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Docunet Resume DOCUNET RESUME ED 106 802 CS 001 853 TITLE [Individualized Reading and Social Science Program.] INSTITUTION Georgia Univ., Athens. PUB DATE 74 NOTE 235p.; See CS 001 934 for "Effective Reading Programs: Summaries of 222 Selected Programs" BDRS PRICE SF-S0.76 HC-$12.05 PLUS POSTAGE DESCRIPTORS *Developmental Reading; *Effective Teaching; Elenent4ry Education; *Individualized Reading; *Reading Instruction; *Reading Prograns; Reading Skills; Rural Education; Social Scienc 3 IDENTIFIERS *Effective Reading Prograns; Right to Read ABSTRACT This program, included in "Effective Reading Programs...," serves over 800 rural elementary school students, both black and white. The program curriculum is designed to improve the student's basic skills in reading and social science learning. The student r. ads or listens to short passages that are based on the concept of the functional community. After each passage, the student answers up to 18 multiple-choice questions that are directly related to the content of the passage but that may require tke student to evaluate or generalize fro the passage. Students score their own tests and enter their scores on reading profile sheets. Project ztudents receive about 50 minutes a day of instruction in this reading program. At the beginning of the year, each student's reading status is determined fro his or her ability to read the first two or three passages in the curriculum. Students who read the first several passages correctly proceed through the materials at their own rate, recording answers to the questions following each passage on an answer sheet, scoring the sheet, and recording their scores on profiles. During this process the teacher serves as a supervisor, adviser, and motivator. (NB /AIR) PRIMARY LEVEL INDIVIDUALIZED READING SKILLS AND SOCIAL SCIENCE CURRICULUM (IRSS) Social Science Passages With Imlaediate Reinforcement U S DEPARTMENT OF HEALTH Using Multiple-Choice Items EDUCATION NATIONAL INSTITUTE OF .leasnring Content Detail, EDUCATION THIS DOCUMENT HAS SEEN REPRO Purpose, Organization, and DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN EvaluaLion AT1NG IT POINTS OF vE* OR OPINiONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDLWT ION POS...... i OR POLICY BOOK P SITE, ROUTE, AD BOUNDARY COMPONENTS Prepare-1 Under the General Direction of TH3HAS M. GOOLSBY, JR., Ph.D. Associate Professor of Edu-ational Psychology MLasurement and Research Uaiversity of Georgia Athen,-, Georgia 30601 Passage Writing and Social Science Content Undr the Direction of JOSEPH P. STOLTMAN,Ed.D. Professor of Geography We-,tern Michigan University Kala-r:azoo, Michigan Research of Curriculum Under T'ir_ction of ROBERT B. FRARY, Ph.D. Research Associate National Laboratory for Higher Education Durham, North Carolina Of fay.,-,!..014'0 Of OP, f Copyright TI', Arlt m,g+F.,,,, f .,ANTt rAl T. M. Goolsby, Jr. and J. P. Stoltman T. M. Goolsby, Jr, J. P. Stoltman Tr)( HI)AN) Mr,a141/*/1,04., ,4IPO,TTO, ,p,of 11 *GPI I MI N'.INITH THE NATIONAL I fx,,,..TWINIIIPTMVh pf 14, IAN ',4fI y of , IK PVC. " ,NYNT P 2J DIRECTIW:S Fe R USE I. Introduction tc the nterial and the Program =le Indimluali.ed Reading SkiI1 and Social ScienceCurriculum (IRS:;) !s desien,I t.i!,-dro,-e a child's basic skills of reading and Each student is supplied with a set of mate- soci 1 a_iznee learnitv. rial ano is p,:.r:littee to proceed athis particular pace. .:Lls book)f th, pre..rwa consists of approximately 120short pas,:4es (stories) about the site, route,and boundary components which part of the tinetional conmmnity. Following each passage are Quest Ions which are directlyrelated to fro- .E-; to I?, the ,ontent of tn.- .,1s, 1.1e. Some questions are not based on the stated or reeuire the student to make nn evaluation or a gcnerllization fro-: th, theme of a passa?e, orfiom the student's experi- t.nce .is they t.T.Ilt pas - Short pas-A,,-cs ::,110(J by quest;ovr- areimportant for several reasons. First, each ,tudent pr,,-rc,,fres in anindependent and self-directing man- The questions ner, 1-.:.$)11,.in, Ft-oring quest.Lon, from each passage. social science dire,t ltA,.ntion to the tasks of acquiring acquiring the skills of reading. kno-;edgc inc unoer,tinding and and Readirn! !%ilis include sIt,r-linin.;details, purposes, organizations, reading ev.luati)n- Each skill incorporates several placed into categories according to proctsses. feu _re dtsi:,;ned and the follwaing Jut: in, : O(Detiil): To recolz,2 and understandstated or implied factual det1:1; and relation,hips. facts and I) -I: To rcco-nIze and understand important dt.111:. implied facts and D -2: To r,c0 nizc and understand from D-3: T, .1.0.m,the meaning of words or phrases the purpose or main c, In di:c-rninv idea t'f '.;n r seicct;on. P-1: To detect the main purpose of a paragraph or selection. P-2: To recognize the main idea or topic of aparagraph or selection. 0(Organization): To develop ability to organize ideas. 0-1: To recognize common element!: or paralleltopics in incidents or paragraphs. 0-2: To recognize proper time sequence. E(Evaluation):To develop skill in evaluating what is read. E-1: To develop generalization from a selection. E-2: To recognize the writer's viewpoint, attitude, or intention. E-3: To recognize the mood or tone of aselection. E-4: To recognize outstanding qualities ofstyle or 1 structure . The curriculum sequence is suchthat less complex skiits are devel- also oped first. The less difficult questions for each passage ere presented so that the student does notbecome discourased. Also, easy the items are placed at intervals,thus encouragLng responses to all immediately able to score the items. The student and/or the teacher is questions for a given passage,providing the student with immediate reinforcement (feedback). The content for the pas.:-Les isbased upon the concept of a func- those geographic, tional community. A functional community includes produce a viable setting soc ia l, political,and economic components which A for all human interactions. provide the Site, route, and boundary componentsare concepts which foundation for the functionalcommunity. Sites are places which are The home is one referents in the learner'sincreasingly complex world. 1 Hieronymus, Iowa Categ-ries arc from: E. F. Lindquist and A. N. Houghton Mifflin Company,1964. Tests of Basic Skills,Teacher's Manual. ii iJ of the first sites a learner become aware of during the developmental process. Gradually ether sites, for example, the school, grocery store, and park, become reference points.During this period routes become significant for the child. Routes are the linkages between the home and the expanding site perspectives of the learner.Children associate them with trips to the store, to school, and work. Boundaries define the limits within which geographical experiences occur. Property, county, state and international boundaries rep:esent a few which the student comes in contact with as the magnitude of sites and routes increases. The program is designed to complement site, route, and boundary experiences of learners and relate them to a conceptual structure. The learners are also provided with reading experiences designed to expand their perception and comprehension of life space. The economic, political, and social components of the coumunity are related closely to sites, routes, and boundaries. Sites with particular economic functions, such as a bank, steel mill, or lumber yard are important components of certain communities.The interaction of those sites and others along routes is an example of economic interdependence. The political functions of sites, for example, thr. courthouse, state capital, and national capital are dependent upon boundaries and route linkages. The social component is represented by such things as hospitals, parks, and population density. Situations are presented to reflect social problems associated with displacement of people in favor of airports and expressway routes, to name only two. The quality of co:iunity life is dependent upon the environment. The problems in recreating a healthy environment free of air, water, and noise pollution arc investigated through the reading of passages and related activities. The sequence provides the learner with a conceptual geographic frame- work. That framework (sites, routes, and boundaries) is consistent through- out the --,oqueLco :Ind produces an integrating effect. The learner's iii evaluation of the components as situations vary and circumstances change encourages the assessment of additional factors which operate in local communities, but extend also to a national and international setting. II. Organization of the Materials A. Passage Numbers--Each passage is assigned a number beginning with 1111. B. Answer Sheet--An answer sheet may be prepared using the memeograph process. A regular sheet of mimeograph paper will accommodate several answer sets (see Appendix III). Each set must have space for 18 responses, although not all passages will have that number of questions. The answer sets should be arranged as follows: Passage # 1 1 2 3 4 1. 3 00 0 2. 0 00 0 3. 000 0 to: 18.0 0 00 The answer sheet murt also have a space for the child's name and I.D. number. After recording name and I.D. number, the student should identify the passage by number on the answer sheet. Only responses to questions from the identified passage are to be marked in that answer set. If the student determines the answer to Question 1 is 2, then the circle in Column 2 across from Question 1 should be shaded. Similar procedures should be used for the remaining questions from the passage. Correct answers to the questions for each passage are found in Appendix I. C. Student Profiles--Every student must have a reading profile sheet.
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