REPOR TRESUMES ED 017 400 RE 000 985 GUIDE FOR REMEDIAL IN THE ELEMENTARYSCHOOL, GRADES TWO THROUGH EIGHT. BY- SLICK, ELINOR AND OTHERS EVANSVILLEVANDERBURGH SCHOOL CORP., IND. PUB DATE EDRS PRICE MF -$0.50 HC -$4.16 102P.

DESCRIPTORS- *CURRICULUM GUIDES, *REMEDIAL READING,*READING MATERIAL SELECTION, READING DIAGNOSIS, ELEMENTARY GRADES, JUNk)R HIGH SCHOOLS, AUDIOVISUAL AIDS, ORAL READING,, , DIAGNOSTIC TESTS, DEVELOPMENT,

THE REMEDIAL READING PROGRAM OF THE EVANSVILLEVANDERBURGH SCHOOL CORPORATION IS CONCERNED WITH INDIVIDUAL STUDENTS WHOSE READING LEVEL INDICATESA DISCREPANCY BETWEEN PERFORMANCE AND CAPACITY FORLEARNING. THE GUIDE WAS DESIGNED FOR USE IN GRADES 2THROUGH 8 AND IS DIVIDED INTO THREE AREAS -- (I) DIAGNOSIS, INCLUDING SELECTED INTELLIGENCE TESTS, SELECTED READING TESTS, AND USEOF REPORTING OF RESULTS? (11) MATERIALS AND FACILITIES, INCLUDING AUDIOVISUAL AIDS, AND (III) TECHNIQUESFOR TEACHING VOCABULARY, INCREASING COMPREHENSION, IMPROVING ORALREADING ABILITIES, AND MOTIVATING RECREATIONAL READING.AN ANECDOTAL RECORD, A WEEKLY PLAN SHEET, AND A YEAR -ENDCHECK SHEET ARE SUGGESTED AS AIDS. A BIBLIOGRAPHY OFPROFESSIONAL BOOKS AS WELL AS BOOKS FOR CHILDREN IN GRADES 1 THROUGH 6ARE INCLUDED. THE APPENDIX CONTAINS VARIOUS DATAAND INFORMATIONAL SHEETS. (JM)

5a U.S. DEPARTMENT OF HEALTH, OFFICE OF EDUCATION EDUCATION & WELFARE I THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSONSTATEDPOSITION OR DO ORGANIZATION NOT OR NECESSARILYPOLICY. ORIGINATING REPRESENT IT.OFFICIAL OFFICE OF EDUCATION POINTS OF VIEW OR OPINIONS GUIDE for fi ELEMENTARYREMEDIAL SCHOOL READING in the GRADES Two through EIGHT eLtcg, Ee.,hvoife. EVANSVILLE-VANDERBURGH SCHOOL CORPORATION EVANSVILLE, INDIANA GUIDE for ELEMENTARYREMEDIAL READING SCHOOL in the Produced by Committees of Teachers During the School Year 1966-1967 THE BOARD OF SCHOOL TRUSTEES Mr.Dr. AlbertWilliam C. K. Woll NewsomeA. Foster Vice-President Mr. John Barnard, President Mrs.Mr.Dr. GuyJackLouise Nicholson Pemberton F. Schnakenburg Secretary Mr. Hubert W. Scott, Assistant Superintendent Mr. Herbert Erdmann, Superintendent in Charge of Instruction Evansville-Vanderburgh School Corporation Evansville, Indiana 111 D ACKNIMURFENTS 04 Development and Committee LucilleElinor BurkeBlick MattieRichard MillerLance BettyJoyRuth Tredway StephensonWatkins JackBeatriceEstherIrene W.D. ClineDavis HumphreyHaywoodW. Farris LucyBettyeJacquelineVirginia Sahraie Jane Mobley NealPurcell RuthJoJim SandraAnn WoodWootton Wilson Wootton Format and Editing Committee Jack W. Humphrey JoyLucyJo Tredway AnnSahraie Wilson Harry Friley Art Work ARTS PHILOSOPHY theindividual, use of the in language order is essential for every individual.We support the thesis that language arts is central to function as an effective member of society, must in education,In anda democratic training insociety each learn to ex- worthwhiletopress listen himself current with publications, reasonable clarity and to Andunderstand . the He structuremust and the function of his intelligently, to speak and write clearly, to appreciatebe good trained literature to read andcarefully, mentlanguage. about the body of The language arts area is undergoing many changes. subject matter to be taught, we must have a Since there is much disagree- sequential program whichinstructionpractices. combines from Since the the best thinking of kindergartenmodern liAguistic Evansville-Vanderburgh School Corporation stresses language arts through the senior high scholarshipschool, and current we must teaching have a program tal,clearlybroad emotional, enough defined to andsequencegive social each of studentmaturity. study, anthe opportunity language arts to developprogram hiswill language contribute power. to his men- With a wmimimmumempwwwwwwwwwwwwwwimmilinlii The challenge.... Rear -L6 a o undamentatty.1? embedded It Amaican tea6on,changes Z.ec% and Arrival:4:4i both in educat.ion and in zociat ,4ingo out a 8 titong chattenge "Nor SAA"..fit,. .24 leo ; ft Ps " h 4,11.11, P :An if 'FonhrliPeAnif.st Chi110613.1. 6 401..~4 att, oi andnevek enthu.Va6tizaftey tmptemented,be.6cote envi.6ioned. ha6 t -scope and a zequence, a breadth and depth 74 thz6 vLsion 4.6 4 izi,224,t2V14 then we zhou.Zd have muchAhmed better. teadeu accoit..dingty. aZt decade, aheadand AmeiLicaNila B. Smith (7, p. 42) 0 00 -3-4,,,romforismilMINII111111111111111 TABLE OF CONTENTS Page LANCUAGEACKNOWLEDGMENTS ARTS PHILOSOPHY 3 fi i rn PARTINTRODUCTION I -- DIAGNOSIS 4 SelectedIntroduction ReadingIntelligence Tests Tests p 1210 8 Uri PART II -- MATERIALS AND FACILITIES ReportingHow to Use Results Results 080 1514 1.4rol SelectedIntroduction Materials ...... Vocabulary 2018 LIis& AudioOralWordComprehension VisualSilentAttack AidsandSkills Recreational Reading 25242322 PART III -- TECHNIQUES TeachingIntroductionFacilities Vocabulary 302926 DevelopingIncreasing Word Comprehension Attack Skills . 3833 PART IV -- A YEAR LATER WeeklyMotivatingImproving Plan Recreational SheetOral Reading Reading Abilities 49474342 BIBLIOGRAPHY A Year of Remedial Reading 605755 APPENDIX. / . : . Ob. . : ...... 440asecceakzawo...... MEET, REMEDIAL RICHARD ...... 4:* ...... He doesn'tneedshas problems help like to read He haslacksmeets poor basicfailure study reading everyhabits skillsday He needscanis ado remedialYOU! better reader tk :=7 111111111111111111111111111FE tarlifillifiNi..,.UIPSION'11111111111111111111111111111111111 On the role of the teacher.... Tecteheu mat be qua1 i4ed imide iati, the 0 ta41.1andFEEL women cute have given .tkeA they undettake. impontant con4idehation4. How they THINK and how they ate OA a new way o6 Many bliave men whichdependscommunity we havein can Zabeeed go in akeeping demockacy....How icut a given upon liaith with Chia the qua iiication4 ideal o6 each c2a441Loomeen. So tet no zmati. mecustae no teacher teacheit....Rezponsib.itityia ceeatty undaehatimate the note zhe i4 gaging in iutune woad aiiaira. ta-At A. Betts (3, p. 727) 3. Li The remedial reading program for the Evans- INTRODUCTION The fundamental principles of remedial withthatandlevelville-Vanderburgh individual apinpoint capacityindicates the studentsfor a problemsdiscrepancySchool whose Corporation of presentabetween disabled isreadingperformance concernedreader learningjCharacteristics shouldgroupingtematic,planning, not ofindividualized based result onlythe uponclassroom.be in aware dailydiagnosis instructionof application the and usefulness advanced within of sys- ofthe The disabled reader considerationarehome,struction determined and social within is in to relationshipenvironment. thefocus classroom, on the remedial awareness in- of the Althoughto his school,our main ofdevelop,mustinstruction,his the alsodaily process within be goals, seen aof therapport reading.asbut child, realistic his must instructionalan beunderstanding in established order needsto so Combined with this ofotherlimitations the contributingdisabled that reader. canfactors affect must the be continual recognized growth as Our aim is to provide: (1) understanding Too,hisofthat theabilities, athe recordchild teacher and ofcan thehisis be taken child'sselfencouraged concept,into progress, the to alongconfidenceexpand. where with he I of the fundamental principles of remedial reading formance,is in competition can stimulate with hishis ownincentive previous for per- Li thesoand thatmaximum(2) ourmethods ofchildren their of diagnosis ability.may learn and instruction -- Remedial classes were begun on a limited how to read to methodstopersistence indicate is needed. when as wella change as serve in instructional as an evaluation Readingclasses,andbasisnow secondary remedialin Center there1962 schools. andclasseswhichare havemany provide in grownservices most for:until of available there are at the In addition to these the elementary deficienciesbeginskills,children's instruction weaknesses, potential in reading and and abilities,correction onhabits the necessary-- presentof in individual order readinglevels. to The methods of diagnosis deal with the . . . instructReading clinicianschildren with to diagnosesevere read- and Theteacherson remedialthose onchildren readingForm S-1 referred teacher (see appendix). bymakes this diagnosis the classroom If results . . In-serviceing problems training Center.diagnosis,indicate aa childreferral is incan need be madeof a tomore the complete Reading To be continuous, diagnosis must contain . . . forSets loan of basalto teachers and co-basal readers formance,healthinformation records, and of emotional the family children background,character including traits. school tests, per- . . . sheets,Tests, skilibooks,and other materials keys, answer forspecific diagnosis, outline instruction, to introduce and available techniques materials that Following the Table of Contents is a . . . Summer reading instruction 11110111111111111111111111111111111111111111111MMIUM maximumour children of their may ability.be motivated 'Lo read to the 4. On reading.... aamepeopee....Reading python at di66iment Reading meant, di4Seitent -things mean6 time6....Thosedtgiekemt o6 ua thAnyis who to to disffeiLent the tohaveevvt., the amil-Lou& iceaponaib4Li mat ty tot teaching 'Leading, be 110/146C4:01A6 eb e) S the lewd, and cognizant GS Zto comptea4s, azett itow- /Leading.the dangem o stiziifteapteting tit smossiay Ralph C.. Sftiimmis- (7. 41ANOSIS ,..m.. IONNIM711111- ..100.000 OOOOOO 0000.00 Can you help find my reading difficulties? Part 0L.1 FindFind my my I. recreational instructionalQ. accurately reading levels level FindLind mymy independentvocabulary abilities, in levelstudy word level attack skills C; L OttLt AxMa...* 01""*.49..MMWMPW,WAV:PWAvemcme 00 Diagnosis is Continuous.... a atandanclized teat on any The ate/a teachen van& testing aituation agabiot thinking 1.6of Uhisknow were *eading about teAminat. be.havion.. hiz neackng in any one given aampteNo of chad teveata att the/Le isWhen ctiagnozia contLnuoua, to iaotated'pattenna obaetvation may in..itaeti be vaitd, the .sum oi .vitona' 06 many 06aeovatIonA become mote opponent. but An tetationahipUplicturte LA t4 06 the each °then which givea and that a totat. tea.e.heA.,teaiznedexe>taso ;I I ....Diagno4i6 mat be seen as each time a choiLdeach time he attemptsnemediat 'Leaden.. nude. .aloud to the a eat wankSometiztn.g on pant o tothe whose nemecliat janoce64temediat inaffuiction. Arthur W. Heilmah (20, p.not 397, Plat 398) the ptetude PART I DIAGNOSIS . . is responsible? determinethenew problemsbasis thefor that pointan immediatemay at arise. which course instruction of action should 'Diagnosis also gives to withto KNOWa small an individualgroup offers through the opportunity: means of avail- YOU are: And working as a professional diagnosticbegin.tion in relationship planning as to: a means for giving direc- The remedial reading teacher should follow results;throughabliTYckground carefulto CARE information interpretationabout one's as individual wellof test as needs . needsGrouping of arrangementsthe children for the general one'sandIt concerns liesprogress within hopesand your successful and grasp fears; -- experiences. notto SHAREonly to in be . Adaptingindividuals to the within diversified the groups needs of privilegeandcompetent,tions, accurate observe to use makeinterpretations good time all judgment, limits,the difference -- makefollow but careful theindirec- the . diagnosisIdentifying and childrentutoring who need clinical worldWHY in the lives you touch. thelevelsdetermined, Botel for Reading readingfor example, Inventory. and word by theskillsas wellinstructional derivedas from The general grouping arrangement can from the be . . . have diagnosis? The learning and'reinforcement of firstthescores Gatesindividual steps of Readingthe in standardizeddiagnosisneeds within is grouptothe determine group, tests one the of the Survey.. In order to adapt to such as level Becauseprintedreadinginstructional symbolsofskills the complexitiesisprocessof necessarywords of and reading, involvedtotheir unlock meaning.there in the this are whatappraiseofhim. word happens recognition. the child'swhen he habitsmeets wordsin reading unfamiliar and tell to What does he do? Or does he have the necessary tools to A test for oral readingSubstitute will or skip 'nd manytoolslose ways andground that rules ina childforhis reading.development can become ofconfused the essential and Diagnosis, therefore, should be a con- word?gorhyming,hesyllabicate, on? meets withlack analyze,consonantof knowledge and blends, synthesizeof word vowel meanings, thesounds, unknown or Also, note should be made of difficulties alsochildrenusedtinuous asin partaisolatingalready means of instructiontoexperiencing deficiencesprevent ---- limitations, orinnot detectthose only to-- butbeany thoroughpatternshavethisinability aprocess basismanner and to abilities.comprehendtoof in interpretdiagnosing order thatideas a continues child'sthe involved. teacher reading in thismight Thus, should be viewed with caution as errors may WHERE . . to obtain information? mayoccurrecording penalize in the of poorscores. be needed to score well on administration of tests or in readers as good reading skills Group intelligence the tests. tests the records,"easingformation problems,informal may be In order to properly diagnose utilizeu.severalinventories, sources observations, of in- and teachers, home Cumulative a child's mayshouldis needed be administered in plinning whenan Individual reading and intelligence instructional program further information tests Li yielddiscussionsvisitations,ful valuablediagnosis. with and parents information toward astandardized success- tests will all moreforreadinggroup valida child. problemsfrom are tests because many children As a general rule resultsirdividual tests as coffipared to not motivated to do well with remedial wilrbeshorter record will show past The educational card test results, grades, in the cumulative tasksindependently found in butindividual will do better in the attentiontests where to thethe pupils beit.m.4 willandthe indicatecitizenship exhibityears in iferratic school. marks.there testare performance Theother health physical card willor mentalMany poor readers over beingexaminerare selectedtested. devotes tests his full The tests listed on the following pages which may be used in diag- activitieshealthand books problems. isthat helpful in determining An inventory of pupil will appeal to a child. interests and stories Ob- accordingnosingalsoreadingstructional listedreading andto. intelligence.ingroup areasproblems. the majorso that a and individual tests remedialThey reading are arrangedin-The reading testslater arecomparison can for andingservationinstruction parentswill help of at hisis school needed.actual performance determine those areas where and during home visita-Talks with teachersemotional, and in read- beattacktional reading,made withmethodsskills, and recommended incomprehension, the areas recreational reading. materials and instruc- of vocabulary, word oral and silent personaltionsa good will information reveal social, instructionalGroup program reading for the which may aidand in intelligenceplanning tests child. awill resultsaremedialuniform particular be helpful found instruction period inin theselecting as well pupils as measurement of work gained during of time. cumulative record Group test to provide for THE CHICAGO NON-VERBAL EXAMINATION": LORGE-THORNBIKEiNTELLIGENCEJESTS . Time to administer:Group test, non-verbal 25 minutes TimetoGroup testy administer: verbal and non-verbal aboUt 30 minutes . Range:Purpose:One form six to adult to be used with individuals who . Purpose:- to giveTwoRange: an forms, estimate .A andof, BaptitUde which: IC-1Z' Englishhavechildrencomprehension. problems language who inare suchreading handicapped as: as well in asusing in the It may also be used with the deaf, the agenumericaltohas equivalents.read. not beenand results. influended, indicate by the grade child'a as,,well° as The items are_ either - Results also mayozpotial be used for rreqUit"ed,--/ifit-clitlat*fiearverbal -in ell iiienOer tbx-Ough"- o,"41toiiiae)a4,-dy ;Picture;' "spec withavailablePantomimehomeshard-of-hearing, foreign where fordirections andEnglish directions deaf and is childrenarethose virtually ofgiven whoboth, with tocome non-spoken.types. benorms fromused ofpurposes,grouping expectancy withinand' forto a, help each:class the pupil.for teacher 'instructional. -set standards. with reed headers.. HOW TO COMPUTE CHRONOLOGICAL AGE me, birthdateage has not should be subtracted from the test- No I.Q. can be correct if the chronological been correctly computed. The Example: 'Date of birth:. June 10, 1950 Date of test: November,26, 1963 , DirectiOiii_ _ pagecompute of the-appendthe CA for numberIfing there date of daysareby year, 16is or15 month, moreor less, days, and drop day.add them.one month. If the 1963 11 '26, Date- of Birth, 1950 13 56 1016. m '13-6 (0,0 eptetiber-12,; Ap#4 Ii1101111111111111111111111111111011111Misimmonimarimiiiiiiimaimmomilionsionsimirm-----asemmeirmus11100100mMoinew foretooporrolaw. Moree.ftobasomiel.amor. losowlemealsomlow wrirraiukimirr arm rarawarse.. PEABODY PICTURE VOCABULARY TEST SLOSSON kELLIGINCE- TEST: . TimeIndividual to test, administer: verbal untimed,10-15 minutes usually . Time to administer:Individual test, verbal, and nonverbal. ,10-15'ninutes . TwoRange: forms, pry-- school to A. and B adult . One Range: form pre-school to' adult . Purpose: verbalTest is intelligence designed to throughprovide measuringan estimate a of The Peabody Picture Vocabulary gencecloselyPurpose: Test related but requireeXtuch to the Stanford The SlosQon Intelligence Test is- less time in -Binet Intelli- , withrequiredchild's remedial hearing so thereaders. vocabulary.test is especially useful No reading is ministrator.test.agepenalizedadministration and I.Q. if scorehe and cannot cana less read highly well. irained'ad A mental The pupil being tested is ,not be obtained from the' WHAT IS YOUR CA COMPUTATION PROFICIENCY? The answers are on the first Directions: pageDatecompute of theBirth appendix.CA for the following children. Date of Test Chronological Aste JuneFebruarySeptember 17, 19552, 22,1952 1954 AprilJanuaryNovember 2, 19691, 25, 1967 1968 Reading Tests MAJOR AREA VESTED Ilimmas Group .Tests Vocabulary Word Attack Skills Comprehension. Silent Reading Oral and Recreational Reading Botel Reading Inventory WordPhonics Opposites - x x x DolchDoren Basic Diagnostic Sight WordReading Test x x x NelsonMcCulloughGates ReadingReading Word-Analy6is SurveyTest Tests x x x. hotelIndividual Reading Tests Inventory Word Recognition x DurrellGilmore Analysis Oral Reading.Test of- Reading Difficulty x xx rwaSaar.wmw". MllesSlosson Peep tole.Oral ReadingTest Test x aPiarits7.7..---, 1...;._,-7.7777 GROIIP - 1111 DLitt 0.....siftRea Inventory. Doren Dismestic Readin1 Test READING > TESTS McCullough W_ ord:- Analysis. Tests Helpsskillslevels to anddetermine knowledge reading of word . Measure:8 the degreerecognitionchildren to which haye skills mastered the word . andDitermines needs wordof the analysis student stritus--,: - tubatittitiOn00*--iefitheata...errors-;.o'1.044ati,*61-A2340groOnOtiti.on4, . Time to administer:--with listening subteste: or reading word opposites varies and . Time to administer: two hours . Time to administer:mately 'approxi- one hour Timeten. to4eariiinister---- five to .! , ., Range: Two forms, A and B 1-12 . OneRange: form 1-3 ..,,Range: One form 4 and above . Range: Twoforms-,44. aid .5 . Purpose: structional, frustration, aad to determine an in- . Purpose: to indicate proficiency . Purpose: to pinpoint the 5 ..- level' iiPurpose word, toAetermine ,,reading. recognition feMi. mentread.drenfree in canreading books receive thatlevel properthey so thatcan place- chil- endingwords,wordtion,in areasrecognition, sounds.speechbeginning such consonants, as sounds,wordsletter within wholerecogni-and testsaphoneticdeficiencies-of independentclear to cross-referenceclassifyand structural;word the difficulties.attack, student6 among offers-both in -instruaional:leVel;,,tion_1004,-*ndlevel,- -free'frustrat, ... :readings- D41ch. Basic Sight WordLists Test 220 words which occur Gates. 11014mg:SurveyDesigned to reveal specific Nelson,'Evaluates APALLESDHOL vocabulary and three Durrell Antayais of Readirs: ,-, materialsmostTimeten tocommonlyminutes administer: in all reading five to . Time to administer:oneingstrengths hour abilities and weaknesses in read- approximately . Time to administer:types of comprehension 30inutes byCliitiCalfAnstrument,,to speeiallY-trained personnel. be'. Used' . . ,Xime td, administer: thirty' to . .One Range: form, words used in oral 1-3 . Range: Three forms 4-10 . Range: Two torms, A and B 3-9 iiiaety,.;miuutes; . Purpose: sightthedirections 220 words most canso frequently thatbe changed instruc- used to measure quickly . Purpose: plag.evocabulary, children and incomprehension Obper materials; to to test speed, accuracy, . Purpose: withachievement a method levelof compering of at given to provide teachers Range thetion-may unknown be words.directed toward medialmanual:gives Work. suggestions for re- arissiofpartofidentifypupil remedialscores withdifficulty. pupils tonational work, determine who and norms,' to specific' use to it* iii need- ...,..0(44.00.1110,0001.4111mPOMWOm00..4. '-'44411111111111-0.4e4ed 1111111111111111WAIMINIffiff - G:IESTS .FOR '461A0N00,1, : nalysis Testsanalysis status Botel liejLAdi j.n_Ltmen Word Recomition o Gilmore Oral'ReadinkTest: ter:e student approxi- . Time to administer:substitutimn,teststion errorsas to: ofand word refusal recogni- mispronunciation; five to . .Time to ..Analyzesformance oral ofreading.perft pupils administer: fifteen . Time Utectto.determin ad:0=liter: . Range: ten minutes 1-4 . Range: to twenty minutes 1-8 . litaRge:five reroute* to aell hovenpoint the . TwoPurpose: level in word recognition for: forms, A and B to determine reading . .Two Purpose: forms, A and Bof accuracy of oral reading, to provide measures . Purpose: toanalvseappendixForts: for. teacher. pads levelsdirections) .prablas,tfoie :1'ructural;eferencefy difficulties.attack, the among offersboth students in instructionallevel.tion level, andlevel, free frustra- reading equivalentsStandardread,comprehension and scores rateare ofprole...led.of and materialreading. grade otherfixiitionsin silent reading-byregressions', significant factors. Oserring, _and: stularypension and three Durrell. Clinical Analysis of Readingby specially trained personnel Difficulty, instrument to be used Harris. DeterminesTest of Lateral theand preferred Dominance better useperformance of one Slosson. Based Oral_ on the abilitynounce towords pro- at different lIcactin Test ter: 30 minutes . Time to ninety minutes administer: thirty to . Time to administer:tentoside theminutes of other the bodyside as compared five to .. Time to fivelevels, minutes of adMinister: difficulty three to Dvide teachers B . Range:One form 1-6 . .One Range: form All levels . Range:One form 1-12 felanal comparing of norms,a whogiven areto in need . writing;wordsilentPurpose: attack, reading,provides spelling,, comprehension,a record hand- of measures oral reading, . spelling,procedureasPurpose: a part inorof caseswritingthe examination of disabili-reading, may be given routinely . reaqiing.l.exel_Purpose:. representing, to obtain'-'4. quicit.: Can ..**,104':a k,lieterminezlty. and to usespecific 12. difficultiessubtests. on the various ties,logical speech difficulties.' defects, or neuro- BienfregUent4ntei'Va/S:tOl"achie***,It1;41dicrSAitOittei* ,45-1141011Liklot::::- On plann:ing.... There Zs no my.stelty.' about nene.di.ae ?mating: ing:.4 i.6 noth.i.ng mote, than continuoao teaAning.6 lz:Lee6 in /Lead- . The xecicitne anat.'' 444 46e10.6 e6 the ZecAn-Lnging.teue,t6. oS attainment in the vaiteLota pka4e6 Thi.6 'tate and obz eitved weakne.6.6e.6.-...The.i.:6 iotilowed by adjurtrent _to of /Lead- tevee, woith 4 objectimos.highty moV.vated and certued on zpeage. Donald D. Durrell (25, p. 103) 4121-2.6 HOW . Frustration level: less than 90 . . . to use results? A carefully planned program should materialchild.comprehensionper cent is of, too the lessdifficult words than can 50for beper thepronounced, cent, U neededemphasizebein designed order areas phasesto for ofgive reading. eachof continual the child diagnostic which growth will appraisalin the The findings . whenmaterialCapacity the materialthat level: the ischild read can to comprehendhim. highest level of p Typestheshouldincluded limitations of bematerials recordedin planning and and levelsfor exercises foreach ofthe childattainment. child. should showing be beonand thekept performance student in an individualrecord. of the Formstudent folder S-2 should(seeor in appendix) abe notebook. placed to The continuous appraisal from test results whichconvertedmendations.tion willshould intogive be a a shown Bondlevel Readingas of results expected Expectancy* and recom- In preparing this plan the informa- An intelligence score can be schoolonResults Form year. S-4of standardized(see appendix) tests at theshould end beof recordedeach readingdiagnosisachievement described to in instruction, reading. by Betts the(3) levelswill help of In relating information gained from BOND READING EXPECTANCY* L.] determine the proper materials to be used. . Basal level:. 99 per cent of the Bond Reading Expectancy = (yrs. in school x 100) + 1 wordsfreebookcent canorwithoutcomprehension, independentbe pronounced, aid; also levels.can called90read per Example: YearsGradeI.Q. Placementin123 School 6.15.1 (no failures) 123 n . sion,nounced,centInstructional ofinstruction the75 perwords.can level:cent should comprehen- be bepro- 95 per BRE = (5.1 x 100) + 1 = =7.3 *6.273 + 1 Cc cult.challengingdirectedlevel, materialby butthe notteacher should too diffi-atbe this *Bond Readingordered Expectancy from the Tables Reading may Center.be Reportingikesults port with these teachers, giving progress Boikka informed as to the results. of their diagnostic. to the child It is important-that the children be terialsandreports always aswhenever thebeing children's readyit would to needsprovideseem profitable,change. new ma- tbsts. They. need to be told,The in exact a positive nature way:of their difficulties . Thebe homeroominformed teachers,as to the too,deficiences will want of to . mentThethem teachertoward but can developmentcannot give dohelp the ofand worknecessary encourage- for Reporting Results themtheir more children.. insight Thisinto may,their hopefully, prcblems. give periencesskills that in leadreading. toward successful ex- . . . to .the parent3 When? As soon as diagnosis has been made Reporting. Results . . to the classroom teacher . Where?and evaluated, parentt should be informed. You might invite the parents to ofschool.essaryother the children's teachers,role that notproblems,you onlyare playinga butbetter also within understanding the nec-the This is yourSuggestions opportunity for to communicatingshare with with meetingfatherschildrenancome understanding to might havetheare schoolbebeingat atleast of facednight asproblems onea groupwith.so opportunity that that to the developtheir to The first the classroom teacher are: . One group meeting where you might oftobecome eachspend involved. child a few to minutes discuss with the theindividual parents Since you will also waft classroomreadingrelatelorshelpful wereyour teacher ifteacher. invited positionthe withprincipal to as theattend. a role remedialand ofcounse- the It might also be mightschool.established;arrangedneeds be specifically, scheduled for thethis individual forwhen appointments before contact appointmentsor isafter might first be . unittheirpossible,Pro4ide studies classrooms.that the with asteachers, wellmaterials as may wheneverprovide supplementto use.in rein- . behonestHow?in specific terms so thatof -- instruction, notfalse as hopesto scores frustration,are notbut given),more and Be positive, be enccuraging (but youforcement are working. to the skills with which . recreationalFor those parents levels. who do not come to you, 15. . Keep a line open for continuous rap- makechildeffort a homeneeds might visitation. all be themade, help on heyour or part,she can to gets Remember: Each 11.1111111111151111111111 MATERIALS, EQUIPMENT, AND FACILITIES Will you select appropriate materials for me? Part II Know my comprehensionpercentagereading expectancy of levelsight words KnowKnow my my readingweaknesses oral reading grade in levelphonicslevel st>0014WWWV.V.Wwwwww...... 4oblomssw.wwwww.,,,Wonowww.Ii %%%%%%%%%%%%%%%%%%% %%%%%%%%%%%% 11=11111111111111111111111 On materials.... Aeadimg obit-Wu and isatAuctionat Mate Atae4 mu -t be &Utah& to needs;the chitd'4 they 4houtdappropriateof content; in Levet o6 tyttekezt; and they 4houtd be zuitabte in tevet of diiiicatty and type they 4houtd be as neakty ad pozzibte matefaattookbecausepnomize 'ftlatelte' he with .thecannot clad to /Lead, themat, chitd. nonot matte& be .interested how aZtAtto-tive in imading the. diiiieutty twee oi the matexiat There can be no can- the 'subject matte. Guy L. Bond and Miles A. Tinker (6, p. 227) 1 17. PART U MAT , IALS, EQUIPMENT, AND FACILITIES alysisneeds"blue-printed" thatand diagnotis.are determined to a child's through specific careful needs an- Instruction, to be effective, must be The next important step -- directionmotivateany of the and-- many onerelate waysto theto that theother. canchild be undercreated your to mostlowerrecreationalcorrelateis'the cases level selection itwith whereislevels. theprofitable the ofchild's appropriatechild to instructionalcan begin meet materials at with a andim- that One might note that in considered,child'sappropriatereading. interest particularlylevels, and andmaturity typein his oflevel recreationalmaterials, must be the Along with teacher-pupilHowever, involvement, the level of difficulty must materialsmediateand incentive success, with moreto thus meet assurance establishing increasingly and enthusiasm. confidence difficult Attention must also be given to the jectunderstood.never matter; bp sacrificed one cannot for enjoy more whatinteresting cannot besub- A variety of materials is not only help- goodthatremedialsmalltype astheofgroup. the materialsmaterialsreading one who teachers, needed youis directingselect in is relationship arethe the onlyfact program. as to a Of extreme importance to YOU, the andofreadingreaders:ful (2)a buttype Instructional alongnecessary to motivate with whena material varietyinterest. instructing fromof his which remedial level to choose,but (1) Easier materials for recreational This search for materialsofalizingIt the is small YOU instructioncan who andgroup is must responsiblewith for be whicheachutilized child; youfor toareindividu- because ac-working, materialsexperiences.variety canto motivatebe supplemented children with toward audio-visual successful Along with mechanical devices, bulletin mightdirectedthetivelyit enthusiasmisbegin involveat to thisas meet a eachandpointgroup his stimulation pupil. owntheexperience. needs.individual are developed, must be How? And this isMotivation But as work,creativepupils.wardsincluded and can writing,motivational beto giveplanned progress ideas cooperativelydevices. and charts, to stress pupil's by theteacher dailyimportance and These areas provide visual displays for (Sample boards are Becauseto,andwherefor beabilities leading YOUinstructed of mustthe the intosmallbe childin,, readythe grouping, andmaterial'he fromto meetprovide his it withpresent becomes canthe success: relatelinkneeds lighting,readingof the contributionroom arrangement can contribute that of atmospherefurniture, to learning.) ofprovision a remedial for Special attention should also be given to workbooktechniques,childrenpossible activities, -- for tapewhether you recorders, to usingit work be chalkinright bulletin oral boardwith reading boardsthe or -- materials.workplan.cludedties groups, for in a this pleasant,interest chapter, centers,workable along andenvironmentwith storage a sample isof floorin- A check list pinpointing these facili- Thethat teacher may be willused needin remedial to determine reading which classes. os This chapte presents selected materials whichwithinofbethe theuseful materials,he the child'shas group,for experienced group regularalong making or with classroomspecificfailure.a carefulany others instruction materialssurvellance would with readingunderbe used the teachersin areas more stressed thanbut byone classroomnotarea, only are byteachers listed remedial These materials, any one of which may as well: . . Vocabulary . Word attack skills . Oral,Comprehension silent, and recreational . Audio-visualreading aids withfromprices current the of Reading reading prices Center. materials,is available a liston request of materials Because of the rapid change in the . Match, sets 1 and 2, Garrard, SELECTED MATERIALS - VOCABULARY . boon'My Puzzle is '5i-easierBook, half of the 1 and 2, Garrard, Tiainess,differencesabilitynouns,cards for helps eachto each seebetween childrenset likenessesof contains48 words. mostto orcommontwo develop whichsight220half, basicemphasizes vocabulary. series sight of meaningwords, crossword bookas well puzzles2 harder as . can95side,Picture mostbe used picturecommon Word for Cards, nouns,anareview word Garrard, wordand on asonother, aone . wordsandCharlesSpeed-Up, sentenceand E.their Merrill,series on meanings each 1 picture, and4 are2, taught. word, x 6 card, . game. Conquests in Reading, Webster, reading50individual220Popper per most Words,centbooks frequently orof aresets smallwords on 1 groupusedlist.andin upper2, words,work, Garrard, grade overfor sightcontainsinto vocabulary,16 ninegroups pages of eachfive. devoted page isto dividedbasic . 50220Basicindividual per most Sight cent frequently Words,ofor wordssmall Garrard, used ingroup upper words, work, grade for over . inreadingnounsareBasic series. written Vocabulary.and level 220 using isbasic grade Books,95 sight most 2, Garrard, 16words,common books . Basicreading light books Words, are on 11 list. steps, . Word analysis Practice, levels A, B, and Readinglearninto;see 11 eachappendix).Center, twenty-word step 220 and words saysteps, todivided teacher,children andwitheachC,(grade 1200 combinesuse set, wordsof6). 720context the inwords applicationB (gradeclues, in level 5)30 ofandcardsA (gradephonics C in 4), On supplementing materials.... uponin a the teacher.... To theJLeadi.ng imognamThe Wective wite dependu6e ofi to azuppamentany takge degree mat.miaa extent that we 6eZect invotvedzupptementanyWicient in u6e, the matetia broad conceptwi6ety, o6pkovide teanning, Lon we and encomage chadken to its become witemort be 4ucceaque as e66ective teachers o6 'Leading. Walter B. Barbe (16, p. 113) 21. 6r1 111111111111111. .1111111. SELECTED MATERIALS WORD ATTACK SKILLS . yorkingLevelssyllablesto assist with1-4. for childrenSounds, word identification Bernellin using Loft, mounds skills.designed and . 12,9 and Ear Fun,foroffers inMcGraw-Hill independentphonetic a complete knowledgeBook word courseCo., recognition. and of wordessentials analysis Self- . meansgroup:Wordcanof the playfor 220 individual withTeaching basic better sight Game,or readers smallwords. Garra grwi P . puildingReading,otherusesnight phonicsmethods vocabulary, methodsof word structural inattack conjunction analysis, with anda Skills, McCormick Mather;,, Levels 1-6. . Better Speech LucilleandLevelsinstructional Better D.1-6. Reading,Schoolfield, materials by carefully in workbooks. classi- . Magic, ande.7yrassment. over :Ises by insertingon cards that cards can into be r Cards, Ideal, in using vo . visualProvidesphasizesPhonics study. Weapictural completeUse, Lyons material word-recognition and Carnahan,for oral andem-program. Levels 1-6. medialareclarifyfies divided andword vowel final listsinto and sounds. drills inconsonant a practice for initial,sounds. book to Lists . Webster Word Wheels,areparentthen available McGraw-Hill wipeplastic clean. also. envelope, mark th Consonant and . readingDigest,readiness,Reader's skills.Irc., Digest reinforcement, plans Practice for practice Pad,and reviewReader's in of Workbooks 1 and 2. . gradedbuildgame,WordService, Familyword initialaccording Inc.,families. Fun, consonants stresses,toKenworthy word vocabulary.and inEducational blendsa phonics to Four sets are study.practiceblends,analysis63 Word prefixes material Wheelsskills for andforfor two-letter suffixes.individualnewly acqu coo . Kew Phonics Skilltext,attacksystematically skills:Charles developsE. Merrill, a program in word- phonics, structural, and . Dolch Vowel and TheConsonantdifferent player Cards,coversletter Garrardsixsounds circles that withmake words. . usingDavisThe Sound recordsPhonics, Way. and tohelps Easyword to Reading,lists apply for phB . Conquests in Reading,attackprovidescontextual McGraw-Hillskills, for material. practice spelling, Book in Co., andsight comprehension. words, word- Levels 1-4. withword,reverseunlockingPress, an and additional are side.sound new group words.is sizekeypresented wordcards on onto the onehelp side in A picture, the . Listen and Learnwith withrulesreinforcement a Phonics, soundare included dictionary. of vowel for each,sounds alo a cluded.Practice sentences and short stories in- Intermediate. . childrenVowel Lo!'to, must Garrard,think at gameall timesin which of the associatephonogramsCourse, gives the with soundall suggestions the with letter the that sivaso . writtenuctPhonicsstrengthening of wordswith Guide, athat special phonicJ. become B. skillsLippincottfunction known and asfor Co.,asight by-prod- is middlesound.picturessound soundof andthe and matchwords the thesuggestedspelling words ofby thatthe Theandletter. New tests. Phonetic Word Drill Card Handbook included for words. Workbook. . Fin4,1to discover Consonant and Blends,form generalizations Instructo, used of wordphoneticworthy families, Education word drillinitial Service, for sounds, learnin Inc., blendswords endingthat end with with the the same same consonant sound. 22. endings. WORD ATTACK SKILLS 71.11111111111111011111101111/ . meansofGroup the for Word 220 individual Teaching.basic sight orGame, smallwords. Garrard, group study Poor readers provides . Hammond's Phonicssaying,& Co., Charts, areand usedusingC. S.for experienceHammond hearing, of:seeing, ABC . Magic Cards, Ideal,canexercisesrassment. playin using withon cards vowels,better that readersplaces without embar- can be reworked over followedshowofsounds, vowelpictures by consonantvalues. familiar illustrating blends, words ofvowel the These four color charts a phonic blends, same parentand over plastic by inserting envelope, cards mark intothe a trans- answers, . Gosound. Fish, Remedial Education Press, (15" x 10") . Webster Word Wheels,63arethen Word available McGraw-Hillwipe Wheels clean. foralso. Book two-letter Co., Consonant and Blend sets consonantinitialseriesteaches game sound blendsthe teaches consonantas as well both the sounds;illustrate the as a picture and more difficult second study.analysisblends,practice prefixes skills material forand for individualsuffixes. newly acquired consonants,or team Useful as word- . What the Lettersasbeginners its la,well printedGarrard, as knownames. name. thehelps sounds of letters The players' cards . usingDavisThe Soundrecords Phonics, Way andto helps Easyword toReadirat,lists apply for phonics learning by Bremner- letterpictureare to or becards sound.covered which with match letter the and same . Listen and Learnwith ruleswithreinforcement a Phonics,soundare included dictionary. Remedial of vowelfor each, sounds along and blends; . Doghouse Game.usedwithService, singlyconsonants. fuses or in the a group,phonetic elements Kenworthy EducationalThe 12 playing cards, are printed letter.associatephonogramsCourse, gives the with soundall suggestions the with letter the thatshapesounds help of and Handbook included for assignments theto . Phonics Rummy) Kenworthywith84nunciation. consonantthe phonogramsEducation blends and to rulesbuild fJrwords. these can be matched with Oro- . The New Phoneticworthyand Word tests. Education Drill Cards, Service, Ken- Inc., gives vowelcombinationsgame;Service, words sets isforA-D ora beginnersmatch readingendings vowel game inin sounds,3, of 4, short and Junior 5 22. wordendings.phonetic families, word initialdrill for sounds, learning and 20word basic letter words. . McCall-Crabbs Standard Test Lessons in Reading, SELECTED MATERIALS - COMPREHENSION . Merrill,New Reading has Skilltext 6 books, Series,Tgaing levelsCharles 1-6;E. withNewlevela story speedPractice that and and can answerReaders, test be plotted; resultsquestions; McGraW comereading -Kill habits out Book levelswith are Co., aforced3-7 grade pro- +. arrangingofeachstudying finding lesson ideas,words.the has facts, storythinking understandingand clearly,questions and ideas,in areas VTaa:TBFia-TeTia,progressionnosticlarygetting words, progress ready ofthe forreading recordsstory, thequestions storyskills; andcan shortbeas forreadinggraphedwell test; help as levelstodiag-vocabu- in show 2-8. . designed4-12;Conquestssightis 1 contains bookwords. toin TisiTia-for useReading., interestingphonetic McGraw-Hill handicapped skills stories and Book withbasicreaders Co.,lessons from . maincludesReading ideas, a-Wortfor Meaning,and story the facts;forJ. B.testing Lippincottstudents vocabulary, are Co., stim- in- . atControlledlevels various 1-12; speeds;Reader interesting Films,comprehension EDL, stories has can readingare be presented videdulated to to record improve their achievement scores; readingwith a chartlevels pro- 4-12. . checkedReading by Laboratories, using accompanying SRA, has films. various lessons . thegeneralGatesbooklets specialized Peardon, comprehension, Bureaureading of andskills Publications, provide of reading practice has to 11in to develop speeds improve wordterest,provethat attack canrate, manual be skills; vocabulary,used is with excellent.stories remedial comprehension, are highreaders in in-andto im- readingdirections,comprehend levels theand 2-5. mainreading idea, to readingnote details; to understand . Juniorreading Reading for Understandin , SRA, has eve s 3-8, with short reading se- . SkillReader's Bui Digest,ders, 23 Reader's books, withDigest, reading original level comprehensionlections followed needed by toquestions; work lessons. high level of : questionsstudy,reading1-8; new comprehension, levels atReading the 1-3;end Skill ofinclude andeachBuilders, study storyinteresting skills. 8stress books, stories; word . questionsstoriesPilot Library, todesigned accompany SRA, to hascheckreading high comprehension. laboratories;interest . FiadgitingAnswer,levelsSpecific FollowiaDirections,14:-fair SkillsFacts. Series,types of Barnell-Loft, book: Using Conte: reading Locating the SELECTED MATERIALS ORAL, SILENT, AND RECREATIONAL READING . aadventurelevels includefair, and storiesincludingeveIs a rodeo. pp-17-T5Tooks,about life Indians, on a ranch, storiesrustlers, titles of western Sam Series, Benefic Press, reading . mysteryMorandreading an interesting pay stories 1eve-M Mystery swith plots. Series,believable Harr charactersWagner, - ,11-blas, exciting . TETien-pT:47TT-5571s,Dan Frontier Series, Beneficadventure Press, stories reading . Fiii'hng-TeirelT7iFS,seaSailor experiences, Jack Readers, adult 10Beneftc characters,books, Press, real-life stories fishing,set in frontier and exploring. life including hunting, . Teeninvolve Age Tales, an atomic D. C. submarine. Heath, books A-C . frogmen.hunting,aboutreadingDeep the-Sea pearl sea 1TOTT:!,ETiTles,Adventure includingdiTing, Series, submarines, diving, Harr stories whale Wagner, and Tea-Mgofwith11 high titles,high l'OFM, interest school short books toformat, stories remedial1-8 readingvariety written readers. oflevel in topics books 4, basicstoriesGarraraTTiaDolch sightFirst are vocabulary.highReadin in interest and emphasize ng eveli7172732-Fales,and Basic Books, . searchcharacters,Worldfun,reach oftwoforng Adventure levels menadventure. combines go 2-6,on Series, variousfact,iigait fiction,Benefic books,expeditions adult Press,and in . biography,highreadingInteresting interest levels sports, Readinincluding space, adventure,and history. - , ITETitles,Series,. Follett, books with . Cii:FisTrrTiainglibrarytitlessuitableBasal and areat forCo-Basal theavailable remedial Readingboai-fiTie Readers,, in reading,Center. the stories travelingmany over basal 300 and . TiVeTTF--7,floodsbandits,aboutJim Forest forestand climbing 14fire,Readers, rangerstitles, etc. mountains, Harr withaction Wagner,people storiesfighting chasingreading . jungletracesMoonbeam capture the Series, eveadventures throughs pryBenefic -Tive ofspace Press,a books,chimp flight. reading fromadult characters, SELECTED MATERIALS AUDIO-VISUAL AIDS I . . Overhead Projector, for presenting and childrenofatTapephonics instruction,the Recorder, beginning tolessons. practice, userecord and to endmake recordstories of own a reading periodfor overlaystion.reviewing inavailable material,small group, for children phonics instruction, caninstruc- write on . . Chalkboard, especially useful in remedial groundonreading.techniquesFilm phonics Stripof experiences forand goodFilm reading,Projectors,to relate get to useback- films and reading habits, practice coloredtaught,instruction, chalkto write usefulused words to for practicedictated emphasis. materialby teacher, . . Flannel Boards, Magnetic Boards, and Peg L. storiesControlledishensionfor high, improving can and rate Reader,be study readcanrate, EDL,skills,beorally. vocabulary,controlled has intereststory socompre-lessons levelthat wordsETWE7commercialsmallcan easilyavailable, group beremedial made, teacher-created pictures, especiallyinstruction. materials helpful in and . 7.e517-ds-iT6F14-writtenRecord playelr, lessons withuseand commercialspeciallyworksheets, prepared phonics listening . ReadingandSandis reinforcement severe,Box, Center. used sand, for in andkinesthetic cases boxes where available development disability at the development from story records. . Charts, commercial charts available for . progressBulletinchildrenskills beinginBoards, reading. taught, use to motivate display andchildren's interest activities, reinforce alphabetexperiencepractice,vocabulary study, blankstories.work, phonics sheets and sentence instruction,can be usedand storyfor Ida . andTachistoscope,increasesight phrase word attentionrecognition, recognition, use for span. vocabulary excellent speed of study,toword . non-consumablepencilsreinforcement,Paper and or Pencil,wax workbookcrayonsplastic used canoverlaysforor programmedbepractice used and on greaseand ICfra materials. FACILITIES -rwrImmR. the remedial reading teacher The facilities available for use by will vary ac- and 4.; s.. th storage o en book hel medialcordingfixturesroomis not reading toto necessary, properl:fofthe the room.room area storesize,but designated there furniture, as A large amountand ofdisplay space materials should be enough the re- 0 cabinetfile neath under - Recorder andpage to showsallow awork plan with of adifferent groups. The diagvAm at the right of the good remedial read- 1:14' playerand record consideredsatisfactory.ing room. when planning facilities for a The following questions shouldMany be other arrangements would be VC),/c \ waste basket remedial reading room. . .4%. s. 11111w . AreIs therethe size enough of thebookcases? room adequate? V.0 . adequate?Are the storage facilities , I . bulletinIs there board ample space? chalkboard and / W E3 . Does the furniture lend itself no . voIs small the lightinggroup instruction? adequate? bun/Ain 26. , board chalkboard ,34

DoDo learning !more leataing recreational with with context reading visual aids reading On instruction.... thingand new,inseem,14 mite When the child is he mot Auceeed at once 04 netunn....the whole p4ogite66 nearly to attack isorne- hitt isean o6new nemediat /Leading 4&tep6 and often oi 4.6 a -takingcontinua. quick Ateps watching o6 back- mudoifact, when any attempt xeynediat the paee nearline has to maize a £ a Sinezt invitationbeen Awit4a tooof 'elinfactteuinicast....In to dayiaitune, by day ion 44,nce aft child/Len. A t (;.a.nnot ploy -Ede Edward W. Dolch (7, p. 139, aueee64-4-tep6 140) iii ,,seleCteC,;the'SlsAfiagnosidandAdentified in a teacher' most interesting, of effective,and the;materials, and moti. then,be. concerned with.After using a'childis. :these._ deficiencies-Materi- havebeen- remedial reading , :vating manner.theportant methods for materialsfor presenting to be thesevaried, materials so should be Just as it is eitremel:ritn- DevelopiAgTeaching vocabulary word att variedableis the to abilityidentify to and listen; reproduce children letter,sounds must be -- A skill necessary to allin other'skills,order to attain maximum results. ImprovingIncreasIng oral compréhe read L. fullyalongofcorrectlylisted the and with following forto and games followdeveloping must andsections, directions.be drillstaught these activities for tolistening listendeveloping willcare-skills, be Thus, in each techniques that will be of help with children This chapter contains only a few carefulteacherskillsresult in selection--in other youthe --mostareas ofis beneficial theresponsibleof reading..techniques and for successfulwhich the will The remedialattendinghavewhofor have beenother reading workshops,provided techniques teachers,problems. at talking thewhich endreading canwith of be this other professionalobtained chapter by Additional pages activelyremedialstruction readinginvolve should program.pupils stress and those teachers. activities that Techniques fOr remedial reading in- Oral journals,activities. and through other in-service activitiesregularlessansbookreading, lessons classroom. that workare together, canmuchat thebe more donechalkboard, and effective just other' as doingsimilarwellthan inwork- the TEACHING VOCABULARY whichpole catcheshas a magnet a "fish". attached to the string If the child cat effectively.nounced, and have .taning for a child to read Words need to be recognized) pro- Many words must become sight catchestheIfread bowl.he cannot,the most he fish. must throw it back into the, word on the fish he mayTheyinner keep it. is the Jiild who Severalotherswurdslate andand aretechniques bereinforcelearned immediately arethrough sight suggested recognized vocabulary.word-attack to stimu-while skills. . board.DrawAirplane a curved path on a large sheet of tab A hangar is put at, the end of this . 220 Basic Sight Words in Ste whichpath. are 'The printed path withis divided drill words.into sections Each has an airplane Two markerfullyboardConstruct(20 words),withorsays chart.eleven histhe his name.words stepsmarker listed on goestie in -bulon step the 1first Each child is given a When he success- bulletin whichchildrenplanesonand duplicateare inmay printed the play. lowersets the of-left same 1" xspacewords 2" thecards andthat path on are-. The game begins with both each wordsstairway.isstep. another in 11 steps.)success and another step on the Each twenty words said correctly (See appendix for 220 basic firstplayer'sIf the playerspace wordcards of readsis facethe the the path upsame wordin he asa may onstack.the hismove-his one top in card.the His word card is placed The . crepeMake-7,4:5:W220 A-Go-Go paper. Hang them withcages pipe of tagcleaners. board and onhangartakesplane the bottomhisto first thatturn. of isspace. histhe deckwinner. and the The player who reaches the other player tr. forcagenameEach each into child thecagestep. red hasas center.a black record with his Thehe finalsays thestop twenty is a words He moves from . Nit-humberschildrenPost Game to 1, stand 2, 3 atfin post board. one. SelectIf the two childrenThey are a name.childbuildingprintedreading attaches namedmembershiproom anda"220 gold the A-Go-Go"cards. recordchildren withto arewhich his given the Names are mounted outside the mastwords,dotheyteam what be andmoves aisharder. short may,required to helpparagraph,post (readeach two. other. fiveneiror sound basic'assignment mit sight, words), here If successful, they move . Fishing Wordpinned together with large straight pins for Basic SS--ip Words open ends writedifficult.toIf post theytheir threefail names atwhere anyon thethe,post, boardwords another andare sit yet.child down.more may If correct at post three, they orlarge paper fish clips. bowl or a box. carri`gbrElaid-InTTE These are placed in a The fishing selectshave the a opportunitypartner and tothey, answer. begin = atThen he post one. , sf-,:il ' Cards,'''.,' ,:, 3anie,:s,t - itt- -.,:- s"Wor,ds,,:or"Tea s -a-.-peragra who ,, the Urn :urned word bni.--4,,,,_.on ..., #.r, 'WOrds, Isas goodwell Who catches talmtiletentlearh other- -areas1h - of reading'. learningerror gets a a point if- ., _ .=, -; word';e:on-..,hlos-iii-se.;:card::1,,_0,e;..Caii.:-ptOnoti#00:,i-.t.tho;f0011,:';'4014-:,,,:titade_.1 When -a-'Chil'. xe:'"i.,;1::.- 'i''',-'66-*tere&-fiiie:-iiiii,dr-inf':1, :0',,!*4.. spac ronOrtinOs'th0:[00*~c0-:;$1-17'bZ:',-li,'',. sight ,,.. . a row. - he--iithe-iiiiiiner:,-!:.--,Ati-*Sier-,:400*-" 0 ' ' : -' wordsthis.:gattletnay--.'be'made.t.iyptinting-lhe-,-isolrie on all,the.cards.,, (Make ceetailt7thi 4 7 Feed Tit or other animal may be drawn dii the words are in different squaras:W,paelt-t5ilii:f--'.:-'-:::`_:..::_,:::::,: large, tag board. His mouth may be the,-,,,'.----'-', ' 1 A K -animal When he says the words correctly. word cookies" to the cut out. card.),teacher As 'Or'_'a child, all plaitrt, word* -atel:`pronotinced'by , cover,114*--.1-' . WordsaCard child thatDrawing feeds need "sight special practice are printed worit'with--andfive sayin'a each rowa :marker. is'word. the : 'Winner.,-: Lie- first child who He :muSt Vficover Covers- onturns flashthe drawing table. cards. cards and reading Children in the groupCards take are placed face down the words. One-hiTrortheotherTeam Game for Flash Cards students sit in chairs while the -- childbottomIf a withcardof the theis stack. misread,largest numberthe card of goescards. The winner is the to the getshindfirstbe fairly wordhim.the child card. evenlyshown sitting matchedby theand teacherthe in child ability.) standing half stand behind them,. The child who says the word first If neither child knows the (Children shouldis for the The be- -Eraseachildren linea Word at Maneright sides.angles Each team stands in , drenword, say the it teacher and the calls card time,goes teacher movesbackthe other intodown chil-the TheAtofline teacherwordsthe sayssignal, or writes thesentences thefirst on first the wordof boardequal childin his twodifficulty. column. lines to the blackboard. in each usuallytostacktheby the line-teams, to first aboutgiving, to couple:etc. 20,determine each are couplegone. until a turn,all _-cards', come up again. The the winning team. Cards are counted then back thesameIf heword.next one.is personcorrect, in he the is linepermitted must to erase TheIf hewinning says theteam word is the'one,thator words wrong, take, the, TurnWinof astudents.' a number ofEach word child cards takes face- a-turn-to ex- Ticket Home down in front completely erases its words first. and say it. if he' says it - . pose a word If he =,, _ . 'BingosquaresisEach printed player (five in has acrosseach a cardsquare. marked into and five down). Words are printed 25 A word doescorrectly,correctly,cards.: :Ott kinoW, Whenit he may 'wins it 'go .,he 'a back must-ticket,:home; keep- it with: 4, child- has said,-all: into a box. his words his. - , t :: , : - ',' '''' -- ' : , ' . r ''' ' : ',' '. ', '' ' .. :: : ., ' ' , - : , , " -S.. '' ) . ' ;'' ' - - , n"dividual;;;,:o e;Itecorded.,Dri , 'TiFiEeT77kla.W.--carmayfiveawords. tape, _be':140,,VIn seconds of,:ttiese,words.,;SheShOld-i:41104 between-'each, s or :a,:-grOup: one. of s, turns a card 'froth theCards: should be'Ordet-,tea'cher ned .so tt eye; then In4k stack and . :triesMIR:areTrainchild to Game.say placed it within, in a tow. the five ,seColidt. One end is: r. endfirstdesignateditsitting thecorrectly word 'caboose'.. on orthe the phrase he'engine' 'engine' may'stay card and'to. where the hechild' is. The teacher shoils the' chair. the other If he says If -"caboose'.TheoppositeheAle missesnext-child chair end-of the eachlime cardin the'trainline he a must. muStword saygo tothe the -card -Eack..chtld gets tO.,move up and be the.is missed. , gamecorrectly. or-he too-must move;doWn. .is especially good'toimiercialgets:More,words,than because:,the slower, the faster, one. ,---Cardi;0cirkbOOks This. biaok,Alt0.g, - OtherMaterial terlalsWhiO.,*filITOren.-seed ;;.in corteCt-,technlquo:,10:ii*iiitt':t Chapter =`2. teaChin'g.V0abitlary,are:..:' Directions, area ,commercial.' ,eciOng compound words All the words that a child needs cannot . anddividing two unlike words consonantswith double in consonants the readernecessarybe taught who byifenjoys sight.he is reading. to Word attackbecome skills an are independent The following abili- . middledividing (vc/cv) words with -le at the end C teachingtieslyties difficultmust as thesethebe developed child areas.same progressesskills by teaching in varyingthrough Opinions differ as to the and re- increasing-activi- . thenantdividing first in thewords syllable middle with iswhena singlelong the conso- (v/cv) vowel in mostctild'sshould successful attitudebe introduced. order and inhis which feeling of Mere important is the master them.these skills accomplish- . nantsdividingin the in firstwordsthe middle syllablewith singlewhen is the shortconso- vowel (vc/v) r. mentTheHowever, eristeps he willaworks suggested, naturally regularly tentative overlapto atsequence times. . digraphsdividing words with blends and might be: . consonant sounds (initial, final, . accented syllable . andshort medial) vowel sounds . dividing three and four syllable words r. . vowels modified by r, 1, and w mustcheckaids work to children's helpclosely teach withsounds basic the sounds. The Bremner-Davis Records are constantly to insure children. The teacher excellentShe must r. . digraphsblends correctSometimessounds responses;incorrectly the directions otherwise and reproduce that accompany children will hear them inaccurately. the r. . c long vowels and g followed by e, is or y doearanotherrecords this phones at group.may times are be followed;while the one group availableThis and is a especiallyfew children effective still if teacher works with of children can r. . -tion,-y,simple -ly, -cion)endings -ful, (-s, -ing, -ed, -er, -less, -ness9 -able, mayhaveties be not usedwithout mastered in variousthe theserecords; sounds. each teacher-directed activi- lesson should The sound charts practice given . dis-,easier ex-) prefixes (un-, re-, non-, withforstress theeach onerecords one. or two may sotrds be duplicated and extra on The words from the book included charts or chalkboard for sounding. Children like to medial) consonant sound, except hetime.forsay needs eachthese aword andsecond sounded chance correctly or if the the first The child receives only one point if keep score; two points are given teacher 2. wordoneChild word. that has does a card not withbelong. a consonant Child identifies the WA mustthiscussedfrom help one, thesein him. lendthe records. precedingthemselves section to drill and on later the soundsin Several games that are dis- wordcardonprocedure(vowel, it.with up and hisblend, can sayssound, be orthe reversed digraph)he sound. holds for printedhis When the teacher calls a The Company may be used in a variety of ways: TheI. Word Study Charts from Ginn and The company suggests that these alsosaysandvariety; theabe word variedchild the with teacher showsby that having the sayssound. soundchildren the andsound (Can 2. Theytivecharts classmay be be cutuse. used up forindividually most effec- 3. Useetc.)stand a up,list sit of down,words getor wordin line, cards 3. tablets;Theyfor games may thebeand mounted keydrills. picture in large for a 4. sayingEaching sound childonly of theat each thebeginning one.board writesor end- three SZ, mannerChartonsoundparticular one savetablets pagewritten the andsound prepared teacher onwords themay usingsamebetimein mountedthis page.andthis Thiswordsorput vowels).more can anwith blends, Xbe under theseplayed theletters, as correct a point children one. game As the teacher calls (digraphs, consonants, 4. soundsenergySyllabication arebecause always wordrules ready lists may for alsofor use. allbe put writeanswer.bythat giving thethe soundsmarksteacher forthey pronounces.) the hear first in wordscorrect (For variation, children can the child's ability to listen and to increase Games and techniques to help develop onpractice charts within applying words that that give rule. 5. replacesaysdrenTeacher bat.write itpronounces withit on b. the a word,board.--Teacher cat. Children erase the c and Continue with Chil- J his word-attack skills are described as follows: 1. theTeacher same saysbeginning 3 or 4(ending words withor drilled,maycan,soundsother ask etc. rhyming childrenarechange being words.cat to stressed, tochange cut, cat andthe to thenteacher If vowel sounds are being If ending hastellsto cot. the ilhat child letter say theto changeword that and he Sometimes the teacher alsoThenstep-wouldadded words anmay excellent be endingbe given. words -withgame with to final use e. The next This is 6. haseachPrepare written. with 12 ax phonogram,18 envelopes (suffix and label or 8. ARecords:along game withcalled the "Giant" Bremner-Davis may be used. "What says a in awl ?" phonogramsprefix).fanhatin theinin -APIproper-AT are envelope;envelope. placedenvelope: bycan, children Word cards using these cat, sat, saiduntilChildrenposition. correctlythey progress are giants.changes in body a child's position Any number of moves may Each word 7. spellssideboard.Four him.childrena root word, take work.places at Each child has a chair be- The teacher calls and Children a.be used: RaiseSit on otherone floor hand hand b. Sit on chair Raise otherone hand hand Tiiidown.worked,areare write-ltasked given works, to opportunity make or worker. to Other children in the class worisTIEin it-Til7 working, challenge sit Chil- c. RaiseStandRaise oneon other floorhand hand d. Stand on chair RaiseRaise one other hand hand writersverythechallengertell writer's whygood who they whilehaveis place. arecorrect, made wrong. mistakes he may andtake playing this game Attention is If the 9. drensitsIn "Kingsit in in anof aareathe row Mountain'," designatedexcept the "Mountain"allkind chil- who e. Giants C cedurethebecausesomeone child may in else mustbeorder reversed. hasfind to made. abecome mistake a writer,that The pro- The Theandchallengeda king childhisteacher orguard who the showsone may whoguard cannot sitsa wordto nearansweranswer. and him. calls and theon challenge either the If the C morewritingword.teachersuffix. difficult spellsthe root step.a word withseems its to be a Taking the suffix offChildren and write the rm..; The first time 10. twochallengerStudents children areanswers change divided correctly,places. into two the teams C mustThenshouldthis bewords game doubledneed whoseis only played before final the allending endingconsonant the added.words is turnsnouncesfor(consonant, a relaymaking a word. game. the blend, sound or of digraph) the vowel and The children take The teacher pro- 35. correct,identifyingIf the wronghis it. team answer advances. is If he is given, blanksayssays the isthe checked.words word againa third and time, the the When the child next 11. tothe Inidentify other order team tocorrectly. "takemay have a a turn trip," thatislast nowwheelword blank assumed wheelto is other checked.andto havestudents,may "teach"mastered The child musttakenumberchildrendigraph, begin with of must withthem.objectsconsonant, namea certain they a certainor would have a Each object blend. morecanonfollowing be thesimple made Webster theusingto sound sameWord words procedure.Wheels.than that those are Small individuel word wheels (These 12. designatedtracingrememberingIf a child sometimes vowel issounds having sound. helps. or difficultywords, As the mightcardsused byiTg0576FIERWedblittocan children be made atfrom home.) tagboard: be soCut that a window the window in the is 8 largex 4 strip The sandpaperair,soundthe letters inison a saidthe letters.sand that chalkboard,slowly, box, make or hethat over tracesin the Large cut- backareaenough time. movedto toexpose upshow or the onlydown words. onefrom word the at iagboard word strips 13. words,outChildren letters also. can may make be usedbookets to formof IJ. Clapping syllables is a good way toeachofhelp words. childchildren to respondbegin to by hear holding the partsup. The next step could be for outcanbepicturescertain madesectionsfind for orsounds. words. draweachof a soundpaper or pictures to fill A page can for they correctwithchildnumber1, 2,these may of 3,card syllablesthenornumbers. to4 befingersshow given they the to ahear.number setindicate of of cards the He holds up the Each 14. used-1'5-0'7eThehavesounding Webster been after mastered.Wore pracETEE-Th aWheels number may wordof Each child soundsbe materialremedial for readers. teaching word attack skills. There are many good workbooks forsyllables. use with Many of these contain excellent Chil- theareandhasis wheel'ssaidafteramade record for onthe number. thethe sheetwords first (seeon blankone appendix) teacher, a check The child wheelbeside mentdrenfrompermittedbook seemwhen thesethat tothey toother books,_develop usecan children writethe a reallteacher in in their feelingthe must schoolown useof attractive accomplish-thenare notwith. In order to attain most benefit care."Work the next page." Never pass out books and say: Workbook lessons toolsarefast not inwith busythe a handsworkskill offo7 a remedialgood teacher. readers Sometimes workbooks move too but are valuable mentarywhichtosuchhappens, grasp areasactivities the games relatedthe content. teacherand to duplicated extendtLe might same practiceuse subject.materials supple- When this INO.EASING COMPREHENSION activitiesprehension may techniques. give ideas for effective com-Practice wheretionall readingdirectioncan be giveninstruction, is neededto this by butimportant special area Comprehension should ...... owalm.,.... childrenbe involved just in such as atten- MaterlaWordteacherfor Recognitioneach s; use:child. and Meanin ets W-195 3 response Set of flash cards for cards wordasavailable much attack. as infor other work readingin comprehension. areas Many fine commercial materials are Skill Suggested cards: cry 1 jump 2 slice walk hop 3 creep otherremedialexcellent.books, materials basal reading and as usingco-basallisted commercial in readers, Chapter However, the techniques materialsand in 2 are The teacher flashes a card to plantlaughsleep digcarry hide paint pantride the ' whichReadersroom maywill Digestalso be different.be Skill used Buildersin the regular could For example, the remedial be class- word'sclass.correctProcedure: and response the rest card. of the One child dramatizes one of the For example, usingchildren flash the read aloud by a group of six the three words above, one child would pretend - beemphasisanswersreadingreading to actively togetherpupils inand small discussion involvewho group pupils with the teacher. could then discuss the rather thaninstruction to give would in oral The respondtoPractice cry andby onflashingthe MUltiple4leaninitifords rest of the card 1. children would pl bethem done assignments in the regular which readingcould normally The Manuals of commercial materi- class. RiliTiiTs:differentflashforteacher's each cards child. definitions use. would have on the the word front of Sets of 1, 2, 3 response cards One side ofSet the of teacher's flash cards for- the with three the aliand will-give .journals Many good techniques which effective!. Professional textboOks card,of. thenumbered card are 1, read2, to 3. the children.Questions on the ba0k - willbe usedbe effectively with children :The.foricrosing -techniques are reatdi ng.will also list ideas that can who have Front of card for the word : "bank," 1.- A place. to put - money_. - represeratative0010:1-teriplanned- kt.teathers, '174pCr***14:Speritil ''The':thal-kboard:,e4tive-,tettliti4:41ds=:'-fOrj teaching cop- tc:thes&.tekher-planned-,of many,-ideat that cal',be are very, SickIn OfIbis .card: sentence,*he:-Onoe how- up on,-theBANK. is,BANK used? 3. .To pileRising up ..groundor heap., bordering 0 river. Procedure: 71711r!!!!!! The teacher shows the defini- . Dictionary-SkillMaterials: -Tits of 1 n 2, 3, 4- response cards tiontheflashsentences cardcorrect the to onnumber meantng. the back. the, thatchildren correspondS and reads with The children the willboardarefour givenbe or parts;considered on to a chart as show being each pupil. that the alphabetDirections on the divided into pp12122.Materials:forcards teacher for each use withchild. questions Word Meanings yeland no response Set word cardson the PartPart I23 4 A H-kJN - MT back..BackFront of of card, card, questions CUT such as: Questions for the ginningIn what with part would you teacher to use:C? find words be- C WillCanWill aa knifeaspoon scissors dodo this?this? do this? remProcedure: ond by holding up In what part would you Teacher asks question the correct response find the word run? and pupils card. c yescardaboutProcedure: orand theno says word. a statement or with their cards. TheThe teacher children flashes may have a The children respond question wordword Materlaphraser.Reco nizin s: CiFarn;ithPhrases sentences cat into cardsVariation:thea statement.statement wordat their that seats.answers and the children hold up the questionThe or teacher makes toRunSit the to on door.the the front chair of ---- the room ---- skip fold your hands. . Materials:pictureIntroduction that CaraWal-The of Words describes the word. in a itsrz word and a Only Procedure:phrasesv or he can The teacher can read show them to the what the card says.' these cards in students. the word is on the The students practice back of the card. . TheRecognizing student then Words does in Their correct Place ti clue.wordsshowing.sayingProcedure: without the looking They then try to gayord with the picture at the picture the Materials:Procedure:put on *the RiaaTiv te?ds hoard. The new words in their:Phrases The student heads from arairdiaa. the 'are , Hetextin is aand askednew finds sentence. to theput phrasethe in words or phrase its context. toSportsfind children this pages type can or of alsomagazine reading be interesting. used. articles interesting . Materials:Readingrecorder. in Phrases Poetry books and tape . mate:7151s:of3Specific printed the Specific Skillon them. SeriesSkill Game Each child-Eii cards with 1, Each child has a copyBooks, locaSjuthe 2, stand.phrases,Procedure:improvement, the meaning is easier to Taping helps the child see his When poetry is read by under- lEracts.Answer,televisionProcedure: Following panel Directions, game. "To Telland the This game is patterned after the Getting Truth." . tenceSentencetextsPurpose: when and Sense -TF-getpronounschalkboard. meaning are used. from the sen-Material: dividualoneteacherbyIn ofthea group themay pupils.questions students beof moderator,very to slowmay be students,answeredin other aregroups The children look nor the do this job. the readIn- TheorboardProcedure: studentsthing that that areare liftedto identify from the the text. person Sentences are placed theon thepronoun refers to. panelfrontansweris revealed membersof and them place andseewithout theeachit. lettingcorrect thescore glts card 1, 1, or 3 in The correct answer other . T4cognizin9 the Importance of Whole . Sequential50 points. Order Materiars:Procedure:paperSentences with words TheSentences teacher on readschalkboard a sentence or omitted. MateriaapartProcedure: ands: mixed. ComicPictures strips. in comic strips are cut' Students are told to put missingomitting wordswords. or words that make sense. Child identifies the . Timein correctIdentification sequence Practiceto tell the story. . FfileFilirArticlesAnnGetting Landers, Real DearMeanin9 Abby,from of etc.newspapers;puntlplis Materiirs:response cards: Now 00715Tailliii-4 set of three Past Future nist'slei).Procedure: answer is given. .good for overage students who It is 'discusse4 'before-the colum- One studpnt reads the prob- This activity Set of phrase cards =for teacher use: theyhe runs have gone they.areshe will :=go Lafl theProcedure:flashphrases correct card from categoryto athe ltst children. card.or shows the phrase The teacher either reads the They flash ways.exercises.as needed and can be mounted Pages can Workbooksbe torn from can thebe usedworkbooks in a variety of for special L sharedby the withstudents. parents and other v*.udencs. ThereStories are can many be materialswritten and and i;36strates Then the stories cen be readiAchildthetechniquesin organizationreading. can level. receive for the ofneeded teachingthe programinstruction of comprehensionso that at hiseach The main problem seems to b in LC LaC ... ,,.. .,- ,,..- .. "1 , ------, .',-,- , , ., ,- ,,t, -,,,,,,,,,,;,,,,,,,,-,... i .. 4 - ,,,, r . , ,...,,.. ri.... IMPROVING ORAL :WADING ABILITIES . magazinesCut out paragraphsand read. from old readers or Oral reading should be done each do in . Prepare puppets and read scripts. poorthe remedial readers readingseldom areperiod. called upon to read Children who are . Use phrase cards, read and act out the orally!lotpoorAlso,get little keepreaders inthe regular their attentionpractice is attention classrooms inspan this onof and,typematerialchildren often short so that they can- of reading.therefore, whothat are they . Commercialexpressions.readto get without material materials difficulty. that arethe excellent,children canbe sure aretoandbe readingtheimprove givenskill child so lessonssilently.deficient thatread theorally,can areas problembe used as cdnat abe As the teacher listens help can immediately needed. later timecorrected9 withoutthein Chapter children teacher 2. to aid. pronounce most of The materials for oral reading are Books should be easy enough for the words listed . Convert story into a play and read parts Some ideas for oral reading are: . Writeacting ownout playscharacters. to be read by classmates. . materialreading.forSelect that aand word,key have word then child or use words find the inasynonym synonymdesired when . reading.Choral rea0ing is very effective in oral . Usethemselves. tape recorder and let children hear opportunity,maravAinNo interest, RECREATIONAL READING Recreational reading depends upon and taste. Each bookscornerseach bybook. in making the room. an interesting comment Arouse interest in the about Ampleforreadingin leisurea readingconsiderable teacher reading materials should varietyin each of content allot a definiteshould timebe provided week's program. and 2.3. Recommend Be sure thatbooks the that material appeal istosimplereader's easythe vocabulenough more ary.mature interests, in spite remedial ofto dren'spupils.levelin interest ofeaoices difficulty and in rangesthe to light satisfy of readingof their past Teachers should guide the chil- and their present differences levels of 4. Order sets of Traveling Librarytwoinsure or three successful unfamiliar reading words with on not more books fromeach the page. than readersneeds.reading thinkexperiences and reason less well Educators agree that remedial than andbooks.Readingavailable interest Center's from level thecatalog of Reading each book.) Center is a pamphlet (The catalog specifies tLe reading of Traveling Library Materials for Also, mustofreadingtheFor interestprovideaverage these problems reasons,recreationalclassmates.and are also lessthe have remedialreadingimaginative. a Children with shorter span teacher materials schoolandReluctantlisting interest or Recreational publicReaders levels library. which of Reading books lists the reading obtainable in the ri periencethat mill day-to-day permit retarded success. readers to ex- Properly guided, remedial readers 5.6. Do Remember permit pupilsthat the a choiceenjoyment of reading independentof materials. literature is anddevelopesuccessfulread many because sucha need reading pupilsthey for have independentactivities.cultive been a reading, involved in desire to 7. Read and tell a variety ofdevelopmenttudesconcerned good and appreciationwith of skills.the development rather than of good stories to ith the atti- devicesfor motivating used successfully recreational by reading Some of the many techniques and teachers in the in S. Read all but the climax of geta thatstory children for the individual reader. interested in reading. and leave f' followingremedial classeslist: are included 1. tractiveDisplay up-to-date,books in reading at- 9. Know the individual interestssuggest of titles accordingly. children and 10. Introduce for recreational reading 17. Motivate recreational reading with a Draw a baseball diamond on 11. Provide a time for audience readingnectionbookreader. length with storiesstories thatin the have basic a con- andmovethebaseballobject fourchalkboard from ofgame.books base the gamereadorto bulletinbase ismeans toas see,a they board.home whoread run. can a get the Children book, The 12. Le- the children try-to sell theirhookpartspermitting to of others !mks. pupils by tellinoto share just enjoyable enough 18. Have an occasional What's My Line?most program.charactersThe hometeacher runs. from is thebooks moderator, portrayed guests by pupils, are 13. Provide time for creative activitiesfollopengterestedof the story incompletion the to outcome.get classmatesof a story. in- 19. Information Quiz is another interestingbookactivity.and studentsquiz questions take turns in six being levels panel of members.difficulty. The Library Center can provide the 14. Help the children to relate storytrationstization,Such act.i.:ities of puppetry,stories, might etc.picture include illus- drama- L whatyourSample(moreIn dog,didthe questions: difficult) iiirrirre07;Ceivebookwho mightLittle you Pear be? by for Elinor Christmas? Lattimore, In what bookIf doesyou hada no bone for (very simple) 15. Write two or three pertinent and experiencesdexeasy cardquestions and to placetheir about itexperiences. a inbook the on poLket an of in- 20. Make use of flannel boards to showwhenever cult)characterstorybook he findtells that a lie? his nose grows longer (ttill more diffi- chartquestionsanswerpoints,the book.of the points according answeredquestions. earned. correctly.to difficulty, for Let pupils read the book and Give 5 to 10 Keep a 21. Write sentences relating events in charactersa sequence.Letstory. the children as you relateput the the sentences story. in proper 16. Use other incentives for increasingClimbthe number the Ladderof book; to rea,Lthe haystack chart 23.22. TeachShow achildren sequence songs of pictures about the and characters letchildren the in relate the story. I andbookReadingforshows groupbooksread. indiWagf Tree charts.read chart byseals differentadds in athe leaf pupils; haystack" for each Children enjoy both indivi.1.41 Elves")stories. (Example: "The Shoemaker and the ,dren's:useAudio-Visual filmstripsschool.literature and Aidsobtainable Movies tenter of atthe orgood in'your ch 25.26. Make Encourage use of childrenstory-telling to watch programs. records. T.V. book 27. Make use of radio, television, awayotherin from relateddiversions reading activities. that beguile to promote interest children-movies, and r: 29.28. OccasionallyLet the children let allwrite pupils storybookin choral reading.characters. riddles about participate 30.31. Continuously If a book is display enjoyed, new encourage jackets of good books. books and children 32. Encourage each child to bytolibrary theread same other card author. booksof his ofown. the obtain a series or 33. Help pupils to browse Pointtoin lock making out for that aappealing, book illustrations interesting. with a purposereadable -- books. play a part 34. Keep all recreational reading Willandfilled participatenever with tire fun of inactivity it.the game and all pupils of readingperiods atheBoth Acme. have dititieJtent needo.popeat time wilt www. A Lox, live one way; Gnapea need MAN ceteity needsA pine tree WU die wheite the buo,k anotheit way. shadeothetz, and peant6 die To think that meeting mote tuctta. you move Some ptaWA need to them...* the neactin.g tevet and be moved; AULdi.iimerzeis. nee& Ao hoist papiitis of (Aka conoidaat.tiorlis AA C..clees:g tnctivtduaZ ciae.5 out *Dorothy BrackenYork, quotesViking fromPress, Dobry, 1934, p. '108. Monica Shannon, New Septembeit PART IV A YEAR LATER SeptembeA 12 hetping me to My Guide -- .oeus in the whole Whatptogtam a help! It £ a means 60,1. be6ote necognitton te6t check Ze6t. Testing! Testing! butI have I'm oney so gadthe thatmond guess it's taken whatjustI wowed to tiigute be best out, make6on room myany students. atechotces. the avaitabee teats, It wowed have taken me ages The job 06 tongettoI havedouble than not Icheck. onty checked but have taken antiz-ipated I ^otnected a mistake in my the time soAtingcoming awakematetiatz 011 someis o The games -- some 06 the new ones sound ceitt,i.nty the setected ones in the easien alitek be- subtkactiontuAnnot -Lnvatidatedonty gave06 dates an hisennoneous on BondJoe's fleectEs/. I.Q.Peabody suite -- which but, in The punch tikeguide.ceass g/Leat 06 individuaes. an as wet ass being heito6ut -to my thatout onkeys this on thetest Gates i6 move ane thangiLeat! one tesponse I must nemembet gon with my new 6ouAth gtade gAcup was most teveaeing,A tea but day! The "task" session / had SeptembeA. 5 tutsSpeakinga singe dotting 06answers testing,my peanning Jim periodwits need to have given the =Alen Riday. ctizneganded. I just his apaAticutalLey teat chattenge with -toward the two new students who oiiet giving them con6idence comedn't get him to Azspond to anything SeptembeA, 21 today! andnegative (=Wide. A.eassuitance. J.im, How much thue .us to teach- eispeciaLey, has a veity These Ake My Favo/cite Thy, We had 4un zinging these words to the tune song Volgets and 4. thmsetvesa4..ng diftekence .tead.i.ng! as inindividuats. getting A.eatty 1 the students to 4ee who must tily .to make 7404.77r.ThueSu.66ixes,Conzotiantz, au a imPkelixes, Sight oA Wandsmy FavoniteWotd wUh. Wheels Things: in Aims Vo-ca t,t-za-ti.on 'Leading wite be apprzmimztety on a 2.5 Zevee and My g4d4ping milked out unusuatty we.U. that /Liz ee44,In by himee6, then / 4it down and, by Jim 'Ls doing better. He doe one pat o6 C attvawee but 40und4. Jay can begin study and xeview o shwa He needs hop with a hew consonant wankingother. paitt. with him, heep to set a pace ion the Jay havtng much owLe sounds,connecting and 4evetat.Jan wilt 4peechneed some 4ounds. extAa keep in thanI ne4eltned1 expected him with to thehis ctintcattitude wherte towatd he neading.mitt be V .stoutatt seem with to Cowboywatch Stokie6.westenn shows on T.V. so 1 Kat Even JaA and Jo admilte My Cowboy Jo'.6 jested son iufidthen diagnosis next week. October" 31 HOA4e6! I Launched the "220 Sight Wand Rocaet" game Octobet 6 toavaing do to on t4 the o6 pimashwa -Lee4ound4 on themo6 i withand e!the ti.4t4 in "Tn zt on Tneat"- What a mix up we had when I'm going manyVachtoday. Zi4t OA. a 4a4t fiend 044!), There are 40 ttemendous ways to °mate intetest ("Iwoin aDLeady knew the 4inst step c4 the Such.ideasConquests things and ikLmateiaats as Reading.=litany again ci6eximinatto4 &tom the /.S.T.A o 4e44ion. Tonight 1 went thnough the 4ounds teatninged that importantshwa e sound tight today. wands. We wete both 60 Oh! Jon mute/L- andempha4ized. giving attanged pattetn4 to 4ymbot4 we/Le At4o, how -impoAtant that I hap the JimnesuLtsptea4ed! 6nom the tagging behind because Lt takes PamI've teatty been excited with the Phonics_ We Use. C we are using. 4tudent6 be cont.i.nuatty awate o6 theik goats. I have been putting moot o6 mytiovembeh 4 on Astatted.Pmeveit. to itint4h a Think! Think! page when he iinatty04 4oniething. gets putphonics and vocabutany and my ptAnningmake must now emphazi6 on comptehension. e44oAt6 The New Cal 48. RR. It WEEKLY PLANMrAnrallaiLl SHEET ACsraLIAAv Date Instructional Area MONDAY TUESDAY DAY OF -I WEEK WEDNESDAY THURSDAY FRIDAY 1 1r'Itat Vocabulary Poppet Wanda Set 2 My Puzzle Book 2 Poppet Wotc14 Set 2 My PazzteBook 2 Poppe& Wo&n14. Set 2 Word Attack Vowee Cands(Gavtaxd) Phonics WeUse C Phonics WeUse C Phonics WeUse C _Woltz( Family Fun Game Comprehension New Ptactice Reada A Using Context 6 New Ptactice Reader. A Using Context S New Pnactice Reader. A SilentOral and Reading DAN FRONTIER WITH THE INDIANS: ReadingRecreational Check out books, shaAe with otheu, necond boola4 on chats -b, etc. 1 __L___ 49. Practice Reade& A might be the choice. We Au/Le this was a zuceezziut day att the way astound. hadOWL a newgood vocabutaty time today ptaying "Feed wands, and nt Puzzte Book Tim" with wheetzEveryone uhing wicked the "in"weft pke6ix.and zeoned to My pooh Jay! enjoy the waild part o6 He teattyknomeedge challenging o the chitd&en to uze the pappeltWoltdo. November 17 thei& Learnsthecand wands a64ee wand by oiZi.st the wokds. nextone dayday, and 40 liongetz we There wa4 zomething new ion have .started a io& thtz day tz that at Thankzgiving app&oaching 6azt and "thankz" but two have hit the tapingJoe and thei&Jon, too.voieez, and they They we/Le Ao excited about neatty sounded moontoday with and he was zo aated, thei& sight wand /Locket! 114.4 teachet came Ln Joe. made. it quite good. 1 think we have been accmpeizhing a January 8 tot intoto seewotking ptan hiz another /Locket.with Joe meeting on hiz tevz.e. She has 'matey been hetp6ut with my students' teach- I must be zute inwhen class. they evatuated the i& &ecoAd The students weite neallyzuo&Lzed sheets and j era in ondet to zhate out progress, as wete ass to notebooks where they have been Ln compoati.on . Yet, as a eta64, they have been with dizcuzz theik pees ens needs. Decemben 18 deconationz Mateythemselveshave wading been a withneat. each hap °then.in giving attention.Joe to andJim --Jon today.opened up and tat ked to me about home o4 We were at.e wanking on hot dayJon and I were togethet and he iinaty htz who wad 4o proud oi h, L6 import to hi.,6 parents . January 22 ho. howpubtems he 6eaz at home.wit!. help him. Maybe being abte to tatk about Az a matte& o4 4aet, succeeds tike zuccess" as the ad saying goes. Suceez.:, Suceezz wii,th a capita S. "Nothing Many 04 the chitdten ate using new books and the espeeiatty, seems to ieet a pant oi the 2/Loup. re' Newto Ptacticebe "ad stair Reada by 8, now.atthough satigying, 4e0114 Joe 46 swEe talveng ti4teningWe axe having to .domevoiced Ze6aon.6 on tape. apeafzingI think and we may be 06on hisindependence. own, I'm neat.ty encomaged about his Febuaty 14 spatk iteady to txy out some My guide has cettainty been a help to me gays. MalLeh 5 TheTheLet's Winds voweezconsonants begin atecute outwhite /Led,blue, review. -- inkeep giving inteimat zuggebtiond Gough. The Vanand mate/fiats to Fnontietc Set Lea emoted intemat use to the speciat days in Febltualty along Out bulletin boalzd combines ittastAations oA with our daZty weandNext have £n('luenced week been Ireading mitt have °Italy a buttetin board made wniidence in independent 'Leading.has Like thework. three Zetten We need review at this point. btends were going to be a. 1 thought bn.eeze,I am themanya Lib,Lany books 'Loom. he can get on be pltinted on a camed4lip to Eachtook one his shet6;J4 the going name to oi see how a ieetingbutwhole some to bettelt oi the aboutsounds the ate abitity 4 of attach the vocabutaky in taerra44.ing. the 9/Loup ca New Like a book. book tat(' April 7 Practice Readeta. Thino have been going much smoothek ionFebtuaty 28 saidnoticed his mothekas becoming ti4ten4 mote to and him mote /mad geasing. a Latte Jon's changing attitude can centainly be whenHe 4attedthe pa4t down couple o6 day4. again and ate working weed, They have at 'matey Jim, heLot a con6ekence, because Jon,bninga his home a book. I'm 40 glad Ake came in mother, and ':.**,..{.610.6 9,

1 ,

- - - wereas I helped,Atize I have n.ot been the to contact his know: I want to vi.6.it lim'A home continuabeevatuat2on coming toith oi -testing my can ptog4e44 -students, the annual nepont and Az- Lt LU Pai Lents AyrniL 1 plenty o6 time to check oven the due. Remembaing tact Same'cat, testsI need . A6ten. the 6itm4tAip We had mune On (thing our on a liaek tale, toge-theierimaginations we today. twoSo 2 weeks I'veo6 thegot:. Gatez,all my and a recheck o6 The Botel te,4tag scheduled licn the nextggadisg. hivertony, then f=orm ba6ic.zight words. wroteEveryone aux own -stony ia wanking on neatly taughed at the ending Jo;Liz wnote. to go with the pictane.phrase candy athough he Good news! I have neceived veA.1,6ication May 28 4-ti.teJoe to doiruj great with vzome4 in on kis own now wants to board out too many the Websten. Wand Wheels . and goes night to wonk of the wands. testing)nomI'm gettingthe at 4choot anxious to continue my Univeitsity OIL my stoma. wank in completed and went welt. work. The/Leading. As on t he whee Spring time! t. with zatitibce6. They are Apnit 24 well hiscontinuesa whole, attitude the to 9/Loup hasbe diiiicultneatly impnovednow and nesponded 4satiziaelolaty. with the additionalthen at though Jay witha big necmationat push to n.eading but keep them motivated in theAlr . doing icaiitty ite4 neatly -taking help iitom the neadina center. June 6

L. I La ChronologicalAnswers to quiz Age on page 141314 - 11- 92 1 0 3. rrni tririgII

SPECIAL READING PROGRAM

REFERRAL BLANK

Pupil's Name

Present Grade Level Number of Years Failed

Age Date of Birth

Reading Grade Level if Available Test Given

Date Reading Test Given

I.Q. By What Test Date Given

List any special weaknesses this pupilhas in reading such as:

vocabulary, phonics, phrase recognition, rate, orcomprehension.

Comments:

Date

Referriq Teacher

Form S-1 EVANSVILLE-VANDERBURGH SCHOOL CORPORATION

SPECIAL READING PROGRAM

STUDENT RECORD

Name of Student Present Grade

Date of Birth Age Boy Girl

Referring Teacher

Test Results

Form Speed VocabularyComprehension Total

601031111111 .1111111111010MMOMM

e=110 INIONLiN11110

0011/1 monommalwa,

I.Q. M.A. Test Date Given

Bond Expectancy

Other Tests:

Special Help Needed:

Remarks:

Form S-2 ors rt 1-1 2-1rir73 Flrat

EVANSVILLE-VANDERBURGH SCHOOL CORPORATION

SPECIAL READING PROGRAM PLANS

Grade level or Section Date Time

Materials Needed:

Outline of Lesson:

2.

3

5.

Evaluation of Lesson:

Suggestions for Next Lesson:

L'orm S-3 1rid rigirril're WWI

READING CENTER

EVANSVILLE-VANDERBURGH SCHOOL CORPORATION

DIRECTIONS FOR FILLING OUT THE ANNUAL REMEDIAL READINGREPORT

1. Copies of the report should be sent to the schoolprincipal and the Readily:, Center, and one copy should be kept in thefiles of the remedial reading room.

2. The report will be sent to the principal andReading Center during the last week of school.

3. Each grade level should be placed on a differentsheet.

4. The names of the pupils should be written inalphabetical order, last names first.

5. The age of the pupil should be determinedwhen the first reading score is recorded. This should be written as acalJiffit year figure such as 9-11 to indicate 9 years and 11 months.

6. The grade for each pupil is an os.ionlblank to be used to record average reading report cardgradesifdeiTia

If there is 7. The I.Q. can be obtained from regular school records. doubt concerning the validity of an I.Q. score, orif no test has been given, the Peabody Picture Vocabulary Test orLorge-Thorndike Non-Verbal Test can be obtained from theReading Center.

EL The Bond Expectancy can be determined fromcharts which are avaflable from the Reading Center.

c. Any form of the Gates Reading Survey canbe used at the beginning and end of the school year. Copies of the test, answer sheets,keys, etc., are available at theReading Center.

10. The comments column should be used topoint out special cases or to make special recommendations,

11. The total column should show thenumber of pupils (next to the word total), the mean age, mean I.Q., total years failed, meanBond Expectancy, and mean Gates Reading Survey scoresfor both tests. The mean is com- puted by adding scores in the columnand dividing by the totalnumber of pupils in the column.

',I+ tH I _ ) I 1 C J Li 70, r-1 I-1 F-1 rTT F 1 r. 1 SIM School MO

Tearhe.t. EVANSVILLE-VA1DERBURGH SCiIOOL CORPORATIll 11011111.0101

Annual Remedial Residing Report Grade

Date

TOTAL Form S.4 i 1,

MIMES IMMO 1111041041111 gmw, C.T; ifir78 One Mimi %Er EE Etor - IV UP MI Mm READING CENTER

EVANSVP_LP-VANDERBURGH SCHOOL CORPORATION

ORDER FORMS FOR READING TESTS AND PRINTEDMATERIALS

Name

School

retm4rke rnrmc 411

D 7 Gates-Peardon Answer Sheet D 8 McCall-Crabbs Answer Sheet D 9 Practice Reader Work Sheet D10 Using the Dictionary 013 Sound Sheet D19 Reading forMeaning Work Sheet D23 Service Words D26 Rules for Syllabication D27 SQ3R Study System D28 Diagnostic Spelling Test!, Grades 4+(1 copy per teacher) D30 225 Word Demons D31 First 1000 Words According to Frequencyof Use (1 copy per teacher) D32 Recreational Reading Materials for Use D33a Student Answer Sheet for Using the Context D33b Performance Chart for Using the Context D34 Student Record Sheet for the Tachistoscope D35 Teacher Check List of Oral ReadingDifficulties (1 copy per teacher) 038a SRA Power Builder Answer Sheet D38b SRA Power Builder Progress Chartand Answer Sheet D38c SRA Rate Builder Progress Chartand Answer Sheet D38III SRA Power Builder Answer Sheet(grades 7-8) D39 Reading for Understanding AnswerSheet D40 Recreational Reading Graph HS-1 Purdue Reading Films Student AnswerSheet WEIMMIMIIMMININIIIIENI Questions for Purdue Reading Films

Sample Weekly Lesson Plans forIntermediate Grades 11 step Check List for BasicSight Words MINNIONIONNIIMOR,M11 Sound Dictionary for Bremner -Qavis Records (The Sound Way to EasyReading) Webster Word Wheels Check Sheet Answer Sheet for SRA Better ReadingBooks Booklet Describing the EvansvilleReading Program (for parents) Catalog for Traveling LibraryBooks Order Blank for TravelingLibrary Books 0/1MIM Remedial Reading

S-1 Special Reading ProgramReferral Sheet S-2 Special Reading ProgramStudent Record Sheet S-3 Special Reading ProgramPlan Sheet S-4 Annual Remedial ReadingReport

.....*Awwki 4."wwWor ri r-1 r-7-1 r7-1

ttI

Tests

Student rest booklet for Gates Reading Survey Form M-1 Form M-2 Form M-3 Manual for Gates Reading Survey Student Answer sheet Key for form M-1 ImMMIGEMMIIMMIIMILI M-2 M-3 11111. Bucks County (Botel) Word Recognition Test 01101.011.^-4111.1111M11.1= Manual for Word Recognition Test Phonics Mastery Test Teacher's Guide for Phonics Mastery Test Barbe Readiing Skills Check List-Readiness Barbe Readiing Skills Check List Grade 1 Barbe Reading Skills Check List Grade 2 Barbe Reading Skill,. Check List Grade 3 Barbe Reading Skills Check List Grade 4 Barbe Rending Skills Check List Grade 5 Barbe Reading Skills Check List Grade 6 Basic Sight. Words Reading Expectancy Tables Peabody Picture Vocabulary Test Sheet Form A Peabody Picture Vocabulary Test Sheet Form B

Answer Keys

McCall - Crabbs Book A eammi McCall-Crabbs Book B McCall - Crabbs Book C McCall-Crabbs Book. D McCall - Creibbs Book E Using Context A Using Context B MOO. Using Context C 1111110. Using Context D Using Context E Using Context F Working with Sounds A 71011=11 Working with Sounds B Working with Sounds C Getting the Facts A Getting the Facts B Getting the Facts C Getting the Facts D Locating the Answer A Locating the Answer B va.,1MONN.INMINNWIONIMI Locating the Answer C .11111....M1111.. Locating the Answer D FUNE111111 11!--mq/11 IS II NI MI I

READING CENTER

EVANSVILLL VANDERBURGH SCHOOL CORPORATION

NAME

BASIC SIGHT WORDS STEP 1

About half of the words on any page in a on a book are from abasic list of 220 at out words. See if you can learn all of get ride these words to help make reading has soon easier and fastar for you. him ten in the You must correctly say all 20 words into two without help to complete each step. jump up little was me what

Date Completed

STEP 2 STEP 3

ran are it away red as its be saw by know big see call may carry stop did one down that fast run five this find so fly to go three no we he too of you her yes put

Date Completed Date Competed

STEP 4 STEP 5

help after I an here am if and his blue like black she came look brown some can not but under cold old do went come over going with for p'ay good yellow funny will green your had who have Date Completed..*...... Date Completed L-71, r- i---- 1 1 171 ETA

STEP 6 STEP 7 all sit ask once around thank best own don't then clean read eat there draw shall )rorn us far small give want gave them is when hot 4.1.11.101 make where kind very my would long were said write myself work

Date Completed Date Completed

STEP 8 STEP 9 again new about never because open ate only both please better pick cut round could right eight sing drink show found take first start got they goes these hurt try how together let warm laugh walk many white made which

Date Completed Date Completed

STEP 10 STEP 11 always now any off been or before our bring pretty buy pull does say done seven every six fall sleep four tell full their grow think hold those just upon keep use light wash live well much why must wish

Date Completed Date Completed Fri to:71 I-1 1-71 r--71 revP

READING CENTER

EVANSVILLE-VANDERBURGH SCHOOL CORPORATION

SCHOOL REQUEST FOR READING EVALUATION AND TUTORING70

ate

Pupil's Name Address

School Sex Grade Age Date of Birth

Intelligence Test Results:

Test Date M.A.

Recent Achievement Test Results:

Test Date Results

Physical Status of Pupil (School Nurse)

Statement of General Physical Condition:

Audiometer Test Results (Date and Findings):

Vision Test Results (Date and Findings): rk--2 4-1rwit Trin re,ri ri r rrifyrs

Pupil's Attitude Toward School:

General Statement Concerning Attendance:

Recent Grades in Academic Subjects: Reading English

Spelling ,Arithmetic ,Study Skills

Social Studies s Science

Comments by Teachers and Principal Concerningthe Pupil's Reading Problem:

eac er s vIrrnigna ure rInclita re

Please attach parent permission sheet tothis form and send to the Reading Center. Schools will be notified of testingand tutoring days to see if the pupil can bereleased from school. 7, 4.04,

poftwo.dim 411 F r-771 '71 r7711 CH, Mr11

READING CENTER

EVANSVILLE-VANDERBURGH SCHOOL CORPORATION

PARENT REQUEST FOR READING EVALUATION AND TUTORING

Date

Pupil's Name Address

Telephone Number

Father's Name Address

Mother's Name Address

Please write any comments or list any information that might be helpful for the reading tutor in his work with ydur child:

I reques; that my child be given a series of tests at the Reading Center, 911 Walnut Street, to determine how he can best improve his ability to read. I understand that the school and home will be contacted concerningthe times of the test and tutoring sessions (if needed). I realize that I must furnish transportation for my child to the Center.

Parent's Signature

Please return this form to your child's school. <

1164.4% r..1 mil*WOR 41110~141 gowim, 1:771 r-71 r--1 r=2 IMO I w

READING PROGRESS REPORT

Date

Name

Grading Period:

Completes all work required.

Shows interest in receiving specialhelp.

Has good attitude toward work.

Needs to improve in attitude andinterest.

Shows steady improvement.

REMARKS: (Teacher or parents)

Please sign and return with ReportCard.

1. 1,010=10

2. IV"

3.

4.

5. va.ooomaywweot.o..IaIIMIIMMIMII..,MVI.iaeiaweIIMIeey-.

Teacher

Sample form used at HowardRoosa !chool VII Iry on I'D /"11 1'1 i"1 1.-71 1711

Date

Dear

was referred to me because of,reading

difficulties. Your child is going to have some specialaid in reading

in addition to regular classwork. Tests have indicated there is need

for additional help.

If you wish to discuss your child's problemwith me, you may call

and arrange a conference between

and

Please sign this blank and return it to theschool at your earliest

convenience.

Sincerely yours,

Reading Teacher

r nc pa

atir76-03STirt---laure

Sample form used at HarperSchool School

,19

Dear

During the past months, your child has been receivingspecial

help to strengthen his reading skills. At the present time he is reading

at level. We believe that can now function

effectively in his regular class and will discontinueattending the special

reading class.

It has certainly been a pleasure to workwith

We thank you for your understanding andcooperation. If I can be of

assistance at any time, feel free to call me.

Your suggestions or comments will besincerely appreciated.

Sincerely yours,

Teacher's ame

Tr n ITTiaTriliirne

TraTeTIVT-SigiFaiac an-Tiremynas:

Sample form used at Helfrich Park School r Iir-it171 1771 r=1 1J E7.:1 C-A CD 11:=1

Reading Center EVANSVILLE=VANDERBURGH SCHOOL CORPORATION Evansville, Indiana September, 1967

TRAVELING LIBRARY BOOKS - Grades

Books now available through the traveling library are listed under reading level headings. The type of books is indicated by a code which precedes the title.

G -- Geography RR -- Remedial Reader H -- History or Health S -- Science Book M -- Miscellaneous SS -- Social Studies R -- Reader SU -- Supplementary to a Basic Reader

An asterisk (*) to the rightdenotes that ateacher's edition of the book is available.

The approximate numberof copies is shown in the columnon the right. When making yourrequisition, please indicate how many copies =kneed. Requisition blanks may besecured from your school office.

If another teacher in the buildingwants to use aset before you return it, will youplease ask your secretary to check with thesec- retary of the travelinglibrary as to whether thebooks are in demand. If not, the changefor the books can be transferred to the other teacher.

When you are finished with the books, ask your secretary tocall for a pick-up order. Please return books to thetraveling library as soon as mare through with them.

These books are provided for thebenefit of thechildren in the public schools. They are ordinarilyused forsupplementaryreading after one or more basic texts have been read. However, second and third grade teachers may want touse bookson a lowerlevelat the beginning of the year. Any teacher may call forany level she needs for a group.

DO NOT. PERMIT CHILDREN TO TAKE BOOKS HOME.

Marie Strunk Supervisor ofPrimary Education

Margaret Hunt Supervisor ofIntermediate Education , tt tot t , ' -, - t SW ,;7,,Z, rirot rl ri 471 ririg

2.

PRE- PRIMER LEVEL

No. of Code Book Title Books

R The ABC, All In A Day, American Book Co., 1962 15 ThirA proprimcrr of oarioo.

R The ABC, On Our Way, American Book Co., 1962 15 First pre-primer of series.

R The ABCTime To Play, American Bo.'k Co., 1962 15 Second pre-primer of series.

R The 'dig Show, Houghton-Miflin. 15 *

Bigger and Bigger, D. C. Heath. 15 *

SS Billy and His Friends, Follett Publishing Co., 1950 20 * Friends, Toys, Pets, Colors, Rides, Work and Play. Simple text. Correlates well with our basic texts.

SS Bucty. Button, Benefic Press, 1953 15 * Boy helps father. 55 word vocabulary. Interest level PP-2.

SS Buttons at the Zoo, Benefic Press, 1954 15 * Interest level PP-2.

R Come Here, The John C. Winston Co., 1960 15 * First pre-primer of series.

SU Come With Us, Ginn and Co., 1959 18 Enrichment reader to be used before the primer level.

RR Benefic Press, 1960 50

RR Cowboy Sam and Dandy, Benefic Press, 1962 40

RR Cowboy Sam and Freckles, -,=nefic Press, 1960 30

RR Dan Frontier, Benefic PrecF. 1957 15 Frontier life, kindness to animals. Interest level PP-2.

RR Dan Frontier and The New House, Benefic Press, 1961 30

R Frog Fun, Harper and Row, 1963 30

R Fun With Us, The Lyons and Carnahan, 1954 20 * Third pre-primer of series.

R Go Up, The John C. Winston Co., 1960 12 * Third pre-primer of series. 11111 irerigrayIraratsr-z ri riprig 3.

No. of Code Book Title Books

R High on a Hill; Row, Petersonand Co., 1957 20 Fourty pre-primer of series.

R In the Utz, Macmillan Co., 1965 30

S Let's Go, Beckley-Cathy Co 195q 16 Science and conservation. 37 word vocabui.ry.

R Look at The Moon, Lyons and Carnahan,1965 30

R itsaBox, Macmillan Co., 1965 30

Li Little 31LeSsosillook, Ginn andCo., 1948, 1957 45* Third pre-primer of series

R My Little Green Story Book, Ginn and Co., 1948,1957 45* Second pre-primer of series.

R MiIittle Red Story Book, Ginn and Co., 1948,1957 45 * First pre-primer of series.

SU Ned and Nana, D, C. Heath and Co. 15 *

R Olen the Door, Row, Peterson and Co., 1957 20 * Third pre-primer of series.

R 0 Door, Macmillan., 1965 30

SU Our Day, Beckley,-Cardy, 1954 15

R People Read, Macmillan, 1965 30 IlAymith22, Lyons and Carnahan, 1954 20* Second pre-primer of series.

Skip Along, Row, Peterson and Co., 1957 20* First pre-primer of series.

SU Splash, Macmillan, 1957 15*

R Stop and Look, The John C. Winston Co., 12* Second pre-primer of series.

R. Things You See, 1965 45

SU Tip, Houghton-Miflin, 1949 15*

SU Tip & Mitten, Houghton-Miflin, 1949 15*

SU Toby, Macmillan. 15*

SU Tuffy and Boots, Macmillan. 15* 41111411110 410."" "ftlit r 411 I a a ., a

4.

No. of Code Book Title Books

R Tuggy, Harper and Row, 1963 30

R Under the Ski, Row Pe=terson and Co., 1957 20* Second pre-primer of series.

R We Come and Go, Scott Foresman Co., 1956 20 *

We Look and See, Scott Foresman Co., 1956 20 *

R We Work and Play, Scott Foresman Co., 1956 20 *

PRIMER LEVEL

R The ABC: Up the Street and Down, American Book Co., 1962 15 *

R Around the City, Macmillan, 1965 30

SS At Home, Scott, Foresman and Co., 1956 30 *

SU Big Top, Benefic Press, 1958 15 Circus stories. Interest level P-2.

SU Buttons and the Pet Parade, Benefic Press, 1954 15 *

SU Buttons and the Whirlybird, Benefic Press, 1959 15 * Interest level P-3.

R Come With Me, The John C. Winston Co., 1960 12 *

RR Cowboy Sam, Benefic Press, 1960 30

RR Cowboy Sam and Miss Lilly, Benefic Press, 1958 15 *

RR Cowboy Sam and Porky, Benefic Press, 1952 30 * (Porky is a horse.) 89 word vocabulary Interest level P-3.

RR Dan Frontier and The Big_Cat, Benefic Press, 1961 60

RR Dan Frontier Goes Hunting., Benefic Press, 1952 30 * Frontier life, cooperation stressed. Interest P-3.

and Co., 1952 30 * R. Day In and Day Out, The New Row, Peterson The Alice and Jerry Primer.

R Guess Who, Scott, Foresman Co., 1951 85 * Junior Primer. It is recommended that thesebooks be used only with the children who, aftercompleting the three pre-primers, need addition workbefore beginning the primer. gam mmillb Mumma fassam Whim* Nowa weingie 110100111 WW1101 a S. MUM OMER 111L-150 XL -111 WAIF oir-mr NUM 11111- M -11/ apt. s

5.

No. of Code Book Title Books

H 11,spitlaDastsiOurFriends, Scott Foresman Co., 1948, 1954 62 * 35 words beyond pre-primer vocabulary.

SS IpLay, L. W. Singer Co., 1957 15 * Simple text stories of daily life.

SS Jerry Goes Riding, Beckley-Cardy Co., 1950 31 Experiences with various types of vehicles. 85 word vocabulary.

S Let's Try, Beckley-Cardy Co., 1953 16 Science and conservation, 93 word vocabulary Could be used in second grade also.

R Many Surprises, Lyons and Carnahan, 1949 17 *

R Moonbeam At The Rocket Port, Benefic Press, 1965 30

SS Our Family, Beckley-Cardy Co., 1949 15 Brief text about families of different kinds.

R Our School, Allyn and Bacon, 1963 60

SU Peppermint Fence, D. C. Heath, 1964 15

R Six In A Mix, Harper and Row, 1965 60

SU Story Wagon, L. W. Singer, 19:_;._ 15 * Prose and Poetry Series. Each story followed by exercises testing comprehension.

SU Tales to Read, Laidlaw Brothers, 1961 15

SS Tom and Susan, Scott, Foresman Co., 1951 41 * Can be used after the basic pre-primer.

R Tommy Finds Out, Lyons and Carnahan, 1965 50

SU Under the Apple Tree, Ginn and Co., 1964 36 Enrichment reader for Ginn's basic series.

SU Up the Street and Down the Street, Betts Welch, 1963 10

SU Wishing Well, The Row, Peterson Co., 1957 15 Parallel primer for Alice and Jerry series.

SU of Wonder, Macmillan, 1965 50

FIRST READER LEVEL

R The ABC, Around Green Hills, American Book Co. 15 * W 1 111 8 a W--5

6.

No. of Code Book Title Books

H All Day Every Day, American Book Co., 1954 16 *

SU AnthiiJJg_Ca.r2112iaen, Row, Peterson Co., 1957 15 Parallel reader for Alice and Jerry Series.

SS At School, Scott, Foresman Co., 1956 15*

R Away We Go, Winston, 1960 15* 1 R Being A Friend, McCormick Mathers, 1965 60 SS Billy Goes to School, Follett Publishing Co., 1949 17 Family as well as school life.

SS Billy's Friends, Follett Publishing Co., 1949 20*

R Blue Doi, Lyons and Carnahan, 1966 50

SS Buttons at the Farm, Benefic Press, 30* Interest level 1-4

SU Buttons Goes Camping, Benefic Press 20

H Come On, Beckley-Cardy Co., 1955 15 Health and Safety.

RR Cowboy Sam and Fla, Benefic Press, 1958 25

RR Cowboy Sam and Freddy, Benefic Press, 1951 60

RR Cowboy Sam and Shorty., Benefic Press, 1953 30* Excitement on the ranch, including a prarie fire. Interest level 1-4.

RR Dan Frontier with the Indians, Benefic Press, 1959 15* Interest Level 1-4.

RR Dan Frontier Trapper, Benefic Press, 1959 90

SU First Fairy Tales, Charles E. Merrill Books, Inc.,1964 15

H From Head to Toe, Winston, 1954 16*

R Good Times on Our Street, Macmillan Co., 1945 37 Down our Street, Little Animals, The Circus, Around the Year, When We Grow Up for Fun.

Good Times with Our Friends, Scott, Foresman Co.,1945 81* 18 words beyond basic primer vocabulary.

R Har Times, Lyons and Carnahan, 1949 15* Circus Stories, Baby Animals, Old Tales. yrf r, r, rl r, ri rni ri r 7.

No. of Code Book Title Books

Yi Id.thari_a_pkim, Ginn and Co., 1954 15 * Health habits at home and school.

R I Know a Secret, Winston, 1940 36 Play Time, Snow, Spring, Surprise, The Circus, The Farm.

R I Know a Story, Row, Peterson Co., 1938, 1956 30 Old tales attractively illustrated.

SS I Live With Others, L. W. Singer., 1957 15 * A Trip, Play, School, New Shoes, A Birthday, The City.

R In City and Country, Silver Burdett Co., 1940 33 Automobile Stories, School, Policemen, Firemen, Field and Garden, Birds and Animals.

S I Wonder Why, The New, Winston, 1956 15 Pets and Other Animals, Plants You See, Weather, Day and Night, Land, Water, Air, To Help You Work.

R It Happened On A Ranch, E6xper and Row, 1965 60

R Jack and Janet, Houghton Main, 1963 10

RR Jim Forest and Ranger Don, Harr Wagner, 1961 15 *

R Just For Fun, Lyons and Carnahan, 1949 15 *

R Lands of Pleasure, Macmillan, 1965 60 *

S Let's Find Out, Beckley-Cardy Co., 1951 15 Using the five senses.

SU Merry-Go-Round, Charles E. Merrill Books, Inc., 1960 30 *

SU Mike, the Milkman, Whitman, 1953 15

R On Four Feet, Macmillan Co., 1951 35 *

SU Open the Gate, Ginn and Co., 1958. 60 * Enrichment reader.

R Open Windows, American Book Co., 1958 44 Modern McGuffey series.

SS Bobbs-Merrill Co., 1950 33 Our Good Friends, Around the City, Happy School Days, Out cor Fun, In the Country.

R Our Town, Allyn and Bacon, 1957, 1963 30 Fun with Our Friends, Work in Our Town, Surprise Everywhere, Fun in Our Town, Stormy Days at the Library.

.a.rarrimir 11 11 7.1r"; ;iris 17-1 or, i

8.

No. of Code Book Title Books

RR Peter and the Fishing Trip., Bentfic Press,1964 30

RR Peter the Rocket Sitter, Benefic Press, 1964 30

R RoundAhnnt, The New; Row: Peterson, 1954 33 * Alice and Jerry series.

31 * S Science for Work and Play, D. C. Heath Co.,1954 Simple text, suggestions for experimentation.

RR Sea Hunt, Harr Wagner, 1959 70 *

SU Sky Blue, D. C. Heath, 1964 15

16 * SS Stories About Linda and Lee, Ginn and Co.,1960 Text cut to minimum. 1

Stories to Remember, Laidlaw, 1966 30

30 * SU Story Time, L. W. Singer Co., 1960 Prose and Poetry Series. Each story followed by exercises testing comprehension.

R Sunny and Gay, Bobbs-Merrill Co., 1964 60 *

36 SU Two Boys and a Tree, Macmillan Co.,1951 Green Leaves, Summer Days, Leaves ComeDown, Winter Fun, The Community Grows, How theChildren Helped.

50 R Up and Away, Lyons and Carnahan, 1965

R Up Town Down Town. Bank Street, 1965 30

SU We Three, Scott, Foresman Co., 1947 78 Reading for Independence Series

30 SU We Three, The New, Scott, Foresman Co.,1959 17 SS Working andPlaying,Scribner's, 1950 Home, School, Holidays, OurGarden.

60 * R Worlds of Wonder, Macmillan,1965 60 R Watch Out For C, McGraw-Hill,1965 30 R Uptown, Downtown, Macmillan,1965

SECOND READER LEVEL

12 R Along the W' Winston, 1940 15 * R Around the Corner, Ginn andCo., 1957 'Level 2-2. ,.o.r."'!!"W"4"?""r4r ire #7, 7-1 r-i i 9.

No. of Code Book Title 212.aks...

R Basic coals in Reading, 21Webster, 1962 30

2 R Basic Goals in Reading, 2 Webster, 1962 30

SS BiL.I.ZsNAF,hbor's, Follett Publishing Co., 1950 31*

R Blue Skies 17

RR Cowboy Sam and the Fair, Benefic Press, 1951 40* A 350 word vocabulary. Interest level 2-5.

RR C:221.39y Sam and the Rodeo, Benefic Press, 1953 30*

RR Cowboy Sam and Sally, Benefic Press, 1959 30

RR Dan Frontier and the Wagon Train, Benefic Press, 1965 30

RR Dan Frontier Scouts with the Army, Benefic Press, 1962 30

RR Dog Stories, Dolch Co., 1954 35

R Down Our Way, Lyons and Carnahan Co., 1953 16* Summer Time, Friends Around Town, Animals, Books and Pets, Read a Story.

R Down Singing River, American Book Company, 1962 30

R Down the River Road, Row, Peterson, Co., 1957 30* Readiness Second Reader.'

R Enchanted Gates, Macmillan, 1966 60*

SU Faces and Places,, Allyn and Bacon 20

R Fields and 2ences, Allyn and Bacon, 1957 30* In School, In the Field, In the Neighborhood; At the Zoo, Make Believe.

R 12121_t to the South Pole, Benefic Press, 1965 30*

R Flying_ Squirrel, Lyons and Carnahan, 1966 50

R Foolish and Wise, Bobbs-Merrill, 1966 60

R Friendly Village, The New, Row, Peterson Co., 1957 15*

S-SS From Season to Season, Bobbs-Merrill Co., 1947 38* Geography Foundation Series.

SU Giants and Fairies, Charles E. Merrill Books, Inc., 1964 15

R Green Light Go, Macmillan, 1960 30

R Hominess Hill, Merrill, 1960 30 L"'."'$ Ommln ffwmg, roymott am= la IP a a a a 1111 r-11 pltraggWw

10.

No. of Code Book Title Books

H Health in Work and Play, Ginn and Co., 1954 15 *

SS Hello, David, Scott, Foresman Co., 1943, 1948 25 * 29 words beyond Basic One.

H Here We Go, Beckley-Cardy Co., 1955 16

R Hilltop Trails, Lyons and Carnahan, 1965 50

RR Horse Stories, Dolch Co., 1958 50

SS I Have Friends, L. W. Singer Co., 1957 15 * Going to the Farm, On the Farm, The Dairy, The New House, The Twins, To School, Trains, All Around the Town, Grandmother, Dress Up.

SS In the Neighborhood, Scott, Foresman, 1958 15 *

SU It Happened One Day, Row, Peterson Co., 1938, 1960 47 Once-upon-a-time stories.

S Jerry Goes on a Picnic, Beckley-Cardy Co., 1952 15 Health, safety, nature inforration, RR Jim Forest and the Mystery Hunter, Harr Wagner, 1959 40 1 RR Lost Uranium Mine, Benef.lr. Press, 1964 30 *

R My City, Macmillan, 1965 30

SU Neighbors on the Hill, Row, Peterson Co., 1957 28 Parallel Second Reader.

R New Friends and New Places, Macmillan Co., 1951 15 Engines at Work, New Places, Once-Upon-A-Time.

R Open Doors, American Book Co., 1957 30 Modern McGuffey series.

SS Our Neighborhood, Beckley-Cardy Co., 1955 15 Well-balanced approach to community life.

R Over A City Bridge, American Book Co., 1963 60 *

RR Pearl Diver, Harr-Wagner, 1959 30 *

RR Peter and the Big Balloon, Benefic Press, 1965 30

SU Peter and the Unlucky Rocket, Benefic Press, 1959 30

RR Peter and tue Rocket Ship, Benefic Press, 1962 30

SU Peter and the Rocket Team, Benefic Press, 1959 30

711 Ir OOMM VII IPIII VII gniVII V ririllrillNM IBM 11.

No. of Code Book Title Books

SU Ranches and Rainbows, Ginn and Co., 1959 90 Enrichment reader.

SU Reading With Phonics, Lippincott Co., 1954 30 Phonics drill. Hay-Wingo method.

S Science for Here and Now, D. C. Heath and Co., 1954 30 *

S Seeing Why, The New, Winston, 1956 15 Making Trips to Find Out, Seeds and Plants, Growing, Looking at Things, Air, Water, Earth and Sky, Tools and Machines, Light and Sound.

R Shining Bridges, Macmillan, 1965 50 *

SS Shining Star, the Indian Boy, Beckley-Cardy Co.,1932 42 An Algonquin meets a Sioux; they visit other tribes.

H Side by Side, Winston, 1954 16 *

SS Someday Soon, Scott, Foresman Co., 1948 16 Recommended for use after Basic 2-1.

Star Bright, Heath, 1954 15

SS Stories About Sally, 1961 16 * Picture story book. Sally's School, Sally's Neighborhood, Sally's Summer Vacation Trip.

Storyland Favorites, Laidlaw, 1966 40

R Story Road, Winston, 1940 27 Principally animal stories. Level 2-2.

30* SU Story Train, L. W. Singer Co.,1960 Prose and poetry series. Each story followed by suggestions for activities.

RR Submarine Rescue, Harr Wagner, 1959 30

R The Hidden Lookout, McGraw Hill, 1965 60

H Three Friends Scott, Foresman Co., 1960 46* 29 words beyond Basic One. Three Friends follows Happy Days and Good Times of this series,

R Today We Go, Macmillan Co., 1951 15* Concerning transportation.

Town and Country, Allyn and Bacon,1963 5

RR Treasure Under the Sea, Harr-Wagner,1959 20

Winning Friends, McCormick - Mathers 60 wpwomipt 1'1lirl; Ai 74"--"; i rni

No. of Books Code Book Title

Co., 1942 SU What Next?, Scott, Foresman Second book of Readingfor Independence series Preceded by We Three.

THIRD READER LEVEL

Co., 1960 R Across the Valley,The John C. Winston Level 3-2.

SU After the Sun Sets, Row, PetersonCo., 1938, 1957 Once-upon-a-time stories.

R Along Friendly Roads, American Book Co., 1963 60

S Animals, Plants, and Machines, D. C. Heath Co., 1955 16 *

R Basic Goals in Reading, McGraw Hill, 1962 30

SS Basic Social Studies, Row, Peterson Co., 1958 15

R Better Than Gold, Macmillan,, 1963 60

SS Beyond Treasure Valley, The New, American Book Co.,1963 60

SS Beyond Treasure Valley, American Book Co., 1949 20 High on a Mountain, Opel Fields, Land of Little Rain, Harbor Adventure.

R Book C, Who Cares, McGraw Hill, 1965

SS Buffalo Boy, Benefic Press, 1957 Indians of the Plains

SS Building Our Townes Scribner's, 1950 l'rimitive Indian Life, Life Among Early Settlers, Rise of Small Industries, Coming of Great Inventions, Life in the Twentieth Century.

R City Sidewalks, Macmillan, 1965

Come Rain, Come Shine, AmericanBook Co., 1954 Includes lessons in mental health,sportsmanship.

Dan Frontier Goes Exp1lring, Benefic Press,1963 30

Dan Frontier, Sherriff, Benefic Press,1960 30

Doorways to Adventure, Laidlaw, 1961 30

Enchanting Stories, Winston, 1940 Halloween, Christmas, Brownies, Giants,Princes, and Palaces. vs ramrum ?roe 6.4.0.1, Jr rqp, 1174_ wr,ranIry.111 11911111

1.3.

No. of Code Book Title Books

R Faraway Ports, Winston, 1957 15 * Animal Tales, Homes in Many lands, Long Ago and Today. Level 3-1.

re4. ___ ...L. ILI---...J VI --tA v%---- IALot lA R rite vu 1..ue mmuuLaiu, DelleilV. rreoc, 17W4 41.1,

SU Five-and-a-Half Club, The Row, Peterson, Co., 1942 21 * Parallel Third Reader.

RR Frogmen in Action, Harr-Wagner, 1959 30

S From Bicycles to Boomeranges, Harper and Row, 1966 30

R Fun All Around, Bobbs-Merrill, 1961 60

R Funand FancyGinn and On., 1959 30 1

SU Fun With Story Friends, Macmillan Co., 1946 51 Story-Land Animals, Stories from Far Away Lands, Pets, In City and Country, Indian Children, Stories Old and New. Level 3-2.

H Health and Safety For You, Ginn and Co., 1954 15 * Food and clothing, work and playas related to health.

S How Do We Know?, Scott, Foresman, Co., 1952 24 * Animals, Plants, Land and Water, Wheels and Levers.

H How We Grow, Winston Co., 1954 15 *

R If I Were Going, Row, Peterson Co., 1957 15 * Alice and Jerry Series. Stories of other lands.

SS In Country and City, Bobbs-Merrill Co., 1947 15 * 1 Geography Foundation Series.

R Into the Wind, The John C. Winston Co., 1960 12 * Level 3-1.

H Indiana Adventures, Peek, 1962 35

R Keeping Your Friends, McCormick, Mothers, 1965 60

S Learning Why, The New, Winston Co., 1956 12 * Follows New Seeing Why. Emphasizes experimentation.

S Let's See Why, Beckley-Cardy Co., 1953 15 Follows Let's Look Around. Science and Conservation.

SS Little Wolf and the ThuAerstick, Benefit Press, 1956 15 Indians of the Forest.

R Magic Tales, Merrill, 1964 15 14.

No. of Code Book Title Books

R Magic Windows, Allyn and Bacon, 1963 30

R Meadow Green, Heath, 1964 15

144.^4.4.," lnen a. alcw % va&i.gcsuiala9 i7Vzec') f. Regular and Classmate.

R Missing Marlin, Harr-Wagner, 1962 30

R Midnight Visitor, Harr-Wagner, 1962 30

R Marble Angel, Harr-Wagner, 1962 30

R More Than Words, Macmillan, 1966 60

SS New Centerville, Scott, Foresman Co., 1948 14 Small town, farm, and city life.

R 01...222oftlIleHill, Lyons and Carnahan, 1965 50

R Open Gate, Allyn & Bacon, 1966 20

SS Open Roads, American Book Co., 1957 30 Modern McGuffey series.

R Our Good Neighbors, Bobbs-Merrill Co., 1950 19 City, Farms, Our Country in Other Days, Our Country Today, Indian Friends, Animals of Woods and Fields.

SS Our Home and Our World, Benefic Press, 1943 15 Home Town, Our Food and Drink, Our Ways of Living, Our Clothing, Our Homes, Traveling, Sending Messages.

SS Our Home and Our Neighbors, American BookCo., 1956 16 Indian and Pioneer Days, The Turn ofthe Century, The Place Where We Live. Introducessimple map making.

SS Our Little Neighbors at Work anciplax, American Book Co., 15 1955, Indians, Americans of Long Ago, and Today, Our Earth and Its People.

SS Our Neighbors at Home, Winston Co., 1947 59 Readiness for geography

RR Peter and the Moontrip, Benefic Press, 1965 30

RR Peter and the Two Hour Moon, Benefic Press, 1965 30

R Round the Corner, Macmillan, 1966 30

SS Sharing Together, Beckley-Cardy Co., 1949 20 Health, The First American, Seasons, Safety. IP, 111"1 rog rmi rev771 7, 15.

No. of Code Book Title Books

R Step Lively., Beckley-Cardy Co., 1955 15

R Story Caravan, Allyn and Bacon Co., 1957 15 Stories of Long Ago, Make Believe, Holidays, Met Fmrrim

SU Story Carnival, L. W. Singer Co., 1960 15 * Prose and Poetry series. Suggestions for activity follow stories.

SU Tall Tales, Scott, Foresman Co., 1948 35 Reading for Independence Series. Follows What Next?

R The Almost Ghosts Lyons and Carnahan, 1966 50

R Through the Green Gate, Row, Peterson Co., 1939, 1957 43 * Readiness reader on third grade level.

SU Treat Shop, Charles E. \IL,rrill Co., 19 54 50

SS Ways of Our Land, Silver-Bu_. rdett Co., 1954 15 Our country and its people treated according to regions.

SU Whatnot Tales, Steck Co., 1957 15 * Wonder-Wonder Series.

R Wide Wings, Macmillan Co., 1939 18 Then and Now Stories, Friends in Other Lands.

SS Workers at Halle and Away, Follett Publishing Co., 1950 15 * Food, shelter, clothing transportation.

SS Working_ Together, Follett Publishing Co., 1957 20 Story of Community Life.

SS Your Town and Mine, Ginn and Co., 1957 16 * City and Country, Food, Clothing and Shelter, Occupations, Public Services.

FOURTH READER LEVEL

R Adventures With Animals, Scott, Foresman Co., 1958 15

R Aisling_HcCormick Mathers, 1964 60

R Alon& the Sunshine Trail, L. W. Singer Co., 1960 15 A collection of stories and poems for enrichment.

R American Adventure, American Book Co., 1959 15

95 R Believe and Make Believe, Allyn and Bacon, 1957 To be used as a basic reader on fourth level. Iry r

16.

No. of Code Book Title Books

R Boxcar Children, Silver-Burdett Co., 1947. The copyright 30 date does not indicate that this book should be discarded. Some stories never grow old.

RR City Rpnpath The Spa; Rpnpfin PrPAR; 1964 30

RR Dan Frontier Goes to Congress, Benefic Press, 1964 30

RR Danger Below, Harr- Wagner, 1959 15

M David Discovers the Dictionary, Coronet Learning Program 20

R Dialtjlat2E31qas, Silver-Burdett Co., 1947. Some stories 20 never grow old.

R Down Story...32AL Ginn and Co. 20*

R Exploring Near and Far, Follett PublishingCo., 1947 2C A good book for educational material for study. The above average studentshould enjoy reading. it independently.

M Favorite Plays for Classroom Reading 30

R From Codes to Captains, Row, Peterson and Co., 1960 15* Designed to develop good reading and study skills.

RR Gatie the Alligator, Harr-Wagner, 1964 30

R Garda and the Hidden Treasures, Steck Co., 1955 15* Children in grades four through six will enjoy the story of Gordo, an inquisitive young racoon whowanders over Mexico in search of a golden treasure.

R High Climber, Allyn and Bacon, 1965 30 R Just Imagine,Scott, Foresman, and Co., 1955 59 * A transition reader designed to review vocabulary atthe beginning of fourth grade.

G Land of Great Lakes, Harr-Wagner,1958 20

H Living_ in Indiana, Wheeler, 1948 15

H Living IndianaHistory,Dr. Fay, Revised edition 40*

R Magic Carpet, Charles E. Merrill, Inc., 1954 60* An excellent literature. reader for supplementary use.

R New Trails, Lyons and Carnahan, 1965 20

R Ourselves and Others_ Co., 1945 20 There are many interesting stories. For either fourth or fifth graders. WV VII NMI roleri rev twri revconray 17.

No. of Code Book Title Books

SS Pioneer Children of America, D. C. Heathand Co., 1947 33 This should be used with pioneer unit in reader.

R Shining Hours, Bobbs-Merrill, 1964 60

R Singing,-Wheels, Harper and Row, 1965 50

RR the Dol Harr-Wagner, 1964 30

RR Sleeky the Otter, Harr-Wagner, 1964 30

R Surprise Island, Scott, Foresman and Co., 1949 30 vocabulary; middle grade interest.

RR Lamy the Mountain Lion, Harr-Wagner, 1964 30

R The Barking Cat., Lyons and Carnahan,1966 30

RR The Search For Piraha, Benefic Press,1964 30*

H Throu h the Years in Indiana, Harlow, 1956 30

R Willow Whistle, Cornelia Meigs, The Macmillan Co., 1938 20 It is a continuous story about pioneers and Indians.

RR Whale Hunt, Harr-Wagner, 1962 30 *

FIFTH READER LEVEL

R Across the Blue Bridge, Charles E. Merrill, Inc., 1960 15 A supplementary reader. A collection of good literature.

R Along Story Trails, Ginn and Co., 1962 30

R Better Than Gold, Lyons and Carnahan, 1966 50

R Bold Journeys, Macmillan, 1966 40

Days of Adventure, Lyons and Carnahan Co., 1949 15 * Regular Edition

R Days of Adventure, !iyons and Carnahan Co., 1949 15 * Classmate EditioL.

R Enchanted Isles, Charles E. Merrill, Inc., 1954 45 *

R Finding the Way, Allyn and Bacon, 1957 15

Gaining New Heights, McCormick Matters, 1964 60 *

R More Days and Deeds, Scott Foresman, 1955 75

New Roads, Lyons and Carnahan, 1965 35 47-1 r ri ri :--1 ir70 sr,.

18.

No. of Code Book Title Books

H Our Country's Story, Laidlaw, 1958 60

R Old World Lands, Silver-Burdett, 1959 10

R Sacred Wail of Sacrafice, Beftefie PKESS,1964 30

R Towboat Summer, Allyn and Bacon, 1965 30

R Indiana Through the Years, 1962 15

R Rocket Divers, Harr-Wagner, 1962 20

* R Time For Adventure, Bobbs-Merrill 60

R Time To Live, Allyn & Bacon, 1953 25

R Words With Wings, Laidlaw, 1964 30

15 R Aboard the Story Rocket, L. W. SingerCo., 1960 An interesting collection of proseand poetry.

R Adventure Lands, Charles E. Merrill, 1954 15* A supplementary reader containingstories of the good literature type.

R Arrivals and Departures, Allyn and Bacon,1957 15* A basic reader.

R Beyond the Horizon, Bobbs-Merrill, 1964 60 *

SS (H) Builders of the Old World, D. C. Heath and Co 1955 33 This is a history to be used in building background for the social studies program.

R Courage and Adventure, Laidlaw, 1963 15

SS Emlosing_Aatrican Neighbors, Follett, Publishing Co., 16 * 1960, and 1958 editions.

R From Actors to Astronauts, Harper and Row, 1964 30

G Illustrated Atlas of Today's World, Rand McNally 12

R Into New Worlds, Macmillan, 1966 35

R Living Alt Your Life, Allyn and Bacon, 1951 1

R New Horizons, Lyons and Carnahan, 1965 60 *

R Reaching_Ahead, McCormick Mothers, 1964 60

R Sky Country, Allyn and Bacon, 1965 30 WPM arms r.mg Vilis~111 rim"! Wi""11 114 n * I I a 1 * ,111 C W - i W

19.

No. of Code Book Title Books

R Today and Tomorrow, D. C. Heath, 1955 40

R Three Green Men, Lyons and Carnahan, 1966 50 *

on Your People and Mine, Ginn and Co., 1954 JV

SIXTH AND SEVENTH READER LEVEL

Latitude and Longitude, Coronet Learning 45

G Maps and How We Read Them, Coronet Learning 45