A handbook for teaching beginning reading
693 64 3MB
English Pages 84
Polecaj historie
![Reading Moving Letters: Digital Literature in Research and Teaching. A Handbook [1. Aufl.]
9783839411308](https://dokumen.pub/img/200x200/reading-moving-letters-digital-literature-in-research-and-teaching-a-handbook-1-aufl-9783839411308.jpg)
Citation preview
A HANDBOOK FOR TEACHING BEGINNING READING
A P ro je c t P re se n te d
to
th e F a c u lty of th e S c h o o l o f E d u c a tio n The U n i v e r s i t y o f S o u th e r n C a l i f o r n i a
In P a r tia l F u lfillm e n t o f t h e R e q u ire m e n ts f o r t h e D eg ree M a ste r of S c ie n c e i n E d u c a tio n
-by S i g n e E l l e n N ev/bury A u g u st 1950
UMI Number: EP46494
All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
Dissertation Publishing
UMI EP46494 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code
ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346
l=J
fS~f /V 5 'S i'
? r %'
T hi s p r oje c t report, w ri tt en un der the direction of the candidate1s a dv ise r an d a p p r o v e d by him, has been p r es e nt e d to and a c c e p te d by the F a cu lt y of the S c h o o l of E du c atio n in p a r ti a l fulf ill me nt of the requirements f o r the de gre e of M a s t e r of Scie nce in Education.
Adviser
D ea n
TABLE OF CONTENTS CHAPTER.— ----------------I.
II.
INT RODUCT I ON
-----
•
PAGE
.........................................................................
1
The p r o b l e m ........................................................................
2
......................................
4
READING IN TODAY'S SCHOOLS How d o e s r e a d i n g f i t p ro g ram ?
in to th e sc h o o l
........................................................................
Some m e t h o d s t h a t h a v e b e e n u s e d O b je c tiv e s i n p rim a ry r e a d in g III.
. . . .
4 6
..........................
8
READINESS FOR R E A D I N G .......................................................... 1 1 O b je c tiv e s , o f th e r e a d in g r e a d i n e s s p r o g r a m .........................
14
R e ad in g r e a d i n e s s a c t i v i t i e s
..........................
15
P ro c e d u re s i n th e c la s s ro o m
.........................
21
E v a lu a tio n of re a d in g re a d in e s s V I.
. . . . .
27
GETTING THE CHILDREN TO T H I N K . ......................................29' O b je c tiv e s
. . . . .
...............................................
29
A c tiv itie s
..............................................................................30
P r o c e d u r e s i n t h e c l a s s r o o m ..................................... 3 3 E v a lu a tio n V.
..............................
WORD RECOGNITION O b je c tiv e s A c tiv itie s
38
....................................................................4 0
..............................................................................4 1 t o d e v e l o p w o rd r e c o g n i t i o n
P ro c e d u re s in th e
.
41
c l a s s r o o m ..................................... 4 4
iv CHAPTER
PAGE E v a lu a tio n
V I.
..............................................................................4 7
LANGUAGE DEVELOPMENT.................. ................................................ 4 8 O b je c tiv e s
........................................................................ 4 8
A c tiv itie s
..............................................................................4 9
P r o c e d u r e s i n t h e c l a s s r o o m ..................................... 52 E v a lu a tio n V II.
.
....................................................................56
ILLUSTRATIVE LESSONS
..........................................
- F i r s t d a y 's re a d in g a c t i v i t i e s Second d a y 's r e a d i n g a c t i v i t i e s T h ird d a y 's r e a d in g a c t i v i t i e s V III.
. . . . .
58 59
.....................
65
........................
71
SU M M ARY...............................................................................................75
BIBLIOGRAPHY
.................................................................................................. 7 7
CHAPTER I INTRODUCTION C h i l d r e n come t o
u n d e rsta n d t h e i r r o le
in so c ie ty
a s t h e y grow i n f a m i l i a r i t y w i t h t h e i r e n v ir o n m e n t. i n f a n t , a t f i r s t a w a r e o n l y o f t h o s e who c a r e
An
f o r h im ,
w i l l l a t e r have c o n ta c ts w ith f a m ily , p la y m a te s and f r i e n d s . S c h o o l l i f e w i l l g r e a t l y e x te n d th e b o u n d a r ie s o f h i s s o c i a l e n v i r o n m e n t , a n d s h o u l d u l t i m a t e l y re m o v e t h o s e b o u n d a r i e s b y h e l p i n g h im t o u n d e r s t a n d a l l p e o p l e s . *The b r i d g e o f c o m m u n i c a t i o n b e t w e e n t h e c h i l d o t h e r hum an b e i n g s i s h is
a b ility
o r a l lan g u a g e:
and
a c h i l d g ro w s i n
to u n d e rs ta n d o th e r s and e x p re s s h im s e lf a s
he g a in s f lu e n c y in s p e a k in g and u n d e r s ta n d in g w hat o t h e r s say.
H ow ever, s u c c e s s f u l l i v i n g
i n o u r c u l t u r e dem ands
a n o t h e r m eans o f u n d e r s t a n d i n g an d c o m m u n ic a tin g : re a d in g . The s c h o o l y e a r s a r e t o a l a r g e e x t e n t w ith t h is
s y m b o lic p h a se o f c o m m u n ic a tio n .
o c c u p ie d
The f i r s t
hand e x p e r i e n c e s o f a n y one p e r s o n a r e l i m i t e d .
Speech
situ a tio n s are
lim ite d a s to tim e , p la c e ,a n d p e rs o n , b u t
re a d in g o ffe rs
c o u n tle s s o p p o rtu n itie s f o r sh a rin g
i v
e x p e rie n c e s. read to
le a rn .
our s c h o o ls /
T hus, th e c h i l d R e ad in g i s
le a rn s to
th e b a sic
M ore t h a n t h a t ,
re a d s in c e he m ust
to o l of le a rn in g in
in our so c ie ty
it
is a
2 “p a r t of ev ery l i f e
s itu a tio n .”1 I .
THE PROBLEM
The p u r p o s e o f t h i s
p ro je c t is
to p re p a re a u sa h le
h a n d b o o k - o f som e o f t h e m o s t d e s i r a b l e m e t h o d s o f t e a c h i n g b e g in n in g r e a d in g .
The h a n d b o o k i s d e s i g n e d f o r u s e i n a
Los A n g e le s C ity E le m e n ta ry S c h o o l, a s a su p p le m e n t to th e b a s i c r e a d e r m a n u a l s f u r n i s h e d by t h e s c h o o l .
It
is
in
te n d e d t h a t th e handbook be u se d p r i n c i p a l l y by r e l a t i v e l y in e x p e rie n c e d
or in a d e q u a te ly p rep ared te a c h e r s , b u t i t
s h o u l d a l s o b e h e l p f u l t o t h o s e w i t h m o re t r a i n i n g a n d e x p e rie n c e . The m a s s o f m a t e r i a l w r i t t e n on t h e r e a d in g c a n be c o n fu s in g T h is s t u d y a im s t o
te a c h in g of
to th e in e x p e rie n c e d
p r e s e n t m eth o d s c o n c i s e l y ,
te a c h e r. and o rg a n
iz e d as to fu n c tio n . Many t e a c h e r s
o f lo n g e x p e r ie n c e t e a c h i n g
m e d i a t e a n d u p p e r - g r a d e c l a s s e s now f i n d
in te r
th e m se lv e s i n
p r i m a r y ro o m s a s a r e s u l t o f t h e s w o l l e n e n r o l l m e n t s th e p rim a ry g ra d e s i n C a li f o r n ia s c h o o ls .
It
i-n
is hoped
t h a t th e handbook w i l l f u r n is h such te a c h e r s w ith a q u ic k su m m ary o f a c c e p t a b l e
te c h n iq u e s.
T he e x p e r i e n c e d t e a c h e r
1 L e o B . H a r t , A T e a c h e r 1s G u i d e t o R e a d i n g , ( K e r n C o u n ty , C a l i f o r n i a : K e r n C o u n ty S u p e r i n t e n d e n t o f S c h o o l s , 1 9 4 1 ), p . 33.
a c c u sto m e d t o u s i n g a r o u t i n e p ro c e d u re w i l l f i n d h e r e a v a r i e t y of g e n e r a lly a c c e p te d te c h n iq u e s . S in c e t h e m e th o d s w i l l be o r g a n iz e d to m ee t s p e c i f i c o b je c tiv e s , a q u ic k check w i l l be fu rn is h e d t o w h e th e r e a c h w eek i n h e r p ro g ram sh e i s s o m e th in g i n th e a c t i v i t i e s
th e te a c h e r a s in c lu d in g
of each g ro u p to m eet each of
th e m ajo r o b j e c t i v e s . The p r o j e c t b e g i n s w i t h a d i s c u s s i o n o f r e a d i n g i n th e m odern s c h o o l:
its
im p o rtan c e and p la c e i n th e s c h o o l
c u r r i c u l u m , som e m e t h o d s t h a t h a v e b e e n u s e d t o t e a c h ' re a d in g ,
and th e g e n e r a l o b j e c t i v e s
in th e p rim a ry re a d in g
p ro g ram o f to d a y (C h a p te r I I ) . C h a p te rs I I I
th r o u g h VI a r e
o rg a n iz e d aro u n d a
m a jo r p h a se o f th e r e a d in g p rogram : th a t phase, s p e c ific
o b je c tiv e s
m eth o d s to be u s e d , f i t t i n g ro o m , and c r i t e r i a
th e
im p o rta n c e
to be o b ta in e d , su g g e ste d
t h e s e m eth o d s i n t o t h e c l a s s
f o r th e e v a lu a tio n of r e s u l t s .
seq u en t c h a p te r w ill d e sc rib e
how t h e v a r i o u s m e t h o d s a r e i n t e g r a t e d A sum m ary c h a p t e r p r e s e n t s
of th e p r o je c t.
A sub
in d e t a i l th e p ro c e d u re s
f o r te a c h in g re a d in g f o r a th re e -d a y p e rio d ,
p ro g ram .
of
in to
illu s tra tin g th e d a ily
th e m a jo r c o n c lu s io n s
CHAPTER I I READING IN TODAY'S SCHOOLS U n til f a i r l y re c e n tly in
our h i s to r y ,
r e a d i n g was
an a c c o m p lish m e n t o f a s m a ll p r i v i l e g e d g ro u p ; is
e s s e n tia l f o r su c c e ss fu l liv in g
a re c o n sta n tly
in our c u ltu r e .
c o n fro n te d w ith s i g n s ,
of ev ery v a r ie ty ,
to d a y i t We
l a b e l s , and d i r e c t i v e s
t o w h i c h we m u s t o f t e n g i v e a n i m m e d i a t e
and c r i t i c a l r e s p o n s e . I.
HOW DOES READING F I T INTO THE SCHOOL PROGRAM? F a y Adams c o n c e i v e s o f r e a d i n g a s a " t o o l o f
c i t i z e n s h i p " , and c r i t i c a l t h i n k i n g , a s w e l l a s a " c o n t r i b u t o r t o p e r s o n a l e n ric h m e n t and w ise use o f l e i s u r e . S y m b o lic
lan g u a g e,
p e r m i t t i n g e a c h mem ber o f a g r o u p t o
g e t a p p r o x i m a t e l y t h e sam e m e a n i n g f r o m t h e sam e s y m b o l , has b ro u g h t about th e ra p id p ro g re s s of our c u ltu r e . "L an g u ag e e n a b l e s e a c h g e n e r a t i o n t o b e g in w here th e l a s t \ / O l e f t o ff." R e ad in g c a n be a g r e a t f o r c e i n p ro m o tin g u n ity ,
th r o u g h th e s h a r i n g of id e a s and e x p e r i e n c e s .
It
^ F a y A d a m s, L i l l i a n G r a y , D o r a R e e s e , T e a c h i n g C h i l d * r e n t o R e a d , (New Y o r k : R o n a l d P r e s s C om pany, 1 9 4 9 ) , p . 1 2 . ^ Los A n g e le s C i ty S c h o o ls , H e lp in g S lo w -L e a m in g A d o le s c e n ts in E le m e n ta ry and S e c o n d ary S c h o o ls , P u b l i c a t i o n No. 3 7 2 , . (L o s A n g e l e s : B oard o f E d u c a t i o n , 1 9 4 1 ) , p . 9 .
5 c a n be a s o u r c e o f e n d l e s s p e r s o n a l j o y ;
it
"b re a k s th e
b o n d s o f tim e and s p a c e " . 3 R e ad in g i n v o lv e s t h i n k i n g ; p re tiv e p ro cess.
It
is an a c tiv e
in te r-
,
i s n o t a s u b je c t i n i t s e l f b u t th e
c h i e f m ea n s we h a v e o f l e a r n i n g . program i t
it
T h erefo re,
in th e s c h o o l
j
j
s h o u ld f u n c t i o n a lw a y s a s a t o o l o f l e a r n i n g ,
o f e x p a n d i n g , a n d o f g a i n i n g new e x p e r i e n c e s .
v \
I f th e fo r
a im o f A m e r i c a n E d u c a t i o n i s
in te llig e n t
c i t i z e n s h i p and h e lp th em t o
f u l p e rso n a l liv e s itie s ,
th e n th e
to p re p a re y o u th le a d s u c c e s s
in te rm s of t h e i r i n d iv i d u a l p o t e n t i a l
sc h o o ls have a r e s p o n s i b i l i t y
s e l e c t i o n o f c o n te n t i n th e re a d in g pro g ram . book s u g g e s t s t h a t m a t e r i a l be p r e s e n t e d
in th e One g u i d e
to w ard :
A w h o le s o m e p a r t i c i p a t i o n i n home l i f e , Sound d e v e lo p m e n t o f h e a l t h y b o d i e s , D e sira b le sch o o l c itiz e n s h ip , A p p re c ia tio n o f w o rk ers, L o ve o f n a t u r e , C re a tiv e e x p re s s io n , Good s p o r t s m a n s h i p i n p l a y , W ise u s e o f l e i s u r e . 4
3 G e r t r u d e H i l d r e t h , L e a r n i n g t h e T h r e e R 1s , S e c o n d e d i t i o n , (M in n e a p o lis: E d u c a tio n a l P u b lis h e r s , I n c . , 1947 ), p . 117. 4 G e n e v a J . H e c o x , E u n i c e K. C r a b t r e e , L u v e r n e C r a b t r e e , The T e a c h e r 1s G u i d e b o o k f o r t h e F i r s t Y e a r R e a d i n g P r o g r a m, ( S a c r a m e n t o : C a l i f o r n i a S t a te D e p a rtm e n t o f E d u c a tio n , 1 9 4 6 ), p . 3 .
^
6 R e a d in g , th e n ,
is
a p s y c h o l o g i c a l p r o c e s s w h ic h i
fu n c tio n s
as an e s s e n t i a l t o o l o f le a r n in g .
Its
c o n te n t/ I
i n s c h o o l s h o u ld he h r o a d , and i t
sh o u ld he p u r p o s e f u l . ’
**A f i r s t g r a d e c l a s s r o o m o u g h t t o
o ffer a t
l e a s t a s m uch
s t i m u l a t i o n f o r l e a r n i n g a s a g o o d home d o e s . ’’^ II.
SOME METHODS THAT HAVE BEEN USED
As e a r l y a s 1 9 0 0 e d u c a t o r s w e r e l o o k i n g f o r w a r d . The f o l l o w i n g d e s c r i p t i o n was g i v e n o f t h e C o u r s e i n E n g lish
i n t h e H o r a c e Mann S c h o o l f o r t h e F i r s t P r i m a r y .
“ The t e a c h i n g o f r e a d i n g i s d o n e p a r t l y h y t h e ’ s e n t e n c e m e t h o d 1 , p a r t l y b y t h e 'w o r d m e t h o d . 1 The c h i l d r e n f i r s t l e a r n t o r e a d w r i t t e n a n d p r i n t e d s e n t e n c e s a l r e a d y know n t o t h e m . By p r o c e s s e s o f a n a l y s i s t h e i n d i v i d u a l w ords becom e kno w n a s w o r d s , a n d a r e a f t e r w a r d s a n a ly z e d i n t o t h e i r p h o n ic and a l p h a b e t i c e l e m e n t s , t h a t t h e y m ay be know n a n d w r i t t e n w ith c e r t a i n t y . ” ^ S in c e t h a t tim e , ho w ev er,
t h e o r y and p r a c t i c e
in
t e a c h i n g w ord p e r c e p t i o n h a v e gone fro m one e x tre m e t o a n o th e r: le tte rs
" f r o m l a b o r i o u s s y s t e m s o f ’’b u i l d i n g ” w o r d s f r o m and p h o n ic e le m e n ts to s im p ly g u e s s i n g t h e m ean-
6 M i l l i e C o r i n n e A lm y, C h i l d r e n * s E x p e r i e n c e s P r i o r t o F i r s t G r a d e a n d S u c c e s s i n B e g i n n i n g R e a d i n g . CNew Y ork: T e a c h e r s C o l l e g e R e c o r d , V o l . L , No. 6 ) , p . 3 9 6 . ® F r a n k l i n T . B a k e r , The C o u r s e i n E n g l i s h i n t h e H o r a c e M ann S c h o o l , ( T e a c h e r s C o l l e g e R e c o r d , V o l . I . , No. 3 , May, 1 9 0 0 ) , p . 3 .
in g s
o f new w o r d s f r o m t h e c o n t e x t a l r e a d y g u e s s e d . The a l p h a b e t m e t h o d o f t e a c h i n g r e a d i n g ,
use u n t i l a b o u t 1890, had th e c h ild s tu d y f i r s t th e n
l e t t e r c o m b in a tio n s , and f i n a l l y w o rd s.
p r o c e s s w as d u l l a n d m e c h a n i c a l , a n d r e s u l t e d h a ltin g read ers.
le tte rs,
T h is i n many s l o w
Then v a r i o u s p h o n e ti c s y s te m s w ere t r i e d
w ith v a ry in g d e g re e s of s u c c e s s .
L e t t e r sounds r a t h e r
t h a n l e t t e r n am es w e r e l e a r n e d , t h e n t h e s e in to w o rds.
in g en eral
sounds fu se d
As s o m any l e t t e r s h a v e s e v e r a l s o u n d s ,
t h e s e m eth o d s a l s o
ten d e d to r e s u l t
in la b o re d re a d in g ,
t o th e n e g l e c t o f c o m p re h e n s io n . O th e r m eth o d s h a v e s t r e s s e d w o rd s an d e v e n w h o le s e n t e n c e s .
t h e t e a c h i n g o f w h o le
F lu e n c y w as g a i n e d , b u t
t o o o f t e n t h e c h i l d w as a t a l o s s i n a t t a c k i n g w o r d s f o r h im se lf. The e x p e r i e n c e - c h a r t m e th o d won g r e a t s u p p o r t b e cause of i t s
h ig h i n t e r e s t and a p p e a l to
th e c h ild r e n
and a p p a r e n tly w i l l c o n tin u e t o occupy a n im p o rta n t ■ p la c e i n 't h e com e.
p r i m a r y r e a d i n g p r o g r a m f o r some t i m e t o
W it h t h i s m e t h o d , t h e
c h i l d r e n re a d sim p le m a t e r i a l
com posed b y th e m s e lv e s i n r e s p o n s e t o a n e x p e r i e n c e , u n d e r th e g u id a n c e o f t h e t e a c h e r . The c u r r e n t t r e n d i s
to w a rd a v a r i e t y
of in s tru c
t i o n a l t e c h n i q u e s w i t h c o n s t a n t e m p h a sis on e x te n d in g th e e x p e rie n c e s of th e c h ild re n .
8 HThe e s s e n t i a l d i f f e r e n c e b e t w e e n g o o d a n d p o o r re a d in g i s th e b e t t e r a b i l i t y of good r e a d e r s to d r a w u p o n t h e i r own i n w a r d r e s o u r c e s i n o r d e r t o a c c o m p lis h .th is p u rp o se. E x p e rie n c e i s th e b a s is upon w h ic h s y m b o ls a r e i n t e r p r e t e d . ' The c h i l d b y c a r e f u l p r e p a r a t i o n i n t h e
c la ss ro o m
e n v ir o n m e n t i s h e lp e d to grow i n t o r e a d i n g e x p e r i e n c e s . In se ttin g
up t h e c l a s s room e n v i r o n m e n t ,
th e re fo re , not
m e re ly re a d in g p r o c e s s e s a re c o n s id e re d b u t th e n eed s of c h il d r e n a s d e v e lo p in g p e rs o n s .
R e ad in g i s n o t ta u g h t
s o l e l y a s g e t t i n g m e a n in g f r o m p r i n t , a s an in te r p r e tiv e a c tiv itie s
b u t i s th o u g h t o f
p ro cess, and, th e re fo re ,
in c lu d e s such
a s u n d e r s ta n d in g d ia g ra m s and c h a r t s , d ra w in g
c o n c l u s i o n s , a n d m a k in g i n f e r e n c e s f r o m p i c t u r e s . III. R e ad in g i s sc h o o ls.
OBJECTIVES IN PRIMARY READING th e b a s i c t o o l s u b j e c t o f o u r p u b l i c
E f f e c tiv e use o f re a d in g a s a t o o l w i l l in c lu d e
such s k i l l s as re a d in g to r e f e r e n c e books, p ic k in g
lo c a te
in fo rm a tio n , u se of
o u t th e m ain i d e a s i n a s e l e c t i o n ,
g e n e r a l i z i n g fro m th e f a c t s g iv e n ,
e v a lu a tin g m a te ria l
r e a d , use of th e d ic tio n a r y , and u se o f c o n te x t c lu e s u n d e rs ta n d in g u n f a m ilia r w o rd s.
E ffe c tiv e
in
o r a l re a d in g
i s a l s o a m ajo r o b j e c ti v e .
^ L os A n g e l e s C i t y S c h o o l P u b l i c a t i o n No. 3 7 2 , j } op. c i t . , p . 9. /
R e ad in g s h o u ld s e r v e a lw a y s to e n la r g e and d e v e lo p i n t e r e s t s .
e x p e rie n c e
T a ste s i n l i t e r a t u r e a re
c u lti
v a t e d , a n d a r e b a s e d t o a g r e a t e x t e n t on t h e b a c k g r o u n d o f u n d e rs ta n d in g s th e r e a d e r b rin g s to is
th e
se le c tio n .
It
th e a im o f t h e s c h o o ls t o g u id e C h ild r e n i n a w ise
c h o ic e o f le i s u r e - ti m e
re a d in g m a tte r. I
The u l t i m a t e p ro b le m s, and t h i s •b e g in n in g
a im o f a l l r e a d i n g i s t o is
th e p la c e i t
in th e c la s s ro o m .
so lv e l i f e
assum es fro m th e
S y m b o ls h a v e b e c o m e a
n e c e s s a r y m eans o f c o m m u n ic a tio n i n o u r w o r ld , and th e c h i l d m u s t make f r i e n d s w i t h t h e s e s y m b o l s . le a r n t h a t th e y re p re s e n t h a b it
i d e a s ; he m u st a c q u i r e t h e
o f e x p e c t i n g t o g e t m e a n in g f r o m p r i n t .
m ake s e n s e . it
S in c e
i n o r d e r t o g e t t h e f u l l m e a n in g i n t e n d e d .
1.
It
sh o u ld
i t m ak e s s e n s e , h e s h o u l d t h i n k a b o u t
s h o u ld grow i n a b i l i t y
C h ild re n
to :
E x p ress id e a s r e le v a n t to th e to p ic
2.
E x p ress id e a s i n g e n e ra l o r a b s t r a c t
3.
E x p re ss i d e a s o f c a u s e and e f f e c t
4.
E x p ress id e a s of a n tic ip a tin g
5.
E x p ress id e a s of e v a lu a tio n
6.
R e ta in id e a s over a p e rio d
So f r o m t h e e a r l i e s t s t a g e to
He m u s t
i n t e r p r e t , to g e t th e
term s
o u tco m es
o f tim e
in re a d in g , th e c h ild
i s ta u g h t"
f e e l in g b e h in d a p a s s a g e ./
\
n
10 m any t y p e s
of re a d in g th e r e
to be g a in e d .
The c h i l d
is an asp ect
of a p p re c ia tio n
sh o u ld be g u id e d to a n e m o tio n a l
r e s p o n s e , and h e l p e d t o s h a r e h i s r e s p o n s e . m ent i s
P ure e n jo y
o f t e n a m o tiv e f o r r e a d i n g . N e v e r t h e l e s s , a g r e a t d e a l o f a t t e n t i o n m ust be
g iv e n to to
e s ta b lis h in g stu d y h a b its .
lis te n ,
pay a t t e n t i o n ,
C h ild r e n m ust le a r n
ta k e d i r e c t i o n s , p l a n w ork,
c o m p le te a j o b w e l l , w ork w e l l w i t h o t h e r s , a n d g i v e a n d re c e iv e
h e lp .
They m u s t l e a r n t h a t s t a n d a r d s
o f w o rk in g
d u r i n g a c o n s t r u c t i o n p e r i o d a r e d i f f e r e n t fro m t h e sta n d a rd s
re q u ire d d u rin g a re a d in g stu d y p e rio d .
A b e g in n in g r e a d in g pro g ram w i l l be c o n c e rn e d / w ith : /
1.
G e ttin g a c q u a in te d w ith books
2.
A s s o c i a t i n g m e a n in g w i t h s e n t e n c e s
3.
B u ild in g v o c a b u la ry
4.
E x te n d in g r e a d in g
5.
G a in in g in d e p e n d e n c e in r e a d in g
in te re s ts
CHAPTER I I I READINESS FOR READING R e a d in g i s a co m p lex p r o c e s s c a l l i n g f o r i n t e g r a t e d a c tio n .
R e a d in g r e a d i n e s s , t h e r e f o r e ,
a t i o n o f m any f a c t o r s ,
i m p l i e s a co m b in
in c lu d in g :
1.
Good h e a l t h
2.
M e n ta l a b i l i t y ,
t h e m inim um u s u a l l y b e i n g
s e t a t s i x and a h a l f y e a r s 3.
S a t is f a c to r y p e rs o n a l a d ju s tm e n t, so t h a t t h e c h i l d may m a i n t a i n s e l f - r e s p e c t , to re a so n a b le c r itic is m ,
lis te n
l e a r n i n a gro u p
s i t u a t i o n , and a p p ro a c h a ta s k w ith con fid e n c e 4.
I n t e r e s t i n books and s t o r i e s
5.
A background o f e x p e r ie n c e ,
to p ro v id e
la n g u a g e d e v elo p m e n t a d e q u a te f o r b e g in n in g re a d in g a c t i v i t i e s “ Much o f o u r m e n t a l l i f e
is
in
th e r e a lm
n o t o f d ise m b o d ied i n t e l l e c t S o c i a l g r e a t im p o rta n c e to
th e c h il d
of f e e lin g ,
a cc e p ta n c e
is
of
and w i l l i n f l u e n c e h i s
L os A n g e le s C i ty S c h o o ls , G u id an ce in E le m e n ta ry S c h o o l s , S c h o o l P u b l i c a t i o n No. 439*^ (L o s A n g e l e s : B oard o f E d u c a tio n , 1 9 48 ), p. 9.
12, success in re a d in g .
T he m i n d - s e t h e h a s a s a r e s u l t o f
one s i t u a t i o n d e t e r m i n e s i n p a r t h i s n e x t. ness
T h e re fo re , th e
r e a c tio n to
th e
t e a c h e r c o n s id e r s and b u i l d s r e a d i
f o r re a d in g d u rin g th e e n t i r e
d a y ’ s p rogram .
The f o u n d a t i o n s f o r s u c c e s s i n r e a d i n g a r e l a i d lo n g b e f o r e a c h i l d a s he le a r n s
sits
dow n w i t h a p r i m e r i n h i s h a n d ;
to use h is e y e s ,
he i s b u ild in g p a t t e r n s
t h i n k , and r e a c t to
o b je c ts,
s im ila r to th o se he w i l l u se in
re a d in g . ‘ R e a d in e s s i s n o t s o m e th in g t o be c o n s i d e r e d in th e
sta g e s
o f g r o u p i n g and p l a c i n g
g rad e a c t i v i t i e s , e n tire
but ra th e r i t
c h ild re n in f i r s t
sh o u ld be a p a r t o f th e
r e a d in g p rogram o f th e s c h o o l.
But e s p e c ia lly in
th e p rim a ry g ra d e s sh o u ld th e t e a c h e r p re p a re th e f o r each re a d in g e x p e rie n c e ,
o n ly
c h ild re n
s in c e a s th e y are p r e p a r e d ,
so w i l l t h e y e x p e r i e n c e s u c c e s s .
T ru e i t
is
th a t a
d e v e l o p i n g p e r s o n a l i t y n e e d s t o e x p e r i e n c e some f a i l u r e s a s w e l l a s some s u c c e s s e s ; b u t i t
is
th e
t e a c h e r 's
jo b to
a d j u s t t h e r e a d i n g p ro g ra m so t h a t s u c c e s s e s w i l l predom in a te .' The t e a c h e r w i l l f i r s t c o n s i d e r t h e c h i l d ' s v is io n , and h e a rin g ,
and d o w h a t s h e c a n t o w a r d s e e i n g
th a t d e fic ie n c ie s a re c o rre c te d . in a c la s s
h e a lth ,
N ot a l l h e a l t h p ro b le m s
o f 35 c h i l d r e n c a n be c a r e d f o r i n th e f i r s t
two w e e k s o f s c h o o l , b u t t h e t e a c h e r a n d p a r e n t s s h o u l d b e
a w a re o f th e m . B e sid e s th e p h y s i c a l a s p e c t , re a d in g r e a d in e s s i n c l u d e s a g e n e r a l e m o tio n a l and m e n ta l p r e p a r e d n e s s . good c r i t e r i o n f o r th e e a rly sta g e s
A-
in c lu s io n of a n a c t i v i t y in th e
of th e re a d in g p rogram i s :
Does t h i s h e l p
th e c h i l d f e e l a d e q u a te and s e c u r e ; d o e s i t s c h o o l w ork?
h e l p h im t o
f e e l a sense
of p u rp o se in h is
B a sic n eed s
of s e c u rity ,
r e c o g n i t i o n , b e l o n g i n g , w o r th and c o n s i s t e n c y
m u st be m et i n t h e r e a d i n g s i t u a t i o n s . ^ “ R e a d i n e s s i s p a r t l y a f u n c t i o n o f how we p r o c e e d in /
i n s t r u c t i n g young c h i l d r e n ." 2
we e x p e c t t h e c h i l d r e n t o d o .
I t w i l l depend upon w h at
C e rta in ly
even i n a sm a ll
g r o u p o f c h i l d r e n some w i l l b e m o re r e a d y t h a n o t h e r s i n th e v a rio u s f a c t o r s
of re a d in g .
Some w i l l b e f a i r l y
f l u e n t i n o r a l la n g u a g e , b u t have l i t t l e w o rd f o r m s ;
d is c rim in a tio n of
o th e r s w i l l need h e lp i n fo rm in g s e n te n c e s .
The w i s e t e a c h e r w i l l u s e f l e x i b l e g r o u p i n g a n d a v a r i e t y o f a c t i v i t i e s .• Two o t h e r f a c t o r s a r e w o r t h y o f n o t e h e r e : in g th e c h i l d 's
b ack ground o f e x p e r ie n c e s , and d e v e lo p in g
i n h im a s t r o n g d e s i r e th e
le tte rs
e x te n d
to re a d .
th a t.m a k e up p r i n t ;
T h e r e a r e no m e a n i n g s i n th e c h il d m ust g iv e th e
^ G e r t r u d e H i l d r e t h , R e a d i n e s s f o r L e a r n i n g , (W ash i n g to n , D .C .: B u l l e t i n o f t h e A s s o c i a t i o n f o r C h ild h o o d E d u c a tio n , 1 9 4 1 ), F o rew o rd .
14 w ords an d p h r a s e s t h e i r
in te n d e d m e a n in g s.
c o n c e p ts and u n d e rs ta n d in g s t o sy m b o ls.
He n e e d s
d ra w u p o n t o r e a d
in to
th e
M a tu rity to p e rc e iv e r e l a t i o n s h i p s and a s s o c ia te
i d e a s g a in e d fro m h i s e x p e r ie n c e s i s
im p o rta n t.
te a c h e r c o n s ta n tly seek s to s tim u la te p r e tin g a s she le a d s
The
t h i n k i n g and i n t e r
th e c h i l d r e n th ro u g h a p la n n e d
sequence of e x p e rie n c e s . A d e sire e n te rin g
t o r e a d i s p r e s e n t i n m o st c h i l d r e n upon
sc h o o l o r e n te rin g th e f i r s t g ra d e .
w ill c a p ita liz e
on t h i s
in itia l in te re s t,
i t a lo v e o f b o o k s and a p p r e c i a t i o n as a lo n g in g t o "re a d and f in d p rin te d I.
T he t e a c h e r
and b u i l d fro m
of l i t e r a t u r e
as w e ll
o u t" th e s e c r e t s o f th e
page. OBJECTIVES OF TE-IE READING READINESS PROGRAM
A.
To e x t e n d t h e e x p e r i e n c e s
o f th e c h i l d r e n .
B.
To p r o v i d e o p p o r t u n i t i e s f o r m a n i p u l a t i o n o f m a t e r i a l s .
C.
To b u i l d
D.
To b u i l d a n d s u s t a i n i n t e r e s t i n t h e s c h o o l a c t i v i t i e s .
E.
To p r o v i d e s i m p l e
d e s i r a b l e w ork h a b i t s .
re a d in g m a te r ia l w ith in th e
c h i l d r e n ’ s i m m e d i a t e a n d common e x p e r i e n c e . F.
To o r i e n t t h e c h i l d r e n t o t h e p r i n t e d
page.
is II. A.
READING READINESS A C TIV ITIES
To e x t e n d t h e
e x p e rie n c e s o f th e c h i l d r e n .
1.
S to ry t e l l i n g :
by th e t e a c h e r , b y th e c h i l d r e n .
2.
S h a rin g of e x p e rie n c e s
i n t h e news p e r i o d ;
c h o o sin g w o rth w h ile th in g s t o 3.
. T ake t r i p s ,
t e l l our frie n d s.
s u c h a s n e ig h b o rh o o d e x c u r s i o n s ;
o b s e r v e c o m m u n ity h e l p e r s , v i s i t f a c t o r i e s , h arb o r, a f i r e
th e
s ta tio n , e tc .
a.
S e l e c t and p l a n th e
trip .
b.
S e t s ta n d a r d s f o r c o n d u c t.
c.
A sk q u e s t i o n s a n d c h o o s e t h i n g s t o
d.
Go o n t h e
e.
D isc u ss , answ er q u e s tio n s .
f.
E v a lu a te , p la n f u r t h e r stu d y .
lo o k f o r .
trip .
4.
A u d io -v isu a l a id s .
5.
D ra m a tiz e e v e n ts w i t h i n th e c h i l d r e n 's e x p e r ie n c e , such a s g e tt i n g read y f o r
s c h o o l, g o in g to th e
s t o r e , h e l p i n g m o t h e r a t h o m e, h e l p i n g D a d d y , ta lk in g
on t h e t e l e p h o n e , f e e d i n g a n d c a r i n g f o r
p e ts. 6.
D isp la y c o lle c tio n s
of s h e l l s , 't o o l s ,
7.
H ave a t o y sh o w i n t h e ro o m ; e n c o u r a g e
e tc . each c h ild
t o b r i n g a t l e a s t one t h i n g . B.
To p r o v i d e
o p p o r tu n itie s f o r m a n ip u la tio n of m a t e r i a ls .
16
C.
1.
B lo ck p l a y
2.
C o n stru c tio n a c t i v i t i e s
3.
C la y w ork
4.
Game s
5.
C u ttin g
an d p a s t i n g a c t i v i t i e s
To b u i l d d e s i r a b l e w o r k h a b i t s . S et sta n d a rd s fo r: a.
S h a rin g
b.
T ak in g t u r n s
c
.
d.
F in is h in g a jo b
e.
D o in g a jo b w e l l
f
.
g* 2.
L is te n in g
C l e a n i n g up F o llo w in g d i r e c t i o n s
Make p l a n s w i t h t h e c h i l d r e n f o r a d a y ' s w o r k , t o p r i n t on th e b o a r d . and th o s e l e f t
3.
L a t e r c h ec k t h e ite m s done
to d o .
E v a lu a te a f t e r b lo c k p la y and o t h e r b u i ld i n g a c tiv itie s.
4. D.
H e lp c h i l d r e n p l a n f o r q u i e t p e r i o d s .
To b u i l d a n d s u s t a i n i n t e r e s t i n t h e
school a c t iv i t ie s .
Do n o t e x p e c t a c h i l d who i s h i g h l y d i s t u r b e d e m o t i o n a l ly to ta k e a n i n t e r e s t in to th e r e s t 1.
of th e
th e s c h o o l w ork a s p r e s e n t e d
c h ild re n .
P ro v id e f r e q u e n t p a u ses f o r r e l a x a t i o n in th e
p rogram : a.
S t r e t c h i n g an d y aw n in g
b.
P o e m s, j i n g l e s
c.
C h o ra l sp e a k in g
d.
R est p e rio d s.
U se e v e r y o p p o r t u n i t y t o r e l a t e c h ild r e n 's
own e x p e r i e n c e s ,
m a te r ia l to
th e
th ro u g h q u e s tio n s
and d i s c u s s i o n . H e l p c h i l d r e n b eco m e a c q u a i n t e d w i t h t h e i r t e a c h e r and th e r e s t
o f th e s c h o o l p e r s o n n e l.
H e lp c h i l d r e n becom e a c q u a i n t e d w i t h e a c h o t h e r . H ave s u r p r i s e s
on th e b u l l e t i n b o a r d :
a.
C harge p i c t u r e s
fre q u e n tly
b.
A rran g e a s e r i e s
c.
W r ite a n o t e t o one c h i l d ,
of p ic tu re s to t e l l a g ro u p ,o r
a sto ry th e
c la s s d.
L et each g ro u p have a tu r n to a rra n g e th e b u l l e t i n b o a r d f o r a w eek
U se l a b e l s w i t h c h i l d r e n ' s
nam es w h e r e v e r p o s s i b l e
f o r e x a m p le , on c o a t h o o k s , c r a y o n b o x e s , e t c . E n co u rag e m ark in g o f c h i l d r e n 's such a s ,
p e rs o n a l p ro p e rty ,
lu n c h b o x es, c l o t h i n g e t c .
R ead t o t h e c h i l d r e n : a.
B u l l e t i n s from th e P r i n c i p a l 's
b.
In v ita tio n s
o ffic e
t o p r o g r a m s and p a r t i e s
9.
c.
P o ste rs
d.
C a p tio n s and s t o r i e s fro m m a g a z in e s
P l a n i n t h e d a y ’ s p r o g r a m som e ’’f r e e c h o i c e "
tim e
f o r each c h ild . 10.
S e t up b o t h im m e d ia te and l o n g - r a n g e g o a l s f o r u n i t s o f w o rk .
11.
P la n to
in c r e a s e th e v a r i e t y
w h ic h t h e E.
of p u rp o ses f o r
c h ild re n re a d .
P ro v id e sim p le r e a d in g m a t e r i a l w i t h i n th e c h i l d r e n 's i m m e d i a t e a n d common e x p e r i e n c e . 1.
P r i n t f r e q u e n t b r i e f n o t e s t o t h e c l a s s on b o a r d .
2.
Make c h a r t s t h a t l i s t j o b s , p l a n s , c o n d u c t, c o m m itte e s; r e c o rd gro u p e x p e r ie n c e s ; a.
sta n d a rd s
of
in fo rm a tio n ; t e l l
t e l l about c la s s p ro je c ts .
A sk q u e s t i o n s t h a t w i l l g u i d e t h e r e s p o n s e s . H e lp c h i l d r e n t o u s e a s h o r t s e n te n c e .
b.
G et s e v e r a l s u g g e s tio n s ;
th e n h e lp c h ild r e n
to choose a good b e g in n in g s e n te n c e , an d a good e n d in g . c.
H e lp th e c h i l d r e n g a i n a se n s e
of th e sequence
of e v e n ts d.
P l a n c h a r t s t o i n c l u d e m uch r e p e t i t i o n o f f a m i l i a r w o rd s; keep m a t e r i a l e a sy enough to g iv e th e sound and f e e l i n g o f f l u e n t r e a d in g .
When c o m p o s in g c h a r t s : 1.
W rite s e n te n c e s
on b o a r d a s c h i l d r e n
d ic ta te . 2.
H ake o c c a s i o n t o i n c l u d e q u e s t i o n a n d e x c la m a tio n m ark s.
3.
K e ep s e n t e n c e s
sim p le an d o f f a i r l y u n i
fo rm le n g t h . 4.
K eep t h e
s t o r y w ith in th e a b i l i t y
th e c h ild r e n to
of a l l
in te rp re t.
In g u id in g th e
l a n g u a g e , m ake u s e o f
s e n s e - i m p r e s s i o n w ords o f s o u n d s , c o l o r , f o r m , m o v e m e n t, r h y t h m ,
ta s te ,
e tc . 5.
E v a l u a t e m a t e r i a l t o p u t on c h a r t .
Make some c h a r t s
in d u p lic a te f o r d r i l l p u rp o ses.
1.
Cut d u p lic a te c h a r t in to
se n te n c e s t r i p s .
2.
H ave c h i l d r e n m a t c h s t r i p s a n d r e b u i l d t o m a tc h w h o le c h a r t .
3.
C ut se n te n c e s t r i p s
in to p h ra se s;
have
c h i l d r e n m a t c h w i t h w h o le c h a r t a n d r e b u i l d sto ry . 4.
Cut p h rase s t r i p s
i n t o w ords f o r m a tc h in g .
Show d i r e c t i o n o f e y e sw e e p b y m o v in g h a n d a lo n g u n d e r th e l i n e
as c h ild
read s.
o r ie n t th e c h ild
to th e p r in te d p a g e.
Put each c h i l d 's on th e
name i n a b o o k ,
in sid e c o v er,
e ith e r p rin te d
o r on a s l i p
of p ap er c lip p e d
to th e c o v er. D isc u ss w ith
th e c h i l d r e n th e p r o p e r c a r e
a.
U se w i t h c l e a n h a n d s
b.
Open p r o p e r l y
c.
T urn p a g es c a r e f u l l y
d.
S to re c a r e f u lly
of books.
Show c h i l d r e n how t o r e a d : a.
P ro m l e f t t o
rig h t
b.
P ro m t o p t o b o t t o m
c.
F ro m f r o n t t o b a c k o f b o o k
R e fe r t o b o o k s by t h e i r nam es, n o t c o l o r s . Show c h i l d r e n how t h e p a g e s a r e n u m b e r e d a n d how t o u s e th e T ab le o f C o n te n ts . E ncourage c h i l d r e n to as g if ts ,
an d b r i n g t o c l a s s
When r e a d i n g t h e f i r s t a.
own b o o k s ; t o r e q u e s t th e m to
sh a re w ith g ro u p .
sto rie s:
R e la te th e m a t e r i a l 't o
th e c h il d r e n 's
e x p e rie n c e s. b.
A sk q u e s t i o n s t o i n t r o d u c e a n e l e m e n t o f suspense o r aro u se c u r io s ity .
c.
P r o v i d e some t i m e f o r i n d i v i d u a l h e l p .
8.
E n courage in d e p e n d e n t " f r e e ” r e a d in g . a.
D e v e lo p l i b r a r y
s ta n d a rd s w ith th e
b.
L e t t h e c h i l d r e n m ake a d v e r t i s i n g c a r d s a b o u t books th e y have r e a d .
c h ild re n .
D i s p l a y on b u l l e t i n
b o ard . III.
PROCEDURES I N THE CLASSROOM
I n p la n n in g th e d a i l y p ro g ram , w ith s e v e r a l p ro b le m s.
th e te a c h e r i s fa c ed
She m u s t c h o o s e a c t i v i t i e s
w i l l i n t e r e s t a l l th e c h ild r e n , and
th a t
she m u st d e c i d e o n th e
am ount o f tim e t o b e s p e n t i n t h e v a r i o u s p u r s u i t s . a g ro u p of c i t y c h il d r e n , th e re ran g e
of b ack g ro u n d s.
In
w i l l be a f a i r l y w id e
T h erefo re,
sh a rin g o f in d iv id u a l
e x p e rie n c e s w i l l be o f b e n e f i t to th e g ro u p a s w e ll as g iv in g m e m b e r.
each c h ild
a n o p p o r t u n i t y t o b ecom e a c o n t r i b u t i n g
T h is t e l l i n g
o f p e r s o n a l e x p e r i e n c e s , h o w ev er,
c a n e a s i l y be o v e rd o n e ; t h a t i s , t o t h e new s p e r i o d .
T ak in g r o l l ,
t o o much t i m e may be g i v e n c o l l e c t i n g m oney, an d
o t h e r r o u t i n e b u s i n e s s w i l l ta k e a b o u t t e n m in u te s o f th e f i r s t h o u r o f th e m o rn in g .
It
t h i s w i t h t h e news p e r i o d .
I f a c h i l d d o es h av e so m e th in g
in te re s tin g
to t e l l
b u rs tin g to sh a re
i s a good p la n t o fo llo w
o r sho w t h e g r o u p , h e i s b y t h i s
it.
tim e
H ow ever, a t e n m in u te p e r io d t h r e e
o r f o u r t i m e s a w e e k i s a s m u sh a s m o s t g r o u p s w i l l p r o f i t by u n le s s a c h il d
h a s b r o u g h t so m e th in g t o
sh o w i n
c o n n e c tio n w ith a u n it case,
of w ork u n d e r s t u d y .
In such a
e x t r a tim e i s w e l l s p e n t . D u r i n g t h e f i r s t w e e k , t h e r e w i l l h e m o re t i m e s p e n t
i n s h a r in g e x p e r ie n c e s , su c h as v a c a tio n t r i p s ,
and t h i s
sh o u ld be a tim e f o r f r e e e x p r e s s i o n , f o r g e t t i n g a c q u a in t ed. as,
The t e a c h e r s h o u l d m e r e l y make s u c h
sim p le , s u g g e s t i o n s
“ T a l k t o a l l t h e c h i l d r e n 1*, “ T a l k i n a c l e a r v o i c e '* . S t a n d a r d s f o r th e news p e r i o d s h o u l d b e s e t d u r i n g
th e f i r s t
t h r e e w eeks of s c h o o l.
Have t h e c h i l d r e n
su g g e st th a t th e y : 1.
C hoose a n i n t e r e s t i n g t h i n g t o
2.
Speak i n a p le a s a n t v o ic e
3.
Take t u r n s
4.
L is te n to t h e i r f r ie n d s
Put th e se
te ll
on a p e r m a n e n t c h a r t a n d r e f e r t o
D u rin g th e g e t t i n g - a c q u a i n t e d
p e rio d
th e m a s n e e d e d . of th e f i r s t ,
tw o o r t h r e e w e e k s o f t h e s e m e s t e r , t h e p e r i o d f o l l o w i n g t h e new s p e r i o d m i g h t be a f r e e
c h o ic e p e rio d .
The t e a c h e r
sh o u ld se e t h a t each c h ild h a s a chan ce to e x p lo r e a l l th e in te r e s t c e n te rs, tim e .
If a little
and h e lp 't h e m t o
e v a lu a te t h e i r use o f
g i r l spends e v e ry fre e
p la y in g i n th e d o l l h o u s e , she
c h o ic e p e rio d
i s m i s s i n g many o t h e r
o p p o rtu n itie s .
The t e a c h e r c a n e x t e n d h e r i n t e r e s t s b y
su g g e stin g t h a t
s h e b u i l d a d o l l h o u s e o f h e r own one d a y
23 w i t h b l o c k s , make s o m e t h i n g w i t h c l a y .to p u t i n h e r d o l l house,
p a in t a p ic tu re
th e fa m ily t h a t
to p u t i n i t ,
l i v e s t h e r e , m ake w a l l p a p e r f o r t h e h o u s e ,
o r a s k th e o t h e r c h il d r e n f o r h e lp L a te r,
p a in t a p ic tu re about
in fu rn is h in g i t .
t h e p la y h o u s e s p a c e w i l l p r o b a b ly be u se d f o r a
p la y s to r e ,
p o s t o f f ic e , m arket or o th e r a c t i v i t y .
A good u s e o f tim e t o e x te n d th e u n d e r s ta n d in g s o f th e e n t i r e gro u p i s
t o com pose t h e g r o u p p l a n s ,
and s ta n d a r d s f o r w ork.
D u rin g th e f i r s t
have th e c h i l d r e n w r i t e a sim p le s t o r y sc h o o l.
A sk q u e s t i o n s t o
sto rie s,
o r second d a y ,
o f t h i n g s t o do a t
d ev elo p a s t o r y
of th is
ty p e ,
sim p le enough so t h a t a l l th e c h i l d r e n c a n u n d e rs ta n d . We p l a y w i t h b l o c k s . We s i n g s o n g s . We t e l l The f i r s t
sto rie s.
s e t o f s t a n d a r d s d e v e l o p e d f o r w o rk
p e r i o d s s h o u ld a l s o be s im p le en o u g h f o r t h e im m a tu re o n e s to fo llo w ; Take t u r n s . H e lp each o t h e r . C le a n up y o u r s p a c e . The m o s t m a t u r e r e a d i n g g r o u p a f t e r a b o u t a m o n th w ill w ant a lo n g e r s e t of s ta n d a rd s .
T h eir l i s t
of sta n d a rd s
fo r free
r e a d i n g m ig h t be so m e th in g l i k e
th is :
R e a d one b o o k a t a t i m e . T urn th e
pages c a r e f u lly .
T e l l th e s t o r y to th e P u t th e s to r i e s p erm an en t c h a r t s a l l th e l i s t s
o th e r c h ild re n .
o n t h e b o a r d , a n d l a t e r m ake
on l a r g e
tag b o a rd w ith I n d ia in k .
an d s t o r i e s n e e d b e p u t o n c h a r t s .
Not Two
w e l l - p l a n n e d p e rm a n e n t c h a r t s a w eek w i l l f u r n i s h t h e g ro u p w ith a good s t o r e
o f m e a n in g fu l m a t e r i a l to r e a d .
Some o f t h e s e c h a r t s s h o u l d b e m ade i n d u p l i c a t e f o r m a tc h in g
o f w ords and p h r a s e s .
ed s c h e d u le
The f o l l o w i n g i s a s u g g e s t
of c h a r ts f o r a F a l l se m e s te r:
F i r s t w eek.
As s u g g e s t e d a b o v e , t o h e l p t h e
c h i l d r e n b ecom e o r i e n t e d
to th e
sc h o o l pro g ram ,
m ake a c h a r t a b o u t ’’T h i n g s We Do a t S c h o o l " , a n d a c h a r t o f s t a n d a r d s f o r w ork p e r i o d s . Second w eek.
L i s t t h e ro o m h o u s e k e e p i n g d u t i e s .
Make p o c k e t s w i t h c h a r t so t h a t
strip s
o f ta g b o a rd ta p e d
on t h e
t h e c h i l d r e n ’ s nam es c a n b e p u t on
c a rd s and th e c a rd s changed a s n e e d e d .
H av e t h e
c h ild r e n s e t s ta n d a rd s f o r p a in tin g f o r a n o th e r c h a rt. T h ird w eek.
G u id e t h e c h i l d r e n
in w ritin g a s to r y
a b o u t s o m e th in g o f im m e d ia te i n t e r e s t s u c h a s a t o y
25 o r o th e r a r t i c l e
b r o u g h t b y one o f t h e c l a s s .
S e t s ta n d a rd s f o r b e h a v io r a t th e
lib ra ry co rn er
o r b ro w sin g t a b l e . F o u rth w eek.
B rin g a la r g e a t t r a c t i v e
p ic tu re ,
in c o lo r , f o r th e c h ild r e n to w r ite a b o u t.
H av e
th e c h i l d r e n w r i t e a l e t t e r t o M o th e r i n v i t i n g t
h e r t o come a n d v i s i t t h e ro o m a f t e r a P . T . A . m e e tin g .
D u p lic a te enough c o p ie s f o r th e
c la s s
l e a v i n g a s p a c e f o r e a c h c h i l d t o p u t i n h i s own nam e. F i f t h w eek.
I n c o n n e c t i o n w i t h a u n i t o n t h e home
o r som e s i m i l a r u n i t , w r i t e a g r o u p s t o r y f o r m atc h in g e x e r c i s e s .
(S e e C h a p t e r V I I f o r p r o c e d u r e . )
S et sta n d a rd s f o r a n a c t i v i t y such as b u ild in g w ith b lo c k s o r w o rk in g a t t h e c la y t a b l e . S ix th w eek.
Use s o m e t h i n g o f i n t e r e s t i n t h e
s c h o o l o r im m e d ia te n e ig h b o rh o o d o r a n a r t i c l e b ro u g h t in by a c h ild .
W rite o u t sim p le d i r e c t i o n s
f o r p l a y i n g a new g a m e . S e v e n th w eek. th in g s to
Make p l a n s f o r a n e x c u r s i o n i n c l u d i n g
lo o k f o r .
o b s e rv e d on th e E ig h th w eek.
ro o m .
about th e th in g s
trip .
H ave a H a l l o w e e n s t o r y i n s p i r e d b y
a p u m p k in f a c e , in th e
Then w r i t e
c lo w n p i c t u r e
or d rees-u p a c t iv i t ie s
V / r i t e a b o u t t h e s c h o o l o r ro o m p a r a d e
!
26 o f c o stu m e s. N in th w eek.
H ave a b r i e f u n i t o n c a r e o f p e t s .
I f p o s s i b l e , h a v e a p e t sh o w a t s c h o o l o ne a f t e r noon o r have th e
c h i l d r e n make p i c t u r e s
of t h e i r
p e ts f o r d is p la y . T en th w eek .
H av e t h e
n e ig h b o rh o o d s t o r e
c h ild re n w rite about a
o f some k i n d .
p la n s f o r b u ild in g a p la y s to r e E le v e n th w eek.
L e t th e m m ake in th e
P l a n t som e s e e d s a n d
ro o m .
l e t th e
c h ild r e n b e g in a re c o rd o f t h e i r p ro g re s s .
Add
t o t h e r e c o r d e v e r y few d a y s . T w e lfth w eek. fa v o rite
L et th e c h ild r e n choose t h e i r
songs to l i s t .
W rite a b o u t a n a sse m b ly
pro g ram o r o th e r g e n e r a l s c h o o l a c t i v i t y . T h irte e n th w eek. s to r ie s to
C hoose t h e
p u t on a c h a r t .
c h il d r e n 's f a v o r ite Make p l a n s f o r a
C h ristm a s p a r t y . F o u rte e n th w eek.
Have t h e c h i l d r e n com pose a
l e t t e r to a sto ry -b o o k c h a r a c te r .
T he n e x t d a y
w r i t e a r e p l y on t h e b o a rd to t h e c h i l d r e n . F i f t e e n t h w eek. v itin g h e r to g o h o m e. C ross b o x .
W rite a l e t t e r t o M o th er i n
th e p a r ty .
D u p lic a te
W rite a b o u t a r t i c l e s
th e
l e t t e r to
t o p u t i n a Red
S ix te e n th w eek.
Make p l a n s w i t h t h e c h i l d r e n o f
th e d a y ’ s w ork.
L i s t on th e b o a rd and l a t e r
w h ich ite m s w ere d o n e .
check
W r i t e d i r e c t i o n s f o r a new
gam e. S e v e n te e n th w eek . D is c u s s w hat c o n s t i t u t e s a good b re a k fa st f o r a sch o o l c h ild . school c a fe te ria
if
th e re
is
W rite a b o u t th e one;
i f n o t, w rite
a b o u t a good lu n c h to b r i n g t o s c h o o l. E ig h te e n th w eek.
W rite a b o u t th e m ost i n t e r e s t i n g
th in g s done a t s c h o o l. T h is s c h e d u le p ro v id e a b a la n c e and r e a d in g . in o r d e r to
i n t e n d e d m e r e l y t o sh ow how t o
i n t y p e , c o n t e n t , and p u r p o s e s f o r w r i t i n g
M o d i f i c a t i o n s m u s t be made o f a n y s u c h p l a n ta k e a d v a n ta g e o f i n t e r e s t s a s th e y d e v e lo p
and s p e c i a l e v e n ts IV . A.
is
in th e s c h o o l.
EVALUATION OF HEADING READINESS
E x te n d in g i n t e r e s t s . 1.
Doe's t h e
c h ild p a r tic ip a te
i n m ost p h a ses o f th e
s c h o o l p ro g ram , c o n tr i b u ti n g ,
l i s t e n i n g and
e n jo y in g ? 2. B.
Does he e x p lo r e t h e u s e o f v a r i o u s m a t e r i a l s ?
D e v e l o p i n g w o rk h a b i t s . 1.
Gan h e c a r r y o u t a t a s k b y h i m s e l f ?
2.
C an h e w o r k w e l l w i t h o t h e r s ?
Does he h a n d le b o o k s w i t h r e a s o n a b l e c a r e ? D oes h e f o l l o w d i r e c t i o n s ? ire
to re a d ..
D o e s h e e n j o y c o m p o s in g and r e a d i n g t h e c l a s s sto rie s? D o e s h e show i n t e r e s t i n u n f a m i l i a r m a t e r i a l s ?
CHAPTER IV GETTING THE CHILDREN TO THINK R e ad in g in v o lv e s a n a c t i v e p r o c e s s
of in te r
p r e t a t i o n a n d e v a l u a t i o n . 1 The p r o c e s s o f r e a d i n g i s e ss e n tia lly p h y sic a l.
a c t i v e and m e n ta l r a t h e r t h a n p a s s i v e an d As t h e
c h i l d b e g i n s d e a l i n g w i t h m o re c o m p l e x
id e a s and r e l a t i o n s h i p s he n eed s to r e t a i n b u i l d new a s s o c i a t i o n s .
H is a b i l i t y
id e a s and
t o r e a d co m p lex
m a t e r i a l w ith u n d e rs ta n d in g w i l l depend p a r t l y upon h i s s p e a k in g and r e a d in g v o c a b u la ry and p a r t l y upon o th e r f a c to r s such as a b i l i t y I.
t o g e n e r a l i z e a n d make i n f e r e n c e s . OBJECTIVES
A.
To s e e
lik e n e s s e s and d if f e r e n c e s i n
B.
To p i c k o u t t h e i m p o r t a n t i d e a s
C.
To s e n s e
D.
To i n c r e a s e r e t e n t i o n .
E.
To d e v e l o p i m a g i n a t i o n .
F.
To d e v e l o p a b i l i t y
G.
To d e v e l o p c r i t i c a l t h i n k i n g .
H.
To d e v e l o p a b i l i t y
o b je c ts .
in a s e le c tio n .
th e se q u e n c e o f e v e n t s .
t o m ake i n f e r e n c e s .
to fo llo w d i r e c ti o n s .
P a u l G . M cK ee, The T e a c h i n g o f R e a d i n g i n t h e E le m e n ta ry S c h o o l (B o sto n : H o u g h t o n M i f f l i n C om pany, 1 9 4 8 ), p . 4 . J r
30 II. A.
ACTIVITIES
To s e e l i k e n e s s e s a n d d i f f e r e n c e s i n
o b je c ts .
1 . y T e l l i n w h i c h w a y s tw o t h i n g s a r e a l i k e , a n d how th e y a r e d i f f e r e n t ^ f o r e x a m p le , a h o u se a n d a sc h o o l; 2.
a d o l l an d a b a b y ; a w agon a n d a s l e d .
F in d t h i n g s o p p o site s
F in d
in p ic tu r e s .
3 . (jF in d t h i n g s g e th e r.
i n t h e ro o m t h a t a r e o p p o s i t e s .
i n th e sc h o o lro o m t h a t a r e u s e d t o
F o r e x a m p le , p a p e r and c r a y o n s , c h a lk
and b o a rd .) 4 .(^ F in d 5.
p i c t u r e s t h a t go t o g e t h e r ^
Name t h r e e t h i n g s .
H ave c h i l d r e n s e l e c t w h i c h
tw o go t o g e t h e r a n d t e l l w h y . 6^
H ave c h i l d r e n m a t c h w o r d s a n d p h r a s e s w i t h p ic tu re s. /
7.
H ave c h i l d r e n m a r k w o r d s t h a t g o t o g e t h e r ; a n d 't h a t are
B.
o p p o site s.
To p i c k o u t t h e
im p o rta n t ite m s .in a s e le c tio n .
1 . k H ave c h i l d r e n s e l e c t t h e m o s t e x c i t i n g p a r t o f a sto rjr) t h a t h a s j u s t b e e n t o l d .
2.
C hoose t h e
VHave c h i l d r e n c h o o s e t h e m a i n i d e a s
in a sto ry .
fo r d ra m a tiz a tio n . 3.
Read t o t h e c h i l d r e n
t o s o l v e a common p r o b l e m .
31 Have t h e c h i l d r e n r a i s e h a n d s t o show t h e p a r t t h a t an sw ers th e C.
q u e stio n .
To s e n s e t h e s e q u e n c e o f e v e n t s . 1 . j^H ave t h e c h i l d r e n d i c t a t e a n e x p e r i e n c e s t o r y p u ttin g 2.
th e e v e n t s
H ave c h i l d r e n a s s e m b l e c u t - u p p i c t u r e th a t th e y t e l l
3. 4.
in s e q u e n c e .)
(w rite
a sto ry
th e
so
sto ry .
o f th e
Make a s i m p l e t i m e
strip s
school day.
l i n e , s h o w in g t h e p ro g ra m f o r
a day a t sc h o o l. D.
To i n c r e a s e r e t e n t i o n . 1 . CjLet c h i l d r e n r e - t e l l a s t o r y , g i v i n g e a c h c h i l d o n ly a s h o r t t u r n , fo llo w e d by a n o th e r c h i l d .7 2 . (^ P la y " c o n c e n t r a t i o n " . w ent to
L e t one c h i l d
sta rt:
t h e s t o r e a n d I b o u g h t some m i l k . ”
"I The
n e x t c h i l d r e p e a t s a n d a d d s a n i t e m , a n d s o on.") 3.
G iv e tw o s i m p l e v e r b a l d i r e c t i o n s . th re e
th in g s to do , th e n fo u r,
L a te r g iv e
to be done in
sequence. 4.
H ave c h i l d r e n e x p l a i n p a r t s o f a s e l e c t i o n i n t h e i r own w o r d s .
E.
To d e v e l o p i m a g i n a t i o n . 1 . ^ L e t c h i l d r e n t e l l w h a t t h e y w o u ld d o " i f " . H a v e th e m s t a r t ,
f o r e x a m p le :
" I f I had a farm —
32 2 . VjPause i n t e l l i n g a n d r e a d i n g s t o r i e s t o c h ild re n a n tic ip a te
o u tc o m es.
le t
J
3 .( ^ L e t th e c h i l d r e n su p p ly a n o th p r e n d in g t o a s t o r y th e y have re a d to g e th e r!^ 4.
P r i n t on t h e b o a r d a l e t t e r t h a t m i g h t b e w r i t t e n by one o f th e s t o r y - b o o k c h a r a c t e r s t o
th e
c h ild re n . 5.
£ t e l p t h e c h i l d r e n c o m p ose a l e t t e r t o a c h a r a c t e r in a fa v o rite sto ry .
6.
Put se n te n c e s
on t h e b o a r d f o r t h e c h i l d r e n t o
c o m p le te o r a l l y . To d e v e l o p a b i l i t y 1.
H ave c h i l d
t o make i n f e r e n c e s .
t h i n k t h r o u g h t h e m e a n in g o f a p i c t u r e ,
b u t keep i t a s e c r e t u n t i l
he i s re a d y to t e l l
th e w h o le n s t o r y ” o f th e p i c t u r e . 2 . ^ H ave
th e
c h i l d r e n t e l l why t h e c h a r a c t e r s i n
s t o r y b e h a v e d t h e way t h e y 3.
In in te rp re tin g
a
d id .J)
th e m e a n in g o f p i c t u r e s a s k s ^ o ^ ^
a.
W hat i s h a p p e n i n g ?
b.
Who a r e
c.
Why a r e t h e y d o i n g t h a t ?
d.
W h at d o y o u t h i n k t h e y a r e
e.
W hat w i l l h a p p e n n e x t ?
^
‘
th e p e o p le ?
sa y in g ?
To d e v e l o p c r i t i c a l t h i n k i n g . 1 . ^H av e t h e c h i l d r e n t e l l why a s t o r y
is
tru e
or
33 m a k e - b e l i e v e .^) 2.
H av e c h i l d r e n e v a l u a t e s t a t e m e n t s a s t r u e tru e .
U se o r a l s t a t e m e n t s f i r s t ;
or not
l a t e r u se sim p le
sta te m e n ts t h a t can be re a d . 3.
H ave c h i l d r e n j o i n b r o k e n s e n t e n c e s .
4 . t P l a n some s i m p l e p r o b l e m - s o l v i n g to e n ric h s o c i a l s tu d ie s
u n it of
re a d in g le s s o n s stu d y
.)
5 . ^ H e lp c h il d r e n re a d to :
6
.
a.
F in d f a c t s
b.
V e rify
o p in io n s).
P u t on b o a rd m u ltip le - c h o ic e q u e s tio n s a t th e c h ild r e n 's l e v e l of u n d e rs ta n d in g .
H.
To d e v e l o p a b i l i t y 1
.I P u t
sim p le d i r e c t i o n s
fo llo w . tw o r e d . 2.
to fo llo w d i r e c ti o n s .
F o r e x a m p le :
on b o a rd f o r c h i l d r e n to D raw t h r e e
b a lls.
C o lo r
C o lo r one b lu e .
P u t on th e b o a rd
th e r u l e s f o r a sim p le gam e.
L e t t h e c h i l d r e n show how t o p l a y t h e g a m e . 3 . Ha v e c h i l d r e n s o r t p i c t u r e s u n d e r s u c h h e a d i n g s a s Hom e, C i r c u s , B o a t s , A n i m a l s , C i t y ,
C o u n try ,
e tc . III.
PROCEDURES IN THE CLASSROOM
C r i t i c a l t h in k i n g sh o u ld p e rm e a te th e g ro u p d i s c u ssio n s.
The t e a c h e r i s c o n s t a n t l y g u i d i n g
th e c h i l d r e n
34 to
e v a l u a t e t h e i r w ork and b e h a v i o r , and s e t r e a s o n a b l e
sta n d a rd s. F o r e x a m p l e , a c h i l d m ak es a d o g o f c l a y . a n g r y b e c a u s e i t c a n n o t b e m ade t o s t a n d
up.
He i s
The t e a c h e r
h a s a n e x c e ll e n t o p p o r tu n ity to d e v e lo p th e id e a o f b a la n c e by such q u e stio n s a s :
W hat h a p p e n s i f we s t a n d f o r a
lo n g tim e w i t h o u r f e e t c l o s e t o g e t h e r ? W hat k i n d o f l e g s d o e s a c h a i r n e e d ? does a heavy ta b le need? b ig ta b le ?
On o n e f o o t ?
W hat k i n d
of le g s
W ould tw o l e g s b e e n o u g h f o r a
W hat d o y o u t h i n k T o m 's d o g ' s l e g s n e e d ?
S h o u ld t h e y be w id e r a p a r t ?
S h o u ld t h e y be t h i c k e r ?
S h e m i g h t w e l l a s k Tom t o make tw o d o g s ,
one w ith
t h e l e g s s t u c k o n w i t h w a t e r , a n d one w i t h t h e l e g s p u l l e d o u t f r o m o n e lum p o f c l a y w i t h t h e b o d y . th e r e s u l t ?
W hat w i l l b e
" L e t 's se e w h a t h a p p en s w hen t h e y d r y . "
In
a d a y o r tw o a n e x c e l l e n t p r i n c i p l e
o f w o rk in g w ith c l a y
c a n be d e v e lo p e d from t h e r e s u l t s .
I f Tom i s
t o m ake t h e tv/o d o g s f a i r l y
equal in s iz e ,
t o o i m m a tu r e
th e te a c h e r can
m ake tw o o t h e r a n i m a l s f o r p u r p o s e s o f i l l u s t r a t i o n ;
but
s h e s h o u l d n o t m ake T o m 's d o g f o r h i m . The f i r s t
h o u r o f t h e m o rn in g i s p r e c i o u s
w o rk in g w ith s m a ll c h i l d r e n ; i t
w hen
is th e n th a t th e y a re
f r e s h and c a n do t h e i r b e s t w o rk .
The t e a c h e r s h o u l d t a k e
a d v a n t a g e o f t h i s b y p l a n n i n g some a c t i v i t i e s f o r t h a t f i r s t h o u r w h ic h c h a l l a n g e t h e i r t h i n k i n g .
T h i s m ay b e
I
35 fitte d
i n a f t e r t h e news s h a r i n g p e r i o d , b e f o r e a s o c i a l
stu d ie s a c tiv ity ,
o r as a p a rt o f th a t a c t i v i t y .
Or i t
m ay b e p l a n n e d a s a s e q u e n c e o f w o rk f o r a r e a d i n g g r o u p . U s u a lly th e
te a c h e r w i l l s e t a s id e th e
m in u te s of th e f i r s t
la st
tw e n ty
h o u r f o r w o r k i n g w i t h t h e m o s t im
m a tu re g ro u p i n r e a d in g r e a d i n e s s a c t i v i t i e s .
The s e q u e n c e
s u g g e s t e d b e l o w may b e u s e d e i t h e r w i t h t h e e n t i r e g r o u p o r a p re -re a d in g g ro u p a t th e re a d in g c i r c l e .
I f used w ith
th e w h o le c l a s s t h r e e t o f i v e m in u te s s h o u ld be s u f f i c i e n t ; a n i m m a tu r e r e a d i n g g r o u p c o u l d w e l l p r o f i t b y t e n m i n u t e s o f such a c t i v i t i e s F ir s t day.
a d a y f o r t h e f i r s t m o n th o f
sc h o o l.
Show t h e c h i l d r e n a p i e c e o f
c h a lk and
a b la c k cray o n ,
o f a p p r o x i m a t e l y t h e sam e s i z e .
A sk w h a t e a c h i s u s e d f o r .
By q u e s t i o n i n g b r i n g
out lik e n e s se s:
shape, s iz e ;
w here u s e d , Second d a y . a l l to
th e ir use,
c o lo r,
fe e l,
d iffe re n c e s:
m a te ria l.
H av e a t a b l e
and a c h a i r i n
fro n t fo r
s e e . B r in g o u t ways t h e y a r e a l i k e :
o f w ood, f o u r l e g s , f l a t ways t h e y a r e d i f f e r e n t :
su rfaces,
m ade
c o lo r, e tc .;
use, shape,
and
s i z e , w e ig h t,
p o ss ib ly c o lo r, e tc . T h ird d a y .
Show t h r e e
d iffe re n t siz e s, f o r e x a m p le . m a te ria l,
ru b b e r p la y g ro u n d b a l l s
of
a 7 i n c h , a 9 i n c h a n d a 12 i n c h
A sk how t h e y a r e a l i k e :
shape,
u s e ; a n d how t h e y a r e d i f f e r e n t :
s iz e and
36 sp e c ia l u ses. F o u rth d a y .
H av e t h e m a r r a n g e d i n o r d e r . Show f o u r d o l l s f r o m t h e p l a y h o u s e ,
o r h a v e c h i l d r e n b r i n g d o l l s .to show f r o m . h o m e . D i s c u s s w ays t h e y a r e e tc .,
u se, shape, m a te ria l,
and ways t h e y a r e d i f f e r e n t ;
m a te ria ls , F ifth
a lik e ;
n o ise ,
day.
s iz e , c o lo rin g ,
e tc .
Show tw o b o o k s , b o t h o f a v e r a g e s i z e .
D is c u s s ways th e y a r e and d i f f e r e n t :
a lik e ;
s iz e , c o lo r,
shape, u se , p ic tu r e s , p ic tu re s,
sto ry t i t l e ,
e tc . S ix th d ay .
Show tw o p i c t u r e s
of tru c k s ,
s i z e and c o l o r , c u t from m a g a z in e s . nesses:
of unequal
C om pare l i k e
u s e , sh a p e , e t c . , and d i f f e r e n c e s :
c o lo r,
s i z e , m ake, e t c . S e v e n th d a y . m a g a z in e s.
Show tw o p i c t u r e s C om pare a s t o
E ig h th d a y .
o f b o y s , c u t fro m
l i k e n e s s e s and d i f f e r e n c e s .
Show t h e c h i l d r e n a p e n n y a n d a n i c k e l .
C o m p are a s t o
lik e n e s se s:
and d i f f e r e n c e s :
shape, m a te ria l, u se,
s iz e , c o lo r
( m a te ria l), v a lu e .
N in th d a y .
Show tw o p i c t u r e s o f h o u s e s , c u t f r o m
m a g a z in e s.
C om pare a s t o
lik e n e s s e s and d i f f e r e n c e s .
T en th d a y .
Show p i c t u r e s
o f ro o m i n t e r i o r s :
ro o m , k i t c h e n , bed ro o m an d b a th r o o m . as
to f u n c t i o n ,
E le v e n th d a y .
liv in g
C om pare th e m
l ik e s n e s s e s and d i f f e r e n c e s . P u t on t h e b o a r d t h e n a m e s o f tw o
c h ild re n .
D i s c u s s how t h e y a r e a l i k e :
w ords, b o th a r e a n d how t h e y a r e
b o th a re
nam es, b o th a r e w r i t t e n w i t h c h a l k ; d iffe re n t:
shape,
le n g th , e tc .
H a v e t h e c h i l d r e n named s t a n d u n d e r t h e i r n a m e s . D i s c u s s how t h e m e a n i n g s o f t h e w o r d s d i f f e r ,
and
t h e i m p o r t a n c e o f k n o w in g how n a m e s l o o k . T w e lfth d a y . an a irp la n e th ird .
of
on o n e , a b o a t on a n o t h e r , a c a r on t h e
H av e a b o u t f i f t e e n p i c t u r e s t o g o i n t h e
fo ld e rs. c h ild
H ave t h r e e f o l d e r s w i t h a p i c t u r e
D isp la y each p ic tu r e
i n t u r n , h a v in g
a
t e l l why i t b e lo n g s i n a p a r t i c u l a r f o l d e r .
T h irte e n th d ay . Sam bo.
A sk t h e
T e ll th e s to r y of L i t t l e c h ild re n i f
th is
is a tru e
B lac k sto ry .
H ave th e m t e l l why n o t . F o u rte e n th d a y . c h ild re n .
Read t h e s e
sta te m e n ts to
th e
H a v e th e m t e l l why a s t a t e m e n t i s
tru e
or not tru e . 1.
We come t o
2.
We p a i n t p i c t u r e s a t s c h o o l .
3.
We w o r k w i t h c l a y .
4.
We come t o s c h o o l a t n i g h t .
5.
T here a r e ( L e t 's
6
•
s c h o o l to
e a t b re a k fa s t.
ju s t th re e g i r l s
c o u n t an d s e e .)
We h a v e a N u r s e a t s c h o o l .
in
o u r ro o m
F ifte e n th day.
Show a l a r g e w h i t e b u t t o n , a n i c k e l
and a ro u n d p a p e r b o t t l e a lik e :
shape, g e n e ra l s iz e ,
how t h e y a r e d i f f e r e n t : S ix te e n th d a y .
A sk how t h e y a r e a p p ro x im ate w e ig h t; and
use, c o lo r,
s iz e , m a te ria l.
Show a b o o k , a f l a t p a p e r b o x , a n d
a p ie c e of p a p e r. fla t,
to p .
A s k how t h e y a r e a l i k e :
a l l are
a l l h a v e p a p e r ; a n d how t h e y a r e d i f f e r e n t :
th ic k n e s s, u se , T hese a re
c o lo r, e tc .
in te n d e d p rim a rily a s o r a l a c t i v i t i e s ;
h o w e v e r, so m e tim e s s im p le
lis tin g s
u n d e r h e a d i n g s o f “ sa m e ”
a n d " d i f f e r e n t * 1 s h o u l d b e made on t h e b o a r d a s
th e c h i l d r e n
d ic ta te . IV . A.
In te rp re tin g
EVALUATION
p ic tu re s
1.
Can t h e c h i l d t e l l t h e ‘' s t o r y "
2.
Can he a n t i c i p a t e
of a p ic tu re ?
th e n e x t d e v elo p m e n t i n a s t o r y ,
u sin g p ic tu r e c lu e s? 3.
Can h e d ra w c o n c l u s i o n s fro m t h e
fa c ts
in a
p ic tu re ? B.
C r i t i c a l th in k in g 1.
D oes h e g e t t h e m a i n i d e a s
in a s e le c tio n ?
2.
C an h e r e c o g n i z e a n a b s u r d s t a t e m e n t ?
3.
Does he e x p e c t w h a t h e r e a d s t o be r e a s o n a b l e ?
R e te n tio n 1.
I s he d e v e lo p in g a tim e se n se ? e v e n ts in
2.
Does h e r e l a t e
sequence?
I s h e i n c r e a s i n g h i s m em ory s p a n ?
CHAPTER V WORD RECOGNITION When c h i l d r e n e n t e r s c h o o l , la rg e ly
o ra l.
They g e t m e a n in g s fro m s p o k e n w o rd s , r e i n
f o r c e d by f a c i a l I n th e p ro c e ss
e x p r e s s io n s , g e s tu r e s and i n f l e c t i o n s .
of re a d in g th e y
re c o g n iz in g p rin te d tim e .
As t h e
co u rag ed to
t h e i r c o m m u n ic a tio n i s
l e a r n t o g e t m e a n in g b y
sy m b o ls an d i n t e r p r e t i n g
id e a s from
t e a c h e r " t e l l s 11 a w o r d , t h e c h i l d
is
en
i d e n t i f y a p r o n u n c i a t i o n and a m e a n in g w i t h t h e
w o rd f o r m , a n d r e t a i n t h e m u n t i l th e . n e x t t i m e h e s e e s t h e sam e f o r m .
M any w o r d f o r m s a r e
so s i m i l a r ,
ho w ev er, t h a t
f in e v i s u a l d is c r im in a tio n s a re soon re q u ire d o f th e in d istin g u is h in g
c h ild
one w o r d f r o m a n o t h e r .
S p eed i n r e c o g n i z i n g w ords becom es i m p o r t a n t . m any w o r d s a r e n e e d e d t o g e t t h e t h o u g h t .
O fte n
Much p r a c t i c e
is
needed to d e v e lo p q u ic k p e r c e p tio n . I n a d d i t i o n t o l e a r n i n g some w o r d s b y g e n e r a l ap p earan ce,
th e
c h i l d n e e d s h e l p i n a t t a c k i n g new w o r d s .
He s h o u l d b e s h o w n how t o f i g u r e o u t u n f a m i l i a r w o r d s s o t h a t he can re a d
in d e p e n d e n tly w henever p o s s ib le .
w o rk i n p h o n i c s ,
h o w e v e r , m u s t b e b a s e d on w o r d s a l r e a d y
w ith in th e c h i l d 's
B e g in n in g
s p e a k i n g and r e a d i n g v o c a b u l a r y .
R e c o g n iz in g w ords w i l l in v o lv e th e u se o f c o n te x tu a l c lu e s,
p ic tu re
c l u e s , p h o n e tic c lu e s a s w e ll a s g e n e r a l
41 c o n fig u ra tio n .
T h erefo re,
th e
te a c h e r w i l l in c lu d e a l l
th e s e in h e r p ro g ram . I . A.
OBJECTIVES
To u n d e r s t a n d a n d r e c o g n i z e
i n s t a n t l y t h e w ords u s e d
i n g ro u p c o m p o s itio n s. B.
To d e v e l o p t h e
u s e o f m e a n in g c l u e s
i n a t t a c k i n g new
w ords. C.
To d e v e l o p t h e u s e o f p h o n e t i c
a n a ly s is as an a id in
a t t a c k i n g new w o r d s . D.
To d e v e l o p i n c r e a s i n g l y f i n e r v i s u a l d i s c r i m i n a t i o n s . II.
A.
To b u i l d 1.
AC TIV ITIES TO DEVELOP WORD RECOGNITION
a s ig h t v o c a b u la ry .
D isc u ss p la c e s c h il d r e n se e w o rd s, su c h a s l a b e l s , b i l l b o ard s,
lic e n s e p la te s ,
c o v e r s , and so on.
s i g n s , m ag a zin e
D is c o v e r w h at w ords th e c h i l d
r e n kn o w . 2.
L a b e l a r t i c l e s w ith
c h i l d r e n 1 s - name s . 3
3 . f C a l l a t t e n t i o n t o fo rm and g e n e r a l -a p p e a ra n c e o f w ords u n d e r s tu d y .^ ) 4.
P r e s e n t s i m p l e s e n t e n c e s w i t h tw o s i m i l a r w o r d s , an d co m p are th e w o r d s .
5 . ! H av e c h i l d r e n f i n d a n d u n d e r l i n e w o r d s i n f a m i l i a r c o n te x t.\
42 6.
A f t e r w o rd s have b e e n m et s e v e r a l tim e s i n c o n t e x t , add to f l a s h c a r d . p i l e .
B.
U s in g m e a n in g c l u e s . 1 . ( ^ H a v e c h i l d r e n c o m p o se t i t l e s p ic tu re s.
fo r
some o f t h e i r
L a te r d i s p l a y th e p i c t u r e s w ith t i t l e s ) )
2 . ^U se l a b e l s and s ig n s t o i n d i c a t e
th e v a rio u s
" i n t e r e s t c e n t e r s " i n t h e ro o m . 3.
Q ia v e c h i l d r e n m atch w o rd s and p h r a s e s w i t h p i c t u r e s )
4 .'
H ave c h i l d r e n c o m p l e t e s i m p l e s e n t e n c e s b y s u p p l y in g a w o rd .
5.
H e lp c h i l d r e n g e t t h e m e a n in g o f a n u n f a m i l i a r o r d o u b t f u l w o rd b y a s k i n g q u e s t i o n s a b o u t t h e c o n t e x t .
G.
P h o n e tic a n a l y s i s . 1.
P o i n t o u t t h e s l i g h t d i f f e r e n c e s b e t w e e n som e w o r d s s u c h a s " t h e n " a n d “ th e m ” ; “ d o l l ” a n d ” b a l l " . a.
Show w h i c h l e t t e r t e l l s
us th e s i g n i f i c a n t
s ound. b. 2.
P o in t o u t th e need f o r c l e a r a r t i c u l a t i o n .
P re p a re th e c h i l d r e n by d e v e lo p in g a u d i t o r y and v is u a l d isc rim in a tio n .
3.
H ave c h i l d r e n d i s c o v e r t h a t s i m i l a r i t i e s fo llo w s i m i l a r i t i e s
i n sound
i n form by a t t e n t i o n to b e
g in n in g s and e n d in g s o f w o rd s. 4.
L i s t w ords w i t h i n t h e r e a d i n g
s ig h t v o c a b u la ry
w h ic h s t a r t w i t h th e sam e l e t t e r ; sam e l e t t e r .
end w ith t h e
43 5.
H e l p c h i l d r e n r e c o g n i z e t h e kn o w n p a r t s
in a w ord.
6.
H e lp c h i l d r e n b u ild
7.
Show w h a t c a n h a p p e n t o t h e m e a n i n g o f s e n t e n c e s
com p oun d w o r d s f r o m know n w o r d s
w h en i n i t i a l c o n s o n a n t s o f w o r d s a r e c h a n g e d . 8.
T each s o u n d in g o u t o f w ords w h e n e v e r th e n e e d a ris e s.
D.
D ev elo p in g v i s u a l d i s c r i m i n a t i o n . 1.
2.
H ave c h i l d r e n m a t c h s a.
Two h a l v e s o f a p i c t u r e
b.
S m a ll and l a r g e p i c t u r e s o f
same t h i n g
Make d e s i g n s f o r w a l l p a p e r u s i n g a l a r g e a n d s m a l l p ic tu re
of th e sam e o b j e c t.
dog and a l i t t l e 3.
th e
F o re x a m p le , a b ig
dog.
H ave c h i l d r e n f i n d
th e m is sin g p a r t s
in th e second
o f tw o s i m i l a r p i c t u r e s . th a t is d iffe re n t
in a
ro w o f p i c t u r e s ^ / 5 . f Have o b j e c t s
in p a ir s o n th e c h a lk le d g e .
e x a m p le , tw o b o o k s ,
two v a s e s ,
c h ild r e n s e l e c t th e la r g e r . th re e 6
. I P la ce
o b je c ts a c c o rd in g to
tw o d o l l s .
For H ave
L a t e r h a v e th em a r r a n g e , s iz e .)
o b j e c t s i n a ro w ; h a v e c h i l d r e n s e l e c t t h e
)
one t h a t i s d i f f e r e n t , / 7.
D raw o u t l i n e s o f p i c t u r e s
o f th in g s th a t have a l
r e a d y b e e n t a l k e d a b o u t ; h a v e c h i l d r e n name t h e je c ts .
ob
44 8.
S e t a sa m p le p l a c e a t t h e r e a d i n g t a b l e w i t h p l a t e , k n ife ,
fo rk ,
sp o o n , n a p k in and g l a s s .
Then t e l l
c h i l d r e n t o c l o s e t h e i r e y e s w h i l e y o u re m o v e one o b je c t.
H ave t h e n g u e s s t h e o b j e c t r e m o v e d .
9 . ( ^ p ra w a p i c t u r e o n b o a r d .
H ave c h i l d r e n c l o s e t h e i r
e y es w h ile you a d d so m e th in g t o
th e p ic tu r e .
H ave
th e m g u e s s w h a t w a s a d d e d ; 10.
H ave c h i l d r e n m a t c h h a l v e s o f s e n t e n c e s ,
c u t fro m
se n te n c e s t r i p s . 1 1 . (jia v e c h i l d r e n u n d e r l i n e w o rds t h a t a r e a l i k e a c o lu m n ; t h e n w o rd s t h a t h a v e t h e
in
sam e i n i t i a l
l e t t e r y) 1 2 . ( ^ P r i n t on b o a r d :
"A a ” h a v e c h i l d r e n c o m p a r e .
Then p r i n t “F in d f i n d , "
"Baby b a b y " .
H ave t h e s e
com pared^ III.
PROCEDURES IN THE CLASSROOM
The t e a c h e r w i l l u s e a d o z e n d e v i c e s d u r i n g t h e d a y t o p ro m o te w ord r e c o g n i t i o n .
A c tiv itie s w ith each re a d
in g g ro u p w i l l in c lu d e p r a c t ic e
i n w ord r e c o g n i t i o n s k i l l s .
I n d i v i d u a l n e e d s c a n b e m e t b y s u c h a m e th o d a s s e l e c t i n g a c h il d 's p ic tu re
fo r d isp la y .
have th e c h ild g iv e
it
c h i l d ' s name o n a s t r i p o f th e p i c t u r e .
a title .
Fram e t h e p i c t u r e , a n d P u t t h e ’t i t l e
and th e
o f t a g b o a r d , a n d p i n on t h e b o tto m
Be s u r e t o
l e t th e c h ild read h is t i t l e
45 t o t h e g ro u p w hen he t e l l s
about h is p ic tu re .
H a v e a n i m m a tu r e c h i l d g i v e a s i m p l e s e n t e n c e f o r a g ro u p s to r y
o r s u p p l y a w o rd f o r t h e s t o r y .
Then h a v e
h im r e a d t h a t s e n t e n c e e a c h tim e t h e s t o r y i s r e f e r r e d
to .
I t h as been su g g e ste d t h a t th e te a c h e r p la n h e r m o rn in g p ro g ram t o i n c l u d e a te n - m in u te s h a r i n g p e r i o d a b o u t th r e e tim e s a w eek.
The o t h e r tw o d a y s
( a f t e r B obby
d is p l a y s th e l a t e s t sn a p sh o t o f h i s p u p p y ), th e te a c h e r c a n p r e s e n t d e f i n i t e w o r d -r e c o g n itio n p r a c t i c e f o r th e e n t i r e g ro u p .
M a tch in g e x e r c i s e s p r e p a r e d by t h e t e a c h e r
u s in g th e v o c a b u la r y u n d e r s tu d y and h e c to g ra p h e d a re g r e a t v a lu e a s s e a t w ork f o r a r e a d i n g g r o u p .
of
C h e ck in g t h e
w ork l a t e r w i t h t h e c h ild r e n p r o v i d e s a n o t h e r p u r p o s e f o r o ra l re a d in g . The f o l l o w i n g th e
a r e some s u g g e s t i o n s f o r u s e w i t h a l l
c h ild re n . F irst day. “T h is i s
Show a s i g n t o t h e
a s i g n f o r one o f y o u r w o r k t a b l e s .
i s f u n t o w ork t h e r e . w o rk in g t h e r e .
P ro ceed in th e
th e b ro w sin g t a b l e ,
i s c o v ered w ith o i l c l o t h .
t o p u t t h e s i g n on t h e c l a y sam e f a s h i o n w i t h s i g n s f o r
p la y h o u se , b lo c k s , p a in tin g ,
and so on. Second d a y .
It
We h a v e t o w a sh h a n d s a f t e r
The t a b l e
. . . Y e s , who w o u l d l i k e ta b le ? * *
c h ild r e n and say :
P u t on b o a r d t h e nam es o f a l l t h e
46 c h ild re n . lin e
H av e e a c h c h i l d f i n d h i s name a n d u n d e r
it.
I f tw o a r e s i m i l a r , a s k t h e n how t h e y a r e
g o i n g t o t e l l th e m a p a r t .
A sk th e
o th e r c h ild re n
fo r su g g e stio n s. T h ird d a y . first
When a g r o u p i s
P re -P rim e r, have s l i p s
c h i l d r e n 's nam es. f o r a l l to
r e a d y t o w ork w i t h t h e i r o f p a p e r rea d y w ith th e
C lip a s l i p
t o a b o o k , h o ld up
s e e , and have e ac h c h ild
F o u rth d a y .
c la im h i s
own.
Make t h e f i r s t c h a r t s t o r y w r i t t e n
.d u p lic a te .
Cut in to
w ords f o r m a tc h in g .
se n te n c e s t r i p s ,
in
p h r a s e s and
A f te r th e c h ild r e n have r e
b u i l t t h e c h a r t s e v e r a l t i m e s , p u t t h e w ords i n t o a p ile .
H o ld u p e a c h c a r d a t a t i m e , a n d h a v e t h e
c h i l d r e n s e e how m any t h e y k n o w . F ifth day. u sin g
W r i t e some s e n t e n c e s
some o f t h e w o r d s t h a t a r e
on t h e b o a r d , i n th e c h a r t sto ry .,
f o r e x a m p le : 1.
We h e a r s t o r i e s
2.
We r e a d s t o r i e s
3.
We p l a y w i t h c l a y
H ave t h e c h i l d r e n m a t c h t h e w o rd c a r d s w i t h t h e w o r d s on t h e b o a r d . P rin t th is
se n te n c e
b a l l to p la y w ith " .
H e l p th e m r e a d t h e new s t o r y . on t h e b o a r d :
T e l l th e
"We h a v e a new
c h ild r e n t h a t th e s e n te n c e
47 s a y s we h a v e s o m e t h i n g new t o p l a y w i t h .
T h e n p u t on t h e
b o ard , " I t i s
a red b a ll ."
is re p e a te d .
T e l l th e m t h a t i t
t h e new t o y .
H av e t h e w ord u n d e r l i n e d i n e a c h s e n t e n c e .
If
H ave th e m d i s c o v e r w h i c h w o rd is
t h e w o rd w h i c h t e l l s
th e y h av e n o t a l r e a d y g u e sse d th e w o rd , t e l l th e f i r s t
s o u n d a n d h e l p th e m t o r e a d t h e w h o l e s e n t e n c e .
L a te r in
th e day or th e n e x t day p u t th e fo llo w in g d i r e c ti o n s th e b o a rd and h e l p th e b a ll.
C o lo r i t
c h ild re n to
a b ility
"Make a
re d ." IV .
At t h i s
r e a d th em :
on
le v e l,
EVALUATION
e v a l u a t i o n o f w ord r e c o g n i t i o n
m ust b e done c o n c u r r e n t l y w ith th e
O b s e r v a tio n o f th e c h i l d r e n ’ s r e s p o n s e s t o
te a c h in g . one r e a d i n g
s i t u a t i o n w i l l d e te rm in e th e t e a c h e r ’ s p la n s and p ro c e d u re s f o r th e n ex t le s s o n .
T ow ard t h e e n d o f t h e t e r m ,
th e c h a r t s com posed e a r l i e r w i l l g i v e c h e c k on th e c h i l d 's r e t e n t i o n .
th e t e a c h e r a q u ic k
T hese a r e p o i n ts f o r th e
t e a c h e r t o k e e p i n m in d w h e n o b s e r v i n g a c h i l d A.
Can th e c h i l d
re c o g n iz e
re a d in g
read :
i n s t a n t l y f a m i l i a r w ords
w hen s e e n i n new c o n t e x t ? B.
Can he u se p i c t u r e
a n d c o n t e x t c l u e s w h e n h e com es
t o u n f a m i l i a r w ords? C.
Does he t r y t o
sound o u t w ords f o r h im s e lf ?
CHAPTER VI LANGUAGE DEVELOPMENT To s u c c e e d i n b e g i n n i n g r e a d i n g , t h e c h i l d m u s t h a v e a command o f t h e
la n g u a g e u se d .
U se o f e x p e r i e n c e
s t o r i e s p r o v i d e s f o r f a m i l i a r i t y w i t h th e w ords r e a d ; a s r e a d i n g i n c r e a s e s , m e a n in g s and c o n c e p ts m u st e x te n d . L e a r n i n g new w o r d s c a n b e c o m e a f a s c i n a t i n g a c t i v i t y is
c a rrie d
on f o r a l i f e t i m e .
a sn o w b a ll e f f e c t : a re a b le
th a t
V o c a b u la ry b u i ld i n g h a s
t h e m o re w o r d s we l e a r n ,
t h e m o re we
to le a r n .
Speech p a tte r n s w i l l f u r n is h th e te a c h e r a c lu e to th e
e m o tio n a l m a tu rity o f a c h ild .
h ow ever, b y
which t h e
T h e r e a r e m any w a y s ,
t e a c h e r c a n im p ro v e t h e a c c u r a c y o f
a u d i t o r y p e r c e p t i o n w h ic h w i l l r e s u l t
i n im p ro v ed s p e e c h
p a tte rn s . I . A.
To d i s t i n g u i s h
B.
To p e r c e i v e
OBJECTIVES
s e p a r a t e w ords i n s p e e c h .
th e f o llo w in g sim p le c o n s o n a n t sounds
th e ir i n i t i a l p o sitio n k,
1, m, n , p ,
C.
To p e r c e i v e
D.
To e x t e n d t h e
r,
s,
in w o rd s: t,
b, d,
f,
w.
r h y m in g w o r d s . c h ild re n ’s o r a l v o c a b u la rie s.
g, h,
in j,
49 II. A.
To d i s t i n g u i s h
ACTIVITIES
s e p a r a t e w ords i n s p e e c h .
1 . (^Show c h i l d r e n how we s p e a k a t d i f f e r e n t r h y t h m s ; d e m o n s tr a te f a s t and s lo w 's p e e c h .^ 2.
P ro v id e a p a t t e r n
of a c c u ra te b u t n o t s tr a in e d
p r o n u n c ia tio n f o r th e c h il d r e n to 3 .^ J3 a v e c h il d r e n
B.
im ita te .
l i s t e n f o r w ords t h a t end w ith
p a r tic u la r sounds.
L e t th e m c l a p f o r t h e w o rd
th a t ends w ith “s " ,
Mt " , “ i n g ” , a n d s o orii)
To p e r c e i v e t h e c o n s o n a n t s o u n d s i n s p e e c h . 1 . ( Have c h i l d r e n l i s t e n f o r w o r d s t h a t
V
s t a r t w ith a
\
p a r t i c u l a r sound/
2 . ^ L e t c h i l d r e n s u p p l y a m i s s i n g w o rd i n a s e n t e n c e ; ^ ) sound th e 3.
Show t h e
i n i t i a l c o n s o n a n t f o r th em . c h i l d r e n how t o make n e w w o r d s b y c h a n g
in g th e i n i t i a l c o n s o n a n t o f a w ord. 4.
H ave p i c t u r e s
o f o b j e c t s t h a t b e g i n w i t h t h e sam e
sound. 5.
{sa.y t h r e e
w ords.
s t a r t w ith th e 6.
same s o u n d ')
H ave c h i l d r e n s u p p l y o t h e r w o r d s b e g i n n i n g w i t h , th e
C.
sam e s o u n d .
To d e v e l o p s e n s i t i v i t y 1.
H ave c h i l d r e n t e l l w h i c h tw o
Have c h i l d r e n
to sounds.
c lo s e t h e i r ey e s.
L e t one c h i l d go
50 t o a n o t h e r p a r t o f t h e ro o m .
V/hen h e s a y s ,
"H ere
I am" t h e y m u s t g u e s s w h e r e h e s t a n d s . 2 . ^H ave c h ild r e n c lo s e t h e i r e y e s.
C ru m p le p a p e r ,
s h u f f l e w o rd c a r d s , w r i t e w i t h c h a l k o n b o a r d . H ave c h i l d r e n g u e s s w h a t y o u a r e d o in g ^ J 3.
H av e o n e c h i l d
s k ip , hop o r r u n .
g u ess th e a c t i v i t y . r 4 . (^Have c h i l d r e n l i s t e n
L et o th e rs
t o and g u e s s t h e num ber o f
tim e s a b a l l i s bounced; w h e th e r i t 5.
C a ll a t t e n t i o n to th e d if f e r e n c e
is near or f a r
i n sound o f th e
s c h o o l b e l l s and a te le p h o n e b e l l . 6.
H av e c h i l d r e n l i s t e n t o a n d name s t r e e t n o i s e s .
7 . \^Have c h i l d r e n c l o s e t h e i r e y e s . on v a r io u s
s u r f a c e s s u c h a s a t a b l e , w in d o w , v a s e ,
b o ard , f lo o r , book. 8.
C h ild re n g u e ss th e m a t e r i a l^
P l a y tw o n o t e s o n t h e p i a n o o r s o n g b e l l s . c h i l d r e n t e l l w h ic h i s th e
D.
To p e r c e i v e 1.
T ap w i t h a r u l e r
L et
lo u d e r.
r h y m in g w o r d s .
I n c l u d e m an y j i n g l e s
i n th e d a y 's p ro g ram .
Pause
b e f o r e t h e l a s t w ord o f a c o u p l e t a n d l e t t h e c h i l d r e n s u p p ly th e w ord. 2 . ^ S ay p a irs
o f rh y m in g w o rd s a s e x a m p le s .
Then s a y
t h r e e w o r d s a n d h a v e c h i l d r e n p i c k o u t w h i c h tw o rhym e^) 3.
S a y a w ord a n d l e t c h i l d r e n s u p p l y a rhym e.
)
51
E.
To b u i l d
v o c a b u la ry .
1 .^ E n c o u ra g e t h e u s e o f c o m p le te s e n t e n c e s b y t h e c h ild re n .
A sk q u e s t i o n s t h a t c a l l f o r a s e n t e n c e
a n sw e r.) 2 . ^ E n c o u ra g e tim id c h ild r e n to
t a l k to sm a ll g ro u p s,
a n d l a t e r t o t h e e n t i r e g r o u p v! 3.
H ave c h i l d r e n s u p p l y nam es o f t h i n g s t h a t g o t o .g e th e r,
4.
su ch a s sh o es and s o c k s .
G iv e e x a m p l e s o f w o rd s t h a t h a v e s e v e r a l m e a n i n g s . L e t t h e c h i l d r e n su p p ly e x a m p le s.
5.
H ave t h e c h i l d r e n g i v e
o p p o site s.
6.
T a l k a b o u t th e m e a n in g s o f p r e p o s i t i o n s , a b o v e , b y , b e tw e e n , n e a r ,
7.
o ff,
on.
H a v e c h i l d r e n name w o rd s t h a t a r e
t h e nam es o f
c o lo r s , a n im a ls, fo o d , sounds, p la c e s , 8 . ^A sk s im p le r i d d l e s ; rid d le s to 9.
e tc .
l e t t h e c h i l d r e n m ake up
a s k t h e g ro u p T )
G iv e c h i l d r e n p r a c t i c e i n c l a s s i f y i n g h a v i n g th e m name t h i n g s farm ,
such a s
o r a lly by
in a c it y , th in g s
on a
t h i n g s i n s c h o o l , t h i n g s a t hom e, t h i n g s a t
a p la y g ro u n d , th in g s a t th e b e a c h , and so on. 1 0 . CjMake s i m p l e p i c t u r e 11.
d ic tio n a rie s
as c la s s books.
H ave c h i l d r e n t e l l w o r d s t h a t m ea n a b o u t t h e a s a g i v e n w o rd ; h a v e th em t e l l o p p o s i t e s .
same
52 III.
PROCEDURES IN THE CLASSROOM
Speech p a tte r n s im ita tiv e .
of young c h i l d r e n a r e
fle x ib le
and
T he t e a c h e r w i l l t r y a t a l l t i m e s t o p r o v i d e a
good m odel o f s e n te n c e c o n s t r u c t i o n , p r o n u n c i a ti o n , v o ic e q u a l i t y and i n f l e c t i o n . Do n o t i n t e r r u p t a c h i l d
to c o r r e c t h is
g ra m m a r o r
p ro n u n c ia tio n ;
l e t h im g e t h i s i d e a a c r o s s f i r s t .
com m ent on h i s
i n f o r m a t i o n , g i v i n g h im a p a t t e r n o f g o o d
usage.
When a c h i l d h a l t s
ex p ress h im se lf.
Then
o r s t a m m e r s , g i v e h im t i m e t o
H e l p h im i f
i t seem s n e e d e d , b u t n e v e r
l a b e l h im a s t u t t e r e r o r g e t c o n c e r n e d a b o u t h i s h e s i t a t i o n s . E veryone h a s h e s i t a t i o n s little speech.
c h ild re n a re
i n th e p ro c e s s o f g a in in g f lu e n c y i n
M ista k e s a re
w i l l come a s a r e s u l t in g th in g s to
in sp eech to a v a ry in g d eg ree , and
to be e x p e c te d .
F lu e n cy i n e x p r e s s io n
of a f r i e n d l y a tm o sp h e re ,
in te re s t
t a l k a b o u t and c l e a r t h i n k i n g .
In a d d itio n ,
th e te a c h e r can p la n d e f i n i t e
w h ic h w i l l im p ro v e s p e e c h and e x te n d v o c a b u l a r y .
a c tiv itie s The
f o l l o w i n g i s a n e x a m p le o f how t o p r o v i d e f o r d e v e l o p m e n t o f a c l e a r *'sM s o u n d i n e a c h c h i l d . To d e v e l o p t h e Hs M s o u n d .
T h e " s ’1 s o u n d i s
w h i c h c h i l d r e n com m only h a v e d i f f i c u l t y .
It
one w i t h
i s re c o m m e n d e d
t h a t th e s e a c t i v i t i e s b e e x te n d e d o v e r th e e n t i r e
se m e s te rs
A t a t i m e w hen t h e c h i l d r e n a r e g r o u p e d w i t h y o u ,
53 f o r e x a m p l e a t a s t o r y t i m e , h a v e th e m c l o s e t h e i r e y e s and l i s t e n . th in k o f.
S o u n d a s o f t " s '* .
A sk w h a t i t m a k e s th e m
A sk w h ere t h e y so m e tim e s h e a r s te a m e s c a p i n g :
fro m th e t e a k e t t l e ; sc h o o l), e tc .
p re s s u re coo k er; r a d ia to r s
(at
T e l l th em t o be s te a m e s c a p i n g f r o m a t i n y
h o le . T h e n e x t d a y a s k t h e c h i l d r e n w ho r e m e m b e rs w h a t so u n d t h e y h a d f u n m ak in g th e d a y b e f o r e . w o u ld l i k e
to p la y
th e
te a k e ttle
A sk w h a t c h i l d
w h ile you t e l l a s t o r y .
T e ll th e fo llo w in g s t o r y , g iv in g s e v e f a l c h ild r e n a chance t o p l a y th e ste am :
^O nce t h e r e w as a l i t t l e
k e ttle .
When h e w a s h a p p y h e w o u ld g o s - s - s .
th e f i r e
w a s t u r n e d o n h e w o u ld g o s - s - s .
c o u ld n o t sa y s - s - s .
E v ery tim e
B ut one day he
He c o u l d n o t s s y a n y t h i n g .
you s u p p o s e was th e m a t t e r ? no w a te r I
baby te a
The f i r e
was o n .
W hat d o
B u t t h e r e was
When t h e m o t h e r p o u r e d i n t h e w a t e r , t h e
t e a k e t t l e w a s h o t a n d w e n t S - S - S 1.
little
B u t t h e n i t was h a p p y
a g a i n a n d j u s t w e n t s - s - s . 1* D u r i n g som e q u i e t p e r i o d w h e n t h e c h i l d r e n a r e g r o u p e d t o l i s t e n t o g e t h e r , a s k who r e m e m b e r s t h e th e l i t t l e
te a k e ttle
i n t h e i r nam e. ”Y e s, S a l l y ,
m ade.
sound
T h e n a s k who h a s t h a t s o u n d
Have th e c h i l d r e n s t a n d , a s you s a y ,
you h av e.
L e s lie
h a s , S an d ra h a s .
P h y llis
h a s . 11 A t a n o th e r tim e , a s k th e
c h ild re n to r a is e th e ir
54 h an d s w hen t h e y h e a r th e s - s - s
sound i n a w o rd .
Say th e
fo llo w in g w ord s:
S a l ly , s e e , book, spoon, la u g h , fu n n y ,
sa id ,
p a p e r, so , sta n d , p u ll,
you, d o lls ,
A t a n o t h e r tim e a s k t h e th a t s t a r t w ith and u n d e rlin e
c h ild re n to
th e s - s - s so u n d .
sid e ,
s a il.
t e l l yo u w ords
W rite .s o m e
on t h e b o a rd
t h e '" s '* .
At a n o th e r d ay ,
say th e
fo llo w in g j i n g l e t o
th e
c la ss: T he O ld G r a y P u s s y C a t T he
o ld g ra y p u ssy c a t , p u ssy c a t , p u ss y c a t The o l d g r a y p u s s y c a t s a t i n t h e h o u s e The o l d g r a y p u s s y c a t , p u s s y c a t , p u s s y c a t The o l d g r a y p u s s y c a t ju m p e d a t a m o u s e ! R epeat th e
jin g le ,
p a u s i n g w hen y o u come t o t h e
w o r d s ’’h o u s e ' 1 a n d “m o u s e '1. w ord s. act
C hoose a c h i l d
to
L e t th e c h ild r e n su p p ly th e s e p l a y e a c h p a r t , a n d l e t th e m
out th e s to r y . S a y i n g t h e poem a s a g r o u p i s a w o r t h w h i l e w ay t o
sp e n d a n e x t r a fe w m i n u t e s t h a t so m e tim e s a r e
le ft a fte r
a w o rk p e r i o d , b e f o r e r e c e s s e s o r b e f o r e d i s m i s s a l . su re
Be
t o h a v e t h e c h i l d r e n s p e a k t h e rhym e s o f t l y u n t i l
t h e c a t ju m p s o u t . V o c a b u la ry -b u iId in g . a c tiv itie s w ill, under stu d y . sto rie s
The v o c a b u l a r y - b u i l d i n g
o f c o u rs e , be in te g r a te d w ith
In c o n n e c tio n w ith th e
sugge s te d
in C h a p te r I I I ,
th e t o p i c s
sequence o f c h a r t
th e f o llo w in g m ig h t be
d e v e lo p e d : F i r s t w eek.
Who c a n t e l l a l l t h e
t h i n g s we u s e t o
p a in t w ith ?
Who know s t h e name o f o u r P r i n c i p a l ?
N urse? Second w eek. t h e i r jo b ?
Who w o u ld l i k e t o t e l l a l l a b o u t W hat a r e som e d i f f e r e n t k i n d s
of
p i c t u r e s we c a n m ake? T h ird w eek .
W hat t h i n g s w o u ld i t b e f u n t o c o l l e c t ?
Who h a s a c o l l e c t i o n a t hom e? we r e a d
i n o u r room ?
W hat o t h e r p l a c e s do
W here d o e s M o .th e r r e a d ?
W hat d o e s M o t h e r r e a d b e s i d e s b o o k s ? F o u rth w eek.
W hat o t h e r t h i n g s w o u l d we s e e i f we
w ere a t th e o cean? F if th w eek.
W here e l s e m i g h t we s e e b o a t s ?
W hat t h i n g s d o e s m o t h e r d o a t hom e?
W hat d o e s s h e u s e t o c l e a n t h e h o u s e ? does sh e u se to cook w ith ?
W hat t h i n g s
W hat d o e s s h e u s e t o
c le a n our c lo th e s ? S ix th w eek.
W hat k i n d s o f a i r p l a n e s a r e
th e re ?
W hat d o a i r p l a n e s c a r r y ? S e v e n th w eek.
W hat do t h e f i r e m e n u s e ?
W hat j o b s
do t h e y do? E ig h th w eek.
W hat k i n d s
o f c o s t u m e s d o we h a v e a t
sc h o o l? N in th w eek.
W hat k i n d s o f p e t s d o p e o p l e h a v e ?
56 w h a t do t h e y e a t ? T en th w e ek .
W hat o t h e r k i n d s
W hat i s
so ld
in g ro c e ry s to re s ?
th e re ?
W hat d o t h e y u s e ?
E le v e n th w eek. our sto re ?
of s to re s are
th e re ?
W hat p e o p l e w o r k
W hat t h i n g s c o u l d we u s e t o m ake
W hat d o p l a n t s n e e d t o make t h e m g ro w ?
T w e lfth w e e k .
W hat d o t h e y u s e t o make s i g n s a t a
r e a l g ro cery sto re ? T h ir te e n th w eek.
W hat d o t h e y s a y ?
W hat t h i n g s a r e
Who u s e s t h e a u d i t o r i u m ? F o u rte e n th w eek.
in th e a u d ito riu m ?
W hat d o t h e y u s e i t f o r ?
V/hy d i d we e n j o y t h e s t o r y ?
How
c a n we t e 11? F i f t e e n t h w eek.
W hat a r e some t h i n g s we w o u ld l i k e
t o s e n d i f we h a d b i g b o x e s ? S ix te e n th w eek.
W hat k i n d
o f l e a v e s c a n we c h o o s e
t o be? S e v e n te e n th w eek.
W hat p e o p l e
Who c o o k s t h e f o o d ?
e a t in our c a fe te ria ?
W h at e q u i p m e n t d o t h e y u s e ?
W h at k i n d s o f f o o d d o we h a v e ? E ig h te e n th w eek.
W hat s t o r i e s h a v e we r e a d ?
p o em s h a v e we l e a r n e d ?
W hat s o n g s ?
W hat h a v e we m ade? IV . A.
The c h i l d ' s
EVALUATION
speech p a tte rn s
W hat
W h at g a m e s ?
1.
C an h e make h i m s e l f u n d e r s t o o d ?
2.
Does h e u s e a p l e a s a n t v o i c e ?
3.
Does h e s p e a k w i t h r e a s o n a b l e
4.
Does he s p e a k i n
5.
Does h e u s e a v o c a b u l a r y a p p r o p r i a t e t o h i s
sp e ed and f lu e n c y ?
se n te n c e s? le v e l
of m a tu rity ? R esponses to so u n d s. 1.
C an t h e c h i l d d i s c r i m i n a t e b e t w e e n h i g h a n d lo w p itc h ?
2.
Can h e d i s t i n g u i s h b e tw e e n q u a l i t i e s
3.
Can h e s u p p ly s im p le rhym es?
o f sound?
CHAPTER V II ILLUSTRATIVE LESSONS The f o l l o w i n g t h r e e th e
u se o f th e m eth o d s t h a t h a v e b e e n d e s c r i b e d .
be s u ita b le th e
le s s o n s a re d e sig n e d to i l l u s t r a t e
f o r u s e any tim e a f t e r th e f i r s t
T h e y w o u ld
tw o w e e k s o f
te rm , a f t e r s t a n d a r d s f o r w o rk in g have b e en s e t ,
g ro u p in g s e s ta b lis h e d .
The g e n e r a l p r o g r a m i s a s f o l l o w s :
9 :0 0
R o l l , c o l l e c t i o n o f m oney, b u s i n e s s .
9 :1 0
S h a rin g e x p e r ie n c e s , d is c u s s io n , p la n n in g , re a d in g a c t i v i t i e s , c o n stru c tio n
9 :4 0
S lo w g r o u p r e a d w i t h t e a c h e r .
1 0 :0 0
R ecess, n u tr itio n
1 0 :1 5
M id d le g ro u p r e a d s w i t h t e a c h e r
1 0 :3 5
F a s t gro u p
re a d s w ith te a c h e r
1 0 :5 5
C le a n -u p .
R ecess
1 1 :1 0
E v a lu a tio n
o f m o rn in g ’ s
1 1 :2 0
Games
1 1 :4 0 1 2 :0 0 1 :0 0
w o rk
R e st, p re p a ra tio n fo r-lu n c h Lunch R est
1 :1 0
A rt e v a lu a tio n ,
1 :2 5
S i n g i n g , r h y th m s .
1 :4 5
• S to ry ,
and
d ism is sa l
a p p re c ia tio n
59 A f t e r r o l l and r o u t i n e b u s i n e s s o f t h e m o rn in g have b e en a tte n d e d t o : I.
FIR ST DAY'S READING A C T IV IT IES
E n jo y in g a f a m i l i a r s t o r y :
to p resen t m a te ria l
w i t h i n t h e c h i l d r e n * s common e x p e r i e n c e .
D isp la y th e
c h a r t o f "W ays We H e l p a t H o m e ", c o m p o s e d p r e v i o u s l y : "W ays We H e l p a t Home" We w a s h t h e d i s h e s . We h e l p c l e a n t h e h o u s e . We m ake t h e b e d s . A s k , "Who r e m e m b e rs t h e name o f o u r s t o r y ? " read th e t i t l e ,
a s y o u sw eep y o u r hand u n d e r t h e w o rd s.
"Who re m e m b e r s t h e f i r s t th e d is h e s ? "
H av e a c h i l d
H ave i t
t h i n g we w r o t e a b o u t h e l p i n g w i t h
read .
"Who c a n r e a d t h e
t h a t t e l l s w h a t we h e l p c l e a n ? "
H ave i t
read .
se n te n c e "Who c a n
r e a d t h e s e n t e n c e a b o u t m ak in g , t h e b e d s ? " D isc u ssio n :
t o b u i l d b a c k g r o u n d f o r a new s t o r y .
A s k , "W hat o t h e r t h i n g s d o y o u d o t o h e l p M o t h e r ? " s e v e r a l c h ild re n resp o n d . a b o u t g o in g to th e s t o r e , w i t h M o th e r? th in g s .
L et
When a c h i l d m e n t i o n s s o m e t h i n g ask,
W hat d o y o u b u y ? "
"How m any g o t o
th e s to r e
L e t th e m name s e v e r a l
When a c h i l d m e n t i o n s b r e a d , a s k ,
"W h e re d o y o u
60 go to g e t bread? sto re
s e lls
To t h e d r u g s t o r e ?
bread?
W hat k i n d
W hat k i n d o f a
of a sto re
s e l l s m ilk ? * '
B r i n g o u t b o t h " m a r k e t " a n d '’g r o c e r y s t o r e " . D isc u ssio n :
to w rite th e
a s t o r y a b o u t g o in g to s h o u l d we s a y ? Y es,
title to
th e m a rk e t,
"We c o u l d w r i t e
c o u l d n ’ t we?
W hat w i l l m ake a g o o d t i t l e
'A t t h e M a r k e t '
th a t p a rt?
sto ry .
i s a good t i t l e .
f o r th e
i n m a n u sc rip t a t th e to p o f th e b o a rd .
W hat do we b u y ?
Have i t
read .
sto ry ?
W here s h a l l I w r i t e
Y e s , M ary, I ’ l l p u t i t a t t h e t o p . "
read th e t i t l e ? "
W hat
P r in t th e
"Who w a n t s
"W hat s h a l l we s a y ?
'We b u y b r e a d 1 i s a g o o d s e n t e n c e , D a v i d .
I ’ l l p u t t h a t u n d e r th e t i t l e .
W ill you read us y o u r
s e n t e n c e , D a v id ?
B ill,
t e l l us your se n te n c e a g a in ."
P r in t a s he sa y s,
"We b u y m i l k . "
" M a rg a re t, w hat does
M o th e r b u y w hen you go w ith h e r t o t h e s t o r e ? th in g s f o r d in n e r .'
’ We b u y
W ill you rea d us your s e n te n c e ,
M a rg a re t? " R e -re ad in g th e s t o r y : " I t 's title .
a good s t o r y i s n ' t
it? "
P ut your hand under th e
"Who c a n r e a d t h e name o f o u r s t o r y ?
you re a d u s y o u r se n te n c e ? m ilk ?
t o d e v e l o p w o rd r e c o g n i t i o n .
Who c a n r e a d t h e
h a v e t o h e l p th e m . sh o w w h e re i t
says
D a v id , c a n
Who w i l l r e a d a b o u t b u y i n g
l a s t se n te n c e ? "
Y ou w i l l p r o b a b l y
"We b u y t h i n g s f o r ______ . 'We b u y ' ? "
Who c a n
H ave a c h i l d f r a m e t h e s e
w o rd s by p u t t i n g h i s
H e ft hand a t th e b e g in n in g a n d h i s
r i g h t hand a t th e end o f th e p h r a s e . say
'We b u y 1?
i n th e e lse
Who c a n show .where i t
s t o r y t h a t we b u y ? "
sto ry .
W hat d o we r e a d
s to ry f o r u s ."
“How m any l i k e
say
"Who 'f o o d
“Who w o u l d l i k e
first?
to
J o a n , re a d th e
Then have a c h i l d
our sto ry ?
"W h at
W here d o e s i t
H ave t h e p h r a s e f r a m e d .
read a l l our sto ry ?
fram ed .
th in g
H ave " m i l k " f r a m e d .
c a n f i n d w h a t e l s e we w r o t e a b o u t ?
name o f t h e
sa y s th e f i r s t
H ave “ b r e a d "
d i d we w r i t e a b o u t b u y i n g ? "
f o r d i n n e r '? "
“W here e l s e d o e s i t
r e a d t h e w h o le
M aybe we c a n r e a d
it
a g a in a f t e r lu n c h ." D isc u ssio n :
to p la n q u ie t a c t i v i t i e s .
g ro u p w i l l p a in t to d a y .
"D a v id , y o u r
W hat w i l l y o u r p i c t u r e b e a b o u t ?
A t r u c k w i l l be f i n e .
W hat w i l l y o u r t r u c k c a r r y ?
w hat w i l l y o u r p i c t u r e
be a b o u t?
p ic tu re . group
Who e l s e
A m a r k e t w i l l m ake a n i c e
i s g o in g t o p a i n t a m a rk e t? "
(th e f a s t g ro u p )g o to
s e t o u t.
th e p u z z le ta b le ? "
th e
t o w o rk ? rest
"Who w o u ld l i k e
H ave l a r g e p i c t u r e p u z z l e s
Two c h i l d r e n may w o r k t o g e t h e r o n e a c h p u z z l e .
"Who w o u ld l i k e lik e
L et th is
th e p a in tin g s p a c e .
S e t t h e m i d d l e g r o u p t o v /o rk n e x t . t o w ork a t
Joan,
to
lo o k a t books?
J u d y , w h e r e w o u l d you
Y e s , y o u may g o t o t h e c l a y t a b l e . "
in th is
fa sh io n .
D ism iss
62 R e a d in g , slo w g r o u p ; and c r i t i c a l t h i n k i n g *
t o d e v e l o p w o rd r e c o g n i t i o n
H ave t h e r e m a i n i n g c h i l d r e n , t h e
slo w g r o u p , s t a y w ith you f a c i n g t h e lik e
our sto ry ?
W hen h e m e n t i o n s b r e a d , a s k ,
b read in o u r sto ry ?
Y e s , M ary, t h a t s e n t e n c e “b r e a d " fra m e d .
te lls
sh o w y o u .
W hat i s
buy s o m e th in g , you t e l l ? " p ic tu re , sto re .
th e
Who c a n h e l p J o h n ?
t h a t we b u y b r e a d . "
T hen show a p i c t u r e
so m e th in g i n a g r o c e r y s t o r e . to
''J o h n , d i d you
How do y o u h e l p M o t h e r a t t h e s t o r e ?
W hat t h i n g s do y o u c a r r y ? " “Can you f i n d
h o ard .
th e
of a c h i l d b u y in g
"H ere i s
little
a p ic tu re I b ro u g h t
boy d o in g ?
o r h a s he a lr e a d y b o u g h t
I s he g o in g to
so m e th in g ?
A sk o t h e r q u e s t i o n s a b o u t t h e c h i l d o th e r p e o p le , and th e a r t i c l e s
H ave tw o p i c t u r e s t o
sh o w ,
H ave
How c a n
i n th e
so ld
i n th e
one s h o w in g t h e
in sid e
o f t h e s t o r e , an d a n o t h e r s h o w in g t h e o u t s i d e o f a s t o r e . D isc u ss th e d i f f e r e n c e s H ave p r e p a r e d
i n t h e tw o p i c t u r e s .
la rg e sh e e ts
o f d ra w in g p a p e r w i t h
e a c h c h i l d ’ s name o n a s h e e t i n m a n u s c r i p t a t t h e t o p m ade w ith b la c k cray o n . o f you.
The l a s t s e n t e n c e
f o o d f o r d i n n e r . 1" you re a d
i t to
th e m .
w o u ld g e t a t t h e J im m y ? "
" I have a p ie c e
o f p a p e r f o r e a c h one
in o u r s to r y t e l l s
Sw eep y o u r h a n d u n d e r t h i s "D raw a p i c t u r e
s to re f o r d in n e r.
it.
'We b u y
se n te n c e a s
o f s o m e th in g M o th e r
W h at w i l l y o u d r a w ,
L e t s e v e r a l t e l l w hat th e y w i l l draw .
s e e y o u r p a p e r , come a n d g e t
th a t
"When y o u
Take y o u r p a p e r and g e t
63 y o u r own b o x o f c r a y o n s , a n d go t o t h e d r a w i n g t a b l e .
You
m ay f i n i s h y o u r p i c t u r e a f t e r r e c e s s . 1’ R e a d in g , m id d le g r o u p : A fte r n u tr itio n ,
t o d e v e lo p w ord r e c o g n i t i o n .
h a v e t h e m i d d l e g r o u p come t o y o u t o
read.
' The s l o w g r o u p i s d r a w i n g ; t h e f a s t o n e s a r e f i n i s h i n g th e ir p a in tin g s . d o e s n 't i t ? m ilk .
"O ur s t o r y
W hat a r e
t e l l s a b o u t t h i n g s we b u y ,
th o se th in g s .
Y es, b r e a d
and " m ilk " o n th e b o a rd a t th e is
on t h e b o a r d t w i c e ,
b o th p la c e s ?
th e b o ard
tw ic e ? "
u n d e rlin e
it.
w o u ld l i k e
sid e
i s n 't
of th e s to r y . it?
to
j u s t th e sam e.
"W h a t s e n t e n c e h a s " d i n n e r ' read th a t
of a sto re
o u t."
it?
in a f i r s t P re-
A re t h e y g o i n g t o
O r, " B i l l and S u san
A re t h e y g o i n g t o b u y t h i n g s ?
O r, " B i l l and S usan a re is
Who
T he c h i l d r e n i n o u r s t o r y a r e
re a d and f in d
a r e g o in g som ew here.
in it?
F o r e x a m p le , " B r u c e ,
g o i n g t o h e l p t h e i r M o th e r do s o m e th in g .
k in d
on
o f th e g ro u p s t o r y w ith w hat
w i l l you p a ss o u t o u r books?
a re th e y g o in g ? "
is
se n te n c e ? "
gro u p is re a d in g in t h e i r bo ok s.
L e t 's
W hat e l s e
H av e '-‘m i l k " f r a m e d i n b o t h p l a c e s a n d
Make some t i e - i n
th e s to re ?
"Now,
Who c a n s h o w u s
T h is g ro u p w i l l p r o b a b ly be r e a d in g P rim e r.
Put "b read "
I s h a l l d raw a l i n e u n d e r b re a d b o th tim e s ,
t o sh o w t h a t t h e w o r d s a r e
th is
o ne a n d
I ' m g o i n g t o p u t t h e s e w o r d s o v e r h e r e s o we c a n
re m e m b e r t h a t t h e y t e l l w h a t t h i p g s we b u y . 1'
b read
is
in a s to r e .
W here "W hat
C o u ld t h e y b u y b r e a d an d m i l k i n a
64 t o y s t o r e ? '* m in u te s)
Spend
th e re m a in in g r e a d in g tim e
f o r t h i s g ro u p i n d e v e lo p in g th e
s to ry in t h e ir
b o o k s, u sin g m o tiv a tin g q u e s tio n s su g g e ste d g u id e
f o r th e p a r t i c u l a r r e a d e r .
to fre e
e x p e rie n c e s.
Then d i s m i s s t h i s g ro u p
C a ll th e
to p ro v id e a d d i t i o n a l lan g u ag e
t h i r d g ro u p to re a d w ith you.
one c h i l d b r i n g h i s p a i n t i n g "D a v id , t e l l
you lik e p ic tu re
us a b o u t y o u r p i c t u r e .
th is a fte rn o o n ? I 'l l
put i t
D a v i d ' s name a n d h i s h im r e a d i t :
p ic tu r e 's
title
W hat k i n d o f a s t o r e
p u t t h a t on t h e b o a r d t o o ,
re a d in g
on t h e b o a r d , and h av e
c a l l y o u rs? is
it?
Y e s ,'C e r e a l '
Who c a n
A g ro cery s to re .
so I c a n r e a d i t
Who e l s e w a n t s t o h a v e a t i t l e Tom w a n t s h e l p .
Put
" A n n e tte , w i l l you b rin g
h e lp A n n e tte ?
lu n c h ."
on y o u r
o v e r h e re on th e b o a r d . ”
"T he M ilk T ru ck "
your p ic tu re .
w o u ld
W hat s h a l l I d o t o r e m e m b e r i t ?
W hat d o y o u w a n t t o
p ic tu re ?
W hat t i t l e
S h a ll I put i t
your p ic tu re .
a fte rn o o n .
H ave
and h o ld i t f o r th e g r o u p t o
to g iv e your p ic tu re ?
A ll r ig h t,
I 'l l
in th e t e a c h e r 's
c h o ic e a c t i v i t i e s . R e a d in g , f a s t g ro u p :
see.
(ab o u t te n
th is
fo r th e ir
i s a g o o d name f o r
We s h a l l l o o k a t t h e o t h e r p i c t u r e s a f t e r
Make a t r a n s i t i o n t o t h e s t o r y t h i s g r o u p i s in t h e i r b o o k s, a s su g g e ste d above u n d e r S e c tio n V II. D isc u ss io n :
to c la r if y
c o n c e p ts .
I n th e a f t e r
noon, have a d is c u s s io n w ith a l l th e c h ild r e n of th e p i c t u r e s p a in t e d d u r in g th e m o rn in g ,
e s p e c ia lly th o se about s to r e s .
65 L et a c h ild
t e l l t h e s t o r y o f h i s p i c t u r e , an d t h e n c a l l
o n two o r t h r e e
o th e r c h ild r e n to t e l l w hat th e y l i k e
about
th e p ic tu r e . T e a c h e r 1s p r e p a r a t i o n f o r t h e n e x t d a y . c h i l d r e n go hom e, p u t th e t i t l e s read ers
on s t r i p s
A f te r th e
com posed b y t h e f a s t
o f ta jg b o ard o r m a n ila p a p e r , p u t to th e
p i c t u r e , f r a m e , and p u t up f o r d i s p l a y . Make a b o u t s i x c a r d b o a r d p a t t e r n s f o r m a k i n g p l a y cans
of fo o d ,
to b e u s e d by th e f a s t r e a d i n g g r o u p .
c h ild r e n can sh are fo ld
u n d e r so th e
one p a t t e r n .
c o lo rfu l a p ic tu re
R e v ie w ;
P a ste
on th e
o th e r as
of a m a rk e t a s you c a n o b t a i n .
SECOND DAY'S READING A CTIV ITIES t o d e v e l o p w ord r e c o g n i t i o n .
d a y , a f t e r r o l l and ro u tin e have th e th r e e
The n e x t
b u sin e ss a re ta k e n c are
c h i l d r e n who c o m p o s e d t i t l e s
p i c t u r e s r e a d th e m .
Then s a y ,
I am a l l f i n i s h e d a n d i f
T ru ck " fram ed .
you c a n
on th e b o a rd and
o f,
fo r th e ir
"Now I am g o i n g t o p u t
t h e name o f o n e o f t h e p i c t u r e s o n t h e b o a r d .
P r i n t one t i t l e
to
o f th e s t o r y w r i t t e n in th e m o rn in g .
se n te n c e s t r i p s .
II.
Make a b o t t o m p i e c e
cans w i l l sta n d up.
Make tw o c h a r t s C u t one i n t o
Two
W ait u n t i l
r e a d i t r a i s e y o u r h a n d ." havei t re a d .
"Who c a n sh o w w h i c h w o rd s a y s
'm i lk '? "
"T h e
M ilk
H ave i t
D ra m a tic
p la y :
“Who w e n t t o t h e d id
she buy?
to e x te n d e x p e r i e n c e s *
Then a s k ,
s t o r e y e s t e r d a y w i t h M o th er?
W h at d i d t h e g r o c e r y m an d o ?
W hat t h i n g s
Who w o u l d l i k e
to p la y g o in g to
th e m a rk e t?
i s up h e r e .
w a n ts t o b e t h e g r o c e r y m an?"
Who
We c a n p r e t e n d
o u r m ark et C hoose a
c h i l d , an d h a v e h im come u p . ‘ “W here s h o u l d h e b e ? w o u ld l i k e
t o p l a y M o th e r? ”
s h o u l d we h a v e ?
“Who e l s e
W here s h o u l d M o t h e r an d t h e l i t t l e
b e w h e n we s t a r t ? I n t h e th e y c a rry ?
C hoose a c h i l d .
Who
s t o r e , o r co m in g in ?
W hat t h i n g s
sh o u ld th e y buy ?”
r e n d e c i d e o n tw o o r t h r e e
W hat s h o u l d L e t th e
th in g s , and th e n sa y ,
sid e w ith
th e g ro u p and l e t
c h ild
“How
m an y know how t o b e g o o d h e l p e r s w h i l e t h e y p l a y ? ” th e
boy
Go t o
th e c h i l d r e n “p la y " f o r a
few m in u te s . D isc u ss io n :
to d e v e lo p c r i t i c a l th in k in g and
la n g u a g e a b i l i t y .
“W hat d i d y o u l i k e a b o u t t h e w ay t h e y
p la y e d .
a c te d
Y es, th e y
w o u ld l i k e lik e
to p l a y a g a in ?
a r e a l m a rk e t? ”
and e q u ip m e n t. v e g e ta b le s k e p t? s u c h w ords a s : sto ra g e . ro o m ?
lik e
t h e r e a l p e o p l e . How m any
W hat c o u l d we d o t o m ake i t
lo o k
L e t th e m s u g g e s t s u c h t h i n g s a s f o o d
"W h e re i s
th e fo o d k e p t?
W here a r e
th e
W here a r e t h e p a c k a g e s k e p t ? ” B r i n g o u t c ra te s,
b in s,
c o u n te rs, s h e lv e s ,
" S h o u l d we p u t s h e l v e s u p h e r e
c o ld
in
fro n t of our
W here w o u ld b e a g o o d p l a c e t o b u i l d
our m a rk e t? ”
67 By q u e s t i o n i n g , g u i d e t h e i r t h i n k i n g i n m in d . b lo c k s
to th e s p o t you have
“W h at c o u l d we u s e t o b u i l d i t ? 11
are a v a ila b le ,
th e y can w e ll be u s e d .
be p u t t o g e t h e r t o fo rm c o u n t e r s . s p e n t on th e u n i t ,
I f la rg e T a b le s c o u ld
I f much t i m e
is
t o be
c a r to n s o r c r a t e s c a n be c o l l e c t e d ,
b r o u g h t t o s c h o o l b y t h e c h i l d r e n a n d u s e d t o make a m o re p e rm an en t m a rk e t. C hoose f i v e
o r s ix c h ild re n to b u ild
th e
o th e rs w a tc h .
as,
“W h ere d o t h e p e o p l e g o i n ?
th e m ark et w h ile
G u id e t h e c h i l d r e n w i t h s u c h q u e s t i o n s W here i s t h e b r e a d k e p t ?
t
W here i s
th e m ilk k e p t?
W here d o t h e p e o p l e pay?**
a few m in u te s, have th e b u ild e r s ’ r e j o i n "W h a t e l s e s h o u l d we h a v e ? w h a t?" say,
W hat k i n d
W r i t e on t h e b o a r d t h e "Suppose I p u t
'c a n s '
fo o d you buy i n c a n s ." dog fo o d , b e a n s ,
A fte r
th e g ro u p and s a y ,
of fo o d ?
Cans o f
su g g e stio n s a s g iv e n ,
th e n
u p h e r e a n d y o u t e l l me a l l t h e
W rite a s th e y t e l l you:
s p in a c h , to m a to e s,
soup,
e tc .
M a n ip u la tio n o f m a t e r i a I s , c l a s s i f y i n g f o o d s : e x te n d e x p e r ie n c e s .
G e t- o u t t h e p a t t e r n s f o r c a n s .
to H ave
D a v i d 's g r o u p go t o a w o rk t a b l e an d b e g i n m a k in g p a p e r cans, tra c in g
and c u t t i n g .
T e l l t h e m , "You may e a c h make
a c a n o f food to p u t in o u r m a rk e t.
Be s u r e t o m ake a
p ic tu re
o f t h e f o o d o n t h e c a n s o we know w h a t k i n d o f
food
is
it
su p p o sed to b e ."
p a i n t w h a te v e r th e y w ish .
L e t th e m id d le g ro u p go t o
R e a d i n g , a lo w g r o u p ; B rin g o u t th e
c h a rt of th e
l e s s o n and th e w rite
th is
su re to
W hat i s i t
"Y es,
T h is s e n te n c e t e l l s
th e m a rk e t.
It
th e s t r i p
W hich o ne i s
r i g h t b e lo w i t
or put i t
o f a . b l a n k c h a r t m ad e w i t h
strip s
to a back sh e e t to ta g b o a rd .
in th e
to p p o c k e t.
food f o r d i n n e r " . p o c k e t.
W h at e l s e d i d we H o ld u p t h e s t r i p
ju s t lik e
i n th e second p o c k e t o f ta g b o a rd ta p e d on
strip
strip ,
t h a t says put it
t h a t s a y s "We b u y
s t r i p m atch e d and p u t i n i t s d o n ’ t we c h i l d r e n ? of th is
one?"
'We b u y ' ? "
t h e n e x t tw o s e n t e n c e s .
A re t h e y
"Who c a n show
H ave t h i s m uch f r a m e d .
a n d cut- b e t w e e n b u y a n d b r e a d . M ix t h e s t r i p s
p o c k e t.
H ave a c h i l d
r e a d * a s y o u sw e e p y o u r h a n d - u n d e r e a c h l i n e .
th e
Put
H ave i t m a t c h e d a n d p u t i n b o t t o m
Who c a n r e a d a l l
says
it? "
H o ld up t h e s t r i p
H o ld u p t h e
"Now, we h a v e tw o s t o r i e s ,
w here i t
se n te n c e ?
H ave i t m a tc h e d a n d l e t a c h i l d
H av e t h e l a s t
ju s t a lik e ?
W hat
" T h is i s a s e n te n c e t h a t i s
o ne o f t h e s e .
"A t th e M a rk e t" .
’A t t h e M a r k e t ’ .
Who c a n r e a d t h i s
Who c a n r e a d t h a t p a r t ? "
t h a t s a y s "We b u y b r e a d . " lik e
so Jo h n w i l l b e
says
W hat e l s e d i d we w r i t e a b o u t b u y i n g ?
ju st
T here sh o u ld
s o m e t h i n g we b u y a t t h e m a r k e t .
Y es, Ju d y , b re a d .
w r i t e a b o u t?
"W hen d i d we
a b o u t? * '
o f a m a rk e t on t h e c h a r t ,
kn ow .
do we b u y ?
s to r y w r i t t e n in th e p re c e d in g
d u p lic a te se n te n c e s t r i p s .
s t o r y , John?
be a p i c t u r e
t o d e v e l o p w o rd r e c o g n i t i o n *
T ak e o u t
'Do t h e sam e w i t h
and g iv e each to a
69 c h ild
to h o ld .
"How c a n we m ake t h e s t o r y a g a i n ? "
Re
b u i l d and r e a d t h e w h o le s t o r y . "A fte r r e c e s s ,
w h a t t h i n g s c o u l d y o u make f o r o u r
p l a y s t o r e ? * ' L e a d th e m t o
s u g g e s t m ak in g p i c t u r e s
o f food
o r c la y fo o d . R e a d in g , m id d le g r o u p :
to
d e v e lo p w ord r e c o g n i t i o n .
A f t e r r e c e s s , h av e th e m id d le g ro u p r e a d th e e n t i r e Show th e m t h e w o r d c a r d s . p la c e s, title
we c a n h a v e a s t o r y j u s t
in p la c e .
one a t a t i m e . ra ise
th e
lik e
"Now I am g o i n g t o When I come t o t h e
your hand.
Show t h e put i t
"W henw e p u t t h e s e
o n e ."
P ut th e
o n e we n e e d f i r s t ,
W hat w o r d w i l l y o u l o o k f o r f i r s t ? "
c h a rt?
read ers.
"Who k now s w h e r e t o
W hat s h a l l we l o o k f o r n e x t ? "
s t o r y i n t h i s m anner.
i n th e b a s ic
in th e r i g h t
show y o u e a c h c a r d ,
c a r d s u n t i l y o u come t o "W e ".
on th e
th is
sto ry .
B u ild
U se t h e r e m a i n i n g t i m e f o r w o rk
Then h av e t h i s g ro u p f i n i s h
th e ir
p a in tin g s. R e a d in g , f a s t g ro u p :
t o d e v e lo p w ord r e c o g n i t i o n .
H ave t h e c h i l d r e n r e a d t h r o u g h t t o th e s to r y ,
"A t th e M a rk e t."
s a y , "T hese a r e
th e m se lv e s
T h e n sh o w t h e w o rd c a r d s a n d
a l l th e w ords i n th e s t o r y .
t h i n k t h e y k n o w th e m ?
(sile n tly )
S h a l l we s e e ? "
a t a tim e and
g iv e each c h ild a tu r n .
c a r d s we know
i n one p i l e ,
an d t h e
How many
Show t h e c a r d s o n e " I ' l l p u t a l l th e
r e s t o v er h e re ."
H e lp
70 w ith any t h a t cause d i f f i c u l t y . f in is h th e day.
re m a in s,
s to r y in t h e i r re a d in g books begun th e p re v io u s
J u s t b e fo re d is m is s a l f o r r e c e s s , have each c h ild
b r i n g you h i s p a p e r c a n , it
I f a n y tim e
is.
Wj*ite i t
and t e l l y o u w h a t k i n d
of food
o n t h e b a c k s o y o u c a n make s i g n s l a t e r
to g o w ith th e m . E n jo y i n g a poem : A f te r lu n c h , fo llo w in g
t o d e v e lo p a u d ito r y d i s c r i m i n a t i o n . th e r e s t p e r io d ,
o r a t s t o r y tim e
w hen a l l t h e c h i l d r e n a r e t o g e t h e r t e l l th em , “h e r e poem y o u w i l l l i k e
to h e a r .
to have s o m e th in g .
It
G an y o u g u e s s w h a t i t m i g h t b e ? “
w a n ted t o be a b le t o s . e l l t h i n g s . She c a l l e d
th em .
L et
“ T h is c h i l d
Y es, s h e w a n ts to have
i t a g e n e ra l s to r e , because
w o u ld b e a l l k i n d s o f t h i n g s i n i t . ” G en eral S to re Some d a y , I ' m g o i n g t o h a v e a s t o r e W it h a t i n k l y b e l l h u n g o v e r t h e d o o r , W ith r e d g l a s s e a s e s a n d c o u n t e r s w i d e And d r a w e r s a l l s p i l l y w i t h t h i n g s i n s i d e . I 'l l fix
a
i s a b o u t a c h i l d who w a n t s
th e m m ake a f e w g u e s s e s b e f o r e t e l l i n g
a sto re .
is
t h e w in d o w a n d d u s t e a c h s h e l f ,
And t a k e t h e m o ney i n a l l m y s e l f , I t w i l l b e my s t o r e a n d I w i l l s a y : “W hat c a n I d o f o r y o u t o d a y ? " —R achel F ie ld
th ere
71 " D id y o u l i k e
t h e poem ?
a l l y o u r own?
W ould y o u l i k e
I 'm g o in g to re a d
w hat sh a rp e a r s y o u .h a v e . le a v e
to have a s to r e
t h e .poem a g a i n t o
But t h i s
see
tim e I 'm g o in g to
o u r some w o rd s '; a n d , w h e n I d o , I w a n t y o u t o
th e w o rd s ."
Read t h e poem , p a u s in g a t
" m y s e lf" , and "to d a y "
say
"d o o r", " in s id e " ,
to l e t th e c h il d r e n s u p p ly th e s e
w o rd s. T eacher* s p r e p a r a t i o n f o r th e n e x t d a y . fo o d nam es on s l i p s as la b e ls .
P r i n t th e
o f p a p e r and f a s t e n on t h e p a p e r c a n s
P r i n t so m e a l s o
on c a rd s f o r s ig n s to
p u t on th e s h e lv e s n e x t t o th e c a n s .
be
Cut fro m m ag a zin es
an a sso rtm e n t o f p ic tu r e s of fo o d . III.
THIRD DAY'S READING ACTIVITIES
R e v ie w : re c o g n itio n .
to c la r if y
c o n c e p ts and d e v e lo p w ord
H ave t h e c a r d s i g n s r e a d y t o s h o w .
w h a t I m ade f o r o u r s t o r e . " so m e th in g i n a c a n .
H o ld up one a n d s a y ,
(say th e so u n d , n o t th e
b e a n s, C h a rle s. o u r m a rk e t?
" T h is i s
You w o u l d n ' t w a n t i t f o r b r e a k f a s t ,
b u t i t w o u ld be g o o d f o r lu n c h o r d i n n e r . w ith b —
"Look
I t s ta rte s
l e t t e r n am e).
Y es,
Do y o u know w h e r e t h e c a n o f b e a n s i s
You may p u t t h e
c a rd "dog fo o d " and s a y ,
s ig n by th e c a n ."
" T h is i s
in
H o ld th e
so m e th in g you w o u ld n ’ t
w an t t o e a t a t a l l b u t y o u r p e t w o u ld .
It
i s
."
When
72 a c h ild g u esses,
have i t
p u t by t h e a p p r o p r i a t e c a n .
is good f o r lu n c h , w ith c r a c k e r s . Who k n o w s w h e r e i t "T h is g o e s in and c l e a n .
s t a r t s w ith s
put in
" T h is i s
w i l l make u s o n e ? D isc u ssio n ;
I t h a s t o be k e p t c o ld H av e t h e
so m e th in g good to e a t .
Do we h a v e a p i c t u r e
in te re s t
"We h a v e s o m any t h i n g s i n
You h a v e
of bread?
Who w i l l m ake u s a p i c t u r e to b u ild
.
th e m a r k e t.
How m any h a d m i l k f o r b r e a k f a s t ? "
in y o u r lu n c h .
sto ry.
H av e i t
th e r e f r i g e r a t o r .
sig n put back. it
g o e s .”
It
" T h is
Who
o f m ilk ? "
i n w r i t i n g a new
o u r m a r k e t now.
B i l l y 's
b i g b r o t h e r cam e i n b e f o r e s c h o o l t h i s m o r n i n g t o l o o k at it.
B i l l y t o l d h im some t h i n g s a b o u t how we m ade i t .
W hat c o u l d we d o t o t e l l o t h e r p e o p l e a b o u t i t ? v isito rs
m i g h t come w h i l e we a r e w o r k i n g a n d we c o u l d n ' t
t a l k t o th em v e r y m uch. c o u l d n ' t w e.
We c o u l d w r i t e a s t o r y a b o u t i t
W here s h o u l d we p u t t h e
t o t h e s t o r e w o u ld b e a g o o d p l a c e . th e s to ry ? " ask; it?
Some
sto ry ?
Y es, n e x t
What s h a l l we c a l l
G et s e v e ra l s u g g e s tio n s .
C h o o s e one a n d
"W hat d o we w a n t p e o p l e t o s e e w h e n t h e y l o o k a t Y e s , w e w a n t th e m t o s e e t h e c a n s .
D ev elo p a s t o r y s u c h a s t h i s ; Our M a rk e t See th e c a n s o f f o o d . See th e m il k . See th e v e g e t a b l e s . Come a n d b u y .
W hat e l s e ? "
73 L e t th e f a s t g ro u p have f r e e c h o ic e a c t i v i t i e s . Two a t a t i m e m i g h t p l a y g r o u p m ake p i c t u r e s
in th e m a rk e t.
to go w ith th e s t o r y j u s t w r i t t e n .
R e a d in g . slo w g r o u p : fy in g .
Who c a n t e l l w h a t f o o d s we w r o t e a b o u t i n o u r
s to r y to d a y .
Y e s , we w r o t e a b o u t m i l k .
sto ry ? "
fram e:
H ave i t
fram ed .
c h ild re n fin d
"H ere a r e p i c t u r e s
i n t h e m a r k e t w o u ld t h i s b e ? "
and
Show t h e m t h e p i c t u r e s
W here c o u l d y o u b u y t h e s e ?
tim e , and have th e
Gan y o u f i n d m i l k
H av e t h e
c a n s, fo o d , v e g e ta b le s .
food c u t from m a g a z in e s. e a t.
t o d e v e lo p s k i l l i n c l a s s i
" M a ry t e l l u s ' som e o f t h e k i n d s o f f o o d we h a v e i n
our m a rk e t.
in th e
H av e t h e m i d d l e
Y es,
of th in g s
i n a m a rk e t.
Show t h e p i c t u r e s
of to
W here
one a t a
c h il d r e n t e l l w hat s e c t i o n o f th e m ark et
w o u ld h a v e t h e a r t i c l e .
T e ll th e se c h ild re n a f t e r re c e ss
t h e y may h a v e t u r n s p l a y i n g
in
th e m a r k e t a n d m ak in g p l a y
f o o d s o u t o f c l a y o r t h e y may p a i n t . R e a d in g , m id d le g ro u p : r e c o g n i t i o n and f l u e n c y . in
" I 'm g o in g to r e a d a s e n te n c e
t h e s t o r y we w r o t e t h i s m o r n i n g .
w h i c h on e I r e a d : th e
t o d e v e lo p p h ra se
se n te n c e .
'S e e t h e m i l k ' .
Show h i m how t o
b y sw e e p in g h i s h a n d u n d e r i t . w ith th e
o th e r se n te n c e s.
a se n te n c e .
See i f
See i f
you c a n t e l l
H ave a c h i l d f i n d
in d ic a te
t h e w h o le s e n t e n c e
P roceed i n t h i s m anner
"Now I s h a l l j u s t r e a d p a r t o f
you c a n t e l l w h at p a r t I r e a d .
L is te n :
74 't h e v e g e t a b l e s '.
Who c a n f i n d
fra m e d and r e a d b y t h e c h i l d . th e c a n s ,
th e m ilk , can s
th a t p a rt? "
H ave i t
D e v elo p i n t h i s m an n er:
of fo o d .
" D id a n y o n e make a p i c t u r e a b o u t t h e s t o r y ? " a c h ild g e t h is p ic tu r e
and t e l l t h e
sto ry .
H ave
I f i t goes
w i t h o ne p a r t i c u l a r s e n t e n c e , h a v e t h a t s e n t e n c e r e a d . R e a d in g , f a s t g ro u p : v o c a b u la ry . u sin g
to d e v e lo p r e t e n t i o n and
H av e t h i s g r o u p p l a y t h e game o f c o n c e n t r a t i o n ,
th e m a rk e t a s a s u b j e c t .
L e t one c h i l d
s ta rt:
w e n t t o t h e m a r k e t a n d I b o u g h t some c a r r o t s . " c h ild
r e p e a t s t h i s and a d d s ,
s p in a c h ."
" — some c a r r o t s
"I
The n e x t a n d some
When a c h i l d m i s s e s , b e g i n a l l o v e r a g a i n .
S in c e t h i s g ro u p w i l l p r o b a b l y n e ed no e x t r a d r i l l on th e
s t o r y com posed t h a t m o rn in g , t h e r e m a in d e r o f t h e i r
r e a d i p g t i m e m ay b e s p e n t o n r e a d i n g a s t o r y in g b o o k s.
in th e
read
CHAPTER V I I I SUMMARY R e a d i n g h a s b ecom e v i r t u a l l y a n e c e s s i t y c u ltu re .
in our
I t p r o v i d e s t h e m ean s f o r g r e a t l y e x t e n d i n g
in
d i v i d u a l e x p e r ie n c e s , and can be a so u rc e
of p le a su re to
p erso n s
a b a sic
o f a l l ag es and i n t e r e s t s .
I t is
to o l
o f l e a r n in g b o th i n and o u ts id e th e c la s s ro o m . The s c h o o l s h a v e a r e s p o n s i b i l i t y n o t o n l y i n te a c h in g th e s k i l l s
of re a d in g , b u t a ls o
c h ild re n in th e ir s e le c tio n m a te ria l.
in g u id in g
of l e is u r e - tim e
re a d in g
I n th e p rim a ry g r a d e s , a c h i l d m ust l e a r n t o
g i v e a c c e p t e d m e a n in g s t o a s e t o f sy m b o ls and t h e n a s s i m i l a t e and i n t e r p r e t t h o s e m e a n in g s . is
Much o f h i s
tim e
s p e n t i n l e a r n in g w hat th e a c c e p te d c o n c e p ts a re t h a t
have b e e n g iv e n t o th e sy m b o ls. t o grow i n a b i l i t y tra in in g
in
c h ild
i s a ls o h e lp e d
to e v a lu a te th e se id e a s .
th e p r o c e s s e s
in g good h a b its
The c h i l d
of re a d in g
o f w o rk in g .
P a rt of h is
in c lu d e s e s ta b l is h
As t h e t e a c h e r g u i d e s t h e
th ro u g h v a rio u s e x p e rie n c e s , sh e s t r i v e s
c o n sta n tly
t o h e l p h im g a i n in d e p e n d e n c e i n r e a d i n g . The t e a c h e r e v a l u a t e s t h e m a t u r i t y
of th e c h ild
to
s e e how s h e may b e t t e r p r e p a r e h im f o r r e a d i n g .
She p l a n s
a c t i v i t i e s t o e x te n d h i s e x p e r ie n c e s and r e l a t e
h is school
life
to h is p e r s o n a l n e e d s .
She m akes c e r t a i n
t h a t from th e
76 first,
r e a d in g , b e s id e s b e in g a p le a s a n t e x p e rie n c e , w i l l
h a v e m e a n i n g f o r h im b y h a v i n g h im w r i t e
h is
L a t e r he r e a d s m a t e r i a l w r i t t e n b y o t h e r s th e w ords w ith w h ic h he
own t e x t .
e m p l o y i n g m any o f
is a lre a d y f a m ilia r .
T he t e a c h e r h e l p s h i m t o b ecom e a c q u a i n t e d w i t h b o o k s and r e a d s y s t e m a t i c a l l y . see
i f he i s p a r t i c i p a t i n g
She o b s e r v e s t h e c h i l d
in th e v a rio u s p h ases o f th e
s c h o o l program and d e v e lo p in g d e s i r a b l e S in c e re a d in g r e q u i r e s v a rio u s p la n s a c t i v i t i e s s itu a tio n s
to
to
w o rk h a b i t s .
ty p e s o f t h i n k i n g , she
c h a lle n g e th in k in g .
C la ssro o m
a r e u s e d a s a n o p p o r t u n i t y t o grow i n a b i l i t y
t o s o lv e p ro b lem s and e v a lu a te b e h a v io r . I n o r d e r to h e lp th e c h il d g a in in d e p e n d e n c e , t e a c h e r s h o w s h im a v a r i e t y
o f ways t o f i g u r e
f a m i l i a r w o rd s a s he r e a d s new m a t e r i a l . a c q u ire
th e
out un
S he h e l p s h im
a w e a l t h o f w o r d s and c o n c e p ts w i t h w h ic h t o
ap p ro ach re a d in g s i t u a t i o n s . The c l a s s p r o g r a m m u s t b e s o p l a n n e d a n d a d j u s t e d as
t o p r o v id e e x p e r ie n c e s t h a t w i l l i n s u r e d e v elo p m e n t
fo r a ll
th e
c h ild re n in
fo r su c c e ss fu l re a d in g . sc h e d u le a s to
of a c t i v i t i e s
th e v a r i o u s
a b ilitie s
re q u ire d
T h is n e c e s s i t a t e s a b a la n c e d p r e s e n t e d i n a l e a r n i n g s e q u e n c e so
i n t e r e s t a n d i n c l u d e a l l m em b ers o f t h e g r o u p . '
illu s tra tiv e
le sso n s
p re se n te d in t h is p r o je c t serv e
show som e o f t h e w ays b y w h i c h t h i s may b e d o n e .
The to
B I B L I O G R A P H Y
78 A dam s, F a y G r e e n e , E d u c a t i n s A m e r i c a 1s C h i l d r e n . New Y ork: T he R o n a ld P r e s s C o m p an y, 1 9 4 6 , 4 9 0 p p . 5 L i l l i a n G ra y , D ora R e e s e , T e a c h in g C h ild r e n t o R e a d . New Y o r k : The R o n a ld P r e s s C o m p an y, 1 9 4 9 . 525 p p .
A lm y , M i l l i e C o r i n n e , " C h i l d r e n ' s E x p e r i e n c e s P r i o r t o F i r s t G rade and S u c c e s s i n B e g in n in g R e a d in g ." T e a c h e r s C o l l e g e R e c o r d , L , No. 6 , M a r c h 1 9 5 0 , pp. 392-3 93 . B a k e r , F r a n k l i n T . , "T h e C o u r s e i n E n g l i s h i n t h e H o r a c e Mann S c h o o l " . T e a c h e r s C o lle g e R e c o r d , V o l. I , No. 3 , M ay, 1 9 0 0 , p p . 1 2 5 - 1 4 0 . B e t t s , E m m ett A . , M a b e l O ' D o n n e l l , G u i d e b o o k f o r T e a c h e r s o n I n i t i a l S ta g e s o f R e ad in g R e a d i n e s s . E v a n s to n , Illin o is: Row, P e t e r s o n a n d C om pany , 1 9 3 8 . 175 p p . B o n d , Guy L . , e t a l . , T e a c h e r 1s G u id e f o r G r a d e O n e . C h ic a g o : L y o n s an d C a r n a h a n , 1 9 4 9 . 4 9 1 p p . B u rro w s , A l v i n a T r e u t , " C a s t e S y stem o r D em o cracy i n T e a c h in g R e ad in g ?" E le m e n ta ry E n g l i s h , M arch, 1 9 5 0 . p p . 145-48 . D u n k l i n , H o w a rd T . , " T h e P r e v e n t i o n o f F a i l u r e i n F i r s t G r a d e R e a d i n g b y M ean s o f - A d j u s t e d I n s t r u c t i o n " . New Y ork: T ea ch e rs C o lle g e C o n tr ib u tio n s t o E d u c a tio n , N o. 8 0 2 , 1 9 4 0 . pp. 148-15 1. G a n s , Roma, R e a d i n g I s F u n . New Y o r k : T e a c h e rs C o lle g e B ureau o f P u b l i c a t i o n s , 1949. 180 p p . G r a y , W i l l i a m S . , A T e a c h e r ' s G u id e t o R e a d i n g . K e r n C o u n ty , C a l i f o r n i a : K e rn C o u n ty S u p e r i n t e n d e n t o f S c h o o ls, 1941. 195 p p . H e c o x , G e n e v a J . , E u n i c e K. C r a b t r e e , L u v e m e C r a b t r e e W alk er, The T e a c h e r * s G u id e B o o k f o r t h e F i r s t Y e a r R e ad in g P ro g ra m . S a c ra m e n to : C a lifo rn ia S ta te D e p artm en t o f E d u c a tio n , 1946. 57 p p . H e r b e r t , Thom as J . , L i v i n g a n d L e a r n i n g w i t h t h e C h i l d r e n o f O h io . C o lu m b u s , O h i o : The S t a t e D e p a r t m e n t o f E d u c a tio n , 1947. 75 p p .
'
79 H i l d r e t h , G e r t r u d e , R e a d i n e s s f o r L e a r n i n g * W a s h i n g t o n ,’D . C . : A s s o c i a t i o n f o r C h ild h o o d E d u c a tio n , 1941, 35 p p . __________ , L e a r n i n g t h e T h r e e R * s . M i n n e a p o l i s : c a t io n a l P u b lis h e r s , I n c . , 1947. 897 p p .
Edu
Los A n g e le s C i t y S c h o o l s , G u id a n ce i n E le m e n ta r y S c h o o l s . P u b l i c a t i o n N o. 4 3 9 . Los A n g e le s : B oard of E d u c a tio n , 1 9 4 8 , 52 p p . __________ , G u i d i n g t h e L e a r n i n g E x p e r i e n c e s o f Y oung C h i l d r e n . C u r r i c u l u m D i v i s i o n P u b l i c a t i o n N o. 4 7 7 . Los A n g e le s : B o ard o f E d u c a t i o n , 1 9 4 9 . 208 p p . ____________ H e l p i n g S l o w - L e a r n i n g A d o l e s c e n t s i n E l e m e n t a r y a n d S e c o n d a r y S c h o o l s , P u b l i c a t i o n N o. 3 7 2 . Los "A n g e le s: B oard o f E d u c a t i o n , 1 9 4 1 . 40 pp. M cK ee, P a u l G. , The T e a c h i n g o f R e a d i n g i n t h e E l e m e n t a r y S c h o o l. B o sto n : H o u g h t o n M i f f l i n C om pany, 1 9 4 8 . S t r a n g e r , M a r g a r e t , E l l e n K. K o n o h u e , P r e d i c t i o n a n d C o r r e c t i o n o f R e a d i n g D i f f i c u l t i e s . New Y o r k : O xford U n i v e r s i t y P r e s s , 1937. 3 7 1 p p . W i t t y , P a u l , R e a d in g i n M odern E d u c a t i o n . B o s to n : D . C. H a t h a n d C o m p an y , 1 9 4 9 . 620 p p .
UnivoreJty o f S ou th ern GBiir®rrt&> Ukr&sp