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ED 033 829

TITLEINSTITUTICN

Spcns Agency

Pub DateNote

EDRS PriceDescriptors

Abstract

DOCUMENT BESUME

EE 002 293

Lcuisa Elementary Reading Prcgram.Eastern Kentucky Educational DevelopmentCcrp., Lcuisa.Office of Education (DHEW), Washington,L.C.Aug 6889p.

EERS Price ME-$0.50 HC-$4.55*Curriculum Guides, *DevelopmentalReading, *Elementary Grades, Lesson Plans,*Reading Clinics, *Reading Instruction,Reading Materials, Reading Prcgrams

This reading program guide was developedas an inservice ESEA/Title III project in order tc improvereading instructicn in self contained classrooms cf grades1 through 7 at the Louisa (Kentucky) Elementary School.Sequences cf reading skills were divided into 12 primaryand 16 intermediate levels, and students progressed fromone level tc ancther at their cwn achievement rates. Eachintermediate grade had four reading levels, and the fourclassroom teachers within each grade complex rotated frcmone group tc ancther each 8 weeks. Games, materials, andequipment are suggested in the guide, and sample lessonplans at each level are included. The cbjectives,diagnostic procedures, and curriculum outline fcr theschool reading clinic are presented. Sample diagnostic andreport fours are appended. (CM)

U. S. DEPARTMENT OF HEALTH, EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT. FM'S OF VIEW OR OPINIONSSTATED DO NUT NECESSARILY REAESENT OFFICIAL OFFICE OF EDUCAIIONPOSITION OR POLICY.

EASTERN KENTUCKY EDUCATIONAL D7VELOPMENT CORPORATION

Rorion Title III, E.S.Eck.

Louisa liaementary Reading Program

14m, A, Cheek, Superintendent

August , 1968

,111010.

ALL. ssa=w041.

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This book is a beginning.It is a docir opening into a totally different kindof educes but we know that the first step is themost difacult. We can already see changes which wemill want to it in the future. The followingI:Cans have emerged after much toil, tears, frustrationsand one multiple fracture. Pansy Walker deserves specialthanks from all of us.

If it were not for the enthusiasm and encouragementof Supb.Nilliam A. Cheek this program would nothave been deeloped.

"Let, there be light--" and it canwith ree tle, red socks, and a red

hanakerchiefl

Louisa Elementary SchoolIntensely Interested Innovators

the work presontedor rep

the

heroin wes porformod

pvirsusntto s Grant from the S. Office of Educstiln,

Departmentof Health, Educstiin

end Velfore.

INTRODU2TION

Follcwing a year,a intensive investigation of plomisinareading propams in various 1.oczls, Louisa Elementary School ha60established a pilot program demsteJ .to remove oar Tiers and the fea/-of failure which students too ofteA experiance in tradthional set-tings. The underlying philosopny of the khnovat4.ve ?roar &.'n stressesrespect for each individual. Each child is comick,rea .bo be an in-dividual with potentialities which ray be nurtured tbrough e(lacation.Constant diagnosis and evaluation by teams of teachers will be anatural outgrowth of the program.

Louisa Elementary School has the personnel, facilities andatmosphere which should be conducive to effective learning, asteachers have spent hundreds of hours of in-service study aimed atup-grading the education of students in their care. The studentshave been assigned heterogenously to homerooms, and they will re-main in theil rooms for much of their daily school work. Thetotal reading program has been divided into levels, and as the childachieves more mastery in reading, he will progress to a higher level.In each reading classroom, the teacher will provide instruction in-dividually, in small groups, and in total groups, depending on theskill being developed. Each child will progress through a lever athis own rate, the element of time pressure being removed, and pro-visions are made for new and stimulating materials within each 7. Tel,,The child will have the opportunity to remain at a level with dignit7,until he has mastered the skills of that level. During the schoolmonths, teachers win help children make as much progress as they can.

Among the innovations for the Louisa Elementary progrm rethe reading clinic and the rotation of teachers within, tl,e inte2,4:ndi,%t,

grades. A rerrEanization o: scbeduling and staffing will permitchildren to have the experts 3e of AStruction from at least fourteachers in the area of reading Servaeea of 'be reading clinic aredescribed in this booklet*

For perhaps the first time in educational history, hrmAn re-lations have become extremely important. The success the pilotprogram depends upon the understanding and cooperation of tee tear .ringstaff. Behavior indicative of friendship, mutual trust, reivect ndwarmth of relationship between members of the staff, students, andadministration is vital. A sense of security in the participants isimportant and an administrator who has special empathy for teacherswho are trying these innovations is all important. We feel thatLoraPa Elementary School has mot these criteria under the guidance,of Supt. William A. Cheek. The teachers have worked very hard, arr..their coopera-dve effort has brought into being the Louisa Elemc-,-uaryPilot Program in lbading. Remember, it takes everybody pushing ,;,c)get the cart down the road.

Special thanks to the many people who helped in thereproduction of this booklet--Ralph Webb, Charlie Lemaster JamesCheek, Agnes Conley, and Title III Coordinator, Hartzol Jennings.

The following information, materials, etc., weredeveloped by participants in the summer workshop:

PRIMARY

Cu'rraloon RicoRita WilsonLouvonia 14alkerMildrod HayesVirginia SalmonsAnn KearnsHattie ShankEdith DobbinsBetty KazooAmbin Preece:Tarzerite BoggsNorma ThompsonPansy Walke:?, Chairwoman

INTERNEDIATE

Elva Jchnswilma ChapmanSuo VarroyErnfsbin.2 KennedyWilmn ;10 LomDsterClem, A-Icnni%hlar.-11 CcrOo

lq?-3 Lrcl EOr.LLJTht-.--)vca

iY BAi;lorLucy Elkins, 0;1&.:.V7(

Grao Wright - LibrarianPc a:111 Smith - TestinsRozeno Pstton TertingJonr1 Carter PhynicalDoris Hayes - Physical FitnessRichard S. Lyon - Music

Gladys Moore - Prinuipal

Ann Algior, Consultant

Level I

I. VocabularyA. Word Recognition

1, Create an int, rot in reqding2. Loarn tho letter namos of slnhabot3. Learn the phonological sounding of ainhp..tLi., 11,1tching capitil and sr111 Totters

5. Loft to right mcvommt and accurate rit't:qa s1.1..T

6. Associato menninr,s ,hat thorois moaning in print ,:d crymbols.Bylabels, oxperionco chart*, boarn3,,

shapes, etc.7. Training in abilitq. tr hoar likenoss, and

difforincos in oords and souna::.a* Into-::1-y--gamos; play train

CoalablosBaskot Potato7vorywh(;re somothing

b. Pitchpi rotes, storieswTho Thro

c. Timb.cewiristlo8, hoffl. otc. Usewords to dosorioc sounds wholiovo poasiblorWordsmarkJd; Big horse; slight; b' g, pig.

do Duration anal Soquencomusicril 's

and Rivrmcs--hip)ety Hopi

B. Visual10 Develop officii,nt habits of careful2, Ability to rocognizo colors, shapes viarl s.tvec7,

. positions mad p'ilee; internal detail of31 Observe likincsE.:Is and diffirences in 1-L',rs

no Visual atten5ion nnn-lritto.r forms*

b Matching 1Tttlrs and wmrds,4. Observe likinessto Ind difieroncos in -or; is,

5. Learn up and cow n,6. Observe what is m;ssinge7. Obsorvo large one. sma] 148. raassifications9. Sequence

10, Opposites110 Kinsthot4c

a, 3mull.b,c, FoolCO, Soo

Hoar

Yardstick fir measuring proo:roso will b a eh e% '1.1t 4-4-11

child listing each of the abovi things.

Materials t) bi usou to iND. m Int L'- vol I program;

1. Alphabet flash cards.2, Alphabet phonic cards.31 Soat work for thn abovo

Li.. R.)adinoss filmstrips.5. Charts,60 Roading machino.7. Ovorhoad projector-traLspnrancios n1,-)hnb(.t; Ltkos and

difforr:ncs otc.8. Filmstrtp projoul--plc,nic--b.cginning sound.

9. Tap- r-i,ord'r ana tap-s,

10. Su7ottc and r:cord playr.r--ri-cords.

11.. Soat work:,

LEVEL II

1. VocabularyA, Word Recognition.

1. Or-atn an int:rnst2. D-vnlop an ability3* Divolop ability to

snnt,ncos.4. Loam to uso context and picturt clues.

5.. Roviow visual discrimination of Lott -rs and fofrla

shapos Ito.

in readingto r,m-mbnr words taught.r.cogniz. words, p:Irass, ftrl

2. Porcoptivci SkillsA. Auditory

1. Train in accurst.,In good mod.-.1 sotimportancoj

2. Dovolop idea thatspok.m. word.(Examplo: own naln-)

3, novilw ability t4 tv:Err

mnunciition and pronunation0by th, t.;sch r is of gr.!atont

on print .d word str.-1:s for my)

liktnoss a and Jiff r. no. s

Dryllop ability to h-nr thaL, i- long

short,(1141mot: 1 .phant - cat)

5. n!Illity to tvar thy; sam. ,,rd r.p-at.11

(Exatnpl: Bas, Dora Black Shoop)

60 D-v lop abili%: "-r) har rhyming words.

7u Strngth n the -ti. on.

8. Str,ngth,:n list ling9. D. volop basic word r c:)gnition t . los.

a, Id. ntify words in various s:.ttingso

b. Id'ntify wo:bda with largo and sma).1 1ttc.s

o, Und.- ratand nonning of words,

do Us., the woric

00 Word analysisn

word AnalysisA, Phonics (skills in both oral and visual r.:cognildr:,)

10 Single initial consonants -r,s0t,v,wly,z,

wort' form elms,1. l'iongth of words

2

2. Up and down shims R Y T.

3. Circl and round clues 0 a

C. D,v)lop skills for prop r handling of books,

1. Start from front to back.

2. Turn pap by taking top right hand corn

3. Look at 1 ft hqt1 pr:r;; first.

4. Usc nothing thick, r than a book mnrk 1- to riai

th.o plat.

Yardstick for measuring progr(:ss Yill a ch. ho..b with

cach of th' above; listrd.

Mat.irials to bc; usrd will b thn smao as for and

tho pro-primr.

LEVEL III

1. VocabularyA. Word Rocognition

1. TJndrrstanding prInt-d symbols.

2. Trify stat-m. nts.3. Finding answers to questions.Li.. Soqu..nco.

5. Intorprotation or undorstanding puncuabion.

6.. Identify now words by picturo

7, .mxtc,nd and enrich word m.aning through a van

of oxpnrionc:s8. Div :lop ability to hear boginninp; sound, m

sound, final sound.9. Devidop ability to h:nr diff r.nc,:s in wc.rili's.

10. Str.,ngth..n m.mory pore Ttion,11. Stringth.n listning skills,

12. Identify the, word in various settings.

13. Rocognition of both largl and small initia)

lottors.14. Und(rstand monninr!, of word.

15. th.; word.

B. Oral Exprcssion1. Train in tL; ur of whol s ntmcos.2,, Train in thy, use of new oxpv.,ssions sod wordr;

onrich his vocabulary.3J Train to k', :p asorios of ov..Ints qr:quonc,

2, PhonicsA. Initial consonant 1\1 inels ';-r, fr. sn, sm, sws

bl, gl, fl, pl, cl, th, 141

3, Structural AnalysisA. Endingd s, ing or.

R. Compound words made up of familiar wirds: int,

C. Littlo words in big words - hold.

L. Cent xt cluosA. Oral cluesB. Printed cont..xt cluesC. Pic'cur,s clu,s

3

5. Compr.hensionA. Verify a stat.;ment.B. 'Draw conclusions from giv :n facts.

C. Recall what has be ,nD. Porcivn mit.nts in sciw'nco.E. Learn to dovolop ind,pondent work habits.

6.. Oral and Silent SkillsA. Oral Reading

1. Use corrict puncuation.2. Usc) correct phrasing,3. Us-: proper voico intonation to give) writer 1s

mlaning.

4, Road with a pleasing voico.Have good posture and appropriat) handling of

book.6. Understand simple, puncuation . I

9 "

B. Silent Reading1. Road to find simple answer.2. Lip movomont.3. Whisporing.

Us the smac yardstick for measuring.Use the same machines.Begin th- use of short story filmstrips.Scat work--workbooks.

LE JL IVYY

Reviow provious

1. VocabularyA. Word Recognition and Moaning

1. Prosnt new words.2. Uso new words,3. Find how the word blgins.

4. Find the medial sounf.5. Find tho final sound.6. Devolop a strong fooling of sontInce structure)

through oral activitios0

2. Compr..helsionA. Dvelop a dosiro and flood to read,

B. Develop an appreciation of good literature°C. Dovelop ability to listen and maintain int..r)st.

D. Dovolop language - fact roletionshipvE. Train in ability to do probl,mistic thinkin,

Main idnas M Important details - R.Intamnbl conclusim.is

F. D-velop m.;thods of oriemboring Association -classification.

G. Train in kooplDt a s ries of ev=ents in prop r seq=no,:.

H. Train in use of c.implete sentonc,:soPuff. Puff end Spot. Puff and Spot ar., jumpir: over

tho box.1. Strilngthon m mory pneption classification rind

association,

J. Learn to croato sounds in their imaginations.K. Lonna to crlato picturis in their imagination that

flow into each other.L. Learn to dev)lop ind(Tendent work habits,

30 PhonicsA. Teach "C" as in can 1pforo "C" as in contB. Triach "0" in go before "G" as in giraffe,C. Consonant in final positionsQD. Modal sounds.E. Incidnntal t :aching of yowls*F. Review all blonds.G. Teach short yowl n o a iH. Teach long vowel o o a i.word Form CluosA. Double) lottors m tt; ff;

Si font ReadingA. Reading with out vocalization.B. Road for facts,C. Road to find answors,D. Road to find locr-!onF. Interest in a wido of suitat11 matorills.

6. ComprnhInsionA. Listening for directions.B. Following directions.C. Find answers to questions

PRIMARY BLOCK

Level 5

A. Comprehension1. To promote skill in understanding story plot throughthe reading of both context and pictures.2', To promote the ability to interpret orally the ITDod and

the conversational text of the story.3. To continue to develop the ability to read for details,such as reading to follow directions and to answer questions.4. To promote skill in tL.e recall of sequential order of

events.5. To promote the ability to read independently materialin which there are few unfamiliar words.T. To promote some skill in reading critically j such asrecognizing the statement ip='- ;s false, discarding the

irrelevant, regarding a si.lL v imprcbabJe st,ttemc_.5

as humorous,

B. Word-Study SkillsWORD ME=ITG 1. To continue to build meaningful assec:.ations

for sight w ords through the use of (1) contrast and comparison, (2) oral context clues, (3) dramatic play or panto.mine, (L1.) simple classification, and (5) pictorial illus-tration.

2. To promote the understanding that some words have moethan one meaning, aad to develop some s kill in choosingthe correct meaning to fit the specific context.

3. To increase listening and speaking vocabulariesthrough language experiences.

WORD RECOGITITIO: 1. T10 develop accurate recognition of theninety-nine sight words in the basic Ginn vocabulary.

2. To further develop the ability to recognize words begin-ning with both the capital and the lower case form of theletter.30./To-promote skill in the use of the general pattern.bl.

configuration' of the words an aid torecognition.440 To develop the ability to use context clues to check

recognition of words,

PHOITICS

1, To develop the ability to c-)T.Ibine the visual and av:-ditory perception of identicla eloment::" in words (1) thatbegin with the same consonant, (2) that bog in 'oli;H the same

digraph :0) that have rhyming endings, (40 that en wIbh t2Bsame consonant.

2. TO promote skill in noting likenesses and difforencesin word forms.

5. To dcv elop the ability to use both context andphonetic clues to supply orally a word that will be presenedin the basic reading vocabulary at a later time.

4. To develop some skill in the use of phonics to ideni.'-fy unfamiliar words.

PRIMARY B LOCK

Level 5 (page 2)

STRUCTURAL 2.,ITALYSIS

1. To develop the ability to recognize both the rootword and the variant when (1) st is added:to show possesF:-ion, (2) s is added to show the plural form of nouns, and(3) s aid ed are added to known verb forms.

II GOOD 11-',ADEIG HABITS1. To promote correct handling of books and materials2. To establish the habit of reading left to right andline by line with f ew regressive eye move ments, aLd ofusing the correct eye movement during the reading of arunove r sentence,

3. To promote the habit of reading silently before, orally.4. To promote the habit of using the table of contents to

find a new story and the new unit tiole.5. To encourage the habit of noticing and reactiag to var-,ious kinds of reading materials in the classroom such PSbulletin-board notices, cbarts, and posters.6. To promote the habit oi cl,-,17ing word-study skill toidentify unfamilar words vhile reuc. independently.

IIIATTITUDES A7D APRECIATIO:S

L. General

1. To develop the attitude of expecting pleasure aid satis .faction from the reading of books.2. To further develop a sense of responsibility on the partof both listener and reader during oral reading activitier.3. To develop an appreciation for the use of appropriatetitles for stories, hooks, and units within 2 book.

B. In Relation to the Context1. To promote the understanding that there are many diffen-ent ways for children to have fun both with grown-ups andeach other,2. To foster appreciation for the thoughtfulness of peopleoutside the immediate family circle an aunt, an uncle, thetruck driver.3. To develop an understanding of the possibilities for funand excitment to be four, on a farm.4. To provide opportunities for laughter a nd excl-- fromtension through the clever and ridiculous antics of mechani-cal toys, pets, and animals characterized an humans,5. To promote some skill in the analysis of persnalitypatterns through the disci,s.tor of characters, their, and their pssible feelings.

Level 6),

I. Skills111.

PRIMARY 3LOCK

Comprehension1. To promote skill in the interpretation of

story plot.2. To promote the ability to interpret orally

the mood and conversational text of the3tory.

5, To continue to dev elop the ability to.retl,dfor details, to rocall the sequential ord.?rof events, and to understand the main ideaexpressed in a group of related sentences.

I. To promote the ability to read creativelyin such ways as anticipating plot devol-,p-ment, drawing, 3,Jnslusions, maki g general-izations, ard enjoying sensory ima,:;es,

5c To promote the ability to follow incr_9sing-ly more complex directions in indepenu.:ntactivities related to reading.

6.. To promote skill in reading crit!cally insuch ways as

a. Recognizin,3 uar, otauement that is false,b. Discarding the irreluzcnt statementc. Choosing the pertinent idea from amongideas relateC but not pertinent.

d. Regarding as humorous a silly or highlyimprobable statement.

Word-Study Skills

1. Word Meaninga. To continue to build meaningful associa-

tions for sight worc7s through the use of1. Contract and comparison2. Context clues

. Dramatic play or pantomime4. Simple classificationE. Pictorial illustration

17. To promote the understanding; that solewords have more than one meaning, antito develop some skill in choos ink; rho-

correc t meaning to fit the specific,context,

c. To develop increased understanding f orth e I...Ionons and conjunctions usc,d intho basic vocabulary of the first -eae.en,

d, T.o increase listening and speaking Imo-abular1,0& through language cyperienaerl,

2, Word recoGnitt-pPA. To devel.Jp auc-bite recognition of the

one hundreC seventj-nn words presenuodin the basic vocabulary of thc book.

b. T.o promote skill in the usc of tingeneral pattern or configuration of theword as an aid to recognition. 8

bOCI:

Level 6 page 2)

c. To develop the ability to use contextclues to (;heck recognition of wpr:Iso

d, To teach, the names of all letter; inthe alphabet as an aid in writing )rdsand in retaining a si,11.t vor*Ilery.

) 0 Phoniesa. To deve tht: -1,11ity to combine 11.o,

visual an audituzy p(r,noption of iclen-tical elements in worc,b

1. That begin with the same cor.,:nnr:At2. That begin with the sane diL,rar,h3. That have rhyming endings4.. That and with the same eonsonart

That begin with the same consonantblend.

b. To develop some skill in attacking a newword by affixing or substitution an in-itial or final consonant to a known word,

c. To develop some skill in attacking newwords throut;h comparison with old wor6A.

d. To develop some skill jn the use of 'oothcontext and phonetic clues to identi.Tyunfamiliar words.

e. To deve.' some skill in building a newword by affixing a blend or a digraph toa known word.

4. Structural Analysisa. To develop the ability to recogniza both

the root. word and the variant when;1. ys is added to show possession

s or es is adde d to show ttJo pIuraform of nouns

3. sped,d, and ink; are a,:'" o.1 to kr'n4rvcrb forms.

b. To develop :,..,;;.41Ality to r: cognize theparts of comp-,unL. cr'Jr. and to builC afew new compound words Imovn wcrds.

II. Good Reading HabitsA. To promote good habits for the handling an care of

books and materials.B. To promote the habit of reading silently befortf)

reading orally.C. To promote the habit of using the table of co tents.

to find a new story and the new unit title.D. To encourage the habit of noticing and reacting to

various kinds of reading materials( such asbulletin- board notices, chartsr and posters,

11:i. To promote the habit of applying word-studyto identify unfamiliar words while reading inC.opend-ently.

9

11111111111IMMIEW

PRIRY BLOCKLevel 60 (paz) 3)

III..

.

Attitudes' and AppreciationsA. General:.

1. To develop the at of expocting pleas-aand satisfaction from the reading of bolTs.

2. To develop the habit of using printed materialstol gain information to satisfy personelT mods 0

To,d evelop a scmc of responsibility onpart of both liE,tener and reado r during oralreading a'-'tiritf.es.

4.. to develop en appreciation for the use D2appropriate titles for stories., books,units within a book.

B. In Relat.vona to th-, tens .

1. TO develop increa. ;.,:-.^rstanding of the nanyways family and noighborc ',Jive fun togetherduring the different seasons°.

2. To provide opportunities for identifielonwith children at Cherry Street. Sch ool Insituations involving work, play, pets, and lostand found articles.

3. To develop an appreciation. of the contribu-tions of the storekeeper and the delivery box-.

.. To devalop: som understanding of the workors.who carry messages, who help people have fun,,

5. To provide opportunities for laughter throughhumorous stories about animals in which areal problem is presented and solved by- thoefforts and inoenuity of the animals theiwelves

6. To promote increased skill in the analysis ofpersonality patterns through discussing thecharacters, their actions, and their po,ssIb7efeelings.

44

10

Level

VocabularyA. Review previous vocabularyB . Sight word developmen+ kDolch list and Ginn list)C. Picture c:/utext cluesD.

E.

F.G.H.

I.

J.

General mord configurationInitia consonants and consonant blendsRhyming wo-dsCompound wordsC ontracticnsConfusing wordsWord meaningssynonyms and antonyms

II. Word AnalysisA. Strengthen consonant blendsB. Strengthen word familiesC. Teach phonetic rules

III. Structural analysisA. Root wordsB. Word endingss, ed, ing, en, er, esC. Little words in big wordsD. Possessive

IV. ComprehensionA. Association of ideas-.1.Drawing conclusions

2. Sensing relationships3. Predicting outcomes

4. Associating text with pictures

B. Comprehension and evalunLion1. Answering specific qu'stions2. Following directions

3. Repemboring important ideas

C. Organization of ideas1. Finding main idea2. Sequential order

D. Locating information1. Finding contents2. Finding page numbers3. Titles

L. Appreciation1. Dramatization2. Storytelling

V. Oral readingA. Reading clAarlys smoothlyB. Read with expressionC. Observe punctuation marks

170 Silent RealingA, Eliminate lip readingB. 1.1.4:uf:', .,o a story and

predict uu:lomeC. Strengthen habit of

applying yord-studyskills

D. pill of finding ansmrsto otaestions

E. Skill needed to recognileevents in order

and distinctly

11

121

L2T21, 8

I. SkillsA. Comprehension

1. Skill in interpretation of story plot2. Ability to interpret orally mood of s tory

3. Ability to appreciate and interpret feelingsof characters'and identify with them

4. Ability to read for details, locate !)%cir',c.

information, verify opinions, and followcomplex directions

$ Ability to find main idea by choosini3 asummary sentence for a paragraph and by

writing a sentence which expresses the main

idea of the story.

6. Ability to reognize sequential order byretelling story in proper sequence

ty plannink7, stet s in an activity, by t,1Pnghow to nako something, and by giving di;:rtionsIn sequence.

7. .Lbility to recd crstively, anticipating plodevelopment, usim,; expesiiences tointerpret story situatj,onii, conclusions,determining cause-and-effect relc:finrilhips,

seeing inferences and implications, eiaLappreciating sensory impressions.

8. Ability to read critically, recognizing falsestatements and irrelevant ideas, weighing evidenc.:

and forming judgments for solution of problems

9. to mat', a variety of materials withpleasure and satisfaction and for a variety ofpurposes.

B. Word-Study Skills

1. Word Meaninga. To continue to build meaningful associrttors

for sight wordsthrough recognition ofsimple defnitions, context clues, %on-trast and comparison, c,lassification. raddramatfc p"lay and pantominc.

be To continue to promote the idea th.o.; lomo

words have more than one meaning

cti To incre:i.s c; peaking and listening VJOlaries.

2. Word-Recognitiona. To develop accurate recognition cr thc

552 words presented in basic vocabularyreaders.

b. To develop ability to use context clues

12

Level 8 continued)

3. Phonetic Analysisa, To extend Ind review the auditory and visual recoglatton of

all consonants in initial; and final positions; the

variant sounds of c andb. To direct observation 6.f the ..silent in Ian, wr, gh;

the similarity in sound of x and cks and of ng nk.

c. To review the two-letter blends and digraphs previously proFtncvi

and to observe the three-letter blonds spr, squ, str, and thr

as they occur in the text.d. To review and extend recognition of vowel digraphsj obsery ttion

of diphthongse. To extend recobnition of analogous words

4. 3tructural Analysisa. To develop ability to see differences in word structure

b. To recognize variants of known words made by adding s, es, ed

ing; by clanging y to i before endings; by dropping e before

endings; by doubling consonants before endings.

c. To direct attention to comparative degree

d. To review use of apostrophe- po,,sescive and contraction

e. Review formation of compound words

II. Good Reading HabitsA. To encourage critical reading (thinking)

B. To develop habit of usirg table of contents

C. To strengthen habit of applying word-study skills in identiZying

unfamiliar words while reading independentlyD. To encourage use of books from school and public libraries-flora)

III. Attitudes and AppreciationA. General

1. To develop attitude of expecting; r41 from reading

2. To encourage habit of using printed material u.in information

3. To develop appreciation of poetry, rhythm, descr4.ptiv' uses.

4. To develop sense of responsibility on part of listener

5. To promote good study habits6. To develop interest in reading7. To contribute to child's social and emotional security through

success in reading.

B. To develop skills in reading in content areas

TV. Oral ReadingA. Read clearly and distinctlyB. Read with expressionC. Read fluentlyD. Read so that listeners enjoy storyE. Read to create interest (choosing a portion of a story to

present in order to make others want to read it)

V, Silent ReadingA. To select material appropriate for studentP. To adjust rate of readi-g according to purpose, stressing flexibility.

C. To eliminate vocaliztlim and subvecalizationD. To lean, t, summarize (precis writing) 1?

LEVEL 9

Review levels 7 and 8

i. VocabularyA. Root or stem wordsB. Sight word development

1. Dolchis 220 word listC. Word Clues

1. Initial consonant blends2. Similal and opposite meanings3. Compound words4* Possessives and mold .vAtngs5 Confusion words (ex. cver;,: -Tyr)

II. Word MeaningA. Meanings of wordsB. SynonymsC. HomonymsD. Idnetical words

III, Word AttackA. Phonies

1. Consonant blends2. Initial and final Consonant blends

3. Consonant blends in medial position

4. Final consonant blends5* Word families6. Phonetic rules

a. A single vowel at the beginning or end of a word or

syllable is usually short, as in back.

b. An "e" en the end of a word usually makes the pes.

ceding vowel long, as in ride.

c. A single vowel on the end of a word or syllable is

long, as in she and my.d. When there are two vowels togiather, the first is long

and the rJocond is silent, as in train.

e. Y at the beginning of a word is a consonant5anr,Thero

else it is a vowel, as in yard and bicycle, myt

f. (1) C, sounds like X when followed by a,o, or u, as

in candy cola, ord cut.(2) C sounds like c) vlon followed by e,i, or y as in

cents, city, and bocyolev

g. (1) G has the hard sound then fol.LcT7d by a, o, or u,

as in gay, goat, and gum.(2) G sounds like J when followed by e,i, 3/ as in

gentle, ginger, and gypsy.h. When attacking a word, begin with the first vowel in

the word or syl)able.

IV. Structural analysisA. Base, root or stem wordsB. Word endings1. Review: s, ed, ing2. Introdice: in$ er, es, eat, ful, ly, and y

C. Change y to i and add es1. Ex. pony-ponies

level 9 (continued)

Do Drop final e and adding10 Ax. mr4te-writing

E. Drop final consonant before adding ing.

1. ex. runningF. Find a little word in a big word

1. other as in motherG. Compound -0,Drds

1. everythingH. Contractns1. PossessivesJ. Disconnecting printed "fin am'.

1. ex. fish, fly

V Comprehension.A. Association of ideas

1. Sensing relationships2. Drawing conclusions3. Predicting outcomes4. Find proof5. Visualizing plot, setting, characters

6. Associating text with pictures

B. Comprehension and evaluation1. Answering specific questions2. Following printed directions

C. Organization of ideas1. Finding main ideas2. Classifying ideas3. Fellowing sequence

D. Locating information1. Using content 1, ':ge nvimber titles

2. Findiag specific information

E. Finding MearingsF. Apprerjation1. DramatIzing2. Illustrations3. Story telling

VI Oral ReadingA. Read fluentlyB. Read so that listeners enjoy the story

O. Read with expression

LEVEL 10

Review level 9

I VocabularyA. Word Recognition

1. 220 sight words

II. New SkillsA. General word configurationB. Prefixes and suffixesC. Clarify compound words1. One known and one unknown word to make compound wor!.*

D. Be able to locate an unknown base word with the suffi; :es;

y, ly, ing, en, er, est.

E. Syllabication

III. Word Attack SkillsA. Review Skills

1. Auditory and visual recognition of consonant blend.

2. Two a.ld three letter consonant blends30 Long and short vowels4. Recognition of

a. Common phulogramsb. Differences in configuration of words commonly confused

as, was, saw.c. Variants of known words formed by adding as, d, ing,

est, and drop final e, double consonant, change y to I

5. Compounds6. Contractions7. Vowel sounds8. Silent letters9. Context clues

B. New Skills1. Forming plurls2. Syflabications3. Hyphenated wordsL. Accents

IV. Comprehension (Silent Reading)A. Review SkillsB. New Skills1. Locate details2. Ability to skim3. Ability to determine source of material

4. Alphabeting

V. Oral readingA. Good volume in pleasing voiceB. SmoothnessC. Clear enunciationD. Accuracy in word pronunciation and recognitionE. Skill in following the line, keeping the place.F. Ability to convey meaning and feeling effectively

PRIMARY BLOCK

Level 11

Review skills 9 and 10

I. VocabularyA. Word recrgnition skills

1. Au:5onatically recognize common and useful wel-ds2. Develop ability c,f word association

B. Word Meaning1. Develop training in zett::.ng from context2. Use words in sentences -0 ;show m.;.:,1:,..T-Tomovms, Antonyms

Spynoyms3. Choose words with similar meaning: Devel,dp the abi2:27 of

finding the "right word", for the right phrase example stud,replied.

4. Recognize and understand the meaning of verbs which changeforms and pronunciation to show the change of time.ex. sleep, slept

5. Use of punctuation in relation to meaning.6. Use of map skills.

II. Word. Attack SkillsA. Structu2a1 Analysis'

1. Learn rules for syllabication2. Develop the understanding that accent effect and vauel 5.3und

in syllables.3. Stress prefixes and suffixes

B. Phonetic Analysis1. Re-teach any principles assigned the primary grades.

a. Single and double consonant blendsb. Speech Consonantsc. Vowel disgraphsdo Dip+hongs

C. Training the use of dictionary and glossary1. Alphabobizing2. Finding words in list that begin with +. he same lstters

III. ComprehensionA. Finding the main idea

1. Choosing titles2. Summarise3. Recognizing and disoussirg

B. Finding details1. Firding specific information2. Interpreting descriptive words, phrases, and using voosbulary

in new contexts3. Reproduce by illustration4. Verifying answers

IV. Oral ReadingA. Review rkirs previously taught

1. Choral Reading2. Rate - about the same as one speaks.3. Variety of pitch4Variety in duration of words,

Level 12

Review 10 and 11

I. VocabularyA. Introduce new words

1. Review Dolch word list2. Recognizing syllables in words

a. How many syllables in a wordb. Rapid recognition of basic words

B. Meaning of words1. Interpreting word meaning2. Use of map and pictures to enrich word meanings

3. Configuration (shape of words)4. Using derived forms

II Word Attack SkillsA. Phonies

1. Syllaication2. Vowel sounds3. Accent

B. Dictionary1. Alphabetize by second and third letter

C. Glossary1. Dictionary of words for one particular book

2. Use guide words3. Find meaning to understand what is being read

III Context Clues1. Review using context clues2. Review associating ideas with words3. Review associating ideas with characters/. Sentence structure5. Stress capitalhizatioz. nouns)

6. Poetry7. Picture, map, and diagram

IV. ComprehensionA. Locating information

1. Table of Contentsa. Examine table of contents of several books

2. Book partsa. Finding title page, pictures and guide words.

3. Arranging alphabeticallyB. Reference materials

1. The encyclopedia2. Atlas and maps3. Magazines, newspapers

4. DictionariesC. Reading to organize1. Outline2. List sentences in order of event3. Follow directions

4. SummarizeD. Reading to retain information1. Aido to retention

a. Choice of corr-t anaers2. Ors,) r, . vritton

MATERIALS LIST OF LEVEL 9, 10, 113 £r).

PRIMARY BLOCK

I. Gamesa. Dolch syllable gameb. Match game set II and Ic. The End and E game (vowels)d. Group Word Teachinge. Object - Lettef. Fun with R#ymesg. Word blendsh. Word suffixesi. Word prefixesj. Consonant - Lottok. Phonic word builder1. Phonetic Quismom. Consonart Picturesn. Objects that Rhymeo, Picture Phonic Cardsp, Lets Learn Sequenceq. Word Builderr. Phonies- sounds in T-Tovds

1. Part2. Part II3. Part III

II Flash Cardsa. Vocabularyb. Phoniesc. Consonantsd. Blendse. Vowelf. Syllablesg. Two letter

III Machinesa. Movie Projecter & Film Stripb. Suzettec. Record playerd. N. D. L. Reading machinee. Tape Recorderf. Tach Xg. Overhead projector

IV. Miscellanousa. Sentence Stripb. Postersc. Tapesd. Chartse. Maps

V. Booksa. Ginn Basal Reader1. Finding New Neighbors2. Friends Far and ?ate -..r

b. My Do anci Learn Bookc. Activity Sheetsd. r\:ts

1. Programed Reading Klbs

- Consonants- Vowe'ls

- Syllabics

Consonants

- book- book- book

789

18

4

LEVEL 12 (continued)

E. Reading to evaluate1. Facts fro:,: opinion2. Judge reasonableness and relevancy

F. Read for Appreciation

V. Oral Reading Skills

A. Recognize and reproduce words with speed and accuracy

B. Interpret marks of punctuation accurately,

C. Read in a pleasant a:1d well-medulated voice.

D. Express emotionE. Dramatize portions of the storyF. Choral 7.,,ading and poetry

G. Listening appreciationH. Creative response

I :ITER 1TDIA TE BLOCK

Levels

13

14

15

16

INTERMEDIATE SECTIONS7....*** Fourth Complex

Teacher

Kathleen Cordle

Cloral Arrington

Ti:'. m Jean Lemaster

Elsie Jones

Teachrswill rotate from one level to another in rovers:.

order at the end of ,;f:h eight weeks. First

rotation: Teacher of levc1 13 will move to level

16. Teacher of level 16 wi f:,tPte to level 15,

Fifth Complox

Level TeacherPossible Title

Charlie Brown's Gang 17Freddy's Gang 18Nancy's Gang J. a. 19Snuffy Smith's Gong 20 ,

Lucy B. ElkinsStaffStaffVilma Chapman

Teachers will rotate in reverse order from one level toanother at end of each eight weeks. First rotation: '.:each :"

of level 17 will go to level 2 0. Teacher of level 20 will

rotate to level 19, etc..

MM.

Levels

21222324

Sixth Complex:

Teacher

Ernestine KennodyStaffSue VarnerMary ThDM1,

Teachers will rotate from one level to another in reoviorder at Vie end of ea r311 cipht weeks, First rotation,Teacher of level 21 will 1.opabe level 24. Toacher. o: .% 1

24 will rotate to level 23, etc.

Seventh Comple x

Levels Teacher

25 Nancy KearnJ26 Mary Lou Sparks27 Elaine Butler28 Elva JohnsTeachers will rotate in reverse order.

Intermediate

I. How to define reading levels for the L th, 5th, 6th, and 7th grades.

A. Tests and teachers observations.

High - 4,6 - 8'2 grade le- el - 3L1. pupils

High Average - 3.7 - 4.4 - 29 Pupils

Low Average - 2.8 - 36 below grade level - 32 Pupils

Below Av:Jrage 1,0 - 2.7 - 22 Pupils

B. Division within each 1PvP1

1.( Low

a. Doesn't know basic voce

b. Can't read with comprehensionc. No word attack skills

d. Phonics0. Doesn't follow directionsf, Poor listening habitg. Can't work on his own

2.0verage)a. Sufficient control of basic skills

b. Reads with average comprehension

c. Limited ability ah±li to organize materials

d. Only reads when instructed to

3.0jgh)a. Reads a variety of materialsb. Reads with comprehension above grade level

c. Critical and interpretative reading

d. Work independently (Library ets.)

e. Broader interest spanf. Can read nitri ease and spendg. Able to apply the reading skills

h. Pts,ds for pleasurei, Yellows List' actionsj. A'le to interpret charts, time ta2es, grap1,3, ets

"0.mtVMIVPWPWOW

FOURTH COMPLEX

OBJECTIVES

1. Readiness for Readinga. Physical Readinessb. Emotionll-Social Readinessc. Intellectual Readiness

2. To satisfy the interests timulate the imcginations of tile

children through readings

3. Reading and interpreting meani-ig from the printcd page.

L. Building essential habits and skills to promote reading.

5. To further skil)s needed in following directions, ansrering

questions, caking notes, organizing, su11mariz4.ng, and outilf.inc,

6. To broaden i. 1;erests in a variety of subjec4-,se

7. To strengthen the habit of concentict-n for longer periods of tir.,

8. To enable the child to read with greater al)dity =Lrl ease.

9. Develop attitudes of cooperation, understanding, and ag.;%rociaviinn of

other people.

10. To strengthen good habits in care and love of books.

See attached chart for check list of all levels

Level I

1. Beginning and ending sounds2. Long and short vowel sounds3, Use text on Individual level4. Use games (sound-likes and differences)

5, Consonant blends6. Listening skills

7. Talking skills8. PhrasiDg

9. Vocabulary

LEVEL II

Review Loyd I1. Comprehcasion

a. org:.,..tize steps in order

b. find main ideac. detaLlsd. drat- conclusion

22

th Complex page 2

2. Listening Skills

3. Using Informationa* following direction

Li.. Paragraph Meaning

5. Ore. ative Writing and talkin-;

6. Phonics

7. Word Attack

8. Oral and Silent Readirg

Level III

In Fourth Reader Readiness TestsVocabularyWord analysisComprehension

2. Silent Readinga* habl.ts of word attackb. recoil of ideasc. ratede lip movement

3. Oral Readingae Habits of word attackb. Smoothness and accurpcyc. Voiced. Good phrasing

4. Reading activities (workbook, es*)a. Follows directionsb. Independencec. Persistenced. Interest

Level IV

1. Enrichment plus basic text on childs level2. Creative writing30 Word structure4. Dictionary skills50 Extension (use a wide selection of material)6. Learn to evaluate7. Oral and silent rParing

Skills

1. Context and word analysis2. Listening3) Oral Reading4. Paragraph 1...oing5, Free silent r3ading6. Dramatizatir.n7. Book Reviews8. Reading Pootry (Ind. Grou::,)

9. Reading for various spec ispurposes

10. To cope with meaningdifficultios

11, Skill in stz..ding informationreading matter

12. Using dicbionary13. Using index to locate

information14. Finding topic15. Sequences of events

Phonetic Elements:

16, Consonant elements17. Vowel sounds18. Vauel rules19. Consonant rules20. Comii,ola endings and prefixes21. CoilLon Syllables22. Syllable rules

T ERIA LS

1. Text book2. Work book3, Individual ..",-71c Sheets

4. Reading Yachines5. S. R. A.6. Tape Recorder7, Overhead Projectorq, Game Lab

and ....e-7spaper

10. Par,

11* Ch: rJtz

12. Filmstrip Prjeotc?13. Word Cards14. Record Player150 Listening records

Phonics 1...cords

16, Dictionary17. Posters18. Bulletin Board

(to cd. with sub. matter)19. Variety of books

4%11 of thes, materials car be usedto develop skills on levelt14,

I eintinin. An.I.x/Ws inns...N/0MM

4th Complex - Chccksheet

Skills

.1184.10

Readiness

Vocabulary:

FirstCordic

Level 1300011111

Second Thirdgralma, amain.AI 4111

.....mlnlommOnOnlo.nowing

A. Knows basic wordsLevel 1 - 4

2oor

,0

Fair

. fn.... ..kt II.

B. S eakin.

C. Ruading:

____(1) Oral

(2) Silent

(3) FaEf22119IL....

,nra.11wr

now... now so van.iN.r..0 10

Fourt'.aro.. . .%,.*. , ..

Good ;17 rtc:.1. c.q oven '

V

nvnimornsonorv.

110n,

offmrt

Phc'netic Analysis:

A. Vonels1

190

Penn. A10/11101YrOnfle..10=1,( \

w

.0611/4 la $011011.1,/annalOnI.Ins.01. onno Int

(2) Short4..innonale _4011/.1Mesn Monl 01f0 LIU

B. Consonants:

1,1) Beginning

(2) Medial

(3) Endi

flomprehension

WW1.1.0011.J00/100.V PIWIMMOVWMP,SdIMMV

.....1non, In,* In. / %In I WV.*

Orr - 4

El MWINCINGENrirmaI .

innon4oPen,n...4 IV 1

.0 17. fnnIMISMOnN

Anr ininnonetl *Men a/ In (If linnnn n 1.. 1WennOta

(1) 'Workbook(2) Nbrksheet(3) Group Participation

Teacher Comment:

Parent Comment:

. awn .10111n. firn a MOP a ft. *4 nib .11

25

PUPIL

TEACHER

4-th COMPLEX CHECK SHEET

Level 14

FIRST :SECOND THIRD FOURTHARRINGTeN

SKILLS

Word AtLack Skills

Poor Fair .GFro-d----7tsTrut-tae

Comprehension:

A. Main Idea

B. Sequence

C. Answer Questions

D. To is Sentence

Reading:

A. Oral

B. Silent

1*114..ral...00.0.011..41....ftemollime.

C.Creative

D Drawing Conclusions

Dictionary Skills:

A. Alphabetize

B. Divide Words

C. Meaning

Following Directions:

Using Information:

.,............

Teacher s Cont. ent:

Parent's Comment

Ory 404.114

26

A

*aasa4-th COMPLEX CHECK SHEET

PUPIL Level 3.5

TEACHER i FIRST.LEMASTER

alialataaaaMemanlia,

: SECOND'

THIRD

SKILLS 'POOR FAIR GOODAaa.alwallawasaMaa.=alalhataaawalamma.

Word Attack Skills

A AppLyVowel Rules

B. Apply Consonant Rules

C. Apply Digraph Rules

D. Prefixes & Suffixes

Word Division

i

: FOURTHI

!Excellent

lasaVaaa

Comprehension:

alimaroaromaaaaa.a

awaaaaaammomorearomaaam.s,

Locating Information

aawavaaaa.alasaaaaam.111...aaaaaamalair

B Table of Contents

C. Alphabetical order

.B Reference Books

E. Dictionaries

Reading:

A. Oral

B. Silent

C. Skimming

De Specific Information

Workbook

WOEIMEM

F. Work Sheet

Followin Directions:

TEACHER COML-ENT:

PirRaNTO-COMEENTI 271 ta_

4-th COMPLEX-CHECK SHEET

PUPIL

TEkCHER

SKILLS

Level 16

CFIRST SECOND THIRD FOURTH

:JONES

POOR FAIR ; GOOD EXCELTi'JT

Apply word AttackSkills in Previous Levels '

Comprehension:

A© Predict outcomesIrsill11.111.6.11,10.1.111.11=1.10011111110.

B. Solving Problems

C. Discrimination

D. Evaluation

E. Creative Writirg

Outlining:

L.

r,y.1Summarizing:

pre c

wNONMINI......IIIOINNO1101/01.,.

eac

ax' n s uo le.)11 .

...*.

28

Fifth Complex

Readiness Test for Fifth

1. Basic Vocabulary--Dolch's or Grey's Average Vocabulary forgrade level

II. Reading Skills (silent)A. Reading for main ideaB. Reading to find the main idea of the paragraphC. Reading for sequences or outline--steps how relatedD. Reading for detail

III. Vocabulary Skills (Words recognition-review)A. Word recognition

1. Noting similarities2. Root words3. Prefixes and Suffixes4. Recognizing syllables5. Accent rules

B. Meaning of words1. Intepreting word meanings (multiple-meaning)2. Use of maps- -dramatize pictures to enrich word meanings3. Synonyms, antonyms, heteronyms4. Picture clues5. Picture clues6. Compound words7. Configuration8. Dervied forms9. Contractions

IV. Word Attack SkillsA. Phonies

1. Syllabication (rules)a. Each syllable must contain a vowelb. Root word is a syllable and is not dividedc. Suffixes and prefixes are syliablesd. etc.

2. Vowel Sounds1. When there is only one vowel in a word or syllable the

vowel is2. When two vowels come together the first is long and the

second silent3. Etc.4. Give keywords to remember

3. Accent marks1. In a word of two or more syllables, the first syllable is

usually accented unless it is a preffix

B. Dictionary (alphabetizing, guides, words, using dictionary1. Note how accent is located in Noah Webster and other

editions21,")

sY

FIFTH -- COMPLEX

V. Reading for FunA. Developing sense of humor (tail, tales, etc.)B. FeelingC. Games

VI. Oral ReadingA. Stage- dramatizationB. T.V.C. Emotion

VII. SpeedA. Read in phrasesB. Eye expansion (perception)C. Regressions

VIII. Personalty Creative materials--Languages Experiences approach,Poetry, Creative writing -Self image

A. NEA finish the storyB. Choral readingC. SociogramsD. BiblographyE. AutobiographyF. Check sheet for oral reading (Ginn)

Attitude toward reading

IX. Readiness TestA. Linguistic TestsB. Check 'Sleets

C. Folders on each child

X. Dictionary SkillsA. Guide wordsB. Diacritical markingsC. Accent marksD. Origin of wordsE. Parts of speech

30

FIFTH COMPLEX (continued)

XI. Reference MaterialsA. EncyclopediaB. World AlmanacC. Child Craft-Names of Children's encyclopediasD. Atlas Maps-time tables-maps, magazines and NewspapersE. Roman numerals-codesF. Dewey Decimal SystemG. Card catalogue (cross reference)H. Organization

1. Outlining2. Summarizinge. Following directions

I. Memorizing- -retention (poetry-short prose)

J. Critical Reading

K. Evaluating books and sources

SKILLS IN COMPREHENSION

1. Word knowledge2. Ability to select appropriate meaning for a word or phrase in the light

of its contextual setting3. Ability to follow the organization of a passage and to identify

antecedents and references in it.1. Ability to select the main thought of a passage5. Ability to answer questions that are answered in a passage but not

in the words in which the question is asked6. Ability to draw inferences7. Ability to recognize the literary devices used in a passage and to

identify its tone or mood8. Ability to determine the writer's purpose, intent, or point o1 view.

31.

SIXTH COMPLEX

I. Attitudes and AppreciationsA. To foster a love for books and an ap:reciation of how they

enrich our lives and widen our experiencesB. To encourage the use of books as a source of informationC. To foster an aplareciation of rhythm and sensory impressions

through reading and listening to poetry and prose.D. To develop the attitude that reading is thinkingE. To develop ethical values through considerations of the

behavior of story charactersF. To develop an ap reciation of the contributions of people of

earlier timesG. To develop fine literary taste through use of a wide variety of

stories.H. To develop a thoughtful and critical attitude about the author's

purpose and point of view

II. Good reading habits

A. To strengthen the habit of reading independently for thesolution of problems and for pleasure

B. To strengthen the habit of adjusting one's method of reading tothe type of materials read and the purpose for reading it.

C. To strengthen the habit of using more than one source for ananswer to question checking.

D. To strengthen the habit of reading with concentration for longerperiods of time.

E. To strengthen the habit of independent attack on unfamiliarwords through the use of various skills

F. To strengthen the habit of using the table of contents, the index,and the glossary

G. To develop further the habit of thinking critically aboutdifferent types of material

32

SIXTH COMPLEX (continued)

III. SkillsA. To enrich and extend vocabulary through the knowledge of word

relationshipsB. To strengthen ability to use context clues to attack new

vocabulary and to determine word meaningC. To develop greater skill in the use of the dictionary

D. To further the use of phonetic and structural analysis in the

recognition of new wordsE. To promote the ability to recognize the author's main idea,

and details and sequence of ideas on events which support the

main ideasF. To further the skills needed in using the ideas gained from read-

ing in such a way as drawing conclusions, making inferences,

seeing cause-and-effect relationship, and forming judgments.

G. To further the skills of critical reading in such ways asevaluating infformation gained from reading, discriminatingbetween relevant and irrelevant ideas, and in using facts to

form opinions.

H. To develop the ability to read creatively in such ways as using

the author's ideas to clarify one's own thinking.

I. To develop the ability to locate information by using thetable of contents, index, and other aids.

J. To strengthen the skills needed for notetaking, outlining,and preparing reports.

K. To develop skill in understanding and using pictorial andgraphic material in textbooks and reference books.

We need to know three things before we start"I. Where we are now

II. 'Mete we want to go

III. What obstacles might atindd in the way of our

getting there.

33

SIXTH COMPLEX

SKILLS

1. Factual Comprohonsion

2. Inferonco ThinkingSkills

3. Vocabulary

4. Summary or OrganizationSkills

5. Oral Roading Skills

6. Roading for difforontpurposes

it

MATERIALS

1. Filmstrip projoctorand filmsTapc RocordorE.D.L. MachinesWorkshootsFlash XToxt and roforonco

booksNowspaporsMagazinosS.R.A.Suzotto

2. GamsWorkshootsListoning RocordaFilmstrip Projoctor

3. WorkshootsFlash CardsChartsControllod RoadorRoading GamosText Reference BooksDictionariesRocordsFlash XTransparanciosOverhead Projoctor

4. vorkshootsGraphsChartsEncyclopodiaMaps

5. WorksheetsChartsChoral ReadingsPoemTapo RecorderRadio ScriptsPlay Acting

6. Table of ContontIndexGlossaryTimo TablesRecipesCard CataloguoOverhead ProjoctorProjector & FilmstripGamesFlash CardsE.D.L. Reader

34

Sixth Complex

STULLS MATERIALS

7. Soloction and Evaluation

8. Location of Information

TransparenciesFlash XPostersEncyclopodias

7. Library BooksNowspaporMagAzinosEncyclopodia

8.. Roforonco BooksText BooksPoriodical LitoraturoAlmanacsVarious AppondixsEncyclopediaMapsChartsGraphsCard CatalogueDictionariesTelephone Directory

35

.1.11Lre 4.4.a

s

SEVE;1TH GRADE OBJECTIVES

1. Attitudes and appreciatives2. Good reading habits3. Good reading kills

a. ThingIngb. Word meaningc. Perceiving relationshipsd. Organizing ideas (sequences)e. Comprehension2. Skimmingg. Vocabulary word buildingh. Word recognition

$. Develop imagery5. Organizing and out living6. Phonids7. Grouping clues

Teacher planning9, Lesson plans10. Create interest

36

STIDY SKILLS 7th COMPLEX

SKILLS

I. Word Meaning

2, Word Recognition

3. Phonetic Analysis

4. Structural Anaysls

5. Comprehension

MATERIALS

1.. ChartsRecordsDictionariesGamesFilm Strips

2, ProjectorPicturesBooksDictionariesControlled Reader

3, Film StripGamesDictionaries'Work SheetsOverhead ProjectorWorld Books

4. RecordsFilm StripsWord CardsReading Manual

5. BooksWork SheetsTests'S.R.A. KitControlled ReaderWriting Stories

6. Location Skills 6., Text BooksDictionariesAny Reference Books

7, Library Skills 7, Language BooksLibrary

8, Sensory Images 8. Health TextDrawingsChartsMimeograph Sheet s'

9. Interpreting Ideas

10. Oral Reading

9, Basal ReaderS.R.A. Kitllork Sheets'

10. Tape RecorderBook ReviewsBasal ReaderDramatizationChoral Reading

37

11. Silent Reading

12. Listening Skills

13. Vocabulary

14. Reading Habits

15. Attitudes andAppreciation

Study Skills 7th Complex

11. GamesS.R.A. KitControlled ReaderBasal Text

12. TeacherS.R.A. KitRecord PlayerPoemsBook Reviews

13. DictionariesSpellingEnglishManuals

School LibraryTable of ContentsCare of BooksChartsPostersSigns

154 .ChelmadloadingPuppet ShowStory TellingToursListeningPantominesUnitsSharing ExperiencesDrawing

38

****.k-n***********************

* SAMPLE LESSOR PLAITSLevels 1-28

**41-7H(.******41-**********4i.**** *

Sample lesszna. plans

PRIMARY BLOCKLevel 1,43,84/Inn Kearns, Hattie Shanks, Norma Thompson, Marguerite Bbggs

OBJECTIVEST:NF= introduction to alphdutt2. Readiness ABC, Chart showing, Configuration of letters3. Left to right movement of alphabet4. Likes and differences of alphabet family( Hump family)

METHODS

1. Talk about alphabeta. Show alphabetb. Picture flast cardsc. Play alphabet record

2. Draw frames around letters and let children frame letterswith hands.

3. Let children trace lines leading to pictures from left toright.

4. Briefly discuss and show chart of alphabet families.

MATERIALS

1. Alphabet flash cards"Learn the Alphabet"

2. Nursery Rhyme Alphabet wall display cards

3. Learn the alphabet game.

4. A B C Record and record player

S. OverhBad projector

6. Alphabet family chart

39

Sample Lesson PlanPrimary Block Level 5

Text--The Pre-Primer Program

I. Developing ReadinessA. Talking about family fun and work

B. Getting acquainted with story characters

Ambia Preece

II. ProcedureA. Presentation of Our Big Story Book and Ey.LA.ttleledkorzjiook

III. VocabularyA. New words: Tom ride

B. Word bards: # 107-127C. Meaningful presentation of vocabulary (Practice in word recog-

nition).D. Setting up reading purposes

IV. Reading storyA. Guided Reading

1. Isk questionf to arouse interest in story2. Find outcome

B . Rereading for specific purposes (Understanding differences

between reading and telling the story).

V. Building essential habits and skillsA. Comprehension skilsB. Word-study skills Cbuild story in card holder)

C. Auditory perception"1. Identifying common sounds2. Loud and soft tones3. High and low tones

4. Identifying voicesD. Visual discrimination

1. Alike and different2. Workbooks

VI. Related Language ExperiencesA. Descriptions (playing "Who is My Friend ?")

B. Enrichment activities1. Class album2. Name cards

3. Storiesto enjoy4. Poems to hear5. Music to enjoy

Primary Block

Sample Lesson Plan

Level 6 Teacher----Curraleen E. Rice

Text: The Little White House--Ginn

I. Introduce the Unit--"Home"Enlarge and enrich those experiences which relate to wholesome

and pleasurable living in a family group, giving a broader

understanding of the ways in which a family can enjoy work

and play together.

II. Story "At Home" page 4-8

A. Vocabulary1. Eew words home at

2. Review word look

B. Develop Readiness for Reading

1. Meaningful presentation of vocabulary (using picture

clues; matching printed and manuscript forms).

2. Sitting up reading purposes

3. Guided Reading (questions for finding answer)

4. Rereading for specific purposes (reading the conversational

parts).

III. Building Essential Habits and Skills

A. Comprehension (creative reading; discarding sentence

that does not belong).

B. Word -study skills (word recognition; recognizing capital

and lower-case forms of words).

C. Auditory Perception (listening for rhyming similarities)

IV. Related Language ExperiencesA. DiscussionB. Talking about animal homes

C. Reading chart

V. Enrichment activities (drawing, science, stories to enjoy)

VI. MaterialsBasic textPicture cardsWord cardsWorkbooks

Drawing paperPencilsCrayonsLibrary books

Primary Block

Sample Lesson Plan

Level 7 Teacher---Betty Kazee

Text: On Cherry Street--Ginn

I. Introduce the Unit. We Go fo SchoolA. Acquaint children frith table of contents.; Title

B. Blackboard--write title

II. VocabularyA. New words school cannot mitten Miss Hill

B. Use word cards number: 34-76-96-97-131

III. Developing Readiness for ReadingA. Meaningful readiness for reading

1. Review new words in chalkboard phrases2. Check presentation of sight words

B. Setting up Reading Purposes

IV. Reading the story --guided readingA. Ask questions about each pageB. Give a specific question to find an answer

V. Building essential habits and skillsA. Comprehension and study skillsB. 'Word study skills--reviewing names for letters "ml" "w4 "s"

C. Auditory preception1. Listening to note differences in inidial sounds2. Supplying words that begin with same sounds

3. WorkbooksVI. Related Language experiences (conversations about pets; writing- -

short letter); bulletin board.

Materials for Teaching Story:

Basic text Chart paperPictures of pets WorkbooksWord cards Construction paperBlackboard or overhead projector Supplementary storiesDuplicated copies of evaluating sentences Songs by Lilla Belle Pitts

Sample Lesson Plan

Level 8 Mrs. Dobbins

I. To acquaint child with the parts of the book

A. Table of contentsB. Units and storiesC. Word list

II. Proper Care of Book

III. How books are our friends

IV. What we can do with books

Introduce story "Good Neighbors"

I. ObjectiveA. Build concept of new words; neighbors, Jean, bang, gate

B. Enrichment of wordsC. Create interest in reading

II. Materials for concept building:A. Flash cardsB. Sentences on board or on stripsC. Child 's past experiencesD. Picture clues

III. Reading--silentA. Read to find out who new neighbors areB. What are Jack and Jean doing in picture etc.

C. Discuss story facts after silent reading

D. Discuss story facts after silent readingE. Locate specific informationF. Comprehension

1. Putting sentences in sequence2. Using context clues in use of activity sheets

SAMPLE LESS o: PLA:T

Rita Wilson Primary. Block LovolLesson plan

OBJECTIVES Tim e 9:30-11:00

1. Review Alphabet2. Review Phonic Sounds (Vowels)3. Experiment with lottors.4. Rocognizo color words and pro primer words.5. Review Soquonco6. Objects that Rhymo

Methods

1. Play Games with whole class using Flash Cards,2, Using Ditto Shoots

Materials

1. ABC Games2. Word Buildor3. Phonics Cards4. Game Let's Learn Soquonco5. Pencils and Paper6. Crayons7. Pagos 1, 3, 9, 10 in "Reading for Boginnrirs"8. Gamo - Objects That Rhymo

1WorSx.0006Virginia Salmons Level 10DtilrLesson Plan Time 9:00 to 10:00

22112111as1. Review long and short vowels2. Read to find information3. Deverop bhe projection of voice, and pronunciation44. Develop retention and sequence

Methods

1. Listen to records and flash cards of the recognitionof long and short vowels.

2. Introduce the story, A Birthday Surprise P17.31-36Discuss the title, present new words.

3. Read orally and discuss the story.4. Word game of words learned frpm story.

Materisai;1. 1ed7,15rplayer, Phonic records, Flash Cards.2. Basal reader. "Around the Corner"3. Text Book

. Flash Cards

144

SAMPLE LESSO7S PLANS

Louvenia Walker time 9:00 - 10:00 Level 11

9:00 - 9:20 Group IA. Review. Dolch reading wordsEireatesal Reader

We are Neighbors1. Introduce book

contents, author

9;20-9:40 Group IIA. Basic Skills

1. Relationship betweenpictures and storyincident.

2. Review compound words

9:40-10:00 Group III

A. ListeningI, Ph onics records2. Aathivityr sheet (compound words)

11111..11MIIMINIII1111..10111.1141111WW11. 10.11......11.1111NIM.NOVIIIpm/ONMIIMIN

Mildred Hayes time 9:00 - 10:00 Level 12

OBJECTIVES1711=Eo find factual information, read silently to see how

useful Barby is and what surprises she has in store forthe children

2. To use phonetic clues for word attack, use of c onsonantblends for word attack

3. To discriminate between main events and story detailto strengthen ability to interpret phrases meaningfully.To enjoy stories and poems.

5. Creabive Illustration

METHODS

1. Introduce story, discuss farm, farm animals, horses,read silently, discuss story.

2. Use listening station followed by work sheets3. Find subtitles in story , reread , skim, make subtitles.14. Do work sheet deciding phrases that tell where0when,why.5. Read to children6. Draw pictures of story ideas

MATERIALS

10 Text 5. Crayons and paper2. Work Sheet3. Suzette, records and tapes4. Library Books

FUN AND FROLICTH EY WANTED A PET and 200 Best Poems

Samplo Losson Plans

4th Complox Kathloon Cordlo Lovol 13

9:00 10:00

Readinoss

1. Got acquainted poriod for childron and toachor.2. Discuss Summer fun.3. Lot voluntoors toll oxporioncos

Listening

Toachor roads a story or poom and discussion to follow.

Matorials

1.2.

3.

Phonic FlashVowol Picturos for Pog BoardPhonic CardsOvorhoad Projoctor

lath Complox Cloral Arrington Lovol

Oriontation Adjustmont

1. Toachor to pupils.2. Pupils to room.3. Rolato oxporimonts of vacation.

Listoning

1. Story road by toachop.2. Rocall parts most intorosting.3. List words on chalk board4. Discuss long and short sounds.

Mat,Irials

Emphasizing Vowol and Phonotic Sounds.1. Picturo Cards.2. Work Shoots on boginning sounds.

4

L.6

Lesson Plan - Level 15 Wilma Lem ester

Using tape recorder

Give each child 1 choice of telllng either of the stories re:..d Thurs.)Give child time to think over stories, organize it in order.

is pupil gives this oral re)ort the t'.cher can listen and check for 2 numberof things.

1. How -'ell has tile pupil remembered the story2. Did he comprehend well3. To he telling the story in order4. Does he remember names of characters5. Use net* words that were introducedf3. Sentence structure7. Phrasing8. Expression (voice and facial)9. Poise

10. Jestures

*(If some children would rather work together and have a dramatic play -make provisions .1nd give help where and rhen needed.)

a

5th COMPLEX (/-01/454/?1 :24

Monday CA 5 a MP

I c WCOA))/ pi 0 r1)

All - Choral Reading

Group IVocabulary Study *TeacherControllod ReaderComprohonsion Chock ShootChildren FoldoraDictionary Skills

Group IIChildron FoldormDictionary SkillsVocabulary Study *ToachorControlled ReaderComprohonsion Chock Shoot

Group IIIDictionary SkillsControlled ReaderComprehension Chock ShootVocabulary Study *Toachor

Tuesday

All - S.R.A. Kite

Group IChildren Folders *Toachor

Group IIListen and LoamChildren Folders *ToachorReading for Undorstsnding Kit

Group IIIReading for Undorstanding KitListen and LearnChildrrIn Folders *Toachor

Wodnosday

All - Tach. X

Group IStudy Skill SynonymsSpelling *TeachorFollowing DirectionMap Study

*Toachor is working with this group,

5th Complex

Group IISpoiling *ToachorFollowing DirectionsMap StudyStudy Skills Synonyms

Group IIIFollowing DirectionsStudy SkillsSpoiling *Toachor

11.2.2MILX

All - Basal Roador

Group ICompr(thonsion *ToachorGimo - Using Profixos and Suffixos

Group IIGamo Word BuildingComprohonsio# *Toachor

Group IIICpmprnhonsion Chock .

Gamo Basic Sight Vocabulary

Friday

All Sharo Library Books

Group I, II, III Film Strip - Story Gamos

* Toa chor is working with this group .

4.9

Sample Lesson Plan

Levels 17, 18, 19.20

Teacher--Level 17 Mrs, Elkins

1. VocabularyA. Dolchls basic vocabulary materialsB. Flash can

2. MaterialsA. Games--Bingo, Phonics for ReadingB. Overhead projectorC. Words in contextD. Charts

Teacher--Level 18----Mrs. Johns

Specific AimI. Syllabication (easy vocabulary)

II. MaterialsA. Rules chartB. TransparenciesC. EDL KitsD. Paper and Pencils

Teacher--Staff Level 19

Study Skills or dictionary materialsA. Dictionaries (individual)

B. Word list or work sheets (mimeographed)

TeacherWilma Chapman

I. Comprehension

II. MaterialsA. Controlled readerB. Worksheets or booksC. Sentence endingsD. Sequence

50

Sample Lesson PlanReading Level 21 Ernestine Kennedy

9:00 -- 9:20 ListenialEoriencePoem, "The Old Wife and the Ghost", James Reeves, p. 260.

Story, Agony and the Culvert", Keith Robertson, page 14.

Poem and story taken from Enrichment Series, Ginn.Both read by teacher. Group may comment.

9:20-9:40 Group Seminar

Initial consonant review. (Spirit-Master 0222, JennPublications)

Check results and record in reading folder.

Review carrier words: know, this, that, there, they,them, early, could, please, another, top, hill andtop, with and out. Continue word concept of compoundwords next day.

9:40 -10:00 Basal Reader.

Introduce Unit I. Interpret picture clues.Establish a purpose for reading the unit with thefollowing questions:

1. What time of day does the story begin?2. Why is Jack excited?3. What kind of workmen came to Jack's house?4. What were their names?5. How many things did Jack carry to the truck?

(The above questions will be written on the overhead projector beforeclass time.)

Silent reading assignment, pages 4-10.(Teacher will observe children during the silent reading period,using check list for silent reading habits. Does he point withfinger, does he hold book 'improperiy?This information will berecorded in his reading folder.)

Li /I

Samplo Losson Plans

6th Complex Suo Varney Loyal 23

Story - Lost in tho Marchlands

9:00-9:10 - All - Roading of poom "Fog", by Carl Sandburg,toa chor.A listening oxpnrionco

9:10-10:00 Dovolop Roadinoss for Reading1. Sotting of story

a. Uso Mapb. Discuss Formation of Doltsc, Givo childron enough background to

understand sotting.

Now Words --A. Havo now words listod on blackboard

1. Words to bo dovolopod by toachor.2. Words to bo dovolopod indopondontly.

B. Word - Attack SkillsModiel Vowel

2. Vowols longthonod by final silont o.3. Endings od-ing.

Sotting up Roading PurposesHavo following questions listod on chalkboard

1. What kind of parson is Gaboo?2. What kind of parson is his fathor?3. What did Gaboo loarn from his advonturo?

4, In what difforont ways might Gaboo havo actod?5. Will Gaboofs lifo bo an oasy ono?

Why or why not?

Roading tho Story

6th Complox Mary Thompson Loyal 24

.9:00-'9:10 Basal Road orStory - Two Logs CrossingALL - Toachor road tho poom "Tho Road Not Takon" by

Robort Frost9:10-10:00 Dovolop rondinoss for Roading tho story

1. Sotting of StodyA. Uso MapB. Look at picturos of Trapping in Colonial

days.C. Ask quostions portaining to tho kinds of

animals caught, mothods, and importanco.D. Givo background of the story

2. Now words ( Listod on chalkboard)A. Words to bo dovolopod by toachor:

gosturo, balsam, lankor, troachorous.B. For Indopondont Attack: Haskoll, dobt,

grubstako, owing, afford, d000rving, plot,oroct, tannery

52

"

r:

1t

t t

6th Complox Mary Thompson fovol 2L1.

3. Skills to bo DovolopodA. Syllabification of Profixos and Suffixos (roputation,

chafing, tannery).B. Compound words (grubstake, raillraco)C. Vowols affoctod by r gosturo, hoalth.D. Short modial vowol: polt, stunnod

Li.. Sot up purposo for readingA. What lesson did John learn?B. How did John showeourago?

5. Road (Silontly)

53

SANTLE LESS 0: PIA:T

Level 25

Specific Aim7:77rifgate)EL Words

GE1TERAL AIMS

A. Teach wordsB. How to use words in a sentenceC. Vocabulary

PROCEDURE

Give each child a work sheet.The children wild read the short story in sentence form

ACTIVITY

Each child copy words and fill out sentences to complete

M1TERIALS

Work sheets, text, paper, pencil and chalk,

514.

Lesson Plan - Level 26 Sparks

I. Specific aims -,

A. Le-arning to recoE.nize and spell names of enquine parts; also locatesome on distgram

B. Finding .nswers to questions

C. Phrase meaning

D, Headline that fits payagraph

II. General aims -

A. Comprehension

B. Correct spelling

C. Find: ng most important thought in p-tragraph

III. Procedure

A. Pass out each child 1 text book

B. Have each child read silently given story, "Puffing Billy"

C. Give some explanations

D. Pass out work sheets

IV. Materials: Old text book Engine -thistles, work sheets, pencils

Lesson Plan - Level 25 Nancy Kearns

Specific AimA - SentencesB - Words

General AimsA - Tech wordsB Fow to use words in a sentenceC - Vocabulary

Procedure:

Give each ch.ild a work sheet.The children will read the short stir:7 in sentence form.

Activity - Exh child cppy words =inn. out sentences to complete

Mater:1(11s Jork sheets, text, pap( r pencil, and chalk

55

Lesson Plan Level 27

(7th Grade) Butler

Dictionary Skills

I. Specific aim -

A. Ability to find information

(1) Alphabetical order of words(2) Root word(3) Clues on location of words(4) Contents(5) Symbols

II. General aims -

A. Frequent use of dictionaries

(1) Ability to acquire information tom the dictionary(2) Use of special sections(3) Order of definitions(4) General information

III. Procedure -

A. Introduction or motivation

(1) Each child a dictionary(2) Give the child time to look over the book(3) Talk about alphabetical order root words, symbols, clues,

and contents.

B. Ask children to find words and list meanings

(1) Order of definitions(2) Diacritical marks(3) Part of speech

C. Fach child make a list of 17:)rds for an activity to find in thedictionary.

Materials -Dictionariespapar, pencil, chalk, and chalk board

56

Lesson Plan - Level 287th Grade

I. Discovering the dictionary

r47,7777,

Nancy Inc -urns

1. Lead the pupils to discover that the dictionary is(a) a book about words(b) reference book(c) guide to determine meanings, pronounciation 11.h. spelling of words etc.

(Skills)1. Alphlbetiz%1 sequence2. Entry words3. Guide words

Materials

I. Dictionaries

2. Transparanc'es - overhead projector

3. Paper

L. Pencils

5. EDL Study

6. EDL Stury Skills reference library

57

LOUISA ELLMaTTARY R.L2ADI:G CLIJIC

Pansy Walker-Clinician

An attempt to meet the needs of children who are notsprint oriented," will be made by the Reading Clinic 101'1°40a multi-sensory approach to learning.

c OBJJ7CTIVES

1. To provide developmental reading experiences for studentsin glailtdas four,' five, six, and seven and all of thelevels therein for Louisa Momentary School,

2. Wo p rovide additional reading work for those studentswho aro reading below their grade levels, taking intoaccount exp.2c.ted levels of performance.

3, To focus attention on raising the sights of all studentsinvolved in the center.

.o upgrade the learning techniques of students by attempt-ing to identify their styles of learning (kinesthetic,exidltory, tactual, etc.)

5, Pc !Ilgrove the academic achievement in the variousfo., all students as a result of increased

rcrang profieiency.

64 Tc. multlsonsory experiences of such interestthci; students 1.:%1 be motivated to stay in school.

Cr:TOS

&r,reenini; r - --- - -- telebinocular

Arr:i.t=7 Screening. audiometer

lEALa cddition to information in regularcomlative record folder.

A. ::utritional 2actorrB . General physical needsC. Social-psychological needs

Hcme Environment (Family factors)

3oco-Lconomic factors

Ihoi;ional factors

Educational background; claws absent, changing schools, etc;.

Intellectual factors --in addition to scores in cumulativerecord, other diagnostic instruments

Title III Nobile will be used where needed.Unit services

Diagnosis (Reading Clinic)(continued)

CRITERIA FOR S71:CTIOIT STUDEjTS

Pupils may be referred to the clinic by teachers onthe. following criteria:

1 Students with average intelligence as demonstratedby test scores and, w here necessary, by PerformanceScale tests on WISC. Clinician will utilizePeabody Picture Vocabulary Test and request furtherindividual testing from Title III Mobile Unit.

2. Students who are considered to be "bright"who arereading two years below their expected levels,

3. Children with I.Q. scores above 85 as measured onindividual intelligence tests.

The Reading Clinic must limit attendance for maximum:ffPf,tiveness. Mrs. Walker will schedule *Students afterconqing with teachers.

e

CURRICULUM

.(lopmentalReading Improvement1. Word Prrception Skills

a. Phonetic skillsb. Structural analysisc, Contextual cluesd. Picture cluese. Language Rhyme cluesf. Use of dictionaryg. Imagery

OrmprehensionA0 Reading for mdin idea

1. Paragraph2, Chapter3, Textbooks

B Reading for relevant detailsO. Reading to follow directionsD. Reading to predictE. Reading to appreciate sensory imageryF. Finding and organizing information

1. Using reference books2. Use of tables, graphs and maps

3. Reading newspapers

4. Skimming and locating materials

Reading Clinic (continued)

II. RemedialA. Listening skills

B. Talking skills1. Pronunciation2. Enunciation

3. Organization40 Sharing in discussion

C. Reading1. Scientific skills2. Word perception skills

a. Phonetic analysisb. Structural analysis

c. Contextual an13.'ysis

d. Picture cluese. Language rhyme clues

f. Imagery

D. C omprehension1. Finding sequence and organization2. Reading for main idea

3. Reading for detail

4. Reading to follow directions

5. Writing stories

Vocabulary1. Prefixes2. Suffixes

3. Root words40 Dictionary50 Games

r. Phrasing1. Dramatization2. Reading for expression

3. Use of tape recorder

u. Develop eye span and speed1. Tacha2. Controlled Reader

H, Reading for personal adjustment

1. Growth in use of library

2. Develop reading as an enjoyable keisure activity.

3. Learn to read more effectively in every subject.

I. Reading- thinking skillsOrganization

. JudgmentC. ImageryD. PredictionE. AnalogiesF. Relationships

Reading Clinic (continued)

J. Mechanical skills1. Tach-X

a. Visual discriminationb. Visual perception

2. Controlled Readera. Directional attackb. Economy of fixationsc. Fewer regressionsd. Broadening eye span

3. Tape recorder

a. Listeningb. Speaking

-- ....,

REFERRAL FORM FOR READI:TG CLIITIC

Information to be filled in by the

Student's :Tame

Drade Birthday(101/.517--

Parent's :Tame

Address

WWI

classroom teacher:

Waiting List

Sex Accepted

5

:Tot Accepted

Phone

General Achievement

Knowledge of Basic Reading SkillsVocabulary-word meaning_High Averaze Poor

Vocabulary-word attack skillsHIT Average Po3r

ComprehensioniJ.c,t1 Average Poor

lownw.INOMINI

73TEET7s e

P.eading Test7E16 g7.57s7Date

./.111111011111NIMI.

11111100110...

Hearning TestRTTATITs..

Vision TestResults

ScoreININIVINMI1=1

Date

Date"Man 11011.....11116..1111

IleallW110111

Articulation (list any speechdifficulty)

Intelligence Tes t ScoreJame ofTgn-----Individual GroupDate Score1 110111

00.

1.111.1.1.111MIIIIMM

Specific statement, or a nalysis of pupil's difficulty as the

teacher perceives it, including home situation, attitudes, studyhabits, teacher's attitude toward pupil. (Use back of form

if needed)

Referred byDate--

0

ITITERES I:TVE:17(

What do you 1...L to do in your spare time?

....num......, .

On Saturdays ? _

On Sundays?.1m.ofwailoommoommoa

Wi .rAfar_ox do Till play_ pwwiru ..wwwwwww."L',.....1,

a, mow; many bi. Ev! and s is ters d3 you have ?

DO, you play with :(.11r.-3.-;,

3. I2 your mother works, who tak::s care of you then you

come home fr Orr. school?

Who gets your 1)1.'eakfast? --- ...0.

Are there- any jobc. you are supposed to do regulaarly at:

home?

k.o, you go to Sunday School or church?1....owinaerso....100,,ree.mola.Inwor

5.Do y ou take' any special lessons? .........moirenrO6D.IS th ere any tool or toy you wart badly?7.Do you let other children use -S7 ;ur toys'?

8,Blave you ever earned any money'', 0-lr Im

9.Wb,at, do. you dc.. with your money?

10.What fare yi.yo.r r..1,%iviorite TV proL4ramal........_,......_ ...................0.

11 0 118111"0 ' you c ..e-k been to a farm circus ....1...1.,44

Z 0 0 air t1 muses n amusement park concert

Picnic ball game__ another city..-- .--........_

12.Have you ever 'taken a trip by boat, train, buss, auto,airplane?1. ....*

13).Where did you go las t summer ?1Na...twat aobwMm..ora....+ 1.. IN.

14. What kind of loet do you have?_

Wb.at sub jects3 do you like best?

.!

.111104

R:2ST. I_ YTORYpace 2

16. What subject;:. do you dislike.?1Mil...011114...00.1.1111-somipm

17. Do you enjoy .'oading?141MIWIFOMMIMMONIMMENG, .MENIOMMINImmalla=e1101E

18Do you to cp----t-va someone to read to you?1=1.0.....M011111

19. How' many books your own do yJu have?_-11111.!.1

20. What kind of reading cic.) you like best?

.,...mmar=srzentME=MCM!

1141 1.0 10141.010

"CV' 7,4.14 c Nui.1.- -

21, What would yea like to do when you grow up?________ ,./....

22. What iimuld yo 'r parents like you to do when you grow up?

PRINCIPLES OF READING

1. Learning to read is a complicated process and is sensitiveto a variety of pressures. Too much pressure or the wrongkind of pressure may result in non-learning.

2. Emphasis should be on prevention rather than cure. Readingproblems should be detected early and corrected before theydeteriorate.

3. Children should not be in the classroom if they haveemotional problems sufficiently seoious to make themuneducable at the moment or if they interfere with ordisropt the learning process.

4. Learning to reed is an individual process.

5. Pupil differences must be a primary consideration in readinginstruction.

6. Reading instruction should be thought of as en organized,systematic growth-producing activity.

7. Proper reading instruction depends on the diagnosis of eachchild's weaknesses and needs.

8. The best diagnosis is useless unless it is used as a blue-print for instruction

9. No child should be expected or forced to attempt to readmaterial which at the moment he is incapable of reading.

10. Reading is a process of getting meaning from printed wordsymbols. It is not merely a process of making convention-alized noises associated with these symbols.

11. Early in the learning process the child must acquire waysof gaining independence in identifying words throughsounds.

12. The concept of readiness should be extended upward to allgrades.

13. Learning to read is a long-term developmental process extend-ing over a period of years.

114.. Any given technique, practice, or procedure is likely towork better with some children than with others. Hence,the teacher of reading must have a variety of approaches.

_es

(circle lElvel).

hi

INVENTORY FOR SO .. AND INTELLECTUIL 1 13 14

ABILITIES hr: ATTITUDES 17 18

(circle app, level) 21 22

25 26

Name

1. Does he like to read?

2. Does he think critically about terlalhe reads or hears?

3. Does he have original ideas?

15 1619 20

23 2427 28

...rm.. ...I .0.

4. Can he follow through on an idea lo,cially

in thinkingismaking, or writing?

5. Does he show perseverence in complet.:_ng

his projects,`

.

6. Is he a good leader?

7. Can he also follow?

8. Is he able to shay with a challenging problek

or does he get discouraged?.........

.ON

9. Is he construct.ve in criticism of others?...............10. Does he work wo".1 with others?

11. Is he interested in class proceodi:igs?

12. Does he participate actively and well

in _groupdiscussions?

13. Is he thoughtful of other's feelinge?

14 Attack unfamiliar words independently?

1. Use context clues

..

16. Use phonetic am1ysin in unlocking words

17. Use struclTaLapplisai.n.aconock, mrds

18. If one method of word attack fails,, does

he try anoth9r?

101.1et_thq, ma, in from a ara ra.h.

20. Recognize a word quickly the second

or third time he meets it

21. Find the meani)g of a new word

22. Loses place frequently

........6111111.1114.

.11

Name

23. Adds words to context

24. Ignores punctuation

25. Pitches voice too low

26. Uses poor p;Tasingea*.

27. Is a word-ldaword reader

28......Ebunciates

29. Holds gook close

11.11111...111

LIMPFEI,,

(circle levC)

13 14 15

17 18

1

21 22 23

25 26 27

1

1

39. Holds book too far away

31 Seems nervous and tense 1

_22. Has poor breath control

33. Finds a word quickly in the glc3sary

or dictionary

...

34. Me dictionary for word meeling

35. Use dictionary for pronunciatx.1

36t,_Interpret12fo

37. Use an index efficently

38. Read schedules, charts & graphs

39. Use a telephone diEactor,y *an

202428

r- -

1-

-41.

40. Interest si:t le

41. Follow dire bions as for a game

42. Read silentl with ease and calcent?t,'1

ration ..........

4"*.

...40.M.1..

43. Read orally with clearness ano epcprTssion

44. Can he find main idea from a paragreph

an article, or a story?.,P*411.1.0.114...00MONOMIIIY..0..*./

45. Accurately recall details and

sequences of material read..1,148110001.

46. Draw conc1 sioiw, make inferenc.ls, and

generation rom material rwdz awdd *-+.

A1114.-1

..... 4.46.1

sob.* aem

Name 11111----!7. Read critically and evaluate information

48. Skim

als

4.144*49. Use reference materials efficently

01.122ading_spfed improved during the year

51. Anticipate reading periods with

pleasure

520 Opportunities for reading at hero

53. Read for information

54. Usually-finish the books he starts

55. Absent freqLently .0.00aWrn 0400 .0.4404n .4400.040.

(circle level)

13 ( 14 i 1517 18 ( 1921 .22 2325 '

I

2t^I44

11

re.

56. Complaint of sickness

57. Make good z,,e of time

58. Waste time000. wono59. Careful in personal appearance0/Home Visits:

44:1000 4.

01.000 NM,

ow 100010.1.0.00

11100111111000

Itent_ka-texoe 0..0rw

...Teacbe.r_Qozurtent.:

....... *WOK d r 0010 00 11

Reading SkillCheck SheetAuditory and Visual

Colors words

Shapes

Likeness and

Differences

aposites

Comparisons

Alphabet

Phonetical Sounds

Left to right

Initial Consonants

Rhymin . words

SizhiLlocabulmy

Initial Sounds

Medial Sounds

Final Sounds

Word Recognition

Visual Matchin

Word Meanin

Root Words and Endings

Compound Words

Initial Consonant Subtitution

,.....11Nowl..111

Name:

Level: 1, 2, 3, 4,14, 15, 16,

120 pa 25, 26, 27,

Date:

5, 6, 7, 8, 9, 10, 11,17, 18, 19, 20, 21, 2228

12, 13,p 23, 242

-4

v

Context Clues

,

2.

Long Vowels 111

Short Vowels

III

Hard and soft c

Hard andELLE___________

C and K Words..

Phonograms:

Double Nedials

4 I

i

........

III 111

1111

I

Double Finals.......,

Final Consonant Substitution

ft--

111

11111111Vowellaraphs

IIII III

111111

111

Consonant

Blends......

Es

1111 111=11111

Er

Possessives

AMILEMP___________

IIIContractions

1111

IIIIIII

Compounds

"v"2"ies" "led"...!.--.------2._

Homonyms IIIIIIll .

ii...

...

§219121L

IllIt endings

111111

4

1111 IIIVowels - Two tec;ether

Vowels - One in word

Vowel dicoraphs

ea, T.IL...21t....JInL._

. iPhonograms_

4

Vowels followed b, r 1 and

Prefixes

w

Suffixes -as.ov

Table of content

Roots and Endin7s

Syllabication

Accent

Ahabatizin

Index

Elstion

Glossary

...r

edia

Charts ra hs tables__

Use of Headings ,.

Readik; comprehensions

11.---aLFincnainidea

Finding Details

Recall Storyla.sts______

Sequence

Reading Information

Classif 'n

Detect Mood

Draw Conclusions

Story-Judgements

*NNW/a. /L

Inferences

01.001.

Predict Outcome

Relate Story ToPersonal

.

VW

Cause and EffectRelationshiu___ -----

Problem Solving

1

I

NIS II

m,V IOW .Follow DirectionsPrinted

Define Purpose forReading

III

MU IIII 1 Mil

prganividSummarize

Read For Enj yment

SkimmingII 11111111

111

; Ill

Select & Evaluate Information

MIII 1111111

II

IUN MI1 10

1 - Suitable Sources

2 - Relevant & Irrelevant

3 - Fact & Opinion

I. - Use Many Sources ToSolve Problem

IISkill in using information 1111 111 1

1111

MUM

1 1111111II III!i 111.ollowin 1111

2 - Skill in findin facts 1113 - Skill in classification II Ill liailli

.._- Skill in summarizingIL4

Written Language2nd & 3rd year

CAPITALIZITL)N

I

4 1

i

15

i

i

Miss Mrs. Mr

Name of e 11111111

4

.

III

IIIDa s of week

,

III

Date of Birth

.... ..,

181.1111111111

III

----q.

1711111111R11111111111 III

Title of Books III

Names of Stories

--

IIIiiIII 1 illimIII III 11111111111

'II

Holidays 1

Streets

...

J.._ 1 r- 11 I RE RNCities & Countries

,

II III

Titla of Resort.

_... __

11RO III

Punctuation

.

1111Periods

Comma

1111111111Question Mark 111 IN 111111

Apostrophe

Quotation Narks3rd year

) i

illSettingsOral Written III .

Must tell somethin: BillAs a paragraph

.,II II

I 11111111

1111111

To describe

_

11 illo111'Ming "and" I L. , ,

Letter Writing3rd year

6.

Thank - You letter 111111 111111 111111111m..._.

Invitations IIII. III 1111111.11

1.1

II

_ _

II

11111

Address envelope 1Correct Usagp_ III 111.

. seenea, amra

I II

19111five ... given

r a,

lid/11went ... gone illaN ...w=1"1

is ...., are

.

11111111 MI

isn't .. aren't

was .... were 1111wasn't .weren't 1111

.. .

has .... have

_

111.

hasn't . haven't 11111

-A-

come ... came IIWo ..or

did .... done 111 III IIAction WordsNeedin Help

a

Action Words

NR2g1 !....

]

Wordt-$ / Tell where , 1111

Words / Tell when1 4

.

II

Words / "What kind of"

..,

Words / "Which or How many"

Nouns

111

-.

Verbs Ill MaUse of. Words / Similar meanin.s 111111

._

Use of Words / Opposites ____-

Use of words / different

Za:21112_______

_ords / Describe sounds,tastes, sip:htsfeelings, smells

Use of "his, him & he.z.° 111

Use of "I, my, me, mine"in lace of tame ....,4

....

I

III

- ..... 4.

NI 1111111

............

Use of "yours, his, hers"

IIIUse of "I" with a name

Encourage criticalthinking and writing

I.

1

.........

This section for teacher

Provide situationWAmallirf6.10,rteMPIAWWW011.10,1111AOMItiegl!

Accent rand respect

Encourage child

.01..Mwswar 1111Ma+INMAJA011111

Discovery method

Use knowledge=2., rt,111...Wo%

Respect childts

All work should

question bui-,2222ouraledlpcovery by themselves

be child.;,:, own tnterpretations, I t copy or pattern work.INOMINA ** ..'

il

Sample Report Card

NAME

Level 1 2 3P

4I"Alii

5

BL-KE6 7 I 8

.

I

9

,

1 10 ill

1

121

Days Absent

Days Present .

!

.

ProrTress:

TcTP,V" 1. nutstandi-e: work

SatisfacLory work

3. Improvement shown

4. Unsatisfactory work

READTNG Level: 1 2 3. 4 5: 6 7i819 .10

Reads well orally : i 1

,

1

1

.

, 1

, 1

!---

Understands what he rea s..

1 1i

i.....

Shows abITITT17wOFErip; out____ ;,

new words i

7Z) '1DIATS interes in rea ing

;

.

Sr'ELLING1

t

Learns weekly word listSpells correctly in written

work

ARTTHMETTO

,Works story problems independeni,lyFundamental skillsAccuracy of work

Wt IT

Foyms letters correctlyArranges work neatly

English

Does written work correctlyST;daks clearly and corret17

Irrh

T--

I r

V

A

PRIMARY BLOCTZ CONT.

SCIENCE, HEALTH, S:.FETY

Practices health and safety rules i

13iins helpful information to class

ART

Expresses own ideas

EFFORT__

CONDUCT

TEACHERS CO'ilIMENTS

PARENTS SIGNATURE -

...at. .1... J4

la

; I

1.

Name

1 104 ..141

Sample Report Card

INTERMEDIATELevel 4th 5th 6th 7th

Complex OLL:iplex Complex Cmplex

Days Absent....1.......R*

Days Present

Progress:

KEY 1. Outstanding work

2. Satisfactory work

3. Improvement shown

4. Unsatisfactory work

READING

4th 5th 6th 7th

Corr:Dlex 76-17plex TTEplox b7Mplex

Reads well orallyUnderstands what ? rendsShows ability in wr,A.I.king out

now wordsShows interest

SPELL ING

Learns weekly work listSpells correctly IiraFITTT)I-1

work

4th 5th 6th r74-1n1,1.1

ARITHNETIC

Works story problems indepen-dently

Fundamental SkillsAccuracy of work

WRITING

Forms letters correctl.Arranges work neat ly

o f

111111.11101 411.1

..roesst froomior........w. a . ..

.11.110............=.0

.,11 ..... 1.1 moo9

0. 1111116

1.....010. 1111111110.111. 41.880111INI

INTERMEDIATE cont.

4th 5th 6th 7th

English

Does written worlr correctlySpeaks clearly riiacyrdrectly

SCIENCE, HEALTH, S,tFETY

Practices health sand safetyrules

Brtngs helpful in':ormation toclass

ART

Expresses own ideas

EFFORT

CONDUCT

1=1

POmIliP/.

a.woowaresoNiI sal.... ow..*1 .411

TFACHERS COMMENTS

PARENTS SIGNATURE

0

NAME OF STUDENT

Number of BrothersNames

(Specify olderor younger)

SamrleParent Information Form

41-11*-N*WriO8HHHOH4-

-`alm....m.

11.111IMII

voraorwaarr* a . ......eaMrrorno

(Father)

Reading Materials in Hometitle

Newspapers 1.=.**

Number of Books

T.V. SetYes No

wal1

DATE

Number of sistersNames

(Specify older or

younger)

/...(Mother)

Reference Books

Other

Family ar

Does the family engage in any activities together?Yes

If your answer is "yes,"

Yes No

That are these actiities?

No1

....0.1.1110.0.11.11tisa..1111

Is there a place for your child to study? .111114elese.*.o.or

Yes.10 No

Haw much educat:I.41 do you feel your child needs?

11

4.4.0Yroorlooloa

.......1.0..11 *MIA

on...00~141411VasigaIsreo rAgOIww...esal*

1~1.4101410,0111

Is there any information regarding your child which you feel would

be helpful for us to know? Travel, special interests,, illnesses, etc.

CommentsM.....

PaPent Cnformation Form

1. How does your child feel about srhoc l?

2. Does your child play well with other children?

3. Does your child like to uitch television?

4. What are his favorite proE.,ams?

5. Does your child like to .dqd?

6. what kind of book does he like to read?

7. Do you read to your child^ If so, how does he react?

8. Does your child willingly help with home duties?

9. What are your childs fen. s or worries?

10. Does your child miss moo'l school because of illness?

11. Does your child eat a variety of food?

12. Does your child enjoy mooting new people?

ArDRE3S

a

a

EVALUATION CHECK SHEET

EASTERN KENTITOKY EDUCATTONALDEVELoPiLIT COR"ORAT EON

DEVELOFTIENTAL READING

LOUISA ELEMENTARY ;H:r:oTi.

I. Do you feel that rapport amigteachers has been establish ...1?

2. Is this program planned to beflexible?

3. Do you feel it meets the nefdsof the individual child?

4. As a staff member, do you E ceptthis program?

5. Is it in keeping with moderntrends?

6. Will the testing program begeared to give a completeprofile of the reeds of thechild?

r7I 4, Are you to be gu:ded

by the testing profile?

8. Are we taking the child onhis level?

9. Will this program help us inthe better utilization ofour time?

10. As a result of this workshohave you as a teacher gainedin professional competency?

01711vIENT s

YES NO UNDECIDED1.

0010

=16

A1011NO

SIGNED:

iM01. OIMMI.MMIWIIMM7. 0.1000111....

21e.......

..01

document besume - eric · equipment are suggested in the guide, and sample lesson ... qa s1.1..t....

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