A Program for Five-Year-Old Migrant Children. Texas Education Agency, Austin.; Texas Univ., Austin

Home , Five Little Indians, Head Above Water Tour, My Window

DOCUMENT RESUME ED 028 879 RC 003 382 A Program for Five-Year-Old Migrant Children. Texas Education Agency, Austin.; Texas Univ., Austin. Pub Date 68 Note- 216p. EDRS Price MF-S1.00 HC-S10.90 Descriptors-Art Activities, Bibliographies, *Cultural Enrichment, Enrichment Programs, *Kindergarten Children; *Language Development, *Learning Theories, Mexican Americans, *Migrant Child Education, Music Activities, Teacher Aides, Teacher Education The program designed during the Institute for Kindergarten Teachers and Aides of Migrant Children is presented. Emphasis is placed on the concept that in order to learn anything, young children must have direct sensory experience related to the idea to be learned. It is pointed out that basic to all activities is an understanding of child development and child behavior. Various ideas are given as to learning experiences in which the child can acquire meanings and use the language necessary to express these meanings. Among these experiences for 5-year-olds are a mathematics program, art and music activities, and study topics from the physical environment and cultural world (for example, cocoons, the vineyard, and good grooming). Several suggestions are given concerning sources of content for chilidren's programs through movies and field trips. Included are descriptions of 6 videos made of 22 Mexican American children in classroom situations, and a summary of characteristics of effective teacher aides. Numerous bibliographies are listed throughout the document. (CM)

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICEOF EDUCATION POSITION OR POLICY.

A PROGRAM FOR FIVE-YEAR-OLD MIGRANT CHILDREN

Developed by Staff and Participants

of the

INSTITUTE FOR KINDERGARTEN

TEACHERS AND AIDES OF

MIGRANT CHILDREN

Texas Education Agency

in cooperation with

The University of Texas at Austin

Summer 1968

'TEA-752 CONTENT

Staff - Consultants

The Purpose of the Institute ii

Weekly Programs 1

Ideas Concerning Child Development and Child Behavior Phyllis Richards, Ph.D. 9

A Suggested Daily Program for Five-Year-Olds 19

A Mathematics Program for the Kindergarten Alberta M. Castaneda, Ph.D. 21

Suggestions for Art Alice Richards 27

Music for the Kindergarten Virginia Cadwell 3A Tune Ukulele 39

Things Children See Along the Migrant Routes 49

Study Topics From the Physical and Cultural World Developed By Institute Participants and Staff 53 Physical Study Topics 55 Cocoons, Snakes, Ducks, Cats, Lice, Turtles, Crows, Chickens, Dogs, Rocks, Water, Seeds, Thorns, Roses, The Vineyard, Oranges, Vines Cultural Study Topics 115 Tortillas, Cows, Shoes, Hats, Good Grooming, Homes, Missions, Schools, Animal Hospital, Light, Flags, Indians, Airplanes, Safety

Sources of Content for Children's Programs Through Movies and Field Trips 167

Beginnings: Fundamental Ideas Which Undergird Programs for Kindergarten Children Dr. Clyde I. Martin 171

An Effective Aide Gene Nelson 205 CONTENT

Professional Bibliography 209

Participants in the Institute for Kindergarten Teachers and Aides of Migrant Children 221

Sampling of Evaluations by Institute Participants 227 STAFF

Clyde Martin, Ph.D. Coordinator

Gene Nelson, M.A. Director

Dorothy Frost, M.A. Full-time Teacher

CONSULTANTS

Virginia Cadwell, M.A. Music

Alberta Castaneda, Ph.D. Mathematics

Alice Richards, M.A. Art

Phyllis Richards, Ph.D. Child Development

Mike Rheudasil, Consultant Migrant and Preschool Programs Texas Education Agency

Sylvia Stern, Consultant Migrant and Preschool Programs Texas Education Agency THE PURPOSE OF THE INSTITUTE

The purpose of the Institute was to demonstrate thatchildren of four or five years of age caneasily master a language if placed in a setting

in which there are numerous opportunities to acquiremeanings and to use

the language necessary to express them.From research findings we believe

that in order to learn anything young children musthave direct sensory

experience related to the idea to be learned aswell as opportunities

"to operate upon it."

Therefore, the designing of learning experiences related tosignificant

concepts in social studies and scienceand direct participation by teachers

and aides in art and music for children comprisedthe work of the Institute.

Topics from social studies and science wereselected, demonstrated in ways

they should be taught to children and written intoplans for teaching by

each person. Because children organize, classify and express ideas in

music and art, half of each day for three weeks wasdevoted to direct

experiences in music and art.Six videos of thirty minutes each were made

of a group of twenty-two five-year-old Mexican-Americanchildren as they

were taught lessons in theselected areas. Each video was analyzed by

participants in the Institute. Detailed plans for each day's work may be

seen in the Weekly Plansfor the Institute which are included in thisbook.

We have reasons to believe that each day of theInstitute was a

challenging experience for teachers, aides, andstaff.

Clyde Martin, Coordinator Gene Nelson, Director Dorothy Frost, Full-time teacher

ii WEEKLY PROGRAMS

.0a KINDERGARTEN INSTITUTE July 1-5, 1968(First Week) Time8:30 Mon.TEALee greetingsFrasier July 1 NelsonTues.of Tues. -- planand Wed. July_211 Wed.DevelopmentDr. Richards-Chilc July 3 J Thurs. July 4 Fri. July 5 DirectedTEAOvierview Learning Areas Nelsonof Course - Overview Dr. Richards VideoNelsonand -Lang. Science& Frost Arts H 0 ATheUniv. ChildTheKind. K. K. ProgramDev. DayPlant (movie) 10:30 Dr.ProgramThe Clyde Kindergarten Martin, Stern,Frost,groupsDiscussion Rheudasil,Nelson,-Richards 5 Univ.Discussioneffortsgroups of Assembly Texas& -checks 3 1:00 DevelopmentRichardsDr. Phyllis - Child VisitGroupDiscussionTheir Casis 2Lives"1 "Time & of GroupsReverse Tues. KINDERGARTEN INSTITUTE July 8-12, 1968 Time I Mon. July 8 Tues. July 9 Wed. July 10 (Second Week) Thurs. July 11 Fri. July 12 Directed Learnin Areas 8:30 RichardsDr. Phyllis Devel.,Reading,NelsonLiterature -Math., Prof.Child MartinMovie.Dr.intro. Martin's will movie. Dr. Feel?"Father"How UnderwoodDo Migrants NelsonVideoDr.Program Castenada -- Math TheThrough Kind.ChildSociological DayDevel. Prof. A and reading guided .0:30 Richardssummarize DeanDocumentGreetingsready Holtzman for - getFri.from Dr.Group Castaneda react. Dr. Castaneda Dr.andSlidessummarize GovalleCastaneda - Casis HowComparePsychological to use and movies con- withbackground children CastanedaSchool - Dr. Math Role of Teacher program,equipment;trast two etc. _school , 1:00 Grow"HeadFilm"A Long Start"-'"OperationDiscussion Time and to continueDr. Castaneda Dr.Lecture)(Discussion Castaneda or Family"HowFilm: Big," "How Discussio4"Dog "CatLittle, Math.ReadingDiscussionProfessional and -

1 . I 77-v KINDERGARTEN INSTITUTE Mon. July 15 Tues. July 16 Wed.July 15-19, 1968 (Third Week) July 17 Thurs. July 18 Fri. July 19 8:30 Dr.Studies Clyde --Martin Science Social DevelopDr. Martin a study (continu4) of , vegetableDr. Martin unit develop Dr.to Martinwrite studycontinue of Miss Richards-Metz List and discuss topics a vine Students bring vines vegetablesing with andlanguage work- RheudasilbreadusedTopics a tostudyturned anddemonstrate Sternof in 10:30 FrostBigsix group topics& Nelson discussion and select tell why Field--Texas trip Museumfor idea$ DiscussList topic field ideas trip Video of Dr. Castane a Miss Richards-Art Frostlanguage & Nelson patterns 1:00 Missline,--Communication Alice color Richards texture, through Art LabMissand for Richardsaides students Art MissTempraLab Richards Art TextureMissLab Richards Art / DairyFilms:Foodchecking Farmfor Citytopics Produce withmusic.andCompareof themodern workchildrenls art of masters art Film: Adventures Tissue paper Topics Approved 7=777 KINDERGARTEN INSTITUTE Time Mon. July 22 Tues. July 23 Wed. July 22-26, 1968 (Fourth Week) July 24 Thurs. July 25 Fri. July 26 8:30 ArtFilm:Paint Four a Tree Artists Summary- Havewriteingandactivities student processesperhapscontent to on think-and andboard ReactDr.developedlook Martin &at assist students' taketopic a Films:ofDorothyScienceGene another Nelson "Indonesia- Frost-Study culture at Metz- - DorothyGeneStudieschildrenanother show work cultureslidesin withSocial of 10:30 Researchin Aud. and and writing Library Writinganticipated(supervised) and reading languagel SeeFilm: the "If Earth" You Could "The HarvestLandShow(Gene) & ScienceinPeople" Japan"Show VideoArt Video andSupervised professional writing 1:00 ResearchFrostFrostassist and and and Nelson Nelson writing. to to Reading and writing GlobeprofessionalResearch, and Our writing, Earth"reading professionalResearch,(Richards) writing, reading Turnreading(Gene in roughand Dorothy drafts assist recordsStudentsProfessionalreviewliterature studies) of to children's play reading -^ JulyKINDERGARTEN 29-August INSTITUTE 2, 1968 Time8:30 VirginiaMon. Cadwell Music- July 29 CadwellTues. at Metz Video Jul 30 Wed.Virginia Cadwell Music (Fifth Week) Jul 31 TurnThurs. in completed Au ust 1 LocalFri. field trips Au ust 2 overview of field WhoMutual"Frost-Literature"The Took Pleasure A"The Walk" Camel is Music-CaldwellConference-NelsonLiterature-Froststudies ReaganLandOldGov.Capitol Bakery OfficeMansionBldg. Tour Museum 10:30 Cadwell - Music VideoVideo(Music)(Inside of of Cadwell Frost & Outside) Music-CadwellConference-NelsonLiterature-Frost Cadwell-Music TomTexasElizabethLagunaState Miller Memorial ArchivesGloria DamNey &MuseumMuseum FrenchZilkerStateLCRALow Water Bldg. GardensLegationCemetery Bridge 1:00 Guidedconferences.Nelsonstudentsreturn professional& papersFrost and hold to Cadwell-Music Re-writing.fessionalselectedinvestigating readingtopics. Pro- Re-writing.selectedinvestigatingfessional topics. reading Pro- UnionmorningStudents(Meet Bldg. fieldin report StudentRoom trips. 300.)on art,play,science,languagereading: music, dramatic development,parents, literature, play, health outdoor KINDERGARTEN INSTITUTE Time Mon. Au ust 5 Tues. Au ust 6 August 5-9,Wed. 1968 (Sixth Week) Au ust Thurs. Au ust 8 Fri. Au ust 9 8:30 ConcludeMovies:StudentsBrothers"Ping" literature. share from "Five Chinese "Story About Nelsonat daily - Another programs look(Role of Creativity)Roleteacher of aides FrostStudentsprogramchild - growthEvaluating share through from WherewhoDr.(Assisted"Migrant haveClydethey migrated) goMartin Routes" by students HelpsNelsonStudentsInstitute for - SpecificevaluateAides ProfessionalStudentsbooks.students share about Reading from children' inProfessionalStudents Art, Science, share Reading from MentalPurposesProfessionalin Parents Health, of Kinder- Health,Reading What theyschool see was like 10:30 Cadwellandin LanguageLiterature - Music Development CadwellSocialdoor PlayStudies, - Music Out- Studentschild,garten, Dramatic Left-handedshare Study Play Students share Study Cadwell - conclude (whole group) (whole group) Topics-Nelson HatsHomesGrapesSeeds Topics-Frost WeaponsLiceCatsLight musicClass(Student coffee Union) 1:00 teacher)NelsonCadwell(One-half - -Music Music with each teacher)NelsonCadwell(One-half -- MusicMusic with each Cadwell(whole - group)Music Cadwell(whole -group) Music ReviewConferences(Unanswered of evaluations problems) IDEAS CONCERNING CHILD DEVELOPMENT AND CHILD BEHAVIOR

PHYLLIS RICHARDS, PH.D.

Consultant PHYLLIS RICHARDS

Need to start with young children in general,though each child is a person. Children are fun, frustrating, annoying, creative,curious, interesting, enjoy life.

BASIC GENERALIZATIONS

How do we determine 1. Children of any age are at differentlevels of maturity.

. level of maturity?

What implications do these differentlevels of maturity have for--

Program, schedule, guidance, evaluation?

If all children can't do the same thing at sametime, how do we plan for

this?

2. Each child is unique, but childrengenerally are more alike than different.

3. Learning deprivation occurs inwidely varied living conditions.

Some come from middle and upperclass families.

Rejected--dejected. Parents compensate by providing lavishlyfor physical

needs.

What can we do to compensate fordeprivation?

do 4. What happens at the stage of achild's development affects what he can

in later stages of development.

Infants who were not loved--and never had sensoryexperiencessometimes

die from lack of stimulation.

Implication: Provide good experiences for children.

Question: How can we use what we know aboutsequential development of

children in plannirg programs forthem?

11 5. Growth and development of learning is a continuous process.

This continues from birth to death. To some kindergarten does not

seem so important because it does not look so academically oriented as

other grades.Yet kindergarten is FOUNDATICN OF LEARNING. Child begins

answering question of "Who Am I"

Ericson shows these levels Plateaus in growth

Accomplishment What Can I Do? 6-12 yrs. Identity Who Am I 4-6 Autonomy 2-4 Trust, love, acceptance 0-2

6. Children are eager learners.

7. All behavior is caused.

Can't always find causes.

Need breakfast, poor hearing.

How do you find out something good about child?

How can you look for causes?

How do you help children cope with success? failure?

All learning is motivated.

How?

Stimulus-Response theory being questioned.

9. All facets of growth and learning are interrelated.

i.e poor motor coordination--affects writing--participation in

games--leads to social-emotional responses.

All areas influence the others.

REFERENCES

Jersild, Arthur. Child Psychology (Rev. ed. 1968)

Scott, Leland. Child Development (Twins) 1967

Landreth. Early Childhood Behavior & Learning (1967)

Schulman, Ann. Absorbed in Living Children Learn

12 Eng. Span. Childhood Education: Feb.; Nov. 1967 How A Child Grows. Sept. & Oct. 1967. Barbara Biker. Ed. Needs of Young Deprived Children; The Impact of Deprivation on Children

Young ChildrenJan. 68. Melvin Tumin. Emerging Social Policy in the Education of Young Children.

10. Children and adults learn from interacting with each other.

Do we allow children to interact with each other? To question

teacher? Each other? How do we plan a program to encourage

interaction among children?

What is a teacher?

11. There is a pattern of growth and learning in development of young

children. But children may be at different levels--but there is

pattern. Physical development raises head, creeps, sits, stands,

etc. play above, parallel, with, interact.

How do we plan for these?

How can we help ourselves become more aware of this?

12. Growth and development of learning may come through a wide variety of

activities. (Some visual, some auditory, some manipulative)

What can we do to assure that we have a variety of activities in

same topic? (Planning for individual differences) What choices

can be made from among many things tostudy?

13. Development of initiative, responsibility, self-direction, etc. requires

that learner be involved in planning, executing, and evaluating experiences.

EKNE - letting children plan activities.

Is this good? How can teacher determine how much children can be involved

in planning?

How can adults learn to become tolerant of differences in

young children?

OTHER THINGS TO THINK ABOUT

I. Start where person is. Individually Prescribed Instruction (IPI)

2. Let each child know he's liked and respected. Reassurance -

("Before First Grade" tells about kinds of ways children get

reassurance)

Praise and approval - positive approach.

3. It takes a long time for children to grow and learn."

4. How we relate to children is important.

5. Adults should observe children to assess growth and development.

REFERENCE

Biber: Toward Better Kindergartens. Chapters 1, 6, 7, and 9.

Dr. Biber says exp. for 5 yr. olds:

I. explore physical worlds

2. sensitivity to surroundings

3. act on responses

4. reproducing, symbolizing exp.

5. language and concepts.

SOME THEORIES

I. Make deprived children learn to read.

2. No subject matter until child is 12.

...... 14.0....= Conclusions= No definite prescription that works for all.Need to keep looking for helpful things. Always try to fit children into a program, make program fit program.

GUIDANCE - DISCIPLINE

1. Bruner "quote" now says "Problem solving is not big concern--Biggest

is finding the problem." (To be curious, questioning, not afraid to

question teacher.)

Children not born knowing how to behave in particular society into

which they are born. Learn by living and learning.

How to help children learn to control themselves in given situation?

Patience - reminders

Praise for good solutions

Removal from group in some cases.

Always bring back to group

Do we say something once and no more?

We are more patient with learning math, etc. Why not with behavior

problems?

Says at first, children from disadvantaged families, quiet, and shy at

first. If teacher does job, children become more active, etc. and you

may have problems. Plan for many successes and few failures.

Look at child who bothers. Try to find out shy.

2. New "Cult" on Idea = Training in Sensitivity

Business people giving employees 3 or 4 days off to come together

to learn about sensitivity (Retreats)

They were suspicious, resentful, wouldn't share ideas.

Took two days to break down and have "dialogue"

15 Five areas in sensitivity

(1) Trust

(2) Expressiveness (tell how you feel)

(3) Caring (enough to listen to others)

(4) Separateness (Let others be themselves. No patterns imposed-

accepted as they are)

(5) Empathy - putting yourself in another's shoes-- to see how

how things look to him.

(Changing philosophy on sound basis, I hope. Phyllis says

this is only thing that will save our society (Sensitivity)

3. Things that hinder children from developing self-control.

1. Over protection -- no way for child to developways to behave.

2. Unrealistic expectations- standards impossible for child

(result in discipline problems)

3. Physical punishment

4. Conflicts between people (he shows you you can't walk allover him)

4. How can we develop better self-control for young children?

1. Help children develop feeling of adequacyso he can live with

himself.

2. Be aware of pressures on children.Don't push too far.

3. Use positive approach as often as possible.An on-going thing

children learn to respect.

4. Praise acceptable behavior (every day).Let children know - Overlook

as much as possible, unless safety involved. Plan for child to have

successful experiences.

5. Do not embarrass or ridicule in front of group. If you need to, explain

to class that child needs our help.

16 6. Discipline kind, gentle, firm. (Not harsh, mean, or cruel.

CONSISTENT.

7. Set reasonable and clear limits. Some things we do -- Some we don't.

8. Sense of orderlines found helpful in dealith with --

not fastidious--but things picked up. Children need to see order in

environment. (Expect messiness. Routine should be same at beginning.

Children do better).

9. Do not overwhelm them with too many materials at first.

(Two puzzles)

Question: What can you do first day?

What materials?

Any rules to establish?We stay in yard. Set limits clearly.

10. Set good example. They learn from us. Research shows that warmth, love,

and conversation with adults help develop outgoing, productivepeople.

High degree of authoritarianism, control, no reasoning, orconsideration--

child less curious, less self-control, less productive.

11. When our learning situations are built on meaningful experiences, youhave

less discipline problems. Start where children are. Plan for children.

Do we provide for much free expression?

12. May have to teach children how to use materials -blocks - art materials -

playhouse.

AM I THE PROBLEM (with problem child)?

I. Why am I teaching?

2. What is my philosophy?What really counts?

3. Is what counts really significant?

4. What do children do that gives me realsatisfaction?

17 (Little things often pile up - 5. What do children do that upsetsme?

good or bad)

6. Am I tired or upset?If this happens too many days,check question one

why am I teaching?

18 A SUGGESTED DAILY PROGRAM FOR FIVE-YEAR-OLDS

-"A SUGGESTED DAILY PROGRAM FOR FIVE-YEAR-OLDS

8:00 9:00 Breakfast for those who need it Self-directed activities

9:00 9:15 Evaluation and clean-up

9:15 9:45 Study time

9:45 10:15 Outdoor play

10:15 10:45 Reclining rest

10:45 11:15 Music

11:15 11:45 Reading a loud by teacher

11:45 12:00 Get ready for leaving or lunch

12:00 12:30 Lunch

12:30 1:30 Sleep

1:30 2:00 Outdoor play

2:00 2:30 Reading aloud by teacher, sharing, listening to recordings etc.

2:30 - Dismissal A MATHEMATICS PROGRAM FOR THE KINDERGARTEN

ALBERTA M. CASTANEDA, PH.D.

Consultant KINDERGARTEN A MATHEMATICSPROGRAM FOR THE

Alberta M. Castaneda

1. Concept of Set of or on alisting dependent uponthe description a. Set membership is

of its members. its membership. unchanged unless somechange is made in b. A set remains partition arereversible operations. c. Set union and set correspondence betweenthe members of d. By trying toform a one-to-one set has as manymembers as, more two sets it canbe decided if one the other set. members than, orfewer members than

transitive. e. Quantity relations are

and the WholeNumbers 0 through10 2. Concept of Number

of equivalentsets. a. Number is a property putting in orremoving can bechanged only by b. The number of a set

members of the set. whole number number of the emptyset. Each succeeding c. Zero names the with one moremember. thereafter namesthe numbers of sets

to determinethe number of a set. d. Counting enables us

3. Concept of Shape

a. What is shape? having or not be described interms of b. Two-dimensional shapes can common thatthey have having sides and corners. Some of them are so

names.

/23 described in terms ofedges, corners, c. Three-dimensional shapes can be that they have names. and surfaces. Some of them are so common two-dimensional and some d. There is a relationshipbetween some common

common three-dimensionalshapes.

4. Concept of Addition inWhole Numbers union with disjoint sets. a. Addition is analogous to set It is read "plus." It implies b. The symbol "4m indicatesaddition.

the action of one setjoing another. for the same c. The symbol "=m indicatesthat two numerals are names

number. It is read "equals." need to find out something.We need to d. The symbol "a" indicates we

determine the number tomake a complete true sentence.

other number is the othernumber. e. The sum of zero and any other number is the countingnumber which f. The sum of one and any

follows the other number.

regard to result but notin regard to g. Addition is commutative in

action indicated.

5. Concept of Measurement amenable to linear measurement. a. Properties of objects We can tell another personhow b. Height and length can bemeasured.

tall or how long somethingis. standard units of linear measure. c. Perceptual approximation of

d. Property of weight. how much an object e. Weight can be measured. We can tell another person

weighs.

24 of standard unitsof measure. f. Perceptual approximation is a direct process. g. Measurement of linear extent

h. The measurements wemade were approximate.

6. Logical Connectives andProof

a. A statement may betrue, false, or open. of the indicatedcondition. b. "Not" excludes the presence of both of theconditions indicated. c. "And" requires the presence of at least one ofthe conditionsindicated. d. "Or" requires the presence the presence of bfor every instance of a. e. "If a then b" requires make true statementsabout something we f. Using a known rule, we can

cannot perceive.

25 SUGGESTIONS FOR ART

ALICE RICHARDS

Consultant ART ACTIVITIVIES IN THE INSTITUTE

CONSIDER

Concepts

Values through language of ART

Communication

LOOKING FOR

color movement

form sound

texture music

line rhythm

Saw film: ADVENTURE OF *

We will work with:

I. Art as a form of communication

2. Get acquainted with tools

3. Attitude - toward your art and thechildrens -- both important.

Showing slides of children's art compared toprimitive and modern.

Saw light display for motivation.Then Richards asked students to "explode"

with color. Tissue Paper - glue - craypos -felt pens

Saw slides of children's pictures ofthemselves. Motivation was from looking

at reflections in mirror - spoons -coffee pot - hub caps - water, etc. Then

she had them do some and paint picturesof themselves.

Many different sizes of brushes, temperapaints, and different textures of

paper (newsprint,manila, colored construction paper). Texture Maze

Crawl under, walk over, feel different textures --shells, metal

objects, foam rubber, rocks, screen,natural, sticks, smooth things,

rough things

Use: fingerpaint

stamping

clay

rubbings

Box Construction

Tissue paper

Construction paper

Masking tape

Glue

30 SUGGESTED ART MATERIALS

45 CRAY-PAS SETS (12 colors) @ .49 ea. #XFP-12, Sanford Ink Co. $22.05

2 " " (24 " ) @ $3.25 ea. #SP-24 " 6.50 1 n " (16 " ) @ .79 ea. #XKP-16 " .79 1 " (25 " ) @ 1.25 ea. #XKP-25 " 1.25 3 ALPHACOLOR SETS #09-105-00, 12 colors @ $1.10 ea. Weber Costello Co. 3.30 2 NUPASTEL SETS #263, 12 colors @ $1.80 ea. Eberhard-Faber Co. 3.60 25 Felt tip markers, #BR Watercolor, red, black, brown, blue, green 12.25 @ .49 ea. 5 Felt tip markers, #BR Watercolor, orange @ .49. Esterbrook Pen Co. 2.45 5 Felt tip markers, #BR Watercolor, purple @ .49. Esterbrook Pen Co. 2.45 1 Felt tip marker, #B774 Carter Hi-Liter, Yellow @ .39 ea. Carter Ink Co. .39 2 graphite sticks #2205-6B, @ .15 ea. Kohinoor Pen Co. .30 2 graphite sticks #2206-6B, @ .25 ea. Kohinoor Pen Co. .50 1 Korn Lithographic Tablet #0, @ .43 ea. William Korn Litho Co. .43 2 Sticks compressed Char-kole @ .10 ea. #09-167-00 (12 stks. to box .20 $1.10) Weber-Costello Co. 6 Sticks Stabilo Triangular Slips @ 2 for .34 (sets of 24, $4.00), Swan 1.02 Pencil Co. #7735 Sepia, #7746 Black, #7739 Yellow Ochre (2 sticks ea.) 5 Sticks #9 Jumbo Charcoal, @ .12 ea. (box of 25 stks. $2.80) .60 Grumbacher Co. 3 Bamboo cane pens, Artsign #595, @ .40 ea. (Art Sign Brush Co.) 1.20 6 Yoshi Reed Pens @ .20 each. (pkg. of six $1.00) Delta Brush Co. 1.00 5 #1351-6 Prang Tempera Color Sets, American Crayon Co. @ $1.05 ea. 5.25 5 1 oz. size ARTONE EXTRA DENSE BLACK WATERPROOF DRAWING INK @ .60 ea. Higgins Ink Co. (any good brand Waterproof Drawing ink will substitute) 3.00 3 Wing feathers (peacock) @ 35c each or 3 for $1.00 1.00 11 #809-2" wide nylon brushes, Morilla Brush Co. @ $1.65 each 18.15 11 #809-11/2" wide nylon brushes, Morilla Brush Co. @ $1.10 each 12.10 11 #809-1" wide nylon brushes Morilla Brush Co. @ .75 each 8.25 11 #6110-8, Grumbacher watercolor brush, @ .50 ea. 5.50 1 #54-2" Japanese Hake Brush, Delta Brush Co. @ $1.50 1.50 1 #54-1k" Japanese Hake Brush, Delta Brush Co. @ $1.20 1.20 1 #44, series 797 Japanese Watercolor Brush @ $1.50, A. Langnickie Co. 1.50 1 size 6, seri s 561 Japanese watercolor brush, @ .65, Art Sign Brush Co. .65 25, 1 oz. size Elmers Glue-All @ 29C ea., Borden Chemical Co. 7.25 1, 4 oz. size Elmers Glue-All @ 59c ea., Borden Chemical Co. .59 1, Gallon size Elmers Glue-All @ $6.00 6.00 1, Package COLOR AID PAPER, 4k x 6 @ $3.55 pkg. (210 shades) Color Aid 3.55 Co 25 boxes Wax Crayolas #8 tuck box @.15 ea. (Binney Smith Co.) 3.75 5 boxes Wax Crayolas #160 Besco, @ .70 box (Binny Smith Co.) 3.50 9, 1 lb. cans Powdered Tempera Paint @.85 can. black, white, red, blue, green, yellow, orange, purple, brown 7.65 1, ½ pint Black liquid tempera paint, Color Art., American Crayon Co. .60 2, 5 lb. pkgs. Moist Modeling Clay, Stewart Clay Co. @ $1.60 per pkg. 3.20 1, 1 lb. pkg. Plastalena modeling clay, @ .40, Stewart Clay Co. .40 1, 5 lb. pkg. dry clay flour, @ $1.60 per pkg. Stewart Clay Co. 1.60 1, 18 x 24, 50 sheet smooth Newsprint pad @ $1.08, #887S, Bee Paper Co. 1.08 1, 20 x 30, 100 sheet rough newsprint pad, @ $3.50, #887$, Bee Paper Co. 3.50 100 sheets 18 x 24 smooth newsprint @ .01 sheet, Cosmos Tablet Co. 1.00

31 1.50 60 sheets 18 x 24 manilla drawing paper#888 @ 2 sheets 5c Bee PaperCo. $ 5.00 5 12 x 18 pkgs. Com*Construction paper, 50 sheets topkg., Cosmos Tablet Co., @ $1.00 per pkg. 1.50 30 sheets 19 x 24 whitedrawing paper, @ 5c sheet #820, BeePaper Co. 5 rolls assorted colors tissue paper,28 colors, sheets size 20" x30" 4.90 only available at HemphillsBook Stores in assortment like this 14.15 1 roll Kraft wrapping paper, 30"wide, 50 basis .65 5 22 x 28 white poster boards,6 ply. @ 13C ea. Cosmos TabletCo. #0640 1.25 50 sheets finger paint paper,16 x 24 @ 2 sheets for 5c,#0065, Cosmos Tablet Co. 5.80* 29 sheets Brudno Paper 20 x26, clay coated paper .. colors@ .20 sheet .18 1 sheet chip board 26 x 38,.054 thickness, Nationwide Paper Co.@ .18 sheet .12 1 sheet chip board 26 x 38,80 lb. 2, Nationwide Paper Co. @ .12sheet .40 1 pkg. straight pins, 300 pins#780C, Scovil Brand, Practical DrawingCo. .25 1 box thumb tack, Moore solidhead #51, 3/8" point, 100 to box 1.98 1 roll Scotch Brand Masking tape,11/2" wide x 60 yds. #184 @ $1.98 roll .98 1 roll Scotch Brand Masking tape,3/4" x 60 yds. @ .98 roll 1.25 5, 4" blunt scissors #241B4,@ .25 ea., Practical Drawing Co. 1.25 5, 5" pointed scissors #241-S5,@ 25c ea. Practical Drawing Co. 40.00 40, 7" scissors, #101C-7" @$1.00 ea., Acme Shear Co. .29 1, Pogo Paste, Sanford Ink Co.,#439, 4 oz. size @ .29 ea. Paint Co. .35 1,1 lb. package Golden HarvestWheat Paste @ .35 lb. Hoffman Total Includes *Correction 243.85 4.00 8 Lewis Mat knives @ .50 ea. 5.56 4 Roll Masking Tape, 60 yds. x1" @ $1.39 ea. 21.00 20, 6 color tempera sets@ $1.05 ea. $274.41 MUSIC FOR THE KINDERGARTEN

VIRGINIA CADWELL

Consultant

t 1 MUSIC FOR THE KINDERGARTEN

adult participants in a Music activities in theInstitute involved the five-year-old sampling of musicalexperiences suggested asdesirable for rhythmically, and playing children. That is: singing, listening, moving continuous thread through- instruments. Creative activities are woven as a

out all of theseexperiences. participants learned Through the use of twentyukuleles, the Institute people as a minature to play thisinstrument. Originated by the Portuguese the teacher to use in guitar, the ukulele is asplendid instrument for and tuning; its accompanying children's singing. Its ease in playing children as they sing; portability in allowing theteacher to walk among the instrument and not a toy;its units musical integrityin being a genuine effect in serving as an limited scope in playingin any key; its pleasing indispensable enhancing background forchildren's voices, but never as an finally, the sheer delight it crutch, as the pianosometimes becomes; and

affords children andteacher -- these are someof the justifying reasons for the teacher to use. for suggesting theukulele as an instrument percussion instruments In addition to ukuleles,the autoharp and various triangles, bells, and manyother rhythm were used. Drums, tambourines, place in instruments, often teacher-made orchild-made, have an important

musical experiences forchildren.

Children love to sing, andthat innate love can benourished and Folk songs from our own country extended through thelearning of many songs. in numerous collections, many and from all over theworld are to be found

with accompaniment chordsincluded. Through songs children have a pleasurable contactwith language. Music

itself has long been recognized as a universallanguage and it can be used

as a valuable allyin the teaching of a new language tochildren.

Arrangements for listening to music may bemade in varied ways. Delight

in the music itself is the end inview, and the means must never obscure this

end. When children are given the opportunityfor self-expression through

creative bodily movement whilehearing music, they are engaging in a very

gratifying form of listening. They will discover, guided by the teacher,

that when they themselves do not make asound, even to the extent of removing

their shoes to eliminate noise, they canreally hear the music and feel how

marvelous it is to move about freely -- tolisten enchantedly to the music and

to interpret through movementtheir feelings as they listen. This is an

activity involving both listening andrhythmic response, and it provides an

unlimited area for expansion of a beautifully creativemedium of expression

for children.

Not to be neglected, of course, arethe time-proven activities of simply

sitting still and listening;of having appropriate music played at rest time;

of learning singing games such as "LoobyLoo," "Skip to My Lou," and "Bluebird,

Bluebird," where there are rhythmicactivities to be learned along with the

song.

As for the selection of music forlistening, whether it is to result in

creative rhythmic response or not,the teacher may be guided by the awareness

that there is no grade level attached toworks of music. The greatest music

in the world, by the greatest composers,is neither too good nor too "deep"

for young children. It is their heritage; they have aright to it.

. 36 Teachers have the obligation and privilege of leading children through

musical experiences and explorations that will bring forth pleasure both

now and for the rest of their lives.

'k MUSIC BIBLIOGRAPHY

PRICE RECORDS NAME SOURCE

"Burl Ives Sings for Fun" Decca DL8248 $4.79

"The Concert Masters" Decca 79955 5.79

"Symphony No. 6, 'Pastoral"Beethoven Columbia MS 6549 5.79

4.79 "The Moldau" Smetana Columbia ML 5261

"Bachianas Brasileiras" Villa-Lobos Angel 35547 5.79 4.79 "Fiesta" Capitol SP 8335 5.79 "Symphonic Marches" Columbia BC 1121

"Melodies of the Masters-Rhythms 4.79 of Spain" Capitol SA 8564 4.79 "Music for the Recorder,Vol. I" Kapp KS 3385

"Nutcracker Suite" Tschaikovsky Capitol SP 8404 4.79 5.79 "Fireworks" Columbia MS 6624

"This Land Is Your Land" Columbia MS 6747 5.79

PRICE BOOKS NAME AUTHOR SOURCE

American Folk Songs for $4.95 Children Seeger Doubleday 3.95 Songs to Grow On Landeck Edward B. Marks Music Corporation

More Songs to Grow On Landeck Edward B. Marks Music 3.95 Corporation

4.50 Tom Glazer's Treasuryof Grosset and Dunlap Folk Songs Glazer

38 TUNE Li kuLELE

Ten Little Indians

One little, two little, three little Indians; Four little, three little, two little Dr FourG little, five little, six little Indians; Indians; Seven little, eight little, nine little Indians; One little Indian boy. 11)7 Ten little Indian boys. (Repeat, using "girls" and "girl" in

Ten little, nine little, eight little Indians; place of "boys" and "boy.") 1D7 Seven little, six little, five little Indians; Mi Chacra My Farm

Vengan a ver mi chacra que es hermosa, Come and see my farm for it is lovely,

Vengan a ver mi chacraqite hermosa, Come and see my farm forl):t is lovely, -1)70 El pollito hace a si: pi pi ri, El pollito goes like this: "Peep, peep," ti El pollito hace a si: pi pi ri. El pollito goes like this: "Peep, peep!" aRefrain: Refrain: 0 ven, camarada, ven, camarada, Oh, come, my friend, Oh, come, my friend, 1)7 Ven, 0 ven, 0 ven, Oh, come along with me,AP

0 ven, canarada, ven, camarada, Oh, come, my friend, Oh, come, my friend, <5; Ven, 0 ven, 0 ven. Oh, come along with me.

2. El perrito Eency Weeney Spider

3. El gatito JO' or ci Eency Weency Spider went up the water spout; 4. El burrito Down came the rain and washed the spider out, 5. El chanchito Zly Out came the sun and dried up al/ rain; 6. El patito And the Eency Weency Spider went up the Etc. (1; spout again.

The Farmer in the Dell Did You Ever See A Lassie? The farmer in the dell, the farmer in the dell, (; Op Did you ever see a lassie, a lassie, a lassie Heigh-ho, the derry o, the farmer in thedfil. Did you ever see a lassie go this way and

2. The farmer takes a wife -- etc. that?

3. The wife takes a child -- etc. Got.twayandth9wayand this way and

tletway ; 4. The child takes a nurse -- etc. Qa 5. The nurse takes a dog -- etc. Did you ever see a lassie go this way and

6. The dog takes a cat -- etc. that?

7. The cat takes a rat -- etc. (Use "laddie" in place of "lassie" when

8. The rat takes the cheese -- etc. a boy is the leader)

9. The cheese stands alone -- etc. 40 Down in the Valley

C.; 1)7 G Down in the valley, the valley so low, Gone again, skip to my Lou, G Hang your head over, hear the wind blow.,rk (etc.) .1.07 Hear the wind blow, dear, hear the wind blow,

(.1; Hang your head over, hear the windba. Little red wagon, painted blue,

(etc.) Roses love sunshine, violets love dew,

Angels in heaven know I love you. 6; Know I love you, dear, know I love you, Can't get a red bird, a blue bird'll do,

Angels in heaven know I love you. (etc.)

(S; (:; Build me a castle, forty feet high, Cow's in the meadow, moo, moo, moo,

So I can see him as he rides by. .T% (etc.) 4.0 7 As he rides by dear, as he rides by, (5; So I can see him as he rides by. Fly's in the buttermilk, shoo, shoo, shoo

(etc.) Skip to My Lou

Chorus' Cat's in the cream jar, shoo, shoo, shoo, G Lou, Lou, Skip to my Lou, (etc.) .1)7 Lou, Lou, Skip to my Lou, (3 4.1; Lou, Lou, Skip to my Lou, Pig's in the parlor, what'll I do? DP Skip to my Lou, mydagng.

Vves: Skip a little faster, that'll never do,

Ial get another one, prettier than you, (etc.) .4407 I'll get another one, prettier than you, 6: a I'll get another one prettier than you, Going to Texas two by two, 1)/ Skip to my Lou, my darling. (etc.)

41 A la puerta del cielo D7 J)7 A la puerta del cielo vendenzapatos, C. G 407 Para los angelitosque andan des calzos.Ap laD 'Am rmete, nino, duermete, nino, EEO Duermete, nino, arru,arru. G G At the gate of heavIn little;shoes theyare selling, 4E); Happy Birthday to You For the little barefootedangAheredwelling.

Slumber, my baby, Amber, my ba Happy birthday toyou, 41 a Dy 41; Slumber, my baby,arru, arru. Happy birthday toyou;

Happy birthday dear Carlos, Hush, Little Baby CP G Happy birthday toyou.

Hush, little baby, don'tsay a word, My Bonnie Lies Over theOcean Mama's goinl toluar you a mocking bird. (2: If that mockingbird won't sing, My bonnielies over the ocean,

Mama's goiro tobuy you a diamond ring. My bonnielies over the sea, 4; cwr Mybcgielies over the ocean, If that diamond ring turns brass, 4; Oh, bringback my bonnie to me. Mames goint tobuy you alocingglass. .D7 C. If that lookingglass gets broke, Bring back, bring back,

Manals goinl tobuy you abiciygoat. Oh, bring back my bonnie tome, to me,

Bring back, bring back, If that billy goat won't pull, Oh, bring back my bonnie to me. Mama's goin' to buy youa cart and bull.

If that cart and bull turnover, Some Rabbits Have Shiny Noses (Tune: "My Bonnie Lies Over the Ocean") Mama's goin' to buy you a dog named Rover. Cli C. 0 Some rabbits have bright shinnoses, If that dog named Rover won't bark, I'm telling you now as a fr end. Mama's goinl to buy youa horse and cart. Thea reason their nosearec. seny, If that horse and cart fall down, 4; Their powder puff's on the wrong end. You'll be the sweetest little baby intown.

42 Chorus:

Wrong end, wrong end, .407 Their powder puff's on the wrong end,

wrong end, C2.0 Zó130 Wrong end, wrong end, AI

Their powder puff's on the wrong end.

45i I Know an Old Lady She swallowed the spider ch the fly, t:25;:t But I don't know why she swallowed the fly; I know an old lady who swallowed a fly; .43), Perhaps she'llhi. I don't know why she swallowed a fly;

Perhaps she'llce. I Inow an old lady wh ywallowed a dog; a What a hog -- to swallow a dog! I know an old lady who swallowed a spider, SheswggfOwedthe dog to catch the cat; That wriggled and jiggled and;fledinside her; She swallowed the cat to catch the bird; She vgallowed the spider to...Notch the fly, She swallpwed the bird to catch the spider, But I don't know why she swallowed the fly; That wriggled and jiggled and tickled Perhaps she'll die. inside her;

I know an old lal4who swallowed a bird; Shestglowedthe spider tjrytch the fly, I47 How absa'd to swallow a bird! But IA don't know why she swallowed the fly;

She swallpwed the bird to catch the spider, Perhaps she'll die.

That wriggled and jiggled and tickled'inside her; I know an ol lady who swallowed a oat; She swallowed the spider to catch the fly, 07 Ar She just opened her throat and swa lowed But I don't know why she swallowed the fly; a goat; Perhaps she'll die. She wallowed the goat to catch the dog;

I kiow an old lady wh4.%swallowed a cat; She swallowed the dog to catch the cat;

dvi? 4./7 Fancy that -- to swallow a cat! She swallowed the cat to catch the bird;

ShesAowedthe cat to catch the bird; She swalloyed the bird to catch the spider, ig, She swal/iwedthe bird tocatch the spider, That wriggled and jiggled and tickled 07 That wriggledand jiggledand tickled inside her; inside her.

43 SheQallowedthe spider to catch the fly, Old McDonald A, D But Idon't know why she swallowed the fly; Old MacDonald had a farm, perhaps she'llcie. D7 E -I-E-/- 0 C I know an old lady who swallowed a cow; And on this farm he had same chicks, $17 0, I don't know how she swallowed a cow! E -I-E-I- a0

She swallowed the cow to catch the goat; With a chick chick here,

She swallowed the goat to catch the dog; And a chick chick there,

She swallowed the dog to catch the cat; Here a chick, there a chick,

She swallowed the cat to catch the bird; Everywhere a chick chick; 4: 4 She swallowed the bird to catch the spider, Old MacDonald had a farm,

Thatwititgledand jiggled andPikledinsider her; E - I -E'tI- 0 Sheallowedthe spider to catch the fly, ca Old MacDonald had a farm, Buthon'tknow why sheallowedthe fly; E - I - I Perhaps she'llfie. (2 And on this farm he had some ducks, E -I-E-I-ID7 a0

I know an old lady who swallowed a horse; With a quack quack here,

She's dead, of course! And a quack quack there,

Here a quack, there a quack,

Little Red Wagon Everywhere a quack quack,

Cr Chick chick here, Jumpinllup and down in the little red wagon, 07 Chick chick there, Jumpinll up and down in the little red wagon, Here a chick, there a chick, japinllup and down in the little red wagon, Everywhere a chick; 7 IfIltyou be myillarlinl? Old MacDonald had aAL,

Now what's happened to the little red wagon? E - I-97-I-fr

Etc. Etc.

One wheel's off and the axle's dragging,

Etc. 44 A7 He's Got the Whole World in His Hand D G Chorus: I. 2 j. He's got the whole world in His hand, 1)/ He's got the whoie world in His hand,

He's got the whole world in His hand, Michael, Row the Boat Ashore AI He's got the whole world in His hand, Chorus: Michael, row the boat ashore, He's got the latle bittybaby in His hand Al-le-lu-la! rig He's got the little bittybaby in His hand, $44 Michael, row the boat ashore, He's got the little bittybaby in His hand, CIA7D Al-le-lu-la! He's got theAbeworldin Hisend. Sister, help me trim thesails, D He's got you and me, brother,in His hand, Al-le-lu-la! Sister, help me trim the sails, Etc. DD Al-le-lj?fa! He's got you and me, sister, inHis hand, The Jordan is deep and theJordan is wide, Etc. Al-le-lu-la!0

Meet my mother on the otherside, There's a Little Wheel A-Turnin' Al-lejen6?

There's a little wheela-turnin' in my heart, C) a The Jordan River is chillyand cold, There's a little wheela-turnin' in my heart. C) Al-le-lu-la! In my heart -- in myheart -- Chills the body, but not thesoul, 4; There's a little wheela-turnint in my heart. DA, D Al-le-lu-la!

a little songa-singinl in my heart, Tee's Row, Row, Row Your Boat

Etc. Row, row, row your boat,gently down the There's a little bella-ringint in my heart, stream,

Etc Merrily, merrily, merrily,merrily Oh, I feel very happyin my heart, Life is but a dream.

Etc. 45 Noche de Paz The Happy Wanderer

;Noche de paz, noche de amor! I lave to go a-wandering, $), Todo duereme en derredor. Along the mountain track, a %too 0 Entre los astros queI... su luz, And as I go, I love to sing, G a AT Bella anunciando al ninitoJesus, My knapsack on my back......

Irelfllala estrella deila, Refrain: .... D Brills la estrella de paz. Val-de-ri, Val-de-ra,

Val-de-ri, Val-de-ra ha ha ha ha ha,

Twinkle, Twinkle, Little Star. Val-de-lil Val-de-ra,

D My knapsack1219myback. Twinkle, twinkle, little star, A A L) How I wonder what.you are.0 Oh, may I go a-wandering, 0 07, Up above the world so high, Until the day I die", 0 A, A Woe a diamond in thesky,, Oh, may I always laugh and sing c; D Twinkle,twinkleAttlestar, Beneath God's clear blue sky. Al #97 How I wonder whau you are.

So Long

Bluebird C) So long, it's been good to knowyou, 12) 0), C) Bluebird, bluebird through my window, So long, it's been good to knowyou,

BlJebird,bluebird through my window, So-long, it's been good to knowyou,

1:1.) Babird,bluebird through my window, We've got to get started,

Oh, Johnny aren't you'bred? We all must zo home, C) A, fp We've got to be moving along. eRea little boy (girl) and tap him (her)

on the shoulder, 147 Take a little boy and tap him on the A, shoulder, () Take a little boy and tap him on the shoulder 3 0 197D Oh, Johnny aren't you tired? Hello everybody, Yes, indeed; Give me a big sombrero Hello everybody, Yes, indeed; To wear upon my head. Ole! Hello everybody, Yes, indeed. Give me a big serape Sing, children, sing! All yellow, green, and red. Ole! 2. Let's make music-- When I put them on, you see, 3. I am happy-- All the folks will smile at me. 4. Where is Gene-- Give me a big sombrero To wear upon my head. Ole! Ah, yi yi yi yi yi Ah yi yi yi We're marching to Pretoria, Ah yi yi yi Pretoria, Pretoria. Ah yi yi yi We're marching to Pretoria, Pretoria, Hurrah!

There were three white gulls a flying There were three white gulls a flying Choo, choo, choo, choo, There were three white gulls a flying Choo, choo, choo, choo, And they soared through the sky Riding we will go. And they soared through the sky. Choo, choo, choo, choo, 2. In the waves they dipped their Choo, choo, choo, choo, soft wings On a choo-choo train. 3. In the wind they danced and Repeat. tumbled

Love is something if you give it away, Marx wore a red dress, red dress, Give it away, Give it away. red dress, Love is something if you give it away, Mary wore a red dress all day long. You'll end up having more. 2. Johnny wore his blue jeans-- 3. Sally wore a hair bow-- It's just like a magic penny Hold it tight and you won't have any. Lend it, spend it and you'll have so many They'll fall all over the floor. Clap, clap, clap your hands Clap your hands together. Love is something if you give it away, Clap, clap, clap your hands, Give it away, Give it away. Clap your hands together. Love is something if you give it away, 2. Sing, sing, sing a song-- 3. Run, run, run a race-- You'll end up having more., , 4. Jump, jump, jump up high--

I. Oh, Bunny, pretty bunny, Your fur is soft and white Robin Redbreast sings a song, Repeat Sings, a song, sings a song. 2. Your eyes are very pink Robin Redbreast sings a song 3. Your ears are very long Sings it all day long. 4. -You hop, hop, hop, hop, hop. Robin's nest is in a tree, In a tree, in a tree. Robin's nest is in a tree, And wee babies, three. That is why he sings a song, Sings a song, sings a song. That is why he sings a song Sings it all day long.

47 THINGS CHILDREN su ALONGTHE MIcRANT ROUTES

089 UI Travet Patterns of Tens Migrants THINGS CHILDREN SEE ALONG THE MIGRANT ROUTES*

(Taken from a discussion of Institute participants who had followed these routes)

Rivers Mississippi Savannah Sewanee Pecos Rio Grande Columbia Mountains Smoky Rocky Lakes Great Lakes Minnesota Painted Desert Boulders and Rocks Cacti Highways Brick Roads San Joaquin Valley Volcanoes and Lava *.k Bridges Golden Gate Pecos River Bridge (Gorge) Mackenzie River Bridge Canals Sault St. Marie Tunnels River Boats State Capitols Oil Wells Historical Markers Famous Trails American Indian Reservations Hopi Navaho National Parks Yellowstone Yosemite Sequoia King Ranch Shrimp Fleet Redwoods

51 Chicago Summer Winter Different kinds of soil Migrant Camps Shelter Bedding Cooking Running Water Electricity Health Migrants Work Wages St. Augustine, Florida The way we travel Weather Places to Shop Malls Maps Canneries Machines that gather crops Crops Prunes Gracies and vineyards Tomatoes Peaches Apples Pears Cherries Apricots Oranges Corn Potatoes Asparagus Spinach Lettuce Cotton Carrots Sugar Beets Walnuts Animals Dairy Cattle Bees Ants Spiders Birds and Nests Lizards Rabbits

* These may be used as subjects or topics to be developedby teachers.

52 STUDY TOPICS FROM THE PHYSICAL AND CULTURAL WORLD

DEVELOPED BY INSTITUTE PARTICIPANTS AND STAFF STUDY TOPICS FROM THE PHYSICAL AND CULTURAL WORLD

DEVELOPED BY INSTITUTE PARTICIPANTS AND STAFF

I. Physical

Cocoons Snakes Ducks Cats Lice Turtles Crows Chickens Dogs Rocks Water Seeds Thorns Roses The Vineyard Oranges Vines

Cultural

Tortillas Cows Shoes Hats Good Grooming Homes Missions SChools Animal Hospital Light Flags Indians Airplanes Safety Who Am I My Family

54 PHYSICAL STUDY TOPICS CONTENT PROCESS Marilyn Jane Bartosh MOTH COCOONS KIND OF THINKING LANGUAGE 1. Whata. isWhat a cocoon?is its exterior like? a.Bring Let a thecocoon. children examine see?it. Ask: Wbat do you PerceptualIdentifying I see agreenbrown brown leaves. stem.thing. b. What is a cocoon made of? b. Ask: What does the cocoonWhatWhatthefeel is istiny like?the another hairs?cocoon name made for of? ThetinyIt feels is tinyhairs. made bumpy.likehairs of tiny leavesare hairs.silken and specimens.cocoons.andShow Moths from picturesthe book ofButterflies various If available, show threads. c. Where does a c.howMothsHavelook Show: to a andforlocateshort Butterfliescocoons. fieldthem. trip tells to Insects and Their All About Observing from?cocoon come Findfrom?Ask: aWhere caterpillar. does a cocoon comeLuna,Homes, the a filmStory and/or of a Moth.read Keep it in Listening caterpillar.A cocoon comes from a 2. a.chartcocoon.the Cut classroom. ain cocoon the classroom. open. Have a life cycle It nay spin a Feel Collecting It looks soft. Whata.Of theHowis thecocoon?does purpose the thecocoon pupa? protect Whatlookthe does inside.insidelike? it feelof the like? cocoon What does information It looks hairy. CONTENT PROCESS MOTH COCOONS KIND OF LEARNING LANGUAGE Page 2 2. (Continued) Whypupa?ExperimenttheIn is what cocoonit softother byprotect on pouringways the thedoesinside? water bumpedTheToThe protect cocoon cocoon around. themay protects pupa.get the b. What happens inside a cocoon? wetb.over on Does thea cocoon. theinside? caterpillar eat Bagwormsinside a cocoon?came out at night Does it get (Exception: No,pupaHe he cannotfrom has wind noget food. andout rain.to eat. moveand aroundeat) in the cocoon? Can the caterpillar move.much.AIt cocoon doesn'tcan't doesn'tmove have around roamhave totoolegs, IfoutDoesinside aof cocoonthe its iscaterpillar cocoon? available,with a pupa come set Yes,it can'tit comes move. out. OD whenDoesplace.outit it toinit comes provealook cool outthethis moist assame by it keeping Comparing No,It itlooks looks like different. a butterfly. Let the children pretent to ReferStoryIslooked it to ofa whenbook: butterfly?a Moth. it went in? Luna, imaginingConceptual featheryNo,It itis isa feelers.moth.not. It has upbeflyingstretching incaterpillars a cocoon,away. their emerging,eating, wings, curling and Ask: How do you feel?, or I'm crawling around. orReadeachillustrations Surprises the line poems: of from the atGreen apoem.the chart Mothend withofWhat are you doing now? I'mI can't flying. move around. CONTENT PROCESS MOTH COCOONS KIND OF THINKING LANGUAGE Page 3 3. cocoons?Do all insects spin FindRead:came(book). and Monarchfrom show a cocoon?aButterfly chrysalis. Does this butterfly Problem solving comeThe frombutterfly a cocoon. did not MeepcameCrickets.butterfly.Compare it from until it a to cocoon?it a becomescocoon. a Does a cricketRead the book: No, it comes from an egg. 4. Whatdo spinother cocoons? animals eggs?HowRead:Spider,.Sing do Spider thespiders Eency Silk Store Weency (book). their Extending meaning In a cocoon. andShawthreadsHassmall several anyonea spider'swhitein a ever tufts spider'sball cocoonfound ofof cotton whiteweb?a cocoon?ofHowand theseothercan we ismaterials. tella spider's which one Openinside.See them.if there are eggs 5. Haw do people use WhatHowhappensLet's dodo savethe peopleto eggsthem.them use lookand cocoons? seelike? what Solving problems They look small.white. cocoons? material.thefromLookin silkworm. specialatthe these fi%e cocoons piecessilk found madeof by These were made He lives in theirChina.onandfar the Japan.away fingerglobe. places on theselike Chinathree Let three children put Show where you are Show Japan and mulberrysupply0leaveseggsplaces.(Do tothis areleaveshatch activityavailable inor yourosage at for classroom.the orange food time Order sone silkworm Teacher References BIBLIOGRAPHY lisyslepAULAncyjmatHussey,FosterCollier's andL. J.NeithEncyclopedia. Collecting E. Headley. Vol. Cocoons. 19. New York: Education in the Kindergarten (4th ed.)New York:New York: Crowell Collier, Corp., 1968. Americana ThomasCorporation, Y. Crowell 1968. Co., 1953. New York: American Book Co., 1966. Rood,Parker,Lemmon,Imms, R. A. B.R.M. D.M.S. All About Moths and Butterflies. TheInsect How andNatural Why WonderHistory.The Book Golden of Treasury of Natural London: Butterflies and Moths.Historx. Collins, New1948. York: New York: Random House, Inc., 1956. Simon & Schuster,New York: 1952. Grosset and Dunlap, 1963. Children's Books WorldEarle, Book Olive Encyclopedia, L. Vols. 3, 11. Chicago: Field Enterprises Educaional Corporation, 1953. Hutchins,Hogner,Goudey,Goldin, Nils.AliceAugusta.C. M. E. aider Silk. Moths. MoonCrickets. Moth.Bitterfly New York: New York:New York: New York: Thomas Y. NewCrowell York: Company, 1964. William MorrowCoward-McCann, and Company, Inc.,Inc., 1965.1956. Thomas Y. Crowell Company, 1964.Charles Scribner's Sons, 1964. a% Mitchell,Selsam,McClung,Marcher, M. RobertR.Marion. F. M. T. Terry and Luna,the Caterpillars. the Story of a MonarchMoth. Butterfly. Butterflies and Moths. New York: New York:New York: Holiday House, 1954. WilliamHarper Morrowand GoldenRow & Publishers,Co., Press Inc., Publishers, 1957.1962. 1964. Records Inchworm.Creepy Crawly Caterpillar. Recorded by Danny Kaye, Decca D. L. #5433. Children's Record Guild, #5019 Films Insects and Their Homes (11 min. bfw) Instruction Bureau, Austin, Texas. #8174. The University of Texas, Division of Extension, Visual Songs Seeger, R. C. "Eency Weency Spider," American Folk Songs. $3.50. New York: Doubleday and Company, 1948. Poems "Green Moth," Singing Along Alone. New York: The Macmillan Company, 1931. Other Materials Welles,Fisher, Winifred. Aileen. American Education Publication, "Surprises." Weekly March 27, Reader1968. Kindergarten Teacher's Vol. 10, No. 25. Edition. Columbus, Ohio: MadisonareofSingle women'sattached. copyAvenue, styles, free New to swatchesYork, Write for a list of other teachers: New York of satin, brocade, chiffon, crepe,Only Silkjersey, is Silk. 10016. available materials: A, wall chart 19" x 28" showing designer's International Silk Association, print, linen, and shantung sketches 185 Order silkworm eggs from: GeneralChicago,8200 South Biological Illinois Rayne AvenueSupply House, 60620. Inc. SNAKES CONTENT PROCESS Marina L. Cantu KIND OF THINKING LANGUAGE 1. Whatb.a. isIs ait snake? a cold-reptile? blooded animal? DiscussInterestingShowSnakes a movie: snakes.(C-7486) (C-3390) Snakes Are Show pic- PerceivingObserving ofIt skin.hasis aa serpent.longbeautiful tail. color c. Can you describe its body parts? DrawandLetBringtures thenchildanatomy live or the feelslides.snake, ofsnake's hissnake. if own coldness.possible. warmth 2. Howa.from doHow placesnakes do they to move place?use their ribs? musclesUsetoIf drawingapossible, Reptileof snake. to Gardentakeshow childrenribs so that and Observing WhyHowto doesn't manymove ribsaround? it havedo they legs have? naCN b. How do they use their muscles .to handlemove.oftheyIf snakes possible,cana snake. seeand different seeshow how child they kinds how Listening A:m they strong? 3. Wherea.live? Aredo snakesthey found CautionbyUsesome Herbert and very sharechildren S.good Zim.book: illustrations.that snakes It givesSnakes Listening We fieldssee snakes where out we onwork. the aroundeverywhere you? etc.holes,canlogs, be onfoundgrass, the anywhere ground,other animal's cavesunder DescribingObserving YouthewhereSnakes can highways. seeit like issnakes sunny.to be on out b. How can you be careful? . Here,notandknowlike bethat also,that otherdisturbed. the snakeschildren certainsnakes hibernate shouldanimals SNAKES Page 2 4. What are some habits CONTENT Use book(s) Snakes by Herbert PROCESS ListeningKIND OF THINKING SomeIt cannot people close use itsnake's eyes. LANGUAGE b.a.of aHow snake? does it re-eat? produce young? TellS.can swallowZim. howchildanswer some ahow theserat snakes a orsnake questions. other lay can eggssnakes Also, encyclopedias Observing Whatskin does to amake snake a belt.eat? c.d. How How does does it it shed sleep? haveExplaintheirwhileSometimes eyelidsyoungother how youwiggling asnakesbut snake can still reproducefind doesand sleeps. skinalive.not 5. Whatpoisonous are some snakes its skin? mostuseUsethat Zim's snakesmap(s) has book.been are(U.S.) shed,found. to otherwiseshow where Paint Description nearThere my are home. many rattlesnakes whereareafoundsonal you andin work? doyouraround sea- home Labelgreenfound-i.e.,sections forthe whererattlesnakes,four blue poisonousthey for cancoral; etc.be Comparing Rattlesnakes are ugly. b.a. What doare they their names?look like? Drawkinds:canrattlesnake, arecognize chart by and certainwhich copperhead. you snakes: coral, water moccasin, ClassifyingConceptualizing Myaway mother from told snakes. me to stay c. How can you aretell poisonous? if they coralcharacteristicorshapea snake'sround snakeof (nothead, rattle has a becausetriangularadependable andround mouth the 6. Do snakessomeyou knownon-poisonous found of in manyU.Here S. againofmap. these you childrencan usehead) awork You know that Description tonguesSnakesI have stickaat pet people. outsnake. their your area? poisonoussnakesandsouthwesternin thethat aresoutheastern andis found. wherenon-poisonouspart ofmost andthe U.S. CONTENT PROCESS SNAKES KIND OF THINKING LANGUAGE Page 3 6. a.(Continued) What are their names? Stateletina chart names. board you withcan placepictures on bul- Write ttem on Classifying tongue?Canit atouches snake killyou withyou ifits b. What do they look like? size,appearanceseeItshowing iswhat etc.wlse thewhat is:that snake's they the look childrengeneral like. body color, Comparing c. How can you tell theysnakes? are good threeThistriangularPoisonoussnakes ruleof becausethe appliessnakesshape four theof havepoisonousto head. coralonly a Conceptualizing yellow,woulddescribesthissnake beshort kill hasa gooe the phrase:aa roundfellow," coralidea head.tosnake. whichteach "Red on It .& .poisonouswithAlso,andPoisonous snake snake first-aidyou identification, could biteSnakes. treatment.prevention,show a movie: It deals 7. woulda.byIf ayouWhen yousnake, were dodo? youwhatbitten run A childtogood do.let suggestionwould children not knowtellwould howyou be towhat At this age level, a Value judgment aCan snake? you die if bitten by b. Do you know abouttreatment?for help?first-aid rulesIfsponsive,give the as: first-aidchildren then aresuggesttreatment. not re-such WhatMy snake.runfather if when a snakesays bitten neverbites by toame? . c.b.a. Don'tWatch getgowhere tooscared. youfar step.without an adult. movieDiscusshowSnakes.d. toSitdescribed. thegive still movie: first-aid and call as for the help. You could demonstrate Poisonous SNAKES Page 4 7. Whatstories are some about old CONTENT Herestories you can about tell snakes, come old i.e. PROCESS ValuesKIND OF THINKING Thedevil. snakes belong to the LANGUAGE b.a.snakes? IsAre it they true true that youor canfalse contact stories? symbols: Medical Insignla (swordmedicine.Aesculapuis,and snake). the god of Look up Listening Snakes are witches. c. What do you think poisontongue?the snake'stouch just ofby its MexicanPharoahs flag, crown coins, (Egyptian cur-therency,(Mexican eagle stamps andhistory) thewhich snake have ListeningDescribing Some are good snakes. Whatknow?about do yousnakes? Theillustrations encyclopedia andcanWitchcraftAdam briefgive and youhis- Eve (Bible Story)history) touchothertionedtory ofofbeliefs symbols whata snake's thesesuch stand tongue.Theasabove for theuse andmen- of cartoon drawings Observing hat,asdoctoronshowing a etc.witchhigh with the throne; witha snakemedical a pointedas as a bag;a god Can prove Place drawing on bulletinmakevaluablehelpfulthat children there insnakes. thatare understand goodyou couldand maketelldrawboardslides. up their orstories use own overhead orstories.pictures have projectorthem and Here, also, you can BIBLIOGRAPHY Teacher References Collier Encyclopedia, V. 21. New York: Hylander,Zims,Parker,Encyclopedia Herbert. BerthaC. J. Americana, Morris. V. 24. Snakes. Adventures with Reptiles. The GoldenNew Treasury York: of Natural History. New York: William Morrow and Company, 1952. Crowell-Collier PublishingAmericana Co., Corporation,New 1962. York: 1963. Julian Messner, Inc., 1951. New York: Golden Press, 1952. FilmsPamphlets Werler, John E. Poisonous Snakes. Texas Parks and Wildlife Department, Bulletin #31, Austin, Texas, 1967. SnakesSnakes.Poisonous Are Snakes.Interestin-:. C-7486. (P.I.J.)Texas Park and Wildlife Department, Austin, Texas. C-3390 Visual Instruction Bureau, University of Texas, Austin,(P.I.J.) Visual Instruction Bureau, University of Texas, Austin, Texas. Texas. VONTENT PROCESS Ortensia Reynoso DUCKS KIND OF THINKING LANGUAGE 1. Whatbycalled? canislooking thisyou tellbirdat it? HaveLetBringfeel, label childrenchildren a and livethe hear differentlookdescribeduck the at,to duck. class. touch,andparts then of DescribingObserving ItIt's quacks. soft.white.a duck. Touchingit? and feeling Hearing it? bill.neck,the(Note: duckbody, on wing, a sketch: tail, feet, webbed feet), feathers head, HowHowotherdifferent is is the itanimals? ducklike from andDiscussanimalsCompare chicken areducklikenesses (or available.) with whatever guinea and pig Discriminating TheItIt has chickenswims. webbed and feet. the duck Whatthe duckkind other is of this? animals?a Labeldifferences. a mallard. Identifying have feathers. 2. v Arekinds there of otherducks? kindsFieldlive. oftrip ducks to seeand differenthow they ConceptualizationClassifying TheseThere are are white brown ducks. ducks. 3. Whatweducks? founddoare ducks some out eat?thingsabout Examineinsects,duck food--snails, duck frogs, eggs fish,and worms, nest, grains. DucksThey layeathave eggs.frogs. snailsnests. and frogs. Where do they live? Pets? Wild? Read:eitherShow different a flat map areas or globe.on The Story of Ping GatheringProblem solvingin-formation They live near the water. DUCKS Page 2 3. What(Continued) does migration CONTENT Film: PROCESS Birds and Migration KIND OF THINKING Migration is when the LANGUAGE 4. Wheremean?come dofrom? ducklings Read:(C-8317) Make Way for Ducklings Listening Awarmer birdsdrake place. moveis a awayfather to duck.a b.a.c. What How islong a babydrake?does itduck take called? eggs to SetShowsomeshow upduck eggs.aan duckling. eggs.incubator to hatch If possible, Testing A duckling.baby duck is called a 5. aboutCan we our make ducklings? a book hatch? Getand children tell about to illustrateducks and eggs Conceptual MyGrove. duck islives white. in Mooneyls a) hatching? These are eggs. Teacher References BIBLIOGRAPHY TheSeeger,Landeck,Compton'sArbuthnot, World R. Beatrice. BookPicturedC.May Hill.Enc cloEncyclopedia, edia, V. 4. V. 4. American Folk Songs for Childrn. Songs to Grow On. Time for Poetry. New York:Chicago: Marks-Sloane,GardenF.Scott, E. ComptonCity, Foresman Inc.,New and York: & Company, 1950.Company, 1955. 1951. Doubleday & Company, Inc., 1948. Children's Books Duvoisin, Roger. Petunia. New York: Chicago: Alfred A. Knopf, Inc., 1950. Field Enterprises Educational Corp., 1958. Flack, Marjorie. . Two Lonely Ducks. Angus and the Ducks. New York: Alfred A. Knopf, Inc.,Garden 1955. City, New York: Doubleday & Company, Inc., 1930. Films Wildsmith,McCloskey, Robert.Brian. The Story About Ping. Brian Wildsmith'sMake Way Birds.for Ducklings. New York: The Viking Press, 1933. NewNew York: York: FranklinThe Viking Watts, Press, Inc., 1941. 1967. MDan BirdsSeven and and1.41.Little Their Ducks. Homes. C-8317 (18 min. color). Texas.Texas. 2322 C-8157 (11 min. color). (11 min. B,W). Visual Instruction Bureau, The UniversityVisual of Instruction Bureau,Visual TheInstruction University Bureau, of The University of Texas, Austin, Texas. Texas, Austin, Texas, Austin, Estela P. Saenz CATS 1. What is a cat? CONTENT Bring a cat to school. PROCESS Let PeyceivingKIND OF THINKING I see a kitty. LANGUAGE withcatchingeating,children its tail.cleaning a observestring, itself, itHowplaying moving, does it feel? Does ItIt says,jumps. plays.feels "Meow'!" soft. Read some poems: "The"Cat""Ait Kltten" makeMysterious any sound? Cat" 2. Whatof itsare parts?the names partsUse a andchart. label. whiskerspaws-pads-clawseyes-ears Talk about Identifying A Icat see has a tail.whiskers. 3. Are all cats alike? ShowFilm: pictures and discussbodytail The Cat Family Some cats are black. HowCalico,(Siamese,'Manx,different alike? Alley kinds cats) Persian,of cats. How different? Conceptual Some have bluelong eyes.fur. 4. Dopets? cats make good c.b.a.Talka HowWhatWherecat. about do do dothey they takingcats help eat? live? people? care of toUsing solve information problem CatsThey can catchclimb mice.a tree. Read:d. How can you help keep ringworm)cat healthy? Millions of Cats (fleas, a Cats play.drink milk. CONTENT PROCESS CATS KIND OF THINKING LANGUAGE Page 2 5. What is a kitten? a.milk.DiscussRead:from Small mother howat birthbaby cat catsand arecome fed April's Kittens Extending meaning A Itbaby gets cat milk is afrom kitten. its mother. 6. What are some wild Poems:c.b. EyesHow motherclosed carries them "The Lion" cats. HowWhatShow"wild?" areis pictures meaningthey different ofof wild"tame?" cats.from "The Tiger" ClassifyingIdentifying TigersA Theylion eatislive wild.sheep, in the rabbits, jungle. Film:Nameb.a.tame WhereHowsome cats? do ofdo they thethey getwild live? food? cats. Outlaw of the Cameron goats. 7. Doaboutof you the believecats? old sayings some Letc.b.a.Present CatBlackchildren hasonideas. cat-bad witches'nine react. lives. luck. broom. Valuing It'sI don't true. believe it. BIBLIOGRAPHY References for Teacher and Children Elting,Compton's Mary. Encyclopedia (Vol. 3). The Answer Book. New York:Chicago: E. F. Compton Co., 1955. WorldUngerer,Lessing,Gay, Book Zhenga. EncyclopediaToniDoris. and William (Vol. Cole. 3). Town Cats, A Book of Drawings.Particularly Cats. A Cat-Hater's Handbook.Chicago: New York: Grosset andField Dunlap, Enterprises New1959. York: Ed. Corp., 1958.Simon and Schuster, 1967. Alfred A. Knopf,New York: 1932. The Dial Press, 1963. Children's Books Cameron,Averill, Ester.Polly. 'The Cat Who Thought He Was A Tigez. Jenny's Birthday Book. Newr York: Harper & Row, 1954.New York: Coward-McCann. Freeman,Flack,Fatio,Daugherty, Louise.Marjorie. Don. James. Norman the TheDoorman. Happy Lion. Angus and Andythe Cat.and the Lion. New York: Newr York: New York: Newr York: McGraw-Hill, 1954. Doubleday, Viking1931. Press, 1938. na Newberry,Gag, W4nda. Clare. Marshmallow. Millions of Cats. April's Kittens. New York: Harper,New York: 1942. New York: Coward-McCann, 1928. Harper,Viking Press,1940. 1966. Poetry Zolotow,Skarr, Grace.Charlotte. . Smudge,. Nothing ButNew Cats. York: -4 Tiger Called Thomas. Harper, 1948. New York: NewrWilliam York: R. Scott, n.d. Lothrop, Lee & Shepard, 1963. Arbuthnot, May Hill. 2.1. DorothyElonor Baruch,Farjeon, "Cat," "A Kitten," p. 74. Time for Poeta. p. 73. Chicago: Scott, Foresman & Company, 1951. 3.6.5.4. MaryVachelJaneMley, Britton Taylor,Lindsay, Diddle, Miller, "I "The Diddle"Love Mysterious"Cat," Little (Mother p. Pussy," 78 Cat,"Goose) p. 72. p. 77. Films TheOutlaw Cat Familyof the (10Cameron min., color) #C-8323. (25 min., color) Texas ParksVisual & Wtldlife Instruction Department, Bureau, Austin, University Texas. of (NoTexas. rental). (Rental $5.50). Yolanda Solis LICE 1. Whata. Whatare plantcan you lice? tell CONTENT Bring plant with lice on it. PROCESS KIND OF THINKING Identify It is a little bug. LANGUAGE b. Where do they them?by looking at TakemagnifyingHaveeyes,drawing achildren walkmouth, of glass. andlouse lookantennae, look andat for itlabel legs. licethrough head, on Show enlarged Observe It'sIt'sIt crawls.hason greenish. leaves.legs.a pointed mouth. c. How do you get Whatridlive? doof theyplant eat? lice? ofandBringplants. parentsdemonstrate. an insect using sprayspray-not for plants Are they harmful to plants. (Stress importance Perceptual TheItI seespraysucks lice killsthe on plant thethem. bush.juice. 2. kindsArea. thereWhat of lice? canother you Haveayouchildren.) head childrenwhat louse they observeunder see lookinga andmagnifying tell at Perceptual ItIt's has a alegs.black head. bug. (.0 Howtelllouse?ing is byatit look-thislike nameglass.legs.drawing head, of eyes, plant mouth, louse antennae,and Talk about Referclaws, to body, enlarged Classify IIt seecrawls.has claws.antennae a pointed on mouth.its head. b. Why are they Howcalledferent?a plantis it head lice?dif- HaveAlsohair.attached showchildren theto hair.eggstell (nits)you IntegratingConceptual Because they live on (1) What are the lice? claws for: questions.whereLetthem.and whatchildrenthey theyhave discuss knowseen aboutthem these withTheypeople'sI sawtheir hold them heads. claws.on onto ahair girl's hair.

4agikaaka.- CONTENT PROCESS LICE KIND OF THINKING LANGUAGE Page 2 (2) What do they theyeat? eat? How do what'scussObserveCrush sucking--elephant inthe pointedit. louse mouth.and see Dis- Relating blood.ItBlood. hasmakes blood a hole inside. to suck 2. (3) What are the antennae for? Haveupsucks blood.picture up water. of television Lice suck Extending mean- It hears with the antennae. c. Do you think people like to DiscussShowofnoseantennae, each. aand healthpicture discuss a tongue, and of thecleanliness.pretty afunction hand, hair. a ing No.It smellsfeelstastes withwith thethe antennae.antennae.antennae d. How do people Why?theirhave themhead? on Let the children tell you. Gathering infor- TheyI pick carryaremake louse.ugly. peoplegerms. sick. them?get rid of -larkspur hairprocess.Demonstrateorhair Cuprex) and and apply crush on tincturea it,doll shampoo the of (Pick louse from mation.Solving problem hair.I crushshampooput medicine it. hair. on doll's medicinegoneregularlypeopleGet childrenand shampoountil tell and toallfriendskeep their explain lice using hair toare thatdo harmfulthembadthatsame. thing,willgetcing to be them.but unpleasantlice that is keepingnot and a Get across the idea you?"killbitingyouAsk doquestions flies you?"when that aor mosquitolike: "Whyare "Whatbitingdo isyou do Teacher Reference BIBLIOGRAPHY FormMcGraw-HillTheCompton's HR-3World Revised BookPictureEncyclopedia Encyclopedia. for Encyclopedia. Austin of SciencePublic Schools,and Technology. Austin Health Center, Austin, Texas. V. 10. V. 7. Chicago: Chicago: Field Enterprises EducationalF. E. Compton Corp., & Co.,1958. 1955. V. 7. New York: McGraw-Hill, Inc., 1966.

UI Maria Socorro Chapa TURTLES 1. What is a turtle? CONTENT PROCESS KIND OF THINKING LANGUAGE toHaveReadto be bepoem: aanobserved. terrarium observed.aquarium with a turtle The Little Turtle. PerceptionListening byIt a isshell. an animal covered a. What can you tell me about shellthe turtle? useful? How is the TheTheyThey shelldo havedo not notkeeps eyes.have have itears. teeth.from aLabelb. turtle What the areon different athe chart. other parts parts of of the turtle? Itgetting has a four hurt.body.head. legs. CN.42. Whatkinds are of some turtles? different a.Ask Whatthese is questions: this turtle in the water called? Classifying We Ithave is turtles.tortoise.a turtle. boardComparePlaceb. Wbat of pictures diiZarentandis thisidentify. on turtle turtles.the bulletinon the Conceptual It is a tortoise. 3. Whattortoise?in isa turtlethe difference and a andtortoise.Shaw compare. them a turtle and a Examine the two Comparing turtle.TheOne isother a water is a turtle.land 5.4. WhereWhateat? doesdoes aa turtleturtle HaveDiscussShow a film:chart with and children. discuss Care of A Pdt. Extending Meaning TurtlesTurtles come eat fromplants.insects. eggs. b.a.come Does Where from? she does take mother care oflay them? her eggs? reproduction of turtles. ofSheaMother sunnythem. does laysplace. not hertake eggs in care Teacher References BIBLIOGRAPHY Bronson,TheComptonlsChildcraft, World Wilfried BookPictured Vol. Encyclopedia, S.1. Encyclopedia, Vol. Vol.16. 14. Chicago: Turtles. Field EnterprisesNew York: Educational Corp., Chicago: Chicago:Harcourt, Brace and World, Inc., 1945. Field Enterprises Educational Corp., 1958.F. E. Compton and Co., 1955. 1966. Vachel Lindsay, "The Little Turtle". Childrenls Books Ivin,Castellanos, Ann. Jean. Beginning Book of Turtles. Something New for Taco. New York: San Carlos, California: Nacmillan,.1965. Golden Gate, 1965. Films Wildsmith,The Turtle: Brian. -The Tortoise and the Hare. Care of a Pet #7463 Visual Instruction Bureau, The University of Texas, Austin, Texas. New York: Franklin watts, 1967. Petra Hernandez CROWS 1. What is a crow? CONTENT Show them the bird itself and talk PROCESS KIND OF THINKING LANGUAGE d.c.b.a. HowWhat does coverscolor he issound?move?his he? body? about it. Read Crow Boy. ObservingDescriVing ItIt hasis hasis very feathers. atwo blackbird. long. feet. bird. 2. Howareas are otherthey crows different?.birds? the same How LookofShow birds. at them Birds pictures by Brian of Wildsmith.different kinds Let children compare. ConceptualizingComparing TheyTheyCrows are areeat are mean. longer.young black. chickens. They have atwofeathers.ears. mouth. feet,legs. eyes, and 3. Where do crows live? aall childrenBringnest. the athings nesttear tocrowsthe the nest classroom. apart. use to build List Let IdentifyingObserving TheyTheyCrows live livelive in in inthe thea ground.tree. woods. 4. a.Do Arecrows their have babies a family? family.Show pictures that include a crow Identifying They havelive babies.onin farms.the fields. c.b. DoAre they they lay born eggs? like people?born alive? onDiscussLearn them auntilhow song:Who birds takesthey "Three lay hatch.care Crows." of babies? Read Over in the Meadow. eggs and sit How? ProblemComparing solving BirdsThey havelay eggs.brothersa mother.father. and sisters. 5. What does a crow eat? How,color many? are Whatthey? SevenTwoThey eggs? eggs?lay many eggs. (This is kinder-garten guessing!) b.a. What Do peopleis a scarecrow? like crows in their gardens? Discusstoseeds, discuss. how berries, crows huntcornDiscussShow food.for picture childrenwhy farmers of a smallwouldn't snake. Have ImaginativeProblemIdentifying solving thinking They eat seeds.corn.smallfruits. snakes. want crows in their gardens. L CROWS Page 2 5. (Continued) CONTENT Bring a broom, sticks, and PROCESS KIND OF THINKING LANGUAGE play.away.crow.Learnstring a tosong: school. UseDress scarecrow it to scare in dramatic crows "Poor Old Crow." Make a scare- 6. Is a crow a pet? Readcrow: a story to them about a pet Johnny Crow's Garden. ObservingListening Yes,No, crowstheythey aresreareheonce petsnotpets.was I pets.mean.hadbecause a pet crow but BIBL7OGRAPHY I. TheCompton'sReference World BookBooksPictured Encyclopedia, Encyclopedia, Vaunt, 3. Volume 3. Chicago: Chicago: Field Enterprises Corp., F. E. Compton and Co., 1959. 1955. II. Brooke,Books for Leski. Children Johnny CrOw's Garden. Yashima,Wildsmith,McClosky,Langstaff, Taro. Brian.Robert. John. Crow Boy. Over in theTheBlueberries Meadow.Birds. for Salad New York: New York: Viking Press,New 1955.York: FranklinNew York: WatiZs, 1967. Harcourt,Frederick BraceWarne and World,Co. 1957.Viking Press, 1948. III. Seeger,Landeck,Songs Ruth Beatrice. Cr. "Three Crows," p. 22. More Songs to Grow On. New York: Edward B. Marks Music Corp., 1954. IV. Materials "Poor Old Crow," American Folk Songs forp. Children.121. New York: Doubleday and Co., 1948. PicturesScarecrowCraw'sCrow nest of birds CONTENT PROCESS Maria L. Ortiz CHICKENS KIND OF THINKING LANGUAGE 1. Whatlook does like? a chicken LetBringthe children chicken.a live chickenobserveHead toandLabel classroom.- discusscomb, the parts:bill, sings, feet, ObserveIdentify ItTheChickensIt ismakes chickenis red. alive. noises. have is fat.wings. 2. What is a rooster? Show pictures of aWhat body.rooster covers and the a body? TheFeathersChickens rooster havecover is legs. thehis father.body. 3. Hen?Where do chickens live? Mothers."ReadShowhen. The movie: Little Red Hen. Compare bodies; "Farm Babies and Their discuss. TheThey hen live is theinon amother. chickenfarm. house. co 4. kindsAre thereof chickens? different ofShow different picture kindsfrom magazinesof chickens. and books ConceptualizeDescribe The redblack chicken chicken looks looks skinny. fat. 5. What do they eat? BringListBringto see.these. chicken special food dish samples to show for where children Identify Watch the chicken eat. Observe They eat wheat.youngcorn. plants. 6. What do we get from Haveraisethey children drinktheir theirheads tell water. toyou. drink water? WhyShow do they WeYouwaterThey get can raisefood.will cook runtheir chicken. down. heads so the chickens? picturesarteggshells,them.eggs. table. of cookedfeathers chicken. and glue at LetCook the scrambled children eggs use andcrushed eat Break We get eggs. 7. Do chickens have babies? Show and talk about the pictures in BabyThedoes World Chicken the Bookhen Comess:It Encyclopedia, onto theLife." eggs? Why"A Observe HensThey hatch sit ontheirthem them warm.eggs. to keep _ CONTENT PROCESS CHICKENS KIND OF THINKING LANGUAGE Page 2 8. What is an incubator? Showsome a eggs.homemade incubator and hatch WeIt keep hasis aitwindows. box.will warm hatch. so the eggs 03 BIBLIOGRAPHY References for the Teacher Compton'sThe World PicturedBook Encyclopedia, Encyclopedia, Field Vol. Enterprises 3. Educational Corp., Vol. 3, Chicago, 1958. F. E. Compton Company, Chicago, 1955. Children's Books Palazzo,d'Aulaire,Cooney, Barbara.Tony. Ingri and Edgar Parin. The Little Red Hen.Chanticleer and the Fox. Don't Count your Chicks.Garden City, New York: New York: Thomas Y. Crowell, 1958. GardenGarden City City, Books. New York: Doubleday & Co., Inc., 1943. Song. Lanceck, Beatrice. Corp., 1954. More Son s to Grow on. "Had a Little Rooster," p. 34. New York: Edward B. Mark Music co Film "Farm Babies and Their Mothers." C-5989. Visual Instruction Bureau, University of Texas, Austin, Texas,, .164,190R- Vaita Garza DOGS I Whata. isWhat a dog?does it look CONTENT Examine.let the children touch it and PROCESS Bring a dog to class and ask DescriptionIdentificationKIND OF THINKING A dog is an animal. LANGUAGE b. How does it feel? like? questions about it. Perception ItIt feelshas is twofourbig. soft. ears.eyes. legs. 2. HowAre are all these dogs twoalike? different? LabelShow picturesparts of ofthe different dog on a chart. dogs. ConceptualizationComparison OneTheyIt is feelshaveall bigger. have ears.rough. eyes. co 3. Are some dogs wild? Show film: The Dog Family. ThisOne has one more has fur.a short tail. 4. c.b.Whata. WhereHow Whoare are usesaredogs they they them?used used? used? for? thebreedsShow dogs pictures and where who ofusesthey the them Havedifferent anda map how. and let them place are used. ClassificationDescriptionDefinitionIdentification Dogs are usednewspaper.away to from bringkeep the peoplethe house. Goldenc.b.a.sheep houndsworkingsporting Retrievers. dogs. -- dogs dogsbeagle, -- Alaskan dachund, huskies, -- pointers, TheyDogs are used byto policemen.blindplay with.people. Scottishe.chowd.greyhound. terrier non-sportingchow, terrier. bulldog.-- bull dogs terrier, -- poodle, 5. youra.How What dog?should should you youcare feed for Bringf. a display of dog food. toy dogs -- chihuahua, Pekingese. Conceptualization Dogs eat bones. b. Why does he need bone?your dog? a hospitalTellDisplayandTeacher thetell soap, childrenand readswhy how brush,and ingredients abouthow leash, they in a sick dog is treated. an animal are used. collar can. Problem solving Dogs eat meat. DOGS 5. (Continued) CONTENT PROCESS KIND OF THINKING LANGUAGE c.c. How Where should you yourdog dog? when he gets should you take your bathe sick? References for the Teacher BIBLIOGRAPHY Books for Children Zuenel,Compton's Frederick Encyclopedia, E. Volume 4. A History of Domesticated Animals. Chicago: Compton and Co,, 1955. New York: Harper and Row Publishers, 1963 Lipkind,Keats,Galdone,Flack, EzraMarjorie. Paul.Will Jack. and Nicholas Mordinof. Old Mother Hubbard andAngus Her and Dog. Whistlethe Ducks. for Willie. Finders Keepers. New York: New York: VikingDoubleday Press, and 1964.Company, 1930. New York: McGraw-Hill Book Company, 1960. Harcour*, Brace and World, 1951. SongsFilm "The Dog Family." C-8335. Visual Instructional Bureau, The University of Texas, Austin, Texas. cs. Winn,"Oh, Marie. Where Has My Little Dog Gone?" "Bingo," p. 54. The Fireside Book of Children's SonIs. (Folk Song) New York: Simon and Schuster, 1966. CONTENT PROCESS Doris Benoit ROCKS KIND OF THINKING LANGUAGE 1. What is a rock? ByWhatByExamine looking smellingdo you a at rockknow it?it? sample.about this rock? By feeling it? Ask questions. IdentifyingInputing It is hard.heavy.big/small.light. SomeItI It don'tsmellsis is placesround/ brown.smell dirty. on isanything. itnot are round. smooth 2. Whatis arethis these? one like that How rocks.Label it "rock." Have children respond ver- Show a group of ConceptualizingComparing It islooks acold. rock. likeand somethe firstare rough. rock. different?one? How are they allballyshapes, rocks. discussing sizes, constancies.them as to colors, Label It!t ishas prettier.heavier/lighter. small rocks insideit. of 3. Where do we find rocks? collectEarth.)Tell where Pictures.rocks,Books these crack(Life samples themNature were with Library, found. a The Take a walk and PerceivingClarifying We find themground. onoutside.in top rivers. of the rockcreekhammer.(This formations. bed will Lookwhere probably at erosion inside be hassedimentarypart. exposed Observe strata. Visit a WeWe find find them them underalmoston hills. the everywhere. ground. 4. rocks?How is soil made from anDemonstrateexamine.rock.) example for.the by using experiment sandstone show- as Bring samples to school and Integrating We crushed it. Useofing magnifyingthe the soil. process glass of makingto show soil. a sample information. We ItIt'scrumbled makesmadeis stuckmade sand. soil.it. fromtogether. soils CONTENT PROCESS ROCKS KIND OF THINKING LANGUAGE Page 2 5. How do we use rocks? DisplaySlateGraniteSandstonefinished --samples --productsroofing, -- building glass of rockssuchblackboard and block as: sandpaperand ClassifyingGatheringObserving information DentistsRoad-buildersSandSalt is useused pumice. useinto food.makesand, etc.sandpaper, gravel, MarbleBooksLabelPicturesLimestone --(Rocks all blocks objects-- and chalk, for How andfloors, totoothpast putUse inThem).furniture sets. glass. 6. Which rock do you like EachFieldand childgranitetrips participates.to factory, a gravel etc. pit, marble Valuing I like this one best because 7. best?it best? Why do you like Locating I don't like this onebecause co Whatyou aremay somesee somerocks day? that Usetrails.theShowfound. mapschildren pictures to locate may of seerock where on formations thethey migrant are Have samples if possible. information 8. thatCan welooks make like something rocks? ToandDo Grow experimentsrock Salt candy, Crystals: makingusing thissalt recipe:crystals Imaginativeexperimenting 2.1. StirPut 2Cand sugar heat andmixture 1C water until in formsait sauce a pan.soft ball. 3.5.4. Remove TieWhen a quitefrompaper heat coolclip and pouror cool.similar mixtureweightinto ato tall, the endthin of glass a string. jar. 7.6. Suspend Lower thethe endstring with in the this clip posi-tionofapproximately to the (without jar. touchingku from thethe bottomjar). CONTENT PROCESS KIND OF THINKING LANGUAGE 8. (Continued) 9.8. TheseCrystals crystals will formare calledon the rockstringcandyif the and mixture may be is eaten. not disturbed. BIBLIOGRAPHY Books for the Teacher Beiser, Arthur and editors of Life. Life Nature Library - The Earth. New York: Time Incorporated, 1962. Hyler,Holden,Girard,Cooper, Nelson. Alan Roselle. Elizabeth. and Phylis of Texas, 1964. Texas Rocks and Minerals.Science in Your Own Backyard. Singer. Crystals and Crystal Growing. Austin, Texas: New York: Bureau of Harcourt,Economics BraceGeology and World,Garden 1958.City, New York: Doubleday, 1960.of the University TheSander,Pine,Pearl, World Tillie Richard. Lenore.Book andEncyclopedia, Joseph 111.112E_Rnality_122t_stuismta_Arylilintrall.TheHow Curiousto Know WorldMinerals of Crystals.and Rocks. Levine. Volume 7 (Gravel), Volume 13 (Petrified Rocks and How We Use Them. Englewood Cliffs,New York: New Jersey: NewMcGraw-Hill,New York: York: 1913. Forest), and Volume 14 (Rocks).McGraw-Hill,Grosset and 1967.Dunlop, 1960. Prentice-Hall, 1964. Books for Children Zim, H. E. and Shaffer. Chicago, Illinois: RocksField andEnterprises, Minerals. Inc., 1959. New York: Golden Press, 1957. q5 Hyler,Clifford,Beiser, Nelson. Arthur Eth and and Raymond editors of Life. The How and Why Book of Rocks Carlson. The Wind HasLife Scratchy Nature Fingers.Library - The Earth. Chicago: New York: Follett Publishing Co., 1962. Time Incorporated, 1962. Wyckoff,Shuttlesworth,Podendorf,Pine, TillieJerome. Illa. andDorothy. Joseph MarvelsThe True of Bookthe Earth.of Pebbles and Levine. The Story of Rocks. Rocks and How We Use Them. New York: Newand York: Minerals.Shells. Golden Press, 1957. Chicago:Garden City Books Company, 1956. NewNew York: York: Children's Press, 1954. McGraw-Hill,Grosset and 1967.Dunlop, 1960. ,-,.. - Catherine Gary WATER I. What do we do with CONTENT Place the following on a PROCESS KIND OF THINKING LANGUAGE water? c.b.a.table: ASeveral spongeglass oflarge ice containers of water h.g.f.e.d. A APottedLaundrytoy toybar duck boat ofplant detergentsoap Askk.i. j. Saucepan theToy Doll childrendishes clothes with toegg come Problem solving She's drinking it. upidentifyrestdodemonstrate one with ofat water. theathe time classsomethingactions. and we Have the ObservingIdentifying She'sShe's cleaning cooking.wateringwashing the thethe table. dishes.flower. WhatDoesin else water?the floatsboat float? whatchildrenonPut the willa panfloor. float.discover of water Let Observing 2. water?Why do we drink WetheShortShow Drink filmfilm: discussion (5412) and related of The Water RecallingListeningObserving water?Whatif wouldwe didn't happen drink ideas. We'dWe'd die.dry be up.thirsty. WATER Page 2 2. Do (Continued)animals need water? CONTENT PROCESS KIND OF THINKING LANGUAGE Whatgetplant willwater? if happenit doesn't to a continueswhatLetplantLabel children happens.agets plant: untilno observe water." This "This Observing oneveryplantthere earth dies.living were wouldExplain nothing die--water, that if 3. Wherewater do we we drink? get the theShowdogs,bugs, Cityfilm: fish,trees, (C8298) etc. flowers, Water for ListeningObserving 11 ExplaintheTake local childrena shortthat muter thewalkcan tower. water viewso and/or Integrating How does the water Afterfromfromin thereturningtown. a towerlake not comesfrom far Integrating ourtoget thehomes?from faucets the tower in wateringtheing aprincipletrip, tower itstraw with demonstrateby and water.bend-of fill- the lowerupwardThestrawdownward water end and(the of travelsandout faucets).the thenthe WATER Page 3 4. Howpurify and whywater? do we CONTENT recently,If it has takerained the PROCESS KIND OF THINKING LANGUAGE mixtureviewchildrenIfleaves, not,the of mudoutsideconcoct etc.dirt, puddles. water,toa Ask several It's dirty. Whywoulddoof not?withthe drink childrenit it.before if we Whatthey would we have to Imaginative thinking We'd have to clean it. We'dItIt's havewould no togood. make get methe sick. dirt out. bycouldlayerssome pouring drinkwater ofDemonstrate itsand it?is through purifiedand gravel. how ObservingListening 1.0q) plant.field tripIf to possible, city water take a 5. Howin do the we classroom?use water Haveofseveral water:children classroom pantomine uses cleaning the Recalling washingtablesetc.dishes, handsor mixingthe or mats, toypaints, Let the children ObservingIdentifying She's cleaning the table. 6. How do we use water Homework:beingguess pantomined. what action is Observe the Observing He's washing his hands. at home? Havethefamilydifferent somenext uses picturesday. Askways water. for your contributionson Recalling bathroom,clothes,ofdohand uses:not in observe casewashingcleaning the a the varietychildrenthe car, people washing WATER Page 4 CONTENT wateringthe activitieschildren the grass. to in identify the PROCESS Ask KINDIdentifying OF THINKING She's washing clothes. LANGUAGE 7. waterHow do as we trans- use pictures.theThingsGiant chapter Nurserythat onWork Bookwater - readof ListeningObserving 8. water?Whatin animalsor near livethe haveaquarium.Observetransportation. a turtlethe fish or ina frogthe If possible, nearanimalsin thethe thatroomwater:Show liveat pictures this in ortime. of other ducks, q)4` Ellsaboutdifferentswans, water snakes,Read: kindsanimals. beavers,of fish. and/or other books The Story of BIBLIOGRAPHY Teacher References Water.Norling,Cocannoner, Jo andJoseph Ernest. A. Water and the Cycle of Life Science Library, New York: The First Book of Water. Time, Incorporated, 1966. Life. New York:New York: Franklin Watts,Devin-Adair, Inc., 1952.1958. Films The World Book Encyclopedia, Vol. 18. Chicago: Visual Instruction Bureau, University of Texas, Austin, Field Enterprises Educational Corporation, 1958. Texas. WaterW4terThe Water andfor LifetheWe DrinkCity Rental Fee $5.00.$2.25 (color, 15 min.) (color,(b. and 10w., min.) 11 min.) (5412). (C8298) Visual Instruction Bureau, University of VisualTexas, InstructionAustin, Texas, Bureau, University of Texas, Austin, Texas. (C8297). Field Trips WaterWater Plant Tower m, Other Materials Flack,Zaffo, Marjorie George J.and Kurt Wiese. The Giant Nurseiy Book of Things that Work. The Story About Ping. New York: New York: The Viking Press, 1933. Doubleday and Company, Inc., 1967. SEEDS CONTENT PROCESS Carmen Munoz 1. Whata. Howis adoes seed? it look? Displaycolors.sizes, of shapes, seeds-various textures, KIND OF THINKING PerceiveIdentify It is big,little, large. small. LANGUAGE b.c. How Are does all itseeds alike?feel? candy.Display"These pebbles,are all differentsticks,Riddle (example) ListenCompare ItIt is is sticky.smooth.furry.bumpy, soft. rough. Is this a seed? MoreShareLabelbutis Seedshaveit? book:- seedone name. Seeds and What ThatIt isis brown.anot rock, a seed. stick, etc. 2. Wherecome do from? seeds Bringseeds.fruits packagevarious with interestingseeds.fresh PerceiveObserve apple.Thisseed. seed was inside my It's an apple Haveplified.to seeddiagram process-sim- of flowerSeedsBits thatand MoreGrow SeedsBig CompareSeeListen relationships All seeds come from flowers. 3. How does a seed Fielda variety trip toof collectseeds. side?look on the in- putChartlearned)removablelabeled on ofas threenames labels partsare to be (Preferably IdentifyObserve SEEDS Page 2 3. (Continued) CONTENT b.a. Seed foodcoat (endosperm) PROCESS KIND OF THINKING Compare It has fooda seedsmall (endosperm) coat plant (embryo LANGUAGE Share books: Bitsc.Inside (Chapter-What'sSmall that aplant GrowSeed?) Big (embryo) Listen 4. How do seeds travel? IncludeSeedsdisplay: and in More your Seeds seedParachute seeds RememberListenObserve This seed can roll.float.fly WingedSeeds seedsthateaten arestick by buriedbirds Imagine BirdsThisSquirrelsThis seed eatseed seeds.sticks.can buryis tumble.sticky. seeds. SeedsbySeeds man. that that rolltumble floatare planted FarmersThis seed plant has seeds. little wings. FieldBook:Film: trip: SeedsSeed Dispersal by Windand Water Let children I see a 5. What makes a seed Usingcoconut,blowchildren dandelionbean etc. placeseeds, seeds, some have infloat Observe Seeds need air.water. b.a.grow? Does it needreed water water?sunshine? withoutuncovered,containerstransparent. water, opaque,with covered, water, water,SeedsSeeds need air,do notsunshine. sunshine. grow without Continued CONTENT PROCESS SEEDS KIND OF THINKING LANGUAGE Page 3 d.c. Does it need food?air? ShareFor experiments book: use:BitsPlay that with Grow Seeds Big Carrot Seed ValueObserveImagine judgment AnimalsWeCowsBirdsPeople eat eat seeds.eat eateat seeds. seeds. seeds.seeds. 6. Whatseeds? do we do with Have such seeds as:FlowerRiceChickenCorn, seedsbeans feed moreWe plant seeds. seeds to get NutsCottonA SunflowerParakeetcoconut seedseeds List ways we use seeds:FeedEatFixseeds yournuts,some and pet popcornsunflower coconut seeds Reference Books BIBLIOGRAPHY Hammond,Hutchins,Foster andWinnifred Ross Headley. E. G. The Amazing Seed. Education in the Kindergarten.,The Riddle of New the York: Seed. New York: New York:Dodd-Mead Co., Inc., 1965. Seeds. Coward-McCann, Inc., 1965. American Book Co., 1966. Golden Press Selsam,Parker, BerthaMillicent M. E. Publishers, 1966. The Wonder of Seeds. Golden BookTreasury of Science: of Natural History:Play with Seeds. pp. 170-173. New York: New York: Seeds. Harcourt, Brace and World, Inc.,William 1956. MorrowNew York:& Co., Inc., 1957. Golden PressNew Publishers,York: 1966. Stefferud,"Seeds""Coconuts" A. Pp. 7324-27TheThe World World Book Book Dictionary. Compton's Pictured Encyclopedia. Vol. III. ncyclopedia, Vol. XV. Chicago: Field EnterprisesChicago: Educational Corp., 1967. Chicago: Field Enterprises Educational Corp., 1958. F. E. Compton's & Co., 1955. Films SeedSeeds Dispersal Grow Into Plants. (2nd ed.) Inter-American Educational1887 Center, San Antonio, Texas. Suggested Children's Books Foster, W. K. Seeds Are Wonderful. New York: Melmont Publishers, Inc., 1960. Hutchins,Hammond,Krauss,Jordan, WinnifredHelene.Ruth.Ross E. E. The Carrot Seed. How A Seed Grows. The Amazing Seed. The Riddle of the Seed. New York: New York: New York: NewHarper York: and Row Publishers, 1945.Thomas Y. NewCrowell York: Co.,Dodd-Mead, 1960. 1965. Golden Press Publishers, 1963. Coward4IcCann, 1965. Stefferud,Shecter,Parker,Selsam,Parker, Bertha Ben.MillicentBertha A. M. M. E. ThePartouche Wonders Plantsof Seeds. a Seed. GoldenGolden Book Treasury of Science. of Natural History.Seeds and More Seeds. New York: New York: New York: Harcourt, Brace and World, Inc.,Harper 1956. and Row, 1966. HarperNew York: and Row, 1959. Golden Press Publishers, 1966. THORNS CONTENT PROCESS Sarah W. Dufner KIND OF THINKING LANGUAGE I. WhatDo theyare thorns?have names? Bringchildrenrose,several real cactus, lookshapesthorns, atso and them.yousuch kinds.will as mesquite,have Ask ques- Let the PerceivingObserving It's green.on the twig.cactus.stem. Whatthese?growingtions: ispart its ofon?shape? the plant is it WhatTry doesto get it alllook children like? to What color is it? Can you name ny of What It's gray.whitish.like a needle.claw. placeorthedo teacher, something thorn,label near namedetc. - answerthe by thrrnanother questions named. child show Have children It's sharp.long.pointed.a rosecactus thorn. thorn. 1. Why must we be careful Strip the thorns off of about three Perceiving ItTheyIt's sticks. area mesquite thorns. thorn. around thorns? partholdhelddreninches ofeasily.a feel thorny theof theastem. rosestem. thorns stem on so the it uppercan be Demonstrate how to Let the chil- It hurts, scratches, etc. WhatAskoutand (Story canquestions. ofthe ita Lion oflion'sdo a to byboy you?paw.)James who pullsDaugherty. a thorn How does it feel? Read Anca PerceivingListeningComparing ItIt's sticks,feels hard.sharp, like scratches,etc. a needle, etc. pin. Whychaps? do cowboys wear plainHave athe rancher use of demonstrate chaps. and ex- KeepsChaps cowboy are for from protection. gettingscratched. (hurt) THORNS Page 2 3. CONTENTHow are thorns alike? BringPROCESS different kinds of thorns KIND OF THINKING They stick. LANGUAGE Different? picturesLeopold,them.fixedsource so for isandchildren Thethe Walt Desertcacti. Disney'scan safelyby A. Living Starkerhandle Probably be best to use A good TheyIt'sThey look greener.arelook green.likesharp. lide a aneedle. claw. MatchHaveDesert.doesthorns. thechildren not thorn belong makewith in sets thea certain plantof like set. Also tell why a thorn ClassifyingComparing It's fatter.longer.bigger, etc. 4. Whereon plants:do thorns grow ThornsPictures.it came on from.various plants. PerceivingIdentifying On a tree.stem. 0/ 5. WhichDothorns? thorny plants plants have have DiscussotherTakeSketches a plants them.field on board.whichtrip andhave collect thorns. ConceptualizingGatheringClassifying information Here'sILookOn see a here. leaf,one,a thorn. etc.vine, twig, etc. 6. WhyLeaves?flowers? do plants have Fruit? Pictures. Listening Thorns are for protection thorns? Readbibliography from reference for resource books. material. See It can't be lainsateaten.stepped on.on. on.of plants. CONTENT PROCESS THORNS KIND OF THINKING LANGUAGE Page 3 7. c.b.a. CanHow youdohave animalsthink people of use used thorns?thorny plants? LeopoldGoodanimalsa. sources anduse Livingthe are cactus Desert Desert by by Disney. Use pictures to show which as a home. ConceptualizingPerceivingClassifyingIdentifying It'sIt's a asnake.mouse. bird.rabbit. thorns?other ways to use HewhoseRemus (Ittricks realstory.is Brotherhome is Foxa briar and patch. Read "De Tar-Baby" a funny story of a rabbit See bibliography. an Uncle Brother Listening OwlsRabbitsIt's live an live owl,in saguaros.under etc. thornybushes. childrenmakeb.Bear.) a gum if drop they tree. know how the Decorate a thorny branch to Ask the ThisBirdsSnakes is build candy.live nests under in prickly mesquite trees.pears. smallthethornsTellIndians fishhook thefish. for of story pinslong cactus thatandago theusedforthey thorn catchingthorns.used of IThis put is the a redgum gumdrop. drop.drop thorn. on the cftheyc. a thorn.could use the thorn. Let the children drawimagine how a use Original thinking I Icould could pin scratchpin paper. amy tear. dress.something. BIBLIOGRAPHY THORNS *2.*1. Barnett,Barnett, Lincoln Lincoln and and editors editors of of Life. Life. whichvals appearedof approxinately in Life fromtwo months1957-59.) from December 8, 1952 to December 20, TheThe Wonders World Weof LiveLife In.on Earth. New York: Time, Inc., 1960. (Series appeared in Life at inter- (Drawn from nature articles 1954.) New York: 5.4.3. BritannicaCompton's Encyclopedia,Encyclopedia, Volume 22.14. Time, Inc., 1955. Princeton, New Jersey:Chicago, Illinois:Chicago: William Benton, Publisher, Encyclopedia Britannica, 1963. F. E. Compton and Co.,D. Van 1955. Nostrand Co., Inc., 1966. **7**6. Grimm,Disney,Daugherty,Cutak, William Ladislaus.Walt. James. C. stories by Joel Chandler Harris. Uncle Remus Stories. FamiliarAndyCactus and Guide. Treesthe Lion. of America. Retold by Marion Palmer.New(Ill. York: James Daugherty) New York: Golden Press, Inc., 1946. Harper and Row Publishers, 1967. FromNew York: the original "Uncle Remus" The Viking Press, 1938. 1.1. Jaeger,Hicks,Irwin, Sam. EdmundHoward C.S. University of Texas Press, 1961. Desert Plants and People. Re)adside FlowersThe North of Texas.American Deserts. San Antonio, Texas: (Paintings by Mary MotzStanford, Wills,) California: The Naylor Co., 1967. Stanford University Press, 1957. Austin, Texas: *1.2. Milne,Werner,Lemon,Leopold, Lorus RobertJane A. and and StarkerS. Margery. staffand Johnson,and of theDisney editorsCharles Productions. ofC. Life. City, New York: Hanover House, Nelson Doubleday, Inc., 1961. Living Plants of the World. Wild Flowers of North American in Full Color.The Desert.Walt Disney's Living Desert. New York: (Life Nature Library) Random House, Inc., (no date.) New York: New York: Simon and GardenSchuster, 1954. Time Inc., 1962. 1.7. The World Book Encyclopedia.Dictionary. Corporation, 1958. Volume 2 L-Z. Volumes 13 and 16. Chicago, Illinois: Chicago, Illinois: Field Enterprises Educational Corporation, 1967. Field Enterprises Educational * Good referencesMost usefulfor information for teaching and thiscolored unit. pictures. ROSES CONTENT Ernestina Flores 1. What.doeslike? a rose look Bringitthem apart asmell rose to itforfind and each the feel PROCESS child. it and tear Let KIND OF THINKING PerceivingIdentifying IThe see rose a redis pretty. LANGUAGE rose. 2. What are some different Visitin it.a rose garden. different parts ItI feelhas leaves.thorns.petals. kinds of roses? Havekindsbulletinferent arrangementsof kindsroses board of(red, fixed in pink,the with roses. Look at dif Have a room. differentyellow). Let ClassifyingConceptualizing TheseI like are the alike. yellow rose. itLetit.thea childin bulletinsomeone the choose arrangement. findboard a rose and he likes from Label the name of the another rose like tell about rose. 03.is useWhyroses? them?do people.grow How do they childrenmakeVisit ana flower arrangementmake shop. of corsages to wear Watch someoneroses. Let Observing RosesThey smelllook pretty.sweet. 4. tobush?How the do cutting?you start What will happen Do aall rose Readstarthome. poem, a bush "Mud." from a rose cutting. Let each child ConceptualizingClassifying ItThis will is growmy into rose. a bush. 5. Whatourroses can old growwe rose do on withpetals? bushes? all LetsachetaboutLabel children difference(child'sbags. decide. name) in bushes Dance on them. rose. They may make and vines.Talk Throw Imaginative thinking RachelPoemLetFlowers."them the Field.up children in the air. - "The Little Rose Tree," by interpret music. "Waltz of the I. C.B.A.Materials VasesMaterialsRoses for corsages II. Arbuthnot,PoetryD. Rose cutters May Hill. and pots for planting Bowden, Polly Chase. Time for Poetry. "Mud," p. 317 Chicago: Scott, Foresman and Co., 1951. III. Tschaikovsky,Recordings Peter I. Field, Rachel. "The Little Rose Tree,"Nutcracker Suite. Capitol. p. 389. SA 8564, $4.79. t.n0 Richard Meraz VINEYARD I. WhatWhat is can a grape?you tell CONTENT Show grapes to children.a. Handle, examine and PROCESS KIND OF THINKING IdentifyingObserving They are green.together. LANGUAGE a.them?justabout What by thesecan looking you grapes tell at by feeling grapes? b. Split. meat,ofdescribe. these skin. and name seed, Lodk at parts Perceiving They arelook hanging.round. like marbles. c.b. What can you tell byby a tastingmicroscope? grapes? d.c. LookFeel atwater slides and ofiuice water andLetsqueezed grape dry. juice.from a grape. 2. Whatofdifferent grapes?are some kinds Ribien,Seedless,Displaygrapes: Concord,different Flame Tokay, and kinds Mustang of Emperor, Thompson ConceptualizingClassifying TheseThese are are big. green.purple. cmo 3. vineWhereagrow? vineyard? look? do grapes How does a What is How do Field trip to vineyard.a. Examine canes, post, wire.vinesObserve by measuring.distance between GatheringClarifyingObserving infor- MyIthem. fatherpick grapes. and mother pick 4. Whovines works grow? in the Demonstrate how toolsc.b. EvaluatePlant a vine.through art. are used mationIdentifyingtrip. on field T Itouched saw asome vineyard.the wires vine. and posts. dovineyard they do? and what for cutting grapes d.c.b.a.and AKnifeClippers trayjug a stem. Describing Chart b.a.f. e.stem A Butchergrapepan paper CONTENT PROCESS VINEYARD KIND OF THINKING LANGUAGE Page 2 5. Howgrapes? do we use our withgrapejuice,Bringjelly, raisins. in jam,sacks raisins, and containing a cereal wine, nessObservingClassifyingIdentifying and dif- like- MyTherecornflakes. Ifather put are jelly drinksraisins on wine myin toast.the productsand name. MakeofAsk grapes. displayquestions.a child andto takelabel. out Label. Discuss ference. made from grapes. 6. What can we make Cook:FieldDemonstrate trip to drying Fresno grapes. Raisin. Perceiving grapes?with raisins or c.b.d.a. PuddingSalpicon PunchSour cream of Fruitsraisin pie I Iholdhelp,stirred.brought pour the too.some abowl. cup. sugar. C) 4 7. How can we make whichSqueezeSample one foods differentyou like.and discuss kinds of ValuingComparing It looks like blood. grapejuice? AskSamplegrapes. questions it.a. How is it different? ValuingPerceivingnessObservingference. and dif- like- My ItLookhands lookstastes at are my like sour.purple.hands. water. VINEYARD Raisin Pie Salpicon of Fruits DESSERTS Pudding (Grape-Nut Custard) Page 3 2414 lb. qt. 4 oz. SugarWaterRaisins (hot) (washed) pan.andCombine 1 cup 1 cupsugar grape in ajuice Bring to a boil, then sauce- 2/31/615 C t. SaltEggsSugar (whole) 3 62oz. 6t.T. oz. ButterLemonSkltCornstarch juiceor margarine refrigeratorstandpineapples,(oranges,pour overuntil bananas,4 cold.etc.).cups or freezecut fruit in Chillgrapes, in Let 3 2-2/5lk2 qt. C.C. C. RaisinsMilk,SweetGrape-Nuts scalded crumbs AddStircornstarchraisinsSimmer mixture while areraisins toadding. andplump. simmered salt and together.water raisins. until CookMix sugar,until hours,ice cubestirring tray occasionally.for several Beatsalt.3250-3500Set eggsoven with temperatureF. sugar and at Add to scalded milk. Bakebutter.shells.thick. 15 minutes at 4250 F. and Add lemon CoverjuicePour withintoand pastry.unbaked pie 3 2FoundationC. lb. 8 oz. Fruit Punch WaterSugar forcrumbsPourininto about pansover twoand of50 Grape,9"raisins. hotminutesx 15" water and bake pans. orPour until the Set 03o then 15 minutes at 3750 F.Yield:forA ifauperior 33 qts.qts. water.productcream is obtained Eight, 8-inch pies. are substituted 4-64-6 oz. oz. cans cans Water(concentrated-frozen)LemonOrange(concentrated-frozen) to juicemakejuice Servecustard hot sets. with a lemon sauce. Cool.Mix sugar and water, bring Add orange juice and lemon 21/2 gallons to boil. ReduceSparkling(See Foundationorange Grape and Punch Fruitlemon Punch) juices andIfofsufficientjuice 21/2 timecooling gallonstodoes cool syrup, waternot liouid.sugar permit tothe mixture.make making a total sugar may Add frozentoserving, 2 cans grape each.add juice. 2 qts. ginger ale. Add 4 six-oz. cans Just before beforepartGingeralebe solved.added or serving. all andmay of stirred bewater. substituted until dis- for Add just BIBLIOGRAPHY Teacher References Wagner,WorldShoemaker, BookPhilip Encyclopedia.James M. Sheldon. A Wine-Grower' Vol. 7. Small Fruits Guide. Culture. Chicago: New 'York: Field Enterprises Educational Corporation,New 1967. York: Alfred A. Knopf, Inc., 1965. McGraw-Hill Book Company, 1955. Children's Books Zolotow, Charlotte. Mr. Rabbit and the Lovely Present. New York: Harper & Row, 1962. ei:EDPAN LUG

A yourstringlose wrist your loosely soknife. you arouild won't Frances Salinas ORANGES CONTENT . PROCESS KIND OF THINKING LANGUAGE 1. What is an orange? a.AskBring Whatquestions: oranges does itto lookclass. like? ObserveDescribeIdentify ItIt'sIt looks looksround. pretty.like like a aballoon. ball. c,b. What'sHow does inside? it feel? ItIt feels isfeels smooth. tough. wet.cool. DistributeandLet eatchildren them.in sections. observe oranges Itto eat.has seeds.juice.apieces white ofthing. things 2. Wheregrow? do oranges HaveorangetoTake seea themchart tree,an orangeon showing a blossom,field orchard. an trip ObserveResearch TheyIt growsgrow frominfromon oura athetree. flower.backyards. ground. Discussthethem.growan orangeroom. and how get andorange orangesseeds. trees on Have blossoms in Find the seeds. 3. Whatoranges?things are madesome from c.b.a.Bring: SqueezeFrozenCanned orangeoranges juice and make ObserveCompare WeWe make make peel. candyjuice. from the Whyanyjuicecanned? is difference some frozen? Why orange is in somejuicetaste. orange fresh juice. Talk about We make jelly.tea. butteredMakeBringletand orange childrenletcandied bread.them marmalade orangetaste itit. peelsand on ORANGES KIND OF THINKING LANGUAGE Page 2 CONTENT Ifused juicepossible in cannerycanning take toajuice. tripsee processesto a PROCESS BIBLIOGRAPHY Teacher References Hume,EncyclopediaCompton's H. Harold. Pictured Americana, Encyclopedia, Vol. 20. Citrus Fruits. Vol. 5. AmericanaNew York: Corporation, New York, 1967. Chicago: The Macmillan Company, 1960. F. E. Compton and Company, 1955. CONTENT PROCESS THINGS THAT GROW ON VINES KIND OF THINKING LANGUAGE 1. What lookdoes like? a vine AskGather questions vinesa. andWhat can you observe.tell by Identify a. I see some thingsI see onsome it. leaves on it. curled up b.c. What What can can you you feeling?looking?smelling? telltell by by ITheleaves see vine the someand isstem. stems. hairgreen. on the b. It feels rough. I ItseeI feelsfeel the theroot.hairy.round veins. and edgy. c. It smells green. TheI donttfeel vinetendrils bumps smellsmells feelonanything. fresh:the springy. stem. rain.It smells sweet.funny.like after the 2. Whatb.a. isHawHow this is itplant? like tle from the first one? different andExamine compare different vines ObserveCompare likenesses First vine 7We see a Vine.TheThis stems vine arehas longer.flowers. first one? ThisItTheThis has flowersleavesplant plantdried is are arehasleaves. larger. larger. yellow.no fruit. TheThisleaves.It stems hasplant small are does fatter.and have large fruit. THINGS THAT GROW ON VINES Page 2 2. (Continued) CONTENT PROCESS KIND OF THINKING First vine (continued) It looks like it's goingLANGUAGE Thesame.to havestemstemsleaves manyis crisscross. arehollow. flowers. shaped the Second vine TheIt stemfruithas onetheis is more flower.largestrounder. twisted. fruit. Is this a vine? Examine something Compare One hangs down and one standsTheyThey all are have all stems.blooms.green. 4. WhereWhy? do vines grow? AsknotLook childrena vineat vines to growing.bring vines ClassifyDescribeObserve likenessesand differences up.It grows on wall.ground. 5. What grows on vines? ShowDemonstrateto school. vines withby placing things vines.growing Label. Look at the vines. IdentifyResearch FlowersFruit grows grow onon vines.vines. 6. alike?How are all vines Label.Puton them. all theWhat vines is this? together. ConceptualizeClassify Vegetables grow on vines. CULTURAL STUDY TOPICS

4 TORTILLAS CONTENT PROCESS Alma McNeal Ask KINDIdentifying OF THINKING It is bread. LANGUAGE 1. Whata. Whatis a cantortilla? you it?just by looking at tell Showatochildren smellpiece theirtortilla andof comments.about discuss. to tortillas.children. tortilla to feel and Give each child Listen Perceiving ItIt is has round.yellow. bumps.black dots. b.c. d.What What What can can can you you you tell tell byby feeling smelling it? it? tell Let them eat some. ItIt smellsis smells not good.corny.smooth. pretty. by tasting it? Observing ItThey tastes are good.corny.bumpy.made at home. 2. WhatmadeHow are areof? tortillastortillas made? factory.TaLeplaintripsome field to tocorn. factory. thetrip best to aof tortilla their knowl- Let children chew upRefer back to field Let them ex- DescribingPerceiving They are made within a corn.masa.store. 3. Who were the first Usetillasedge, maps thein toaprocess tortillalocate ofCentral factory.making America. tor- Identifying a.to makeHow dotortillas? you Americanearly Central Indians think Showabouta.Indians. Encouragepictures how early of CentralIndians Americanwould children to think make SolvingImaginaryDescribing problems thinking We soak the corn. b.c. What What process did did madethey tortillas? use? they do writtenearlyb.tortillas. Make outCentral some for tortillaschildren.American Indiansas We can shell some corn and Have tortilla recipe the We can grind it. theirafter corn?they soaked andc.letdid.them Letitmake eatsoakchildren corn some. over tortillas grindnight. and the corn let ItPat is it goodi and pat it. TORTILLAS Page 2 4. Whatkinds are of some tortillas? different CONTENT Havechildren flour toand compare. corn tortillas for PROCESS KINDPerceivingConceptualizingComparing OF THINKING We have cornflour tortillas. tortillas. LANGUAGE b.a. WhatCompare can theyou corntell by feeling.flourtortillas tortillas and the by b.tortilla.anda.in Let smoothnesssmell. them compare of the the flour roughness compare the difference One looksfeelssmells bumpy.pretty. like flourother and one smells like corn. d.c. What can you tell bytillas?smelling looking? the tor- aree.d.canc. SeeLetalike.see ifthemthe they can tell how they tastedifference.look theand tortillas.see if they One istasteslooks yellow.white. smooth.likegummy. corn. e. How are they alike? by tasting? MATERIALS NEEDED 2.1. EarsCorn tortillasof yellow dent corn 4.3.5. MetateFlourShellRecipe tortillas (to8 forears grind tortillas of corn)corn (for 18 children) GrindSoak theovernight corn in k2 cupquarts lime water cup water to make masa (dough) MakeSpreadBakeAdd into about with balls 15butter mdnutesand pat(or atorpeanut 2500rollYUM! butter)into shape. and eat. 11, Thelma Longoria COWS LANGUAGE 1. What is a cow? CONTENT availableLabelShow modelparts from orof picture.cow.Creative Play- PROCESS (Models KINDIdentify OF THINKING It is an animal. a. What can you attell a cow?by looking things) It has twoa long horns.eyes. tail. b.c. How What does is a cowbull? feeltouch when it? you UseforSamples small children ofmodels. cowhide to examine. and horns Let children PerceptualCompareIdentify ThisItTheThis has hairis ishairs.horns. the isa babyfather.thick. cow. cow?a heifer? a heiferDiscussplaycowa mother, withor as bullbull. athese andyoung as calfbeingat cow other as notthe times.yetfather, a Learn song: being a baby "Hossen This is a small cow. .011.-0 2 What are some dif- Johnny."Show pictures of the different cows. They all have tails. e" a.cows?ferent How kindsare they of alike? ShorthornDiscuss(Can findhow produce Brahmanpicture Santa crossesin farmGertrudis. withmagazine) ClassifyConceptual TheyThisThey all allcow's have have father four ears. legs.ismother oneof kind is of anothercow and kindits BrahmanHolstein-FriesianJerseySantaShorthorn Gertrudis of cow. b. How are dairy anddifferent? beef cattle andUsebestDiscuss dairypictures beef thecattle's caws. tobest compare milkbody cowsstructure.beef and the Holstein-Friesian ComparingConceptualize This cow has longa shortlong legs. head.neck. milkgive ofBabyhavebut moreCows. Beef.themore milk. most butterfat. beef. Read the book: Jersey gives less Hereford is Shorthorns All Kinds This cow has short legs. CONTENT PROCISS COWS KIND OF THINKING LANGUAGE Page 2 3. milk?Whathelp do us? we get fram How do cows DairyemptybutterAFake glass a cartonFarmto displayof eat milk,Toqu. ofwith ofice milkcrackers, a piece of cheese, cream. products. Show film:and an Gathering facts WeWe get get ice buttercheese fromfrommilk. milk. cream from 4. Where do cows live? Film:onShow ranch, pictures in barn,of and Cattleman: cows living A Ranchers on farm. ThisThis is is a abarn. farm. a. What do cows eat? StoryShow sample of grass and hay. RecallingObservingmation infor- from film ThisThis is is hay. a ranch. grass. b. How do cows grasstheyeat?their they cutteeth theeat? to How do use theirlowergrindingExplain mouth jaw. thatare both incowls the teeth They have teeth upper and rear of for ListeningObserving CowsThe havechewcaw pullsnowithin bottomfront. backthe teeth grass. teeth. withCowsfront jawsonlythick wrap ofinon pads theirfrontthetheir lowerof mouth.are coveredjaw tongue tightly cartilage. in the Upper ratherteethgrassaround(Use thanandoff tongsthe thebetween cutting.)stems to cartilaginous andtheir break lower demonstrate pulling the pads. c. How do cows digest food? andDiscussstomachDraw forms chart how dividedcuds. cowshowing swallows into the four parts. cowls food Describe TheThe cow cow has brings four backchewsfrom itstomach more. to mouth and stomachs. food 5. hide?Whatleather?get thiggsfrom the cowls What is can we DiscussShow gloves, leather shoes, briefly, and billfold. ExtendingObserve meaning WeWe get get pretty pretty shoes. gloves. 6. butterbread?Is butter made? good How is on thesandwichMake poiim sone "Tbewith butter Purplemilk. and Cow."Endhave with a ValuingPerceiving I Ilike like milk,it butter. on bread. too. References BIBLIOGRAPHY WorldDodd,Americana flookEt.oelkt,Madeline. Encyclopedia, Vol.Volc. 3.6. All Kinds of Cows. New York:Chicago: Chicago: Field1968. Follett, 1965. Educational Corporation, 1958. Children's Books Dodd,Dennis, Madeline. Wesley. AllFlip Kinds and Theof Caws. New York: The Viking Press, 1966. Whitney,Merrill,Krasilovsky,Floethe, David Jean.Louise C.Phyllis. and Richard. Tell About the Cowbarn, Daddy.Let's Find Out About Milk. The Cow Who Fell in the Canal. The Farmer and His Cows. Chicago: NewFollett, York: 1965.New York: Garden City,New NewYork: York: Franklin Watts,Young Inc.,Scott 1967.Books. Charles Scribner's Sons, 1957. Doubleday & Company, Inc., 1957. Poetry and Songs Ferris, Helen. "The Purple Caw" by Gelett Burgess, Favorite Poems Old and New. p. 365. Garden City, New York: Doubleday & Company, 1957. Films Landeck, Beatrice. "Hoosen Johnny," p. 24. Songs to Grow On. New York: Edward B. Marks Music Corporation, 1950. DairyCattleman: Farm Today (10 min. color) Austin,0.50. Texas. A Rancher's Story (21 min. color) C-8138 Visual Instruction Bureau, C-7965 Visual Instruction Bureau, University of UniversityTexas, Austin, of Texas, Texas. LET'S FIND OUT ABOUT SHOES CONTENT PROCESS Antonia Hernandez 1. What is a shoe? feeling,youExamine tell andbyshoes. looking,smelling? What can DescribingIdentifyingPerceivingKIND OF THINKING onIt foot.is something to put LANGUAGE 2. Whatof aare shoe? the parts LabelFollowasTear above. parts. asame shoe procedure apart. IdentifyingObserving I see athe nail. stitches.insoles. 3. What is a pair? discuss.thatShow cameother in articles pairs and ConceptualizingClassifyingComparing A pair is two things. themeveryoneoutoneHave tryto shoe,all theto haschildren thenmatchchildren. a pairpass shoes remove again.them so that Have 4 Whatshoes?different are same kinds of Whichmoccasin.oxford,Display: one slipper,has laces?buckles? sandal, Conceptualizing ItThere has arebuckles. boots.sandals. 5. Whatof? are shoes made DiscussLookin shoesat leather,materials in the ..-oom. canvass, used Extending meaning TheyTheseThisThey are one shoesare patent.ties. made are of.leather.shiny. 6. Whatspecial are some kinds of Display:rubber.suede, patent, straw, cowboy boots, Solving FiremenSuede iswear soft. black boots. wear?shoes that people wornparticularshoes,firemen by some rain boots, activities?people boots. tennis forWhy are these kinds We Cowboyswear rain wear boots big inboots.bad weather. LET'S FIND OUT ABOUT SHOES sAM:A Page 2 6. (Continued) CONTENT to examine and discuss.Let a child choose one PROCESS KIND OF THINKING LANGUAGE 7. Where do we buy ReadThenShoes.fl talka poem, about Choosing other shoes. Conceptualizing WeDepartment buy shoes Storeat a Shoeor shoes? measureVisitchoosing a shoeyour and store.foot? buyingWhy shoes. does the salesman Discuss I Thehave shoes to wear do notmy ownbotherShopping size. me. Center. 8. a.Howof How doshoes? doyou you take care howListshoes. to on take chart care ways of of Get the information Using informationsolve problems.to WashShineClean shoes. shoes. b. Where do you take polish shoes? polishTripDemonstrate.from tothetheir repair children. shoes. shop. Let children GatheringPracticing facts A Getshoemaker new strings. repairs shoes. 9. whatIf youwould had you no do?shoes, needshoes repairing? when they ownChildren ideas. may gtve their Imaginative thinking GoUse barefooted. a box. 10. Whicha.shoes? Why animal does wearsa horse wear shoes? wouldTalkShow need horseabout shoes. shoe.why a horse ConceptualizingIdentifying TheShoes horse will wears protect shoes. rockyhimfrom roads.getting hurt on the b. What do you horsethinking goodshoeabout luck?bring- a thisTell oldchildren belief. about Valuing I do believenot believe it. in that. BIBLIOGRAPHY Teacher's Books TheChildcraft. World Book Encyclopedia. Vol. 4-5. Illinois: Vol. 17. Field Enterprises Educational Illinois: Field Enterprises Educational Corporation, 1968. Corporation, 1968. Children's Poems and Story Childcraft. Vol. 1: "Galoshes,""Shoes,""The"One, Cobbler," OldTwo, p. Woman p.138.Buckle 138. in mythe Shoe," Shoe." p. 193. p. 16. Children's Books Childcraft. Vol. 2: "Choosing"The Shoemaker Shoes," and the Elves," p. 139. p. 86. b)41... Milhous,Lenski,LaHoberman, Fontaine, Lois. Katherine. Mary Jean Ann de. and Norman. Vaquero Pequeno-Cowboy Small. Patrick and the GoldenThe Slippers. Rich Man and the Shoemaker. All My Shoes Come in Twos. New York: New York:New York:Henry Z. Walck, Inc., 1960. Boston: Charles Scribner'sFranklin Watts,Sons., Inc.,1951.Little, 1966. Brown and Company, 1957. HATS Charlotte Ellington KIND OF THINKING LANGUAGE I. What is a cowboy hat? CONTENT AskHavedoes questions. a thisfelt hatcowboy's look? hat on display. PROCESS What is this? Does a hat have How IdentifyingObserving It's aflat hat.sombrero. and round. parts?aDoeschin cowboy strap.it have hat aif smell? you have one? Label hat, crown, brim, and How does it feel? Can you bring It'sThere's grey. a piecebrown ofthingwith aroundstring a little it. wooden It feelssmells hairy.smooth. like cows andhorses.thing on it. No,CanI haveit we doesn't playa cowboy cowboys have hat a andIIndians?bring.smell. cap 2. b.a. HowAre iseach this of redthese hat hats cowboy's hats? parehat,Examine them black theto hat thedifferent andteacher's. a tan hats hat. and com- Red ComparingObserving TheIt reddoesn't hat ishave little a stringyours and is big. hat?like my gray cowboy's It has the same kindwitharound asof a yours. topwooden it. thing 3. What is a Panama hat? Displayhat. the cowboy hat and a Panama Observe and ask questions. ObservingComparing ItIt is has the a colorstrap ofaround milk.flat it, parts as yours. WhatWhatCan smellingcan canyou you youtell it?tell tell anything by by looking feeling about at it?it it? by YouIIt's feelcan rough. bendbumps. it. too. CONTENT PROCESS HATS KIND OF THINKING LANGUAGE Page 2 a. How is this cowboy'sdifferent hat? than the hat twoObserve, hats. examine and compare the Conceptualizing TheIt smells cowboy's like hat old is grass.and furry soft and this one b. How is this hat like the cowboy's hat? There'sTheIt topshas notaaren't top any like thestring thsame.holdisn't. to it on. 4. How is a cowboy hat Field trip to Texas Hatters, 309 Gathering facts WhatLookIt hasdo at they edgesthe do?machines. like thehat.cowboy's cowboy hat. made? W.Review local19, Austin, ofhatter previous Texas.in your field town. trip. Or - to a LookIs thatwhat's a hat?making allthat of noise. a. Which.hat is hatfinished tsn't andfinished? which notfactory--oneHave finished. two cowboyWhich finished hathats is from andfinished onethe and how Comparing ferences.nessesobservingand and like- dif- ThisThat one one is looks done done.becausearoundhas thatit it. brown thing Whycowboycan and you how hattell? can isn't you finished?tell that this Analyzing problemandsolving a TheThe hat cowboy man didn't workpayit. for on it. b. Show me what you thatremember trip. about GuestDraw aboutspeaker your either trip aor fireman about hats.or RelatingIntegrationConceptualizing HeIt's didn't shiny. want the hat. Wbathatshatthem? isare andor a some whatfireman'swho otherwearsis a a differentDisplayconstruction either's colors. hat or both - worker. ModifyingExtending meanings They'reIt's got different linesa funny on shape.colors.it's top. helmet?construction worker's thatfeeling?byAsk looking? questions. wears other metal hats? Who knows someone else Wbat can you tell by What can you tell MyIt's dad hard.flat - he'sin some a crane places.operator. CONTENT PROCLSS HATS KIND OF THINKING LANGUAGE Page 3 6. Whyhats were worn, some old metal Ask questions, demonstrate and Whotoalso elseshow protect wore pictures.knows metalhimself? somebody hats oror helmetsmen who WhatThey'reOh, havelook fightingtheyat the got funny withon? men.swords. Reinforcementfighting.Show pictures of of hat knights concept. in armor Extending meanings No, he couldn't swim. theCouldswim? Doorman. a man dressed likeGoTell home thatand and show find the some story pictures Norman of Imaginative thinking He'd be that suit. gone forever in 7. Do you remember the Talkingbook.hats in about magazines children's and make pictures. a scrap- Identifying names of these hats? Hatsbrim.)AskComparinghats aboutand on Wheels display.partsthe pictures byof Annhats. Rand.with real Read to them: Umbrellas (Crown, DescribingClassifying 8. Whatout hatsof cloth? are made Howarequestions.Displaysmell hats?do theythatold hatsmellway? and and sunbonnet. why do they How do theseHow hatsdo you look? know these Can you see some Ask ConceptualizingIdentifying TheyYouThatThey canhave lookone wear a looks liketop them andhats.like on sides. yourone myhead. Stories.Gooseotherold cloth books?and showhats movie,in Mother Mother Goose Goose and Leaf through Mother They looksmell old. funny.old.funny. grandmother wears. makeraMilkmaid Song and of the Sixpence, Elves. byShowRead R. andSleepingCaldecott. show theseBeauty books: or The Shoe- The Queen of Hearts, Sing The HATS Page 4 9. Howhats do look?other peoi-..e's CCNTENT questions.Produce a Chinese skull cap. PROCESS What does this look Ask ModifyingIdentifyingKIND OF THINKING It's smalla little and roundblack. cap. LANGUAGE Doespeopledothislike? athey Chinese lookin doother likethings man landsa do cowboydifferently? the different samehat? kind and How does this feel? Does Are AnalyzingConceptualizingExtendingComparing meaning No,ItIt's itfeels soft.doesn't small.loose look on mylike head. a cowboy hat. brothersChineseof work Brotherslikeand theira cowboy? by hats. ClaireDrawShow a movieH.picture Bishop. and of the the book Chinese The Five Yes,Yes,It's their notthey're madehats strange.oi are different.hat.same stuff as a cowboy of the Asklook questions. like? Display Japanese hand made hat. What can you feel? What does this hat RelatingIdentifyingObserving ItNo,It's looks cowboys little funny.like take ata mountain. thecare top of andcows. Would you like to see a movie about Comparing ItIt's can smooth. go around like a top.big at the bottom. Wouldcrayonhat-the J4pan of youJapanese resist.your like7232 own? toand(cut make their short a Japanesehats? if too Make hats with Movie long) Observing wouldcircles?readycircle you made andmake up. cuts a hat out out hat. of theseHave big circles in patterns al- Child draws around Ask how DiscoveringConceptualizing I. HATS \ ; Page 5 9. Continued CONTENT PROCESS KINDIdentifying OF THINKING It has a big top. LANGUAGE What is a sombrero? Displaybycanonebreros, lookingofyou twofelt. tellone differentat of aboutit? straw the kindsand the of heaviersom- Ask questions. What can you tell first hat What Comparing It'sIt is gotroughbrown. ridgespictures on onit. it. Whathatabout can by theyoulooking firsttell at abouthat it? by the feeling second it?Show movie Mexican Maize, C7493. Feeling it? It'sIt's big, soft.gray.verygot very shinyheavy. big. things on it. 10. whereWhat'sare all worn?the of weather these hatslike AskIsof questionshatsit usually and weatherwhile hot whereshowing - or ashow cowboypictures movies. Imaginativecollective and thinking Yes,Yes. Imy can daddy tell says by theit ismovie. hot. I can tell by the picture works?protect?keephotconstruction inoff China? the heat? worker's hats. Is it hot in Japan?Review fireman's and Do these hats help Do these hats DidIs it 11. Whatin kindcold ofweather? hat is worn Displayparkathe metal anda fur askhats cap questions. protect or an eskimothem? What can ClassifyingDescribing It lookshas many soft. colors. hatyououtat bytellit? of feeling fur?about it?this hat What can you tell about this Show movie, Eskimo Why is it made by looking BecauseItIt's islooks soft.madefur. thewarm. out animal of hair. has fur. 12. HowActivity do you experience do the Mexican AskReadChildren. questions. Pancho by Berta and Elmer Hader. Did you see the lit- It's cold there. Hat Dance? wantedtlechildrer.couldPancho or tobigthey and dance sombrerosMexican haveall together, theused? Hat villagersin Dance there? what by had example. Teacb the If Movies BIBLIOGRAPHY MotherMexicanJispan,TheEskimo Five Goose MaizeChildren,C7232. Chinese Stories, Brothers,1855. 2321. C6998. C7493. PeoplePaulSleepingThe ShoemakerBunyon of Beauty,the and Netherland,Congo,and the 5213. the Blue 2018. Elves, Ox,6653. 5416.7333. Children's Books Brown,Bishop, Marcia. Claire and Kurt Wiese. Stone Soup. New York: The Five Chinese Brothers. Charles Scribner's Sons, 1947. New York: Coward-McCann, Inc., 1961. Caldecott, R. . TheSing Queen a Song of ofHearts. Sixpence. The Milkmaid. New York: New York: New York: Frederick Warne and Co. Frederick Warne and Co. Rand,Hader,Swany,Freeman, Paul. Berta Anico. Don. and Elmer. Umbrellas, Hats andRideNorman Wheels. the the Cold Doorman. Wind. Pancho. New York: NewNew York: York: New York: Frederick MadMillanWarne and Co.,Co. 1942.G.Viking P. Putnam's Press, 1959.Sons, 1964. Harcourt, Brace and World, 1961. Teacher's- Books Wilcox,Kilgour, R. Ruth.Turner. A Pageant of Hats Ancient and Modern. The Mode in Costume. New York: Charles Scribner's Sons,New York:1947. _Robert M. McBride Co., 1933. -- GOOD GROOMING CONTENT PROCESS Catalina Cantu KIND OF THINKING LANGUAGE I. What is good grooming? Display:nailhairshoesoap, cutter,brush, brush, washa small toothbrush, cloth,nailmirror, pan file, bathwith play shoetoothpaste,towel,water, iron. polish, comb, DescribingConceptualizingPerceivingIdentifying My nailsshoeshands aresmell short.polished. good. 2. Why do we need to groom well-groomed.LetShow children pictures demonstrate of people theirwho are use. Her hairface is combed.clean. Whatourselves?groom happens ourselves? if we don't howLetappearance. theychildren think draw people pictures would tolook show if Talk about their Imaginative thinking His hair is not combed. HeShe haslooks long pretty. nails. Doselves? animals groom them- Ruffletheygroom weren'ta himself.kitten's well-groomed. fur and watch him TheHe didkitten not trieslickedpolish to his be paw.shoes.clean. 5. Howgroomed? can we stay well- Read The True Book of Health. I Icutbrushtake comb my a mymynails.bath teeth.hair. every day.

.41.../**011.7.8,11041*...Y. kv CHILDREN'S BIBLIOGRAPHY Haynes,Leaf, Munro.Olive V. Health Can Be Fun. The True Book of Health. New, York: Chicago:J. B. Lippincott Co., 1943. Children's Press, 1954. Childcraft, Volume I. "Queen"Naughty"After Anne, MySoap Bath," Queen Song," Anne p. has145. Washed Her Lace," Chicago: p. 145. Field Enterprises, Inc., 1968. p. 124.

, Sue W. Edgerton HOUSES I. What is a house? CONTENT Film:Show Shelterpictures of houses. PROCESS (1990) KIND OF THINKING PerceiveIdentify It has arooms. roof. LANGUAGE 2. Why do people live Display pictures of "weather" Discovering re- It keepshas doors.windows. me dry. a.in Do houses? animals and houses?birds live in have"protection."(snow, group rain, discussion wind, sun)on and Integratinglationships RabbitsBirdsIt keeps needlive needlive metoin to inwarm.keepnests. stayholes. dry. warm. b.c. What Why kindsdo they of also needhave?shelter shelter? do they (..3 What are houses Examine bricks, stone, and Perceptual HousesThey are are made made of of bricks. stone. madea. of:Why do people materials:choose certain wood.boats,tents,Showigloos, pictures tepees,grass tree houses, of:houses,log caves,cabins, adobe house- Identifying HousesclosePeople are by. choose made ofwhat wood is b. Which materials are: rough?heavy?smoth?light? huts,and wood.houses of brick, stone This is rough.heavy.light.smooth. 4. Whata home?makes a house movedepictUseto inemptydepict furniture"house." doll "home." house and peopleto Let children ImaginativeIntuitive ItPeople is where make mya Imotherhouse eat.sleep. ais. home. CONTENT PROCESS HOUSES KIND OF THINKING LANGUAGE Page 2 5. Whatabouta. do youryou likehome? Whatto help?do you do theirorGive build classown withhome. opportunity clay or blocks to paint CreationEvaluation I makewashtake updishes.care my ofbed. my sister. 6. partsDoours?have people ofhouses the in worldotherlike World"Showlocate film: places. (6518). "Homes Around the Use globe to ConceptualizationObservation houses.SomeSome people people live live in in adobe ice 7. adobeCan we house build here an ListenSupply to clay, their straw, responses. and water. problemSolving a WeSome straw.can peoplemix some live clay in andtents. a.in our room? WouldWhy?bricksto keepwe havesmall? them childrenTeacher demonstrates.build. Let withWe can more putshape clay. them the together brieks. BIBLIOGRAPHY Teacher Reference Books Burns, William A. A World Full of Houses. New York: Whittlessey House, 1953. Films TheCampton's World BookPicture Encyclopedia. Encyclopedia. V. V. 13. . Chicago: Chicago: Field Enterprises Educational Corp., 1958.F. E. Compton & Co., 1955. pp. 142-146. pp. 3485-3496. HomesShelter Around the World (I.J.) Visual Instruction Bureau, Univ. of Texas, Austin, Texas. Texas, Austin, Texas. (The Way We Live Series) (6518) (F.I.J.) Visual Instruction Bureau, Univer. of (1990) Children's Books DeRegniers,Burton,Burns, WilliamVirginia Beatrice A. L. and Irene Haas. A World Full of Houses.The Little House. A Little House of YourBoston: Own. New York: Houghton Mifflin, 1942. Whittlesey House, 1953. New York: Harcourt, Brace and World, Miles,Krauss,Green,Shapp, Betty.Mary. Ruth.Martha and Charles. Everybody AHas TheHouse aBig House. for WorldInc., Everyone. and 1954. the Little House. Let's Find Out About Houses. NewNew York: York: WilliamAlfred R.A. Scott,Knopf, 19611958. New York: New York: Harper & Row, 1956. Franklin Watts, 1962. Petra Flores MISSIONS 1. Whata. Whereis the is Alamo? it CONTENT MapAlamo.Field of tripTexas. or picture of -PROCESS KIND OF THINKING Describe It's a church.house. LANGUAGE b. How is it pro- nounced?doeslocated? it look? How Dictionary.andPicture the new mission. of the old mission CompareLocate (oldand new) It's ina fort.schooltown.Texas.San Antonio, Texas. c. What does the Alamo?waswordSpanish? it mean called inWhy nameTellis Alamo.forchildren cottonwood the Spanish tree WhatIsd. isitWhat alike mission?has a it been used for? MissionShowPicturessilent pictures and sanctuary.of Goliad church, of Sanfrom fort, Jose RelateIdentify It's ana building.old house. Whybuilt?church? were missions missionTeacherofdemonstratethe building. magazine withbuilds blocksplan Touringmodel and to of purposeTexas. Children may It's where the priestssoldiersIndians live. live. 3. missions?Whoa. built What thematerials ofandShowrebuild Indians. of pictures priests,in dramatic of or Indians useplay. models Identify The menIndianspriests built built the mission.the mission. were used? wereletglowShow(Rock, used themSpainpictures redtotell and buildtile, whatofTexas mission them. adobe.)materials on globe. and Perceive Theymission.The childrenused mud.wood.rocks built to thebuild mission. the MISSICNS Page 2 3. Continued CONTENT PROCESS KIND OF THINKING LANGUAGE b. Where were missionsother Spanish built? NewCalifornia.andElUse Mexico,Paso, mapshow ofSanhow Arizona,U.S. Antonio,they spread and Goliad, to Point out missionMy father in saysCalifornia. there is a 4. Whoaround lived the in missions?and modelsmen,Modelsand women,soldiers. forof Indiansdramatic children. and play.) priests Have Indian (Leave Themission. soldiersIndianswomenpriests lived livedlived in there.inthere.the the 5. Whatteach elsedid the thehappened Indians? Spanish DiscussShowlanguage, them farming, pictures religion, building, of etc.the RelateIntegrate Theremission.People was lived a battle. in the mission. at the Alamo? foughtimportant in thepeople Alamo. that Alamo.DavyThereSoldiersthe CrockettAlamo.was awere war. was killed killed in atthe 6. Are people still Use the World Map to Gathering Yes,theJames people Alamo. Bouie are also still fought in today?building missions locate missions in:BrazilThailandSouthJapan America information buildingIn Brazil missions. they are still MISSIONS Page 3 7. Whypeople do you are think building CONTENT Drawquestions. pictures to answer PROCESS KIND OF THINKING Imagine Yes,Theymany they missions.used are missions building for LANGUAGE Whatmissionsthey materialsdo use? theytoday? do do in peopleTheychurches. used can thelearn mission things. so BIBLIOGRAPHY Teacher References TheTexasCompton's World Tourist BookPictured DevelopmentEncyclopedia. Encyclopedia, Agency. Vol. Vol. 1. Touring Texas. Chicago: F.Field E. Compton Enterprises and Austin, Texas. EducationalCo., 1955. Corp., 1958. THE SCHOOL BUILDINGJudy Kay Kenny 1. Whata. Whois agoes school? to school? CONTENT Question children. PROCESS Present story po& DescribingKIND OF THINKING A school is a building. LANGUAGE C.b. WhatWhy dois wethe go name to of ourschool? school? ofCamealso.cussion people to School thatgoing school andto school.Mac isLet Goes for children adults, realize through dis- Show pictures from magazines to School. Identifying A OurAschool school school can is is bein across a city, orthe intown the country. near a church. d. How do we get to school? others, and play WritewithWe go others.name to schoolof school to learn, on board. meet WeMyOur gosister schoolto school goes is tocalledto learn.Elementary. railroad.Austin a big school. ITheMy come sisterhigh to schoolschoolgoes tois LaJunior Mar High School. on a bus. new. 2. Whata.parts Isare ourof some ourroom ofschool? athe part of a school? asName rooms, the partsexterior of Make aand school, ainterior. model such of your room on a Identifying Our schoolroom has ishas tables.big. lots of rooms. b. What is oUr room called? Sharewithrentable,table need immediatestory: top. libraryto identify surroundings. center, themselves etc. Show restroom, scienceWait for William. Chil- Our room is for peopleare little.who 3. otherIs our schools? school like all worldDiscussSongs: meet how for children school. around the "Off to School," "At School" Use pic- ConceptualizingComparing Some children sat benches. on log c.b. IsHow their do you school think buildingtothese school? children different get Poem:"Schoolstures "Indian from for magazines. Children."Today and Tomorrow."Film: PilgrimChinese children hadsatpaper.floor. veryon thelittle from ours? Yes,Children their cameschool byto looksboat.schooldifferent.horse. by CONTENT PROCESS THE SCHOOL BUILDING KIND OF THINKING LANGUAGE Page 2 3. Continued:d. What kinds of furni- theture past? did they use in WeWe have have a tablesnew high and school chairsnearin ourPiggly school. Wiggly. 4. Whoe. areDid theour peopleschool whobuildings change in Sinton? List the school helpers. Have Identifying Our janitorprincipal cleans is Mr. the Smith. rooms. workc.b.a. NurseJanitorPrincipalat our school? picturesdifferentchildrensituration of label questionshelpersat school. them. in Discuss-- a Whoworking iseach he? helper. Have By asking ExaminingObserving Etc.The nurse helps me whenget I sick. g.f.e.d. ChildrenLibrarianCookTeacher and Teacher aide Whereaboutresourcedo? does their hepeople work?work. come in and tell Does he need helpers? Tour the whole What does he Have h.i. Secretary Bus driver Visitthemeachschool certaintour.characterize by taking resource itWatchthe in helpers. people steps.children on at free play. See BIBLIOGRAPHY References for Teachers Moore,Robinson,Foster andJoan HelenHeadley, C., Palmer,F. andN. E. Spodek,Margaret Bernard. W., Pate, Dr. John E. Education in the Kinder erten. New Directoins in Kindergarten. Handbook of Kindergarten Activities.New York: American Book Company, 1966. New York: Teachers College Press, 1965. Darien, Books for Children Arbuthnot, May Hill. Connecticut:"IndianiChildren," Teaching Publishing Corporation,Time 1967. for.Poetry., Chicago: Scott,Foredman and Company, 1951,', Annette Wynne,. Lenski,Green,Flack,Ets, Marie MaryMarjorie.Lois. Hall. McBurney. Dog Came to School. WaitPlay for With William. Me. Is it Hard? New York: NewIs itYork: Easy?Boston: Viking, 1955. Houghton-Mifflin,Henry Walck, 1935. 1955. New York: W. R. Scott, 1950. Sot_lge Wynkoop,Stover, Margaret. Jo Ann. If Everyone Did. Mac Goes to School. New York: New York: David McKay, 1966. Doubleday, 1941. r.34` Glenn,Beattie, H. S.John Leavitt, W., and and others. V. L. Bermann. The American Singer. Sing a Song. Book One. New York: New York: Ginn, 1936. American Book, 1944. Recordings "Sunday"Nursery"Come onin Rhymes,"andthe JoinPark," Deccainto Children's theRecord Game," #9001.Record Columbia Guild Record #1010. #49383. "Indoor"Patriotic"After"Visit"Nothing SchooltoWhen to mySongs Do,"it LittleFavorites," Rains," andChildren's Friend,"Marches," Children's Children's RecordChildren's Children's RecordGuild Record Record #1012.Guild,Record Guild, Guild #1621.Guild, #1202. #1024. #1204. Films A. Austin,University Texas. c-8139.of Texas, Division of Extension, Visual Instruction Bureau, Draw W. University Station, "Bus Driver's Helpers." (10 min., color, $5.50 rental.) B. "OnCoronetc-8065. the WayFilm to School," "Schools for Today and Tomorrow." (Sound, color, 11 min.) (15 min., color, $4.00 rental). C. Educational"Two"Safety to atMakeon ProjectionSchool,"the Friends," Playground," #149. Corporation. #499. #150. ANIMAL HOSPITAL CONTENT PROCESS Nilda Cantu KING OF THINKING LANGUAGE I. Dosick? animals ever get well?DoShowsick? you a havepicture a pet? of a dog and cat. What do you do when he gets Is he always RelatingDescribingIdentifying MyYes,DaddyNo, dog Ihe brokehavetakes gets a his itsickpuppy. toleg. sometimes.the 2. Whathospital? is an animal Field trip to an animal hospital. Gathering information It is awhere big building.we takewhenanimal animals they hospital. are sick. 3. Whatanimal did wehospital? see at the youWhatHospital.Discussion. like were best? the cages for? What rooms did you see?Talk about trip to What did RememberingDescribingIdentifying TheIThe sawhospital hospital a room looks forlooks cats.like house.likeschool. a a 4%4s 4. What is the doctorls job? Share book - I Want to be an Listening TheBig dogsdoctor were gives in cages.shots to Animalofyou animals. about Doctor. how doctors take care Let children tell Recalling The doctor takes carepicturesanimals.of animals.of broken baby bones. 5. Whatat theanimals hospital? did you see Gatherseen atpictures the hospital. of all animals Label. ConceptualizingClassifying I Isaw saw a somemanymother cats.dogs. dog andbabies. her ANIMAL HOSPITAL Page 2 6. Wherewhen dothey people get sick?go CONTENT Discussion PROCESS RecallingKINDRelating OF THINKING My mother got sich to the hospital. LANGUAGE and went 7. Wherego do wild animals when they get sick? HowReadgotten wouldAndy the andthe thorn thelion Lion. have really out? Ask: IntuitiveImaginative thinking thinking He would breakpull itit outoff. withhis teeth.

4URP1 Books for Teachers BIBLIOGRAPHY Henderson,EncyclopediaThe World J.Book Y.Americana.Britannica. Encyclopedia. Circus Doctor. Volume 28.Volume 22. Volume 17. Boston: Americana Corporation,Encyclopedia 1967. Britannica Incorporation, 1968.Field EnterprisesLittle, BrownEducational and Company, Corporation, 1951. 1958. Books for Children Greene,Daugherty, Carla. James. I Want to be an Animal Doctor.Andy and the Lion. New 'York: Children's Press, Viking1956. Press, 1938. LIGHTS (USES AND HISTORY) CONTENT PROCESS Nona Steadman KIND OF THINKING LANGUAGE I. Whata. (Trip isHow light? doesthrough it maze) feel to be maze.TheThison childrenpage maze titled will will make"Materials." go throughthe a The maze is described DiscriminatingPerceptual with.ItIt is is'similithiiik something you we see turn on. b.c. What How weredid yousone feel youof saw?the lightswithout light? childrendarkness. aware of light vs. 2. What are different whenthese you lights? saw Pictures or concrete objects Modifying kindsused offor? light boxes.Thesetheoflet different item lightsanother he wouldnames. kindschild be oflabel in light. the Let the child find Later on ConceptualClassifying a. What kind of there?lights are or what object. a. Safety lights WeThere Iuse have lightsare lights street tofor insee safety.lights. my with. house. (1) What lights warnarelights someus of weof danger? use?the (1) Red light(a) Film:(signal) Indian One Little (2) Flashing(c)(a)(d)(b) lightsPolicePlow EmergencySnow truck truckcars light on a Zrake the childrencara car-come andout labelto backsee itzi to a headlightcar, brake lights, model CONTENT PROCESS LIGHTS KIND OF THINKING LANGUAGE Page 2 2. Continued (4)(3) LighthouseAirplane guide light(a) Film: Lighthouse The Little Red RelatingCategorizingSiftingto function) (according (2) What kind of forlights decoration? are used b. Decorations(2)(1) CrossChristmas or a lightspicture(b) lit Record up and book: Little Red Lighthouse The Conceptual (3) What kind of lightslight? give us c. Lights used(1)(3) LampsAto sign see (all usedwith kinds) for adver- light bulbstisement (3)(2) MatchesCandles (a) Let someone turn on and off the room lights (6)(5)(4) BikeMotorcycleSun lights lights(a) Go outside and look at it (9)(8)(7) StarsMoonlightSpot1p) &light safety(6) could lightal be put under (4) What are some lights?other uses of d. Other uses(10) Our room lightsFieldand neighborhoodtrip around thediscovering school Whenachildren lightsmural we finish, on there?andmay lights. askingdo some a collage whyof theare or the LIGHTS Page 3 3. Where are some lights CONTENT PROCESS KINDGathering OF THINKING informa- LANGUAGE 4. Havenear ourwe alwaysschool? had Have all kinds of lights. tion Thereclassroom. are lights downtown.in the light? b.a. CampfireSun-we would actually goMadeto seeof sticksit. and a SolvingIdentifyingImaginative a problem thinking ThetotimeNo, firstmake itago. was light.men dark used a stickslong c. Torches (Note: toinformation-Ithered obtain middlelight and with(dark makewill foil room) these)try in Teacher This time the items woulde.d. Lamps Candles (Note:(1) - allKerosene kinds lampsinformation) Teacher willdecidesobjects.couldbe laidbe explorelabeled. onout the so andobject,the talk children itabout As the child 5. best?whichweOf have all do talked theyou lightslike about, chosechooseLet each that a lightchild lamp. andcome tell up andwhy ValuingDeciding I it'slike prettiest.this lamp because wouldAtlowing the suggest end parties. of onethe ofunit, the Ifol- it's biggest. 1. Have an art project cover-madecompletelycolors.ing and lights those with with collected. lights different Light the room LIGHTS Page 4 CONTENT Be sure there are blink- PROCESS GeneralizingKIND OF THINKING LANGUAGE usespictureschildrenpoping music forlights. lightsillustratingmayplaying. also or makeone the Have some The VerbalizingRecall werecouldthe"Bookindicating used. parents.later of Lights." bewhen put the into lights a The pictures Invite BIBLIOGRAPHY c) Encyclopedias Books TheCompton's World BookPictured Encyclopedia. Encyclopedia. Chicago: Vol. IV. Field Enterprises Educational Corp., 1958.Chicago: F. E. Cnmpton & Co., 1955. Teesdale,Seeger,Ruchlis,Field, Rachel.Ruth. Hy.Sara. The WonderAnimal of Light. Folk SongsPoems. for StarsChildren. Tonight. New York: New York: Macmillian NewCo., York: 1965. Macmillian Co., 1965. Harper & Brothers,Garden City, 1S60. New York: Doubleday & Co., 1950. Thisuse ismirrors only onein eachsuggestion box so forthe achildren maze.-there may seeare themany difference other ways. depending on the THE MAZE One other suggestion for a maze: light. instead of pictures, DESCRIPTION2 1- -is is painted painted OF BOXES all all blue. black with a picturein hangingspot (a). A flashing light is 3 4- -A Agreen red box.box with Christmas tree lightsboxplacedcoming one in isthrough spotin (b) (a) the position. and top. the same picture as In spot (a) a lamp and a Materials:5 - A yellow box with a big hole in the rhinestonetoplet tothe sun bracelet. through. Lights.TempraapplianceCardboard paint. boxes.dealers or grocery stores. These may be obtained from EachThe signsframe (10is amean separate entrances. box. Thesechildren. boxes would be painted earlier by the The rest of the maze would be set Theytheup day.by maze wouldthe onceteacher. go andthrough then itwe awould second discuss time theit. same The boxes would remain several days. The childr n would go through musicFurtherIsigns also playing. couldsuggestions:think beit fixedwould ifbe thelosts signs of funare toavailable. have AIDS FOR THE TEACHER 1. Torchesa. - from Page 3, c under Process inoneOil-rich Polynesia. above Hoodoethe other nuts to are make strung torches h.g. H.ThebyMike VirginiaSwift Little Mulligan and RedBurton. Lynd andLighthouse Ward.His Steam by ShovelHildegarde c.b. wereofAPalm lump athe sticktree oflights torchesfatwas fastenedofused Columbus.of by the Kublato Indians the Khan's end 4. Poemsi.j. Weisgard.The FirstLittle Doll Island in theby MacDonaldWorld by Pape.and d. usedIndiansTwistedpony as express. torches instrips New byYorkof thebirch state. Iroquis bark were c.b.d.a. SunsetGardensIfThe I FallingWere - of ConklingA theTreeStar World - Conkling f.e. withAusedOil-soaked longgourd infireflies pole Rome.full sticksbound of gave holes withfastened off andmetal a dimfilledto were a 5. b.a.Songs SallyOh! Oh! Go TheAround Sunshine the Sunshine 2. Lamps - from Page 3, e under Process Manyunderinlight differentthe "Lamps." in World the kindsWestBook IndiesEncyclopediacan be Islands.found Note for interest: 3. Books - these books are to be used headCavelighted skull.men discoveredrushes were lamps put inwhen a a.at storytime. talkA shows(illustratedTree about Ispictures Nicehow byitby of MarclightsJanice the Siment).sun. theUdry world. This Can c.b.d. Theand KurtHouseLittleStory Wiese. that AboutHouse Jack Pingby BuiltVirginia by Marjorie by JoeBurton. Flack e.f. Mr.Rogers.byCooney.Chanticler RabbitCharlotte and and Zolotow.the the Lovely Fox by Present Barbara THE AMERICAN FLAG Delia Montoya 1. Whereflags have flying? you seen CONTENT groundShaw them and the ask one them inTake wherethe theroom. else children they to the play-PROCESS PerceptionKIND OF THINKING I havesaw aseen flag many at theflags. postoffice. LANGUAGE have seen flags. I Isaw see the thesome flag flag flags in at the whereourfather everyday.store. school my works. 2. WhatStates does flag our lookUnited like? aLetBring iimarch. theand a bigchildrentell flag what tosee they the the see.classroom. flag, study Let a child carry the flag Play ObservationDescription ItThe is flag cloth. is red, white,blue. and 3. What do the stars on Bringroom.andshowing lead a big childrenall nap the of states. inthe parade United around States Explain Conceptualization They stand for states,Texas. like WhatWhatflagthe standdoes do flagstand thefor?the stand stripesfor?whole for? Askflagforthat question: eachstandeach state, starfor? representswhat does thea state. whGle If the stars stand TheOurThe stars starflag makestands the for flag. ourmanyTexas. state, states. toHave Six any Flags? of you been beenaboutthatExplain to each whatSix colony. stripe Flagsthey didletmeansLet andthem onechildren what talkcolony. they talk. Then tell them If they have WhereIThey Ihave have ismake been Sixnot the Flags?tobeen flag Six to lookFlags ISix did pretty. Flags.and see flags there. 4. Whatother do youflags? see on these Bring pictures of flags from other there.saw.countries such as Mexico, Spain, Ask them if they saw flags Identification TheThey flags don't are have different. the same colors. LetFrance.countriesabout. a child havechoose flags? a flag to tell Continue this.Also show Texas flag. Do other One"le flagother has flags onlyan eagledon't one snake.star.andhave3tars a or lines like our flag. THE AMERICAN FLAG Page 2 5. Why do Americans pledge CONTENT Teacher pledges the flag first, PROCESS KINDListen OF THINKING Wc. pledge the flag to take LANGUAGE Wouldflag?tothe theyouflag? pledgelike to to listen the WhyPledgestandthen do people sheanything flag asks promise?with them:I said?children. Did you under- Tell me. HowYes,Because do let's we it pledge belongspledge the theto rightofflag? us.flag it. now. 6. Whatmightcolors do mean?you on thinkthe flag the GivetheThecrayons childrenfollowingsame and colors letred, day tbemand whitesupply say,paint and themYesterday blue with flags. Imaginative thinking No,I thinkit would itthat meansnot blue mean the means asky. puppy. water. mightthinkyou paintpaintedmean.mean blue a what means puppythe you ondog? our flag? Do you think the blue flag. think the colors Today will What do you Paint what you think it means. BIBLIOGRAPHY Compton'sEncyclopedia Pictured Americana, Encyclopedia, Volume 11-F. Volume Americana Corporation,11-F, 1967. f-F. Chicago: F. E. Compton and Company. INDIANS PROCESS Ella Salazar KIND OF THINKING LANGUAGE 1. Whoa. wereWhy didthe Indians? CONTENTColumbus call them Christopher TracerouteTell Christopher onstory. globe. Columbus' LocatingIdentifying TheyThey were builtkilled mean. tepees. the cowboys. b. Why are they redskins?Indians? called Show pictures of Indians. Perceiving We eat corn. 2. WhattheIndians food white didintroduce man? the to grewvegetablesDisplaytable.squash, placed of peanuts,thesome on Indians of the (Tomatoes, science corn) EvaluatingExperimenting MyIt daddy looks grows like tomatoesthe tortillasin his garden. my mama makes. a. Why was corn so important? a.b. Let Have children mlx, onbreadand molcajete. taste which their they corn-have children grind corn bake, 3. What did the Indians ofBulletin Indians board trapping display and shaped like tortillas. Collectinginformation They killed the buffalowith their bows and a.hunt Why and was eat? portantbuffaloIndians? soto im-the the huntingthedoingthink children animals.inthe the Indians what pictures. are Askthey arrows. b. What did they use weapons?for tools and Collecting They wore shoes that 4. Hawa.get didWhat their the was Indians meaning of the clothes? the Showgreattheoffactory. a a buffalo buffalo. picturefactory was ofon calleda a Show a picture Tell why the open Perceivinginformation I saw a turkey farmdidn't nnd make noise. b. Would you say Indiansfeathersgoodthe Indiansthinkers? wore? the were plain.AboutMichael. Indians. Reference: The Real Book Gorham, feathers.the turkeys had lots of CONTENT PROCESS INDIANS KIND OF THINKING LANGUAGE Page 2 4. (Continued) touchIndianinInvite so andthat Explorercostume ask class questions. and Boycan feel Scoutsee andreal 5. Whya.usedances? did Whymasks thedid in Indiansthey their dancetroopInviteIndians andinExplorer andpaintedexplain stage Boy theirwhy IndianScout bodies. ListeningObserving They dancedyelled aroundand screamed whena fire.big they danced. b. How did the bodies?painttheirIndians their paint? make whiteberriesHaveletstrawberries clothchildrenthem in dipintoone squeezesmallin dishbowl. another, andpiece black- ofthen Conceptualizing 6. makeWhatIndians theirdid theuse jewelry? to andHavefeathers.seaScience compareshells,a moderntable. withbones, day thedrill and sharp Examine IdentifyingPerceiving IThis can ishear a prettya sound. shell. macaroniMakeholesrocksshells. pretend-beads inIndians and the straws. bones used outandto makeofsea 7. Whatnificancetotem was pole?the of sig- a totemTakeShare fieldpole. information trip to seebook a with ObservingComparing TheyLookThat were atlooks thisreal like one.tall. a bird.don't like it. b.a. WhoHow madedo you them? read thetototem storytell? pole a has ferentthem. totem poles Talk about the dif- 8. changeHowc. Whatdid the thewere Indians' horse they made from? a.Show a picturesdog of: Using informationto solve problems. This is heavy. INDIANS Page 3 , CONTENT PROCESS KIND OF THINKING LANGUAGE 8. waya. of(Continued) Did life? Indians cars or bicycles? have c.b.d. aan ahorse Indiancar. walking b. Haw did they travel? backs.childrenHavea. Howa heavy farto put knapsack on their could carry this? do you think you for Conceptualizing b.Field How couldtrip toa horsemuseum or to a seeknapsack?dog help you with your Classifying They left a hole at the 9. Howb.theirenvironmenta. didWhat What choicethe is is Indians!a influenceawigwam?of housing? tepee? dwellings.different kinds of Indian cometop forout. the smdke to What are pictographs? Shawto themand explainand see pictographs if children Perceiving I Thatlscan drawread a sun.that.those pictures. ArtpictographcouldHave lesson. readchildren some.book workwith withthem. Share a Comparing Look what I made! 11. Whatdishes?Indians did the use for everpottersondisplay sciencethey clay ofmake. Mexicanand pottery table. Havebake awhat- Examine. I'm going to paint mycup red. 12. Where do the modernAlsoShow have picturesdishes sone on everydayof display. modern Indian Perceiving countryIndians livein our now? potteryandShowchildren baskets pictures and attending weaving as ofa trade.Indiansreservations. school. blankets making Teacher References BIBLIOGRAPHY LaFletcher,Gorham, Farge, Michael. Oliver.Sidney E. The Real BookThe AmericanAbout Indians. Indian.The American Indian. New York: New York: Garden City, New York: Golden Press, Inc., 1960.Grosset and Dunlap, 1954. Garden City Books, 1953. Childrens Books Morris,Tunnis, Laverne, Edwin. The American Indians. Cleveland: Indian as Farmer. World Publishing Company, 1959. Chicago: Melmont Publishers, Inc., 1963. Clark,Chiera,Brindze, Ann Edward. Ruth. Nolan. The Story Theyof the Wrote Totem on Pole.Clay.The Little Indian Basket Maker. Chicago: New York: Chicago University Press, 1957. Vangard Press, Inc., 1951. Schwertzer,Pine,Hofsinde,Hader, Tillie Bertha Robert. ByrdS. Hoerner. Baylor. The Indians Knew. Indian Games and Crafts. The Mighty Hunter.One Small Blue Bead. New York: New York:New York: WhittlesleyNew House, York: 1957. Chicago: MacmillanWilliam Company, Morrow Inc., & 1943.Company, Macmillan Company, n.d. Melmont Publishers, Inc., 1957. 1957. Ruth Hernandez AIRPLANES I. What thing makes CONTENT Tape recording of sounds of an PROCESS KINDS OF THINKING Listening It's an airplane. LANGUAGE IsthisIs it it sound?a atruck? train?boat? airplaneand flying starting, over. taking off,a. A model of an airplane. Perceiving airplane.It's a model of an 2. ybatIs is it an an airplane? airplane? forPictures different of airplanes things. used ItinIt's thecarries a air.machine people that to fliesdif- It'splaces.Itferent carries useda places.fast for thingsway wars. to totravel. many a-I 3. Do all airplanes Wide assortment of airplane Classifying JetIt's planes used forby farmers.weather. look alike? mostmodelwhichpictures, familiar childrenairplanes preferably with. would which bethose children Also, BombersHelicoptersGlidersPiperJet fighters cubs 4. Whatairplane did the look first like? canbeginningEncyclopediaShow handle. pictures of airplanes.about from theCompton's Blimps a. How do you airplane?ofthink making man thoughtan Wrightairplanes--example,Havetoday. picturesplane and of one a fewofOrville Using imagina- tion AIRPLANES Page 2 5. Wouldknow youthe likestory to about CONTENT (For teacher information) PROCESS KIND OF THINKING LANGUAGE tothe fly? man who wanted wantedToInlevel. be 845 toadapted A.D.fly. ato man child's in Spain He made a Listening walldownbirds.actualsuit and flapping of wingsjumped. feathers ofhis two wings.and large two He climbed a high He glided 'hisnoAll againsttriedback. tail worked tofeathers! the land.well wall until and hebroke His mistake-- He hit 6. Wouldairplanego onyou a like pretendtrip? to FlightFilm:family 376. taking an airplane Airport-Passenger- Story of a Gathering information. theDidthe air?you houses see howlooked small from 7. Howlook does and a howterminal does a GoFieldtrip. inside trip an to airplane. airport. Gathering informa- TheyIDid see wereyou the seeserved jet. the lunch.clouds? reallike airplane inside? look andflight(Braniff will that let has haschildren a amorning layover in.) Probleu solving tion LookItLookI see hasat at the theseat the wings.controls.baggage belts.fuel truck. train. AIRPLANES j,"" Page 3 8. CONTENT you like to PROCESS KIND OF THINKING LANGUAGE WhatmakeWouldwould ankind youairport? of like plane to or willHaveofExperiment:spools, airplanesdo.available etc. (plastic anfor assortment imagina- ones Boxes, wheels, Relating I'llterminal.Let'sor runway. be make the theanpilot. airstripair Wouldbestdrawdesign? youat what thelike youairport? to liked ArtWorkbench-hammer,chalk.ferenttive table-paper, play. sizes of tempra, wood.nails, crayons,dif- Imagining I'll be the stewardess.

P .6 Teacher References BIBLIOGRAPHY Compton'sBendick,Ahnstram, Jeanne.PicturedD. N. Encyclopedia, Vol 1. The CompleteThe BookFirst of Book Jets of and Airplanes. Rockets. Chicago: New York: F. E. Compton and Co., 1955. Cleveland: Franklin Watts, Inc., 1952. World Publishing Co., 1957. WorldZaffo,Lewellen,Ettling, Book George Mary. Encyclopedia,John. J. Vol. 1. & TheCo., Answer Inc., Book.The1967. True BookThe Gieantof Airports Nursery and Book Airplanes. of Things that Work. Chicago:New York: Field EnterprizesGrosset Educational & Dunlap, Corp.,1963. 1958. New York: Garden City, New York: Childrens Press, 1956. Doubleday Childrens Books Gramatky,Schlein,Lenski, Lois.Hardie.Miriam. The Little Airplane. How Do You Travel?Loopy. New York: New York: Putnam's Sons, 1941. Henry Z. Walck, Inc., 1938. Films: Airport-Passenger Flight 376. (17 min. b/w) New York: #5125 P.I. Abingdon Press, 1954. Visual Instruction Bureau, The University Other Materials Vertical File, Austin Public Library, "Aeronautics" of Texas, Austin, Texas. $3.50. SAFETY TO AND FROM SCHOOL CONTENT PROCESS Lucille Herrera KIND OF THINKING LANGUAGE 1. Whatwalkbeingthata. are Whatto keephurt someschool? is youas athings youfromsignal ReadBringLet achildren story:models Stoptellof signal andyou. Go light Listening Whatmeaningalight? redis the light?of: mayanddiscuss stopbe purchased sign.meaning. or made.) Identify and (Hodels IdentifyingObserving wait.TheThe yellow redgreen light lightlight means meansmeans stop. go. b. What is a stop a sign?greenyellow light? light? Color? Films: Safety To and From SafetySchool on the Street Gathering information The sign says to stop. c. What is a side- Crosswalk?walk for? walks,Makeletdiscussschool a themcrosswalks.large area. informationlocate floor signals,map fromof side-films, As children Demonstrate Using informa- problemsolvetion toa WalkYoucars stopon to sidewalk. andpass. wait for GrandfatherReadLearnpeople.safety aa story song:with and aboutmodels I. a ofwalk: cars and Jim Along Josie 2. Areonpractice youa walk? ready safety to class.toInvitefrom go for thea policeman aschool walk withsafety or thea boypatrol Observe safety rules. Using information We Stopwalk here.on sidewalks. SAFETY TO AND FROM SCHOOL Lucille Herrera Page 2 3. Howstudy do wetrips? go on CONTENT Show pictures of PROCESS a car and a KIND OF THINKING We could go in LANGUAGE a car. b.c.a.bus. How WhichHow are are onethey they could different? alike? our wholeclass ride in? Comparing A bus is bigger. toHelpers.HowShow safeget can film: on andwe and make pleasant?Bus off Driver's Discuss safe ways a bus trip a bus and Gathering informa-ation problem to solve SitonBe the carefuldown bus. when when you're you get 4. Whatto doesbe safe? it mean Read:ifconduct children Little on theLost bus. Lamb. can understand See Conceptual Theriding. lambboy savedwas lost. him from nextTakemeaningsented studya bus of in experience.tripsafety another to whenbegin situation. pre- the lion. BIBLIOGRAPHY Teacher References Parsons, Floyd. Association, Washington, D. C., p. "Educating for Safety." 67. N.E.A. Journal (Vol. 57, No. 2, Feb., 1968) National Education Children's Books Kaiser,Buckley,Brown, MargaretLynn. Helen E. Wise. Stop and Go. Grandfather and I. Little Lost Lamb. New York: New York:Saalfield PublishingGarden Co., n.d.City, New York: Lathrop, Lee and Shepard, 1954. Doubleday & Co., 1945. RecordsMaterials The Camel Who Took A Walk. Weston Woods, Weston, Conn. Songs ModelsPictures of Safety of a carSigns and bus Films Seeger, Ruth C. "Jim Along Josie," P. 72. American Folk Songs for Children. New York: Doubleday & Co., 1948. UniversityThe following of Texas,films mayAustin, be Safety on the School Bus rented from the VisualTexas 78712. (10 m. b/w. S2 .00) Instruction Bureau, Division of Entensiol #5375#31111#2264#C-8245#C-8139 Safety on Safetythe Way to to Busand SafetySchool Driver'sfrom on School the Helpers Street (12(10 min., color, (11 m., b/w.,(10 m. $4.50)$5.50) $2.25)$1.75) SOURCES OF CONTENT FOR CHILDREN'S PROGRAMS

THROUGH MOVIES AND FIELD TRIPS FILMS

Catalog Title Number* Rental

Operation Head Start 7891 $3.75

A Long Time to Grow - Part 2 6124 6.00

How Little, How Big C-7800 3.75

The Cat Family SRC-8323 5.00

The Dog Family SRC-8335 5.00

The Time of Their Lives 8391 3.50

Food for the City - Wheat C-8287 5.00

Food for the City - Produce C-8286 5.50

Dairy Farm Today C-8138 5.50

Four Artists Paint a Tree C-7798 6.25

The Globe and our Earth C-8166 5.00

If You Could See the Earth C-8231 5.50

Indonesia - Land & People C-8173 6.00

Harvest in Japan C-7446 3.50

The Pleasure is Mutual C-8103 6.50

The Camel Who Took A Walk C-6512 2.75

The Story About Ping C-6381 3.25

Five Chinese Brothers C-6998 3.25

What is a Teacher S-7877 11.25

Learning While They Play C-8459 7.00

Adventures of * RSC-500 3.90 (Available from: tk V. Center Div. of Extension Univ. of Indiana Bloomington, Indiana)

*All films may be rented from the Visual Instruction Bureau, The University of Texas, Austin, Texas.

,;,/169 FIELD TRIPS

Casis Kindergarten

Texas Museum

Capitol tour

Governor's Mansion

Reagan Building

Old Bakery

Land Office Museum

State Archives

Laguna Gloria

Elizabeth Ney Museum

Tom Miller Dam and low water bridge

LCRA Building

Zilker Gardens

French Legation

State Cemetery

University of Texas Nursery School

170 -

BEGINNINGS:

FUNDAMENTAL IDEAS WHICH UNDERGIRD PROGRAMS FOR

KINDERGARTEN CHILDREN

DR. CLYDE I. MARTIN I. Name of Module:BEGINNINGS: FUNDAMENTAL IDEAS WHICH UNDERGIRD

PROGRAMS FOR KINDERGARTEN CHILDREN

II. Description of Video-tapes

Six video-tapes, each thirty minutes in length, weremade of

twenty-two five-year old Mexican-Americanchildren as they worked in

a Headstart program.The lessons for taping were planned and taught

by six different persons, each an expert in the teachingof kindergarten

children. The first tape shows a teacher and an aide getting acquainted

with the children: the five remaining tapes are in the areas of math-

ematics, social studies, science, art, and music. Each tape was

analyzed by a group of forty-two teachers of migrantkindergarten

children.

III. Rationale

In each tape one or more fundamental ideaswhich underlie programs

for young children are depicted. These ideas may be related to either

the content which is taught or the ways inwhich teachers go about

teaching it.

The basicideas are really assumptions about the contentof

children's programs and the processes throughwhich the content is

taught. Throughout the six tapes the following assumptionshave been

implemented and may be identified by persons who analyzethem:

I. The content of programs for young childrenshould be

made up of concepts and processes forteaching them

which can be extended in new contexts throughoutthe

elementary schools. 2. The processes through which the content is taught

can be determined through well-knawn theories about

how children learn. For example; they learn through

direct sensory experiences; they must "operate on"

materials; and when a meaning is grasped, the child

is ready for the symbol--or learning moves from

concrete meanings to abstract symbols.

3. Teachers can work with children in ways that enhance

self-concept and belief in one's own power to do things

effectively.

4. Language is learned in programs that are rich in

opportunities to gain new meanings and in which the

child has many opportunities to "think" with the

language.

IV. Suggestions for Using the Tapes

1. The tapes may be used in a series of in-service meetings

or pre-service classes in a university. Each tape may

be analyzed separately using the particular module

which is included and at the end of the study, the

total module of six parts may be evaluated using the

suggestions that are included.

174 THE BACKGROUND OF THE CHILDREN

The five-.year-old Mexican-American children in these video-tapes are considered to be deprived in many ways.

The majority of them live in home situations characterized by the absence of a father figure, a mother who must work, and four to eight brothers and sisters. Consequently, most families are looked after by an aunt or grandparent. Some families are supported by welfare payments. The mothers and/or fathers who do work have unskilled or semi-skilled jobs, with little remuneration.

Ensuing financial difficulties result in the family's living in housing projects or very inexpensive homes, accepting help for partial- paid lunches, using the free medical services at the community hospital, and spending no money for any type of entertainment or recreation.

This particular group of children, unlike the migrant groups, is disadvantaged by a lack of family mobility. Approximately ninety-five percent of them were born in East Austin, and rarely ever travel out of the area. If the family does have a car, it is usually used for transportation to and from work. Only through "field trips" in school are the children of these families exposed to actual contactwith life outside the community.

Most of these children live in homes without books or any type of reading material. No effort is made by the parent or adults to teach the child anything; thus, any new knowledge is usually introduced either by older siblings or by television programs. Because of this, there

seems to be a possibility that the younger children in these families

actually hear more English than Spanish.Furthermore, most of the

English spoken on T.V. is used correctly, and this provides an accurate model for the children to copy.

Many of the children come from homes in which Spanish is spoken, but

they have grown up in an English-speaking culture. Communication in

their environment is often affected by limited speech. Although the

children show evidence of understanding instructions given in English,

they have problems with using either Spanish or English to express

themselves.

One could be led to believe that these children have no advantage

over children of families in higher socio-economic levels; however,

this is not completely true. These students show evidence of being

free to relate with.others. Their extended families, with mother

surrogates, are relatively happy ones, in which the members have fewer

inhibitions. The children are not so pressured to conform and/or

compete as are children from homes which would be considered very

advantaged. Therefore, they usually come to school with a smile on

their face and an eagerness to share in whatever new experience might

lie in store for them that day.

176 No. ONE

I. Name of video: Getting Acquainted with the Children

II. Rationale:

The children in this situation were five-year old Mexican- Americans who had grown up in an English-speaking culture. They were unknown to the teacher and her aid. The teacher spoke no Spanish although she had taught a Headstart class for one sunmier and the children came from similar backgrounds.

First, the teacher was interested in making children feel that they were important individuals; then, she wanted to get acquainted through some kind of involvement on the part of the children. The teacher wanted a classroom climate in which children felt free to express themselves; therefore, she used interesting objects and ideas presented in a "game- like" manner.

III. Description of Video:

1. Background: The children had been in school for three weeks. They were expecting the photographer but had never been "videoed" before. All equipment was "new" to them. They had waited almost an hour because the photographer had difficulties with the equipment.Due to filming problems, the first part of the tape had to be remade.

2. The teacher and aid issued name tags to each child, with the children helping to "locate" their names.

3. Children were asked to bring boxes containing objects which were unknown to them. (These objects were cucumber, cantaloupe, and squash vines, each of which had leaves, blossoms, and vegetables.)

4. The teacher led the group in a discussion concerning the identification of the objects. (i.e., Where do they grow? What are they like?What are they called?)

IV. Procedures for use of video with in-service and pre-service teachers. 1. Shaw the tape, then ask for positive reactions from each teacher (or viewer).

2. Follow this discussion with questions that will focus upon points which have not been raised through teachers' comments.

177 V. Questions for inquiry for pre-service and/or in-service:

1. Why did teachers issue name tags as they did? 2. Why were well-known concrete objects used as instructional materials? 3. How did the teacher handle incorrect responses? (Example: A child says that a vine is a tree. The teacher has the child examine his statement by looking carefully at the vine.) 4. How did the teacher guide children's thinking through questioning? (Example: The children talked about things that grow on the ground and the teacher asked, "Do you know what kind of plants grow on the ground?") 5. Why did the teacher show the word "vine" after the children gave evidence that they knew its meaning? 6. Why did teachers have the children place vines along the "ground?" 7. Did you observe any evidence of positive behavior in the guidance or discipline of children? Cite examples. 8. How could the learning situation have been improved? 9. How could the ideas introduced in this video be expanded for further study? 10. What new vocabulary could have been learned by the children? 11. What evidence was there that these Mexican-American children understood much English?What are the implications for learning a second language? 12. How would the situation have been changed had the teacher been able to speak Spanish?

VI. Evaluation: (Each item corresponds with number of Question in: Section V)

The viewer should be able to:

1. Focus on the importance of developing a sense of identity in each child, mentioning the role of physical "involvement" in such a process. 2. Extract from learning theory the importance of a child's working with the real and/or the familiar before moving to the unknown and abstract. 3. Give examples which would answer this question (No. 3), then 4. Give examples which would answer this question, then generalize about the value of this type of behavior. 5. Focus on the importance of moving from the understanding of an idea to a written symbol representing that idea, as well as mention reinforcement, and discuss the process of language learning. 6. State some reasons for physically involving the children in the teaching process. 7. Cite examples and focus on the value of positive teacher behaviors in such situations.

178 (ask- 8. List suggestions for improvingthe learning situation ing different questions,using different teachingprocesses). suggestions 9. List ideas which couldbe expanded as well as give for the type of questionsthat could be asked and theteaching methods involved in answeringthese questions. 10. List new words introducedin the learning situation. 11. Determine that the childrenfollowed all directions given in English; that, indeed,they do seem to have areceptive knowledge of the languageof the culture in which theyhave been reared-even thoughthey might speak Spanish athome. He should also beable to use these observationsand his knowledge of language learning toconstruct a number of implications about "bilingualeducation." Spanish 12. Cite instances in whichthe children responded in correctly but were notunderstood by their teacher.

179 No. TWO

I. Name of video: Learning About Sets, Corners, and Edges

II. Rationale:

The teacher wanted tointroduce the concepts of sets and two- dimensional shapes tothe children. She chose these because they are basic to theunderstanding of mathematics.

III. Description of video:

I. The teacher asked the children, What is mathematics?" and "What is arithmetic?"

2. She had the children identify perceptually sets of crayons, blocks of various colors, pencils, etc. Then, she asked them to identify the function of a particular set.

3. The teacher led the children in tracing the fingers of their hands.

4. The class identified the edges and corners of two- dimensional shapes.

IV. Procedures for use of video with in-service and pre-service teachers:

I. Show the tape, then ask for positive, reactions from each teacher (or viewer).

2. Follow this discussion with questions that will focus upon points which have not been raised through teachers' comments.

V. Questions for inquiry for pre-service and/or in-service:

I. What types of behavior did the teacher reward?How did she go about doing this? 2. Why are the children sitting on the floor? 3. Why did the teacher begin by asking, "What is arithmetic?" 4. How did the teacher introduce the concept of sets?Why did she begin color? 5. What was the job of the aide? 6. How did the teacher deal with the child who came in late? 7. Why did she ask the child who knew the answer to restrain himself and listen?

180 8. What evidence do you see thatthe children either understood or did not understand theteacher's instructions and questions? 9. Why did she have the childrenidentify the function of a set? 10. What did you observe about thechildren's language in identifying the color of sets? 11. What was the purpose of havingchildren "trace" their fingers? 12. How did the teacher manage tokeep all children involved most of the time? 13. How did she introduce edges and cornersin two-dimensional shapes? 14. What did the teacher have thechildren discover about the circle? 15. How did the teacher evaluatethe students understanding of the terms that were introducedin the lesson? 16. What evidence was there thatchildren had receptive knowledge of more English terms thanthey used in speaking? 17. Why would the mathematical conceptsintroduced in this lesson need to be met in manydifferent situations throughout the elementary school? 18. What are other basic concepts inmathematics? expanded? 19. How might the conceptsintroduced in this lesson be question in VI. Evaluation: (Each item corresponds with number of Section V)

The viewer should be able to:

1. Recognize that the teacher rewardedonly positive behavior by calling attention to a child who was"listening" or "sitting well," or letting a child wo isshowing desirable behavior participate in the discussion, etc. 2. Note the advantage of afeeling of "closeness" and an atmosphere more conductive tocommunication brought about bysitting in a circle on the floor. 3. See that certain types ofintroductory questions provide teachers with needed informationabout a child's background of knowledge. 4. Describe the methods used by theteacher in introducing this concept. He should be able to statethe importance the of identifying objectsperceptually, when establishing definition of an object in one'smind. 5. List all of the aide'sactivities. 6. Describe the teacher's actions,and discuss the importance of "acceptance" in a classroom. viding 7. Identify this technique usedby skilled teachers in effective discussions. of 8. Cite examples of pupilbehavior which showed evidence understanding, or not understanding,the teacher.

181 9. State the importance of knowing the function of particular sets. 10. Realize that these children used English labels when identifying the color of a particular set of blocks. 11. Extract from learning theory the importance of a child's working with the real and/or the familiar before moving to the unknown and abstract. 12. List teacher statements and teacher behavior which resulted directly in the involvement of the whole group of children. 13. Describe the methods used by the teacher to intorduce edges and corners. 14. Know that the children found that a circle has no corners. 15. Recognize that teacher questions resulting directly in certain pupil statements or behaviors were methods used by the teacher to evaluate pupil understanding. 16. Cite examples of pupil behavior that was evidence of receptive knowledge of English terms never used by the student himself. 17. Make a list of many different contexts in which the child would meet these mathematical concepts throughout the elementary school. 18. Identify various other basic concepts in mathematics which should be introduced to five-year olds. 19. List ideas which could be expanded as well as give suggestions for the type of questions that could be asked and the teaching methods involved in answering these questions. No. THREE

I. Name of video: Patterns in Art and Sound

II. Rationale:

The teacher wanted to provide a sensory experience in artfor each child, realizing that true art takes place when a persontakes in sensory experiences,remembers, and remakes them in his own way through an art medium. She also wanted children to see panallels in sound and in art rhythme, so she had thechildren listen to sounds from without and within themselves, thenreproduce these sounds in paint.

III. Description of video:

1. The teacher sat with the children in a circle near asmall bulletin board.

2. The teacher led the group in a discussion ofthe sounds drums make and the use people make of drums.The teacher and pupils played the drum to express emotions, such as fear, angerand Joy.

3. After making several sound patterns on the drum,the teacher (1; reproduced one in finger paint.

4. The children closed their eyes and listened tosounds "inside themselves." These sounds were painted on large sheets of paper.

As each child finished, he came up to theteacher and "played his painting" on the drum.

IV. Procedures for use of video with in-serviceand pre-service teachers:

1. Show the tape, then ask for positive reactionsfrom each teacher (or viewer).

2. Follow this discussion with questions thatwill focus upon points which have not been raised throughteachers' comments.

V. Questions for inquiry for pre-serviceand/or in-service:

1. Why did the teacher ask the children to tap outfeelings of joy, sorrow, etc. on the drum? 2. How did she go about showingthe children that sounds can be painted? 3. Why did she have them close their eyesand listen for sounds inside themselves? 40. 183 4. Why did she use finger paint? 5. Why were the children asked to put their names on their pictures? When the teacher realized the children couldn't write, what did she do? 6. How did the aide help or guide the children? 7. How might one account for the fact that these five-year olds remained engrossed in their lesson for the full thirty minutes? 8. What evidences did you see of self-control in the children? 9. How did the teacher deal with the children's spilling of paint, getting paint on themselves, and/or sitting on a picture? 10. Why did the teacher have the children reproduce the sounds of their picture on the drum? 11. How did the teacher deal with the child wbo drew a house instead of "sound? 12. What evidence did you see that the children accepted the teacher immediately? 13. Can you identify a learning theory which was applied in this film? 14. Could the teacher have used a sensory experience other than that of sound and still have had the children reproduce the experience in paint? 15. Did you see any evidence of language growth in this film? 16. How can this lesson in art be related to future artexperiences? 17. How might the learning situation have been improved?

VI. Evaluation(Each item corresponds with the number of questions in Section V)

The viewer should be able to:

I. See the relationship between sensory experiences and art expression. 2. Recall that the teacher demonstrated, from withinher3elf, what she would later be asking the children to do for themselves. 3. Realize the importance of the child's expressing his own thoughts and feelings. 4. Realize that the tactile and visual experiences would be heightened by using this medium.Also, that children can use finger paint successfully. 5. Make a statement about the fact that every artist identifies his wofk as part of himself, and note the importance of this phenomenen in developing a strong self-concept. He should also be able to recall the teacher's actions in dealingwith this problem situation. 6. Give examples which would answer this question,then generalize about the value of this type of behavior.

184 7. Discuss the role that "interest"plays in the ability of a child to pay attention to the lessonin which he is involved. 8. Cite examples of self-control andfocus on the value of such behavior. 9. Recall the teacher behavior in suchinstances, and discuss its value. 10. Identify the need which childrenhave to see value and meaning in something they havecreated. 11. Identify this teacher's behavior as onethat would build on atmosphere of acceptance, and state whythis might be desirable. 12. Mention specific child behaviorswhich would demonstrate an acceptance of the teacher. 13. Give examples of ways in which aparticular learning theory undergirded what was done in thelesson. 14. Discuss the possibilities of using sensoryexperiences other than that of sound for this typeof art lesson. 15. Cite examples of words that wereintroduced to the children, that were later used by thechildren as a basis for deter- mining whether or not there was evidenceof language growth. 16. Realize that this particular lesson isthe essence of all art, and relate it to various artexperiences which the children might have in the future. 17. List suggestions for improving thelearning situation (asking different questions, using differentteaching processes, etc.). Kindergarten Institute The University of Texas atAustin July 19, 1968

ART VIDEOTAPE

INSTRUCTOR: Miss Alice Richards

THE LESSON: Patterns in Art and in Sound

MEDIA: Finger Printing

AIMS: To see parallels in sound and in artrhythms and repetition

MATERIALS: Tempra Drums Starch Newspaper White Paper Pans for paint Fingers Sponges for clean-up

PROCEDURE: Talk about drums,history, use L-- communication danger fear joy words music dance

MOTIVATION: Make sound patterns illustrate visually finger print Ask student to jump to pattern Ask student to make sound patterns ondrum illustrate visually hand print

INSTRUCTION: Close eyes and listen to the sounds youhear inside yourself Make your patterns on paper When finished, wash hands

EVALUATION: We will make your patterns on ourdrum

186 No. FOUR

I. Name of video: Preserving Food-41aking Cucumber Pickles

Rationale:

The children had studied several kinds of vines andknew that cucumbers grew on a vine. They had eaten pickles made of cucumbers and knew what they were. However, it is doubtful whether any of them had seen cucumbers preserved by pickling. In the teacher's garden were many cucumbers, somebeyond saving and were discolored, others perfect forpickling. Children are greatly interested in any form of cooking. The teacher took available materials and utilized children's interests tobegin an understanding of one way to preservefood.

Description of the video:

I. The teacher brought an ivy vine and a grape vine to seeif children would classify them as vines. (They had worked with vines one month earlier).

2. The teacher brought a sack of overripe and freshcucumbers. The children put them into two "sets."Teacher asked which ones were good to eat andhow they might be kept from spoiling.

3. The recipe was shown on chart and children assistedwith pickling process. An aide assisted in heating vinegar and in allowing children to smell and feel thedill seeds and grapes.

4. When the cucumbers were in the jar, the teacherasked, "Now what are the cucumbers called?11

5. Children tasted bits of dill pickle which the teacherhad brought--described taste and smell.

6. The teacher showed examples of other foodsthat were pickled.

7. The final question was, "What can we do withthe overripe cucumbers?"

IV. Procedures for using the video-tape with pre-serviceand in-service teachers:

187 I. Present the teacher's plan for the lesson.

2. Show the tape and ask for positive or negative reactions.

3. Continue the discussion by using the questions suggested in the next section which were not mentioned in reactions.

V. Questions for Inquiry:

I. Why did the teachers bring the vines foruse in this lesson?

2. Why was the dill plant compared with the vines?

3. Why were the children asked tp put the fresh and overripe cucumbers into sets of cucumbers?

4. When the teacher asked how the fresh cucumbers could be kept from spoiling or ruining, how canyou account for the children's answers? (One suggested that the cucumbers be kept in the refrigerator.)

5. Why were all children allowed to havea part in the pickle making?

6. Why did the teacher show examples of other food whichwere pickled?

7. In many instances children smelled and tasted; whywas this done?

8. What do you think the teacher was trying to get childrento do when she asked what they should do with the overripe cucumbers?

9. What new concepts were introduced in the lesson?

10. Was there any evidence that the teacher put the children into situations in which they were forced to think in English?

VI. Evaluation: (Each item corresponds with number of questionin Section V)

The viewer should be able to:

I. State that the teacher was extendinga concept the children has met earlier. New vines were added to a classification children had used.

188 the teacher 2. State that byintroducing a dill plant was able topoint out again thedistinguishing characteristics remember thecharacteristics. of a vine anddetermine if children (A vine must havesupport). in mathematics and State that childrenhave worked with sets 3. another meaning orword that putting thingsinto sets is simply identical in some for grouping andclassifying objects that are way. in terms See that children can an werquestions or think only 4. experience in keeping of their experience,and their most common things from ruining isby putting them in arefrigerator. for children to understand aprocess, 5. Understand that in order they must have a partin the operation. In other words, they must "operate" uponthings to see how theywork. introduced to extend the 6. State that otherpickled foods were category orclassification. impressions. Indicate that meaning comesthrough potent sensory 7. the children to Understand that theteacher was trying to get 8. possibly recall make assumptions, dointuitive thinking or experience with gettingseeds from fruits orvegetables. children seemed to bemeeting for the first 9. State concepts that time. "forced" youngsters to 10. Describe situationsin which the teacher think in English. PICKLING CUCUMBERS I. What is this plant? CONTENT Show vines PROCESS RecallKIND OF THINKING LANGUAGE a. Whatalone?grow?English kind ofIvy? plant is this Where? Does it always need How did itCan it stand b.a. Showfloor.hold grapeupright.English vine. Ivy. Place on Place onTry to b. Grapealone?ahelp? plant vine which (same) cannot stand What is the name of c. Labeltree limb. vines. 2. Isa. this dill plant a vine? DoesIs itit astandlie vine? on like the aground? tree? FindShow seeds dill plant. Examine. Recall G 3. thisDoa; you vegetable? remember the name of WhatOn haswhat happened did they to grow? a.Pouroverripe out sack cucumbers. of fresh and cucumber.Show vine. Show overripe Recalla. Extending meaning c.b. WhatCanbetweenthis is youone? the dividethese difference two?all the c.b. Letcucumbers.Hold children up fresh divide. and overripe Describe c.b. ClassifyingComparing 4. Which set of cucumbers would ofcucumbers cucumbers? into two sets Extending meaning c.b.bea. the best to eat? HowWouldfrom could thisruining webe have goodthese? keptto eat? c.b.a. HoldPoint up tofreshoverripe overripe one. one. Predicting PICKLING CUCUMBERS d. What did Mrs. Nelson CONTENT d. Holdand upstore jar, bought. frozenPROCESS KIND OF THINKING LANGUAGE 5. How can we keep them?do with these to these keep Show recipe for Follow recipe cucumber Extending meaning from ruining? pickles.andhandbygrapes. having feelin place. dill child seeds Smellkeep and 6. Nowpickled?called? what areWhere Who the pickedwere cucumbers they them? NameLabelLabel tags.dill Austin-Metz. pickles. ExtendingInput meaning P4MDI-. 7.8. WhatWhat will other they things taste do we like? Tastebeans.Show storeokra, bought.beets, fish, Classifying 9. Whatpickle?Throwold could cucumbers? away? we do Jar? Freeze?with the DryCutseeds, fivecucumber days.scoop open. Store.out. Soak. Find Predicting 10. Whatandtolddo all boyyou himdid seethink about on GrandfatherGrandfather vines?walk? What Read "Grandfather and I." Intuitive thinking- No. FIVE

I. Name of video: Inside and Outside (Space Concepts)

Rationale:

The teacher wanted to introduce the two concepts of inside and outside, for these terms stand for important ways of describing space. Because of the abstract nature of the concepts, the teacher planned many different contexts in which the children would meet the ideas. She also wanted to force the class into using English as they operated on the ideas and experiences being presented.

III. Description of video:

I. Because several of the children of the class were missing when the taping was ready to begin, the teacher decided to go across the hall and "borrow" ten or eleven children to add to her class.However, the missing children began to drift in after she had begun the lesson.

2. The teacher asked the children to bring a large box containing a number of objects. They identified the inside and outside of these objects, then the teacher showed them the written symbols for these words.

3. The teacher showed the children various objects which had other objects inside them. She had the children take these objects out, and discuss whether they were inside, outside, etc. (The objects were a dancer in a jewelry box,a letter containing a message, a band-aid box with band-aid inside, a plastic egg with a balloon, a billfold with money and keys, and a glove.) She even had a child place himself inside a box.

4. The teacher had the children identify objects, such as an orange, egg, and peanuts, which were placed inside a box. Then, they discussed the inside of these objects, opening them, and even placing the juice of an orange inside a child.

5. She had planned to ask if the outside could be moved to the inside by having a child turn a jacket "inside-out."

192 IV. Procedures for use of video with in-service and pre-service teachers:

1. Review the teacher's plans.

2. Ask the viewer to write reactions to the tape, based on three questions: a. What was the teacher trying to help children learn? b. How did she go about it? c. Why did she teach the space concepts in this way?

3. Follow the written responses with oral discussion that will focus on points which have not been raised through teacher's comments.

V. Questions for Inquiry for pre-service and/or in-service:

1. Why are these space concepts difficult for children to grasp?Can you see how these space concepts could be compared to a mathematical symbol, such as "2"? 2. After the children had identified the concepts, why did the teacher show them the written label? 3. Why were many contexts provided for the children in which they could meet the space concepts? 4. Why did the teacher ask Children to repeat their one word answers in complete sentences? 5. Why did the teacher want the children to handle the objects they were discussing? 6. What did you observe about the children's ability to fo:low directions given in English?What might be some implications for teaching English? 7. Can you describe the way the teacher chose to move from less ifficult to more difficult ideas in building concepts? 8. /Could you compare the ways in which children were guided by the teacher in this film with the ways of guidance used by another teacher in any of the other films? 9. Why do you think the teacher had the children respond to messages written in "letters"? Why would shehave these messages include the term"inside"? 10. What cues did the teacher give the children when she was asking questions about the content of the box containing the orange, egg, and peanuts? 11. Could you suggest other ways that these concepts might be moved or expanded into new concepts that children would need to know? 12. What were the strengths of the plans made by this teacher?

193 VI. Evaluation: (Each item corresponds with number of questions in Section V)

The viewer should be able to:

1. Realize that abstract concepts, which can only be held intuitively, are more difficult to understand than those which are concrete--and can be absorbed directly through the senses. Furthermore, he should see that the mathematical concept of "2" is one such abstract concept. 2. Focus on the importance of moving from the understanding of an idea to a written symbol representing that idea, aswell as mention reinforcement, and discuss the process oflanguage learning. 3. Extract from learning theory that individuals learn at different rates, and from varied experiences; thus, a presentation of an abstract concept in many contexts assures the teacher that more children have an opportunity to grasp the idea. In addition, he should know that meeting the idea in different situations also helps the child reinforce and expand upon his knowledge of the concept, after he has the beginnings of the idea in his grasp. 4. Recognize that the teacher is trying to help these particular children gain more effective use of the English language by forcing them to use its syntactical patterns. 5. State some reasons for physically involving the children in the teaching process. 6. Determine that the children followed all directions given in English; that, indeed, they do seem to have a receptive knowledge of this language. He should also be able to use these observations and his knowledge of language learning to construct a number of implications about bilingual education. 7. Recall the progression of experiences planned by the teacher so that the children were forced tomake finer and finer discriminations in identifying the space concepts. 8. Cite specific instances of teacher guidance-behaviors that would distinguish this teacher from any other teacher chosen as a comparison. (Methods of rewarding, controlling, questioning, etc.) 9. Note the importance of providing interesting ways of"instructing" children.Also, he should realize that the inclusion of the new term in the instructions would _:ovide the teacherwith an evaluative check of the pupilsunderstanding of the concept. 10. List cues given by the teacher in asking the class about objects contained in the box. 11. Suggest ways that these concepts might be used or expanded into new concepts. 12. Discuss the strengths of the plans for this lesson, mentioning the Leacherls movement through finer discriminations, andthe varied contexts in which the concepts were met.

194 VApPININ OUTSIDE AND INSIDE D. Frost CONTENT (Second part deals with movement inside and outside) (First part for Video Tape) PROCESS KIND OF THINKING LANGUAGE 1. WhatWhat surface"outside?"is is the the ofmeaning exterior an object of LabelsShowLarge labels Box to children OutsideInside Identifying called? aboutandofWhereWhat tellthe outside?" can is box?"them theyou theoutsidetell words. me ThisI Iplay like is outside. theto gooutside outside. ofthe box. TellLabel. me about these things: paperglass cup Observing This is the outside ofthe cup. jewelrycarcansack box pretty.The cancupoutside hasis orangepaperof the outside. box is 2. WhatWhat surfaces"inside"?is are the the meaningcalled? interior of LabelRecallShow insidelabelword. ("Inside")of large box. Observing WatchFindbox.above. inside dancer of inside each objectjewelry Tell about inside. Identifying The inside white. ofis the smooth.bumpy. cup is OUTSIDE AND INSIDE 3. Caninside some otherthings things? be put CONTENT Whatthe canbox? we put inside PROCESS KIND OF THINKING LANGUAGE WhereHave aare child you? get inside. is inside the box. Following instructions IIt can amis insideseedark outside. inside. the box. is inside the box. WhatPut insideother objects thethings (above)box? can wein putbox. The cup is inside the box. isis not outside inside the the box. box. DirectBringtheLetterenvelop stove child ussays: fromthe in to sack."theinside get playhouse. pink my purse. "Look inside Listening A envelope.letter is inside the WhereHowIssack? dosomethingis youthe know?outside inside? of the ThisIttheThere isissack. heavy.isthe something outside ofinside TellBOXHowinside? canme aboutwe find this out part what's of WeThis can islook the inside. outside of Examineobjectschildrenthe box. contents. inside (Outside)open andeach. tell about Let theIt box.is gold and white. I. Band(Put Aid Band Box-Bandof largeAid box. on Aidbox) oLtside Put box inside ThetheA of BandBand bigthe Aid Aidbox.box. isbox insideon is the inside theoutside box. OUTSIDE AND INSIDE CONTENT Plastic Egg PROCESS KIND OF THINKING LANGUAGE WhatBalloonBillfoldthe can batloon? youinside. (Money-keys) put inside Air is inside the balloon. GlaveNoteSMALL (forsays: PLASTIC hand) CONTAINER "There is a box Listening AThe notehandglove. glove isgoes isinside. insideempty. the BringForChildin the thisthe follows hall boxcollection outsideto instruction. me." theof objectsdoor. objecttheif teacherchildren inside describes,,an the identifybox toan see it. Orange. "I'm thinking aboutTeacher:Secondoutsidethe box.one clue: andthing orange inside inside." It is orange "It's round." Is a ball inside the box? WhenThirdorange. orange clue: is named, get Examine outside. inside.""It has juice It has a peeling outside. IfookAskjuice childinside. insidein howpaper hehimself. cup.can put Squeeze TheDrinkIt hasjuice it. juice is insideinside. me. OUTSIDE AND INSIDE CONTENTS ard boiled egg (1) This hasnext a objectwhite shell PROCESS KIND OF THINKING LANGUAGE (3)(2) It whitecameison yellow the frominside. outside. aand A It'sbanana? an egg. PeanutsexamineLet child inside. crack egg and chicken. (3)(2)(1) TheyThereThese are roundaarethings brown used little things haveshellto inside. outside. CanPeanuts.It's we browneat them? outside. DirectGiveinsideexamine, each them paper childopen, to sack.put aand peanuthulls eat. to make peanut butter. 5. WhereHow?toCan the theis inside? theoutside inside be now?moved thecanaskDuring insideturnsomeone the a willgarmenteating to seebe session,outside.soif thatthey Conceptual The inside is outside. To extend understanding of these (1)words, further lessons would include: Movement from outside to inside and vice-versa of the children and of The outside is inside. (3)(2) ReadingandListingmodels things ofstoriesthings animalswhich whichfound belong and areinsidetransportation inside usually books. (beds, found toys.dishes). outside (trees, roads, sun, etc.), No. SIX

I. Name of video: We Sing and Dance

Rationale:

Reasons for music in programs for all children are seemingly obvious, but when the sterility of music experiences in many schools is faced, then the need for helping teachers see the importance of music is evident. First, the child who develops the power to see, to hear, and to feel is likely enhacing his ability to gather the raw materials for concept formation. Secondly, because music is a universal language, children are able to express thoughts and feelings without the need for words. Thus, in music, so-called disadvantaged children are able to experience successful accomplishment which may result in increased self-confidence and feelings of worthiness. Third, children may begin the development of greater refinement of tastes and sensibility through an appreciation of a wide range of sensory, inte intellectual, emotional and aesthetic experiences. Finally, it seems feasible to assume that the child who paints, sculpts or sings his thoughts and feelings, with pleasure and confidence, is preparing himself to deal more adequately with all language.

Description of the video:

1. The music teacher had never seen the children before the lesson began.

2. Greetings are sung using the children's names which are printed and pinned on their clothing.

3. The first song is in Spanish--the teacher plays the accompaniment on the ukulele.

4. The second song is also in Spanish and particular children assist the teacher by playing the ukulele and drum.All other children respond by "rocking babies to the lullaby".

5. Children interpret music with bodily movements.They have never had this experience at school.

6. The final song is in English, some of the children know it, several assist in the accompaniment with the drum and ukulele.

IV. Suggestions for use of the video with pre-service or in-service teachers:

I. Show the tape after a brief introduction of what the teacher had planned for the lesson; for example, she used three songs, two in Spanish and one in English and chose a recording for interpretation by the children. 2. After the tape has been shown, guide adiscussion using the questions for inquiry which follow inSection V.

V. Questions for Inquiry:

I. Why is music important in programs for youngchildren? 2. Are there particular reasons for stressingmusic in programs for Mexican-American children like the ones you sawin the lesson? 3. Songs were used in both Spanish andEnglish. In which language did children seems to perform moreadequately? Defend your answer with examples? 4. What are the values of music interpretationthrough bodily movement for young children? 5. How would you evaluate the teacher'smethods of guiding the children throughout the lesson?Cite examples of teacher behavior that support your evaluation. 6. What principles were stressed in this musiclesson which may be applied in all music experiences ofchildren?

VI. Evaluation: (Each item corresponds with the number of the question in Section V)

The viewer should be able to:

I. Cite reasons from developmental psychologyand current learning theories which support the importance ofmusic for children. 2. Cite reasons using ideas from currentliterature about disadvantaged children. 3. Cite examples of children's languagebehavior" that supp^rt answers concerning useof English or Spanish. 4. Cite materials from the literatureconcerning the development of children which support answers. 5. Cite examples of teacher's behavior inguiding children throughout the lesson which supportthe viewer's evaluation. 6. Make a list of principles.

200 EVALUATION. OF COMPLETE MODULE OF SIXPARTS

The viewer should be able:

I. To identify in each of the six tapesthe basic concepts which are

introduced and the processes throughwhich they are taught. Also,

he should be able to state waysthat concepts and processes maybe

extended verti,lally throughoutthe elementary school.

of 2. To give examples fromeach film which show the applications

current learningtheories. from 3. To cite specific examplesof particular teacher behavior

each tape which illustrate supportfor children.

language 4. To identify the ways inwhich each teacher promoted

development.

201 BIBLIOGRAPHY

Ausubel, David P. "A Teacting Strategy for CulturallyDeprived Pupils: Cognitive and Motivational Considerations." School Review, 1963 (Winter), 71, 454463.

*Bloom, Benjamin S. Stability and Change in Human Characteristics.New York: john Wiley & Sons, Inc., 1964.

Brown, Roger and Ursula Bellugi. "Three Processes in the Child's Acquisition of Syntax." Harvard Educational Review, 1964(Spring), 34, 133-151.

Bruner, Jerome S.Toward a Theory of Instruction. Cambridge, Mass,: Belknap Press of Harvard University,1966.

A Study of Thinking. , Jacqueline Goodnow, and George Austin. Wiley Science Editions, 1962.

Emmerich, Walter. "Continuity and Stability in Ear/ySocial Development." Child Development, 1964, 35,311-332.

II , "Continuity nd Stability in Early SocialDevelopment: Teacher Ratings." Child Development, 1966,(March), 37, 17-28.

Flavell, John H. The Developmental Psychology of JeanPiaget. Princeton, New Jerseys Van Nostrand, 1963.

Hartup, Willard and Nancy L.Smethergill (eds.). The Young Child: Reviews of Research,. Washington D. C.: National Association for the Education of Young Children, 1967.

Headley, Neith E. Poster and Headley's Education in theKindergarten (4th ed.). New York: American Book Company, 1966.

Hechinger, Fred tol.(ad.). PrerSchool Education Today.Garden City, New York: Doubleday and Company, 1960.

Ness, Robert D. and Virginia C.Shipman. "Early Experience and the Socialization of Cognitive Mcdes inChildren." Child Development, 1965 (December), 36, 869-886.

Hilgard, Ernest R. (ed.). Theories of Learnine and Instruction. Sixty- third Yearbook N.S.S.E.,Pt. I. Chicago: University of Chicago Press, 1964.

202 Hoffman, Martin L. and Lois W. Hoffman (eds.). Review of Child Develop- ment Research. Prepared under the auspices of the Society for Research in Child Development.New York: Russell Sage Foundation, 1964. Hunt, J. McV. Intelligence and Experience. New York: Ronald Press, 1961.

Read, Katherine H. The Nursery School (4th ed.). Philadelphia: W. B. Saunders Company, 1966.

Sigel, Irving E. "The Attainment of Concepts." Reviftw of Children Develop- ment Research. 1964, I. 209-248.

Smart, Mollic S. and Russell C. Smart. Children-Development and Relation- lull, New York: The Macmillan Company, 1967.

Stendler, Celia B. (ed.). Readings in Child Behavior and Development (2nd ed.). New York: Harcourt, Brace & World, 1964.

Stevenson, Harold W. (ed.). Child Psychology.. Sixty-second Yearbook, N.S.S.E. Chicago: University of Chicago Press, 1962.

Suppes, Patrick. "Modern Learning Theory and the Elementary School Curriculum."American Education Research Journal, 1964 (March). 1, 79-93.

Wallach, Michael A. and Nathan Kogan.Modes of Thinking in Young Children: A Study of theCreativity-Intelligence Distinction. New York: Holt, Rinehart, and Winston, Inc., 1965.

Wann, Kenneth D., Miriam Selchen Dorn, Elizabeth Ann Liddle. Fostering Intellectual DevaloomatialnagjghildmIL New York: Teachers College Press, Columbia University, 1962.

Wright, John C. and Jerome Kagan. "Basic Cognitive Processes in Children." Monographs of Social Research in Child Development. 1963, 23, No. 2 Publications: The University of Chicago Press.

203 AN EFFECTIVE AIDE

GENE NELSON AIDES

I. What is an Aide?

She is an assistant, a helper, one who gives aid to the teacher, the children and to the total school program.

What qualifications should she have?

A. She should be a happy person.

B. She should have a natural love for children.

C. She should be energetic and enthusiastic about teaching.

D. She should posess much common sense.

III. Establishing Relationships

A. She should know of the teacher's and children's dependence on her.

B. She should understand her dependence on the teacher for guidance.

C. She should do nothing for children they can do for themselves.

IV. Suggestions

A. Before school check materials and equipment in work corners, supply missing materials, mix paint, and get all work corners ready for children.

B. Self-selection period

1. Check roll, take juice count, offer help in all corners by circulating, being sure not to do children's work for them.

2. Check safety of children and "forsee" accidents (work bench).

3. Take time to listen to children.

C. Clean up -- guide the children in getting things back into place.

D. Social Studies -- Science. Help to gather "things" for topical study, assist the teacher during study time (handing her equipment, writing down responses, etc.), guide group on field trips, set up movie projector, return films, contact resource people in the community tc assist. E. Playtime -- Help set up equipment, observe children at play, prevent accidents.

F. Rest -- play records, read a story.

G. Music -- sing, play an instrument, join(do not entertain).

V. The aide should help the teacher interpret the customs of the community and assist in communication with parents and children if the need arises.

VI. The aide should know the goals of the program and help the teacher to meet these goals. She should have an understanding after school of the daily plan for the following day.

208 PROFE S SI ONAL B IB LI OGRAPHY PROFESSIONAL BIBLIOGRAPHY

Ashton=Warner, Sylvia. Teacher. New York: Simon and Schuster, 1963. $5.95. Bereiter, Carl and Siegfried Engelmann. Teaching Disadvantaged Children in the Preschool. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1966. $7.95. Bloom, Benjamin S. Stability and Change in Human Characteristics. New York: John Wiley & Sons, Inc., 1964. Bloom, Benjamin S., Allison Davis, and Robert Hess.Compensatory Education for Cultural Deprivation. New York: Holt, Rinehart and Winston, Inc., 1965. $2.50. Bossard, James H. S. and Eleanor Stoker Boll. The Sociology of Child Development (4th ed.). New York: Harper & Row, 1948. $9.75. Chukovsky, Kornei (translated and edited by MiriamMorton). From Two to Five. Berkeley: University of California Press, 1965. $4.50. Ginott, Haim G. Between Parent and Child. New York: The Macmillan Co., 1965. $4.95. Gray, Susan W., Rupert A. Klaus, James O.Miller, and Bettye J. Forrester. Before First Grade. New York: Teachers College Press, Columbia University, 1966. $2.95. Hartup, Willard W. and Nancy L. Smothergill(eds.). The Young Child: Reviews of Research.Washington, D. C.: National Association for the Education of Young Children,1967. $3.75. Headley, Neith E. Foster and Headley's Education in the Kindergarten (4th ed.). New York: American Book Co., 1966. $7.95. Hechinger, Fred M. (ed.) Pre-School Education Today. Garden City, New York: Doubleday & Company, Inc., 1966. $4.50. Heffernan, Helen and Vivian Edmiston Todd. The Kindergarten Teacher. Boston: D. C. Health and Company, 1960. $7.60. Hoffman, Martin L. and Lois Wladis Hoffman(eds.). Review of Child Development Research. Prepared under the auspices of the Society for Research in Child Development. New York: Russell Sage Foundation, 1964. $8.00. Holt, John. How Children Fail. New York: Pitman Publishing Corporation, 1964. $4.50. Hunt, J. McV. Intelli ence and Ex erience. New York: The Ronald Press Company, 1961. $8.00. Jenkins, Gladys Gardner, Helen S. Shacter,and William W. Bauer. These Are Your Children (3rd ed.). Glenview, Illinois: Scott, Foresman and Company, 1953. Lee, Dorris M. and R. V. Allen. Learning to Read Through Experience. (2nd ed.). New York: Appleton-Centrury-Crofts, 1963. Montessori, Maria.Spontaneous Activity in Education. New York: Schocken Books, 1917. $6.00. Petersen, Dorothy G. and Velma D. Hayden.Teaching and Learning in the Elementary School. New York: Appleton-Centrury-Crofts, Inc., 1961.

c7,2 4) 211 Read, Katherine H. The Nursery School (4th ed.). Philadelphia:W. B. Saunders Company, 1966. $5.25. Robison, Helen and Bernard Spodek. New Directions in the Kinder arten. New York: Teachers College Press, Columbia University, 1965. $2.95. Smart, Mollie S. and Russell C. Smart. Children--Development and Relation- ships. New York: The Macmillan Company, 1967. Wann, Kenneth D., Miriam Selchen Forn, Elizabeth Ann Liddle. Fostering Intellectual Development in Young Children. New York: Teachers College Press, Columbia University, 1962. $1.95. Wills, Clarice Dechent and Lucile Lindberg.Kindergarten For Today's Children. Chicago: Follett Publishing Company, 1967. $7.50.

Journals

Childhood Education. Published by Association for Childhood Education International, 3615 Wisconsin Avenue, N. W., WashingtonD. C. 20016.

Elementary English, A Magazine of the Language Arts. National Council of Teachers of English, 508 South 6th Street, Champaign, Illinois.

Catalogs

American Desk Manufacturing Co. School Equipment Division Temple, Texas 76502

Community Playthings Rifton, New York 12471

Creative Playthings Princeton, New Jersey 08540

Judy Company 310 N. Second Street Minneapolis, Minnesota 55401

212 BIBLIOGRAPHY

CHILDREN'S BOOKS

Kindergarten Institute University of Texas at Austin July 1968

*Ardizzone, Edward. Little Tim and the Brave Sea Captain (il. Edward Ardizzone) New York: Henry Z. Walck, Inc. $3.50. *Asbjrnsen, P. C. and J. E. Moe.The Three Billy Goats Gruff (il. Marcia Brown)New York: Harcourt, Brace & World, Inc., 1957. $3.25. *Averill, Ester. Jenny's Birthdaz Book (il. Esther Averill) New York: Harper & Row, 1954. $2.95. *Bemelmans, Ludwig. Madeline's Rescue (il. Ludwig Bemelmans) New York: Viking Press, 1951. $3.37. *Bishop, Claire Hucket and Kurt Wiese. The Five Chinese Brothers (il. Claire Hucket Bishop and Kurt Wiese) New York: Coward-McCann, Inc., 1938. $2.86. *Bonne, Rose. I Know An Old Lady (il. Abner Giaboff) Chicago: Rand, McNally & Co., 1961. $3.50. *Bright, Robert. GeorgieGarden City, New York: Doubleday & Co., 1944. $2.95. *Brown, Marcia. Stone Soup (il. Marcia Brown) New York: Charles Scribner's Sons, 1947. $3.12. (1; Brown, Margaret Wise.Wheel on the Chimney (il. Tibor Gergely) Philadelphia: J. B. Lippincott Co., 1954. $3.39. Buckley, Helen E. Grandfather and I (il. Paul Galdone) New York: Lothrop, Lee & Shepard Co., 1959. Buckley, Helen. Grandmother and I (il. Paul Galdone) New York: Lothrop, Lee & Shepard Co., 1961. Budney, Blossum.A Kiss is Round (il. Vladimar Bobri) New York: Lothrop, Lee & Shepard Co., 1954. $3.35. Burton, Virginia Lee. The Little House (il. Virginia Lee Burton) Boston: Houghton Mifflin Co., 1942. $3.75. *Burton, Virginia Lee. Mike Mulligan and His Steam Shovel (il. Virginia Lee Burton) Boston: Houghton Mifflin Co., 1939. $3.25. *Caldecott, R. Hey Diddle Diddle and Baby Bunting New York: Frederick Warne & Co., Ltd., $1.95. *Caldecott, R. The Milkmaid New York: Frederick Warne & Co., $1.95. *Cadecott, R. Sing A Song of Sixpence New York: Frederick Warne & Co., Ltd., $1.95. Caldecott, R. The Queen of HeartsNew York: Frederick Warne Ltd., $1.95. Charlip, Remy. Fortunately (il. Remy Charlip) New York: Parent's Magazine Press. $2.00. *Cooney, Barbara (from Gecrffrey Chaucer). Chanticleer and the Fox (il. Barbara Cooney) New York: Thomas Y. Crowell, 1958. $3.50.

213 *Daugherty, James. Andy and the Lion (il. James Daugherty) New York: The Viking Press, 1938. $3.04. *d'Aulaire, Ingri and Edgar Parin. Don't Count Your Chicks (il. Ingri and Edgar Parin)Garden City, New York: Doubleday & Co., Inc., 1943. $3.50. De Regniers, Beatrice Schenk. May I Bring A Friend (il. Beni Montressa) New York: Atheneum Press, 1967. $3.41. *Duvoisin, Roger. Petunia (il. Roger Duvoisin) New York: Alfred A. Knopf, Inc., 1950. $3.09. Duvoisin, Roger. Two Lonely Ducks (il. Roger Duvoisin) New York: Alfred A. Knopf, Inc., 1955. $2.89. Emberley, Barbara (adapted by). Drummer Hoff(il. Ed Emberley) Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1967. $4.25. Ets, Marie Hall. Gilberto and the Wind (il. Marie Hall Ets) New York: The Viking Press, 1963. $2.96. *Ets, Marie Hall. In the Forest (il. Marie Hall Ets) New York: The Viking Press, 1944. $2.57. *Ets, Marie Hall. Play With Me (il. Marie Hall Ets) New York: The Viking Press, 1955. $2.57. *Flack, Marjorie.Angus and the Ducks (il. Marjorie Flack) GardenCity, New York: Doubleday & Co., Inc., 1930. $2.95. *Flack, Marjorie. The Story About Ping (11. Kurt Wiese) New York: The Viking Press, 1933. $2.19. *Freeman, Don.Norman the Doorman (il. Don Freeman) New York: The Viking Press, 1959. $3.75. *Galg, Wanda.Millions of Cats (il. Wanda Galg) New York: Coward-McCann, Inc., 1928. $2.68. Garrett, Helen.Angelo The Naughty One (il. Leo Politi)New York: The Viking Press, 1944. $3.37. *Gramatky, Hardie. Hercules (il. Hardie Gramatky) New York: Putnam's Sons, 1940. $3.49. Gramatky, Hardie. Little Toot on the Grand Canal (il. Hardie Gramatky)

*HadenYe:rtt:anGd. EP1MePru.tTlesB::n:no!,961;1.1e1and Elmer Hader) New York: The MacMillan Co., 1948. $4.50. *Hader, Berta and Elmer. Pancho (il. Berta and Elmer Hader) New York: MacMillan Co., 1942. $3.74. wHoff, Syd. Danny and the Dinosaur (il. Syd Hoff) New York: Harper & Row, 1958. $1.95. Holl, Adelaid. The Rain Puddle. New York: Lothrop, Lee & Shepard Co., 1965. $3.25. Holl, Adelaide. The Runaway Giant (il. Mamoru Funai) New York: Lothrop, Lee & Shepard Co., 1967. $3.50. *Ivimey, John W. Complete Versions of Ye Three Blind Mice (il. Walton Corbould) New York: Frederick Warne & Co., Ltd. $1.75. Jacobs, Leland. l'ostrr_ye_nm2 Scientists New York: Holt, Rinehard & Winston. *Johnson, Crockett. Harold and The Purple Crayon (il. Crockett Johnson) New York:Harper & Row, 1955. $2.57.

214 Keats, Ezra Jack. Jennie's Hat (il. Ezra Jack Keats)New York: Harper & Row, 1966. $3.95. Keats, Ezra Jack. Peter's Chair (il. Ezra Jack Keats)New York: Harper & Row, 1967. $3.79. *Keats, Ezra Jack. Iht_snoujum (il. Ezra Jack Keats) New York: The Viking Press, 1962. $2.96. *Keats, Ezra Jack. Whistle for Willie (il. Ezra Jack Keats) New York: The Viking Press, 1964. $3.50. Kepes, Juliet. Lady Bird, Quickly(il. Juliet Kepes) Boston: Little, Brown & Co., 1964. $3.25. Kirn, Ann. Two Pesos for Catalina (IA. Ann Kirn) Chicago: Rand, McNally, 1961. $2.95. *Krasilovsky, Phyllis. The Cow Who Fell in the Canal (il. Peter Spier) Garden City, New York: Doubleday & Co., Inc., 1957. $3.50. *Langstaff, John. Over in the Meadow (il. Feodor Rojankovsky) New York: Harcourt, Brace & World, Inc., 1957. $3.26. Lindgren, Astrid. Christmas in the Stable (il. Harold Wiberg) New York: Coward-McCann, Inc., 1964. $3.50. *Lindgren, Astrid (adapted from a poem by VictorRydbert) The TomTen (il. Harold Wiberg) New York: Coward-McCann, Inc., 1968. $3.49. Lionni, Leo. Frederick(il. Leo Lionni) New York: Pantheon Press, 1967. $3.50. Lionni, Leo. Inch By Inch New York: Ivan Oblensky, 1960. *Lipkind, Will and Nicholas Mordvinoff. Finders Keepers (il. Will Lipkind and Nicholas Mordvinoff) New York:Harcourt. Brace & World, Inc., 1951. $3.25. Lipkind, Will and Nicholas Mordvinoff. The Christmas Bunny (il. Will Lipkind and Nicholas Mordvinoff) New York: Harcourt, Brace & World, Inc., 1953. $3.60. Macdonald, Golden. Little Lost Lamb (psued. Margaret W. Brown) (1.1. Leonard Weisgard) Garden City, New York: Doubleday & Co., 1945. $3.95. "acDonald, Golden. The Little Island (psued. Margaret W. Brown) (il. Leonard Weisgard)Garden City, New York: Doubleday & Co., Inc., 1946. $3.75. *McCloskey, Robert. Blueberries for Sal (il. Robert McCloskey) New York: The Viking Press, 1948. $3.37. *McCloskey, Robert. Lentil (il. Robert McCloskey)New York: The Viking Press, 1940. $3.50. *McCloskey, Robert. Make Way for Ducklings (il. Robert McCloskey) New York: The Viking Press, 1941. $3.37. *McCloskey, Robert. Time of Wonder (il. Robert McCloskey) New York: The Viking Press, 1957. $3.37. Palazzo, Tony. The Little Red Hen Garden City,New York: Garden City Books. Parkin, Rex. The Red Carpet New York: MacMillan Co., 1948. *Petersham, Maud and MiskaThe Circus BabyNew York: The MacMillan Co., 1950. $3.44. Piatti, Celestino. Celestino Piatti's Animal ABC (il. Celestino Piatti) New York: Atheneum Press, 1965. $4.95. Politi, Leo. Lito and the Clown(il. Leo Politi) New York. Charles Scribner's Sons, 1964. $3.12.

215 *Potter, Beatrix. The Tale of Peter Rabbit (il. Beatrix Potter) New York: Frederick Warne & Co., Inc. 81.50. *Rand, Ann and Paul. EIIKma_s_Lot_2LaLlgs (il. Ann and Paul Rand)New York: Harcourt, Brace & World, Inc., 1956. $3.60. Rand, Ann.Umbrellas, Hats, and Wheels (il. Jerome Snyder)New York: Harcourt, Brace & World, Inc.,1961. $3.57. *Rey, H. A. Curious George Rides a Bike (il. H. A. Rey) Boston: Houghton Mifflin Co., 1952. $3.50. Sendak, Maurice. Where the Wild Things Are (il. Maurice Sendak) New York: Harper & Row, 1963. $3.95. *Slobodkina, Esphyr. Caps for Sale (il. Slobodkina) New York: William R. Scott, Inc. $2.75. *Slobodkin, Lou1s. Magic Michael (il. Louis Slobodkin)New York: MadMillan Co., 1944. $3.95. Surany, Anico.Ride the Cold Wind (il. Leonard Everett Fisher) New York: G. P. Putnam's Sons, 1964. $3.29. *Swift, Hildegarde H.The Little Red Lighthouse and the GreatGray Bridge (il. Lynd Ward)New York: Harcourt, Brace & World, Inc., 1942. $3.38. Tresselt, Alvin. The Mitten (il. Yaroslava) New York: Lothrop, Lee & Shepard Co., 1964. *Tresselt, Alvin.White Snow Bright Snow (il. Roger Duvoisin) New York: Lothrop, Lee & Shepard Co., 1947. $2.84. *Tworkov, Jack. The Camel Who Took A Walk(11. Roger Duvoisin) New York: E. P. Dutton & Co., Inc., 1951. $3.46. Harper & Row, Udry, Janice May. A Tree is Nice (il. Marc Simont) 'New York: 1956. $2.92. *Ungerer, Tomi. The Three Robbers (il. Tomi lingerer) New York: Atheneum Press, 1962. $4.29. *Ward, Lynd. The Biggest Bear (il. Lynd Ward) Boston: Houghton Mifflin Co., 1952. $3.50. Wildsmith, Brian. Brian Wildsmith's A,B,C,'S (il. Brian Wildsmith)New York: Franklin Watts, 1962. $3.95. Wildsmith, Brian. Brian Wildsmith's Birds (il. Brian Wildsmith) New York: Franklin Watts, Inc., 1967. 84.95. Wildsmith, Brian. Brian Wildsmith's Mother Goose, ACollection of Nursery Rhymes (il. Brian Wildsmith) New York: Franklin Watts, Inc., 1964. $5.95. *Yashima, Taro. Crow Boy(il. Taro Yashima) New York: The Viking Press, 1955. $3.37. Zaffo, George. The Giant Nursery Book of Thingsthat Work(il. George Zaffo) Garden City, New York: Doubleday & Co., 1967. $4.50. Zolotow, Charlotte.Big Sister and Little Sister (il. Martha Alexander) New York: Harper & Row, 1966. $2.92. Zolotow, Charlotte.Mr. Rabbit and the LovelyPresent (il. Maurice Sendak)New York: Harper & Row, 1962. $2.92. *Frog Went A-Cortinl (il. Feodor Rojankovsky) New York: Harcourt, Brace & World, Inc., 1955. $3.26. *Johnny Crow's Garden(il. L. Leski Brooke) New York: Frederick Warne & Co. $2.95.

216 New York: McGraw *Old Mother Hubbard andHer Dog(il. Paul Galdone) Hill Book Co., 1960. $3.65. City, New *The Fox Went Out on aChilly Night (il. Peter Spier) Garden York: Doubleday & Co., Inc.,1961. $3.50. Atheneum Press, 1964. *The HaPpy Owls (il. Celestino Piatti) New York: $4.95. Lothrop, Lee & *The House That JackBuilt (il. Joe Rogers)New York: Shepard Co., Inc.,1968. $2.95. New York: *The Miller, His Sonand Their Donkey (il. Roger Duvoisin) McGraw Hill Book Co.,1962. $2.84. New York: McGraw Hill *The Old Woman and HerPig (il. Paul Galdone) Book Co., 1960. $3.10.

*We have recording ofthis story. 06880. *Book may be orderedfrom Weston Woods, Weston,Conn. -

PUBLISHING COMPANIES

Atheneum Publishers J. B. Lippincott Co. 122 E. 42nd Street E. Washington Square New York, New York 10017 Philadelphia, Pennsylvania 19105

Coward-McCann, Inc. Little, Brown & Co. 200 Madison Ave. 34 Beacon Street New York, New York 10016 Boston, Massachusetts 02106 Send orders to: Thomas Y. Crowell Co. 200 West Street. 201 Park Ave. S. Waltham, Massachusetts 02154 New, York, New York 10022 Lothrop, Lee & Shepard Co. Doubleday & Co., Inc. 419 Park Ave., S. 277 Park Ave. New York, New York 10016 New York, New York 10017 Send orders to: Macmillan Co. 501 Franklin Ave. 866 Third Ave. Garden City, New York 11530 New York, New York 10022

E. P. Dutton & Co., Inc. McGraw-Hill Book Co. 201 Park Ave., S. 330 W. 42nd St. New York, New York 10003 New York, New York 10036

Follett Publishing Co. Pantheon Books, Inc. 1010 W. Washington Blvd. 22 E. 51st St. Chicago, Illinois 60607 New York, New York 10022 Send orders to: Garden City Books 33 W. 60th Garden City, New York 11530 New YfIrk, New York 10023

Harcourt, Brace & World, Inc. Parent's Magazine Press 757 Third Avenue 52 Vanderbilt Ave. New York, New York 10014 New York, New York 10017

Harper & Row Publishers Prentice-Hall, Inc. 49 E. 33rd Street 70 Fifth Ave. New York, New York 10016 New York, New York 10011 Send orders tc: Send orders to: Keystone Industrial Park Englewood Cliffs, New Jersey 07632 Scranton, Pennsylvania 18512 G. P. Putnam's Sons Holt, Rinehard & Winston, Inc. 200 Madison Ave. 383 Madison Ave. New York, New York 10016 New York, New York 10017 Rand McNally & Co. Houghton Mifflin Co. P. O. Box 7600 2 Park Street Chicago, Illinois 60680 Boston, Massachusetts 02107

218 PUBLISHING COMPANIES

Alfred A. Knopf, Inc. 501 Madison Ave. New York, New York 10022

William R. Scott, Inc. 333 Ave. of Americas New York, New York 10014

Charles Scribner's Sons 597 Fifth Ave. New York, New York 10017

The Viking Press, Inc. 625 Madison Ave. New York, New York 10022

Henry Z. Walck, Inc. 19 Union Square, W. New York, New York 10003

Frederick Warne & Co., Inc. 101 Fifth Ave. New York, New York 10003

Franklin Watts, Inc. 575 Lexington Ave. New York, New York 10022 PARTICIPANTS

in the

INSTITUTE FOR KINDERGARTEN

TEACHERS AND AIDES OF

MIGRANT CHILDREN

The University of Texas at Austin

Summer 1968 441/10.

PARTICIPANTS

in the

KINDERGARTEN INSTITUTE

The University of Texas Austin, Texas Summer 1968

School Address Home Address

Miss Gloria Alvarado Poteet Public I.S.D. Star Route Box 66 Poteet, Texas 78065 Poteet, Texas 78065

Miss Alicia Balderas Wilson Elementary School 716 Mayberry Ave. 1400 Doherty Ave. Mission, Texas 78572 Mission, Texas 78572

Miss Marilyn J. Bartosh T. M. Clark Elementary P. 0. Box 416 Portland, Texas Granger, Texas 76530

Mrs. Doris Benoit West Grammar-RGC Fort Ringgold #25 Rio Grande City, Texas Rio Grande City, Texas

Miss Catalina Cantu Edcouch Elsa I,S.D. 902 W. Schunior Street Elsa, Texas Edinburg, Texas 78539

Miss Nilda Cantu Central Elementary 708 So. 12th St. 110 S. 10th St. McAllen, Texas McAllen, Texas

Miss Maria S. Chapa Grulla Primary School Box 163 Grulla, Texas Grulla, Texas

Mrs. Sarah W. Dufner Migrant School Box 595 Cotulla, Texas 78014 Cotulla, Texas 78014

Mrs. Sue W. Edgerton North Grammar 705 E. 2nd Street Rio Grande City, Texas 78588 Rio Grande City, Texas 78582

444/23 Miss Charlotte Ellington Waelder I.S.D. Old Henry Rd., Box 473 Waelder, Texas Anchorage, Kentucky 40223

Miss Ernestina Flores San Felipe I.S.D. 1609 McLymont Street Del Rio, Texas Del Rio, Texas 78840

Miss Petra Flores Migrant Preschool 2619 Zaragoza Street Laredo, Texas 78040 Laredo, Texas 78040

Miss Eva Fuentes Alamo School S. Hills Street 3611 Morehead Ave. El Paso, Texas El Paso, Texas 79930

Mrs. Catherine Gary Migrant Preschool 659 W. Harris Raymondville, Texas Raymondville, Texas

Miss Maria Ernestine de la Garza Wilson Elementary School 910 West 2nd Street 1400 Doherty Ave. Mission, Texas 78572 Mission, Texas 78572

Miss Vaita Garza J. F. Kennedy Elementary P. 0. Box 203 Elsa, Texas Elsa, Texas 78543

Miss Antonia Hernandez Zapata Elementary School 2001 Lincoln Street Zapata, Texas Laredo, Texas

Miss Petra Hernandez Migrant Preschool 1613 San Ignacio Ave. Laredo, Texas 78040 Laredo, Texas 78040

Mrs. Ruth Hernandez Emmanuel Day Care Center 6807 Notre Dame Dr. 200 Brushy Austin, Texas 78723 Austin, Texas 78701

Mrs. Lucille Herrera Emmanuel Day Care Center 2905 Prado 200 Brushy Austin, Texas Austin, Texas 78701

Miss Maricela Leija Thomas Sanchez Elementary 2410 Grant Laredo, Texas Laredo, Texas

224 fr Miss Thelma Longoria Rio Grande City Cons.I.S.D. P. O. Box 115 Rio Grande City, Texas Grulla, Texas 78548

Mrs. Alma McNeal East Elementary 208 Balle Street 78834 9th & Nopal Street Carrizo Springs, Texas Carrizo Springs, Texas

Miss Gloria Martinez F. D. Roosevelt P. O. Box 754 Weslaco, Texas Elsa, Texas

Mr. Richard Meraz Lincoln School 1527 N. Encina Tulare, California Visalia, California

Miss Delia Montoya J. F. Kennedy Elem.School Rt. 1, Box 77 Mercedes, Texas 78570 Elsa, Texas

Miss Carmen Munoz Rio Grande Cons.I.S.D. Box 121 Rio Grande City, Texas78582 Roma, Texas 78584

Miss Maria LorenzaOrtiz Migrant Preschool 1017 Plum Street Laredo, Texas Laredo, Texas

Mrs. Rebecca Perez Grammar School 504 W. Kinney Street Crystal City, Texas C.C.I.S.D. Crystal City, Texas

Mrs. Dolores C.Rodriquez Alamo Migrant School 2201 East Adams Harlingen, Texas 78550 Harlingen, Texas 78550

Mrs. Ella D.Salazar Montopolis Day Care 1505 W. North Loop Austin, Texas Austin, Texas 78756

Miss Rosalinda G.Salazar San Felipe Schools 402 Morin Street Del Rio, Texas Del Rio, Texas 78840

Mrs. Rosie Salazar San Felipe I.S.D. 321 James Dr. Del Rio, Texas Del Rio, Texas

so,

225 Miss Frances Salinas J. F. Kennedy Elem. School Box 192 Elsa, Texas 78543 Elsa, Texas 78543

Mrs. Yolanda Solis West Elementary 138 N. Missouri Ave. Mercedes, Texas Mercedes, Texas

Miss Nona Steadman Lincoln School 109 W. Owens Tulare, California 93274 Tulare, California 93274

Mrs. Kay R. Trevino Central School 834 Blevins Hereford, Texas Hereford, Texas

Mr. David V. Bernal Riverside I.S.D. 1311 Nebraska Box 142 San Antonio, Texas 78203 San Benito, Texas

Miss Marina L. Cantu Migrant Preschool 609 Victoria Street Laredo, Texas Laredo, Texas 78040

Miss Judy Kay Kenny Austin Elementary Route #1, Box 263 Sinton I.S.D. Sinton, Texas 78387 Sinton, Texas 78387

Miss Ortensia Reynoso Lincoln School 505 26th Ave. #3 Tulare City Schools San Francisco, California 9412_ 600 N. Cherry Ave. Tulare, California

Mrs. Estela Saenz Dimmitt I.S.D. 700 W. Bedford Dimmitt, Texas 29027 Dimmitt, Texas 29027

226 SAMPLING OF EVALUATIONS BY INSTITUTEPARTICIPANTS SAMPLING OF EVALUATIONS BY INSTITUTEPARTICIPANTS

"I believe there couldn't have beenabetter institute to prepare both teachers and aides in working with migrantkindergarten I have lots of ideas for my children, for example in usingbuttons, beans, toothpicks and many other items to put their ideas to createthings."

"The most important thing I'll take away,though, is a better concept of what the purpose of kindergarten is, howchildren learn, what constitutes appropriate content, and so forth. I think the professional reading was very important inhelping me get this overall view of purpose andgoals."

"I have a feeling of accomplishment indiscovering the real goal of teaching and in being able to get away fromthe stereotype method of teaching. Thus, I may be able to help every child feel that he is a person, that he is loveable,and that he can contribute something of value to others."

"Make field trips earlier in workshop so we will know where tomake side trips."

"Include a lesson on use of library, and perhaps take afield trip to the University library."

"Unit research tremendous--not only did I learn about manysubjects but I now know how to go aboutbuilding a unit."

Dr. Richards talks on Child Development were anexcellent introduction to the course--but for these, someof us might have labeled some things which we learned "ridiculous."

"Would like to have more time for art--even our owntime after 3:00 p.m.-- so that we could experiment morewith the materials available."

"It was also great to work harder in readingand researching, also, to share our experiences and ideas in a relaxing programwith one another."

"This institute has really extended mythinking and self reliance instead of my dependence on books. I've become unbound from books and set curriculum which, frankly, was very boring to me and I canimagine how it was for my children...I felt that we should have startedwith the topics sooner (Prunes, Mississippi River, etc.); equal time should havebeen given for art and music; more tapes should havebeen done."

"The most beneficial learning experience wasthe 'Interest Center' approach to language development--startwith a concept from an important area for language development and follow it through have the library open after 3:00 p.m."

"One thing I believe I would have enjoyed was alanguage consultant in this institute."

"rov

P, m?_ ,?229