Curriculum Spelling; Study S "lls - ERIC

DOCUMENT RESUME

ED 096 665 CS 201 555

TITLE Language Arts Program (Levels 1 to 12).

INSTITUTION Avon Public Schools, Conn.PUB DATE 72NOTE 294p.; See related document CS 201 556

EDRS PRICE MF -$O.75 HC-$13.80 PLUS POSTAGEDESCRIPTORS Communication (Thought Transfer); Composition

(Literary); Comprehension; Creativity; *CurriculumGuides; Langu ge; *Language Arts; Listening;Literature Appr ciation; Reading; Self .Evaluation;Spelling; Study S "lls; *Ungraded Primary ProgramsNk

ABSTRACTGuided by the philosophy that each child as an

individual with a unique rate and pattern of growth should be taught

on his own level, regardless of his age or number of years in school,

this language arts program covers the first 12 levels of a 27-levelcurriculum guide. Specific program objectives for each child includethe development of (1) the ability to communicate with others through

listening, speaking, writing, and interpreting; (2) a literary and

social language; (3) creative, critical thinking and self - evaluation;

and (4) sequential basic skills. Each of the:12 levels prEiwides

instruction guidelines in the areas of decoding skills,comprehension, language, study skills, literary appreciation, andcreativity. Also\provided for each level are recommended materials,informal and oral' evaluations, teacher guidelines for workshees,sample worksheetrr literature and spelling lists, and a teacher

reaction sheet. This guide concludes with lists of lower and upper

primary activities and audiovisual materials for skills and

literature, a language arts resource file, and a glossary. (JM)

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AVON PUBLIC SCI.TOOLS

LANGUAGE ARTS PPOGRAV(Levels 1 to 12)

1972

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PHILOSOPHY OF AVON LANGUAGE ARTS StS1 C1141 W14°61

Each child is an individual with a unique rate and pat

tern of growth and should be taught on his own level, regard-

less of his age or the number of years he has been in school.

AIl!S AND OBJECTIVES

1. To develop the ability to communicate with and

understand others through the inter-relationship

of:

a. Listening

b. Speaking

c. Heading

d. Writing

e. Interpreting

2. To develop in each child a literary and social

language which will be the tool to enable him to

progress in other subject areas.

3. To develop creative, critical thinking, and self

evaluation in each pupil.

4. To develop basic skills sequentially.

eve

. )1

TABLE OF CONTENTS

Philosophy; Aims and Objectives

Levels - Primary Curriculum

Flow Chart of Language Arts Skills Introduced

Level 1

1

2

Level 2 31

Level 3 50

Level 4 63.

Level 5 72

Level 6 86

Level 7 101

Level 8 124

Level 9 144

Level 10 168

Level 11 195

,Level 12 215

Activities - Section 1 - Lower Primary 226

Activities - Section 2 - Upper Primary 259

Audio Visual aterials - Skills

Filmstrips 267

Records; Tapes 269

Audio Visual Materials - Literature

Filmstrips 270

Records 272

Language Arts Resource File 273

Glossary 275

kit

NAME

DATES

- I -

LEVELS

FRINARY CURRICULUM

111111==1.410111

.1.

Supplementary Material

pox-Indept_ )nt StudyjLibrarti 'nit

The Sun That Warms

a0All Sorts of Things1

9With Skies ant: Wings

How It Is Nowadays

(Dog Ne0 Door

(Seven Is Magic

5 #

Viay I Come In?

'Helicopters and Gingerbread

.3

IA Duck Is A Duck

uty Sound and Word Book

Learning About Sounds and Letters

FLOW CHART OF LANGUAGE ARTS SKILLS

INTRODUCED

12

34

36

'7

89

10

11

12

I.

DECODING SKILLS

Sight Vo, JA:lAry_

Phonemic Analysis -

Consonants

r;onsonant Clusters

Consonant Digraph

Vowels

XX

XX

KX

XX

XX

XX

XX

XX

KX

XX

X

KX

XX

KX

X

Xx

XX

xx

xx

x

Structural Analysis

Compound Words

XX

X

Contratnions

XX

X

Gr_phemic Bases

XX

XX

XX

XX

X

Possessives

XX

XX

X

Prefixes

XXXX

/.

Suffixes (Endings)

XX

XX

XX

XX

-

Spelling Patterns

XXXXX

Syllabication

XX

XX

X.

Generalizations

XX

II.

COMPREHENSION

Inferential

XX

XX

XX

XX

XX

X

Literal

XX

XX

KX

XX

XX

X

III.

LANGUAGE

Language Development

XX

XX

KX

XX

XX

KX

Language Expression

XX

XX

KX

XX

XX

X'

X

Vocabulary

XXXXXXX'XXXX

Mechanics

X.XXXXXXXXXX

Learn to Capitalize

XXXXXXXXXX

Learn to Punctuate

XXXXXXXXX

Learn to Use Words Correctly

XX

XX.X

XX

XX

Xx

X

Learn to Use Correct Sentence

Structure

XX

\X

KX

XX

XX

X

!

FLOW CHART OF LANGUAGE ARTS SKILLS

IN4RODUCED

CONTINUED

12

34

56

7.8

910

11

12

III.

LANGUAGE (Cont'd)

Learn to Use Correct Paragraph

Structure

Learn to Use Correct Letter

Form

Learn to Proofread

Headings on Papers

IV.

STUDY SKILLS

Locating Information

Organizing Information

Using Visual and Representational

Materials

XX

Xx

XX

XX

XX

XX

X,X

XX

X

XX

XX

XX

Xx

Xx

xx

xx

Xx

x

Xx

xx

xx

xX

7.

XX

XX

XX

XX

X

xX

xX

X

V.

LITERARY UNDERSTANDING AND

APPRECIATION

Types of Literature

XX

XX

XX

XX

XX

XGraphic Techniques in Literature

XX

XX

XX

XX

XX

Literary Form

XX

XX

XX

XWriter's Craft

XX

XX

XX

XX

XX

XX

VI.

CREATIVITY

Before the Reading Experience

XX

XX

XX

XX

XXX

During the Reading Experience

XX

XX

XX

XX

XX

XAfter the Reading Experience

XX

XX

XX

XX

XX

X4

LEVEL 1 -- LANGUAGE ARTS

EVALUATION KEY:

G-Ginn 360 Test0-Oral EvaluationW- -Pupil WorksheetP-Picture Set

_SR-Specialist Report

I. DECODING SKILLS

A. Phonemic. Analysis':1. Discriminates between letter G-sec. 3

sounds2.. Supplies rhyming words 0-No. 1

3. Identifies consonant sounds G-sec. 4(b, c, d, f, g, h, j, k, 1, 0-No. 2

m, n, p, r, s, t, v, w, x,y, z. optional: qu, x.)

B. Structural Analysis:1. Discriminates between letter W-1

symbols2. Identifies Initial Consonants G-sec. 1 & 2

(b, c, d, f, g, h, 3, k, 1,m, n, p, r, s, t, v, w, x,y, z. optional: qu, x)

3. Describes visual differdnees 0-No. 3

and likenesses(bdpg; mnrhu; vwyzxs; iljg;aoec; ftj)

Ii. COMPREHENSION

A. Inferential:1. UnderStands... P-1

. a. Family relationships W-2

b. Ownership2. Identifies with... P-2

a. Characters -3

b. Situations3. Interprets pictures and

stories...a. Real from fanciful illustra.=.11-3

tionsb. Notes detail W-3

c. Grasps main idea W-3

d. Feels emotions and actions W-3

e. Predicts reasonable out- W-3

comesf. Perceives spatial relation- W-4

ships(top-bottom; above-below;up-down; over-on-under)

g. Creates oral text for a picture

-5-

LEVEL -- LANGUAGE ARTS(cunt 'd)

B. Literal:1. Understands...

a. Cause and effect relationships W-5b. Relationships - -to generalize W-5c. Human relations and behavior W-5

2. Recognizes and recalls...a. Three objects p-4b. Cause and effect P-5c. Main idea P-5d. Details P-5e. Sequence. W-6f. Likenesses and differencesg. Classification factors W-8h. In an organized manner'

III. LANGUAGE

A. Devslopment:1. Syntactical understanding (oral)

a. Reviews speakers messageb. Distinguishes between statement's

(telling sentences) and questions(asking sentences)

Word understandingsa. Convey ideasb. Made of 26 letters in particular

order

Expression:1. Listening

a. Identifies gross soundsb. Identifies fine soundsc. , Follows simple directionsd.e.

Discriminates between soundsDescribes sounds (loud -soft,near-far)

0-No. 5

f. Isolates similar word elements .0-Eo. 6

g.h.

(rhyming-beginning sounds)Listens at K-5 LevelListens to discussions responsively

i. Hears at normal level SR2. Speaking

a. Shows attitude of wanting to expresshimself

b. Speaks adequately in class discus-sion

c. Articulates very clearly3. Oral composition

a. Speaks before groups easilyb. Tells about experiences and picturesc. Creates oral text for pictures

4. Writinga. Can trace on a line W-2b. Can circle and draw a line under

of

LEVEL 1 -- LANGUAGE ARTS(cont'd)

C. Vocabulary: W-91. Developing word meanings W-10

a. Experiences for concept growth(interdisciplinary)

b. Discribing words2. Recognizing words

a. Around the room 0-7b. As a unit with meaning 0-7c. As a group of letters W-10

D. Mechanics:1. Awareness of capitalization

a. In initialsb. In names

2. Awareness of punctuation 9-8a. Periodsb. Question marks

3. Uses words correctlya. Verb be - (is-are), (am),

(was-were)L. Irre,:ular verbs

(do-did), (ran-run), (go-went-gone)C. Names ,self lastSentence structure (oft')a. Speaks in sentences generally

Recognizes incomplete sentences 0-9

5. Awareness of letter form (cooperative).(invitations -- thank you letters)'Written form (understandings)a. Records ideasb. Communicates ideas in order 0-10c. recognizes "words" 0-7

.7. Proofreadinga. Identifies missing element W-7b. Recognizes similar elements W -11

8. Heading on papersa. Introduce first name -- left-hand

side of paper

( IV. STUDY SKILLS

A. Alphabetizing:1. Recognizes letters as "letters" and as

part of the "alphabet"2. Matches capital and lower case letters 14-11

3. Can say part of the alphabet 0-11

B. Works independently:1. Completes assigned tasks2. Understands directions

C. Shows interest in:1. Pictures2. .Discussions

3. 0';her children

I


V. LITERARY UNDERSTANDING AND APPRECIATION

A. Stories: l

1. Fairy tales2. Imaginative3. Realistic

B. Poetry:1. Nursery rhymes2. Limericks3. Story poems

VI. CREATIVI'Y

1. Thinks freely P-6

2. Offers original ideas P-6

3. Extends literal interpretations W-5

4. Enjoys new experiences I-Item 6

0-12

VII. MATERIALS

A. Required:1. Ginn 360

a. Kit--Learning About Sounds andLetters (4 sets plastic graphemes,50 picture/word cards, display board)

b. Duplicating masters bookc. Record album (2 records)d. Teacher's guide

2. Ginn Kit A--Language (1965)

a. Kit: (Blue Suitcase)16 large pictures, 59 mediumpictures, 78 small pictures

b. Teacher's manual

B. Supplementary Materials*:1. Ginn Kit B--Consonants (1966)

a. Kit: (Blue/Black Box) 112 picturecards, 45 word cards, 52 alphabetcards

b. Teacher's manual2. Workbook:- -use only appropriate pages of:

a. Ginn Word Enrichment (Look and Listen)b. Modern Curriculum Press (Phonics Work-

book - A)c. Lyons & Carnahan (The New Phonics We

Use - A)d. Continental :layes Jenn Duplicating

lastem-3. Language took:

a. Scott, Foresman--:anFua and How toUse It - Book 1

b. Harcourt, Brace & 1:,crld-4-RcbLrts Series-v'irst book

Refer to oupplerentary Naterial3 Inu&x.

- 8 -


C. Iaidlaw--Experience In LanguageBook 1

d. /H6rt,-Rhinehart & Winston--Arts andSkills,in English - Book 1

Recordsj4. Scott, Foresman--"Sounds I Can Hear",

4 records5. Teaching aids*

a. Beginning sounds1. Instructo, Toy Chest of Beginning

Sounds (F13)2. Milton-Bradley, Beginning conso-

nant PoOoer Cards (PC)b. Phoneme/Grapheme correspondence

1. Film strips /records -- Scott, Graphic'Tee Great Alphabet Race""Rotten Red the Renegade Eraser"

.C. Rhyming:1. Instructo, Rhyming Pictures (FB) s-

2. Milton ,Bradley, Rhyming Pictures (FB)

D. Sequence:1. Sequence cards2. Judy See-Queer - puzzle:3

E. Classification:1. Instructo #36 - Classification (FB)

F. Opposites:1. Instructo #33 - Opposite Cards (FB)

2. Milton Bradley - Opposite Picture Cards (FB)

G. Writing books for teacher reference in developingpre-writing lessons:1. Z3J-ler Bloser -- Ready- To Go

2. Lippincott--Readiness for Reading'3. Continental Press--Visual Motor Development

VIII. EVALUATIONS (tests)

A. Required:1. Ginn Achievement Test - Level 1

.7

2. Pupil Check Sheet - Level l' (ditto master)

3. Language Arts Tests - Level 1a. Pupil worksheetsb. Oral evaluationsc. Picture setsd. Informal class evaluatione. Teacher' observations

*(FB) -- flannel board(PC) -- picture cards

-LEVEL 1 -- LANGUAGE ARTS

(cont'd)

B. Optional: .

1. Metropolitan F :adiness Test2. Poe Reading Rating Scale (p. 262-263 manual)3. Ginn Initial Screening Test4. Readiness Checklist.(1965,Ginn)5. Murphy Durrell aeading Readiness Pnalysis,

Test

Directions for recording Langauage Arts test results onpermanent record.

;

Letter Rating

4eh sheei.should be rated:

\O Outstandlg

S -- Satisfactory

NH -- Needs Help *.

tThis rating should be based o correct ahswersandteacher observation aft skills nd usage. The typi-cal rating for a child's evaluat-lon should be en-tered on the Language Arts permanent record.

Test Score

To begin a new Language Arts Level, the child shouldbe able to perform satisfactorily on 70% of the eval-uations. This percentage should be determined bythe teacher,by considering all evaluations.

.114t-

- 10 -

LEVEL 1 - INFORTIL EVALUATIONS

The teacher should create situations in which she can observethe child's abilities to:

1. Tell stories in sequence2. Create oral text3. Describe spatial relationships4. Predict reasonable outcomes5. Use organization skillsG. Repeat statements7. Express himself8. Speak before a group9. Relate experiences10. ,Name self last11. Otserve capitalization12. Speak in sentences13. Enjoy new experiences14. Uses -- isare, am, was-were, do-did., go-went-gone

Notation should be made when lack of such abilities are ob-served and a program should be undertaken to develop them.

Listening is. a major skill in reading. The teacher shouldbe aware of the child's level of listening and make a noteof continuous signs of non-listening relative to he follw-ing lists:

Levels of listening

1. Very little conscious listening'2. Half-listening (on-off)3. Intent listening but passive4. Sporatic -- intent, then passive, then intent

5. Listening with -reaction6. Listening with deep response

:7. Listening with complete understanding

Signs of non-listening.

1. Restlessness2. Frequent movement of arms and legs3. Whispering to others4. Gazing out the window5. Picking at hair or clothing6. Making faces7. Leaving the group

LANGUAGE ARTS -- ORAL EVALUATIONLEVEL 1

1. Supplies rhyming words...

When asked "Can you tell me a word that rhymeswith toes?", the child answers with a rhymingword Tnot nonsence word) 5 of 9 times.

Words:

toes cat star shellup chair cook train

2. Identifies consonant sounds...

When asked "Can you tell me what letter says?", the child names correct

graphemes 15 of 19 times.

(Use sounds of b, c, d, f, g, h, j, 1, m, n,p, r, s, t, v, w, y, z.)

3. Describes visual differences...

When shown similar letters on chalkboard orteacher made cards, the child can describe howthey differ. The child need not use termsleft and right but should communicate that hesees the minor differences in 7 of the follow-ing sets:

ao ec mn nu

bd it hr El VW

4. Distinguishes statements from questions...

Following teacher made sentences the child. can

say whether each is. a statement or a quedtion(telling or asking sentence) in 4 of 5 cases.

5. Discriminates between sounds...

When teacher says similar sounds the child cantell whether they are the same or different in

6 of 7 cases. Suggested sound pairs to includewith matches are listed below:

bd cj RE of 1.211.

122mn 14 sz wy

- 12 -

LANGUAGE ARTS -- ORAL EVALUATIONLEVEL 1(c6nt'd)

6. Isolates similar word elements...

When directed, "Tell me what is the same in thewords I say," the child can do so ih 6 of the

following cases:

ride - hide look - book toes - hose

fast - fire fast - last red - ride

should - could cup - pup mom - man

7. Wor reco nition

Recognizes words...around the room as a unit

with meaning.When directed, "Find a word In the room andpoint to it," the child does so. He should

also be able to explain senerally what it means.

8. Awarenespf punctuation NWhen asked to find and point to a:

1. period and 2. question mark, the child can

do so-

9. Recognizes incomplete sentences

When the teacher says complete and incompletesentences, the child responds with yeS or no

for a real sentence that says something oronethat is missing something.

10. Communicates ideas in order'

When asked to tell the alphabet the child re-

spondsLwith at least AH G, or anothe 7 letters

in order.

11. Literary understanding and appec ation

When told very brief st es d short rhymes,

the child can identify hem correctly as stories

or poems.

13 -

TEACHER GU .. FOR WORKSHEETSLANGUA E ARTS - LEVEL 1

1. Supervised activity

In each box draw a line between the two letters thatare the same.

NOTE: L - R organization -- secure approach

2. Individual activity 3 sheets

Ask child to name each picture then direct him to ---

trace the words at the bottom of all 3 pages.

NOTE: Correct identificationEase in namingAbility to trace

3. Individual activity

Discuss each picture with the child. What is happen-.ing? Why is it happening? how does feel?

NOTE: Understanding of cause and effectHuman relationships

(teacher need not do every picture)

4. Directed activity

Child needs red, yellow, blue and black crayons. 'Put

your red crayon between the dragon's eyes.Make a line 3.1p. to the top of the paper.,Make a yellow spot at the to of his back.Make a blue circle under his chin.Put a bee over his nose.Put a red circle on his paw.Put yourred crayon on the end of his tongue.Make a line down the paper.Color him as you'llke."

MOTE: Following directionsAwareness of body partsUnderstanding of termsSmall muscle control


Discuss some of the pictures with the child. Attempt

to dra, out child's awareness if necessary.

NOTE: Awareness of detailsCause and effectMain idea

- 14 -

TEACHER GUIDE FOR WORKSHEETSLANGUAGE ARTS - LEVEL 1

6. Independent activity

Have the children cut and paste the story pictures inprow sequence on a 6 x 12 sheet of constructionpaper -- may color, etc.

NOTE: Proper sequenceUnderstanding of events


"In-each row mark tan X on the one that is different."

Avoid copying. Perhaps let a few children do the

sheet at a time.

NOTE: Correct notationsEase in locating1 - r orientation

8. Independent activity 2 sheets-

Have children cut around the pictures, discard scraps,

sort and paste on sheet 2.

NOTE: ALility to classify


Can the child name all of the items on this sheet?

NOTE: Ease of recall


"Put a line under the .

Do all pictures in the .first two rows with various

colors NOTE: RecognitionDraw a circle around the word in row 3. NOTE: Re-

cognition of wordsCircle the child that is jumping -- row 4.Put an X on the child that is walking.Mal,:e a line under the child that is playing.ilake a line over the girl that is running. NOTE:

Correct markings


Rows 1, 2, 3 - In each row, circle the parts of the

words that are the same.

Row 4 - Circle the letter.

Lower page - Circle the canital letters.

NOTE: Correct marktngs

NAME

- ' 5

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SUGGESTED LITERATUREReading - Level 1

ABC of Cars and TrucksMadelineMadeline and the Bad HatMadeline's ResdueFive Chinese BrothersThere's Elephant in the Bathtub_Clifford th Red DogClifford Gets A JobClifford' HalloweenClifford Takes A TripGeorgieColor KittensGolden EsEc, BookCalico the Wonder HorseaTioir-dhoo, the Runawai7EngineWhat Whiskers DidA-Ricketful of CricketWill I Have A Friend

wow For A Four-Year-Old?AW-End the -Ton

Pllp and the MorningGilberto and the WindIn the ForestJust MePlay. With MeTiTkin Without Words

e Happy LionAngus and the CatAsk Mr. BearTITi Story, About Pingrgkeitkne-Toirlieanne-marieCorduroyflu TopNorman the DoormanIndian Two Feet and tils HorseHenny Penny -WEifTs Inside? The, Story of anEs& that Hatched

Mouse HouseTimothyTurtleBread anani7for FrancesNothing To DoWhat Do You Eam., Dear?Never Talk to StrangersGo lesh st e for WillieMITEFIT Est Story BookTEe'RE VE3-ffidn't Wash His

The Very Little GirlA Hole Is To la&gears

- Alexander, AnneBemelmans, Ludwig

- Bemelmans, LudwigBemelmans, Ludwig

- Bishop, Claire- Bradfield, Roger- Bridwell, Norman- Bridwell, NormanBridwell, NormanBridWell, Nbrman-

- Bright, Robert- Brown, Margaret- Brown, Margaret- Burton, Virginia- Burton, Virginia- Carroll, Ruth- Caudill, Rebecca- Cohen, Miriam- Cole, William- Daugherty, JamesDennis, Wesley

- Dennis, Wesley- Eta, Marie Hall

Ets, .Marie HallEts, Marie HallEts, Marie Hall

- Eta, Marie Hall- Patio, Louise- Flack, Marjorie- Flack, Marjorie- Flack, Marjorie

Francoise- Freeman, Don- Freeman, Don- Freeman, Don

Friskey, MargaretGaldone, PaulGarelick, May

Godden, RumorGraham, AlHoban, RussellHoban, RussellJoslin; SesyleJoyce, IrmaKents, EzraKeats, EzraKlugman, JudithKrasilovsky, Phyllis

Krasilovsky, Phyllis- Krauss, Ruth- Krauss, Ruth

30 -SUGGESTED LITERATUREReading - Level 1

NoodleStory of FerdinandWee GillisBlueberries for SalMake Way For Ducklings5HiMorning in MaineThe Little IslandDo You W ant to See Something

piz. Golden Counting BookNot This BearThe Clock B kWhat If?WeTattle Engine That CouldThe Tailor of GloucesterThe Tale of Peter RabbitCurious GeorgeCurious George Gets A MedalCurious George Rides A BikeCurious. George Takes A JobButtonsRUFTiThouseJourney Cake, Ho:Flow Big all&tiii5s For SaleThe FFirkFREOut on a Chilly

NightObadiah the BoldWhat Mary Jo SharedCrictorThe Biggest BearCore Play, With MeSelections From His MotherGoose

Which Way To the Zoo?Good Mornin 2 FarmI'Want to ReadcriTirEbyMomo's KittenUmbrellaNo noses For Harry

Other Suggested

- Leaf, Munro- Leaf, Munro- Leaf, Munro- McCloskey, Robert- McCloskey, Robert- McCloskey, Robert- MacDonald, Golden- Merriman, Eve- Moore, Lillian- Myers, Bernice--Pierce, Robert- Pierce, Robert-.Piper, Watty- Potter, Beatrix- Potter, Beatrix- Rey, H. A.- Rey, H. A.- Rey, H. A.- Rey, H. A.- Robinson, Tom- Sauer, Julia- Sawyer, Ruth- Schneider, Herman

Slobodkina, Esphyr- Spier, Peter

- Turkle, BrintonUdry, Janice

- lingerer, Tomi- Ward, Lynd- Watts, MabelWildsmith Brian

Wondriska William- Wright, Betty Hen- Wright, Betty RenYashima, TaroYashima, TaroYashima, Taro

- Zion, Gene

Reading

Who Built the BridgeGreen Eyes.Goodnight Noon-Grandfather and I

- Bate, Norman- Birnbaum, Abe'

Brown, Margaret- Buckley, Helen E.

Mike Mulligan and His Steam Shovel - Burton, Virginia

Where's The Bunny? - Carroll, Ruth

Timothy hurtle - Davis, Alice V.

Angus And The-Ducks - Flack, i;arjorie

Top - Freeman, Don

11ions of Cats GagyandaLittle Toot Gramatky, Hardie

306--

TEACHER REACTION SH

Level Taught:

Type of Group:

Material Used:

Reaction:

'This sheet is to be completed at the end of the level and

givenIto the Reading Department.

31-LEVEL 2 -- LANGUAGE ARTS

stsNtort otatOs.

1. DECODING SKILLS

EVALUATION KEY:

G-Ginn 360 Test0-Oral EvaluationW-Pupil WorksheetP-Picture SetSR-Specialist Report

A. Phonemic Analysis (Reinforce and Ex-tend Level 1)

1. Discriminates between letter sounds W-1

2. Identifies consonant sounds W-2

(b, d, f, g, h, jg k, 1, m, n,p, r, s, t, v, w, X, y, z. optionalquz)

3. Isolates rhyming elements 0-No. 1(extends Level 1 understandings) g W-3

W-9

B. Structural Analysis (Reinforce and Ex-tend Level I)

1. Identifies consonants (i)(b, c, d, f, g, h, j, k, 1, m n,p, r, s, t, v, w, x, y, z. optionalgu, z)

2. GraPhemic eases(ide - ill)

II. COMPREHENSION

G 2sec. 1

A. Inferential:1. Identifies with

a. Characters P-1

b. Incidents W-4

c. Situations2. Making inferences W-4

a. Cause and effect relationships W-4

b. Supporting detailsc. Draws conclusions W-4

3. Pelceives spatial relationships W-5(left-right; beside-between; in frontof, behind)

B. Literal:1. Recognizing and recalling... P-2

a. Cause and effect relationshipsb. Detailsc. Main idead. Sequence P-3

e._ Opposites 0-No. 2

2. Summarizing

- 32 -LEVEL 2 -- LANGUAGE ARTS

(cont'd)

III. LANGUAGE

I

A. Development:1. Syntactical understanding

a. Constructing simple sentences W-6b. Distinguishes between statements

(.) and questionsc. Reviewing and speakers message

2. Word functiona., Understanding words - may have W-7

double meanings

B. Expression:1. Listening

a. Understands directionsb. Ientifies gross soundsc. Discriminates fine sounds (short O.-No.3

vowel sounds)d. Is retentive and responsiyee. .

isolates beginning consonant sounds 14-92. Speaking

a. Speaks in complete sentencesb. Articulates clearlyc. Stays on topic being discussedd. Uses vocabulary sufficient to ver-

balize idease. Recites short poem or story

3. Oral Compositiona. Displays self confidence and secu-

rity with language skillsb. Uses inflection to convey mood and

emotionc. Creates oral text for pictures

C. Vocabulary1. Developing word meanings

a. Phrase and sentence meaningsb. Word meanings

1.) New words2.) Nev meanings

2. Recognizing new wordsa. Visuallyb. Kinesthetically

f.

D. Mechanics:1. Capitalization

a. First word of a sentenceb. Naines of people and pets (Plip)

2. Recognition of punctuationa. Periodb. Question Markc. Quotation Marks (as enclosure for

speaker's message)d. Comma

G -2 Sec.3

0-2 Sec.1

-33 -


3. Uses words correctly (oral)a. Forms of the verb be - (is-are, am,

was -were),b. Irregular verbs (see-saw,.came-come)

4. Sentence structurea. Distinguishes between asking and

telling sentenceb. Uses complete sentences

5. Letter form (cooperative)a. Invitiationsb. Thank-you letters

6. Written form (recognizes)a. Lettersb. Wordsc. Storiesd. Write name at top of paper

7. Proofreadinga. Recognizes incomplete lettersb. Recognizes incomplete words

IV. STUDY SKILLS

A. Alphabetizing:1. Learn letters in sequence2. Letters preceeding and following a given

letter3. Differentiates capitals from lower case

letters

B. Works independently:1. Completes assigned tasks2. Understands and follows directions

V. LITERARY UNDERSTANDINGS AND APPRECIATION

A. Types of Literature:, 1. Animal stories

2. Fables and fairy tales3. Fiction4. Factual books

B. Writer's Craft (awareness of):1. Author2. Title

VI. CREATIVITY

A. Before the Reading Experience:1. Curiosity stimulated

- 314 -


B. During the Reading Experience:1. Future predictions encouraged2. Predictions from limited information

C. After the Reading Experience:1. Ambiguities and uncertainties played with2. Going beyond the obvious (digging deeper)3. Elaborating a story element4. Looking at something from several points

of view

VII. MATERIALS

A. Required Program - Ginn 360:1. My Sound And Word Book

a. Pupil write in textb. Teacher's edition textc. Practice book (workbook)d. Teacher's edition workbooke. Basic Card Set 1 (levels 2-4)f. Ginn Card Pnlder

B. Alternate Reading Program -- approval-of ReadingDepartment:1. Programmed reading2. Scott, Foresman3. Words in Color

C. Supplementary : :aterials * optional - use onlyappropriate pages as related to Level 2:

1. Ginn Kit Li - consonanta. Kit - 112 picture cards, 45 word cards,

alphabet cards, teacher's manual

2. Ginn Word Enrichment Program Level 1 (2-7)

3. Modern Curriculum Press - Book A (B, C`;

4. Lyos and Carnahan The New Phonics We UseBook A (B-F)

5. ContiFiental Hayes, Jenn Duplicating Masters6. SRA Word Game Kits7. EDL Controlled Reader8. Library - film, strips and tapes9. Teacher made materials

10. Can You Imagine? (Creativity Idea Book)

11. EaTlt;uage booksa. Harcourt, Brace & World Roberts Series,

First bookb. Scott, Foresman LanEalEt and How To Use

lt, Book 1c. !,aidlaw Experiences In Lanifuze, Book 1

U. Rhinehart & inston Arts rrici SkIlisin

*Refer to Supplementary IlaterLa1:; Index.

- 35 -


12. Writing 1Sooks. -

a. Scott, Foresman Writing Our Languagepook 1

13. Enrichmenta. Merrill Phonics Skill Text

tapes and workbooks - A

VIII. EVALUATION (tests)

A. Required:1. Ginn Achievement Test - Level 22. Language Arts Test - Level 23. Teacher made tests

B. Optional:, 1. Informal reading inventory

Den's Duck - p. 90 text2. Fountain Valley Teachers' Support System

in Reading.(Pre-test, Post-test, Evalua-tion of Skills - tapes)

3. Ginn Initial Screening Test4, Gates-MacGinitie Test5. P.urphy--Darrell Reading Readiness Analysis

Directions for recording Language Arts test results

on permanent record:

Letter Rating - each sheet should be rated

0 -- Outstanding

S -- Satisfactory

UH -- Needs Help

Thi6 rating should be based on teacher observationas well as correct answers. The typical rating for

a child's evaluation should be entered on the Lan-

guage Arts permanent record. °

Test Score

To begin a new Language farts Level, the child should

be able to perform satisfactorily on 70% of the eval-

uations. This pvrcentage should be determined by the

teacher after .1(IT:1;nictering and considering all eval-

uations.

-36-LEVEL 2 -- LANGUAGE ARTS

INFORMAL EVALUATIONS

The teacher should dreate situations in which she can ob-serve the child's ability to:

1. Understand cause and effect2. Note d. Ails3. Recognize supporting details4. Draw conclusions--5. Summarizi6. Tells familiar stories in sequence7. Knows left from right8. Recognizes period, question mark9. Use language skills

10. Capitalize his name11. Recite'the.alphabet12. Work independently

Picture Sets -- teacher made -- individual activity

Set 1 - shouldincludj4pictures of:

Bill Jill 'Ben Nan Ted4

. -

Set 2 - four pictures, 2 on card. Show the childa pair of pictures and talk about what ishappening in them. Do the same with theother-pair of pictures. Remove all and ,

ask the child what the first pictures wereabout.

Set 3 & 4 - pictures depicting a story. Have thechild place the pictures in order.

LANGUAGE -ART

1. Read each pair of rhyndfn

say the rhymingelement i at least five cases.

RAL EVALUATION2

101

words below. The child can

Words:

box - fox

sled - bed

tank - bank

pear - bear

sail -

boys - toys

2. When asked to supply an opposite word for one named,

the child can do so in at least five cases.

up high sweet silly

full short tight dark

While listening to pairs of short vowel sounds, the

child can tell whether they are the same or different. .

OM.

- 38

SUGGESTED SPELLING LIST

LEVEL 2

a Nan-

*and no

*at *not

Ben park

Bill *ride

can rides

*duck run

get runs

*help said

here stop

hide Ted

hides *the

*is *this

Jill we

lad *will

look *yes

*Dolch words

39-

TEACHER GUIDE FOR WORKSHEETSLANGUAGE ARTS - LEVEL 2

1. ,Superio,-1 activity

In each fird the picture that has a different be-, / ginning so!....1. than the rest of the pictures and mark

/ an X on it.


Look at the letters

With yoursoundRow 1 - pRow 2 - jRow 3 nRow 4 fRow 5 - tRow 6 - wRow 7 hRow 8 - rRow 7,g

after the triangle.

crayon, circle the (say Lptter

- blue;- red;- red;- red;- blue;- red;

d - yellow; b - redg - yellow; y - bluer - blue1 - yellowk - yellows - blue; v - yellow

- red; j blue- yellow; m red'- blue; c - red

Supervized activity

Mark an X on the picture in each row that does not rhyme.

Directed activity

Make a reds circle around the picture that shows a boy

who fell down.Make a blue circle around the mother that is hungry.Put a red line under the one you might see through a

window.Make an X on thd person who is tired.Make a yellow circle around the picture you might get

money for.

(make up more ire-ypu feel uncertain of the children'sabilitj)

Skills involved: Cause and effectNoting detailsDrawing conclusions


Put a yellow' circle under the baby.Put a red circle on her bonnet.Put a blue ^ircle over her hands.Nike a ,.e blueeR-bug above the giraffe.Put a sma. _allow circleat bottom of her bow.

- 4o -TEACHER GUIDE FOR WORKSHEETS

LANGUAGE ARTS - LEVEL 2


Have the child use the words at the top to construct3 sentences. Paste the wcrds on the lines at the bot-tom of the page. Direct them to capitalize the firstword in each sentence and to put a period at tie end.

Supervised activity

Read the instructions to the children. As they workon the paper, note their work habits. Do they starton the -Dothey concentrate on the task?


Direct the children to draw a line between the lettersthat have the same names.


Have the child say the beginning sound for each picture.Use both man and yawn for the last picture.

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LEVEL 2 RHYMING WORDS (W -3)

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LEVEL 2 RELATIONSHIPS 01-5)St5

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54;

TEACHER REACTION SHEET,

Level Taught;

Type of Group:

Materia?. Used:

Reaction:

liThis sheet is to be completed. at the end of the level and

given to the Reading Department.

SESI WII816°- 50 -


iiREVMW SKILLS'PROil PREVIOUS LEVELS KEY: i = initialm = medialf = final

I. DECODING SKILLS

A. Phonemic Analysis: s -

1. Consonants

a. p, t, d, k, ck, n, r, 1, 11, b, s, f (f)

2. Vowels

a. i in hide, night, mind) glided .

b. 1 (as in bit) unglided

B. Structural Analysis:

1. Use of e marker with i.2. Graphemic Bases

. a. ide, Ike, ile, ill, in, ine, ip, ipe, it, ite

3. Root Words and Endings

a. Plurals with sb. Verbs with s

II. COMFREHENSION

A. Inferential:

1. IdenXifying with characters and incidents2. Making inferences.

a. Cause and effect relationshipsb. Character traits0. Comparisonsdt Main idease. Supporting details

Making Sildgments

a. Pact and opinion

4. Predicting outcomes

B. Literal;

. 1. Recognizing and recalling

a. Comparisonsb. Details

40.

-51 -IAMT.F.14.3 -- .LANGUAGE ARTS (cont'd)

c. Main ideasd. Sequence

2. Synthesizing and summarizing

III. LANGUAGE.

A. Development:

1. Syntactical understanding

B. Expression:

1. Listening2. Reading beyond the text3. Speaking4. Writing

C. Vocabulary:

1. Developing word meanings

a. Expanding vocabulary

2. Rec'ognizing words

D. Nec11 nics:

1. Capitalization-

a. First word of a sentenceb. Names of people ind titles (Miss)c. Pronoun "I"

Learn to punctuate

a. Periods - after telling' sentences(statements)--After "Mr."

b. Question Marks - after asking sentencesc: Exclamation Point - recognition after

\\statements that exclaimd. 'Comma - recognition of symbol

-tAs signal for pause in readingP....id for understanding sentence"

e. Aposktrophe - contractions (can't, n't)--With singular possessives (Ben's)

3. Learn to use Words correctly

a. Formt of the verb be (is - are)b. Irregular verbs (see - saw), (came - come)

(go - went - gone), (ran - run),.(do - did)

- 52 -

LEVEL 3 -- LANGUAGE ARTS (cont'd)

4. Sentence structure

a. Dicl:Aw;aishes between asking and tellingsentence

b. Uses complete sentences

5. Letter form (cooperative)

a. Invitationsb. Ioank you

6. Learn to proofread

a. Use symbol to indicate error in capitali-zation .

7. Headings on papers

a. Level 1 through level 4 -- introduce firstname on left-hand side of paper.

b. Level 5 -- first name and last name on left-hand side of paper

c. Level 6 through level 12 -- first name and

last name on-left-hand side, of paper--date on right-hand side of paper--heading of paper, center of the next line

IV. STUDY SKILLS

A. Interpret a picture mapB. Using reference materialsC. Using specialized boo'k parts.D. Developing a reference chart


A. Types of Literature:

1. Animal stories .

2. Fables and folk tales3. Realistic fiction

B. Graphic Techniques in Literature:. .

1. Relating graphic treatment of type to content

2. Relating illustration to literature

C. Writer's Craft:

1. Author's style2. Mood3. Plot and character development4. Setting5. Theme

-53-

LEVEL 3 -- LANGUAGE ARTS (cont'd)*

VI. CREATIVITY

A. Before the Reading Experience:

1. Building onto the individual's or group'sexisting knowledge

2. Concern chout a problem heightened3. rcncrc,ritai:lon Vth ambiguities and uncertain-

io4. Curic:,Ity 3nd wanting to know stimulated5. Pr...lict*lng froin limited information

B. During the Reading Experience:1

1. r&w v.,arenese of and difficulties2. Anticipation and expectation heightened3. Incompleteness of information recognized4. Open-endedness preserved5. Predictions from limited information required6. Reading with imaginatiOn

After the Reading Experience:

1. Building onto information or knowledge2. Divergent thinking encouraged3. Elaborating an idea or element4. Emphasizing with story characters5. Going beyond what is known6. Improbabilities entertained7. Reconstructing the story8. Synthesizing or summarizing information

VII. MATERIALS

A. Required -- Ginn 360:

1. A Duck Is A Duck

a. Pupils' textb. Teachers' edition (level 3 & 4 combined)c. Basic card set Id. Skills handbook (level 3 & 4 combined)

workbook -- pupil and teachers' editione. Picture maps (2 chart size)

B. Alternate with approval of Reading Department:

1. Programmed Reading (Sullivan)2. Scott, Foresman

C.( Supplementary Materials* (optional) use onlyappropriate pages as related to level 3.6kills

*Refer tot `Supplementary Materlads Index.

-54LEVEL 3 -- LANGUAGE ARTS (cont'd)

1. Ginn Word Enrichment Program (levels 1 - 7)2. Modern Curriculum Press -- Book A

3. Lyons & Carnahan -- The New Phonics We UseA,B

4. Continental,Hayes, Jenn Duplicattng Masters

5. SRA -- Wore Game Kits6. EPL -- Controlled Reader and Language Master

7. Liotiry film strips and tapes8. Teacher made materials9. Can Yog 1M3 efte9 f Creativity Idea Book)

10. Spel Ong Books

a. Noble and Noble 2E911/Write -- level 1Orange

b. -Scott, Foresman Spelling Our Language -Book 1

c. Hanna and Hanna POw6r to Seil Grade 1

d. McGraw Hill Basic Goals in Spelling. --

Grade 1e. Continuous Progress Snelling Kit

Economy Co.

11. Language Books

a. Harcourt, Brace & World Roberts Seriesb. Scott, Foresman Language & How To Use It

Grade 10. Laidlaw Experiences In Language Book 1

d. Holt, Rhinehart & Winston Inc. Arts &Skills In Enslish Book 1

12. Handwriting

a. Scott, Foresman Writing Our Language

13. Enrichment

a. Games


A. Required:

1. Ginn Achievement Test --ttevel 32. Language Arts Test -- Level 3

3. Teacher made tests

B. Optional:

1. Informal reading inventory (back of Teachers'

Edition)2. Fountain Valley Teachers' Support System in

Reading

5)

LEVEL 3 --.. LANGUAGE ARTS (cont,d)

(Pre-Test, Post-Test Evaluation of Skilltapes)

3. Ginn Initial Screening Test4. Gates-MacGinitie Test5. Metropolitan Achievemnt Test6. Murphy-Durrell Reading Readiness Analysis

Test

a

I s

NameA. VOWELS

LEVEL 3 -- EVALUATIONLANGUAGE ARTS

teri 0001

Write the missing vovel and if the e marker is neededwrite it too.

1. f r2. h .

3. d

4.

5. t n

G. p P

7. s n

B. w n

9' 2.1..

3°.

Circle the word I say:

kite kit7I5e------Ii4T7'fin fine

'rid ride

hide hit - 1 ripe rip'bit 'ite dim dime

B. PUNCTUATION

Write or ? at the end of each sentence.

1. We can help the turtle

2. What do you want

3. Can you read this book

4 We will run to the park

3. I will stop here

C. CAPITALIZATION

Use correct capitalization.

1. you and i will run.

2. "can you guess, miss hill?"

3. it is little.

4. we can see nan.

5. dad can play with ben.

-57-

LEVEL 3 -- EVALUATION

Teacher conyA. VOWELS

Write the missing vowel and if the e marker is needed

write it, too.

I. fine

2. hip.4010".

3. dip.

101"4. ripe

5. tin

Circle the word I tay.

ridkitehidebite

:p.nfinripedlm

6. pt

7. sin

E. tin

J. mile

10. pi e.

B. PUNCTUATION

Write 77 or at the end of each sentence.

1. We can help the turtle

2. What do you want .?

3. Can you read this book Er4. We will run to the park !

5. I will stop here 7-

C. CAPITALIZATION

Use correct capitalization.

1. You and I will run.

2. "Can you guess, nissIfiiil?:

3. It is little...

4. We can see Nan.

5., Dad can play with Ben.

are

book

books

but

can't

come

*do

don't

ducks

eat

*fast

0

- 58 -


LEVEL 3

helps

hill

I

if Re

likes

me

MISS

Mother

rabbit

rabbits

read

'See

SWIM

*to

turtle

turtles

want

wants

what

with

*you

*pcich

Additional decodable words -- Level 5 T.G. p. 292

-59-SUGGESTEDReading -

Ginn 360 Level 3 Unit I

Ducks Don't Get WetSave PlacePear-Shaped HillPicnic In The ParkAround the CornerH

w"

You Talk

LongNo Roses For Harry

.

' " 411.r

Gina 360 Level 3 Unit Ii

A Friend is Someone WhoLikes You

What is a Turtle?Timothy TurtleThe Turtle and the DoveTheodore Turtle--Jeff and Mr.. James PondMr. Turtle's MysterySmall PondHere Comes Jimmy! Here

Comes Jimmy's pm!

LITERATURELevel 2-3

Ginn 360 Level 1 Unit III

Petunia) BewareListen RabbitThe Hare and the Tort iseThe Hare and the Tort iseThe Tale of Jemina Puddle-DuckMike's HouseWhen Will the World Be MineIt's Nice to Be Little

Make fay For DucklingsMadelineThe Cat in the HatSAcra About PingStory of FerdinandAndy and the LionLittle HouseRooster CrowsGoodnight MoonAnd To Think That I Saw

It on Mulberry StreetFather's Dragon.

A Hole, is to Rig.

- Goldin, Augusta- Hoban, Russell & Lillian

Leitner, IrvingMonheit, Albert

- Showalter, Jean- Showers, Paul- Simmons, EllieSlobodking, Esphyr

- Zion, Gene

- Anglund, Joan

- Darby, Gene- Davis, Alice- Freeman, Don- MacGregor, Ellen- Meeks, Esther- Miles, Betty- Walters, Marguerite- Wayne, Harry

Duvoisin, Roger- Fisher, AileenGaldone, Paul

- LaFontaine, Jean- Potter, Beatrix- Sauer. Julia- Schlein, Miriam- Stanley, John

- McCloskeyBemelmansGeisel

- Flack- Leaf.- Daugherty- Burton- Petersham- BrownGeisel

- Gannett4 - Krauss

- 60 -

SUGGESTED LITERATUREReading - Level 2-3

Little EddieIn A Pumpkin ShellNibble, Nibble MousekinFiratsTE057You Will' Go to the NoonInch Bz. Inch

T357 s BirdsPlant SitterffiripW ikonAre You Mother?-6E-Fish,-Two FishBackward DayFish 0t of WaterWait For MINEUEURI-gEokI Like CatsThe Big-b711 of StringA Fly Went 21Country BunnyLittle TootLittle gearFather Bear Comes HomeDanny ariff-Ehe DinosaurNobody Listens, to AndrewIndian Two Feet and His HorsePlenty of FishSeeds and More SeedsLove is a SpecialWY of`Feeling

- Haywood- , Anglund- Brown- Fern- FreemanLionni

- MunariSalsam

- Zion- Patio- EasfMan

SeussKraussPalmer

- FlackZolotowDoich

- Holland- McClintock- Heywood- GrammatkyMinarikMinarikHoftGuilfoile

- FriskeySelsam'Selsam

- Anglund

410

Level Taught:

TEACHER REACTION SHEET*

Type of Group:

Material Used:

-Reaction:

- .

*This sheet is to be completed at the end of the level and


-61


*REVIEW SKILLS non PREVIOUS LEVELS

1. DECODING SKILLS

A. Phonemic Analysis:1. Consonants

a. s (as in iish), m (M), n (10,2. Vowels

d. e (said, fed) unglidedb. e (he, see, read, here) glided

tir ralikItatf,

KEY: i = initialM = med*1f = final

B. Structural Analysis;1. Graphemic Bases

a. ead, eal, eat, ed, eed, eek,ell, en, et, im, id

2. Spelling Patternsa. CVC (red).(see p. 250 in T.E.

b. CVCC (mind) (see p. 188 in T.c. CVVC (meal) (see p. T.

II. CO:IPREHENSION

eel, eep, eet,

()Inn 360)E. Ginn 360)E. Ginn.360)

A, Inferential:1. .Identifying with characters and incidents.2. Making inferences.

a. Cause and effect relationshipsb. Character traitsC. Comparisorsd. Supporting details

3. faking judgments.a. Fait and opinion

1. Predicting outcomes.

B. Literal:..

1. Classifying.2. Recognizing and recalling

a. Comparisons'.b, Detailsc. Main ideasd. Sequence

3. Synthesizing and summari

III. LANGUAGE

A. Development:1. Syntactical understanding.

a. Recording words to construct sentences

b. Changing the meaning of a sentence by sub-

stituting or adding *lordsc. Understanding reference to pronouns he and

the and their antecedents

g

U

- 62

14EVEL 4 -- LAUdUAGE ARTS(cont'd)

B. Expression:1

1. Listening2. Reading beyond3. Speaking c

4. Writing

C. Vocabulary:I. Developing' word meanings

a. Expanding vocabulary2. RecogniZing words

Nechanics:1. Capitalization

a, virst word of a sentenceb. _Names of people and titlesc. Pronoun "Ih*

2. Learn to punctuatea. Periods - after telling sentences (state-

ments), after "Mr.'b. Question Marks -,after asking sentences

(questions)c. Exclamation PolAt - recognition - after

Statements that exclaim

the text

d. Comma - use between day of month and year-as symbol of pause in reading-as an aid for understanding sentencemeaning

e. Apostrophe - contractions (can't-don't),singular possessives (Ben's)

3. Learn to use words correctlya. -Formskof the verb - be (is, are, am)b. irreg4lar verbs (see=saw4 came-come, go-

went-gone, rangy -run, do-did)Sentence Structurea. -Write simple sentences

5. Learn to write a letter (construct and copygroup letters)a. Correct letter formb. Types of letters (thank you, :Invitations)

6. Learn to proofreada. Use symbol "F" t9 indicate error in

punctuation7. Heading on papers

a. Introduce first name 'on left hand side of

IV. STUDY SKILLS

A.' Using reference materialsB.. Developing a picture mapC. Developing a reference chart

0,,

V. LITERARY UNDERSTANDING AND :APPRECIATION

A. Types of literature:

- 63 -

LEVEL 4 -- LANGUAGE ARTS (Cont'd)

1. Aniinal stories2. Fables and folk Caleb`3. Factual stories4. Realistic fiction

B. Graphic techniques in literature:1. Relating graphic treatment of type to content

2. Relating illustration to literatu -'e

%Si1111101

C. Writer's Craft:1., Author's style2,4 Mood31. Piot and character development

5. Themek`'

VI. CREATIVITY-\

A. Before the Reading Experience:1. Building onto the individual's or group'-'

exist1ing knowledge2. Conf;,ontation with ambiguities and uncertain-

ties!3. Cur osity and wanting -to know stimulated4. _Pre icting from limited information

B. During`thes Reading Experience:1. Awareness of problems and difficultie2.' 45nticipation and expectation heighten d

3. incompleteness of information recogni ed

4. /Open-endedness preserved5. /Reading with imagination6. i Visualization encouraged

C. After the Reading Experience:.1. Building onto information or knowledge

2. Elaborating an idea or.element3. Emphasizing with an idea or element

4. Emphasizing with story characters5. Going beyond what is known6. Improbabilities entertained7. Reconstructing the story8. Synthesizing or.summarizing information

VII. MATERIALS

A. Required Ginn.360: .

L. Helicopters and Gingerbreada. Pupil's text

/ b. Teacher's edition (Level 3 &

c. Basic Card Set Id. Skills handbook (Level 3 & 4

(workbook-pupil and teachers

4 combined)

combined)' edition)

0-

- 64 -


B.-Alternate with approval of Reading Department:1. Programmed Reading (Sullivan)2. Scott, Foresman

C. Supplementary materials* (optional) use onlyappropriate pages as related to Level 4 skills.1. Ginn Word Enrichment Program (Levels 1-7)2. Modern Curriculum Press - Book A3. Lyons & Carnahan The New Phonics We Use A,B4. Continental, Hayes, Jenn - Duplicating fiasters

5. SRA Kits - Word Games6. Scholastic Individualized Reading Kit7. EDL Controlled Reader and ,Language Master8. Library - film strips and tapes9. -Teacher made materials

10. CALLIgu 1.magine (Creativity Idea Book)11. Spelling Books

a. Noble and Noble Spell/Write Level 1 Orangeb. Scott, Foresman Spelling Our Language

Book 1c. -Hanna & Hanna Power to Spell - Grade 1d.. McGraw Hill Basic Goals in Spelling

Grade 1e. Economy Co. Continuous Progress Spelling Kit

12, Language Booksa. Harcourt, Brace & World Roberts Seriesb. Scott, Foresman Language & How To tise It

Grade 1c. Laidlaw Experiences in Language Book 1

d. Holt, Rhinehart & Winston Inc. Arts andSkills in English_ Book 1

13. Handwritinga. Scott, Foresman Writing Our Language

14. Enrichmenta. Gamesb. Merrill - Phonics Skill Text - Book A

tapes and workbooksc. Pixie Dictionary

15. Reados Digest- skill Books



- 2. Language Arts Test - Level 4 (70% mastering)3. Teacher made tests

B. Optional:1. Informal Reading Inventory (back of T.E.)

2. Fountain Valley Teachers' Support System inReading (Pre-test, Post-test evaluation ofskills -.tapes)

3. Ginn Initial Screening Test4. Gates-MacGinitie Test5. Metropolitan Achievement Test

*Refer to supplementary materials index.

LEVEL 4 -- El-ALUATIONLANWAGEARTS 101 COPI

page

NameA. PINAL SOUNDS

Urite the letter that represents the final sound heard.

1. 4. 7.

2. 5. 8. 011.3. .eill 6. 9.

B. BEGINNING SOUNDS

Write the represents the beginning soundheard.

1. 4. /.

2. .1=0..11.11.1.5. 8. =.111

3 6. 9.

C. VOWELStY .

V

1. 5.

2. 6.

3. 7.

`4. 8.

read, get, meat, Ted, Ben, eat, yes, seat

D. PUNCTUATION

Write .1. or ? at end of sentence.

1. What will he do

2. A man wants help

3. Is the surprise.here

4. Do you want a ride

5. I like a fast ride

Name

-66

LEVEL 4 -- EVALUATION(cont'd)

E. CAPITALIZATION

Use correct capitalizations.

1. make the helicopter go.

2. what do you want, bill?

3. here i am miss hill.47-15

4. "yes, we did," said ted.

5. did you guess the surprise?


Teacher copy

Scoring: In your own judgment 70% of this test must bemastered to move to the next level.

A. FINAL SOUNDS

Write the letter that{ represents the final sound heard.

1. wheel 4. clown 7. drum

2. wagon 5. pail 8. ham

3. seal 6. gum 9. hen

-.0 B. BEGINNING SOUNDS

Write the letter that represents the beginning soundheard.

1. leaf 4. mouse 7. nest

2. nose 5. ladder 8. mask

3. match 6. nurse 9. leash

C. VOWELS

Write the words in the column under the seal if you hearthe glided vowel sound in it.

Write the words in the column under the hen-if you hear

the unglided

Seal Hen

1. read 5. Ben

2. seat 6. Ted

3. meat 7. yes

4. eat 8. get

D. PUNCTUATION

1. What will he do ?

2. A man wants help 7--

3. Is the surprise here !M.

4. Do you want a ride ' ?

5. I like a fast ride

-68-


E. CAPITALIZATION


1. Make the helicopter go.

2. What do you want, Bill?

3. Here I am hiss Hill.

4. "Yes, we did," said Ted.

5. Did you guess the-surprise?

Teacher copy

*ow

J I

airport

*am

animals

away

ball

*boys

*cake

*cap

*cat

*cot

Dad

*did

dog

elephant

for

fox

*Dolch

- 69 -


LEVEL 4

from

funny

*gave .

gingerbread

go

goats

*hand

*has

he

helicopter

hello

in

Kay

let

lion

make

man

SO tell WOO

mouse

old

parrot

play

*ran

say

seal

*sit

something

surprise

*tell

they

too

Who

woman

zoo

'Additional decodable word/ Level 4 - T.G. p. 292

- 70 -



The Secret Hiding PlaceRTWEE-6Wiiimals Get to the ZooI Talk to ElephantsPut Me In the ZooAt Home an the Ice

Baby Elephant

The Hungry GoatI Was Kissed Eyy, A Seal At the

ZooHello Elephant

Ginn 360 Level 4 Unit II

Three Boys and A HelicopterBeginning Science With Mr. Wizard

ElakaaThe How and Why, Wonder Book of11. mwomi

The Big Book of Real Helicopters -Helicopters; How They Ply

- Bennett, Rainey- Elting, Mary- Livingston, MyraLopshire, Robert

- Miller, Patricia and$ ligman, Iran L.

- Mi. at*, Patricia andSeligman, Iran L.

- Mills, Alan- Palmer, Helen

- Wahl, Jan

- Agle, Nan H.:- Herbert, Don

- Highland, Haro

Ginn 360 Level 4 Unit III

The Little Red HenThe Happy. Lion's Quest

__The;rELEABook of Animal FablesAesop s PiaesJourney Cake,.HplFoolish and WiseAesop's Fables

Other Suggested Reading

.510. Hats of Bartholomew CubbinsCurious GeorgeKaty No PocketCamel Who Took a WalkSnowLittle Black, A poxGreen EFgs and HamStop That BallAnn Can FlyLook Out For Pirates1,31.6 JumpWhales GoTen Apples 22 On TopGo Dog Go

Knight, ClaytonLewellen, John

- Berg, 04..an- Patio, Louise- Green, Margaret- Harris, Laura- Sawyer, Ruth- Smith, Nila- Untermeyer, Louis

- Geisel- Rey- PayneTworkov

- Snow- FarleySeuis

- McClintockPhlegervinton

- ElkinPhleger

- Le SiegFastman

-71SUGGESTED LITERATURE

Reading - Level 4


Put Me In the Zoo

Georgie to the Rescue112.41 Bring.A FriendWheels on the ChimneyPetuniaLonely VeronicaLionLittle Black Goes to theBig Black Horse

e Come t1.21.Dolphinsackwar ayThe Cow Who Sneezed

- Lopsh&re, R.

Bright, RobertDeRegniers, Beatrice

- Brown, MargaretDuvoisin, Roger

- Duvoisin, Roger- DuBois, William

Circus -!Farley, Walter- :Farley, Walter- Goudey, Alice- Krauss, Ruth

Level Taught:

Type of Group:

Material Used:

Reaction:

TEACHER REACTION SHEETS



-72-LEVEL 5 -- LANGUAGE ARTS

sts-t tort pogo

*REVIEW SKILLS FROM PREVIOUS. LEVELS KEY: i = initialin = medialf = final

I. DECODING SKILLS

A. PhonemiAnalysis:1. Consonants'

a. ve (f) x (f), ff (f)

2. Consonant Clustersa. tt (i)b. st (i)3. gr (i)d. fr (i)

3. Digraphsa. th (i) asb. th (i, f.

4. Vowelsa. ay (f) asb. a unglided

in the) as in thin, both

in playand glided

4)

d. qu (1)e. pl (1)f. sh (1)g. wh (i)

B. Structural Analysis:1. Graphemic Bases

a. ame, ate, ack, ake, at, an.

2. Possessive Formsa. 's

3. Root Words and Endingsa. Verbs with ed

AM +IMP

Verbs with dc. Verbs with Ingd. Nouns vith es (glasses, boxes)

4. Contractionsa. 'm, n't, 's

5. Syllablesa. Listen for number of .syllables (up to 3)

u. Spelling Patternsa. CVC, CVCe

:T. ecm1721:EnsioN

A. Inferential:1. Identifying with characters and incidents

2. interpreting figurative language

. Making inferencesa. Cause and effect relationshipsb. Character trattsc. Camparironsd. Supporting details

4. Making judgments of worth, desirqbility, accept-

rrYlicting ou'%;comes5.

L.. Lite: a:_

-73.-


1. Classifying2. Recognizing and recalling

a. Character traitsb. Comparisonsc. Detailsd. Vain idease. Sequence


III. LANGUAGE

41

A. Development;1. Syntactical 'Understanding

a. CoMpleting oral sentencesb. Transforming sentencesc. Understanding variety of word usaged. Understanding sentencesell. Create sentences with nouns, verbs and

/ . Pilrases'

B. Expx,ssion:1./ Listening2:' Reading beyond the text3. Speaking4. Writing

C. Vocabulary:1. Developing word meanings

a. New wordsb. 'lords used in directions for independent

exercises2. Recognizing new words

D. Mechanics:1. Capitalization

a. First word of a sentenceb. Names of people and titles (Mr.)

c. Pronoun "I"2. Learn to punctuate

a. Periods - after telling sentences (state-ments) - after "Mr."

b. Question Marks - after asking, sentences(questions)

c. Exclamation Point - after. statements that

exclaimd. Comma - use between day of month and year

-as symbol for pause-as aid to understanding sentence meaning

e. Apostrophe - contractions ('m, n't, 's,

can't, don't, Ben's)singular possessives (Ben's)

Learn to use words correctlya. Bormi7EF the verb be (is-are, am, was-were)

b. Irregular verbs (see-saw, came-come-go-went-gone, ran-run, do-did)

0

- 74 -


(3. "Double negatilpreg" (cdn!t-never)4. Sentence StruotUre-

a. Writes simple sentencesb. Recognizes asking'sentences

5. Learn to write a letter (group project)a. Rogmforce level 4,a and b41 Enbdurage individUal.compbgiUon.

6. Learn to proofreada. Using symbol "P" to indibate error in -

punctuationb. Using symbol "NC" to indicate incomplete

sentences7.. Heading on papers.

a. First name and last names on left Y nd-

side of paper

IV. STUDY SKILLS'

A. Introduce alphabetiAingB; Make a simple m4p----C. LAssignment o.r-items to a predetermined group or

classD. Developing a chart


A. Types of liteiature:. 1. Animal stories

2. Fables3. ?'actual stories4. Folk tales5. lea3.istic fiction

4

B. Graphic techniques in literatuft:1. Relating ,graphic treatment of type to contekit

2. Relating illustration,to literature

C. Reading varied literary forms:1. Poetry2. Prose

D. Writer's Craft:1. Author's style2. Mood3. Plot- and character development4. Setting5. Theme

VI. CREATIVITY

A!

A. Before the Reading Experience:1. Awareness of a problem to be solved2. Building onto the individual's or group's

existing kdbwledge

s

1

r.

- 75 -

LEVEL 5 -- LANOUAGE ARTS (eont'd)I

3. Confrontation with ambiguities and uncertain-tiesCuriodity and wanting to know stimulated

5. Heightened anticipation and expectation6. Predictions from limited information

B. During the Reading Experiinee:1. Awareness of problems and difficulties heighten-

ed i

2. Predltlons from limited information required3. Visua ization encouraged

C. After the Reading Experience: F f

1. Digging deeper, going beneath or beyond theobvious

2. Elaborating what is read3. Familiar made strange or strange made familiar4. Manipulation of ideas and objects encouraged

'5'... Multiple hypotheses encouraged6. Paradoxes confronted and examined7. Possible cause and effect consequences called

i.forSkills for finding out identified and encouraged

9,. Transforming and rearranging information

VII, MATERIALS

A. Required - Ginn 360:1.. Mal I Come In? .

a. pupil's textb. Teacher's editionc. Basic Card Set II'(Levels 5 a-.1 6)

d. Self-Help Activities (pupil's and teacher'sedition) 4

e. Skills Handbook (pupil's and teacher'sedition)

Alternate - with Approval of Reading Department:1., Programmed Reading (Sullivan)2. Scott, Foresman

B.

C. Supplementary Materials*(optional) use only ap-propriate pages as relate to Level 5 skills.1. Ginn Word Enrichment-Progimm.(Levels 1-7)

2. Modern CurriculUm Press k A (B,C)'3. Lypns & Carnahan The Hew Pho as We Use

AstB, (Dv E, F)Barnell Loft A (B; D, E, F:

5. *Continental, HiYesolenn - Duplicating Masters6.. SRA Kite - Word Games7. Scholast.:.c Indlyldualized Reading tit

8. EDL Cor:z.clled Reader and Language Master9. Library - filmstrips and tapes

10. Teacher made materials11. Can You.lmagine? (creativity Idea Book)

*Refer to Supplementary Materials Index.

-76-LEVEL 5 -- LANGUAGE

12. Spelling Booksa. Noble and Noble

Orangeb. Scott, Foresman.

Book 1

ARTS (cont'd'

Spell/Write - Level 1

Spelling Our.Languap

c. Hanna & Hanna Power to Spell - Grade 1d. McGraw Hill Basic Goals in Spelling -

Grade 1e. Ecionomy Co. Continuous Progress Spelling

Kft13. Language Books

a. Harcourt, Brace & World Roberts Seriesb. Scott, Foresman Language and How. To tse

It .- Grade 1c. Laidlaw Experiences In Language Book 'l

d. Holt, Rhinehart & ainston Inc. Arts andSkills in English - Book 1

14. Handwritinga. Scott, Foresman WritinglOur Language

15. Enrichmenta. Gamesb. Merrill -L Phonics Skill/Text - Book A

tapes and workbookse. ?ixie Dictionary

16. Reader's Digest Skill Books


A. Required:1. Ginn Achievement Test - Level 52. Langiage-Arts \Test - Level 53. Teacher made tts

B. Optional:1. Informal Reading Inventory (back of teachers'

edition)2. Fountain Valley Teachers' Support'System in

Reading (Pre-test, Post-test evaluation ofskills-tapes)

3. Ginn Initial,ftreening Test4. Gates-MacGinitie Test5. Metropolitan Achievement Test

- 77 -

LEVE1. 5 -- EVALUATIONLANGUAGE ARTS

NameA. Initial Word Parts

Write the"letters needed to make the words you hearcomplete.

1. " in.

6. een

2. In 7. eet

3. ab 8. ing

4. ate 9. en

5. ame 10. . ip

B. Final Word Parts

Write the letter or letters-needed to make the wordsyou hear 'complete.

1. gru 6. to

2. bo 7. work

3. 1i 8. box

si 9. help

5. pl 10. surprise

C. Vowel and e .;artier

Use the vowel a alone or with the e marker to complete:the words you hear.

1. m. d

2. h t

3.

4. LE72

C

5. t p

6. n_n_,

7. C m

8. 1 k

Name

-78-LEVEL 5 - EVALUATION

(cont'd)

D. Vowels

Write the letter that stands for the sound heard in themiddle of each word.

1. b d 5. b g

2. 6. p. t

3. h n 7. h t

4. 1 t 8. c t

E. Syliables

Write 1r 2.1 or 3 In each blank toof parts you hear in the word.

indicate the number

1. 6.

2. 7.

3 8.

14. 9.

10.

F. antractions

atch the contractions with the words.

cannot

I am

1. she's

2. can't

3. here's

4. he's

5. letic

6. I'm

she is

he is

here is

let us

C. Punctuation

Write" . , or Fri at end of sentence.

1. What woik are they doing

.0"

2. SoMe animals can hide from danger

3. Can you see the elephant 7-7

Name

-79-LEVEL 5 -- EVALUATION

(cont'd)

G. Punctuation (cont

4. He looked at Penny0111111.=

5. We will find boots for James r7

H. Study Skills

Find one way in which these words are alike. Choose thebest heading for each group of words and write it in theblank.

Animals 7FR75177

(1....armommmi

man sealMother duckKen turtleDad dog

carballoon.spaceshipbat

frog Pennybear Patratbit JamesCoat boys

I. Capitalization


1. we looked for you.

2. find mr.pine.

3. here i come.

4. the boy saw sam.

5. but i have a name for a dog.

- 80 -.


A. Initial Word Parts

Write the letters needed to

Teacher copy

make the words complete.

1. grin 6. queen

2. trip 7. sheet

3. stab 8. thing

4. plate 9. EEen

5. frame, 10. whit'-

B. Final Word Parts

Write the letter or letterscomplete.

needed to make the words

1. gruff 6. tack

2. both 7. working

3. live 8. 'boxes

4. six 9. ) helped

5. play- 10. surprised

C. Vowels and e Harker

Use the vowel a alone orthe words you hear.

with the e marker to complete

1.2.3.4.

madehatcaptape

5.6.7.

-8.

pancamematelake

D. Vowels

Write themiddle of

letter thateach word.

stands for the sound heard in the

1.. bed bag

2. cap pethat

4. let cat

E. Syllables

Write 1, 2, or 3 in each blank to indicate the number

of parts you hear in the word.1. hop (1) 6. under (2)

2. Cunningham (3) 7. something (2)

3. hopper (2) 8. bridge (1)

4. troll (1) 9. only (2)

5. grasshopper (3) 10. into 12)

F. Contractions

1. she's2. can't3. here's4. he's5. let's6. I'm

stir iscannothere ishe islet us: am

-81 -

LEVEL 5 -- EVALUATION (cont'd)

G. PunctuationTeacher copy

1. -What work are they doing ?

2. Some animals can hide from danger .

3. Can you see the elephant ?

4. He looked at Penny .

5. We will find boots for James .

H. Study Skills

/People Animals Toys

man seal earMother duck balloonKen turtle . spaceshipDad dog bat

Animals People

frog Pennybear .Pat

rabbit Jamesgoat boys

I. Capitalization

1. We looked for you.2. Find 4r. Pine.3. Here I come.4. The boy saw Sam.5: But I have a name for a dog.

o

-82-SMOUTED SPELLING LIST

LEVEL 5

all helping nine thenants $ hen now thereasked her of things*back there's oh timebag he'd on townballoon home out toybe *hot pen tracks*bed house penny trapBilly houses people treeboots I'm pet tripboxes into Pete underBozo it's 'Pig up_bridge Jack pine waitbugdings Jean p e's waitedcalif. jet ying walk

*caphe *jump. policeman walkedCarlo jumped purple walking

*cars just put wantedcity Ken quack wants*comes know raccoon -. awas

country last *red waylate saw *went.didn't

doing *likes shave *w redoll live *she wh t'sdown lived she's_ wheeating lives ship where

*far looked signs ( whist e

find looking six whist' d

finds lost sleep . who's

finiph machine sleeping 'why

fiverfix

*mademay

'snow,

somewigwithout

follow *men space wolf

food Mike still work

girls mixed 'store worked

going mop street workingitood*got

Mr,*much

'surprised*take

yellow

grass *my talesgreen name ten

*have ni..w thankhelped night them

*DolchAdditional decodable words - Level 5 T.G. p. 289.

Ginn 360 \Level 5

The Bear CubPii7n-ITWIeWoodsUrcrwirig UF-snow Tractset s' Go to the Desert

Stripes arid" ND-Fitsla rig": of tlephants

Animal firacksREFEBas Are the Brightest

PeopleThe 'Prue Book of Animal Homes

TFtre' nook o MIT)Hahfl---TNU'Atorld of tE7 RaccoonFTizgaOTNET5iFe Retentive6ae Through the ForestSee Through the JungleJunior Science Book of ElephantsAre' Camoufla0Who Knows When Winter GoesTHT Rabbit Story

Ginn 360 Level 5 Unit II"The Little HouseThis Is A TownWhat Canou Do With A Shoe?Lasy..Tommy Pumpkin headRobert The Rose llqrseLost And FoundWhat Does It Do and How Doer

WhFis Nkilace .

Bathroom

l!qpIe 110 The CityTtlrevell-ro had GladeWe qve Ir. T1, ci4;71.This Is New filyrKZ16 Boy, dcuntry BQXLe't's Look 'Or.der the C tySimple Machines and Ho- They

Work"i.One, Two, Where's Mx Shoe?.tilke Flanigan and His Steam.ShoveI

Machines

-83 -

SUGGFSTED LITERATUREReading - Level 5

Unit I

MVP

Clarks. AnnEberle, IrmengardeFritz, JeanGeorge,JeanHuntington, HarrietIpcar,-DahlovLindpop, EdmundMason, GeorgeNorth, Sterling

Podendorf, IllaPosell, ElsaRue, LeonardSchoenknecht, CharlesSelsam, MillicentSelsam, MillicentSelsam, MillicentSheldon, WilliamShuttlesworth DorothySimon, M.Tresseit, Alvin

Burton, VirginiaCurren, PollyDeRegniers, BeatriceDuBois, WilliamHeilbroner: JoanHitte, KathrynHoban, Russell

-Knight, Hillary- Krauss, Ruth .

O'Brien, RobertPaull, GraceFeet, BillRay, BertSasek, NiroslavSchlein, MiriamSchneider, NinaSharp, Elizabeth

- Ungerer, Tomi- Burton, Virginia

- Victor, Edward

Ginn 360 Level 5 Unit IIIKnow What? :10, What? - Baum, ArlineThere's An Elephant in the Bathtub- Bradfield, Roger

- 814

SUGGESTED LITEBATUREReading - Level-5

The Country Noisy Book1175-6k of .41milRidalesTR-bra 101 in the Clock BoxM ;ing,A rend?T-ReEd ignsThe-MYSter of the Gate SignVIE

s. Aedarrity's PepyermintSweaterHarold 4nd the Purple CrayonRaroTd' Trip to the Sky17-/t b ue As A-Wifferfly?RanWai766,E-All Sizeiraf NoisesWin-NERer Hors elThe VeirffiFiTTEinrsrho fiook THT'tarmer's7' ere The Are

JumpersY-67 r(567 Ridiculous (Said the

hinoceros to the Hippopotamus)

Ginn 360 Level 5 Unit IVThe Dig, Big BoxUify6-cre5TGTEisfirly-WITF

WillieThe BundiV-BookTiEME-Iiiwse-is William?

..fiFE-637i---

Wii-a71-77.,u Do With A cocket?

Peter's Tet ?am Andy.

-

And), Aifd His Fine FriendsItt e PJppy Who-WEEted A aiTy

Is-Stts:doi Here?

1.1

Ginn 260 Level Li unit V

Ti m:: For Fairy Ta;Jd.-6.njerellaacti A Mou,;(-I

T. Plenty and Fiddler Dan&.47F1501IB-h 1:isTierxi7n1114 r5r, The-boy, and The Donkey'NW niS,-ETIFFerfire` Ifouse'Tnat Jack Builtae Old Woman and 14.,:ni-rrg

'TI B" WTI' and tili-Sifin-LittleKidsThiFibles of Aesop

essl

- Brown, MargaretCerf, Bennett

- Craig, M. Jean- DeRegniers, Beatrice- Funk, Tom

Friskey, Margaret_- Hoff, Syd

- Johnson, Crockett- Johnson, Crockett'Kalusky, Rebecca

- Klein, LeonoreKuskin, KarlaLatham, .Jean LeeMerrill, JeanNodset, JoanSendak, Maurice \Seuss, Dr.Udry, Janice

- Waber, Bernard

- Adam, arbaraAme 2 Jocelyn

wart, Joan Potter- Keats, Ezra

K..causs, Rull- Kuskin, KarlaLopshire, Robert

- 7i:11rTlam, UweProvenson, A.

- So2aridao, INoirahSI;einer, Charlotte

- Thayer, JaneThayer JaneUdry,. Janice

- Weil, Lisi

Pruthnot, May- Brown, Marcia- Brown, Marcia

CiaTIgii, John- Elkin, Benjamin- Evans, Katherine- Farjeon, 7.1eanor

Galdcne, Paulflaldone, Paul.Grimn, Ja::ob

- Jacobs, Joseph

0004'-SUGGESTED LITERATURE 1°

Reading - Level 5

Anthology of Children's Literature -Ulant JohnPeter Off- The Wolf -The Biro- MT and The Elephant

Other Suggested ReadingThe Steadfast Tin SoldierMaffeline in LondonMbar and-The ProfessorTH5glaW:h6ERVitch

31-1/:(;':

boats onMouse

TheCurious

Wonderfulst A Medal

Harry The Dirty Dog_

Johnson, EdnaLobel, ArnoldProkofieff, SergeQuigley, Lillian

Andersen, HansBemelmans, LudwigBrunhoff, Jean de

- Embry, Margaret- Flack, Marj_rie- Flack, Marjorie

Ipcar, Dahlov- Rey, H. A.- Zion, Gene

MFffabbit and The Lovely Present - Zolotow, Charlottetittle Black, A Pon1tLittle Black Goes To The CircusBig Honey HuntKing's WishBike LessonSam and The army_Story cif f---pcBook of lajdlesFenn P 7exts1 Book of LaughsFIFF677Tddle-FaiT 4.211".1 f. 47ennedy.

Storiesehce There tizaA Dog

a.s17-TendLy 31rds

61.1cP ThiTe7W21 In Eler1_Mt

Fcll,'am and Tht 5,39.11 AntTi! e Woods

.. Farley, Walter- Farley, Walter

Berenstatn, StAnleyr- Elkin, B.

Berenstain, Stanley- Eastman- Prunhoff- Cerf, Bennett

Cerf, Bennett- Cerf, )3TIne1 ;t

- White, N. 8.Dolch, E. W.

- Dotch, E. v.- %Art, E. w.- Mers, C. W.

Dolche S. W.dolt "L E. W..Dolchs U. W.

- Dotehl V. W.- Mitch) C, 114

Level Taught:

Sj

TEACHER REACTICO SHEETS

Type of Group:

Material Used

Reaction:

0

This sheet is to be completed at the end of the level and


LEVEL 6 -- LANYOAGE ARTS

*REVIEWSXILLS FROfl PREVIOUS LEVELS

I. DECODING SKILLS

A. Phonemic Analysis:\/1. Consonants,\ a. c followed by e, i; y°= s sound (i. m. f.)'12. Consonant Clusters

a. sm (1), b-1 (1), nd (f), n't Cr), st (f)3. Consonant.Digraphq a. eh (i.f.), sh (0, tch (f)4. Vowels\ a. ar (car) iu (nut) -aw (saw) .a (all) o-e

(home) o (no). ob (moon) 6o (took) 'a (not)

\B., Structural Analysis:t.

1. Compound words2. Contractions-

a. .1re ..- theyb. '11' .- I'll

3.1 Graphemic Basesa. ake, alk, all, an, and, at, ay, ell, en,

b Ike, Ire, ing, ang, ung; ink, ish, og,op, ook, ug, un

4. Root words and endings\a. Verbs with s, ed, ing (helps, helped,

\helping)

\b. Plurals with s (books)

cd

. th ending following a numeral (6th)

i . Double final consonant when adding ed, ing.

(stopped, stopping)5. pelting Patterns

4. CVCe (cake)0. CVC (cat)e. CCVC (stop)

6. Syllabicationa+ Rule No. 1 - compound words may be divid-

ed- for decodingbl. Listening for number of syllables in a

word (1-4)

KEY: i = initialm = medialf = final

II. COMPREHEN4ION

A. Infereintial:1. Idientifying with characters or .;idents

2. Interpreting figurative languagl3. Making inferences

Cause and effect relations112:,5

b.' Character traitsc. Comparisonsd. Main idea:7e. Sequence

- 87 -


f. Supporting detailsMaking judgmentsa. Adequacyjand valid tyb. Vorth; desirabilit, and acceptability

5. Predicting outcomes6. Reacting to t'he author's use of language

6. Literal:1. Classifying2.. Recognizing and recalling

a. Cause and effect relationshipsb. Detailsc. .Sequence

,3. Summarizihg

%Jr

LANGUAGE

A. Development:1. Syntctical understanding2. Word and phrase analysis

B. Expression:_o1. Lkterrnig2. Reading beyond the text3. SpeakingY.. Writing

C. Vocabulitry:1. keveloping word meaninsf

C ..Antonymsb. FreqUently used words0. New wordsd. Words used in/directions for independent

exerbilp2. Expanding vocabulary

a. Solving word puzzlesb. Using descriptive words for clear expres-

sionc. Using different words to express the same

ideaU. Using words in more than one way

3. Recognizing new words

D. i.iechanies:1. Learn to capitalize

a. Names of days of weekb. Beginning word of a senter!..c. Propef names and titles WI .1)

d. Names of streetse. Titles of storiesf. TIe word "V

2. Learn to punctuatea. Periods - after statement

tences) - after Ur. andsen

...""""

1*

;4A

- 88fE

LEVEL 6 -- LANGUAGE ARTS (cont'd) 05X41 141"

-after numbers used for a.listb. Question mark - after an asking sentencec. Quotation mark -.recognize the use in

direct addressd. Exclamatkon point - recognition after a

sentence that exclaimse. Comma - after:,greeting and closing of a

letter-between day of month and year

f. Apostrophe - in forming contractions-in forming singular possessives

g: Underline - for titles of,booksLearn to use words correctlya, 7.eview Level, 5 usageL.., Forms iof the verb 122, is, are, was, were,

has have had, yzIlc. irregular verbs; see -saw, run-rpmd. "Douiae negatives!' cant -never - (avoid)

e. :'arcing self last4. Learn to'use correct sentence structure

\a. Difference beten telling and. askingsentences

b. Difference between phrases and sentencesc. Writing simple telling and asking sen-

terices5: Learn to write letters

a. Correct letter form.- -date, greeting) body, closing and sig-

natureb. H:nds of letters

-friendly, children write letters tofame member or friend

-invitations, children invite parents or'another class tb a prograh-thank you, childiven write thank you notes

to a rocm mother for a party and to a busdriver for ta ing them on a field trip-get well, children wriee to classmates orteachers who 4ze sic':

6. Ldarn to proofread 'a. 7.einforce previous symbolsb. Introduce symbdls sp, Is)c. T7se.other symbols from chart as needed

7. Learn to recognize a paragraph 4n 'rant

8. Correct heading on paperIV. STUDY SKILL

4

A. Locational:1.--;:lphabetical arrangement - init

2. Dictionary - Ficture and begins.

!unction3. Rapid reading for specific info.r4. Suggested references to resouri.

L letterand their

.tionooks

4.


BP Organization:1. Assignment of items to a predetermined group

or classa. recognizing and putting in order days of

the week2. Determination of a class for a given group

of items3. Development of a chart4. Summarizing of major points and events


A. Types of Literature:1. Essays2. Fables3. Folk tales .

4. ;Myths and legends

B. Graphic TecLniques in Literature:1. Relating illustration to literature2. \Relat;ing print to literature

"

Reading. of Different Literary worms:1. Play

D. Writer's Craft:1. Author's stylec. Mood3. Plot and character development4. Setting5. Theme

VI. CREATIVITY

A. Before the Reading Experience:1. Confrontation, with ambiguities and uncertain-

ties2. Familiar made strange and the strange made

familiar by analogy3. Heightened anticipation and expectation4. Looking at something from several different

points of view5. Predictions from limited information6. Provocative questions7. Taring the next step beyond whtti is known

8. Tasks structured only to give c1ufts and

direction

B., During the Reading Experience:1. Awareness of problem3 heightened2. Continued heightening of anticipaLion and

expectation3. Encouragement of creative and constructive-:-

rather than cynicalacceptance of limita-tions


4. Exploration of mIL:sing elements5. Juxtaposition of apparently irrelevant ele-

ments6. Ongoing predictions from limited information7. Surprises heightened and deliberately used8. Visualliation of places and events

C. After'the Reading Experience:1. Ambiguities and uncertainties played with2. Constructive response encouraged3. Digging deeper, going beyond the obvious4. Elaborating .what is read5. Future projection encouraged6. Improbabilities entertained and multiple

hypotheses encouraged.7. Taking the next step beyorid what is known8. Testing and revising predictions.

Transforming and rearranging information

VII. MATERIALS

A. Ginn 360 required:1. Seven Is Magic

a. Pupil text-b, Teacher's edition of textc. Skills Handbook (workbook) pupil and_

teacherd. Se1S-help activities - pupil and teacher

e. Ginn Basic Card Set II (Level 5-6)

B. Alternate Reading - approval of Reading Department:

1. Programmed Reading - Sullivan2. Scott, Foresman Series

C. Supplementary materials* optional - use only appro-priate page rat related toLevel 6 skills:I. Ginn Word Enrichment Program - Levels 1, 2, 3,

4, 5, 6 t.

2. Modern Curriculum Press - Phonics UorkbookBooks A, B, C

3. Lyonsand Carnahan - The New Phonics We Use

Books A, 13, C, D, E, F, G4. Barnell Loft - Specific Skill Series - Books

A, B, C, D, E,5. Continental, Hayes, Jenn Duplicating Masters

6. SRA Kits - Word Game, Reaping Kits (Ia, Ic)

7. Scholastic Individualized Reading Kits

8. EDL Controlled Reader and Language Master

9. Library - filmstrips and tapes

10. Teacher made materials11. Creativity Ideabooks (:!yens & Torrance)

a. Can You Imagine?b. For Those Who Wonder

*Refer to Supplementary Materials Index ".

_ 91 -


12. Spelling booksa. Noble and Noble - Spell/Write - Blueb. Scott, Foresman'- Spelling Our Language

Book 2c. Houghton, Mifflin - Power To Spell -

Book 2d. McGraw-Hill - Basic Goals In Spelling -

Book 2e. Economy Company - Continuous Progress

Spelling Kit13. Language books

a. Harcourt, Brace and World -:Roberts EnglishSeries - Book 2

b. Scott, Foresman - Language and How To UseIt - Book 2

c. Laidlaw Experiences In Language - Book 2

d. Holt, Rhinehart & Winston - The Arts andSkills of English - Book 2

14. Handwritinga. Scott, Foresman - Writing Our Language -

Book 215. Enrichment materials

a. Gamesb. Charles E. Merrill - Phonics Skill Text -

tapes and workbooksc. ,Dictionaries: Winston - Pixie Dictionary

-World Publication - Rainbow Dictionary16. Reader's Digest Skillbooks

VIII. EVALUATION


2. Language Arts Test - Level 6


B. Optional:.1. Informal Reading Inventory - back of teachers'

edition2. Fountain Valley 'Teachers' Support System in

Reading (Pre-test, Post-test evaluation ofskills - tapes)

3. Ginn Initial Screening Test4. Gates-MacGinitie Peading Test- standardized5. Metropolitan Achievement Tests

- 92


Name Date

A.^ List the days of the yel. in order:

Sunday, Wednesday, Friday, Tuesday, Monday, Thursday,

Saturday.

1. 5.

2. 6.

3. 7.

4.

B. Put these words in A - B - C order:

became, forget, alone, hand, cap

1. 14.

2. 5.

3.

C. Make the contractions for these words:

1. can notes

2. do not

3, is not

4. are not

5. did not

D. Put in the correct word:

1. Here are hr.

6.' had not

7. I am

8. it is

9. he ia

10. she is

Pine Pines Pine-Ti-glasses.

2. is looking for Mr. Bid;.

Bill's bill Bills.

3. This is the green car.man man s mans

E. Match-the words to make compound words:

some :bepolice breadmay mangirt er times

t

F

93LEVEL 6 -- EVALUATION

LANGUAGE ARTS

F. Use correct capitalization:

1. i like mrs. black.

2. tom read the story, grandfather and i listened.,

3. i live on brook street.

4.1 mrs. green shops on monday.

G. Use correct punctuation:

1. Mr and Mrs Brown are at home

2. Do you have a pencil

3. Ny birthday is on May 7 1972

4. fly favorite book is The Fish That Got Away

H: Put the correct word in the sentence:

1. There four books here.is are

2. She here yesterday.was were

3. We two dogs.has have

4. Jim the lost dog.see saw

a 5. like to swim.He and I I and He

6. went to the park.I a_d Sally Sally and I

7. I can't . get my work done.ever never

8. I haven't crayons.any no

oI. Write two telling sentences:

1.

*ft

2.

914

LEVEL 6 -- EVALUATIONLANG', AGE ARTS

J. Write two asking sentences:

1.

K.' Spell:mg Words

1.

2.

3-

4.

C.

78.

9

10.

LEVEL 6 -- EVALUATIONTeacher copy

A. Days of week:

1. Sunday 5. Thursday2. Monday 6. Friday3. Tuesday 7. .Saturday4. Wednesday

I

B. A - B --C order:

1. alone2. became3. cap4. forget5. hand.

C. Contractions:

1. can't2. don't3. isn't4. aren't5. didn't

D. Correct word:

1. Pine's2. Bill3. man's

2. Compound words:

1. sometimes'2. policeman3. maybe4. gingerbread

F. Capitalization:

1. I like Mrs. Black.2. Tom read the story, Grandfatheis and I listened.3, I live on Brook StreFt.4. irs. Green shops on Monday:

G. Punctuation:

1. nr'.1. and Mrs.. Brown are at home.

2. Do you have-a pencil?3. My birthday is' on May 7.2. 1972.

4. My favorite book is The Fish That not .f.way.

a

6. hadn!t.7. I'm8. it's9. he's

10. she's

44

SP


H. Correct usage:

I. are2. was3. have4. saw

I. Write two telling sentences.

J. Write two asking sentences.

K.

Teacher copy

5. He and I6. Sally and I7. ever3. any

Spelling`- dictate ten words using the following vowel

patterns:

1. CVCe2. CVC3. =X

- bite, cake, Pete'- hill, hen, hat , hot, nut- stop, blot, chip, smell

1

aboutaboveagainagoairalonealonganAndyanotheranswerapartmentapplesaucearen't*aroundasasleepbaba nBa ryba ketbeautifulbecameLeen

gq. *beforebird.birthday'

*blacicblac0.rdblastblazeblew*blueboatsbrothersbulldozerbus

*bycanyoncapcarrycatchchildrenchopscoatscomingcool*could

Dolch

-97-

SUGGESTED SPELLIMril LIST

LEVEL 6

Couldn'tcreamcutDandaydaylightdesertdigdirt

'cdoesDonDonnadreameacheagleelvesevereveryeveryoneeverywHerefacefair:Tarfarmerfasterfellfencefifthfire*firstfishflakes

*flyforgetforgotfourfourthfreckle:).

friendsgo me

garden*gavegettinggoneGrandfatherGrandmothergray*nad

hadn'thamsterhandhappyharbor*hashathavingheldhelpers*herwhimThishorses*hothow

inside*keen

landlaughed,layleatherleaveleftletter

*lightlightslonglongerlumbermagicmail*manymaybemilkmoonmoremorningmountain

*mustneedednelspapernextnoiseo'clock

Additional decodable words !Jewel 6 T.a. p. 350

r.

V*

*off*once*oneorother

*ouroutsdeovorowlpairsTenpapIrparachutepart,

pastPatpenguinpictureplaceplan*please..pondporkpostcardprettypushedradio*readreadyremember

*rightroadroadbedrocketrocksrollrolledrollersroofrooster*roundsangSaturday

scarecrowschoolsecondseen

- 98

SUGGESTED SPELLING UST

LEVEL ..6

3

'seesawgseven__shaving:shgep.sheetshoemakershoesshop

'. shortyshovels

sights.signssitssittingskysleepy

*smallsmilesMokesnowballs

*sosoftsoftlysomedaysometimes

*soonsOlashedsplashingspringstakesstationstaystepsstoplightstoppedstrangesummersunSundayswantagstalkedtalltartelephonethan

-their

Additional decodable woris 7,eve1

1361 Mtn 101101011.

thinkq:Alight*threetired*todaytonighttooktop .

tricktrucksT.V.

*twounhappy*us*warm*washwat&hedwaterwaved

4 weAtherweatherman*wellwetwhatever*which0whltewifewildwindwingswinterwise

wokewolfwon'twoodsworkersworkmanwould

1h/ouryou're

T.0. p. 350

44,

8

-1-

99 -

SUGGESTEWLITERATUREReading - Level 6

Ginn 360 LeVer-6-1-Ontta

Visit to the HospitlHospital HelpersTEE Birthday Pirty'067den Hamsters.Tho First Book of LipermarlAes

Henri; -

Ginn 360 Level 6- Unit _3I

. Our Friend the ForestTh frttle House.The S:yscraperLinda's Air-Mail LetterBar: cons: From Paperbags to

Skyhooks°George Washiniton)and the First

Balloon E211114,At TIA AirportA Wak In the ,CityA ESL pityAll Around The Town,Saturday Walk

Ginn 360 Level 6 .Unit

Snowy pay,A Friend is Someone Who LikesYou:7.

Let's Be EnemiesUR78ummer ay.Sun al

III

Ginn 360 Level 6. Unit rliN

'Noise in the NightTime For PoetryNight's Nice .

The Peterkin Papers.The Little .01d ',:oman Who Tjoed

Her HeadV Is 'or VerseWho Took The Farmer's Hat?

CP

vTho Lives in This HouseOne Is Good, But Two Are

Better

Linn 3re Level 6 Unit V

Follow The RoadA Book of Moon Rockets For

You

Chase, Franelne- *Chase, Frahcine- 4ratass, Ruth_

im, !Torbert- l3endick Jeanne- Vcgei, Ilise-Mars.

L , Patriciarton. Virginia_

Liang, len- Bells:Norman- Burchard, Peter

Lindplop,_ Edmond

- Colonius, Lillian- Dawson, Rose- Grossbart, Francine- McGinley, Phyllis- Wright, Ethel

- Keats, Ezra- Anglund, Joan

- Udry, JaniceLenski, LoisTresselt, Aivin

- Alexander, (Anne

- Arbuthnot, May- Emberley, Barbara- Hale, Lucretia- Newell, Hope

Ousley,Nodset,

- Blough,- Slobodkin

Odille

\'

JoanGlenn

Tresselt, Alvin- Brnaley, Franklyn

- 100 -SUGGESTED ..,ITENATURE

Reading - Level 6

A Book of For YouOuter Space: A no67.-Uo Begin OnWhen I TETTo The Moon.Space,74Fhabet

Ginn 360 Level 6 Unit VI

Brownies-HushStory and Verse For ChildrenEnglish Fairy TalesAecop's Fab3esAnfhology of Children's Literature2nm, 3angs and oonshineThe Long-Tailed Bear and Other

Inhian LegendsCoyote Tales

Level 6 Other SymEted Readiric

Meet GeorSe WashingtonMeet Abraham LincolnAnimals Do The Strangest ThingsGood Tiger

- Branley, Franklyn.Holsaert, Eunice --

- Lewis, Claudia- Zacks, Irene

Adshead, Gladys- Huber, Miriam- Jacobs, Joseph- James, Thomas- Johnson, Edna

Rojankovsky, F.- Belting, Natalia

- Thompson, Hildegard

Cat in The Hat DictionaryMagic PaintbrushCharlotte''s WebUpsi('e Down Day

Bennett Cerf's rook of Animal RiddlesOld :losie4ore am StoriesFont StoriesTrain to SpainIrish StoriesFound, One Orange Brown HorseWho's Who In The MirrorKing, Mice and Cheese

Biner, BiggestBeef StewA Big Ball of StringAmy's DollBarto Takes the SubwayKatie and the Sad NoiseTen In A Familyi:avaho StoriesRunaway Flea CircusA Pir For Tom,Cathy's First School ,Pueblo Sto :lesFox In SocksThomas Alva EdisonFlorence NightingaleFar East StoriesAmiable Giant'.Bears On Hemlock Mountain -

.Crow BoyFive Chinese Brothers

f

I

Level Taught:

tType of Group:

iaterial Used:

Reaction;

C


a

r.



00/

- 101 -

LEVEL.7 -- LANGUAGE ARTS

*REVIEW SKILLS FEOM PREVIOUS LEVELS

DECODING SKILLS

SES1COP1 Ott.911

KEY: i = initialm = medialf = final

A. PhOnemic Analysis:1. Consonants

a. E followed by e, I = j sound2. Consonant Clusters

a. br, cr, dr, el, gl, fl sl, 3n, sk, (i,f.)

3. Consonant Digraphsa. kn (i), mb (f)

4: Vowelsa. ar (dollar), ear (learn), er (her), it (bird),

or (for), ur (fur), ar (car), a (apron), ai

(pail), oa (boat), ou (out), ow (cow), ow

(snow), y (baby)

Structural Analysis:1. Compound words with self2. Graphemic Bases

a. ail, ound unk.words3. Root .words and endings

a. Final e replaced by first letter of suffix

Inab. rlurals with es: (x, sh, ch tch)c. Suffix er as agentive (teacher)

d. Suffix er in comparativese. Suffix er with final consonant letter of

root word doubledf. Suffix est in comparativesg. Suffix ing in words of the CVCe or CCiOe

* spelling patterns (taking, shaking)

n. Suffixes: ly, y'i. Understanding term suffix

.4. Spelling Patternsa. CCVCC (brick)b. CCVCe (shake)c. CVCC (bell)d. VC (it)

5. Syllabicationa. ed adds another syllable when it is added

to wordS-ending in d or t

b. es as a separate syilablg with nouns andverbs

c. ing adds another syllable-when added to a

wordd. Listening for the number of s::11ables in

words (1-4)e. Listeninajoyisllables in words ending in

9. ems,0

f. 7nderlitandiFeterm. syllable

-102- -

LEVEL 7 -- LANGUAGE ARTS (contvd)

II. COMPREHENSION

A. Inferential:1. Distinguishing between realistic and unreal-

istic solutions to problems2. Identifying with artists' and/or authors'

points of view3. Identifying with characters or incidents4. Making inferences

a. Additional informationb. Author's purposec. Cause-and-effect relationshipsd. character traitse..' Family relationshipsf. From experiencesgo From picturesh. From titlesi. Lesson learnedj. "ain ideask., Of humor1. Sequencer. Steps in problem solvingn. Supporting details

5. Making judgmentsa. Conclusions from factsb. Fact or opinions. Solutions to, problemsd. Worth, desirability, acceptability,

adequacy, validity6. Predicting outcomesT. Reacting to the author's use of language and

to artist's work8. Reacting to story events9. Relating to personal experience

10. Understanding Imagery

B. Literal:1. Classifying (time element)2. Discriminating between fact and fiction3. Interpreting/schedules and charts4. Recognizing' and recalling

a. Cause-and-effect relationshipsb. Character traitsc. Detailsd. Main idease. Sequence of events

5. Substantiating main ideas with details

III. LANGUAGE

A. Development:1. Syntactical underdtanding2. Word and phrase analysis

- 103 -

LEVEL 7 -- LANGUAGE. ARTS (cont'd)

B. Expression:1. Listening2. Reading3. Speaking4. Writing

411116,,


a. Antonymsb. New wordsc. Synonymous expressionsd. Words with multiple meanings

2. Expenling vocabularya. Colloquial expressionsb. 7=inding words which express the same

ideasC. words by adding suffixesd. 'recognizing word cluese. Using analogiesf. Using descriptive words for clearer

expressiong. Using different words to express the

same ideah. Using words in more than one wayi. Word imageryj. Word relationships

3. Recognizing new wordsa. Word recognition

D. . Mechanics:1. Learn to capitalize

a. Months of the yearb. Beginning word of a sentencec. Titles - Miss, Mrs., Mr. .d. Names of streets and citiese. Titles of stories and books .

2. Learn to punctuatea. Periods - after statements (telling

sentences)-after Mr. and Mrs.-after numbers for a list ex: 1., 2.

b, Question Mark - after an asking sentence

c Quotation Mark - recognize the use indirect address

d. Exclamation Mark - recognition after asentence that exclaims

e. Comma - after the greeting and closingof a letter-between day of month and year

f. Apostrophe - informing contractions-informing singular possessives

g. Colon - in writing time (4:15)

h. Hyphen - in numbers (twenty-one)

i. Underline - titles of books, newspapers

- 104 - a


3. Learn to use words correctlya. Review Level 5 and 6, usageb. Forms of the verb be: is, are, was, were,

has, have, had, amc. Irregular verbs: see-saw, run-ran,d. "Double negatives" can't-never - (avoid)e. Naming self last "Sally and I"Learn to use correct sentence structurea. Review difference between asking and tell-

ling sentenceb. Difference between Orases and sentencesc. Review the writing of, asking and telling

sentences-5. Learn. to write a letter

a. Correct l tter form:date, greeting, body, closing, signature

b. Kinds of letters:- children write letters to

family r:amber or friendinvitations - children invite parents oranother class to a programthank you - children write thank younotes to a room mother for a party andto a bus driver for taking theilon afield tripOt well - children write to classmatesOr teachers who are sick

6. Learn to proofreada. Reinforce previous symbols taught at

t.a. Level 6b. Introduce - error in Heading - H

-error in Punctuation - P

7. Headings on papera. First name' and last name on left-hand

side of paper-date on right hand side of paper-heading of paper center of the next line

IV. STUDY SKILLS

A. Locating information:1. Finding key words2. Using a dictionary3. Using encyclopedias4. Using a map to locate places5. Using a variety of references

B. Organizing informaticn:1. Alphabetizing - 2nd letter2. Classifying3. Developing a chart4.' Interpreting a chart5. Recognizing and putting in order months of

the year

10- 105 -


C. Uz.Ing visual and Representational Materials. MI" C"NitStt1. Interpreting a time line2. Making a time line3. Obtaining information from illustrations and

slides4. Using a map


A. Types of Literature:1. Essays2. Fable3. Folk tales4. Legends5. Modern fancifill tales6. Modern realistic tales

B. Graphic Techniques in Taiierature:

1. Relating- 11)ustration to the text2. Relating print to story content

C. Reading of Various Literary Forms:1. Play2. Petry3.. Prose

D. Writer's Craft:1. Author's2. Author's3. Author's4. Mood5. Plot and6. Setting

purposestyleuse of language

character development

VI. CREATIVITY

A. Before the Reading Experience:1.' Confrontation with ambiguities and uncertain-

ties2. Familiar made strange and strange made famil-

iar by analogy3. Heightened anticipation and expectation4. Looking at something from several different

points of. view5. Predicting from limited informaAon6. Provocative questionsT. Taking the next step beyond what is known

B. During the Reading Experience:1. Awareness of problems heightened2. Continued heightening of anticipation and

expectation3. Encouragement of creative and constructive-

rather than cynical-acceptance of limitations

- 106 -


4. Exploration of missing elements5. Ongoing predictions from limited information6. Provocative questions7. Surprises heightened and deliberately used8. Visualization of places and events

C. After the Reading Experience:1. Ambiguities and uncertainties played with2. Constructive response encouraged (other ways,

better ways)3. Digging deeper, going beyond the obvious4. Elaborating what'is read5., Improbabilities entertained and multiple

hypotheses encouraged ---

6. Predicting from limited information7. Preding outcomesB. Search f. m.. elvgant sclutions9. Taking the next step beyond what is known

10. Testitw any revisint predictions11. riransfornems and rearrangirg information

Visualizatia of places and events

VII. MATERIALS

A. Required - Ginn 360:1. The Dog Next Door

a. Pupil textb. Teacher's edition of textc. Skills Handbook (workbook) pupil

teacherd. Self Help Activities - pupil and

B. Alternate Reading - approval of Reading1. Programmed Reading2. Scott, Foresman

Supplementary Materials* optional - use onlyappropriate pages as related to Level 7 skills:

1. .Ginn Word Enrichment Program Levels 1-72. Modern Curriculum Press - Phonics Workbook-

Books A,- -Bi C.3. Lyons & Carnahan - The New Phonics We Use -

Books A, B, C, D, E, Ps G.4. Barnell Loft - pultic Skill Series - Books

A, B, C, D, P.

5. Continental, Hayes, Jenn DuplicatingMasters

6. SRA Kits - Word Game, Reading Kits - la, lc

7. Scholastic Individualized Reading Kits

8. EDI, - Controlled Reading Kits9. Library filmstrips and tapes

10. Teacher made materials11. Creativity Idea Books (Myers & Torrance)

a. CTLIquplikel and For Those Who Wonderto SuppleniiiiMatirials Index.ary

C.

*Refer

and

teacher

Department:

C.

- 107 -LEVEL 7 -- LANGUAGFARTS (cone id)

Supplem4ntary Materials (cont'd):12. Sp4ling Books

a.. NoLle & Noble - Spell/Write -,Blueb. Scott, Foresman SpellingOdr Lan ;uage -

Book 2c. Houghton Mifflin - Power To Spell -

Grade 2d. McGraw Hill - Basic Goals in Spellins/ Grade 2fe. Economy Company - Continuous Progress ,t

Spelling Kit - Primary13.. I.Language Books

a. Harcourt, Brace & World -Series - Book 2

b. ERT7 Foresman - Language and How To UseIt - Book 2Laidlaw Experiences In - BookHolt, Rhinehart & Winston - The Arts andSkills of English - Book 2

14. Handwritinga. Scott, Foresman -

Book 215. Enrichment katerials

a. Crossword Puzzlesb. Tamesc. Merrill - Phonics

'workbooks - Leveld. Dictionary

-Pixie Dictionary - Winston-Rainbow Dictionary - World Publishing

16. Reader's Digest Skilibooks

c.d.

Writing Our Language

- Dr. Herr - Book 1

Skill Text - tapes andB

VIII. EVALUATION

A. Required:1. Ginn Achievement Test - Level 72. Language Arts Test - Level 73. Teacher made tests

2

B. Optional:1. Informal Reading Inventory - back of teacher's

edition2. Fountain Valley Teachers' Support System in

Reading (Pre-test, Post-test evaluation ofskills - tapes)

3. Gion Initial Screening Test4. Oates-MacGinitie Reading Test - standardized

5. Metropolitan Achievement Test

1.

V

-108-


Name Date

A. List the months of the year in order:

December, January', March, June, August, October, Septem-ber, Febrilary, May, April, November, July

1. 7.

2. 8.

3. 9.

4. 10.

5. 11.

6. 12.

B. Put these words in alphabetical order:

green, goat, game, glad, get

1. 4.

2. 5.

3. 1111.1MP

C. Put these words under the right heading:

cave, pie, pear,, pig, nest, tent, raccoon, beans, bear

FOOD ANIMALS HOMES"10

1.

2. 2.

3. 3.

D. Use correct capitalization:

1. miss white lives. in avon.

2. mr. evans is coming in June.

3. 1 read the story, the bear says north.

4. mrs. rose is my teacher.

5. my favorite month is august.

1- 109 -


Name Date

E. Use correct punctuation:

1. Where do you live

2. Mr and Mrs nd'are coming .for a visit

3. Dicks dog is brown and white

4. We get out of school at 310

5; John is twenty one years old

6. We saw fireworks on July 4 1972a

7. Do you like to read

\ 8. I read. the book Horton Hatches- the Egg

F. Put the correct word in the sentence:

1. He a cut on his finger.have had

2. I at school.is am

3. She won't tell.never ever

4. went fishing.Bill and I I and Bill

5. Mrs. Smith

6. Ey father

did do

run ran

G. Write 1 telling sentence:

1.

her washlng..

around the block.

H. Write 1 asking sentence:

1.

01"

-; 110 -


Name DateI. Writr, Yes if it is a sentence and No if it is not

a sentence.

01. a little puppy

2. He picked-up the puppy

3 Lucy took a walk

14.

vs,

Saturday

5. next door

J. Write the opposite of each word in the N.ank space:

in, front, night, give, sad, go, open, bad, wake,little

1. stop

2. take

3. morning

4. sleep

5. back

6. big

7. good

8. happy

K. Spelling Words

-1.

2.

3

56.

78.

Name9 k


L. 71,11-1-1. letter:Date

SESICOI 0101

- 112-

LEVEL 7 -- EVALUATION.

Teacher's copy

A. Months of the year

1. January2. February3. !.larch

4. April5. Nay6. June

B. A - B C order:

1. game2. get3. glad4. goat5. green

C. Classification:

7. July8. August'9. September10. October'11. November12. December

1. Food: pie, beans, pear2. Animals: raccoon, bear,3. Homes: cave, tent, next

D. Capitalization:

pig

1. Ni3S White lives in Avon.2. Mr. Evans is coming in June.3. I read the story, The Bear Says North.4. Mrs. Rose is my' teacher.5. My favorite month is August.

E. Punctuation:

1. Where do you live ?

2. 1r2 and Mrs. Brand are coming for a visit3. Dick's dog is brown and white4. We get out of school at 3:10 .

5. John is twenty:one years old 2_6. We saw fireworks on July 44 19727. Do you like ,to read ?8. I read the book. Horton Hatches The E .

F. Usage - put the correct word in the sentence:

G.

.

1. had2. am3. ever

One telling sentenceOne askinv; sentence

L. Bill and I5. (id6. ran

-.113 -LEVEL 7 -- EVALUATION

(cont'd)Teacher's copy

I. Differentiating sentences and phrases

1. . no

2: yes3. yes4. no5. no

J. Antonyms:.

1. go2. give3. night4. wake5. front6. little7. bad8. sad

K. Spelling - dictate eight words using the followingvowel patterns: .-

1*. CCVCC --: brick, crack.2. CCVCe -- shake, white3. CVCC -- tell, aall4. VC -- it, at, of

.-*

L. .Letter writing -- using correct ,corm:

aboardaboveacornsacrossactfraidafter

* againagainstagoahaheadalmost

* alwaysAmyAndyangry* anyanyoneanythingappleAppleseedarmarmloads?rrowsashore* ateattentionattractbanditbangbarberbarked.baseballbearbeavers* becausebedroombedtimebeefbeenbeetlebellbelongedbelowbesids,

* best* better


LEVEL 7

bicycle cider,bit climbedbite cloudblade cloverblame coffeeblock cornbloomed counterblossoms courseblow cowBob coyotebobcat crabbone crashboomed crawledborrow creepingLow crossedbrakes cup .

branch curledbrave dangerbread darkbretakfast datebring deckbroke deepbrook deer*brown departmentbrownstone dinnerbrush dinnertimebugs dishesbuilt divebulbs dockbun a doesburn doesn't* by doghouse'canyon dogwoodcaravan domecare 1 doorcave doorstepchair doughnutschase downstairschasing , driftingcheep dripliedcheer drivechew dropchickens droppedchin drove-ehipmgnks dug %

chipS earschirping Eastchose easychuggihg end

*DolchAdditional decodable words - Level 7 T.G. p. 446

enemiesenough-eveneverythingexactly* fallfamilyfarmfatfeatfedfeedfeelingfeetfieldfillfinefireplacesfitflameflatfleetfliesflingflippingfloatsfloorfloppedfogforestforgetfortforth* foundFredfriskftront,funfurgardengategladgoldengonegood-bygorgegrabbedgrand

SUGGE D SPELLING LIST

LEVEL 7 (cont'd)

grasslandgrazegrewground* growinggruntedgumhadn'thairhandbaghandshangingharderhaven'thayheadheadlightheaphearheardheelsherdhidhighhigherhighesthimselfhitshittinghogsholdingholeshoodhopedhopinghoppedhosehoundhouseboathummedhungryhunterhuntinghurriedhurryI'd* if

1"16441t7teed

inn

isn'tjamjinglesjobjukes'junkkeykeyhole* kindkiss'kitchenknewknifeladderlakelaplaterlawsleaflearnledleftlegslickedlieslinelistenedlitterlizardslonesomelongerlookoutlooseloseslotlowlucklunchlunchtimemarksmaskmeetmicemiddlemilemilesmillmindmine

*DolchAdditional decodable words - Level 7.T.G. p. 446

Mommoonlightmostmouthmovemoving* muchmudmulesmustn't* myselfnarrownearnearbyneckneighborhoodnest

* nevernicenodnoddednorth

. nosenotenothingoakofficeroften

* onceonlyopenedour

* ownpackpailpaintpantsparadeparadingpassed`pathpattedpawpegpickedpigeonspilepinkplant* please

C

- 116 -


LEVEL 7 (cont'd)

polepoorpoppopcornpoppedpotsprintsproudproudlyprowlspuffedPUPPYputtingquailquietlyracedrainraincoatraindroprakedrangrappedratrattlereachrealtyrentrestrimringriseriverroaredroderoofrooftopsroomroperunningrushingsacksadsafesamesatschoolyardseasecretseedsseemed

sentsetshadeshake* shallshineshoot ...0"

shopping,/ !,

shouldshutsidewalksillsister'sittingskatesliceslidsmellssnakesniffedsniffingsoldsomeonesomewheresorrysoundsoupsouthspringtimesqueakedsquirrelsstagstairs -

standingstarStartedstationsticksstomachstoppedstormedstorystovesuchsummertimesunlightsunrisesunsetsummerswished

*DolchAdditional decodable worrls -- Level 7 T.C. p. 446

- 117 -


LEVEL 7 (cont'd)

tail treasure rest

tame treetops whacktap trim wheelsteach trio wheneverteam trotted whileteapot tugged whizzedtears tulips wideteeth twin wind (verb)* tell * two wind (noun)* these umbrella windingthey'll uncle window* those until winkthrew il upon wonderthrough valley won'ttill van wooftin vegetables woretiny * very world* together village worriedtold voice wouldn'ttomorrow wagged yardtooth wake years

torn washed youngtossing week yourself

trade we're .

.

trail weren't

'Dolch

Additional decodable words - Level 7 T.G. p. 446

- 118 -

SUGGESTEDReading

Ginn 360 Level 7 Unit IK-Yriend Is Someone whorikeeLo=11;: minter Friend

pt:ree:V"

;vTytDoDid You Carry the Flag Today,

Charley?The Witch FamilyChinE:Triis and the Due

lt111lrroa3anltgPurple CrayonHail3tones and Halibut BonesA Rose, A Bridge, and &WildMack Horse

LITERATURE- Level 7

You - Anglund, Joan- Baker, Laura- Clymer, Eleanor

Lubell, WinifredMoNeer, May

- Marino, Dorothy- Nodset, Joan- Caudill, Rebecca

Ely Red UmbrellaWhere Is Everybody?The Snowy am.Little Duck Who Loved the RainAbout the Land, the Rain and UsRain DropSplashUmbrellaQuarreling BookWhen the Wind StopsJo-Jo The Talking CrowWho's A Pest?Pocketful of CricketsOtto in AfricaVerohica's SmileGo, R2 E, cia!1122. aaa Rog, and IPatrick Michael KevinHarry and the Lady Next Door

Ginn 360 ,Level 7 Unit II

Acorn TreePaddington at LargeBears on Hemlock MountainLittle Bear's Sunday breakfastMr. Koala Bear .

Little BearFather Bear Comes HomeLittle Bear's VisitThe Seven Remarkable BearsThe gmtg BearAll Falling Down11317 !Ian Bears?ABC BocikMBEhiT-Meadowlark & Brother

Snake

a

- Esteb, Eleanor- Fribourg, Marp-jorie- Graham, Helen H.- Johnson, Crockett- O'Neill, Mary

Zolotow, Charlotte

- Bright, RobertCharlip, Remy

- Keats, EzraMabie Peter

- Shannon, TerryTresselt, AlvinYashima, TaroZolotow, CharlotteZolotow, Charlotte

- Bannon, LauraBonsall, Crosby

- Caudill, Rebecca- du Bois, William- Duvoisin, Roger- Eastman, Philip- Freeman, Don-- Lord, Nancy- Peckinpah, Betty-- Zion, Gene

- Angela, Valenti- Bond, MichaelDalgliesh Alice

- Janice, ?

MacIntyre, ElizabethMinarik, ElseMinarik, ElseMinarik, ElsencLeod, Emilie

- Ward, Lynd- Zion, Gene- Zirbes, Laura- Falls, C. B.Firethunder, B.

- 119 -


Who Is It?Slim GreenRobins and RabbitsWhitefoot MouseHow The Animals EatNature DetectiveWhere the Wild Things AreCrooked ColtDash and DartMrs. Mallarcrs DucklingsCrow I KnowThunder WingsFawn in the WoodsPony for the WinterJonathan's SparrowDeer in the SnowThe DiggersHere Come the BeaversStanleyMy Own Little HouseMousekin's Golden HouseBeaver BusinessUnder the Trees and Through the

BeaversDo You Hear What I Hear?Peep-LoAnother DayTigers iiiThe CellarFeather MountainaLlanl.pi in the ForestTom, s BirdsBir

Gi n 360 Level 7 Unit III

There's Nothing to Do, So Let

rit Be YouCase of the Hungry StrangerA Hero pi MistakeTaro and the Sea TurtlesLondon Bridge is Falling DownFiFiffg BookPunch and JudyFEREtr Hoffne Wide River to Crossho Goes there?ister Fenny

Wish on the MoonGreat Picture RobberyRobert, the Rose HorseFollow the BrookThe Story of Porky Peek

IASI COTS1011011,

- Gay, Zhenya- Harris, Louise- Hawkinson, John- Peterson, Barbara

- Selsam MillicentSendak Maurice

- Anderson, Clarence- Buff,' Mary

Delafield, Celia- Dennis, Wesley- Earle, Olive- Eberle, Irmengarde- Kay, Helen- Mandell, MurielSchlein, Miriam

- Brown, Margaret- Goudey, Alice- Hoff, Syd

Kaune, Merriman- Miner, Edna- Rounds, Glen- Tresselt, Alvin

- Wood, DorothyBarten, Helen

- Castle, Jane- Ets, Marie -

- Fenner, Carol- Olds, Elizabeth- Schick, EleanorSelsam, Millicent

- Wasson, Isabel

\._.

- Berg, Jean

- Bonsai', Crosby- Brennen, AnitaDobrin, ArnoldEmberley, EdEmberley, EdEmberley, Ed

- Emberley, EdEmberley, EdEmberley, EdEts, Narie

- Hader, Berta- Harris, Leon- Heilbroner, Joan- Lathrop, Dorothyraitland, Elizabeth

-120 -


Thief in the AtticThe Poppy SeedsSugar Pear Treepxr glantryls§toryCourane Lel- Sarah NobleWord Pictures of Great NegroesVeronicaAnd Long RememberMr. Apia 2212 FamilyJohnny AppleseedTim All AloneJust MeWho's in charge of Lincoln?Springtime for Jeanne-MarieSwimmyaggray Pigg1ety fopCat that ..221nedthe ClubTEFNo-BarkNo Roses for Harry_THe White MarbleVulcanaNTUTle, The Olde Carflr.' Piper's BusWas Is A TownUFFFUITsloopy/1FR-tomes the Bus!EICFEY-Traplportation

Ginne 360 Level 7 Unit IV

In the ForestPets Around the Worldthe King's ProcessionThe Rice Bowl PetTai -A1 no toolooAlmost Big EnoughThe tmtr-Flower TreeIt's Mine!NulapLy.1 Plays with a CabbageAndrew the Lion Farmerff655flafigTor the Medicine ManTico and the Golden WingsYOTIFfina Februarythat Mary Jo Shaved5/757-Country's-PlagWerge Washington: Father of--7FiTclomGeorge WashingtonThe Red Balloon725176757the CityPET-8TIVFF7kaceThe riste--,_ianin Walk

- Wiese, Kurt- Bulla, Clyde

Bulla, ClydeCavanah, FrancesDalgliesh, AliceDerricotte, EliseDuvoisin, Roger

- Fisher, Dorothy- McDevitt, Jean- Norman, Gertrude

Ardizzone, EdwardEts, Marie

- Fife, DaleFrancoiseLionni, LeoSdndak, Maurice

- Thayer, JaneWilliamson, Stan

- Zion, Gene- Zolotow, Charlotte- Bates, Norman- Burton, Virginia- Clymer, Eleanor- Curren, Polly,

Gramatky, Hardie- Gramatky, Hardie- Haywood, Carolyn

Urell, Catherine

Ets, Marie- Jackson, Kathryn- McCrea, James- Martin, Patricia- Sayers, Frances- Tamburine, Jean- Ayer, Jacqueline- Bonsall, Crosby- DeJong, Meindert- Hall, Donald- Hood, Flora M.Lionni, Leo

- Nes, EvalineUdry, JaniceGeorgiady, Nicholas

- Graff, Stewart- Judson, Clara- Lamoriae, Albert- Paull, Grace- Petersham, ;Maud & Miska- Showers, Paul

- 121-

SUGGESTED LITERATUREReading Level 7

Unit IV (cont'd)deorge WashingtonThe Story o e . S. Capitolhappiest 'DayWill I Have a Friend?may WrgeonotrOUF-VEREIM-Torgto Petunia'samWITIRISlabal2n2YFour-teat CrWiF-TErViTERERWMtErEtle Giant GiiTand the Elf

Thi-Yecret ThreeFun for Chrig---A Wish for Little SisterA 105r Nrit6FKgritTE666BaUTEI5TETIWOZi's to ChinaMEI ReLockettChie & the Sports DmraiffiatTy-I-the Horses(asu tife-35.angersWilla Fa-ng: BrotherBig Sister & Little Sisterbo you Cow WEIEVril -122?

Ginn 360 Level 7 Unit V

The Clean BrookWhere the Broad Brook BeginsOne Wide Riverto CrossThe-Boats on the RiverThe Story About PingJonathan PliYi-With the WindLittle Toot on he ETalesAugustus andthe RiverThe Storm Book--gftlERUnner of the LonghouseTammy Camps OutTile Wee Little ManA Good Knight for DragonsLancing Cloud 0Anton the GoatherderChi munk in the ForestCity RhythmsAn Egg Is For WishingLittle Elk Hunts BuffaloPainted PonyRuns AwayLittle Raccoon and the Thins in

the PoolTimid TimothyMptTOlyte: Crab King

- Thompson, Vivian- We, The People

Clewes, Dorothy- Cohen, M.- Diska, Pat

Duvoisin, Roger

- Hoff, Syd- Justus, May- Lipkind, William- Lovelace, Maud

Minarik, Else

Myrick, Mildred- Randall, Blossom- Ayer, Jacqueline- Hoban, RussellJoslin, Sesyle

- McGinley, PhyllisMatsuno, Masako

- Pender, Lydia- Alobodkin, LouisTresselt, AlvinZolotow, Charlotte

- Zolotow, CharlotteZolotow, Charlotte

- Bartlettpi-Margaret- Bartlett, MargaretEmberley, Ed

- Flack, Marjorie- Flack, Marjorie- Gallant, Kathryn

Gramatky, Hardie- Henderson, LeGrand

Zolotow, Charlotte- Baker, Betty- Baker, Elizabeth- Berg, Jean- Bradfield, Roger- Buff, Mary- Carigiet, Alois- Clymer, EleanorGrifalconi, Ann

- Kay, Helen- McGraw, Jessie_ McGraw, Jessie- Moore, Lilian

- Williams, Gweneira- Anderson; Joy

- 122 -

SUGGESTEDReading

Unit V (cont'd)Tim and LAIscg971a ata.The Fire CatHenry - FishermanTake a Nap. ParryRaii-Too-LittleLobstermanSea CartRS; TOT-RosinaThe Secret-RiverRIae-ETToIU-WIndHide and See R EggThe Secret Hiding PlaceYR 'Piny Little Hoi.1571 firaide a lip05iitamusAittle-Muse of Your OwnThe Doll'inTailiF-TaTe's HouseThe ypsrPaavate TreehouseRrde-iihd SeeTEE'Beach Before BreakfastFollow the SunsetAutumn HarvestWhite Snow,Aright Snow


The Brave Cowboy,7T-can't" said the AntWhy the Sun Was Late-77Red BantamThe Grand MouseBrave pabyfliiihantWhere the Wild Things. AreBelling the TigerAnatole and the CatAnatole Over ParisBrownies Hur ry)Who Was TrickedGeorgie and the RobbersThe Runaway BrownieThe Magic FingerUlespie and the GuardsFly High, Fly LowThe Shoemaker and the Elves

Aver Special HouseA Book to Begin OnOnce A MouseSomething; for ChristmasThe Happy LionWalter, the Lazy MouseMouse HouseCome and Have FunJohnny Lion's Book

LITERATURELevel 7

Ardizzone, EdwarAverill, Esther

-.Brown, Marcia- Chalmers, Mary- Felt, Sue'- Ipcar, DahlovKonkle Jane

- Martin, Patricia- Rawlings, Marjorie- Surany, Anice- Tresselt, Alvin- Bennett, Rainey- Clymer, Eleanor- Croswell, Volney- De Regniers, Beatrice

Godden, Rumer- Sauer, Julia- Weiss, Harvey- Zion, Gene

Kumin, Maxine- Schneider, Herman

Tresselt, Alvin- Tresselt, Alvin

Anglund, Joan- Cameron, Folly- Elkin, Benjamin- Patio, Louise- Freeman, Don- Joslin, SesyleSendak, Maurice

- Stolz, Mary- Titus, Eve- Titus, Eve- Adshead, Gladys- Bowman, James- Bright, Robert- Calhoun, Mary- Dahl, Ronald- Elkin, Benjamin- Freeman, Don- Grimm, The Brothers- Krauss, Ruth- Bartlett, S.- Brown, Marcia- Brown, Palmer

Fatio, Louise- Flack, MarjorieGodden, Rumer

- Hurd, Edith- Hurd, Edith

123 -


Unit VI (cont'd)Kick, Pass, and FunMartha the Movie e-55useFunky.: .Mouse For 4 Ray.Twenty-two Bears75T17.7_1EFEY

UFF1-7 BearLim Bashful BearKoala Bear's WalkaboutLittle Bear's Pancake PartyThe LitEriBiar Who Wanted--FriendsBuzzy Bear Goes SouthNEFFT ire-IF in Thi-VaRienETTEaNSaF-The githErbearTwo Little Bears

Level 7 Other Suggested Reading

Sam HoustonTepee StoriesJan and the ReindeerAdventure at Black Rock CaveGeorge W. Goethalsnals StoriesLodge StoriesRobin Hood StoriesNOUrels Adventures at CampAesopfs StoriesVary's SecretSurprise BalloonThomas JeffersonBirds Do The Strangest, ThingsMeet the North American IndianPlaid CowStories from CanadaAcbert E. Perrygolden Girl.--Amalia EarhartSamuel F. B. MorseAndersen StoriesThe Horse fn the Camel SuitTEE tWan7r. Pine Trie7---flF714111ow:WT's Christmas Treefide Wee Tree's Christmast3T-,st-gF StoriesMI5 POI- Sale.ee GillisAtti6IRFhe WindGillesffe and the GuardsDid You Say Dogs?PiEm Animals

- Kessler, Leonard- Lobel, Arnold- Moreton, John- Bishop, Claire- DuBois, WilliamDurell, Ann

- Goodenow, Earle- Hewett, Anita- Janice- Lowe, Edith

- Marino, Dorothy- Marino, Dorothy- Todd, Zula- Ward, Lynd

Ylla

Cerson, N. B.Dolch, E. W.

- Palazzo, T.

- Lauber, P.- Latham, J. L.- Dolch, E. W.- Dolch, E. W.

Dolch, E. W.- Memling, C.

- Harris, L.- Brock, E. L.- Brock, E. L.

Lisitzky, V.Hornblow, L.

- Payne, E.- Brock, E. L.- Dolch, E. W.- Berry, E.

- Palazzo, T.

- Parlin, T.

- Latham, J. L.Dolch, E. W.

- DuBois, William- Lifton, Betty- Barry, Robert- Hatch, James- Kipling, Rudyard

Slobodkina, Esphyr- Leaf, 7funro- Lund, Doris- Elkin, Benjamin

Paliizzo, T.- ;"anrbeims C.

Level Taught:

Type of Group:

Material Used:

Reaction:

- !23


'This sheet is to be completed olitt the end of the level and


- 124! - AVAILABLEBES1 COM

LE


*REVIEW SKILLS FRON PREVIOUS LEVELS KEY: i = initialm =.medialf mg final

I. DECODING SKILLS

A. Phonemic Analysis:.1. Consonant Clusters

a. 'ft (f), sp, str, pt, squ, pr, spr, sw, sc,it, scr, tw, mp

2. Vowelsa. igh (nigLt), y (fly), ie (tie), ea (head),

ew (new) , ew (few)

B. Structural Analysis:1. Compound words (hyphenated)2. Contractions

a. 'd (we'd), 've --6ou've)3. Graphemic Bases

a. ight, ides ine, ives ead, unny, ump4. Prefixes and Suffixes

a. fug., er, ly, est, a, be, de, re5. Root words and endings

a. Murals and verb variants of words endingin y. are formed by changing E to i beforeadding es or ed

b. Variants of words ending in m. are formedby changing to i before adding er

6. Spelling Patternsa. Singular possessives - The boy's dog.

7. Syllablesa. Synthesizing syllables into wordsb. word endings may be separated from the

word for decodingc. 1Jords may to divided after the letters of

a medial consonant digraphd. "orris may be divided after the prefixes

a, be, de, and ree. "ords may be divided after the second

letter of a medial cluster of threeconsonant letters

f. ords may be divided between the twoletters of a medial consonant cluster

8. Terminologya. Consonant cluster

Consonant digraph

II. CCAPREHENSIONI)

A. Inferential:1. Distinguihintr, between relevant and irrelevant

ideas2. Drawin, conclusions

- 125 -


3. Identifying with characters or incidents4. Interpreting figurative language5. Making inferences

a. Cause and effect relationshipsb. Character traitsc. Comparisonsd. Main idease. Supporting details

6. Making judgme.ntsa. Of fact or opinionb. Of worth, desirability, and acceptability

7. Predicting outcomes8. Reacting to the author's use of language9. Reacting to story. events

10. Understanding imagery

B. Literal:1. Clssifying2. Discriminating between fact and fancy3. Discriminating between true and false story

statements4. Identifying the topic of a paragraph5. Incorporating details6. Recognizing and recalling

a. Cause and effect relationshipsb. Detailsc. Differences in characteristicsd. Following directionse. ;lain ideasf. Names and charactersQ. Sequence of events

7. Substantiating main ideas with details

III. LANGUAGE

A. Development:1. Awareness of the nature of language2. Figurative language3. Recognizing other langtiage systems4. Reviewing the concept of a paragraph5. Syntactical understanding6. Understanding codes7. Understanding languag,e versatility8. Understanding the prcgress of language9. Understanding the relationship of intonation

to meaning

D. Language Expression:1. Listening and reacting2. Reading beyond the text3. Fading topics developed in the selection4. Speaking5. Writing - introduce cursive6. Writing a poem collectively

- 126 -


C. Vocabulary:1. Developinc word eanings

a. Antonymsb. :'ultiple meaningsc. New, word:: and meaningsd. Using context clues to determine word

meaningse. Using words with similar meanings

2. Expanding Vocabularya. Developing an awarenesp of foreign

languageb. Learning names for holidaysc. Learning the orgins of wordsd. Solving word puzzlese. Using descriptive wordS for clear ex-

pressionsf. Using different words to express the

same idea

D. :iechanics:1. Learn to capitalize

2.

3.

4.

a. Names of holidaysTieginning word of a sentence

c. Proper names and titles Mr., Mrs., Missd. rames of streets, cities and statese. Titles of storiesLearn to punctuatea. Periods - after statements (telling

sentences)-after Mr. and firs..-after.nram5ers for a list, ex: 1., 2.,

b. Question Marks - after an asking sentence

c. Quotation Marks - recognizes the use indirect address

d. Exclamation Marks - recognition after asentence that exclaims

e. Comma - after the greeting and closing ofa letter

f. Apostrophe - in forming contractions-in forming singular possessives

g. Colon - in writing time 4:15

h. Hyphc'n -ia numbers (twenty-one)1. Underlikle - titles of books, newspapersLearn to use words correctlya. 4view Levels 5-7, usageb. Formscof the verb be: is, are,

were,. has, have,--had, am

c. Irregular verbs: see-saw, run-rand. "Double negatives' can't-never - (avoid)

e. .:amine; self last - "Sally andLearn to use correct sentence structurea. Review difference between asking and

telling sentenceb. Afference let;.,1:cn phrases and sentences

was,

..

-127 -


5. Learn to lwr'te a lettera. corre\cc letter form

Dat 2 ;greeting, Body, Closing, Signa-tur

b. kinds f lettersfriepdly - children write letters tofamily member or friendinvitations - children invite parentsor another class to a programthank_you - children write thank younotes to a room mother for a partyand to a,bus driv,er for taking them ona field tripget well - children write to classmatesor teachers who are sick

6. Learn to use correct paragraph structure,a. develop an idea using two or three sen-

tencesb. use indentation

7. Learn to proofreada. reinforce previous symbols taught at

levels 6 and 7b. introduce paragraph symbol I

8. Heading on papersa. first name and last name on left hand side

of paper-date on right hand side- reading of paper tenter of the next like

IV. STpDY SKILLS

A. Locating Information:1. Skimming for details2. Suggested references to resource books

B. Organizing Information:1. Alphabetical arrangement - 3rd letter2. Assignment of items to a predetermined group

or classa. recognizes days of the week and months

of tie year3. Classifying statements as imaginary or factual4. Determination of a class for a given group of

items.5. Development of a chart (

6. Development of a report7. Development of an outline8. Science e-eriments9. Skimming tc.., find details10.' Summarizing major points and events11. Using a chart or.illustration to extlain a

process

c.

- 128 -

LEVEL. 8 -- LANGUA ARTS ( cont d )


A. Types of Literature:7. Fairy tales2. Folk tales3. Myths and legends L

B. Graphic Techniques Literature1. Photographs2. Relating illustratioftskto literature3. Understanding newspaper format

C. Reading for Dir-f-errt Literary Fbrms1. Difference between form for drama and for

prose2. Poetry3. Prose4. Prose-as a basis for da5. Writing d story in plat form

D. Writer's Craft1. Author's purpose2. AuthOr's style3. General style and\structure

VI. CREATIVITY

A. Before the Reading. Experience1. Awarene' of a problem to be solved2. Building onto the individual's existing

knowledge or experience3. Creative problem solving4. Heightened anticipation and expectation5. Looking at something from several dif

points of view6. Predictions from limited information ,

7. Provocative questions8. Taking the next step beyond what is known

B. During the Reading Experience1.- Author's purpose2. Awareness of problems heightened3. Continued heightening of anticipation and

expectation4. Creative problem solving5. Encouragement of creative and constructive-

rather than cynical-acceptance of limita-

tionsExploration of missing elements

7. Identification with characters' pers alities

and &r. otions8. Juxtaposition of apparently irrelevant ele-

ments9. Ongoing predictions from limited information

- 129 -

LEVEL 3 - LANGUAGE ARTS (cont'd)

:%. Provocative questions. Reacting to characters' actions

1;.. Surprises heightened and deliberatelyused

After the Reading Experience: 1. Ambiguities and uncertainties played with

2. Constructive response encouraged3. Creative problem solving4. Digging deeper, going beyond the obvious5. Discussing personal reactions to story

events6. Discussing the author's purposes7. Elaborating what is read8. Future projection encouraged9. Identifi.ation with characters' personalities

and emotions10. Improbabilities entertained and multiple

hypotheses encouraged11. Search for elegant solutions encouraged12. Testing and revising predictions13. Visualizing details'14. Writing

VII. MATERIALS

A. Required - Ginn 360 11

1. Hov It Is Nowadaysa. Pupil textt. Teacher's edition of textc. Skills Handbook (workbook) - pupil and

teacherd. Self Help Activities - pupil and teacher

B. Alternate Reading - approhl of Reading Department1. Programmed Reading (Sullivan)2. Scott, Foreswan

C. Supplementary Materials* - optional- use onlyappropriate pages as rAlated to Level 8 skills

1. Ginn Word Enrichment Rpogram Levels 1-72. Modern Curriculum Pres-- Phonics Workbook

Books A, B, C.3. Lyons & Carnahan - The New Phonics We Use

Books A, B, C, D, E, F, G4. Barnell Loft - Specific Skill Series - Books

A, B, C, D, E, F.= ,Continental,__Hayes, Jenn Duplicating Masters

3RA Kits - Word Games; Reading Kits - la, lcScholastic Individualized Reading Kits


9. Library filmstrips and tapes

*Renno to Supplementary Materials Index.

- 130 -

LEVEL 8 -- LANGUAGE ARTS. (cont'd)

10. Teacher made ..laterials11. Creativity Idea Books (Myers and Torrance)

a. Can You Imagine?b. For Those Who Wonder

12. Spelling B6Oksa. Noble and Noble - Soell/Write - Blueb. Scott, Foresman - Spelling Our Language

Book 2C. ,ioughton Mifflin - Power To Spell -

r'rade 2d. HcGraw Hill - Basic Goals in SpellJn

Grade 2e. Economy Company - Continuous Progre.:

Spelling Kit - Primary13. Language Books

a. Harcourt, Brace & World - Roberts EnglishSeries - Book 2

b. Scott, Foresman - Language and How To Use

It - Book 2c. Laidlaw - Experiences in Language - Book 2

d. Holt, Rhinehart & Winston - The Arts andSkills of English - Book 2

14. Handwritinga. Scott, Foresman - Writing Our Language -

Transitional Book15. Enrichment Materials

a. Crossword Puzzles - Dr. Herr - Book 1

b. desc. Merrill - Phonics Skill Text - tapes and

workbooks Level Bd. Dictionaries

-Pixie Dictionary - Odin tan-Rainbow - World PublishiFt-Junior

16. Reader's Digest Skillbooks

VIII. EVALUATION




B. Optional:1. Informal Reading Inventory - back of teacher's

edition2. Fountain Valley Teacher's Support System in

Reading - (Pre-test, Post-test evaluation ofskills and tapes)

3. Ginn Initial Screening Test4. GatesMacGinitie Reading Test - standardized

5. Metropolitan Achievement Test

- 131 -


Name Date

A. Put these words in alphabetical order:

1.

2.

3.

4.

5.

month, mouth, moth, more, mock

B. Write the two words for these contractions:

1. we'd

2. you've

3. shouldn't

4. let's

5. we're

6. I've

7. wasn't

B. hadn't

9. we

10. you'll

C. Circle the prefix or suffix in each word:

1. careful 3. helper 5. along 7. redo

2. sickly 4. fastest 6. behold 8. delay

D. Add the endings to each root word below:

es ed

1. baby

2. try

3. hurry

- 132 -


Name Date

D. Add the endings to each root word below: (cont'd)

er est

1. pretty

2. funny

3. early

E. Use correct capitalization:

1. christmas comes in december.

2. mary brown lives on cedar street

3. mrs. snow drove to avon, connecticut.o*

4. gills favorite book is curious george.

5. i like hallo;7een best.

F. Use correct punctuation:

1. I ate peas corn potatoes and beans

2. Or bill went swimming on August 14 1972

3. Did Jills mother call

4. "Fire Fire 9" said

5. We go to Nrs Day at 115'

6. Th,a twenty six year old man read the Hartford

Courant

G. Put the correct word into the sentence:

1. Mary 6 to help her mother.went gone

2. Jack and Bill have to Nary's party.

3. Jill has

4. Have you

5. He has

came come

came gone

something funny?done did

the red balloon.saw seen

Name


(cont'd)

H. Write 1 telling sentence.

1.

Date

I. Write 1 asking sentence.

1.

J. Write Yes if it is a sentence and No if it is not

a sentence.

1.

2.

3.

4.

5.

a long winter day

He likes to play ball

a red balloon

Good-by

John went to a farm

K. Write the opposite of each word in the blank space.

went, near, low, soft, under, never, front, small,wet, dull

1. always

2. dry

3. big

4. back

5. sharp

6. high

7. far

8. loud

9. came

10. over

-134 -LEVEL 8 -- EVALUATION

(cont'd)

Name Date

L. Match the words that mean the same.

I IT

1. question want

2. listen ask

3. wish shop

4, run hear

5, store scamper

M. Spelling Words - Write the days of the week.

1. 5.

2. 6.

3. 7.

4.

N. Write a letter and label its parts.

)

- 135 -


Teacher's copy

A. A-B-C order:

1, mock\2. month, 3. more, 4. moth, 5. mouth

B. Contracti ns:

1. we had, 2. you have, 3. should not, 4. let us,5. we are, I have, 7. was not, 8. had not,9. we will, ,10. you will

C. Affixes - Circle the prefix or suffix in each word:

1. carefii;2. sickly3. help6r)4. fastOst

5. ong6. ebold7. redo8. ,elay

D. Add the endings to the root words below:

es

1. baby babies2. try tries3. 'hurry hurries

er

1. pretty prettier2. funny funnier3. early earlier

F. Capitalization:

ed

babiedtriedhurrying

est

prettiestfunniestearliest

1. Christmas comes in Decetber.2. Mary Brown lives onCedar Street.3. nrs. Snow drove to Avon, Connecticut.4. Jill's favorite book is Curious George.5. I like Halloween best.

F. Punctuation:

1. I ate peas..,..corna. pctatoes and beans....

2. Mr, Bill went swimming on August 141. 1972.

3. Did Jill's mother call?4. "Fire! Fire!," said Jack:_5. We go to Mrs. Day at 1:15.6. The twentymsix year old man read the Hartford

Courant.

- 136 -LEVEL 8 -- EVALUATION

(cont'd)Teacher's copy

G. Usage:

1. went, 2. come, 3: gone, 4. done, 5. seen,

H. Write a telling sentence.

I. Write an asking sentence.

J. Differentiating between phrases and sentences:

1. no., 2. yes, 3. no, 4. no, 5. yes

K. Antonyms:

1. never2. wet3. small

L. Synonyms:

4. front5. dull6. low

1. question _ _want2. listen-. , ask3. wish. ,,.shop4. run ,,--"-hear5. store --------scamper

M. Spelling - Write the days of the week:

1. .Sunday2. Monday3. Tuesday

7. near8. soft9. went

10. under

4. 'Wednesday 6. Friday5. Thursday 7. Saturday

Q. Write a letter and label each part:

(Greeting)

(DATE)

(Body)

(Closing)

(Signature)

- 137 -


LEVEL 8

able bright coversadded broke crackleadvice broom crazyafford brought criedafternoon bunch crookedagreed bundles crossingaim burning crosswalkairplane burrows crouchedalley burst crowdedalone bush , crowedaloud busy crunchyalready butter cubesamong buttons curbangry *buy curvedanybody buzz danceappeared cage dartedapproach cardboard dashedart cards dawnashes carefully dearbaby carted dependbarrel carton desertbath castle differentbeak caught dimesbeans center dippedbeauty certain directionbecome chance donkeybeg changed drankbegin chanted drawnbegun check dressbehind cheeks drinkingbeing cherry drybelieve chilly dumpedbelt churned dust

bench circle early

bend circus earth

Lent clamped edge

bike class eggs

blanket claws either

bgarded clear else

bong clever empty

booth clowns -enter

bossy clump errand

*both clutchedI especially

bother coaxed evening

bowl cocked excuses

brakes *cold exercise

break colors exitbreath command exploringbreeze cookies eyelashes

bride cottage eyes*DolchAdditional decodable words Level 8 T.G. p. 392

fairy-likefaithfulfamousfancyfartherfastenfavorfavOritefetchfewfightingfinallyfingerfistflagflagpoleflappedflavorsflaxflewfloodsflowersfluffyflyingfoamfoggyfootforeheadsforgotforkformforwardfrancfreefreewayfroze*fullfuzzygraze,-,asped

gatheringGiantgiftgiftsgin,,?;ersnap3

Mass71aesglossyglowed

- 138 -


LEVEL 8 - (cont'd)

goblingoodnessgradegrainsgreatgreetgrinnedgroanedguestshailhalfwayhappierhappilyhatchedhatedheat'heavensheavierheavyherselfhiddenhindhissedhollowhootedhopelesshopscotchhornhospitalhugehuggedhummershundredhung

husbandhushedbuticebergsice-coldice creamideaInchesindoorsinsectsinterruptedintroduceinviteisland

jawsjetwayjoinedjuttedkeptkettlekitesknotsladieslamhlanelargelawnlazyleadleapedleastleftoverliftedlimblitlossloudlovelyingmainmalemamamarketmarrymarshmastermattermeadowmealsmeansmeatmeltedmendingmetmidairmightmimicminglemirrormistressmittmittensmoaned

*Dolchdecodable wort!, - Level 8 T. G. p. 392

Mommymonthmutteredmysterynapneatneedlesniftynoisynonsensenoticednowherenutoatmealobeyobjectocean.oddodorofferedorangeorderedourselvesoverjoyedpacespartypatchpaypeanutpeaspeckedpenniespepperperchedperhapspestpicklepicnicpineapplepipesplainplaneplentyplowedpocketspointedpoking:solarpony

- 139 -


LEVEL 8 - (contsd)

porch scamperedpouches scatpound scattered,pouring scent .

prance sciencepressed scientistsprickled scooterprickly scrambledprince scrapsproblem scratchypromise- scrawnypropped screamingpublic screenpuddles scrubbed*pulls seashorepumpkin seatpuMps sellspussy sensesquIrrels severalqdben shadowsqueer shapesquestion sharequickly sharpquite shellrail shiny'raising shirtrattlesnake shonereddish shookreflected shorterreflection shotrefuse shoulderrepair showerreray sighedreply signalsreturn silkyrich sillyripe sinkroadrunner siprobin sizerooster', skiddedrose skirtsrosy skyrocketrotten slammedrude slimsailed slitssake slowlysalty 1

smoothsand snappedsandwich snarled

DolchAdditional decodapi- words Level 8 T.G. p. 3,)?

sneakysnoringsoapsoaredsolidsoppingsortsourspeak

.specialspeckspendspicyspillspindlespinningspitspokespotspreadssprinkledsprinklerspunsputteredsquintedstatestallstaredsteeringstemstepdaughter'stingstood ,

straightstrawberriesstrawberrystraystreamstretchstrikestringstrongstucksturdysuddenlysuggestedsuitcasesunnysupposed

- 140 -

SUGGESTED SPELLIG LIST

LEVEL 8 - (cont'd)

suresweepingsweetswirledtantangletasktasteteatear (verb)teasedterribletested.ThanksgivingthickthinthirdthreadthrOughoutthrowthudthumbThursdaytighttiptoetoppledtoretouchtouringtowardtowertracedtrainedtrembledtriangletroubletruetrulytrunktrusttrutnfultryingtubetuckedTuesdaytuftturkeyturnedtwice

*DolchAdditional decodable words

4 twigtwine --

twirledtwistedtwitcheduglyunderneathunderstoodUnited Statesunrolleduntiedunusualupsetusesusualvanishedvaporveilsvinesviaitorswallwalnutwatermelonweddingwelcomewhipwhirringwhisperedwholewiggledwindowpaneswirewonderfulwoodchuckwordsworsewow*writewrittenwrongyarnyelledyowledzig-zagzipperzoomed

Level 8 T.G. P. 392

1r

SUGGE::TFD LITERATUREReading: - Level 8

How It Is Nowadays Level 8 Unit I

Two From a TeapotFinder's KeepersKimo'Makes lusicThe Thief in the AtticThe Bull Beneath KEEgalnutTree & Other Stories

Variaus OwlsHigh, Vide & Handsome

The BirdsThe PicnicFirthday PresentsWish on a MoonThe Luck-Bab-W-M' TITCh-PrenicReid Sipt

The Pup Trio Became a Police DogSafety Can Be FunLet's Find Out About. SafetyThe Shadow gEcik

See Again, Say AgainThertin-A BUT1 On 1 y Balcony

My Dog Is Lost !

What's Wrong With Juliotoy MoyTHU Skyline SeriesNO-Ching Ever-HaTTEns on My BackSomedayA Storrof the Watts TowersCome to USe-UItyErFa WRFEUrF-Nfid Bird Feedersrr-r Were a BiFff-RildT TO6af,FEIF Story of a-BaxingTrdBird NestsE: rdsTar Called PaddintonThF-NEars on Hail60kTFE Mr. BearWigody Listens to Andre!:Bedtime for FrancesWhere theme(' Things AreThe BigseirlgarHop-High, tbrUaatThe Valentine Cat

CatsWhistle for WillieThe RiceAWIA-FFE-

- Helps, A)- Well & NicolasThompion, Vivian

- Wiese, KurtHewett, Anita

- Hollander, John- Merrill, Jean- Ormond, Jacques

Peterson, Roger TroyN.- Daugherty, James- Fern, Eugene- Hader, Berta & Elmer- Leach, MariaUnnerstad, Edith

- Funk, Tom--Hays, Wilma Pitchford- Munro, LeafSha0p, Charles & MarthaDeRegniers, Beatrice &Gordon, IsabelFrasconi, Antoneo

- Joslin, Sesyle & Kath,Barry

- Keats, Ezra & Cherr,Pat

- Ormsby, VirginiaPoliti, Leo

- Brown, Virginia & Others- Raskin, Ellen

Zol%J.,on, .Charlotte- Madian, Jon- Tensen Ruth M.Blough, Glen

- Conklin, GladysmcClung

- Shackelford, Nina- Wasson, Isabel- Bond, Michael

Dalgliesh, Alice- ftrjorieGuilfoile, Elizabe hHofan, RussellSendak, Maurice

- Ward, Lynd- Bannon, Laura- Bulla, Clyde Robert- Gag, WandaKeat, Ezra Jack

- Martin, Patricia

- 142 -SUGGESTED LITERATURE

Reading - Level 8

How It Is Nowadays Level 8 Unit I (cont'd).

The Boy and the Blind Storyteller - Anderson, t'aul

k Friend Is Someone Who Likes You - Anglund, Joan

Who Will Be My Friend? - Hoff, Syd

Humorous Poetry for Children - Cole, WilliErvine

Oh, What Nonsense!

The Day the Cow SneezedWho Will Milk My Cow?The TO-WITETell IN-the CanalTh7 "Curious CowMg Mdon Is Shining Bright as

DayThe Crazy Zoo That Dudley DrewiTlig Book of ExperimentsYEiarWiidFFfiaWorld of ScienceUreg's NicrospopeThe Young Expelsiments WorkbookRa5-kamoo & thekKangaroo

Katy - No PocketDesert Dwellers

_What is rater?Water - All Around

The Sun Is a Golden EarringOTCe a MouseTh-g-tiffrgegflly Goats GruffCinderellaWigTraveling musciansNoodles, Nitwits, .

!IumskullsOther suggested Reading Level 8

Horton Hatches the ErgWhat's A Cousin?Krlstie's B4ttercupElephant Stot\iesBird's Christmas TreeOld World StoriesCaptain Kangarob's Sty.l.ybook

J Can SeimMeedomes KristieEli WhitneyBuffalo BillAnnie OakleyClara BartonFourth of July

Twitmeyer and the PoodleHorton Hears a WhoPath on Horseback

alsh

& Metzl,

- Cole, William &Ungerer, Tom

- Flora, James- Jackson, Janet

Krasilovsky, Phyllis- Meeks, Esther- Nash, Ogden

- Rose, CarldeVries, LeonardFrieman, Mae and IraSelsam, Millicent

- Sootin, Harry and LaVra- Durack, Mary and

Elizabeth- Payne, Emmy- Shannon, Terry- Hagman, Adaline- Pine, Lillie andLevine, Joseph

- Belting, NataliaBrown, Marcia

- Brown, Marcia- Brown, Marcia- Grimm Brothers- Leach, Maria ----

Seuss, Dr.Olds, H. D.

- Brock, E. L.Dolch, E. W.Brock, FDolch, E.W.A0

- Olds, H. D.- Brock, E. L.

Latham, J. L.Aulaire, I.

- Wilson, E.- Stevenson, A.- Phelan, II. K.

- Seuss, Dr.- Brock, E. L.

- 1143 -


Other Suggested Reading Level 8 (cont'd)

Wee Willow WhistleTopsy, Turvev Family

Filmstrips

"Animal Friends""Be Your Own Traffic

Policeman"I'm No Fool As APedestrian'

"I'm No Fool Having Fun""Safety To and From School"'Ferdinand the Bull"

''Bear Country"

"Korochan, the LittleBear (the Koala)"

"Learning About Bears"

"Luce Teddy Bear (the Koala)"

"The Cow""A Day at the Fair"

'Let's Write a Story""Fox and the Rooster"

- Avery, K.- Brock, E. L.

4.1"

Film Association (10 min.)Porta Films (10 min.)

Walt Disney (8 min.)...

(8 min.)Walt DisneyMcGraw HillEncyclopediaBritannica2nd EditionEncyclopediaBritannica2nd EditionEncyclopediaBritannica2nd EditionEncyclopediaBritannica2nd gditionEncyclopediaBritannicaChurchillEncyclopediaBritannicaChurchill.EncycloAdiaBritannica

(21 min.)

(11 min.)(11 min.)

(11 mtn.)(11 min.)

TEACHER REACTION SHEET'

Level Taught:

Type of Group:

Material Used:

Reaction-:

This sheet is to be completed at the end of the level and


- 144 -

LEVEL J -- LANGUAGE ARTS

*REVIEW SKILLS FROM PREVIOUS LEVELS KEY: I = initialm = medialf = final

stsc tori WOE

I. DECODING SKILLS

A. Phonemic Analysis:1. Consonant digraphs

a. ph (Olone)b. gh (causilt)c. gh (enough)

2. Vowels Lra. o (long) h. eib. ou (group) i. eic. au (saucer)d. of (boil) j.

e. oy (boy) k. a

f. u (unite) 1. oug. u-e (huge)

m. ou3. Vowel - consonant

a. ion (billion)

B. Structural Analysis:1. Graphemic Bases

a. og (log)b. ossc. ongd. oue. oil

2. Possessive forms

(veil)(followed by ghweightless)(full)(want)(followed by ghbrought)(country)

a. Plural possessives (boys')

3. Affixes and word partsa. Prefixes: preb. suffixez: ily, ionc. Word parts: clan, less, mentd. Generalizations: words ending in Ix, the

is replaced by i beforcer or est is

addedSyllabication

guide pages 42-43Rule 1 )

Rule 2 )

Rule 3 )

Rule 4 guide page 55

II. COMPREHENSION

A. Inferential:1. Identifying with characters or incidents

a. Inferring;-cause and effect relationships-character traits-main ideas

I

- 145 -

LEVEL 9 -- LUGUAGE ARTS (cont'd)

-supportine, details-interpretin figurative language-making judgment--fact or opinion,reality or fantasy-predicting outcomes

B. Literal:1. Classifying2. Creating subtitles3. Following directions4. Interpreting phrases5. Recognizing and recalling

a. Cause and effect relationshipsb. Detailsc. Main ideasd. Sequence

.6. Skimming7. Summarizing

III. LANGUAGE

A. Development:1. Analyzing words and phrases2. Interpreting figurative language3. UndLrstanding syntax

B. Expression:1. Listening2. Reading supplementary materials3. Speaking

a. Dy.!matization4. Read; :-,.s poetry aloud5. Rerec,.itng the story °rail:,6. Perx::1/26:7.

C. Vocabulary:1. Developing word meaning

a. Antonymsb. Compound wordsC. \Homonymsd. Multiple meaningse. Selecting a definition appropriate to

contentf. IL Synonyms

2. Expanding vocabularya. Classifying wordsb. Derivational affixes

D. Mechanics:1. Learn to capitalize

a. Titles and booksb. Geographical namesc. Initials in nams

-146 -LEVEL 9 -- LANGUAGE ARTS (cont'd)

d. Proper names and titles and their abbre-viations

e . Abbreviate days of week and months of

year2. Learn to punctuate

a. Periods - after statementsb. Question Mark - after asking sentencec. Comma; in series

-after city and state-after greeting and closing in letterApostrophe - after singular and pluralpossessives

e . Colon - between hour and minutesf. Hyphen; introduce use for syllabication

at end of line-use in numbers

g. Underline - for titles of books, news-'

papers .

h. Dash- between pages Ex: p. 5-8-between hours in reference to time

3. Learn to use words correctlya. Forms of the verb be (review)b. Review irregular verbs (ex: see-saw)

c. Introduce third verb form (seen)

d. 'Double negatives` (can't-never)e . Naming self last (review)

4. Learn to use correct sentence structurea. Two main parts of sentence (subject and

predicate)b. Growth of simple sentence using adjectives,

nouns and verbs5. Learn to use correct letter form

a. Complete form for friendly lettersb. Address envelopesc. Prepare invitations and announcements

6. Written forma. Learn to use correct paragraph form

b. Learn to proofread - introduces symbolsnecessary ( a indent ) margin)See chart for other symbols

7. Using the glossary to find meanings of unfa-

miliar wordsa. Words expressing motionRecognizing new wordsa. Creating a dictionary

9. Heading on papersa. First name and last name on left-hand

side of paper-date on right-hand side-heading of paper center of the next

line

- 147 -


IV. STUDY SKILLS

A. Location:1. Using book parts2. Footnotes3. Glossary4. Card catalogue and encyclopedia (introduce use

of)

B. Using General References:1. Alphabetical arrangement (to fourth letter):2. Applying information found in a glossary3. Skimming for specific information_4. Suggestedireferences to resource books

C. Organizing Information:1. Developing an outline2. Summarizing3. Spelling days of week and months of year

D. Using Visual Materials:1. Maps and charts


A. Types of Literature:1. Fables2. Folk Tales3. Humor

a, Company types of humorb. ecognizing different types of humorc. Realistic humor

4. The LiMerick5. The Tall Tale

B. Graphic Techniques in Literature:1. Photographs2. Relating illustrations to literature3. Relating type to literature

C. Literary Form:1. Drama2. Poetry3. Prose

D. Writer's Craft:1. Author's purpose2. Author's style3. General style and structure

1,

- 148 -


VI. CREATIVITY

A. Before the Reading Experience:1. Heightening anticipation and expectation2. Hypothesizing3. Predicting from liMited information4. Structuring tasks to give clues and directions5. Taking the next step beyond what is known6. Understanding of a problem to be solved7. Using the existing knowledges and experiences

as a springboard

B. During the Reading Experience:1. Continued heightening and anticipation

expectation2. Encouraging creative and constructive accept-

ance of limitations3. Exploring missing elements4. Predicting from limited information5. Reacting; to character's actions6. Solving problems creatively7. Visualizing places and events

C. After the Reading Experience:1. Digging deeper, going beyond the obvious2. Discussing personal reactions to story events

3. Discussing the author's purpose4. Elaborating a story element5. Encouraging constructive responses6. Encouraging future projection7. Hypothesizing8. Reconceptionalizing and reorganizing infor-

mation9. Searching for solution

10. Speculating with ambiguities and uncertainties

11. Solving problems creatively12. Taking-the step beyond what is known

13. Writing

VII. MATERIALS

A. Ginn 360 Required:1. With Skies and Wings

a. Text - pupils and teacherSkills Handbook (workbooks. - pupils andteacher

c. Self Help Activities

B. Alternate Reading - approval of Reading Department:1. Programmed reading2. Scott, Foresman

- 149 -


C. Supplementary Materials*- use only appropriatepages relative to Level 91. Ginn Word Enrichment (1-7)2. Modern Curriculum Press A, B, C3. Lyons and Carnahan - The New Phonics We Use

A, B, C, D, E, F4. Barnell Lofts - Specific Skill Series

A, B, C, D, E, F5. Continental, Hayes, Jenn Duplicating Masterso. SRA Kits - Word Games, Reading Kits7. Scholastic - Individual Reading Kits8. EDL Controlled Reader9. Library - filmstrips and tapes

10. Teacher made materials11. Can You Imagine? (Paul Torrence)12. For Those Who Wonder (Paul Torrence)13. Spelling Books

a. Noble and Noble - Spell/Write - Pinkb. Scott, Foresman - Spelling Our Language

Book 3c. Power To Spell_ - Houghton Mifflin

Book 3d. McGraw Hill - Basic Goals for Spelline;

Book 3e. Economy Company - Continuous Progress

Spelling Kit14. Language Books

a. Harcourt, Brace.& Worldb. Scott, Foresman - Language dnd How TQ Use

Itc. Laidlaw - Experience in Language Book 3d. Holt, Rhinehart & Winston - The Arts and

Skills of Eni4lish - Book 315. Handwriting

a. Scott, Forecman - Writing Our Language16. Enrichment

a. Gamesb. Crossword puzzlesc. Merrill - New Phonics Skill Testd. dictionary - Junior - Thorndike-Barnhart

17. Reader's Digest Skillbooks

VIII. EVALUATION

A. Required:1. Ginn Achievement Tests2. Language Arts Test (Level 9)3. Teacher made tests

*Refer to Supplementary Materiels Index.

- 150--


B. Optional:1. Informal Reading Invemory - back of teacher's

edition. 2. Fountain Valley Teacher Support System

(Pre-test, Post-test evaluation with tapes)

3. Ginn Initial Screening Test4. Gates-MacGinitie standarized5. Metropolitan Achievement Test

Nab

*t.

II


LANIUAlE ARTS

Name Date

A. Capitalize the following:

1. dr J r smith did the operation.

2.- we went to colorado, new mexico, and CaliforniaI

on our vacation.

3. mr bryant took us to the circus.

4. dr seuss wrote the cat in the tidt.

D. Punctuate the following:

1. The family had a picnic at Stratton Brook

2. Did you see the fireworks Saturday night

3. In our garden-we grew corn tomatoes peas lettuce

and many flowers

4. I live in Avon Connecticut

5. The boys bats were left in the rain

6. It was 330 before she left

7. They get the Hartford Times newspaper every evening

8. Please read pages 5 8 tonight

C. Choose the correct word:

1. There :e.ren't complaints.

2. Reporters

any no

saw seenhow dangerous the flood tide

was rising.

3. He going with me.is are

are going to the movies.4. Peter andI or me

1

L

Name


\,LANGUAGE ARTS

Date

D. Correct sentence form.Draw a line between the subject and predicate.Put a circle around the noun and underline the verb.

1. My shoes are brown.

2. A blue car passed us_on the road.

3. The table is set for dinner.

E. Use the space below for writing a friendly letter andaddressing an envelope: Use correct form!

Letter

Envelope

1

......

- 153 -LEVFL 9 -- EVALUATION

LANGUAGE ARTS

Name _Date

F. Rewrite the following sentences in the correct para-graph form. Proofread the pragraph and check formisspellings and punctuation:

when tom woke up one morning, the snow was falling

softly aganist the window sill tom's farther had prom-

ised to go sleding with him if it had snowed that day

promised to be very exciting as tom looked a the knew

whit blanket that covered the ground.

G. Use your glossary in your reader With Skies and Wingsto find the following words:

Write the words in syllables and their definitions.

jabber

mbuyu

sari

upholstery

H. Teacher diciates10 spelling words from list so far

this year.

1. 6.

2. 7.

3. 8.

14, 9.

5. 10.

- 154 -

LEVEL 9 -- EVALUATIONLANUUAGE ARTS

Name Date

I. For fun: What is being said below?

1. Wadja do?

2. Brr' Scold'

3. Do I hafta?

4. Howja do?

Make up some of your own it Hma, want to.

J. Root 'words and endings--be careful! Not all columns

will be filled each time.

bunny

stop .

run

penny

stripe

ed

4

es

- 155 -


Teacher's copyA. Capitalize the following:

1. Dr. J. R. Smith did the operation.2. We wght-to-Colorado, New Mexico, and California

61 our vacation,3. ':Jr. Bryant took us to the circus.4. .Ur. 'ffeuss wrote the Cat In The Hat.

.... ....

B. iunctuate the following:

,f .1.\ :The family had a picnic at Stratton Brook.2. Did you see the fireworks Saturday night?3. In our garden we grew comm tomatoes: pias.a.

lettuge and many flowers..k.- I live in, Avona.ConnectiEUt. .

5. The boys' bats were left in the rain.6. It was 3:30 befo e she left.7. They get the Har cord Timesnewspaper every

evening.t8. 7lease read pages 5:8 tonight.

C. C ose the correct word:

1. There weren't any complaints.2. Reporters sa,7 how dangerous the flood tide was

rising.3. He is going vith me:4. Peter and I are going to the movies.

D. Correct sentence form: Dper a line between the sub-ject and predicate. Put a 'circle around the nounand underlino-Athe verb.

1. My shoes, /are brown.2. A 614fIgWassed us on the road.3. The tab14/iff-NUf-for dinner.

E. Use the space below for writing a friendl, letterand addressing an envelope: Use correct orm1

Letter:Envelope:

F. Rewrite the following sentence the correct para-graph.form. Proofread the paragra h and check formisgpellingssand punctuation.

When Tom woke up one morning l. the snow was fall-ing softly against the window sill. Tom's Father hadpromised to go sliding with him if it had snowed'.That day promised to be very exciting Tom lookedit the new white blanket that covered the ground.


LANGUAGE ARTSTeacher's copy

G. Use your glossary in your reader With Skies and Wingsto find the following words:Write the words in syllables and their definitions.

1. jabber

2. mbuyu

Jab -ber - to talk very fast in asenseless way--chatter

mbu-yu - 9.ne.of the largest treesthe world - -found in

Africa

sari sari_ -- long piece oteloth wrappedaround and worn as a dress

4, upholstery up-hol-ster-y - the padding and cover-ing for furniture

H. Teacher dictates 10 spelling words from list so far thisyear:

I. 'nor fun: What is being said below?

1. What did you do?2. E)rr! It's cold!3. Do I have to?4. How did you do?

Make up some of your own if you want to.

3. Root words and endings--be careful! Mot all columnswill be Pilled each time.

ed ing

1. bunny2. stop stopped stopping3. run running4. penny5. stripe striped striping

es

bunnies

pennies

AcrobatAdamaddingaddressAfricaafterwardsaimingaircraftAir ForceajaralarmalasaliveallowedalthoughAmericanAnnabelantlersanywayarmyarrivingartistasideastronautsatlasatopawakenedawfullyaxbandbarebaybeachbeamingbeastbeatbeechbeesbeingBennyberriesbetweenbeyondBilly'sblastingblindLlinkedialurtedbobbedbobboldbornbottom

- 157 -

SUGGZETED SPELLING LIST

LEVEL 9

boughtbrightenedbristlesbrokenbrothbuckledbuffalobunkbunnycamelcandycarpetcarriedcartedcentschainschapcheerfulchestchildchosenChristmaschunkclappedclatteringcleaningclerkclipclothescoastingcobscolorconecontentcontestcontinentscontrolcookedcornercornstalkcouchcountdowncowardcowboycozycrackerscranberrycrayonscreakingcreaturescricketscruelcrumbs

cryingcuriouslydamageddampdarknessdaughtersdeadDecemberdeclaredefenddelighteddesignsdifferencedimdiningdirectordisappeareddisgustdishpansdizzydoctorsdodgedraggingdrawdriverdulldust-devildyingearnedearthenwareearthwormeasiereasilyeateneighteenelderselkempty-handedequipmentescapeexamineexchangeexcitedexercisesexplainsexplorefadedfaintfallenfearfeastFebruaryfellow

feltfiddlefifteenfigsfinestfirewoodfishermanflashlightflickedflightsfoldedfoolishfortyfourteenFrance;esh

idayfrockfrostyfroqnedfrozenfruitfuriouslyfurrowsgallopinggaloshesgasgazedgentlegivegleamedglidesglovesgluegoldgrandmagrandpagraspgravitygripgroupgrowlgrowngrown-upgruelgrumblingguardguideguitargulpedhaircuthalf

- 158 -


LEVEL 9

half-pencehammeredhandballhandkerchiefhandleshappenedhardwarehaveharmhawkshearthe'dhelplesslyhidinghikehitchedhoneyhoodhorizonhorrorhostesshourshuddledhughunan

\humpill

4Th importantIndiaIndianinshoreinterestinginviteditselfI'vejacketJanuaryjeansjellyjoggedjunglekatydidkickskidkillkittenkneeskneelsknockladylainlashes

launching padleaksleveelibrarylife

- lightnesslittlestlivingllamaslopedloxmagicianmagnifyingmaidenmainlandmaltmarchingmarkingsmeantmeatloafmedalmerrymillion .dollarsminusminutesmissionmistakenmistermonkeymonstersmoundmouthfulsmovementmoviesmunchingmushroomsmusicmusiciannailsnaughtynavyneednestlednetnewscasternibblenineteennobodynumbersoperatororbit

. orders

- 159 -


LEVEL 9

original ribbon snortedostrich riders soiloutwit robins songpaced rolls spacecraftpad row spaceshippalace ,rubbed spadepale rubber speedpaper rustling spentpassenger safety spikedpeace salad splitpeak salesman splendid,peasant salt spoonpebbles salve squeezepencils sari .stampingperfectly sash startledperiscope satellite statepie searched steady-pillow searchlights steeperpilot seek steppingpitched seldom stiffplastic selfish stirredplate send strappleasant servants stripplink settled strokedpointing shaky strugglingpolice shapes strumsport shield studyportholes shoeshine stumppossum shore submarinepouch shrill suckingpounced shushing sufferingpowerful shy suitsprairie sick sunshineprayed signal supermarketpresents silver surface

pretending simply o/allowedpride since sway.

prize sings sweater,

propose skin swingingprotect skyward switchboard

purring slapping swung

quitting slept table

racket slides tablets

rack slipped tailorrather slippery tanks

raw slope temper

realized stung tennis

reason sly tent

records smartest thornrenarks snack . thousand

restless snail I thunder

retired sneezed tie

- 160 -


LEVEL 9

tide understand weak

toes underwpar weaving

towel upholstery weighed

traffic view weightless

travel visit whose

tray wailed wickedly

tried waist wildlytrooped waken winningturban wastebasket wiped

twisting watch yawnedzebra

- 161 -


Stith Skies ard Wings Level 9 ,Unit I

Your Flag. and MineME-R-JuniorTufgaFsTilabr Book of AuthorsFlood 'FridayAlaska: The Forty -ninth StatePossumrind the ConstellationsThis is Nek YorkThis is San FranciscoGaily We ParadeBronzeirille toys and GirlsRhymes About the CityFavorite Poems Old and NewTaxis and ToadstoolsCity RhythmsYhe Life I Live: Collected

PoemsI Live In the Cityglaze and the Mountain LionHawaiian eeBarto Takes the Subway.Not a Teeny Weeny WinkDown the MississippiDid You Carry the Flag Today,

Charley?Roger and the FoxSea of GrassLittle Boy BrownLittle Hawaiian HorseMinn of the MississippiNino and His Fish

New Boy in SchoolMister Chu

pm Is Lost!High-Rise SecretHouse-Boat GirlWe Live in the SouthwestBenjieStriped Ice CreamBlueberries for SaleLentilBenjie Goes Into BusinessThe Rice BowlMay, 'oyPedro, The Angel of Ohvera StreetPiccolo's PrankJoel and the Wild GooseThe Biggest Bear

- Desmond, Alice Curtis.- Paler, Muriel- Litz, Stanley J.- L'enski, Lois- Lindquist, Willis- McClung, Robert M- Rey, H. A.- Saek, Niroslav- Saek, Miroslav- Brewton, John- Brooks, Gwendolyn- Chute, Marchette- Ferris, Helen- Field, Rachel

Frifalconi, AnnLenski, Lo

Tippett, names- Anderson, Clarence W.- Bannon, Laura- Brenner, Barbara- Bennett, Richard

Bulla, Clyde- Caud 11, Rebecca.

- Davis, LaviniaFloelke, Louise Lee

- Harris, Isabel- Hays, Wilma Pitchford- Holling, Clancy- Hurd, Edith Tacher &

Clement- Justus, May- Keating, Norma- Keats, Ezra- Lenski, Lois

Lenski, Lois- Lenski, Lois

Lexau, Joan M.Lexau, Joan M.

- NeClosky, Robert- McClosky, Robert- Martin, Patricia- Martin, Patricia- Politi, Leo- Politi, LeoPoliti, Leo

- Sandberg, Helga- Ward, Lynd

- 162 -


With Skies and Win's Level 9 Unit II

The First Book of IndiaAlone the SeashoreTide Pools and BeachesDera: A Village. in IndiaLakhmi: Girl of India

Village In France

a Village in India

HE Village in Morocco

Just So Stories.YEEE India: Children of Indiaat Work and at play

Uttam, A 1/11 of IndiaEMT A Child of India

India: Old Land, New NationThe Magic of Music, Book 2

The Magic of RITEFF, Book 3The Life I Live: Cornaid PoemsThe Paper:Plower TreeThe*Pop2y SeedsThe Mouse PalaceA BeTI-F6rllLooking-for-SomethingOasis of the StarsCandidoPictures for the Palace

a Name Is NicoleThe ssy TE the Rooftop SchoolThe Red BalloonSia Lives in KilimanjaroHansEaPeterLittle Leo

Moon Blossom and the GoldenPenny

Kahasa Goes to the FiestaAide the Cold WindSilver from, the SeaSumi's PrizeSys Spcial Happeningit-;-o--Artsz

ail Village. Tree

ti

- Bothwell, Jean- Buck, Margaret Waring- Clemons, Elizabeth- Cooke, David

Darbois, DominiqueGidal, Sonia and Gidal

TimGidal Sonia and Gidal

TimGidal, Sonia and Gidal

Tim- Kipling, Rudyard- Norris, Marianna

Schloat, G. WarrenSilvertone, Marilyn and

Miller- Watson, Jane WernerWatters, Lorraine E.Watters, Lorraine E.Lenski, Lois

- Ayer, JacquelineBulla, Clyde Robert

- Carpenter, FrancesChonz, Selina

- Clark, Ann NolanEconomakis, Olga

- Eiseman, Alberta-'Pifield, Flora and

LangnerFrere, Maud

- Hayes, FlorenceLamorisse Albert

- Lindgren, AstridPetrides, Heidrun

- Politi, LeoPoliti, Leo

- Slobodkin, Louis

Sotomayor, Antonio- Surany, Anico

Tooze, Ruth- Uchida, Yoshiko- Uchida, Yoshiko

Yashima, TaroYashima, Taro

-163-


With Skies and Wings Level 9 Unit III

The Birds and the Beasts wereThere

Favorite Poems Old and NewThcefpg:IN Flute: An Anthology

y-For Young ChildrenLimericks LearNonsense SonpScroobious

The Firsts of PoetryTirra Lirra: Rhymes Old and NewBoy

owwMMe

Blue's Book of BeastsPicklepaw's Popcorn

ThumbelinaThe ,Dog Who Thought He Was a BoyThe Good TigerMike Mulligan and His Steam ShovelThe Happy LionThe Happi Lion RoarsThe Happy Liotn's QuestThe Three Happy LionsThe Fabulous Firework FamilyGrandpa's FarmEL Friend CharlieSherwood Ualks HomeNothing at AllJokes, Jokes, JokesMore Jokes, Jokes, JokesRed Biddy and Other StoriesHarold and the Purple CrpypnJust So StoriesTErtow Who Fell lathe CanalNoodles, Nitwits, end Numbskullspurt Dow, 2222-watiT-ManHigh, Wide, and Handsome TalesBlack Within and Red Withouthie Little Old Woman Who Used HerHead

Randy's Dandy LionsCurious GeorgeCurious George Gets a MedalCurious George Rides a BikeCuELTA1 George Takes a JobThree Strong. Women: itinTame from JapanThe House on East 86th StreetLylesLEIITCrocodlI7A Pocketful of RiddlesRiddles of Many Lands

Ostriches

- Cole, William

- Ferris, Helen- Hubbard, Alice and

Adeline Babbitt- Lear, Edward- Lear, Edward- Lear, Edward and Nash,

Ogden- Peterson, Isabel J.- Richards, Laura E.- Smith, William JayAdams-itAndersen, Hans ChristianAnnett, Cora

- Bowen, Elizabeth- Burton, Virginia Lee- Patio, Louise- Patio, Louise- Patio, Louise- Patio, Louise- Flora, James- Flora, James- Flora, James- Flora, James- Gag, Wanda- Hoke, Helen- Hoke, Helen- Hough, Charlotte- Johnson, Crockett- Kipling, 14Udyard

Krasilovsky, Phyllis- Leach, Maria- McCloskey, Robert- Merrill, Jean- Morrison, Lillian- Newell, Hope

- Peet, Bill- Rey, HansRey, Hans

- Rey, Hans- 1Rey, Hans- Stamm, Claus

Waber, BernardWaber, Bernard

- Wiesner, William- Withers, Carl and

Sula Benet- Zim, Herbert

SUGGY..3TED LITERATUREReading Level 9

With Skies and Wings Level 9 Unit IV

The How and Why Wonder Book ofPlanets and InterplanetaryTravel

Flights of the AstronautsOrbiting Stations, Stopovers to

Space TravelThe UniverseScience for You, Book TwoScience for You, Book ThreeScience for You, Book FourSatellites in Outer SpaceA Book of Astronauts for YouA Book of Moon Rockets for YouA Book of Satellites LI': YouRockets and SatellitesSpace Monkey: The True Story

of Miss BakerLet's Go on a Space TripSp: cecraft at WorkAround the World in Ninety

Minutes: The Journey of TwoAstronauts

When I Go to the MoonTrue Book of SpaceThe World Is RoundThis Is Cape KennedyThe Three-Seated Space ShipThe Question and Answer Book

of Space

- Highland, Harold J.

- Shelton, William RarStambler, Irwin

- Um, Herbert S.- Craig, Gerald S.- Craig, Gerald S.- Craig, Gerald S.

AsimovBranley, Franklyn M.Branley's-Pbanlayn M.

- Branley, Franklyn M.Branley, Franklyn M.

- Burg:, Olive

-.Chester, Michael- Elting, Mary

Feravolo, Rocco V.

- Lewis, ClaudiaPodendorf, Illa

- Ravielli, AnthonySasek,'HiroslavSlobodkin, LouisSonneborn, Ruth A.

With Skies and Wings Level 9 Unit V

The Magic of Music, Book 3Garden SpiderGray SquirrelEveryday InsectsA Bird Is Born

Traveling with Birds: A Bookof Bird Migration

Silent VisitorTEWErfe of the Kangaroo

Ookie, The Walrus Who Likes Peopletoo Babies7oo PetsAm A Mouse

I Caught a LizardLuckv Ladybuf4sKangaroos and Other Animalswith rockets

Watters, Lorrain- Adrian, Mary- Adrian, Mary- Allen, Gertrude- Bosiger, E. and

Guilcher, J. M.Boulton, Rudyard

Brauner- Breeden

Kay- Bridges- Bridges- Bridges- Coggins- Conklin- Conklin- Darling

, Theodore, Stanley and

, Williams William, William, Herbert, GladysGladys

, Louis

- 165 -

SUGaESTED LITERATUREReading Level 9

With Skies and Win j s Level 9 Unit V (cont'd)

Squirrels in the GardenRobins on the Window Sill

The Restless RobinHow to Read a RabbitLadyEig, ;4_117124G, Fly Away Home!watch AoniFEEEi-11W-MeEiFfHwormsInsects Do the Strangest Things

The Travels f Monarch XK-Uook of t isTheSiir ris n angaroos and Other--roue a ammalsThe-nrr- ras Zoo1111i011.

Ruby Thrbat: The Story, of aBird---

Nonarc utterflyWhen Animals Change ClothesFirst Aid for Insects and Much

MoreThe Butterflies ComeSpiders Are SpinnersHome: The Tale of. a MouseThe Snake in the Carpool,The Story of AntsEllen's Blue JaysCatch a CricketBirds in Their HomesYour Friend, the Insect

- Earle, Olive L.- Eberle, Irmengarde and

Myron E. Scott- Flack, Marjorie- Fritz, Jean- Hawes, Judy- Hawes, Judy- Hogner, Dorothy- Hornblow, Leonora and

Arthur- Hutchins, Ross E.

Kellin, Sally Moffett- Lauber, Patricia

Lubell, Winifred andCecil

- McClung, Robert M.

- Marcher, Marion W.- May, Charles Paul- Mitchell, Arthur A.

- Politi, Leo- Rosen, Ellsworth- Schlein, Miriam- Schlein, Miriam- Shuttlewurth, Dorothy- Sterling, Dorothy- Stevens, Carla- Webb, Addison- White, Florence

With Skies and Wings Level 9 Unit VI

One Hundred One Hand PuppetsMakin Easy Puppets

asY Puppetsrag Plays, for Puppets You an

ThiMigpc of Music, Book 2-The Magic ar Music, Book 3TaTei-MM-The Story Hat AfricanFolk TalesThe Fablgiaf AesopPitiles from AesopWIF-TitERi-talesCautionary VersesPerez and MartinaThe Tiger an the Rabbit andOther TalesHow Rabbit-Nole Fire

- Cumminrs, Richard- Lewis, Shari- Fels, GertrudeTichenor, Tom

Watters, Lorrain E.Watters, Lorrain E.Aardema, Verna

- Aesop- Aesop- Babbitt, Ellen CBelloc, Hilaire

- Belpre, Pura- Brown, Emily

- Brown, Emily

With Skies and Wings

- 166 -

SUGGESTED LITERATUREReading Level

Level 9 -Unit

The Fl=ing CarpetTEF Pab es of La FontaineThe King's Drum and Other African

StoriesWhy the Sun and Moon Live in theSky-

The Wolf and the Seven LittleKids

The Travelinf MusiciansGone Is Gone

Uncle Remus, His Songs and His=e -wingsJambo, Sunk;ura: Tales. fxom East

AfricaWhen The Stones Were-Soft: EastAfrican Fireside TalesIssun Boshi, the InaBITHs1 An Old

a]e of JapanFavorite Fairy Tales Told in

EnglandThe Golden SeedTwenty-five Fatleslikki, Tikki, Tembo (China)Cinderella: or The Little Gla s

SlipperPuss In BoocsJourney Cake, Ho:-'/

Extraordinary Tug-of-Ware\ The Very Special Badgers: A Tale

of Magic from JapanOnce There- Weland 'Was Not

Fairy'Tidgs-ITIOffi-EhU-SrfUnhIsles

The. Golden Crane


Touch Me, Touch Me NotgaFi(Tawea ----7Sun, Moon and Starsnua, Mud, ERKale Can SETEeTe7E1E-7/EPrEiton

ome 4n- along PishETIFEerBurbank`Pam AnimalsWhy It's aKris and the ColtVur pody aniCHOU-TE WorksBlnorses

9

VI (cont'd)

- Brown, Marcia- brown, Margaret WiseCourlander, Harold

- Grimm) The Brothers

- Grimm, The Brothers

- Grimm, Jakob- Gimai, Jakob and

WihelmHarrts, Joel Chandler

- Heady`, Eleanor B.

- Heady, Eleanor E.

-Ishiinplomoko'

Jacobs.Joseph

Konopnicka MariaMontgomerie, Norah

- Mosel, Arlene- Perrault, Charles

- Perrault, Charles- Sawyer, Ruth- Schatz, Letta- Stamm, Claus

- Tashjian, Virginia- Williams-Ellis,

Amabel- Yamaguchi, Tohr

- Mannheim, C.Voight, V.

- Freeman, M. B.- Klein, L.- Olds, H. D.

D!Aulaire,,I.- Brock, E. L.- Kraft, K.

ilannheim, C.- McGovern, A.- Brock, E. L.

Lauber, P.Palazzo, T.

4.4

- 167 -


Other Suggested Reading Level 9 (cont'd)Andrew JacksonWiTrateAlexander Graham BellAbraham LincolnFairy Storiescourag., of Sarah NobleDown, Down the MountainHenry Huggins,

. Honk, the MooseNiesra3FIWEtrale House in The piz WoodsMary PoppinsMr. Popper's Penguinsrippi LongstockingWee Gillistliple Machines and How They

WorkHow The Grinch Stole ChristmasPLIOUCTioCaddie WoodlawnThee HannahLittle Cow and The TurtleTwent&-One BalloonsPatchlock Gunthe MoffeasThe Diel---77-1 Familygrie S a IlionSri ht of the Grand Canyonus n organ Had A HorseTOWS Jefferson

. Martin, P. M.

. Bishop, C. H.- Montgomery, E. R.. Judson, C. L.- Dolch E. W.Dalgliesh2 A.

- .Credit, Ellis- Cleary, Beverly- Strong, Phi

Kiplipg, Rud rd- Wilder, Laura- Travers, Pamela- Atwater, Richard- Lindgren, Astrid- Leaf, Munro- Sharp, E. N.

- Seuss,- Collodi- Brink,- De AngeDeJong,

- DuBoisEdmonde

- Estes,Enright

- Farley- Henry,- Henry,- Judson,

Dr.C.

Carolynli, MargueriteMeinert

E:!eanor

MargueriteMargueriteClare

J

Level Taught:

TEACHER REACTION SHEETe

Type of Group: /

Material Used:

Reaction:


given to ti Reading Department.

-168 --


*REVIEW SKILLS FRO; PREVIOUS LEVELS KEY f i = initialm = medialf = final

I. DECODING SKILLS

A. Phonemic Analysis;1. Consonants

a. c (ocean)b. eh (character)c. ch (machine)d. Ff7i (edge)e. au (guard)f. t ,(fortune)g. vrr (write)

2. Consonant Clustersa. (g) g (guard)

3. Digraphs4. Vowels

a. (iy) ie (piece)b. (ow) ou (shoulder)c. (ow) ou followerlby gh although)d. e (field)e. (iy) ea (piece)f. (ly) ee (seen)g. (ey) e followed by gh (weigh)

5. Vowel Consonantsa. (or) ar (warn).._....

B. Structural Analysis:1. Affixes and word parts

a. Prefixes un (unloading)b. Suffixes; 741 (helpful)

-ness (kindness)(joyous)

c. woia parts ion with spelling variations2 Generalizations introduced4 a. A syllable is an &uditory unit

b. A vowel that-comes,before a doubled con-sonant letter usually represents. an un-glided vowel sound

c. In words ending with v the ;1z. is replaced

by i before er or estd. Words that must be divided at the end of

the line are divided by certain prilci-ples C-

3. Graphemic basesa. edgl (ledge)b. ief (chl.ef)c. ItiFFe (nudge)

4. Syllabicationa. Review Rules 1, 2, 3, and 4

Sr

If

-169-


II. COMPREHENSION

A. Inferential:1. Identifying with characters or incidents2. Interpreting figurative language3. Making inferences

a, Cause and effect relationshipsb.' Character traitsc. Comparisonsd. Main ideas

Supporting details4. Making judgments

a. Of fact or opinionb. Of reality or fantasyc. Of adequacy and validityd. Of worth, desirability and acceptability

5. Predicting outcomes6.. Reacting to the author's use of language7., Imagery

B. Literal:1. Classifying2. Recognizing and recalling cause and effect

relationships-a. Comparisonsb. Detailsc. Fain ideasd. Sequence


III. LANGUAGE

A. Language Development:1. Analyzing words and phrases2. Interpreting figurativ0 language

Understanding codes4. Understanding multiple expressions of a

single idea5. Understanding the relationship of intonation

to meaning

B. Language Expression:1. Listening and reacting2. Speaking

a. Dramatizationb.. Reading poetry aloudc. Reportingd. Retelling old talese. Sharing experiences and information

with the group3. Writing

- 170 -LEVEL 10 -- LATIGUAqE ARTS (cont'd)

C. vocabulary:Oftt

`1. Developing word meaningsa. Multiple meaningsb. merminology;

-antonym-hyphenation (end of line hyphen)-syllable-synonym

c. Using content clues to determine defini-tions

d. Words with similar meanings2. Expanding vocabulary

a.' Adding affixes to form new wordsb.' Colloquial expressions

Learning the origin of namesd. Solving word puzZles

,e. Using descriptive words for clearer..expressionUsing the glossary to find meanings ofunfamiliar words

3. Recognizing new words,a. New words and meaningsb. Word recognition

D. :Techanics:1. Learn to capitalize

a. First word in greeting and closing of abusiness letter:business firmsGovernmental departments

d. Outlining main topicse . The first vord of each line of poetryf. First ':ord in direct quotationg. After statements (telling sentences)

,which are direct quotations2. Learn to punctuate

a. Questicn Tlark - introduce question marksafter questions which are direct quota-

tionsb. Exclamation Point -- after exclamatory

sentencesc. Comma: after words yes" and "no' at the

be!inning of sentences which answerquestions-between last name and first name whenlast name is written first

- between name of person addressed, and rest

of the sentenced. Apostrophe - in plurals of numbers and

letterse . Hyphen - For combinations of two or more

words into compound .ord

f. Undi:gline - reinforce) underlining titlesof books and newsrAneirs

- 171' -

LEVEL 10 - LANGUAGE ARTS (cont'd)

h. Dash - reinforce dash between numbers inlaference to pages and hours in referenceto time

3. Learn to use words correetlya.. Forms of the verb be (present-past)b. Review irregular verbsc. Subject and verb agreement

4. Learn to use correct sentence structurea. Development of simple sentences using

adjectives and adverbsb. Subject, predicate and direct object

5. Learn to use correct paragraph structurea. Develop an idea using two or three sentences

b. Ute indentation6. Learn to use correct letter form

a. Business matersb. Continuation of personal letter

7. Learn to proofreada. Reinforce symbols taught at previous levels

b. Introduce symbol for error in grammar (gr)

c. Introduce syllabication at end of line isincorrect (syl)

d. ne - not cleare. cie - corrected in class by pupilf. - review workHeading on papersa. First name and last name on left-hand side

9f paper-date on right-hand side-heading of paper center of the next line

IV. STUDY SKILLS

A. Locating Information:1. Seeking information from sources other than

.books2. Skimming for specific information3. Suggested references to resource books

4. Topics for research5. Using book parts A

a. Footnotesb. Glossary

B. Organizing Information:1:ko Review all alphabetical arrangement2. Applying information found in glossary

3. Organizing ideas and information4. Summarizing

C. Using Visual and Representational Nate,,ials:

1. Developing and interpreting a time lire

2. 'laps and charts3. i:eaL,uring.

- 172 -

LEVEL 10 -- LATUA4=-A-RTS-(eont!4)-

V. LITERARY UT DFRSTATTING APPRECIATIOT1

A. Types of Literature:1. Biography2. Fables3. Folk tales4. Haiku5. Historical fiction6. Humorous. fiction7. Legends8. Nyths

B. Graphic Techniques in Literature:1. Relating illustrations to literature2. Relating types to illustrations3. Poetry4.- .rrose

C. Literary Forms:1. Drama2. Poetry3. Prose

D. Writer's Craft:1. Author's purpose2. Author's style3. General style and structure

a. Awareness of humorb. Awareness cf similarity in plots and

themesc. Comparing fictional and informational

writingd. Distinguishing between fact and fiction

VI. CREATIVITY

A. Before the Reading Experience:1. Awareness of a problem to be solved 'r a

difficulty to be faced2. Co.frontation with ambiguities ani uncertgin -

ties3. Familiar made strange or strange made familiar4. Heightened anticipation and expectation

5. Predicting from limited information

6. Structuring tasks to give clues and direction

7. Taking the next step beyond what As known

8. Using existing knowledge and experiences as a

springboard

B. During the Reading Experience:1. Exploring misting .dements2. T'cmtifying with characters3. Predictinft from limited information

4. Reacting to charactc,r's actl-ms, person-alities an,. motion::

-173-LEVEL 10 --- LANGUAGE ARTS (cont'd)

5. Visualizing places and events

C. After the Reading Experience:1. Discussing personal reactionsto story ele-

ments and events2. Discussing the author's. purpose3. Elaborating what is read

a. Artistic expressionb. Dramatization, role playing,, puppet

shows, pantomimec. Writing

4. Encouraging future projection5. Going beyondthe obvious6. Identifying with character's personalities

and emotions7. Improbabilities entertained and multiple

hypotheses encouraged8. Searching for solutions9. Taking the next step beyond what is known

10. Transforming and rearranging information11. Visualizing details

VII. MATERIALS

A. Required - Ginn 360:1. 411 91212L126q..

a1---11exticiiwiThd teacher's h dbook)b. Skills Handbook (workbook) p il and

teacher's editionc. Self help activities sheets - pupil

and teacher's edition

B. Alternate Reading Programapproval of ReadingDepartment:1. Programmed reading (Sullivan)2. Scott, Foresman

C. Supplementary Matdrials* - optional - use onlyappropriate pages as related to Level 10 skills

1. Ginn Word Enrichment Program - Levels 1, 2,3, 4, 5, 6, 7.

2. Modern Curriculum Press - Phonics WorkbookA-B-C.

3. Lyons and Carnahan - The NeW Phonics We Use

A-B-C-D-E-F4. Darnell Loft, Ltd. - Specific Skills Series

A-B-C-D-E-F5. Continental, Hayes, Jenn Duplicating

Masters6. Teacher Vlade 'Aterials7. SRA Word Games - Reading. Latratory Ia, Ile8. Scholastic Individualized Reading Kit

11 "Refer to Supplementary aterisl Index.

-174 -LEVEL 10 -- LANGUAGE ARTS (cont'd)


10. Library filmstrip and tapes11. Creativity Idea books: Can You Ima ine?

For Those Who Wonder (Myers, orrance12. Spelling Books


Book 3c. Houghton Mifflin - Power To Spell - Book 3

d. McGraw Hill - Basic Goals in Spelling -Book 3

e. Economy Company - Continuous ProgressSpelling Kit.

13. Language Booksa. Harcourt, Brace & World - The Roberts

Seriesb. Scott, Foresman - Language and How To

Use Itc. Laidlaw - Experiences in Language

Book 3d. Holt, Rhinehart & Winston - The Arts and

Skills of English - Book 314. Handwriting

a. Scott, Foresman - Writing Our LanguageBook 2

15. Enrichment Materialsa. Crossword Puzzles - Dr. Herr - Book 1

b. Gamesc. Merrill - Phonics Skill Text - tape and

workbooks - L--el C & Dd. Dictionary - lhart Junion Dictionary

16. Reader's Digest Skiilbooks

VIII. EVALUATION



3. Teacher ;lade Test

Optional:1. Informal Reading Inventory - back of teacher's

edition2. Fountain Valley TeaOtir's Support System (Pre-

test, Post-test of_skills)3. Initial Screening Test - Ginn4. Gates-McGinite Reading - standardized

Name

.- 175 -

LEVEL 10 -- EVALUATIONLANGUAOE ARTS

Date

A. Capitalize the following:

1. the f b i helps to capture dangerous men.

2. i have a favorite poem and it begins this way;

the ostrich is a silly bird

. with scarcely any mind.

3. The outline form begins:

I. favorite pets

A. horses

B. dogs

C. cats

B. Use the proper punctuation:

1. Yes I'd rather go by myself

2. Peter Smith is listed Smith Peter in the phonebook

3. Paul said, "Will you come too"

4. Can she count by 10s

5. Jennifer just finished reading,. The Black Stallionby Walter Farley.

6. Tomorrow is my birthday, and I'm so excited

7. The time was 1020 before we left the house.

8. She said, come here right now

C. erite an example of a business letter and address an

envelope.

"Mb


Name Date

C. Business 1Vg7ter and envelope (cont'd):

NO.

Letter

Envelopeti

D. Write 3 sentences using adjectives and adverbs in

each one. Circle your adjectives and underline your

adverbs in each one.

1.

2.

3.

IA*.MONVM

- 177 -

LEVEL 1) -- EVALUATIONLANGUAGE ARTS

Name DateE. Write a paragraph Using the correct form 6i71515TIffili

following topics:

1. The School Gym2. My Favorite Food

HolidaysTell How Something isDone

F. Proofread the following and correct the errors by re-writing the paragraph correctly. Be careful of yourform.

recently as i was traveling i found a penny i I

thought about the many journeys this penny had

been on and.wished i could travel as much just

think of traveling froM pocket to pocket


LANGUAGE ARTS

Name DateG. Draw a Line e-between the subject and predicate. Circle

the noun and underline the verb. Place d.o. over thedirect object.

1. My friend eats his lunch.

2t Your mother bakes cookies.

Some children play cards.

4.! The rabbit eats clovar.

H. Write synonyms for the following:

1. penny 3. lad

2. mug 4. pan

I. Write an antonym for each of the following:

1. wealthy 3. pretty

2. pleasant

J. Dictate 10 spelling words so far this year:

1. 6.

2.

3.

4.

5K. Alphabetize-the following: Write in correct order:

threatthreadthrepethready

L. Toot words and endings - be careful! Not all columnswill be filled each time.

ed ing es

1. scurry

2. twinkle

- 179 -


NameL. Root words and endings (cont'd)

3. harvest

4. charm

5. cloak

6. stack

7. spare

8. shine

Date

-180-


A. Capitalize -the following:

1.

2-

Teacher's copy

me F. B. I. helps to capture dangerous men.IBave a favorite po 1 and it begins this way:

The ostrich is a, sill birdWith scarcely' any mind.'

3. The outline form. begins:

I. Favorite Pets

A.B.C.

HorsesDogsCats

B. Use the proper punctuation:

1. Yesj. I'd rafher go by myself,Petei;,SMIth is listed Smith: Peterbook.

3. Paxlsaid. "Will you come too?"4. Can she couht by 10's?5. Jennifer just finished i.ading, The Black

by Walter Farley.6. Tomorrow is my birthday, and 1/1**so excited!

7. Thee' time was'10:20 before all P.eft the house.

B. She/

'said, "Comb here right now!".

in the Phone

Stallion,

C. Write an example of a business letter and address an

envelope:,

\letter envelope

D. Write 3 sentences using adjectives and adverbs in each

one. Circle your adjectives and underline, your. adverbs

in each one.

E. Write a paragraph using the correct form on one of the

following topics:

1. The School Gym2. My Favorite Food

HolidaysTell How Something isDone

F. Proofread the following and correct the errors by re-

writing the paragraph correctly. Be careful of your

form.4

Recently as I was traveling I found a penny.

I thought about the many journeysthis penny hadbeen on and wished I could travel'as much. Just

think, traveling fr.& pocket to pocket!

PS

- 181 -


Teacher's copy

C. Draw a line between the subject and predicate. Circlethe'noun and underline the verb. Place d.o. over thedirect object.

d.o.1. My friend eats hisslunch.

d.o.2. Your mother bakes cookies.

d.o.3. Some children play cards.

d.o.4. The rabbit eats clover.

Write synonyms for the following:

.1. penny2. mug3. lad t

4. pan

I.. Write an antonym for each of the following:

1. wealthy'2. pleasant3. pretty

J. Dictate 10 spelling kords so far, this year:

Alphabetize the following: .trite in correct order:correA

1. threat thread2. thread ' thready3. three threat4. thready three

L. Root words and endings - be careful!

1. scurry scurried scurrying2. twinkle twinkled twinkling3. harvest harvested harvesting4. charm charmed charming5. cloak cloaked cloaking6. stack stacked stacking7. spare spared sparing8. shine shined shining

scurries

OM

.1. OVID

410 MID;11. 4111.

am ad*

twinklesharvestscharmscloaksstackssparesshines

admirationadmiredahaalertsalfalfaalsoaltaralteredAmericaancestorsangrilyanklesAnthonyanywhereapartappreciateapproacharch,arrivedArthurarticlesassembleastirastronomyautoautomobileavoidsawningsbabiesbackwards-badlybaitbakebakerybakingbamboobananasbarBarnumbarracksbasebatteredbeadsbeardbeneathbewitched,biddingbiggerbitingbitterblackened

I

- 182 -


LEVEL 10

bleakblisteringblobsbloodhoundblossomsbodiesboilboilersboltsbonnetboresbouncebracebitbrainsbrandbravebreathebreathlessbreedsbubblingBuckbucketbudgebuggiesbuggybulgedbulkierbulletsbundlescabbagecalf---calmcanal

Captaincargo.casescashcausedcelebratecelebrationchangingchanterchargecharmcheatedcheerfullychiefchoosechores

Christmaschuckledchurchescitiesclaimclamclean-upclingcloakclockmakercosingclothingclubsclumsycoastcocoacoloniescolonist-colorscombinedcommandingcrankedcrawlerscreditcreptcrestcrimescriminalcrinkledcritterscroakedcropcrosslycrowbarscrowncrushedcushioncuttersdabsDaddy ti

daficingdangerousdarknessdealdeathdecayingdedicateddegreesdeliciousdemandeddeserved

despitedilldimlydiscovereddistrictdivideddollardoubledragondraineddredgesdrieddroopingdrowneddrummingdrunkduskdutydwarfeagerearliereaseedition* eighteldestelegantelevenemptiedenduranceengineengineersEnglandEnglishenjoyingenormousequaledeveeverybodyexamineexampleexpedtedexplainedeyebrowsfactfactoryfairylandTamilidsfarefatter

*DolchAdditional

- 183 -

.SUGGESTED SPELLING LIST

LEVEL 10 (cont'd)

feastingferryfigurefireworksfirmlyflared'floodflungflutefondfoodstuffsfoolingforcedforever'foughtfoundationfountainfranticallyfreightFrenchfriedfrolickedfuryfussedgeneralgentlemengentlygigglesgivengivingglareglidedgodsgoldfishgottenglorygrandparentsgrantgratinggreatestgroueguidegullgunshairyhailhallwayharidfulshandgrip

handlinghandsomehandsomesthappiestharborharness.harvestedhastyhauledhauntedhazelhearthelpfulhoistholidayholyhookedhoophoorayhospitalshotelshousewiveshowlhumdingerhungerhungrilyhurricaneicyIndependenceIndiansinstructionsintelligent

. inventionsIrelandironitching* itsjerkedjewelsjewelryJim,jouncedjoyJulykeenkindlykindnegslacelaid

decodable vords Level 10 T.G. p. 376

lamplaughterlayer'lendlentlessonlifelesslightlylimberlipslistenerslivelylockerslonelylooplorrylosinglovelyloweredloyalluggedlumpsmachinerymajormakingmanagedmapsmarblesMarchmarriedmassmatmatchmathematicsmayormeanwhilememorymeowmessengersmewMexicomidnightmillionmistmodelsmoldedmoormotorboatsmuddymufflemurmuring

P

-184 -


LEVEL 10 (cont'd)

muscles'musketsmusk oxnearlyneatlynickelnightlynoblenoticingnursenuzzlsdoats \

observationoilokay.old-fashionedothersoughtoverflowingowepackagepaidpajama

1...

palmpantryparentscpaxlorpastedpatrolmanpatternpavementpaymentpeacefulpeatpedalpedestalpeeppeeringperkingpersonpicklepierpiercedpiggy-backpinspiper

e pistonpitchforkplacingpleadedpleasantest

plugpokespolitelypoolpopular.possiblypostspotatopotatoesprayerpreparedPresidentprettiestpriestsprincessprintersproduceprogramprotectorsproviding

%punishmentpurepuzzledquitradarramravenrecentlyrelatedremainingremarkableremindrepeatreporterrescueribs,rice.ridripenroamedrobberrollersrulerumMagerustysacrificesafelysailboatssailorssalesladySatisfied

saucerscalescarletscoopscorchedScottScotlandscratched,scurriedsecretarysectionselectseventyshaftshamesharingsharplyshelfsheltershelvesshepherdshiningshouldn'tstvevelshriekedshylysimplesingle,sixteensixthsixtyleightskatersskinnedskippingskyscraperssled&sleepilyslerderslot,

smartedsmashed-snaresneezingsnipssoakedsparesparkledspearspeciallyspiralspoil

.,- 185 -e


LEVEL 10 (cont'd)

spokenspotsprangspraysquashedsqueezingstabbingstackstainedstaircasestaringstatuestealsteamStevestolestoolstonestoragestories-storytellerstraightenedstrandedstrodestruckstruggledstrungstumbledsubwayssuction pumpsuppliessurveyorssuspectedswampswelledswerveswiftswimmersswitchswoopedtadpolestakentakingtapetasseledtaughttelescopetelevisiontempletendterribly

thatchthemselvesthere'llthirstythirteenthirtythongthrilledthrownthumpticketticklytightlytingles'tistoasttobaccotonetoolstorchtowtractortreattribetrihnningstrooperstruthfultuckeredtumblingtunetwilighttwinkledtwinkling

4 uglyunknownunlatchedunlessunloadingunpavedupstairsusefulusingusuallyvacationvacuumvaluablevowwampumwanderedwarehousewatchful

- 186


LEVEL 10 (cont cl)

waxed whisked world'swearily . whoa worryingweather whooshing worstwe'd wick woundweed widow wrappedneighed wistfully , wrotewe've withered yo-yowheat wobbly zealwherever woken zerowhew women

11

.

- 187-


Gin 60 Level 10 Unit I

Tol. Under the Christmas Tree

T1, Cat ClubT e Pire Cat- .

Book of AmericansThe Christmas SkygEKly's LuckCatsFelice

' pancing CloudIndian Hill '

Our Count FreedomOur Country's Story,In My Mother's HouseThe Liniirigler 'N

A Walk in the City i I

. .,,

Bright AprilThe Girl Scout StoryCaes Cats Cats Cats CatsAnd There Wig-AmericaThe AnimalTichristmasHaataALLE CatAngus and the at.Stars and Strius: The Stor vof the American FlasIndian` -510 Feet and His Eagle

- Association for Child-hood, eds.Averill, EstherAverill, Esther

- Benet, Rosemary CarrBranley,-Franklyn

- Brecht, Edith- Bronson, Wilfrid S.- Brown, Marcia- Buff Mary and Conrad

Bulla, Clyde R.Cavanah, FrancesCavanah, Frances

- Clark, Ann Nolan- Cooney, Barbira- Dawson, Rose Mary and

Richard- De Angelis, Marguerite- De Leeuw, Adele- De Regniers, BeatiriceDuvoisin'Roger

/- Eaton, Ann Thaxter- Evans, Katherine- Flack, Marjorie- Freeman, Mae Blacker

Mighty HunterTrudie and the Mitch CowLadycaki-rrarmTWo Pesos-rEF Catalinamoose' s Christmas SecretI Feel the Same waxMarshmallowliothing Ever Happens on ME

BlockThis is New YorkThis Way,

stmas GiftThe Christmas Anna AngelThe Year of the Christmas DragonChristmas EverywhereMiranda and the CatYoung, Folks

Becky's ChristmasSiamese SummerJarVCTIs Gift A Christmas Stry

7

Friskey, Margaret

- Gerson, Thomas I. andHood, Flora M.

--- Hader., Berta and ElMer.Hemschemeyer, Judith

- Hunt, Mabel Leigh- Kirn, Anndr. Lexau, Joan M.- Moore, Lillian- Newberry, Clare T

Raskill, Ellen

Sasek, Miroslav- Read, Herbert- Rollins- Sawyer, Ruth- Sawyer, RuthSechrist, Elizabeth

- Smith, Linell- Szasz, Suzanne and

Lyman- Tudor, Tasha- Warner, Edythe- Vance, Marguerite

-188-SUGGESTED LITERATUREReading - Level 10


Fiesta of Folk Songs from Spainand Latin America

Ginn 360 Level 10 Unit II

The Ashanti of GhanaMeeting With A StrangerFeliceThe Big Wire'Greek Is andFatTvals of manThe Pear Tree, the Birch Tree

and the Blueberry BushAn African Adventure, BembaThe Cat Who Went to HeavenCricket and fgeVmperor's SonRonnie and the Chief's SonNoie Girl of JapanLand in the Son: Story of West

AfricaThe Tower ty the SeaGreat Rulers of African Past

-Taro and the Sea TurtlesFolk Legends of Japan

jaiaains in the Sea: ChallengeCrowded Japan

in JapanMiss Happiness and Miss FlowerCircus Day in JapanGem to Know JapanLiving JapanSigemi: A Japanese Village GirlThe Cow Who Fell-in the CanalVisit With Us in JapanKuma is a Maori GirlThe Japanese in AmericaThe Greedy, OneTaro and the Bamb000 ShootTaro and the TofdrThe Japanese: People of the

Three TreasuresPast and Present JapanNoy Lives sin ThailandJapanese Children's Favorite

StoriesJunichi, A Boy of JapanMade in giPan,TheDumplings and the DemonsPlaytime in AfricaThe Promised Year

sts Oft00.S.

- Yurchenko, Henrietta

Bleeker, Sonia- Bradley, 'Duane- Brown, Marcia- Buck, Pearl S.- Buckley, Peter- Buell, Hal- Carigiet, Alois

- Clair, Andree- Coatsworth; Elizabeth

Coatsworth,* Elizabeth- Coatsworth, Elizabeth- Darbois, Doignique- Davis, Ruetil and

0 Ashabranner, Brant- De Jong, Meindert- Dobler, Lavinia and

Brown, William A- Dobpin, Arnold

Dorson, Richard M.- Gallant, Kathryn

- Gidal, Sonia and Tim- Godden, Rumer- Hicks, Eleanor B.

Jakeman, Alan- Keene, Donald- Kirk, Ruth

KrasilOvskY.s.Phyllis- Larson, Joan Pross- Lawson, Pat- Leathers, Noel L.

"artin, Patricia Miles- Tiatsuno, MasakoMatsuno, masako

- Yewman, Robert

- Reischduer, EdwinRiwkin-Brick, Anna

. . Sakade, Florence

- Schloat, G. ':!arren

- Spencer, Cornelia- Stamm, Claus- Sutherland, Efua- Uehida, Yoshiko

t- 189 -


Ginn 360 Level 10 Unit II (cont'd)

Takao and Grandfather's Sword5-1-671.gie, FluteThe Winged Watchmen7FF Land and People, of JapanAn iIntroduction to JapanTile Busiest Boy in HollandTaro Crow BoThe Vinage reeThe Golden Footprints

POEMS

Cricket SongsIn a rin GaidenTie-Mo ent of Wonder

SONGS

"A Neq Year's Greeting,"

"Kum 8a Yah,""Pichipichi Jabuj abu,"

"Sakura: Cherry BlossomTime,"

"The Puppet Show,"

?mils

An Evening at Home with apaneseA ;::45yr at Dinner

FILMSTRIPS

- Uchida, Yoshiko- Updike, John- Van StoCkum, Hilda- Vaughan, Josephine- Webb, Hershel- -Weil, Lisi- Yashima

YashimaYashima

Behn, Harry- Lewis, Richard- Lewis, Richard

The Magic of Music --Book ThreeUn, 1966, p7105The Magic of Music - Book FourTSF Meg c of Musie- kook 'ourGinn, 1967. p7-1.75 and-p. rarTne Magic of Music - Book Fourman7-19.(677-1,7-rwrThe of Music,- Pook TwoGinn;1.965, p7ITE

'Asiatic Lands and Peo leChildren of Holiin . Children-of Many Lands Series."

If You Were Born in Japan

%Japan) Asia's Modern towerJapanese ChildrilTwChildren

of .Many! Lands Scrips."

Ginn 360 Level 10 Unit II1

The Magic andLittle WitchA Good KnightA Bear Beforeamm. =....

Mystery of Words

for DragonsBreakfast

- John Colburn Associ-ates

- John Colburn Associ-ates

- Jam Handy, 1957- EncyclopaediaBritannica Ed. Corp.

- Educational ReadingService, 1968

- Bailey, ;966- Encyclopaedia

Britannida Ed. Corp.

- Adams, Jamek.- Bennett, Anna. Bradfield, Roger- Clifford, Eth

10 -


Ginn 360 Level 10 Unit III (cont4d)

What Did' You Dream?TEiBears on Hemlock MountainIf pappy Birthaay EREold Wind and 'Liu LisanTToby and the Nighttime

Tree of Language

A- Book of DragonsSpectacles and Other

Easy -to -React StoriesA Book,of Dragons -

The apaway Piper

- Craig, M. JeanDalgliesh, Alice

- De Jong, David C.Glasgow, Aline

- Horgan, Paul- Laird, Helene and

Chariton- Nanning-Sanders, Ruth- Moore, Lillian

Ginn 360 Leve1.10 Unit IV

Little Tim and the Brave Sea

Who Built the pm?Squaw EsaCoast Gu1rd in'ActionTEWTO Care:for-Your am.The Fast Sooner HoundEngineers Did It!Mike Mulligan and His SteamJean Cl ude s islandThe True Book of OceansTwa Againbt. the TideTide Pools and BeachesSkyhooks: Trig.Storycof H41i-

conters.What Makes a Car GoThis Is AutomationCargoesBarry: Then Story of a Brave

St. BeFEirdPoliceman SmallIline for KeepsA Boy, a Do& and a Frog.ThFTruF BbokEir Mliceman

anaTtaremanThe Secret ThreeSilver Chief: Dm of the

NorthcliFi-5artonPriiailng IslandThe True Book of EnergyAt lightOn the Beat: Policemen at

WorkMrs Herringn% First Fish

Nesbit, EdithStirling, Lilla

Ardizzone, E.

- Bate, No- Beatty,

Bergaust- Bethel',

BontempsBradbury

- Burten,- Carlson,- Carter,.- Clements- Clemons,- Coombs,

Shovel

man 1

Patricia' uric

JeanArna

, DuaneVirginiJiatall S.

KatharineBruceFlizabethCharles

- Corbett, Scott- Hirsch, S. Carl- Huntington, Harriet E.- Hurlimann, Bettina and

Paul- Lenski, Lois- Little, Jean- Mayer, MercerMiher, Irene

- Myrick,. Mildred- c' Brien,, Jack

- Pace, MIldred M-- Parrish, Anne

Podendorfl'IllaRessner, Philip

- Robinson, Barry andMartin J. Dain

- Shemin, Margaret ha- Shortall, Leonard

- 191 -SUGGESTED LITERATUREReading - Level 10

Ginn 360 Level 10 Unit IV (cont'd)

Men at Work in Alaska.The Golden frogWake Ci.ty

Mu ratEWonders of the World Between the

Tides- ,

Cruiseof the H4ppy-Go-GayWhat's of Esigines?Inside_

Ginn 360 Level 10 Unit V

Story of Inarm AppleseedTheJohn BTITIngonl:eFRLYilg

SquantoCrtnnonbarl Simp.High clguinnitry.q. Kansas

1311glaiiii&InSa;WP2PleAbraham Lincoln

'Buffalo pill

Columbus

George Washington

Pocahontas,-

Animals That Made U. S. EisLaty.Stars and Stripes: The Story_

of the American' FlagThe Cabin Faced WestMaim StoriesCaRe Cod AdventureA Eow for TurtleSelina the Circus SealMoney Round the World

Bronco Charlie: Rider of thePony'Express

LentilIf You Lived in Colonial

timesRoiling the CheeseThe True Stwy of Jumbo theElephantOn Indian Trails with Daniel--BooneThe Pieces of Homemim

1,0

- Smith, Frances.C.- Surany, Anicb',

Tresselt, AlvinUnkelbach, Kurt

- Wakeman, Norman H.

- Williams, Ursula Moray- Zim, Herbert S.

Aliki Diogenes- Beatty, Hetty B.Bulla, Clyde Robert

- Burningham, John- Calhoun, Mary

Cavanah, FrancesDalgliesh, AliceDalgliesh, AliceD'Aulaire, IngriEdgar Parin

- D'Aulaire, IngriEdgar ParinD'Aulaire, IngriECgar Parin.D'Aulaire, ThgriEdgar ParinD'Aulaire, IngriEdgar Parin

- Dorian, Edith- Freeman, Mae B.

and

and

and

and

and

- Fritz, Jean- Hall, Elva] can- Hays, WilmaHeiderstadt, Dorothy ,

- Helps, Racey- Hine, Al and John

AlcornLarom, Henry V.

- McCloskey, Robert- McGovern, Ann

- Martin, Patricia MilesMathieson, Eric

Meadowcsoft, Enidk

- Miles, Miska

,- 192

:'r3GESTED LITERATUREHeading 1- Level 10

Ginn 360 Level 10 Unit V (cont'd) .

Uncle Fonzd's FordFITE Namd WashingtonThe 111-EllnThe TaSsiohBellABC HollyP.BC Book of Early AmericanaFez .o the Pediller and the

Erepi-ht


The" Arbuthnot Anthology ofChild-Pens Literature

Time far Fairy Tales Old andNew

The LAvent res.of Spider.Norwe Ian olk TalesSono r J rds of the W rldCat Taies

ta.7 Is on a Fish's Bapk:

ZofUel7fniailgs

Co-y-difTie -goy Who Could .Do AnythingOnce_ a-The-Ere5hant's BathtubJack and tie Three SilliesNoT;:e 63.ds and Giants

EanEkELL1 CatThe Shenherd's.Ncwgay: Stories

from Finland and CzechoslovakiMedial-he ligii76f Hooper BayGrimm's'Fairy"-Tales

Sleeping Beauty

Snow White and the Seven Dwarfs

Tricky Peik and Other Picturetales

Favorite Fairy Tales Told inIreland

Favorite = r Tales Told inJa an

Favor e Fairy Tales Told in

Favorite Fairy. Tales Told in

RussiaFavorite Fairy Tales Told in

Spain,The Wave

- Miles, Miska- Norman, 2:-::::rude- Pine, Tillie S.

LeoRietveld, JaneSloane, EricSlobod%ina,.Esphyr

Arbuthmt, May Hill

- Arbuthnot) Pay Hill

Arkhurst, JoyceAsbjornsen, Peter

-.Austin, Oliver L. Jr.- Belting, Natalia M.- Belting, Natalia M.

Forent- Brennvf, Anit'

BrOWs)) Mane la- Carcertsr, Frances- Chase, icier

D'Aulaire, lngri andEdrir ParinEllans, Katherine

- Fillmore, Parkera

Charles.E.- Gri.mm, Jakob andWilhelm

- Grimm Jakob andWilhelm

- Grimm, Jakob andWilhelm

- Hardendorff, Jeanne B.

Hardendorff, Jeanne B.

HardendOrff, Jeanne B.



- Hardendorff, Jeanne B.

- Hodges, Margaret

- 193 -

SUGGESTED LITERATtREReading - Leve.1 10

Ginn 360 Level 10 Unit VI (cont'd)

Qtus, the Story of a Screech OwlndRed Iian Irak- and-Fairy'Tales

Shin's Lucky KanLiniiiCroiTTiBrew

IW:vATETSciasire French Fairy

Th7:.-14iTnd Men dild the elephant8121,71Fd Irealliri-7iznd Other

TalezJa155WI-Te Ci tillr Fov orite

StoriesGruraliqi and th-i- yenet.ian Cattri---Te---giquticirui.941146---4.1. .

--"06-iet,TY1FieJtYhaiaBeIrga the Tiger

There Was and.TTcrDarang Kettle

Japanese Fob alThe Maic Liqtening.The Sea of Goad and

Tales froffina-Pan

Was Notand Otheres

21R.Other

McOlunp:, Pcbert MMonnin-Landers, Ruth

. Jean- 0Asen, lb :;hang- Per Charles

- Ross, Exalie Steinmetz

Sakade, Florence

- Seidler) Roza lie

- Spellman; Sonn W.

-'Stolz, MaryTashijian,,Virginis

- Uchida, Yoshiko

- Uchida, Yoshiko- Uchida, Yoshiko

Sint SummerOwl

-Warner, Edythe R.Zimnik, Reiner- -

EestedrherSt

Good Day, Which Wly.Firate Book--How to Catch a CrocodileTill Potatoes Grow on TreesOurriBnica Goes to Petunia's

Ho seHow,the Grinch Stole ChristmasEfFry of ChristE5EFF ColumbusPaul. Revere,or That Swam Away

TFETBEaverr-Uilddie Skater .William Penn,UlyssesDanielU:0oneCory 5of Numbers

Terrible F57TUrtmeyerChamp, Gallant CcllieBooKer T. WashingtonPWCIFFick DouglassffeTEFFOTNYJuliette LoweWWat Can You Do With a PocketThe Boy Who Stole the ElephantWillow Tree Villigt07flivere and I,

- Steiner, C..- DavidsonM.- Pack) P.

- Brock, E. L.Duvoisin, R. .

Seuss, Dr.Metioverns A.

- Saxon, G. R.

- Parley, W.

- Canner; E.

- Dolson, H.

- Reeder, R. .

- Martin, P. N.- Lauber, P.

- Moore, L.- Lauber, P.

- Wise, W.

- Graves, C.

- Mooney, B.

- Pace, M.Flerri 'P.

Ko -r, J.att/more, E.Lawson' Robert

vz


2therstteadieve110(cont'd)Rabbit H111Ben and TieWind on the MoonThe Boy's King ArthurWIRnie-the-poohThe gIu Tiger and ChristianTh.:: BorrowersThe First Lake DwellersRinsom for A KnightCrystal MountainFlood FridayCotton in My SackStrawberry GirlThe Lion, the Witch, and the

Wardrobe

- Lawson, Robert- Lawson, RobertLinklater, Eric

- Malory, Sir Thomas- Milne, A. A.Huhlenweg, Fritz

- Norton, May- Osborne, Chester- Picard, Barbara- Hugh, Belle

Lenski, Lois- Lenski, Lois- Lenski, Lois

Lenski, Lois

Level Taught:

Type of Group:

Material Used:

Reaction:


\

*This sheet is to be completed at the end of the lev I and


- 195 -


*REVIEW SKILLS FROI! PREVIOUS LEVELS

I. DECODING SKILLS

KEY: im

= initial= medial= final

A. Phonemic Analysis:1. Consonants -- Review all consonants taught at

previous levels2. Vowel correspondence -- Review all skills

taught at previous levels

B. Structural Analysis:1. Affixes and word parts

a. disb. (im)c. nond. be as ae. re as af. en as ag. ,tr.h "a)

2, Suffixesa. ousb. entc. antd. nesse. ionf. enceg. ancoh. ablei. iblej. 3n;k.1. ism. iven. oro. alp. mn

a.qe-r. itys. ure.t. hoodu. wardv. pJ1

w. ihnx. ICC

asasasasasasasasasasasasas,asasasasasasas

asasas

y. 11E as3. Word parts

a. rentb. 19a

4. Analogous word parts

verb makerverb makerverb maker

an adjective markeran adjective markerin adjective markera noun markera noun markera noun* markera noun markeran adjective markeran adjective markera noun marker %

an adjective markeran adjective markeran adjective markeran agentivean agentivean agentivea noun markera noun markera noun markera noun marker

an adjective markera noun markera noun markeran adjective marker

'No

-19G-


Generalizationsrevieweda. A vowel letter that comes before a double

consonant letter usually stands for anunglided vowel sound.

b. In words ending in y the xis replaced byi before ed is added-.

6. Graphemic bases reviewed_a. ink, ight, ound, ame, oun, eat, eep, 111,

ack, ust7. Hyphenated compounds reviewed8. Infectiibnal affixes

a. ingb. ed does not represent a separate syllable

9. Syllabication revieweda. Rules 1, 2, 3, 4

II. COMPREHENSION

A. Inferential:1. Identifying with characters or incidents2. Making infevences

a. Cause and effect relationshipsb. Character traitsc. Comparisonsd. Main ideae. Story charactersf. Supporting detailsg. Supporting ideas

3, daking Judgmentsa. Of adequacy and validityb. Of appropriatenessc. Of fact or opiniond. Of reality or fantasye. Of worth, desirability and acceptability

4. Recognizing and recallinga. Cause and effect relationshipsb. Detailsc. Fact and opiniond. General and specific statementse. Main ideas:f. Paragraph structureg. Sequence of events

-1-1-.---supporting details5. Reorganizing

a. Classifyingb. Summarizingc. Synthesizing

III. LANGUAGE

A. Language Development:1. Collecting interesting words2. Collecting opposites3. Indirect description

-197 -


4. Recognizing effects of stress on word meanings

5... Reword parts of sentences41 Sentence fragments7. Syntactical understanding

a. Clues to sequenceb. MeanIngs and uses of the word forc. Pronoun referentsd. Signals to change, of subjecte. Words used to convey feelings of deter-

mination and doubt8. Understanding'a scientist's guarded language9. Understanding meaning on phrases

10. Understanding the relatiohship.of intonationto meaning

11. Using word associatlon

B. Language Expression:1. Listening and reacting ,

2. Ret4Ing beyond the text3. Speal:ing

a. Creative dramaticsb. Debatingc. Developing good oral reading habitsd. ramatizatione. Interviewingf. Pantomimingg. Reading a poem aloudh. Beading a story aloud1. Reportingj. Setting a poem to musick. Sharing experiences and-information with

the group4. Trqnslating older or literary expressions

5. Writinga. Comparisonsb. ,Paragraphsc. \Poemsd.\ 'Reportse. Storiesf. Story sequel


a. Antonymsb. Classifying wordsc. Hyphenated wordsd. a.w words and meaningse. Synonymsf. Understanding analogous relationships

g. Using analogous word partsh. Using context clues to determine word

meaningsi. Using word associationsj. Using words with similar meanings

- 198 -


2. Expanding vocabularya. Collecting interesting wordsb. Dev:Aopirig awareness of words

agoc. Understanding Indian wordsd. Understanding Japanese wordse. Understanding Spanish wordsf. Using the glossary to find meanings of

unfamiliar wordsg. Develop new terminology

Kernel sentenceMorphemeSimile-NarrationConnectivesSchwa

from long

- -

D. Nechan3 e3:1. Lev- -,. to capitalize

a. irst worci. in irtin topic of outlineb. 'irst wcrd In direct quotation

:)irecti.-_,n words which designate a sectionthe country

d. 7;.:,114.1.!.-.us, races and nationalities

2. Learn -Go 7unctuatea. :-:01amation Point - after strong inter-

jw.tionb. Col.na - for separation of transitional

words (however, moreover, too, therefore,from the context)-between two sentences joined by "and",11or", "but"

c. Apostrophe - in plural of numbers andletters

d. Colon - after words which introduce alist-ar,lang series

-.

e. Hyphen in numbers (thirty-five)f. Underline-- for names of newspapers

3. Learn to-use words correctly.a. Review forms of the verb beb. Review irregular verbsC. Subject and verb agreement

4. Learn to use!correct sentence structurea. Review or simple sentence structure with

use of adjectives and adverbsb. P,:...view subject, predicate. and direct

cl.jectc. SLntences beginning by using of or lack

of a determiner ,

5. Learn to use correct letter forma. Review business letter-b. Continuation of personal letter

-

1

r

TM

- 199 -

LEVEL 11 -- LAN1UACE ARTS (cont'd)

6. Learn to use correct paragraph structurea. Develop three to four sentences with

common ideab. Use indentationc. Use of simple connectives to show the

relationship of idea in time'd. Develop the narrative paragraph

7. Learn to proofreada. Reinforce all symbols of proofreadingb. Introduce Ms - manuscript errorc. Pro Res - unclear or incorrect pronound. W - poor word choice or vocabulary error

e.: T - tense error8. Heading on papers

a. First name and last name on left hand sideeflpaper-Date on right hand side- reading of pRpor cent of the next line

IV. STUDY SKI1LiS

A. Locazing Information:1. Adjilsting reading rate to type of material2. Skimmins for specific information

boats parts .P

a, Contentsb. rootnatesc. Gl$55ary

4. Assigning items to predetermined classes

5. Determine classes for groups of-items6. Developing aa outline7. Summarizing

B. Using General'References:1. Encyclopedia

a. Cross-referencesb. General informationc. Indexd. Location of specific information

2. Glossary and dictionarya. Alphabetical arrangementb. Applying information found in glossary

c. Definition selectiond. General organizatione. Information provided byf. Prnunciation keyg. RespeilinTsh. RAot words

'C. Using Visual and ,iepresentr.tional

1. Diagramsa. Family relationshipsb. Football

- 200 -


2. Mapsa. Comparing information on mapsb. Of geographic areas

- c. Using a scale of milesd. Using directional cluese. Using map key

3. Picture mapsa. Labeling parts ofb. Using map key

4. Tables of informationat Comparing the datab. Organizing


A. Types of Literature:1. Biography.2. Drama

a. Characteristicsbo Format

3. Fablea. Awareness of the lesson a fable teachesb. Characteristics

4. Fantasy5. Folk tales

a. Awareness of similarity of plot andmeaning amongtfolk tales

b. CharacteristicsC. Noting verbal and plot repetitiond. Understanding of origin and purposee. Historical fictionf. Myth

-- Difference betWeen a god and a hero-- Elements of hero tales

g. Narrative poetryh. Newspaper

-- Characteristics of feature articles-- Characteristics of news articles-- Comparing news and feature articles-- Format and content of a newspaper

B. Literary -Form:1. Comparing stories for similarities in plot

2. Drama3. Poetry4. Prose5. Sound devices

a. Alterationb. Figurative languagec. Metaphoric expressionsd. Repetitione. Rhymef. Rhythmg. Similesh. Word pictures

- 201 -


C. Writer's Craft:1. Awareness of mood2. Awareness of setting3. Character development

a. Revealed indirectly by authorb. Revealed through dialoguec. Revealed through first persond. Revealed through third person narrative

4. Developing sensitivity to the author's style

a.- Descriptive detailsb. Descriptive paragraphsc. Indirect descriptionsd. Symbolisme. Use of contrastf. Use of dialogueg. Use ,of factual informationh. Use or flashbacki. Use of foreshadowingJ. Use of humork.. Use of language

5. Plot developmenta. Clues to plot developmentL. Introduction, problem, action rises,

climax, action falls,, endingc. Problem, plans for solution, outcome

6. Recognizing themes

VI. CREATIVITY

A. Before the Reading Experience:1. Heightening anticipation and expectation2. Hypothesizing3. Structuring tasks to give clues and directions

B. During the Reading Experience:1. To read Independently with pleasure.

C. After the Reading Experience:1. Ambiguities and uncertainties played with

2. Constructive response encouraged'3. Digging deeper, going beyond the obvious

4. Elaborating what is readArtistic expression

b. Creating original monsters and heroes

c. Creative dramaticsd. Debatinge. Dramatizationf. Drawing a pictorial mapg. Interviewingh. Making inventionsi. Musical expressionJ. Pantomimingk. Retelling a story1. Writing a play

- 202 -

LEVEL 11 -- LANGUAGE 'ARTS (coht'd)

m. Writing news articlesn. Writing original poemso. Writing paragraphsp. Writing reportsq. Writing stories

.5. Experimentation and testing of ideas encouraged6. Future projection encouraged7. Multiple hypotheses encouraged8. Reoitanization of information required9. Search for elegant solutions. encouraged

10. Syntheses or diverse elements11. Taking the next step beyond what is known

VII. MATERIALS

A. Required - Ginn 360:1. The Sun That Warms

a. Text(5Upil and teacher's handbook)b. Skills Handbook (workbook)c. Self help activities sheets - pupil

and teacher's edition

B. Alternate Reading Program - approvalt.of ReadingDepartment:-.1. Programmed reading (Sullivan)2. Scott, Foresman

C. Supplementary Materials* optional - use onlyappropriate pages as related to Level 11-skills

1. Ginn *Ford Enrichment Program - Level 1, 2,

3, 4, 5, 6, 72. Modern Curriculum Press - Phonics Workbook3. Lyons and Carnahan - The New Phonics We Use

A-B-C-D-E-F4. Barnelr Eat, Ltd. - Specific Skills Series

A-B-C-D-E-F5. Continental, Hayes, Jen Duplicating Masters6. Teacher made materials7. SRA Word Games - Reading Laboratory /a, Ile

8. Scholastic IndividualUed Reading Kit

9. . EDL Controlled Reader and Language Master10. Library filmstrip and tapes11. Creativity Idea books: Can You Imagine?

For Those Who Wonder (Myers, Todii66T12. Spelling

rriiiBooks


Book 3c. Houghton Mifflin - Power to Spell - Book 3

d. McGraw Hill - Basic Goals in Spelling -Book 3

e. Economy Co. - Continuous Progress SpellingKit

*Refer to Supplementary Material Index.

- 203 :-

LEVEL 1 -- LANGUAGE ARTS.(cont'd)

13. Language Booksa. Harcourt, Brace & World - The Roberts

Seriesb. Scott; Foresman Language'. Row To

Use Itc. Laidlaw - Experiences in Language -

Book 3d. Holt, Rhinehart & Winston - The Arts and

Skills of Enklish - Book 314. HandtWIETEg

a. Scott, Foresman._. Writing Our Language -Book 2

15. Enrichment materialsa. Crossword Puzzles - Dr. Herr - Book 1

b. Gamesc. Merrill - Phonics Skill text - tape and

workbooks - Level C &d. Dictionary

VII. EVALUATION


2. Language Arts Test.- Level 113. Teacher !lade Test

B. Optional:1 Informal Reading Inventory (back of teacher's

edition)2. Fountain Valley Teacher Support System in

Reading (Pre-test, Post-test of skills -tapes)

3. Initial Screening Test , Ginn4. Gates- NacGinite Test - standardized5. Metropolitan Achievement Test

- 2014 -

LEVEL 11 -- EVALUATIONLA:,:GUAGE An'fs

Name Date

Decoding; Skills

A. Write two words that use ea; two that use u-e:

1. 1.

2. 2.

B. Write a word that contains these letters:

1. el

2. ch

3. ve

C. Write a word that begins with dial in and non:

1.

2.

3.

D. Write ness, ion, ence and ance as a rzn marker:

1.

2.

3.

E. Write words to rhyme with:

1. edge

2. tired

3. leg

Write the number of syllables in each word:

-1. midnight 4. penmanship

2. someone 5. yesterday

3. anybody

C

205 -

.LEVEL 11 -- EVALUATION----LANGUAGE ARTS

NameG. Circle the proper nouns:

john*and Mary live in Ohio.

2. Jim and Rover are running home.

3. We went to Hartford yesterday-.

4. I would like to see Paris.

Date

H. Write the proper form of the verb:

1. Yesterday it all day.rain rained

*Z. I have , the moon.seen saw

3. They willspeak spuke

Jerry

to the boy.

down the street.runs run

5. Th6 girls rope.jump jumps

Rewrite correctly:

1. she calledijim home

2. mr. b roberts flew to chicago

3. we are going to new york on sunday

4. when will betty arrive

5. the table in mart's house is round

J. Write the story titles correctly:

1. Freddy, the detective

2. lays and the wolves

3. 'charlottes web

4. the little house in the big wood's

.

- 206 -

LEVEL 11 -- EVALUATIONLALTAGE ARTS

Nam, Date*K. , Draw a line between subject and predicate.7-7.37eTi

the verb.

1. cJohn smiles.

2. The children play games.

3. The ship sails on the sea.

4. The boy cleans the board.

5. We study our lesson.

L. Writing

Write a Japanese, Spanislkand Indian word:

1. Japanese

2. Spanish

3. Indian

M. Paragraph Structure

Write three sentences with a common idea:

1,

MMml+Twomr2.

3.

- 207 -

LEVEL 11 -- EVATalATION.LANGUAGE ARTS

Decoding Skills

A. Write two words that use ea; two that use u-e:

BEV' COP1 ROW

Teacher's copy

1. ready 1. ruled2. steam 2. huge

B. Write a word that contains these letters:

1. gh -- caught or tough2. chi -- touch or character3. ve- -- live or poverty

C. Write a word that begins with dis, in and non:.

1. disobeyingompletenon stop

D. Write ness, ion, ence"and am° as a noun marker:

INI

. 1. happiness2. ,invention3. 'interference4. -importance

E. Write llords to rhyme with:

1. edge2. tired3, leg

F. Write the number of syllables in each word:

2.r: midnight 2

someone .

3. anybody

it.' penmanship 3

5. yesterday 3

G. Circle the proper n. uns:

11 \ 41. 'John. and Qanyi 1.ve in (9.1115.),

2. f,ii.-171` and Toirtm) are running home .

. 3. We went to .Hartford yesterday..

4. I would like to see ;Paris

I

-208-


Teacher's copy

H. Write the proper form of the verb:

1. Yesterday it rained all_ day.2. I have seen the moon.3. They will speak to the boy.4. Jerry runs- down the street.5. The gird jump rope.

I. Rewrite correctly:

1. She caned Jim home z_2. Mr. B. Roberts flew to Chicago;3. We are going to New York on SuRdayt.4. When will Betty arrive?5. The table in Mary's house is round.

J. !?rite the story titles correctly:

1. Freddy, The betective2. -Lars and the Wolves-3. Charlotte's Web'4. The Little House in the Big Woods

K. Draw a line between subject and predicate. Then circlethe verb.

1. Johnptloiles?

2. The childrery play. games.

R. The shili sail, on the sea.

4. The boy/Cieansithe board.

5. Wefstudi'our lesson.

L. Writing

Write a Japanese, Spanish and Indian word:

1. Japanese - -- futon2. Spanish __ - siesta3. Indian - -- masala

M. Paz agraph Structure

Write three sentences with a common idea:

1.\14

2.

3-

- 209 -


LEVEL 11

MASTER ALL OF THESE WORDS WHICH ARE FROM THE 220BASIC DOLCH LIST.

Preprimer

andasbecausebutiforaboutafteratbydownforfrominintoofonovertounderuponwithbeenbuycamecarrycoulddiddoesdon'tdrink

flygavegivegoesgothadhaveholdiskeeplaughlike

Primer

hesheherhimhisIititsmemymyselfourthattheirthemthosetheythistheseuswe -whatbebringcallcancomecutdodonedraweatfindfoundgotgogoinggrowhashelphurtjumpknewlot

4

First Reader

big'bluebrowncoldeveryfourfunnygreenkindlittlemanyoldrode .

roundsixsomethetwowhiteamaskwhoyouralWaysaway.farfirsthowmuchhenowonceoutseentheretogetherupwellwhereyesall,anybetter

12 to 3

blackbothcleaneightfivefullgoodhotlightlongnewoneprettyrightsevensmalltenthreewarmyellowareatewhichyouagainaroundbeforefastherejustnevernotoffonlysothentodaytooverywhenwhyaanbest

- 210 -


LEVEL 11 (cont'd)

12 to

livemadelookmakemaymastopenpickplaypleasepullputranreadriderunsaidsawsayseeshallshowsingsitsleepstartstoptaketellthankthinktryusedwalkwantwaswashwentwerewillwishworkwouldwrite

- 211 -


The Sun That Warms Level 11

Charlie and the Chocolate FactoryChitty- Chitty an -BangGoldbert vs the Machine AgeThe_Fnbulous Earthworm DealBright AprilThe Gooier PitchManhattan is MissingAbout the B'nai Bagel,No Tears for RatuzRicky in World Sports,Slide, Charlie Brown, SlideHeroes Behind the MaskAdamBookoutThe Color of ManIronheadHat Love, Negro CowboyThe Cewboy EncyclopediaWhitey and the Wild HorseWhitey Ropes and Rides

Takes a Trip:Whitey's First RoundupWhitey's New SaddleTurn the Next CornerPitcher and IPorko Von Po5button.Horace Higby and the Field Goal

FormulaThe Street Gang;Little House in the Big WoodsLittle House on the PrairieFarmer-BoyOn the Banks of Plum CreekBv the Shores of Silver CreekThe Long WinterLittle Town on the PrairieThese Happy Golden Yearson the Way HomeTales from theStory HatAfrican Myths And LegendsCamel CaravanGrains of Pepper, Folk Tales

from LiberiaWhen the Stones Were Soft:

East African Fireside.TalesFirst Book of Africa)aiiiel Boone

Landing, of the PilgrimsPicnicThe Fables, AesopBackbone of the King,Legends of Hawaii

- Dahl, Roald- Fleming, Ian- Goldberg, Rube- Stapp, Arthur- De Angell, Marguerite

Heuman, WilliamHildrich, E. A.Konigsburg, E. L

- Peri, LilaRenich, Marion

- Schulz, Charles- Shapiro, Milton

Shotweel, Louisa- Cohen, Robert- Ellis, Grant- Felton, HaroldGrant, Bruce

- Rounds,-Glen- Rounds, Glen- Rounds, Glen- Rounds, Glen- Rounds, Glen

Alcock, Gudrun- Cole, Stephen- DuBois, WilliamHeuman, William

- Neville, Emily Chaney- Wilder, Laura Ingalls- Wilder, Laura Ingalls- Wilder, Laura Ingalls- Wilder, Laura Ingalls- Wilder, Laura Ingalls- Wilder, Laura Ingalls- Wilder, Laura Ingalls- Wilder, Laura Ingalls- Wilder, Laura IngallsAardema, VernaArnott KathleenCatherall, ArhturHaskett, Edythe

- Heady, Eleanor

Hughes, Langston- Daugherty, James- Daugherty, James- Daugherty, James- Jacobs, Joseph- Brown, Marcia

Colum, Padraic

- 212


The Sun That Warms Level 11 (cont'd)

The Nightmare World of the Shark

The Phantom World of the Octopusand SquidFrom the Sea Came an Island

Stranit Fishes of the qtaSea arsesmiss Pickerell Harvests the SeaThe Story of the Caribbean Turtle'Struggle, or SurvivalStranger Prom the DepthsThe MaELE-ListiliTivigm: More--Folk "Tales from JapanSeashorra3ry

T5e-RooEast of he and West of

Norse Wig and Giants

- Cook, Joseph andWisner, William

- Cook, Joseph andWisner, William

- Allen, Hazel- Earle, Olive- Hess, Lilo- MacGregor, Ellen

Turtle's- Masselink, Ben

- Turner, Gerry- Uchida, Yoshiko

Vikin& Adventurere175ftaTE

Thor and EHe Giants-Viki VikingTHFPirst Book of VikingsWordE-Filam-IEMF MythsThe °olden PreeceMI.-11E67E7 the DragonAdventures of the Greek, Heroes

Enchantment TalesEvolutT5EThe Shape of the EarthWonders of-XnriElKiPationThere Was a TimeAbout the nit-h.7.4AI at A

Question SeriesThe First People in the WorldRalitiFTF-HiTngiori-The mondeR-BrTighistoric ManTEg Pirst Men in the WorldTEE Pirst nook of the StoneageManMan In the MakingTTEIMAte Dwellers in the Old--gt6RW-AgeElWarits, the Last of the Land

giantsSta-GUOnes, and ArrowheadsMF7-Tbagf-INd to Wooly Mammothdigs and ggiersTreasures6fYiterdayThe -bonus Ciredonda

....101.

Yashima, Tarod'Aulaire, Ingri andEdgar Parind'Aulaire, Ingri andEdgar ParinBulla, Clyde

- Colum, PadraicFeagles,' Anita

- -Johsson, Runer- Rich, LouiseAsimov, Isaac

- Gunther, John- Manning-Sanders, Ruth- McLean, Mollie and

Wiseman, Anne- Price, Margaret Evans- Alder, Irving and RuthBendrick, JeanneBerrill, Jacquelyn

- Morrow, SuzanneRosenfi'eld, Sam

- Ames, Gerald- Cornwall, Ian- Martin, Christopher- White, Terry- Dickenson, Alice

- Friedman, Estelle- Powers, Richard M

- Ravielli, Anthony

- Shannon, Terry- Brent, Stuart- Cottrell, Leonard- Garnett, Henry- Abrahams, Robert

-213 -SUGGESTED LITERATUREReading - Level 11

The Sun That Warms Level 11 (cont'd)

River Boy: Adventure on the AmazonYaTiTina February

- The Dragons of the QueenW-Uarland for Gila-hi 0

The Jungile-ffaot .

The Children of Bird God HillMalTITe7gild ValleyThe Pygmies Africans of the

Congo ForestThe Art of AfricaTots and the AardvarkAll173FO's FluteTaller than Bandai Mountain--

Tho Story of Hiedyo NoguchiOne Hundred and Eight, Felshe Doll's Day for Yos1745hi

"g-i7eFIT=2N-japanese Village GirlInoke Sails the South SeasHisake-i-Wsteries

Other Suggested Reading Level 11

King of the Golden RiverMiracles on Maple HillThe HobbitMary PoppinsJunketCharlotte's WebStuart Little'The Trumpet of the SwanThe Little PrinceLittle House In the Big WoodsTeddy's Camp-OutPatriot's DayFrancis Scott KeyJohn Paul JonesRobert E. Lee,henry ClaySaontoUncle Bennie Goes VisitinrPetunia, I Love YouCrazy. HorseJiaiette LoweFrogs ;MerryIvanhoeKit CarsonTheodore RooseveltBenjamin FranklinNo Room For A Dog,

- Herrmanns, Ralph- Ness, Evaline- Stolz, Mary7- Jacobs, Helen- Kipling, Rudyard- Macfarlane, Iris- Murphy, Eleanor- Severn, DavidBleeker, Sonia

Olubok- Linde, Freda

Van Stockum, HildaD'Amelio, Dan

- Flory, Jane- Ishii, Momoko- Kirk, Ruth- Rose, Roland

Uphida, Yoshiko

- Ruskin, John- Sorenson, VirginiaTolkien, J. R.

- Travers, P. L.- White, Anne- White, E. B.- White, E. B.- White, E. B.- St. Exupery- Wilder, L.- Holland, N.- OO

- Patterson, L.- Brown, V.

- Daniels, H.- Rooney, B.

- Graff, S.

.- Brock, E. L.Duvoisin, R.

- Dines, a.

- Pace, fi. P.

Kepes, J.- Dolch, E. W.- Vestal, S.- Foster, G.

D'Aulaire, I.- Holland, N.

- 214 -


Other Suggested Readin; Level 11 (cont'd)

Three Little Horses - Worm, P.

Your Wonderful World of ScienceSugarplumWight BrothersSnake that Went To SchoolREMIn the Days of the DinosaursRobinson CrusoeHelen KellerRUFFICanes, Tornadoes and Bliizards -Mr. Turtle's MysteryIncredible JourneyWinkle in timeTHiWIECh of Blackbird Pond

- Freeman,- Johnston- Reynolds- Moore, L

Spyri, J- Andrews,- Dolch,-E- Richards

M.J.

Q.

R. C.W.

, W.Hitte, K.Thayer, J.Burnford, SheilaL'Engle, M.Speare, E. G.

Level Taught:

Type of Group:

Matirial Used:


Reaction:.

I



- 215 -


Readiness for Independent Study

A Resource Level to be taught by the classroom teacher.

1. How to use the library

a. Learn layout and card catalogueb. Choosing books for specific purposes (Dewey Decimal

System)

2. How to use reference sources in school and public li-braries

a. Review the use of the encyclopedia

1. Pictures2. Charts3. Diagrams4. Maps and map reading5. Other illustrations

b. Improved speed, skill and proficiency in the use of

dictionariesc. Yearbooks and almanacsd. Indexese. Other reference booksf. Atlases and gazeteersg. Abstracts

3. Fundamental skills of writing reports

a. Selecting a topicU. Narrowing themec. Preliminary researchd. Basic approaches

1. Contrasting2. Tracing3. Criticizing4. Linking5. Identifying

e. How to organize ideasf. How to outlineg. Note takingh. Quotingi. Paraphrasing,-j. Footnotingk. Writing first draft1. Grammar checkm. Bibliographyn. Typing requirements (optional)

- 216 -

LEVEL 12 -- LANGUAGE ARTS(cont'a)

Readiness for Independent Study

4. Oral pupil reports

a. Responsibilities of the speakerb. Responsibilities of the audiencec. Standards or guides for harmonious, productive

discussion

5. Refined skills of group work

a. Group membersb. Group leaders

Materials and Experiences:

Trip to Hartford Public LibraryTrip to Avon Public LibraryThe Harcourt Brace School Dictionary Workbooks I and

IIProgrammed exercises and tests on basic dictionary

skillsDictionary WorksheetsHow to use an encyclopedia, World Book Encyclopedia

Workbooks - 1, 2 or 3About writing reports, a Scriptographic Unit of

KnowledgeBetter Reading, Gainsburg & SpectorEye -Gate filmstrips

1. Introduction to the card catalog2. Explaining the Dewey Decimal Clas ific4tion

System3. Using reference material

Worksheets on our libraryRole playing

217.-


Name Date

A. Dictionary Skills:

1. The dictionary contains'a.

and c. of words.

2. The words in the dictionary that are explained or

defined are called

3. All words in the dictionary arc in

order.

4. The identify the first and

last word on each page of the dictionary.

5. The explanation, or meaning, of a word is called

the

6. marks are marks like A

put letters to help you pronounce words correctly.

7 .° 'The sound that each symbol in the dictionary stands

''or is, found in the . It

is usually printed in the front and back of the

dictionary.

8. A is a word, or part of a word, that

can be pronounced with a single sounding of the voice.

9. Spaces in the word being defined will indicate the

number of in a word.

10. ' is an mark. It is used to show

which is said with more force.

11. The abbreviation n. stands for the word

V

- 215 -

LEITEL 12 -- EVALUATIONLANGUAGE ARTS (cont'd)

Name Date

12. The spelling of a word is

listed first in the dirctionapy.

13. The word pamper is respelled pam par to .help

you the word correctly.

14. Words beginning with the letters e through 1

are found in the

dictionary.

15. The word

quarter of the

means "more than one."

16. Would TIGER.come before or after TEXAS?

17. Would TELEPHONE come before or after TR"

18. Would CAMEL come before or after CHINA?

19. Would ABRAHAM LINCOLN come before or after

LAKE?

20. Would SKY come before or after STAR?

B. Encyclopedia Skills:

1. Li4 the guide words from the encyclopedia for

these words:

a. Vinegar

b. Flamingo

t;

ti

c. Elk

d. Goliath

If you look in an encyclopedia, can you find ....

Write yes or no

a. How seeds scatter?

b. Pictures of the Royal Canadian

Mounted Police?'

- 219 -

LEVEL 12 -- EVALUATIONLANGUAGE ARTS (cont'd)

Name\

-Date '

-1c.. If you look in an encyclOpedia, can you find.,... .

(cont'd)

c. How to spell "ru6ing"?

d. How large the stars are?

e. Where Christopher Columbus

was born?

f. Your friend's telephone number?

g. Where Niagara Falls is located?

h. What "thrifty" means?

i. How much a baby elephant weighs?

J What causes an earthquake?

3. Look for the key word in each of the following

questions. Write the key word in the spa.e. beside

each question.

a. How does a tiger get his food?

b. When-Was the telephone invented?

c. Why does a camel have a hump?''

d. Where was Abraham Lincoln born?

e. Why is the sky blue?

4. Answer each of the questions. Use the key words

to find the information you want. (Use the guide

words in the encyclopedia to find your subject

quickly).

a. When aid the Pony Express first carry the

mail?

b. Which is the smallest of the Great Lakes?

- 220 -

LEVEL 12 -- EVALUATIONLANGUAGE ARTS (cont'd)

Name Date4. Answer each of the questions. (cont'd)

c. When was Alexander Graham Bell born?

d. In what country is the famous Klondike region?

e.* Is an iceberg made of fresh water or salt

water?

f. In what state is Death Valley located?

g. How high is Mount Everest?

h: What is the largest dog?

1. What s the capital city of Denmark?

j.. What lake is part of the Panama Canal?

- 221 -


A. .,Lltiorary Skills:

i. meaning, spelling, pronunciation/ 2. entry words

3. 'alphabetical order4. guide words5. definitionb. Diacritical7. pronunciation key8. syllable9. syllables

10. accent, stable11. noun12. preferred13. pronounce14. second15. plural16. after17. before18. before19. after20. before

B. Encyclopedia Skills:

1. Guide words will depend on the set of .encyclopedia

the teacher uses.2. a. yes f. no

b. yes g. yes"

c. no h. nod. yes i. yese. yes j. yes

Teacher's copy

3. a. Tigerb. Telephonec. Camel '

d. Lincoln, Abrahame. Sky

11

4. a. Pony E ress -- April 3, 1860Q.-b-i--4reat kes -- Lake Ontarioc. Alexa r G. Bell -- March 3, 1847d. Klondi e -- Canadae. Iceberg -- fresh waterf. Death Valley -- Californiag. Mt. Everest -- 29,028 feeth. ...tArgest dog -.- Irish Wolfhoundi. Denmark -- CopenhagenJ. Panama Canal -- Gatum Lake

b.; i

i;

la'

- 222'-


It is not possible to include all worthwhile books recom-mended for this age level. Your librarian can help withfurther recommendations.

All Newbery Award books are highly recommended for this agelevel as are some other titles by authors included on this

list...

The Mystery of the Dinosaur BonesThree Ram and .a LighthouseThe Emperor's New ClothesSaluteMr. Popper's PenguinsFlight to the South PoleA aa for Maul, ChandThe Wizard of OzShawneen and the GanderDesmond and the Peppermint GhostTizzSea PupaftIe Leant StepsonA Bear Called Paddingtontittle Boat BoyBallet for MaryThe Princess and the Woodcutter's Daughter-Mddy, the DetecTiVe -

The Big FiALIt -

The Apple and the ArrowGhost Town TreasureThe Enormous EggKatie JohnA Nyt_i1777-for Mr. Bass_A ERYth-lif YO7 EFe OrphelinesTough EnouiihTEZFoppy Seed CakesRgErY-H5EgpaThe Sod MouseTITE KaVerITUFFs of PinocchioRIghmashThe Baseball TrickDown, Down the MountainThe Courage7iir Sarah NobleTau ted-Janer g AffiTThe BigU33ie and the Little WhiteTHF Fish575Appleseed FirmThe Great peppyarri

ver CurlewTHiMack StallionRaTiNarri MedalTime co Laugh

- Adrian- Agle

Andersen- Anderson- Atwater

Bamrnan- Batchelor- Baum- Bennett- Best

BialkBinns

- Bishop- Bond- Bothwell- Brock

BromhallBrooksBuck

- Buff- Bulla- Butterworth- Calhoun- Cameron- Carlson

Carroll- Clark. ClearyCoatsworth

- Collodi- Cone- Corbett

Credle- Dalgliesh

Daringer- De Angell

Duck - De Jong- Dickens- Douglas- DuBois-- Estes- Farjeon- Farley- Faulkner- Fenner

-223 -SUGGESTED LITERATUREReading - Level 12

Mr. Mysterious & CompanyEllen and the GanMi r fFIF Kreaor indy FootRingtailMy FatTir's Dragongirig7FMaThe poilTE-HouseLittle AppaloosaJohnny and the Tool ChestUi-i-Uod AdventureAnn e-P5t and EddieMisty of ChincoteasueElizabeth the Treasure HunterafTnriaguerls First UniformThe Bat-Poet

IT and the DetectivesThe 316EChristmasThe Jungle BookThe Red BalloonLittrePearRabbit WITUFF-illisAugustus and the MountainsBayou SuzetteThe Dwarf Pine TreePippi LongstockingThe Golden Name DayThe Story of Doctor DoolittlegiTsT-716s,LentilHomer PriceThe Light Princessthe Most 'Wonderful Doll in the WorldMissPickerell Goes o MarsCifian and the Cub ScoutsCaroline andH6F-Yetfie Named MaudScarab for LuFff-TEUwilM Whistle

. The Superlative Horseilaealm1111 ValentineWinnie-the-PoohThirty-one Brothers and SistersKildee HouseThe SnanTEat went to SchoolThe Little Lame PrinceEFI. Coverlet's MagiciansThe Secret LanguagePogonFraing TripLittle RascalThe BorrowersThe Treasure in the Little TrunkToby Tyler

- Fleishman- Friedman- Frost- Gall- Gannett- Gates

Godden- Hader- Hayes- Hays- Haywood- Henry- Holman.--- Jackson- Jarrell- Joned

Kastner- Kingman- .Kipling- Lamorisse- Lattimore- Lawson- Leaf- LeGrand

Lenski- Litton- Lindgren- Lindquist- Lofting- LovelaceMcCloskey

- McCloskey- MacDonald- McGinley- MacGregor- Martin- Mason

MeadowcrofitMeigs

- Merrill- Milhous- MilneMirsky

- Montgomery- Moore

Mulock- Nash- Nordstrom- Norling- North- Norton- Orton- Otis

- 224 -


Tea Meeting Winnert;--N______Sea,Beach Express

T e` uestion of a DragonTH-e- P iebald PrincessThe Faun and the Woodcutter's. DaughterThe Secret RiverWatch Those Red Wheels RollHamlet and BrownswiThe Emperorifid-U-DFUthmerCrystal MountainThe king of the Golden RiverThe B cjy and the WhaleBer SR5TesUTHETard-CtlitardThe Cricket in Times SquareBrick Beautyncibry

Miss BiancaLotte's LocketThe LittleThe Nearsighted KnightCarbonelThe Space Ship Returns to the AppleHeidi5.03Crockett's EarthquakeThe Iee-man of OrnAfforin-Par7Eam StreetHORRT -E1.0751576FThe Beafrie-61-113YAn- of- a-kindamilyFITHY-NOUng---BigIIZir-Baker reetSFEFF it93.15P6ppinsgiER'y's ChristmaWITHIFeJared's GiftCirliaTingainerThe Boxcar ChildrenMiss Grimsbee is a Witch5-55F-3ox DerbyTEUVery ailVae TrephouseenirlotterTIWEE-The-Birds' Christmas CarolUT-tHUNEbre of SilvertiReDim Dunn and the Homework Machinehis. Boy Cody

UTFRie and the Cooking ContestThe,Golden FootprintsCarorIEETE Courage

- Palmer- Panetta- Parker- Payne

Picard- Rawlings- Renick

Reyaolds- Robbins

Rugh- Ruskin- Sanchez-Silva- Sawyer- Sayers

Selden- Sewell- Shannon- Sharp- Sorensen- Shemin

Shura- Sleigh

Tree - SlobodkinSpyri

- Steele- Stockton- Stolz- Stang

) - Stuart- Taylor- Thurber- Titus- Todd- Travers- Tudor- Valens- Vance- Van Stockum- WarnerWeales

- Weir- Weiss- White- Wiggin- Wilder- WilliamsWilson

- Woolley- Yashima- Yates

225 -SUGGESTED LITERATUREReading - Level 12

Biographies

Jane AddamsLouisa M. AlcottMEBalboaP. V.:BarnumUlafa SE"tonBeethovenEZ11Biel BooneBrahmsTOTIBrMahn Chapman (Johnny Appleseed)CRopinsuaur Clemens (Mark Twain)talliam Cody (Buffalo BMI.05TisCaptain Cookl7avy Crockettforederick-DouglassAmelia EarhartWyatt-tarpStephen FosterBenjamin FranklinRobert PaltohVE-576Tha camsGURiffiE5Grieg,Handel

Wild Bill HickokME-HoustonAndrew JacksonLyndon JohnsonffeaEXellerJohn F. KennedyLafayitte.LincolnMozartPocahontasSir-Walter- Raleigh-Theodore RooseveltSchubertSchumannFather SerraAlan ShepardDe SotoSquanto, .-TschaikowskyLooker T. WashAgtonGeorge WashingtonWright Brothers

- WagonerPeare

- Wheeler- Syme- Bryan- Boylston- Wheeler$hippen

- AverillDeucherAverill

- Le Sueur- WheelerPeareAulaireAulaireSymeMeadowcroftBontempsDeLeeuw

- Holbrook- Wheeler

Aulaire- JudsonSyme

- WyattDeucher

- Wheeler- Wheeler- Holbrooky- Latham- Foster,Whitney

- Hickok- Graves- Graham- Aulaire- Wheeler

Aulaire

- Foster- Wheeler- Wheeler

PolitSmaus

- Walla10heeler

- PattersonAulaire

- Reynolds

a

TEACHER REACTION SHEET'

Level Taught:

Type of Group:

MaieriallUsed:

Reaction:

VP

given

sheet -i$ to be completed at ,the end of,the,level and

_4/given to the Reading Department.'

- 226 -

ACTIVITIES

SECTION 1

--f3OWER PRIMARY

- 227 -

ACTIVITIESK-1

I. DECODING

A. Teacher may cut and mount pictures.Place the letter cards in pocket chartDistribute picture cards to children

Some activities:NaMe the picturesName beginning soundPlace in chart near correct letter

Climbtheladder

1.2.

3.

4.

OSAOr 000

Place in-rows on chart and remove those

which do not belonga. Beginning sounds differentb. Ending_ sounds differentc. Flip-over chart Ago

5. Develop and use gamesa. Bingob. Climb the ladderc. Concentration

a. Graphemic basesMake into "deck" and play card games,7.

Sort by consonants into piles

identifying card pictures as they occur

B. Using the shoebox, divide it into rows with a letter

written in each square. Child will place cards with

pictures on top of letters.

Use for initial consonants, blends, etc.

C. Put letter cards on floor in circleCircle letter cards to musicStop at .a letter when music stopsGo around circle naming their letter

A D. Use tachistoscope --- books and charts -- to develop:

1. Beginning sounds ii-. ;2. Graphemic bases

1

3.14.

RhymingSight words

fb

5. Ending consonants

-228 -ACTIVITIES

K-1

I. DECODING (cont'd)

E. Have the children select a sound and make a list ofwords having that sound in the beginning, a listwith the sound at the end, and a list with the sound

in the middle. Point out the importance of sayingthe word aloud before listing it since representa-tions of sounds are not consistent.

F. Construct games which involve practice in the use ofconsonants such as 'I am thinking of a word that be-gins with (p), and is the name of a flower (peony,petunia).

G. Say aloud a pair of words which are either identicalor simply similar in sound. Have the children stand,up or raise their hands if the words they hear arethe same, and remain seated or keep their hands downif the words they hear are different. For example:.Are the words in each of the following pairs thesame or different?

eat meat run - ran

boat - bone late - soon

H. Read aloud and use in sentences pairs of words con-sisting of correctly produced phonemes and phoneme

substitution. Have the children pick out the one

which is not correct.

For example:I have (three, free) pencils.I can hear the clock tick.The fish hurt his fin.This is a fine day.

three - freetick - thickYin - thinfine - vine

This type of exercise may be conducted with all ofthe consonant sounds to teach the child to recog-nize appropriate sounds through context. As the

children progress, substitute a distortion of thedesired phoneme in the second word in the pair in-stead of introducing a new phoneme. In this man-

ner, precision of articulation can be demonstratedwith placing stress on the child to perform in anarea in which he is not capable.

For example: de

"Sun" may be produced precisely and the ini-tial phoneme correctly identified as s-.

"Sun' may be produced for contrast so thatthe initial "s" sounds "slurpy,' and thoughperhaps close enough to make the word identi-fiable as 'sun'' still not precise.

- 229 -

ACTIVITIESK-1

SESI coin 10141,101,


I. Develop phoneme/grapheme correspondence through the

use of childrens':

a. Magazine picturesb. Ditto picture sheetsc. 3-Dimensional objectsd. Childrens' illustrations

Arrange on charts in notebooks by individual sounds.

J. Go Fish

K

Make deck of cards (example: one set initial con-sonants - one set with pictures). Deal out about.

5 cards (mixed). Child asks for picture (an "s"or a "b" picture) or letter. If his card matches,he puts it down. If it doesn't match, he must

choose from the pile (Go Fish).' First one to get

rid of cards is.winner.

Follow the Trail

Use spinner or dice. Move number shown on spinner.

Name the letter to stay on that spot

Hoyle

_V 1-r Ls,

Start

UNDERSTANDING THE DIFFERENCE BETWEEN REARM ANDLISTENING

A. Without giving any instructions for listening,,take

the children for a walk. When they have returned

to the classroom have them identify the various .

sounds they heard during the walk and list .them on

the chalkboard. Then discuss with them the nature

and sources of.the.sounds around them. Does identi-

ficatipn of the source of the sound have any sig-

nificance?

Repeat the activity, pl'eferately.visiting various

areas so, that the childreq will become. tncreasingly

aware of what they are listening to and will be

able to identify certain areas of the winds theyremember,ha4ineheard there that.are familiar to

the area, such as truck sounds and fAnto.vy whistle.

- 230 -

ACTIVITIESK-1

I. DECODING (cont'd)Understanding the difference between hearing and

listening

B. In conjunction with a music lesson; play recordsor tapes of musical selections involving differ-ent instruments. Ask children to differentiatebetween sounds of the individual instruments:If possible instruments of the various sectionsof the orchestra may be brought into the class-room and demonstrated.

C. Introduce the children to sound analogs (voicedand unvoiced pairs).- At first, exercises may be

done using tfbe; sounds in isolation and then in-corporated.into pairs of words that are similar.

Sound (Analogs (most common)

(P)(t) (d)

- (f) - (v)

(k) (g)''(s)(oh) ...

j)

(th) as in thin(th) as in then

Sample Word List 0

pit . - bit.

pace basepie - buy

tot - dottip - diptense - dense

fat -

fine -

few -

vatvineview

thin - this-. theme - them

thesis - these

kate - gatekill - gill

(k) came - game

sip zip-' sing - zing

sue - zoo

char - jarcheer - jeerchoke - joke

ti

Ei4mple:

"Here are two sounds that are almost the same.

They are (p) and -(b). Listen for-the (p)

sound in the following pair of words.

pug - bug

,41071fie7-57) sound-inthe first or the second

word of the pair?"

- 231 -

ACTIVITIESK-1

II. COMPREHENSION

A. Write a sentence such as "lie on the chalk-

board. Discuss this with the children helpingthem to recognize that though it is an incompletesentence it doesn't say much; Then have the chil-dren orally build the sentence to:

Convey more information

Example: He went.He went downtOwn.He went dowintown%with his mother.

B. Introduce the children to discussio) groups by

having them first share experiences in small,

formal groups. Introduce a topic and lead the

children into expressing their thoughts about it.

For example:

Did you have fun in the snow yesterday? What

did you do?ti

Reintroduce the topic. as necessary to keep the,-children, on-one subject.

C. 'During show and tell aftereporting time, encourageeach child to look directly at the group as hespeaks.

III. ANGUAGE

A. Occasionally provide complete sentence pattern

dr for the children. Start by orally givingthe ch ldren a pattern and then have them con-struct s ilar sentences.

Example: Pattern -- I have a bike.-Response -- I have a doll

I have a truck.

B. Piovide sentences, stories or poems for children

to complete...

1. Predicting outcomes2. Using descriptive words3. By illustrating

4

- 232 -

ACTIVITIESK-1

kAf

III. LANGUAGE (cont'd)

Z. Composing oral stories to go along with magazinepictures. Later as written stories.

D. Planning and making individual books such as All

About Me. This book project providesjan incentivefor creative written expression and f5r learningto spell, providing a table of contents and organ-/zing the pictures and stories. Typical pageswould inclIde:

1. This is fun for me in winter2. Here is my family3. This is where Ilive4. I go to this school, etc.

E. Mak,ig an alphabet book

F. Scrapbooks with picture labels

G. Using picture dictionary to help classify:1. Words for things2.' Words for people3. Words for what we do4. Words that tell what kind, etc.

H. Play word games:1. Prepositions -- "Fut the ball into the

bag." etc. (above, below, betweep,behind, after, under)

2. Adverbs -- "Walk 4-c) the door slowly. V etc.

(quietly, noisily, quickly)3. Verbs -- "A cow can ." (children

fill in.)4. Adjectives -- "A kitten is ;

If

Write - how many can you think of?

I. Help the children to be word conscious. When achild uses a good word which the other childrenmay not use, note it orally or visually. Keep

a list of "good' words.

LANGUAGE - SPEATNT

. A. Children act out everyday activities such asplaying house or going to the store.

B. Children act out telephone conversations. The

child May invite someone to his home or pretendthat he is "father" using the phone.

-233-,

ACTIVITIESK-1 .

LANGUAGE - SPEAKING (cont'd)

C. Children act out the movjTents of a real orimaginary character.

D. Childrenprepare a selection for choral speaking,deciding on various parts to be taken and pro-cedures to be followed for effectiveness.

E. Children creataillustrations to complement the

choral speaking selections.

F. Children decide on. story or activity to be usedfor puppet show, including the preparation ofdialogue and action.

G. Children make puppets and stage and then presentplanned show.

H. Children make paper-bag puppets and perform.spontaneously.

I. Prepare and present a simple commercial play.

J. Prepare and present a play from a story.

K. Discuss the importance of actors, stagehands andcostumers, so that children will understand thatthe total production is the impo,rtant factor.

Oral stories to go along with magazine pictures,pictures thr teach.

M. Groups of pictures -- children orally tell about

a specific picture and the rest of the class triesto guess the picture described.

N. Group discussions

0. Borrow fele-trainers from the telephone company.

P. Choral speaking

Q. Memorizing Poems, plays

R. Role playing

S. "It", - A game where one child leaves the room.

Class picks "it.". Child returns and tiqes topick the person chosen "it" by asking questions:Has he red trousers, blue eyes, etc.

- 234 -

ACTIVITIESK-1

LANGUAGE - SPEAKING (cont'd)

T. Comparing similarities and differences oVobjects.

LANGUAGE - LISTENING

A. Take the class on a Mid trip to a farm or zoo orbring animals such as kittens, puppies, chickens,parakeets, or crickets into the classroom, anddirect the children to listen to the sounds theymake. Then play a record or a tape recording ofanimal and bird sounds and have the children iden-tify them. Large pictures of the various animalsand birds should accompany the tape or record.

B. Read a story to the class and choose particular cr

children 'to produce appropriate sound effects(sirens, automobile horns, train and boat whis7-ties), to underscore the story line. This ac-tivity may be repeated from time to time until allthe children have participated.

C. Direct the children to close their eyes and tolisten to and identify particular sounds such asa person walking; a book closing; paper crumpl ng;water running; pencil sharpener working;. a doo

window or drawer opening and closing; money (coins)jingling; or someone writing on the chalkboard.Lead the children to a discussion of situations inwhich the identification of sounds is especiallyimportant.

D. Play "Sound Detectives." Choose one child to beleader and another who is blindfolded to be the"sound detective." The leader points to .a memberof the class who asks in a normal voice,What ismy name?" If the blindfolded child makes theproper identification, the person identified be-comes the new "sound detective."

E. To give practice in following simple directions,have each child equipped with a blank sheet ofpaper and a box of crayons. First say,. "listencarefully, and do exactly what I say." Then givethree or four simple directions such as:

Draw a red line near the top of your page.Draw a blue oat netit the middle of your page.Take a yellow crayon and draw the first letter

of your name near the bottom of your page.Later, directions a little snore exacting may be

given: "Put a black mark on the ball.' "Make a

green and red house."

LANGUAGE

P.

- 235 -

ACTIVITIESK-1

- LISTENING (eont'd)

The teacher tells or reads a short story to the

children. Then she asks specific questions about

the story. This is a revealing test for the quan-

tity and quality of listening the children aredoing.

For Example:The boy ran into the room and called out tohis mother, "See the new cap that fathergave met" fib Aother said, "That is awonderful gii*, for your birthday."

What did the boy do?What did he have?Who gave him the gift?Why was he given the gift?

aM2:11112,EaREttriaDat20

One child is "it" and stands in the middle of a

circle. "It" says,"Who has seen my sheep?" Others .

respond, "What does he look like?" "It" describes

someone in the circle. As soon as the child recog-nizes he is the person being described, he runs

around the outside of the circle and "It" chases

-him. If the person is caught, "It" gets another

turn. (He is allowed to catch three sheep). If

the person gets back to his place without being

caught, he becomes the "Shepherd."

H. Game - Giants

The leader selected calls out "Giant," "Man," or

"Dwarf." Children stand tall if the word "Giant"

is called out, stand natural if "Man" Is called,

stand low if the word "Dwarf" is called. This

game promotes listening and following directions

promptly. Change leaders often.

I. Teacher gives child oral directions such as "walk

to the window and hop back to desk." Child re-

sponds. Variation - children give each other

directions, or directions given In soft voice or

whisper.

IV. STUDY SKILLS

A. Direction cards

B. Description cards

I

- 236 -

. ACTIVITIESK-1

IV. STUDY SKILLS (cont'd)

C. Cards as labels or signs1. boerft,signs2. , Room signs3. Object signs (door, sink, etc.)

D. Word'charts, experience charts

E. Labeling childrens' drawings

P. Vocabulary booklets - (child made)

G. Word games

H. Flash cards

I. Categorizing objects

J. Map making of school grounds, schoot classrooms,ham etc.


A. Collections - have children begin a specificcollection as a class, or have individual chil-dren bring in collections.

1. Find stories and books about collections.2., Make experience chart related adventures

in collecting.

B. Murals1. Depicting - children illustrate, teacher

read story or act it out.2. Decide if a story is "rear' or "pretend."

C. After reading a poem or a story, discuss with thechildren such items as:

1. How might the author have felt as he wroteit?

2. Why might he have written this story?3. What other kinds of stories might be

written?4. How does it make you feel?5. Does it make everyone feel the same?

VI. CREATIVITY*

A. Have the children pantomime (individually or

groups)1. Activities - bouncing balls, brushing teeth,

wrapping a gift, pouring glass of milk.

*See Myers - Torrance. Can You ImarAne?

23.E -

ACTIVITIT2SK-1

VI. CgEATIVITY (cont'a)

2. Familiar roles - mother, father, storeclerk, teacher, policemen

3. Poems, rhymes, familiar stories, records

Other children might guess-do choral speaking

for the pantomime.

B. To get the children to tell interesting descrip-tions, have a group of pictures foil them to look

at. They choose one to describe. 'Phe children

might give their defcriptions while the classtries to recognize which picture is being described.

C. Develop creative stories and drawings for open

ended...1. Phrases 4. Poems

2. Exclamations 5. Definitions3. Stories

D. Provide basic illu rations for children to:

1. Complete Examples:2. Tell about3. Describe4. Define

T following activities might be used as moti-

vation for creative activities.1. Art work done -by children2. Pictures provided by teacher

3. 'Music from records or tape recordings

'4. Stuffed animals, real pets

5. Spontaneous events - snowstorm, unexpected

visitors6. Teacher reads exciting-p6rt of story, child

finishes it7. Use of a surprise box - children attempt to

determine and describe its content depen-dent bn size of box, sound of rattle, rid-

dles and clues.8. Use of charts of descriptive words

a. wounds (seasonal, holiday)b. Feelings (sad, happy)c. How things look, smell, feel and sound

9. Brainstorming techniques - group discusses

story possibilities10. Models of nonsense stories, limericks,

tongue twisters for students to use to

write their own11. Use of movie or film to stimulate writing

ideas

- 238 -

ACTIVITIESK-1

VI. CREATIVITY (contyd)

F. Create ."Pass alongs"1. Each child starts a picture or story at

a designated time, hepasses it to hisneighbor who adds to it, etc.

G. Comic strips1. Show-children several frames of a comic

strip. Have them draw or write theconclusion.

Rearranging descriptive sentences in a logicalsequence.

I. Collect*"Sound pictures" Example: "crackling

fire" child creates a story about picture.

I

*a,

.

-239

ACTIVITIESt.

-SECTION

UPPER PRIMARY

'or

- 240 -

ACTIVITIESMER PRIMARY

I. DECODINGUnderstanding the difference between hearingand listening.

Ask two children to leave the room for a few min-utes, and while they are absent relate a story, anincident, a tall tale or a joke to the rest of the

class. Ask one of the children to return, and have

a volunteer tell him the story in the. full view and

hearing of the class. Then ask the second child to

re-enter the room, and have the first child tell himthe story he just heard. Is the third rendition of

the tale the same as the first? If not, how, does it

differ, and why? What does the activity tell about

listening? Did everyone listen to the story? Does

the speaker have anything to do with the listener?Repeat the activity from time to time in an effortto reduce the disparity. To sustain interest,limit each session to one story and increase itslength and complexity as the children become skill-ed in the activity.

B. Without giving any instruqpions fr listening, takethe children for a walk. ilhen they have returnedto the classroom, have them identify the varioussounds they heard during the walk and list them on

the chalkboard. Then discuss with them the nature

and sources of the sounds around them. Does iden-

tification of the source of the sound have any

significance?

Repeat the activity, preferably visiting variousareas, so that the children will become increasing-

ly aware of what they are listening to and will be

able to identify certain areas by the sounds theyremember having heard there that are peculiar to

the area. e.g., factory whistles.truck sounds,expressway traffic.

C. In conjunction with a music lesson, play records

or tapes of musical selections involving different

instruments. Ask children to differentiate betweensounds of the individual instruments. If possible,

instruments of the various sections of the orches-

tra may be brought into the classroom and demon-

strated:.

D. Introduce the children to sound analogs (voiced

and unvoiced pairs). At first, exercises may be

done using the sounds in isolation and then in-

corporated into pairs of words that are similar.


. ......

- 241 -

ACTIVITIESUPPER PRIMARY

D. : Sound Analogs (most common)

(p) (b)(t) (d)(f) - (v)

(k) (g)(s) (z)(ch) - (j)(th) as in thin(th) as in then

Sample Word List,

pit - bit kate - gatepace - base. kill - gillpie - buy (k) came - game

tot - dot sip - ziptip - dip sing zingtense. - dense sue - zoo

fat vat char - jarfine vine cheer - jeerfew view choke - joke

thin - thistheme - themthesis - these

Example:

"Here are two sounds that are almost the

same. They are (p) and (b). Listen forthe (p )I sound in the following pair-ofwords.

pug - bug

Was the (p) sound in the first or the sec-ond word of the pair?"

E. Have a record player in the classroom. Dur-ing any activity in which the children are in-volved in informal.discussion groups, quietlyturn on the record player. Let.it play for awhile, and observe the reactions to this in-trusion'of additional sound. Then turn offthe record player and discuss thse reactions.Question them about the content of the record-ing. Discuss the possible reasons forvariation of answers. Did they hear the re-cord? Did they listen to the record? What isthe difference between hearing the record play-ing and listening to the record playing? Whatis the difference between hearing and listen-ing?

- 242 -

ACTIVITIESUPPER PRIMARY


P. Ask the children to write compositions, stories,

or poems about imaginary animals. Emphasize the

aural difference between the various forms. Help

them .to discriminate aurally between individualphonemes and between appropriate and inappro-priate grammatical forms.'

G. Identify and discriminate between sounds.

Orally, expose the children to phonemic combi-nations which form familiar words, such as mama,and papa, and to those which do not. Call on in-dividual pupils to tell if the sounds they hear

are recognizable words or nonsensical ones. Ask

which pupils agree or disagree. Progress fromsaying the words individually to saying them inpairs and then in groups of three or more.

H. Assemble a list of words which the students have

difficulty in hearing, and arrange them in random

order. Ask the class to listen carefully as you

say each word aloud and then write what they heard.

Check their answers against your list, and try to

improve the students' ability todfroriminate be-

tween those words or phonemes which still cause

difficulty.

I. Using simple words with which the children areaurally familiar, challenge the class to become

Spelling Sleuths. Encourage them to listen care-

fully to the sound of the words and then guess how

they are spelled. Include words vi:Jch are related

to those they can recognize in their reading, but

which differ from them by the change of a phoneme.

Avoid difficulties such as meat and meet by using

the words in context, and avoid entirely such words

as through, brought, and caught. The activity may

be varied by'having the children print the words

on paper or on the chalkboard.

J. Say aloud a simple monoullablc word, such as ate,

(write it on the chalkboard so as not to confuse it

with eight), and have each child form a meaningful

word by adding a different initial and/or, final

phoneme to the base word, e.g., ate, date, fate,

fated, late, later. Have the thildren detect pho-

nemic combinations which do not form bona fide

words. Use random or alphabetical order.

- 243 -

ACTIVITIESUPPER PRINARY


K. Have the children listen as you read them a seriesof words. Instruct them to listen fora, parti-cular phoneme at the beginning of each word, andto identify the one word beginning with a differ-ent phoneme.

Example:

fair, fun, fur, vatthin, thread, thick, train

L. Divide the class into two sections and ftell a

story or say aloud a series of words containingphonemes which they are to differentiate, such aslb) and (p) or (v) and (f). Haveone side listenfor one of the two phoneme and the other sidelisten for the other. Each side gains or loses apoint when it identifies or fails to identify aword which the other side has missed.

M. Further practic? in discriminating between similarsounds may be given through the use of poems, nurs-ery rhymes, stories, word lists, and sentences.Encourage the children to write stories using ma-chines, animals, or people to characterize the

0 sounds being studied.

Example:

Buzz-Buzz the Bumblebee for (b) or (z).Fifi the Frisky Colt for (f).Victor the Airplane for (v).

Word lists for the sound or sounds being presentedat the time should be compiled by the teacher andthe students prior to the writing of the stories.

N. Help the students to discriminate aurally betweenvoiced and unvoiced consonants by eliciting fromthem words which begin with a particular phoneme,such as (b) or (p), (v) or (f), (d) or (t). Ap-

point three monitors: one to choose among those

who volurteer to answer; another to preclude du-plication by keeping track of the words as they

are suggested; and a third to keep score. Say

aloud a phoneme. The child then names anotherphoneme, and so the game goes. Plus points aregiven for answers that are correct; minus points

are given for duplicated or incorrect answers.This activity can be adapted to improve the child's

ability to discriminate between vowel sounds orbetween phonemes in other tharLinitial positions.

244 -

ACTIVITIES

DECODING SKILLS

English Grades 1 - 3

Aim: To play a game to teach alphabetical order.Write descriptive terms and let the children give the

answers which occur in alphabetical order:

A red fruit (apple)Something that rings (bell)

Have children compile a list of words in alphabeticalorder, using a variety of categories, such as birds,foods, animals, and toys.-

Primary

Scrambled Letters Paper and pencilClock or timer

With this variation, children can be given training

in logical classification, practice in spelling, and a

knowledge of the precise vocabulary of any particular'

subject.

Begin by having the players decide on-aNtegories ofinterest to them -(sports, cars, toys, colors, countries,

authors, flowers, fruits, musical instrum,psietc.).

Next, each player makes a list, in a given period

(/ of time, of all the words he can think of that ar? con-

nected with any one of these categories.

. Now the players scramble the letters of each tkf the

words they have listed.

The first player then announces the category he'has

chosen and civs the scrambled letters of one of the

words on his list. With these clues, the next player

must unscramble the letters and form the correct word.

For example, suppose a plRyer chooses the category

of sports. His list of scrambled letters might look

something likethis:.SUSAHQ - SQUASH CINFNEG - FFNCING

TONADNIMD BADNINTON GIXNOB BOX1110

YERCARH ARCHERY GONTONIGBAG TOBOGGANING

TOAFLOLB FOOTBALL KNITAGS SKATING

NALDHLAB HANDBALL SLABELBA BASEBALL

RSCOEC SOCCER CEOYHK HOCKEY

FLOG GOLF KAEBSTLBA BASKETBALL

TOCQUER CROQUET RSAECOLS LACROSSE

BOTLSAFL SOFTBALL ISQTUO QUOITS

- 245 -

ACTIVITIES

I. DECODING SKILLS (cont'd)

Scrambled Letters (cont'd)

EBDULMFAFSRODLRABLSIIEBVYLAOLLLSGWTNIERL

V

SEUFPLEBOARD IENTNS - TENNIS /

- BILLIARDS LOOP - POLO N\f--- VOLLEYBALL NLWBIOG - BOWLING- WRESTLING

Since a player is likely to select first his long-est and most difficult set of scrambled letters to pre-sent to his neighbor for unscrambling, the number ofletters in the word can be used as a basis for credit-ing points. Thus, a player who successfully unscram-bles the word EBDULHFAFSRO would get twelve points,while the player who unssrambles LOOP would get only

four points. If a player misses, he earns no points,

but he remains in the game. To add to the interest, atime limit should be set for unscrambling the letters.

ta, Cutting the String Clock or timer

This is the opposite of STRINGING ALONG, but it

serves the same educational purpose. Beginning with

a word like pirate, each player in turn must sliceoff one letter at either end or internally to make

some smaller word.. Good words to start with arellon-

esty, spinet, trash, flown, hasty, spore, party, sin-ewy, pantry, spare, twine, stint., swinger, whist,

tramp, snowy, and marshy.

My Word - Primary Blank cards

This game teaches both vocabulary and spelling.

Write on each of fifty-two cards a different letter ofthe alphabet. Half the deck should consist of-alltwenty-six letters; the other half should contain threeE's, two each of A, 0, U, R, and S, and one each of N,

F, W, Y, T, H, C, Pp B, D, M, G, and L.

Shuffle the cards thoroughly and lay them facedown on the table. Let each player draw one card. The

one drawing the card with the letter nearest the be-

ginning of the alphabet plays first; the one drawingthe card with the letter next nearest plays second; and

so on. After the cards so drawn have been replaced andthe deck has once again been shuffled, the first player

draws a card and places it face up on the table. The

next player does the Same. As soon as any player cancombine one or more of his own letters, lying face up

before him, with those exposed by any other player.or

players so as to make a wordy whether by additon or in-

sertion, he calls out "My Word!" and takes their let-

ters, spelling he word and placing.it in front of him

-246..

:,CTIVITIES


My Word (cont'd)

on the table. A word so made may be taken by another

player with a letter that, when added or inserted,makes a new word. After all the cards have been drawn

the score is calculated by giving each player twopoints for each letter of every word he has set downbefore him and subtracting one point for each letterhe has left that does not form part of any completeword.

The Case of the Missing Vowel - Upper Primary

2, 4 or any even number Paper and pencil

In this variation, which likewise teaches spellingand vocabulary, the players are given a clue from thecontext of watch word in a sentence. Each player writes

a sentence with the vowels omitted. Suppose, for ex-

ample, that'it is agreed that the sentence should be a

proverb. Two particular proverbs would look like this:

HNST S TH BST PLC.BRDS F FTHR FLCK TGTHR.

The/players exchange papers, and each tries to

determine the missing vowels in his opponent's sentence

as well: as their correct placement. The first to com-

plete the sentence wins. The sentences given above

are the familiar proverbs, HONESTY IS THE BEST POLICY

and BIRDS OP A FEATHER FLOCK TOGETHER. One way of com-

plicating the game is to run all the letters together

to conceal the breaks between fiords, thus:...

HNSTSTHBSTPLC.

In that case, each player should be told how many

words are in the sentence. Here is another easy ex-ample, this time in verse form:

PRSVRYPRFCTMN;VRKPTHSPRCPTSTN

Putting the vowel E in the right places yields

this piece of Biblical wisdom:

PERSEVERE YE PERFECT MEN;EVER KEEP THESE PRECEPTS TEN.

The sentences do not have to be restricted to pro-

verbs. Other approaches can be used.

- 247 -

ACTIVITIES

I. DECODING SKILLS (cont'd)k

The Case of the Pissing Vowel (cont'd)

Jtst for. un, ry this:

VNNORMOUSLPHANTSNDXTRMLYXPNSIVDIBLS.

Once again, all that is needed is the introductionof the vowel Eirzth...e right places in order to unlockthe secret:

EVEN ENORMOUS ELEPHANTS NEED EXTREMELY EXPENSIVEEDIBLES.

In this case, the sentence contained more than onevowel. But it-is easy and amusing to make up sillysentences using one vowel only, like'the folio ng:+

TLSTJCKSPRTCNCTCHLLBDGRYCTSLNKYRTSBLCKBTSNDRTYNT-STHRRYSRNCH.

Thi looks much more difficult than it is. Once

you real e that only the vowel A is needed to makesense (if that's what you can call it) of thii.grdUp-of letters all you need to do is find the right placesto insert the missing letter:

AT LAST JACK SPRAT CAN CATCH ALL BAD GRAY CATS,LANKY RATS, BLACK BATS, AND ARTY ANTS AT HARRY'SRANCH.

The playersAight agree to choose, at first, well-known advertisling slogans, lines from popular songs,nursery rhymes, personal remarks (compliments or in-suits), ,movie titles, etc.. On the other hand, at a

more advance stages'thiVkrtriation lends itself toteaching the vocabulary and even the basic concepts -

of any subject leographys, history, science, music).

Funny Fundy - Primary

Large gr ps Papei and pencil; clock or. timer

This ame appeals to children's love o jokes,

pecially uns 9r plays on words, and encou ges crea-

tiv ty n inventing them. At the same tim it famil-

arfzen he players with the spelling and meaning of

commo homonyms. To establish-the mood and,to show

what s wanted, begin with a little "spice" in the formof puns like those in this book. Then provide theplayers with a list of frequently confused homonymstaken from those in the list appended at ck of

the book.

\

Ole

- 248 -

ACTIVITIES


Now

SSOalOW,

Funny Funny (cont'd)

The players are given a reasonable amount of timeto think up original jokes or amusing riddles in whichthese homonyms figure: When time is up, each playerreads what he has produced. The one with the best orthe greatest number of witty puns on the given homonymswins the game. Another way of playing the,game i$ to

let the players put their "teaser-in to one another inthe form of questions-and -dee whether their opponentscan then ,Nork-Mit the rest of the joke for themselves.For example, given such homonyms as PLANE and PLAIN,NECKLACE and NECKLESS, PATIENCE and PATIENTS, PEA H/

and PAIR, GUILT and GILT, SEA and SEE, here is heW onegroup, after a suitable time for cogitation proceeded:

Player 1:

Player 2:

Player 3:

Player 4:

Player 5:.

Player 6:Player 1:

Player 2:Player 3:Player 4:

Games to Im roveand Arthur rd

When is a goldsmith likely to be'embarrassed?When his gilt (guilt) is all over his

face.When is a doctor most likely to com-plain?When he has lost all his patients(patience).How would you' describe a double-chinned jewelry saleiian?As a reckless (necklace) vendor.When is a person likely to.have abroad, unencumbered field of visionin all directions?When he's on a plane (plain).When is a fruit like a couple?When it's a pair (pear).

,

our Child's En lish by Abraham B. Hurwitz-imon and chus er, New York publishers.

- Upper Primary

Paper and pencil; clock or timer

Word Maze

2 or more

This variation builds vocabillary. as it teaches

spelling. It may also be considered a variant form of

CATEGORIES. There are two ways of playing this 'game.

In its simplest form, it is played just like THE KING'S

ENGLISH. The only difference is that the letters in

the boxes (twenty-five arranged in a square, to beginwith) are to be used to form words belonging to a spec-

ifiedcaVegory -- e.g., toys, tools, musical instru-ments, fruits, types of automobiles, etc. Each'player

is given a square of letters like the one shown below.

This one was constructed with letters from the names

of different kinds of birds. Starting at any letter

"ta

- 249 -

ACTIVITIES

I. DECODING_ SKILLS (cont'd)

Word Maze (cont'd)

and moving from it as a king does in chess, one boxat a time in any direction, horizontally, vertically,or diagonally, each player, must spell out as many ofthese names as he can Vitran a given period of time--say, ten or fifteen minutes. The player with the long-.est list wins the game. -

s P R 0

W'

R

. OIL --1TIW Uill R.

In this particular word maze one can find the fol-

lowing birds: SPARROW, SWALLOW, PARROT, PETREL, OWL,

-TERN, EAGLE, (and EAGLET), EGRET, GULL, HERON, KITE,

and RHEA. A maze like this can be easily constructedfor any category, according to the interests and abil-ities of the players. First, decide on the category.Then, with the aid of a thesaurus, construct a listof people or things that fall under the category. Se-

lect a few common and well-known names and one or twothat are less familiar. Fl.nklly spell out the namesin adjacent boxes, horizontally, vertically, and diag-onally, until every box is filled. For example, asimilar maze can be prepared with the letters of thenames of eleven containers of liquids (cask, tun,tub, bottle, butt, can, ket, salver, carafe, flask,flagon); another with the names of twelve animals(cow, sow, sheep, ram, pig, cat, dog, horse, hog,mare, lamb, mule); another with the names of elevenarticles of men's clothing (vest, socks, belt, ties',slacks, braces, coat, hat, shoe, shirt, ascot); an-other with the names of sixteen states (Texas, Georgia,Alaska, Oregon, Ohio, Utah, Indiana, Idaho, Alabama,Iowa, Nebraska,,Maryland, Nevada, Maine, Kansas,Montana); another with the names of fourteen presi-dents of the United States (Truman, Roosevelt, Wash-ington, Lincoln, Hoover2:Coolidgetflayes Madison,Adams, Arthur, Grant, Taylor, Tyler, Wilson); andanother with the names of ten land vehicles (auto,

tram, cars.cab, bus, taxi, train, coupe, cart, han-som). Thus, the game can be adapted to review thevocabulary or any subject: history, musici, geography,

etc. Another way of playing this game is to reversethe order by giving the players ten or fifteen min-utes to make their own twenty-five box squares withletters that could be used to form the names of

- 250 -

ACTIVITIES

I. DECODING SKILLS (conted)

Word Maze (cont'd)i

Zpeople or tAgs falling under a given category. The

winner wou 4be the player who produced a maze with

the greatest umber of names within the category.After the time is up, the players can exchange mazesand work out the solutions. Thus, points can be scoredeither way -- in constructing a maze and in threadingone's way through another player's maze. As the play-

ers gain proficiency, the game can be made more chal-

lenging by.adding to the number of boxes in the maze.

Ir. COMPREHENSION 2 - 3

A. Ask various children to tell *stories from theirreading to the other members of the clasS. Lead

the children to recognize that they can communicatethe ideas and the events in a story in this manner.

B. Discuss with the class the purpose o speaking in

or before a group. Elicit the idea that one speaks

to be understood and that the most important as-pect of speech is communication.

C. Read to the class a brief selection on a subjectfamiliar to the children but made up of non-sensesentences -- sentences created from recognizablewords that make no sense when put together. Dis-

cuss with the pupils their response tothe mate-

rial.

116

Why didn't you understand it?How could the selection be improved so thatit could be understood?

Make it clear to the pupils that no communication

took place because there was no exchange of ideas

between speaker and listener.

D.' Read-a short poem to the class in a declamatory

style. Analyze the delivery with the pupils andthen read the poem with the intent of making its

content understood. Have the class contrast the

readings in terms of the communication that took

place.

E. Encourage the children to bring toys, books, andother items of interest to class. Introduce them

to Show and Tell 'I* having them informally tell

a small group about their treasure. When a par-ticularly intriguipg item, or a particularly glib

speaker, has captured the interest of a small

- 253 -

ACTIVITIES

II. COMPREHENSION (cont'd)//

E. (cont'd)group, have this presentation given to the totalgroup. Later the children may be asked to speakdirectly to the total group.

P. Introduce the children to discussion groups byhaving them first share experiences in small, in-,

formal groups. Introduce a topic and lead thechildren into expressing their thoughts about it.

Example:

Did you have fun in the snow yesterday? Whatdid you do?

Reintroduce the topic as necessary to keep thechildren on one subject.

III. LANGUAGE 2 .;-3

A. Develop a surprise drawer by setting aside a spe-cial'place for keeping objects and pictures whichthe children bring to school. Invite the chil-dren to go to this drawer in small groups duringfree time. Encourage them to talk together aboutthe items they find in the surprise drawer.

B. During show and tell and reporting times encour-age each child to look directly at the grouvashe speaks.

C. Occasionally provide .complete sentence patterndrills for the children. Start by orally givingthe children a pattern and then have them con-struct similar sentences.

Example:

e Pattern: I have a bike.Response: I have a doll.

I have a truck.

Put enough words on slips in an envelope so thatthere is one word for each ohild. Have eachchild select a word from the enyelope and use itin an oral sentence. Later the children may beencouraged to/create oral stories around thewords selected.

D. Write a sentence Such as "He went." on the chalk-board.

tothis with the childreth.leading

them to recognize that though it is 4 complete

-252^ACTIVITIES


D. (cont'd)sentence it doesn't say much. Then have thechildren orally build the sentence to convey

more information.

Example: He went.He went downtown. a

He went downtown with his mother.

E. During reading sessions and class discussionsencourage the pupils to speak to the total group.Discourage dialogues between pupil and teacherand foster an understanding of the importance ofthe group in oral communication.

F. During sharing time, expand Show and Tell bygiving the children themes such as:

Something that made me happyUnusual sounds I heard on the way to school

Encourage the children to describe such incidentsand experiences vividly and accurately. Welcomegentle questioning from the listqners to under-score the factual nature of the report.

G. Ask each child to bring to class a rude for home

safety, for bicycle safety, or for good manners.Let each child give and explain his rule. Help

him to make accurate and careful reports-throughdiscreet questions. .N

H. Using an area map sketched on the chalkboard,ask various children to explain directions ofhow to get from their homes to school. Encour-

age them to describe landmarks on the route.

Help the children to 7.ecognize those directionswhich would be easiest to follow because of theprecision and accuracy with which they weregiven.

I. Plan regular discussion periods on topics re-lated to class activities. Encourage the pupils

to give progress reports on group and individual

projects, to bring up for discussion any prob-lems encountered in group work, and present new

ideas or approaches that they would like to try.

J. Have the class create a list of positive speaking

habits. After a discussion of this list, ask the

students to formulate a set of rules for good

speaking. These rules may be used as the subject

-253-ACTIVITIES


J. (cont'd)of a bulletin board and referred to when needed.This list might include:

Be prepared befor jou speak.Think about what you are saying.Speak to the audience.

K. Problem; Climax; Solution.Discuss how each of these adds to the total story.Have the children decide on one of the elementssuch as characters and identify an example:

Main character - a little old man dres...:1 in

a raggedy raccoon coat who seems grouchybut is really very kind.

Then have various children build a story roundthe chosen element. Help the children r cognizehow the stories differ because of the varianceof the other elements.

L. Have small groups of children prepare scenes fromrecently read stories for dramatization. Guidethe groups in discussing which scenes to dram-atize and in deciding on -ole assignments. Leadthe children to recognize the important part thisdiscussion plays in preparing their presentations.

M. In a class or group discussion, select, .or havethe children select, a chairman. Discuss theduties of the chairman, such as to choose whoseturn it is to speak, to see that all have a chanceto speak, and to keep the group on the subject.Show how having a chairman improves the discussionperiod.

N. Observe a play presented.by the children and oc-casionally help the children through guided ques-tions such as:

Would Mary talk to her mother like that?Would the storekeeper scold his customers?

Set up a series of role playing activities forthe children including teacher-child, mother-child, and child-friend situations. Have thechildren improvise dialogue to develop the sit-

uation. After the series has been presented,discuss the differences in the way the childspoke to the other character in each scene.After the discussion, continue with more scenesso. the children will consciously adapt to the

- 254.

ACTIVITIES


00001.

N. (cont'd)various roles in which they are placed.

0. Elicit from the children examples of their adap-tation to an audience. Questions such as thefollowing might be considered:

How would you asl: your mother for some-thing you wanted?

Would you ask your father in the same way?.How would you tell a story to your baby

brother or sister?

Encourage' the children to cite specific examplesfrom their own experience which illustrate thisadaptation.

Have the pupils read to the class a short poem

or story. Discuss with the class the importance

of being thoroughly familiar with- the material

to be read so that the reader may look at theaudience occasionally without losing his place.

Discuss interviewing with the class, stressingthe necessity for speaker and listener to look

at each other. Then have the pupils choose part-

ners and interview each other. Ask some of the

more successful pairs to conduct their interviews

for the total group.

R. Read to the class paragraph with a clearlystated main ide followed by details which sup-port this main idea. Discuss the paragraph with

the children pointing out how the details explain

the stated idea. Then guide the children in pre-

paring brief talks to which the main idea is

stated, followed by seatcnces which develop this

idea. Topics such as the following lend them-selves well to this type of activity: 4

Life in Colonial DaysPetsMy Favorite Game

Games with Rhymes - Elementary

1. Rhyme Ping-Pong Clock or timer

2 students

Help familiarize child with simple rhymes. Set

a time limit and start at a slow pace. Begin with

easy rhymes. Call out ,a word such as "Boy.' Before

the time limit is up the child must tell a: word that

- 255 -ACTIVITIES


Games with Rhymes (cont'd)

will rhyme with boy. Then it its the teacher's turnto give another w-rd that rhymes bey. If *hisis set ur with tbio stur,::11,.:s Y J. up to the otherstudent to think of the next word that rhymes withboy. The idea is to see how long the players cango on doing this beferta exhausting their stock ofready rhymes. The winner is the player who lasts

the loncest. Start with simple words and go on to

harder cnos.

Rhyme Time - Elementary-.

2 or more students can play Paper and pencil;clock or timer.

In this game each player, within a.given time,must think of as many words as possible that rhynewith the given word. Ask the question "How nany words

can you find that rhyme with ?" Each play-er writes down his list until the time is up. The

player with the most words wins. A second way to scorethe game is to give one point for each word on the list

and an extra point for each word that no other player

used.

Alphabetical Nouns - Eigmentary

3 or more Clock or timer

In this variation the child is introduced, by anatural extension of the game, to another part ofspeech - the noun. Make up any statement that needs

to be completed with the addition of a noun - e.g.,"I gave my girl some ." Now ask eachplayer, in turn, to mention an appropriate noun,making up a series whose first letters follow an al-phabetical sequence. A reasonable time limit should

be set for each response.

Given the information above, the players mightproceed as follows:

Player 1: AntsPlayer 2: BikinisPlayer 3: CaramelsPlayer 4: Drums

A point is gained for each correct addition, and

two points are forfeited for each error.

- 256 -

ACTIVITIES

III. LANGUAGE (cont.'d)

) Alphabetical Adjectives - Elementary

*SI tOri 414101.


This game introduces a child to one of the parts

of speech - a word that dee.cibes. Beside r teaching

spelling and the sequence of letters in the alphabet,

it helps him herent sentences. Each play-

er must try tc describe himself' or someone elge in

a series of adjectives whnsr! initial lettor3 follow

an alp..1,1t.ii0.1 sequence, like this:

"Jane-is amusing,. beautiful, charming,delightful, eager..."

Or each player may be called upon in turn to add

an adjective to this list within a given period of

time. See variation below.

In what sort of syllables should a. park

speak?in polysyllables, of course.

Read this three time, each time faster than before:

Why try wine? Try tying twine, tying twine

tires? Try twisting twine or tying twists. Wrists

tire? Try twice twisting twine. Twill's twinetwice twisted; untwisted, twill-Untwine. Twist

twill; twill twist. Untwist twill; twill untwist.Twist wrist; untwist wrist; untwist wrist; rest

wrist.

Read this three tithes each time faster than before:

She's so selfishShe should sell shellfish,But shellfish shellsSeldom sell.

Put -To

2 or more

The game begins with the first player calling

out a word. which, when added to another - either

before it or after it - would make a solid compound

word. If the first player calls out "Sa-:7" the next

player must suggest a word which, when hided to saw,

either preceding it or following it, could form acompound word, like hacksaw or sawdust. He receives

- 257 - ".4ACTIVITIES

oat

410°III. LANGUAGE (cont'd) 4J-Put-Together (cont'd)

one point for building the compound and another forspelling it correctly. If he cannot think of a com-pound word that could 126, farmed from Saw in thisfashion, he may challevie the first player to supplyone. Failure to dr) Sc. wogiA involve a penalty of two

points.

Blow the 411st-ix Primaryq..

Lari:o. group rah stle; clock or timer

LikHTSTLE STEW, this game demands a speedyresponse,. It is essentially a game of won't esso-ciatiowdesizned to familiarize children wilA) ,;.)morongroups/of three words each. Instruct the childrento li:yten carefully as you call out a series of twowords/. B'fore you blow your whistle, they must addthe phird word that complete3 the group.

In casa of a tie or doubt about who answeredfirst, a runoff should be held. Here, for example,are some sets that can be used in this game:

Red, white, andSun, moon, andReady, set,Tom, Dick, andHook, line, andMan, woman, andStop, look, andLock, stock, and

% Healthy, wealthy, andDeaf, dumb, andHop, skip, andReading, writing, andFaith, hope, and

. Morning, noon andGive, devise, andWine, women, andKnife, fork, andEar, nose, andReady, willing, andFair, fat, and

The game can.also be played with sets of two, likenip and tuck, time and tide, fame and fortune, fairand foul, etc.

258

ACTIVITIES0.00

000


Tongue Twisters -

Read this three times, each time faster than before:

I twice priced iced ox tripe.Price white-striped sox.Write: "Right type of sliced tripe's price's

right"Typewrite: ,"Swipe tripe 3nd white--sr4ped som."

Read this three times, each time faster than betore:

I'm bake to back a tabacco tax.-

It takes tact to tax Dacks-- It takis tact- to

back-a Tax. Back att3LheS taxes! Talc tacKs!

It takeui tact to attac1C. a tack tak.t Atvachhacik takes. Tacks=-attach tax to batik.. Attacl;

back tobacco tak to b3cis and tack bat\K CK

tax bak-to-back.e

Read thisirtnree times, each time fa,ster tliao OePnref

Wicked witches switch vi.;11,,s.Yhich wlcked witches swl 'wicket

ht.ich IN6.tch swishes?Which witches wish wick d wishes?Which witch.wisl-es?Wish a witch; switch a t itch;Swish a wItch; switch witches.A witch's a witch; a swish's a swish; a wish's

a wis;i.t tole witch switched a witch?Whin witch's which?

switches?

Say this three times, each time faster than before:

Thi5 pnaii's stale, His tail's stale,His tail' f; staff e,

This snail's tail's stale.This snail's tail's still stale.This snail tale's stale.

Use di Dictionary

Can you answer these questions below? You can if

you use ycur dictionary. Look up the words you don't

know and an.wer yes or no after each queot:ion.

1. Can a centaur be found in a zoo?

2. Was Ceres the same goddess as Demeter?

3. Is a poetess a man who writes poems?

4. Did Benjamin Franklin fight in the War of 1812?


5'

- 259 -

ACTIVITIES

Use of Dictionary Ccont'd)

5. Is a grackle a kind of noise?6. Is Huron the second largest of the five Great

Lakes?7,. Is a limerick a soft drink?8. Is d. an abbreviation for "doctor of medicine?"

9. Is a puffin a small pillow?10. Is a statute a law?11. Is the Volga an inland sea?12. Was John Greenleaf Whittier an English poet?

Stringing Along - Elementary-Intermediate


This game teaches spelling and vocabulary andtrains the child's visual memory.

The first player starts by naming any letter of

the alphabet. Each player in turn must "string along"

by adding one letter, either before or after thosealready called out, to form a word. The ever-growingnecklace of words, formed by adding one letter at atime at either end, constitutes a challenge to keepbuilding longer words by the same process. Thus, a

game might proceed from i to it to pit to spit andspite, or Ea., trip, andtripe Another might beginwith o and go on to on, one, tone, and stone. Stillanother might start with a and string along from at

to ate to rate to irate and pirate. The game can be

made more difficult by permitting a letter to be in-

serted, as well, anywhere in the middle of a word to

form a new word. Thus, pit might be transformed into

int, then to print;, and finally to sprint. Sincethis places a greater strain on the memory, more timeshould be allowed for each answer.

Alliterativetop group


This variation gives the child practice in build-

ing sentences. Every word of ...ie sentence is to have

the same initial letter. Here are two examples:

"Abe always ate apples.""Ben blew blue bubbles but became boredby .it

Each player can be called upon to add a word, within

a given period of time, to the sentence beir.L built

up; or each player can try to make the longest sen-

sible sentence, starting with a given letter.


260 L.

ACTIVITIES losVocabulary - Building Games

0

2 students Paper and pencil

This game should help improve vocabulary and

spellihg ability. Each player draws a square divided

into twenty-ftVe boxes, five in each row. Now the

first player, thinking of :-;:me five-letter word that

can be written on the boxes either vertically, hori-

zontally, or diagonally, or even backward, calls out

any letter in the word and writes it in its appro-

priate box, without showing his chart to his oppo-

nent . Le'rus suppose that, thinking word

Plant, the first player calls out the etter A and

writes it in the thiTd box of his upper horizontal

row.

His opponent may place this letter in any boy: he

pleases on his own chart to form part of a word he

has in mind. Thus, thinking of Start,-he may place

the A in the third box from the top in the first

vertical Ix,: at the left. Now it is his turn to

call out a letter it might be T and to

place it in the appropriate box foe the word he wants.

The same letter may be called out more than once, and.

every letter called Out must be put in ,some box or

other. Five points are scored for each five-letter

word, four for a four-letter word, three for a three-

letter word, etc. Credit is likewise given for words

within words. The gar14, can be made more 4ifficult by

increasing the number of boxes or by havi4g someone

call the letters for both players.r

Alphabetical Adverbs With Charades'

3 or more Elementary

This game has many educational values. Not only

does it introduce the child to adverbs, but it fosters

creativity and inventiveness and builds vocabulary..

Begin with a sentence containing an active verb

that can be modified by a series of adverbs. These

must be added by each player in turn, in alphabetical

order, but in a way that makes sense.

Here is

"The pilot

one possible stmt:

flew the plane11

Player 1: Acrobatically. Player 1: Dangerously.

Player 2: Bumpily. Player 2: Enthusiastically

Player 3: Carelessly Player 3: Frantically

- 261 -

ACTIVITIES

III. LANGUAGE (cont'dr

A Haiku Experience

Three line 17 syllable form of poetry called Haikuto help free children's creativity. The best approachis to begin with a class created, or group createdpoem, and then have tOe children select a topic andwrite an individual Haiku.

Sometimes the selected topic is 'an idea - starter;

sometimes it is not. Sometimes a topic works for onegroup, and not for another. One can try with mixedresults topics such as specific seasons, indiyidualcolors (yellow or grey) and stories conveying emo-tional reactions, as O'Henry's "The Last Leaf." Bet-ter response comes from combining an informal dramaexperience with the cAative writing experience.

Begin the. lesson by introducing the Haiku form;the principle of rigidity of form making it easierfor' flexibility of creation was discussed; then wecomposed a group Haiku. As usual, the finished pro-duets served as examples, but only one of the threesections produced a Haiku that was not cliche-riddenor rapid. The one, stimulated by the word "grey"

emerged:

.Shabby overcoat-pockets empty of all hopeoh God! What's the use?

After each group had composed one Haiku, I theninstructed them to select a partner and lock a,ne

fingers of their 'right hands,. leaving their thumbs

free,. I then said, "You are your thumb. Your thumb

is, you. New communicite." At first the students

laughed. Then they'exhibited mixed reactions; some

were anxious at the Idea of physically touching afellow human belng; some were frustrated by the si-lence forced upon them. They"communicatedv, for al-

.most fiften seconds. Of course, it doesn't have

to be done with thumbs. Elbows, knees, foreheadswill do nicely. So will toes. The idea is to pro-

vide a non-verbal tactile communicating and self re-

vealing experience. Then after this and with no.-

further discussion, students are instructed to writeam,,Individual Haiku based on this experience. Here

a.re some of the results:

Twofingers, laughingPlaying, dancing, joyfullyWith no words to speak.

- 262 -

ACTIVITIES


A Haiku Experience(cont'd)

Imaginationnodding, jerking, bending, touchwith two little thumbs.

On a rainy dayWe fought till one of us lost,Then made frib.nds again.

h\A strange way to speako new to know what to do

Can't communicate

,A thumb can make friendsAs easily ,as a childWill rou be my .friend?

Wriggling little thumbSays hello and IITNT are youPart of me is me

kFearfully= watchings.Active and playful frolics

cannot pond.fa.

.Sh withdrawn and scaredTh little boy hid his headWh t was his reason?

ilk Gay y flirting girlhuman relations seen) farto a shy young man.

\f wordworld

With not 670 rd to be mouthedSilence, only

Words are unneededVriendliness without zlisplayThumbs wildly at. play,.

Thumbs sing, laugh and cFriendship expressedEmpty words absen'

Silent, separateI cannot become a partOf so strange a world

dleserr

- 263 -

ACTIVITIES

III. LANGI-4"T

A Haiku Experience (cont'd)

I, lonely,, emptyWalking, head down, withdrawn, see,A friend waiting there.

Together, hands clutchedAn unforgettable time,With no words spoken.

LANGUAGE - SOCIAL SKILLS

A. Learn to make ro er introductions.When in roducing a c i o an adult, saythe adultis name first.Mrs. Brown, this is my cousin, Linda Ames.,4inda, this is our neighbor, Mrs. Brown.

2:---Wheri introducing a man to a woman, say thewoman's name first.

Mother, this is myMr. Adams, this is

3. When introducing twoeither' name, first.Tom, this is Paul Johnson.Paul, this is Tom Barnes.

4. When introducing a girl to a boy, say thegirl's name first.

."---Jean, this is Jack Roberts.Jack, this is Jean Ellis.

teacher, Mr. Adams.my mother, Mrs. Wilson.boys, or two girls, say

Learriseteleloneetibuette1.114tilephecoi-----iiDanyltf.1171,end the schoql

a kit containing two telephones and booklets.After learning the socially cprrect proce-dures for making and answering business,emergency, and social calla, children cantake turns in pairs dialing each other andenacting the different types of calls. Theclass can discuss whether all pertinent in-formation was. given and how courteous theconverations were.

2. Use the film "Adventures in Telezonia" or anyother education41 materials provided by the

. phone company.

C. Learn to develop poise in speaking,in front'ofthe class.1. Let class discuss'annoying idlosynci,sles of

a speaker such as swaying, leaning, twistinghair, and wringing hands.

2. Let class discuss import nce of being wellprepared as an aid in developing poise.

-264-ACTIVITIES

CREATIVITY - Upper Primary

A. Aim: To stimulate a desire to write creatively. 4

1. Help pupils observe and interpret daily hap-penings around them. Observe-and interpretphenomena and processes:a. Colors of leaves before they fall in

Autumnb. Flooded streets in a heavy rainfallc. A rainbow after a showerd. A bulldozer making an excavatione. The puil.of a magnet

2. Have the group react to the following sensoryimpressions:

-a.. A Ill from the cafeteriab. The nods of the skyC. The rustle of paperd. The moan of a sirene. The rain on the window

3. List on the chalkboard-pupil dictated wordswhich describe these impressions.

4. Encourage the pupils to collect pictures whichhave special appeal to the senses. Use.thepictures as a motivational device for painting

words.5. Contrast the mental imagery evoked by different

words:a. Re.(cut, slashed) the bark of the tree.

b. She (stopped, hesitated) at the door.

6. Find words or phrases that prompt images.

7. Call attention to words that are synonymous,or nearly so:a. Sleepy, drowsyb. Went, whizzed

8. Individual pantomimes can be initiated by havingthe children play "charades." Write on cards

some simple directions such as picking flowers,

putting on a coat, and driving a car. Have thechildren select a card and act out the direc-

tions'indicated. Later, characters fromstories read in class may be used for thecharade.

9. The dramatization of short scenes from storiesmay be used after a story telling lesson. Al-

low the children to become familiar with thestory and to select their own scene for dramatization. Improvisions based on short scenesfrom familiar stories are best. Stress the

use of the body in, portraying individual char-

acters.10. Have the students write, or find in a book,

sentences which could be used witi, gestures to:

a. Point out somethingb. Describe a shape br sizec. Indicate division into parts

1%0

.- 265

ACTIVITIES

IV. CREATIVITY - Upper PrImary (cont'd)

d. Point up emphasis on a word or phrase.e. Show approvalf. Show disapprovalHave them present their sentences to the classusing appropriated gestures.

11. On the chalkboard write phrases to be actedout such as: an old man with a cane, an angrysergeant, a queen. After various pupils havehad an opportunity to play the3e rolls, eval-uate them with the class. Lead them to recog-nize that the most successful performers usebody control to convey character.

12. Plan with the pupils a series of group presen-tations. These might include a story-tellinghour in which four children tell their favor-ite stories, a group discussion of hobbies, orcommittee reports. Following each presen-tation, evaluate the performance calling spe-cial attention to the signs'of good body con-trol that were evident.

13. Play &variation of the game Simon Says inwhich the group obeys the speaker's commandsif the speaker is looking at them or if theythink the speaker is looking at them. Thegroup should ignore the.command if the speakeris not looking at them.

14. Have the children use simple puppets to actout stories read in class. Lead them to recog-nize the need for the puppets to lodk,to whom -

they are talking whether it be another puppetor the audience.

15. Plan small group activities at playtime tostimulate informal conversations. Arrange thefurniture informally to encourage an easy ex-change of ideas. Encourage the children tolook- directly at the p,rson to whom they are.:talking.

- 266 -

ACTIVITIESReference Books and Magazines

"Spice' - Educational Service Incorporated

Listening Skills for Kindergarten Children - Avon,Connecticut

. Phonics: In Listening, in Speaking,Readirlg, in Writing

Talking Time

Reading Teacher Magazine

Reding Newsreylort

Reading Aids Through the Grades

Listening Aids Through the Grades -

- Louise Scott

- Louise Scott

David Russell andEtta Karp

David Russell andElizabeth Russell

- 267 -

AUDIO VISUAL MATERIALS

-2ILISTRIPS

Key: R - Roaring BrookH - Huckleberry HillT TowpathA - High School

FILE NO. SCHOOL

I. SKILLS

"Auditory Discrimination" 85 B T

"Alphabet" 85 H T"CH & J Sounds" F 12 R

"Classifying" 85 E T

"Comparisons" C 26 R"Comparisons & Contrast" C 20 R

"Consonant Blends" F 23 R

"Consonant Sounds, Blends" AG 10 H

"Consonant Sounds" E 10 R

"Critical Thinking" C 29 R

"Classifying" C 28 R

"Digraphs" F 25 R

"F & V Sounds" F 5 R ,

"Find the Right Word" 79 B T"Final Consonants D, K, M, N, P, T"5 T"Final Consonants D, K, M, W, P, T"F 21 R

"First You Find It, F 29 R

Then' You Define It""Fun With A E I. .O U" 79 G T

"Fun With Sentence, 79 F T

"Fun With Words" 79 C T

"Games With Words" 79 D T

"Hearing Sounds in Words" E 9 R

"Initial Consonants K, V, Y, Z, F 20 R

Q,

"

X "

"Initial Consonants B, S, M, F, T" 1 T

"Initial Consonants B, S, M, F, TP 17 R

"Initial Consonants C, W, R, N, G" 2 T

"Initial Consonants C, W, R, H, G" F 18 R

"Initial Consonants K, V, Y, Z2 Q 4 T

"Initial Consonants P, L, D, N, 3" 3 T

"Initial Consonants P, L, D, N, 3. F 19 R

"Intc-iTreting" C 31 R

"K & G Sounds" F 9 R

``Letters Which Work Together" E 14 R

"Long Vowels" F 24 R"'Long

Vowel Sounds" E 12 R

"L Sounds" F 15 R

"Make Alphabetizing Work For You" F 28 R

"N, N, NG Sounds" F 4 R

- 268 -


FILMSTRIPS

FILE NO. SCHOOL

I. SKILLS (cont'd)c

"Mr. Adjective" 6 T"Mr. Adverb" 8 T"Mr. Conjunction, Mr. Preposition 8 T

& Mr. Interjection""Mr. Pronoun "" 4 T"Mr. Verb" --t T"7,7iy Talking Helpers" F 1 R"Names for Numbers" C 35 R

"P & B Sounds" F 2 R

"Phonics, Help Yourself Read" AG 6 H"Phonics, Let's Start With AG 1 H

Key Words""Phonics, Make Words Work For AG 2 H

You"Phonics, Test Yourself on Sounds" AO 5 H"Phonics, Vowel Sounds Help you" AG 4 H"Phonics, Your Eyes and Ears. AG 3 H

are Good Helpers""Possessive Mr. Noun" 3 T"Reading Puzzles" 79 E T"Recognition Phrases" 85 A T"Rhyming Endings" F 22 R

"R Sound" F 14 R

"S & Z Sounds II F 13 R"Second Visit to Mr. Pronoun" 5 T"Short Vowels" F 32 R

"SH Sound" F 11 R"Singular and Plural Mr. Noun" 86 B T"Same Words Mean Two Things" AG 7 H

"Studying Long Words" . E 13 R"Name Calling - Mr. Noun" 1 T"Tricky Consonant Sounds" F 11 R

"T & D Sounds" F 3 R

"TH Sound" F 10 R"Visual Discriminatibn" 85 D T"Vowel Sound - Diphthonrs" AG 8 H"Vowel Sound - Digraphs" AG 9 H

"Vowel, Backbone of-a Syllabre" F 30 R"Vowel Diphthongs & Vowel:, F 26 R

Influenced by "FirNH, W, & H Sounds" F 6 R

"Word Beginning Clues' 79 H T"Word Ending Clues" 79 1 T"Words & Their Ways" F 31 R

"You Can Find Words Easile F 27 R4

- 269 -


RECORDS

I. SKILIS

"Listen & Do (Albums & PittConsonants & Vowels" -

"Let's Listen" -

"Listening Skills For -Pre- Readers"

"Listening Time Stories" -"Pathways to Phonic

Skills""Reading & Spelling with -

Phonics""Reading Readiness!" -

"Roberts Series Records" -"Sounds for Young Readers""Sounds I Can Hear" -"Sound Way to Easy -

Reading"

SCHOOL

o Masters) R, HHoughton MifflinGinn R, HClassroom Material H

Scott & WoodAme Book Co.. 142 H

Reading Dev. Center H

GinnHarcourt, Brace H, T, RMacFadden & Raeburn HScott, ForesmanBremmer-Davis

TAPES

Wollensak Teaching Tapes - Language Arts

"Recognition - Short a""Recognition - Short i""Recognition - Short o""Recognition - Short e""Recognition - Short u""Evaluation: Sho't Vowel Recognition""Building Sight Vocabulary"- Tapes A, B, C,

D, E2 F2 G, H"Evaluation: Shart Vowel Recognition"

Eye Gate

"Techniques of Paragraph Writing""Fundamentals of Vocabulary Building""Advanced Reading Skills"

"Visual Perception Series""Developing Cognitive Skills in Young Learners"

SVE -Filmstrip - Record -"How to Use the Card

Catalog""Whats in the Dictionary"

1-^

T, RTo RT, RTo'RR, Tm RT, R

T, R

- 270 -


FILMSTRIPS

Key: R - Roaring BrookH - Huckleberry HillT - TowpathA - High School

II. LITERATURE

"Baa, Baa Blacksheep""Bambi""Beauty and the Beast"Beauty and the Beast""Boy Who Cried Wolf""Chicken Little""Ding Dont:, Bell""FerdinanA The Bull""Frog Prince""Frog Prince""Gingerbread Man""Hansel & Gretel""Hans Christian Anderson""Hey Diddle Diddle""inside Mother Goose Village""Inside Mother Goose Village""Jack & Jill""Jack & The Beanstalk""King Midas & The Golden Touch""King !idas & The Golden Touch""Lion & the Mouse""Lion & the Mouse""Little Boy Blue""Little Red Hen""Little Red Riding Hood"Aary Had a Little Lamb""Mother Goose Village""Mother Goose Village Fire Dept.""Mother Goose Village Lake &

Police station""Mother Goose Village Post Office""Off to Mother Goose Village''"Old Woman Who Lived in a Shoe""Pandora & the Gift of the Gods""Peter Rabbit""Pinocchio""Pinocchio""Pussy Cat""Rabbit & the Turtle""Rapunzel""Rapunzel""Robert Louis Stevenson

Fantasy & Adventure""Rumpelstlltskin"

FILE NO. SCHOOL

57 FAE 4AA 4135 D

AB 457 EAB 100135 IAA 9AB 6AB 7AD 5

9595 C57 BAB 9184 BAC 2AB 1AB 157 DAB 5P 2457 A95 195 1.1

95 a

95 F95 A95 D184 AAB 8AA 1135 A57 H3.

AA 8135 HE 2

AA 5

ea

THHTTHTrt

THHHHRTT

TTTTHH

TT

T

- 271 -


FILMSTRIPS

PILE NO. SCHOOL

II. LITERATURE (cont'd)

"Rumpelstiltskin""Sing a Song of Sixpence""Snow White & Rose Red"

135E

135715 BSn w White & the 7 Dwarfs" AA 7 E

"Sno White & the 7 Dwarfs" AA 10 H

"Sno White & the 7 Dwarfs" 135 G T

"Stun White & Rose Red" AA 2 T

"Sto y Book People" 1101 T

"Sto ies for Special Days" 85 J T

"The I row & the Pitcher" t ...-t. T

"Thre0 Bears" AB 2 H

"The Fir Tree" E 7 R

'Three Little Kittens" 57 C T

'"Traveling Musicians'- A Grimm's E 4- R

Fafry Tale El

"Thumblina" AA 3 H

'Thumbelina" 135 C T

"Ugly AA H

"Ugly cackling6

135 P T

"Walt D sney - Ben & Me" 8675 T

Corone Films and Cassettes

"Just S(4 Stories'.R

ten Series"s"Stories for Joining In" R

qiet's'LR

Media Alsociates "Children Around the World' R

..... -tCharles 1E. Merrill Publishing Company

Mini Liikary"The i,tening Book""Clas cal Literature" R

- 272 -

AUDIO VISUAL TL TERIALS

RECORDS

II. LITERATURE (cont'd)

"A Child's Oarden.of Verses""A Child's Garden of Verses""Adventures of Tom Sawyer"--"Aesop's Fables""Ali Baba teithe Forty Thieves" -"Alice in Wonderlana"

- Hoffman- Anderson- Chandler- Meredith

"Alice in Wonderlanas Legend -

of Sleepy Hollow""Peter &, the Wolf" -

WLrout4hka""Audio' Book. of Storytime -

Favorites-""Boy Who Cried Wolf""Carl Sandburg's Poems for

Children""Chicken Licken""The Gingerbread Boy""The Crow & the Pitcher":±aniel Boone""Grasshopper & the Ants""Grimm's Fairy Tales""Grimm's-Fairy Tales""Hans Christian Anderson""Jack & the Beanstalk""Just So Stories""Just So Stories""Little Match Girl & Other

Fairy Tales_"_.__

"Madeltnt'& Other demelmans""Night Before Christmas""HonSense Verse""Pecos Bill""Pied Piper & The Hunti

of the Shark""Pinocchio""Rabbit & the Turtle""Raggle-Taggle Town""Reluctant Dragon""Shoemaker & the Elves""Sleeping Beauty""Snow White & the Seven

Dwarfs"-1, "Cinderella"

"Tubby the Tuba""Wind & the Sun""Wizard of Oz"

BarrymoreMiller &WebbLuther

LutherLutherWebb

SCHOOL

112 TTHs T. RHHH,

H

HHs R

A

- Luther- Luther T- Luther- Glazer--Glazer-1Kaye- childkraut A- Kaye- Luther- Lockhart H, T, R

Karloff- Karloff A

Channing- Donald- Lillie- Riggers

Rtirloff

- Miller- Miller- Luther

Karloff- Luther- Luther- Luther

THAH

Hs Rs TTHAHHH

- Luther- Annette- Luther- Miller & Skis Ts B

Webb

4

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FILE

The Language Arts resource rile is available in 'each build-ing. Teachers may borrow these dittos for classroom usefrom the Resource Room. Please replace any wornout dittos.'Any new ones that you wish to add would be appreciated.

Reading Readiness

We Get Ready to ReadRhyming Pictures

Visual Perction

Figure GroupPosition in Space.

(likenesses & Differences)Eye.41otor Co-ordinationConstancy of ShapeSpatial Relations

Consonants

Initial Soft & Hard'C&GMedial Silent LetterFinalPhonics \ lA

Consonant' Blends; ConsonantDigraphs, Wilt/els

Long, Short, Irreguall4Vowels YEell'R Controlled 'VowelsVowel RecognitionWords in ColorVowel PrinciplesLong'&.Short Vowels

Compr ensionSkills

Classifying IdeasDetailsDetermining Analogous

RelationshipsEvaluating ContentFigurative Language

Similes & MetaphorsFollowing DirectionsGeneralizingInferring from Context &Nerifying Inferences

Main IdeaMaking JudgmentsNoting Inconsistence &

Relevancy of Ideas_

Comprehension Skills (aontld)

Organizing IdeasOutlinePredicting OutcomesRelating Pronouns &AntecedentsSequence'Using Sensory Image v.Visualization , 0

Word Meanings(1) MUltiple.Meanings(2) Antonyms(3) Homonyms(4) Synonyms

Structural Analysis

Compound WordsPrefixes - SuffixesContractionsFhonograms - Rhyming .

Rules for Adding Endings

SyllabicationAccentDictionary SkillsEnglish ArtsReading Games - These gamesmay be signed out from theResource Room.U'N Ophonics GameGroup Word Teaching GamePhonetic Word Drill CardsWord Family FunPassword -.Doghouse GameLyons & Carnahan Sound GamerYou Can ReadPhonetic Word WheelWord PrefixesWord SuffixesDial & SpellGo to the Head of the

ClassParquetry BlocksPuzzlesPlay TilesReading & Spelling withPhonetics

(1 - 274 -

LANGUAIE IMF: RESOURCEFILE

(ccint'd)

Lpguage Arts

First Grade Language DrillsSecond Grade Language

. DrillsThird Grade Language DrillsFourth Grade Language DrillsFifth Grade Language DrillsLanguage Patterns & Usage

(1-2-3)

'Sight Words

Dolch, Ginn

Spelling.

Learninito.SpellGrade ?

LearnAng to SpellGrade 3

Worksheets - Available inwork area office allready to use.Silent LettersVisual DiscriminationLong and Short VowelsWorksheets on C-G-A-D-YPhonoxramsHain Id6aSensory ImagesInference (who-what-why)OutliningClassificationDrawing ConclusionsSequence

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LANGUAGE ARTS GLOSSARY

The decoding program for Reading 360 uset the following lin-guistic terminology:

LEVELS -- A block of related skills taught concomitantly.,--

CLtSTER -- A group of separate sounds or letters that arenext to each other in words. For example, the letters tand r may appear as. the cluster of consonant letters tr,representing the cluster of sounds (tr). The vowel lettersmay also appear in clusters.

DECODING -- The process of unlocking, analysing, or''solvinga written word on'the basis of known phonemic and struc-

i. tural clues.

DIGRAPH -- Two letters that stand for one sound such as cand h in children, which stand for the sound (5). Vowelletters may also be digraphs: the a and i in train repre-sent the .glided vowel sound.(eY).

GLIDED VOWEL SOUND -- One which is begun at one plp.ce in

the mouth but is concluded at another. The tongue usuallyrises while the sound.is being pronounced. The vowelsound of high, (ay), starts at (a) and ends at (iy).

r

GRAPHEME --- An alphabetic symbol (a letter) used to repre- Isent a language sound or sounds.

GRAPHEMIC BASE -- A vowel letter or letters, with a con-sonant letter or letters following, such as at. It maybe found in several rhyming words, such as fat, cat, bat.One kind of graphemic base also has a final e marker, asin ame.

LINGUISTICS -- The study of language.

MARKER -- A letter which indicates the phonemic represen-tation of one or more other graphemes, sometimes at somedistance away; or an affix that marks a word as a partic-ular part of speech such as able, an adjective marker,and ling, asnoun marker.

1

PHONEME -- A functionally distinctive class of languagesounds which contrast or "make a difference" in a partic-ular language. In English, the (k) sounds in kill or cat,

though acoustically different, constitute one phoneme, be-cause they do not contrast with each other.

PHONEME-GRAPHEME CORRESPONDENCE -- The relationship of asignificant language sound (phoneme) to a letter (grapheme)

or,letters: The phoneme (ae) as in cat is related to theletter a; the relationship may be stated as the corre-spondence of the phoneme (ae) to the letter a, or, morebriefly, the correspondence (ae)a.

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LANGUAGE ARTS GLOSSARY fcontid)

PHONEMIC ANALYSIS -- Using speech sound organized intophonemes in .order to associate them with graphemes forthe purpose of decoding words.

PHONEMIC ELEMENT --, A language component which indicatessound value or sound-symbol correspondence, such as thesound (e) in bed, or the correspOndence (f) in phone.

SPELLING PATTERNS -- Patterns such as consonant-vowel-consonant (CVC), on which the Ord bed is spelled; orconsonant-vowel-consonant-e-markter rdVbe), on which theword came is spelled.

STRUCTURAL ELEMENT -- A language component indicating thegrammatical structure of a word, such as an affix, likeful in,spoonful) or an inflection, like ed in worked.

UNG'LIDED VOWEL SOUND -- One in which the tongue does notrise from one level to another. The unglided vowelsounds are (ae) as in cat, (e) as in pet; (i) as in pin,(a) as in father, (a) as in nut, (u) as in Eilt, and (a)as in in. 0

UNVOICED SOUND -- One which does not cause vibration ofthe vocal cords, such as the consonant sound (e) at thebeginning of thin.

VOICED SOUND -- One which causes vibration of the vocalcords, such as the consonant sound (a) at thp beginningof;this.

KERNEL SENTENCE -- The simplest form of a sentence.

MORPHEM -- A single piece of meaning expressed by a wordor a part of a word:

SIMILE -- A figure of speech in which trio unlike thingsare explicitly compared.

SYNTAX -- The typical order of words in a sentence toconvey meaning.

it

kIHERE

LE L 1

cona

vow1

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C°1LANGUAGE ARTS GLOSSARY (cont d)

SPECIALIZED TERMINOLOGY IS USED WITH CHILDREN

onant .e.;oUndd letterI sound andtier

LEVEL 4

(nothing new)

tam

LEVEL 7

syllablesuffixbast

LEVEL 30

hyphenation.kernel sentence.morphemesimilesyntax

LEVEL 2

periodquestion markexclamation mark:

LEVEL 5

00 spelling patternse-marker patternscontractionapostropheplural andsingOar

LEVEL 8 LEVEL 9

consonant digraph homonymconsonant chatter*. synonympossessive antonymprefix :schwa

pronunciationkeyentry wordguide wordgraphemic baseaccent mark

LEVEL 3

glided and unglid-ed vowel sounds

symbolvoiced and unvoic--ed sounds.

e markerEmma

LEVEL 6

rootstress'compound

OW'

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SUGGESTED PROOFREADING SIBOLS FOR PRIMARX GRADES

Whatever symbols 'you choose to usc; should be explained tothe children and a chart put somewhere to which they can refer.

SYMBOL MEANING

Sp Spelling (Level 6)

H Error in heading (Level 7)

Word omitted (Level 6)

New paragraph needed (Level 9)

Error in punctuation (Level 4 tc-5)P

`0!) around letter Error in capitalization (Level 3)

SS

Grto

Line should begin at margin (Level 9)

Error in sentence structure (Level 6)

Indent (Level 9)

Error in grammar (Level 10)

Syl . . ,. . . . Syllabication at end ox" line i isa incorrect (Level 10)

Inc Incomplete (Level 5)

nc Not clear (Level 10)

Cie Corrected in class by pupils (Level 10)

r -w Review work (Level 10)

Ms Manuscript error (Level"11)

Pro' Res Unclear or incorrect pronoun (Level 11)

w Poor word choice or vocabulary error(Level 11)

T .. Tense error (Level 4)

Curriculum Spelling; Study S "lls - ERIC

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Transcript of Curriculum Spelling; Study S "lls - ERIC