R E P T RESUMES ED 013 103 AC 001 409 A TEACHER'S GUIDEFOR ADULT BASICEDUCATION. BY- BROWN,ANTRONETTE MISSOURI STATE DEPT OF EDUCATION,JEFFERSON CITY REPORT NUMBER MSBE-PUB -134-0 PUB DATE FORS PRICE 67 MF-.$0.75 HC--$6.04 151P.
DESCRIPTORS-.. *ADULT BASIC EDUCATION, *COURSECONTENT, *TEACHING GUIDES, *INSTRUCTIONAL MATERIALS,*TEACHING TECHNIQUES, MATHEMATICS, EDUCATIONAL OBJECTIVES;SCIENCE INSTRUCTION, COMMUNICATION SKILLS, READING, SOCIALSTUDIES, CITIZENSHIP, CLASSROOM ENVIRONMENT, ACHIEVEMENTTESTS, APTITUDE TESTS, INTEREST TESTS, READING READINESSTESTS, DIAGNOSTIC TESTS, LEARNING MOTIVATION,EDUCATIONALLY DISADVANTAGED, TESTING,
COMPILED AS AN IDEAAND INFORMATION GUIDEFOR 1EACHERS OF ADULT BASIC EDUCATION, THIS DOCUMENTINCLUDES DETAILED TEACHING OBJECTIVES, METHODS, AND MATERIALS(FILMS, FILMSTRIPS, BOOKS, TRANSPARENCIES) . THE COURSE INCLUDES READING AND (1) COMMUNICATION SKILLS--PHONICS,VOCABULARY, REFERENCE, AND SO ON,(2) SOCIAL STUDIES-- GOVERNMENT, GEOGRAPHY, HISTORY; WORLD AFFAIRS, CITIZENSHIP,ECONOMICS, SOCIAL AND POLITICAL PROBLEMS, (3) MATHEMATICS-- COMPUTATION, FRACTIONS, MEASUREMENT, GEOMETRY, BASIC ALGEBRA,AND (4) SCIENCE -- HEALTH AND SAFETY, BIOLOGY, ANDPHYSICAL SCIENCE. EACH LEARNING OBJECTIVE IS REINFORCED WITHSUGGESTED PRACTICAL AND COMMON EXPERIENCE APPLICATIONS.AMONG THE SUGGESTIONS FOR SUCCESSFULCLASSROOM LEARNING ARE -- INDIVIDUALIZED EXPERIENCES STUDY, CREATION OFINFORMAL AND FRIENDLY CLASSRIX0M CLIMATE, DRAMATIC PRESENTATION OFMATERIAL, UTILIZATION OF PROGRAMED. MATERIAL AND TECHNOLOGICALDEVICES, AND INCLUSION OF SOCIALIZATION OPPORTUNITIESIN INSTRUCTIONAL PROCEDURES. LISTSOF ACHIEVEMENT,DIAGNOSTIC, READING READINESS, AND APTITUDE AND INTEREST TESTS AREINCLUDED. (THE DOCUMENT INCLUDES ABIBLIOGRAPHY.) (FT)
4 U.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT.POINTS Of VIEW OR OPINIONS `,.;t.i 11 STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
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F A TEACHER'S GUIDE FOR ADULT BASIC EDUCATION
Publication No. 134 G 1967 Revision
HUBERT WHEELER Commissioner of Education MISSOURI STATE BOARD OF EDUCATION
Mr. Jack Webster, President Springfield, Missouri Mr. F. Burton Sawyer, Vice President Kirkwood, Missouri Mrs. True Davis St. Joseph, Missouri Mr. T. A. Haggard Steele, Missouri Mr. J. Warren Head Palmyra, Missouri Mr. Sidney R. Redmond St. Louis, Missouri Mr. Elston J. Melton Boonville, Missouri Mr. Dale M. Thompson Kansas City, Missouri Mr. Hubert Wheeler, Executive Officer Jefferson City, Missouri Mrs. Ella Mae Flippen, Secretary Jefferson City, Missouri
II TABLE OF CONTENTS
PAGE Viewpoint of Adult Basic Education VI
Purpose of Guide 1
These Are the Things We Believe 2
The Adult Basic Education Program 4
Adult Basic Education Programs Shall Be Designed To 5
Some Suggestions For Successful Teaching 6
Reading and Communication Level I 10
Reading and Communication Level II 21
Reading and Communication Level III 32
Reading and Communication Level IV 46
Mathematics Level I 89
Mathematics Level II 99
Mathematics Level III 102
Mathematics Level IV 108
Social Studies Level I 65
Social Studies Level II 68
Social Studies Level III 70
Social Studies Level IV 75
Science Level I 110
Science Level II 114
Science Level III 124
Science Level IV 124
Testing 134
The First Day How to Handle It 138
Bibliography 141
I I I AdministrativeOrganization ForDeveloping The Adult BasicEducation Guide
Executive Committee
HUBERT WHEELER, Commissionerof Education, State Departmentof Education
WARREN BLACK, AssistantCommissioner of Education, StateDepartment of Education
BILL GHAN, Director ofAdult Basic Education, StateDepartment of Education
RAYMOND A. ROBERTS, Directorof Curriculum, State Departmentof Education
Statewide Adult BasicEducation CurriculumCommittee
ANTRONETTE BROWN, AdultBasic Education Instructor,Kansas City CHAIRMAN
ED LOCHMOELLER,Adult Basic EducationInstructor, Ferguson
VIRGINIA FRIEZE, AdultBasic Education Instructor,Greenfield
JOHN ELI, Adult BasicEducation Instructor, MissouriSouthern, Joplin
GLORIA COUSIN, AdultBasic Education Instructor,Kansas City DONALD W. MOCKER, Coordinator of Credit Courses,Missouri University, St.Louis JAMES A. HOWARD,Adult Basic EducationInstructor, Missouri State Jefferson City Prison,
IV FOREWORD
This guide represents another importantstep in offering toevery individual in Missouri the opportunityto secure education which will meet his needs and desires. It is evidentthat the committeewas interested in new approaches to theage old problem of what to teach, as well as how to teach.
The committee is to be commendedfor organizing this guide in accordance with the national trends inAdult Basic Education. The Adult Basic Education teacher willsurely find this guide helpful in implementing a more effective instructionalprogram. The hard work and committee put into this guide is deeplyappreciated.
Hubert Wheeler Commissioner of Education
v A Viewpoint Of AdultBasic Education
Implementation of new ideas and ofchange are critical factorsin education today. Problems related to theprocess of change are primarily relatedto interpersonal relationships and the establishmentof new roles for people inthe changing structure. The need has existed fora change in the basic structure of theAdult Basic Education curriculum and in the peopleinvolved at all levels.
In order to accomplish thiswe must address ourselves to allfactors related to change in a total educationalendeavor. Also, we must takea long hard look at the content and goals of basiceducation in this scientifictechnological age. To assist people to become fully functioningmembers of the 1970's society,we must concentrate on consumer economics, householdsciences and civic responsibilityas well as the 3r's. Our goal must be to help people do and THINKin the computerized jetages
The continuedsuccess of the Adult Basic EducationProgram will depend skill of the teachers upon the as they reshape the lives of theeducationally deprived people who find themselves in thepoverty cycle but whomust learn to relate to the emerging society. new
Derek N. Nunney Director of Adult Basic Education U. S. Office of Education
VI OUR PURPOSE ISTO COMPILE A BOOK OF IDEAS ANDINFORMATION THAT THE TEACHERWILL REFER TOFREQUENTLY FOR HELP WITH WHAT TO TEACH AND HOW TO TEACH AND WHERE TO FINDIT. THESE ARE THE THINGSWE BELIEVE
The adult in need of basic education will not necessarily be helped by the teacher who assumes that greater success in life, material things, will follow success in basic school subjects, and who therefore confines himself to being a teacher!
Fears ingrained by background and lack of confidence and strangeness around new people and old failures and awareness of poor clothes, ofpoor speech, and racial discrimination, and the weight of routine, may be immovable blocks to a qualified teacher.
2 BUT REMOVABLE BLOCKSTO
a smile that says, "Welcome!" a smile that introduces a new friend, a smile that accepts mistakes, a smile that compliments a good try, a hand that grasps warmly, a hand that offers a cup of coffee, a hand that gives individual help, a hand that helps with a coat, a voice that has a first name, a voice that asks about children, a voice that says, "Thank you for coming.' a voice that says, "Good! You're doing fine!"
3 THE ADULT BASIC EDUCATIONPROGRAM
Since the beginning of Adult Basic Education in Missouriin 1964 the program has been a growing concern. Why? Because it isa program with a purpose and goal to reach. The 1960 census revealed that of the 2,492,553persons 25 years of age and over in Missouri, 1,158,362 of them had completed less than nineyears of school and an additional 421,879 individuals had completed eighth grade but not high school. There is a diminishing need for unskilledmanpower in today's work force. In reality, automation and machinesare replacing unskilled labor at a very rapidpace. Aside from this, the labor force is growing dueto the increase in total population. With the majority of work being done by machinesand computers, there will bean abundance of free time. The working day will be shortenedand longer paid vacations will be a reality.
Adult Basic Education offers opportunity to thosewho were not able to acquirean education. The unskilled labor force is able totrain today for tomorrow's jobs, and better themselves and their families in theprocess. Individual citizens will have much free time inthe future. Adult education offers a chance to become a well-rounded individual anda challenge to gain new enjoyment and educational experiences.
4 ADULT BASIC EDUCATION PROGRAMS SHALL BE DESIGNED TO
Offer the adult with little or no formal education theopportunity to initiate or continue his education.
Provide understanding of the responsibilities whichaccompany his rights as a citizen.
Enable the adult to develop the fundamental skills ofcommunication - listening, speak- ing, reading, writing, and the basic skill of numbers.
Provide the learner with the opportunity to acquirethe elements of health, science, and social studies which will enable him to better understandand join in the life of his community and nation.
Relate learning to the world of work.
Develop the confidence of each adult in hisown ability to learn.
Furnish the learner with a constant series of successfullearning experiences to bet- ter reorient his attitudes.
Seek the maximum development in the minimum time.
5 SOMESUGGESTIONS FORSUCCESSFUL TEACHING
Learning is a behavioral change in an individual.Behavioral changes donot become a part of a person until he has reinforcedthem throughuse. Remem- ber, students don'tlearn as a result of whatteachers do, butas a result of what teachers get themto do.
A successful teacher in a basic educationprogram must be able tocreate within the classrooma kind of atmosphereor climate which promotes self- confidence anda desire for self-improvement on the part of each student,to the end that learning becomes a desirable andpleasurable activity. Theman- ner in which this is achieved willdepend on the teacher.
A variety of methods,devices, and ideasmay be used to achieve desired realistic goals. Whateverapproach is used in creatingthe desired psycholog- ical climate. The adultstudent must realize thathe is learning something that he considers to be worthwhile and importantto him at every meetingof the class.
6 SOMESUGGESTIONSFOR CONDUCTING CLASS SESSIONS
Talk over specific objectives with individualstudents. Teachers andstudents should agreeon those that are worthwhile.
Individualize study anduse small group activities.
Provide for informalclassroom environment.
Plan each class sessionas a dramatic presentation.
Provide students withbackground for what theyare learning.
Remember that adult studentshave a great deal ofexperience to share. Plan for continuous pupilparticipation.
Utilize programedmaterial and technologicaldevices. Allow time for socialization and gettingto know one another.Socialization should be built into theinstructional procedures ofthe program.
Be prepared forstudents arriving and leavingthroughout the semester.
Be available for discussingproblems that affect classwork.
7 MORE SUGGESTIONS
In teaching adults, there are few set rules orestablished procedures that must be rigidly followed. The course outlines are flexible.What follows in this book is one way.
It is important to remember that a good teacherof adults is flexible, plans his course of study with the students, remains sensitive to the experiences that the adult brings to the classroom.
Most men and women involved in adult learningactivities have the choice of dropping out at any time or remaining until thecompletion of the course. This lack of the com- pulsory aspect makes adult education a directchallenge to the holding power of the teacher. If his classes drag, if his techniques are boring, if he doesn't maintain the interest of all, he may find himself facing an empty classroom!
8 INSTRUCTIONAL PROGRAM
Reading And Communication Art
Level I Grades 1-3 Level II Grades 4-6 Level III Grades 7-8 Level IV Grades9-12
Social Studies
Level I Grades 1-3 Level II Grades 4-6 Level III Grades 7-8 Level IV Grades 9-12
Mathematics
Level I Grades 1-3 Level II Grades 4-6 Level III Grades 7-8 Level IV Grades 9-12
Science
Level I Grades 1-3 Level II Grades 4-6 LeN 1 III Grades 7-8 Level IV Grades 9-12
9 READING ANDCOMMUNICATIONARTS LEVEL I The teacher should begin work in the sectionof the reading and communication arts that fits the frustrationlevel of the student.
WHAT WE TEACH HOW WE TEACH MATERIALS
Readiness experiences Work individually with stu- such as the recognition of Magazine pictures incolor dents to check their knowl- comicbooks;various colors, the ability to make edge of colors andany in- colored pencils indefinite comparisons and dication of color blindness. practice of left to righteye movements. Teach such conceptsas Various sizes of blocks, big, bigger, biggest; small beads,orotherob- little,smallest, smaller, jects alike, different. Steps to Learning- Book I I Want to Read andWrite Show and discussa picture. Steck-Vaughn
Practiceleft-righteye Talking It Over movements. Follett Publishing Company Give practice in grouping designs which are alike. Reading Readiness Charts Determination of the Ideal Company ex- Using copies of approved Colored Tablets tent of sight vocabulary of word lists, ask studentsto each student. Kenworthy Company circle words which they Dolch Word List recognize; followup with Thorndike's First 500 oral pronunciation of words Words to check correctnessof their responses.
Use oral reading scales. Oral Reading Paragraphs- Botel Reading Inventory Follett Publishing Co. Use flashcards to deter- mine the student's knowl- Economo Sentence Builder edge of basic words. Milton Bradley Immediate success for the Introduce selected words Mott Reading Scale non-reader by buildinga from a story to thegroup; vocabulary of instantly students pronounce them Learning to Read and recognized words. repeatedly.Drill.Then Write read the story. Holt
Have students write words Reading For A Purpose that they are learning. Getting Started Follett 10 WHAT WE TEACH HOW WE TEACH MATERIALS
Use reading machines for Language Master Set 1- individual work. Word Picture Program Provide story charts for Bell and Howell reading.
Have students read story from a projected trans- parency. Transparencies- Phonics Development of confidence Reproduce a story that stu- 6LE and continued success in dents have learned to read, 3M Visual Products reading through practice. but leave some blanks. Ask Company students to complete the sentences. English Lessons For Adults Provide a list of common Harcourt Brace Company words seen in the com- munity and students are taught to remember them Signs From Learning To by sight. Example :Stop, Read and Write Go, Exit, etc. Holt
Divide sentences from a Steps to Learning- Book 2 story into two parts. Mix Steck-Vaughn them up and ask students to match the two parts.
Urge students to practice good handwriting habits. The Spy in the Sky Reinforcement of sight vo- Provide worksheets so that Series I Reading cabulary and indentifica- students may pick out dif- Behavioral Research tion of words through con- ferences in long words and Laboratories figuration clues and estab- short words, capital letters lishment offinervisual and small letters,short discrimination. letters and tall letters. Filmstrip: Improve Your Handwriting Have students find words McGraw Hill that are alike in sets of words. Example : am-an-in -and-an Film: Teach adults to write the Milestones in Writing letters of the alphabet; this Series - Pictograph and may be done as letters ap- Alphabet pear in words or they may Contemporary Films be written in sequence. Division
11 WHAT WE TEACH HOW WE TEACH MATERIALS Give students experience of picking out the words they have learned by sight from alistofsimilar words which have not been studied.
Make a game of matching letters of the alphabet.
Flash a letter or wordson the screen for reproduction by students on paper.
Devise a sheet so that stu- dents supply missing parts Reading For A Purpose of a word. Getting Started, Communications 1 Follett Publishing Company Give oral directionsso that students circle capitalor Learning To Read and small letters ona pre- Write pared sheet. Holt Have students draw lines between letters thatare Steps to Learning, Books-- alike on a worksheet. 1 and 2 I Want to Read and Write Adult Reader Steck-Vaughn Recognitionofwords Teach students torecog- through means of struc- nize words that begin with English Lessons For Adults tural analysis and study of the same letter. Harcourt-Brace Company root words, word families, prefixes and suffixes. Ask students to find word elements in longer words Programmed Reading for that are familiar to them. Adults - Book 1 The Letters of The Ask students to change Alphabet sentences by rewriting McGraw-Hill Company them with an added prefix on a word. Example: The man tied the dog. The man untied the dog. System for Success-Book 1 Follett Publishing Company Assist students to learn to make new words by adding Building Your Language suffixes to roots; forex- Power 1 ample, er and ingmay be Silver Burdett Company added to sing.
12 WHAT WE TEACH HOW WE TEACH MATERIALS
Supply a study sheet made Operation Alphabet T.V. of two lists of words,the Home Study Book second made from rootsof NAPSAE the first.Students draw lines between therelated News For You words. Syracuse University
Give exercises for students Programmed Reading For to divide words intosyl- Adults Book 3 lables. McGraw-Hill Company
Provide work in simpleal- Filmstrip : phabetizing of words. Vowel Sound Helps You Society For Visual Educa- tion Wordrecognitionskill Present short vowels by through phonetic analysis sounding them and allow- such as beginning and end- ing students to givewords ing sounds, rhyming words, that have short vowels. and two letter consonant American Incentive To digraphs. Use a record andstudent workbooks for a study of Read phonics. AIR
Use programmed instruc- Programmed Reading For tion to teach sounds. Adult-The Sounds of Letters McGraw-Hill Company
Have students matchlet- Series I Reading, Books ters with sounds. 1,2,3 Behavioral Research Laboratories
Use phonics charts. Initial and Final Conso- nants Charts Ideal Introduce the study of Photo-Phonics Gifted families of words. Teachers Books, Inc.
Suggest that students com- Basic Primary Phonics, pile a booklet of pictures Groups 1,2,3 of words beginning with a Society For Visual Educa- common sound. t ion
Show filmstrips anddis- Phonetic Drill Cards cussasitprogresses. Phonetic Quizmo (Vowels and Consonants. ) Phonetic Word Analyzer Milton Bradley, Publisher
13 WHAT WE TEACH HOW WE TEACH MATERIALS Use phonic cards. Play phonicgames. Picture Phono Cards Kenworthy, Publisher
Show filmstrips tobuild Group-Size Consonant vocabulary; include rhym- Cards-Dolch ing words,synonyms, hom- onyms, prefixes, suffixes, Filmstrip: singular and plural,and Fundamentals of Vocabu- beginning touse the dic- lary Building tionary. Eyegate, Publisher
Teach sounds usingtrans- Phonics1- LE Initial parencies with overhead Consonants projector. Sounds B to L No. 2-LE M to Z No. 3-LE Consonant Combinations No. 4-LE Review of Vowel Sounds
3M, Visual Products Company
Teach sounds withLan- Language Master Phonics guage Master. Program-Sets 1,2,3
Recognition of paragraph Teach students torecog- Live and Learn organization nizeparagraphsina Noble and Noble Publishing story. Company
Discuss and show students Reading Skills how to pick out the main Fearon idea in a paragraph.
Point out how sentences in Reading Skill Builders, a paragraph should be Grades 1,2,3 punctuated and discuss Adult Readers Steps 1,2,3 simple rules for capitali- Readers Digest Services zation.
Learn to write simple Filmstrip: paragraphs. Let's Start With Key Words Society for Visual Write titlesfor articles Education frommagazinesnews- papers, periodicalsor stories.
14 WHAT TO TEACH HOW TO TEACH MATERIALS
Teach students about the Improve Your Punctuation relative role of heading McGraw-Hill Company and subheading. Transparencies: Using newspapers, discuss Elementary Punctuation, paragraphing found in news Part 1 articles. Capitalization 18-E 3M Visual Products Plan for practice in learn- Company ingtospellcommon demons. Readers 1-8 (Sullivan) Programmed Reading Development of the ability Through reading and dis- Series 2 (Sullivan) to read with comprehen- cussion help students to Whv Work Series sion. do the following: Behavioral Research -Recognize key thoughts Laboratories of a story -Interpretfeelingsof personsbeingread English Lessons For Adults about Harcourt Brace -Select specific sen- tences from articles Film: . ..sentences that re- Reading improvement - fer to the picture. Comprehension -Recognize implied Coronet meanings. -Be ableto find solu- tions to problem stories. -Form sensory images of articles -Indentify cause and ef- fect relationship -Summarize theselec- tion -Match list of phrases thataresimilarin meaning but worded differently.
Prepare questions to direct silent reading. Reading For Understanding Use reading machines Junior Education to improve comprehension. Science Research Associates Develop the ability of the students to read and find
15 WHAT TO TEACH HOW TO TEACH MATERIALS answers by using thefol- lowing techniques: -Select wordsthat an- swer questions -Use simpletrue and false quiz -Justifyanswers of arti- cles by readingaloud -Take notes thatanswer questions -Read toprove or dis- prove questions
Assist studentsin under- standing theimportance of sequence of ideas byper- formingthefollowing tasks: -List facts inorder -Followsequenceof newspaper ormaga- zinearticles,telling of unfoldingof events. Increased reading speed By use of transparencies, English No. teach students 10-E-S Basic to increase Reading their reading speed. Part 1 English No.11 E-S Basic Reading Part 2 3M VisualProducts Company
Administer ReadingTime Gates Reading Tests. Tests (LC, RV, GS, ND) Teachers College, Flash sentence cards and Columbia, University require studentsto recall what theysaw.
Use readingmachines to increase speed. Improvement in oral read-Use a tape ing recorder for diagnosticpurposes.
Use a videotape recorder to recordovert behavior and voice fordiagnostic purposes.
16 WHAT TO TEACH HOW TO TEACH MATERIALS
Divide the class into small groups and read orally to one another.
Show films and filmstrips on Film: speech, pronunciation and Speech-Using Your Voice enunciation. McGraw Hill
Teach students to recognize punctuation marks as they Filmstrip : read. Pronouncing Words Correctly News For You Learn to read selected arti- Syracuse University cles from the daily news- paper; read orally and discuss.
Further development of vo- Before each reading lesson, cabulary and increased wordplace a list of words on the power. chalkboard for discussion and drill.
Learn to use the dictionary Filmstrip : by filmstrips, film, and Dictionary and Other practice in class. References Hearing Sounds in Words Use flashcards for vocabu- Letters Which Work lary drill. Together Popular Science Create a spelling list from reading lesson and assist students in learning to spell Password these words. Milton Bradley
Use educational word games.The Syllable Game Take Build a vocabulary of words Dolch used in daily living experi- ences such as words from safety signs, telephone di- rectory, grocery items, ad- vertisements,directional signs, driving. Filmstrips: Synonyms Advanced skills in attackingDiscuss, show filmstrips Jam Handy new words through structure,and do exercises to recog- Homonyms phonics, and context. nize and understand anto- Prefixes and Suffixes nyms,homonyms,and Improve Your Punctuation synonyms, McGraw Hill
17 WHAT TO TEACH HOW TO TEACH MATERIALS
Suggest that students keep a list of new words they have learned; they learn to write the words in sentences using good usage, punctuation, and capitalization
Provide exercises for mak- ing compound words.
Formulate words by having students supply prefixes and suffixes.
Use word cards for stu- Word and Phrase Sentence dents to build sentences. Builders Cards Kenworthy Give practice in looking up words in a dictionary and Films : determine howtopro- We Discover the Dictionary nounce them by looking at Look It Up diacritical marks. Coronet Teach students to sound out multi-syllable words.
Provideexperiencesin using contractions.
Present new words in dif- ferentcontent.Students are taught to recognize ac- cented syllables and pro- nounce.
Discuss the meaning of Filmstrip : context and ask students to Context Clues determine meaning of Eyegate words from their contex- tual use in a sentence.
Have students match words with phrases.
Pass out a duplicated se- lection and ask students to supply missing words. Tape a short article as it
18 WHAT TO TEACH HOW TO TEACH MATERIALS
is read from a textbook. Have the class underline words as it is played back.
Techniques forfinding Identify the parts of a book needed information and help students to know how to use them. Practice using the telephone direc- tory.
Tour the library and point out how and where books, magazines, newspapers, and other materials are located. Pass out road maps and study them. Learn to use the want ad section. Role play a person seekingto answer an ad and one placing an ad. Give practice in finding geographical places on a globe.
Use, with students, the in- dex of merchandise cata- logs; they learn to fill out written orders and make telephoneorders.They may pracice writing let- ters about their orders. Teach students to use all parts of the dictionary.
Give practice in using the encyclopedia.
Drill on alphabetizing.
Opportunities for practice Use programmed instruc- Lessons for Self-Instruction in following directions. tion for experience in fol- in Basic Skills ( Following lowing directions. Directions ) California Test Bureau
19 WHAT TO TEACH HOW TO TEACH MATERIALS
Supply washinginstruc- tionsforvariousgar- ments. Use an opaque pro- jector to show on a screen; Discuss
Discussinstructionsfor Bell Telephone Company operating appliances, for Equipment taking medicine, for mak- ing long distance calls, for Sampleinstructiontags sending a telegram by call- ing. Role play.
Allow students to give and follow directions to find various places in the com- munity. Pass out sample applica- tion forms and let students follow directions in com- pleting them.
Give practice in following directions in cook books.
Give practice in listening. Make regular trips to the library to select books to read.
Share information gained in the newspaper. Bring magazines to class for enjoyment of reading.
20 READING AND COMMUNICATION LEVEL II
WHAT TO TEACH HOW TO TEACH MATERIALS
Further developmentof List onthechalkboard word recognition through bases of words from which structure. other words are built. Ex- ample: Fixus (to set or fix ). From this, the words prefix and suffix, arise.
Display at least one "word Filmstrips: origin" book explaining Unusual Word Origins what entymology means. Words Derived From Use the dictionary tr, find Other Languages other roots from which Keys to Word Building words are made. Synonyms, Antonyms, & Homonyms. Ask each student to create McGraw-Hill a vocabulary notebook of roots and related words made from them.
Show filmstrips on aspects Roots and Shoots of word structure discuss- Society for Visual ing them as the strip is Education presented.
Discuss the history of the origin of words. Use a dictionary to discover inter- esting origins.
Show a filmstrip of homo- nyms. Have students look them up in the dictionary and discovermeanings. Film: Spelling Is Easy On a prepared sheet, list Coronet contractions. Ask students to write the words from which they come and to learn to spell them. Filmstrip: Plurals Introduce rules for making Society for Visual plurals. Make up plurals Education from singular nouns. Show common abbrevia- English That We Need tions(Daysofweek, Frank E. Richards, months, measurements, Publisher 21 HOW TO TEACH WHAT TO TEACH MATERIALS
titles, names, states) Pro- Help Yourself to Read, vide exercises forrein- Write, and Spell. forcement. Educational Development Corp. Provide experiences for Ginn & Company practicingalphabetizing.
Further developmentof Review the 24 consonant 3M Transparencies or word recognition through sounds(q,p,t,k,ch,b,d,g,j, spirit masters likenesses and differencesf,v,s,z,sh,zh, (Jacque), r,b, Phonics 3 Consonant of sounds. m,n,ng, (strong), th, Combinations and Review (thick), th, (them, y,w, and of Initial Consonant h. Sounds Phonics 4 - Review of vow- el sounds Reviewthe 15 vowel Phonics 6 - Review of vow- sounds, Five vowel sounds el and consonant sounds areshort.Fivevowel and compound word sounds are long. oo (look building. ou (out) of (oil) au (haul) Phonics 7 Short Vowels and Schwa sound(stir, Initial Consonant were, learn, burn, world. ) substitution Phonics 8 Long Vowels Initial Consonant Show the difference be- tween hard and soft C's and G's. 3M Visual Products
Example: Filmstrips: Single consonant sounds.
Soft C - cent, city, cycle Hearing Sounds In Words
Hard C - call, cap, cop Consonant Sounds
Soft G -gentle, gym, Tricky Consonant Sounds ginger
Hard G - gas, gun, game Popular Science
Give a list of words; have Classroom Vocabulary students place the words Program IV 4-5-6 in the proper colurim.
germ curl Phonics Practice Set 1 cereal carry Phonics Practice Set 2 cyclone guest cigar gypsy
22 WHAT TO TEACH HOW TO TEACH MATERIALS
Soft C Hard C Prefix Mastery Suffix Mastery
guard ceiling cotton gelatin gone civics geography cut
Soft G Hard G
Filmstrip: Who's Mispronouncing Study combinations of con- Eyegate sonant blends. Words and Their Ways Society of Visual Study diphthongs and make Education word families of like sound.
Example: au oy auto boy haul destroy sauce loyal
00 00 ou boot foot house school cook found food look count
Make wordlistsusing various blends.
Example: bl-blank, blend br-broke, bring English in Action cl-class, claim Tress ler cr - crane, crime D.C. Heath and Company dr - drive, dream fl - flame, flower fr - friend, frame gl - glide, glory gr - grind, grand pl - please, pleasant pr - prove, pride sc - scamper, scarce 23 WHAT TO TEACH HOW TO TEACH MATERIALS
scr - scream, scroll sm - smoke, smile sn - snare, sniper Using Good English sp - spurn, spank Laidlow Brothers spr - spree, sprout tr - train, tramp
Study two-letter combina- tions that makea new sound.
Example: ch - chair ph - phone sh - shower th - third wh - while Essentials of Modern English Review long and short vow- Mac Millan el sounds. Show how vowel sounds change when fol- lowed by R.
Example: ar - farmer er - were it - girl or - fortune ur - hurt Give sentences in which two letters, a vowel and an R, be filled in to complete a word.
Example : We use a knife anda f--k to eat. Her sk--t matches her sweater. There was no h---m done by the mistake. There was no h--m done by the mistake. I have lost myp--se. Det---gents get out d---t.
Progressivegrowthin Ask students to check for Film : reading comprehension. the sentence ina paragraph Making Sense With that best summarizes the Sentences reading selection. Coronet 24 WHAT TO TEACH HOW TO TEACH MATERIALS
Read a story for clues toSkill Builders (Grades 4, character. Have students 5,6) select from a group of Reader Digest Services statements the ones that correctly interpret a part Why Work Series Reading of the story. Kit Behavioral Research Make two columns (after Laboratories reading a story) one for cause - the other for ef- Practice Readers Books, fect and have students D. & F. match the columns. McGraw-Hill
Compile a list of true and How to Read Better, I and II false sentences. Have Steck Vaughn pupils react to them (oral or written). Springboards, Portal Press, Inc. For character descriptions. match character names Full Speed Ahead with descriptive phrases. Follett Discuss punctuation marks I Want to Learn English as an aid to understanding. Steck Vaughn
A. Quotation marks Individual Corrective (singleand double) English B. Commas McCormack-Mathers - person addressed - series Lessons for Self Instruc- - in quotations tion in Basic Skills - in compound Punctuation sentences California Test Bureau - appositives - after yes or no Lessons for Self Instruc- C. Apostrophe tion in Basic Skills - possessions Capitalization - omission California Test Bureau D. End punctuation - period Spoken Drills and Tests - question mark in English - exclamation point An Oral Language Practice Book Harr Wagner Have students read a story and writeaparagraph summarizing it. Point out Filmstrip: topic sentences, supporting Punctuation Filmstrip sentences and concluding Series sentences. McGraw-Hill 25 WHAT TO TEACH HOW TO TEACH MATERIALS
Use oral exercises for re- inforcement.
Assist students to develop Classroom Reading attention,concentration, Program IV accuracy, andselfcon- Steps 1-2-3-4 fidence as an aid to under- Tachest-O-Film standing. Learning Through Seeing, Inc. Use machines to develop phrase reading and uni- 3M Transparencies tary seeing. Basic Readings Visual Products Develop sentences so that meanings of selected words HOW TO GET ALONG ON may be determined by THE JOB context. Holt
Give practice through oral discussion on finding the main idea. Ask students to write a sentence giving the main thought.
Give students experience in outlining.
Extension ofability to Have students read a story Readers Digest build and use new words written in dialect. Ask themReading Skill Builder, and broaden understanding.to write, pronounce, and Books 4 & 5 define correct form of the New Practice Readers words. Books, D & F McGraw Hill Compile a list of action words. Have students add Mott Basic Langauge Skills endi ags, remembering that 600 the last letter sometimes World Book changes.
Construct two columns Dolch Reading headed words and defini- Word List tions. Have students draw Garrard Publishing Co. lines to the ones that cor- respond.
Compile two lists of words, Language Master Synonyms and Antonyms. Bell & Howell Students write S and A be- side each word, respec- tively. 26 WHAT TO TEACH HOW TO TEACH MATERIALS
Have students givethe main idea of an article orparagraph withone descriptive word.
Use flash cards to enlarge sight vocabulary of every- day words.
Havestudentssupply missing words in sentences from a vocabulary list. Dictate a list of words. Have students write them divided into syllables.
Construct a simple cross- word puzzle with corre- sponding words vertically and horizontally.
Compile a list of vocabu- Film: lary words from an as- Build Your Vocabulary signed reading. Have stu- Coronet dents write them in sen- tences pertaining to the selection.
Have students write words to matchingpicture emblems. Example: Picture of Word a star policeman a skull & crossbones poison
Deleteseveralletters On The Job from words in a vocabu- Frank E. Richards, lary list and have students Publisher fill in the missing letters.
Build a broader vocabulary through a study of words associated with jobs. Example: machinery equip- ment, safety, etc.
27 WHAT TO TEACH HOW TO TEACH MATERIALS
List on the chalkboard new Learning To Read Better words taken from reading Book 1 material.Discuss,then Steck Vaughn Company use in sentences with ap- propriate capitalization and punctuation.
Increased speed and corn-Practice in adjusting speed Shadovvscope prehension of reading to purpose and nature of materials through oral reading. Example: pleasure reading pursuit of information special interest
Use the Shadowscope to in- Film : crease and regulatethe Improve Your Reading rate of speed. Coronet Give students a timed reading lesson followed by a group of written ques- tionsto measure speed and comprehension. Have students read a se- Better Reading lection in an alloted time Encyclopedia Britannica then give an oral version to measure how much was read. Ask students to read an S.R.A. Standardized Test article in a limited span of time and to list facts read sequentially. Make flash cards of sen- Gates-MacGinite tences and phrases. Dis- Speed and accuracy test play for a few seconds. Teachers College Have students write them Columbia University or recite orally. Administer standardized speed tests to establish rate of reading of students. Use Craig Reader to in- crease reading speed rate of the students as compre- hension improves. 28 WHAT TO TEACH HOW TO TEACH MATERIALS
Applicationofreading Use the opaque projector skills to meet the needs of to display labels and in- Individuals structionstakenfrom various commodities to be read orally by the class.
Have students write direc- tions for accomplishing a feat, getting to a particu- larlocation,or assem- bling appliances or furni- ture. Secure samplequestion sheets from the Motor Ve- hicle Department. Discuss questions concerning driver's test with class. You and Your Needs Practice in taking notes. You Are Heredity and Environment Follett Havestudentscompile lists of various types. Example: laundry,shop- How We Live ping, etc. Noble and Noble Have students bringclip- pings pertaining to their special interest or job and read to the class. Why Work Series Kit with Provide lessons in recog- Tapes nizing and being able to Behavioral Research Laboratory read signs encounteredin everyday experiences such Functional Reading Book 8 as those seenin public McGraw-Hill buildings, on the street, driving, restaurants, etc. Transparencies Safety Signs On Our Provide menus, greeting Streets (59333-2 cards, announcements, etc.Safety Signs On The to be read orally inclass Highway ( 59333-3) using the opaque projector. Cenco Company
Experiencesinlocation Give practiceinusing skills. Table of Contents, Index Glossaries,CardCata- logues, Footnotes. etc. Have students make an alphabetical card file. 29 WHAT TO TEACH HOW TO TEACH MATERIALS Have students locate in- formation in encyclopedias.
Have students formulate a bibliography in alphabeti- calorder, from alist given by the teacher.
Give students practice in alphabetizing to the third letter.
Supervise practice in lo-Transparencies: cating materials in the li- Using the Library (59333-6) brary which includes use Cenco Co. # C K 6 of the card file, Readers Guide and other techniques.
Conduct a field trip to the public library, encourage Film: students to secure cards. Library Organization Coronet Provide experiences where the students have a more extensive use in locating places on the map and globe.
Formulate charts, graphs, and tables from units being studied in class. Provide lessons in placing Transparencies: accent marks, using pro- Map Outline of Missouri nouncing key anddia- (59334-144) critical marks and guide I Want A Job (59334-697) words.
Give practice in filling out checks, application forms, Getting Ready For Pay Day bankslips, check stubs, English That We Need receipts, schedules. Frank E. Richards, Publisher Give students experience in writing. Short letters, announcements, invita- tions,condolences,etc. Film: Demonstrate correct way Writing Better Social to fold correspondence and Letters give practice in addressing Coronet envelopes and cards. 30 WHAT TO TEACH HOW TO TEACH MATERIALS
Improve speech habits byWriting Better Business having students give short Letters talks on travel, hobbies, Coronet dramatic monologues, radio and T.V. skits. Eight Parts To A Business Letter Provide students with theInter. Theatrical and T.V. experience of giving a speech or talk on the tapeFilm: recorder. Play and evalu- Using Your Voice ate. EmphasizeclearYoung America enunciation, pronunciation, absenceof mannerisms, Improve Your Pronunciation and a pleasing presenta-Coronet tion. Oral Language Practice Familiarize students with Book books according to classi-Harr-Wagner fication such as fiction, non-fiction, biographies, Newspaper: literature, poetry, etc. News For You Syracuse University Encourage class to join book clubs. Weekly Reader - Level 3 Charles E. Merrill Books, Provide library books in Inc. the classroom at various reading and interest levelFilm: as independent reading. Look It Up Coronet
31 READING AND COMMUNICATION ARTS LEVEL III
WHAT TO TEACH HOW TO TEACH MATERIALS
Phonetic and Structural Place words on chalkboard Transparencies: Analysis and Syllabication omitting long vowels. Pro- Initial Consonant Sounds nounce words for class. B-L Ask students to write theInitial Consonant Sounds words and fill in the vowel M-Z they hear. Use the same ConsonantCombinations procedure for consonants and Review ofInitial and blends. Check papers Consonant Sounds by asking someone to go to Review of Vowel Sounds the toard and say the word 3M Company- Visual Pro- as he fills in blanks, or ducts teacher may fill in blanks from student dictation.
Examples: Phonograph Record: Long vowels Speak Well Educational Record Sales bailing itinerary Sound and Sense in Spell- exuberation eons ing hoax Harcourt, Brace & World Short vowels
abstractions grit Phonics Wheel bedlam knots Teachers Publishing Cor- gunwales poration
Vowels together A Phonetic Approach to Spelling Growth maudlin clue (Grades 7-8) howitzer dew The Economy Company decoy keel pawpaw thief Photo-Phonics Filmstrips: lain diehard Vowel breach grouse Consonants slay tough Consonants Blends foil foe Gifted Teachers Books Consonants bedlam galley cadence hammock dense jolt filtered keel Photo-Phonics III and IV meander registrar Gifted Teachers Books novice taut porous void quay waist 32 MATERIALS WHAT TO TEACH HOW TO TEACH Ask class forten words heard on radio ortelevi- sion. List onchalkboard and pronouncecarefully. Invite class toclose eyes as teacherrepronounces each word. Askclass to tell how manysounds they heard in each word.
Use this procedurealso to give class theopportunity to hearvowels,conso- nants, andblends. (Closing the eyes mayhelp concen- tration.)
Write a consonantblended Phonograph Record: the chalk- Sounds of SpokenEnglish with a vowel on Sales board or haveprepared on Educational Record transparency.Pronounce and then askclass to pro- nounce.
Examples:
na sna ne sne ni sni no sno nu snu
Write respellingsof words previouslystudied on chalkboard. Invitestudents to pronouncethe word from the respelling.Use in oral sentences. Point to andpronounce these endings: ed est ishness erfullessor en ingly y Ask students to saywords in whichthey hear these endings. Writethese words onchalkboard and pro- nounce. Usewords in oral 33 WHAT TO TEACH HOW TO TEACH MATERIALS
and/or written sentences. Filmstrip: Roots and Shoots Use this procedure for Society For Visual Educa- dis in tion f ore re im un Ask the class to say the names of people they have heard about who have a title. Abbreviate the title on the chalkboard. The list may include the following:
Dr. Gen. Pres. Col. Rev. Supt. (Don't forget Mr. and Mrs. )
Usetransparenciesor chalkboardtoillustrate abbreviations of each day of the week and each month of the year. Read aloud. Dictate to students in mix- ed order inviting them to look up at board or screen if they are not sure.
Invite class totellthe meaning of each of these abbreviations. Write sen- tences using each one.
A.M. B.C. C.C. Winston's Dictionary for P.M. A.D. P.O. Schools C.O.D. R.F.D. R.R.Holt, Rinehart, and Win- Inc. U.S.A. Ltd. ston Dictate sentences to stu- dents using words pre- viouslystudied.Include one contraction in each sentence. You may include couldn't,who's,they're, doesn't, won't. Ask stu- dents to dictate sentences including contractions. SRA Reading Lab-HI a Comprehension Skills Give a brief synopsis andScience Research Associ- assign a reading. Give in- ates 34 MATERIALS WHAT TO TEACH HOW TO TEACH dividual help. When com- pleted, invite students to suggest outcomes from the eventsinthereading. Write on chalkboard or Film : overheadprojectorand Choosing Books to Read discuss. University of Missouri Li- brary Rereadorallytofind words that infer why an act was done. Place on chalkboard. Ask for other meanings of the word and use orally in sentences.
Show gestures a character Readers Digest Readings: may have used tohelp con- Mott Basic Language vey his message.Invite Skills Program Series 900 students to do this. Ask the class for sentences and expressions that show what the characterisdoing. Take movies of students as they portray characters. Discuss results. Write the word "cliche" on the chalkboardand ex- plain that it is an expres- sion used over and over without variation and is poor communication.Give examples: Film: busy as a bee Improve Your Reading beautiful but dumb University of Missouri poor but proud Library ray of sunshine
Ask class for better, more Reading Skill Builders original way to communi- Grades 7-8 cate the idea. Write sen- Readers Digest tences using cliches and rewrite so that the idea is expressedina fresher way. Invite the students to tell Reading for a Viewpoint what they would have done Follett if they were placed in the 35 WHAT TO TEACH HOW TO TEACH MATERIALS same position as a charac- ter in the story.
Have students writea par- agraph telling what elsea character could have done to solve a problem in the reading.If possible,as- sign different characters to different students.
Remind studentsthat Film: a. The first sentence How To Read A Book oftheparagraph University of Missouri Li- must beindented. brary b. The first sentence usuallygivesthe main idea. c. All sentences should English III tell something about Holt, Rinehart, Winston the topic. d. The teacher will .give individual help withspellingand any other problems.
Show some completedpar- Filmstrip- 151G agraphs with anopaque Summarizing projector.Discuss these Eyegate questions: a. What is the topic of the paragraph? b. What does the writer tell about the topic? c. (Have capital letters Transparencies: and punctuation been Punctuation Grouping- 6 used correctly in the packets paragraph? This might 3M Visual Products be better handled ina separate lesson.) Draw a line on chalkboard Filmstrip: dividingit roughly into Exploring Punctuation parts, one part about one- The Comma- 6 packets third, the other part two- Society For Visual Educa- thirds. List the characters tion from an assigned reading in the one-third size part. Listsentencestelling about events in the two- thirds size part. 36 WHAT TO TEACH HOW TO TEACH MATERIALS Ask students to match the characters with the listed events. After silent reading, ask SRA Basic Composition each student to state the Series Grades 5-8 main idea of a paragraph Science Research Associ- in his own words. Assign ates paragraphs in order to different students. Use the overhead projector to list Success In Language/A each student's idea in same 8-Unit Booklet Program order. Ask if the listed Follett ideas summarize the read- ing?Discusswiththe class.
Show examples of exagger- Filmstrips: ation such as, "We yelled End and Other Punctuation our lungs out!" Ask stu- .Set of 6 captioned dents to dictate exaggera- Society for Visual Educa- tionsthey have heard. tion Write on overhead projec- tor and discuss meanings.
Askstudentstobring Far Horizons(Gaining In- newspaper aids to class. dependencein reading Using opaque projector, Series) read orally and discussChas. E.Merrill Books, these questions: Inc. a Can we tellif this is the best price? b. What facts do the ad state? c. What can we tellabout the quality? Give a synopsis and as-Winston's Dictionary for sign silent reading of fif- Schools teenminutesaverageHolt, Rinehart, Winston length. Select fifteen verbs from the reading and list Film: on chalkboard. Ask stu- We Discover the Diction- dents to find synonyms for ary the words listed. Orally University of Missouri Li- reread sentences from the brary readingsubstitutingthe synonyms. Reading Essentials - Ser- Ask students to dictate ies (5-8) sentencestellingthings Steck-Vaughn 3 WHAT TO TEACH HOW TO TEACH MATERIALS they did during the day. Get them started by sug- gesting sentences such as, "I went to work at seven this morning." After ten sentences have been listed, go back and circle words whicharegeneralor vague. Ask students to use dictionaries to find synon- yms which would give a clearer picture, or more definite meaning. Use opaque projector to show at least five full page The Newspapers You Read magazine ads for different Follett cars. Ask individuals to read orally. Underline ad- jectives, and reread omit- ting them. Have students write a paragraph on which car they would buy and why. (Review suggestions previously stated for help- ing students to do this writing.) Projectstudent'spar- agraphs on screen. Read aloud and locate topic sen- tence. Review punctuation as used correctly in these paragraphs, and compli- ment achievement. Assign a readingafter brief preview. Listthe main ideas from ten para- graphs on the chalkboard. Ask studentsto match theseideaswithpara- graphs from the assigned reading. Ask questions after silent reading to help students see cause and effect rela- tionships. Ask questionssuchas NewModernReading these: Skilltexts-Book 2 38 WHAT TO TEACH HOW TO TEACH MATERIALS
a. Why did John decide Skilltapes for Adult Read- to change jobs? ing b. What caused Betty to Charles E. Merrill Books, drop thehot frying Inc. pan? c. When did Joan decide to take Bill to the doc- tor?
Have students writea The Letters You Write friendly letter. Some of Follett these topics may be help- ful:
A new job Advanced Handwriting For A new appliance or piece Adults of furniture American Southern Pub- A child recovers from an lishing Co. illness A daughter's part in a Handwriting Legibility Kit school play Peterson System, Inc. A son's participation in athletics English Exercises Moving to another home Charles E. Merrill Books, Visiting a friend in the Inc. hospital
Use transparency tore- Filmstrips: view these parts of a let- Steps In Building A Para- ter. Illustrate each one. graph a. Namesofstreet, Steps 1-3 town, state and month Steps 4-5 b. Greeting Steps 6-7 c. Body Steps 8-9 d. Complimentary close Loyola University Press e. Signature
Give individual help during Filmstrips: writing. Use opaque pro- How To Write A Narrative jector for oral reading and Part 1 A to reteach form. Part 1 B McGraw-Hill
Ask students to dictate Filmstrips: sentences that hide true Uses of the Comma reasons. Write these sen- End Punctuation tences on overhead pro- Visual Instruction Bureau jector and discuss what University of Texas may be inferred.
Example John heard the 39 WHAT TO TEACH HOW TO TEACH MATERIALS laughter coming from Fred'syard."Mary," he called, "I think I'll take a little walk. I need some fresh air."
Vocabulary DevelopmentEncouragestudentsto Filmstrips: and Word Mastery think about word relation- Fundamentals of Vocabulary ships by writing on chalk- Building board words brought to Synonyms mind or implied by other Homonyms words. Ask studentsto Find Another Word match words they associatePrefixes and Suffixes with given words. Singular and Plural Example: Eyegate law order poverty hunger (or crime) vote welfare Filmstrip: marriage The Right Word in the divorce Right Place children Society For Visual religion Education freedom Filmstrip: Ask students to provide Word Meanings Change "a word or words that McGraw Hill make sense" in teacher- prepared sentences. Filmstrips: Prepare on transparency. Increase Your Stock of Be sure you give clues in Words. your sentences. Times and People Example: Change Words a. Al'seffortstoget Loyola University Press Mary to the ball game just made her b. When Betty asked Bob to heran outthebackdoor.
Prepare transparency showing headlines and ex- Steps to Better Reading- pressions in the news. Read Book 1 eachexpressionorally. Harcourt, Brace, and World Ask the class, "Does the headline give you a clue to what the article is about?" Word Clues- Book G Examples: Educational Development a. "Recounts Bracing Laboratory 40 WHAT TO TEACH HOW TO TEACH MATERIALS
History of Her Metal Mouth Phase" b. Girl-Watchers Re- Filmstrip: fuse To Skirt Issue" Increase Your Stockof c. "First Quarter Net Words Higher" Society for Visual d. "Ozark Seeks to Education Increase Common" e. "WindsSpoilGood Angling" Help Yourself to Read, f. "CardsFindVeale Write and Spell Too Tough To Pound" Ginn and Company g. "CourseofU. S. History Hinges on Decision by the Rev. Dr. King" Make a word list of occu- pations in which adult stu- dents may be interested. Useforspelling,para- graphs on the nature of the job, and oral reports to the class on desirable traits and aptitudesre- specting each job. Your list may include: ambulance helpers Filmstrip: mechanic Words and Your Work brazer auto body trainee Society for Visual baker assembler Education key punch operator Newspaper want ads machine operator packer chauffeur dental technician chain link fence man beauty operator grinder attendant The Language You Speak maintenance man Follett porter cook
Encouragestudentsto write down and bring to class new words seen at work, on signs, on tele- vision,in magazine ads, and on labels. Keep a list of these words on trans- parencies. Review and add to list periodically. 41 WHAT TO TEACH HOW TO TEACH MATERIALS
Compile a list of words in the news. Show on chalk- The Movies You See board, pronounce, and dis- The Television You Watch cusscurrentmeaning. Follett Your list may include :
dissent ghetto black-power inner-city mini-skirt M-16 mod hippiesthe pill
Have students write sen- tences using these words that sound alike. See that students have dictionaries when help is needed.
watt what Winston's Dictionary for scene seen Schools him hymn Holt, Rinehart, Winston steel steal feet feat meet meat Pete peat
they're their peace piece groan grown through threw rode road plane plain knew new
Functional Reading Skills List in mixed order five Betty Crocker's Dinner In stepsinpreparing food A Dish Cook Book from a particular cookbook Golden Press, Inc. recipe. Ask students to put in correct order according to the recipe.
Writequestions on the Understanding the chalkboard. Ask the stu- Automobile dents to find those sen- Follett tences from the reading which support answers to the questions. Assign a different task for Magazines: succeeding paragraphs in a Popular Science cookbook, training manual, Popular Mechanics or an instructional maga- Sports Illustrated zine. American Home 42 WHAT TO TEACH HOW TO TEACH MATERIALS
Examples: Outdoor Life Encircle the words that tell what ingredientsto use. Underline the sentence that tells where thefuse box is. Cross outwords not neededtounderstand howto assemblethe model. Select sentences from an instruction sheet or book- let and break intoparts. Ask students to rearrange so the parts arein sensi- ble order.
Follow the instructionsfor ordering fromamail order catalog.
Read orally and followthe instructions on the face of state and federalincome tax forms.
Obtain employmentappli- cations from cooperating business firms. Practice completing them in accord- ance withwritten instruc- tions.
Obtain application blanks for"Industrial"lifein- surance. Read and com- plete.
Location Skills Use transparenciesto Film: show the kinds of books Know Your Library available in a library and University of Missouri the important parts. Library
Fiction Filmstrip: Nonfiction The Dictionary and Other Magazines Reference Books Pamphlets Eyegate
43 WHAT TO TEACH HOW TO TEACH MATERIALS Encyclopedias Dictionaries Atlases Special reference books
Title page Film: Introduction Look It Up Appendix University ofMissouri Body of the book Library Table of contents Index Bibliography
Show the Deweydecimal Filmstrips: systemofclassification so students Library ResearchTools may find books Selected Reference for themselves. Source 1: General Philosophy andbehavior Eyegate 100-199 Religion 200-299 Social Sciences300-399 Filmstrips: Languages 400-499 Card Catalog Natural sciences Dewey DecimalSystem 500-599 Readers Guide Useful Arts 600-699 Fine arts Using ReferenceMaterial 700-799 McGraw-Hill Literature 800-899 Travel, biography, history 900-999 General works000-099
Discuss howfiction and nonfiction books are shelved.
Discuss thecard catalog. Show samplesof an author card,titlecard,and subject card.Point out the call number.Discuss the use of each card.Place these wordson the chalk- board. Aska student to write after eachthe kind of card he woulduse when trying to findinformation. 44 WHAT TO TEACH HOW TO TEACH MATERIALS
China birds Mark Twain natural resources radar The Pearl
Arrange with librarian for a special visit by an adult class.Afterexplanation by librarian, arrange for each student to find a needed reference, using the card catalog.
45 4 READING ANDCOMMUNICATION LEVEL IV WHAT TO TEACH HOW TO TEACH WHERE TO FIND IT The development of vocab- Carry on a systematic ulary. building through a Word Study for Improved study of prefixes, root Reading knowledgeofhistory, words, and suffixes to showGlobe Book Company form, meaning andusage how each word elementcan of words. determine the definition part of speech, anduse of the word. Teach the meanings of prefixes.
Dunn*: premeans be- fore
Give a word list. Havestu- Language Master- Set 3 dent circle the prefix. Word Building and Word Analysis Technique Example: precaution,pre- Bell and Howell arrange, prepay
Use dictionary to showstu- dents how to find themean- ing of whole words.
Have students writea sen- tence for each word.
Show that many wordsstem Word Attack Manual from the same root word. Educator's Publishing Service Example:port means carry;therefore, report, export all have acommon root word, but the prefix in each word changesthe meaning of each word.
Teach root words. Word Clues Book- Book G Educational Developmental Example: die or dietmeans Laboratory say or tell
Ask students to findword Filmstrip: familiesbyidentifying Suffixes and Prefixes roots that are alike. F-1722 Example: prediction, dic- tionary 46 WHAT TO TEACH HOW TO TEACH MATERIALS
Develop student's ability to Using Good English recognizehowsuffixes Laidlaw Brothers added to words changethe part of speech and the functions ofthe words.
Example: Add the suffix New Modern Reading ful to wonder (a noun),the Skilltexts new word is an adjective, Charles E. Merrill's wonderful Books, Inc. Develop student's skill in recognizing suffixmean- ings
Example: er,or, ee, ist mean one who
Construct new words byRecognizing the Soundsof addingsuffixestoroot Words words. Encourage studentsCharles E. Merrill's to determine the meaning Books, Inc. of each new word bythe meaning of the suffix.
Example: governor, farm- er, actor, employer
Presentwordlistof homonyms.
Have students writea sen- tenceanduseeach homonym.
Present a word list ofcorn- pound words.
Have students givethe Filmstrip: meanings of newcompound Words from Many Lands words and use thewords in Jam Handy sentences.
Discussthehistoryof wordswehavebor- rowed from otherpeople.
Example: German- kin- dergarten, waltz French- menu, journey 47 WHAT TO TEACH HOW TO TEACH MATERIAL' ti
Divide class intogroups Essentials of Modern and assign research read- English ing to determine origin, Macmillan Company, meaning, and usage of bor- rowed words.
Example: ce're al, cereal Origin-from Latin wordcere a liz,from ceres the goddess of corn Meaning- a grain, or a plant yielding grain Usage- The manufac- ture of cereal has be- come a big business.
Use newspapers and maga- zines to find words and word roots that have been studied and discussed in class.Give wordlists. Have students divide words into syllables.
Use the dictionary to study Word Attack- Manual the diacritical markings of Educator's Publishing letters. Service Stress through oral read- ing the accented syllables 3M Transparencies of words. Show that the ac- Phonics- No. 3,4,5,6,7,8 cent of a word changes as Visual Products Company a word changes structure. Example: pre fer' -pref' eable pre cede' - prec' e dent
Use chalk board, overhead projector or flash cards for reinforcement.
Development of concepts Use word building and dic- Tachist-O-Films andskillsofcorrect tionary study as an ap- Classroom Vocabulary spelling. proach to learn spelling. Program X Classroom Reading Check all written work and Program X have students keep a Learning Through Seeing, Inc.
48 WHAT TO TEACH HOW TO TEACH MATERIALS notebook of words that haveFilms-0-391 been misspelled. Spelling Is Easy Coronet Make spelling lists from classroom activities.
Teach only spelling rules that are consistent enough to be useful in a large number of cases. Carry out a systematic, Instructional Tape meaningfulreview of Our Daily 'Words words. Imperial Productions, Inc.
Use spelling tests for diag- nosticas wellasfor Spelling For You achievement purposes. McCormick-Mathers Use word lists that have been compiled by experts. 1000 Most Used Words Relate spelling to syllabi- Mott Basic Language Skills cation and pronunciation. Series 900 A
Comprehension andthe Use readingmachines, PAR Kits rate of reading through acalculators, Craig readers, Reading for Power planned program by whichprojectors or programmed Reading for Speed the students can evaluatereaders to help students Word Study their own progress. accelerate their rate of reading. SRA Programmed Reading Kits Science Research Associates
English in Action-Tressler D. C. Heath and Company
Skills needed for different Set up reading exercisesin types of reading -skim- the class to develop skills ming, leisurely or close. needed for different types of reading. Examples: Have the stu-Essentials of Modern dents bring a newspaper English toclass that has notMacmillan Company
49 WHAT TO TEACH HOW TO TEACH MATERIALS been previously read. Give two minutes to skimFilm: a page. Put the news- Newspaper Serves Its papers aside, and have Community the students make a listFilm Associates of of the items of informa- California tion they got by skim- ming the page.
Have the class reada English in Action selection. Discover what D. C. Heath and Company skillsareneeded for fullunderstandingby asking for specificin- formation.
1. Find the main ideaor topic sentence.
2. Name specific detail given.
3. What conclusiodid you draw fro:this article?
4. How will you tr., ke use of what you ha- learned?
The relationship between Assign a controversialar- reasoning and the learningtide to be read. process. Through discussion let the students see that there is a difference be- tween fact and opinion.
Show ways by whichan author's bias can color his writings.
Ask questions for the stu- dents to answer:
1. Does the authoruse emotionally loaded words?
50 WHAT TO TEACH HOW TO TEACH MATERIALS 2. What do these words prove?
3. What factual informa- tion is given? 4. Does the author pur- posely omit certain information? 5. Does the author have a personal interest in the subject?
Knowledge of syllogismsExample: All human be- Using Good English for determining validity. ings are liable to make Laid law Brothers mistakes. (Factuallyac- curate ).Teachers are human beings.There- fore, teachers are liable to make mistakes. (Valid ).
Callattentionto propa- ganda and false analogies that appear in all forms of writing- editorials, books, and advertisements.
Assign reports on various advertising commercials. Have the students give panel discussions on the wordsandimplications that writers use in adver- tisements.
Give the class a number of statements.Then have them decide whichare opinion and which are fact.
Figuarative language whichWrite some similes on the will help students form a blackboard. Have the stu- mental picture of writtendents name the objects and spoken material. that are compared.
Show that the words likeor as will always be used in a simile. 51 WHAT TO TEACH HOW TO TEACH MATERIALS Example: The night wasas dark as the inside ofa coal bin.
Show that a metaphor is an implied comparison. Ask questions about metaphors.
Example: She had a tongue English in Action-Tressler that would clip a hedge. D. C. Heath and Company What characteristic did she have?
Continue with the other fig- ures of speech as they ap- pear in different types of reading. Evaluation of implications Present graphs, charts, portrayed by editorial car-and maps to the class for toon and other graphic de- discussion. vices. Relate the information found in graphs, charts, and maps to life situations of the students.
Have the students keepa Reading Kit chart or graph of their Personal Reading Record own reading progress. PAR Publishing Co.
Reading tests should be Reading Record Test given from time to time in Science Research Lab order for the teacher and the student to evaluate the progress and to determine areas which need to be strengthened. Metropolitan Achievement Test Harcourt-Brace and World
Iowa Test of Educational Development A broad understanding ofReview root words,pre- Houghton Mifflin Company words through vocabularyfixes and suffixes. building,definitions and applied usage. Have theclass keep a English in Action-Tressler notebookof words they D. C. Heath andCompany learn. 52 WHAT TO TEACH HOW TO TEACH MATERIALS Make a card file for new words that have been de- fined and used in sentences.
Use crossword puzzles to arouse and maintainin- terest in words. Use the Reader's Digest Reader's Digest section "It Pays toIn- crease Your WordPower."
Discussorallywords needed to understand liter- ary, social study,science and math assignments.
The meaning and applica- Example: Compare, con- tion of the words compare, trast, and evaluate the contrast, and evaluate. work and life of Louis Pasteurwiththatof George Washington Carver. Compare, contrast and evaluate the work and life of Adolph Hitler to that of Abraham Lincoln.
Teach word short cuts by substituting one word for a phrase. Example: Like measles, smallpox is transmitted from one person to an- other.
Use the dictionary to find Word Study for Improved answers to questionsbased Reading upon the derivationof the Globe Book Company underlined words.
Example :Why does the Orient remind us of the sunrise?
Why areSeptember, October, November and December misnamed? 53 WHAT TO TEACH HOW TO TEACH MATERIALS The development of word Use speed tests in which fluency. the class will list all the synonyms and all the an- tonyms they can think of for a given list of words.
Give vocabulary tests in English in Action-Tressler which the students read a D. C. Heath and Company word in context and choose itsdefinition from five choices.
Example: Any day now we expectthe resumption of hostilities.
1. announcement Filmstrip: 2. complication Using a Dictionary 3. outbreak McGraw-Hill 4. renewal 5. success
Increasevocabularyby teaching allusions.
Use an unabridged diction- ary and have the students look up allusions as they are met.
Example: Achilles' heel, doginthemanger, seventh heaven, Lillipu- t ion
The masteryoftermi-Have students substitute Filmstrip: nology used in all subjectspecific words for given Times and People Change and vocational areas. generalities in a sentence Words F-1119 such as this : Society for Visual On the stand we found two Education magazines, a book and some folders.
Have the students take a subject and then write all the words they can think of that would relate to that subject.
54 WHAT TO TEACH HOW TO TEACH MATERIALS
Show that words and ideas mustrelateorself- expression will be limited.
Speechskillsthatwill Divide class into small Language Master Set 3 strengthen communication.groups. Assign a topic for Language Reinforcement conversation toeach and Auditory Retension group. Have each group Span carry on its conversation Bell and Howell pretending no others are in the room.
Assign interpretative Language Master Set 4 reading. Stress and Intonation Bell and Howell Construct an original dia- logue about social or work situations.
Use video tape recorder or a tap.. recorder and let the students hear their own voices as they read and talkinclass, and see themselves on video.
Assign formal reports and Instructional Tape: stress the importance of Elements of Good clearspeech,correct American Diction grammar, and prepared- Imperial Production, Inc. ness.
The art of listening as theStress the importance of Filmstrip: other half is speaking. looking at the speaker. Guideposts to Speaking and Writing Series Give reasons why listening Young America is important.
Example: Listen for announcements Listen for assignments Film: Listen for directions Improve Your Listen for questions Pronunciation Listen for explanations Coronet Listen for pleasure
55 LOCATION SKILLS LEVEL IV
WHAT TO TEACH HOW TO TEACH MATERIALS
The broadening of library Have students make a list skills. of all materials that can be found in libraries.
Reference Books- Kinds Books - Kinds Maps Newspapers Periodicals Films Records Occupational Handbook Vertical File Reader's Guide and Card Catalog
Assist the students to un- Using Good English derstand the Dewey Deci-Laidlaw Brothers mal system of classifica- tion. Make a story about the Dewey Decimal classifica- tion system so that the students can understand how every type of reading material can be found.
Example: Several years ago Mr. Melvil Dewey devised a systemof grouping books by main subjects by imagining himself to be a primitive man. He asked himself questions he thought such a man would ask.
Questions & Subject Classification- NO.
Where can I find general information? General Works - 000
56 WHAT TO TEACH HOW TO TEACH MATERIALS
Who am I? Philosophy & Psy. - 100
Who made me? Religion - 200
Where can I find out about other people? Social Science-300
Where can I find out about other languages? Philology - 400
Where can I go for infor- mation about nature and the world? Science - 500
How can I use what I know? Applied Science-600
Where can I find informa- tion Fine Arts and about leisure time? Recreation -700
Where will I find stories to read? Literature - 800
How can I leave a record for others to read? Geography - History - Biography - 900
Have students browse in a Film: libraryto examine the Know Your Library various resources. Coronet
Have the librarian discuss and demonstrate each re- source and how the books are shelved.
Have the librarian explain the use of the card catalog and the Reader's Guide.
57 WHAT TO TEACH HOW TO TEACH MATERIALS Use a film or overhead transparencies in class to further the understanding.
Set up hypothetical library Film: exercises in which the stu- Library Organization dents will have the actual Coronet experience of using refer- ence books. Prepare a "Who Am F' quiz program. In an una- bridged dictionary or an encyclopedia find descrip- tions of three famous per- sons who have been men- tioned in English or social studies classes.
Example: I am a character in a story written by Wash- ington Irving.
An interest in reading by Assign a research paper Film: creatingconditionsthat with practical application Importance of Making make reading necessary to each student. Occupa- Notes and meaningful. tionalinformation about Coronet fields of work will require a combination of reading skills.
Example: Read to find information about field of interest.
Use different reference materials. Take notes on written materials.
Make an outline about Selective Reading main field and related Programs job areas in which nature Achievement in Reading, of work, training, quali- Inc. fications,advantages, disadvantages,salary, place of work and ad- vancement are listed. 58 WHAT TO TEACH HOW TO TEACH MATERIALS Organize data in sequen- tial order. Summarize findings in relationship to self.
Develop functional reading Reader's Digest skills by: 1. Analyzing the printed page in newspapers, books, or magazines.
2. Becoming awareof propaganda.
3. Scanninglongpas- sages and pickingout thekey words or phrases.
4. Forming opinions and making decisions.
5. Followingdirections andsolvingprob- lems.
6. Reading for informa- tion. 7. Reading for pleasure.
Correctness of written ex- Use visual aids toreview Film : Why Punctuate? pression. all types of punctuation, capitalization,sentence McGraw-Hill structure, and paragraph- ing. Present situations which require useful meaningful written expression.
Example : Film: Business letters Business English and Friendly letters Communication Social letters McGraw-Hill Job applications Registration forms Reports Original short stories Original poems 59 DEVELOPMENTALREADING SKILLS WHAT TO TEACH HOW TO TEACH MATERIALS The importance ofreading Review and reinforce all for pleasure andreading reading skills. forinformationasan important daily activity. Develop appreciationfor Introduction to the Short good literature throughthe Story study of types of litera- McCormick-Mathers ture. The shortstory is a good tool touse in begin- ning appreciation;it of- fers many opportunities for enrichment andenter- tainment.
Read many shortstories, both humorous and realistic.
Discuss the elementsof a short story. Showthat, as in life, thereare conflicts involved in the story,and many times the author draws upon hisown experi- ences for the story which he tells.
Show that much of thegood literature is basedon real life situations, andthat it relates to other fieldsof learning.
Read "The Legendof Literature for Sleepy Hollow." Appreciation Harcourt-Brace Through role playinglet the class participatein the humor of this story. Bring out the historical background on which the superstitions and customs were based.
Assign reference material about Washing Irving.
60 WHAT TO TEACH HOW TO TEACH MATERIALS
Encourage the students to relate superstitions they have heard. Devote time and discus- sion to the importance of the characters, the setting, and the plot. Distinguish between fact and fantasy in the story. Read "To Build a Fire" by Jack London. Show the conflict between man and nature. Read "The Most Danger- ous Game" byRichard Connell. Show the conflict between man and man.
Study the terminology used in each story.
Discuss new words. As appreciation for the short story grows, intro- duce the novel to the class. Show that the same ele- Adventures in Reading ments that are found in the Harcourt-Brace short story are also found in the novel, but that the writer can move more slowly and with greater depth than he can in the short story. Pick a novel for the classFilm: to read together. "Great English Literature, 18th Expectations" by Charles Century Dickens will open many doors for class participa- University of Mo. Library tion and enthusiasm. Re- English Literature view the life of Dickens. Elizabethian Period How much of himself did Coronet he put into the story?
61 WHAT TO TEACH HOW TO TEACH MATERIALS The elements of the novel. Assign reports on life in Harcourt-Brace Literature England during this Grades 10-12 period. Harcourt-Brace Discuss the laws, courts, and punishment for crimes in England.
Show that the novelex- Film: plores significant values The Novel: What ItIs, and concepts; that lifecan What It Is About,What be stunted withoutlove, It Does and that no onecan escape. Encyclopedia Britannica Use the records "Many VoicesRecordings" to give realism and depthto certainsectionsofthe story.
Make a book list and place Steps to Reading Literature it on the bulletinboard. Grades 10-12 Use the covers frombooks Harcourt-Brace toillustratethegreat variety of reading subjects.
Encourage each student to Adventures in American choose a novel that will Literature fit his interest. Adventures in English Literature Knowledge of the literaryShow that literaturemakes giants, and appreciation Many Voices Recordings a picture for everyage of Harcourt-Brace for our literary heritage.man through the authors skilled use of words, im- ages and narrative devices.
Assign a variety of read- ing material in orderto explore the types of lit- erature.
Example: Non-fiction, bi- ography and autobiog- raphy
"High School Days" by Edna Ferber "Lincoln Speaks at Gettysburg"
62 WHAT TO TEACH HOW TO TEACH MATERIALS by Carl Sandburg Introduction to Drama Drama -"Trifles" by McCormick-Mathers Susan Glaspell
Assign roles to be played to the students. Set up a trial and present the evidence in the case and compare it with that of England as shown in Great Expectations. Read poetry aloud in the Introduction to Poetry class. Narrative Poetry McCormick-Mathers "The Death of the Hired Man" by Robert Frost Lyric Poetry -"I Hear AmericaSinging"by Walt Whitman
Discuss thefigurative Filmstrip: language, and paraphrase You and Your Newspaper the poet's ideas and words. F-1811 Coronet Have the class make a col- lection of the poems they liked best.
Makecomparisonsof writers' styles and tech- niques. Discuss the editorials as theyrevealsignificant ideas.
Show that everyone is di- rectlyorindirectlyin- volved in the editorials and in international, national, state, and local happen- ings.
Investigate different news le, Look, Saturday magazines. Evening Post, Time, Kiplingers, U. S. News and World Report A planned reading programHave each student evaluat whichwillenablethedifferent magazines and
63 )1
1 WHAT TO TEACH HOW TO TEACH MATERIALS studenttobewellin- decide which one meets his formed and to relate him- special need and interest. self with current news as well as past events. Example : Read a daily newspaper. Readconsistentlyone The meaning of Emily news magazine a week. Dickinson's words, "There Make frequent visits to is no frigate like a book, the library. to take us miles away." Read at least one booka month. Join a book club. Sharereadingexperi- ences with each other. Build a home library. SOCIAL STUDIES LEVEL I
WHAT TO TEACH HOW TO TEACH MATERIALS An appreciation for theDiscuss fire and police Film : servicesofthecity protection, maintenance of Cities, How They Grow government. parksandboulevards, Encyclopedia Britannica transportation, land, other services.
Inviteresourcepersons Film : from the city to talk to Defending the Cities Health students. Encyclopedia Britannica
Show films of city services. Film : Have students .view tele- Our Post Office vision programs dealing Encyclopedia Britannica with government issues. (any level) Film: Taxes-Their Source and Taxes and how they areIndentify various taxes and Usage needed at all levels of thediscuss -the use of incomeProgressive Pictures government. derived from them. Film : Complete information on Federal Taxation variouswithholding and Coronet tax forms. Film: Property Taxation Encyclopedia Britannica
How City, State and Federal Filmstrips: GoVernment work together. Local Government State Government Simplify newspaper arti-Federal Courts cles for reading in class. Encyclopedia Britannica
Arrange a visitto city Film : council meetings or their How We Elect Our equivalent. Representatives Encyclopedia Britannica
Filmstrip: Why We Pay Taxes Popular Science Publishing Company
65 WHAT TO TEACH HOW TO TEACH MATERIALS GEOGRAPHY The geography of the localUse city maps to point out Films: community. geographical features. Reading Maps Using Maps- Measuring Showgeographicalfea- Distance tures such as lakes, moun- Encyclopedia Britannica tains, and rivers as they appear on large maps. Missouri-A Living Portrait The geographical featuresHave students who have Division of Commerce of the State of Missouri.traveled describe sections and Industry they have visited. Missouri Department of Regional Development Discuss plants whichgrow in the state. Sound of a Million Southwestern Bell Name variouskindsof Telephone work people do. Finding the Right Job Identify trees, weeds, plant Coronet foods, etc. Transparencies: Name and discuss animals I Want A Job Set in the state. Cenco Company
The history of the com-Show films to introduce Film : munity and the state. history of Missouri. Missouri and Its Natural Resources Read stories to the class Missouri Department of and discuss. Visitmuse- Regional Development ums,artgalleriesand This is Missouri places of historical Carson Company significance. The Problem Method Discuss various aspects of McGraw-Hill the history of a particular community. A.U.S. Community and Its Citizens Invite resource persons to United World Film speak.
Let olderpersonstalk abouthistoricalevents which they have experi- enced.
Take class to visit the li- brary and look throughold newspapers (microfilms) in the community. 66 WHAT TO TEACH HOW TO TEACH MATERIALS Make a study of the na-Film: tionalities of people in the Wherever You Are community. Film Program Service Locate interesting back- Film : ground material about theColor Of A Man inhabitants of a communi- International Film ty.Presenttheword, Foundation "Democracy", anddis- cuss its origin andits im- plicationsforindividual responsibility. Filmstrip: The meaning of Citizenship. Set up a criteria for good How Foreigners Become citizenship. Citizens Popular Science Publishing Study stepsleadingto Co. naturalization. Discuss how citizenship can be lost. Help students acquire a knowledge of his rights and duties by discussing the values of citizenship. Formulate a list of rules for being a good citizen inhisparticularcom- munity.
The importance of keeping Discuss the need for laws the laws. and how they affect people. Show films and filmstrips of how laws are enforced.
Establish an appreciation, throughdiscussion,for keeping the law.
The services of community Secure and read pamphlets agencies. from agencies that explain their service and discuss with the class.
Show films that describe the services of community agencies. G7 SOCIAL STUDIES LEVEL H
WHAT TO TEACH HOW TO TEACH MATERIALS The types of communities Use current events topoint Our State in the world and howthey out different communities American Book Company are alike. throughout the world.
Show how the community Filmstrip : has a direct influenceon Living in the Americas the type of work thatis Lands and People done in thatarea. Overseas Society for Visual Make a list of themany Education, Inc. types of communities in the world and giveadvan- Filmstrip: tages and disadvantagesof U. S. GeographySeries each. McGraw-Hill
The effects climate andList the differenttypes of Maps: land forms haveon com- climate; compare andcon- munities. Desk-Size GeographyMaps trast with local climate. Denoyer-Geppert
Show how the geographyof an area has a direct af- fect on climate. Filmstrip : List different landforms City and Town Series and their location. Young America
Show relationship between Filmstrip: climate, dress, and Cities of Sweden customs. Cities of Columbia Eye Gate The effects land forms andPoint out the importanceof climate have Filmstrip: on the popula-water travel in relationto tion of anarea. This Is Korea early towns and cities. Educational Services
Explain the effect thatland Filmstrip: forms have hadon towns, The Union of Soviet past and present. Socialist Republics Eye Gate Show how people clusterin certain areas becauseof mineral deposits.
68 WHAT TO TEACH HOW TO TEACH MATERIALS Discuss how certain landFilmstrip: forms caused com- People and Places of munities to grow in Latin America Missouri. Bogota
List how climate producesFilmstrip: certain types of communityPeople are People recreation. Young America
The relationship of climate Show how industry is di-Filmstrips: and land forms to the pro- rectly associated with theThe People of Russia ducts a community type of climate and land Life produces. forms. Illustrate that many pro- Filmstrips: ductsrequirealarge Industries and Products amount of water for pro- Columbia-People and duction, thus showing how Occupations factories start where there The People and Their is a good supply of water. Work The Irish Republic Discuss why many pro- Industries of Norway ducts can only be produced Eye Gate in a few areas.
Point out the diversity of Filmstrip: productsproduced in Industry Missouri. Haesler
Name those countries that producegoodssimilar tothoseproducedin Missouri.
List the large factories in the state and how they got started. Explain how the varying land forms inMissouri have affected certain in- dustries, show entire world picture.
69 SOCIAL STUDIES LEVEL III
WHAT TO TEACH HOW TO TEACH MATERIALS
The exploration and colo- Have students spell cor- Film : nization of America. rectly the names of six Colonial Expansion earlyexplorersfrom University of Missouri Spain, France, and Eng- Library land, and discuss the ex- ploration of each. List at least two reasons why people came to the Flat pictures early British colonies. Settling the New World Harper & Row Have students locate on a map and spell correctly American History Study the names of the thirteen Lessons American colonies. From Colonial Times To Independence Follett Assignreportson how early colonists supported ABE Series themselves. American History Holt, Rinehart Have class give reasons why the colonists were not Film: satisfied with British rule. George Washington Compare thisrule with University of Missouri democratic rule. Library Have students spellthe namesoftheseearly Filmstrip : American leaders and dis- The Story of Thomas cuss their role in the War Jefferson for Independence. Society For Visual Education George Washington Samuel Adams Thomas Jefferson U. S. History Can Be Fun Patrick Henry J. W. Walch, Publisher James Madison Paul Revere
The formation and func-Have a class discussion onProfiles in Courage tion of government and how reasons why the ArticlesYoung Readers Mein. Ed. it affects the individual. ofConfederationfailed. Harper & Row
70 WHAT TO TEACH HOW TO TEACH MATERIALS State two reasons why a Our Constitution and What stronger American union It Means was necessary. McGraw-Hill Have students name andFilm: outline the role of each Government branchofthe Federal McGraw-Hill government.
List these freedoms fromFilm: the Bill of Rights and dis- How A Bill Becomes A cuss with class how each Law freedom affectsthein- University of Missouri dividual's daily life. Library
ReligionRight to Counsel Copy of Bill of Rights for Speech Petition each student. Press Assembly Library of Congress
Immigration and westwardList three reasons why im- Film: expansion migrants came to America The Constitution of the and invite any available United States foreign immigrant to speak University of Missouri to the class. Library
List two contributions each Pamphlet of these groups made to Building the Constitution America. St. Louis Post-Dispatch
Irish Italians Film: Negroes Scandinavians The Declaration of Germans French Independence Spanish Polish University of Missouri Chinese Japanese Library
Discuss two causes for the American History Study westward movementof Lessons Americans. The Constitution Follett Have students locate on a map and spell correctly The American Negro the names of the statesOur Oriental Americans from the Appalacians to McGraw-Hill the Mississippi, north of the Mason-Dixon line. Filmstrip : The effects climate andList and discuss different People, Education, & landformshave on typesof government in Transportation government. differentcountriesand Eye Gate
71 WHAT TO TEACH HOW TO TEACH MATERIALS have students locate on a map where thesedifferent types of governments are found.
Discuss how climate helps Filmstrip: to regulate the type of State Government government activities, (de- Encyclopedia Britannica fense, Products, etc. )
The effects of climate and Locate on a map those land forms on agriculture. land forms that were once arrid but are now irri- gated farming lands. Filmstrip : Farm and City Series Illustrate how the growing Young America seasons of the world regu- late the type of agriculture. Filmstrip: Farm Life In Erie Have studentslist and The American Farmer spell those countries that Eye Gate produce the same type of agricultureproductsas the United States. Filmstrip: Indentify the varied land Germany, The Land of forms found in Missouri Farming and what effect they have Jam Handy Organ on agriculture production. Filmstrip : The Four Seasons in Rural Japan Agriculture in the Philippines Budek
Filmstrip : The Republic of India Eye Gate
ReadorallyLincoln's American History Study Gettysburg Address and Lessons discuss its meaning. Changing America Since 1865 Have the class write atFollett least four reasons why Abraham Lincoln is con- Film : sidered one of our great- The Western Movement est Presidents. University of Mo. Library
72 WHAT TO TEACH HOW TO TEACH MATERIALS
Discussreasonswhy Filmstrip: Americans went West after The Railroad In the War Betweenthe Transportation States. Eye Gate
Assign research reading Film: to find reasons why the Immigration labor of immigrants was University of Missouri needed during the years Library after 1865.
Have class draw on a map Railroads in the Days of the route of the first rail- Steam road fromMissourito Harper & Row California and name the states through whichit passed.
Discuss two reasons why the U. S. found it neces- sary to limit immigration.
On individual maps, have students locate and spell correctly the names of the states west of the Rocky Mountains.
Assign individual reports Filmstrips: on hardships and dangers Great American faced by frontier people. Frontiermen Daniel Boone, David Have studentsspellthe Crockett, Lewis & Clark names of these western Society for Visual leaders and explorers and Education, Inc. state the role of each in the movement west. American History Study Lessons Daniel Boone Change and Crisis In David Crockett American Life Buffalo Bill Cody Follett Lewis & Clark Sam Houston Jim Bowie Record: Immortal Speeches of Abraham Lincoln Read by Raymond Massey
73 WHAT TO TEACH HOW TO TEACH MATERIALS
Discuss two reasons why Historical Maps of Civil ThomasJeffersonpur- War Battles chased the Louisiana Ter- Perfection Form Company ritory from France.
Usingindividualmaps, Film : have students locate and History of the Negro in spell theLates formed America Series from the Louisiana Ter- McGraw-Hill ritory.
Discusstheroleof Missouri in the Santa Fe Trail and Pony Express. Adventures in the Compare and contrast the Wilderness different ways of living in Harper & Row the North and the South before 1860. Film: The Civil War List at least two causes of Robert E. Lee : A theWarBetweenthe Background Study States. University of Missouri Library Usingindividualmaps, have students locate on a American History Study map and spell the states Lessons that joinedthe Confed- Civil War and eracy. Reconstruction Follett
74 I SOCIAL STUDIES LEVEL IV
WHAT TO TEACH I HOW TO TEACH MATERIALS The major political prob- Make a list of current lems which exist in ourproblems which are vital present world. to the peace and welfare of the world Divide the class into buzz sessions.Discuss which problems are new to this decade and which ones have existed for a longer period of time.
Assign a brief essay on one of the following topics: a. TheMostSerious Problem the United States Faces Today b. What is the World's Greatest Need? Read and discuss the es- says in class.
Classifythe essays into social, economic or politi- cal categories. Begin a study of major problems in each category.
The major social problems Have a panel discussion The Integration Issue which exist in our present about the meaning of prej- New York Times world. udice.
Make a list of five causes for prejudices.
Analyze the saying, "Birds of a feather flock together."
Place some labeled state- ments on the blackboard and discuss their connota- tions.
75 WHAT TO TEACH HOW TO TEACH MATERIALS
Example : They're all alike. That's the hot rod crowd. He's colored. They're Oakies.
Have the class name other labels which are attached to groups of people. Discuss the meaning of "Social Justice."
Review and discuss Hit- The Diary of Anne Frank ler 'streatmentofthe Jews.
Assign a report on the Ku Klux Klan.
Discuss kinds of discrimi- nation.
Assign reports on majorReader's Guide demonstrations and riots. Discuss effects.
Ask these questions, What is meant by Civil Rights? Do these rights apply to certain groups of people? Explain fully.
Appoint teams to debate topics which are currently in the news.
Example : Discriminationbreeds poverty and ignorance andso weakens the economy and solidarity of a country.
Reviewthe"Billof Rights" in the Constitution.
Lead the class to analyze each right and to identify
76 WHAT TO TEACH HOW TO TEACH MATERIALS
ways in which theserights have been denied to some people. Ask the class to define freedom and the responsi- bilities of free men in a democracy.
Review the Civil Rights Act of 1964.
The underlying causesand Assignreports onthe preventionofjuvenile treatment of criminals in delinquency. the past. Compare punishment for Film : lawviolatorsofearly Teenagers on Trial America to punishment for Films of the Nations similar crimes today.
Conduct a study of juvenile crime in your community. Have students prepare a Uniform Crime Reports chart showing the amount Federal Bureau of of crime committed by Investigation juveniles during the past ten years.
Ask the juvenile officer or local law-enforcement of- ficials to talk to the class about delinquency prob- lems. Arrange a trip to a prison orreformatoryfora committeeofstudents. Consult with prison offi- cials about rehabilitation programs available tothe inmates. Make a study of the pro- bation and parole system in your community and state.
77 WHAT TO TEACH HOW TO TEACH MATERIALS
Conduct a survey ofrec- reationalfacilitiesfor teenagers in yourcom- munity.
Discuss the meaning of Goals,Of Democracy moral valuesas they af- Macmillan Company fect individuals andwhole societies.
Assign a panel discussion onthe question"What can I do to help alleviate crime?"
The economic problemsStudy the strengthsand which confront America weaknesses of Social and other nations ofthe Security and Medicare. world. Compare thecare of the aged and handicappedto- day with that of fiftyyears ago.
Conduct a study of kindsof insurance.
Have students makea chart showing themain purpose,theimportant benefits and the costsof basic insurance. The purposeofwideAsk students tocollect Film: spread advertising andthe labels from variousbrands Sharing Economic Risks dangers of easy install-of canned goods. Coronet ment buying. Have the class discuss Film: considerationsconsumers The Wise Use ofCredit need to thinkof when Sutherland buying. Film: Ask a representativefrom Phonies Beware theBetterBusiness Films of the Nations Bureau to talk with the class about the work ofhis The Hidden Persuaders organization. Pocket Books, Inc. The implications of Labor- Show films about Labor- Management Relations. Management Relations. 78 WHAT TO TEACH HOW TO TEACH MATERIALS Assign reports about the Films: rise and organization of Man On The Assembly Line labor unions. Arbitration In Action AFL - CIO Appoint a panel to discuss the good and the bad ele-Film: ments of labor unions. Working Together Encyclopedia Britannica
Filmstrip : Spotlight On Labor New York Times
Compare the Wagner Act The State of the Unions with the Taft-Hartley Act. Atheneum Have the class decide the ways these twoacts bal- ance each other.
Determine the meaning of collective bargaining and have theclasslistthe typicalprovisionsofa labor agreement.
Have the students discussThe Labor Movement in the meanings of picketing, the United States strike,boycott,injunc- Public Affairs Pamphlet tions, closed shops, con- cillia tionormediation, and arbitration. The Enemy Within Invite a representativeHarper & Brothers from labor and one from management to talk to the class.
Show the main differences between trade unions and industrial unions by having the class design a chart.
Search in current maga-New York Times zines or newspapers for news about labordisputesKiplinger's Changing Times and labor problems in the United States today.
79 WHAT TO TEACH HOW TO TEACH MATERIALS
Write to the State Depart- ment of Labor for a copy of state labor laws. Have students make abrief summary of these laws.
Assign reports about th,) work of the United States Department of Labor.
The significance of busi-Review the history ofcon- Department of Labor ness enterprises in solidated business. Publications America. Superintendent of Dividetheclassinto Documents groups to chart disadvan- Government Printing tages of being a sole pro- Office prietor,apartnership Washington, D. C. owner, or an owner in a corporation.
Have students spell and Problems of Democracy define the wordscorpora- Ginn and Company tion,monopoly, merger, and holding company.
Relating these words to big business, discussthe strengths and weaknesses of each word.
Assignreportsonthe Sherman Act, the Clayton Act and the Federal Trade Commission.
Prepare a panel discussion Economics for the Citizen on the topic, "Is Big Busi- Holt, Rinehart, and nessaThreattothe Winston American Way of Life?"
Use the financial page ofa Fortune Magazine newspaper and have the students pretend to buy Wall Street Journal some stock from a large corporation. Hold the stocks for awhile and sell.
Have the studentsprepare
80 WHAT TO TEACH HOW TO TEACH MATERIALS a report on their loss or gain and the reason why the stock increased or de- creased.
Invite a member from your local Chamber of Com- merce to talk with the class on ways to attract new industry to your com- munity.
The importance of con-Make a list of our needed serving our naturalre-natural resources. sources. Films: Show films on soil erosion, Look to the Land water pollution, floodingConservation of Natural and forest fires. Resources Encyclopedia Britannica Plan a field trip to areas where waste and destruc- Encyclopedia Americana tion of valuable resources are visible.
Assign a report about The- odore Roosevelt and his crusade for conservation.
Have class spell and de-The Great Depression fine the words conserva- Shannon, David A. tion and reclamation.
Assign research reading Grapes of Wrath on the "Black Thirties" Steinbeck, John as they related to thedust storms which occurred in many states.
Invite an extension agent to talk with the class about conservation practices.
Make a study of FederalUdall, Stewart L. Acts and projects used forThe Quiet Crises the protection and restora-Holt tion of natural resources. Review the purpose and work of the United States
81 WHAT TO TEACH HOW TO TEACH MATERIALS
Atomic Energy Commis- sion.
Discuss ways individuals Storer, John H. can encourage the con- The Web Of Life servation of our natural Deven-Adair Company resources.
The changes in agriculture Havetheclassmake U. S. News and World and the effect of these charts to use as a basis Report changes on the economy of for answering the question- August 1, 1960 the American farmer. What changes took place in American agriculture between 1940 and 1960?
Assign reports on family Farms and Farmers in an type farming and com- Urban Age mercial type farming. Twentieth Century Have a panel discussion about the farmer as a vic- tim of forces, both natural and man made.
Discuss ways the Federal Pamphlets Government has tried to U. S. Department of help the farmers and the Agriculture farm situation.
Invite the extension agent Patton, James G. to talk to the class about The Case For Farmers farming opportunities in Public Affairs Press your county.
Pick a committee to visit a farm co-operative, talk with the manager, and re- port to the class how co- operatives save money for the farmer.
Discuss the use of surplus commodities in school hot lunch programs.
Have students draw anProblems of Democracy agricultural map of Mis- Ginn and Company souri, showing where the principalproductsare produced. 82 WHAT TO TEACH HOW TO TEACH MATERIALS Using symbols to indicate Pamphlets what crops are produced U. S. Agriculture in various sections, show Department the value of these pro- ducts in dollars. The basic political prob-Compare theidealsof lems Americans facein democracy with those of theirattemptto make communism. democracy work. Review the three branches of U. S. Government and the work of each. Have class list standing committees of both houses of congress. Prepare a panel discus- World Almanac sion on thetopic, "Do Our Representatives Ac- urately Reflect the Will of the People?" Readers Guide Assign an essay on the Periodicals topic, "Do Congressional Investigations Tend to En- danger the Civil Rights of Individuals?" Have students make a Barth, Alan chart showing the U. S. Government By National Product and Na- Investigation tional Debt. Viking Press Discuss the rise in taxes the past ten years. List the uses the Federal Filmstrips: Government makes of tax The Federal Budget in money and haveclass Brief discuss sources from Bureau of the Budget which taxes will be ob- Superintendent of tained. Documents Washington D.C. New York Times The problemsof Metro- Discussreasonswhy politan Areas. American population has migrated from ruralto urban areas.
83 WHAT TO TEACH HOW TO TEACH MATERIALS
Assign Research reading Filmstrip : on major problemswhich Growing Crisis For the beset large cities, and how Cities slums develop. New York Times List problems of adjust- Editors of Fortune ment which face declining The Exploding Metropolis rural areas, and the grow- Anchor Book, Doubleday ing cities and suburbs.
Provide a map forstu- Gordon, Mitchell dents to point out those Sick Cities states which have over 65% MacMillan urban population. Arrange a debate on the Higbee, Edward topic"Urban Renewal The Squeeze Programs Sponsored by Morrow the Federal Government Does Not Meet the Needs of the Very Needy." Readers Guide Have the students analyze New York Times some important problems faced by their community and describe action that is being taken to solve them.
Show film on communism.
Theinternationalprob-Discuss the goals of com- Films: lemsthe masses of hun-munism and the challenge Communism gry people, under-these goals present to the Behind the Iron Curtain developed countries,thefree world. Coronet threat of nuclear weapons, and the prevention ofAssign reports on "The global war. Cold War." Review the provisions of Readers Guide the International Security Act. Prepare a graph to show World Almanac the territorial growth of communismsince1919. Show the number of people who have come under com- munistdominationand
84 MATERIALS WHAT TO TEACH HOW TO TEACH compare thesegains with the area and populationof the Free World.
Conduct a panel discussion Hoover, J. Edgar on the topic,"Diplomatic Masters of Deceit Negotiations With the Com-Pocket Books, Inc. munists are a Wasteof Time and Effort."
Show a film on food pro- Film : duction. Food and People Encyclopedia Britannica Use a political mapof the world and have students locate the countriesthat arethemost densely populated.
Through assigned reading, Bureau of Census have class comparethe National Office of Vital life expectancy of achild Statistics born in the Congo, inItaly and in the UnitedStates.
Make a graph ofpopulation growth since 1900. Problems of Democracy Assign a report onThomas Ginn and Company Malthus and his doctrine. Arrange a paneldiscus-Malthus. Thomas sion on the dangersof Essay on the Principles overpopulation as it re- of Population lates to social,economic and political issues. Readers Guide Have the class name rea- sons whyhungry, under-Periodicals developedcountriesareTime, Life, U. S. News easy preyfor communist and World Report promises. Assign an essay onthe topic,"Can theUnited States Afford to Ignorethe Problems of Over Popula- tion in Other Parts ofthe World."
85 WHAT TO TEACH HOW TO TEACH MATERIALS
Invite a person whohas United Nations Children's been in the Peace Corpto Fund speak to your class. Food and Agriculture Conduct a study ofthe Organization policies the governments of Japan and Indiahave World Health Organization designed to curb popula- tion growth. Agency for International Development After reading aboutthe country, have the students Peace Corp plan an aidprogram for an over populated, under CARE developed area in Pakistan. Current Magazines List needs andways to help people helpthem- Newspapers selves and have theclass apply this plan in wholeor in parts to otherneedy areas.
The United States' Inter-Show a film tointroduce national Policy. international relations. Richard L. Tobin Some Vital Statistics Read and discuss theMon- The Saturday Review roe Doctrine and its im- plications today. Film : Planning Our Foreign Assign reportson the re- Policy sponsibility of thePresi- Encyclopedia Britannica dentandCongressin determining our foreign Film: policies. The Rise of AmericaAs A World Power Show how theDepartment Current Affairs of State, the Cabinet,pri- vate experts, andpublic opinion help and advisethe President inparticular situations.
Assign reportson the work of ambassadorsand en- voys, special meetings of foreign ministers,summit meetings, and the United Nations as they relateto foreign policy. 86 WHAT TO TEACH HOW TO TEACH MATERIALS
Discuss the organization and purpose of UNESCO. Assign reading and dis- cussionofthe Truman Doctrine and the Marshall Plan.
Read and hold a class dis- NATO cussion on recent treaties and alliances of the United States,theirobligations and advantages. OAS
List and discuss the five SEATO goals of the United States Foreign Policy. Nuclear Test Ban Hold a panel discussion on the topics "Is Disarma- ment Possible?" and "Is Civil Defense Futile and Wasted Effort?" Department of State-1963
Comparethecostsof World War I, World War II and the Korean War. Filmstrip: Defense and Disarmament List the causes and effects New York Times of these wars.
Assign an essay on the WHAT TO TEACH United States' position in the war in Viet Nam.
Study the background of this war and the condi- tions with those of the Korean War.
Read and discuss the prob- lems of Red China in re- lationshiptothe United States, the United Nations, and the Soviet Union.
Debatethequestion, "Should Red China be ad- mittedtotheUnited
87 WHAT TO TEACH HOW TO TEACH MATERIALS
Nations in Return for Chi- nese Co-operation in Working Out a Disarma- ment Control System?"
Have the studentsspell and define these words and phrases: nationalism, im- perialism,limitedwar, brushf irewars,sub- version, big stick policy, full proof inspection sys- tem, and massive retalia- tion. Apply these terms to Film : current events. World Affairs Are Your Affairs Have each student present Encyclopedia Britannica hisviewpointon world peace and what he can do to help secure it.
88 MATHEMATICS LEVEL I
WHAT TO TEACH HOW TO TEACH MATERIALS
The understanding of theTeach the followingcon- meanings of numbers 1-cepts: 10,000 a. Rote counting- 0 mean- ing not any-. b. Counting by 2's,5's, 10's to 100. c. Using concrete objects Filmstrips such as books, desks, What Numbers Mean lights,pencils,coins, Zero As A Place Holder etc. McGraw Hill d. Counting the items by 2's, 5's, 10's orally. e. Circling the largest or smallest number ina group. f. Semi-concrete symbols -lines,dots,circles-to represent abstractnum- bers. g. Selecting 10's out ofa number.
The sequential values ofHave students fill in blanks numbers. (7 comes afterwith numbers thatcome 6, 5 before 6, etc. ) before or after. Filmstrips: 112 25 What Numbers Mean before after Zero As A Place Holder Numbers and Numerals Have students writenum- More Numbers and bers in sequence accord- Numerals ing to groups. (Begin at10, Adventures With Numbers write to 40) Series Making Change Havestudentsextend McGraw Hill serial order of numbers as needed.
Have student place missing number in blanks.
Have students place flash cards in sequence.
89 WHAT TO TEACH HOW TO TEACH MATERIALS
The developmentofa Have students distinguish Set No. 1: quantitative vocabulary between meanings of Naming Numbers terms as; short-long, few-True and False Statements many,more-less,light- and Open Sentences heavy, large-small, wide- McGraw-Hill narrow, etc. Use pictures denoting the above words.
Havestudentsarrange words according to their categories.
Provide exercise to match like words.
Use objects for compari- sons.
Ordinal numbers and how Havestudentsestablish Filmstrips: they are formed. number concept in rela- Using and Understanding tiontoordinals:1-1st, Numbers 2-2nd. Society for Visual Education Show ways of writing ordi- nals (first -1st).
Provideexperienceto match ordinal number with accompaniment. (1 2 3 4 -st, -nd, -rd, -th)
Establish the concept that lastis not confined to number but means the end.
The correlation betweenDevelop a chart depicting Cardinal and Ordinal num-the number in relation to Using Numbers bers. thesameordinaland Encyclopedia Britannica cardinal word-3-three- Films third.
Have students rote count ordinals in sequence.
Write ordinals in sequence and leave blanks to be Basic Numbers Speed 0 filled in by students. Strip Society For Visual Have the class identify Education ordinal with numbers. 90 MATERIALS WHAT TOTEACH HOW TO TEACH Use ordinals inclass pro- ceedings. When referring todirec- tions (fifth page,Chapter (4th Chapter) useordinals.
When referring towords in aspellinglist,scores, calendar dates and years use ordinals.
Ability to recognizeandHavestudentscompre- write numbersaccordinghend number places. to their placevalue. Familiarize studentswith terms. Explanation chartusing value of numbersand its importance. Explain the differencebe- tween 2 place and3 place numberswith0asa place holder.
Example: 23-203 Dictate numbers toclass and have themwrite them. Have students usethe comma toseparate thou- sands and hundreds.
List and discusswords and Basic Essentials of Termsassociatedwith Mathematics-Part 1 thoughtsignsusedinadding- computation and System For Success- problems usingadditionaddition,addends,sum, mastery ofplus, equal,digits,and, Book 1 and student Figure It Out hundred ad-carrying, decimalpoint. the basic one Follett PublishingCompany dition facts. Identify words usedin ad- dition and pointout ex- Steps To Learning I amples in textbooks. Programmed Math For Adults - Book 1 Basic Addition McGraw-Hill
91. WHAT TO TEACH HOW TO TEACH MATERIALS
Use objects such as beans, Films: pencils,chips,or otherArithmetic For Beginners small items to gain an Story of Our Number understanding of addition. System Begin with small gioups Coronet such as two and two and progress to more difficult combinations.
Play addition games.
Have students learn the Number System one hundred basic addi- Encyclopaedia Britannica tion facts. Films Discuss the use of key words found in thought problems where addition is the necessary process. (Altogether, inall, both and together)
Experience in adding num- Have students practice and Programmed Math For bers (Computation). drill problems with: Adults, Problems In Basic Addition a. Two addends (one digit McGraw-Hill each) no,.carrying. b. Adding zero to a num- ber. c. Three one-digit addends - no carrying. d. Two two-digit addends- no carrying. e. Introduce carrying. f. Three two-digit addends with carrying. g. Addingdollars and cents. h. Adding by endings.
Experience in solving ad-Have students make up Related Fact Cards ditionthought problems. thought problems involvingMilton Bradley addition; the class solves the problems. Relationship Cards Use textbook thought prob- Ideal lems.
92 WHAT TO TEACH HOW TO TEACH MATERIALS Plan an imaginary shop- Film: ping trip to the grocery Arithmetic In A Food store, or ether place of Store business where addition Coronet may be involved. Place Value Cards Number Concept Cards Ideal The concept of additionProvide experiencesfor Magnetic Enlarges U. S. used in making change. actually counting money in Coin making change. Use edu- (Instructor) cation play money. Film: Show filmstrip about mak- Making Change ing change. Coronet
Terms associated with the Listanddiscusssuch Arithmetic Games: computationofthoughtwords as minus, minuend, Addo problemsinsubtraction subtrahend,difference, Imma Whiz and mastery of the one take away, from. Kenworthy hundred subtraction facts. Combinations Are Fun Use transparencies Perception Cards (teacher made or com- Arithme-Sticks mercial) to illustrate sub- Quizmo traction terms. Milton Bradley Winning Touch Use playing card, Add Me checkers, or slips of con- Ideal struction paper to teach the concept of subtraction.
Have students learn sub- traction facts.
Use educational subtrac- tion games or flash cards.
Experience in subtracting Practice subtraction using Basic Essentials of numbers. the following order of dif- Mathematics- Part I ficulty: Subtraction of two S teck-Vaughn one-digit numbers with no borrowing ; subtracting System For Success zerointhesubtrahend Figure It out position; subtracting two-Follett digit numbers with no bor- rowing; subtracting with zeros in the minuend; sub- tracting dollars and cents.
93 WHAT TO TEACH HOW TO TEACH MATERIALS
Experience in solving sub- Have students make up Arithmetic Filmstrip traction thought problems. thought problems involv- Series: ingsubtraction;other Reading and Writing Whole class members solve Numbers problems. Addition and Subtraction What Are Numbers? Use textbook thought prob- Multiplication And Division lems. Solving Problems Meaning Of Fractions Vocabulary associated withDiscuss words such as Measurements multiplication. multiplier,multiplicand, McGraw-Hill product, factors.
The relationship between Use poker chips,bottle addition and multiplication.caps, or other items to show the relation of addi- tion and multiplication. Number relationships asTeach students to count revealed through multiples.by 2's, 5's and 10'-s.
Use flash cards for basic combinations (drill).
Have students learn multi- plicationtables for3's, 4's, 6's, 7's, 8's, and 9's.
Experience in multiplyingDrills at the blackboard Film: numbers. and seat. Multiplication Is Easy Coronet Practicemultiplication using the following order of difficulty:
a. Basic multiplication facts. b.Multiplyingtwo-digit numbers byone-digit numbers. c. Multiplying three-digit numbers by a one-digit number. d. Multiplying dollars and cents.
Relationship between multi- plication and division.
94 WHAT TO TEACH HOW TO TEACH MATERIALS Knowledge of vocabulary Discuss words such as associated with division. quotient, divisor, dividend, remainder, and illustrate their meaning.
Practice in division (corn- Presentpracticeexer- puta tion ). cises in the following : One-digit divisor for two- digitdividend.One-digit divisorforthree-digit dividend. Mastery of thought prob- lems in division.
Functional mathematicalTeach concept of a dozen understandings'. and a bakers' dozen.
Use a film to show facts Rulers: of banking as they affect everyday life. Discuss. Samples of checks and other forms. Use sample blanks of vari- ous kinds to give experi- ence in completing them. r. Use a filmstrip or a movie Calendar to introduce percentage as used in everyday life. Transparency: Discuss or use visual aids How to Use the Ruler to show days of week, month, year and leap year. A chart of various clock faces. Use a transparency, teach information about clocks Films: . . . seconds, minutes, How Banks Serve hours, second hands, vari- Money Talks ous types of numerals to Pay to the Order of indicate the numbers on Using Bank Credit the face of the clock and American Banking teach how to tell time. Association
Show simple bargraphs and Transparency: teachstudentstoread How To Tell Time them.
Discusskindsofther- Films: mometersandinstruct Let's Measure Inches, students how to read them. Feet and Yards Coronet 95 WHAT TO TEACH HOW TO TEACH MATERIALS Teach about kinds of in- surance. Introducing Graphs Bring resource persons in McGraw-Hill to talk about insurance, banking,loans or other topics. Measurement In The Food Store Teach students to compute Coronet the week's earnings for regular time and extra time. Story of Weights and Measures Give experiences in Encyclopaedia Britannica measurementslinear, dry, liquid.
Use of number conceptsDiscuss meaning of such Arithmetic Charts in measuring and locatingmeasures and terms as Handbook things, along with a vocab- inch,yard,foot,pint, Feron Publisher ularysufficienttodeal quart, local mile, dozen, with practical every day week, month, penny, nickel, experiences. dime, hour, days of the week, months of the year, daily dates, daily sched- ules, radio, and television schedules, stamps, auto- mobile licenses.
Have students use simple Arithmetic Games number concepts in meas- Feron Publisher uring,in locating things and in construction work. Have students use in as many practical situations as possible the following skills :telling time by the clock,daylightsaving time,years, leap year, dates on thecalendar, length,width,breadth, square, measurement, gal- lon,pint,quart, bushel, peck, weight in pounds, ton, ounces, grams, degrees on various types of thermom- eter, mileage.
96 WHAT TO TEACH HOW TO TEACH MATERIALS
Have students gain prac-.Arithmetic Learning ticeandexperiencein Activities these activities: Feron Publishers
a. Learning numbers 1 through 20. b. Establishing word vo- How To Meet Individual cabulary; width, _length, Differences In Teaching wider, tall, tallest, long, Arithmetic longest, thick, thin, Feron Publishers breadth, short, shortest, small,smallest, half, three-fourths one-fourth, more, less. c. Making comparisons of Filmstrip: prices, sizes of items. d. Reading sale signs and Count 1-2-3-4-5 ads, evaluating. The Filmstrip House e. Discussing earning, spending and selling. f. Reading a varietyof scale measures. g. Practice in estimating answers. h. Reading and recording daily temperatures. i. Using various types of thermometers. j. Practice in simple thought problems appli- cable to everyday ex- periences.
Fractional concepts of one- Teach definition of frac- half,one-fourth,three- tion as a number. fourths,one-third in re- lation to the whole. Let students cut paper in- to fractional parts.
Divide class into fractional Filmstrip: parts. Building Concepts in Mathematics Measure how much ma- Cenco Educational Aids terial has been covered in class books. ( 1/2., 1/4, etc. ) Use flannel board to re- presentfractionalparts in relation to the whole.
97 WHAT TO TEACH HOW TO TEACH MATERIALS Use ruler charts and have students fill in fractional parts.
Have students shade frac- tional parts of a whole us- ing geometricfigures. (circles,squares,rec- tangles) Show fractional concepts in relation to one dollar, i.e.,(50c-1 /2dollar,75c- 3/4 dollar.)
Use measuringcup and water to show fractional parts of liquid measure. MATHEMATICS LEVEL II 4-6
WHAT TO TEACH HOW TO TEACH MATERIALS
The development of speedAdminister diagnostic test Basic Essentials of and accuracy in addition.to determine level of at- Mathematics tainment. Provide chalk- Book 1 board drill and practice Steck-Vaughn in the following areas. a. Zeros in addition. b. Addition with carrying Programmed Math for to tens. Adults c. Addition with carrying McGraw-Hill Series to hundreds. d. Addition of whole num- bers. e. Addition of dollars and cents. f. Thought of story prob- lems from a test.
Experiences in making ad-Ask students to submit ad- Applied Arithmetic dition more meaningful. dition problems from pu- Essentials pils' ownexperience. H. M. Rowe Company Teach terms addend and sum. Students label parts of addition problems. Growing Up With Review of fundamentalReview subtraction using Arithmetic, 5 & 6 processes practiceexercisesand Plain Arithmetic, 7 chalkboard. McCormick-Mathers a. Subtract whole numbers without borrowing. b. Subtract with borrowing. c. Subtract money. d. Borrow with money. Filmstrip: Place Value and Development of speed andUse speed drills on board Subtraction accuracy. and paper. Provide exer- cises for the following: Figure It Out Practice in checking forCheck answers by adding Books 1 and 2 accuracy. up. Follett Publishing Company Use zeros in subtraction. Reasoning problems using subtraction from text. Problems from students' own experience.
99 WHAT TO TEACH HOW TO TEACH MATERIALS
Mastery of the tables soProvide flash cards for Film: that the facts are readily drill in the following: Multiplication of Whole available. a. Multiplication tables Numbers b. Combinations through Science Research Institute the 12 tables c. Multiplication of whole Arithmetic of the Whole numbers Numbers d. Carryinginmultipli- Temac Series cation using multi-place Encyclopaedia Britannica numbers. Press e. Zeros in multiplication.
Correct knowledge ofTeach terms as multiplier, terms used in multiplica-multiplicand, and product tion. and label such names on a chart.
Meaning of fractions such Use a transparencyto as 1/2, 1/3, 1/4, 1/5, 1/6, show the meaning of frac- etc. tions. Practicethe writing of Filmstrips: Fractional terms. fractions. Fractional Parts of Groups Use film or filmstrips Comparing Fractions Label parts of fractions on Jam Handy Company a chart for study. Relation of multiplication Give problems to show and division. inter-relationships of short division. Film: Label parts divisor, divi- Division of Whole Numbers dend and quotient on a Science Research Institute transparency or chart for study.
Problems using short Reasoning problems are division. assigned for drill.
Two figure divisors Long divisionin simple Basic Mathematics form, i.e., as24;20 is Books 1 and 2 provided for practice and Addison-Wesley drill.
Two figure divisor withone Teach students to correct figure quotient and how to method of proof for each prove correct answers. problem solved withor without a remainder.
100 WHAT TO TEACH HOW TO TEACH MATERIALS
Practice with zero endings, Have students to cancel Film: long and short method. the same number of final Fractions Finding the zeros in both divisor and Common Denominator dividend for short method. Coronet
101 MATHEMATICS LEVEL III WHAT TO TEACH HOW TO TEACH MATERIALS A review ofthe funda- Administera diagnostic mentalskillsandpro- test. FoundationMathematics cesses of whole numbers McGraw Hill fraction and decimals. Project a sample front Basic Essentialsof Math page of Internal Revenue Part I Form 1040 on overhead Steck-Vaughn projector. Writesums on transparency and havestu- dents add andsubtract ac- cording to instructionson the form.
Provide practiceexercises Film: on addition, subtraction, Language of Mathematics multiplication, division. Coronet Watch for slownessand finger counting.Indentify students who needmore review.
Divide class into ability ASMD Teachers'Manual groups. Demonstratehow with Tests each previouslyassigned practice ASMD Subtraction exercise is Addison-Wesley worked.
Construct word problems 7th GradeMathematics that require addingincome Temac Series tax deductions, multiplyingEncyclopaedia Britannica wages andhours,and Press dividing milestraveled by gallons of gasolineused. Programmed Mathfor Explain themeaning of Adults integers, mixed numbers, Book 2 AdvancedAddition proper fractions, andim- Book 3 Subtraction proper fractions. Book 4 Multiplication McGraw-Hill Provide practicein adding and subtractingfractions with like and ASMD Multiplication unlike de- Addison-Wesley nominators.
Construct wordproblems that require Programmed Math for adding frac- Adults tional partsofgallons,
102 WHAT TO TEACH HOW TO TEACH MATERIALS
and subtracting fractional Book 6 Fractions parts of feet. McGraw Hill
Demonstratemultiplica- Film : tion and division of frac- Multiply and Divide tion skills. Provide prac- Fractions tice exercises as needed. Jam Handy Individualizeinstruction.
Introducedecimalfrac- Film : tions through demonstra- Meaning of Fractions tion and film. Colburn
Film : Multiplying Fractions Knowledge Builders
Film : Decimals Are Easy Coronet
Filmstrip: Meaning of Decimals Encyclopaedia Britannica
Programmed Math for Adults Book 7 Decimals Problem Book 7- Decimals McGraw-Hill The Use of Percent Arrange for resource per- son from a bank or savings Film : and loanto explain a Money in the Bank and Out mortgage. Demonstrate Churchill Films how tocomputethe interest.
Show how to find the inter- est on a $2,000 automobile Filmstrip : loan for three years at 5% Making Money Work for interest. You Popular Science Discuss installment buy- ing. Ask class to name Filmstrip: household items they have Meaning and Understanding purchased on time. Have of Percent students compute simple Society of Visual Ed. installment purchase and monthly payments.
103 WHAT TO TEACH HOW TO TEACH MATERIALS
Basic Essentials of Math Part II Steck-Vaughn Project sample pages of InternalRevenueform Using Mathematics Grade 1040 showing interest de- 7 ductions. Write sums on McGraw-Hill transparencies.
The ability to read, com-Supply students with time prehend, and use tablestables of air, rail, and bus Transparencies: and graphs applicable totravel. Have students plan Set of 3 daily experiences. a trip to a single destina- Bar Graphs tion using all three tables. Line Graphs Discussdifferencesin Picto-Graphs time among thethree. Curriculum Materials Corp. Use programmed mate- rialsforindividualized Programmed Math for work. Adults Measurements McGraw Hill Presentpracticalprob- Cards lems involving the use of Important Ideas in formulas. Algebra E. Z. Sort System, Inc. Use drill and practice in working problems involv- Films: ing formulas. Solids in the World Around Us Divide the class into small Surface Areas of Solids groups for more individual Volumes of Cubes, Prisms, work in mastering use of and Cylinders formulas. Cenco
Formulas in Mathematics International Film Bureau
Equations involving ratioDiscuss the meaning of Measuring Areas, Squares, The meaning ofpropor- how proportion may be and Rectangles tions used in solving problems Coronet in measurements and in finding distances.
Give practice in the ap- Film: plication of proportion to Proportion at Work everyday life. International Film Bureau
104 WHAT TO TEACH HOW TO TEACH MATERIALS
Show films and filmstrips Ratio and Proportion in toreinforce conceptof Mathematics proportion.
Provide drill and practice in proportion.
Using fractional equationsIntroducethefractional equation and discuss its use in everyday life.
Provide drill and practice
United States System of Discuss with the class the Transparency: linear measurement: foot, area in which each of these Linear Measurement yard, rod, furlong, mile measurements are used. Curriculum Materials Corporation Providepracticalexer- ciseusingthese meas- urements. Book: Exploring Mathematics on Have students report on Your Own: United Statessystem The World of of measurements versus Measurements other countries' measure- ments. Film : Have studentsbringto Introducing Graphs class road maps of Mis- McGraw Hill souri to be used in de- terminingdistancesbe- tween two given points. At various speeds have stu- dents compute travel time.
Provide short income tax forms for studying. Using a given income, have each student fill in short form and computetaxfrom table.
Project samples ofline, bar, and circle graphs on overhead projector.Dis- cuss withclassadvan- tages and disadvantages of each.
105 WHAT TO TEACH HOW TO TEACH MATERIALS
Provide exercises incon- structingandinterpret- ing line,bar, and circle graphs.
Example: a. Constructacircle graph depicting fam- ily expenditures. b. Have class keep data on the weekly price of hamburger from newspaper.Plota line graph depicting the price fluctuations. c. Have class keep data on number of cups of coffee consumed bymaleandfe- male members dur- ing breaks over a two weekperiod.'Con- struct a bar graph to depict these two class variables.
Formulas such as rates ofDiscuss the use andmean- Handbook of Mathematics interest, areas, unknowning of formulas and how Tables and Formulas quantities. they are helpful inevery- McGraw-Hill day life.
Introduce such common Programmed Business formulas as these and Mathematics through discussion deter- Concepts, Skills, and mine the level of under- Application standing already present McGraw-Hill in the group I= PRT,a= LW A =:Trr2, 211i =C.
Show films showing how Basic Mathematics and surface areas ofsolids Basic are determined. Discuss. Mathematics Measurements Temac Series Encyclopaedia Britannica Press
U.S.System of linearDiscuss with the class the Transparency: measurement: foot, yard,area in which each of these Linear Measurement rod, furlong, mile. measurements are used. Curriculum Materials Corporation 106 WHAT TO TEACH HOW TO TEACH MATERIALS Provide pra c flea 1 ex- ercises using these mea- surements. Have studentsreport Exploring Mathematics onU. S. Systemof On Your Own measurementsversus The World of other countries' measure- Measurements ments. McGraw-Hill
Nautical Measure:knot, Explain to class how knot, Programmed Instruction : league, fathom. league, and fathom meas- Measurement urements are used. McGraw-Hill
Give problems converting miles per hour to knots, feet to leagues, and feet to fathom.
Have students figure out Filmstrip: if a boat is traveling at Metric System 10 knots per hour, how McGraw-Hill long will it take to travel 2,000 miles.
Metric system measure: Construct a chart of the Films: Millimeter, centimeter, areas where the metric, Metric System decimeter,meter,kilo- system is used. Story of Weights and meter, myriameter. Measures Havestudentspractice Coronet converting metric prob- lems to other types of measurements.
Discuss what products in the U. S. are measured by the metric system.
Assign report to students to find what countries use the metric system, and to what extent it is used. Filmstrip: Area The use of geometrical Show film or filmstrip to McGraw-Hill figures. demonstrate how geometry Films: is used in our lives. Lines and Angles Knowledge Builders Break classinto groups Angles and Their and have students figure Measurements angles, degrees, etc. that Measuring Squares and can be found in classroom. Rectangles Coronet 107 MATHEMATICS LEVEL IV
WHAT TO TEACH HOW TO TEACH MATERIALS
Administer test to deter- California Arithmetic Test mine level of achievement California Test Bureau and diagnosis of individual problems. Review multiplication and Compute areas of2-di- Lessons for Self- division of wholenumbers, mensional planefigures decimals and fractions. Instructions in Basic triangles, squares, trape- Skills zoids, rectangles. Compute California Test Bureau area and volume of 3 di- mensionalfiguresand volumetric or cubicmeas- urefigures,pyramids, Algebra- Book 1 cones, spheres, culies, Steck-Vaughn Company rectangular solids. The New Math Made Demonstrateandgive Simple practiceinproportions Doubleday and Company and ratios.
Discuss concepts ofcom- pound and simple interest. Give practice problems. Basic Algebra Present the concept ofan Making Mathematics Plain unknown such as theuse of McCormick-Mathers interestformulaI= prt (I= interest,p = principle, r= rate, t= time) Give practice in addition, sub- traction, multiplication and division of monomials. Filmstrips: Provide drill and practice Topics in Algebra and infractional equations, Coordinate Geometry equation construction, Geometric Construction solving for unknowns. with Circles and Polygons Explain the structure of Introducing Geometric plane figures andtheir Figures constructions. Brain Teasers The Slide Rule Demonstrate theorem Polar and Rectangular derivation and itsusage Coordinates in solving plane geometric Trigonometric Functions problems.
108 WHAT TO TEACH HOW TO TEACH MATERIALS
Give practical exercises Introduction of Probability in solving geometric prob- Natural Number System lems such as the pytha- Fractional Numbers gorian theorem. 3M Visual Products Company Basic Trigonometry Explain derivation of the basic functions of trigo- nometry,sine,cosine, tangent.
Basic concepts of the New Have students usethe Films: Mathematics basic trigonometric func-Geometry and You tionstosolvesimple Measurement problems in plane trigo-Multiplying Fractions nometry. Polygons Ratio in Proportion in Define sets and bases. Mathematics Similar Triangles Provide drill for studentsStory of Measuring Time to learn to count in theQuadrilaterals different bases, such asPattern in Mathematics base five. Lines and Angles Algebra in Everyday Life Give practice in addition,Algebra: A Way of Thinking subtraction, multiplication About Numbers and division in bases otherUniversity of Missouri than base ten. Library
109 SCIENCE LEVEL I WHAT TO TEACH HOW TO TEACH MATERIALS Improvement of health and Bring inresource persons Films: safety in the homethrough to talk about home broadened knowledge. nutri- The Best Wayto Eat tion. University of Pittsburgh
Show filmsor filmstrips Focus on Food about safetyprecautions Heinz Food Company in the home.
Discuss preventative Facts About Figures health measuresthat New York StateHealth should be taken infamily Department life.
Teach simple firstaid. Electrical Safety inthe Home Use filmsor filmstrips to Kansas State Health teach better.care of the Department body, adjustingto aging, child care and develop- How to Have AnAccident ment,chronicdiseases, at Home dental health, drug addic- Walt DisneyProductions tion, environmentalsanita- tion, health services, mar- How to Do RescueBreathing riage and familylife, per- Kansas State Health sonal hygiene,prenatal Department care,quackery,veneral disease, and mentalhealth. Demonstrate firstaid Body Care andGrooming precautions. McGraw-Hill Tour neighborhoods to ob- Aging: A ModernSocial serve environmentalcon- Achievement ditions. Kansas State Health Department Discuss whatagencies might be contactedwhen Seizure problems of healthand Veteran's Adm. safety arise.
Invite aresource person The InnocentParty to talk abouteconomical Kansas State Health but nourishing meals. Department
110 WHAT TO TEACH HOW TC TEACH MATERIALS
Discusshealtharticles A Community Problem which appear in local news-Caterpillar Tractor papers. Company Invite a resource person Cancer tospeak about planned Encyclopaedia Britannic« parenthood. Fundamentals of Diet Encyclopaedia Britannica
Knowledge of physical sci- Through filmstrips, teach Filmstrips: Fundamentals of Science ence in one'sdaily life. knowledgeaboutheat, sound, electricity and light Sets 7-8-9 in the home. Eyegate Discuss the use of simple Fundamental Elements of machines in the home. Weather Eyegate Learn how to compute water, light, and gasbills. The Space Age Eyegate Discuss how heat and light may be conservedin the Wonders of the Sky home. Eyegate Demonstrate time saving Films: machines which are used Why Seasons Change in the home. Encyclopaedia Britannica Through films and film- strips teach simple space The Work of Rivers science. Encyclopaedia Britannica
Read newspaper accounts Hurricane Watch of space efforts anddis- U.S. Weather Bureau cuss in class. Teach students to recog- Magic in the Air nize and know something General Motors aboutspacevocabulary words that are in common States of Matter use. McGraw-Hill Discuss kinds of weather in the area. Through films and film- strips teach students to
111 WHAT TO TEACH HOW TO TEACH MATERIALS
recognize weather condi- Sound and How It Travels tions such as tornadoes Encyclopaedia Britannica and cloud formations.
Discuss and show class a barometer. Weather: Understanding Read the daily weather re- Precipitation portsfromthenews- Coronet papers.
Look at local weather re- Weather: Why It Changes ports ontelevisionand Coronet discuss. What is Electricity? Discuss seasons. Encyclopaedia Britannica
What is Space? Encyclopaedia Britannica
A study of lower life.. Discuss common insects Films : inthe home and their The House Fly control. Encyclopaedia Britannica
Teach about helpfulin- sects.
Invite an exterminator into One Bug is Too Many the class to talk. U. S. Department of Agriculture To aid in recognition of harmful plants and first Making Cotton Clothing aid that is necessary if Encyclopaedia Britannica they are handled or eaten. Tour Daily Bread Discussion of the interde- American Baker's pendence oflifeinthe Association world today. Filmstrips: A study. of animals used Flowers and Their Purposes for food. Cenco
A study of plants used for Fruits and Plants food. Cenco
Beginning Nature Study Cenco
112 WHAT TO TEACH HOW TO TEACH MATERIALS
Finding Out About Green Plants Cenco
Role of Flowers and Fruits (4 strips) Cenco
113 LEVEL II
WHAT TO TEACH HOW TO TEACH MATERIALS
Plants in everyday life Use filmstrips and charts Filmstrip: about plants. How Seeds Travel McGraw-Hill Discuss plants that grow in your area.
Discuss helpful and harm- Thinking Ahead in Science ful plants and what plants (Annotated Edition) must have to live. American Book Company Show fruit and seed pro- ducing plants. Filmstrip: Demonstrate the materials How a Plant Grows that are made from plants. McGraw-Hill
Exhibit plantsthat are Basic Science Series P edible. SSP 100 (Picture Charts) Show regions where dif- Society For Visual ferent types of plants grow. Education, Inc. Filmstrip: Have students read orally Plant Life of the Desert and discuss stories about Encyclopaedia Britannica plants.Visit a nursery. Filmstrip: Show the different environ- Trees and Flowers in the ment that animals need for Four Seasons survival. Filmfax
Discuss different kinds of The Science of Living food needed for different Things Charts animals. DenoyerGeppert Explain the difference be- Filmstrip: tween domestic and wild Finding Out How Animals animals. Live Society For Visual Illustrate the life cycle of Education, Inc. different animals using the overhead projector. Filmstrip: Animals and Birds Plan and make a trip to a Encyclopaedia Britannica livestock market.
114 WHAT TO TEACH HOW TO TEACH MATERIALS
Show and discuss advan- Basic Science Series tagesforsurvivalthat PSSP200 (Picture Charts) nature has given to certain Society For Visual animals. Education, Inc. Discuss nature's natural Life's Science Series balance. Life Magazine
Exhibit and discuss ways Filmstrip: animals benefit man. Harmful Insects Jim Handy Assign reading about ani- mal life. Make reports. Filmstrip: Insects That Live in Discuss insects that are Societies beneficial to mankind. Encyclopaedia Britannica Discuss insects that are Films: harmful to mankind. Tape: How Animals Fit Their Exhibit charts of different Climate kinds of insects, and dis- cuss the differences. Tape: Exploring the World of Explain how different in- Plants sects reproduce. Imperial Products, Incorporated Explain the life cycle of insects such as fly, grass- Basic Science Part 1 hopper, and butterfly. Steck-Vaughn Explain how chemicals such as D.D.T. controls Basic Science Part 2 insects. Steck-Vaughn Readers Digest Science Dividetheclassinto Blue, Orange, Red and groups with each group Green Books discussingquestionsas these: a. Differences between living and non-living things. b. The nature of experi- mental work. c. Major problems fac- ing man that might be solved in biologi- cal science. d. Plantandanimal
115 WHAT TO TEACH HOW TO TEACH MATERIALS life in the immediate en- vironment. Take a field trip to study insect life.
Physical science and ourDiscuss the time zone in Basic Science Part 2 lives - Time the United States. Steck-Vaughn
Use filmstrip to point out why there are time zones. Film: About Time Show how time zones affect Southwestern Bell our travel. Telephone
Have students discuss why Film: thereisa lineof De- How to Measure Time marcation and Greenwich Encyclopaedia Britannica line. Use filmstripsto show what is day and a year.
Illustrateontheblack- board why there is a leap year.
Show how the calendar Filmstrip: works anddiscussthe Daytime and Nighttime computor calendar. Coronet
Discuss different ways of Filmstrip: keeping time, such as by How Far is Far light years. McGraw-Hill
Ask students to bring pic- tures to use on the bul- Film: letin boardofdifferent Time periods of time in earth's Indiana University formation. Have students read and Filmstrip: make a report on "How Changing Surface of the theEarthisBorn," Earth Reader's Digest Science McGraw-Hill Reader; Blue Book. Filmstrip: Fundamentals of Science Set 9 Eyegate 116 WHAT TO TEACH HOW TO TEACH MATERIALS Filmstrip: Energy Ask the student to name as many differentforms of Matter - Energy energy as they can. McGraw-Hill Illustrate how different Book: forms of energy are pro- Push and Pull: duced and used. The Story of Energy McGraw-Hill Have a resource person give lecture on the uses of Film: the atom and sun as fu- Energy ture forms of energy. University of Missouri Film Library Have students discuss how most energyisderived from heat. Film: Show how everything is Energy from the Sun made of molecules. Film: Demonstrate how matter Molecules in Motion can be changedfrom one Encyclopaedia Britannica form to another. Film: Have students make a list Energy and Its locatingthesourcesof Transformation different elements. Encyclopaedia Britannica
Produceinclass some helpful and harmful chemi- cal changes. Conduct a simple experi-Filmstrip: ment of testing materials; What Are Elements and such as for starch in food. Compounds McGraw-Hill Discuss withclassthe formationofthe earth. Film: Chemical Changes All Bring to class a rock col- About Us lection and discussthe Coronet various kinds. Book: Have class bring pictures It's Fun to Know Why: Experiment with Things ofthe various usesof different rocks. Around Us Schwartz McGraw-Hill
117 WHAT TO TEACH HOW TO TEACH MATERIALS Use National Geographic Magazine to discuss forms throughout the world. Film: Have students bring dif- Solids, Liquids, and Gases ferent kinds of rocks and McGraw-Hill illustrate how these make up different layers of the earth. Film: Perform an experiment Rocks in Our Neighborhood showing what the freezing McGraw-Hill and thawing of water does to the earth surface. Film: Why Do We Still Have Mountains Encyclopaedia Britannica Films
Film: Rocks that Reveal the Past Film Associates of California
Have a "weather man"Filmstrip: discusswithclassthe Weather Fronts and causes and effects of our Forecasting weather and forecasting. McGraw-Hill
Use film to illustrate dif- Everyday Weather and How ferent types of cloud for- It Works mation. Schneider McGraw-Hill Perform some simple ex- periments with air pres- Film: sure. Air All Around Us 414 McGraw-Hill Have classconstruct a barometer.
Show film on the water Film: cycle of earth. What Makes Rain Young America Films
Use newspaper to work with weather maps.
118 WHAT TO TEACH HOW TO TEACH MATERIALS
Have students observe theFilmstrip: changes which occur inThe Changing Seasons plants and animals duringMcGraw-Hill seasons. Film: Discuss with the students Causes of the Seasons some of the superititions Coronet which involve seasons. Show a film or filmstripFilm: of the sea as source ofSeasonal Changes in Plants future food for the world. McGraw-Hill
Demonstrate how wemay Filmstrip: take minerals out ofsea The Seas About Us water. McGraw-Hill Talk about the possibility that life came from the sea.
The human body in rela- Have class make a list ofFilms: tion to everyday living. things their body has done About the Human Body that day, such as:ran, Churchill Films breathed air, remembered things, chewed food, etc. Discuss how we helpour bodies to do these things and what is needed to keep it well.
Acquaint students with the Human Reproduction purposes and methods of McGraw-Hill inoculation against small pox, diptheria, polio, and tuberculosistests.
Plan a trip to the local Bacteria museum with displays of Encyclopaedia Britannica the human body.
Importanceoffoodin Discussthefivemain everyday life. classes of food; carbohy- drates, proteins, fats, minerals,andvitamins and how each affects the body.
Have students bringin pictures of food andgroup 119
44, WHAT TO TEACH HOW TO TEACH MATERIALS them into classes, display on charts. Discuss why it is important to balance food diet. Visit a research labora- tory where experiments in nutrition are being carried out; methods may be ob- served also.
Make a list of advertising Films: claims and brand name Fundamentals of Diet products of a particular Encyclopaedia Britannica food item (bread or milk). Discuss them with the class and have themana- lyze them.
Have students plan amenu Balance Your Diet for a day using properly For Health and Appearance balanced diets and discuss. Coronet
Discuss with class such Filmstrips : problems as "How foods Our Food are kept from spoiling." Eyegate "Wheredid thefoods Safeguarding Your Health grow?" "What prepara- Eyegate tion should be made be- fore eating?"
Inviteresourcepersons The Body from Food and Drug Ad- 7 transparencies ministrationtodiscuss Curriculum Materials products with the class. Corporation. Take a field trip to local gas company.
The importance of teethDiscuss the importance of of personal health. periodical dental inspec- tion.
Have students formulate a Films: listof causes of tooth Our Teeth decayandpreventative Knowledge Builders measures they can use.
120 WHAT TO TEACH HOW TO TEACH MATERIALS
Have dentist discuss with Save Those Teeth theclasstheuseof Encyclopaedia Britannica Fluorine and other new discoveries to prevent tooth decay and how bad teeth can affect the en- tire body. Secure a chart that ex- plains the structure of the teeth.Askstudentsto shareanyunusualex- periences they may have had.
Common diseases and theirHave class make a list Infectious Diseases and effects on the body. ofdiseasesthey know Natural Body Defenses about. From the list, the Coronet class discusses: 1. What caused it? 2. What it does in the body. 3. How the body fights it. 4. What can be done to help the body fight it.
Discuss common diseases Film: such as viruses, colds, in- Defending the City's Health fluenza. Ask students for Encyclopaedia Britannica suggestionsaboutcon- tracting the disease, pre- ventatives, care and cure. Make a list for each stu- dent to keep. Have pupils watch news- Film: papersforclippingsor Infectious Diseases and new developments in Man Made Defenses healthpractices, new Coronet drugs and other medical discoveries and bring to class for discussion.
InviteresourcepersonBulletins: from Health DepartmentLife Insurance Company or Red Cross todiscuss bacteriaanddiseases, prominent health problems and available health care facilities with students.
121 WHAT TO TEACH HOW TO TEACH MATERIALS
Secure pamphlets telling Health and Safety Bulletin of various available Local Red Cross clinics.
Familiarize students with Catalog of Teaching health laws concerning in- Materials spection of foods orques- National Safety Council tionable drugs andquaran- tine laws for contagious diseases.
Conduct an informalsur- vey of communicable dis- eases that have been prev- alent in the community. Find out how theyare spread and what the public health service does about control. Space Science Discuss other planets in Outer Space: the universe and man's de- What's Out There? sire to know about them. Readers Digest Science Reader (Blue Book ) Ask students to clip arti- clesabout space from Film : local newspapers and bring What is Space? toclassfordiscussion. Encyclopaedia Britannica
Show filmstrip aboutgrav- Filmstrip: ity and let students discuss Force Called Gravity it. McGraw-Hill Ask individualsto read spacestories from sci- ence books and make oral reports.
Show a film and discuss-- Film: the implications ofspace American Space Frontiers travel. SND
Discuss the meaning of Why Satellites Stay Up satellite and natural and Readers Digest Science man made ones which are Reader orbiting the earth. (Blue Book )
122 WHAT TO TEACH HOW TO TEACH MATERIALS
Clip picturesofspace- ships and bring to class for discussion.
Show a series of filmstrips Earth and Sky Filmstrip about life beyond the earth. Series: Let student read strips as Looking at the Stars they are projected.Dis- Constellations cuss. The Earth Satellite A Man Made Moon Harnessing Solar Energy The Sun's Family McGraw-Hill
Appoint a small group toFilmstrips: make a report on "The The Solar System and the Importance of the Solar UniVerse System in Life Today." Pioneers of Space Exploration of Space Visit a planetarium. Atoms in Space Aviation in the Space Age Invite resource persons in The Conquest of Space to hear speakers on se- Man Travels in Space lectedfacetsofspage Hazards in Space Travel program. Destinations in Space Stations on the Moon Supplycalendarsfora Eyegate study of moon phases. Discuss superstitions, which prevail concerning plant and moon phases. SCIENCE LEVEL III & IV
WHAT TO TEACH HOW TO TEACH MATERIALS
Earth and It's Surround- Discuss the San Francisco Exploring Our World ings --Rocks and Soil earthquake of 1906 and the Steck-Vaughn cause of earthquakes.
Appoint a group of com- Webster Classroom mittees to work on reports Science Library about the geology of the McGraw-Hill earth. a. The meaning of Earth Science Series: geology Filmstrips: b. Rocks and rock for- Changing the Face of the mation Earth c. The structure of the Volcanoes and Earthquakes earth Mountains d. Mountain formation The Earth's Crust e.Soil formations Common Minerals Earth A Great Storehouse Using an overhead projec- The Earth's Diary tor, make a diagram of Soc. for Visual Ed., Inc. thecomposition ofthe earth showing the crust, mantle, outer and inner core, students learn meaning.
Show filmstrips and films The Earth and Its about the geology of the Resources world. McGraw-Hill
Perform an experiment of Fossils in America: growing crystals inthe Their Nature, Origin, classroom. Fill a small Identification and Clas- pyrex dish with water. Pour sification, Guide to Col- this water intoa small pot lecting Sites and boil. Then add 3-6 Harper & Row ounces of powdered alum to the boiling water. Addas much alum as will dissolve. Pour solution back intopy- rex dish through a circle of filter paper or cheesecloth. Let it cool gradually. Sus- pend a small piece of thread, with knots, in dish.
124 WHAT TO TEACH HOW TO TEACH MATERIALS Crystals will form on it. Discuss natural rock form- ation in the earth.
Discuss how sun, water, Transparencies: and temperature change Earth Science affect rocks. Topography Elevation Visit a local museum (if Instructo Products available) to see fossils. Bring in a resource per- sontotalkaboutcon- servation of soil.
World of water and air. Use a transparency to show Transparency: the water cycle. Water Cycle Western Publishing Educational Service Discuss with class the in- fluL.nce of humidity on the Film: lives of man (clothes dry- The Weather ing,relationship ofair, Encyclopaedia Britannica temperature and humidity, etc. )
Through films, teach stu- Weather dents to recognize kinds Gateway of clouds and learn the kinds of clouds that bring Filmstrip: destruction. Clouds and Meteors UNESCO
Films: Weather: Understanding Storms Coronet
Show a film as a basis for We Explore Ocean Life a discussion of oceans. Coronet
Visit a water plant. Filmstrips: Rivers of Water and Ice Discuss with the class the Underground Water effect of ocean tides and Wind and Waves currents. Society for Visual Ed., Inc. Place a list of words re-Filmstrip: lated to water and air on Air, Wind, and Weather the chalkboard for discus-Eyegate 125 WHAT TO TEACH HOW TO TEACH MATERIALS
sionand understanding. Use dictionaries and Earth and SpaceScience other Holt referencematerialsto learn and understandthe meanings of the words.
Example: airpressure,altitude, humidity, convection, meteorology,sunspots, sunspotcycle,solar cycle,solarflares, auroras.
Visit or show,a filmstrip A Visit toa Weather of the weather bureauto Station learn how weather condi- Eyegate tions are predictedand observe instruments such as the rain guage.
Ask for volunteers tomake Filmstrips: reports on air andwaterTransportation by Water travel. Transportation by Air Eyegate Visit the airport;arrange to take a short airtrip.
Compare types of trans- Scientific Living Today portation as to cost, trav- Steck-Vaughn eling time, andservices supplied.
Invite an air hostessor other official to classto talk about air travel. The World of Space Have students studynews- paper stories about moon; displaypictureswhich have been taken inspace exploration.
Show a film of the orbit The Moon lunar month, occultation of Encyclopaedia Britannica stars, the moon's path in space, and lunar and solar eclipses.
126 WHAT TO TEACH HOW TO TEACH MATERIALS
Assign problemsinde- Transparencies termining light years Eclipses of the Sun and after a discussion of its Moon meaning (a new measure of Space Pictures distance devised by space Flight the distance traversed Instructo Products by light in one year. Mul- tiply the speed of light -- 186,300 by the number of seconds in a year.)
Show by transparency the Science Today distance in light years of Row, Peterson and Company some stars. Perform experiments of pencil,stiffcardboard, the following theories: loop of string, two thumb a. The orbits of planets tacks, drawing areellipsesrather than circles. b. Gravity and inertia must be in balance in order for a planet or satelliteto stay in orbit. c. The earth rotates on rotating piano stool, waste- itsaxis,set waste- basket, stick,string and basket on stool, small weight weight being on stick, rotate. d. As the moon revolves slideprojector, large aroundtheearth, white ball, dark room varyingportionsof its surface are used. View ball from dif- ferentdirectionsto see phases. Use a telescope for stu- Films: dentstoobserveand Eyes of Outer Space identifystars,galaxies, Man in Space etc. Stars and Star System University of Missouri Allow students to select subjects for term papers. Such subjects as the fol- lowing are suggested: a. Some interesting facts about planets. b. How do planets differ from Earth. 127 WHAT TO TEACH HOW TO TEACH MATERIALS c. Meteors and meteor- ites d. Reasons for exploring space
Discuss the principles of Filmstrips: rockets. Space and the Atom Scanning the Universe Ask students to listprob- Educational Record Sales lems of space travel.Dis- cuss.
Assignstudentsoutside reading of magazinearti- cles or bookson aspects of space science;students make oral or writtenre- views.
Discuss.thescientific method of approach.
The World of Matter Have panel discussionof Film: what productsare made Chemical Changes All through chemicalchanges About Us and how chemicalchanges Coronet affect ourevery day living.
Bringanalchemistto Filmstrip: class and havea discus- Fundamentals of Science sion on the type of work Set 7 they perform. Eyegate
Experiment in class with Physical Science elements and compounds. Holt, Rinehart
Show filmor filmstrip on Filmstrip: the atomic theory. Atomic Theory McGraw-Hill Present the word molecule, Film: discussandrelateto Atomic Energy: everyday living. Inside the Atom Encyclopaedia Britannica Hold class experiments to Film: show physical and chemi- Molecular Theory of cal changes in the three Matter states. Encyclopaedia Britannica
128 WHAT TO TEACH HOW TO TEACH MATERIALS
Assign individual reports on hydrogen,helium, car- bon,oxygen,nitrogen, phosphorus, sodium, met- als and non-metals.
The World of Energy Have students make alist of forms of energy.
Show relationship between Film: energy and work. Energy and Work Encyclopaedia Britannica
Demonstratemagnetism Film: and gravity as they affect Gravity life and the universe. McGraw-Hill Compare andcontrastFilm: kinetic energy with poten- Magnetic Force tial energy. McGraw-Hill
Conduct a study of the law Film: oftheconservationof Conservation of Energy energy. Have students define and Everyday Machines and discuss these words and How They Work phrases; velocity,accel- McGraw-Hill eration,airresistance, friction, laws of motion, weightandmeasures, mass,gravitation,high and low tides.
Discuss units of power and relatetoengineand machines. Assign a report on sound Film: waves and light waves,and Sound Waves and Their how they travel. Call in a Sources resource person todiscuss the use and importanceof X-ray.
Explain to the studentsthe Film: principlesofreflection Reflection and refractionand have Refraction class develop alist of McGraw-Hill
129 WHAT TO TEACH HOW TO TEACH MATERIALS examples of these from their environment.
From the models brought Film: to class explain and illus- Lenses trate the differences be- University of Missouri tween concave and convex lens.
Perform the following ex- Transparencies: periments to illustrate the Magnetism and Electricity various uses:light com- Curriculum Materials bustible material, demon- Corp. strate principle of camera byprojection image of window on wall.
Method s ofproducing Transparencies: electricity static Comparison of DC and A.C. AC Power D.C. Conduct a tour of local power plant.
Through the use of flow- Film: charts show how electricity Electricity: From Power is brought to the home. Plant to Home McGraw-Hill
Explain the function of the meter and how to read it.
Have the students make a list of the various places in which an accident with electricitymight occur.
The world of living matter Discussyith the students Film : the cell as the basic unitThe Cell: The Structure of life. Conduct a panel of Life discussiononDarwin's Coronet theory of evolution.
With overhead projector Filmstrip: show enlargement 0C cell Photosynthesis and explain structure. Coronet
130 WHAT TO TEACH HOW TO TEACH MATERIALS
Show film on Photosyn-Film: thesis and discuss with Photosynthesis class the importance of Encyclopaedia Britannica this process to human life.
Indentify and explain theFilm: steps in cell reproductionHeredity in relation to human re-Encyclopaedia Britannica production.
Have students make a listFilm: of traits that are inherited Heredity and Prenatal and discuss relationship of Development heredity and environment. McGraw-Hill
Invitea pediatricianto Biology, The Science of class to visit with students Life concerning common mis- Steck-Vaughn understandingofpreg- nancy and heredity.
Functionsof the humanIndentify and locate major Transparency: body. organsof human body. The Human Body Have students list primary Milliken functions.
Discuss how malfunctionFilm: of major organs affects Human Body: The Skeleton the body Coronet
Identify and discuss the Film: following andrelateto Blood body functions : Capillaries glands arteries corpuscles antiers bone veins tendons hormones ligaments calorie plasma enzymes cartilage tissues vessels muscles Have students trace theFilm: circulation of blood He mo Magnificant through major organs of Bell Telephone System the body.
131 WHAT TO TEACH HOW TO TEACH MATERIALS
Have students trace intake Film: offoodandfollowit Digestion of Foods through the digestive Encyclopaedia Britannica system.
Film: How the Body Uses Energy McGraw-Hill
Film: Human Body: Circulatory System The Digestive System The Excretory System Muscular System The Nervous System Nutrition and Metabolism Respiratory System Coronet
132 EVALUATION STANDARDIZED TEST
Standardized test will always bea part of any good educational program andcan be valuable if used right, but if misusedcan become an unforgettable, horrifying experi- ence for the adult student.
Here are some concerns which the teacherMUST keep in mind when considering using standardized test with adults.
1. This is perhaps the first time the individualhas ever taken a formal test.
2. Individual must understand what isexpected of him or the test will be ofno value.
3. The teacher needs to be alert at alltimes to answer all questions.
4. Make sure the individual is physicallycomfortable and mentally atease.
5. Explain the results of the test to theindividual as soon as possible.
REMEMBER A TEST IS NOT AN END IN ITSELF
Recognizing that the best test selectionis made with specific problems andob- jectives in mind, the teacher shouldconsider the following test suggestionsas broad guidelines and not as the finalanswer.
134 ACHIEVEMENT TEST
Basic Reading Inventory Adults Scholastic Testing Service
Designed for use with typical groups such asfunctionally illiterate adults who are retarded readers.
California Achievement Tests Grades 1-9 California Test Bureau
A survey type of test includingreading, language, and arithmetic tests.
Contemporary Mathematics Test Grades 3-12 California Test Bureau
Provides an indication of the extent towhich any student or class has mastered the course content.
Durost-Center Word Mastery Test Grades 9-13 Harcourt, Brace & World
Measures ability to learn meanings fromcontext.
Iowa Silent Reading Test Grades 4-8 Harcourt, Brace & World
Location of Information
Iowa Test of Basic Skills Grades 3-9 Houghton-Mifflin Measures achievement in functionalskills and samples these skills more deeply than does the California Test.
Metropolitan Achievement Test Grades 1-9 Harcourt, Brace & World Good for testing achievement invocabulary, reading, comprehension and arithmetic skills.
S.R.A. Reading Record Grades 6-12 Science Research
Reading rate, comprehension,vocabulary.
Stanford Achievement Tests End of first grade through ninth
Reading, spelling, and arithmetic. Fromthird grade and up, other language arts are included. From fifth gradeand upward, tests of social studiesand science are given. APTITUDE AND INTEREST
Aptitude Tests for Occupations Adults California Test Bureau
Intended to aid in vocational counselingof adults by providing useful informa- tion on individual aptitudes andpotentialities.
135 Kuder Preference Test Adults Science Research Assoc. Suggest promising vocational areas based on personal and socialpreferences. Multiple Aptitude Test Grades 7-13 California Test Bureau This battery is designed toprovide differential aptitudedata which can be used to help individuals understandtheir aptitudes.
Occupational Interest Inventory Adults California Test Bureau
Designed to aid in discoveringthe individual's basic interestpatterns.
Gordon Personal Profile and Adults Harcourt, Brace & World Personal Inventory
Easily administered instrumentsyielding dependablemeasuresof eight as- pects of personality.
Survey of Interpersonal Values Adults Science Research Assoc. Show relative strength ofa person's motivational pattern.
Survey of Working Speed Adults California Test Bureau and Accuracy Designed to measure skillsrequired in various types ofclerical andallied work in offices and factories. DIAGNOSTIC TEST
California Arithmetic Test Grades 1-9 California Test Bureau
Measures achievement inarithmetic and providesindividual diagnosis of learning difficulties.
Diagnostic Reading Scales Grades 1-8 California Test Bureau
These tests are designedto identify reading deficienciesthat interfere with adequate reading.
Diagnostic Tests and Self-Helps Grades 3-12 California Test Bureau in Arithmetic
Designed to help diagnose specialweaknesses in fundamental arithmeticskills.
Durrell Analysis of Reading Grades 2.5-6 Harcourt, Brace & World Difficulty
Difficulties in the following phasesof reading are analyzed in detail:silent and oral reading, listening comprehension,word analysis, phonetics, faultypro- nunciation, writing and spelling. 136 Gates-MeKillop All Grades Columbia University Diagnoses: word perception, phrase perception, blending word parts, giving letter parts, giving letter sounds, naming letters, recognizing visual forms of sounds, auditory blending, spelling, oral vocabulary, syllabication,auditory discrimination.
Gilmore Oral Reading Test Grades 1-8 Harcourt, Brace & World
Performance ratings for accuracy, comprehension and rate grade equivalents for accuracy. Uses graded reading selections.
Gray Oral Reading Test Grades 1-6 Bobbs-Merrill Provides diagnostic insight through types of errors and check list of observa- tions. Uses graded reading selections.
Stanford Diagnostic Reading Test Grades 3-8 Harcourt, Brace & World
Identification of specific strengths and weaknesses in reading comprehension, vocabulary, syllabication, auditory skills, various aspects of phonicsanalysis, and rate of reading. READING READINESS
Frostig Development Test of Grade 3 Follett Visual Development Measure eye-motor coordination, figure ground, constancy of shape, positionin space and spatial relationships.
Gates Reading Readiness Grade 0-1 Columbia University Picture direction, rhyming, word matching, readingletters, word-card matching.
Lee-Clark Reading Readiness Grade 0-1 California Test Bureau
Matchingvisual discrimination of similar and different letter symbols, vocabulary and following instructions.
Metropolitan Readiness Test Grade 0-1 Harcourt, Brace & World
Word meaning, listing, matching, alphabet, numbers, and copying.
137 THE FIRSTDAY...HOW TOHANDLE IT
WELCOME ACTIVITIES
The teacher introduceshimself by writing hisname on the board, pronouncing it and telling the classabout himself.
Familiarize students withthe ABE program by giving informationconcerning hour and dates for theclass, materials to beused, activities which look forward to and students may the certificates whichwill be offered. Complimentstudents on their decision to enterschool again.
Give information aboutother classes in operationin the city and state. INTRODUCTION ACTIVITIES
Place a guide forintroduction on the boardand ask each student himself. The guide to introduce may include such itemsas name, address, family,church, club, hobby and work.Emphasize that to provide is NOT information forevery category necessary; each student choosesinformation he desiresto give. Group the class in twos and give a fewminutes for the pairs tolearn about each other. Eachperson introduces his partner. Gather information about each studenteither by letting themwrite something about themselvesor by securing this information verbally from those whocannot write. The teacherthen introduces eachmember of the class. Have a get-acquainted talk period; then askpersons to tell something interesting about other membersof the class. (Students first.) should give theirnames orally
Involving class members in an activity suchas arranging seats, servingcoffee or getting supplies moved,relaxes students. Greet students warmly at the door and writeeach name ona card. Pass cards out, later, and have studentto introduce theperson whose cards he draws. DIAGNOSTIC ACTIVITIES
While students socialize, drink coffee, look attelevision or browsethrough maga- zines or books, theteacher is free to talkbriefly or administer scales to individuals. diagnostic reading Students orally read fromgraded reading exercisesuntil he experiencesdifficulty. Hemay be placed in this level. Use a list of graded vocabulary words. Whenstudents experience information is recorded. difficulty the
138 Prepare a teacher-made test in arithmetic includingboth computation and ing problems. The reason- test should include problemsof graded difficulty fromsimple to more complex. It shouldinclude the following skills:
Addition with no carrying Addition with carrying Addition using dollars andcents Subtraction with no borrowing Subtraction with zero difficulty Subtraction with borrowing,but no zero difficulty Multiplication withone multiplier Multiplication witha two-digit multiplier Long division witha one-digit divisor Long division witha two-digit divisor Addition, subtraction,multiplication and division offractions Addition, subtraction,multiplication and division ofdecimals Problems of measurement Percentage problems
139
BIBLIOGRAPHY
Achievement in Reading, Inc., Providence, Rhode Island. AddisonWesley Publishing Company, Inc., Reading, Massachusetts. Allied Educational Council, 5533 South Wood lawn, Chicago, Illinois60637. American Southern Publishing Company, Colonial Press Bldg., Northport, Alabama 35476. Bell and Howell Company, 7100 McCormick Road, Audio-Visual Sales Dept., Chicago, Illinois60645. Behavioral Research Laboratories, Ladera Professional Center, Box 577, Palo Alto, California. California Test Bureau, Del Monte Research Park, Monterey, California93940. Cenco Educational Aids, 2600 South Kostner Ave., Chicago, Illinois60623. Churchill-Wexler Film Productions, 807 North Seward, Los Angeles 38, California. Columbia University, Bureau of Publications, 120th Amsterdam, New York, New York 10027. Cooperative Test Division, Educational Testing Service, Princeton, New Jersey. Coronet Films, Coronet Bldg., Chicago, Illinois60601. Current Affairs, Film Division, 527 Madison Ave., New York, New York. Curriculum Materials Corp., 119 South Roach St., Jackson, Mississippi39205. Denoyer-Geppert Company, 5235 Ravenswood Ave., Chicago 40, Illinois. Doubleday and Company, Garden City, New York. Educational Record Sales, 157 Chambers, New York, New York 10007. Educators Publishing Service, Cambridge, Massachusetts. Encyclopaedia Britannica Films, Inc., 1150 Wilmette Ave., Wilmette, Illinois. Eyegate House, Inc., 146-01 Archer Ave., Jamaica, New York11435. E-Z Sort Systems, Inc., 45 Second St., San Francisco, California94105. Film Associates of California, 11014 Santa Monica Blvd., Los Angeles 25, California. Films of the Nations, Inc., 62 West 45th St., New York, New York. Filmstrip House (The), 347 Madison Ave.,, New York, New York. Follett Publishing Company, 1010 West Washington Blvd., Chicago, Illinois60607. Gifted Teachers Books, Flossmoor, Illinois60622. Ginn and Company, 717 Miami Circle, N. E., Atlanta, Georgia. Grolier, Inc., 575 Lexington Avenue, New York. New York10022. Harcourt, Brace and World, 757 Third Ave., New York, New York10017. Harper and Row, 49 East 33 d St., New York 16, New York. Heath, D.C., and Company, Boston, Massachusetts. Holt, Rinehart and Winston, Inc., Box 2334, Grand Central Station, New York, New York 10017. HoughtonMifflin Company, 432 Park Ave., South, New York, New York 10016. Indiana University, Audio-Visual Center, Bloomington, Indiana. Instructo-Production Company, Philadelphia 31, Pennsylvania. Jam Handy Organization (The), 2821 East Grand Blvd., Detroit 11, Michigan. Knowledge Builders, 31 Union Square, New York, New York. Laidlow Brothers and Company, Thatcher and Madison Ayes., River Forest, Illinois. Layola University Press, 3441 N. Ashland Avenue, Chicago, Illinois60657. Learning Through Seeing, Inc., Sunland, California. Library of Congress, Washington, D. C. Life Magazine, Inc., Filmstrip Division, Time and Life Bldg., New York, New York. Macmillan Company Publishers, 60 Fifth Ave., New York, New York10011.
141 BIBLIOGRAPHY
McGraw-Hill Book Company, Manchester Road, Manchester, Missouri 63011. McGraw-Hill Films Company, 330 West 42nd St., New York, New York 10036. Merrill. Charles E.. Company, 1300 Alum Creek Drive, Columbus, Ohio43216. Mott Adult Reading Center, 965 East 7th St., Flint, Michigan48503. N. A. P. S. E., 1201 Sixteenth St., N. W., Washington, D.C.20036. National Safety Council, 425 Michigan Ave., Chicago, Illinois. New Readers Press, Box 131, University Station, Syracuse, New York13210. News For You, Box 131, University Station, Syracuse, New York 13210. Noble and Noble Publishers, 750 Third Ave., New York, New York 10017. PAR Company, Providence, Rhode Island. Perfection Form Company, 214 West Eighth St., Logan, Iowa51546. Peterson System, Inc., Greenburg, Pennsylvania15602. Popular Science Publications Company, Audio-Visual Division, 355 Lexington Ave., New York, New York. Psychological Corp.. 304 East 45th St., New York, New York10017. Reader's Digest, Pleasantville, New York10570. Richards, Frank E., Phoenix, New York. Scholastic Testing Service, 480 Meyer Road, Bensenville, Illinois60106. Science Research Associates, 259 East Erie St., Chicago, Illinois. Silver Burdett Company, Box 362, Morristown, New Jersey. Society for Visual Education, Inc., 1345 Diversy Parkway, Chicago 14, Illinois. South-Western Publishing Company, Inc., 5001 Harrison St., Chicago, Illinois60644. Steck-Vaughn Company, P. 0. Box 2028, Austin, Texas 78767. St. Louis Post-Dispatch, 1133 Franklin, St. Louis, Missouri63101. Teachers Publishing Corp., 23 Leroy Avenue, Darien, Connecticut. University of Missouri, Film Library, Whitten Hall, Columbia, Missouri65201. Visual Instruction Bureau. University of Texas, Austin, Texas. Visual Products Division, 2501 Hudson Road, St. Paul, Minnesota 55119. Walch Publishers. S. W., Box 1075, Portland, Maine. Western Publishing Educational Services, 1220 Mound Ave., Racine, Wisconsin.
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