Informalreadipg Inventory, Reading Levels, Reading Materials,Spelling, Handwriting, Listening, Literature, and Oral Composition..(HOD) FILMED from BEST AVAILABLECOPY

DOCUMENT RESUME-

ED 079 754 CS 200 646

AUTHOR Saporito, Leo C., Ed.; And Others TITLE English Language Arts CurriculumGuide, Junior High Level: Grade 7.. INSTITUTION Vermilion Parish School Board,Abbeville, La..

PUB DATE 70 # NOTE 89p..

EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Behavioral Objectives; Con - position(Literary); *Curriculum Guides; *English Curriculum;*Grade 7; Handwriting; Informal Reading Inventory;,*Language Arts; Linguistics; Listening;LiteratureT Reading Level; Reading Materials;Spelling IDENTIFIERS Elementary Secondary Education ActTitle III

ABSTRACT Prepared for use in grade seven, thislanguage arts curriculum guide bases' its readingstrand on "Discovery through Reading" (Ginn 100), its Englishstrand on "Roberts English Series" (Harfourt) , its spelling strand on"Sound and Sense_ .in_ Spelling" ), and its handwriting strand on"Better Handwriting for You" (Noble and Noble)..Someof the divisions in the guideare-given ,,to general and specificobjectives for language arts, time allotments, a linguistic programfor grade-seven, grading and correcting compositions, reading,informalreadipg inventory, reading levels, reading materials,spelling, handwriting, listening, literature, and oral composition..(HOD) FILMED FROM BEST AVAILABLECOPY

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HEALTH DEPARTMENT OF U S EDUCATION AWELFARE INSTITUTE OF NATIONAL EDUCATION REPRO HAS BEEN F Rom THIS OOLVVEHTAS RECEIVED DUCED EXACTLY ORON OE ORGANIZATIONOPINIONS THE PERSONPOiN 1 y OtVIEW ON AT .iG + 7 REPRE STATE() DO NOTNECESSAAILYl'iSrett1TE OF r)CiAL hATtONAL SENT or POcTiON ORPOLICY EDUCATION ELEMENTARY AND SECONDARY EDUCATION ACT TITLE III A COMPREHENSIVE PROJECT FOR IMPROVEMENT English Language Arts Curriculum Guide IN LEARNING Junior High Level GRADE SEVEN ft Vermilion Parish Schools EnglishUnder the Specialist DirectionLeo C. Saporito of Dr. Joseph C. Kite, SuperintendentVermilion Parish School Board Issued by 1970 FOREWORD Language Arts program, but while the whole paceOver the years the Vermilion Parish Public ofSchools life aroundhave had us ais successful being changed English beyondof one recognition, thing--change we willcannot be stand the pervasivestill. characteristicofOur English ourLanguage Arts curriculum and As we look to the future,instructional we can be sureprogram must be flexible lives. viewandfield resilientthe of existing English enough programLanguage to meet andArts. themake test necessary of change changes Teachers and admInistrators must hold in constant re- and new developments as they occur in and adaptations that will enable studentsand administrative to function andeffectively supervisory in ourpersonnel. contemporaryThis society. curriculum guide is the product of a cooperative I, feel the curriculum committee under effort involving teachers whichthethe direction shouldteaching make ofof itMr.English sampler Leo C.Language andSaporito easier Arts. has for done teachers an excellent to complete more job of .preparing this guide, successfully encouraged.continuing development and strengthening of ourThis,is a tentative guide. The curriculum committee will welcome suggestions and comments Your active involvement and participation in the English Language Arts curriculum is from guideteachers will and be parentsmade as throughoutrequired and/or the school deemed year. necessary.Schools in this country have set the pattern for the world by making room for Revisions and modifications ofthe theevery pursuit child.child, of but.that excellence. objective is being superseded by another--quality education This is the objective for our schools--a system for all, dedicated to for excellence.this program and, in so*doing, help our school systemI urge achieve all teachersa higher tostandard work diligently of in helping children achieve success with JosephSuperintendent C. Kite, PH.D.of Schools Table of Contents 1 vi PhilosophyAcknowledgments ,... 12 EnglishGeneralIntroduction Defined Objectives to Language for Language Arts ProgramArts 35 SuggestedSpecificIntroduction ObjectivesTime toAllotment the for Linguistics.Program Languagefor Language Arts Arts 1312 6 GradingLinguistics:ProgramCorrecting Compositions Compositions for Grade Seven 171618 DeterminingInformalIntroduction Reading Reading to theInventory Levels Reading Program 313028 SampleSystematicKeeping Informal Cumulative Recording Reading Recordsof InventoryErrors 323433 0. Multi-levelReadingGuide to Stories Using Use of Supplementaryto Supplementary Children Reading Reading Materials Materials - Grade Seven 623556 HandwritingListIntroduction of Spelling to Demonsthe Spelling Program 696563 Helpful1,isteningListening Hints Activities for the Teachingand Materials of Handwfiting 747271 BibliographyOralLiterature Composition 807876 ACKNOWLEDGMENTS culminationthe process ofof effortscurriculum of teachers,development .1dministrators,The construction of this curriculum in the Vermilion Parish Schools.guide is an outstanding example of cooperation and consultants working together. The guide is the Such in Hargravean organization for interpreting and typing our Special gratitude is expressed to Nelwyn approaches the, ideal of t....tal-staff invzlvement. scribbling, to Wilmer Geoffroy for the printingM. Musumeche, Mildred A. Guidry and Sue F. of the guide, to Jeanne P. Sellers for English Language Arts Curriculum Committee assistance with research. Junior High Level GRADE SEVEN EastThomas Abbeville J. Guidry Elementary, School Principal AbbevilleFloyd Guiury Junior - Teach Hig r, Grade Eight School E.Ann Broussard B. Langlinais High School- Teacher, Grade Five JoanIntermediate B. Hollier Grades Master Teacher 4 vi: VERMILION PARISHPhilosophy SCHOOLS of Education 1 provide educational opportunities which will prepareThe Vermilion Parish Schools have the responsibility to the withofindividual knowledgethe necessary for and the understandingskills, society attitudes,' in which that hewillhabits lives be and his instrumentof mind, kinds equip him i andfor mankind.evaluating and effecting worthwhile These responsibilities can best be achieved and changes in himself sustained whenandindividual thecommunity school and tosysteth ofpromote society. works the ingrowth concert and with development the home, church, of the 1 i SPEAKING

WRITING ENGLISH DEFINED: English is comprised of language skillslistening, speaking, reading, writing--alongbothcomposition, content andwith skills.literature. the three related areas of English content: language, The definition makes possible a determinationBy this definition English consists of oftime what and belongs emphasis. in an English course and of how to set priorities in 2 THE ENGLISH LANGUAGE ARTS Introduction uponLanguage the Arts.acquisition There is no subject of greater value All ¶uture learning and academic success of reasonable facility in the language for the child than English is dependent arts--the toabilitythink become andto proficient thinkto communicate clearly in and with to othersorganize reading, writing, listening, and is basic to all human behavior. thoughts effectively in order speaking. To hischallenge interpretation of an expanding of his own world are The child's understanding and experiences, and his ability to meet appreciation largelyof his surroundings,dependent upon his mastery the ofin the determining English language. the quality of In a broad sense, the language arts may The usage of his language plays a his life. be thought of as the skills major part whichpermitskills are a permitreceptiveperson theto andreceiveexpression those ideas which of fromideas are to others. expressive.others. 'The expressive language The receptive skills needslanguage careful so thatguidance he can and manipulate a well-developed it'to serve program hisThe toapproach understand to language his affects the depth of learning. needs. The child

4 General Objectives 1. ment,To help the the poWer, child and acquire the significance an appreciation of language as a of the develop- 2. Totoolarts assist for skills communication. the ofchild reading, to become listening, efficient observing, oral and in the.language 3. TOwrittenability contribute expression, to communicate to the spelling growth ideas ofand correctly,each handwriting. individual effectively, child in 4. Tofluently, diagnose and the interestingly. limitations of all students and to meet 5. ofTothe literature,constructindividual a needs.composition,sequential program and language. through the interaction 5 Specific Objectives 1. Listening 2.1. To selectprovide appropriate readiness formaterials listening activities. for listening purposes. 4.3. ToTopsychological help teach the the child child aspects recognize how ofto listeningdecide at desirable physical and situations.which level S. Tohislistening teach listening. the he child should to function.become more 44scriminating in II. Reading 1.2. ToTo histeach develop own every rate in childeveryof learning. tochild read reading to the habits and skills atbest of his ability. 3.II. Reading (Cont'd) 4. Towhich developmake he thereads, in child the and childincreasingly of histhe progressability aware toin of usereading. the reading purposes mate- for 5. Togramrials provide ofindependently. reading for the activities. child with a balanced and varied pro- III. Literature 1. Totastes, help the and child attitudes. acquire desirable reading interests, 2. Totimeget help intoin the reading. the child habit discover of spending the values some ofof hisreading uncommitted and to 4.3. Topoetry acquainthelp and the prose. thechild child read with in athe variety literary of materials,heritage of both the human race. 7 III. 5. ToLiterature develop (Cont'd)a realization of the power and beauty of our 6. mentUltimately,language. of the child.to promote the personal and social adjust- 1. To help the child develop IV. Oral Expression facility in spontaneity of 2. Toeffective assist languagethe child expression. in learning to other'than those imposed speak to and with 3. peopleby good with social no inhibitions usage. facility in functional To a.languageaid the childactivities in developing such as: Participating in discussions b.d.c. TelephoningCarrying on conversations Giving diieCtions 8 IV. Orale. Expression (Cont'd) g.f. CairyingDramatizingStory telling on simple parliamentary procedures V. Written Expression 1.2. ToTo ing,provide teach and the manydeveloping child opportunities for a child to the process.ofhis ideas focusing into on,effective write.and mean- organiz- 3. Toingful expressionhelp thelanguage. child by providing, develop functional facility the type of writing activities in written 4. whichTo expression.teach society handwriting expects of and spelling as a means to its educated citizens. written 5. Towriting sentation.aid the in child regard in to content, evaluating his own speaking organization, and pre- and 9 V.6. WrittenTo help Expression the child (Cont'd)to grow and take delight in expressing 7. Tohimselffor help expression creatively.the child of become one's aware thoughts and feelings. of reading as a stimulus VI. Language, 1. Taoral help and the written child becomelanguage aware as a vehicleof the importanceof human communi- of 2. Tocation.both teach oral that and language written, that can is a system of arbitrary be manipulated to symbols, 3. Tocommunicate teach the thoughtschild the and basic structures and feelings.patterns in 4. Totheand developEnglish through thelanguage, history. understanding bot oral and written. that language changes in 10 VI. 5. Language (Continued) 6. Toreading, teachassist the thelistening, child child the in writing, variousmaking reasonablespeaking.areas of language judgments study- - 7. Toabout encourage the language the child pervading to choose his language environment. appropriate 8. Toto encourage the situation. the child to be receptive to changes which 9. others.Todevelop foster in thehis acceptancelanguage and of environment.language differences of 10. Toofself provide usage. fluently, the child audibly with with opportunities order, logic to andexpress a variety him- 11 ENGLISH Suggested Time Allotments LANGUAGE ARTS - GRADE 7 t ReadingLinguistics 6050 min. FreeSupplementaryBasal reading text materials 60%20% Reading: AdoptedGinn 100Texts Edition for Language Discovery Arts through Reading English:Handwriting:Spelling: HarcourtNobleHarcourt and Brace BraceNoble & &WorldBetter World Roberts HandwritingSound andEnglish Sense For Youin 7 Series 7 Spelling 7 INTRODUCTION TO THE LINGUISTICS PROGRAM to unalterably by every teacher. The time blocks as established by They are designed rather to provide a this committee are not designed to be general basis, adhered weeksorof a The timeof Robertsactual guide, time. Englishwhereby Series, as Further study by teacherseach teacher using canthis endeavor to teach presented by the publishers, in approximately effectivelylinguistic theprogram ten partswill be thirty theneeded reading if we passage are to andestablish the grammar more exact This committee realizes fully the strand in each section of the problemstextbook. encountered teachingwith the timeinitial schedules for developing implementa- fully videdthetion fifthof with a linguistics ormaterials the sixth forpfogram. grade review, are Children whoreteaching,faced encounter with difficulties. and the catching-up. series for These children must be pro- Diagnostic testing, as the first time in providedstepis understandable toward in the the workbook, elimination that allshould ofof this takes timethese and obstacles delays theis precede therate full of the progress.implementation selection and use of these materials. of the linguis- The first It ticsprovides progran a continuityat all` elementary of progression. The Roberts English Series is a sequential grade levels. For this reason, we believe linguistics program which builds and that the teacher 13 mustpresupposes teach the-lessons what'went inbefore. the same order It may often be necessary they are presented in the text. to go back for reteaching of Each leison mittentorparts lessons that lessons inhave hope ornot partsof been willlearned only well cause bewilderment and "advancing" more readily or "covering" the book. enough, but the teacher should never skip parts confusion among students. Skipping inter- booktext which is a accompaniesnecessary and the vital text partmakes of it the possibleThis for committee believes, further, that the record album total program. the child to put into actual Selective use of the work- which accompanies the practiceunnecessary the linguisticuse of the skillsworkbook which can areprove taught to fromSupplementing the the basal text with traditional, nonlinguistic materials be too time-consuming. textbook. Undue emphasis and and drills ticsis not Program recommended. be developed to its fullest extent.Much emphasis in this series is based upon written Proper evaluation of this program demands that composition. the Roberts Linguis-In grades four, discouragetofive, develop and sixcreativity.the theskills primary of writing. purpose of composition is to Therefore, grading, criticizing, and marking of papers at Special care must be taken to encourage and not to foster creative expression and these grade levels by the teacher is not recomm nded. 14 The kills of writing can be best positions.developed when the child acquires the ability to proofread and evaluate It is the teacher's responsibility, through praise and encouragement, his own com- atingto provide written the composition. proper motivation for a disciplined Seventhprogram grade students should be introduced to the high school method At this time compositions will be read, corrected, graded, of selfcorrection. for evalu- andcompositionsing returned to a standard by is the included procedure.teacher. in the guides for seventh and eighth grade. AThe copy students of the willhigh correctschool gradingand revise system for written their papers accord-

15 place with the writing. An unread, uncorrected, unreturned theme is not worth assigning. Therefore, "every school should establish an evaluation routineCORRECTING COMPOSITIONS Learning takes togradedpo correctthat by students the and teacher revise will andtheirknow returned thatpapers their toaccording themcomposition for to revision. a standardwill always procedure be read, and corrected, return them and to The students should also have thethat teacher contain by errorsa specified should date be rewrittenin order toon getA and credit BCompositions compositions. for them." with 1 grades C F should be completely rewritten. As an incentive,Only thethe sentences , higherstudent than could the be original given a grade.second grade for rewriting.Grade on Original Theme C This grade can be one letter grade CorrectedFailureGrade on to CompositionOriginal correct Themecomposition FCB NumberComposition of compositions folders -compositionfor The- There filingaWEteacher should activities might classroom. be askan every two weeks. attemptthe students to have to purchaseat least a onemanila or morefolder 1John W. Warriner, The Teaching of Composition. 16 t This system for grading the composition GRADING THE COMPOSITION We recommend its use, perhaps not in its entirety, by the seventh and eighth gradeteachers.has been adopted by the high school teachers. A - APPEARANCE Margins asitS pointshighest per possible quadrant 0 M - NeatnessCapitalizationIndentionsHandwritingMECHANICS ability 1 0234- -passing goodfailingexcellent - average S - Subject-verbGrammarSpellingPunctuation essentialsSENTENCE agreement STRUCTURE possible16 points is highest A ProperSentenceComparisonRun-on case sentence varietyfragments of pronouns More12-15 advanced0-4S-78-11 classes 0 - ORGANIZATION AND ORIGINALITYOrganizatgri mainLogical ideas arrangement and details` of 141612-13 -15 8-11 A Originality TreatmentSatisfyingProperImaginationIdeas introduction conclusion 0-7 17 WordImagery choice A LINGUISTICS PROGRAM GRADE 7 VocabularPArT 1 LITERATURE Meanin. Phonolo. GRAMMAR S ntax Oral COMPOSITION Written COMMENTS ThreeA Poem Weeks - "Ducks" SoundsThe Consonant Thetencesof StudySen- WritingParagraphs Gradingthisrecommendedcompositions level. of wri at i ten "GulliverA Strange inAdventure Lilliput" - TheSounds Vowel A Grammat-ical Rule HistoryEnglish of PaperWriting a ArchyToad""Warty and Bliggens, Mehitable the - SoundThe Vowel tel AnotherRuleGrammatical Punctuation TestsUse of and the Devil Lib ary 18 LITERATURE GRAMMAR A LINGUISTICS PROGRAM GRADE 7' COMPOSITION COMMENTS Vocabulai . :aning Movpholuy Syntax Oral Written A ThreePARTPoem 2 Weeks "Velvet Shoes" Morphemes Articles EnglishHistory of Comparisons, A "Steamboatmen"Boy's Ambition - MorphemesKinds of ofTwo Common Kinds WriteA Paper to A Poem "Exile" A VerbInflection ArticleTheNouns Null WriteA Story to TestsUse of and the Revil Lib. ary

19 A LINGUISTICS PROGRAM GRADE 7 Vocabulary LITERATURE Meaning Morphology GRAMMAR Syntax Oral COMPOSITION Written COMMENTS AThree PARTNonsense Weeks3 Poem - "The Other. Verb Two Other A Story to . Walruster" and the Carpen- Inflections .. PhrasesNounKinds of SomeWritetion Punciva- Marks A "NoahStory andfrom the the Arku----- Bible VerbsParticiplesand Irregular Review:NounsNoncountCount and EnglishHistory of WriteA Story to ThePhrase. VerbNoun . A Poem - "Loveliest Verbs with MorePhrase About A Letter to Use of the Lii rary of Trees" FormsParticiplePastDifferent and Phrasethe Verb Write Tests and,Rev . ew 20 i A LINGUISTICS PROGRAM GRADE 7 PARTVocabulary 4 LITERATURE. Meaning Morphology GRAMMAR Syntax Oral COMPOSITION Written COMMENTS AThree "APoem Fable" Weeks with a Moral - withMorphemesInflectional Adjec- Construc-lowingtions fol- be WriteA Story to . An Ancient Hero - tives A Clarifica- "The Labors of Hercules" AdverbialsManner of nrbalsbePhrasesReview; withVerb HistoryEnglish of 1 tion A Songthe Heat- "Fear o' theNo MoreSun" phemeThetional Deriva- ly Mor-- 2 PhraseThe Verb TestsUse of and the Revi, Lib ary 21 A LINGUISTICS PROGRAM GRADE 7 VocabularyPART 5 LITERATURE Meaning Morphology GRAMMAR Syntax Oral COMPOSITION Written COMMENTS Horne"AThree Poem Weeks - "Godolphin Theer Morpheme withPracticeRulesSentence Kernel EnglishHistory of WriteningsSome Begin- to WithinA Visitor Our -Gates" "The Stranger Howlaries Vocabu- Grow ModelsUsedOught toto; WriteA Story to Use of the Lib ary A Green"Poem - "The Echoing MorphemeMorphemesTwoCombinations ful ThePhrasetheciple Parti- Verb in WriteA Descrip-tion to .t_JTests Use of the Lib] and Revi( ary 22 A LINGUISTICS PROGRAM GRADE 7 Vocabulary LITERATURE Meaning Morphology GRAMMAR Syntax Oral COMPOSITION Written r COMMENTS ThreeDownAPART Poem Weeks6the - Walk""A Bird Came Theless Morphemes and un TheTransforma- Passive Paragraphing . tion . History of A Report to A DrawingSongLegendary from of anKingthe Opera Sword"- "The - OldTheSome EnglishAffixes Prefixes of MoreParticlessives Pas- English TwoWrite Paragraphs Use of the "Sir Joseph's Song" Englishfrom Old [i Passive Use of the to Rewrite TestsLibrary and Re'

23 LITERATURE GRAMMAR A LINGUISTICS PROGRAM GRADE 7 COMPOSITION COMMENTS VocabularyThreePART 7 Weeks Meaning Morphology Syntax Oral Written A Poem - "Cape Ann" WirdsbeSentencesKindsring + ing Ocur-ofin J MoreClassOne thanWord . The Ascent of Everest Relative A Report to ) "The Summit" . Clauses Giveof EnglishHistory A Paper to Use of the Lib ary A Poem "Mending Wall" . MorphemesDerivationalfrom Latin RelativeWordOccurringOtherPronounsin Different ClassesWords Write Tests and Revi 24 A LINGUISTICS PROGRAM GRADE 7 VocabularPART 8 y LITERATURE Meanin g Morpholo gy GRAMMAR Syntax Oral COMPOSITION Written C OMMENTS ShakespeareAThree "St.Speech WeeksCrispin's from Play a Day" Thein Morpheme ClausebilitiesOtherthe RelativePossi- in WriteA Speech to A "TheNorse Burning Soga of Njal" Moretionof Assimila-Examples Adverbialsas Morphemes HistoryEnglish of Topic Sentences A Killed"Poem - "The Man He ableThe Morpheme ,OtherNounfiers Modi- Phrase in the MoreSentences Topic TestsLibraryUse ofand the Review 25 GRAMMAR A LINGUISTICS PROGRAM GRADE 7 COMPOSITION COMMENTS PARTVocabularyThree 9 Weeks .LITERATURE Meaning Morphology Syntax Oral Written ofA Poemthe Ridiculous"- "The Height ' Theent Morpheme ModifiersDeterminerbetweenand Noun TopicPractice Sentences with A andFable the -Star"- "The Moth Theence Morpheme ModifiersAdjectivesas Noun HistoryEnglish of WriteA Fable to UseLibrary of the A "ToScottish a Mouse" Poem - mentThecry Morpheme and MatrixSentencesInsert and sk , TestsLibraryUse of andthe R vie, 26 4170.04111. '10 A LINGUISTICS PROGRAM GRADE 7 VocabularyPART 10 LITERATURE Meaning Morphology GRAMMAR Syntax Oral COMPOSITION Written COMMENTS AThree aPoem Perhaps Weeks Hand" "Spring Is Like StressA thatMorpheme Changes NounnessRecursive-fication Modi-in Use of the Lib ary GermanicA of"TwoDiscussion Germanic" Characteristics Languages of the - The-icalin Adjectives -ic and Thesiveformation Posses- Trans- HistoryEnglish of A CompletionExercise A Poem - "Soldier, Rest" MorphemesDerivationalReview of Transforma-tionsReview of WriteA Paper to TestsUse of and the Revi, Lib ary 27 INTRODUCTION TO READING throughout the elementary and junior A systematic, co-ordinated program high schools. of reading instruction is needed It is for this reason gradesthat the seven Ginn and Basic eight. Reading Program While some seventh and eighth grade has been adopted and extended pupils may be ready for reading through taughting more as areading literature skills class, and most Incidental reading instruction at any reinforcing tho*se skills already of these pupils are in need of grade level, including the learned. acquir- upperanThe asset. abundancegrades, does of supplementarynot materials Yet, care must be tken to assure produce the same results as a planned program. present in our schools is indeed., that these materials are partprogram.a planned of a planned program, program. Our effort was to relate them to these supplementary materials have To avoid their incidental use the basal reader by content been placed in the and to insure andity skills. in growth of abilities, variety Because of the Ginn program's completeness,of activities, by way of itsorganization continu- of 28 I readingexperiences, teacher's and contentclose adherence of important to the ideas, program. we strongly recommend The importance of the stronglythe teacher's emphasized. manual and it being closely followed Thiscannot program be too is going to be evaluated carefully. The Ginn Achieve- mentevaluat'mto theTest, Stanford whichprocess accompaniesAchievement will be the eachTest. opinions book, will of the reading The most important factor in the be administered in addition teachers.

29 --- INFORMAL READING INVENTORY usedreading to administer levels of thechildren inventory. in their classrooms. The purpose of an informal reading inventory is to help teachers determine the Descriptions of these techniques may be found in Various simple techniques may be TheReadingthe results Ginn Diagnosis manual, are to thebeby filedNitaCaddo Benton inParish the Smith child'smaterials, which cumulative mayor inbe The foundrecords. Graded in the Selections Professional for InformalLibrary.

30 DETERMINING READING LEVELS 1. standingIndependent(c)(b)(a) andWI-Mout Level - difficulty.The highest level at which theRhythmicalComprehension:Freedom child canfrom oral read symptoms reading: of tension 901 or better accuracy 991 or better accuracy in word recognition, con- with full under-, 2. Instructional(a)(b) Level - The level at which systematicversationalComprehenTOWT instruction tone, can 751 etc. be minimum initiated. (not more than one unknown word in each 20 words) 3. Frustration(c) Level - The level at which the individualversationalRhythmicalFreedom is from oraltone, symptoms reading: etc. of tension (not more than one 92;unknown o: better word inaccuracy each 20 in words) word recognition, con- thwarted and reading success(c)(b)(a) is impossible. Oralment,Symptoms:Comprehension: readingwithdrawal, rhythmical, etc. high pitched voice, meaningless tension, finger pointing, lip movement, vocalization,501 orhead less move- substitutions, etc. 4. Listening(c)(a)(b) Level - Hearing Level - Capacity Level (notAbilityComprifiaiion: I.Q.) to userelate language experience structure to information and vocabulary gained comparable through listeningto 75% minimum material heard. 31 SYSTEMATIC RECORDING INFORMALOF ERRORS READING INVENTORY Substitution lkommtShe is OmissionAddition The boy PhrasingRepetition We Ican /went// dig to (make notations) NotationsHelp given //// /51-ire7 (after 5 seconds of hesitation, help the child with the word) HeadFingerLip movement movement pbinting MNFPLM 32 .Sample Informal Reading Inventory HM and/the/way the water changed Peter liked everything about 43) seashore.-oeie,co ors with the sky. He He liked WILieto //// way/the /listen/ waves//rolled to in/ the FP stories the fisherman told as He"He liked seemed most to of lie all in to wait often /S hear Fisherman Billfor//fishermen returning//home with mite nets/on the beach/.tell/about//th6 Bad White Whale. catch. Just when the whaff was in sight, ma came "First /he surfaced/and////down into/the ocean /blew/ and came/upmnder the boat.' from this white whale. water up like a white fe4zher. Then he Fisherman"Boat,"He was fisherman, aBill would//// and fish, /shake/ all were badeei)whale if there ever his turned overbe into the water." ones"

33 KEEPING CUMULATIVE RECORDS 1 folder. Each teacher is to file the following The results of these tests will be of the greatest information in the child's cumulative record help to you and the succeed- ing teachers in determing each child's needs 1. Ginn Readiness Test results and his stage of development. 4.3.2. HandwritingInterestInformal InventoryReading ,Pre-Test Inventory from and Post-TestReadiness Test 6.5. AnyTest other diagnostic tests administered such as the McCullough Word-Analysis 7.8. VermilionGinnStandard Achievement ParishAchievement ReadingTest resultsTest Rec results -d Form 34 A GUIDE TO USING SUPPLEMENTARY MATERIALS TO ACCOMPANY Basal Selections DISCOVERY THROUGH SkillsREADING, 100 EDITION Topics Supplementary Materials Skills Time:Unit 1 Mostly About Stories and Poems Four Weeks You Partmanyreadingfrom of kinds getting ,he1. okspleasure comesto know Topics of people of Washington"Selection: "March on Sixtheto brothers WashingtonPresident who to meetdrive Purposefulatingreading;ings; hew'end- relating cre- traita Oralcharacter toreading; life Reader's Digest Lesson"Selection: "The Sailing A pletetogirla revealboy's whosetruth lifethe endangers com- failure characterandsions;drawingidea effect; cause conclu-study main AdvancedOver-Board" "Man Poem: "A Windy Day" Thesea fun on ofa windybeing at day Appreciatingpressionsdescriptivefigurative .1- andex- 35 A GUIDE TO USING SUPPLEMENTARY MATERIALS TOACCOMPANY DISCOVERY THROUGH READING100 EDITIONS Basal Selections Supplementary Materials Skills Through"UnitSelection: I Stories and Poems (Cont'd) "Bertie Comes minedA forboy to hiswho do school ishis deter- best Topics comprehensiontraitsrelatingRecallingletails; to characterlife; Skills Runner"GH-13Controlled "Remora Reader Topics How"ThePoems: High Colors" We Are"%and "We Never Know forthChallenges the best can inbring us appreciatingUnderstandingic expressions poet- and GH-3centControlled "The Descent" Magnifi- Reader Selection:in Bangkdk, Thailand" "How We Live BuddhistsYoung people who are cardskillComprehension;classificationtheizing; catalogue; Deweyin usingorgan- Decimal the Selection: "How We Live Youngsters who live Comprehension;system in Crater, Arabia" extinctin the cratervolcano of an ' wantnotingsimilaritiesratedifferences; ortinadcu- detailsirrelek, and 36 A GUIDE TO USING SUPPLEMENTARY MATERIALS TO ACCOMPANY DISCOVERY THROUGH READING, 100 EDITION Topics Basal Selections Skills Topics Supplementary MatirfAls Skills Selection:UnitIn Tunis,1 (Coned) Tunisia" Stories and Poems "How We Live beautifulA ingginianfamily in itscolumn hasold home. aCartha- stand- enjoyingusingComprehension; outlines; books Time:BehindUnit II the Story Four Weeks The Story incoveryDoorway biography of to interest the dis- Pirate"GH-14Controlled "Mary Reed-Reader' Selection: "Treasure" sureFinnTom Sawyerhunt for and trea- Huck ingclusion;Drawing mental con-form- , pictures;lishlevels usage of Eng- andSelection: His Band" "Tom Sawyer andBoyhoodshipof TomSamuel Blanken-adventures Clemens liningCharactertraits; out- 37 .A GUIDE TO USING SUPPLEMENTARY MATERIALS Stories and Poems TO ACCOMPANY DISCOVERY THROUGH READING, 100 EDITION Basal SglectionsTopics Skills Topics Supplementary Materials Skills Heart"Selection:Unit II (Cont'd) "Mafatu, Stout SouthMafatu,fear Seas, a boy overcomes of the appreciatingCharacterflashbackrecognizinglocal color; study; a,-- Selection:the South Seas" "A Story of SeaSperryLife Island,of on Armstrong the Bora South Bora charactersopinionsconcept;Illustratinging personal aboutexpress- the ofSelection: Leather" "The Squeak SmokywesternClint,trains a cowpony, thebrave little buster; encesdrawingactertoFinding support traits; infer-evidence char- Selection:Lone Cowboy" "Will James performepI-AerWillartistcomescowboy James, aand writer r deo be-and rapper, words;Discussingchar-outlining;acter outliningdevelopment; Spanish 38 TO ACCOMPANY DISCOVERY A GUIDE TO USING Basal Selections THROUGHSUPPLEMENTARY READING, MATERIALS 100 EDITION Supplementary Materials Poem:Unit II (Cont'd) Stories and Poems "The Runaway" facinglittlePassers-by hisMorgan firstobserve Colt Topics Skills Topics Skills snowstorma mountain alone in stops See Robert's English Poem:on a Snowy "Stopping by Woods Robert Frost Evening" woodssnowsttrm.innorder:hisingto horse enjoyduringsnow inthe a snowy fall- SeriesPart' 1 Grade 4 NewSelection:. England" "A Poet of TheNewFrost life England in of his Robert beloved Lee Makingments;pottingences;taking infer- note-sup- state- VincentSelection: Benet" "Stephen VincentTheaboutstories life AmericaBenet ofand Stephen poemsand his Locatingformation in- 39 TO ACCOMPANY DISCOVERY THROUGH READING, 100 EDITION A GUIDE TO USING SUPPLEMENTARYBasal Selections MATERIALS Supplementary Materials Unitling"Selection: II (Cont'd) Stories and Poems "Rudyard Kip- Thein lifeIndia of and Kipling Later Topics posefulReinforcing reading pur- Skills Topics Skills Selection:. "Elizabeth Lifein Vermont and writing of Comprehension; Janet Gray" MissCrownbecame Gray Prince tutor who laterofto Japanthe ' preparinggraphical a list,bio- Time:KingUnit III When Sport is Four Weeks heroesSports and sports Selection: "Kid Brother" Basketballsportsmanship a boy's mentThetofindingtraits story's supportof character evidence plot;judg- 40 A GUIDE TO USING SUPPLEMENTARY MATERIALS TO ACCOMPANY DISCOVERY THROUGH Basal Selections READING, 100 EDITION Topics Supplementary Materials Skills Nutshell"UnitSelection: III (Cont'd) Stories e-id Poems "Skiing in a wingirl'sSlalomand determination racinghard practice to Topics a tifyingComprehension;reading;improving char-. iden- oral Skills opiniontweentinguishingprovement;foracter self-im- traitsfact dis-andbe- Poem: "Skating Song" Asoftheover the freedom keen theskater exhilarationice, zooms he feels aSelection" Hair" "Won by honestyFishing -in a returningboy's Notinging clues;story foreshadow- fromtell- an undeserved prize differentringofloguetraits view; character frompointsinfert dia- 41 TO ACCOMPANY DISCOVERY THROUGH A GUIDE TO USING SUPPLEMENTARY READING, 100 EDITION MATERIALS Stories and Poems TonicsBasal Selections Skills Tonics :1-1C Supplementary Materials Skills Poem:Unit III (Cont'd) '!Fisherman's Lack" A havingdayhadfishermanhis ofan reasons caughtfishingunsuccessful who for any hasgives not understandingAppreciatingcalsatire;ing concept a psychologi-explain- and Fishing"GH-18Controlled "Monster Reader Poem: "Casey at the Bat" Therefishthe fansis gloom of the among Mud- summarizeUsing details and ex-to AdvancedReader's "His Digest villemightythethe last ninebat Casey inninguntil, comes whenin to press attitudes ControlledYouGH-21HermanDizziness-JeromeIsn't Know" "Baseball Dean"Cricket, Reader ofSelection: Basketball" "The Story basketballThedoor beginning game as anof in- mationsourcesopinion;betweenDistinguishing of factjudging infor- and . 42 A GUIDE TO USING SUPPLEMENTARY MATERIALS TO ACCOMPANY DISCOVERY THROUGH Basal Selections Skills READING, 100 EDITION Topics Supplementary Materials Skills UnitaSelection: Champion III (Cont'd) Athlete" Stories and Poems "The Secrets of forJesseandteam the last Owenson 1936 hisbroad qualifies Olympicthird }Imp Topics meaningswithpower;Building multiple words word UnitTime: IV Four Weeks For All Mankind Apprentice"Selection: "Printer's BenjaminofBiographical the early Franklin lifesketch of writingdiscussingLocatingcritical technique; details;. readinga Poem:Schoolmasters" "America Was Theearly schoolmasters America taught of Appreciatingof words choice morecharactertheirTheygreatthat than developed pupils makenation three and America the ideals todayR's.in a 43 TO ACCOMPANY DISCOVERY THROUGH A GUIDE TO USING SUPPLEMENTARY READING, 100 EDITION MATER:ALS bnit IV (Cont'dj Stories and Poems Basal Selections Topics Skills Supplementary MaterialsTopics Skills Poem: "The Pioneer" menThebecausehea there trailispioneerfinds forgotten, andthe topeace who guideistrail goodblazedand but is joy other Selection: "Marie Curie" AnwithCurie account Pierre and ofher CurieMadame work writingportrayalniquesDiscussingrecognizing techniques;of characterauthor's tech- Poem: "Clara Barton" nursingA Atcricanthefamine,lifetime founding in disaster Redbattle,devoted ofCross the andto Oralinformationidentify reading specific to Livingston"Selection: "David AfricanThemissionary life explorer of the famedand Criticalacterreviewingstorystudying portrayal;sequence; thinking; char-maps 44 TO ACCOMPANY DISCOVERY THROUGH READING, 100 EDITION A GUIDE TO USING SUPPLEMENTARYBasal Selections MATERIALS Supplementary Materials ' Skills Topics Skills Selection:lint Stories and Poems ont "Edward Jenner" 4 Medicalvaccinationstarted doctor smallpox who Tonics mainContext idea clues; AdvancedGates Peardon SA Se3ection: "Louis Braille" systemInvented for thethe Brailleblind opinion:ingidea;Recognizing fact distinguish- from main. AdvancedGates Peardon SA See"Selection: "Three Days to Helenpreciousadvice Keller in eyes use gives of Summarizing HG-18Language"KellerControlled "How Found Helen Reader UnitTime:of DangerV The Bright Face Four Weeks ture,conditionsunderStoriesthe hazardsaccident,the of dangerousofheroism ofadven- ornature 45 . TO ACCOMPANY DISCOVERY THROUGH A GUIDE TO USING SUPPLEMENTARY READING, 100 EDITION MATERIALS nit Stories and Poems ont Basal SelectionsTo ics Differences in Skills Reader's Digest S To ics Supplementary Materials Skills Selection:Kloochman" "Climbing mountainWilliamdeathenceandthat partnerthe nearly 0.and dangersDouglas experi-climb led to characterinferences;literary studytypes; Mountain""Adventure on a Wind?"Poem: "Do You Fear the Thefear way isto toconquer face it poeticAppreciating expres- AfraidAdvancedReader's of Digest "AreSnakes?" You Selection: "Witch Hunt" QuakerVillagers widow accuse of old Storysionsrecognizing sequence; witchcraft.causinglifegirl saves disease widow's by Young ments;plotenceschange;characterfact design; languagebetweenand differ- judg-opinion Poem: "The Highwayman" highwaymanGirlfriendkilledfiringing soldiers her gun ofwarns thatawait- by poeticsionInterpreting expres- TO ACCOMPANY DISCOVERY THROUGH READING, 100 EDITION A GUIDE TO USING SUPPLEMENTARY MATERIALS Unit V (Cont'd) Stories and Poems Basal SelectionTopics Summarizing; Skills Topics Supplementary Materials Skills RiverSelection: of the Wolves" "Escape from the Young,afetyandexperienceescaped friendfinallyDave from Foster Nancy misfortune reachIndians; usingdiscussingcontextcharacters; a map clues; Poem:, "High Flight" Wonderflight and beauty of descriptiveAppreciatingsonsaryterms; compari- liter- Eiger"Selection: "Taming der partyMountainderreaches Eigerfinally climbingsummit of Inferences HG-19theControlleding Climb" "Mountaineer-The Lure Reader of Selection: "Elsa" aAdventure lion cub with Elsa, Recallingdictionarytails; sequence; de- AdvancedReader'sin the Kitchen"Digest"Tigers 47 TO ACCOMPANY DISCOVERY, THROUGH A GUIDE TO USING SUPPLEMENTARYBasal Selections READING, 100 EDITION MATERIALS Supplementary Materials MinutesUnitSelection: V (Cont'd) with the Angels" Stories and Poems "Twenty-six Navy'sbaticsthrilling Blue airAngels' aero- Topics Wordskills study Skills AdvancedItReader's In" "Belly Digest Topics Skills UnitTime:Its VI Wonders The Worldiand Four Weeks Wondersandtime unknownunseen, andof lifespace, known - seen in andSelection: a Dog" "Four Boys andSouthern a dog France, discover boys , Sequence;traits.;ing character under-judg- Surprise"DControlled -8 "Underground Reader whichanIce,Age underground dates back to cave shadowingrecognizingandstandingoutlines effect; causeclues; fore- Words"Poem: "Cocoon - Weather pillarLife cycle of cater- r,1 48 A GUIDE TO USING SUPPLEMENTARY MATERIALS! Stories and Poems TO ACCOMPANY DISCOVERY THROUGH Basal SelectionsTopics SkillsREADING, 100 EDITION Topics Supplementary Materials Skills UnitFeels"Selection: VI (Cont'd) "How a Chutist parachuteDescriptionthoughts jumpduring and a cause-effectExpressionsencesstatements;'infer-create feeling; which Wind"Poem: "Children of The purpleMarveltheir martinsofhomes how find metaphorgRecognizing Spaceship"Selection: "Underwater 'underwaterNautilusThePoletion voyage to explora-and theof its theNorth effectdence;judgmentstraits;Inferring relationshipscause supporting withcharacter and evi- Poem:of Rivers" "The Negro Speaks memoriesReflectionsorigingro's sensitive of ofhis Ne -' 49 TO ACCOMPANY DISCOVERY THROUGH READING, 100 EDITION A GUIDE TO USING SUPPLEMENTARYBasal Selections MATERIALS Supplementary Materials Poem:Unit VI (Cont'd) Stories and Poems "February Twilight" star,Watching during the winterevening Topics poeticPurpose style in writing Skills Topics Skills, TheSelection: Curious"Good, The Bad, and "Lightning .- Theunknownning;capacitiesits ways destructiveits ofvalues, pranks,light- and Note-taking;pretinginferences phrases; inter- Parks"Selection: "Our National Nationalorganizationna*ionalBeginning Parkpark of of firstto Note-taking;lining out- 1 Pioneer""PortraitReader's Digestof a 5 "Engineers DescriptionService of bea- Recall of details; i WithoutSelection: College Degrees" cities,towns,spidersapartments,ver damp, swallow- hornet prairie,dpg webs of planpredictingformingcritical opinions; reading;author's 50 TO ACCOMPANY DISCOVERY THROUGH READING, 100 EDITION A GUIDE TO USING SUPPLEMENTARYBasal Selections MATERIALS Supplementary Materials Time:Unit VII Laughing Mater, Stories and Poems Four Weeks Humorous stories Tonics Skills Paddock"GH-1'"IchabodControlledReader Tonics Skills ofSelection: Red Chief" "The Ransom wasMenbechief filledkidnapRed andChief withboyclaimed whomis- to . portrayal;Judginging to characterstory react- . TVPoem: West" "The Winning of the . TVBrief Western picture film ofand clichésRecognizing 1 spectatorsit who view . r_,----- 1: MagnetFable: and the Churn" "The Fable of the i .ithe'could silver not churn attract magnet who Appreciatingetic expression pot: . theSelection: Black Hat" "The Bear in wifeSlocumthe andrespect Jones landlord winsof his . maintenCesStory idea; details; describ- sen- AdvancedGates Peardon SA bearby the help of a , encessupportinging characters; infer- . 51 , A GUIDE TO USING SUPPLEMENTARY MATERIALS TO ACCOMPANY DISCOVERY THROUGH READING, Basal Selections Topics Skills 100 EDITION Topics Supplementary Materials Skills UnitPoem: VII (Contwd) Stories and Poems "Covering the Subject manArmoursidesto hascover wonderslittle his in-skin.why Appreciatingverseposepoetry; in pur-light ScriptSelection:Sleepy Hallow" "The Legend of, Radio utracticalchabod of town Crane jokeby achased Understandingsionsreadingcharacterseraturelogue; in diat.r. allu-lit- by AboutSelection: Words" "Odd Things poonerismsalindromes,ords;escription homonyms, ofand echo Note-taking SpanishAdvancedReader'sBefore Were Us"Digest Here "The ASelection: Rope" "Humorist With orld.umoristsill Pogers; of famous'the Usingreasonsrecognizingcyclopedia; the en- 32 TO ACCOMPANY DISCOVERY THROUGH READING,A GUIDE TO100 USING EDITION SUPPLEMENTARYBasal Selections MATERIALS Supplementary Materials Time:MissUnit VIII Too Good To Stories and Poems Four Weeks Classic stories Topics Skills Topics Skills AnneSelection: Frank (a play) "The Diary of .occupation;AnneHanukkahatticfamily Frank during hide celebra-and inherNazi an portevidenceacters;theInferences theplay toplay locatingchar- sup-about Poem: "Silver" Moonaroundtion sees her all. silvered things erativeCreating phrases allit- GoldenSelection: Apples" "The Three Greekquestofencounters adventures myth; for goldenHerculesa seriesin his outliningSequence;tion of character;delinea- Poem: "Miracles" Waltapples Whitman reminds Comparing poetic worldus that is everythinga miracle in 54 styles ""3, TO ACCOMPANY DISCOVERY THROUGH 'A GUIDE TO USING SUPPLEMENTARY MATERIALS READING, 100 EDITION Unit VIII (Cont'd) Stories and Poems Vera regales a Basal SelectionsTopics Appreciating des- Skills Topics Supplementary Materials Skills Window"Selection: "The Open talefrightenedtallstrangering tale,characters with afterhe leavesa ofsee- the mentauthor'sscriptive of charactersdevelop- names; Psalm: "From Psalm 91" Man'stowardsions finest Godof his expres- feelings Appreciatingstyle poetic Atlantic"Selection: "We Cross the describesCharlesflight Lindberghfrom his Newsolo York sequence;Recallinging summariz-details; acrossPals Atlantic to Using the encyclo- Selection: "The Loon" ThoreauMischievouswatershide-and-seekteasesPond byHenryof playing Waldenloon Davidin the pedia P4 A GUIDE TO USING SUPPLEMENTARY MATERIALS I Stories and Poems TO ACCOMPANY DISCOVERY THROUGH READING, Basal Selections Topics Skills 100 EDITION Supplementary Topics Materials Skills t- Address"Address:Unit VIII (Cont'd) "The Gettysburg whohavecatedtenersLincoln diedalready by that during remindsthe been thesoldiers the groundslis-dedi- memorizingparaphrasing;Interpreting by Selection: "On Abraham Carlbattle Sandburg calls Discussing author's Lincoln" andLincoln'slightsattentionin mt,.,Jrnh" andsignificance topersonality shadows world the of tudes;purpose details and atti- WeaverWouldFables: Beand King" the Worm"and "The "The'Tiger Who JamesThurbertheaboutallfights jungle Thurber thea alsogiant toanimals. butbe tellstells whokingkills cf andComparingappreciating modernfables; ancient fables silkwornaboutstand weaver each who othermisunder-'and . 55 MULTI-LEVEL USE OF SUPPLEMENTARY MATERIAL ualwith needs the basalof the text. group. The following filmstrips and stories were not recommended for specific correlation These may be utilized at any grade level to provide for individ- D-1 Controlled"Swamp Reader Snake" Stories Not Correlated with Basal Text - Level 4-D D19 - "A Day in Korea" D15D13D 5 "The"The LittleMany-Colored Palace Mermaid" Made Serape"by Music" D25D22D20 - "Albert"Pehguins"Clouds" Schwitzer" on Parade" DD 7 -Controlled "Tips on Eating"Reader Stories Not Correlated with Basal:Text DD17 "The Smoke-eaters" Level 4-DD DD14DD12DD11 - -"Joseph" "Smog"The Great Alaskan Earthquakes" Enemy of the City" DD23DD22DD19 "Ma.fred"Mot'...r's"Day-old Bread"von Cabbage Richthofen" Soup" "Nature's"A Home forSuper-Senses" Ted" Reader's Digest Stories Not Correlated with Basal Text "Annie.Oakley""Underground Fairyland" Level 4 "Last Escape" Reader's Digest Stories Not Correlated with Basal Text - Level "Chesapeake"Hot Magic" Shell Game" 4 (Cont'd) "Balsa,"Conversation Nature's With Wonder a Bird-Spotter" Wood". Controlled Reader Stories Not Correlated with Basal "Flood" Text - Level 5-E E 314 - "The'"New"Singing BoyMoney at Wire" Maker"Tanglewood" E14EllE16 "The"Toby's"Greased Great Otter" Lightning" Frog War" E E10E8 9 - "The Meaning "The"Mystery Meaning in the of Oldthe House"Word" of the Word" E24E23 "Turtles"Herbert's in Frontthe House" Walk" EE 31 Controlled Reader Stories"The Not Runaway"Lemon Correlated Ice War" with Basal Text - EE13EE11 "Giant"The Fighting Meets Lee" Seabees" Level 5-EE EEEE 5 89 - "The Lazy "The"Ma WaxHaller People" Pins on the Badge" Koala" EE18EE16EE14 - "Dick"Water,"New Cop Water, on the Whittington's Cat" But Not Everywhere"Beat" 57 EEZ1 - "A Strange Visitor" Controlled Reader Stories Not Correlated with EE24EE23 - "Adventure"Saturday Morning"in Cnossus"Basal Text - Level S-EE (Cont'd) EE22"Mothers - "The of Golden the Wild" Touch" Reader's Digest Stories Not Correlated with "Winter Wonder"Basal Text - Level 5 "A"Sheik"Old Letter Slowpoke,Justice" for Bobby" the Possum" "The"Shoes"Hero Builders forin Shiningthe of Children the Feathers" Bridge" of Drancy" "History"Porky"Sea Lions" -As Nature's Tree Rings Pincushion" Tells It" "The"Hawaii:"Engine Sergeant Number Island and999" Paradise" His Shoeshine Boys" F2F3 - -"R.F.D." "The Sea Controlled Reader Stories Not Correlated Captain and the Albatioss" with'Basal Text - LevelF Fll9 6-F- - Part II "The Would-Be Wizard" "Escape on Ice" 115F4 - "Get"Fair 'Em WhileTrader" They're Hot" F14F13 - "Over"First the Man Alps" Across" F6 - "Only a Miracle" 58 F16 - "The Golden Cities of Cibola" Controlled Reader Stories Not Correlated with Basal Text - Level 6-F (Cont'd) F20F18 - "Scarce"A Man ofAs Words"Hen's Teeth" Controlled Reader Stories Not Correlated with Basal Text - Level 6-FF F24F23 - "Adventures"It's the Ham of ina Scientist"Them" FF 243 - "The"Sasquatch, Swamp Fox" Monster of Our Time" - "The Language of the Bees" FF17FF16FF13 - "The."A"The Perfect Tractor"Sea-Going Father" Lawnmower" FF 79S - "The"A Fight Desert With Rat" An Octopus" - "The Spanish Riding School" FF25FF23FF21 - "Medicine"Fire"The SingingOn theMan" Oriskany!"Slugger" "Mile-a-MinuteFF12 - "Where theSledding" Buffalo Roam" Reader's Digest Stories Not Correlated with Basal Text - Level 6 "The Wonder of Wood" "Hoofs"My"Paul Friend Revereon the Lora, andPrarie" the Seal"World He Lived In" "They"The"My Father, FlightRemembered Marconi"of the the Dragonette" Birkenhead" 59 GH2 Controlled Reader"Come for Stories a Spin" Not Corrleated with Basal Text - LevelGH10 7 -GH "The Telegram" GHSGH4GH6 "Duel"The"Praying Glass at 70 Preyers"Works" Miles an Hour" GH11GH19GH15 "Early"Stalked"The Beast Days by ThatAshore"a Grizzly" Never Was" GH7GH9GH8 - "The"How Man "King of the Prehistoiic Monsters" Liberty Bell" Learned to Fly" GH22GH24 "The"Sam Patch"World's J1dest Warship" HG1 Controlled"Pokey" Reader Stories Not Correlated with Basal Text - Level 8-HG HG10 "Homemade Gold" HG6HGSHG2 "Chased"Champion"Casey ByJones" Stock"the Trail" HG11HG13HG14 "The"At"America's HomeSquires With StrangestWin the Golden Termites" Animal" Spurs" HG7HG9HG8 "The"They're SouthGreat 61.7,zy AmericanChicago Over Fire'Didi'" Rocks" of 1871" HC16HG15H617 "TharPart IIIShe "Charles"Charles Blows" Goodyear"Gogdyear" 60 HG20 - "Never Monkey With a Baboon" Controlled Reader Jtories Not. Correlated with Basal Text - Level 8-HG (Cont'd) ,HG24 HG25 - "The Lost Colony of the Confederacy" "Haym Solomon" HG22HG21 - "Tracking Counterfeiters" Reader's. Digest Stories"E'fore Not Correlatedthe Circus Comes to Town" with Basal Text - Advanced "Twenty"Why Not Most Speed Common Up Your AboutQuestions Reading?" Dogs" Asked "The"Why LiveLightFiercest in in Alaska?" theAnimal Window" on Earth" "My"They"How Fight TheyFound withCaptured the Jack theDempsey'! Rainbow" New World" "Roger"The Mystery Williams of -the First Trace Modern Elements" American" 61 various kinds, books of different type of contentA -teacher's comprehensive background of READING STORIES TO CHILDREN knowledge - of poetry, prose, stories of is very helpful in the motivation butandand keepguidance the abreastaccomplishments of pupilsof the innew. ofreading. adulthood. She should be alert to the precious tales of childhood An oral reading teacher should loveAtivery the old gems fine story can be spoiled by inept read- preparedconsiderateing, but adequately a simplemanner. storyto read may it, be andentertaining presents itbecause with athe A teacher who reads well' orally from the best authors teacher knows it perfectly, hasright tone in a pleasant:-and and poets will desireso motivate to read.1 pupils to read that the time will Bookscome or stories chosen to be read aloud to children when all the pupils of shoulda class be selected on the brariansbasistheir of own andliterary knowledge various quality listsof children's andto beoral found readability.literature in professional for Teacherssuggested are titles. advised to consult li- publications in addition to

Arts. 1James A. Fitzgerald and(Milwaukee: Patricia G. Fitzgerald, Teaching Reading and the The Bruce Publishing Company, 1965). 6.2 Language use in their written expression. The purpose of the spelling program is to teach pupils to spell words they will INTRODUCTION TO THE SPELLING PROGRAM To accomplish this, spelling should be introduced notin usea meaningful it in his situation.written or oral language. The method used in our text, Sound and Sense, is explained in the If a child does not know or understand a word, he will teacher's withmethodedition. which is implemented.she uses this method. The success of the spelling program, will depend on how adequately this The teacher's effort. should be directed toward the efficiency reading.specifically devoted to teaching spelling. The development of spelling ability is not limitedAs to reading what is abilities done are developed, spelling is Pupils learn to spell many words by improved. in periods mediateacceptable grades written and beyond. work, and there should be increasingComposition'contributes emphasis upon it inmuch to spelling. Correct spelling is a factor in inter- tiontions is have an essentialbeen found step to bein relatedlearning to spelling. disabilitiesBetter in spelling.spelling occurs when shortcomings in speech are overcome. Correct pronuncia- Mispronuncia- 63 Children learn to spell many words in activities outside the spelling class. developmentThis points ofto spellingthe need abilityfor coordinating in other activities.instructionA definite in spelling plan periodsfor correcting with the spelling errors should exist. The mere checking learningof spelling the errorswords whichdoes littlehave.been good misspelled. unless accompanied by an effective plan for 4 The more pupils accept responsibility pupil.onshouldfor detecting correcteach word spellingtheir he hasown errors misspelled,trial andtests. learning as well the as misspelledon the correct words, spelling the better. of the word. This focuses the attention of the individual Pupils theorTo to havehabit have each andthe pupil improveteacher correct thecorrect ability his them.own of paper proofreading. is better than to have pupils exchange papers Checking their own papers will help establish 64 SPELLING DEMONS No.elementary 56. school pupils, a As a result of three independent studies combinedof the words list has been published frequently misspelledin by Education Today Bulli1 tin here, know, some, their TheFourteen 225 demons words incommon the to there, they, too, two, very, combined list are given below,all as*a three lists were: coming, every,would. February, guide to teachers in the friend, achereduction of spelling errors. another been business clothes againalwaysall right anyanswerapple beginningbeforebelieve buybusycame colorcoughcoming amongaman aroundbabiesasked , *blue birthdaybought can'tchildrencaught couldcoursecountry andanimals beautifulbecause builtbreak . chooseChristmas dearcousin 65 decided for having jumped, minute differentdidn't 4 friendforty hearhe justjumping morningmoney donedoesdoctor fromfrightenedfriends himhereheard let'slaidknow muchMrs.mother droppeddowndon't goinggoesgetting howhour11,-Jarse likelikesletter mynamedname enougheasyearly grammargood-byguess insteadI'llI looselookedlittle o'clocknownone everybodyevery Halloweenhalf t itinteresting makinglose offOctober Februaryfirstfine haven'thavehappened Januaryit'sits meant,memany onceonoften. 66 ourpeopleone shootseparateseems teacherswimmingsurprise throughthrewtime wantwaswanted ' playplacepretty somesincesomething Thanksgivingthantear todaytotired wewearweak raiseread sometimessometime that'sthe togethertonight wentWeinesday i receivedreadyright stoppedstationerystarted thenthemtheir troubletriedtoo werewherewhen runningSantasaid Claus summersugarstraight therethey'rethey Tu,sdaytrulytwo wholewhichwhether Saturdayschoolsays Sundaysuresuppose thoughthingsthought 'veryuntilused womanWithwill 67 89 ti

aa,noA &Imam aloam inoX nog( pinomalTam1.,uom HANDWRITING writing skills. In grade four students All, or nearly all, written work should'concentrate their efforts on in this grade should be done in 1 improving their cursive, cursivefor map writing. work, filling in blanks, posters, This is not to say that manuscript writing should be forgotten.etc., and should be maintained. It is necessary Students placedevenshould moreon be making importantencouraged strokes to inincrease an easy, than speed is legibility. the speed of their' writing during swinging fashion, pausing only long In this grade, the emphasis this year, but enough to should be change'achieved. direction. By the time students reach the With such a rhythmic style, both fifth grade, they have had considerable speed and legibility can be practice shouldinany developing weaknesses emphasize the thatfluency skills byneeded giving remain. for a legible handwriting. additional practice and concentrate on The fifth grade work eliminating beskills organized necessary to insure for goodthat handwriting.each By the time students reach the student gains these essential sixthskills. grade, they should have acquired It is' important that the work of this year Continued all the 69 practice TeacherS at every grade level should callan!d,self-evaluation a halt to poor writing habits and are necessary for improvement in the use of,these skills. holdteacner, every especiallystudent to thoseestablished in departmentalized(!, standards of neatnesssituations, and legibility. consistently refused to If every studentsappreciationaccept careless,who do of improve. their haphazard efforts. written work, penmanship Even junior high Students respond to encouragement and would improve. Praise those

70 HELPFUL HINTS FOR THE TEACHING OF HANDWPITING 2.1. maintainMakeStudy a definiteand interest. practice plan thefor letterseach lesson, before attempting to demonstrate on changing the type frequently to arouse the chalkboard. and 4.3. Comparethem.Checkfolder. the writing commonly with made early errors attempts in to letter formations, and note degree of growth. give special drill on Keep a progress 6.5. Encourageuniform,Help the goodsize,child posture movement,to understand by and commending those who are showingrhythm.the following terms: slant, undercurve, retrace, improvement. 7.8. ProvideLineing ofthe practicerhythm chalkboard and at tothe which acquire chalkboard is to be the habit of writing rhythmically. usedand onfor paper demonstration. to help the child develop a feel- 10. 9. EncourageFormfor the the same. expressionshabit of neatness from the and orderliness in all written work. child as to the faults in writing and the remedy 71 1 LISTENING that the baby is aware of speech. Listening is the primary skill of the language arts, for it is through listening He learns to form words through imitation I oneof the that sound is knownhe hears. by everyone and does not recuire Thisteaching. primary nature of listening'tends to 'make us consider it a natural skill, We should not assume canthat provide listening to pupils. will take care of itself. To promote effective listening, teachers should be aware of the assistance they The physical conditions of the classroom should be checked. orLittle unusually attentive cold. listening will be done in a roomVary that the is routinespoorly ventilated, of teaching overheated, so that children do not become overly fatigued or periodsbored.terspersed of uninterrupted with more active listening learning are activities.less effective than are short experiences Thein- listening attentiveness of young children is relatively short. Long tqcher.infrequent opportunities for students to speak.Plan learning activities to include more speaking byThe children majority and of lessthe speakingby the is often done by the teacher, with relatively Children who are involved in an 72 activity listen more readily, more attentively, for there is a reason to listen. sufficientlychildren may interestedinfluence theirin a child'shabits ofpresentation listening.The teacher should set the style in listening. before theThe class teacher cannot who expect obviouslyHow the is teacher not listens to neededthe class by toevery listen. person every day. To listen is an effort, and just to hear The teacher should be aware of the importance is no merit. Listening is a skill oftheserapidly listening skills. appearing and realize JR the that market listening to assist the skills must be taught. teacher in providing instruction in Materials are ACTIVITIES LISTENING ACTIVITIES AND MATERIALS Listening toto tapesound recordings motion 'pictures -- music, for poetry, . information relevant to content areas. plays, reports, stories, speeches. ListeningListening to to choral stories.directions. readirgs. Telling stories. Giving directions. Participating in choral reading. beListeningParticipatingstudents planned toinfor messagesone ain class roomconversations deliveredorin grade.order thatbyand discussions. the public address system.specific directions of instruction , iven to Special acm-ivities could Participatingrecordings (tapes in plays, and records).programs, assemblies, radio and telev - progr& .41 producing . DevelopingPlanningConstructing listening class a listeningstandards activities chartfor andeffective for evaluations recording listening. listeningof progress. the activities. Playingactivities.tapesEstablishing andlistening tape a recorders,listening games. cornerso that in the a classroom, students may engage in independent listening stocked with records, record players, Providingskills. opportunities for students to utilize receptive and expressive communication 1 Tapes:MATERIALSa (Theselist of are basic supplementary materials, materialsi.e., records, which a teacher may need to acquire. Read and Listen tapes with accompanying workbooks produced by the Educational record player, tape recorders, earphones,etc.) This is not Skill Builders: AssociatesTiVilopmeatriEoritories.LaboratoriesSRA Listening produced Tapes with by theaccompanying Science Research workbooks Associates. produced by Science Research Listening Skill Builders which are included in most of the SRA Reading AudioFilmstrips: Reader: corpoiirtaa;tional Aids, teirtiEducational 4725 Main, Houston, Aids, Texas 4725 Main, Houston,Tachist-O-Films Texas for theTapes improvement and worksheets of learning for oral yroduced fluency by produced the LTS, by In- Califone, Texas Educa- 77002. 77002. Books for skill games and activities in listening: Wagner,PublishingListening Guy, Skills MaxCorpoiRn, Hosier, with Instructional 1960.and Mildred Blackman.Games. Darien, Connecticut: Listening Games, Building Teachers coursesVariousNewRussell, York: forlanguage David instruction H. arts and textElizabeth in thebooks language F.which Russell arearts. designedListening to Aids serve Throu college h the method Grades. Bureau of Publications, Teachers College, Columbia niverTay, 1959. 75 LITERATURE schools.tary school are confused with reading, its objectives,It happens and its sometimes place that literature, its objectives,It should and its be placekept in mindthe elemen-that the literature lesson and the reading lesson in the elementary distincitonsteachare not literature the same. in mind,so that a considerationchildren will ofwant the to teacher read for and their literature own pleasure. in the elementary We teach reading in school so that children will learn to read. With these We gradesliterature, is in order.the teacher should become a willing participatorThe teacher holdsin the the lesson. key to the success of a literature program. In teaching To do this, enjoymenttheinterest teacher inchildren firstthe literary needs in reading to materials know something books. being that read. they themselves do not find enjoyable. The teacher must also communicf e a sincere It is useless for teachers to try to narrowedchoices can down be tomade one from or twoa broad types base. of literature, Theshould teacher not beshould an obstacle present toa broadthis range of materials to the childrenrso that their Personal preferences of the teachef, even though preL sidesentation. of the classroom? How are we as teachers going to be sure that our students read good literature out- The usual answer will be, "Make them givelpook reports." The 76 children themselves will ask, "Why do we have to have book reports?" teacher's answer. The"Because book report I need usually to know tells what theyou're author's getting name out of the and book title, the locale, book," will be the opiniontheme, and of the plotbook toldis in the reportdir's own There exists an alternative to book reports, 'required. The report may be either oral or written. words. book introductions. Sometimes the reader's A book desirable.toldintroduction about the is book a plan introduced for children so as andto makea book to meet The introduction usually includes the name of the further acquaintance easier and each other. author and title Enough is ofandin the somethe story storyincident itself given in can away.the be story shared. preferably read aloud so Book recommendations are usually oral. The plot is not disclosed nor are surprises that the exact words Book reports differon the from book.reporter, book recommendations whereas in mainly in that the the book introduction, bookthe report'sattention attention is focused is 77 ORAL COMPOSITION timelength spoken of'time language that writinghas been has in beenexistence. in use is shortBy far in thecomparison greater'number with the of lengthpeople ofspeak their language without writing it. The language an individual speaks remains The soundsthroughout in the his first life two the months most utilizedof life tomethod a rate of communicationasThe high normal as thirtychild with vocalizes thousandhis fellow wordsshortly man. a after birth and progresses from about seven howday byto thedevelop age ofnew six.1 abilities, habits, and skills ofIn expression;planning language and (2) development, how to guide it is impo: ant to consider two problems: (1) acceptableeach child waysto change of communicating from ineffective with others.or defectiveSpeaking, language whichhabits was to soeffective frequently and used in preschool periods must be restrained to 1John E. Anderson, "Principles of Growth and Maturity in Language", Elementary 1 English Review, 18:250, November 1941. 78 someing degreeanything in andschool. everything that comes to mind. The child must learn that speaking is not just a matter of say- The etiquette of communicating with acceptableshouldothers involveslearn vocabulary to "..isteningmeet peoplein good andwith taste,giving poise, andthought toto speakdevelop to theclearly competenceexpressions in all inofsituations, listeningothers. andto use an A child speaking. oralgrounds. communication; Teachers have the responsibility of making childrenPlayground sensitive English to "levels" will differof from the structures set forth in the English Classes and individuals in classes differ enormously in their back- andable".text. explaining that this is the kind of English used in colleges, business,Teachers government, mustThe textavoid and stating the teacher flatly givethat whatsubstandard help they English can' inis presenting"bad" or "unaccept- standard forms municationandand in with exercises carefulcan be for developed.modeling English of and both other text subjects and teacher, in school. effective and acceptable oral com- Accept what the child says 79 BIBLIOGRAPHY Fitzgerald, James A., Arts. Milwaul.ee: .1 Patricia G. Fitzgerald. The Bruce Publishing Company, 1965. A. BOOKS Teaching Reading and the Language Hatchett,Henry, Nelson Ethel B.L., and Donald H. Hughes. ChicagoNew York: Press, 1949. Reading in the Elementary School.Ronald Press Company, Teachin . Lan uage ArtsChicago: in Elementary Schools. The University of Leonard,Klausmeier, Edith, Herbert Dorothy J. and Van Katharina Deman, and Dresden. Second edition. Dallas: Scott, ForesmanNew York: and Company, 1965. Harper anT7Tothers,Lillian Miles. 1962. Teaching in the Elementary School. Basic Learning A.n the Language McKee,Sowards, Paul. G. Wesley, and Mary Margaret Arts.tary Teacher. Reading. Boston: California: Houghton Mifflin Company, 1966. WadsworthScobey. Publishing Company, Inc., 1961. The Changing Curriculum and the Elemen- Tiedt, Iris M., and Sidney W. Tiedt. , B. Publications of the Government, Englewood Cliffs, New Jersey: ContemporaryLearned English Societies, in the Elem andPrentice-Hall, ntary other Organizations Inc., 1967. School. EducationA Monograph Today. for Elementary Teachers. Columbus:Evanston? Me.iTgLeIrpiinsAortant in Spelling.CharlesRow, Peterson, E. Merrill anaCo., Books, 1955. Inc. Training Children to Listen. Spelling Bulletin No. 53. Bulletin No. 80. 80 Education Today. Merrill S ellin oo s, nc. Demons. Spelling Bulletin No. 56. Columbus: Charles E. Freeman,Education Frank Today. N.1 bus: Ch-a-fre-FE. Merrill Books,The Unified Inc."Teachi' Approach to Spelling. dandwriting," What Research Says to the Teacher 4. Spelling Bulletin No. 50. Colum- Gates, Arthur I. NationalWashington,Associationof Classroom Education D.0of Te*achers C Association, of the 1967. "Teaching Reading," What Research Sa s to the Teacher 1. .ssroom TeachersNational of the EducationNational EducationAssociation, 1968. ationa ucation ssociation. . Association. Washington, D.C.: Association Horn, Ernst. NationalClassroom Education, Teachers of1967. the National Education"Teaching Association. Spelling," What Research Says to the Teacher 3. Washington, D.C.: Department of Science Taylor,Listening Stanford Skills E.Program Intermediate Level II a. ResearchNationalClassroom Associates, Education Teachers Association,of1968. the National 1968. Education Association. "Listening" What.Research Says to the Teacher 29. Teachers' Guide. Washington,Chicago: D.C.: Association of Singleton, Carlton M. "Spelling Must Be Taught-But How?" Edition 6, 19:5, November 30 - December 4, 1964. C. Periodicals Senior Weekly Reader Teacher's BoardLexington of Catholic Public Education,Schools. Diocese of Cleveland. Language Arts Guide - Goals andD. Sequence.Unpublished 1964., Materials Up the Down Spiral With English. 1968. Livonia Public Schools. Guide to the Teaching of Children's Literature. 1966. 81 Malcolm Price Laboratory School, State College of Iowa. The English Language Arts Pro- WesternState ofKentucky Wisconsin University. Department of Public Instruction. gram.sin. 1966.1967. Western Kentucky Training School Curriculum Guide. 1965. English Language Arts in Wiscon-