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English Pages 65
A SUPPLEMENTARY STORY BOOK FOR USE IN THE KINDERGARTEN AND PRIMARY GRADES
A P ro je c t P re se n te d to th e F a c u l t y o f t h e S c h o o l of 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 th e D egree M a ste r of S c ie n c e i n E d u c a tio n
by M ild re d R i t a P i n c h o f f June 1950
UMI Number: EP46523
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 EP46523 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
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This p ro ject report, w ritten under the direction of the candidate’s adviser and a p p r o v e d by him, has been presented to and accepted by the Faculty of the School of E ducation in p a rtia l fulfillm ent of the requirements fo r the degree of M a ste r of Science in Education.
Date
1222^ . . . . . ^ . . . . . / . . . ? . . . ^ . . . . . . . .
dviser
D ean
TABLE OF CONTENTS CHAPTER I.
PAGE
THE PROBLEM...............................................................
1
I n t r o d u c t i o n .......................................................
1
S ta te m e n t o f t h e Problem •
*+
L im i ts o r Scope o f S tu d y
II.
III.
..................... .........................
6
O r i e n t a t i o n o f t h e P r o b l e m .......................
7
L i m i t a t i o n o f Media o f P r o d u c t i o n •
•.
11
SCIENTIFIC BACKGROUND AND PROCEDURE
. .
12
P r o c e d u r e .................................................................
12
S t a n d a r d i z e d Word L i s t s .................................
12
V o c a b u la ry A n a l y s i s ..........................................
13
Number o f New Words . • • • • . . .
13
Word F orm s.................................................... .
17
R e p e titio n .
.................................
17
D i f f i c u l t y .......................................................
20
THE PROJECT.............................................................
22
Bunny W hite t a i l .............................................
23
_ IV. CONCLUSIONS AND RECOMMENDATIONS...................
50
BIBLIOGRAPHY..........................................................................
52
APPENDIX...................................................................................
51*
LIST OF TABLES
TABLE I.
PAGE S c o re Card f o r E v a l u a t i n g T extbooks i n R e a d in g :
II.
R eading R e a d in e s s B ooks........................
C u m u lativ e Word L i s t o f V o c a b u la ry Used i n P r o j e c t ........................................................................
III.
3
lb
Words Used i n th e S t o r y Which Were n o t Used i n t h e F i r s t Grade R eading Program o f t h e S c o t t , Foresm an S e r i e s .................................
IV.
V o c a b u la ry Not on F i r s t 1500 Words on T h o r n d ik e ’ s Word L i s t ..............................................
V.
18
19
S c o re Card f o r E v a l u a t i n g T extbooks i n R eading f o r G rades One and T w o .......................
V I.
T a b le o f R eading E x p e c ta n c y - New York C i t y S c h o o ls 19 1+6-19^7 •
V II.
Grade
.................................
57
P la c e m e n t o f "Bunny W h i t e t a i l "
U sing t h e W innetka Grade P la c e m e n t F o rm u la. • • • . • • • • •
.................................
53
CHAPTER I THE PROBLEM In tro d u c tio n .
A d m i n i s t r a t o r s and t e a c h e r s c o n t in u o u s
l y f a c e t h e problem o f s e l e c t i n g r e a d i n g m a t e r i a l s from t h e mass o f l i t e r a t u r e t h a t h as b ee n p r e v i o u s l y w r i t t e n .
Some
o f i t i s s t i l l i n u s e , b u t much o f i t h a s had t o be d i s c a r d e d , s i n c e t h e i n c r e a s e d , im p o rta n c e o f r e a d i n g c a l l s f o r new m ethods o f te a c h i n g r e a d i n g a s w e l l a s new m a t e r i a l s f o r u s e i n th e r e a d i n g prog ram . The p r o c e d u r e s and te c h n iq u e s i n t h e modern p r o g r e s s i v e s c h o o l c o n t r i b u t e t o an a c c e p ta n c e o f t h e c o n c e p t o f t h e l i b r a r y a s th e h e a r t o f t h e modern s c h o o l . The r e a d i n g program r e p l a c e s t h e d e a d e n in g r e p e t i t i o n t o 11f i n i s h 11 t h e g r a d e r e a d e r . The r e a d i n g program i m p l i e s r e a d i n g many i n t e r e s t i n g books o f w id e ly v a r y i n g c o n t e n t a t t h e l e v e l o f read in g a b i l i t y th e c h ild p o sse sse s. More and more s c h o o l sy stem s a r e coming t o r e a l i z e t h e fu n d a m e n ta l im p o rta n c e o f r e a d i n g ; t h a t i t i s a b a s i c c o r n e r sto n e o f th e e d i f i c e o f e d u c a tio n .
The t r e n d i s t o l a y a
c o n c r e t e f o u n d a t i o n from t h e m in u te t h e c h i l d e n t e r s s c h o o l . T h is does n o t mean t h a t c h i l d r e n a r e t o l e a r n how t o r e a d as soon a s th e y e n t e r s c h o o l; b u t i t means t h a t t h e program o f r e a d i n e s s f o r r e a d i n g s h o u ld be s t a r t e d a s soon a s t h e c h i l d
1
S e l e c t i o n and D i s t r i b u t i o n o f S u p p le m e n ta ry and L i b r a r y Books i n C a l i f o r n i a C o u n t i e s . E s t a t e o f C a l i f o r n i a D ep artm ent o f E d u c a tio n B u l l e t i n No* 1 0 , May 1 5 ,1 9 3 * 0 , p . v .
2 e n te rs sc h o o l.
I t means t h a t d e s i r a b l e a t t i t u d e s to w ard s
books and w ords s h o u ld be d e v e lo p e d e a r l y .
I t means t h a t
c o n c e p ts and b ac kg rou nd e x p e r i e n c e s s h o u ld be p a r t o f th e program and may s t a r t a s e a r l y a s t h e k i n d e r g a r t e n .
Ac
c o r d in g t o C l a e s , k i n d e r g a r t e n t e a c h e r s s h o u ld : . . . p r o v i d e r i c h and v a r i e d e x p e r i e n c e s f o r c h i l d r e n t h r o u g h . . . d i s c u s s i o n s , b o o k s, l i t e r a t u r e , a r t and m u s i c . . . I f th e y g iv e c h i l d r e n c o n t a c t w i t h w r i t t e n f o rm s , t h e n th e c h i l d r e n w i l l be more a d e q u a t e l y p r e p a r e d t o b e g in th e p r o c e s s o f l e a r n i n g to read w ith s u c c e s s . 2 I n th e k i n d e r g a r t e n t h e r e s h o u ld be books t o be r e a d and lo o k e d a t , books t o add t o d a i l y e x p e r i e n c e s , and books t o f i t s p e c i a l tim e s and moods.^ The main f a c t o r s in v o lv e d i n s e l e c t i n g r e a d in g r e a d i n e s s s t o r y books a r e c h o o sin g m a t e r i a l s t h a t a r e i n t e r e s t i n g ; a r e a t t r a c t i v e l y i l l u s t r a t e d ; p ro v id e b ackg rou nd e x p e r i e n c e s ; d e v e lo p an i n t e r e s t i n books; c r e a t e a d e s i r e t o l e a r n how t o r e a d , o r t o r e a d b e t t e r ; and c r e a t e th e d e s i r e t o r e a d more books(See
T a b le I )
2 E t h e l Leppo C l a e s , ’’K i n d e r g a r t e n E x p e rie n c e a s a f a c t o r i n R eading R e a d in e s s i n th e f i r s t g r a d e s of th e Los A n g ele s County S c h o o l s , ” ( u n p u b lis h e d M a s t e r ’s t h e s i s , th e U n i v e r s i t y of S o u th e r n C a l i f o r n i a , Los A n g e le s , 1 9 ^ 3 ). p . ^9, 3 D o ro th y H. S u l l i v a n , ’’Books f o r K i n d e r g a r te n S t o r y H o u r,” C h ild h o o d E d u c a t i o n . 2 ± : l+221 ^ 3 2 , A p r i l , 191+5* h S co re Card f o r E v a l u a t i n g T ex tb oo ks i n R e ad in g : R eading R e a d in e s s . C a l i f o r n i a S t a t e C u rric u lu m Commission. J a n u a r y , 19^5•
3 TABLE I CALIFORNIA STATE CURRICULUM COMMISSION J a n u a r y , 19^5 SCORE CARD FOR EVALUATING TEXTBOOKS IN READING READING READINESS BOOKS Item s o f C r i t e r i a f o r E v a l u a t i n g Books I.
A dequate amount o f m a t e r i a l t o d e v e lo p s c h o o l and i n t e r e s t s
200
II.
A p p r o p r i a t e n e s s t o g ra d e l e v e l A. C o n cepts w i t h i n p u p i l !s unde r s t a nd in g B. R eading d i f f i c u l t y 1. V o c a b u la ry 2 . S e n te n c e s t r u c t u r e 3 . P aragraph o r g a n iz a tio n
200
I I I . Type o f m a t e r i a l A, Wide v a r i e t y B. 1 . V o c a b u la ry developm ent 2 . V o c a b u la ry e n ric h m e n t
150
IV .
In te re stin g n e ss
150
Illu stra tio n s A. Form B. C o lo r C. R e l a t i o n t o s t o r y D. S t i m u l a t i o n
125
V.
V I. V II.
V III.
O r g a n iz a tio n and s t y l e Form at A. G e n e ra l a p p e a ra n c e B. Type C. M argins and a rra n g e m e n t D. Cover d e s i g n T e a c h e r* s manual T o ta ls
75 50
50
However, when s e l e c t i n g p rim a ry r e a d i n g m a t e r i a l , th e b a s i s o f c h o ic e i s e n l a r g e d t o th e e x t e n t t h a t , " t h e c h o ic e o f r e a d i n g m a t e r i a l s h o u ld be b ased on c o n s i d e r a t i o n s o f c o n t e n t , s t y l e and i n t e r e s t a p p e a l , a s w e l l a s on d i f f i c u lty ,” j
(See A ppendix, T ab le V .)
T h is p r o j e c t has a t t e m p t e d t o keep t o th e p r i n c i p l e s of r e a d i n g m a t e r i a l s e l e c t i o n d e v e lo p e d ab o v e . S ta te m e n t o f th e p ro b le m .
The o b j e c t i v e o f t h i s
p r o j e c t i s t o c r e a t e a s t o r y book s u i t a b l e f o r c h i l d r e n i n th e k i n d e r g a r t e n and p rim a ry g r a d e s . The f o l l o w i n g a r e th e s p e c i f i c u s e s f o r w h ich th e p r o j e c t was d e s ig n e d a s w e l l a s th e o b j e c t i v e s and con s i d e r a t i o n s t a k e n i n t o a c c o u n t i n th e p r e p a r a t i o n o f th e te x t: 1.
T h is p r o j e c t i s p r i m a r i l y d e s ig n e d f o r c h i l d r e n who have r e a c h e d an ap p ro x im a te g rad e r e a d i n g a b i l i t y of l A , and have c o m p leted r e a d i n g a t l e a s t one s e r i e s o f b a s a l r e a d e r s , p r e f e r a b l y S c o t t , Foresman C u rric u lu m F o u n d a tio n B a s a l R e a d e r s , th r o u g h th e
5 A l b e r t J . H a r r i s , How t o I n c r e a s e R eading A b i l i t y (New Y ork: Longmans, G reen and Company, 1 9 ^ 1 ), p . 213.
f i r s t g ra d e .£ 2.
The p r o j e c t c o u ld be u se d f o r s u p p le m e n ta r y r e a d i n g p u r p o s e s ; p r o v id in g e x t e n s i v e r e a d i n g m a t e r i a l f o r th o s e c h i l d r e n who need r e p e t i t i o n of words e n c o u n te r e d p r e v i o u s l y i n t h e i r r e a d i n g .
3.
The o b j e c t i v e i s t o c r e a t e a s t o r y u s in g v o c a b u la r y t h a t has b ee n checked a g a i n s t v a r i o u s s c i e n t i f i c word l i s t s and i s s u i t a b l e f o r t h e r e a d i n g grade l e v e l f o r w h ich t h i s p r o j e c t i s i n t e n d e d .
1+.
The p r o j e c t may be u se d by th e t e a c h e r f o r r e a d in g t o th e c l a s s , e i t h e r i n th e k i n d e r g a r t e n o r th e f i r s t grad e where th e c h i l d r e n have n o t y e t a c q u i r e d a p p r o x im a te l y 1 .*+ r e a d i n g a b i l i t y o r have n o t r e a d e x t e n s i v e l y i n a w e l l p la n n e d b a s i c r e a d i n g p ro g ra m .g
5.
The p r o j e c t may be s u c c e s s f u l l y u s e d a s r e m e d ia l ■■■■** re a d in g m a te r ia l f o r r e ta r d e d re a d e rs in th e se co n d and t h i r d g r a d e s . ^
6 W illia m S . Gray and May H i l l A r b u th n o t. We Look and Bee (New Yorks S c o t t , Foresm an and Company, IS?1*-©) pp. ^ 8 ; Gray and A r b u t h n o t , We Work and P la y (New York: S c o t t , Foresm an and Company, 19^+6), ppT ; Gray and A r b u th n o t, We Come and Go (New Yorks S c o t t , Foresm an and Company, 1 9 ^ 6 ), pp. 72; Gray and A r b u t h n o t, Fun W ith D ick and Jane (New Yorks S c o t t , Foresm an and Company, 19*fS) , p p . 15*9; Gray and A r b u t h n o t, Our New F r i e n d s (New Y ork: S c o t t , Foresm an and Company, 19*+0), p p . 191* 7 I n f r a C h a p te r 2 , page 1 f o r e n u m e r a tio n o f th e v a r i o u s s c i e n t i f i c word l i s t s u se d i n th e p r e p a r a t i o n o f th e t e x t . 8 Use o f R e ad e rs i n t h e E le m e n ta ry S c h o o ls 19 1+8-19lt9 (C u rric u lu m D i v i s i o n Los A ng eles C i t y S ch o o ls E C -1 0 3 )•
9 R e ta r d e d r e a d e r s a r e h e re u se d t o r e f e r t o c h i l d r e n who a r e a p p r o x im a te ly one y e a r b e h in d t h e i r r e a d i n g e x p e c ta n c y , b a s e d upon g ra d e norms and I . Q. See A p pend ix , T ab le V I.
6 6.
The p r o j e c t may be s u c c e s s f u l l y combined w i t h a s o c i a l s t u d i e s u n i t d e a l i n g w i t h th e home o r fa m ily l i f e ,
7.
The p l o t o f th e s t o r y c e n t e r s a b o u t a prob lem c o n s id e r e d r e a l t o c h i l d r e n . ^
8.
The i l l u s t r a t i o n s s h o u ld d e m o n s tr a te th e a c t i o n s t a k i n g p la c e i n th e s t o r y , and th e a t t r a c t i v e c o l o r s sh o u ld c a t c h t h e c h i l d fs i n t e r e s t .
9«
The p r o j e c t may be u s e d p u r e l y f o r p u rp o se s o f r e a d i n g e n jo y m e n t.
L im its o r Scope o f S t u d y .
T h is p r o j e c t i s o f n e c e s s i t y
l i m i t e d i n i t s s c o p e , f o r i t i s p r i m a r i l y i n te n d e d t o p r o v id e i n t e r e s t i n g su p p le m e n ta ry r e a d i n g m a t e r i a l b a s e d upon words s e l e c t e d from s c i e n t i f i c word l i s t s f o r th e g rad e l e v e l f o r w h ich t h i s p r o j e c t was d e s i g n e d . ^ S in c e most of th e words u s e d have b ee n g r a d u a l l y in t r o d u c e d i n th e S c o t t , Foresm an B a s ic B eading s e r i e s , i t i s t h e r e f o r e recommended t h a t t h e s e books be r e a d b e f o r e t h i s p r o j e c t i s u s e d by th e c h i l d r e n . ^
10 When a C h ild i s D e s t r u c t i v e (New Y ork: New York Committee on M en tal H ygiene o f t h e S t a t e C h a r i t i e s A id C om m ittee, I 9 V7 ) , P« 5* 11
I n f r a C h a p te r 2 f o r word l i s t s u s e d .
12
See f o o t n o t e number 6 p . T a b le number 2 .
7 W herever new words a p p e a r , i t i s t o be n o te d t h a t i t i s so done t o add c o h e s iv e n e s s t o th e developm ent o f th e s t o r y ; su c h a s , names o f a n i m a l s , sounds and o t h e r s l i s t e d b e lo w .^ O r i e n t a t i on o f th e P r o b le m.
The p ro b lem , th e s t o r y
book, s p e c i f i c a l l y sh o u ld e x h i b i t c e r t a i n q u a l i t i e s d e s ir a b le fo r f i r s t year read in g .
The p rob lem was n o t d e s ig n e d
t o i n t r o d u c e new w o rd s , s i n c e i t s use i s d e p e n d e n t upon th e p r i o r u se o f b a s a l r e a d e r s . ^ One p u rp o se of th e p r o j e c t was t o p r o v id e i n t e r e s t i n g r e a d i n g m a t t e r on th e l e v e l of c h i l d r e n u s u a l l y i n th e f i r s t g rad e w i t h an a p p ro x im a te m e n ta l age o f 6 .
I t was i n te n d e d
t o prove e q u a l l y i n t e r e s t i n g t o b o th boys and g i r l s o f t h a t age. The pro b lem i n t r o d u c e d i n th e s t o r y i s c o n s id e r e d r e a l t o many c h i l d r e n .
F r e q u e n t l y , t h a t problem l e a d s t o v a r i o u s
ty p e s of b e h a v io r m a la d j u s tm e n ts . a d ju s tm e n t of su c h c h i l d r e n .
T h is s t o r y can h e lp i n th e
The r e a l i t y o f th e pro blem
s i t u a t i o n t o c h i l d r e n i s r e c o g n iz e d by t h e New York M en tal Hygiene Committee o f th e S t a t e C h a r i t i e s Com m ittee. He may f e e l j e a l o u s . He may t h i n k t h a t h i s p a r e n t s o r t e a c h e r s lo v e a n o t h e r c h i l d more, t h a t someone has t a k e n h i s p la c e i n t h e i r h e a r t s . . . . P a r t o f th e s o l u t i o n , . . . l i e s i n making him f e e l t h a t he i s lo v e d , w a n te d , i m p o r ta n t 13
I n f r a C h a p te r 2*
Ik-
See F o o tn o te s numbers 6 and 9*
15
See f o o t n o t e number 10 -
8 The p r o j e c t in v o lv e s th e home, w hich i s a u n i t o f work f r e q u e n t l y d e a l t w i t h i n th e f i r s t and seco n d g rad e s o c i a l s t u d i e s program .
The theme of i n s t r u c t i o n f o r Los
A n g ele s C i t y S c h o o ls k i n d e r g a r t e n and g rad e one i s : Home and S c h o o l. 1. 2.
3. *+. 5.
An a p p r e c i a t i o n o f t h e home and s c h o o l en v iro n m e n t i n w h ich t h e p u p i l l i v e s . An a p p r e c i a t i o n o f th e p eo p le i n b o th home and s c h o o l who a r e i n t e r e s t e d i n th e w e l f a r e o f t h e p u p i l . S o c i a l a d ju s tm e n t w h ich e n a b le s t h e p u p i l t o l i v e h a p p i l y and s e c u r e l y w i t h i n h i s own home and s c h o o l . I n i t i a t i v e and r e s o u r c e f u l n e s s i n r e c o g n i z i n g and s o l v i n g problem s a c tiv itie s. An a b i l i t y t o s e l e c t s u i t a b l e m a t e r i a l s fo r w o rk .^
The i l l u s t r a t i o n s have been c o r r e l a t e d a s much a s p o s s i b l e w i t h t h e a c t i o n t a k i n g p la c e i n th e s t o r y . They a r e ex em p lary o f t h e k in d o f i l l u s t r a t i o n s c h i l d r e n l i k e b e s t , a s summ arized by G oodykoontz: 1. 2.
C h i ld r e n l i k e books t h a t have a t l e a s t o n e - q u a r t e r page p i c t u r e s p a c e . C h i ld r e n l i k e f u l l page o r l a r g e p i c t u r e s .
16 See I n s t r u c t i o n a l Guide f o r T e a c h e rs o f E le m e n ta ry S c h o o ls (Los A n g e le s : Los A n g e le s C i t y S c h o o l D i s t r i c t P u b l i c a t i o n s , 19*+2) , p . 17.
9 3. *+. 5. 6.
7. 8.
9.
C h ild re n p r e f e r stro n g c o l o r s . C h i ld r e n l i k e b o ld c e n t r a l g ro u p s w i t h few b u t s t r i k i n g d e t a i l s . R e a lis tic p ic tu re s are p re fe rre d to c o n v e n tio n a liz e d p ic tu r e s . A c ti o n , humor and s t o r y a r e p r e f e r r e d p ic tu re s ty p e s. Young c h i l d r e n l i k e a b r o a d e r ra n g e of p i c t u r e s u b j e c t - m a t t e r th a n t h e y u s u a l l y re c e iv e . Young c h i l d r e n do n o t c a r e e s p e c i a l l y f o r p ic tu re s of c h ild a c t i v i t i e s . O ld er c h i l d r e n l i k e p i c t u r e s r e l a t e d t o i n - s c h o o l and i n f o r m a t i o n a l i n t e r e s t s . ^
The p r o j e c t i s d e s ig n e d t o meet th e n eed s o f th e d e v e lo p in g k i n d e r g a r t e n c h i l d .
As r e p o r t e d i n Lee and L ee,
th e P asadena s c h o o ls r e c o g n i z e th e d e v e lo p in g i n t e r e s t s i n th e k i n d e r g a r t e n a s f o l l o w s : R eading The c h i l d *1. *2.
R e c o g n iz e s t h a t p r i n t e d symbols have meaning a s a s o u rc e o f i n f o r m a t i o n and p l e a s u r e . E v id e n c e s i n t e r e s t i n l e a r n i n g t o r e a d . * a . E n jo y s l i s t e n i n g t o s t o r i e s . * b . E n jo y s lo o k in g a t p i c t u r e b o o k s. * c . R e c o g n iz e s books a s a s o u rc e o f p le a su re . * d . H andles books c a r e f u l l y , e . E n jo y s fu n n y p a p e r s .
17 Bess G oodykoontz, "The R e l a t i o n o f P i c t u r e s t o R eading C om p rehensio n," E le m e n ta ry E n g l i s h R ev iew . 13s 1 2 5 -1 2 8 , A p r i l 1936.
10 T h is i s combined w i t h th e O ra l E x p r e s s io n developm ent a s f o llo w s : O ra l E x p r e s s io n The c h i l d *1. *2. *3 . 5-. 5. 6. *7. *8 .
E n jo y s s h a r i n g e x p e r i e n c e s w i t h o t h e r s . I s a b l e t o t e l l sim p le e x p e r i e n c e s . I s a b l e t o r e t e l l and d r a m a tiz e sim p le s t o r i e s . S peaks t o th e g rou p n a t u r a l l y and s p o n ta n e o u s l y . T a lk s lo u d enough f o r l i s t e n e r s t o h e a r . F a c e s p e r s o n s t o whom he i s s p e a k in g . L i s t e n s w i t h i n t e r e s t and can r e t e l l s t o r i e s and e x p e r i e n c e s t o l d by o t h e r s . Uses i n c r e a s e d and m e a n in g fu l v o c a b u l a r y . lo
Ite m s s t a r r e d a r e p a r t i c u l a r l y a p p l i c a b l e f o r u se w ith t h i s p r o je c t. The p r o j e c t was d e s ig n e d t o be a d a p t a b l e t o th e t e a c h in g o b j e c t i v e o f making r e a d i n g a s o c i a l e x p e r i e n c e . The g u id a n ce of r e a d i n g i n t e r e s t s i s p a r t i c u l a r l y e f f e c t i v e when i t c r e a t e s o p p o r t u n i t i e s f o r th e s o c i a l s h a r i n g o f r e a d i n g e x p e r i e n c e s ..................... A number o f s t u d i e s of c h i l d r e n ’s r e a d i n g i n t e r e s t s have i n d i c a t e d t h a t th e ,frecom m endation o f a f r i e n d 11 i s one o f t h e most i m p e lli n g r e a s o n s f o r c h o o s in g a book. When, a s a r e s u l t of many e x p e r i e n c e s i n e n jo y in g and e v a l u a t i n g t h e i r r e a d i n g t o g e t h e r , i t becomes th e a c c e p t e d t h i n g among a group o f c h i l d r e n t o r e a d good b o o k s, t h e r e i s e v id e n c e o f w ise a d u l t g u id a n c e . O p p o r t u n i t i e s t o d i s c u s s , d e b a t e , drama t i z e , and n b r o a d c a s t ” a b o u t s t o r i e s and books th e y have r e a d h e lp t o c r e a t e su ch an atm o sp h ere
18 S u g g e s t i o ns t o T e a c h e rs i n Gu i d i n g P u p i l E x p e r i e n c es . P r o v i s i o n a l I s s u e (P a sad e n a C i t y S c h o o ls , 193^7, P r e f a c e p . x x x i v - 5 x i v . , c i t e d by J . Murray Lee and D o ris May L ee, The C h ild and H is C u rric u lu m (New Y ork: D. A p p le to n C e n tu ry Company, 19**o3, P. 330,331* 19 Guid in g th e Growth o f Reading I n t e r e s t s ( E d u c a t i o n a l R e s e a rc h B u l l e t i n of th e B u reau o f R e f e r e n c e , R e s e a rc h and S t a t i s t i c s , Number 8 , Board o f E d u c a tio n o f th e C i t y of New Y ork, May 19^5) p . 10.
11 L im its o f Media of P r o d u c t i o n .
The form o f t h i s
p r o j e c t was d i c t a t e d by s t a n d a r d s s e t by t h i s u n i v e r s i t y , and t h u s th e fre ed o m o f s e l e c t i o n o f s i z e , and m e c h a n ic a l q u a l i t i e s o f th e p r o j e c t was l i m i t e d .
The p r o j e c t may
s u i t a b l y be bound w i t h a h a r d , d u r a b le c o v e r i n g , b r i g h t y e llo w i n c o l o r . in c h e s.
The s i z e w ould p r e f e r a b l y be 8 -J- by 9
The p a p e r w ould be o f a h e a v i e r q u a l i t y . These i l l u s t r a t i o n s w ere done i n p a s t e l c h a l k , f o r
p u rp o s e s o f e x p e d ie n c y .
However, t h e r i c h c o l o r to n e s
a c h ie v e d a r e s a t i s f a c t o r y .
In r e g u la r p ro d u c tio n , a
f o u r c o l o r p r o c e s s o r o f f s e t p r i n t i n g w ould be u s e d .
12 CHAPTER I I SCIENTIFIC BACKGROUND AND PROCEDURE S e v e r a l a s p e c t s o f back gro un d and p r o c e d u r e of th e p r o j e c t have b een d i s c u s s e d i n C h a p te r I .
Those a s p e c t s
p r i m a r i l y in v o lv e d th e ty p e o f book t h a t i s d e s i r a b l e f o r c h i l d r e n i h th e k i n d e r g a r t e n and p rim a ry g r a d e s . ^ T h is c h a p t e r d i s c u s s e s th e s c i e n t i f i c background and p ro c e d u re f o llo w e d i n th e s e l e c t i o n o f th e v o c a b u la r y f o r th e p ro b lem ; a s w e l l a s an a n a l y s i s o f t h e v o c a b u la r y in c lu d e d * S t a n d a r d iz e d Word L i s t s .
V a r io u s word l i s t s w ere
c o n s u l t e d i n th e p r e p a r a t i o n of th e s t o r y w h ich were e x tr e m e ly u s e f u l *
These l i s t s w ere th e s c i e n t i f i c b a s i s
f o r word s e l e c t i o n . Up t o th e p r e s e n t , t h e T h o rn d ik e and G ates l i s t s have been th e ones most commonly u s e d by w r i t e r s o f s c h o o l b o o k s. T hese l i s t s have had a g r e a t i n f l u e n c e i n e s t a b l i s h i n g th e t r e n d to w ard books w i t h s im p le r and more u n ifo rm v o c a b u l a r i e s . 21
20
C f . Ante
C h a p te r I .
21 Edward L. T h o r n d ik e , The T e a c h e r *s Wordbook (B ureau o f P u b l i c a t i o n s , T e a c h e rs C o l le g e , Columbia U n i v e r s i t y , New Y ork, 1921) 131* pp; A r t h u r L. G a te s , A R eading V o c a b u la ry f o r th e P r i marv G r a d e s . ( r e v i s e d and e n l a r g e d ; B u reau o f P u b l i c a t i o n s , T e a c h e rs C o l le g e , Columbia U n i v e r s i t y , New Y ork, 1935) 29 PP*; c i t e d by A l b e r t J* H a r r i s , How t o I n c r e a s e R eading A b i l i t y (New Yorks Longmans G reen and Company, 19W ) p. 226.
13 The two l i s t s m e n tio n e d a s w e l l a s s e v e r a l o t h e r s w ere u se d i n th e p r e p a r a t i o n o f th e t e x t . £2 VOCABULARY ANALYSIS Number o f New W ords.
T h ere i s a sum t o t a l of
227 d i f f e r e n t words I n th e b o o k .^ ^
F o r t y - e i g h t words
a r e n o t in c lu d e d i n th e f i r s t y e a r r e a d i n g program of th e S c o t t , Foresm an s e r i e s .
T h i r t y - e i g h t w o rd s, t h a t
a r e i n t h e s t o r y , a r e i n c lu d e d i n th e seco nd g rad e
22 A S tu d y o f th e V o c a b u la ry of C h i l d r e n Bef or e E n t e r i n i I h e F i r s t Grade ( i n t e r n a t i o n a 1 K i n d e r g a r t e n U nion C h ild S tu d y C om m ittee, W ashing t o n , B .C . , 1928) 36 p p ; B. R. Buckingham and E. W. D o lch , A Combined Word L i s t (B ostons Ginn and Company, 1938) 184 p p . 5 C la r e n c e R. S to n e , A Graded V o c a b u la ry f o r P rim a ry R ead in g ( S t . L o u is : W ebster P u b l i s h i n g Company, 193 8 ) 61 PP* 5 E. W. D olch, ,!A B a s ic S i g h t V o c a b u la ry 11 Elemen t a r y S ch o o l J o u r n a l 3 6 :4 5 6 - 6 0 , F e b r u a r y
19367 W. George Hayward and Nancy M. Ordway. ’’V o c a b u la r ie s o f R e c e n tly P u b lis h e d P r e - P r i m e r s , ” E le m e n ta ry S ch o o l J o u r n a l 37*60 8-6 17 , A p r i l 1937* 23
See T ab le I I .
TABLE II CUMULATIVE WORD LIST OF VOCABULARY USED IN PROJECT A
Be
Cold
Able
B e a u tifu l
Could
About
B ecause
C r ie d
A fter
Bee
Cry
A gain
Been
C ry in g
A ll
Began
D ark
Along
Big
Day
A lso
B ig g e r
D ear
Am
B ir d s
D e a r ly
And
Blow
Do
Answered
B reak fast
Does
Any
B rig h t
D o e sn !t
Anyone
B r o th e r
Don!t
Are
B rought
Door
As
Bunny
Down
Ask
Busy
Eat
Asked
But
E v er
At
Buzz
E v ery
Ate
By
Everyone
Away
Cabbage
Everyw here
Awoke
C a lle d
F ast
Baby
Came
F a th e r
Back
Can
F ie ld
Bad
Care
F ix
TABLE II (continued) CUMULATIVE WORD LIST OF VOCABULARY USED IN PROJECT Flew
His
M a tte r
F low er
Home
Me
For
Hop
More
F rie n d
House
Morning
From
How
Mother
Fun
Hummed
Mr.
G e ttin g
H urt
M rs.
Glad
I
Must
Go
If
N eig h b o rs
Going
In
Never
Good
Is
New
Got
It
Next
G ra ssh o p p e r
Just
No
Grew
Knew
N oise
Grows
L ate
Not
Had
Laugh
Now
Happen
Leaves
Of
Happy
L eft
Old
Have
L ifte d
Our
He
L ike
O utdoors
Head
L iste n e d
Over
Heard
L ittle
Owl
H elp
Long
P la y
Her
Look
P le a s e
Him
Love
R a b b it
H im seIf
Made
Ran
16 TABLE II (continued) CUMULATIVE WORD LIST OF VOCABULARY USED IN PROJECT R obin
S ure
Was
Run
Sun
Watch
Sad
T a il
W atched
S a d ly
Take
We
S a id
T a lk
W e ll
Sat
T e ll
Went
Saw
Thank
Were
Say
T hat
What
Says
The
When
Scared
T here
Where
See
Then
W hile
She
T h in g s
W hite
S h in in g
Thought
Who-00-00
Shook
T hrough
Why
S ho uld
T ill
W ill
S in g in g
Time
Wind
S lo w ly
To
Wise
So
Too
W ith
Some
Took
Wonft
Som ething
T ree
Woods
Soon
Under
Would
S o rry
Up
Wrong
S p rin g
Us
Yes
S ta rte d
V ery
You
S to p p e d
V isite d
Your
S ud d en ly
Want
17 r e a d i n g program o f th e S c o t t , Foresm an s e r i e s . ^ T w enty-one words a r e n o t w i t h i n th e f i r s t 1500 words on T h o r n d i k e 's word l i s t . , ^ Word F orm s.
Words form ed by th e a d d i t i o n
of s , e s , d , e d , y , l y , i n g , e r and e s t (c o m p a ris o n ) a r e c o n s i d e r e d v a r i a n t s o f th e b a s i c w ords as l i s t e d on th e v a r i o u s s c i e n t i f i c word l i s t s *
Compound
words a r e l i k e w i s e c o n s i d e r e d b a s i c , and so were u s e d , i f e a c h component p a r t o f th e word a p p e a r e d on th e s t a n d a r d word l i s t s . H e p e titio n .
P r o v i s i o n was made f o r much
r e p e t i t i o n o f v o c a b u l a r y , so a s t o p r o v id e need ed word r e p e t i t i o n i n v a r i o u s c o n t e x t u r a l s u r r o u n d i n g s .
2h
See T a b le I I I .
25
See T a b le IV.
18 TABLE I I I
WORDS USED IN THE STORY WHICH WERE NOT USED IN THE FIRST GRADE READING PROGRAM OF THE SCOTT, FORESMAN SERIES
A ble ♦About ♦Answered Awoke
♦ F ix ♦Flew F lo w er
More ♦N eighbors ♦Never
♦Gave
O u ts id e
♦Bad
♦Grew
Owl
♦B ecause
♦Happen
♦Should
♦Bee
♦Heard
♦Sing
♦ B ig g e r ♦ B r ig h t ♦By
Hummed ♦H urt If
♦ s io w iy S ta rte d ♦ S o rry
♦Buzz
♦ L eft
♦Sun
♦Care
♦ L ift
♦ S u r e ly
♦ C rie d
♦ L iste n
♦Through
♦Cry
♦Long
♦ V isit
♦Does
♦Lot
♦Ever
♦ M a tte r
Who- 0 0 - 0 0 ♦Would Wrong
♦ Words s t a r r e d a r e i n c l u d e d i n t h e seco n d g ra d e books i n t h e S c o t t , Foresm an s e r i e s .
19 TABLE IV
WORDS ROT AMONGST THE FIRST 1?00 ON THORNDIKE *S WORD BOOK
Anyone A te B ig g e r Buzz Cabbage D oesn*t E veryone Everyw here Flew G ra ssh o p p e r Hop Hummed Leaves O utdoors Owl R a b b it R obin S cared S h in in g Shook Wonft
20
D iffic u lty ’’The d i f f i c u l t y o f a book depends l a r g e l y on th e v o c a b u la r y t h a t i t c o n t a i n s . A book w h ic h u s e s a s m a ll number o f words t h a t o c c u r a g a i n and a g a i n te n d s t o be e a s y ; one w hich employs a l a r g e number o f new w o rd s , many of w h ich a r e u se d o n ly once o r t w i c e , t e n d s t o be d i f f i c u l t . The s e n t e n c e - s t r u c t u r e and th e f a m i l i a r i t y o r s t r a n g e n e s s o f th e c o n t e n t a r e a ls o s ig n if ic a n t f a c to rs in d i f f i c u l t y . ” 25 The a t te m p t was t o p r o v id e e a s y , g r a d e d , r e a d i n g m a t e r i a l f o r c h i l d r e n , and so t h e f a c t o r s en u m erate d above were c o n s id e r e d i n th e p r e p a r a t i o n o f th e s t o r y . The book was g ra d e d a c c o r d in g t o th e fo rm u la u se d i n th e W innetka C h a rt f o r d e te r m in in g g rad e p lacem en t of C h i l d r e n ’s b o o k s . 27 The e le m e n ts t h a t go i n t o t h i s fo rm u la a r e s 1. 2. 3.
26
I n a th o u s a n d w o rd s , from a s y s t e m a t i c sa m p lin g o f th e book, how many d i f f e r e n t w ords a r e t h e r e ? Of t h i s same th o u s a n d w o rd s , how many a r e n o t among th e 1 J?00 commonest words i n th e la n g u a g e ? Out o f s e v e n t y - f i v e s e n t e n c e s , sam pled s y s t e m a t i c a l l y , how many a r e n e i t h e r complex n o r compound?
H a r r i s , op c i t . p. 2 0 3 .
27 C a r l e t o n W. Washburne and Mabel V ogel M o rp h ett lfGrade P lac em e n t o f C h i l d r e n ’s B o o k s ,” E le m e n ta ry S c h o o l J o u r n a l 3 8 :3 5 5 - 6 1+ J a n u a r y 1938, d i s c u s s i n g W innetka C h a rt f o r D eterm ing Grade P lacem ent o f C h i l d r e n ’s Books.
21 The fo rm u la a s f o llo w s : Number o f d i f f e r e n t w ords i n 1 ,0 0 0 m u l t i p l i e d by .0 0 2 5 5 , P lu s number o f d i f f e r e n t uncommon w ords i n 1 ,0 0 0 m u l t i p l i e d by .0*4-58, P lu s a c o n s ta n t 1.29*+* Minus number o f sim p le s e n te n c e s i n 75 m u l t i p l i e d by .0 3 0 7 , Y ie ld s th e g rad e o f r e a d in g a b i l i t y n e c e s s a r y f o r s a t i s f y i n g r e a d in g o f th e b o o k .2g A cc o rd in g t o t h i s fo rm u la , th e g rad e p la cem en t of th e book c r e a t e d i s
28
i b i d . p . 359.
29
See a p p e n d ix p . 57.
CHAPTER III
BUENY WHITETAIL
23
W R I T T E N !
BY
MILDRED PINCHOFF ILLUSTRATED
BERNARD
BY
GRUVER
2b
11 was s pr i n g . The b i r d s were s i n g i n g . The f l o w e r s were b e a u t i f u l . The b r i g h t sun was s h i n i n g . Everyone was happy. t
2?
Y e s , e v e r y o n e was happy but l i t t l e Bunny W h i t e t a i l . L i t t l e Bunny W h i t e t a i l s a t under a t r e e , a n d c r i e d and c r i e d and c r i e d . 2
26
Along came a g r a s s h o p p e r . He went h o p , h o p , h o p from t r e e t o t r e e . When he saw t h e s ad bunny he s a i d , " Wh a t i s t h e m a t t e r , Sunny W h i t e t a i l ? Why a r e you c r y i n g ? "
27
r,
Sunny W h i t e t a i l l i f t e d h i s head s a d l y , a n d s a i d , ‘' P l e a s e d o n ' t ask me , Mr . Gr a s s h o p p e r . 1 d o n ' t want t o t a l k a bo u t i t to anyone." Then Sunny W h i t e t a i l began to cry a g a i n . He c r i e d and c r i e d and c r i e d . 4
28
Ne x t , a l o n g came Mr s . Be e . "Buzz, b u z z , b u z z , ' 1 s he hummed as she f l e w from f l o w e r to f l o w e r . "Why are you c r y i n g , Bunny W h i t e t a i l ? " she s a i d . 5
29
Bunny W h i t e t a i l s a d l y l i f t e d his head. ’’P l e a s e d o n Tt ask me, Mrs. Be e . I d o n ’ t want t o t a l k about i t t o a n y o n e . ” Then Bunny W h i t e t a i l began t o c ry a g a i n . He c r i e d and c r i e d and c r i e d .
6
30
Ne x t , Mr. Robin f l e w by. He saw t h e bunny c r y i n g . "Why ar e you c r y i n g , Bunny W h i t e t a i l ? " he a s k e d . Bunny W h i t e t a i l s a d l y l i f t e d h i s he a d. Then he s a i d , " P l e a s e go away, Mr. Ro bi n . I d o n ’ t want to t e l l a n y o n e . " 7
31
Soon t h e sun went down. It g o t c o l d . The wind began t o bl o w. Then i t g o t dar k. But Bunny W h i t e t a i l j u s t s a t under t h e t r e e , and c r i e d and c r i e d and c r i e d .
32
S u d d e n l y , Bunny W h i t e t a i l heard a n o i s e . It s c a r e d him. It we n t , " Wh o - - o o - - o o He l o o k e d up. There in t h e t r e e over h i s head he saw Mrs. Owl. 9
33
Wise Mrs. Owl knew t h a t i t was t i me f o r a bunny t o be at home. So she s a i d , "Bunny W h i t e t a i l , i t i s getting la te. Do you have a home?" "Yes, "answered Bunny s a d l y . "When are you g o i n g home?" as ked Mrs. Owl. " I t i s dark in t he woods . And i t i s c o l d . " 10
35
**I am not g o i n g home," s a i d Bunny W h i t e t a i l . "Never, n e v e r , ne ve r w i l l I go home." Mrs. Owl was a w i s e o l d o wl . So s h e s a i d , " T e l l me what i s wrong. I w i l l help you." " We l l , " s a i d Bunny whitetail. "I am sad b e c a u s e I have a new baby brother. Mother doe s n o t l o v e me any more. " "¥/hy do you s ay t h a t , Bunny W h i t e t a i l ? " as ke d Mrs. Owl. "I am s u r e t h a t you must be wrong. "
11
36
" No , ” s a i d Bunny W h i t e t a i l . ” I know! Every morni ng a f t e r I awoke, Mother and I went t o t h e c abbage f i e l d . We a t e . Then we ran t hr ough t h e woods . We v i s i t e d our f r i e n d s and n e i g h b o r s . We had f un a l l day l o n g . But now Mother i s busy wi t h Baby R a b b i t . She d o e s n ’ t go w i t h me t o t h e cabbage field. We d o n ’ t run t hr ough t he wo o ds . 'We d o n ’ t have fun a l l day l o n g . ”
37
"Every t i me I ask Mother t o p l a y w i t h me, s he s a y s , "No, Bunny W h i t e t a i l . Baby Rabbi t i s t o o 1 i 1 1 3. e t o be l e f t by himself. I must t a k e c a r e of
him. When he grows b i g g e r we w i l l a l l go to t h e cabbage f i e l d to e a t . When Baby Rabbi t grows b i g g e r we can a l l run t hr ough t he woods t o s e e our f r i e n d s and n e i g h b o r s . But now I can not go wi t h you.
38
Wise Mrs. Owl s l o w l y shook her he a d. Then s he s a i d , "Bunny W h i t e t a i l , w i l l you do what I t e l l you t o do? You w i l l be happy a g a i n i f you do a l l t h a t I s a y . " Bunny W h i t e t a i l had heard about w i s e Mrs. Owl. So he s a i d , "Yes, Mrs. Owl. I w i l l do a l l t h a t you s a y . I want t o be happyXao'a i n . "
39
a ba b y . You now. Whe n y you must ask can h e l p her Baby Ra bb i t . Yo u sho ul d and do as sh She l o v e s yo 15
IfO
"When Baby Ra bb i t grows b i g g e r , Mother w i l l have more t i me f o r p l a y . And t he n you w i l l be a b l e t o p l a y w i t h Baby Ra bb i t t o o . He w i l l be b i g . He w i l l want t o be your f r i e n d . " 16
1m m *
"Thank you, Mrs. Owl. I w i l l do a s you s a y , " s a i d Bunny W h i t e t a i l . "You w i l l not be s o r r y , " s a i d Mrs. Owl. Bunny W h i t e t a i l s t o p p e d crying. Then he ran home as f a s t as he c o u l d . 17
h2
^3
When Bunny W h i t e t a i l got t o t he door of h i s h o u s e , he saw Mother R a b b i t , Fa t he r R a b b i t , and Baby Rabbit. Mother Rabbi t ran t o him and c r i e d , '*Bunny W h i t e t a i l , where have you been? We have l o o k e d e v e r y wh e r e f o r you. We ar e g l a d t h a t you sre w e l l . We ar e g l ad t h a t you are not h u r t . ”
18
!+>+
3unny W h i t e t a i l was s o r r y t h a t ha had made Mother and Fa t he r l o o k f o r him. He s a i d , "I am s o r r y . It w i l l ne v e r happen a g a i n . I was a bad bunny. I wonf t e v e r do i t a g a i n . ”
*+6
The n e x t morn i n vo< ,* when Bunny W h i t e t a i l a wo k e , he a s k e d Mot he r R a b b i t i f he c o u l d do s o m e t h i n g t o help her. Mo t he r R a b b i t s a i d , ” Y e s , d e a r Bunny W h i t e t a i l . Goul d you wa t c h Baby R a b b i t while [ f i x breakfast f o r us ? F a t h e r R a b b i t b r o u g h t us some c a b b a g e l e a v e s . " Bunny W h i t e t a i l s a i d , HY e s , M o t h e r . I w i l l be glad to help y o u . ” rtYou a r e a d e a r B u n n y , ” Mo t he r R a b b i t s a i d .
20
if 7
-i
Bunny W h i t e t a i l t ook Baby Rabbi t o u t d o o r s . He wat c he d Baby Ra bbi t t i l l Mother c a l l e d t o t hem. Bunny t h o u g h t t o h i m s e l f , " I t i s fun t o wat ch Baby Rabbit. And Mother was so v e r y g l a d t h a t I as ked to help." 21
b8
*+9
Bunny W h i t e t a i l s t a r t e d back t o t h e h o u s e w i t h Baby R a b b i t . He s t a r t e d t o s i no . He was happy now. Bunny W h i t e t a i l was happy t h a t he had l i s t e n e d t o Mr s . Owl . He l i k e d t o h e l p Mother. He l i k e d t o wa t c h Baby R a b b i t . I t was f u n t o p l a y w i t h Baby R a b b i t . And Bunny W h i t e t a i l knew now, t h a t when Baby R a b b i t gr ew up he wo ul d ha v e a good f r i e n d . He woul d have a f r i e n d who woul d l i k e t o do t h e t hi nc s s t h a t he l i k e d to do. He wo ul d h a v e a f r i e n d who a l s o l i k e d t o run t h r o u g h t h e wo o d s , and l a u g h , and s i n g .
22
50
CHAPTER IV CONCLUSIONS AND RECOMMENDATIONS
The p r o j e c t d i s p l a y s a d a p t i v e n e s s t o th e f o l l o w i n g c o n d itio n s: 1.
I t c a n be u s e d i n th e f i r s t g rad e r e a d in g prog ram .
2.
I t has a s c i e n t i f i c a l l y s e l e c t e d v o c a b u la r y .
3.
I t can be u se d f o r r e a d i n g e n jo y m e n t.
*+.
I t can be r e a d t o th e c h i l d r e n who a r e c a p a b le o f r e a d i n g i t f o r th e m s e l v e s .
5.
I t ca n be u se d by th e secon d and t h i r d g rad e t e a c h e r a s s u i t a b l e f i r s t g rad e m a t e r i a l f o r her re ta rd e d re a d e rs .
6.
I t can be s u i t a b l y combined w i t h a s o c i a l s t u d i e s program a b o u t th e home.
7.
The p l o t o r p roblem s i t u a t i o n can be u n d e r s to o d by c h i l d r e n .
8.
The i l l u s t r a t i o n s a r e a t t r a c t i v e .
9.
I n th e k i n d e r g a r t e n , i t can be u se d a s a p i c t u r e book t o c r e a t e i n t e r e s t i n b o o k s.
not
10.
I t i s s u i t a b l e f o r b u i l d i n g a wholesome a t t i t u d e tow ard books and r e a d i n g .
11.
I t can be u se d by c h i l d r e n i n th e c la s s r o o m t o r e t e l l th e seq uence o f e v e n ts i n th e s t o r y .
12.
I t may as th e
1 3.
I t can be u se d a s a n a u d ie n c e r e a d i n g s e l e c t i o n o f a c h i l d i n th e f i r s t g r a d e .
be u s e d i n t h e a r e a of la n g u ag e e x p e r i e n c e s u b j e c t o f an o r a l book r e v ie w .
51 I t may be u s e d f o r d r a m a t i z a t i o n i n t h e k i n d e r g a r t e n and p r im a r y g r a d e s . A d a p ta tio n o f t h i s p r o j e c t t o th e v a r i o u s c la s s r o o m and i n d i v i d u a l n ee d s i s a n e c e s s i t y .
An
a n a l y s i s o f th e p r e v io u s r e a d i n g e x p e r i e n c e s o f th e c h ild r e n , as w e ll as t h e i r ag e , I n te llig e n c e Q u o tie n t, g rad e and r e a d i n g l e v e l o f a c h ie v e m e n t, s h o u ld d e te r m in e w h ich of th e s u g g e s te d u s e s a r e b e s t s u i t e d f o r any g iv e n i n d i v i d u a l o r g ro u p .
BIBLIOGRAPHY
52
A S tu d y o f t h e V o c a b u la ry o f C h i l d r e n B e fo r e E n t e r i n g The F i r s t G rade. I n t e r n a t i o n a l K in d e r g a r te n Union C h ild S tu d y Com m ittee, W ashington B .C ., 1928. 36 PP* B u c k in g h a m ,B u rd e tte R. and D olch, Edward W., A Combined Word L i s t . B o sto n : Ginn and Company, 1936"! 10+ pp. C l a e s , E t h e l Leppo, " K in d e r g a r te n E x p e r ie n c e a s a F a c t o r i n R eading R e a d in e s s i n t h e F i r s t G rades o f t h e Los A n g eles County S c h o o l s ." ( u n p u b lis h e d M a s t e r f s T h e s i s , 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 , Los A n g e le s , 1 9 ^ 3 ) , 5*f pp . D o lch , Edward W ., "A B a s ic S i g h t V o c a b u la r y ," E le m e n ta ry S ch o o l J o u r n a i l 6 : % 6 - 6 0 , F e b r u a r y 1936. F o w lk e s, JohnGuy, E v a l u a t i n g S ch o o l T e x tb o o k s . S i l v e r , B u r d e t t and Company, 1 9 2 3 . 3*+ PP*
New Y ork:
F r a u z e n , Raymond Hugh and K n ig h t, F r e d e r i c k B i t t e r f i e l d , T extbook S e l e c t i o n . B a lti m o r e : Warwick and Y ork, 1922. 9*f pp . G a te s , A r th u r I . , A R eading V o ca b u lary f o r t h e P rim a ry G ra d e s, R e v is e d and E n la r g e d . B ureau o f P u b l i c a t i o n s , T e a c h e rs C o l l e g e , Columbia U n i v e r s i t y , Hew Y ork, 1935* 29 p p . G oodykoontz, B e s s , "The R e l a t i o n o f P i c t u r e s t o R eading C o m preh en sio n ," E le m e n ta ry E n g l i s h Review 1 3 :1 2 5 - 1 2 8 , A p r i l , 1936. G ray, W illia m S . and A rb u th n o t, May H i l l , Fun W ith D ick and J a n e . New Y ork: S c o t t , Fordsman and Company, 1 9 % , If? 9 pp . , Our New F r i e n d s . l 9 ^ 0 . ~ T 9 “ p‘:---------. We Come and Go. 1 9 % . 72 p p .
New York: S c o t t , Foresm an and Company, New Y ork: S c o t t , Foresm an and Company,
_______ , We Look and S e e . 1 9 % . " 4 8 pp •
New York: S c o t t , Foresm an an d Company,
_______, We Work and P l a y . 1 9 % • £2 "pp •
New York: S c o t t , Foresm an and Company,
G u id in g th e Growth o f R eading I n t e r e s t s . ( E d u c a t i o n a l R e s e a rc h B u l l e t i n o f t h e B u reau o f R e f e r e n c e , R e s e a rc h and S t a t i s t i c s , No. 8 , B oard o f E d u c a tio n o f t h e C i ty o f New Y ork, May 1 9 % ) , 38 p p . H a r r i s , A l b e r t J . , How t o I n c r e a s e R eading A b i l i t y . New York: Longmans, G reen and Company, 1 9 % ! ?03 p p .
53
Hayward, W. G eorg e, and Ordway, Nancy M ., ’’V o c a b u la r ie s o f R e c e n tly P u b lis h e d P r e - r r i m e r s E le m e n ta ry S c h o o l J o u r n a l 3 7 :6 0 8 -6 1 7 , A p r i l 1937. I n s t r u c t i o n a l Guide f o r T e a c h e rs o f E le m e n ta ry S c h o o l s , Los A n g e le s: Los A n geles C i t y S c h o o l D i s t r i c t P u b l i c a t i o n s , No, 3 8 1 , 19^2. 157 PP* L ee, M urray J . and L ee, D o ris May, The C h ild and His C u rric u lu m . New York: D. A p le to n -C e n tu r y Company, 1 ^ 0 . 652 pp. M a y fa rth , F r a n c e s , E d i t o r , S t o r y t e l l i n g . C hildhood E d u c a t i o n , 1 9 ^ + 2 ^ 3 6 pp .
A sso c ia tio n f o r
S co re Card f o r E v a l u a t i n g T extbo ok s i n R e a d in g ; R eading R e a d i n e s s . C a l i f o r n i a S t a t e C u rric u lu m Commission J a n u a r y , 19*+5. S co re Card f o r E v a lu a tin g T ex tb o o k s i n R e a d in g : Grade One and Grade Two. C a l i f o r n i a S t a t e C u rric u lu m Commission J u ly , 19^4. S e l e c t i o n and D i s t r i b u t i o n o f S u p p le m e n ta ry and L i b r a r y Books i n C a l i f o r n i a C o u n t i e s . S t a t e of C a l i f o r n i a D epartm ent o f E d u c a tio n B u l l e t i n No. 10, May 15, 193^- 32 p p. S to n e , C la re n c e R. ”A G raded V o c a b u la ry F or P r i marv R e a d in g . S t . L o u is : W e b ste r P u b l i s h i n g Company, 1936. 61 pp. S u l l i v a n , D o ro th y H a z l e t t , ’’Books f o r K i n d e r g a r t e n S t o r y H o u r,” C h ild ho od E d u c a t i o n . 21:*+22, A p r i l , 19*+5« T h o rn d ik e , Edward L ee, The T e a c h e r !s Wordbook. B ureau of P u b l i c a t i o n s , T e a c h e rs C o l le g e , Columbia U n i v e r s i t y , New Y ork, 1921. 13*+ pp. Use of R e a d e rs i n t h e E le m e n ta ry S c h o o ls . C u rric u lu m D i v i s i o n , Los A ngeles C i t y S c h o o ls , 19*+8-19*+99 E C -103. 18 pp. W ashburn, C a r l e t o n W. and M o rp h e tt, Mabel V o g e l, ’’Grade P l a c e ment o f C h i l d r e n ’s Books” E le m e n ta ry S c h o o l J o u r n a l 3 8 : 3 5 5 - 6 \ J a n u a r y 1938. When a C h ild i s D e s t r u c t i v e . New Y ork: Committee on M en tal Hygiene o f th e S t a t e C h a r i t i e s A id C om m ittee, 19*+7. 10 p p . W h ip p le, Gertrude, P ro c e d u re s Used i n S e l e c t i n g S c h o o lb o o k s . C h icag o: U n i v e r s i t y o f C hicago P r e s s , 1936. 175 PP-
APPENDIX
TABLE V CALIFORNIA STATE CURRICULUM COMMISSION CRITERIA FOR EVALUATING TEXTBOOKS IN READING FOR _ _______________ GRADES ONE AND TWO (A dopted J u l y 19, 1 9 W W e ig h tin g I.
Amount o f m a t e r i a l A.
The s e r i e s must p r o v id e f o r a d e q u a te m a t e r i a l t o i n i t i a t e r e a d i n g and s h a l l i n c l u d e : 1.
2.
F i r s t - g r a d e books a.
A r e a d i n g r e a d i n e s s book d e s ig n e d t o d e v e lo p v a r i o u s s k i l l s and i n t e r e s t s w hich p r e p a r e c h i l d r e n f o r t h e i r b e g in n in g r e a d i n g ex p e rien ce s.
b.
P re p rim e r d e s ig n e d t o e x te n d e x p e r i e n c e s by t h e u se o f b o th p i c t u r e s and t e x t w h ich g r a d u a l l y d e v e lo p s a f u n c t i o n a l v o c a b u la r y .
c.
P rim er t h a t u t i l i z e s and e x te n d s t h e b a s i c v o c a b u la r y of th e p r e p r im e r i n lo n g e r r e a d i n g u n i t s .
d.
A f i r s t r e a d e r t h a t u t i l i z e s and e x te n d s t h e b a s i c v o c a b u la r y of p r e p r im e r and p rim e r i n lo n g e r r e a d i n g u n i t s w i t h sim p le p l o t s made c l e a r th r o u g h th e use of p ic tu re s.
S e c o n d -g ra d e books a.
II.
A second r e a d e r t h a t u t i l i z e s and e x te n d s th e b a s i c v o c a b u la r y of th e p r e v io u s books i n t h e s e r i e s .
A p p r o p r i a t e n e s s o f m a t e r i a l t o th e grad e l e v e l A.
200
The c o n c e p ts t r e a t e d i n th e m a t e r i a l must be w i t h i n th e u n d e r s ta n d in g o f p u p i l s o f t h e g r a d e s f o r w hich t h e s e r i e s i s i n te n d e d
200
TABLE V (continued-} CALIFORNIA STATE CURRICULUM COMMISSION CRITERIA FOR EVALUATING TEXTBOOKS IN READING FOR GRADES ONE AND TWO —W e ig h tin g and must be d e s ig n e d t o e x te n d and e n r i c h p u p il e x p e rien ce s. B.
III.
IV .
1.
V o c a b u la ry s y s t e m a t i c a l l y c o n t r o l l e d and drawn from s c i e n t i f i c word l i s t s .
2.
S e n te n c e s t r u c t u r e sim p le and d i r e c t .
3.
P a r a g r a p h s s h o r t and w e l l o r g a n i z e d .
Type o f M a t e r i a l A.
The s e r i e s must p ro v id e a w ide v a r i e t y o f m a t e r i a l s w h ich le n d th e m s e lv e s t o th e t e a c h i n g o f b e g in n in g r e a d i n g .
B.
The f o l l o w i n g s h a l l r e c e i v e a d e q u a te tre a tm e n t: 1.
V o c a b u la ry developm ent
2.
V o c a b u la ry e n ric h m e n t
^ Q
In te re st A,
V.
The r e a d i n g d i f f i c u l t y o f th e m a t e r i a l s must be a p p r o p r i a t e .
The m a t e r i a l s must r e p r e s e n t a wide v a r i e t y o f p u p i l s 1 i n t e r e s t s , be w r i t t e n i n an i n t e r e s t i n g m anner, and be a p p e a l i n g t o c h ild re n .
I l l u s t r a t i o n s — The i l l u s t r a t i o n s must c o n t r i b u t e t o t h e l e a r n i n g e x p e r i e n c e s of th e c h i l d r e n . A.
Sim ple i n form
B.
P le a sin g in c o lo r
C.
I l l u s t r a t e th e p o i n t of t h e s t o r y
D.
S tim u la te d is c u s s io n
125
TABLE V (continued) CALIFORNIA STATE CURRICULUMCCMMISSION CRITERIA FOR EVALUATING TEXTBOOKS IN READING FOR GRADES ONE AND TWO
56
------------------------------------------------------------------------------------- W e ig h tin g V I. O r g a n iz a tio n and s t y l e 7J A.
The m a t e r i a l must be w e l l w r i t t e n and must be o r g a n iz e d on th e b a s i s of a d e f i n i t e and a c c e p t a b l e plan*
V I I . Form at A.
V III.
JO
The f o llo w in g a s p e c t s o f fo rm a t and o t h e r m e c h a n ic a l f e a t u r e s must conform t o a c c e p ta b le sta n d a rd s: 1•
G e n e ra l a p p e a ra n c e
2.
Type
3*
M argins and a rra n g e m e n t o f m a t e r i a l on page
*+•
Cover d e s ig n
A ids f o r t e a c h e r s A.
The s e r i e s must be accom panied by a t e a c h e r * s manual*
50
5? TABLE VI TABUS OF READING EXPECTANCY 1946-194.7 NEW YORK CITY SCHOOLS I . Q. Grade Nora*
75
80
1.2
-22
-25
100
105
110
115
120
125
130
1.0
1.1
1.1
1.2
1.3
1.3
1.4
1.4
1.5
1.6
1.7 1.8 1.9 2a 2.2
1.3 1.4 1.4 1.5 1.6
1.4 1.5 1.6 1.7 1.8
ia 1.5 1.6 1.7 1.9
1.5 1.6 1.7 1.8 2 .0
1.6 1.7 1.8 2.0 2.1
1.7 1.8 1.9 2.1 2.2
1.8 1.9 2.1 2.2 2.3
1.9 2.1 2.2 2.3 2.4
2.0 2.2 2.3 2.4 2.5
2.0 2.2 2.3 2.5 2.6
2.1 2.3 2.4 2.6 2.8
2.2 2.4 2.6 2.7 2.9
2.7 2.8 2.9 3a 3.2
2.0 2.1 2.2 2.3 2.4
2.2 2.3 202.5 2.6
2.3 2.4 2.5 2.6 2.7
2.4 2.5 2 .6 2.7 2.9
2.6 2.7 2.8 2.9 3.0
2.7 2.8 2.9 3.1 3.2
2.8 2.9 3.1 3.3 3*4
3.0 3.1 3.2 3.3 3.5
3.1 3.2 3.3 3.5 3.7
3.2 3.4 3.5 3.7 3.8
3.4 3.5 3.7 3.8 4 .0
3.5 3.7 3.8 4.0 4.2
3.7 3.8 3.9 4.1 4.2
2.8 2.9 2.9 3.0
3.0 3.0 3.1 3.2 3.4
3.1 3.2 3.3 3.5 3.6
3.4 3.5 3.6 3.7 3.8
3.5 3.6 3.7 3.8 4 .0
3.7 3.8 3.9 4.1 4.2
3.9 4 .1 4 .2 4.3 4 .4
4.1 4.2 4.3 4*4 4 .6
4.3 4.4 4.5 4.7 4.8
4 .4 4 .6 4.7 4 .9 5.0
4.5 4.7 4.9 5.0 5.3
4.8 4 .9 5.0 5.3 5.4
4.7 4.8 4.9
3.5 3.6 3.7
3.8 3.8 3.9
4 .0 4.1 4.2
4.2 4.3 4 .4
4.5 4 .6 4.7
4.7 4.8 4*9
5.0 5.1 5.2
5.2 5.3 5.4
5.4 5.5 5.6
5.6 5.8 5.9
5.9 6.0 6a
6.1 6.2 6.4
5.1 5.2 5.7 5.8 5.9
3.8 3.9 4.3 4.4 4.5
4 .0 4 .1 4*6 4.6 4.7
4.3 4a 4.8 4 .9 5.0
4 .6 4.7 5.1 5.2 5.3
4.8 4.9 5a 5.5 5.6
5.1 5.2 5.7 5.8 5.9
5.3 5.5 6.0 6.1 6.2
5.6 5.7 6.3 6a 6.5
5.9 6.0 6.6 6.7 6.8
6.1 6.2 6.8 7.0 7.1
6.4 6.5 7.1 7.3 7.4
6.6 6.8 7.4 7.5 7.7
6.1 6.2 6.7 6.8 6.9
4 .6 4.7 5.1 5.1 5.1
4 .9 5.0 5.4 5.5 5.5
5.2 5.3 5.7 5.8 5.9
5.5 5.6 6.0 6.1 6.2
5.8 5.9 6a 6.5 6*6
6.1 6.2 6.7 6.8 6.9
6.4 6.5 7.0 7.1 7.2
6.7 6.8 7a 7.5 7.6
7.0 7.1 7.7 7.8 7 .9
7.3 7.4 8.0 8.2 8.3
7.6 7.8 sa 8.5 8.6
7.9 8.1 8.7 8.8 9.0
7.1 7.2 7.7 7.8 7.9
5.3 5.4 5.8 5.9 5.9
5.7 5.8 6.2 6.2 6.3
6.0 6.1 6.5 6.6 6.7
6.3 6.4 6.9 7.0 7.1
6.7 6.8 7.3 7.4 7.5
7.1 7.2 7.7 7.8 7.9
7.5 7.6 8.1 8.2 8.3
7.8 7 .9 8.4 8.6 8.7
8.2 8.3 8.9 9.0 9.1
8.5 8.6 9.2 9.4 9.5
9.2 8.9 9.0 9.4 9.6 10.0 9.8 10.1 9.9 10.3
8.1 8.2 8.7 8.8
6.0 6.2 6.5 6.6
6.5 6.6 7 .0 7 .0
6.9 7.0 7.4 7.5
7.2 7.3 7.8 7 .9
7.7 7.8 8.3 sa
8.1 8.2 8.7 8.8
8.5 8.6 9.1 9.2
8.9 9.7 10.1 10.5 9.3 9.0 9.4 9.8 10.3 10.7 9.6 10.0 i o a 10.9 11.3 9.7 10.1 10.5 11.0 1 1 .4
TABLE VII GRADE PLACEMENT OF "BUNNY WHITETAIL" USING THE WINNETKA GRADE PLACEMENT CHART
Number o f d i f f e r e n t w ords - 2 2 7 x .00255* *5788? Number o f uncommon words
-
21x.O lf85= 1 .0 1 8 5 1 .5 9 7 3 5 / 1 .2 9 ^ 2 .8 9 1 3 5
Humber o f sim p le s e n t e n c e s - 50x.0307= 1 .5 3 5 0 Grade P lac em e n t
1 .3 5 6 3 5