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Flfl(Ii'4wt Prootoor . ED 030 646 TE 001 416 Guided Individualized Reading: Cradei K -12

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Flfl(Ii'4wt Prootoor . ED 030 646 TE 001 416 Guided Individualized Reading: Cradei K -12 , flfl(Ii'4Wt Prootoor . ED 030 646 TE 001 416 Guided Individualized Reading: Cradei K -12. English Language Arts Curriculum'Series. Pamphlet 2. Iowa State Dept. of Public Instruction. Des Moines. Pub Date 68 Note -47p. , Available from-Publications Section. Dept. of Public Instruction. GrimesState Office Building. Des Moines. Iowa 50319 ($0.50) EDRS Price MF -$025 HC-$2.45 Descriptors-Creative Reading. Directed Reading Activity. *Elective Reading.Elementary Education. *English Instruction. Independent Reading. *Individualized Reading. IndividualReading. Reading. Reading Development. Reading Habits. Reading Instruction, Reading Interests. *Reading Programs.Secondary. Education. Silent Reading Individualized reading is important to students in bothelementary and secondary grades because it provides opportunitiesfor them ,to find pleasure in *reading. to internalize reading skills, to develop the reading habit. and to* mature. inbook choices. Such programs are not intended to teach readingskills. but, if initiated at the elementary level, they can engender a love o.f readingthat *can last. a lifetime. To encourage students' reading inelementary grades. teachers can read seleCtions aloud, play records. prepare bulletin boards and displays.and read with the students. A classroom period used. exclusively for, personal readingshould be reserved, and the rights to 'silence and free choice of reading materialsshould be respected. Records Secondary on reading.progress can be kept in a waythat discourages convention. students at all levels of achievement also need special timeblocks for personal reading.* aoth the quantity and the quality of their reading canbe evaluated, and students can be asked to submit book-critique .cardsand discuss books .with the teacher. Student reaction to the individualized .reading *programat Keokuk High School. IoWa. was favorable. (A list of 952 books read atUniversity High School, Iowa City. Iowa. is appended. with popularity and reading levelsindicated for each book.) (See also ED .021 858.) (LH) ENGLISH LANGUAGE ARTS CURRICULUM SERIES GRADES 1(-12 PAMPHLET 2 GUIDEDINDIVIDUALIZED READING CURRICULUM STATE OF IOWA DEPARTMENT OF PUBLIC INSTRUCTION 3- 0 U.S. DEPARTMENT OF HEALTH, EDUCATION &WELFARE THIS DOCUMENT HAS BEENIBSIIEEMPIWAS RECEIVED FROM THE OPINIONS PERSON OR ORGANIZATION ORIGINATINGIT.POINTS OF VIEW OR 1168C-422NDEA STATED DO NOT NECESSARILY REPRESENTOFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. State of Iowa DEPARTMENT OF PUBLIC INSTRUCTION Paul F. Johnston, Superintendent Des Moines 50319 GUIDEDINDIVIDUALIZED READING Published by the STATE OF IOWA Des Mottles 50319 1 State of Iowa 111 DEPARTMENT OF PUBLIC INSTRUCTION Paul F. Johnston, Superintendent Des Moines 50319 STATE BOARD OF PUBLIC INSTRUCTION LESTER D. MENKE, Calumet(President) JOHN D. WARIN, Maloy(Vice President) RICHARD H. DELANEY, Burlington DR. JACK D. FICKEL, Red Oak NOLDEN I. GENTRY, Des Moines THOMAS S. ROE, Waukon MMS, VIRGIL E. SHEPARD,Allison MRS. EARL G. SIEVERS, Avoca DR. JAMES M. WALTER, Ames DEPARTMENT OF PUBLIC INSTRUCTION Administrdtion PAUL F. JOHNSTON,Superintendent of Public Instruction and Executive Officer of State Board of Public Instruction DAVID H. BECHTEL, AdministrativeAssistant W. T. EDGREN, AssistantSuperintendent - Administration L. N. JENSEN, AssistantSuperintendent - Instruction WILLIAM M. BALEY, AssistantSuperintendent - Area Schools Curriculum and Instruction Branch William J. Edgar, Director,Division of Curriculum Coordinated by: II Georgia Burge English Consultant Price $ .50 per copy. Order from the PublicationsSection, Department of Public Instruction,Grimes State Office Building,Des Moines, Iowa 50319. iii FOREWORD The English Language Arts Curriculum Series, Pamphlet 1, A Framework for a Strand Curriculum, published by the State Department of Public Instruction in May,1968, identified "Individualized Reading" as one of the nine content strands which thread their way through the K-12 program. This pamphlet, the second of the series, clarifies the in- dividualized reading strand by presenting the thinking and experience of a college professor, classroom teachers, and cadet teachers. The range of viewpoints coincides with the philosophy of the Department of Public Instruction and the state English language arts curriculum com- mittee: an effective curriculum evolves from those it involves. This publication not only reflects an educated awareness of the need for individualizing classroom activity in reading but it also points to practical methods which any teacher can use. Future pamphlets will focus on other strands suggesed by the committee. PAUL F. JOHNSTON State Superintendent of Public Instruction , INTRODUCTION Pamphlet 2 of the English Language Arts CurriculumSeries presents a detailed picture of the strand,"Individualized Reading," suggested in Pamphlet 1: A Framework for a Strand Curriculum. It is based on the views of Minerva Fair, AssistantProfessor in the Education Department at Simpson College, Indianola,and on the specific experiences of Irene Evans and John Artman,instructors at Keokuk High School. It also includes a tabulation of books read bystudents in the individualized read- ing program at the UniversityHigh School9 University of Iowa, Iowa City. Mrs. Fair gives a generaldescription of free reading in the elementary school. Mrs. Evans and Mr. Artmanexplicitly describe their program in operation. The Keokuk program is an elective coursepatterned after one designed by Dr. G. Robert Carlsen forstudents at the University High School, University of Iowa, Iowa City. Details of the University High School program appear in an article inthe October,1965, English Journal, "Well, What Do You Think of It?" (BruceAppleby and John Conner). Individualized reading may be successfullyincorporated into any reading program in any sized schoolif the students are allotted a specific amount of time on a regularbasis. The program is not a reward for superior students: it is an opportunity for everystudent to find pleasure in reading, regardless ofhis proficiency in English orhis in- tellectual capacity. Individualized reading puts the child onhis own, but the teacher guides byproviding a listening ear and a responsive attitude. Individualized reading does notreplace instruction in skills of reading. Its objectives are to helpstudents internalize the skills, vii It11114.1* A VT..* develop the habit of reading, andmature in theit selection and evaluation of books. It is a plus feature in the total readingprogram. This pamphlet is designed to assist teacherswho have thought about starting an individualized readingunit or cOurse. Hopefully,.it will not only angwersome of the questions that might ariie but wIll stimulate enthusiasm for such reading. 7 viii - OVERVIEW Individualized readingat the elementary level isoften identified as a method of teaching reading skills. As one strand in thetotal English language arts program, however, it is to beregarded not as methodbut as a segment of time set aside during the school dayto provide pupils with an opportunity for "free reading." Although there isno particular pat- tern throughout the elementaryschools of Iowa foran individualized- reading strand, some schools are experimentingwith the approach and others are giving itserious consideration. Much credit for this concern can be related to thefederal funds which have enabled schools to expand their supply ofsupplementary books. Few schools today lack a range of reading materials. The problemnow is to decide how the school day can be adjusted to allow timefor the pupils to explore and effectively use these materials. Teachers and administrators know that the books must get into the hands of thechildren. An indivi- dualized reading program will make this possible, andthe earlier it is initiated, themore likely it is to becomea way of school life, the more likely it is to help pupils acquire the habit of readingfor personal enjoyment. - In the first part of thispamphlet, Mrs. Fair,a promoter of individualized Teading in theelementary grades, explainsher views and gives practical guidanceto school personnel interestedin putting the strand into their Englishlanguage artsprogram. Georgia Burge, Chairman English Language Arts State Curriculum Committee 3 , INDIVIDUALIZED READING AT THE ELEMENTARY LEVEL Free Personal Reading by Minerva Fair THE PLACE: A third grade heterogeneous class THE TIME: The tenminute period immediately after the noon break THE ACTION: Complete absorption of each student in a book of his own choice. The silence is broken only by the turning of pages, an occasional giggle, or a soft exclamation. The children in this classroom were enjoying the privilege and the stimulation of individualized reading, a free personal reading program. The setting described did not come without some effort by both teacher and pupils. Not all children were equally receptive to tE,! idea that this ten-minute period could be used for reading whatever they chose to read. (A fifteen- or twenty-minute period would be even better.) In the early stages some members of the group were restless, unable to find a book that pleased. There was much going back and forth to the shelves to exchange selections. As the teacher became aware of the children's individual interests, however, she was able to make ac- ceptable suggestions. Additional time was given to share reading experi- ences with each other through such creative activities asdrawing favorite characters or incidents, telling stories with puppets, showing illustrations
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