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* of Themicrofiche and Hardcopy Reproductions ERIC Maims Available * * Via the Eltic Document Reproduction Service (EDRS) DOCUMENT RESUME ED 137 016 Re 009 794 AUTHOR Wheelock, Warren H., Ed. TITLE Learning Activities and Resource Units: Primary K-3. [Arizona] Migrant Child Institute. INSTITUTION Arizona State Dept. of Education, Phoenix. PUB DATE 77 NOTE 89p.; Instructional materials in this publication -,:ere prepared by teachers and administrators who attended Migrant Summer Institutes since 1973 EDRS PRICE ME-SO.83 HC-$4.67 Plus Postage. DESCRIPTORS American Indians; Anglo Americans; Blacks; *Centers of Interest; Class Organization; Cultural Awareness; Curriculum Guides; Evaluation; Individualized Instruction; Instructional Materials; Kindergarten; *Learning Activities; *Learning Laboratories; Mexican Americans; *Migrant Child Education; P7imary Education; *Resource Units; Safety Education; *Teacher Developed Materials; Transportation;-Unit Plan ABSTRACT A requirement of Arizona's Migrant Teacher Institutes was the preparation of instructional resource units. Development of these units was a key element in the three-stage recommendations related to individualizing instruction in both reading and oral language. This book consists of two parts: "Room Organization: Realistic Learning Centers" and "Instructional Resource Units". rart I covers: what a learning center is; how to begin learning centers; suggested learning centers in the areas of language, math, science or health, art, music, and audio-media; and how to evaluate learning centers. Prepared by teachers and administrators who attended Migrant Summer Institutes since 1973, the six resource units are intended for the primary grades, K-3. Each unit consists of: goals, objectives, motivational activities, sub-topics, evaluation, and concluding activities. Unit topics are: self-awareness through the five senses; colors; fun with fairy tales; Arizona desert life; heritage--an awareness of peoples (American Indian, Mexican American, Black, and Anglo); primary economics; transportation; and safety. (NQ) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of themicrofiche and hardcopy reproductions ERIC maims available * * via the EltIC Document Reproduction Service (EDRS). EDRa is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** MIGRANT CHILD INSTITUTE U S OE PARTMENT OF NE AL,N, EOUCATION & WELF AR E NATIONAL INSTITUTE OF OUCAT ION TH.5 DOCUMENT HAS BEEN REPRO- -Mi.-ED EXACTLY AS RECEIVED FROM I...1E PERSON OR ORGANIZATION ORIGIN. ATINC, IT POINTS OF VIEW OR OPINIONS STATEO DO NOT NECESSARILY REPRE- SENT OFFICL NATIONAL INSTITUTE OF EDUCATON POSITION OR POLICY LEARNING ACIWITIES AND RESOURCE UNITS PRIMARY K-3 INSTITUTE THEMES: ORAL LANGUAGE DEVELOPMENTAL READING INDIVIDUALIZED INSTRUCTION ARIZONA DEPARTMENT OF EDUCATION MRS. CAROLYN WARNER, SUPERINTENDENT 2 PRIMARY K-3 The RESOURCE UNITS (Instructional Materials) in this publication were prepared by teachers and administrators who attended Migrant Summer InstItutes since 1973. Carolyn Warner Superintendent Of Public InstrucLion Arizona Department of Education Dr. J. G. "Rocky" Maynes, Jr. Director, Migrant Child Education Arizona Department of Education Pr. Nicholas J. Silvaroli Director of Reading Education Arizona State University Edited by Dr. Warren H. Wheelock, Director, Reading Clinic, University of Missouri, Kansas City, Missouri. 1 (t 7 7 TABLE OF CONTENTS INTRODUCTION PART I -- ROOM ORGANIZATION: REALISTIC LEARNING CENTERS WHAT IS A LEARNING CENTER HOW TO BEGIN LEARNING CENTERS SUGGESTED LEARNING CENTERS EVALUATING LEARNING CENTERS INSTRUCTIONAL RESOURCE UNITS A. A TEACHER'S GUIDE B. INSTRUCTIONAL RESOURCE UNITS PART II-- INSTRUCTIONAL RESOURCE UNITS PRIMARY K-3 KINDERGARTEN SELF-AWARENESS THROUGH THE FIVE SENSES (1973) COLORS (1975)(1976) FIRST TO THIRD GRADE LEVEL FUN WITH FAIRY TALES (1973) ARIZONA DESERT LIFE (1973) HERITAGE: AN AWARENESS OF PEOPLES (1973) PRIMARY ECONOME5 (1974) TRANSPORTATION (1974) SAFETY (1976) INTRODUCTION One of the requirements of Arizona's Migrant Teacher Institutes was the preparation of Instructional Resource Units. Development of these units was one of the key elements in our three-stage recommendations related to Individualizing Instruction in both reading and oral language. The Institutes attempted totrain participants in the implementation of individualized instruction by recommending the following stages: Room Organization:Realistic Learning Centers Unit Themes and Committee Activities individual Conference and Record Keeping Main concerns under the headingRoom Organizationconsisted of establishing various Realistic Learning Centers in each classroom. These interest-work centers should consist of an art area (paper, magazines for cutting, etc.); an audiovisual area (filmstrips, records, headset for listening, etc.); a library area (paperbacks, hard cover books, etc.); a general area (reference materials, mural making, etc.) Obviously, the type of learning center will depend on teacher-pupil interests. Unit Themes and Committee Activitieswere designed to build upon the interests of teachers and children. They were also designed to provide general curriculum content expectations for respective age and grade levels. For example, if a sixth grade class is expected to learn about Europe, a Unit might be selected (depending on teacher-pupil interest), to develop, in depth, one aspect of this major curriculum area. This greatly expands the traditional textbook approach. The final recommendation was to encourage teachers to scheduleIndividual Conferences and maintain records. The. Individual Conference (teacher to pupil or teacher to small group) and teacher-made records of the events taking place during the conference are by far the most important component. As the children develop a l'easonable level of independence with Unit activities and the ability to function in learning centers, the teacher then has the opportunity to schedule conferences to guide the children in their learning process. This book has two mainparts:Room Organization: Realistic. Learning Centersand Instructional Resource Units.Itis believed that these teacher-pupil learning activities will significantly improve Migrant Education Programs. 5 N.$ilvaroli PARTI ROOM ORGANIZATION: REALISTIC LEARNING CENTERS \ 6 Nk ROOM ORGANIZATION: REALISTIC 1,EPPR a CEN.r WHAT IS A LEARNINGeENI451 A desi "Learning Centers" or stations, as used in a self-containev, m'vh,cionit areedtflated areas within the room where children may go to do %cille4catiNities relat..ihe? stIrne neW concept or skill reinforcement. "Interest centers" are Nic areas e the child's imagination and interests can be explored. 17IN Each center may have one or more activities in a relhted ntl aqi s 41't area. su--thittiasrnignt be sequential in development or multi-level, geared toworyijiii ilities wit:'-of ;:ats. In self-contained classrooms, these centers are inopwtiarft'h_t Only_,,,,. pa" re rN.ind_rtlay. The remainder of the schedule is in operation for only .Nort aidatItqav.1 pc* of the schedule is devoted to small group instruction and shoepailoo, ktudy in "d !lerrades The primary grades usually use learning centers for a %oh oh 4V g 4t time ea sett, self, Every activity at each centerisbasically self-seleling,AdNIIIIkotivatiogihe taikzi,.19and self-correcting. The emphasis for learning is put on old do 'ler thant'l khowing" teacher. ;fol 0 Directions at the centers are passed to the child in tlye ictpri .N,Icharts.file Ilse ofa taPe recorder is beneficial to slow readers and to the child lt_i thd tq-y grades, The child's responsibility is to select the center, read 4heGilat.t % latethe 4eth.. wie % ,ornp,.-ono_ -.rimand check his own paper, making any needed correctio,r, a resP k311i t aside from planning, is to evaluate the results of each activitv, ,her's Y, 4b, HOW TO BEGIN LEARNIN%CA of i ars- sisi A good introduction to learning centers is through th usetiv.'ttsl,resti } ce"-detqg "`" children select the interest center they want to use after seatwqw4 av berrlarocietf Since this system may be unfair to slow workers, the interest prltee fiINA%(14 are A e"% .it beots fo.t,° include reinforcement activities in curriculum areas. Until thev arc/41 k, a.'9hactiv_Tecn Ith:4ch child 0 Nq to be occupied and still have free choice, a definite tirrle allOtteu chedule allowing everyone to work at the centers. aN point, the concept of :w.if-selection,self-pving,hilq ton At this kelf-COrrb:geetsiltiuld be explained to the class. A work folck,r can be given to .,icli v.tc,i 5 NNI1 order t'',Arig A eCirnpleted papers together for evaluation. Once the class becomet. Occgl)iii*Ckito viorr- 't centers, a -r ess- group confereme can be held for evaluation of total ateptd 4 ndprogr yod (in 4. The next step in developing progressive centers is ttly Intr,ti_.1 a shee di vy-iredand optional activities. The children use this sheet as a Nixie ei hz, 4 enterse!"acti "lc.It also gives the teacher a check for evaluation and a record pi th° N% require° vitiesoer a period of time. 7 As the class becomes accuStomed to working at centers, thetime allowedcan gradually be increased and more activities added. Sequential centers can be developed
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