REPORT RESUMES ED 014 480 TE 000 082 GUIDE TO TEACHING READING AND LITERATURE,KINDERGARTEN GRADE SIX. BY- WARWICK, EUNICE AND OTHERS MADISON PUBLIC SCHOOLS, WIS. PUB DATE 64 EDRS PRICE MF -$0.50 HC -$4.44 109P.

DESCRIPTORS- *CURRICULUM GUIDES, *ELEMENTARY GRADES,*ENGLISH INSTRUCTION, *LITERATURE PROGRAMS, *READING PROGRAMS,READING READINESS, READING SKILLS, READING COMPREHENSION, WORD RECOGNITION, ORAL. READING, STUDY SKILLS, INTERPRETIVESKILLS, MADISON, WISCONSIN

THE MADISON, WISCONSIN, CURRICULUM GUIDE FOR THE TEACHING OF READING AND LITERATURE IN KINDERGARTENTHROUGH GRADE SIX IS DIVIDED INTO THREE PARTS. PART 1 CONTAINSTHE MADISON POINT OF VIEW CONCERNING READING ANDLITERATURE IN THE ELEMENTARY SCHOOLS, AND PROVIDES FLOW CHARTS TO HELPTHE TEACHER PERCEIVE THE TOTAL READING AND LITERATUREPROGRAM. GRADE -LEVEL EXPECTANCIES IN THE TEACHING OF READINGARE LISTED FOR THE AREAS OF WORD RECOGNITION,COMPREHENSION, ORAL READING, AND STUDY SKILLS. READING EXPECTANCIES FOR INTERPRETIVE SKILLS ARE ADDED FOR GRADES FOUR THROUGHSIX. FOR THE TEACHING OF LITERATURE, GRADE -LEVELEXPECTANCIES ARE LISTED FOR THE AREAS OF LITERATURE AIMS, TYPES,AND .ACTIVITIES. PART 2 INDICATES MORE SPECIFICEXPECTANCIES FOR EACH GRADE LEVEL IN THE TEACHING OF READING ANDLITERATURE. IN ADDITION, LISTS OF SUGGESTED MATERIALS FORTEACHING LITERATURE - -ONE EACH FOR GRADES KINDERGARTEN AND ONE,FOR TWO AND THREE, FOR FOUR AND FIVE, AND FOR SIX AND ADVANCED PUPILS- -ARE FROVIDED. FART 3 INCLUDES SUGGESTEDACTIVITIES FOR DEVELOPING READING READINESS IN KINDERGARTEN, AFLOW CHART INDICATING FIVELEVELS OF RATING THE QUALITY OF A READING INSTRUCTION PROGRAM, SUGGESTED ACTIVITIES FOR ENRICHING THE LITERATURE PROGRAM, A LIST OF THENEWBERY AND CALDECOTT AWARD BOOKS, AND A SELECTED BIBLIOGRAPHYOF REFERENCES FOR THE TEACHER. THIS GUIDE IS A COMPANION TO "GUIDE TO TEACHING LANGUAGE ARTS, LISTENING -- SPEAKING -- WRITING." (SEE TE 000 083.) IT IS RECOMMENDED BY THE NCTE COMMITTEE TO REVIEWCURRICULUM GUIDES, AND IS NOTED IN "ANNOTATED LIST OFRECOMMENDED ELEMENTARY AND, SECONDARY CURRICULUM GUIDES IN ENGLISH,1967." (SEE TE 000 140.) IT IS ALSO AVAILABLE FROM THE MADISON PUBLIC SCHOOLS, P.O. BOX 2189, MADISON, WISCONSIN 53701, FOR 83.00. (MM)

( D MARTEN. Prepared by the Readint and Literature Committees of the Madison Public Schocils U.S. DEPARTMENT OFFICE OF EDUCATION OF HEALTH, EDUCATION & WELFARE PERSONTHIS DOCUMENT OR ORGANIZATION HAS BEEN REPRODUCED ORIGINATING IT. EXACTLY AS RECEIVED POINTS OF VIEW OR FROM THE fade es KINDERGARTEN %Adam,POSITIONSTATED ORDO NOTPOLICY. NECESSARILY REPRESENTReadeaf OFFICIAL awl Zeteitateete - GRADEOFFICE OFSIX EDUCATION OPINIONS Prepared by the Reading and Literature Committees of the Madison Public Schools ICOTTO d f#2, The Madison Public Schools Curriculvm Department Madison, Wisconsin 1964 TABLE OF CONTENTS PREFACEFOREWORD Page PART I -- INTRODUCTION The Madison Point of View LiteratureReading 61 PART II -- EXPECTANCIES BY GRADE LEVEL KindergartenFlow Charts LiteratureReading 15 9 SuggestedLiteratureReading List for Teaching Literature (Kindergarten and Grade One) . 232119 Grade TwoOne LiteratureReading .... . 333127 Grade FourThree LiteratureReadingSuggested List for Teaching Literature (Grade Two and Grade Three) 48433936 Grade Five ReadingSuggestedLiterature List for Teaching Literature (Grade Four and Grade Five) 63595651 Grade Six ReadingLiteratureSuggestedLiterature List for Teaching Literature (Grade Six and Advanced Pupils).. 79767168 PART III -- RESOURCES FOR TEACHERS Reading FiveDefinitionSuggested levels ofActivities of Terms kating forthe Developing Quality of Reading Readiness in Kindergarten a Reading Instruction Program (Flow Chart). 898785 BibliographySelectedLiterature Bibliography of Teacher References NewberySUggested and Activities Caldecott for Award Enriching Books. the Program in Literature 103100 9993 committees of Madison The Guide to Teaching teachers listed below. Reading and Literature, This guide is submitted to youFOREWORD Kindergarten-Grade Six, has been teachers for use and prepared by the toappreciationmoderncritical aidsatisfyingschool you evaluation. reading inis helpingexperience,to have teach and a ourmaximum childrenliterature one for to program I am sure you will find many children grow in their ability to read, sincechancewhich reading for the development. childis a necessary has been The recognizes its responsibility refreshing ideas and an abundance adequately prepared,read and withinin their appreciation primary responsibility of tool for all learning. for making reading at any of source materialsthe elementaryChildrenof literature.which are skillsA and level a mayhelpedlistenlanguage develop throughintelligently arts a will literature be and critically, to We are grateful to all members lasting enjoyment of literature determined by how well we are develop a sensitivity to ideas and to speak and write clearly, of the staff who contributed to if it is taught correctly. Our success able to develop in children the and ideals and to their own accurately, and effectively.this guide. ability toin readteachingheritage. and the total Children ELEMENTARY READING AND LITERATURE COMMITTEES SuperintendentROBERT D. GILBERTS READING COMMITTEE H.Mrs. Ralph Eunice Allen Warwick, Chairman Mrs.Mrs. Helen Randa Nicholson Rice CHILDREN 'S LITERATURE COMMITTEEMrs.Mrs.Lillian Eunice Eileen Simonson, Warwick, Angle Co-Chairman Chairman RaeMrs.Helen Carol Gyneth Rudolph Rocca Schmale Mrs.DorothyHada EveKatherineKathryne Ellinger Blotz Ferrill ClaytonCroft EvelynDorothyMrs.LillianPatricia Jolante Simonson RuleSimonson Schulz Richards AgnesMrs.LoraKay Virginia ChristieClaryDick Bell Mrs.Beulah LoisAnneHelen Waugh Simonson Schneider Villemonte 9 MarilynMrs.Mrs. Wilma FetterFernHelen Ferris Kissinger Geisler JeanetteDeloresOlive Sprecher WirzYQung MarianMrs.Carol SallyLizetta HelmensteinKrieg Hamburg Goodman JoanNancyCONSULTANTSMargaret Wulff Westby Moss RobertMrs.MembersDayle Mildred Lindholm Miller of Lavine the subcommittee who prepared this guide. ArthurA.CONSULTANTS Kermit H. Mennes Frater Mrs.Betty MarianMcMahan Pfaeffle Arthur H. Mennes PREFACE Without their willingness to offer suggestions, HelpAll the was teachers also derived of reading from andcurriculum literature materials in the gnide could not have been written. the Madison elementary schools have had previously prepared in the Madison Public opportunities to contribute to the development Schools, and from current trends expressed in of this guide. textbooks, sequencefromcourses one of schoolto study, the teaching toand another, of allocations of This guide provides a basic framework professional literature. reading and literature. The guide recommends suggested expectancies, forlearning the teaching experiences, of reading and literature. procedures, bibliography, and a philosophy of In a growing andschool materials system, of where instruction should help to give scope instruction.students frequently transfer and From teachers' worksheets and discussions, 1. grammarIn the Madison and usage, point writing, of view there are eight major spelling and handwriting. The eight thedivisions following are generalizations can be made: divisions of the language arts: developmental taught as situations arise; they are correlated reading, literature, listening, speaking, with vari- 2. ousphysical,Reading tounits, read. oris mental,Thus athey highly readingare emotional, complextaught and mental and social process literature contributedirectly. to the wholesome all-around development of the child.by Many which and children varied get thoughts from printed development of a child. experiences help tosymbols. lay the foundation Growth in forreading is related to the the next in an orderly pattern at his own rate. learning 4.3.5.6. PupilsChildrenTheTheform reading teacherwhose poorshould skills reading mustreading learn must enjoy level habits,to be read literature islearned low andcritically shoulddevelop in so sequence. she in be orderpoorcan given inspire to attitudes toward reading and literature. A childhelp progressesas soonevaluate as frompossible, information,one otherwisereadingthe children. levelto they solve to may problems, or to become discouraged by repeated failures,make sound judgments. This guide: 2.1. givesin the theinformationreading Madison program, aspoint to reading ofexperimentation view and concerning child in what development; methods, materials,reading time grouping, allotment, the and evaluation of is good literature, the philosophy of teaching literature,the reading an evaluation program. of the literature place of oral reading, the place of phonics 4.3.6.5. suggestsprovidesprogramsuggestsprovides readingandflow variousscope time charts listsand allotmentsapproaches and sequencein both expectancies poetry to to meet reduce and by prose, overlappinggrade and gaps for all reading activities. the problems of individual differences. filmslevels, and filmstrips, to help the and teacher extensive determine learning the total in the learning experiences of children. abilities and experiences. reading and literature experience. U We extend our thanks to the committee, the chairmen, consultants and all teachers who assisted in the preparation of this guide.ARTHURCurriculum H. MENNES Consultant INTRODUCTION TheReading Madison Point of View threeTYPES distinct OF READINGtypes of reading: A balanced reading program at all grade levels includes guidance in thatWHATmost reading IScommon READING? is a processdefinition, of securingand one withthe author's which mostmeaning educators from Readingthe agree, printed is has been defined in many different ways. Perhaps the turalbasicof basic aspects comprehension reading of our skills, language. skills, such andas word-recognition with instruction inskills, the phonetic oral readingDevelopmental and struc-skills, reading is concerned with the sequential development This type of reading instruction teaches skillsReadinginvolvesor written which isthe page not mustphysical, aand single be reactingapplied intellectual, skill, simultaneously. tobut it. is andrather emotional a group aspectsof many of inter-related our being. Reading is a complex process which studyfinding,children skills organizing,to readand advancedskillfully. and usingcomprehension relevant reading skills in material, content fields. andFunctional in applying or work -type reading includes activities to aid children in These arefor closely oral and related written to thoseexpression. abilities necessary ReadingThey are isa morepart of than the thelarger ability area to of recognize, communication pronounce, skills, and and state for effective listening and terests,Personalactivities and reading teachdevelopment children adds satisfaction of to appreciation use reading and richness and-discriminationefficiently to life.as a Alearning balanced inThe tool. goals program of recreational reading are enjoyment, broadening of in- literature. thenotterpretideas meaning onlylearn in them paragraphsto to of comprehend read andprinted integratein oneor words. stories. yearthe them ideas nor Reading with in presented six. previous inThe its by processhighest experiences.an author, ofstate learning butis Athe also abilityto to in- It is even more than selecting the main child does read loverecreationalodicals.andof recreational fancifulof reading The reading.fictionteacher reading which and plays willincludes plays, alead significant poetry,totraditional a lifetime informational role and ofin modernenjoyment.the encouragement materials, classics, realisticand of peri- His enthusiastic approach can awaken in a child a READINGeffectively AND should CHILD continue DEVELOPMENT throughout a lifetime. readingtheseis on types developmental should of reading. begin in reading, Althoughthe first the grade the teaching major and continue emphasisof basic throughout concepts at the primary inIn the functionala primarybalanced level program class time should be provided for each of knowledgefirst,development ofthat knowledge the reading way follows children andof the childthe developmental grow general development and principlesdevelop. patterns are Research ofrelated childof children in development.tells at least us determines, Thethat two teachingreading ways:We to of reading in our schools is consistent with our know- mentalfunctionalgrades.ational reading reading or work-type should is important also reading. be at taught all However, grade at the levels. advancedintermediate skills level. in develop- Recre- Conversely, the major emphasis at the intermediate level is on ren,providesingstructiona great newit contributes extent, abilities,influencesworthwhile what andto childand theirmental, influencing how development wholesome theysocial, shouldattitudes and development.by emotional beproviding andtaught; behavior. experiencessecond, Since for reading child- new interests, develop- reading in- stages,STAGES however, OF READING are overlapping, INSTRUCTION and there is no distinct separationThere are several successive stages in reading development. These 1. INTRODUCTION (continued) preparationbetweengeneral them.maturity for Thereading. which reading Thisenables readiness stage continues untilthem children to react reach to a formal reading in- includes the. period of level of basis,reinforcementemphasiscomprehension, as needed. is placedof ba.-iic Advancedand on interpretationskills the is are efficient use of reading in studyskills of phoneticpresented and structural on an individual or also taught at this level. techniques for small - groupanalysis, Major structionmentencouragecan beforeplays successfullyread an theyto themextremely their are andto enrolled express without in children, teach them to listen important role in readingthemselvesthe readiness. kindergarten. in correct language even excessive difficulty. Home environ- attentively, and Parents information,theextensivereports content is offeredareaat in this evaluating stageat than material at any Extensivethis level. practice Recreational in using preceding or succeedingread, and levels. in organizing reading is probablyreference more books for locating material for 3 oficpanding readiness, visual onand thetheir auditory school previous perceptionbegins experiences. its Since children come to school skills,readiness to increase program the facility by enlarging ofwith and varying ex- backgrounds and degreesTeachers plan to develop systemat- oral throughoutshouldlife. receive the secondary adequate school, attention EachThe period stage of actu-drefining reading skills, college years,in a balanced andinstruction indeedhabits, reading is and of program. vitaltastes importance should continue throughout and 3 reading.expression,times.maturity, ABecause very childrento expand few of areindividualmay the ready listeningbe ready for to differencesfornial in ability,reading background,instructionvocabulary, at readingand different instructionandread to when build untilthey a desire theenter latter forkindergarten; WHY IS READING IMPORTANT? Our society places great importance upon the ability to read. The 3 readypartothersexperiences of to maythe begin first not in formalbegrade the ready first orreading for grade. formal instruction later. Most children, however, appear to after a few weeks of readiness be teachingzationsdemocraticand exclusive of assist reading society. in functionthe has attainmentFurthermore, always of the school. h--en ofa n:ajorother objectiveobjectives of o: education education, nothe te2ching of reading is theAlLiioub:. Any agencies and organi-The strength and ultimate out- unique inother a prehensionpage,a basic develop sight skills. vocabulary, basic During the period of initial reading Simple exercisesword-recognition are used to giveselecting practice techniques, inmain and thoughts, use simple choosing com-learn to use left-to-right progression on instruction, children develop relevant details, following the thatcomeorganization can of aread, democracy attempts think critically, to teach reading. The ability to read is basic to depend upon an intelligent, and judge intelligently what it has virtually all other learning and, as informed citizenry read. thisanda sequence stagedrawing which of inferences.events, is attained The by most Rapid progress ireacglin skills is made by most children basic skills of reading are introduced in children in the first grade. in the socialtunitiessuch,arts. is studies, forthe The developingmost teaching science, essential and arithmetic, tool of reading should continue not only strengthening reading skills by using of learning. There are unlimited oppor- health, physical education, and during scheduled them in the 3 secondskillsintroducedare stressedandare introducedthird earlier throughout. grades. are at reinforced. Duringa more mature Both oral and silent reading receive this period, the basic skillsVocabulary which wereis expanded, word-attacklevel, and comprehension skills emphasis. bestbyinstructional what materials they periods, read. available Schools but inthroughout text have a Research tells us that children and and library books, but also to responsibilitythe day not in only most to classroomprovide the situations. adults are profoundly influenced teach child- attentiongrades.The achievement During is given this ofto period,greaterincreasing silent the reading rate The period of wide reading extends independence in reading is a major goal. of reading. Reteachingthrough andreceives the intermediate major emphasis and materialsrencreasing.lished to read each which criticallyWith year are so is used muchstaggering. to material Demands at on and analytically newspapers, magazines, propagandize. The number of new hand and so little time for reading, we children's time are also in- and booksother pub- INTRODUCTION (continued) needzinesto the to willteachbest seem in children children's trashy to to beliterature. them selective in comparison. in their Cheap comic books and slick maga- reading by exposing them theinadvanced use the ofcontent practice skill areas. development sheets, and isthrough taught in the the application of new reading skills regular reading period, through t OF TEACHING READING? pose of keeping abreast of Weekly newspapers are used at each grade level the news and developing the specific reading for the dual pur- WHATMETHODS IS THE MADISON PHILOSOPHY Since reading is a complex process involving the physical, in- skillswith needed experience for this as typean elementary of reading. teacher, is an The central library in each of our schools, integral part of thestaffed read- by a librarian simpleneedtellectual,type to of solutionrealize textbook, and emotionalthat to reading nothere one isaspects kinddifficulties. no one of simple human No one of class organization can solve all plan of instruction,behavior, nor parents one and teachers brand of phonics, no one themusedingat locationalprogram.least totime introduce one for libraryTeachersbrowsingskills children and period and appreciation to selectinglibrariansper the week. best books ofin for children's literature.At theshare primary the Each responsibility level, class thishaschildren's period for teaching is literature, and to allow recreational reading. At turalofreadingadvancedmany a variety analysis, techniquesproblems. interpretiveof comprehensionmethods. ofThe word-recognition, best skills. Today teaching and the thinking best of readingteaching including their phonetic and struc- skills, work-study skills, and involves the skillfulof reading use includes themore andintermediate timethe use is provided of level, reference the for emphasis materials onare also selection of books; skills of library procedures children's literature is continued;taught during library periods. MATERIALS Three basal reading series are used to teach in sequential order GROUPINGmostof achievement cases, FOR it has INSTRUCTIONshould been befound grouped Children of approximately the same stage of maturity practical to have three together for reading instruction . reading groups in and level In toThecabulary,andthe the basicoutreading vocabulary of readingmethods school. vocabulary skills ofAlthoughof their identifying whi:thof basal children most are new basalneeded is wordsconsequently for in all any types readers. readers employ a controlled vo- situationby no means are also limited taught. of reading both in eacha classities.vary group. atGrouping in the attendance Methods primary should areand bevaried progress. flexible, in level. A different basal reading series is accordancehowever, with sincethe children's individual abil- children used with earliestreaders possibleof other publishers,moment, emphasis and so-called is placed literary upon In addition, supplementary readers are used, readers.reading From all kindsthe ofincluding basal whichgroupsdividual theneeded teacherneeds for and instruction.can abilities select those of the suitable pupils, At the intermediate level, teacher-judgment, A variety of materials is available, determines thefor number each group. of However, based on the in- from asmaterials,used upon with a wealth such all groups as of social at thestudies, primary science, level. and health For their value in reinforcing skill development library books. They are also used with the slow- textbooks, as wellworkbooks are readingthroughout series the for elementary continuity grades, of skill the development. slow-moving group uses one basal repetitionmoving group of skills at the for intermediate mastery. For level, average since and accelerated pupils, this group needs constant 3. INTRODUCTION (continued) INSTRUCTIONAL PERIODS Since reading is the most essential tool of learning, sufficient level.or above-average in ability, but who is unable to read at For,The childa number in need of possible of remedial reasons, instruction the usual is readingone who instruction is average his expected GradeFour,development,mendedtime Onemust Five, weekly - be400 and provided children's minutes; Sixtime - allotment300 for Gradesliterature, minutes. thorough, for Two readingandThis andconsistent the timeThree instruction, library is teaching.divided period including between Theis: recom- 325 minutes; Grades skill that wasschool;conditions;ficultyhas notbegun. arebroughtor a manyinstructional Whatevertoo-early desired and varied: agethe results.factors, orcause, stage physical The suchdiagnosis of possible maturityas factors; frequent of causes the whenemotional movingreason readingfor such fromfactors; instructioh reading schoo! hcJit dif-to for inability to spentmutualreadingbooks.ing, with.and Many enjoyment periodthat the spent teacherteachers also, inof when forworksupplementary at direct the the on primary entirei-zading teaching classliterary level assignments, of functions reading like readers, to have asworksheets, or one anfor group afternoonthe reading orfor work- their skills and oral read- readsituations.tionspsychologistIn suchis necessary,to cases,the teacher are the asenlisted help wellfor workingof as bythe diagnosis the'principal. remedial with ofthe readingspecific child Both alone consultantconsultantsreading and difficulties. in and groupoffer the sugges- school skillsandadvanced discussion needed skills in of the newsof contentword-recognition items. areas, news and reading comprehension, and reporting, the teaching or in of At the intermediate level, the reading period is spent in teaching forTheyers. them. must Able be identified, readers still and need an instructional developmental program groupThese mustinstruction childrenbe planned for must be inspiredIt is equally to continue important their to rapid meet progress. the needs of the more able read- programskills.areaslikegroup to in enjoymentcombine orderof advanced to the teach of reading literature.word-attack the use period and Some and applicationwith teacherscomprehension a period ofat devotedcertain to the content Caution is needed, however, to ensure the inclusion of a balanced the intermediate level skills as well as of work-study vancedtionthe orderly in groupvocabulary development activities or interpretive of skills, skills,discussion or according of literature, to special and participa- interests. Able readers may be grouped according to their needs for ad- based upon the reading. the ADJUSTINGenjoyment and THE appreciation READING PROGRAMof literature. TO INDIVIDUAL NEEDS workingshouldchallengingotherSometimes groups withbe provided they thesematerials of children.are children for used mustthem asTimeindividually beleadersto availabledevote should for toon specialalso independentfor advanced bethese readingprovided able skills. reading activitiespupils, occasionally and and with study. time for Varied and thanofbelowdiscover those their or children above individual the causes the who normal expectancy. of are their achieving rate. reading below problems, their andgrade organize level, or an at effective less There are children in almost every classroom who are achieving It is most importantIt is necessary to meet to the identify needs poor readers, ORAL READING Oral reading of a selection has value at both the primary and remedialisinstructional made instruction for theprogram slow-learning and for the them slow-learning aspupil soon. through as possible.pupils. grouping, Adequate pacing, provision and spe- A distinction should be made between the children in need of woid-attackteachersintermediatefidenceimportant can in in reading.skills, diagnoselevels. increasing and Through Oral difficulties comprehension. fluency, reading listening inimproving receives sight to The vocabulary,children less useexpression, emphasis, of readoral phonics, orally,reading and but gaining isotherprimary isstill also con- 4.cializedmastery.materials, materials. allowing The time teacher for a permitsgreat deal him of to repetition move slowly of the through skills for the purposesimportant with at the slow-learning intermediate pupils. level, where teachers use it for diagnostic Moreover, average and accelerated childrtm also need to continue to develop the ability to read well orally. INTRODUCTION (continued) Other methods of teaching reading are being suggested and tried. grouptenceerzitingPrac,ice on or a or a insubject paragraph humorous oral readingof general to portion prove is achieved ofa a interest. point, or reading a selectionbook to for inform class enjoyment,the reading a sen-through such activities as reading an readingbeexperimentationExperimentsMuch made are carefulwith now with these being experimentation, and new various carriedconstant materials approaches on re-examination inand including some new before an estimate ofapproaches their longitudinalofreal our to schools.the teaching studies, We ofbelieve needs to in of the reading program. THE PLACE OF PHONICS IN THE READING The teaching of phonics is essential in any PROGRAM balanced reading program. worthEVALUATING can be assessed. THE READING PROGRAM suchandgramdealBoth structural offormal, theis emphasis introducedreading time-consuming, analysis andon atbasic spelling are phonetictaught programs and at extreme used the primary level and advanced skills in principles.the intermediate level. The use of in ourmethods schools of placeteaching a great phonics A thorough phonics pro- phonetic includevitalinformed part the of regardingpupil the reading as well techniques program.as the teacher.and To results Evaluation of the reading progress of be effective, evaluation shouldofParents evaluative should procedures. also be kept Aindividual children is a advisableas were in in vogue a reading a program today. half-century ago is, however, neither necessary nor suchcompetentprovidesgivespupil as self-evaluation,indicationobservation informationteacher of uses by the the for andallprogress teacher,theof group the teacher of to plan evaluation.recommended Continuousindividual evaluating evaluation studentsinformal techniques, at tests,any given standardized time, tests, effective, individual teach- methodschools.EXPERIMENTATION of At basic the presentreading IN time,instruction OUR there SCHOOLS isis superiorno evidence to to Experiments with individualized reading have been the method of using a indicate that this tried in several rangeing, needsand acquaints of the instructional the school principalprogram. with the immediate and long- basalusedneedsof organizationthe reading only andmaterials bylimitations series very andbeing andcompetent, planning, and groupingused providing by ofexperienced children,for being instruction. for them, of thoroughly acquainted with all teachersbeing of aware reading. of each We child's do, make this a method to be The extreme difficulties HOW MAY THIS GUIDE BE USED? 2.1. ReadExamine the entire the flowsection, chart Madison in reading Point to note of View in Reading. progression of however,afterinitiateearliest a group apossibleadvocate unit aasof individualizedmoment completedwide reading in thea child's and readingbasal reporting readingreading near ofexperience. the end ofseries. the school year library books from the Teachers at the inter- Some teachers 3. carefullyReadskillas needed,- the development expectanciesand for analytically. more through detailin reading Use theor othergrades. for your books clarification of the expec- grade level and resources, mediateteachingmoreacceleratedapproach closely level the hasgroup.occasionally basicrelated certain skillsThese to advantages, of usemethods reading. an ofat Although usingthe present recreational reading than they are to a program of individualized reading approach with an individualized reading arethe individualizedtime reading it does not seem to 4. tancieslearnExamine whatto be the hastaught expectancies been at taught your grade ofpreviously. the preceding level. Since these expec- grade level to be a practicable method to be used by all teachers with all children. tancies pre intended to be challenging, it is possible that S. INTRODUCTION (continud) O. Study again section III of the guide, Resources for Teachers, for beenwhichonlydeal theintroduced ofwere acceleratedreview taught toand, thesepreviously. pupils in some concepts, may cases, The have but average they reteaching for mastery.grasped the concepts willpupils require will a greathave 7. definitionRe-checken the ofteaching terms,expectancies ofsources reading. for. of gamesyour grade mid activities,level at and books gradetoMany slow-learningfindhave slow-learninglevel. thebeen level intrry.1.!!r.a11-;-, Teachers ofpupil. expectancies pupils should will ait go notwhich back have hasas of the concepts at the preceding beenrfcgiessed attained farfar enoughbyas iseach necessary to teachingandagain to at note theis necessary. skillsend of which the year are yetto evaluate to be taught your and areas children's progress where re- 5, shouldwhatdonego.Examine isCaution thoroughlynotanticipated hestiatealso is the required, at toexpectanciesfor each take the levelacceleratednext oflevel of instruction. the pupilsnext grade as however, to ensure that teaching is of instruction. Teachers far asin theyorder can to see Th Madison Point of View WHY IS LITERATURE IMPORTANT? WHATLiterature IS GOOD LITERATURE? sightoneis frequentlylives into vicariouslythe present an emotional theas wellfirst-hand seismograph as past cultures of a of period. all peoples.Literature adds immeasurably to the richness of life. Through experiences of others. One can gain in- Good literature reading tone--plusizedandincludes style,by rhythm, writingsthat ideas indefinable ofword in permanent prose music, something and pleasing orpoetry universal whichwhich and inspiring interest. makesexpress, poetry. in Literature is the record of man's experiences and thoughts. qualities,Poetry and is moralcharacter-excellent fain Fiction pre- It someperspective,conduct, of the including social understand problems one's societyown of behavior. the as it is today,One may and learn predict, to view to Literaturea provides an opportunity to understand the motives future. degree,himself in of human ofcharacterssentsit. subject an interpretation matter in a well-developed which or should criticism have plot. significance NonfictionLanguage forembraces the is persons the a flexible instrument of expression in all of life expressed through consistent literature. wide variety reading beautycreativego beyond of expression,reading superficial which imaginative understanding establishes thinking, a andpersonal and rapport great withideas. the OneLiterature is a great source of personal enjoyment. One revels in literal interpretation in any form of author. learns t.' sheer 6. INTRODUCTION (continued/ WHY HillIS LITERATURE Arbuthnot, the IMPORTANT? right books satisfy a need for security, theFor need children, to literature satisfies many needs. According to May (continued) . besonalwhich aware background. appeal that children to them who build are lasting encouraged enrichment to memorize into their poems per- characters,needbelong, to know. the and need greater to love understanding and be loved, of the people, need emerges to achieve, an under- Throughand the wide but selective reading, through identification with . whobeingart,ofcreate knowledge music made studiedsituations anddiscoveries inby literature; socialfindingwhich studies; relatedmight likenesses by reading conceivablytoby areading inunit stories contemporary in biographiesscience. help appropriate in the expressions ofintegration toscientists cultures in form.standingWHAT ISof THEgoals, MADISON standards, PHILOSOPHY and beliefs. One's OF TEACHING own philosophy LITERATURE? takes HOW MAY THIS GUIDE BE USED? . other'sbe aware work that in teachers the rewarding and school experience librarians of teachingcan reinforce literature. one an- We believe that teachers should:teachenjoy andand guideappreciate children our literaryin the field heritage of literature. before they can 2.1. BecomedesignedRead the familiar expectanciesfor your with grade books to level. understand listed for the your nature group of of literary children. experiences . workdevelopmentdeveloppersonalpossess to maintain, an thereading extensive ability of literary orand shouldto literary literature create appreciation. be background an willing courses. environment to acquirewhich conducive they through should wideto the 3. scienceaMake semester.following a broadand Providecategories:nature, plan for biographyfor literary poetry,a certain experiencesand folk balance history, and fairy of in and poetry terms tales, fiction. ofandmyths a prosequarter and in legends,or the . prejudices,determinedunderstandtheirbe alert pupils. to what arethatby earlynot reactionsliterature only readings; contagious, canto names, dothat for enthusiasms, races,butthe personallasting. and places as growth well are as ofoften 4. yourCheck. plan. the section on activities FromWhichto get which ideasbooks forbooks will the you may implementation read you (aread chapter excerpts of a day) to stimulateto the class? individual . bethanregardtheirren, aware not asopinions reading a thatto rarefied think they on as in have limitedpersonalan terms integral a personal readingof experience. stereotypes part andresponsibilityof healthy faulty and interpretation. development,cliches, to teach nor child- to rather base . commonHowyourWhatinterest group? canclass in readingyou reading? themes make experiences? for provisions individualized for pupils reading to react are andappropriate interact forto . dividualprovidemustrealizeinterests, be that encouragementofferedendeavor abilities,all pupils a variedin andwhich need for readingwide notthechildren rangereadmemorization program the chooseof maturity.same to tomeet ofmaterials; participate poetry their differentas they byan pro-in- . Whichareas?Whatthe entire smallliterary literary group? group experiences experiences and individual could that can youcontributions be add expressed to enrich might through units you in useart, content for viding opportunities for them to recite their favorite poems. music, and movement can you suggest? 7. INTRODUCTION (continued) 5.HOW MAY THIS GUIDE BE USED? Examine the section of the guide, Resources (continued) whichfor will Teachers, aid in for WHERE DO WE FIND TIME TO TEACH enrichinglists of books, the program films, infilmstrips, and records children's literature. LITERATURE? literary appreciation in TheDaily intermediate periods of at grades least will profit from daily reading the primary grades. 15 minutes should be designated for of selected tomaterialsturemindfor. remember classintegrated by by anand the immediate individual teacher,withspontaneous content situation,and study twiceappreciationareas of literature. andservesweekly the periods to enrich education.fact theof the a poemreading or storyof litera-In brought addition, to it is important of at least 30 minutes L)r

8. 3 L LJ LJ L.11 LJ THE KINDERGARTEN PUPIL WORD RECOGNITION EXPECTANCIESCOMP R EH ENSION IN THE TEACHING .jects.ferencesand verses. in letters, words and phrases.Listens for rhyming words and sounds. Perceives initial consonant sounds. Distinguishes colors, sizes, shapesBecomes of ob- familiar with rhyming phrases Recognizes similarities and dif- comesand. groups of a ofseries words. of pictures or events. Listens to, and enjoys, new and old stories. Re-tells stories in their proper sequence. Tells in own words the main idea of a story. Recognizes the meaning of words Anticipates out - is . THE FIRST GRADE PUPILUnderstands and uses left-to-right visual progression. Builds a meaningful sight Begins . Uses both picture and context clues as aids to meaning. Recalls sequence of events in a story. Recognizes meaning of Predicts out- consonantphrases.silentvocabulary.names reading. of sounds. vowels and theii long sounds. Perceives initial and final consonant sounds.Develops simple reading skillsIdentifies through rhyming the use sounds of charts. and words.Recognizes consonant blends in the initial position. Identifies known parts of words with inflec- Supplies rhymingSubstitutes words initial in and final Knows the comewords,approximatelymovement.meaning. of phrases, a story. and 55 wordssentences. per minute. Begins to read in thoughtReads units. basic silent reading materials with satisfactoryIdentifies comprehension main idea at of a story. Reads silently without pointing or lip Uses punctuation as a guide to tionalmeaning.words.made endings. up express of two similar known meanings. root words. Understands that some words express opposite meanings. Uses word-analysis and other clues in attacking new Recognizeswords. common contractions. Realizes that words mayKnows represent common more thanwords one by sight (50-100). Recognizes compound words Understands that some THE. SECOND GRADE PUPIL Recognizes consonants in initial, medial, and final positions. Recognizes sequence. of events in a story. Comprehends phrase and sentence meanings and simple definitions. Anticipates outcomes of stories. Identifies main Follows oi,andcommonconsonantdigraphs. oy). g . consonant von vowels. blends. Perceives theApplies long andUnderstands vowel short principles sounds that ofsometo vowels. new letters situations. are silent. Recognizes common phonograms.Understands the variant sounds of consonants, such as e Recognizes diphthongsRecognizes (ow, Co; the effectRecognizes of the common vowel Recognizes root words ideaprehensionlymake withof ageneralizations story.comprehension. at approximately based on 90 reading words per and minute. personal experience. Continues to use punctuation as a guide to meaning. Reads basic silent reading materials with satisfactory com- Adjusts speed of reading to Reads independent- Begins to oppositewordsandthatin inflected suffixes.compound independently meanings. forms. words by are using made several up of twomethods. root words. Develops a larger sight vocabulary. RecognizesUnderstands contractions that words with mayone letterhave severalomitted. meanings. Learns more words Iiith similar and Develops abilityRecognizes to attack newcommon prefixes Understands purpose. HE TEACHING OF READING ORAL READING STUDY SKILLS ticipatesning outidea of - words of a story. in. use of voice. Engages in creative dramatic play. Pronounces words correctly and enunciates clearly. Demonstrates expressiveness work,creasingwork habits and attention play of independence activities. span. aid responsibility.Follows directions in finger plays and dramatizations. Develops motor coordination in music, Develops an in- Develops izes meaning of . Reads orally with expression. Overcomes common difficulties, . Reads and follows simple directions. Develops work habits of y.omprehensionnpointing as a guide or at lip to Predicts out- torhythmicalsuch.and relax as pronunciation reversals,whi3e progression reading. substitutions, of words. of eye movement. omissions, andGives additions. dramatic interpretation of conversation in reading. Shares reading in an audience situation. Uses care in enunciation Evidences Learns ideasattentionindependence,ideas. according gained span. fromresponsibility, to simple reading. time and sequence. industry.Finds answers to questions in pictures and stories. Begins to use the table of contents of books. Begins to interpret what is read. Summarizes in ownEvidences words increasing Organizes Evidences increasing independence -IdentifiesReads independent- mainns.g. Begins toFollows rhythmicalselectionsdevelops. orally pleasingprogression with voice increasing of quality.eye movement. fluency.Begins to read orally with understanding and expression. Reads in idea units, not word units. ContinuesEnunciates to evidence clearly and Re-reads throughUsesin. work the reading. habits. table of contents of book. Follows written directions. Continues to evidenceUses picture increasing dictionaries attention to find span. new words. Finds answers to questions Realizes satisfactoryf reading com- to reading.acterization. by voice. Uses punctuation marks as guides to expression. Improves expression by listening to others read. Prepares for oral reading by preliminary silent Indicates char- thatcreadingcording lusions. the library into ownsimple is words. a sourcetime sequence. of information.Realizes that words are grouped by initial letters. Begins to make judgments and draw con - Summarizes ideas gained from Organizes ideas ac- COMPREHENSION EXPECTANCIES IN THE TEACHING letter.THE consonant THIRD blends. GRADE PUPIL Recognizes the variant sounds of single consonants. Recognizes common consonant digraphs in initial, medial,WORD RECOGNITION Recognizes two - and three - events. in stories. Interprets main idea of sentences, paragraphs, stories. Reads for details with increasing speed. RecognizesAnticipates sequence outcomesof and final positions. Recognizes variant sounds of single vowels. Recognizes com- of stories. Uses punctuation as a guide to meaning. Gains skill in ma king generali- 11 thongssilentmoninnew inflecteddigraphs letters.words. (oi, oy; orand ou, derived double ow) . forms.vowels. Blends consonant and vowelUses contextsounds smoothly.as key to pronunciation of new words containing diph- Uses phonograms as aids to pronunciation and unlockingRecognizes contractions with more Beginsthan one to letterunderstand the principles governing Identifies root words purpose.comprehensionspeed,zations accuracy, based aton approximately reading,and comprehension. observation, 120 words and per experience. minute. Reads basic reading materials with satisfactory AdjustsReads longer speed selections of reading with to 4 theantonyms.analysisfixesomitted. principles and along suffixes.. for with determining context clues vowel to sound unlock in new syllables. words. Finds and makes unusualDistinguishes compound words words. of similar meaning. Begins to use simple rules of syllabication. RecognizesDistinguishesUses common phonetic synonyms pre- and and structural Begins to understand THE FOURTH GRADE PUPIL COMPREHENSION ORAL READING standsconsonantconsonants.Phonetic and digraphs.usesAnalysis variant sounds of vowels. Recognizes all of the common consonant blends.. ContinuesKnows to andimprove uses thein recognition long and short gad sounds use of ofvariant vowels. sounds of UnderstandP diacritical marking of vowels. Recognizes common Under- stories.ing.. UsesInterprets punctuation main idea as ofa guide paragraphs to mean-Expands and skill in making generaliza-Anticipates outcomes of stories. pleasingselection.reading.. voice quality. Observes basic standards for oral Reads fluently a Enunciatesprepared oral clearly with Uses punctua- ingsStructural.diphthongs. of most Analysis ( oi,contractions. oy; ou, ow) UnderstandsRecognizes common and uses vowel the principles digraphs determining (ea, 00). vowel sounds introduced earlier. . Identifies root words in longer words. . Figures out the meaning of new compoundRecognizes and hyphenatedcommon phonograms introduced earlier. Knows the sounds of common Understands the mean- tionsatmaterialsinformation.experience. approximately based withon reading, satisfactory 170 wordsobservation, comprehension per minute. and ReadsSkims basicmaterial silent to readingfind specialpressionexpression.tion marks type, to toaia guide .nterpretation. reading. fsh as italics,s as voice guide and to facial ex- Uses Reads suffixes.tionshipWords.an aid ofto pronunciation.vowel sounds and the number of syllables. Understands and uses the principles Wordof syllabication. Analysis Recognizes and. knows the meaning of many prefixesShows and independence in word-attack, using a variety of Observes use of accent mark as Understands the rela- . Adjusts silent reading rate to purpose. directions and explanations effectively. word-analysis skills. Understands and uses synonyms, antonyms, and homonyms. a 11. IN THE TEACHING OF READING ORAL READING STUDY SKILLS ins skill in ma king generali-RecognizesAnticipates sequence outcomesof increasing. fluency. EnunciatesReads orally clearly with improved and develops expression. pleasing voice quality. Reads ahead in order to give continuous flow. Re-reads selection with Reads books.table. of contents with greater facility. Evidences increasing independence in work habits. Understands the purpose of divisions of books. Begins to use the index of UsesFinds the an- AdjustsReads longer speedg materials selections of reading with with to satisfactory reading.toexpression.in help idea interpretation. units not word units. Listens to others read and noticesUses voice expression. to transmit emotion. Prepares for oral reading by preliminary silent Uses punctuation marks as guides to Uses facial expression swerstostands.aries read to to thatquestions andgreater books interpret extent. in are books simplegrouped and maps. illustrations.in alphabeticalUnderstands arrangements. that the library is a source of information. Uses accent mark as an aid to pronunciation. Rereads to locate specific in- Uses picture diction- Under-Begins evaluateparagraph.not.formation clearly character or stated. to verify traits. an opinion. Summarizes ideas gained from reading. Places subheadings under main headings of an outline. Perceives relationships of time, place, sequence. Begins to interpret ideas implied, but Finds the main thought of a Begins to identify and . Begins to improve in critical reading. r. ervesORAL basic READING standards for oral Locating Information - Books STUDY SKILLS . Continues to evidence increasing independence in . Identifies and evaluatesINTERPRETIVE character traits. SKILLS g.artson.g to voice guide quality. reading. Reads fluently a preparedEnunciates oral clearly with Uses punctua- Uses guideafacility.work point. habits.words as an aid in finding words. DictionaryGains skill in using index. Understands the purpose of parts of a book. . Uses alphabetical sequence in looking up words. Uses pictures toUses answer simple questions, pronunciation or to prove key. Uses table of contents with Selects ap- Uses place,stated.and. reacts sequence, to the cause-effect. mood of a story or poem.Interprets ideas implied, but not clearly Perceives relationships of time, Identifies onsn toandion. aid explanations interpretation.type, such effectively. as italics, as guide to Uses voice and facial ex- Reads graphs.author;propriate. meaning of words. Gains skill in reading and interpreting maps. EncyclopediaBegins to use the card catalog to find information. . Uses guide letters to find materialLibrary on a given subject. . Understands that books are alphabetized by Begins to read and interpret simple Maps, Charts, Graphs . Improves in critical reading. Evaluating. Information . ChecksUses alphabetical statements arrangementwith those in toother locate books information. and newspapers. Outlining .Realizes that printed statementsUnderstands may or may how not tobe findtrue. the topic of a paragraph. Organizing 11. words.portantSummarizing.Information points expressed in discussion. Understands the correct form of an outline. Learns to take notes on only important points. . Writes a summary of a story in three or four sentences. Note-taking . Makes simple outlines. Begins to take notes in own States im- EXPECTANCIES IN THE TEACHIN THE FIFTH GRADE PUPIL WORD RECOGNITION COMPREHENSION ORAL READING consonants.Phonetic Analysis . Understands and uses the. principles of syllabication ofRecognizes and uses correctly the variant sounds of skills introduced earlier. Continues to improve in comprehension Interprets main readingintroduced. aloud. earlier. Observes standards of oral reading Determines emotional Has a purpose for soundsphonogramsvowels.double ofand consonants, vowels.Perceives their introduced diacritical Perceives the digraphs, variant earlier. markings. the andsoundsvariant blends. soundsof diphthongs. Knows of digraphs the longRecognizes and and double short common vowel Uses phonetic elements as guides to pro- . Recognizes and uses the variant ideastinuesgeneralizationsrect. andsequence. to anticipates enlarge from vocabulary. outcomes material of read. stories.Remembers important details and cor- Gains skill in making Skims ma- Con- typetonedirections. asof guidesreading and to and explanations expression. uses it in expression.effectively. Uses punctuation marks and special Reads familiarRecognizesstructuralnunciation. compound analysis plural andintroduced words. possessive Uses earlier. the forms. principles Knows Figures all of outthesyllabication commonthe meaning contractions.introduced of un- Structural Analysis . Uses more efficiently the principles of terialbasic.at forapproximately reading pertinent materials information. 190 wordswith comprehension per minute.Adjusts silent reading rate to purpose. Reads textAnalysisknowledgeearlier.meaning clues Knows to ofof unlock synonyms,prefixes the meaning new and antonyms,words. suffixes of common Understands in homonyms, independent prefixes the homographs. differenceand word suffixes. attack. in formUses and . Continues to use phonetic and structural analysis with con- Word

1 IES IN THE TEACHING OF READING STUDY SKILLS INTERPRETIVE SKILLS aloud.eading andd earlier.uses it in expression.es standards of oral reading Determines emotional Has a purpose for withofLocating partsincreasing of Information- books. skill. Uses table of contents and index with. facility. Uses alphabetical sequence with increasing skill. Books. Understands the function of pronunciation keys. Recognizes and understands the purpose Uses guide words Diction- already. known. GainsFiguresUnderstands skill out unknownin criticalcharacter facts reading. roles from in those stories. Interprets figures of speech. Gains guides to expression.punctuation marksand explanations and special effectively. Reads severalgreaterLocatesappropriateand symbols. kindsfacility. books ofmeaning Uses onmaps. shelves. accent Readsto fit markscontext. and uses as guides captions, to pronunciation. keys, and legends of Understands and uses author, title, and subject cards. Maps, Charts, Graphs Library ,, Uses card catalog with. Reads and interprets Selects read.skill in creative reading. Assimilates ideas Understandsclimates.maps.. Uses the maps purpose to determine of topical directions, headings.Uses guide distances, letters landand alphabeticalformations, arrangement to locate information.Evaluating Information. Reads and interprets several kinds of graphs. Learns to use the index Encyclopedia Organizingontopic.statementvolume. the same Information oftopic. fact and statement of opinion. Compares various statements Evaluates validity of statements. Recognizes difference between Evaluates information in terms of own experience. Outlining Evaluates relevancy of material to . Gains skill in using outline skillforminideasSummarizes sequence. inintroduced classifyingof a paragraph. and earlier. information.organizes Selects ideas and for states the supportingpurpose of details.remembering. Gains Outlines topics in more detail. Summarizing Note-taking . Selects and states main Arranges ideas . WORD RECOGNITION COMPREHENSION EXPECTANCIES IN THE TEACHING ORAL READING troducedTHEPhonetic SIXTH earlier. Analysis GRADE PUPIL . RecognizesContinues consonant to develop sounds skill in ininitial, using medial principles and in- duced. earlier. Improves in comprehension skills intro - Locates major and minor introduced. earlier. Observes standards of oral reading Hasa purpose for tical.graphs,standsfinal markings. positions, and blends. uses Recognizes includingthe_principles variantall of of the syllabicationsounds,Understands variant blends, sounds theof double anduse of digraphs.ofthe theconsonants, vowels. schwa symbol di- (a) Knows the long and short vowel sounds and their diacri- in unaccented syllables. Under- toorclassifiessequenceideas personalplot and structure. ofrelatedanticipates experience story ideas.events. outcomes. and observation. Relates materials read Recognizes storyGeneralizes and Recalls typetonereadinga. pace asof guidesreadingaloud. suited to andto expression. material uses it in being expression. read. Uses punctuation marks and special Determines emotional Reads at thestructuralStructuralRecognizesPerceives principles Analysisanalysisthe andgoverning variant uses introduced allsounds pronunciation of the of earlier.common digraphs, of phonograms.vowels double introduced vowels, Understands and earlier. diphthongs. and uses . Develops further skill in using the principles of Recognizes singular and plural purpose.percomprehension. minute. at approximately 200Reads words basic reading materials with Adapts reading rate to ofhyphenatedusespossessiveciples additional the ofrules forms syllabicationwords prefixes for andinflectional by usingunderstandsand introduced suffixes. knowledge forms. use earlier of of theroot inapostrophe. words. independent Understands word attack. and Uses with increasingUnlocks skill meanings the prin- of compound and Learns the meanings homographs,Wordcluesdifferencesalysis Analysis toalong meaning inheteronyms. with form incontext and context. meaning Uses clues speaking to of determine synonyms, and listening meaning. antonyms, vocabulary homonyms, as . Uses with increasing skill phonetic and structural an- Understands the IES IN THE ORALTEACHING READING OF READING STUDY SKILLS INTERPRETIVE SKILLS ed earlier. es standards of oral reading Has a purpose for theLocating various Information parts of books. - Books . Recognizes and uses with facility and. books. Interprets motives of characters in stories fg readingaloud. and usesguides it in expression.to expression.punctuation marks and special Determines emotional Reads at spellingwithdictionary.guide increasing wordsof a word. with skill. increasing skill. Interprets pronunciation keys and Undeistands the Recognizes primary and secondaryDictionary_ accent. . Uses the dictionarypurpose to find of special exact sections of a Uses alphabetical sequence markings timeintiontive, both to gathered. meditate and critical picturesque and creative language. Draws conclusions from informa-Interpretsupon what idiomatic, is read. figura- reading. Gains skill Assim- Takes suited to material being read. ReadsreferencetomeaningsSelects locate and appropriate booksofcards. interprets known on a words. meaning severalgiven topic kinds to fit or of context. by a certain author. Locates books on shelves. Library maps. . Uses card catalog with facilityUsesFinds captions, and uses keys additional and Charts, Graphs Uses cross ilates ideas read. AnswersReadsions,legends distances, and questions of interpretsmaps land withrequiring several formations,increasing interpretation kinds skill. oftime zones, of climates, Uses the encyclopedia with graphs with increasing facility. Uses maps to determine direct- maps, graphs, tables. populations. studied.Evaluatingandinformation.Encyclopedia. bibliographies. Information Evaluates information in terms of author's Understands and uses topical headings, cross references Uses the index volume of the . Selects material pertinent to topic greater facility to find encyclopedia.background. being outlinesImprovestitudeandDistinguishes letterstoward of in selections abilityto printed thebetween editor.to read.matter. make fact moreand opinion. detailed outlines. Organizing Information Uses outlines for oral andIdentifies written propagandare- in editials Develops a questioning at- - Outlining Makes own . ideastitleNote-taking.ports. and of book, supporting author, details. Summarizes and organizes ideas for the Summarizing . Improves in ability to take notes. page, date, volume.. Re-states important ideas in own words.. Keeps notes brief. purpose of remembering. IncludesIdentifies main 13. LITERATURE FLOW CHARTS MADISON PUBLIC SCHOOLS KINDERGARTEN THROUGH GRADE SIX EXPECTANCIES IN THE TEACHING OF1 HE KINDERGARTEN PUPIL AIMS OF LITERATURE TYPES OF LITERATURE e sounds of words. ExperiencesBegins to acquiredistinguish pleasure a broaderfro:n between books understanding real and and pictures. Begins to develop appreciation of illustrations. make-believe. of his own world through stories and poems. Listens to stories with interest. Enjoys the hi. mar of nursery rhymes. Discovers the fun of imagining. Begins to enjoy varioussimple.. poems.types. BeginsEnjoys to animal realize stories. that there are several types Enjoys Beginssimple natureto develop stories. appreciation of simple Enjoysof stories literature. and poems abol fairy tales. Appreciate Enjd THE FIRST GRADE PUPIL Develops increasing interest in books. Enjoys hearing stories and poems read. Enjoys the rhythm . DevelopsRealizes that appreciation there are ofseveral folk andtypes fairy of literature.tales. Enjoys stories and picturt Appreciates the rhytJ pathos,andbroadervisuala varietysound suspense. and understandingof of sensorywords. stories imagery.and of poems. his own world through stories Recognizes and enjoys humorDevelops in stories appreciation and poems. of illustrations. Becomes acquainted with a fewBegins authors to readof silently for pleasure. and poems. Extends his imagination through hearing Begins tochildren's distinguish literature.Begins humor, to develop skill in Acquires behaveof nature. like humans. Enjoys stories and poems about holidays. Enjoys stories about I THE SECOND. GRADE PUPIL Demonstrates increasing interest in books. Evidences delight in hearing books and poetry read. poetry.. Realizes that there are several types of literature. Interprets the meaning of simple poems. Begins to read poetry Appreciates the rh ofsilentlyillustrations... children's for pleasure. literature. DevDevelops lops increased skill in visualfeeling and for sensory rhythm imagery.and the sound Continues to extend his imagination through hearing a variety of stories and poems.Distinguishes humor, pathos, suspense. Becomes acquainted with a few authors and illustratorsof words. Enjoys humor in stories and poems.Develops increasing appreciation of Reads comesof transportation, familiar with occupations. many folk and fairy tales. Continues to enjoy animal stories. Enjoys books about the w ES IN THETYPES TEACHING OF LITERATURE OF LITERATURE ACTIVITIES IN LITERATURE thf re are severalpledevelop types nature appreciationof stories. literature. of simple fairy Enjoys stories and poems about holidays. tales. Appreciates nursery rhymes and F.Joys picture books of simple. stories and poems. MemorizesBegins to participate , through inrepetition, choral nursery speaking of nursery rhymes and rhymes and short poems. simple poems. Begins to dramatize ofand folkseveral poems and typesfairy about tales.of holidays. literature. Enjoys stories and picture books EnjoysAppreciates stories about the rhythmanimals and who lilt talk of and poetry. about the world nurseryoriginaltions he rhymes storiesenjoys. and and poems. poems. Participates in choral speaking of nursery Begins to share books with the group Dramatizes short stories and poems. rhymes and simple poems. through discussion. Begins to read orally selec- Memorizes favoriteBegins to compose ations.y folkeaninge several and offairy typessimple of poems. Continues to en;oy animal stories. tales. literature. Enjoys books about theBegins world around:to read poetry independently.Appreciates the rhythm and rhyme of modes Be- tionshis. choice. of his choice to the group. PanicComposes ipates inoriginal choral stories speaking and ofpoems. Increases ability to dramatize stories Enjoys sharing books with the groupsimple rhythmical poems. and poems. Takes pride in Memorizesreading selec- short poems of through discussion. EXPECTANCIES IN THE TEACHING 4J THE THIRD GRADE PUPIL AIMS OF LITERATURE TYPES OF LITERATURE imaginationpoetry. read. through hearing and reading Beginsa variety to ofbroaden stories interest and poems. range in reading. Becomes aware of beauty and rhythm in the sound of words. Continues to evidence delight in hearing books and Reads silently, for his own Continues to extend his entpoetry.. versions of familiar fairy tales. Begins to identify various types of literature. Interprets the meaning of poems. Recognizes the "moral" in fables all Reads poetry independent Appreciates rhythm. storedifferencesto.pleasure, develop of sensory with attitudesand imagery.increasing similarities which enjoyment. leadof prose to permanent and poetry.Acquires interest a broader in reading. understanding of his own world and the world of others through literature. Takes greater interest in authors and illustrators of children's literature. Develops a sense of humor through stories and poems. Begins to notice description and characterization in books Begins to develop understanding of the Increases Begins toabout. appreciate children myths of his and own legends age who read do aloud. the thingsEnjoys he stories does. about animals, depicted objectively, who sometimes to Enjoys stories about the liM and THEstories. FOURTH GRADE PUPIL Begins to distinguish vality in writing. readimagery..to extendby adults. imagination through experiencesReadsDevelops in literature. in wider a keener fields sense and with of humor greater through independence. enjoyment of literature. Begins to look for books by favorite authors and illustratorsBecomes of children's increasingly literature. aware of beauty and rhythm in the sound of words. Reads forEvidences pleasure with keen increasing delight in enjoyment.books and poetry Increases store of sensory Continues Con- booksin fables about and nature folk and tales. simple books on technology.BecomesGrowsIdentifies in abilityfamiliarseveral to typeswith interpret folkof literature. andthe meaningfairy tales of of poems. various countries. Enjoys having myths, legends and hero stories Appreciates rhythm, rhyme Enjoys biographies Reads poetry haviortinuesindifferences. selecting toof acquireits characters. andstories a similarities broader and poems understanding in proseof literary and ofpoetry. worth. hisDevelops own world attitudes and thewhich world lead of to others permanent through interest literature. in reading. Cherishes and rereads favorite books and stories. Begins to evaluate the theme of a story and the be- Develops understanding of the Begins to develop taste storiespresidents, about scientists, children inathletes. other lands. Enjoys stories about animals depicted 17. ES IN THE TEACHINGTYPES OF LITERATURE OF LITERATURE mr ACTIVITIES IN LITERATURE types of literature. Appreciates rhythm, rhyme and beauty of . Participates in choral speaking of poetry. Reads selection of his choice to the group.Memorizes short poems of his choice. ContinuesShares age whocanals,gends do the read ydepicted things eaningtales. aloud. he ofobjectively, does. poems. who sometimes talk. Recognizes the "moral" in fables and folk tales. EnjoysReads stories poetry about independently. the lives of famous people. RecognizesEnjoys differ- stories Begins booksreportsto dramatize through by giving discussionstories funny and with ornarrative exciting the group. poems. excerpts from favorite Composes original stories and poems. books. Makes book erpret the meaningof literature.of poems. Appreciates rhythm, rhyme, and mood of poetry. Reads poetry independently. dramatization. of stories and narrative poems.Participates in choral speaking of poetry. ReadsMemorizes selections poems of of his his choice choice. to the group. Plans etes.pleEnjoys booksfolk erhaving and lands.on fairytechnology. myths, tales legends of various and countries.hero stories read aloud. Enjoys stories about animals depicted objectively. Enjoys biographies of famous people: Recognizes the "moral" ReadsEnjoys poems.. Shares books with others through discussion and reports. Composes original stories and 17. 111111,1r-,<:"" AIMS OF LITERATURE EXPECTANCIES IN THE TYPES OF LITERATURE TEACHING OF THE FIFTH. GRADE PUPIL Broadens mental horizons and extends insight as a result of wide reading. Enjoys hearing books . Identifies the various types of literature. Develops wider interest in pi tionbeyond.gins through to his enjoy reading wide more reading. ability. whimsical humor in poetryLooks an.d far prose. books by favorite authors and illustrators of children's literature. UsesRealizes reading the as aeffectiveness leisure-time of activity words within literature. increasing frequency. Increases store of sensory imagery. DevelopsExtends his attitudes imagina- Be- tales.toincreasinglyand interpret hero stories the aware meaning depicting of rhythm, of courage, poems. color, strength, action, orand perseverance. Acquires knowledge of folk and fairy tales and their origin.Enjoys biographies of famous Americans: explorers, Enjoys hearing and reading more advi expressive words in poetry Reads fact; presided Enid whichheritagefromfavoritein stories. leadliterature booksof to our permanent and country.enjoyment, stories. interest information, in reading. and inspiration. Evaluates the theme of a story and the behavior of its characters. Develops taste in selecting stories and poems of literary worth. Begins to appreciate description and characterization Becomes acquainted with the literary Cherishes and rereads Derives life..and nature. Enjoys true stories of our country's history.Enjoys historical fiction depicting periods of our country's history. Enjoys stories of animals hearingTHE. SIXTHbooks beyond GRADE his PUPILreading ability.Widens horizons through reading about other times, places, and people. Realizes the effectiveness of words in literature. Continues to enjoy Appreci- terest. to include more poetry, biography, andDistinguishes historical and between science fiction fict and nonfiction , reading widely in both standingreadingatesinterestand the prose. contributionsas authors in a reading.leisure-time and illustrators of illustrations activity of with poetry in increasingbooks. and prose. frequency. Develops increasing skill in visual and sensory imagery. Appreciates description and characterization in stories. Extends his imagination through wide reading. Develops attitudes which lead to permanent Enjoys more whimsical humor in poetry Becomes acquainted with out- Gains skill in evaluat- Uses herofamousknowledgemeaning stories. people of andofpoems. folk ofpleasure his and own fairy are and providedtales other and countries. bytheir poetry. origins. Continues to read factual books about science and nature. Enjoys hearing and reading more advanced folk and Enjoys stories aboutContinues anci to develop ab Expands knowledge enjoyment,plot,ingforfavorite theme andthis settinglevel.books of information, story, andand behavior stories. each and contributes andinspiration. motives to the of characters.enjoyment of the story. Expands reading interests into more literary types, such as essays and short stories. Becomes more discriminating in his reading. Appreciates in their unabridged form some classics written Realizes that stories consist of characters, Continues to cherish and reread Derives from literature depictingates poignant periods animal of thestories history and ofadventure the United stories States of andmany of types.other countries. Enjoys 1 TYPES OF LITERATUREIN THE TEACHING OF LITERATURE ACTIVITIES IN LITERATURE poems. color, action,of literature. and expressive words in poetry. Enjoys hearing and reading more advanced folk and Develops wider interest in poetry. Grows in ability Becomes fairy poems.selections. from longer poems. Participates in choral speaking of poetry. Reads selections of his choice to the group. Plans and performs dramatization of stories and narrative Memorizes short poems of his choice and Shares books with others through ctioncourage,aphies depicting strength, of efamous of periods folk or Americans: perseverance.and of ourfairy country's country'stales explorers, and history. history. their presidents, origin. scientists, Enjoys stories of animals and adventures in daily Reads factual books about science Enjoys myths, legends, athletes. discussion and reports. Composes original stories, poems, and plays. ysfiction hearing and andy, nonfictionbiography, providedreading more by and poetry. advanced historical folk and andscience fairy fiction. tales. , reading widelyContinues in both to developareas. ability of interpreting the Recognizes that Broadens in- Increases ComposeshisPlansEnjoys choice and choral original performs to thespeaking stories,group. dramatizations of poems,poetry. and of plays.stories and narrat.re Reports on reading for the benefit and enjoyment of others. Memorizes selections from poems of his cituice. poems. Reads selections of o read factualorytales books dof other theandand aboutUnited countries.theiradventure science origins. States stories andand nature. ofof othermany countries. types. Enjoys stories about ancient cultures. Expands knowledge of myths, legends, and Enjoys historical fiction Enjoys biographies of Appreci- READING READINESS IN KINDERGARTEN readiness,tion. Some if children of these are factors to be include: adequately adequate prepared physical for Teachers must be aware of the factors which underlie reading instruc-development, reading read.understandingteaching They of alsoreading of need the inideas to the acquire andfirst words grade. knowledge they Children will of meetthe need world when to Many experiences in kindergarten prepare children for the formal acquirearound clear theythem, start to ground,emotionaladjustment and and desire to socialthe toschool read.maturity, environment. intellectual Good maturity, personal experience and groupOne objective of the reading readiness program is wholesome social work back- shouldwordsinteresta prerequisite and bein begunbooksletters for andatshouldlearning this reading level. be to answered, should be but encouraged. no formal read. Throughout the kindergarten year, teaching ofQuestions reading about developmenthabitsis growth are also in involving languagenecessary. bothability Opportunities large and and listening small should muscles.skill. be provided for motor EXPECTANCIESA IN vital THE concern TEACHING OF READING READINGGeneral TraitsREADINESS IN BEGINNING KINDERGARTEN GeneralTRANSITIONAL Traits READING READINESS PERIOD Shows increasing interest in books. andShowsAdjustsShowsDevelops ideas. interest to interest general understanding in inbooks. school printed environmentthat word. printed symbols . represent thoughts BeginsprintingLearnsEnjoys to belowtopicture derive handle picture. booksinformation books and and develops fromturn pages pictures. attitude properly. of inquiry about GainsAcquiresBecomesofLearns experiences. meaning to abilityawareassociate for oftofuture see"leftwith likenesses reading topeople, right" through processes, and "topdifferences increasing to and bottom" things. in objects sequence. and baCkground DemonstratesSeesshapes,BeginsShows likenesses tocolors, evidence recognize desire pictures.and of differenceslikenesses todesire read. to learnand among differences meaning letters. of in printed his environment: symbol. Speaking pictures. pictures,BeginsIdentifiesLearnsShows thattoobjects. evidence focushis printed own attention name. ofsymbols social, for have longeremotional, a relationshipperiods physical, of time. to stories,and intellectual Usescourteously.DemonstratesEnjoysDevelops voice talking to abilitycommunicate wide about tospeaking his express background needs vocabulary. thoughts and wants.experiences. clearly, effectively, and EstablishesBeginsDisplaysmaturity to andhealthy develop habit general attitudeof adequate moving readiness toward eye-handeyes for reading in reading. left coordination. to and right its direction.possibilities. Develops increasing memory span. 19. K I READING READINESS IN BEGINNING KINDERGARTEN (continued) EXPECTANCIESREADING IN READINESS IN KINDERGARTEN "E TEACHING OF READING (continued)TRANSITIONAL READING READINESS PERIOD (continued) (continued) Listening . minutes.BeginsDevelops to developability to skill remain quietly in auditory perception. attentive for fifteen to twenty Speaking DemonstratesUsesSpeaks correct with confidencespeech a wide patterns. speaking and in vocabularymanner pleasing in conversation to others. and story Comprehension Follows trainsimple, of thoughts.clear directions. Addstelling.EnunciatesPronouncesTells new past words experiences clearly.words to speaking correctly. and vocabulary.information in conversation. BeginsRetellsTells tostoriesfamiliar solve from simplestories pictures. problems.in sequential order. UsesEnjoysDemonstratesTellsEvidences mature familiarcreative expressivenesssentence reasonable dramaticstories structure with play.facility in original use in ingroupof putting voice. detail. conversation. ideas into words. Listening. FollowsUnderstandsBegins a to series distinguish stories of simple which sounds ideasare readof in initial sequence.to him. consonants. Comprehension DevelopsIdentifies rhyminghabit of attentivewords easily. listening. CreatesAnticipatesThinksBeginsConcentrates andstories to grouptalksthe from onoutcome about ideaswork pictures. the andof of more contentstories.objects abstract of what type. is read. into logical categories. Observesorder.LearnsShowsDiscriminates abilityto organizesequence to betweensolve thoughts in tellingsimple realistic around aboutproblems. and events.ideas imaginative and in proper stories. sequential READINC READINESS IN KINDERGARTEN (cotinued) AppreciationAIMS OF and LITERATURE Taste in Viterature EXPECTANCIES IN THE TEACHING OF Enrichment of Experience and Extension of LITERATURE Information Impression. Listens to stories with interest. AbsorbsBeginsEnriches to a realize varietybackground that of information books through are vicarioussources from pictures experiences. of information. and stories. . BeginsExperiencesBeginsDiscovers to toenjoydevelop distinguishthepleasure thefun appreciation soundof from imagining.between of books words. of real and illustrations.and make-believe. pictures. Love of Country and Democratic Ideals Enjoys hearing stories about famous Americans. Expression stories,Begins topoems. realize that there are several types of literature: rhymes, Character and Ethical Values Beginsfairy tales. to senseappreciate right andthe elementswrong behavior of fair in play found in folk andsituations. simpleBeginsRetellsMemorizes, poems.to stories participate through in proper in repetition; choral sequence. speaking nursery rhymes of nursery rhymes and and short stories. Fun and Escape Enjoys the humorhumor of of nursery repetition rhymes. and alliteration. Appreciation of Our Cultural Heritage BeginsBegins to to dramatize compose simpleoriginal stories stories. and poems. Insight into Personal Problems Enjoys sheer nonsense in short stories and poems. . storiesBegins andto acquire poems. a broader understanding of his own world through Understanding the Problems of Others BeginsRelates to material sympathize read withto him the to feelings current of activities story characters. and interests. 21. K READING READINESS IN KINDERGARTEN (continued) TYPES OF LITERATURE EXPECTANCIES IN THE TEACHING OF LITERATURE (continued) Poetry. BeginsAppreciates to realizedevelop nursery a rhymesfeeling that poetry is akin to music. andfor simple rhythm. poems. Folk. and Fairy Tales Begins to develop appreciation of simple fairy tales; Nonfiction EnjoysEnjoys picturesimple stories naturebooks and poems of variousstories. types. about holidays. Fiction. Enjoys storiesanimal about stories. children of his own age.

22. PROSE SUGGESTED LIST FOR TEACHING LITERATURE Kindergarten and Grade One PROSE OurAustin,Aulaire, FriendsBeatty, Margot Ingriin Hetty Nature d' AnimalsLittlePeter ChurchrnouseWild Everywhere Horse *Leaf, MunroMunari,Joslin,Bright,Fun and Sesyle Robert BrunoNonsonso BrunoI LikeStoryWhat Minton'Red Doof FerdinandYou s ABCSay, Dear? *Davis,*Brushoff, Alice JeanDuvoisin,Bright,Birnbaum, de Robert RogerAbe GreenPetuniaTimothyTheTwo StoryFriendlyEyes Lonely Turtle of Babar Bear Ducks *Slobodkina,Petersham, EsphyrZion,Thayer, Gene Jane Maud TheWhere'sCaps SummerCircus for Andy? Sale Baby Snowman *Gag, WandaFlack,Ets,Freeman,Franioise Marie Marjorie Don NornurnJeanne-MarieAngusPlayMillions with and the Me of theDoorman CatsCounts Cat Her Sheep *Anglund, JoanBrown,Friends Margaret and Things Around Us LoveA TheFriend IsCountry a Is Special Someone Noisy Way BookWho of FeelingLikes You Gay,Gag,Krauss,Hurd,Hader,Ipcar, WandaZhenda Clement Berta DahlovRuth LostLook!ABCTheIRun, Like inBunny Happy Run,the Animals Zoo Run Day *Gramadcy,Brown, FransoiseFlack,Buckley,Hardie Palmer Marjorie Helen LittleGrandfatherSomethingThank-youThe TootBoats for andBookon Christmas the River Otto,Lenski,Petersham,MacDonald, Margaret Lois Maud Golden LittleA TheLittleDogThe FrightenedBox Came BrownRooster with to HorseSchoolthe Crows Tiger Red Wheels *Piper, FattyMcGinley,Lenski,Krasilovsky,Schneider,Politi, LoisLeo Phyllis Nina Phyllis TheLittleAllThe WhileTheSmall Around Very LeoLittle Susiebooks Little the Engine SleepsTown Girl That Could *Potter,*Rey, HansBeatrixTresselt,Zion,Rey, IlansGene Alvin NoHarryCuriousThe RosesHi, Tale the Mr. GeorgeGeorge Dirtyoffor Robin Peter Harry Dog Takes Rabbit a Job *Zion, GeneSlobodkin,Zolotow,Wright,Wasson, Ethel ValentinaLouisCharlotte OverAllSaturMillionsThe Falling layand Chosen Walkand Over Down Millions Baby Brooke,Fairy Toles L. Leslie and Fantasy The Golden Goose Book Gay,LearningBrown, Zbenda fromMargaret Nature The importantNicest Time Book of the Year Yashima,Lefevre,Krauss,Brown,Ets, Marie Margaret Ruth FeliciteTaro InTheATwo the UmbrellaVery Cock,Forest Little Special theTrains Mouse, House and the LittleRed Hen *Udry, JaniceTresselt,Mem ling, AlvinCarl A RainWhat'sTree Drop is in Nice the Splash Dark? *RECOMMENDED FOR READING ALOUD 23. POETRY SUGGESTED LIST FOR Kindergarten and Grade TEACHING LITERATURE POETRY One (Continued) NatureAllingham, William Robin Redbreast Duvoisin,VariantsFranfoise of Roger Mother Goose A The/or Gay ABC tbe Ark Rosetti,Rasmussen,Conkling, Christina Hilda Carrie MisterWhoPoems Potato by a Little Girl DandelionMoon Song Has Seen the Wind? Newberry,McGinley,Glg,Tudor, Tasha ClarePhyllis G. Wanda AKittens'AllABC TheIs Around forBunny American AnnabelleABC the Town Mother Goose Stevenson,Fairyland Robert and FantasyL. TheAutumn Cow Fires OtherWood,Brooke, HumorousRay L. Leslie Poetry Johnny Crow's GardenParty DeAllingham, la Mare, William Walter RobinRhymes Redbreast and Verses TheSome FairyLittleFairies One Shoe-MakerGreen Orchard DeBrooke,Field,Farj la Mare, eon, EugeneL. EleanorLeslieWalter JohnnyNurseryAlas,The Crow's Alack!Duel Rhymes (The New Ginghamof Garden London Piccadilly Dog and the Town Fyleman, Rose Fairies and Chimneys TheDunsleyDifferences MockingFairies Glen Fairy Milne,McCord, A. David A. NowInWhen the We Middle We Are Were Six Very Young CalicoHoppityBuckingham Cat) Palace TheFairiesFairies SingingFairy and in GreenTailorFlute the FriendsFairy Malverns Smith,Friends at Home and at Play William J. Laughing Time Halfway Down Rasmussen,FyleFyleman,Bangs, man, John RoseCarrie K. Let's Say Poetry Together TheYesterdayHave LittleThe YouGoblin Elf in WatchedOxford Street the Fairies? DeChild,Frost,Field, la Mare, Lydia RobertEugene Walter TheThanksgivingHiawatha'sTheWynken, Lost Pasture Shoe Blynken ChildhoodDay and Nod MotherHumor, GooseLaughter and Nonsense Longfellow,Moore,Miller,Longfellow,Stevenson, WilliamClement Henry Henry Robert Wadsworth Wadsworth WillieTheTheA VisitChildren's WinkieLand from of Story-booksCounterpaneSt.Hour Nicholas Lines,Greenaway,DeAngeli,Brooke,Opie,Rackham, Kathleen Iona L. Marguerite LeslieKate Arthur MotherRingMotherLavender'sBookThe 0' Goose;ofRosesOxford Goose; Nursery Blue or, Nursery The Theand Old OldMother Rhyme Nursery Nursery Goose Book Rhymes Rhymes 24. Wright,Tudor,Rojankovsky, TashaBlanche Feodor MotherTheThe Tall Real Goose Book Mother of Mother Goose Goose POETRY SUGGESTED LIST FOR TEACHING LITERATURE (Continued) Kindergarten and Grade One Brewton,AssociationArbuthnot,Anthologies Sara May for HillChildhood Education BridledSungTime under forwith Poetry the Rainbows Silver Umbrella Love,Huffard,Cole,Brewton,Ferris, William Katherine HelenG.John T. AMyFavoriteHumorousI Went UnderPocketful Poetry to thePoems the BookPoetry Tentof Animal Rhymes Old offor theand ChildrenFair Sky New Werner,Untermeyer,Peterson,Rasmussen,Love, KatherineJane Isabel Louis Carrie Let'sTheRainbowA Little Say GoldenFirst PoetryLaughter inEbok theTreasuryBook SkyTogetherof ofPoetry Poetryo f Poetry Aldis,IndividualWithers, Dorothy Carl Poets AllA Rocket Together in My Pocket Frost,DeField,Farjeon,Benet,Behn, la Mare, Robert Harry RachelWilliam Eleanor Walter Rose PoemsYouPoemsComeWindy Comefor Hither Morningfor Children YouthToo Thompson,Sandburg,Richards,Milne,MilLear, lay, Edward A. Edna BlancheA.LauraCarl St. Vincent SilverEarlyThePoer'sA TirraBook World Moon PenniesSelected Lirra of Nonsenseof Christopher for Young Robin People Brewton,Subject Index John to and Poetry Sara Index to Children's Poetry and Supplements 25. READING DEVELOPMENT IN GRADE ONE habits,level promotingare: developing desirable beginning attitudes reading toward The main purposes of the instructional program skills, forming good reading reading, and developing an at the rust grade periodbeginningneedlonged further ofreadiness readiness formal readiness periodreading activities experiences is instruction. neither before necessary nor for a period of theyseveral are weeks ready beforeto begin reading.A few children need a prolonged desirable. Other children read.appreciationemotional These children maturityof reading. possessto profit sufficient from Many children who enter first grade are reading instruction. For them, a pro- intellectual, physical, social, and ready and eager to learn to ed,word-recognition and enjoyment skills of reading are developed, is As children progress in reading in the increased. comprehension skills are broaden- first grade, more advanced READINESSGeneral Traits FOR BEGINNING READING EXPECTANCIES IN THE TEACHING OF READING Visual Discrimination IMO= NI 4/11MEND -44 .. FollowsUnderstandsEnunciatesShows a directionsdesire and and pronouncesto uses read. in gamesleft to words rightand activities.visualclearly. progression. . RecognizesNoticesInterpretsObserves likenesses likenessespicture details.details: and and differences differences form, size, in of the action, objects. appearance reversals. of words. DiscussesParticipatesDramatizesCan repeat and familiarin directions groupcriticizes stories.discussion. for plans making for activities. things. . tracing,Engagessentences.RecognizesRecognizes word in kinesthetic blocking. letters similarities of - visualthe alphabet.and activities: differences in letters, drawing, coloring, words, phrases, Understandsexperiments.ParticipatesEvidences inreadinessand making uses chartsfor experience reading of helpers, as charts medsured mimbers, of group activities and by informal and colors. Word Perception . Associates certain words with objects and pictures when they apply Auditory Perception standardizedListens for reading and identifies readiness common tests. sounds. Comprehension . toBuilds personal a meaningful experience: sight labels, vocabulary. signs, names. words.RecognizesPerceivesPerceivesBecomes location consciousbeginningrhymes of and sounds. ofconsonant rhyming similarities words.sounds and in differences in the soundwords of and pictures. . words.RecognizesAnticipatesAsks about quickly theoutcomes meaning the meaningof of a serieswords. of of certain pictures or events. words and groups of . RecognizesRecognizes words rhyming that wordsbegin withfrom pictures. t, b, s, m, f. . RetellsTells ina series own wordsof events the inmain proper idea sequence. of a story. 27. EXPECTANCIESREADING IN THE DEVELOPMENT TEACHING OF READING IN GRADE (continued) ONE (continued) Word RecognitionPhoneticDEVELOPMENTAL Analysis (Auditory READING perception and visual discrimination) Structural Analysis Consonants Recognizes most consonant sounds in initial position. . RecognizesRecognizes plural possessivecompoundverbs formsending formswords ending in made in s up and of es.two known root words. is, d, (singular ). ed. leg- (bl,RecognizesRecognizes some somemany consonant consonant consonant sounds digraphs blendsblends in inin medial thethepi, finalinitialfl, and st, position finalposition position. br, gr, tr, dr, fr). (ch, sh, th, wh) Word Analysis . Recognizes capitalizedcontractions and with non-capitalized one letter omitted. forms of words. . Substitutes(ck, nd, nt, consonantst). sounds in known- - blendssin words gle andconsonant . digraphs sounds in in initial initial position. and final position. Knows(sow,Discriminates common was). words between by sight words easily confused: (50 - 100 ) . Vowels Knows the names of the vowels and their long sounds. . word,UsesUnderstandsanalysis.Uses configuration words picture that thatand look somecontextclues almost wordsas cluesneeded alike. express to check opposite phonetic meanings and structural length of word, height of Phonetic. Parts Perceives the sound ofof someshort vowelvowels digraphs in initial position. (ou-out, ow-cow). . Understandsand(fat, havethin). different that some meanings words havesound similar alike butmeanings are spelled differently (no, know; to, too, two). (too; also). . ofUnderstandsRecognizesPerceives these is silent some wordsletter that phonogramsif formswith a word similar (alphabet). ends phonetic in two similar parts consonants, one (call). (in, ike, old, ook, ay, all). (rhyming endings). . (IRealizes Useswill (he,Understandsgo. new that she, words words they). thatin may meaningful some represent words context. moreare used than instead one meaning of names His name is Will.). 28. READING DEVELOPMENT IN GRADE ONE (continued) DEVELOPMENTAL READING (continued) EXPECTANCIES IN THE TEACHING OF READING (continued) FUNCTIONAL READING Comprehension .General Expectancies Locating Information BoOlts . UsesUnderstandsRecallsIdentifiesPredicts punctuation the the sequence that outcomemain a as sentence idea aof guideof events of a astory. is tosentence, a inmeaning: meaning a story. paragraph, period,unit. question or story. mark, Pictures. BeginsLocates to useinformationa story the tablefrom inofa pageacontents given of inbooks. the table of contents. \ sentence, paragraph, page, or story. BeginsUsesReadsexclamation pictures andto to find read follows mark,answersand in thought contextsimple quotation to specific units. directions.as clues mark, questions. to comma.meaning. Dictionary. UsesFinds pictures the answers as an to aid questions to understanding in pictures. of context. Rate. of Reading Readsat approximately basic silent reading 55 words materials per minute. with satisfactory comprehension BeginsOrganizesRealizesLearns to that use wordsthat wordspicture words alphabetically are dictionary.sometimes arranged according representalphabetically. tomore beginning than one letter. meaning. Oral Reading LearnsReads loudly to relax enough while toreading. be heard. .Library Becomes aware of the library as a source of information.recreational reading. . Evidencesadditions.OvercomesAvoidsRemembers a weak rhythmical commonthat mumbling each difficulties:syllableprogression type ofof thereading.reversals, of wordeye movement is substitutions, important. from omissions,left to right. Maps,. Charts, Graphs Begins to take out books to read"find for out enjoyment. about things". . UsesTakesGivesReadsShares care fluentlydramaticcharacter reading in enunciation and in interpretationparts an smoothly. audience in and a story. pronunciation ofsituation. conversation of words. in reading. . BeginsFinds familiar to read landmarks and interpret on neighborhoodhealth and temperature maps. charts. 29. GRADE 1 EXPECTANCIESREADING DEVELOPMENT IN THE TEACHING OF READING IN GRADE ONE (continued) (continued) FUNCTIONALEvaluating Information READING (continued) Interpretive Skills Organizing Infor . UsesKeeps own inn experience d the specific purpose in evaluating material for his reading. used. . happiness,RecognizesSensesBeginsBegins the to surprise,humor interpret to in a make judgmentsemotional related to reactions cause and ideas' implied,fear. but not stated orsituation. pictured. motives of story characters: and effect. .. OrganizesClassifiesSummarizes picturesideas ideas according in gainedgroups: from readingto simple in timeown words.sequence. fruit, farm animals, zoo animals, etc. Furtherssize,BeginsartExpresses experiences.class to understanding . ideas suggested through understand relationships of time, (wild animal, through reading farm animal) visual and auditory imagery. in creative writingplace, number, order, and READING DEVELOPMENT IN GRADE ONE (continued) AppreciationAIMS OF LITERATURE and Taste in Literature EXPECTANCIES IN THE TEACHINO OF LITERATURE Appreciation of Our Cultural Heritage Impression EnjoysDevelops thehearing rhythm an increasingstories and andsound interest poems of words. read.in books. .. BeginsstoriesAcquires andto adevelop broaderpoems. understanding understanding of of the his worldown world of others. through Realizespoems.EnlargesDistinguishesDevelops histhat appreciation imagination therebetween are realseveral ofthrough illustrations.and typesmake-believe hearing of literature: a variety stories. rhymes,of stories and poems, Enrichment of Experience and. Extension. of Information AbsorbsRealizesDiscovers athat variety the books library of are information assources a source of from information.of books stories and and stories. pictures. . BeginsBecomesmake-believe to acquainteddistinguishreaddevelop stories,silently skill withhumor, storiesfor in visualpleasure.a few pathos,of authorsrealimagery. suspense.people. of children's literature. Love of Country and Democratic. Ideals Increases understanding of time and sequence through literature. Express ion locreases store of sensory imagery. Character and Ethical Values. Enjoys hearing stories about famous Americans. .. DramatizesRetellsMemorizes,Participates stories short through inin choralsequence.stories repetition, speaking and poems. favorite of nursery nursery rhymes rhymes and simple and poems.poems. . SensesAppreciates right andthe elementswrong behavior of fair inplay situations. found in folk and fairy tales. .. Begins to sharecomposepredictread orallybooks endings original selectionsthrough of stories stories. discussion he andenjoys. poems. with the group. Fun and Escape . RecognizesEnjoys therepetition humor and enjoys andof nursery alliteration humor rhymes. in stories of words. and poems. 31. GRADE EXPECTANCIES IN THE TEACHINGREADING OF DEVELOPMENT LITERATURE (continued) IN GRADE ONE.(continued) AIMS OF LITERATUREInsight into Personal (continued) Problems PoetryTYPES OF LITERATURE Understanding the Problems of. Others Begins to identify himself with characters in a story. . RealizesAppreciatesEnjoysBegins nursery thatto interpret the poetry rhymes rhythm isthe Midakin andmeaning short tolilt music. ofpoems. of poetry. simple poems. .. BeginsSympathizes to develop with understandingthe feelings of of story the waycharacters. others feel and act. Folk and Fairy Tales . BecomesDevelops familiarappreciation with ofmany folk folk and and fairy fairy tales. tales. Nonfiction . Enjoys stories and poemspicture aboutbooks holidays. about the world of nature. Fiction . Enjoys stories about animalsadventures who of talk children and his age. behave like humans. 32. READING DEVELOPMENT IN GRADE TWO readingCharacteristics stage and of are this entering period theare: initial rapid periodgrowth of of independent reading skills,Many reading. increasing children who enter second grade have completed the beginning variedin word-recognition experiences in skills, reading comprehension should be provided skills, toand increase vocabulary. interestThe taskMany in, of the teacher is to give guidance to ensure steady growth theability ability to tofigure read outsilently unfamiliar a variety words, of materials. expansion of reading interests, and EXPECTANCIES IN THE TEACHING OF READING and love of, reading. DEVELOPMENTALWord Recognition READING Phonetic Analysis Consonants Vowels (continued ) Understands that the vowel e at the end of a short word is usually . Recognizes( auditory and commonconsonants visual consonant). in initial, blends medial, ( auditory and final and positions visual ). Phonetic Parts silentshortUnderstands and sound. the preceding that a single vowel vowel is long.in a short word usually has the . Understands that somethec and second consonantsg mayare of usually have two are likeboth soft silent consonants hard before in and other soft is combinations silent. sounds. dc, kn, gh ). e, i, y. . RecognizesAppliesa: vowel common principles phonograms to new situations. -- an, ace, all, at, ack, ay, aw, air, Vowels ( digraphsSubstitutes - consonants in initial and final position. 0:ise: oat,en,ar,ive, as, ed,og, idc,ame, et,op, ear,ill, ound,ake, ip, est, ate, ing,old, eep, ast,oy,ight, ell, ary,own, ig,eck ad in,ot, oon,it ock . UnderstandsPerceivesKnows the the names the long effect ofand the shortof vowels. the sounds consonants of vowels r, I, w ( auditory and visual).on vowels. u:digraphs.Makes new words with phonograms and single consonantsun, ust, or ut, uck Recognizesew, ue, ai, diphthongs.commonthat ay, oa,the oe).vowel vowel ydigraphs has the sound of long or short (ou, ow; oi, oy). (ee, ea, oo, au, ie, ei, i. Structural Analysis . Recognizes possessive contractions forms with one letter omitted. . (read,Realizes head; soon,that vowel look; cow,letters snow). stand for more than one sound . Recognizes small words in larger words. ( singular and plural). 33. GRADE DEVELOPMENTAL READING (continued) EXPECTANCIESREADING IN THE DEVELOPMENT TEACHING OF READING IN GRADE (continued) TWO (continued) Structural Analysis (continued ) Recognizes root words in inflected or derived forms General Expectancies ( continuedComprehends )Shows growth phrase in notingand sentence details meaningof description. and simple. AddsRecognizesUnderstands(s, d, suffixes ed, ing).rootcommon that to words familiarcompound prefixes plus words words are made up n, en, er, est, y. (corn, ex, in, un). '(Iy, er, ty). of two root words. . ReadsContinuesdefinitions. forand details. tofollows use punctuation more complex as a directions.guide to meaning. UnderstandsRecognizesApplies the syllablescorrect thatthat final y pluralchanges in familiar forms to iwords before adding an e is dropped before adding an ending or suffix. (s or es). ( auditory perception ) ending or suffix. AnticipatesLocatesReadsLocates independently specific information outcomes information with ofto stories.support comprehension. in answer personal to ideas and questions. opinions. Word Analysis Understands that the final consonant is doubled before adding suffix. Rate of Reading RecognizesReads basic the differencesilent reading between materials fact andwith fantasy. satisfactory compre- UsesKnowsdividualDevelops basicpicture basic letters.principles skill cluessight in vocabulary.as recognizing ofneeded word asanalysis differencesan aid introducedto word in configuration and in- recognition. earlier. . hensionAdjusts. at speed approximately of reading 90 to wordsthe purpose.Reads perReads minute.slowly for forpleasure instructions at a faster or facts. pace. AppliesUses. context phonetic clues attack to check to new analysis. wordsCombinesUses phonetic phonetic clues andalone. context clues. Oral Reading Stands correctly, yet comfortably.Skims material for answers to questions. Understands. that words have severalCombines meanings. phonetic and structural clues. Holds the book so his face can be seen. 1 Comprehension Learns additional words that have oppositesimilar meanings. meanings. ReadsRereadsAdaptsUses in punctuationEnunciates selections ideavoice units to action orallyclearlynotmarks word andwith asand units.amood increasingguidedevelops to to the expression. pleasing fluency. story. voice quality. General Expectancies IdentifiesDiscusses the and main interprets idea of story a story. facts. IndicatesListensPrepares tocharacterization for othershis oral teacher readreading andread by bynotices and voice.preliminary notices expression. phrasing, silent reading. flow, expression. 34. BeginsRecallsexperience. tosequence make generalizations of events in a story.based on reading and personal READING DEVELOPMENT IN GRADE TWO (continued) FUNCTIONAL READING EXPECTANCIES IN THE TEACHING OF READING (continued) Locating Information Books Organizing Information Classifies groups of things: barn, house, school (buildings). . RecognizesUsesExamines the table theother of title contentstables page. of ofcontents books to findsee what the stov. books contain. . Organizesstories.BeginsSummarizes ideasto summarize ideasaccording gained paragraphs, to fromsimple reading time parts sequence. inof ownstories, words. complete .. DistinguishesrelatedUnderstands to a topic, the between purpose or to recreational a of series divisions of events.and of books:work-type grouping material. of stories Interpretive Skills . RecognizesSenses the humor emotional in a situation.reactions and motives of story characters. Pictures. AssociatesFinds details information in pictures. in pictures with context. . InterpretsBeginsIdentifies to makeandideas reactsdevelops judgmentsimplied to the characterbut andmood not draw clearly ortraits. conclusions.tone stated. of a story or poem. .Dictionary. UsesRealizes picture that dictionaries words are arranged to find new in alphabetical words. order. c=ormsspace,BeginsPerceives -part-whole,to sensory make relationships inferences images: cause-effect. sight, ofand time, associations.sound, place, touch, sequence, smell, taste.number, size, Library. RealizesUnderstands that that the wordslibrary sometimes is a place representfor recreational more than reading. one meaning. Begins to developcompare skill and contrastin criticalstatements.ChoosesRecognizes ideas, reading. thestories, false most events.statements. pertinent idea from a group of related . RealizesTakesFindsKnowsSelects books out that books books thesomeon shelves.library related to books read is to areabout a definite source grouped topics oftopics. byvariedof initialpersonal information. letter. interest. . Assimilates. ideas read. inContinuesRecognizesDiscards reading. irrelevant to a expresshighly statements. improbablein his creative statement writing as ideas humorous. suggested Evaluating In formation . Keeps in mind the purpose of his reading, IntegratesUses ideas ideas gained read from with reading ids previous to solve experiences. problems in other areas. . ComparesUses own experiencestatements within evaluating others in materialthe same read. book. 35. READING DEVELOPMENTEXPECTANCIES IN IN THE TEACHING GRADE TWO (continued) OF LITERATURE AIMSAppreciation OF LITERATURE and Taste in Literature Appreciation of Our Cultural Heritage Acquires a broader understanding of his own world through stories Impression DevelopsContinuesDemonstrates feeling to evidence an for increasing rhythm delight and interestin the sound in hearing books and poetry read. books. of words. biographies,IsDevelopsand introduced poems. through legends. to the literature literary an heritage of our country: adventures,understanding of the world of others. DistinguishesDevelopspoems.Extends appreciation his between imagination ofreal illustrations. andthrough make-believe hearing a variety of stories and stories. Enrichment of Experience and Extension. Realizes that books are sources of information.of Information . BecomesReadsbelieveRealizes silently stories, thatacquainted there for stories pleasure. are with severalof areal few people.types authors and of literature: poems, make- illustrators of children's AbsorbsIncreasesSelectsandContinues information. a own variety understanding to books develop of informationwith interest greaterof time in from independence. andthe sequence library as a sourcebooks of books and pictures. through literature. Beginsliterature.BeginsIncreasesDevelops to to distinguish storefollowskill inof sequential visualsensory humor, imagery. imagery. pathos,development suspense. of plot . Love of Country and Democratic Begins to read simple informational Ideals books. Expression BeginsEnjoys hearingto build storiespermanent beyond interest his reading in reading. ability. .. BeginsAmericans.Continues to read to enjoy simple hearing biographies. stories and poems about famous RetellsParticipatesMemorizes, familiar h. throughchoral stories speaking repetition,to the group. of shortsimple poems rhythmical poems. of his choice. Character and Ethical Values Appreciatesstories. the characteristicselements of fair of play generosity and found in folk and fairy tales. kindness in BeginsComposesEnjoysTakesIncreases pridesharingto makeability original in booksreading book to stories dramatize throughreports to theand bydiscussiongroup poems.stories telling and awith poems. selections of his choice. funny or exciting incident the group. . peopleAdmires as the shown characteristics in biographies of honesty of them. and courage of famous 36. fromExpresses a favorite interest book. chrough creative drawings. READING DEVELOPMENT IN GRADE TWO (continual) AIMS OF LITERATURE (continued) EXPECTANCIES IN THE TEACHING OF LITERATURE (contintrod) TYPES OF LITERATURE Fun and Escape . RecognizesEnjoys humorrepetition and in enjoys rhymesand alliteration humor and limericks. in storiesof words. and poems. Poetry . RealizesAppreciatesEnjoys hearing that the there poetry rhythm are read. several and rhyme kinds of of poetry. poems: humorous, nature, Insight into Personal Problems . Identifies himself with story characters. Folk and Fairy Tales BeginsInterpretsnarrative. to readthe meaning poetry independently. of simple poems. Understanding the Problems of Others. DevelopsSympathizes understanding with the feelings of the ofway story others characters. feel and act. 1-onfiction . BeginsBecomesContinues to recognize familiar to develop withthe appreciition"moral" many folk in folkand of folk fairytales. and tales. fairy tales. .. occupations.EnjoysEnjoys storiesbooks books aboutabout about thefamous the world world people. of around:nature. modes of transportation, Fiction . EnjoysEnjoys stories stories about about the adventures animals who of childrentalk. of the same age. P ROSE SUGGESTED LIST FOR TEACHING LITERATURE Grade Two and Grade Three PROSE *Bannerman,*Anderson,Our Aulaire,Clarence Helen Friends Ingri in Nature d' Don'tAnimalsTheBilly CountStory and Everywhere BlazeofYour Little Chicks Black Sambo *Potter,*Payne, EmmyBeatrixRey,Politi, H. Leo A. KatyCuriousTailorSong No-Pocket of of theGeorge Gloucester Swallows Takes a Job Brown,Brooke,BibleBennett,Bemeimans,Beatty, Selections MarciaHetty L.Rainey Leslie Ludwig JohnnyFeliceAnimalsTheParsleyLittle Secret Crow'sWild of HidingHorsethe New Bible Garden Place Siobodkin,Sewell,Titus,Schlein,Rey, H. Helen Eve A.Miriam Louis AnatoleDinnyBlueTheCurious and FourBarns GeorgeDanny Little FoxesRides a Bike Buff,Brunhoff,Brown, Mary MargaretPalmer Jean de ElfDashBabarCheerfulWheel Owl and theon DarttheKing Chimn y *Ward, LyndWill,Ungerer,Udry,Tresselt, and Janice TomiAlvinNicholas CbagaTheCriDanny'sTimothyFinders ctor Biggest PigRobbins Keepers Bear Climbs the Mountain *Daugherty.Daugherty,Dalgliesh,Charles,Carroll, James RuthRobert AliceJames H. TheAndyATough Roundabout BearsPicnic and Enough theon Hemlock LionTurn Mountain FairyYllaWilliams,Ylla Tales Gweneiraand Fantasy TwoTimidAnimal Little Timothy Babies Bears Fischer,Earle,DuBois,Dennis,Davis, Olive Lavinia 'AkinsWesleyWilliam PitschiOttoLionBirdsFlipRoger in Africa andand Theirthe Fox Nests *Brown, MarciaAndersen,Bishop,Andersen, ClaireHans Hans Christian Christian StoneTheThe Five SoupUglySteadfast Chinese Duckling Tin Brothers Soldier *Flack,*Flack, Marjorie MarjorieFreeman,Flack,Fischer, Marjorie Hans Don TheAskAngusThe Mr.Story Birthday Restlessand Bear about the Ducks Robin Ping *Clark,*Gannett, Margery Gannett,Gig,Ruth Wanda Ruth MyGonePoppyElmerThe Father's Is DragonsSeed Goneand DragonCakesthe ofDragon Blueland Ipcar,Godden,Hader, Dahlov RumerBerta BrownLittleTheFlyTheMouse High,Mousewile WhiteMighty Cow House Fly Farm Foot HunterLow *Heyward, DuBoseJohnson,Grimm BrothersCrockett HaroldEllen'sThe Shoemaker lardLion thebe Purple andCountry the Crayon Elves Bunny andShoes the Little Gold *McCloskey, RobertLionni,Lenski,Langstaff, Leo Lois John MakeBlueberriesInchOver TheWay byin Littlefor theInch forDucklings Meadow Auto Sal Perrault,McGinley,Lindgren,Quigley, Charles Astrid PhyllisLillian ThePussCinderella MostTomtenBlind in Boots Wonderful Men and the Doll Elephant in the World Minarik,Newberry, Else Clare LittleMarshmallowApril's BearBear's Kittens VisitFriend *Seuss, Dr.Sawyer,Rojankovsky,Robbins, Ruth Ruth Feodor 500JourneyTallBaboushka TallHats Book Book of Cake, Barthalomewof and ofMother Ho! Nurserythe Three Goose CubbinsTales Kings * RecommendedNewberry, Clare for reading aloud Mittens *Tudor, TashaTenggren,Swayne,Spier, Peter Sam Gustav MotherTenggrenGreat-GrandfatherThe Fox Goose Went Mother Out Goose onin thea ChillyBook Honey Night Tree 39. SUGGESTED LIST FOR TEACHING LITERATURE (Continud) Grade Two and Grade Three PROSE Fun and Plemmons. PROSE Harris, Isobel Little Brown Boy Duvoisin,Eichenberg,Bright,Bemelmans,Eichenberg, Robert Roger LudwigFritz Fritz ApeAGeorgieMadeline'sMadeline Dancing/or in the a CapeArk in Rescue the Moon Haywood,Krasiloysky,Kingman,Haywood, Carolyn LeeCarolyn Phyllis Peter'sPennyPrimroseB Theis for CowandLong Betsy Day PeterWho Walk Fell in the Canal *Fatio, LouiseKahl,Garrett,Ets,Freeman, Marie Virginia Helen Lydia Mr.TheAngeloPet T. of HappyW.Duchess the theAnthony Met NaughtyLion Bakes Woo Onea Cake *Lindman,*Leaf, Munro MajMacDonald,Lindman,Lenski, Lois Maj Golden PapaBoo,RedFlicka,Snipp,Cowboy WhoSmall Light, Snapp, Ricka, SmallUsed Green ToSnurr,Dicka BeLight Scaredand the ofRed the Shoes Dark *Seuss, Dr.McCloskey,Kahl,Seuss,Rand, Virginia Ann Dr. Robert Horton500AndSparkleLentilPlum HatsTo Pudding HatchesandThink of SpinBartholcmew Ifor Sawthe Christmas Egg It on MulberryCubbins Street *Milhous, KatherineMorrow,McCloskey,Matsuno,Martin, Patricia ElizabethMasako Robert OneA ThePair Morning EggPointed Paintedof Red Tree in ClogsBrushPig Maine Wiese,Slobodkin,Tudor,Thayer, Kurt Tasha Jane Louis MagicFishAThe is Popcorn Michaelforin theAnnabelle Air Dragon Swift,Sayers,Sauer,Politi,Tresselt, HildegardeLeoJulia Frances Alvin Mike'sMoyWakeandTheBluebonnets Moy theLittle House Up, Great City!Red for Gray Lighthouse Lucinda Bridge Beim,Aulaire,Andrews,Friends Jerrold Ingri andF. Emerson d'Things wound Us CountryDon'tUpside-Down Count Train Your Town Chicks LearningYashima, fromTaro Nature WhenCrow Boy the Root Children Wake Up *Beskow, ElsaBurton,Brown,Bill,Beim, Helen Lorraine MarciaPalmerVirginia KatySomethingLittleShoesPelle'sTwo and Is CarouselFit Newathe Team for forBig Suit a Christmas SnowKing MacDonald,Yashima,Schneider,Hader,Goudey,Fish, Helen Berta Taro GoldenHermanAlice PlentyFollowTheThe DayLittle BigTo the We WatchSnow IslandSunset Saw The Sun Come Up *Burton, VirginiaDeRegniers,Carlson,Ets,Carlson, Marie Natalie Natalie Beatrice MikeNineAThe LittleBrother Mulligan HappyLittle Days House for HousetoOrphelines andChristmasthe of HisYourOrphelines Steam Own Shovel Zolotow,Ardizzone,Excitement Charlotte Edwardand Adventure LittleThe TimStorm and Book the Brave Sea Captain Hader,Floethe,Farjeon,Gramatky,Felt, BertaSue EleanorLouise Hardie HomeHerculesTheRosa-Too-Little LittleCowboy on the Bookroom Rangeon the RanchI Were Captain *Massey, JeanneOurAulaire, Country's Ingri Storyd' OlaThe Littlest Witch 40. *RecommendedHandforth, Thomas for reading aloud Mei Li Mason,DalglieSb,Dalgliesh, Miriam Alice CarolineThe ThanksgivingFourth and of Her July Kettle StoryStory Named Maud POETRY SUGGESTED LIST FOR TEACHING LITERATURE Grade Two and Grade Three POETRY (Continued) NatureAllingham, William Robin Redbreast VariantsEichenberg, of Mother Fritz Goose Ape in a Cape Howitt,ConkFisher, ling, Mary Aileen Hilda UpPoemsThe the Spider Windyby a Little andHill the Girl Fly DandelionMoon Song OtherPetersham, Humorous Maud Poetry and Miska The Rooster Crows Stevenson,Sandburg,Rosetti,Riley,Teasdale, James Christina Carl Robert Sara W. Louis TheWhoBearStarsFog Cow FallingStoryHas Tonight Seen Star the Wind? Lear,Lear, Edward Edward NonsenseThe Book St..ags of Nonsense and Stories TheThe CourtshipDuck JtunbliesOwl and and ofthe the the Kangaroo Pussy-Cat Yonghy-Bonghy-Bo Allingham,Fairyland William and Fantasy Robin Redbreast Meigs,Lindsay,Milne, Mildred A.Vachel A. NowThe WhenPirate Potatoes'We Are We Don Six Were Dance Durk Very of YoungDowdeeThere Was an Old Man of Tobago De la Mare, Walter Rhymes and Verses TheTheSome FairyLittleFairies Mocking One Shoe-MakerGreen Fairy Orchard Richards, Laura Tirra Lirra HalfwayHoppityBuckinghamJippyEletelephony and Down Jimmy Palace Fyleman, Rose Fairies and Chimneys TheDunsleyDifferencesTheFairies Fairies Fairy Glen and Flute Friends Riley, James W. Little Orphant Annie Mrs.LittleThe Snipkin JohnUmbrella Bottlejohn and Brigade Mrs. Wobblechin YesterdayTheFairiesHaveThe Fairy Singing inYou theGreeninTailor WatchedOxford Malverns Fairy Street the Fairies? DeChild,Friends la Mare, Lydia At Home Walter and At Play TheThanksgiving LoSt Shoe Day MotherHumor,Rasmussen, GooseLaughter Carrie and Nonsense Let's Say Poetry Together Longfellow,Miller,Longfellow,Frost,Field, Robert EugeneWilliam Henry Henry Wadsworth Wadsworth Wynken,TheHiawatha's WillieChildren'sPasture Blynken Winkle Childhood Hour and Nod Lines,Rackham,Brooke, Kathleen L. Arthur Leslie Lavender'sMotherRing 0' Goose;Roses Blue The Old Nursery Rhymes Stevenson,Moore,Stevenson, Clement Robert Robert Louis Louis TheA TheVisit Land Land from of of Story-booksSt. Counterpane Nicholas SUGGESTED LIST FOR TEACHING Grade Two and Grade Three LITERATURE (Continued) POETRY Anthologies Time for Poetry Arbuthnot,Assoc.Cole,Brewton, forWilliam May Childhood JohnSara Hill Education IUnderBridledSung Went under the towith theTent the Rainbows Animal Silverof the UmbrellaFairSky Love,Huffard,Ferris,Cole, Katherine HelenWilliam G. T. HumorousAMyFavorite ThePocketfulLittle Poetry First LaughterPoemsPoetry Book Book of Rhymes forOld of Children andPoetry New Peterson,Untermeyer,Rasmussen,Withers,Werner, Isabel JaneCarl CarrieLouis Let'sRainbowTheAThe Say RocketGolden Golden Poetry in thein Treasury BookMy SkyTogether Pocket of of Poetry Poetry IndividualBehn,Aldis, HarryDorothy Poets AllWindy Together Morning DeBenet,Frost,Field,Farjeon, la Mare, William RobertRachel Eleanor Walter Rose PoemsPoemsAYouCome Book for Comefor HitherYouth ofChildren TooNonsense Milne,Lear,Thompson,Sandburg,Richards,Millay, Edward A. EdnaA. LauraCarl Blanche St. Vincent PoemsSilverEarlyTirraThe Selected World MoonLirra Pennies of for Christopher. Young People Robin SubjectBrewton, Index John to andPoetry Sara Index to Children's Poetry and Supplements 42. READING DEVELOPMENT IN GRADE THREE creaseandforstage the fictional in andintermediate which new material a methods beginning grades. independently. of isattack made of of unfamiliar theThe independent silent words reading shouldstudy rate skillsAt bemust the introduced. needed thirdin- grade level, many children are ready for the transition Children must be able to handle both factual verylengingimportance. necessary. materials. Children Continuous should growth also inbe essential encouraged reading to read skills more isTeacher of chal- vital guidance and a well-planned reading program are still andforAll the childrenconstant more do.advancedrepetition not reach skills,of basicthis while stage skills otherssimultaneously. for mastery. will still need Some simpler will be materials ready EXPECTANCIES IN THE TEACHING OF READING DEVELOPMENTAL READING WordPhonetic Recognition Analysis Consonants Vowels Uses(c,Rec.ognizes k, skillss, for the determining variant sounds hard of and single soft consonants consonants introduced z, g, x). soundUnderstandsoneRecognizes sound. the that variant digraphsdifferent sounds andvowel ofdouble singleletters vowels vowels give thestand same for vowelmore than (look, put; move, food; laid, say; her, *am). (o, ., I, o, u). L finalRecognizesearlier. position. consonant common consonantblends digraphs in initial, medial, and ( two-and three-letter ). . diphthongsUsessounds.Understands context thatas a silentkey to vowels pronunciation are often of visual new words clues tocontaining vowel (0i, oy; ow, ou). syllablesUnderstands(c and g thatthebefore principles thecertain digraphsu, i, blends v;governing and digraphs variant sounds are not of separated consonants in (bi, st, gr; eh, th, sh). voiced s and gh and ph have the sound of f. z, ed as t). Beginsoust,Recognizes. ound, to recognize manyoil). phonograms the unstressedscarcelyWhen vowel the heardor consonant schwe sound (kernel, pencil, trial). I follows a vowel, the vowel sound is (own, ought, Non, atch, one, (.1, I.). . NoticesUses skills additional governing words silent which consonants have silent introduced consonants. earlier. . at,Recognizes. a, 00, common digraphs andisWhen notdouble soundedwords vowels. end with the consonant I followed by AP, ui, au, ow, so (apple, puzzle). and ow followed by r). the L introducedUnderstands earlier and uses the principles governing vowel differences (gra de 2) . 43. READINGEXPECTANCIES DEVELOPMENT IN THE IN TEACHING OF GRADE THREE (continued) READING (continued) DEVELOPMENTALPhonetic Analysis READING (continued) ( continued ) Structural Analysis ( continued ) RecognizesBlendsnewUses words. phonogramsconsonant familiar and as phonetic vowel helps soundsto parts. pronunciation smoothly. and as aids in unlocking syllables.orUnderstandsUnderstandsKnows special how two-letter that to that divide syllables prefixes consonant compound do and not suffixes breakand are symbols hyphenated words into between consonant blendssyllabic units.(ch, sh, th). Recognizes. syllabic parts of words.soundUnderstandstains one in wordsvowel that ofsound. syllabica more syllable than division is one a word is anor aidpart in syllable. of a word whichdetermining con- vowel Observes. use of accent mark onRealizes syllablesUnderstandsHears the that as accented an accent that accent affects syllable is vowel placed in a word.sound. where it fits aid to pronunciation. correctly in . RecognizesObservesRecognizesSees vowel theone-syllable phonograms-indigraphfinal effect syllables asof onewordsaccent withsyllable.syllables. withon syllables. silent le. e. two-syllablesyllables.BeginsUnderstands to understand words that a theis a principlessyllablemeaning. when for found at (about, above). determining vowel sounds in the beginning of Structural Analysis . Uses syllabication. as an aid to pronunciation. .. endA Iffirstsingle thereofIf usually a there syllable.vowel are aretwohas usually two thevowels longvowels has in soundthe an together short accented and sound the in secondansyllable, unless accented is one syllable,silent. itthe comes at the of which is . RecognizesUsesRecognizesIdentifies the principles rootcontractions words words of formed structural in with inflected by more adding analysis orthan suffixesderivedprefixes one introduced earlier. forms.letter omitted.(NI,(di ily,s, im, lib). in, un, re). vowelIfsilent the vowel is usually in a controlledsyllableis issilent. by followed the by r, e, usually the first vowel has the long sound and the final r sound. the sound of the . suffix.RecognizesBeginsFinds and to understandmakeswords unusualformed and by compounduse changing theIf principles the words. firstf to vvowel in a word is followed by two consonants, of syllabication: and adding ending or the Word Analysis . UsesDiscriminates phonetic betweenanalysis wordsand context of similar clues form introduced (wonder, wander) earlier to un- . syllabletheI fif the consonanta word usuallyfirst vowelends usuallyends in in lewith a precededbeginsword the isfirst the followed by secondof a the consonant, two by aconsonants. syllable. single consonant,the consonant usually . UseslockCombineslock new structural new words. words. word analysis attack and and context picture clues clues, as introduced earlier to un-needed. 44. begins the last syllable. Observes multiple meanings of words (bear, bear). EXPECTANCIESREADING DEVELOPMENTIN THE TEACHING IN OF GRADE READING THREE (continued) (continual) DEVELOPMENTALWord Analysis READING (continued) ( c ontinued ) Oral Reading RecognizesDistinguishes common synonymsbetween homonyms words and antonyms. of similar meaning (bear, bore). (looked, stared). . ReadsRe-readsStandsUses inpunctuationor ideaselections sits units,correctly, marksorallynot wordyet aswith comfortably. a units. guide increasing to expression. fluency. L Comprehension General Expectancies Selects a meaning. appropriate to the context. . GetsUsesReadsreading. the his aheadmeaning voice in toorder as transmit he to reads give emotion. and continuous reflects flow.interpretation in his ReadsRecognizesInterprets for detailsthe sequence main with idea ofincreasing eventsof sentences, in speed. a story. paragraphs, stories. . ListensPreparesIndicatesEnunciatesUses facial to for characterizationothers clearlyexpression oral readreading and and todevelops by helpnotices by preliminary voice.his pleasing expression.interpretation. silent voice quality. reading. . AnticipatesGainsUsesComprehendsand punctuation experience.skill outcomes in makingphrase as ofa and guidegeneralizationsstories. sentence to meaning. meaning. based on reading, observation, FUNCTIONAL READING . RecallsReadsmaterial.Distinguishes and facts follows and between events, more fact complex both and general fancy, directions. andrelevant and specific. comprehension. irrelevant Locating Information Books Uses the table of contents with greater facility. . ReadsAttacksspeakingIncreasesand longer study and vocabulary.comprehension selectionsskills.understands with new through speed, words an accuracy by enlarged using andpreviously reading, listening,learned words and . UnderstandsBeginsRecognizesSkims tableto use andofthe the contents purposeuses index the and to oftitle see divisionsglossary. page. what aof book books. contains. Rate. of Reading atReads approximately basic silent 120 reading words materials per minute. with satisfactory comprehension Pictures RefersDistinguishes to paragraph between on recreationala page when and citing work-type a location. material. . Adjusts speed of reading to the purpose. .. FindsReads answersdetails captions in to pictures. questions accompanying in pictures. pictures. 45. GRADE 3 READINGEXPECTANCIES DEVELOPMENT IN THE TEACHING IN GRADE OF READING (continued) THREE continued) LocatingFUNCTIONAL Information READING ( continued) (continued) Evaluating Information ( continued ) Begins to read independently for reports, information, and Dictionary ( Readiness ) letters.AlphabetizesDivides words words into in syllables a list according as an to aid to pronunciation. first, second, and third proveRe-readsproblem-solving. a point. to locate specific information, to verify an opinion, to UsesBeginsRecognizesUses accent picture to use mark diacritical dictionaries primary as an aiddictionary.marks as to for needed. pronunciation. long and short vowel sounds. Organizing Information Outlining Finds the main thought of a paragraph. Library EnjoysUnderstands the library that as the a libraryplace is a source for recreational reading. of information. OrganizesOrganizesPlaces subheadingsideas ideas according according under to to propertime obvious sequence. main cause-effectheadings. relationships. .. BeginsalphabeticalUnderstandsLearns to the use thatarrangement.significance card books catalog. are of grouped call numbers on books. by classification numbers and in Summarizing.. SummarizesBegins to classify in his own words words and ideasevents. them for future use. gained from reading. Maps,. Charts, and Graphs SelectsBegins tobooks find oninformation a certain topic for from reference books in the library. classroom use. Interpretive Skills .. SummarizesSenses humor ideas in andsituations. organizes Evaluating Information . LearnsBegins to "read"read and directions interpret simple maps.( N, (pictorial S, E, W) and on geographic) maps. storyRecognizesInterpretsI nterpretsIdentifies characters. storiesfanciful andemotional evaluates set stories in reactions,backgrounds with character motives, traits. imaginary characters. different from his own. and inner drives of .. printedUsesChecksKeeps his statements. inown with mind experience other the purposestatements as a formeans in the same his reading. of checking the validity of book. .. InterpretsShowsMakesContinues itIdgmentsgrowth ideas to implied,inform making and sensory draws but inferences. not images:conclusions. clearly sight, sound, touch, smell, taste. stated. 111111wa READING DEVELOPMENT IN GRADE THREE (continued) FUNCTIONALInterpretive READINGSkills ( continued (continued) ) EXPECTANCIES IN THE TEACHING OF READING (continued) BeginsIdentifies to interpretrecognize and reacts idioms story to theorand plot mood structure. of a passage, story, or unusual language. part-whole, poem. . Comparescause-effect,PerceivesImproves. relationshipsand in class. criticalcontrasts reading. ofideas, time, events, place,Recognizes sequence, false statements. details. Begins.. to read creatively. SelectsInterpretsRecognizesDiscards pertinent enriching irrelevant and ideas. appreciates imagery. statements. humorous ideas and events. . Assimilates.. ideas read. IntegratesUsesImagines judgmentideas detailsideas gained toread not formfrom withgiven. anreading previousopinion. to solve experience. problems in other areas. L 47. READING DEVELOPMENT IN GRADE THREE (continued) AIMS OF LITERATURE EXPECTANCIES IN THE TEACHING OF LITERATURE Aepr ec i a ti on and Taste in LiteratureImpression Expression (continued) . ContinuesEnjoys telling to dramatize stories to storiesthe group. and narrative poems. read.DevelopsBecomesBeginsContinues to awareincreasingbroaden to evidence of interestbeauty appreciation a keen andrange delightrhythm in for reading. illustrations. inin hearingthe sound books of words. and poetry favoriteMakesComposesSharesReads tobooksbook books. the original reports groupthrough storiesselections by discussion giving and ofpoems.funny withhis choice. orthe exciting group. excerpts from stories,BeginsstoriesExtendsIdentifies and tobiography. his identifystories poems. imagination as various imaginative, through types ofhearing true-to-life, literature; and reading poetry,or humorous. afanciful variety of Appreciation of Our Cultural Heritage worldAcquires and through the world literature ofothers. a broader understanding of his own UsesReadsDistinguishesliterature.Takes reading silently greater to for humor, interesta pleasure,greater pathos, in extentauthors with suspense. increasingas and a leisure-time illustrators enjoyment. ofactivity. children's Enjoysenvironment.Broadensadventures,Becomes American acquaintedhis biographies, interest folklore within American legends. theand literary "tall life tales". heritagebeyond hisof hisimmediate country: BeginsDevelopsEnjoysBeginsIncreases to hearing toindevelop store readcreasing storiesofstories attitudes sensory sPill withbeyond in whichimagery. morevisual his leadcharacters imagery.reading to permanent ability. and more interest compl;,x in plots. Enrichment of Experience and Extension of Information SouthwestBegins to recognize Indians, etc. cultural patterns in literature: Pilgrims, reading.Beginsin prose to and graspdevelopnotice poetry. the description understanding author's pointand characterization ofof theview. differences in and stories similarities and poems. IncreasesSelectsavailableShowsDiscovers continuingbooks understandingthere. in literature independently. interest a ofsource in time the of andlibrary both sequence enjoymentand the through variety and literature. ofinformation. books Expression Begins to noticedistinguish settings quality of stories in writing. and books. . literature.BeginsSelects toand evidence reads informational mental growth books. as a result of experiences in 48. . MemorizesParticipates shortin choral poems speaking of his choice. of poetry. READING DEVELOPMENT IN GRADE THREE (continued) AIMS OF LITERATURE (continued) EXPECTANCIES IN THE TEACHING OF LITERATURE TYPES OF LITERATURE (continued) Love of Country and Democratic Ideals. EnjoysReads simple hearingstories biographies about stories children and ofpoems American in pioneer about heroes.famous times. Americans. Poetry BecomesAppreciatesEnjoys hearingacquainted the rhythm,poetry with read. rhyme, several andkinds beauty of poetry: humorous, of poetry. Character and Ethical Values.. Appreciates the characteristicselements of fair of play generosity found in and folk and fairy tales.kindness in stories. Folk and Fairy Tales . ReadsInterpretsnature, poetry narrative, the independently.meaning etc. of poems. of farimisAdmiresliterature.Improves people the in characteristics as attitudes shown inand biographies behaviorof honesty, as courage,a result of them. of experiences in and perseverance BecomesContinuesRecognizes familiar to enjoydifferentthe "moral"with hearing versionsmany in and fables folk ofreading familiarand and fairy folk tales. folk and fairyfairy tales. tales. tales. Fun and Escape . EnjoysRecognizesEnjoys humor repetition, and in poetry enjoys alliteration, and humor rhymes. in and stories and "coined" words. books. Myths and Legends . EnjoysBegins mythsto appreciate explaining myths seasons, and legends read aloud.natural phenomena. Insighinto Personal Problems poems.Develops a sense of humor through hearing and reading stories and Nonfiction . EnjoysContinues hero storiesto enjoy depicting books about great nature: strength animals, stars. and honor. Understanding the Problems of .Others IdentifiesDevelops himself a feeling with of storybelonging characters. through group activities in literature. . Beginsscientists,Enjoys tostories enjoy explorers. about simple the books lives ofabout famous our country'speople: history. presidents, . DevelopsSympathizes understanding with the feelings of the andway ideasothers of think, story characters.feel, and act. Fiction sometimesEnjoys stories talk. about childrenanimals whoin are other parts of our country. depicted objectively, but who heEnjoys does. stories about children of his age who are doing the things 49. The reading program at the intermediate level builds upon the READING DEVELOPMENT IN GRADE The task of the teacher at the intermediate FOUR level is to help child- readingreadingandintroduced sentence habits is both to and structure.reading a skillsbasic materials tooldeveloped for learning which in the include andprimary a source more This is the period of widening interests, when grades. advanced ofvocabulary enjoyment and Children are variesrenprimarydividuals develop the readingtechniques withinmore matureskills. the of class. teaching Some reading pupils accordingneed continued to Others are readyreading for more habits advanced and abilities. word-analy- should bethe provided needsThe of in- teacher instruction in enrichment. EXPECTANCIES IN THE TEACHING OF READING sisfor and all interpretive children to skills.engage Time in recreational and encouragement reading. DEVELOPMENTAL READING PhoneticWord Recognition Analysis Consonants Vowels ( continued ) Understands and uses the variant sounds of the vowels, including y. Continuesconsonants to useimprove skills in for recognition determining and hard use andof variant (c, g, gh, s). soft consonants sounds of RecognizesUnderstandsRealizes that the thattheone common diacriticalvowelsvowel soundvowelare marking sometimes may digraphs, haveof vowels. silent severalsuch in as syllables.spellings.ea, oo. L . RecognizesRecognizes(b-lomb,introduced gh-right, silent earlier.all of consonants b-doubt, the common w-wrong, in reading consonant k-knee) blends - introduced e'clier, . UnderstandsintroducedKnows the soundearlier andthat usesaccentof the the commonaffects principles vowel diphthongs governing sounds. vowel (grade 2 ). (or; differences ou, ow). L soundsRecognizesUnderstandsincluding of qtr the (!,w).and common uses the consonant principles digraphs, of syllabication including ch, ph, th. of blends and the variant .Phonetic. Parts RecognizesUses phonetic immediately elements as common guides tophonograms pronunciation. introduced L Vowels. digraphsKnows introducedand uses the earlier. long and short sounds of the vowels. earlier (grade 2) L . Understandstall, sow) and . uses vowel sounds controlled by r, I, w (her, 51. READING DEVELOPMENT IN GRADE FOUR (continued) DEVELOPMENTAL READING (continued) EXPECTANCIES IN THE TEACHING OF READING (continued) Structural Analysis Recognizesearlier.Continues to and use understands the principles the of meaning structural of most contractions analysis introduced Syllabication earlier.Understands and uses the principlesIf the of first vowel in a word is followed syllabication introduced by two consonants, the RecognizesRecognizes(can't, I'll, possessive won't). and uses formsirregular of words verb forms. ., out the meaning of compound words (Jim's, boy's). . thesyllableIf consonantathe word firstusually ends vowei usualiy endsin in with abegins word the theis first followed second of the bytwo a consonants. le preceded by a consonant, the consonant syllable. single consonant, Recognizes(airplane, and fig rnerrymo; _ ,--hoolhouse). the meaning of hyphenated words Understands that syllables usuallydo not breakbegins between the last consonantsyllable. blends Root Words Continues(forty-four, tonimble-fa, use principles of plural endings :A). introduced earlier. RealizesofUnderstandsorKnows syllables.special thathow two-letter the syllabicationto relationshipdivide consonant compound is between an aid and to vowel hyphenated pronunciation. sounds symbols (eh, al, fh). words into syllables. and the numbs . UnderstandsendingsIdentifiesUnderstands ed root thatand words the that final ain single longer final words. consonant (after a ing. of a root word is dropped before the single vowel letter) . AppliesUnderstandswords.ObservesKnows simple how use the rulesofto divideprincipleaccent of syllabication words mark for dividingaswith an prefixes aidas words anto aidpronunciation. and containingin unlocking new suffixes into syllables. vowel digraphs. ginningUnderstandsis Understandsdoubled with before e.that that thean many endingfinal words y inis one-syllablechanged that end toin if beforeform their an es (leaf, leaves). words. plural by chang-ending be- earlier.Understands the principles for Adetermining endsingle of vowela syllable. vowel usually sounds has the short sound unless it comes at introduced the Prefixes and Suffixes ingRecognizes f to v and and adding knows the meanings of such prefixes as a, be, ex, silentIffirst usually has the longthere sound are and two the vowelsvowels second togetherin is an silent. accented in an accented syllable, syllable, onee, of usually the first vowel has the long sound and the final which is the Realizesre,ful, un,Recognizes ish, di thats,less, im, words ly, in.and ment, knowssometimes ness, the thmeaning contain (numbers), doubleof such ward, suffixes y. as suffixes able, er, em, (cheerfully, vowelIfa is usually controlledtheis silent. vowelby the inr sound. a syllable is followed by r, the sound of the 52. forgetful ness). READING DEVELOPMENT IN GRADE FOUR (continued) DEVELOPMENTAL READING (continued) EXPECTANCIES IN THE TEACHING OF READING (continued) Word Analysis UsesUsesnew phonetic words. structural analysis analysis and and context context clues clues introduced introduced earlier earlier to unlockto un- Rate. of Reading (continued)Adjustshe is reading. his silent reading rate according to the purpose for which . UnderstandsUseslock new picturespunctuation %voids. that as cluessynonymsantonyms as an to aid pronunciation toare meaning. words which and meaning. have oppositesimilar meanings. meanings. Oral Reading print,PreparesHas demonstratea purpose material for proficiency aheadreading of aloud time. ) (to inform, entertain, prove a UsesUnderstandsChoosesdifferent colorful othermeanings. thatwords words homonyms and as expressions. substitutes are words for whichsynonyms. sound the same but have ReadsUsesslower punctuationspecial conversation,atto adenote suitable type, calmness) marks such pace. building asto (faster italics,guide characterization. reading.for as amaterial guide to denoting expression. excitement, Comprehension General Expectancies FUNCTIONAL READING Reads directions and explanations effectively. RecognizesComprehendsAnticipatesI nterprets the connotationsoutcomes. phrasemain idea and of andsentence stories. denotations meaning. of words. Locating Information Books tion,ExpandsSkimsContinuesCompares and material skillpersonal toand in enlarge makingcontrasts to experience. find his generalizationscertain vocabulary.ideas, information.events, baseddetails. on reading, observa- . GainsrightUnderstandsUses date, skill with index,in facility theusing purpose glossary, thethe index..tables of list the of of partscontents maps of anda of book: books. illustrations. title page, copy- Rate of Reading DistinguishesDevelops furtherbetween the fact ability and fancy. to recall story events in sequential order. Pictures UsesStudies pictures pictures to answeras orientation questions for orstories to prove or units. a point. . Readsat approximately basic silent reading 170 words materials per minute. with satisfactory. comprehension UsesStudies pictures pictures as aidsfor details in carrying not given out directions. in context. (science experiment) 53. READINGEXPECTANCIES DEVELOPMENT IN THE TEACHING IN GRADE OF READING (continued) FOUR (continued) FUNCTIONALLocating Information READING ( (continued) continued ) Maps, Charts, Graphs Dictionary Locational Skills . ReadsGainsFindsUses skillcaptions mapsthe inanswers and reading and globes keysto andquestions toof interpreting locatemaps. on maps. maps. countries, rivers, cities. UseiUsesUsesfound. guidealphabetical sections words of sequence. tothe select dictionary the in correct to page on looking up words. find words with more rapidity. which a word is AnswersBeginsgraphs. to questions read and frominterpret information simple given graphs. in simple charts and Pronunciation.. Uses root words to find meanings of words. Reference Books Encyclopedia given subject. .. UsesUsesBegins a simplesyllabicthe to accent use pronunciation divisionsphonetic mark as spellingas an an key. aid aid toto to determinepronunciation. pronunciation.pronunciation. Atlas.. UsesDevelops alphabeticalguide skillletters in arrangement tousing find cross material to on a references. locate information. Meaning. AdaptsSelectsUses synonyms'meaningthe appropriate toand context. antonyms meaning as an of words. aid to meaning. . BeginsorUnderstands states. to use that an atlasan atlas to find contains a information. number of maps of countries Library . usedUnderstands in sentences) and uses other aids to- meaning. (pictures, words Other. BeginsPeriodical to use Indexes, specific Junior reference Book of books. (World Almanac,Authors ) . UnderstandsUnderstandsContinuesLocates the books toand purpose use uses through the alphabetical ofcard the the catalog author, use of arrangement to the.card catalog. find information.title, and subject cards. in the library. Evaluating Information . QuestionsRealizesKeeps the that purposevalidity printed forof printedstatementshis reading statements mayin or at may not mind. times. be true. 54. . Begins to use picturereference and works, such as pamphlet file. dictionaries and encyclopedias. . READING DEVELOPMENT IN GRADE FOUR (continued) t° EXPECTANCIES IN THE lim/TEACHING OF READING (continued) EvaluatingFUNCTIONAL Information READING ( Uses own experience as a means (continued)continued) of checking the validity of printed Interpretive Skills Interprets stories set in ( continued) backgrounds different from known facts. his own. . statements.ChecksChecksChecks copyright with statements other dates statements as with an those made in newspapers, aid in theevaluating same book. information. magazines, other . FiguresRelates-isolatedstoryRecognizesUnderstands out characters. unknown emotional character incidents to facts on the basisrolesreactions, of in stories. motives, and the central idea of a story. inner drives of Organizing Information Outlining books. interpretsGainsMakesRecognizesIdentifies skill judgments ideas and instory implied,evaluates problem and or interpreting and appreciating draws conclusions. characterbut traits. not directly stated. plot structure. figurative, idiomatic, UnderstandsUnderstandsDevelopsDetermines an how whenunderstandingthe to correct afind topic the form of an outline.will be (useuseful.of subtopics.topic of a paragraph. of Roman numerals, Beginsandpurpose.Begins picturesque to to identify identifyevaluate elements an and react language. author's purpose in writing. of style. to ideas in the light of the author's L Summarizing. capitalForms letters a sentence ) covering main ideas in a paragraph. .. Perceivescause-effect.FormsIdentifies and relationships reacts and to reacts sensory to of time,the place,mood orsequence, tone of a passage, images. part-whole, story, or .. StatesWritesSummarizes importantsummary and pointsof organizes a story expressed in discussion. in threeideas or for four the sentences. purpose of remembering them. . Strengthenspoem.Assimilates meaning ideas read. by UsesI ntegrates ideas gained ideas read from reading to solve associationwith his previous and logical experience. problems in other areas. relationships. Note-Taking.. TakesLearnsNumbers notes to thetakein ownnotes notes words. taken. only on important points. AppliesModifies to behavior everyday and living thinking as a result of his ideas gained through reading. reading. Interpretive Skills . Senses subtle humor in descriptions and situations. 55. READING DEVELOPMENT IN GRADE FOUR (continued) AIMS OF LITERATURE EXPECTANCIES IN THE TEACHING OF LITERATURE Appreciation and Taste in literatureImpression Evidences keen delight in books and poetry read by adults. Impression (continued) Begins to recognize elements of style, kinds of humor, and BeginsBecomesReadsDevelopsEnjoys in to widerhearing awaredistinguish increasing fields of stories beauty betweenand appreciation beyond withand rhythm fictiongreater his readingfor and inindependence. illustrations. the nonfiction. ability. sound of words. . didBeginsCherishesEnrichespicturesque or did to vocabulary evaluateandnot language. appealrereads a through selection tofavorite him. wide boorsof literature reading. and stories. and realize why it Readsbiography.IdentifiesstoriesExtends forand his pleasurevarious poems. imagination typeswith increasing ofthrough literature: hearing enjoyment. poetry, and readingfanciful astories, variety of Expression MemorizesParticipates poemsin choral of hisspeaking choice. of poetry. . ren'sBecomesBeginsUses literature. reading to acquaintedinterestedlook to for a greaterbooks in with the by outstandingextentlives favorite of as favorite a authors leisure-timeauthors authors. and of poetryillustrators activity. and prose.of child- SharesReadsPlansComposesTells dramatizations selections booksstories original with to ofthe others his storiesgroup.of choice stories through and to and poems. thediscussion narrative group. and poems. reports. BeginsReadsDistinguishesI ncreasesDevelops stories to recognize store withhumor, increasing ofmore story sensory pathos, characters problems skill imagery:and in suspense.visual andor plot sound,more imagery. structure. complex touch, smell, plots. taste, sight. Appreciation of Our Cultural Heritage ShowsBegins interestto make in both building oral and personal written library. book reports. . BeginsNoticesandDevelops poetry. to description understandingattitudesevaluate thewhich and theme characterizationof lead the of todifferences a permanent story and in and stories the interest similarities behavior and in books.reading. of in its prose Enjoysadventure,BecomesofAcquires others American athroughacquainted broaderbiography, literature.folk-lore understanding with legend, the and literary etc."tall of his tales."heritage own world of our and country: the world worth.Beginscharacters. to noticegraspdevelop thesettings taste author's inof selectingstories point of and view.stories books. and poems of literary timesBeginsin literature: and to in appreciaterecognize other Pilgrims, parts contemporarythe of Southwest contributionsthe world. Indians,and of historical other Eskimos, people cultural etc.in otherpatterns READING DEVELOPMENT IN GRADE FOUR (continued) AIMS OF LITERATURE (continued) EXPECTANCIES IN THE TEACHING OF LITERATURE (continued) Enrichment of Experience and Extension of Information DiscoversavailableShows continuing in there. literature interest a source in the of bothlibrary enjoyment and the variety and information.of books Fun and Escape FindsEnjoys satisfaction humorrepetition, in poetry and alliteration, enjoyment and rhymes. and in "coined"reading about words. humorous . SelectsIUses ncreasesBeginsEvidences the and libraryto his readsdevelop mental understanding frequently informational growththe ability and asof a time toindependently books.result judge and of sequencethe experience accuracy to select in through literature. of material read.literature. books. Insait into Personal Problems experiences.DevelopsExhibits interest a sense in of finding humor humorous through enjoyment books for ofpersonal literature. reading. BeginsI ncreases to readdevelopin knowledge periodicals a sense of of forscience historical enjoyment and events.geography and information. through reading. FindsinDevelopsIdentifies literature. satisfaction sensehimself of inwithsecurity vicarious certain and experiencesstorybelonging characters. through that meet group activities his basic Love of Country and Democratic Ideals EnjoysEnjoysReads hearing biographies stories and of lifereading of inAmerican various stories periodsheroes. and poems of our about country's history. famous Americans. Understanding the Problems of Others needs for achievement, for aesthetic satisfaction, and for change. Character and Ethical Values alDevelops books and ideals poems. of patriotism through hearing and reading inspiration- Growsspeak.SympathizesofDevelops experiences in understanding understanding with in the literature. feelings of human of theand wayandideas aesthetic people of story think, feel, act, values as a characters.result and booksAppreciatesand contemporary and stories. the characteristicselements literature. of fair of play generosity found inand folk kindness and fairy found tales in PoetryTYPES OF LITERATURE . ImprovesAdmiresBeginsliterature.as shown theto in develop attitudes characteristicsin biographies personal and behavior of standards honestythem. as a ofand result ethics. courage of experiences of famous people in .. AppreciatesDevelopsEnjoys hearing wider the poetry interestrhythm, read. in rhyme, poetry. and mood of poetry. GRAbE EXPECTANCIES IN THEREADING TEACHING DEVELOPMENT OF LITERATURE IN (continued) GRADE FOUR (continued) ti I PoetryTYPES ( OFcontin LITERATURE ued) (continued) Becomes acquainted with various types of poetry: humorous, lyric, Folk and Fairy Tales ReadsGrowsarid narrative. poetry in ability independently. to interpret the meaning of poems. RecognizesBecomesContinues familiar interest differentthe "moral" within folkversions folk in and fables and fairyof fairy familiarand tales. talesfolk fairy tales.of various tales. countries. Myths and Legends . ReadsEnjoys mythshero having stories of myths, various depicting legends, countries. great and courage hero stories and strength. read aloud. Science and Nature . Reads simplebooks booksabout nature:on technology. animals, stars, seas. Biography and History . athletes,Enjoys biographies etc. of famous people: presidents, scientists, Fiction . Enjoys truestories stories of animals of our country'sdepicted objectively.history. 58. EnjoysEnjoys stories truestories stories about of adventure ofchildren the past. in in other daily lands. life: camping, school, sports. SUGGESTED LIST FOR TEACHING LITERATURE GRADE FOUR and GRADE FIVE UnderstandingPROSE Our Friends in Nature PROSE*Ruskin, JohnRounds, Glen 01'The Paul, King the of Mighty the Golden Logger River (Legend) (Fairy Tale) *Bond,*Atwater, Michael RichardCoblentz,Clark,Bontemps,Anderson, Ann Cafaerine ClarenceArnaNolan Mr.TheBlueASalute ThePopper'sBear Blue Canyon Fast(Horses) Called Cat SoonerPenguins Horse ofPaddington Castle Hound Town (Dogs) *Thorne-Thomsen,Thurber,Uchida, GudrunJames Yoshiko TheManyEast Dancing 0' Moons the Sun Kettle, (Fairy and and Tale)West Other 0' the Japanese Moon(FairyFolk Tales) Tales Lofting,Lawson,La.Selden, HughRobert George nry, Marguerite n, Robert RabbitMistyTheThe ToughofVoyagesStory Hill CricketChincoteague (Animals) of Winter Doctorof in Doctor Times (Animals) Lbolittle DoolittleSquare (Animals) (Cricket (Animals) and *Atwater, RichardFenner,Cleary,Fun and Beverly Phyllis Nonsense HenryMr.Time Popper's Huggins to Laugh: Penguins (Boys) Funny Tales from HereThere and *White, E. B.Stong,Stolz,Sharp, Mary MargeryPhil BellingStuartCharlotte'sHonk,The Rescuers theLittlethe TigerMoose Web (Mouse) (Mice) (Mice) (Pigs - Spiders)Cats) *Lear, EdwardMacGregor,McCloskey,Steele, William EllenRobert DavyMissHomerComplete PickerellCrockett's Price Nonsense (Boys) Goes Earthquake Book to Mars (Tall(RealisticNonsense) Tale) *Yashima, TaroWhite,Fairy E. Tales, B. Myths and Legends, Folklore The Golden Footprints (Foxes) *Butterworth,*Bailey, CarolynImagination, Oliver Make-Believe, Magic, Fantasy MissThe Hickory Enormous (Dolls Egg - (ImaginationImagination) - Dinosaurs) *Andersen,*Cooney, Andersen,AesopBarbaraHansDickens,Collodi, Christian CarloHans Charles Christian TheThumbeEmperor'sFables MagicAdventureLittle of lina AesopNewJuggler Fishbone (Fairy ofClothes (ed. Pinocchio (LegendTale) (Fairyby Joseph -Tale) (FairyFrench) Jacobs) Tale) Godden, R:Amer Rumer ImpunityMissTwigCandyThe Happiness Dolls' (Make FlossJane House Believe)(Dolls(Dolls and (Dolls Miss -- Imagination)Imagination) Flower- Imagination) Imagination)(Dolls - Grahame,Gig,Duvoisin,Harris,Grimm Wanda Brothers JoelKennethRoger C. TheUncleFavoriteTheTales Three Reluctant from Remus FairySneezes Grimm (Fairy DragonTales (Fairy (Fairy Tale)Told (Fairy TaleTale in Germany Tale)- Swiss)German) *Travers, Lindgren,Kendall,PamelaTravers,Jones, ElizabethCarol Astrid Pamela MaryMaryPippiThe Poppins LongstockingPoppinsGarnmage (Imaginative Comes Cup (Humorous Back(Creative - Humorous) (Imaginative - Fantasy)Humorous) - Haviland,Jacobs,Hutchinson,HavilandHaviland, JosephVirginia Virginia Veronica JatakaFavoriteChimneyFavoriteFavorite Tales FairyFairy FairyCorner Fairy(retold TalesTales Tales StoriesTales byTold Told ToldEllen Told in(Fairy in Norwayin C.Russia in Ireland Babbitt)Tales)England Travers,The World Pamela of Science and Nature Mary Poppins Opens the Door (ImaginativeHumorous) Merrill,Lewis,Lang,Kingsley,McCormick, Andrew C. Jean CharlesS. Dell PaulTheBlueThe Lion,WaterBunyanFairy Superlative the BookBabies SwingsWitch Horse (Fairy and His the(LegendAx Tales) Wardrobe (Legend) -(Fairy China) Tale) McCloskey,Holling,Slough,Adamson,Buff, Mary GlennHolling Joy Robert C. AfterTimePagooElfElsa Owlthe (True of (LifeSun Wonder(Desert StoryGoes Cycle Animals)(Maine Downof of a theLioness) -(The HermitSeasonal) Story Crab)Animals of at Night) *Milne,*Recommended A.Perrault, A. Charles for reading aloud FavoriteThe World Fairy of Tales Pooh Told(Fairy in Tales) France *Mowat, Farley Owls in the Family 59. SUGGESTED LIST FOR TEACHING GRADE FOUR and GRADE PROSE LITERATURE (Continued)FIVE Myst.* PROSE , Suspense, Science Fiction 44/ Aulaire,Aulaire, Ingri Ingri d' d' ColumbusBuffalo Bill *Hollins,Cameron, HoningDuBois, Eleanor C.William F.ddle-to-the-SeaTheStowaway Great Geppyto the Mushroom(Mystery (Adventure - PlanetCircus) throughplanetary (Interthe Voyage) Great Lakes) *Bulla, ClydeHenry,Dalgleish,Foster, Marguerite Genevieve Alice WyattBenjaminAndrewSquint* TheodoreTheEarp: WestColumbus U.Jackson S.andRoosevelt Marshal His Story Cat Grimalkin Kastner,Jones,MacGregor, Ruth Erich Ellen MissEmilBoy of madPi(:kerell the the Pyramids Detective Goes (Mysteryto Mars (Science in Egypt)Fiction)Berlin) (Mystery in Lawson,Holbrook,Wheeler,Syme,Politi, Ronald LeoRob-rt Stewart Opal StephenTheyBalboa:The Were Mission Foster FinderStrong Bell and ofand (Father Histhe Good LittlePacific Serra)(American Dog TrayForebearers) OurClark,Catr,Buff, Country's Mary Ann Nolan Story ChildrenDancingIn My Mother'sCloudof the Covered(Navaho House WagonIndians)(Pueblo (OverlandJourneys to the Pacific) Indians) MakingBishop,Buff, History Mary Claire Come Alive ThePancakes-Paris Apple and the (World Arrow War (Switzerland II - PostLegendExperiences war - of William of a Tell)French Boy) *Dalgliesh, Dalgliesh,Coatsworth,Alice Alice Elizabeth AwayAmericaTheThe GoesCourage Matchlock Begins Sally of (New Sarah(Discovery Gun England (FrenchNoble and (Pioneers -andtion) IndianConnecticut Wilderness) Explora- 1800) in *McSwigan, Delingeli,Marie Marguerite TheSnow Door Treasure in the Wall (Norwegian (Crippled children's boyperiencesknighthood) wins ex- during Nazi occupation) *Edmonds, WalterHolling,Hoff,George,Meigs, Carol JeanHolling Cornelia C. JohnnyMyTree SideThe in TexasWillowof the the Trail (TexasMountain Whistle (Sante in (Friendship1834) Fe Trail) Warwith - Heroism of Young Boy) *Burnett, LearningFrancesBishop, to Claire Understand Ourselves TheAll Alone Secret (Friendship) Garden (Regaining health) *Wilder, LauraSteele, IngallsInv William Ps LittleFarmerWinter House DangerBoy (New in (Tennesseethe York ;JigDakota WoodsState - Frontier Indians) (Frontierand Life) Pioneer - Wisconsin) 1868) Carlson,Daringer,Enright, Natalie Helen Elizabeth A AdoptedPet'The for Saturdays the Jane Orpbelines (Orphans (Family (Orphans- changingrelationships Newand- family home York-France) situations)City) *Wilder, Laura Ingalls LittleOn theHouse Banks on ofthe Plum Prairie Creek (Kansas (FrontieronPioneer - Minnesota Life life on Prairie) the prairie) *Estes, EleanorEstes,Enright, Eleanor Elizabeth TheThenThe Hundred There MoMiddle / fatsWere DressesMoffat (Family Five (Family(Suffering (Changing relationships) relationships of familyand onewho home is different) situations) Aulaire,GrnatAulaire, Men Ingri and Ingri Women d' d' Ingri d' PocahontasLeiBenjaminAbraham / the Lucky Lincoln Franklin Estes,Friedman,Estes, Eleanor Eleanor Frieda TheRufus Janitor's M. (Family Girl (New relationships York - apartment - living)old7 10year boy) year old girl) *60.AuAulaire, laire, IngriRecommended d' for reading aloud Ingri d' George Washington Nordstrom,Gates,Seredy, Doris Kate Ursula SensibleAThe Tree Secret Kate for languagePeter (Orphans (Philanthropy (Boarding and orphanages) School)- Christmas) SUGGESTED LIST FOR TEACHING LITERATURE (Continued) GRADE FOUR and GRADE FIVE UnderstandingAulaire,PROSE Ingri Other d' Countries, Cultures and Minority Groups Children of the Nortbligbts (Lapland) Stevenson,Rosetti,Rosetti,POETRY Christina Christina Robert L. WindySpringAll Things NightsQuiet Wait Upon Thee Clark,Carlson,Bothwell, Ann Natalie Jean Nolan InLittleTheFamily My Little Navajo Mother's under Boat Bluebird HousetheBoy Bridge (Kashmir (Pueblo(Navaho (Gypsies -Indians) House-Indians)boats)France) - Tennyson,Teasdale,Wylie,Wordsworth,Whittier, Elinor SaraAlfredJohn William G. VelvetTheSnow-boundFlowerStars Daffodils Shoesin the Crannied Wall *Ciedle, EllisDeAngeli, Marguerite Henner'sBrightDown,Thee, AprilDown Hannah! Lydia (Negroes the (Pennsylvania Mountain(Quakers - Girl -(Mountain Scouts)Philadelphia) Dutch)South) life - Masefield,Kipling,Field,&mane* RachelRudyard andJohn Adventure The SeaIfSmuggler's Once Fever You Song Have Slept on an Island Hunt,Flora,Fitch,Faulkner, Mabel FlorenceJames Georgene OneMelindy'sBenjie'sThe God Fabulous - MedalTheHat (QuakersWays Firework (Negroes) We -Worship FamilyNorth Carolina) Him(MexicoFireworks)Catholics, (Jews - Protestants) Millay,Stevenson,Miller, Edna Joaquin RobertSt. Vincent L.L TheRequiemColumbusEel-grass Vagabond *Leaf,*Lattimore,*Hunt, MunroMabel Lenski,Eleanor Lois StrawberryLittleWee GirlPear Gillis Witb (China)Girl (Scotland Seven(Florida Names - Crackers)Highlands (Quakers)Lowlands) and Carryl,Carroll,Humor, CharlesLaughter,Lewis and Nonsense TheI Met WalrusPlaint a Man of and the the Camel Carpenter *Spyri, JohannaUnnerstad,Taylor,Stuart, JesseSydney Edith TheAll-Of-A-KindHeidi BeatinestSpettecake (Switzerland Boy FamilyHoliday (Kentucky - life (Jews (Sweden in the in - MountainNewAlps)life) -life) Farm York) Riley,Gilbert,Cowper,Cole,Ciardi, William James John SirWilliam William W. TheThe TheDivertingHumorous Yarn Raggedy of Historythe PoetryMan "Nancy of for John ChildrenBell" Gilpin POETRY Wilson, Leon This Boy Cody (Tennessee Mountains) OurBengt,Benet, Country's Rosemary Story and Stephen NancyJohnnyAbraham Hanks Appleseed Lincoln NatureDickinson,Cone,Bryant,Blake, HelenWilliam William Emily AToThe DandelionsBird a LambWaterfowl Came down the Walk Hemans,Guiterman,Emerron,Daly,Bennett, Thomas Henry RalphFelicia Arthur W. ConcordLettlaTheTheDaniel Flag GiorgioOregonLanding Hymn BooneGoes TrailWasheenton Byof the Pilgrim Fathers Kilmer,Holmes,Frost,Farjeon,Dickinson, Robert JoyceOliverEleanor Emily TreesTheStopping RunawayNightChamberedGrass by Will Woods Never Nautilus on Stay a Snowy Evening Longfellow,Lindsay,Scott,Miller,McCrae, Sir JoaquinVachel John WalterHenry W. PaulBreathesTheInAbraham FlandersRevere's Defense ThereLincoln FieldsRideof athe ManWalks Alamo at Midnight *RoconsmondodMilLowell, lay, EdnaJames St. forR. Vincent reading aloud AfternoonJune on a Hill Whitman,VanThayer,Whittier, Dyke, Ernest Walt JohnHenry C. IOh,Casey HearBarbaraAmerica Captain! Americaat the forFrietchie MyBatMe Singing Captain! 61. SUGGF31 ED LIST FOR TEACHING LITERATURE (Continued) BalladsPOETRY GRADE FOUR and GRADE FIVE POETRY Lomax,Loesser, John Frank and Alan RodgerCowboy Young Songs and Other FrontierGood-by,GitA Ballads Home Along, Old on Little thePaint Range Dogies Peterson,Werner,Untermeyer,Rasmussen, IsabelJane CarrieLouis TheRainbowLet'sThe GoldenFirst Say Golden inBookPoetry theBook Treasury Sky of Together ofPoetry Poetry of Poetry Pound, Louise American Ballads and Songs MyTheThe Father'sDesperado RichLittle Young GrayOld Sod Mare Farmer Shanty on the Claim Aldis,IndividualWithers, Dorothy Carl Poets A AllRocket Together in My Pocket Sandburg,Understanding Carl Other Countries and CulturesThe American Songbag Red Iron Ore Frost,Field,Farjeon,DeBengt,Behn, la Mare,HarryRobert. RachelWilliam Eleanor Walter Rose YouPoemsComeWindy Come Hither Morningfor ChildrenYouthToo BalladsBrowning, and NarrativeRobert Poems HowAn Incident They Brouht of theGhent theFrench Good to Camp Aix News from Milne,Sandburg,Richards,Millay,Lear, A. Edward A.Edna Carl.Laura St. Vincent EarlyTinaThePoemsA Book World Moon Selected of Nonsenseof Christopher for Young Robin People Kipling,Cook,Longfellow,Campbell,Browning, Eliza Rudyard Thomas HenryRobert Wadsworth The GungaKingWreckLordThe Bruce PiedDin Ullin'sof the Piperand Hesperus Daughter the of SpiderHamelin &AloeThompson, Index Blanche le Poetry Silver Pennies Southey,Scott,Newbolt,Nathan,Miller,Tennyson, Sir Alice Robert RobertSirWalter AlfredHenry TheYoungDrake'sDunkirkWhite InchcapeCharge Cliffs Lochinvar Drum of Rock theDover Light Brigade Brewton, John and Sara lndev to Children's Poetry and Supplements Assoc.Arbuthnot,Anthologies for ChildhoodMay Hill , Time for Poetry Cole,Cole,Ferris,Brewton, William William Helen SaraJohn Education IHumorous WentFavoriteUnderBridledSwig towider the thewith PoemsPoetry Tent Animalthe Rainbows SilverofforOld the ChildrenFair and UmbrellaSky New 62. Love,Love,Huffard, Katherine Katherine G. T. MyA PoetryPocketfulLittle LaughterBook of Rhymes READING DEVELOPMENT IN GRADE FIVE vancedemphasis,study techniques skills and of attention phoneticfor the iscontent andgiven structural areas.to increasing At this level, emphasis is placed on the Silent reading receivesanalysis, the major comprehension, and theefficient rate ofuse reading. of reading Ad- in areusingfor continued projectsreference onand books an reports. for locating Re-teaching and The teacher plans activities which individual or small-group basis, as needed. readinginformation continue to and receive organizing emphasis material involve extensivereinforcement practice of in basic skills Activi- interpretation are also taught. EXPECTANCIES IN THE TEACHING OF tiesin ina balanced literature reading and recreational program. READING DEVELOPMENTAL READING WordPhonetic Recognition Analysis Vowels (continued) by r. Consonants. UnderstandsRecognizes and that uses consonants correctly are the sometimes variant sounds of single consonants.silent (9 in gm; k in kn; .. RealizesPerceivesRealizesUnderstandsPerceives that that the vowelthe vowelvariant and variant sounds uses sounds sounds soundsthe are principlesare of controlled ofdigraphs controlleddiphthongs oy I and w. governing vowel differences and double vowels. (r)u, ow; oi, oy). .. Recognizesblendsdigraphsh in 0;introduced w introduced and in pronounceswr). earlier. earlier. fluently all ( grades 1-3) ( grades 1-3) of the common consonant Phonetic Pans introduced earlier. (grade 2) pronunciation. Vowels. sonants,Understands digraphs and uses and theblends. principles of syllabication of double con- Structural Analysis . (gradeRecognizesUses phonetic 2) immediately elements as common guides to phonograms introduced earlier. . Recognizesings.Knows(a, a,the long and anduses short the variant vowel sounds a, a, re). ofand vowels their diacritical mark- .. earlier.UsesRecognizesKnows more (grade efficientlyall irregularof 4 the ) common the plural principles forms contractions. of words. of structural analysis introduced .. PerceivesRealizes(trial, kernelth that e sound vowels of arevowels sometimes in - the use of the schwa symbol). unaccented syllables silent. . FiguresRecognizes out the singular meaning and of plural unfamiliar compound words. possessive forms. 63. READING DEVELOPMENT IN GRADE FIVE (continued) DEVELOPMENTALStructural Analysis READING ( continued) (continued) EXPECTANCIES IN THE TEACHING OF READING (continued) Word Analysis (continued) Root. Words Understands and uses the principles governing root words introduced . Continuestext.UsesUnderstands speaking to use theand punctuation differences listening vocabulary asin forman aid and to as meaning.meaning clues to ofmeaning synonyms, in con- Prefixes. and Suffixes Identifiesearlier. (grade root words 4) in inflected or derived forms. Comprehension . Understandsantonyms. homonyms, these forms homographs. in context and uses them in written work. . RecognizesRecognizesLearnsearliermils, the. tele. and meaning and knows knows of the theadditional meaning meaning prefixes,of of common common such prefixes suffixes as introduced introduced (grade 4) anti, cam, de, General. Expectancies AnticipatesInterprets outcomes. the main idea. UsesLearnsearlier.ous, knowledge the (grade meaning 4) of prefixes and use and of additionalsuffixes in suffixes, independentdon, such wordhood, as mos, attack. 1st, or, ship. .. GainsNotesStudiesUnderstands andskill a remembers passagein makingmany effectively.descriptive correctimportantgeneralizations sequence. words details. andfrom phrases. material read. Syllabication. UsesUses the the principles principles governing of syllabication vowel sound introduced in syllables earlier. introduced (grade 4) . ReadsSurveysThinksLooks the a atof headingschapter pictures,questions or in captions,story. aboutbold type. information maps, and he charts. seeks. . earlier.Uses. principles (summary of - syllabication grade 4)Identifies asRecognizes an aid theaccentedin pronouncing numberopen andand of closed unaccentedsyllables words. syllables. in syllables.a word. Rate. of Reading SummarizesSkimsReads tomaterial find 2nd the for organizesanswers pertinent to ideas questionsinfccmaticn. for the formulated. purpose of remembering. Word Analysis . Uses the principles of syllabicationPerceives in independent the effect word of a attack.shifting accent. .. AdjustsDevelopsatReads approximately basic his reading silent silent 190reading ratereading words sufficient rate material per according minute.for with comprehension. satisfactoryto the purpose comprehension for which he 64. . toContinues unlock new to use words. phonetic and structural analysis with context clues .is reading . Reads rapidly to get the gist of material. READING DEVELOPMENT IN GRADE FIVE (continued) ComprehensionDEVELOPMENTAL (continued) READING (continued) EXPECTANCIES IN THE TEACHING OF READING FUNCTIONAL READING (continued) (continued) Rate of Reading (continued) . Reads carefully for details. Pictures. (continued) Uses pictures toas explainaids in carryingwords and out places directions. in the news.(science experiment) Oral Reading .. SReads Readskims analyticallyto narrative find answers. rapidly to outline. to keep pace with the story. Dictionary. - Glossary Skills Locational Skills . ObservesHas a purpose standards in.reading of oral readingaloud. introduced earlier. 4, RecognizesUses guide and words uses with alphabetical increasing sequence skill. with increasing skill. . ReadsUsesDeterminesPrepares punctuation directionsat amaterial suitable emotional and marks ahead pace. explanations tone andof oftime. special reading effectively. type and as uses guides it in to expression. expression. Pronunciation. UnderstandsUsesUnderstands dictionary that to thethere find use areexact of severalspeciai spelling kindssections of ofa word.dictionaries.of a dictionary. LocatingFUNCTIONAL Information READING .. InterpretsUnderstandsComparesfacility. pronunciation pronunciationthe function keysof keys pronunciation and in diacriticalbooks and keys marksdictionaries. and symbols.with greater .Books. tableUsesRecognizes of table contents, of and contents understandsforeword, and indextitle the page,purpose with facility.appendix, of parts ofindex. books: preface, Accentuation. UnderstandsUses accent marks the effect as guides of accentshifting to pronunciation. on accent vowel on sound. meaning. Pictures. UsesStudies pictures pictures to asanswer orientation questions, for units prove or atopics. point, or interpret stories. . RealizesRecognizesRealizes that the accentedprimary the effect accent and partsof lackissecondary ofon ofcompound the accent root accent. wordin words. unstressed in affixed syllables. forms. . ofStudies a point pictures in context. for details not given in context, or for clarification 65. EXPECTANCIESREADING IN DEVELOPMENT THE TEACHING IN GRADE OF READING (continued) FIVE (continued) FUNCTIONALLocating Information READING (continued) Reference Books Dictionary - Glossary Skills Meaning (continued) Encyclopedia UsesUnderstandsUses alphabetical guide letters the arrangementpurpose to find of material topical to on a locate information.headings. given subject. . read.SelectsRealizesUses synonyms the that appropriate many and words antonyms meaning have as to variedaids meanings. to meaning. fit the context of material . UnderstandsLearnsarticles.Understands to use the the thepurpose purpose index of volume ofcross bibliographies at the close of the of thereferences. encyclopedia. Library. UnderstandsUses the card and catalog uses withauthor, greater title, reference cards. facility.subject cards. Atlas.. Gains skill in using an atlas to findlocate special places information. geographically. .. UnderstandsUsesLocatesUses reference picture books thethe purpose arrangementandonworks, a pamphlet given suchof cross topic asof or file. dictionaries and encyclopedias.books on shelves.by a given author on shelves. Other Authors,Uses specific Periodical reference Indexes, books. etc.) (World Almanac, Junior Book of Maps, Charts, Graphs rainfall,Reads and population) interprets several kinds of maps. (political, physical, . governmentBeginsseekingUnderstands to information. useuse agencies) the newspapersinformation difference and services. between magazines for information. fiction(Chamber and non-fiction of Commerce, in ReadsUnderstandsBeginsetc.)Gains and skill to uses read in scale captions,locatingother and kinds symbols places keys, of maps. andon maps. of maps. legends of(historical, maps. road) (countries, rivers, cities, Evaluating Information Evaluates relevancy of material to topic being studied. . AnswersReadszones,Uses maps and climate. simple interpretsto determine questions several from kinds reading maps, directions, distances, land formation, of graphs. (land,graphs, bar, and circle) tables. time RecognizesBeginsEvaluatesComparesment ofto evaluateopinion.validity thestatements difference ofcompetency statements with between those read. on a statement of author to make the statements. the same topic in other books of fact and a state- 66. . Answers questions that require interpretation of maps, graphs, tables. and newspapers. EXPECTANCIESREADING DEVELOPMENTIN THE TEACHING IN OF GRADE READING FIVE (continued) (continued) EvaluatingFUNCTIONAL Information READING (continued) (continued). Checks copyright dates. Interpretive Skills RelatesFigures outisolated unknown incidents facts tofrom the those central already idea of a story. known. Organizing In formation Outlining. Evaluates information in terms of his own experience when possible. . UnderstandsGainsRecognizesInterprets increasing figures character the relationship ofskill speech.roles in critical in of stories. 'ideas. reading. .. UsesOutlinesGains correct skill topics in outline using or discussion formform offor outlining majorin more and detail.introduced minor topics earlier. and sub-topics. Gains. increasing skill in creativeWeighsMakesInterpretsDraws readin inferences. evidence. conclusions altitudes, g. feelings,from reading. character traits. Summarizing. GainsSummarizes skill in and classifying organizes information. ideas for the purpose of remembering. . GainsSensesInterpretsImagines new and enriching ideas enjoysdetails and humor. not imagery. insights given. from reading. Note-Taking Improves in note-taking. . Assimilates. and applies ideas read.AppliesModifiesIntegratesUses judgment to behavior ideaseveryday in read forming and livingwith thinking his conclusionsideas previous as gained a result fromexperience. through of reading. reading. reading. .. ArrangesSStatesSelects elects main andimportant ideas states idea in of sequence.supportingmainsupporting an entire idea of details.selection.details. each important paragraph. andCombines solving materials problems. from various sources in making decisions 67. READING DEVELOPMENT IN GRADE FIVE (continued) AppreciationAIMS OF LITERATURE and Taste in Literature EXPECTANCIES IN THE TEACHING OF LITERATURE Impression EvidencesEnjoys hearing keen delight books inbeyond books his and reading poetry ability. read by adults. Impression. (continued) EvaluatesCherishes anda selection rereads offavorite literature books and and realizes stories. why it did or did . AppreciatesRealizesBecomesExtendsDistinguishes the more his theeffectiveness imagination discriminatingbetweencontribution fiction throughof ofwords in illustrationsand his wide in nonfiction.reading. literature. reading. in books. DerivesnotguidesLearns appeal fromtoabout toselecting him.literature book reviewsgood enjoyment, reading. and literary information, pri7' and inspiration. which serve as Becomesfantasy,IdentifiesUsesReads reading fiction, acquaintedforvarious pleasure with etc. types increasingwith with of outstanding literature:increasing frequency poetry,enjoyment.authors as a biography, andleisure-time illustrators myths, activity. of Expression MemorizesParticipatesTells stories poemsin tochoral the of group. hisspeaking choice. of poetry. IDevelopsBecomesLookspoetry ncreases forand interested increasingbooks storeprose. ofby sensory favoritein skill the inlives imagery: authorsvisual of favorite imagery. and sound, illustrators. authors. touch,' smell, taste, . ReadsComposesSharesPlansMakes selections and books performsoriginaloral with ofand hisothers storieswrittendramatizations choice through and book to poems. the reports.discussion group.of stories and and reports. narrative poems. . Readssight.DevelopsGains stories skill understandingattitudes with in recognizing more which characters of lead the story todifferences andpermanentproblems more andcomplexand interest similarities plot structure. plots.in reading. in prose Appreciation of Our Cultural Heritage AcquiresShows continued a broader interest understanding in building of his personll own world library. and the world of . BeginsBeginsacters.and poetry. to to evaluate graspappreciate author's theme description pointand outcome of view.and characterization of story, behavior in stories.of char- RecognizesEnjoysadventurer,Becomesothers through American acquainted contemporarybiography, literature. folklore with legends, theand literary historical"tall fiction. tales". heritage cultural of ourpatterns country: in litera- esqueNoticesEnrichesBeginsDevelops language. settings to vocabulary tasterecognize of in stories selecting throughelements and stories books.wide of style, reading.and poemskinds ofof humor,literary andworth. pictur- . Appreciatesture:other Pilgrims, parts theof Winnebago thecontributions world. and of Seminoleother people Indians, in cLher etc. times and in READING DEVELOPMENT IN GRADE FIVE (continued) AIMS OF LITERATURE (continued) EXPECTANCIES IN THE TEACHING OF LITERATURE (continued) Enrichment of Experience and Extension of Information ShowsExplores continuing literature interest for both in enjoyment the library and and information. the variety of books Z.-haracter and Ethical Values (continued). literature.Improves in attitudes and behavior as a result of experiences in Selectsscience,Extendsliterature.available books his-readingand there. in biographies. the library to meet from his aspecial variety interests, of subjects such and as typeshobbies, of Fun and Escape . DevelopsBegins topersonal enjoy more standards whimsical of ethics. humor in poetry and prose. reading.EnrichesSatisfiesDevelopsBroadens curiosity socialmentalability studies horizonsto through judge and andthereading. science accuracyextends background insight of material as througha result read. ofreading wide bi- . FindsDevelopsSelectspoems.Enjoys satisfaction humorousthe a humorkeener and books ofcense enjoyment repetition, for of humorpersonal in alliteration, reading through reading. humorous enjoyment and "coined" stories of literature. words. and Love of Country and Democratic Ideals Readsographies, periodicals historical for andenjoyment geographical and information. fiction. Insight into Personal Problems DevelopsIdentifies sensehimself of withsecurity certain and storybelonging characters. through group activities C' AmericanReadscans.EnjoysEnjoys biographies hearing stories heroes. and of ofcolonialreading explorers, stories times, generals, andpioneer poems presidents, life, about the westwardfamous ai,d other Ameri- move- . FindsinRecognizesforneeds literature. change. satisfaction for achievement, selections in vicarious which for belonging, experiencesare pertinent for that to aesthetic personal meet his satisfaction, interests basic Character and Ethical Values ment,cussingDevelops and inspirational other ideals periods of patriotism books in our and country's through poems. history.hearing, reading, and dis- Understanding the Problems of Others Sympathizesand problems. with the feelings and ideas of story characters. . andAdmirescontemporaryAppreciates stories. the thecharacteristics literature. elements of of fair generosity play found and in kindness both traditional found in andbooks . inGrowsspeak.Develops literature. in humanunderstanding and aesthetic of the values way people as a result think, of feel,experiences act, and . ofAdmires famous the Americans characteristics as shown of honesty, in biographies courage, of them.and perseverance 69. READING DEVELOPMENT IN GRADE FIVE (continued) TYPES OF LITERATURE EXPECTANCIES IN THE TEACHING OF LITERATURE (continued) Poetry Enjoys poetry read by adults . Myths and Legends . Enjoys myths, legends, and hero stories. wordsBecomesDevelopshistory,Realizes in poetry.increasingly widernonsense, that interest poetry humor, aware in offers poetry. ofetc. rhythm, a wide choice in subject matter: nature, color, action, and expressive Science and Nature . EnjoysReads myths hero stories from various depicting countries. courage, strength, or perseverance. . BeginsReadsGrowsBegins poetry into to abilityrealize understand independently. tothe interpret knowledge the difference the andmeaning between limerickspleasure and provided poetry. by poetry. of poems. .. physics.Becomesseas,Reads space. factual interested books inabout physical science sciences, and nature: animals, stars, such as chemistry and Folk and Fairy Tales AcquiresEnjoys hearing knowledge and reading of folk moreand fairy advanced folk and fairy tales. tales and their origin. Biography and History . Enjoys biographies of famous America= ?residents, explorers, . Recognizes differentthe "moral" versions in fables of familiar fairy tales.and folk tales. Fiction scientists,Enjoys true athletes. stories of our country's history. ; EnjoysEnjoysEnjoys stories stories historical aboutof of animals adventure childrenfiction depicted depicting ofin dailyother life:periods objectively. lands. camping, sports,of our countLy'stravel. history. rot I 70. READING DEVELOPMENT IN GRADE SIX wessommesumwor. thestandfectivelevel content more are use numerous. difficultareas of materials becomes words. Children from moreThe aneed need acute.variety increased for New ofspecialized sources, study power skills, skimming,skills to identify such to beThe asand usedand the demands inter- under-inef- for effective reading techniques at the sixth grade readingcomprehensionSomeinstruction skills.pupils which need skills, enablescontinued while all ainstruction children few are readyto in progress basic for muchword-recognition in reading more advanced achievement.The and task of the teacher is to plan a program of systematic reading For all pupils, there should be continued provision for pretinglikewise information needed in should a number be acquired of audience here. situations. Effective oral reading is EXPECTANCIES IN THE TEACHING OF READING literary activities and encouragement of wide recreational reading. PhoneticWordDEVELOPMENTAL Recognition Analysis READING Vowels (continued) Consonants previousContinues levels. to develop sxill in using the principles introduced at UnderstandsRecognizesPerceivesPerceives the the and variant varianteffect uses sounds theof sounds principles of of diphthongs. digraphs governing and doublethe pronunciation vowels. of r, I, w, on vowel sounds. . blendsRecognizesUnderstandsincluding and variant digraphs. and consonantthat pronounces consonantssounds. sounds fluently are in sometimes initial, the variant medial, silent. sounds and final of consonant position, earlier.UsesvowelsRecognizes phonetic introduced(grade elements and2) earlier.uses as all guides (gradeof the tocommon 2) pronunciation. phonograms introduced Vowels digraphs,Uses with and ease blends. the principles of syllabication of double consonants, Structural Analysis introducedDevelops further earlier. skill in using the principles of structural analysis RecognizessyllablesUsesKnows with the introducedin and creasinglong uses and easilyearlier.skill short the allvowel (summary principles of the sounds variant governing- gradeand sounds their 4) vowel diacriticalof the sounds vowels. markings. in UnderstandstheRecognizes use of the singularand and apostrophe. uses uses and all the ofplural generalizations the possessivecommonRecognizes contractions. forforms, regular inflectional and and understands irregular forms. plural forms of nouns and verbs. . RealizesUnderstands(grade 5)that vowels the use are of thesometimes silent. schwa'symbol in unaccented syllables. endingsUnderstands that the final consonant is usually doubled before such as ed, er, est, es, ing. 71. A E 6 EXPECTANCIESREADING IN THE DEVELOPMENT TEACHING 0; READING IN GRADE (Continued) SIX (continual) StructuralDEVELOP4ENTAL Analysis READING(continued) (continued) Word Analysis UnderstandssuchUnderstands as that the the Ypronunciation changes final to i ofbefore endings. ed, er, est, es, ing. is usually dropped before endings, ed after t or .d. . context.withUsesUses contextwith speaking increasing clues andto skilldetermine listening phonetic vocabularymeaning. and structural as clues to meaning analysis along in Root Words Recognizes root words in inflected forms. Recognizesantonyms,meaning.UsesUnderstands punctuation homonyms, these the withforms differences increasinghomographs, in context in skill formand as usesand an meaningthemaid to in written of synonyms, heteronyms. clarifying work. wordsIncreasesknowledgeUnlocks derived the knowledge of meaning root from words. Latin of wordscompoundnew roots. words by becoming andby using hyphenated acquaintedknowledge words withof by root someusing words. Comprehension General Expectancies Prefixes and Suffixes RecognizesUses the dictionary and knows to check the meaning meaning of andcommon spelling prefixes of introduced affixed forms. . Anticipatesearlier.EvidencesLocates majorcontinued outcomes. :nd minorgrowth ideas. in comprehension skills introduced earlier.earlier.Recognizescon,Learns corn, and counter, comparesand knows non, the theanti, meanings meaning fore, inter, of additionalcommontrans. suffixes prefixes, introduced such as .. RecallsGeneralizesTranslatesRelatesUnderstands the to sequence personalideas andand into classifiesfollows ofexperience own story directionswords related events. and without ideas. observationinvolving changing several materials meaning. steps. read. Learnsearlier.Comparesic, the meaning the meanings of a dditional of prefixes suffixes andIC211; suffixes such as with those ante, ence; ive, ous; OW, or, i St. able, ible; al, learned Rate of Reading Recognizes story or plot structure. Syllabication ofUses syllabication with increasing introduced skill in earlier. independent word-attack the principles (grades 4 and 5) AdaptssionReadsDevelops at basic approximatelyhis reading a silent reading reading rate rate200 to sufficientpurposewordsmaterial per for withfor minute.Reads which comprehension. satisfactory to he get is thereading. comprehen- ,gist of material rapidly. 72. syllablesUses with introduced understanding earlier. the (summary principles governing- grade 4) vowel sound in ReadsReads carefully analytically for details. to outline. EXPECTANCIESREADING IN THE DEVELOPMENT TEACHING OF READINGIN GRADE SIX (continued) (Continued) ComprehensionDEVELOPMENTAL READING (continued) FUNCTIONAL READING (continued) Rate of Reading (continued) . ReadsSkims narrativeto locate information.rapidly to keep pace with the story. Pictures. (continued) UsesReads pictures captions toas explainaids of pictures in carryingwords to andextend out places directions meaning. in the news. (science experiment). Oral Reading observesHas a purpose standards for of reading oral reading aloud. introduced earlier. Dictionary. - Glossary Skills Locational Skills . ReadsDeterminesPreparesReadsUses atpunctuation directions amaterial suitable emotional ahead andmarkspace. toneexplanations of and time.of specialreading effectively. type and asuses it in guides to expression. expression. .. UnderstandsUses guidethealphabetical dictionary words the purpose withsequence to findincreasing of exact specialwith increasingspellingskill. sections of of skill.a aword. dictionary. FUNCTIONAL READING Pronunciation. Understands that there are several kinds of dictionaries. symbols. Locating Information Books Recognizes and uses with facility the various parts of books: ComparesUsescreasingInterpretsUnderstands the skill.dictionary pronunciationpronunciation the functiud to check keyskeysof pronunciation syllabication. andin several diacritical dictionaries. keys markings and with in- Pictures. Understandspreface, table and of uses contents, bibliographies foreword, in titlebooks. page, appendix, index. Meaning Understands that words may have several meanings. . stories.StudiesUsesContinues pictures pictures to study to answerfor pictures details questions, notas orientation given prove in context, afor point, units or or to interprettopics. clarify a . FindsUnderstandsUsesread.Selects and synonyms theuses appropriate theadditional andsymbols antonyms meaningsmeaning used asto indicateantoof aidfitknown the to parts meaning.context words. of speech as of material point in context. Beginsdues to tomeaning note derivations and use of of words. words as clues to meaning. 73. GRADE 6 READING DEVELOPMENT IN GRADE SIX (continued) LocatingFUNCTIONAL Information READING (continued) (continued) EXPECTANCIES IN THE TEACHING OF READING (Continued) Dictionar Accentuation. Uses accent marks as guides to pronunciation. - Glossaa Skills (cont inued) Reference Books Encyclopedia. Uses the encyclopedia with greater facility to find information. .. RecognizesUnderstands accentedprimary the effect andparts of secondary accent shiftingof compound on accent accent.vowel words. on sound. meaning. Atlas. ographies.UsesUnderstands the index and volume uses topical of the headings,encyclopedia. cross references, bibli- Library . UsesRealizesRealizes the thatdictionary the accent effect tois checkonof lackthe accentuation. root of accent word in affixedunstressed forms. syllables. . geographically.Continues to use an atlas to find in formation and locate places . orUsesLocatesUses by thea crosscertain card easily reference catalog author. on the withcards. library facility shelves to locate the books books he onwants. a given topic, World.. Almanac UsesUnderstands the almanac the purpose to find ofspecific the almanac. information. . Other V Maps,. Charts, Graphs rainfall,ReadsUses andcaptions, population, interprets keys, landseveral legends use) kinds of maps of maps. with (political,increasing physical,skill. .. GainsBeginsGainsIndexes, skill skill to Junior in use in using using timetables Book specific newspapers of Authors, to reference locate and etc. specific magazines books. ) information. (Periodical for information. . (line,AnswersReadszones,Uses bar, maps andclimate, questionscircle, interprets to determine population.picture) requiring several directions, kinds interpretation of distances, graphs of with maps, land increasing formation,graphs, facility.tables. time . GainsmentUsesUsesdesired information agencies,skill several information. in deciding sources etc. services. ) inwhat gathering ((lumbers type of information. reference of Commerce, book will govern- give 74. READING DEVELOPMENT IN GRADE SIX (continued) (Continued) FUNCTIONALEvaluating READING Information (Continued) EXPECTANCIES IN THE TEACHING OF READING Interpretive Skills UsesEvaluatesDevelopsBegins copyright to information aevaluate questioning date asinformation inone terms attitude means of in histowardsof terms evaluatingown ofexperience.printed the information.author's matter. background. . RelatesInterpretsUnderstandsUses known isolated figures factscharacter incidents ofto speech.figure roles to outcentral in stories.unknown ideas. facts. magazines,ComparesBeginsDistinguishes to identifystatements newspapers. between propaganda with fact andthose inopinion. oneditorials the same and topic letters in otherto the books, editor. MakesInterpretsI dentifiesDraws Judgments conclusions author's idiomatic,elements basedmeaning of fromfigurative, author's on information knowledgeand style.purpose. and picturesque gathered.and information language. acquired. Organizing Information Outlining Selects material pertinent to the topic being studied. . BeginsIdentifiesInterpretsPerceives to "read motiveshimselfthe relationshipbetween withof characters thecertain betweenlines". characters. in stories ideas, and facts, books. and opinions. .. ImprovesUsesMakes outlines own in ability outline for oral tomake of and a selection. written more detailed reports andoutlines. class discussion. AssimilatesReacts.TakesRecognizes emotionally time ideas toand meditate appreciatesread. to situations upon humor what inIntegrates stories. andis read. pathos. ideas read with his previous experience. Summarizing. Re-statesShows growth important in ability ideas to in summarize. his own words. . ModifiesandCombinesApplies solving behavioridea materials problems. gained and fromthrough thinking various reading as asources result to everyday ofin reading.making living. decisions Note-Taking. ShowsImproves relationship in ability between to take paragraphs. notes. frequently.UnderstandslatedDevelops to our the democratic the importance understanding way of checkingof life.that critical facts and thinking conclusions is directly re- . ListsPlacesIncludesListsKeeps title notesauthor, notesmain of book.in brief.ideas sequence.page, and date, supporting volume. details. 75. GRADE READING DEVELOPMENT IN GRADE SIX (continued) AppreciationAIMS OF LITERATURE and Taste in Literature EXPECTANCIES IN THE TEACHING OF LITERATURE Impression BroadensEnjoysDeepens hearing appreciation interest books to include beyondthrough more his stories reading poetry, and poems ability. biography, historical and read by adults. Impression (continued) unknownRealizesDevelops thatworlds. taste he sharesin selecting with thestories writer and experiences poems of literary worth. in strange and clarity.expressiveBecomesscienceAppreciates fiction. increasingly words the incontribution literature. aware of of rhythm, illustrations sound, in books: color, action, and beauty, humor, . EvaluatesBeginsCherishesEnricheslanguage. to recognize selectionsvocabulary and rereads elementsof through literaturefavorite of wide booksstyle, and reading. realizes kindsand stories. of humor, picturesquewhy each did or did Distinguishestasy.Identifiesareas. various between types fiction of literature: and non-fiction poetry, and biography, myths, fan- reads widely in both AppreciatesguideLearnsDerivesnot appeal to about fromselecting to in bookhim.literature their goodreviews unabridged enjoyment,reading. and literary form information, some prizes of the which may serve as a andclassics inspiration. written ReadsExtendsFindsandBecomes prose. for and his pleasure acquaintedimaginationreads books with with byincreasingthrough favoriteoutstanding wide enjoyment.authors reading. authors and and illustrators. illustrators of poetry BeginsvisionRealizesfor this programs tograde that expand somelevel. are his.reading of based the best upon interests motion great literature. topictures, include and more radio and tele- literary types: . BeginsBecomesGainsDevelopsvarious to skill authors.interestedappreciate increasing in recognizing in and skillthe compare lives in story visual of problems favoritethe and literary sensory or style authors. plot structure. imagery. and quality of Expression essays,Begins short to develop stories, ability etc. to evaluate the quality of written material. . DevelopsGainsAppreciatesandDevelops poetry. skill attitudes understanding in description evaluating which leadandof the the characterizationtotheme differencespermanent of a story, and in stories. interest in reading. similaritiesthe behaviorin prose and . ReadsPlansTellsMemorizesEnjoys storiesand to choral the performs poems togroup speaking the ofgroup. selectionsdramatizations his of choice. poetry. of his of choice. stories and narrative poems. thatRealizesmotives each ofthat contributes its a characters, story consists to the and enjoyment of the characters, outcome. of it. plot, and setting, and ReportsMakesComposes on oral reading originaland written for stories, the book benefit poems, reports. and and enjoyment plays. of others. 4 76. climax.Understands how an author builds suspense and brings a story to a Shows interest in building a personal library. Of READING DEVELOPMENT IN GRADE SIX (continued) AIMS OF LITERATURE (continued) EXPECTANCIES IN THE TEACHING OF LITERATURE (Continued) Appreciation of Our Cultural Heritage worldAcquires and through the world literature of others. a broader understanding of his own Love of Country and Democratic Ideals ReadsEnjoys biographies books and poems of explorers, about famous generals, Americans. presidents, and other Increasespeople.Widensadventure,Becomes his acquaintedunderstanding biography,horizon through with legends, of the contemporary reading literary etc. about heritage and other historical of times,our country: places,cultural and cussingEnjoysAmericanDevelops storiesinspirational heroes. ideals about of life bookspatriotism in variousand poems. through periods hearing, of American reading, history. and dis- . fromRealizespartsAppreciatespatterns otherof the presentedthe countries. world. thewealth contributions in of literature. the literature of people which in otherwe have times "inherited" and in other Character and Ethical Values. Appreciatescontemporary the literature. characteristicselements of justice of generosity found in andboth kindness traditional found and in Enrichment of Ejorience and Extension of Information ShowsE xplores continuing literature interest for both in enjoyment the library and and information. the variety of books . ofliterature.ImprovesAdmiresbooks famous and peoplethe instories, attitudescharacteristics as shown and inbehavior ofbiographies honesty, as a result courage,of them. of experiences and perseverance in andExtendsofSelectsavailable literature. biography. library his there. reading books to on meet a variety special of interestssubjects andsuch of as various hobbies, types science, Fun and Escape EnjoysDevelops more personal whimsical standards humor ofin ethicspoetry through and prose. reading. standingBroadensSatisfiesliterature.Develops as hishis ain result mentalcuriositycritical of horizons, thinkingwide through reading. asextendsreading. a result insight, of wide and experiences deepens under- in Selectspoems.FindsContinuesDevelops satisfaction humorous to a enjoywholesome booksand the enjoyment humor for sense personal of of "coined"inhumor reading reading. through words. humorous enjoyment stories of and ReadsEnrichesfictionalandEnriches historicalperiodicals science hismaterial. background fiction. background for enjoyment in socialthrough and studies information. reading through related reading factual biography and literature. 77. MADE -6 READING DEVELOPMENT IN GRADE SIX (continued) AIMS OF LITERATURE (continued) EXPECTANCIES IN THE TEACHING OF LITERATURE (Continued) ; TYPES OF LITERATURE (continued) Insight into Personal Problems ownIdentifies personality himself through with storyhis experiences characters inand literature. gains insight into his Folk and Fairy Tales IncreasesEnjoys hearing his knowledge and reading of folkmore and advanced fairy tales folk and and their fairy origins. tales. FindsRecognizestoinDevelops literature.achieve, satisfaction a sensetoselections belong, in of vicarious security which to find andexperiencesare aesthetic pertinentbelonging satisfaction, that to through his meet personal hisgroup to basic get interestsactivities change.needs and Myths and Legends Recognizes differentthe "moral" versions in fables of familiar and folk fairy tales. tales. Understanding of the Problems of Others Sympaelizesproblems. with the feelings and ideas of the characters in the Science and Nature . EnjoysReadsExpands myths hero knowledge storiesfrom various depicting of myths, countries. courage, legends andstrength, hero stories.and perseverance. Beginsthink,storiesBeginsDevelops feel,he to to reads.realize understandingunderstandact, and the speak.similarities the ofindividual the way of people peopledifferences in in all other ofparts people parts of theof within theworld. world the . Readsseas, space. technicalfactual books books about in the science physical and sciences: nature: animals, chemistry, stars, physics. literature.Growssame family in human or community: and aesthetic handicaps, values as a talents, result of interests, experiences goals. in Biography and History . doctors,Enjoys athletes,truebiographies stories heroes. of of other famous countries people: of presidents, the world. scientists, PoetryTYPES OF LITERATURE Enjoys poetry read by adults. Fiction . AppreciatesEnjoys stories poignant about animalancient stories. cultures. . GrowsexpressiveBecomesRealizesDevelops in abilityincreasingly words that a topoetrywiderin interpretpoetry. awareinterest offers the of a in rhythm,meaningwide poetry. choice sound, of poems. of subjectcolor, action, matter. and Beginsschool.countries.Enjoys to fiction storiesenjoy stories depictingof adventure depicting periods in dailyboy-girl in the life: history relationships. camping, of our sports,own and travel, other 78. UnderstandsRealizesReads poetrythe knowledgethe independently. difference and between pleasure limericks provided and by poetry.poetry. SUGGESTED LIST FOR TEACHING LITERATURE PROSE Grade Six and Advanced Pupils PROSE *Bamford, SheilaBagnold,Understanding Enid Our Friends in Nature TheNational Incredible Velvet Journey (Horses-National (Cats and Dogs)Steeple Chase) Gaer,Finger,Deutsch,Colum, Joseph CharlesPadraic Babette HeroesTheTalesChildren GoldenAdventures of/rom Kalevalaof Odin SilverFleece (Mythologyof (LegendLands (Mythology)Rama (Fairy (Epic - Finland) -Tales) Indian - East) Norse) *George, JeanEstes,George,Coatsworth, Eleanor John Elizabeth MyGingerTheVulpes, SideCat Pye Whoof the (Dogs)the WentRed Mountain Fox to Heaven (Self (Japanesesufficiency of man in nature) Setting) *Irving, WashingtonLagerliff,Hosford, Selma Dorothy ByThe HisRip Wonderful OwnVan Winkle,Might: Adventures The and Battlesthe Legendof Nilsof BeowulfTalesHollow(Folklore) (Fairyof Sleepy - Sweden) *Grahame, KennethHenry,Guillot,George,Gipson, Marguerite ReneJohn Fred KingMaskedGrishkaTheOld of YellerWind theProwler: and Wind in (Dogs) the (Horses-Arabian) The WillowsBear Story (Animals) of a Raccoon Malory,Malcomson,MacDonald,Lamb, Charles Sir Thomas GeorgeAnne TheYankeeAtTales the Boy's Back fromDoodle's King of Shakespeare the Arthur Cousins North (Legend) Wind (Folklore (Fairy and Tale) legends - U. S.) *Kipling, Lawson,Kjelgaard,RudyardLawson,Kipling,James, WillRobert RudyardRobertJim Mr.BenBigJungleJustSmoky RedRevereandSo Book StoriesMe(Dogs) the and(Mice) Cowhorse(Animals) (Animals)I (Horses) Norton,SaintPyle,Nic Leodhas, HowardExupery,Mary Sorchie Antoine de TheSomeHeather StoryBorrowersLittle Merry and of Prince Broom AdventuresKing (Fairy (FairyArthur (Scotland) tales) of tale)and Robin His (Legend) HoodKnights (Legend) O'Brien,North,Montgomery,Meader,London,Lippincott, Sterling StephenJackJohn Joseph Rutherford OldSilverRascalKildeeRedThe Bill: CallHorse Chiq,House(Racoon)The of HilltheWhooping Dog (Animals) Wild(Horse of the(Dogs) Craneracing) North (Birds) *Shephard, Swift,Seredy,Sandburg,Esther Jonathan Kate Carl Gulliver'sPaulTheRootabaga White Bunyan Travels StagStories (Legend) (Legend (Fairy (Fairy tale)- Hungary)tale) Waldeck,Sandoz,Salten,O'Hara,Rounds,Rawlings, FelixMaryMari Theodore Glen Marjorie TheBambiMy FriendWhiteYearlingBlindHorsecatcher (Deer) ColtPantherFlicka (Fawn) (Horses) (Horses) Fun and Nonsense McCloskey,Hale,Bowman, Lucretia James Robert CenterburgThePecos Complete Bill: Tales the Peterkin Greatest(Sequel Papers toCowboy Homer (Family ofPrice) All Humor) Time White,Fairy Anne Toles, Myths and Legends, Folklore Junket, The Dog Who Liked Everything"Just So" Imagination, Make-Believe,*Robertson, Magic, Boston, FantasyKeith Lucy The HenryChildren Reed, of Green Inc. (Boys) Knowe (Fantasy) *Baum,*Barrie,*Baldwin, Sir.L. James Frank JamesBenson, Sally PeterStoriesTheArabian PanWizardStory of Nights(Fairy theof of RolandGods OzTale) (Fairy and (France) Heroes Tale) (Mythology) *Carroll, LewisCoatsworth,Cervantes,Boston, Lucy Miguel Elizabeth TheDonAlice'sTreasure CatQuixote Adventure Who of Green deWent la inManchaKnowe to Wonderland Heaven (Sequel(Imagination) (Fantasy and toThroughChildren The - ofthe Green Looking Knowe) Glass (Fantasy) * Recommended*Bowman, JamesBulfinch, Thomas for reading aloud AMike Book Fink of Myths(Legend - U. S.) *De la Mare, Walter A Penny a Day (Short Stories of Magic and Spells) Orient) 79. SUGGESTED LIST FOR TEACHING LITERATURE (continued) PROSE Field, Rachel Hitty (Dolls - Imagination) Grade Six and Advanced PupilsPROSE Ransome, Arthur Swallows and Amazons (Vacation on a small island) The World of Science and NaturePearce, A. Philippa Tom'sBig TreeMidnight (Sequoias) Garden (Fantasy) *Stevenson,Ullman, RobertVerne, L.James Jules BannerTreasureTwenty in Island Thousandthe Sky (Buried (Adventure Leagues treasure Under in mountain and(Science the pirates) Sea fiction - submarine) Climbing) *Liers, EmilHolling,Carson,Buff,McCracken, Mary RachelHolling Harold C. AAnMinn TheBlack Otter's ofSeaBiggest theBear's aroundStory Mississippi Bear Story Us on (Ocean) Earth (Rivers) Wibberley,Wyss,Winterfeld, Johann Leonard Henry DetectivesSeaThe Captain Swiss in fromFamily Togas Salem (RomeRobinson (Sea - Mystery) battles) (Shipwreckdesert island) on a Mead,Reed, Margaret W. Maxwell ThePeopleThe Stars Sea and for for Places Sam Sam (Astronomy) (Marine(Anthropology) Biology) * Brink, CarolOur Country's Story Caddie Wood lawn (Frontier life - Wisconsin) Mystery, Suspense, Science Bell,Breck,Berns, Margaret VivianPaul Fiction HighTheWatch Horse Trail for a(Adventurewithout Tall White a Head in Sail mountain (Mystery (Teen-ageadventure climbing) in girl'sParis) in Alaska) Burchard,Cooper,Caudill, PeterJamesRebecca F. JedOfTree The(Civil Courage of Last FreedomWar of Undaunted: - the Yankee (FrontierMohicans soldier Across life (French andin the IndianKentucky) Con- and War) Southern boy) a *Clemens,*DeFoe, SamuelDanielBunyan, John ThePilgrim'sTheRobinson Adventures Singing Progress Crusoe Cave of Huckleberry(Adventures(Adventure (Ireland - Adventure - FinnofShipwreck) Christian,adventures (River - of a waif and a refugee slave) the pilgrim) *Forbes,*Daugherty, Esther JamesFoster, Genevieve JohnnyGeorgeAbraham Tremain Washington's Lincoln's (Revolutionary World World (19th (18th War century) oftinentcentury) storyBoston with in Lewis revolt) and Clark DuSoe,DuBois,Doyl.Dillon, Robert EllisWilliam , Arthur Conan AdventuresThreeTwenty-one Without of SherlockBalloons Fear (Adventure- Holmes(Science Fiction) Shipwreck) Mystery) Foster,Johnson,Fritz, GenevieveJean Gerald AmericaAmericaBradyThe World (Slavery Moves Grows Forward -Up Underground (1787- (1917 1917) torailway)- theDiscovery present) and exploration) Captain John Smith (America Heyerdahl,Heinlein,Hawes,Ellsberg, Charles EdwardRobert Thor HiddenKon-TikiRocketThe"I DarkHave ShipTreasure (Across FrigateJust Galileo Begun of (17th the Glaston (Science PacificTo century Fight" (Mystery byFiction) pirate raft)of(Sea John in story)story Paul Jones) *Keith, HaroldJohnson,Lampman,Johnson, Gerald Gerald Evelyn AmericaNavahoRiflesTree for WagonIs Sister BornWatie (Oregon(Navaho(Columbus (Civil War) - Indians Pioneers) - Revolutionary - present day) War) Kipling,Jewett, Eleanore Rudyard ACaptains Wrinkle Courageous in Time (Science (Life on fiction) a fishingMedievalschooner) England) Meadowcroft,McGraw,Morrow, Eloise Honore Enid MoccasinOnBy Secretto Oregon Trail Railway (Crow(Overland (Underground Indians Journey adopt railway)to white the boy) . L'Engle,Pearce,O'Dell,Nordoff,Melville, Madeleine ScottA. CharlesHerman Philippa MutinyMobyIslandThe Dick on Minnowof the the(Pursuit Bounty Blue Leads of Dolphins (Seathe to WhiteTreasure story) (A Whale) girl (Mystery)Crusoe") "Robinson Speare,Steele,Swift, Elizabeth William Hildegarde RailroadThe WitchPerilous to Freedom of "Blackbird 3ad (Underground (Tennessee Pond (Witchcraft - Civilrailway)brothers War - d. Pacifi c) ded in loyalty) Connecticut) 80. * RecommendedPease,Poe, HowardEdgar for reading A. aloud HurricaneThe Gold Weather Bug and (Mystery) Other Tales *Wilder, Laura Ingalls By the Shores of Silver Lake (Dakotasearly and railroad days) PROSE SUGGESTED LIST FOR TEACHING LITERATURE (continued) Grade Six and Advanced Pupils PROSE *Wilder,*Wilder, Laura Laura Ingalls Ingalls TheLittleThese Long Town Happy Winter on Goldenthe (Indomitable Prairie Years (Life (Sequalspirit Dakotain theof toour Territory)Little pioneers) Gray,Dumas,Foster, Elizabeth Alexandre Genevieve AdamAugustusThe Threeof the Caesar's MusketeersRoad (GreatWorld (France Britain(B.C. 44-14 -1589-1789) Middle A.D.) inAges his -search Boy's foradventures his dog) Busoni,Averill,Groat Men RafaelEsther and lo Women TheCartier Man Sails Who the Was SL Don Lawrence Quixote Town on the Prairie) *Kelly, EricMcGraw,Kent, Louise Eloise HeThe Went TrumpeterGolden with ChristopherGoblet of Krakow (Egypt Columbus (Poland - Goldsmith'sin -(Spain daysMiddle of Columbus) Ages) Foster,Daugherty,Forbes,Eaton,Commager, Genevieve Jeannette Esther James Henry AbrahamAmerica'sThatDaniel Lively Boone Lincoln: PaulRobert Man, Revere Ben E.An Lee InitialFranklin Biography *Pyle, HowardMeadowcroft,Scott,Pyle, HowardSir Walter Enid IvanhoeOttoMenThe of Gift theIron (Days Silverof (Knighthood the of HandRiverRichard (Middle(A - the Dayshistory Lionhearted) Ages-of ofchivalry) ancient Germany) craft) Egypt) Judson,Hunt,Holbrook,Graham,Foster, Mabel Clara Shirley Genevieve Stewart Ingram America'sThomasAndrewBetterDr.George George Known Washington: Jackson,Jefferson,Ethan Washington asAllen JohnnyFrontier Champion An Carver InitialAppleseed Statesman of Biography the People Tappan,VanShirer, Loon, EvaWilliam Hendrik TheWhen StoryRise Knights andof Mankind WereFall of Bold (WorldAdolf (Middle HitlerHistory)- World Ages) (Germany War II) Lenski.Latham,Kennedy,Judson, ClaraLois Jean John Ingram F. IndianProfilesCarryTheodoreBenjamin_ Captive: on,in Courage Mr. RooseveltFranklin BowditchThe Story of Mary Jernison Canfield,Alcott,Looming Louisa toDorothy Understand Ourselves LittleUnderstood WomenMen (Continues (NewBetsy England(Country story of life Little Women) - family of girls) - effect on *Yates,*Wigs, McNeer,CorneliaElizabethNolan,Moscow,Sandburg, May Jeannette Henry Carl AmosAbeInvincibleArmedTheThomas Lincoln Fortune:Story with JeffersonLouisa CourageofGrows FreeClara UpandMan Barton His Worldof the Red Cross Church,Cayenne, Richard Betty FiveGoing Boys on in Sixteen a Cave (Motherless (Effect of danger girl'ssheltered affection and child) for her dog) fear) *Adams, SamuelMaking History Como Alive The Pony Express (Heroism in men and *Dickens,*Clemens, CharlesSamuelCleary, Beverly A ThimbleTheFifteenChristmas Adventures (Boy-girl Summer Carol of(Wisconsin (Christmasadolescence) Tom Sawyer (Pranksmischievous of a boy) of character) - Delineation Bennett,Benary-Isbert, John Margot MasterThe Skylark Ark (Germany-World (English War II- effectShakespeare's time) children and adolescents) horses) - a story of on L'Engle,Enright,Sawyer,Rutgers, ElizabethMadeleine RuthAnna AvalancheMeetRoller the Skates Austins (Orphans (Childhood (Family accepts experiencesNeworphan) York City) - World War II) - Farm life) young - Chute,Clemens,Bishop, Marchette Claire Samuel TheWonderfulTwenty Prince and Winter and Ten the (France (Time Pauper of Shakespeare(EnglandTudors)Londonchildren's and experiences) the theater) - World War II - - - *Sperry, ArmstrongTunis,Sorensen, John Virginia All-AmericanCallMiracles It Courage on Maple (Discrimination-tolerance- (Proving Hill (Family oneself) adjustmentsports)after war) * RecommendedDe Jong, for reading Meindert aloud The House of Sixty Fathers (ChinaWar II) - World Wiggin, Kate Rebecca of Sunnybrook Farm (Child-adultrelationship) 81. SUGGESTED LIST FOR TEACHING LITERATURE (continued) Grade Six and Advanced Pupil s Angelo,UnderstandingPROSE Valenti Other Countries, Cultures and Minority Groups Ninot(Italy Voyage to America) POETRY Rosetti,Millay, Edna Christina.Christina St. Vincent SpringAllAfternoon Things Quiet onWait a Hill upon Thee Baumann,Arora,Armer, Shirley Laura Hans TheWhatWaterless World Then, Mountain ofRaman? th.' Pharaohs (Ni\vaho(Problems (Archeological Indians) of discoveriesIndia)Modern in Egypt) Stevenson,Wordsworth,Whittier,Tennyson,Teesdale, JohnRobert SaraAlfred William G. L TheStarsWindyVelvetSnow-boundFlower Daffodils Nights Shoesin the Crannied Wall *De Jong, MeindertDodge,Clark,Gates, AnneMary Doris M.N. HansSecretBlueThe -Brinker, WheelofWillow the Andeson (Migrantsor the the. School(Inca Silver - Indians)California) (Netherlands Skates(NetherlandsStorks) - - Culture) Wylie,RomanceField, Elinor Rachel and Adventure If Once You Have Slept on an Island *Krumgold,Lewis,Krumgold, Mukerji,Joseph Elizabeth DhanJoseph copal Gay-NeckYoungOnionAnd Now John Fu Miguel of(India (Immigrants) the Upper(New- Hindu Mexico-Sheep Yangtze philosophy-war- (ChineseHerding)City Life) Miller,Millay,Masefield,Kipling,Stevenson, JoaquinEdna Rudyard John RobertSt. Vincent L. The TheRequiemColumbusEel-grassSeaSmuggler's FeverVagabond Song *Rush, BelleSeredy,Rankin,Shannon, KateLouise Monica DobyTheCrysta/Daughter GoodSinging (Bulgaria Mountain ofMaster theTree Mountains- (Hungary(LebanonFarm Life) (India-- FarmChildien)Farmcarrier - Life)Life)Tibet) pigeon) Carryl,Carroll,Humor, Charles Lewis Laughter, and Nonsense The WalrusPlaint of and the the Camel Carpenter *Treffinger,VanSterling,Speare, Carolyn Stockum, Elizabeth Dorothy Hilda LiMaryThe Lun, JaneBronzeCottage Lad (Negroes of Bow atCourage Bantry (Early - Race (ChineseBay Christianity) Problems) (Ireland - boy)YoungFamily - life) Gilbert,Cowper,Ciardi, John SirWilliam William TheTheI Met Diverting Yarn a Man of Historythe "Nancy of John Bell" Gilpin POETRY Worth, Kathryn They Loved To Laugh. (Southern FamilyQuakers life) - Benet,Our Rosemary and Stephen Country's Story A Book of Americans PilgrimsCaptain and Kidd Puritans. NatureBryant,Blake,Cone, William William Helen C. ToTheDandelions a LambWaterfowl Benet,Farjeon,Bennett,Benet, Rosemary Rosemary HenryEleanor and and Stephen Stephen NancyKingsTheJohnnyAbraham FlagHanks and Appleseed LincolnGoes Queens By Bluff King Hal Holmes,Dickinson,Frost,Farjeon,Dickinson, RobertOliver EleanorEmily Emily W. A TheStoppingBird RunawayNightChambered GrassCame by Will down Woods Never Nautilus the on Walk Stay a Snowy Evening Lindsay,Farjeon, EleanorVachel DanielMightyGeneral Men William Booth When HannibalEnters into Crossed Heaven the Alps 82.* RecommendedLowell,Kilmer, for JoyceJames reading aloud JuneTrees Morrison, Lillian Yours Till Niagara Falls SUGGESTED LIST FOR TEACHING Giade Six and Advanced Pupils LITERATUREPOETRY ( continued) Emerson,Daly,Guiterman,POETRY Thomas Ralph Arthur W. LettTheDanielConcord la OregonGiorgio Boone Hymn TrailWasheenton Arbuthnot,AnthologiesAssoc. for May Childhood Hill Edu- Time for Poetry Umbrella Lindsay,Hemans,Guiterman,Miller,McCrae,Longfellow, JoaquinVachelFelicia JohnArthur Henry W. TheInPaulAbrahamThe Landing Revere's Defense Lincoln of theRideof Walks thePilgrim Alamo at MidnightFathersFlanders Fields Cole,Brewton,Cole, William William SaraJohn cation HumorousIBridledSung WentUnderFavorite under towith thePoetry the the TentPoemsRainbows Animal Silverfor of Oldthe Fair Skyand New Children VanThayer,Scott,Whitman, Dyke, Sir Ernest Walter HenryWalt IOh,AmericaCaseyBreathes Hear BarbaraCaptain! Americaat for Therethe Me Frietche MyBat aSinging Captain!Man Love,Peterson,Love,Huffard,Ferris, Katherine Katherine Helen G. Isabel T. Let'sAMy ThePocketfulLittle Poetry Say First Laughter PoetryBook Book of Rhymes Togetherof Poetry Whittier,Loesser,Ballads John Frank Greenleaf Rodger Young Untermeyer,Rasmussen,Withers,Werner, Jane Carl CarrieLouis ARainbow TheRocket Golden in in the My BookTreasury Sky Pocket of Poetry of Poetry Lomax, John and Alan CowboyAmerican Songs, andBallads other and SongsGitA TheGood-by,Home Along, Desperado on LittletheOld Range Paint Dogies Frontier Ballads Behn,Aldis,Individual HarryDorothy Poets PoemsWindyAll Together Morningfor Youth Pound,Sandburg, Louise Carl The American Songbag TheMyRed Father'sRichLittle Iron Young OldOre Gray Sod Farmer Mare Shanty on the Claim Lear,DeBengt,Frost,Field,Farjeon, la Mare,Edward William RobertRachel Eleanor Walter Rose APoemsCome YouBook HitherCome for of ChildrenNonsense Too UnderstandingBallads and Narrative Other Countries Poems and Cultures Milne,Millay,Thompson,Sandburg,Richards, A. Edna A. LauraCarl St.Blanche Vincent SilverEarlyTirraThePoems Moon WorldPennies Lirra Selected of Christopher for Young Robin People Browning,Cook,Campbell,Browning, Eliza Robert Thom-as Robert HowAnKingLordThe Incident They Pied Ullin'sBruce Brought Piper of and Daughterthe of theFrench the Hamelin Spider Good Camp NewsGhent to Aix from SublectBrewton, Index John to Poetryand Sara Index to Children's Poetry and Supplements Longfellow,Kipling,Newbolt,Nathan,Miller, Rudyard Alice Robert Sir Henry Henry Wadsworth TheGutgaYoungDrake'sDunkirkWhite Wreck Din Cliffs Lochinvar Drum of theof Dover Hesperus Southey,Scott,*Tennyson, Recommended Sir RobertWalter Alfred for reading aloud The InchcapeCharge of Rock the Light Brigade PART I I I SUGGESTED ACTIVITIES FOR DEVELOPING READING READINESS IN KINDERGARTEN RESOURCES FOR TEACHERS -- READING ACTIVITIES TO DEVELOPHaveProvide GENERALProvide children many opportunities READINESS opportunitiesdramatize for favorite childrenfor listenin3 stories. to retell to stories stories and after poems. they have been limittunitiesother directionsand offered follow toby directions those natural that dramatic in are functional really play. important. situations. The teacher Use must, the oppor- however, storycharacters.repeatedProvideTell moving. a "Continued often ample Each enough opportunity child, Story". for in theturn, Teacher for class addssharing to begins aknow sentence experiences. themand introduces orwell. two Encourage to keepone or thechild- two ingEncourage and dramatic children play. to solve own problems which occur in block build- thosepicture".UserenDescribe to pictures ofask children Suggest questions objects for interpretation. inthat in theabout "Feelingchildren pictures. the contributions Box".compare Say, "TellUse their rocks, what of own the isshells, otherexperienceshappening pieceschildren. in ofwith thefur, ACTIVITIES TO DEVELOP AUDITORYthen"What guess DISCRIMINATION Did action.I Do?": Make soundExamples: while children hide eyes. tapping wood or metal, tearing paper, Children yardgoods, marbles, b.a. objectChildrenidentify and it. describessit in circle, it. closedraw eyesobject, while describe one child how withdraws it feels, and an Members of group then guess what it RhymingrhythmUse"What wood Is sticks, MakingWord block, etc. Game: Thispitch Sound?:Say; pipe, "I piano, am Name thinking tambourine, object of rather something triangle, than action.in bell,the room dropping eraser, clapping hands, etc. Use "Identifying Color Game".a. coloredaPlaceis, child and different child tobox. choose who colored oneguesses of objects a correctlycertain in variouscolor takes from placecolored a particularof boxes.first child. Ask correctlythatBeginning rhymesbegins comesgives Soundslike with the to bag." Game:frontnext Children riddle.and Say, presents "I guess am thinkingsimilar answer riddle. andof something one who answers in the room dog." Children give answer and one who answers b. backhideUseonChild eyes.abefore themember withdraws following other of childrenthe object possible group from open to objects: guesscolor their box colorsmalleyes. while of red object childrencar; greendescribed. in glasscircle Child describes object and places it behind his First child calls whenGametellOneCounting what at individualTo a time numberVaryGame: children Routines: should Giveeach severalhad.come take On forwardturnoccasion, children for specificand use"secret" tap game numbers.activity. numbers situations Have Other under to children indicatechildren ten. tion.Have children make scrapbooks to help improve eye-hand co-ordina-Provide magazinesbeforeblackmarble; placing toy forblue telephone; cutting. intoy box. cup; white yellow doll's crayon; shoe. orange Objects top; are purple discussed block; Let children organize clippings thinktelephoneof birds, of words farm, numbers; in and various zooaddresses. categories:animals; fathers' opposites; work; rhyming parents' words; first names; names Encouragein categories natural and mount opportunities them. for children to give directions to each 85. RESOURCES FOR TEACHERS.. READING (contintmd) ACTIVITIES TO DEVELOP VISUAL DISCRIMINATION SUGGESTED ACTIVITIES FOR DEVELOPING READING ACTIVITIES TO DEVELOP COMPREHENSION READINESS IN KINDERGARTEN (continued) AND VOCABULARY . Picture Games: b.a. Provide Have childrenopportunity identify for children to cutand pictures group into selected topics, such as cats, trains, objects in picture collection. from magazines boats. DevelopUseunfamiliar picturesHelp evaluation concepts tochild improve increase skillsfrom understanding bystories. understanding asking, of new of vocabulary "What do you like about John's vocabulary. by clarifying new and backColorrenPicture match while on Lotto: My pictures. another Back Use Games: commercialchild who Pin is square or "it" teacher-made hides of colored eyes. papergames on one "It" tries to see paper in which child- child's . Usetivework?Children manner.pictures Does must anyone to develop be encouraged think ability of something to evaluategive positivewhich situations. comments would improve his work?"picture of a child in a Superimpose in a construc- . onSignoneMysterykeep child's object. Game:hands back Game: behindShow Paste while Show tray picturestheir that againtray backs.child of with and familiarmoves smallask signs objects. on cardsCover tray which object is missing.about in circle. and show for identi- Both children and remove thisbathingabcutcut-out Usepicture?" thissuitpictures pictures picture?"pasted for on oa organizing others.Thispicture question Forof thinking. snow example, is scene.better Have use thanAsk, childrena "What is wrong with "What do you thinkclassify objects walkfication.forUniform lights.identification. Use Game: street Paste stop Use pictures signs, policeman, railroad of familiar fireman, crossing workers spaceman, signals, on cards traffic nurse, and showlights,dentist. by takinglogicaltoHavefurniture. six childrenpicturesfour story. to six classifyon pictures cards. pictures Tell to group them according into categories,arrange to sequence. such as cars, the pictures to tell a Give them four boats,

86. RESOURCES FOR TEACHERS--READING (continued) Antonym - A word opposed in meaning to another word; the DEFINITION OF TERMS Phoneme - A family of speech sounds or closely related BlendConsonant - TwoAny letteror more of lettersthe alphabet, in sequence,sounded.oppositeand except sometimes eachof synonym. of whichy. is A speech sound in which the a, o, i, o, u, PhoneticsPhonetic Word - The science of speech sounds;phoneticsound;Avariants word a system one inof rules. whichawhich singlein which everycan speech be letter sounded sound. represents according a partiular to Consonant Blend - Two or three consonants pronouncedthatbreathSinglend, slightly stream nk, consonant rt, withaffects spl,is blocked a squ, glide lettersthe tw).separate or represent stopped sounds single momentarily. sounds. (bl, cr, Phonics - The application of elementaryteachingalwayseach phonetics speech represents of reading sound to thethe has and same a spelling.symbol sound. and each symbol k is concerned DigraphConsonant Digraph - See digraph below. - A combination of two consonant(ch,letters gh, letters which ng, ph, or are twosh, pronounced th, vowel wh; ea, as oa, a singleop). sound Phonogram - whichPartsounds.with oflettersight may a word - light,beof thefoundcontaining night). alphabet in many common as wordswell assound (aim spoke elements n - cake, rake; Diphthong - A combination of two vowels(oi,with closely a glide connected to form a single phonetic elementoy; ou, ow). ReadinessSchwa - effects.aA new stage process of maturation with few at frustrations which a child and cannegative approach (a - idea, HeteronymHomograph - AOne word of two spelled or more like another,wordsand spelleddiffering but rSod;meaning; differing identically,prSnt, in derivationthe inpresent') opposite sound but and of. meaning homonym (fair - (Riad, Synonym - AnA word unaccented, having theobscure same vowel orsymbol. nearlyinge -sound quiet,as theseveral osame - storm, other mean- uwords - circus); in the same language. the inverted e Homonym - A word pronounced like another,origin,bocutiful, tmeaning, butc.,nduct). differing fair - and market; inspelling. lead - metal, lead - (bare, bear) Vowel - Any of the following lettersthroughwhich ofi, thethe o, the ualphabet;breath mouth. is expelled in a continuous stream and sometimes y. A speech sound in a, o, Inflected Ending - One or more letters talk*comparisoncommonlyand big, adverbs bigger; used to with indicaterun, nouns, running). number, verbs, person,adjectives, tense, (girl, girls; (s, es, church,d, r, ing) churches; talk, which are Vowel Digraph - A combination of two vowelpronounced letters which as a aresin gle sound (ea, oar, oe) . 87. FIVE LEVELS OF RATING THE QUALITY OF READING INSTRUCTION PROGRAM withinfiveThe actlevelsthe of school judgingof quality through the in quality athe reading aid of of instruction instructionthis chart. provided program; for Level pupils V refersis a matter to the of highest. relating One the characteristiccan determine features which level of the best program characterizes and the thepractices reading instruction FIVE LEVELS OF RATING THE used to iniplement the program. This cI program of a :e pool or a grai QI A.READING PROGRAM The reading program is based on LEVEL I The reading program is based al- LEVEL II The reading program is based upon LEVEL III The reading program is based main- LEVEL IV Same as Level N. LEVEL! inglevel.throughbasic opportunities. textbooks. There the textbook are Eachfew for other class the read-readsgrade gradeorreaderEachmost two level. forotherentirelyclass the readsreaders grade on throughbasic levelon the textbooks. and thesame onebasic texts.theoneThe manualsor teachertwo sets accompanying makes of basal good readers. usethe of readers,differentseries.presentedly upon Each weekly basalthein several readingdevelopmental reader. newspapers, basal group Enrichment reading use programand a tegralmaterials.magazines,much part use of is Thenewspapthe made readlibrai B. thatNo all effort reading is made skills to arebe certaintaught. portantSome effort reading is made skills. to teach im- However, teachingGreater attention of various is readinggiven to skills. the systematicTheother reading books and areprogram sequentialused. consists develop- of the readingSame skillsas Level is made N. A inWord the recognitionprimary grades. is emphasized skillsno attention as children is given need to them.developing skillsThe teacher to children attempts when to needed. teach andment silent of reading reading. skills in both oral bilitybrariantionlibraryareas. of for readingand There skills.teaching teacher instngis mud C. veryThe teachinglittle emphasis. of phonics receives participates.muchIsolated attention. drill in phonics The entire receives class suggestionsPhonics is taught in the according teacher's tomanuals. programatThe all systematic grade of phonetic levels. developmental skills is taught structionneededSame as inby Level phonics individu N. D. byLittle the or children. no library reading is done limitedlibraryChildren reading.number are encouraged ofHowever, books toare onlydo read. a ofChildren library do reading. a considerable amount areas.Children An read abundant widely supply in many of li- andSame teacher as Level work N. t E. Literature read in the classroom The teacher reads to the children The teacher reads good literature brary books is available. ren'scouraging reading the inter exp 90. textbooks.is limited to selections found in occasionally. readto the some class on frequently their own. and children toactivitiestheThe children. planning teacher in readsliteratureand presentation good to literature the class. of Pupils participate in providedliteratureChildrenA balanced for andiswith activit programplanned the each of instruction'd of this chart. providedg instruction for pupils program; is a matter Level of V relating refers to the the characteristic highest. One features can of determine which level best characterizes the reading instruction program of a school or a grade or a room the program andFIVE the practices LEVELS used to implement the program. This chart indicates OF RATING THE QUALITY The reading program is based al- LEVEL II The reading program is based upon LEVEL III The reading program is based main- LEVEL IV Same as Level IV. LEVEL V In addition, readergradeorEachmost two forentirelyclass level. other the reads gradereaders on throughbasic level on textbooks. the andthe same basicone texts.theoneThe manualsor teachertwo sets accompanying makes of basal good readers. usethe of readers,series.presenteddifferently upon Each weekly thein basal readingseveral developmental newspapers, reader. basalgroup Enrichment reading uses programand a tegralmagazines,muchmaterials. usepart is of newspapers,made The the reading libraryof many andisprogram. books, an other in- portantSome effort reading is made skills. to However, teach im- teachingGreater attention of various is readinggiven to skills. the systematicTheother reading books and areprogram sequentialused. consists develop- of the readingSame as skills Level is IV. made Application in the content of skillsno attention as children is given need to them.developing skillsThe toteacher children attempts when needed.to teach andment silent of reading reading. skills in both oral bilitybrariantionlibraryareas. of for readingand There skills.teaching teacher is instruction. much locational share individualiza- responsi- The and li- participates.muchIsolated attention. drill in phonics The entire receives class suggestionsPhonics is taught in the according teacher's tomanuals. atprogramThe all systematic grade of phoneticlevels. developmental skills is taught pupils.neededstructionSame by as in individualsLevel phonics IV. is Additionalorgiven groups when of in- limitedlibraryChildren reading.number are encouraged of However, books toare onlydo read. a ofChildren library do reading. a considerable amount braryChildrenareas. books An read abundantis widelyavailable. in supply many of li- ren'scouragingandSame reading teacher as Level the interests.work expansion IV. together The librarianof in child- en- occasionThe teacher -11y. reads to the children readtoThe the some classteacher on frequently theirreads own. good and literature children toactivitiestheThe children. planning teacher in readsliteratureand presentation good to literature the class. of Pupils participate in providedliteratureA Childrenbalanced foriswith and programplanned activities theeach teacher byother.in in allthe literature. typesshare Timeteacher. ofgood is withinfiveTheOF levels act the of schoolofA judging quality READING through thein a quality reading the aid of instructionof instruction INSTRUCTIONthis chart. program; provided Leven for pupils V is a matter refers to the highest. One canPROGRAM determine which level best characterizes of relating the characteristic features of the program and the practices used to the reading instruction program of a school or, implement the program. Thl METHODSA. No attempt is made to determine LEVEL I No attempt is made to determine LEVEL II Reading readiness tests are used to LEVEL III A definite attempt is made to LEVEL IV readinesiSpecial LEI readinessfor various of individuals reading skills. or groups readinessformalnesstemptfor various of is readingtheof made individuals first reading toinstruction.grade determine skills. classesor groups An readi-for at- phasesmininging.aldetermine first Little gradeofreadiness the theattention pupilsreading readiness of pupils foris program. given formal of for individu- tovarious read- deter- program.testser,fordetermine teacher-madethe used. various Observation readiness phases and of bystandardizedof each the readingchildteach- Variousous parta I B. ment.Children There given is theno grouping.same assign- pupilsment.Children Occasionallyare given given the less same verywork. assign-slow abilities.groupsChildren according areGrouping placed to generalnotin two flexible. or reading three cordingThisChildren grouping to theirare placed readingis flexible. in abilities.groups ac- GroupialtiescordingChildr or g C. orally.Children "read around the class" partstoTechniques allow in readingchildren are sometimes stories. to take Teachercharacter varied usingsilentTechniques thereading suggestions of are teaching varied in oral teacher'ssomewhat and skillstechniquesVaried of phonetic and areinteresting used and structuralto teachingteach basic vancedVariedinterprare use D. There is little correlation between Theretestasks comprehension.issingle little factual correlation questions between to Readingmanuals.comprehension.and "how" is sometimesThe questions teacher correlated asksto test "why" pupils' Therework-studyanalysis, is some comprehension,skills. correlation of reading and the There MATERIALS skills.Noreading instruction and other given subject in work-study areas. Work-studyreadingemphasis. and otherskills subjectreceive areas.little work-studywith the other skills language are taught. arts. Some skillsiswith given other needed to teachingsubject for the areas. work-study content Emphasis areas. ofin rea large A. areNo booksprovided other for than wide basic reading. textbooks inavailableFew a roombooks fromlibrary. other a thansmall textbooks collection are publicareMany available books libraries. other through than room textbooks and Manyofareas reading books of interest difficulty.are available and at many in many levels areterestcentralManyability. also B. No workbooks are used. readingmightSome workbooksnot program. be part ofare the used. basal They Workbookstheof strengthening entire areclass. used reading for the skills purpose for pupils.neededofWorkbooksused. strengthening Weeklyby c are ass usednewspapers readingor by for individual the skills purpgse are where also Same reading instructionNG INSTRUCTIONty program; of instruction Leven provided V refers fortoPROGRAM thepupils highest. is a matter One can of determinerelating the which level best characterizes characteristic features of the program and the practices used to implement the program. This chart indicates the reading instruction program of a school or a grade or a room the aid of this chart. I LEVEL II LEVEL III LEVEL IV LEVEL V to determineIs or groupslls. readinessNotemptfor attempt various is of made isindividuals reading made to determine to skills. determineor groups An readi- at- aldetermineReading ing.first Little grade readiness the attention pupils readiness tests for is are formal ofgiven individu-used read-to to deter- program.A fordeterminedefinite the various Observation attempt readiness phases is made of byof each the to readingteach-child ousreadinessSpecialVarious parts effort ofoftechniques theeach is reading made pupil are to program.for used.determine the vari- same assign- formalnessChildren of readingthe first given instruction.grade the classes same assign-for phasesminingChildren ofreadiness the are reading placed of pupils program. in two for orvarious three testser,Children teacher-made used. are placed and standardizedin groups ac- Children are placed in groups ac- grouping.d the class" Techniquespupilsment. Occasionallyare aregiven sometimes less verywork. variedslow Techniquesabilities.groups according Grouping of teaching to generalnot oral flexible. and reading VariedThiscording groupingand to interesting their is readingflexible. teaching abilities. VariedtiesGroupingcording or generaland to interestingis common highly reading flexible. readingtechniques abilities. difficul- testaskspartsto comprehension. allowsingle in reading childrenfactual stories. questions to take Teacher character to comprehension;andmanuals.usingsilent "how" thereading suggestionsThe questions areteacher varied toin asks test teacher'ssomewhat pupils'"why" work-studyanalysis,skillstechniques of phonetic comprehension, skills. are used and structuralto teach and thebasic interpretivevancedare used skills to teachskills in reading. theare basictaught. Deeper and ad- bject areas.in work-studytion between Work-studyreadingemphasis.There andis little otherskills correlation subjectreceive areas.little between work-studywithReading the isother sometimes skills language are taught; correlated arts. Some skillsiswithThere given other neededis tosome teachingsubject for correlation the areas. work-study content Emphasis of readingareas. inofThere largereading is unitscorrelation with of other teaching. and subject integration areas basic textbooksreading. inavailableFew a roombooks fromlibrary. other a thansmall textbooks collection are publicManyare available books libraries. other through than textbooksroom and ofareasMany reading of books interest difficulty. are andavailable at many in manylevels ability.terestcentralManyare alsoandbooks libraryMagazines available.at aremany in available many andlevels newspapersareas oin reading the of in- readingmightSome workbooksnot program. be part ofare the used. basal They theofWorkbooks strengthening entire class. are used reading for the skills purpose for used.pupils.neededofWorkbooks strengthening Weeklyby classare usednewspapers readingor by for individual the skills purpqse are where also Same as Level IV. 91. RESOURCES FOR TEACHERS-- LITERATURE SUGGESTED ACTIVITIES FOR ENRICHINGDEVELOPING THE PROGRAMTASTE AND IN PERMANENT LITERATURE INTERESTS IN LITERATURE PRIMARY pleasure"Have a reading atmosphere. corner to suggest a "reading for INTERMEDIATE HaveLiter a Heritagesuggested for reading Madison list ofChildren. the best of literature posted on a bulletin board. Use theirAllowSuggestEncourageChange parents children booksthat andchildren children to foi grandparents. browse each to take read of in thebooks thethe units library.favorite home studied. tobooks read of readingArrangeDiscussthe Newbery table.selected qualitiesand evaluateand books Caldecottof enduring booksrelated Medal that literature.to currenthave books. received interests awards of individuals for literary and excellence, of the class such on a as Consider the writings of contemporary authors needshowExploreadultssilently, to andread obtain individualto develop readto finethem. as books newinterestsa family interests that and group, satisfy showfor orhim. his each to personal have child ualsSeewhichclassedHave moviesin may achildren class just becomeof ashaveand bring"escape" listen readclassics. favorite tomany reading radio booksof programs them,and from which have homeon onesdiscussions books for have awhich room characteristics to have decidecollection. become which of classics. enduringones may literature. be After the individ- ReadLewisEncouragein lists poems Carroll for children toandcolor, Shelf express select Award sound,to becomefromfeeling offerings.action, them andfamiliar words andrhythm. feeling. with to put the plot?Discussfail to List do thehowstyle so words importancenow? one'sof writing which taste ofchanges!haveof plotvarious sensory of Whya authors.story. appeal. does Howa bookWhat does which adjectives the styleinterested buildof writing himup imagery? two enhance years Whattheago Encourageown choice. children to memorize poems of their Memorizelaxation.RecordComparefigures ofmood stylespeech poetry poemsof arewriting as intriguing?anon individual tape.of various Play project. tapeauthors. during Allow milk time period for recitingor other of period favorite of quiet poetry. re- readingRead to and children develop to appreciationset standards offor literature. children's ORAL AND SILENT READING OF LITERATURE toneDevelop and interestvolume andhelp taste to create through the aspell chapter of good a day literature. read by the teacher. Variations in . -Have EncourageasmReadinterest. and by pairsto reluctantpractice or in huddles forreaders audience toby heighten pairing reading. or enthusi- grouping pupils read to classmates to stimulate childrenpressReadSelectCompound anat thereadingstakeemotion, appropriate theturns enjoyment of or in prose toreading paralleltime materials of poemsaloud. reading an existing which and a new stories are situation. story particularly to orheighten book rhythmicalby an having immediate groups and euphoniousfeeling, of five ex-or sixto theReadthem class. with"Chinese" excellent fashion readers. to prepare for reading to Readsharpenvoices,Engage poetry literary asin wellchoralsilently appreciation. as reading, havingand 'listen' the using entireto thelight groupreadsound and darkof words. invoices, unison. girl and boy voices, and solo 93. RESOURCES FOR TEACHERS- . LITERATURE (continued) SUGGESTED ACTIVITIES FOR ENRICHING STORY TELLING THE PROGRAM IN LITERATURE (continued) .PRIMARY TellHave stories a. daily with period exaggeration for story telling.and drama to create an improve ability INTERMEDIATE ExperimentHaveTell weekly original in or expressingstories bi-weekly in relays feelings, story and moods, allow hours. children to improvise as they progress.and emotions. . tointeresttoUtilizeRetell hold build an instories magazine uptheaudience. to art tothe ofdevelop picturesclirnax story tellinga of andfeeling a story flanneland for to sequence. and to develop boards as props ginningGivetion,Develop the transportation, and climax modern the ending. of versions a story and inotherof aold sentence activities. stories. or Substitute new tellingmethods forNote paragraph.for a "radio"theold changein communica- program.Have in mood.children supply the be- theMotivateplays.Stimulateaudience beginning interest. storythe imaginationof telling a story by told a of picture, bysmall the childrena news teacher. item, orby finger PresentTellPrepare a story severaltape illustrated recordings stories or by of poems commercialchildren's about story one or pupil madetheme slides. as a literary program. sionsbiles,RepeatTellAscribe into andseasonal refrains imaginativeother personalities stories inanimate of a story appropriaterealms. to objectswith flowers, a story to vegetables,encourage excur-automo- current units of work.teller. . ShareandTake carryfavorite a realistic it off"trade intobeginning book" the field stories. of ofa story high about adventure.a classmate A CLASS THEME FOR INDIVIDUALIZED READING . Share literary experiences on a commonFunnyReading stories for fun theme: . theme.Increase breadth and depth of literaryReadingFiction background for on recreationalindividual interests reading and hobbies by sharing experiences on a common AccumulativeFairyHolidayStoriesAnimal stories about storiesstories talesseasons FolkReading literature literature which integratesWhat with outstandingqualities units in of asocial hero qualitiesare common are represented?all over the wor social studies or science 4? 94. What are some motifs of folk tales? SUGGESTED ACTIVITIES FOR ENRICHING RESOURCES FOR TEACHERS - THE PROGRAM IN .LITERATURE (continued) LITERATURE (continued) PRIMARY A CLASS THEME FOR INTERMEDIATE INDIVIDUALIZED READING [ Fantasy OldFancifulImaginative tales of tales magic tales FairyMyths tales WhichWhatHow fairydoideas some tales of deitycriticize are vehiclesare expressed for society? satire?by myths? FolkStoriesPoetryRhymes tales of other lands Science fiction CompareHow do they and personify explaincontrast naturalthe someforces origin of the Greek,phenomena?of nature?Roman, Norse, andof the universe? Finnish Myths. Stories ofrelated famous to unitspeople being studied FablesLegends InNote whatHow characteristics ways do they do legendsdevelop of theidealizea moral? structure history? of fables - short, concrete, and direct. TravelBiography. WhatHow do do we travelsocial learn booksconditions from extend lives of great determine the type of personone's to horizons? people? achieve greatness? History HowHow do havedo they storiesthey our motivate help ideals portray in worldbeenindividuals love of to see perpetuatedunderstanding? through historical books? country? the world? 95. SUGGESTED ACTIVITIES FOR ENRICHING THE PROGRAM IN LITERATURE (continued) RESOURCES FOR TEACHERS LITERATURE (continued) PRIMARY GROUP EXPERIENCES AND CONTRIBUTIONS IN INTERMEDIATE LITERATURE . ImpersonateDramatizeMake up riddles storiesoriginala book about using withcharacter stories. stories. stickown words.or hand puppets. . successionfromObserveDramatize favorite Book of withan clues books.Week individual marionettes. to byLet help a the carnival.or in aaudienceidentification. group Have adaptation guess a series the of oftitles agroups favorite and stagethe book. charactesr. exciting episodes Give a . characterActDramatize Pantomineout or or withpantom.ae action. part invisible of a storystory; props. ashave it is audience read. guess the . Club,EstablishDramatize Humor reading creativewith"in Club. the audience clubs round" writing to participation.-satisfy ofthe the audience individual class. around interests: the actors. Scandinavian Club, Poetry . readExpressCompare the reactionssame and literature. contrast to stories reactions read. of children who have PUPIL REACTION AND INTERACTION TO COMMON EXPERIENCES IN LITERATURE . WriteThisPlace reactions helps mitten in reactionsorientationto books onto andhistorical3 x integration5 cards. books of in ideas the appropriate and time sequence. place on Summaries a time line. can File in a box for class reference. . termsHaveDiscussand Discuss classmoralof ethical possible discussions values. the and behavior alternative moral on stories. ofvalues. charactersbehavior of in characters terms of ethicalin Have(bffiliotherapy)FindbeExperiment placed solutions class in discussions a intominiature rolepersonal playing. on book theseproblems cover. books by by reading asking about students, similar "Have situations you read in books. . growDevelopbestEvaluateRead for fablesin regularcomplexity oraltelevision and book viewing.myths; reports programs.as pupils discover according mature. Select object to those pointslessons. which which seem books.. which seemedhelpedhelped-you you so realtounderstand understand you felt youryourself the why events parents your better? were friendbetter? happening acts as he w does? you? class.Impersonate The book a salesman is sold whenand sell read favorite by a classmate. books to the . Discusspassages,Have. panelsmall several or discussionsgroup dramatic books discussions byevents. on the books same onmade withfavorite author. youan analysis descriptions,feel you of were values humorous present expressed in incidents, a historicalby author. exciting event?". 96. RESOURCES FOR TEACHERS LITERATURE (continued) SUGGESTED ACTIVITIES FOR ENRICHING THE PROGRAM IN LITERATURE MOVEMENT (amtinued) PRIMARY Illustrate stories in sequence. EXPRESSING LITERARY EXPERIENCES THROUGH ART, MUSIC, AND INTERMEDIATE Draw cartoon strips of stories. IMME1011. .. IllustratetheirMakeDrawDraw natural shadowthe descriptivepictures main settings. boxes idea of whatwords forin a representationsbookstory. into characterspictures. of might scenes. see in . ArrangeBecomeMakeImproviseCreate modem acquaintedbulletinsets period for illustrations boardsdramatizations. costumes.with to famous cre.atefor old illiz!.zators. interestclassics. in new books available. . pretationLetDiscussPaintConstruct pupil murals in reactions imaginecolorfulmobiles of book to words.himselfto a scenes.illustrate famous as anpainting. favorite object books.in a picture and Write an inter- . ReadMakeCreateDevelopPantomime rhythmically pictorial scenes technique infrom literary rhythm withoffamous using maps. percussionto accompanystories a symbol in accompaniment. dioramas. to recitatives suggest a (poetrycostume or or a setting. prose). . certainBecomeReadRead,express poetry rather geographicappropriate familiar andthan prosewith sing, areas.feelings rhythmicto lyrics a soft and to background patternsmusic. typical of music. observations. of WriteSelect group moodpoetry music for rhythmic as a preludeArrangeDivideEach interpretation: person to into groupreading groups writes recitations poems andone arrangesentencein ofa periodthis sentences poetry.on for a theme sharing in sucha collective as work, poem. travel. pleasure. excitement. favorite poetry. . Tchaikovsky'sGooseConnectLearn folk Suite, music dances Prokofieff's Sleeping with of folkthe Beauty countriestales Hansel such Waltz. and of as story Gretel, book and friends. Ravel's Mother . Become. familiar with musical interpretationsWagnerStravinskyDukasTchaikovsky - The- Nibelungen of- Firebird Sorcerer's-folk Nutcracker literature. Ring Apprentice Suite - Story of Siegfried . UseMountKeep motivation personal book jackets chartsrecords withto of record books written class read. comments readings. of pupils EVALUATING BREADTH AND DEPTH OF READING . colorsUseKeep class of personal whichmotivation representrecords charts of categories, readings designed under assuch book basicas bluecases. categories - fiction;Write of yellow literature. - adventure; titles on "book backs", the . whoareasUse have a ofreading readliterature. the wheel book. to encourage exploration of all . FiletheReportUsegreen reader's "Areports - onbiography.Literary books inlevel a classHeritagefrom of maturity. bookall categories.for under Madison heading Forms Children". such of reports as Indicatefiction, required travel,dates should read biography. Names of afterbe titles appropriate of books. to ModifychildrenEvaluate reading contributing individual habits mayreadings to increase be on in the termsbreadth fly ofleaf. andappropriate depth. degree of difficulty and scope. 97. NEWBERY AND CALDECOTT AWARD BOOKS The Newbery medal is awarded annually to the author of the most dis- THE NEWBERY MEDAL BOOKS The Caldecott medal is awarded annually to the artist of the most dis- THE CALDECOTT MEDAL BOOKS proposedDivisionbookeighteenththetinguished preceding and and of presentation contributioncentury theoffered year. American EnglishTheby of Fredericto award the LibraryAmerican publisher award is G. namedAssociation. Melcher areliterature of made children'safter in byJohnfor 1921. the children books. Newbery, Children'sThe selection Thepublished themedal Services famous of duringwas the oneillustratoryear.tinguishedtheFrederic of Theaward his award ofillustrationsAmericanG. are books Melcher made is namedfor picture by inchildren.for the 1938. afterJohn bookChildren's Randolph The Gilpin.The for selection horsemanchildren Services The Caldecott, first ofpublished on Division theaward the bookthe medal wasfamousduring ofand the donatedis presentation takenthe AmericanEnglish preceding fromby of 1922192519241923 TheTalesTheVoyages Story Dark from of of Frigate Mankind SilverDr. Doolittle Lands CharlesHughHendrikCharles Lofting HawesVan Finger Loon Library Association. 1940191938 39 MeiAnimalsAbraham Li of Lincolnthe Bible DorothyThomasIngri Lathrop Handforth and Edgar d'Aulaire 19 193019291928192726 Gay-NeckSmoky,ShenHitty,Trumpeter ol theHer CowhorseSea ofFirst Krakow Hundrcd Years DhanRachelEricWillArthur Gopal KellyJames Chrisman Field Mukerji 19431941194519441942 MakePrayerManyTheThey WayLittle WereMoons for for HouseaStrong DucklingsChild and Good LouisVirginiaRobertElizabethRobert Slobodkin Lawson BurtonMcCloskey Jones 19351934193219311933 DobryInvincibleWaterlessTheYoung Cat Who Fu Mountain Louisa of Went the Upperto Heaven Yangtze MonicaCorneliaElizabethLaura Armer Shannon Meigs CoatsworthLewis 19501949119944871946 SongTheTheWhite Rooster ol BigLittle theSnow, Snow Swallows CrowsIsland Bright Snow LeoLeonardMaudBertaRoger Politi and andDuvoisinWeisgard Miska Elmer Petersham Hader 19371940193919381936 DanielThimbleTheRollerCaddie White SkatesWoodlawnBoone Summer Stag KateCarolJamesElizabethRuth Seredy Brink Sawyer Daugherty Enright 19541199555321195519 Madeline'sCinderellaTheFinders EggBiggest Keepers TreeRescue Bear MarciaLudwigLyndNicolasKatherine Ward Brown MordvinoffBemelmans Milhous 19451942194119441943 JohnnyRabbitAdamTheCall MatchlockIt Tremain olCourageHill the Road Gun RobertEstherElizabethWalterArmstrong EdmondsForbesLawson Gray Sperry 1956195919581957 NineChanticleerTimeAFrog Tree Days Wentof isWonder to NiceA-Courtin Christmasand the Fox MarieMarcBarbaraRobertFecdor Simont Hall McCloskeyRojankovsky Cooney Ets 1948194919471946 KingMissStrawberryThe Hickoryof Twenty-One the GirlWind Balloons MargueriteCarolynLoisWilliam Lenski Bailey duBoisHenry 19641961119 96623 TheOnceBaboushkaWhere Snowy a Mouse the Dayand Wild the Things Three Are Kings NicolasEzraMarciaMaurice Keats Sidjakov Brown Sendak 19541953195219511950 AndSecretGingerAmosThe DoorNow Fortune: olPye theMiguelin the Andes Free Wall Man JosephAnnEleanorElizabethMarguerite Clark Krumgold Estes Yates de Angell 19561955195919581957 MiraclesTheRiflesCarry WheelWitch on,for on Mr.WatieMaple ofon BowditchBlackbirdthe Hill School Pond HaroldVirginiajeanMeindertElizabeth Latham Keith Sorensen DeJong Speare 196319619601961 21964 OnionAIsland It'sTheWrinkle John Like Bronzeof the inThis, TimeBlue Bow Cat Dolphins JosephEmilyMadeleineElizabethScott KrumgoldO'Dell Neville Speare L'Ert;ie Nr. Books About the Teochin of Readin Reading SELECTED BIBLIOGRAPHY OF TEACHER REFERENCES Looks About Children's Literatur Literature Durrell,DeBond, Boer, Guy Donald. John L., andChild Improving Dallman, Growth Reading Martha.in Reading.Rinehart Instruction. The LyonsTeaching and Winston,andWorld Inc., 1960. of Reading.Carnahan, Holt, 1955. Book Company, Eakin,Arbuthnot, Mary, May Good Hill. Books Children for Children. and Books.1961.1959. University Scott, of Foresman and Company, Chicago Press, Gray,Fraser, William. Dorothy. On Deciding Their Own What in TomanReading.ciation, Teach.1956. and Company, 1963. RevisedNational 1960. edition. Scott, Fores-Education Asso- Larrick,Larrick,Fenner, Nancy, Phyllis, Phyllis,Nancy, A Something Teachers'TheParent's Proof Guide GuideShared-of the to toPudding. day, Children'sChildren Children's 1958. Day, and Reading. Books. Doubleday,Books. 1962. Day,1957. 1959. Double- McKee,Harris,National Albert, Paul. Society Teaching How for to theIncrease of StudyReading Readingof Mifflin Education.inCompany, the Ability. ElementaryCompany, Development1961. 1948. in Longmans, Green and Schools. Houghton and through Anthologies of Children's Literature 110 Favorite Children's Poems. Reilly, 1956. Lower Grades. Ex- Scott,Russell, Louise David. B. Children and Thompson, Learn to JesseReadCompany,Reading. GinnJ. Phonics. 60th1962.and ComrYearbook, 3any, Part 1, University of Chicago Press, Webster Publishing 1961. 1961. Abney,Adams,Abney, Louise, Louise,Hilda, Choral Poetry Choral Speaking Speaking Speaking Arrangements Anthology, pressionArrangementssion Company. Company, Book for 1952.1937. for Upper Grades. Ex-I and Book II. Expres- manualsSuggestedBacon, thatGinn Sources accompany and Company, of Games the Houghton basicandSome Other reading Mifflin ofAids the series best Company, sources for_games and activities are published by Allyn and Harper and Row, and the teacher's Arbuthnot,Arbuthnot, May MayMay Hill, Hill, Hill, Time Time Time for1:-.7 for Fairy Poetry.TrueandForesman Tales. Edition.Tales Company,Revised Revisedand andScott, Edition. Compitriy,1961. Edition.Foresman 1961. wad Company, 1961. Almost True. Revised Scott, Foresman Scott, Scott, Foresman Company. AdditionalKottmeyer,Durrell, sources Donald are: William. and Sullivan, Teacher's Helen, GuidePublishingReading. Building for Remedial World Company, BookReading. Company,1959. 1945. Word Power in Primary Webster Davis,Ciardi,Benet, Mary William,John, G., How Girls' PoemsAn Does Antholoey Book for a PoemYouth:of Verse, of Mean?Modern FamousAn An American Houghton,Anthology. Library, English Anthology. 1952 1959 and AmericanPoetry. Lippincott, 1952. Dutton, 1956. MadisccRussel!, Public David Schools. and Karp, Suggestions Etta. ReadingTeachers1959'. for Effective- Aids College, Through Reading Columbia University, 1955. The Grades. Instruction. Huffard,Hubbard,Fish, Helen Grace, Alice, D., MyBoys' Golden Poetry Book Flute, Book: of Verse,An An Anthology Anthologyandren. An Girls.Day, Anthology. of 1932.Winston,of Poetry Modern /or 1956. Anthology of Child-Lippincott, 1951. Verse Youngfor Boys Child- Johnson,Stevenson,Rasmussen, Edna; Burton, Carrie, Scott, Home Carrie;Let's BookSay and Poetry of Sickels, Verse,Togetherren's1953. Together, Literature. Evelyn,American (Intermediate). and Houghton Let's Burgess, Mifflin Company,1962. 1948. and English. Holt, Say Poetry Aids to Finding Materials Hazen,Brewton, Meribah, John E. Subject and Sara Index L, Index to Children'sCompany, to Children's 1942. Magazines. Poetry. H. W. Wilson 100. SELECTED BIBLIOGRAPHY OF TEACHER REFERENCES (continued) Literature Children's Magazines ChildBoys' Life Literature Films For(continued) AdvancedRobert Pupils Frost Poems from personal experiences, 30 minutes, No. 1649. JackHighlights and Jill for Children AIM Carl Sandburg four timesPulitzerSings Pulitzer folkPrize poems, Prizefor poetry) for 30 poetry)minutes, No. 1656. (two times Periodicals for Teachers SchoolHoi.dEl_rmentaryBulletin Book Libraries ol Chilefeen's English Book Center - University. of Chicago. Filmstrips AVAILABLE IN CURRICULUM OFFICE 1,11101. AVAILABLECapsCamelBiggestAndy forand Who Bear Sale INthe TookSCHOOL -Lion- 4734 a frames frames-Walk 42 LIBRARY frames - 42 frames OFFICE AVAILABLEPablo,MotherLoon's Boy Necklace,Goose THROUGHof Mexico,Stories, color, BAVI color,No. No. F-136 F-107No. F-119 LittleLentilHerculesGeorgieCircus Red -Baby 41- -40 Light52frames frames- frames36 House frames - 42 frames KingJohnnyBoyAndyFive Midas of and Chinese India:Appleseed, theand RamaLion, the Brothers, Golden 14 10and minutes,minutes, His 9Touch, siinutes, Elephant, No. No. 10 2990 3766color,minutes, 11 minutes, No. color, 4710 No. 3739 No. 1161 MikeMakeLittleStoneRedMillions Mulligan WayTootCarpet Soup offor- 52-Cats Ducklings4656and frames frames- his 44 Steamshovelframes - 47 frames - 59 frames C MikeMakeMagicPaulOldMillions MulliganWayIronsides, Fish,Bunyan offor 15 Cats, Ducklings, minutes,and 5 minutes, 11histhe minutes,Steam Blue No. 11 No. 3094minutes,Ox,Shovel, No.3875 5 minutes,3612 11No. mialites, 3765 N. 2683 color, No. 4502 StoryEdgarAVAILABLE of AllenPing IN- Poe,45 CURRICULUM frames No. 407 OFFICE UglyPaulAVAILABLE Revere'sDuckling, FROM Ride, 9 minutes, BRITANNICA10 minutes, color, No.FILMS,No. 37192669 INC. HansGulliver'sFive ChineseClodhopper, Travels, Brothers, (Hans No. No.618 Christian 502 AndersenSwineherdSLepherdessLittle Mermaid and the Chimney Sweep Series), No. 622 Loon'sUglyOregonMidnightLouisaHare Necklace,Duckling,and May Trail, theRide Alcott, Tortoise,25 of 1111 minutes, Paul minutes, minutes,18 Revere,minutes,11 No.minutes, No. color, 1459 11 581No. minutes, No.No. 459 423381 color, No. 1559 HiawathaJohnnyJoan of AppleseedArc,(American No. 789 (AmericanLegendary FolkloreHeroes Series), Series),Thumbelina No.Tinder No. 645 795 Box 101. SELECTED BIBLIOGRAPHY OF TEACHER REFERENCES (continued) Literature LegendAVAILABLEFilmstrips of Sleepy IN (continued) CURRICULUM Hollow, No. 832OFFICE Literature GreatRecordsAVAILABLE Tales (continued) and IN Poems SCHOOL of Edgar LIBRARY Allen OFFICE Poe (Includes "The Tell-Tale MobyLittlePecosPaulMoby Engine Bunyan, Dick,Bill, No.That No. 401113 Could, 1111 No. 863 Dick, No. 976 Gubrand-on-the-HillsideLegend of Sleepy Hollou (A NorwegianParable",HousePortrait",Heart", Folk of "The Usher","The Tale) Black FactsRaven", "The Cat", in Masque the "Annabel "The Case ofCask of the Lee", M. ofRed Valdemar",Amontillado", "Ulalume") Death", "The 'The Fall of The "Shadow - A Oval PussPinocchio,PiedPeterRabbit Piper,inRabbit, Boots, Who No.No. No.Wanted No.1131 1129 1121 1179 Red Wings, No. 1183 1218 LittleThe King's Toot (RecordTrumpetLost in thewith (Includes Fog Filmstrip) partsCapitanKing's of "Call Tuckett", March") of the "Trumpet Shofar", Voluntary", "Trumpet Concerto", "Authentic "El RobinRobertRipUglyRumpelstiltskin,Robinson Van Hood, BruceDuckling, Winkle Crusoe, No. and (American1224 No.the No. No. Spider,1538 1237 1225 Legendary No. 1223 Heroes Series), No. NutcrackerLullabyLittlestThe Night Angelof Christmas Suite, Before Tchaikovsky Christmas (IncludesThe"0 Little Herald "Overture","Jingle Town Angels Bells", of "DanceBethlehem", Sing") "Silent of "0 Come All Ye Faithful", "Hark! Night", the WilliamGolden Tell, Classic No. 1623Series No. 1 RobinsonMobyPugGulliver's Arthur Dick Crusoe Travels APaul Pecos BunyanRevere Bill andYarn Tale the Minute MenFlowers")Sugar Plums", "Trepak", "Dance of the Toy Flutes", "Waltz of the Records AVAILABLE IN SCHOOL LIBRARY OFFICE AdventuresPeterPussPinocchio.The PanPied in Boots Piperof Carlo Pinocchio (Other Collodi side - Paddy the Bakery Boy) AliceBrerBaldur in Mud Wonderland(A NorseTurtle's Myth) Trickery (includes (An songs "Uncle"Little from Remus" Mother Jack Korner", Story) Goose "Simple"There Was an Old Woman") Simon", SilentRipRidingRobin Van Night the HoodWinkle Pony (Includes Express - "Silent Night",TownNoel", "Awayof "0 Bethlehem") Come, in All Ye Faithful", "We Three Kings", a Manger ", "The "0 Little First AChildrenCalifornia ChristopherChristmas and Gold Carol,Poetry Robin Rush asbySongs, (Landmark) told May bybyA. Hill LionelBasilA. Arbuthnot FriendsMilne Rathbone Barrymore are (Other Books) side - Some of my Best SongsSleepingTalesThe StorySmallof from Beauty,Pooh ofOne, the BabasandPaul VolsungaGudrun (A Christopher Bunyan Christmas Thorne Saga Robin,Story) A. A. Milne TheFerdinand,DickCinderella FrogFive Whittington Marvelous- theA Spanish Bull, and told Pretzels HisFolk by Cat TaleDon (Other(Other Wilson side - TheRapunzel) Throe Nice Mice Brothers) 'TwasWinnieVoyagesTheTreasure Uglythe theNight ofIslandDuckling PoohChristopher Before and theChristopher Christmas, Columbus Hellalump, byRobin byFred A. Songs, Waring A. Milne by A. A. Milne 102. SELECTED BI3LIOGRAPHY OF TEACHER REFERENCES (continual) In addition to the books mentioned in the section, BIBLIOGRAPHY "Resourceslanguage for arts Teachers", were used in theCincinnatiAkron followingpreparation Public Public curriculum Schools.of this Schools. guide: Curriculum guides Intermediate in reading Handbook Manual,and -the Revised Reading and Literature. 1956. 1962. MinneapolisMadisonGrandCincinnati Rapids Public Public Public Public Schools. Schools. Schools. Schools. Suggestions Primary Guide Suggested Manual,to forTeaching Study Effective Reading School.Arts. 1950. 1960. Revised 1963. Guide for the Language Reading Instruction. 1959. in the Elementary NewPortland,Plainview,San Orleans Diego Oregon New Public City York PublicSchools. Schools. Public Schools. Reading: Reading: Schools. Elementary Grade A Guide One for One through Six. 1958. 1961.Program of Instruction for Grades Readingthrough Guide. Grade 1961. Six. 1961. Instruction in Reading.