuriosity it the goes sun maydown?" and be that stimulated the sun byand questionsmoon seom suchto follow as "Where him whereverdoes theBy heobservingsun and talking about this with the teacher, and an inter- The child can observe that clouds come between the airplanes,Goal 8: rockets, Becomes aware of universe.preter,Children if may: necessary, the child may acquire basic scientific ideas about the booms"satellites, and "sonic MakeTakeListenObserve airplanesairplanea field forairplanes "sonic trip pictureof clay.to andbooms." thebooks. jet airport. trails in the sky. principlesGoalnight 9: and thatday govern Knows the basic bechildren.ingThrough formed a concept aand variety practiced. of day of andexperiences, night. the teacher may guide children in develop- Stories about day and night may be read to the Sentences relative to day and night should

128

SCIENCE LEVEL ONE Goal 1: Knows ways in which EXPLANATIONSChildren need AND to SOME know SUGGESTEDthe English ACTIVITIES names of ANDanimals. TECHNIQUES andplants different and animals are alike FromanimalsTo reinforce pictures in clay, recognition,of cows,and make sheep, jointedthey horses, may animal make rabbits, animalpuppets andpicture of chickens, cardboard. books, children model native may tell that: 2.1. A cowchicken gives gives milk. us eggs. Children may take trips to a dairy, a poultry4.5.3. house, and a barn to observe A cowhorsesheep gives worksgives us forusmeat. wool.us. work,Postersdifferenttry andlot may animals with animals.be usedblocks, that to giveshowand stockfuranimals and them wool.that with give clay food, models animals of the that animals. help with Children may build representations of a dairy and a poc,L1- ThetheField children plant trips may maymay be collect bewritten taken samples underto become eachof small acquaintedsample. plants with for plants.a display. The child should be able to The name of ThePostersrecognizecommunity teacher and the mayshouldcharts most be madestressillustratingcommon and kindnesstrees, used the togarden in reinforcecommon the plants, care trees, recognition. of wild allflowers, plants,insects and andor plants livingflowers. of crea- the tures that are brought to school. 130 SCIENCE EXPLANATIONS AND SCME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE Goal 1: (Continued0 nests,collectionsSuitable nuts, places pineartistically shouldcones, becacti. with provided a few tothings keep displayedcollections; at onee.g., time old against birds' a Children may be guided in arranging their Differentpotatoes,showsuitable examples foods lettuce,background. commonlyof roots,beans, used leaves,and in spinach, the stems, community; mayand beseeds broughtsuch we as, eat. to carrots, the classroom turnips, to Children may draw picturesshow what of partthese of plants the plant showing is eaten,the part such eaten.1. as: We eat the root of the turnip plant. A chart may be made to The teacher should guide children in discovering4.3.2. ways in which plants and We Sometimeseat the stemroot we eatandof thetheleaves carrotleaves of the plant.of spinaclithe turnip plant. plant. needsGoal 2:of plants and animals Understands basic TheyChildrenanimals may aremayselect alikebe guidedsome and animals inin whichdetermining for they classroom are what different. plantspets that animals eat differenteat. kinds of for each other plants.Childrengrowth. may care for a window garden to learn what care plants need for butGoalspace cannot 3: and be is seen all around us, Knows air occupies Children may: 1. Observe an electric fan blowing objects and feel air blowing against 2. Blowthem up balloons and bags with air to make them hold their shape. 131 SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE Goal 3: (Continued) 4.3. MakechangeGo outsidepin theirwheels and form. towatch observe the cloudsthat air as makesthey movethem across the sky and move. andaExample: cork an emptysupporting glass ais small used pieceto push of thepaper cork is tofloated the bottam in a dishof the of dish.water Sam le Lan Children may tell what they observed in an experiment in which ua e Im lications Related to this Goal AirItItSomething waskeptpushed kept in the thethethe waswater water glass.cork in out theoutto oftheglass.of the thebottom. glass.glal,s. andthereGoal there4: are areweather four changesseasons Understands that Conceptsienced;Children such ofmay aas, bestorm, encourageda sudden snowfall, storm, to talkrainfall, snowfall, about wind,types wind, heat,of weather and dry they weather have exper-may be Air pushed the cork to the bottom. or very hot or dry weather. autumn,picturesDay-to-dayextended and may byweather winter bepictures. kept changesmay as be the developedmay year be progresses.observed, through a_idpictures, a record songs, with observing charts and holi- Children may sing songs about the weather. Concepts of spring, summer, place.Pupilsanddays, play. mayand observetalking plantsabout thein autumneffect andof seasons spring onto thenote way the people changes dress, that work,take They may collect different seeds of plants in the community in the Theyfall, may and collect observe falling them, leavesboth with from and different without theplants aid andof adraw magnifying or trace glass. 132 SCIENCE LEVEL ONE Goal 4: (Continued) EXPLANATIONSaround them ANDto noteSOME shape SrGGESTED ACTIVITIES AND TECHNIQUES TheyThe leaves plantswill wakeare falling.going up in the spring. to sleep. and size. Charts may be composed; such as: monthsWhenofChildren plantsthe or plants days inmay the theymarkwake autumn and inon thethe spring.calendar themere month asleep. whenup the in the spring, they may turn back They may make drawings, plants go to sleep. murals,to count and howcharts many helpersplanetheGoal are wheel5: time and inclined Understands how savers and worktoyinThe thebecomestruckschildren school oreasier wheelbarrowsand communityand may construct an inclined plane time is saved. up and dawn hawan inclinedramps or plane.inclined planes They may experience moving or ramp. Children may observeare used so that loaded AstheyAs tionschildren an have outgrowth shawing learnedplay, how ofthere about adults experiences, children are opportunitiesas well toas observechildren how use inclined planes. may paint pictures and dictate they apply what cap- andcyclesThe conceptwheels and wagons. oftenof the wheel are used together. The children this simplemay be machine. further developed with may be led to observe that inclined toys such as trit- planes differentGoalsounds 6: are ways produced in Understands that beManysounds. string.extended sounds byare the within the Children may be helped to use of simple musical instruments experiences of children. recognize working sounds and playing These- percussion, experiences wind, and can Children enjoy whistles and 133 bells, and may dramatize the sounds of these. SCIENCE LEVEL ONE Goal 7: Understands that EXPLANATIONSPupils may: AND SCVX SUGGESTED ACTIVITIES AND TECFNIQUES sound travels 3.2.1. WatchMakeConstructthunder. noises lightning aand telephone listenand count, forwith anto cups echonote and inthe string.an interval empty room. before they hear the Goalandis very 8:heat big to andthe givesearth light Knows that the sun mayThecloudschanges observemakechildren makeshadowsin that the shouldshadows skywaterand beeven noteand inencouraged duringthatathat pan the short tosun watch periodsis not the shiningof sky time. and when note it shadows willchange become shape warm during in the day.sunshine and that They may notice that thatis cloudy.there are They They Toaway,sunshine help andchildrendevelop is larger warmer themay when conceptthanobserve they shade. thatarethat thea sun appears close to it. school bus looks smaller when it is far small because it is so far

134 BIBLIOGRAPHY BOOKS 2.I. Schneider,Blough, Glenn rated,NewNina O.,York: and 1952. and Herman.Holt, Julius Rinehart and FollowSchwartz. theWinston, Sunset. Incorporated, 1964. Elementary School Science and Gerden City, New York: Doubleday flow To Teach It. and Company, Incorpo- Third edition. 3. Air All Around.Films, 330 West 42nd Street, 8 min., 16mm., sound, b New York, New York 10036. & w or color. FILMS McGraw-Hill Book Company, McGraw-Hill Text- 4. Life in Westan A 42nduarium. Street, New York, 11 min., 16mm., b & New York 10036. w. FILMSTRIPS McGraw-Hill Book Company, McGraw-Hill Text-Films, 330 6.5. A HotFoggy Day. andNew 42nda WindyYork, Street, Day.New YorkNew York,10036. 40 frames, color. New York 10036. 40 frames, color. McGraw-Fill Book Company, McGraw-Hill Book Company, McGraw-Hill McGraw-Hill Text-Films, 330 West 42nd Text-Films, 330 West Street, 8.7. A AllRainy My Day.Seasons.Street, New York, km York 40 frames, color. 40 frames, color. 10036. McGraw-Hill Book Comiw,ny, McGraw-Hill Text-Films, 330 West 42nd 9. A Snowy Day.Street,Street, New New York, York, New New York York 40 frames, color. 10036.10036, McGraw-HillMcGraw-Hill Book Book Company, Company, HcGraw-HillMcGraw-Bill Text-Films, Text-Films, 330 330 West Wtst 42nd 42nd 10. Ilusilup and Niahttime. 42nd Street, New York, New40 Yorkframes, 10036. color. McGraw-Hill Book Company, McGraw-Hill 135 Text-Films, 330 West 11. Machines Do Work.Street, New York, New York 10036. 40 frames, color. McGraw-Hill Book Company, McGraw-Hill Text-Films, 330 West 42nd 12. Sounds of JerseyAnimals. 07632. 1 12" LP. Folkways/Schclastic Records, 906 Sylvan Avenue, Englewood Cliffs, New RECORDING

136 NUMBER CONCEPTS BEGINNERS NUMBER CONCEPTS BEGINNERS Goal 1: Develops a concept EXPLANATIONSChildren should AND SOMEbe provided SUGGESTED with ACTIVITIES many experiences AND TECHNIQUES through which they may of cardinal numbers Thefromotherdevelop teacher one words2 conceptsto should ten; to establish suchofmake cardinal as: use theof numberseveryidea ofopportunicy from"one," the "two," number for andpurposeful property so on. ofcounting sets - in 4.3.2.1. MaterialsBooksObjectsPlates on neededto ina betable.a picture. used.for the table. PupilsShoe; mayand singplay numbergames insongs which such counting as Ten isLittle6.5. involved. Indians; One WindowsDoors inin aa room.room. Two Buckle My notgroupedChildrenstanding introduced in should ofvarious one-to-one at match this combinations groupslevel. correspondence. of throughobjects awith total number of six. names to develop under- Many different objects should be Number symbols are bers.The teacher should use many expressions to 1.develop concepts of cardinalExamples num- are:How many in this line? 4.3.5.2. FindPutWhichShow thetwo groupsall samegroups the numberare fours that threes? in(meaningare each. the same.grouped objects). 7.6. How many more doin wethis need? line? 138 NUMBER CONCEPTS BEGIKNERS Goal 1: (Continued) PupilsEXPLANATIONS should ANDbecome SOME acquainted SUGGESTED withACTIVITIES the clock. AND TECHNIQUES I have Sample Language Implicationsthreetwoone bookspencil crayons Related to this Goal ofGoal ordinal 2: numbers through Develops a concept The teacher should {_. four blocks use every opportunity which presents itself to develop third representchildrenconcepts them.ofacquire ordinal numbers. Who is first in line? an understanding of ordinal numbers and Questions similar to the following the terms which may help Pupils should practice JohnWhat isshall first. we do first today? sentence patterns such Second? as: knowsGoal relative3: value of Identifies and a The children should learn MaryTom isis second.third. to recognize a penny, a nickel, and a dime by dimepenny, a nickel, and a andPupilspiithobserving vegetable may the engage moneyand seeds handling theyin in such receive. these order to handle activities as gathering and sellingcoins. money. They should make purchases nuts, flowers, acquaintedToy money may with be used in a penny, nickel, and dime. 139 play activities after the children have become iUL NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES BEGINNERS ment:Goallong,little,following all,4: and big,many, lessterms short, more, of measure- tall,none, Uses correctly the TheyquantitiesChildrenlong may string. observe may and handle, sizes,tail trees compare,such andas aandshort little observe trees, block, objects tall many people andblocks, materials and short in people. various some blocks, a

140 NUMBER CONCEPTS LEVEL ONE 1==,--__ NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE Goalare 1:symbols for numbers Learns that numerals maynumericalbasisChildren's be introduced.of theirsymbols concepts understanding for of them numbers may of be throughthese extended. numbers, six should be evaluated. As concepts of numbers are extended, the recognition numerical symbols for them On the of Goalthroughordinal 2: tenthnumbers fourth Learns and uses AunderstandingPurposeful variety ofactivities questionsof ordinal should And numbers. statements be engaged including in to help the use children extend their of ordinal numbers Inevaluatingshould planning be presentedthe day's for work, reception inchildren organizing and may for be play,practice. provided in studying opportunities to estab- conceptspictures, of those and in variousGoal 3: combinations Groups objects in Childrenalreadylishseeds an forlearned. understandingshould planting, be provided sheetsof new with ofordinal paper many numbersforoccasions drawing and for reinforceand writing,grouping crayons, things suchboxes, as usingactualanddeveloptoBeginners other cardsobjects validmaterials. with Level toconcepts dotsdevelop for on additional of themmeaning. number give beforeadditional formally Much time should be devoted to handling and suggestions.) Certain modifications of a domino game practice in grouping.Care must beintroducing exercised additionto and grouping (Refer addition.posePracticesubtraction. of building should bea foundationprovided in grouping and regrouping for upderstanding the commutative property objects for the pur- of 142 NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE joiningGoalthroughaddition 4: sets joining and in subtraction which and dis-the Develops concept of grouprecognizingThe need cannot for thebechildren over-emphasizednumber tosymbol have whichmany at this experiencesrepresents point. thewith number grouping of objectsobjects inand the one-digitsuu or difference numbers involves MuchUsingunderstandingopment experience the of same the intechnique,ofconcept joiningthe meaning of groupssubtractionaddition of orcombinations; andsets concepts in may children assist shouldsuch graduallyinas, be the 2developed. andintuitive arriving3 are 5.devel- at an Goalthroughset 5:of whole100 numbers Understands the purposeTheChildren teacher or mayneed should count for select countingactual and objects; to make 100. use such of as,activities windows, which doors, provide paper, a pencils,real ballbercountorseats ofputwithout daysthe neededaway, skips onmissing. andforthe in boysacalendar skippingreading and girls until circle,the ropepresentbirthdays knives or numberor andorabsent. specific forksof times when events. they they can are bounce being aused After the child has had much practice in counting They may count the num- Pupils may Manyneedtaught,andobjects, experiences to write he the maynumerals should teachercount beupby should providedtorote. 100. supervise for children the child's in which writing they ofhave it auntil real he The formation of each numeral should be writteneachknowscate100, numeral wheretheawith large direction a to to red chart begin100. dot ofmay andto each beshowthe placed stroke. properwhere before tostrokes begin the to andgroup make arrows onfor which inthe black formationeach tonumber indi- of is After the child has learned to make the figures to Learninging pages numerals in a book.in and out of consecutive order may help children in find- 143 They may: .111111111111101Mormsoiliortv.,-- NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL ONE Goal 5: (Continued) A number line should be used for counting 3.and2.1. ordering whole numbers. WriteWrite the the numeral(s)numeralnumeral- that that that comes comes come(s) before after between and penniesanickelGoal dime 6: with nickelspennies, and/or and for Makes change for a ManyChildrenopportunitycardsable experiences activityand maystamps tobe for handleshould helpedare this sold smallbetograde providedtoplan change othermight and forgrades.giveasbe wellathe asmall puppet childas topost toshowrecognize officehandle or a inmoney.circus.various which stamps.post This would give the child ar TheyA valu- hewillThemight may teacherhave makeuse anplaypopcorn shouldopportunity money. andplan sell asto manyhandleit at simple themoney. show. activities as possible so the child After the child has handled money Child A:B: WhatI need do yousome have? pennies.Sample Language Implications Related to this Goal Child B:A: IHere haveneed are asome nickel.five pennies. pennies for your nickel. Child A:B: WhatIHere haveneed do are youasome dime.five have? nickels. pennies and one nickel for your dime. Child B:A: WhatHereI have do are youa dime.two have? nickels for your dime. 144 NUMBER CONCEPTS LEVEL ONE Goal 7: Solves simple number EXPLANATICNS AND SOME SUGCESTED ACTIVITIES AND TECHNIQUES everydayproblems experiencesthat grow out of solve:HeshouldIn should order present frequentlyto develop situations posethe abilitysuch in theproblems toform think of problems.through as the following for the child to a problem, the teacher Classroom, play, and home experiences shouldWethe need groupbe fourutilized to chairssit on. to make the train for Haw many chairs must we get? our stage and six chairs for for problem solving. more,straight,following:Goal again, 8: line,there, curve, circle, Uses correctly the some, enough, yesterday,Afteron.draw thethose childtomorrow, which has can metand be eachnowpictured; canof thesebe suchused terms in talkingin actual about situations, activities he carried as, circle or straight line. Today,may morning,noon,tomorrow, today, afternoon, now yesterday, evening, makingthere.Some ofa circlethe terms for maygames, be usedgetting in givingsome ofor thefollowing clay, placingdirections; the blockssuch as, Some of the terms may be used in constructingWe feedcleaneat lunchthe charts;the rabbit roomat noon.such inin thethe afternoon.7iorning. as: Goal 9: Tells time by hours handsmoveFromschool, atheindicate. chart, hands when the ofhe childagoes toy formayclock lunch,read to thedifferent or timewhen on hehours thegoes hourand home. thenwhen readhe the time the To develop readiness for reading time in smaller intervals, The children may comes to isthe dismissed teacher mayfor calllunch attention or for recess. to the position of the hands when the child 145 Children may get ap understanditg of NUMBER CONCEPTS LEVEL ONE Goal 9: (Continued) EXPLANATIONStine threugh AND such SCHE expressions SUGGESTED ACTIVITIESas: AND TECHNIQUES A sign on the bulletin board such as theWe following willhave gofive tomay minutesassembly be helpful: for in aten story minutes. before lunch time. whenOn itthe is toy time clock to beface, ready, the orchildren to go onmay the THEbe bus. shownBUS WILL how LEAVEthe clock FOR THEwill PICNIC look IN TEN MINUTES. handfuls,Goalshovelfulscups, 10: yardstick, spoonfuls, foot ruler, Measures with milk;howorChildren muchearth;a teaspoon string maya shovelful measure ofis sugarneeded cupsof for earthto of eachgo milk oraround cup sand.for of acocoa; cocoa;package, cups a handfulhow of longmilk of toin seeds, cuta quart the marbles paperof They may use a foot ruler to see ofTheforthen seedachild poster,measure in maya container, chart,guessto check hawor themural.orlong howaccuracy a manycertain cupsof hispiece or estimate. glasses of string of wateris, how in manya jar, handfuls and 146 3-11Clit BIBLIOGRAPHY BOOKS 2.1. Adler,Barr, Peggy.Stephen.Company, 1965. Second BookMiscellany of Puzzles of andPuzzles: Riddles. Mathematical and New York: John Day Company, 1963. Otherwise. New York: Thomas Y. Crowell 4.3. Betz,Clark, William, JohnHarcourt, R. and Braceothers. and World, Incorporated, 1962. Let's Count. 51./2124ay General MathematicsReadiness (2 books).book. Growth in Arithmetic Series. Boston: Ginn and Company, 1965. Discovery edition. 6.5. . One by One. Growth in Arithmetic Series. New York: Harcourt, Brace and Wbrld, 1962, 7. Hartung,Crescimbeni, MauricePrentice-Hall, Joseph. L., and others.Incorporated, 1965. Arithmetic Enrichment Activities for Elementarylshool Children. New York: 8. Hogben, Lancelotr 1963.Lea, Thomas.1955. Wonderful World of Mathematics, Seeing Throu h Arithmetic 1. New York: Doubleday and Company, Incorpo- Chicago: Scott, Foresman and Company, 9. Modern Mathematics:Servicewide Number Film Sentences. Library. 11 min., 16mm., sound, color. FILMS Bailey Films. Available from 147 AFis.009*.vtait OR QLEKEN1ARY eAs IC GOALS Fin C--IILDREN

LEVELS TWO AND THREEDEPARTMENTBUREAU OF THE OF INTERIOR INDIAN AFFAIRS DEPARTMENT OF Stewart L.UNITED Udall, Secretary STATES THE INTERIOR Robert L. Bennett, Canmissioner BUREAU OF INDIAN AFFAIRS .DIVISION.Assistant OF RTWICATIONCommissionerCarl L. Malburger PublicationsHaskell Service InstituteLawrence, Kansas Order from U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE POSITIONSTATEDPERSON DO OR OR NOT ORGANIZATION POLICY. NECESSARILY ORIGINATING REPRESENT IT. OFFICIAL OFFICE OF EDUCATION POINTS OF VIEW OR OPINIONS ELEMENTARY CHILDREN BASIC f o r GOALS LEVELS TWIYWn-cr THREE VOLUME II Bureau of Indian Affairs Prepared by 1966 CONTENTS BUREAUINTRODUCTION EDUCATIONAL PHILOSOPHY flat 41 GUIDANCE Level Two 5 SOCIAL STUDIES LevelBibliography Three 1410 Level ThreeTwo 2216 MUSIC Bibliography 3429 BibliographyLevel ThreeTwo 4037 LANGUAGE ARTS LISTENING Level ThreeTwo SPEAKING LevelBibliography Two READING BibliographyLevel Three LevelBibliography ThreeTwo WRITING Level ThreeTwo LITERATURE LevelBibliography Two BibliographyLevel Three 104100 ART Level Two 106 HEALTH AND PHYSICAL LevelFITNESSBibliography Three 113110 Level ThreeTwo 125115 SCIENCE BibliographyLevel Two 0..0 4.60 138137 BibliographyLevel Three 149144 NUMBER CONCEPTS Level Two 151 BibliographyLevel Three 169160 iv INTRODUCTION andIndiantion,Bureau the children longCentralteachers, have Office,to been counselors,provide engaged prepared a framework for planningadministrators,in developingcurriculums. andeducation revising this 1966 revision of the specialists,guides and based others on interestedneeds and guides, Basic Goals for Elementary A committee of educators common experiences of in Indian fromeduca- eight Areas Children, Basicfromcommittee,composed Goals ,lie offorBureau for four Elementar varying andvolumes, lengths and one from the Center for Applied a scope andof sequence time, were chart two in tribal three Linguistics. councilmen and two linguists, sections. Acting as consultants to the one of the latter adequatelyandskillsused interests by believed teachers with of their theto and be children environment otherrealistic staffChildren, members from inthe planning beginners andof their schools. and essential for Indianand further their education, The structured content reflects level throughchildrenorganizing the eighth,to curriculumacquire in toorder meet the concepts, attitudes,are guides andonly, to be that they may cope specific needs determinecurriculum.These guides needed are changesnot intended in School staffs are urged content and format forto future be restrictive nor limiting, to use them, to examine them for revisions. nor to be the final word in Bureau elementary strengths and weaknesses, and to Inculturaltions,each developing level, which heritage whichtheis compatibleguides, willof the muchchildren with prepare Indian children to compete favorably effort has thebeen maturity put forth of the andchildren, their unfamiliarity with to indicate and to suggest learning and which takesculture into groups account other both than their with their peers in other school content at own. the rich situa- planningchildrentheThroughout eighth and as level,theorganizingthey total there framework the of progress through the years. can be traced many important themes local curriculum, the Basic Goals for Elementary yetSuch permits structuring much freedomand sequencircr for varying of or basic concepts that should be developed with Children, from the beginning content gives direction to year through mitteesSchooldate thestaffs may needs find and and itindtviduals helpfulinterests in of childrenwill offind varioususing the three sections of the any particular school. ways to use the guides in their curriculum work. chart and the manuals to begiu by: the emphases to accommo- Some com- 1. Identifying an important theme, tracing it from the beginner through the eighth levels, or occa- 2. Settingsionallygoals toaside, reversing serve for as workingthethe ordernuclei purposes, andof namingteaching the units theme at each goals in each level which appropriately. level. reflect this theme and using these aSkillful theirparticular experiences, development insights,of theme. these units with the children at understanding and skills, and each level will help advancethem to their development of concepts deepen and extend related to Another approach might be to: 1. Clearly identify, without referring to the guides, an important concept which teachers and parents 2. believeStudychildrenthat themanifestchildren chartin exploration thisshouldto determine concept develop. and orconcept if this concepttheme; can write be in additional development. traced from level to level; goals that are needed to record the goals help guide the A4 3. Userelatedbea relevantbroadunit. goals enough goals may for atbe theeachselected nucleus around which a great level as the nucleus for unitfrom the various learning areas deal of learning can be development. and clustered to form the At times a single goal may acquired. Morenucleus often, of Theandguides.instance. suggestions deletions toon betteractivities, achieve These are offered Whileto help many good suggestions techniques,his and purposes. bibliographies are the teacher get started. have been made, they must Teachers will note changes in It is expected that he through notnecessity assumed be to limited be the format of the Basic willexhaustive make additionsin any in these Goals. workbibliographyCurrentlylevels. in which there individualsfollows are four each volumes. subject area It is hoped that the more compact worked in the areas of their The goals are arranged within in each volume. These volumes with easy, ready reference, greatest competence and changesof goals, came which about makes as a it content fields and a andsubmitted useful bibliographies,goals by areas and result of committeecarefullydifficult prepared to recog- maynizeTo offset functionflow somefrom in apparentlevel English, to levelthe languageand fromdisadvantages ofsubject the requiresschool, area such to asmastery fragmentation of language Indian children must be able tosubjectitems toarea. the extent that they can be produced spon- communicate in English. Totaneously communicate and inautomatically English in correct context. 2 0 -AlemesImMuWWW00..4000 structuralapplicationspeakingCommunication little practice of inpre-arranged orEnglish noof English,English involves pattern andor realsubstandardto drills. the responses use ofEnglish, thisto real English his situations. responses in other are subject an outgrowth areas. of learning and the Time and effort must be devoted both to the sequential and For the Indian child coming to school NojectInsecond attempt addition to language. indicate has to been suggestions how made there in thismayin saglim, beguide carryover tosample develop of languagepatterns a structured implicationslearned, sequence or beingappear for learned, theat eachteaching intolevel allof and Englishareas in eachof as work. sub-a However, a number of suggestions appear for the use of situational or functional English. Englishday.suchPatterns as as those developeda second in the language,through dining sequential room,emphasis the dormitories,practicemust be placedshoul and on on communicating the playground. in English throughout the school be related to children's activities and experiences To have a quality program in

3 haveThe thebasic opportunity philosophy to of realize the Bureau their of full Indian potential Affairs BUREAU EDUCATIONAL PHILOSOPHY andencompasses to become the useful belief members that allof society.Indian children must objectivesresearch,Theandongoing great services. and andexplosionfor independent experimentationIndian of education knowledge learning, leading demands teachers to creativefrom should have They should bend their energies toward developing are as follows: each child independence and self-initiative.and critical thinking. accesP to widespread and well-organized materials attitudes of discovery, problem-sotving, More specifically, the Bureau To facilitate B.A. To providedevelop acommunication climate conducive skills to aesthetic, social, and intellectual development D.C. anTo developadequate a and self-imagefeeling maintain of inbelonging,sound both healththe Indian of body and andnon-Indian mind society a feeling of importance, and a sense of security coincident to F.E. motivateTocultures developmaintain in ahim pridecode a desireofin valuesIndian to practiceacceptableheritage itand to the student to develop awareness, understanding, and respect for other and to the society in which he liver; and to H.G. To develop aneconomic inquiring competency mind. 4 LEVELGUIDANCE TWO GUIDANCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL IWO Goalin many1: situations Shows self-control myself."Thein outcomemany routine of this activities goal is towith gain such the standards Iself-concept: can control myself when I This, too, is a goal which can be implemented throughout the day as: "I can control WhenI maydo I notamthinkfeel veryhurt likeof happy, anotherhitting running, I persondo butnot Iwhendisturb control I othersmyself withinstead, someone, I control myself. am angry. am angry. my laughter. and walk quietly. visitorsGoalto help2: feelnew pupilswelcome and Initiates actions wherepupilThere"John, he enters,will hasyou be gonemay theoccasions helpto teacher school Frank when shouldbeforetoday. introducecoming to himthis class. new pupils are admitted to school. Show him we are happy that he came to to the group, telling them He may then say, When a new our Withpupilsingschool." the standards: feelgroup, happy. the teacher may discuss what should be Out of such a discussion should grow done to make new some of the follow- 4.3.2.1. WeWe showask show newnew new pupilspupils pupils towhere whereplay to withto getput get acoats books,drink. and us. paper, crayons and pencils. caps. newreferredThesethe pupil, standardsstandards to thatfrequently. ofmembershould behavior shouldbe placed toward be privately referred to the chart to review When a member of the group acts unfriendly toward newon pupils.a chart where they may be read or a 6 GUIDANCE LEVEL TWO Goal 2: (Continued) EXPLANATIONSIt is well ANDto letSOME children SUGGESTED have ACTIVITIES the experience AND TECHNIQUES of greeting people at the "Wouldtonesafternoon"Theydoor. should theyyou likeshouldand be thentaughtto inquire,listen say to to greetto "Wouldthe us?" visitor,the you visitor like "Please towith see have"Good some a morning"ofchair." our work?" or "GoodChildren may take tutns in serving as classroom hosts or hostesses. Children may show the visitor pets, writ- In quiet or StandardsIften the work, visitor ofand behavior charts,is not inacquaintedor entertainingallow him with to visitorsthelisten teacher, to should the he class beis discussedintroduced. in progress. with the Goal 3: Begins most tasks, Theardsgroup. child should has be been written guided on ata chart,Level Oneand inreferred beginning to frequently.his work promptly. After the group has decided upon the proper standards, those stand- Even minimumin play supervision or work, with moreingonindustrythough carryingtimestandards a thanarechild out established,issuch begins activitiesnecessary as: promptly, thetowithout finishteacher he wastingmay a should piecelinger time, ofwork over work. and frequently his guide work them andwith inthus the takegroup Until habits of formulat- Afterstandards, the child he shouldhas finished, be permitted he should to engage evaluate in an his activity2.1. work, andof hisif heown has choos- met We dobegin our ourwork work well. promptly ofdoesn'tinterestinging desirable such trifle as story usingactivityresults over books.the his than ofeasel work.his teacher toown paint, choosing admonitions carving often orsoap spurs scolding. figures, a child or on, reading so that he Anticipating the privilege of engaging in an Such positive measures are much more fruitful 7 A GUIDANCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO ofandGoal routine to4: carry school out histasks share Helps to plan for MakingThe alert a youngster teacher should:feel useful 1. Watch for a child's first encourages a healthy attitude toward work. 3.2. AvoidtactfullyPraisefor criticizinghimself, a child steer andfor th2or encouragetrying condemningchild totoward thesehelp. better attempts to help others or to do things poor results,attempts. but gradually and results. 6.5.4. BeginDisplayformPlan toroutine enjoyment develop tasks.duties respectof work. for the dignity of work. so that all pupils have opportunities to per- managingfacilitiesGoalsupplies, 5: and andusing building materials, Shows growth in paintpliesorderlinessThe childwithoutin order, has ismess, beenputtinga part andtaught ofin his cleaningduring routine. the away materials in order after use, handling clay and Beginner Level and LevelHe has One been that guided in keeping sup- maylongerancepiece discuss in of tothis work findhow area. is untidythings finished. desksin spoil the For those who need further help, the teacher and a disorderly desk, and how it keepsSome childrenone from willbegin- now need up after himself or his group appearancewhen a of the room; how it takes a minimum of guid- group havingandningstandardshould in hishim order. be work readlisted formulated promptly.the on chart, it. and andplaced evaluate his The child who fails to meet Following such discussion, a set of standards on a chart; e.g., We keep our desks clean a standard performancemay be reminded in terms by of the Muchorsomething constructively.of the scratchingbetter to do.or marking The teacher who sees that the hands Children will use their hands, either on furniture is done because of lack of are busy with con- destructively farfurniturestructive as their should activities abilities be developed haswill less allow, by difficulty encouraging in making with the this 8 their room attractive. children to participate,problem. Respect for If it as GUIDANCE o , EXPLANATIONS AND SCME SUGGESTED ACTIVITIES AND .' TECHNIQUES LEVEL TWO Goal 5: (Continued) willonis the sometimesnecessary chair to needto protect stand the to do, first have himon a chair to reach something, surface. remove his shoes, or put a as a child this age paper walks.handsflowerThe teacheroff beds the andwalls. plants may also discuss and set standards He may pointand stressout the reasons for reasons for keeping away fromrefrainingwith from the spitting group about keeping on When isSample Language Implications Name going to sweep for this Goal are youheshe waterdustfeederase the the the plants fish board I'm going to waterfeederasesweep thethe the plantsfish board on WednesdayThursdayMondayTuesday propertyinGoal proper 6: care of Shows growth property;propertyThe teacher that and shouldneedsreview repair;guide help dust proper methods for handling books. children in assuming them to set standards for Fridayresponsibility for reporting the care of 9 LEVEL THREE GUIDANCE GUIDANGE LEVEL THREE Goalcan 1:be a contributing Understands he AssumingAtEXPLANATIONS former thatlevels, ANDthis SOMEthe has pupil SUGGESTEDbeen has been aided in belonging ACTIVITIES AND TECHNIQUES to the group. group member Ifticipationuting implementa pupil to, can rather in,this begin but goalthan also throughoutbeing the to develop aggressive interactionan aggressive contribution to, the aaccomplished, passive member the of, next the step group. is that of school day by encouraging at this level, he may group activity. notThe onlyteacher par- can contrib- Goal 2: Understands he helpednotthat lapse histo feelintoopinion thatan ineffectiveis he worthwhile. is worthy passiveness /Bauerof contribution, (1), Smith that (14), he andhas value, at a later level. WeitzHe must (18). be and is a capable person This,classes.itagethroughlearned, too, of the theasis social aanchild, single attitude studies through isolated curriculum, the fine or self-concept which is not to be taught,fact, but is to be stressed and arts, and through physicalthrough fitness emphasis on the cultural her- interwoven or biggest,areas;individuallong waybut or in like theas helping hefastestall proceeds people, the in child something." I am capable in something. The point to be gained is: to higher levels. to be a more effective and self-actualizing "I may not be capableAchievement in all at this level I am the best, the may go a of these partGoalunsupervised 3:of every dayat least Plays and works a experienceknowThisgames thegoal to procedure implieschoosein helping from, thatand to rules.childrenand that havethey have played sec up standards for playground behavior, and It also implies that children have been taught a sufficient number these games often enough to had some of in meanadultexpectedevaluating that supervision thereto their start need isplaying be no adult behavior as a necessary. group games without the teacher. group. /Fosteron the playground. (6), and Slobodkin At this level, children For safety reasons, This(12), does (13). not can be 11 GUIDANCE LEVEL THREE Goal 4: Assumes some EachEXPLANATIONS day affords AND opportunitiesSOME SUGGESTED to ACTIVITIES meet this AND TECHNIQUES goal, including such activities personalpromptlyingin completing with responsibility and others in workcooperat- in tasksplay assaryChildren playing in unsupervised shouldgames inbe thedrawn play, classroom, into at duscussions concerning parties, and on trips, and helped to set dormitory, or on the playground. A short period of evaluation of kinds of conduct neces- achievements;theirSlobodkintostandards revise progress (12),forplans to inbehavior recognize (13),forsuch achieving activitiesand in instancesUdrythese success(15). situations.helps that children do not meetto in future activities. build pride in theirtheir standards; and /Foster (6) Situation: Sample Language Implications Related to thisoutdoorsTwo pupils to areplay. giving out equipment as children are goingGoal ChildChild C:A: B: WhoGive wants to jump rope?NameName Name and I wantare goingto jump to rope.play on the swings. and me the jump rope. Come on. Child D:E:C: Who'sWeGive needwant going theto playbatto playanddodge ball.ball ball. with us? INE,Ine and I Name the bat and ball. 03a1ri 5:la.ke choices Extends ability Eachchoices.tunitiesagain. child toneeds make practice choices inand making to guiding intelligent him to face The effective teacher /Weitzcan be (18).ever alert to giving each choices, again and again and the consequences of his child oppor- 12 GUIDANCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE promptlyGoalsupervision 6: with little Begins work Workchild,Standards habits with should ofthe previous help be of levelsthe evaluated to determine if the teacher, canpertaining set standards to time should be standards have been for work habits. reviewed. The met. rewardsGoal 7: result from Learns that whichChildrenitsBulletin makesmay tendbe boardsthem prepared. to uncomfortable. dowith that stories, drawings,/Bauer (1), and Bendick pictures (2), which makes them comfortable Foster (6), and Ziner (19). showing andgood avoid work doinghab- that mentssuccessful accomplish- mustdesirableaccomplishmentsthough use praisethey to rmly intelligently with be inrewards, use material rewards to develop this uncomfortable stress. asthey a reward. may be motivated towardHowever, as soon as they begin The teacher Itshould is not know always which possible concept, so the teacher achievements even to relate nor Thetowardturaltribes teacher work.trait react should for negatively some. continue in his attempts to develop to praise and should be aware that this is a cul- a favorable attitude materialsandGoalin courtesyneatness,8: in orderliness, sharing Shows improvement habits.andagedClean, showingby neat,the teacher,respect and orderly for /Slobodkin (12), (13), as this is desirable in our society.the work andwork, rights on a ofnon-compulsive and Udry (15). others are essential work basis, should be Sharing materials encour- andGoalschool buildings 9: furniture, walls, Avoids marring andpupilscampus,Furniture individual may should setand standards equipmentbe observed and responsibilities should be in school rooms,for the care of public findings reported. as well asdetermined. in other areas of the and private property. Together, teacher and Group 13 1. Bauer, WilliamIllinois: W., and Scott, others. Foresman and Company, 1962. From Eight to Nine. BIBLIOGRAPHY Basic Health and Safety Program. Glenview, 3.2. Bryant,Bendick, Bernice. Jeanne.1963. Let'sFirst BeBOOK Friends. of Time. Chicago: Children's FirstPress, Book Incorporated, Series. (n.d.). New York: Franklin Watts, Incorporated, 5.4. Elkin,Durrell, Benjamin. ThomasIllinois: J. Harper Trueand2 BookRow Publishers,of Money. andEl-Hi Dorothea Division, W. Partch. True Book Series. Book Three. 1959-64. Chicago:Basic Social Children's Studies Press, Series . Evanston, 6. Foster, Constance1953.1960. I. Develoien. Chicago: Science Research Associates, Incorporated, 8.7. Irwin,Gordon, Leslie, IraInternational, J. and others.1959.Children's Views of Themselves. You and Others. Washington: Association for Childhood Education 9. Jackson, Morristown,Kathryn,1965. and Newothers. York: Silver Burdett Schools Around the World. Company, 1965. Dimensions in Health Series. The World Children Live In, Primary Chicago: Lyons and Carnahan, Series. 11.10. McIntire, Alta, and W. Hill. PublishingNew York: Company,Silver Burdett 1965. Company, (n.d.). . Work Around the World. Working Together. The World Children Live InNew Unified Social Studies Series. Primar Series. Chicago: Follett Morristown, 12. Slobodkin, Louis. Excuse Me! Certainly. New York: Vanguard Press, Incorporated, 14 1959. ----.40mosswirmemmutalslabaswelli 14.13. Smith, Eunice Y. One Is Good but Two Are Better. Denny's Stori. Chicago: Whitman, Albert, and Company, 1952. New York: Vanguard Press, Incorporated, 1956. 16.15. Waetjen,Udry, Janice Walter M. B., and Robert R. Leeper (eds.). Let's Be Enemies. Eau Claire, Wisconsin: E. M. Hale and Learnin and Mental Health in the School. Company, 1966. Yearbook 17. Wann, K. W.,visionBacon,of and the others.and Incorporated,Association Curriculum for Development,1962-65. Supervision National and Learning About Our Families. Curriculum Development. Education Association, 1966. Living in Our Time Series. Washington: Association for Super- Chicago: Allyn and 19.18. Ziner,Weitz, Henry.Feenie,Press, and Incorporated, Elizabeth Thompson. 1956. Behavior Change Through Guidance. True Book of Time. New York: John Wiley and Sons, Incorporated, 1964. True Book Series. Chicago: Children's

15 SOCIAL LEVEL TWO STUDIES SOCIAL STUDIES EXPLANATIONS AND SOHE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL IWO variouscommunicateGoal 1: ways people Knows there are studynecessityChildren the needfollowingof communicationto begin in the ways of communicating: to develop an understanding of the world in which we live today. importance and They may 3.2.1. WritingSignalingTalking(drums, letters smoke signals, - correlate with oral- discusslanguage. and demonstrate ways Indians communicated - write and mail a letter and use a map to trace it sign language). 4. Telephoningpostman.collectionto its destination. of stamps. - provide opportunities for children to make Discuss why postage Listis ways in which children necessary and make a can help the a telephone 6.5. Telegramscommunication.Newspapers,call. books and magazines Emphasize proper etiquette. - develop simple concept of telegram. - talk about these as types of 8.7. watchTelevisionradio.Radio and - discussto report radio - assign special television programs for dhildren to on. programs and report news stories heard on withGoal 2:simple maps of his Becomes acquainted ThroughandAfterthrough make studying a afieldstudy mural abouttripsof portraying their variouswithin classroom, thethe ways people communicate, the childreninformation they acquired. through walks around the sdhool, ard may plan pretingthroughneighborhood,classroom, maps making playground, andand communityinter- bank,nizantplacesunderstanding and inof store. theirthe offunction community, their physicalof such Filmstrips, films, and pictures should be or in a nearby community, they should becomeinstitutionscommunity, environment.children as the church,may develop post office, As children visit various used to rein- a broader cog- force these concepts. 17 SOCIAL STUDIES LEVEL TWO Goal 2: (Continued) AfterEXPLANATIONS children AND have SOME been SUGGESTED on walks AITIVITIES and trips, AND through TECHNIQUES the use of dramatiza- havesicalchildrendrawtion meaning andrudimentaryfeatures props,make to athem.related theymap maps onmay oftoa besandtheirtheir guided table classroomenvironment. in or making in ora largecommunity,simple box maps. of using sand, symbols to show which phy- To introduce physical maps, the teacher may help Later they may GoalandcarrieddiE-lrent 3:associates on kindsin theindividuals of community work Knaws some of the placeswhatPupilsthe somekind asshould dotheof with workhospital,talk the eachabout things does. shop, the they differentpost make office, orworkers raise. trading in thepost, community dairy barn, and tellfarm, of They may tell how workers help each other and Visits may be made to such with each kind of work missionLetters,done.the home to dictatedofmake a womanthe tovisit, makingthe teacherand baskets, thank-you by theor thenoteschildren, place should wheremay be be anywritten written other after towork ask theis per- Goal 4: Identifies some of Anvisit.be older made memberto strengthen of the communityconcepts beingmay bedeveloped. invited to tell the class about tra- Charts, booklets, posters, and friezes depicting what was seen may peopleturethethroughtraditional types and kindscontactof workin acquired his withthat own otherare cul- ditionalChildrenfromcommunity other types may maypeople. take ofbe work askedfield carried totrips tell onto about bysee his differenttypes people, of work typesand thata ofyounger workhave inbeenmember progress. learned of the Thesubjects teacher as: may develop with the class simpleWbrkWork My experience FatherGrandfather Does. stories Does. about such mayThe childrenact as resource may illustrate persons: their stories. 18 Older members of the community SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED LEVEL TWO Goal 4: (Continued) work,The classand a maycollection make of a collection of tools used in the pictures of) ddern tools and ACTIVITIES AND TECHNIQUES traditional world of whichThein childrenthethey community. have may draw illustrations seen used. They should tell about their of both traditional and modern equipment being usedpictures. tools responsibilitiesbilitiesbothhisGoal familyhave 5: for certain and him; the are thatresponsi- school ihared Understands that some theirunderstandingatThrough school fathers discussion should andof theirmothersbe withestablished. responsibilities thedo child, anfor understanding them, with stressof his The teacher may develop with at home. They may talkon suchabout activities things as responsibilities pupils an andresponsibilities,whichbyidentify, both;the school that toward he has his familyhe certain can belongPupilswhendaily theyin maypreparation the areengage home not andin of roleschool. thosemeals, playing to portray thoseprovision activitieswhich and belongcare of in clothing, the school. and supervision which properly Theactivities.Children teacher maymay makedevelop picture with albums pupils such topics showing home activities and school as: Goal 6: Begins to develop Children may: ThingsThings My I MotherFatherDo at Home.Does for Me. culturesinappreciation family patterns for differences in other 2.I. ListenasStudy Japanese toand or discuss readand Spanish.stories pictures about of family groups in other cultures such pare these families with their 19 awn. families in other cultures and com- SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO Goal 6: (Continued) 3. Iftheirinvite families own. them ofto differentvisit. cultures live in the community, pupils may They may compare their family patterns with tothingsdiscussesGoal 21ace 7: travel how frompeople place and Understands and usedofortoChildren pickups.schooltravelon some usuallyon- reservations. plane,a bus. are train, informed bus, concerningship - may localbe introduced. travel. Some travel in wagons. Now, many Indians on reservations have their own cars Through pictures, films, and strips, other modes Others ride horseback. Many of them travel Pupils may cut out Bicycles are mayPupilsanddramatic make mount maytrains, picturesplay.tell cars,and ofwrite anddifferent bussesstories modesfrom about ofcardboard trips travel they andcartons have tell taken. andabout use them. them in They Withdifferent the assistance means of of travel. the teacher they may make illustrated charts showing Sample Language Implications Related to this Goal MyI (sister)familybrotherride a drives bus ridesrode to aschool. bigpickuphorse. bus toto town.(City). AirplanesA SpaceshipsShipsSometrain people carry carriesfly carry acrosspassengersfly people inmen thean high from airplaneocean,across above(City) too.the fromthe toocean. earth.(City)(City). to New York City. 20 - _ SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO heritagetheGoal ways8: of in his which people the Learns some of reviewedActivities and related extended. to this goal which were introduced at Level One should be Goalhaslives 9:contributed of others to the Identifies some At Level One children needsof the and major wants economic of children differencebesttheyshould of want. theirbe betweenreviewed. ability wants and The teacher should attempt Children wereshouldconcerning introduced be led things to to somethey ofbelieve their basic needs. to develo0 some understanding of express themselves to the they need and things needs. These the SOCIAL STUDIESLEVEL THREE r o SOCIAL STUDIES LEVEL THREE Goal 1: Knows neighboring Generally,EXPLANATIONS a pupilAND SOME at thisSUGGESTED level ACTIVITIESis acquainted AND withTECHNIQUES the world about him and helpcommunities each other and how they havepeoplecooperativelytheis readyvisitedneighboring living to ormovein by livedothercommunity. thebeyond childrencouldcommunities. his serveimmediate and asteacher. an community. introduction to a unit centered on The following activities might be developed A discussion of places where pupils He needs to learn about 4.3.2.1. MakingTracingPlanningLearning a lista anamesjourney trip of ofspecialto on nearbya theneighboring places Statetowns, tomap. villages, community.visit while or cities.in a community. 6.5. MakingwhichofDiscussing making they a mural live.a andliving showing comparing of howthe thepeoplecommunity size, of physicalthevisited community withfeatures, themake community homes,a living. means in 10.9.8.7. Noting some of the things all communitiesMakingShowingDetermining amight booklethow communitieswhathave. of commodities neighboring are dependent are community found upon in helpers. aone neighboring another. community. ofGoalof his living2: grandparents' today with day that Compares his way thingsChildrentosome have ofused mightfun;the for things some talkfood; of aboutused somethe today somewaysof the ofto waysthesendmake things tomessagesclothing get usedpeople toand today other homes;and to materialspeople; helpsome with ofsome fromthe work; of waysplace the wayents'howto theythingsplace. the early areIndians were donelife. done livednow. when when grandmother he was a boy and or grandfather how they lived were duringlittle hiswith par- the Then they might invite an older person of the commulliy to tell In a review of the above items, children may compare the haveThe todayteacher are should due to help the childrenhard work understand of their grandparentsthat many of andthe parents,things they and 23 SOCIAL STUDIES EXPLANATIONS AND SCHE SUGGESTED ACTIVITIES LEVEL THREE Goal 2: (Continued) thatthe manyparents accept and tograndparents try to make of the others; and that this is country better for others who follow. AND TECHNIQUES a responsibility Mylights. grandfather and grandmother usedrode Sam le Lan ua e Im lications Related to this Goal candlesin a wagon, for light,but we butride we in have electric a car. historyGoal 3: connected with out- Knows significant MyAs thegrandmother each occasion holiday washedto is teach celebrated clothes simple in duringhistory a washtub; we have a washing machine. connectedthe year, withthe teacherit. may make Many of the lang- use of day,VeteransChristmas,specialstanding and Day,Washington'sdays: holidaysLincoln's Thanksgiving, and Birth- Columbus Day, withtheColumbusuage theimportant goals discovery Day. can points; be ofrelated America, such and omittingused in the work done with The teacher may tell in simple much of the detail, but stressing story form the facts connected holidays. Birthday happenedlittleageearth, was as made, wherea farlong howashe time yearslived,long ago. itare who took, concerned, helped what himhe but founet. the Inas, providing what Columbus activities believed to fixabout the shape of the get ready for the voyage, how the voy- teacher can stress thatAt this it level time will some of the ideas, mean childrencanglobeing.the bechildren infound mayshowing retellinmay readers wherelook these at Columbusand picturesstories. history lived showing books to be read They may make illustrations of their and the voyage he made. the ships,own. the ocean, and the land- The teacher may use the to the children. Many stories The Veteranstellschools, them Day. thatthe teacheron this shouldday tell the children Since this is a national holiday, and is a big war ended. They may bewhy told it thatis observed. observed in the manyHe canmen salutegave their by standinglives to erect,protect left our handcountry. 24 at side, placing the right hand Children might give the flag over the SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 3: (Continued) byheartitsthe others, beginningStarand repeatingSpangledor played and toBanner theon stand aPledge recordis as our ofsoon player. country'sAllegiance as it starts. song. in unison. They should be taught to recognize They may listen to it sung They can learn that haveThelearnfindThanksgiving childrento out thatlearn what themay toDay. new Pilgrimslikedramatize foods new hadthefoods. incidents toPilgrims learn from toreceived likethe Thanksgivingthese from the Indians. story. Many stories can be found about the first Thanksgiving. They may find out if the way the Pilgrims new foods just as they Pupils may They may Christmas.pareandlearn thethe how Indiansway hard the madethePilgrims Pilgrimsfriends dressed arehad waystowith work theythe to waycan keep peoplemake alive. friends. dress today. The teacher may tell or read in simple language the story of the Pupils may com- They may Lincoln'smayFirstspirit come Christmas. fromofBirthday. Christmas giving and is sharingthe spirit with of others. giving and that joy at Christmastime The teacher should help childrenThere to areunderstand many stories that thethat the teacher can tell or read hardmaycountryThroughoutabout retellto Lincoln'smake a orgood alla writeliving, country. theboyhood. them,teaching, that or he dramatize thewas facthonest, them,should and or bethat make stressed he murals helped that and to Lincoln illustration&make worked The teacher may tell the stories and the children our wasWashington'splebirthday named chose the andGeorge Birthday. Unitedthat Washington its States. birthday to beis theJuly first 4. President of the United States. The children should be taught that our country has a The new country needed a president. When the new country was made, it The peo- Thethe President ability leveltoday ofis children of this age may be carried on to establish 25 . Any activity appropriate to the day and on SOCIAL STUDIES LEVEL THREE Goal 3: (Continued) EXPLANATIONSlearnedthese understandings. about AND bothSOME WashingtonSUGGESTED ACTIVITIESand the flag. AND TECHNIQUES If a program were given, it could include things IndianGoalofStates the4: tribes hemisphereand In in other the Unitedparts Knows about other uage,otherThisSomestudy study Indianmeans ofof the their should of groupsactivities travel, own follow andpeople, amusements how thatthat theychildren mayof live. thebeand usedchild'smay acquirein aown social-studies-centered tribalan interest group. tribal government mayTheir be examined.food, shelter, clothing, lang- in studying From the unit related to other Indian tribes are: 2.1. OnIdentifying a large outliue children map who of representNorth America, other placingtribal groups. pictures of the 4.3. ReadingandPlainsShowing Eskimos, Indians,and films discussing showing andForest filmstrips area storiesIndians, inhabited portrayingabout Southwest byeach each the ofIndians, group. theseway of groups.Alaskan life of each of Indians, 6.5. MakingExploringingthese howcomparisons groups. theareas area or of inhabitedproblems characteristics pertinentaffected oftheir to Indian each modes groups tribe. of living. and determin- 11.10.9.8.7. ListeningCarving or to drawing recordings totem of poles. Indian music.BuildingConstructingPlanning ana sandadobe a Forest table house. Indianof a Plains scene Indianor village. farm. membersresponsibilitiesGoalstanding 5: vary that in dutiesother of family cul-and Extends his under- beIndianshouldthe read. culture children help tochildren needwhich to theyextend continue are their being the comprehension studyintroduced. of the offamily - theirs Films and strips about families should be shown. responsibilities other children have Stories about familiesresponsibilities may they have The teacher and that of tural patterns to their families.own families and of some of the 26 SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE countryunderstandingGoal 6: educates about its wayspeople his Develops some basic visitExchangeIfchildrenful possible, ain public developingassembly from fieldelementary a Bureau probrams tripsan elementary schoolschool,may might be and taken oraidconcept aif publicinto activities the otherof schooldevelopmentpublic schools. could couldeducation be ofparticipate. plannedsome if understand-children in could It would be help- which ceptsIfingschool actualof built the activities. experiences wayfrom children concrete are are experiences.not educated. possible, films should be shown which Such films would be valuable, too, for broadening con- relate to areGoalcontributionsin importanthis7: own culture people deserve therewhose Understands that whoPupilsaboutfromfessional render Welfare,maytheir serviceinvitepeople work Law membersandwho toand thehoware Order, community,oftheymembers the orhelp tribal someof people.theirto other visitgovernment; tribe; branch their and ofclassteachers, tribalthe andFederal staff tellor other Governmentmembers pro- something recognition classroom.ilies.Children may be able to tell incidents of someone helping them or A concept of service may stem from experiences of helping in the their fam- mapsGoalforces 8:and globesunderstanding of Extends and rein- mapmapsPupils'Some skillsshould children understanding shouldbe inventoried may be bereinforced ofready mapsand to evaluated. and andbe theintroduced globe and to theircardinal ability directions to interpret on extended. On the basis of this evaluation, the Pupilsbasistheir ofmaysurroundings. their continue understanding to make simple of right maps and of left,natural and and front man-made and features Through a combination of dramatization and discussion, back. of their of communitychildren ormay of be their led toschool an understanding area. of special relationships 27 To develop a sense of land formations, SOCIAL STUDIES EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 8: (Continued) sand.they may make maps on a sand table or in a large, shallow box filled with Picturearereadiag,Some the children easiest mapsit is and may suggestedto symbolized becomprehend ready that formaps becausefilms map may readirig.be bethey shown introduced are on pictures making when maps. ofchildren actual haveareas. devel- To build background for map Aerial maps theirdistinguishChildrenoped sufficienthome should area. the understandingcontinentscontinue to and gain to the readfamiliarity oceans, them. and with the theapproximate globe, learning location to of

28 BIBLIOGRAPHY BOOKS 2.1. Bruner,Benedict, Jerome. Ruth (Fulton). The Process of Education. Patterns of Culture. Cambridge, Massachusetts: Harvard Boston: Houghton and Mifflin Company, 1961.University Press, 1963. 4.3. Georgiady,Collier, John. Nicholas1963. P., and Louis Indians of the Anericas. G. Romano. New York: W. W. Norton and Our Country's Flag. Chicago: Follett PublishingCompany, Incorporated, 1947. Company, 6.5. Hodge,Harris, Frederick Ruby1959. M. Webb (ed.). The Rand McNall Handbook of Ma and Globe Usa e. New York: Rand McNally and Company, 7. Jarolimek, Company,PageantJohn. Press,1963. Incorporated, 1960. Social Studies in Elementary Handbook o. Indians North of Mexico. Education. Second edition. Volumes I and II. New York: Macmillan New York: 8. Macmillan Company, 1965. , and Huber M. Walsh (eds.). Readings for Social Studies in Elementary_Education. New York: 10.9. Merrett, Edith P. Kluckholm,pany, Clyde. Incorporated, 1961. WorkingThe Nava with o. Children in Cambridge, Massachusetts: Harvard Social Studies. San Francisco: Madsworth Pablishing University Press, 1946. Com- 12.11. Miel, Michaelis, Alice, John and U.Peggy York: Prentice-Hall, Incorporated, Social Studies for Children Brogan.in More Than Social Studies: A 1963. a Democracy. View of Social Learning in the Third edition. Englewood Cliffs, New School. Englewood Cliffs, New York: Prentice-Hall, Incorporated, 1957. 29 Elementary 13. Rogers, Lou. The First Thankalyina. Chicago: Follett Publishing Company, 1962. 15.14. Wissler,Underhill, Clark. City,Ruth. New York: Doubleday and Company, Incorporated, 1939. Indians of Redthe Man'sUnited America. States: Four Centuries of Their Histor Chicago: The University of Chicago Press, 1953. and Culture. Garden 16. Cutright, Prudence,Studies Series. and John Jarolimek. New York: Macmillan Company, 1966. BOOKS: PARTS OF SERIES Living in Our Country and Other Lands. Macmillan Social 18.17. Hanna, PaulMacmillan Series.R., and others.Company, 1966. Glenview, Illinois: Scott, Foresman and Company, 1965. Living in Places Near and Far. In City) Town, and Country. Macmillan Social Studies Series. Diamond edition. Curriculum Foundation New York: 20.19. McIntire, A.,SocialIllinois: and StudiesW. Scott,Hill. Series. Billyls_nearsForesman and Company, (2 volumes). 1965. . In the Neighborhood. Chicago: Follett Publishing Company, 1965. Diamond edition. Revised edition. Curriculum Foundation Series. Follett New Unified Glenview, 21. Series. Chicago: Follett Publishing Company, 1965. . EulailmomEataaa. Revised edition. Follett New Unified Social Studies 23.22. Thomas, E.Company,Studies Series.1966. Your Nei hborhood and Its Workers. Chicago: Follett. Publishing Company, 1965.Working Together (2 volumes). The Tiegs Series. Revised edition. New edition. Follett New Unified Social Boston: Ginn and 24. . Your School and Home. The Tiegs Series. New edition. Boston: Ginn and Company, 1966. 25. . Your Town and Mine. pie Tiep Series. 30 New edition. Boston: Ginn and Company, 1966. 27.26. Wann,Thompson, K. W., Hildegard.Bacon,1965.and others. Incorporated, 1962-65. Getting To Know American Indians Today.Learnku About Our Country. Lairls in Our New York: Coward-McCann, Incorporated, Times Series. Boston: Allyn and 28. Bacon, Incorporated, 1962-65. . Learning AboutPUBLICA1TONS Our Nei hbors.OF THE GOVERNMENT, LEARNED SOCIETIES, Living in Our Times Series. Boston: Allyn and 29. American AcademyandSocial Social of Science. Political Science, andMay 1957.Social American Indians and American Life. AND OTBER ORGANIZATIONS Science. The Annals of the American Academ Philadelphia: The American Academy of Political of Political and 31.30. DepartmentCarpenter, NationalofChilocco Helenthe Interior, CouncilMcCracken Indian forSchoolBureau (ed). the PrintingSocialof Indian Studies. Department, 1944. Skill Development in Washington: Affairs. EducationNationalSocial Studies.forEducation Action. Association, 1963. Thirty-third Yearbook of the Chilocco, Oklahoma: 33.32. Department rence,of the Kansas:Interior, Haskell BureauBureau Press, ofof IndianIndian 1965. Affairs. Affairs. EducationEducation for for Cross-Cultural Enrichment. Cultural Chanza. Chilocco, Okla- Law- 34. Departmentphies. homa:of the Chilocco Interior, Indian Bureau School of Indian Printing Washington: United States Government Printing Department, 1953, Affairs. OfficeFamous Indians A Collection of Short Biogra- 1966. 36.35. DepartmentDepartment of Governmentofington: the the Interior, Interior, United Printing StatesBureau Bureau Office, Governmentof of Indian Indian1966. Affairs. PrintingAffairs. Office, 1966. IndiansIndians, of Eskimos,Arizona. and Aleuts of Alaska. Washington: United States Wash- 31 37. Department ofStates the Interior,Government Printing Office,Bureau 1966.of Indian Affairs. Indians of California. Washirgton: United 39.38. DepartmentDepartment of Unitedof the the Interior, StatesInterior, Government Printing Office, 1966.Bureau of Indian Affairs. Indians of the Central Plains. Washington: 40. Department UnitedofStates the StatesInterior, Government Government Printing Printing Office, 1966.BureauOffice, of 1966.Indian Affairs. IndiansIndians of of the the Gulf Dakotas. Coast Washington: States.United Washington: 41. Department Unitedof the StatesInterior, Government Printing Office, 1966.Bureau of Indian Affairs . Indians of Montana and Wyoming. Washington: 42. Department Statesof the GovernmentInterior, Printing Office, 1966. Bureau of Indian Affairs . Indians of New Mexico. Washington: United 44.43. DepartmentDepartment of Statesof the the Interior, GovernmentInterior, Printing BureauOffice,Bureau of of 1966.Indian Indian Affairs Affairs Indians of North Carolina. Washington: United 45. Department GovernmentofStates the Interior,Government Printing PrintingOffice, BureauOffice, of1966. Indian1965. Affairs. Indians of Oklahoma.the Northwest. Washington: United States Washington: United 47.46. Gibson,Educating John for S.lum Economic Development. New Frontiers in the Washington:Social National Com etence. A report prepared by Education Association, the Association for 1960. Supervision and Curricu- 48. Hill, Wilhelmina1965.ford, (ed.). Massachusetts: The Lincoln Filene Selected Resource Center for CitizenshipUnits: Elementary SocialStudies: Goals for andStudents, Public Affairs,Means for Teachers. Tufts University, Med- EducationCurriculum Association, Series Number 1961. 11 of the National Council for the Social 32 Studies. Washington:Kindergarten--Grade National 49. Number 5. . Social Studies in Washington:the Elementary United School States Program. Government Printing Office, 1960. Office of Education Bulletin 1960, 50. Huus, Helen.Number1961. 32, National Council for the Social Studies. Children's Books To Enrich the Social Studies for the Elementary Washington: National Education Association, Grades. Bulletin 52.51. Michaelis,Indians ofJohn the U. Americas. (ed.). Washington: NationalSocial Studies Geographic in Elementary Society, 1955.Schools. Thirty-second Yearbook of the 53. Muessig, RaymondAssociation,BulletinNational H. (ed.).NumberCouncil 1965. 36, for National the Social Council Studies. for the Social Studies. Social Studies Curriculum Improvement: A Guide for Local Committees. Washington: National Education Association, 1962. Washington: National Education LEVEL TWO MUSIC MUSIC LEVEL TWO Goal. 1: Learns to listen EXPLANATIONSIn preparation AND SOICfor listeningSUGGESTED attentivelyACTIVITIES AND TECHNIQUES a&l. imaginatively at music assem. quietlyto music and played appreciatively at assemblies blies or at concerts, children may: 2.1. NotePoint contrasts out tone of quality, loud-soft, moods, high-low, and phrasing. fast-slow, and gay-sad. PupilsIf opportunities may be alerted present to whatthemselves, they might children3. listen Follcw melodic patterns and lines. Followup activities related to music children should be taken to concerts.for in music which may be music.hearpart ofat anassembly assembly programs program. may aid them in Sample Lan ua e Implications Related to this developing an appreciation for Goal TheI Ilistenedwent likedband to playedthe theto theband marching music. concert. music and marching music best. dancing music. manyGoalgreater 2:sources, range developing of facility a Sings songs from hymns,Newthemes, songs songs humorouswhich of everydayrelate ideas, to experiences, andthe popularimmediate songs patriotic interest should songs, songs I. dancing beof taught.the pupils, including with seasonal and creativity Attention should be paid to the vocabulary of the songs. Background should Goal 3: Begins the transi- beItchildren. developed is suggested before that the a songgraded is musictaught so /Landeck (2), Leonhard (4), and Pitts (6). series be used in teaching note reading. that it will have meaning for the bookslearningtion from torote read to musicnote byfrom /Landeck (2), Leonhard (4), and Pitts (6). 35 MUSIC EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO Goaland 5:4:string instruction BeginsResponds keyboard to rhythm bodilyToorChildren extend a stringmovement abilitywho instrument. display and to through react special tochanted rhythm,interest verse. pupils or talent may practice responding throughmay be taught the keyboard

36 LEVEL THREE MUSIC MUSIC EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE toinandGoal musictone others1: quality,for for enjoyment improvement and listens Listens to himself shouldtocalChildren recordingsactivities. attend may enjoyschooland to listening music They should be provided with or public concerts. on radio or television.to recordings of their many opportunities to listen Whenown possible, songs or theyother musi- theirateGoalsongs, people2: festivals their through customs, their and Learns to appreci- ofgoodSongs other music may lands. beseries integrated publishea with which /Landeck (3), Pitts (5), social-studies-centerPd units. introduce children to the music awl Sur (7). There are many and songs We CanadaOurhave neighbors neighbors and Mexico like all toaround sing Sample Language Impl"cations are our neighbors. and dance. the world. Related to this Goal 14WeTheWe like enjoylikepeople "My"Chiapanecaz," their"The Farm,"of ArgentinaIgloo,"songs and likedances. a song from Argentina. a song froma songCanada. from Mexico. their farms. Goal 3: Learns songs which WeChildren enjoy "My should Gondola," learn a song from Italy. /Sur (7). tualship,tend values patriotism,to strengthen and citizen- spiri- music.SingingStar S Christmasan led Banner, carols America, and /Landeck (3), Pitts (5), to sing and enjoy from may help them develop a spiritual feeling and Sur (7). America the Beautiful. memory the first verse of The for 38 MUSIC LEVEL THREE valuesGoal 4: Interprets note runningChildrenEXPLANATIONS to mayeighth learnAND notes:SONE ta interpretSUGGESTED ACTIVITIES note values by walking to quarter notes and AND TECHNIQUES (walk(walk walk walk walk) run run walk walk) (run run 0/7 run run run ./77run run run) 6,7 instrumentsgroupGoal 5: with simple Performs in a playChildren/Landeck in programs (3),who havePitts or learnedat (5), other and to Surplay (7)3 instruments 1 group gatherings. ./7 should have an opportunity to

171 39 BIBLIOGRAPHY 1. Hartsell, National0. M. Conference, National Education Association, and Association for Supecv-Ision and Curriculum and Comment. 44oic Educators 2. Landeck, Beatrice,Development.Company, and 1964. others. Washington: National Education Association, 1963. 21215ilig. Music Your Own. Book Two. Morristown, New York: Silver Burdett 4.3. Leonhard, Charles.California: Silver Burdett Company, 1964. . Discovering Music ToMakin ether. Music Your Own. Book Three. Making. Your Own Series. Palo Alto, 5. Pitts, Lillaandalbums). Belle. Company, 1961. Chicago: Follett Publishing Company, 1966. Singing._ and Rhyming. Our Sinaills_World Series (w.Lth record albums). Book Two. liaaalag. Music Series (with record Boston: Ginn 6. . 7. Sur, WilliamCompany, R., and 1961. others. Singing on our Way. This Is Music.Our Singinz World Sries (with record albums). Book Three. This Is Music Series. Boston: Ginn and Boston: Allyn and 8. The Selmer Bacon,Library(n.d.). Incorporated, of Husic Educators' 1963. Aids. Elkhart, Indiana: H. and A. Selmer, Incorporated. LANGUAGE ARTS LEVEL TWO - LISTENING LANGUAGE ARTS - LISTENING LEVEL TWO Goal 1: Discovers and TheEXPLANATIONS teacher mayAND askSCME SUGGESTED ACTIVITIES AND TECHNIQUES Goalidentifies 2: new ideas Listens to all Placingmayanswer. be used proper for stressthe same purpose. Pupils may then be guided in discovering a question and read aon brief some selectionwords may thatbe difficult contains forthe some pupils. the answer. A filmstrip partssyllable of a stressword and notes drenhechildren.such may repeatdifficulty place the special words.is observed, emphasis the teacher Using the words with which they They should then be mimicked with normal on the stressed syllab3es and have the chil- should work individuallyare having with thesea problem pronouncing, stress in If writethosePupilssentences one stressed may for which play words on area the chalkboard whichmeaningful second syllable. to the children. are stressed on the first syllablegame andwith two two-syllable for words, in which they Ir. LANGUAGE LEVEL THREE ARTS - LISTENING LANGUAGE ARTS - LISTENING LEVEL THREE Goal 1: Listens to develop EXPLANATIONSChildren should AND SOME be givenSUGGESTED many ACTIVITIESopportunities AND toTECHNIQUES tell and retell stories they Goalsequenceskill 2: in in determining a story Listens to obtain Manyproperhave opportunities heard sequence. or read. should be provided for children to gain information about They should be encouraged to relate happenings in larinformation assignment for a particu- Aftervarioustionquestioned showing theykinds would aboutofa film,assignments have the the gaineddirections teacher from from oralmay tothe insure question directions.film, understanding.from children listening. regarding informa- They will need to be Goalstoriesthe 3:humor in amusing Listens to enjoy Uncleare Remusexamples Stories, of humorous Coyote storiesTales, Winniewhich mightthe Pooh, be read and tothe children. Dr, Suess books

44 BIBLIOGRAPHY 1. Anderson, Paul S. Lan ua e BOOKS New York: Macmillan Company, 1964. 2. Dorry, Gertrude Nye (comp.) . Games for Second Lan5uage Learning. New York: McGraw-Hill Book Company, 3. Hazard, PatrickIncorporated,1966. D. and 1965.Mary E. 1222222e and Literacy_aday. Chicago: Science Research Associated, 5. Martignoni,Holder, Margaret. Margaret E. Fun With Language Arts. (ed.). Dansville, New York: F. A. Owen Publishing Company, 1960. 6. Nichols, RalphDunlap,Company, G., Incorporated,and 1965. Thomas R. 1955.Lewis. Illustrated Treasury of Children's Literature. Listening and Speaking. Dubuque, Iowa: William C. Brown New York: Grosset and 7. 1957. , and Leonard A. Stevens. Are You Listening? New York: McGraw-Hill Book Company, Incorporated, 9.8. Pronavost,Parish, Peggy.York: Wilbert, Longmans, and LouiseGreen andKingman. Company, 1959. Thank You, Amelia Bedelia. Teachin New York: Harper and Row Publishers, 1964. of Speakin and Listenin in Elementar Schools. New 11.10. Shane, Scott, Harold Louise G., Binder, and others. and J. J. Thompson. Ohio:St. Louis,Charles Missouri: E. Merrill Webster Books, Publishing Incorporated, Company, 1962. 1962. ImptIalaa_Laiallage Arts Instruction in the Elementary School. Phonissi__nListeninz i 2g2 Columbus, iscininReadininWritn. 12. Stack, Edward M. Oxford University Press, 1966. The Lan ua e Laborator and Modern Lan ua e Teachin 45 Revised edition. New York: 14.13. Tidyman,Strickland, WillardD. RuthC. HeathF., Gertrude. and and Company, 1957. The Language Arts in the Elementary School. Second edition. Boston: 15. Zedler, EmpressYork:1955. Young.McGraw-Hill Book ListeningCompany, forIncorporated,Marguerite Speed Sounds. Butterfield. 1959. 1:f.Allia_tilf_inEaaa_LE. Garden City, New York: Doubleday Second edition. and Company, New 16. Clark, Ann Nolan. "Hearing Isn't Listening," PUBLICATIONS OF THE GOVERNMENT, AND OTHER ORGANIZATIONS LEARNED SOCIETIES, 17. Hocking, Elton.EducationKansas: PublicationsAssociaticr, Service,Division LanzuaLearning. Monograph Haskell Institute, 1965.of Audiovisual Instruction, 1964. Education for Cross-Cultural Number 2. Enrichment. Washington: National Lawrence, 18. Mackintosh, placement,AssociationHelen ofInternationalK. publication(editorial for Childhood Readinglisted). Education, Association, and National Councilchairman) International Association for Children and Oral Language. of Teachers of English, 1964. Supervision and Curriculum Develop- A joint statement of the (No 20.19. Taylor,Russell, Stanford Davidtions, H. E. andTeachers Elizabeth College, Columbia F. University, Listening1959. Aids Through the Grades. New York: Bureau of Publica- 21. Witty, Paul ofroomA., Teachers andTeachers, Robert of English,AmericanA. Educational Research Listening: What Research Says 1958-59. Sizemore. Studies in Listening. Association of the National to the Teacher. Champaign, Illinois: National Washington: Department of Class- Education Association, 1964. Council 46 22. Canfield, Robert1961, pp.G. 147-51. "How Useful Are Lessons PERIODICALS on Listening?" Elementar School Journal, December, 24.23. Nichols,Olsen, J.L.p.Vol. K. 148. XI, (September, 1966), "How To Help Your Pupils Pay Attention," "Increasing Listening Skills p. 584. with the Tape-Recorded Lessons," Grade Teacher, Vol. LXXXIV, (September, Audiovisual Instruction, 1966). 25. Andersen's Fairy Tales, Vols. RECORDINGS 26. Children'sEducational Connecticut.Compober RecordSeries. Sales, 157 Chambers 33-1/3 rpm.I-VII, 33-1/3 rpm. Street, New York, New York(An 10007.excellent introduction Listening Library, 1 Park Avenue, Old Greenwich, to the works of major composers). 28.27. TheSounds Star forAvenue,MaidenConnecticut. Youn and OldReaders. OtherGreenwich, Indian Connecticut. Vols. I-V. Tales--Indian Legends. 33-1/3 rpm. Listening Library, I Park Avenue, Old Greenwich, 33-1/3 rpm. Listening Library, Park 47 LANGUAGE ARTS LEVEL TWO SPEAKING .4M1 IK w LANGUAGE ARTS - SPEAKING Goal 1: Expresses himJelf EachEXPLANATIWS pupil will AND need SONE much SUGGESTED practice ACTIVITIES in listening AND toTECHNIQUES the sounds, intonation, orally whodrenhears.rhythm,terns speak need in andsubstandard tosome stressmaster ordered of theEnglish English sequence.situational will speech, need English andample in related timeimitating to to practice theirwhat heclassroom thinks hework. Children who entered school speaking little In addition to sequential practice, chil- or no English and those sentence pat- 1.a: Tells where he InreviewedIt answeris suggested before to the new thatquestion items situational are"Where introduced. doEnglish you live?" learned children at previous should levels be taught be to correctlylives to relate what he 1.b: Uses past tense Pupilsdifferencerespond should "I betweenlive gain at facility the two inresponses. the use of such sentences as: ." or "I live near ." and to understand the has done We workedplayedtalked We didn't paintreadsingtell aa picturesongstory They should develop an understanding ofWhat the elsequestions: did I. weyou do? When did we playworktalk Name 49 LEV4EmLmiWT._Dl4'l,MMMMMMMMiMM LANGUAGE ARTS - SPEAKING LEVEL TWO 1.b: (Continued) EXPLANATIONS AND SOME SUGGESTED Where did they play ACTIVITIES AND TECHNIQUES Meaningfulfrequently. and correct responses to the questions should be repeated [ --Name(s)you work understandingof of the use 1.c: Develops anas it denotes Pupilsit denotes should future drill time first and on then responding develop toskill questions in asking containing questiorls zeing containing to as future time 1221.2&to Simple questions and responses are: What are going to do today is tomorrow Are]Is youNamehetheyshe going to readtalksing tomorrowthis afternoonmorning We'reShe'sHe'sI'm going to talksingread Name's 50 LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO 1.d:1.c: Continues(Continued) to LaterInsomething the questions development may beinvolving asked of comprehensionand answered. of an understanding of when someone is going to do developeddrillto number on English concepts related being teacher may ask: Who has a pennynickel the relative value of coins, the The children may respond: halfquarterdime dollar NameHeShe has a halfquarterpennydimenickel dollar . or --17(7-1 NaneShe doesn't have a nickeldimepenny Other questions to which the children[How much money doesdo =111. heyou have? may respond are: How much is the appleredNameshe car are 51 bananasoranges LANGUAGE ARTS - SPEAKING LEVEL TWO EXPLANATIONS AND SOME SUGGESTED ACTIVITIES is this AND TECHNIQUES 1.d: (Continued) How much are thesethosetheythat thingsing and related to health to groom- 1.e: Talks about In checking grooming, children may Are your handspantsshoes clean? Isask your one another: face clean? They should be directed My handspantsshoes are in answering: dirtyclean My is dirtyclean In response to: Did youNameheshe take a bathshower They should answer: Yes, Nameheshe did NameHeShe took a Lshath ower I 52 LANGUAGE ARTS - SPEAKING LEVEL TWO 1.e: (ContiI TheyEXPLANATIONS might also AND SOME SUGGESTED answer: ACTIVITIES AND TECMNIQUES No, p. Nameheshe didn't NameHeShe didn't take a bathshower eatingSimilar various questions foods, might going be asked to the clinic, regarding andwearing so on. a coat, drinking milk, adjectivesin using possessiveand 1.f: Gains facility pronouns In answer tc the question: Whose book(s)pencil(s) lis I thatthis Children should first drill on answering: table(s)desk(s) are thosethese That'sIt'sThis is i yourmyName's book(s)pencil(s) TheseThose are are hertheirourhis desk(s)table(s) LANGUAGE ARTS - SPEAKING LEVEL TWO 1.f: (Continued) ThenEXPLANATIONS they should AND learn:SOME SUGGESTED ACTIVITIES AND TECHNIQUES ThoseTheseThatThis tablesdeskspencilbook areis hershisyoursmine They'reIt's hisyoursmineours broader understanding of 1.g: Develops a The teacher might ask: theirsours theirs abouthelpersthe workthem through of community talking What I was the traderdentistdoctor doing? The children should be taught such were teacherscooks SheHe was weighingpullingselling thea orangestooth boys replies as: They were writingmaking ourfried names bread directions 1.h: Gives oral listed.Children should practice giving They should determine that they and following directions, are understood. similar to those i1 Name I I gocome to yourthe deskchalkboard . walkrun 54 ... LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO 1.h: (Continued) Name, walkgocome from yourthe deskchalkboard to Name'sthe window desk Name, runwalkgo downup the stepsstairs GiveBringShow Nameme a pencilbookpen I I Put the ballsbooksshoes onunderin the I table boxchair requiringother classroom the use of 1.i: Parc.Lcipates in activities English EnglishSome other are: activities in which the teacher may picture and word helplotto, children and exercises in speaking with 1.2. PlayingTalkingflash cardsgames about andsuch things puppets. as pertinentchores into thetheir classroom, codes of adjustment to the behavior, and school 3. Tellingclassenvironment; and about playground suchpictures as behavior. of things with which children are picture. familiar; interpreting a picture 55 and inferring from a LANGUAGE ARTS - SPEAKING LEVEL TWO 1.i: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIES4. Sharing ideas for AND TECHNIQUES 5. home.toTelling them onabout the suitable,playground, interesting at school, in the a group report or story. or comical things that happen to dormitories, or at 7. UsingthemSelecting the with toy correct"asking" telephone intonation. and properly. "tellin I-sentences from books and reading 8. goingTellingshould to storiestakesay beforetime from to they picturesthink tell through theirarranged andstories to practicesequentially. what they are to a group.) (Children Thethesents teacher teacher itself. should without disturbing other Using a shadow screen.to help gain confidence Children should be encouraged to encourage free conversation whenever the opportunity children at work. start a conversation wIth in telling a story. pre- achievementGoalat ever-increasing2: levels of Converses audibly clearlyChildrenspeaking in at childall this situations. andlevel the still need The teacher should assist both the English- to be directed in speaking audibly and . oralHespeak may English. deviseincreasingly games andaudibly exercises and clearly. An attempt should be made to one who is learning English as a second language to to assist the child in his improvement of secure correct pronunciation, tutingII tact "parrots." should be used in correcting The children play the part of "parrots" and children. An effective game is play- the teacher the the "parrots"parrot can trainer." hear it and Each word the "trainer" 56 repeat it. After the childrensays must be spoken clearly so are well LANGUAGE ARTS - SPEAKING EXPLANATIONS t6,) SCME SUGGESTED ACTIVITIES AND TECIITIQUES LEVEL TWO Goal 2: (Continued) Whenacquainted childrenparrot with fail thetrainers." to game, speak they audibly, nicay theytake turnsmight beingbe reminded the "parrot that theytrainer." are Such suggestIons are more effective than telling them to withandThespeak differentprovideteacher clearly. opportunitiesshould people. continue for to children stress acceptableto converse audibility in various in situations social speech poems,Goal 3: and tales he enjoys Dramatizes stories, experienceDramatizationtionthis oflevel the is should storymaygained provide orbe in verseguided this a motive totypein be their ofdramatizedfor activity, dramatizationsextended through childrenuse of itsfrom English. maypresentation. the be time encouraged of selec- to Children at As assemblyGoalon classroom4: programs learning based Participates in andhelpers,Informationassume various some arts gainedresponsibilityproperties and craftsabout of suchof number forthe things presentations.children's may asbe holishared tribes, :ays, with tablefoods, other manners, plants,classes community animals,in assem- etyblySimpleinformation programs.of concrete choral being readingsobjects presented. may be given.used to help the audience visualize the Simple charts, murals, stick and potato puppets, and a vari- 57 LANGUAGE ARTS LEVEL THREE SPEAKING LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE orallyGoal 1: Expresses himself Pupilsstandard who English,entered schoolwill need as non-Englishcontinued training speakers, in or as speaking English as a sec- speakers of sub- Wherewithondthe language. materialsthestructure suggestions haveof English, been iisted developed ithere is forrecommended for the the purpose This training should be both sequential and development of speech related tothat they be used in conjunction of sequentially teaching situational. purpose,listedtheschool needs here.situations.it ofis thesuggested children, and used in Where materials have not been developed that commercial materials be selected, conjunction with the suggestions for the above adapted to tionto relate personal informa- 1.a: Extends ability address,ThetheirChildren following friends. and of shouldthis kinds level be of able shouldstatements to giveknow andthistheir questions information birthdays may They should know their school address, and and those ofbe someelicited ofwhen from asked for it. their home patternsandin talkingplay he hasabout mastered his work 1.b: Uses sentence children: Give herme the peper(s)book(s) usthem basketballvolleyballbroombatdustpan Who gave him the jump rope volleyball 7 her 59 bat LANGUAGE ARTS - SPEAKING LEVEL THREE 1.b: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIESWhat AND did TECHNIQUES Name give herhim Did Name give herhim a broombookvolleyball 7 Please get a broomballbook for / meNamethem r May I borrow a piecebookpencil of paper from herhimName 4 Borrow a bookpencil from Nameherhim whenpatternsuse conversingthe English he has about sentencemastered 1.c: Continues to In working with measurements, children mayHow ask such questions as: widelong is thethe desk table work with numbers Is tall Namethe paper LName [tallershorter 60 than Name LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE 1.c: (Continued) Is the desktable . . . widershorterlonger than the desktable They ThisThe may answer: paperdesktable is 4 324feet yardsinches long long wide HeNameThisShe's is is piece of paper is 45 inches tall wide NameThe tabledesk is shorterlongertaller narrow than Namethe tabledesk Yes, heshe is. wider Name is shortertaller No, Nameheshe Name isn't. Name isn't tallershorter Name isn't as tall 61 as Name LANGUAGE ARTS - SPEARING LEVEL THREE 1.c: (Continued) EXPLANATIONSdeveloped.Similar questions AND SOHE and SUGGESTED statements ACTIVITIES concerning AND geometric TECHNIQUES shapes may be Which squarecircletriangle is the 1717iggest smallest The thirdfirstsecond squaretrianglecircle is the largest largestbiggestsmallest one-to give and andtwo-step follow commands oral 1.d: Extends ability guidedTo extend in givingskill inand listening in following as well two-step asWalk in commissions,speaking,away from childrenyour such desk. should be as: he ate at the dining room 1.e: Talks about what Children should be directed in askingLTake each other questions, such three steps toward the door. as: They may answer: Did you drinkeat anysome I milkcarrots Yes, I drank]ate some milkcarrots No, I didn't drinkeat 62 any milkcarrots LANGUAGE ARTS - SPEAKING LEVEL THREE contributions to discus- 1.f: Makes oral AtindividualEXPLANATIONS this level, or ANDchildren SOME group experiences. SUGGESTED ACTIVITIESmay ANDbe assigned reports to give TECHNIQUES to the class on activitiessions of other classroom trayed,ableThey tomay andimagine continue to project the to sequence oftell events stories which from leadother incidents which a single picture and might happen. up to the incident por- some should be TheorThey social teachershould studies. beshould guided continue to in sharing ideas for encourage children to tell of suitable group reports related to science inter- Pupilssciencehome.esting should oror artscomical be providedand incidentscrafts opportunities to directthat class happen on the playground, activities; e.g., at school, or at a Theyit.game. should continue to use the toy telephone and demonstration, giving directions to improve in their for playing a use of agedTeacher-pupil,useThe continually.of teacher a sequence should pupil-pupil, of pictures. encourage children to tell stories with and pupil-guest conversations should be encour-and without the ofatGoal achievementever-incrensing 2: levels Converses audibly used.andaudiblyDramatization record at playletsan ever-increasing or shadow plays in which obviously different maylevel be used of achievement.to encourage children pitch, tone, and rhythm Pupils may dramatize to speak are 63 LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 2: (Continued) A reproducepersonchild maywhom hispretend he speech. has observed in his that he is a teacher, everyday experiences, and a coach, a minister, or attempt to some other ChildrenPuppetsfamiliar ofmay stories.story create characters and dramatize a story centered may be used in a dramatization of around an inarticulate simple and hisbeingIncharacter. audiencedramatization, aware of his childrenaudience, can hear and understand him. need to be alert to andthe speaking clearly and necessity of a speaker audibly enough that Afterfrustrationity ofchildren the speakers. that attend exists for Suchassemblies, an evaluation they should help listeners when they may evaluate the clarity and audibil- cannot hear or understand them to comprehend the Tapewhatimitate. isrecordings said. Tape recordings also provide may be used to provide a consistent a variety of voices for children model for children to to However,theevaluateapprehend set itstandard. a and ispupil's onlyto mimic. after pupils accuracy of speech, and to determine Pupil-made tapes can be used by the teacher to his deviation from monitorfromtolish derect tAoseandtheir acquired their ofown the imitations model. own mistakes or noticean understandingways in which of its sound Pupils left alone to imitatewill continue to have gained considerable mispronounce, because theysystem that they can begin their utterances differa recording and to facility with Eng- hear the model in terms of their naLive habits of 64 sound discrimination and LANGUAGE ARTS - SPEAKING LEVEL THREE Goal 2: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES theIndistinctnessstandingstructure. throat and and knowledgeable notin theenough speech use teacher ofof Indianthe to teeth, point children tongue,out his and lips. Until a child speaks with some fluency, he will need may be due to over-use of errors to him. The teacher an under- Goalstories, 3: poems, and tales Dramatizes the Whencorrectly,should chileren work and havewith to gained childrenuse lips some toproperly facilityopen their in telling speaking. mouths stories wider, withto place and withoutthe tongue he enjoys favoritethiswithvisualtionr levelthe aids,of sl.ory.children's thesemay they want stories. should toimagination produce be assisted providing in planning and presenting dramatiza- Such presentations should be simple and informal, a "television show" or a "movie" of some most of the background. Pupils at beginsandGoalexperience his4: touse evaluate ofwith English, English some In terms of his made,Childrento reproducethey shouldshould what bebe encouragedtheyjudiciously hear toto corrected thelisten best carefully ofby theirthe teacher. ability.to models they When errors are imitate and of his oral statements withAsimprovement.they children basic may besentence progress guided patterns inthrough listening andthe someprimarycarefully understanding grades to offer and ofattainsuggestions the sounds for of speechEnglish, some facility 65 BIBLIOGRAPHY BOOKS 2.1. Anderson,Allen, Harold PaulBook B.S. Company, 1965. Teaching EnglishLan ua ase Skillsa Second in Elementar Language: A Book of Readings.Education. New York: Macmillan Company, 1964, New York: McGraw-Hill *4.3. Bumpass, Faye L. Barrows, MarjorieIncorporated, Wescott. 1963. Good English Through Practice. New York: Holt, Rinehart and Winston, 5. Clarey, M. PublishingElizabeth,Company, 1963. Company,and Robert Incorporated, J. 1963. Teaching Young Students English Dixson. Pronunciation Exercises in English. as a Second Lan:Lame. New York! American Book New York: Ragents 6. deCotto, Lucila S. , and others. American English Series. Boston: D. C. Heath and Company, 1965. 8.7. Finocchiaro,Dixson, RobertDivision, Mary. J. 1958. Second BookTeaching in English. New York: Regents Publishing Company, New York: Harper and Row Publishers, Incorporated, 1950. El-Hi 10.9. Fisher, Isobel Y., and Robert Company,Incorporated, Incorporated, 1964. 1959. . English as a Second Language: From Theory J. Dixson. Be inning Lessons in English. to Practice. New York: Regents Publishing Company, New York: Regents Publishing 12.11. Hall,Golden, Robert Ruth A.I. Sound and Spelling in22g_p_s_tterr_asofl_g_Jar_g_fa_ImrovirluaeUsae. English. Philadelphia: Chilton Books, 1961. Detroit: Wayne State University Press, 1960. 13. Kingsley, Howard. York: Prentice-Hall, Incorporated, Nature and Condition of Learning. 1957 66 Second edition (revised by Ralph Garry). New 14. Lado, Robert. Language Teaching: A Scientific Approach. New York: McGraw-Hill Book Company, 1964. 16.15. Lewis,Lancaster, Thomas Louise.Company,Pupils. R., and 1957. Ralph G. Nichols. Geneva, Illinois: Houghton Mifflin Company, 1966. Introducing English: An Oral Pre-Reading Program for Spanish-Speaking Listening and Speaking. Dubuque, Iowa: William C Brown Primary 18.17. Pronovost,Postman, Neil, NewIncorporated,Wilbert, York: andDavid Louise1963. McKay Kingman. Company, Incorporated, 1959. and others. Discovering Your Language. New York: Holt, ci&EdListenin_TeachinofSealentarSchool.Rinehart and Winston, 20.19. Shane, HaroldOhio: CharlesG., and E. others. Merrill Imaing_LEagumeArtsBooks, Incorporated, 1962. Instruction in the Elementary School. Columbus, *21. Tireman, L. S. TeactinChildren.Stack, EdwardM.1951.Oxford University 2272_1221122z2_1212s912malarizaanlammtalsam. Press, 1966. Albuquerque: University of New Mexico Press, Revised edition. New 'York: 22. Allen, Virginia French (ed.). PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, On Teaching English to Speakers of Other Languages,AND SeriesOTHER ORGANIZATIONS1 (Papers 23. A ScientificEnglish,read AEEroach at 1965.the TESOLto Second Conference, Lanuage May 1964). Champaign, Illinois: National Council of Teachers of 24. Beatty, WillardreportOutline W., prepared forand UseAssociates. atin the FieldUnited Technical States Bureau Section, of IndianBrigham Affairs--A City, Utah, 1964. Education for Action. Teachin(IncludirsticsoweAroach Reprints of selected articles which Cam arison of the Two Methods. A Institute,appeared in 1944. Indian Education between 1936 and 1943. 67 Lawrence, Kansas: Publications Service, Haskell 25. 1953.Indian Education for the years 1944-1951. . Education for Cultural Change. Lawrence, Kansas: Publications Service, Haskell Institute, Reprints of selected articles which appeared in 27.26. CenterChilds, forTrathiminEn17L_nLanuae. BureauMarjorie. Applied of Linguistics.Indian Affairs, Division Washington: of Education. Center for Applied Linguistics, 1965. Teaching English as a Second Language. University Resources in the United States for Linguistics and Teacher Washington: Division of Education, 1966. United States Department of the Intc?rior, 29.28. Kreidler,Jewett, ArnoCarolEducation (ed.). J. (ed.). and Welfare. Im rovin: En lish Skills of CulturallWashington: United StatesOn Teaching Government English Printing to Speakers Office, of1964. Other Languages, Series II (Papers read Different Youth. Department of Health, 30. Mackintosh,Association atHelen1966. the K.TESOL (editorial for Conference, Childhood chairman). Education,March 1965. International Association for Supervision and Curriculum Devel- Champaign, Illinois: National Council of Teachers Childrenof English and Oral Language. A joint statement of the 31. Munkres, Alberta.Numberplaceopment, of19 publicationInternational(Alice Miel, listed.) editor).Reading Association and National Council of Teachers of English, 1964. Helping Children in Oral Communication: Practical Suggestions for Teaching, New York: Teachers College Press, Columbia University, 1959. (No 33.*32. O'Connor, Patricia. Ohannessian,TeachersDepartment Sirarpi, of ofEn and Health,lish Lois to EducationMcArdle.S eakerL, andof OtherWelfare, Lan 1960.ua:es. Modecn Foreign Languages in High School: Pre-Reading Instruction. A Survey of Twelve University Programs for the Preparation of Washington: Center for Applied Linguisdcs, Washington: 34. Strickland,Readin:1966. tion,Ruth G.TextbooksVolume 38, and Number the lualit4 The Languase of Elementary School Children: Its Relationsh4 to the Langvage ofBloomington, Indiana: Indiana Univeraity, 1962. of Readin of Selected Children. Ealletin of the School f Educa- 68 35. Thompson, Hildegard, and Associates. 36. Young, RobertService,articles W., and Associates. Haskellwhich appeared Institute, in Indian1964. Education for Education for Cross-Cultural Enrichment. the years 1952-1964. Lawrence, Kansas: Publications Reprints of selected print,*Contains but pertinentavailable informationfrom Servicewide for teacher Progress. Window Rock, Arizona: Navajo Agency, Library. The Navajo Yearbook, Report Number unfamiliar with teaching English 1961. VIII, 1951-1961, A Decadeas a secondof language. Out of

69 LANGUAGE ARTS LEVEL TWO - READING LANGUAGE ARTS - READING LEVEL TWO Goal 1: Uses several ways WhenEXPLANATIONS a child asks AND forSOME help SUGGESTED with ACTIVITIES AND TECHNIQUES meaningto get ofpronunciation new words and 1 a: Uses picture clues heteachertryinglto sentence.suggested may recognize hasask thehim whatit through word he the thinks would If his answer is incorrect, the teacher a word, the teacher should assistuse ofhim some in word-attack skill. complete the meaning of the might ask him if the word The clues 1.c:1.b: Uses contextconfiguration clues wordIfThroughfinding not,and ahelpconfiguration thehint correcthim of notethe word. beginningcluesits elation sound, same beginning sound as the one in the sentence. As a last resort,or picture the teacherclues might be used to guide him in to the context, its configuration,he may be able to guess what it is. may tell him the ten symbols for sounds 1.d: Recognizes writ- beSkill itsemployed relationdeveloped in theto in anperception oral illustration. recognition of of written words that sound alike words that rhyme or sound alike or rhyme. mayor pronouncealreadyIG known newsounding wordsand tries byout" the to method Nonsenseconsonant rhymed or vowel and sentencesound may patterns be used foremphasizing further practice inrepetition sound rccogni- of a particular analysis 1.e: Uses structural Childrenunfamiliartion.such as mayat, words. being, taught ed, er,to recognizeand est. familiar On such a foundation, children should be endings and parts of words, guided in "sounding out" experienceandItto is theomit a childcommon the with edimitates. speechoralendings English, fault of verbs. before the child There must be much practice andon drill, the part and of Indian children speaking English The speech of the teacher sets the can distinguish the differ- much pattern wordspronouncedirectedbeence able as at work to tothethe distinguish notice and Beginnersed worked,endings the endingstheLevel pdaycorrectly. differences andand of Levelplayed.the verbsOne; so that at Level' between the pronunciation of such Athe this meets level, in his he readingshould beand to TWG, he should 71 LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO Goal 1: (Continued) unfamiliarbeginsThetainingof childlarger noting familiar should parts,words these learnthattheparts. familiar pronunciationappear to recognize partsfrequently of mayat words, sightinbe hisworked hesmaller reading. may out find wordsby theother which child. words are con-parts By studying the parts that are familiar and the When the child Such Goal 2: Reads and follows words.TheThisclues, teacherkind along of mayreadingwith write the requires simpleuse of directionscontext,careful attention.may of helpone orin twothe sentences,recognition using of new words Each word is important. awaretakingfollowingdirectionssimple of thesentences directions ofimportance one orand intwo becomesof test alreadyrectly.theshould directions, in point the child'sout and and then readingexplain check vocabulary. thehimself. part of the sentence he did not read cor- Similar directions should be written for further practice. When a child fails, the teacherThe child may read and follow whatThetions heteacher isfor to the shoulddo. child maketalk to usewithread of theand every childrenfollow, practical insteadabout opportunity the of importancetelling to or write ofexplaining this direc- firstGoal 3: readers, and other Reads primers, accomplishmentchildSodirections far should as possible, are bein not providedtest followedmaterial taking. for correctlysupplementarywritten within may bereading. the demonstrated. experience range of the Problems which may be encountered when entlyGoaleasy-to-readfree 4: materialsreading material level at his Reads independ- Theclassroomreading pupil level.should and extensive be encouraged use should to do bemuch made independent of the school reading library at hisand freethe Much easy reading material should be available in each as forservicesa means finding ofof pleasure,thefree school reading he librarian. canlevel.) improve his skill in reading. 72 If the pupil likes to read and seeks it (See next goal LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO Goalinetructionalat his5: own particular level Reads material helpfulreadingThe teacher instructionto use should in determining makeat his an instructionaleffort the child'sto ascertain level. instructional that The following method may be the pupil is receiving reading level and his other reading levels. 1. Needed materials Readers,cialized well-graded, vocabulary. with interesting stories, free from spe- 2. Technique pupil'squestionsChoose gradeseveral to level;determine paragraphs have comprehension; pupil at grade read levelsorally; ask abelow thoughtask a few fact and up to the question to 3. a.Points to notice Freedisclose Reading the Level: pupil's ability to draw inferences. 90% comprehension; 99 of every 100 running b.c. wordsFrustrationInstructional correctly Reading Level:pronounced; Level: naturalnatural phrasing;phrasing; pupil 75% comprehension; 95 of every 100 running 50% or less comprehension; 10 or mispronounced; phrasing unnatu- pupil relaxed. relaxed. 5.a: Pronounces and teacher(Refer occasionallyto manual in maybasic use readers synonyms for for list words of words ralmore andof everyuncertain; 100 running pupil tense,words possible finger the children have already usually acquired.) pointing. The wordsnumbercomprehends of written an increased English make,learned.shut,through and and helpdiscussion. build. the child learn the meanings by using He may call attention to the new words and Pupils may make simple sentences,He should using selectthe synonyms. such words as penny, establishthe synonyms their cent, meaning fix, mend, close, 73 LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECBNIQUES LEVEL TWO eventswhen,stories where,happened read, what, telling and who,how 5 b: Talks about Children"yes"shouldof comprehension. or beshould "no" used shouldbeto testprovided be comprehension.avoided. independent reading Questions beginning with who, when, where, Questions that can be answered with material within their range what, and how materialandGoalsystem uses6: on simple his own check-out level Selects reading Childrensystemlevels. toshould check begin their to books select from books the on their interest They should have the experience of using a library regularly. simplified check-out and free-reading

74 1 LANGUAGE LEVEL THREE ARTS - READING LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE attackingGoalof different1: new wordsmethods of Improves in use practicebr,Pupils and shouldcr. purposes, gain theyfamiliarity They may keep lists of words may be guided in skimming reading material in with such consonant blends containing these blends. as fl, bl, st, sl, For search clues 1.a: Uses picture clueA techniqueofglance wordsto an at beginningunfamiliar willthe objectsbe most with, word. effective. in a pictureor oftenending will with, provide a consonant the blend. The teacher will recognize occasions when this child with a tion clues 1.c:1.b: UsesUses context configura- ThefewConfiguration context times, oftenpupils also will supply may recognizemay itplay from a part.its conformation. a clue to the word necessary to complete the After seeing a word like Christmas a analysisclues 1.d: Uses phonetic consonantComparingthought. ora familiarconsonant word blend with Children Should be encouraged may help children identifyan unfamiliar the unfamiliar one which begins with the to use these clues. word.same PracticeandAsshould wordsshort becomein includingvowel making familiarsounds thethem variousin with words the vowel are learned, such asattentionsounds at - ate,may should benot provided. -be note, called bit The children to the long - bite. Pupilsofdictionaries words; may be introducedare helpful. e.g., the final e of a word usually denotes to some generalizations concerning long and short mark for vowels. a long vowel sound pronunciations Goodpicture blewithinChildren consonants the shouldword. are be divided given helpbetween in learning that two-syllablethe double words consonant. (lit/tle, rab/bit). with dou- 76 LANGUAGE ARTS - READING LEVEL THREE Goal 1: (Continued) TheyEXPLANATIONS should learn AND SOMEthat SUGGESTEDtwo-syllable ACTIVITIES words usually AND TECHNIQUES are divided between unlike analysis 1.e: Uses structural Thediscoverylablesconsonants teacher (play/ing, should should(of/ten, be encouragework/er, praisedwin/dow), re/write,pupilswith and suitable thatto un/like)."figure prefixes restraint. out" and words. suffixes often are syl- Attempts made at numbersuchIn their asof wordsreading, using children irgi or willed endings. find words that contain words they know, rat in getting, eat in eating. Practice may be given in forming a materialGoaling 2: level at his free read- Reads independently ExtensivereadingEachskillian. pupil inlevel. use readingshould should bemay beencouraged be made increased of theto doconsiderably.library much independentand the services reading ofIf atthepupils his librar- free enjoy reading and seek it as a means of pleasure, their Easy reading material should be available in each classroom. niquesSinceorallowing itorshouldmay techniquesissilent be not beused reading:alwaysvaried byare the evidentparticularlyand teacher they that should to asuitabledetermine child suit understands theto understanding. testreading comprehension whatmaterial. he reads, in eithertech- These tech- The fol- 4.3.1.2. PantomimingDramatizingRetellingIllustrating with pictures 7.6.5. DiscussingFindingAnsweringthe part right thoughtofincidents thewords charactersquestions in stories covering and reasons more than for onecertain paragraph actions on 8. Giving opinions of characters 77 LANGUAGE ARTS - READING EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 2: (Continued) Ability to recall the main points 11.10.9. ConcludingCompleting storiessentences Anticipating endings Planningpointssilent in reading. andsequence carrying from out various simple children, Early development of this ability draprZcics mayof aserve story to marksSharpen definite the chil- and later from one child. may result from getting progress in atGoalinstructional his 3: own particular level Reads material Thefyingdren's teacher theinterest. variousmay refer reading to levels a similar goal at Level Two for a method of identi- of a pupil. increased number of writ- 3.a: Knows an developThe teacher vocabulary should needed for reading use the child's surroundings and everyday experiences purposes in various subject areas. to 4 meaningoppositeten English and similarwords 3.b: Uses words of Aftersome word opposites meanings have have been been developed, established the teacher in real situations and concepts of may provide drill exercises pupils'Attentionorand draw games speaking maypictures in be which vocabularies.called that children toshow reading opposite change words meanings. a sentence to make it mean the opposite that are synonyms of words in the rectaenjoymentGoal pleasing phrasing 4: ofvoice others, and cor-using Reads for the foundsharingChildren something, with frequently their for class. example,should read about orally both An announcement by the teacher that a jungle, or a funny story about Abraham poems and stories as a way of Mary has Lincoln,in books which and bettershe wants reading to read to the 78 on the part of the children. group, may create greater interest Pupils need to be LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 4: (Continued) unlessbutencouraged they they should canin sharingreadnot bewithout requiredwith the causing embarassmentgroup to themselves interestingto perform things audience they findreading in books,for a group Whenunderstoodtionsteacher a child provides works thecan selection withreadchildren another read.with another a selection well, he may read to group. Reading in unison with variousThe teacher should determinemeans of oral if theexpression. one group while the interpreta-Suchor others.reading group ingabilityGoal material5: to select on own read- level Improves in Therequiresin childthe library, carefulshould knowpreparationand shouldthere be able are dictionarieson the andpart other of the reference teacher andmaterials pupil. to distinguish real reference materials facilitiesand to use library neededreadingHefrom should materialsword level. have meanings. many for pleasure.opportunities He should be guided in using to select reading material a picture dictionary to secure on his free

79 BIBLIOGRAPHY 1. Austin, MarySchools. C., and Coleman New York: Macmillan Morrison. Company, 1963. The First R. BOOKS The Harvard Report on Reading in Elementary 3.2. Bond,Betts, Guy EmmetL., and Albert. Eva Bond Foundations of Wagner. Child GrowthReading in Instruction. Reading. New York: American Book Chicago: Lyons and Carnahan, 1955. Company, 1957. 5.4. Dawson,Bumpass, MildredAssociation, FayeCompany, L.(ed.). 1963.1964. Teaching Children, Books, and Reading. Newark, Delaware: International New York: American Book Reading 6. Incorporated, 1963. , and Henry Barman. Fundamentals of Basic Readin Instruction. New York: David McKay Company, 8.7. Finocchiaro,DeBoer, JohnPublishers,Rinehart Mary.J., and and 1958.Martha Dallmann. Winston, Incorporated, 1964. Teaching English as a Second The Teaching of Language. Reading. Evanston, Illinois: Harper and Row Revised edition. New York: Holt, 10.9. Gray, William S. Gray, Lillian. Teaching Children to OnRead. Their Own in Reading. Chicago:Third edition. Scott, Foresman and New York: Ronald Press Company, 1960. Company, 1963. 12.11. McKim, Harris, Albert Incorporated, 1961. Margaret G. J. How To IncreaseGuiding Growth in Reading. Reading Ability. New York: Macmillan Fourth edition. Company, 1961. New York: David McKay Company, 13. Lee, Doris Crofts, 1963. M., and R. V. Allen. Learning To Read Through 80 Experience. New York: Appleton-Century- 14. Russell, David H. Childrer Learn To Read. Boston: Ginn and Company, 1961. 16.15. Spache, GeorgeTeachers D. College, Columbia, 1963. , and Etta E. Karp. Toward Better Reading. Reading Aids Through the Grades. Champaign, Illinois: Garrard Publishing Company, 1963. New York: Bureau of Publications,

81 LANGUAGE ARTS LEVEL TWO - WRITING LANGUAGE ARTS - WRITING LEVEL TWO variousGoal 1: purposes Uses writing for TheEXPLANATIONS child may ANDhave SOME observed SUGGESTED the teacherACTIVITIES write AND the TECHNIQUES date for a daily news item correctly 1.a: Writes the date datewriteandplaced invitationsfor theon any thedate written bulletin onindependentlyhe thewrites work chalkboardboard heto does,others.oron a the each chart.he papers day he hands in, and mayFor refera period to theof timesample the for teacher correct may At sothis that level when he the may child learn needs to the on the letters able manuscript 1.b: Writes accept- Thedatepunctuation teacher correctly andshould withoutcapitalization. refer referring to the manuscript to the sample, writing its chart in Level One. When children can write and punctuate the use may be discontinued. At expressingGoal 2: his thoughts in Is interested in Childrensentencesthatthis islevel shouldnot related thelaborious. demonstratechild to oneshould idea. some learn skill to formin composing the letters stories neatly of andtwo at Background preparation for this goal may be or three a speed writing Afterchancesriesstories considerableabout to read tellthings or stories toldoralthey topractice, havein the which done children, pupilstheyor seen. try stories to keep they to bring from home, may begin to write theirChildren stories. should have frequent one idea. or sto- "TellPicturesInstart the what beginningtheir of the common stories. man the isscenes teacherdoing," may mayorstimulate ask leading story questionstelling or to story help writing.the children a similar starter, may be used. practicalGoal 3: and personal use Writes material for levelthreePupilssaw insentences.he should picturesmay express learn and to histalked write thoughts aboutletters, inthe writing. storiesinvitations, the pictures and stories told. of two At earlier levels the child may have pointed out what he He may write a sentence or At this or wantstwo aboutto say, selected and then pictures. ask for help with the words that he cannot spell. 83 The teacher may ask the child to think what he - 4 44 44.4. LANGUAGE ARTS - WRITING LEVEL TWO Goal 3: (Continued) EXPLANATIONSThe words may AND be SOME written SUGGESTED for him ACTIVITIES on the board AND TECHNIQUESso that he can refer to them skill in writing friendly 3.a: Demonstrates some Sampleforstudied. the letters correct which spelling when he does his writing. Interesting group letters may be composed before the children are interestingly written may be read to the class and envelopesletters and addressing nesspunctuationAttentionattempt may be individuallyshould set.used withbe called these.to write to acceptable an interesting greetings friendly and letter.closings and to the Standards for margins, indentation, and neat- writing skills 3.b: Develops other WhenAfterexpected a childstandards to has check learnedof theirwritten to work formwork by letters arethese developed, standards. correctly, the hechildren should shouldmaintain be this frequentlyThecheck8kill child for as margins,shouldain standard his bewritten indentations, learningin all work. of to his spelland written general some work.of appearance the simple of words his writtenthat he work.uses The teacher should be alert to the words As he progresses, he should aidPupilswhichthese them areshould words.in most spelling. be commonly aided in used distinguishing by the children sounds and of help consonants them learn and tovowels spell to Goaltuationcapitalization 4: correctly and punc- Begins to use beandTotions, assisteddevelopcall theattention aninteacher understandinggeneralizing to may the ask periods thatofchildren the theat distinction thetoperiod readend isofsentences atbetweenthe the sentences. endthatstatements of tell a sentence something, and ques- that Children may tells something. 84 LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED LEVEL TWO Goal 4: (Continued) mayAn understandingbe established of by the locating simple use of the question mark at the end of ACTIVITIES AND TECHNIQUES questions in a reading or arithmetic a question skill in capitalizing 4.a: Acquires some Asbook tenceholidays and that generalizing asks something. that the occur, children may be taught to write and question mark is used at the end capitalize the names of a sen- holidaysstories and titles of ingreflectedintheof individual thesethecapitals table wheneverholidays. inofstories. thecontents. experience title, When a story is read, the teacher Emphasisor may onhave capitalization children observe of capitalsstories arein written or when children are writ- may call attention to titles should be titles Mrs., and Miss correctly 4.b: Writes Mr., writebeChildren provided the correct may with write title the before each a list of staff members wlth whom they names of their parents and their name. areown names.familiar to They may descriptiveGoai 5: words Begins to use otherdescriptive.Afterstudying wordsa child it he to hasmight determine written if the He should be encouraged to use. a story, or an experience, he use of different words would make it use the picture dictionary to find may be guided in more 85 LANGUAGE ARTS LEVEL THREE - WRITING LANGUAGE ARTS - WRITING EXPLANATICNS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE va,..iousGoal 1: purposes Uses writing for Morefor stressthose pupilsshould whobe placedare learning English on oral work than on written work, particularly as a second language. However, Writtenwritingtionsorally. work ofcan thesein be the effectively sentences content used to reinforce Sentence patterns from oral practice may be written, also. areas may be assigned. what childrenmay arebe written. learning Transforma- accountsOpportunitiesChildren of should their should beexperiences. encouraged b3 provided to continuefor children writing simple stories and to write invitations; accept- forGoal practical2: and personal Writes material Thereandances announcements. shouldto invitations, be a form ortaught regrets; for writtenfriendly work letters; bulletin board which is prepared for others notices; use to read. NAME The following form may be used: TITLE OR SUBJECT DATE workpaperThechildren beforechild just shouldtogivingas submithe doesbeit theirtaughtto in someone writing best to leave work.else letters. to read. a margin of one inch at the left of his He should be taught to check his The teacher should encourage 87 LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 2: (Continued) Mr.,readyforStandards Mrs., writingreference. Miss should letters, be - or standards for using periods set for achecking sample letterwritten form, standards work. or question marks supply a Charts listingfor writingstandards titles - writtenshouldChildren work, notknow should be thethat assigned children begood taught written worksimply is expected. to keep children to checkwill all havetheir a writtengreater busy.respect for it. If there is a real need work for errors.Every piece of written Written work They for Someworkshould approvedassigned be aware formshould that should be followed inreceiveit does. the teacher's writing friendly letters;attention, and the children e.g.: Dear Mother, JuneBoxStar .Town, 3, Route1966 Montana Your son, 88 Jimmie LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 2: (Continued) aregettingThe you?" teacher's away and from"I first will all concern should bP toclose stereotypedhave for now." eyL)ressions; such the child write as, "I am well," "How a newsy letter, therememberingPoints letter relative that form is may be followed in addressing the to the form of the secondary in importance. letter should be envelope: The form thatintroduced is used gradually, in BoxStarJimmie Town, Route Bird Montana 00000 Stamp Lawton,Mrs.Route James 1Montana Bird 00000 cornerThe return of the address envelope, with of the sender should full name and address. be written in the upper left-hand 89 LANGUAGE ARTS - WRITING EXPLANATIONS AND SOTAX SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 2: (Continued) Writingfriendstives (ifreal may children lettersstimulate to are attending a boarding school),an interest in letterpupils writing. in another school, or to parents and rela- or to JuniorA model Red form Cross can be pronouns and adjectives 2.a: Uses personal childrenForcorrectlyposted reinforcement forshould toreference, his have ofparents muchoral or a child may have a model ofor a relative,practice for in his using personal own individual reference. pronounsan envelope and adjectives,addressed correctly L his writing bothteachershe,transformations. oral him and referand written her, to primary orFor his those and whohers still correctly, it is practice. level speakingdrill goals in writing for the may have difficulty in using he and same patterns and their suggestedrecommended patterns forthat the 2.b: Uses plural forms everydayNote should writing, be taken and of the assistance should be given use of personal pronouns and adjectives where it is needed. in correctly meaningfulthemcalledassistanceIn addition correctly. to activitiesthe in to pluralforming learning shouldform the to form plurals by addingofplurals these ofwords irregular be provided for as they are used in daily work, and reinforcing learning nouns.to write s and es, children need Attention should be skill 2.c: Extends spelling vidualworkStress in undertakingthe in variousspelling should as the teachersubject can makeareas. it. be on learning to spell Spelling should be the words needed in daily as much of an indi- newtheTofor and helpnew a review suggestedwordschildren wordsthey learntechnique. learn. to dictate to spell, the teacher The teacherPupils may need considerable to children. prepare short storiesmay includingrefer toEach a spellingchild may textkeep practice in spelling a personal fileuseddi(.ttionary wordsfor assistance may of bethe made. spelling in words 90 spelling words. Children may be encouraged he has learned. A card file of frequentlyto refer to the card LANGUAGE ARTS - WRITING LEVEL THREE Goal 2: (Continued) TheEXPLANATIONSficulty kinesthetic is suggested.AND method SOME SUGGESTEDof teaching spelling to children having ACTIVITIES AND TECHNIQUES special dif- wishes,wordsTo prepare that the childrenteacherclass, ask to have group, or individualmay spellingcheck these lists, lists the againstteacher lists in spelled, and words they misspell. a spelling text mayIf notehe Itlearnspelling.into is relationselect re-emphasized at this additional to level. work that that words the is hechild'splanned thinks An average of two new words daily is sufficient for children to or experiencesneedthe ischildthat the are willprimary to need be word provided.to learn to spell source for thoughtsclearGoal 3: and interesting Dictates and writes theyreadtoChildren one haveor idea. told shoulddone to or children,continue tostories write Background preparation for this seen. theystories bring of from two home,or three stories about accomplishment are stories sentences, keeping things - thatelseuted,which arecould thethey too teacherwetry long say to and,it?"keep to may say, "Could we say this in a different way?" as far asThe possible, teacher They shouldshould should useguard onethehave against idea.vocabulary much experience of the To improve certain sentences contrib- writing sentencestelling stories in or "How Afterchildrenner.child considerable who start made their the oral contributions.stories. practice, In the beginning the teacher pupils shouldmay begingive leadingto write questions in this to help the man- mayAsPictures "Tell childrenbe necessary what of attempt commonthe for toscenesa beginning.write their man is doing" or a similar direction are stimuli to story telling or story writing. Suchown stories,writing affordsa sentence an opportunityby the teacher may be used as a starter. to fix the use of periods and question 91 marks at the close of sentences. LANGUAGE ARTS - WRITING LEVEL THREE Goal 3: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES Foringshow re-emphasizing them. outdoor scenes descriptive and have termsthe children in pupils' describe vocabulary, them orally the Sample Language Implications Related to this Goal before writ-teacher may TheItThe pine standsskygrassmountains treeis likeisblue. issoft are astraight proud andhigh green.soldier.and and rocky. tall. Goalas a4: unit of language Uses the sentence moregainingpracticeChildren familiar familiarity in who writingwith are Englishlearning withthe sentence differentmay English benefit patterns patterns from they suchand theirpractice, transformations, also, as a second language should have much are :earning. Those who are Through chil- tioncapitalizationGoal 5:that he has and learned punctua- Correctly uses OtherThedren pupil's maywords develop willfirst meed anexperience understanding to be capitalized in capitalizing of the sentence being as the pupil does other written work. names was in writing his awn. a unit of language. EarlyInto writing capitalize practice his awninthe learning address,names of toortowns. useit1 capitalswriting lettersin titles to friends, he will need may be provided through Itawriting tantscrap should ones book.captions be in pointed a titlefor outdrawings, begin that with the in capitals.titleposter of making, The child ghould learn that the beginning word and the a story or poster does not or in labeling pictures in impor- require a period at the end. 92 LANGUAGE ARTS - WRITING LEVEL THREE Goal 5: (Continued) EXPLANATIONSSince children AND atSOME this SUGGESTED level will ACTIVITIES be concerned AND TECHNIQUES with simple history in con- EasterChartTheynection willshouldreading with need be holidays,and tocapitalized writingknow somethat should whenofthe their wordstheycontinue written writelike to Christmas, themgivework inpupilscan stories beThanksgiving, experiencerelated to withit.and the or in letters. childrenask,tributeduse of "What the comeby periodshall the to children theIand put boardquestion at and thetc written punctuateendmark. of thisby the sentence?" sentencesteacher. he has written. The content of charts should be con- AsHe he may writes, have differenthe may Chil- questionsmayForthedren askexample, correct should other on the punctuation.someexperiencechildren chalkboard. of the questions writingchildren questionsabout who havelandings. about not seenthings the they landing wish ofto airplanesfind out. He may call on different children to supply The teacher may write the writingGoal 6: in many feirms Is interested in Whenguidedsivescript it lettersisin andto determinedobserving cursivethe are cursive slanted writing, thethat similaritiesforms childrento they facilitateof letters.should are and ready joiningbethe prepared differencesfor themthe fortransitionin formingit.between fromwords.the Pupils need to be taught that cur- They should be manu- manu- Both notsection.Thealphabetsshould be teacher forced be should done shouldinto during bethe notedisplayed transition. thethe periodsample during ofof theshifting cursive transition fromletters manuscriptperiod. at the endto cursive.of this Only a limited amount of cursive writing Children should 93 C .O- (Qf :r,S, At

4/111111111;W./

Jr A AKA Kir Ar AOA

A 4 Al AriffIr" At BIBLIOGRAPHY BOOKS 2.1. Hammond,Anderson, Sarah Paul Lou.S. Language Skills in ElementaryGood Schools for Young Children. Education. New York: Macmillan Company, New York: The Macmillan 1963. Company, 1964. 3. Petersen,Lambert, HazelAppleton-Century-Crofts, Dorothy M. G., and Velma 1961. Early Childhood Education. D. Hayden. Teaching and Learning in the Boston: Allyn and Bacon, Incorporated,Elementary 1960. School. New York: 6.5. Trauger,Shane, Harold WilmerCharles G., K. and E. others.Merrill Books, Language Arts in Elementary Incorporated, 1961. Be innin Lan uaae Arts Instruction with Children.Schools. New York: McGraw-Hill Book Columbus, Ohio: Company, 1963.

95 LITERATURE TWO - LEVELARTS LANGUAGE

- LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL IWO picturewithGoal the 1: stories of nurseryBecomes rhymes acquainted and the non- lowed,Generalin the it Techniques, group are seated and When telling are ready to listen. stories, the teacher If this procedure should wait until is fol- all Indian culture IfsuitableThe possible, teacher for andthe may be easier to set a daily activity should the pupilsclass should and set upan an atmosphere attractive for classroom select books from attentiveness. the library that library corner. are mayastitlelibrary encouragea basis on his for reading.card sharing corner. A pocket chartand place it in by childrenWhen who a child where each child his pocket finishesbe developed a book, around hehad read the on the chart. keeps his reading shouldthe books write in the the This could record serve Childrentheyalso aregive individually doing. the teacher an opportunity or in groups may make to discuss with movie strips and same book.individuals the readlng show them in It would actershandasandcardboard apuppets,dramatic. meansmay be ofboxes, made.and developing The tape recorder telling theflannel story board story-telling ability. cut-outsmay make be storyused to record children'sas the movie is shown. Cut-outs of the ;:elling more interesting Finger puppets, story char-stories booksChildrenHolding to children. thewill book need so all can see, thesufficientQuestions time to may be asked teacher respond.may read about the story easy picture-story or pictures. Atlags,the andfirst length thenthe the picture of move on to another picture, teacher Shouldexposure tell of each picture should be changed. only one in order to holdmay be increased; but when or two things about each interest. Gradually,interest picture shouldThe child be encouraged may react verbally, to 97express his reaction emotionally, or creatively in each of these to the story. ways. Be _ LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO Americanlegends,Goal 2: Indians and poems of Enjoys the tales, tionChildrenIndianto advancof employeesthe should child be orwith prompted parents a character to contribute in the brief opinions in English or in their may be invited to tell stories to the class. story may beown stimulated. language. comments about the story and Close identifica- The Goal 3: Grows in his ability Thesetionsobjectiveteacher stories that should atappeal andthis not fables tolevel attach them. willis requirementsto be, get in children to the literature program. to enjoy the delightful selec- The only ingthroughto formverse, hearingpictures fairy and/orstories,in his read- mind meetstion rhymes to literature with musical and thewords. musical quality of the English Be should react rhythmically tmmany favorite cases, the child's fil langue,_, . introduc- Here he fables, and folk tales Well-knownment.theselections feeling fables andand should gainmood new ofbe thepleasureincluded selection. framin the descriptive child's words Their simplicity, apt phrasing, humor, and dramatic reading for pure enjoy- as he enters into possibilities hereadsGoal has 4: andseen hears or done with what Associates what he makefables,atureThe themprimary awareness andespecially folklevel throughtales teacher appealing. (Indian the should careful and create non-Indian). selections of a preparatory atmosphere for liter- verse, picture stories, thesonalidentifyingchild teacher experiences.through himselfreads interesting in with a relaxed, the and story varied natural, and literary relating and happy the It may be fun for the child to join in the refrains experiences to assist him inThe teacher may guideatmosphere. the content to his own per- as Goalstoryto emotionalrecognize5: and/or poemtoneand respondof a Grows in ability rhythm,throughcharactersThe child his providing needsemotions,in the to backgroundstory learn and and action.to torespondexperiences respond to emotionally and word meanings should The ability to identify himself with poetry and prose with language, be developedwhich will lend understanding to the selections. 98 LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL IWO Goalstand 6: the difference Begins to under- children,guidedChildren in mayordeveloping asgive he accountsis aguiding story of thatthemthings isin theytheir make-believe. know actually happenedreading, and then he bemay question them As the teacher reads to betweenGoaltrueothers 7: make-believe the near nonsense and Enjoys sharing with Theconcerningenjoy teacher with items shouldlittle which orread noare verseexplanation. true to and the those children that they can understand and which are obviously make-believe. poemshumor,reading he and findsmaterials other in stories and his free PupilsTheor teacherthe should description orselect the pupil storiesmay may or r3ad verse these that to be emphasized by the teacher to help theythe wishgroup. to share with others. Therefore, the writing must The humor, the event; children develop beanor appreciationabout vicarious somethIng experience. for with which they are Sample Language Implications Related to different kinds of writing. knowledgeable, either through actual this Goal LetListenI likeme readto this this. this poem. to you. Isn't it funny? I think you'll like it, too. I think it's very pretty. 99 LANGUAGE ARTS LEVEL THREE - LITERATURE LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE IndianpicturewithGoal the 1:culture stories of nurseryBecomes rhymes acquainted and the non- dureinGeneral the is groupfollowed,Techniques. concerned it may be easier When telling are seated and stories,to the set teacher an atmosphere are ready to listen. should waitfor untilattentiveness. If this proce- all libraryIfThesuitable possible, teacher for and the corner. a daily activity should the pupilsA pocketclass should andchart set up an attractivewhere each classroom child select books from be developed keeps his readingaround the books the library that library corner. recordin the are theyalsoasmaytitle aareencourage givebasis ondoing. the hisof reading.discussioncard teacher an opportunity and place it When a childfor finishes children who in his pocket to discuss with had read the on the chart.a book, he should write individuals the readingsame book. This could It would the serve andhandcardboardChildren, more puppets, dramatic. boxes,individually and flannel board telling the story or in groups, may make cut-outs make story as the movie is shown. movie strips and telling Finger puppets,more interesting show them in Holdingcharactersries as the a book means of maydeveloping be made. so all can see, the The tape recorder story-telling ability. may be used to record Cut-outs of the children's story sto- At booksfirstChildren tothe children. will need teacher should tell sufficientQuestions time may be asked only one to respond. teacher may read or two thingsabout about the each story or pictures.easy picture-story Thelags,theand child lengththen the picture of move on to another exposure of each picture should be changed. picture, in order may be Increased; but to hold interest. when interest Gradually, picture should be encouraged may react verbally, to express101 his emotionally, reaction in each of or creatively to the these ways. story. He LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Americanlegends,Goal 2: IndiansandEnjoys poems the oftales, toChildrenIndian advance employees should opinions, be prompted in or parents may be invited to contribute brief to tell stories to the class. comments about the story and tionsobjectiveteachertion thatof should theat appeal thischild not level to attachwith them. a characterEnglishis in to the getor story inchildren theirrequirements to the literature to enjoy theawn delightful language. selec- may be stimulated. program. Close identifica- The only The fables,ingGoalthroughto verse,form3: and hearingpictures fairy folk stories,talesand/or in his read- mind Grows in his ability meetsTheseselectionstion rhymes storiesto literature withand and gainmusical fables and new pleasure from descriptivethe musical quality willof be, words.in He should react rhythmically many cases, the child's first introduc- the English language. words and phrases to favorite as he Here he makement.Well-knownenters them intoespecially fables the shouldfeeling and Their simplicity, apt be included in the child's mood of thephrasing, selection. humor, and dramatic reading for pure enjoy- possibilities hereadsGoal has and4:seen hears or done with what Associates what he fables,tureThe primary-levelawareness and folk through tales the teacher should create appealing. (Indian and non-Indian). careful selections of a preparatory atmosphere for verse, picture stories, litera- thesonalidentifyingchild teacher experiences.through readshimself interesting in with It may bea funrelaxed, for the natural, and happy the storyand and varied relating literary child Z:o join in the experiences to assistthe him contentThe to teacher his atmosphere. may guide the refrains as awn per- in Goalstoryto emotionalrecognize5: end/or poemtoneand respondof Grows in ability a withthroughuage,The characterschild rhythm, providing needs hisin to thebackgroundemotions, and learn to respond to story and to respond emotionally experiences and word meanings action. poetry and prose withThe creative ability to identify should be devel-Ted which will lend himself lang- understanding to the selections. 102 LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE betweenGoaltruestand 6: themake-believe difference and Begins to under- guidedChildrenconcerningchildren, in maydeveloping or itemsgive as heaccountswhich isa story guidingare of truethat things them andis inmake-believe.thosethey their knowwhich reading, actually are obviously he happened may question make-believe. and then them be As the teacher reads to withGoalstoriessense 7:others humor, and the poems andnear other henon- finds Enjoys sharing ThePupilsenjoy teacher withshould shouldlittle select reador storiesno verse explanation. toor theverse children that they that wish they to canshare understand with others. and The humor, the events, materialsin his free reading orbeanThe vicariousaboutappreciation theteacher description something orexperience. thefor with pupilmaydifferent bewhich may emphasized readtheykinds theseare of by knowledgeable,writing. tothe the teacher group. to either help childrenthrough actualdevelop Therefore, the writing must ILetListen like me thisreadto this. poem.this to you. Sample Language Implications Related to this GoalIsn't this funny? I think you'll like it, too. I think it's very pretty. 103 sat- BIBLIOGRAPHY BOOKS 2.1. Brown,Arbuthnot, Margaretrated, Scott,May Wise. Hill1945. Foresman (ed.). and Company, The Little Lost Lamb. Time for Fairy Talesl1961. Old Garden City, New York: Doubleday and New. Revised edition. and Company, Incorpo- Glenview, Illinois: 4.3. WhistleWait Till for thethe MoonTrain. Is Full. Garden City, New York: Evanston, Illinois: Harper Doubleday and Company, and Row Publishers, 1948. Incorporated, 1956. 6. Burton,Bulla Virginia1963. Lee. Clyde Robert. Indian KatLaraIthelif2Sm_w.Hill: Relocation of a NavajoGeneva, Family. Illinois: Houghton New York: Thomas Y. Crowell Company, 8.7. Fenner,Clark, PhylisAnn Nolan. R. (ed.). Desert People. Time To Laugh. New York: Viking Press, Incorporated, 1962. Mifflin Company, 1943. 10.9. Flack, Marjorie. Field, Rachel L. BoatsAmerican on theFolk River. and Fairy New York: Viking Press, 1947. Tales.New York: Alfred A. Knopf, New Ycrk: Charles Scribnerls Incorporated, 1942. Sons, 1929. 13.12.11. Krauss, James,Henry, Ruth.HarryMarguerite. C. The Ho i Indian Butterfly The Little Fellow. New York: Holt, Rinehart and Dance. Chicago: Melmont Publishers, Winston, Incorporated, 1945. Incorporated, 1959. 14. . Carrot Seed. Erthda_party. EvaLbton, Illinois: Harper and Evanston, Illinois: Harper and Row Publishers, 1950. Row Publishers, 1957. 15. . The Happy Day. Evanston, Illinois: Harper 104 and Row Publishers, 1949. 16.17. Lear,Lenski, Edward. Lois. BookLittle of SiouxNonsense. Girl. New York: RandomPhiladelphia: House, Incorporated,J. B. Lippincott 1959. Company, 1958. 19.18. Martignoni,Longfellow,Dunlap, Margaret Henry Incorporated, Wadsworth. E, (ed.). 1955. The Children's Own Longfellow.Illustrated Treasury of Children's Literature. Boston: Houghton Mifflin Company, 1957. New York: Grosset and 21.20. Parrish,Novinger, Peggi. Virginia. Amelia Bedelia. Skip Sees the Signs. New York: Harper and Row Publishers, Incorporated, 1963. Chicago: Albert Whitman and Company, 1953. 23.22. Rushmore,Child Study Helen.Company, Association 1963. of America. Dancing Horses of Acoma and Other Acoma Indian Stories. Read to NA Aata. New York: Thomas Y. Crowell Company, 1961. Cleveland: World Publishing 25.24. Schlein, Miriam. slt/_ssa,_saaqy_s2x. Bumblebee's Secret. Chicago: Childrens Press, Incorporated, 1955. Eau Claire, Wisconsin: E. M. Hale Company, 1964. 27.26. Slobodkin, Louis. . LeamIsallippopotamus. The Friendly Animals. LaPuente, California: Carl J. Leibel, 1954. New York: Vanguard Press, Incorporated, 1944. 29.28. Stevenson,Winston, RobertBurton Louis.EgbertIncorporated, (ed.). 1929. Child's Garden of Verse. Home Book of Verse for Young Folks. New York: E. P. Dutton and Company, (n.d.). New York: Holt, Rinehart and 105 LEVEL TWO ART ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TPTO experienceGoal 1: with color Extends his Forgreen,Children review and shouldpurposes purple, continue theyas well might to as work makethe with neutralsimple colors white, black, the colors red, yellow, blue, color charts using flower petals, and gray. orange, expressionGoal 2: by exploring Extends creative practiced,Creativeleaves, expressionor and favorite new media should objects. should be encouraged be introduced in media /Birren (2). and practiced. already introduced and Activities mediaa greater variety of art related to use of these 2.1. PlasterBrush painting--tempera, molding. large brush. new media might include: 4.3. Papier-mach4String painting--tempera. molding. /Bjoland (3), Peter (14), Reed .(16), and (7). learningcreativelyabilityGoal 3: to depictillustrate some Uses artistic or Creativeness may be reflected in various2.1. MakingDeveloping murals. bulletin board displays. areas of learning by: 4.6.5.3. ModelingMakingIllustratingSculpturing aclay frieze toitems stories depictor aof collage. soap,orobjects. ideas wood, with drawings or stone. or cartoons. WhoLet'sI wantslike plan toto fordrawmake painting horses.the pickup? Sample Language Implications Related our mural. to this Goal I'llI do. draw the airplane. 107 ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO Goal 3: (Continued) WhoI Here's do.wants ato picture paint theof a ship. spaceship? I'll draw it. exposedpreviouslyartexploresGoal media4: otherhasto whichbeen he Independently uses of Bymedium,After this thetime, he childmay the explore haschild had creatively shouldinsome that instructionhave medium. and experience some experience with clay, pencil, in handling a mayHeshouldcrayon, seemay thatnow be powder beableart ready elementstopaint, handle finger (line, to explore independently with a large brush (size 12) with paint, chalk (dry or wet), and water color. such media. some ease. The teacher He point;friezerhythm,ciples for (balance,makingdominance, example, or variation,repeat-design harmony, balance-rhythm. proportion)unity, contrast, are introduced. subordination,making can be gearedform, texture, color, value) to emphasize a certain Activities such emphasis, and art prin- as artsappreciationGoal 5:of his tribe of the through native Refines his people.The child has acquired This skill should be some skill in recognizing further/Bjoland developed(3), Peter by (14), arts and crafts of experimentinghis and explor- Reed (16), and (7). own experimentation ing with various media. 2.1. UseCopy graph paperthe to designmake in weaving The child may: designs. or A use.variety of art 3. /Anderson (1), BirrenUse clay, wood, stone, reed, supplies should be accessible (2), and D'Amico (5). paper, or yarnin forbead experimentation. work. for children's leisure time 108 ART LEVEL TWO naturalGoal 6: beauty of his Appreciates the beSinceEXPLANATIONS encouraged nezure providesAND SONE to bring nature objects livingSUGGESTED examples ACTIVITIES of design AND TECHNIQUESand te-cture, the child may surroundings arrangementflowerdeveloplearn compositions. coan appreciatemayappreciation be achieved differences in texture--bumpy,He may be guided infor variety in through: to the classroom.arrangement, using weed, rock,understanding that balance satiny, fuzzy. He can, by feeling, He can by and 3.2.1. A TheSimplelarger use andbaseof coloredbeautifully-shaped and smaller top.glass, stone, and marble containers. to add interest to the knowledgeableartGoal contribution7: of the of Becomes turescontributionsThe child that needsdemonstrate to art. composition. to learn that The teacher might make many groups of people have made a collection of items characteristic or pic- other groups mayChineseplannedand be other assisted motifaround mightinthese recognizing be groups. These may be displayedcharacteristic types;made.characteristic for contributions the various types. and talked about, and example, a repeat design Art activitiesof Orientals, Indians, the child may be in a

109 LEVEL THREE ART ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goalsionextend 1: by creativeexploring expres- a Continues to New activities introduced and performed at1. this level Weaving--paper and oilcloth, string. should include: mediagreater variety of art 5.4.3.2. WaterClothSawdustPaper coloring. craft--booklets.sculpturing. craft--animals, puppet heads. artisticGoalillustrate 2: ability or creatively to Continues to use andforThe craftfosteringarts andwork crafts andshould encouraging program be included in the the indevelopment elementary the development ofschool creative ofprovides units. abilities. opportunities Arts (7). depict learning plifyitems.sciencedisplays learning displaysmay berelated made. or collections, to any curricular and for practicing creative Peep shows, open or flat-figure dioramas, and table A terrarium provides an appropriate background for area. scenes canarrangement exem- of Sand table workingGoalart 3:media independently with Refines skill of mentelements:tion,Children with emphasis, art should principles: rhythm,be given dominance, an opportunity harmony, and Droportion; and with line, form, texture, color, and value. balance, variation, unity, contrast, subordina- to extend their ability to experi- art tribetherefineGoal native 4:through appreciation arts experimenta- of his of Continues to workmanshipgrantedFreedomskill witheachto ofexperiment child.the artist, with he the should arts beand crafts of his similar projects, such As he gains capability in understanding the as: given the opportunity to try his own tribe should be designs and tion 3.2.1. WeavingSculpturingCreating baskets, native in belts,soap, designs. wood,headbands, and stone, clay, and paper. rugs. 5.4. ModelingDrawing withand paintinga variety native of media. 111 scenes. ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TIME hisofdemonstrateGoal surroundingsthe 5: natural Continues to an appreciation beauty of byinarrangedThe the collages, child children to demonstrate may bring nature objects table to experiment with scenes, and other displays. the elements and creativeto the classroom.arrangements. principles of art, Such objects Items can beand used may be used can be groupsGoalofciate some6: the other art Begins to culturalcontributions appre- PennsylvaniagroupsA unit livingis Dutch, in America suggested in which are considered--Chinese, art contribucions of Japanese,some of theIndian, cultural or Goalin man-made7: objects Appreciates beauty Throughiar media, a knowledge children shouldand appreciation be assisted of color, and in developing through the an appreciation of: use of famil- 4.3.2.1. Jewelry.ToysClothing.Pictures. - dolls - animals. /Anderson (1). My fatherOh, what made a pretty it. Ibraceletbeltnecklace MyIt'sMy Bringmother It'sbrother one made paintsto veryvery pretty. beautiful. show us. this dress for pretty pictures. me. 112 BIBLIOGRAPHY 1. Anderson, Donald M. Elements of Design. New York: Holt, Rinehart BOOKS and Winston, Incorporated, 1961. 3.2. Bjoland,Birren, Faber.Esther M. Color. Things To Make and New Hyde Park: University Do. Chicago: Standard Education Books, Incorporated, 1963. Society, Incorporated, 1959. 5.4. D'Amico,Conant, Victor.Howard, and Arne Creative Teaching in Art. Randall. Art in Education. Revised editio,a. Peoria: Charles A. Scranton: International Bennett Company, 1959. 6. Department EducationalofCompany, Classroom 1953,Research Association of the NationalTeachers. Art Education in the Education Association, Elementary School. 1961. Washington: American Textbook 8.7. Jefferson,Easy To Make. Blanche.1963. Darien, Connecticut: Teachers Teaching Art to Children. Publishing Corporation, 1958.Second edition. Boston: Allyn and Bacon, Incorporated, 10.9. Lyford, Carrie Lowenfeld,Macmillan Viktor, Company,and W. 1964. A. Ojibwa Crafts. Lambert Brittain. Creative and Mental Growth. Fourth edition. New York: 11. . II2suois Crafts. Lawrence, Kansas: Bureau of Indian Affairs, Haskell Press, (n.d.). 12. . Quill and Beadwork Lawrence, Karsas: Bureau of Indian Affairs, Haskell Press, (n.d.). 13. Munro, Eleanor Press, (n.d.). C. The Golden Encyclopedia of the Western Sioux. of Art. RevisedLawrence, edition. Kansas: Bureau New York: The Golden of Indian Affairs, Press, 1964. Haskell 113 15.14. Randall,Peter, John ArneIncorporated, (ed.). W., and Ruth 1962. E. McCall's Giant Golden Make-It Halvorsen. Paintin:tin the Classroom. Book. New York: Golden Press, Incorporated, Worcester: Davis Publications, 1953. 17.16. Whitford,Reed, Carl, Wiliam 1960.and JosephG. Orze. Art for Young America. Art from Scraps . Revised edition. Worcester: Davis Publications, Peoria: Charles A. Bennett Company, Incorporated, 1960.

114 HEALTH AND LEVEL TWO PHYSICAL FITNESS HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIT" AND TECHNIQUES LEVEL TWO handlingafterGoal toilet,1: food or and dishes, after play- Washes hands before Atandlevel previous putting pupils levels foodmay bechildren taught on the table. to assisthave with been party taught lunches to washby setting their hands. Atthe this table ing with pets washingfrequentlyBefore handsa class the before needparty, handlingfor the washing teacher food or dishes. hands after toilet andmay afterdiscuss with children the reasons for He should discuss with them playing with beenourPosterspets. wellhands illustratingestablished. before we set the the practices table, We clean Hand washing should be directed with appropriate captions such and supervised until the habit has as We wash Emerytaughtnails, boards to should use or them nailbe put tofiles keepin suitableshould their nailsplaces short. tobe serve provided. as reminders our fingernails, Wre trim ourThey may needThe tochildren be shown should how be to the child. manicure.nailsguidancesupplyto fileproperly of andtheir hand academicmanicured, nailslotion andstaff. is if howhelpful. he In boarding schools, this should to gently push back the cuticle. is allowed to use it after heIt may stimulate the child be a shared responsibility of A finishestoclassroom keep his his correctlyGoal 2: Uses toilet objectsandChildren sanitary. should at this not levelbe put should into be It is important that children know toilets. taught their part in keeping toilets that heavy paper or solid clean followingStatements discussions such as the following Newspapers clog toilets. an proper use of toilet facilities: may be written on the chalkboard or a chart CombsPaper andtowels other clog things toilets. clog toilets. 116 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL IWO Goal 2: (Continued) I IHairflushsit keep downcan the clog our restroom clean. on the toilet seat. a toilet. beletIn taught restroomslid beforeto whereflush there urinals using the toilettoilet clean after are no urinals, boysto prevent unpleasant and put it down I use it. should learn to after using it. raise the toi- Boys should cutsorofGoal thematron, 3:and teacher, wounds cares for Under supervision housekeeper, minor Thesuggestedthem teacher accessible at Level may secure from the health for use when the One that children child suffers observe and help division approved minor cuts odors. medicants, andor wounds.keep It was Goal 4: Reads the directlycutused orthese wound,andto thematerials. wound. to avoid touching Pupils at this level the part of the may be instructed to clean bandage that is the teacher when applied hethe coldthethermometer room is tooto determine warm or too roam if changes.howinThe itthe child goes sun Hemay may be placeshownor itthe on a windowup and sill,down withand the on the floormercury and then line on the temperature. then in a space nearHe thermometer amay door, placeon to top theand of a cupboard may observethermometer note or at mark,checkingandperature.the tell top thehim rail thermometerthe of The teacher the chalkboardline should be may show him the 70-degreeto see how near the to see ifat therethat place.is mercury is to the 70-degree Children may take markany on difference the thermometer in the turns tem- varietyfoodsGoal 5: of body-building Names and eats a Theyon.Children may be may guided cut pictures of different in classifying them as fruits, kinds of food from vegetables, meats, and old magazines. so 117 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO Goal 5: (Continued) basiseatThe toteacherof keepits provisionhealthyshould guideand of to children in learninggrow. the kinds They may talk about their of food they need to noon meal on the amountsChildreniosity in aboutshould an attemptthem, be introduced and to shoulddevelop needed foods. beto anew encouragedtaste foods for in them. toa mannereat that will create new foods in small cur- inforks,theGoal eating table6: and and spoons handles adequately knives, Knows how to set Family-styleproperThe teacher use of diningmay knives, discuss provides forks, and with the group and demonstrate an opportunity for children to practicespoons. in the classroom the setting developa ingschoolmeal,table, activities confidencethe practice,and group to useshould mayclassroomin silverware evaluate be theirproperly. a dining situation. planned frequently toparties establish can provide handling of the table implements. If family-style dining is a suitable substitute. good habits and to not a After Din- fork,properly.forThesituation. theteacher or meal. spoon should make family They will needPlans to should learn bewhat made onThe the teacher floor. should help children dining or dining practiceto go to the dining to do in case they drop learn how to set the table room to set the tables a real learning a knife, clean,In clearing and how away to thestack dishes, them. Sam le Lan:ua e Im lications Related pupils should be shown how to this Goal to scrape the dishes I putset thea knife platestableplace and formats four people. on the placea spoon mats. on the right side of eachon plate. the table. 118 4 HEALTH AND PHYSICAL FITNESS LEVEL TWO Goal 6: (Continued) EXPLANATICUS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES Goal 7: Knaws his clothes ChildrenTheI put table a glassfork maylooks be andabove neat.guided a napkineach in knife.discussingon the left briefly side of how each clean plate. and neat clothing is must be kept neat and clean AEachhelpful tiessewing child they to kit them.maycan or tell takebasket howfor with hethe helps needle,cleanliness to carethread, andfor neatnessandhis buttonsclothing. of their The teacher may lead them to think of some responsibili- may be kept in each own clothing. painttotheshowclassroom. keep holesapronsthem the hawin beforebutton theto crossbutton theyfrom thesewcomingto threads,fastenthem off on it a their how garment.securely, many own timesclothes. and tohaw to fasten the thread Children may be encouraged to sew buttons on doll clothes He may show the child how to sew the thread through The teacher may and Inplacethethere, a day missingthe andschool button how buttons situation, todirectly sew from it on. onclothing.children the spot should where be it taught to keep their shoes Boys as well as girls should learn to saw on was before, how to hold it Thepolishpolished.leisure child shoes time,will properly. needor when to learnother howwork to is clean finished. dirt and mud from his shoes, how At first, a definite time may be set aside when all learn how to Later, this can be an activity the child does at his Goalcare 81 of his own clothes Begins to take Somepolishto putactivities shines. on a thin to coatingbe carried of polish,out might and be: how to brush the shoes until the 1. Havingtheir the clothes. children tell some of the things they do to take care of 119 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SCME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO Goal 8: (Continued) 3.2. MakingMakingtheir a aclothes.scrapbook chart listing of the the things theirimportant mothers thingsand they do to instructional care for notGoal visit 9: friends who Knows that he does Children should know that 4. Findingaids do pictures to help ofthem other take a sick person should be put to bed and childrencare of their taking clothes. care of their clothes. be kept as waysbut shows sympathy in other are ill friendTocatching,quiet show orastheir makepossible. his sympathy, greetingfriends shouldcards For this reason, and because children may write individual not visit him. he may have something letters to a sick Forcontaintnm a girl,a great interesting the many children one day and news items may be written and illustrated. may make paper dolls, or send noneto seadfor ahim. long period. A few each day would be better Group letters which Thepatientsclothes children orthey sentmay have makeunmounted made. the Colorful picturespatient awith checkerboard paste for mounting. may be put into a scrapbook for or a toy, or send him puz- a doll and doll orChildrenlittlezles a little they thingsmay havemirror. make they made the know bypatient cuttinghe will enjoy; such a bedside bagand formounting his thingscolorful and pictures. as, a pencil, notebook or pad, put into it healthhowGoal the10: community safeguards Begins to realize whotheChildren devote result theirat of this thefull levelcooperative time should and efforts to the problem. beginefforts to realizeof the people,that good but that Pupils may:community health is there are some 2.1. TellLearn what the eachnames does of thefor healththe 120 community. workers of their community. HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL IWO Goal 10: (Continued) 4.3. Visit athe hospital. health department. 7.6.5. health.DiscussVisitTell what athe food thecare store,doctor, of the dairy, and nurse, and dentist docommon for community cold. health. waterworks to learn how they protect 10.9.8. View films of what other healthyReadDraworderliness storiesor and find attractive aboutpicturesof the these home places.of communitypeopleand working communities (large and small) docommunity. workers. together for cleanliness and to become nursesandoctors,Goal understanding 11: can dentists,help himof hawand Begins to develop tor,Thecussthe teacher thedentist, one dentist, or may moreand guide ortheof the theirchildren own experiences when nurse each help them. nurse. in thinking through Pupils may be encouraged to dis-they were helped by the doc- same ways that the doctor, onstratingvisitingdoctorCommittees maythe his bemaydentist obligationsinvited devise or tothe viewto the the some simple role-playing situations; such nurse, shawing haw the nurse helps him, and dem- rolenurse playingor dentist. and to talk with the The school nurse or as, a child children. Goal 12: Realizes that food, Appropriatesome of the films services and filmstripsreceived from medical workers. may be used to reinforce understanding of influencesleep, rest, growth and play plishmentlearnduringgetChildren enough to an are:slow illnessatsleep thisdown at andlevel beforenight. afterward, should bedtime. be and They need to understand the importance helped to understand why it isSome important activitiesof relaxing related afterto this a meal. They need to of rest accom- to 2.1, KeepingHaving theweight children and height tell howrecord. much time they 121 sleep and rest. HEALTH AND PHYSICAL FITNESS LEVEL TWO Goal 12: (Continued) EXPLANATIONS AND SOME SUGGESTED ACrnIVITIES3. Showing educational films on the subject. AND TECHNIQUES Goalin using13: baseball bats, Practices safety Children should become 4.5. DiscussingInterviewing the thefilms. school nurse and doctors regarding aware of the danger of swinging bats when others sleep and rest. are andropes other and lariats,play equipment swings, playhands,near.needshould equipment. toand showbe to taught pupilsstand safeathow handlingto grip They should be taught to watch out for other a safe distance when others are batting. a bat firmlyor souse it of won't ropes, fly lariats, out of theirswings, and other children. The teacher Children Goal 14: Practices safety Whenhelpand an theto accident planchild for analyzeoccurs better duringthe situation the use of play equipment. use of play equipment,to thesee teacherif it could should have been avoided in using matches matchesandTheshould howdesire mightshould tobe extinguishtoshown be behandle used usedhow in matchestoforit the strike beforehelpful classroom should throwing be utilized it a match without danger of burning themselves purposes, only. may be discussed. away. constructively. They needThe to purposeslearn that for which Children IfcandlessituationsIf a therechild on arefinds amay birthdayno be aopportunities matchcreated cake toprovides teach for thehim childhow a purposeful situation. to handle matches.to use matches in the classroom, Lighting the Goal 15: Carefully handles Whenmatchesinto the thechildonly classroom. underhas occasion the supervision to handle of breakable Be should understand that for his safety,on he the should playground, he should be taught to bring it an adult. materials, such as a ther- use androombreakable vases thermometers, materials dishes, such as properly.mometer, dishes, vases, or lecords, he should be taught how 122 to handle each A.m....1=111111111Er -=,...1,1,...... ,...... HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL Two Goal 15: (Continued) Heathroughthe itshouldrecurrence needlewith carelessness, beboth onshown of ahands; therecord how accident. howtothe without grasp toteacher pick ascratching upmay and discuss hold it. with the vase firmly, or if it is large, to carry room thermometers; how to placeWhen things are broken group haw to prevent musclesbodyabdominal,eningGoal alignment 16: back, leg,shoulder, by andstrength- foot Develops proper ratherGamesdeveloping, shouldrunning,than the a betotalfew jumping,included seta muscle of pushing, which muscles.groups provide stooping,are Back-to-Badk, for anddevelopment hanging. Big ofBlack all the muscles Experience should be provided in climb- Some games that Bear, Spider and himselfGoal 17: in dramatic play Begins to express Flies.ordevelopStory soldier, plays muscularly. andas thealimetics play demands. are imitative movements which A child may act the part of a merchant, teacher, farmer, The use of dramatic play as a motivating may help children folkGoal 18:games Cooperates in veryFolkmarching,force littlegames may lifting, arehelpskill valuable children is and needed pulling. during learn and thebasicthey early giveneuro-muscular training in rhythm. years of a child's life because patterns of walking, Folk games mayLamb.Examplesplaced well onbe are: rhythmcorrelated and movement.with similar music activities with emphasis being London Bridat, Farmer in the Dell, and Mary Had a Little buses,responsibleGoal 19: and pickups rider in cars, Learns to be a whilestepscarelessSome others childrenunexpectedly pedestrian practice may dramatizeinto whositting thecrosses intersectionbusquietly thesafety streetand situations silentlywithout in the watching middlesuch offor the turning block as the "driver" responds as problems of the cars,or to the situation. 191 HEALTH AND PHYSICAL FITNESS LEVEL TWO Goal 19: (Continued) PupilsEXPLANATIONSand fastening may practice AND a SOMEseat climbing belt.SUGGESTED into ACTIVITIES AND a make-believe car or bus, going to a seat, TECHNIQUES BuseasilyThey safety may heard. practicefilms should talking be shown.to friends in a soft voice so the driver can be responsibilityGoaltrafficing 20:with signals officialsschool in patrol,cooperat- and Understands his unitcrossings.drenThe should teacherbeing rotated bemay apOied develop in onresponsible athe safety-centered playground positions. and unit in the classroom with chil-at regular Informationschool and streetgained from the respectsGoal 21: safety rules for Understands and AreasA tiontraffic of of emphasis injuriesofficer may or bepolicemanloss for of children life through attention may talk to the children concerning preven- to learn to: to safety. swimming and boating 4.3.2.1. WatchTakeObserveHike forprecautions or brokenwaterswim with safetyglass against an whenrules.adult. sunburn. wading. 124 HEALTH AND LEVEL THREE PHYSICAL FITNESS a HEALTH AND PHYSICAL FITNESS LEVEL THREE Goal 1: Knows how to take EXPLANATIONSThe child should AND SCUE learn SUGGESTED to take ACTIVITIES AND TECHNIQUES facilitiesa bath using availible Afterfromableshower, washingtouchingamount tub, oflong the orwater. basin.hair,body. it should be If the hairIn is taking to be aSomewashed, shower, children it he should should still be learnmay done need to learn a bath using facilities available; such as, tied or pinned up to keep the wet hair to use a reason- to turn on a first. whilebodystepsoapsmall withsoaping undertheamount a bodywashcloth; theand of well showerscrubbingwater (especially and to afterwetrinseshoeld the thetheelbows, bebody; body neck, knees, and feet); soap off. discouraged toas turnthis theis ashower waste downof both whilehas they been washed thoroughly, to Standing under the shower to scrub the Thenotingsoap toenailsto the andloiter shower;water. should in theand be bath;to cut put afterto it keep where the the bath.it will Children should learn to take enough time soap out of running water while tak- Itdrain is important and dry afterto the use. comfort to get clean but used.method.straightofand cutting health across toenailsof the with child shouldsharp that scissors.be demonstrated. Pictures illustrating the proper care be given his feet. proper way of cutting toenailsDiagrams may be may be used to show this This would include cutting nail An approved way Goal 2: Knows how to keep bilityAccomplishmentChildrenteacher. of theneed guidance ofto thislearn staff,skill that incleanbut boarding needs hair isthe schools cooperation of the classroom is primarily the responsi- his head clean washedhairpleasing soft.inregularly aappearance. solution with of .warm one-half water and The use of sprayed insecticides helps To have hair looking clean and neat, it should cup of vinegar to a quart of water makes the a good shampoo or soap. necessary to good health and to keep the lice under Rinsing the be control.should be brushed well each day to keep the If insecticides are used, the 126 eyes must be well covered. scalp and hair clean. Hair HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOEE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 2: (Continued) IntheyThe boarding childrenstick to schools, the hair. dormitory may observe nits under a magnifying personnel will assume major glass to see how tightly responsibility Goal 3: Combs his hair ingthefor childrenkeeping children'sacquirethe importance in hairthe dormitory.ofclean. clean hair, and reinforce Academic teachers should training and learn- discuss with childrenhair,A combingtheirmirror and hair watch. andthethen andindividualhair practice to of combs encourage them to do oneso. child. combing his own hair before may ue provided to helpA child children may practice learn combing The teacher may demonstrate a mirror while other another child's to comb The useteacher of a shouldmoderate commend amount of water to hel the child when he keeps his hair the hair stay in place is combed well. theirtheChildrendesirable year hair. progresses,may and check is in the they no way harmful. appearance of their hair daily shouldby using assume more responsibility for the care of a mirror. As whenfacilitiesGoal toilet 4: isproperly; out of order;reports Uses available Atheavy theprevious childand solid levels,should things the should assuue responsibility for reporting when toilets child was taught to not be put into the toilet. use and flush toilets, and that At this level, signsobserves "Out-of-Order" Dormitorytheorder reading and personnel to of observe signs. "Out-of-Order" may assist in the supervision of toilets, and signs. It might be fitting to stress inare givingout of private instruction in 127 necessary cases. HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 4: (Continued) available,providedpitChildren toilet forshould theis the used,child bepurpose, taught toshould andto learn checkthat see that the excreta is covered with sand to cover excreta.theto seelid ifis thedropped. toilet is flushed; When no toilet is or ashes or if a betheoutdoorcertainSince used house, manyto toiletssanitary show andchildren this.that should measures pitscome be of fromplacedconcerning outdoor homes at some distance and at a lowertoiletshaving level outdoorthanshouldthem. betoilets, deep. they should know This wculd include knowing that A diagram may eringtheChildren seats window should with openings woodenknow how lidswith to eliolinate flies. screens,or boards, and spreading spraying woodwith ashesDDT. in the pits, This may be done by covering cov- ThePlease toilet's get the not plumber. working. Sample Language Implications Related to this Goal teacherGoal 5: or dormitory Reports to the illnessChildrenDon'tThe water go sometimesin shouldwon't there. gobe maydawnencouraged be the prevented sink. to report if when It says, "Out of Order." they do not feel well. Serious medicalassistaut or dentalwhen he treatment needs sibleChildren so thatshould the be teacher encouraged to describe reports of symptoms are given in time. these symptoms as clearly as pos- 4 Goal 6: Knows what to do ChildrenhaveThey shouldpains should abouttell knowifany they: coldspart ofspread the body.quickly, can give arethis feeling information hot, haveto the a headache, and that if one child is ill, nurse or doctor. are dizzy, or when he has a cold maymaterial,others formulate may pictures, become a set ill,offilms, rules too, filmstrips, aboutunless colds; they and such 128 are carPful. discussion, children and teacher as, If_zoll_hayeacold: Through simple reading HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SONE SUGGESTED LCTrVITIES AND TECHNIQUES LEVEL THREE Goal 6: (Continued) 1.2. UseCover tissues your andnose put or mouththem inwhen a bagyou sosneeze. they can be burned. 4.3.6.5. WashDrinkBlowStay your plentyawayyour hands fromnose of after fruitothervery you gentlyjuicepeople. have andand used water.blow tissues. both sides at the same time. DemonstrationstoChildren do when should they of havebeas taught manya cold. rules how toas guardpossible against Following the same techniques as stated above, should be made in the classroom.taking colds as well as what anotherColds: set of rules could be formulated:1. I will stay away from people who have Haw I Can Keep from Catchin colds. 4.3.2. whenInI coldwill I play weather,playdrink outside. out-of-doors plenty I will of wearwater in athe andcoat fresh fruit and aircap or a juice. and sunshine. scarf to school and Gonlabout 7: other common communi- Knows something meansChildren of controlling at this level them. should be come aware6.5. I will sleepwash mymany hands hours. before I touch food. The following activities may lead them to of some common diseases and these cablecontrol diseases and their understandings. 2.1. DiscussTell the visits class toabout the experiencesschool clinic. with Children may: doctors and nurses. 4.3.5. DiscussDramatizeLearncolds, something waysmeasles, what to thepreventof mumps, doctorthe commontheand and spreadchicken nursetypes of pox.doof to diseases.communicable diseases, such ashelp them. HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 7: (Continued) 7.6. Makediseases.recordsAsk athe chart ofschool immunization.illustrating nurse to visit the class and ways to prevent the spreading explain how she keeps of common disease,Goalforsleep 8:growth, andand restforprevention renewed Recognizes that are necessary of restneedBy the ismore timeneeded sleep the to thanchild overcome fatigue. adults; thatreaches sufficient this level, he sleepshould promotes realize growth;that children and that energy HerestHe should should after be begin strenuousled play to assumeto some understand responsibility that and exercise. insufficient sleep for a regular bedtime and to relatedGoaland 9:size to offoot shoes health Learns that care are andChildrenlity, are andgreased needthat to learn rest periodsor polished,are not only look that Shoes that necessary after strenuous are properly dried after better but also may cause irritabi- exercise.are more comfort- being wet, growth,Thefortableable teacher to it wear, andis should wet and feet last longer.help children learn making one susceptible They may talk about that for comfort and to colds. wet shoes being for proper uncom- colorsGoalshould 10: of eat foods Knows thatmany he kinds and ofattractiveA. likingfood served, for ways. but new foods maynecessary be developed that theyif wear shoes that Children should be should not be forced encouraged to eat they are served in fit them correctly. a little of ean, kind varied and Childrenservedonly to small mayemphasize be portions encouraged their dislikes. at parties. to eat foods that Their attention to eat a new food, for are new and strange by being may be directed to the it may tend partyfun andmenu not as the well food. as serving the food, and130 of being Children should nave the experience of planning hosts or hostesses. the HEALTH AND PrISICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 10: (Continued) entA aboutfindingsmall crops localgarden outare allplantsraised provides the andinparts differentactualfield of vegetablescropsexperience areas, that thatit thein would 6bservingchildare goodbe might fitting tovegetables easilyeat. to teachname grow andenough and Since differ- recognizefoodsservedChildren andin such maytheto cookclassifyplants.dining and room. servefoods them.by colors and determine the varieties they are Children may be encouraged to bring in native The importance of the Basic Four Food macht,makeGroupsdiurier.general charts orshould bodilyandsalt illustrating a be and good functions.stressed flour. supper. the in Fourrelation Basic to Groups nutrition, of a goodcortect breakfast, elimination, a good and A playChildren storeModels may which use of handles cut-outfoods may foodpictures be may made beof from used.foods clay, to papier eavingandGoal vefjeLablei 11: before Washes fruits andChildrenChildrentaminating vegetables have may their beenwashalso, food. taughtapples and that toor washotherthey their needfruit washing.hands for abefore party, meals carrots to keepor other from vege-con- They should know that dirt and germs settle on fruit soilChildrentablessmall adhering forstream may a latelearn toor them spray;afternoon to withwash to a vegetableswash lunchbrush. potatoes, or for such a carrotspicnic.as tomatoes or other and celeryvegetables under with a rulesGoal-ommoil 12: safety lnd traffic Knows and practices rulestakeChildren somemay atinclude:responsibility this level should in helping understand younger schcol children traffic observe rules them. and should These 3.2.1. WalkingKeepingObserving facing to thesafety trafficright. practices in order in tothe see use the of approachinggates and sidewalks. cars. 131 HEALTH AND PHYSICAL FITNESS LEVEL TIME Goal 12: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIES4. Using a flashlight or wearing something white AND TECHNIQUES when walking along a MenficThe at signs,teacherWork. such may asinvite Keep to the Right, Stop, road at night. a traffic officer to talk to the children about traf- Railroad Crossing, Curve Ahead, bitsChildren of glass shouldmay aretake learnsafety turns that hazardsdirecting holes which in traffic the should ground, in be Road signs may be made at school and placed where the halls. rusty nails,reported old cans, to theand teacher. needed. PupilsardsChildren and should appropriate may knowmake thata signs.road wagons of papier should machi have or other material, puttinglanterns, in haz-red reflectors, or Thetionssible,other class withwarnIng chiidren may traffic take signals Should a lights.trip when have to used the atexperience night. of see haw many road signs can be found. crossing streets at interse;.- If pos- byGoal taking 13: proper care of Prevents fires tainer,Byshould striking thebe stressed.teachera match mayto ademonstrate small piece how of readilyoiled cloth Getting on and off the school bus properly or waxed cloth in a metal con- with oil or wax burns. usedshiningoily dustfor cloths, waxingcloths, or shoe- cloths washedwashed,areburningHe shouldplentiful, in dried, ifhot, explain they soapyand they are putto water.should put theaway. awaychildren be inburned that after oily cloths Dust cloths or shoe-shininga closet cloths or storeroom. use. If not, they should bemay get hot and start If cleaning cloths may be 132 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE exercisesGoal 14: Does posture Helpful exercises for the pupil in learning1. correct posture Liespine on theand backfloor. on the floor. Try to lessen the distance between are: 3.2. Doandture,Stand corrective pull-ups. walkwith aroundhips calisthenics: and the shoulders roam holding touching correct a wall; form. after correcting sit-up, leg-lift, knee-bends, push-ups, pos- andrun,rhythmicGoal sway march, 15: play jump, such skip, as clap, hop, Refines natural Whenadvisableforinclude children nervous naturalto have giveenergy. maintained rhythmicrelief by movements achanging fixed position whichactivities. are over valuable a period in providingof time, itan isoutlet Some of the simpler ones are: Such activities may 2.1. Marchingcounts.Clapping 4/4 time.hands, using 3/4, 414, 2/4, and 6/8 time, accenting strong 4.3. BouncingSkipping a4/4 ball, or 6/8using time 2/4, (keeping 4/4, or knees 6/8 time.high). Thechange teacher is needed.should feel free to change activities5. at any time he thinks a high)."Riding a bicycle" in 414 time (run in one place, raising knees 133 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTKD LEVEL THREE dramaticGoal 16: play Carries out giveThe purposeenjoyment. of this goal is The actions involved should be to develop muscular coordination, ACTIVITIES AND TECHNIQUES purely dramatic and as well as to no mate- thenaroundrialdrenimagination. getor dothe equipmenttirednaturally. head, and throwing isstop needed. the Playing cowboys is The steps nay include lassoing rope,The childrengalloping should on a pony.be an example of dramatic play that most chil- a pony, twirling a ropeencouraged to use their The "horse" may lowingGoal 17: basic skills: catching Performs the fol- A benumber"Can developed you of dophysical this?"around activitieswashing In this respect they challenge to breathe deeply. clothes, policemen, modes of travel. have a stunt quality; they Other forms of dramatic play the individual to test appear to say nay feet;bothongivenand either feet;throwing;walking mark jumpingfoot; and successfully running back;skipping using hopping to both using a on Inhimself,check checking off and activitiesperformance therefore, they have as they are mastered. 3n basic skills, achievement charts been designated self-testing. may be used to ingmusic;orgalloping,a low apparatushanging rolling,ledge; properlyand andwalking, rollingdkipping low on horizon-running, climb- to over, wellGoaltal 18: bars Does folk dances Theat children'sthis level. past experiences In the beginning the teacher will determine the folk dances should choose simple dances to be taught are:tothat develop the childrensome of the principal rhythmicThe Thread Follows the Needle seem to enjoy. It may be well to start with singing steps. Examples of singing games games HowCaptain Do You JinksDo, My Partner. 134 HEALTH AND PHYSICAL FITNESS EXPLANATICNS AND SOME SUGGESTED ACTrVITIES AND TECHNIQUES LEVEL THREE Goal 18: (Continued) Some of the easier Shoemaker's Dance folk dances are: The teacher PopI See Goes You the himself should Weasel. have thoroughly in mind the dance or game that is Goalthe 19:group Chooses games for teacherAtthey tothis beshould level,shouldtaught. begin ifSocial children Indian to develop have been taught somedances choice also as to may be used to advantage. a sufficient number of games they like best. games, The encouraged.whereteacherlike the to and play pupils when game is to be played. Suggested outdoor encourage individuals by you go to theshould playground decide games for.Promptness this level uponin getting the formation of asking them, "What today?" Before going groupsinto placesand the should place games would you out, be DropWoodDoubleCat theTag and CircleHandkerchief Rat ThreeRunFollow Rabbit Deep the Run leader are: beEach shouldfound teacher inhave the who available at least reference list.is responsible for one good book on the physical games. education of his Suggested books pupils may mayMostiods.equipment need playgrounds encouragement should be Much can be done are provided with slides, discussed frequently to use thisto equipment.develop among older during planning ladders, and bars. childrenThe safe the habit use of playgroundand evaluating Some children of helping per- smaller children. 135 HEALTH AND PHYSICAL FITNESS LEVEL THREE ofGoal common 20: traffic Knows the meaning signs EXPLANATIONSChildren AND SOME may find out the meaning of traffic SUGGESTED ACTIVITIES AND signs with these shapes:TECHNIQUES Goal 21: Knows how to play A policeman may be invited to tell how he checks traffic. safely in and near water WhenWatertoriedstressed, need safety and arises reviewed.and behaviorfor evaluated. practices which were learned at children to practice water safety, rules previous levels should be inven- should be

136 BIBLIOGRAPHY 1. Grout, Ruth1963. E. Health Teaching in Schools. Fourth edition. BOOKS Philadelphia: W. B. Saunders Company, , 3.2. Hutchinson,Leaf, sicalJohn Munro. L.Education, (ed.). and Recreation. Safety Can Be Fin. Leisure and the Schools. Washington:Revised edition. National Education Association, 1961. Philadelphia:Yearbook J. B. of Lippincott American AssociationCompany, 1961. for Health, Phy- 5.4. MacDonald,Litell, Barbara. Yoru:Golden. Vantage Press, 1965. Elementarschoolphsia_...EducationproamRed Light, Green Light. Garden City, New York: Doubleday and Company, Incorporated, (Kindergarten Through Grade 6). New 6. Schneider,Recreation. 1944.Elsa (ed.). Fourth edition. Physical Education in Small Schools with Suggestions Washington. The Department of Rural Education and the American Relating to Health and 7. Youth Physicaldent'stion Fitness: forCouncil Health, Suggested on YouthPhysical Elements Fitness. Education, of and Recreation; National Washington: U. S. Government Printing Office, July 1961. a School-Centered Program. Education Association, 1963. Parts One and Two. Presi-Associa- 8. Dental HealthServicewide How and Why. Film Library. 10 min., 16mm., sound, color. FILMS Americaa Dental Association. Available from

SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO mentmalsmanyGoal commonof 1: the toplants the and ani- Is able to identify environ- birdstheandChildren birdto they describe and mayhave what be them observed.encouraged to look forit was doing. to the class. Other children They may tell the class birds on the may look for pictures of way to and from school where they saw BirdsunfamiliartoPupils help We shouldKnow,them birds. withusingbe the assisted in looking Sometimesin they pictures theynaming have of birds. may consult their parents cutPupilsbooks from mayfor magazines. makepictures a chart entitled and namesor of other adults whatillustratebringsuch they insectslive eat. bookletscreatures common to the community.If some of the children describinghumanely. the characteristic Pupils may observe the areThey interested, should be shownthey habits of the insects. insects and find out mayhowChildren make to andbandle may AntheSome exhibit classroom, reading of thecharts is interestinginsects collected, co chila-enmay growof out of this activity. appropriately labeled and this age and provides displayed in opportu- oftreesTripsnity tree. andmayfor observebecontinued taken such aroundobservation the school and grounds characteristics nse of English. as kind of leaves and bark, and and adjacent area to locate Shape nearplaces.Pupils his mayhome make or on the bus The child a picture map on which the may observe each tree to route. trees are locatedsee if therein their are others like proper it whichthemChildren they in a maybooklet collect came. or on a chart beside an illustrationleaves from the different trees and press and mount of the tree from 139 SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO animalsdependsGoal 2: on plants and Knows that man pet,animals.Many caringchildren for at plants in the These experiences an early age have a variety of may be enlarged upon by caring for experiences with plants and a classroom Picturescepta farm, of anddairy,conservation stories or ranch. about may be introduced by using bird feeders, work animals classroom or in may be used. a small garden, or by visiting At this level the visiting a cim- A entfromschoolfish foods. which hatchery, the food and talking menu may be displayed in pictures comes. about forestChildren preservation. may have tasting showing the plants and animals parties using differ- TheyAnimals give help us woolfood. for clothes. Sample Language Implications us. Related to this Goal It'sAnimalsThey fun work are to forfun.rideplay us. witha horse. pets. respectGoaltude 3: of for kindness living andthings Develops an atti- The teacher may guide the 1. children in: 4.3.2. animalsVisitingKeepingBuilding are classrooma a nationalwildlife protected.bird feederpets forestrefuge and and orcaringanda bird parksanctuary. forhouse. and them. observing how the plants and Children who have owned 140 pets may tell how to care for them properly. SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL IWO producedthingGoal 4: of how new plants Understands some- are keptPupilsobserved. of timemay plantit takes seeds inside They may help with planting the seed to sprout and glass jars near the side seeds in a garden. grow. so that growth can be A record may be cuttingsA fromcuttingcutting cuttings, from mayfrom beplants too.planted that in soil a rose, a begonia, or any plant that grow from seeds to see if any of them and its growth observed. will reproduce from Pupils may make will grow a It AfterBulbs projects may be planted.have been completed in which plants have been grown from growthChildrengrowthseeds, of of cuttings,the mayplants. plant.grow and bulbs, a plant as a gift for a friend children may be led to generalize or relative and observe the concerning the Goal 5: Knows that the sun, model,They mayand makeobserving a chart it showing from seed to maturity. a plant's life cycle, using a real plant as a water,things and to foodgrow cause living pened.mayAngood dark; experimentsummarize soil one and is inwith givenplanted a sentenceplants in Further observations water and sunshine. sawdust; one is notmay watered; be performed and in whichor two one what plant was is done kept to each plant and After such an experiment, pupils one is planted in what hap- in the Throughconclusions.children, discussion with the and help of questions, the teacher the teacher, may have to be made to verify conclusions. may consult science readers to check may draw from the child a list The petsof eating,things ansunning, animal must have to keep141 alive.or drinking. They may be able to write short Pupils may make pictures of . SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO Goal 5: (Continued) Infind sentencesthe informationfall, aboutchildren the about the pictures. care of pets. Children may refer to simple science books to henuts,awhat maychild theytellor makesthe the fur are doing. a particular observationgroup about onit. a rabbit getting heavier, Themay groupobserve animals native may keep a diary of the - such as that of a squirrel or a snake going into to their community observations, When a carryingholeto see - classroomthefullyforPupils season winter.to may movies. all refer see if they can find animals They may discuss the findings to science readers may be summarized by makingthe information they and to pictures ofactually doing this. find, and observe animals gettingscience ready charts and At the close of care- Goaltheyaffects 6: dress, people work, in the Knows that weather and play way clouds,lives.Children dusthave andbeen Everyday events smoke are in the reacting to air, can be scientifically air; water water, and weather goes into theexplained: air; throughout their air is everywhere; water comes Themakesout teacher ofice the melt;should air when thermometers have capitalizeit rains, uponsnows, the weatheror hails; cold makes many uses; weathet reports as it changes, to develop water freeze, heat help us. the Goal 7: Knows that the Theplay.wear;concept children what that kind changes of work in they may visit a hilltop the weather do do, and when they affect the type of do it; and where and clothing people how they itearth is veryis round large and that childrenSpontaneousdevelopingthat are have the behavioralready near or that are far concept that they and conversationdeveloped. away. areor only open a spacesmall topart observe of The teachermay give insight into the may guide children in theplaces large or earth.objects concepts the .1,11111 142 SCIENCE EXTLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL IWO Goal 7: (Continued) backgroundPictures of may astronauts be shown walkingto help in space withdevelop the contouran understanding of the that the earth earth in the is Goal 8: Knows that the TheA round.globe children should may be be uoed encouraged to help children understand the shape of to tell of experiences with light and the earth. issource the sunof heat and light andfromobjectsting which the very sun,mayremain thirsty, besuch placedcold. in the oras, seeing feeling plants the heatwilting and forthe wantglare of water. The concept of night and day should sun and in the shade to learn which become an a bright day, get- be extended. Various heat warm communitytheGoal home,use9: of school, electricity and in Knows something of electricThecepts teacher of heaters, the may use electricof electricity irons, inand the use children's knowledge of electric lights, electric other electricalcommunity. items to extend fans, con- isGoal exploring 10: outer Knows that man space mayplanes,Usein look offurthering radio,atrockets, pictures television, the and interestof astronauts, and children pictures satellites, and space ships may be used in constructing quickly develop in space travel.fram magazines and rocket ships. newspapers may aid a miniature Toy air- They andGoalthe a 11: leverhelper is a time Understands how saver orChildrenrocket building, base may andoutsideconduct launching the school, site. a search for levers by looking around in the schoolroom or in their homes. Many tools that are Experimentsthatchildrenlevers a lever orto vith combinations talkmakes the about. work playground easier.of levers seesaw maycould be performedbe brought to to help the pupilsclassroom for seethe 143 LEVEL THREE SCIENCE 4 4

F f4 SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE understandingtionsystemGoal 1:of andouter of of spaceman's the solarexplora- Gains a basic aboutlation,Children the the maysun. teacher speculate may onhelp what them they develop think anthe understanding sun is like. of some facts From this specu- machg,MobileA flashlight styrofoam,planets and may moviag be assembled globe from or rubber balls. A concept of the may be used to demonstrate day and night. available materials such moon may be developed as papier spaceChildrenin a similar travel may way.orread man's comics, attempt view to television, explore space. or listen to radio stories about Such information may be bothGoalabout 2:native clothing and commercial,materials, Learns something kindsingChildrenused they ofby clothing theofwear thisteacher may materials.level furnish to introduce scientific are naturally curious about manyan things.incentive to find out how they get various concepts about space. The cloth- and how they are produced Pupilslearnspun, may whatand exchange twistedis done letters intowith thread.the and wool. If possible, wool mayraw Childrenbe materials secured may towith read be children carded,stories ofabout other sheep regions. and wornChildrenVisual by theaids may children maybe guidedbe usedand in theto the showcotton following the plant. relation between the cotton clothing activities: 2.1. producedReadingCollecting about pictures the silkworm of various and growing kinds of clothing some to learn how silk is and classifying 3. wornCollectingthem by the childrenand identifying samples of kinds of clothing 145 commonly SCIENCE EXPLANATIONS AND son SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 2: (Continued) 5.4. FindingdetermlneBurning out threads whatwhat happens shoesfrom wool, whenare theymade areof, burnedand determining the cotton, and a synthetic material source of to Our clothes the materials. areSample made Languageof different Implications materials. Related to this Goal Name's jacketshirt is is made made of of wool. cotton. Wool comes fromCotton sheep. comes from a plant. [Name` Name's s blousescarf is is made made of of nylon. silk. Silk comes from theNylon is made in factories. cocoon of a silkworm. energycity,Goalism, 3: andheat, sound light, electri- Knows that magnet- are forms of maywillChildren be attract.used mayto ringdo experiments a bell. An electric magnet with magnets to find may be constructed. out what materials they A dry-cell battery A andPupilstuning by focusingmayfork perform sunlight may be used to illustrate sound experiments to produce heat with a lens. vibrations.by rubbing sticks together makinghowlivehasGoal knowledge affectedlifearid4: travelbetter ofthe sciencetoday, Knows that science way people and is Anate,theirenvironment understanding their ancestors kiwis to make of shelters - the toolsshould they used,be developed the way that they a living. - to compare them withPupils modern may lifewaysinvestigate man always has made use of his traveled, the foods theythe way of life of of their gratedplayedown people inwith makingand a others. the changes. social-studies-centered unit. 146 They may be led to discover Such an activity could what part science hasbe purposeiully inte- SCIENCE LEVEL THREE (Continued) EXPLANATIONSChildren may AND be SOME guided SUGGESTED in generalizing ACTIVITIES that AND eachTECHNIQUES generation leaves some new Goal 4:5: Extends knowledge andChildrencant different changes should materials,in thedevelop way ideas,theirthe concept progenyand ways that live. of the doing earth things is big that enough make forsignifi- moun- riversdeserts,earthabout -the plains, oceans,surface mountains, lakes,of the and mayObjectstains,streams. have deserts,seenand picturesmany plains, of these.may forests,be collected farm forlands, a science oceans, center lakes, in rivers the classroom. and The teacher should capitalize on the fact that some of the pupils Goalcanof the6:be practicedways conservation Understands same PupilsChildrenChildren may may maybecome visit perform awarea dam, experiments of reservoir, the many to uses orshow wildlife ofthe water processes conservation and its of importanceerosion. project. to liv- understandingGoalplants 7: get food of how Acquires some kins,mayChildrening learn melons,things. howhave differentor been apples taught plantsto seethat carehow most thefor animals seedstheir careareseeds. protected,for their young.and examine They may observe pump- Now they PupilsPinonsbeanssafeguarded. and shouldand corn hickory beto ledperceive nuts to determinemay how be theinspected thattiny adultplant to note plantsin thehow provide seedthe seedsis enoughprotected. are food for Goal 8: Knows the six Auntil themachine babyit grows suchplants leaves;as toa wagonstart a bulb mayto growhasbe used foodand tothatuntil show a the seedhow plant ahas wheel foodstarts. and for axle the workplant to theysomesimple makeunderstanding machines work easier and of acquires how Usecarry of a seesaw,heavy load. nut cracker, or fishing pole may demonstrate how a lever 14/ SCIENCE EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 8: (Continued) A Awood facilitatessaw, or nail metal inwork. a board, or chisel may be used to demonstrate a wedge. aRollingples hill of is athe anotherbarrel screw example of screw, drillup a rampbit, exemplifiesnutas and a simplebolt, an andmachine.inclined spring plane. an inclined plane. A areroad good going exam- up PupilsExamplesone area may of toinvestigate a another. pulley are a block and tackle,ways Indians or a reel-type carried clothesline.loads when they traveled from

148 BIBLIOGRAPHY BOOKS 2.1. Burns,Blough, William GlennNew York: A.O., andHolt, Julius Rinehart, Schwartz. and Winston, Man and His Tools. New York: McGraw-HillIncorporated,Elementary SchoolBook 1964. Company, Science and How To Teach It.1956. Third edition. 4.3. Lenski,Krauss, Lois.Ruth. TheSpring Carrot Is Seed.Here. New York: HenryEvanston, Z. Walck, Illinois: Incorporated, Harper and Row Publishers, 1945. Division, 1945. 6.5. Parker, Bertha.Evanston, Illinois: Harper and Row Publishers, Toys. Evanston,Basic Science Illinois: Education Harper Series. and Row Publishers, El-Hi Division, 1959-1965.Revised edition. El-Hi Division, 1959. 25 volumes for primary grades. 8.7. Schneider,Podendorf,porated, Illa.Nina and 1952. Herman. The True Book of Plant Experiments. Follow the Sunset. Garden City, New York: Doubleday and Chicago: Childrens Press, Incorporated, Company, Incor- 1960. 9. Webber, Irmaporated, E. 1944. Travelers All: The Story of How Plants FILMS Go Places. New York: William R. Scott, Incor- 11.10. How How Is Clothing Clothing Is Made? Made. Library. 1414 min., min., 16mm., 16mm., sound, sound, color. color. FilmFilm Associates. Associates. AvailableAvailable from from Servicewide Servicewide Film Film 12. How Sound Helps U Library. . 11 min., 16mm., sound, color. 149 Coronet Films. Available from Servicewide Film 13. The RhythmsAvenue, of the Englewood World. Cliffs, New Jersey 07632. Text included. RECORDINGS1 - 10" LP. Folkways/Scholastic Records, 906 Sylvan 15.14. Sounds of Avenue,theInsects.906 Sea.Sylvan Englewood Avenue, Cliffs, Englewood New JerseyCliffs, 07632. New Jersey 07632. RecordedRecorded by by Albro Naval T. Research Gaul. Laboratory. 1 - 12" LP. 1 - 12" LP.Folkways/Scholastic Records, 906 Sylvan Folkways/Scholastic Records,

150 NUMBER CONCEPTS LEVEL TWO 4 NUMBER CONCEPTS EXPLANATIONS AND SCME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL IWO withoutaddendsGoal 1: affecting may be rearranged the sum Understands that Muchthat practice rearranging should groups be given does in not change the sum of the groups. regrouping a variety of objects to show whenzeroGoal used 2:does as not an changeaddend valueor Understands that doesChildrenSymbols not usedchangeshould to unlessfrequentlydenote somethinggrouping practice shouldis added grouping objects to show that quantitybe introduced; e.g., or taken away. (Zero is identity ( ), whenGoalsubtrahend 3:3 addends are used, Understands that Workingwhichelement th.lswith for conceptcross addition number may and be puzzles subtraction.)developed and and magic squares are activitieswhich should through be of interest to chil- Goalbefore24;2 addends 4:5's the and thirdmust 10's beis to combinedadded 100 Counts by 2's to Childrendren. should practice grouping actual objects; (Aind can operate on only two numbers at once.) such as, seeds, pennies, marbles,children20,Children and pebbles, in .... maymay count count by theAfter rote objects conceptsby 2's by and groups:have 5's. been 2, developed4, 6, 8, through groups of 2 and of 5. concrete experience,...; and 5, 10, 15, and5'sThere 5's. while are othersmany real hide. situations which provide When playing hide-and-seek, the Many games are scored in 2's and 5's. person who is "It" may count byopportunity for counting by 2's In choosing Practicepractice.Afterpartners meaning mayfor layfolkhas thebeengames foundation established, and dances, for understandingchildren the child may count by rote for may count the couples by 2's. multiplication and divi- groupssion. of 2 each; that two groups of 5's are 10; and In handling groups of 2's, 152 a child may discover that 4 contains two so on. _ NUMBER CONCEPTS , LEVEL TWO Goal 5: Identifies 25C EXPLANATIONSThe child has AND been SONE taught SUGGESTED to identify ACTIVITIES a cent, AND TECHNIQUESnickel, and dime by handlinP and 50c coins money.Heier,fifty-cent may thehandle kind piece. all of themetal coins in each,to see and which the isdesigns larger on in each. size, which is heav- By the same method, he may be taught to idencify a quarter and a He may feel them Goal 6: Makes change Activitiesedges.to determine have which been coinssuggested have atthe previous smoother levels edges toand teach which the child to make have the rougher correctly with coins to 25c nickels.pilechangeChildren and with the may pennieschild play asked storeand nickels towith find one andone child dimes.coin acting that willas purchaser buy as much and asthe five second as Five nickels may be placed in a tionstandingGoal 7:to include of expanded three-place nota- Develops under- Two-placeclerk. numerals may be represented by36 grouping = 3 groups objects of 10 into and 6 ones, or 36 = The30 +teacher 6. may refer to Level One for other suggestions. 10's and l's. numerals ActivitiesWhendigit the numerals. above related concept to expanded is understood, notation it should may be be extended used to todevelop include an three-under- Goalcounting 8: process to 1000 Understands the Tostandingthenseveral extend illustrate of two-figurethe place meaning eachvalue. or ofnumeralthree-figure numbers, by usingthe numerals. teacherpictures may of prepareobjects cardsin groups that oflist ones, The child may select a card, tens, and hundreds. 153 NUMBER CONCEPTS LEVEL TWO Goal 8: (Continued) used.SquaresEXPLANATIONS similar AND to SCHE those SUGGESTED illustrated, ACTIVITIES AND TECHNIQUES made of paper or cardboard, may be 11111111 - kail relationGoal 9: symbols and Understands grouped.Pupils need much practice in verbally When oral comparisons can be made correctly,ilillilli comparing objects which they have children should be vocabularyequalless than,to for equal more to, than, not symbols.guided in writing the comparisons with Examples: 4 >3. 3(4. the correct numerals and relation4 = 4. 3 A 4. 154 NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL IWO additiontractionGoal 10: is the opposite of Learns that sub- AdditionsrationguideThroughrelation theof muchconcepts tosetschild the practice and child'sin should asestablishing thein understanding be removinginverse evaluated. an of andunderstanding addition. ofseparating addition ofsets,as subtractiona unionthe teacher of sets.as Subtraction should be introduced in theshould sepa- maticallyGoalsubtraction 11: addition combinations and Recalls auto- At thisinLevel various accomplishment, One, combinations.activities they were may suggested be taught for to grouping associate concrete the correct When it is determined that children have attained objects to theten sums of number sym- notto exceedingten, and groupstwenty objects Theybolsallother shouldwithgroupings classroom concrete have to frequent ten.materials.groupings, practice and thenin grouping to recall marbles, automatically Example: seeds, pencils, and Thethetwo child groups groups may which arewrite combined,they the represent. numeral the total3 and isthe 5 numeralmarbles. 2 and place He should beand led ee to marbles discover that if the The process should be them beside reversed5objects in the by underblank. writing the figurein figures 3 and 3 twoand objects2 are under the figure egp . The child may place three 2 and then write Example:Aftercardsshorter much may way practicebe toprepared write similar 3with and todots2 arethe on 5 precediL.oneis 3 side+ 2 andthe numeralschild may on learn that a ;: 5. For reinforcement, drill the other side. 10+40=5 0 155 3+2=5 NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL TWO Goal 11: (Continued) Whensameten children incombinations the left-to-rightcan recall written automatically form,in column (3 + form:2 = 5), they allmay ofbe theintroduced combinations to the to ten, writ-+2 3 Drillthe combinationscards with the on combinationsthe back of thein card, 3 column form, and with the may be prepared. 3 Example: answers to Thechildof teacherthe may combinations beshould given provide two to throws,ten; pleasurable such +2 so that his score mayas, be tenpin a total games, of two or ring-toss games. situations that will call+2 for the A use A twotheboardtrials. personsfloor with in each.numerals a corner placed of the room.over holes cut along the edge may be placed on The children may divide irtzo teams of maylargerThelarger aid score innumbers numbers theof eachdevelopment and should teamhis marbleisbe oftheat the eachmisses concept end the of hole,ofthe board. Each child tries to roil a marble into sum of the scores of its two members. zero and in recognitionhe gets of thezero. If the child aims at the one of the holes. Such practice The NUMBER CONCEPTS LEVEL TWO Goal 11: (Continued) EXPLANATIONSerssymbol should for be ANDzero. changed SONE SUGGESTEDfrequently. ACTIVITIES AND TECHNIQUES One child may act as scorekeeper for the game. Scorekeep- Goalandstanding 12:division of multiplicationwith products Develops an under- Muchconcepts practice of shouldmultiplication be provided and indivision. set union and partition to develop the 5 2 3 3 4 exceedand dividends 9 not to mathematicalFinally,pretingunderstandingChildren illustrations practice should sentences of multiplication. oftenshould inwhich group multiplication.be depictgiven and regroup inmultiplication reading, sets writing,of concretethrough and set objectsworking union. tofrom gain an They should have much practice in inter- Goal 13: multiplication.Thedivision. same procedure should be followed to develop and extend concepts of Children should be helped to perceive division as the reverse of number sentences Understands some toChildren represent should an identicalpractice sayingidea. and writingTwo2 + plus many2 = two4.numerals equals and four. word sentences Examples: 3Three - 2 =minus 1. two equals one. 157 NUMBER CONCEPTS LEVEL TWO Goal 13: (Continued) EXPLANATIONS AND SOME SUGGESTED 4Four x 2 groups= 8. of two equals eight. ACTIVITIES AND TECHNIQUES Eight8size. * 4objects = 2. divided into groups of four equals two groups of equal outGoalstory numerals14: problems involving with or with- Solves one-step Children( ), 0, ?,should X, have experiences , and in solving problems of the following in recognizing place-holder symbols, types. e.g., columnillustratedaddition or insubtraction activities as Findingaway are the known. difference when the original8 children are playing ball outside, Example: number and the number taken Finding the original number when the number8-5 children 5 = ? go inside. Then how many children will be playing? are known. Mary7 cookies.had some cookies. +5=7. Example: How many cookies did she have at first? Her mother gave her 5 added and the total number more. Then Mary had areFinding known. the original number when number Johntaken had some marbles in a box. Example: His friend took 3 of them away and number remaining away. There were 2 left. -3=2. 158 BOW many marbles did John have at first? NUMBER CONCEPTS LEVEL IWO EXPLANATIONS AND SCNE SUGGESTED ACTIVITIES AND TECHNIQUES and number added are Goal 14: (Continued) known.Finding the total number when the originalwere3 boysnumber playing? were playing. Example: 3 more boys came to play. Then how many boys Goal 15: Divides materials Children may cut such things as apples, bananas, carrots, 3 + 3 = and candy bars oralthirds,anddiscusses objects basis, and theseintofourths,only halves,parts and on an Pupilsintotoone-half discoverhalves may of divideand 12.that thirds. 126 isobjects one-half into of two groups to They may divide a dozen oranges into halves 12, and 4 is one-third of 12. discover that 6 objects are and into thirds At shouldthis level, not be children introduced may todivide symbols actual Sample Language Implications Related to this 1/2, 1/3, and 1/4. objects or groups of objects, but Goal ThisThisI havecan is piece divideatwo whole halves.is it one-halfsheet into oftwo ofpaper. pieces. the sheet of paper. HereTheseI can are sixdivide twelve blocks the blocks. aretwelve one-half blocks of into the two groups. twelve blocks. I have two halves. 159 NUMBER CONCEPTS LEVEL THREE I NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECBNIQUES LEVEL TBREE inGoal addition: 1: 1.a. Extends his skillRecalls automati- be toried.Children'sused in fixing ability The same techniques the remainderto ofwork with addition and procedures the addition facts. facts through as suggested at Level ten should be inven- Two should additioncally all of additionthree 1.b. Does single column figures facts lemsorinSome activities thiswill of goal.thebe being followingsimilar activities to the As far as possible, carried on by the arithmetic experiences may help in introducingthe teacher should group or by the community. make use of the various Suchprojects prob- steps involvingthree-placewith sums regrouping numbers 1.c. greater Usesthan two-9 and not vitieslections,days,this in buyinglevel. which and andadding Adding miles children mayselling at the money make to increase traveled to school engage. store, keeping the classroomin two or three scores in games, adding of all the children account are acti- consecutive col-at umnfromaddingTo untilcheck the the hefirst,the columngets the accuracy of column addition, the child in the opposite same answer both may be instructed direction. ways. the teacher shouldto add up and then If the second answer variesguide pupils in down the col- inGoal subtraction: 2: 2.a. Extends his abilityRecalls automati- SomeCare children should be will need exercised to develop more individual help the concept before than others; utilizing drill. therefore, con- factscally the 100 2.b. Subtracts three- subtraction workbooks.Materialtinuous for regrouping The teacher supplementaryshould work and of the children select materials is necessary.drills may be found in textbooks related to needs of the and regroupingcolumn problems 2.c. Subtracts dollars without beginningchildren. to end. Textbooks or workbooks should not be followed page by page from problemsand cents in subtraction 161 NUMBER CONCEPTS LEVEL THREE notationGoal 3: to four-digit Extends expanded AnprovidedEXPLANATIONS understanding for childrenAND of SOME place toSUGGESTED value should ACTIVITIES be extended. AND TECHNIQUES Experiences should be nearerGoalnumerals 4:10 or 100 Rounds numbers to numbersTheare introducedteacher to nearer should to ten regrouping guide through children thefour-digit analysis in developing numerals. regroup two- and three-place numerals before they of numbers which are an understanding of rounding nearer ten practiceWhennearerthan children five, tengrouping is and have30. othersnearer gained that The number line may be used to clarify this one hundred.some facilityare nearerin grouping groups to of nearer ten; e.g.,ten, they28 rounded to understanding. may Goalinvolving 5: regrouping Adds numbers Theofamounta tradingchildrenchildren of gasolinepost; willin several sellingneed used this schools forwool, kind the cattle ofschool addition or bus other farm products; over a period of time;when the buying number several articles at finding the nearbysoldseveraltotal overtowns,weight communities a periodorof severallambs of on time; thedistricts reservation;the total of the total or cattle sold; the number of people getting X-rays in on the reservation; the cost of clothing;on thethe reservation; the number of tickets mail-order purchases. population of several AWhen hesound, shouldthe fundamentalchild be taughtperceives understandingthe a need for the necessary steps of computation. use of addition in these situations, regroupingriencesfoundationtial to in comprehension groupingnecessary for regrouping and in ofregroupingadding carrying. from numbers twigs, in toothpicks,which a study of pictures, and for the mentalof the basicPupils facts should of addition have many is first-hand carrying is involved. or other items as a essen- expe- ticIt istext recommended used by the that school teachers to develop follow procedures 162 concepts of carrying. suggested in the arithme- NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE 4 ordinalGoal 6: number to include Extends concept of holidayChildren dates may havewith practiceordinals. in relating day of month, day of the year, and Goalmultiplesdollarsnumerals 7: and ofthat 10cents represent Reads and writes Theexperience teacher shouldin reading take andadvantage writing of numbers every naturalwith a dollar situation to give children and cents sign. Goal5,dollar 8:lc with 25C, 50c, 10c, Makes change to a haveSincechange a realchildren by needthe makeadditiveto learn purchases methodto make involving in change. playing fairly store. large amounts theChildren "storekeeper" should learn a quarter. to make For example, the "cost" of of money, they The The20"IIanor storekeeper" article childcountingcheck should onis theit 18would beforecountcentstwo pennies; atandleaving the the same then, childthe time countinggives the the nickel he would say say "18," referring to the price "store." "merchant" is giving it to him, of the article, "19, "25." bringingtheChildrenimportance teacher's back at thisof change,hand. accuracy level and may andcorrectly profit dependability. bycounting being sent the onchange errands as A strict accounting for change may help to instill theythat involveplace it in the OpportunitiesChildrenteacher guidance. should should have be practice provided infor grouping children ten t.; hundreds make to actual purchases under make one thousand. thousandsnumeralsGoal 9: through ten- Reads and writes andPicturesThe ones.word thousandmay be used should to helpbe stressed children in visualize relation to thousands, hundreds, tens this activity. NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 9: (Continued) Afterthroughand skillsoral ten practice shouldthousands. bein extended to include readingrecognizing groups of thousands, and writing numerals children's concepts andGoalfacts dividends10: through of products 36 Learns basic Pupilsthese36 by maybasicmanipulation learn facts. basic of Children may make theirobjects, multiplicationand through the and division facts study of illustrations of for groups through Thefamiliargroupings teacher with relatedshould these proceedto basic a particular fact. facts beforeslowly they soproceed that children own drawings to illustrate the may become thoroughlyto other work. includeextendsforGoal 1/2,11: fifths,understanding 1/4, 1/3, sixths, and Uses the symbol to aretowel.Theinto familiar meaning two pieces. withof 1/2 1/2 dollar. Measurements are counted Children mayoften be extended by sharing A cup is 1/2 pint. useto 1/2the sheet1/2 inch. of paper, an apple. Children at this level orSoap 1/2 may of bea paperdivided sevenths, and eighths Childrenexperience.article maycan dividebe divided an object or groups of objects intoin halves, thirds, or fourths may &hie meaningful Any sharing where the equal parts of the andTheywholeinclude fourth. should and fifths,choose be taught sixths,correctly to read and to write sevenths,the symbols and eighths. the name for the part to extend understanding for a half, third, to subtraction,problemsGoalinvolving 12: without addition using numerals and Solves one-step a problems:The child of this level 1. Finding the total when the should be able to solve the following types of varietysentencein writing of place the holdersmathematical known 164 original number and the number added are NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 12: (Continued) Example: Jim9Jim +have had3 = then?6 apples. Tom gave him 3 apples. How-many did 2. Example:Findingaway are known John had 9 puppies.difference when the original number and the number taken He gave 7 away. How many did he have 3. Findingthe total how ormany desired were addedtotal orare needed known when the original number and 9left: - 7 = Example: Jim3him?Jim +had had 5 3horses. horses. = 5. HowAfter many his horses father did gave Jim's him fathersome more, give 4. Example:Findingtotal arethe knownoriginal number when the number added and the resulting hadJim 7had puppies. some puppies. How many puppies did Jim have to begin Tom gave him 3 puppies. Then he with?SIM + 3 = 7. 165 NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL THREE Goal 12: (Continued) andSituation: B carry out the acting. Group of tenSample children Lan workingua e Implications under teacher's Related guidance. to this Goal Child C asks the question. Child D gives the Child A ChildonOtheranswer. their A:pupils (Jack)papers. in the group may write the whole problem in mathematical symbols Child E writes the whole problem T want six blocks. on the board in mathematical symbol& Child E: D:B:C: (Mary) matical(Writes sentences.) the problem and solution in the various appropriate mathe-Howhere(Jack) manyare fourblocksneeds blocks. twodoes blocks. (Jack) need? Child A: D:B:C: (Mary)(Jack) HowI have(He)(Jack) many 7has blocks.blocksgave 4 blocks me does 3 blocks. left.(jack) have left? Here are some for you. Child E:A: (Jack) B: (Mary) matical(Writes sentences.) the problem and solution in the various appropriate mathe-NowHere I haveare fiveeleven blocks. blocks. (Giving them to Child B) E:D:C: Writes: How- 5(Mary)many blocks blocks had11 blockssix did blocks (Mary)6 blocks at have first. at first? or blocks + 5 blocks = 11 blocks. 166 NUMBER CONCEPTS LEVEL TIME Goal 12: (Continued) EXPLANATIONSChild A: (Jack) AND SCHE SUGGESTED ACTIVITIES AND TECHNIQUES I'll take seven of your blocks. EB: D:C:: (Mary)Writes: HowNow (Mary)Imany have blocks hadfive.7 12blocks did blocks. (Mary) have at first? Child A: (Jack) B: (Mary) +5HereI12 blockshave blocks are 2 3blocks. more. or blocks - 7 blocks = 5 blocks. E:D:C: Writes: +3 blocks Haw52 (jack) blocksmany blocks hasin all.5 blocksdoes (Jack) now. have now? nearestGoal 13: minute interval Tells time to the variousmayWhen be children helpedactivities tocan tell tellduring time time the to by schoolthe the nearest hour, day; half-hour,such5 minutes as: byand noting quarter-hour,We thewash time our they forhands at 11:55. standardGoal 14: measures: inch, Recognizes MeasuringRecognition a book, of measurements if you need shouldto find be outtaught how indeep meaningful to make aWesituations. shelf, readhave atrecessis 9:25.a at 2:15. cup,foot, dozenyard, pint, quart, meaningfulnewtions.of termsdoubtful experience.of value.measurement should be introduced except in meaningful situa- Each child should have many experiences in measuring. Meaningful measuring experiences should beMeasuring stressed. a book just for the sake of measuring is Buying things No byence classroomthe fordozen, children pencils such asto come cookies,learn in thatpackages rolls, 12 things ofeggs, a dozen.make and aoranges, dozen. provides an experi- 167 They may learn that NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGEST.ED ACTIVITIES AND TECHNIQUES LEVEL TMEE Goal 14: (Continued) mayPupilsshorter be maypurposefully than. measure related to speaking goals one another to determine their heights. concerning taller than and This activity homemadeplacingSnellengoalChildren in movieEyea maypicture.game Chart. measureor such frieze, distance in yards Theyas bean may bag. measure material for costumes, screen needed for a door or window, space for They may measure the distance to place the or feet to see how far to set the paper for a Goal 15: Recognizes com- pintsPupils of may milk measure served liquids at a meal. required for a party, and count the cups or 1/2 andmonly knows used whenpostage to usestamps, each mayA theiralsolearningworthwhile keep mayown. stamps tohelp activityrecognize themof various in for stampslearning thisdenominations of various for sale. tolevel handle is a moneyclassroom and topost respect office. property not denominations, and their This may aid children in uses. Children It

168 BIBLIOGRAPHY I. Adler, Irving. Numbers Old and New. New York: John Day BOOKS Company, 1960. 3.2. Barr,Adler, Stephen. Peggy.Company, 1965. Second MiscellanyBook of Puzzles of Puzzles: and Riddles.Mathematical and Otherwise. New York: John Day New York: Thomas Y. Company, 1963. Crowell 5.4. Betz,Clark, William, John R. and others. Growth in Arithmetic 3. Everyday General Mathematics Discovery edition. (2 books). New York: Harcourt, Boston: Ginn and Company, Brace and World, 1965. 6. Incorporated, 1962. . 7. Crescimbeni,1962. Joseph. Two by Two. Growth in Arithmetic Series. New York: Harcourt, Brace and Wbrld, Incorporated, 8. Hartung, Maurice1963.Prentice-Hall, L., and Incorporated, Arithmetic Enrichment others. 1965. Seeing Through Arithmetic Activities for Elementary 2. Chicago: Scott, Foresman School Children. New York:and Company, 10.9. Hogben, Lancelot rated, 1955. Thomas. . Seeing Through Arithmetic Wonderful World of MAthematics. 3. Chicago: Scott, Foresman New York: Doubleday and and Company, 1963. Company, Incorpo- 11. Modern Mathematics: Servicewide Film Library. Number Sentences. 11 min., 16mm., sound, FILM color. Bailey Films. Available from 169 MMANNolata AL--j ()R -ELQM-ENTARY BASIC GOALS 0-1ILDREN

DEPARTMENTLEVELS FOUR,BUREAU OF FIVETHE OF INTERIOR AND INDIAN SIX AFFAIRS DEPARTMENT OF Stewart L.UNITED Udall, Secretary STATES THE INTERIOR Robert L. Bennett, Commissioner BUREAU OF INDIAN AFFAIRS AssistantDIVISION CommissionerOF EDUCATIONCarl L. Marburger PublicationsHaskell Service InstituteLawrence, Kansas Order from U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION PERSONTHIS DOCUMENT OR ORGANIZATION HAS BEEN REPRODUCED ORIGINATING EXACTLYIT. AS POINTS OF VIEW OR OPINIONS RECEIVED FROM THE POSITIONSTATED DO OR NOT POLICY. NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION ELEMENTARY CHILDREN BASIC GOALS f o r LEVELS FOUR, FIVE and SIX VOLUME III Bureau of Indian Affairs Prepared by 1966 CONTENTS Page GUIDANCEBUREAUINTRODUCTION EDUCATIONAL PHILOSOPHY 41 Level FiveFour 59 SOCIAL STUDIES BibliographyLevel Six 1813 Level FiveFour 2820 MUSIC BibliographyLevel Six 4537 Level FiveFour 5552 BibliographyLfwel Six 6259 LANGUAGE ARTS LISTENING Level FiveFour LevelBibliography Six SPEAKING LevelLevel Five Feur LevelBibliography Six READING Level FiveFour LevelBibliography Six Level FiveFour Level Six 127122 LITERATURE L3velBibliography Four 128 Level FiveSix 136132 ART Bibliography 140 Level FiveFour 147143 HEALTH AND PHYSICAL BibliographyLevelFITNESS Six 156152 Level FiveFour 167158 BibliographyLevel Six 191177 iv ariu. SCIENCE LevelLevel Five Four 199193 NUMBER CONCEPTS BibliographyLevel Six 210204 Level FiveFour 213221 BibliographyLevel Six 237230 IndianBureaution, childrenteachers,long have to counselors,been provide engaged a frameworkadministrators, in developing for planning andeducation revising curriculums. INTRODUCTION specialists,guides and basedothers on interested needs and incommon Indian experiences educa- of fromandcommittee,composed thethe CentralBureau of for four andOffice,varying volumes, one frompreparedlengths and the a of Centerthisscope time, 1966 andfor revisionApplied of were two tribal councilmensequence and twochart linguists, in three onesections. of the latter Linguistics. the guides, Basic Goals for Elementary Children, A committee of educators from eight Areas Acting as consultants to the andusedBasicskills interests by Goals teachersbelieved for of Elementary theandto bechildrenother realistic staffChildren, of theirmembersand fromessential schools. in the planning beginners for Indian and children The structured content reflects concepts, attitudes, and level throughorganizing the eighth, curriculum are guides to meet only, the to specific be needs to acquire in order that they may cope Thesedeterminecurriculum.adequately guides needed withare not theirchanges intended environment in contentto be andrestrictive and further format theirfor School staffs are urged to use them, to examine them for strengths and weaknesses, and to nor limiting, nor to be the finalfuture word revisions. ineducation. Bureau elementary culturaleachIntions, developing level, whichheritage which theis compatibleofwillguides, the prepare children much with Indianeffort theand maturitytheirchildrenhas been unfamiliarity ofto the children, with and put forth to indicate and to suggestcompete learning favorably content with theirat peers in other school situa- culture groups other than theirwhich takes into account both the rich awn. planningchildrenThroughoutthe eighth and as the organizingtheylevel, total progress there framework the can throughlocal be of tracedcurriculum, thethe Basic Goalsyet permits for Elementary much years.many important themes or basic concepts that should be developed with Such structuring and sequencing of content gives direction to Children, from the beginning year through mitteesSchooldate the maystaffs needs find and andit individuals helpfulinterests in ofusingwill children findthe threevarious of sections of the chart any particular school. ways to use the guides in their curriculum work. freedom for varying the emphases to accommo- and the manuals to begin by: Some com- 2.1. SettingIdentifyingsionally aside, reversing an forimportant working the ordertheme, purposes, and tracing naming goals itthe infrom theme each the appropriately.level beginner which through reflect the this eighth theme and using levels, or occa- these atheirSkillful particular experiences, development theme. insights, of these understanding units with the and children skills, atand each advance level their will developmenthelp goals of to serve as the nuclei of teaching units at each level. them to deepen and extend concepts related to Another approach might be to: 1. Clearly identify, without referring to the guides, an important concept which teachers and parents 2. Studybelievethat themanifest children chart thisto should determine concept develop. orif theme;this concept write in additional goals that can be traced from level to level; record the goals 3. Usebechildren relevantbroad enough in goals exploration for at theeach nucleus andlevel concept asaround the development. nucleuswhich for unit development. a great deal of learning can be acquired. are needed to help guide theAt times a single goal may More often, Theinstance. suggestions on activities, techniques, and bibliographies arelated unit. goals may be selectedWhile from many the goodvarious suggestions learning have been made, they must through necessity be limited in these are not assumed to beareas exhaustive and clustered in any to form the nucleus of workbibliographyCurrentlyandguides. in deletions which there individualsfollows to are better eachfour worked achievesubjectvolumes. in his areathe purposes. areasin each of volume.their greatest These changes competence and submitted goalsThese by are offered to help the teacher get started. The goals are arranged within content fields and a carefully prepared Teachers will note changes in the format of the Basic Goals. It is expected that he will make additions came about as a result of committee areas and mayTonizelevels. offsetfunction flow somefrom in apparentEnglish,level to disadvantagesthelevel language and from ofsuch subjectthe as school, fragmentation area Indianto subject childrenof goals, must which be makesable toit communicatedifficultIt is to inhoped English. that the more compact volumes with easy, ready reference, and useful bibliographies, area. recog- Totaneously communicate and inautomatically English requires in correct mastery context. of language items to the extent that they 2 can be produced spon- applicationstructuralspeakingCommunication little ofpractice pre-arrangedin orEnglish noof English,English involves pattern andor realsubstandarddrills.to the responses use ofEnglish, thisto real English his situations. responses in other are subject an outgrowth areas. of learning and the Time and effort must be devoted both to the sequential and For the Indian child coming to school InNojectsecond additionattempt to language. indicate hasto suggestionsbeen how made there in in thismay Speaking, beguide carryover tosample develop of language patterns a structured implications learned, sequence or appearbeing for learned,atthe each teaching levelinto ofalland English areasin each ofas sub- work.a However, a number of suggestions appear for the use of situational or functional English. EnglishPatternsdhy.such as as developedthose a second in the throughlanguage, dining sequential room,emphasis the practicedormitories,must be placedshould and onbe on communicatingrelated the playground. to children's in English activities throughout and the experiences school To have a quality program in

3 The basic philosophy of the Bureau of Indian Affairs encompasses BUREAU EDUCATIONAL PHILOSOPHY become useful members of society. the belief that all Indian children must andThehaveongoing services.great the opportunityandexplosion independent of to knowledge realize learning, theirdemands teachers full from potential should each have and accessto to They should bend their energies toward developing attitudes child independence and self-initiative. widespread and well-organized materials of discovery, problem-solving, To facilitate research,objectives and for experimentation Indian education leading are as to follows: A.creative and critical To provide a c/imate conducive to aesthetic, social, and intellectual developmentthinking. More specifically, the Bureau B.C. To develop andcommunication maintain sound skills health of body and mind E.D. ToToan civelop maintainadequate a feelingprideself-image in of Indian belonging,in heritage a feeling and to of both the Indian and non-Indian society. develop awareness, understanding, and respectimportance, for and a sense of security coincident to other F. motivateTocultures develop in hima coda a desire of values to practice acceptable it to the student and to the society in which he lives; and to H.G. To develop aneconomic inquiring competency mind. 4 LEVEL FOUR GUIDANCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR aGoal responsible 1: person Realizes he is YoupersonwillThe can expectedpay countcan my be debts." on outcomeinterwoven me. of thisin the goal is: The developmentYou can dependof this upon concept my word. of being a fabric of every learning activity. "I am reliable. I keep my promise. I am trustworthy. responsible I Goalopportunitypendently 2: and to hasmake an Works inde- horizons.Whening most to theprimary group. goals are achieved, children are During the primary years, emphasis was on group Throughout this time of socialization the stress was on ready to expand their placed on independ-needs and belong- many routine choices hindranceencegrouptionsdo hisof conformity. can action.own to be assignments,his obtained educational from and many progress.that group copying activities from a Each pupil should realizeNow, however,that in ordersome emphasisto should be He can learn that, while satisfac- neighbor canand be achievements, a definite there is learn, he must alsotunitiesthought, much satisfactionandfor independentpupils to to gain bechoices. gainedexperience from in making The teacher should create multiple oppor- independent action, independent the guidance of pupils in routine choices. Goalschoolsharesibility 3: in andfor arounddoing histhe Takes respon- washingTheingresponsibilityassuming teacher, plants, dishes responsibility, orcleanin6 after andother F'.,are a adultsupparty. after shouldin responsible alla workmakephases period,it offorpossible school life, keeping the restroom clean, or for each child to accept whether it be water- Instepor order some and that otherhow thethe adult childjob shouldEhould may learn look towhen do a During the training period the workchild with should him befirst, showing him how to do each completed. certain piece of work, the teacher Standards of work should work.bebequentlyhelped set exerted and toto maintained. improve seeto developthat the he qualityanis appreciationmaintaining of his work. theand respect Praise should be given for a job well done. standards and is completingLater he hisshould be checked fre- for work.Continued effort should 6 GUIDANCE LEVEL FOUR Goal 3: (Continued) TheEXPLANATIONSthat teacher need toand ANDbe children done.SOME SUGGESTED should planACTIVITIES and select AND Lists of committees should be posted where the chil- TECHNIQUEScommittees for various tasks mitteewhetherenoughdren canuntil itto see isbecome hethem.to has be bored hadcompleted thewith satisfaction thattoday particular of doingpiece Each child should be held responsible for his work, or next week. ofa taskwork. wellHe shouldbut not serve long on a com- eating,Goalof those4: talking, who are or resting, are Respects privacy Childrented.ters, other need thanto learn their that own ithomes, is discourteous without knocking and waiting to enter private living quar- to be admit- otherwise occupied Bureaubehavior.on campus employees will affordcan contribute opportunities to such for learningchildren byto practice Errandsthe to the quarters of adults living in children'sPersons called upon may be asked in advance observing proper cour- to lend cooperation. dormitories or correct unlesseatingChildrentesies absolutelyand whenneed resting visitingto benecessary. hours, guided Indian they in homes. understandingshould not be thatdisturbed when adults haveduring irregular those hours, bethe shouldtersgiven children nor toturn bechildren shoulddownnoisy the nearregardingbe volume. guidedthem. employeesin being consideratewho have InIfChildren a childrendormitory should wish situation, not to callplay informationatthe employees' radio, theyshould irregularof schedules, these employees. and quar- We'llMrs.Oh,Let's she'scome askplay backtalkingMiss away later. from to someone.the building. Name IName.is resting. I JackHi, wantsBill, tolet's do hisplay arithmetic. checkers. 7 Let's go to the living room. GUIDANCE LEVEL FOUR promptlyGoal 5: and tries to Begins work EXPLANATIONSandChildren check maytime AND estimate schedulesSOME SUGGESTED the when time the ACTIVITIESnecessary work is tocompleted.AND complete TECHNIQUES a particiar assignment Children might also Goalfinish 6: on time Begins to relate habitsChildrenevaluate previously theat thiscompleted establishedlevel workshould with should have teacher many be reiewed. opportunitiesassistance. to relate what they /Zirbes (12). When necessary, work workGoaleducation 7:habits with work Develops sound Awork acceptarechild todoing basiccanwork inenjoy as careersthe a doingpartclassroom may of necessary beeveryday tohelpful the tasks living.world in the andof developmentwork.doing them well,of this if concept.he learns to Many activities during the school A unit relating school Goal 8: Learns to save throughdayChildrenshould will accumulating lend bemay placed themselve6expand on money theirdeveloping to inunderstandingthe the accomplishment respectschool forbankof savingwork. untilof sound fora sufficient specialwork habits. purposes amount is Stress money for future needs moneysavedsomesave in fororganization.in order orderthe tospecial to get pay something need.his membership that is fee very in muchsome wanted.group or to contribute to /Zirbes (12). They may decide that it is important to save Each child may whereGoalthatedge 9: tomayof buy personalbe thembought items and Increases knowl- onChildrenstudy the market.mail-order need to expand catalogs their for kaowledge identifying of itemsavailable for personal use.items that are They may make a list of common items sold in stores, or recreationalings,publicGoal 10: school and private areasproperty, build- and Has respect for helpedThroughgroupprivate to discussions,assembly andrealize public programsthat property.bulletin individuals pupils boards, may have anddramatize afield personal trips.ways interest they can in help and careresponsi- for The concept can also be developed through Children need to be bility for recreational areas and public! buildings. 8 LEVEL FIVEGUIDANCE GUIDANCE LEVEL FIVE Goal 1: Accepts and EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES rolerespects in society himself and his respectwillAtSinceteacher this establish thehimselflevel can Indian help children eitheras youthstabilizea unique acceptance will individual, thesefind himselfearly as in are entering a developmental stage during which they or non-acceptance of self. attempts of the pupil to accept and a human being, and as an Indian. The alert ouslyinandself thephysically, with andidea tothem, that respect heuntilone will hiswill he need culturalfirstnot be accepts ableself. to and accept others, and many opportunities to accept his emerging new The importance of this concept lies respectsa transitional himself. state, /Bauer culturally (14), work harmoni- Goalthestandards 2:group for self and Helps to set Atstandards (Gordonthis level, (24),of behaviorthe and pupil Neugarten or should achievements (20). be provided for daily activities, opportunities to set higher for special whicheachGoal he3:piece is responsibleof work for Knows how to do nesseachPupilsactivities, forpiece of school thisof and work. levelwork.for field have trips.been taught that there They have developed and applied is an accepted way of doing some standards of neat- and does it well piecelevel,toaccording set of emphasisthework totable assignedstandards should and washone beset mustplaceddishes by thefirst according learn howto approvedthe work standards. They have learned how to clean their classroom on developing.gxoup and an teacher.understanding that in any They have been taught is to be done; that At this hisGoal time,4: with the help of Plans and budgets Pupilsofthere work shouldcan well be bedoneenjoyment given is honorable.an associated opportunity with to doinglearn a task well; and thatto any use kind time to the best others maycleanuptime.activities,advantage help decideperiod, and some guidedhow and of manythe whichin warningusingactivities need it tobell. wisely. beshould completed be undertaken within in Some children may still need help in understanding the They should be guided in comprehend-They may help plan the day's an alloted time, and a period of purpose of the ing and respecting the purpose of these. 10 GUIDANCE LEVEL FIVE Goal 4: (Continued) activitiesEXPLANATIONSContinued onemphasis ANDtime. SOME should SUGGESTED be placed on aiding children in ACTIVITIES AND TECHNIQUES getting to Teacher: What are you goirg to Sampledo tonight? Language Implications for this Goal Pupil: basketballThenperAfter I'mI'm school goinggoing game. we're toto finish going writing press some clothes. to shoot baskets. my social studies report. At 7:30 I'll go to the Right after sup- Pupil:Teacher: grooming,IWhy planned do you anda thinktime a time forthis forexercise, is fun.good planning? a time for study, a time for therelateGoal world5: education of work with Continues to establishedRelationshipsis needed inin can thethe be classroomworld drawn of between work;and i.e., relationshipsthose necessary between on theworkwhat job. habitsis learned in the classroom As children and what acquiringreadtudes,others, career-related and theyin knowledgetheir can beelementary books guided in education. necessary for these careers and those which theyconcerning firemen, forming relationships between habits, /Jackson (7), nurses, doctors, policemen and Kirkendall (16), and atti- are mustborrowsGoal repay 6: what he Understands he mayThroughSuper begin (10). ato discussion draw conclusions of returning regarding borrowing borrowed items to the storage and paying back. room, pupils 11 GUIDANCE LEVEL FIVE Goal 7: Spends his money AEXPLANATIONS child needs ANDto beginSOME SUGGESTEDto identify ACTIVITIES common factors AND TECHNIQUES influencing the price He needs to become "value conscious." Opp)rtunities of wisely pricesandanshouldgoods itemtrimmings. ofand be andarticles; services.provided the item i.e.,for itself. children quality toof analyzematerial, facts craftsmanship, advertised in The group might discuss factors which affect decorations,rolation to propertyGoalschoolresponsibility 8: and iudividual for care of Assumes increased Pupilstryschoolties to can mightlocate and participate individualbe and provided return in property. forcheckinglost some articles tothe work care to with theof schoolyounger property. rightful owners. children in caring for Opportuni-They may whenGoalproperty 9:shopping rights of others Understands providedandexcursions.Discussions maintenance an opportunityshould of standardsbe held to evaluateto set. set procedures their behavior. and standards Groups should be taken on shopping trips to practice Following such trips, pupils should be for shopping procedures encesphysicalGoalfemale; 10: between andunderstands socialmale and differ- role Understands the Thearately,guidance;schoolself-concept purpose policy,need schoolin accomplishingtoof in benurses"I the givenam properaor male"frank doctors;this setting, or answersgoal "I or am is socialand to ato female."their byguide workersinformed questions pupils - adults in - Within the framework of boys and girls, sep- about sex and reinforcing the teachers- ordifferentiation female identification as to male misinformation.guidancereproduction.increased staff. experimentation, but relieves stress and anxiety In boarding schools Researchthis information has shown may that be such information does not lead to resultinghandled by fromthe Thethroughing academic and socialtolerance teacher activities. for can each assist other boys as andmales girls in It is the teacher's responsibility to generate a and femalesfeminized through groupnor too work masculinized. and developing an understand- Asclassroomidentifying children environment begin with tomales, mature which and boysis girls neither need need guidance too help in from 12 identifying with females. all staff members in

GUIDANCE EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goalproblemslife'scan 1:be adequatechallenges to andmeet Understands he Incounselorscross-culturalof this living case, inneed adequacythis existence. to modernstress has agethethat andmeaning adequacy, to meeting of feelingor theeffectively lackequal of to it,the the isproblems requirements an important of Indian parents, tribal leaders, teachers, and assurancecanThefactor beteacher givenin thatthe shouldmultiple generalhe is emphasize a opportunitiesadjustment,worthy self-adequacyindividual. or to maladjustment, be successful. throughout of the an day.Indian individual. He can be assisted over the He can be given Each child /Kirkendallpotentialothers.theIf rough" human torace, (15), meet he Neugartenlife's will beproblems successful(20), and Wrennchallengesin some (23). endeavors in a satisfying and will way.fail in spots whenHe canhe fails. also be guided in believing that he has within himself the He can be assured that as all other members of Goalingin developing 2:acceptable and work improv- and Joins his groups activityBeforestandards an isactivity, set. completed, the thegroup class should may discussappraise and results set standards. according to the The group may analyze how careful plans and records facili- When the piecebehaviorGoal of3: standardswork that takes Stays with a work,Atattitudetate previous butwork. usuallytoward levels work.such the workchildren required have relativelybeen guided short in completing periods of pieces time. of Continued stress should be placed on developing a favorable /Zirbes (12). several days to complete beyondChildrenfactorytoinvolve the the best atworkconclusion, ability this of for theirlevel severalof evenability.the will days.child,though be dealing heit shoulddoes with not help problemsreach him original to or bring topics expectations. it thatto a willsatis- If the teacherThey should sees thatcontinue a piece to finishof work assignments is 14 GUIDANCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX appliesGoalcongenially 4: ways ofwith working others Discovers and groupbility,A guideingyouth aactivities. worklessandshould indetail,able dividingbe pupilswilling in deciding tasksby to providing teamamong which several thempupil opportunities pupils.should for participation up with other members of a group in shar- assume a special responsi- The teacher should in andGoalfreeon makestime,5: time plansbudgets for his use time, of Gets to places distribution.Thestudy,selves. teacher alone, should with help other the people, pupils andto inplan personal the time grooming, that they and have evaluate They might check the time that they spend Pupils need to learn that they will miss part of per day in play, in an activity to them- the careerGoal 6: fields Begins to explore work.Atanceor this may que3tionnaires level,disturb pupils others, onshould if"Who they broadenam areI?" late. andtheir autobiographies understanding may of bethe effective. worldA unit on careers, with emphasis on pupil-made career booklets, guid- of Eachtions. pupil should be guided in analyzing and exploring his /Jackson (7), Super Sample(10), andLanguage Wolfbein Implications (22). for this Goal career aspira- WhatHowI'llI'll jobsabout see report shall whatsecretaries? on Iwe cannurses. find find out out about? about airplane pilots. Who'll report on them? WhatO.K.John,I will. kinds would of youthingsinformation report do theyon shall garage do onwe mechanics?theirtry to jobs? find? My sister is a secretary. WhereHow muchdodo theythey money learnwork? do theythat earn?kind of work? 15 GUIDANCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECBNIQUES LEVEL SIX andcationsGoalinstallment "trading"7: of credit purchases, buying, Explores impli- adulttheSince responsibilitieswho credit has boughtbuying a is andcar a obligationswidespreadon the payment practice,of credit plan tochildrenbuying. relate needthis The group may ask an to understand experience, hisGoal money8: and makes use Learns to budget Pupilsheanding purchased tell money should about according the learnhis car. responsibilities thatto their budgeting choices. and obligations money involves making choices, and spend-Groups may make sample budgets. to the firm from which of the school bank activitiesIndividuals might may preparebe: a budget according1. to Budgeting an allowance and determining how much to: a specific income. Other b.d.c.a. GiveSpendSave. to forhis amusements.candy.church. 2. Determininge.immediately, whether or something to purchase which something will last Setwhich aside will for be personalconsumed items. a long time. materials,awarenessGoalother 9: furnishings of equipment, the costs andof Develops an ment.costThroughinterview of materialsthe schooluse of and administratorsschool furnishings and commercial toin determinethe classroom.catalogs, actual costs of school groups may estimate Somethe children might equip- maleGoaldifferentiationstanding or 10: female of selfwith of asproper roles a Extends under- guidance;schoolself-conceptThe purpose policy, school in of inaccomplishing "Inurses the am propera ormale" doctors; setting,this or "Igoal oram and socialisa female."byto informedguideworkers Withinpupils adults thein framework of - boys and girls, sep- -reinforcing teachers- the reproduction.arately, need to be given frank answers to their questions about In boarding schools this information may be handled by the16 sex and GUIDANCE EXPLANATIONS AND SOME SUGGES11D ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 10: (Continued) increasedguidance staff. experimentation, but relieves stress and anxiety Research has shown that such information does resulting from not lead to Themisinformation.throughing academic and socialtolerance teacher activities. for can each assist other boys as andmales girls and infemales developing through an understand-group work and As/Gordonclassroom identifyingchildren (24), environmentbegin withLevinsohn to males, mature, which (9), and boys is andgirls neither need need guidance too help feminized in from identifying all staff with It is the teacher's responsibility to generate Neugarten (18). nor too masculinized. members infemales. a

17 BIBLIOGRAPHY 1. Beery, Mary. Guide to Good Manners. Chicago: Science Research Association, 1952. BOOKS 3.2. Cottingham,Company, Harold F.1959. Manners Made Easy. Guidance in Elementary Schools. New York: McGraw-Hill Book Company, 1966. Bloomington: McKnight and McKnight Publishing 4.5. Hayes,Freeman, Florence. Don. Moptop. Boy in the 49th Seat. Eau Claire. Wisconsin: E. M. Hale and Company, 1955.New York: Random House, Incorporated, 1963. 7.6. Jackson,Hinshaw, Alice.Kathryn,196S. and others. True Book of Your Body and You. Work Around the World. Chicago: Children's Press, Incor?orated, (n.d.).Morristown, New York: Silver Burdett Company, 10.9.8. Super, Donald E. Levinsohn,Lee, Tina. Florence, and G. L. Kelly. Manners to Grow On. Pasholay of Careers. Garden City: Doubleday and Company, Incorporated, 1955. What Teenagers Want to Know. Evanston, Illinois: Harper and Row Publishers, El-Hi Division, Chicago: Budlong Press, 1965. 12.11. Zirbes,Weitz, Henry.Laura. 1957. Behavior ChangeFocus Throughon Values Guidance. in Elementary Education. New York: John Wiley and Sons, Incorporated, 1964. New York: G. P. Putnam's Sons, 1960. 13. Bauer, William W., and others. Scott, Foresman and Company, 1962. About All of Us. BOOKS: PARTS OF SERIES Basic Health and Safety Program. Glenview, Illinois: 1 8 15.14. Kirkendall,ScienceForesman Lester Research A.and Company, Associates, (n.d.). (n.d.). About Yourself.Finding Out About Ourselves. Basic Health and Safet Junior Guidance Series Booklets. Program. Glenview, Illinois: Scott, Chicago: 16. . Understanding Sex. Guidance Series Booklet. Chicago: Science Research Associates, 1960. 18.17. Neugarten, ResearchBerniceScience L.Associates,Research Associates, 1955. 1960, , and Ruth Farnham Osborne. Becoming Men and Women. Understanding the Other Sex. Secondary Guidance Booklet Series. Guidance Series Booklet. Chicago: Science Chicago: 19. Associates, 1953. . How To Get Along With Others. Life Adjustment Booklet. Chicago: Science Research 20. Foundation, 1956. , and others. Discovering Myself. National Forum Guidance Series. Chicago: National Forum 21. National Forum Foundation, 1956. . Should I Get a Part-Time Job? National Forum Guidance Series. Chicago: 22. Wolfbein, . 23. Wrenn, C. Chicago: Gilbert.ScienceSeymour, Research and Harold Associates, Goldstein. 1953.1951. How To Increase Your Self-Confidence. Our World of Work Secondary Guidance Booklet Series.Secondary Guidance Booklet Series. 24. Gordon, IraInternational, J. 1959. Children's Views of Themselves. PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, AND OTHER ORGANIZATIONS Washington: Association for Childhood Education 25. Weatjen, Waltervisionof theB., and Associationand Curriculum Robert R.for Development,Leeper Supervision (eds.). National and Curriculum Education Development. Association, 1966. 19 Learnin and Mental Health in the School. Washington: Association for Super- Yearbook . - SOCIAL STUDIES LEVEL FOUR SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHFIQUES LEVEL FOUR andparisonsGoallifeways those1: between ofof otherhis thepeople Indian Makes some com- localencesThis studychildrentribal should gavernment; understand. begin Teththeir Included wouldthe bechild's their ownunderstanding tribalknowledge of laws of the community; group, and with experi- of the their people of North America bywaysOn familiaritysuch aof large makinggroups outline witha living. costumes, dances, as the Plains Indians, the Southwest Indians,map of Northand America, children games, art, music, mode of travel, and may locate areas inhabited ThroughlifewaysIndians. unit of activities,some of these children people. may becomeAs acquaintedinformation with is somepresented of the to the class, the Alaskan whyGoal animals,2: plant life, Determines how and animalsThroughclothing,the teacher toan theirintegratedand should shelter environment guide social children are related to the area inhabited. studies and science unit, the adaptation in acquiring an understanding that food, of environmentsand people vary in different studyselvessuchtive things ofanimalsand the their adaptation from countries of people as the differences in ways animals get food and young from weather and enemies. around themay world be stressed.to study. to their environment. Pupils may choose representa-This may be followed by They may learn about protect them- a concepts.Certainandneeds,The adaptunderstanding typicaland to that situations countries other that people should change be The following types of countries some peoplethey use are their unable environment to change, to should meet theirbe studiedtheir environment to help children insofar develop these developed.as possible, from each group need be studied, and 1. Lowland countries The Netherlands all types need not be studied. are suggested. No more than one 21 SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR Goal 2: (Continued) 2. Hot, wet lands The Philippines 3. Far north and far south lands MississippiAfricanAmazon ValleyCongo Delta country 4. Hot, dry lands ArabianLittleGreenlandAlaska America Desert 5. Mountainous countries PacificSouthernSaharaSwitzerland Desert Mountain Arizona States Goalothersomethingcept 3: ofpeople the of world,the culture and learns of Extends global con- WhilebecomesAsinteresting, modern the more differencestransportation necessary it is more into peoplesandimportantknow communication about of to variousother teach people makechildrenlands the andand world that howthe theypeoplewaysmaller, theylive. it basically live are aretheyofsomedesires; moreexchange displayform alike theyof or certainreligion; than work;barter, they theyaccepted transportationtheyare play; different.have forms they some ofeat; andtypebehavior. theycommunication, teach their music, young; art; they have They have somewhat theof same shelter and clothing, medium Veterans living in the and thetries.community group.classroom, who haveto tell served wFat in they countries know of selected the people for whostudy live may in these coun- If souvenirs or pintures were brought back,Such they an approachmay should lead to interest in finding out more be shown tobe invited to about the countries. 22This can be done by the use of movies, stereographs, SOCIAL STUDIES LEVEL FOUR Goal 3: (Continued) enceEXPLANATIONSfilmstrips, books, textbooks, ANDarticles SOME SUGGESTEDinand travel selected ACTIVITIESmagazines, library storyANDbooks. TECHNIQUES books, encyclopedias, refer- Childrenanotther,To find out mayis howtypicalbe interestedthe peopleof the ininkind knowingeach of countryactivity why countries saythat "Thank will south you," of the arouse interest. or greet one equator haveAnotherthe seasonspackagesuse approach of thejust and globe wouldthecorrespondence opposite asbe theto makeearth, of albums ours.arrangements and asent flashlight to withselected theto represent Juniorcountries, Red the Crossand to This concept can be introduced by sun. to o An countriesaskeffective for return isdevice the information, bulletinto utilize board. particularlyin the study ofof thethe visualvarious type. people and their The children may contribute pictures, ofattractivelyThesetakingclippings, home may geographypictures be smallanddisplayed withof andarticles, the cultures.enough on children's the andcaptions bulletin art own work to board.area makeabout may them eachstimulate meaningful. country as it is studied. They should be arranged a comparative study Finding or Childrenaffectrivers,ratherThe unit life thanlakes, mayshould inthe use the learning stressthe country.population. greetings an of understanding isolated they havefacts; oflearned; thesuch people as, dress the and simplynames the wayofin mountains,they live To conclude the unit, an Open HoliseThese mayshould be held.be mentioned only if they some part apuppets, articlesaoffood native a nativeor or drinkmadegame; textiles costume there, characteristicdecorate which whichJunior with representthey Red thingsof can Crossthe make lifetypicalcountry boxes, themselves;in those ofmaypictures, the be countries. country; served.sing dioramas, exhibit friezes, foods, a native song; play If possible, SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR Goal 3: (Continued) Pupils may express the following generalizations about greetings. Sample_aagmagelmplications Related to this Goal position.InPeopleSome each greetings incountry, every countryareshowpeople for respect haveshowclose waysfriendliness forfriends. anof oldergreeting toperson eacheach other.other. or a person of high Pupils may learn greetings and their meanings.Spanish: Formal: Pupil A: Buenos noches.tardes.dias. (Good day.)evening.)afternoon.) Pupil B:A:B replies to above: Bien,Como gracias.esta' usted? (Fine,(How arethanks.) you?) Informal: Pupil A: MuyY usted? bien, gracias. (And you?)(Very good, thanks.) Pupil A: 24 Buenos dias. S OCIAL S TUDIE S LEVEL FOUR Goal 3: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND Pupil B: TECHNIQUES Pupil A: Que(Reply) tal? friends.)"How(Literally, are you?" "Whatbetween such" close - used for Pupil A:B: MuyY tu, bien, como gracias. estes? (And you, how are you?) Talog: Formal: (A language of the Philippine Islands) PupilPupil A:B: A: MagandangKumusta poumaga kayo? popo. naman. (Good morning, sir.) (Goad morning to you, sir.) Pupil B:A: MabutiEAbuti rinpo. po. At Kayo po naman? Salamat. (Haw are you, sir?) (Fine, too, sir, thanks.) (Fine, sir. And you?) Informal: Pupil B:A: Magandang umaga, Bob.Alice. (Good morning, Alice.) Pupil A: 25 Kumusta Ka? (How are you?) (Good morning, Bob.) SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR Goal 3: (Continued) Pupil A:B: MabutiMabuti. rin. At ikaw? Salamat. (Fine, and you?) (Fine, thanks.) aunderstandingGoal citizen 4: and owesthat alle-he is Develops somP Children may: 1. Learn what the pledge to the flag means. gianceStates to the United 4.5.3.2. TalkLearnSing about towhatpatriotic identify the advantagesStars songs. the andnational Stripesthey haveanthem. mean. as American citizens. 9.8.7.6. PlanDiscussTalkTalk aboutan about theirassembly their the duties responsibilitiesresponsibilitiesprogram as American in which citizens. thetothe theUnited class United Statespresents States. has their to them. views cn whichanGoal integral his5: own partculture of theis Knows ways in IndianActivities"national" culture from culture may previous be may reviewed. belevels shown the importance of being an American. whichand discussed.relatedFilms Indian on Indiancontributions contributions to non- to the 11 national" culture realization,realizeEfforttheir shouldcommunitythe part the be theirteacherexertedand the heritage shouldonlife the of hasthepartstrive played United of theto and States. developteacher does play into the helpin pupilsthe the life children an ofapprecia- On the basis of this Pupilstheygrandparentstion workedformay thebe and ledIndian'sof playedotherto understand pastchildrenhas madeand presentled, the role athatceremonies differencein thethe lifelife they in theirof theperformed, this livesgrandparents country. of the other way and people the within the United States. 26 SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR Goalofficialstribal 6: and/or are, villageand iden- Knows who the reviewed.Activitiesor village related officials to thisand theaccomplishment services they perform, activities to extend On the basis of what children appear to knowat previous about their levels tribal should be theyleadershiptifies render the andkinds services of balgovernmentalItthis mightgovernment knowledge be possibleofficials. mayshould be forundertaken.be planned.class representatives An elementary study of the structure of their to attend a meeting of tribal tri- respectsGoal 7: the nation and Appreciates and Throughtoinvited the studyingflag, to tell singing aboutthe class "Thethe flagStarabout andSpangled their rules duties Banner,"for itsand viewingthe services films Village or tribal officials may be use, pledging allegiance they render.on Washington, President,nationalpledgesuchsome ofas,of anthem, its andallegiance,the major theflag, thecapitol symbols; the the TheybeD.C., guided should and intalking be developing assisted about inthe acquiring President of the United some appreciation for symbols of their country. an understanding that all countries States, children should Goal 8: Knows about the Atwithhave offerthis their flags level,to ability, theirand children peopleflag. they respect should anddetermine show courtesy the meaning of the pledge to their flag. Commensurate they andbothsources hownative they of and familiarare commercial, marketed foods, Visitsmaycaredand learn in for.may nearby somethingbe made communities. to about the localthe food stores that to is produced at home, at the school, In the fall, food may be preserved and stored for winter may be interested in the source of theirWhen food. possible, a small garden may be planted and see foods that are produced in use. They keptmalsneighboringtionout freshthat howabout givefoodwhile communities,foods usis going food. marketedthey to distribute. market.states, through or writing other countries.to various companies for informa- Others may gather information on how vegetables Some may find pictures of plants and ani- Committees may find are 27 SOCIAL STUDIES SOCIAL STUDIES EXPLANATIONS AND SOME LEVEL FIVE IndiansGoal 1: and variousAppreciates other how Indiantheir childrenpeople to should the be life of this country.SUGGESTED ACTIVITIES AND helped to appreciate the To bring about greater TECHNIQUES contributions made by lifepeoples in havethe influencedUnited States shareIndian withcontributions, the class I. on: committees may be selected to gather information to esteem for 4.3.2. ShaterArtFoodsHerbs 8.7.6.5. RecreationLcgends,ClothingGeographical myths, names and music groupAftersimpletionsoped, assome otherchildren researchthe: appreciation peoples have may be guidedon incontributions gathering information which would have of the contributionsmade to the life of of this their people has beenmeaningcountry. devel- to them of such relative to contribu- Groups may do a French:Spanish: language,geographic architecture,trade,and names, literature. the food horse and andfood. pig, preparation, clothing, cosmetics, clothing, jewelry, geographic names,art, English:Negro: Rights.food, labor, music andlanguage, dance, religion, education, science, education, sports, Civilgovernment, architecture, lit- Jewish:Oriental: business, fooderature, preparation, crafts,art, architecture, recreation, clothing, food, holidays. labor. 29 Christianity, holidays, music. SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 1: (Continued) utedhasThe beenteacherspecifically general should andto help onethat childrenor only another occasionally to groupunderstand which may thatsettledit be much analyzed in of this country. this influence and attrib- peopleandGoal why2: do the in workdifferent which Understands how PupilsareStates many need do jobs differentto learnto be thatdonethings peopleand to that earn living pupils a living. in different sections of have jobs to do, too. They need to know that there They may the United humannaturalStatessections effort depends resourcesof the bothUnited and on on withjobconsiderCommittees theirthey havelearninghome of to regionpupils perform. about andmay various thenstudy expanding typesdifferent of worktheir sections in study the of Unitedto the country, States, other regions as a centering starting pationalbackgrounds,intheir drawing attention activities. conclusionsagricultural on such about factorsproduction, the asdevelopment climate, manufacturing, topography,of these mining, sections. major and Based on their research, the class should be assisted population Aother teacher occu-relation- Asobjective theseshipthe unit betweenstudy inprogresses, skills:this cause activity and the effect. childrenwould be shouldto establish have an some opportunity idea of theto cultivate 4.3.2.1. TakingReadingStudying notes books,headings pictures newspapers, and and topic illustrations andsentences magazines to locate pertinent material 8.7.6.5. MakingUsingGatheringObEarving maps judgments andand globesevaluating information and drawing conclusions 9. Summarizing. 30 SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 2: (Continued) Other skills which 2.1. SpeakingReporting clearly and audibly may be reinforced are: 6.5.4.3. UsingDiscussingListening filmscommunity and otherresources audio-visual aids AmericansGoal 3: Knows about famous tributedChildren shouldto the knowcomfort that and there well-being 7. Extending reading and speaking vocabularies. are many famous people whose work has of the people of this country. con- Oth- Thereingtheseers arehaveare people those manyadded andfamousof to Washingtonwhat its theyculture haveand and Lincoln.done beauty. names in American history and among the most outstand- to help us achieve a better life. They should learn about some of groupCommitteessent fittingreports may occasionsto select share oneorallyto fromstudy or the aboutin followingmriting them andwith their Their birthdays in February and prepare brief individualtheir service to our country.. classmates. pre- or AbrahamBenjaminGeorgeThomas LincolnWashington JeffersonFranklin JohnBookerGeorgeHarriet Sutter T. Washington B.Washington Stowe Carver HenryThomasSequoyahChief Ford EdisonJoseph FranklinJeffersonUlyssesDanielRobert Webster S.E.D. Davis GrantLeeRoosevelt AmeliaJohnDanielLewisKit Carson Smith Earhart andBoone Clark WilburAlexanderEliLuther Whitney and Burbank OrvilleG. Bell WoodrowLolisa WilsonMay Alcott 31 SquantoJane Addams John GlennF. Kennedy Wright SOCIAL STUDIES EXPLANATIONS AND SOME SUGGES1LD ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 3: (Continued) mayActivities include: through which children might learn about these famous Americans 4 3.2.1. DramatizingReadingfamous.Constructing biographies. incidents bulletin from boards their depicting lives. events which made them 4.7.6.5. MakingTellingHaving a a muralmovie storiescolonial of"This ofgold party. interestingIs rush Your activities. Life." or amusing incidents from their lives. 12.10.11.9.8. FindingConstructing Performing magazine asimple science and telephones.newspaper experiment. articlesMakingPaying about a specialmap space and achievements.tributetracing tothe Indians Lewis andwho Clarkwere famous.Expedition. andconceptsGoal communication4: of global travel Develops new northward.The teacher may use polar maps and globes1. to show that air routes Routes from the equator go northward. He may make use of maps to show that: are moving ticsThroughscheduled Board, studying airand routes,from information individual domestic which airlineand may foreign. becompanies,2. obtained pupilsfrom the Civil Aeronau- Freight is carried by air from far away points. Some may gather information on may learn of Relativelinestraceforeign theirhave toairlines extending permissionroutes which on conceptstheto have flymap. flights toof foreigncommunication scheduled countries intoand and thethe trace needUnited theirfor States people routes. and who Others may find out which United States air- ofspeak the differentUnited Nations languages may beto undertaken.understand one another, 32 The teacher should attempt to an introductory study SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED LEVEL FIVE Goal 4: (Continued) childrendevelop anin understandinglearning that of even though the representativesthe purpose of the United ACTIVITIES AND TECHNIQUES Nations and guide may not speak the buildUnitscountriessame newor language, air-postalconcepts of the they world.in service, globalare able to discuss man-made satellites, and "Tel-Star" problems which involve many of the can help Recentshould films, be made slides, of the and Weekly Sample Language Implications filmstrips also should be shown.Readercommunication. and other periodicals Related to this Goal In developing this goal, and newspapers. use Children may ask pertinent WhatI wantways tocan take I travel? a trip to questions. Europe. HowWhatHow long routesmuch does ofwill do Europeit planesshipsit take? cost? shall take?travel? I see? Goalthe 5:peoples of the world Appreciates how countriesThe teacher through may show such the activities WhatHow kindscan I ofget things this information?will various contributions made by I see? people from other Statesbuildinghave contributed of the United to the otherChildrenart. countries may discuss and the and evaluate cultural patterns that have affected theas discussion,contributions exhibits, made by research, and persons fromlife in the Unitedif any States. of these contributions They may consider what effect 33 were removed, or had not been made. it would have on the country SOCIAL STUDIES LEVEL FIVE patternGoal 6: of tribal and/or Knows the local EXPLANATIONSPupilstions needare elected,ANDto learnSOME andSUGGESTEDhow whatthe leaderare ACTIVITIES their and responsibilities. members AND TECHNIQUES of their tribal organiza- They should know villagegroupindividualsthis government government and tribeserves and orhow andincludesentsgovernmentthe welfare.names may loans, beof serves pursued.their land the tribalmanagement, pupil, representatives. his arts family, and crafts,and the marketing,entire group law that and itorder, repre- Areas which might be selected for such a study would A study of the ways the tribal Information might be secured or shared by:1. manTalkingaffects or a with representativethe personspupils inwho someto have the way; responsibilitytribal e.g., council, a judge, for a mayor,librarian,a service tribal whicha policechair- 4.3.2. DiscussingDrawingchief. diagrams reasons of forgovernmental the evolution functions. of various services. 6.5.7. LearningTakingParticipatingConducting field how atripsservices inmock mock toelection. observearegovernmental financed. situations meetings. and services s!-udied. valueanGoalstanding appreciation 7: of work of theand and dignityto under- realize and Begins to develop PersonsroundingChildren fromareas. may various discuss types various of occupationstypes of work may done be askedin the to community talk to theand classsur- workitythat is of successrelated one's basicinto thethe product worldqual- of Ancouldthatabout approach therebetheir used.) that isjobs. a mayroad be being useful built as anearby. followup might be the following: The contractor might be asked to talk to the class and even (4.my type of project or occupation Assume bringthis,site. one the or children two of hismight employees be invited to tellby the about contractor their work. to visit the workTo give emphasis to this, the class could role play certain workers 34 In response to SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 7: (Continued) childrenroadand planpast could athe portion schoolbe asked of the typical workgrounds. what would happen if To emphasize the to be done; for example, importance of the work, planning a canceoftized.or work the of well bulldozerskilled, done. semi-skilled,operator The key factor is It is important that walkedthat childrenoff the job.be and professional work they become guided to recognize the foreman, This aspect could be aware of theand signifi- that there or the contractor, the dignity drama- tionproficiency,tioncertain might is afactors be:key and to qualitythat farmer, herdsman,success. doctor, relate to all of these are expected of (Some occupations anyone andnurse, that storepersonal owner, satisfac- clerk,types of work;or professions that for considera- promptness, machin-are evaluates,Goal 8: and assists Participates, ation,Therecreationist, child andmechanic, evaluation establishment may benefit from participation electrician, plumber, of activities and proprietor, and teacher.) cannery operator, technician, in the planning, development, miner, oper- munity(at hisendeavors level) in com- process,activitiesHedesirable should and be tothatfor helpeddevelop encouragementhe be to find waysencouraged to takean toawareness participate of, and in being a contributing programs whichpart inaffect both him.school andappreciation for, the at his level in such member in that democraticcommunity programs.It is .planning andagedThe nrocess.development childto participate might participate in planning of a community youth for community library. recreation, or in theHe might be encour- Hecommunity teemight or helpcouncil talent plan inshow. the such projectsin the operation and/orschool or community. as a field day, a service organization of a youth project, or a commit- planningIt is desirable of school that activities. he participate actively 35 in student government or in the SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES Goal 8: (Continued) makingCommensurate regarding with some his school ability policy. to do so, he should be involved in decision

36 -.11MIN,=111.11 - SOCIAL STUDIES LEVEL SIX SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX withbeingGoalchanges 1: themade aimare in ofcontinuallythe improving world Understands that This goal may be developed in three phases:2.1. ChangeChange in in the ancient State civilizations waystivenessevaluations of living; of someof makesthe of effec-them WesternA andsuggested the Hemisphere Incas approach in South- theis America. throughAztecs inthe Mexico, study 3. ofthe the Mayas early in IndianCentral tribes America, in the Change in current international affairs. Their accomplishments and their ways of Thelifetheliving second withteacher might modernphase maybe ofcitycomparedtrace the life thegoal to couldsteps maymodern bethrough themade.Indians. study which of his the State State. became one of the A contrast of simple tribal With the child, anddevelopmentUnitedcationthe make significance States, ina graph, theirof Statedraw Stateorof theeach.chart,industries, withdifferent showingthat recreation, offlags importanttoday. his State andways educational hasthe used,people and opportunities;of determinetheir State They may compare early life, travel, and communi- They could find out about the haveTheearnschools classachanged living. inmight theways chooseState; of living committeesand toin comparethe toState; find the tooutschool find and buildings,outreport about on thehowbooks, firstinventions and school Some may make a diorama of interesting scenes. activitiesguards,itsChildren officers and mayof public theandbe encouragedearlyprovide education. schools such to serviceslearnwith thosewhere as ofpolicethe their State protection, own gets school. its healthmoney tosafe- pay AboutA group Our may State. make a class booklet on a subject such as What We Like Best 38 SOCIAL STUDIES LEVEL SIX Goal 1: (Continued) EXPLANATIONSThe third phase AND SONEin the SUGGESTED development ACTIVITIES of this AND goal TECHNIQUESmay be a comparison of some andteacherruled;of(1) the(5) Country, intypesFreedomsmay others, developof (2) governmentof theType Citizens.a peoplechart of Government,around withpractice thethe followingself-government.world.(3) Head ofcolumn In some countries people areGovernment, (4) Lawmakers, headings: With the class, the U.S.S.R.Thetagestions.) freedoms of and living otherenjoyed in countries. thein theUnited United States States of America Through discussion the children (Compare elections, religion, and may be helpedmay tobe considercompared advan-with those in the over living in another coun- occupa- Readerandtry. their as articles attempts appear to solve on suchtheir topics problems and maintain theirThis phase may be extended through Current Events and the WeeklySample Language Implications Related to this Goal as the emerging nations in Africa freedom. AnotherWaysSomeOne of waypeople waycooking of was cookinghave averhave electric wasachanged campfire. in stoves.a overfireplace. the years. Let'sHowI'veOthers about arrangeheard have a cookstove of gasthem a stoves.kerosene in orderthat stove. burnsof old wood? and new. Areneeds.getsafer, the so newhot too. wayscooking better? on an electric stove as on The new electric and gas stoves On the new stoves, the cook can get just the temperature she I think so. The person aredoing cleaner. the cooking doesn't a campfire or cookstove. It's 39 SOCIAL STUDIES EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX liveheGoal lives 2:in the with neighboring the way people Compares the way andofChildren exhibits,Mexico mayand they enjoyCanada. may comparing note climate, their wayfood, of dress,living amusements,with that of homes, the children stores, From reading, pictures, movies, stories told to them, andcountries South Americaof Mexico, Canada 2 ThesevaryingmodesThroughout mightof customs travel, involvethe should study,and some ways bethe foods, examined.of teacher making certain shoulda living. amusements, help children school observe experiences, similarities. Language differences and nies;health,ofcountriesfamily their they landlife, health; gowork forms, toin for school; manythey andtheir respects, enjoyvegetation. and living; samerecreation; is livethey essentially intrade theyhouses withtake the similar eachpartsame; other; in tothat religiousthe theypeople children's. take ceremo-of carethese Children may be led to understand that dress,life.dance.Committees a farm may or dramatize market scene, a Mexican a plaza fiesta, or other learn characteristic a Mexican song, scene. or a Somefolk might Othersset up mighta papier-mache serve some village Mexican showing dish, ortypical write Mexicana play about Mexican Other suitable activities related to a study of 2.1.Mexico may include: MakingShowing and moviesshowing depicting slides of Mexican Mexican life. life and scenery. 4.3.5. Postingsible,InvitingHaving picturesaskingan aexhibit Mexican someone of of Mexicanto thingswhotalk has life. aboutmade visited in,his orcountry,there brought to ortalk from, if tothat Mexico.the is class. not pos- 9.8.7.6. FashioningFindingLearningReading out aboutto typicalhowplay Mexican they one Mexican observeof amusements. their figures Christmas. games. of a man, burro, sombrero, or pottery from wood, clay, or paper. 40 SOCIAL STUDIES LEVEL SIX Goal 2: (Continued) EXPLANATIONSSome pupils ANDmight SOME make SUGGESTED a relief ACTIVITIES map of flour AND andTECHNIQUES salt to show topography of withMexico.read.read Mexican about acharacters sugar or bananamight beplantation produced. and tell the class what Others may read and Theyreport may on send Mexican for colorful blankets, travel leather literature. work, and Certain committees or groups may A stick puppet show they have vitiesIntiesjewelry studying betweensimilar making. Canadian government,to those or outlinedSouth topography, American for Mexico, neighbors, and again the teacherstress the similari- ways of making a living, and common may use acti- canGoalin discusshis3: State, famous including people Knows about and toPupilsinterest making may their inwrite hemispheric State brief a biographicalbetter defense. place sketchesto live. of leaders who have contributed Amerinds TheyChildrenIndiansdescribing may make Todaymay their abe tellsWho's helpedchief ofWho contributions.insome booklet identifying Indians of famouswho Indians have people achievedand ofpeople the current Stateof other prominence. cultural Indians should be included. or country, The book eventsChildrencationorigins in of whothe couldthe havelives country make contributed of reports someand theof on tothem.group. such the famouspeace, peoplehealth, or general role play welfare significant and edu- A Pupilspupilinterview mayshould assumehim. be encouragedthe role of to discover how Indians and other minority some famous person and another pupil may Mexicogroupsstudied. or have Canada contributed may be drawn. to the culture and welfare of the country being A relationship between the Indians of the United States and of 41 SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 3: (Continued) PatternsandChartscould related be showingof developed initial to othersareas andmigration once showingstudied. lived and locations incharts by various ofdepicting such native groups the groups movementtoday. could of peoplebe made IndividualsplesArt projectsto the waycould and of murals dolife research ofcould the anddepictcountry report some itself. on of different the contributions groups in ofthe these coun- peo- TheChildrentries teacher and may the shouldmake contributions maps help showing pupils they theto hypothesizehavecountries' made. settlementwhy certain patterns. areas were settled whilebePupilssons enumerated. others livingmight were indiscuss thenot. area. where they would go to live if there were Factors which would influence their choice should no other per- responsibilityofGoal self 4: and of individual Extends his concept variousAtThey thatprevious may theyphases have levels,are ofbeen important, school pupilsencouraged life. maythat haveto they accept been are guidedreliable,their sharein developingthat of theyresponsibility arethe trustworthy.belief in They may have been guided in respecting Ataccomplishmentquate themselvesthis tolevel meet asthey life's inunique shouldguidance, challenges individuals, be guidedthese and concepts in asproblems. understandinghuman canbeings, be reinforced thatand asthey Indians. throughcan be ade-activi- In conjunction with this ties in social studies. 42 SOCIAL STUDIES EXPLANATIONS AND SCNE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 4: (Continued) Pupils may be encouraged to: I. Assumeplayground, responsibilities and at assemblies. in the dining room, in the halls, on the 4.3.2. ReadParticipateSharelarly autobiographies Indians.their in reading school withoror biographiescommunity the class. projects. of successful people, particu- county,organizationGoalstanding 5: state, of ofthe orthe workborough local, and Gains an under- ChildrenGoals Five may and better Six maycomprehend be combined the needfor and accomplishment. function of government if they developmentgovernment and of its mentalIflearncan possible, learn organizations.about haw thechildren a governmentvarious should services is visit developed provided to bymeet certain needs. a city hall or a county court house to the several related govern- They should andGoal geographyrefines6: his of knowledgehis State of Surveys the history Totheobserve acquire child some may:information phases of related city to the history and or county government in operation. geography of his State, Statepeoplethe contributionsin and which others, he lives toof thehis I.2. UseofConstructfeatures. athe sand land. tablepapier-mache to increase or paste understanding relief of the State's maps to show the topography physical 4.3. MakethegrowthConstruct aState. mural areas. graphsdepicting to showfamous population growth, persons and events in the history of crop yields and other 5. DetermineState, how factors they live,that geographicallyhow they dress, affect how they the buildpeople 43 their henes. in the SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 6: (Continued) 6. Makegrowth a time of linethe State.showing major achievements and development in the 8.7. Preparechallenge.of challenge individuala bulletin to the orboard growthcommittee display of thereports or Statemake or aand projectsmural how depictingit onhas the risen historicmoments to the theThe totalhistory development of the Indian, of the Eskimo, State. or others9. must be seen in context with Writebackground a brief of skit a current or play event about in a theperson, State. event, or period. Special emphasis should be placed on mveThegrowththe into questionrole of your ofthe these mightState,State. peoplebe where posed in would tothe the contextyou group, live?" of "If their you ownwere evolution the first and person in the to In preparing an answer, the knowledgeface,protection,childrentoday, and and mightinof andgivedecidingthe be transportationState, reasonsguided where they infor they consideringmighttheir in would determiningdecidechoice. live. factors where problems theyof weather, would they like wouldwater, to havelivefuel, to After they have acquired some 44 BIBLIOGRAPHY 1. Benedict, Ruth (Fulton). Patterns of Culture. BOOKS Boston: Houghton and Mifflin Company, 1961. 3.2. Brandon,Borden, Charles William,Random A. House,and Anne Incorporated, Terry Nhite. 1963. Hawaii: Fiftieth State. The American Indian. Philadelphia: Macrae Smith Company, 1960. American Heritage Book. New York: 4.5. Butler,Bruner, Evelyn Jerome. I., and George A. Dale. The Process of Education. Alaska, the Land and the People. Cambridge, Massachusetts: Harvard University Press, 1963. New York: Viking Press, 1957. 7.6. Day,Collier, A. Grove. John. Hawaii:Indians Fiftieth of the Americas.Star. New York: Duell, SloanNew and York: Pearce, W. W. 1960. Norton and Company, Incorporated, 1947. 9.8. Georgiady,Geis, Darlene. Nicholas1963. P., and Louis G. Romano. Let's Travel in Mexico. Chicago: Children's Press, Incorporated, 1965. Our Country's Flag. Chicago: Follett Publishing Company, 11.10. Harris,Gridley, Ruby Marion M. E. (ed.). 1959. The Rand McNally_yandbook of Map and Globe usam. Indians of Today. Chicago: Towertown Press, 1960. New York: Rand McNally and Company, 13.12, Hodge,Hawkes, Frederick Jacquetta, Webb and (ed.). B. V. PageantPublishers, Press, 1965. Incorporated, 1960. Bothmer. Handbook of Indians North of Mexico. Pharoahs of Egypt. Evanston, Illinois: Harper and Row Volumes I and II. New York: 14. Jarolimek, John. 1963. Social Studies in Elementar Education.45 Second edition. New York: Macmillan Company, 15. Macmillan Company, 1965. , and Huber M. Walsh (eds.). Readings for Social Studies in Elementary Education. New York: 17.16. Kluckholm,Lindquist, Clyde. Willis. The Navajo.The Forty-Ninth State. Cambridge, Massachusetts: Harvard University Press, New York: McGraw-Hill Book Company, Incorporated, 1959. 1946. 19.18. Merritt,Mayberry, Edith Genevieve.pany, P. Incorporated, Working with Children in1961. SocialEskimo Studies. of Little Diomede. Chicago: Follett Publishing Company, 1961. San Francisco: Wadsworth Publishing Com- 20. Michaelis, York:John U.Prentice-Hall, Incorporated, 1963. Social Studies for Children in a Democrac More Than Social Studies: A View of . Third edition. Social Learning in the Elementary Englewood Cliffs, New 22.21. Miel,Robinson, Alice, DorothyIncorporated,School. and Peggy F. Brogan. 1963. Englewood Cliffs, New York: Prentice-Hall, Arizona for Boys and Girls. Phoenix, Arizona: WesternIncorporated, Bookbinding 1957. Service, 23. Incorporated, 1963. . Gesural±ical Background of Arizona. Phoenix, Arizona: Western Bookbinding Service, 24. . The Making of Arizona. Phoenix, Arizona: Western Bookbinding Service, Incorporated, 1965. 26.25. Underhill,Schneider, Ruth. Herman and Nina. Red Man's America. Life in the Arctic. Chicago: The University of Chicago Press, 1953. New York: Harvey House Publishers, 1957. 27. Wissler, Clark.City, New York: Doubleday and Company, India s of the United States: Four Centuries BOOKS: PARTS OF SERIES Incorporated, 1939. of Their History and Culture. Garden 29.28. Breetveld,Brown, G. Jim.S. Your Country and Mine. Getting To Know Alaska. TI-__E_Regs Series. New York: Coward-McCann, Incorporated, 46 New edition. Boston: Ginn and Company, 1966. 1958. 30. Carter, William E. The First Book of Bolivia. New York: Franklin Watts, Incorporated, 1963. 32.31. Cavanah, Frances,Harper and and Row, others. El-Hi Division, 1955. The First Book of South America. Ancient and Medieval Heroes. New York: Franklin Watts, Incorporated, 1961. Real People Series. Evanston, Illinois: 33. and Row, El-Hi Division, 1955. . 1191orers and Early Settlers. Real People Series. Evanston, Illinois: Harper . Real People Series. Evanston, Illinois: Harper and 35.34. Row,and El-HiRow, El-HiDivision, Division, 1955. 1955. HeroesLeaders of inModern an Awakeniu Times. World. Real People Series. Evanston, Illinois: Harper 36. Harper and Row, El-Hi Division, 1955. . Leaders of the American Revolution. Real People Series. Evanston, Illinois: 37. and Row, El-Hi Division, 1955. . Leaders in Western Expansion. Real People Series. Evanston, Illinois: Harper 38. El-Hi Division, 1955. . Leaders Since 1860. Real People Series. Evanston, Illinois: Harper and Row, 39.40. Cutright, PrudenceIllinois: and Harper John andJarolimek. Row, El-Hi Division, 1955. . Leaders Who Changed Europe and South America. Living As American Neighbors. Real People Series.Macmillan Social Studies Evanston, 41. Series.Company, 1966. New York: Macmillan Company, 1966. lizing in the Americas. Macmillan Social Studies Series. New York: Macmillan 42. . Living in the Old World. Macmillan Social Studies Series. New York: Macmillan Company, 1966. 47 43. Macmillan Company, 1966. Livinz in the United States. Macmillan Social Studies Series. New York: 45.44. Dederick,Dawson, G. N. S. Your PeopleYour and WorldMine. and Mine. TheThe Tiegs Tiegs Series. Series. New edition. Boston:Boston: Ginn Ginn and and Company, Company, 1966. 1966. 47.46. Gross,Gray, W.H. H.,H.,Studies andand others. others.Series. Chicago: Follett Publishing Company,Company, 1965.1965. R212Elaa_22211E2n_LiattaE.Exploring Latin America. Revised edition. Revised edition. Follett New Unified Social Follett New Unified Social 49.48. Hamer, O. UnifiedS., and Socialothers. Studies Series. . Exploring Regions Near and Far (2 volumes).Exploring Regions of the Western Hemisphere. Chicago: Follett Publishing Company,Company, 1965.1965. Revised edition. Revised edition. Follett New Follett New 50. Series. Chicago: Follett Publishing Company, 1965. . Exploring the New World. Revised edition. Follett New Unified Social Studies 52.51. Hanna, PaulGlenview, Series.R., and others.Illinois: Scott, Foresman and Company, 1965. Chicago: Follett Publishing Company, 1965. . Exploring the Old World. Beyond the Americas. Revised edition. Diamond edition. Follett New Unified Social StudiesCurriculum Foundation Series. 53. Illinois: Scott, Foresman and Company, 1965. . In All Our States. Diamond edition. Curriculum Foundation Series. Glenview, 55.54. Hudson, MargaretIllinois: W., andScott, Ann ForesmanA. Weaver. and Company, 1965. . In the Americas. Diamond edition.In Your Community. Curriculum Foundation Series.To Be a Good American, Book 2. Glenview, Palo Alto, California: Pacemaker Books, 1965. 48 56. Pacemaker Books, 1965. . In Your Countrz. To Be a Good American, Book 4. Palo Alto, California: 57. Pacemaker Books, 1965. . In Your Family. To Be a Good American, Book 1. Palo Alto, California: 59.58. Sasek, Miroslav.Books, 1965. This Is Munich.. In Your State. New York: Macmillan Company, 1961.To Be a Good American, Book 3. Palo Alto, California: Pacemaker 60. . This Is Rome. New York: Macmillan Company, 1961. 62.61. Stull,Sheppard, Edith. Sally. The First Book of Alaska. The First Book of Brazil. New York: Franklin Watts, Incorporated,New York: 1965.Franklin Watts, Incorporated, 1962. 64.63. Tor,Thompson, Regina. Hildegard.1965. Getting To Know Germany. Getting To Know American Indians Today. New York: Coward-McCann, Incorporated, 1954. New York: Coward-McCann, Incorporated, 66.65. Warren,Wann, K. Ruth. W., and others. The First Book of Modern Greece. The Changing Earth and Its Peo le. New York: Franklin Watts, Incorporated, 1966. Living in Our Times Series. Boston: 67. American Academy of Political and Social Science. PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, AND OTHER ORGANIZATIONS The Annals of the American Academy of Political and 68. Carpenter,Nationaland SocialHelen Social CouncilMcCrackenScience. Science, for (ed.) theMay Social1957. Studies. American Indians and American Life. Skill Development in Social Studies. Washington: National Education Association, 1963. Philadelphia: The American Academy of Political Thirty-third Yearbook of the 69. Department Chiloccoof the Interior, Indian School Bureau Printing of Indian Department, Affairs. 1944. 49 Education for Action. Chilocco, Oklahoma: _ 71.70. Department Lawrence,of the Interior, Kansas: BureauHaskell of Press, Indian 1965. Affairs. Education for Cross-Cultural Enrichment. 72. Departmenthome: phies.of theChilocco Interior, Indian Bureau School of PrintingIndian Affairs. Department, 1953. Washington: United States Government Printing Office, 1966. FamousEducation Indians, for Cultural A Col.ection Change. of Short Biogra- Chilocco, Okla- 74.73. Department Governmentofington: the Interior, UnitedPrinting StatesbureauBureau Office, Governmentof Indian1966. Affairs.Printing Office, 1966. Indians of Arizona. Eskimos and Aleuts of Alaska. Washington: United States Wash- 76.75. Department UnitedofStates the States Interior,Government Government Bureau Printing ofPrinting IndianOffice, Office,Affairs. 1966. 1966. Indians of California.the Central Plains. Washington: United Washington: 77. Department ofStates the Interior,Government Bureau Printing of IndianOffice, Affairs 1966. . Indians of the Dakotas. Washington: United 78. Department ofton: the United Interior, States Bureau Government of Indian Printing Affairs Office, 1966. . Indians of the Gulf Coast States. Washing- 79. Department Unitedof the StatesInterior, Government Bureau Printingof Indian Office, Affairs 1966. . Indians of Montana and Wyoming. Washington: 80. Department ofStates the Interior,Government Bureau Printing of IndianOffice, Affairs 1966. . Indians of New Mexico. Washington: United 81. Department ofStates the Interior,Government Bureau Printing of IndianOffice, Affairs 1966. . Indians of North Carolina. Washington: United 82. Department Statesof the GovernmentInterior, BureauPrinting of Office, Indian 1966.Affairs 50 . Indians of the Northwest. Washington: United 83. Department Governmentof the Interior, Printing Bureau Office, of Indian1965. Affairs. Indians of Oklahoma. Washington: United States 85.84. Gibson,Educating John forford,lum S. Economic Development. Massachusetts: Competence. The Lincoln Filene Center for Citizenship and Public Affairs, Tufts University, New Frontiers in theWashington: Social Studies: National Goals Education for Students, Association, Means for1960. Teachers. A report prepared by the Association for Supervision and Curricu- Bed- 86. Hill, WilhelminationCurriculum1965. Association, (ed.). Series 1961.Number 11. Selected Resource Units: Elementary Social Studies. National Council for the Social Studies. Washington: National Educa- Kindergarten-Grade Six. 87. Number 5. . Social Studies in Washington:the Elementary_aphool Government Program.Printing Office, 1960. Office of Education Bulletin 1960, 88. Huus, Helen.Number1961. 32. National CouncilChildren's for the Books Social To EnrichStudies. the Social Studies for the Elementary Grades. Washington: National Education Association, Bulletin 90.89. Michaelis,Indians of John the U.Americas. (ed.) Washington: NationalSocial Studies Geographic in Elementary Society, 1955.Schools. Thirty-second yearbook of the 91. Muessig, RaymondAssociation,BulletinNational H. (ed.).NumberCouncil 1965. 36. for the Social Studies. National Council for the Social Studies. Social Studies Curriculum Improvement: A Guide for Local Committees. Washington: National Education Association, 1962. Washington: National Education 51 LEVEL FOUR MUSIC MUSIC EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR andexperiencesGoal programs,1: at andassemblies through Broadens listening acceptableThe teacher popular should andplan folk children's music to art music.listening experiences to range from Goalbroadcastinglistening 2: tomedia records and Has a wide reper- MusicChildren may be should correlated have awith chance social to listenstudies, to educational music broadcasts. country,differentdaytoire life, of dealing regions songs,nature, with representingof seasons, theevery- tunes,Songsject areas. of songs patriotism, of the South,folksongs, and spirituals, songs of the sea should be included in cor- hymns, Indianlanguage melodies, arts, cowboy and other sub- hisholidays, own culture patriotism, and Let'srelated sing activities. "The Star Spangled Banner." Sam le Lan:ua e Im lications Related to this Goal A HeThenationalman kept starin prison watchinganthem.spangled during forbanner oura flag to keep flying warmeans wrote our theflag, song. which has stars on it. "The Star Spangled Banner" is over the battlefields. our partGoaltone 3:songs quality, with clearpleasing diction, Sings unison and Two-partWe want ourrounds flag may to bekeep sung flying to develop over our free country. readiness for singing harmony. choralGoaland good4: speaking posture Participates in calChoral sound speech effects. may be motivated with musical /Landeck (4), Pitts (8), and background or appropriate musi- Sur (11). 53 MUSIC EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR withmusic,Goalnotationsto rhythmic5:staff gaining symbols patterns familiarity and of Continues response Pittsmeasures,MaterialsThe teacher(8) may review fundamentals of rhythm and teach simple folk dances. lines,that lead spaces,and to Suran and understanding(11). double bars, of should clefs, be time used. and key signatures, ILandeck (4), Goalinstrumentsimple 6: accompanimental and a melody Learns to play a melodica,The class mayand be the taught autoharp, to play melody the recorderbells, finger (wooden cymbals, flute), and flutaphone, tambourine. or

54

MUSIC EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE voiceGoal and1: language qualities Listens to identify EnglishPupils'uagethe Englishquality. asknowledge a secondlanguage, of language, the which muscular maymay havehelpmechanics beenthem acquiredinused identifying in producingthrough voice learning the and sounds lang-to of If pupils have not had such training, the teacher should help speak Techniquesducingthemthis learn accomplishment.English somethingused sounds. in teaching of the wayEnglish the throat,as a second mouth, language and lips may are be usedused ineffec- pro- A chart or model may be a helpful device to use in andGoal part2: singing with Continues unison motionsThetively teacher of in arms attainingand and the drawing. pupilthis goal.may interpret melody lines and phrases with musicalpretation,greaterciation, phrasing emphasis mood,correct tempo,on enun- inter- and Rhythmicing instruments. interpretation may be encouraged through movement and through play- Sample Language Implications Related to this Goal Pupils may chant in rhythm to create a rhythmic pattern. WeAmericanMany likehave kinds themanymusic of Negro different peopleis beautifulspirituals, live songs in because America. to"He's sing ofGot from them. the the Whole different World inpeople. His Hands" and WeThe "At"Rockaenjoylike Spanish the to singing My Spring"sing Soul."of theNewsongs from ChippewaMexico fromHawaii. gaveour Indian newestus theDance states,gay Song, song,"The "Kayak "Invitation OwlSong" of fromto Alaska and Guadana." Dance." 56 MUSIC LEVEL FIVE Goal 3: Develops a greater EXPLANATIONSThe teacher ANDshould SOME review SUGGESTED 2/4, 3/4, ACTIVITIES AND TECHNIQUES 4/4 rhythmic patterns, and introduce 6/8 responsibilitymusicalsuccessingindependence realization notation, infor ofreading withgroup individual grow- Halfas anda rhythmic whole steps pattern. may be demonstrated on a keyboard. diatonicGoalscalesscales, 4: andmajor chromatic and minor Is introduced to wholeTheinthe teachersinging stepswhole are stepsmayor demonstrated hummingintroduce and half the the steps on a tonespiano ofkeyboard, each. and guidingon the keyboard.diatonic and chromatic scales, Children may listen and watch pointing out the children as ToThe successivescaleintroduce C-major contains thescalewhite minoreight keys scales, beginning may be played on the piano withtones (an octave) which with C. are played by striking eight an explanation that this soundsbothwhitescale, blackkeys. of showing theand majorwhite the andpupilskeys. minor that They may learn that other Attention may be calledscales. thisthe teacherscale also may isplay played the natural major and minor scales require to the difference in on eight successive A-minor use of Goal 5: Begins instruction ForPupilsthe students major who showandwith minor specialspecial scales interest, or talent,interest anddemonstrated talent, private and explained may have the construction of to them. Goalpercussionon 6:brass, instrumentswoodwind, and Learns through Songsinstruction from Chinese, in band instruments German, Indian, Japanese, Negro, of their choice may be secured. Spanish, or other cul-or small-group upgroupssongs America ofof peoplethe many that different make beingPittstures done (8). may in be the learned. area of social studies. 57 A purpose for learning them /Berg (1), Landeck (6), may be related to work and MUSIC EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE rhythmsGoalfolk 7: dancing and social Does more advanced beSquare learned. dances, variations of the polka, schottische, and the varsoviana may

58 LEVEL SIX MUSIC MUSIC LEVEL SIX Goal 1: Listens to iden- ThroughEXPLANATIONS frequent AND useSOME of SUGGESTED recordings, ACTIVITIES films, radio,AND TECPNIQUES television, and live per- typicalcharacteristics,tify instruments, use and their their Pupilsments,differentformances, explainshould instruments havetheir much use, and practice and identifying assist in identifyingpupils them. in isolating instruments the throughsounds of the .f-he teacher may demonstrate the sounds of the various instru- participatingGoalin three-part2: in singing,musicals Develops skill Voiceteachinginglistening. inchanges part part singingshould singing. beshould considered stressed. in placing pupils in parts. /Selmer (12). /Berg (1), Landeck (6), Leonhard (7), and Pitts (9). Rounds may be used as a device for Sight read- Goalcipationand 3:operettas in folk dancing Broadens parti- Indiansite sex.children sometimes feel reluctant to dance with partners of the oppo- Folk dancing and square dancing may help them to overcome this maycontinueDancesfeeling. be increased children to practice ifhave pupils these,learned feel and at there mayprevious learn is a levels others.definite should purpose be noted. for learning the Interest and enthusiasm Pupils may Pupilsdances. may give directions for dance formations: Sample Lan ua e Implications Related to this Goal PartnersThesecouples. four form andcouples athese double get four. incircle, a quadrille facing formation.inward, one behind the other. Couples facing east and west are the side couples. Couples facing north and south are the head Form a double circle, partners facing each other. 60 , MUSIC EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX , beginningorchestraGoal 4: band groups and Performs in Bandsmall-group and orchestras instruction. may be organized for pupils who have taken private or

, 4 61 BIBLIOGRAPHY 1. Berg, RichardChicago: C., and American others. Book Company, 1950. Making Music. Music for Young Americans Series. Second edition. 2. . Studying Music. Second edition. Music for Young Americans Series. Chicago: 3. Hartsell, O.NationalAmericanDevelopment. M. BookConference, Company, National 1950. Education Association, and Association for Supervision and Curriculum Washington: National EducationTeaching MusicAssociation, in the Elementary1963. School: Opinion and Comment. Music Educators 4. Landeck, Beatrice.York: Silver Burdett Company, 1964. Making Music Your Ow . Book Four. Making Music Your Own Series. Morristown, New 5. Silver Burdett Company, 1964. . Making Music Your Own. Book Six. Making Musir. Your Own Series. Morristown, New York: 6. New York: Silver Burdett Company, 1964. , and others. Making Music Your Own. Book Five. Making Music Your Own Series. Morristown, 8.7. Pitts,Leonhard, Lilla Charles.record Belle. albums). Chicago: Follett PublishingDiscovering Company, SingingMusic 1966.Together. Everyday. Our Singing World Series (with record albums). Book Six. Discovering Music Together Series (with Boston: Ginn 9. and Company, 1961. and others. Singing in Harmony. Our Singing World Series (with record albums). Boston: Ginn 11.10. Sur, William R. and Company, 1961. This Is Music. Book Four.. Singing Together. Our Singing World Series (withThis record Is Musicalbums). Series. Chicago: Allyn and Bacon, Boston: Ginn 12. The Selmer Library of Music Education Aids. Incorporated, 1963. Elkhart, Indiana: H. and A. Selmer, Incorporated,62 (n.d.). LANGUAGE ARTS LEVEL FOUR - LISTENING LANGUAGE ARTS - LISTENING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR reportsGoalideas 1: throughout talks and Listens for main TheyPupilsoutline can should thenof sequential comparebe encouraged notes important andto jotthrough points. down discussionideas which ,tbree seem importantupon a composite to them. Goalandinate 2:opinion between spoken fact Listens to discrim- theothersthenChildren points engage that may under were thelisten groupopinion.headings to ina radioaof discussion Faets or T.V.and ofOpinions.news obvious commentator. points that were fact and A committee might be assigned to make a chart of The teacher may andintiveGoal order action 3:or descriptiveto visualize material scenes Listens to narra- Afterillustrateencouraged listening scenesto verbalizeto ornarrative actions their orthat reactionsdescriptive were described. to thematerial, material. children should be They also may

64 LANGUAGE ARTS LEVEL FIVE - LISTENING LANGUAGE ARTS - LISTENING LEVEL FIVE Goalto interpretI: the main idea Listens to reports mainPupilsEXPLANATIONS idea will and need ANDto selectmuchSOME practiceSUGGESTED some supporting in ACTIVITIES listening details. ANDto oralTECHNIQUES reports to grasp the They will need teacher detailsand to givein sequence some supporting Forpracticeintroducedguidance practicing outlining in in arranging sequentialreading, the main thefirst arrangement detailsideas in groupsobtained in ofsequence. andinformation from later reports. individually, gained from pupilslistening, may If simple outlining has been Todiagramillustratechildren show the might might relationshipthe be sequencedivide made witha ofinsheet thethesethe ofmainmain frames.paper ideaidea into tothe supporting sectionshub, and like theelements, supportinga comic a stripwheel details and nizeGoalirrelevant 2:the relevant in discussions and Listens to recog- relevantToognizingthe build spokes. andbackground statements irrelevant, for in thistheirthe teacherachievement reading willmaterial andhave to thatto develop guide are eitherthean understandingchildren relevant in orrec- of Goalfrom 3: what he hears Makes inferences whichAsguided irrelevant.a storycan in be isrecognizing answered being read only relevancy orally if the the ofchild teachermaterial understands mayto whichstop the tothey inference.ask listen. "Why" questions After pupils have some concept of relevancy, then they may be ekperiencesGoalfor 4:imaginary sensory Listens creatively toanPupils mind.Indian may Boy, listen to music such as The Grand Canyon Suite, and write a list of sounds heard, or draw pictures brought or Reflections of 66 LANGUAGE ARTS LEVEL SIX - LIS TENING LANGUAGE ARTS - LISTENING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX reportingposesGoal 1: of summarizingto others or Listens for pur- rectionswritecouldOne childa be compositecould evaluated in abe group made.summary. in mayrelation read ato selection the original aloud. selection, and After the suthwary is read aloud to the group, it The-listeners might then necessary cor- orGoalfacts forms 2: heard opinions based on Draws conclusions pupilsbecarefullyA panelshared should discussion withso that bethe encouraged theyclass.might could be topresented. draw raise conclusions questions andand formoffer opinions suggestions. which could Later in discussion of conclusions and opinions, Children would be directed to listen andGoalasally actionshown3: to changes byof conversationactors in mood Responds emotion- Throughshould theprovide use ofopportunities films, television, for children plays, to and react puppet to whatshows, they the have teacher viewed.

68 BIBLIOGRAPHY BOOKS 2.1. Dorry,Anderson, Gertrude Paul NyeS. (comp.). Language Skills in Elementary Education. New York: Macmillan Company, 1964. 3. Hazard, PatrickIncorporated,1966. D. and 1965. Mary E. Games for Second LanpageLanguage and Literacy Today. Learninz. Chicago: Science Research New York: McGraw-Hill Book Associates, Company, 4.5. Nichols,Holder, RalphMargaret. G., and Fun With Languae Arts. Thomas R. Lewis. Listening and Speaking. Dansville, New York: F. A. Dubuque, Iowa: Wiliam C. Owen Publishing Company, Brown 1960. 6. Company, 1965. , 7. Pronovost, Wilbert,1957. and and Leonard A. Stevens. Louise Kingman. Are You Listening? New York: McGraw-Hill Book Companu, Incorporated, 8. Scott, LouiseSt.York: Louis, Binder, Longmans, Missouri: and Green Webster and Company, 1959. J. J. Thompson. Publishing Company, 1962. Teaching of SpeakingPhonics and in Listening, in Listening in ElementarySpeaking, in Readim in Schools. Writing. New 10.9. Stack, Edward M. Shane, HaroldOhio: G.,Charles and E. Merrill The others. Books, Incorporated, 1962. Improving Langua&e Arts Instruction in the Elementary School. Columbus, 11. Strickland, Ruth D.Oxford C. Heath University and Company, Press, Gertrude. LanguagelaboratorandMoc&,anuaeTeachin.1957.1966. The LaamaalEILIR_LIE_ElarmatEraj102221. SecondRevised edition. edition. Boston: New York: 12. Tidyman, Willard F., York: McGraw-Hill Book and Marguerite Butterfield. Company, Incorporated, 1959. 69 Teaching the Language Arts. Second edition. New OMMMOMMImilmm.-- 13. Zedler, Empress1955. Young. Listening for Speed Sounds. Garden City, New York: Doubleday and Company, 14. Clark, AnnKansas: Nolan. Publications Service, Haskell Institute, 1965. "Hearing Isn't Listening," Education forPUBLICATIONS Cross-Cultural OF THE GOVERNMENT, LEARNED SOCIETIES, AND OTHER ORGANIZATIONS Enrichment. Lawrence, 16.15. Mackintosh,Hocking,Association EducationHelen Elton.K. (editorial Association,for Childhood itanuaeLaini_I-1. chairman). Division Education, of AudiovisualInternational Instruction, Association Ch3ldren and Oral Language. Monograph1964. Number 2. for Supervision and Curriculum Devel- A joint statement of the Washington: National 17. Russell, Davidplaceopment, H. of and Internationalpublication Elizabeth listed). F.Reading Association, and National Council of Teachers of English, 1964. (No 18. Taylor, Stanfordroomtions, Teachers, E.Teachers American College, Educational Columbia University,Research Association 1959. of the National Education Listenin : What Research So s to the Teacher. Listening Aids Through the Grades. Washington: Department of Class- New York: Bureau of Publica- Association, 1964. 19. Witty, Paul A.,of Teachersand Robert of A.English, Sizemore. 1958-59. Studies inPERIODICALS Listeniu. Champaign, Illinois: National Council 21.20. Lundsteen,Canfield, S. Robert 1961,W. pp.G. 147-51. "Teaching and Testing "How Useful Are Lessons Critical Listening in the Fifth and Sixth Grades,"on Elementary Listening?" Elementary_Lhool Journal. December, 22. Olsen, Ealish,J.p. 148. Vol. XLI, (Novernber 1964), "How To Help Your Pupils Pay pp . Attention," Grade743-47. Teacher, Vol. LXXXIV, (September, 1966). 70 23. Ross, R. Vol. LXVI, (February, 1966), pp. 239-44. "Teaching the Listener: Old Mistakes and a Fresh Beginning," Elementary School Journal, 24. Listenin wide Film Library. Skills: An Introduction. 11 min., 16mm., sound,FILMS b AND& w. RECORDINGS Coronet. (Available from Service- 26.25. TheChildren's Star EducationalMaiden Composer and Series. OtherRecord Indian Sales, Tales--Indian 157 Chambers Legends.Street, New York, New York 10007. 33-1/3 rpm. (An excellent introduction to the works of major 33-1/3 rpm. Listening Library, 1 Parkcomposers). Avenue, 27. You Read to other).OldMe, Greenwich,I'll Read toConnecticut. You. 33-1/3 rpm. Listening Library, 1 Park Avenue, Old Greenwich, Connecticut. (The author, John Ciardi, and his children read poems to each

71 LANGUAGE ARTS LEVEL FOUR SPEAKING LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR personnel,mates,andGoal courteously 1:visitors, an(' others schoolwith class- Converses audibly EnglishA sequentialtion,those whichthechildren following programwill who be of areneeded.suggestions structured learning English are made for the production of patternsituational practice should continue for as their second language. In addi- planningcourtesy,To develop and children skillevaluating in may speaking andbe encouragedother audibly activities; toand make oralsuch contributions to provide opportunities to promote as: to classroom 4.3.2.1. PlanningSetting aforstandards party.field a new trip. roomfor courteouspet. behavior in various situations. mightmaydoIf stimulateato ask,child get "Where readyis the hesitant forchilddo youthe to thinkparty?" makecontribute, a 5uggestion. we should begin tomorrow?" or "What must we a pertinent question by the teacher For example, the teacher cificAtso.theyto previous school courtesy.should personnellevels, practice children andpolite visitors, have been and intaught using theMany telephone. real experiences should be provided ways of interrupting when it is necessary to do tocourteous give practice behavior in inthis talking spe- At this level The class host or hostess Sample Language Implications Related answers a knock at the door. to this Goal Host: Good morning . I'm Name , the class host What is your name? afternoon 73 hostess LANGUAGE ARTS - SPEAKING LEVEL FOUR Goal 1: (Continued) Visitor:EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES (States his name.) Host: Miss !teacher's name I this is Teacher:Teacher and Visitor: Class, this is How do you do? visitor's name Host:Class: Won'tGood youmorning, sit down here, please? I visitor's name inGoal making 2: oral reports Develops skill MuchbyPupilsingdescribe smallof that theshould groups thingsthework learnpurpose accomplishedworking familiar to of reporttogether anto oralin theinformation the andgroup.report contentreporting is to present needed They should be guidedon in happenings understand- of interest and areasto at this level should be information. modelsfactstantto others. mayto to the addbe group.reported,interest andand meaningshown that to pictures, simple graphs Children should be guide.: in giving facts and information They should be directed in limiting the selection of a report. their decisions and findingsThe teacher should lead and charts, or impor- ingChildrenthe something. class need in todeveloping be helped standards in identifying for giving what andthey listening need They will need to gain skill in using words that add to tell in describ-to reports. color, dramatizationGoalof expression3: as a means Continues to use maticskits,Occasionsinterest, activities. and andshouldplays. precision be provided to the for description. pupils to participate These may include pantomime, puppetry, role playing, in a variety of dra- shouldIf children be guided assume in thegiving responsibility consideration for to planning the number of 74 a dramatization, they characters; the LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME.SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR Goal 3: (Continued) Thetizationcharactersnumber aim isof be for scenes willmemorized, spontaneity say. needed; howof the It is not importantso long asthat the the correct idea or thought is expressed. scenes will be developed; and what the exact words of the drama- hiscritically,Goal oral 4: expression the quality of Begins to evaluate, Toof set,assist these and childrenstandards. individual in evaluatingand group evaluationsoral made The following factors might be considered expression. reports they give, standards of oral reports on the basis may be Whereevaluation.science order experiment, is important, or inin givinggiving a demonstration, was there evidencedirections, that in outlining the steps in in such an a report?topic?Ifthe the pupil report had is thought through the on research, was the material presented relevant order of events or steps before giving to the his WasWas it there apparent evidence that thathe had the read pupil the understood material, studied it, and prepared the what he was reporting? WasWerereport there the inevidencepoints his ownof of thewords? problem, and a summary to re-emphasize pertinent points? the conclusions reached, apparent? andbilityGoal supports5: for his his statements opinions Accepts responsi- andfact,Children of theor opinion,shoulddifference begin should between developing be presented and explainedthe to two. them. an understanding of fact and of opinion, Statements which are distinctly Then they faction.should and beothers guided that in classifying other They should be encouraged to devise are opinions.75 obvious statements of fact, statements that they know to be or opin- LANGUAGE ARTS - SPEAKING Goal 5: (Continued) WhenEXPLANATIONS some understanding AND SOME SUGGESTEDof the distinction ACTIVITIES between AND TECHNIQUES fact and opinion has been LEVEL FOUR lackGoal 6:of comprehension in an Expresses doubt or Inestablished,discussions the act of childrenandmaking required a shouldpurchase, to bejustify helda shy themresponsible child to thewith best forlittle statementsof theirconfidence ability. they in make his in respondsrequiredappropriate when manneran answer and is Therefore,buyanlocateoral iteman languageitem thator childrenrefusea issalesperson proficiency,not an shouldwhat item; heassumes be towishesand helpedorder in he to his atwantsin purchase;aability learningcafe from or to the orfountain; conversationsask hescant questions,may information beand pressured toneeded get given.infor-to to may accept mationTheyaskguideseeking and maytheythe responses prepareinformation. childrenneed about skitsthey in items roleneedto familiarize playingtheyto make wish in to othersorder purchase. towith maintain ways to the handle initiative. such He should help them formulate questions they need to a shopping tour, giving an order, and The teacher should kncwrespondChildrensituations. or werewhen should notan answerbeliFtening. helped is required,to ask questions even if toonly clarify to admit instructions, that they don'tand to anddevelopmentGoalformulated speaking7: ofbystandards listeningthe class Contributes to the beinagedIn given beingsetting to to lookconsiderate postureclass at the standards of audience ofboth the speaker forspeaker. as listeningthey and speak, listener. and and speaking, listeners consideration should be guided should Pupils should be encour- pupilPupilstoshouldasking deliver may should be be provided bookssent continue toafter foranother to hechildren improve has classroolii planned totheir make what or skillrequests an he's officein going makingin toa tocourteous obtainrequests, say. materials and in for informaticn, assistance, or materials. Many opportunities manner. or A mentsListening listed standards for Level set Four. should be in agreement with listening accomplish- 76 LANGUAGE LEVEL FIVE ARTS .. SPEAKING LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE personnel,mates,Goaland 1:courteously visicors, and others schoolwith class- Converses audibly variousActivitiesdone,byextended. che childrenphasespupils related ofwith may the to teacherrefer day'sthis to goalguidance.work these ator Levelstandardsto evaluating Four toshould appraise class be workreviewed the thatcontributions an'has been Standards for making courteous contributions should be d_veloped After sessions devoted to planning for Choralaudibilitythemthey madein speaking evaluating to and the courtesy mayplanning theirbe used that oralor to evaluating.were presentationsincrease set by audibility. the ongroup. the basis of standards for Some assistance should be given whatContinuedChildren is appropriate shoulduse of continuethe in telephonea friendly to tell should callfamiliar andbe encouraged. instories, a business anecdotes, call. and jokes. Children may determine They should anneedshavesuchfriendly understanding frequent totraining be and placed accessbusiness and of.differences oncan to speakingcalls. bea telephonesecured clearlybetween from so someandthatfriendly audiblytelephonethey andmay as business practicecompanies.well as calls.onmaking developing The "tele-trainer" is an excellent devise for Emphasis makingGoal 2:oral reports Extends skill in details.Pupilsthetheyin giving pupil wishshould them.to bewriteshare assisted thewith report theirin improving firstclassmates and the to and compositionstudy in selectingit until of their therea few reports, issupporting suffi- and Reports should be brief .1Ad to the point. They may be guided in selecting the important points that It may be helpful for Goal 3: Continues to use Childrentakencient fromfamiliarity at the this written level with report.generallythe material will that be reluctantit can be togiven participate from brief in notes This does not infer memorizing the report. spon- ofdramatization expression as a means thattaneous has dramatizationsbeen planned and and rehearsed. will feel more secure in presenting something 78 The teacher should help children LANGUAGE ARTS - SPEAKING LEVEL FIVE Goal 3: (Continued) EXPLANATIONSselect material AND SOMEfor a dramatization that SUGGESTEDhas ACTIVITIES AND a definite sequence, TECHNIQUESthat has notAlthoughTheyaction, have should toit and bewill be aan guidedplot needelaborate that somein planning kind of script andlends should itself be to development production. an informal dramatization of such Simple costumes and minor through dramatizing. rehearsed, it does props materia. Goal 4: Suchshould dramatization be sufficient may be related to almostto set the scene. any subject area. expressionqualityevaluate of critically his oral Continues to the SuchrialWhenoral presentedself-evaluationchildren report, havetheyorally. acquiredshould might be related to Later they beshould guided be inhelped making some skill in making a preparation, audibility, clarity individual evaluations of group evaluationwith self-evaluation. of an mate- of ingsSomethe materialeffortof a speech reported, may be directed toward assisting cr.: of a report they have made. and reaction of the listeners. children in evaluating record- However, unless pupils have bilityGoal 5: for his Accepts responsi- statements Pupilsionsuchgained and needthings toconsiderable toevaluate ascontinue errors in sound or intonation. facility with English, their efforts to distinguish they will not be able between fact and opin- to detect and supports his opinions notHetheexample, shouldbe case a fact. bethata childguided will ineither The teachermay should state lead that one pupil has personal statements they understanding that it is his support his statement him to investigate facts make on thisan basis.easier work load than he. opinion, but that it related toAs an may Ininformationopinion. supporting which led them statements made, pupils should to their conclusions. be able to give the or cause him to changeThe teacher his should help sources of them in determining the 79 reliability of their sources. LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 5: (Continued) I Lhinkwonderdon't we thinkif should this that statementlook applies for moreisto accurate.our information. problem. Sample Lan ua e Implications Related to this Goal appropriateGoallack 6: of comprehension manner and in ln Expresses doubt or WhenneededChildrentions was totheythat mayask asked,book recallquestions printed? assome they to occasions clarifyrecall them,instructions.during and the the day group or weekmay determinein which theyif the That information may not be correct now. They may repeat the ques- requiredresponds when an answer is mightRolequestionsfull haveplaying meaning, beenwere of worded wordedorsituations to makedifferentlyso that requestswhere they itto-gain wouldforis itemsnecessary getmore desired,desired effective to ask results,should questionsresults. ba or continued. ifto theyget A basisexplicit.tion.committee of whether might workthey withactually examples do make of instructionsthe instructions which more need explicit. clarifica-They might formulate questions which wouldTheir make effortsthe instructions may )e shared more with the class and evaluated on the anddevelopmentGoalformulated speaking7: ofbystandards listeningthe group Contributes to the Atand thatpast evaluating theylevels, may pupilsthebe understood.speech have ofbeen others encouraged in terms to of speak such audiblywords as: and clearly so Now they may be guided in setting standards haveChildren one ormay more be guidedof these in qualities.selecting sentencesloudclear they hear, that they believe pleasingstrong Throughsoftlively adding or deleting words, they musicalcheerful maybe attemptobtained to from make various sentences pupils, clearer to showor more how emphatic.the same thought may be 80 Suggestions should LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 7: (Continued) Listenihgexpressedthey think instandards isdifferent the best.set ways. should be related to fifth level listening goals. The children might then select the expression

81 LANGUAGE ARTS LEVEL SIX SPEAKING LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX personnel,mates,Goaland 1:courteously visitors, and others schoolwith class- Converses audibly developedstandards.converseStandardsshould be audiblybyset on which atrefining andprevious the courteously classand levels extending can measureshould skills betheir evaluatedrevieweddeveloped work at and in earlier.this relationpupils' level. abilityto these to On the basis of this evaluation, reasonable standards should be Stress makingGoal 2:oral reports Extends skill in andPupilsthese.for a morefew should supportingeffective continue presentation. details to improve and to the deliver drafting their of reportstheir reports, on the basisand strive of Reports should still be brief. They should continue to select main points Goalofdramatization expression3: as a means Continues to use EmphasisPlannedofunits a story beingbut should informal ordeveloped somebe on otherdramatization themight improvementmaterial be presented. shouldmight and be berefinement produced.encouraged. of oral expression A "radio" or "television" program Skits related to critically,abilityGoal 4: to evaluate, the quality Refines his attacked,Certainrathershould than words,be may helpedon give elaboratesuch tosome as pronounce February,children costumes such difficulty sixth,or wordsscenery. library, correctly in pronunciation. government, and to evaluate drowned, their and Children of his oral expression wordspronunciationPupilsshould as frequently sure,urge ofchildrengood, them use nice, in particularto their beand alert okayeveryday words toare their oftenspeech.to the use overworked. exclusion of these ofwords others. and assist them The teacher Such Goal 5: Accepts responsi- withInin class othersadding discussions havingvariety similar to and their inmeaning. sharingspeech throughinformation replacement with his of class, overworked the pupil words bilityand supports for his hisstatements opinions inshould backing be guidedup his inopinions providing with the facts source gained of thefrom information reputable sources.he offers, and 83 LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goalandinor anlack 6:responds appropriate of comprehension when manneran Expresses doubt beAsdoesn't tionstheacceptance assumption forunderstand clarification. of responsibilityof informationan obligation forgiven, to statements question he should statementsmade be isguided required, made. in asking so should ques- If he doubts the authenticity of a statement made, If a pupil answer is required Manychildrenheto should opportunitiesprove to bethe practice guided statement will insuch present courteouslyunfounded. questioning. themselves raising in questions each day's to discussionsallay his doubt for or Goalingthe 7:developmentand speaking of standards listen- Contributes to Atgame.sciencedeveloping this level, experiment a simplepupils or outlinemay the contribute construction for making suggLstions ofannouncements, an object, for standards or for for demonstrating teaching related ato new a WhenListeningatedgoals announcements byin groupsstandardsthat area. and are shouldby madeindividuals beor developeddemonstrations according which to given,are the related standardsthey shoule:to sixth-leveldeveloped. be evalu- BIBLIOGRAPHY BOOKS 2.1. Anderson,Allen, Harold PaulBook S.B. Company, 1965. Teaching LanguageEnglish Skills in as a Second Language: A Book Elementaryof Education. New York: Macmillan Readings. New York: McGraw-Hill Company, 1964. *4.3. Bumpass, Faye Barrows, MarjorieCompany,Incorporated, Wescott. 1963. 1963. L. Teaching Young StudentlInglish Good English Through Practice.as a Second Language. New York: Holt, Rinehart New York: American Book and Winston, 6.5. deCotto,Clarey, LucilaM.Publishing Elizabeth, S., and Company, and Incorporated, 1963. others. Robert J. Dixson. American En 1ish Series. Pronunciation Exercises in Boston: D. C. Heath and English. New York: RegentsCompany, 1965. 8.7. Finocchiaro,Dixson, RobertDivision, Mary. J. 1958. Second Teachina_EulishBook in English. as a Second Language. New York: Regents Publishing New York: Harper and Company, Incorporated, 1950. Row Publishers, El-Hi 9. . Eulish as a S:.cond 10. Fisher, Isobel Company,Incorporated, Incorporated, 1964. Y., and Robert J. 1959. Language: From Theory Dixson. Beginning Lessons in English. to Practice. New York: Regents Publishing New York: Regents Publishing Company, 12.11. Hall,Golden, Robert Ruth A.I. smasi_angsuillaa_i_ELEudiah.Improving PaLterns of Language Usage. Philadelphia: Chilton Books, Detroit: Wayne State University 1961.Press, 1960. 13. Kingsley, Howard. York: Prentice-Hall, Nature and Condition Incorporated, 1957. of Learning. 85 Second edition (revised by Ralph Garry). New 15.14. Laio,Lancaster, Robert. Pupils.Louise. Geneva, Illinois: Houghton Mifflin Company, 1966.Language Teaching: A Scientific Approach. Introducing English: An Oral Pre-Reading Prosram for S anish-S eaking Prima New York: McGraw-Hill Book Company, 1964. 17.16. Lewis, ThomasCompany, R., and 1957. Ralph G. Nichols. Listening and Speaking. New York: Holt, Rinehart and Winston, Dubuque, Iowa: William C. Brown 18. Pronovost,Postman, Neil, NewWilbert,Incorporated, York:and others. andDavid Louise 1963.McKay Kingman. Company, Incorporated, 1959. Discovering Your Language. Teachin of Speakin and Listenin in the Elementar School. 20.19. Shane,Stack, Harold EdwardOhio: G., M. Charles and others. E. Merrill Books, Incorporated, 1962. The Language Laboratory and Modern Language Teaching. Improving Laneage Arts Instruction in the Elementary School. Revised edition. New York: Columbus, *21. Tireman, L. S. Oxford1951. University Press, 1966. Teaching Spanish Speaking Children. Albuquerque: University of New Mexico Press, 22. Allen, Virginia French (ed.). PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, On Teaching English to Speakers of Other Languages,AND Series OTBER IORGANIZATIONS (Papers 23. A ScientificEnglish,read Approach at 1965.the to TESOL Second Conference, Lanuale_Ifashins May 1964). (Including Linsuistics Knowledge) and the Approach Champaign, Illinois: National Council of Teachers of 24. Beatty, WillardreportOutline W., prepared for and Use Associates. atin the FieldUnited Technical States Bureau Section, of IndirmBrigham Affairs--A City, Utah, Com arison of the Two Methods. Education for Action. Reprints of selected article; which 1964. A appearedInstitute, in Indian1944. Education between 1936 and 1943. 86 Lawrence, Kansas: Publications Service, Haskell 25. Indian1953. Educati for the years. 1944-1951. Education for Cultural Change Lawrence, Kansas: Publications Service, Haskell Institute, Reprints of selected articles which appeared in 27.26. Childr,Center forMarjorie.Bureau TrainingApplied of Linguistics.Indianin English Affairs, as a DivisionForeign Language.of Education. Teaching English as a Second Language. University Resources In the United States for Linguistics and Teacher Washington: Center for Applied Linguistics, 1965. Washington: Division of Education, 1966. United States Department of the Interior, 29.28. Kreidler,Jewett, Arno CarolatEducation (ed.).the J. TESOL and Conference,Welfare. March 1965. (ed.). Improving English Skills of Culturally_pifferentWashington: Youth. United StatesOn Teaching Government En lishPrinting to S Office,eakers of1964. Other Languages, Series II (Papers read Department of Health, 30. Mackintosh,Association 1966.Helen K. (editorialfor Childhood chairman). Education, International Association Champaign, Illinois: National Council of Teachers Childrenof English, and Oral Language. for Supervision and Curriculum Devel- A joint statement of the 31. Munkres, Alberta.Numberplaceopment, 19of (AlicepublicationInternational Miel, listed.)editor). Reading Association and National Council of Teachers of Helping Children in Oral Communication: Practical_Suggestions for Teaching. New York: Teachers College Press, Columbia University, 1959. English, 1964. (No 33.*32. O'Connor, Patricia. Ohannessian,Department Sirarpi, of andHealth, Lois EducationMcArdle. and Welfare, 1960. Modern Forei n Lan ua es in Hi h School: Pre-Readin A Survey of Twelve University Programs for the Preparation of - Instruction. Washington: 34. Strickland,Readingtion,Teachers Ruth VolumeG.Textbooks of English38, andNumber tothe Speakers 4.Quality ofof OtherReading Languages. of Selected Children. The Language of Elementary School Children: Its Relationship Bloomington: Indiana University, 1962. Washington: Center for Applied Linguistics, 1966. Bulletin of the School of Educa- to the Language of 87 35. Thompson, Hildegard, and Associates. 36. Young, Robert Service,articlesW., and A'sdociates.Haskellwhich appeared Institute, in Indian1964. Education for the Education for Cross-Cultural years 1952-1964. Enrichment. Lawrence, Kansas: Publications Reprints of selected print,*Contains but pertinentavailable informationfrom Servicewide Progre2R. Window Rock,.Arizona: Navajo for teacher unfamiliar with Library. The Navajo Yearbook, Report Agency, 1961. teaching English as a second Number VIII, 1951-1961, language. A Decade of Out of

4

88 LANGUAGE ARTS LEVEL FOUR - READING LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES attackGoal 1: skills 1.a: Improves in word Learns consonant basalExercisesteacher reader mayfor materials. wishlearning to make to recognize gamesCommercial suited reading to the games children's particular needs. consonant blends usually are found in are available. The gn,blends, str, such spr, as: tch, and seh 1.b: Learns to read pl, dr, ph,ei,correctly ea,ch andoe, thwordsoi, oy, containing: ow, ou, williarouThelevels: -needwords followingmouse; to containing continueie sounds- field; them.inand orderai sight ei - neither; ea - eat; oe- -rain; toe; andoi -oa noise; - goat. oy wordsthat maychildren have beenmay learnlearnee to Work with these sounds pronounce- boy; ow unfamil- -on cow; previous ManyuseAfterin wordsthemous. the inendingfirst teaching in children to recognize and one or two have been learned ous appear in reading material prepared for as sight words, the pronounceteaeoer may other words ending this level. syllablein dividing words two- or three- 1.c: Improves skill ornounceLearning more unknown knownto divide parts,words. known as something,words sidewalk The teacher may select familiar into syllables may help the child or snowball, and show pupils how words that have two to pro- Afterdivision.guidedto dividechildren in attempting these have words had to intoread syllables. practice in dividing familiar words, unknown words, by using the same method of they may be acaseSometimes soundsyllable the from teacher partis the said of usualwill adifferently. word havepronunciation is to show pupils that not pronounced in the familiar For example, ear in in the larger word, sometimes wear has a different way. In this 90 in hear. . . .., LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FCUR 1.c: (Continued) andandtheytheSuch phonograph analyzedchildrenarewords not as familiar.in noteareplay, a generallysightthe quick, consonant word draw,learned already blendsgnaw, as learned. sightknew,in them words.streLt, and in spring, other wordswatch, with school, which Whenever a new blend appears it should be sounded If it has not appeared in a The teacher may have in using the dictionary 1.d: Increases skill manyBeforeothersight reading usingclues word books.fail.apreviously, regular dictionary, its pronunciation it is wise should to use be thegiven glossary by the foundteacher in if It not only contains fewer words but gives the exact meaninghaveInsary order learned toof toteachthe use theword the aalphabet glossary asalphabet it is through to usedin find sequential in meeting thethe meestory order.it ing incidentally.being of words, read. it will be neces- Many children already will If a child can- readingindependentlyGoal 2: level at his free Reads materials Eachinreadingnot each pupilname classroom.level. theshould letters be encouraged in order, tohe doshould much be independent taught to doreading so. at his free A wide variety of easy reading material should be available Goalat his3: own particular Reads materials Theeachservices teacher child. ofshould the librarian.strive to ascertain the instructional reading level of The following method may be helpful in finding the child's Extensive use should be made of the library and of the instructional level instructional reading level, and his other1. reading levels: Needed materials Readers, well-graded, with interesting sLories, free from special- 2. Technique ofChooseized a fourth vocabularyseveral level. paragraphs at grade levels below fourth level and Beginning with a lower level, have pupil read LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR Goal 3: (Continued) inorally twenty. until he reaches a level where he misses Ask a few fact questions to check comprehension. more than one word Ask 3. Points to notice a.a thought question to test the pupil's abilityFree Reading to draw Level: inferences. 90 per cent comprehension; 99 of every b. everyInstructionalpupil100 running 100relxed running wordsReading words correctly Level: correctly pr:Inounced; pronounced; natural natural phrasing; phras- 75 per cent comprehension; 95 of c. phrasingFrustration10ing; or morepupil unnatural Readingwords relaxed mispronounced andLevel: uncertain; of pupil every tense,100 running possible words; finger 50 per cent or less comprehension; pupil'sRelativethe highest Capacity to the level above,Level of materialthe pupil's he canCapacity comprehend Level whenshould it beis noted.read pointing can be evaluated by watching for his control over to him. It is A wordsnumber and of idiomatic written Englishphrases 3.a: Increases the Vocabularyincreaselanguage-fact rapidlyneeded relationships toat thisread level.material when materialin the variousis read subjectto him. Based on pupil needs, the teacher should areas begins to hecomprehend can pronounce and theseStressence,childrenprovide areas.social shouldexperiences will studies, beneed placed towhich andadd on willmathematics, todeveloping their1--ring reading meaning neededas well vocabularies readingto as the in variety thevocabularies inlanguage theof arts.in all of areasnew words of sci- expressionsChildren will which also occur need inhelp their in identifyingreading. and understanding idiomatic 92 LANGUAGE ARTS - READING LEVEL FOUR seeing relationships, 3.b: Improves in WhenEXPLANATIONSshould children reread disagreeAND the SOME material onSUGGESTED the tofactual findACTIVITIES somethingmaterial AND thatdefiniteTECHNIQUES has beenthat read,will provethey or punctuationandofunderstandingdrawing speech,effect, conclusions, marks, meaningproving of figurescause ofor a thatandisprovepoint. unusual may abe statement meaningcausing of disagreement,made. a word, a colloquialism, and to direct orchildren a real inreading reading difficulty to prove This gives the teacher the opportunity to catch readsanddisproving reacting a statement,to what he Atcontent inferencesprevious of levelstheir on material reading. children read. have been taughtThe motherto answer should questions not have about expected the the children to keep the secret. Now they should be able to passFor judgment example: and make regardingIf children what begin they acquiringread at this skill level, in drawing itItThe mayis farmer inferenceswronghelp hadthemto laugha inandgood reading makingat way a crippledto morejudgments keep awayperson. the crows. Goal 4: Reads orally for Theessentialscritically teacher later.of may study-type encourage reading. children to bring to the group clippings from Skill in drawing inferences and making judgments are forthe the information enjoyment asof wellothers as promptedtheclass.tonewspapers, befirst read to chaptersharefor magazines, the parts or information any ofand parttheir articles that andout-of-school wouldenjoyment from makesupplementary oftherecreational others. book appealclassroom reading to others.materials, with the They may read a part that is funny to them, a choice description, Children should be individualdevelopmentenjoyment,Oral reading children,except ofat primarythis in levelandindividual reading for should the skills. cases teacherbe done where toprimarily detectmore work theirfor must infor.aation difficulties. be done inor the Oral reading is necessary for those At this level, much of the reading should be silent, and for specific purposes. 93 LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR Goaltest-takingtechniques, 5: skillsand gains in Uses varied study drenThethat teachersurvey, arranging mayquestion, wishmaterial to read, use in thesomerecite, S.Q.R.R.R. order and or recall. patternmethod ofhelps reading to recall by having it. chil- Pupils should understand Goal 6: Improves in At.testThe tionsthe teachermechanics fourth which should level, willon results. give determinechildren confidence mayskills begin to related a totest use totaker thevarious cardand reducetypescatalog, ofthe testextend effect of Children should develop these skills. ques- obainingskillsselecting, resource locating, materials and 6.a: Expands library materials.Childrenself-selectedtheir knowledge may°These be books guided mayof librarybeor inplacesother learning arrangement, materials.other to than locate andthe acquireplacesschool wherelibrary.the ability they may to borrowcheck out from other sources 6.b: Obtains materials backgroundresourcetoChildren business materials. willinformation. places need tofor k_low free ofmaterials other sources to use toin whichdeveloping they mayunits write or for For example, they may write to Chambers of Commerce, or Anatlases.children shouldimportant beto developed.partsuch ofreference reading materialsinstruction as encyclopedias,at this level shouldalmanacs, be introducingand Elementary skills related to reading globes, maps, and charts

9 4 ,. LANGUAGE ARTS - READING , LEVEL FIVE LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE readingGoalindependently 1: level at his free Reads material readingThein pupileach level. classroom.should be encouraged to do much independent A wide variety of free reading material shouldExtensive be availableuse should be made of the materials reading at his free center. hisGoal instructional2: level 2.a: Reads material at Knows an Thetifying teacher the may various refer readingto a similar levels goal of theat Levelpupil. Four for a method of iden- idiomatictenincreased English phrasesnumber words ofand writ- A theiracquiredpupilreadinglary reading.needs,needed problemfor thefor facingwideteachercomprehension variety pupils should of ofbuild material background in all subject Time should be devoted to the introduci:ion and reinforcement at this levelnew wordsis keeping which abreastpupils willof vocabu- encounter in upon which meaning can be fields. Based on 2.b: Reads mathe- Childrenusedof this effectively vocabulary need to becomeas in a allbackground aware of the particular style of areas of learning. source for this vocabulary development. The materials center may be writing used in maticalincreased sentences understanding with whichmathematics.readingThethat readingsolution problems program. of is mathematicalhave to betwo based main sentences andparts--one should that begives information They should be guided in analyzing problems and in one that poses questions for so an integral part or perceivingoflution.facts the upon explainabilityideas, relationships,tomake select comparisons, main 2.c: Improves in Atstoryclosely this inlevel enoughwhich children theto factanimal should to performsseem be possibleexposed feats tothat them. to much material which is related are not possible for horses, (They may read a horse tinguishtions,drawclusions, inferences evaluate, fact make from andgeneraliza-and fiction con-dis- ConceptsThebutthethat teacherthere author children of is fact,should wroteenough may fiction, the help acceptthat story pupils is alland truefor asopinionto entertainment infactrecognize the unlessshould story in theybeand this developed. to overshadow the fiction, sonotare toreading give information.thoughtfully.) type of material that 96 LANGUAGE ARTS - READING LEVEL FIVE Goal 2: (Continued) beForEXPLANATIONS developed suggestions at AND eachon SOMEcomprehension-building pupil's SUGGESTED ACTIVITIES AND TECHNIQUES activities and reading skills to Goaltional 3: and organizational Improves in loca- Experiencetheirand follow ability with suggestions tothe locate card incatalogmaterials basic should instructional level, the teachermanuals. should in the library and to become be extended. Pupils should increase consult skills 3.a: Extends skill withChildrenchecking its arrangement. outshould books. extend and refine They should become their skills in reading more independent in selecting and maps, graphs, and more familiar 1 readingin map, graph, and chart charts.gram and the skills should be applied and developed The teaching of such reading should be a part of the reading in other subject areas. pro- a to outlining 3.b: Is introduced Whenwell-organized introducing material,children towith outlining, obvious topic sentences appearingthe teacher at the should select easy and 1 beginningout the topicof the sentence paragraph. in a number of selected paragraphs.First, the children should be guided in picking 1 Other activities which 2.1. ScramblingCompleting and a partialrearranging outline topic may be undertaken for practice in outlining sentences are: classifying material 3.c: Practices Children should be provided experience 4.3. MatchingGiving suitabletopic sentences topic sentences and for paragraphsin classifying various items in all paragraphs lacking them. 3.d: Practices tione.g.,subject forfiction, acquiringareas, fact, and later inopinion. placing skills needed material theyDeveloping read into this different skill may categories; provide for outlining. a founda- summarizing material havcThe abilitymany opportunities to summarize is also 97 to practice summarizing both material they read, necessary in outlining. Children should and LANGUAGE ARTS - READING LEVEL FIVE Goal 3: (Continued) EXPLANATIONSfilmsinformation and strips. ANDthey SOME gain SUGGESTED from listening ACTIVITIES to reports or tapes, or from viewing AND TECHNIQUES library skills 3.e: Extends strengthentheresearchThe libraryservices skills knowledge being of inthe relation materialsof reading to unitbeing development, a pleasant place in which to spend free time, and center should be utilized frequently to extend a worthwhile kind of recreation. to broaden the concept of to sourcesing material from outside 3.f: Practices obtain- maychildrentionIn draw the from in developmentshould theirsuch besources.school alerted of unitswork. to ofoutside work, and They should be guided in acquiring sources of information upon whichas a theyphase of the reading program, informa- Goalimprove 4: word attack skills 4.a: Continues to Improves in use Variouscontinued. methods of improving the children's word-attack skills should be ingsof dictionary and pronunciation for new mean- ofseekingopenproperly.Children guide the will words.dictionary need be tofound. gain at thefamiliarity approximate with section in which the At this level the teacher Children should be taught the meaning and may work with childrenthe in dictionarylearning to and to learn to word they are function use it ingintroducedinter. Englishselecting toas diacriticalthea second definition language, marking; most such suitablebut if Pupils should have much practice in They need to be able to alphabetize words work will have to be limited inLheyforsearching their are in purpose.for the particular process of words learn- and to the third let- They may be analysisphonetic and structural 4.b: Continues to use continuingItnature. is recommended the development that techniques of skills suggested in phonetic in basic manuals be followed in and structural analysis. 98 LANGUAGE ARTS - READING LEVEL FIVE ratesGoal 5: Uses varied reading ChildrenEXPLANATIONS should AND learn SOME thatSUGGESTED the purpose ACTIVITIES for whichAND they read material TECHNIQUES may materialrate for particular type of 5.a: Uses appropriate becomePupilsdeterminetheir acquaintedneedreading. the to rate be withtaughtat which key to words itskim should andto find tobe learn read.specific to use them to help them with information. They need to reading.thereadthen childrena skimpart quicklyof to a findsentence to the find same where sentences the teacher in their stopped. reading The teacher may show the pupils For practice in developing these skills, the teacher or paragraph and then stop. some sentence strips, and direct One may completeThe children the shouldmaterial. Practice may rate for oral reading 5.b: Uses appropriate readappropriateTheshould atteacher differentproceed mayrate from demonstrate speedsfor thethose andsimple whoto pupilsto the thecomplex importance encourage pupils to tryare tolistening. repeat what they as skill isHe developed.may have various pupils of reading orally at an reading rate 5.c: Increases silent Tonotheard.ings, increaseeasy have to followchildren'schildren but keep toosilent aslaw record reading oral of reading theirrate, readingtheis notteacher interesting.speed, Children may be guided iu concluding that too rapid oral reading may have timed read-or use a con- is testsimprove in ability to take 5.d: Continues to reviewed.techniquesSkillstrolled developed reading which willdevice.at previous enable pupilslevels toshould take betests evaluated more efficiently should be and extended, and voicepartsGoal 6: with an imitative Reads character thecharacterizeshouldThe childrenway havethe charactersanmaythe opportunity selectpersons feel,familiar, in to thethe reread story, the so entire that they way they act,easy and storiesthe way withthey muchtalk. conversation. story silently in order to can show by their voices After They children have selected the characters they wish 99 to be, each child should LANGUAGE ARTS - READING EXPLANATIONS AND SCHE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 6: (Continued) rereadChoralsonate. the reading story to become more familiar with the character he is The group may then readmay orally help, thealso, character in attaining parts thisthey goal.represent. to imper-

100 LANGUAGE ARTS LEVEL SIX - READING LANGUAGE ARTS - READING LEVEL SIX Goalindependently, 1: at his Reads materials readingTheEXPLANATIONS pupil level. should AND beSCNE encouraged SUGGESTED ACTIVITIES AND to do much independent reading at his free TECHNIQUES Goalfree 2: reading level Maintains and Childrenothereach classroom. available can decide resources. for themselves the meaning A variety ofExtensive easy reading use should material be made of the materials of some new words, if they should be available in center and turalreinforcesskills analysis acquired word-attack earlier 2.a: Extends struc- renew,reknow usually the reopen, meanings means replace, again,of reprove,they can restore,determine retrace, the meaning reunite. of common prefixes and suffixes. If they are taught that such words as dictionary skills 2.b: Improves in Common prefixes that conin -- confuse,incorrect, consent, indent, content incurable, inhabit, inside may be taught are: inlaid, inland, insane, exunrecomde - - unable,exact,recheck, -defeat, combine, exchange,unclean, redo,deform, complaint, revolving, uncover,defrost,excite, complete, excuse, undress,depart,refresh comprise exhale, expect, expel detour, deposit uneven, untie, unhealthy, untrue Some of the common suffixes that enprepro - -enact, prepaid,produce, encamp, predict,program, encircle, predigest,propel, enclose, pronounce, prefer enjoy, prolong enlarge. may be taught are: y ancetionly- dusty,- -brotherly, action,allowance, airy, adoption,frosty,lovely, appearance, rocky,weeklycollection, attendancerainy, stormy invention, direction nessful -- darkness,cupful, careful, kindness, handful, goodness, helpful, sickness joyful, 102 painful LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 2: (Continued) mentablelessous - - -payment, - disagreeable, dangerous,bottomless, refreshment, joyous, restless,peaceable, poisonous movement, useless, suitable, amusement, harmless, uncomfortable agreement.helpless, careless arriveprefixestoChildren verify at and meanings alreadytheir suffixes. definitions. mayfor beprefixes familiar and with suffixes. many of the words containing these From words familiar to them, they should be able to They may use the dictionary containingreferencelowedA thechart chartby of a for acommonprefixesto prefix thesee childrenexampleif orand he a suffixescansuffix ofto get itsuse. that helruse,on which appears fromand thentheit on in prefix the thearriving meaning,chart, at he makesthe meaning of When the child meets an unfamiliar word or suffix appears, fol- may examine a ready hisGoal instructional3: level Reads materials at tifyingTheary,the newteacher or word.variousget mayhelp readingrefer from tothe levels a teacher.similar of pupils. goal on Level Four for If he can't get help from the chart, he may try the diction- a method of iden- readingsynonyms vocabulary and antonyms of both 3.b:3.a: ExtendsExtends general use of basicIt is readers suggested to developthat the vocabulary teacher use and suggestions comprehension. contained in manuals of abilitywordsinterpretconcrete and to idiomatic meanings,getmaterial, literal- phrases toand to 3.c: Improves in evaluate 103 LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 3: (Continued) She's happy as Sample Language Implications Relateda lark. to this Goal He'sHeIItNow was always wasupwe sotoareraining scaredsomething.beats in a cats aboutpickle.my hairand the dogs.stood bush. on end. Goal 4: Uses appropriate I'...He put his foot in his mouth. methodstakingcontinuesferent forskillstypes toreading improveof material dif- in test- and betaughtofries provided a forparagraph, when pleasure, with to apply and and toeach thatread of hethese ishas expected that the child has read library many chances to practice them. to follow specific directions. differentbeen taught skills to skim, as heto acquiresanalyze thethem, and books, fables, and hero sto- He should be topic merelyofChildrenif reading they to getshouldmiss they the a befewreadstory, guided words, they in perceiving as rapidly as they can. a sentence, or even a paragraph. are not likely to lose the thread of the story that when they read for pleasure, With this type Whenthefindeither theyexact the disregarding wantinformationinformation. to find they or partially reading everythingone on fact the on a page, they shouldwant. know that they skim, Then they read that part carefully page until they to get materialgiveTherescience him is in anneedmaterial. which incomplete to everydevelop sentence skill in The child should understand that missingor incorrect understanding of the topic. contributesanalyzing to the complete paragraphs meaning; when a childsentence reads may He should e.g., beinorganizing taught this typeto thesee of mainthatreading topicsreading the andteacher subtopics should 104 a piece of informational material requires as he reads. instruct him to read To help him succeed more LANGUAGE ARTS - READING EXPLANATIONS AND SCME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 4: (Continued) exactlyhimothercarefully such instructionalfrom questions and this slowly material?" material. than he does as: "Is it important that If his answerBefore is "Yes," he starts then reading,he should thewhen he reads recreational material you get all information teacher may ask or Ifhisinstructed recreationalmind as heto reads. readmaterial each is sentence carefully and to organize the tomaterial be read, the same question may be asked. be in In locatingGoal 5: and organizing Improves skill in Pupilsindependently.each at case this the level child should be helped may be expected to locate and organize material to make the decision until he can do so for materialto follow specific directions 5.a: Reads carefully reportsreviewedSkills or and andto techniquesverifyrefined. statements. involved in taking tests efficiently should be Wheningimportant a maypupil lead thatreads to he theto read find and weigh the wrong procedure. out how to do a certain piece of work, it meaning of Forevery example, word. reading butter for but- Careless read- is findfillexperiments,childtermilk out in should itsforms, in meaning atobe recipeor learntaught to take first that aidwhen practice, he may bring disastrousas it is used results in the to particularthe final product.operation that he istests, he must read every word thoughtfully reads to find out how to do science to make things, to plant seeds, to to The selectsseveral information sources from 5.b: Locates and Pupilsinformationabout shouldto perform. iscontinue located, to they use new sources to gain information.may read to see if it is what they need. After the If partsrelated,not, they that whollyshould are related be guided to thein lookingfacts that further. or partially, the teacher should help the pupils select 105 are needed. If material selected is the 4 LANGUAGE ARTS - READING EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX forGoalfor weather 5.c:sports reports, for ads, Reads a newspaper weathertheseChildren's reports,types interestscalls advertisements, for inspecific the newspaper andskills. sports should may bebe developed.studied. The acquisition of these skills Such itemsReading as each of mationpage ofcan a bebook found on title 5.d: Knows what infor- Titletheshouldinformation purposepages be aof ofpart whichlibrary the of title maythe and be readingpage. textfound books programthere. may at be this studied level. to analyze kinds of Conclusions should be drawn regarding 4 linestructs graphs picture, and charts bar, and 5.e: Reads and con- Childrensuchtions, graphs ormay other useshould baractivity beand discussed. picture data. graphs to show attendance, class contribu- The importance of a descriptiveAt this level title the forconstruction of bar 4 graphssmall shouldblocks, be discs, done withor objects blocks areor objects.placed in each groove is helpful for A grooved frame in which 4 agriculturalPupilsdevelopingconnection may anbring with bulletins,understanding toprojects class or clippingsin advertisingof all bar subject graphs. of literature.graphs areas. from newspapers, magazines, Graphs can be used in I proficient in library skills 5.f: Becomes more LibrarydataChildren from skills arithmeticmay keepshould a andlinebe refinedspelling graph onthrough practice their adequateincrease tests, opportunityoror ondecrease temperature. forof weight,practice. on 106 --...... 144MMINiMinamari4141114111411 BIBLIOGRAPHY 1. Austin, MarySchools. C., and Coleman Morrison. New York: Macmillan Company, 1963 The First R. BOOKS The Harvard Report on Reading in Elementary 3.2. Dawson,Betts, EmmetMildredAssociation, Albert. (ed.). 1964. Foundations of ReadingChildren Instruction. Books, and Readin.g. Newark, Delaware: International ReadingNew York: American Book Company, 1957. 4.5. Dobler,DeBoer, L.JohnRinehart J., and and Martha Winston, Dallmann. Incorporated, 1964. Dobler World Directory of Youth Periodicals. The Teaching of Reading. New York: Schulte Publishing Company, (n.d.). Revised edition. New York: Holt, 7.6. Fries,Gray, CharlesLillian,Company, C. and 1963. Dora Reese. Linpistics and Reading. Teachin& Children To Read. New York: Holt, Rinehart and Winston, Incorporated, 1963. Third edition. New York: Ronald Press 9.8. Harris,Gray, William Albert1960. S.J. On Their OwnEffective in Reading. Teaching of Reading. Revised edition. New York: David McKay Company, Incorporated, 1962. Chicago: Scott, Foresman and Company, 10. rated, 1961. . How To Increase Reading Ability. Fourth edition. New York: David McKay Company, Incorpo- 11.12. Kottmeyer, William. . Readings On Reading Instruction. Teacher's Guide for Remedial Reading. New York: David McKay Company, Incorporated, 1963. New York: McGraw-Hill Book Company, 1959. 13. Lee, Doris M., and R. V. Allen. Crofts, 1963. Learning To Read Through Experience. 107 New York: Appleton-Century- 14. McKim, Margaret,York: Macmillanand Helen Company,Caskey. 1963. "GuidinGrovithi_r_L2aalinai_a_shsernElerylentarschool. New 16.15. Russell,Rinsland, David Henry.1950. H. A Basic VocabularyChildren of Learn Elementary To Read. School Children. Boston: Ginn and Company, 1961. New York: Macmillan Company, 18.17. Shane, Harold.E.Publications, Merrill Books, Teachers Incorporated, College, 1962. Columbia University, 1951. , and Etta E. Karp. I_..ictiImprovinLanton in the Elementary_School.kadina_Ailt_Thromh_the_Grales. Revised edition. Columbus,New Ohio: York: Charles Burea 1 of 20.19. Spache,Smith, NilaHall, Banton. Incorporated, 1965. George D. Toward Better Reading.Reading Instruction for Today's Children. Champaign, Illinois: Garrard Publishing Company, 1963. Englewood Cliffs, New York: Prentice- 22.21. Veatch,Umans, Jeannette.lege, ColumbiaShelley. University, 1963. New Trends in Reading Instruction.Individualizing Your Readin Pro ram.New York: Bureau of Publications, Teachers Col- New York: G. P. Putnam's Sons, 1959. 23. Kottmeyer,York: William McGraw-Hill A., and Bookothers. Company, 1952-1962. Bob, Son ofBOOKS: Battle PARTS (adapted). OF SERIES jania_patureada_ferits. New 24. Book Company, 1952-1962. . Call of the Wild (adapted). alpia_Earyreadtr_Series. New, York: McGraw-Hill 25. McGraw-Hill Book Company, 1952-1962. . Cases of Sherlock Holmes (adapted). Junior Everyreader Series. New York: 26. Hill Book Company, 1952-1962. . Count of Monte Cristo (adapted). junialuareaderjeries. 108 New York: McGraw- 27. Book Company, 1952-62. . Flamingo Feather (adapted). Junior Everyreader Series. New York: McGraw-Hill 29.28. HillMcGraw-Hill Book Company, Book Company, 1952-62. 1952-62. . 2122LarILLEELathlThe Gold Bug and (adapted).Other Stor;es (adapted). Junior Ever reader Series. Junior Everyreader Series. New York: McGraw- New York: 30. Company, 1952-62. . Indian Paint (adapted). Junior Everyreader Series. New York: McGraw-Hill Book 31. Hill Book Company, 1952-62. . Juarez Hero of Mexico (adapted). Junior Everyreader Series. New York: McGraw- 32. McGraw-Hill Book Company, 1952-62. . King Arthur and His Knights (adapted). Junior Everyreader Series. New York: 33. Company, 1952-62. . Men of Iron (adapted). Junior Everyreader Series. New York: McGraw-Hill Book 34. Book Company, 1952-62. . On Jungle Trails (adapted). Junior Everyreader Series. New York: McGraw-Hill 35. Book Company, 1952-62. . Robin Hood Stories (adapted). Junior Everyreader Series. New York: McGraw-Hill 36. Company, 1952-62. . Simon Bolivar (adapted). Junior Everyreader Series. New York: McGraw-Hill Book 38.37. Witty, Paul HeathMcGraw-HillA., and and A. Company, M.Book Freeland. Company, 1964., 1952-62. . Wild Animals I Have Known (adapted). Meadow Green. Reading Caravan. Junior Everyreader Series. Third Reader. Boston: D. C. New York: 39. Company, 1964. . Peacock Lane. Reading Caravan. 109 Fourth Reader. Boston: D. C. Heath and 40. 1964. lim. Silver Web. Reading Caravan. Fifth Reader. Boston: D. C. Heath and Company 42.41. Company, 1964. and M. H. Bebell. Peppermint Fence. . Treasure Gold. ReadinD Caravan. Reading Caravan. Sixth Reader. Primer. Boston: D. C. HeathBoston: and D. C. Heath and 43. 1964. . Sky Blue. Reading Caravan. First Reader. Boston: D. C. Heath and Company, 44. 1964. . Star Bright. Reading Caravan. Second Reader. Boston: D. C. Heath and Company,

110 LANGUAGE ARTS LEVEL FOUR - WRITING LANGUAGE ARTS - WRITING EXPLANATIONS AND SCNE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR writingpurposesGoal 1: for various Extends use of Pupilslopes, may and practice packages. filling in forms correctly and addressing cards, enve- WhenwhatandSince tests issince mostwanted are theof being andthemost writingchildren given,common childrenthe wayand information oftheir remitting should families bein money guided themake appropriateis use inby readingofmoney mail blanks.order, carefullyorder childrenhouses, materialsNewspapersmoneymay be order introduced in and purchases.the discarded classroom. to filling wrapping out orderpapers blanks and string and making may be out used requests for practice for It will be necessary to impress upon the chil- postmarkpaperdrentaught office"perishable" theor tootherimportance wrapcan packing besecurely, ortaught of"fragile" materialpacking byto discussiontie if perishablesto withnecessary. insure square and safe anddramatization. knots, delivery.breakables and to with label enough plainly news- and The mailing of packages at the Children should be aorders.answersPupils booklet mayto which questionsvisit contains the aboutpost information officemailing in letters smallfor class groupsand members.packages, or individually and buying to moneyfind Reports may be written and posted on the bulletin board, or kept in TheycorrectPupils may shouldmanuscript take notesbe guided writing under in the asimproving needed.teacher's cursive direction. handwriting skills and using 112 LANGUAGE ARTS - WRITING LEVEL FOUR Goalcorrect 2: sentences Writes clear and InEXPLANATIONS conjunction ANDwith SOME work SUGGESTED being done in oralACTIVITIES English, AND written TECHNIQUES work should be knowledgeentwordslanguage.used words andfor of tosentences,additional both make oral them topracticeand analyze At this level, children should more explicit or colorful, and to in recognition of the sentences they write, to search for differ- be encouraged to experiment sentence as a unit of use all their with Goalconstructed 3: paragraphs Builds well- writegraphChildren clear, form should andand organizing colorfulpractice writingmaterial sentences.written language in extending their three or more relatedin sequence. sentences in para- ability to paragraphs.Thesentencessomething child shouldabout it.oneknow thing. that In the beginning, the children It can be pointed out that a paragraphEasy is topics a group should of sentences be selected that tell may select a picture and write since these sentences in developing are mentsA themallchart aboutsimilaras about a check.one towriting topic the following (theparagraphs picture), may be placed where maythe bechildren developed by the theychildren. should be written in paragraph can use State- form. 4.3.2.1. EachA Theparagraph sentencesentences is tellshelps aboutare arrangedsomethingtell about in the one thing or topic. somedifferent order. about the topic. topic. Aftersee thata child he hasfinishes done eachhis work,thing. 6.5. The sentencesfirst sentence do not is begin set with the he may take overit to to the the chart right, and or check indented. same word. to 113 LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR andGoal interesting4: lettes Composes correct purposespeakorChildren material tofor theshould such neededclass. writingbe introducedfor astems unit fromtoof writingwork; making or short writtento request business requests resource letters. for personsinformation to A real Goal 5: Summarizes and announcements.PupilsChildren should should refine be givenskills much in writingexperience friendly in finding letters, the invitations,main thought andof a outlines simple material manyaccomplishmentsofgraph.paragraph ainstances, few related in easy the in paragraphs. readingthefirst same sentence material. area. expresses the main thought in the para- Practice should be provided in writing an outline of topic sentences This activity may be correlated with reading In this way they may discover that, in writing,capitalization,expressionGoalthe 6:mechanics appearance (spelling, ofand writtenor form,hand- Develops ability in WhenusetheIt anthe isgroup occasion importantnames as ofmeasured arises clubs,that childrenin bypeople, thethe children'sstandards learncities to and agreedevaluatewritten countries upon worktheir by- where suchtheown workasthey Girl need Scouts, to group. or that of punctuation) beingcities,aStates,Boy capital Scouts, carried and letter. countriesAlaska4-H, on, Juniormuch - they haspractice Red presentedshould Cross, should be Henryitselftaught be Jones,provided naturallythat suchChicago, to innamesfix the Nome,the arework learning; writtenUnited that is withsuch After the need to write the name of clubs, people, bification,extended.Children'sas, writing and abilitynotices word tomeaningfor use a bulletinthe in dictionaryoral board,and written fornews spelling, items, expression and pronunciation, posters. should be sylla- arrangedTo reinforce in that the order.understanding of alphabetical order, spelling words 114 Practice may be given in finding the part of the can be LANGUAGE ARTS - WRITING LEVEL FOUR Goal 6: (Continued) alphabetEXPLANATIONS in which AND SOMEthe letterSUGGESTED is located;ACTIVITIES for AND example, TECHNIQUES show him that C is in Pupilslevels.the first should part practice of the andalphabet, extend Npunctuation is in the middle skills and developed T toward the last. At this level, emphasis may be placed on learning to hyphenate at previous wordsbreakInshould dividing correctly. the be word leda word intoto understand atsyllables the end thatandof a to aline, carefuluse athe hyphen spacingchild to should ofshow words thebe taughtanddivision. letters to will He Theprevent,thelevel number children increases to ofa largewordswill extensively. needextent,children to usethe need frequentlyneed to forlearn dividing enough to read towords. andbecome to write at this A careful evaluation should be made of words a part of their Awriting ofstudy those vocabulary.of wordsthe pronouns should bemay employed. have been initiated at A systematic approach to the teaching of the spelling an earlier level. If rectandforminthe make oral usage teacheris himestablished.and must consciouswrittenprovides be continually work, manyof the itoccasions incorrect mayemphasized help for theform pupilsuntil child when habitual to tohe fixhears theuse it correct ofused. the forms use them correctly, both proper Cor- goesThetothis,tice teacherhimout with and onof a thesethatthe shouldtable. room. maywords. provide be done many by playingsituations the game,and games Is This which Yours? will give The child who left the room comesEach in child to try Establishingin tothe find group the theputs correct something use thatof the belongs words One child yours, prac- yours?"object that belongs to one of the group, using the question "Is this book The child answers, "No, that is John's book." 115 Then he selects his LANGUAGE ARTS - WRITING LEVEL FOUR Goal 6: (Continued) myEXPLANATIONSown book." object andAND says,SOME SUGGESTED"This book ACTIVITIES is mine," ANDor heTECHNIQUES may answer, "Yes, that is wordsandThe gameteacherthemselvesin questions of Whosecould also andcouldmake could statements. upbe similarbeplayed developed ingames the by tosame theteach way.teacher, the through Correct useuse ofof yourselfthese and those. use of the uageGoaling,such 7:in asclarifying, specific informing, situations describing, persuad- Uses written lang- vities.thatclasses,The childrenparents or parentsandmay otherswrite about announcementswill programs, want to exhibits, attendto tell the theirgames, program. classmates, or other school other acti- The teacher should help pupils make the announcement persuasive so writingandGoal originalitynarrating8: in personal Uses imagination willThecribing pupilmake experiencesinterestingneeds to gain ordescriptions. skilltopics in of giving interest. free oral or written accounts des- Examples are: Topics should be chosen that 3.2.1. A surprise.petpicnic thing.about,should or help chooseThe thechild fromchild may a identify listselect of onetopicswhat of he hisas needs indicatedown toexperiences tell above. in describing or possessions to talkFor example, if he describes something moving, he may tell about The teacher some- Goaland 9:satisfaction from Derives pleasure size andway. color,_he pupil speed, needs the tosound gain it some makes, skill and in how expressing he feels himselfabout it. inHe needs practice in punctuating sentences to shade meaning. an acceptable He writing descriptiveneeds to learn words that can using add accuracydifferent and sentence interest beginnings, to his written precise accounts. verbs, and 116 LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR Goal 9: (Continued) paragraphsExerciseshelpful. inare expressing written which the sametell thoughtthe in several different These can be extended to exercises in which several different same thing in a different way. sentences are

117 LANGUAGE ARTS LEVEL FIVE - WRITING LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AHD TECHNIQUES LEVEL FIVE purposesofGoal writing 1: for various Extends the use familiarPupils may to writethe entire reports group. on happenings of interest and describe things uage,sotheSome that part mayIndian children beof reluctantthechildren, teacherwill tovolunteerespecially toshare information to those tell things with thatothers. create an atmosphere of freedom in the classroom, learning English are of interest to the as a second lang- It takes skill on makingtold.ongroup.in to whathis the awn eachgroup contributions. individual any information a child gives, He may stimulateIn the contributions beginning, the by teacher says. Reporting may be encouraged by the teacher may accept and make a point ofmanifesting passing interest and enthusiasm no matter how trivial or how Pupils'ties,of observations orskill at home.in fillingin science, happenings out forms correctly should be extended. Willingness to share information at ball games or other school activi- may grow out Some forms Goal 2: Writes clear and mineContinuouslyofshould wherewritten bethe directions.filled workingdifficulty out to arrivelies, effectively on the basis of oral directionsWhen and errors others are made, teacher and so that the same errors may not be repeated. pupil should deter- on the basis correct sentences beendiagramingclassroom.something, found to sentences, isbe teachingineffective and the concentrating inkind producing of writing Learning the parts of speech, and the on a study of formal correctgrammar usehavethatat of the English.will correct function way outsideof saying the principal parts of verbs, mostExpressingdeF.cription,ing effectivea sentence a given orway and make itthought then wasit addingsaid, in iswords good practice more emphatic, is good practice. many different ways and then deciding to alter its meaning, to give in English usage. Combining short, a clearerSelect-upon the ischoppy better gentences than learning into longer formal 119 sentences with principalgrammar. and subordinate ideas Concentrated effort on th: part of LANGUAGE ARTS - WRITING LEVEL FIVE Goal 2: (Continued) allEXPLANATIONS to correct AND the SOHE most SUGGESTED ACTIVITIES common mistakes of the group, produces better AND TECHNIQUES Goalconstructed 3: paragraphs Builds well- resultssentenceChildrenfacts. in tomaythe write beuse encouraged ofabout. the English to language construct paragraphs by giving them than an isolated drill a ontopic grammar experiencesTopic sentences they beginninghave had: I never laughed so hard in my life as follows may stimulate children to write of as when --- some TheIfI neverthingI had wassawImy, like sosuchI wouldscaredbest a funny about before thing going to school --- or since --- as --- is --- didSuggested during copiesvacation" should is personalbe specific but and Ifpersonal. I had a pony, I would ---. too general in scope. Such topies as "What I writing.mayaboutPicturesis be happening madewhat may beforethe be inoutcome used thechildren topicture, is stimulate expectedattempt about writing.to what write about it. to be, may be asked to prompt the may have happened previously, and An oral analysis of the picture Questions about what Goal 4: Organizes short Awork classChildren they paper are should ordoing school be in assisted the content in writing well-constructed paper offers an opportunity for children to areas. paragraphs about use oral papers withand visitorswritten English.to find out where they 120 Opportunities should be provided for children are from and what they do. Children to talk LANGUAGE ARTS - WRITING LEVEL FIVE Goal 4: (Continued) EXPLANATIONSneedor "Howto avoid much AND questionsmoney SOME doSUGGESTED youthat make?" are ACTIVITIES too personal, AND TECHNIQUES such as, "Haw old are you?" Preparing an outline of the information wantedInationschildren the and isdevelopment todiscussingalso ask helpful. acceptable of suitable units and of questions pertinentwork, the to questions.child ask thehas visitormany opportunities will help the to Dramatizing such situ- 4 widehimprepare varietyin theshort preparationof paperstopics forof of interest.a writtenmeaningful reports purpose. from simple research done on a The teacher should assist andGoal interesting5: letters Composes correct Pupilslowingfromforto write themselves thewill form beginning.for have is materials orsuggestedneed for to their inwrite so connection parents.that short students business with willunits letters not of bework, to confused secure to make information,by outdifferent orders There are various forms which are cLzrect, but the fol- They should learn the correct form styles when going from grade to grade, or school to school: Chinle Boarding School American59 E. VanMeat Buren Institute Street JanuaryChinle, 13, Arizone 1967 00000 Gentlemen:Chicago, Illinois 00001 incerely yours, " 121 John Martin LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNDQUES LEVEL FIVE Goaloutlines 6: simple material Summarizes and takeHechildIn mayinformational place needsarrange in to making themlearn material inannouncementsto outline make where form. order is important.and organization a written list of the points he wishes to make. Telling where, when, and what is to Reporting results of an are important, the maytionalChP.drenexperiment require material. may aand writtenbe givinghelped outline. procedurein writing in playing a few simple notes as they read informa- games are other activities which Goal 7: Develops ability Atrelation tionthis noted,level, to the andas topic thein organizingneed sentence arises, oftheir childrenthe notesparagraph. sequentially, if The teacher should assist them in evaluating the informa- may be taught to use the comma necessary, or in punctuation)writing,capitalization,expressionin the appearancemechanics (spelling, and ofor writtenform,hand- friendlyChildreneither in letters maydirect be assistedtoaddress make themorin afterusing more "Yes"conversationinteresting, inand writing stories or "No" in a sentence. may be shown how to and Theypunctuateisthe the maypronouns name learnthe ofdirect His,that a specific He, allquotations. and words title,Him. which place, refer to God The child should learn that any word which company, or product is capitalized. are capitalized, including Pupils should: 1. Improve in using verb forms and pronouns. 4.3.2. a.ExtendLocateUse a varietyspellingerrors andof skills: connectingcorrect their words awn to written combineUse phoneticwork. short and structural analysis in spelling sentences. c.b. ExtendSpell skillsnew words to contentby comparing areas. with known words 122 LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 7: (Continued) 6.5. Use theboth dictionary manuscript for and new cursive meanings writing. and pronunciation. andGoalsonal originality8: writing in per- Uses imagination theteacherofIn realwritingperson. shouldinterest a friendly encourage or news letter, childrento the children to write need to select topics They should learn that conversation will often make person who will read the letter. as though they were talking to that will be a letterThe verypicturemoreChildren unusual. interesting. of shoulda person, be taughtthing, toor avoidevent. the subject of the weather unless it is Descriptions should be vivid to give the reader a clear

123 __-_--...mommenommnimmeamisolMINNINemilamommioNsimmuomftwopft, LANGUAGE ARTS LEVEL SIX - WRITING LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX purposesGoalof writing1: for various Extends the use evaluate,Tolevels. determine the needsdegree of of children their accomplishment in this area, ofthe tasks teacher set mayat previousreview, and These would include: 4.3.2.1. WritingFillingCorrectlyFilling ain outrequest blanksaddressing forms. foraccording apackages. money to order. written directions. extendOn the skillsbasis ofneeded this inevaluation, these areas. activities6.5. may be planned to refine and WritingWriting from short dictation. reports and stories. words,TheyofChildren the shouldand reader, byshould bewriting encouraged tellingexert beginning effort what to refine happened, tosentences improve accounts and whichtheir then which willhandwriting. bringing theyattract write the the accountby attention changing to a correctGoal 2: sentences Writes clear and oraltences.Childrenclose. English should they be are guided learning. in writing effective beginning and closing sen- They should continue to practice writing sentences related to the constructedGoal 3: paragraphs Builds well- mentsgivingThroughskill require yfs inpractice paragraphand expression no, and or writing. antrue inevaluation patternsand false ofof answers, results,English or thanchildren in inunderlining filling may increase in an blanks, answer. their It is of more importance that written assign- 125 LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX papersGoal 4: Organizes short beAsabilityof sharedspecific unit towork,in assignmentspreparethe short development a papersreport related of or reports asshould an item be requiredof written of workpupils. or as informationto improving to written English, and as a phase TLeir Goaland 5:interesting letters Composes correct ThisguestsSoon evaluation after in a pupilshome, should theyhave determine shouldreceived write the a thank-you letter. a unitgift shouldor a favor, be evaluated or after by they the haveteacher. been course of future instruction. They should learn Whentainment,shouldto itsay is tellsomething possiblestating the person the thatfor time children willthat and showthey place. to thatwill theybe glad appreciated accept an invitation in writing,For theyexample: to come to the party or enter- the gift or favor. WeatDear shall two Pupils o'clockbe glad of inGroupto the come Five,auditorium. to the party which your class is givingThank Friday you for inviting us. example:theirIf it regretsis impossible and to togive accept the invitation, reasons for not being able to attend. Group Six they should learn to write For WeDear inare the Pupilssorry auditorium. thatof Group we cannotFive, We have a ball game scheduled with Group come to your party Saturday at two o'clock Seven then. Thank you for inviting 126 us. Group Six LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goaloutlines 6: simple material Summarizes and belongsIfrizingtoSome the give practice problemato discussionthe someone point underin summarizingelse," or ofdiscussion problema scienceeach underhaschild problem, been discussionin suggestedthe for example,and the conclusionspupils reached. were "What to do if you find something that at other levels. must be able In summa- memberquestionconclusionto express of thethat should opinionsguidance was bediscussed, reached.andstaff, make orthe suggestions. major suggestions made by the If a report is made tosome the other principal, class, it should include the Through discussion,group should some have general an opportunity group, and some Atof selectionthethis several conclusion level paragraphs.by: children reached. should extend skill in outlining the The teacher may help the child to organize topic sentences a longer Later, pupils should practice outlining independently.2.1. writeDiscussingOutlining the others. andthe outliningfirst topic for sentence him a simple and helping piece ofhim material. to select and articles,tenteacherOpportunities for inoron suchaoral resource should oralreports material. beperson. providedgiven by forclassmates, children andto take Children should be alerted to points to lis- on talks given by the notes on research writing,Goalexpressionin the7: appearancemechanics (spelling, ofor writtenform, hand- Develops ability writtenpresentThe pupil reports performance should before be withencouraged others past do performances. toso. develop the habit of evaluating He should be prompted to compare his his own punctuation)capitalization, and nessageThe attemptsteacherand pride shouldto in overcome work help well childrenthem done. through identify the developmentspelling difficulties of spelling and conscious- 127 encour- LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 7: (Continued) mastereddifficulty.Sometime those during words the thatyear arethe consideredteacher may by test authorities the pupils to as causing the most see if they have persuading,Goaldescribing,tionslanguage 8: such in az4clarifying, andspecific informing, narrating situa- Uses written versePupilsstimulated or who prose. have to attemptgained creativesome facility writing. in speaking and writing English This may be in the form of simple may be

128 BIBLIOGRAPHY BOOKS 2.1. Dawson,Anderson, Mildred Pauland World,S. A., and Incorporated, Lanuaesku__.i.dsiementarEducation. others. 1963. Guidin Language Learning. SecondNew York: edition. Macmillan New York: Harcourt, Company, 1964. Brace 4.3. Shane,Golden, HaroldRuth I. G., and Improvin Patterns of Language Usage. Detroit: Wayne State University Press, 1960. 5. Trauger, WilmerOhio: K. Charles E. Merrill Books, Languav Arts in others. Improving Language ArtsIncorporated, 1962. Elementary Schools. Instruction in the New York: McGraw-Hill Elementary School. Book Company, 1963. Columbus,

129 LANGUAGE ARTS LEVEL FOUR - LITERATURE f LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOML SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR sensitivityemotionalGoal 1: and to intellectualwords and Increases his Generalschool Techniques.librarian in helping It is suggested that the children select books of teacher work closely with the interest at their free ideas Childrenboard.books,reading makeslevel. will anbe interesting A displaymore of particularlylikely to read if they background for the library well-liked books, corner or the bulletin or jackets of Heinterestingrange. theirshould interest select incidents booksand that thatand The teacher should make is written within theirencourage the child tohave read heroes, the book. action, and an effort to extend the child's can find material that meetsvocabulary and comprehension adventure, and relai:e interests.Children AfterBooksbookssometimes reading shouldthat are be tooturnedselected difficult against a book or story, a pupil with interests of Indian children booksin vocabulary because they and select,too foreign or are told to read, in mind.background. Themayflat teacherbe usedor three-dimensional, mayin sharingcreate the story with a mood for listening to the to illustrate the setting others. may wish to make a visual aid, either power and beauty of goodor main event. This Lark,mayPresidenttheliterature listen Chiefwriting toKennedy'sof by theofthe giving haiku* readingSioux. of such Inaugural purposeAddress, to poetrythe the Indian activity. to learn the use of imagery in selections as the Gettysburg Address, Pupils may be instructed in Prayer composed by Yellow poetry. They European,withofGoal thesome 2: world andof theAsian folk tales Becomes familiar - Indian, differencesIt is important are valuable,to teach children also,that basicallyand should people be respected. are alike; but that Incorporated,*Behn, Harry, 1964).Cricket 131 sma! (New York: Harcourt, Brace and World, LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR Goal 2: (Continued) Manyand folkothers. tales of other Folk tales can help childrencountries gain have the a version of realization that allthe "Cinderella" story, peo- inGoal appraisal 3: of characters Gains some skill A classpupiltheple classhave tomay follow. aspirations,describeso the teacher He should be encouraged a characteranxieties, who might andbe needs. can give children help in These talesa good should model be forread those in the interpreting them. to ofencountered children's in literature his reading tures.Childrening this characterneed to gain Every child should become exemplary. acquaintance with outstanding acquainted with the outstanding to give his reasons for consider- heroes from various cul- people of mannerisms,maydescriptivecharactershis be tribe encouraged andspeech, inparagraph. storieswith to and recall they the mental some other outstanding men and persiAality of one, make have read. Theypictures may thinkthey formedabout theof a few notes,women and ofwrite history. a some of theappearance, Pupils storiessituationstoGoal relate 4: he andreadsand identifycharacters with in Extends his ability theThe situationteacher in the What would you do in this may use leading questions that would story; for example: situation? help the pupil relate to andGoal humor5: in poetry Enjoys nonsense Youngfunny people happenings need toand laugh. exchange WhatDoes do the you main think character he should in the storyThe classroom behave is have done with the problem? one place for them toas share you do? peoplecharacters.isitalize a bulletinlaugh. on the board popular of children's This might be followedPupils by may tell jokes, and the pictures of laughing faces humor found in books. jokes or funny routines. teacher-led discussions teacher may well contribute or well-known cartoon The teacher should A good beginning on what makes cap- jokes.limericks may be read. Elements of humor may be compared. 132 Original cartoon strips Humorous poetry, stories, and may be made. 7- , LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR thetionsGoal literary6: of Indian heritage tribes to Explores contribu- IndianForsearchthat better aretribes. out takingunderstanding and readplace in andthem, In cases where these or tell stories and legends from their appreciation of Indianchildren cultures should and thebe encouraged and helped are not written, children may be able own and other changes to areasteller).drento the oftentell whochildren them atold source to themtell the of group.them delight, (if doing interest, and If these stories are bound into booklets or by the teacher, as they were told; These can be written down, either by so is not disturbing to the story for future reading, they or recorded on tape the chil- balItin is citizenthis advisable way. to determineto check withif it When the legends are to be written, a tribal leaderis permissible or another for knowledgeable these legends tri- pride to the children. leaders may wish to check to be used fromTheareon the putteacherthe accuracy intotribal nayany planofpermanent the with children's theform. versions before groups to come to the school and tell them stories and leg- children to invite some good story tellers the stories and legends originSomepreservedends. simple may bybe comparisons tapemade. recordings between When agreeable to the story tellers, or writing, for future use.humorous stories of Indian and non-Indian these stories and legends may be 133 LANGUAGE ARTS LEVEL FIVE LITERATURE LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE sensitivityemotionalGoal 1: and to intellectual words and Increases his readingGeneralschool level. Techniques.librarian in'helping children It is suggested that the teacher select books of interest work closely with the at their free ideas Childrenbooks,tin board. makes will anbe interestingmore likely A display of particularly background tofor read the iflibrary they can find material that well-liked books, corner or the bulle- or jackets of Herange.interestingtheir should interest select incidents; andbooks that that and is havewritten The teacher should make encourage the child to read the book. an effortheroes, to extend action, the child'sand adventure;within interests. their relate vocabulary and comprehension Children meets AfterBooksbookssometimes reading should that areareabe book selectedtooturned difficult against with books in vocabularyinterests and too of foreign Indian inchildren in mind. because they select, or are told to read, background. Themayflat teacherbe usedor three-dimensional, mayin sharingcreate the story with others. or story, a pupil maya moodwish forto makelistening a visual to theaid, power and beautyto illustrate of good the setting or main event. This either Lark,Presidentmaytheliterature listen Chiefwriting Kennedy's toof by theofthe giving haiku* readingSioux. Inaugural poetry of such selections pu7:pose to the activity. to learn theAddress, use of the imagery Indian in Prayer poetry. composed by Yellow as the Gettysburg Address,Pupils may be instructed in They European,of'thewithGoal some2: world and of Asianthe folk tales Becomes familiar - Indian, differencesIt is important are valuable,to teach childrenalso, and that basically peopleshould be respected. are alike; but that Incorporated,*Behn, Harry, 1964).Cricket Songs (New 135 York: Harcourt, Brace and World, LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 2: (Continued) Manypletheand folkhave others.class talesaspirations, so theof otherteacher anxieties, countries andhave Folk tales can help children gain the can give children help in interpreting them. needs. a version of the "Cinderella" story, These tales should be read to realization that all peo- ofencounzeredGoalin children's appraisal3: in literature ofhis characters reading Gains some skill A givegoodpupil hismodel may reasons describefor those for consideringin the class this character a character (from a book he has read) who might be to follow. He should be encouragedexemplary. to a mayhistures.Children be tribe encouraged andneed with to to gain somerecall acquaintanceother the outstandingmental with pictures they formed Every child should become acquainted with the outstanding heroesmen from and various women ofcul- history. outstanding people of of some of the Pupils Goal 4: Extends his ability Themannerisms,descriptivecharacters teacher mayspeech, paragraph.in usestories leadingand personalitythey questions have read. of that one,They makemay thinka few aboutnotes, the and write a appearance, storiessituationsto relate he andreadsand identifycharacters with in the situation in the story; for example:DoesWhat thewould main you character do in this in situation?the story behave would help the pupil relate to as you do? Goaland 5:humor in poetry Enjoys non-ense Youngfunny people happenings need toand laugh. exchange humor foundWhat do you think he should have done with The classroom is one place for them to share in books. the problem? The teacher should cap- jokes.peoplecharacters.isitalize a bulletinlaugh. on the board popular of pictureschildren's of jokeslaughing This might be followedPupils by teacher-led may tell jokes, discussions and the teacher or funny routines. faces or well-known cartoon may well contribute A good beginning on what makes limericks may be read. Elements of humor may be compared. 136 Original cartoon strips may be made. Humorous poetry, stories, and LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goalthetions 6:literary of Indian heritage tribes to Explores contribu- IndianForsearchthat better tribes. areout understanding takingand read place or tellinand them, appreciationstories children and In cases where these legendsshould befrom encouraged their own ofand andIndian helped other cultures to and the changes asdrenteller).to the tellwho children toldthem themto tell the or group.themby the (if teacher, doing If these stories are bound into booklets These can be written down, either by the so is notare disturbing not written,as to they the children werestory told; may orbe recordedable on tape for future reading, they chil- balinItare citizenthis isoften advisable way. ato source determine to ofcheck delight, if with it is interest, permissible and pride When the legends are to be written, leaders a tribal leader or another knowledgeable tri- for these legends to be used to the children. may wish to check fromTheareon put teacherthethe into accuracytribal mayany groupsplan permanentof thewith to children's theform. children versions before the stories and come to the school and tell them stories and leg- to invite some good story tellers legends preservedoriginSomeends. simple may by be tapecomparisons made. recordings between humorous stories When agreeable to the story tellers, these or writing, for future use. of Indian andstories non-Indian and legends may ,Je 137 LANGUAGE ARTS LEVEL SIX LITERATURE LANGUAGE ARTS - LITERATURE LEVEL SIX Goal 1: Increases his GeneralEXPLANATIONS Techniques. AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES emotionalideassensitivity and tointellectual words and books,readingtinschool board. makes level.librarian an interesting in helping background children selectfor the books library of interestcorner or at the their bulle- free A display of particularly well-liked books, or jacketsIt ofis suggested that the teacher work closely with the range.theirChildren interest will beand more that likely is written to read within if they their can vocabulary find material and comprehensionthat meets The teacher should make an effort to extend the child's interests. BooksbooksHesometimesinteresting should shouldthat select areare beincidents; tooturnedselected books difficult againstthat andwith haveencourage in interestsbooks vocabulary heroes, because the of action, childIndianand they too to select,andchildren foreignread adventure; theor in arebook. mind.background. toldrelate to read, Children mayAfterTheflat be teacher reading usedor three-dimensional, in may asharing book create or the story,a moodstory to afor illustratewithpupil listening others. may wishthe to setting tothe make power ora visualmainand beautyevent. aid, ofeither good This Lark,Presidentmaytheliterature listen writingChief Kennedy's to of by of the the givinghaiku* readingSioux. Inaugural purposepoetry of such Address,to learntheselections activity. the useIndian as ofthe imageryPrayer Gettysburg composedin poetry. Address, by Yellow Pupils may be instructed in They European,withofGoal thesome 2: world andof the-Asian Indian, folk tales Becomes familiar differencesIt is important are valuable,to teach childrenalso, and that should basically be respected. people are alike; but that *Behn,Incorporated, Harry, Cricket 1964). Songs (New York: Harcourt, Brace and World, 139 LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 2: (Continued) Manyand folk others. tales of other countries have a version of the "Cinderella" story, Folk tales can help children gain the realization that all peo- Goalin appraisal3: of characters Gains some skill Aple goodthepupil have classmodel mayaspirations, sodescribefor the those teacher a anxieties, incharacter the can class give and(from tochildren needs. follow. a book help he inhas interpreting read) who might them. be a These talesHe should should be be read encouraged to to ofencountered children's in literature his reading Childrengivetures. his needreasons to gainfor consideringacquaintance this with character outstanding exemplary. heroes from various cul- Every child should become acquainted with the outstanding people of mannerisms,maydescriptivecharactershis be tribe encouraged andspeech, inparagraph. storieswith to and somerecall they personality other havethe outstanding mentalread. of one,pictures men make and theya womenfew formed notes, of history.of and some write of thea They may think about the appearance, Pupils situationstoGoalstories relate 4: he andand reads identifycharacters with in Extends his ability Thethe teacher situation may inuse the leading story; questionsfor example: thatWhat would helpyou dothe in pupil this situation?relate to Goal 5: Enjoys nonsense Young people need to laugh. WhatDoes thedo youmain think character he should in the have story done behave with theas youproblem? do? The classroom is one place for them to share The teacher should cap- and humor in poetry peoplecharacters.isitalizefunny a bulletinlaugh.happenings on the board popular and ofexchange pictureschildren's humor of jokes laughingfound or in funny facesbooks. routines.or well-known cartoon This might be followedPupils by teacher-led may tell jokes, discussions and the on teacher what makes may well contribute A good beginning limericksjokes. may be read. Elements of humor may be compared. 140 Original cartoon strips may be made. Humorous poetry, stories, and LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goalthetions 6:literary of Indian heritage tribes to Explores contribu- ForIndiansearchthat better are tribes.out takingunderstanding and read place or in telland them, appreciationstories children and legendsshould of Indian befrom encouraged cultures their own andand and thehelped other changes to In cases where these are not written, children may be able teller).asdrento tellthe who childrenthem told to them thetell orgroup. themby the (if teacher, doing so as is they not weredisturbing told; orto recordedthe story on tape If these stories are bound into booklets for future reading, they These can be written down, either by the chil- balinItare citizenthisis often advisable way. ato source determine to checkof delight, if with it isa interest, tribalpermissible leader and prideforor anotherthese to the legends knowledgeable children. to be used tri- When the legends are to be written, leaders may wish to check Thefromareon teacher theput the accuracyinto tribal may any plan groupsofpermanent thewith tochildren's the comeform. children to theversions schoolto invite before and sometell the goodthemstories storystories and tellers legendsand leg- preservedoriginSomeends. simple may by be tapecomparisons made. recordings between or writing, humorous for stories future of use. Indian and non-IndianWhen agreeable to the story tellers, these stories and legends may be BIBLIOGRAPHY BOOKS Glenview, Illinois: 1.2. Arbuthnot,Bannon, Laura. MayScott, Hill Foresman(ed.). and Company, 1961. Watch Dog. TimeChicago: for Fair Albert Whitman and Company, 1948. Tales Old and New. Revised edition. 4.3. Bulla,Cavanna, Clyde Betty. Robert. Arne of Norway. Indian Hill: Relocation of a Navajo Family. New York: Franklin Watts, Incorporated, New York: Thomas Y. Crowell Company, 1960. 5. . Lucho of Peru. New York: Franklin Watts, Incorporated, 1961. 6.7. Clark, Ann Nolan. . Pepe of ArataL1122. Desert People. New York: Franklin Watts, Incorporated, New York: Viking Press, Incorporated, 1962. 1962. 8. . Little Herder in Autumn. Lawrence, Kansas: Bureau of Indian Affairs, Haskell Press, 1965. 9. . Little Herder in Spring. Lawrence, Kansas: Bureau of Indian Affairs, Haskell Press, 1966. 10. . Little Herder in Summer. Lawrence, Kansas: Bureau of Indian Affairs, Haskell Press, 1965. 11.12. . Little NavajoHerder Bluebird.in Winter. New York:Lawrence, Viking Press, Kansas: Incorporated, Bureau of Indian Affairs, 1943. Haskell Press, 1965. 13. . Secret of the Andes. New York: Viking Press, Incorporated, 1952. 14. ing Company, 1960. , and Frances Carey. A Child's Story of New Mexico. Lincoln, Nebraska: The University Publish- 15. Coatsworth, Elizabeth. The Cave. New York: Viking Press, Incorporated, 142 1958. 17.16. Dalgliesh,Cornplanter, Alice.Island, Jessee New J. York: Ira J. Friedman, Incorporated, 1938. America Begins. Llands_of the Longhouse: Stories of the Senecas. New York: Charles Scribner's Sons, 1958. Port Washington, Long 18. . America Travels. New York: Macmillan Company, 1961. 19. . Thanksgiving Story. New York: Charles Scribner's Sons, 1954. 20.21. Fenner,Felton, HaroldPhylis1957. W.R. (ed.). Bowleg Bill: Seagoing Cowpuncher. Time To Laugh. New York: Alfred A. Knopf, Incorporated, 1942. Eau Claire, Wisconsin: E. M. Hale and Company, 22.23. Field,Ferris, Rachel Helen L.(ed.). American Folk and Fairy Tales. Favorite Poems Old and New. New York: CharlesChicago: Scribner's Doubleday Sons,and Company, 1929. Incorporated, 1957. 24.25. Grahame,Geisel, TheodorKenneth.Incorporated, (Dr. Seuss, 1938. pseud.). Wind in the Willows. The 500 Hats of Bartholomew Cubbins.Revised edition. New York: Charles Scribner's Sons, 1933. New York: Vanguard Press, 27.26. Henry,Gray, ElizabethMarguerite. Janet. King cf the Wind. Adam of the Road. Chicago: Rand McNally and Company, 1948.New York: Viking Press, 1942. 29.28. James,Jacobs, Harry Joseph. C. Aesop'sThe Hopi Fables. Indian Butterf'.y Dance. New York: Schocken Books, Incorporated, 1966. Chicago: Melmont Publishers, Incorporated, 1959. 31.30. Kennedy,James, Will. JohrtPublishers, Fitzgerald. Incorporated, 1964. Smoky, the Cowhorse. Profiles in Courage. New York: Charles Scribner's Sons, 1954. Young Readers edition. New York: Harper and Row 32. Krumgold, Joseph. And Now Miguel. New York: Thomas Y. Crowell Company, 1953. 143 33. Lear, Edward. Book of Nonsense. New York: Random House, Incorporated, 195°. , 35.34. Lyback,London, Jack.Johanna R. M. The Call of the Wild and Other Stories. Indian Legends of the Great West. New York: Dodd, Mead Desand Moines:Company, Meredith 1960. Press, 1963. 37.36. McAlpine,Rushmore, Helen Helen.Company,1959. and William. 1963. plaisilILEases of Acoma and Other Acoma Indian Stories. japanese Tales and Le-ends. New York: Henry Z. Walck, Incorporated, Cleveland: World Publishing 39.38. Webb,The NewNancy Trail: PhoenixMcIvor. A Book Indian of CreativeSchool Press, Writin. 1953. b Aguk of Alaska. Englewood Cliffs, New York: Prentice-Hall, Incorporated, 1963. Indian Students. Revised edition. Phoenix, Arizona: 40.41. Wilder,White, E. Laura B.Publishers, Ingalls. El-Hi Division, 1953. Charlotte's Web. Little House in the Big Woods. New York: Harper and Row Publishers, El-Hi Division, 1952. Revised edition. New York: Harper and Row

144 LEVEL FOUR ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR withinanGoalthrough aesthetic 1:his exposurerealm taste of toappre-for examples art Begins to develop play.Thetures teacher including might selectan animal. available reproductions of masterpieces Subject matter of interest to children should be chosen, such Such a display may be part of a "beauty corner." for dis- as pic- withGoalciation art 2: media Increases skill Children'sof linoleum experiences and wood blocks.with block printing Design and figure carving may be introduced. can be extended through the use depictillustrateGoal 3: areas orof creativelylearning Increases skill to WorkChildrencreating with collagesshould items beand may encouraged meaningful be expanded. to projects experiment for allwith subjecc a variety of art media in /D'Amico (5). areas. Originality encouragedareBulletinand creativityuseful boards, toin planillustratingshould murals, and be develop stressed.friezes, concepts such collages, exemplificationsand relationships. and two utilizing or three dimensionals Pupils should be a variety Modelingeffectivelypapierart media. ismach6, useful as sawdust,clay. for mock-ups, dough, plaster,dioramas, asbestos, or table anddisplays. paraffin can be usedSuch as media as workingaGoal variety 4: independently of art media with Increases skill in A pupil of this level may: 1. Make creative pictures of home life and describe them to the class. 3.2. DemonstrateCreate and howconstruct certain his media own areproject. used. /D'Amico (5). 146 ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR experimentationartsGoalrefine 5:of hisappreciation tribe through of the Continues to mightChildrentribal tell art mightof intheir beeveryday guidedcontribution living. in planning to the and display. developing After the display is created, individuals As a culminating activity,a display oE the use of Goal 6: Begins to /Andersontionsother madeclasses (1). by contributors,might be invited or anto assemblyview the display program might be given. and listen to explana- Goalrecognizedetail, 7: realism,and relationships Increases A Associal-studies-centeredguided children in recognizingcreate and asthese unit they artwould study qualities. provide the creations children with many opportuni- of others, they may be groupscontributionsappreciation ofof themany art andties Munro to study (13). other people and their contributions Sample Language Implications Related to this Goal to art. /Anderscn (1) 5 TheOhI likedtinyes, sculpture Itheour liked paintings.trip the wasto bigthe rooster.Mexican exhibit. very interesting. The colors were so bright. appreciationGoal 8: of beauty Increases Children may: I Iliked liked the the green pottery. serape. The jars were pretty shapes. I would like to have one like that. in man-made objects 3.2.1. BasearchitecturalPostDisplay discussionspictures articles design.or onpaintingsto theirdemonstrate understanding of cathedrals beauty inand items appreciation Jf to portray beauty in everyday use. of the beauty of man-made objects. 147 /Birren (2). ART EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR naturalappreciationGoalsurroundings 9: beauty of of the his Increases Later,Groupsin identifying maythey be could taken realism, experiment out-of-doors on drawingto experiment from in detail, and relationship. memory. drawing from nature. They should be helped

148 _ AliNINNAMIIMOIPMNEWANMerhIMEWNISMI- ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goaldevelopfor 1: fine an artaesthetic through taste dis- Continues to andfineThe Birren teacherart in (2). architecture,may begin to discussreligion, with fashion, the children and the some like. of the functions /Anderson (1) of appreciationwithincussions his ofrealm examples of Fleurs";The teacher Marin, shows "The prints Singer of Building";Durand, "Kindred P.nd Leger, Spirits"; "The Monet,City" as examples of Sample Language Implications Related to this Goal "Ile Aux matchingrealistic,tively. with impressionistic, samples. semi-abstract,I andthink abstract this is painting,an impressionistic respec- painting. Then pupils are given 12 to 16 other prints to sort as to style, As they do so, a pupil may say: by They might also express likes and dislikes;I think such this as: is aan semi-abstractrealistic abstract painting. painting. ThisI likedon't is this. beautiful.care for this one Goal 2: Increases skill t Children should be introduced to: This oneis onedoesn't that dois ainteresting. thing for me. with a variety of art media 3.2.1. LeatherInkCeramics drawing. craft. - pottery. 4. Chenille craft. 150 Peter (14). ART LEVEL FIVE artGoal skills3: into subject Incorporates EXPLANATIONSitemsChildren for mayall AND expandsubject SONE their SUGGESTEDfields. creative ACTIVITIES abilities AND byTECHNIQUES developing Units of work may take on added meaning, if original visual areas waysstudents through are the free use toof: illustrate 1. Pictures or illustrations. or express themselves in their own unique 4.5.3.2. WoodPapierCopperCartoons. or soapmache tooling. carving. modeling. 9.8.7.6. Weaving.BlockBeading.Stenciling. or linoleum printing. Goalcreativelyindependently 4: in artand Enjoys working The teacher should make provisions for the1. child Balance. to experiment freely in: 5.4.3.2. Rhythm.Unity.Variation.Contrast. ReedencouragedplesHe may (16),and help invite to the tell otherchildren others classes planabout to their view artthe work.exhibit. and (7). a simple exhibit to demonstrate these princi- /Bjoland (3), Peter (14), Children should be 151 ART LEVEL FIVE Goal 5: Begins to EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES Americanappreciatecontribution Indian the ofartunique North exchangetoartCommitteesstudy. the has study assemblymade may andto help lifeprogramdisplay. inin planning America.with some a unitnearby on schoolthe contribution might be giveri. American Indian Each child should be prepared to tell others about his contribution To share information and achievements, an Displays can be prepared as part of the porateGoal 6: appreciation of Begins to incor- This may be accomplished by the child: /D'Amico (5). madeeffortsnatural objects beauty into and his man- art 4.3.2.1. WeavingConstructingDrawingUsing well-selectedminiature and paintingtable rugs. models colorsdesigns. of in his his environment. creative paintings. 6.5. TakingSelecting a field an appealingtrip or walk structure to sketch or man-madefrom nature. object for sketching. /Anderson (1). ciateGoal 7: color relationships Begins to appre- Pupils may: 2.1. DemonstrateConstruct acolor color relationships. wheel and study its purpose. detail,inGoal recognizing 8:and relationships realism, Gains some skill canThecolor, beteacher made. one-repeat should providedesigns. for the children to experiment with original two- /Anderson (1). Borders, book marks, book covers, and the like, /Birren (2). 152 ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE peopleaappreciateGoal language 9: commonthat art to isall Begins to variouschildrenresourceThrough kinds thepersons,should useof peoplebeof and guidedfilms, if from possible, inexamples understanding a study of their art. a ofvisit various to an types art galleryof or art show, that they can learn much about art, visits from

153

ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL STY varietyGoal 1: of curricular Uses art in a Artsties. and crafts may be used effectively Children may use different media in developing in a variety of curricular acttvi- activities ated.orcanthe theme-oriented.classroom.add personality and beauty to a classroom. Through providing a rich background of Dioramas, mock-ups, mobiles, laminations,Decorations and for parties, dances, experience from whichThey creative may be subject-oriented or dinuersvisual can be materials cre- for holiday items artGoal 2: Enjoys creative whichThebeide3s designed teacherthe may child develop,andshould is produced. familiar provide festive andfor decorations interested.creative for experimentation in the r:edia withholidays or special occasions may muralticularThe childrenor frieze,art element may after wish to planning tostress; experiment itfor example, in working together. contrast or balance.They may wishin togroup choose situations a on a par- Salliple Language Implications Related to this Goal /D'Amico (5). livingI finished room. another painting last night. I want to hang it in ._),2.r ritrv 4 IT.I'm justembroider still started working a new wood carving. a little while every evening on the dresser scarf It- on my bead necklace. It's going to be I think it will a hrsE. e nrcttv. examplesdevelopGoalthrough 3: aesthetic ofdiscussion fine arttaste of Continues to pointshappiercouldTeacher stressedbeliving. andgiven pupils foron this discussion.might research. plan The children might prepare a unit on the contributions Simple research/Anderson c_ould (1). be done. a pictorial :.isplay finL .-erts ,art_u-tratinY 155 ART LEVEL SIX Goal 4: Increases skill EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES with art media media.IfChildrensolution possible, mayof children clearexperiment corn may syrup incollect painting and coloredwater. on cloth sand. or board. This makes an interesting new It may be mixed with a /D'Amico (5). WesternGoalutionciate 5: Hemispheretheof Indianunique artcontrib- of the Begins to appre- amusic,Through ofvariety Indians orunit ofsocial ofartdevelopment, the activitiesstudies, Western related children Hemisphere.may be particulcrly integratedmay learn ofin to thethe the artisticdevelopment area of contributionsliterature, of the unit On the basis of simple research done, Goalofincorporate natural6: beauty appreciation and man- Continues to Thetakendesigns.to teacherreflect from mayman-madeIndian make contributions. objects.provisions for the children to experiment with repeat They may experiment with designs taken from nature and in designs /Anderson (1). relationshipsGoalmadeappreciation 7:objects into of colorhis art Extends his /BirrendrenStudy may and (2). experiment experimentation in mixing with colors the color and studyingwheel should color be value continued. and effect. Chil- relationshipsrealism,Goalskill 8: indetail, recognizing and Continues to g,in Theoftochildren teacherthe objects,manner to might draw in and preparethiswhich to inperspective.shadow ablack simple falls,and still-life white. to which arrangement area is darkest, and encourage to proportion the Their attention should be called beremindingAnother analyzed still-life the and children evaluated. arrangement of the earlier could bediscussion, prepared attheir a later observations date. might /Anderson (1). Without 156 ART LTNEL SIX Goal 9: Gains in apprecia- EXPLANATIONSPictures demonstrating AND SOME SUGGESTED functional ACTIVITIES art contributions AND TECHNIQUES of various groups of commontion of to art all as people a language Thepeoplefeelings,characteristics child might should and be interpretations.accumulated. understandof the pictured that picturesitems. represent an artist's impressions, Children could discuss pleasing and useful doindesignsChildren notfabrics--can speak on may kitchen hisbe beledlanguage, enjoyedutensils, to discover norby Chinese others,understand that motifaeven person's his thoughin customs.furniture, art they work--such never or Indiansaw as the Dutchdesigns artist, Goaleffortsdevelopsself-criticism 10: some constructive of own art With guidance, mayrelateding,Thediscussion. evaluate teacherperspective, to these shouldwhat areashasand collect been proportion,of art.produced.a variety to useof examplesfor demonstration of such principles purposes, asand shad- for Children should be guided in experimenting with techniques After some practice, the teacber and pupil /D'Amico (5).

157 BIBLIOGRAPHY 1. Anderson, Donald M. Elements of pelan. New York: Holt, Rinehart and Winston, Incorporated,BOOKS 1961 3.2. Bjoland,Birren, Faber. Esther M. Color. Things To Make and Do. New Hyde Park: University Books, Incorporated, 1963. Chicago: Standard Education Society, Incorporated, 1959. 5.4. D'Amico,Conant, Victor.Howard, and Arne Randall. Creative Teaching in Art. Art in Education. Revised edition. Peoria: Charles A. Bennett Company, 1959. Scranton: International Textbook 6. DepartmentEducational Company,of Classroom 1953. Research Teachers. Association of the National Education Association, 1961. Art Education in the Elementary SchooL Washington: American 8.7. EasyJefferson, To Make. Blanche.1963. Darien, Connecticut: Teachers Publishing Corporation, 1958. Teaching Art to Children. Second1 edition. Boston: Allyn and Bacon, Incorporated, 10.9. Lyford, Carrie A. Lowenfeld, MacmillanViktor, and Company, W. Lambert 1964. Brittain. Ojibwa Crafts. Lawrence, Kansas: Bureau of Indian Affairs, Haskell Press, (n.d.). Creative and Mental Growth. Fourth edition. New York: 11. . Iroquois Crafts. Lawrence, Kansas: Bureau of Indian Affairs, Haskell Press, (n.d.). 1).12. Munro, Eleanor C. Press, (n.d.). . Quill and Beadwork of the Western Sioux. The Golden Encyclopedi:1 of Art. RevisedLawrence, edition. Kansas: Bureau of Indian Affairs, Haskell New York: The Golden Press, 1964. 158 15.14. Randall,Peter, John Arne Incorporated,(ed.). W., and Ruth 1962. E. McCall's Giant Golden Make-It Book. Halvorsen. Painting in the Classroom. New York: Golden Press, Incorporated, 1953. Worcester: Davis Publications, 16.17. Whitford,Reed, Carl, William 1960.and JosephG. Orze. Art for Young America. Art from Scraps. Revised edition. Worcester: Davis Publications, Incorporated, Peoria: Charles A. Bennett Crripn=lv. 1960.

1 HEALTH AND PHYSICAL LEVEL FOUR FITNESS i 1 i * HEALTH AND PHYSICAL FITNESS EXPLANATIONb AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR ableGoalsupervision 1:facilities using avail- Bathes without Atand forthis put his level scissors own thetowel, childin theirwashcloth, should proper bathe and place toothbrush.without after supervisionusing them. and be fesponsible He should care for his nails Goalfoodsfit 2:into and the knaws four that basic they Respects native TheChildrenfoodsfind teacher nativemay may bemay foodsmadecheck select and fortheir arrangedaeach food daily of chart these,indiet the of at if same theschool possible. Fourpattern. and Basic at homeFoods to and see help if apupils suffi- Pictures of the native Childrenelimination.cientfrom varietyall may groups makeof foods shouldindividual is be being eaten charts eaten. each of day native to insure foods properand take nutrition them home and to They should know that some foods eyes,Goaltance 3: ears, of examination and teeth of Knows the impor- Theciallycheckedtalk teacher to ifparentswith theremay the explain about isSnellen danger the to foodChart. theof trachoma,oncnildren the cha-i-t. shouldwhat is be done stressed. when their eyes are The importance of an eye examination, espe- understandChildrensharp objects, mayshouldthat discuss itand report is to importantthe avoid any different achegetting to or protect teeth dischargeanything used the infromforears the bitingthe fromear. ears. hardand grindingblows and food. They need to Theyteething shouldany because aching learn ofteeth. theneglected importance cavities. of caring for a small cavity and of report- Sample Language Implications Related to this Goal They should kned that some children may have lost HeIt might is important find a disease for the that doctor I don't to examine know I myhave. eyes and ears. 161 FiLT- AND Pi-!YSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR 1 i i nue d) A workingHediseaseIIf cancan they finddo properly. can aremy out beschoolnot, curedif hemy work caneasilyeyes better,give and in me earsthe q.ndglasses beginning.are play working or better, aids properly. to ic correct my eyes the and trouble. ears are boats.rulesGoal 4:around waons. cars, and waterplanes, Observes safety untilBeforeshoving;should itgoing becomes being placed on to aseated trip,aon full keeping sosafe stop; no traveloneout getting needsof behaviorthe to onpath stumbleand shouldof off a overbus,a bebus discussed.another;car, without wagon, remainingcrowding or plane, or Emphasis Theinstressed.andseated importancediscussing the untildanger theofsafety. of waiting vehiclejumping to stops;or get hanging onand or keeping onoff to a moving conveyancehands, vehicles head, until and should itfeet has beinside. stopped, Daily records of accidents published in the newspaper may be used This information may provide data for making bar afterItcars,graphs. is eating.buses,important planes, that boats,children and learn wagons. that they do not go into water too soon Pupils may find or make pictures illustrating safety in ridingThe in teacher, in his discussion with the children, may point Goalco put5: out campfires Knows proper way notfiresChildrenout know, that that andevenshould are are thoseleft beinjured. taughtburning.who are that good many swi destructive fires are caused by camp- Before going on a picnic or camping trip, _turners sometimes dive into water they do nickeravailable,stratestressstandards or forthat camper. of the or puttingbehavior bychildren covering out to howthebe it observedtocampfire with put dirtthe shouldis fire orthe sand teoutlast set. andby responsibility pouringstaying onwith water ofit auntilif pic- it Before leaving the camp or picnic place, he should demon- The teacher should is certain that the fire cannot spread. 162 HEALTH AND PHYSICAL FITNESS LEVEL FOUR Goal 6: Knows he should see EXPLANATIONSChildren should AND SOMElearn SUGGESTED that an injuredACTIVITIES AND TECHNIQUES a fallsondoctor if heor hasresponsible had a serious per- brokenboneattentionif possible,may bone, be inbroken, he socase may an ofshouldtalkX-ray serious to canbe the emphasized.beaccidents, class taken. about where the there is parson should be takenThe to importance the hospital of getting medicalIflanyone in the community has way the doctor helped him. a possibility that a a inandheart,Goal the their7: bodylungs, relative and stomach, locations Knows names of the anopenthemChildren animal, fora picture childrenmaysuch listen asof atothe chicken, tosee heart the how heart inpig,it alooks healthbeatsor sheep. inside. ofbook. each ether. The animalSomeThey heart childrenmay may look be may atcut thereport heart of The teacher may show aThebeats. informationsimple teacher explanation may found show in of thehealth how location the books. food of ,getsthe stomach to the stomach.in the human body and give The class may discuss why the heart Films,mayPupilsture. be discussed.strips, may examine charts, the and lungs pictures of a chickenmay be usedor sheep to reinforce and note learning.the The position of the lungs in the body and the function of the lungs spongy tex- bonesGoal 8: break easily. Knows why some beensoakedtryChildren burned,to inbreak mayvinegar or themexamine dried untiland for differentobserve ita longcan which bekindstime, bent. one ofto breaks animalfind how morebones, they easily. anddiffer. a bone that has The teacher should explain to the A bone may be They may needa thesestandchildrenbone to removes substances.thatlearn that bones that thethe contain animalbonesvinegar require matter.two removes substances, the the right calcium animalkind fromof and food themineral tobone produce matter.and that both burning of The teacher should help them to under- Pupils HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR blisters,Goaltheimportant 9:skin and to eruptionsreport sores, in Knows why it is fromaChildren spreadsuchdestructive experience as of maya infection.small beone, thatguided rip a reportinglittleuncared in perceiving sore for sores, becoming howblisters, little larger, andthings a eruptionslittle grow fireinto prevents growingbig things; the into becoming a big one. The child should learn mayTheattentiontion,second watchteacher and timea to nurseshouldthat theanything shetreating factimpress washes thatpreviously sores.upon theher thenursehands used children use3 withto apply asoap thenew medicine andimportanceapplicator water on after ofafor sore.not eachtreating using aa The teacher may call the children's Children applica- zationsGoal 10: he has had Knows what immuni- Theandchildsore. teacher how has this had.may protects find out them from from the specifichealth recordsdiseases. what immunizations He may help pupils learn what immunizations they have each had byeasesGoal law 11: require quarantine Knaws what dis- writedonetoThe keep teacher toto theaway,protect stateshould and others, health forht.lp those andpupilsdepartment quarantinedto keeplearn todiseases that findto astay out quarantinefrom inside;what spreading. diseases sign means are for that quarantining is Children may subject others Goal 12: Handles properly Beforeinformationto quarantine introducing may in be the thegiven stateuse to of inthe any which class. new the tool, school the isteacher should demonstrate located. Reports of this hethe uses tools and implements theaway.tocareits protect safetyuse,of it. showing ofthe others blade; the should childto oil howbe some stressed.to toolshandle and it implementssafely and how to take properThe importance of putting tools away properly as a considerationFor example, for the child may be taught to lay a plane on its before putting them side HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SCHE SUGGESTED ACTIVITIES AND TECILIIQUES LEVEL FOUR oilofGoalsene, using 13: floor gasoline, wax, andkero- fuel Knows the danger usingbycausedChildren kerosene, these by may theseagents. floor search agents wax, for mayfuel newspaper be oil, discussed. and articles gasoline about to learnexplosions of the and danger fires of caused Accidents in the community or a neighboring community Tours of the school community may peculiarGoal 14: to his environ- Avoids hazards existingSpecialardousbe made places. to effortin look their shouldfor Immediate gasoline, be made environment; kerosene,to inform or pupilssuch fuel as, atoil electricthis level cords, of hazards wire, open cans which are in haz- ment;openelectrictrains, suchfires stairs, cords,as, rivers, bicycles,wires, and thesports,stairs,gers,fires, teacher trains, brokenandsling bicycles.may shots,rivers,glass, use storiesfirearms, unsafeponds, limbswithcanals, firecrackers, distinctan arroyos,trees, emotional dangerousicy embankments, walks appeal, animals,and steps,unsafe films, traffic winterfurniture, cartoon dan- To impress upon pupils the dangers they should avoid, withinremedySomestrips, their hazardsto andresponsible ability. other may bevisual eliminatedpersons. aids. by the children making repairs that are They may report hazards beyond their ability to Goaldrinking 15: alcoholic beverages Understands why mayA Pupilsunit help on maychildren Summer learn Safety havesuch a facts developedsafer about summer. two alcohol or three as: weeks before school is out it' a harmful habit to form Emphasistion of shouldhealthful be beveragesupon the formationand foods. of good2.1. health habits, and on consump- AlcoholPeople iswho not are a intoxicatedgood food. cannot think or act accurately. 165 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR Goalsmoking 16: is harmful Understands how The teacher may explain how smoking harms the lungs and community athlete may talk heart. about keeping A BoyTeachersphysicallyof Scoutphysical shouldMaster, fit. fitness. strive a coach, to createor a Pupils may be led to imitate someone within each child the who is a gooddesire example for good pos- rectGoal 17.:posture Maintains cor- ture. To help createSee situations. thisthat desireall children understand how to move correctly the following are recommended: in all 4.3.2. HaveHaveare childrenavailablestanding children write or forpresent the talks on sitting correctly. slogans about problems of posture.children pictures of famous men different phases of posture and women who before Goaland 18:dual games Plays individual vidualEachlike boy andtennis and dual girl and games shouldhandball in in school assemblies or other groups. haveaddition opportunities to organized to engageteam games.which from one to four players participate. in a variety of indi- These are games Goal 19: Continues training GamesInare the deckparticularly intermediate tennis, horseshoes, badminton,suitable paddle grades,for physical emphasis education should atbe performance, and progression from placedtennis, upontether the ball, improvement croquet. the elementary level simple to more in physical skills useddifficultofdance,own techniques, thatweight. measuring requiresactivities control worm,the performed in forward Several suggested stunts are: performer to carry a weight roll,by the cartwheel,individual andalone. heel chicken walk, jumping jack, equal to or more than his No stuntslap. should be bear pressureGoalin team20: games under no Starts competing Becausecess,the functioning longmost team ofgames the are very continued running, highly 166 body. Because of irregularities vigorous, they have a profound competitive games that are in the growing pro- physicallyinfluence on -OW HEALTH AND PHYSICAL FITNESS LEVEL FOUR Goal 20: (Continued) effortandEXPLANATIONS emctionally may cause AND greatexhausting, SOME damageSUGGESTED andto afeatsACTIVITIES child. of endurance AND TECHNIQUES requiring great muscular childrenIntermediate-ageteamthe techniques play, at thissuch andlevelboysas rulesdodge andwith aregirlsball, the not typeenjoystealing too of complex.games gamesticks, thatthat goal haveallows toss,the both team keep individual element, away, ele- ifand It is necessary to provide Goalelementssportsmanship 21: of good Learns the mentaryencescourage,Concepts ofhockey ofphysicaldoing fairness, or one's shinny. education best,kindness, andand othershonesty,should arebe developedfirmly bound through to the such motor experiences. experi- courtesy, loyalty, generosity, playingownGoal volition22: quiet games of his Spends some time enjoy.CoffeeinsideChildren andPot; should provide Simon learn Says;their a Thumbsnumberown entertainment. Up;of quietBuzz; Anagrams; Bird, Beast, There will be times both at home and at school when they must games that they can play well and Such games are: Black Magic; or Fish. stay Goal 23: Learns to swim AsTheEach physicala recreational teachertribal fitness groupshould activity, will program.find be out foundgwiwming what to these possessprobably are, andhas includefew tquals. them some group and individual games. as part of the withis supervisionopportunity when there ThistaughtChildren goal to livingshould swim, inandbe areas carriedthat withthey out ponds,should insofar lakes,not as attempt thepools, teacher toan,1 swir: riversiA withoutable should to supervision.do 'pc- so. Goaltices 24: pedestrian safety Knows and prac- walkPupils on highways,may write andreports get onabout and theoff rightbuses. and wrong ways to cross street With tl, :2-;ist.Ince of the. , andteacher, unsafe theypedestrian may compose practices songs mayand beslogans made. on sr,rety. 167 Posters showing salL HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR waterprecautionsGoal 25: in and around Uses safety boating.haveTheChildren schoollearned. maynurse make or swimmingdoctor may safety be invited posters to illustrating explain dangers safety of rulessunburn. they Emphasis should be on the wisdom of being prepared.The teacher may demonstrate the use of a life jacAet mhen

168 HEALTH AND PHYSICAL LEVEL FIVE FITNESS 111111111111..--__. HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goala bath 1: when running water Knows how to take drenUsing how a washableto take adoll, bath theusing teacher a bar mayof soap,demonstrate handsized tu smallwashpan, groups towel, andwith a suds of chil- is not available waistandcontainershouldout then thatand learn with forbathingsoap soap.clearto suds proceedthat water,may portion, causefrom and trunkskindried drying irritation, towith limbs,and the replacing towel.removing if not clothes garments Face, ears, and neck should be washed first washed off.The teacher may point before uncover- above the Children Theingstressed. theneed rest for ofthorough the body daily for bathingbathing. of armpits and pelvic regions should be Goal 2: Understands that waterDiseasesVariations (one causedfor may soaping beby offeredmosquitoes, apd oneby thefor flies, children,rinsing), ticks, includingor and an rats two wash improvised shower. should be considered. basins of diseaseothergerm-bearing animals in people insectsmay cause and Theanimaltary, class andand may should whyhow illustrate petsto discuss make are trash innoculatedhowwhat to cansshould make to against anusebe outside doneat rabies.home. if toileta person is fly-proof and sani- bitten by an habitsGoalimportance 3: of good sleeping Appreciates the Pupilsablequiet, tomay darkness,the read weather. to properlearn factorsbed, sleeping which affectgarments, sleep; and suchclean as, bed clothing suit- ventilation, erstheTheyinvestigate ofrest may State anddiscuss conveyances.sleepState personal habitslaws as ofexperiences to growing length ofanimals, involving working such hoursthe as loss forpets ofengineers and sleep; observe farm animals; and driv- 170 HEALTH AND PHYSICAL FITNESS LEVEL FIVE Goaltance 4: of proper eating Knows the impor- PupilsEXPLANATIONS may discuss AND SOME the SUGGESTEDeffects of ACTIVITIES eating candy AND andTECHNIQUES drinking pop before meals habits Effectsmealencouragedand foods.determine of improper to whysubstitute eatingdiet on justcarrots, the beforeteeth apples, shouldmeals raisins, spoilsbe discovered. and the appetite. grap,s for between- They may be mealPupilsThe snacks,importance may keepand of checka properrecord the dietofweek's all for foodrecord regular eaten against elimination for the Basic a week, including betwen- should be stressed. Four Foods. WithfoodnativePupils the chart helprecipesmay ofprepareof native amay home bedishes foods. extensionmade usingand shared agent,native with cnildrenrecipes the class.andmight foods. prepare a basic four A collection of ofshouldn'tfoodschart needful toof seeregularinfluence vitamins if the foods, thisdietare animaltheyevaluation.is adequate. may viscera check andboth unusual home and vegetaticn. school With the aid of the chart and the basic food In many nativeMiddle-class areas, theprejudices only sources about food consumption of Children Goaltance 5: of good posture Knows the impor- Thetinueshould class eating become should them. informed study proper of the sitting, food value standing, of these and and walking be encouraged posture. to con- A beasofshouldlist discussed.shown posture of be incauses adjustedpicturesupon ofappearance poor formay comfortableposturebe analyzed.should and be sitting analyzed. posture. Children should be taught to lift objects correctly. ways of improvement might be made. Posture of musicians and singers may The teacher should examine The posture of athletes Effects Desks bethe repaired heels ofto children'ssee if posture ghoes. improves. 171 If heels are not even and level, they ghould HEALTH AND PHYSICAL FITNESS LEVEL FIVE EXPLANATIONSChildren may AND play SOME posture SUGGESTED games ACTIVITIES (statue) ANDand TECHNIQUESdramatize good and pc-or Goalfood 6:5: and handling dishes Uses(Continued) care in serving posture.tingChildren the table.may demonstrate the correct handling of dishes and The training should be consistent and should include utensils in set- devel- properly oping the following habits: 1. Handlingclean surface. glasses by the lower part and storing them upside down on a 4.3.2.5. PickingKeepingStoringPicking upfingers upsilverware cups silverware byout the ofin handles.glasses.bycompartment handles. boxes. Lawrence,Postersshouldtin board. illustratingbe Kansas. changed often. these learnings can be secured from To retain their appeal, posters and items on Children may make their own posters and arrange a bulletinHaskell Institute, boards bulle- Goalof his7: eyes Takes proper care Theeyes.Children teacher should should be arrange reminded seating to keep for fingers the best and eye other comfort of the pupils.objects away from the PupilsaboutTypesglasses them, ofmay eyemay studyshould emergencies,need how tobe eyebediscussed. remindedglasses such as may toforeign wearhelp them,correct and to bodies in the eye, and what to do vision. keep them clean. Pupils who have Goalbreatheabout 8: how and why we Knows something TheA pupilis class a difference.may may measure figure a thechild's amount chest of expansionafter exhaling; in inches and explain why there then after inhaling. HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 8: (Continued) The need for good air may be demonstrated by:1. Burning a candle in a container to exhaust the oxygen. cautionsGoal 9: to take when Knows what pre- attemptChildren to maydiscover discuss how injuries they might or accidentshave been2. theyprevented. had or heard about, and air.Observing a plant dying in container in which it can get sun but not walking on the highway Children may make a list of traffic rules1. such as: Always walk facing oncoming traffic. 3.2. withAtyou.Step night, a offreflector carrythe highway abutton flashlight, when attached. two or cars wear are something about to white,pass or or meet a belt near TheyingChildren mayon theplan may highway. andbe encouragedgive an assembly to talk program about safety on precautions lessons with to takeparents. when walk- Goal 10: Has a knowledge FilmsTheycautions mayon firemake are hazardsnecessary.a tour of the roads around the school to determine what pre- may be shown. Children should learn to whom hazards appropriateof fire hazards action and takes should be reported. 2.1. Why isshould it inadvisable a match not to be run struck to a whenfire? there is an odor of gas? The following questions may be investigated: 3. Why should lighted cigarette stubs not be thrown from a car? 173 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 10: (Continued) 5.4. WhyWhatablaze? are is fire the drillsproper necessary?way to smother a fire if should be touched uponone's clothing is briefly.PupilsPrecautionsCommittees may dramatize tomay be prepare taken the in aproper checklistcase ofway atomic toand smothermake warfare a a Undue emphasis on this may cause children to worry home safety inspection. fire in clothing. unnecessarily. respirationGoalone 11:method of artificial Knows at least followedIt is suggested in teaching that artificiala recent edition respiration. of a Red Cross or Boy Scout manual be modernGoal 12:medical aids Appreciates medicalIfThe possible,group equipment. may children'svisit the hospitalown X-rays with may the The use of some equipment may be demonstrated. be examined in the classroom.teacher to become acquainted with Films Goal 13: Knows that Throughmayseen be clearly. heldresearch, against pupils the may identify health window or an illuminated box so that they may heroes and heroines and what be ventiondiseasescientific controlare basedmethods and on pre- each did to become one. 2.1. PierreSir Alexander and Madame Fleming Curi2 For example: 4.3.6.5. JosephAntonRobertEdward vanJennerListerKoch Leeuwenhoek 9.8.7. Abbe'LouisFlorence Spallanzani Pasteur Nightingale 174 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 13: (Continued) ciously,Some contributions the teacher of may science guide tochildren disease in control11.10. analyzing may somebe studied. superstitions WilhelmWalter ReedRoentgen. Judi- Goalgarbagedispose 14: of trash and Knows how to whichthatCommitteesof thesearemay relatedbe waste mayclassified survey itemsto health. themayas garbageschoolbe determined. andor trash.grounds, and list all disposable waste Action to be taken to dispose abreedingTheyChildren health should hazard.shouldplaces be ledbeand aware tofood generalize offor dangers rats, that flies,of uncoveredimproper and roaches; garbagegarbage and andand that trashfood trash providedisposal. may be Goalinshould early15: gostages to the of hospitalillness Knows that he SomeThethecommittee serious pupilsgroup. mayeffectsmay discussfind of out illnessthis how problemmany not roomcared with absences forthe promptlydoctor were or causedshould nurse bybeand illnesslearned. report andto A Goal 16: Knows how common whichPupilsearlier. ones may might write have to thebeen State prevented, Health Department,if the child State had beenDepartment taken careof Educa- of tuberculosis)impetigo,diseases arecolds, spread trachoma, (itch, Hesubject.teachertion, should or may developState check University with the childrenServicewide for informationthe Filmunderstanding Library catalog that: for films on the communicable diseases. The .1 4 1. linens.Itch is spread by body contact and may be spread by towels or bed 175 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 16: (Continued) 3.2. entersColdstheyImpetigo may arethrough enter. germsairborne theseem noseand to arebeand everywhere; spreadthroat. through and dropletif the skininfection, is broken, which Children should be encouraged to talk with4.5. their parents about the spread of Tuberculosistowels;Trachoma its is germsspread canenter through enter the contaminationtheeyes. body through on hands,the nose washpans, or mouth. and ventedIfschooldiseases. an epidemicand against list occurs,the possiblespread the classof causes disease. may of discuss the epidemic. how it could have been pre- A committee may find out and report the safeguards used by the Findings may be harmfulholicGoal 17: beverages are Knows why alco- Harmfulprinteddiscussed. inphysical the elementary effects ofnewspaper alcoholic and beverages displayed should on bulletin be determined boards. and Harmful social aspects of drinking should be noted. mostGoal athletes 18: do not smoke Understands why arteriesPupilsingsmoke. interferes may are do made some with smaller research one's by appetite. onthe the nicotine effects in of the nicotine blood, andand tarsometimes in tobacco smok- They may learn that the heart has to work harder because the small apparatusandpracticeGoal improves19: basic play stunt on skills, Continues to handrestactivitiesareChildren walk,duringfully shallpole mastered. thedevelop orstuntnot rope skillbe or encouragedclimb, at in the apparatus riding finish to attempt theplay:should bicycle newbe required.activitieson the horizontal until old bar. ,oes A controlled performance with appreciable periods of pull ups, chins, monkey bar The follawing 176 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goalgame,of at20: andleast is oneable organized to carry Knows the rules responsibilityThe school program of leadership should be andplanned fellowship. so that all children experience the Opportunity for such training adulton the leader game without an inshould the programbe given fr.. from the beginning of school life and Sample Language Implications Related to this Goal . the fourth grade on. should be emphasized Example: EveryoneLet's play get "Last a partner. Couple Out." Pupil gives directions for games such as "Last Couple Out." Whentheline,I'llPartners I caller. saybe and the "Last maketry caller. toacouple doubleget togetherout," line thefacing before last twoI catch me. run, one on each side one.of the If I catch one, he's wideGoalorganizations 21:range of activities using many and Participates in a A grades.ofplanned physical program activity that isoffers all-important widely diversified for children in Specialization in any one field is not desirable at these experiences in many phases the intermediate age Goalkindsof higher22: of materials organization Knows group games Highlycontinuouslevels. organized growth team through games theplayed fullest with utilizationofficial rules of school play facilities. Recess, noon, after-school hours, and vacation days offer time for are generally not (relays, team games) rescuebasketball,events.inintroduced these relay. gamescircle until are kickthe taught 7tnball, grade,earlier center although incatch the touchformthe skills ofball, simple andshuttle techniques relay, and Games that develop basic skills include work-up in softball, pin games and athletic involved 177 HEALTH AND PHYSICAL FITNESS LEVEL FIVE Goal 23: Shows responsibi- EXPLANATIONSSuggested ways AND inSOME which SUGGESTED the alert ACTIVITIES teacher ANDmay TECHNIQUESdevelop leadership ability in leaders)lity(team in captains,team leadership squad pupils are: 1. BeforeAs ischildren requested. the presentation, develop socially, give helpassign to themthose to assigned, teach games if assistanceor rhythms. Goal 24: Knows how to pre- The class may organize a clean-up patrol to2. keep broken glass off the school requiredAs the pupils in leadership, become aware encourage of the themresponsibilities to choose their and ownskills leaders. atriding,brokenvent night accidents glass,walking bicycle involvingon streets writeexampleThepostersgrounds. classslogans for may youngerdisplayfor discuss safe pupils.in bicycle thehalls, importance ridingplayrooms, andof fifth-grademakeand near"Wear stairways. Whitepupils at setting Night" aposters. good The committee may make "Be Safe, Not Sorry" or Valk Carefully" Others may rulesGoalfishing 25: for swimming and Learns safety AccidentmayA panel be held. discussionprevention onrelated "It's toSmart swimming to Follow and fishingSafety Rules"should orbe similarexamined. subject 178 HEALTH AND PHYSICAL FITNESS LEVEL SIX HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SCHE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goalsupplydayshould 1:to thedoeat hisfoodfoods best materials which each Knows that he youThelooking feelteacher hungry?"foods may tocollect andstimulate pictures discussion of attractively-set of such topics tables as "Which and attractive-foods make Why?" his body needs MasterTheydailyincludingChildren mayMenu before determine maymaybetween-meal goingkeepbe posted if ato recordthe the snacks,in choice dining theof theclassroom andof room. kindfoodscompare and eatenand itamount reviewed withcould ofa have Fourfoodwith been Basiceatenthe better.children Foodsin one chart. day, The Goal 2: Knaws haw to take Theboiled.eachChildren teacher item may theymay: keep may a writerecord haw of itall could fried have foods been eaten baked, in onebroiled, week. steamed, or Opposite clothingproper care of his awn 2.1. Demonstrateing to color, andthe material,explainproper way theand of properuse. sorting use clothingof the washing for laundering machine andaccord - Purposeful arithmetic problems related to3. the cost of clothing may be com- washboard.rialsDemonstrate and garments. proper ironing or pressing techniques for various mate- pupilsTheputed.ious teacher articlesmay assemblemay ofplan clothing. thesewith theitems group and whatmake issmall needed repairs in a tomeuding their kit.clothing. Pupils may estimate haw long their fathers must work to pay for var- The TheChildren teacher may may plan work desirable with the waysguidance for storing staff tovarious make itarticles possible of forclothing. them to 180 HEALTH AND PHYSICAL FITNESS LEVEL SIX Goal 2: (Continued) EXPLANATIONScarry out their AND SOMEplans. SUGGESTED ACTIVITIES AND Pupils may be assisted in reading and following TECHNIQUES driedTheingdirections teacher twoslowly small mayformay pieces demonstrateproperbe saddle in laundering water, soaped the drying andof differentpolished. proper and improper care of leather by soak- one rapidly and one slowly. materials. Pupils may compare this The piece haveaGoal well-groomed 3:a clean body, person well-cared- must Understands that hygiene.Thepiece teacher with the may piece display dried pictures quickly. to stimulate questions related to personal neatfor clotheshair and nails and clean, evaluatehandsdemonstrateChildren and their nails.may proper viewhealth films, ways habits offilmstrips, brushingdaily. andand shampooingslides They may develop individual personal hygiene charts, and A contest in good grooming on the subject. the hair, and caring for may be held.They may ExaminingwearingDiscussionschapped clean skin.and may studyingunderclothes be held the on skinshouldpediculosis, with be thedetermined athlete's by the pupils. The importance of regular and use of a magnifying glass may be proper bathing habits, and of foot, ringworm, and bodyfunctionGoal 4: of bones in the K,ows the main frameworkThehelpful film in "Aboutin developing papier-mache the Human an understandinganimalsBody" they makeof the may be shown. to the bony frameworknecessity of the forChildren clean skin.may compare the wire andbackbone,body.ribs,great leg hipbones,numberbones. collarbones, of thighbones,bones in the and body leg (the bones). large bones, the The class may look at charts and books to become acquainted They might draw a stick figure skeleton and label these upper and lower arm bones, ribs, hipbones, thighbones They could locate the skull, many small bones, with the bonebones. casing and how Children should note especially that the skull is almost near the surface181 the bones are. Reasons for this should a solid HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 4: (Continued) beandPupilsdanger determined. how maytothe the talkbody delicate aboutcould whatnotorgans -walk,would should happenrun, be or tostressed. play the ballbody ifif itit werehad nonot skeleton, for the The importance of avoiding blows on the skull because of the Theytoostopskeleton. may heavygrowing discuss loads until howand adulthood athe baby's strain isbones onreached. bonesgradually may be harden noted. and how bones do not The shape the body takes carrying ThePupilsstrong teacher may bones. look may atreview X-ray the pictures fact that of brokenproper bones.food is important to building To study posture, children may: 2.1. UseHave charts a Posture to illustrate Parade using good aposture shadow habits.screen to check posture. A full-length mirror with a thin, white tape3. down the center, provides a Maketure.ing stick basic figures principles using of pipe good cleaners posture. to show poor and good pos- Make posters and drawings from the stick figures, demonstrat- heart,Goalof the5: and digestive lungs system, Knows function andChildrentheconvenient discussed digestion in lowermeans the of locationlevelsfoodfor eachmay may inbechild have theircompared toobserved owncheck tobodies. thehis these burningposture. organs of inwood butchered and coal, animals oil, With children of this level thelineor gas, bodyin a in forcar a heatstoveto give and or itenergyfurnace, power. should to give be comprehended.heat; and to the consumption of gaso- 182 That the stomach makes the food usable to HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 5: (Continued) routinenationregularly.Childrenshould should for beshould noted.elimination. be understanddiscussed. that it is importanL to get rid of body waste Vegetables and fruits chat are helpful for proper eliminationOther things that assist in forming good habits of elimi- Children should be encouraged to establish a recallChildrenblood flowsthe may feeling throughcompareexperiment one thethe has tobodyheart whensee it to thatnostrilscarries a pump.living theare things foodclogged andmust withair have toa cold.air.all parts. They should be taught that as the They may Pupils maymakePupils betry itguided to mayimpossible hold talk in their concludingabout to breath breathehow pneumoniathat a fewproperly. one seconds mustand tuberculosishave and airnote to the live.damage dizzy thefeeling. lungs and They should have an opportunity to They Goal 6: Practices the aboutChildrendevelop the simple effectsmay determine concepts of alcohol occupationsof theon thesefunction in organs. which of lungs. loss of hearing would be a ser- They may read and talk andproper teeth care of eyes, ears, Pupilsrubbingcareious ofhandicap,may eyes the discuss shouldears, others that: eyes,be re-emphasized.in and which of teethpeople should hard ofbe hearingreviewed. would succeed. The avoidance of Proper 3.2.1. EveryoneGlassesEars and shouldshouldeyes cannot bebe wornconsiderate be when replaced vision of sothose is should defective. who bewear cherished. glasses. withmakesGoal doctorhis7: own or appointments dentist Whenever possible decidepersonThe concept ifto hego shouldisto sickthe be hospitalenough developed to before stay. that he it is is seriously the responsibility ill. of the sick 183 The teacher should help the child to The doctor will HEALTH AND PHYSICAL FITNESS LEVEL SIX Goal 7: (Continued) understandEXPLANATIONStake him tothat ANDthe if SOMEhospital. he becomesSUGGESTED ill ACTIVITIES suddenly, ANDhis TECHNIQUESfamily or friends should The teacher should arrange, where possible, for bilityshouldthe child of take keeping to themake initiativethe appointments appointment. in makingwith the an doctorappointment and dentist. and assume the responsi- Sample Language Implications Related to this Goal The pupil NextIIt's havethinkwould Thursday hard a Ilikeheadache forneed at tome my 4:00? make tomanyeyes see an times checked.theappointment writingafter school. onto thesee board.the eye doctor. Thank you. Goalcareis sick8: at thehe willhospital get better Knows that when he thegateatdoctorIn thelowerdoctor the hospital.and numbergrades andnurse nurse ofpupilsvisit people can themay see using classroom.have them. thevisited services the hospitalof the hospital and may andhave how had often the They may talk about haw much they cost. Pupils may recall the things they saw They may investi- A homes.groupoutthetor hospital,thatcan may see thedraw only doctor hea timecantwo can seeorand helpthree 25,distance 50,many patients 100 morechart patients peoplea onday the ifaon boardday. hethe must reservationto travelshow that to if theirthe the doc- They may point out that if the patients are only a few feet apart in The teacher may bring Goalclinical 9: thermometer Knows how to use a renderedthermometerThroughpatients by demonstrationwill Public should come Health beto taught.himand may atpractice, bethe developed. hospital. the proper use and care of a clinical An appreciation for the service thatThe childrenthe patient should probably know thatshould a temperaturesee a doctor of or 100 nurse. degrees or aver means 184 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX waysGoal 10:of killing germs Learns different The teacher may guide children in learning1. that: Some germs are much more difficult to kill than others. 4.3.2.5. WashingDisinfectantsTheBoiling sun thoroughly whichwater killhasand withultraviolet-rayhotgerms. steamsoap andkill water manylight germskills will onmanykill objects. germs.many germs. The class may plan a trip to the hospital to1. observe the following: General cleanliness of hospital and staff 4.5.3.2. UseDoctorsSterilization of disinfectants.ultraviolet-ray and nurses of instrumentswashing light their hands childrenGoalcare 11: for babies and small Knows recommended Theitselflessdetermine class a thanbaby may why theisstudy babies andbaby howhow chick,must babiesmany have lamb,more are special yearsdifferentor rabbit. care.it takes from thechildren human ofbaby their to careages forto ItThey may should be brought observe out how that: help- 4.3.2.1. A Ababy babybaby's hascannot does bonesno notteethtalk areknow - - not it itwhat cannotfullycannot not developed telltochew put whereits in -food.its itit mouthhurts.cannot to sit eat. up, it cannot foodThe needtheand babybottlesfor, eatsand especially importanceshould be clean stressed.of, specialshould becare emphasized. in selecting and preparing the walk. The importance of keeping baby's Pupils may recall germs.the study of germs at lower levels and the use of boiling water to They may learn that when the supply of pasteurized fresh milk is 185 kill HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 11: (Continued) Itsafely.limited may be or pointed refrigeration out that is nature not possible, provides cannedthe best milk food can for be babiesused more - the Mother'smother'sdigestiveThe understanding milk.milk system is more graws may likely bestronger; developed to be thatfree that newfrom a foods,baby germs. gradually therefore, gets are teeth, gradually and its All other milk is a substitute. Other milk may carry germs. rightHealthSimple,added, food andDepartment, accepted accordingat first baby may theto books bethefoods obtained agefrom should of a thetorecognized be showchild. strained children authority, and howsoft. to such determine as the theState ThePupilsand field health may nurse learn officers. may how visit to get the booklets class and or demonstratepamphlets from proper the infantnurses, feeding. doctors, recognizesrulesGoal 12: around road cars signs and Observes safety highwayhighwaysTheSomeone teacher safety facingmay may write and traffic,review roadthe knawledgeNationaland and traffic wearing Safetyof signs. trafficsome Council white safety forclothing relatedposters at toandnight. walking materials on on A Roadbusobserve ridesigns pracautionsmay (symbols be taken and taken along wording) by a thehighway may driver. be todrawn study on thethe roadchalkboard. signs and to The meaning limitsandof stop,speed are slaw,setlimits for curves, mayprotection. be S-curves,discussed. no-passing lines, hills, recommended speeds, 186 The teacher should bring out that speed HEALTH AND PHYSICAL FITNESS LEVEL SIX Goal 12: (Continued) RecentEXPLANATIONS accidents AND orSOME pictures SUGGESTED of accidentsACTIVITIES on AND highways TECHNIQUES may be analyzed in an wall,Pupilsrolledattempt and may swiftly tohow discuss determine likely across the it the tremendoustheis cause. tofloor turn for powerover. pupils of a tospeeding observe car. how hard it hits the A toy car may be Goaltance 13: of administering aid Knows the impor- DemonstrationsworkablePupils of as such maypossible givepeople may reports without beas givenFlorence onmoving onthe making Nightingale, earlyhim. developmentthe victim and Clara ofof anthe Barton.accident hospital, as andcomfort- the A few fundamental principles which may be taught1. are: Do not give liquid to an unconscious person. 4.3.2. Knowaid.DoRemain not where calminterfere to in go case forwith ofhelp theaccidents. inwork case of ofthose accidents. attempting to give first 5.7.6. ForTreattreatment. poisoning, allsnake minor bites whethersurface and animal externalinjuries. bites or internal,immediately. provide immediate whenknowsdiseasesGoalimmunized very 14: children small;one for need shouldtheseknows not diseaseshave;aboutbe Understands what Mostenterstleit childrenchildrenwas school. given. willto arrange have experienced for needed immunizationimmunization andlong may before have eachbeen childtold why They should learn that it is important for mothers with lit- willhow lastlong the immunization Thesmallpox children and and about teacher vaccinations may talk aboutnow protecting the days whenIndians many and Indians non-Indians died of 187 HEALTH AND PHYSICAL FITNESS LEVEL SIX Goal 14: (Continued) EXPLANATIONSagefrom maythe catchdisease. AND smallpox, SOME SUGGESLED and ACTIVITIES AND TECHNIQUES The teacher should bring out the fact that persons that babies should be vaccinated for smallpox. of any mothersPupilsdiphtheriaable." shouldshould before knowtake thattheytheir diphtheriaare babies six yearsto isbe of immunized age. Statistics may be obtained on the number of children "preventable, curable, and inexcus- It should be stressed that when they are little. who die with Childrenoftentimes oneand should shouldthat understandadvice be repeated. should that be immunizations obtained from must the doctor doesconcerning not feel haw well or notices be repeated at various Goalto"catching do15: disease" when he has a common Understands what ThepatientHea the skin teachershould doctor eruption,stays understandshould or in nurse aheemphasize warm thatis bed;not the that available,that body any diseases can time he one should ask the doctor or nurse about it better fight many diseasesshould if go the to bed and suchstay asthere. colds and measles may get right away. If muchteacher worse shouldif one pointdoes notout staythat inone bed should:1. Stay in bed to help fight complications of until he feels well again. disease. The Pupils need to know that tuberculosis is 3.2.a TakeSeek medicine medical prescribedaid when ill. by a doctor. Indians than any other disease. health enemy of Indians. (Ten times as many It hands,Indianscausestoshould many anddeath asunderstand other onnon-Indians fordishes. people, more that in andone the thatperson United germs with can Children should learn that a person with States die from tuberculosis.)tuberculosis can spreadtravel the indisease the cough, sputum, on the tuberculosis They should go to the sanatorium to keep from 188 giving the disease to others. HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 15: (Continued) acquaintedfindsfireChildrenIf possible, -tuberculosis to may littlewith X-raycompare the and early,picturesMobile bigearly weeds itX-ray and ofis healthyinadvanced muchUnit. a gardeneasier lungs tuberculosis -to andto cure. perceivesick tolungs athat little may if be theand studied. doctora big They should become bedhomeGoal bugs,and 16: school roaches, of flies,and Knows haw to rid Information which may be presented about DDT1. includes: That it was discovered more than 50 years ago. mosquitoesinsecticidesor other byrecommended spraying DDT 4.3.2. whetherbeThat in noquickinsect controll:ngwe use lost experimentationwaspests or made insects.wonand of theinsect-borne it war whenwas in made itthe was diseases andSouth discovered. haw Pacific. powerfulmight have DDT determined proved to Pupilsexplain mayshould why read theylearn stories know to selectitand is discuss aa suitablesuitable ways solution. thesolution DDT was of used.DDT (liquid), and to Pupils should observe and practice precautions2.1. used in spraying with DDT; It"five-tenths is amarked liquid. "not percent less (.5%)than 5%DDT." DDT." As much as 107 is safe to use.) (Watch that it does not say untilbeclosethesuch done; mouth the as,windows spray coveringand andnosehas doors alldried.with food anda mask andthat ordishes they damp should tocloth protect paintif considerable them or sprayfrom spray;especially spraying covering is to seeing that other people (especially babies) stay out of the room Pupils should know that it is not necessary to DDTaround powder sinks, may bebaseboards, put along cupboards,roach runs. and cracks, if roaches are a problem. 189 If bed bugs are a problem, pupils HEALTH AND PHYSICAL FITNESS LEVEL SIX Goal 16: (Continued) EXPLANATIONSandshould slats learnwith AND DDT,toSOME take andSUGGESTED theto powderbed ACTIVITIESapart DDT andon crevices sprayAND TECHNIQUES or inpaint mattress. the bedstead, springs, Pupilspurposes.If possible, should arrangements know that insects may be domade not to die spray immediately a house for(30 demonstration minutes to two hours),Kansas,sultinformation. Guide but and that forthe Cooks,theUnited residual BureauStates power ofPublic Indian of HealthDDT Affairs, kills Service them. Haskell Institute, Lawrence, for additional The teacher may con- Goaltheof the17:misuse harmful of alcohol results of Understands some life.Children may investigate uses of alcohol in1. industry, The teacherAlcoholic may guide drinks pupils affect to generalize accuracy andthat: steadiness; they medicine, and daily have an effect 3.2. brain,Overusesimilar stomach,of to alcoholic that liver, of adrinks sleeping and finally contributesinjures pill. the certain heartto social organsand in kidneys. insecurity. the body - Goaltobaccothe 18:harmful smoking effects of Realizes some of mayPupils make may a usechart reference similar booksto to locate substancesSUBSTANCE the foliowing: WHAT IT IS found in tobacco. They 2.1. TarNicotine A productdeadlysmoker's poisonwhich lungs, stains just theas smokinginside ofstains a his 190 fingers HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 18: (Continued) 4.3. AmmoniaFormaldehyde A Aliquid strongpoison often cleaningoften used used fluid in as the a disinfectantkitchen as a 6.5. HydrogenHydrogen Sulphide Cyanide A eggspoisonous gas that smells like rotten 8.7. ArsenicCarbon Monoxide AnotherTheexhaust same deadly deadlyof a poisoncar gas that pours from the Goalcipateshort 19: induration activities which of use Learns to parti- Almostcoeducational.suitable all physicalfor pupils education in the elementaryactivities grades.through the sixth grade may be Reference SRA Junior Guidance Series No.Activities 5-1022. calling for long periods of endurance are not However, through the years contactthe elements of physical backball,thattialsustained spring, soccertopromote perform effort elephantkickball, active hard requiring rough-and-tumblewalk,and in-and-out active roostermaximum work. relay, fight,speed, play skip headstand,endurance,such rope as relay;kick somersault,and football, skilland such are net stuntsessen- as The teacher should select activities Luman basket- Goalopmentexercises, 20: of posture stressing and devel-poise Continues posture rocker,thanandOf value mannerpush cartwheels, inand of the shove.living prevention and in Turk which ofstand. theabnormal dominant tension note isis thepoise cultivation and calm of a rather mood 191 HEALTH AND PHYSICAL FITNESS LEVEL SIX Goal 21: Knows how to ActivitiesEXPLANATIONS that AND test SOME and SUGGESTED strengthen ACTIVITIES skills inAND this TECHNIQUES area are paddle tennis, Goalsmallcatch, 22: bats throw, and bat Knows how to Activitiescheckswing ofswat, whichskills work help in up, thisdevelop and area. circle basic strike. skills are elimination pass, high ball, Progress charts are helpful as a Goalhandleincreasing 23: large accuracyballs with Chins two or more ball.educationalThegoal-hi use ofbasketball, aforce. physical hand fitness tennis, test net provides, basketball, among soccer, other thingsand zone a desirabledodgeProgress charts help pupils check their ability in the basic gkills. Girls can do modified pulls with bar at chest level. withGoaltimes hands 24: while grasping bar Knows the safety BoysPupilsand canTwo, maydo President's chin-upsreview and at Council discussbar height. onpossible Youth Fitness.)safety hazards at school, in the home, (See Youth Physical Fitness, Parts One home,rules andat school,in the communityin the reportdents.newspapers,individualand within their thehas findings,periodicals, community.to prevent and andmakeaccidents. bulletins recc)mendations to correct the A student safety committee may be formed to observe possible hazards, The teacher should stress the responsibility each Children relatedmay discuss to safety articles practices from and acci- hazards. 192 BIBLIOGRAPHY 1. Anderson, Carl1964. L. School Health Practices. Third edition. BOOKS St Louis, Missouri: C. V. Mosby Company, 3.2. Byrd,Grout, Oliver Ruth1963. E.E. Health TeachingSchool in HealthSchools. Sourcebook. Palo Alto, FourthCalifornia: edition. Stanford University Press, Philadelphia: W. B. Saunders Company, 1955. 4.5. Litell,Hutchinson, Barbara.Physical John L. Education,(ed.). and Recreation. pleztaitary_fchall_physical Education Program (Kindergarten Leisure and the Schools. Washington: National Education Association, 1961. Yearbook of American Association for Health, Through Grade 6). New 6. Schneider,York:Recreation. Elsa Vantage (ed.). Press, 1965. Fourth edition. physical Education in Small Schools with Suggestions Washington: The Department of Rural Education and Relating to Health and the American Associa- 7. Wheatley, GeorgeYork:tion McGraw-HillforM., Health,and G. T.BookPhysical Hallock. Company, Education, 1965. and Health ObservationRecreation; of National School Children.Education Association, 1963. Third edition. New 8. Youth Physicaldent's Fitness: Council Suggested on Youth Elements Fitness. of a Washington: U. S. Government Printing Office, July FILMS School-Centered Proem. Parts One and Two. 1961. Presi- 10.9. Alcohol and the Human Body. About the HumanLibrary. Body. 15 min., 14 min.,16mm., 16mm., sound, sound, color. b & w. Churchill Films. Encyclopedia Britannica Films. Available from Servicewide Film Available from Sdrvicewide Film Library. 193 a - 11.12. BicycleTobacco Safety and the Skills. Human Body. 11 min., 16mm., sound, color. 15 min., 16mm., sound, b & w. Coronet Films, Chicago. Available from Servicewide Film Library.

194 LEVEL FOUR SCIENCE SCIENCE LEVEL FOUR Goalthe 1:environment and the Knows something of EXPLANATIONSenvironment,To develop someAND pupils SOMEunderstanding maySUGGESTED investigate ofACTIVITIES the ways interrelationship in AND which TECHNIQUES seeds oftravel. plants to their Upon the tioninterrelation of plants and and organiza- animals whichTobasistions investigate they of of this travel.animals investigation,organization may be brought among seeds toanimals, may the be classroom classifiedspecimens for ofaccording care, various observation, toclassifica- ways in and Uponbefactorystudy. considered the basisspecimens before of thisto selectionsstudy. study, pupils are made. may be guided in classifying these ani- A cat, lizard, canary, frog, spider, and fish would provide satis- Tribal superstitions concerning animals should malsFromaregory. accordingfamiliar observation wouldto theirand be research,placed. characteristics they may andgeneralize place them that: in their properThey cate- may determine into which category other animals with which they 4.3.2.1. AllSome animals animals move.haveneed are youngfood, friends likewater, and themselves. andsome air are to enemies grow and to live.man. 6.5. Animalslegs.feed theirin each young group with are milk alike from in thecertain mother's ways. body, insects have six Other animals care for Example: Mammals manyGoal 2:forces are continually Understands that waterChildren near maytheir observe, school. discuss, and make pictures of areas eroded by wind and theirSome animalsyoung over do nota long care period for their of time. young. They may visit a museum to see different types of earthchanging the surface of the center.rocks and minerals. 196They may make a classroom collection for their science SCIENCE LEVEL FOUR Goal 2: (Continued) VolcanicEXPLANATIONS acttvity AND SCNEmay beSUGGESTED demonstrated ACTIVITIES in the AND following TECHNIQUES way: 2.I. MixWhilequickly approximately the buildplaster it two ofon poundsParisa platform isof stillplaster in thesoft, ofshape Parisplace of witha volcanicshallow water metalandcone. can 3. Whencrater.orlike ahardened, small a mountain. glass paint baking the plasterdish in ofthe Paris top ofwith the water volcano colors to simulateto look a 4.5. Ignitedichromate.Filleffect the the simulatescrater chemical with volcanic with approximately a match.action.) four ounces of ammonium (In a slightly darkened room the hisGoalcycle environment3: and its relation to Knows the water andSunbursts,illustratedChildren discussed. mayclouds, on construct a chart. rain, aand terrarium water evaporating using a gallon in thejar. sun may be observed A water cycle may be Situation.ice cubes, pupils learn to tell what is happening and what is illustrated. From an experiment with a teakettleileLantE22.anilicatioated on a hotplate and a pan to of this Goal We TheItcannot ishotwater turning seewater vapor it. isinto isevaporating. goingsteam intoand thenthe air.into water vapor. Asmay the say: pan of ice cubes is held just beyond where steam can be seen, pupils 197 SCIENCE LEVEL FOUR Goal 3: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIESThe AND water TECHNIQUES vapor is condensing. DropsThisThelakes, waterofis waterlikeand vapor rivers theare is waterfallingforming turningto evaporate.cycle. fromon back the the intocold pan. water.pan. The sun causes waterWater from vapor the ocean,in the air gets cold and Goalliquids, 4: and gases Learns about solids, waterGroupsusing to maya thewatch experiment boiling glass point andto determineether to change to changethe it variousto condenses.water steam. formsto a solidwater orwill by takebringing by Clouds form and water falls to the earth as rain or snow. The teacher should lead weatherGoal 5: is and that man has Understands what atmosphere.take.pupilsChildren to discovershould develop that temperature the concept determines that weather the is various the condition forms water of the will weatherlearned to predict the Recordsthe weather of weather with radio,may be television,kept on classroom and newspaper charts. weather predictions. Children may compare They may construct machines,Goal 6: and understands Identifies simple PupilsChildrensixsimple classes: may anemometersmay make learn Lever, charts to and pulley,use showingweather thermometers wheel cutoutsvanes. and andaxle,of simplebarometers. inclined machines plane, in wedgethe following (a double their use in everyday life Thedriver,inclined(two children or stairs, plant),more may simple conduct canand opener, amachines screw. a search shovel, put for together). nail, simple and machines so on. by looking around One chart could be used for complex machines Cutouts could include screw- bethe desirable schoolroom to reviewor building, with the outside children the school,some of orthe in concepts their they 198 homes. learnedIt may SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR Goal 6: (Continued) abdutChildrencome leversin all may insizes. use previous simple activities.machines which are examples of the six classes. Pupils should understand that machines materialsknowsmetals,Goaleveryday 7: how orsuch they lifeplastics, as are woods, used and in Recognizes common andThethesimple illustrationschildren materials research may used preparetoof inseethese clothing howa commonclassroom these worn materials.are by exhibitprepared members or orofscience used.the class. center with examples They may visit factories or do Pupils may identify andthetravelGoalthat earthtravels8: thearound spinsmoon in the antravelson sun,orbit,its axisthataround and Knows that planets AGlobes sun.drenmobile mayand of dramatize planetariumsthe solar the system maymovements bemay used be of assembled.to the help earth, develop moon, these and concepts.planets around the Chil- definiteGoalstandingthe 9:earth relation that there between is a Has some under- Sciencethe experiences is not an andend situationsin itself butwhich is children closely faceassociated in their with everyday life and living. with cause and effect scientificInentificturnedstand Indian naturalto attitude schools attitudethe supernatural.phenomena therein on order the is in partathat avital limited ofthey thecontribution may environment,children. interpret to theirbe made environmentelders in may havein terms It is necessary to develop with children a sci- In their attempt to under- developing a thingsChildrenof the aroundrelations are fullthem. of of cause questions, and effect. expressed or unexpressed, concerning the No teacher can tell in advance what questions will be Chil- drenasked, are but interested over a period in the of following: years common questions have been noted. 199 Plant life, animal life, weather, SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR Goal 9: (Continued) Withelectricity,sky, a little moon, encouragement,andstars, machines. sun, earth, children air, willwater, bring fire, in heat,insects, sound, plants, magnetism about them and to share their dis- rocks, and moss,boardsestingcoverystudying snakes, withexplriments,and animal pins, others.and birds,life.glass reading, jars,to find andan out aquarium,discussion. more and a terrarium are helpful in A science table may arouseField interesttrips may and awaken lead children'sto inter- interest in things A magnifying glass, mounting Teacherstiontheysharpened andhave should wonder looked to observebe for atalert children.but more. tonot the seen. limitless number of things that have fascina- Indian children will see and wonderTheir ateyes trees are sharp to see, but they can be winter;pushingfruitof a water orsproutsup vegetables;sidewalks; pitcher; on potatoes clotheslinefishwormssoil which,in a lyingcellar wireswhen ondry,that or the darkbecomesare walks; looseplace; hardmoisture in the andsummer withering baked;on and othertight different the outside of in willuphillkindsofsoil thesecapitalize of thanthat nests phenomena down;doesn't inon and different this occur.turn gulleys curiosity hard; kinds forming mold andof on places;afterlead bread; hisa a rain. birdspupilsprairie which to fire discover build traveling why many A resourceful teacher faster 200 LEVEL FIVE SCIENCE SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE uponmanyGoaling 1:eachplantsof the other anddependence animals of Has an understand- AnhowplantsChildren aquarium plants for may maydependfood gather be and keptupon protection;information inman the and classroom animals howand theydiscuss forto depend illustrateprotection haw uponanimals othertheand and balancepropagation. animals man depend of for nature. food;upon becomethatPupilsother hawkstheso shouldholds numerouskilling are nature perceiveconsidered ofthat inall theybalance. thatcoyotes pests woulddependence butmight become they cause of pestshelp man, rabbits to inanimals, keepfields and mice prairieandand and plantsgardens, rodents dogs upon toor in each As an example, they might easily understand basicGoal 2: classification, Understands the groupsChildrendevelopcheck. ofthis maybirds, understanding.collect mammals, specimens reptiles, for thefish, classroom amphibians. and classify them into Examples such as these from the child's community may be used to /Arnold (1), Barr (2), and Chester (12). Scrapbooks of vari- tionadaptation, of living and things reproduc- Indians,plantsTheous teacher classes in and the mayto oflocal learnselectanimals community that committeesmay productionbe weremade. tofirst readwas developedgreatlyhow some increased andof theacclimatized commonly-used through intro-by InFilmsduction the mayfall, ofbe hybridstheshown children giving and the maythe contributions selectstory ofseeds plant offor development.plant spring scientists. planting. Discussion Goal 3: Knows about differ- Childrenoralof the English meritsmay collect /Hanauer of certain different (15). seeds rocks over andothers soils may from provide their for community additional for usea of theyent rocksare formed and soils and haw andclassroom soils. display. They may do202 simple research on the formation of rocks SCIENCE LEVEL FIVE Goal 3: (Continued) AsEXPLANATIONStwigs, an experiment, and deadAND SOMEinsects,children SUGGESTED andmay placecrumble ACTIVITIES them sandstone in AND a boxTECHNIQUES rocks, to be deadcompared leaves with and garden Shannonclimatesoil. (26).all have a hand in making real soil. Children should be guided in generalizing that decay,SamlejtanamazeImplications weathering, Related to this Goal /Goetz (14), Parker (20), and and accordingSituatiGn. to their hardness. pileHere arehas 4.iverocks pilesof different of rocks. hardness. Pupils have tested rocks for hardness and classified them In telling what they did, they may say: We tested the rocks for hardness. Each We arecould soft scratch rocks. thosethe rocks in the in secondthe first pile pile with with a penny. our fingernails. They are a lit- They Wetle could harder. scratch thesethe rocks with ina steelthe fourth file. pile with the side They are of medium hardness. of a glass Wehard? estjar.need rodks. Whatto find are morethey information. made of? We could not scratch these in the fifth pile. Haw were they formed? Why are some rocks soft and some They are the hard- 203 SCIENCE LEVEL FIVE Goalseasonal 4: changes, and what Understands about EXPLANATIONSPupils may study,AND SCNE experiment, SUGGESTED observe,ACTIVITIES discuss, AND TECHNIQUES and read about: basicforecastingdetermines knowledge climate; of weather acquires 3.2.1. WhatWhytimes wecauses have of thealight changedifference year. and in darkness. seasons. in the length of day and night at different Pupils may make a weather forecasting instrument4.5. such as a Hawcountry.Haw seasons climate in and neighboring growing seasons countries differ compare in separate with our parts seasons. wind and rain of our awn andyear.Thegauge, determinechildren a barometer, maywhat observe factorsor an theanemometer. help position to establish of the thesun lengthat of They may find out the length of the growing season in their awn area, different times of the their growing electricity,useGoal of5: energy andfrom machines heat, Learns about the ports,andChildrenseason. machines. train at stations,this level electric are knowledgeable power plants, of same uses of heat, Comprehension may be expanded through field trips to air- dams, and other places where electricity, machineryChildrenthe concept ismay used. thatconstruct an engine simple is engines.a machine that produces motion. An understanding of energy may be extended by developing They may doNewton's simple researchlaws of motion. on /Michel revolutionGoal 6: and rotation of Knows about the mentsChildrensteam,(18), with gasoline,and maythe Parker constructglobe and(19). to jet illustratea miniatureengines; midsolar on system. the relation of the earth to the sun dur- They may perform experi- lifeandthe earth, someon the of moon, earththeir ard effects planets, on ing spring, summer, autumn, and winter. 204 SCIENCE LEVEL FIVE Goal 6: (Continued) EXPLANATIONSHawtion) the andseasons howAND theSOMEaffect seasons SUGGESTED the animalsaffect ACTIVITIES plants(coloration, mayAND beTECHNIQUES observed,migration readof about, birds, hiberna- dis- periodicalsGoal 7: and mass com- Through current haveThecussed, forteacher spaceand illustrated.should and man's capitalize attempts upon to theexplore enthusiasm space. and curiosity Children's periodicals, children municationabreasttion of of spacemedia, man's keepsexplora- Wherewhilebroadennewspapers, scientificpossible, their television, understanding. childrenconcepts mayandare visitradiodeveloped. ancan observatory or use a help to keep children up to date, telescope to

205 LEVEL SIX SCIENCE I: SCIENCE LEVEL SIX Goal 1: EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES theirthatanimalsinvertebrates, canown as orfood vertebratescannot and make plants and Begins to classify animals.ChildrengrowPupils some may may mold make take and collections field fungi trips on bread,of to animals locate, and spoiledand identify, plants fruits and vegetables. to classify.and classify plants and Some may understandingGoa/ 2: of the earth's Gains increased Thetional teachergroup practice may may take make in field classification.picture trips flashcards to observe for how the /Arnold (1), and Cooke (13). people in their own communityuse of pupils who need addi- resourcestheirplant, conservation animal, and of andreasons mineral for Theavailablecarefrom class for wind may plants;water. and plan blowing howfor theyand sand; protect and howplants they fromplant insects; and how they carry out seed testing before spring planting cultivate to conserve protect them A approvedgroupowntime. families. may methods make a ofcollection seed selection of the and testing. Some children may bring seeds from the fields and gardens Pupils may write the state extension division to common insect pests of the community secure of their haveposters,teachertrolled.and doneread orto into graphstell thefind community.the outto class showthe habitstheabout life pestof historythese control. insects of the andpests and the damage They may invite an extension agent, Members of the class may write a state exten- a farmer,Some or amay homemaking make charts, slides, hoy they can be con- they Variouspropagation,onsion pest divisionactivities control. and of international maythe beUnited carried States migratory Department fowl treaties. of Agriculture on to teach the purpose of game laws, game for bulletins 207 SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX wasGoalin formedwhich3: theand earth'sis changing surface Understands ways wornafterobservableseasonChildren through a hardto mayseason. inandrain, havethe leaks changesarea;noticed when such inthatit treesas,rains, the a andditchsun a tinplantshas or canchangeda gully ofthat the positionthathas area, rusted,has a inbecomeroof theflowers that skydeeper hasfrom They should be led to discover other changes that are relateworn.changeschange,that havethe orthrough teaching becomechange a seeds,that discussionof careis a more bridgeof of propertypermanent. what that will hasand happen washedconservation ifaway, man ordoesn'twith a roadthe take studythat care Observationshasof of that are made may be noted and classified as to seasonal At this point the teacher may motedPupilssuchsome change.things kindsmay be asof guidedthechange. gully, in perceiving or the leak that in mana roof. has tried to prevent or stop It may be pointed out that prehistoric Indians, who first The idea should also be presented that man has pro- PupilsBurbankmanydomesticated elevations needand Wallace.to the be and cornhelped different plant to generalizeand growing then adapted seasons,that a itcontinuation achieved to heat asand ofmuch cold, such as andplannedmen to like Theresearchscience-centeredchange above may observationsmay make be fordone unit a onbetterandrelated changes generalizations world. to that change have in occurred maythe provideearth's in the ansurface. introductionearth's surface to a Elementary hisbothResearcheverythingand way within of man, and andboth changes otheranimalswithout living related and and theand man plants, helpthinking.unit changes of activities andman; with the that it;findings should asthat the plantsshared leadearth to andwithchanges a conclusionanimals the manclass. changechanges that Such a unit may be related to the sub- ject of change as it is dealt with in the area of social studies. 208 SCIENCE LEVEL SIX Goal 4: Understands basic TheEXPLANATIONS understanding AND SOMEshould SUGGESTED be developed ACTIVITIES that lightAND TECHNIQUES is a form of energy and propertiessound of light and piecesholesopenings.travels inof theincardboard straightcenter paralleloflines. two small to each pieces other of socardboard that light and passesholding through the two both Children will notice how the light is shut off when one cardboard This concept may be demonstrated by cutting Pupilsconceptshowis moved that mayfurther. toexperimentlight the canright be to orbent. determineleft. how light colors reflect more light than A prism or a pencil in a glass of water may be used to A periscope may be built to develop this vibrationsChildrenroom.dark colors. may of usehigh tuning and low forks pitched and varioussounds. musical instruments to demonstrate A light meter may be used to measure the light intensity in a Situation.stretched on two nails. Sample_LansaagalmplicationsA demonstration of the properties Related of to sound this withGoal rubber band TheTheIt rubber issoundair making is bandwaves moving the is reach airvibrating.in soundaroundour eardrums. waves. it move. NervesThisThenOurstretched eardrums werubberin hearour so bandeardrumsvibrate.the tightly. soundis the carry of same the the sizerubber message as bandthe to first vibrating.our brains.one, but it is not HereTheIt is sound arevibrating. two is rubberlower. bands. 209 The pitch is lower. SCIENCE LEVEL SIX Goal 4: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIESThey AND are TECHNIQUES the same length. WhenTheyone.One we areis vibrate narrow.stretched them, the the same narrow amount. one has a higher pitch than the wider One is wide. circuitsGoal 5: function Learns how electric makeunderstandelectromagnet.)Children an electromagnet. mayhow useelectric dry-cell circuits batteries, function. insulated copper wire, and a nail to Doorbells and other objects may be used to help children (When the circuit is completed the nail becomes an An understanding of the func- Forusingnetismtioning those simple may ofchildren bethemodels. expanded telegraph who show to and includespecial telephone theinterest electron may beand developed theoryability, and byconcepts theories constructing aboutof mag- the and Goalspaceof the6: explorations universe and current Increases knowledge world.Pupilsearth'sstars, maymagnetism. and read how and he discusshas built what up peoplenotions in about Columbus's them. day thought about They may read and discuss how man has observed the moon and They may observe the the the nightChildrendiscussionsome sky,of the shouldand ofmajor readman's be constellationssimpleencouraged uses ofmaps his toof knowledge tellthe sky,how theiroflearning the own sky topeople in recognize his use everyday and planets. The teacher may provide for their knowl- and locate living. peoplesTheyaedge ofsimple theofmay have the thingsplanetariuminvite universe.said the otherand scientists thoughtto groups illustrate aboutto have observe thelearned universe the about planetarium Ind the read to They may read stories and legends about what other what man has found out about the universe. universe. and discuss what has find out some Some may make parentsbeenthan learned to are antagonize superstitiousfrom it. both theand childrenwrong will and mosttheir parents. 210 (To flatly say that the unscientific beliefs of their likely accomplish little other Presenting the SCIENCE LEVEL SIX Goal 6: (Continued) EXPLANATIONSchildren with AND what SOME many SUGGESTED people, ACTIVITIES including their own, and scientists have wrong,teacherout,thoughtto find willthey shouldand out givechange do new leadthemthink, things;their themopportunities aud ideas to andleading see whenaccordingly. that tothemthe scientistsdraw new to theirfindingsknow howareown provescientistsalwaysconclusions.) that studying theyhave havefoundto try been The knowsGoalfunctionssix 7: simplesome of machines their and Identifies the ofThe a followinglever and examplestheir functions. may be used to extend1st class.knowledge of the three classes nutcracker,Increases force hammer and used changes to pull direction a nail - see-saw, scissors, 3rd2nd class. class. IncreasesIndian way speedforce of carryingand distancechanges objects direction- fishing behind - pole, awheelbarrow, horse shovel, hammer.old machines.A tifyObjectsclock the or in sixsome the simple otherclassroom, machines. object home, may beand taken around apart the schoolto discover may be its used simple to iden- 211 BIBLIOGRAPHY BOOKS 2.1. Barr,Arnold, George. Oren. MarvelsResearch of Adventuresthe Sea and for Shore. Young Scientists. New York: Abelard-Schuman, Limited, 1963. New York: McGraw-Hill Book Company, 1964. 3. . Young Scientist Takes a Wa/k. New York: McGraw-Hill Book Company, 1960. 4.5. Blough,Bendick, GlennJeanne.New O.,York: and Holt, Julius Rinehart Schwartz. and Winston, Incorporated, 1964. All Around You. New York: McGraw-Hill Book Company, 1951. Elementary School Science and How To Teach It. Third edition. 7.6. Branley,Bradley, FranklynDuane, and M. Eugene Lord. Book of Moon Rockets for You. Our World of Science. New York: Thomas Y. Crowell Company, 1959.Philadelphia: J. B. Lippincott Company, 1959. 8. . Book of Satellites for You. New York: Thomas Y. Crowell Company, 1959. 9. . The Ooon Seems to Change. New York: Thomas Y. Crowell Company, 1960. 11.10. Burnett,Challand, R. Helen, Will. and Elizabeth Brant. Incorporated, 1963.1953. Teaching Science in the Elementary School. Science Activities from A to Z. New York: Holt, Rinehart and Winston, Chicago: Childrens Press, 14.13.12. Goetz,Cooke,Chester, Delia.Emogene. Michael, and William Nephew. Mountains. Fun-Time Window Garden. New York: William Morrow and Company, 1962. Moon Trip,. Chicago: Childrens Press, Incorporated, 1957. New York: G. P. Putnam's Sons, 1959. 212 -.4.00110401.11111MinuisomilliliOSIMIll 011t - -,6404/11-0644.,'NV, OE 15. Hanauer, Ethel. Biology for Children. New York: Sterling Publishing Company, Incorporated, 1962. 17.16. Meyer,Hoban, .Throme Russell.El-Hi S. Division, 1959. What DoesMachines. It Do and How Does It Work? Cleveland: World Publishing Company, 1958. Evanston, Illinois: Harper and Row Publishers, 19.18. Michel,Parker, John. rertha.rated, 1963. Small Motors You CanMachines. Make. Evanston, Illinois: Harper and Row Publishers, El-Hi Division, 1959. Princeton, New Jersey: D. Van Nostrand Company, Incorpo- 21.20. Pels, Gertrude.and Row Publishers, 1959. . Science Education Series. Care of Water Pets. 37 volumesNew at York:the intermediate Thomas Y. Crowell level. Company, 1955. Evanston, Illinois: Harper 23.22. Schneider,Pine, Tillie Herman. S., and Josephine Levine. Everyday Machines apd How They Work. Gravity All Around. New York: McGraw-Hill BoDk Company,New York: 1950. McGraw-Hill Book Company, 1963. 25.24. Shannon, Terry.Company, 1961. 1 and Nina. Desert Dwellers. Everyday Chicago: Albert Whitman and Company, Incorporated, 1958. Revised edition. New York: McGraw-Hill Book 27.26. . WonderlandStones of Plants. Bones and Arrowheads. Chicago: Albert Whitman and Company, 1960. Chicago: Albert Whitman and Company, Incorporated, 1956. 28. Tannanbaum,and Harold Bacon, B., Incorporated, and others. 1960. Science Education for Elementary_School Teachers. FILMS Boston: Allyn 29. How ClothingFilm Is Lib-7ary. Made. 14 min., 16mm., sound, color. 213 Film Associates. Available from Servicewide 30. ilaw Is ClothingFilm Library. Made? 14 min., 16mm., sound, color. Film Associates. AvP.ilable from Servicewide 32.31. How SoundLibrary. Helps U . 11 min., 16mm., sound, color. Coronet Films. Encyclopedia BritannicaAvailable Films. from Servicewide Film 33. LivingLooking Things atvicewideAvailable Fishes. in a DropFilm from ofLibrary. Servicewide Water. Film Library. 11 min., 16mm., sound, color. 10 min., I6mm., sound, color. Encyclopedia Britannica Films. Available from Ser- 35.34. What Makes vicewidetheClouds?from Wind Servicewide FilmBlow? Library. Film Library. 19 min., 16mm. 16 min., 16mm., sound, color. , sound, coior. Encyclopedia Britannica Films. Encyclopedia Britannica Films. Available from Ser- Available 36. Simple Machines.Street, New York, New York 10036. 24 frames, color. McGraw-Hill Book Company, McGraw-Hill Text-Films, 330 West 42ndFILMSTRIPS 37. Recorded by Hudson and Sandra Ansley. RECORDINGS 1 - 12" LP. Folkways/Scholastic 38. ManThe in Birds' Space. 1Records,World - 12" of LP. 906Song. Sylvan Avenue, Englewood Cliffs, New Jersey 07632. Folkways/ScholasticDocumentary Records, record 906of AlanSylvan B. Avenue,Shepard's Englewood Mercury Cliffs,flight fromNew Jerseycountdown 07632. to evaluation. 40.39. SoundsSounds of of Avenue,Insects. the Sea. Englewood Cliffs, NewRecorded Jersey by07632. AlbroNaval T.Research Gaul. Laboratory. 1 - 12" LP. 1 - 12" LP.Folkways/Scholastic Records, 906 Sylvan Folkways/Scholastic Records, 906 Sylvan Avenue, Englewood Cliffs, New Jersey 07632. 214 NUMBER CONCEPTS LEVEL FOUR NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR extendsGoalinvolving 1: knowledge regrouping of and Adds numbers amountaThe trading children of post;gasonne will selling needused thisforwool, thekind cattle, school of addition orbus other over when farma periodbuying products; ofseveral time; finding articlesthe thenumber at place value nearbyofticketsseveraltotal children towns,weight soldcommunities in or overofseveral severallambs a periodon schools or thedistricts cattle ofreservation; ontime; sold; theon thethereservation; the totalthereservation; number total of mail-order ofthepopulation people thecost total of gettingpurchases. ofclothing; numberseveral X-rays of the in addition.binations,shouldtionChildren involving be shouldandevaluated to regrouping bedo ablesimpleby means to is columnrespond attempted.of short addition automatically written without tests to carrying, involvingall of the before the addition steps addi- incom- Their ability to handle addition First-handplacewithChildren two is columnessential whoexperiences have addition. beforenot inbeen thegrouping introduced child twigs,begins to carryingtoothpicks,addition previouslywith and carrying. other should objects begin in A good basic understanding of numbers and of unitsficultChildrensary offor thanten shouldbasic (suchthe understandingadditionbe as shown 25 toothpicks ofthat smaller ofaddition carrying makes numbers of 2 in largetens ifcolumn they andnumbers addition.5are left carefulwill over) be withnois moreneces- carry- dif- maybasedthissonableing. select type on everydayskillmaterialof addition in experiencesthisfrom accurately. kindworkbooks of of addition, theor textbooks,children. he should or makehave upmany practiceThey meaningful should material beexpe- provided with practice exercises until they can handle To reinforce concepts and skills, teachers After the child attains rea- riences which will give him the opportunity to apply his sk511. 216 NUMBER CONCEPTS LEVEL POUR Goal 2: Subtracts EXPLANATIONSThe children AND will SONE need SUGGESTED this kind ACTIVITIES of subtraction AND TECHNIQUES in finding out how many regroupingnumbers involving ahow spendingtivesheepgiven many after arecommunity days a leftcertainone a pupilmemberafter need part, was aX-rays.withdrew sale, inhow school muchhow his weight forcattle, is howgained much many cattle are left in a cattle coopera- a given year, or how many people in over a periodmoney of is time, left after month'slargearechildren, other numbersuse, suitablechecking and he finding makes activities.records use ofto alldetermine he has thelearned amount previously of supplies ages by subtracting date of birth from present date TheComparing child should weights know and that heights in subtracting of different about subtrac- left after a helpTheshouldtion. teachereach be one givenshould individually to check those each whoto child'sneed it. ability What is new in this kind of subtraction is borrowing. overcome his own difficulties, arithmetic If the teacher will take the time to to subtract. Individual help Aswellhelp, learningsoon should theyas each maynotmay bechildbe improved.subjectedtaught acquires as toa skill smallpractice in subtraction, they do If two or three children need the group. Children who can do subtraction not need. he should work story same type of process.Understandingproblemsoped before requiring dr:ill of the the is process usegiven of toofthis establishborrowing skill. proficiencythrough regrouping and should speed in handling the be devel- numeralsGoal 3: to one million Reads and writes ChildrenthisThe concepttime. should of be place encouraged value shouldto check be theirfairly work. Practice related to a real need should be given in reading well fixed for most pupils by and writingof large numerals numerals. to one million and in developing skill 217 in expanded notation NUMBER CONCEPTS LEVEL FOUR Goal 4: Responds auto- EXPLANATIONSThrough the ANDuse SOMEof multiplication, SUGGESTFIJ ACTIVITIES children AND should TECHNIQUES develop the understanding maticallyplication to facts all multi- Multiplicationvides4's,that anand it opncrtunity sois on,a factsshort helps beyondformethod to childrendevelop thirty-sixof adding. anto understandingperceive may seem that more ofit difficult multiplicait-ionis a faste i:or children and pro- Grouping real objects into 2's, 3's, way to add. Factsprovidedtoteacher learn. previously somay that select pupilslearned to showmay should learnthat be theythe recalled arefacts known. thoroughly.by any means that pupils or Therefore, ample time and a wide variety of activities should be multiplierGoalcandsand 5:three-place with involving one-place multipli- Hultiplies two- multiplyhasThe childlearned instead should about ofbe multiplication, one,led toand discover at times but that mustthat this regrouphe ishas an twoin application theor threeprocess. figuresof what tohe regrouping Multiplicationpupilsproblemsinthings introducing in therebased perceiving is areadditionon introduced ain pupil's thatone with gIoupthey withawncarrying. useand experiences.carrying multiplicationwant to in find a manner how when many similar they there know to are thathow in manyusedmore Wherever possible, it should involve Problems used should assist three-placeGoal 6: dividends with Divides two- and ToChildrengroups bring of shouldaboutthe same abe betternumbel... involved understanding in projects of in the which process, it is learningnecessary to to divide divide. one-place divisors method,withduresThepupils divisorsteacher in inshould introducingwhich may expressed review referall stages divisiontheto by any basic oneof recently thinkingfigureof division two- maypublished andare facts be three-placewritten introduced andarithmetic divisiondown. numerals. by tc.::t thewith long-division remainders.for proce- If necessary, 218 NUMBER CONCEPTS EXPLANATIONS AND SCNE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR numbersmeaningGoal 7: of equal fractional Understands the The2fold,fold one-fourthsresultpupil atake square willwill one needwith piecebeof 2 the practicethe one-fourthsof resultinglargerpaper in into piece recognizing ofpieces, fourths,the and original generalizeand equal cutcut thepiece. alongparts thatpaper theof 1/2 dawnaremaining whole.= 2/4.the center, fold. He may compare the He may Pictures1/2Children and may2/4, should be for studied beexample, guided and standindemonstrations understanding for the same giventhat part suchto of reinforce afraction thing or conceptsnumerals a group. beingas problems,Goal 8: with or without Solves one-step types:Thedeveloped. child at this level should be able to solve problems of the following aandnumerals, variety comparison, ofinvolving place and holders rateusing 1. groupsFindingthetable. table? are the known. product when the number in each group and the number of Each box had 4 eggs in it. 3 x 4 = Example: Tom carried 3 boxes of eggs to the Haw many eggs did he carry to 2. use?HeFindingin put each 4 the eggsgroup number into are eachofknown. groups of several when theboxes. original number and the 12number 4 = ? Example: Tom had 12 eggs on the table. How many boxes did he 3. eachHenumberFinding put box? equalof the groups numbergroups are inof known. eachthem groupin 3 boxes.when the original number and the 12 4, X = 3. Example: Tom had 12 eggs on theHow table.many eggs did he put in 4. Findingless one how number much more,is than how another. many more, how many fewer, or how much 219 Example: Tom has 12 eggs. His NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR Goal 8: (Continued) brother12 - 6 has= 6. Sam le Lan How many more eggs does Tom have than his brother? ua e Im lications Related to this Goal symbolsChildtheSituation: action C ongives theand theboard.describes answers. the situation. Teacher works with a group of ten children. Other pupils may write the problem in mathematicalChild D writes the whole problem in mathematical Child B asks the questions. Child A performs Childsymbols A: on their papers. (Joe)(Betty)(Jim) has has 2 blocks.2 blocks. Child D:C:B: maticalTheyHow(Writes (Lucy) manyhave sentences.) blocks eightthehas problem2 blocksdoblocks. they andall have solutiontogether. all together? in the various appropriate mathe- ChildChild D:B: A:C: maticalEachHowHere (Writes manychild are sentences.) blocks 15 maythe blocks. have problemmay andfiveeach solution(5)child blocks.There have? in are the 3 variouschildren. appropriate mathe- Child D:C:A:B: FourHowHere(Writes manyarechildren 20children the blocks. canproblem havecan haveand5 blocks solution5 blocks each. ineach? the various appropriate I want each child to have 5 blocks. mathe- matical sentences.) 220 NUMBER CONCEPTS LEVEL FOUR Goal 9: Checks the EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES purchases he makes havefromamountdrenTo made. learnactual mayof changepracticethat sales it has is been makingor purchases out and whichchecking theyalways wise to check received, or the right sales slipsorsales their to slips family for or classroom amount of money paid, chil- see that the correcta play store, or group knowledgecategoriesGoal 10: of astime number into of Organizes his such days month,HeAt mayprevious and now months be levels guided in the child has had a inyear. learning the number He should be encouraged experience with using the of days in a week, weeks in a calendar. Goalmodthin 11:week and number of Knows that months days in Usingcheck a calendar,his knowledge. the pupils may select all the months that have 30 to use the calendar to differ in length manyeachmanyall long seasondaysthat months ithave and has 31.andwrite in howthe Their attention should or tell how many dayscurrent there manyyear. short months there Pupils may name be directed to February are in eachare season. in each month, how or list the months in to see how days and The knowledgeintoGoal 12:12 inchesof linear in Organizes his a foot, measure experiences.Throughteacher measuring, should explain the He should be guided in childthe termmay haveLeap Year organizingmet histhese knowledge. facts in to the children. many first-hand As children writeslong3 feet andthese inabbreviated aunits yard, in bothforms and mentsPupilsbecomeinch, may may familiarinches,be makeused foot, with a table of linear measurementsas a basis for developingfeet, yard,these yards, measurements, in., ins., ft., yd.,they may be taught the they know. These measure-yds. spelling of mile,ured.tradingtance a betterin post;a mile. school By comparing other understanding of the meaning Distances between certain to water tank, distances with the or gate, or a certain home) ofpoints somemile (suchunderstandingmaydistance be as developed. from that schoolof isthe known dis- may be meas- to be a to alai:44E04r NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FOUR weight,Goalof measurements13: volume, and related length Extends concepts to recordingquarterChildrento use pounds, amay ofhealth beweights andtaught scale how for tointo health weighing.write weights use a yardstick in measuring length chart purposes should be carefully They may learn to weigh to the half and on the weight chart. or height,Weighing and and MuchMaryFindingsupervised. useweighs mayhow thanbemuch made Jane, of providesthe weight more a child weighs this time than last a meaningful application of suLtraction. or how much more mentsstandingChildren - cake, shouldof punch,the haverelation cookies experiences of and homemade various liquid measures (cup, pint, quart). in measuring ingredientschart forfor practice in subtraction. candieg - to develop an under- party refresh- minute.Goaltime 14: as 9:23 a.m. Reads and writesTells time to the Antheticerelative old group settingclock movementsmay or the reada playclock theof clockthetimeand minutetelling hand to tell if shouldit is A.M.be used to familiarize children what time it is to the minute.and the hour hand. or P.M. ChildrenExpressions may prac- used Others inwith the Goalstanding 15: of lines and Extends under- Pupilsthelocality.in oppositereferring may be guidedsides to the ofin time discovering should be those thatparallel are used lines in inthe the particular classroom; e.g., anglefigures and to parallel iaclude linesright Theyvityhall. should may be practice correlated drawing with making a desk, the top and bottom of a chalkboard, walls parallel lines and right angles. repetitive designs in art. Such an acti- of a 222 NUMBER CONCEPTS LEVEL FIVE NUMBER CONCEPTS LEVEL FIVE unitsGoal of1: money Reads and writes EXPLANATIONSStudent activity AND SOME funds SUGGESTEDand ACTIVITIES checks receivedAND from home TECHNIQUES from allotments may Goal 2: Subtracts numerals Sincewhichofprovide money minuendswill material involvingmake having reading for a hundred dollars or less.the development of and writing of the meaningful concepts of unit of money automatic. Practice should be given various units theinvolving minuend internal zeros in Examples:ciencyculty in in borrowing, subtraction $120.02 extensive practicemore shouldinvolving thamone$100.00 internal zero $100.32 zerosseem into thepresent minuend. additional diffi- be provided to increase profi- propertystandingGoal 3: of cf multiplication associative Develops under- ofOn ways,the basis pupils of - 48.76 mayan beunderstanding introduced tothat the numbers - 7.62 - 27.48 associative property of may be expressed in a variety multiplica- tion of whole numbers. 6 x(3 4 x= 2) x 4 = Examples: 3 x (2 x 4) = Whenlemsin it multiplyingin is this evident numbers, manner. that children perceive they should have 3 frequent practicethe association in8 = that solving prob-may be made multipliersmultiplicationtwo-Goalcommutative 4:and three-place propertyinvolving of Understands the understanding2changeChildren groups in ofshouldsum. three.that review there Through regrouping, the rearranging groups ofis objects no difference in teacher should guide pupils the product of 3 to be added to shaw groups of 2 or in no 224 NUMBER CONCEPTS EXPLANATIONS AND SCNE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE placeGoalinvolvingtwo-place 5: multiplicand multiplierregrouping with Multiplies three- multiplyingexpressedcandsChildren with who inmultiplicandsone-place twohave figures. mastered multipliers expressed multiplication may in be three guided of figurestwo- in extendingand with three-place multipliers their skillmultipli- to knowledgeInthreeChildrenteaztner teaching figures tofollowshould childrenmultiplication by the havenumbers methodthis much kindexpressed practicedevelopedinvolving of multiplication, inwith inzero two themultiplying andfigures, arithmetic money. it and isnumbers textsuggestedshould he expressed applyis thatusing. their thein plicationGoalchangethe 6:number the or valueonedivision does in multi-notwhen Understands that byquotientthePupils one. divisor should is toidentical havedevelop practice toan theunderstanding in value multiplying of the that groupwith the onebeingvalue and multipliedof dividing the product withor divided orone as Goaluseddivisor 7:as the (identity multiplier element) or Understands the On the basis of their knowledge of expanded notation and their understanding divisiondistributivethe dividend over property additionmay be renamed)of (only nunberopportunitying.tothat the numbersthrough distributive to mayexampleswork be many propertyexpressed similar problems of into division todifferentthe extend following: over andways, addition.strengthen pupils should thisThey understand- bemay introduced be introduced to this characteristic cf the properties of They should have an 40580(400 (4004+ 51 4 =+ 81.5) 4 5 = 5) + (5 4 5) 225 NUMBER CONCEPTS LEVEL FIVE Goal 8: Divides one- to EXPLANATIONSTo determine AND if SOMEchildren SUGGES1ED are ready ACTIVITIES for this AND step TECHNIQUES in division, the teacher ingfour-placetwo-place remainders dividendsdivisors involv-with ventedphaseIt shouldwill inis take divisionmasteredevaluate time thatandbeforetheir patiencefollows. skillanotber into isdivisiondevelop introduced, with one-placemuch inaccuracy divisors. accuracy in division, but if each may be pre- Noencounter theseteachingtasks.doubt difficulties.the theof teaching divisionintroduction of have division ofbeen two-figure introducedis one ofdivisors. theby teacher's most difficult Children do not appear to experience much difficulty until they These changes were initiated to help with the under- some in an attempt to eliminate Recent changes in the previousThethestanding childintroduction learnings. mayof thebe taughtofdivision two- to and processarrange three-place asthe it computation becomesdivisors. increasingly to relate thecomplicated with Although this arrangement is different from that used process to Ininsome this a few20 method, yearsways only. ago,numerals this fornew partialcomputational quotients form (numbers differs thatfrom willthe earlierbe form com- bined200.ischild thinking. cumulatively is taught that to makeeach theof theanswer) partial are quotientswritten above the dividend. When he thinks 10, he writes 10; when he thinks 200, he writes expresses what the child The Whilehiseachthree-place ability. otherstep, methodsthis dividend method require withdoes theanot. one-place child to divisor. compute the maximum quotient at This explanation is illustrated below in the division of a The child may work within the limits of 226 NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 8: (Continued) a. 9/524 164360 81 40 9 b. 9/524 450 7274 50 8 c. 9/524 180254270 2030 8183 2 9 2 aMIOIllaka 58 7274 8 Thetations,Illustration more gifted but b.his child answer might is computeno less thiscorrect. problem 58 A less able child might employ 2 any number...Mawl0Mo of58in other a manner compu- similar to withheEventuallysteps maythe havethandivision most awould better childrenprocess be understandingrequired thewill fewer beby ablethe computationsof conventionalthe method. to do a division problem in no more process. The more proficient he becomes he will need to make. At this same time, numeralsfractionsGoal 9: as asandimproper mixed improper Writes mixed partsRelatedthrough remain.each. concepts many concrete of improper experiences. fractions and mixed One of the parts may be removed Two apples may be cut into four equal so that seven of the equal numbers should be developed improperlentsChildrensymbols. of fractions,suchshould concrete have pupils considerable examples should before havepractice muchthey in To strengthen the concept of the equality of mixed numbers and practiceare introduced in writing to their themorallylexpressing writtenin the equiva- hundredthsdecimalGoal 10: fractions to Recognizes TenhelpDecimalmeaningful addends pupils fractions problem ofperceive 1/10 shouldsituations. and the ten relationshipbe ofrelated .1 to between may be written side by side and then common fractions. common fractions and decimals. The following may andadded. that both are numerals for the The pupils should see that addends in both models 227 same amounts. Pupils should be taught to are read the same, NUMBER CONCEPTS LEVEL FIVE Goal 10: (Continued) keepEXPLANATIONS the decimal AND points SOME SUGGESTED in a straight line in the ACTTVITIES AND TECHNIQUES same manner that they do numeralsGoal 11: through M Knows Roman aRoman tersone-to-onesolving numeralsof books. problems comparison are sometimesinvolving of Roman The teacher may create money. used on faces of clocks opportunities for the pupils or to number the chap- to make abilityGoal 12: to solve problems Extends his problems.Thebegin pupil developing at this theirlevel has He may now be expected ability to read Roman numerals had the experience of solving and Arabicto numerals master the following on two clockwith facesunderstanding. to various types of activitiescribedto include in the the suggested types des- 1. Findingfriends.left are the known. missing number He had 4 left. Example: How many whendidTom he thehad give o:iginal7 cookies.to his number and He gave some to his types: friends? the number 2. beginateremainingFinding 73 with?ofA them.the= are 4.original known. number He had 4 left. Example: when the number HowTom many has cookiessome cookies. did he have gone and the number His friends to 3. FindingY -in 3 each= 4.the group number are of known. groups when the original total and the number(This type of problem was introduced at a 4eachlem.)lower of severallevel, butboxes. at this level 12 X Example: Tom had 12 eggs How many boxes did he use? it is solved as a rate-divisionon the table. He put 4 eggs into prob- 4. numberFinding of the groups number in each 228 are known. group when the original (Thisnumber type and was the also introduced at a NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED LEVEL FIVE Goal 12: (Continued) level.)lower level. Example: Again the solution is Tom had 12 eggs ACTIVITIES AND TECHNIQUES on the table.more complicated than at the lower He put equal groups of Goal 13: Understands the X =them 12. in 3 boxes. 3 How many eggs did he put in each box? accountsGoalcomputation 14: of averages Keeps simple roceipts.A Throughclassscores, project first-hand rainfall, experiences,weight or costs of may provide practice in keeping records pupils may practice supplies. averaging sets of of expenditures and whatTheySomesome they shouldchildren do spend.Saturday be havetaught work,allowances how or earn money by running errandsto keep accurate records of of spending money that come from relatives, what they receive andor doing odd jobs. orderGoal 15: by mail Knows how to housesownorderExperience orders, mayforms be in orwhenmade buyingthose ofby theirmail families, necessary to purchaseout supplies at school. for the may be provided by having children which are to be sent to classroom. mail-ordermake out Their moneyaPupils post order. officeshould ishave near, pupils The teacher should experiences in filling out may be provided the experience explainof why C.O.D. should requests for money orders. not be used. buying a If accuracyontances.aGoal mapmaps 16: to and determine checks fordis- Estimates distanceReads legends on andStatedistanceChildren how capital.wide frommay from studytheir east theschool legend They may find out how to west. to nearby towns and from theiron their State highway map and long the State is from north school to the compute the to south activitiesChildren maymay makebe integrated simple 229 neighborhood maps, drawing them in social-studies-centered units. to scale. Many map NUMBER CONCEPTS LEVEL FIVE Goal 16: EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TEChTIQUES (Continued) Child A:B: FromTheHow farlegendBillings is itshows tofrom AlbuquerquethisS;22212_Ianaume_Implications Billings (framing tolooks Albuquerque?with like fingers) to Related be 250 tomiles.* this Goal a little more than two of ChildChild B: A:B: ThreeIt'sLet'sThethese, legendand3 measure7/8 soseven-eighths inches.saysI thinkit. that it one istimes aboutinch 189 represents600 is miles.732 miles. 189 miles.* Child A:B: +Write Here'sHowYou170 fardidn't+these 62.a isroad down:itestimate map.by highway? qudte enough. 139 + 37We + can122 add+ 188 the + miles103 + shown71 + 44on +the 51 highways.+ 60 Goalnearer 17: second Tells time to the watchpupilsToChild create to B:may time readinterest various the sportsand classroom to pageestablish activities.to find After adding, it's 1,047 miles by highway. a purpose for telling time to the second,race records. They may use a stop planesGoalof area18: and and figures of perimeter of Develops a concept WaysunderstandingExperiencessidesSeveral oficomputing are points ofin that differentmeasuring needthe perimeter perimeteremphasis lengthsshould is inwhen thebeshould the providedsumall development be ofsides taught. all for sides the of childof to acquire are the same length, and when a concept of perimeter. a plane or a figure. an *Rand McNally, International World Atlas (New York: 1962), pp. 76-77. 230 NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL FIVE Goal 18: (Continued) maytheirPupilsthe work perimeter.sides. mayproblems measure related various to objects They may measure figures common experiences which require determining in the classroom to determine the on paper or on the chalkboard. sum of They meaningandaAt childrenfoundation this techniques of level, area.with for itwhichmany such is experiences learning at related It is suggested that arithmeticmaynot be necessary applied. to teach computation of a later level, the teacher should provide to developing an understanding of the texts be used for methods area. To develop

231 f 1 1 NUMBER CONCEPTS LEVEL SIX NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX dividingmethodGoal 1: of by multiplying multiples ofand Knows the short multiplicationMultiplyingthat a number zero withtimes in the zeroa multiplier and zero ending times ina numberzero. multiplicand should be reviewed If children understand before introducing ten Ittiplierskill is suggested in ending multiplying thatin zero. withchildren zero withoutbe introduced much first Example: difficulty. are zero, theyto problems may acquire with the mul- 51840486x 320 3240 162 InTheas: teaching next step the would various be to multiply with the x 303 152 zero within the multiplier; such Afterfromthe a same yearprocess methodto has throughout been year. steps inthoroughly multiplying learned, by a theshort school so that children zero, it is desirable to use will not be confused place,Pupilstens isthemay done productsoon just learn, indicates with as multiplying by ones. some helptens. from the teacher, that By writing zero in the cut may be presented. multiplying by ones wouldplace.Bythat using write the such 1the is examples 4in in the the hundreds as 4 times 100, the hundredsteacher place and add place and by simply multiplying zeros in tens and ones may help pupils discover 1 x 4, they Similar assistance may help pupils generalize233 division short cuts. - NUMBER CONCEPTS LEVEL SIX andGoal can2: identify greatest Understands terms EXPLANATIONSChildren's understanding AND SOME SUGGESTED that different ACTIVITIES fraction AND TECHNIQUES numerals may be used to plefactor,common of two factor,least or more common least numbers multi-common Pupilstheyintroducedsymbolize replaceneed atoto fraction them developreducing with shouldthe otherfractions understanding befraction inventoried or finding numerals that and in thatevaluatedreducing fractionbefore they numerals, a common denominator. are equivalent and that are Theremainsexpressingrepresent number the thetheline same samesame may but fraction,fraction.be that used the to and numeralsstrengthen that theyrepresenting concepts are merely of it fractions, differentare different. waysand toof help They should understand that the fraction monactivitiesdevelopchildrenthat denominator, the thein teacher relatedfindingmeaning they follow to aofneed common commoncommon proceduresto understanddenominator. experiencesdenominator, recommended what of and Indianit that means.in anchildrenhe arithmeticprovide in meaningfulhelping text to them fore pupils can compute a com- It is suggested fractionalGoal 3: numbers Adds and subtracts involvefractions,Toacquire provide variousskill thereadiness in teacherfractions. deterrtning for may the have introductioncommon children denominators. use of aaddition ruler to and measure subtraction objects of that He may create problems from familiar activities Throughthingsofthat fractions will acan variety requirebe to added, satisfyof the activities combined, pupils a need. to theor become separatedchild involved may just learn inas additionthatwhole fractional things or subtraction parts of Goal 4: Adds and subtracts Theaddingthe number basis and inlineof subtractinghis is understandinga helpful fractions aid ofin ahavingteaching common a denominator,commonaddition denominator. and hesubtraction may be guided of in can be. On mixed numerals mixed numerals. The number liue most familiar to children is234 the foot ruler. gom 01 1 or Niel el so is L.. NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES LEVEL SIX Goal 4: (Continued) Followingassist children recommended to develop procedure skill in in adding and an arithmetic text, the teacher should AND TECHNIQUES subtracting mixed numbers in Goalfractionaltion 5: concepts numbers to include Extends multiplica- re-emphasizedRelationshipssituations whichinof introducingaddition have meaning and multiplication multiplication for the children of of whole involved. fractions to establish an numbers should be multipliernarytionaltiplicationunderstanding understanding parts tells of of thatthefractions. objects of numberthere the may multiplicationisof beaequal similarused parts to relationship establishof and fractions. the The number line may be used to develop the understanding multiplicandthatbetween the addition tells andthe mul- Diagrams or frac- a prelimi- byGoal a 6:fraction, mixedwhole number Divides a fraction Theshouldsize child's of be each understandingreinforced of the likeand of extended.groups. fractions and his skill in working with them Goalby a 7:mixedfraction, number mixed number Learns that proper- Practice in rearrangement and regrouping of objects to ihow sums should be Goaldecimaltoties 8:fractional including fractions numbers closure to hundred- apply Extends concept of Pupilsneedprovided. forshould a new have set opportunities of numbers to to discover the Practice in dividing objects into fractional name those parts should be provided. relationships of common parts showing the thousandths andThethefractions onclass place the may fractionalvaluewith prepare suchpositions denominatorssidecharts through (either the for hundredths. individual on the left of the decimal through the thousands as 10, 10C, 1000, and decimal fractions. or group use) which name Pupilsetary maysystem. be guided in relativg decimal fractions The realization that they have been using the decimal235 to the United States mon- system NUMBER CONCEPTS LEVEL SIX Goal 8: (Continued) EXPLANATICNSthrough the ANDhundredths SOME SUGGESTED for most ACTIVITIES of their lives AND TECHNIQUES may alleviate some apprehen- sonaloutGoal money,9: or group either accounts, from per- Deposits and checks TheyuseChildrensions ofshould theabout at schoolunderstand decimals.this bank.level that: should extend their understanding of banking and make This may be done on an individual or group basis. when authorized 3.2.1. MoneyChecks must must be depositedbenot endorsed be altered before properly. in it any can be checked out. way. I earnedwill filldeposit $5.00. out $4.00a deposit in the slip. bank. Sample Language Implications Related to this Goal I'llThankAllI wish right. enteryou. to deposit the deposit $4.00 inin mymy checkingaccount. account record. Keep this for your records. HerewritingII'll wish you add checktoare. thewithdraw at$4.00 bank). $1.00.to my previous balance and find $1.00. my new balance (after presentI'llThank entersubtract you.balance. the thewithirawal withdrawal in from my previous balance and find my checking account record. my 236 NUMBER CONCEPTS LEVEL SIX Goal 10: Keeps costs on PupilsEXPLANATIONS should ANDcarry SOME on SUGGESTEDsome kind ACTIVITIESof work project AND TECHNIQUES that will afford an oppor- minesgroup profit projects and andloss deter- managingcostsingtunitysenting pinons and toa a classearnsales,c:orsh:yd and otheror orand handleschoolcarnival. hownative tomoney.store, determineproducts, making profit.making and sellingand selling Christmas art or cards, craft pre-work, They should be shown how to keep accounts of Such a project may be gathering and sell- ratioproblem-solvingGoalto include11: to express problems abil rate ty usingand Extends his Children should learn to: Findgroups the areproduct" known. when the number in each group and the number of equal (This type has been introduced at a lower level.) comparison Example: Tom had 3 boxes of 6 eggs each. 16 X3 Haw many eggs did he have? Findfinished.eggsthe the numberfrom number the of tablegroupsin each to are theof known. thestove. equal groups when the total number and Haw many eggs did he carry each time? Example: He had 12 eggs on the stove when he Tom carried 3 equal groups of theFind equal the numbergroups ofare equal known. groups when the total and the number in each of Example:X1 12 3 Tom saw several groups of eggs on all.the stove. How many groups of eggs were there? He saw that there were 4 eggs in each group and 12 eggs in 4 12 237 1 X NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SIX Goal 11: (Continued) pan.Findeach the group original are known. number when the number of There were 4 pans. Example: Tam was asked to put 3 eggs in each groups and the number in been asked? How many eggs did Tom need to do what he3 1=4had X numeralsGoal 12: for mixed measures Computes with makingdenominatequarts;practicePreliminary simple inches, with numbers tochanges concrete makingfeet, may with and abstractbemeasurements picturesyards.made tocomputations assistand involving diagrams. pupils of such mixedin computingthings mixed From this point, children may proceed to Tables pertaining tomeasures, pupils should as cups, pints, rectanglesandGoal perimeter13: of various Computes area demonstrateThemeasurements.such teacher things maytheir as writethe understanding classroom, the word dimensions desks,of the books, term byand measuring magazines. the dimensions on the chalkboard and pupils may of ofbePupils'figuring stringcreated understanding to thethat tie number willa package, helpofof feetperimeter extend and of others. stringand should refine to bedisplay determined. an understanding of perimeter - an art exhibit, the amount Activities should areaA lizeissheet meantshould area of by paperarebe square establishedneeded marked inches for in the beforeinchin conceptrelation squares children to to maybe area.are fixed.help taught the pupilto compute understand area. what Many opportunities to visua-A firm understanding of 238 BIBLIOGRAPHY 1. Adler, Irving. Numbers Old and New. New York: John Day Company, 1960. BOOKS 3.2. Barr,Adler, Stephen. Peggy.Company, 1965. Second BookMiscellany of Puzzles of Puzzles: and Riddles. Mathematical and New York: John Day Company, 1963. Otherwise. New York: Thomas Y. Crowell 4.5. Betz,Clark, William, JohnIncorporated, R. and others. 1962. Growth in Arithmetic 4. Everyday General Mathematics (2 books). Discovery edition. New York: Harcourt, Brace and World, Boston: Ginn and Company, 1965. 6. rated, 1962. . Growth in Arithmetic 5. Discovery edition. New York: Harcourt, Brace and World, Incorpo- 7 . Growth in Arithmetic 6. 8. Crescimbeni,Prentice-Hall,rated, Joseph. 1962. Incorporated, 1965. Arithmetic Enrichment Activities for Discovery edition. New York: Harcourt, Brace and World, Elementary School Children. New York: Incorpo- 9. Hartung, MauriceCompany, L., 1963.and others. - Seeing Through Arithmetic 4. Glenview, Illinois: Scott, Foresman and 10. 1963. . Seeing Through Arithmetic 5. Glenview, Illinois: Scott, Foresman and Company, 11. 1963. . Seeing Throu h Arithmetic 6. Glenview, Illinois: Scott, Foresman and Company, 12. Hogben, Lancelot Thomas. Incorporated, 1955. Wonderful World of Mathematics. 239 New York: Doubleday and Company, 13. 14. McSwain, E. T., and others. . Arithmetic 5. Arithmetic 4. River Forest, Illinois: Laidlaw Brothers, 1963. River Forest, Illinois: Laidlaw Brothers, 1963. 15. . Arithmetic 6. River Forest, Illinois: Laidlaw Brothers, 1963. 16. Geometry: LinesServicewide and Shapes. Film Library. 10 min., 16mm., sound, color. FILM Film Associates. Available from ".-None POR -ELEKENTARY C1-11LIDREN BASIC GOALS LEVELS SEVEN AND EIGHT Or3 0 DEPARTMENTBUREAU OF THE INTERIOROF INDIAN AFFAIRS DEPARTMENT OF Stewart L.UNITED Udall, Secretary STATES THE INTERIOR Robert L. Bennett, Commissioner BUREAU OF INDIAN AFFAIRS AssistantDIVISION CommissionerOF EDUCATIONCarl L. Marburger PublicationsHaskell Service InstituteLawrence, Kansas Order from U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE POSITIONSTATEDPERSON DO OR OR NOT ORGANIZATION POLICY. NECESSARILY ORIGINATING REPRESENT IT. OKICIAL OFFICE OF EDUCATION POINTS OF VIEW OR OPINIONS ELEMENTARY CHILDREN BASIC GOALS f o r LEVELS SEVEN and EIGHT VOLUME IV Bureau of Indian Affairs Prepared by 1966 CONTENTS BUREAUINTRODUCTION EDUCATIONAL PHILOSOPHY 132.e22 41 GUIDANCE Level Seven 5 BibliographyLevel Eight 1711 SOCIAL STUDIES Level Seven 20 BibliographyLevel Eight 3527 MUSIC Level Seven 41 LANGUAGE ARTS BibliographyLevel Eight 4945 LISTENING Level Seven 50 BibliographyLevel Eight 5452 SPEAKING Level Seven 57 BibliographyLevel Eight 6963 READING Level Seven 73 BibliographyLevel Eight 8380 WRITING Level Seven 87 LITERATURE BibliographyLevel Eight 9490 BibliographyLevel EightSeven 9995 111 103 ART Level Seven 106 HEALTH AND PHYSICAL FITNESSBibliographyLevel Eight 113110 Level EightSeven 123115 SCIENCE LevelBibliography Seven 134132 Level Eight 149140 NUMBER CONCEPTS LevelBibliography Seven 152 BibliographyLevel Eight 166161 iv IndianBureaution, childrenteachers,long have to counselors,been provide engaged administrators, in developing INTRODUCTIONand revising guides basededucation specialists, and others interested on needs and common experiences of in Indian educa- fromcommittee,composedand thethe CentralBureauof for four varying and Office,volumes, one lengths fromprepared and the of Centerthistime, 1966 a framework for planning curriculums.a scope and sequence chart in three sections. werefor twoApplied tribal Linguistics. councilmen and revisiontwo linguists, of the guides, Basic Goals for A committee of educators from eight Acting as consultants to the Elementary Children, one of the latter Areas adequatelyskillsandusedBasic interests by Goalsbelieved teachers with for of to theirElementarytheand be childrenotherrealisticenvironment staffChildren, of and their membersand essential from schools. in planningthe and beginners organizing level curriculum through the eighth,for Indian children to acquireThe in structuredorder content reflects to meet the specific concepts,needs attitudes,are guides andonly, to be that they may cope Thesedeterminecurriculum. guides needed are not changes intended in contentto be and format School staffs are urged to restrictive nor limiting,further nor theirto be education.the usefinal them, to examine them for strengths and weaknesses, and for future revisions. word in Bureau elementary to culturaleachIntions, developing level, whichheritage which theis compatibleofwillguides, the prepare children much with Indianeffort theand childrenhas been maturity of the children,their and unfamiliarity which takes withinto culture putto forthcompete to favorablyindicate andwith to their suggest peers learning in other school groups other than their awn. account both the rich content at situa- planningchildrenThroughoutthe eighth andas the theylevel,organizing total progress there framework the through local of thethe Basic can be traced many important themes or basic concepts that curriculum, yet permits much freedom foryears. varying Goals for Elementary SuchChildren, structuring from the and beginning sequencing of content gives directionshould to be developed with year through mitteesSchooldate the maystaffs needs find and andit individualshelpfulinterests in of usingwill children findthe three various waysof to any use particular the guides school. in their curriculum sections of the chart and the manuals the emphases to accommo-to begin by: work. Some com- 2.1. IdentifyingSettingsionally aside,reversing an important for theworking ordertheme, purposes, and tracing naming goals itthe from intheme eachthe appropriately. beginnerlevel which through reflect the thiseighth theme levels, and usingor occa- these a theirSkillfulparticular experiences, development theme. insights, of these understanding units with the and children skills, atand each advance level their will developmenthelp themgoals to of deepento concepts serve and as relatedextend the nuclei to of teaching units at each level. Another approach might be to: I. Clearly identify, without referring to the guides, an important concept which teachers and parents 2. believethatStudy manifest thechildren chart this shouldto conceptdetermine develop. or iftheme; this writeconcept in canadditional be traced goals from that level are to needed level; to record help guidethe goals the 3. Userelatedbechildren relevantbroad goalsenoughin goalsexploration may for atbe the eachselected nucleusand level concept from asaround the thedevelopment. nucleuswhichvarious a forgreatlearning unit deal development.areas of learning and clustered can be toacquired. form the nucleus of At times a single goal may More often, Theinstance. suggestions on activities, techniques, and bibliographies are not assumed to abe unit. exhaustive iu any While many good suggestions have been made, they must through necessity be limited in these workbibliographyCurrentlyandguides. indeletions which there individuals followsto are better four each achieveworkedvolumes. subject inhis areathe purposes. areasin each of volume.their greatest These changes competence came andabout submitted as a result goalsThese of by committee areareas offered and to help the teacher get started. The goals are arranged within content fields and a carefully prepared Teachers will note changes in the format of the Basic Goals. It is expected that he will make additions mayTonizelevels. offsetfunction flow somefrom in apparentlevelEnglish, to disadvantageslevelthe language and from of suchsubject the as school, fragmentationarea toIndian subject childrenof area.goals, must which be makesable toit communicatedifficultIt is to inhoped recog- English. that the more compact volumes with easy, ready reference, and useful bibliographies, Totaneously communicate and inautomatically English requires in correct mastery context. of language items to the extent that they can be produced spon- 2 applicationstructuralspeakingCommunication little ofpractice pre-arrangedin or English noof English,English involves pattern andor substandardrealdrills.to the English, his responses to real situations.use of this English in other subjectTime and areas. effort must be devoted both to the sequential and responses are an outgrowth of learning and the For the Indian child coming to school NojectIn secondattempt addition to indicatelanguage. has to beensuggestions how made there in inthismay Speal_a_zn, beguide carryover to sampledevelop of patternslanguage learned,implications However, a number of suggestions apsear for the a structured sequence for the teaching of English as a use of situational or functionalappear English. at each level and in each sub- EnglishPatternsday.such as as developedthose a second in the throughlanguage, dining sequential room,emphasis the practicedormitories,must be placedshould and be related on communicatingon the inplayground. English throughout the school toor children'sbeing learned, activities into all and areas experiences of work. To have a quality program in

3 haveThe basicthe opportunity philosophy toof realizethe Bureau their of fullIndian potential Affairs and BUREAU EDUCATIONAL PHILOSOPHY encompasses the.belief that all Indian childrento become must useful members of society. research,andobjectivesongoingThe services. great andand explosionfor independentexperimentation Indian of education knowledgelearning, leading are demandsteachers to creative from should each andhave child They should bend their energies toward developing attitudes as follows: critical thinking.access to widespread independenceand well-organized and self-initiative. materials More specifically,of discovery, the Bureau problem-solving, To facilitate B.A. To developprovide communicationa climate conducive skills to aesthetic, social, and intellectual development D.C. anTo developadequate a and self-imagefeeling maintain of inbelonging,sound both healththe Indian of body and andnon-Indian mind society a feeling of importance, and a sense of security coincident to F.E. motivateTocultures developmaintain in hima pridecode a desire ofin valuesIndian to practice acceptableheritage it and to tothe develop student and awareness, understanding, and respect for other to the society in which he lives; and to H.G. To develop aneconomic inquiring competency mind. 4 LEVEL SEVEN GUIDANCE GUIDANCE LEVEL SEVEN Goalthe 1:potential to achieve Understands he has InEXPLANATIONSlowing review, concepts an ANDattempt ofSME self-image SUGGESTEDhas been made at previousACTIVITIES levels AND TECHNIQUES to develop the fol- First:Beginner:Second: "I"I belong."have am important."self-control." and self-identity: Fifth:Sixth:Fourth:Third: "I"I am amaccept adequate." acapable." responsible and person." respect myself." achievementIfstand the pupilthat in he hasthe has developedacademic the potential these self-images,areas, he hemay gain an understanding thatto achieve. As he experiences may now be able to under- success and Goal 2: Extends his abil- YouthFosterhimself at this(10), he haslevel Strang the still ability(24), and need much practiceto realize in hismaking full potential.Weitz (5). choices. /Bailard (7), within alternativesconfrontedity to make by choices several when putChildrenactuallynot on their in shouldmadethe choice morninga notchoice is be ato toldandwise their followed choice everything they are to do fromlast action before going is not as importantit through to its logical as the fact that theyto bed. what clotl-es to conclusion. WhetherInstead, or pupils should be given 2.1. WorkPlans to forbe done.a trip. many opportunities to make choices of: 6.4.5.3. AssemblyGamesExpenditureConduct to program bein played.ofa given groupfor whichsituation.funds. they are responsible. /Kitch (18), Stoops (23), 6 Strang (24), and Wolfbein (25). GUIDANCE LEVEL SEVEN Goal 2: EXPLANATIONS AND SCHE SUGGESTED ACTIVITIES AND TECHNIQUES (Continued) PossibleConversation conversations 1: to Sample Language Implications Related use in a role-playing situation: to this Goal Jack:Bill: WhatballI can't are game, youdecide. too;going but to Ido have tonight? I'd like to see the movie and there's a basket- Bill: one.Comerow. on to the game with I need to work on that. me. to give an oral report in classI thinktomor- it's going to be a good Jack:Pete: Well,reallyI'm goinglet a megood to see. theone. movie. The movie probably will be shown again and I don't want to miss it. Jack, it's Conversation 2: canthisthere get. chance will tobe givemore angood oral report. games. I'd better try to do I need all the practice I my best with Mary:Jane: WhatHere'sies are unit. youthe goinglist ofto thingschoose? we can choose to do in our social stud- Mary: Well, making a scrapbook of 7 news clippings would be easy. GUIDANCE LEVEL SEVEN Goal 2: (Continued) EXPLANATIONS AND SOME SUGGESTED Jane: Howtake about long. this one - "Writing for freeACTIVITIES charts"? AND TECHNIQUES That wouldn'i. Jane:Mary: Well,Misson what'sSmithsome problem suggestedyour proolem? we thathave. weI choogeguess I'done betterwhich wouldthink helpabout us that. work Jane:Mary: gradesOhI loudly getwell, soare enough.you'rescared pretty doingwhen good, Iall talkaren't right they? to the class. in that class, anyway. I don't think I talk Your Goal 3: Takes increased At this level, Mary: atI'd those better topics try tofor improve the oral reports. a pupil should begin to be governed by internal in making reports, I'll decide anyway. on one. Let me look andshipstandardsresponsibility school set up of by good studentsto citizen-meet asmanifeststandingrather perception thansome to variousdependingofunderstanding the standards. entirely of the areas of his class work. on external direction.He should be able to reasonsrelate thisfor standardsunder- of conduct, as well /Foster (10). His behavior should controls mumpusandGoal improvementresponsibilityof4: supervision with for a mini- Assumes leadership cam- selectionleadershipOnshould the basis now of in besuitable ofcarrying ablehis pastto activities. themmake suggestions experiences related to this accomplishment,out. Pupils may need some direction in the for group activities and assume some a pupil sionstoGoal make 5: as independentto use of time deci- Develops ability wisely.andContinued in budgeting emphasis their should time be placed Children need to be guided in perceiving advantageously. /Bauer (8),on andbeing Foster punctual, (10). and on using time Pupils may graph their daily reasons for being on time, 8 GUIDANCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goal 5: (Continued) Aneffective schedulesassembly study programand bepractices. assistedmay be presented in evaluating to portray time allotedthe wise to various use of time and activities. andexploreGoal aspirations6: career fields Continues to intelligentlyToContinued assist pupilsattention choose in gainingshoulda career, besome directedthe information following to the study of the world of work. /Strang (24). areasupon whichmay be they stressed: may later 3.2.1. WhatWhy peoplehappens gowork to to dropouts high school and/Hunt Super (12), (4). Jackson (13), Kitch (18), Patton4.5. (3), Stoops (23), WhatPrimary are thejob rewardsidentifications. of work Strang (24), willingaseveryGoal high 7: man as is he free is ableto rise and Understands that theofThisstanding studysocial is aof traditionalinstudies successful this areaarea, and people,is would validto trace beincluding American effective. the Indians,concept. within the framework of careers of successful people. /Gordon (28), and Strang (24). One way to develop under- A unit Goalandtakes 8:services to produce goods Knows what it andearlyPupilsthe endeavor. relationshipin often life takethat thingsbetweenadvancement for human granted. and ability achievement and endeavor and the goods and Activities connected with this goal should place emphasis It is important that they understand are based on human ability ser- on Goaling 9:and responsibility of Extends understand- work,rowerBankingvices one mightwe procedures canenjoy, beachieve taught and relative onlittle. in the connection factto lending, that with without andwork the in responsibilitiesmathematics. of a favorable attitude toward a bor- borrowing propertyneed help which in developingbelong to them,an understanding their parents, of, andand theirrespect teacher. for, 9 money andChildren will GUIDANCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN bankingGoal 10: procedures Knows basic A regardingrepresentative simple of banking a local procedures. bank might be 1.invited Taught school banking procedures. If applicable, children should be: to talk to the class 3.2. EncouragedTaken on ato field deposit trip funds to a inlocal the bank.school bank. /Patton (3). Goalorderlytivity 11: towork a cleanarea and Develops sensi- area.Pupilsdecidethat timeneed the reporttonumber condition their of pupils observations themselves who can to ineffectively workingclass. in be assigned Pupils may observe various working areas for Class groups should help a clean and orderly worka week and at the end of to the various maintenancerespectGoal 12: for ofcare equipment and Extends his ment;Awork demonstrationtric areassuch polisher. as:and jobs. may be given of the proper Childrena filmstrip, should a filmbe guided projector, to realize a tape that recorder, equipment, or an if elec- use and care of classroom equip- Goalconsequencesstanding 13: of theof venerealnature and Has some under- Withiners--mayinformedabused, the mayframeworkaccomplishadults--teachers-guidance, never beof this aslocal usefulobjective school nor policy,with asschool attractive boys and and in girls,the separately. nurses, doctors, and social work- as it was originally. proper setting, disease Levineandthelectures, consequences proper (19), and setting,Levinsohn discussions of venereal and (2), by may andinformeddisease, developNeisser adults. further(20). provided such techniques are used in /Kirkendallan (14),understanding (15), (17), of the nature Films, 10 LEVEL EIGHT GUIDANCE GUIDANCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT makingGoalself-confidence 1:decisions in Extends his YouthEffortsconflicts.turmoil, at thisshould however, level be exerted mayis furtherbe into aassist complicatedstate eachof adolescent pupil for thein stabilizingIndianturmoil. youth his by self-cultural This normal identity, as he continues to seek answers2.1. to: WhatWho amam I?I? 4.6.5.3. WhoWhat issetsiskind mymy my boss?ofrole? limits? person am I? Goal 2: Understands he Pupils at this level are faced with making8. 7.many decisions regarding going on What decisions am I capableallowed ofto making?make? hasskills the knowledgeto make decisions and andentneedscanto adequacy.individual. high makeassistance school,decisions, inand making livein relation bythese those decisionsto decisions, their individualand andin becominganalyze aspirations. theira more effectiveness independ- The skillful teacher will create means by which every pupil Each one Goal 3: Explores his Ittheirskill is important decisionsto make decisionsfor were the ineffective. pupil and toto makereceive proper guidance adjustments, in depth if in they planning believe his All children need assurance that they have the knowledge and programfuture high school education.assistedcoursestransition ofin to study,making high handbooks,school.intelligent and decisions resource concerning consultants, future the highpupil school may be /Fitzgibbon (9), Humphreys (11), Kitch (18), Paulson (22), and Through the use of field trips, high school Stoops (23). 12 GUIDANCE LEVEL EIGHT Goal 3: (Continued) EXPLANATIONS AND SCME SUGGESTED Sample Language Implications ACTIVITIES AND TECHNIQUES Related to this Goal Example:school. 1. What will we be able toChildren do when plan questions to ask of someone repredenting the high we finish high school? 3.2. WhatI am are interested the different in being programs in the high aschool? . What program would that be in? 5.4. HowWhatcareers.) do cancourses I decideI take would whatthat I isn'ttake? for program and courses to take? (Could be asked relative career training? to different aid,overclusion,Goal and 4:several carries work days that to or extends weeks Plans, with adult con- Theitiesto teachermake provide long-range should many continue chancesplans which for involve to guide all pupils in extendingchildren their to do such planning. more complex situations. Unit activ- ability balancedGoal 5: schedule Adheres to a useAnticipatingachievement, of time. the the need teacher for should Through developing and adhering using time wisely for successful high continue to guide pupils in the judicious to a daily schedule, suffi- school occupationalGoal 6: fields Identifies major Althoughfields,ancedcient participation timetheconcentration purposemay be plannedin alsoachievingother shouldfor activities satisfactoryof his interest. classroom achievement andthis goal is to identify occupational bal- Activitiesgeneraland aptitudes knowledge should reflect of the different as related to job identification. concentration on the following: be in the areasfamilies of discoveringor clusters of occupations. The pupil should gain a interests 2.1. HowHow shry.ild can I discover I plan for future education? 13 my interests? GUIDANCE EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goal 6: (Continued) 4.3. WhereHow canam II likelydiscover to myfind aptitudes? success? throughGoal 7: work he can achieve Understands that Pupils/Fitzgibbon at this (9), level Humphreys need to (11),develop Kitch (18), Paulson (22), and a basic concL2t of work. TheyStoops need (23). to his goals Pupilsbegoals,goals. guided should whether in identifyingparticipate they be to whatin acquire many work activities property, materialwhich develop wealth, the means and its relationship to reaching or to achieve a concept that meaningGoal 8: of envy and its Understands the Ansicalstate envious labors.of beingpupil suchmay displayas happiness, a resentful are attained through man's mental and phy- One cannot achieve one's goals without effort. awareness of another's excellence effect on success againstfromorthe success; individualadvantages thea pupil envieda dislike whoresentmentsuccess one. has for violatedmay theto bring. thesuccessful Indian bringing cultural pupil of social and patterns. an unhealthy desire for (Peer-group pressure may also be brought to bear Envious feelings may take several forms or peer-group pressure The action in - affectAsconflictsuch a pupil anindividuals instance withbegins his to wouldadversely.peers demonstrate notand behe the mayhis result haveability feelings of in school, of guilt. he often envy but might appear so.) Such feelings comes into theeffectInthe implementinguniqueness implications on successful of this theof achievement.goal,social,individual the peer-group, teacher aild to should learnand individual toassist judge the him pupil to perceive The pupil needs to develop respect for envy and its adverse on his own mer- successstandits, not that and by Indianscompetitionartificial and standards°non-Indiansfor success. 14 mayThe have teacher conflicting should help views pupils concerningActivities to under- related to this goal should GUIDANCE LEVEL EIGHT Goal 8: (Continued) reflectEXPLANATIONS a positive AND SOME approach SUGGESTED to respecting ACTIVITIES the AND accomplishments TECHNIQUES of others. Goal 9: Extends his Thevidualimplementing pupilspupil growth. needsshould this continued also goal. understand guidance that in learning to budget and balance class Role playing is an effective technique which envy is a negative deterrent to indi- may be used in knowledge of budgeting helpedmayties.and studyneed club in help theacquiringaccounts treasurer'sto plan andbasic club to reportknowledge shareand class inon decisionsfundsconcerning budgets spent for interestand parties balances charges and carried.other and activi-salesHe can continue to make a simple budget of his funds. on expenditures of funds. He needs to be HeHe Goaltrainingtance 10: of witheducation relation and to Explores impor- unskilledtheThetax. schoolpupil wages, mayand compare localand skilled community, wages wages.received to develop in relation some understanding to work-school that school He may make a study of occupations in grants, wages or salary hisperson/Fitzgibbonotherachievement obligation receives.means, (9), and theto individualremainKitchpupil (19),needsin schooltraining Paulsonto become until help(22), informedcompetent determine and Stoops of to histhe earn (23). opportunities a living. and Through group discussions, readings, resource people, and wages or salary a of propertyGoalof books,11: supplies, and Knows the cost materials,class.Committees equipment, might be appointedand furnishings, to find oatand andreport to tabulatetheir findings costs ofto classroomthe Other committees might prepare estimates of the cost of replacement rightsshouldGoal 12:of respect others the property Knows why he ablePupilstoof respectingabusedto shoulddevelop or be damaged thesome involved property perceptionfurniture in rights group andof of thediscussionsequipment. others. necessity and for in penalties class projects for violation related At this level they should be of property rights. 15 GUIDANCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT valuesconductdevelopingGoal 13: based a schoolon democratic code of Participates in Asschoolsory a class staff code project, membersof conduct, committeesin evaluating and in drawing the needs of pupils might work with administrative and supervi- up or revising such a code. in relation to the Commit- Goalsome 14: attitude toward Develops a whole- bers,workCommensuratetees withor might films, the alsoschoolwith readings acquainttheir staff awlmaturity, inother discussions, implementing classes through with the pupils need toit. acquire thecorrect revised or newuse code, of appropriateand staff mem- marriagerelationships and family goalsofinformation(14), the in responsibilities(15), the and area(16), a ofhealthy and (17),of attitudemarriage. and Levinsohn toward sex education may be reviewed. In accomplishing this goal, previous family(2). relationships and of /Adams (6), Kirkendall some

16 BIBLIOGRAPHY 1. Cottingham,Company, Harold 1959.F. Guidance in Elementary Schools. BOOKS Bloomagton: McKnight and McKnight Publishing 3.2. Patton,Levinsohn, PriceDavid Florence, A.McKay and andCompany,Martha. G. Incorporated, 1959. L. Kelly. Money In Your Pocket. What Teenagers Want to Know. A Management Guide for Chicago: Budlong Press, 1965. Young Adults. New York: 5.4. Weitz,Super, Henry. DonaldDivision, E. 1957. Behavior Change Through The Psychology of Careers. Guidance. Evanston, Illinois: Harper and New York: John Wiley and Sons, Incorporated, 1964.Row Publishers, El-Hi 6. Adams, Clifford.Research Associates, 1949. Looking Ahead to Marriage. BOOKS: PARTS OF SERIES Secondary Guidance Booklet Series. Chicago: Science 8.7. Bauer,Bailard, William Virginia.(n.d.). W., and others. Your Ability. Growing and Changing. Junior Guidance Series. Chicago: Science Research Associates, 9. Fitzgibbon,ScienceGlenview, Thomas ResearchJ. Illinois: Associates, Scott, What High School Can Do Foresman and Company,1956. 1962. for You. Basic Health and SafetyJunior Guidance Series Booklets. Pro.gram. Grade Seven. Chiulgo: 11.10. Humphreys, Foster, Constance. J. Anthony. Research Associates, 1953. Developing Responsibility in Children. Better Living Booklets. Chicago: Science Research Associates, 1949. Choosing Your Career. Secondary Guidance17 Booklet Series. Chicago: Science 12. Hunt, Rolfe 1952.Lanier. High School Ahead. Junior Guidance Series. Chicago: Science Research Associates, 14.13. Jackson,Kirkendall, Kathryn,Morristown, Lester and A. others.New York: Silver Burdett Company, 1965. Helping Children Understand Sex. Work Around the World. World Children Live In, StudentPrimary Guidance Series. Series. Chicago: Science 15. Research Associates, 1952. . Understanding Sex. Senior Guidance Series. Chicago: Science Research Associates, 1947. 16. Chicago: Science Research Associates, 1949. , and Ruth Farnham Osborne. Dating Tips for Teens. Secondary Guidance Booklet Series. 17.18. Kitch, DonaldResearchAssociates, E. Associates, 1955. 1952. , and others. !al:sling the World of Jobs. Understanding the Other Sex. Junior Guidance Series Booklets. Senior Guidance Series. Chicago: Science Research Chicago: Science 20.19. Neisser,Levine, Milton,Edith.Associates,Living M.D., Booklets. and(n.d.). Jean Seligmann. When Children Start Dating.Chicago: Science Research Associates, (n.d.). Helping Boys and Girls UnderstandBetter Their Living Sex Roles.Booklets. Chicago: Science Research Better 22.21. Neugarten, Bernice.Research Associates, 1955. Becoming Men and Women. Discovering SecondaryYour Real GuidanceInterests. Booklet Series. Student Guidance Chicago: Science 23. Paulson,Stoops, BlancheEmery.ResearchSeries. B., Associ:ates, and G. Fredric 1953. Karder. Chicago: Science Research Associates, (n.d.). Planning Your Job Future. Student Guidance Series Booklets. Chicago: Science 24. Strang, Ruth.Associates, 1953. Helping Children Solve Problems. 18 Better Living Booklets. Chicago: Science Research 25. Wolfbein, Seymour.Associates, 1951. Our World of Work. Secondary Guidance Booklet Series. Chicago: Science Research 27.26. Wrenn, C. Gilbert.ResearchChicago: Associates, Science Research 1951. Associates, 1953. and Harold Wolfbein. How To Increase Your Self-Confidence. Our World of Work. Student Guidance Series Booklets. Secondary Guidance Booklet Series. Chicago: Science 28. Gordon, Ira J. Children's Views of Themselves. PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, AND OTHER ORGANIZATIONS Washington: Association for Childhood Education 29. Waetjen, WaltervisionInternational,of theB., and Associationand Curriculum Robert 1959. R. forDevelopment, Leeper Supervision (eds.). National and Curriculum Education Development. Association, 1966. Learnin&and Mental Health in the School. Washington: Association for Super- Yearbook

19 SOCIAL STUDIESLEVEL SEVEN SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN EasterninparesGoal selected 1:theHemisphere, life nations of peoplechoos- of the Studies and com- parerecreationregardingPupils the may life theofengage ofsomehomelife, these inof activities thepeople food, people withshelter, throughof their the religious Easternwhichown. they Hemisphere. beliefs, education, and can gain information They may com- countrypeoplesascontributionsing culture, for to study the history, lifeofsuch indigenous of aspectsand the maptoInformation mightthe countries be mademay bewhichselected acquired would for regardingshow study, the and locationnatural to the resourcesof United major States. industries.that are important A pictorial Thestudied.standingChildren influences somemay beofof introducedenvironmentthe basic facetsto on the the ofconcept countries their ofown culturestudied culture andshould and guided of be others stressed.in under- being encedtlementChildren the of maygrowth the discover Unitedcountries, of the States.some country. and of comparethe factors them thatwith ledfactors to the which patterns affected of set-set- They may determine what factors have influ- havePupilstionsChildren played shouldto othermay in be bethe parts helpedhelped development of to tothe discoverdiscover world. of the thehow country. rolethese the countries native oihave indicrenous made contribu- people They might compare contribu- Charts,Unitedthetions country's Statesoftime these lines, anddevelopment. peoples show and howmuralswith these contributions to peopleshow periods have of developedthe and Indians patterns within and of Eskimos thegrowth context in the of may be constructed. 21 SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN understandingGoalthat 2: are currently of problems of major Develops some Throughnations,Developing followingwhich an understandingare newsof concern events of toin some themagazines ofworld, the andproblemsmay newspapers,be an faced on-going byand emerging activity.on the radio worldotheras,concernthe China's power, worldemerging to theoremergence problemsnationsworld; assuch ofof a nationsandsionsthe television, end fromand of discussthe childrensummary.year, its they relationship may might accumulate summarize to worldinformation the peace information andregarding well-being. and some draw of conclu- these Near andeffortsevaluatesGoaltionships maintain3: are why between madefriendly and to how thedevelop rela- United Understands and placednationsbetweenPupils on shouldtendnations likenesses to be becomeis guided reduced of problemsnationsin throughdeveloping ratherof commonspeed andthan in concern.understanding differences.travel, problems that ofas thesedistance Emphasis should be theStates world and other nations of UnitedrelationsChildrenthe attentionscientists; States maythrough be Informationof introduced andtheexchange throughpupils. Agency programsto theattempts andInternational ofthe students,being Voice made Redof teachers, AmericaatCross. establishing may doctors; be brought friendly work toof Activities of the reportLettersInformationforeign on with greetings.immigrants penon immigrationpals who in haveother laws had countries maya direct be gathered.may influence be exchanged. on this country. (See Language Implications, Level Four.) Pupils may learn Some may Goalstudy, 4: that a relationship Discovers, from HypothesesProgramseducationalaid programs the which Unitedtraining may might be States touched requirementsbe drawn is uponsponsoring in briefly.theare that:study in Southof the America, world of and work other and foreignits livingbetweenexistsing and ineducation thethe standardworld and of train- ofwork I. educationIn a large and measure, his specialized one's potential training. productivity is measured by his 22 SOCIAL STUDIES LEVEL SEVEN Goal 4: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIES2. AND TECHNIQUES Promptness, proficiency, and trustworthiness are essentials of the 4.3. worldTotraining.The achieve acquisitionof work. in the of world these of essentials work, one dependsmust possess largely either on education a salable and 6.5. viceThereJobsskill and areis orthesomeimportant salable salary relationship onlytraining.or wage as betweentheyfor thatmeet public servicethe feltdemand or needs job. for ofa jobthe orpeople. ser- 8.7. AsThechange,technological theamount technology and of thetraining achievement natureof a andcountry of educationofthe a advances,workcountry. torequired be theaccomplished jobsis related to be changes. performedto the Activitiestheses may which be formedmay be are:engaged in to gather9. evidence upon which these hypo- neededAs job skill.needs change, workers must retrain themselves to maintain a 2.1. Educationpeople,A areastudy to andmay determineand tobe training themade educational howof requirementsemploymentthe jobs and relate in technologicalfor the tothis localdemand, employment community level to the ofmay needsorthe begeneral area. stud-of the 3. Informationforjobsied. employment, in their on businesses,jobs and andthe theirtraining the educationkinds and ofeducation personsand training required.they preferrequirements Employersto select may be invited to tell pupils about the types of 4. briefs.mayOnacquainted bethe obtained basis or of byby previously studyingwriting to publishedacquired companies informationjunior-level with which relative occupational the pupils to the may be relationshipgrowth of the of Unitedjobs to States the needs and toof thethe inevitabilitytime and the levelof change, of the the 23 SOCIAL STUDIES LEVEL SEVEN Goal 4: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND development of the country may be studied. TECHNIQUES Some changes in the market.mayexistencebelabor noted. be, marketby maythe notthattime be havethe in pupilsthetaken future, placeare ready andin the thatto enter the employment Children should be led to understand that jobs past and recently should others not now existent now in mentfacetsitsbasicGoal of background.5: aspectsdemocracyof its expansion,in important inthe America, develop- and Is introduced to theirDutch,Thethrough teacher new the aenvironment. French, limitedmay introduce andanalysis the pupilsSpanish, of and of It will be necessary for the teacher to guide the reasons for colonization by theto English, the origin the of democracy in America ways in which they adapted to principlesachievethe continuing and maintain struggle its to Majorestablishmentculturepupils historical inthe acquiring colonists ofevents the an government whichbrought understanding affected with of thisthem) theof thegrowthand country. role heredityenvironment (in terms played of the in the of democracy should be ToattentionStates.briefly reinforce reviewed of the the concept pupils.to trace of thedemocracy development that isof beingthe Influences which have threatened democracy should be brought government of the United to the may guide pupils in: I. Comparingin this country.ways in which the Pilgrims and Indians adapted developed, the teacher to living 2. howweakerthereadjustImagining they groupbefore towould theirthey of them;govern people. wereenvironment, what athemselves. group kind ofofand laws to getthey along would with make They may decide what they would do to newcomers to an area inhabited by a They may be encouraged to suggest those who were to live by; and 3. Developingdemocracy.alternatives a time to theirline originalshowing majordecisions. events in the growth of 24 SOCIAL STUDIES LEVEL SEVEN Goal 5: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIES4. AND TECHNIQUES 5. MakingUnitedRoleingachievement, playingofa States. scrapdemocracy. behavior bookand momentsof newsof men ofitems duringconfrontation which times of in crisis, the development periods of are related to the function- of the 8.6.7. DeterminingNotingListeningdemocracythis thecountry. to influenceinthe sudh the importance recordingsUnited on theStates. of Indian asfamily "1 andWas life theThere." in Eskimo the development in the growth of of Situation: Teacher: TeacherSample andLanguage committee Implications makirg plans Related to workto this toward Goal this goal. Jack: Wehelpingcan hear find a each lotout aboutother.in what troubles ways nations between are nations. working together and I wonder how we Mary: Let'stogether.catalog.I wonder watch if the there are any films on this. newspaper for news of countries working I'll check the Teacher:Bill: ThereMisstogether? Smith,are programs what are of sonestudent, areas teacher, in which countries work or doctor exchange. Joe: Docountry you think on ananyone exchange who livesprogram? near here has been in another 25 SOCIAL STUDIES EXPLANATIONS AND SCME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goal 5: (Continued) Teacher:Betty: I don'twonder know. if the newspaper office would know. How could we find out? I'll call them. Ann:Dick: MaybeLet'stion. we see could what write we can to findthe Unitedin the Nationslibrary. for some informa- I'll do that. Teacher:Bill: JackBill, is will going you to summarize check on thefilms. plans we made? Mary suggested that we watch Bettycheckgoingsomeonethe newspapers.is theto going nearby writelibrary. to towho call the has theUnited been newspaper onNations. an office to see if there We can all do that and bring clippings.We could all do that. exchange trip. Ann suggested that we Maybe Ann can Dick is is Goalates 6: particular traits, Analyzes and evalu- A memberclass someof the of communitythe things who that holds the publicpeople officewho elected may be him asked expect to schedule a time -or us in the library. him to do. tell the arequalities,serve essential in publicand for skills officepersons that who ThePupilsspeaker children maymentions. visitmay discuss a public and official record someat his of officethe significant and ask They might examine his him questions qualities the recordregardingclassChildren inor office.responsibilitiesschoolmay list office characteristics and he record has to theseand the qualities people.findings. desired They may be encouraged to for persons holding evaluateorcriteria responsibility officers' and make shirked.performancessuggestions forduring improvement the school when year conduct on 26 the basishas of thesebeen improper SOCIAL STUDIESLEVEL EIGHT SOCIAL STUDIES LEVEL EIGHT Goal 1: Increases or EXPLANATIONSPupils may beAND encouraged SCUE SUGGESTED to examine ACTIVITIES the following statements and to evaluate AND TECHNIQUES appreciationandexpands worth his of of awarenessman the dignity and them in terms of their experiences. 2.1. Man'sMan loves worth that which satisfies him can be interpreted in some measure through the or fulfills a need. way he Goal 2: Increases his 3. developsThefaces uniqueness his withincircumstances. ofhis man's environment. ability to adapt is proven by the way he andunderstandingand its development culture of theof agrowth society mayandhelpfulAnfamily, then understandingthe belivesto school described.relate of andtheir ofthis tribalthe people,to term thelife. child'spupils "society By noting changes which have occurred in their society may need to be developed. The "culture" of these various "societies" may be assisted in discovering that as it is reflected in his It nay be lives An also.occurredeffortsocieties may in developbethe made society throughto formulate to whichcontinual they change. a definition of culture on the arebasis being of introduced may be noted, Similar changes which have Goal 3: Reinforces his Pupilsnon-Indianmeaningan analysis need to societytheto of realizepupils, characteristics with that anwhich examination the the cultureof children Indian of of society and, insofar some of the characteristicsAmericaare associating. is of made the up of a number of as it has changeculturesunderstandingsocieties, undergo nations, of constanthow and bringandduced,Insub-cultures, developing howabout theymembers change. may an andof beunderstanding societyguidedthat their in pointing cultureof the cultureis overcome difficulties in order to survive and out ways in which a anculture important changes American sub-culture. to which they are being intro- change.Referenrethe diftL2ulties may be made members to changes of that taking nation place 28 are encountering to bring about the in an emerging nation, and to SCCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goal 3: (Continued) noted.Changes being brought about by advances in science and technology may Sam le Lan ua e Im lications Related to this Goal be Moderator:Example: Summarizing a unit duringUnderachievedand have aa democracypanel humanthese discussion. rights.democratic people help principles? make decisions in their government How have people in the United States Pupil 1:2: WhatwhichThe didpeople they they didin do the notabout thirteenhelp it? make. colonies were given laws to obey Moderator:Pupil 3: DidTheyof allthefought peopleUnited the getStatesRevolutionary their was democratic established? War. rights after the government Pupil 3:1: WhoNo,about couldbut justmore vote theand at right morefirst? haveto vote. gotten their rights. Let's talk Pupil 2: JustSomementsspecial some let decide ofonlytax. the whomen men. couldwho owned vote. land vote. The Constitution let the State govern- The states had different rules. Some had voters pay a Moderator: Then there were people who 29 couldn't vote. Who were they? SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goal 3: (Continued) PupilPupil 3: 1: women;MencouldGradually who Indians; vote.didn't State ownand laws land;slaves. were men changed who were so toomen poorwho wereto pay not the landowners tax; By 1828 most white men could vote. PupilPupil 2: 1: Notvote?Whentution right the saying Negroaway. slavesthat states were freed,could notdid keep they a getcitizen the rightfrom votingto In 1870 an amendment was added to the Consti- Pupil 3: Womentions.H worked onhard account to get of the race, right color to vote.or previous condition of servitude." They marched in parades. They had conven- Pupil 2: toamendmentSo vote.some states was addedgave womento the the Constitution right to vote. giving women the right Then in 1919 an Moderator:Pupil 3: HowingtheIn about June,Unitedthen Indiansapplied1924, States Congress and tocitizens Indianstheir passed rightof and this a still tola, country.vote? whichsome ofmade them the could Indians not of State laws on vot- Moderator:Pupil 1: Arevote.Some there people still think problems that sinceabout 18-year-oldsvoting? can be drafted they Pupil 2: Someshould states be allowed still tohave vote. special requirements. 30 SOCIAL STUDIES LEVEL EIGHT Goal 3: (Continued) PupilEXPLANATIONS 3: AND SOME SUGGESTED ACTIVITIES AND VotersStates. do not vote directly for the President TECHNIQUES of the United Moderator: Let'slater.President. study the They vote for some other peopleSome who people vote forthink the this should be changed.pros and cons of these matters and discuss them andpreceptsGoallawsthis considers4: ofcountry ofthe the tribe thewith laws needs ortraditional ofgroup, that Compares the basic PupilsAnanPupils understanding understanding. may may note examine some of howtriballaws and that laws,why have laws and been Federal abolished They may determine factors which make laws are made may need to be developed. and State laws to develop such necessary. and/orlawsresulted differences in the similarities in these enactedTheysome may of and bethe attemptable reasons to togetfor determine informationthe change. why regardingthey are necessary. some laws which were recently or modified and determine betterregulationstheThey basis maypupil evaluate of whichprotection. a survey would school ofimprove schoolregulations the needs, functioning and they decide of why the may be able to suggest other they are necessary. school or provide On A Pupilstribal shouldpolice beofficer encouraged or to participate in student a Bureau official from Law and Order may be government. andGoalstanding needs5: thatof the led background to the Achieves an under- ingtoToinvited theassistsome formation of tochildren thediscuss efforts of inthe acquiring thatUnitednecessity were Nations, some madefor understanding laws. to the solve teacher world of problemsthe events before which Wbrld led may guide them in trac- playwithNations,formation inthe the roleand ofworld becomesitthe does United familiarand can War II by the League of Nations and other 31 groups. SOCIAL STUDIES RXPT-ANATInNS AN" QnMR quanRSTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goal 5: (Continued) presentlyUnitedProblems Nations thatbefore existedto the help United aftersolve Nations Worldthese Warproblems II may be studied. may be noted, and efforts of themay be pointed out. Questions nuclearAttentionChildren weapons. maymay bebecome directed acquainted to problems with UNESCO.resulting from the development of ofunderstandingGoalimportant the 6: United responsibilities Statessome of as the a Discusses with NATO,thesePupils and organizations may SEATO, list inon which awere chart thedeveloped. United States participates, some different organizations; such as, the UN, Consideration may be given some of the and determine why Nam,worlddefensethe the power,United Northpact itsNations, Atlantic role inin Viet ArtPupilssuccessful.tasks work, maythey posters, discuss have undertaken.or responsibilities murals mayPupils be prepared may try to showdetermine ways theif theyUnited have States been men and nations have towards each other. UnitedreasonsThehas teachertried States for to themay involvementhelp Unitedencourage other States countriesin pupils affairs becoming to with aroundread involved the the world. and try to determine the some of their problems. newspapers for accounts of Pupils may debate areReportsbenefitstries attracting toward mayand bethe actionsthegiven disadvantages concern on of the the of historic Unitedseveral in specific States backgroundcountries. situations.should of be considered. Attitudes of someother current coun- events that 32 SOCIAL STUDIES LEVEL EIGHT Goal 77 Studies and compares PupilsEXPLANATIONS will need AND toSOME analyze SUGGESTED basic ACTIVITIES principles of: AND TECHNIQUES governmentsforms,constitutionalsome major and organizedlearnscontemporary and the absolute under basic 2.1. Dictatorship.Democracy. successesestablishmentconditions or that failures and led to totheir their They may relate the basic principles 2.1. Capitalism.Communism. of these two types of government to: A committee may make 4,3. Fascism.Socialism. a bulletin board of American symbols of democracy for the purpose of reviewing the 2.1. BaldGreat Eagle Seal significance of this collection: 6.5.4.3. UncleShrineFlagsStar SamSpangled of Democracy Banner (4 faces) 11.10.9.8.7. PledgeBuildings of Allegianceand memorials in IndependenceLibertyStatue Bellof Liberty Hall Washirgton, D.C. Onsmall a large flag wall or amap, little they booklet in the 12. Flag raising on Mt. Suribachi. may locate the capital of countries studied with shape of a capital building. Inside a researchthe booklet on the may type be placedof government information they 33 which has been securedmaintain. through SOCIAL STUDIES EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goalsibilitiesoutletsexercises 8: his throughin rights selecting appropriateand respon- happen in this country if the secret ballot Understands and andPupils to discussshould beits helped value. to understand the significance of the secret ballot They may be encouraged to conjecture what would were forbidden. officials by secret ballot AnTheby sibilityeffort a secretdictator. may forballot be conducting made may to be determine usedschool in elections classhow electionselections. by secret ballot. are held in a countryPupils ruled may assume respon- CouncilofpurposesGoal the 9: school's and effectiveness Student Evaluates the ThroughgovernmenternmentThe pupils discussion can is shouldhelp meeting the andbe school.encouragedinterviews,th2 needs ofto they thediscuss pupils.should and determine discover whetherways a studentthe student gov- whichbeA gestionsthe questionnairemade arestudent forbased for revised body. improvementon may an orbeevaluation alternativesubmitted of their of to theregulations studentpupils questionnaires government.to determineor procedures. and needs interviews, and wishes may of Pupils and faculty members may be interviewed for sug- Recommendations, 34 BIBLIOGRAPHY BOOKS 2.1. Brandon,Benedict, William,RuthRandom (Fulton). House,and Anne Incorporated, Terry White. 1963. Patterns of Culture. The American Indian. Boston: Houghton and Mifflin Company, 1961. American Heritage Book. New York: 4.3. Collier,Bruner, Jerome.John. Indians of Thethe ProcessAmericas. of Education. New York: W. W. NortonCambridge, and Company, Massachusetts: Incorporated, Harvard 1947. University Press, 1963. 6.5. Epstein,Gatler, Edna.Marion,Laidlaw and Brothers, others. 1962. The First Book of the United Nations. Understanding Egypt (United Arab Republic). New York: Franklin Watts, Incorporated, 1960. River Forest, Illinois: 8.7. Harris,Gridley, Ruby Marion M. E. (ed.). The Rand McNally Handbook of Map and Globe Usage. Indians of Today. Chicago: Towertown Press, 1960. New York: Rand McNally and Company, 9. Hawkes, Jacquetta,Publishers,1959. and B.1965. V. Bothmer. Pharoahs of Egypt. Evanston, Illinois: Harper and Row 11.10. Jarolimek,Hodge, Frederick John. Webb (ed.). PageantCompany, Press, 1963. Incorporated, 1960. Social Studies in Elementary Education. Handbook of Indians North of Aexico. Second edition. Volumes I and II. New York: Macmillan New York: 12. Macmillan Company, 1965. , and Huber M. Walsh (eds.). Readings for Social Studies in Elementary Education. New York: 13. Kluckholm, Clyde. The Navajo. Cambridge, Massachusetts: Harvard University Press, 1946. 35 15.14. Michaelis,Merritt, Edith Johnpany, P.U. Incorporated, 1961. Working with Children in Social Studies. San Francisco: Wadsworth Publishing Com- 16. Miel, Alice,York:School. and Prentice-Hall,Peggy Brogan. Incorporated, 1963. Englewood Cliffs, New York: Prentice-Hall, Incorporated, 1957. Social Studies for Children in a Democracy. More Than Social Studies: A View of Social 1,221niaLint12_512mEntary Third edition. Englewood Cliffs, New 18.17. Underhill,Sutherland, Ruth. Efua. Red Man's_playtime America. in Africa. Chicago: The UniversityForge of Village, Chicago Massachusetts:Press, 1953. Murray Printing Company, 1962. 20.19. WisslerZemba, LydiaCity, Verona. New York: Doubleday and Company, Incorporated, 1939. 2 Clark. Indians of the United States: Four Centuries of TheirGhana Histor in Pictures. New York: Sterling Publishing Company, Incorporated, 1964. and Culture. Garden 21. Bothwell, Jean. The First Book of India. BOOKS: PARTS OF SERIES New York: Franklin Watts, Incorporated, 1966. 23.22. Cavanah, Frances,Harper and and Row, others. El-Hi Division, 1955. . The First Book of Pakistan. Ancient and Medieval Heroes. New York: Franklin Watts, Incorporateid, 1962. Real People Series. Evanston, Illinois: 24. and Row, El-Hi Division, 1955. . Explorers and Early Settlers. Real Peoale_Series. Evanston, Illinois: Harper 25. Row, El-Hi Division, 1955. . Heroes of Modern Times. Real People Series. Evanston, Illinois: Harper and 26. and Row, El-Hi Division, 1955. . Leaders in an Awakening World. Real People Series. Evanston, Illinois: Harper 27. and Row, El-Hi Division; 1955. . Leaders in Western Ex ansion. 36 Real People Series. Evanston, Illinois: Harper 29.28. Cavanah,El-Hi Frances,Illinois: Division, and Harper others. 1955. and Row, El-Hi Division, 1955. Leaders Since 1860. Leaders of the American Revclution. Real Peo le Series. Evanston, Illinois: Harper and Raw, Real People Series. Evanston, 30. Illinois: Herper and Row, El-Hi Division, 1955. . Leedere Who Changes Europe and South America. Real People Series. Evanston, 32.31. Glendenning,Cutright, NewPrudence,Company, R. York: M. Macmillan1966.and John Jarolimek.Company, 1966. Your Country and the World. Itiying_AsTior1._,claira.hbors. The Tiegs Series. New edition.Macmillan Social Studies Series. Boston: Ginn and 34.33. Gray,Grass, W. H.,H., Series. andand others.others. Chicago: Follett Publishing Company, 1965. EmoloringLatin America. Revised edition. Follett New Unified Social Studies 35. Hamer, O. S.,iesStudies and Series. others. Series. Chicago: Follett Publishing Company, 1965.Chicago: Follett Publishing Company, 1965. Eulailla_Amaisal_aiejhal.Exploring Our Country. Revised edition. Revised edition. Follett New Unified Social Stud- Follett New Unified Social 36. Social Studies Series. . Exploring Regions of the United States.Chicago: Follett Publishing Company, 1965. Revised edition. Follett New Unified 37. Series. Chicago: Follett Publishing Company, 1965. . Exploring the Old World. Revised edition. Follett New Unified Social Studies 39.38. JuniorHughes, OccupationalLangston. Briefs. The First Book of Africa. Chicago: Science Research Associates, (n.d.). New York: Franklin Watts, Incorporated, 1960. 41.40. Lobsenz,Raula, EdnaNorman Mason. M. TheThe First. First BookBook ofof EastNew Africa.Zealand. NewNew York: York: Franklin Franklin Watts, Watts, Incorporated, Incorporated, 1964. 1961. ,00 37 43.42. McDonnell,Lobsenz, NormanPhillip. M. The First BookThe Firstof Ghana. Book of the Cone.. NEW York: Franklin Watts, Incorporated, 1960. New York: Franklin Watts, Incorporated, 1-J6g 45.44. Mackey,Thompson, M.1966. Hildegard.G. Your Country's History.Getting To Know American Indians Today. The Tiegs Series. New edition. New York: Coward-McCann, Ir-:orporated, Boston: Gina and Company, 46. Warren, Ruth.1965. The First Book of the Arab World. PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, New York: Franklin Watts, Incorporated, 1963. 47. American AcademyandSocial Social of Science. Political Science, and May Social 1957. Science. American Indians and American Life. AND OTHER ORGANIZATIONS The Annals of the American Academy of PoliticalPhiladelphia: and The American Academy of Political 49.48. DepartmentCarpenter, Nationalof ChiloccoHelen the Interior,McCracken Council Indian forSchoolBureau(ed.). the PrintingofSocial Indian Studies. Department, Affairs. 1944. Skill Development in Social Studies. Washington: National Education Association, 1963. Education for Action. Thirty-third Yearbook of the Chilocco, Oklahoma: 51.50. Department homa:rence,of the Chilocco Kansas:Interior, IndianHaskell Bureau School Press, of Indian Printing 1965. Affairs.Affairs Department, 1953. . EducationEducation for for Cultural Cross-Cultural Chan e. Enrichment. Chilocco, Okla- Law- 53.52. Department phies.of the Interior, Bureau of Indian AfIdirs.Affairs. Washington: United States Government Printing Office, 1966. Indians,Famous Indians Eskimos and Aleuts of Alaska. A Collection of Short Bioaram Wash- ington: United States Government Printing Office, 1966. 38 54. Department ofGovernment the Interior, Printing Bureau Office, of 1966. Indian Affairs. Indians of Arizona. Washington: United States 56.55. DepartmentDepartment of ofStates the the Interior, Interior,Government Bureau Bureau Printing of of Office, 1966. IndianIndian Affairs. Affairs, Indians of California. Washington: United 57. Department UnitedofStates the States Interior,Government Government Bureau Printing rfPrinting Office, Office, 1966.1966. Indian Affairs. IndiansIndians of of the the Dakotas. Central Plains. Washington: United Washington: 59.58. Department ofUnited the Interior,States Government BureauBureau ofof Printing Office, 1966. Indian Affairs. Indians of the Gulf Coast States. Washington: 60. Department UnitedofStates the States Interior,Government Government Bureau Printing ofPrinting IndianOffice, Office, 1966.1966. Affairs. Indians of NewMontana Mexico. and Wyoming. Washington: Washington: United 61. Department ofStates the Interior,Government Bureau Printing of IndianOffice, 1966. Affairs . Indians of North Carolina. Washington: United 62. Department ofStates the Interior,Government Bureau Printing of IndianOffice, 1966. Affairs . Indians of the Northwest. Washington: United 64.63. EducatingDepartment for ofGovernment Economicthe Interior, PrintingCom Bureau Office, of Indian 1965. etence. A report prepared by the Affairs. Indians of Oklahoma. Washington: United States 65. Gibson, Johnford,lum S. Development.Massachusetts: The Lincoln New Frontiers in theWashington: Social Studies: National Education filene Center for Citizenship and Association, 1960. Goals for Students Association for Supervision and Curricu- Public Affairs, Tufts University, Means for Teachers. Med- 1965. 39 66. Hill, WilhelminaCurriculumtion Association,(ed.). Series Number 1961. 11. Selected Resource Units: Elementary_Sosig Studies. National Council for the Social Studies. Washington: National Educa- Kindergarten-Grade Six. 68.67. Huus, Helen.Number 5.32, Nationel Council for the Social Studies. . Social Studies inWashington: the Elementarx_School United States Children'sProvam. Government Books Printing To Enrich Office, the 1960.Social Studies for the Elementary Grades. Wahhington: National Education Association, 1961. Office of Education Bulletin 1960, Bulletin 70.69. Michaelis,Indians ofJohn the U. Americas. (ed.). Washington: SocialNational Studies Geographic in Elementary Society, Schools.1955. Thirty-second Yearbook of the 71. Muessig, RaymondAssociation,BulletinNational h. NumberCouncil(ed.). 1965. 36, for National the Social Council Studies. for the Social Studies. Social Studies Curriculum Improvement: A Guide for Local Committees. Washington: National Education Association, 1962. Washington: National Education

40 -...... ,..

1 LEVEL SEVEN MUSIC _ MUSIC LEVEL SEVEN Goal 1: Develops discrimi- InEXPLANATIONS a pleasant AND atmosphere, SOME SUGGESTED the teacher ACTIVITIES may playAND TECHNIQUESrecorded music to classs ofnation music in personal choice chasesShouldchildreninstill ofpupils mayhappyrecordings. morepossess associations likely record develop withplayers, anthe appreciation music.they might befor assisted various inkinds their of music. If listening is purposeful, pur- Goalselections 2: from musicals Sings ballads and LeonhardAbePupils studentsung. (4), accompaniment and Sur (7). may be used for the singing of ballads. (Cooper (1), interests should be heeded in choosing popular ballads and tunes to Situation: TheSam teacher le Lan singsua_e Implications"'Way Up On OldRelated Smokey" to thisto the Goal class, after Teacher:which the following conversation takes place: meanThis "dating" is a mountainsparking" or "going scng. her. together." Sometimes the word "wooing" is used. The song says he was "courting" her or But he is singing about how he These words Pupil 1: organizedfromlost otherhis true topeoples. helplove. us. First,Let's seelet's if seewe canhow findour songthis bookskind ofare song PupilTeacher: 2: WhatItSinging groupsinformation Juniorsthe songs does has under ita tablegive headings. you?of contents in the front. It gives song titles and page numbers. 42 MUSIC LEVEL SEVEN Goal 2: (Continued) Teacher:EXPLANATIONS AND SOME SUGGESTED Is there a heading that ACTIVITIES AND might include TECHNIQUESsongs about lost love? PupilPupil 4: 3: InHere'ssongs the tableain section that of group.contents headed "Hefor Did A-WooingMusic Go."Sounds Afar there is I'll check the a heading Teacher: Isabout.listed,for there each a but sectionsection there of are the short book. on the kind of songs we're looking for? explanations of what the sectionsThere are are not any song titles Teacher:Pupil 5: Yes,Finland,are onesongs section China, of love isCanada, and"A Youngcourtship Catalonia, Man's from Fancy" and Scotland." and it America, Roumania, Ireland, says that "these Situationing songs continues: about lost love. somenessCheck under for otherhome. In the two sections, too, that deal with sorrow song books mentioned, there are the follow- or lone- the board along with the Oh,Clementine How the Moon Is originating people. As the pupils find themShining PolishCreole they might be listed on RedLonelyAlohaGoodbye,"Way River Oe IsUp ValleytheMyOn DearOldHogan SmokeyFriend AmericanNavajoHawaiianGermanU. S. Mountain Farewell,My Man John Dear Friend 43 BasqueEnglish MUSIC LEVEL SEVEN Goal 2: (Continued) EXPLANATIONSTeacher: AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES Let's look at the words of these songs to see if they express sim- withwe'dcussionilar(6), studentslike or and may todifferent Wolfe learn.followmaking (10). onfeelings,choices similarities as andto thelisten and ciaes differencesto theythe musicwant of toto feeling learn.)decide expressed,which and (The teacher may sing the songs to the class. /Pitts A dis-ones orpendenceGoalsmall in 3: duets, ensembles by performingtrios, and solos,other Learns vocal inde- beforePupilsat assembly anshould audience. programs.have opportunities to perform singly and in small groups They may perform for Iftheir pupils class, can forbe involvedanother class,in community or activities, Goalsocial 4: dancing Participates in bePupilsthey coordinated(4), mightmay and be alsoSur encouragedwith (7).perform activities toat learnsome planned communitysocial by dances. theprogram. guidance department. Efforts in this area/Cooper may (1), Leonhard It is Goalgroup 5: ensembles, based on Takes part in Pupilstheirsuggested whoteaching playthat instrumentsmaythe beteacher coordinated. maycontact be encouraged guidance staffto form members groups to of determine their own. if common interest activities.dances.ThisThese undertaking groups should also have may opportunitiesbe effectively to correlated play at programs, with guidance assemblies, department and /Selmer (9). 44 LEVEL EIGHT MUSIC MUSIC EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT varietyciationpurposeGoal 1: of forof scope, developingmusic including of greater appre- Listens with the ArrangementsAttendance3ponsored atwheremay concerts be possible. made andwith other the guidancemusical staff programs should be encouraged and performedartiststhat of knownby .recognized composers Opportunitieschildren.listen to television may be providedprograms forsuch children to listen as Leonard Bernstein's program 5or to plan for children to to recordings of the Teacher:Standard Broadcasts. Sample Language Implications Related to this Goal A Thereeralgoodlibrary.son kindsmaywayare choosetosamples of spend music, the ofleisure kindmanyso you'll of kindstime music knowisof hetomusic what likes.listen inthere to ismusic. to choose from. ourLet's school listen record- to sev- Each per- PupilLater,class. 1: children bring samples of different kinds of music They comment after listening to their chosen records. to play for the Pupil 3:2: HereIThese liked is are those.a folk"Songs ballad of the sung Chippewa."* by Burl Ives.* PupilPupil 5: 4: ThatI'd likekind toof hearsong moreit too sad for me. songs sung by Burl Ives. I like something more lively. 46 MUSIC EXPLANATIONS AND SOHE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goal 1: (Continued) Pupil 6: Let'sBand.*and Stripessee if thisForever," is lively by John enough Philip for Sousa,you. played by the Goldman Here is "The Stars Pupil 7:5: Will,I leisure-timereally it's likeall rightmarches.listening. for marching. I wouldn't choose it for Pupil 8:5: Now,byHere's Louisthat's a jazzArmstrong's what number. I call Hot music. Five.* It's "Struttin' with Some Barbecue," played I'd like to hear more jazz records. Pupil 9:10: Here's "What a Beautiful Horning" by Richard Rodgers. musicalmelody.That's too play noisy named for "Oklahoma," me. sung by Howard Keel. I like something with words and a pretty It's from a PupilTeacher: 11:12: Oh,Now, I let'slike that,listen too. to "Winchester Cathedral" played by Lawrence You may check the record-library for others. Are there more songs from musical plays? Teacher:Pupil 13: Say, that's great. Welk'sYou can Orchestra. see that not everyone likes the samelkind of music. me heard today? , will you summarize47 for us by listing the kinds of music MUSIC EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT generalGoalCoal 2:1: music classes Participates(Continued) in GeneralStudent music 14: may be taught as a core class. Wejazz heard number, songs aof song an Indianfrom a tribe,musical a play,folk andballad, a pop song. a march, a highGoal 3:choruses and operettas Performs in junior meaningandUse(5), fourmay and forbepart madeSurthem singing. (7). ofshould sacred be andselected secular and songs presented. to develop unison, two, three, Operettas that interest the pupils and have some /Cooper (1), Leonhard appropriate,thethancallyGoal curriculum, 4:those in activities organizedthe musicsharing, other withinand as Participates musi- OpportunitiesPupilschurch should choirs, forbe and encouragedsocial, civic folk,music to participatesquare,organizations. modern, in talent and interpretive shaws, social dancing functions, interestGoaldances 5: of in his playing own culture social Develops an guitars,Inshould cooperation beharmonicas, provided. with theukeleles, guidance accordions, staff, the and teacher autoharps. may promote interest in highGoalinstruments 6:hands and orchestras Performs in junior A school band or orchestra may be organized to give pupils /1.1.1mer (8). an opportunity to Publishingextend their Company, experiences Chicago, with 1961, music. pages 236-237.*These records are listed in Wolfe and others, Proudly We Sing, Follett 48 1. Cooper, Irwin,Company, and others.1959. Music In Our Life (with skill book). BIBLIOGRAPHY Morristown, New York: Silver Burdett 2. . Music In Our Times (with skill book). 3. Hartsell, O.NationalCompany, M. Conference, 1959. National Education Association, Teaching Music in the Elementary School: Opinion and Morristown, New York: Silver Burdett Comment. Music Educators 4. Leonhard, Charles.albums).Development. Chicago: Follett Publishing Company, 1966.Washington: National Education Associaticn, 1963. Discovering Music. Book Seven. Discoveringand Music Association Together forSeries Supervision (with record and Curriculum 5. Chicago: Follett Publishing Company, 1966. . Discovering Music. Book Eight. Discovering Music Together Series (with record albums). 6.7. Pitts,Sur, WilliamLillaIncorporated, Belle, R. and others.1963. This Is Music. BookSinging Seven. Juniors. This Is Music Series. Boston: Ginn and Company, 1953. Chicago: Allyn and Bacon, 8. . This Is Music. Book Eight. This Is Music Series. Chicago: Allyn and Bacon, Incorporated, 10.9. Wolfe, Irving, and others. The Selmer Library1963. of Music Educators' Aids. Music Sounds Afar. Elkhart, Indiana: H. andChicago: A. Selmer, Follett Incorporated, Publishing Company,(n.d.). 1958. 49 LANGUAGE ARTS LEVEL SEVEN - LISTENING LANGUAGE ARTS - LISTE- LEVEL SEVEN Goal 1: Recognizes bias EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES presentationsand propaganda in oral wouldhelppropaganda.pupilsAfter pupilsreject. anmay introduction beto guidedanalyze in to,it analyzing and determinestudy material of, whatbias to they andwhich propagandacan they accept listen throughand forwhat biasreading, they and The teacher might tape a biased speech for this purpose, and poetry,Goalthe 2:mood and music to sense Listens to prose, mayRobertThroughstory. be guidedFrost, listening inCarl determining toSandburg, readings whatEdgar or recordingssets Allen the Poe, mood of and worksin Charlesa particularof such Dickens, authors poem pupils oras himselfGoalother 3: speakers as well as Listns to evaluate Eachtiesoflaports wordspupil as audibility, given ormay symbols makeby himself up enunciation,to a fillrating or inhis sheet.the classmates,expression, rating sheet. heand may logical use a sequence.predetermined set As he listens to tape recordings of He will rate such quali- pleasurewhichGoalof literature4: he can listen and musicwith to Extends the range donePupils by shouldpersons listen who read to recordingswell. of classical selections and to readings 51

LANGUAGE ARTS - LISTENING EXPLANATIONS AND SCME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goalcate.gorize 1: ideas Listens to At intofilmtheythis narrations.variousgainlevel, from pupilscategories reports should givenin beall byassisted areas classmates, of in learning, classifying from tapein orderinformationrecordings, to develop thatand thefrom They will need considerable help in organizing information Goalto select2: significant Listens in order are.Pupilsskill mayto classifylisten tooral descriptions material. of well-known people and guess who they presentationsGoalfindingsof view3: given in oral Evaluates points wordsAfterown pointwhathearing ofhe view.believesa speech, the the speaker's pupil should point be of encouraged view to be to and explain to explain in his his own BIBLIOGRAPHY BOOKS 2.1. Anderson, Paul S. Language Skills in Elepentary Education. Games for Second Language Learning. New York: Macmillan Company, 1964. New York: McGraw-Hill Book Company, 3. Hazard,Dorry, GertrudePatrickIncorporated,1966. D.Nye and (comp.). Mary 1965. E. Language and Literacy Today. Chicago: Science Research Associates, 4.5. Nichols,Holder, Margaret. Ralph G., and Thomas R. Lewis. Fun With Language Arts. IlEI2ELLELALIa_sat2tina. Dansville, New York: F. A. Owen Publishing Company, 1960. Dubuque, Iowa: William C. Brown 6. 1957.Company, 1965. and Leonard A. Stevens. Are You Listening? New York: McGraw-Hill Book Company, Incorporated, 8.7. Pronovost,Scott, Louise York:Wilbert, Binder,Longmans, and andLouise Green J. J.Kingman. and Thompson. Company, 1959. Teaching of Speaking Phonicsand Listening in Listening, in Elementary in Speaking Schools. in Reading, in Writing. New 9. Shane, HaroldOhio:St. G.,Louis, Charles and Missouri:others. E. Merrill Webster Books, Publishing Incorporated, Company, 1962. 1962. Im rovin: Lan:ua:e Arts Instruction in the Elementary School. Columbus, 11.10. Strickland,Stack, Edward Ruth M. Gertrude. Oxford University Press, 1966. The Language Laboratnry and Modern Language Teaching. Itelta ITEIEL2EIsilLtilleflem11212. School. Re-AsedSecond edition.edition. Boston: New York: D. C. Heath and Company, 1957. 54 12. Tidyman, York:Willard McGraw-Hill F., and Marguerite Book Company, Butterfield. Incorporated, 1959. aashirall22_1222220_Arts. Second edition. New 13. Zedler, Empress1955. Young. Listening for Speech Sounds. PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES, AND OTHER ORGANIZATIONS Garden City, New York: Doubleday and Company, 15.14. Hocking,Clark, AnnElton.EducationKansas: Nolan. Publications Association, Service, Division Haskell of Audiovisual Institute, Instruction, 1965. 1964. Language Laboratory and"Hearing Language Isn't Learning. Listening," Education for Cross-Cultural Enrichment. Monograph Number 2. Washington: National Lawrence, 16. Mackintosh, placeAssociationHelenopment, ofK. publicationInternational(editorial for Childhood chairman).listed). Reading Education, Association, International and National Association Council for of STeachers pervision of andEnglish, Curriculum 1964. Devel- Children and Oral Language. A joint statement of the (No 18.17. Taylor,Russell, Stanford Davidroomtions, H.Teachers, E. andTeachers Elizabeth American College, F. Educational Columbia University,Research Association 1959. of the National Education Association, 1964. Listening: What Research Says to the Teacher. Listening Aids Through the Grades. Washington: Department of Class- New York: Bureau of Publica- 19. Witty, Paul A.,of Teachersand Robert of A.English, Sizemore. 1958-59. FILMS AND RECORDINGS Studies in Listening. Champaign, Illinois: National Council 21.20. PeterListening and theSkills:wide Wolf. Film An Library).Introduction. Leonard Bernstein conducting the New, York Philharmonic Orchestra. 11 min., 16mm., sound, b & w. Coronet. (Available from Service- 33-1/3 rpm. Educational Record Sales, 157 Chambers Street, New York, New York 10007. 55 22. You Read to Me,other). I'll Read to You. 33-1/3 rpm. Listening Library, 1 Park Avenue, Old Greenwich, Connecticut. (The author, John Ciardi, and his children read poems to each LANGUAGE ARTS LEVEL SEVEN SPEAKING LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SCME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goalreact, 1: and respond accu- Is able to hear, Alllearning of the techniquesto speak English employed and at in previous refining levels their toEnglish guide should be used where children in rat-Ayintonationstress, to rhythm,the of soullas, English and Although,nalsneededlanguage, the to at end,lead isthis ornotpuptis level,even devoted towarda themarked exclusively teachingthis decrease accomplishment. of to inEnglish, aural-oral the emphasis particularly as a work, it in no way sig- that should be second manyExemplaryplacedcommunication new on sentencesaudio-lingualgrammatical and asin possiblesentencesrecombination. practice. may become the basis for by recombining the various structural ele- Pupils can be assisted in forming as oral exercises in mentswithlevel.Stress ofclassmates, theshould original be withplaced examples. school c) personnel, and with Pupils should be encouraged to take the initiative in the communicative elements of speaking at this visitors. conversing Dramatizations,should be used skits, to add stunts, variety and to "radio"emphasis and being placed on "television" broadcasting strengthening under- communication. Goalpluralsemployedfundamental 2: and in pastformingoperations tense Masters the pasttieserrorsstandingOn thetense for whichbasis childrenofand the existofplurals. useaural-oral to in ofrelate their English practiceinformally,use, plurals the for andtothe read,past purpose tense,and ofto orwrite of In helping chililren to master these forms, their teacher should provide many opportuni- eradicatingmaterial using Grammaticalunderstandingnlargely rule," on termstheir of the areknowledge grammaticalnot necessary, of the terms grammatical nor used are in"rules" explanationterms ofin grammar.their will own language. if one is used, should be a clear explanation of what actually depend The happens in the utterance. 58 -wwwwwwwwwww, ,.,.. am. LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goalextemporaneously 3: Speaks RoleEffortspeeches. playing should may be beput a forthgood startingto get children point. to make brief, Arrangements may be made for extemporaneous ducttheporaneously.gram.children guest, a class toand meetingmake to explainunprepared or be class encouraged announcements work that to participateis to being done. in discussion duringDebates may be used as a means of teaching children to speak If a visitor arrives, a pupil might be called a class or at an assembly pro- Children may con- upon to welcome extem- aWhen ofpupilsuch threesome ato meeting. skillsubjectsspeak hasbriefly withbeen whichaboutdeveloped theyone ofinare the thisfamiliar. topics. area, pupils may prepare a list The teacher could call upon betweenfromforcecontactIn evaluatingwhat speakeroral helpsis language;spoken; andextemporaneousto emphasizelistener; and that that posture pointsthat voicespeaking, gestures, andof interestpersonal children and might to establishbe taught interactionthat use and control reflect speaking ability. as natural expressions,appearance rein- add to or detract eye toSituation:searched use as ain guide a number in discussions of different of Englishmaterial they read. A groupSample of Language pupils areImplications formulating Rel:Ited to this Goal a chart on critical thinking The pupils have Leader:booksis sitting on reading with fora group specific which information bas We decided that critical thinking a leader and a recorder. ontexts, critical meansreading thinking.to texts,think ofand more library than just The teacher youtheson arebasic does reading meaningif he hasis of ato thecritical do wordswith thinker?you.and to think about what the 59 What have you found out a per- material LANGUAGE ARTS - SPEAKING LEVEL SEVEN Goal 3: (Continued) EXPLANATIONSPupil 1: AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES Asfor a personreading. starts to read he should think of the purpose he has Pupil 2:3: Yes,rapidly.Or ifjust he tothinks skim offor this, certain he'll information. plan whether to read carefully or PupilPupil 4: 5: WeHe'll can decidethink aboutwhether what we partslike aof story the informationor not. he can use. Pupil 7:6: material.Weread. shouldcan decide think whether about theor notauthor's we'd suggestpurpose itfor to writing someone the else to Pupil 8: Wegood feelings?can jobthink in aboutdescribing the way so thewe canauthor imagine said the things--did scene or thehe do a people's k Pupil 2:1: WeAnd can compare decide ourselveswhether or or not our we own like lives the tocharacters. the story characters. Pupil 4:3: WeMaybe helpcan trytheus understandtostory remember teaches better things a lesson the that author's thathave wehappened idea. can try to to us use which in ourwill own lives. 60 LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goal 3: (Continued) Pupil 5 : Inif informational information ismaterial correct. we may need to check another book to see Pupil 6 : Yes,really and truesometimes or is justwe need his toopinion. decide if what the author says is Leader:Pupil 7 : TheseagreeIf we withgivedecide hisus that manyopinion. itways is toopinion, think criticallywe can either and agreemany kindsor dis- of Goal 4: Continues to Pupils should be afforded means to participate in various formal and infor- tionthings down. to say in discussion. Tomorrow we'll decide just how to say it on the chart. Mary has been writing this informa- andgrow confidence in poise, animation, malbeingabilitytoinformal speaking make provided to introductions class converse,activities; much or social practiceto andsuchdescribe, discussions. announcements, as,in thesedebating, to use areas--they the andconducting telephone, to conductmay meetings,be to guidedinterviews--through give directions,carryingin showing on As children gain confidence in their Iftatethesome pupils teachersomeanimation have of should hisan as opportunitytechniques. they guide speak. them to in hear noting a professional how he spoke speaker and in ortrying actor, to imi- ReadingreflectedRecordingstheir speechesand in and presentingtheir tapes and speaking. listenmay dialogues be forused evidence formay thebe ofothersame animation purpose.means ofor encouragingconfidence thatlivelier is The pupils may tape speech. 61 LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goalin using5: the telephone Extends skill A developedbrieftheir unitskill to on broadenin the its various use. pupils' kinds understanding of telephones of the telephone, and their uses might be and to increase Goal 6: Continues to PupilsPupilsconversations. should should continue practice to conversations practice conventional related to and various situations. acceptable telephone They conversationimprove his skill in Throughabovetions.should types learnclass of how discussionconversation. to make theapologies, pupils mayexcuses, determine refusals, some requests, The teacher should discuss with them the etiquette of the characteris- related to the and invita- Goal 7: Develops vocal Childrenconversationtics of an may interesting shouldrole play be considered.conversation.or dramatize to practice vocal Responsibilities of the listener in a qualities needed in a appropriatenaturalness,qualitiessituation (pleasantness, toanimation) the particulardistinctnessspeech,The teacher andsituation. andofmight indistinctfor make pleasant a recordingspeech, and natural for of theexamples qualities. children of to They may record their voices on tape and listen distinct and pleasant study the difference. for 62 LANGUAGE ARTS LEVEL EIGHT SPEAKING LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT ratelyreact,Goal 1: toand the respond sounds, accu- Is able to hear, Althoughtheof English,emphasis at this itthat inlevel shouldno waypupils besignals placedare muchthe on endaural-oralinvolved of, or in evenwork. the a writingmarked decreaseand reading in, intonationstr,ss, rhythm, of English and basisTheturalforming teacher for elements asoral shouldmany communication of new thecontinue sentences original toand useas examples.recombination. possibleexemplary by grammaticalrecombining sentencesthe various as struc-a Pupils should be guided in doing.rialparticularAlthoughtency for achieved allit needs willpossible atofbe previousthenecessary opportunities pupils, levels to the adapt canforteacher bewhateveroral strengthened shouldpractice. materials examine and areavailableincreased used to mate-by the so Aural-oral compe- AtWhenof themthis listeningpupils possibilitieslevel have pupilsand been speaking should forproperly considerably practice. have trained, many opportunitiesmore the diversifieduse of printedto listenand materialssophisticated to recordings offers forms versations,ofthem good for examples accuracyreports, of ofEnglishand sound, speeches, speech. intonation, and, with rhythm, teacher and assistance, stress. evaluate Sample Language Implications Related to this Goal They should frequently tape their con- Situation: Leader: Children are usingWe a tionsneeddiscussion todo talkyou to have?about present how discussionto have a discussion.techniques. What sugges- Pupil 1: Each one in the group should contribute to the discussion. 64 LANGUAGE ARTS - SPEAKING LEVEL EIGHT Goal 1: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIESPupil AND 2:TECHNIQUES One or two people should not monopolize the discussion. PupilLeader: 4:3: TheThoseSome children shouldare good not having suggestions. try tothe get discussion out of talking. should listen to each Leader:Pupil 5: TheyHowother. canshould speakers speak makeexpressively. others want to listen? Pupil 4:2: They should speaksound loudlyas if theyand clearly.believe what they say or as if PupilLeader: 1: Yes,Itthey helpsothers believe to will sitit wantisproperly important. to listen and look if weat speakyour listeners.that way. Leader:Pupil 3: AreWe faces. willthere speak some morespecial clearly courtesies if we keepto observe our hands in discussions?away from our Pupil 4:5: IfOne two person people should happen not to interrupt start speaking another at who the is same talking. time, one should say "Excuse me," and let the other go ahead. 65 LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goal 1: (Continued) Pupil 6: remarksthat."If you withdisagree "In mywith opinion" what someone else says, start youror "It seems to me" or "I believe Pupil 2:1: TheCompliment leader shouldothers thankon their the ideas.participants. Others:Leader: ThankI believe you.you for all your these suggestions. ideas are important to a good discussion. pastmentalinGoal formingtense 2:operations plurals employed and Masters the funda- verbs.Forfortense, those written time pupils reinforcementshould who beare set still ofaside correcthaving for oral difficulty practice, for reading Rather than teaching by "rule," it use of plurals, and of past tense cf may prove more effective if the with plurals and past practice, and extemporaneouslyGoal 3: Speaks whenGoo(teacher changes speeches gives are reflect amade clear to the explanationindicate speaker's past of what really purpose, accuracy, responsibility,tense clar- or plural number. happens ia the utterance ingenthInity, terms talksstraightlevel ofthey in skill thinking, speakingmake developed on theextemporaneously,integrity, basis at previous of and sincerity. levelspupils should in reporting, and at the sev- be guided in evaluat- roleContinuedsincerity. playing, practice making should announcements, be provided debating, in speaking showing purpose, accuracy, clarity, and extemporaneously through visitors around the classroom or the school, and participating in class 66 meetings. LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goal 3: (Continued) factualimportancetivenessIn practicing evidence; of of their theextemporaneous and subject;speech drawing will presenting pertinent pointsspeaking, baseddepend pupils upon should getting learn attention; that the effec- onemphasizing reliable, the picktopic.Children up the may thought play and Shortly, a group leader a game "The Last Word." Continue the talk. legitimate conclusions.says "Stop" and calls upon another pupil A pupil begins speaking on some to confidenceinGoal poise, 4: animation, and Continues to grow willpoise,Rapport thwart animation, established their growth. and in confidence the Childrenclassroom should will feelstimulate free the in the use of English. to speak without fear developmentLack ofof rapport flourish.animatedtheconsciousof beingteacher's in ridiculed ofmaking peerduty approval,to develop and a orspeech fear forof makingfear of an beingerror. derided by an atmosphere in whichma3 speech be hesitant improvement to make an effort At this age, pupils their peers. to appear are very It is can fieldToskills, gain with confidence pupils classmates, should in theirwithshare otherinformationspeaking classes, ability they and andhavein assemblyto acquired refine programs.intheir any speakingsubject childrenoralanParticipating assembly messages, should program, in and a talentintroducing serving show, engage often. as a host at some schoolfriends function, andacting visitors delivering as master of ceremonies are activities in which at a party or inGoal using 5: the telephone Extends skill thearrangementsmakeFrequent pupils a friendly opportunities achieve with call personstheir should to be be called or a business call. goals. provided for pupils to so that they may cooperate inThe helping teacher may make previous use the telephone to 67 LANGUAGE ARTS - SPEAKING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT conversationimproveGoal 6: his skill in Continues to dentist,beagedTheconversation. made teacherto withinitiateto assist shouldother conversations instaffprovide involving members, a variety withpupils with their of inthe situations conversation. guidesschool ornurse, forhosts. the the practical doctor, oruse the of When pupils are taken on field trips, they should be encour- Social gatherings Arrangements may Goal 7: Develops vocal Throughconversing.should discussion,be planned withchildren one purposeshould bebeing led toto providedraw conclusions a situation regarding for the appropriatenaturalness,qualitiessituation (pleasantness, toanimation) the necessitydevelopingContinueding speech and usemoreto importance aof skillparticular dramatization in of speaking. speakingsituation. and dialoguedistinctly is andsuggested pleasantly, as an andaid ofto gear-

68 BIBLIOGRAPHY BOOKS 2.1. Anderson,Allen, Harold PaulBook B. S.Company, 1965. Teaching EnglishLanguage as Skillsa Second in Language:Elementary A Education.Book of Readings. New York: Macmillan Company, 1964. New York: McGraw-Hill *4.3. Bumpass, Faye L. TeachinYounStudentsEnl_la_aa_iae.Barrows, MarjorieCompany,Incorporated, 1963.Wescott. 1963. Good English Through Practice. New York: Holt, Rinehart and Winston, New York: American Book 6.5. deCotto,Clarey, LucilaM.Publishing Elizabeth, S., and Company, andothers. Robert Incorporated, J. Dixson. 1963. American English Series. Pronunciation Exercises in Enlish. Boston: D. C. Heath and Company, 1965. New York: Regents 8.7. Finocchiaro,Dixson, RobertDivision, Mary. J. 1958. Second BookTeaching in English. English as a Second Language. New York: Regents Publishing Company, Incorporated, 1950. New York: Harper and Row Publishers, El-Hi 10.9. Fisher, Isobel Y., and Robert J. Dixson. Company,Incorporated, Incorporated, 1964. 1959. . English as a Second Language: From Theory to Practice. Beginning Lessons in English. New York: Regents Publishing Company, New York: Regents Publishing 12.11. Hall,Golden, Robert Ruth A. I. SoundImproving and SpellingPatterns ofin LanguaEnglish. Philadelphia: Chilton Books, 1961. Detroit: Wayne State University Press, 1960. 13. Kingsley,York: Howard. Prentice-Hall, Incorporated, 1957. Nature and Condition of Learning. 69 Us. Second edition (revised by Ralph Garry). New 14.15. Lado, Robert. Language Teachin Introducing English: An Oral Pre-Reading Program for Spanish-Speaking Primary A Scientific Approach. New York: McGra-.7-Hi11 Book Company, 1964. 16. Lancaster,Lewis, Thomas Louise.Company,Pupils. R., and 1957. Ralph G. Nichols. Geneva, Illinois: Houghton Mifflin Company, 1966. Listening and Speaking. Dubuque, Iowa: William C. Brown 18.17. Postman,Pronovost, Neil,NewIncorporated, Wilbert, York:and others. David and 1963. LouiseMcKay Company,Kingman. Incorporated, 1959. Discovering Your Larauage. Teachin of Speaking and Listenin New York: Holt, Rinehart and Winston, in the Elementar School. 19.20. Shane,Stack, Harold EdwardOxfordOhio: G., M. Charles Universityand others. E. MerrillPress, 1966.Books, Incorporated, 1962. The Language Laboratory and Modern Language Teaching. Improving Language Arts Instruction in the Elementary School. Revised edition. New York: Columbus, *21. Tireman, L. S. 1951. Teaching Spanish Speaking Children. PUBLICATIONS OF THE GOVERNMENT, LEARNED.SOCIETIES, Albuquerque: University of New Mexico Press, 22. Allen, VirginiaEnglish,read atFrench the1965. TESOL(ed.). Conference, May 1964). On Teaching English to Speakers of Other Languages,AND SeriesOTHER ORGANIZATIONSI (Papers Champaign, Illinois: National Council of Teachers of 23. A Scientific Approach to Second Lan ua e Teachin (Includin Lin uistics Knowled the Two Methods.e) and the A I I, roach A 24. Beatty, WillardappearedreportOutline W., prepared forandin IndianUseAssociates. atin Educationthe FieldUnited betweenTechnical States 1936Bureau Section, and of 1943. IndianBrigham Affairs--A City, Comparison of Education for Action. Lawrence, Kansas: Publications Service, Haskell Reprints of selected articlesUtah, wnich 1964. Institute, 1944. 70 ArinAWftrawiprowww. _ 25. Beatty, WillardHaskellwhich appeared W.,Institute, and inAssociates. Indian1953. Education for the years 1944-1951. Education for Cultural Change. Lawrence, Kansas: Publications Service, Reprints of selected articles 27.26. CenterChilds, for BureauMarjorie. TrainingApplied of Linguistics.Indianin English Affairs, as a DivisionForeign Languageof Education. Teaching En lish as a Second Language. University Resources in the United States for Linguistics and Teacher Washington: Center for Applied Linguistics, 1965. Washington: Division of Education, 1966. United States Department of the Interior, 28.29. Jewett,Kreidler, Arno EducationCarol (ed.). J. (ed.).and Welfare. Improving English Skills of Culturally Washington:Different Youth. United StatesOn GovernmentTeaching English Printing to Office,Speakers 1964. of Other Languages, Series II (Papers read Department of Health, 30. Mackintosh,Association atHelen1966. the K.TESOL (editorial for Conference, Childhood chairman). Education,March 1965. International Association for Supervision and Curriculum Devel- Champaign, Illinois: National Council of Teachers Childrenof English, and Oral Language. A joint statement of the 31. Munkres, Alberta.Numberplaceopment, of19 publicationInternational(Alice Miel, listed.) editor).Reading Association and National Council of Teachers of English, 1964. Helping Children in Oral Communication: Practical Suggestions for Teaching. New York: Teachers College Press, Columbia University, 1959. (No 33.*32. O'Connor, Patricia. Ohanessian,Department Sirarpi, of and Health, Lois McArdle.Education and Welfare, 1960. Modern Foreign Languages in High School: Pre-Reading Instruction. A Surve of Twelve Universit Pro rams for the Pre aration of Washington: 34. Strickland,ReadingTeachers tion,Ruth G.Volume ofTextbooks English 38, Number to andSpeakers 4. the ofQualityofiteaciildren. Other Languages. Bulletin of the School of Educa- The Language of Elementary School Children: Its Relationship to the Language ofBloomington: Indiana University, 1962. Washington: Center for Applied Linguistics. 35. Thompson,Service,articles whichHaskellHildegard, appeared Institute, and in Associates. Indian 1964. Education for Education for Cross-Cultural Enridhment. the years 1952-1964. Lawrence, Kansas: Publications Reprints of selected print,*Contains36. but pertinentavailable informationfrom Servicewide for teacher Library. Young, Robert1E2E212. W., and Associates. Window Rock, Arizona: Navajo Agency, The Navajo Yearbook, Report Number unfamiliar with teaching English 1961. VIII, 1951-1961, as a second language. A Decade of Out of

72 LANGUAGE ARTS LEVEL SEVEN - READING LANGUAGE ARTS - READING LEVEL SEVEN Goal 1: Continues to EXPLANATIONSA basic aim ANDof readingSOME SUGGESTED instruction ACTIVITIES is to helpAND TECHNIQUESpupils understand what they purposesreadingimprove for his different skill in Whenpractice.readof pupils theand schoolstudy. are attemptingday. to grasp a new fact or process, they should be Study skills may be developed in connection with all 3ctivitiesIncreased proficiency in reading may be attained best by helpedPupilsbeexplanations, used in should toacquiring establish developfilms, the understanding. filmstrips, thevocabulary habit of pictures,which rereading will and givepassages other it meaning. referencewhen the meaningmaterials is may Teacher readingGoal 2: rate Increases his Pupilsnotguide clear ihouldthem to inthem. be developing aware of theira rate reading suitable rate. to the type of material being read However, emphasis should be placed Teachers should continue to readingFouruponand tocomprehension,suggestions therate: purpose are fornot made whichspeed. for it encouraging is read. pupils capable of increasing their 2.1. EncourageandBuild abilities a desireeach pupilof to the read to pupils. readby providing as much asmaterials he can. based on the interests 4.3. HelpDiscussinterest the the pupils themadvantages determinein undertaking of rapidhow rapidly areading program they of to sameare improve ablematerials. totheir read reading and and increase their reading rate. 74 LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goal 2: (Continued) Some devices teachers may use to increase1. reading Reading aloud to the pupil. (The tempo may gradually be increased.) rate are: 3.2. TeachingReading aloud pupils to techniquesthe group; ofpupils skimming follow and with finding markers. main points. 5.4. UsingHelping timed children reading overcome drills. lip reading independentlyGoal 3: at his free Reads materials readingThe pupil level. should be encouraged to do much independent6. Usingtrolled controlled reader. reading devices such as the tachistoscope or con- reading at his free readingatGoal his 4: levelinstructional level Reads materials Thetheclassroom. teacher pupils. should attempt to ascertain the Extensive useThe shouldfollowing be mademethod of maythe bematerials helpfulA variety in findingof reading the materialpupil's should be available instructional reading level of center. in each instructional reading level, as well 1. Needed materials Readers, well-graded, with interesting stories, free from as his other reading levels: spe- 2. Technique withChoosecialized lowest several vocabularylevel paragraphs selected, athave suitable a pupil grade read levels;orally; beginningask a few determinefact questions the pupil's to check ability comprehension; to draw inferences. ask 75 a thought question to LANGUAGE ARTS - READING LEVEL SEVEN Goal 4: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIES3. AND TECHNIQUES Points to notice b.a. wordsFreerunningInstructional Reading correctly words Level: Readingcorrectlypronounced; Level: pronounced; natural phrasing; natural phrasing; pupil relaxed pupil 907 comprehension; 99 of every 100 running 75% comprehension; 95 of every 100 c. moreFrustrationunnaturalrelaxed words mispronouncedandReading uncertain; Level: of pupil every tense, 100 running possible words; finger phrasing pointing 507 or less comprehension; 10 or Anotherreadwatchinghendmaterial towhen reading him. isforit readishis level read tocontrol him.isto thehim. over pupil's language-fact Capacity relationshipsLevel. when material is It is the highest level of material he Acan pupil's compre- Capacity Level can be evaluated by This applies when standinging vocabulary of idiomatic and under- 4.a: Increases read- Theneeds.is teacherbroad, specific,should be accurate,alert to helpingand colorful, each pupiland related develop to a hisvocabulary educational which To develop an interest in vocabulary building, a pupil may estimate phrases and colloquialisms his vocabulary by the following procedure:1. readSelect down at the random list one of pagewrds fromand counteach hundredthose he pages actually in the uses dictionary; in 2. wordsAddonespeaking, the inhundred. hisnumbers inactive writing, from vocabulary. the or differentin both. pages; then multiply the sum by The product will be a rough estimate of the number of 3. notOn useeach himself, page selected, but which also he countunderstands the additional in reading words or listening.which he does 76 LANGUAGE ARTS - READING LEVEL SEVEN Goal 4: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIES Multiplysive vocabulary. the sum of these words by ANDone TECHNIQUES hundred to arrive at his pas- Some ways pupils may learn 4. vocabulary.Nowsive add vocabularythe words into hisarrive active at vocabulary new words are by: a rough estimate of his total to the number in his pas- 4.3.2.1. TalkingListeningSeeingReading withmovies materialto otherthe and radio whichpeopletelevision is expressive and attractive 8.6.7.5. PlayingUsingReading the wordeasy,newspapers dictionary games scientific material Asthey idiomatic should phrasesbe explained to children. 10.9. Identifying some Learning common prefixes, suffixes, or colloquialisms are encountered in readingways that material, language changes and expands. synonyms and antonyms synonyms and antonyms 4.b: Recognizes relatedsameChildren idea to shouldinterpretationbut often learn have that ofshades idiomatic of difference in meaning. synonyms are words which express essentially the phrases.Independent reading activities They should note may be Thethat following dictionaries suggestion for preparationFrom a reading selection, write use synonyms in defining words. of exercises may be helpful: matchIn different words and order, synonyms. write 77 a synonym for each of these words. on the chalkboard ten difficult w3rds. Let pupils LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goal 4: (Continued) Writeappropriategroups on theof words.wordschalkboardsynonym for and which sentences rewrite synonyms thefrom sentences.can a readingbe supplied. selection containing For each underlined expression, pupils may choose an Underline the This type of matching also may be used withExample: antonyms. LittleGradually by little he crept he creptup the up hill. the hill. Children may discover ability to read critically 4.c: Improves in words.Itthatfor is dictionariesbuildingsuggested comprehension. that sometimes the teacher give referantonyms to basicas well reader as synonyms manuals infor defining exercise Goalforces, 5: and improves skill Maintains, rein- inTheextended.Skills Bureau pupil developed schoolsshould knawatmay previous varyhaw tofrom uselevels classroom the inlibrary test libraries takingin his maytoschool. materialsbe reviawed centers, and Since libraries andin locating, studying organizing, patternaccomplishments will be very will elementary; be regulated in byothers localAAn working elementaryit facilities. may knowledgeinclude: understanding of the arrangementof the Dewey of Decimal books onSystem. the library shelves In some schools the Theaccording use of tothe the card Dewey catalog. Decimal System.PracticeTheThe use use of IA,of the thefinding drawer guide books. labelscards inin tLethe cardcard catalogcatalog drawers.drawers. By title.author. 78 LANGUAGE ARTS - READING LEVEL SEVEN Goal 5: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES By subject. Workingparticipate.and being out aa skitmember on ofthe a arrangementlibrary club of are books activities and the inDewey which Decimal children By using cross references. System may

79 LANGUAGE ARTS LEVEL EIGHT READING 4 LANGUAGE ARTS - READING LEVEL EIGHT Goal 1: Reads materials TheEXPLANATIONS pupil should AND beSOME encouraged SUGGESTED ACTIVITIES AND TECHNIQUES Goalreadingindependently 2: level at his free Reads materials at Theclassroom.reading teacher level. mayExtensive refer touse a shouldsimilar be goal made at of Level the SevenMuch for easy reading material should be to do much independent reading at his free materials center. available to him in his a method of iden- withwordshis understandinginstructional and idiomatic level phrases 2.a: Reads many new Atand tifyingthis phrases level the which pupilsvarious derive reading meaning levels from of the may be introduced to picturesque language, and literary reference. pupil. They should con- to words homonyms 2.b: Recognizes beAsfamiliaritytinue introduceda need to arisesadd with towords themfor idiomatic they pupilsand needguided phrases. to intheir reading to recognize homonyms or to use them, they vocabulary and to gain more may 2.c: Reads analyti- ThealreadyTo teachteacher complicated them may in refer isolation task to manualsof learning of basic or without need is to add confusion to the understandingEnglish. this word classification. Goalcreativelycally, 3: critically, on his own and level Improves independ- Theciationoping purpose skill for behind prosein analytical thisand verse.accomplishment and critical isreading the extension and in cultivating and refinementreaders of for suggestions in devel- an appre- andextendsenttables, illustrationsstudy study charts,skills of maps,cartoons, 3.a: Reviews and reviewthestudy teacherpurposes. skills refer which to reading goals from were introduced at previous levels. Level Four through Level Seven for It is suggested that materiallocating and organizing 3.b: Extends skill in Astiontion.The local pupilindependently, facilities should gain permit, but independence should skill have in assistance He should be given assignments which require in his ability to locateusing neededthe library informa- should be extended. him to locate informa- ian in correcting faults and improving 81 skills. from the teacher and librar- LANGUAGE ARTS - READING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT in research 3.c: Extends ability whichandIn connection socialwill involve studies, with reading otherpupils subjectand may be directed into individual research composition.studies areas, such as health, guidance, science, schooltheGoal operation 4:library of his Participates in own beested, shouldToa meansthe or haveextent ofmay developing anbe possible, opportunitytherapy forpupils to do an interest in reading for some who a disturbed child. interested in workingso. in the school library Having a library work assignment are disinter- may

82 BIBLIOGRAPHY BOOKS 2.1. Betts,Austin, Emmet MarySchools. Albert.C., and Coleman Morrison. New York: Macmillan Company, 1963. Foundations of Reading Instruction. The First R. The Harvard Report on Reading in Elementary New York: Anerican Book Company, 1957. 3. Dawson, MildredAssociation, (ed.). 1964. Children Books and Readin . Newark, Delaware: International Reading 5.4. Dobler,DeBoer, L.JohnRinehart J., and and Martha Winston, Dallmann. Incorporated, 1964. Dobler World Directory of Youth Periodicals. The Teaching of Reading. New York: Schulte Publishing Company, (n.d.). Revised edition. New York: Holt, 6.7. Gray,Fries, Lillian, Charles andC. Dora Reese. Linguistics and Readinz. Teaching Children To Read. New York: Holt, Rinehart and Winston, Incorporated, 1963. Third edition. 8. Gray, WilliamCompany,1960. S. 1963. On Their Own in Reading. Revised edition. Chicago: Scott, Foresman and Company, New York: Ronald Press 10.9. Harris, Albertrated, J. 1961. How To Increase Reading Ability. Effective Teaching of Reading. Fourth edition. New York- David McKay Company, Incorporated, 1962. New York: David McKay Company, Incorpo- 11. . Readings on Reading Instruction. New York: David McKay Company, Incorporated, 1963. 13.12. Lee,Kottmeyer, Doris M.,William. and R. V. Allen. Crofts, 1963. Teachers' Guide for Remedial Reading. Learning To Read Through Experience. New York: McGraw-Hill Book Company, 1959. New York: Appleton-Century- 14. McKim, Margaret,York: Macmillan and Helen Company, Caskey. 1963. Guiding Growth in Reading in the Modern Elementary School. New 16.15. Russell,Rinsland, David Henry. H. A Basic VocabularyChildren of Learn Elementary To Read. Boston: Ginn and Company, 1961. School Children. New York: Macmillan Company, 1950. 18.17. Smith,Shane, Harold.NilaHall,E. Banton.Merrill Incorporated, Books, Incorporated, 1965. 1962. Improving Language Arts Instruction Readin Instruction for Toda in the ElementaryChildren. School. Englewood Cliffs, New York: Prentice- Columbus, Ohio: Charles 20.19. Umans,Spache, Shelley. Georgelege, D. Columbia University, 1963. New Trends in Reading TowardInstruction. Better Reading. Champaign, Illinois: Garrard Publishing New York: Bureau of Publications, Teachers Company, 1963. Col- 21. Veatch, Jeannette. Individualizing Your Reading Program. BOOKS: PARTS OF SERIES New York: G. P. Putnam's Sons, 1959. 23.22. Kottmeyer,York: Company,William McGraw-Hill A.,1952-62. and others.Book Company, 1952-62. Ben Hur (adapted). A Tale of Two Cities (adapted). Junior Everyreader Series. Junior EveryreaderNew York: Series.McGraw-Hill Book New 24. Book Company, 1952-62. . Bob Son of Battle (adapted). Junior Everyreader Series. New York: McGraw-Hill 25. Book Company, 1952-62. . Call of the Wild (adapted). Junior Ever reader Series. New York: McGraw-Hill 26. McGraw-Hill Book Company, 1952-62. . Cases of Sherlock Holmes (adapted). Ji-Lor Everyreader Series. New York: 84 27. Kottmeyer,York: William McGraw-Hill A., and Book others. Company, 1952-62. Count of Monte Cristo (adapted). Junior Everyreader Series. New 28. Book Company, 1952-62. . Flamingo Feather (adapted). Junior Everyreader Series. New York: McGraw-Hill 30.29. HillMcGraw-Hill Book Company, Book Company, 1952-62. 1952-62. . GreekThe Gold and BugRoman and Myths Other (adapted). Stories (adapted). Junior Everyreader Series. Junior Everyreader Series. New York: McGraw- New York: 31. Company, 1952-62, . Indian Paint (adapted). Junior Everyreader Series. New York: McGraw-Hill Book 32. Company, 1952-62. . Ivanhoe (adapted). Junior Everyreader Series. New York: McGraw-Hill Book 33. Hill Book Company, 1952-62. . Juarez Hero of Mexico (adapted). Junior Everyreader Series. New York: McGraw- 34. McGraw-Hill Bodk Company, 1952-62. . King Arthur and His Knights (adapted). Junior Everyreader Series. New York: 35. Company, 1952-62. . Men of Iron (adapted). Junior Everyreader Series. Newr York: McGraw-Hill Book 37.36. Book Company, 1952-62. . RobinOn Jungle Hood StoriesTrails (adapted).(adapted). Junior Everyreader Series.Junior Everyreader Series. New York: McGraw-HillNew York: McGraw-Hill 38. Company, 1952-62. . Simon Bolivar (adapted). Junior Everyreader Series. New York: McGraw-Hill Book 39. Kottmeyer,York: William McGraw-Hill A., and Bookothers. Company, 1952-62. To Have and To Hold (adapted). Junior Everyreader Series. New 40. Book Company, 1952-62. . The Trojan War (adapted). Junior Everyreader Series. New York: McGraw-H1:1 42.41. Witty, Paul A.,HeathMcGraw-Hill and and A. Company,M. Book Freeland. Company, 1964. 1952-62. . Wild Animals I Have Known (adapted). Meadow Green. Reading Caravan. Junior Everyreader Series. Third Reaeer. Boston: D. C. New York: 43. 1964. . Peacock Lane. Readin Caravan. Fourth Reader. Boston: D. C. Heath and Company, 44. 1964. . Silver Web. Reading Caravan. Fifth Reader. Boston: D. C. Heath and Company, 45. 1964. . Treasure Gold. Reading Caravan. Sixth Reader. Boston: D. C. Heath and Company; 46. Company, 1964. , and M. H. Bebell. Sky Blue. Reading Caravan. First Reader. Boston: D. C. Heath and 47. 1964. . Star Bright. Reading Caravan. Second Reader. Boston: D. C. Heath and Company, 48. 1964. . Peppermint Fence. Reading Caravan. Primer. Boston: D. C. Heath and Company, 86 11111.11 LANGUAGE ARTS LEVEL SEVEN - WRITING LANGUAGE ARTS - WRITING LEVEL SEVEN Goalenhances 1: the use of Maintains and ThecursiveEXPLANATIONS pupil writing.should AND SOME strive forHe mayincreased make charts SUGGESTED ACTIVITIES proficiency in both AND TECHNIQUES manuscript and Goalpurposeswriting 2: for various Writes clear and Theor sentedpupil school in activities. various may write personal subject areas. experiences and simple He may make and diagrams of posters to advertise information to be classroom pre- expressionvariouscorrect methods sentences of in Pupilsforrate the withmay school doothers in creative paper.writing using writing group verse and dramatizations. sentences with a variety of verse. He may collabo-He may report connecting Childrenandwords.encouraged. editorials. should be They may write personal The use of direct experiences, descriptions, quotations in stories and feature articles, poems should be touchtheirandsulting phrases. uncertaintieswith recent English and Teaching pupils to asvalid guideda living, sources inis recognizingchanging ofan important language. use dictionaries and handbooksinformationphasr of learning. may help keep the difference between The habit of pupils in tosentences settle con- proveInductiveshipstrue to sentence ofbe instructionsentencean aid meaning. in gaining parts (subjects, predicates, in grammar will lendPhrasing in oral reading this understanding. strength to the skill phrases, and clauses)and determining Materials on the child's relation-of noting may paragraphstoGoal unite 3: well-constructed Extends ability andPupilsdetailslevel endings. shouldand and of examples,havehis awn making should muchbe used practice for in summary sentences, and variety writing paragraphs using such an analysis. in sentence beginnings topic sentences, 88 LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goalorganizing 4: papers Extends skill in writingtableThe teacher ofreports. contents should and assist bibliography pupils At this level pupils in setting standardsto to a bereport. followed may be introduced to adding a brief This might be a group acti- in businessGoal 5: and friendly let- Writes interesting pupilsThepiledvity scope in atand whichthisof a businesstable level.several of and contentsindividual friendly and reports onbibliography a particularletter added. subject writing should be broadened are com- for Goalofters written6: correctly expression with Uses the mechanics ral,The teacher and guide may themhelp inpupils using recognize nounscorrect and number in their written and oral pronouns, singular and plu- Eng- ease Pupilscontrastsandlish. the at pupils'this of thelevel firsttwo should: grammars. language, he Should the teacher be familiar might show pupils simple comparisonswith a contrastive analysis of English and 3.2.1. RecognizeRecognize the and importance use subjectsverbs ofand and adjectives. predicates. correct usage of verbs in effective 6.5.4. RecognizeShawContinueexpression. growth andto inimproveuse the direct in spellingobjects. ability. use and understanding of words. 10.9.8.7. Extend skill in using ShowRecognizeContinue growth andto in extend useability synonyms dictionary to follow and skills. reference materials. antonyms. specific directions. 89 LANGUAGE LEVEL ARTS EIGHT - WRITING LANGUAGE ARTS - WRITING EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT forenhancesGoal various1: the purposes use of writing Maintains and Pupilsin writing should in develop all subject a feeling of responsibility for their areas. own improvement shouldoccasionsofThey their need gain ideasareguidance independence provided and convertingin assumingfor in pupilsselection them responsibility for refining theto organization exerciseinto and acceptableimprove these written skills, form. theyof terms and modifiers which will If many ouscorrectGoal methods2: sentences of expression in vari- Writes clear and Asrial,Pupils' reflectthe pupilhe written shouldprecision meets attemptwork and should addto addinterest new words in his reading of study or leisure-time show growth in word usage and to their compositions. sentence structure. mate- andChildrento interrogativehim in maythe beactivities assistedsentences. hein isrecognizing pursuing. Pupils shouldto became his vocabulary words which will be helpful and using declarative, imperative, aware that they have been sentencesprovided.ingfultences.using thesepractice they kinds have in of speakingused. sentences and writing They may develop Pupils may analyze their written work some understanding of the various types if ever since they began speaking English the different kinds of sentences is to determine the kinds of mean- sen- writeparagraphsGoal well-constructed 3: Extends ability to Activitiesparagraphsfrompupil's outlines. growth engaged from shouldoutlines in should be in extendaccordance Pupils should be provided continued demonstrated by his ability to develop skills introduced previously.with demonstrated ability. practice in developing paragraphs The outliningskillGoal 4: in summarizingmaterial and Develops more practice.Previously,thegroup. material the he child reads. At this level, he should may have participatedThis in makingmay be summariesdone orally with for his additional use his skill to make his awn summary of speech 91 LANGUAGE ARTS - WRITING LEVEL EIGHT Goal 4: (Continued) preparingTheEXPLANATIONS pupil reports;should AND acquireSOME recording SUGGESTED proficiency minutes ACTIVITIES ofin aoutlining meeting; AND TECHNIQUES bytaking using notes this onskill an assem-in Theblyfilloutlines talk,teacher in a radio made fewmay supportingandspeech,make suggest skeleton newspaper details. ways outlines of article, improving of mainor them. book. points and have the pupils The group may discuss Goaleaseof written5: expression with Uses the mechanics TheyChildrentrasting may analyzemay ideas) learn howin when writingthe tomeanings use compound and of (similar sentencessentences. ideas) are changedand when by to using use buta vari- (con- DiagramsPupilsety of shouldintroductorymay be editused their towords: illustrate own when, work then,theand importancethat after, of others.before, of the etc. connective words. They should demon- writtenobjects;Childrenstrate work. anphrases;should attitude also simple, ofrecognize responsibility complex, and anduse forcompoundsubjects; correct sentences. predicates; spelling in indirect all phases of Independent use of the dictionary should be stressed. Ability in using punctuation skills should 1.be extended through: Using the comma before the conjunction in a long compound sentence. Pupils need opportunities to use possessives3.2. in meaningful situations. Usingcorrectly. thea semicolon apostrophe in tocompound write possessivesentences whichsingulars have andno conjunction.plurals Their written work may be used as a source of material for lessons on 92 LANGUAGE ARTS - WRITING LEVEL EIGHT Goal 5: (Continued) EXPLANATIONSdeveloping anAND understanding SOME SUGGESTED of LCTIVITIESthe correct AND use TECHNIQUES of possessives. Pattern crosswordforThepractice humor.pupil maypuzzlesmight be beprovided containing able to for find homonyms.those jokes having on his difficulty level which in usage.depend The class might make a scrapbook of such jokes or of simple on homonyms Goal 6: Uses more des- made.encountered(See the relatedmight be goal held. in Level Seven.) A chart of homonyms which are used might be PupilsA group may contest contribute in listing editorials homonyms and personalcriptive writingwords to enhance withbyginalcharactersarticles theeighth teachergreetings. forgraders with theor settings other schoolin other pupils. paper.in schools,or American history. design greeting cards and write ori- Some may write original endings to incomplete stories read They may write brief stories of imaginary They may exchange letters

93 BIBLIOGRAPHY BOOKS 2.1. Dawson,Anderson, Mildredand Paul World, A., S. and Incorporated,1.2napeskinnentarEducation. others. 1963. New York: Macmillan Company, 1964. Guiding Language Learning. Second edition. New York: Harcourt, Brace 4.3. Golden,Greene, Ruth Harry I. A. Improving PatternsDeveloping of LanDuageLanguage SkillsUsage. in the Elementary Schools. Detroit: Wayne State University Press, 1960. Second edition. Boston: Allyn 5. Shane, HaroldOhio:and G.,Bacon, Charles and Incorporated,others. E. Merrill 1963.Books, Incorporated, 1962. Improving Language Arts Instruction in the Elementary School. Columbus,

94 LANGUAGE ARTS LEVEL SEVEN - LITERATURE LANGUAGE ARTS - LITERATURE LEVEL SEVEN typesGoal 1: - fiction, non-fiction, Recognizes literary EXPLANATIONShavePupils read telling may AND encourage whatSCHE theySUGGESTED other like pupilsaboutACTIVITIES stories, AND books, poems, and playsTECHNIQUES they poetry,essay, biography, and drama narrative, Fieldhelpfultelling trips clues stories should on reading they be takenhave mc-..erial enjoyedto public needed.reading. libraries to read many of them; or it may suggest It also will give the teacher when they are within reach. ThebuiltTeachersit pupils at up, their mightshouldstop leisure. andread be suggest encouragedthe first that part those of who a story, and when interest has been are interested may finish reading Pupilscornerliterary might in types. the write classroom. their The teacher should provide some of these for the awn autobiography. to read appealing selections from various reading Goal 2: Grows in ability to PupilstoHistorical find may several make poems up such affordtheir poems a knowledgeand share ofthem history. with the own tall tales. On occasions, they may draw Pupils may be encouragedgroup. maps regionaltooccuridiomaticinterpret folk as literatureballads he languagepicturesque reads and which listensand may tall tales Recordingsladsclassand showto to the singlocationsof pupils. Americanballads, where folk the ballads situation described or the music teacher may be requested to teach bal- may be used. by the storyA guestoccurred. may be invited to Goalillustratorsinteresttaste 3: in inliterature authors and Begins to develop Eachpersonillustrations, pupil in coulda booklet., selectresumes Thean of authorbooklet books to bymight study,this include author, and placea andbrief biographical sketch, so on. information about this Library research should be used to locate as much information 96 as possible. LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goal 3: (Continued) Pupilsenough.Children should can be easily helped learn to understand the This should not become names of authors, if athey "chore" are heardor an oftenunpleasant assignment. that the names of authors and books Goal 4: Begins to gain an bestareenjoyed literaturelearned. are learned should just be read A good standard for oral as the names of other people who to pupils. reading should be set and are interesting some of the biography,throughculturalunderstanding his relationshipshistorical readings of human of and cultures.reading;Pupilsfictionis still should illustrate tofelt. develop be encouraged charactersunderstanding in They may dramatize events of to read about heroes in history whose and constructivefrontier attitudes stories; toward and readother inter-group significance from literary influence fiction, frontier stories "LittlestandThe teacher people Pear should"of other read lands; to pupils Pupils may write the biographies e.g., "Young Fu of the Upper Yangtse" frequently from books that help them undim7- of some of their favorite or thedevelopGoal stories,5: an appreciation poems, ballads, of Continues to TheA collectioncharacters. collection of could favorite include original poems could be compiled by a pupil or poetry by pupils of the group. a committee. Appro- humorousto this poetry,age group that appeal Thelengthattractive.priate teacher movieillustrations should features identify and decorations topics may be shown after reviewing certain books with that are of interest couldto his be pupils. added to make the book Full pupils; for example: TomRobinsonOld Sawyer. Yeller Crusoe 97 LANGUAGE ARTS - LITERATURE LEVEL SEVEN appreciationGoal 6: of the Indian's Develops a deeper PracticallyEXPLANATIONSin their families all AND Indian SCNE from SUGGESTED childrengeneration canACTIVITIES to tell generation. legends AND TECHNDQUES that have been handed down Both similarities and dif- andcontributions literature to language Pupilspupils,cultures.ferences may for betweencompile developing thesea list increasing and of theplace legends interest,names of which other enjoyment, originated cultures and with respect Indians for andall may be noted by maybearesimilaritiesthe be useaused importanceshown. astoday. sources to ofAmerican forGreek the andIndian story Norse myths.of mythology"The Creation." to American life and show Indian mythology, asFilms well relatedas Greek to and the Norse contributions mythology ofshould the American Indian The teacher may explain

98 LANGUAGE ARTS LEVEL EIGHT - LITERATURE LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT poetry,essay,typesGoal 1: -andbiography, fiction, drama non-fiction,narrative, Recognizes literary helpfulhavePupilstelling read tellingclues storiesmay on what readingthey they have materiallike enjoyed encourage other pupils to read many of them; about stories, books, needed.reading. It also will give the teacher poems, and plays they or it may suggest builtTeachersitField at up, theirtrips mightstop leisure.should andread suggest thebe takenfirst that to public librariespart when of they a story, and thosewhen interestwho are interestedhas been may finish readingare within reach. PupilscornerliteraryThe pupils might in types. the shouldwrite classroom. theirbe encouraged autobiographies. The teacher should provide to read appealing selections from various some of these for the reading Goal 2: Graws in ability to PupilstoHistorical find may several make poems such afford up their own tall tales. poems and share them with the agroup. knowledge of history. On occasions, they may draw Pupils may be encouraged maps regionaltooccuridiomaticinterpret folk asliterature ballads, he languagepicturesque reads tall and which tales,listensand may ladsclassRecordingsand shawto to the singlocations ofpupils. ballads,American where folk the ballads or the music teacher may be requested to teach bal- situation described by the story occurred. may be used. A guest may be invited to illustratorsinteresttasteGoal 3: in inliterature authors and Begins to develop Eachillustrations,person pupil in coulda booklet., resumesselect Theof booksbooklet by might include an author to study, and place information about this this author, and so on. a brief biographical sketch, Library research should be used to locate 100 as much information as possible. LANGUAGE ARTS - LITERATURE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goal 3: (Continued) Pupilsenough.Children should can easilybe helped learn to theunderstand This should not become names of authors, if athey "chore" are heardor an oftenunpleasant assignment. that the names of authors and books Goal 4: Begins to gain an bestareenjoyed literaturelearned. are learned should just be read A good standard for oral reading as the names of other people who to pupils. should be set and some of the are interesting biography,culturalunderstandingthrough relationships historicalhis ofreadings human fic- andof cultures.fictionreading;isPupils still ihould tofelt.illustrate develop be encouraged understanding characters in and They may dramatize events of to read about heroes in history whose influence frontier stories; and read inter-groupconstructive attitudes toward other significance from literary tion, frontier stories "LittleThestand teacher peoplePear." should of other read lands; to pupils Pupils may write the biographies of e.g., "Young Fu of the Upper Yangtse" or frequently from books that help them under- some of their favorite Goalthedevelop 5:stories, an appreciation poems, ballads, of Continues to A Thecollectioncharacters. collection of favoritecould include original poems could be compiled by a pupil or poetry by pupils of the group. a committee. Appro- humorousto this poetry,age group that appeal lengthTheattractive.priate teacher movieillustrations shouldfeatures identify and decorations topics could be myy be shown after reviewing certain books with that are of interest to his pupils. added to make the book Full pupils; for example: TomRobinsonOld Sawyer. Yeller Crusoe 101 LANGUAGE ARTS - LITERATURE LEVEL EIGHT appreciationGoal 6: of the Indian's Develops a deeper EXPLANATIONSPracticallyin their families ANDall SOMEIndian from SUGGESTED childrengeneration ACTIVITIES can to tell generation. legendsAND TECHNIQUES that have been handed down Both similarities and dif- andcontributions literature to language Pupilspupils,cultures.ferences mayfor between compiledeveloping thesea list increasing and of theplace legends interest, names of which otherenjoyment, originated cultures and maywithrespect be Indians noted for allbyand bemayare similaritiesthe usedbe used importanceshown. as today. sources to of Americanfor Greek the andstoryIndian Norse of myths. "Themythology Creation." to American life and show Indian mythology, asFilms well relatedas Greek to and the Norse contributions mythology,should of the American Indian The teacher may explain

102 BIBLIOGRAPHY 1. Bailey, Jean. Cherokee Bill: Oklahoma Pacer. NewBOOKS York: Abingdon Press, 1952. 3.2. Bailey,Baker, L.Betty. R. The LongShaman's Walk. Last Raid. Los Angeles: Westernlore Publishers, 1964. Evanston, Illinois: Harper and Row Publishers, 1963. 5.L. Bannon,Ball, Zachary. Laura. JoeThe Panther. Contented Horse Trader. Eau Claire, Wisconsin: E. M. Hale Company, 1960. Chicago: Albert Whitman and Company, 1963. 6.7. Bent,Benson, William Sally. Rose (ed.). Stories of the Gods and Heroes. Poems for Youth. New York: E. P. Dutton and Company,New York: Dial Press, 1940. 1923. 9.8. Buff,Betz, Betty.Mary and Conrad. Betty Betz in Teen Asia. Peter's Pint-. New York: VikingRandom Press,House, 1949.Incorporated, 1951. 10.11. Cavanna, Clark, AnnBetty. Nolan. 1965. Lo Chau of Hong Kong.Little Herder in Autumn. New York: Franklin Watts, Incorporated, Lawrence, Kansas: Bureau of Indian Affairs, 1963. Haskell Press, 13.12. . Little Herder in Spring.Summer. Lawrence,Lawrence, Kansas: Kansas: Bureau Bureau of of Indian Indian Affairs, Affairs, HaskellHaskell Press, Press, 1965. 1965. 15.14. . LittleSecret Herder of the Andes. in Winter. New York: Viking Press, Incorporated, 1952.Lawrence, Kansas: Bureau of Indian Affairs, Haskell Press, 1965. 16. Clark, Ella E. 1953. Indian Legeds of the Pacific Northwest. 103 Berkeley: University of California Press, 17. Clemens, Samuel. Adventures of Tom Sawyer. New York: Harcourt, Brace and World, Incorpprated, 1963. 19.18. Cornplanter,Coatsworth,Island,rated, Elizabeth.Jessee 1965. New J. York: Ira J. Friedman, Incorporated, 1938. LegendsCricket andof thethe Longhouse:Emperor's Son.Stories of the Senecas. New York: W. W. Norton and Company, Incorpo- Port Washington, Long 21.20. Day,Darbois, A. Grove. Dominique.Press, 1964. Sky Clears: Poetr7 of the American Indians. Noriko Girl of Japan. Chicago: Follett Publishing Company, 1964. Lincoln, Nebraska: University of Nebraska 23.22. Felton,Dickens, HaroldCharles.1957. W. BowleChristmas Stories. Bill: Sea oing Cowpuncher. Rainbow Classics. Eau Claire, Wisconsin: E. M. Hale and Company,Cleveland: World Publishing Company, 1946. 25.24. Ferris,Fenner, HelenPhylisIncorporated, (ed.). R. (ed.). 1957. Favorite Poems, Old and New. Time To Laugh. New York: Alfred A. Knopf, Incorporated, 1942. Garden City, New York: Doubleday and Company, 27.26. Gray,Forbes, Elizabeth Esther. Janet. Johnny Tremain. Adam of the Road. Boston: Houghton Mifflin Company, 1943. New York: Viking Press, 1942. 29.28. Hawthorne,Hawkinson,Mifflin Lucy.Nathaniel. Company, 1923. Dance, Dance Wonder Book and Tanglewood Tales. Am -Chan! Chicago! Albert Whitman and Company, 1964. Riverside Bookshelf. Boston: Houghton 31.30. James,Henry, O.Will. Best Stories of O. HeLry. Smoky, the Cowhorse. New York: Charles Scribner'sGarden City, Sons, New 1954. York: Doubleday and Company, Incorporated, 1954. 32. Kennedy, JohnPublishers, Fitzgerald. Incorporated, 1964. Profiles in Courage. 104 Young Readers edition. New York: Harper and Row 33.34. Kipling,Krumgold, Rudyard. Joseph.Company, 1959. AndCaptains Now Miguel. Courageous. New York: Thomas Y. Crowell Company, 1953. Great Illustrated Classics. New York: Dodd, Mead and 36.35. Lenski,Lear, Edward.Lois. Judy'sBook ofJourney. Nonsense. LaPuente, California:New Carl York: J. RandomLeibel, House, 1947. Incorporated, 1959. 38.37. Link, MargaretUniversity Schevill. Press, 1956. . Texas Tomboy. Philadelphia:Pollen J. B.Path: Lippincott A Collection Company, of Navajo1950. Myths. Stanford, California: Stanford 40.39. Norris,Sechrist, Faith. ElizabethSmith Company, Hourgh. 1946. Kim of Korea. One Thousand Poems forNew Children.York: Julian Messner, Incorporated, 1955. Revised edition. Philadelphia: Macrae a 41. The New Trail:Phoenix A Book Indian of CreativeSchool Press, Writing 1953. by Indian Students. Revised edition. Phoenix, Arizona:

105 LEVEL SEVEN ART ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN varietyactivitiesGoal 1: of curricular Uses art in a whichIninThe both making willboarding day present posters,and school boarding themselves charts, teacher schools, and forshould decorationscooperation it avail himself for may be possible to assist with commu- with the guidancevarious departmentschool activities.of the many opportunities exploresGoal 2: experiences in Independently Thenityto child makeactivities decorationsnow should and tohaveor guide posters had childrenexperience for community in with endeavors. using their skill and talent in most of the basic media. art Goalarts 3: and crafts Appreciates the Activities/Reedshould (16). assume at this a discreetlevel should role bein creativedirecting the and exploratory. creativity of his pupils. The teacher culturecontribution of art to presentednity,hastheirCommittees contributed as native muchas mightan culture.as tooutgrowth possible, worktheir on native of projectsin these these culture, projects.to demonstrate It would be helpful to involve members of the projects. or ways in which art is used in A community program mightvarious be uays in which art commu- Teacher: Whatliving? are some things allSample peoples Language have Implications Related as a part ofto their this waysGoal of Teacher:Pupils: Let'sHomes, work food, with clothes. just those three. Let's find out how these are (Pupils divide into six committees and do affectedstudy these by people's just in desiresIndian lifefor beauty.and in research. general American life. For right now,The coinmitteeslet's dealing with generalIndian lifeAmerican draw lifecharts cut to illustrate 107 up magazines and paste pictures to make findings. The committees dealing ART LEVEL SEVEN Goal 3: (Continued) EXPLANATIONScharts. AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES Each committee presents its findings to the rest of the class in a Moderator:memberstopicpanel discussion.istalk "Art they and may Indian show clothing"their illustrations.) might go something as follow. What was the basic dress of Indian women? For example, the panel discussion of the committee whose As panel Pupil 2:1: withSenecacloth,I found a long, loosewomen that loose, dressworeOjibwa along-sleevedwith wrap-aroundwomen straps wore over atunicskirt red, the overofdark shoulder. brcadcloth theblue, skirt. or orblack calico, broad- Moderator:Pupil 3: A beautiful?HowSiouxlarge, were dress cape-likethese was basic made sleeves costumesof two were elk decorated formed. hides sewed to make together them more so that PupilPupil 2: 1: women,BeadribbonBeads embroiderytoo, wereapplique butembroidered they wasand used.weresilk on placed ribbonthe yoke aroundapplique and straps.the were bottom used of by the Seneca skirt. Later on, silk Moderator:Pupil 3: The Sioux women did Tellelaboratesleeves us about ofbeadwork theirthe designs costumes.on the used.yoke and cape-like Pupil 1: andliesThe laces,Ojibwa and zigzag. theydesigns used were floral geometric designs. with much use of straight 108 Later, after they had seen French materials ART EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goal 3: (Continued) Pupil 2: ofconsistedThe the design earth.sun ofwithin a the skya coraer borderdome anddesignof athe heavenly ofSeneca a tree treewomen's of growinglight skirts growing from usually the out top Pupil 3: TheseSiouxthree-prongedformation, linesbeadwork formcrossing designsfork, the box,andeach are the the other,made horserectangle, up or oftrack meeting straight design.the atdragonfly, linesdifferent in theparallel angles. Goal 4: Has some under- (Other committees present their findings in a similar /Lyfordmanner.) (10), (11), and (12). Goalcolorstanding 5: of the theory of Extends ability TherelatedingPupils child their toshould maytheown keep colorcolors.continue a wheel.personal to experiment folder of individually his art efforts. in applying priaciples /Birren (2). They should be encouraged to experiment in mix- andtermsto relationshipevaluate of realism, his awndetail, art in nance,balance,manyhis bestsamples harmony, variation,efforts available and and proportion,unity, tell that whycontrast, illustrate he believes subordination, to childrenthey are thebetter.emphasis, principles rhythm, of artdomi- - /Anderson (1). He might select There should be The/Andersondoesstrate child demonstrate all needs (1). these to toprinciples,begin bring to enjoymentunderstand nor does and thatit satisfaction need an artto beeffort flawlessto theneed viewer. innot those demon- it 109 ART LEVEL EIGHT , ART LEVEL EIGHT Goal 1: EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES varietyactivities of curricular Uses art in a understanding.endeavors,styletivelyIn mathematics, dining,integrate children regular inart. English,should dining be in able In many out-of-school activities, including room procedures, dormitoryscience, and andrecreational in health, children to contribute their artistic skill and can effec- family- TheyStudents are trying are planning to decide art the work medium am le Lan ua.e Im lications Related to this Goal to use on a bulletin board in social studies. Pupil 2:1: AreIf wewe goingmake ato large make mural, I believe a mural or a series of individual drawings? to use. it should be in chalk or tem- Pupil 3: Wepera thinkablecould paint. pictures. wedo mighta series use ofthen? individual pictures. These work up fast and can be used for producing siz- What media do you Pupil 4:5: Well,pencils.I like colored the effectspencils producedare by easy for me. water color b-Itter than by colored PupilPupil 7: 6: Say,Itcharcoal might let's be ortry interesting India charcoal ink. fornot to a change. use color thig time - instead, use Group decides on charcoal and then plans what each 111 pupil will draw. ART EXPLANATIONS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT artsexpandGoal 2:and experiences crafts in Continues to understandingOn the basis andof previousskill in experiences,the pupils should use of various media. continue to expa-1 theirTeacher guidance standingGoal 3: of the theory of Increases under- colorencouraged.Childrenshould in continuetheir should art beto work. encouragedbe limited toand app/y discreet, their andknowledge indepandence /Bjoland (3), Peter (11), Reed (13), and (7). Interest might be stimulated through preparing of the theory of should be evaluationGoalcolor 4: of his art Refines self- Eachmaterialsassist pupil the formay pupil, localkeep whenaexhibits. folder necessary, of his inbest evaluating his /Birren (2). art work. Theselections. teacher should Evaluation efforts should be in terms of: 2.I. VariationBalance 4.6.5.3. EmphasisUnitySubordinationContrast 9.8.10.7. Proportion HarmonyDominanceRhythm arttionGoal to5:of culture the contribution of Deepens apprecia- Withclassescontributed the assistanceinvolved to a particularand of alsoanother to culture. otherclabs, classes having Reportsgroups onmay findings seek ways might in whichbe given art tohas similar objectives. 112 BIBLIOGRAPHY 1. Anderson, Donald M. Elements of Design. New York: Holt, Rinehart BOOKS and Winston, Incorporated, 1961. 3.2. Bjoland,Birren, Faber. Esther M. Color. Things to Make and Do. Hew Hyde Park: University Chicago: Standard Education Books, Incorporated, 1963. Society, Incorporated, 1959. 4.5. D'Amico,Conant, Victor.Howard, and Arne Creative Teaching_ in Art. Randall. Art in Education. Revised edition. Peoria: Charles A. Bennett Company, 1959. 6. Department oftionalCompany, Classroom Research 1953. Teachers. Association of the National Education Art Education in the Association,Elementary 1961. School. Scranton: International Textbook Washington: American Educa- 8.7. Jefferson,Easy To Make. Blanche. Darien, Connecticut: Teachers Publishing Corporation, 1958. 9. Lowenfeld,Macmillan Viktor,1963. andCompany, W. 1964. Teaching Art to Children. Lambert Brittain. Creative and Mental Growth. Second edition. Boston: Allyn and Bacon, Fourth edition. Incorporatea,New York: 11.10. Lyford, Carrie A. Iroquois Crafts. Ojibwa Crafts. Lawrence, Kansas: Bureau of Indian Affairs, Haskell Press, (n.d.). 12. . Lawrence, Kansas: Bureau of Indian Affairs, Haskell Press, (n.d.). 13. Munro, Eleanor C. Press, (n.d.). Quill and Beadwork of The Golden Encyclopedia the Western Sioux. of Art. RevisedLawrence, edition. Kansas: Bureau of New York: The Golden Press, Indian Affairs, Haskell 1964. 113 14.15. Randall,Peter, John ArneIncorporated, (ed.). W., and Ruth 1962. E. Halvorsen. McCall's Giant Golden Make-It Book. Painting in the Classroom. New York: Golden Press, Incorporated, 1953. Worcester: Davis Publications, 17.16. Whitford,Reed, Carl, William 1960.and JosephG. Orze. Art for Young America. Art from Scraps. Revised edition. Worcester: Davis Publications, Incorporated, 1960. Peoria: Charles A. Bennett Company,

114 , HEALTH AND LEVEL SEVEN PHYSICAL FITNESS HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN andGoalfortance skin 1:hair, of and caringnails, how this properlyteeth, Knows the tmpor- care Some attention should be given to the following:2.I. WhatWnat is are proper some careof the of diseasesthe hair? of the gums? relationshipGoalandis 2:goodrelated health ofto healthgood grooming to Understands the The coach, nurse, 4.3. What isgood acne practices and how shouldis it preventedbe followed in or public health consultant may be invited to talk or cured? caring for tho skin? on this Goalathletictional 3: activitiesand other recrea- Knows the relation- Visualofsubject. good aids health such toas filmstrips, charts, X-rays, and Charts and articles from success in physical development may be utilized. papers and magazines about the importance motion pictures may be needGoalinship the4:for oi cure arest yearly of and tuberculosis physicalgood food Understands the Pupilstionsused forshouldinstead review learn of andwaiting that reinforcement it until is economically ill of sound concepts developed at previous levels. to have regular examina- twiceGoalexamination 5: a year Visits a dentist Theshould teacher have should acquired stress the thehabit importance of brushing of goodhis teeth to consult a doctor. oral hygiene. at least once a day. The pupil Goal 6: Has a regular eye andThe filmsclass may bestudy used the to structurebroaden understanding. of the tooth and how decay begins. Charts Goalcheck 7: Understands the Theshouldcases teacher wherebe consulted.may there use arethe signsSnellen of eye strain or defects, health officials or a similar test of acuity of vision. In physical changes of puberty workersWithininformed the- may frameworkadults accomplish of localthis objectiveschool policy, with boysand inand the - teachers-guidance, school nurses, doctors,116 and social girls separately. proper setting, HEALTH AND PHYSICAL FITNESS LEVEL SEVEN Goal 7: (Continued) EXPLANATIONSnatureFilms, lectures,of physical AND SOME and change SUGGESTEDdiscussions at puberty, ACTIVITIES may develop provided AND a TECHNIQUES deepersuch techniques understanding are usedof the in goGoal into 8: a first-aid kit Knows what should contents.explainPupilsthe proper shouldhow settingeach become item and acquaintedshould by informed be used.with adults. a first-aid kit. The kit should contain the following items: Pupils should examine and discuss The teacher should 4.3.2.1. Assorted3-inchBand-aids sterilesterile gauzebandage squares compresses 6.5.7. ATriangular 36-inchSteriletube of sterileabsorbentgood bandages burn squares cottonointment 12.11.10.9.8. ScissorsRollOne- ofand 1k-inchandtwo-inch forceps adhesive roller tapebandagesMildInelastic iodine to=niquet 15.17.16.14.13. Sterile APaperAromaticWire bottle or cupscastor thinofspirits merthiolate. boardoil ofor splints ammoniamineral oil for use in the eyes Goal 9: correctbandaging.The teacher procedures should tohave use pupils in various work infirst-aid groups totreatments. practice simple methods of Pupils may give demonstrations in assembly programs showing the for minor cuts and burns Knows what to do minorPupilsgiven cuts shouldon theis tobewashing avoidtaught ofpossible that wounds the infection. andimportant the applying thing ofto antiseptics.remember when caring for 117 A class demonstration should be Sterility HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goal 9: (Continued) woundsandgerms cleanliness caused and are by particularlyrustyshould nails,be emphasized. dangerous.splinters, and other sharp objects contain TheyPupils should should learn be taughtthe accepted that puncture first- Goalconscious 10: Becomes safety Pupilsbleeding.correctaid treatment may those make forhazardoussafety burns. surveys conditions of their which school, they can. homes, yards, and farms, and The pupils should learn, also, how to control The teacher may suggest PreventionPupilstothe correct. steps may Week.participateto be taken into schoolcorrect and those community hazards clean-up which the campaigns children and are Fire unable Goalimmunizations 11: he gets Knows what WaysProgram.information.The may group be found may visitfor pupils the health to cooperate authorities in the or schoolhospital Civil staff Defense to obtain this Each pupil may keep his awn record and take part in class earlyGoalareregularly given12: stages and of why tuberculosis they Understands that coverThediscussion. teacher early tuberculosis.should continue to stress the importance of the X-ray to dis- Some understanding of how X-rays are made may can be cured conductsTheprovethat pupil helpfulboth the should the examination. in pupil creatingbe taken and medicalinterestinto the staff inconfidence having will bean of prepared.X-ray. the doctor or nurse who The teacher should do preliminary work on this so eliminatePupilsoped maythat defects be they drawn shouldbefore into betheydiscussions even become more serious.ofconcerned checkups about on automobiles the human bodyto find and andhave 118 The thought should be devel- HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goal 12: (Continued) regularease,it, especially mayphysical be studied. thecheckups. part medical research has played The nature of tuberculosis and the fight against in controlling this dis- aGoal public 13: restroom Knows how to use tionroom,If possible, attendants see the thefacilities, may teacher be helpful shouldand learnin assisting how to usewith them properly. arrange for pupils to visit a public rest- this study. Sevice sta- Goal 14: Knows the source TheforIf apracticeteacher public shouldrestroompurposes. develop, is not withavailable, the class, school toilet an understanding of the term facilities may be used anddisposalownof how theand garbage waterother are handledsupply communities,and sewage for his water,posalisins.EwEae. desirable.relation andunit bath to water. the water supply. Pupils may find out the- whether proper outdoordisposal toilet, of septic tank, or city sewage system They may study the correct location of A trip to the local sewage disposal plant sewage, garbage, dish- a sewage dis- - problemalcoholismGoal 15: is a very serious Understands why The class may: 1. andStudy pedestrians. traffic accidents and the number involving drinking drivers 3.2. alcohol,DiscussholicFind outbeverages. reasonsandhow whymuch whythey money there were is arepassed.spent laws in to their keep Stateadolescents each from drinking year on alco- 4.6.5. DeterminebetterDetermineFind out used. problems whatways thisthat created lawmoney is bynowfor excessive spenttheir forState. drinking. alcoholic beverages might be 119 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN smokingGoal 16: may be harmful Understands why andThePupils thatteacher may the be mayheart asked time muscle tothem open contractsto andhelp close them theirunderstand at about this rate throughout life. fists about 75 times a minute. the work the heart does GoalthebotheredThesmall nose,teacher8, amountsLevel withthroat may Six.)a of cigarettehelpand harmful bronchialchildren coughsubstances totubes; understand and that that as a result of irritation of membranes ofare taken into his body. as a person inhales, heavyvery smokers are often (See chart at PupilsEachto thinkpupil may aboutreadshould recentthem, be encouraged andstudies then done toto decideget all what the he will do on smoking and its effect on health. facts he can about smoking, about smoking. manyGoaltoactivitiescipate experience17: in a withwide success opportunityvariety in of Learns to parti- Becausefiedgroup,selected to of itprovide theisto particularlysuitvariance the the best needsin grawthmaturityimportant of eachand and developmentthatindividual. needs physical of the education actkvities be Activitiesfor each childshould at be his modi- pre- individuals in this age manyBoardingsitting,sent experiences stage. schools or quiet willshould games, be beinvolved. ableor additional to rest for It may mean the inclusion of less vigorous activities program physical education activities so a child. such as bodybasiccorrectGoal mechanics principles18: postural and controlling positionsmaintains Understands the Forcalisthenicsintained continuing the fundamentalthrough periodimprovement exercise, offitness 15-30 ofbut exercises.bodyminutes exhaustion mechanics, should should bemuscle scheduledbe avoided. tone should be main- to drill students A oystematic Pupils may draw and label parts of the body affected by 120 various exercises. HEALTH AND PHYSICAL F 135 EXPLANATICNS AND SONE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goalof weight19: training Has some knowledge Bothtocorrectedsmall useboys muscle bar and atbell girlsgroupsa fasterequipment, need rapidly. rate to knowandthrough girlsthat weight weight training. Deficiencies in muscle size may use Indian clubs training can Boys mayordevelop be otherstrength encouraged largelight- can and be theGoalsoftball, following20: touch team football, sports: Participates in beingAtweightdifferences upper introduced,equipment. levels, in their childrenit isphysical essential of the maturity. that children same level and even the same age show great At the time when team games be classified in ability and are ball,basketball,track, apparatus and soccer,fieid skills, volley- method,A physicaldesirableinches, based groupsto method secureon heightfor of the fairnessclassification andpoints. weight, in competition. for elementary Use one-half the weight, plus height in boys is the Greenway ClassClass D BECA 8990-103104-115116-125126 points points points points or or under over Situation.the appropriate time. PupilsSample are Language playing Implications volleyball. Related to this Goal They may say the following at JoeLet'sWe'llI'll and chooserollget Ned, theout teams.you volleyball.the be net. the captains. It'sI'll yourkeep serve.score. 121 HEALTH AND PHYSICAL FITNESS LEVEL SEVEN Goal 20: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIESMake AND it TECHNIQUESgood. What'sA Trypoint again. thehere. score? to in favor of North. Yes,KeepNo,DoOur weI let's it ball;thinkhave up. just timcyourso. play forteam toa hit wholeten. it game?too many times. Goalsafetyactivities 21: knowledge require new Knaws that new piecegatePupils safetyof may equipment.equipment selectguides someessentialthey newhave skills tolearned these they toactivities haveoperate tried recently.or to to learn the , Theyoperation may investi- ofor thissome new HEALTH AND PHYSICAL LEVEL EIGHT FITNESS HEALTH AND PHYSICAL FITNESS LEVEL EIGHT Goal 1: Has some under- A EXPLANATIONSnurse or physician AND SOME may SUGGESTED go over aACTIVITIES health record AND TECHNIQUES form carefully with the Goalshiponstanding his2: of healthrest, of the goodrecord information food, and Knows the relation- Priorlevel,class to and hethis discussneeds level, to reasons gainthe pupila fordeeper hasitems realizationpracticed which are simple ofincluded the health importance on rules.the form. of rest, good At this proper clothing to health Themayre-emphasized.food, berelationship usedand properto reinforce of clothing good understanding.health in keeping habits healthy. to healthy skin should be Facts about acne should be reviewed. Charts and other visual aids Goaloftions his3: foreyes the proper care Follows instruc- Pupils may: 2.1. DiscussInvestigate the necessity the relationship for periodic of vision testing to ofaccidents. vision. Goal 4: Knows the parts Pupils should be familiar with the interdependence3. of the parts of the body Discussof prescribed proper glasses.care of the eyes, prevention of eye fatigue, and use andof thehow digestivethey function system Usehumanunderstandings.and may thatbody. be goodmade healthof visual is dependentaids such onas properfilmstrips, functioning films, ofand all torso parts models. of the Diagrams drawn on the chalkboard may be used to extend these A useThisbloodmicroscope of studyin digested the should mayskin. bematerials. includeused to factorsstudy cellular which influence structure digestion, and circulation absorption, of and (Use skin of a live frog.) 124 HEALTH AND PHYSICAL FITNESS LEVEL EIGHT respiratoryGoal 5: system and Understands the ActivitiesLevelEXPLANATIONS 8, andfor GoalsANDthis SOME accomplishment12 andSUGGESTED 16, Level ACTIVITIES 7. AND TEChWIQUES may be related to those for Goal 4, Goalknows 6: how to care for it Realizes the value functioningPupils should of understandthe respiratory the need system. for fresh air and sunshine for healthy oftions regular and dentalgood oral examina- hygiene PupilstoThe exhibit purposeclass may build mayand of determine explaindentaltooth models, X-raysa whatdental theand X-ray. dentistdiscuss isdental looking hygiene. for may be ascertained. The dentist may be asked durilag a checkup. These models may Fromaneglect;be healthy molded a study e.g.,mouth.from of clay. cavitiesthese models, and gum students disorders. One group of models ma_ be used to illustrate dental may become aware of the importance of The other models may illustrate Goalchangesstanding 7: broughtof the emotionalabout by Gains some under- Withinregularinformed the brushing adults and use of mouth wash and dental floss. framework of local school policy, - teachers-guidance, school nurses, doctors, and social and in the proper setting, pubertyphysical changes at puberty,workersinformedtheFilms, nature -lectures,provided mayadults. of accomplish emotional suchand discussionstechniques thischanges objective brought with about boys by andphysical girls changesseparately. may develop arefurther used anin understaLlingthe proper setting, of and by at andGoaldiseasesof hastheprevention8: layman'smost prevalent and knowledge control Knows the symptoms HealthThetiontion. class onfilms vaccines,may may invite be toxoids,shown. the school and gammadoctor globulin. Charts and posters may be made. Reference material may be used to find informa- or nurse toThis talk study to theshould group. include informa- 125 IiiiiiimiliminmPRIP1111111111111111111R 111111111111r HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goaltuberculosistions 9: necessary in preventing Knows the precau- MedicalThetionstuberculosis. dangers personnelmay beof givencontacts may ofexhibit precautionarywith X-raytubercular films procedures. cases and pointmay be out discussed. various stages of Demonstra- waterGoal 10:can be contaminated Understands how however,PupilsbodyThe andpupil should be:how should heknow can learnthat build drinkingthe a strongimportance water body is ofresistance notbuilding chemically toand tubercle maintaining pure. bacillus. a strong It should, and how it can be purified 3.2.1. FreeClear fromand colorless.disagreeableharmful bacteria. taste and odor. Membersriaand ahave glassof beenthe of class givenimpure maysufficient water, observe to timeanote glass tothat growof 4.both pure and look watermultiply, the (safe same. pupils for drinking) may examine Reasonably soft. After bacte- Thereferencesavailable,the class water should tousefrom develop filmstrips, thestudy two the and glasses concepts. discussslides, under thecharts, avarious microscope. and waysillustrations by which waterfrom variouscan be If a microscope is not visiblewaterpurerials,contaminated impuritiesdrinking toand the dissolved -nakedwater thatare eye;dissolved,thanmud, minerals andsurfaceliving that arewhile organisms, water. usuallysources others, groundofdecaying suchwater water as contamination;plant mud, is andaare safer animalsuspended sourcethat mate- soma andof 126 HEALTH AND PHYSICAL FITNESS LEVEL EIGHT Goal 10: (Continued) WaysattentionEXPLANATIONS to prevent should ANDcontamination beSONE given SUGGESTED to of using ACTIVITIES clean AND pure water should be discussed. TECHNIQUES Special Pupilstaminatedcups, mayand areas.studyto locating how astronauts the well maintainabove and at least fifty feet Water should be stored in clean, covered watercontainers supply purification.and individual drinking containers. away from con- Pupilsreservoir.If possible, may boil pupils impure should water visitand examine it under a municipal sewage disposal plant and water a microscope. The class waterHealthTheyliarshould purification may Department.with realizefind the out procedure that plant.how boilingthe forschool's gettingis the simplest If possible, a field trip water supplya iswater purified sample and tested become by fami-the State means of water purification.may be taken to a town or city forGoal poisonous11: bites Knows what to do pupilsmites,blackPupils widow andshouldwith ticks. spiders,these know animals,the scorpions, most and toGila provide firstaid Pictures, films, and filmstrips common venomous insects and animals, such as monsters, poisonous snakes, bees, may be used informationto acquaint concerning respirationadministerGoal 12: artificial Knows how to whenthat,Thetheir therepupil through bites. isshould a breathing,stoppage learn thatof the normal artificialbody breathing.cells respiration are supplied with oxygen which is Pupils should understand is needed at any time cansontime,theessential prevent failurewho results has todeath ofknowledge the inoxygen orirreparablecontinued cell toof damage.reachthe life bestdamage the of methods bodyall bodycells, cf cells.applying artificial respiration or death. Theyeven shouldfor short learn periods that aof per- They should learn that methods currently taught by the American Red 127 Teachers should keep informed of the Cross. HEALTH AND PHYSICAL FITNESS LEVEL EIGHT Goal 12: (Coninued) UsingEXPLANATIONS a dummy ANDtorso, SOME the SUGGESTED teacher ACTIVITIESshould demonstrate AND TECHNIQUES artificial breathing and Goalfires 13: can be extinguished UnderstarAs how Underlackgivesand supervision,ofpupils and oxygen. water. opportunities pupils should to practice practice administering extinguishing artificial small fires respiration. by using They should observeunderstand the thatuse offires common are typesextinguished of fire byextin- a howfiresextinguished;amountguishers, it spreads.are. of oillearning thatmay begasolinethe put type in firesato flat use are panfor not anddifferent extinguished water pouredkinds by ofon water, fires.the oil but to wood note Pupils should determine how various types of fires may be A small Goal 14: Understands that MembersPupilsaccomplishment ofmay the discuss local of whatthisfire theygoal.department believe mayalcoholism be requested is. to assist in the They may view films, alcoholism is an illness Pupilsfilmstrips, may learnbecome and some slidesacquainted facts on theabout with subject alcohol;the purpose to verifysuch of as: Alcoholicsor correct Anonymous.their impression. 2.1. muscularAlcohol isdullscontrol. a depressant. the senses so that one does not have good judgment or dr'nkingPupilsthem, maythen intoxicants. be each encouraged individual to getmay alldecide the how facts3. he shouldabout alcoholism,handle the matterthink aboutof Alcohol consumption may bec:ome a habit hard to break. Thelency study among of alcoholismIndian and maynon-Indian be approached groups. from the standpoint of its preva- 128 dEALTH AND PHYSICAL FITNESS LEVEL EIGHT Goal 15: EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHOIQUES about cigarette smoking Learns the facts breakappeal.TheyPupils themay may smokingevaluate discuss habit. smoking reasons advertisements people sometimes to determinehave difficulty how they in trying are based on to whatA shouldetycommittee coursefor be information encouragedtheymay contactwill concerningfollow.to the get local all smokingthe facts, and think,lung cancer. and decide for themselves cancer society or write to the State soci- Again, pupils Educationarticles.Pupils may on watch facts current about smokingarticles should on smoking be emphasized. and make a scrapbook of these nationalusedGoalsoccer,rules 16:to and playgames,speedball, technical standard such softball, asskills Knows the general them.Pupilssible. should study the rules for new games or activities before playingThe teacherSimple should demonstrations make explanations are more as simpleeffective and thanconcise lengthy explanations. as pos- GoalNolleyballbasketball, 17: tennis, and Appreciates the ThereorTechnical during are numerous physicalskills may activeeducation be learnedsports; period. bysuch demonstration as, swimming, and ridingpractice horseback, after school, arch- valueleisure of wise time use of education.andclassroomenjoyery, dual anda sportshealthy, bowling,instruction, are leisure-time wbichtaught. but can they contribute activity, offer worthwhile toif thethe abilityskills material ofof thesethefor individualphysical individual to Many of them do not lend themselves readily to 129 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT inipateGoal the 18: inform interschool of playdays meets Begins to partic- rivalriesForpupilsgirls,occasions,large grades asfrom are sevenwell otherforgotten asand numbersopportunitiesschools eight, and of andtheythere pupils playing meet forshould can coeducationalas with haveneighbors,be separatethem the inexperience playdays. not aplaydays situation as opponents. of for meetingwhere boys school andwith During these Play Activitiescanissoftball, vigorousbe adapted suggested soccer,but to the the for basketball,emphasis playdayplaydays issituation. andare:upon horseshoes. social outcomes. volleyball,'bat ball, dodge ball, Almost any game or activity girlssocialplanningGoal 19: events and carryingfor boys outand Contributes to shouldtoClasssocial. assume meetingsbe partialled to or seeresponsibilitya smallthat lackcommittee of for planning meetingplanning on afford socialtheir opportunities partactivities. can mean fora poor pupils The teacher should exercise patience and give the pupils time to Pupils planning,responsibility.rectationget a pastfee1inzand the mistakesadditional teacher for this and shouldactivities typeto become allowof activity. should morepupils secure be to provided make in carryingmistakes. to allow out pupilsthis type to cor-of Rather than dominate activity However, evalu- knowledgebodypossessingGoal 20:of important a considerable safety Knows need of Safety panels may discuss the following:ProperSafety Clothing on Foot To Be Seen Easily by Drivers AutoPedestrianSafetyBicycle Safety at Safety SafetySchoolHome Safety in the Gymnasium 130 HEALTH AND PHYSICAL FITNESS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goal 20: (Continued) FirstPosters aid and pertaining charts may to bethe used above effectively should be inincluded presenting in the such discussions. discussions. Sample Language Implications Related to this Goal Pupils tell what a safety-conscious personHeA He safety-conscious thinksdoes walks, to and preventrather acts thansafelypersonaccidents. runs, atthinks school.in theabout school safety halls. in everything he does. He usescloseswatchesmakesthinks pedestrian surehis andwhere lockertheacts he waylanes. safely isdoor. isgoing. clear as a forpedestrian. pedestrians before crossing a street. HeAtAs putsthinkschooseshome,a pedestrian, tools heand a closes non-windyawayacts he whensafelydrawers obeys daythey at trafficonand arehome. which cupboard not signals. toin burn use.doors. leaves. WhenwithoutHe thinkswearscarrieshe swims, swinging aand life-jacketsports heacts swimsthem equipmentsafely dangerously. withwhen in a boating.such sports.companion. as bats, roller skates, tennis racquets 131 BIBLIOGRAPHY 1. Anderson, Carl1964. L. School Health Practices. Third edition. BOOKS St. Louis, Missouri: C. V. Mosby Company, 3.2. Grout,Byrd, OliverRuth E. E. Health TeachingSchool Health Sourcebook.in Schools. Palo Alto,Fourth California: edition. Stanford University Press, 1955. Philadelphia: W. B. Saunders Company, 4. Healthful SchoolEducationHealth,1963. Living. Physical Association, Education, 1957. and Recreation, and American Medical Association. Joint Committee on Health Problems in Education, American Association for Washington: National 6.5. Hutchinson,Schneider,Physical JohnElsa L.(ed.). Education,(ed.). and Recreation. Ph sical Education in Small Schools with LeisureSu::estions and theRelatin Schools. Washington: National Education Association, 1961. Yearbook of American Association for Health, to Health and 7. Vi or: A ComRecreation.for lete Health, Exercise Physical Plan forEducation, Bo s 12-18. and Recreation, National Education Association, 1963. Fourth edition. Washington: Department of Rural Education and the American Association Prepared by the President's Council on Physical Fit- 8. Vim: A Completeness. Exercise Plan for Girls 12-18. Washington: United States Government PrintingPrinting Office,Office, 1964.1964. Prepared by the Pretident's Council on Physical Fit- 9. Youth Physicaldent Fitness: s Council Sug on ested Youth Elements Fitness. of a School-Centered Program. Washington: United States Government Printing Office, July 1961. FILMS Parts One and Two. Presi- 10. Alexander Learns Good Health. 11 min., 16mm., sound, b & iw. 132 Coronet Films, Chicago, Illinois. 12.11. DentalBicycle Health Safetyfrom How Skills.Servicewide and Why. Film Library. 11 min., 16mm., sound, b & 10 min., 16mm., sound, color. w. Coronet Films, Chicago, Illinois. American Dental Association. Available 14.13. TeachingLearning AboutTeenaprsHill OurText-Films, AboutBodies. Alcohol. New York. 11 min., 16mm., sound, b & 16 min., 16mm., sound, b & w or color. w. McGraw-Hill Book Company,Coronet McGraw- Films, Chicago, Illinois.

133 LEVEL SEVEN SCIENCE SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN livingthepreviousGoal classification1: things knowledge ofabout Builds upon PlantstheThe fac:pupils and thatanimals may scientists classify collections.make may be observed under a microscope. classifications on different characteristics. These may be discussed to bring Pictures, posters, out charts and bulletin boards One-celled animals Animals may be used to illustrate classifications. Plants MollusksWormsStarfish Protozoa MoldsAlgaeOne-celled plants YeastBacteria plants AmphibiaFishArthropods (crustacea, insects)centipedes, spiders, MossesSeedFerns plantsand liverworts (monocotyledons and dicotyledons) MammalsBirds /Barr (1), and Hanauer (10). balanceGoal 2: of nature Knows about the thatplantsthatOn theerosion theand basis numbersother and of floodsanimals research,of various for pupils food;animals how may discuss ways that animals dependare controlled by their predators;plants, and in turn, use humus for food; on andimbalances;forhave the maintaining some destruction understanding such thisas, of floods,cycle; of theand balancethat some species.are checked by the growth of plants. increases in undesirable animals and plants, interference with thisof naturecycle and of man's responsibility Pupils should causes 135 SCIENCE LEVEL SEVEN Goal 2: (Continued) PupilsEXPLANATIONS may plan AND and SOME build SUGGESTED a balanced aquarium and terrarium for periodic ACTIVITIES AND TECHNIQUES performingscientificGoal 3: an method experiment of Understands the usesPupilsobservation. in performingmay write an experiment. /Green (9), and Lavine (12). on paper or on the chalkboard the steps which a scientist plesThe teacherof typical or aexperiments pupil 1. Determining which is heavier, milk may demonstrate the steps to the class. that the students or water may perform are: Some exam- 4.5.3.2. DeterminingDeterminingPreparing oxygenif if "dry"there iron qoiliswill dust containsoxidize in ordinary water. air compositionunderstandingGoal 4: of ofmatter the Has some kindsarrangePupils/Larrick of maymatter.an (11),exhibitbring Podendorfto with class pictures, samples(16), diagrams, and and Stone (22). of various kinds of matter. samples showing various They may and its characteristics andhowThe chartsteachergases, on liquids,may the guide composition and the solids class of are different.in performingmatter, simple of an experimentsatom, and of a molecule. Pupils may construct models which show Goal 5: Knows the cause Atburning stretchingThisthis conceptlevel for chemicalmaterials;the may pupil be changes.expanded shoulddissolving beby /Larrick (11),simple Podendorf experiments;sugar (16), or ablesalt andsuch forto considerphysical somechanges; of the and problems and as, cutting and Stone (22). waterand erosioneffect of wind and solutions associated with man's 136 use of soil, water, and forests. SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goal 5: (Continued) buildingtakingThe teacher place.check may dams. help pupils to find small They may experiment with different materials and areas where insidious erosion is ways of Readingplantedfield tripsmaterialsto observe to areas and the the whereeffect use erosion ofon erosion. is A small area may be seeded or terraced resource persons may be supplemented with severe, or has been checked. or trees may be Througherosion.Pupils should using becomesoil in familiar a container at this and pointan electric with the fan and many implications of a water sprinkler, viewingPupilsandsimple water maysome experiments becomeerosion. of the more films can aware beavailable. set of upthe in extreme thr.: classroomlosses of to soil show due the effect of wind to erosion by Analyzingpupilsin its gain use,and respect evaluatingrapid deteriorationfor suchthe soilexperiments andtakes realize place; and observations that,and that unless building should soilhelp is care is exercised a knowledgePupilsvery slow should process.of physical have some and understanding chemical changes. of how scientists make /Bixby (3). use of their machineryGoaltance 6: of in electricity daily living and Knows the impor- alseasyPupilsthat together. way tomay toget be get lightning,led a tocharge perceive oneof electricitymust that have lightning a chargeis by is rubbingof electricity two different and that materi- Example: Show that shuffling across a rug, combing hair, or a huge spark of electricity; an electricity.rubbing one's hand against cat's fur produces frictional 137 or static SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goal 6: (Continued) rialsTheelectricshop, class and and filmsorcurrent othera groupmay isplaces provide mayavailable findto theget out in source.this hawthe information.electricityschool, pupils works may for visit them. the kitchen, That electricity is a source of Otherwise, reference mate- Where machinesphone,power,Pupils radio,light, may(screws, observe, and televisionwheel-and-axle,heat, discuss, and thatpossible and it gears,experiment makes should pulleys, communication bewith stressed. levers,the six by and typestelegraph, inclined of simnle tele- planenothingplane)livesshaft the inby moreare propellerordercomplex levers.than to combinations machines extendis a screw their such ofor understandingas simpleinclined the automobile machines. plane, that and complex the airplane.cam machines and drive The class should discuss changes brought about in our For example, in an air- are eggA collection beater which of simpleare used machines in the likehome amay can be opener, displayed. bottle-cap remover, and Sam le Lan ua e Im lications Related to this Goal /Morgan (13). Situation.light works and is explaining it, as follows,Thiscolored is toa lights modelthe class. of- green,a switch yellow, in a trafficand red. light. A student has prepared a model to demonstrate how a traffic This can represents a rotating Here are the three wire.drum.lightthelight. wire comes touches on. the metal of the drum, the circuit is complete and theTheElectric drum thencurrentPart conducts of comes the timethefrom electricity. itthe touches dry cell the tobare the metal drum ofthrough the drum. this There is a wire to each When 138 SCIENCE LEVEL SEVEN Goal 6: (Continued) EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES TheThisisof insulated thebrokenadhesive way andaround. andtape no non-insulated electricityon the drum inparts the ofpath the of each When the wire touches the adhesive tape, the circuit can go to the light, so the light goes out. drum are arranged so that wire goes two-thirds orderofGoal the 7: of interrelation the universe and Knows something At thissured level by the children steady mayrotation develop of thethe eartheach light comes on at a different time. concept that accurate time is asmea- it revolves around the sun, and /Schneider (21). exploringzinesorconstellationsthat a telescope theand space. entirenewspapers, may solar be used.observed.childrensystem is may maving keep through /Lavine (12), and Posin (17). Sky maps may be made. If possible, an observatory may be visited, up to date with nap's progress in space. Through the use of maga- The north star and

139 LEVEL EIGHT SCIENCE SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT animalsGoalimprovestanding 1: for plants of man's methods and use to Has an under- ments,Pupilsthe good mayand ofreaddetermine humanity. about whichthe work they of believe Luther haveBurbank, had the analyze his accomplish- greatest influence for plantsnurserymen,mentplantThey of mayand andAgriculture determineanimals. animalcattlemen, life. whatfrom and isappropriate others being aredone pamphletscontributing currently and tobulletins the improvement of They may find out how individual to improve the quality of growers, farmers, from the Depart- methodslife.Pupilsthe results usedmay learnto with bring through teachers, about interviews improvements classmates, with infarmers, farmers quality and of As time permits, they may experiment with methods learned extension agents.extension agents theplant and animal and share thereGoal 2: are seasonal changes Understands why weather.radioIndividuals weather mayreports, read theand weathercheck for forecasts the degree in dailyof Weather reports may be used in planning for accuracy newspapers,with the actual listen toa picnic or trip. /Chrystie (6). The weatherthediscussed.transportationimportance equipment conditions. of and frostcompanies, learn warnings haw farmers,it tois vegetable,used and in others weather fruit, who forecasting. and citrus Pupils may study about the importance of weather reports A visit may be made to a weather bureau station to are most affected by growers may be to see mayThroughrepresentefficientPupils be placed themay the working usemakeat path aof aposition reputableofsizesimple the (4' earthplanetarium.within x 4' in orthe a larger)year's ellipse time.pupils to represent the source materials, the pupil may determine the On a board which has been cut to an may draw anA ellipsesmall electric to light sun. position forof theeach earth month at of twelve the points 141 year. At each of theon twelvethe ellipse, points eachthe anglerepresenting a SCIENCE EXPLANATIONS AND SCNE SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goal 2: (Continued) thetwelveof theearth earth'spoints, rotating axisallowing at may the befor proper determined. the mountingangle. of a small world globe to represent Holes may be drilled at each of the matelyTheglobe.stratethe small globesix the inchesglobe aroundchanges maylonger the bemade circle, mountedthan in thethe aton light diameter thea steel samerays ofrod. timestriking the rotating globe. different the globe, points to on demon- the This rod should be approxi- Pupils may move Goal 3: Knows some ways PupilsThe/Geargive teacher amay(8). demonstration examinemay help different pupils for visitors compare kinds ofandresults soilfor otherwithwith achangingclasses magnifying atseasons. the glass school. to pick They may to prevent soil erosion maySoilisout observe probably andpieces water that ofclay. mayrock,the becoarsest sand,put into and material aorganic jar andsettles matter. stirred. to the bottom. The very fine material left After it settles, pupils A Pupilssmall,observesand, mayandthin that becomeloam. layer it changes familiarof loam in maywith color be the placedas three organic overclasses mattera fire of burns.soil;for the namely, class clay,to It may be weighed erosion.plantPupilsbefore growthmayand observeafter to noteburning. what the happens importance when ofwater good prlsses plant growthover a insurface preventing free from soil 142 SCIENCE LEVEL EIGHT Goal 3: (Continued) MembersEXPLANATIONS of the ANDclass SOME SUGaESTED may report on ways soil erosion can be prevented ACTIVITIES AND TECHNIQUES and landOver-grazingwhichsource has methods thebeen numbers maylostare be practicedby ofstudied this sheep, practice. andin cattle, theirdiscussed community.Pupils may learn from thoroughly in areas where Indian a reliable Theindirectlygraze pupils on anshould on acre the learnofsoil. land that in allthe lifepupils' home community. They may make charts with pictures of or otherupon anima?s the earththat maydepends profitably directly or things coming localGoaltion 4: communityprogram conserva- Participates in a byguidedCommittees directlythe average in discovering ormay indirectlyperson, gather bythatinformation from it theis soil. a city, or by a community. not always easyon the for amount a community of water consumed in one day /Bixby (3), and Bronson (5). The class may be or city to Researchrallygroundget ascomes maymuchwater befrom water (deepdone two as onwells, itvarious needs. artesian wells, sources - surface water (rivers, lakes, and ocean) and Pupils may learn that and springs). a water supply gene- attendPamphlets,about communitywater charts, may demonstrations.be and found graphs and shared on conservation may beuses studied. made of water.Table models showingwith certain the class. Interesting stories aspectsPupils mayof a Pupilstivatedlearnconservation mayabout shrubs beautify localprogram and conditionstheirflowers may besurroundings forconstructed. and landscaping. plans withfor plantsconservation. by using native and Childrencul- may visit projects and simpleoperationGoal 5: machines and principles of Understands the At simplethis level machines the pupilsto learn shoul4 how study 143 tIkey operate to make work easier. and experiment with each of the six SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goal 5: (Continued) I. Wheel.advantage of direction and speed. Learns that wheels may be linked in trains by belts to gain 2. b.advantage.Pulley.a. LearnsUsesequal spool thatto the pulleysthe number advantage or ofsmall strands of modelsa pulley supporting to systemform manythe is lead.appro:.:i=telycombinations.Learns that pulleys multiply force; give mechanical 4.3. InclinedhaveLev,=!r. a mechanical Plane. advantage or speed according to type. Perceives by experimentation and observation that levers Experiments with the inclined plane from gentle t,) 5. wedgesScrew.steep areinclines special to inclinedfind the planesmechanical used advantage, to help push and thingsfinds Learns that the screw usually combines the wede, to )ut tt 6. Gear.speedinclined by examining plane, and clock, the wheelbicycle and or axle. auto gears. Finds out how gears multiply force and may be used t) Pupils may: I. Make small models of machines that use air pressure. 3.2. airRead,place.Study in and animalsair view brakes, thatfilms vacuummake and usefilmstrips cleaners, of air pressureforand informationtires. to move about:from place the useto of /Schneider (20). SCIENCE LEVEL EIGHT Goal 6: Has some under- EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES andchangesstanding chemical cause of changes howphysical energy chemicalPupils may changes do and AFood person is eaten. breathes. many kinds of simple experiments discover what happens when: to Show various types of halfPupilsin glassa glassmay of dissolve fullvinegar of bakingbaking soda, or putsoda in a glass of lemon a teaspoonful of baking soda in juice, put some vinegar a ice,heatingOn the glass basisand beading, cooling of andchanges experimentation, pupils to note change. sugar burning. materials; such as, may illustrate to the class how water changing into steam or ToaPupils determineglass mayor aplacethe plastic ice bottlein with rate of expansion, water and test temperature water or milk and freeze a wire may be measured, heated before and after, to show expansion. along its or fill Pupilsume.Awhole certain lengthmay volumeperform and ofmeasured A volume of air water may be heated mayto showbe heated to determine how again after heating. how heating increases its volume changes. vol- tovarioussee suchdetermine if as,substances;all butter, liquidswhat happens lead,suchevaporate experiments on the melting and plastic. as, hotwhen water, steam cold is cooled. at the same rate. They may experiment with water, alcohol,point and of ether, various materials;Demonstrations may be given evaporation of to andGoalthe wet-battery 7:electromagnet cells and Is familiar with dry- PupilsConcepts may shouldsecure be kept horseshoe and bar magnets simple. and experiment to determine which materials can be magnetized. 145 SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goal 7: (Continued) magnetPupilsA acrosscompass maywith a maycorklearn the be in northtomade a usepan andby a of magnetizingrealsouth water compass. magnetic and watch poles it take and amagnetic north-south lines direction. of force a darning needle. The concept that the compass is a Pupils may lay it aaroundA shoulddrysmall cell. an electromagnetbe iron developed. bolt or maylarge be nailmade andby wrappingfastening several the two feet ends of of insulated the wire wire The magnet may be used to move a pile of iron filings or tacks. to PupilsThethesending fact zinc may thatstronger capstake electromagnets whicha drycurrents generatecell apartthrough are the tomade electricity, thestudy strongerwire the should chemicals, byand using bedetermine discovered. the carbonhow the rod, wires and more coils and by Amust electricitygenerated.section be connected of wetis stored.storage to the batterytwo posts may on be the examined cell before to learn electricity its parts is and how /Yates (24) and (25). inGoalspace which 8: man uses air and Learns some ways maypressure.gliderscleaners,Children be studied. may mayplumbing, be search made They may andconsider:for tested.steamas many power. ways as possible in which man utilizes air machine power, windmills,Air compressors sailboats, andvacuum air pressure in tires Models of windmills, sailboats, and researchhelpPupilsof rocketthem may andunderstand performengines, experiments simple escapeNewton's may experiments velocity, beLaw done of Motionto thewith help orbiting balloonsand pupils jet of propulsion.understandand satellites, other objectsthe and working centrif-to Simple ugal force. 146 -.^.- --r.- SCIENCE EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT fromGoalsources 9:the physicalof energy emanating Understands universe a few andchangeThrough the of elementary use of resource movement of research, observations, any kind involves persons, pupils should simple experiments, develop the concept that field trips, a calledreleased.sound,there atoms, arelight, and many formsThe of concepts and heat, and that electrical thatenergy; everything such as, chemical that when energy is a movement a fuel is used properly,isenergy. made of small They shouldenergy, discover mechanical of electrons moving particles energy is energy, that energyenergycounterenergyare theto and isruntoouter that stored helpmachinery. partsuranium in pupils understand coalof atomsand petroleum. should is one fuel that the atom whichbe developed.is used The teacher is a vast storehouseto release thisPupils may discovermay use a geiger atomic which of that poweredPupils mayby atomiccollect Sample Language energy. pictures of atomic-powered Implications Related ships, submarines, and cities Pupils explain The work of the the following world is accomplished orally: by energy. to this Goal Some kinds of Mechanicalorofare amechanical wheelmechanical, turning. heat, energy comes from the energy are a hammer radiant, chemical, movement ofhitting a whole a nail, and nuclear a bat hitting a ball, object.energy. Examples energy wire'searections.Heat resistanceenergy is Rubbing one's hands produced when to electrical molecules current alsotogether produces produces are caused to vibrate heat energy. heat energy. in many Steel airRadiant or empty energy is a name given space. 147 Light from the to vibrations which sun is radiant energy. travel through X-rays, the SCIENCE LEVEL EIGHT Goal 9: (Continued) EXPLANATIONS AND SCNE SUGGESTED ACTIVITIESemptytelevision AND space.TECHNIQUES waves, and radio waves are vibrations that travel through Scientists need to learn more about radiant energy. NuclearenergyChemicaling a energyproducedmatch, energy isburning byisproduced chemicalreleased fuels, when changes.through and atoms exploding aare chemical split dynamite intochange parts.are in examplesmatter. of Scientists Light- understandingaboutGoal 10: man's questand curiosity for Has a general Pupilsextended should from realize ancient thattimes man's to the quest present. forknow knowledge how to produce of the nuclearuniverse energy has from uranium and plutonium. knowledge of the universe TheskyTheandnaked pupils set.chartssolar eye may system,atmay thedo be research time,displayed.constellations, their to findlocation outcomets, whichin theand planets sky,corona and are may the visible be times portrayed tothey the riseand Solar and lunar eclipses and phases of the moon may be depicted. astronomer.Pupilsdren may may learn visitprepare to anuse displaysobservatory a telescope, or bulletinor ifplanetarium, one boards, is available. ifshowing one is the accessible. tools of the /Hanauer (10), and Morgan (13). Chil- 148 BIBLIOGRAPHY BOOKS 2.1. Barrow,Barr, George.George. Research AdventuresYour for World Young in Scientists. Motion. New York: Harcourt, Brace and World, Incorporated, 1956. New York: McGraw-Hill Book Company, 1964. 4.3. Blough,Bixby, William. Glenn1961. O., and Julius Schwartz. Havoc: The Lay of Natural Disasters. Elementary School Science and How To Teach It. New York: David McKay Company, Incorporated, 5. Bronson, Wilfredrated,New York: S.1953. Holt, Rinehart and Winston, Incorporated, 1964. Freedom and Plenty: Ours To Save. New York: Harcourt, Brace and World, Incorpo- Third edition. 6.7. Craig,Chrystie, Gerald FrancesBlaisdell S. N. Publishing Company, 1962. Science for the Elementary School Teacher.Pets. Revised edition. Boston: Little, Brown and Company, 1964. Revised edition. Waltham, Massachusetts: 9.8. Green,Gaer, Joseph.Ivah. Wildlife in Everybody'sDanger. Weather. Revised edition. Philadelphia: J. B. Lippincott Company, 1957. 11.10. Larrick,Hanauer, Nancy.Ethel. SeeBiology for Yourself.for Children. New York:New Coward-McCann, York: E. P. DuttonIncorporated, and Company, 1959. Incorporated,New York: 1952. Sterling Publishing Company, Incorporated, 1962. 13.12. Morgan,Lavine, AlfredSigmund P. A. and Company, 1959. First ElectricalStrange Book Partners: for Bus. The Story of Cooperation Among Animals. Third edition. New York: Charles Scribner's Sons, Boston: Little, Brown 1963. 149 14. Navarra, John. 15. Parker, Bertha..Publishers,school level. 1960. Evanston,Science TodayIllinois:Basic forScience theHarper ElementaryEducation and Row Series. SchoolPublishers, Teacher. El-Hi Division, 1959-1965. Revised edition. Evanston, Illinois: Harper30 volumes and Rowfor the junior high 17.16. Posin,Podendorf, Daniel Illa. Q. Life101 BeyondScience Our Ex Planet. eriments. New York: McGraw-HillChicago: Childrens Book Company, Press, 1962. Incorporated, 1960. 19.18. Rucker,Ruchlis, W.Hy. Division,Ray, and others1961. (ed.). The Wonder of Heat Energy. New Frontiers in Science. Evanston, Illinois: Harper and Row Publishers, El-Hi 20. Schneider, 1950.1964.Herman and Nina. Emeryday Machines and How They_tiorh. Chicago: Childrens Press, Incorporated, New York: McGraw-Hill Book Company, 22.21. Shapley, Publishers,Harlow, and 1965.others (eds.). . Science in the Space Age. NewBoston: Treasury D. C. of Heath Science. and Company, 1961. Evanston, Illinois: Harper and Row 24.23. Yates,Stone, Raymond GeorgeEl-Hirated, F.K. Division, 1963. 1959. ScienceBoy Pro ects You Can Do. and a Battery. Revised edition. Englewood Cliffs, New York: Prentice-Hall, Incorpo- Evanston, Illinois: Harper and Row Publishers, 25. El-Hi Division, 1959. . Boys Book of Magnetism. Revised edition. FILMS Evanston, Illinois: Harper and Row Publishers, 26. How Is ClothingFilm Library. Made? 14 min., 16mm., sound, color. 150 Film Associates. Available from Servicewide 28.27. LookingLiving Thingsat AvailableFishes.Servicewide in a Drop from Filmof Servicewide Water. Library. Film Library. 11 min., 16mm., sound, color. 10 min., 16mm., sound, color. Encyclopedia Britannica Films. Encyclopedia Britannica Films. Available from 29. What Is an Eclipse?Servicewide Film Library. 11 min., 16mm., sound, color. Encyclopedia Britannica Films . Available from 31.30. What Makes vicewideClouds?thefrom Wind Servicewide FilmBlow? Library. Film Library. 19 min., 16 min., 16mm., sound,16mm., color. sound, color. Encyclopedia Britannica Films. Encyclopedia Britannica Films. Available from Ser- Available 32. Pulleys MakeWest Work 42nd Easier. Street, New York. 49 frames, b & w. FILMSTRIP McGraw-Hill Book Company, McGraw-Hill Text-Films, 330 33. Sounds of theRecords, Satellites. 906 Sylvan Avenue, Englewood Cliffs, New Jersey 07632. Records and notes by T. A. Benham. RECORDING 1 - 12" LP. Folkways/Scholastic 151 - - NUMBER CONCEPTS LEVEL SEVEN "=".-11.41.10101., NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN relationshipnumeralsGoal 1: and of decimal fraction Understands the relatedcommonThe study commonfractions of decimalfractions. whose fractions denominators are 10, 100, 1000, Children should learn that decimal fractionsmay be approached through the medium of or some power of 10 are Sessiongreater 1than O. Sample Language Implications Related to this Goal Teacher:Eachdirected pupil toin dtvidea small it group into 100 one-inch may be given a 10" x 10" piece of paper and be squares. Teacher:Pupil: WhatThe iswhole the piecefractional of paper size is of the whole piece of paper? one hundred one-hundredths. one square? EachPupil:teacher pupil may may proceed be given as follows:some one-inch One square is one one-hundredth of the squares of colored paper and the whole. Teacher: (Name), (To each pupil respectively)cover 5 squares, please. (Name)(Name),(Name), covercover 159207 squares,squares,squares, please. please. (Name), cover 12613 squares, squares,153 please. please.please. NUMBER CONCEPTS LEVEL SEVEN Goal 1: (Continued) AfterEXPLANATIONStional each part pupil AND he hasSOMEhas covered covered.SUGGESTED his ACTIVITIESnumber of squares,AND TECHNIQUES each may tell the frac- PupilPupil 4:2: 3:1: I Icovered covered ninetwentysevenfive one-hundredths one-hundredthsone-hundredths of of ofthe thethe squares. squares.squares. Pupil 8:7:6:5: I covered fifteensixtwelvethirteen one-hundredths one-hundredthsone-hundredths one-hundredths of ofofthe ofthethe squaresthe squares.squares. squares. usingAnotherTeacher:square percent wayis oneof instead indicatingpercent. of hundredths. all the squares is to say 100 percent. We said that all the squares are one hundred one-hundredths. Now tell the fractional parts you have covered, Each PupilPupil 3:2:1: 4: I covered ninesevenfivetwenty percent percent percent of of ofthe the the squares. squares. squares. Pupil 5:8:7:6: I Icovered covered fifteen sixthirteentwelve percent percentpercent percent of oftheof of the thesquares. the squares.squares. squares. Teacher: percentOne hundred (as heone-hundredths writes on the equal board: one huhdred percent equal oneNow hundredlet's write in numerals what we have said. 100 = 100154 percent = 100%.) NUMBER CONCEPTS LEVEL SEVEN Goal 1: (Continued) EXPLANATIONS AND SOME SUGGESTED One one-hundredth equals one percent equals one ACTIVITIES AND TECHNIQUES the board: 100 1 = 1 percent = 17.) percent (as he writes on Thelems pupils they have. Five one-hundredths equal five may come to the board and follow the same For example, pupil 1 percent equal five percent (as mayhe writes:say: pattern with the prob- Eachthem: pupil may be given some cards having such as the following written100 5 = 5 percent = 5% .) on Each pupil may give the others directions and call on someone to 100 4 . 6%. 20%. 100 8 . explain Pupilwhat he1:2: did. I Covercovered four four one-hundredths one-hundredths of the For example: or four percent of the squares. squares. EachsopaperSession aspupil towhich divide2 is dividedthe hundred into may be given a piece of 10" x 10" tracing squares. Pupils may mark on the tracing paper to lay over his paper statetieths. verbally, such as the Proceeding in a fashion similar to session 1 155 following:squares into fourths, fifths, tenths, or twen- above, pupils may NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN Goal 1: (Continued) 1 25 43 of the squares = 100100 75 = 75%.25%. 10 1 of the squares = 100 10 = 10%. pictorialPupilsSession should3 means. be guided in changing fractions to decimals without the use of percentGoalducedof percentage,2: to the "3 andcases" is intro-of Learns the meaning Pupilsiar,centageing of andshould the isthat underlyingmerely undertake percent a new meansfraction the word studyhundredths; for concepts. ofan ideapercentage thus: with which with theyan adequate are already understand- famil- They should understand that per- .07. equals8514 equals7 hundredths 8514 hundredths equals 7equals percent 8514 equals percent 7%. equals 85%.14%. percentPupilsthetion price of maywhen 25 learn25 percentreferring hundredths, that or businessmen to25% hundredths.or off .25 on or andladies' 1/4.) other coats, people he often means use that the he term has reduced (When a merchant advertises a reduc- Firstpercentagebetweenin thelessons percentageuse charts ofin percent.percentage andand graphsdecimal should of fractions attendance be planned or maycommon to provideshow fractions. the purposeful close relationship activities Developing 156 NUMBER CONCEPTS LEVEL SEVEN Goal 2: (Continued) TheEXPLANATIONS tin AND SOME SUGGESTED types referred to in the goal ACTIVITIES AND TECHNIQUES are: In states with sales tax, pupils 3.2.1. 41354570 is is of 14% 80 ofis % of 82. may figure taxes from schedules used by usedequivalentsGoal 3:percents of commonly- Learns fractional purposes,equivalents.Childrensales personnel. themay teachermake a chartmay choose showing sides and have Each pupil may make athe copy. list of percents with their For reinforcement and evaluative fractional Goalfractions 4: in the four Uses decimal andPupilsbest in automatic writingmay need tenths practice under in response, and who needs further help. keepingtenths, the hundredths decimal underpoints hundredths, in a contest to see who has the a straight column and so on. processes minuend,placesIn subtraction, insubtraction the subtrahend pupils must should beginis be greater than the number of decimal placesfrom an imaginedshown by example that if the number zero. Pupils may need to of in the aid.write the zeros until they become Example: - 13.291 62.3 proficient and can workor without the visual 62.300 malsThe.3 shouldanalogy equals be to.4; shown and by8/10 example, minus 5/10 common fractions that exists in adding and subtracting as 1/10 plusequals 3/10 3/10; equals or .84/10; minus or .5.1 equalsplus .3. - 13.291 deci- Multiusedimal, licationfor the the number pupilof decimal ofto decimal understand fractions. 157 places in the product is equal that when a decimal is multiplied by Enough illustrative examples should be to the number in a dec- NUMBER CONCEPTS LEVEL SEVEN Goal 4: (Continued) EXPLANATIONSthe multiplicand AND SOME plus SUGGESTED the number ACTIVITIES in the multiplier. AND TECHNIQUES Developing this under- DivisionExample:malstanding example of mayfractions.may bebe approachedstated and throughthen solved the mediumas in commonof common fractions. fractions. .23 times .7 equals 7/10 times 23/100 equals 161/100 The teacher should use sufficient illustrative exam- or .161. A deci- numberwholeplesdivisor,dividend tonumbers. of show decimalminusthe the decimal the pupilsplaces number point thatin in the is divisionthe placedquotient divisor. inof equalsthedecimals quotient the is number similardirectly of toplaces above division inthe the dec-of It should be made clear that when decimals are divided the If there is no decimal in the cantermGoal identify 5:"prime numbers"them in and Understands the Inofimal working a pointprime with innumber, the the dividend. countingand guided numbers, in discovering children prime should numbers. be taught the meaning notationGoalnumbers 6: 1-100and knows the terms Understands power As ticea foundation factoring for and learning writing power,final factorsbase, and in exponent,abbreviated children form. may prac- Examples: Goalbase,tion 7: exponent_on the functions and power and Gathers informa- possible,Pupils should they be may involved visit ain local the usebank and or operation8invite = 2-2-2 someone =of 23 the from student the bankbank. to and 36 = 2-2-3-3 = 2 2 x 3 2 If bankofGoalservices money 8: orders of a commercial Extends knowledge ThePupilsspeak local shouldto postmaster them have concerning experiencesmay be fundamentalinvited in fillingto explainbanking out requestssendingoperations. moneyfor money by money orders. orders. Pupils may determine how money may be sent by telegraph. 158 NUMBER CONCEPTS LEVEL SEVEN Goal 8: (Continued) PupilsEXPLANATIONSorders should may be ANDbe purchased. SOME aware that there are several SUGGESTED ACTIVITIES AND sources fromTECHNIQUES which money writtenabilityGoal 9: problem-solving to include Extends oral and common workingthem,Pupils how situation.need many experience would Example: I have left? A widewith variety problem situations I have 36 sheep. close to Iftheir I mrere living to andsell 113of of problem solving situa- problem-solvingGoalfractions 10: and mixedability numbers Extends his Pupilsprovided.tions should using understandthe four processes with fractional and mixed numbershow to: should be situationsto include comparison marblesdeficiency.)Findciency the than aresmaller blueknown. number 8 - X = 5. ones. Example: when the largerHaw many number red andones does he have? Tom has 8 blue marbles. its excess or defi- He has 5 less red (Example of marblesexcess.)Findciency the than arelarger redknown. number when X - 5 = 3. ones. Example: How manythe blue smaller marblesTom hasnumber does3 red and he marbles. itshave? He has 5 more blue excess or defi- °Example of whatmany,Find fraction etc.).the ratio as Example: one number is to manyanother. red marbles as blue marbles? Tom has 8 blue marbles and 3 (Using such terms X1 red ones. 83. as times as He has marblesareFind known. a asnumber blue when the Example: ones. Tom has 8 blueHawsecond manymarbles. numberred marbles and its does ratio he have? He has 318 as many red to the first number 318 1 X.8 159 NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL SEVEN metricGoalIIfication solids" 11:shapes of tocommon include geo- Extends identi- objectsToto develop identifying to handleconcepts pictures and of identify. "solids," of various children "solids." should be provided with concrBte Later they may engage in activities related WorkcomputeofFor different withreinforcement thearea circumference shapes.and perimeterand reference, of should plane a continue.figures.group may make a chart showing examples Children should be taught to volumeGoalof volume 12:of rectangular and computes prisms the Develops a concept prism.guidedaThrough formula inmanipulation forchecking figuring their of the inch calculation volume cubes, of the rectangularby teachercounting may prisms.the help number the ofpupils cubes discover in the Pupils should be AsceiveChildren thatthey thethelearned may cubicsquare thus that inch inchbe the asintroduced is incha astandard standard is ato standard unitthe unit cubicof of measureunit measureinch of asofmeasure of avolume. measurearea, of so length,of they volume. mayand con- todimensionsPupils111 rectangular solid" should may understandhaveprisms, the childrensame that volume. three-dimensional should be guided shapesin understanding having different that other shapes have volume. Although computation should be limited Goalconstructs 13: line graphs Interprets and expressPupilsbySuch line data maygraphs.the as searchdata class in newspapers attendancevarious graphic for and information average forms--line, temperatures which pictorial, can bemay graphed nowor bar.be andexpressed 160 NUMBER CONCEPTS LEVEL EIGHT NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT perGoalstanding cent1: of the "3 cases" of Extends his under- TheyrealmPupilsspelled, mightof should experience. orplan spelledsolve a personal percentage correctly, or class problems problems budget related solved on a percentagetocorrectly, activities basis.or withingames won.their They might determine the percentage of words mis- oneGoalcomplexto unknownwork2: equationswith simple involving and Extends his ability problems.Pupils should have practice setting up andJohn solving has a herdequations of sheep. from written Example: more.Iday. have 24 marbles and I give half of them away. John now hasHow 42. many do I now have? How many did he have to start Hiswith? father gives him two more for his birth- 24 + 2 = n. The next day I find 2 n + 2 = 42. Goalinvolving 3: simple interest Solves problems depositedestPupils rates. may to visit a savings the local account, bank or borrowedwrite to fora bank same for purpose. information on inter- Then they may compute interest on various amounts of money 2 TeacherInterest presents tables maythis be problem: used in the computation of problems. Sample Language Implications Related to this Goal Jim Smith and his family need a new washing machine.Pupilafford 1: to pay cash for a new washing machine. machineThereJim has are ais differentcivil-service cheaper thankinds job.an of automatic washing machines.one. He has a steady income, but he can't What should he do? I think a wringer- Pupil 3:2: They could sendtake their laundry out.to the coin machines. 162 NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT Goal 3: (Continued) PupilPupil 5: 4: MostBut,their stores in owneither let machine. people of those buy cases, the money could be usedappliances to buy on the installment plan. Pupil 7:6: We'ddoBut havethat. you topay decide extra - that is, interest or carrying charges if you Pupil 9:8: MaybeI wonder Jim belongsif it costs to less how much a amonth credit Jim union. could to borrow money from them. afford to pay. Goal 4: Teacher: whichLet'sthe way costeach seems oftake the wisest various for an assignment to find the facts needed solutions you've mentioned andJim Smith. thento consider decide solving ability Extends his problem- beBasically, directed towardthe efforts enhancing of the 1. Identify the number question his abilitypupil to: at this level in problem which must be answered to solve thesolving should 4.3.2. EstimateSupplyAnalyzeproblem. missing answers.the facts facts and select the or eliminate superfluous information. proper arithmetic process to use. 7.6.5. LearnGeneralizeDevelopcorrectness. to logical state problem arithmeticanalysis. situations procedures into formulae. without sacrificing mathematical 163 NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT arehowGoal computedstate5: and local taxes Knows something of maypurchasesTaxsimple visit bills individuallocal theymay betaxmake. brought collectingincome to tax school officesreturns. for for discussion information. and analysis. They may compute the sales tax on Pupils may figure Committees merchandiseincurredGoal 6: by ordering Computes charges PupilsadditionalThe local may makecostpostmaster upincurred orders may by frombe ordering invited a catalog merchandiseto talkand computeto theby C.O.D.classshipping concerning charges. the advantagesGoaltages 7: of installmentand disadvan- Figures monetary manychaseThe paymentteacher merchandise obligationsshould on provide the atinstallment oneproblems time toshouldplan. show behow much more it costs to pur- Children should be alerted to pending legislation The importance of not having toostressed. Hidden charges advertisingGoalbuying 8: in view of his Begins to evaluate Pupilsrelatedtributionshould may tobe collectchargesdiscussed.may be discussed.advertisementsfor installment of buying. things that appeal to them. Obligation incurred in answering an advertise- Each con- own needs mentdiscussed.obligationeachstand should article that be of theynoted. inpaying which must for theymake an seemaarticle. sacrifice particularly somewhere interested. else in order to meet the Children should consider the need and usefulness of The term making ends meet should be They should under- withGoalstatistical circle9: graphs tables and Becomes familiar Pictorial,records,Pupilsdaily papers,may savingsbar, construct andand records, booksline and graphs may explainand be projects shouldstudied graphs be to and showingreviewed. raise discussed. funds.class or school attendance Graphs from magazines, An understanding of circular graphs should be developed. 164 _ NUMBER CONCEPTS EXPLANATIONS AND SOME SUGGESTED ACTIVITIES AND TECHNIQUES LEVEL EIGHT GoalstraightGoal 10: 9: edge to duplicate (Continued)Uses compass and ThetransposingChildren teacher should should material be develop guided from definitionsthesein reading tables statistical tables andto(pupil-made havegraphs. practice preferred) in for circumfer- angles angles,Pupilslateence, a shoulddiameter,usingcompass. compasseshave radius, practice and arc, in and drawing bisect. They should practice bisecting angles protractors. circles to develop ability to manipu- and duplicating Goal 11: Understands the Themaps.andPupils same angles shouldtype of have activities opportunities - laying out ball fields, constructing party favors, drawing may be engaged in to develop skill in using the to make practical use of bisecting lines areaGoaluse 12:ofof variousthe protractor prisms Computes surface Theofprotractor propertiesthe protractor as ofwere prisms to suggested develop should for be the a lucid understanding of its use. reviewed previous to givingcompass. practice in Practical use should be made Heavythenotcomputing areaconfinedpaper of models areas.a toprism. two-dimensional that shapes. The pupils should be guided in understanding can be flattened out may help children to conceive that area is 165 BIBLIOGRAPHY 1. Adler, Irving. Magic House of Numbers. New York: John Day Company, 1957. BOOKS 3.2. Adler, Peggy. . Numbers Old and New. Second Book of Puzzles and Riddles. New York: John Day Company, 1960. New York: John Day Company, 1963. 5.4. Asimov,Barr, Stephen.Isaac.Company, 1965. MiscellanyRealm of Numbers.of Puzzles: Mathematical and Otherwise. Boston: Houghton, Mifflin Company, 1959. NEW York: Thomas Y. Crowell 6.7. Betz,Gardner, William, Martin. and others. Mathematical Puzzles. Everyday General Mathematics (2 books). New York: Thomas Y. Crawell Company, 1961. Boston: Ginn and Company, 1965. 9.8. Menninger,Hogben, Lancelot R.rated, W. Thomas.1955. Mathematics in Your World. Wonderful World of Mathematics. New York: Viking Press, Incorporated, 1962. New York: Doubleday and Company, Incorpo- 11.le. Meyer,Morris, Jerome Dennis S. E., and Henry D. Topfer. Research1952. Associates, 1963. Fun with Mathematics. AdvancingRainbow Classics. in Mathematics. Cleveland, Ohio: World Publishing Company, (Books 7 and 8). Chicago: Science 13.12. Wooten,Weyl, Peter William. K. rated, 1959. Men Ants The 1aking of a Curriculum. and Ele hants: Size in the Animal World. School Mathematics Study Group. New York: Viking Press, Incorpo- (Volume 1, grade 7); Volume 2, grade 8). New Haven, Connecticut: Yale University Press, 1965. 166 14. Clark, JohnIncorporated, R. 1962. Growth in Arithmetic 7. BOOKS: PARTS OF SERIES Discovery edition. New York: Harcourt, Brace and World, 16.15. McSwain, E. rated,T., and 1962. others. Growth in Arithmetic 8. Mathematics 7. Discovery edition. River Forest, Illinois: Laidlaw New York: Harcourt, Brace Brothers, 1963. and World, Incorpo- 18.17. Van Engen,Foresman Henry, and Company,others. 1963. . Mathematics 8. The Basic Mcthematics Pro River Forest, Illinois: Laidlaw ram, Book 1. Brothers, 1963.Glenview, Illinois: Scott, 20.19. Wilcox, MarieWesley1963. S. Publishing Company, 1966. Mathematics: A Modern. Approach, (a The Basic Mathematics, Book 2. second course).Glenview, Illinois: Scott, Foresman Palo Alto, California: Addison- and Company, 21. Addison-Wesley Publishing Company, , and J. E. Yarnelle. Mathematics: A Modern Approach, (first 1966. course). Palo Alto, California: 22. Geometry:wide Lines Film and Library. Shapes. 10 min., 16mm., sound, color. FILM Film Associates. Available from Service- 167 MP3.0061.Utah