DOCUMENT RESUME
ID 101 366 CS 201 P26
TITLE Curriculum Guide for the LanguageArts for Kindergarten, Grades 1, 2, 3. INSTITUTION Chicago Board of Education, Ill. PUB DATE 63 NOTE 644p4 AVAILABLE FROM Board of Educationof the City of Chicago, Chicago, Illinois
EDRS PRICE NP -$1.08 BC Not Availablefrom EDRS. PLUS POSTAGE DESCRIPTORS *Composition (Literary); CreativeWriting; Curriculum Guides =. .Descriptive Writing;*Language Arts; *Listening; Listening Skills;Primary Education; *Reading; Reading Skills; *Speaking
ABSTRACT Designed for kindergarten throughgrade three, the material in this volume of the"Curriculum Guide for the Language Arts" is organized by gradeswith provision for use in acontinuous or nongradedorganization. An introductory sectionoutlines the general language arts program,noting specifically the characteristics of the primarychtld, the plan of organization, the primary language arts classroom,and a program of evaluation. Individual, programs in listening,speaking, reading, and writing present material organizedand arranged in four columns;objectives, procedures and activities forthe teacher, practices andevaluation for pupils, and instructionalaids, An evaluation checklistconcludes each section and an appendixprovides excursion and experience charts, sequence charts offundamental skills, a bibliography,and the basic sight vocabulary(Dolch list). (OM)
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poocy OR POSITION EDUCATION OF IN6TITUTI NATIONAL oF:iciAL SENT NOT DO SUM KOMI NECESSARILY Miro C oPiNigio OR VIEW OF POINY6 IT ORIGIN OBOANI1ATION OR PERSON THE FROM RECEIvEO A4 EXACTLY OUck0 REPRO OMEN Hai. DOCUMENT THIS iMATION INSTINTIOF IONA6 r NA POVOTION ED101366 HIAI,TN, OF PANTM.MY DR i V Board of EducationChicago, IllinoisCityGopyiight of Chicago 1963 of the Cr: PER Nt,SSION TO REPRODUCE THIS COPY4IGHTEDPERMISSION MATER:A._ BY TO NOCRO- REPRODUCE THIS the City of COPVRIDHTEDChicagoaElLY 1,16frATEAtC.L. BY 0 /avow TOChicago,Pcitt ERIC. ONLY AND HAS ORGANIZATIONS IIimuoisSUN OPERAT GRANTED BY FURTHERINGSIONTHETtONAL UNDER ERIC OF REPRODUCTIONTHEAGREEMENTSINSTITUTE SYSTEM" COPYRIGHT REQUIRES OF usITH EDUCATIONOWNER OUTSIDE THEEP!(, PERM'S AND ORGANiZATIONS OPERAT guatatiorrof NA SONFURTHER'NGTiCINAL UNDER OF THE REPRODUCAGREE-VENTS INSTITUTE COPYRIGHTHE ER.C. SYSTEM TrONOF OWNERWITH EDUCATION OUTSIDE THE REQUIRES NA PERMIS evaluation of the Sunniement to the Teachinr, GuideThis for .gurricu/umthe Lan.guaRe Guide Arts. for the Lanruare Arts is the outgrowth-of an FOREWORD BEST COPY AMBLE thet:aeInstuu-estions ;,oepins- boo;:, Sumlement articipated.the with whichteacherswas the subjected were curriculum indicated used toto anreview guidetheir intensive thecyclepreferences committees ofstudy the inandChicagq engagedwhich submitted publicevery in thethe teacherschools, revision By means of an evaluation instrument designed expressly for procram.and addition of material. In three volumesArts presents (K-3, 4-6, the 7-8),reouired the generalCurriculum and GuidespecificFor eachfor objectives theobjective Lan ofthe the book sets forth procedures and activities s. needsaids.asfour-columnfor a theofframework theteacher, classformat. upon activitieswithout which losingthe and teacher evaluationsight mayof thebuild for individual. thea program pupils, and instructionalEach of these aspects of the program has its own place in the book's It is intended that the contents of this book will serve which meets the General Superintendem of Schools BEEJAI-IIN C. WILLIS JamesDEPARTMENT H. Smith OF INSTRUCTION .ACKNOWLEDG-MENT EileenDEPARTMENT C. StackOF HIGHER EDUCATION Deputy Superintendent Associate Superintendent ; 4 AssociateThaddeusDEPARTMENT J.Superintendent OFLubera INSTRUCTION MiltonAssociateDEPARTMENT J. Cohler Superintendent OF ADMINISTRATION AssociateEvelyn.DEPARTMENT F. Superintendent CarlsonOF CURRICULUM DEVELOPMENT AssociateEdwinDEPARTMENT A. LedererSuperintendent OF CfERATICU SERVICES Helen P. Bradley, Principal, Cameron School,CURRICULUM COUNCIL COMMITTEE ON LANGUAGE ARTS Elementary Level Chairman DorothyNaomaBerniceRosemary Christianson, T.Bove, Clancy,Ferlyn District Teacher,Teacher, Teacher, Superintendent BarryHearst Hammond School School School LillianMargaretnaryBecky Motto, Orphan,Rhoden, H. Powers,Teacher, Teacher,Teacher,Physically Director, By MayerRoosevelt HandicappedBureauSchool Hl ofEh School Children School MaxineWilliamAnneBessieGwendolyn F.H. J. F. McKenna,Kirkwood, Kelliher,Lawrence,Ferguson, Teacher, Teacher, Principal,Principal,Teacher, LeMoyne Judd DuSable HirschLeMoyne School School HighHigh SchoolSchool School AliceMildredMarieVictor G. L. Rosenberg,E.Spain, Steiner, Ricks, Teacher, UniversityPrincipal,Principal, Owen ofSchoolGatherLinne Illinois SchoolSchool Mary T. Moran, Teacher, Parker School iv Omer S. Williams, District Superintendent RosemaryNaowa Christianson Clancy, Hearst Hammond School School 3 ;13 SUBCOMMITIZE HelenPhyllisMaxineCatherineBlanche Ressler Kirkwood,Merrill, Fi Kruger, Koecluszko CaldwellJudd Onahan School School,SchoolSchool MoDowe411 Branch Ressler, Tennyson School PatriciaMaryF33.enBeatrice Bradley, 4-Beyer, Mo Ritchie, 1:-.eed, Lyon Consultant,School,Speech CorrectionistResource Language Principal Artsora Johnson, Consultant, Language Arts School, Librarian PrincipalDepartmentSpecialFlorence acknowledgment of Gottschalk,of Seward Curriculum School; Dsfor Developmentllora thegratefhl Johnson,development recognitionand and to ofPatriciaEleanor this is guide extendedJudge,Moiseed is Assistant madeofto theHomer to tributednumerousSincereE. Freese appreciationto soof list mawthe excellentinDepartment this is expressedguide, suggestions of Curriculum to the and many Developmentworthwhile individual materials.for schools,illustrations. too and to the districts which have con RoltoGrate!Library. IndianaDr. ins UlMildred former appreciationUniversity; A.Children's Dawson, Dr.for SacramentoLibrarianViolacritical Theman, reading ofState GeorgeNorthwestern College;of theC. Hallmaterial Dr. University; Branch, Ruth is G. expressed Chicago Strickland,Ml's. CharlemaePubli^ TABLE OF CONTENTS THEDEVELOPMENT CURRICULUM OF GUIDE THE CURRICULUMFOR THE LANGUAGE GUIDE ARTSFOR T} LANGUAGE ARTS ANMAJORGUIDING APPROACH Ft.INCTIONS PRINCIPIM TO THE OFTEACHING LIVIUG OF THE LANGUAGE ARTS 1 3i AallEVEMENTPUPIL PERSONALITY OBJECTIVES OBJECTIVESLANGUAGE ARTS LANGUAGE ARTS INSTRUCTION DEVELOPED. THROUGH THE :re TUECURRICULUM PRIMARY GUIDE LAIN:RAM ARTS PROGRAM: IN THE LANGUAGE ARTS PROGRAM 1 KPIDERGARTEN, GRAMS 1, 2, ANDA ThePlanCharacteristics Program3 Primate of Organizationof EvaluationLanguage of the Arts(Graded Primary Classroom prima-77 Child programContinuous devoiopment program) 21 962 Kg. Gr. 1 Gr. 2 Gr. 3 LISTETING DevelopDevelopOverview SkillsReadiness Positive of the for Listening forAttitudesAttentive Concept Program TowardListening of Listening Courteous Listening 32302823 SPEAKING zDevelopChecklistDevelop Listening Skills Skil for is Critical for Enjoyment Listening and Appreciation 45443836 ChecklistSpeechDevelopOverview. Development TechniquesAbility to atforCommunicate the Mechanics Primary Orally ofLevel Speaking 4688867452 R.EADIriG DevelopAwaken InterestComprehensionWord Perception in Reading Skill Skills s 100110106 93 126120114 154152148 182180176 DevelopChecklist InterpretationStudyAppreciationAbility Ski To Read of Skill GoodOrally s Literature s . 112110 136146142140 174168164162 200196192190 203202 WRITI&G Develop CapacityFundamental forfor SelfExpression.SkillsSelfExpression of inin CreativePractical Writing Writing Written Expression 254.252246 272266258 300294284 328320314 237 APPEEDII BasicEibliograrkz-ExcursionsSequence Sight Charts Vocabulary of Fundamental Skills az:perience Charts Doich List 354350348347 THE CURRICULUM GUIDE FOR THE LANGUAGE ARTS revisionThefor Curriculum the ofLanguage the GuideSu Artsclement for which the to Languagewasthe publishedTeaching Arts Guideisand a Theprogramsame upper-grade pattern for grades asguide the seven isintermediate a development and eight, in the guide. of the madedirectlyteachersThis schools.available new or guideof indirectly, theto is thelanguage unique schools the inarts thinking inthat inOctober, itour ofrepresents, elementary all1958. Every language arts teacher from modified.Theformat format a completeof the curriculum reorganization guide andhas anbeen expan- The guide represents in this new forThreecontributedkindergarten the volumes LaavnaFe in throughcomprise some Arts way thefor the to eighththe totalthis elementary study.gradeCurriculum has school Guide publications.sion of the material found in the earlier forand thecontain Chicago the publicrequiredThe schools. primary-gradelanguage arts guideprogram is designed for grades THEThe OVERVIEW overview CHARTS charts present the objectives of materialgradedbykindergarten grades, organization.infor relation provisionreading through toand gradeis a writingmadecontinuous three. for is using organizedor non-this Although designedforprogramthe listening,E-8 totheyprogram be serve.placed another in the with forlanguage the speaking, segment arts. twoof thefor There is one overview chart They are gradepertinentThe intermediate-grade program. to the Specific fourth-, guide grade fifth-, contains levels and havematerialsixth- not reading,In keeping and withtwo forthe writing.trend toward nongraded organ- totinuouslyinbeenfl localorder identified needs. thatdevelopmental--designed the in program the intermediate-grade be viewed to aspermit guide ility for indtvao r. 9 schools in relation 04411"' ization,thepointgoals symbols ofand the formal placed objectiis provided introduction. on res the areby grid astated key at on theas =-= sperl.fisuggested 10 Interpretation of chart. DESIGN OF THE GUIDE Allthere of isthe not aids necessarily listed in acolumn one to four one refercorrespondence. to whichThelidprinciplesGbiding introductory -haveinclude principles ofbeen the learning, sections statementincluded. of,the andhave Chicagoof the major philosophybeen expanded. and aims, public schools functions of presentcolumnthetwo,suggested general three,one. more activities. objectives vividlyand four the arewhich products provided are to Illustrations have been inserted to The content of columns capitalizedof in some of the assist the beentoIn philosophy,the included body of in subjectthe the book first natter, points column. andof emphasis therelated program "Framing"have of A teachercombinationstated inin achievingcolumn table one.of thecontents specific and objectives theoutline parti- of importantprogram..effectivethese statements understandings development is the of which devicethe objectivesare Statements related to findings of used to highlight basic to the of the research ulumotherbeginninggeneralcular guides sections aspectand of specificareeach of oflisted thesection.the objectives total volumein the program andfourth for to appearsother Cross references to column, curric-at the An moreTheconcerningfour formatdetailed, areas ofcontroversial of the concrete,the guide language has issues beenarts have program. been and practical helps in the modified to provide Theincluded. pre- Theeachevaluation curriculumsection. checklist guide iscontains provided the at required the end of lan- faceobjectives to each ofsection the particular contains aarea to be statement cf the developed. . tionaIguag arts aid programfor the andteacher. is an important,instruerIts purpoSe is to Specificfourofcated each colmns:under achievementsection each hasobjective. goalsbeen organizedfor the pupils are The content material and arranged in indi- whichprovidelanguageschool a teachera programrequiredarts needscan and structurebuild ofof a an aclass programindividual and wnrkingframework °.o studentsuit within within the The guide provides a required workingthe Column TwoOne - ProceduresObjectives and for the Teacher Activities ivityfloor;withinthere of theretheis a noteacherclass. isceiling. no orintention the achievement to limit ofthe a creat-pupil; Column Three - Practices and Evaluation for Pupils races,Good literature ethnic backgrounds, has been written and creeds. by people of all NOTE TO THE TEACHER Every effort Theandcolumn procedures evaluation two) are and for directly activities pupils related for theto the Column Four - Instructional (in column three) although Aids. teacher (in practices allmaterialshasgarten-primary beengroups made whichand to which child.areinclude representAiveare inappropriate this guide of tothe excellent the talent kinder- of THE BACKMOUND OF THE PROGRAM DEVELOPMENT OF THE CURRICULUM GUIDE FOR THE LANGUAGE ARTS Therepresents Curriculum the culminating activity of a city- Guide for the Lan image Arts. withtheadditionThe aimprovementbasic public diversity to goals developingschool of to problemsof besystem itseffect achieved, educatia philosophy a ofwhen system a large it it should: ofundertakes citysetting ready is communication facedforth among 114- program. In programofrevisionwidefoK the projectthe supplement of ofLanguage the evaluation directed Supplement isArts. one toward of phase the to curriculumthe of Teachingevaluation the continu of Guide the and ing This project of revision preserve appropriate officecustom-tailoringindividualthebalance units departments between of school its complex curriculumthe asas themedia organization basic andfor unit servicingcentral for THEtheChicago CurriculumCURRICULUM public COUNCILCouncilschools inwhich 1957. was initiated by ,1 meetaccept the thenecessity responsibility ofparents' providingparticipationandtypes co-ordinating facilitiesof and understanding developing incentiveslevels in to improvement insureof work schools and ofadequate acceptance the measures various teacher of longernewaofexplorationrepresentativeThe school-staff existingones. Curriculum being courses aand one-man, -b. task. necessary of study a central adaptation and development- office, or revisionsor even of Curriculum-making is recognized as no g in determining'was areas formed of to assure project,Gamlen lum-building but as an ever-pr bringchanges about that the processes of improvement in the educational program. be viewed not as a specific on-going process. andeducationparents,notlong-range onlyrepresentative professionalcitizens, andco- operativescholars pupil',university school inenterprise leaders. subject workers specialists disciplines,which but involvesalso in It is regarded rather as a x 1 4 Q MoreassociateCurriculun than oneand Council. hundredassistant persons '1'1-0 areintmademets4 members ofdistrict the The Council is composed of thatandpupils, everyis commonthose type withthroughoutof teachire.learning very stable the city. situation pupil population, andsentativessuperintendents; divisions; from and elementary ateacher - ctors and andof principal high schools, repre- - .nal bureaus EVALUATION PROGRAM thetivesincludesjuniorschools., State of colleges, university"resource Office and the specialof teachers persons,"departments schools, colleges. such of asvocationaleducation, representa- is Instruction, the It also whichandtheThe determinedCurriculummostpreceded important the theGuide revision naturephase was theof ofof the theevaluationthe development revision.supplement program, of The thistheCommittee,Parent-Teacherserving General group under andcommitteesSuperintendent otherAssociation,the leadership community are fof the Schools. andorganizations Citizens direction School of , with responsi- From 1.plan The offirst the stepevalurtion in the studyevaluation follows.checklists,the preparationprogram bywas the of cliairmanevaluation of sheets the language and Elementarybilityfrom thein specific membershipLanguage areas. Arts of theCommittee Council. were selected The members of the Development.artsandinsultants the committeeupper programs of grade the and ofDepartmentlevels, the the language primary, three of Curriculumseparatearts intermediate, con- check- Tc accommodate the differences representSince:1 the amembers cross sectionof the C1 Curriculumof the Chicago Council.7D1 system LANGUAGE ARTS GOIMITTEE answered=listscludedof the were alsoprogram prepared, orwas asa listtreated each of covering questionsin each all volume. to segments be In- these questions pertained Provi- responsibilityofalwaysasSignedand the its comaitteetsbe patrons, tocomposed work for init theassignment.of specificfollows specialistsactual that areasdevelopment committeesin may the not subjectof Therefore, the 2. Following approval of the checklistssuggestionstosion the wasaddition bymade thatthe for ofthey itemsteachers desired or sections.to to write make. any no; Subcommitteematerialarea,originalparent and committeeis committee, resource handledmembership serving byteachers consultants subcommitteesincludes as whothe membersareinpolicy thewithconsidered subjectgroup.from the the conferencesulumassociatesuperintendentssuperintendent development superintendent wen arranged servingand,o acquaintthat as inwithof a charge athemconsultant, alldistrict withdistrictof curric- the includeabilitiesgradespecialistssmall levels. schools,teachers in inthe Inparticular thosefromsubjectadding verywithkagh teachersarea, areaslarge care stmobility with particularis specialtaken of to .3.1s, very withinmentarybeatplan approach ofschools the project forand eachall and special district. to decide divisions All ele- the elementary were inc $ the 1st YEAREVALUATE FOR POLICY DEC Curriculum committees develop guidelines.consultantsofThe SchoolsCurriculum publicthe Board of Councilother Educationthe teacher Genera ofSelected. staffCurriculum consultantssu represe Devel consultantsUniversity consult - .1---, CC USE- . .. -'-'...t-j...... , . -,,,,.. , Materials are introduced through in-serviceCity wide,. programs sectional, and district consultants- school-wide . . , ,:,-.4-_--.....,...: -:- - `..-. - 4.11 YEAR ... , .. , ConsultantsMaterialsFeedbcici- visitare used classes. by teachers grade level, and individual classroom teachers and principesk", from teachers is encourcged. .aidtdL::;l'-;lkabpCre*llin tee :LA : S ,G3eisafteratiMaterials oAtisit classes. _THROUGH USE used by teachers. is en BEST COPY MIMI to examine 3. Distribution of evaluation sheetslevelfollowed. (K-3, 4-6, 7-8) represented in the Three copies of the sheet for each to schools 8. Regular meetings of allscheduledand areasreview andof results theheld. city of werethe evaluationinvited to werepartic- ° a 4 ce teachers from 4. The individual school evaluationfile,thebuilding curriculumprogram and wereanother sentfile, to to beone each used for r asthe a principal's ol--one for work copy. fol- 9. The committee to prepare andipate develop in meetings. designated. the new thelowed.teacherstionits existing principal formsEach at school, representingguideseach and level. teacher-chairman, andunder then the the preparedconsensus direction discussedevalua- of of the RESULTS10. The OFwriting THE STUDY committee prepared the guide.guide was 5. At the district level, the consultantsinwith varying teachers patterns,worked in programsworkshops such as:that at werethree organized levels following school AllwrittenuationevaluationOne elementary of program suggestionsthe programmost schools and important returned andwas participated commentsthe contributionstheinformation checklistsfrom in the provided toeval-teachers. with the meetingsworkshops with at threedistrict mitteelevelsevaluation language andpreceding workshops arts com- at three levels school kindsareatheby thechecklists. of ofdetailed needrevisions and suggestions the and suggestions additions dspecified The tabulation identified the which accompanied -c -4 by the aal in two or threemeetings districts,committee with eitheror district evaluation language by mail. arts level,Guide.committeeteachersstudy 381Ain fortotal inits theclassroom entiretyof development 394 schoolsuse.was used of at theby the theCur primary writing ...Is at the intermediate level, The evaluation -, 6. Collection of evaluation sheetsof data and indicated:tabulationcity-wide participation of the adequacy of theTheresponded.and variation317varying schools grades in atnumbers thein upper-grade of schools levelreflects This re, ,Ism-, all schools. some schools 7. Results were presented to the Curriculum teacherteacher suggestions opinion materials for additions. kindergartenhavegradessome, only kindergarten7 gradesand through 8. kindergarten throughgrade 8; grade andthrough others, 6; some, e 3; theCouncil, primary, to the intermediate, Language Arts and Committee, uppergrade 9 to vertedResponses to percentageswere and presented on a city- ed and results were con- representative teachers.0 ees, to district meetings of 18 imightwide basis, so that general strengths and needs be 1 19
Theeredimportantspeaking term the languageintake one.and writing, Listeningof arts the representsprogramthe and output reading the(the arefusion consid- (the impression); expression). of ProvideRemember a classroomthat a good atmosphereneverand environment that "just encourages that happens." is is created, learning. friendly it TEEthe expressions,ROLEskills OF ofTHE comunication--the TEACHERtaught in relation impressions to each and other. Provide opportunitiesa well-plannedexperienceability.and to program activitiesenlarge ofand and instruction toat enrich openthe child'snew avenues level of of importance."Mhos°programglow.n would Thedepends rolekindle onof anotherhim.the teacher must ishimself of utmost first The success or the failure of a The example the teacher ExpectRespect from the every contributions childfindhisinterest. a leveltasksomething of thatofchildrentry ability. isgood within in tothe performance of theinsets, childrenappreciationenjoyment his attitude and he his offinds towardhisgenuine inrole his his as work, workthesea teacher, his are and love of children, interest Make an effort to getingpointevery express andsituation. tochild.of holdvier,himself thethus inchild's encouraginga sympathetic a child to understand- ofconfidencerelationshipchildthe language factors relationship andarts whichso security necessaryshould establishand the therefore:in in wholesome pupils. thethe happybuilding The pupil-peer teacher- teacher of Accept no less than his best from every child. teacher affects eternity; he can never tell where his influence stops."
GUIDING PRINCIPLES ThePSYCHOLOGIGAL statement ofPRINCIPLES educational OF LEARNINGobjectives is not SCHOOLSPRINCIPLES OF LEARNING FOR THE CHICAGO PUBLIC beinatofsufficient studied,whichhome,learning theschool, understood, thatinobjectives itself. oraffect play andare alland accepted.attained learningthat determine shouldsituations alsoways Those guiding principles all.inallsystemIn apeople. democraticrepublic must be the availablemanner objectives and to, must andof be aunderstood publicunderstood school by, by They should be so stated in the form of Such objectives must be fo ated EffectiveLearning:is learning an activity. is meaningful. Withcommunityfactorguiding this around principlesin build mind, which their the thatthe Chicagoeducational schoolthey becomepublic system program. aschools andunifying the SatisfactionsMotivationThe social vitalizes group accompany affects learning. effective the learning learning. process. have accepted the following:Education developsserves all democratic people in ideals. a democracy. LearningTeacher-pupilimportant produces :earnings relations varied take influenceresponses. time to learning.acquire. Education dealschanges with behavior. all aspects of life. inEmotionally-charged experiencesrapid may resultlearning. Education aimscontinuesfunctions at self-direction. throughoutthrough many life. agencies. LearningPractice Ismakes transferable. learning permanent. 25 tEducation social change.provides for intelligent adjustment 26 MAJOR FUNCTIONS OF LIVING Uponsalorwillsystem thisto do,aims foundation and to supportedbuild of its guiding withprogram. pertinentprinciples, information the Chicago and public skills.functions of living guided by critical thinking, motivated by the program is concerned with nine school Practicing American citizenshipunderstanding and valuingandprivileges the the c.itizeng principles of the sAmerican part and in governmentform of government Protecting life and healthunderstandingobservingdeveloping safety habits and practicesvaluing which promotephysical, general mental, fitness and developingdischarging continuing the responsibilities participationinterest and of intelligent incitizenship civic activities Building human relationshipsunderstandingdeveloping attitudes ones self ofemotional considerationand others health for Using the tools of communicationBusing munication effectively the three A's and other media of com- Enjoying wholesome leisurelearning and practicingallitiesothers people the which skills lead and to activ- harmonious living with Developing economicunderstanding competencedeveloping, conserving, economic values and making good use Satisfying spiritual practicingrealizingand aesthetic theskills placeneeds andappreciations of developing leisure in whichinterests living enrich and leisure Imp . producing, distributing,andof naturaland services consuming and wisely human goods resources a family living enjoying,developing expressing, high moraland and and living creating spiritual by them beauty standards understandingpracticingappreciating good f-the fainii,y rolethe of relations famil,yeach member group in Ar life Meeting vocational responsibilitiesdoingeaccpiring productive vocational workand competence which valuable is satisfying to one's self and to others one's living PUPIL PERSONALITY OBJECTIVES DEVELOPED. THROUGH THE LANGUAGE ARTS personalitydealingchild'sCurriculum withnature anda thematter andinstructional attitudes his of successivemajor and materialsconcern. other stages aspects based of developmentofon the make Since language is so intimately characteristics of the pupil's individual objectives ofonitconnected datathewas basisdecidedon withthe of nature tohumanan utilizeexhaustive thinkingof children the studydevelopmentaland andso extensivelyyouth asgoals the permeates derivedsource listby human of inventories of life activities and psychologists of pupil- activity, CNI personality objectives for the language arts. To develop criticaland maintain thinking good atmental child's health developmental level The goals are as follows: To develop anself-directiona senseacceptance of security of realistic standards To develop aco-operativesensitivity sense of responsibility toattitudes others--their feelings and their problems mentalTo develop level. reasonablecreativesocial effectiveness satisfaction acceptance of authority at child's develop- Drawcourses in of stilt-, and content of textbooks, the following list of achieve- on major- functions activities, scientific studies, materials of AGHIEVEZENT 013JECTIV4 IN LANGUAGE ARTS INSTRUCTION LISTEIIE:Gment objectives for language arts has been developed:Develop readiness for the concept of listening Develop skillslisteningpositivethe concept for attitudes skillsevaluativeattentive of listening for toward enjoymentlisteninglistening ascourteous a meansand appreciation listeningof learning SPEAKITG Develop abilitytechniques to communicatefor the mechanics orally of spealdng R.EADEIG DevelopAwakenDevelop anword aninterest awarenessperception in readingthat skills reading communicates ideas and feelings WRIT= Develop appreciationabilitystudyinterpretationcomprehension skills to read of skills skillsgoodorally literature and silently DevelopDevelop fundamental capacity for skills andself-expression creative of written writing expressionin creativepractical in writing writingrelation to practical THE CUlulICULUM GUIDE IN THE LANGUAGE ARTS PROGRAM THETHE GUIDE SCHOOL COMMITTEES . . THE CLASSROOM TEA School Committees . The Classroom Teacher, presentspubliclanguage schoolsthe arts scope program of the of requiredthe Chicago The Guide adaptstudy materialsthe guide to fit local pupilindividualstudies nerds the class guide and in individualrelation to providesprovides the the required structure sequence and framework expandneeds;define utilizeideas basic responsibilitiessuggestions; usesprovidesboard suggestions to forcreative individual as teachinga spring- differ- Programuponprogram;provides which thereato foundation is no ceiling for the build the local local levelschoolof teachers by level grads in the by localgtade or theplans,ences program organizes, within and the develops struc- teacherstimulates the imagination of the availablehellosturefar andas each his frameworkpermits childability progress of and the time asguide BEST COPY AVAILABLE THE PRIHARY LANGUAGE ARTS PROGRAM: KINDERGARTEN, GRADES 1, 2, AND 3 withtheThe kindergarten-primaryforegoingorganized activitiesprogram of instruction.ofeducation the period of infancy, it deals essentiallyof the Chicago public schools While this program builds upon . begins ofwith the the child period at thisof early period childhood. are: interestdevelopmentslow, steady span of ofphysicalsensory-motor short growthduration eqpipment inmost necessary The developmental characteristics activities for reading tendencysensitivitychange fromto learn boysto criticismaulddependence throughand adults.frigirls activity on .'ps and pj.ay playing together to same-sex approval of GENERAL PHYSICAL CHARACTERISTICS CHARACTERISTICS OF THE PRIMARY CHILD Slow, steady physical growth teacherorientation,Thedevelopment healthy provides: andprimaryof motora kinetic child control, andis extremely dynamicspatial sense relationships,active. of motion,space body theand opportunity for exercise and play For the amplemany opportunitiesguidance in calisthenics, forasinging suchstraight activities as skipping, line,practice through body jumping, in balance,rhythm, walking dancing, right andclapping, left and Lowdue resistance to physical to andfatigue emotional growth.The primary child is in a period of relatively movements,orientation, and semiorganizedsimpleFor arts this and games, crafts. imitative body reason, the teacher provides: rapid physical INIELLECTUAL CHARACTERISTICSlongcauses time) (hard t o t ork tofether nourishmentalternateshort periods class,mid-point of smallquietwithactivities. in soft, relaxation,the morningpleasing occasionally music group, and individual Interest span of short duration inoftendency Therelation a longerprimary to to interestlearn childhis abilities,through has a shortactivity. the interest teacher span and the acquisition of knowledge For the development span and has a provides: 3 INTELLECTUAL CHARACTERISTICSInterest span of short duration avariety program in that daily affords programand work alternatingwith periods alternating thatimpression are work andand play,expression periods gradu- Keen curiosity The primary child exhibits a keen curiosity about opportunitiesthings and to learnaudio-visualally through increased dramatic aids. in length play and provides:curiositysituations andin hisextend owr hisenvironment. area of interest, the teacheropportunities to relateand pleasurableto discuss variousfamily occasionsaspects of school life To satisfy his native programsactivities which that capitalize extendthebyvisiting invitingcelebrationbeyond on places present thecommunity homeof interestholidays,interest and helpers school through inbirthdays, totheby the community classroom and events and timeGrowing relationships awareness of time and pastpresent.The primaryand the childfuture. is interested in what is happening in the of current interest in the community.He must be guided toward an understanding of the To develop this awareness, the teacher provides opportunities: to understandgain an understanding what timesisbooks, meant pastof motionbythe the past pictures,future through through filmstrips,pictures, and stories of to see relationships timediscussionplanningamongbetween necessary the causetrips, variedof accidentandto programs, lengths accomplisheffect prevention ofinand different parties and healthtasks. I' Growing,4t'A awareness of spatial M. CHARACTERISTICS The primary child has little unde "$a of space and relati. a,9 Ps opportunities-distance. - to help the child developbetweenships a betweensensevarious of his objectsspatial own body inrelation- his and environment; his environmentTo developfor and this awareness, the teacher provides to help the child developguidedorexample* fit a observationonesense a childbox of into distancesmay and anotherclasswalk discussion throughexcursionsthrough relatedan obstacle to: course shopping to help the child realizeactivitiesin conninicating the need in relationto developwithtelephonethe to: peopletrip skills to at and a distancefrom home through booksfamily excursions Growing awareness of standards The more mature primary child develops an awareness of billboardshandbillsletters telegramstelevisionradio achievement,andaccepted have standardsit reflectedthe teacher of performance.in providesimproved opportunities:individual effortforfor and the discussion formulation on socialof class courtesies standards To extend this awareness ofAcquiring language facility in the use anYoung avid children interest of in all acquiring levels ofever intellectual increasing abilitiesfacilityfor withexhibit individual an.,group work, and class work. group evaluation of written work, needthe language.the teacher T satisfyprovides thisopportunitiest inherent interest andforfor growingparticipating grouplistening planning to instories throughspeaking told discussion. poetry or read 5 SOCIAL CHARACTERISTICSIncreasing ability to get The primary child is moving from a self-centered mind set to BEST 'MARE along with others istics,ofone the that rights the seeks teacher of the others. companionshipprovides opportunities: of others and is forconsiderate participating in sharinggroup play, materials taking turns, and To develop these social earacter- EMOTIONAL CHARACTEMISTICS forfor co-operatively role playing inplanning,group communicatingand librarians.projects executing, with andschool evaluating personnel, Sensitivity to criticism respect,unfavorablecriticismandThe toprimary please; the or light. childteacherto consequently,any makes reactiongives a greatmuch thathe encouragementhaseffort puts a greathisto learn,efforts sensitivity and toprovides in perform, an to To develop self-confidence and celf- pupils,teachersTo modify introduce buildspeech rapport "anotherpatterns, with opportunities: for positivesituationsmany successful contributions that developexperiencesaccomplishment to a thesense group of prideendeavor. in manytion.pupilwaystandard opportunitiesof imitation saying Englisll, it," of for theencourageand repeti- teacher'sprovide AWN Li ORA 6 PLAN OF ORGANIZATION GROUPING WITHIN THE SCHOOLGraded primary program Many public schools in Chicago are organized on the regular Continuous development program theAxgradedgeneous increasing nongraded program.grouping numberbasis. Withinor ofAtheterogeneous schools thethe primarygrades in Chicago therelevel istheare nongradedorganized on grouping. either homo- progressesprogress.butthree.program does not embraces Nofrom breakchild one the thisrepeatslevel first period to or threethe omitsinto next years gradesa asgrade; offast one, everyas two,his and The plan is designed to encourage continuous pupil formal instruction child indi- Cry thesethreelessdividual thanschoolsyears threeability to follow complete years, and the effort more theprocedure primarythan will three stated permit.program. years, below: A childor exactly Themay three-yeartake primary program is divided into eight In general, MaterialsIndividual suggestedschools work fortermsprograms.levels outeach of ofthe levelthereading details basic are acm readingorganizedof their series ownin in use in the anent. ProgressTitles of is readers based onfor indicated.aresatisfactory schooleach available. level and theare =ciliaryspecifically reading materials which evement of the One teacher usuallythree remainsgoals years. at each level. with a fl for two or BEST COPY AVAILABLE 7 CONTIN GRADED PROGRAM GRADEFIRST INESS BELOW AVERAGEUS DEVELOPMENT PROGRAM PREPRIMERSREADINESS A V.ti/AM PREPRIMERSREADINESS ABOVE AVERAGE RIMER PRIMERS FIRSTPRIMER READER PRIMERBEGINNINGFIRST READER SECLND ESADER GRADESECOND FIRST READER BEGINNING SECOND READER ' BEGINNINGADVANCED SECOND THIRD READER READER THIRDGRADE ADVANCEDI SECOND. READER 3 I ADVANCED THIRD READERENRICEIMIT AND EXTENSION BEGINNING SECOND READER BEGINNING THIRD READER OF EXPERIENCESi AND DlicilY TAW: 1GRADEOR REGIN ADVANCED SEC:: ND ADVANCED THIRD READER Oa MINIIIIIDOMOU CURRICULUM GRADEFCURTE al a, BEGINN I NG THIRD READER BEGIN INTERMEDIATE sew a r- 01.es41) 11W0 "0 co ADVANCED THIRD REAM GRADE CURRICULUM 8 GROUPING WITHIN THE SCHOOL Cont 5 0 develoyment program Mere is flescibility among the groups: A pupilgroup ismay usually consist moved oftoteacher, one,have to two,made or theorsatisfactory threeevaluation progress. process shows him another group if a levels. pationPlanningcontinuous in sessionsthe development felloming: for schools program anticipating should the changebreaking to the primary years into a number of include staff partici- levels of the selectingindicatingcomposing criteria atime list blocks of competencyto thelevel be to goalsused be acceptedinto determiningbe reached as average atpupil for readi- each level each decidingarranging uponmac -some whonessmeansa pupilare for of ready movingbridgingis readynotto fromleave the level gapatone for alevelto pupils and are a little cs of progress from one level to another formal promotion time level when designingsetting thean instrumentdates forandparentsbehind parent-teachertofor bethe a used midyeargroup in working reportingconferencesprogress at toreportthe level above preparingdevising ainformative chart formeetings parents.children's keepingprinted for individualmaterial progressthe purpose andinrecords fundamentalschedulingof presenting of skills the program to 9 THE PRIMARY LANGUAGE ARTS CLASSROOM A HAPPY ENVIRONMENT workshop,onlyelemertagyChildren of the museum,learn classroomhome best laboratory,and intheshould a schoolpleasant, combineand butstudy. happyalsothe best ofenvironment. the features library, notAn Rooms containing movableteaching-learningtarymentsfactors grades. andfurniture asare health, very lend situation satisfactory convenience, themselves with for totheflexibility, a children considerationvariety in ofand thearrange- beauty.of elemen- such The room arrangement should facilitate the Change a drab room into a "living room" by providing;bulletinattractiveexhibitsplants boards curtains a libraryscience tablecorner thatreading 2 PHYSICAL FEATURES Heating and ventilating Whileimportantseating; teachers aspectsthey do cannot of assisthaveheating, the in fullventilating,the followingresponsibility lighting, ways forchecking and all the room temperaturetaining ventilation regularly appropriate and main- to the weather makinginstructing sure that the childrenchildrenaresweatersin notthe sittingto in classroom:remove a draftnear excess the windowsclothing rubber boots, outdoor coats, Lighting adjustingkeeping the window window shades ditionsobjectssills to free whichmeet from changingobstruct books lightandnatural other con- light rememberingusing artificial to stand lightthelight sidesat side when thealthough of offrontneeded the the classroom theofroom(The theentire away windowlessroam sometimes fromroom or atthedoes requirewindows not need artificialwhen it.) Seating providingwashing the adequate chalkboard space-betweendeskstalking as neededto topermit the tables classfreedom and chairsof movement or providinghaving one centers or more of tables,mentplans classroom.interest of in cabinets,furniture lower in addition grades andto providechalkboards forto desks,rearranRe- large in activity an elementary area PHYSICAL FEATURI Centers of interest mentThe toteacherBEST provide: COPY should organize materials, furniture, and equip- AVVIABLE a ascience library center center with withtions,collection seatingpets, an attractive, andplants, arrangement hobbyof books science displays interesting and collec-an informal, pleasing a anreading activity center center wherework-type handlewheresupplies, small games,and reading,groups useand puzzles, areothermay word invitinglyengage materials constructionstudy, in discussion,displayed that children and may Bulletin boards bulletinchildren'The teacher boards s workshould for for theuse direct displaycarefully teaching of plannedcurrent purposes. andprojects executed and leisure-type reading. John BoysJim or Jew Jack ell Many Things JuneJecinliGirls Janet-.loran 6400---or Toys Food idm * lip CP CV Jenyttai.6CP CP it"? rope 44 jacks dnd &it( J -04Ae-bat 13 The need for grouping is due to-- the range of individual differences among the nenbers of a class .rile: ablybeInsix considerablya abovefirst-gradeyears thewhile mentalbelow class,others theage somemay mentalof besix:years.pupils consider-ai:e nay of the range of differencesartsindiiidual within in thethe abilitiesvariousN.: isaspects of an of the language ple: speaking,One child averagemay have ability high abilityin readinfr,, in Grouping should be flexible and should follow the needsthe desire of for effectiveand time and in economical teaching anduse learning.of effort low ability in spelling ingthepupilsthey is opportunity pupils mayfor joining needteaching as it. determined withto: specific another by thingsgroup)evidence toprovide ofspecific achievement. the childrenteacher withas Regrouping and cross-grouping (individual Group- teachgivereteachorganize extrathose individuals the guidedwho class have practice according whoasbeen yethave absent toestablished nottopupils achievementwhenlearned whothe correct havematerial levels not habits avarietyGrouping ofis teachingnot a method procedures of teaching. and should be considered asof organizinEwas childrenoriginally of presented.similar interests, needs, Grouping demands a thevidedeachbothand/or class. forteachingclassroom, the slow, and regardless learning.the average, of the and range the aboveof the average ability in in achievements. Grouping, properly used, should promote Opportunities should be pro- GROUPING WITHIN THEPoint CLASSROOM of view ItBases is important for grouping that arethe providedteacher considerby: all data cululativeavailable. records test data teacherattendanceacademicschool judgment historyprogress records interestpersonalityachievementreadinessintelligence inventories and or diagnostic potential testscapacity to learn healthscattergrams records or aptitude achievement charts indicatinghearingmedicalrating andscales visiondental testshistory C": Number of groups within a class Number of groups within a class is determined by theinterviews. range relationship between achievement and mental age skillsextrabut,Threeof abilities as sub-groupsor willthe four teaching-lean become andgroups forthe apparent. remedialprovidelearning irm: the Membershipworkpaceprocess basic andof thedevelops,drillorganizational of members groups in specificthe ofshould need thepattern forclass.be togetherTheanotherkept teacher flexible as and the shouldshare soneed that theirprovidearises. pupils experiences. opportunities may progress for from groups one groupto work to theItandfit issamethen theirimportant gradeplan needs. thelevel. to programremember and that the programsgroupings will that vary will even best at Each teacher must study his pupils 15 GROUPING TrilTHIN THE CLASSROOM Motivation of groups Groups are motivated best when they are guided by:muchamany realization encouragement successful of experiencesprogress toward a reasonable goal. byThe planning teacher the and following: pupils together should initiate proceduresarrangementdaily routines and care of classroom wiseparticipationunitsprovisions use of of work timefor in groupsand school materialsassigned or enterprises. individuals work who finish Adaptation to group needs adaptations-The specific -characteristics of the various groupsSlow call groups for needs slow pace in the presentationand skills of new concepts muchcarefuldirect, repetition attention simple, and and topractice thepositivespanand development rephrasingof to attention presentationestablish ofof directions ahabits longer of ideas for clarification guidanceactivitiesemphasisguidance towardin towardthat the theintegrateuse the exerciseoflearning formulation concrete new of learning judgmentmaterials of generalizations. with past 16 GROUPING WITHIN THEAdaptation CLASSROOM to group needs Average groups needs: muchopportunitiesa sufficientpaceuse ofthat concrete sustainspracticeto formulate materials tointeresttion establish generalations of new in conceptsthehabits presenta and skills Superior groups need: enrichmentopportunities activities to exerciseof pastthat judgmentandrequire present the skillsuse and concepts. lessopportunitiesfaster time pace on inconcrete for the the presentationindividualsand presentations"discovery" skills of of new answers concepts by CP moreaddedmanygreater opportunities activitiesstimulation challenge that toderived to integrationexerciseprovide abstract from forindependent varied reasoning ofindividual past and and judgment present learning Program for grouping The program for grouping requires- careful planning forlevels independentindependent of the activitiespupilswork at through the for ability individuals.the use of: - interestchalkboards centers for handwritingforin creativefor individualreading, desk exercises, compositionswork science,or exercises,committee directions social workand studies, opportunities and mathe for - individualselected workbookchallengingmaintenance practicematicsor duplicatedprojects. in of the neededexercises development, skills for and extension, concepts and INDIVIDUAL DIFFERENCESPoint of view vidualTo develop is the to goal the offullest the educational the potentialities program. of each indi- BEST COPY AVAILABLE tobutisThe the nottobasic fullest.cultivateto reducephilosophy thesethe differencesin differences providing to forto a developcommonindividual denominator,each differences child Grade level norms as standards do not workProgram habits for growth in independent A thatabilityrepresentprogram the areforteachers the assets,growth ultimate innot independentgoal. liabilities. work habits requires Differences in individual checkencourageset afrequently minimum each childamount toapupil avoidpupilto of achieve independent repetitionand to at assure his ofwork best errorshis for levelsteady eachby progress Program for self - evaluation theThe individualillustrations with: below are suggested means of providingprovide each Pupil ments.with a record of his accomplish- IrM I "?r:LBAN ITZIETEITICM11 1tFAJ U..2 a feelingpicturebasis for of accomplishmenthis own progress in independent work IVidiste Reading Individual... Pupil ------Record-- - - - Cord teacher-pupilWri tint! evaluation. SpellingWIMP.------orifIsOinties I balm firson.9Fio olio Wall Char+ isday.afterFrom at least thehis individual nameone checkon the workfor class each cards, chart day. let for each work pupil completed mark athat amokOn Friday, put a colorful sticker or stamp where there 18 LEAHNING1ORGANIZATICNS FOR TEACHING AND The teacher's role changesBEST to COPY meet AVAILABLE the - s of the Gird 65 children. 'IP 4s 4 4. ; . whole Oa Soo* Ia. a. J . : la. a, 0. grrortpli. 6' 41, 1ndividaci a oo0a isTheIP as follows: teacher's* part in each of the organizations shown above T T" * I a 0 3.2.1. Teacher developsleads a primary a lesson. readinglearners.Teacheractivities lesson provides for and the provides other pupils. additional activities for rapid 4.5. Teacher Teacher teaches guides orcommittee reteachescommittee.others activities one in relation and helps to independent each work. group and guides EducationDevelopment,of1kdapted Elementary Department. New Curriculum York State from the Bureau 8.7.6. Teacher Teacher helps andpretests classone onechild hear group whilependently.study. while others other work children inde a committee report. 19 THE D Teacher planning PROGRAM fieldsallotmentsguideThe daily forat each organizingprogramhave grade been as level.establishedactivitiesplanned by inthefor a teacherthe various serves subject as a Large blocks of pupil time ced fashion. Time Teacher-pupil planning amongfeelingsDailyshould pupils,teacher-pupil beof utilizedcooperation, plawingto provide and developsa sensean integration oflanguage responsibility ofskills, subjects. It is a procedure that motivates pupils to andSometheaccomplish helped childrensame assignment,to the developwill tasks need abutwhich feelingmore each theytime childor themselves thanresponsibility should others behave to encouraged completeplanned.for the flexibility Thesuchreasonablecompletion program as fire shouldforof drills hishis allow ownabilities. and work forassembly withinemergencies programs. a time and span special that isevents, Problems or Halloweentheworthwhileainterests naturekinds parties,of thatlearningwhich events they arise Thanksgiving thatexperiences.can unexpectedly bemay used occur--birthday feasts,to providefrequently Arbor significant celebrations,day are activities, of such and The wise teacher knows readyknowsthegetshould first thewithwhat be maximum snowfall, questionseventsgiven ofonlyare alearningand newworthya fewactivities child minutesfromof ina theunit thethat of "interruption." class. of discussion.will stag help and the whichHe childis The wise teacher Consistency certaininthingsA flexiblethe samemustactivities programway.be done every doesat the notday regular eliminateat a certain time planning. and time. in some respects, Children need and like some routine. Plan Certain Variety Periodsityperiods during of of concentrated physical.the day for activity. mentalchildren work to shouldchoose befrom followed a variety by of activities; some should be of the type that they There should be an opportun- BEST COPY AVAILAB! E providedneedsandfusedcan doabide withofindependently. for children.by "workbooks." thetheir various decisions.Work Pupilsongroups different shouldwithin levels learnthe class. toshould make bechoices These activities are not to be con- The program should meet the theinisGive the pupilsexpected childrenschool on oftheyear athem. feelingfirst and consistentlyday of thesecurity various followed. by proceduresmaking clear to whatbe Routines should be established early Discuss with theirtasksPlanfollowed. abelongings.in "room the room.management" committee to help with the various Develop responsibilityProvide places for where putting children may store Helpmaterialsresponsibilityand childrenother away belongings. become and for for aindependent safekeeping and theattractive in classroomthe care classroom. ofneat their and wrapsclean. Encourage each child to accept his Plantion,"excerptIndevoted kindergarten Book. which from to theappearsthe approximatelylanguage"Elementary on page arts. 8School one-thirdof the Weekly Teachers' of Timethe dayLessopDistribu- is The following chart is an minimummaximumMinutes Grade 1 850900 Grade 2 800865 Grade 3 625700 NOTE: time.inPupils the languagewho are notarts achieving require at grade level the maximum A PROGRAM OF EVALUATION Evaluation is an integral part of any instructi. program. tionobjectivesIt should are: beof comprehensivethe language artsand directlyprogram. related to teacher-pupilteacherthe appraisal evaluation of pupils= (individual daily performance work folders) Types of evalua- The teacher should use all of the means of evaluationwrittenpupil self-evaluationtest and (check standarized lists) tests). (teacher-constructed tests, essay tests, Teacherincreasinglypupilstdescribed evaluation progress. above greater in ofAshis role self,pupils comprehensive in pupils,self-evaluation. mature, and/or evaluationthey shouldthe program of play t:,e an may provide: a meansbasis offor improving planning aforteachingthe particular ainstructional group methods group used orprogram individualwith aan arecord indicationknowledgebasis forfor accurate ofgroupingof pupilthe strengths pupilsreporting.achievementwithin ina andclass.particular weaknesses areas of of the language arts EVALUATION--PRIMARI LEVELStandardized tests Standardized tests are pm important means of evaluation used uponbyances the which on primary standardized the teacher teacher. testscan: A careful provides study one ofsource pupils' of diagnoseappraiseinformationperform- pupilthe strengths achievementbased and on inweaknessesability relation ofto individualexpectancy selectplangroup the childrenreading instructional materialfor children'smaterialschildreninstruction program for independentand literature and of the select class readingand in in ability thein ;and achievement appropriate Teacher-constructed tests isteredandpredominantlyTeacher-constructed a feeling in of objective assurance tests in in atnature. one'sthe primary ability. level should be a manner which inspires both respect for tests They should be admin- content areas. Primary teachers should endeavor to construct testsincludeure which: simply only statedthose multiple-choice,typesandpupils easily of havequestions executed had matching,instruction (completion, by the true-false)pupil in class situationswith which Pupil self-evaluation at the primary level, by necessity,are adequate, must coveringdesigned. the area for which-valid, the test was testing that for which the test was constructed Pupil self-evaluation Soundprimaryofbe teacher-guided.maturity principles pupil and should his of good feelingbe guided mental of tosecurity health look mustupon in thebehis observed. schoolactivities situation. as: It should be related to the pupil's degree The workPupilserrorsfoldersthe useand may personally for ofchecklists be individualcompleted guided made. of in ana ameans approachmeans of ofmeasuring toprogress standards. improvement toward desirable goals I KINDERGARTEN FIRST .GRADE OVERVIEW OF THE SECOND GRADE THIRD GRADE 100.10.Bo. Recognize Acknowledge responsibilityNEED and for accept listening of SO.EAKER need for STANDARDS and listener of listening DEVELOP POSITIVE ATTITUDES' DEVELOP READINESS FOR CONCEPT OF LISTENING TOWARD COURTEOUS LISTENING ListenListenListen to for acquire RELATIONSHIPSwith active INFORMATION, interest among for increasingly ideas longer periods of time DEVELOP SKILLS FOR ATTENTIVE LISTENING AcquireDerive SENSITIVITYenjoyment from to feelingsauditory ofexperiences others DEVELOP LISTENING SKILLS FOR ENJOYMENT AND .sa 11111111111 APPRECIATION 111MOONNeeNerOMIN 411,1WWWW1411 10. Concentrate on and BecomereactDiscriminate to SOUNDSaware among of differences SOUNDS. between FACT and FANCY DEVELOP SKILLS FOR CRITICAL LISTENING Discriminate between FACT and FANCY 0111111MINIMMmMIli KEY SpecificGeneral objectives objectives of of each the levelK-8 program--Centered -Upper and lower andcase all with capitalized points of wordsemphasis capitalized 25 LISTENING I FOURTH GRADE i PROGRAM, K-6 FIFTH GRADE MEANS OF LEARNING ; SIXTH GRADE I ....110.111 DEVELOPDEVELOP POSITIVE CONCEPT ATTITUDES OF TOWARDLISTENING AS AUnderstandListen to SPEAKERSMEANING of in listeningsocial situations . COURTEOUS LISTENING - 7.--*-...... ,... Set STANDARDS RecognizeAssume responsibilityRELATIONSHIPS for acquisition between main of INFORMATION and subordinate through ideas and directed listening DEVELOP SKILLS FOR ATTENTIVE LISTENING speake r's plan in oral presentation OIDOMM.1 ...... 41.0 01000....a. DEVELOP LISTENING SKILLS FOR ENJOYMENTReveal110. Recognize SENSITIVITY HUMOR toBecome Becomeemotions in oral awarereading aware and motivationsof of differences literaryneed for selections of SELECTIVITY literarybetween characters ELEMENTS in radio and and television MECHANICS listening. of style. AND APPRECIATION Recognize nonverbal SOUNDS as mea ns of communication DEVELOP SKILLS FOR CRITICAL LISTENING Become aware of differencesBecome between aware FACTof PROPAGANDA and OPINION TECHNIQUES ReadinessDevelopmentExtensionSuggested of andreadinesspoint extension of formal stage introduction Intake.=1100., andprimary,Grid upper for grade designationintermediate, levels of Gridofdesignation grades for a; 26 techniquesteacherartsGood todaylistening of whichlanguageand shouldis help one arts tobeof developshoulddevelopedthe most providegrowth importantat all inlearning levelsthe and listening mostconditionsof instruction. frequently abilities and useused of Every oftimeEaphasispupils. language devoted on listeningartsto the speaking, language skills listening, artsshould program, occupy reading, a definite and writing--are segment of theso However, the four phases withinparttotheclosely eachothers. ofthe allphaseintegrated framework on-going of it. thatof learning the no totalsingle situations. programl phase is rather completely than inindependent relation of Therefore, special listening experiences are provided Thus, listening becomes an integral, purposeful OC Ruchlearnturnedto learn.energy to to listen theWithinhas providingbeen effectively. more expended recent of a indefinitetimes, encouraging the program attention pupils through toof listeneducatorswhich pupilsin orderhas may It is important to note, however, that tunitiesThusisone through ofthe the teacherfor themost the example effectivehaspupils a fourfoldof to the meansdevelop teacher. responsibility:of andimproving extend listeningthe techniques habits of of atten- pupils (1) to provide oppor- togivingrelationships,tivecritical listen and assignments appreciative andthinking, understand and and(4) (3) listening,directions,to tothe organize exemplify directions (2) tohis tothemake language,andintroduce ideal itassignments. possible listener and listening particularly for in children pupil-teacherskills in for 27 DEVELOP READINESS FOR THE CONCEPT OF Recognize NEED for LISTENINGCCNTENTS 28 DEVELOP POSITIVE ATTITUDES TOWARD COURTEOUS AcknowledgeRecognize responsibility need for STANDARDS of SPEAKER of listening and listener listening LISTENING 30 DEVELOP SKILLS FOR ATTENTIVE LIST LING Listen towith acquire active INFORMATION interestperiods of time for increasingly longer 32 DEVELOP LISTENING SKTTJA FOR FNJODUOIT AND ListenAcquireDerive for enjoyment SENSITIVITY RELATIONSHIPS from auditory toamong feelings ideas experiences of others APPRECIATION 36 DEVELOP SKIMS. FOR CRITICAL LISTENING DiscriminateDiscriminateBecomeConcentrate aware among onbetweenof anddifferences SOUNDS react FACT and between FANCY' FACT to SOUNDS and FANCY 38 BEST COPY AVAILABLE DEVELOP READINESS FOR THE CONCEPT OBJECT.IVR; PROCEDURES AND ACTIVITIES FOR THE TEACHER OF LISTENING Recognize REED for listening media:InterestThe teacher children should in listening through radio -- films and filmstrips the use of many ofProvide the need opportunities for listening. for pupils literaturetelevision dramatizationsrhymes to develop an understanding Show the need to listen in relation identifyingfollowing safety initial, instructionsof wordsmedial, and final to everyday situations: sounds flakinggatheringenjoyingbecoming part storiesacquaintedinformation in conversations and with poemsand peoplefollowing and listening for directions CPI Provide a climate conducive to arrangingplanning aseating cheerful to roomgiveacceptable each child speech patterns. good listening by: the best seat t is important111111111410 that children using a well.odulatedthe emotionalandinvoice front relationthose of needswith theto auditoryhisgroup; needs--placing providing and visual forshorter social children defectsand close to interruptingthelisteningrealize habits thereand ofthe that is listening without speaker.a time for (they develop attention.Use a consistent and pleasant being a good listener. Primary children establish the habit method of securing pupils' of giving signals.their attention if the teacher is For example, playing a melody on the piano until consistent in his use of Laterferreddevicesandit becomes thislisten." to thatattentionvocal familiar, mayA directionsmusic be to used mechanicalbox, togiven obtain by the teacher. can then be used to mean, "Stopi work, a triangle, or a bell are other techniqueschildren's attention.will be trans PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS 29 ListenPupils to may learn the names and the interests of classmates. PROFESSIONALDawson, Mildred LITERATURE A., Languageet al. Learning, pp. 177-191. Guiding LearnLearnpatrol the newcaptain safest games tell wayby listeningtoabout cross the to thesafe street ways. by listeningthe toteacher the or a classmate Greene, Harry A., etLanguage al. Skills, pP. 97-99, 1221/212a.ng 251-56. asdirections.Find directions the way forto the school office the game are told. by following the teacher's Shahe,Monroe, Harold Marion. G., et Children,Languageal. Artspp. 87-93.Instruction with Growing into Reading. Beginning ReciteforBring class aa storybookpoem enjoyment. for theto schoolenjoyment to beof read aloud byclassmates. the teacher Curriculum Guide for Studie2,the Vol. K-3. Social ListenBecome to familiar records withto hear the andsymbols enjoy that represent number valuesmusic and stories. Witty,Ticjyman, Paul, Wiliam: and Sizemore,Fred,Languagefield, and Robert.Marguerite.Butter-Arts, chap. ill. Teaching the Learnby-telling:the listening to listen class:for for information other information, how Mother makes fudge about numerals. such as children (May,script,""Studies 1959), .ementaryin ListeningApp. 297-301. English Post- isTake being part discussed in conversation through by how one makestakes acare papier of the -machelistening animal. carefully.becoming acquainted withgoldfish what aBe specific sure children purpose. understand that each listening activity has hasthatBe surea eachspecific children listening purpose. understand activi DEVELOP POSITIVE ATTITUDES 'IWARD OBJECTIVES ON IiDN. AND ACTIVITIES FOR THE TEA. ",1D4 COURTEOUS LISTENINGSPEAKERRecognize and responsibility listener of ing.frequentlyRecognizeThe teacher growthin should--relation in the to pupils' specific For example, nazi made the box listening skills; praise evidence of good listen-exactly right, so I listening.drenEmphasizeknow for you what courteouslistened they will carefully."habits hear of and "Set the stsee.n listening by preparing chil- the reasons for attentive forCreateEncouragethe example: speaker audience children is situationssaying. to be relaxed in which children need to listen, and think only of what Have a mace- believekind concertthea child ofconcert, applause. to play sits the quietly, piano. Everyone When the concert is using recordsand orgives invite the comes to over, the proper Give simple, concise "Skip"Roll tothe the ball window, to children's:AyTam." discuss the directions for childrenme, Mary.° to follow: program. Acknowledge and accept need for directionsTrain children before to reacting.listen to an entire message or set of STANDARDS of listening routineTeach theand proceduresemergency signals:involved dismissalairfire raid signal bellsand bellsincoming bells. in prompt reaction to both 31 Pupils may PRACTICES AND EVALUATION FOR PUPILS CHILDREN'S LITERATURE INSTRUCTIONAL AIDS ehePrepare for listening by followingLookKeep ideas atfeet maythe and bespeaker. hands learningquiet.) and using properincluded in a chart: habits. Flack,(Books) Marjorie. Ask Mr. Bear. Listenchildren to theto do.piano's "magic Listen carefULly to whator isit being may say sit It may say down. Learn to recognize theAgia; music" and do what it invites it may say come to the, said. tunes Lenski,Petersham,Gag, Wanda. Lois. Maud Nothing E. Cowboy Small. Bol?L withat Red, All. giamorHelpand classmates what their they team aremean. be speaking, "best" by being courteous when and by using good manners in teachers Rey,(Poems) H. A. Wi14) . Curious George. Usetheremembering good auditorium. manners to: when going to be on time the classroom concert by Baruch,Farjeon, Dorothy. Eleanor."Popcorn Man," Time for "Merry-Go-Round,""Mrs. Peck Pigeon," Poetry. Help make a "good claplistentake politely.a attentivelyseat quietly to the performer listener's" guide by drawing, or cutting Greenaway, Kate. TimeTime for for Poetry. Poetry. "Jump: Jump!" Trainfrom magazines,themselves topictures to be pasted on a Listen to everything abeginning speaker isto sayingwork, making a comment, be courteous and accurate: chart. or asking before Rowe,Wylie, Grace. Elinor. Grades,Sneaking Vol. Arrangements K-3 for Lower "Cat Tale," Choral"Velvet Shoes," Find out where to go aand startingquestion. what toon an errand. do before curriculumsuggestions.See Literature guide sectionfor Timeadditional infor this Poetry. OBJIMTIVES PROCEDURES :iND ACTIVITIES FOR THE TEACHER CDEVELOP POSITIVEI ATTITUDESAcknowledgeSTANDARDS of andlistening'CO accept need I I LISTENING for EmphasizeThe teacher the importanceshould of the need obtain directions courteous listening by discussing: Prepare children to become the need to be courteous need to to reactbecome correctly. knowledgeable about part of a good audience by toward one another subjects discussing: remainingsittingrefraininglistening in seated a attentively fromchair duringconversation properly. tothe with a program entire program a neighbor LISTENINGDEVELOP SKILLS FORListen ATTEN'ZIVE with active interest for Hold the attention of the culttimeincreasingly purposesand for increasinglylonger periods of diffi Preparecarefullyinterest pupils andchosen for level whatvocabulary of maturity of the children, they are going to hear classand by providing ziaterialunderstandable to the pupils. and by using a for what at the listen.importanceusestage they and Alloware ofleading to knowingtime make themfor ofthe theinto information, understand. questions, clarifyingpurpose and things fora whichlistening to mood. Emphasize the thereby ideas children setting the Theforpramssecure school your handbookson class principalsWE= suitable for willradio listen,Providedo not such"fun" activities aboveDraw thea line middle on theof it.chalkboard as a simple puzzle: that will require children Ask one child to draw and make a dot to orsuchtheline.a "Whatline otheras: Ask connectingcan endanother you of make the thechild of dot it?" to "What does the drawing line. to join the dot with Then ask questions,one end of the Use several dots. look like?" BEST COPY MAKABLE INSTRUCTIONAL AIDS 33 LearnPupils to may-- stop and listen the minute any emergency PRACTICES AND EVALUATION IcOR PUPILS bell rings. ANTHOLOGIESArbuthnot, May Hill. Time for, Recognizeofsounds what of toand thedo be inair able emergencies. raid to andexplain the firethe order to make a giftbells. or differences between the Become cognizant Asbjornsen, Peter. Poetry.and West of the Moon. East of the Sun ListenListenparty.something to to teacherts oral to eat.directions directions to makein butter to use at a class Child Study AssociationRead-Fie-knot of cr. Read- to-Me- Storybook. America. Huber,Dobbs, Rose.Miriam. Stories. More Once upon a TimeStory and Verse for Seecurriculumsuggestions. Literature guide section forChildren. additionalin this , 4. \ , .-- gc Gaol Listeners q ig Hintsfor1. Listen Qcod 1151ening catiefullg. bit5 Z.3.If Keep Keep 44; Aciii !iik on speql BeginDiscover to make NEANDIGS beyond literal facts of selection I e-,ID and draw CONCLUSIONS reVELOP BecomeIdentify aware NOOD of PARTS or TONE ofOF reading BOOK of stories and and maturity poems appropriate3 to IA SKILLS levels 142 UnderstandPerceiveReadAssociateObtainBecome variety information meaningpurposesmain of ideas materials withfrom of LIBRARY andAgmbolsILLUSTRATIONS GLOBES sequence for supplementazyon simple in stories, NAPS, informationGRAPHS,problems, CHARTS, and ted with picture DICTIONARY DEVELOPF. '0 APPRECIATIONI OF till LITERATURE UseBecome ORAL familiar READING with andwritten aidsselected SILENT for RETRITIONdirections informationAim=READING TO READ andfor specific RECALLORALLY purpose ANDof SILEITLY 203146 BeginBecameBecomeGain PLEASURE to aware acquaintedgain of understanding and other EtIOTICNALPHYSICAL with poetr3rlands stories and of CULTURES SATISFACTION SEYthat build and others knowledge through prose of ander special INTERIMS through literature AWAKEN INTEREST LI READINGAcquire readiness through OBJECTIVES ObserveThe teacher the physical,Shoul&- mental, social, and emotional maturity PECCEDURES AND ACTIVITIES FOR TIM IFACHER backgrounddevelopment of experiential observingDeterminebeof developed each childthemlimitations in reacting inthe order classroom. and freelyto deficiencies select in variousthe kindsof activities:children of experiences by to ities,Analyze the children's handling creativeof equipment, resourceitaness and their verbalin: responses.seatwork"Show and periods Tell" periods activityrecreation periods periods art activ- Stimulate interest in books, stories, and poems.MakeEncourageRead a aroom variety production library of poetry-fictionaccessible of dramatizations. and inviting.and nonfiction. UseEncourageAskIntroduce talkingthe librarian drapatizations childrenbooks, toofrecords, to conductpuppets. the of schoolmovies,stories "story library. andthroughhours." filmstrips. the use Stimulating experiences ularyInitiate and which group will activities extend andwhich enrich will children'shelp build background:dramatizingoralcaring vocab- for ofpets stories and plants and poems expressionshyopportunitiesfollowed, child. bycan immediate helpfor oralthe listeningtakingparticipatingtaking tripspart excursions to intorecords, in discussionsparks, assembly around stories,farms, programsthe and schooland museums poems. and community 219 Appendix.)DiscussIntegratescience, plans languagehealth, for excursions safety,arts with music, with the thesocialand principalart. studies, first. arithmetic, 220 (See Pupils may PRACTICES AND EVALUATION FOR PUPILS PROFESSIONAL LITERATURE INSTRUCTIONAL AIDS Artley,Gallagher, A. Sterl. James J.Childto Read. in the Elementary School," Your Child Learns, "The Gifted Gans, Rama. ReadingSeriesNational 17. throwEducation Association, Guiding. Children's riences, Wings,Look ator theanother filmstrip secured entitled by the Theteacher. Rabbit Who Wanted Red Be able to tell ReadingSeries 3. Interest," Reding Is Fun. . "Developing Children's clasanates several things: eventsendingsequence liked of ofthe bestadventures story. of the rabbit GraysGates, Tilliains Arthur I. and Reese,Teaching Dora. Children to Read. Teaching Reading,. toldListen by tothe the teacher, story ofand The then Three dramatize. Billy Goats Gruff as Monroe,Heilman, Marion. Arthur W. PrinciplesPractices andof Teaching Reading. Growing into Reading. Sochor,Robinson, E. Helen Mona, K. et (ed.). Reading:Readingal. in An Classroom Introduction. and Clinic. Critical, Corrective 221 abilitylanguagesequential to development tell accuracy. a story and echitith icularly for fo 222 OBJECTIVES PROCEDURE'S AND ACTIVITIES FOR THE TEACHER AWAKEN INTEREST IU READINGbackgrounddevelopmentAcquire readiness of experiential through orHavechalkboard.The home childrenteacher activity. should--develop orally a composition about Read it to the children. Write (using manuscript) the stogy Then prepare a printed some school on the Learnin BASIC essential r shills experiencepresented chart stories !IING SERIES ChartProvidechart,story. storfes.* manyusing opportunities the same story. to construct. and read Experience Help the children read the primerspre-primers veryWhenpose.From ownfinished, dictation story"? say write to theindividual child, "Wouldchild's story in manuscript. Children delight in hearing what they com- you like to hear your shouldtionalexperienceHave children makestep ofmuchfrom usingstep ofreadiness fromthisa book. theoccasion to chart the withprintedstage the of child, This is the important trans- page. reading to the The teacherencouraging andait,him shouldseparate commentsandto examine tobe treatperiodremoved from the ittheso book,inwith that teacher,advance respect. towith talk andthe about theaid neededofthe picturesl.questions, various drill an enjoyable first reading Vocabulary difficulties supplied ataspects of thatbasicsuggestions.storiesexperience accompaniesprimers to thewill available. rest thebe assured.basicof the reader class. for Allow individual children to readHave supplementary as well as Use the teacher's manual additional teaching 223 Experience Charts in Appendix. 224 123 PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS whatPupilsthinkingDiscuss the maycharacters theand picturessaying. are which doing. illustrate Try to guess what they are the text. Discover Whentext..Writeto makeseveral a one-line an originalstories story havepicture and been draw storybook written, a picture Read the story and show the illustration to the class. to take home to parents.bind then togetherto accompany the atreadingLetKeep the one a library recordclass;row on oftable.letthe the thecard number represent other row represent the books read of books one reads, on a card. the books read in the HelpTellofclassmates. booksplacethe stories theyleaves read readon onthe in paper "readingbooks leaves on the and hang them on the tree." Print the titles library table to readingbookletsCo,stories. individually, tree. may Keep be thesemade to laterthestories teacher and in taken theirand home. folders. dictate original Story 225 226 AWAKEN INTEREST IN LearnREADING essential skills presented OBJECTIVES The teacher should PROCEDURES AND ACTIVITIES FOR --- THE TEACHER in BASIC READING SERIESfirst reader thatwithchildrenvocabulary.Help occursreading the canchildren in groups. masterthe reader,to the develop Pace reading materials to the In addition to thenew natural vocabulary. procedures may include:a larger speaking and reading This will differ rate at which repetition usingincludinghaving picture, children troublesome word, locate phrase,andin words inthe chalkboard wordreaderin work and sentence cards teacher -madein charts different contexts "The teacher should try to equally among encouragingpreparing study library exercisesvocabulary readingduplicated of taught. sheets on the chalkboard and on easy books using the withmorningofthespendingdivide the-ach."Lillianthree hourafternoon her (reading)twenty andtime ten halfminutes Grayminutesgroups, hour andof the readingtheofProvide gradesbasal instruction. for readers.to aprovide well-balanced for One series should be continued a good developmental readingprogram programof through the throughout use lajbagDora Reese, Teaching Children, p. 162. readingReali-e series:and make use of the major the inclusionprovision of gradeda systematic materials advantagesprogram of an ofexcellent instruction aiding individual thethe provisions suggestionsprovisions for forwhich the needsreviewteaching gradualprovide of children for step-by-stepintroduction and readarePrepare used. these chart charts stories independently. in practice of skills. Encourage children who which words from the basic are having difficulty to reader PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS 125 1 board.ObservePupils themay airplane the It is a jet plane and the vapor teacher has drawn on the is streaming out of chalk- Homemade Tachisfoscope vaporbesidelooptheto back. continue,trailin thethe with vapor one trailmust loop.)Thy to reachIf the the word is given correctly, go on the pointer. be able to say the newthere word will be a new word. pilotts seat by tracing(Each the time one comes to a written In order to pilot.the next until the plane is reached and one becomes the new t Play postman with another child and review the reading 3"x5" cards. (If one words mil cat Gut- window boxoneteacherforcan themarkedcannot read week.representing the"deadread word one the can The words arethe writtenword, heletters.") on must deposit Try to mail all the cards as mailbox andmail labeled it in "mailbox." the box provided the card in the by the If frompanel center 2 Px y4" "letters."Lookthe atchalkboard, the list oftaken auotations from the story the class the teacher has written on has read. char- quotation.actersLookRead at chart ina secondthe stories story independently when work column which has the names of andthe try to match each with the correctis finished. 229 * 126 AWAKEN INTEREST IN READING OBJECTIVES The teacher should-- PROCEDURES AND ACTIVITIES FOR THE TEACHER SUPPLEKENTARIlIWYERIALReinforce basic skills through worthwhileUseto auxiliaryhelpmeet interests. individualand enrichment children's material (See Approved List of Language needs, and to develop to reinforce learning, Arts DEVELOP WORD PERCEPTION SK This ture,Instructional and Resource.) Materials , 1962-1965, under Auxiliary, Litera- Build sight vocabulary dictionary.oftheHelp context structural children clues, acquireand configuration phonetic basic analysis sight words before introducing clues, and the picture skills. Teach the use storiesonchildrenEncouragesecretary experience andtell. children andthen charts write experience to for procedure Build an "experience chart." on the chalkboard theexpress stories themselves freely. on use.) Individual (See Appendix individualAct as wordvisionshould in twentyof not the meet runningteacher, more words." thanthe childIlleen reading00011 under direct super- one 'newt drenCapitalizetion are from acquainted theon thereadiness knownbefore sounds coming stage to the printed charts help to make the and symbols with which Chil-to school. page. Play simple transi- of--Eanett ReadinR Albert Instruction, Betts, Foun4ations p. 613. Usegames the usingcolor words,words andsuch simple as: number gono redstop words to help baild'a sight vocabulary: yellowbluegreenred fourthreetwoone nize.Keep a list of words that children Repeat frequently in different meaningful five find difficult to recog- situations. 127 Pupils may-- PRACTICES AND EVALUATION FOR PUPILS PROFESSIONAL(Periodicals) LITERATURE INSTRUCTIONAL AIDS "Research"Diagnosis in ofReading," ReadingTuater, (Dec.,The Problems Reading,Vol. 1959). XIII,with NO. 2, toContribute help build oral experience expressions charts. about activities and adventures "Exploration in Reading1960J.Teacher,Classroom Research," Vol. Materials," XIV, No. The1, Readin Sept., Put away supplies whitetoysredgreen paperpaper paper in cupboards labeled: ballsropesbooksscissors "Professional PreparationNo.ReadingThe 3, Reading (Jan.,of Teacher,"the Teacher,1961). The Vol. eadirK XIV, "JohnMake aJones." folder to keep samples of work and label: ''1y work," Wright stone, J. Wayne.MadeImam,1961). Tests 7(31. and XIV, Techniques," No. 5, "Teacher- May, PlayPasteplace"Father," vocabulary pictures ten or twelve"Baby." ingames scrapbooks wordwith cardsword and cards.on the chalk ledge. label, such as, 'Mother," (The teacher may The pp.Educational 170-172, Leadership, Vol. 111, (Dec., 1961). ingwhoteacher thefinds mostor the a points classmatecard receivesis thereads winner. one one point. of the cards. Go" with classmates. (The teacher The one accumulat- The child makestrafficPlayisAThe child correct, twotheteacher signal signs:gameholds he begins of onmakesup "Stop thethe the corner upsignand game the one that says with the correct answer.next.by saying question.) a issentence red. Whatlike, does it mean?" "stop" and the other, "go." If he "The OBJECTIVES PROC.:;ii1; 3S AND ACTIVITIES FOR THE TEACHER DEVELOP WORD PERCEPTIONBuildCONFIGURATION sight vocabulary CLUES SKILLS through developConsiderThe teacher a basicthe useshould-- sight of configuration cluesvocabulary. when beginning It is easier for a child to help pattern.easilyrelatedshapesto recognize recognizedarein pattern.involved and tothan ratherfix For example, "Away I "Callgo" is Polly," symbolsbecause in his mind if differentthan symbols that ofare the closely varied more orlookingresultGates passive fromsuggests:at tway."a aisword pupil's interesting in a habitcareless toof note that "Many failures analyzefigurationHelpsions children the with shape(pattern the to ofclass.develop Have or shape)a throughword. well-directed awareness and sensitivity to children, in a groupSharing situation, thoughts with others discus- con- determineheight,necessarydoneproduces only and theto a after verticallasting callessential childrenattention effect to the characteristics but this shouldpattern featureshave had of anwords. uponopportunity children. differences in length, It may be to be threeandTake be configuration alertcare into selectingthose shapes varying Consider length of words. words to be developed in when selecting the words: in pattern. Make use of the lessons CONTE& CLUES ight vocabulary through meaningFamiliarize of new children words by with the Consider heightvertical of differencewords. determining what might make technique of surmising the of words. smse in the sentence. providing meaning based"Johnstory(knowing noticed and what determining what Contextual clues fall intomanyhappened Robins in in the the preceding yard. part on past experience must logically folio% two categories: of the 235 providing meaning by ("Thepetusingtree.") one boy of (rode the )birds. his bike to the store."). 236 The (robin) flew upa =mon,into the spoken word He tried to PRACTICES ANDENALUAT liCht PUPIL: INSTRUCTIONAL AIDS WatchPupilsand drawthe may-- teachera line aroundprint athe familiar shape ofword the on the word. chalkboard Usewordteacherchalkboard. finger with will tohis trace participatefinger. around bythe writing outline other of words on One pupil may trace around the shape of a If he traces the word correctly, the word. (The the Trace around the word with hewordentanother chalklinemay word. correctly,draw child aaround line to he use around themay his wordhave itfinger hewiththe has traced. If the second child traces the shape of nextto trace turn around to draw a differ-a chalk, and then choose The game the one finger. may continueobservedTell vane untilabout of the awords. numberdifferences of in shapes Is the word long? children have had tarns.) that can be Does the word Drawhave talla line letters under inthe it? word that gored (blue, green, yellow, (up, in, away, go, see) red) looks litke the first word: Drawthe aconfiguration.word. chalkline Lightly around shade Say the word that belongs with toyThe (father, boy rolls toy, thecome, oh). these sentences: BlowThe school the bell PrintHelpintagboard. boxes;sharpen the letters tall visual letters of discrimination. the inalphabet a long onbox, Cut them apart and place 237 thehaveusingchildrenshort letters beenthese letters tochecked tocards.build thein thewordsaproper small child or size box. sentencesmar box. return 238 After the results Encourage DEVELOP WORD PERCEPTION SKILLS OBJECTIVES The teacher Should-- PROCEDURES AND ACTIVITIES FOR THE TEACHER pictures thelookingcareTrain story should childrenat to the trybe picture exercisedtoto surmise in the the stories guess what the story is about.accompanying the text before reading meaning of new words by and pictures However, mayBlockthe conveyselected wrongout severalthe wordfor picture thismeaning. ideas technique when which as in some instances a picturemay lead the child to guess Build skins of STRUCTURAL andpletelyclue interprets technique. upon the falsely. picture, Occasionally, a child relies carelessly guesseschildren word overuse meanings, the picture too com- ANALYSIS inflectional endings duringUsewordsTeach as readingrootformed children, words bylessons. adding knownwhen readinesswordsendings, which childrenis developed,have learned"s," to recognize"ed," and "ing." compound words Presentcomposition.endings:Introduce the conceptinflectional of endings when during the reading of stories compound words using only words children need to use or when writing a which are familiar to the Writechildrentheiridentify a hands.known itidentify (can).word it (a2I). Then write another known word and on the chalkboardHave children andchildren. haveframe children the word with have thehands,Place wordstwo the andwords as tworead all andwords thethe read sidechildren new word. them. by side, frame them with Anotherread them. childThen have a child frame frame 239 ofProvide known additionalwords, such intoexamplessomething someonecannot as: of compoundplayhouseseesaw words made airplane up 131 PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS PupilsThinkLook at what maya picture the picture the teacher tells andhas lookmounted at theon tagboard.sentence picture *cif sernivi-Ice or- is -to be assoctotecituifk Hakeprintedthepicture asentence. series below. of the of story.pictures about one subject. Guess whatOne the word new is word new; means. it helps paint the Wess what the new word is. The teacher Read tagegE44M05,1960 which is ds picture.placetellwill the helpthe story appropriateby writing about each wordsword picture. on the chalkboard that will or words atCopy the the bottom of the words and /111 openGtftecloor logetherandtut may bybe hit) pieozs dild Add nsu to eachjumplookwalk of these familiar hopplaynin words: makebuytake iThe -1121101dgirt ispocket- sentence happ2- to determineif he selected{ sentence.correct Hatch the canasome following words notplane to make one new word: 'ZeeIThe boyThe bird fig, closes Me door. playairinsee manwadytosawthing Childlauttifsentence selects the rope. of)propricife-for picture Draw a line between the two words: withsnowsomeone houseout 2. GA- me ivrto I. Take a scissors 3.Cteri. OFF somethingintocannot 241 two words m root DEVELOP WORD PERCEPTION SKTi.i.s OBJECTIVES The teacher Should-- PROCEDURES AND ACTIVITIES FOR ME TFACIBER discriminationAcquire isnal and auditory tolistenedever,sensitivityRealize music; it to thatorwould a who to storychildren besoundswas unusual beingnot incame aware told; relationto to meet of schoolwho the thetohad sounds theirhaving childnot sang experiences.ofwhogradations nature, orhad listened not ofof How- theTrain city, children and of tothe identify country. and to develop sensitivitysounds to: around the bellsschool musical instruments mateofEdward first Do gradelch tells will usbe: the approxi- t vocabulary at the end sounds related to toysnaturethevoices min.&birds rustlingsinging the leaves in the trees doors closing ASidkrar P. unsuccessbilmoreEdwardaverage successful child child W. Doich, Teaching Primary child - 500 words - 20050 words thethf: clickwheelhorn tootingofturning a mechanical onon aa tricyclebicycle toy in operation. techniques.Providesame oropportunities with Each different to identifysounds by words responding starting with withselectedClap different the hands sound. when he hears a word be may: g with a Raisea Tapselected thehis drumhand sound. when he hears a wordword beginningbeginning with with 243 beginSelectIdentifysounds. with the pictures names of of students objects inthat the begin class with whose the names same the same sound. 244 133 PupilsThink mayabout the sounds heard outside. With the aid of the PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS teacher, make a list of sounds one hears: thethe pattering rustlingsingingblowing ofofof birdsaraindrops.leaves car horn h C b picturesDrawsound.sound a picturetoand classmates; judge of whichsomething have child thenwhich makes take makes the turns amost sound. making realistic the Show the i d" s Play the riddle "Sound Game." Describe something which fdthe no (A. makesclassmate a sound: tries to and"The whiskers. thing I am thinking about has fur, two eyes, It makes answera sound. by Whatgiving is theit?" sound rather I ale hen boy OnePlayclosed.than child "Guess, giving from Guess."the the name group (One of stands thechild item directlyis or seated animal.) behind with histhe eyeschild Other children are seated in a group behind him. sun +og intriesIntroducesitting front to ofrecognizealone thethe gameandclass the says,"I and voice "Guess,tells of the guess." others, "The name of See" to classnates. (One childthe stands speaker.) The seated child Dividea childthesound-guessing thingthe who reading guessesI see game.startsclass the (Theitem intowith teachermay twothe haveteams will the and hold participate up a card in on same sound as bird:" The next turn. imatelyObtain a 24"piece x of unfigured oilcloth approm- Use a brush pen to divide teamawhich firstword tries whichsay tothe begins sound with of thethe letter to oneself, then think ofhas been printed a letter of the alphabet. give a word. If he fails,sound. the other team may The first child on the One must theletterasquares,the beanbag.mat oilcloth ofon drawthethe intoalphabet,floora picture squares. and orofprovide writean object, childrena word. print withPlace a The 36". On several of the winner.)try.The A team team with receives the most one points point forat theeach end correct of the word game given. is the 245 soundtionidentifiesonto aand square gives the with initialanother an illustration. soundword withof the like illustrap. initial object is to toss the beanbag The player 1316. DEVELOP WORD PERCEPTIONBuild SKILLS skills of PHONETIC ANALYSIS OBJECTIVES PresentThe teacher initial should sounds PROCEDURIZ AND ACTIVITIES FOR THE TEACHER initial consonant ysounds:h,b, j,c (hard),10 m, p, d, s, f, t, gtins (hard), and techniquesSelect the tosound develop that recognitionis to be learned, and recall: using variedtoRead raise a short their story to the class, requesting Children gradually; for example, s. whenever they hear ListthinkAsk childrenfamiliar of that towordsbegin tell onwith the thenames s sound. hands of all the the sound of s. toys they can tolanguage"Few apply children their knowledge ... have had opportunities to compare likenesses and 011111111of sounds to thoseShowsoundchildren pictureswhose of s.to topics determineof many begin objects those with whichtheand s beginsound. with the the chalkboard and select have children select differencesbeginning- Monroe, or Marion.ending sounds of a or to listen for the A word."- Useletter various sound ways may take a week or longer to teach the children. to present initial consonant sounds. -44 are able to pro- Each ingp.tivityIt 111. tobecomes more in this formalnecessary direction instruction to beforedevelop of proceed- sensi-phonics. ....ax..4LEssj&E, Proceedgress. as fast as you feel the baby,words,Printseveral boy, thecalling familiar letterbox, attentionbun. bwords on the underto chalkboard. the theOne beginning method ofsound: presenting the sound might be: Have children close their eyes letter. Print Say the milk,lettertheirand cat, pronounceI.), handsb atboy, theevery bug, severalbeginning time same. words:they of a ward. some beginning with other lettersbaby, hearHave the children raisesame beginning with the the sound of the 135 PRACTICES AND EVALUATION FOR PUPILS Ir MISTRUCTIONAL AIDS printed.FillPupilsgroup the should maychart beginholder with with the cards same on consonant. which words (One are child may The cards should be grouped; the words in each untilAnothersay, someone "Ichild am identifies thinkingmay ask, of"Isthe a itchosenword horse?" that word begins Thefran game thelike continuesgroup house." of A PhonicCi Ngtebook. Sample Ssleerts AIM whichonFillwords the the thatarechalkboard. "treasure fariliarbegin with inbox." bp)sound. (The teacher draws a treasure box Above it he writes several letters Every time a child is able to te say a word beginning with one of these sounds, the teacher walksSitwordwrites intreasures around aan circle "x" the inthe tocirclethe classplay box.) pronouncingtheis Itable"Sound will to Game."beputthe fun intosound to the seeof box.ahow letter many (The teacher duplicatedVowel pages onare duplicatedConsonant pageson white are Makeatoand turna givetapsphonics as aone word alphabetchild which on beginbook.the shoulder. (The book should have a cover "teacher.") 1:ith this sound, he may take If the child is able colored paper. Duplicate copies of the alphabetpaper. forintheoneand capitalthelettersheetstwentysix vowel ofinand sounds.)theadvance pages.mall alphabet. letter forPupils the form, will:pupils, and usingwriting colored each letterpaper Each of the pages will be used for The teacher will have prepared order.assemblingeachuppersheets sheet. and including onepages lower in an Assist alphabeticalchildrencaseexample letter inof one on UseBeArrange awareeach the consonantthat pages the in colored pagealphabeticalsoundsof asthe pagesa calledteacher.work orderrepresent sheet. vowels. wi i..11 letter the aid WriteDrawPractice onea picture wordwriting on of eachcapital somethingletter.letter page and which on whichsmall that begins begins letters.page. with with the the 136 OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACHER DEVEDNPIAgM0 PERCEPTIONBuild SKILLS skills of PHONETIC ANALYSIS sonantsTeachThe teacher the in techniquesattacking Should-- newof substitutingwords. initial and final con- initial and final substitutions thatGive maypractice be attacked in substitution through use when of anthis unfamiliar technique. word120--top,at.--mat, appears toy,bat, Tom,pat, ton.fat, sat. vowelcamnon letters word endings HelpTeach develop the names recognition of the vowelof common letters: word endings: an, and, at, ay, ear, ing, it, ow, ump. 1, e, i, 2, and u. consonant digraphs Informally call attention to the following digraphs:Initialdhoh as inPosition shopchain ag shchPosition as in dishwatch combination of methods Considercombination. the possibility of several methods being whusedth as as inin in what this There are numerous times when two or more th as in with DEVELOP COMPREHENSION SKILLS unlockstotechniques this a fact.word work for together. a child, it is well to give consideration As we are not certain which clue pageAssociate MEANING with printed ofthewords,trations.Begin the chair. factforby using example,that picturesthe thesymbols door, which relate the are desk, somethinglabeled the germane chalkboard,to U.S. to illus- and Also label Noviceitems aboutreaders the will roam eventually with appropriate became cognizant PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS 137 ObservePupilslettershould balloonsinhavemay front the drawnofword at, aton a printedanew chalkboard. word on may it. be formed.) By placing (Eacha balloon Take shouldLookturnscards at and have shouldthe see picturesillustrations howhave many pictures of newmore on words ofthana wallonly canone chart. one beitem, made.item for while example, others (Some of the wordsObservecardsthree should todolls, the the havewords correctone a ball, listednew picture. ending, twoon a.balls, workfor example,onesheet. tree.) egg Match and eggs,word (Some of the onLookwordsboat the andatwhich chalkboarda, setsboats, have of daytwonew andlettersendings. zbo days.) thwhich wh. the teacher has printed Draw circles around the Take turns and point to the one the teacher describes: It makesmakewtells onetheyou blowputsoundto lie hissoftly. of quiet.tongue a locomotive. against his teeth. 1 to"Seatwork" the reading should lesson. be related ,Drtiwct circle around-1-ogboy WOr439tri dogcar new erKlitls 138 OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACHER DEVELOP COMPREHENSIONAssociate pageSKTTI.s ITRANING with printed Maketionreading.The great teacherregarding use should--of techniquesexperience ofcharts use.) in the early stages of (See the section on experience charts for infotna- The charts are the Acquire basic VOCABULARY Buildtotextbook.transition read a basic those activity reading words mostwhichvocabulary often takes used bythe helping inchild a child's intochildren the oral printedlearn Understand meaning of simple hisUsethroughvocabulary. reading a homemade the vocabulary techniques tachistoscope by of learning structural when tochildren unlockand phonetic havenew wordsacquired analysis. As a child progresses, help him to add to PHRASES EncouragehelpsFlashsome phrasesto skill developmore quickly;in mature recognizingskill children havein phrase children words totread reading. to re'- practice complete 11 them. phrase-reading. sentences, This UnderstandSENTErnm meaning of simple tences.story:to speak &plain in complete that the sentences, sentence andreally to write tells completeItIt may may tell give one information. what to do. a little sen- Comprehend THEE of simple story climax.ReadconsciousGive asimple part of of exercisesthe a storythought whichto orchildren. theaid themechildren of ain story. becoming Have children try to create the ending to the story. Stop reading before the At appropriate times f repeat Thenclose finish they thehave story come soto thatguessing the childrenthe true mayending. discover how ina pupiltscomplete fragmentary sentence form. sentence 255 256 PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS BEST COPY AvAtiAmt 139 whichLookaroundPupils atword thethe identifies maypicturesright word. andthe thepicture. word cards. Draw a circle Decide ea r I sled Thecatisidge.Theca siad hosts c&Taes Cat VTVita*isblack e. readthemaduringLook duplicate withtheat their the phrasesthose of phrasereading eachwritten aloud cardsphrase class. afteron which theon all the Chalkboard.have children chalkboard.) been givenin the to reading them boy house (The teacher should write chat Pupils mayr Identify numbers.)dominoes.Playclass "Phrase hate hadDominoes" an opportunity with cards to madeverify to phrases.resemble (Phrases are printed on cards in place of Maps,A Commodityisstand listed Charts, to holdnumberon andthe experience Globes.isApproved 3295. c:larts List for The tellspicturesteacher.Work directlywhat on is a topageon bethe anddone sheets under with given eachthe picture.pictureto the classa sentence by the which (The teacher should have placed or drawn several After work has 1.anguage120..ApprovedseeFor addendumpurchase ArtsText Subiects. Booksheetof chart List for 1962- paperforthe beentheReadif the completed, listparagraph children of titles thestories read teacherwhich and prepared understoodare should listed by check the theat teacher.thethedirections.) bottompapers ofto thesee Look at Makeupparagraphwhichpage. aare riddle togiven which about below it something isthe related. paragraph in the and roam. paste it above the Select the appropriate title Alga the list of titles Have class- mates try to guess the answer to the riddle, for example:You"It makecan is holdwritealines white it wordson instick. the your with chalkboard hand. it." with it. It is not to eat. (chalk) Play phrase dominoes. 258 OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACFM DE MOP EITMPRETATIONanrecognize SKTiLsvisual personalmaterials F.XPERIEll CES ofShowThe boys teacherfilms and andgirlsshould-- filmstrips who are sixwhich years revolve old. about the adventures (See suggested Preparetheandlist Division girls ofa setfilms recognize. ofof andpicturesVisual filmstrips Education.) of a familywhich mayouting be obtainedwhich boys through Show the pictures on the opaque behaviorRecognize of ELOTIONScharacters expressed by Serious?byHaveprojector the children teacher. for thetell class their to reactions view. to a story read to them Give reasons. Do they think the story was amusing? Sad? ofBecome ideas aware of RELATIONSHIPS toideasofProvide evaluaterelationships in experiencesother their situations, betweenideas. which ideas will andhelp encourage children usebecame of theseaware Children also should be trained factsFormDiscoverpersonal SENSORYof selection meaningsexperiences MACES beyondbased onliteral thanHelpthingsSharpen whatchildren about sensorythe then. actualunderstand images words bythat inmaking asometimes story children tell; an authorcopsciousand they says mustof more DRAWBegin CONCLUSIONS to make Mal:EFTS and maturity.beProvide clusionsalert inexercises andconcluding make whichjudgments other will messages inreqaire relation the the author tochild his conveys.mental.to draw con andIdentify- poets MOOD or TORTE of stories theHelp scene: children recognize a dimension beyond the wesetting Isknow he theofa happy story child? is a happy or a sad one? Is he sad? How do PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS FindPupilsclass in orthemay individual reader a storypupil whichexperience: is similar to a previousa trip to the zoo Compare personal experiences with those of charactersa daybirthdaytrip in in to school. theparty grocery store whenBears."Readthe hestories. or sees listenDraw his a topicturechair. the teacher which showstell thehow storyBaby Bear"The feelsThree Describe: thegingerbread colorscracklesmell afterof of bakinga dryflower.rain leaves in autumn What does this picture tell you?How does it make you feel? Paint color pictures in words: the morningbackyardkitchen after atin holidaythe a firstfall time snow. Read the following sentences and select the best answer:TheatJane adog store.and needed Tim walked a home. down the street. Tim saw a little dog in the window. They stopped Did .JanesomeoneTim want and else toTim take buywalk the on? dog?dog home? What does this picture tell you?How does it make you feel? ADJECTIVES PROCEDURES AND ACTIVITIES FOR TIM TEACHER DEVELOP STUDY SKILLSBecome aware of PARTS OF BOOK holdDemonstrateThe books teacher correctly the Should-- correct at all way times. to hold a book. Guidance includes: See that children Arrange with the librarian to demonstrate the correctteachingcalling childrenattention howhandtotop, theto corner back,turnparts pagesusing bottom,of a fromthebook--front, cover, rightthe top texthand. rightsides, Helphandling the childof books. to: openscan book titles, correctly pictures, and tofamiliar turn pages stories, carefully and page holdsecurestudy books picturesproper at right light for distancenumbers reading. cluesand retain to from the good thecontent eyesposture of thewhile story pagetents. thechildrenInstructin thestoryHave book children lookthemthat. and forfind theythen inthe the theare checkingtitle story usegoing of ofby the tothe thelooking read title. storytable in for andofthe thecontents. pagetable correct number of con of }lave BecomeDICTIONARY acquainted with picture Havechildrentextbooks.Give at children least to useone many it.picture opportunities dictionary to availablehandle books and otherencourage than 263 newEncourage words learneda child policemanpatrolstoplight bcy in toa make a personal picture dictionary carsorner It of study, such as 264safety: of 143 PRACTICES ArlD EVALUATION FOR PUPILS TRUC TIONAL AIDS makePupil:: oneCombinea "class" month. mayin book.book form the best composi'ions written during Pupils may 71-4-ke their own bons or they may (They should provide a cover, a ....2BoUiaLcalaamAnaEalia22-120dictionariesSee(Dictionaries) section designatedin the Approved to listing Text of page,mayFatherbooktitle beand attractive. addedpage, toillustrations. enjoy.) toand emphasize a simpleTell their certaintable parents of stories contents. about and the to cover,make the title The book may be taken home for Mother and Illustrat 1962-1965. Tditielk6643 -rifleGrastenaOurpogA:4*ftRol limes s ?age 2-34 Printletter a letteris 2,.1 of draw the pictures alphabet of at things the top that of begina page. with an m If the sosound. that each picture may be labeled: miceman The teacher will help spell the word if necessary 26Smonkeymoney 266 OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACHER DEVELOP STUDY SKILLSObtainILLUSTRATIONS information fran UseThe illustrations teacher shouldr-- in books to help children: arrive at unknown words by pictures suggesting context Associate meaning with symbols becomegivespeculate clear stimulated meaningon the to outcometo discuss new wordsof relatedthe story. topics simple HAPS, CHARTS, and Cl.,BES on theteacher-madeHaveandglobe. United have children childrenStates floor locate on maps.Lath streets the globeadjacent and tothe the map. school on large Point out the large body of water adjacent to Chicago the terms "north" and "south." Locate Have them locate Chicago on the (See the Understand purposes of LIBRARY toHaveactivities,Curricu locate class picture visit thebooks school and easylibrary books. as a group to learn how Guide for Social I.-udies. K-3 for appropriate roalit ,ennitslame. primarylhildren children on circulation to take procedurebooks to theif theclass- school thetoEncourage "libraryobtai..learn arty children, ahabit." public the advantages librarywho have card. lea/of theled libraryto write and their to developnames, (See the literature section for infor- It is well for children Readsupplementary variety of materialsinformation for mationforlisting.Obtain LanRuaze on copies the publicArts of booksSubjects.) library.) listed on the auxiliary literature (See this section in the Approved Text Book List There are many classics which 267 ingUsereadingchildren ofthe information primary power enjoy is socialand encouragedabout because studies our ofhomeand booksthe oftenand high tocommunity. achieved. encourageinterest levelthe seek- greater 268 Pupils may PR/WTI AND VALUATION FOR PUPILS INSTRUCTIONAL AIDS unfamfliar,whichtextteacherLook thatatfits aboutthe accompaniesperhapsin picture the sentence.thingsthe that thepicture seenaccompaniespicture. inwill the help picture.a story. tell the word If one word is ReadTell the map.theDrawschool, waya map they the of walkplaygroundthe schoolhome from equipment,grounds. school and showthe sidewalks.the way on the Locate on the map the Tell ObtainonFind, the withmap.a library the aid card of thewith teacher, permission our ofcity either on the Mother '71obe; or Note the color of Lake Michigan on the globe. Father.theListenlibrary librarian (Thewhile where librarian the isthe questionsschool picture should librarian booksabout help arethe locatereads kept.)story. athe story. place in the Dramatize the Answer Our Piov9rouiric4 plantingCoteacher.story to the orseeds, schooldraw childrena librarypicture in toabout other find it lands.information to bring to about the roampets, booksReadfolda striprecord some obtainedof will paper ofof thebooksgrow: atand bookshome pastingread oron by fromthe itwriting roomonthe a schoollibrarystrip.the title library. table on aor little read (See drawing.) See how long the Keep 41 269 270 146 OBJECTDIES PROCEDURES AND ACTIVITIES FOR THE TEACHER DEVELOP STUDY SKILLSdirectionsinPerceive stories, main problems, ideas and and sequence written ReadChalkboardthemselves.The ateacher paragraph but should-- scrambleto children the orsequence. have them read the material List a sequence of events in the story on the Have children informationMENTIONBecome familiar and RECALL with of aids selected for UseAssociateSkillrearrange various may onebethegames obtainedstoryevents to helpwith tothrough followsharpenanother practice in retentionthe logical children and order.anddrill. haverecall. read. DEVELOPSILEETLY ABILITY 10 READpurposeUse ORALLYORAL READING AND for specific Promote good expressive oral reading by: providing much easy story-type material selectingcallingdiscussing direct the a story'sbest attention outinvolvedconversational situation meaning to use of toof textparts clarifythe voicefor meanings oral to bring arranginggiving individuals audience tosituationsa ofinterpretation chancelisteners a story to in read which favorite story isparts °new" givingproviding direct opportunity instructionsread.andwords for adapting dramatizationinon thought-units,recognizing expression and andkeeping grouping rLythm eye to ahead content of voice,being Usepurpose SILENT READING for specific withPointRemindturbing.one their isout themreading theeyes tofact andkeepin thattheminds. their presenceone lipscannot togetherof alwaysothers, andread it would be dis- Slow-learning children are often lip readers. to read only orally. If 147 Pupils Keay- - PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS WorkwhichactersListen the has See-Queesinto only the fourorderstory puzzles. parts; ofthe their teacher next, appearance tryreads. to arrange in the thestory. puzzle Begin with the easy puzzle Name the char- twelve-piecewithPlayclass six "Flashed." forparts justpuzzles to (Thethe in story;teacher order and ofwill storylast, show sequence.try a word-cardto arrange to the the moment and then insert the word-card in raise"flashed"ofThea pilethe teacher their pile.of tocards. hands.) willturn showup. each card slowly beginning at the top Children watcha for the word the teacherThe pupils will try to remember the word. When they recognize it, they quickly bestDramatizetheresponsibilityclass. representsstory. (The one pupilsof the forthe character. readinginstories the reading aread part in spokenclass the morning willby a eachcharacter reading assane in Classmates speak using the kind of voice which The teacher will read the Usenarrationtonever aread marker to withoutbetweenuse to a helpfinger the keepconversations.)marker to one'spoint and placetoread the when"just words. reading. with ones eyes." Sometimes try Try Improve"Doessoftly,carefully itoral too sound as readinghaltingly, the like tape bya story?"ismakingtoo played; loudly, tape-recordings. decide or too if slowly. one reads (Ask, too "Is it interesting?" Listen "Does Playsilently thecordingit game soundand of tryat as"catch." a to thoughlater "catch" Observedate;real them peoplelisten cla.ssmatesmoving werefor their improvement.talking?") reading lips. Make a re- 273 274 BEFORE YOU GROUP, get to know your children's reading problems. theIn readingteacherorder to skillswill separate need of childrentothe gather class in pertinentinto her atclassroom. least information three regarding groups, possibletiallyGrowthDIASDiagnosis inthe keepingreading iskind the OSLof withdependsfirst instruction the step uponindividualME to the sound skills needsinstruction. being of each developed child. necessary for growth in reading. It helps make sequen- uncoverneedsDiagnose of reading individual placement difficulties children.or level ofof Use children:reading simple abilities diagnostic and tests specific to TestsTests,Tests developed accompanying such as bythe maypagesthe basicone beclassroom suggested 91-106 given.readers of teacher maybyA Teacher's Williambe mayobtained beKottmeyer Guide used easily. to Remedial Reading on PreviousAdjustment classroom teacher's teacher intosuggestionsidentifydiagnosis the may child'sindividual bemay of consulted betechniques difficulties.requested student's to togive along help problems. insight improvewith reading abilities. possibleinsightsGuideLEASCE progressthe into adjustment the through individual ofMILL a thecontinuing needs litE9of processeach child of diagnosisin the classroom which will and make program to meet those needs. give 149 Plan and have two reading for each of the three reading groups. morningMakeset provision andaside once for toin this meetthe purpose. afternoon.with the groups in a place in the room periods daily Each group should meet once in the In the MORNING period,developmentintroduction stress: of ofpower increasingly difficult reading -whichIn thewere AFTERNOON introduced period, developmentreadingin the provide morningfor ofdifferent opportunity skills.period purposesby: to reinforce skills improvementusedramatizationreading of easier silently of ofmaterialquality stories, for content fanof oralpoems,and of enjoymentreading, veryor experiences simple centering material by the children attention on practicingCROUP ONE writing.may work atWhen work has been variationthe chalkboard of the and needs of the various groups. materials GROUPtheir TWO seats willand on work methodsexercises independently to thatsuit arethe at abilities workteacherquietlytheapproved, orchalk work to tothehis the childseat. ledge, erases and it,walks returns has designated.at other Heactivities may begin theseat- hourprovidedteacherdirectKeep of in independent readingbytomind andprovide that explainedinstruction everyfor approximately halfby requiresthe hour teacher. of one activities. the BE ALERT and provide for the special needs of INDIVIDUALS. ofcircleGROUP the teacher. THREEunder willthe directwork in supervision a reading 15 CONTENTS AWAKENSECOND INTEREST GRADE IN READING Develop readiness for successive stages of reading 152 DEVELOP WORD PprweTION SKTLLs BuildLearnReinforce sightessential basicvocabulary skills skills throughpresented through CONFIGURATION SUPPLEMUTrAffin BASIC READING CLUES MATERIAL SERIES 154. DEVELOP COMPREHENSION SKTELs LearnBuild fundamental skillssightskills vocabulary ofof STRUCTURALprinciplesPHONIC through ANALYSIS ANALYSISof SYLLABICATIONCONTEXT CLUES 162 EnrichIdentifyObtainRecognizeAssociate basic specific MAD! meaningMEANING VOCABULARY IDEAS information ofwith in PHRASES simpleprinted from inparagraphs page readingcomplex SENTENCES DEVELOP INTERPRETATION SKILLS BecomeRecognizeRelate awarecharacterssubordinate EMOTIONS cd'RELATIONSHIPS andexpressedideas events to THEMES bytoof behaviorpersonalideas of stories ofEXPERIENCES characters 164 151 DiscoverForm SENSORY meanings IMAGES beyond based literal upon personal facts of experiences selection DEVELOP STUDY SKILLS BecomeIdentifyBegin toaware MOODmake of orJUDGMENTS PARTS TONEof OFof reading andBOOKstories draw and andCONCLUSIONS maturity poems appropriate to levels 168 AcquireUnderstandAssociateObtain DICTIONARY.information meaning purposes with readinessfrom ofand symbols LIBRARY ILLUSTRATIONSGLOBES on simple MAPS, GRAPHS, CHARTS, BecomePerceiveRead variety fa/Di-liar main of ideas materials with andwritten selectedaids sequence for for directions supplementaryinformationRETENTION in stories, and information RECALLproblems, of and DEVELOP APPRECIATIONABILITY TO READ OF GOODORALLY LITERATURE AND SILENTLY UseGain ORAL PLEASURE READING and and EMOTIONAL SILENTpoetry READING SATISFACTION for specific through purpose prose and 206174 DiscoverBeginBecameBecome to awareacquainted specialgain ofunderstanding otherINTERESTS withPHYSICAL lands stories throughWORLDofand SELF thatCULTURES literature andbuild others knowledge of 152 AWAKEN INTEREST IN READING OBJECT1US The teacher Should-- PROCEDURES AND ACTIVITIES FOR THE TEACHER Developstages readinessof reading for successive bydeveloped.Help compositions.enjoying children supplementary to refine andreading extend and the by skillswriting previously simple Students are to utilize their reading abilities mentalthegoKnow throughkindreading that of aafterreading abilities.period the experiencesof initial rapid progressinstruction which willin developingin provide reading for funda-children Care should be taken in selecting givencommunication.Teachcontinuous to that groups symbols growth. of words, alone punctuation,provide little and or interpretation no means of To become a message, consideration must be BASICLearn essentialREADING SERFS skills presented in Provideatinsome the designatedforlightchild's daily of level one's systematicplace ofbackground inability the instruction classroom. givenand need. in in small a basic groups reader at Select a basic basicfroma children'sreader.child text.which is ablethe magazines, teacherto read mayweeklywith read ease. publications, excerpts to interestana other the material However, it is unwise to limit reading toProvide one a variety of supplementary readers, Provide library books ReinforceSUPPLEMENUff. basic MATERIALskills through skillotherProvidechildren insubjects. manythe and contentexperiences to encourage areas: for independent the use of reading.reading as a tool in Develop an awareness of the need for reading signs,experiencebulletin posters, boards charts andhighlighting preparedandor announcements newscommunity eventsby lists,children activities. related announcements, and to teacher school 153 Pupils may-- PRACTICES AND EVALUATION FOR PUPILS PROFESSIONAL LITERATURE INSTRUCTICNAL AIDS ConsultConstructunknown a picture wordnew cardsduring and/or for independent "boxthe "boxdictionary" dictionary"reading toactivities. find by draw-an Gallagher, James. J.SeriesChild in17. the Elementary School, The Gifted the"boxclassforing correct timea dictionary."beforepicture to word introduceplacing of or an phrase objectit the in under newitsor dictionaryan properit. activity place card in tothe the Ask the teacher and printing Gray,Gates, William Arthur S. D. lea_c_ilindin,Series 1. On Their Own in Heilman,Kephart, Arthur Newell W. C. Practicesin the Classroom. of Teaching Reading,. PrinciplesThe Slow andLearner Robinson,Sochor, E.Helen Mona, M. et Reading:Readingal. in Classroom and Clinic. An Introduction. Corrective, Critical prepared,areas.Read the containingexperience chart; the teacher and information related to the content classmates have The Reading TeacherMaterials,Reading Problems Sept. 1960. with Classroom Diagposis of Filmstrips.")SecondaryUse(Note: filmstrips Schools to help1262, improve "Language skill in reading. See Approved List of Filmstrips for Arts" and "Tachistoscope Elementary and 154 AWAKEN INTEREST IN READING OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACHER SUPPLEMENTARYReinforce basic MATERIALS skills through Week"toBuildThe time display.teacher interestpoint should--out in an worthwhile interesting books picture by having Prominently display the books and from time or read a paragraph. a "Book of the adventurecompletelyintobooksAid inand on broadening hasintroducesubjects new been fields opened. ofchildren'snew immediatemay but be related presentedinterest interests, subjects. by firstgradually promoting once the door to EventrtAlly, branch DEVELOP WORD PERCEPTICN SKILLS learnedProvide inchildren first grade:with opportunities to utilize the vocabulary Build sight vocabulary through whenwhenin formalreading writing reading simple compositions lessonslibrary books. CONFIGURATION CLUES useSelectEncouragea ofclue configuration.words in children attackingof various to words. continueletter patterns to Make use of the three configuration use word configuration as when reviewing the CONTEXTBuild sight CLUES vocabulary through Remindskillsof shapeswords, children and when andthen verticaltoselecting determine use an differences exampleeducated if the words:word guessamong along words. with word attack length of words, height EncourageDirectsentence. attention pupils to to make lists from synonyms ad homonyms as they appear. outside reading.) makes sense in the 155 PRACTICES AND EVALUATION FOR PUPILS IUSTRUCTIONAL AIDS procureObtainPupils and may--a widemake rangeuse of library of stories and poems to satisfy cards. (It is possible to the withlgaArtsSeelevels." thefor"highInstructional Approvedsuggested interest List list Materialsand of ofvarying Language books 1962- needsobtainHowever,Read and thea interestslibraryeach books child thecard.) of willteacher every nes' has provided for the childclass at histhe parent'spublic library. permission to 2.2§1ArtsSee Instructional thefor Approvedsuggestions liateriList reg-arding of alLan,guaa.e s 1962- the thewhichcollection teacher are kept may to on allowtake the harmchildrenroan andlibrary read.) to select a book fran this table. (Occasionally Findauxiliary the words literature that look books. almost alike. Walking to School otherTraceshape wordsthe of shapethe in word.the of texta word are with the onesane Is it long? Is it short? finger. shape. Look to seeDescribe if the Does it have willtheyandMary carryinghaveandtell Garynotthem books.heardare to walking,start the bell.hurrying? talking, It looks like Who Listenline?tall letters? to the teacher draw a Does it have letters which hang word picture. Try to identify below the theFind story as manybelow. homonyms as you can in ReaddrawntheThere wordthe on will storytheand beboardplace themany teacherbyit words thein the which teacher.has duplicated for thecorrect class. frame previouslylook almost alike. List We heard the herd running down the Cowboy Bill wordspurposethemthe onsentencelook atthe almostthe chalkboard asbottan each oneor on space alike they have different meanings. of the paper. is found. that was leftNote for that the althoughTake turns the reading wouldbookHehisroad. had blue andcome read knewwhistle to the helpthat rulesto him.two warn innew ofthe cowboys danger. big red The new cowboy named :i blew matesWriteimportantcomplete severaland see word thesentenceswho sentences. outis ableof oneach. toone Readsupply the thesentences correct to wordssubject class- to 28but leave one 28 OBJECTIVES DEVELOP WORD PERCEPTIONpicture SKILLS OccasionallyThe teacher should--remind children PROCEDURES AND ACTIVITIES FOR THE TEACHER Build skills of STRUCTURALaffixes ANALYSIS pictures which accompany the texts. of the use they may make of the ial,Extend explain knowledge meanings of inflected sA0 Action Words xj and J. As endings appear in the and give examples for forms of root words: practice. reading mater- 2, Salo 224 of"Inflectional elementwords to that form endings--ais plurals affixed to the endsmeaninand the rains rained 2E1. ir_ag Descriptive Words la participlepresentsontense,possessive of indicative,adjectivesthe of thirdcase verbs; of or andand adverbso" the person singular, nouns; the pas the present compari- Call attention to walks walked the suffix er meaning:agent walkingraining softercolder (player). softestcoldest Gray, William S. aadameChicago, Scott 1960, Foresnan (p. 4.) On Their Own in & Co., Teach children todoublingdroppingchanging final finaly to consonant/ before g, before addingrecognize endings words formed by: addding endings compound words ExplainAcquaint to childrenpupils with that many wordsthe meaning of the before adding endings. are made up of two words. prefixes la and newinstructiontheychildrenThese compound see are theare theword.by compoundaccustomed usingeasiest pairs of wordfamiliarmultisyllables as a wordscompletely to present.to visualizing complete new pattern. which make the configuration, When Begin contractions matereadPresentEquate speech it, athepoint printedhe apostrophe out that uses the contracted form directive using with the omitted often when an author a contraction. letter.of two separate words« wants to approxi- After pupils INSTRUCTIONAL AIDS 1.57 LookPupils at themay picture which acc PitACTICFS AND EVALUATION FOR Nmpanies the story and deter- PUPILS Arty112.61See Instructionalthe for Approved listing 2.4aterials Liston work of Lammazematerials, lt)2- mineand important unlock ag facts the meaningwhich of new e the list of words the teacheraid printedin understanding on the the story words. manipulatives,in the teaching and ofrecordings reading, workbooksflannelflash cards boards such as: useful Looktochalkboard. theat selectedroot word. words in the pocket Draw' a lin,. under the part which was cards on the chalk ledge. chart. (These should added puzzlesfigurinesgames maybeaafter (These rootsentence.be changed thewords.) should root Lookword.be endings at Pronounce the for the new by adding a new ending. words.) Determine which wordswordPut theand newuse endingit in wall charts Find the two anyPlay wayhouse which will make a new word. tosome nighttimes lwantring Jointhatthe the wordsletter. words in columnin columns B and A and B writing anby apostropheomitting a inletter of place of tcii ask En_ Make labels for "Joe's took", "teacher's desk." and "Ann7s 40000an"Affix inflectional - a prefix, ending." a Pocketsuffix, or C hart OW11111114 doll." 289 & inGray,Co., Reading. Chicago,William S.1960, (p. 2). Scott, Foresman On Tkeir %n, 1 290 158 OBJECTIVES PROCEDURES AND PRACTICES FOR THE TEACHER DEVELOP WORD PERCEPTIONBuild SKILLS skills of PH 104 C ANALYSIS The teacher Should-- consonant blends attackingPhoneticAid children andnew structuralinwords gaining independently: analysis CallPrepare attention exercises to involving new vocabulary.an independence in word analysis. neware and indispensable unfamiliar words.aids in Review work of previous HaveProvide children opportunities make vocabulary.their for own picture dictionaries.children to use the new correctProvidepresented soundsopportunity in theof blendsfirst for grade bracticegrades. in suchrecognizing as: and if it seems necessary. Reteach the materialIra gr, tr, iso saw al. giving consonant digraphs ProvideblendsExplain opportunityshould blends precede to forthe drill pupils on final whenblends. thay occur. Drill on initial hard and soft c and g Extendcorrect knowledge sounds ofof digraphs: The letter 2 usually consonant elements in words: practice in recohas the 2110 210 Al, wh. sound, or soft sound, and giving The letter 2 usuallywhen(coat,when(city, it it is isface, followed followed ice, by Nancy).by carry, came, cube). has the k sound, thethe letters letters 1, 1, a or hard 2, or u or z 501.1ritip When g is followedgiven(om,stands the for hard the sound (goes, gem, gentle, George). 1 ia5esquid e or in a word itgate, usually bag,At leg).other times, a, z is Maketions a Word learned. Book. Also Write piinclude allIs may in the PRACTICES AND EVALUATION FOR generalizations.the phonic generaliza book examples of PUPILS INSTRUCTIONAL AIDS wardsPlayamplaced, thewhich game cardsface illustrate down,ofwill "Fish." on the the center griL.each begin with a blend such as (About twenty cards will be of a table. The words IsE or a Selectall,card.ifdigraph a havechild a paragraph such beenpronounces as picked in thei,heup, wordis The child having the greatest Each child selects a card school newspaper andthe draw winter.) a have a softcorrectly, g or g in he them. keeps the number of cards when in turn. WriteExplainsircieFormulatethesoft the around keEliAeik soundswhy words generalizationseach the on of wordwords theg and chalkboard was which g. whichEnter selected. these generalizationspertain to the in hard forand classmates to view. 160 DEVELOP WORD PERCEPTION OBJECTIVES SKIT IS The teacher should: PROCEDURES AND PRACTICES FOR THE TEACHER Build skills of PHONETICsilent ANALYSIS consonants silent:Introduce pupilr, tothe instances secondconsonant of twoadded consonants at the endbefore of an ending (hopped) where consonants a word are usually vowels Interpret to children the c in (high,or syllable through). (egg) (brick), k in kn (knew), 121 after 1 or u 9.0 10 9.0 il, sometimes x. nouncenecessaryremembervowel wordssounds. asto with thegive longshort examples vowel vowel of the The long vowel sound the differences between says its name. sounds in initial and short vowel sounds. is easy for children It will be long and short medial Pro- to Recentsound studiesof the voweldemonstrate is the that the long Teachthemposition. thefor vowelthe Write children. sounds the and If there is only words on the chalkboard these simple vowel rules: and pronounce GeneralizationsTheodorethe elementary Clymer, readingin "The the Primaryabout fifty percent of Utility of Phoniclevels. thecorrect words sound at Grades,"See If there are two vowelenable.soundthat letterunless usuallyit one vowelcomes in a atword the or end syllable, of the word standsletters for the together short vowel in a word or 111111r "UhenAlviiiaTreutThe Reading tTwo VowelsTeacher, Burrows Go and Teacher November 1963. Walking"'January 1963,The Read- and Zyra Lotwie, If there are two vowelvowelsyllable,or syllable, soundletter oneand frequently usually ofthe which the second is silent.letters in a wordis final e the firstfirst takes the long or in a When the vowel is (example:issound neither and longthe final dirt, ferh, norfollowed short. by r usually e is silent. corn, cart). stands for a long vowel It is r controlled the vowel vowel diphthongs of OU - OW oy asDiphthong childrenUsesight a fewwords, soundsin familiar hearinginformally. are usually met inkey words, diphthonglike the sounds: maw words children learn house,following, boil, to aid now, boy. 161 Pupils may PRACTICES AM EVALUATION FOR PUPILS BEST COPY The shortAVAIUULE vowel INSTRUCTIONAL AIDS says ListenObserve to thethe shortword assound it isof writtenthe by Aznesapple hashat letter a. the teacher. eCI as as inini apple Q9 in ea9 Q. airyamAnnaat manratRAPtam 014 os as in on ink Listenhandsthe long toonce thevowel ever;- words sounds time the sayateacher long their own names) and clap vowel sound is said: dictates (remembering in unetbrellayk I kitelightPigpine (clap) rightpiefightsing ((clap) clap) 3 sounds i of soundsDevote ofa pagezip. inalL, the guy liord or. Book to diphthongs. ring Keep examples of words milk Learn the which 'zie.,J4,44 KiteLong3 stripe fi Short i irlitit 1 d have diphthongs in them such as those OU listed below. of fire ci)pis ourout noweowCtrywn 297 boytoycoy noisepointvoice 162 DEVELOP WORD PERCEPTIONLearn fundamental OBJECTIVES principles of SKILLS The teacher should PROCEDURES AND ACTIVITIES FOR THE TEACHER SYLLABICATION aryinHelpas spoken the skills.they childrenmiddle saywords. than.grades break The major emphasis in Children shouldfamiliar recognizewhen they begin formal words into the parts they syllabication occurs work in diction-syllables in hear DEVELOP COIPRRIENSIONAssociate IIEANDIG with SKILLS printed page Havebooks,informationEncourageteacher pupils: science should whichchildren experiments, provide to may be found on weather read for a instructionspecific purpo'se. on locating and other content maps, in science subject facts and The fields. Recognize the fact that becameuseobserve table alert organizationof to contents the of reading isuse not of justa dictionary. textbooks and library books Enrich basic VOCABULAICE processonesskill experiential of of making making these sounds symbols background. with appropriate symbols but the meaningful in the light of the mechanical MotivateorwhichEncourage an assemblyappearchildren children programto should as a result of a unit of study, to make their be entered. own dictionary. an excursion, New words inRecognize reading meaning of PHRASES words,interpretPresent name simple whatwords, hasphrases and been to name various categoriesdescriptive of words: saidwords. in their own words.the children and have -then action PRACT/CES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS 163 newthroughKeepPupils words. the themayWore grades, Book neat add andother clean. rules of phonics and add (This little handbook may be used for refer- As progress is made thedirections.Playence chalkboard a whengame thewhich andneed requiresnot arises.) give readingany directions and following orally.) written (The teacher should write the directions on Do this: 3.I.2. MakeWalkChildren ato circle the frontstand. and holdof th:, L;Ands. 4.6.5. taps"It"ChildThe another childtouched tapped child.by the tries teacher to catch is "It." the "It" child. child walks around outside of circle and Select a secretary for the class. 7. becomescircleIf the "It."without"It" child being makes caught, the spacethe tapped left inchild the As the class studies (Thethesenewabout words new a newwordswill country beon introduced.the duringchalkboarl their for social classmates studies toclass, see.eacher many will help boys and girls discover their mean- The secretary should list board.Lookthenings. use When than children know the meaning and at theShe sentences will underline the teacher several has words that grouped to- in their writings.) written spelling on the chalk- they may oftenTheygether are tell have only meaning. a part ofSuch the groups sentence. of words KeepThe child your ranere toon the store.clock. when, how, or where. 301 Note that phrases are called phrases. 302 164 DEVELOP CC PREHENSION SULLS OBJECTIVES The teacher- PROCEDURES AND ACTIVITIES FOR - THE TEACHER simpleObtain andspecific complex information SENTENCES ofsimpleAsk a pertinentfamiliar sentences objectquestions which and describe whichhave childrenwill theortant help facts being sought from the selection. size, shape, or color draw the object.children glean the Prepare Nfta6eddirerProvidm things,for simple marking orpictures adding the with pictures. as for circling particular objects, joining new objects. several sentences that give They may include paragraphsIdentify MAIN IDEAS in simple activities which are designed to promote critical itrending. hos builtmastered an insufficienttoo few bemechanical due stock to the ofskills factwords that he ssesWhen a limitedchild is background inefficient in critical and concepts evaluation THEgESRelate ofsubordinate stories ideas to idsUrge of oh a has a poor attitade.which helped them determine Position. after determining main ideas, to select or support the main DEVELOP INMERPRETATIONRelate toSTULT-5 personal characters EXEMIENCES and events EncourageCharacters children through to art, identify dramatization, themselves with or composition. book 3 03 engageseverienees,toHave use children in they the one read.readingrecall will enrichpreviousof sentences cane experiences chiles- or studies. thinking which By helping ' hildren build and recall are similar as he 165 PupilsRead the may following and answer the questions: PRACTICES AND .EVALUATION FOR PUPILS INSTRUCTIONAL AIDS wouldgrowbea "Robertiltss. big upnot to wasgrow be a big upboy toand who be strong. neverbig and ate strong. his breakfast without and His father told him hestrong. would not grow up to His mother- told him he would not His sister told him he alikedOne star.footballgood night hisbreakfast." Robertdreamstar. andhad hea dream.wanted to become a football He began training that very morning by eating When he awakened he decided he He dreamed that he was 4.3.2.1. Why did goodWhatHowDid athlete?didcanRobert hisa good mother breakfast, tell him? help you to become a Robert decide to eat a good mindbreakfast? his father? writeagreetheRead athis thatparagraph taPicit is onthe the teachertopic chalkboard. of selects. the story, thesuh,fect teacher of thewill selection. If most of the other children Under this main idea,Tell the teacher maketogether,thestory.:hi itteacher dren interesting.needs itsay becomesa big important the story part which one read. -rill helped build write all of the other items which the the story. and many snail parts When these are put Notice a to aboutEverybodychildrenListen the as things finallythe teacher classmates reads to the class the story Tikes Butch by Bernice Bryant. Why did the like to have Butch in their roam? do which make school pleasant. Tell DEVELOP INTERPRETATIONRecognize SKILLS EMOTIONS expressed OBJECTIVES IncreaseThe teacher childrents should ability to interpret stories and to form PROCEDURES AND ACTIVITIES FOR THE TEACHER by behavior of characters certain conclusions: WhyAreAre thedid the charactersthe characters characters sad, realfriendly, reacthappy, or imaginary?in disappointed, orsuch angry? a manner? ofBecome ideas aware of RMATIONSHIPS Helpassociations.Assist pupils children to associate to evaluate seasons ideas and read possible and make weather valid encountered pupilsdayPointin tothe outtoincidents stories seethe causerelative theyin andstories, read. effectseffect notices, relationshipsof weight, and problems.size, in theiror time reading. of Guide personalForm SENSOR" experiences IMAGES based upon activity,thenProvidesensory select exercises aimages. sound,those wordswhichor a tactilewhichwill helpbring impression. children to mind sharpena picture, their an Have children read a simple passage and Writetochildren them. a word tell which or isdraw a nounthe pictureon the chalkboardwhich the wordand havesuggests the factsDiscover of selectionmeanings beyond literal helpdiscussionenjoyaRead, message them thesetell, become beyond and stories,or needhaveconscious the tothestoryhowever, have children of itself. thethe they teacher underlyingread will stories askneed meanings.questions to which engage carry to in Boys and girls will PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONALBEST AIDS It C. AMIABLE 1b7 theFirstFrankLearn characters GradeLuther. to sing Book, and and wearGinn act themandout Co.)thein thestory play. of Chicken Licken by (The teacher may. locate the music in The Make hats to represent Watchthe theboard. chalkboard as the teacher writes comparisonsLong goeson with shirt as goes with Attempt to fill in the missing word: Upbigleft andgoes goes explain with with down such as sentences as, "Her hands were as cold asRead drawofSelectice." the a boxperson,a word around whichplace, the makes or thing one visualizethe word makesa picture. one see. picture word and then draw a picture First List or tell The boy is happy. many "hot" words or "cold" words, "loud" ListenwordsTellThe Gingerbread oraboutto "soft"or tworead wordsthings: BOY;one ofasThe these Rabbit stories: Who Wanted Red Wings. as possible. Chicken Little* whatthe boysadventures and girls of thecan characterslearn from the story. 3 09 Prepareof story life-size characters. figures OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE 17.11CHER DEVELOP DITE2PRICATIONdrawBegin SULTSCONCLUSIONS to make JUDGIENTS and ProvideThe teacheropportunity should and assist children in organizingClassify ideas: articles of clothing, toys, animals, food. Consider word pr4lems in mathematics, and appropriateMakeDetermineArrange comparisons pictures, relationship between ideas, betweensizes. or action cause in and order effect. of sequence. used.ofSelectstatements actions statements on in the science, playground,which posesocial problemsand studies, of appropriate of andchoices safety toolsof texts.clothing, to be ofandIdentify reading poems appropriateMOODand maturityor MEE toof levels stories moods.ofRead the to following the class poems: poems or stories expressing different Through discussion have pupils identify the mood DEVELOP STUDY SKILLS Hallowe'en,NattyThe ThreeRose Fyleman,by Harry Follen,Behn,(an amazing(a (aspooky sad poem) poempoem) with a happy ending) title_ Kittens, by Eliza Lee Beoieme aware of PARTS OF BOOK HaveEhcouragefindinitial the the children introductionthetitle use and turnof pagethe to Tablelistinganewthe backstory,of in Contents.of the theask Table bookthe childrenofto Contents.note andto After the 311 EhcourageTableoriginalto review of childrenContents. compositions,the lists to ofproduce wordspoetry, theirpresented. or owndrawings booklets and ofinclude 312 169 Pupils may PRACTICES AND EVALUATION FOR. PUPILS INSTRUCTIONAL AIDS byRead a boythe infollowing the second story grade which cf isone an of original our Chicago story schools: written Jack Frost's Friend meltwouldn'taHere snowman, all is overfunnylet and memy dream whenin..clean I knocked4kitchenhad. onfloor." our door, any mother She said, "I don't want you to I thought I turned into This story makes one think about many things:WhatHow gavemakeswould the theit autilor feelstory ifto fanny?the motherbe ideamade wouldn't forof snow?the .story? open the door? makeofListensentences anothertheone poemstofeel the poemtelling likemay pons that makelaughing? whythe is children theteacheramusing? poen laugh.readsis funny. toWhat the "word class. pictures" Can anyone in the class think Write two or three One materialPrepare fora model the cover.book in which to keep reports. Staple the cover and several lined Use suitable bulletinapapers title together andboard a tableor to in form ofthe contents. alibrary. book. 313 Be Display booklets on the ure to give the book 314 170 OBJECTIVES PROCEDURA AID ACTIVITIES FOR THE TEACHER JEWEL)P STUDY SKILLSDICTIONARYBecome acquainted with picture EncourageKeepThe teacherseveral children should--picture to usedictionaries them when inwriting a conspicuous compositions plade. pupilspictureGiveor labelingmembers to dictionary use ofillustrations.simple the in classfirst book opportunitiesletterform or alphabetizing. in box to form. make a large Teach ILLUSTRATIONSObtain information from detailsUrgechallengethe childrenstory. inwhich picturethinking tomight look to otherwiseand attheir discussionthe_ own illustrationbe personal overlooked. and have experiences. which children accompanies relate Ask questions that will make students aware of Aim to AssociateGLOMSsimple MAPS,meaning GRAPHS, with symbolsCHARTS, onand ExplainofrelationGuide a unit Children the toof color thoselearning. to sylabolsactivitiesread maps, used whichcharts, to indicatehave and meaning globes land asavidlyand a waterresult in Understand purposes of LIBRARY toMotivatesurfaces. do so, those who have not already obtained a library card onandchildrenIntroduce their picture reading with various books the level areplacescUssifications fromlocated. on both the theshelves of fiction books where byand acquaintingfairy nonfictit.n tales Help children select books 315 unittoOccasionallyShelves. obtainof stub, information orsend for two story regardingor morebooks Children toa questionbe read to thetorelated theschool class. to librarya 3t6 171 PlayPupils "Bingo." (Each player has a card that is marked off PUMICES AND EXALUATION FOR. PUPILS hands,acetatepictures.willcrossesMereinto hold pronouncesixteen iswith inupa adifferent flashanrow squares I.the wins cards ward, picturecovered the with game.)and wordsin then,with each anmarkthat acetate correspond it off folder. to the Children who have the word pictured raise their The child who is first to have four . . The teacher on the theseFindConstructboard.initialexcursion wordswords. silent a in table-tophasWrite theletters been picture a warming andmaptaken dictionary. theof to the problem thenotice community- park. for presetPrepare the parksbulletin ed symbols in after finding Consider bawds with an Look for wri+e+ under Stop ! word aerialofwhichInterpret the map neighborhoodwill of anshow the aerial school the map fromdirections area as high a =and picture .inof northlabelthe which air. theand streets hassouth. been and taken (See Cul....2.-*--culisa Guide for Social Studies, 1963.) Try to draw an Let pupils feel free to buildings.activities:Become acquainted with the library by engaging in pictureexcursionsstorytellin'dramatizationsvarious files g to the library bulletinspecialpost similar board. place clues on the on a Visittional the library with museum mater- material related to several classmates a unit 3i7of stmdy. to find addi- 3 8 172 DEVELOP STUDY SKILLS OBJECTIVES teacher should PRO CEEURES AND ACTIVITIES FOR THE =CHER Readsupplementary variety of information materi is for Provideenriched many reading resources experiences: to which children simplechildren's maps magazines newspapers literaturecontentappropriate subject books advertisements texts may turn for directionsinPerceive stories, main problems, ideas and and written sequence orderHelpGuide childrenof chil events to in perceive a story. and list orolly the determineselectexperience an the appropriate,original charts main idea title. - s in the r g of a short paragraph to: auxiliary readers logical RETENTICiiiBecalm familiar and MALLwith aids of selected for haveReaddirectionsAssociate the a childrenstory word for to classroom problems children,supply thein mathematics housekeepingstopping with justthis beforeskill. the end, endingand to the selection. and simple written information. ofrememberingPlayPlan aexplicit familiar gamesactivities directions. with story details wherein ch' omitting and/or directions. Provide incidents success whichis dependent require upon practice following in several details. Encourage pupils to supply the missing details. C., 173 inBringPupils enriching special may the .33. background of other children: PRACTICES, AND EVALUATION Ka PUPILS and pictures from home which will aid ONAL AIDS ChooseArrangeSelect athe storythe one events thatliked has in best thebeen by story readmost for in of athe theclass reading children. dramatization. modelsclass.bookspictures purchasedcollected taken withaton a aBook aidtrip of Fair parents. inproper whichtheListenIfstory) it teacher.is sequence. they difficultto use the occur. the story tochalkboard remember entitled and Millions "what list thecomes of events Cats, next" inas theintold the order by Try to retell the story to classmates in its Watchboardpossibleusethingstheturns of picture. asfor thewith theytheas the opaque theclassmatesteacher missedsecond(The picture projector. picture flashes timein willand the for willbe.picture.)a Note childrenpicturequickly be asprojected manyon removed.to theobserve details wall on the withthose as chalk the ribe what was observed in Take 321 322 174 OBJECTIVES PROCEDURES .AND ACTIvnIES FOR =EMTFEVELOP ABILIT.Y TO READforUse ORALLY ORALspecific READINGAND purposes and SILENT READING ExtendstoriesThe oralteacher and reading poems should experiences orally in audience by having situations. children read THE0TE1101iER Oral readink should be preceded PlanMotivateconversation.exaggerated to have children the manner, Help first to read themreading but asto onerealize of wouldsilent that speakreading comprehenainn in alwaysnatural precedes good oral reading. expiession, not in an any material done silently. by silent reading. I')4000"' AidchillianswersChildren children has to read difficulty meaning-ftlin becoming with better holding questions. his lips understanding.0 when looking for ed in reading silently. still, select a very If a it readtheHavefingersimple chalkboard.that children against passagethey read. silentlyhis for lips.Write him read to it read shorton the while phrases chalkboarz he gently holds Erase the sentence and hive -:-.1em tell or sentences from again and have a you 175 Pupils may PRACTICES AND EVALUATION FOR PUPILS See THE BASIC ELEMITAB READING SERIES INSTRUCTIeNAL AIDS makesPracticeBringReadclassmates. aa favoritetapereadingparagraph recording storythe from story from of a favoriteatthe home home selection. and storybefore read while reading it to the the teacherit class. to Listen while it Bacon,Sheldon1962-1965.Languag*as listed Inc. Basic on Arts the ReadinE Instructional Approved Series. List Materials of Allyn and ReadisTom's played the 1%7414. story, back. "The Did New it sound Playground like a Worker,"real person in the talking? books It tells all about the kinds of jobs doneby BookGinnThe Company. ABC Basic Betts Readers. Basic Readers. Ginn and Company. American Playworkthein parksvarious"Simonthe in park the and workersSays" parks.for what boys flashingtheyWhat in and the do. kinds girls park.fni 1soof ar thatactivities written they directions.may are providedhave fun? Find out about others who Find out tho maintains AliceandDevelormentalCompany. Carnahan.and Jeri", Books.Reading Series. Row-Peterson and Lyons theandRead problemwrite word the problems on answer the chalkSimon fromto each chalkboard. problem beside Prepare the spelling number paper of says, i-lamis on head." ForeamanCurriculum and Company.Foundation Series. Scotts 176 diagnosisProvide for of theeach rapid child's advancement of reading; reorganize from time each group through continuous to DETER.thewithtime INEuse inwhich of light informal children of needs. inventories need additional to determine Determine extent of pupilts sight vocabulary. In providing for maximum growth, consider PS OF OLAilassistance: the various skills DetermineDetermine ratedegree degree of of reading.of skill skillconfiguration in inin clues. useuse of of phonic structuralcontext, analysis. picture, analysis. and individualAfterof all making pupils needs. a carefulin the classroom,study of the ability A teacher may wish to consider the following group the pupils according to and reading achievement tawcategories in relation to grouping: those whowhose arefail rate weak to of comprehendin reading mechanics iswhat tooof slow they readreading. 44 Experiencedreadingtine.classes isprovides teachersused with the generally most economical (It should be noted that success by some teachers. agree that individualizedgrouping into threeinstruction in use of teacher's and pupil's Other teachers regroupinguse,provisionreadingdo individualizednot programreadily asmust needed. be orfit made instructionfor into for the as needs one facet of their a few children,one ofwho the for three various groups.) of individvals and for In addition, total reasons, 177 Provide pleasant reading experiences to help pupils develop 01/ a real IMPARTMakeEncouragePlacelove provision INTERESTfor emphasis otherreading. for responseson pupil readingof leadership. questions. from as pupils in addition to the answering a thought-getting process. ProvideEncourage opportunity children toand formulate training theirto develop own questions. study habits. . 178 CONTENTS AWAKENTHIRD GRADE INTEREST IN 'fl(G 180 DEVELOP WORD PERCEPTION sums BuildReinforceLearnDevelop sight essential basic vocabulazyreadiness skills skills through throughpresentedfor successive SUPPLEMIRITART CONFIGURATION in BASIC READING MATERIAL stages of reading aLUES SERIES 182 DEVELOP CONPRBIELSION sums LearnBuild ftmdauenta skillssight ofvocabulary STRUCTURALPHONETIC principles through of ANALYSIS SYLLABICATION MTALISIS CONTEKT CLUES 190 IdentigyEtchObtainRecogniseAssociate basic MA1N specificVOCAISLAICC meaning MEM g; u information withof PHRASE printed from in in simple paragraphs page complex SENTENCES:.11 BecomeRelate7I, L.. subocharacters aware of R&M and events to RETATIONEton= SKILLS expresged by behavior of e ideas to THEMES of stories 3. of ideas personal. EXPERIENCES characters 192 179 identifyLiscoverBegin to meaningsmake JUDGMENTS and draw Ci SENSORY IMAGES based ppon personal 114 or TONE of stories and literal facts of selection poems appropriate to levels (NS a= ences 4 =map sluff minas AcquireI DICTICUAEX readinessof reading and maturity informationaware of PARTS from OF IlLUSTRETI&S :1 , 196 ReadUnderstandAssociate variety meaning purposes of materials with ofsymbolsand GLOBESfor onsupplementaig simple NAPS, informationGRAPHS, CHARTS, I: ; ;a PerceiveBecame mainfamiliar ideas with andwritten aidsselected for directions AszurcRETENTION information and MOIL of map I sequence in stories,Argo problems, SILENTLY and 200 UseBecameGain ORAL PLEASURE acquaintedREADING and EMOTIONAL PHISICALandwithPoeta7 MUST stories WOAD SATISFAC RENEWAMMO:LAT/CU that build for TION specific knowledge OF through GOOD LITERATURE of prosepurpose and 203 DiscoverBeginBecome to awarespecial gain ofunderstanding other lands and of CULTURES SELF and others v y :47 N.TS through literature 180 OBJECTIWES PROCEDURES AND ACTIVITIES FOR THE TEACHER AWAKEN INTEREST lff READINGDevelopstages readinessof reading for successive readingRecognizeThe teacher program the Shaald--fact becomes that theeach "readiness level in thestage" developmental for the reading,communicate.Increasesucceeding and the writing.steps Reviewchild's in the knowledge program.use of speaking,of the ways listening, Include radio, television, moving one can Learn essential skills presented Continuearepictures, understood. theand useslides. of the basic reader selected by the staff Be sure common m :ful gestures in BASIC READING SERIFS onehelpfdllentandof develops the suggestionsa controlledtoschool. new skill teachers for rcabulary.in lessonthe who teaching mayprocedures feel of insecure.reading and one auto- Basic readers provide systematic guidance Teachers' manuals give excel- are especially However, as maticallyPresentcursiveand should new beginswriting wordsbecome to easily. in createless manuscript dependent original writing upondevices theuntil andteacher's childrentechniques manual. read differentWide children rates: in reading different types of contentreading at carefull;yquickly to tolocate organize certain and factsreproduce details reading slowlyquickly to to ofabsorba anew sequence,recipe, game.all the or details to find of out measurements how a story ends the directions for craft activities,find ormain ideas, to follow a SUPPLIMITARYIIATEMLReinforce basic skills through 331 in Haveaddition the childrento basic readreaders: a variety of selected readingmapsmagazinesnewspapers materials librarysimpleencyclopedias booksgr 332 bulletinssupplementary-advertisements books 181 Pupils may PRACTICES AND EVALUATION FOR PUPILS PROFESSIONAL LITERATURE INSTRUCTIONAL AIDS Evaluate,skills previously under teacher taught. guidance, proficiency in Cates,Gallagher, Arthur James D. J. in the ementary School, Series 17 . Teaching Reading, The Gifted Child pointgiveViewshould(Note: outthethe befithechildren lm,careful safest Safe a onway_Ybetter the onto the waygounderstanding W toto school.and from of school.) why they The film will present several safety rules and to School, It will also Fake Gray, William S. Reading.Series 1. C Their O in WritehelpSelecta chart tell a story an ofthe interestingthe storygiving safety by the illustratingrulescharacter character learned from newit through thewithadventures. basic pictures. the reader.film; Tgy: Heilman,Kephart, Arthur Newell W. C. inPractices the Classroom. of Teaching Reading. ThePrinciples Slow Learner and invitingmakingchanging a thecountry charactersetting child daysfrom toa cityvisitmodern child the to classroompioneer Sochor,Robinson, E. Elana.'Helen M. Criticalin Classroom Reading: and Clinic. Corrective Reading picturingconverting a successcharacter to asfailure a relative or friend. The Reading TeacherMaterials.AnReading introduction. Problems with Classroom Diagnosis of socialLocate studiesinformation units in of vtudy. selected texts for science or Prepare to read aloud magazines.Readinappropriate a report.aloud pertinent passages clippings or to include from specific information 333 newspapers and 334 182 DEVELOP WORD PERCEPTIONBuild SKTLLs sight vocabulary through OBJECTIVES CallThe teacher.shouldr-attention to word configuration in extending sight PROCEDURES AND ACTIVITIES FOR THE TEACHER CONTEXTBuildCONFIGURATION sightCLUES vocabulary CLUES through Urgevocabulary. children to continue to use context clues: combining an educatedwith guessword attackbased onskills context along Include hyphenated words as they appear. multi-meaninghomonyms, synonyms, words antonyms ExtendDirect understandings attention to commonof words antonyms, that have homonyms, multi4le and mlanings.using synonyms. information supplied earlier in the paragraph. languagesentence patterns structure and theypropertenceIntroduce modify. structure. antecedents familiar andcontent descriptive using compound phrases andto thecompiAx words Help pupils to relate pronouns to their sen- pictures fields.unfamiliarSuggeststanding the towords use material ofand illustrations to read help by give the as greaterchildren an aid depth inin determiningthe of contentunder- ANALYSISBuild skills of STRUCTURAL appropriate,andbyHave reviewinggjaziaat. children familiarthe reinforce terms: words. their knowledge of structural analysis Help the children associate these terms with root word,, suffia6 lEgia, Gray,or an Williaminflectional S. en - a prefix, a suffix, On Their, ." as,Explainsuch ilao as the =b meaning lab, andof words Ina. to which slia, Agi, alai, II, 140 :la, and sau an4psuffixes such are added: prefixes Foresman99ELImatadjam.1960 (p. and 2). Company, Scott, Chicago, 335 336 Pupils may-- PRACTICES AND EVALUATION FOR PUPILS Seethe Approved List of Language INSTRUCTIONAL AIDS tell-taleMakeObserve a list differences dapple-r,of hyphenated in andwords words.cock-adoodle-do. similar in appearance, Include shhh-shhh, lataSeeArtsamiliary for theInstructional suggestionsApproved literature List Materials regarding books.of Lan 19152- cagethe Unscramble sentences buildingadventures.like those below: fourteen high. about The Letts ourwas 1.2.1tilevels."withArts "highinstructionalfor suggested interest list Mazerialsand ofvarying books 1962- Think(Word of cards: two meaningsaafter forgift. each of the following words receiving stories, note, talk) a thank -you Write ADD A IZIDDLE Addbcok.and lists can.write of a antonyms,sentence showinghomonyms, each and meaning: synonyms to hand- watch, 14'6 black What is 1+7 and white Listlead.Write root riddles words basedand their on such several words endings as on paper. live, read, and Take Whai-c.olorand read is al-f4oil (tiew6paper) cver. ind?' writesaddturnsshould(After additi eachreading looksevere word words ,thildrenthat aloudis different haveto the made classon contributions, the while chalkboard. one child each child tics entire list on the board and be ready to to make the list more complete. These What two de's con4-51int? (b ()64and lie) Writedisuse,lists a maysentence mIsuse, foruseful, each andof theuseless. following words: . .? .epT, _ar future use.) use, 184 DEVELOP WORD PERCEPTION SKITS OBJECTIVES The teacher should-- PROCEDURES AND ALTIVilIES FOR T TEACHER Build skills of STRUCTURALcontractionscompound ANALYSISwords Review and extend pupils' knowledge of compound words. possessives ReviewTeachTeach and/orthe two place letter teach of contractionswordsthe apostrophe formed such as she'd, and we'll. in all plural possessives. droppingdoublingchanging finalxL to vconsonante beforebefore adding addingbefore plural before adding endings by: endings. adding endings ending 241. Build skills of PHONETIC ANALYSIS Review phonics skills presented hardinitial,consonant and final,soft blends, sounds and andmedial of consonant consonant c and z in first and second grades: digraphs sounds consonant blends Review two letter consonant blends. vowellongsilent diphthongs.and consonants short vowel sounds gat,Presentwhich all, blend toams, thewith atro class 1, Iliro three-letter and g6 gL, go z, ./.0 and .12, 2.M consonant blends such as: Include those consonants and the OWL. consonant digraphs 339 skyReview 16 silo and extend knowledge 10 ng, and gh when pronounced f. of consonant digraphs. 34 (Teach: 185 PupilsReadsentence themay following using such list words of compound as: words and write a PRICTICES AND EVALUATION FOR PUPILS wallboard, whenever, ;.nstructionalmaterials,"listingsSee the onkwroved "manipulatives," and14aterials "recordings" List of1962-1965 Lan "work 'weeuseful for Arts in INSTRUCTIONAL AIDS Writeformed:and underline.the words from which these contractions were you'll, he'd, and they've. the teaching of reading, such as: workbookspuzzlesflannelgamesflashcards boards tion.s,Prepareboys,Rewrite girls,and thesea handbook examples. and words pupils. toin showwhich ownership to keep phonics of a "book": generaliza From time to time, enter newly walleasels c fl:: es lists.Addthisdiscoveredthe booklet valid thirdUnderline examplesgradeexamples when exceptions spellingneeded. ofin phonicslegible texts. to handwriting. generalizationsthese generalizations to spelling in Refer to Initial blends 91 Consa Blends nal whichPlaystrclue ((spr,the to begin gamethe spi, solution with of scr))?" "Detective." the bar clue Pupils saying, the teacher take "What turns has word presented.providing begins with words (The teacher should give a One frerir sipi scpsprsr" twsw nd Underlinemayreference.)child be Lists entered the the consonant inwords pupils' on digraphs phonics the chalkboard. inhandbooks the following to use words: forthen father path chop peaches The list of words perch f rblgr prser shse dw shthr stir drsvvi chsh8+nt 341 tift sp svl 342 186 DEVELOP WORD PERCEPTION SKILLS OBJECTIVES The teacher Should-- PROCEDURES AND ACTIVITIES FOR THE TEACHER Build skills of PHONETICsilent ANALYSIS consonants WhenTeach a double the following consonant egg tall principles regarding silent consonants.appears, one may be silent. miss hopped IncludeSilent consonantssilent consonants help to indiscriminate such know, no knew, new letter patterns as: wring, ringbetween meanings. xr LT, a,vowels e, i, 0, u sometimes y Guidebas tch the ck, children insoundOne the vowel unless in ita wordis at the end n, f, &after u and 10 and gg. or syllable usually has the siort use of the following generalizations. of a word or syllable. Whenthe twolong vowels sound and the second bag wait beg seat appear together, the first one tiebig one is silent coatbog Suebug frequently has andisWhen final thetino e vowelsis silent brave 1, the first vowel usually has the long sound eve appear in a word or a syllable and one wide pole cute UsuallyUsually LAW-owedz following by a vowel controls car herd girl or w receives neither the corn the vowel sound: burn vowel diphthongs Review understanding norof the snort ball fall .tsciz vowel1 diphthongsclaw ol and straw .9ms ou and ow. long Pupils may PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIOUL butaFind sentence they words are forwhich spelled each pair word.differently with the and have a la.ights, write, would, and for. These words sound the same, following list and write different wordWritemeaning. underline a sentence the using silent each letters. word listed below. wren Include: watch halfthrough thomhchicken In each possessiveofelement"Inflectional words thatto case form is of affixedendingplurals nouns; a to andthemeaningful the the ends Noticesounds. the Make difference lists like between the thefollowing long and for short fiat limit Middle each vowel. vowel comparisonpresentparticipletense, the indicative, ofthird verbs;adjectives, and and the the and present adverbs." singular, I Lone VowelsBeginning ate Short VowelsBeginning apple Short Vowels, man 1960,Scott,Gray, W.(p. Foresman S. 4). and On Their Om in Reading. 6.°*- ° Chicago, Addphonics words handbook.which contain vowel sounds controlled by usereven underever nutpen to ateCategorizecame the various known sounds bat car &lafair fall of a under key awfulaithE taught words: nottheDrawtail havedifference. a circle the around the words which have pan are short sound.- Underline the letter which makescare also paw vowels that do fault holehateharmspark foilbonefailsir barnhurtripenorth forsitegiant-W tieatecoatbird takewavetailgirl 188 OBJECTIVES P :1140114 alS AND ACTIVITIES FOR THE TFACHER DEVELOP WORD PERCEPTIONSYLLABICATIONLearn fundamental principles SKILLS of ProvidestandThe teacher thesensory importance Should-- experiences which will help of syll: :cation. children under- Teach children to forlisten:for the the accentednumber vowel, ofsound syllable syllablesone-syllable words.) in every syllable (Begin in a word with Teach children to looktwo successive consonantsusually divide into for: syllables between the betweenin polysyllabic two vowels words.since consonants words one consonant betweentalsdivide;titter], (exceptionsconsonant twol.loto into ham/2 syllables blends 211X0 silent, 12121:, aftercabbage, the firstsignal, vowel, hello,vowels since usually and digraphs) words under principles of accent Introduce the followingthe ending le precededjaws,they Pttle,compose table,the last by a consonantsyllable, sinceEagle. usually VowelOne syllablesounds is words.(doctor, 2,121E, (,ba=by! =Any, are affected by ac nt in accented more thanfinal, bacon) principles of accent: kitten martothers le in pol:,syllable syllables. visual clues Give practice in AffixesFinal syllablesare usually ending the visual clues to unaccented. in le or z are usuallyaccent unaccented. among syllables. 189 Pupils may PRACTICES AND EULUATION FOR PUPILS INSTRUCTIONAL AIDS mansClapthanOn aoutstory, slipone each syllable.of =Ails syllablepaper b.. lux5"Using as itprintthe is rules spoken:a word of whichsyllabication has more IRE, and maltial cat, Writehasthepreviously one paperthe syllable following so learned, that of therewordsthe fold word. is onthe onelic5" paper syllable slips so that ofof paper.aeach word section on Cut byeach classmates. slip of paper. Match them with words cut aparttremblebabyfumy chickenmonkeypeople Mark the accented syllables in the words below: wineyfuntny sixttybatby want led walicting matpleun able? useeless girltish 349 350 DEVELOP CaTIMENSIONAssociate SKILLS HEATIDIG with printed OBJECTIVES The teacher Should-- PROCEDURES AND ACTIVITIES FOR THE TEACHER page HavetheStimulate childrenusefUlness interest read of aboutreference in reading hobbies thethe encyclopedia. picture dictionary books: books in the content fields. and careers. Demonstrate Enrich basic VOCABULARY ExerciseskeepingHave children some in formmatching engage of word in increasing synonyms, antononyns and homonyms dictionary. their vocabularies by are ProvidecommonlyHelpeffective pupils exercises used into analogies. vocabularyrecognize which enrichment. will enrich thepupils' author's understanding use of figures of speech. of Recognize meaning of PHRASES Increase rate of silent reading by giving practice in phrase in reading wall-1965.)Approvedscope.reading throughList of the Psepare phrasesor construct on tagboard and anduse flasha simple than individual onto the Languaga. Arts Instructional useMaterials, of the sight phrase cards (See tachisto- 1962 Obtainfrom complexspecific SENTENCES information tolikePoint the visualizing time,out to the children place,' =picture thatand, stories" by means of the opaque projector. interpreting sentenceswhen appropriate,is much the action. consideration is given 191 PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS WritePupilspreparation directions, may of anin easy recipe, their proper sequence, such as: describing the language pinkpeanutchocolate lemonade butter pudding and jelly following. Circle one or more sandwiches. words Pod- Your5weetr Picfure ns honeg MusiG to whichRead sentencesseem appropriate: like the DescribeI a story. cool) 'be a warm day. (long, sad, soft, interesting)(sweltering, misty, pleasant, vour vvogonmg ears Write a "western" story Describelassodude an apple pie. cowboyranch using some of the wordsrescuepasture (sweet, sour, easy, hot) listed: veilfog of to is star. PracticeGivespeech. an award reading to thephrases very pupil who posts examples quickly with assigned of picturesque partners* Wznder os ct willReadontachistoscopes not preparingsoftly be disturbed. to aone for the class. tachistoscope.) another in order that others (The teacher may preparebasic readerhomemade and use See Grade 2 for allsuggestions of thein the class Selectphrases a paragraphfrom it for in practicethe predicate like "John in the tachiStoscope. ate" or 'Star" wordsbought."TakeEacha sentence.a mustpupilsubject staymay and Inthink (The teacher may lead Pupils may share these new this position or theyof a "'that," to add pupils to see that those sentences.todo thisnot core of make sense.) Then, Ifillere,seeeachsentence a pupilmore why, grown-upthanandmay howthinkmerely may be way of puttingofto a string"when" ideasto add together to added. ideas(Pupils together may be helpedin a to his sentence. with "and.") 354- 192 OBJECTIVES PROCEDURES AND ACTIVITIES 11:EACI-MR DEVELOP paragraphsIdentiiyiULUI IDEAS in staple ea TREHELISION SKILLS inThe reading teacher for Should-- main ideas. FOR THE effective procedures differentGuide children types of in contentthe readread quicklycarefully quickly to to tofind locateorganize use of the most main events, toat follow differentcertain rates:They should facts be(scan) helped to read and reproduce details a sequence, RelateTHE;ES subordinate of stories ideas to discussion.Stimulate critical reading read slowly to absorbor toall find out how a story ends By asking leading questions, by providing an opportunity for the details of a description. the teacher can DEVELOP INTERPRETATION SKIT LS helpstory the which children contribute become to the aware of the many details of a main idea. personalRelate characters MPERIELCES and events to towardHelpcharacters children these characters. inrecall the storiesexperiences they read. similar to those of the Stimulate empathy ofBecomebyRecognize ideas behavior aware II-LOTIONS ofof RELATIONSHIPScharacters expressed HaveAidexpressed Childrenchildren by helpin various recognizing each typesother of the emotions whichtoaction. perceive relationships. are Asstimulate this skill interest is basic in: to complete ideasideasideas which which which need need have to to be be summarized. a cause and effect relatfmship organized in sequence interpretation, 193 PRACTIMS AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS doinPantominePupils sothe may textbook. may readthe mainthe selection.idea of a story which the class has read Try to locate the passage; the first to DecideofCarleton,Read the stories ifbook thereor as suchWctle ais whole as aBlack, messagepmanvand_the and awrite Ponyin the one byBear, story. Walterparagraph by BarbeeFarley. about Oliver it. Think Select a happy or unhappy child in a story read in class; WhatrevealFinddescribe actions a hisstory similar feelings.or in behavior which personal the shows behaviorexperiences. this? or actions of a character Describe the feelings of the character. Selecteffect a relationship.science experiment in which there is a cause and Explain. incidents WriteinReadideas. their aand summary properretell, of sequence. orthe dramatize story; include a story only keeping the verythe important DITERPREMICKOBJECT SKELLS The teacher should PROCEDURES AND ACTIVITIES personalForm SENSORY experiences IMAGES based upon tripsAssistspeakersthings to children frommuseums who theirare into authoritative enrich experiences.recreating images of people, in special Usefields, audio-visual and aids, places, and take invite factsDiscover of selectionmeanings beyond literal Preparesensory questions images. which require pupils to consider personal experience as a basis for the actions Begin to make JUDGMENTS and HelpProvide ofpupils characters simple to cartoons in the recognize the implications light of stated facts. and have pupils explain their meanings. CONCLUSIONS Helptheseand/or pupils incidents activities to base to the of certain charactersjudgment of characters outcome of the story. in a story. of specificon sociAlly decisions accepted Relate andIdentify poems MOODappropriate or TONE toof levels stories amusing.Readbehavior. passages from two stories, one being serious and the other, of readingandnaturity theHavesentence realization pupils structures that in compare the choice of words words and sentences the two passages. and, if arepossible, an author's theGuide tools. pupils toward 3&9 36 195 Pupils may- - PI ACTIGLZ 1L:D EW:LUATIOL FCXi PUPILS ILSTRGCTIONAL AIDE FakeDescribesmellthe a firelistof thefavorite ofengine soundphrases siren, foods.of -inichthe a churchjet describe plane. bells, the the taste school and/or bell, patchItDepict red phrases rraiAlie.a11:- or opposite such meanings:phrases as: as a berrz-," "as long as it is wide." "twice as big as," Listenliar librarywhile the boo::. teacher (The reads teacher a portionwill not from reau an the unfamilight slowcon asas aa feathersnail heavyfast asas leada hare willclassAfterclusionthe read factsseveralcan ofthe come thein end conclusioils thestop-to of :tor: the right story.)and haveaway. try beento ruess drawn, the the outcome. teacher th e story as it is writtan. SeeThe howclass close ma, thediscuss PrepareandDeliberate list to theread on reasons onea 2,oem of forthe projecting havingsafety thisrulesits inherentspecific set by themoodrule teacher orobserved. man::amongBringtone. roods. theto schoolpieces. nusical phonograph records that represent the recordsConsider and explain tempo the and differencestone. 196 03,111C2EVES PROCEDURES AID ACTIVI:IES Fat TEE TEA-CLER DEVELOP a:I'D: a:ILLSLiecaue aware of PARIS OF BOOR areIncreaseThe no'c, teacher thealready useshould- offamiliar various with parts tLe of title books. page and the table - If children Urgechildrenteachof contents,the the use who use of arethese ofthe ready.the tableshould index of be andcontents introduced. date of to locate appropriatepublication to those Along with this, Guideasthe)useinformation aids pupils in of comprehension. in thein thu thetable book. of contents use of unit titles and chantel- Plan assignments to requir:: or the index. Acuuire DIC LIIOEARY readiness ::akereferencearises,The use children toof book stimulatethe willjuniorif they already children'sdictionary have havehad opportunitiesinterest to same appreciation for this in class, when the need In this ac,,ivity. use ILLUST2A210ESObtain inforaation from whichAskpicture questions may dictionaries be revealedto alert in inchildren previous the illustrations: to grades. the mood of stogy kind of information Associatesimple ,:APS,meaninE GRAPES with CI-ARTS,symbols and on Teach children to understand the actionplace ofof storycharacters. use of a legend and its GLOI3a; 36J theriverssymbols symbols and on bounaarr forappropriate north, 'fines south, maps between andeast, graphs. states and apd 364 west. Help them find to recognize PRACTICES AND EVALUATION FOR PUPILS EiSTEUCTIONAL AIDS PlayPupilsactivity. the maygame "Locate" at their desks as an independent (The teacher will provide three large cards usedwordsthird,"Titleand bya packetselected thePage";"Index." children. of the from smallerOn second, eachone cards.of smiler "Tablethe throe cardof Contents"; sectionswill be aof andword a bookthe or To play the game, a pupil should One large card will read largethen,lay the card.)arrange three thelarge smaller cards cardsacross under the topthe ofappropriate his deskTitle and, Page Table of Contents Index publisherartistdateauthortitle SchoolsGatheringBuildingClothing in for News,Town, Sale,People, p.p. 14p.20 p.610 firemenclothingcareanimalsairplanes onTake the turns chalkboard. and each write his name, one under the other, Each child may then by to arrange the healthglass Obtaintwolist letters. of a namesmap from in alphabeticalthe local gasoline sequence station. using the first Plan a trip markinterestpartto Yellowstonethe of road thealopt= Unitedroutes. Nationalthe route.States. Park or to some other interesting Get information regarding places of Determine theUse states,a brush lakes,pen or andcrayon to UseMakerivers aa barline along, graph graph the to on record which numbersto chart of spel 100Is in periodic 365 t ost grades. tests. 36t 198 DEVELOP STUDY SKILLS OBJECTIVES The teacher should-- PROCEDURES AND ACTIVITIES FOR THE TEACH Understand purposes of LIBRARY Expectfacilitieslibraryconnunity children card oflibrary at theto this havelibrary: and grade alreadyhave level. the obtained librarian or explainto obtainreference the a room Plan a trip to the (See Literature section for additional informationpicturesannerstoryfiction hourscollectionreading and nonfiction game. areas on the Readsupplementary variety of informationmaterial for libraryHavescienceChicago children to orPublic obtain social use Library.) informationthe studies. facilities regarding of the unitsschool of and study public in Provideeasily sourcesobtain information:in the classroom from which childrenpicturesimplified dictionaries encyclopedias audio-visualsupplementary aids texts may directionsinPerceive stories, main problmns, ideas and and sequence written theOffer sequence assistance of events. to children who have difficultychildren's visualizing publications Have children see why one event appropriate advertisements askaffectsmustDesign pertinent logically awritten problem. questions follow directions another,about andthese or howdirections. the encourage the children tO sequence of events BecomeinformationREM TION fmi 1and i arRECALL with aidsof selected for texthimHelpenco. to whichincrease facts will already a assistchiles read, thepower orchild toof selectretentionin remembering. k:ey and words recall from by the .1 him to use the illustrations in a book to cue 199 PRACTICES AND EVALUATION FOR PUF11..# IRSTRUCTICNAL fig materialsDrawPupils(48" a xdiagram 48")may may and beof obtained.indicatethe school on Mark Librarythis off map areason brown paper where various roomDesignspecific library. a set purposes.subject of book that covers can bepertaining found in to the books school on aor class Decorate a bulletin board with these used for Completethesubjectsjackets use of to scienceandbooks create a desire in or interest thesocial to school use in the orreading 111-)raryclassroom material collection. library. on these studies assignments requiring FromnewspapersSkim several to find forappropriatevolumes material of encyclopedia pertinent to borrowedunits of stuctr.from the periodicals and sections of the Lookchalkboard.haslibrary atmarked. the read list Arrangeand of report events these on the eventsmaterials teacher in theirwhichhas written correctthe teacher on order: the Place colored boo rtr- ks RoastFindShopSpreadUnpack afor marshmallows.table.thea food.basket. tablecloth. PackDriveCleanMakeEat the theupto lunch.thebasket.sandwiches. area.park. reading.booksin appropriate for independent source ReadMakehold a pencilsselectionbox, following and and crayons. write the teacher'stwo or three written important directions, facts to Formulateandconcerningselection. the answersa fewit. After pertinent found reading in questionsthe the text. selection, before recall the questions 369 g a 370 OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACHER ANDDEVMPABILITY SILENTLY TO READUse ORALORALLY and SILENT READING RealizeThe teacher thit theshould primary task is the development of good for specific purposes Encouragehelpssilent to readers overcomegood oral but shynessguide readingthat the pfeparedand habits:children builds "audience" to understand the self-confidence.use of reading often demonstrateemphasize the the importance effectivenesswithlistenerspauses, the of audience.communicatingintonation, ofthe ideas incorporatedand inflection. in the eye contact text.to children:Increase interest andprepareread skill silentlyorally selections in inoral before a groupreading to readingread for todramatic orallyan audience. effects by having increaseGradually, amount as children toto beto framan read:a becomeentirepage a paragraph story. more proficient in reading, effectivenessHelpHave childrendevelop skillofread eye toin contact oral reading with the answer specific questions. by demonstrating the audience. EncourageasProvide a result definite good of silenttheir questionshold silentreading lips reading. still,habits: using only the to be answered by the children eyes 371 develop amooth eye movements. ,t II r: e pointing 372 201 PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS LocatePupilsor an and amusingmay share joke. by reading Practice aloud reading a story, the poem,selection puzzle, before thatReadparentspresenting describedorally before itthe tohow attemptingpart the the ofclass. girl the to orstory read boy thatitin tothe was the story funny class. felt, or sad, Tell the story or poem to writingReadpartthat aloudofconveyed period. the a story.poem, certain problem, sounds; or or,story the prepared most enjoyable during the materials.LocateRead andto theread class pertinent directions selections for a fromgame. resource Notematerial.Read author rules anddeveloped title ofby storiesthe class read for for tse relaxation. of manipulative ReadofRead learning.a experiencepassage silently charts todeveloped determine as thea result main ideaof a orunit the mainsupporting character. details. Reread the passage to determine the 373 374 ATTLIEEPO1TUI 1ATERIAL3?CHOOSE TO READ AS EVIDENCED UptE14 BY THE FACT THAT THEY READ G APE UNASSIGNED MECHOOSE MI TO READ AS A MEANS OF RECREATION? HAVEREADING? MASTERYSHIM GROWTH IN INDEPENDENT IN COMPREHENSION AND WORD ANALYSIS SKILLS? INTERPRETATION SKTU-S IN SILENT FRFT READPitEPARED MATERIAL FOR READING AT 'mg THIRD IN THE GRADE LEM WITH EASE AND CONTENT SIMMS? UNDERSTANDING? INFLECTION,WELLREADMAKE -MODULATED MATERIAL THEIR MAKINGAND ORALLY PAUSES? CLEAR AT THE AND VOICE, CCUMUNICATING IDEAS THROUGH USE OF APPROPRIATEINTERESTING LEVEL II A WI MI THEY READ ORALLY? DISTINCT, INTONATION, 9te 204 BEST COPY AVAILABLE Literatureliving,interpretation brings develops to the childrenof imagination,the the world heritage in of andthewhich often they leads live. to creative expression. It enriches daily ages and an It includes both prose and poetry, fiction and nonfiction.Theprimary generally grades accepted is to createpurpose in of the the child program of literature in the a delight in reading. An effective teacher of primary literature will:knowunderstandlove the literature field the oftastes andchildren'seach useand levelitinterests dailyliterature of growthin of many the situationschild at make the study of literature a joyous experience.Angrowpupil effective with a taste the program years.and desire of primary for good literature reading willthat developwill continue in the to 205 DEVELOP APPRECIATION OF GOOD LITMITURE proseGainIntroduction PLFASURE and poetry forand theEMOTIONAL teacher SATISFACTION- through 208206 Becomeof PHYSICAL awareacquainted WORLDof other with lands stories and thatCULTURES build knowledge 210208 SuggestedDiscoverBegin to special Readingsgain understanding INTEaESTS through of SELF literature and others 214212 z..40 HolidayIttsCaldecott Poetry Literature MedalTime Award Books 228226 CreativeStories toDramatics Read Independently 235232230 206 JUST MtneededDevelop, YOUfor throughsincerity reading, of expression, a love for such literatureE as: andlikingbeing the personalthefriendly story qualities LP LOVE LITERATU thinkingrespecting of storytellingthe audience as an art 0 concentrating on the story ONEandtoWith makepoems. an wiseexcellent selections. background in children's literature, one is better able Know about the children'sWI MAKE book awards--Caldecott WISE SELECTIONS and Newbery Utilize book lists for suggestions of stories Awards. StartKeepture. inat mindthe presentthe goal: level of interest of the children and provide for helping children to develop goodtaste in litera- growth through guidance and stimulation of interests.Consider these factors in determining story selections:availableage and maturity books of children tinequickestpresentation method and of mostis learning. the effec-1 practice oral; level when makingscertain a selection. AglitLkWtatattszia by consideringuse of dramaticfamiliarthe child ortopics atswift-moving each growth stories. Children in kindergarten and primary grades HillChildren Arbuthnot, and Books, p. 276. May familyenjoyenjoy situations,picture Mother booksGoose people, withstories little-text. animas, and boats, trains,Expand and children's horizons to include stories about home, school, and the nonsense rhymes. They like subjects that revolve about science. They also onDevelopcommunity. children's an understanding books. of changing conditions in fictionthe world and the effect Include various types of literature in a repertoire:nonfiction Current trends in children's literature include: poetry plays productionemphasis andof moreinterest sciencereligious in peoplesand books history of the books. world 5 207 ONETell,of WOULDchildren if possible, and permits: Irather ARE than TO read, "TELL"stories. Athe ESTORY for such action of more dramatic gestures and7E, movements 4E11, when a passage calls This holds the full attention the observation of the reactions of children to parts of a story that tellersBecome acquainfi of modern ed. times,may with be such anddifficult. learnas the some following: of the techniquesEarle Shedlock of the great story- Ruth Sawyer Developtions maya method aid: of preparation for telling a story.LearnVisualizeKnow thethe storystory. the charactersunder conditions and the similar scenes. to those that will prevail The following sugges- Give extra practicewhen tospotsaudience.practice moreyou in telldifficult theit whenit.dialogue standing.or more that dramatic are weak passages.or dull. This will help build self-confidence and point up If you expect to tell the story when standing, Read the story aloud as if to an Ck2 Refine the beginningget feelingand the ending audience satisfied of theinto atstory. thethe moodend ofAttain,of thethe story. storythrough and practice, to send thempersonal off qualities needed for graphic This will help to presentation of literature:cleara good dictionvoice (not aItHave special should friends beone somewhere evaluatefor children) your voice; record and listen to your voice. close to middle "C." NeitherBuild amemorize vocabulary nor wellMaintainwhichuse carelessa will...ed. a pleasantlend methodsAvoid flavor av of and telling. feeling to material. appearance. amatic presentation. Be appropriately dressed and 208 DEVELOP APPRECIATION OF GOOD OBJECTIVES The teacher should PROCEDURES AND ACTIVITIES FOR THE TEACHER LITERATURE andSATISFACTIONGain poetry PLEASURE through and EMOTIONAL prose literature,Make available including: to children all the wonders and delightspoetryprose of nonfictionfiction IntroduceofattentiongettingUse the picture story. new books books devicesin to the children, earlyand help grades. pointing make vivid out theand drama Pictures are emphasizing: parts of a book. backtitlecover page picturesstory attitudes habits:Teach children to care for books by establishingmovement goodand from from top to bottom on the page. left to right across the page usingkeepingcovering books books newproperly inbooks good with condition covers turningcarrying pages and holdingof books. books WORLDthatBecome build acquainted knowledge with of storiesPHYSICAL kindergartenScienceactivitiesacquaintedPlan activities and theinwiththrough bothCurriculum thethrough the gradephysical Supplement which Guide world. children for to the Teaching willSocial become GuideStudies, for 3 volumes.) (See suggestions for 209 Pupils may PRACTICES AND EVALUATION FOR PUPILS PROFESSIONAL LITERATURE INSTRUCTIONAL AIDS mineincidentsReadstory). if or narration tell from a thestory is bookfact to totheor illustrate. fictionclass. (pretend or a real Give reasons for determining status and select Have classmates deter- Fenner,Arbuthnot, Phyllis. May Hill. ppoofPuddinj.2221SE. of the Children and berelateBringstory in usable to theand class storiespoetry condition.) picture'books booksto the to class. the that room have library. been enoyed at home; Make contributions of (Books should Huck, Charlotte S., andDoris Young, A. SomethinR Sharect.Children's Literature MakeaprotectCover longer an newaccordion andperiod. books keep withbookthem oilclothtoclean. tell andor heavyillustrate brown thepaper, care to The books will be usable for Larrick, Nancy. A Teacher'sAnto the Children's Elementary Guide Books. School. toroomsof see.representbooks. or to the the library rules. for other children in the school Use the best illustrations made by classmates The book may be loaned to other ShedSawyer, locks, Ruth. Marie L.Storyteller. 'TheStoryteller. Art of the The Way of the Requests to hear favorite poems 9 383 alongthethemallyagain children's withtheirmemorizing and the againown. teacher,reciting them,soon result andeventu-them making in 210 OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACHER LITERATUREDEVELOP APPRECIATION OFthatBecome GOOD, build acquainted knowledge with of storiesFHYSICAL ProvidelibraryofThe the teacher through physicallist, should-- suchliterature world. as: Use books listed on approved an introduction to phenomena MoreScienceThe Science True for Book Children of Experiments T' le Experiments Science Down MandellBerkleyPodendorfAuthor, WhatMickey'sSummerTheBig Is Sizeand aIs SeasonMagnet Little,Hereof Up and First Book of Astronomy It and Ups and I BranleyDarbyParkerBerkleyGrey and CULTURESBecome aware of other lands and Providechildren's opportunities American heritage.to develop understandings ofPaddle-to-the-Sea the Use appropriate stories to Honing Vaughan maypastBeacquaint becognizant throughdifferent, pupils theof thewiththerereading fact information is ofthatmuch literature. similarit-ychildren regarding learn in other problems.much people.of the While outRelateandA reading directhas stories a worechildreference anddiscerning becomes poems to the ain viewbetter-informed ideathe of earlythat world theseprimary situations. child represent grades and adult with-the incidents L/Ill newtheheritage tales important toof children:the insights. children. Title Be sure to present bothThe oldliterature and itself will give Author yesteryear.whenthanpeople books differences. aroundtress selected the similaritiesworld portray/ rather among Indicate HanselEyeThe Chinese Goat and WhoGretel Brothers Couldn't Sneeze Ricka, and Dicka LindstanGrimmBishopJordan Pupils may PRACTICES AND EVALUATION FOR PUPILS ANTHOLOGIES INSTRUCTIONAL AIDS andGoinalMake towill compositionathe collection aid library in collecting. relatingtoof locatebutterflies the books adventures orwhich coins will of and agive collector.write information an orig- Share these books with classmates Arbuthnot,Anderson, HansMae Hill.Christian.Tales and Stories. Time for Fairy Fairy, who may be interested. Tales. Old rue.and New. . Time for True Tales Almost AssociationAsbjornsen, forP. C.Childhoodand WestEducation. of the Moon. East of the Sun Readpedias,on theabout globe. more children about inthe other countries lands. in which the characters live. Find out, from geography books and encyclo- Locate their country Umbrella.Told under the Blue Umbrella. Told under the Green read,located.classmates,Tell locatethe class onChina the about andwall-map anote story theor of globe,distance people where inbetween otherthe country thislands. is For example, if the book nye Chinese Bro Vasa is Show Duvoisin, Roger. . Sung under the Silver Three Sneezes and Collectoutsidecancountry tell travel a and whatChinese the foldersit United meanshome. and whenStates pictures five of paperAmerica. from fishmagazines kites forare dis-flying Perhaps someone Hutchinson, Veronica S.CornerOther SwissStories. Tales. PutPrepareaboutplay pictures onthe athe displayvarious bulletinon a bulletinofcountries picturesboard. board pictured of andpeople identifyor innamed. national the costumes costumes. Locate books in the library Milne, A. A. fireside Stories. WW *vie the Pooh. zinescostumeaccording and with travelto athe book folderscountry title will inor which withprovide anthey originalpictures. are story. 387 worn. Match a Maga- Werner,T a y l o Edward.r , M a r g a r e tNursery (camp.).Feed My Tales. Cow? Tile Golden Book of 388 Did You LITERATUREDEVELOP APPRECIATION OF GOOD OBJECTIVES The teacher should PROCEDURES AND ACTIVITIES FOR THE TEACHER CULTURESBecome aware of other lands and worthwhileProvideexamplesIntroduce, opportunities ofbooks. atvery the early third for means grade,children of legendscommunication to become and storiesacquainted among asmen. with Include the first contribution to Ibodernu SELFBegin and to othersgain understanding of realizing:HelpLewischildren's childrenCarroll. literature, gain understanding Alice's Adventuresof self and in colleagues Wonderland, by by the necessitycommonrelationship activities for ofsharinggiving one'sby engaged everyone. assistancewithself in othersto and the toexperienced group people Readthemselves books to and children their peers.which will help them to understandAndyA Friend and theIs SomeoneSchool BusWho Likes You Title Include such titles as: AnglandBeim Author Everyat least primary one roamprose should and one have HundredTooTwoSmallest Many Is DressesaSisters BoyTeam in the Class EstesBeimBeim 000001poetry anthology, WhatJohnCathyNoPlay OneWill and withIs Listens IHisCompany MeWear? Thumbs to Andy LexauShortallOldsGuilfqyleEts .00 filereachingPrepare on the abeyond card desk file thefor holidaysofquick best-liked reference and seasons poetry, and categories. arranged by Let'scontent, Be Enemies use. Udry Keep the PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS 213 workObtainPupils Mr. informationmay Carroll did about and why Lewis we shouldCarroll. remember him. Include t kind of CreativeAUDIO-VISUAL(Film) Drama: AIDS The First Steps. Create a story play about one of the following: going to school For(Filmstrips) ordering procedures,color.Northwestern refer to University, 1962. accordsmuralUse pieces which to ofothers. willfelt depict and other some scrap of the materials acts of kindness to createhelpingsharing a a friend book. Colored burlap may be used as background one a AmericanElementaryApprovedof Education, FolkList and TalesofHighCity Filmstrips of Schools,ulumSeries. Chicago. Films, forBoard Inc. color. Curric- originalaboutPreparematerial. acts drawingsa "friendship" of kindness. or pictures book. cutWrite from compositions magazines. which tell The pages may be illustrated with The topics Filmstrips.Children of Manv Lands.Center,Britannica 1959. Films, Inc. Curriculum Materials color, with manuals. Encyclopaedia1:&w. may be similar to the following suggestions: SharingHelpingHolding awiththe Friend Door a Friend. Carry Open Packagesfor a Friend "The"Caps"Andy CamelCircusBiggest for and Sale" Who Baby"the Bear" Lion"Took a Walk" Lighthouse" F-ilmvtrips. Center,"Curious"Little"The Little 1959. Toot"George Red Rides a Bike" Curriculum Materials color, with manuals. 391. "Magic"Johnny"Jenny's"In"Five the Michael"Chinese Forest"Crow's Brothers" Garden" day Book" 392 LITERATUREDE FLOP APPRECIATION OF GOOD OBJECTIVES EncourageThe teacher children should- to - read widely. PROCEDURES AND ACTIVITIES FOR THE TEACHER Gradually increase the throughDiscover literature special I In Ds, withtoUsequality read; thethe maturity existing whenand depthsufficient andinterests of skill the enthusiasm suggestedinof reading.children ismaterial, builtto encourage regarding in accordance them Readfields,reading, a variety and olfer finally, of other material to selections different to children: pertainingfields. to relatedpoetry Occasionally,stop just before read thea part climax of anto excitingarouse the story curiosity to nonfiction.fictionchildren; of the fact and fancy Presentthatpartchildren ofare to the andfactual.children story. to stimulate Helpmany childrenstories their thatdesirediscover are to fanciful readthe basesthe and remaining for determining that which is fanciful and that which CanCouldis real:animals thethis boy incidents happentalk? or girl at actually yourbe you? house? happen? Assigndesignatedlibrary.grade severalchildren. as questionsfiction and related nonfiction. to a unit of study to third- Have them learn to find the sections of the library Have them locate the information in the manyHelppatternare childrenselectionsa composition in some distinguish of poetry ineach. verse. similar Helpbetwen children toprose that and decideof poetrymusic. if theby readingwords Help them sense the rhythmic 215 PRACTICES MID EVALUATION FOR PUPILS AUDIO-VISUAL AIDS INSTRUCTIONAL AIDS tableUseaPupils book the or which mayroom desk. is library appealing when andfinished read withthe story written at work.the library Select (Filmstrips)Filmstrips. Center, 1959. Curriculum Materials color, with manuals. marylibraryon"Share the of an bulletin booksa excitingstory" "advertised" board. bybook drawing in a thepicture share or a story space. Encourage classmatesand to read the pinning it on the space provided writing a brief sum- "Millions"Mike"Make"Hercules""Georgie" Mulligan"Way offor Cats" Ducklings" ShowKee:, thea record of titles of books read by making a mysterychart.animaladventure stories stories different types of stories found interesting:stories aviationstories storiesabout people Story Time Picture Tales."Story"Stone"Red Soup"of Carpet" Ping" Curriculum tions:Bring to class examples of the various magazinesbooks newspaperspamphlets kinds of publica- For(Records) ordering procedures,Films, _refer Inc. to color. andHaveinterestingFindfrom report committeesout the from librarian,on for the investigateclassmates interestinglibrarian if possible, tothewhich items.read. contents magazinesand of theshould magazines prove bringObtain themPrepare a bulletin these magazines to class. AEducation,ApprovedArts Childts Subjects, TextGarden City Book 1962-1965, ofof Chicago. ListVers3s. for Board Language of Scott, Listenreallydetermineboard to whichoccur. a ifstory will the theshow teacher vividly reads. these various sections. things which happened in the story could Think about it and itndv and the Lion. The1..ittlericulumForesman Biggest Toot. Materials &Bear, Co. Cans forCenter. Sale. Cur- Writefanciful.if it two stories about the same topic. Make one read as were true, then write the same story but make it The Camel Who Took a CurriculumRedWalk. Lighthouse. The LittleMaterials The Circus Center. Baby. 216 LITERATUREDEVELOP APPRECIATION OF OBJECTIVES GOOD The teacher should-- PROCEDURES AND ACTIViTIP FOR THE TEACHER throughDiscover literature special INTERESTSfact and fancy maturemayfactOrganize be usedtheyand fancy.thetomay indicatebooks in the assume the responsibilityProvide a place of for the classroom library topic of the books. poetry. accordingcoding. to Color codes As children dramatization ofTheinSelect a followingdramatizingstory stories or steps athat story and noem: maymay be be used dramatized in planning easily. the dramatization improve taste in selecting Increase skill stories. DiscussMakeSelectDivideDiscuss plans andthe the for plancharacters.story possibilities the the intodramatization. conversation. parts. of dramatizing the story. Do not memorize parts. haveEncourage read. children When they to give oral ActPlan out a thesimple story. setting. are able, have them make written reports on books that they Thesediorama,Reportsaidreports. childrenmaybe mayor bookalsodisplayed. who jacketbe desire given depicting by Using a simple form that has to share what they have preparing an illustration, a scene from the story. been duplicated will read. 217 PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS PupilstheDraw shelves a floormay reserved plan of forthe fictionschool library.and nonfiction. Show in the plan Children's(Records)AUDIO-VISUAL Stories AIDS and Songs. Makemates.Select, a list at of intervals, enjoyable a"tall story tales" to share with Answer the question: Whatfor dramatization which has is meant by "tall class- tales"? Curious George Rides-Folkway aJenny'sChinese Bike. Records. FiveBirthdayBrothers. Book. In the Forest, Curriculum anddramatizestoryinformallyfirst action afterbeen afterplanned. withoutreadsome a by simplescript preparation;classmates. planning.has been prepared, costumes made, anotherOne time, time, dramatize dramatize a story a At still another time, Georgie. Stone MaterialsRed Carpet. Center. SOW).Curriculum Materials Stors. of Ping, trap,"TheRepeat Three trip f mil Billytrap, ar storyGoatsacross Gruff": refrains with the storyteller,the bridge." as in "He went trip trap, trip Thejust Kitten So Stories. Who Saved Christmas.Center. Spencer Press, Inc. MakeTakethe aturnsnext filmstrip, childtelling begins.) using part largeof a story.strips of paper, (When one child stops, about an j.lagic Michael. White Snow.DeSnow Saymont Bright Johnny Records. Crow's Garden. Pancho. ofPaintoriginalscenes new aadventures mural asstory they to or are showfora storyshown favoriteinteresting thatto characters.has book characters. the class. been read. Narrate the Think Pike Mulligan. Millions(akeCurriculum of Way Cats, for MaterialsDucklings. Center. Hercules. Center. Usesharing the form a good the teacher supplies, and write a report book with classmates. poetrySounds Time. around Us.& CurriculumCo. Materials Scott, Foreman & Co. Scott, Foresman ptorytime Favorites.Inc. - Spencer Press, 218 LITERATUREDEVELOP APPRECIATION OF GOOD OBJECTIVES The teacher should PROCEDURES AND ACTIVITIES FOR THE TEACHER throughDiscover literature special INTERESTSinterpr&Ation thethisevaluateEncourageHave children. mightproductions them. childreninterfere that to with makeare the suggestions, spontaneouschildren's try ownexpression them best out, effort. of and It is unwise to impose rigid standards as memorization mentusuallyTake of time poetry.a few for moments poetry! that can be set aside for thebetween justenjoy- before changes dismissal in activities Utilize short periods: Even during a crowded day, there are Introduce children to good poetry as an importantwhen partduring an ofactivity rest periods suggestspoem aas remembered one in teacher's card file. haveintriguedTheygrades,the a kindergarten-primary arenatural childrenbyenchanted the love pronounced show forby jinglesanrhythm, almostliterature rhythm andrhyme, instinctive ofnursery program. simpleand therhymes. poems.love sound for of poetry. words. In the primary They are Children 219 PRACTICES AND EVALUATION FOR PUPILS BEST COPY AVAILABLE INSTRUCTIONAL AIDS PreparePupilsstories may.a orliterary riddles, program. songs based upon poems, the recitation The program may include skits of neededand dramatization to help tell of the poems, story: and the preparation ofmaps materialscostumes showing relating the locale to the literature of literature . largeillustrative pictures programs depictingon theincluding times,program characters,selections usedor 4 .* I L Participateof poems. Whatin the does dramatization the poem make of onethe feelrhythmic like expressiondoing:dancing? places in the literature. Bringclassmates. a poem to read or say to the class hopping?dkipping? Tell why it is a favorite poem. and share it with LITERATUREDEVELOP APPRECIATION OF GOOD. OBJECTIVES The teacher should PROCEDURES AND ACTIVITIES FOR THE TEACHER -' throughDiscover literature special INTERESTSmemorization Select poems for use with IsIs the the poem poem related simple tounderstanding?and well withinexperience? a class, consideringa mood,the following: a situation, or an the children's tothePresent joinpoem. in a onnew parts poem theyby reading it Is there a variety of appealrhyme, Reread it on succeeding days, remember. several times. encouraging childrenrhythm, action? Talk about Realizeguage,heldPresent bythat rhythm, thepoems memorization teacher's somood, effectively or genuine story of the that childrenfeeling will asbe wellcaught as andby the lan- poem. children.tionsisand well-likeddesire will beto automaticallykeepand repeatedthe Guide those who need additional information permanently. A shouldmany come times becausememorized under of one'sdifferent by a great cond- number help by: poem that interestof selectingencouragingreading the special thempoem torepeatingpartsor them have rhythmicthem with pattern the say parts that are repeated that are difficultas a whole andchildren askingaskingrepeating all for the thevolunteers childrenentirewiththey tothe may teacher. say the poem with the teacherpoem, reassuring children thatto recite therecite the poem independently poem together INSTRUCTIONAL AIDS - }talk e aPupils poetry may-book of favorite poems learned in class. PRACTICES AND EVALUATION FOR PUPILS haveDramatizebeingIllustrate different dramatized. an theinterpretation versions poems. or if of they a poem. can guess which poem is Original poetry See if classmateswritten by children in the Chicago Public 66=6 DEVELOP APPRECIATION OF GOOD OBJECTIVES The teacher should-- PROCODURES AND ACTIVITIES FOR THE TEACHER LITERATURE throughDiscover literature special INTERESTS TeachandInitiate distinctive children choral to refrainsspeaking interpret andby poetry presentingengaging through words. poems the with technique definite of choral speaking Thechildrenprimarychoral following speaking, gradesfor suggestionsthis are sometimesactivity: readiness may called beperiods found verse forhelpful choirs.choral in speaking.preparingInitiate choral speaking by presenting poems with The early Read a poem with a refrainsoft,sayingjoin"catchy" in as and the onin refrainschorus, thepoemsinging.) chorus. at havinganand appropriate engaging children words. tempo. (Bark time to keep children Hold voices AfterUse children a poem thatknow asksa four-thequestion"Baa, and class orBaa,answers six andinto Black -linethe atwo question,childrenSheep." poem,groups. divide answer.)like (The teacher asks Havethe our group say the 0,000""Pwork,periodsThe 100f earlybuilding of gradespreparation toward "are it merely forbut choirdoing twofirst lines, two lineslike theand Motherthe other Goose group rhyme: say the next I"1, caught 2, 3, a hare alive! 5! Arbuthnot,Childrenthatnone aof real theand p. choirintensive Books,209. necessitates." drilling Hay Hill Have children discoverittapping thealoud. rhythm fingers of softlya poem asby the teacher reads I6, let7, 8,her 9, go 10! again." 223 Pupils may PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS Participaterespondinggivetell onethe line,stogy;inas choraldirected the girls, girlsspeaking by say thethe the byteacher.next. refrain.learning Boys may likeOr theto boys may the selection and Use:manyduring methodsthe year: of recording reactions Keep a card file; include author, title, to stories 4read and personal BakeConstruct book jackets a diorama; representing athecommentsrepresent story. jackets onstories an onbooks. exciting the read; bulletin scenedisplay board.from 409 419 OBJECTIVES BEST COPY AVAILABLE PROCEDURES AND AC11V1TIES LITERATUREDEVELOP APPRECIATIONDiscover OF special INTERESTS GOOD MakeThe theteacher librer7 should-- accessible and inviting, and it will FOR THE 'TEACHER throughlibrary literature developstimulateTheavailablestimulate library literary dramatization,should should intet be varied in contain good storybooks recreational reading. and books of poetry whichin content, form, and which will The books difficulty. will ment.individuallyProvide for frequentbrowsing In addition to the time appreciation. opportunitiesthrough to books,read for the which a child program should may spend sheer enjoy- Approvedentitledofasinclude booklibrary 14st "Elementaryplanned,titles periodsof LanguaRefor and free-reading periodsroom during libraries by consultingReading Resource Materials"reading club time. (See suggestions the week, such the sectionin the 'PAM fAlk PUPPETS allEncourage1962-1964.) kinds of children picture who GLOVE books. do not yet read to Arts InstructionalPUPP cut off iwo fi riger6 look at and handle Materials, Otte dee,. in arm make rs PRACTICES AND EVALUATION FOR }UPILS BEST COPY AVAILABLE INSTRUCTIONAL AIDS 225 ObtainPupilsgivingrequire a permission, librarymaythe ability card signed fromto write theby tr..%-1.1: t.t'3 own name and a statement aren't. library. It will PUPPETO library.andKeepand participating readinggirls make skill story in progressing the selections. summer duringreading the club summer at a bypublic joining The library has many lists of books to help boys cardboard safseroAoki fretween lig beentoContributeConstruct share outgrown" with tohand children themay puppets roombe shared inlibrary representingthe with'classroom. by youngerbringing favorlte children. books characters from home in Books that "have woodehsticK FI 146 E R. PUIPPETS wit!on be screen own ofbooks puppets and dramatizethat may beparts made, of suchthe story.as: handfingerglove puppets puppets puppets papershadow bag puppets puppets There are many kinds ekistic or band home:Hake a model of the hornbook, using material obtainableFindBe sure outat towhy include the first the textbooksthree items were the called book contained.hornbooks. iorubber ho on handld KeepbeandUse enjoyed Newbergthe a librarylist and of Medal rememberedfacilities Awards, by toand thefind why end out they of who arethe received presented.year. Caldecott the Caldecott books read and see how many can 412 HAND P tOPPEar5 226 POETRY, SUGGESITONS1 Aldis,Author Dorothy AutumnBadAsleep Party OETIZY. AuthorBennett, Rowena Bastin MotorAMeeting Modern Cars the Dragon itlEaster Bunny EverybodyIceGoodGoldfishBrooms Says Chute,Brewer, Marchette Ebenezer Gaylord Cobham SpringMyLittleThanksgiving Dog Rain Things Magic MyLittleInJack theNose 0*Summer Lantern DeCopCooper, la len,Mare, GeorgeGrace Walter Wilson TheFirefliesCome, Huntsmen Little Leaves WinterSquirrel,SnowTheNaughty Seals Soap Squirrel Story Field,Farjeon,Evans, EugeneMildred Eleanor NewTheA KittenYear Duel Prayer Barrows,Allen, M. Marjorie L. myHallowe'en CatTheZipper First Suit SongSnow Field, Rachel Lyman DoorbellsCityAnimalWynken, Rain Store Blynken and Nod Bates,Baruch, Clara Dorothy Doty Walter WhoMerry-go-round LikesDMD Rain Working Men ThanksgivingSomethingSnowHallowe'en in Told Day the WildGeese the City 'RecommendedBehn, Harry by the teachers of district 17 This Happy Day for use in the primary grades Fisher, Aileen UntilMy Dad We and Built I a Cabin Title or Title 227 AuthorFyleman,Frost, Frances Rose Mary The BalloonChickensLittle WhistlerMan Roberts,A Eligabeth Madox LittleTheFirefly RabbitHens Rain MiceSingingOctoberHuski-HiThe Goblin Time Rossetti, Christina G. BrownThe BowWoodpecker and that Furry BridgesHeaven Greenaway, Kate SchoolLittle IsWind Over Sandburg, Carl FogWhatLittleColor Is BunnyPink? Lear,Hughes,Hawkshaw, Edward Roselind Ann TheStop,LittleA WasOwl Look, Raindropsanand Apple theListen Pussy-CatPie Stephens, James TheWhiteTheme White Fields in WindowYellow Link,Lindsay,LeCron, Lenore HelenRachel Cowles HoldingLittleThe Turtle CharlieHands (Elephants) Chipmunk Stevenson, Robert Louis MarchingSingMyRainForeign Shadow a SongSong Lands of Seasons! McGinley,McCord, David Phyllis UP Is Farthefor andProudUmbrellas Few Policeman Taylor, James TheIWhere TheLove Star Swing GoLittle the Boats?Pussy Mitchell, Lucy Sprague Jam Alexander HousePuppyHappinessIn the ofand Fashionthe I Mouse Tippett,Teasdale, James Sara Sterling AutumnFamilFebruary"Sh" iWoods at. Twilight Friends Orleans,Mother Goose no A ThankInsectsBlade You,of Grass God Turner, Nancy Byrd FirstBuccaneerBlackTrains Thanksgiving and Gold Ric/la:des, Laura E. 415 TalentsKindnessJippy andDiffer toJimqy Animals 416 A Sure Sign of All THEYear CALDECOTT Author Title CALDECOTT MEDAL SUGGESTED READINGS AWARDS' EDAL A RD Level Publisher 1938 Lathrop; Dorothy Animals of the Bible 4-6 J. B. Lippincott Co. 194119401939 Lawson,DmAulaire,Handforth, Robert I.Thomas 14., andD'Aulaire, E. P. AbrahamMeiThey Li Were Lincoln Strong and Good 4-63-5 TheDoubleday Viking &Press, Co., Inc.Inc. 194219441943 McCloskey,Slobodkin,Burton, Virginia Robert Louis ManyMakeThe WayMoonsLittle for HouseDucklings HoughtonThe Viking Mifflin Press, Co. Inc. 19461945 Petersham,Jones, Elizabeth Maud, and Prayer for a Child (Text by RachelJames Thurber)Field) 4-6 TheHarcourt, MacMillan Brace Co. & World, Inc. 1947 Weisgard, Leonard Petersham, Miska The RoosterLittle IslandCrows pseud.)(Text by Golden MacDonald, DoubledayThe MacMillan & Co., Co. Inc. 19491948 Hader,Duvoisin, Berta, Roger and Hader, Elmer WhiteBig SnowSnow Bright Snow(Text by Alvin Tresselt) 3-5 Lothrop,The MacMillan Lee & ShepardCo. Co., Inc. lInformationMarch, 1962. furnished by the Cataloging Section, Division of Libraries, Chicago Board of Education, Year Author Title Level PublisherCharles Scribnerts Sons 199019521951 Mordvinoff,Politi,Milhous, Leo Katherine Nicholas TheSongFinders Egg of Treethe Keepers Swallows (Text by Will Lipkind) 3-54-6 Harcourt,Charles Scribnerts Brace & World, Sons Inc. 195519541953 Ward,Brown,Bemelmans, Lynd Marcia Ludwig MadelinetsCinderellaThe Biggest Rescue Bear (Text by Charles Perrault) 3-53-4 HarperTheHoughton Viking & Bros.Mifflin Press, Co.Inc. 19571956 Simont,Rojankovsky, Marc Feodor A FrogTree WentIs Nice aCourtin/(Text by JaniceJohn Langstaff) May Udry) HarperHarcourt, & Bros. Brace & World, Inc. 196019591958 Ets,McCloskey,Cooney, Marie Barbara Hall,Robert ChanticleerTime of Wonder and the Fax(adapted) 3-54-6 ThomasThe Viking Y. Crowell Press, Co.Inc. 1962/961 Brown,Sidakov Earcia Nicolas and Labastida, Aurora OnceNineBaboushka aDays Nouse to Christmas(Text by Ruth Robbins) 31-4K-2 CharlesParnassusThe Viking Scribnerts Press Press, SonsInc. 196319651964 Keats, Ezra The Snowy Day K-2 The Viking Press 230 GENERAL Brewton, Sara W. (comp.)Seasons. New York: HOLI The Macmillan. Co., 1955. Sing a Song of AY LITER,ATU2E Bulla,VALENTINE'S Clyde R.DAY Thomas Y. Crowell Co., 1959. Valentine Cat. New York: Reck,Moore, Alma Lilian. K. Tenn.: Abingdon Press, 1959. Some Days toOnce Remember. Upon a Holiday. Nashville, Milhous, Katherine.New Auolonials York: Valentine. Charles Scribner's Sons, 1954. Sechrist, Elizabeth H.Days.Children's Press, Inc., 1958. Philadelphia: MacraePoems Smithfor Red Co., Letter 1951. Chicago: D'Aulaire,GEORGE WASHINGTON'S Ingri, Washington.andCo., BIRTHDAYParin, Inc., Edgar.1936. Garden City, N. Y.: Doubleday &George ABRAHAMVery, Alice.LINCOLN'S BIRTHDAYBoston: Plays, Inc., 1957. Round -the -Year Plays for Children. #Heyward, DuBose.EASTER Country Bupny and the Little D'Aulaire* Ingri, andCo.,Lincoln. Parin, Ina., Edgar.1959. Garden City, N. Y.: Doubleday & Abraham Milhous, Katherine. Charles1939.BeeGold Tree. Shoes. Scribner's Sons, 1950. Boston: Houghton Mifflin Co., New York: Lindgren,CHRISTMAS Astrid. New York: Coward-McCann, Inc., 1962. Christmas in the Stable. Gaer,HANUKAH Joseph. Boston: Little, Brown and Company, 1953. Holidays Around the World. dRecommendedHurd, Edith Thacher.Harper and Raw, 1962 for reading to primary Christmas Rm. New York: children J1artignoni, MargaretCompany, NewE. York: 1962. The Crowell-Collier Publishing Harvest of Holidays. BEST COPY 231 SelectionsatiORIAL mayDAY be found in some of the GLIIERAL McLeed, nmilie W. Little, Brown e: Co., 1959.AVAILABLE Clancy's Witch. Boston: holidayCOLUMBUS literature. DAY #Slobodkin,Eassey, Louis. Jeanne. Alfred A. Knopf, Inc., 1959. Littlest Witch. Trick or Treat. New York: New York: Judson,Norman, Clara Gertrude. Ingram.G.Chicago: P. Putnam's Sons, 1960. Follett Publishing Cc:, 1960. Man Named Columbus. Christopher Columbus. New York: Unwire, Nora S. DuttonThe Macmillan & Co., Co.,Inc., 1959. 1953. Proud Pumpkin. New York: E. P. Beim,HALLOWE'EY Jerrold. Sir Hallowe'en. New York: THAHEiGIVI7.C.Daigliesh, Alice. Thanksgiving Story. :ew York: Bright, Robert. WilliamDoubleday Morrow e, Co., & Co., Inc., Inc., 1944. 1959. Georgie. Garden City, N. Y.: Hays, Wilma P. Coward-McCann,Charles Scribner's Inc., Sons, 1955. 1954. Pilyziri !Tew York: Brock, Emma, et al.N. Y.: DoubledayGeorgie's & Co., Inc., Hallowe'en. 1958. Garden City, Davis, Lavinia R. Co.,Shadowy Inc., Shapes. 1949. Danny'sNew York: Luck. Spooks and Spirits and E. P. Dutton & Garden City, Friedrich, Priscilla.York:N. Y.: Loth-op, DoubledayLee & Shepard & Co., Co., Inc., Inc., 1953. 1960. Yarshmallow Ghosts. Few #Recommended for reading to primary children 422 232 ET011E5 TO !MAD FOR THE ACADEMICALLY LESS AEL:2, GRADE THREE I DEPENDENTLYPUPIL1 Anderson, C. U. The Macmillan Co., 1936. Dill: and Blaze. Hew York: Sage, Michael. Philadelphia: If You TalkedJ. U.to Lippincotta Boar. Co., 1960. Bemelmans,Beim, Lorraine LudwiL. L.New York: Williamllorrmre: Co., Inc., 1949. The SmallestEadeline Bov inand the the Class. Gvvsies. Shannon,Seuss, Dr. Terry. (pseud.)Geneva, Ill.: KidliktsHoughton Kavak.Kifflin Co., 1957. The Cat in the :at. Chicaro: Newberry, Clare Turley.HarperNew York: & Bros., 1936. Vanguard Press, 1959. Xlittens. New York: Steiner, Charlotte.II.Albert Y.: Whitman & Co., 1959. Doubleday & Co., Inc., 1957. Karoleena. Garden City, Rey,Norman, H. A.Gertrude. HoughtonG. P. Putnamls Mifflin Sons,Co., 1957.1960. Curious Ceorize Flies a Kite. Joluur.- Annleseed. New York: Boston: Williamson, Stan. FollettYork: Publishing Co., 1962. Lisl. Puddines Wonderful Lone.Thomas Y. Crowell Co., 1956. The No-Bark Do-. Chicaco: 1:ew under1For "Elerintary Reading, Resource Materials." additional suggestions, see the Annroved List of Languare Arts Instructional Materials, 1962-1965 424 425 233 FOR THE ABLE PUPIL 1 New York: Bannon,Beatty, Laura. Hetty Burlingame.Boston:The BobbsKerrill Co., Inc., 1960. Houghton Mifflin Co., 1959. Hop-High. the Goat. Voyage of the Sea Wind. Indianapolis: Lionni,Jones, ElizabethLeo. Orton.TheObolensky, Macmillan Inc., Co., 1960.1952. Inch by Inch. Big Susan. New York: Ivan Berquist,Caudill, Grace.Rebecca.Nashville, Tenn.: The Boy WhoThe Couldn'tHappy Little Roar. Family.Abingdon Press, 1960. New Seuss, Dr. 1937.Mulberry Street. And to Think that I Saw It on New York: New York: Vanguard Press, Charles Daigliesh, Alice.tain.York:1952. NewHolt, York: Rinehart & Winston, Inc., 1947. The Bears onCaarles Hemlock Scribner's Moun- Sons, Tudor,Polito, Tasha. Leo. TheScribner's Viking Press, Sons, Inc.,1960. 1960. Moy Moy.Becky's Birthday. New York: Bishop, Clare Hachet.The Viking Press, Inc., 1947. Pancakes-Paris. FOR THE ACADEMICALLY MORE ABLE New York: De Angell, Marguerite.Garden City, N. Y.: PUPIL? Doubleday &Black Co., FoxInc., of Lorne. Carpenter,Bulla, Clyde Frances. R. Thomas Y. Crowell Co., 1955. The Poppy Seeds. Tales of a Chinese Grand- New York: DuBois, William Pene.Viking1956. Prt'ss, Inc., 1956. The Lion. New York: The Coat sworth, Elizabeth.Pantheonmother.Inc., 1937. Books, Inc., 1960. Garden City, N. Y.: Lonely Maria. Doubleday & Co., New York: Fletcher, David. York:Viking Press, Inc., 1947. . Pantheon Books, Inc.,Twenty-One 1957. Balloons. Confetti for Cortorelli. New York: NewThe under "ElementaryFor additional Reading, suggestions,Resource Materials." see the A roved List of Lan 426 111 a e Arts Instructional Materials 427 1962-1965 234 Lawson, Robert. Brown & Co., 1939. Ben and Me. Boston: FOR THE ACADEMICALLY MORE ABLE PUPIL1 Little, Reeves, James. Henry Z. Walck, Inc., 1959. Titus in Trouble. New York: Lord, Began. York:Press, Inc., 1944. Henry Z. Walck, Inc.,Rabbit 1958. Hill. The Trouble with Francis. New York: The Viking New Rice,Schlein, Charles Miriam. D. WilliamCity, R.N. Scott,Y.: Inc., 1958. Doubleday & Co., Inc.,TheMints-Ts 1954. Big Cheese.Magic Garden. New York: Garden Norton,Moore, Lilian.Mary. Harcourt,New York: Brace & World, Inc., 1953. Random House, 1957.The Borrowers.The Snake that Went to School. New York: Spykman, Nicholas.York:1955. Harcourt, Brace & World, Inc., Lemon and a Star. New Quigley, Lillian.Sons,Elephant. 1959. New York: The Blind Men and the Charles Scribner's Wiese,White, Kurt. Eleoyn. City,Harper N. & Y.:Bros., 1952. The Chinese Ink Stick.DoubledayCharlotte's & Co., Web. Inc., 1945. New York: Garden under-For "Elementaryadditional suggestions,Reading, Resource Materials." see the Approved List of Language Arts Instructional Materials, 1962-1965 Let's Play a Story. New Lease, Ruth, and Siks, Geraldine B. Creative Allstrorn,Davis, Jed Elizabeth. H., and 'ilatidns,York:Children's Mary Theatre:Jane I. Friendship Press, 1957. CIZE,rnkTIVE Plat Production for the DEASeattle ATICS Junior ProgramsTheatreDramatics (comp.). Manual. in Hone. Schools. and Community. Chicago: Children's Press, Children's Fisher, Caroline E., Audience.and Robertson, Hazel G. New York: Harper & Bros., 1960. Siks, Geraldine B. forInc., Children. 1953. New York: Creative Dramatic= An Art, Harper & Bros., 1958. Fitzgerald, Burdette.SanCalif.:Children Francisco: and the Theatre, rev. ed. Stanford University Press, 1950. Pearon Publishers, Inc., Let's Act the Story. Stanford, Siks, Geraldine B.,Seattle: andChildren's Dunnington Theatre (eds.). and Creative Dramatics. University of Washington. Press, 1961. Haaga, Agnes, and Randles,withtary1957. Younger raterials Patricia. Children. for Use in Creative Dramatics Seattle: University Supplemen- Ward, Winifred. Education,Health,Bulletin Education Mo.1960. 30. and Welfare, Office of Drama with and for Children,Washington: U. S. Dept. of Kase, Robert. York:of Washington Press, 1952. Samuel French, Inc., 1961. Stories for Creative Acting. New New York: . Playmaking with Children.Appleton-Century-Crofts, Inc., 1957. 2d rev. ed. 236 RE MIL IN ACM NAVE YOU MAK WISEDoes the 6ELECTION5? material fit the children's maturity I G A level? LOVE FOR, LITE DK? DoesDo the the children material respond fit interest enthusiastically? level? 41J011; YOU .15(11.0-110:DoDo you you like know the the story? story well yourself? ST IT EFFECTIVELY? Are children developing a love for good literature? NAVE lilt ATTITUK5Are children effectivelybecoming interpreting more selective? OF 'MCKIM stories and poems? WOO? AreAre children children learningdistinguishing desiring to to take share between care of books?their love of stories with others? fact and fancy? limumionms impair-olimmug =1/011Mme.m.o.ort ON )13 41, MIA 111111-__ __.01111111011.."/ A 238 KIN CARTE' FIRST GRADE OVERVIEW OF SECOND GRADE THIRDTHE GRADE 110.t Build Dictate readiness INFORMATION-4o. through oral PracticeRecord INFORMATIONDEVELOP CAPACITY FOR SELF - EXPRESSION IN PRACTICAL WRITING 400.411 110.t PerceiveBecome aware main ideasof and and use sequencesimplified formsin stories, for FRIENDLY problems, andand SOCIAL written directions 110- Learn to use various methods of keeping RECORDS LETTERS ...... 41 DEVELOP CAPACITY FOR SELF-EXPRESSION110. Compose simple INSTORIES CREATIVE and POEMS WRITING based upon experiences and imagination 110. Become aware of purpose of BUSINESS LETTER Understand SENTENCE DEVELOP FUNDAMENTAL SKILLS OF WRITTEN EXPRESSION 110- Write simple SCRIPTS as complete thought Learn to recognize complete SENTENCE 11,, Recognize declarative and interrogative SENTENCES 110- Combine several sentencesBecome aware of essential parts cf simple SENTENCE Bo- Acquire habits of CORRECT USAGE apprt.priate to grade level Use basic VOCABULARY in writing IN1111111101in PARAGRAPH*. Keep to one topic in Use enriched VOCABULARY in writingPARAGRAPH lo110. Learn Learn SPELLING rules of CAPITALIZATION of frequently and PUNCTUATION u3ed words 401.- PiLearn Follow SPELLING teacher-directed of words procedure to meet for learning the SPELLING fan- iliar and unfamiliar words:needs of basic vocabulary of KEY SpecificGeneral objective& objectives of of each the K.-8levelp.-Upper programCentered and all All11111111111111117 and lower case with points of emphasis capitalized capitalized words FOURTH GRADE FIFTH GRADE , K-6 SIXTH GRADE 239 Mul.a.b.alwa DEVELOPON- CAPACITY.. FOR SELF-EXPRESSIONWRITING INLearn to use various PROGRAM means of conveying INFORMATION PRACTICAL WRITING 0...WIRIBMWININDINwo ''' 5-- w. Do. Organize ideas for main topics of simple OUTLINE .....*-Organize main topics and subtopics 10- for simple OUTLINE.---110.- Do.LearnUse Cor.-ey correct and essentialuse form correct in writingideas form inpurposeful inSUMMARY writing FRIENDLYBUSINESS and LETTER SCC !AL LETTERS Take simple NOTES from one source. S DEVELOP CAPACITY FOR SELF-EXPRESSIONBuild vivid vocabulary IN and sensitivity to sensory images through original - CREATIVE WRITINGSTORIES. DEVELOPWriteCreate RHYMES, FUNDAMENTAL characters, LIMERICKS, settings, and situations SKILLS in SCRIPTS OF short POEMS . for dramatization WRITTEN EXPRESSION .-1 EliminateRecognizeDo.Identify Understand fragmentary subject and compose functionand and predicate ofrun-on declarative, words ofSENTENCES andsimple phrases interrogative, SENTENCE as elements imperative, of SENTENCE and ; Become aware of clause as elemeniexclam-a of SENTENC tory SENTENCES illm1111010 MakeUseWrite VOCABULARY simpleusesentence PARAGRAPH and extended closing with sentence.40.-iby topic E Write two or more use of- knowledge of sentence structure in applying know ledge of word relationships related PARAGRAPHS.... rules of CAPITALIZATION curriculumEmploy systematic procedureA for lear`ning word areas, and personal use rception and dictionary skills in determining SPELLING of familiar and unfamiliar words ..4110- SPELLING of unfamiliar words 1 and PUNCTUATION*- DevelopmentSuggestedExtensionReadiness point and of extension formal intros: 46-e, action or f readiness stage --- andprimary,Grid upperfor intermediate,designation grade levels of Gridofdesignation grades for 240 KINDERGARTEN FIRST GRADE OVERVIEW OF THE SECOND GRADE THIRD GRA Acquire readiness for handwriting DEVELOP FUNDAMENTAL SKILLS OF WRITTEN EXPRESSION ----- Learn to use MANUSCRIPT WRITING 11110- Maintain skill in MANUSCRIPT WRITING Learn to use CURSIVE WRITING KEY GeneralSpecific objectives objectives of ofthe each K-8 program- Centered and level -Upper and lower case with points of emphasis capitalized all capitalized words LEFT-HAND POSITIONS I CURSIVE OP CHALKBOARD 11A1141PWITINQ r. POS 014$ F01711 GRADE FIFTH GRADE SIXTH GRADE WRITING PROGRAMUse MANUSCRIPT WRITINGK-6DEVELOP for legibility FUNDAMENTAL whenever appropriate SKILLS OF WRITTEN EXPRESSION 1.---=111=111111101 Improve size, slant, spacing,Set STANDARDS and recognize proofreading symbols in editing material and letter formation in CURSIVE WRITING i 11111" SuggestedExtensionReadiness oL pointf rei...11, of formal introduction stage andprimary,Grid upper for intermediate, designationgrade levels of ofdesignationGrid grades for Development and extension =010,- RIGHT-HAND POSITIONS iimanantrriate PiArrinam 7/,, MANUSCRIPT Important considerations for the introduction of written expression at the primary level are: thechildren's readiness interest of pupilsof and communication.in realization both speaking of theand needwriting for this form Oralprimaryexpression.cannot and childbewritten separated should composition bein encouragedthe beginningare interdependent and stagesdeveloped. of andchildren's interrelated. written The spontaneity and natural urge for expression of the They Go$4. AnIt composition.effective is important language to remember program thatin the oral primary communication grades is precedes one that: written provides enriching,a favorable first-hand,build climateclassroom background for atmosphereand writinga vicarious and to friendly,encourage experiences informalthe todesire to speak and Children should hear providesincludes motivation systeaatic,writing forwrite planned creative instruction expression in the mechanics of imitateshouldandstandard see be standard itEnglish encouraged written; English.spoken theyto providesencourages forsituations theaevaluation child use ofandtoexpression standard. expressofcenters a.dhildts his ofEnglish. interestown work promoting free ideas and experiences 243 CONTENTS UMW=DEVELOP CAPACITY FOR SELE-EXPRIMION IN CREATIVL WRITINGComposeDictateBuild readiness simpleINFORMTION STORIES through and oral POEMS practice based upon experiences and imagination SELF-IMPRIOSION IN PRACTICAL WRITING 252246 DEVELOP EMMENTAL sous AcquireUnderstand habitsreadiness MIME of asCORRECTfor complete handwriting USAGE thoughtappropriate to grade level OF WRITTEN EXPRESSION 254 fls MIST)v MAW.°-11 ° CAPACITX FOR SELF-EXPRESSION IN PRACTICAL WRITING RecordBuildDictate readiness INFORMATION through oral 1,1 1,',. 011 practice 25C DEVELOP CAPACIT! FOR SELF-EXPRIMSION IN CREAAVE WRITINGLearnPerceiveBecameBecome to awareusemain various ideasof purposeand and methoduse sequence ofsimplified of keeping in stories,forms RECORDS for problems, FRIENDLY andand writtenSOCIAL LETTERSdirections EUSINESS LETTER DEVELOP FUNDAMENTAL SKIDS OF WRITTEN IMPRESSIONUseRecognizeLearnCook-A&ae basic to recognizedeclarativeVOCABULARY simple STORIES complete inand writing interrogativeand SENTENCE PODS based SENTENCESupon experiences and imagination 272266 LearnAcquire rules habits of CAPITALIZATION of CORRECT USAGE and appropriate PUNCTUATION to grade level CRITERIA FOR EVALUATING LearnAcquireLearn to SPELLING usereadiness MANUSCRIPT of forfrequently handwritingWRITING used COMPOSITIONSGRADE ONE words 283 DEVELOPSECOND GRADECAPACITY FOR SELF-EXPRESSION IN PRACTICAL WRITING 284 LearnPerceiveRecordDictateBuild to INFORMATIONreadinessuse-variousINFORMATION main ideas through methodsand oral sequence in stories, problems, and written directionsof practicekeeping RECORDS DEVELOP CAPACITY FOR SELF-EXPRESSION ComposeBecomeBecome aware simpleaware of ofSTORIES purpose and and of POEMSBUSINESS use simplified forms for FRIENDLY and SOCIAL IN CREATIVEbased WRITING upon experiences and imaginationLETTER LETTERS 29J CZ' rb. DEVELOP FUNDAMENTAL SKTILS OFAiRecognize declarativeLearnCombineBecome toand awarerecognizeseveral interrogative of sentencesessential complete inparts WRITTEN EXPRESSION SENTENCEPARAGRAPH of simple SENTENCE SENTENCES LearnAcquireUse basicSPELLINGrules habits VOCABULARYof ofCAPITALIZATION of words correctand in topersonal writing; USAGE and use meet needs of basic vocabulary, appropriate to imitat.agradePUNCTUATION level standard Enc;lish curriculum areas, CRITERIA FOR EVALUATING MaintainFollow teacher-skill in directed MANUSCRIPTunfamiliar words COMPOSITIONSGRADE TWO procedures for learning the SPELLING WRITING of familiar and 313 THIRD GRADE DEVELOP CAPACITY FOR SELF-EXPRESSION IN PRACTICAL WRITINGLearnPerceiveRecordBuild to readinessINFORMATION usemain various ideas through andmethods sequenceoral ofpractice keeping in stories, RECORDS problems, and written directions 314 DEVELOP CAPACITY FOR SELF-EXPRESSION IN CREATIVE WRITINGWriteComposeBecome simple awaresimple SCRIPTS of STORIES purposeand use and ofsimplified POEMSBUSINESS based formsLETTERS upon for experiences FRIENDLY and and SOCIAL imagination LETTERS 320 DEVELOP FUNDAMENTAL SKILLS OF WRITTEN EXPRESSIONLearnKeepBecomeRecognize toto awarerecognizeone declarative topic of essential completein PARAGRAPH and partsinterrogativeSENTENCE of simple SENTENCES SENTENCE 328 LearnAcquireUse enrichedSPELLINGrules habits of VOCABULARYofCAPITALIZATION wordsCORRECTand to inpersonal USAGE meetwriting; and needsappropriate PUNCTUATIONuse imitate of basic tostandard vocabulary,grade levell]nglish curriculum areas, CRITERIA FOR EVALUATING COMPOSITIONS--GRADE THREELearnMaintainFollow to teacher-directeduseskill CURSIVE in MANUSCRIPT WRITINGand procedureunfamiliar WRITING for words learning the SPELLING of familiar 344 246 INDEVELOP PRACTICAL CAPACITY WRITING FOR SE OBJECTIVES EXPRESSION The teacher should-- PROCEDURES AND ACTIVITIES FOR THE TEACHER practiceBuild readiness through oral UseBeconversation everysure allopportunity children in same tohave way: promote the opportunity growth in oralto take expression. topart talk toin thesmall teacher and in large groups in freedomGuideclassmates children of discussion. during to relate the "Show true andand Tell"enjoyable period. experiencesto talk to to classnates. Encourage Helpclassroom children activity, to relate such sequentially as: the steps takenanthea excursionsciencein operation a experiment of a mechanical toy. Encourageinclude:to make themchildren clear who and are easy relating to follow. directions to howclassmates to paint a picture Such directions may helpUse picturesthem gain made fluency by children in oral toexpression. encourage speakinghow and to tomakecut outlemonade. a Hallowe'en pumpkin Dictate INFORMATION Readletters,Act asand secretary labels,tell a varietyaccountsto record of of storieslists trips, of to andarticles, children invitations. ideas,to enrich plans, writtenConversation communicatio precedes 442 oftasteReadtheir this thein backgroundGuide thebest selectionforof literature suggestions.)in many of stories.subject in order fields. to improve children's 443 (See. Literature section PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS 247 Pupilsschool:Tell about may the things in nature observed on the way to Applegate,PROFESSIONAL Mauree. LITERATUREPP. 329-330, 35- 353, 435-492. Easy in English, budsthesnowflakes onfirst a tree. robin falling Baker, Zehna W. . Helping Children Write. The Language .Arts, RelatetheincidentProvide playground. experiences enjoymentoccurring fortoat thehome,classmates class on thein by away relatingsequential to school, a humorousmanner, or on such Dawson, Mildred A. inthe theChild Grades and the Teacher. chaps. xi, xiv. Teaching Language asin explaining carrying outthe itssteps experiment followed withby the seeds: planting committeeobtaining the seedsframfrom the the store children's gardens Greene, Harry A., et&boa.Language al. pp. Skills 211-218. in the Elementary Developing plantingcharting three the progresssets ofone seedsof set each placed set in athe dark window closet and and notwatered watered watered Strickland,Shane, Harold Ruth G. G.PP.Arts 46-47, Instruction 223-227. with Children, Beginning Language The Language Ask parents to take then on excursions to places,museums playsobservingsuch as: (Goodman(Field, the results.ScienceTheatre) and Industry) Tidyman, Willard Marguerite.F.,pp.Arts and 283-308.in Butterfield,the Elementary School., Teaching the Language parksbookstoryzoosconcerts (Garfield,clubs (Lincolnhours (Chicago (Chicago (Chicago Park, Grant, Symphony Public BrookfieldPublic Morton Library). Children'sLibrary) Arboretum) Concerts) Zoo) AE1L, pp. 64-66, 344-347. DEVELOP CAPACITY FOR SELF- EXPRESSION OBJECTIVES The teacher should- - PROCEDURES AND ACTIVITIES FOR THE TEACHER IN PRACTICAL WRITINGDictate ITIFORIATIOL mates.Showthemselvesvation films for discussion.relatedfreely butto unitswith considerationof instruction for to their class- Encourage children to express serve as motj- EncourageHelpexpand children interpretation observation to "read" of through picturenatural their chartsphenomena, own and creative encouragesuchthe thinking. thenleaves to turning color the first blade of grass as: seeTeach in childrennature. to see and to talk about the thingsbirds snowthat flying inthey the South winter the first robin art,Encourage using creativesuch media and as: imaginative self-expressionpaints.clay crayolasthrough beforeProvideschool(See planning first-hand____CuzriArt.K-building a tripand experiences inand the be community.advised for througt suggestions.) of excursionsspecial problems. around the Consult your principal Sparkarouse the curiosity, imaginations such of as: children by using techniquesleaving that a box tied withthe atables beautiful to see ribbon if anyone is curious enough to on one of 44;i write a messa:e on theaccomparzringisask thechalkboard what first is to inthe -read it notice the (tablet, 447 message may have t:ie object saying thatcandy, whoever eraser). 249 Pupils may PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS BEST COPY AVAILABLE identificationCollect leaves charts:and seeds to be brought to class milkweedto cLtalpadevelop seed pods pumpkincommon seeds leaves _mpar19l'14.4at IT C 'Irs Ask withtwoBring sheets acolorful hot iron.of waxedautumn paper leaves and to have class. the teacher press then Hold the papers up to the window to Place them between . :of RSV 4* 41L., : t displayobserveBring toduringthe class effect. the articles "Show andthat Tell" have period:been made at home for Describe. . SVIP xin b boxesdrawingspictures made ofcut into boys into cars. and pieces girls to cut make out a forjigsaw paper puzzle dolls iJ . i .:s toObserve the attention new or unusual of the itemsclass induring the classroom.the day: a new toyplant in sproutingthe playhouse up in the flower box Bring then 4 Cr SS 9 tc) materialshandle,Contribute andthat toto classmates centerstalk about, of willinterest such be as:curious by bringing to observe, from ahome tobeautiful box on the table. mli MP collectionscollectionscolorful pictures of of shells seeds collections of dollsminiatureautos 0Pletn+1113 b ;towers le 448 6 449 0..ie-- 1 250 OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACHER DEVELOPIN PRACTICAL CAPACITY WRITING FORDictate DIFORKATION SELF-EXPRESSION Planco-operativeThe experiencesteacher Should--spirit that will promote friendliness and a takingparticipatingtasting turns fruit with in brought birthdayblocks,equipment--rhythm from dolls,celebrations playhouse, among the children, such as: home slide. instruments, material.usepictureexciteDisplay ingenuity relatedinterest provocative and to andcreativeness discussion.materials in calling a unit of study on the board; on the bulletin board so as toIt is not enough to pin attention to this one must a massgainroomBe ofsure, littledoesobjects in not thevalue withoutappear desire from cluttered focus. tothis kind and give provide interest centers, that the Children ofwill arrangement. see nothing and the impression of Good taste a social situations Teac'iandessential. a ch_..i.drercentral idea the ftinction or theme in each interest center is of rtocial letter-writing as a meanssocial of camrunicationletters. and their obligations notesfriendlynotes of of thanks notesappreciation uponto receiving for Include: a classmate who is ill a kind act a gift in relation to theHavechalkboard words. the children or newsprint create the letters of invitation to paper to write as the children dictate body of a noteparents orally. or the principal. Use the 450 home,Duplicate such as: letters that children a anote note to to a parentsfriend who is ill. 451 create orally to be taken PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS 253. PupilstationInvite may-- composedthe principal by the to class a room and activity printed withby the a formalteacher. invi- ForAUDIO-VISUAL(Film) ordering procedures,AIDS refer to lakePlanon thecards a notecards to to sendwhich parents to will a classmateasking amuse permissionthe who sick is ill. to take a trip. child and cheer him. Draw pictures andClassroomSchools, Art Slide Motionpage Sets, 5. Pictures. Chicago Filmstrips,Public Coronet laclude the following information: howwhatwherecost the the theof class class theclass trip.will is wishes goingget there toto gosee A SeeLetter the toCurriculum Grandmother: GuideFilms, for 1942. the Participatenumbers.Label articles in creatingin "play astore" list ofwith safety prices rules using to "easy"follow on SeeSocialand Approved Globes Studies. regardingList K -3.of Maps. chart Charts, stand. relatingCollectGuidethe way forand toto the labelaschool. unit Social pictures of Studies.) from magazines and newspapers (For the teacher: See the Curriculum onSeeChart J-1 April account.paper 5, is1962 Commodity bulletin. No. 3296. Order aboutthroughthisView formfilm,then. the of Amail communication.Letter from to relatives Grandmother, and friends.to study. Bring letters and cards obtained became familiar with Tell classmates 452 453 252 OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACHER DIDEVELOP CREATIVE CAPACITY WRITING FORCompose SELF-E1CPRESSION simple STORIES and RememberThe teacher that shouldoral expression must precede written expression. POEMSand imaginationbased upon experiences withEncourage which childrenthey have to had relate first-hand stories goingfindinga trip to tothea dandelionthe grocery zoo store. experience,to such the as:class on a topic labelpicturesEhcouragestory them. these related children, pictures to onewho relate, subject. and then help are able, to draw or paint several First, have then tell the the children to newspaper mayboard,Use consistcreate a roama originalposterof newspaper news board, illustrationsor imaginativeas placedexpressions. a chart, ora newsprint.means of encouraging children to on the bulletin The newspaper The following (Usesubjects little might written be used:expression OurMy PuppySnowman.Goldfish and much illustration.) DeterminerhymingappreciateRead rhymes, words.the the possibilitiespoems, sounds and and jingles becamefor toconscious children class use by analyzing of rhythm andto help them a poem before presenting it to the children: roundsrhythmdramatization - -"The "Christopher Barnyard" Robinby Maude MotherGoes Burnham. Hoppity, Goose rhymesHoppity" by A. A. Milne 253 Pupils may IRACTICES AND .VALUATION FOR PUPILS INSTRUCTIONAL AIDS turesCreate in an sequence original relating storybook to byan drawingexperience, three such or fourbuyinggoingas: pic- on new a shoppingshoes trip theSuggest bulletin one- board,or two-word titles for pictures displayed on holiday celebration. UsearediscussgartenBelow only able is bulletinapiCtures antofew exampleidentify pointed until of a board newspaper. reinted wordschildren and kinder- Take turns beirg, "le class reporter. newsgoodspecial ofhousekeeping a activityclassmate's bythat the classmatesnew occurred assembly brother hallor in the classroom orReport orally on: sister. message. Listenrhymingword to poems when read the by teacherthe teacher. pauses. Try to give-theBring to class AskRelatefavouriteit thenmay" to to bepoemsMother saytaken anda andpoemto jingles schoolFather they forandlikethe classmatesread poemsor in class.write it down so thatlearned at school. to enjoy. 254 DEVELOPIN CREATIVE CAPABITY WRIT-MG FOR 3/22-DEPRESSION OBJZCTIVES The teacher should-- PaOCEDURES AND ACTIVITIES FOA THE TEACHEa imaginationbasedCompose upon simple experiences STORIES and- POEMS AnalyzeConsider a poemsuch beforepossibilities using it sciencefamiliar activities things - "Animal Crackers" as: with a unit of study. Useselves various creatively. methods to colors or pictures One method is to present encourage children- "The"Little Turtle" to Red express authorSled" ahem~ano:K,7..ousby Bush. a portion of a varioussentence endings, to the suchchildren. asas noisysoft quiet asas as as: The children then try to suppl Let tochildrPrRead "join a poem in"na'-e onthat taperepeated has much words. recordings of their repetition, encouraging children own work pictlres. WRITE?DEVELOP EURESSION FUNDAKEZITALUnderstand SK LS OF SELIMICE as complete thought UseMaketo manyCorrect reinf:rcean meanseffort errors of theto increasing incorrect useusage, the informally,word when speaking whenever to they the answer. occur. child encouragehavetell childrenstories viewing containinglisten of high-qualityrecordings of songs and to WEEZ radio newor andenriching appropriate vocabulrstories television programsshows. and Ads PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AI03 255 PupilsatCreate hore, ownmay and dramatic wizen read:-, actions perform to a knownbefore poem; classmates at "Show practice actions GeneralBlank tapes School may Supplies be order List. from Le Listenofandturns another Tell" carefully giving orword storytire. words whilethat and hasthe guessing: theteacher same pronouncesmeaning. a Classmates take word. Think nicenoisylargesweetsmall politeloudbiglittlesugary fortrees,Create the or own"feeling" birds poems singing. aboutof poetry. the first snowfall, quick Record their poems on tape. Listen speedy the buds on the Participateitem:from home toin showthe "Shawclassmates. and Tell" period. Tell the children about the Bring something Bring pictures from magazines; show and explain whattowhere whom is it toit was bebelongs obtaineddome with the article. these to thoughtandIn developinglove and for feeling. poetry an appreciation emphasize le classmates: 459 4 60 OBJECTIVES PROCEDURES AND ACTIVITI FOR THE TEACHER WRIlIENDEVELOP FUNDAMENTALEXPRESSION SKTT:rUnderstand S SENTENCE as camplate OF FromEncourageThe goodteacher speakingchildren Should habits,to say more than monosyllables children will write more fluently. or phrases. Acquireappropriatethought habits to of grade CORRECT level USAGE idiosyncrasiesageSetEncourage area good great natural,example mimics. of speech byinteresting speaking which They will quickly copy theycorrectly.talk. hear. Children at this any errors or Acquire readiness for handwriting writingtudestheUnderstand importance towardof symbols the writing ofgrowth atbuilding thisbefore characteristics level oral making any attempt to teach the expressionof growth. and proper atti of children and realize Enablecatesituations throughchildren in writing orderto observe toand became the writing letters of invitationchildren in other classrooms the teacher writingneed in topurposeful makeaware personal of the records: need to communi to the principalto view or an to experiment writingwriting lists letters of materialsfortoperformed information orthe an neededMuseum art in project. relationof Science to andweather Industryregarding an excursionfor lunch, a trip, Demonstratefor written the expression: best position in the bodyhands in when relation using tocrayolas paper on a table, or when which to hold toolsor useda paint brush withProvide their many hands: opportunities painting murals with temperastanding at the chalkboard for pupils to express themselves paintsor easel.. 461 pegboards,Guide children puzzles, in theabacuses. coloringcutting andand designingmounting objects. use of manipulative materials: 46on cloth PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS 257 PupilstalkingDictate may- - languages.their stories to the teacher in their natural nActgThese childro___ JaneSerifs paint om(e- y writesGive carefulhe: attention to the teacher and observemoves thatstarts his as arm athe fromthe topleft of tothe right paper and proceeds to the help.Try to print their first name on papers, with the teacher's bottom. Watch as the teacher writes for the class: plansnamescaptions foron drawings, excursionson drawings, possessions, andexhibits, bulletin parties. andandboards, chartsequipment table-top )03 ShowBringtheirTell" the to period.work ilinstrationsschool on thepictures bulletin to thatthe board. classhave beenduring drawn the at"Show home. and The teacher will help children display whileDevelop working rules forat thec:.f,2.,irk;n easel: to follow wearpressuseshare aprononly brush time onewhen azainzt atsheet paintingeasel ofedgepicture withpaper of classmates cupfor toa 463 washplace hands finished after painting. paperbut ingremovein not drying onexcess top area paintof another befo:,-e paint- paper OBJECTIVES PROCEDURES AND ACTIVITIES FOR IHE TOM ER INDEVKLOP PRACTICAL CAPACITY WRITING FORpracticeBuild SET P-EXPRESSIONreadiness through oral makingProvideUseThe every sore teacheropportunities: opportunityall children should to have promote the growth in oralopportunity expressionr to participate. 9 Guide children to relate true and enjoyable toto talk speaktalk to to inclassmates. thesmall teacher and large groups experiences to 011111 promotingThe length readiness of time spentdepends 0.1111=1 on theirReadclassmates andbackground tell anda varietyin encourage tally of subject storiesfreedom fields. to cf discussion. children to enrich withanddren,Determineupon enrichmentthen theplan proceed. children needsa program activities of involved.the filled chil- LiteraturechildrentsRead the best sectiontaste of inliterature for the suggestions.) selection always, of in order stories. to improve (See motivationconsideration,thanselvesShow films for freelyrelated discussion. co-operation, after to units the viewingofand instruction feeling Encourage children to express of a film but with for classmates. to serve as EncourageHelp chi observationa of natural phenomena:- I thed interpretationfal ing of leaves through their ;A "read" picture charts and rain falling in a puddleown creative thinking. encourage them to 465 nature.Teach children to see and talk about things the first bud on the tree 466 snow melting they see in 259 PRACTICES AND EV ION FOR PUPILS INSTRUCTIONAL AIDS RelatePupils to may the class exciting at thehome lake experiences that have happened: onon first birthday bus ride Applegate,PROFFSSIONAL Mauree. LIIERATURE Helping Children Write. Easy in English. tialDrawtime, order;a seriesselect relate ofa classmatepictures the story onto tooneinterpret classmates. topic; thearrange story in for onseamen- thefirst train ride on 'a holiday At another Dawson,Gray, MildredWilliam A.S. in the Grades chaps. xi, Teachingxiii, of ReadingTeaching language Askinterest:class. their parents to take them on excursions to placesm_ useums of (Field, Science and Industry, Historical Greene, Harry A., mentarYandDevelopingand Petty, Writing. School, Walter Language pp. T. 211-218. SkI7 iT Ele- playsconcerts (Goodman (Chicago Theatre, SymphonyofYoungSociety) Recreationdack Peoples f.'and dren/sJill andTheatre, Players, Drama)Concerts) Park District Division Russell,Shane, HaroldDavid H.G., etRead. al. Children Learn to Beginning parksbookzoosstory (Garfield,clubs(Lincoln hours (Chicago (ChicagoPark, Grant, PublicBrookfield) PublicMorton Library). Library)Arboretwn, Lincoln) Strickland, Ruth G.theChildrenLanguage Elementary pp.Arts 46-47, InstructionSchool, 223 pp.-22?. with283-308. Language Arts in byBringandTheIn applying the beantiftlleavesto fall,class amay hotcollect somepatterns be iron. pressedof coloredthe will thingsbetween becomeleaves that two evident.and growsheets bring in ofthethem waxed garden. to class.paper Hold the results up to the window Tidyman, W. F., andMarguerite. Butterfield, Teaching the Language Watchwhereandshow thesee othersthey moonif haveit athow has nightobservedit changed looked. and it drawin Watchupon appearance. it otheronthe the moon occasions. chalkboard another nightto 467 Children may tell 468 OBJECTIVES PROC AND ACTIVITIES FOR THE TEACHER INDEVEIDP PRACTICAL CAPACITY WRITING FORBuild SELF-EXPRESSION readiness through oral ArouseThe teacher interest should in creative-- and ' imaginative work through art, practice using(See suchthe Curriculummedia as: Guide paints.claycrayolas for Art for suggestions.) excursions ofpFtovidelfirst-hand time day on which experiencesthe excursion is for all excursionsbUilding andwith in the the caumunity. through excursions around theprincipal well in advance to be made. Be sure to discuss 21080Neetiem pictures gain fluency made by in children oral to games that will develop skill in observing expression. encourage speaking and help Promoteingmimeslidliemzesses games readinessof andarticles. theand for handlingdifferences of in various usage of number symbols through count- manipulative devices related shapes, colors, and dies.40meittheammoto mmunemails. curiosity ekildrenrs :mad. imagination result in by questions asked by the chile- using techniques that Conversation precedes Thewesting°trams.Plepare poster the a should posterposter be whichto placed attract advertises in immediate the attention. Use vivid colors and the 3-D effect when a conspicuous place coming of a written commainicasti. 469 thentheRecordedso background. thatto investigate itcircus is seen music andwhen children enter the ons. Say nothing to the children. may also be played softlysoon in they will be a 470 roam. ®g Allow 261 Pupils may-- PRACTICES AND EVALUATION FOR PUPILS CHILDREN'S LITERATURE INSTRUCTIONAL AIDS Tell128"Drawstory thepicturesmanila sequence story paper ofto by thingsthe thatpasting class observedhas theirandbeen show aboutpicturesfolded the the pictures.like onschool. aan sheet accordion. of Make a guagetazySee"Elementary ApprovedArtsEnglish Subjects, WorkTextEtiglish"; Materials"Book 1962-1965 Listalso, for and"Faemen-under Lan- chart)Contribute about to something the telling observed in the community:kinds of hates I of a classroom story (experience plant life and"Elementary Recordings." English Manipulatives excursion.Prepare questions to be answered which are related toanimals an Children may form committees. construction Each committee 1.Story Main Hour Library - Sat., 2:15 p.m. 47- NOTICE 1/tit eltit44,/ !----= ea. theoneshould ofclass the take uponqmestions the his responsibility return. and report the for committee's obtaining thefindings, answer toto ofisbyAdmissionThomas music,awriting program Hughes films, byfor ofticket orChildren's literatureand stopping only;storytelling. obtainedRoansthroughat the this use P.dividualsoredTickets S.A. by children areteacher, free; and scoutavailable groups leader, spon-to in-or Ask questions about a circus. Tell about circuses. rook2. BranchClubs Libraries - Sat., 10:30No tickets a.m. are needed. Makeup rhyming verses about: clownsanimalssounds at atof the thethe circus circuscircus theduringobtainSummer Public June.informationreading Library. clubs at arethe sponsoredlibrary by 116. may tightrope walkers at the circus. 471 participatingobtainableareReading most listsuseflil duringin are the to available program.theteachers; a= to they those are 472 These 262 IN=MOP PRACTICAL CAPACITY WRITING FOR SELF-EXPRESSION OBJECTIVES The teacher should -- PROCEDURES AND ACTIVITIES FOR THE TEACHER practiceBuild readiness through oral Provideand a co-operativeexperiences thatspirit will create participatingpoppingsharing corn materials inon holidayrainy and days ideas.and birthday celebrations among the children, as: a friendly atmosphere centers of interest PlanfromBe polite. roanthe childrenarrangements to the which teacher create and to each The example will promote courteous an atmosphere conducive other. responses tothe freedom teacher. of expression and which a aanreading science art exhibit center. display Centers of interest, for example, promote confidence in may include: materialsboardsMakeandthe bulletinthatbulletin should should will beboards board arousebe planned carebilly thatbright interest and andmounted andlight; stimulate and discussion. are related to the unit of study as artistically composed as a display materials on placed. Bulletin All Dictate MODERATION Actpaintingexpressions as secretary or a toldlesson. and orally record by the children: ideas Bulletin boards shouldlabels teach. on the chalkboard or a chart Record IKFOHRATION recordingBe alert fordata opportunities at their level which of maturity.will result in childrenlettersplans invitationsaccounts of trips At first chil- 473 EXPRESSION.")expression,sectionroam.dren may entitledlabel have pictureschildren "DEVELOP andwrite FUNDAMENTAL items short of compositions.interest STUTI Later, when they have more facility with written 474 about the wRITTEN (See PRACTICES AND EVALUATION FOR PUPILS BESTINSTRUCTIONAL COPY MAIM AIDS matesclassroan.Contribute and stimulate to and helpexpression. build centers of interest in the Bring to school items which will interest class- ForAUDIO-VISUAL(Film) ordering procedures,AIDS refer to thebeenHelp bulletinhungselect in thetheboard "Pictureart or center. elsewhere of the inWeek" the fromroan thosefor the that "Picture have Select a permanent place on Schools,andClassroom Art Slidepage Motion j.etter5.Sets, Pictures. Chicagoto Grandmother. Filmstrips, Public Coronet ofselected: the Week" to be hung. usesfillstells more thea thansto: space one col or. Give reasons why the picture is Picture of the Week Films, 1942. 4 firenanTell about may thehave various related safety to the suggestions class: a patrol causesboy or of fire DrawPlan ora scrapbookcut pictures which of willflowers tell from about magazines. spring flowers.what toto do atin a busy corner. case of fire Paste Makethesewritelabel a on listaeach pagessentence ofpage alland with aboutthestaple thesigns the thename picture.of pages ofspring the together flowerthat one likedepicted, recogiizt:s. a book. or 475 476 264 OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACHER DEVELOPIN PRACTICAL CAPACITY WRITING FOR inPerceiveSELF-E1PRESSION stories, main problems, ideas and and sequence written follow.classroomHelpThe teacherchildren activity, shouldrelate making sequentially the steps the clear steps and taken easy into Use: a Learndirections to use various methods of Encourage children to observe and keep records of varioustheana science excursionoperating experiMent of a puppet thethe paintingmaking making of ofof cocoa aa valentinepicture keeping RECORDS kinds, such as: listsdictionaries of materiat of newn(3dedforcomposition words ato project tobe bebrought used infrom written home LETTERSformsBecome foraware PRIMLY of and and use SOCIAL simplified experiences.ActualBe on thesituations alert for will opportunities provide more requiring meaningful letter learning chartswriting. listing *ties of classmates. meansTeach of children communication; the function for example, of social sending: letter writinga friendlynote of thanksnotes toupon classmates(object, receiving time, who a gift areor thoughtfulness)ill as a Lead a discussion regarding the production of a aletter note ofof appreciationinvitation to for openparents a kindhouse. or act the principal a letter: whatwherewhyto willthewhomone letter besignsit donesaidwill one'sshoUld withinbe thesent name thebe letter sentletter after it is written. 265 PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS toStudyPupilsthe the pictures aclass. seriesmay inof sequentialpictures the order teacher and relatehas mounted. the picture story Other children may have different interpreta- Arrange Identifyoftions; events. listen one's whilejob frau they a tellchart their provided versions by the of teacher.the sequence Room Helpers roanLookcasethe responsibilities.at dutyof the absence. promptly. wall chart or bulletin board and observe class- Choose a helper--- to perform the duty inAccept the responsibility and perform 40K, view:Name.Bringcan collect.to class individual or family invitations receivedbirthday at See how many different kinds of invitations the class Place them on the bulletin board for all to christening strami lk vets. Writethe unita letter of study to the in librarian,the classroom. requesting books holidayweddingrelated to Valentinegraduation party P' books AAA ce t Maketheyfriends,Discuss a mightletter-writing therelatives, write reasons -n variousandforscrapbook associates.writing occasions: including "thank you" samples letters of lettersto PhOtosdraw ofof themselveschildrenapasellohn or are pictures posted theynext to a anr)expressionanletter invitation of appreciation toof asympathy aparty friend upon because receiving of thea gift. illness of tifytheirchild himselfnames. to recognize with a jobhis responsibility.name and iden- This activity helps a j 479 480 INDEVELOP PRACTICAL CAPACITY WRITING FOR SKI.F-EXPELLSSION OBJECTIVES ActThe teacheras secretary should in -- teacher-pupil planning, in recording PROCEDUaES AND ACTIVITIES FOR THE TEACHER LETTERSform?Become foraware FRIENDLY of and useand simplifiedSMAL Thisexperiences, night require and in writing relation on tothe follow-up chalkboard: activities.invitationsaccountsletters of trips ideaslabels Become aware of purpose of ingInrelate prepara`..ion an activity. seventially for developingthe steps storytaken sense,by the- help group chit in arrm develop- to BUZINRSS LETTER Writethe classa letter composes: of request for material or informationto :thattheaan railroad airlinepublic libraryfor the regardinghistory of story railroadingaviation hours INDE.VELOP CREATIVE CAPACITY WRITIEG FOR SFLF-EXPRESSION guagebackgroundRecognize program. variationsof experiences in ability, as important language in theproficiency, writtento the lan- and museums regarding tours. andPOLZ'SCompose imagination based simple upon STORIES experiences and RememberHavesion.related children thatthoughts. oralwrite expression one of more must sentence precede compositions written expres- of Encourage children to relate stories to the clam Involve he children about a topic on which they have had first-hand experience:collectingfindinggoing toa pennythebuttons. grocery store 1111111161* expressionin some written daily 481 writtenofErcouragepictures,story mounted orthe oral children picturesprintpicture expression. questions torepresents.which draw children orto paintbe answered may a pictureuse byto theleadand children. tellthem theinto On the backs of someHave of availablethe a collection 267 Pupils may-- PRACTICES AND EVALUATION FOR PUPILS BISTINCTIONAL AIDS Compose group letters: inviting friends and 9 is to an assembly program April 6463 thankinginviting those rhiletrenMother who to frauhave afor tea other performed the class.classrooms a special to exhibitsservice --foDeerpctri-g. Mo-fher, come Weon Mayw I I haveQ, (1 school You are invited MakeWordwishes suggestions the to seekquestions from to the the in teacher thepublic letter libraryas clearlyto information about so storythat thehowwhat hours:there class librar- library the story-time cost, privileges if isany held areis per obtained. child two o' clock. Very fruig, Torn at iantoThink understandsschool. about What the what thingswas information the that most were exciting seenis being or thing happened sought. that happened? on the way Dear Vicki, Thank 90u Mag 1011063 for the, bringsSelecteventTellin the the oroneto picture. classwritemind. picture abouta one-line from it. the story story about box. it. Describe the picture or write the story it Paint or draw a picture of the Look at every detail nice1 birthdag love sou. Your sister,, Tontpresent, PRCCEDURES AND c FOR THE EncouragetosequencetherelatedThe enjoy. pictures teacher to canableone represent; be shouldchildrensubject. displayed tosecond, draw on the orhelp bulletin paint label several board then. picturesfor others First, have then tell the story The story bulletinUseonwrite aoaktag room original board nor on for stories.newsprint. illustrations of news assemblynews of weather programs and other items of interest e. 9 r as a means of encouraging children to The newspaper may be space on theInclude such topics as: or it may be done understandingpaper.theAcceptch newspaper. all items of what the makeschildren a good bring story. or safety rules. Through discussion,select the helpitems children *dal will to develop be used an for the news Set aside a time during the day to have for use in illustration.littleRememberhomesEncourage written and toself. eachexpression,keep child the form to tendingcontr-ibute of the instead news toward of school, much List the number of items in the newspaper simple, using paper. rocas BEST COPY 269 events,TakePupils turns mayas: being the class reporter. special activities that occurred PRACTICES AND EVALUATION FOR PUPILS inReport the classroan orally on INSTRUCTIONAL helpIllustrate explain newspaper the story. items to give emphasis newsprogresslocal of aor classmate ofworld a news.or the assembly hall science experiment ''s new brother or sister to the news and PrinttitlesaInvestigate newspaper: with for thelarge andbulletinboard rubber talk about letters newspaper. newsboyestypesetter'sreporter's duties duties duties. the jobs of people who work for all headings, captions, and OBJECTIVES AND ACT AM THE TEACHER IN CREArIvE117,,k;". WRITINGginationbasedCompose upon simple experiences STORMS andand I CAPACITY MR SELF-EXPRESSBN ima-POEMS BeappreciateRead sureThe rhymes, toteacher analyze and poetry,becomeshould andconscious jingles a poem before presenting it to children, of rhythm andto eh" rhyming words. to help them Usefor:foreseeing various methods its possibilities to and relationrhythmdramatization to a unit of study. using its greatest capacity Haveselves Arn with in rhyme: poetry by playing &leoEncourageHave children children finish to join the inlast line e children to create nonsense rhymes. encourage children to express them- on repeated words. of a poem. quiz about a poem: WhoButSheHerThe isthe wasdogshe? ladycupboard washungry. went hungry. to get semething. was bare. a game reld privaring á riddle rhymesthatHaveas originallythey children let have them learnedarranged. guess recitejoin in.the atfor home. answer andtheir then classmates they may sayriddles the and If other children know the rhymes poem same BEST COPT AWAKE Pupils may PRACTICES AND WALUATION FOR PUPILS INSTRUCTIONAL AIDS 011111111V ListenWhatthebyListen Dorothy pictures does to to poems ait Baruch..poem makewhich read the one come teacherby feel the to like mind.teacher. reads, doing? like "Merry-Go-Roundn What does it make one think about? Try to describe rds 34 rds i in a + re c, andReciteTryeither tell to to of create itparents their to the aparents per.a class. poem The has learned teacher a favorite in may school. poem., Find learn give one line; the out if it, AS i.ngrici s+0 rig -4-you o Att- qt. printschildren each try line to onsupply the chalk the rest of the poem. have Q tits as it is oak related.) (The teacher ref f have i-ito Ted Bear. 9rowing in our /'ten. . a Clairefro' r lxibq teea brou#Childrenlife OF acorn. goin t 9rowi;ifsciod sbeas R00 with /08_ LB. inc. OBJECTIVES PROCEDURES AND ACTIVITIES FOR ME TEL EXPRESSION11D6,1 P FUNDAMENTAL SKILLS OF WRITTEN EncourageThe teacher children should, to speak complete thoughts. They SENTENCELearn to recognize complete beProvide more lively opportunities to write tocomplete write simple,thoughts. short sentences:uponafter returning reading frana story a trip interrogativeRecognize declarative SENTENCES and DeviseforTeach punctuation: examplesthe need whichof punctuation will show fordramatically clarity and the understanding. necessityabout taking care of roam pets. Use basic VOCABULARY in writing theyEncourage speak. children to write the words that they useThe whenThe boy boy ran. ran the buggy tipped. Should the children be unable to spell the The buggy tipped. appropriateAcquire habits to gradeof CORRECT level USAGE idiosyncrasiesageSetwords, area good writegreat example thanmimics. of onspeechby thesp.,. chalkboarda teachermaysg correctly. for have. the children to see. They will copy quickly any errors or Children at this Usearise.Continuespeaking many means to to correct theof increasingchild. errors inand enriching vocabulary: As a_ reinforcement, use the word correctly when Use pattern drills. usage, informally, as they ProvideHaveTell children storiesrecordings listen containing newof discuss to storieswords WBEZ new unfamiliarbefore radio andwords. songs; programsplaying expressions. explain theand records. Pupilsfleten may a story. PRACTICES AND EV TION FOR PUPILS DISTRUCTIONAL AIDS turnsTake turns"making tiaalcing up" up" sentences which sentences which ask something. tell something. Take thetencesDetermine sentences that what the ask teacher punctuation or tell has about printed is something?to be on used the at chhlkboard.the end ofA sen- Do hetheUse or blank the st exercisee. spaces sheetsafter he provided has by the discussed the proper use of teacher. Fill in Hakethewith end awhich picture of grade the dictionary word ones, begins keep of new atall the words that begin makesis mymy candy brother.sister. for her brother. the top of the page. words. Place the letter withToward 1 the same letter on the same page. 496 inthemthinkingClarify restate children'sby having an s or an idea* 496 EXPRESSIONDERIDP FINIDAMENTAI! 0 ; NMI OF WRITTEN The teacher P r AND ACTIVITIES FOR THE MOM PUNCTUATIONLearn rules of CAPITALIZATION and Underlineletters.identifyProvide eachthethe namebottomchild in with andred becomesso that consciousthe child 16 a name card approximately 3"x10". of position of. is able to pronounfirstname word I of a sentence Stressseveral capitalizing practice sentences the first word of on the chalkboard. a sentaice. Write Capitalize alphabet Introduce,thecapitalize first one informally the correctly. other thesentences correctly. Have childrennames volunteerof letters toof the alphabet. need arises, correct heading orpaperCompleteGradually,without name;They headings. should andreference heading through finally, be taught should tothe include the in besequential random written the order, by when Begin with first name; add last initial year, teach the correct form for room number and grade.order. the children before the wordsLearn SPELLING of frequently used Develop,theTeach end allof with spellingfirst children, grade. words informally Note the words thatwritten are used work. most frequently a basic list of spelling words: in first grade. in may songTeachbe found books. the in"A, mptiy B, The song gives the C, S, 1111111114 which ts HaveWrite childrenthese words develop on thearies. their chalkboard. ova picture diction- thoroughlyalphabet in enjoy sequence and children singing the song. manifestswritesisters,communication.desireBe ontheir in ofthe brothers,many children names,alert different Atfor sendand tothis activities teachers.letters directions. use correct spelling ageas a children weans of imitate parents, which willor help cards, foster and the receiveThis mail desire to emulate Children to 49? like their 498 4aimmummomwmlecomm-1 275. CapitalizePupils may-- the first letter of a name. PRACTICES AND EVALUATION FOR PUPILS Refer to the name INST 71 ZONAL AIDS Makethecard initial awhen space theof the theneed width last arises. ofname. a finger between first name and Drawtheplace name a itred cardin line the at correct the bottom position of to help the child mates,Learn to to parents, sing the and alphabet to friends. song. Sing the song with class- on his desk. howsameUseLearn themaw letter.this teacher. tochildren heading identify in on thethe all class firstpapers letter in beginwhich their are names to be with returned the to one name. Find out 4 tiJ Ul 1 01 -1 alphabeticalPocketflash cards chart, arrangement. are letter used cards, for practicing and The child ofKeepAsk spelltingT17 the anto teacher spellindivilual words. and to Add write card new thefile words words and topersonal one desk words. Make au illustrated dieti the list. wishes to spell. chart. andifbeforeshould letter can locate and isis 13,placed afterthe a)ple word theafter. conies which letter; before,comes i.e., 276 DEVELOP FUNDAMENTAL SKILLS OF WRITTEN OBJECTIVES The teacher should -- PROCEDURES AND ACTIVITIES FOR THE TEACHER EXPRESSION usedLearn wordsSPELLING of frequently programContinueandspeaking. proper which building speech will readiness develophabits. keen for audio-visualspelling by planningdiscrimination a Correlate the spelling with these programs.) (See sections on phonics and UrgeStresstoCorrect spell.children the "baby importance to talk"; pronounce itof may listeningwords interfere correctly. to hearwith whatability is saidto learn and (See sections on speech, configuration, and phonics.) how words are spoken: . Listen to parents. Provide visual symbols children can learn to interpret:Listen to signalsthe radioteacher. (school, and television. emergency). Acquire readiness for handwriting Make use of the fact that children are usually eagernamesnamepicture to tagsor symbols stickerson clothing on on shelves lockers where or coat materials hooks are kept. isbegintofathers,are seldom those anxiouslearning abrothers,children problem. to to be write whoableand areatsistersto thisready,ccammnicate stagedo. before of as development.incorrect their mothers, habits It is advisable to give instruction Therefore, motivation They four-weekareanyUse formed; assignmentlines delay andhowever, theofor formalwrittenneatest sane instructionpupils expressionmanuscript may profit inonwriting handwriting.the by chalkboard. whena two- placing to 277 MakePupils a list may of words which one will need to write stories PRACTICES AND EVALUATION FOR PUPILS PROFESSIONALCampanale, EugeneLITERAIURE A. DISTRUCTIONAL AIDS "Survey of about specific units. A booklet Pagepage threetwoone and succeeding a"Words collectionpicture Wefor Willpertaining ofthe Need"stories unit to written-the unit may be made: Dawson, Mildred A.Elementary*Methods(May; in1962), theEnglish, Teaching Vol. XXXIXof Spelling," PP. 446-455. Teaching Language Pages Eisman, Edward. XXXIXSpelling,"in the(May, Grades, Fasnentary1962), pp. PP, 235.21}1. English,08-480. Vol. "Individualizing Greene, Harry A., andElementary259-266.Develoning...language Petty, Walter Sehool, T. pp. Skills 261-26, in Groff, Patrick J.XXXIXChildren,"guage (May, Achievement Elementary 1962), "Spelling andof Lan- Left-Handedkliglish, Vol. Hall, Norman. W.EnSpelling 474 lish -477. Instruction," Elementajry Vol. XXXIX (May, 1962), "Individualize Your P. 466-469. Poston anew chart words or Malone, John R. "MeEnglish, Largerof Spelling Aspects Vol. Reform," =IX (May, 19 Lament the chalkboard Plessas, Gus P., and=IXReader," PP.Petty,"The (May,435-445. SpellingWalter Elem 1962), ent Plight pp. 63 of -465. the Poor illaglish, Vol. T. PRIX X11'; Dk. AND ACTIVITIES FOR THE TEACHER EXPRESSIONDEVELOP FIRMAMENTAL SLearn to use MANUSCRIPT WRITING I S OF WRITTEN fromUseThe the theteacher handwritingChicago should public system schools' selected multiple by the list. local school ProvideThis should a sample include: or model for the child to use asproper acorrectexamples guide. spacing formationof legibly-of letters, of andletters words,neatly- and written sen',ences. material numeralPreparethoseIntroduce wordssymbols a name fozmalmost (1-10).card often handiriting on used2"x1On orally cardsinstruction and for in each reading.through student the to use use of Words used in practice should be meaningfulAlso,Setas asickea utilizeguide exercises regular and opportunities to periodskeep at for histo handwritingpresentdesk. exercises daily. occur during the day: writing through proceduresPresentsuggested helpful: that the teacher will find sane of theSend followingSend a notea note to to parents the librarian providing forand essentiala demonstrateneeded book.information. correct writing of symbols. rich It is asSince to policy experts in dorespect not agree to HaveWrite models of lettersfeetthandemonstration on correctly,flit the onchalkboard, the is floor, not obstructed. formingand children fact their desks squarely with their and making sure the view of the theallowhandedness,course hand the tohe child followwishes the to wisest is selectto to 505 Place the lower edge edgeonof theirthe of paperdesks. chairs. parallel to the 56 have than sit properly Makewriting.ablePupils useby maythe ofUse theteacher foxis wide for variety thepractice: purpose of exercise of practicing sheets made nanuscriptwhen avail- seatwork is finished PRACTICES MD EVALUATION FOR PUP-a.3 Popofsky,PROFESSIOVAL Rath. LITERATUREEnglish,Demons Vol. Out of=II Spelling?" (May, 1962 Element INSTRUCTIONAL AIDS "Can We Drive the Practice manuscript. writing at the places preparedduringbefore at the classany other begins free time. Schoephoerster, Hugh.English,ofVariations T Vol. of %XXIX the Test-Study (May, 1962), Plan - Spelling," "Research into D4einea...Lli mayatchalkboard. their work desks with theon independentteacher on reading; learning and activities; the one During the reading period, one class may work third class may class Shane, Harold G. pp. 460462. Be 240 9:g 0, Trycontainerprintedpractice to write by ofwriting thewater;ffirst teacher. at and dip the last twochalktoard. name fingers to in(Childrenlook water just and likemay write.) those use a swan (The teacher will give help.). Sharpe, Maida Wood.MIXSpelling,"Three (May, Approaches El 1962, ementaisr pp. of Teaching315-320. English, of Vol. chap. "A Comparison of Imo_ MakehcmepaperTakeselect books to partof theirthe the andin be..i; wc,--parentsa paste "Pest ;it best Papers" atthe the written bulletin end contest. ofpapers board. the year. in than to bring 3 winner may receive a red Put the best written (A committee may ribbon.) Stri.Tidyman, W. F., andMarguerite.Arts,in Butterfield, the chap.Elementary xiv. School, chap. xtr. Ruth G. Teaching the Language The e Arts Practice makine.. tallcapitalstraight letters letters lines, ton touchingcircles, and the partstop line of circles g top line, except t. Toohy, Elizabeth.English,FINIs 474Learning -475. Vol. %XXIX to See," (Nay, 1962)1 "Learning to Spell 507 LansfeeeeSFIEWolfe, the JosephineAu0 Arts Sadeets, B.XXXIISpelling," 1962-1965. OW, Xl1962 ent Text 508 pp."Step 555-558. by Step En List for Vol. 280 OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE T&-*CHER EXPRESSIONDEVELOP FUNDAMENTALLearn SKILLS to OFuse WRITTEN MANUSCRIPT WRITING IncludeEvaluateThe teacher his: with shouldeach child his writing at the chalkboard. isDictate a difficult only atask few forsimple children. words in first grade. spacing of wordsletters neatnesssize of of letters lettersit is suggested that the Such writing orderContinueextent to offurtheractivities this activity,develop of the motor inkindergarten general, control-- should readiness be linited.Practice with manipulative materials: program in Practice with art mediapaints.abacusescrayonspegboards of various kinds: scissorspuzzles sentences-Give attention - to proper spacing betwen letters,Spaces between words usedchilesshould as finger.bea, aboutmeasure Atthe ofthe widthdistance chalkboard, between the words. hand words, and canof abe ,01116111111111 HeightSpaces ofbetween letters letters followlowercapitalin inlength. this acase wordletters pattern: t shoulduses use approximately befull 3/4 space of the space about equal andchalkforto fifth linewriting. in chalkboard holdersefirst, music thirlpoofstaff liner Insert lettersalllower small extendingcase letters, 1 and below h useand spacethe theall line fullthe otherspace as a, s, and pi, use 1/2 of the use 1/2 of the tall letters 509 space. 510 PRACTICES MID EVAIZIATION FOR PUPILS INSTRUCTIONAL AIDS HelpPupilstriesto print a classmatetomay themprint. by who guiding has difficulty his hand formingat the chalkboard as he letters to learn PROMSIONALFreeman,Dawson, Mildred Frank LITER& N. A.in the Grades, pp. 198-233. "What ResearchTeaching Language beenLearnCheckcult copied atto o first,copy correctly.) workand one frau must the chalkboard. check to work to see if it is their best: know if the work has (It will be diffi- National Elementary PAssociation.Handwriting,SaysXXXVIII to the (Feb., Teacher National. 19591. " Teaching Education Ccmpleteal, Vol. periodsspacescapitalletters atformedthe standingletters the end properlytouching onofwords sentences.the line size of the width of his finger between the top line SEELanni the Approved Textleft-handedness.)ofissue Book handwriting; devoted List to the the primary various program, phases ects 1962 -1965. for 7 - At 1 [ .0 Allift4P, . . wv.. Fp. a 1 i 'WI 1 0 I CRITERIA FOR EVALUATING COMPOSIYIONSGRADE ONE 283 MostandchildrenFormal compositionsmaking individual untilsentences theshould compositions latterwhich be thepart ofshould first usually grade. not be required of class projects, pupils suggestingteacher writes on the chalkboard or ideas Nocopy.the proofreading experience chart.symbols When should the composition is completed,be used on first-grade all errors or omissions on compositions. pupils may a pupil'sTeachers papers shouldABOVE in correctAVERAGE hir. presence. and explain AVERAGE BELL W AVERAGE CONTENT InterestingVariedTwo or beginningsmore contentrelated sentences TiVaried v complete beginnings sentences One complete sentence SPELLINGHEADING Accuracy in spelling Correct spelling of fz;, NotErrors all or commonly omissions used inwordsheading spelled to be correctly-g. cted HANDWRITING GoodUnifo spacingrm. in size of lettersand wordsCAP GoodFairly spacing uniform of inletters sizeandcommonly words used words hIrd PoorIrregular spacing in size MOILS Proficiency in use ofgradeforall secondskillsand some gradefor skills the Proficiency in use ofgradeskills listed for the Limited proficiency inusefor of the skills grade list6d 284 OBJECTIVES PROCEDURES AND. ACTIVITIES FOR THE TEACHER IREDEVELOP PRACTICAL CAPACITY I-arra-11G FORoralBuild SELF-EXPRESSIOn practice readiness thcouL4/ discussion.conversation.ProvideThe teacher a classroom should atmosphere conducive to free, Encourage each child to participate in easy ProvideEncourageenjoyable experiences freedom experiences of that expression to create classmates. and the telling of true and a friendly atmosphere and a toco-operative stimulate the spirit expression among theof ideas:children and thatparticipatingparticipatingcelebrating in birthdaysin an holiday assembly celebrations program. may be used Readcourtesies.Utilize and tellevery a opportunityvariety of storiesto have tochildren enrich observebackground Set a good example for the children. common of 1 oftasteRead studentsthis thein Guide thebest who selection forof will literaturesuggestions.) engage of stories. inin writtenorder toexpression. improve the children% (See Literature section w motivationaboutShow whichfilms for torelated discussion write. to units and stimulateof instruction ideas tofor topics Encourage the children to express serve as themselves freely. expressionEncourage observationof reactions: of natural phenomena and ObserveLookWatch at a sugartidisappearing'inthemoth Big emerging Dipper fromat night. Iiot water. a cocoon. encourage 285 Pupils majr PRACTICES AND EVALUATION FOR PUPILS PROFESSIONAL LITERATURE INSTRUCTIONAL AIDS pumpkinPerhaps,Tell the and tell class how about itabout was the activitiescut: time Dad broughtin which home they a engageHow was the pumpkin obtained? Hall-owe ten at home. Applegate,Burrows, AlvinaMauree. Treut, et al. . Arapning Children EasyWrite. in English. The WhatWhoHow big diddecidedwasinstrument was thedone it?work?the with facialwas the used pumpkinexpression to cut after out to theitbe wascut? face? cut? Dawson, Mildred A.Allin Wantthe to Write. chaps. xi, ztii, xiv. Tutc,,' Describe a holiday that was enjoyed: WhatHow wasfood it was eaten? celebrated? Greene,Gray, William Harry A.,S. and Writing. Grades, Tea.chfing of Reading Find a story that is very amusing and WhatWould is one liked wish best to celebrateabout this this holiday? holiday every take books home to read. retell it to the class. Why? day? Russell, taryDeveloping School, Language pp. 211-218. Skills in Elemen- and Petty, Walter T. NowObtain try ato card write from best the liked library parts and of the story. Shane, Harold G., Zeal.etLanokage Children.al. . Arts Instruction tr;i_th David H. Children Learn to B_EiW- ii=jg Tidyman,Strickland, Willard Ruth F.,G. theand ElementaryButterfield, School, pp. 283-308. Language Arts in wasRelateaeasy starfound, toexperiences chartlocate? tell to how accompany when observing stars. If not, tell why. and describe what it looked like. the story. On the other hand, if it Was the Big Dipper Make Arta-Marguerite. Teaching the Language OBJECTI1/10 PROCEDURES AND ACTIVITIES INDEVELOP PRACTICAL CAPACITY itiRITEIG FORBuild readiness through SELFEXPRESSION ArouseThe teacherinterest Should-- in creative and imaginative expression, FOR THE TEACHER oral practice (Seethrough the Curriculumarts using paintsclaycrayolas many media: fingerchalks paints excursionsProvide firsthand about the the post office experiences Guideto stimulate forcommunity: Art. K-3 a shoe repair shop for suggestions.) ideas through beto (Befollowed children sure theand in order the museumsgrocery store principal is consulted approval of the trip.) to obtain advice a bakery where the bakingis done in the store before mentioning toursas to procedures to turnsingobjectSparkcuriosity. storybook guessing thatthe child'swill tothe belead Prepare a mystery box imagination by usingread to the class. into the next unit of by placing inside techniquesHave that children -take study or an excit same arouse Provideof the interestchildren: centers a library corner with contents of the box. in the room to attracta collection of suitable books the attention ana artscience exhibit display which preparationexhibiting toshowsand a unita stimulating ofof studya torn display paper picture. the progressionadvertising in theexperiments the stories pertaining 519 Makeconfidenceareconducive thecomfortable roan into honey thefreedom to teacher. the of in appearance. eye will helpexpression create and inspire 520 Roam arrangements which an atmosphere a feeling of 287 PRACTICES AND EVALUATION FOR PUPILS AUDIO-VISUAL AIDS INSTRUCTIONAL AIDS writewaterBringPupils aand storyfewmay let snail andthen tell twigsstand about ofa fewtrees it. days. to (Note: school. When something happens, Forsythia and pussy Put then into For(Film) ordering procedures, refer to thewillowsLook picture at in a is thepicture about: Spring painted are especially by a great good.)artist. Try to tell what Schools,andClassroom Art Slidepage Motion 5.Sets, Pictures. Chicago Filmstrips, Coronet Public WhatWhyWhereWould did colors doyouthe you haveauthorwere think used used? paint the the chose Why picture thesame do picture?the colors?you shouldcolors bethat he used? think the artist Why or why not? hung so that A Letter(Filmstrip) to Grandmother.Films, 1942. ofAsk interest parents throughoutto take excursions the city. on it will look nice? SundayTell tothe various class theplaces stories ElementaryApprovedForof orderingEducation, List and procedures, of HighCity Filmstrips Schools,of Chicago. refer forBoard to ObserveEncourageof the excitingthe other materials childrenadventures in theto promoteclassroom. Add to the display by bringing experienced on these trips. these activities. Ask about anything materials newdisplays:Bringfrom or home, unusual.materials if possible. of interest to contribute to bulletin-board itemspicturesspecimens collected from of magazinesleaves for a andhobby. which twigs 521 collectedrelate to a unit 522 DEVELOP.CAPACITYIN PRACTICAL WRITING FOR SELF-EXPRESSION OBJECTIVES The teacher should-- PROCEDURES-AND ACTIVITTRs FOR THE TEACHER oralBuild practicereadiness throuc._ provocativelyMaterialsbulletinUse the bulletin boardsthat arouseare that board related interest to and are bright, colorful,as and motivation interesting. for writing. a unit of study and displayed stimulate discussion. Arrange All materialsandteach.boardscomposed oral should shouldexpression as abe paintingbe as carefully shouldthoughtfully or precede Clever bulletin boards stimulate a lesson. mounted and placed. planned and as artisticallywritten-expression. Bulletin boards should oral expression, Bulletin Dictate INFORMATION andficient,Actby whenaschildren secretary needed.appoint on thepupilsin chalkboard. to do printing some situations and print ideas expressed As children become more witn teacher aid, if pro- demonstrate,tooUse difficultthe experience and for discuss children chart themethod to topic react independently.when subject area material iswith the Experiment, Then, explanationwriteprojectcanhave be thethen totransferred information adictateof capable experience the tostudent chartsinformation chart and bound into on the chalkboard. or the teacher, who will in turnthe APPENDIX of this Guide.)they have gleaned from the Later, the materiala children.booklet. (See 289 Pupils may PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS writedisplayedWatchteacher.activity thea canposition whichbulletinin which will boards.one orbring engagesrelate to mind thisat home. aactivity collection to orthe an Perhaps something will be Tell the class, Help prepare a series of charts on information gathered toboundonandabout parents.)the illustrated, theinto manuscript farmer. a booklet thetypewriter. forstories children may beto typedtake homeby the and teacher (After the charts have been prepared The pages may then be read TheseTheThe pigs thearefarmer pigs say,Oirk,Oink." pigs. grow feeds big. pig6. ThisTheThetruck. is truckfarmer the farmer -Partner:s setts drives is fooci. food- OBJECTIVES. . PROCEDURES AND ACTIVITIES FOR THE TEACHER DIN PRACTICAL WRITING:', J4 P CAPACITY FOR :::RTR-EXPRESSION SetThe high teacher standards Should-- of penmanship and expect records to be Record 1RFORKATION recordskept neatly. in a variety of recordingkeeping a valuerecord of of coins:quarter, dollar Provide opportunities for children to keep ways- - room "helpers" penny, nickel, dime, diagraminglistingidentifying ways and days ofrecording usingof numberthesubstances: different informationweek, of months types in ofthe wood, plastic, glass, rubber year names of the months, on groups of common keepinglisting adifferences record oflibraryof author,and starsliving similarities books which title,on theread form andfarm by constellations pupils.and in the city between ways number of Perceivedirectionsin stories, main ideas problems, and and written sequence theoftoGuide very subject.keep childrenlimited to the scopepointto relate toof helpthe ideas story.train in an orderly sequenceAssign andchildren a simple to stay topic within whenDirect relating children a classroom to develop activity: steps makingana scienceexcursion a diorama experiment makingmanipulating papier-macheranimals a inpuppet a story sequentially tionsEncourage clearly children to their to improveclassmates. comprehension How buttera puppetmural is is ismade. constructed.constructed. Instructions me:, pertain to: by giving direc- 291 PRACTICES AND EVALUATION FOR PUPILS 'CTIONAL AIDS naturewillThisKeepschool. be mayone ainteresting record observes Bebe donesure of things to astheas look thea date class inweather back nature is project included and becomes observed see and thein may coldeach onchanges be theor entry. illustrated.warm. way in to It On-FheWe sow: a cibutierf19 robin in a n waj to School Makethisbutterfly. aunit: chart showing the sequence in the development Learn to write the new words that pertain to of the a+twee boy ono cars bi oneboard.Observe will stimulatethe two pictures an the teacher bu-Aerflycocoon.caterpi T 1r Tell what each picture makes one think about. idea for a story. has placed on the chalk Perhaps 43 policemen Preftflovvers 528 529 OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACHER INDEVELOP PRACTICAL CAPACITY WRITING FORLearnkeeping SELF.-EEPRESSION to useRECORDS various methods of PlantofThe what beanteacher happens. seeds should.- and assist each child in keeping a record Encouragesuch subjects children as: to label, identify, constellationspictureplant collections collections of domestic animals or make legends on formsBecome for aware FRIENDLY of and and use SOCIAL simplified Develop an increasing dairykinds products.of homes awareness of social situations that LETTERS Giveofrequire four help orwriting. individually. more sentences independently. invitationssympathy onto illnesssocial functionsof a friend Children should be able to write letters Consider: Stress quality. theemotionalDetermine children. stability the amount and of the writing mental required and physical in relationexpression of appreciation for a kindness. maturity of to the will"personalspelledRememberMake help it for to thateasydictionary." keepa child,chile-enfor creativity them the willto word alive.not should be able be ask the spelling of When a new word is addedto spellto the all child's words. new words. This madeincreasemechanicalEncourage on their children errorsch_t_dren previous willwith towritings. profitindividualput their by the ideaschildren. corrections onwhich paper; were later correct As experiences 293 Pupils m PRACTICEa AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS 14,01(:) i GrassseedPldriel . 1011 \ letterUse the co simple a classiiate. letter form that is suggested and write a Week1st- gotilinsWipplas, t n , , t WriteDiscussfriends,to thea letter theunit relatives, reasons ofto studSrthe for librarian,and in writing associates.the classroom. requestingthank-you lettersbooks related to andNOesi: Peeteeltimascm& 111411;, Aliiing r,r , Make a letter-writing scrapbook and include samples of arti ,)1. 7 letters that they might write on various occasions:receivingexpressionacceptanceinvitations a ofgiftto ansympathy parties invitation Week 24 appreciation of a kindness. Decenber 22, 1962 Deara KeepingMother science and Father, d experimeni-record of April 18, 1963 Dear Paula, It was nice to see you. Please assembly pro You are invited to attend our -gl It will take place came to visit me again. 532 Your friend, Michael on Friday at 2:30 p.m. Respectftlly, Clare 294 DEVELOPIN PRACTICAL CAPACITY WRITING FOR SELF-EXPRESSION OBJECTIVES The teacher should-- PROCEDURES AND ACTIVITIES FOR THE TEACHER BUSINESSBecame aware LETTER of purpose of letter.Praise the children for their efforts to producePoint anLetInvite original childrenout childrena part show of to theira readchild's papers their work towork thattheir to theirclassmates.The followingclassmates. techniques may be used: seams to firstCorrect drafts written of paperswork with with children each child individuaYly. provides tifullyexpress expressed.excellent thinking or is clearly or beau- en opportu- Checking usedteacher.nityRequire and to spelledteach that mechanicswords in practical taught informally. in writing, spelling without lessons aid be fromcorrectly the Write difficult words on the chalkboard. DEVELOPIN CREATIVE CAPACITY WRITING FOR SFIR-EXPRESSIONCompose simple STORIES and POENS Encourage children to put their ideas on paper. Help them basedtion upon experiences and imagina- realizeStimulatedrenPrecede that in decidingwrittenandthey provide have expressionupon something opportunities a topic. with interesting oral for discussion these discussions to aid chil- to tell. seful writing should be Writethrough difficult use of: words on the chalkboard. filmstripsfilms specialradio speakers It will help to a part of each day's activity. 534 willthetheircreativity.eliminate last tend materials one: to beAftermechanical betterin storiesgood because problemsshape individually. that may hamper children's are written, help535 children put of the corrections made Each new story on PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS 295 beWritePupils used a withnote may ato unit the ofschool stady, librarian requesting material to MISCELLANEOUSStories(Examples Written of Original by Primary Poems Children) and Keep their own "spelling books." When they are writinghowearth,animals: the farmersun, domestic and helps moon and us wild buildingspecialgetting ourholidaysour homesclothing Tit, Tat, and Toe were bad. Timmy was a good little catfish. Poor Fish Timmy was spellcompositions, in his own each spelling writes notebookthe words or the "personal teacher dictionary."helps him hadButsupposed him what for happened? toa picnickeep the lunch aquarium Saturday. clean. Tit, Tat, and Toe Grace 2 spellingDictate theirand punctuation stories to asthe she teacher. prints the story (Teacher uses correct A screwdriver can do work for A Screwdriver Keep a list of words used too often. Make a list of other you.thingsafor toy. you, for too. you. A screwdriver can make A screwdriver can putA inscrewdriver nails can do a lot of notebookwordsteacherKeep thata recordorhelp; meanon 32125" listofthe the sane thencards. words andin awithmay "word bewhich usedfile." they instead. have needed The cards, if kept in alpha- Keep than in a Poemi Grade 2 Makethen,usingbetical a fourwritethe order, dictionary.seasons a story will notebook. aboutsimplify each, location telling: and lay the basis for Illustrate the seasons first; SameSame fish fishfish werentt werewere tall mallswimming at all. Grade 2 nameswhat thingsonetheof thewearsweather growseason is Islike special holidAys. 1Thinfray a trip to the Shedd Aqu-xium. poem was written 1431 returning INDEVELOP CREATIVE CAPACITY' WRITING FOR SELF...EXPRESSION OBJEC The to PROCEDURES AND ACTIVITIESr Should. FOR THE TEACHER imaginationbasedCompose upon simple experiences STORIES and POEMS Help children to clarify their thinking throughWhat Whatdiscussion: Canhappens comes it be first?last?next? said in a better way? phrases:HelpGive children children to practice be selective in writing in the something use of words everyWhen and day. reading a story to the children, occasionally Keep,Use the a classnew phrases notebookuse orto stop ofwhenexpressionsthe good to children.writing. talkwords aboutlater and phrases andwhen enjoy talking to the colorful phrases. HavewordsAsk eachchildren he needschild evaluate to spellkeep their awhen picture ownwriting. workdictionary by checking of difficult for mechanics,heading,childrencertain(See suggested capitalization,evaluateelementsor make acheckpapersbefore check list punctuation.)forgivingsheet onmechanical orbuildingtheir chart papers errors:skillwhich to inwill the the helpt Sometimes, not mays, proper use of - ,er. newspaper whichXnformallv,handwriting.have stories first calldraftsin readers to copiedthe andattention to library correct of books studentsmechanics, begin. the spelling, style in and 538 Initiate a room newspaper. a amimeographedbulletin section boardon thesheet chalkboard theissaed year. several times during It may take one of many forms: 539 PRACTICES AND EVALUATION FOR PUPTTS INSTRUCTIONAL AIDS PretendPupils tomay be something and write a story concerning Ifit: I Were a Chair 1.Tired good Words 1.New polite Words Write about an activity they enjoy at home: howIf theyI Were take aGrass Picture.care of their pet 4.5.3.2. interesting 4.3.2.5. plansways inthat which are theybeing help made Mother for a trip. mayhelptheinHave be notebooks,increasechalkboard. keptchi3dren individually their onkeep wall vocabulary.a listcharts,by children,of wordsor on to It Make a list of three or four questions to ask when inter- It Happened Yesterday Coles Collection of News Science Notes viewingDecidenewspaper.Illustrate awhich person articlesarticles for a tofeatureshould provide bestory emphasizedemphasis for the on with schoola newspaper or room illustrations. article. parakeet.Tom's Father bought a makeWheelsworkeasier. HelpDiscussassist set theinup thedummycriteria printing for toduplicating beand used the inlay-out the selecting paper. of the 540 articles.) (The teacher will articles. Tants nevi pet 54' chewDon'tcord. on let an yourelectric] petSafety First PROCEDURES AND ACTIVITIES FOR IME INDEVELOP CREATIVE CAPACITY WRITING FOR ComposeSELF-EXPRESSION simple STORIES and POEMS EncourageThe teacher observation should and interest in news by having children ILEACHER imaginationbased upon experiencesnewspaper and newspaper.Acceptiscontribute a "reporter."all items news thatabout are things brought that or happen suggested at home. for use in the Set aside a time during the day to have children Each child UseexpressionKeepselect illustrations the the formas items children of to thewhich help newspaperare willtell able bethe tosimple,used story. contribute for using the atas thismuch written It is wellpaper. not to age. Findhave tooa special many items. job for writerreporter everyone on the newspaper: newsboy Develop sensitivity to rhythm, rhyme, and word pictures:"Peters"One Misty Moisty Morning" - Mother Goose rhyme. Peter Pumpkin Eater" - Mother Goose rhyme illustrator StimulatebacksecretaryJot anddown have writing someand children writingof ofthe children'strysuggestions to match remarks. onwith the chalkboard. group poems with teacher acting as a rhyming statement.later, read then HavereadtheorDuplicate children semesterfrommake Motheran class illustratedmaketo bringGoose. poemsup nonsense to to anthologyMother be takenriddles on of Mother'shome theafter forpoems someparents written have to been duringenjoy, Day. 299 Pupils may PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS Print with rubber stamp or manuscript print: headingsletters titlescaptions for bulletinboard newspaper 104 NEWS SeedsTan plantedWill Grow seeds. GiveTalkclassmates. a aboutspeech and for investigate: sales promotion of roam newspaperpeople to who work for a newspaper HeSoonHe watered put they the them.grew. seed boxin the sun. newsTake by turns talking being to thechildren official in theroom roan reporter. and on the dutiesplayground.reasons of fora newsboy newspapers. "Dig out" the Mindpatrol the boy! I' Today it is WritepoemReciteit isaboutof needed. Motherpons the learned newsand Father.discovered; in school askby parents.the teacher for help if Teach the class the porn learned Learn a favorite givegame.fromTry parents.ato rhyming develop word, a reservoir like see: of rhyming words by playing this One child says a word, like bee. A second child may Compose original poems for publication: dog,incan, thelog ranclass newspaper bat,shell, cat bell insameLook the rowatsame thewhich row. underlined rivine with word. the underlined word: in the school newspaper. Put a circle around other words in the Then look at the other words matot sat, grab, bit, cat s aane gone,seen, sane, ring, same. sing, hug 545 300 OBJECTIVES PRO RES AND ACTIVITIES FOR TEE TEACHER WRITTENDEVELOP EXPRESSIONFUNDAMENTAL SKILLSSENTENCELearn toOF recognize complete theyandEncourageThe writing. willteacher bechildren shouldmore likely to-- use to complete write complete sentences sentences. in speaking If children speak using complete sentences, Recognize declarative and CallUrgetences attentionchildren in compositions atto thisand planlevel to exercises fourto expand or more. which the numberwill help of chil- sen- Becomeinterrogative aware of SENTENCESessential dren understand the two kinds o: sentences: thosethose that that ask tell something something (interrogative). (declarative) parts of simple SENTENCE part:thereExplain is that a gator a sentence who part must and say something by itself,what that The blue ball where isa onwhere the orshelf. what_haDnened what or who TheThe girlblue bicycle ball what hamened fellbouncedis indown thehigh. the garage. stairs. inCombine PARAGRAPH several sentences withGivetopic,Teach the children children arrangedarrangement many thatin sequentialexenples ofa paragraphthoughts. of order. paragraphs is several to sentences become familiar on one writingUse basic VOCABULARY in dramaticacpectexpression.Teach children indentationexpressions to use ofin onlythethis first theearly most line period simple of eachof wordswriting. paragraph. for written Do not expect children to use colorful or 302 Pupils may PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS Putsentence: the two parts of TheThe tiger boy the sentence together to make a whole playscratched the game? at the door. Play the sentence game: HowSeeThe dothe bigsred you boy cat hadinran manythe away. house.stripes. Sentences writesA questionwhichscoreboardchild andtell records (interrogativekeeps somethingis settherecords upnumber (declarativeon of sentences).the ofthe chalkboard.sentences number sentences). of that sentences ask a One child Another 2.1.Tell The Something, birdswhite sing.clouds are beautiful. Ask2.1. SomethingCanDo youyou knowsee the bird? Find the sentence which does not belong: SheThe was girlother coming was children coming.to play. were waiting. name?the boyTs theaSelect game. topic. one topic to write about. The rose was red. Write four or five sentences which are on It may be about a pet or about theonContribute a bottomsnail striptoof a bulletin-boardpictureof manuscript illustrating paper.dictionary. the word. Paste the strip on Write one word 548 111111111111111111111111.11111 milimmommommommeinarVIIMIIIIIM 302 WRITTENDEVELOP ELPRESSICEFUNDAMENTAL SETT 37,S OF OBJECTIVES The teacher should-- PROCEDURES AND ACTIVITIES FOR THE TEACHER Acquireappropriate habits to of grade CORRECT level USAGE GivegoodHelp instructionformchildren in order correct in tothe setusage correct an errorsexample forms when forof: speaking.children.bring ride know Use a coma should(child be placed can often by learn where realizeHelp children that they learn must rules signal inductively. the beginnings Help ofchildrenrungo byis comesee sentences hereading pauses. aloud and noting where whenendaloudwithappropriate. toof capitals fromusesentence capitalsstress, and punctuation the intonation,and endings commas, but with andandalso periodsnotpauses--they what only kind when to to Help them to know that by reading a sentence or whatever is can learnuse. use Learnand PUNCTUATIONrules of CAPITALIZATTI$titlesproper nouns writtentaughtbeEncourage necessary informallywork. correct to teachduring capitalization; all spelling, rules formally. composition,realize that andit willall Urge, however, the use of learned skill.s They will be not namesfirst of word days of and each months line of a poem Extendin the use of capitalization titlesproper nouns situations. first word of each lineofto a include:poem comma after closingsalutations of letter thatTeach will punctuation call for thein first word of a sentence an informal manner.use of punctuation. names of days and months Set up conditions Call attention inin addresses dates Extendto the the use use of ofpunctuation in printed inafter addresses salutations commas to include: inafter dates closing of letter materials. AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS 303 willpicturePupilsarticlesPlay answer, maythe card. or game cards "I boughtof up "buy and an or say, --.ftbought." "Mary, The what teacher did you bug?" He says, "Tam, what did you Later, classaates will hold i6.?" holds up a The child Check Your Paper Keepas a reminderin a spelling of common notebook, words a chart which will actmonthsnamesdays ofof peoplethe week about the year the school. to be capitalized: 1. At the top of your SchoolpaperNorm do you have Room-Graft Yes No Selectwhichcapitals. is an capitalized. article tram a newspaper and Try to tell why the words begin with circle every word Tell about 3.2. Do you begin every theletter?Didsentencesentence? end you of (aput withtelling capital) a (.)a big at MakereferencetheBring apunctuation bookin an orin article keepwhich in then thetofrom keep inarticle. aa thespelling-notebook. childrents magazine. rulesTell why of punctuationit was used. for 4. Did5. Did you you put makea ( l) I aat thecapital?sentences? end of asking 552 553 304 WRITTENDEVELOP EXPRESSION FUNDAMENTAL SKTLTS OF OBJECTIVES The teacher should-- PROCEDURES AND ACTIVITIES FOR THE TEAGELER andLearn PUNCTUATION rules of CAPITALIZATION suchTeach as: use of the apostrophe in contractions and possessives,don'tcan't for for do cannot not theJane's cat's doll milk periodapostrophe withafterin contractionspossessives abbreviations HaveBesentences. sure children children check use and a questionevaluate marktheir after interrogative correctend of headingdeclarative sentences Helpsubmit children it. maintain skill of using co:?rect paperown workheading before they needsLearn of SPELLINGbasic vocabulary, of words tocurric- meet underDetermineand havetheir them readinessnames. add the of schoolpupils for spelling: name on the line immediately ulum areas, and personal use Help pupils learn to spell words they visualizeenjoy learning configuration to spellfrustration. of without symbols a feelinguse in of the great content as a unit of one areas: monthsarithmetic of the June,year (May,July) homes,brick,steel,social houses wood glass,studies matter,gas,space,science air water box unitsnamesnumberseasons of wordsmeasurecoins (one to ten) dress,hat,cotton,shoes, coat tie shirt wool stone plant,bird,hot,animal, coldnest grow fish nor a(The maxim= above list.) day, week, year cups(foots pint) yard; are suggested words.park, zoo They are neither a minimum 305 PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS Proofreadtoerrors.Pupils check maywrittenwork. work to make sure that there are no Use the chart that the teacher has displayed vocabulariesDevelop science, by keeping social astudies, notebook and of arithmeticthe reading spelling vocabulary PROFESSIONAL LITERATURE partner.Practicein these subjects.spellingWhen a Schoolchild the wordshas spelled orally theto theword teacher correctly, or a apupil red Greene,Dawson, BarryMildred A ;,A. andDevelopingin Petty,the Grades, Walter Language pp.T. 235-240. Skills in Teaching Language wordsline whenmay bewriting. drawn under the word. Be sure to use these new Elementary School, pp. 259-266. correctLook up spellingdifficult of words the words.in the picture dictionary to obtain Shane, Harold G., et ChildrenLanguageal. Arts Instruction with 'chap. vi. Beginning 306 OBJECTIVE; WRITTENDEVELOP EXPRESSIONFUNDAMISITALulumneedsLearn SULTS areas, SPZLING ofOF basic and personalvocabulary, of words to meet curric- use thecreativeHelpThe chalkboard teacher children writing. should- with before the the spelling lesson of PROCKURES AND ACTIVITIES FOR TIM MA In- units of study, write vocabulary begins. words that are used in on familiarforFollow learning teacher- and the unfarnilisir SPELLING. directed wordsprocedure of StressIntroducelettersDisplay the and animportance formal irregularalphabet spelling spacingofchart good inlessons makewriting. to children a prominent place in the roam. words appear misspelled. Poorly written provideFollowApprovedeachThe abasic the schoolsequential Textbook spelling list fray of Lists. wordsspelling thoseseries winlisted in depend program.useon inthe the local school to on the selectionChicago made at Only one series Public Schoolsat this grade. EvaluateingSetshould suggestions aside pupilts be a usedperiod thatability in fora school. spellingto spell each in daily written work accompany each book. correctly: day and use the teach- basicItschool. is spellingadvisable series to select for the one Follow this procedure in giving EvaluateUseRepeatPronouncein it tests in teststhe a given sentence.theword. with word. weekly. pupils. a spelling test: 307 PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS PupilsLearn may--to spell words used most frequently in units of study. PROFESSIONALSharpe, Maida LITERATURE Wood.of Three Approaches of Teaching "A Comparison UseandisAsk correctpracticalone the method teacher study writing that toprocedures maywrite on bethe difficultused: tochalkboard. learn words to spell needed words. in creative This Strickland, Ruth G.ArtsSpelling,"(May, in 1960),the Elementary PP. 33-5-320. English The Language School, LookLook backat away the to from wordsee theifand word, the theword,pronounce word teacher.and recall wasspell it spelled the 2orrectlyit picturesoftly correctly. after aloud.of the Tidyman, Willard F.,Azia,Marguerite. andchap. chap. Butterfield, mt.. xiv. aaskluthaldasma Elementar r RewriteIfLook the backaway theword toandword ischeek write a few the thecorrectly times spelling word if Trca theit of was memory.firstthe spelled word. tine. repeat the first five Wolfe, Josephine B. Spelling,"CRAY, 1960), Elementary PP. 555-558. English "Step by Step ReferStudy spellingto the "hard with worda partner chart" with in independentpermission ofstudy the andteacher. steps. misspelled, LanguageSEE the Approved Arts Subiects Text Book 1962-1965. List for Evaluatereview. spelling tests with the teacher and determine:what partswords ofto wordsreview are correct what parts of words are incorrect. 559 560 DEVELOP FUNDAMENTAL SICTIJS OF EXPRESSION OBJECTIVES The teacher should PROCEDURES AND ACTIVITIES FOR THE TEACHER -- wairrzi ofcedureFollow familiar inteacher learning and directed the SPELLING UnfAmilialm pro- words helpAnalyze in .-elationthe kinds toof thenmistakes during children the spelling make and aredo notnot hearable beginningto make fine sounds differentiation correctly between period: give added Point out to children those parts of words whichdodo not not know understand letters meaningof thesounds alphabet. - play, plays are cor- thepattern child's is goodsense and of addspower to words by spelling Providetheyrectly are opportunityspelled learning and toforthose help pupils that them tomust develop apply be corrected. theability phonics to spell. that asas lag and j can--Ruth appear.be add G. Strickland Patterns such Buildthe initiala series letter: of words to be cat,band,dog, hat, hog,sand, satlog land near,sit,spelled fear,hit, correctly fithear by changing WRITINGMaintain skill in MANUSCRIPT Encouragenor(The a maximum above children listlist.) isin suggestivesecond grade to take pride only. It is neither a minimum in their Providedailywrittencarry work meaningful overwork. as good well practicespractice as during thatof formal handwriting is planned writing into all written Children should make a concentrated effort to tolessons. refine the ( 561 making:writtenhandwriting assignments skills of watching students. closely for properlines spacing straight between and circles letters, round words, and sentences. 56 Urge careful work on all improvenent in 309 Pupils may PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS Illustrationswords.Keep a card file may oraccompany a notebook some of words. new and difficult spelling One may wish to divide the file or notebook into three sections:newnew words words used used in for science,storywriting spellingarithmetic. social test studies, and Workininitial aindependently sentence: consonant toof builda word. word lists by changing thedog, hog, log Check a word by using it Learn to note the difference in spelling such words as:citysit,peach, hit, beach, bit. teach send pronounced.Become aware Phoneticthat all spellingwords are hasnot, limitations. spelled as they aregYiagoodkind jumpcake emulateObserveMake a listthe formsteacherof common of printingthe homonyms letters. on forthe futurechalkboard reference. and try to thistomothersTake write fineone and aofwork. note fatherstheir to besttheir look writing teacherat the papers writing.telling home what and they have think their of 563 Ask their parents 56+ 310 OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACHER WRITTENDEVELOP EXPRESSION FUNDAMENTALWRITINGMaintain skill in MANUSCRIPTSKILLS OF andGiveThe sentences: attentionteacher Should-- to proper spacing between letters, Spaceswords, between words should be about the width of a Spaces between lettersusedaids.)inchildts asinarea. aa measureworefinger. should of distance be about between equal words. (See illustrations under instructional At the chalkboard the hand may be Height of letters followalllower-casecapital otherthis letters pattern:tall t uses lower-case use approximatelyand fall h, spaceuseletters, the 3/4 fhll for of examplethespace space 1 Use lines and the neatest manuscript writing when placing lettersall small hanging lower-case below (Seetheletters lineillustrations useuse 1/21/2 ofof under thea space snace instructional aids.) inlinedteacheranchalkboard theassignment by first, mustusing is set third,or anot musicawritten superiorpermanently and staff fifthexpression exampleliner. holderslined, aton itonly.a31the may times.chalkboard. be temporarily Chalk should be inserted If the The ProvidelinetoContinue thestructure. modelmodel to encouragepaperssize of for letters children children as to wellto print use as astoas atheclose guide model as in possible basicjudg- 565 ing their owl work. reducedproperwell-legibility formed spacingsize and lettersof ofneatnessletters letters, and words,spaces. and sentences Papers should give evidence of: 5 66 311 MakePupils a "handwriting may notebook" of their very best papers to PRACTICKS AND EVALUATION FOR PUPILS PROFESSIONALDawson, Mildred LITERATURE A. INSTRUCTIONAL AIDS Teaching Language viewGobe toplacedthe the work. chalkboardon display during free"open moments house" towhen work many on visitorsimproving Freeman, Frank N.Handwriting,Saysin the to Grades, the NationalTeacher," pp. 235-240. Education Teaching "What Research theirapplyKeepspecial handwriting.in skills mind letters thattaught thatgood in arehandwritingthe difficultformal handwritingis to an write. important tool; Obtain paper from the teacher to practice lesson to all National Elementary Principal,=VIIIAssociation. (Feb., Vol. 1959). Practicewrittentracing work. lettersthe correct that forms.they have been forming incorrectly by Trace with a finger, then with with ontheLook the writingblunt atbulletin theend end samplesof board.of a thepencil, of pencil. good and writing finally the copy teacher the letters has placed Compare work and determine places which need improvement: LookLook to forto see seeproper if if letters linesspacingto arearethe between straightmadeadult smaller letterswriting and circlesand andsize closer words. than are in the first grade. round. hP air I PIN ea Iv, - .111 it V V a w . a _ . vw _ _ NV WVe 4 re . i V WT. _ r w S. _ w NI Si, GI V r ' a 1 v's V r NI V v ... w Fr 411 W el W 'II * VT e Tv e 1 y Wr w og CRITERIA FOR EVALUATING COMPOSITIONS--GRADE TWO 313 Teachersinteresting should manner. correcthelp children all errors have orsomething omissions to onsay pupils/ and help papers them andto explainsay it in an Proofreadingcorrections symbolsexcept for errors common to ABOVEthe group. AVERAGE should not be used on secondgrade compositions. AVERAGE BELOW GE CONTENT FourInteresting or more sentencesideas andparagraphlanguage in form Related,ThreeSome interestingsentences, to one topic notideas inalways paragraph form SimpleTwoDull sentences contentstatements on onetopic HEADING VariedEffectiveRelated in toform in one vocabulary topic AdequateSome variation vocabulary in form !eagerErrors vocabulary or omissions in SPELLING Accuracy in spelling CorrectCIO spelling ofcommonly used words rn IN" G rarift Errors in spelling ofcommonlygraderequired headingused words for HANDWRITING Letters uniformand words in wellsizebalanced Letters Pniform in size PoorlyLetters spaced, irregular letters inandsize words SKILLS Proficiency in use oftheandall thirdsomeprevious skillsgrade skills for Proficiency in use offor previousall the grade skills listed Limited proficiencyuse intheor of skillsgrade previous listed skills for 314 OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACHER INDEVELOP PRACTICAL CAPACITY MUTING FORpractice BuildSELF-EXPRESSION readiness through oral UseThe every teacher opportunity should-- to promote growth in oral expression. ofanddiscoveringexpressionBuild far-away filmstrips a background throughplaces.the to meaning develop the of readingexperienceof new unfamiliar ideas of for and words.oral expand and a variety of stories and Ilsewritten filmsknowledge andProvide suggest a variety topics offor materials written expression:which will collections of picturesrocks, butterflies, on various topics.moths stimulate interest throughwhichingEncourage inmay writtenthe spark childrendevelopment expression:a creative to takeof centers of an art corner responsean active and interest manifest in itself participat- interest in the roan willUse theprovide unit amethod variety of ofteaching experiences a hobbyscience shop. experiment table to promote activities which and include all chil- Record INFORMATION UseGuideStudapes,dren activities forin thegurriculumScience. class.which K-3 provideGuide volumes for (See Curriculum Guide Mathematics,for andsuggestions. for the Social Recordsto record might information be kept the collectingnumber of libraryand documenting books read on:as a class project or individually. opportunities for the children of leaves of trees by classmates partEverysome of childwriting each shouldday experiences. engaged spend ina 570 the charting of characteristicsprograms.found in the community 511 of good television 315 'INSTRUCTIONAL AIDS BringPupils to mayclass examples of a hobby, PRACTICES AND EVALUATION FOR PUPILS tell how the collection Applegate,PROFESSIONAL Mauree. LITERATURE Easy in English. was made, and how a acollection collection of of buttons long it took to gather these items:marblesdolls a acollection collection of of cardsstones stagps Dawson, Mildred A. in the Grades, chaps. xi, pelPing Children Write. Teaching language xiii, xiv. Beinspirehobby stimulateobservant shelf. one anofto interestthemake science contributions in atable, new direction. to an These may provide ideas to write about, the art corner, or the exhibit, or Gray, William S.Apd Teaching of Reading Russell,Greene, HarryDavid A.,H. mentaryandDeveloping Petty, School, Language pp. 211-218. Skills in Children Learn to Walter T. Ele- Planintothe a most committees:"pretend" nourishing breakfast kind ofparty breakfast. for the Divide the classclass. Decide on Shane, Harold G.;Mad.Lenguseechildren. Arts Instruction kith &tali. B22 u=g (Have the "write up" committee prepare the storythe servingshoppingtable ommittee committee committee thethe "write clean-up up". committee committee for the Strickland,Tidyman, Willard Ruth G. F.,the and Elementary Butterfield, School, pp. Language Arts in 283-308. Keepandclassmatesschool aTheir record or class Rolefind of inbooksnewspaper.)information Nature." found inon the the library which will help unit of study of "Birds Marguerite. Teaching the plesBringChartaxle, demonstrated fromthe the six home,inclined simple orby tellplane,themachines level,about, the which wedge,theitems 572 pulley,help make the work andwheel easier.the and whichscrew. use the princi- s7 DEVELOP CAPACITY FOR OBJECTIVES SELFEXPRESSION The teacher Should-- PROCEDURES AND ACTIVITIES FOR THE TEACHER IN PRACTICAL WRITINGdirectionsinPerceive stories, math problems, ideas and and written sequence habitwhenUrge relating ofchildren expressing then to present orallyideas the andto incidentsthe class. orally in logicalevents of a story sequentially Establishing the toEncouragewith sequencegive sequential them children will clearly development. help who andprepare children are relating directionsmake them to classmateseasy to follow. to plan written stories usuallychildrenitemsPrepare inbegins childrenmaysequential bein ready fourthfor outlining order. now to use a formal outline inor fifth grade. Formal instruction in outliningby having them place lists However, some of Learn to use various methods Languagesuggestionsizing theirArts, work.forGrades outlining 4-6. in It is suggested that the Curriculum Guide for the teacher see organ the, keeping RECORDS of as:Illu:4-.rate the various recordingusingpreparing printed on charts tape forms ways of recordingusingdrawing information,a series a series of photographsof pictures such thirdPrepare grade a poster students: showing applicationapplication for for summer library play the various cannon forms card camp used by formsImpress neatly upon andchildren of spelling the value application for membershipschoolhouses Brownies). words correctly. of inwriting clubs information(lighted on 317 PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS RecallPupils something may that they have lost. Relate the events item was AUDIO-VISUAL AIDS missing:that led to the discovery of the fact that the a aribbon penny.gym shoe Schools,andClassroomFor(Film) Artordering Slidepage Motion procedures,5.Sets, Pictures. Chicago refer Filmstrips, Public to Makestories.)(Try same to fudge,create popcorn,a humorous or endingcookies to for some the of the above family. of the Give A Letter to Grandmother.Films, 1942. Coronet Demonstrateadventure.thestep recipes by step. andto classnatestell the class and tellhow toabout make the hand success If materials are not available for the demon- puppets, ForApproved(Filmstrip) ordering List procedures,of Filmstrips refer for to Makeinstration, thea recording, preparation use the as chalkboard ofa committee,the puppet. to drawof the pictures of each results of an step ElementaryPunctuation.of and "The Coma,"Education, Parts City1, 2 McGraw-Hill Book Co. -A, Schools, Boardof Chicago. Periodically,anothertheexperiment oralexperiment. committee. recorded conducted the Whencommittee report overthe with experimentamay period areport written of isonseveral the progress weeks. of The class may record results of experi- reportcompleted, prepared compare by "Semicolon"Bid"Quotation Punctuation and Marks Colon" Marks"and Italics." ments, such as: resultseffectseatingstages ofofhabits frictiontemperaturegrowth of ofanimalslubrication. wear living of and the thingsreduction air of wear on our weather through DIDEVELOP PRACTICAL CAPACITY WRITING FOR OBJECTIVES SRLFEXPRESSION The teacher should-- PROCEDURES AND ACTIVITIES FOR THE TEACHER LET1ERSformsBecome for aware FRIENDLY of and and SOCIAL use simplified requireDevelop friendly awareness and in social pupils notesinvitations of thanks to and social appreciation gatherings letters:of the many situations that aArrange group. for children tc participate letters regardingto absent plansclassmates for class Provide occasions that necessitate and encourage in preparing letters, activities. as paragraphcludingHelpcompetent children sentence.with writing anexpand interesting of the individual length of their letters to topic sentence and letters. a good con a single TeachwritingProvide the business samplefive parts letterand ofsocial forms the heading a letter: letters.for children to use the closing as guides in Eaccau.ragesuggested childrenand have to knowledge thethe body greeting use a correct business letter form of how envelopes should be the signature as BUSINESSBecame awareLETTERS of purpose of toEncourageaddressed. units of children study: to write social studies letters for information relating bestmeaningful.Situations letter thanto calling mail practice to for arithmetic.science secureChildren the to information. send realletters. letters Have the class select the are more 319 PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS UsePupils the formmay the teacher suggests for a letter. Social Letter F2rm AddressCity,School State WritePlan,body, a letterwith classmates, and label: a the closing, and the signature. thank-youit is written letter. down.the heading, the greeting, Decide where Letters that the Dear Date itareeacha belongs.guide plannedpart belongs Use correct before in writing other letters. look better because each part punctuation. Use this is written where letter as Yours truly, WriterequestinguseAssociationcompany ofa letterthe to informationtelephone. speak ofrequesting Railroads a and to the class on communication through Otheron letters may be written transportation fromrepresentative the frcm of the the education telephone departments American the Business Letter Fort Jane ofCollect type:entthe typesvarious samples of airlines. mail of mail first class, second class, air, and the pertinent factsand related make a chart showing the differ- parcel post, special to each SchoolDateCity,Address State heFinddelivery, envelope?has out in how registered,his theWhat pack. mailman words Why andshould educational be capitalized material. knowsshould where one toput deliver an address the on an on the envelope? letters NameCity,Address State Writeingrelatingto learnatinformation least eventshow twoto orofaddressletters material.the week and one business than properly: and bring two envelopes to one to a friend letter request- class Dear Sirs: BringandafterDrawthe envelopesmss. from14r. a red andhonebut circle Mrs.not toenvelopes callaroundafter Discuss why a periodattention to the place of thethe period periodsof after letters abbreviations that have beenon 580 is placed after received. M. 581 Very truly yoursJane Franklin DEVELOPIN CREATIVE CAPACITY WRITING FOR OBJECTIVES SFLFEXPRESSION The teacher should PROCEDURES AND ACTIVITIES FOR -- THE TEACHER andPOEMSCompose imagination based simple upon STORIESexperiences and providingimagination:Plan for materialoral expression and Display pictures of the circus activities that will sparkto precede the written expression that will inspire by Encourage children to experiment Display-a collectionthethose of funny amusingwith bone." "sawdust in their with new words and shoes."hats to "tickle use theyShowthenchalkboard write:children in compositions. forhow childrento plan List someto unfamiliar use. wordsand make a simple outline before on the writeHave childrenan original select report What ishappens the topic? first? a favorite story they have read and on the story. WhatWhat may happens be the last? title? andhandle,Providesuch plastic as a aprettyMr. longboat; Imagination stringempty without bottle,of yellow box which contains various a toy train,beads, a plastic one red flower, sock, aarticles broken ideaoriginalhavearticle for a momentthose compositionfrom childrentothe box about and use their "imagination" and create who have "nothingkeep itto atwrite lookingtheir desk thethe untilchildrenitem. This is an excellent withdraw an about". an t,ley INSTRUCTIONAL AIDS 321 PupilsSelect may-- at randcan from a textbook PRACTICES AND EVALUATION several unfamiliar words ..OR PUPILS ortheseDecideand sad. discoverwords to tellto theirwrite meaningsa story. by using It may be humorous, serious the dictioni.:y. Use Book Reports Tctke mang v-or-rms Writeansequence. specifiedoutline a book as reportby a theguide aboutteacher. a story read, using about sanething in story form. to help write the story in proper The report may be in the form the formFirst, make Prepareofthe an story. illustration a simple outline or a diorama depicting a of ev,.n Ls or items to scene from be written A d ior9 ma of ck scene orderabout will in do. a story. Several simple ideas arranged in logical [Name AuthorGradeTitle of book -rrowk 4 story Date ISchool Age WouldWhichAreIs the characteryou storycharacters like true? todid read animalsyouor storythepeople?like? again? 1 item 4:-/keout one What was the most excitingpart? A Written]. Report 584 whichinimagination.Fill column willthe box stimulate#2 onwithSee page suggestionsodd the 320. objects 585 322 OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACHER DEVELOPIN CREATIVE CAPACITY WRITINGPOEMS ComposeFOR :MEEXPRESSIONbased simple STORIES and upon experiences to"Writer'sDesignateThe be teacherdiscussed. Panel." should-- Each a section of the bulletin board week, place a new topic and label it, board and imagination tagboard.Haveneed ina "storywriting box" about of each Each picture Decide pictures from magazines mountedupon, and list, new wordsitern. one will have a partially completed on the on toofcompletein storythe the mount.box children'smounted a story below about the it. picture and Children compositions written on the may takeshould a picture from the box and Urge children to return the words that reverse sidemay be needed picture Mountdiscussed.stories many pictures, that pupils such have so that others written mayas be mayfamily read use scenes,aloud and snapshots of it. At the end of a week, the useaneededwith pets, boxas the aand tothesubject pictures, allowexplain wonders forchildren the oforal to take provide a list of difficultnature, and andpicture. children at play. or written expression. Keep the apictures picture filedfrom thein file to new wordsAlong 323 PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS Panel,"mayit.Cnpose be placed using a story aboutcorrecton the topic punctuation posted on the and capitalization. the board after the teacher has corrected *Writer t s It BringChooseforstory theitems asuggested"Writer or materials ts by Panel." it. of interest to supply suggestions picture frau the Be sure to capitalizepicture the important file. Write a title and Lookwritetitle words.inits the story. "story box." Select an appealing picture and Turn to the other side of the different paper and writeFoldfrom another athe sheet first storyof one. paper about into the four picture parts: that is PlanTell ora sequence write a story of pictures. about each part. 588 589 324 INDEVELOP CREATIVE CAPACITY WRITING FOR Sm.P-EXPRESSION OBJECTIVES The teacher Should PROCEDURES AND ACTIVITIES FOR THE TEACHER andPOEMSCompose imagination based simple upon STORIES experiences and nessMotivateessentialclass of contribution.newspaper. children punctuation, to contribute legible materialshandwriting, and Stress the importance of correct spelling, Content will vary according to the to the school or appropriate- newspaper maturitycopytunityCorrect rewritten, andto child's teachinterests encouragingmechanicsoriginal of children. copyat careful the with himwork and by utilizethe child the before same time. Then have the oppor- giveopportunityRealizefinal each submission the child toimportance utilizea tochance the theof to naturalfeature capacitieshis of pupils newspaper. newspaper activities. own abilities. They provide Forand leadinstructionthe tomore such able andcareers children,opportunity it towill provide for individualscriptcopywriting writing as: express themselves and mayadvertisingcartooning giveapplicationGuide the children assistance of balancein preparing needed and arrangement.to the provide dummy for printing reporting copy and make practical The teacherthe shouldsuccessful utilizese school the newspaper: natural tunities:Knowcompletion that experience of the paper. in newspaper activities promotes oppor- gives each child aownchancecapacities abilities. to feature of pupils his toto toteach stimulateexperience givework children trainingas aa officegroupspirit how in to proceduresbusinessof meet responsibility and talk to people. 325 PupilsSeek an mayinterview with some person in the school that the PRACTICES AND EVALUATION FOR PUPILS (TopicsMISCELLANEOUS for Written Expression) INSTRUCTIONAL AIDS interviewed.teachertheclass person wants will asking tosend know thefor more bestpermission about. letter toto interviewthe person him. to be Each child should write to The ApplesPetsFriendsMy Big That on Blueand aPurr StickFunBalloon toPerhapsWritenpretend"such the aasschool scriptthis a broAdcastnew informationnewspaper. advertisinglibrary or book themay a informationavailablenewbe tapedaddition andat may thetoplayed be theschool contributed school,later library. at a SidewalkSeenSkyFriendlyTurkey Highin Time theHopscotchHousesFolks Park Writethatmaterial lettersare availableon theseto radio meansfor and children. of television communication stations and onrequesting the programs ISnowbootsYellow InIfSee FrontI a Were DandelionsFriend of a MyBird House SummarizetheWritethe best kindsletters letter. information of toprograms radio gleaned andchildren television from would broadcasts stationsenjoy. for to reportingpromote Select and send Seen through the Window machine,LearnIfin the to newspaperschoollearnmake up toor final makeisclass printed thecopy newspaper. final of on newspaper thestencil. liquid for duplicating the printer. playground.week)Actclassify as to reporter gather as Write to: newsfor the thein news andclass articles,about during the abeingclassroom specific careful andtime tothe (one sports, ads, general news, special events. Creative writing need not 592 form.shouldothersalwayscorrected. beare put rewrittento intoread goodit, it However, if or 593 326 INDEVELOP CREATIVE CAPACITY WRITING FOR SELF-EXPRESSION OBJECTIVES The teacher Should!-- PROCEDURES AND ACTIVITIES FOR THE TEACHER POEMSandCompose imaginationbased simple upon STORIESexperiencesnewspaper and Read poems aloud to children; sane that are inspiring, some mation.poetry.Bethat alert are to amusing, speech, andpronunciation, others that andwill rhythm give thewhen child reading infor- A (Seegood Literatureexample helps section children for suggestions.)became proficient. Havefavorite childrena poetry poen closeparty to school theirwhen eachtoeyes read childand to try bringshis to classmates. visualize at least theone picturePlantowas write visualized. to a have apoen poen the suggests. about class what write the a scenegroup represented.poem on sane familiar Have children observe a picture and try Have then draw a picture of what 594 poems.Provideground,"subject: a "Thepoetry Airplane box into Flew which Above children Us." Read the poems to the class"Looking at theOut endOur ofWindow," the week:. "Sounds on the Play- may drop finished PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS 327 perhapsBringPupils incomparison. may samples of the daily newspapers for display and Determine how many issues are printed WrittenMISCELLANEOUS(Examples by Primary of Original Children) Poems Determinepublicby chartthe withvarious illustrating the this ntmberpublishers material. ofthese parts and theto areason for providing the newspaperthe class. and make a SittingTiny little in a flowers,row, Flowers newspapers,duties,Investigate the theproblems cost people of producingregarding who work newspapers:afor the paper and their facts for newspaper. the need for SoI hope you thecan sungrow, keeps grow, shining, grow. Grade 3 WriteComposeand topictures newspapersstories, to illustrate in the city features to find for out the if newspaper.any parts of riddles, verses. Make designs, for boys and girls." decorations, A black and yellow bumblebee, The Bumblebee Browsethegivenlikedthe newspaper class throughespeciallysufficient might arereaders like well,practice,written toand hear. "justanthologies read it to andthe findclass poems during that the aloud at home. Practice reading one that is When it has been ButYou'dAwayA black heup think justhighand yellowsitshein hada andtree, bumblebee,many tolooks see,sights poetryandKeepscrapbook found aperiodo scrapbook in and books have of and allspecial the favoritesections poemsfor different kinds of magazines at home. learnedfry to individe class the at me. Grade 2 poetry.Expresspeople.poems: feelings about the rain, maw, or sunshine through weather, plants, mechanical things, safety, humor, I jump soand high jump I andreach jump the so sky. Jumoirm Rope high, Readfavorite aloud poems to clasnates, brought to or class from home. 596ask the teacher to read, some Grade 1 597 PROCEDURES AND ACTIVITIES FOR THE TEACHER INDEVELOP CREATIVE CAPACITY WRITING FORWrite SELF- simple EXPRESSION SCRIPTS makingTellThe teacher thecharacters children should come that alive writing and dialoguetalk. is the same as Encourage the writ- childrening of original stories playscontaining based dialogue:on literature. booksstories from fromthe librarystorybooks.readers Read to the SuggestinGive a script.enthusiastic topics that appreciationare close to tothe evidence life of ofa child:originalitypets flag Encourage dramatic play for all children through:pantominehobbiesnature make-believefalai 7 y WRITTENDEVELOP EXPRESSION FUNDAMENTAL SETTIZ OF puppets.radio SENTENCELearn to recognize complete toinEncourageso writing.set that an theyexcellentchildren will tobeexample.) usemore complete likely tosentences use complete when speakingsentences (Children emulate the teacher; it is essential 598 expressionstotences.Call be attention a sentence. "complete to andMake andassist no incompletereference children atsentences." to this use stagecomplete to thesen- Tell children a group of words must "say something" 599 PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS 329 theteacherPupilsSelect parts maythemay among writecharacters classmates the dialogue from and a storyonhave the eachand chalkboard. makeread themand dramatizetalk. Divide The Makefranisa character's costumesused the fromreader. to the partfit regular theof thecharacter reader,dialogue. partseach childin a script.may read a part If a story with dialogue Other ActtheReadrooms outpart silently maythe the bestory. teacher inviteda story assigns. tofrom view the the reader. program. Develop the dialogue orally. Volunteer or accept beplace;oftitleTeam dramatizedcharacters ofwithand the thena playpartnerusingand develop theirat simple theand theparts; topcreate paper-bag script. of tell thean original wherescript;puppets. the listplay. story the takes names Perhaps the play may Place the SelectListenstorycomplete atoto child questionsthesentence. class.to carefully the teacher read asksseveral and paragraphsanswer them of with a a Ask one child to be the recorder. Each Acting U+ a ser numberhands.time theof sentencesclass hears that a completewere heard. sentence, they raise their The recorder keeps a record on the chalkboard of the 600 601 330 OBJECTIVES FTCCEDURES AND ACTIVITIES FOR THE TEACHER EXPRESSIONDEVELOP FUNDAMTAL SKILLSRecognize OF WRITTENdeclarative and familiarizeTellthe teacher and read children should-- stories with to thestimulate two kinds discussion of sentences: which will interrogative SENTENCES Helpafter children a sentence to form that the asks habit a question of placing by givinga question themtellingasking. markprac- ofBecame a simple aware SENTENCEof essential parts Teachtice inchildren punctuating the two sentences parts of that a sentence: require questionwhatwho ormarks.happened. what did it Help children to ur4erstand that we must: EndBeginKeep every everysentences sentence sentence apart. with with a period a capital or question letter. mark. Keep to one topic in PARAGRAPH otherEncouragesingle in topicsequence children and with writeto createthe them first severalin paragraphsentence sentences indented.form, related oneTry after notto atheto tell too much in one sentence. V41111111110 Teach children to: KeepStartIndent to a theonenew firsttopicparagraph sentencein a whenparagraph. of a everynew idea paragraph. is presented. theplentyofHelpthat verba sentence.children the offirst. practiceverb to is the Give childrenunderstand in fin bulwark 11111 ..... * Mildred A. Dawson6 02 603 PRACTICES AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS 331 Write several sentences about an excursion: Same of them shouldcould "saywere something"puzzling. about the trip. "ask questions" about things that dayanswerincoverKeep orthe aduring forthew.classdiary the thetime ofdiary "questions"week, to andread the give theirteacher oneit questionsawishes and will try to title. will give the pupils answered. Make a At some time in MatchWrite"last a several listparts" of sentences.of"first sentences. parts" of sentences with a list of Put a red line under the part that WhoWhatDickI DidlikeDid and It? It? Sue Whatchases throwHappened? thethe cat.ball. Makethattellsanother, a tellslistwho or of like: 1411 whatwords t.a...... 4....msomeonedidma, that its help and connecta blue lineone sentenceunder the with part or somethingwho 121, whim. d or s. SomethingSeeThe the big boy bluedog fellapples out to ofeat. his pocket. like to run. ReadandareFind connected. bringtheseveral sentences than sentences to class.written in theon thenewspaper chalkboard. with parts which See how many different words one can find They are all onform), one topic. using correct punctuation: The bird'sbird issings home blue is in a cage Arrange them in sequential order (paragraph Bringindentations.out howseveral many articlesparagraphs from there the arenewspaper in each by numberingTan has a bird to class. Find 332 DEVELOP FUNDAMENTAL MOLLS OF WRITTEN OBJECTIVES The teacher should-- PROCEDURES AND ACTIVITIES FOR THE TEACHER EXPRESSION Use enriched VOCABULARY in writing toduringPromotesubject use colorfulreading the areas. use lessonsorin dramaticwritten and inexpressionexpressions, developing of butvocabularywords expect learned themof to It is unwise to expect children at this age Acquireappropriate habits to of grade CORRECT level USAGE individuals:toBeuse alertcorrect the familiarin thosehearing errorswords usage theywhich errors. use are daily. peculiar to a group or to Make continuous efforts Provideerrors manyin usage opportunities individually for with written each' expression. child. teachdrew for for drawed, learn auwe for were can for we was Have the Correct PUNCTUATIONLearn rules of CAPITALIZATION and understandGuidechildren children thegive corrections. inother the examplesuse of capital orally letters:to make first word of a sentence days of week, months sure that they Help children to realize that punctuation is placespersonalnames of pronounpersons I titlesholidays an aid to Reviewlearningtioneffective learned rules to written use inlearned previousa periodexpression. in thegrade.,after: previous Maintain and increasegrade rules for skill ofusage punctua by abbreviations, initials. emphasisIntroducedates,commas: in=use addresses.use ofof apostrophethe comma afterin possessives words in a andseries. contractions. after salutations, at closing of letters, in Continueof 333 PRACTICES AND EVALUATION FOR PUPILS For Correctness INSTRUCTIONAL AIDS doubt.discovercorrectionsTry to speakerrors. to correctly Trihich referenceat all times. is made in event there is Keep a little notebook of errors The teacher will help and the Did firs+firsf-Firs+ wordavid word tmporiani. of of each a line words I c_api-faiize: seri-fence? a 44 Poe"? ED of 1 WriteCopy a paragraph. it and give it to Remove all a friend to read. punctuation and capitals. What happens? thenames namesword I? of of people ? cifies? title5? E=I MakeusedUseevery aanthin column wordaddress in thateachfrom book hasplace.the and annewspaper list the and names put anda circle addresses of apostrophe. Thy and tell why they around Di thedttreviattons, names of coura-ri such d5 Mr.) tVi I ss? . es? bestCapitalizeremembering friends. the to correctuse letters in these titles: Neatly copy the information intothe the hat bookcorrect punctuation and capitalization. The spei ling eh-Fct of each word? thewhitegeorgieanety catcamelfive andsnow with chinesethewho bright liontook brothers snowa walk. 608 11. 6U9 334 EXPRESSIONDEVELOP FUNDAMENTAL SKILLS OF WRITTEN OBJECTIVES The teacher Should PROCEDURES AND ACTIVITIES FOR THE TEACHER LearnPUNCTUATION rules of CAPITALIZATION and theficationsuggested.Teach same the ofheading correctthe suggested on formall papersfor form. paper written heading, for science,such social Howeverl, your school may wish to make sane modi- Be sure that children use as the one Establishconcerned;studies, evaluationarithmetic, include: standards and language. for the particularrevising own work group theirProvide work. a proofreading chart against which pupilsproofreadingcorrectingattempting errors. toown improve or classmates and to discover work needs may check uIanneedsLearn areas, of SPELLING basic and personalvocabulary, of words use to curric- meet individualtialTeachThere arrangement names is no teachersof agreement letters of alphabet.who of asmust alphabetto takethe best intoin sequential placeconsideration to teach order. the The decision rests with sequen- youmaturityDisplaysequential will needofan thealphabet arrangementto classdo so chart andat wasthisindividual in not point. taught students. before, however, a prominent place in the roam. If the notspellers all are good readers buthas been said that most good readers are good DetermineappearthatStress poorly misspelled.the the importance writtenreadiness letters ofof goodeach and writing.pupil irregular for spacing make Help children realize words becametrainingspellers. will help most to Early diagnosisspellers. and GIG grades.mineReview where and children advance arethe andskills proceed taught from in the 611 that point.new work. firsi and second Deter- 335 Pupils may- -- PRACTICE AND EVALUATION FOR PUPILS INSTRUCTIONAL AIDS mentProofreadUse inestablished any allsubject written heading area. work for to paper make whensure: turning Name is on paper. in an af-_Igt- WordsWritingParagraphsEachStory sentence are isis spelledtoldarelegible. begins indented.in correctly.sequential with a capital order. letter. Enlargein the spellingunits of vocabularystudy in the by variousincluding subject areas:to writemake reportsletters.compositions the words needed 336 EXPRESSIONDEVELOP FUNDAMENTAL OBJECTIVW sTcrus OF warrnai The teacher should PROCEDURES AND ACTIVITIES FOR THE TEACHER ulumneedsLearn areas, of SPELLING basic and vocabulary, personalof words useto curric- meet AdhereInstructsug°estionsdeveloping to thechildren a that basicsequential accompany tospelling use spellingmanuscript eachseries book in form for instudy procedure. program. use in the school in Use the teachingspelling tests keepingEncouragewritinguntil cursive atests listpupils informof manuscripttothe is know wordsmastered. their theyform ow mostto "spelling use often of cursivemisspell. demons" writing. by Gradually, move from maywordsProvide ine2ude:spelling in materialsopportunities list in ineveryday the for content pupils work andto to incorporate these subjects. use words from the basic Opportunities dureFollow for teacLer..directedlearning the SPELLING of proce- When ,wing spelling tests: Pronounce the word. .,gag:ng canpositionsletters makingcompiling reports lists familiar and unfamiliar words VaryEvaluate the approachcompleted in spelling the teaching tests ofwith spelling to includeRepehitUse :t inthe a word.sentence. pupils. program.phonicsHavevisual, children learned auditory, use in the theirand principles kinesthetic reading of methods.syllabication and program in their spelling 337 ThisUsePupils correctis onemap method study procedures that students in maylearning use: to spell words. PRACTIC23 AND EVALUATION FOR PUPILS Dawson,PROFESSIONAL Mildred LITERATURE A.in the Grades pp. 235-240. INSTRUCTIONAL AIDS Teaching Language LookLook back awayawaybackat the to and to fromwordcheck see write theifand theword,the the word, pronounce spellingteacher word and recall from was spell of itthemanoig.spelled correctlyit word.picturealoud. correctly. ofafter the Shane,Greene, Harold Harry G.,A., mentary21...4.andLanguageDeveloping Petty, School, Walter Arts Language pp. InstructionT. 261-263, Skills 259-266.with in Ele- Berinning teacher.Study spelling with a partner with the permission ofRewriteIf the the wordthe word is misspelled, a fewcorrectlysteps. 'Vines repeat ifthe it firstwas the spelled time.first five Sharpe, Maida Wood.pp.ing,"ThreeChildren 315-320. Elementary Approaches Brglish of Teaching (May, Spell- 1960, chap. vi. "A Comparison of than.ofKeep learning a to spell the words that are difficult for -4 *al "spelling demons" notebook for the purpose Tidyman,Strickland, Willard Rath G. F.,Arts andchap. inButterfield, xv.the Elementary School, The Language Wolfe, Josephine B.Marguerite.Arts,(Dec.,Spelling," chap. 1950, Elementaryxis. English Teaching pp.the Language555-558. "Step by Step OBJECTIVES PROCEDURES AND ACTIVITIES FOR THE TEACHER EXPRESSIONDEVELOP FUNDAMENTALFollow SKILLS teacher-directed OF WRITTEN proce- ProvideThe teacher exercises Should-- for individual work: compound words (snowball., however) durefamiliar for learning and unfamiliar the SPELLING words of pluralpossessivesderivationscontractedhyphenated forms wordsof words (prefixes, suffixes) (goose(Billy's,(let's,(good-bye, or they'll,geese, she's,hippity foot father's)we're) -hop) or feet) Teach children to be concerned about spelling tonbeingrereadingchecking concerned thewritten correct about work thespelling to correct check of spelling. spellingwords of words Provide a chart of spelling tips: KeepDrop the final e whena addingvowel. a suffix beginning with (caring) If a short vowel comesbegged,doublea (drop,consonant. before beggar).the dropping, theconsonant final dropped, consonant,before dropper;adding a beg,suffix. begging, (care, careful.) MaintainWRITING skill in MANUSCRIPT =familiar.towiseinContinue usespelling not in tocursive confuseworkhave.children untilwriting the cursivechild willuse withmanuscriptdeterwriting two the skillsis child writingmastered. whenfran exclusively onethe is The mechanics of thinking out the procedure It is theonprimaryRelieve paperslearning aim, theshould ofthattension a benewof done spellingthatskill in may bymanuscript thebecalling createdwords attentionform. correctly. as children to the approach many Headings 617 thatthings will the be childrenhelpful inalready acquiring know thehow newto doSkill; or howposition for to example: use of lettershands, pencils,withinhead, anda paper,word. arms feet, back, 618 339 Learn spelling rules for the formation of plural words:F is changed to v in plural form. PRAM= AND EVALUATION FOR PUPILS added to make plural forms. (half, halves) INSTRUCTIONAL AIDS YS when or preceded by a22,when voweladdedfox, is added.precededfoxes) is(chimney, not changed by chimneys). a consonant and isla changed is to i and (penny, pennies) (fall, falls; is Learn the meaning and spelling of words: ConsonantE is dropped is doubledwhen aroot.cord suffix when word (hope, isa suffix added(hop, hoping) ishopping). to added the root to a 619 620 EXPRESSIONDEVELOP FUNDAMENTAL SKILLS OF OBJECTIVES WRITTEN The teacher Should-- PROCEDURES AND ACTIVITTES FOR THE TEACHER WRITINGMaintain skill in MANUSCRIPT wishescase,isHelp as childrentotheimportant communicate. reader to mustunderstand be able to interpret what as learning to spell correctly. that learning to write legibly the authorIn either GuideenoughDuplicatetional the to aid.hand proceedpractice of on exercise their Give individual help until pupils a child having difficulty in cursive own. sheets for those who need addi- are secure Learn to use CURSIVE WRITING DisplayPreparewriting thea asname cursivehe cardforms andfor the manuscripteach letters. pupil in cursive writing. letter charts in a toFollowpromincatto cursive then. sequential placewriting: in steps the in the room so that the children may refer change-over from manuscript ContinueNext,Begin teachby byteaching teachingthe proper children formthe position lettersfrom to theslant manuscript (110 2, f, 110 r, ofs). the bodythat and arepaper. different in manuscript writing. numberMany forms of vocations and a great require alikeUsetwo the patternsand chalkboard writing of letters.simple to.denonstrate Teach next, the joining of sentences.Begin by using those that letters. the difference between the are most skill.addwisescriptprinting, the to cursiveretainwriting therefore, the skill 621 writing manu- anit is and,GiveDemonstrate then,examples in that cursiveby writingone doesform. not lift a simple sentence in manuscript form the pencil between- letters.6 22 341 Keep a progress record of improvement in handwriting by PRACTICE AND INALUATION FOR PUPILS PROFESSIONAL LITERATURE INSTRUCTIONAL AIDS Teaching Language months,wherekeepingGive improvaaentaddedlook own backscrapbooks.practice and is notetoneeded. letters the improvements.At thatthe endare ofdifficult one or twoto form Put a circle around the items Freeman,Dawson, MildredFrank N. A. Handwriting,Saysin the to Grades the NationalTeacher," pp. 198-233. Teaching "What Research Writeonto(12, practicepapers. in e cursive forming:letters form, except correctly.for manuscript form of heading 2). Use the chalkboard at appropriate times National Elementary=VIIIAssociation. (Feb., 1959). Principal, Vol. Education Practice cursive writing: TryTrace to thewrite word the inwith word the athe onair.finger. bluntpaper. aid of a pencil. readytheareResearch endable earlier, oftellsto third learn andus grade;thatcursive a most a fewwriting may beby Freeman gives us several few not until children toPractice form: the following groups of letters which arebe, ow,difficult bi,oe, bs, or, br os we,ve, vo,wo, wr,va, viwa pointslater. to consider:InThe order usefulness to expressfreely,ing extends children through must second print grade.in of manuscript writ- thenselves whenwhichPractice followed are andnot perfectbyeasy e andto the masteros: following and are letter made gip gr, gap ga je, ju, ja morecombinations difficult The addition of cursivemanuscriptacquireshould writing fluency.be form presented long enough when childrento enough to have acquired Yes Fug Yas yo hi,zo, zi, zu, za The addition of cursivebecomesthescriptshouldare needed maturewriting tooform.occur muscular set before in usingcontrol. the manu-pupil 342 DEPRESSIONDEVELOP FUNDAMENTAL SKILLS OF WRITTEN OBJECTIVES The teacher should PROCEDURES AND ACTIVITIES FOR THE TEACHER Learn to use CURSIVE WRITING handwritingtoopedtionProvide write duringto theregularany is thepoint symbola learnedweek.scheduled that occurs. responseskill. is automatic when the thought Meaningful practice is needed, asperiods for practice and instruc- The skill should be devel- Writeyear.UseClassifytheir one letters progress of for the inchildren handwriting fraueach month the threeto scales month size for and groupschildren at the of toendletters. evaluate of the group uniform in size; Medium-sizedTall letters are allafullloop thelittle heightletterscapital shorter of letters a thanwriting andthe space.thetall tall. letters. letters are d and t.la, 1, k, js., and they are almostThese letters are for example: the The loops below theheighttwo-thirds baseshould lineof extend tall thean heightlettersa distance of above the equal tallthe to baseletters. one-half line. the 1 4E, j,, a, z, They are and The All lettersother letters, rest on oraofheightpart basethe a spaceof smallline.as the the in letters,letter analheight. labove letters.are theone-third line is the sane 343 Pupils may-- PRACTICES AND EVALUATION FOR PUPILS MISCELLANEOUS INSTRUCTLAUL AIDS neededCompare improvements. written work against the rating scale and discover IanRuaReSee(Handwriting the ApprovedArts Subjects,Scales) Text 1962-1965, Book List for - pc. 83-84. ------Relo+ive KeislytAi o LOF AfAl below /ar base1e-1-4-ers line avid *igures ctisove and I NOS. I 4* WI!"IPMIMMINI[ffrir;JVAir,fi;;//Airlt,',/i/A OramilICA MY. r:3 .11 te=77ff_ 7:71. IMIPV;.rJT &IF; I to-- ta inches Wan clidikboard Wirr111711111P -.1777-.707-7541/If77r'gviirl F. 07 77 wri+inlrctferi P d I miammlir CRITERIA FOR EVALUATION COMPOSITIONS- -GRADE THREE assistancethetendcomposition:By masterythird to be grade,in ofless spelling mechanics. creativethe teacher and inpunctuation. thoughtbegins towhen evaluate they content and mechanics. For this reason, the teacher lends Children in the lower grades are concernedtwo with areas of written factorsCreativity when may evaluating be encouraged content: by giving considerationthethe child's child's ability ability toa to paragraphstay organize within events in a topic when writing a sequence to several shouldOnly simplemake the proofreading necessary correctionssymbols in spellingthe child's ability tospeech. use unusual expressions are used in third grade. and punctuation on or idiomatic The teacher bechildrenanydrawnthe stunted. sentencepupils' to recopyindicate papers.that and isthe correctincomplete correct every margin. or originalof poorA line structure. should If the margin is incorrect, composition lest creativity a line should be be drawn through Avoid having AnA singleinteresting paragraph topicsentence ABOVE AVERAGE SeveralA topicsingle simplesentence paragraph sentences AVERAGE LimitedIncomplete vocabulary and run-onsentences BELOW AVERAGE AEffective Severalgood concluding sentencesvocabulary variedsentenceas to form AdequateVaried beginningsvocabulary Three sentences on oneformtopic not in paragraph 345 VOCABULARY UseVariety of descriptive of words forphrasesinterest LimitedSome originaldescriptive command ideasof phraseswords MeagerFew original selection ideas of words HEADING Original ideas expressedwith individuality Errors or omissions itheading required for SPELLING Accuracy in spelling eche/0 Correct spelling ofwordsthe gradedesignated for Errors in words designatedforthe thegrade grade HANDWRITING Letters uniformand words in well-sizespaced;and slant good alignment Letters andrelatively words relatively uniformwell-spacedin size and slant Irregular in size andslant; not aligned SICTLI.S Proficiency in use ofprevious skillsall forskills fourth and gradenew Proficiency in use ofgradeprevious skillsall listedskills forand the Limited proficiency ingradeof skillsuse previous listed skills for and/Orthe CLASS languageClass excursions arts program have whena definite they: are used to EnuRSIohie motivate, extend, or culminate place in the EXPERieteeanandThe interest.isexperience a record chartor a store-is composed by the class of an activity emva-5or have stated objectivesanteacher evolvedaspect planning.of the language arts program from pupil- inThe the teacher preparation should ofinclude the writecharts: children'sthe following steps Teacher preparation should adequate knowledge of the areas to include: be useact manuscriptas secretary andcontributions on the chalkboardlowercapitals case 3 in.letters high form, making 14 in. high approvalprovisions of thefor schooltransportation;visitedclass principal discussion institution as to if necessary before guideedit withvocabulary the co-operation to includevocabulary spaces between lines 3 in. of the childrenbasic reading arrangementsnotification with to parentthenumberdate,range of time, ofplace,of pupilsthe extent in ofthe the group, pupils excursion, andtime, age and make three reprints ofpaper or oak tag cut one reprint intomatching exercises and the story on chart sentences for rebuilding parentalpupil understanding approval in extent writingofand the order of the excursion rules for safety cut one reprint intothethefor story storymatching exercises the chart to be readphrases and words and rebuilding provisions for safetyadult sizethrough supervisionand the age inrange of relation to the the group. adequate Thesweeping teacher his should hand, read a marker, or use one reprint asand matched. the chart to the class pointer under Pupil preparation should thoroughwritten parentalunderstanding approvalschool of theon include: file in theresponsi- Thethe childrenline as itshould is being be read the entire story guided to:read. adequate comprehensionbilitiesofsafety ofthe excursion.to maintain order and 631 the objectives insure locate,locateinterpret andmatch, readstory ,Pd sentences in withframe different hands or was. a marker 63% words or phrases 348 C Gr Or G Gr SENTENCE Simple sentence SEQUENCE MART 1 2 4 PERIOD OF FUNDA ENTAL K. 2Gr Gr Cr 4 ___ItIGic sentence AbbreviationsInitialsDeclarative sentences ,PARAGRAPHCAPITATZATION QUESTION MARK Interrogative sentences StreetsInitialsProffer citiesnames titles s months holi states "r s. as countries COMMA DatesSeries FirstFirst and word ±mportant of each wordsline ofin titles a sentence oet "Yes"DirectGreetin andaddress Moot and closin of letter ABBREVIATION PersonalGreetin pronoun "I" and clo of letter ExclamationsSTROPHELAMATION POMT Streets.Days and roads.months avenues, and states A PossessivesContractions 010.1.2. whiteshaded area area readinessintroduction and development of specific skills 3149 LPHABET 6KI US Kg. Gr1 Gr2 PHONETIC ArIALYSIS SKILLS Tr 12G Or :lanes of letters AuditoryInitial perceptionconsonants ICTIONART3ecuential order LongFinalConsonant and consonants short blends vowels AccentDefinitionsDiacritical marks marks DinhthoHardConso and soft c and g t di a 1LS ARTS OF SPEECHNouns possessivecommon and proper PrincipleSilentPrinciples letters :. forfor accentvowel sounds VerbsPronouns IZATION STRUCTURAL CompoundInflected woris forms of root wcrds .7:73 SKILLS Correct leoutlining L.ter et h Writings on forms fonus work COMBIWED STRUCTURAL ANDPrinciplesPrefixes and of suffixessyllpbication PHONETIC ANALYSIS whiteshaded area area readinessintroduction and development of specific skills 1 350 Applegate, Mauree. 111.: Row, Peterson & Co., 1960. Elam" in English. Evanston, Bond, Guy L., and Wagner,Growth Eva in Bond.Reading. Chicago: Lyons & Child Arbuthnot, May Hill.111.: . Row, Peterson & Helping Children Write. Children and Books. CO., 1954. LI Evanston,04 ArtilY Brogan, Peggy. York:Carnahan, 1955. Henry Holt & Co., 1961. Helping Children Read. New .ft-tley, A. Sterl. YourChicago: Child Learns to Read. Scott, Foresman & Co. 1957. 1955. ea , and Fox, Lorene.Yonkers, N. Y.: World Book Company, Helping Children, Bailey, Matilda, Kindergarten.AmericanChicago: Book GradeCo., 1960. 1. Grade 2. Scott, Foresman & .3z., et al. Language Learniag2: Chicago:1953. Broom, M. E., et al.Inc.,struction. 1951. New York: 'ectiveMcGraw-Hill ge Book Co., In- Bakes., Zelma W. Publishers,amd the Teacher. Inc., 1955. The Language Arts. the Child.San Francisco: Fearon Burton,Burrows, Wm. Alvina H. Trent,1952.to etWrite. al. New York: Reading in Child Develoi Prentice-Hall, Inc., They All West Barbe Walter B. Educatorsmoralized Guide Reading to Per-Instruction.ey, Jane. fs, N. J.: Prentice-Hall, Inc., 1961. Englewood Indianapolis: pt al. Education for Kfrective The Bobbs-Merrill Co., -)56. Teachers College, Slow to Talk. New York: 1956. Inc-,Thinking. 1960. New York: Appleton-Century e ;butts, Emmett A.Justruction.Co., 1954. New York: American Book Fouadations of Reading Guild% }fable Louise.New York: The Macmillan Co., Tea . ; the1949. Youngest. 351 Bainsau* Mildred A.,alemdamentals of McKay Publishing Co.,Basic Reading, and Bauman, Henry Instruction. Inc., A. Gans, Roma. ,Ezzeriencei1958. Guiding Children's itei..dingthrNew York:- Teachers College, liontion,la63.Learn Ky.: the Lance:age , and Dingee, Frieda Hayes. Arts. Minneapolis, Minn.: Children College, 1954. . ReadingTeaching is YoungFun. Children New York: in Nursers, Teachers Hmergess Publishing and Zol linger, Co., 1959. eV, Marian. Guiding NewSchool. York: World Kindergarten. L. Teaching BookReading. Company, Washington, 1956. and t e PrimarY Grades. Dolch, E. W. LanguageBraceChampaign, & Learning.World, D_1.: Inc., Teac=&=m4...... Reading. Garrard Press, 1960. 1957. York: Harcourt, Gates,Gray, Arthur Lillian, NationalD. C., American Education Assn., and Reese, Dora. Education Researtch 19i3. Assn. of the Children, Durrell, Donald. Champaign, 111.: . Psychology and Teaching droving Reading Garrard Press, 1951. of Reading.Instruction. Gray, William toScott, kead, ForesmanNew S. York: & OnCo., Their 1960. Own in Reading. The Ronald Press Co., Teaching Chicago:1957. Ecroyd, Donald NewEnglewood York: World Cliffs, Book H. Speech in tLeN. Classroom. J.: Company, 1956. Prentice-Hall, Hatchett, E., and Hughes,Chicago: . Teaching ofScott, Reading Foreman D. & Co., 1956. Teaching andLanguage Writing. The Fenner, Phyllis. Inc.,.1957.Children 1960. Read. ProofNew York:of the Pudding: The John Day Co., What Heffernan, Helen,ArtsRonald in Elementary Press Co., 1956. and Todd, Vivian Schools. New York: Boston: D. C. HeathEdmiston. gool_a2. . New York: SomethingThe John DayShared: Children and Co., 1959. Heilman, Arthur & KindergartenCo., 1960. Teacher. W. Principles and Practices Foster, Josephine C.,EducationAmerican inBook the Co., 637Kindergarten. 1959. and Headley, New York:N. E. E.of Merrill Teaching Books, Reading. Inc., Columbus,638 O.: 1961. Charles Herrick, V. E., andPrentice-Hall,and the Language Inc., Arts. Jacobs, L. (eds.). 1955. Englewood Cliffs, N. Children J.: Elementary School Child. ., and Logan, Virgil G. Boston: Teaching the Houghton Hildreth,Hester, Kathleen.Gertrude. New York: Harper & Bros., 1955. Teaching Every Child to Read. McKim, Margaret. MacmillantheMifflin Modern Co.,Co., Elementary 1955.1961. Guiding Growth in Reading S pool Net York: Thein Huck, Charlotte S.,LiteratureHolt, Rinehart in the Elementary& Winston, Inc.,and Young,1958. DorisTeaching Reading. School. A. NewNew York: York:Children's Meredith, Paul, andFearontivi4es Publishers, for Gifted Landin, Leslie.Inc., 1957.Children. San Francisco: 100 Ac- Hymes, Jr.., James L.York:Bolt, Rinehart Row,& Winston, Peterson & Co., Before the Child Inc., 1961. 1958. Reads. New Monroe,Kiel, Alice.Marion. New York: Teachers College,Individualizing 1958. Reading Practices. Lambert,Kephart, Hazel Newell M. C.Inc.,room. 1960. Columbus, 0.: The Slow Learner in Charles E. Merrill the Class- Books, National Council ofNewtions.Scott, York: Foresman & Language Arts for Today's GrowiinReadin. Chicago:TeachersCo., 1951. of English ghildren. Publica- Boston: . TeachingAllyn & Bacon, the Kindergarten Inc., Early- Childhood 1960. Education. Child. NeW National Society 1954. Appleton-Century-Crofts, Inc., for the Study of Education. Lamoreaux, L. A., andton-CenturytoYork: Read Harcourt, through h ifts, ExPerience. NewBrace York: & World, Inc., Inc.,Lee, Dorris1943. May. Learning1958. Apple- Nemoy, Elizabeth University....10.2esj1...... DeveinandThrouReadin. of Chicago McGinley. Press, 1961. Speech Correction Magnolia, Chicago: Larrick, Nancy."! A Inc.,Books. 1960. Columbus, O.: Teacher's Guide to Charles F. Merrill Children's Books, Nichols, Ralph G.,BookAreDmaghellinnits.Mass.: YouCo., Listening? Inc., Expression Co., 1955. and Stevens, Leonard New York: McGraw-Hill A. Logan, Lillian M. Boston: Houghton Mifflin Co., Teaching the Young 639 1960. Child. ataill&Co., Publishers, Dubuque, and Lewis, Thomas 1957. 1954. 640 Iowa: R. William C. Brown Listening and 353 Speech in the KLementars School. Shedlock, Marie L. The Art of the Story eller. Pronovost, Wilbert,New andTeaching York: Kingman, of Speaking and Listening Mardel. McGraw-Hill Book Co., Inc., 1954. Louise. in the Ele- The Sochor, E. Elona, etNewIntroduction. York: Dover Champaign: Publications, Inc., Critical National Council of Rem 1951. s3 An, Rasmussen, Carrie.mentary-&mentary SCo., ech Inc., Methods School.School. 1959. NewNew York: Longman,The Ronald Green Press in the Ele- Strickland, Kith G.Teachers1957.nentary of English,School. 1959. Boston: al. Language Arts in the Ele- D. C. Heath & Co., Robinson, Helen E. Press,roomCo., 1949.and 1953. Cl i nt c. CorrectiveChicago: Reading in Class- University of Chicago Stuart, Frances R.Washington,Health., Physical D. C.: Education & Classroom Activities.American Association for Recreation, 1956. Marguerite. Russell, David H. Ginn & Co., 1961. and Russell, Elizabeth F. Children Learn to Read. j.istening Chicago: Tinker,Tidyman, Miles Willard A. IsastAlaF.,Hill Newand BookYork: Co., Inc., 1959. Appleton-Century-Crofts, Inc., Teac e A ts. Butterfield, Elementary Reading. Chicago: McGraw- Sawyer, Ruth. Aidsof Publications,Through the Gradeq. Teachers the Viking Press, Inc., 1942. The Way of the Storyteller. NewCollege, York: 1959. Bureau New Van Riper, Charles,1952. andSpeech Butler, in the Elementary Classroom. Katherine G. New Schoolfield, Lucille Yc_D.,BrownB. and & Timberlake,Co., 1949. Josephine Sounds the Letters Make. Boston: Little Wills, Clarice D.,York: L2_*vingandFollett Stegeman, inPublishing the Kindergarten. Co., 1951. Harper & Bros., 1955. Chicago: Wm. H. Shane, Harold G. SupervisionguageEducation Arts. &Washington, Curriculum Development, tesearch1955. Helps in Tea D. C.: Assn. for National g Lair Yoakam,Wolfe, DonGerald M. A. New York: The Odyssey Press, LanguageInc., Arts and Life Pattrns. Basal Reading Instruction. 1961. E.struction Merrill Books,with Children. Inc., P 6 .1C. 4/MUM Language Arts In- 1961.641 Columbus, O.: Charles New York: McGaw-Hill Book Go., Inc., 1955. 642 tiliii1W4491441Alm ;04411. A.pti r.. F.m'Ogilehaltillol11 43 430) 43 0 4344 4443 42 4 43 43 Al 43 43 4 44 44 44 44 44 4 ./.4 Ai 44 44 44 44 44 4a 1 M4 C) 44 44PR14ag a 0 0 a q 0 047:2.44424 W 0104 I-I1:1'CO 000v 0ep 0 g ii Mil IAA ;411;UA 14)1:419 west 'Vihanti AI rb .11 th 2, eig ao e. DA I I I g ig 1; o13 1000041bla 1 4 1 . 44 4.4 4 3 4 4AidliliVt041411141 El 4 1 44 e l 44 1 ) 0 iGt t O [Ito Po Ro 401WIlltd 00t04315d 0 02A111N1 t