document resume cs 201 904 author stanfield, esther, ed ... · document resume ed 102 604 cs 201...

DOCUMENT RESUME

ED 102 604 CS 201 904

AUTHOR Stanfield, Esther, Ed.; And OthersTITLE Reading and Language Arts, Goals and Objectives.

Revised Edition.INSTITUTIOW Wheeling Community Consolidated School District 21,

Ill.PUB DATE Aug 73NOTE 286p.

EDRS PRICE MP-$0.76 BC-$14.59 PLUS POSTAGEDESCRIPTORS Activity Learning; Creative Writing; *Curriculum

Guides; Dramatics; Elementary Education; *LanguageArts; Language Skills; Listening Skil:s; *BeadingPrograms; *Reading Skills; Spelling; Study Skills

ABSTRACTThis curriculum guide for the language arts program

is divided into four major sections. Section 1, Decoding, discussessuch topics as visual discrimination, identifying colors, sightwords, likenesses and differences, accent, compounds, contractions,possessives, abbreviations, syllables, hyphenated words, choralreading, correct phrasing, intonation, expression, diagrams,dictionaries, library skills, and reference books. Section 2,Critical Reading, discusses such topics as understanding the basicconcept, main ideas, details, summarizing, paragraphs, headings,topic sentences, outlines, taking notes, comprehension, emotionalreactions, problem solving, poetry, humor, fiction, literary models,plot structure, skimming, and proof reading. Section 3, OralCommunication, discusses dramatics, listening, speaking,interviewing, and telephoning. Section 4, Written Communication,discusses creative writing, expository writing, mechanics,handwriting, and spelling. Each topic is divided into three parts:concept, objective, and sample activity. (TS)

U.S. DEPARTMENT OP MERLYN.EDUCATION WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS SEEN REPRODuCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATtNG IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLV:Y

Reading and Language Arts

Goals and Objectives

Revised EditionAugust 1973

Community Consolidated School District 21Wheeling, Illinois

'PERMISSION TO REPRODUCE THIS COPY.RIGHTED !MATERIAL HAS BEEN GRANTED BY

Community ConsolidatedSchool District 21

TO ERIC AND ORGANIZATIONS OPERATINGUNDER AGREEMENTS WITH THE NATIONAL IN.STITUTE OF EDUCATION FURTHER REPRO.DUCTION OUTSIDE THE ERG SYSTEM RE.OUiRES PERMISSION OF THE COPYRIGHTOWNER

PERAIISSIoN TO REPRODUCE THIS COPY.RIGHTED MATERIAL HAS KEN GRANTED BY

TO ERIC AND ORU:NiZATIoNS OPERATINGUNDER AGREEMENTS NIITH THE NATIONAL IN-STITUTE OF EDUCATION FURTHER REPRO-DUCTION OUTSIDE THE ERIC SYSTEM REOUIRES PERMISSION OF THE COPYRIGHTOWNER

Prepared by: The Language Arts CurriculumCommittee

Edited by:

2

Esther Stanfield, CoordinatorBette BurrillJerri Bisantz

tO?1IkIP1100.

INTRODUCTION

As the Language Arts Study Group worked on goals and objectives it repeatedly

came up with the concept that children should learn to love to read.

Children should also feel confident that they can express themselves correctly

in writing. The importance of proofreading should be so evident to students that

they will want to use this method. They will then be assured that their writing will

be understood by others.

Our goals and objectives should help students accomplish these things.

The skills and concepts included in this guide lend themselves to individu Jzation.

The objectives are compiled by levels. Level 1 corresponds to kindergarten, Level 2

to the first half of first grade, Level 3 to the last half of first grade and the

remaining levels 4-10 correspond to grades 2-8.

objectives for a specific skill or concept are coded for the skill or concept

and numbered in sequence. At any one level the numbers will show how many objectives

have preceded those at that level.

Usually skills or concepts are listed where they are introduced. This does not

mean they are not taught at later levels.

Extending beyond any level, and especially beyond Level 10, enrichment activities

might stem from the interest of students and class rather than from a more advanced

level. It is hoped that some students, who can work independently, can be given

more responsibility for their own learning as a result of these objectives.

Language Arts exists only as communication, therefore we hope these objectives

will be accomplished, when possible, through other subject disciplines.

3

LANGUAGE ARTS SCOPE AND SEQUENCE CHART

T MITT

IMIIIIIMI 6 7 8 9 10

DECODING (Green)

Visual DiscriminationR.A Recognize letters of the alphabet 1 1

T. '. 1 ',-.1.Lif;, colors .1 2

V. -1-_:?' w,rds 2 1

1111111

1.T IllrfriLsros ani differences 4

Auditory I'iscriminationL.S. Letter-sound association 6 i

A. Accent 2

tAructural Analysis1 1 1pomp. Compounds .1

Cont. ContracContractions 3

Tn. Inflected and derived forms ) 1:, 9 9 3 3 10

Pos. Possessives 1 1 1 2 2 1 1

Ab. Abbreviations 1 2 1

. 1, S liables MI MIMOM WI 2Usa e

.S. Hist. & Sc. of the language (Reg. diff. 11111111 3' 11111111a.henated words 1

O. Ori_in of words 111111011611111

Oral FluencyCh. Choral reading 1111111111111Ph. Correct phrasingInt. Intonation

E1111111111111111.Ex. E ression

Study Skills 1111=Bib. Di sins biblio: a.hies etc.

L.R. Left to right EMILE 1

B.P. Book partsDiu. DictionaLib. Libra Skills MI= 1 1

R.B. Reference Books 11.11.11111111111111n 1 6 III

CRITICAL READING, (Pink)!

Getting the Basic ConceptM.I. Main Idea

Ill 1

111111111111111Det. DetailsSum. Summarizing 11/ I

Par. Recd_ izin: ara &ohs Ell -1111111.11111.B.111Headin s titles sub-titles IMMO =WM=

.. Toi.c sentence Min iliniMiNIKINIIIMIlillOu. Outline or chart form 1.111 INIMMEMIM 1 1

M.S. Using multiple sources mon irmIIII MI 1

N. Taking notes

$ 4.

LANGUAGE ARTS SCOPE ANP SEQUENCE CHART

T .V.ITPX .S...._ _

1 7 10

CRITICAL READING - continued

G. Context

1 .11.1111.11MINIM

=HIMTnterpretation 11111011illiloIrpr. ComprehensionP.R. Perceivin rel:tionshis 11111111=WINIENWMINIKEIMIE.M. Sensing emotional reactions MB

MEM1 1

F.O. Fact-odnion fact-fiction MSS=Soc. Social forces influencing character 1111111111EMININEv. Evaluation of different view oints IIIII

P.S. Problem solvin: 11111.1111111111111.1=1=

EL_f2222 neeMN 1111211

Elements of Style

P. Ps. Poetry and Prose Study

M. Literary models 1u. Humor MEM 11 ElF.L. Figmtive lan:. - Senso images INIMINNIIMMINE111111A.P. .uthor's ose 111111 1.111111111111.11111111 1

F.C. FictionPlot. Plot, structure

2 III 2 2 3 III 9Cl. Classification

oseftil Re:din 1 1

IInu---___A2..1L----rillattitude1 1 1 1

1

1 MIMISk. kimmin /11111. I

R.R. Rate Mill 1

Proof. Proof Readin_ 11111111=1111111.1.11 IIII

ORAL COMMUNICATION (Yellow) 1111.111Dr. Dramatics 111111111.111111

4 4'2 6 5

2

2

111111110

Li. Listening

2

10

-----p. SpeakingInter. Interviewing

III 1111

1 1 1

Tel. Telephoning. 1

WRITTEN COMMUNICATION (Blue)

C.W. Creative W tin IngliiiiingerNMEM1 WI

in

6 11911101M1111

8

, 'Math ' Writin_1 1

Me. Meoh: csHa. Handwriting

i 1

S. 1111111111111NO!

5 5

!

I

LEVEL 1 - SCOPE AND SEQUENCE CHART

SKILLS AND CONCEPTS

DECODING (Green Pages)

Visual Discrimination, page 3-4

R.A. (1)

I.C. (1)

I.C, (2)

S.W. (1)

S.W. (2)

L.D. (1)

L.D. (2)

L.D. (3)

L.D. (4)

Recognize letters of alphabetIdentify colors

Sight words

Likenesses & differences

Auditory DiscriminationRage 5

L.S. (1) Letter -sound associationL.S. (2)

L.S. (3)

Study Skills, per_

L.R. (1) Left to RightL.R. (2)

Dic. (1) DictionaryLib. (1) Library Skills

CRITICAL READING (Pink Pages)

Getting the Basic Concept, page T

M.I. (1) Main IdeaM.I. (2)

M.I. (3)

Det. (1) Details

Context, _page 8

C. (1)

Interpretation,

P.R. (I)

P.R. (2)

P.R. (3)P.R. (4)

P.R. (5)

Em. (1)

F.O. (1)

page 9-10

Seguences pate 11

Se. (1)

Se. (2)

Se. (3)Se. (4)

Perceiving Relations

Sensing EMotional ReactionsFact-opinion

Skills and Concepts, continued - Level 1

Elements of Style, page 12

F.L. (1) Figurative Lang. - Sensory ImagesF.L. (2)

Classific*ttion, page 13

Cl. (1)

ORAL COMMUNICATION (Yellow Pages)

Dramatics, page 15

Dr. (1)

Listening, page 16

Li. (1)

Li. (2)

Li. (3)

Li. (4)

Speaking, page 17-18

Sp. (1)

Sp. (2)

Sp. (3)

Sp. (4)

Sp. (5)

sp. (6)

Sp. (7)

Sp. (8)

Sp. (9)

Sp. (10)Sp. (11)

WRITTEN COMMUNICATION (Blue Pages)

Mechanics, page 19

Me. (1)

Handwriting, page 20

Ha. (1)

Ha. (2)

Ha. (3)

(2)1015A

VISUAL DISCRIMINATION

CONCEPT OBJECTIVE SAMPLE ACTIN=

mow

RecognizingAlphabet

1 R.A. (1) Given alphabet' rds, thestudent will e4eply theproper letter name when thecards are in or out of order.

IdentifyingColors

1 I.C. (1)

1 I.C. (2)

Given eight color cardsand eight color tokens ofthe same colors as the canhvthe student will match thecards with the tokens.

Given cards ,..16 the eightmajor colors, the studentwill name the colors orally.

Sight Words

1 S.W. (1) Given several names writtenon the chalk board, thestudent will find his ownname and circle it withchalk.

After associating specificcolors with their names,the student will orallyidentify the name withoutthe color.

Likenesses andDifferenoeto

1 L.D. (1) Given a group of picturecards, some alike, samedifferent,. the studentwill state what makes samealike and what makes othirsdifferent.

VISUAL 'DISCRIMINATION

CONCEPT OBJECTIVE SAMPLE ACTMTT

L.D. (2)

1 L.D.

1 L.D. (4)

Given a picture with dif-ferent objects, the studentwill compare likenesses anddifferences between the ob-jects by identifying them.

Given a work sheet withseveral names printed onit, the student will matcheach word to its duplicateby connecting them withan imaginary line drawnwith his fingers.

Given two words, the studentwill tell if they are alikeat the beginning, middle orend, by circling the partsthat are alike.

AUDITORY DISCRIMINATION

CONCEPT OBJECTIVE SAMPLE ACTIVITY

Letter -sound

Association

1 L.S. (1)

1 L.S. (2)

1 L.S. (3)

Student will repeat afterteacher, the letter sound.

Student will find otherwords starting with theconsonant sound presentedby the teacher.

Student will identifysounds that are alike.

Given a Setter of the alphabet presentedorally and visually, the student willoutline it in the air with his fingerand repeat it orally.

Given a letter written on the board, thestudent will recite the name of the letter.

While listening to a tape or record ofsounds, the student will indicate thesound he hears by pointing to the pic-ture of the object that produces thesound.

Having a poem presented orally, the stu-dent will clap when he hears a specificsound in the poem and tell in which wardhe hears that sound.

Given a picture card, the student willrespond by holdiag up his hand when hisletter or sound is called out.

Given the list of children's names orally,the student will stand with others whosenames begin with the same sound.

Given a letter of the alphabet, the stu-dent will find magazine pictures begin-ning with the sound and sal the name ofthe picture stressing that sound.

Given a worksheet with several pictures,the student will recite which pictures

Itoegin with the same consonant sound.

Having heard a poetry selection or a song,the student will recite the words thatAwe.

Given several picture cards, the studentwill watch those that rhyme by drawingan imaginary line with his fingers.

Given a Sheet containing several pictures,the student will identify each pictureand tell which writs end alike.

CONCEPT

STUDY SKILLS

OBJECTIVE SAMPLE ACTIVITY

f. h .11111..

Left to Right

1 L.R. (1)

1 L.R. (2)

Given a page of picturestories, the student willtra.s with his finger theFrogreesion of left toright and top to bottom.

The student will point outthe beginning and endingletters in a word usingleft to right skills.

Using thedictionary

1 Dia. (1) Using the pictures drawnor from magazines, thestudent will contribute toa class picture dictionary.

Library

1 Lib. (1) Using the school library,the student will selectpicture books.

(6)

GETTING THE WIC CONCEPT

Rain Idea

)1.I. (1)

.1 (2)

Given a picture story brthe teacher, the childwill explain the main ideaand give details to support it.

Given a story, the studentviii draw from memory pie-torial representations ofits content as directed.

Given the opportunity toshare his experiences, thechild will tall of some-thing important to him.

sans =ma4INOMININDIMINWRIO

dimmomommmifts--""--41

Details

1 DSO. (1) Olven a picture ageing enobvious detail, or contain-in; an abourditb the stundent will idantiAr thatdetail ( i.e. a pic-ture of a boar mimeos oneMO.

CON=

11110.

CONCEPT OBJECTIVE

1 C. (i) Given an oral sentence bythe teacher with one wordomitted, the student willsupply several possibleanswers that complete the.sentence.

J4- a

SAMPLE ACTIVITY

INTERPRETATION


PeronivingRslationshipa

1 P.R. (1)

1 P.R. (2)

1 P.R. (3)

1 P.R. (4)

1 P.R. (5)

.11111110

Given a large picture storycard, the student will tellwhat is happening in thestory and why.

Given several pictures,each illustrating theusage of a single sense,the student will identifythe sense portrayed in eachone.

Raving heard part of astory, the student willsuggest a possible outcome.

Given several picture cards,the student will orallyconstruct a sentence byusing.tham.

Given a short story and alist of haw and why ques-tions based on its content,the student will infer andstate the answer to eachCM.

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,;

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'4;.. .

I., . .

, 1' 1,

Sensing EillOti,013.-al Reactions

.1 E.X. (1)

Not and Opinion

tt. I a tt

VW'

/NTEVRETATION

Fact and Opinion

P.O. (2) Given a story the teacher'has read, the student wild.decide with reasons, ifwhat went on in the etorywas right or wrong, fool-inh or smart.

i3M7X"'°141641ilt`1148d!6,t

SEQUENCE

ELEMENTS OF STYLE

CONCEPT

FigurativeLag-page

1 F.L. (1)

F.L. (2)

Given a picture, the studentwill discuss possible tem-perature, sound, or othersensory images one mightexperience if one were in

the scene.

Given a list of words suchau:white, big, and good,the student will answerwith the opposite of eachsuch as black, small, and

bad.

CLASSIFICATION

CONCEPT OBJECTIVE SAMPLE Acmnir

Classification

1 C.L. (1) Given a number of singlepictures, the student willcategorize them accordingto different criteria,(animals, color, people,opposites, synonyms))

DRAMATICS

01.1...111.111111111111MPEMNI,

-Dramatics

1 Dr. (1)

': r,` .

After hearing a selectedstory, the student will usea puppet to retell theStorY.

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.- ,- : '-- -.. IV :(1,- .,"4,.%.).-... :,.-- '. -,' . ...r.,:-1.-.1,- ... - -.. ,:t.. y, t..:-N.. 0.

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,:. ..-.! s4 ..,...<'..t:'

''''':.:".1/4. , ,' k,..'.''4(',^.4' ,-"..i : -7'7.6 -'--- -:',4-! ..- `.!. '. ,

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04.,r, it'

LISTENTING


z

1

Listening

1 Li. (1)

1 Li. (2)

Given the opportunity tohear a story, the studentwill listen to the story andtalk about it

After listening to thePledge of Allegiance inphrases, the student will recite it by rots.

The student will use goodlistening habits by follow-ing oral directions.

Given a tape or record ofsounds, the student will ia-dioate that the sounds hehears he recognizes by poining to.the picture of theobject from which that soundCOMB*

. .

After hearing a story, the studentcan show he paid attention by ans-wering questions about the story.

Hearing oral directions such as, Pie.

your name on the paper", the stUdentshould show he's listening by following the directions. Later, multipledirections can be used,

Upon hearing a reaord o arms 6oula

the student can show zecognition.holding the picture of the animal,that makes the sound.

S

sI

4'

AR!

.7

i.:

' "1, LF 1°S5's

rs,

-s

.5

-4:

5.

'S

st7,

Speaking

1 Sp. (1)

1 Sp. (2)

1 Sp. (3)

1 Sp. (4)

Sp. (5)

Sp. (6)

e'44

V".

The student will recite hisname completely not confus-ing his nick neme with hiswhole name.

Given a picturo, the stu-dent will tell what is hap-pening, =lug a full sen-tence.

Given a topic to discuss,the student will partici-rt.° in class discussion.

Given a sentence with twowords that rhyme, the stu-dent will recite the wordsthat rhyme.

Given directions to make up

a wishful story, the stu-

dent will tell the storyusing several sentences.

Given the opportunity toelar2 his ideas, the stu-dentwill epee in front of

others.

Having been told how' asentence is made- up, thestudent win recite a owl-

tones in answer to who,

what or where.

Givers a Previoudlyidentifled object without seeing:,it, the student will use'one descriptive adjectiveto describe the object. ,

The student whould know his givenname such as William or Debra as .

opposed to the shortened nick max*.

Shown a piatur.,, of an owl sittingon a branch, the student shouldanswer in a complete sentence, "An..

owl is sitting on a branch.*:,r,.

In circle, students are told they willhave a chance to tell about awthi4g:

1'N

they choose. They take turna. '

The fat pig liked to dig in the mud.The student should recognize dig and

Tell the student* that theierfirthe or sow that they-1,44;cl

really want if grantedalso have to tell lAy theyWAY, ThisvillhaVothitiousgu4'04:',..

Each student allowed i4ma 'duing 'showtentia will grad and_ihaJ4,-,cra41.4r'r

something happened tohe could explain ,methir. t

brought to acbo4,

theStudent;: (in a.:.CmOlete4a4tapOil).*:

The Big:.%11,3r -dgait,''Ortirt.ttopik.the bridge, .

Pltotiously. 'a%.411.degiotribe its

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C.

1111111SIIIIII

CatiCEPT

.1 Sp. (9)

SPEAKING

SAMPLE ACTIVITY

Given a card from thePeabody Language Kit, thestudent will tell twothings about an object onthe card.

Given the opportunity tospeak, the student will re-cite a nursery rhyme.

Given non-human beings, orin-nninte objects such ashousehold items, the stu-dent,will give oral andsilent clues to the identi-ficatian.

A game can be played. One childcan pick something in the roam thangive a clue to what it is to theother children. More clues can begiven it necesserY.

r.

F

MECHANICS

Meabanioe

I me. (1) Given the form for writinga name, the student shouldwrite his name startingwith an upper case letter.

it)

SAMPLE ACTIVITY

HANWITING

CONCEPT OBJECTIVE i SAMPLE ACTIVITY

Handwriting

1 Ha. (1)

1 Ha. (2)

1 Ha. (3)

Given instructions, thestudent will print his nameusing the proper case let-ters.

Given samples and instruc-tions, the student willprint the letters of thealphabet used in his name.

Given instructions, thestudent will write numeralsone through ten.


SKILLS AND CONCEPTS


Visual Discrimination, page 23

R.A. (2) Recognize letters of alphabetI.C. (3) Identify colorsI.C. (4)

Auditory Discriminations

L.S. (4)

L.S. (5)L.S. (6)

L.S. (7)

L.S. (8)

Letter-sound association

Structural Analysis,_Raap 25

In. (1) Inflected and derived formsIn. (2)

Pos. (1) Possessives

Oral FluPncy, page 26

Ph. (1) Correct phrasingPh. (2)

Study Skills, Raw 27

Dic. (2) DictionaryLib. (2) Library Skills


Getting the Basic Concepts page 28

M.I.

Det.Sum.

M. S .

(4) Main Idea(2) Details(1) Summarizing(1) Using multiple sources

Context, page 30

C. (2)C. (3)

Interpretation, Pale 31

Compr.(1) ComprehensionsCompr.(2)P.R. (6)P.R. (7)

Soc. (1) Social forces influencing character

Perceiving Relationships

25 40 (21)


Sevencellpage 32

20. (5)Se. (6)

Se. (7)

Se. (8)


F.L. (3) Figurative lang. - Sensory images

Classification,ymp 34

Cl. (2)Cl. (3)

Purposeful ReadinnLpage 35

I.A. (1) Inquiring Attitude.

ORAL COMMUNICATION (Yellow Pages

Dramatics, page 37

Dr. (2)

Listenlin,ylane38

Li. (5)

Li. (6)

Li. (7)

Li. (8)

Speaking, pane 39

Sp. (12)Sp. (13)

Sp. (14)

Sp. (15)


Creative Writing, page 41

C.W. (1)

Mechanics, Pale 42

Me. (2)

Handwriting, pair 43

Ha. (4)

Ha. (5)

Ha. (6)

Ha. (7)

Ha. (8)Ha. (9)Ha. (10)

(22)we26 11"



RecognizingAlphabet

2 R.A. (2) Given a series of flashcards with letters of thealphabet out of order, thestudent will identify andincite the letters.

IdentifyingColors

2 I.C. (3)

41/ 2 I.C. (4)

Given a flannel board, thestudent will match colorobjects to a given colorword.

Given one column of colorwords and a column of visi-ble colored objects, a stu-dent will match them bydrawing a line betweenthem.

27 48. (23)

UMIONOMMINW


CONCEPT

Letter-soundassociation

2 L.S. (4)

2 L.S. (5)

2 L.S. (6)

2 L.S. (7)

.2 L.S. (8)


The student will identifyorally, beginning conso-nant sounds.

The student will identifyfinal consonant sounds.

Given a sound orally, thestudent will write the let-ter associated with thesound.

Given a word, the studentwill substitute beginningconsonants in order tomake new words.

The student will verbalizethe consonant digraphs,(th,sh,ch,wh) and tell theletters associated withthose sounds.

(24)

GiVeD a picture, the student willtell the beginning sound orally.

Given three words orally, the stu-dent will recite the two that rhyme.

Given four or more pictures, thestudent will group the three that endwith the same final consonant sound.

Given an assortment of six pictures,a student will select a rhyming pair.

Given a worksheet with pictures, astudent will write the final consonantnext to each picture.

Using a peg board with pictures andletters, a student will match a pic-ture with its beginning letter.

Given a picture, the student willwrite the letter associated with thesound that begins the word naming thepicture.

Given two pictures with the name ofthe first one under it, the studentwill change the initial consonant inorder to write the second rhyming word.

STRUCTURAL ANALYSIS

CONCEPT' OBJECTIVE SAMPLE ACTIVITY

Inflected andderived forms

2 In. (1)

2 In. (2)

2 In. (3)

Given a root, the studentwill make a new word withone of the endings, (s, ed,

ing).

Given a group of words con-taining a specific varietyof suffixes, the studentwill find the suffix ineach word. The suffixes tobe included are: s, ed,

ing.

Given a sentence missingone word with a choice of Spot to jump.

two words, one word withthe suffix s and the other want wants

the root, the student willidentify which word bestcompletes the sentence.

Possessives

.2 Poe. (1) Given an incomplete sen-tence and a picture of astory character, the stu-dent will choose betweenthe character's name andthe posseesive of thatcharacter's name to finishthe sentence correctly.

29 (25).

fin was silver.

fish fish's

ORAL FLUENCY

Phrasing

2 Ph. (1)

2 Ph. (2)

SAMPLE ACTIVITY'

Given stories from lifeand /or the media, the stu-dent will retell the story.

Given a pre-primer or prim-er, the student will readorally, distinctly andfluently phrasing the dia-log the way the story char-acter said it.

CONCEPT

Dictionary

2 Die. (2)

STUDY SKILLS


Using a picture dictionary,the student will classifywords according to theirmeanings by using picturesof words.

Using paper labeled in three columns- -animal, people, thing, -- the stu-dent will place pictures they havedrawn under the correct label.

Library

2 Lib. (2) Using the library, the stu-dent will select books.

(27)31 se-

GETTING THE BASIC CONCEPT


Wm Ideas

2 N.I. (4) Given an idea or'beingallowed to select one ofhis own, the child willcomplete a sentence inwriting.

ar

Details

2 Det. (2) Having heard a story, thechild will answer questionsabout the main idea anddetails which support it.

411) Summarise

2 Stmt. (1) Having heard a story, thestudent will give a brieforal summary.

Using MultipleSources

2. M.S. (1) Having read several stories,the child will find and toof a similar incident orcharacter with the samebiotin one or more of thostories.

,11

CONTEXT

CONCEPT OBJECTIVE SAMPLE =MIT

2 G. (2)

2 C. (3)

Given an oral sentence bythe teacher including thebeginning sound of a min-ing word, the student willsuggest possible answersto complete the scntence.

Given a selection with aproper noun and one or morereferrents (pronouns),the student will use cdh-text clues to identify theproncuns that have the samereferrent.

11-4: 30)

INIIMPRETATION

PerceivingRelationships

2 P.R. (6)

2 P.R. (7)

Social ForcesInfluencingCharacter.

2 Soc. (I)

Given an illustration andseveral words, some ofwhich are distractors, thestudent will select thosewords which describe the

Picture.

Having heard a story, thestudent will evaluateorally, the kind' of charac-ter or characters in thestory.

CONCEPT

Sequeew

2 Se. (5)

2 Se. (6)

2 Se. (7)

2 Se. (8)

SEQUENCE

OBJECTIVE SANPLE ACTIVITY

Having a part of a storyread to him, the studentgill suggest a possibleoutcome of the story.

Given an experience storyand given sentences fromthat story out of sequence,the student will rearrangethe sentences in properorder.

In order to learn the daysof the week in sequence,the student will place let-tere to represent days inthe proper place on thecalendar.

Given oral directions intwo stages, the studentwill perform the given task.

35(30

T.

EL/MINTS OF STYLE

COtiCEPT oBncTra3 SAXPLI ACTIVITY

FigurativeUMW"

2 F.L. (3) Given a picture from anyacademic discipline, thestudent will discuss poss-ible temperature, sound,taste, or other sensoryimages one might experienceif one were in the scene.

`..

CLASSIFICATION

Given two pictures withopposite imprecations, thestudent will select theimprmmWkntasked for by the

teacher.

PURPOSEFUL READING

CONCEPT

InquiringAttitude

2 I . (1) Given help by the librarian/the student will selectplementary materia to read

SAMPLE =Ira!

a.

DRAMATICSe,

or

,,2 Dr. (2) Given a well-known etorr Mewing heard a tor such 1104or reel life situation,, the Three Rtily Cot Courrt the clad.atudent will ammo c4rac- ren awl iket out the 4ifferelvt rs4as,ter roles. J' '4 '

' X

2; '

A.

t;,rt.r

,,,A° A

LISTENIING

COOT

e `"

OBJECTIVE

Listening

2 Li. (5)

2 Li. (6)

2 II. (7)

2 Li. (8)

Given a direction orally,the student will listen andfollow the direction.

Given dictuted directionsby the teacher on how todraw something, the studentwill draw the object.

Using the Language Master,the student will listen to,see, and recite the, wordsgiven.

Listening to records ortapes, the student willdistinguish certain givensounds or words by =wr-ing questions.

After being presented with a direc.

tion each as: "Fut your name in theupper right hand corner of your paper",the student should follow through.Multiple directions can be worked ia

later.

Language Masters ehould be availablein your Learning Center or throughthe L.D. teacher.

:1:

e

SAMPLE ACTIVITY10610.11101

Speaking

2 Sp. (12)

2 Sp. (13)

2 Sp. (14)

2 Sp. (15)

Given the opportunity, thestudent will express him-self orally during sharingtime.

Having heard a story in thepresent tense, the studentwill retell the story inthe past tense or vice were

Given the opportunity todictate to the teacher,specific directions fordrawing, the student willdictate and correct theteacher, as she draws.

Given an imaginary situa-tion, the student will des-cribe it from various view-points.

During weekly Sharing time, allchildren should' have the opportunityto share with the rest of the class,something he has brought or an ex-perience bs has had..

After hearing a story sudh es:c.30idilocks tog.the student should be able to tsll theatary as if it is happening now,.

Two boys are plowing on a lake pierand one accidentally. fallswater. Tell ,the situation froithepoint 'of view of each boy and tram,the point of view of thalsot4grlxe-the boy who

y.

(39) 411

CREATIVE WRITING

CONCEPT OBJECTIVE

CreativeWriting

2 C.W. (1)

SAMPLE ACTIVITY

Using words from a picturedictionary, the student will

write a complete thought in

sentence form.

An illustration can accompany the

sentence.

MECHANICS

11.11MI11=11111111=111VM

CONCEPT SAMPLE ACTIVITY

Mechanics

2 Me. (2) Given a sentence to write,the child will be instruc-ted to start with a capitalletter.

4141. (42)

HANDWRITING

CONCEPT

Handwriting

2 Ha. (4)

2 Ha. (0

2 Ha. (6)

2 Ha. (7)

2 Ha. (8)

2 Ha. (9)

2 Ha. (10)

OBJECTIVE

The student will sit in acomfortable upright posi-tion with both arms on thedesk for good handwriting.

Given a pencil, the studentwill hold it with a comforb.able grasp for writing.

Given primary writing paperthe student will use theguide lines on the paperfor writing upper and lowercase letters.

Given the proper patternfor writing, the studentwill form straight sticks,the slanted sticks, circles,and tail letters.

Given samples and instruc-tions, the student willprint all of the letters ofthe alphabet. (upper andlower case)

Given his own name to write,the student will write itcapitalizing the first let-ter.

Given the proper patternsfor spacing of words andletters, the student willwritetspacing properly.

SAMPLE ACTIVITY

All letters are formed by going fromtop to bottom, the circle letters areformed in a counter-clockwise motion.Tail letters are the only lettersthat go below the base line.

In the early stages of writing, itmight be suggested that the childput a space of two fingers betweenwords. Later it can be reduced toone finger when they can visualize

the spacing better.

Skill and Concepts, continued - Level 3

Interpretation,

Em. (2) Sensing emotional reactions

Ev. (1) Evaluation of different viewpoints

Sequence, page 58

Se. (9)

Se. (10)

Classification, page 59

tl. (4)

Cl. (5)

Purposeful Reading, page60

I.A. (2) Inquiring attitude

ORAL COMMUNICATION (Yellow pages)

Dramatics, page 61

Dr. (3)

Speaking, page

Sp. (16)

Sp. (17)

Sp. (18)

Sp. (19)

WRITTEN COMMUNICATION (Blue pages)

Creative Writing, pga a 63

C.W.C.W.C.W.

C.W.

(2)(3)

(4)

(5)

Expository Writing, page 64

Exp. (1)

Exp. (2)

Mechanics,_page 65

Me. (3)

Me. (4)

Me. (5)

Me. (6)


Ha. (11)

Ha. (12) ak4 5114

m6,44'

46)


Spelling) pace67

Sp. (1)

Sp. (2)

Sp. (3)

Sp. (4)

Appendix, page 68-A thru J

41iffm- (47)



Sight Word

3 S.W. (1) Using the flannel board anda given reference in theroom, a student will matcha number word with the cor-rect number of objects.

.ersr. (1494)7



Letter-soundassociation

3 L.S. (9)

3 L.S. (10)

3 L.S. (11)

3 L.S. (12)

3 L.S. (13)

3 L.S. (14)

The student will identifythe letter associated withthe consonant sound heardat the beginning of a word.

The student will identifythe letter associated withthe consonant sound heardat the beginning, middle orend of a word.

The student will identifythe consonant blend heardat the beginning of words.

The student will recitethe short vowel soundswhen presented orally.

The student will combinecontext and letter-soundassociation to identify anew word.

The student will identifythe letters associated withboth consonants and vowelsand write words.

(50)

441 8

When given a worksheet with picturesthat have a choice of three lettersunder each, a student will discrimi-nate between the sounds and circlethe letter he hears at the beginningin each picture.

Given a word orally and a letter towork with, the student will tell ifit is in the beginning, middle or endof the word.

Using a pegboard with two blends atthe top, the student when given sixpicture cards will discriminate be-tween the sounds and place the pie-ture oards under the proper blend.

Given three words orally, tho studentwill recite the two with the sameblend sound.

Given a word orally with a shortvowel sound, the student will identifyand recite the sound.

Given a new word on the board and acontext clue, a student will use hisbeginning and ending consonant soundskills to identify the word.

Using their phonetic skills whengiven a picture, such as cat, thestudent will write the word phoneti-cally. (The way it sounds to him.)

Given four new word cards, the stu-dent will identify the word givenorally.

STRUCTURAL ANALYSIS.


Compounds

3 Comp. (1)

3 Comp. (2)

3 Comp. (3)

Given two pictures, thestudent will put the wordsnaming the pictures, to-gether to form a compoundword.

Given compound vords thestudent will draw a linebetween the two words usedtc form the compound.

Given an unfinished sentencmissing a compound word,the student will pick fromthree compound words theone which will complete thesentence correctly.

Contractions

3 Cont. (1)

3 Cont. (2)

GiveL a contraction in asentence, the student willselect from a list thewords which make up thatcontraction.

Given a sentence with acontraction, the studentwill underline the con-traction and rewrite thesentence replacing the con-traction with the correctwords.

He isn't here. He is not here.


3 In. (4) Given a sentence missinga word, either singular orplural and given twochoices (i.e. dolls, doll),the student will circle theone that fits into thesentence.

There is a row ofthe garden.

flower flowers

STRUCTURAL ANALYSIS

CONCEPT I OBJECTIVE SAMPLE ACTIVITY

3 In. (5)

3 In. (6)

3 In. (7)

3 In. (8)

3 In. (9)

Possession

3 Pos. (2)

Given a group of words con-taining a specific varietyof suffixes, the studentwill find the suffix ineach word. The suffixesto be included are: sing, er.

Presented with a singularnoun on the card holder,the student will place the"s" letter card at the endof the word to make theword mean more than one.

Given a set of singularnouns whose plurals areformed by adding a or es,the student will writetheir plurals.

Given a verb in the pre-sent tense, the studentwill add "ed" to make theverb show the past tense.

Given a root word, thestudent will make a newword with "er" or "est"suffixes.

Given phrases in pairs, oneof which shows possession,the student will identifythe phrases containingpossession.

5017-2- (52)

sisitavai

ORAL FLUENCY


Phrasing

3 Ph. (3)

Intonation

3 Int. (1)

Given a story to read, thestudent will read orally,distinctly and fluently,phrasing the sentences sothat they make sense.

Given different kinds ofsentences, the studentwill read them orallyshowing proper intonation.

51 40r (53)

STUDY SKILLS


Books Parts

3 B.P. (1) Using the table of contentsin a book, the student willfind a before mentionedstory title.

Dictionary

3 Dic. (3) Using a picture dictionary,the student will classifywords according to theirmeanings by writing thewor:z.

Using paper divided into thirds, thestudent will write the sample wordsunder the proper category.

Categories: animal, people, thing.Sample words: worm, plate, mittens,cowboy, king, flag, lion

Library Skills

3 Lib. (3) Given a group of books theteacher has selected or re-stricted, the student willread using his word attackskills.

Alh, 5 54)

BESjhl WO



Main Idea

3 M.I. (5)

3 M.I. (6)

3 MRI. (7)

Given a picture with a listof sentences, the studentwill select the sentencewhich best describes the

illustration.

Having read a story, thechild will select fromseveral titles the properone.

Given an idea or beingallowed to select one ofhis own, the child willwrite creatively.

-6+ 53(55)

CONTEXT


3 C. (4)

3 C. (5)

Given a word with more thanone meaning and severalsentences with this word(two of which have the samemeaning), the student willidentify those sentences.

Given i word new to thestudent in a familiar con-text, the student will in-fer the meaning of the word.

CONCEPT

MimtglaINTERPRETATION

.0ittriIU


Sensing motionReactions

3 Thi. (2) After reading a story, thestudent will tell how acharacter or charactersfelt.

Evaluation ofDifferent View-points

3 Ev. (1) Given two pictured examplesof a character's behalOorin a given situation, orereasonable and the otherunreasonable, alas studentwill underline the picturewhich show the charaotor'sreasonable behavior.

54.54g 57)

SEQUENCE


Sequence

3 Se. (9)

3 Se. (10)

Having read a short, un-finished story, the studentwill select or underlineone of several sentenceswhich tell of a possibleoutcome.

Given worksheets and oraldirections, the studentwill complete the work-sheets by following thedirections in sequence.

(58)

CLASSIFICATION


Classification

3 Cl. (4)

3 Cl. (5)

Given a number of singlewords, the student willcategorize them accordingto people, places or things.

Given two headings and alist of items, the studentwill classify each oneunder its proper categoricheading.

5761059)

PURPOSEFUL READING


InquiringAttitude

3 I.A. (2) After receiving help fromthe teacher or librarian(if necessary), the studentwill select a book to readand share with others.

.f10(60b 8

CONCEPT

DRAMATICS


Mimetic's.

3 Dr. (3) Given a problem to solve,the student will use crea-tive dramatics to demon-strate the solution.

594.-(a)

Demonstrate how a monkey would opena sealed box. To use dialogue youcould demonstrate a child opening agift that he especially wanted.

SPEAKING

CONCEPT SAMPLE =NM

Speaking

3 Sp. (16)

3 Sp. (17)

3 Sp. (18)

3 Sp. (19) .

Given a new vocabularyword, the student willwrite a sentence using theword or use it in oral com-munication.

Having acted out a charac-ter role, the student willtell how he felt.

Given an oral declarativesentence, the student willrespond with the same sen-tence in the interrogativeform or vice versa.

Given a topic of his owninterest, the student willgive an oral report andlead'the discussion following

Having taken the part of the troll in

Ibm DUlz Coda cola, the stu-dent can express how the characterfelt in different parts of the story.

4

.`.

CREATTU WRITING

(WECTIVE SAMPLE ACTIVITY

'rot ive

( ') Using words from a picturedictionary, the studentwill write a three sentence

story.

C.W. (3) Given words familiar to him,the student will unscramblethem to make sentences.

3 C.W. (4) Given an unfinished story-,the student, will write his

own ending.

3 C.W. (5) Given the opportunity andfreedom to create, thestudent will write his ownstory.

e

6 163)

Refer to Creative Writing Starters in

appendix.

EXPOSITORY WRITING

CONCEPT OBJECTIVE I SAMPLE ACTIVITY

ExpositoryWriting

3 Exp. (1)

3 Exp. (2)

Given a simple, personalletter form, the studentwill compose a simple let.-ter.

Given a sample thank younote form, the student willcompose a simple thank-youletter.

MECHANTOS

CONCEPT oBJECTIVE

Mechanics

3 Me. (3)

3 Me. (4)

3 Me. (5)

3 Me. (6)

Given a sentence, the stu-dent should know where toinclude a capital letterand the reason for doing so.

Given a sentence missingpunctuation ut the end, thestudent will punctuate thesentence using a period ora question mark and knowthe difference between them.

Given a sentence writtenincorrectly cn the boardby the teacher, the studentwill write ':lie sentencewith corroct punctuationand capitalization.

Given sentences to copyfrom the board, the studentwill copy without splittingwords at the end of a line.

684 (65)

SAMPLE ACTIVITY

Beginning of sentences.Proper names.Letter T.

HANDWRITING

CONCEPT OBJECTIVE SAME ACTIVITY

Handwriting

3 Ha. (11)

3 Ha. (12)

Given a sentence to writecontaining all lower caseletters, the student willwrite it supplying neededupper case letters.

Given standards of neatness,the student will attempt todevelop habits of neatness.

64.4(66)

t5igitO.

CONCEPT

Spelling

3 Spell. (1)

3 Spell. (2)

3 Spell. (3)

3 Spell. (4)


Given a list of frequentlyused words, the studentwill study and spell cor-rectly when tested.

Given a list of frequentlyused words, the studentwill write them correctlyin daily work.

Having misspelled a word,from a previously used wordlist, in his daily work,the student will add it tohis current list.

Given the need for spellingan extra or unusual word,

in creative writing orother subject areas, thestudent will either lookthe word up or seek helpfrom the teacher and addit to his current list.

65.403% (67)

Creaf Viri4sn9

for Kids

When nobody wants to play with me, I ...

I wish that ...

School is not so good when

Boy, was I scared when ...

Kids are not allowed to stick out their tongue because

We need mothers to ...

I can be as quiet as ...

If I were a dish rag, ice cube, etc. ...

If my nose grew real long, I would ...

I feel very sad inside when

My mom thinks I am a show off when

On upside down days ...

Some big people are crabby because

If I had five dollars, I would ...

firr 66-.a6 4

\Aily Need J\i) 0+h ersto tac me in at nhieht

to teach me to walk and talk

to blo up my blon

to red my paprs

to help me tell time

to get me some shoos so I cat get glas in my feet

to put a ref ovr my had

to kiss me wain I go to school

to tehkl me

to be than when I fall down

to coo me hot food when it is cod

to fid simthen wan I lis smthen

to loot me paly with my gufad

to mask me better when I am sick

to let me go to the fun fir

to take carov babes

to kep me appi

to kep kar aif ais

to bandl me up

to ceepuo werm

to cam may hr

to mack mane

to winch TV

to love me

Lift (e. Pcopie_

ka.ve

11.31G- PROBLEMS

BEST COPY MULE

Misery is when my brthrs pill my tady bar's had of

Misery is when you haws looks like it came fran the ;lac yid.

Misery is when my brather with me and T hafe to rnneh 115m in the moth.

Misery is when you don't 15I:e school fur a Jong tjmc,.

Misery is when :ire mom yrls at yo,.

Misery is when you have n nrcrm can an fals of year sti e.

Misery is when I spend ol 71; rs(-11(,: on c5x boxses ov card° that as had.

Misery is when yuor fraed drops yuor J atnacn bac:cc; or. the frennd.

Misery is when my mom sais you carlt ha v:- jrro mar oarJo.

Misery is when I duet get my trans. Tsn I get mad ben Tommy bugs me for them.

He macs me mad.

Misery is when you wher n baby and had cirnasch.

Misery is when mi dad spacs me.

Misery is when you have to drink your meddsn.

Misery is wehn you can't go out for recsse on a hot sunny day.

Misery is when your sestrns whet top dackirrT; you in the ldr.

Misery is when my mom harlrat me

Misery is Ocr my skats fall off and when the key is Jost.

Misery is when my dog bytes my playne un.

Misery is when my rabbits want away becus they had babys. Two died so we had

to brsn them to the star.

Misery is when ...

It is (is not) fun to read because ...

I want to be big enough to

Suppose ...

We have belly buttons because ...

If I could be any animal G..

MY problem is ...

When I lost my first tooth, I ...

I cry when ...

Sometimes I hate being little because

I can never remember ...

My dad is proud of me when ...

I would (world not) like to live in a shoe because 600

Kids ...

I get mad when ...

Hee Haw (staple a cartoon on their paper)

If I were the principal of this school, I would ...

Stars are so far away that ...

The tiniest thing I know is o.. It is as big as ...

The most "fun thing" I ever did was ...

Some kids like to suck their thumb because ...

I sure was surprised when ...

I can hardly wait until ...

The bad thing about going barefoot is ...

If I got lost in the woods at night, I would

For additional ideas start with coloring book pages that suggests

a title. to you. Enlarge the picture on poster board, put a short

caption under it and students will enjoy going to your book for

writing starters.

MI

My mom

-1111 n ks r rn a

Show off wile n 44 0

ICan never

re rnern 6 er +0

68-r7 1

0

koi

h-i .)

O

68-1 -7-4. 73

en , , -

1 wCSk -lino+

I need my

teno+lie r 4-0 . I

if 0 19,5n o)aci

san&Lio+ ..i!ati+

pa tA oll a +ou a di o

ci)!)1

d- uat,iM ail no.A

''m..".........

"..."."

LA I LM D MOLA >I

LEVEL 4 - SCOPE & SEQUENCE CHART

SKILLS AND CONCEPTS

DECODING (Green pages)

Audits Discrimination, page 73

L.S. (15) Letter-soand associationL.S. (16)

L.S. (17)

L.S. (18)

Structural Analysist_page 74 - 76

Comp. (4) CompoundsComp. (5)Cont. (3) ContractionsCont. (4)Cont. (5)In. (9) Inflected and derived formsIn. (10)

In. (11)

In. (12)

In. (13)

In. (14)

In. (15)In. (117)

In. (17)

In. (18)

Pos. (3) PossessivesAb. (1) AbbreviationsSyl. (1) SyllablesU. (1) Usage

Oral Fluency, page 77

Ch. (1) Choral readingInt. (2) Intonation

Study Skillst_pae 78

Die. (4) DictionaryLib. (4) Library skills

CRITICAL READING (Pink pages)

Getting the Basic Concept page 79

M.I. (8) Main ideaM.S. (2) Using multiple sources

Context, page 8Q

C. (6)

C. (7)

C. (8)

1;ir 69

t.Skills and Concepts, continued - Level 4

Interpretation; pate 8182

Compr. (3) CompreaensionP.R. (8) Perceiving relationshipsP.R. (9)

Em. (3) Sensing emotional reactionsF.O. (2) Faction-opinionSoc. (2) Social forces influencing characterSoc. (3)P.S. (1) Problem solving

Seguence, page 83

Se. (11)

Se. (12)

Se. (13)

Elements of Style, page

F.L.

F.L.

(J4) Figurative Lang., - Sensory images

(5)

Classification, pzIge 85

Cl. (6)

Cl. (7)

Purposeful Reading, page 86

I.A. (3) Inquiring attitudeS7t. (1) Skimminc

ORAL CMSTUNICATION (Yellow pages)

Dramatics, page 87

Dr. (4)

Listening, page 87

Li. (9)

Li. (10)

Li. (11)

Li. (12)

Speaking, page 89

Sp. (20)

Sp. (21)

Inter. (1) Interv5ewinf;Tel. (1) Telephoning

70 41f--77



Creative Writing, gage 91

C.W. (6)

C.W. (7)

C.W. (8)

C.W. (9)

Expository Writings page g2

Exp. (3)

Exp. (4)

Mechanics, page 93

Me. (7)

Me. (8)

Me. (9)

Me. (10)

Me. (11)

Me. (12)

Handwriting, pap 94

Ha. (13)

Ha. (14)

Spelling, page 95

Sp. (5)

Sp. (6)

Sp. (7)

Sp. ( 8)

784471

zI cori filiaa AUDITORY DISCRIMINATION


Letter-foundAgeoeiation

4 (15) The student will discrimi-nate and give examples ofwords containing vowelsounds.

4 L.S. (16) Given a word orally con,-taining a consonant thatcan have more than one

sound, the student willidentify the proper sound.

(i.e. as in cat)

4 LA. (17) Given an unknown, word, the

student will identity theword using phonetic alum

4 L.S. (18) The student will identifysilent letters in words.

073 fi

Given a new vowel sound orally, the

student will repeat the sound and say

a word that contains it.

Given a vowel sound, a student will

write a word containing that eound.

Given a list of words containing asimilar vowel sounds the student will

identify the vowel sound orally.

Given words with short vowel sounds,

the student will state the vowel sound

and also the visual clues to short

vowel sounds.

Given a list of words containing avowel, the student will state whether

the words have the long or short vowel

sound.

Given an oral word and vowel digraph

to work with, the student will repeat

the word and identify the vowel di-

graph.

Given a written word containing avowel digraph, the student will re-peat the word and identify the vowel

digraph.

Given a word with a silcut consonant,

the student will pronounce the word

and identify the silent letter.

STRUCTURAL ANALYSIS


Compounds

4 Comp. (4)

4 Comp. (5)

Given two lists of familiarwords, the student will com-bine them to form compoundwords.

Given a list of familiarwords and a set of incom-plete sentences, the stu-dent will form compoundwords from the list to com-plete sentences.

Contractions

4 Cont. (3)

4 Cont. (4)

4 Cont. (5)

Given two words (i.e. cannot) the student will x outthe letters not needed inthe contraction.

Given a list of contractionsthe student will pronounceeach of the contractionsand state the two basewords from which it wasbuilt.

Given a sentence with acontraction, the studentwill underline the con-traction and rewrite thesentences replacing thecontractions with the cor-rect words.

Use: will, has, had, have


4 ID. (10) Given a list of familiarroot words to which be-ginnings or endings havebeen added, the studentwill identify the root word

74 80

CONCEPT

STRUCTURAL ANALYSIS

tom AYNtABIE

OBJECTIVE SAMPLE ACTIVITY .

4 In (11) Given a sentence missing a I was home from school.

word and given the root andtwo possible inflected forms walked walking walk

of that root word, the stu-dent will choose the correctform for the sentence.

4 In. (12)

4 in. (23)

4 In. (14)

4 In. (15)

4 In. (16)

4 In. (17)

The student will identifyword endings of inflectedwords appearing in a givensentence.

Underline the inflected ending.

The pretty flowers are blooming.

Given a sentence missing He's the snowman I've seen.

one word with a choice oftwo words containing suf- fat fatter fattest

fixes, (listed below) thestudent will identify whichword best completes the sentenoe.(sodling) (y,ly) (erost)

Given a list of singularnouns, the student will de-monstrate his knowledge ofplural rules by adding a or

SS.

Given a singular noun end-ing in y and a pattern forthe plural, the studentwill write its plural.

Given a group of words con-taining a specific varietyof suffixes, the studentwill find the suffix ineach word. The suffixesto be included are: er,

est, c, lb ful, en, job,ed, ing, er (of agent) and

The child will demonstratehis ability to recognizethe root word in inflectedforms with suffixes suchas-(ua en, ful, lob, er(of agent), by underliningthe root word.

family - families

Penny

.7,TRUCTURAL ANALYSIS


4 In. (18)

4 In. (19)

Given a word and twosuffixes, the student willselect the suffix whichforms a new word when con-nected to the one given.

Given a list of words con-taming the prefixes A andbe with several distractors

hill y ly

becalm after bedroomafloat begin becloudajar above afoot'

the student will identifyeach prefix.

Possessives

4 Pos. (3) The student will recognizean instance where posses-sion is shown in a givensentence by adding anapostrophe where needed.

Abbreviations

Ab. (1) Given the following abbre-viations, the student willsay them.Mr. Dr. Mrs. Ms.

.

Syllables

4 Syl. (1) Given a set of words con-taining one or more vowels,but only one vowel sound,the student will identifythe number of vowelsAindsyllables in each word.

Usage

4 Us. (1) Given a sentence with miss-ing verbs, and a list ofverbs with their irregularpast tense, the student willselect the correct form..n..

Sample verbs: take, swing, wear, go*run tell, sit, throw, catch, bring,buy, set

40 82.

ORAL FLUENCY

BEST tri


Intonation

4 Int. (2)

Choral Reading

4 Ch. (1)

Given different kinds ofsentences, the studentwill read them using theproper intonation.

Given short selections ofpoetry, the student willjoin others in choral read-ing of those selections.

STUDY SKILLS


Dictionary

4 Die. (4) Given a list of words, thestudent will use the dic-tionary to alphabetize thoswords in writing.

Given a sample list of words suchas: like, helped, lucky, feel,small, boat, the student will usethe dictionary to alphabetize thesewords.

Library Skills

4 Lib. (4) Given the freedom to usethe libraryithe studentwill select a book of hischoice to read.


gm OM

CONCEPT OBJFCTIVE SAMPLE ACTIVITY

Main Idea.

4 M.I. (8) Having read a story, thestudent will select fromseveral ti,les the properone or suggest one of hisown.

Read short news items to the children.Have them choose the most importantstatement of each news item.


4 M.S. (2) After reading two givenshort stories, the studentwill write a sentence whichdescribes one similaritybetween the stories.

CONTEXT

CONCEPT I OBJECTIVE SAMPLE ACTIVITY'

4 C. (6)

4 C. (7)

4 C. (8)

Given a word with more thanone meaning and severalsentences with this word,two of which have the samemeaning, the student willidentify those two sen-tences.

The student can demonstratehis comprehension of -cordmeaning in sentence contextby choosing a definitionfrom a list of alternatives.

Given a paragraph contain-ing a variety of punctua-tion marks, the student wiread with proper voice in-flection to convey themeaning of the sentences.

INTERPRETATION


Comprehension

4 Compr. (1) After reading a selection,the student will answerquestions on comprehensionwith 93% accuracy.


4 P.R. (8)

4 P.R. (9)

Given an illustration oldseveral sentne;es, some ofwhich are dintrnotors,

thy*

student will sllect thosesentences which relate tothe pictur.

After, reading a selection,the student will state therelationships between causeand effect, general andspecific, periods of time,various places and sizes.

Sensing Emotion-al Reactions

4 Em. (3) Given a story to read, thestudent will describe chan-ges of mood of charactersin the story.

Fact and Opinion

4 F.Q. (3) Given a story to read, thestudent will tell the dif-ference between fictionand non-fiction.

SVai

CONCEPT

INTERPRETATION


Social ForcesInfluencingCharacter

4 Soc. (2)

4 Soc. (3)

Given a problem situation,the student will make judg-ments orally as to how aparticular character theyhave read about would react.

Given a story title, thestudent will state an en-vironment in which the stomight occur.

Problem Solving

4 P.S. (1) Having read or heard astory, the student willstato the problem or prob-lems to be solved in theplot.

SS 82

111 w Oa* SEQUENCE


Sequence

4 Se. (11)

4 Se. (12)

4 Se. (13)

Having read part of a storythe student will suggest aprssible outcome of thestory.

Given five sentences froma story, the student willnumber them in sequential

order.

Given worksheets and oralor written directions, thestudent will perform tasksby following the directionsin sequence.

8904183.

ELEMENTS OF STYLE

CONCEPT

FigurativeLanguage

4 F.L. (4)

4 F.L. (5)


Given a story with visualimages, the student willunderlie words that des-cribe a particular visualimage such as: darkness.

Given idiomatic, picture-sque, or figurative languathe student will differentiate between the use and theliteral meaning.

849a

CLASSIFICATION


Classification

4 Cl. (6)

4 Cl. (7)

Given homonyms, the studentwill classify them accord-ing to usage and meaning.

Given a choice of threewords, the student willselect the two words thatare opposite of each other.

IM141111111411W /Id

PURPOSEFUL READING

CONCEPT i OBJECTIVE

",,InquiringAttitude

4 I.A. (3)

..//..M1101111.

SAMPLE ACTIVITY

Given free time and a choicefrom several alternatives,the student will choose abook to read that he willshare in some way withothers.

:kiting

4 Sk. (/) Given a question from aselection read, the studentwill locate page and para-graph where the answer isfount.

92

441°'

Ask chiler.:1 4, bring a newspaper toclass. ii4ve them skim for facts.

N

DRAMATICS

1.1111.1110.11.1110.0..

Dramatics

4 rte. (4)

LISTENING

CCOCEPT OBJECTIVE SAMPLE ACTIVITY

Listening

4 (9)

4 Li. (10)

4 Li. (11)

4 Li. (12)

Given a story, the studentwill answer different typesof questions such as factualinterpr.ttive, and evaluative.

Given p..4As of a story, the

student will verbally guessthe outcome of the story af-ter listening to questionsfrom the teacher.

Given two stories, the stu-dent will describe verballythe similarities betweenthan.

After viowing creativedramatics, the student willstate the problem which thecharacters had to solve.

! ..",

,

4.4

2171

,4:s

4

2s .ti

v i4

SPEAKING

awns Acirrnry

Having read a book, thestudent will give an oralbook report according tothe teacher's instructions.

Given an imaginary situateand instructions for intro-ductions, the student willintroduce someone to athird person.

After establishing a pur-pose and appropriate questions for an interview dur-ing z discussion, the student will conduct an inter,-View

,A47 simple interviewing can ba,470..School helpers oan beinterviewectabout their 4obei Any.outsi.44Frith.

source people, brought in fOr,oert4R,,units atudiedi can bo intervietted4r.tartheir presentation to .'pia Wora:VOrl4o

Raison forlam.114.044g aA4H uei 4"sare bast ebb hV

,1.

..11fikitsrarosirstmerlaigi:!wwwir.ithei.'"

CREATIVE WRITING


CreativeWriting

4 C.W. (6)

C.W. (7)

4 C.W. (8)

4 C.W. (9)

S

Given an open ended story,the student will supply an

ending.

Given free time for discus-sion, the aadent will keepa diary of class eventswith the help and supportof other class members.

Given a photographed situa-

tion, the student will in-vent a narrative to go with

it.

Given abstract shapes, thestudent can create imagina-tive statements to explainthe shape.

Creative dramatics or magic circlemay be used before the final resultis formulated and put on paper.

The teacher could put lists of dailyclass events on the boad that wouldbe included in the class diary.

See Scholastic5 book from the set,A Creative Expression Book, DinosaurPones. The Gifted Library.

Using scribble drawings on the chalkboard, the student can act out thatshape before deciding on a properexplanation for it.

EXPOSITORY WRITING


ExpositoryWriting

4 Exp. (3)

4 Exp. (4)

After reading a given liter

ary selection, the studentwill write a review basedupon his personal reaction

to the selection.

Given a situation for in-

viting a guest, the studentwill design and write an

invitation.

9792 90

When a book is read, the student

could put the title and author's

name on a card with a simple comment

of what he gained from the book or

thought of it. With the student's

name it could be included in a room

file for others to look at.

MECHANICS


Mechanics

4 Me. (7)

4 Mb. (8)

4 1414.. (9)

III 4 Me* (10)

4 Me. (11)

4 Me. (12)

Given rules for capitaliza-tion, the student will wrisentences using the rules.

Given a sentence with miss-ing punctuation, the stu-dent will punctuate thesentence using either peri-od, question mark, or anexclamation point.

Given an idea, the studentwill write several completesentences, punctuating cor-rectly.

Given an incomplete sen-tence, the student willcomplete the sentence.

Given both complete and in-complete sentences, thestudent will underline thecomplete sentences.

Given a personal form, thestudent will compose a let-ter.

Sentence beginning, street address,names, days of week,months, I, titles,first words in letter greeting andclosing.

The personal or friendly letter ismade up of greeting, body, closing, andname. Observing correct margins is

important.

PANDWRITINr

Handwriting

4 Ha. (131

4 Ha. (14)

Given an example of chalkboard writing, the studentwill write with free armmovements, etc.

Given the freedom to choosehis own writing style, thestudent will use a consis-tent slant.

99

94+6

SAMPLE ACTIVITY[

CONCEPT

0 k 0140SPELLING


Spelling

4 Spell. (5)

4 Spell. (6)

4 Spell. (7)

4 Spell. (8)

Given a list of frequentlyused words, the studentwill study and spell cor-rectly when tested.

Given a list of frequentlyused words, the studentwill write them correctlyin daily work.

Having misspelled a wordfrom a previous word listin his daily work, the stu-dent will add it to hiscurrent list.

Given the need for spellingan extra or unusual word,in creative writing orother subject areas, thestudent will either lookthe word up or seek helpfrom the teacher and addit to his current list.

/

LEVEL 5 - :3COPE & SEQUENCE CHART

SKILLS AND CONCEPTS

DECODING (Green Paces)

Auditory Discriminatim 120.,! 101

A. (I) Acc:Alt

A. (2)

A. (3)

A. (4)

Structural Analysis, p9.4e 102-105

Comp. (6) CompoundsCont. (6) ContractionsCont. (7)In. (19) Inflected & derived formsIn. (20)

In. (21)In. (22)In. (23)In. (24)

In. (25)In. (26)

In. (27)

Pos. (4) PossessivesPos. (5)

Syl. (2) SyllablesSyl. (3)

Syl. (4)

Syl. (5)

Syl. (6)

Syl. (7)

U. (2) UsageU. (3)

Oral Fluency, page 104___

Int. (3) Intonation

Study Skills, page 107-108

Die. (5) DictionaryDic. (6)

Dic. (7)Dic. (8)

Dic. (9)

Dic. (l0)Die. (11)R.B. (1) Reference BooksR.B. (2)

R.B. (3)

44ti2124.

97 101

Skills and Concepts, continueti - Level 5


Getting the Basic Concert, page 109

M.I. (9) Main ideaM.T. (10)

Sum. (2) SummarizingTop. (1) Topic sentence

Context, page 110

C. (9)C. (10)

C. (11)(12)

C. (13)

Interpretation, page 111-112

Compr. (4) ComprehensionP.R. (10) Perceiving relationshipsP.R. (11)

P.R. (12)

P.R. (13)

P.R. (114)

P.R. (15)

Em. (4)

Em. (5)

Em. (6)

F.O. (3) Fact-opinionP.S. (2) Problem solving

Sequence, page 114

Se. (14)

Se. (15)

Se. (16)

Se. (17)

Se. (18)


L.M. (1) Literary models

L.M. (2)

L.M. (3)

L.M. (4)

F.L. (6) Figurative lang. - Sensory images

A.P. (1) Author's purpose


Cl. (8)

Cl. (9)

1 038 pia


Purposeful



Dramatics, pap 119

Dr. (5)

Dr. (6)

,Listeni.ng pa ,e 120

Li. (13)

Speakins, page 121

Sp. (22)

Sp. (23)

Sp. (24)

Sp. (25)Sp. (26)

Sp. (27)Int. (2) Interviewing



C.W.C.W.C.W.C.W.C.W.C.W.C.W.C.W.C.W.

Expository

Exp.Exp.

Mechanics,

(10Oa)(12)(13)

(14)

(is)(16)

(17)

(i8)

Writing.

(5)(6)

page 126

page 124

Me.Me.Me.

Me.

(13)(14)(15)(16)


Ha. (15)

Ha. (16)

Ha. (17) 99

1W


Spelling, pate 1?7

Sp. (9)Sp. (1o)Sp. (11)

1004ir

BEST DWI AVAI

AUDITORY DISCRIMINATIONSI

CONCEPTSAMPLE ACTIVITY

Accent

5 A. (1)

5 A. (2)

5 A. (3)

5 A. (4)

When words are pronounced,the student will indicatethe accented syllable byshowing first and secondsyllables with his fingers.

Given a set of two syllable

words, the student will

identify the words withfirst syllable accento.

Given a list of ten pLonicpronunciations (with accentmarks) the student wt11 bQable to put a square around

the primary accented rwl-

lable and a circle aroundthe syllable with thn

secondary accent.

When a studentlis givenseveral sentences with

words in them which mustbe accented a certain way(rec /ord, re /cord) to func-

tion in the sentence, he

will accent the words cor-rectly or choose from two

pronunciations given.

1 05146

STRUCTURAL ANALYSIS


Ammioni

Compounds

5 Comp. (6)

Contractions

5 Cont. (6)

5 Cont. (7)


5

5

5

In. (20)

In. (21)

In. (22)

Given a list of compoundwords, the student willidentify the two words usedto form each one.

Given pairs of words, thestudent will write them ascontractions and includetheir apostrophes.

Given a sentence with anunderlined contraction anda list of the words thatlove some letters in thecontracting, the studentwill select the word thatis used to mike the con-traction.

Given words written inboth the singular and plur-al form and a group of in-complete sentences, thestudent will write the pro-per form of the word in thesentence.

Given a'list of singularnouns including those ofunchangeable form, thestudent will write theirplural form.

Given a list of words, thestudent will add Ltd or ijalaccording to the rules:double final consonant,drop the final et change Zto i before adding ed.

1012

106-

AulEft very silly today. ( you are)

sample words, I've, I111, she'll,you'll, isn't, doesn't, won't, I'd,let's.

Select by underlining, the Proper word.

boyThe boye jumps on the wagon.

Write the plural form of the followingwords: boy, deer, goose, child.

STRUCTURAL ANALYSIS

BEST)111'

COMP? OBJECTIVE sampu aarmrr

5

5

5

5

5

5

In. (23)

IA. (20

In. (25)

In. (26)

In. (27)

In. (28)

Given a list of 25 wordsthat have been structurallychanged, the student willcircle the ohm" labelwhether prefix, suffix, andwrite the root word.

Given a sentence containinga word missing its suffix,and a choice of suffixes,the student will select thesuffix which completes theword in the context of thatsentence.

Given a list of prefixesand a set of prefix defini-tions, the student will sup-ply the prefix word havingthe same meaning as eachdefinition.

Given a group of wordscontaining a specificvariety of prefixes and suf-fixes, the student will findthe prefix or suffix in eachword.

Given a sentence with averb in the present tense,the student will write thesentence changing the verbto the past tense using theproper inflected form. (ed)

Given a sentence with aword minding and a rootword, Write the correctstructurally changed word.

Port

scrib

ation - able - ful io

His imagine was wild.

nn . not, re . again

Underline the prefix or suffix in eachof the following words: dislike, inside, .

happiness, shoeless, statement, Joyous.

The animals roar.

All its boys walkedafter they lost the game.

OlaPPV) Ans. Unhappily

ittr8'.03 1 107

CONCEPT

Possessives

5 Poe. (4)

5 Poe. (5)

STRUCTURAL ANALYSIS

OEJECTIVE

Given a sentence with apossessive noun, the stu-dent will write the sentencesubstituting the properpossessive pronoun from alist of possessive pronouns.

Given sentences in pairs,one illustrating singularpossession and the otherplural possession, thestudent will identify theproper placement of apos-trophes in each one.

SAMPLE ACTIVITY

Sally's cat drank all the milk.

cat drank all the milk.

Put an apostrophe in the properplaces.

1. All the pilots hats were blue.

2. The pilots. hat was blue.

Syllables

5 Syl. (2)

5 Syl. (3)

5 Syl. (4)

5 41, (5)

Given orally a set of wordsof two or three syllables,the student will hold up apiece of blue paper for onesyllable, red "or two syl-.lables and green for threesyllables.

Given a set of picturesdepicting one or twosyllable words, the stu-dent will identify thenumber of syllables in each.

Given a list of two syllablewords containing doublemedial consonants, the stu-dent will divide the wordsinto their syllables.

Given a set of two syllablewords containing two dif-ferent medial consonants,the student will divideeach word into its syllable

108

(win/dev)

CONCEPT

5 Syl. (3)

at.5 Us, (3)

5 Us. (4)

STRUCTURAL ANALYSIS

OBJECTIVE

Given a list of one and twosyllable words, the studentwill place them in the cor-rect columns headed by one

and two syllable words.

Given a set of words con-taining two or more vowels,but only two vowel sounds,the student will identifythe number of vowels andsyllables in each word.

Given sentences with mis-sing verbs, and a list ofverbs with their irregularpast tense, the studentwill select the correctform.

Given a list of irregularnouns, the student willwrite his own sentencesusing them correctly.

414:01°5

SAMPLE Agana

Make two columns and label one forone syllable and one for two syllablewords and puteach of the followingin the correct coluin: sew, written,

laugh, meet, people, something, kind,using, whose, yard, yellow

Put a circle around each vowel and aline between the syllables.

writtenlaughpeoplemeet

Suggested verbs: have, go, do, come,

see, give, eat, take, write, begin,bite, blow, break, bring, choose, dig,flee, forget, freeze, hear, hide, know,

lend, lose, ride, ring, shake, sink,sting, :strike, be

Irreguilar nouns:

foot -child -

womangoose -

mousetooth -deer -sheepox

109

feetchildrenwomengeesemiceteethdeersheepoxen

ORAL FLUENCY

Cif.,P;;EPT OBJECTIVE

Intonation

5 Int. (3)

SMSE ACTIVITY

Given all kinds of sentencespthe student will read themorally with the proper into-nation.

1 10

BEST COPY MOM

STUDY SKILLS


Dictionary

5 Die. (5)

5 Die. (6)

5 Die. (7)

5 Die. (8)

S

5 Die. (9)

5 Die. (10)

Using the dictionary and agiven word, the student willwrite the page numbers wherethe ward is found.

Using the dictionary and agiven word, the student wilwrite the guide words.

Using the word and thedictionary, the studentwill locate the entry wordquickly through the use ofthe guide words.

Using the dictionary and agiven word in context, thestudent will write or tellthe appropriate meaning tofit, the context.

Given sentences with thespecific word underlined,the student will replacethe word with the diction-ary meaning.

Using the table of symbolson-pages 76 & 77 of Thorn-dike - Barnhart BeginningDictionary, the studentwill look up and spellwords correctly.

.107 .

Write the page numbers on which thefollowing words may be found:chloroform, etc.

Write the guide words for the follow-

ing words: honey, single, navigate.

Given sample words by the teacher,

the student will We guide wordsand tell the page on which the word

may be founds within a time limit.

Tell the appropriate meaning for

the underlined word in the following

sentences:1. John was in such a hurry that he

crammed his things into the suit-

case.

2. Martin thought that the party was

delightful.

Replace the underlined word with the

dictionary meaning:1. Everywhere Johnny Appleseed had

gone, orchards grew.

2. The goats had to cross a bridge

over a brook.

3. The club members are at a meeting.

Look up and spell correctly the fol-

lowing words in parentheses:1. Ben broke the (nuktl) in his

little finger.2. Dad is teaching me how to (restl).

3. An (tl) is a handy tool.

IU

,*;

ReferenceBooks

5 Ref. (1)

5 Ref. (2)

5 Ref. (3)

STUDY SKILLS


Given dictionary pronun-ciations and spellings, thestudent will say the wordfrom its pronunciation andmatch the correct spelling.

Given a thesaurus and alist of words, the studentwill use the reference tofind two synonyms for eachword on the list.

1

Given.a diagram, the studentwill identify and explainthe meaning of the partsof the diagram.

Given a question on a-topicand an encyclopedia, thestudent will find the ans-wer and discuss it with hisclass.

108

1124a;

Spy each word from the pronunciationand match the correct spelling:

(duz)

(hav)(nit)(lok)

(re)(od)

1 - lock2 - odd3- does4 - rough5 - have6 . knit

Sample:1, Find five synonyms for the word

hostile.2. Find five verbs showing hostility.3. Find five ad3eotives for to be 40

hostile.

Aougpc.%)

ot.- 0 co

i?

Layers of rook are shown. Some of theupper layer bas blown away or worndown. Mountains are formed by foldingand faulting of the land.. Explainwhat you would find if you were digg-ing from A to B.

Think of questions on any subdeat thatcan be answered by studying the ency-olopedia. Write the questions on sen-tence strips and post them around theroam. Encourage children to find theanswers in their spare time. Let thechildren who do the research meet insmall groups to discuss the answers.

lee reference books to find informationbbut the person for whom you school was

tamed.. .


CONCEPT OBJECTIVE

..M111111111.11111.111

SAMPLE ACTIVITY

Main Idea

5 M.I. (9)

5 M.T. (10)

Given a story or paragraphto read, the student willidentify the main idea ofthe story and select de-tails to support it.

Given a series of picturestelling a stogy, the stu-dent will state the mainidea of the story in hisown words.

Show the children a telegram. Pointout that the message is in as fewwords as possible. Help them makea telegram that a story charactermight have sent to a friend. Itshould tell the men idea.

Summarizing

5 Sum. (2) Given a story or part of astory to read, the studentwill summarize orally., thecontent of the selection.

Topic Sentence

5 Top. (1)

Given a paragraph to read,the student will selectthe topic sentence.

Let the children choose a story or aunit of study in soc. at. and make acollage. By collecting materials tosuggest things about a country or 'aycollecting pictures, they cal arrangethem to give an overall pictm:;.e of theplace chosen.

CONTEXT

CONCEPT OBJECTIVE SAKIE ACTIVITY

5 C. (9)

5 C. (10)

5 C. (11)

5 C. (12)

. .

5 C.' (13)

The student can demonstratehis comprehension. of themeaning of phrafiee in aspecific context by iden-tifying that meaning froma list of choloes.

Given a selection to read,the student will use con-text for identification andmeaning of words or phrase

Given unfamiliar words inindependent reading, thestudent will infer themeaning using word analysis.skills and context.

Given a paragraph to readsilently, the student willexplain orally the contentof the paragraph.

Given a story to read oral-ly, the student will give ameaningful oral interpre-tation.

1144tfuo

The Chinese coolie pulled us aroundin a rickshaw.

a rickety Chinese wagona two-wheeled bbman drawnvehicle used in Chinaa large bicycle

NtutAlltI TERPRETATION

teA ttgl

CONCEPT OBJECTIVE SAtiP13 ACTIVITY

Comprehension

5 Compr. (2) After reading a gelation,the student will answerquestions with 90% accu-racy.


5 P.R. (10)

5 P.R. (11)

5 P.R. (12)

5 P.R. (13)

5 P.R. (14)

5 P.R. (15)

Given a story to read, thestudent will predict theoutcome prior to readingfrom the source.

Given material to read, thestudent will make commonsense inferences orallyfrom certain implied ideas.

Given.a story to read, thestudent will draw conclu- ;

sions orally or in writingfrom what he has read.

Given a paragraph describ-ing an event, the studentwill state which of itssentences infers the re-sult of that event.

Given a story to read, thestudent will react verballyto story content, linkingit to personal experienceand ideas gained throughreading.

Given a selection to read,the student will answerquestions in writing con-cerning perception of re-lationshipwanalogous,cause-effect, general -specific, sequence, time,place, space or size.

in115 ism

Analogous: People have hands and feet.Dogs have paws.

Cause- effect: After reading a selection,the student will draw a line undersentences that made him think that ithad a happy ending.

General. - specific: After the student reads

a selection with action involved, he willpick from a list of sayings the appro-priate one. (Look before you leap.)

INTERPRETATTON


5 P.R. (15)

continued

101111


5 E.M. (4)

E.M.5 (5)

5 E.M. (6)

Given a description ofactions by a particularcharacter, the student willchoose the given characterfrom a list of three.

Given two or three charac-ters suggested by the teacer, the student will pre-sent a skit with others,involving the given charac-ters.

Given a story to read, thestudent will respond verb-ally or in written workidentifying emotional re-actions and motives ofstory characters.

Sequence: Show sentences out of orderfrom a story and have them put inorder by the student.

Time: Show several pictures of peoplein earlier times doing such things ascooking, plowing, sewing, reading.Ask the children to draw 'then andnow' pictures. Have children posttheir, pictures under the correct title.

Place or Space: Using a diagram, thestudent should indicate what mighthappen at certain places in thediagram.

Size: Shown a picture of an animal withlabeled dimensions, the student can 0answer questions as to whether theanimal could fit in certain sizedcages.

116

BESTtel

INTERpRETATioN

CONCEPT °EMOTIVE SIMPLE ACTIVITY

Fact and °pint

5 F.0. (4) On a given test, the stu-dent will differentiate be.tween real and mike believfact and opinion.

Problem Solving

P.S. (2) Given a map, the studentwill follow the key byfinding places on the map.

Let pupils cooperate to draw end label

or map the school ground or somelimited area near the school. Provideopportunities for the rest of the clanto consult the map.

SEQUENCE


Given directions, the stu-dent will read and followdirections on his own.

Given free time, the stu-dent will write storiesusing proper sentence struolture and a logical order ofevents.

Given oral directions0thestudent will listen andproceed to follow them in-dependently.

Given a story to read, thestudent will tell sequen-tially, the events in theplot of the story.

Given five sentences froma story, the student willwrite the five sentencesin sequential order.

After reading a story, encourage childrento develop a continuation of the story.Ask one child to continue from the pointwhere the story stopped. Stop him at

any point and have him choose a class-

mate to continue. Last one should pro-

vide an ending.

118114 +VI

CONOEPT

la KO ELEMENTS OF STYLE

OBJECTIVE SAMPLE Amy=

Literary Models

5

5

5

5

L.M. (i)

L.M. (2)

L.M. (3)

. L.M. (4)

After reading several fa-bles, the student willwrite one of his own.

After reading or hearingseveral limericks, thestudent will write one ofhis own.

After hearing or readingexamples of narrativeverse, the student willwrite one of his own.

After being exposed tobiography, flashback, lyricpoetry, nonsense rhymesand myths, the studentwill identify them by ans-wering questions.

After reading several fables, helpchildren make a mobile to representeach fable. Each mobile should con-tain construction paper cutouts ofthe characters and elements distinc..tine of the setting.

Lot pupils create legends to explainany aspect of their lives. Encouragehumorous and imaginative approachesto a wide 'Tarte* of topics --whirAmerican people drink oaf,* forbreakfast, why boys play marbles,why bicycles have two wheels, why

girls chant rhymes alo they PAP PPPetc. Read some of them to the class.

Figurativelanguage

5 F.L. (6) Given poetry and/Or proseto read, the student willidentify certain figura-tive, idiomatic, picture-sque and sensory language.

Have pupils write sentences in whichmost of the words begin with the samesound. Examples Pat paced pastPet's pigpen.

Author's Purpose

5 A.P (1) Given a selection to read,the student will answerquestions in writing ororally to suggest theauthor's. purpose or mean-

119 lee

CLASSIFICATION

CONCEPT SAMPLE ACTIVITY

Classification

5 Cl. (8)

5C1. (9)

Given a group of words incontext, the student willclassify words by soun4pform, meaning and function.

Given words in context, thestudent will identify andlist the words that showmood.

1 20116

Ex.: bad, angry, glow,' depressed

1,0 01 MAO


InquiringAttitude

5 I.A. (4) Given a selection to read,the student will write ortell his purpose for read-ing the selection.

121UT

4; 4". ^5, ' 'S.

'71,1:. Sf.

s

. DRAMATICS

CONCEPT

"Immiftwoolonpiroplimpomerowommommoreor

nrsmatice

5 WO (5)

5 Dr. (6)

Given an oral story, thestudent will choose a cacter and pantomime thecharacter at a particularpoint i the stogy.

After pantomiming a character in a story, the stu-dent will add conversationto his role.

p

S.

C.

' : 4

A

r 4'',) -1-"j , ;1 ",,,M7.2'

. .

0;44,44

^' TY'

'To

1.4

Listening

5 Li. (13) Given a discussion situatio Establish a checklist, contributed bythe student will participate students, of .good listening habits.

by listening to others.

sz

Wir`-,;,"

Sp. (23)

(24)

5 Sp. (25)

(26)

5 Sp. (27)

Participation can tte tliro

1. Taking turns in epeAing.2. 'Lag relevant naterial for 143

coAtributioa;3. Participating ixialeader01401*

write

Thiu could be put on a tape atdreplayed ao that the etadant,

Given a topic of his owninterest, tha student willgive an oral report andleai the discussion.

Given suggestions for goodoral presentation, the stu -.

dent will evaluate himselfafter, a presentation.

Given a setting of a mystestory and a discrepant ev.m.eats the student will fin-ish the story..

Interviewing

5 Inter. (2) After establishing a pur-pose and appropriate questions for an interview bypairs or small groups, th©student will partiqipate inan inter:dew.

.40

CREATIVE WRITING


0

CreativeWriting

5 C.W. (10)

5 C.W. (11)

5 C.W. (12)

5 C.W. (13)

5 C.W. (14)

5 C.W. (15)

5 C.W. (16)

5 C.W. (17)

5 C.W. (18)

Having picked a subject ofinterest to him, the stu-dent will make a list ofwords that have specialmeanings to people withthat interest.

Given a word that cannot bepictured, the student willwrite about it by givingexamples of it.

Given a list of 15 homonyms,the student will write rid-dles for three or four ofthem.

Given a topic, the studentwill write descriptivewords, phrases, and sen-tences.

Having something the stu-dent thinks is worthwhileto tell about, the studentwill write answering thequestions who, what, when,and how, why and where.

Given an opportunity, thestudent will keep a diaryof events and his ownthoughts for a given periodof time.

Given unfinished sentences,the student will write met-aphors to complete them.

Using literary models, thestudent will note personi-fication, onomatopoeia,simile and metaphor, andwrite some examples.

Using literary models, thestudent will write a mythor fable.

The subject of flying could be selected.

Some of the correlated terms: pilot,

elevation, apron, taxi strip, glider,

wings, throttle, landing gear, gallery,

approach.

Suggested words: hope, fear, dream,

happiness, land excitement.

.See Language and How To Use It, Book 3

Pages 23, 91-99

125

EXPOSITORY WRITING

5 Exp. (5)

5 Exp. (6)

Mb

Having read a book, thestudent will write a news-flash about it.

Given a pattern, the stu-dent will write a shortautobiography in paragraphs.

126

MECHANICS

CONCEPT

Mechanics

5 Me. (13)

5 Me. (14)

5 Me. (15)

5 tier (i6)


Given a written declarativesentence, the student willtransform it to a writteninterrogative sentence orvice versa.

Given a paragraph to write,the student will write theparagraph using proper formof indenting.

Given a situation of hison choice, the student willwrite a short dialogue be-tween two people.

Given a situation fromolden times or a differentenvironment studied insocial studies, the studentwill write and punctuateproperly, an invitation fora special kind of party.

44ittra25

Drawing stick figures and usingconversation balloons, students canmake comic strip stories.

Lang. and How To Use It, 3 - p. 7344

Ex. An English tea orHawaiian luau

127

HANDWRITING

OBJECTIVE SAMPLE ACTIVITY'

Given the opportunity, thestudent will use a pen withease.

Given instruction and prac-tice, the student will writeusing cursive writing.

Having learned to writelegibly, the student willapply it in all subject area

14*: 128126

SPELLING

CONCEPT OPJECTIVE SAMPLE ACTIVITY

Spelling5 Spell (9) Given a list of frequently

used words, the student willstudy and spell correctlywhen used and tested.

5 Spell, (10)

5 Spells (11)

Having misspelled a wordfrom a previous word list,in his daily work, thestudent will add it to hiscurrent list.

Given the need forspelling an extra or unusualword, in creative writinsor other Elobj-ct areas, the

student will either lookthe word up or seek helpfrom the teacher and add itto his current list.


111 SKILLS AND CONCEPTS

DECODING (Green pages)

Auditorsr Discrimination, pale 133

A. (5) Accent

Structural Analysis, pate 1,34 -1,38

Comp. (7) CompoundsCont. (8) Contractions

Cont. (9)Cont. (10)In. (28) Inflected and derived forms

In. (29)

In. (30)

In. (31)

In. (32)

In. (33)

In. (34)

In. (35)

In. (36)

Pos. (6) PossessivesPos. (7)

Ab. (2) AbbreviationsAb. (3)

Syl. (8) Syllables

U. (4) Usage

U. (5)

U. (6)

H.S. (1) History and Science (..4: Language . Reg. Diff.

stugy skills.,JENELA0=a9___

B.P. (2) Book Parts

Die. (12) Dictionary

Dic. (13)

Dic. (14)

Dic. (15)

Dic. (16)


Gettin,K the Basic Concept, Cage 141-142

M.I. (11) Main ideaHe. (1) Headings, titles, sub-titles

He. (2)

Ou. (1) Outline or chart form

M.S. (3) Using multiple sources

Top. (2) Topic sentence

N. (1) Taking notes

distiefi.29 130

Skills and Concepts, contined - Level 6


Compr. (5)

P.R. (16)

P.R. (17)P.R. (18)

P.R. (19)P.R. (20)

P.R. (21)

Et. (7)

Em. (8)

En. (9)

Et. (10)

Ev. (2)

P.S. (3)

ComprehensionPerceiving relationships

Sensing emotional reactions

Evaluation of different view pointsProblem solving

Sequence, page 145

Se. (19)

Elements of Style, page 146-147

L.M.

L.M.L.M.Hu.F.L.

Fic.

Plot

Literary models

HumorFigurative Lang., - Sensory imagesFictionPlot structure


Cl.

Cl.

Cl.


I.A.

Sk.

R.R.

(5) Inquiring attitude

(2) Skimming(1) Reading Rate


Dramatics, page 151

Dr. (7)

Listening, page 152

Li. (14)

Speaking, page 153

Sp. (28)Sp. (29)

Sp. (30)Sp. (31)Sp. (32)Intwo. (1) Tnterviewina

-442 j.3g

Skills and Cnncepts, ;:ontinuei 6

WRITTEN COMMUNICATION (Blue rages)

Creative Writing, 1,1Lr3 155

C.W. (19)c.w. ;2o)C.W. (21)C.W. (22)C.W. (23)C.W. (2)4)C.W. (25)

C.W. (26)

C.W. (27)

Expository Writinat paces 156

Exp. (7)Exp. (8)

Mechanics, page 157

Me. (17)Me. (18)

Me. (19)

Handwritins, page 158

H. (18)

Spelling;, page 159

Sp. (12)

Sp. (13)

Sp. (14)

Sp. (15)

Sp. (16)


BEST CRY AVAILABLE

OBJECT I SAWLE ACTIVI?!

Given orally a list of wordswith two or more syllables,the student will say whichsyllable is accented.

r144 133 133

STRUCTURAL ANALYSIS


Compounds

6 Comp. (7) Given a short story, thestudent will underline allcompound words.

Contraction:

6 Cont. (8)

6 Cont. (9)

6 Cont. (10)

The student, given eightsentences, will underlinethe contraction and rewritethe sentences replacing thecontraction with the correctwords.

The student will demonstrate David cant see the circus acts very

his ability to recognize a well. (can't)

contraction by adding anapostrophe where it is need-ed in a given word.

Given two sentences inwhich the contraction isthe same but the meaning of I'd like to play ball. (I would.)

the contraction is different I'd never been there before. (I had.)

the student will write thetwo words for each sen-tence's contraction, usingcontext.


6 in. (29)

6 In. (30)

Given a list of words, thestudent will write theplural form.

The student will demon-strate his understanding ofsingular and plural wordsby indicating whether givenwords are.singular or pl

45AS3.34

girlchildrenmonkey

menboatgeese

'Write S after each word that issingular and Defter each word thatis plural.

134

BEST

STRUCTURAL ANALYSIS

COMPT OBJECTIVE SAMPLE ACTIVITY

6 In. (31)

6 In. (32)

6 In. (33)

6 In. (34)

6 In. (35)

The student will demonstratehis knowledge of makingnouns plural.

Given a list of words, eachgiven a prefix and suffix,

the student will identifythe root.

Given a group of words con-taining a specific varietyof prefixes and suffixes, thestudent will find the prep.fixes and suffixes in eachword.

Given a group of sentenceseach containing an under-lined segment, the studentwill substitute one familiarword with a prefix for theunderlined part of the sen-tence.

The student will use pre-fixes in combination with:oot words to form new words.He will show their meaningsin contexts

IAW135

Note the singular and plural formsof various kinds of nouns. See ifyou can determine a pattern forplurals.

territorycountryparty

coatwagonbat

busbrushcrash

territoriescountriesparties

coatswagonsbats

busesbrushescrashes

In each of the following words drawaline under the root word.

submarinetransplantthankfulcleverest

expressionoutcomeunderstandoccasionalpresidential

woodenrefreshillegal

Draw a line undereach prefix orsuffix

Change the underlined part of thesentence to one word that means thesame as the underlined part.

Ex. The package, which was paid forin_ativancel arrived.

The package which was prepaidarrived.

Add a prefix to the word nal andinsert it in a sentence.

We will not inissvell our words.

135

STRUCTURAL ANALYSIS

CONCEPT OBJECTIVE SAMPLE ACTIVITY'

6 In. (36)

6 In. (37)

Given a list of words withmore than one affix, thestudent will write each one

in a sentence.

Given a list of suffixesand a set of suffix worddefinitions, the studentwill supply the suffixword having the same mean-ing as each definition.

er and or mean one likg or one MimiTeacher means one who teaches.Elevator means one that elevates.

Possessives

6 Poe. (6)

6 Pos. (7)

Given a word and preposi-tional phrase showingpossession, the student willchange the phrase to thepossessive adjective.

Given a list of severalsentences, each containingboth a contraction and apossessive, the student willwrite and identify both im-mediately after each sentence

Rewrite the following phrase makingit into an adjective and noun.

desk of his father

Ans. His father's desk.

Name the contraction and possessive.

I won't take the boyIsPboOks.Tom can't see Joe's mitt.Girls won't do boy's work.

Abbreviations

6 Ab. (2)

6 Ab. (3)

Syllables

6 01. (4) Given a list of words withtwo syllables, the studentwill draw a line betweenthe syllables according tothe three ea.

136v$21:7

Given the days of the weekorally, the student willwrite their abbreviations.

Given the months of theyear orally, the studentswill write their abbrevia-tions.

136

itt STRUCTURAL ANALYSIS

6 41. (9 The student will be ableto identify the number ofsyllables in one and twosyllable words, and tellorally why it is a syllable.

'Usage

6 Us. (3)

6 Us. (4)

6 Us. (5).

Given sentences with miss-ing verbs, and a list ofverbs with their irregularpast tense, the student winselect the correct form.

Given a list of irregularnouns, the student willwrite his own sentencesusing them correctly.

Given a word in four of itsderived forms and four sea-tences.separately requiringone of these forms for com-pletion, the student willcomplete the sentence inwriting with the approprlatoform.

Using one of the following verbs,complete the sentences given.

forgetdrivefellfindflygivehidehurtdriveleavecometeach1914T7

drovefellfoundflewgavehid

drinkspringsellspeakspoke

shrinklosesingswimswam

My sister three songs on TV.All the boys across the poolyesterday.

deertroutsheep

deertroutsheep

Sample: question, questioned,questioning, questions.

The detective spent hoursthe suspect.

Did you hear theDan had many aboutmath.Maureen one of the

answers on her test.

137 137

STRUCTURAL ANALYSIS


. History andScience of theLanguage

6 H.S. (1) Given a selection with re-gional differences in voca-bulary the student will notethese differences as anotheracceptable vocabulary usage.

138

When John saw the weather outside he .

knew a real toad strangler was coming.On the way he noticed that the killwas overflowing. Hy. the time hereached home he was really wet anddone up.

toad strangler - heavy short rainkill - streamdone up- tired

1138

STUDY SKILLS

CONCEPT

Book Parte

6 B.P. (2)


Given a book and specificsubject areas to locate,the student will use theindex to look up selectionsfrom each subject area andwrite the page number whereit can be found.

Dictionary

6 Die. (12)

6 Dic. (13)

Given a series of wordsrandomly listed, the stu-dent will arrange and writethem in alphabetical order.

Using the dictionary, thestudent will use slash markEto show the syllables inwords given by the teacher.

6 Die. (i1) Given a group of words, thestudent will write theirdefinitions as found in adictionary.

6 Die. (15)

6 Die. (16)

Given two guide words anda list of words, the stu-dent Will write only thosewords from the liot thatfit between the guide wordsin alphabetical order.

Given a list of words thestudent will alphabetizethem.

3.39

4411- 139

Write the following words in alphabeti-cal order: primer, present, practice,prefer, printing, principal, printer,promise.

Rewrite these words putting slash marks

to show syllables: robot, siren,ghostly, venison, squash, submit,tinderbox, triumphant.

Write the definitions for the followingwords using the dictionary: uproar,

neon, dynamite, tantrum, scaly, scarlet,

trapeze, late.

Using a dictionary the students will

write answers to the following questions:

1. Would you want to pilfer a polecat?

2. nght a nainsook lose a tooth?3. Would a 19th Century English King

have bitumen for dinner?

Using guide words,mild fever

write only those words from the follow-

ing list that fit between those guide

words: mile, malaria, military, milk,mildew, mileage, militancy, militia.

Arrange each group of words in alphabe-

tical order. Then read the sentences

formed.

lunish his Does forget Donald everafter mowed eating mike the lunch weeds

water dropped her Beverly the homework in

CONCEPT

STUDY SKILLS


Reference books

6 Res!. (4) Using a variety of referen- For your report onces, the student will take writeout questions you would asknotes to write a report. about the subject if you were trying

to get someone to tell you about it.Then look for the answers and usethem in your report.

144= itt 4

tlt GETTING THE BASIC CONCEPT


Main Idea

6 M.I. (11) Given a short paragraphwith the topic sentenceomitted, the student willread the paragraph thensupply the missing sen-fence expressing the mainidea.

You can use juice From lemons, oranges,grapefruit or onions, or make invisibleink with sugar and water to write atopic sentence. Then after the childrenhave written their own, heat yours andthe sentence will become visible.

Topic Sentence

6 Top. (2) Having read a paragraph,the student will underlinethe topic sentence.

4101Outlining

6 Ou. (1) Using outline form andchapter titles and sub-titles, the student willdiscover the organizationof outlining.

I. Title

A. Sub-title


6 M.S. (3) In a team situation, work-ing with factual materialfrom a content area andencyclopedias, studentswill compare findings.

Divide the pupils into two groups.Let one group skim a factual storyin social studies to list all thefacts they can find about a topic.Let the second group compile a simi-lar list from an encyclopedia.Allow discussion ofindings.

Note Taking

gh6 N. (1)

VWIn a brain-storming situa-tion, the student will con-tribute words or phraseson a particular topic tobe written on the board.

444*. 1 4 .141


CONCEPT

Headings, Titles,Sub-titles

6 He. (1)

6 He. (2)

OBJECTIVE

Having previewed a storywith the teacher, the stu-dent will identify orallythe function of chaptertitles, sub-titles andtopic headings.

Given various notes on asubject, the student willorganize them under properheadings by listing themon the board.

144 142

SAMPLE ACTIVITY

142

101 INTERPRETATION


Comprehension

6 Compr. (3) After reading a selection,the student will answerquestions with 90% accuracy.

ID


6 P.R. (17)

6 P.R. (18)

6 P.R. (19)

6 P.R. (20)

6 P.R. (21)

6 P.R. (22)

The student will read sever-al passages and underlineclues that tell him theevent could have takenplace long ago.

The student will demonstratehis ability to interpret aparagraph by selecting thestatement which tells whatis happening in the para-graph.

Having read a selection, thestudent will formulate hisown questions concerningthe material.

The student will read anarticle and answer yes orno to several questionsconcerning the intendedmeaning.

The student will demonstrathis comprehension of a poemby paraphrasing a line orlines which best translatesits meaning.

Having read a selection, thestudent will answer questions orally on literaland implied meanings.

INTERPRETATION


Sensing EmotionalReactions

6 Em. (7)

6 Rm. (8)

6 Em. (9)

The student will look atpictures and read a storyand discuss orally how theillustrator achieved cer-tain feelings.

The student, given severalpassages to read, will thendetermine, by putting inproper columns, if the pass-age supports one particularfeeling or another.

Having read a selection,the student will identifythe personal traits ofstory characters by list-ing traits or selectingfrom a list.

Evaluation ofafferent View-points.

6 Ev. (2) Given a variety of readingmaterials, the studentwill generate an opinion.

Problem Solving

6 P.S. (3) Given maps, graphs, andcharts, .the student willfollo4 the key by findinginformation.

( 44:5 144 144I

istS\

talat SEQUENCE


Sequence

6 Se. (19) Given a situation withevents happening at a par.ticular period of time, thestudent will identify thoseevents that could not havehappened at that time.

145

ELEMENTS OF STYLE


Literary Models

6 L.M. (5)

6 L.M. (6)

6 L.M. (7)

After reading a selection,the student will discusspersonification as used inthe selection.

Having read an essay, thestudent will then write oneof his own.

Having had explanationsfrom the teacher or text,the student will identifyorally a flashback.

Humor

6 H. (1) Given a story to read whichhoc humorous situations,the student will recognizeand react to the humoroussituations by reading aloudthe part he thinks is fanny.

Have the student think of things hehas planned or done that did not goquite .the way he , expected. Thenhave *him write brief accounts ofthese fanny incidents and share.

FigurativeLanguage

6 F.L. (7) Having had explanationsfrom teacher or text, thestudent will underline thesimiles and metaphors in aselection.

Contrast Histori-cal and ScienceFiction

6 Fie. (1) Having read historical fic-tion, the student will in-dicate the historical facts,either orally or in writing.

4412r-146 146

BEST COPY AVAILABLE

CONCEPT

ELEMENTS OF STYLE


Plot Structure

6 Plot. (1) Having read a story, thestudent will identify theplot structure by writingor drawing pictures of thebeginning, middle and end.

1402.47 14?

CLASSIFICATION


Classification

6

6

6

Cl. (10)

Cl. (11)

Cl. (12)

Given words that are homo-nyms, the student will ideatify the correct meaning byusing spelling as a clue.

Given a reading selectioncontaining slang words, thestudent will list thosewords that are slang.

Given a selection to read,the student will note wordswith similar meanings anddiscuss the shades of mean-ing expressed by s,z,..11 words.

beet - beatshoe - shoopain - panesail - sale

there, their, they're

wail - howlgiggle - snickerJourney - tripguest - search

PIMIATil PURPOSEFUL READING

Rate

6 R.R. (1)

SAMPLE ACTIVITY

Given free time and a choicefrom among several alterna-tives, the student willchoose a book to read thathe will later share in someway with others.

The student will read anarticle and check the sen-tences that state factslearned from the articleand locate passages thatverify their answers.

Given a selection to read,the student will adjust hismethod of reading to suitthe material by changinghis pace.

*544149 149

Mti DRAMATICS

1Q1111111S.A.O.W.A.M.IMENIMIAW IMIN.1.11!1011.111.,

CONCEPT OBJECTIVE

Dramatics

6 Dr. '(7) Given a word of action, thestudent will pantomime the

action.

10.

150

CONCEPT

Listening

6 Li. (14)


Given an oral story or re-cord, the student will ans-wer factual, implied or in-ference type questions oral27 or in writing.

ti

SPEAKING

OBJEGT111E

dromaromilmOIONMiimase

SAMPLE ACTIVITY

Speaking

6 Sp. (28) Having read a book, the stu-dent will give an oral sum-mary or personal evaluationof the kook.

Given examples of standardand substandard English, thestudent will distinguish between them.

See the section of tlauguage fad

Occasions' in Lea= TBook 4.

Given the opportunity toplay word games, the stu-dentvill participate.

Some suggested games are Ghost,,BerquaPhonic Rummy, Word Prefixes' 'and ,

Suffixes. Sas Beckley-Cardy Ca

See page 166 of 14quAgn;Use It, kook .4 :s -

Given topics of persuasion,the student will choose oneand develop several pointsto use in persuasion.

Given an opportunity tospeak, and a topic, shestudent will give ail. ex-

temporaneous speech.

int erviewing

6 Inter. (3) After establiShing a pur.pose and appropriate ques-tions for' an interview bypairs or small gioupa, thestudent will conduct en in-terview and.evaluate with,WA group.

tislWitk. CREATIVE WRITING

CC!ICEPT

CreativeWriting

6 C.W. (19)

C.W. (20)

6 C.W. (21)

6 C.W. (22)

6 C.W. (23)

6 C.W. (24)

6 C.W. (25)

6 C.W. (26)

6 C.W. (27)

OBJECTIVE

Given pictures to view forinspiration, the studentwill write a creative pieceof prose or poetry.

Given a stick figure, thestudent will drew detailsani write a description ofthis character.

Having read a tall tale, thestudent will write one ofhis own.

After selecting an animalfrom a given list, the stu-dent will write a personi-fied report.

Given a pen pal, real orimaginary, the student willwrite a friendly lettertelling something of inter-est.

Given a trite expression orword and several more ex-pressive choices, Was stu-dent will write the onethat best expresses hisfeeling.

Given a poem, the studentwill write the main idea.

Given a list of idioms, thestudent will write a sen-tence for each of them.

Given a selection of ideas,the student will write acinquain of his own.

+fri 155

SAMPLE ACTIVITY

See Scholastics book from the setA Creative Expression Book, GhostShips. Good for overhead projectionor wall display. Gifted Library.

Samples: pretty, nice, cute, rip-off,beautiful, lovely, handsome, bonry,comely, fair.

See pages 137-8 in Lakangft andHow To Use It, Book 4.

See pages 230-231 in Language. awl

13-V V.P.2 au Book 4.

153

CONCEPT

EXPOSITORY WRITING

OBJECTIVE

EXposiWryWriting

6 Exp. (7)

6 Exp. (8)

Given a subject and ques-tion about it, the studentwill use an encyclopediaand find more informationabout the subject beforewriting about it.

The student will compose anews story which includesspecific facts answeringthe questions who, what,how, when, and why.

vs* 156

SAMPLE ACTIVITY

154

MECHANICS


Mechanics

6 meJ (17)

6 Meo (18)

6 Me (19)

Given the opportunity andsuggestions, the studentwill create his own checklist

for proofreading.

Given suggestions on how toorganize and develop a para-graph, the student willwrite a paragraph with atopic sentence and details.

to develop it.

Awing thought about a topicto write for a newspaper,the student will divide his

subject into two or more

main ideas, then write for

each idea.

okirr- 157

The teacher and student will togethermake a list of the kinds of errors he

has been making.

See pages 94-97 of Language and How

To Use It, Book 4.

155

CONCEPT

Handwriting

6 Ha. (18)

HANDWRITING


Having improperly formed aletter in a content area,the student will agree withthe teacher on a correctioncontract.

156

01113100. SPELLING

CONCEPT OBJECTIVE t SAMPLE ACTIVITY

Spelling

6 Spell. (12)

6 Spell. (13)

6 Spell. (14)

6 spell: (15)

6 Spell. (16)

Given a list of frequentlyused words, the student willwrite them correctly inhis daily work.

Given a paragraph from dic-tation, the student willwrite it, spelling andpunctuating it correctly.

Given a list of frequentlyused words, the studentwill study and spellcorrectly when tested.

Having misspelled a wordfrom a previous word list,in his daily work, thestudent will add it to hiscurrent list.

Given the need for spellingan extra or unusual wordin creative writing orother subject areas, thestudent will either lookthe word up or seek helpfrom the teacher and addit to his current list.

159 157


SICILL$ AND CONCEPTS


Auditory Discrimination, Pass 165

A. (6) AccentA. (7)

Structural Analysis, page 166.470

In. (37) Infleak.ed and derived forms

In. (38)

In. (39)

Pos. (8) PossessivesAb. (4) AbbreviationsU. (7) UsageH.S. (2) History and Science of Language - Reg. Diff.

H.S. (3)H.S. (4)Hy. (1) Hyphenated wordsO. (1) Origin of words

O. (2)

Study Skills, page 171-171

Bib. (1) Bibliographies, Diagrams, etc.

Bib. (2)B.P. (3) Book parts

B.P. (4)B.P. (5)B.P. (6)Dic. (17) DictionaryDic. (18)Dic. (19)Dic. (20)Lib. (5) Library skills

Lib. (6)R.B. (4) Reference booksR.B. (5)R.S. (6)R.B. (7)R.B. (8)R.B. (9)


Getting the Basic Concept, see 175

Sum. (3) SummarizingPar. (1) Recognizing paragraphsPar. (2)

Ou. (2) Outline or chart form

N. (2) Taking notes

161 158


Conlext, page 176

C. (14)C. (15)

C. (16)


Compr. (6) Comprehension

P.R. (22) Perceiving relationships

P.R. (23)

Em. (11) Sensing emotional reactions

Em. (12)

Em. (13)

EV. (3) Evaluation of different view points

Sequence, page 179

Se. (20)


L.M. (8) Literary modelsHu. (2) HumorF.L. (8) Figuartive language - Sensory images


Cl. (13)

Cl. (14)

Cl. (15)


R.R. (1) Rate


Dramatics, page 183

Dr. (8)

Listening, page 184

Li. (15)

Li. (16)

Speaking, page 185

Sp. (33)

Sp. (34)

Inter. (4) Interviewing




C.W. (28)C.W. (29)

C.W. (30)

C.W. (31)C.W. (32)

C.W. (33)C.W. (34)C.W. (35)

Expository Writinl,_paBe 188

Exp. (9)Exp. (10)Exp. (11)

Exp. (12)

Exp. (13)

Mechanics , page 18

Me. (20)

Me. (21)Me. (22)

Me. (23)Me. (24)

Me. (25)

Handwriting, page lgo

Ha. (19)

Spellings pa'e ja1

Sp. (17)Sp. (18)Sp. (19)

Sp. (20)Sp. (21)

16360 '..jztlfr

1

tals to alga AUDITORY DISCRIMINATION


Accent

7 As (6)

T A. (r)

The student, when given alist of words familiar tohim, will put an accentmark on the correctsyllable in each word ashe hears it.

Given a word with a shiftin accent In its derivedform, the .itudent willwrite the accent mark ontke proper syllable.

16 reel' 165

rec ord

re cord

STRUCTURAL ANALYSIS

CONCEPT OBJECTIVE SAMPLE ACTIVI1Y

Inflected andDerived forms

In. (38)

Int (39)

7 In (40)

Given a group of wordscontaining a specificvariety of prefixes andsuffixes, the student willfind the prefix and suffixin each word. ,

Given a set of i',efinitions

and a list of words con-taining prefixes and suf-fixes, the student willidentify the root word ofeach and match it with itsdefinition.

Given a root word, thestudent will write a shortparagraph using prefixesLind suffixes to make newwords.

Using the following prefixes andsuffixes the student will findsame in sample words: semi, inter,sub, trans, un, in, in, re, ii, ir,tion, able, ous, ful, ic, Joel,ically, fy, ize, ess. recallpliable, transport, helpfUl, historic.

Match by connecting lines, thedefinition that goes with theroot in each of the followingwords:

to look for

condition of aperson or thing

take in place o

exchange

unexpected

stately

Example: John decided to vritea letter to his cousin, but hemade some mistakes. Since hewas a fast writer, he decided torewrite it.

Possessive

T Pos, (8) The ati'dent will demonstratehis knowledte of the rulesfor forming singular andplural possesoives bychanging phrases topossessives and punctuatingproperly;

Place the apostrophe in the correctplace as you rewrite the full swingsentences:

The hat of the girl is red.

The hat s of the girls are red.

11111ft.1.....1.01.

STRUCTURAL ANALYSIS


Abbreviations

Ab (4) Given a list of the statesand a list of abbreviationsfor them, the student willmatch them.

Two-letter State Abbreviations:

Alabama. ALAlaska - AKArizona - AZArkansas - ARCalifornia - CAColorado - COConnecticut . CTDelaware - DEDistrict of Columbia - DCFlorida . FLGeorgia - GAGuam - GUHawaii - HIIdaho - IDIllinois - ILIndiana - INIowa - IAKansas - KSKentucky - KYLouisiana - LAMaine - MEMaryland - MDMassachusetts - hAMichigan - MIMinnesota - MNMississippi - MSMissouri - MOMontana - MTNebraska - NBNevada - NVNew Hampshire -New Jersey - NJNew Mexico - NMNew York - NYNorth Carolina - NCNorth Dakota - NDOhio - OHOklahoma - OKOregon - ORPennsylvania - PAPuerto Rico . PRRhode Island - RISouth Carolina - SCSouth Dakota - SDTennessee - TNTexas - TXUtah - UT

STRUCTURAL ANALYSIS

CONCEPT

Abbreviations -continued

USAGE

7 Ws (7),

History andScience ofLanguage

7H.S.(2)

7 H.S.(3)

7 H.S.(4)


mmilIniMllmen0=11.11111M

Vermont - VTVirginia - VAVirgin Islands - VIWashington - WAWest Virginia . WVWisconsin - WIWyoming - WY

Given sentences with missingverbs, and a list of verbswith their irregular pasttense, the student willselect the correct form.

Given a list of words andphrases, the student willpick out the colloquialexpressions and tell theirmeaning.

When given sentences withregional vocabulary andsyntax differences, thestudent will be able torecognize the differencesorally and written.

The student will readstories that originate fromdifferent cultures andcompare and contrast thesewith ours.

Suggested verbz for this level are:lie, lay, raise, rise, can, man,will, shall, must.

doggie, tote, rip-off, down home,hey (hi), reckon, howdy, no wsW,warsh (wash), rinch (rinse)

I want to go play by Mary's house.

Do you want to go with?

164 14468

CONCIEPT

STRUCTURAL ANALYSIS

Hypheurted Words

?HG (1) Given an example forhyphenating words (betweensyllables) the student willcopy a selection and divide

words at the end of theline as necessary.

Origin of Words

Oe (1)

7 O. (2)

Using his family name anddictionary, the studentwill find where his namecame from.

Given a list of words thatoriginated from eitherLatin or Greek languages,the student will be ableto match the word with its

origin.

Suggested book for library forthis activity:

The First Book of Words: Their

Family Histories,

Sam & Beryl Epstein

N.Y. Franklin Watts, Inc. 1954

See Teacher's Guide, p. 186

Lan age and How To Use It, grade 5

I 6,531kt- 169

STUDY SKILLS

CONCEPT OBJECTIVE

7 Bib. (1)

7 Bib. (2)

The student will constructa bibliography accordingto the instructions of theteacher.

Given maps or diagrams, thestudent will discoverinformation from them.

SAMPLE ACTIVITY

The student will construct a bib-liography using the following sug-gested sources:

1. Ask other children and adultswhat they know about your topic.

2. Use more than one set of ency-clopedias.

3. Have your librarian help look forbooks on the topic.

4. Use the Subject Index to Children'sMagazines.

Encourage pupils to bring city mapsto class. Display the maps and letpupils discover what kinds ofinformation various legends give.Let them locate points of interestand tell how the legends helpedthem.

Let individuals use clay of various 0colors to make models showing across-section of the earth. Haveothers draw or model cross-sectionsof fruit, flowers, a cherry pie, ora gasoline engine.

Book Parts

7 AP. (3)

74'. (4)

7I'. (5)

Using the dictionary andglossary, the student willlook up and write meaningsof words.

Using the glossary, thestudent will determine Yhepronounciation and mewlingof foreign words found inhie reading material.

Given a topic to research,the student will use theindex and list the pageswhere appropriate materialcan be found.

166 44470

tits to ma STUDY SKILLS


Book Parts -continued

'TM (6) Using titles,sub-headings,will write anthem.

headings, andthe studentoutline from

Using theDictionary

7 Dice (17)

Dice J18)

7 Die, (US)

7 Dice (20)

Given a dictionary and a

Certain number of words,the student will look up

end write a definition for

each word in a given length

or time.

Using the dictionary, the

student will rewrite the

words given by the teacher

to show syllabication.

Given a dictionary, the

student will note themeaning of a4breviationsfor the parts of speech

for a given word and use

that part in context.

Using a dictionary, the

student will write addit-

ional meanings to wordsalready in his vocabulary.

...K11111.

Dividing the class in teams, the

teacher may give sample words to

be looked up and a definition

written. Suggested words: sub -soil,

prehistoric, disloyal, deport,

export.

Rewrite the following words putting

slash marks between syllables.

Sample words: morphology, father,

lexicography, institutionalize,

futility, telephone, structure,association, furniture, helpful.

Given g qample word such as FLIT,

v.i., Flitted, Flitting, 1. to pass

or move suddenly or quickly, 2. to

depart, 3. to flutter, move on the

wing, 4. to be shifting, note the

abbreviation for the part of speech

and use this word in a sentence

correctly.

Using. a dictionary, write at least

five meanings for the following

words: run, fly, heel, foot force.

167 "5;71

STUDY SKILLS


Library

Lilo (5)

7 Lib. (6)

Using referencematerials

7 Ref. (4)

'7 Ref. (5)

7 Ref, (6)

7 Ref $ (7)

Using the vertical file,the student will locatematerial for a researchtopic and include it inhis repert.

Using the card catalogueand the Dewey Classificatior.System, the student willfind materials in thelibrary

Using illustrations in anyreference material, thestudent will explain orallyor in writing, theconnection between thatillustration and thematerial being read orstudied.

Using Atlases, the studentwill answer factualquestions given by theteacher.

Using an encyclopedia,the student will locateinformation and answerquestions given by theteacher or use the infor-mation in a research pro-,ject.

Using an almanac, thestudent will answer factualquestions presented by theteacher or use the inform-ation in a research project.

168 1

1. What types of maps?2. What the symbols stand for?3. Legend4. Index

1. Pimmine two encyclopedias forinformation on a topic.

2. Compare information.3. Where could you find additional

information?

Use index for main headings and'sub-headings. Practice findingkey words in questions.

0 00CONCEPT OBJECTIVE

STUDY SKILLS

SAMPLE ACTIVITY

Using ReferenceMaterials - contd.

7 Ref. (8)

7 Ref. (9)

Given a list of libraryreferences and a set ofshort, descriptive topics,the student will identifythe reference source foreach topic.

Using introductions, head",notes and footnotes, thestudent will tell thesource of information.

169

GETTING T1 BASIC CONCEPT

CONCEPT

Summarizing

7 Sum. (3)

OBJECTIVE

Given a paragraph to read,the student will show hisunderstanding by paraphras-ing the selection.

SAMPLE ACTIVITY

Let each pupil draw a picture to illus-trate a descriptive paragraph in hie. -

reading. Display the drawings so thatpupils can compare their visualizations.

RecognizingParagraphs

7 Par. (1)

7 Par. (2)

Given a paragraph laid outin the configuration of itscontent, the student willidentify its subject matter

After reading a story, thestudent will write a para-graph using his own wordsto state the main idea ofthe story.

Outline orChart form

7 Cu. (2) Given a selection to read,the student will outlineor list the main ideas andsupporting details.

Note Taking

7 N. (2) Given a note taking assign-ment the student will or-ganize his notes, suma-rize the main points inparagraph form and reporton the reading selection.

I" 175

CONTEXT


7 C. (14)

7 C (15)

7 C. (16)

Given sentences with con-text clues, the studentwill identify and' definewords by circling the wordsthat help with understand-ing the meaning.

Given a selection with un-known words, the studentwill use context to findthe appropriate definitionsfor those words.

Given hyphenated words, thestudent will interpret theparticular meaning or usageby putting them into con-text.

71 176

A tariff is a tax on goods broughtlaWa WUXI

A persimmon is a plumlike fruitthat is sweet when it is ripe.

Don was the person who transmitted themessage, not the one who received it.

The mountain looks strange because thevouth side is craggy while the northtide is smooth and even.

cut-offs

I made cut-offs out of my jeans.

INTERPRETATION


Comprehension

7 Compr. (4)

'I


7 P.R. (23)

7 P.R. (24)

After reading a selection,the student will answerquestions with 90% accuracy.

Given a story, the studentwill link orally the con-tent to his personal ex-periences.

Having read a story, thestudent will write infer-ences concerning a charac-ter, the author of thestory, and support the in-ference from the selection.


7 Em. (11)

7 Em. (12)

7 Em. (13)

Given a selection with amain story character, thestudent will note descrip-tions, thoughts and activi-ties of that character.

Given a passage containinga specific mood and a listof feelings, the studentwill identify the feelingconveyed by the passage.

Having read a selection,the student will identifythe personal traits of astory character by listingtraits or selecting from alist.

172 41.3-177

Read a descriptive article. Draw picturesfrom the description given. Work alone,then compare drawings, help clarify anymisconceptions apparent from drawings.

Have each child draw a picture to showwhat he thinks the character looks like.

Then have him write four statements or

questions that the character be hasdrawn would be likely to say.

INTERPRETATION

CONCEPT

Evaluation ofMifferent View-points.

7 Ev. (3)

OBJECTIVE

Given a story, the studentwill write a comparisonbetween that and his ownpersonal knowledge of thesubject.

173 lie* 178

SAMPLE ACTIVITY

SEQUENCE

CONCEPT iOBJECTIVE SAMPLE ACTIVITY

7 Se. (20) When given a set of factsabout a story, the studentwill be able to put them inthe correct sequential or-der by numbering them.

174 44079

Encourage pupils to think of objectsthey know how to fold or out from

paper (airplanes, cups, boats, hats,

snappers). Have ea^h one draw a dia-

gram and write instructions for mak-

ing such a paper object.

TS OF STYLE

CONCEPT OBJECTIVE

Literary Models

7 L.M. (8) Having read several literaryselections the student willtell the differences in thefollowing form of writing:play, novel, short, story,poem and essay.

SAMPLE ACTIVITY

Humor

7 H. (2)

FigurativeLanguage

7 F.L. (8)

Having read a literary selec-tion, the student will beable to recognize (orally)humor in literal meaning offigurative language.

Given poetry or prose toread, the student will ex-plain the meaning of thefigurative language used.

1 7S 11460. leo

CLASSIFICATION


Classification

7 Cl. (13)

7 Cl. (14)

7 Cl. (15)

Given words that are anto-nyms, the student will iden-

tify the correct meaning bydiscriminating the spelling

and context clues.

Given words that are syno-nyms, the student will iden-

tify the correct meaning bydiscrimina-ang the spellingand context clues.

Given words that are homo-nyms, the vtudent will ide

tit,- the correct meaning bydiscriminating the spell-ing and context clues.

176 4674. iar

carefUl - carelessdependable - dependenteasy uneasy

answer - replyastonished - amazedjourney - triptried - attempted

hear herebreak - brakerein - rainpare - peartheir - they're

PURPOSEFUL READING

CONCEPT OBJECTIVE SAMPLE ACTIVIT!.

Rate

7 R.R. (2) After being given a read-ing assignment, the stu-dent will adjust his methodof reading according to his

177 ,4=StS1782I

DRAMATICS

CONCEPT OBJECTIVE SAMPLE ACTIMI

Dramatics

7 Dr. (8) Given a selection of poemsthe student will read themand share his interpreta-tion with others.

See Language and How To Ube ItsBook 5 - page 107, 254

CONCEPT

LISTENING

SAMPLE ACTIVITY

Listening

7 Li. (15)

7 Li. (16)

Given the opportunity tohear a story or speech, thestudent will listen for andretell the wain idea.

Given the opportunity tohear a story or speech, thestudent will listen and ans-wer questions.

See ad 29 Use a, Book 5page 106

.10.010. Mln..tmomm.

SPEAKING


Speaking

7 Sp. (33)

7 Sp. (34)

Given opportunity to gatherreference material, thestudent will prepare andpresent an oral report onthe material.

Given a list of rules forgood oral presentation, thestudent will evaluate him-self and others after anoral presentation.

After gathering information on a topic,.

the student imagines he lived in that

time or place and describes his ex-

periences as if he were there.

Rules for oral presentation should

include the following:1. Posture (foot placement, shift

of weight, head up, hands used

for gesture.2. Voice - watch modulation and 0X-

pression.

3. Faye contact.

4. Speech preparation: gathernation, organize it into outlin

or notes, know material, so that

you donft read to class.

Evaluation of alters should be danktactful.17 - point system and ato a

gronP.

.0

Given story charactersportrayed by students, theinterviewer will ask.tiona about the char t:140201

feelings, observation, td

action.

CREATIVE WRITING


411

CreativeWriting

7 C.W. (28)

7 C.W. (29)

7 C.W. (30)

7 C.W. (31)

7 C.W. (32)

,7 C.W. (33)

7 C. W. (34)

7 C,W. (35)

Given a title for a story,the student will write apicture story, using /tickpeople, animals or cartoons

Given a trite expression orword, the student will sup-ply a new word that betterexpresses the feeling.

Given a writing assignment,the student will use figur-

ative language.

Given the form of a lime-rick, the student will write

a limerick.

Given a well known legend,myth or fairy tale, thestudent will write a new

or modern version.

Given a list of towns withunusual names, the studentwill invent a myth to ex-plain how these real placesgot their names.

Given an event in othertimes, the student willwrite about his experiencesas if he :Lived at that time

Having written a poem, thestudent will compose musicto fit the mood of the poem,or find suitable music.

181 "1"81187

The Scholastics book in the series,

"A Creative Expression Hook" called

Cook Tales has marvelous ideas and

pictures for this goal.

A five lined humorous poem with linee

1, 2, and 5 rhyming and having 3 beats,

and lines 3 and 4 rhyming and having

2 beats.

Look thru any state map to find names:

Wanderoos, Wis., Ripon, Wis., Gays

Mills, Wis., Shipman, Va., Pocomote

City, Md., Sandwich, Ill., Halfday,

Ill., Needmore, Va., Hayworth, Wis.,

Elk Grove, Ill., Mt Prospect,

Downers Grove, Ill., Slippery Rock,

Ohio, Howling Green, Ky., Fairchance,

Pa., Long Grove, Gassaway, W.V.

EXPOSITORY WRITING


ExpositoryWriting

7 Exp. (9)

7 Exp. (10)

7 Exp. (11)

7 Exp. (12)

7 Exp. (13)

Given a procedure to ex-plain, the student willwrite directions showingthe sequence of steps tobe taken.

Given an event (real orimaginary), the studentwill write an editorialconcerning the e7ent.

After gathering material Describe an imaginary country.from reference sources, the Construct maps from your descriptions.

student will write a des-criptive selection usingthe material.

Given a story with a prob-lem to solve, the studentwill write the solution.

Given an interview to hear,the student will writenotes from the interviewto be used for an oral orwritten report.

18 2 4434188

CONEPT

Mechanics

MECHANICS

OBJECTIVE

7 Me, (20)

7 Me, (21)

7 Me. (22

7 Me: (23)

7 Mee (24)

7 Me. (25)

SAMPLE ACTIVITY

Given a conversation setting,the student will write dia-log correctly punctuatingit.

Given the form for a letter,the student will write areal or imaginary letter.

Given a oontence with acoordinate :aeries , the

stucent will write commasafter each member of thcseries excer the last.

Given a group of sentences,some with direct quotationsand some with indirectquotations, the student willpunctuate the direct withquotation marks.

Given suggestions on how toorganize and develop aparagraph, the studentwill write a paragraph witha topic sentence and

details to develop it.

Given a writing assignment,the student will vary thelength and pattern of hissentences.

183 1-81-169

Language and How To Use It, Book 5page 103.

See page 119-120, Book 5Language and How To Use It.

Pages 103-104.

She bought cookies, milk and candy.

Page 10h

Page 90

CONCEPT

Handwriting

7 Hai (9)

HANDWRITING

OBJECTIVE

Having improperly formed aletter in a content area,the student will are withthe teacher on a correctioncontract.

di-Ehr" 190

SAMPLE ACTIVITY

SPELLING

CONCEPT

Spe ling

7 Spell. (17)

7 Spell, (18)

7 Spent. (19)

7 Spell, (20)

7 Spell. (21)

OBJECTIVE

Given a list of frequentlyused words, the student willwrite them correctly indaily work.

Given a list of frequentlyused words, the studentwill study and spellcorrectly when tested.

Having misspelled a wordfrom a previous word list inhis daily work, the studentwill add it to his currentlist.

Given a paragraph from did-tatioli, the student willwrite it, spelling andpunctuating correctly.

Given the need for spellingan extra or unusual word,in creative writing or othersubject areas, the studentwill either look up orseek help from the teacherand add it to his cu' -rent

list

I its-,17i91


SKILLS AND CONCEPTS


Auditory Discrimination, page 197

A. (8) Accent

Structural Analysis, page 198-199

In. (40) Inflected and derived formsIn. (41)

Pos. (9) Posses..ives

H.S. (5) History and Science of language - Reg. Diff.

H.S. (6)

0. (3) Origin of wordsO. (4)

Study Skills, pa &e 200-201

Bib. (3) Bibliographies, DiagramsB.F. (7) Book partsDic. (21) DictionaryLib. (7) Library skillsLib. (8)

R.B. (10) Reference books


Getting the Basic Concept,page 203-204

M.I. (12) Main ideaM.I. (13)Det. (3) DetailsSum. (4) SummarizingSum. (5)

Par. (3) Recognizing paragraphsTop. (3) Topic sentenceTop. (4)

Ou. (3) Outline or chart formOu. (4)

Ou. (5)

N. (3) Taking notes

Context, pole 205

C. (17)

C. (18)

C. (19)

C. (20)C. (21)

Skills and Cc cepts, continued - Level 8


Compr. (7) Comprehension

P.R. (24) Perceiving relationships

P.R. (25)

P.R. (26)

P.R. (27)

P.R. (28)

Em. (i4) Sensing emotional reactions

Em. (15)

Em. (i6)

Em. (1 0

F.O. (4) Fact-opinion

Soc. (4) Social forces influencing character

Soc. (5)

Soc. (6)

Soc. (7)

Ev. (1.) Evaluation of different view points

Ev. (5)

P.S. (4) Problem solving

Sequence,page 210

Se. (21)

Se. (22)

Se. (23)

Elements of Style, page 211-212

P.P.S. (1) Poetry and prose study

F.L. (9) Figurative Lang. - Sensory images

F L. (10)

F.L. (11)

A.P. (2) Author's purpose

Plot (2) Plot Structure

Plot (3)

Classificationlpage 213-214

Cl. (14)

Cl. (15)

Cl. (16)

Cl. (17)

Cl. (18)

Cl. (19)

Cl. (20)

Cl. (21)Cl. (22)



Sk. (2) Skimming

18? 4-eft- 194

Skill and - Level. 8

ORAL COMMUNICATIG:: (Yellow Pagoz)

411Dramatics,19.:, 2,17

Dr. (0)

Dr. (1(

Listening, .page_L1L1______

Li. (11Li. (1J1)

§peaki,,c;, page

Sp. (35)Sp. (36)


WRITTEN COMMUNICATION (Blue Ftges)

Creative Writing, page 221-222

(36)

(37)

C.W. (38)

C.W. (3Q)

c.w. (4c)

C.w. (41)

c.w. (42)

C.W. (43)

C.w. (44)

C.w. (45)


Exp. (14)

Mechanics, page 2214-225

Me. (26)

Me. (27)

Me. (28)

Me. (29)

Me. (30)

Me. (31)

Me. (32)

Me. (33)

Me. (34)

Me. (35)Me. (36)


Ha. (20)

1 88 1-ttl- 195


Spelling, page 227

Sp. (22)

Sp. (23)

SP. (24)

Sp. (25)

Sp. (26)

4AUDITORY DISCRIMINATION


Accent

8 A. (8) Given words spelled alikebut with a shifting accent,the student will writeeach word in sentencesof his own.

prSject

conduct

p;rmit

project

conduk

permit

1904140191-

STRUCTURAL ANALYSIS

CONCEPT

Inflected andDerived forms

6 In. (41)

8 In, (142)

8 In. (43)

Possessives

8 Pose (9)

OBJECTIVE

Given a group of words con-taining a specific varietyof prefixes and suffixes,the student will find theprefix or suffix in eachword. The prefixes andsuffixes to be includedare: mist, be, super, co,counter, action, Ty, hood,age, ism, ster, ist, ive,

ative, ary, ery, force,end, an, ian, ward, ship.

Given numerical suffixes,the student will tell the

meanings.

Given pronouns on a chartshowing inflection, thestudent will writesentences using thecorrect form of the pro-

noun.

Given examples for pos-sessive inflection ofnouns, the student willrecognize the pattern andwrite possessives forgiven words.

SAMPLE ACTIVITY

Underline the prefix or suffix inthe following words:

misbehaviorcoauthorforwardfriendshipbrotherhoodcounter clockwisegangster

forty, fmirteen, fourth, fortieth

her hershim histheir theirswho whoseour oursmine one's

Mar17's

man'sfox'sdentist's

Men'sfoxes'dentists'

191144*---.Wrzt8

STRUCTURAL ANALYSIS

CONCEPT

History andScience of the

Language

8 H.S. (5)

8 H.S.(6)

OW

410 Origin of Words

8 0, (3)

p 0. (4)

OBJECTIVE

Given pairs of sentences,the student will maketransformations that endwith compound subjectsor comround predicatesor both.

Having read a selection,the student will relateregional di"ferences inpronounciation commonlyused in various locations.

Given words that originatefrom foreign languages, thestudent will show recognit-ion by labeling them.

Given pref,xes of Latinorigin, the student willidentify the origin andtell the meanings.

SAMPLE ACTIVITY

John went to the beach.I went to the beach.John and z went to the beach.

Girls are good swimmers.Girls are good divers.Girls are good swimmers and divers.

4.1.10.011,

con L. - withject.L. - throwdue, duct L. - leadten L. - hold

192444 trIX99

CONCEPT OBJECTIVE

STUDY SKILLS

SAMPLE ACTIVITY

Bibliography

8 Bib. (3) Given the form of abibliography, the studentwill construct a bibliog-raphy on a given topic.

Sample form:Schiller, A., Monroe M., Nichols, R.,Jenkins, W., Huck, Co., Lamm andHow to Use It, Scott, Foresman and Co.,Glenview, 11., Book 6, 1969, p. 108-118

Book Parks

8 14E. (7) Using the glossary, thestudent will determine thepronounciation and meaningof foreign or English wordsfound in his reading.

Using the diction

8 Dice (21) Using the dictionary andgiven a list of words, thestudent will note thelanguage origin and writethe abbreviation for thatlanguage.

Write the abbreviation for thelanguage origin of the followingwords: chauffeur, siesta, meteor,picnic, barbecue, theater, unique,theory, photo, kindergarten

Library

8 Lib, (7)

8 Lib, (8)

Using the card catalog, thestudent. will locate .11,-V

material to be used for areport.

Using the card catalog,the student will locate allavailable reading materialto be used for reportingor reading.

193

STUDY SKILLS

SAMPLE ACTIVITY

Reference boas

8 Refk. (10) Given the form forbibliography, the studer.twill find information onany given topic, and list

the sources in bibliographicform.

194pyta

Book--Author, Title (underlined),Place of Publication, Publisher,Date, Pages

encyclopedia -- Author. Title of Article

(in quotation marks), Name ofEncyclopedia (underlined), Edition(year), Volume, Pages

Magazines--Author, Title of Article(in quotation marks), Name ofMagazine (underlined), Volume,Number, Pages, Date

CONCEPT


. OBJECTIVE SAMPLE ACTIVITY

Main Idea

8 M. I. (12)

8 M.I. (13)

Given several short, un-related paragraphs and achoice of three main ideasafter each one, the stu-dent will underline thebest choice.

Given a selection to read,the student will list themain idea and specific de-

tails.

Details

8 Det.

411

(3) The student will recall de-tails by writing answers tospecific questions overwhat has been read.

Have each pupil locate a descriptivepassage and illustrate it. Let him

show his illustration to the class;

ask the group to identify the partof the story that is illustrated.

Summarizing

8 Sum. (4)

B Sum. (5)

The student will summarizemain ideas from readingby writing in list form the

qualities of the indivi-dual, the events in thestory that were most signi-

ficant.

After reading a selection,the student will re-tellor summarize the story orselection in his own words.

RecognizingParagraphs

8 Par. (3) Given a reading selection,the student will write aparagraph on how the titlerelates to the main idea.

11404".41$6.1.203

12


COMM

Topic Sentence

8 Top. (3)

8 Top. (4)

OBJECTIVE

Given several short, unre-lated paragraphs, each onevaguely describing a dif-ferent activity, and threeclosely related activitiesas choices after each para-graph, the student will un-derline the bast choice.

Given several paragraphs toread, the student will un-derline the topic sentenenin each.

SAMPLE ACTIVITY

Outline orChart Form

8 Ou. (3)

8 Cu. (4)

8 Oa. (5)

Given an outline assignmenthe student will summarizeand organize the main andsubordinate ideas or areading selection by writ-ing a list of main topicsand sub-topics. ( in 2stage outline form)

Having read an expositoryselection or several ofthem, the student willwrite a summary and organ-ize it in chart form.

Given an expository selec-tion, the student will con-struOta simple outline ofthe material.

I. Main topics

A. Sub-topics

Make lists or categories, outline,graphs or any chart form for pre-sentation.

Language end Jow Use It.

Book 6 p. 180-181

Note taking

8 N. (3) The student will use hispowers of observation byviewing a scene for anabbreviated amount of timeand immediately after,write in list' form every-thing he remembers.. 204

Using a tray of several unrelated ob-jeots, the student will try to recall

Ak

the objects after a short game. Also

try the commercial game,ftWitne@s.

96

CONTEXT

CONCEPTSAMPLE ACTIVITY

8 C. (17)

8 C. (18)

8 C. (19)

8 C. (20)

8C. (21)

Using context in a selec-tion, the student will un-derline the synonyms, anto-nyms, and homonyms.

Using context clues, thestudent will tell the mean-ings of words he does notknow.

Given three very similarword choices for each ofseveral sentences contain-ing an omission, the stu-dent, will fill in the blankwith the proper choice.

Given one syllable of acompound word and theword's definition, the stu-dent will use context andstructural analysis tofind and write the otherpart of the compound word.

Given a paragraph where To ice the cake, you must have the

words with several possible whipping cream ice cold.

meanings are underlined,the student will use con- 1. Def. 5

text to identiL the appro 2. Def. 2

priate dictionary defini-tion by entry number.

9 7 11.41 2o5

INTERPRETATION

CONCEPT OBJECTIVE

.0111111Ir

SAMPLE ACTIVITY

i'mKgrsiR) After reading a selection,the student will answerquestions on comprehensionwith 90% accuracy.


8 P.R. (24)

8 P.R. (25)

8 P.R. 126)

8 P.R. (27)

8 P.R. (28)

Given a selection to read,the student will write in-ferences made and supportthe inferences with detail.

8.11Given a story, the student Think and Do Book 6 p. 102,104

will link orally, the con-tent with his personal ex-periences.

Given a list of severalevents from a story, and aseparate list containingthe reason for each event'soccurrence, the studentwill draw a line from eachevent to its proper cause.

Having read a selectionand participated in a dis-cussion, the student willorally identify any falsegeneralizations and supporthis identification by facts

Asked to re-evaluate theparagraph he wrote makinginferences about a selec-tion prior to reading it,the student will write an-other paragraph identify-ing those inferences asneeding to be changed,omitted or left the same.

Think and Do Book 6;p. 17,18,19

CONCEPT


8 EM. (13)

8 Et. (14)

8 Bm. (16)

Fact Opinion:fact-fiction

8 P.O. (5)

INTERPRETATION

OBJECTIVE

Given an appropriate selec-tion of reading material,the student will describeeach one in writing withsuch one word descriptionsas happy, rad, mystious,adventurom, tense, seamy,humorous and the 2..ke.

Given a list of charactersin a story and a separatelist of adjectives describ-ing emotional feelings orreactions, the student willmatch each character withan adjective.

Given several selections. toread, the student willidentify and list differentwods.

Having read a selection,the child will identify the

personal traits of storycharacters by listingtraits or selecting from alist.

SAMPLE ACTrinf

Given several sentences,the Sample: Boys are always faster runners

student will mark those than girls.

which are factual and thosethat are opinion. Mark is the fastest runner in

his class.

1991498' *or 207

INTERPRETATION


Social Forcesinfluencingcharacter

8 Soc. (4)

8 Soc. (5)

8 Soc. (6)

Given a separate listcharacters and events in aparticular story, the stu-dent will write under theevent, those charactersinvolved in each.

Given a list of charactersand a description of thefunction each characterhad in the story, the stu-dent will draw a line fromeach character to his pro-per function.

Given an oral descriptionof several separate setsof circumstances and thename of a character froma story just read by all,

the student will describein writing how and why hethinks characters mentionedwould have acted.

Evaluation ofDifferent View-points.

a EV. (6)

8 Env. (7)

Given different accounts ofthe dame subject or eventtram two authors, the stu-dent will write the properauthor's name after eachof several sentences rep-resenting a mixture of theopinions of both authors.

Given several short para-graphs with author's pur-poses such as: present amoral, give an opinion,entertain, introduce, per-suade and the like, thestudent will pair each

(continued) 200208191-9*

INTERPRETATION


B Ev. (4)

continued M4,1101..1. paragraph with the choicethat best describes theauthor's purpose.

Problem Solving

B P.S. (4) Having read a selection, thstudent will identify theproblem to be solved andoutline steps in writing tosolve that problem.

SEQUENCE BEST COPY MAE


Sequence

8 Se. (21)

8 Se. (22)

8 Se. (23)

Given several sentenceseach one describing twohappenings, the studentwill underline in each onethat event which happenedfirrt and leave blank thosesentences whrmol both eirmits

happened simlltanwmr1r.

Given a 3.1^, of reinter)

events 5n rr, particularorder, the student will re-write the lict putting theevents In their naturalorder of occurrence.

After reading directions,the student will fel)ewthem inderen,3entl.y.

2 fi 2210

OnenBighways - 6, Think and Do P. 113

T COPY AMUR ELEMENTS OF STYLE

CONCEPT OBJECTIVE SAME ACTIVITY

Poetry & ProseStudy

8 P. & P.S. (1) After rrlding a selection,the student will note ex-amples of persuasion, under-statement, informal languaftplay on words, symbolism,personification, metaphor,satire.

Literary Models

L.M. (1) Having read from a LiteraryModel, use the pattern towrite a sample of your own.

Wilma and How To Use III Book 6pages 113 - 118

FigurativeLanguage

8 F.L. (9)

Y.L. (10)

8 F.L. (11)

After being exposed to poe-tic license and figurativelanguage, the student willdiscuss its use and pur-pose.

Given several sentencesfrom a selection each ofwhich contains imagery, thestudent will underline thornwords which make the sen-tence particularly rich anddescriptive.

Given several sentenceswhich contain figurativeexaggerations and expres-eions, the student will re-write the sentences for itsimplied rather than literalmeaning.

Oven Higiffaxp,, Book 6"Gertrude" by Brooks page 254Cavalcades, Book 6 page 190"Wind-Waves" by Sargent

Calvkloades Book 6"Saint Georgr and The Dragon" by Noyespage 323

CONCEPT

ELFNENTS OF STYLE

OBJECTIVE

Author's Purpose

8 A.P. (2) Given a selection to :tad,the student will suggest thauthor's purpose.

Plot

8 Plot (2)

8 Plot (3)

I

SAMPLE ACTIVITY

Open Hiahwaysk Think and Do Book 6page 143

Page 45

Having read a selection, thstudent will compare orallythe point of view of theselection with others read.

Given several short storiesto read, the student willwrite down whether we areseeing the.story throughthe eyes of an impartialnarrator, or a characterthe story, and the latter'sname when such is the case..

204100-.4144P22

Omen Highway's, Book 6 pages 89-91Workbook, page 43Calvalcades, Book 6 pawl 75-83

.1.1TIg_PLA_Da_4291., page 19

1107CONCEPT OBJECTIVE SAMPLE ACTIVITY

CLASSIFICATION

Classification

8 Cl. (16)

8 Cl. (17)

8 Cl. (18)

CI. (19)

.8 Cl. (20)

8 Cl. (21)

8 ca ( 22)

Given a list of severalsentences, each containinga pair of homonyms, the student will draw a line undereach pair.

Gf :.3n a list of words con-taining pairs of synonyms

no particular order, the

student will rewrite the15st so that each word isfollowed by its synonym.

The student will pair upwords with their properopposite when confrontedwith a list of a mixture ofboth.

Given a list of generalheadings and a second listcontaining a mixture of re-lated specifics, the stu-dent will list each underits appropriate form.

The student will first nameall the characters in aparticular story and then1) categorize them intomain and supporting, or2) list them in order oftheir importance.

Given 'words that are anto-nyms, the student willidentify the correct mean-ing by discriminating thespelling and context clues.

Given words that are syno-nyms, the student willidentify the correct mean-ing by discriminating thespelling and context clues.

2 05it0013

CONCEPT

CLASSIFICATION

OBJECTIVE

r4.. (23)

8 Cl. (24)

Given words that are homo-nyms, the student will identify their correct meaningby discriminating the spelling and context clues.

The class will use eitherwho, where, what, when orwhy in describing each ofseveral phrases given, whichrequires a variety of theresponses to ho used.

2062 ' 214

SAMPLE ACTIVITY

The class, using a story from theirreading book, will look for phrasesto fit these categories: who, where,

what, when, why.

Ex: who (in charge of the group)

where (along the highway)what (to haul supplies)when (in a few years)why (because it has rained)

BEST COPY AVAILABLEPURPOSEFUL READING


IiiuiringAttitude

8 I.A. (6)

ng

8 Sk. (3)

Given time to examine onlythe title and/or picturesin a particular selection,the student will write a

short paragraph anticipat-ing the nature of the cele

tion.

The student will skim for

a specific purpose byglancing through a story

or article given consider -

ably less time than neces-sary to read it, and write

the answers to severalquestions relating to that

specific purpose.

20?

240.6w "alitt°215

plIMPIM=1111=6.

CONIZEPT

VIM

Dramatics

Dr. (9)

8 Dr. (10)

DRAMATICS

AVA1

SAMPLE =win

After reading k.; story, the

student will pantomime aspecific action or interaction from the story.

' '

ttea

After reading a stagy, the

student will construct askit or play Iran thatstory.

.

-1

7`.4,.!.77

..;,,i,74,*&,..4k,.

4 tt,0117.

. .

= \ "

4'7:3

:A, .

A

'7;

...

. .

":14

%'

'

.

° t.

0'

3.:.

\. .

.4,

; t

f

vw-

, ,;

LISTENING

CONCEPT

Listening

8 Li. (17)

8 Li. (18)

Given the opportunity tohear a story, the studentwill describe the sights,sounds, smells and anyother sensory recollectionshe has.

Given a tape recording oradvertising or general con-versation, the student willlisten for and report onpropaganda such as exag-geration and misleadingstatements.

SAMPLE ACTIVITY

Suggest a story taking place in ahone where bread is being baked in ahot kitchen, the phone rings inces-santly, anti there are footprints offlour fram place to place.

Listen for:1. Bandwagon (Thousands of people

all ovor the country acre changingto-)

2. Testimonial (Popular ball playersalways use-)

3. Vague claim or promise (Shophere for low prices and highfashion-)

4. Repetition5. Catchy slogans or rhymes. 41),6. Emotional words (Luscious, set-

cleaning, tremendous savings.)7. Biased for or against.

Read critically by asking:1. What does the writer want to

persuade me to think?Does he give good reasons orfacts to support his view?

. .

SPEAKING

S. Speaking

8 SP.. (35)

8 Sp. (36)

Given a topic to research,

the student will prepareand present a speech on

this topic.

Given a selection to read

orally, the student will

interpret the dialogue by

bodily expression and in-

tonation.

.ffingew.nroiMapw.mansmiMMENIMOIMIIMMM.0010SIM*4

SAMPLE ACTIVITY.4=11.0,08.7.400.0./.0080.\.

After researching, the given topic, the

student will organize the in,

outline form and present the apeech._,

Interviewing

8 Inter. (5) Given the.opportunitrcontact people in the .

scbool and neighborhood,the student will interview

people about their Jobs,

return to class and give a

report and evaluate the

interview.

Ming Ianaut WLEalrs:Bodk 6 page 184-185,-PrePara car

s

interview by getting siL4P4A 0111Aat.tona

NotP tba_ questions asked..,04

view.-4.5 an activitsTit

yo ape I, ea

differeat iutioxvioW. shows end .

fereat studeite. report: on d1ffe

interview sesstalls)and Osek,

SurveY andis

pp

BEST SI" MIMECREATIVE WRITING

1111 CONCEPT OBJECTIVE

CreativeWriting

8 C.W. (36)

8 C.W. (37)

8 C.W. (38)

4118 C.W. (39)

8 C.V. (40)

8 C.V. (41)

Given a list of picturesqueword samples, and a title,the student will write adescriptive poem.

Given e. list of picturesquwords and a title for a descriptive paragraph, the student will write a para-graph about a sensory expe

fence.

Given a list of picturesquewords and a group of incom-plete phrases, the studentwill select and write aword that fits into eachphrase.

Given a literary selectionas a model, the student wiwrite a description of areal person he has known.

Given a literary model, thestudent will write a para-graph describing the shapeof something including allimportant details.

Given the idea of point ofview of an author, the stu-dent will write a paragraphor story from an unusualpoint of view.

8 C.V. (42) The student will write abiography of a person headmires or that he thinksis a striking person.

8 C.W. (43) I. Given the opportunity to

write, the student willkeep a journal or diary forat least a week and shareittwith his teacher only ifthaVis his desire.

2 11 *teal

SAMPLE ACTIVITY

La_agar.t gow To Use It, Book 6pages 156-158

Sounds of &ruing, Smells in theKitchen. Also see pages 13-17,142-145 in Imam and How To Ube

It, Book 6

See pages 108-111.

See pages 113 -118.

Digging for worms from the point of

view of the worm or shovel. See page

21 of the of the text.

Pages 108-111, Language and How To

Ittel It, Book 6

Language WM! To Ube It, Book 6

Pages 78-83

CREATIVE WRITING

OBJECTIVE I SAMPLE ACTIVITY

8 C.V. (44)

8 C.W. (45)

,Given the opportunity towrite, the student willwrite a short, mystery wherethe problem is solved bymeans of &Auction.

The student will write apoetic thoughtin the shapethat resembles he subject.

212 *11222

Pages 5541, j211.21

Ue It, Book 6

knolagtma Hai TO Ube It, Book 6

EXPOSITORY WRITING

Expository

8 Exp. (14) Using a geographical areafrom social studies, thestudent will write a des-criptive setting for astory.

213 rrr2r 223

SAMPLE ACTIVITY

MECHANICS

CONCEPT OB.TECTrVE

mechanicsMe. (26)

8 Me. (27)

8 Me. (28)

8 Ma. (29)

8 Me. (30)

8 w. (33.)

8 Me. (32)

8 Me. (33)

8 me. (34).

Given two simple sentences,the student will transformthem to a compound sentenceusing a comma.

Using an outline and notesprepared by the student,the student will write areport.

Given a group of transitionalwords, the student will writeseveral paragraphs linkingthem with transitionalwords or phrases.

Given a sentence with anoun of direct address, thestudent will write thesentence using a comma orcommas to set off the nounof direct address.

Given a rule for the useof the comma, colon andsemi-colon, the studentvill punctuate sentences.

Given sample dates andlocations, the student willset off the parts of eachwith commas.

Given a sentence with aninterruption, the studentwill set off the interruptiawith commas.

Given the, form of apersonal letter, the studentwill select a real. orimaginary person to writeto and will write a letter.

Given a topic to research,the student will look forinformation in two or moresources and c.)notruct abibliography.

214 14'1'

SAMPLE ACTIVITY

,Languages and How To Use It, Book 6Pages 90-

Book 6, pages 130-137 and 149.

Book 6, page 175

Book 6, pages 173.116

Book 6, page 176

Book 6, page 175

Mary, of course, vill be gone.

CONCEPT

3 Lte (35)

8 Me. (36)

MECHANICS

OBJECTIVE

Given a list of descriptionsof categories in literature,such as fables, myths andlegends, and a correspondinglist of the categories, thestudent will match them.

Given examples of correctendmarks of punctuation andpunctuation within sentencesthe student will observecorrect usage.

215225

SAMPLE ACTIVITY

Taking a piece of poetry or prosewith no capitalization or punctuation,the student should supply What ismissing.

Language and How To Use It, Book 6pages 177-179

.11.01MMONlik

HANDMITISG

CONCEPT OBJECTIVE

Hag Writing8 Ha (20) Having improperly formed

a letter in a contentarea, the student will.agree with the teacher on acorrection contract.

226

216 20'

SAMPLE

1 S..

BEST CM NMISMILING

OBJECTIVE

Spelling

8 Spell. (22)

8 Spell. (23)

8 Spell* (24)

4101Spell, (25)

8 Spell. (26)

Having misspelled a wordfrom a previous word listin his daily work, the stundent will add it to hiscurrent list.

Given the need for spellingen extra or unusual word,in creative writing or othersubject areas, the studentwill either look the word upor seek help from theteacher and add it to hiscurrent list.

Given a list of frequentlyused words, the student willstudy and spell correctlywhen tested.

Given a paragraph from dic-tation, the student willwrite it, spelling andpunctuating it correctly.


217227taw

LEVEL 9 . SCOPE AND SEQUENCF CHART

SKILLS AND CONCEPTS


In. (43) Inflected and derived forms

In. (44)

In. (45)In. (46)

In. (47)

Ir. (48)

In. (49)In. (50)In. (51)In. (52)U. (8) UsageU. (9)U. (10)

H.S. (7) History and Science of Lang. Reg. Diff.

H.S. (8)

H.S. (9)

Oral Fluencei page 239

Ex. (1) Expression

Study Skills, pap 240

Dic. (22) DictionaryDic. (23)

Dic. (24)

R.4. (11) Reference books


M.I.

Getting the Basic Concept, page 241

(14) Main ideaDet. (4) DetailsSum. (6) SummarizingOu. (6) Outline or chart formM.S. (4) Using multiple sources

Context,

C. (22)

Interpretation, a 241.0.24,e 4

Compr. (8) ComprehensionP.R. (29) Perceiving relationships

P.R. (30)P.R. (31)F.O. (5) Fact-opinionEv. (6) Evaluation of different view pointsEv. (7)

P.S. (5) Problem solving .

2:18 229 *rsi


Sequence, page 245

Se. (24)

Elements of Style, page 246 - 247

P.P.S. (2) Poetry and prose study

L.M. (9 Literary models

Hu. (3) HumorHu. ;4)

Plot (4) Plot structurePlot (5)

Plot (6)

Purposef


I.A. (7)

Proof (1) Proof reading

ORAL COMMUNICATIOV (Yellow Pages)

Dramatics, page 249

Dr. (11)

Listeningt;pw 250

Li. (19)Li. (2u)

Li. (21)

Speaking , pate 251

Sp. (37)


Inter, (7)



c.w. (46)

C.W. (47)C.W. (48)

C.W. (49)C.W. (50)

C.W. (51)

Expository Writi.ngt page 254

Exp. (15)

Exp. (16)

Exp. (17)

230

21914-2

Skills and Concepts continued - Level 9

Mechanics, page 255 - 256

Me. (37)Me. (38)Me. (39)Me. (40)

Me. (41)

Me. (42)

Me. (43)

Me. (44)

Me. (45)

Me. (46)Me. (47)

Me. (48)

Me. (49)

Me. (5o)

Me. (51)

Handwriting page 257

Ha. (21)

Szellfagipagel2L_Sp. (27)Sp. (28)

Sp. (29)

Sp. (30)Sp. (31)

2 20 11-24-$31

RAW

CONCEPT

STRUCTURAL ANALYSIS


Inflected andDerived tons

9 Inc (44)

9 In, (45)

9 14 (46)

9 In (4T)

9 1n.. (48)

9 In (49)

9 Ins (50)

...40 9 In (51)

Given a series of sentencesin a non-existent language,

the student will analyzetbp structure and discoverand write the use of theprefixes and suffides.

Given samples of a non-existent language, thestudent will examine sing-ular and plurals and write

a description of the

pattern.

Given words with affixes,the student will analyzethe words and write themeanings of the root andeach affix.

Given several root words,the student will use thedictionary to locate andlist other words with the

same root.

Given an inflected word,the student will use the

dictionary to find andname the root

Given a group of inflectedwords and using structuralanalysis, the student willwrite an explanation forthe various meanings ofEnglish words in different

structures.

Given derivation examples,the student will writeverbs derived from nouns*,

Given derivational examplesthe student will writeadjectives from nouns.

221 2-2*233

The grunest garbler sluiced his

owes framingly.

The ote elegonfits jituzedblogthe wontz mojedtozes.

Submarine - sub - tinder, marine - water

state - statement, stately

port - import, export, portage

ham , happiness , unhappy. heavily

association, associate

answer, answered

loyalty - loyal

STRUCTURAL ANALYSIS

CONCEPT

Infldtted andDerived forms -

continued

9 In. (52)

9 In, (53)

OBJECTIVE

Given derivation examples,the student will writeadverbs from adjectives.

Given derivation examples,the student will writeverbs from adjectives.

Usage

9 Us. (10)

9 Us. (11)

9 Use (12)

Given a series of sentenceswith the past tense of theverb and/or the pastparticiple form of the verbunderlined, the student will,answer questions in writingshowing the recognition ofirregular verbs, pronunci-ation, and the base forms.

Given several homographs incontext, the student willread the sentences toshow by proper inflectionknowledge of their meanings.

Given several homonyms, thestudent will constructsentences to demonstratetheir meanings.

SAMPLE ACTIVITY

happy - happily

fat - fatten

Underline the past tense of theverb in the sentence or the pastparticiple and write the base farm.

She drank some tea.He had drunk milk.

I did nor homework.I have done my homework.

drink

did

Read the sentence aloud to showmeaning.Yesterday he read the newspaper.I will read the newspaper.Did you do your project?Project your arm out of the spacesuit.

Write sentences showing the meaningof the following words:

led, lead red, read hall, haulbored, board

History andScience of .leLanguage

9 11.S. (7) Given sentence patterns,the student will composeusing the basic patterns.

234

2 22 redeem

1. NP Vt NPTom asks many questions.

2. NP VITom ran.

3. NP + Vi AdvTom ran upstairs

STRUC'TULAL ANALYSIS

CONCEPT

History andScience of theLanguage - contd.

9 11.S..18)

H.S?(9)

9 H.3.(10)

9 H.s.(n)

9 H.S$12)

OBJECTIVE

Given English sentences toanalyze, the student willanalyze and explain thecharacteristics such as1. Always a subj. & pred.2. Fred. has tense and

a verb.3. Subject always in a

noun phrase.b. Verb may be part of a

verb group

Given samples of a non-language, the student willexamine parts of sentences.

Given ungrammatical sentencethe student will tell thecause for the ungrammatic-ality.

Given English sentences,the student will determinethe patterns and list thevarious formulae for thepatterns.

Given a set of simplesentences and a list ofcoordinating conjunctions,the student will rewritethese using the conjunctionsthereby transforming themto compound sentences.

2 2 341` 235

SAMPLE ACTIVITY

NP + VL + NPTom seems to be a _great captain.

5. NP + be + NPTom is a good swimmer

Label the subj. with one line, thepredicate with a dotted line and markNP and put 2 dotted lines under mainverb.

NP

The old horse has been stmalina Uwe.MI.. dr.. MEI MEI WWI

Underline the subject with one line,the predicate with a dotted line.

One goddle suoled

She wanted to go with.He don't want no ice cream.

Label the sentences according tosentence patterns.

He sneaked quietly. NP + be + NP

Seventh graders planned parties.+

People sometimes sees unhappy.NP + V1 + adj.

He is the president. NP + be + NP

STRUCTURAL ANALYSIS



9 B.S.(13)

9 H.S. WO

9 P.S.(15)

9 H.S. (16)

9 H:S.(17)

9 CS. (18)

9 lit.S.(19)

Given sentences withrestrictive, relative andnonrestrictive clauses, thestudent will label eachafter studying patterns ofthe same.

Given pairs of sentencesand a list of subordinatingconjunctions, the studentwill transform the sentencesto complex sentences usingthe proper punctuation.

After explanation ofdependent and independentclauses, given sentencescontaining clauses, thestudent will underline theclauses and label themproperly.

Given basic punctuationrules for clauses, thestudent will constructsentences and punctuatethem correctly.

Using observation of sen-tences, including appos-itives, the student willunderline the appositivesand note the appropriatepunctuation.

After studying appositivesand their punctuation, thestudent will writesentences of their ownusing appositives.

Given a sentence, thestudent will transform itinto a question.

The boy, who won the contest, wasGeorge. - restrictive

Any boy who wins will receive aprize. - non-restrictive.

This is the car which she bought. -relative

while

if

during

It rained.

I ran.

While it rained, Iran.

Many suffered, and some wereinjured in the accident.

1* friend, Mr. Weatherly, drove therace car.

The package is on the desk.Is the package on the desk?

ION COP1 AVAILABLE

=1F/Irsmxww

CONCEPT

STRUCTURAL ANALYSIS

OBJECTIVE


9 K.S.(20)

9 H.S.(21)

9 R.S. (22)

9' R.S.(23)

9 H4S.(24)

9 LB. (25)

9 H.S.(26)

9 W.(27)

Given a sentence, thestudent will transform itinto a negative sentence.

Given several active sent-

ences, the student willtransform them intopassive sentences.

Given a pair of sentences,the student will transformeach pair into a sentence

with a relative clause.

Given the pattern foradjectives and adverbs and

a large group of words,the student will groupthe words into the two

categories.

Given expanded noun phrasesin sentences, the student

will write relative clauses

to explain the meanings of

adjectives in the noun

phrases.

Given a series of sentences,

the student will writeexpanded noun phrases.

Using the lesson that thestudent has constructedfor participial phrases,the student will writeexamples of sentencesincluding participialphrases.

Observing sentences given,the student will underline

faulty parallelisms and

rewrite the sentencesgiven.

225 e246237

SAMPLE ACTIVITY

,=www1MMIONII

The package is on the desk.

The package is not on the desk.

Daisynauts flew spaceships.The spaceships were flown bydaisynauts.

We sew the horse.The horse was a champion.

We saw the horse which was a champion.

Show er, est, endings and

placement of adjective and adverb.

a.

b.c.

The man designed the car.He won maw prizes.

The man who designed thecar won many prizes.

A girl was dancing.A beautiful, .agile girl was dancing.

a. The storm looks violent.b. The. storm that is looking

violent is from the north.c. The storm looking violent is

from the north.

Carla both studied last night andthis morning.Those plants must be either wateredor they will die.

STRUCTURAL ANALYSIS



9 114.(28) Given a series of sentenceswith direct objects and in.direct objects, the studentwill analyze these sentencesand construct originalsentences using direct andindirect objects.

226 sialing238

ORAL 'MUMMY

ftpression.

9 itz (1) Give a drama to read. Thestudent will participate byreading orally that dramawith expression.

227 .240). 3.9

STUDY SKILLS

OBTFCTIVE SAMPLE ACTIVITY

Given a series of wordsrandomly listed, the studentwill arrange and write themin alphabetical order in agiven length of time.

Using a dictionary, thestudent will write theroot words found withinother words or use theroot words as a means offinding other words.

Using a biographicaldictionary the student willbecome familiar with thisas a source of information.

As a relay, see who can rewritethese words in alphabetical orderwith the greatest correctnessand least time:

engineer, queen, enjoy, gymnasium,latitude, strengthen, strawberry,decorative, afternoon, underweight

Using the dictionary, write theroot word for each of the following:

phonographevidentrejectioninspectormanufacturesubscribe

sufferperfectdictateportableproduce

Using the above words find anotherword using the same root as each ofthe above.

Using the guide words (in the bio-graphical dictionary) Harrington --Harris, give the first and lastnames of the people listed betweenthose guide words.

Given a title to research,the student will locateand list references usingthe Reader's Guide toPeriodic Literature.

BEST )11"Y MARIEGETTING THE BASIC CONCEPT

CONCEPT

Main Idea

9 M.I. (14)

OBJECTIVE

After reading part of aselection, the student willsuggest a possible outcome.

SAMPLE ACTIVITY

Details

9 Det. (4) Given a selection to read,the student will differen-tiate between the relevantand irrelevant facts.

Summarizing

9 Sum. (6) Given a selection to read,the student will disc=the plot in light of hisown personal experience.

Outline orChart form

9 Ou. (6) Given a group of relatedtopics, the student willorganize these topics infull outline form.

Main topicsA. Sub-topic

1. Detaila. Sub-detail


9 M.S. (4) Given a topic to research,the student will read fromseveral sources, take notesand organize them into fulloutline form.

CCECEPT ORTEGTIVE

9 C. (23) Given a seleotion to reads,the student will paraphraseorally or in written form.

2 3 0 /lir-2 it2

SAMPLE =wily

-4BEST COSY

INTERPRETATION

CONCEPT OBJECTIVE SAMPLE ACTIVIT!

Comprehension

9 Capr (6) Given a selection to read,the student will answerquestions on comprehensionwith 90% accuracy.

Perceiving re-lationships

9 P.R. (29)

9 P.R. (30)

9 P.R. (31)

Fact-opinion:Fact - fiction

9 F.O. (6)


9 Err. (6)

Given a selection to read,the student will draw logi-cal conclusions orally orin writing from what hasbeen read.

Given a story, the childwill link orally the con-teril to his personal ex-periences.

Given selections to read,the student will discussthe relationships (time,space, cause and effect).

"The Otter's Tale" - Dimensions Guide

Book P. 25-26

See Dimensions - P. 164-178 "The

Marvelous Stamps From El Dorado"and Guide Book - P. 91

Given several selections,the student will read anddifferentiate orally factfrom opinion.

"Exploring the Silent, World" - Dimensione

Guide Book - P. 49

Given a selection to read,the student will evaluatethe author's work in lightof information about theauthor and his environment.

243

231 tlatra "

Dimensions, p. 105-113, used with p. 53

of Guidebook

INTERPRETATION

CONCEPT OBJECTIVE SAMPLE =ran

9 Ev (7) Given selections to read, "The Height of A Man" P. 187-198the student will, in die- Dimensions and P. 103 in accompanyingcussion or in writing, eval Guidebookuate the'actions and speechof the characters by list-ing qualities implied orstated concerning thesecharacters.

Problem Solving

9 P.S. (5) Given a election to read,the student will show hisrecognition of the problemto be solved in the selec-tion and methods of solu-tion.

244

2 3 ? 269 a

Using - Language and How to Use ItP. 17-18 and 204-205

SEQUENCE


Sequence

9 Se. (24) Given a selection or bookto read, the student willlist events in the order oftheir occurrence.

233245

ELEMENTS OF STYLE


Poetry & ProseStudy

9 P. & P.S. (2) Given many slections toread, the student will showin writing his recognitionof such literary terms assimile, personification, .

metaphor, hyperbole, omo-matopoeia, and imagery.

See, Dimensions book 7, Guidebook

for reference

Literary Models

9 L.M. (10)

9 L.M. Cu)

Given a selection to read,the student will identifythe various literary typesorally and in writing.

Having read a selection, thstudent will identify re-gional differences in pro -nounciation commonly usedas a literary tool.

Compare mow, abort story, kinds ofpoetry, novel biography, folk tale,parody tall tale, science. fiction

.Humor

9 H. (3) Using a literary selection, "Father William" - Dimensions

the student will be able to pages 156-157, also Guidebook

recognize by show of facial pages 84-85

expressions, humor in lite-ral meaning of figurativelanguage.

Plot

9 Plot (4) Given a literary selection,the student will distin-guish in writing or orallythe point of view used.

246

234 latftwaw

"Gifts of the Sea" - Dimensions

pages 413-429, Guidebook, pages 178-179

MI CM MAME of


9 Plot. (5)

9 Plot (6)

Given many selections toread, the student will showhis knowledge of methods ofcharacterization by quotingexamples showing the method.

Given a literary selectionto read, the student willdiscuss the function ofelements such as plot, set-ting, characterization,tone and style and symbo-lism.

247

235 %-kefiftft

"The Perfect Bait" Dimengons,pages 119-124 - Guidebook, pages 64and 65

PURPOSEFUL READING


InquiringAttitude

9 I.A. (7)

9 I.A. (8)

Given the opportunity toselect and read, the stu-dent will be expected toselect and ,fead books fromthe library.

Given specific informationto find within a readingpassage, the student willskim the material and iden-tify its location.

Proof Reading

9 P.R. (1) Using the material he haswritten or something writ-ten by other students, thestudent will proof read forcorrection of ideas.

1

2362148

kVDRAMATICS

.Dramatice

9 Dr. (11)

OBJECTIVE SAMPLE ACTIVIIT

After reading a play orpoem, the student will par-ticipate in an oral inter-pretation of the same.

27

Using the TV plays, "The. PharzacistlaMate", found in Prolect4ons, the stu-dent will read the plag-1, discuss the

author's handling of suspense andparticipate in sane law in the pre-sentation.

'!

CONCEPT

Listening

9 Li. (19)

9 Li. (20)

9 Li. (21)

Cavan a story CYA record ortape, the studaut will lie-ten and answer cy.7.astions

concerning the story.

Given the opportunity tohear discussions and pre-sentations, the studentwill listen and contributeorally when caned upon.

LISTENINGF.

OBJECTIVE SAMPLE AmmanIm1.1.m11=11,

Given several statementsincluding fact and opinion,the student will researchthe statements to deter-mine whether they are, factor opinion.

238

There are many recordings of famousshort stories. Cho* the resourceram.

Using the suggestions for meat-fug a club, giving reports and hold-ing a meeting, the students could licia.M

a mock UN meeting letting each stu-dent represent a country they arestudying in social atudim. &liaizaium

fat Bay 22 4,. P. 54-42

train commercial advertisingradio or TV, the student canand write statements and 1,44as fact or opinion.

sig SPEAKING

CONCEPT OBJECTIVE SAMPLE ACTIVIST

411111

Speiking

9 Sp. (37) Given an example of andrules for parliamentary pro -cedure, the student willparticipate in a mock meet-ing.

Interviewing

9 Inter. (6) Given a sample interview to Ilse, Lawler mg How Tb Ube 111

read, the student will an- P. 198-202

alyze the procedure andcondtet one of his own.

Same activity as used for 9 Li. (20)

9 Inter. (r) Given the opportunity tocontact people in the scho-ol, end the neighborhood,the student will interviewpeople about their opinionson some subject, and returnto class and give a reportand evaluate the interview.

41/21,0,51

MI CM MAMIE CREATIVE WRITING

CONCEPT

CreativeWriting

9 C.W. (46)

9 C.W. (47)

9 C.W. (48)

9 C.W. (49)

9 C.W. (50)

9 C.W. (51)

OBJECTIVE SAMPLE ACTIVITY.

Given samples of poetry,the student will analyzethe pattern and createoriginal samples'of thepattern.

Given a series of literaryselections, the studentwill determine the use ofsensory images and writedescriptive paragraphs usisensory words.

Using figurative language,the student will write des-criptive paragraphs.

Given an explanation of apun, the student will writethe meaning of the word in-volved in the play on words

Given a series of humorousselections, the studentwill discover the homophoneand puns, and creataorigiones by writing a givenseries of sentences.

Diamantes can be a pleasant activityfor this. See pages 67-69 in Languageand How To Use It, Book 7.

Excellent examples are found on pages108 -111 of Language and How To Use It.

After viewing pictures for See pages 324-325 in Language wd, How

inspiration, the student To Use It, Book 7.

will write a short composi-Von.

240 oirW 253

EXPOSITORY WRITING

CONCEPT OBJECTIVE

ExpositoryWriting

9 Exp. (15)

9 Exp. (16)

9 Exp. (17)

SAMPLE ACTIVITY

Given an unfinished storywith a problem to solve,the student will write anending to the story solvingthe problem.

After reading a given liter.ary selection, the studentwill write a review basedupon his personal reactionto the selection.

Given samples of connectivewords or phrases, the stu-dent will write a composi-tion using them.

254

2 4 1 :.

CONCEPT

Mechanics

9 Me. (37)

9 *. (38)

9 Me. (39)

9 Me. (40) Given a sentence with a non. See Lan e and How To Use It, Book 7

restrictive clause, the pages 20 , 209, 2147 220

student will set the clauseoff with commas.

9 Me. (41) Given a sentence with a sub. See Language and How To Use It, Book 7,

ordinate clause, the student page 302308will rewrite the sentencepunctuating it with commas.

9 Me. (42) Given a paragraph containingseveral simple sentences,the student will rewriteit making some compoundand some complex sentencesand punctuate them properly.

MECHANICS


Given a sentence with anappositive, the studentwill set off the appositivewith commas when needed.

Given a writing assignment,the student will vary thelength and pattern of hissentences.

.NimpitammilMPW.

Given two simple sentences, See Lanvate and How To Use It, Book

the student will combine pages 244.2467790-300, 217-2E8

them to make a compoundsentence using a comma or

semi-colon.

9 Me, (43)

9 Me, (44)

9 Me. (45)

Given added rules forquotation marks, titles,andsingle quotes, the studentwill write examplesillustrating each rule.

Given rules for the use ofdashes and hyphens, thestudent will constructsentences using them.

Given a sentence with anexclamation such as "yes"or "no" at the beginning,the student will punctuateit with a corals.

242 34 ""255

See Lan e How To Use It, Book To

page 3 9-350

Language and How To Use It, Hookpages 34c3 W---

CONCEPT

9 Me. (46)

9r (47)

9 Me. (48)

9 Me. (49)

9 Me. (50)

9 Xle, (51)

OBJECTIVE

MECHANICS

Given the rules for the useof the colon, the studentwill write sentences givingexamples of each rule.

Using editors marks, thestudents will proofreadand mark each others papers.

Given a business letterand envelope, the studentwill analyze the form andwrite an original letteraccording to the form in thegiven letter.

Given samples of the figuresof speech: simile, metaphor,alliteration, personificatioand hyperbole and selectionsincluding these, and someselections without them,the students will discussthe selections and determinetheir interest preference.

Given an example of poorwriting, the student willdelete vague modifiers,redundancies, and unnecessor pointless informationand create a new paragraph.

Given an oral presentationor written material, thestudent will take notes tobe used for a written ororal report.

243 256

SAMPLE ACTIVITY

See Lan e and How To Use It, Book 7page 3 1

Editors marks can be found in thetext pages 223,227. An activitysuggestion might be to assign anumber to each writer and createa proof reading pool. The writerthen completes his composition, proofreads it and proof reads someoneelse's paper. A class may proof readone paper using an overhead projector.

See Lan e and How To Use It, Book 7page 19 197.

Perhaps on a ditto the teacher couldmake the form of an envelope on oneside and have the student write theletter on the other side. It is aleadvisable to teach the correctmethod of folding paper to put intothe envelope.

Language and How To Use It, Book 7pages 136

BEM 1111' OaCONCEPT

HANDWRITING


9 ibi (21) Having improperly formed aletter in a content area,the student will agree withthe teacher on a correctioncontract.

244 militr 257

CONCEPT

9 Spell. (27)

9 Spells (28)

9 Spell. (29)

9 Spell. (30

9 Spell. (31)

SPELLING


Given a list of frequentlyused words, the student willstudy and spell themcorrectly when tested.

Given a list of frequentlyused words, the student willstudy and spell themcorrectly in his daily work.

Having misspelled a wordfrom a previous word list inhis daily work, the student I

will add it to his currentlist.

Given a paragraph fromdictation, the student willwrite it, spelling andpunctuating correctly.

Given the need for spellingan extra or unusual word,in creative writing or othersubject areas, the studentwill either look up the wordor seek help from the teacheand add it to his current li

24 ,5 240258


SKILLS AND CONCEPTS


Structural Analysis) lautiv 263

H.S. (10) History and Science of Langu., Reg. Mt.H.S. (11)

H.S. (12)

H.S. (13)

Stu y Skills , page 2614

Dic. (25) DictionaryDic. (26)


Getting the Basic Concept, page 265

M.I. (15) Main ideaTop. (5) Topic sentenceOu. (7) Outline or chart formM.S. (5) Using multiple sources

Interpretation: page

P.R.P.R.P.R.P.R.

(32)(33)(34)

(35)

266 - 267

Perceiving relationships

Ev. (8) Evaluation of different view points

(9)

Ev. (10)

Sequence, page 26844

Se. (25)


F.L. (12) Figurative lang., Sensory imagesPlot (7) Plot structurePlot (8)


Dramatics, page 271

Dr. (12)

259

246 .avir

Skills and concepts continued - Level 10

Listening, page 272

Li. (22)

Speakirlgpai4e 273

Interviewing


Creative Writing, pee 275 - 276

C.W. (52)C.W. (53)

C.W. (54)

C.W. (55)c.w. (56)

c.W. (57)C.W. (58)c.w. (59)

C.W. (60)

C.W. (61)


Exp. (18)

Exp. (19)

Exp. (20)

Exp. (21)

Sp.

3p.Inter.

(38)

(39)(8)

Mechanics, pag5121d-4240._

Me. (52)Me. (53)Me. (54)

Me. (55)Me. (56)Me. (57)

Me. (58)

Me. (59)

Me. (60)

Me. (61)Me. (62)

Me. (63)Me. (64)

Me. (65)

Me. (66)

Me. (67)Me. (68)

Me. (69)

Handwriting, pap 281

Ha. (22)

260

247 *Iris

deb

Skills and concepts continued - Level 10

Spelling, page 282

Sp. (32)

Sp. (33)

Sp. (34)

Sp. (35)

Sp. (36)

Appendix, pages A - P

261

243

STRUCTURAL ANALYSIS

ttri

CONCRPT SAMPLE ACTIVITY

History andScience of theLanguage

10 H.S.(29)

10 LS.(30)

10 LS. (31)

10 E.S.(32)

Given a pattern for arelative transformation,the student will transforma pair of sentences to onewhich is complex and usesa relative pronoun.

Using present and pastparticipial forms of verbs,the student will writesentences showing a varietyof structures.

Using the infinitive clause,the student will writesentences showing a varietyof structures.

Using the included clauses,the student will writesentences showing a varietyof structures.

....241)..a63

a.

b.c.

a.

b.

c.

a.

b.c.

a.

b.c.

My cousinThe craftThe craftis called

teaches a craft.is called ceramics.'which my cousin teachesceramics.

A spider was lurking near itsweb.A spider waited for its dinner.A. spider lurking near its webwas waiting for its dinner.

The bus came.She was in a hurry.She was in a hurry fOr thebus to come.

People could travel so far.NP was amazing.* That people could travel so farwas amazing. include clause

STUDY SKILLS


Using theDictionary

10 Dice (25)

10 Dice (26)

Using a biographical dictionary, the student will becomefamiliar with this sourceof information.

Given two guide words ina dictionary, the studentwill write only thosewords from a given listthat fit between the guidewords in alphabetical order.

250 444..264

Using the guide words Errett w -Ettwein, find the names for thefollowing people:

1. pioneer American organmanufacturer

2. president of EL Tenn. College1834 . 1850

3. bookseller

4 user of telegraphic bulletinsfor weather forecasting

Using necessitate ------- negligenceas guide words write the words fromthis list that fit between the gull)words:

negative, needs, necessity,nectaring, negarious, neckerchief,neighbor, negligent

BESThip,

y molt GETTING THE BASIC CONCEPT

Main Idea

10 M.I. (15) After reading part of aselection, the student willsuggest a possible outcome.

SAME ACTIVITY

See: "ley Was The Antique Doll

Destroyed." p. 77 languageand How to Use It.

Topic Sentence

10 Top. (5) Given a selection to read,the student will underlinethe topic sentence in eachparagraph.

Outline orChart Form

111 10 Oa. (7) Given a group of relatedtopics, the student willorganize these topics insentence or topic outlineform.

I. Main topic or SentenceA. Sub-topic or Sentence

1. Detaila. Sub-detail


10 M.S. (5) Given a topic to research,the student will read fromseveral sources, take notesand organize these notesinto full outline form.

5 1265WA

To correlate with social studies,give the students a choice oftopics from which to write a mini -history'. (Costumes since 1776.)

INTERPRETATION



10 P.R. (32)

10 P.R. (33)

10 P.R. (34)

10 P.R. (35)

Given a selection to read,the student will demonstrathis ability to generalizefrom what is read by writ-ing or participating indiscussion.

Given a selection to read,the student will draw logi-cal conclusions orally orin writing from what hasbeen read.

Given a selection to read,the student will show hisrecognition of antecedentsby writing or discussingthem.

Given a literary selectionto read, the student willshow recognition of inferr-ed and implied meanings byparticipating in discussionabout the selection.

In discussion or writing, a studentmay compare fictional personalities,motives, actions with factual situations.

See: Open Highways Skillbook P. 16In guidebook for Challenges P. 99


10 Ev. (10)

10 Ev. (11)

Given an historical noveland an historical text, onthe dame period, the stu-dent will compare the con-tent of the two sources bylisting their similaritiesand differences.

Given a literary selectionto read, the student willevaluate the motives andactions of the charactersin light of experience andverity. 266

252 WA

Using the regular social studies textand.any paper back such as Across FiveAprils, The Red Badge of Slavery, Lightin the Forest, gg From Slavery, thestudent can compare factual and fictionalinformation. This also makes a goodresearch paper.

"Ladder to the Sky" Challenges -

P. 38-53 See Guidebook also.110"The Bride comes to Yellow Sky"

Counterpoint. See teacher's Resource

book P. 146

CONCEPT

10 Ev. (12)

INTERPRETATION


Given different accounts ofthe same subject or eventfrom two authors, the stu-dent will write the properauthor's name after each ofseveral sentences representing a mixture of the opinesions of both authors.

2 53 267

Use two different newspapers or

news magazines.

SEQUENCE


Sequence

10 Se. (25) Given clues in a mysterystory, the student willorganize them in chronological order to solve the mys-tery.

25 4 ****6-268

Language and How to Use It, Book 8P. 112 - 113

BEST COPY RAM ELEMENTS OF STYLE


FigurativeLanguage

10 F.L. (12) Using a literary selection,the student will recognizemeaning of figurative lan-guage and share the recog-

nition in some way.

See contents in,Guidebook for Chollenaeg,

Guidebook for Open HighwaYsp Teacher's

Resource Books for Counterooint, for

suggestions.

Plot Structure

10 Plot. (7)

10 Plot. (8)

Given a selection, the stu-

dent will distinguish inwriting or orally, thepoint of view used by the

author and emotion ladenwords.

Given literary selectionsto read, the student willdiscover the methods ofcharacterization used bythe author and participatein a discussion of thesemethods.

25521,6169

At the present time it might be good

to use the news magazines, tape re-

cordinzs of speeches or newspapers to

achieve this goal.

See, Countemoint, pages 537 and 538

DRAMATICS

BEST COPY AVAILABLE

CONCEPT OT i SAMPLE ACTIVITY

Dramatics

10 Dr. (12) Given several plays to r©athe student will partici-pate in an oral presenta-tion of a play.

256 24471

LISTENING

Listening

10 Li. (22) Given a taped radio or TVnewscast or speech, thestudent will discuss theloaded words, exaggaratiostatements of opinion orstatements of predictionpresented as a fact.

257 2480272

SAMPLE AcTraire

Tape any TV or radio news, coveringpolitical speeches or advertising,and replay to listen for the itemsmentioned in the goal. Or for tun,tape some school conversations towatch for exaggerations or loadedwords.

1)1 )41'

SPEAKING

CONCEPT OBLTECTIVE

Speaking

10 Sp. (38)

10 Sp. (39)

Interviewing

10 Inter. (8)

Given rules for formal de-bating, the student willparticipate in the presen-tation of a debate.

Given sample discussiontechniques, the studentwill participate in a class

discussion.

Given the opportunity tocontact people in the school

and neighborhood, thedstu-dent will interview peopleabout their Jobe, return toclass and give .a report andevaluate the interview.

258 ati9mie 273

SA) ACTIVITY

See, lanpage and How Tb UbeBook 8, pages 287-293

Lataguage and How To sue It, book 8,

has discussion responsibilities estfor chairmen and participants.

School newspaper is a good place forthis, and for Consumer Education whizworks well for the job survey .

BEST

CONCEPT

)4' Avict 11 CREATIVE WRITING


CreativeWriting

10 C.W. (52)

10 C.W. (53)

10' C.W. (54)

10 C.W. (55)

10 C.W. (56)

10 C.W. (57)

10 C.W. (58)

10 C.W. (59)

Given cAmples of poetry thahave been introduced thusfar, the student will ana-lyze the pattern and createoriginal samples of the

pattern.

Given a series of literaryselections, the student will

determine the use of sens,,image:: and write descrip-tive paragraphs using sen-sory words.

Using figurative language,the student will write des-criptive paragraphs.

Given an explanation ofhumorous poetry, the stu-dent will write the mean-ing of the homographs.

After viewing pictures forinspiration, the studentwill write compositions.

Given an imaginary summar7lead, or news story, thestudent will write an imag-inary story.

After hearing a musicalselection, the student willwrite a creative composi-tion.

After reading samples ofparodies in prose or poetrythe student will write a

parody.

259 Aiter275

Samples ray be found in the Guidebookfor Challenges_, page 116 and in the

Skillbook for Oner HiahwaYso pages82-83.

See th:. Resource book that. accompanies

CountPlmint.

See pages 62-63 of Lanruage and How

Tc lt.

See pages 18-19 in Leulguage aril Now

:!:Irt It, for news story form. Havo

studetto exchange papery for proof

reads r; - for cwrreotions in mschanios.

ft 1.6 cn..rpriaing bow well it works torenord ur any record

witL.ut Jrrics, and let the students

11s).! 11 minutes without doing

7x4y vr'!11.11;, /..1::3n write for 20 minutes,

then pr .c. 7.ead.

CREATIVE WRITING

CONCEPT41IOBJECTIVE SAMPLE ACTIVITY

10 C.W. (6o)

10 C.W. (61)

After viewing a film for ispiration, the student willwrite a creative composi-tion.

Given an unfinished storywith a problem to solve,the student will write anending to the story solvingthe problem.

260 444- 276

Films have been ordered just for this

purpose. 1:ou may try from the follow-

ing: Junkyard, Little Blue Apron.The Fence, A Creation, The Artist atWork, Conformity, Rock in the Road,What's In A Play.

Try one of the following storiesfrom Language and How To Use It:"The Haunted Spacesuit" and "TheThree Marked Pennies".

EXPOSITORY WRITING

ExpositoryWriting

10 Exp. (18)

10 Exp. (19)

10 Exp. (20)

11110 Exp. (21)

Given a topic sentence thattakes a stand, the studentwill develop a paragraphtelling the obverse of thetopic sentence.

Given a topic on which anopinion can be stated, thestudent will write his opin-ion and support his opinionin composition form.

Given several paragraphswith comparative ideas, thestudent will note methodsof comparison and writeparagraphs that make com-parisons.

Given a research topic, thestudent will complete theproject correlating it withanother subject discipline.

261 Wita-'277

As a sample topic sentence: The

Watergate in'restigation was proofthat the democratic system of govern-ment is the best form of government.

As a debatable subject for this para-graph: All students in school shouldhave to dress in accord with a stand-ard dress code.

Using comparisons in alternatingsentences or paragraphs the studentmay achieve variety. See Language,

and How To Use It, Book 8, pages 114-

119

While students are studying the ColonialEra in social studies, they may writea research paper concerning life in

that era.

MECHANICS

CONCEPT

Mechanics

10 Met (52)

10 Me. (53)

10 Mes (54)

10 Me. (55)

10 Meer (56)

10 Mee (57)

10 Me. (58)

10 Mee (59)


Given a review form forpersonal and business letter5the student will writesamples of each.

Given a writing assignment,the students will vary thelength and pattern of hissentences.

Given a writing assignment,the student will change thesyntax to achieve varietyin writing.

After reading formal de-finitions, the student willcompose a definition para-graph.

Given a topic sentence andsome unfamiliar words, thestudent will familiarizehimself with the words anduse some of them to developthe topic sentence into aparagraph.

Given a topic sentence,the student will writeparagraphs putting thetopic sentences in varioupositions.

Given samples of connectivewords or phrases, thestudent will write a cam-position

Given instruction in unifyinga paragraph such as unitythrough relationships, thestudent will write a pare-graph.

26 2 eel- 2T8

To use the correct forms and toexpedite this situation, pen palsor letters to relatives actuallymailed from school may be helpful.

Using a formerly written composition,the student will change the syntaxof his sentences for variety.

See p. 274-277 in Language.and. How ToUse It.

Vocabulary could be selected frogscience or social studies texts inorder to accomplish this goal.

Sae Language and Hay To Jae It,paces 22O-223,212r?,7A..275

Use comparison to develop a paragraphwith an emphasis on likeness and useconnective words or phrases such as:both, also, in addition, similarly,or to emfhtl.size differences. the ze,the other, also, in contrast on theaher hand...

Topic sentences using time, cause andeffect, space, place, sequence oranalogous relationships could beused to help the student to unifythe thoughts in a paragraph.

PEST COPY AVAILABLE MECHANICS

CONCEPT

10 Me. (60)

10 Me. (61)

10 W.. (62)


10 Me (63)

3.0 Me. (64)

10 Met (65)

10 me, (66)

Using factual information,the student will write aparagraph using chronologicalorder of events.

After reviewing the stru,:tureof similes and metaphors,the student will writeparagraphs using simile andmetaphor.

Given the structure of anews story (who, what, when,where) the student willwrite a composition usingthe main points.

Given a paragraph in whichspelling or punctuationerrors can be found, thestudent will rewrite theparagraph correcting theerrors.

Given examples of poorwriting, the student willdelete the vague modifiers,redundancies, and unnecessix;or pointless informationand create a new paragraph.

Using infinitives, partici-ples, and gerunds, the stu-dent will write :sentencesshowing the variety ofpatternsy

Using various kinds of pro-noun- and noun phrases, thestudent will constructoriginal sentences.

2 6 3 241 r279

Using an event in history orscience or some local event, thestudent will recapitulate theevents In chronological order.

This extends the summary lead to afull composition so that each ofthe main points given in the summarylead can be extended in succeedingparagraphs.

A suggestion has been made to havea proof reading pool whefc e. etlkien%having compiled the writing of acosz-wtion may put it in th 0)0to L Inof read by another 3ttisltn4db:ek:.ag for handwriting, spelling,punctuation, and construction.The teciclher may require rewrites or

I linncP,, it to her. satisfaction.

Personal, relative and demon3tTa3v*pronounr, ar explained forstudent on pages 229-234 inLanguage and How To Vile It.

MECHANICS


10 Me. (67)

lo Mee (68)

10 Me- (69)

Given a paragraph withfragment and run-on sen-tences, the student willrewrite the paragraphcorrecting the faultyconstruction.

Being given general punct-uation rules for review, thestudent will write all kindsof sentences from dictation.

Given samples of paragraphsthat reason, the studentwill write an original one.

Possibly. use a recording of LilyTomlin and if it is not availablecommerically, a teacher could makea tape.

See pages 380-384 for rules.

See pages 2Y8-279 Language and HowTo Use It

HANDWRITING

CONCEPT

Handwriting

10 Has (22)

OBJECTIVE

Having improperly formed aletter in handwriting, incontent area, the studentwill agree with the teacheron a correction contract.

2

26 581

..eittov

SAMPLE ACTIVITY

SPELLING

CONCEPT

Spelling

10 Spell. (32)

10 Spell, (33)

10 Spell, (34)

10 Spell, (35)

10 Spello (36)

OBIECTIVE SAMPLE ACTIVITY

Given a list of frequentlyused words, the student willstudy and spell correctlywhen tested.

Having misspelled a wordfrom a previous word list inhis daily work, the studentwill add it to his currentlist.

Given a paragraph from dic-tation, the student willwrite it, spelling andpunctuating correctly.

Given the need for spellingan extra or unusual word, increative writing or othersubject areas, the studentwill either look the wordup or seek help from theteacher and add it to hiscurrent list.


2 6 G 2800"

APPENDIX

267 .4.fitra,-

CREATIVE DRAM PROGRESSIONS

1) Pantomime before dialogue.

2) Work in seats, standing, moving through space.

3) All up working alone, pairs, man groups.

4) As selves before characterization.

5) Familiar before unfamiliar.

6) All given one dicision to make, gradually increasing number of

decisions.

7) Brief playing time, gradually increasing time to sustain.

8) Positive feedback by teacher to support, reinforce, and develop

standards; positive/constructive evaluation by students.

Dawn Nurre..i

Arts Service CenterSkokie, Illinois

PROBLEM SERIES (1)

1) Problem is given. Simultaneous playing alone in seats in pantomime as selves. 411

You have been working with Elmer's Glue. It has dried on your handsand clothes. Try to pick it off.

2) Problem is given. All up playing alone in pantomime as selves.

You are in a rush to change clothes because you are already late for aparty. Unfortunately, as you go to take off your dress, the back zipper

jams.

3) Problem is given. Simultaneous playing in pantomime, alone, as a generalizedcharacter.

You are a member of a Bomb Squad. You've been told that a bomb has beenplanted in a certain office in the Prudential Building. It's likely to

go off any time. A great many lives are at stake. It is up to you to

find the bomb and then to deactivate it.

4) Problem is given. Working in pairs as generalized characters. Simultaneous

playing with dialogue if desired.

You are movers. You have to get a sofa into the house but it's toobig to go through the door. Work together.

5) Establish own problem in same pairs. Simultaneous playing with dialogue

then spotlight a pair at a time.

You are in a grocery store. One of you has a problem. The other must

help to solve it. Decide who you are and what the problem is going to

be. How do you solve it?

Evaluation: What was the problem and how did they solve it?

6) Establish own problem as a group of 4 or 5 Play one group at a time.

Your problem must involve getting rid of something -- it can be an

object, an animal, anything except a person. You must decide who

you are, what you're going to get rid of, and hew.

Evaluation: '.that was it they had to get rid of and how did they solve it?

Dawn MurrayDrama Department, District 65Evanston, Illinois

B

269 44'6-

BEST WY OWE

MORE THAN 50 WAYS of MAKING CREATIVE BOOK REPORTSCarol Arnold, University of Wyoming Laboratory School

This compilation of suggestions for book reports is arranged in approximateorder of difficulty. Those suggestions occurring at the beginning of thelist are appropriate at the primary level, while those at the end are intendedfor superior high school students. Many of these suggestions, can, andshould, be modified and can he used by elementary and secondary pupils.

1. Modeling clay; depict a scene or characters from a book.2. Making posters about a book: p9.1711, crayons, chalk, paper

sculptures, ink, cut-out pictures or real materials.3. Producing a movie of a book: Make a series of pictures on a

long roll of paper; or use pictures with a flip book technique.Creating a series of original illustrations for a story using

any medium desired.5. Using a flannel board. One child tells the story while another

manipulates characters on the flannel board.6. Dressing dolls to depict characters from a book.

T. Telling a story to musical accompaniment.8. Making sand table scenes or diorama.9. Drawing a moral from the book.

10. Marking beautiful passages of description for oral reading.11. Dramatleing a story: several children may read the same story

and can work together.12. Describing orally or in writing an interesting character in a

book to make other children want to get acquainted with such a

person in the book.

0 13. Constructing a miniature stage, pipe cleaner dolls.14. Writing or telling the most humorous incident, the most exciting

happening, the most interesting event, part liked best, or

saddest part.15. Writing a letter to a friend advising him to read the book.16. Using information in a book to make a ecrassteck about the subject.17. Writing a simple book review. A school newspaper gives a real

purpose for using the langvage arts.18. Pairing: students paired for a conversation about a book both

have read.19. Relating a significant incident or anecdote: each student is a

speaker on a TV program about good books.20. Comparing two books on the same subject. Pvc books on different

subjects, or two books by the same author.21. Making lists of new, unusual or interesting words or expressions.22. Sharing books about how to make or do things by having the

readers give oral or written directions or demonetratione.23. Writing one's own story from a rA:ck title, then, et.,1L staving

read the book, show the Plass the difference in the two !lots.

24. Reporting on a travel book; illustrate lecture using pcetcards,magazine pictures.

25. Writing a series of questions ehich they think other readersshould be able to answer after readini; the book.

26. Giving a sales talk; the student represents himself as a salesmanendeavoring to sell the book to the class.

2T. Holding a round-table discussion under a student chairman: four

or five students read the same book and discuss it.

C

0.91-1- 2 7 Cr

-

28. Producing a puppet show with various types of puppets.29. Giving a chalk talk -- cartooning technique.30. Acting out a pantomime and encouraging the audience to guess

what the story is about.31. Making a critical analysis of a book -- likes and dislikes.32. Sharing books of poetry:

A. Choral readingB. Writing a composite poemC. Dramatizing poetryD. Collecting pictures to illustrate versesE. Setting a verse to musicF. Accompanying poetry with various rhythmic activitiesG. Adding original stanzas to a poem helps the children

understand poetry construction and encourages them to write

33. Reporting a historical book: Making a large pictorial time line or map.34. Being a reporter at the scene: while it's happening, a crucial scene is

described on the spot by a TV reporter.35. Decorating a book jacket and writing advertisement.36. Writing a movie script for a good action story is an experience

which helps children arrange events in sequence.37. Making an analysis by a man of the future. In a time capsule or in the

ruins on the planet earth, some man of the future finds the bookand writes a paper on what it reveals of life of the earlier time.

38. Holding an interview: a character in the book is interviewed by areporter or by TV interviewer. Other possibilities: a psychologistor psychiatrist talks to a character who has psychological difficulties.A lawyer talks to a character who had legal difficulties.

39. Holding ceremonies for recognition day: Each student who has read abiography of a deserving person comes forward to make a presentationspeech awarding a mdeal or citation.

4o. Taking the role of the major character and in a process of "thinkingout loud" talks about the critical situation or problems he is facingat the high point of the story.

41. Writing an analysis from a specific standpoint: "A greater understandingof the problems people have to face and solve has come to me from thebook

42. Making a movie trailer or preview of coming attractions: Each studentclips magazine or newspaper pictures or sxetches of his own showingscenes similar to those of significant actions in the book.

43. Writing a letter in the role of a book character. The hero of Lost Horizonwrites a letter about his final return to Shaagri-la.

44. Writing or telling different endings to the story, keepi'g the charactersand situation in true form.

45. Writing a magazine ad for a book.46. Holding an imaginary interview with an author or character in a book.

One student can ask the questions of another wno pretends to be theauthor or character.

47. Writing the diary of a major character. At least three crucial days in thelife of the character are dealt with.

48. Giving a group performance, in the style of "This is Your Life".

49. Having author meet the critics. Thus, Charles Dickens may defend hisTale of Two Cities against two critics as they ask: "Why didn't yousave Carton by some plot twist so the book could have a happy ending?"

50. Writing a scene or chapter from a book as seen through the eyes of acharacter in the book.

51. Putting a major character on trial. The charge should preferably beone of acting unethically, unfairly, or even unwisely, rather thanbreaking the law.

E

272 °42113

MAGIC CIRCLE

Magic Circle is a kind of a discussion group. Topics can be any topic suggested by 0students or the teacher. As problems come up and as students develop a sense of

trust in the circle grouppstudents will want to know how others feel about concerns

they have. Start with positive topics. Have no more than 15 in the discussion

circle. An inner and an outer circle works best. The inner group talks in turn

about topic. Outer group listens in order to remember later.

The leader mirrors, or gives back, to each student the gist of what the student

has just said. The leader is careful to check out the accuracy of his mirroring.

After each member of the inner circle has contributed and been mirrored, the

leader asks for volunteers from the outer circle to remember what someone in

the inner circle has said. Try to get all remembered.

Magic Circle can be used as a sharing and listoning .,A.tJvity but it Ian be much

more. Getting the Teacher's Guide for "Methods In Hawn Development " from our

Gifted Library, you will have additional helpa. Th skills developed are:

awareness of self, self-confindence, interpersonal ndcrstand:.ng, sensitivity

to others, effectiveness and tolerance.

Some sample topics are listed on the fol.:claim: In,!es.

1. How I controlled somebody.

4111. Somebody got me to do something for them.

3. A time I thought I would really get in trouble, but I didn't.

4. Something I used to believe that I don't believe anymore.

5. 1 broke up with a friend and then got back together.

6. Something I can't stand in other people.

7. Something I like about another person.

8. mr pet peeve

9. A time when I was disappointed.

1.. Mk favorite place. As

11. MY favorite person.

12. If I come back to life again, how I would change.

13. A fantasy I enjoy.

A thought that keeps coming back to me.

15. What I do when I get angry.

16. What I do when I'm really happy.

17. My feelings about school.

18. My feelings about commercials on T.V.

19. My favorite things to eat - see - hear - smell.

20. Something I've never done that I think everyone else has done.

21. A realistic dream I had.

22. Something I know about a dream.

23. Somebody who accepts me.

24. How I tell people I like them.

2i4

25 A time when I was scared and it was fun.

26. What if

Wbat happened recently that made you angry.

28. Something I want to do, that I keep putting off.

29. Somebody I know who has it more together than me.

30. Somebody who is less together than me.

31. What turns me on and off.

32. What I resent.

33. If I were game...

34. I always used to be , but now I'm

35. Someone in this class who has made me feel good and how.

36. I see you in five years.

37. The funniest show on television.

38. The game I play best is

39. One way I'm different from everybody in this room.

40. One thing I could teach another person.

41. How I put off doing my homework.

42. The worst thing that ever happened to me.

43. The best thing that ever happened to me.

44. A dime I really felt put down.

45. A time I put someone down and he had it coming.

46. most beautiful thing that happened to me this week.

47. The most significant thing I have ever learned.

48. I wonder statement

49. Three words I want other people to say about me.

275

50. If I could take any kind of pill, what pill would it be.

0 My favorite song.

52. A time when I was sure of myself.

53. The best fun I ever had with my parents.

54. A time I had to choose between two things.

55. How I feel when people tell me what to do.

56. The time I wouldn't give in.

57. Something I don't understand about the way I act.

58. Things I like about being a boy/girl.

59. Somebody who used to pick on me.

60. Somebody I pick on or used to pick on.

61. A time I said something but didn't mean it.

62. A time I didn't say something and I should have.

I said the right thing at the wrong time.

64. Something I appreciate about another person.

THESE TOPICS ARE APPROPRIATE DISCUSSION TOPICS FOR MIDDLE SCHOOL STUDENTS.THEY ARE BASED ON THE 14 BASIC PRINCIPLES OF HUMAN NATURE.

1. A time when I discovered I could do something I didn't think

I could do.

2. An ability I have that most people don't know about.

3. A strength I have that I don't use much.

4. A time I surprised myself by doing something I didn't know Icould do.

5. A goal that I would like to accomplish.

6. What I want to be doing in five years.

7. If I cou?.r1 change myself into what I want to be I'd be

8. A goal I used to have, but don't have anymore.

9. Something I can do that I couldn't do one year ago, (one mouth,

one week).

10. Three ways I have changed since last year. Last summer, last

week.

11. An ability I don't have, that I'd like to have.

12. My favorite group.of people.

13. A time I was the leader of a group.

14. A time I was the follower of a group.

15. A time when I felt depressed.

4,16. A time when I was able to stay in the here and now.

17. The here and now game: object is to make statements that avoid

going back or looking ahead.

18. A time when I was able to control my temper.

19. I wanted to get mad, but I didn't.

-2143- '727

AdDITIONAL. -SHARING TOPICS

Z. What is the " coolest" thing that has

happened to you in the last week,

over the weekend, yestpdayl

What

Is the coolest thing you did?"

11.

Suppose that you have a magic box;

it ca

n be

any

siz

eor any shape.

In it can.be anything you want

that

wou

ld m

akeyou happy.

What

would be in your box that would

make you extremely happy?

III..

Suppose. that a doctor had just

told

youthat you only had one year left

to live.

What would you do different-

/y1

How would you change your life?

(This could be used in conjunction

with goal setting; i.e. "What's

stopping you from doing some

of those

things now?

Let's sot a goal to

achieve some of those things."

W. Share with the group an experience

inwhich you made someone happy...

in which someone

ado you happy.

V.

The following problems, needs, opportunities

for creative problem solving can be used

for additional sharing topics*:

1.

What would you like to do, have,

accomplish"

2.

What do you wish, would happen?

3.

What would you like to do better?

I.

What do you wish you had more time

or money for?

5.

What more would you like to get out

of life?

6.

What are your unfilled ambitions?

7.

What angered you recently?

8.

Wha

t mak

esyou tense,

anxious?

9.

What have you complained about?

10.

What misunderstandings did youhave?

11.

With whom would you like to get

along better?

12.

What changes for the worse do you

sense in attitudes

of others?

13.

What would you like to get others

to do?

14.

What changes will you have wo

introduce?

15.

What takes too long?

16.

What is wasted?

17.

What is too complicated?

18.

What "bottlenecks" exist?

19.

In what ways are you inefficient?

20.

What wears you out?

21.

What would you like to organize

better'

Dr, Parries, SRS Creative Problem-Solving,

Sept. 1966

GROUP SIZE:

Any,

4- 8

TIM REQUIRED:

Open

PHYSICAL SETTING:

Classroom

PROCESS:

I.

Leader asks students to list five persons

whom they admire (fictional/non-fictional.)

17.

The student will then give a brief discussion

about the "admired" person.

"What qualities dDes that person possess?"

"Why

do I admire him/her?"

III.

The students will then compare themselves

to the person that they have chosen to emulate.

"What would I have to do to become that person?"

"Which of my positive traits (attributes)

would I give him/her in return?"

NON TO LEAIER;

Follow-up should include helping the student set

"legitimate" and "attainable" goals for achieving

these desired changes.

Ask them to share their

goals with the class.

This exercise is based on the concept of "trying-on"

new behaviors - acting in a new or alternative

may.

It is also an excellent exercise

in v

alue

inquiry - what do I value in this person?

SOURCE:

Jack T. Canfield

280

THE SHARING EXPERIENCE

Caterpillar: "...and who are you?"

Alice: hardly-know, Sir, just at present - at least

I know who I was when I got up this morning, but.I

think I must have changed several times since than."

Alice in Wonderland

Before you relate experiences which have molded yowlife, jot down

key phrases or words suggesting those events which you want to tell.

eriences chaneing_my life:

A couple of meaningful turningsol.nts:

rylsHappiest moment:

That turns me on:

When I _get on MY soak bond I talk about:

he message of the telegram:

THE CRYSTAL BALL

GROUP SIZE:

Any

TIME REQUIRED:

Open

MATERIALS NEEDED:.

Glass ball or some reasonable

facsimile

PHYSICAL SETTING:

Classroom

PROCESS: I.

Have the students form a circle.

Place a

crystal ball or a reasonable facsimile in

the middle.

II.

Inform the students that they will have one

question to ask the crystal ball and it can

be any question they wish to ask -oncerning

their fUtnres.

"Think carefully.

You have

only one question.

Make it a good one."

Wait

a few minutes and then say "Whenever you are

ready, you may approach the crystal ball and

ask your question.

Only one person at a

time and loud enough for the group to hear."

III.

Have one student act as a recorder and record

all the responses.

IV.

When the students are finished give them

acard and ask them to thirk about whether

there was any question they would have asked

if they were alone but hesitated asking in

the group.

Have them write these questions

or the word "none ", if there were none and to

hand you the card without their names.

(Option:

Have students make "I learned..."

statements at the end of the exercise.)

V.

First examine the original questions and try

to delineate the students' major concerns.

What are the major categories? What are

their major fears?

Secondly, examine the cards to see what con-

cern3were not shared and add these to the

original list.

Finally get some idea of the trust level of

the class by seeing how many of the total

group did hold back because it was a group

situation.

NOTE TO THE LEALR:

Students often find it difficult to ask a

really personal question in the :large group.

The use of the cards provides some data as

to whether questions were held back.

If some obvious avoidance-type questions are

asked you might repeat the original instruc-

tions and urge students to consider what they

would really ask in a situation like this.

SOURCEa

Carlie lestex

IF I WERE ...

GROUP SIZE:

Any,

K-8

TIME REQUIRED:

Open

MATERIALS NEEDED:

If I Were

(Student Forms

section)

PHYSICAL SETTING:

Classroom

PROCESS:

Working in groups of three (Sec Wads, Triads

and Other Groupings in Teacher's Resource

bank)

have st,,dents discuss their responses

and write and/or draw in each box what they

would be if they wen. to be an actress, ath-

lete, car, etc.

Suggest that their choices

may be closelylinked to their own type of

opersonality.

Ask them to share their reasons

for their particular choice with their part-

ners.

"If I were an athlete, II(1 be a baseball

player, so I could join the maors,

like

Willie Mays."

"If I were an athlete, I'd be an ice

skater, lik Peggy Ann Fleming, so I

could win Olympic awards and travel

around the country."

Use the above examples to illustrate what

you mean by reasons:

Younger children know

what they want to Ile, but not why.

This is

part of making a choice -- why this one

over that? (This lays groundwork

for future

decision making.)

; ALWAYS USED TO HE -- BUT NOW I'M ---

GROUP SIZE:

Any,

Beaty elementary

TIME REQUIRED:

Open

MATERIALS NEEDED:

None

PHYSICAL SETTING:

Classroom,

circle

PROCESS: I.

Teacher says, "Can you think of something

you used to be or do that has changed?

Share it if you wish saying, "I always

used to be ... but now I am ...I ."

II.

If a child responds, "I always used to be ...

but now I'm not" teacher should ask, "but

now you are not what?"

Po

NOTE TO THE LEADER:

Wording seems important here.

"I used to be"

will get a different kind of response than "I

always, used to be..."

Examples:

I always used to be

but now I'm

I always used to be little but now I'm big

I always used to be worried about stealing but now I'm not

I always used to be shy but now I'm not shy

I always used to be nothing but now I'm something

I always used to be awful in penmanship but now I'm good

I always used to be scared in an aiplane but now I'm not

I always used to be scared climbing a tree but now I'm scared

I always used to,be afraid to step nn a sewer

but now

not

2 8

S

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