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ED 241 892

)111HOR.7

DOCUMEiT RESUME

Glaser, Ann;LarSon, Charlotte -

TI LE De Anza Designs a *anagemenf,SystemFutureprint. -

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Ontario,Montclair School District,Office of Educational. Research andWashington, DC. National Diffusion

INSTITUTIONSPONS AGENCY

PUB DATE # 83. NOTE ,51p; Prepared by Futurgprint. A product of the

Demonstration Reading Program at De Anza Junior HighSchool.

PUB .TYPE .Guides - Classroom Use - Guides (For Teachers) (052)Reports7 Descriptive (141)

CS 007 155

for Reading by

Ontario, Calif.Improvement (ED),Network:

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EDRS PRICE: MF01 Plus Postage:, PC Not Available from EMS.DESCRIfibRi Bilk Skills; Diagnostic Teaching; *Individualized ',

Reading; Junior High Schools; *Management Systems;- 4 Performance Contracts; Program Descriptions; Program

Design; Reading Diagnosis; *Reading Instruction;. *Reading Programs; Reading ills; Recordkeeping;

Records (ForMS); Remedial Is tructioa;.RemedialReading; Units of 'Study . -

. IDENTIFTIERS California Demonstration Program in Reading; Rational.

. / Diffusion Network Programs; PF Project

ABSTRACTThe management system for a reading program desighed

to provide individualized instruction for junior high school studentson all reading levels is described. The following components areoutlibed: diagnosis.of student reading strengths and weaknesses,student profile compilation, program planning, student contracts andcontract evaluation, and stud folders and ieCord sheets.Components can be adapted f use with many types of reading programsand any available instructional materials. ReproduCtions of programplanning and record keeping foyms are provided. (LP)

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t *** **************/ Reproductions

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supplied by.EDRS are the best that can be madeftom the original doeument. *

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6. I

-Demonstrotion Reading Prograrif

Anza Junior HighOntfirilion Montclair, California *.

U.S. DEPARTMENT Of EDUCATIONNATIONAL INSTITUTE Of EDUCATION

EDUCATIONAL RESOURCES MfORMANKINCENTER IERICI

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ns OI new dPorenons stetted n des 09CVment do not necesianbiOP,estelf °MCA.' MEpos.t.op or ool.be

PERMISSION TO REPRODUCE THISMATERIAL IN MICROFICHE ONLYHAS BEEN GRANTED BY

kb rt. L71a_cer

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER IERIC

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MANAGEMENT SYSTEM FOR READING,

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DE AN414ESIGNS;w:,

kkiNAGEMENI-SYSTEM FOR REAbIiqGt

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NIA DEVELOPER /DEMONSTRATOR

7'CALIFORNIA DEMONS:M/310N PROGRAM IN READING

. De,An-za Reading' CenterDe Anza Junior :I-Ugh School,I450 Sou.th Sultona AvenueOntari-o., Cal4forni.a. 91761

Telephone: (71:4) 981-2T18

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TABLE OF CONTENTS.

INTRODUCTION

SJEP ONE: DIAGNOSIS

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PAGE

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. ..STEP" TWO: .STUDENT PROFILE, t . . I 4

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STEP THREE: PLANNING SHEET C.. . i . i.. . .

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STEP..F.OUR: STUDENT CONTRACT.a/id CONTRACT EVACUNTION . . ..,A.

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( , .. t-1; '.IEXAi4PLE OF LEssoNs RECORDED ON CONTRACT

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NTRACT : - , -..

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STEP FIVE: STUDENT FOLDERS andRECORD SHEETS . .... .

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ONTARIO-MONTCLAIR SCHOOL DISTRICT

ROBERT III SLAY, SUPERINTENDtNr

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nBOARD ?TRUSTEES

KATHLEEN -BRUGGER,'PRESIDENTKEITH LARICK,.VIE eRESIDENTJUDY,BRIGGS, CLERKJAMES .STRAIT, MEMBERDAVID VAN FLEET, MEMBER

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MARCH }978REVISED 1980AvilsED-1983

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DE ANZA JUNIOR IIIGH.

JOHN' TEMPLE, ,PRINCI VAL

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DE'ANZA 'R6,DIk.CENTER

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AN4,0LASER, PROJECT DIRECTOR-MARY GULLtEN, PROJECT COUNSELORARENE CAPLAN, READING TEACHERCHARLOTTE LARSON; READING TEACHER rlBARBARA SALYER, READING LEACH ERDOPRES GONZALEL'INSTRUCTIONAL AIDE' yrMARGARET HAMEL. INSTRUCTTOWAL AIDE'GWRIA HERRERA, INSTRUPIONAL AIDEBETTY CARLTON; P4OJECT)SECRETARY

BRYAN AENRY., ART(TEACHER 0,COVER DESIGN

INTRODOCTION

;Futureprint'is a California Demonstration-.Program in- Reading develope.d by pioject

staff at De Anza Junior High School inthe 9htarioMontclairSc.hool District. '

. Ix has been-of

the Carifornia StateDepartment -of Edticati oh...since -11373. In

. 1982, Futureprint was validated by theJoint Pissemination ReviewPanel as anexemplary grogram and was funded by the -

Uni.ted States Department of 'Education asa Developer/Demonstrator wi4-tb the National

Diffusion Network.

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Futureprint is a 14ading program designed.to provide individualized fifstruc Lion. for.

all junior high students regardless of theirreading levels. Al) students participatewhether' remedial , corrective or developmentalThe goal is to help every student become abetter reader.

.The management system being used at De AnzaJunior High was developed by the ReadingCenter staff to implement its kiagnostic-ptscript.i.ve program of individualized in-

struction. Over a ten year period, the.. system has been modified and further devel-oped as the teachers/have used it to meetthe, needs of, their, Pnior high 'students.We offer outf system as a practical and Offs-tive method of organizing a reading program.

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This,inoklet is intended to ass ist teachers who aredeveloping a program of individualized instruction 4

based on the Future-print Infidel,. The cbmponentpartsof the manag'ement system can be ajiapted fop use withmany types of reading programs and with whatever in-structional materials aite available. The purpose

the SY!tem is to help teachers organize a varietyoftmateriala for use with a wide range "of students.

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STEPJNE:. DIAGSS,IS

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Basic to any reading program is the diagnosis of.strengths and ilealigessin reading of eachpartici6ating student,

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If possible the diagnosis' should begin with avisual, auditory and general health screening to t-

rule,out physical problems which might interferewith reading.

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Achieemeit testing.may be required by a school,distt:10 in order to evaluate student pragess.An'acHievemeitt test such as the ColptehensiveTest of, Basic ,Skills (C,T,B.S%) is used appro-priatefy as a group measure to compare like

.\'schooLp_o_tylations. It is not a d4eIrostic 4

test. -The.readinv level vindicated may not be- an accurate indicator of a student's Instruc-

I" tional level; in fact, it most likely indicatesthe student's frustration level,

',Diagnostic testing is necessary to determinethe strengths and weaknesses a student has in-

All the important areas of reading. These

include word attack skills, vticabuldoy develop-ment, literarand inferential coMpreh'ension

, and reading rate Ai students' background of'.....experience and fluency with Engt4shamust be

considered in making a careful diagnosis.However, students should not be tested morethan is necessary to gain adequate informa-tion about their reading neets.,

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Diagnostic tools used by the De Anza Reading Center include the Woodcock Redding Mastery Tests, the Classrom. Reading Inventory by Nicholas Si,lvaroli and the Stanford Diagnostic ReadingTests. TheBrown Lett) of the

Stanford Tests is'the one appropriat5,for Junior Higk,stildenits with S'n instructional reading level of 5.0 orabove. It is usedto test the majority of our 7th and 8th grade students. The Green Level of the Stanfordwas developed for pupils reading.. t 3.0 - 4.0 and is used by our Redding Center for, students at these-levels%

The Stanford Tests are-group measures which provide very reliable information for most students. No 'evtr, webelieve th.it an individual testis necessary to diagnose the rending needs of low-achieving students, articu-larly those reading below 3.0: For this purpose, the individually administered tests we use are the assroom. Reading Inventory or the Woodcock Readtng-Mattery tests. The illitial.diagnosis also ipcludes on interest in-

ventory and a sample of the student's writing skills..

When studehts enter the pro-gram with no background infor-rnatinn. about thelr reading

abibiy, the San Diego QuickAslessment Test is administeredto provide a reading level asa startng point for moreextensive individual or grouptesting; If information isdesired about the sludents'ability level, the SlossonIntelligence Test is

. recommended. '

Classroom teachers oftenindicate that they do nothave qin to provide indi-vidual diagnostic testing

. for their students. TheClassnoom Reading Inventoryby Dr. Nioholas Silvaroli wasdesigned with the busy classroom teacher The test takes approximately fifteen minutes to administerand quickly provides the kind of information available only 'through an%individual test: By following Ahe,directions carefully and'analyzing student miscues thoughtfully, the classroom teacher can formulate a workablediagnosis. Also recommended are tjie Woodcock Reading Mastery Tests. This is a standarized instrument whip'takes approximately d5.- 20 minutes to administer and may ,be used as either a diagnostic or achievement. test.The five subtests give information in word attack, vocabulary and comprehension and test results are reportedon an easy to read profile with student scores liste in gradeequivSlents percentages and percentiles.

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STEP f WO STUDENT PROFILE I

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Once diagnostic te04ng is completed the .

data should be compiled for analysiii. :The-De Anza .Student Profile was developed toprovide a convenient form to record. test' .

data, iliagnose a student's readin4matftand pNscribe specific materials forindividual ized instruction.

The cover of the profile sheet prividesspace for basic information about eachstudent and summarizes which tests andinventories have been administered.Tests are recorded by date. .

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DE ANZA JUNIOR HIGH READING CENTER

STUDENT PROFILE

ADDRESS

TELEPHONE fihiG

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BIRTHDAY

DATE ENTERED

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cl.assfocaliteadin; Inventory V.r.f ,9/.re9/f3' gall

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2. Staford Diagnostic Reading Test

3. C.T.8.5*.

4. InforaH1 Diagnosis of Reading s

5. Or Langua§e Evaluation

6. Reading Competency Test

1. Slosson 1011119E10 Test

8. Self-Concept issetscient

Inventory

D. Auditory Scrteeping

IC Visual Screening

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Page two contains the Testing Record.of the student. At tiA top ofothe pagespace is provided:to record pre and pos.t.4...'scot-es from Comprehensive Test ofBasic Ski is (C.T.B.5.) for a two- yept-program. High achieving eighth gradestudents are .given the higher level tC. T. B S . so spay i is provided for a,.these scores.

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The center section of the page isdesigned to .ccommodate data ftoorp twolevels of the Sanford Diagnostic Tests,an informal Diagnosis of Reading Skill sand the Classroom Reading Inventory.

. Since our students mail) in the read-ing program two years,- there is space.to record scores from two separate,test-ing sessions such at'he fall of 1483and the fall of 1984. Scores-are ie-:-.corded according tto reading level. onthe Stanford Tests and number of errorson the tnfarmal Diagnosis.

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The top section 4f page-1 provides.space for recording competehcy testing

fuditory and visual screening,and any other test data, .

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The Diagnosis is recorded on a.chectlist of difficulties. We plice a chickin-front of any item that describes a

. weakness tdentifled during diagnosticii

testing. The items.selected become.the basis fdr writing a'prescriptionto rekeiljate ,identified difficulties.Additional comments about" needs in any

of the eight areas may be Wiltten inthe space to the right of the check-list. In.edditiont spaje is .providedon page four to nckteliany further con-cerns about the student that may be -pertineflt when formulattng an

instructional plan.

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CONPETERtY TESTING &rt'

AUDITORY SCREENING

VISUAL SCREENING- Zee,

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OIAGNOS heck list of DiffIcUltits):.4.

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Commonica;fon;Non English speaker

timIted English speakerverbal ability

oor knowledge ofstandard English

Listening CoMprehensionPoor 114-1 tory- memony

Understanding OSmaterial heard i

1 PerceptionVisual mgmory of bardsReversal z

OmIssiOutSubstttutlons

word AnalysisAuditory DiscriminationKmowledge of alphabetPhonetic analysis.

Structural allalY0Sk 12::`(Heedinguse clues

Oral Readin9Wordby.word readingIncorrect phrasingIgnores punctuationLow sight vocabularyGussets at unknown words

-Ignores word errorsWordcalling

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4Sileoh Reading

VocalizatiOn.': Poor comprehension

Low rote'Highratt at elepensiOf mastery

Comprthensite .Recalling details v''Understanding rain

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- Ideas

Recognizing causeand effect

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Understandill author's :52::Inferencing

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Vocabulary development

Study SkillsListening /'F911owing dirtetIOns

S(NparitiAgSkiendng and scanningUsing referencematerfelS

Oehavioral tharaCteristiciMarked InsecurityEasily frustratedPoor concentrationPoor retention

Inconsistentperformance

*Ineffective studyhabits

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-6- STUDENT PROFILE PAGE THREE

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COleiTATS:,

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InstructionalI rvs try t1on

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PRESCRIPTION /INSTRUCTIONAL !LAN:

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Three reading )everi are'recorded.on page four: indepdndent:,{studentcan read with ease), instructiii al(challehging but,not toe-difficu t- the appropriate teaching level )tand frustration (difficult to readand comprehendshould be avoided).

The Prescription or.InstructionalPlan concludes the Student Profile.The initial prescription for eachstudent is vitten in the'spacf pro-emvided. The following year the pre-scription may be up-dated on the,,remaining lines to reflect the stu-

S--dent's changing needs. When writingthe presdription either specificapproaches,Npecific materials orboth may be statedo indicate em-phasis needed in the instructionalprogram. L

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STEP 3 - PLANNING SHEET

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Occasionally, teachers hahave the Woneous idea that individualizi'd instruction means wroking only on a one -to-one basis with students. On' tfie, cOntrary, individual needi can often be met most effectively and efficientlyby grouping students Wholuve similar needs. To facilitate the grouping of Students.and to enable teachers rto see at a glance which lessons each studen) has, a class plannIng sheet'is very useful. When testing is..finished, teachers list their students and their instructional levels beginning with the lowest reading l Gel

in each class Lower level students generally have a higher need for group lessOns so these studentsLaryprogradnedfirst.

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A second very useful aspect of the planning sheet is for introilucing students to their lessons at the begin-.

ning of the school year. Since most.reading programs come in many reading levels, students with a wide,range of reading abilities often haVe the same reading program.' For example, Reading for Understanding's

spans reading levels 2.8 to D4.0. Each level follows the same format, so by using the planning sheet to .

identify_which stughts have the R.F.U. program, the teacher can make one presentation and avoid having to

introduce the lesson individually.

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A planning sheet showing half ,t1 class might look like the example on the opposite page. As you cansee fromthe illustration, Ricky, Juan, Patricia and Becky would be grouped together for word attack lessons. Sammy,Jean, Martin and Valerie would be together in a level I coinprehenston group. 4

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To make thalr own planning sheet, teachers need to insert their own instructional programs across the top ofthe page and then indicate the level of the material in the squares.

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, STEP 14' STUD.ENT Coi4TRACT. AND CONTRACT EVALUATION

% 4 One of the easiest and mist efficient 'ways to organi2esteuction 4 to' use a contract system.A contract Oyes a student his own

; personal lesson plap'and enables ,him

. "to choose which lesson4 he wishes todo from a selection mutually agreedupon by the student and the teacher.Contracts foster responsibility andstudents enjoy the sense of in-depen-dence they feel when choosing theirdaily lessens.

-IContracts come in many forms andthe type used by the De Ana ReadingCenter is one of the simpJest todevelop and adapt to almost anyclassroom situation. Essentially,our contract is a lisimof the inns;mc-tional materials available for usein the reading class with extra--,lines provided for adding etherlessons needed by'particularstudents. Because we use a widevariety or materials, our, contracthas two pages of possible lessons.With a lest broad selection, a onepage contract might suffice.

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CONTRACT

NAME A6akleefLZUAgk/READING TEACHER.

GROUP/NUMBER

CLASS PERIOD

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CONTRACT NUMBER

STARTING DATE "7- gCOMPLETION BATE fiY/ off

POINTS ..266' PRIZE

Meilmum points for contras coroplition

Sum .Cornact

look Reports

TOTAL

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STUDENT CONTRACT - PAGE ONE

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The cdver of the contract is shown on page 10.In addition to student data, .the over ihdi-catei to the studgpt.the minimum points neededfor contract completion. The De Anza ReadingCen ter uses a A.4aysontract at the present

rtiMe. Other contra40engths work equallywell and the lengtheofi the contract

determined by a school'i individual 'system ofScheduling students into readtng. We do recom7mend.making contracts last aleast 15 days.Few skills art mastered intess time and one '4of the benefits of_ourtontraOt system isthat teachers a're freed from the, ecessityof constantly writing lesion plans. If itbecomesapparent that an assigned lesson ,isinappropriateor A particular student itcan always be charge immediately.

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Points are altoted to.lessons on the basisofhow much time it takeslie average student tocomplete tkim.--Most lessons are worth 5 points and oar students are asked to try for at least 10 points per

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.Since De Anza uses 25 days as the length, 'f time aof works on a contract, a minimum.of 50 point is're-'quired to successfully complete a contract. In addition, every student is required,to complete at least 30

.points of independent reading. An average size paperback book is worth 15 points for most students. An

Action Libralv novel, written at 2.0 - 3.9 reading level would be worth 15 points for students reading at ,.

this level but would be worth only 5 or 10 points for More able readers. Better students may choose to readbooks written below their reading level since. many of these,bookt are very attractive and Well written. How-ever, we tell students that because they are ''.f.aster readers" they willneed to read more of the easier booksin order to receive the necessary.30 points for independent reading.'

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The inside pages (lustrotedi of thecontract contain the list of instructional

$ terials. the De Anza contract,tlehse materials are divided into seven

.4 areas: Visu,$.1,Perception, Word Attack,Vocabularyi Study Skills., Comprehen-sion/Rpte, E.S.L. /Bilingual and Recrea-

, tional. Reading. v.,4 J. ( .,

Under ".Number Pertolumti" the teacNputs a number rn frdtit of each lesson-tAiat she wished the student to do.When a student has completld thespecified' number of les,sond,,the

,total number of points for those lessons is recorded in the firTt columnundei points earned. This tells thestudent that.he is finished wit*those lessons until he has doe allVI others assigned,Xo t *

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When heYhas point's. recorded it thefirst alum for alb the astsign-

O ents, he repeats the number of ,es1Dfis to earn, his points in the

second column and then the third, ..:providing he still haS days lefttd work on his contract. , ,

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PotntsPerLeeson Completed Loses.%

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VISUAL PERCEPTION.

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Processing/Comp Power Para. 5/10

s Visual TrackingLotterNiord S . .

WORD ATTACK:

AuclX Piograms 10A

'System 80 S

2 Clues 2 . .Sf10 etx1,;,9 c,R so0.0.R.,Tapos 5/10.

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. 7VOCADULA Y: ,World of Vocabulary A. . to i

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building Vocabulary .10

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STUDENT CONTRACT - 'TWO.

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...A,guideto the number selected in the "Number Per Column" would be how many of each type of 1 son theteacher vnts done in approximately a week. However, the teacher does not need to limit the number tothe exact amount that he anticipates can be done in a week or any other particular time frame. The numberof lessdOs that.are completed will vary from student to student, and students who do mo'e than the minimumof two lessons oriten points per day, will move more rapidly to earning points in the second column.

ipmk yThe number given by the teacher tellsthe .student the maximum number of eachSssigned lesson he may do before going

to some other type of activity. Thispre nts the student from continuing toolong ith one` type of lesson that he mayparti alarly.enjoy at the expense of otherneeded;assignments. The purpose of thedbntradct is to give the student,a well

row,* selection of activities thatpeet his reading needs. A number is

'not a$signed toogrodp lessons but, in-.,teartr a cheCk is placed in front ofthe line.designating which group a stu-dent has., Group lessons are done 'on aregular schedule and the check tellsthe tudent this is not a lesson hecan choose to do any time he wishes.

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To receive credit for a lesson, it must be at least 70% correct. As fa'r as possible, lessons are corrected- as soon as they are finished in order to provide immediate feedback for the student. As each assignment

is graded, ft is recorded under the heading, "Completed Lessons" Either the number of the lesson or thepage number that vas completed is used to indicate which lesson was finished. For lessons, that have no

number, the date it used to tndibate completion. Under the lesson, number or date, the number of points

received lesson is recorded. The "Points Per Lesson Column" indicates to the student how many

points he would ct for a particular lesson but as previously stated, these are sometimes adjusted bythe teacher.

I

32

Wberr.there is just five minutes left inthe class period, the lights are clicked

, off and on as a signal to the studentsthat the class ts nearly over and thatthey should replace any'materiel s theyare using. The teacher*.then circlesthe leSsons thatiOve been finishedthat day and records the number ofpoints earned in the appropriate boxunder daily record as illustrated on.page 3 of the contract.

Lessons are not circled until the endof the period so teachers can quicklyspot the lessons that were just com-pleted. A glance at.the daily recordalso ci,c1(ly shows the teacher andstudent how much is being accomplished

/-N each day. An average of, ten or morepoints in sates that the student isdoing what/ is expected of him by. his -teacher. An 'A' in a_box indicatedan absence, and an 'I', that the,student was working but did 5ot.com-,

'orany lessons. A number of I ' s

49r 5 point days would tell the teacherthat either the assignments were toodifficult for that student. or he wasnot using his time well.

.4 .

V

33

NumberPer

Column

Point*PerLesson GOolipteted LWOW

PointsEarned

'Breakthrough/Alike. Nissen' S

Gills Work/Legends for Everyone VW

Turning Point/Something True 5110

"Tiortes of Surpri;eiReel Stories S110" . Stranger Then ficeionfime_glneden 5

DMA:

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i Toles 01 MysteryrOoen End SiOrtes Sr10

"=-57Do Picks/Reader's Digest S110

Mod Short Slog ?Short Story Scene S/10

LIN Stylesnnalgh( and Outlook 10

'MIctoCiessicsrPeper Texts 10 III, .Group Lessons Wow/ ht,i,s,,,A io 3pearzsairp 0

I Counse.ing 10

E S L/DILINGUAL

Ave Learning Lab S.El ingloe in Action S110

invtiacion af motes SNO

Eyegale ESL S110___,..1_ _Sostnehrfingnsh flash Cards S

idle Spanish EdItionM Mehrole i 2 INS----fii;D-5enIc os % $110

Heroes/Must/es ilmosnos Solo

6 IRECREATIONAL READING I

i Jebbetwocky/Greee Americana I 10-4-, Radio StiewsiS a A Lab f 10

Troll Lit IctUfset Or Action 1 SNO

Preacheol Library 10

,USSR S i gr, - ...7.P Vliv , Doak Reports 30

f2. -27 7 (1124.24AS VirDAILY RECORD

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'STUDENT CONTRACT - PAGE THREE

-14- t 34

,

When the student has had 25 days to work on his contract; the poirits he has earned are totaled and recordedon the front gf the contract. At De Anza, students earn their report card grades through their contract

points. The grading criteria is given to students at the beginning of the school year, so they know exactlyhow many points they need for each letter grade. We use the following point system:. A = 400 points (355contract points and 45 book report points)B = 380 points (270 contract points and

.

30 book report points) C = 265 points(250 contract points and 16 book reportpoints) D = 200 points (200 contractpoints and no b9bk report points) F =less than 200 points. In addition toearning their grades, meeting the pointrequirements of their contracts also makesstudents eligible for prizes. In the DeAnza Center, a student may choose a paperback,book or poster as his prize.

Most students respond well to the idea ofworking for a reward and there are manythings the teacher can offer which costlittle or nothing. Certificates, a free

11,1ff

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35

dis. -

:15-

period to spend as he chodses, a picture'ofself to key or put up on a bulletin board, ad-mifsion to a special assembly are all incentivesto complete a contract successfully.

Of course, the main reason for students to workon their assignments'is to improve their reading

'skills and feel that students should be vitallyinvolved in their own leariiing., We want them to

realize, that improved reading ability does notcome from something a teach& does for them butis the result of what the teacher helps them todo for themselves.

36?/,

'We believe one of the most valuable aspectsof the De Anza contract ls the evaluationform which is filled out by the studentafter he completes a contract.

In order to help students judge their

own progress they are asked to list threethings that they,have learned.. At first,some students have difficulty stating whatthey hale learned and the teacher has tohelp them recognize what they have accompl.lished. "Did you learn any new.words?Can you read a little faster? Did youlearn 4,ny facts that you didn't know be-.fore? Do you enjoy reading more thanyou did?"' These and similar questions -.help students focus on what they arelearning and. help thim identify the

reading skills th4t they still need towork on.

Especially valuable to the teacher is theselection of the two lessons the 'studentsfound the most helpful. We have foundstudents to be very insightful and can-did in choosing the lessons that helpedthem most.. ',They will often pitk a les-soafthey de not particularly like ifthey feel they...ore deriving benefitfrom it. Most Students really do wantto learn and with individualized instruc-tion they cah'be provided with lessonsthat are appropriate for their readinglevels and needs.

3.7

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C0i4TRACT EVALUATION

I. Two things t learned whIN wafting on olY contract

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II. Thor Nodule skills t owl to work on:

Word Muck Mooing out words,

Vocabulary heatable etew words,

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Rata dawning to read Mori

Two kinds of le leans I }Collet tha most helpful:

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STU9pfr CONTRACT - PAGE FOUR t /-16- 38

A. Number of lessonsassigned

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B. Title/Level olesson

C. Lesson recordedby:

Top Number =

Lesson NumberPage ,Numbe

Date completed

Bottom Number =

Point value oflesson

D. Letsdn recordedon contractafter grading(not yet circled)

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E.' Lessons recorded ondaily record

. SpecifiedInumber ofpoints earned forthe first column

. Teacher optionfor number ofpaints

. Record of book. reports given

and points earned

40

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.STE0';%,:,=:.-STUDENT rOLDERS-.ANit RE66111).SHEETS.-I

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. A useful organizational devictis to provide .studentswith their own folders which- conAtin the'contr;act andrecord sheet's for the materials..that they use. Two .

pocket folders labeled with tfte students' names. are241 convenientfor -this ;purpose. it rna4 be'useful to

select a different color for each teacher Of jouwork as a team) or .for each class. At the-beginningof each period students can be responsible for pick-

, ing up their own folders, thus simplifying role taking.

112

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Vital to individualized instructionand learnitigNis an ;accurate record-keepidg system: These recordsshould be meaningful' to' both thestudent and the teacher... Many read-ing programs come with record,siteetsthat may be copiedo'r adapted forstudent use. Recorekeeping. shouldbe as simple as ppsSible;all that is needed is a record ofwhich lessons have' been done and'the student's level of. slyness.Samples of good record,sfeetswhich accompany reading programsare illustrated to the right.

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4 We hope our management system willserve as a model for teacher howish to use a similar type ofIrogram.Our experience using the Futureprintsystem has convinced' us that

.reading needs of junior high Iiitents,

can best be met through an individual-ized program. Our students have re-sponded

. .

very enthusiastically tousing contracts which offer themindependence, challenge and a senseof accomplishment.

0

9

In addition, teachers have a predated a system that is practical, efficient and allows them to effectively

meet a wide range of reading needs. We would be most happy to answer any questions you might have about

implementing this system any *other aspect of our reading program.

We also invite you to visit the De Anza Reading Center to observe the program and talk with the staff. If

you are interested in 4inservice, technical-assistance or a visitation, please contact us directly.

45

.4

ft

De Anza Reading Center1450 South Sultana AvenueOntario, Califoroia 91761(714) 983-2118

-20-

46

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Written and Compiled

by

Ann GlaserCharlotte LarsonReading Specialists

De Anza Reading Center

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