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AESTRACT

Developmental Reading Activities, Grades 1-12.Gary City Public School System, Ind.68286p.

EDRS Price MF-$0.65 HC-$9.87*Curriculum Guides, *Elementary School Curriculum,Grade,1, Grade 2, Grade 3, Grade 4, Grade 5, Grade6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11,Grade 12, Intermediate. Grades, *Reading, *Reading-Development, *Secondary Education

GRADES OF AGES: Grades 1-12. SUBJECT MATTER:Developmental reading activities. ORGANIZATION AND PHYSICALAPPEARANCE: The guide is divided into three sections: 1) primaryskills, 2) intermediate skills, and 3) secondary skills. Each sectionis subdivided into readiness skills, comprehension, word perception,and study skills. The Material is presented in four ,columns: tasicreading skills (general and specific) , related skills, and_developmental activities. An appendix deals with listening skills.The guide is mimeographed and spiral bound with a soft cover.OBJECTIVES-ANL ACTIVITIES: The otjectives are listed in the columnsfor tasic reading skills and related skills. Detailed activities arelisted in the activities column. INSTEUCTIONAI MATEEIAIS: Noinstructional material is specified. STUDENT ASSESSMENT: No provisionis made for evaluation. (MBM)

D-EVELOPMETAL READING A-CTIVITIESGrades 1 - 12

BOARD OF

SCHOOL TRUSTEES

U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.

Mr. Donald Belec, President

Mr. Andrew D. White, Vice - President

Mr. Theodore Nering, Jr., Secretary

Dr. Montague M. Oliver, Member

Dr. James F. Wygant, Member

Dr. Clarence E. Swingley, Acting SUperintendent of SchoolsDr. Haron J. Battle, Assistant Superintendent-InstructionDr. Don Torreson, General Supervisor - Secondary Education

Dr. Norman R. Turchan, General Supervisor-Elementary EducationDr. William H. Watson, General SupervisorCurriculUm DevelopmentMrs. Edith Janes, Reading Consultant

SCHOOL CITY OF GARYGary, Indiana

1968

FOREWORD

This publication is a revision of DEVELOPMENTAL READING ACTIVITIESwhich was prepared in 1959 by Gary. Individual Developmental ReadingTeaaers to supplement AN INTEGRATED LANGUAGE. SKILLS PROGRAM. Readingactivities are suggested for the specific reading skills taught ingrades-One through nine. Individual Developmental Reading Teacherscompiled these activities from their own experiences, from suggestionsmade by-classrcom teachers, and from a review of current- publications.

Members of the original committees__ under the supervision ofJosephine Wolfe, Johnston Karr, and Edith Janes were:

Primary

Jane CostelloEileen Galiley.Anne Grac in

Marian GregoryFrancine -QuinnLeo ReeseHelan RogersMabel WrayLinnie Yuraitis

Intermediate Secondary

Natalie KingRuth MaitinDoris MillerMargaret SewingAnn-ShivesShirley SinonsonSarah Thomson

Mildred BellHilda DeWittHortense HouseEthel Larrabes.Donna Mills.Letha SneedHenrietta WellsRosalyn Wilkey

Members of the revision committee in 1963 were:

Natalie KingDonna Mills

Edith Janes, Chairman

1968

Lela PlantHelen Rogers

TABLE OF CONTENTS

PRIMARY SKILLS

A. Readiness Skills 1

B. Comprehension 5

C. Word Perception 10

D. Study Skills 27

INTERMEDIATE SKILLS

A. Readiness Skills 35B. Comprehension 38C. Word Perception 46D. Study Skills 61

SECONDARY SKILLS

A. Readiness Skills 75B. Comprehension 82

C. Word Perception 93D. Study Skills 116

APPENDIX

-- Listening Skills 137

DEVELOPMENTAL READING ACTIVITIESfor

PRIMARY SKILLS

PRIMARY DEVELOPMENTAL READING ACTIVITIES

BASIC READING SKILLS

GENERAL SPECIFIC

A. ReadinessSkills

RELATED SKILLS DEVE

1, Language a. Associating meaning

Developipent with written symbols

Developing languageand fact relationship-

Understanding andusing likenesses anddifferences in action(perception of rela-tionship)

Appreciating thesignificance ofwritten words

e. Learning words

Make label

Discuss whi

the pupils,

(1) Develop wicharts abo

(2) Allow time.for the da;

of what, is

Direct the(a) fold(b) draw(c) draw

two p

-- Write theboard, witeach pupildraw a picthat day.were compl

(1) Give eachis writtei:

Ask each csomethingthing he

(2) Provide maFather witword for t

1


RELATED SKILLS DEVELOPMENTAL ACTIVITIES

,age

lopment

a Associating meaning

with written symbols.

b. Develcping'languageand fact 'ieIationship

c.. Understanding andusing likenesses anddifferences in action(perception of-rela-tionship)

. Appreciating thesignificance ofwritten words

e.. Learning words

-- Make labels for objects in the classrom.

Discuss where the objects are placed, Havethe pupils draw pictures of the objects,

Develop with the.pupils simple experiencecharts about work-done at home,

Allow time each day for an 'exchange of newsfor the day. Write a brief sentence summaryof what is important.

Direct the pupils to(a) fold a piece' of paper in four parts(b) drawthe same object in two parts(c) draw different objects in the other

two parts

Write the plans for-the day on the chalk-board, with the help;of the pupils. Giveeach pupil a piece of newsprint. Have himdraw a picture of something he'plans to dothat day: Check later to see if the planswere completed.

(1) Give each pupil a sheet of paper on whichis written in manuscript the word Father.kikeach pupil to draw a picture ofsomething his rattle.. does, or of stme-thing he enjoys doing with his father.

(2) Provide manuscript copies of the wordFather with dashed lines around theword for tracing and blocking. .

2



GENERAL SPECIFIC-

AuditoryDiscimina7tion

RELATED SKILLS DEVE]

Hearing gross soundsthat are alike, an-like, and similar

b. Hearing fine soundsthat are alike, un-like, and similar

c. Hearing and saying

sounds (not letterSounds) that arealike, unlike, andsimilar

d. Discriminating musi-cal tones (high,middle, and low)

Using jingles andrhymes

f. Imitating such soundsas animals and birds

Listeh to asuch as: c

book, tappi

Listen to.adifferent t,running, skihands.

(1) Listen to rai

a sound is khands four,1

(2) Lister to arheard arouncl

the block.

:Send a pupi:

with hiS badlisten-to hihave him ailmiddle tone

(1) Allow the pinursery rhyT,the words tt

(2)-Let them dra

(3) Have a goes:draw a pictlLet the clal

(1) Play the_gaichosen saysI saw aand sounds

(2) Allow the pianimals tha

. noises.


oryimina-


Hearing gross soundsthat are alike, un-like, and similar

. Hearing. fine soundsthat are alike, un-like, and similar

c. Hearing and saying

sounds (not lettersounds) that arealike, unlike, andsimilar

. Discriminating musi-cal tones (high,middle, and low)

e. Using jingles andrhymes

f. Imitating such soundsas animals and birds

-- Listen to and distinguish classroom scunds,such as: crunching of paper, closing of a

book, tapping of a bell,

-- Listen to and distinguish the sounds ofdifferent types of activities, such as:running, skipping, jumping, clapping ofhands.

(1) Listen to and tell the number of times

a sound is heard, such as clapping ofhands four times.

(2) Listen to and list different soundsheard around a school or on a walk aroundthe block.

-- Send a pupil to the back of the room,with his back to the teacher; have himlisten to his name sung in a high tone;have him sing it back. Do the same in amiddle tone, then in a loW tone.

.(1) Allow the,pupils to say their favoritenursery_ rhymes with the idea of notingthe words that rhyme.

(2) Let them dramatize rhymes

(3) HaVe a guessing game. Let the pupilsdri.J,a picture of someone in a rhyme.

. Let the class guess who it is.

(1) Play the game "What am I?" The pupilchosen says, "On my way to school today,I saw a . (Imitates the actionand sounds of an animal.) What am rr

(2) Allow the pupils to draW pictures ofanimals that the teacher indicates bynoises.



GENERAL SPECIFICRELATED SKITJ.S

04

DEVPAA

. VisualDiscrimina-tion

a.

Discriminating amonginitial, final, andrhyming sounds inwords that are alike,unlike, and similar

Discriminatingpictures that aremeaningful to thechild

. Learning todiscriminate colorsin situations which.have significanceto the learner

(1) Listen to WVsound; for ea

(2) Prepare a laior objects:'pupils and 8/the name of ,.1

pupils ident:

(3) Give the pup;'them cut outbegin with:c1ing

(4) Write a wordmouse, can.these aid ofrhymes wittri

-- Make 'a picturemake his'ciarout the pictibooklet.

(1) Makea largehouse. HaveCut out pictia'family. Ri

(2)-MOce a largehouse. Make.

put in a trachildren. Di

used.


IIFIC


Discriminating amonginitial, final, andrhyming sounds, inwords that are alike,unlike, and similar

Discriminatingpictures that aremeaningful 'to thechild

. Learning todiscriminate colorsin situations whichhave significanceto the learner

(1) Listen to words that begin with the.samesound; for example, Mary, monkey, man.

(2) Prepare .a large page of pictures of animalsor objects. Show it to a small group ofpupils and say, "I am thinking of a picture,the name of which rhymes with boat." Have

pupils identify the picture.

(3) Give the pupils a sheet of newsprint. Have

them cut out pictures of objects whose namesbegin with consonant sounds they are study-ing.

(4) Write a word on the chalkboard, such as; cat,mouse, can. Have the pupils draw pictures ofthese and of another object the name of whichrhymes with the original picture.

Makez picture dictionary. Let each pupilmake his own by using old magazines, cuttingout the pictures, and pasting them in abooklet.

(1) Make a large picture of the inside of ahouse. Have four or five rooms in the house.Cut out pictures of furniture and members ofa family. Place them around the house.

Make a large picture of the outside of ahouse. Make a street in front of the house,put in a traffic light, cars, buses, andchildren. Discuss the different colorsused.

(2)

10'



GENERAL SPECIFICRELATED SKILLS DE\

c. Learning todiscriminateletters insituations whichhave significanceto the learner

. Discriminating wordsin meaningful situa-tions

4. Following a. Interpreting and follow-Directions ing directions given by

teachers and associates

b. Learning to give direc-tions to others

Select aninitial sein the pi

-- Suggest tlof one walto his fa'or to histo reread,

(1) Discuss fLeave theof the dobuildingdoor duri

(2) Distributthe .pupil

red, oneinstructi

(1) Make a maway from

(2) Have theon how .to

office, a


'ECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

pllowngire ct ions

1. Learning todiscriMinateletters insituations whichhave significanceto the learner

d. Discriminating wordsin meaningful situa-tions

a. Interpreting and follow-ing directions given byteachereand associates

b. Learning to give direc-tions to others

-- Select an appropriate picture. Study the

initial sounds in the names of the objectsin the picture.

-- Suggest that each pupil draw a large pictureof one way he has been helpful to his mother,to his father, to other members of his family,or to his pets. Make a Chart of the itemsto reread often. A suggested chart:

We Help at Home

We pick up things,We put them away.We take care of ourselves.

.We take care of our pets.

(1) Discuss fire drills and haw the pupils are toleave the. building. Have,them-draw-a picture'of the'door they are. to use when leaving thebuilding and Of themselves walking out thedoor during the fire drill

(2) Distribute large sheets of blank paper Tellthe pupils to draw and color three toys; onered, one blue, and one yellow. Give theseinstructions only once: de not repeat.

(1) Make a map and have each pupil .show the safestway from his home to school.

(2) Have the pupils give. directions to the classon how to get to the library, the postoffice; :and to other familiar plebes.

12



GENERAL SPECIFICRELATED SKILLS DEVE7

B. Compre-hension

13

5, MotorDevelopment

6. Visual MotorSensoryrerception

Left7toRightProgression

1. FactualComprehension(Assimilative)

, Achieving rhythmicactivities

b. Developing activitieswith hands, such ascoloring, painting; andcutting

-- Reproducing .a pattern

-- Developing left-to-right prbgression,using pictures andwords

Reading for facts

Beat suitab:appropriate_aitate the(1) A rabbi

jump.(2) Mother

time t,

run."

-- Distribute,

pupil in thfor their uan orange, '

color.

-- Prepare cutDirect thefully and c

-- Give each ..p

to trace arfirst; thenwith his rileft hand idesk; the r(This willwhich is r

(1) Have each pfour sentereach picturHave thesethat pictureach pupil,give the fa

(2) Select an ,a

sentences ilearned frc

5


SKILLS

SPECIFIC

MotorDevelopment


Visual MotorSensoryPerception.

Left-to-RightProgression

. FactualComprehension(Assimilative)

.Achieving rhythmicactivities

. Developing activitieswith hands, such ascoloring, painting, andcutting

- Reproducing a pattern

Developing left -toright progression,using pictures andwords

Reading kir facts

-- Beat suitable rhythm on a tom-tom or playappropriate music and suggest that the groupimitate the following:(1) A rabbit goes through the field--jump-

jump.

(2) Mother calls to her children when it istime to get ready for dinner, "Run, run,

run."

Distribute a box of large crayons to eachpupil in the group. Give some instructionsfor their. use. Prepare pictures of an apple,an orange,' and a banana for the pupils tocolor. .

- - Prepare cut-Out patterns of blocks.and balls.Direct the pupils to trace one of each care-_fUlly and colot them neatly.

- - Give each pupil two piedes of paper. Tell himto trace around the fingers of the left hand'first;. then,.on the othet piece to do the same

with his right hand. Pllce the drawing of theleft hand in the upper left hand corner of hisdesk; the right in the'upper:right hand corner.(This will help him remember which is left and

which is right.)

(1) Have each pupil make up a story of three orfour sentences to tell what story he sees ineach Picture.oT a group of unlabeled pictures.Have theSe- stories read to the class for proofthat pictures will mean something different toeach pupil, and that pictures don't alwaysgive'the facts of the printed Page,

(2) Select-an appropriate story. Have pupils findsentences in the story that -tell something notlearned from just looking at the pictures,

14



. GENERAL SPECIFIC,RELATED SKILLS DEVELOPNH

Identifying and inter-preting characters

Relating ideas insequence

d. Reading for relatedfacts such as places, -.

action words, animals,and food

e. Reading for immediate,delayed,, general, andspecific recall

-- Direct the pupi:stories and be 1faVOrite charactwhat character ,E

Have the pUpils.(e) Draw.a picti

show the coiabout that

(b) Make-four 6-story eventin the samestory. :

(1) Write on the 01that has just bwrite what happthe incident.with a pictureship)

(2') Write pairs of

pupils have reaof the two sentcontaining the 1pupils that Som,one action f011though the texttimes we can' eVwith the word bwhat happened ahappened.

Write on. the chthe answers to-events of a stoSuggest that. th

reread the storcan find and re

question. Afte

tell the storyquestions as a


RELATED SKILLS DEVELOPMTAL ACTIVITIES

Identifying and inter-preting characters

c. Relating ideas insequence

.Reading for related

.faCts such as places,action words, animals,and food

e. Reading for immediate,delayed, geheral, andspecific recall

-- Direct the pupils to reread their favoritestories and be ready to portray theirfavOrite characters, Have the class guess-what character each pupil imitates;

-- Have the pupils(a) Draw a:picture of each part of the story;

show the correct picture while tellingabout that particular part.

.(b) Make four dr.five sentences relating tcstory events. Have the pupils put themin the same order as they occurred in thestory..

(1) Write on the chalkboard'an incident in a storythat has ,just been read. Have the pupilswrite what happened just before and.just afterthe incident.- This same procedure may be usedwith'a picture in the story. (time relation-ship)

(2) Write pairs of sentences'from a story the

pupils have read, and ask them to put the ideasof the two sentences together in one sentencecontaining the word because. Explain to thepupils that sometimes we can understand whyone action follows another in a story, eventhough the text doesn't tell'uswhy. Some-times we.Can even join two sentences together.-with the word because to show that one tellswhat happened and-the other tells why ithappened,

-- Write on the chalkboard a series of questions,the answers:to which will bring out the mainevents of a story the pupils have just read,Suggest that the pupils-read the questions andreread the story silently to see whether.theycan find and remember the answer to eachquestion. After silent reading, have pupilstell the story from memory, using thequestions as a guide.

16 lasrowallmllks


BASIC .READING SKILLS

GENERAL

17.

SPECIFICRELATED SKILLS DEVELOP!

. CriticalComprehen-sion

Finding significantdetails

, Locating descriptivewords and phrases

. Following directions

i. Foaowing directions

j. Identifying the speakeror character spoken to

. Noting significantdetails

Distinguishing betweenfact and fancy, trueand false statements,relevant and irrelevantfacts and ideas

List sentencesa page.

-- List all theMake another 1story to descr(This activityknow what desc:

Write simple dcasionally ascan follow sit:sentences as:(a) Write the'(b) Write All

After having tyou, hit the da lot of noisewhat. In this

word or concepferent noisesmake a list ofheard. (Since

it is develope

- Write on the -cacters in a-stpupils find re

-- Read aloud thethe part thataction.- Haveacters'are, whtake plat an

(1) Use fairy to ebetween faCt'certain statem

7


PECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

CriticalComprehen-sion

, Finding significantdetails

Locating descriptivewords and phrases

h. Following directions

i. Following directions

Identifying the speakeror character spoken to

. Noting significantdetails

Distinguishing betweenfact and fancy, trueah4 false, tatementS,reisyant and irrelevantfactS:and ideas.

-- List sentences that refer to the pict'ire ona page.

- - List all the characters or objects in a story,Make another list of all the words used in thestory to describe these characters or objects.(This activity may be done with groups whoknow what descriptive words and phrases are.)

- - Write simple directions on the chalkboard oc-casionally as a check to see how many pupilscan follow simple directions. Elsa such

sentences as:(a) Write the last word in thiS sentence.(b) -Write all the name words on page 4.

After having the pupils turn their backs toyou, hit the desk hard with an object (makinga lot of noise) . This may startle them sme-what. In this manner you may introduce theword or concept of noise. After making dif-ferent noises with other objects, have pupilsmake a list of different noises they havehdard. (Since this is an abstract concept,it is developed in a situation.)

-- Write on the chalkboard the names of the char-aaters in a story the class has read. Havepupils find remarks made by each character.

-- Read aloud the introductory part of a story,the part that often precedes the main storyaction. Have pupils write who the main char-'acters are, when and where the story willtake place, and what the story problem might be.

(1) Use fairy tales to help the pupils distinguishbetween fact and fancy. Let pupils tell whycertain statements really cannot happen.


BASIC READING SKTUS

GENERAL SPECIFICRELATED SKILLS DEVELC

19

b. Drawing, logical con-clusions

c. Comparing andcontrast-ing facts and opinions

. Identifying absurdities

e. Drawing inferences

f. Making judgments

Perceiving relation-ships such as class,place, quantity, time,sequence, cause andeffect,, general andspecific

(2) Direct the puthing Sally csomething Sal

Write the bepupils write

Make a list cpupils to draone line undearth,is rour

- After readingppilS make .pictures to

(1) Let the pupilthe question,underline thethem answer tnumber of the

(2) Read the sto2draw a pictuabefore the st

(1) Have the pup.trate certa.

(2) List statemepupils,to rethe ones tha

(1) Read to theBilly Goatshappened fir

(2) Have pupilswere seen on


RELATED SKILLS

b. Drawing logical con-clusions

c. Canparing and contrast-ing facts and opinions

d. Identifying abs dities

e. Drawing inferen es

. Making judgments

g. Perceiving relation,ships such as class,place, quantity, time,sequence, cause andeffect, general andspecific

DEVELOPMENTAL ACTIVITIES

(2) DireCt the pupils to draw a picture of some-thing Sally can do and then a picture ofsomething Sally cannot do.

-- Write the beginning of. a story and let thepupils write the ending.

-- Make a list of facts and opinions. Ask thepupils to draw two lines under facts, andone line-under opinions. Example: Theearth is round. It is going to rain.

-- After reading a make-believe story, letpupils make a list of the absurdities. Drawpictures to illustrate.

(I) Let the pupils read a short story and answerthe questions about it. Have the pupilsunderline the part of the story that madethem answer the way they did, and put thenumber of the questions beside it.

(2) Read the etoryto the class. Direct them todraw a picture of what might have happenedbefore the story began.

(1) Have the pupils select pictures that illus-trate certain stories.

(2) List statements on the chalkboard. Tell thepupils to read each sentence and to underlinethe ones that tell a fact.

(1) Read to the class a story such as "The ThreeBilly GoatS Gruff," HaVe pupils tell whathappened first, secon3., third, and fourth,

(2) Have pupils make piCtures of ten things thatwere seen on the dray to. school.

PRTMARY DEVELOPMENTAL READING ACTIVITIES


GENERAL SPECIFICRELATED SKILLS

h. Interpreting riddles

i. Making generalizations.

Interpreting facts andfeelings

Predicting outcomes

. Forming associations

Reading creatively

n. Forming sensory images

o. Interpreting puzzles

91

DEVELOP

- - Have the class ctc put in a boo

-- Have the class cthings to ride.together thaton water.

(1) Have each pupil'Cthat will Maktrk

(2) Have each pupilDick was when he

- - Read the first, pi

Direct them to irr]

the-end.

Read pupils an 3.]

with them variousway they are reLpupils' daily ii

Have the pupils'.:

think of ways inbe made more int

(1) Direct the pupilthat feel cold,appropriate word

(2) Prepare a similaby using words-1

Direct the pupileach will make t

mbaitikearbedrib



Interpreting riddles-

i. Making generalizations

. Interpreting facts andfeelings

k. Predicting outcomes

1. Forming associations

m. Reading creatively

Forming sensory images


-- Have the class collect and/or make up riddlesto put in a booklet for the library table.

Have the class cat out and draw pictures ofthings to ride. Have the class paste thingstogether that are in the air, on land, andon water.

(1) Have each pupil draw or cut out a picturethat will make people feel sad-or laugh.

(2) Have each pupil draw a picture to show whereDick was when he was skating.

Read the first part of a story to the class.Direct them to write what might happen inthe end.

-- Read pupils an_interesting story. Discusswith them various facts in the story and theway they are related to the story and topupils' daily life.

Have the pupils read several sentences andthink of ways in which the sentences couldbe made more interesting to read.

(1) Direct the pupils to draw pictures of thingsthat feel cold, hot, or wet and write theappropriate word under each picture.

(2) Prepare a similar activity emphasizing soundby using words like bang, splash, and swish.

Direct the pupils to rewrite these words soeach will make the name of an animal,

mbal = lamhtiknet = kittenarbe = beardrib = birdgip = pig

7_ _

10



GENERAL SPECIFIC

C. Word Per-ception

23

RELATED SKILLS DEVELORfEN

1.- Word MeaningClues

Perceiving 'analogies

q to w-- Not used in pri-mary grades

a. Forming associations

b. Forming sensory images

- Direct the pUpiisMother's hat andHave the pupils e:alike and how the

(1) Read a sentence tpupils to write tmind. (Example:Day. Answer--nut

(2) Direct the pupilslist of words andeachAlox which th

Billy MaSally biBob D.

P

Spot Tipony makitten do

TO

ball \ eg

apple rho

doll

(1) Call attention:tdfeel; smell orj,alists of.things ttaste sweet, and


;IFICRELATED SKILLS DEVELOPMFNTAL ACTIVITIES

. Perceiving analogies

q to Not used in pri,-

mary grades


\

b. Forming sensory.images\

Direct the pupils to draw a picture ofMother's hat and a.picture of Sally's hat.Have the pupils explain how the two hats arealike and how the two hats are different.

(1) Read a sentence to the class and direct thepupils to write three things that come tomind. (Example: December 25 is ChristmasDay. Answer--nuts, candy, Santa Claus)

(2) Direct the pupils to read the word above thelist of words and underline the words ineach box which the top word tells about:

BOYS

Billy Mother JaneSally bird JackBob funny

PETS

Spot Tim Sallypony man dollkitten dog farm

TOYS

ball egg barnapple horn drumdoll cow book

(1) Call attention to the way things sound orfeel, Gmelt or taste. Have the pupils writelists of things that feel cold, things that

'taste sweet,.and similar sensory titles.

4



GENERAL SPECIFICRELATED SKILLS DEVELOP

c. Understanding newwords and new concepts

(2) While the restlet one pupil.distinctive soi

(a) Knock onj(b) Drop a co:

(c) Bang the i

(d) Tap on thi

(e) Pour Ovate;

(f)- Jump up al

(g) Drop a bo(h) Walk, run(i) Sharpen p(j) Tear some

(k) Bump intoAsk the groupidentify the sthe words that

(3)

(4)

(1)

Play the gameform vivid imapupil and letas apples, ora

Use other itemas paint, paiton another dayhow various it

Discuss and pcOTHER than the

fires.

(2) Make sure thatplace to icearea with mateRaise these qt(a) What kinc

ice skat

11


SKILLS

.SPECIFICRELATED SKILLS

c. Understanding newwords and new concepts


(2) While the rest of the pupils close their eyes,let one pupil perform an action which has adistinctive sound, for example:(a) .Knock on a door(b) Drop a coin

(c) Bang the door(d) Tap on the window(e) Pour water into glass(f) Jump up and dawn.(g) Drop a book

(h) Waik,. run, skip, etc.(i) Sharpen pencil(j) Tear some paper(k) Bump into chairAsk the group to listen carefully and try toidentify the sound; Have the pupils think ofthe words that best describe each sound.

(3)

(4)

Play the game '''My Nose Tells Me" to help themform vivid images of SMELL. Blindfold apupil and let hiM try to identify such foodsas apples, oranges, and bananas by the smell.

Use other items with distinctive smell suchas paint, paste, coffee, cheese, and pickleson another day. Ask for words which describehow various items smell or taste.

(1) Discuss and point out the duties of firemenOTHER than their usual duty of putting outfires.

(2) Make sure that the pupils understand how aplace to ice skate may be made by filling anarea with water and allowing it to freeze.Raise these questions:

(a) What kind of places may be chosen forice skating areas? (parks, playgrounds)

26

12

PRIMARY DEVELOPMENTAL :LEADING ACTIVITICE,


GENERAL SPECIFIC_RELATED SKILLS,

d. Understanding shifts inmeaning of words.-

Anticipating meanings

(b)

Wriboatenandmeaten(a)

(b)

(c)

Dir

whiwor

-7 Wripupcor

(a)

(b)


S

CIFIC.RELATED SKILLS DEVELOPMENTAL ACTIVITIES

Understanding shifts inmeaning of words


-(b) Why are these areas safer than ponds orlakes? (shallower, less danger of ice

breaks)(c) Who might be chosen to make the skating

area? (firemen)(d.) Why? (They have the necessary hoses for

flooding the area.)

Write the following- exercises. on the chalk-board. Direct the pupils to read each sen-tence and lookat the definitions for theunderlined word. -Then' have them tell whichmeaning fits the' use of the word in the sen-

tence.

(a) club

-7a. heavy Stick- -same, people joined in a group to do

something.In his club Tom learned to care foranimals.

(b) fair

- -a kind of show- - honest and rightTim sure John will win a prize at thefair.

(c) pen- -a,place for animals-- something used in m'atingDid Father put Spotty in his a?

Direct the pupils to make other sentenceswhich use other meanings-of the underlinedWords.

-- Write or duplicate similar exercises.., Ask the

pupils to read the sentences and underline thecorrect word..

(a) If you see birds around, you may listen.to their . . (coming, singing,

catching)

(b) If you see. a bee coming, do not.11,Ah it. (grow, try, swim)



GENERAL SPECIFICRELATED SKILLS DEVELO

. Extending word mean-ings--antonyms, homo-graphs, and words withseveral meanings

29

(c) If you go Acand then

(d) If you seemay be

, (e) If you listmake you

(1) -Direct the pupil

In each line finmeaning to the -f

boyyesbigshelaugh

g'do

buJa

Ask the pupils tpietas the meani

Draw pictures ofchief, and a sweI want somethiI have a cold.It is cold tod

Drawaggs, a sawBill wants,to

. thisBill saw a'henBill made some

(2) Write pairs of sTell the pupils.though they're ..s.T

meanings. Instrshow the meaning'.Bill saw penn4walk on the pex

. :

13



. &tending word mean,-ings-;-antonyms, homo--

graphs, and words withseveral meanings

(c) If you go across the street first lookand then'. (guess, listen, change)

(d) If you see cowboys. around town, a showmay be . (going, nothing, coming)

(e). If you listen to kfunny.story, it maymake you (sing, sleep, laugh)

(1) DireCt the pupils to do the'follawing exercises:

ANTONYMS'

In each line find a word. that is OPPOSITE inmeaning to the first word and underline it,

boy girl have petyes do no dog.big but little askshe Jane girl helaugh jump cry fun

HOMOGRAPHS .

Ask the pupils to decide which object completes the meaning of each sentence.

Cold

Draw pictures of an ice'creath cone, handker-chief, and a sweater.

I want something cold... I want anI have a cold. I want aIt is cold today. I want a

SawDraw eggs, a saw, a plank.Bill wants to saw something. .He will sawthisBill saw-a hen house. In it he sawBill made something. He made it with a

(2) Write pairs of sentences on the chalkboard.Tell the pupils to note underlined words which,though they're spelled alike, have differentmeanings. Instruct them to draw pictures toshow the meanings:

Bill saw pennies on the walk. See Bill -

walk on the pennies.

30

14


BASIC READING SKITjS

GENERAL SPECIFICRELATED SKILLS DEVELOPMENTAL

g. Interpreting meaningsfrom phrase andsentence meanings

. DraWing meaning fromcontext clues

31

The man will milkthe cow's milk.The girls look likanother 'girl.

(1) .Copy the following pList the eight, wordsthepupilsto matchcorrect word,when no one is wita place for many bnot lightsomething very nidto want somethingnot the whole thinone timethe cake was put

(2) Write this story onpupils to read, it sinew words. .

The children ro11EThen they made aon his head. TheThey used nuts fa].was a nice snoWmalwith what they ha(

Draw and color-a.la]scene in (2) above.ly. Then discuss tlmade.

Write the foliaWingMrs. Hen said, tiF,

(barn, been,The lightning bug

. (farm, ba.Black Pony wanted'

(first, fast

(3)


.TS

PEC IFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

. Interpreting meaningsfrom phrase andsentence meanings

'Drawing meaning fromcontext clues:

The_manwill milk the -cow. The man likesthe cow's milk.The girls look like one another; Here comesanother girl.

(1) Copy the following phrases ol%the chalkbOard.List the eight words beneath the'phrases. Askthe pupils to, match the phrases with thecorrect word.when no one is with you darka place for many books alonenot light once,

something very nice wish'to-want something piecenot. the whole thing libraryone time basketthe cake was put in a pet

(2) Write this story on the chalkboard. Ask thepupils to read it silently to figure out thenew words.The children roiled three large snowballs.Then they made a snowman. They put a.haton hie head. They put a horn in his mouth.They used nuts for his eyes and ears. Hewas a nice,enowman. The children were happywith what they had done.

(3) Draw and color a large picture depicting thescene in (2) above. Have the story read oral-ly. Then discuss the pictures the pupils havemade.

Write the following sentences on the board:Mrs. Hen said, "Feathers very fast."

(barn, beeni burn)The lightning bugs held a meeting in the

. (farm, barn, brown)Black Pony wanted to 'put out the . .

(first, fast, fire)

32

Q



GENERAL SPECIFICRELATED SKILLS DE

33

is Extending word meaningsusing synonyms andhomonyms

Mrs. Hen(me

Spot

(1) Have the pwhich haslined word.Bill andMother wMrs. JonScouts, t

Tom sail!

I'm almoThe door"Not now

cisakicr

(2) Direct thewhich have.differentlwords in t(Homonyms)I wish TThisI. kneW.t

MotherTom threwindok.See whatWe neede

gMother rSee the


ILLS

SPECIFIC

15


i. Extending word meaningsusing synonyms.andhomonyms

Mrs. Hen said, "I thins, I smell(meeting, smoke, most)

Spot not come down at once.Tbig, get, did)

(1) Have the pupils find a word below the sentenceswhich has about the same meaning as the underlined word in each sentence. (Synonyms)Bill and Pete looked very sad.Mother washed some of our clothes.Mrs. Jones left for a weekis vacation.Scouts try to be thoughtful.-.ToM sniffed because he missed the show.I'm almost finished.The door is shut."Not now," replied the teacher.

closed tripsaid unhappykind nearlycried dresses

(2) Direct the pupils to underline the two wordswhich have the same sound but are spelleddifferently. Use the correct one of these-twowords in the blank.(Homonyms)I wish-Tom would get some more wood.This burns fast.I knew that was a new dress.Mother that Father went to Work.Tom threw a little box through the openwindow.See what he .

We needed four candles for the birthday cake,girls came to the birthday party.

Mother read a story from my red book.See the. fire engine.

Pd

16



GENERAL SPECIFIC

/RELATED ,SKILLS DEVELOPMENTA.

Interpreting idioms andunusual language

(1) Write the followingMary's eyee droppedteacher scolded her

-- or that Mary looHave the pupils expiunderlined words in

whether it means Mar

Her eyes nearly e.Dick stood ER for.If you fall in sonyour head.I'm so hungry I cWhen Father came Itop.The river ran aimroad.

(2) Prepare exercises sexpressions:.,

forty winksrace your motorlooks like a millraining cats andhold your tongueplaying possumbig cheeseroll out the redhe was all earssweet toothstopped dead in hcaught in a jamspill the beansthe real McCoyin the pinkfeel bluehe's yellowkeep an eye onbe on the watch


LEFICRELATED SKILLS DEVEL017ENTAL ACTIVITIES

Interpreting idioms andunusual language

(1) Write the following sentence on the chalkboard:Mary's eyes dropped to the floor when theteacher scolded her. Have the pupils tellwhether it means Mary's eyes-fell on the floor-- or that Mary'looked down. with her eyes.Have the-pupils explain the meaning of the,underlined words in the following sentences:

Her eyes nearly-popped out of her head.Dick stood uo for his friends..If you fall in some water, try not to loseyour head.I'm so hungry I could eat a horse.When Father came home late, Mother blew her

12RiThe. river ran along the edge of a windingroad.

(2) Prepare exercises similar to (1), using theseexpressions:

forty winksrace your motorloOks like .a millionraining cats and dogshold your tongueplaying possumbig cheeseroll out the red carpethe was all ears-sweet toothstopped dead in his trackscaught in.a jamspill the beansthe real McCoyin the pinkfeel blue

. he's yellow

-keep an eye onbe on the watch--

36



GENERAL SPECIFIC

G. ContextClues

RELATED SKILLS DEVELOPMENTAL A

k to n -- Not used inprimary grades

a. Using experience cluesto recognize words andderive word meanings

Developing sentencesense

c. Acquiring a knowledgeof the uses of endpunctuation such asperiods and questions

Direct the pupils to n,equipment, and actors,chalkboard and directon a chart. such as the

ANIMALS EQU

lions o.

sealstigers b,

elephants tf

ponies

Pupils may make approp:

-Encourage-pupile-te-ma]read, tell news of theany activities, and caPrint these on cards i]and give them to the piscrapbooks.

(1) Make a chart such as tJthe bulletin board.

Donit f

I am a periI am a -(11.1B S'

I am an eke:I am a camWe. are quote

Apostrophe

!

(2).Direct the pupils to,mzshowing the appropriat

17

PRIMARY DEVELOPMENTAL READING ACTIVITIES.

CIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

It ext.

.es .

k to n -- Not used inprimary grades

a. Using experience cluesto recognize words andderive word meanings

. Developing sentencesense

c. Acquiring a knowledgeof the uses of endpunCtuation such asPeriods and questions

Direct the pupils to name circus animals,equipment, and actors. Write the words on thechalkbOard and direct pupils to classify themon a chart such as the following:

ANIMALS EQUIPMENT ACTORS

lions cage clownsseals whip jugglertigers band acrobatelephants tent dancersponies trapeze . ringmaster.

PUpils may make appropriate illustrations.

Encourage pupils to make comments on booksread, tell news of the day, present reports onany activities, and compose original stories.Print these On cards in the form of sentencesand give them to the pUpils to paste in the >rscrapbooks.

(1) Make a chart such as the folloWing to post onthe bulletin board.

Don't - forget us!

I am a period.I am a question mark,I am 'an exClamation mark,I am a comma.We are quotation marks,.Apostrophe is my name,

? 1 IT

(2) Direct the pupils to make a list of sentencesshyding the appropriate end marks for each.

18


PRIMARY DEVELOPMENTAL READING 'ACT:

RELAT7D SKILLSGENERAL

39

SPECIFIC

d. Acquiring a feeling forparagraph unity

e. Interpreting the rela-tionship betweenillustrations and theprinted word

Identifying words andtheir general meaningsby inferences andgeneralizations


;KILLS

SPECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

. Acquiring a feeling forparagraph unity

Interpreting-the rela-tionship between.illustrations and theprinted word

f. Identifying words andtheir general meaningsby inferences andgeneralizations

-- Read to the class the following (or similar)paragraph:The circus tent was crowded. Men, women,and children were very much excited. Theywere talking, laughing,rand Shouting. Pea -

nut shells cracked and fell and paper bagsrattled as the people waited for the fun tobegin.

Ask the pupils to select the BEST title forthe above paragraph from the following titles:

The Children's VisitNoise at the CircusThe Circus-StartsWaiting for the Circus to Begin

Let them discuss why-the-others are not appro-priate.

(1) Sketch a figure performing some act such asrunning, throwing, or sitting. Beside thefigure, print three words, ONE of which des-cribes the action or illustration. Direct thepupils to circle or underline the word which"telle-abeut the picture.

(2) Prepare other exercises to illustrate thefollowing:

over underleft rightsmallest largestmost leastmany few

on , middlequeer

-- Direct the class to read this riddle, and findthe answer from the three words at the-bottom-and to print the answer on the line at the andof the riddle.(a) I live- in the water. When you want to

,catch me, I wiggle my tail and hurry away.I can go very. fast, but I have no-feet.

.40\ What' am I? (rabbit, fish,, snail)



GENERAL SPECIFICRELATED SKILLS DEVELOPMENTAL AC

3. Configura-tion Clues

41

Learning that a givenword may be used inmore than one sense,depending upon theother words in thesentence, paragraph,or selection

h to n--Not used inprimary grades

a. Analyzing general shape,lehgth, height, andvertical characteristicsof words

(b) The grocer sells sof wheat and is keIt is . (mil

Direct the pupils torefully noticing the worQunderlined, and from thone which they may use-lined ones, (Each word

rolls crow .fli

Mother baked little thibread..Andy saw a bird eatingBen was buying some IleEvery day a plane goesThe rooster began-to ff-a:

The puppy turns over anThere were many bugs arThere was a loud noiseengine.The squirrels will Rut

(1) Prepare word cards for 1studying and colored "fwith the shape of the w(

Frame for the word

Same frame would servePut an assortment of wi)frames in each of severpupils to match ;mines

19


'ICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

gura-,lues

Learning that a givenword may be used inmore than one sense,depending upon theother words in thesentence, paragraph,or selection

h to_n--Not used inprimary grades

a. Analyzing general shape,length, height, andvertical characteristicsof words

(1)

(b) The grocer sells something that is madeof wheat and is kept in. a. big white bag.,=It is (milk, ice cream,_flotr)

Direct the pupils to read_each sentence care-fully noticing the wordOr words that areunderlined, and from/the words listed selectone which they may/Use in place of the under-lined ones. (Each/word will be used twice.)

rolls crow' flies-- roar storeMother baked little things that looked like.bread.Andy saw a bird eating some corn.Ben was buying some plants at a flower shop._Every day a plane goes over our school..The_rooater began to make a loud_ noise.The puppy turns over and over in the leaves.There were many bugs around the picnic grounds.There was a loud noise when he started theengine.The squirrels will put away nuts for the winter,

Prepare word cards for words pupils have beenstudying and colored "frames" the same size,with the shape of the.word cut out. Example:

Frame for the word "look"

Same frame would serve for bird, took, duck.Put an assortment of word cards and matching_frames in each of several envelopes. Directpupils to match frames and words. Example:

Li Li-pony

42

20




. Observing tit and

context_words

c. Observing the samewords printed in largeand.sMall type, in thesame size type

43

- Read short interesti2the class. Ask themeach article.

(1) Write words with capinitial letter formscolumns. Have pupilcolumn to the nelt,ized form with the c.

BoyGirlDoWnParkGrass

(2) Use the same type oftitles, and sentence

(3) Direct the pupils tczines which are likestory, cut the wordsdrawing paper.


ILS

TECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

Observing title andcontext words

c. Observing the samewords printed in largeand small type, in thesame size type

- keep

- nest

- more

-- Read short interesting newspaper articles tothe class. Ask them to write a good title foreach article.

(1) Write words with capitalized and uncapitalizedinitial letter forms in mixed order in twocolumns. Have pupils draw lines from onecolumn to the next, connecting the uncapital-ized form with the capitalized one. Example:

BoyGirlDownParkGrass

(-lawn

glassgirl

boy

park

(2) Use the same type of exercise to teach.phrases,titles, and sentences when the class is ready.

(3) Direct the pupils to look for words in maga-7zines which are like the words in a certainstory, cut the words out, and paste them ondrawing paper.

44

- PRIMARY DEVELOPMENTAL READING ACTIV-ITTES

BASIC READING SKTLLS


. Picture Clues a.

Identifying correctword in a sentence,in isolation

Identifying andmatching by super-imposition.

Learning to use the ,

interest values in -picturesand-illus-'trations

DEVELOPMENTAL

(1) Direct the pupilSj.ofill.the blanks withing clear. Useth

We sit in aYOU write with aJohnny can run very

(2) Direct the pupils toname something:

run babarn housWith findhorse solid

(1) Work_ou'cards (with words, pwhich,.when together,Ask pupils to find thmatch a particular pathey have completed_to put together theirboard.

(2) Direct a pupil to usetrace a sentence., fromthe pupil to superimpor sentences by usi

(1)-daurage pupils to maunits in connection wities, The pictures mamotivation for originapoems.

,(2) Suggest that the pupilthemselves in their fastory they have read.."the name of the storyation in the story.

ILLS

SPECIFIC


RELATED SKILLS

d. Identifying correctword in a sentence,in isolation

e. Identifying andmatching by super-imposition

Picture Clues a. Learning to use theinterest values inpictures and illus-trations

21


(1) Direct the pupils to read each sentence andfill the blanks with words that make the mean-ing clear. Use the initial and ending sounds

indicated.We it in a . ch r

You write with a . p nJohnny can run very . .f t

(2) Direct the pupils to underline all words whichname something:

run ball jumpbarn house largewith find bird

horse school again

(1) Work out.a class story on the chalkboard. Make

cards (with words, phrases, or sentences)which, when together, make the whole story.Ask pupils to find the card or cards whichmatch a particular.part of the story: 'Alien

they have completed the matching, they may wishto-put together their card story on the bulletinboard.

(2) Direct a pupil to use transparent paper totrace a sentence from a chart story. Direct

the pupil to superimpose the words, phrases,or sentences by using his transparent parts;

(1) Encourage pupils to make scrapbooks of specificunits in connection with their reading activi-ties, The pictures may proVide for additionalmotivation for original stories, riddles, andpoems.

(2) Suggest that the pupils make pictures showingthemselves in their favorite place in anyStory they have read, Let the o&hers gaessthe name of the story (1,3picted r.nd the eitu-ation in the story.

22


.BASIC READING SKILLS


b. Using the picturesand illustrations toclarify:and enrich newconcepts and new words

Using the artion inpictures and illustrations to aid ininterpreting the actionof the verbal text

47

(3) Direct pupils to drawkinds of pets that cc-,by children in the citmake a list of things

(4) Direct pupils to lookfor pictures of peopleof work in a.city. Di

out the pictures, labfor a bulletin board

(5) Select a page in the ito draw pictures of wesame sound as the oneof Sally, dog, cat, ar

(1) Select a page in theit. Print a list of vwhich are associatedthe pupils to read thewith the specific objE

(2) Select a page in the ito write all of the wename things in the pig.

(1) Show the class a plot._

in action. Ask the, p1

carefully and imaginethe events. Then rem(

cuss the details with

(2) Have the.pupils pantostomp arouncstrut aboutdodge quicklspin around.tuglean overskip lightl3

PRIMARY-DEVELOPMENTAL READING ACTIVITIES

,LS

'EC IFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

b. Using the picturesand illustrations toclarify and enrich newconcepts and new words

c, Using the action inpictures and illustrations to aid ininterpreting the actionof the verbal text

(3)

(4)

(5)

Direct pupils to draw pictures of differentkinds of pets that could be cared for easilyby children in the city. Under each picturemake a list Of things each pet needs.

Direct pupils to look through old magazinesfor pictures of people who do different kindsof work in a city. Direct the pupils to cutout the pictures, label them, and mount them!for a bulletin board display.

Select a page in the text. Direct e pupilsto draw pictures of words that b in with thesame sound as the ones heard ate the beginningof Sally, dog, cat, and Mother.

(1) Select a page in the reader with a picture onit. Print a list of words on the chalkboardwhich are associated with, the picture. Directthe pupils to read the words and match themwith the specific objects.

(2) Select a page in the text. Direct the pupilsto write all of the words on the page thatname things in the picture.

(1) Show the class a picture of animaIs or humansin action. Ask the pupils to study the picturecarefully and imagine they are taking part inthe events. Then. remove the picture and dis:cuss the details with the pupils.

(2) Have the pupils pantomime such actions ac:stomp aroundstrut aboutdodge quicklyspin aroundtuglean overskip. lightly

48

. PRIMARY DEVELOPMENTAL READING ACTIVITTFS


GENERAL

49

SPECIFIC

PhoneticAnalysis

RELATED SKILLS DEVELOPMENTAL

.a. Developing auditory dis-crimination of initialand final consonants

. Using, words that rhyme

c. Understanding and usinginitial consonants suchas b, c, d, g, 1, m, r,

f, n, t,-w

d. Understanding and usingfinal consonants suchas d, t, 1, m, n

e. Perceiving initial con-sonant digraphs suchas ch, sh, th; wh

f. Perceiving initial con-sonant blends ouch asbri dr, gr, EL,tr, bl, cl, fl, gl

g. Understanding and usingfinal consonant blendssuch as ld, nd, nt, st

- Print "mother" and "Pronounce five otherconsonant sound. The

ing one with a differHave pupils select a

Direct the pupils tostory and to draw a trhymes with each wort

Direct the pupils toeight sections, draw,begin like the word tture in each section.

- Direct the pupils tostory that end like t

(1) Direct the pupils towhose names end like

(::.) Direct the pupils to

of words that beginshoe. Paste words ti;one column and thosethe other co],mn.

- - List on the chalkboarsame beginning soundnames them. Direct tthe words in sentenceword in each sentence

- - Direct the pupils tothat end like the worthose ending ia nt uri

23


_LS

'ECIFIC

lonetic

ialysis


a. Developing auditory dis-crimination of initialand final consonants

. Using words that rhyme

c. Understanding and usinginitial consonants suchas b, c, d, 1, m, r,

y, f, h, j, n, s,. t,

w

. Understanding and usingfinal consonants suchas d, t, 1, m, n

e. Perceiving initial con-sonant digraphs suchas ch, sh, th, wh

. Perceiving initial con-sonant blends such asbr, dr, pl, fr, RE,

tr, bl, cl, fl, gl

g. Understanding and usingfinal consonant blendssuch as ld, nd, nt, st

-- Print "mother" and "month" on the chalkboard.Pronounce five other words using this initialconsonant sound. Then say five words, including one with a different consonant sound.Have pupils select a word that is different.

-... Direct the pupils to write five words from astory and to.draw a picture of a word whichrhymes with each.word selected.

-- Direct the pupils to fold 9 by 12 paper intoeight sections, draw pictures of words thatbegin like the word ball, and place one pic-ture in each section.

-- Direct the pupils to write all words from thestory that end like the word boat.

(1) Direct the pupils to draw pictures of wordswhose names end like the word dish.

(2) Direct the pupils to draw or cut out picturesof words that begin like the words chair andshoe. Paste words that begin like chair inone column and those that begin like shoe isthe other column.

- List on the chalkboard words that have.the-same beginning sound as bread as the classnames them. Direct the pupils to use six ofthe words in sentences and to underline theword in each sentence.

-- Direct the pupils to find words in the storythat end like the words find and want; writethose ending in nt under the word want.

ny)

24



GENERAL SPECIFICRELATED SKILLS DEVELOPMEN

51

Understanding and usinginitial consonant blendssuch as cl, or, st, tw,wr

i. Understanding and usingvariable vowel, soundssuch as oo in boots andschool

j. Perceiving voweldigraphs such as ai, ea,and ei

k. Perceiving long vowel infinal e words

1. Perceiving the long andshort a, e, i, o, u,

vowel sounds

m. Perceiving voweldigraphs such as oa, au,aw, ou

Direct the pupilswhich begin likeUse these words ii

Direct the pupilsthat have the vow(write sentences alunderline the wor(

Direct the pupils(a) Find words i

of ai, ea, al(b) Write down t:(c) Cross out th(d) On similar s

vowel letter(e) Paste each

which it is

Direct. the pupilsthe words which hthe words and ano

Direct the pupil(a) Hunt. picture

a sound like.cake

(b) Paste theseunder each p

(c) Make bookletothe_vowels

.7. Direct the pupil:stwy that have t

- heard in boat, sa


LS

EC IFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

. Understanding and usinginitial consonant blendffsuch as cl, cr, st, tw,wr

i. Understanding and usingvariable vowel soundssuch asoo in boots andschool

J. Perceiving voweldigraphs such as ai, ea,and ei

k. .Perceiving long vowel infinal e words

T. PerCeiving the long andslim-, a, e, i, o, u,vowel sounds

m. Perceiving voweldigraphs such as oa, au,aw, ou

Direct the pupila to find words in the storywhich begin like the words clay and crayon:Use these words. in sentences.

Direct the pupils to hunt pictures of wordsthat have the vowel sound of 00. as in school;write sentences about the pictures, andunierline the words which contain this sound.

Direct the pupils to:(a) Find words in the story with combinations

of ai, ea, and ei(b) Write down the words(c) Cross out the vowels that are silent(d) On similar scraps of paper print the

vowel letters heard in the WordsPaste each vowel beside the word inwhich it is Ileard

(e)

Direct the pupils to select from a story allthe words which have a silent e at the end ofthe words and another vowel that is long.--

Direct the pupils to:(a) Hunt pictures of words that haVe the short

a sound like hat and the long a sound likecakePaste'these on paper and write a sentenceunder each pictureMake booklets by adding Similar pages asother vowels are studied

(b)

(c)

Direct the pupils to,find all the words in-astory that have the same vowel sounds, as thoseheard in boat, saw, out, and caught.

52.



GENERAL SPECIFICRELATED SKILLS DEVELOPMENTAL ,AC

n. Perceiving voweldiphthongs such asoy, ow, oi, ou, ew

o. Perceiving variablevowel sounds such as(1) a, e, i, o, and

u followed by r(2) a fo:lowed by w,

v and 1(3) Long and short oo

p, Perceiving variableconsonant sounds suchas:

(1) Hard and soft c(2) Hard and soft g

q. Perceiving vowel principles such as:(1) Long vowel at end

of a word orsyllableLong vowel beforesilent eTwo vowels of aword are together,the first is usual-ly longOne vowel in a wordor syllable andfollowed by a consonant, the vowelis usually short

(2)

(3)

(4)

Write on the chalkboataining these diphthbclassify the words sothe same diphthong ar

-- Direct the pupils tomoon using rhyming woroom, and soon.

Direct the pupils tohow meat goes from thto use these'words incharacters: 'city, cu

-- Direct'` the pupils to

words *.hat illustrate

25


LIS

PECIFICRLLATED SKILLS DEVELOPMENTAL ACTIVITIES

n. Perceiving voweldiphthongs such'asoy, ow, oi, ou, ew

o. Perceiving variablevowel sounds such as(1) a, e, i, o, and

u followed by r(2). a followed by w,

v and 1(3) Long and short oo

p. Perceiving variableconsonant sounds suchas:

(1) Hard and soft c(2) Hard and soft g

q. Perceiving vowel prin-ciples. such as:

(1) Long vowelo.at endof a word orsyllable

(2) LOng vowel beforesilent e

(3) Two vowels of aword are together,the. first is usual,-

ldng'(4) One vowel in a word

or syllable-and .

followed by a con-sonant, the vowelis usually short,

-- Write on the chalkboard a liSt of words.con-taining these diphthongs. Have the pupilsclassify the words so that those containingtie same diphthong are listed together.

-- tired', the pupils to write a poem about themoon using rhyming words such as moon, spoon,room, and soon.

.-- Direct the pupils to draw a cartoon showinghow meat goes from the farm to the city andto use these words in the conversation of thecharacters: city, cut, slide, cow, cart.

-- Direct the pupils to select from a story twowords that illustrate'each vowel principle.

54

26



GENERAL

r;

SPECIFICRELATED SKILLS DEVELOPMEN

. StructuralAnalysis

r. Perceiving that thefinal y in words ofmore than one syllableis usually a vowel

a. Observing inflectionalendings such as:(1) Nouns ending with s(2) Verbs endings with s

b Using inflectional end-ings with such variantsas s, ed,

Perceiving possessiveswith 's endings

d. FerceiVing compoundwords made up of twofamiliar words

e. Using contractions suchas:aren't, doesn't,won't, he's, we'll,it's, can't, let's

Understanding compara-tives such as:

smaller - biggerfaster - slower

List on the chalkthe class names twrite a short stoused.

Direct the pupils(a) Write all th

in s(b) Write the ro

Direct the pupils(a) Fold paper.i(b) Head the col,(c) Write these

root: bake,thank.

(d) Add the endithem in the

(e) Choose one reach of its

.Direct the pupils's endings and bemeans. Example:

man's coat

-- Direct the pupilsin the story andup each compound

Direct the pupilsin the story andin the two wordsstands instead of

Discuss with theor smaller, animaand lessons ,that



ucturallysis

r. PerceiVing that thefinal y in words ofmore than one syllableis usually a vowel

a. Observing inflectionalendings such as:(1) Nouns ending with s(2) Verbs endings with s

. Using inflectional end-ings with such variantsas s, ed, ins

c. Perceiving possessiveswith 's endings

d. Perceiving compoundwords made up of twofamiliar words

Using contractions suchas:aren't, doesn't,won't, he's, we'll,it's, can't, let's

f. Understanding compara-tives such as:

smaller - biggerfaster - slower

-- List on the chalkboard words with final y asthe class names them. Direct each pupil towrite a short story in which these words areused.

-- Direct the pupils.to:(a) Write all the words in the story that end

ins(b) Write the root word beside each word

Direct the pupils to:(a) Fold paper in four columns(b) Head the columns root, s, ed, and ing(c) Write these words in-the column labeled

root: bake, live, walk, look, jump,thank.

(d) Add the endings to each word and writethem in the correct column .

(e) Choose one root lord; use thar:, word andeach of its variations in sentences.

Direct the pupils to write all the words with's endings and besideaach write what itmeans. Example:

man's coat the coat belongs to the man

- Direct the puPils to find the compound wordsin the story and write the two words that makeup each compound word.

Direct the pupils to find all the contractionsin the story and rewrite the sentences puttingin the two words for which the contractionstands instead of the' contraction itself.

-- Discuss with the class objects that are largeror smaller, animals that are faster or slower,and lessons that are easier or harder.


GENERAL SPECIFIC

.PRIMARY DEVELOPMENTAL READWG ACT :A:

1

RELATED SKiLLS

D. StudySkills

DiCtionarYUsage

1. Organiza-tion Skills

g. Using inflectional end-.ings with such Variantsas:

(1) Verbs which doublethe final letterbefore ed, ing,

h. Estimating (by hearing,and seeing) number ofsyllables in words

i. Using inflectional end-ings by:(1) Cnanging f to 2,

and adding es(2) Dropping final e

before adding ed,er, ing

j to m--- Not used inprimary grades

a. Arranging words' inalphabetical orderusing meaningfulsituations (firststep in dictionaryreadiness)

b. and c. Not used inprimarygrades

. Interpreting simplecharts and maps

Diref:t, tr,6 class to

(a) rsc.: the word fitto run and usesame with thes

(b) ':se the wordto give and urDo the samecome, leave.

Dire'words and c thme-s:

Direct z. pip l s t:

botn singular arfollowinp words: -14:(

havo the pepii-s.mak,tre weQk's spellingof the syx,=111!-.F wart

(1) Direct the t

about how to go tothe pupils exenange

(2.; Draw a :map of the n

27


IFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

t;ionary

ge

aniza-Ti Skills

. Using inflectional end-ings with such variantsas:

(1) Verbs which doublethe final letterbefore ed, ing

h. Estimating (by hearingand seeing) number ofsyllables in words

i, Using inflectional end-ings by:(1) Changing f to v

and adding es(2) Dropping final e

before ad'ing ed,er, ing

j to m -- Not used inprimary grades

a, Arranging words inalphabetical order'using meaningfulsituations (firststep- in dictionaryreadiness)

b. and c. -- Not used inprimarygrades

a. Interpreting simplecharts and maps

-- Direct the class to:(a) Use the word run in a sentence. Add ing

to run and use in a sentence. Do thesame with these words: 'stop, hit, dig.

(b) Use the word give in a sentence. Add ingto giye and use the new word in a sentence.Do the same with these words: make,come, leave.

-- Direct the pupils to find 6 two-syllablewords and 6 three-syllable words in the story.

Direct the pupils to use in good sentencesboth the singular and plural form of thefollowing words: wolf, elf, leaf, wife, knife,

-- Have the pupils make an alphabetical list ofthe week's spelling words and a running fileof the spelling words learned throughout theyear..

(1) Direct the pupils to draw specific,directionsabout how to go to the public library. Havethe pupils exchange maps and evaluate them,

(2) Draw a. map of the neighborhood, showing the

28

PRIMARY DEVELOPMENTAL READING ACTIVITTES

EASIC READING SKILLS

GENERAL SPECIFICRELATED SKILLS DEVELOPN

rzc

.

. Observing the sequenceof ideas in a story

c. Learning to classifyideas

d. Using titling as ameans of organization

e. Recording informatiOnin the form of a lan-guage experience chartor class-dictatedcomposition

pupils' homes,of interest.

Direct the pup:and draw picturthe order in wh

(1) Direct the pupof things oneeand feel..

(2) Ask the pupilsgeneral classiithe list belOn:

applespearspeachesplums .

grapes_

Direct pupils

(1) Write a g,picture.

(2) Find a:ke:make a go(

(3) Find magastory.

Record anorignewsprint as t'story on an eaand read it fr


ILLS

;PECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

b. Observing the -sequenceof ideas in a story

Learning to classifyideas

. Using titling as ameans of organization

e. Recording informationin the form of a lan-guage experience chartor class - dictated

composition

pupils' homes, the school, and other placesof interest.

-- Direct the pupils to fold paper in fourthsand draw pictures to illustrate the story inthe order in which it happened.

(1) Direct the pupils to select or draw picturesof things one can taste, smell, hear,-see,and feel.

(2) Ask the pupils to write on the line thegeneral classification to which each word inthe list belongs.

apples trainspears automobilespeaches airplanesplums. wagonsgrapes carriages-

-- Direct pupils to:(1) Write a good title for an interesting

picture.(2) Find a key word in a story that would

make a good. title.(3) Find magazine pictures to illustrate a

story.

-- Record an original story on a large sheet ofnewsprint as the class dictates. Display thestory on an easel and let pupils refer to itand read it from time to time.

60


a


GENERAL SPECIFIC

61

RELATED SKILLS DEVELOP'

f. Identifying "big" ideasand "little" ideas

. Identifying main ideas

h. Developing picture mainideas

i, Listing answers toquestions

Using arts and,craftsprojects to summarizeinforMation (friezes;mural, orange-boxmovie strip)

k. Listing a_sequence ofideas in pictures

Have pupils- se,

comparative sips

man, a big buil]

a big house

Direct pupilsone sentence tfabout, and rewrlanguage,

Cot into separv_story, Have pare really need

Write factual ,ask pupils to aquestion,

Have pupils plLunit of class y

Cut into separ&story and have.order. .

1. Using creative drama- -- Help the pupil:tization to summarize culminating act'information

Developing word mainideas lines

Have the :pupil:

of three personunder each. nowthat noun.

29

PRIMARY' DEVELOPMENTAL READ LNG ACTIVITIES

ICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

Identifying "big" ideasand "little" ideas

Identifying main ideas

Developing picture mainideas

i. Listing answers toquestions

. Using arts and craftsprojects to summarizeinformation (friezes,mural, orangeboxmovie strip)

k. Listing a sequence ofideas in pictures

1. Using creative drama-tization to summarizeinformation

Developing word mainideas lines

-- Have pupils select pictures that show thecomparative size of a big man and a littleman, a big building and a little building, anda big house and a little house,

- - Direct pupils to read a short story, selectone sentence that best tells what the story isabout,- and rewrite the sentence in simplerlanguage.

-- Cut into separate pictures a short comic bookstory, Have pupils select the pictures whichare really needed to 'tell the story.

-7 Write factual questions on the chalkboard andask pupils to draw a picture to answer eachquestion,

- - Have pupils plan and draw A-mural about aunit of class work.

-- Cut into separate pictures a short comic bookt,ory and have pupils put the pictures inorder.

- - Help the pupils dramatize a story for theculminating activity of a unit of study.

Have the pupils read .a story, write the namesof three persons or things in the story, andunder each noun write two words aescribingthat noun.

62

30'



GENERAL SPECIFICRELATED SKILLS DEVELOP]

2. ReadingStudySkills

Preparing one pointoutlines

o. Developing simplesummaries

Listing a sequence of-ideas in words

q. Developing sentence andphrase main ideas

r. Listing a sequence ofideas in sentences andphrases

s:to w -- Not used inprimary grades

a. Locating-source ofinforMatIon

b. Skimming by identify,ing."key words"

Select a shortthe story and 14

facts learned I

Read a story -bepupils to drawthing that happ

Show pupils hole

a story, and"prclass until thein words.

-- Ask.the pupilshave read and tthat make it in

Select a storytelling the mafsentences on thinstruct the puorder.

(1) Have the pupil:Table of.Contenabout a certaii.

(2) Direct the pupiavailable aboutthem make note

(1) Direct the pupiselect the wording of the para

(2) Let pupilb-pic1:-

let them tell wbe about.


ILLS

=_PECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

studykills

Preparing one pointoutlines


. Listing a sequence ofideas in words

Developing sentence andphrase main ideas

r. Listing a sequence ofideas in sentences andphrases

s to w Not `used in

primary grades

a. Locating source_ ofinformation.

. Skimting by identify,ing "key words"

Select a Short story. Have the pupils readthe story and write the three most importantfacts learned from the'story.

Read.a story to the class and direCt thepupils to draw a picture to show the 1-estthing that happened in the-story.

Show pupils how to select key words that tella story, and practice this skill with theclass until they can list a sequence df ideasin words.

Ask the pupils to select a book or story theyhave read and to tell four important ideasthat make it interesting.

Select a story and prepare four sentencestelling the main ideas briefly. Write thesentences on the chalkboard out of order andinstruct the,pupils to rewrite them in logicalorder.

(1) Have the pupils survey all the stories in the.Table of Contents and list all.the storiesabout a certain subject.

(2) Direct the pupils to find out all the factsavailable about a particular animal. Havethem make notes for later discussion.

(1) Direct the pupils to read the paragraph andselect the word which best expresses the feeling of the paragraph.

(2) Lei pupils pick out key words on pages. Thenlet them tell what they.think the story willbe about.




c. Becoming familiar withthe parts of a book:cover, title, table ofcontents

d. Being able to followdirections

e. Reading to find answersfor specific inforMation

f. Perceiving new conceptsand.uew words

g. Interpreting simplemaps and globes

h. Arranging names inalphabetical order

i. Using a .telephone book

65

DEVELOP1

(1) Discuss with pubook are found.

(2) Let pupils makeTell them thistitle,:and a tohow to include

Write on the chdraWing and cola story and as1directions,

Write a short pUnder tle.paragTell the pupil:to the question

Teach the new wpupiks to drawand label each

Take the classHllp the classaround the schomaps of their o

Have each pupiltaining the namnumbers of all:alphabetical. or

(1) Bring an old tolet the pupilsmates', and the

(2) Let the pup*ls-numbers, and ma



Becoming-familiar withthe parts of a bookcover, title, table ofcontents


e. Reading to find answersfor specific information

f. Perceiving new conceptsand new words

Interpreting simplemaps and globes


i. Using a telephone book'

(1) Discuss with pupils where the parts of thebd-bk are found,.

(2) Let pupils make a book of creative stories.Tell them this book should have a cover, atitle, and a table of contents and show themhow to include them.

- - Write on-the chalkboard simple directions fordrawing and coloring a picture -to illustratea story and ask the pupils to follow thesedirections.

-- Write a short paragraph on the chalkboard,Under the paragraph list five questions.Tell the pupils to read to find the answerstn the questions,

Teach the new words in context.. Direct thepupils to draw pictures of these new wordsand label each picture.

- - Take the class for a walk around the school.Help the class make a simple map of the blockaround thn school, Direct the pupils to makemaps of their own homes and yaT-ds,

- - Have each pupil make a class directory con-taining the names, addresses, and telephonenumbers of all the pupils. in the class inalphabetical order.

(1) Bring an old telephone book to school, andlet the pupils find their own, their school-mates', and their friends' names listed in it

(2) Let the pupils use a toy phone, look '1pnumbers, and make calls.

32



GENERAL SPECIFIC

67

RELATED SKILLS DEVELOP

PurposefulOral Read-ing Skills

i Understanding parts of

a book: cover, title,

title page, table ofcontents

Using a book list andclassifying books in

the class library

Locating names ofpersons, places, andthings in a paragraph,in a story, or aselection as a meansof skimming

m. Using encyclopediasand reference materialsin a simplified manner

n to z -- Not used inprimary grades

a. Desiring to sharereading materialswith others

Select a book texamine the booabout it.

what is the 'c

What 'do you tHow does the

fit theLook at thert

story thdoes the

Make a walLchpocket for eachlibrary;pupils to writeeach book read:tences about tlin the right p

Direct the.olafind the chara

HaVe the pupilgive additionalHelp them find

Direct pupils tal reading intEclass.


LS

ECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

arposefulral Read-qg Skills

. Understanding parts ofa book: cover, title,title page, table ofcontents

k. Using a book list andclassifying books inthe class library

1. Locating names ofpersons, places, andthingsin a'paragraph,in a story, or aselection as a meansof skimping

m. Using encyclopediasand reference materialsin a simplified manner

n to z -- Not used inprimary grades


Select a book the pupils have.read. Have themexamine the book and answer these questionsabout it.

What is the coin.. of your book?What do you think about the pictures?How does the title or name of your book

fit the stories in it?Look at the table of contents and find the

story that you like. On what pagedoes the story begin?

-- Make a wall chart with a different coloredpocket for each type of book in the classlibrary. Label each pocket. DireCt thepupils to write on index cards the title ofeach book read, the author, and'three sen-tences about the book. Then deposit the cardin the right pocket.

Direct the class to skim through a story tofind the characters..

- - Have the pupils select books and stories thatgive additional information about the lesson.Help them find material in reference books.

- - Direct pupils to select from their recreation-al reading interesting passages to read to theclass.

68

PRIMARY DEVELOPMFNTAL READING ACTIVITIES



b, Having a purpoc forreading orally

c Being able to readfluently withoutattempting to be anelocutionist, but re-quiring rhythm, accurateinterpretation ofpunctuation, accuratepronunciation of atleast 99 percent of therunning words

d. Using a conversationaltone that is pleasantand interesting yetloud. and clear enoughfor everyone in thegroup to hear easily

e. Being relaxed

f, Using good posture

g. Having complete under-standing of the selec-tion being read

h, Being provided witha. Comfortable andpleasant, ervIronMentor setting condudiveto oral reading

99

Prepare questions'aloud the paragraquestions.

Select a play andthe characters wo

- - Record pupils' reaAllow rupils to crand practice towar

Provide interestilevel of reading

- - Instruct pupils tas they read a fa

Direct pupils toly what they read

Provide a relaxes.

pupils to listenr(;A 60 other;,-


'ECIFICRELATED SKIL5

b, Having a. purpos.c for

reading orally

33


Being able to readfluently withoutattempting to be anelocutionist, but re- .

quiring rhythm, accurateinterpretation ofpunctuation, accuratepronunciation of atleast 99 percent of therunning words

d. Using a conversationaltone that is pleasant,and interesting yetloud. and clear enoughfor everyone in thegroup to hear easily

e. Being relaxed

f. Using good posture

g: Having complete under--standing of the selec-tion being read

h, Being provided with.a. comfortable andpleasart environmentor setting conduciveto oral reading

Prepare questions and direct pupils to readaloud the paragraphs that answer thequestions.

- - Select a play and have the pupils read it asthe characters would express themselves.

- - Record pupils! reading on a tape recorder,Allow pupils to criticize their own voicesand practice toward improvement.

-- Provide interesting material at the correctlevel of reading difficulty.

-- Instruct pupils to demonstrate correct postureas they read a favorite poem.

-- Direct pupils to read a story, then tell brief-ly what they read.

Provide a relaxed Classroom atmosphere,pupils to listen when othurs read; and, toix.=.vd 60 othen: can thsy

70

DEVELOPMENTAL R.EADING ACTIVITIESfor

INTERMEDIATE SKILLS

71

INTERMEDIATE DEVELOPMENTAL READING ACTIVITIES


GENERAL SPECIFICRELATED SKILLS DEVELOPMENT_

A. ReadinessSkills

72

1. LanguageDevelopment

Auditory_ Discriki7nation

a. Associating meaningWith written symbols

Developing languageand fact relationship

c. Understanding and usinglikenesses and differ-ences in action (per-ception of relationship)

d. Appreciating the sig-nificance of writtenwords

e. Learning words

a. Hearing gross soundsthat are alike,unlike, and similar

Teach sight wordsstanding of them.

-- List four words alexcept one. Haveone that does notthe same meaning a

Have the pupils fepieces of cloth toor "rough as bark.phrases used in thmake up similar ph

-- Select a poem, reacuss how words areof the author.

(1)

(2)

.Teach new words wilperiences. Use fig

people to make meal

Have pupils expresidifferent words.

Have pupils closethe folluding acti

- Drop a pen- Flip pages- Strike two- Sharpen a- Tear paper

Atk pupils to idendetermine which sosimilar.

35


LS


nguageeveIopment

t,uditory

Discrimi-ation

a. Associating meaningwith written symbols

b. Developing languageand fact relationship

c. Understanding and usinglikenesses and differ-ences in action (per-ception of relationship)

d. Appre.ciating the sig-nificanCe of writtenwords

Learning words

a. Hearing gross soundsthat are alike,unlike, and similar

-- Teach sight word: and check on pupils' under-standing of them.

-- List four words all of which.are synonymsexcept one. Have the pupils -cross out theone that does not belong and add a word with .

the same meaning as the three synbnyms.

- - Have the pupils feel the differences in twopieces of cloth to illustrate "smooth as silk"or "rough as bark." Have the pupils findphrases used in the same way. Have pupilsmake up similar phrases.

- - Select a poem, read it to the class and dis-cuss how words are used to express the thoughtsof the author.

(1) Teach new words. with pictures and actual ex-periences-. Use field trips and resourcepeople to make meanings clear.

(2) Have pupils express their thoughts using'different words.

- - Have pupils close their eyes while each ofthe following activities are performed:

- Drop,a-pendil on the floor.- Flip pages in-abook.- Strike two rulers together.- Sharpen a pencil.-.Tear paper.

.Ask pupils to identify each sound and todetermine which sounds are alike, unlike, andsimilar.

73

NNN

36



GENERAL SPECIFICRELATED SKILLS DEVELOPMENT A-

74

VisualDiscrimi-nation

Hearing fine soundsthat are alike, un-like, and similar

c. Hearing and sayingsounds, not lettersounds, that arealike, unlike, andsimilar

d. Discriminatingmusical tones (high,middle, and low tones)

g.

Using., ingles ind

rhymes

Imitating such soundsas animals and birds

Discriminating amonginitial, final, andrhyming sounds in wordsthat are alike, unlike,and similar

Disdriminating pic-tures that axe meaning-ful to the child

. Learning to discrithi-nate colors insituations which havesignificance to thelearner

Pronounce a key wornounce other wordsgoing, get, gather.

Tap your finger lig-foot gently on thesimilar taps in the

Select songs to illlow tones. Discuss

sung by the class.

Direct the pupilsheroin a story.

Let each pupil imitallow the class toor animal.

-- Ask the pupils to ainitial consonant i.the new words:

keephimdagger--

Have the pupiladraillustrate the foll

bayriveristhmus

-- Have the pupils finadjectives in the s


IFICRELATE) SKILLS DEVELOPMENTAL ACTIVITIES

ualcrimi-ion

. Hearing fine soundsthat are alike, un-like, and similar

c. Hearing and'sayingsoundS, not lettersounds,.. that are

alike, unlike, and'similar

d. Discriminating'musical tones (high,middle, and low tones)

e. Using jingles andrhymes

. Imitating-such soundsas animals and birds

. DisCriminating amonginitial,final, andrhyming sounds in wordsthat are alike, unlike,and similar

Discriminating pia,-tures thaVare'meaning-ful to the child

- Learning to discriMi-nate colors insituations which havesignifiCance to thelearner

-- Pronounce a key word, go. Have pupils pro-nounce other words that begin like go, such asgoing, get, gather.

-- Tap your finger lightly on the desk. Tap your

foot gently on the floor. Have the pupils makesimilar:taps in the same rhythm.

- - Select songs to illustrate high, middle, andlow tones. Discuss various tones in the songssung by the class.

-- Direct the pupils to write rhymes about thehero in a story.

-- Let each pupil imitate a bird or animal andallow the class to guess the name of the birdor animal.

- - Ask the pupils to substitute sw for theinitial consonant in each word below and saythe :--twords:

keep loophim meetdagger

--- Have the pupils draw or select pictures thatillustrate the following:

bay lakeriver. islandisthmus mountain

- - Have the pupils find the color words used asadjectives in the story.

75



GENERAL SPECIFICRELATED SKTUS DEVELOPMENT:

FollowingDirections

. MotorDevelopment

. Visual MotorPerception.

76

Learning to discrimi-nate letters insituations which havesignificance to thelearner

. Discriminating wordsin meaningfulsituations

a. Interpreting andfollowing directionsgiven by teachers andassociates

b. Learning to givedirections to others.

a. Achieving rhythmicactivities .

b. Developing artivities,with hands such ascoloring, painting,and cutting

Reproducing a pattern

-- Provide an opportuwriting and recogndifficult for them

Write ten simple sHave the class impstitutingjuore exp

Provide practice sfollow oral direct

(1) Give directions toallow him to giveRotate- chairmen so

(2) Have pupils to givone location to anfor making a kite.

Have the pupils sistudied in Socialrhythm.

pupils prfor a drathatiatio

Provide practicepare holiday deco±

Have the pupils drillustration of aattention to simil

37


bECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

llowingrections

forvelopment

O

isual Motorrception

c. Learning to discrimi=nate letters insituations which havesignificance to thelearner

d. Discriminating wordsin meaningfulsituations

Interpreting andfollowing directionsgiven by teachers andassociates

. Learning to givedirections to others

a. Achieving rhythmicactivities

b. Developing activitieswith hands such ascoloring, painting,and cutting

-- Reproducing a pattern

-- Provide an opportunity for pupils to practicewriting and recognizing letters that aredifficult for them,

-7 Write ten simple sentences on the chalkboard.Have the class improve the sentences by sub-stitutingmore expressive words.

PrOvide practice so the pupils can learn tofollow oral directions and written directions.

(1) GiVe directions to the chairman of a group andallow him to give directions to others.Rotate chairmen so that all have the experience.

(2) Have pupils to give directiOns for going fromone location to another, for playing games,for making a kite.

-- Have the pupils sing songs of the countriesstudied in Social Studies and notice therhythm.

-- Have the pupils prepare scenery and costumesfor a dramatization.

(1) Provide practice in tracing patterns to pre-pare holiday decorations.

(2) HaVe the pupils draw a picture similar to theillustration of a story and pay particularattention to similar spacing and perspective.

38



GENERAL SPECIFICRELATED SKILLS DEVELOPMENT'

B. Comprehension

7R

. Left -to -Right

Progression

FactualComprehension(Assimilative)

-- Developing left-to-rightprogression, usingpictures and words

a. Reading for facts

b. Identifying andinterpreting characters


d. Reading for relatedfacts such as places,action words, animals,and food

Reading for immediate,delayed,-'general; andspecific recall

. Finding significant.detaile-

g. Locating descriptivewords and phrases

He'lp the pupils deform of a time mur.

-- Choose a number ofpupils to tell thein a sentence.

Ithoose a story. H.

puppets for characciting or interest

- - Have the pupils mawrapping paper tothe story in seque

-- Choose a story andof all animals men

- - Have the pupils psimilar characters

-- Have pupils analyzand decide why thifriend or would no

(1) Have the pupils drcertain scene descthe details as des

(2) Help the class chouse them as a basias a story.



)gression

;tual

Trehension5similative)

-- Developing left-to-rightprogression, usingpictures and words


b. Identifying andinterpreting characters


d. Reading for relatedfacts such as places,action'words, animals,and food

e. Reading for immediate,delayed, general, andspecific recall

f. Finding significantdetails

g. Locating descriptivewords and phrases

-- Help the pupils design a time sequence. in theform of a time mural or a time line.

-- Choose a number of paragraphs-and ask thepupils to tell the main idea of each paragraphin a sentence.

-- Choose a story. Have the pupils make sackpuppets for characters and dramatize some ex-citing or interetting part of the story.

-- Have the pupils make a time mural on brownwrapping paper to depict the time and ideas ofthe story in sequence.

-- Choose a story and have pupils list the namesof all animals mentioned in the story.

-- Have the pupils name stories read which havesimilar characters or similar plots.

-- Have pupils analyze a character in a storyand decide why this person would make a goodfriend, or would not make a good friend.

(1) Have the pupils draw a picture depicting acertain scene described in a story and include

. the /details- as described in the story.

(2) Help the class choose descriptive words and'use them as a basis for a poem with same' plotas a story.

79


ASIC READING SKILLS

GENERAL SPECIFICRELATED SKILLS DEVELOPMENT!


i. Developing new conceptsand new words

Identifying the speakeror character spoken to

k. Noting significantdetails

2. Critical a. Distinguishing betweenComprehension fact and fancy, true and-

false statements, rele-vant and irrelevantfacts and ideas

Drawing logical con-clusions

c. Comparing and contrast-ing facts and opinions

d. Identifying absurdities

(1) Have the pupils drof places in a sto_

(2) Choose story withaway. Have the puiget there.

Show the class thatmay have differentthe meanings for t

-Let pupils chooseas the group attem

Find clues to theesting part of-thewords and deecriptthing is about toto guess the cli

Select statementsappear to,show.fancpupils show factsthat such 6tatemen

-- Read part of a stOwrite a logical.col

Have pupils discusfeelings and actiostory.

(1) Select story partsoccurrences, or evdetermine whetheror the impossible,rididUlous.

1

39-INTERMEDIATE DEVELOPMENTAL READING ACTIVITIES

BLS


itical)mprehension


i. Developing new conceptsand new words

j. Identifying the speakeror character spoken to

Noting significantdetails

a. Distinguishing betweenfact and fancy, true andfalse statements, rele-vant and irrelevantfacts and ideas

b. Drawing logical con-clusions

c. Comparing and contrast,-ing facts and opinions

d. Identifying absurdities

(1) Have the pupils draw a map to show the locationof places in a story.

(2) Choose story with background some distanceaway. Have the pupils draw a map of route toget there.

,-- Show the class that words spelled the same waymay have different mewAings by substitutingthe meanings for the words as the story is read.

-- Let pupils choose characters and portray themas the group attemptS to guess their identity.

-- Find clues to the climax or some very inter-esting part of the-story by listing actionwords and descriptive words that tell some-thing is'about to happen and ask the childrento guess the .climax.

Select statements from a story or poem whichappear to show fanciful imagination and havepupils show facts which prove the generalizationthat such statements are actually true or untrue.

(1)

Read part of a'story to pupils and have eachwrite a logical conclusion.

Have pupils discuss and record on charts thefeelings and actions of the characters in astory.

Select story parts consisting of situations;occurrences, or events and have the pupilsdetermine whether these represent the possibleor the impossible, the realistic or theridiculous.

81

40



GENERAL SPECIFICRELATED SKILLS DEVELOPMENTA_


J. Making judgments.

g. Perceiving relationships such as class,place, tine, quantity;sequence, cause andeffect, general andspecific.

(2) Write ten sentencestrue and some untruethe sentences that

(1) Give the pupils a pathe paragraph, listchoice answers whicl

(2) Direct the pupilst(pare questions. Haquestions.

(1) Have_pupils read amore characters, te-is by locating theor events that leadjudgments:

(2) Have the pupils Ti.c1

in a story and writwhat kind of person

-- Check, understandingthat fall under genhave read about a4(Such an activity cinterest project asstories, or a book.

Example:

Unscran

UnScramble.the termsport each represent

2.,

3.


LS

ECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES'


. Making judgments .

Perceiving relation-ships such as class,place, time, quantity,sequence, cause andeffect, general andspecific.

(2) Write ten sentences on the chalkboard, sometrue and some untrue.,-Have the pupilb identifythe sentences that are true.

(1) Give the pupils a paragraph to read. Followingthe paragraph, list questions with multiplechoice answers whiCh is closest to being true.

(2) Direct the pupils to read a paragraph. Prepare questions. Have the pupils, answer thequestions.

(1) Have pupils read a selection, pick out two ormore characters, tell what kind of person eachis, by the description, conversation,or events that lead them to make thesejudgments.

(2) Have the pupils pick out a particular characterin a story and write three statements tellingwhat kind of person the character'is.

--..theck understandings of related clasSificationsthat fall under general categories which pupilshave read about as an individual interest...(Such an activity could folloW a special readinginterest project as reading baseball articles,stories, or -a book featuring a baseball star.)

Example:

Unscramble the Terms

Unscramble the termS by listing, them under thes-portea-arTepresen .

(Sports)

.1. Golf2. Boxing3. Wrestling

83



GENERAL

84

SPECIFICRELATED SKILLS DEVELOP

. Interpreting riddles

gloveball he

timing ku:

safe knguard to

swing pu

togs jtr

slice ba

bat fo

center bo

hoop blle

counts

(1) Word problem tthinking froMindividuals -or

Example:A ship .9r

sailors tossThe ladder-rung.touchecby .it. Theapart.

If thetiper hour, 11(

end of foui

Answer: .Nor

ship would 2

41


LLS


4. Football5. Baseball6. Basketball

(Terms)

glove pitcher sweat shirtball helmet open field runningtiming bunting second basesafe knockout bloCk punchguard toe hold golf ballsswing putting golf clubstogs jujitsu third baseslice basket strike outbat football free throwcenter body slam home platehoop blocking drop -kick

bell left hook dribblingcounts

Interpreting riddles .(1) Word problem type riddles to stimulate alert,thinking.from reading content at hand withindividuals or groups.Example:

A ship anchored in the harbor, and thesailorstoSsed a rope ladder over the side.The ladder was ten feet long, and, the bottomrung touched the water but was not coveredby it.' The rungs of the ladder were a footapart..

If-the tide rose at the rate of.one footper hour, how many rungs were covered at theend of four and a half hours?

-Answer: None would be covered, b&cause theship would rise with the tide.

85

42



GENERAL SPECIFICRELATED SKILLS DEVELOPMENTAL A

(2) Apply information gaininterests and sourcesArouse-curiosity.

Example: How Did Thes

Daisy

Did you ever knowtheir name?' Every mtheir petals and atthem.

Along time ago,that they acted likethem day's eyes. Otthe name was so goodthem day's eyes, toothe name was changedthat word was easier

You have probablybUt have you ever.wocalled jeeps?

'During the Sec6ndU. S.-Armyasked autbuild a car which ccrough country and bpurpose car. That I.

for marry purposes.built, was called afor general purpose.easily the name G.to the one word jeer


KILLS

SPECIFICRELATED SKI1LS DEVELOPMENTAL ACTNITIES

(2) Apply, information gained from various readinginterests and sources to form question whicharouse curiosity.

Example: How Did These Names Come. Into Use?

Daisy Jeep

Did you ever know how daisies gottheir name? Every morning they opentheir petals and at night they closethem.

A long time ago, someone thought .

that they acted like eyeseso he calledthem day's eyes. Other people thoughtthe-nate was so good-that they calledthem day's eyes, too.4,As time went on,the name was changedAt daisies becausethat word was easier to say.

You have probably seen many jeeps,. but have you ever wondered why they are

called jeeps?

During the Second World War, theArmy asked automobile makers to

build a car which could be driven overrough country and be:used as"4"generalpurpose car. .,That is,' it could be usedfor many purposes". The car,.when it wasbuilt, was ,called a G. P., which is shortfor general purpose. You can see howeasily the name G.T. could be shortenedto the one word jeep.



GENERAL SPECIFICRELATED SKILLS DEVEL(

RR

i. Making generalizations.

(3) Have the clasimple riddluse of a spec

Example:.

When isajar.)

(1) Have the pup-to figure oufrom the conthe followin

Name thmeaning foby using t'

'dejecie

a. dumb.. sad

c. puz

(2) Present thethe class:

BoxingBoxingIp.figh

Have the clageneralizati

43


LIS


i. Making generalizations

(3)

(1)

Have the class originate questions which aresimple riddles that require in the answer theuse of a special key word.

Example:

When is a door not a door? (ioPH:n it is

ajar.)

Have the pupils examine a reading selectionto figure out the meaning of words or termsfrom the context. Prepare an exercise likethe following to go with the story:

Name the following words and themeaning for each that you figured outby using the context of the story:

dejected depleted

a. dumb a. used upb. sad b. no goodc. puzzled c. lost

renovate

a. tear downb. make like newc. change

(2) Present the following false generalization tothe class:

Boxing is a.sport.Boxing is a form of fighting.Is fighting a sport?

Have the plass form similar ones or true.generalizations.

89

44

INTERMEDIATE DEVELOPMENTAL READING' ACTIVITIES

fi


GENERAL SPECIFICRELATED SKILLS DEVELOPMENTAL Aa7

Interpreting facts andfeelings

. Predicting outcomes

Forming associations

Reading creatively

n. Forming sensory images

90

(1) Increase Amterpret,pupils to list des(acters and to give

(2) Write a paragraph (pupil6 to tell howfelt.

(1) Have the pupils ,mparagraphs or store

(2) Have the pupils redfind specific partthe outcome.

(3) Let the pupils realtry to predict the

-- Help the pupils toof various parts othe author gives c

(1) Select unusual expand ask the pupils

(2) Have the pupils fisions in a selectiexpressions.

(3) Have the pupils wrbased on topics siclass. ,

Have the pupils brto show to the'clahow his item was o


(ILLS


j. Interpreting facts andfeelings


1. Forming associations


Forming sensory images.

.(1) Increase interpretative ability by askingpupils_ to list descriptive or action of char-acters and to give the mood.

(2) Write a paragraph on the chalkboard. Ask thepupils to tell-how each person in the paragraphfelt.

(1) Have the .pupils read a series of differentparagraphs or stories and give titles'for them.

(2) Have the pupils reread a story carefully tofind specific parts that helped them predictthe outcome.

(3)..Let the pupils read part off' a story. Thentry to predict the outcome.

-- Help-the pupils to gain the implied meaningsOf various parts of a story by noting the waythe author gives certain impressions.

(1) Select unusual expressions found in a storyand ask the'pupils to explain them.

(2) Have the pupils find and list unusual expres-sions in a selection and paraphrase theexpressions. .

(3,) Have the pupils write original stories or poemsbased on topics-similar to those studied inclass.

-- Have the pupils, bring to school unusual objectsto show to the class. Let each pupil explainhow his item was obtained and how it is used.

tI


BASIC READ NG SKILLS

GENERAL SPECIFICRELATED SKILLS DEVELOPMENTAi

92


. Perceiving analogies

Distinguishing betweenfact and opinion

Interpreting author'smeaning

Visualizing characters,action, and setting ofstory

Make up a simpanswers on-anoattempt to filat the answer s

EXplain analog-,

trate analogiesExaMple: The c

the

(1) Prepare sentencstatang opinior

a

(2) Have p-upils wrstate facts an.

(3) Havewhich is factthese paragrapl-

(4) Have the pupil.infOrmation ancand ,opinion.

,(1) Have the pupil:.that carry out.

(2) Have the pupilthe, author andstories the aut

(3) Help the class

(1) Direct the pupithe main charadthe descriptive'

45


LLS

E:PECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES


Perceiving analogies

-- Make up a simple crossword puzzle. Put theanswers on another paper and tell the pupils toattempt to fill all the blanks.before they lookat the answer sheet.

-- Explain analogies to the _pupas. Have them illus-trate analogies taken from reading selections.Example: The clouds are birds that nest among

the stars.

q. Distinguishing between (1) Prepare sentences stating facts and othersfact and opinion stating opinions. Discuss them with the pupils.

(2) Have pupils write examples of sentences thatstate facts and of others that state opinions.

r. Interpreting author'smeaning

s. Visualizing characters,action, and setting ofStory

(3)-Have the class read two paragraphs - one ofwhich is fact and the other, opinion. Discussthese paragraphs with the class.

(4) Have the pupils find newspaper articles givinginformation and editorials giving informationand opinion.

(1) Have the pupils write the parts of the story. that carry out the idea in the title.

(2) Have the pupils read about the background ofthe author and how it determines the type-ofstories the author writes.

(3) Help the class f'ind the dlimax of a story.

(1) Direct the pupils to-draw a picture showingthe main characters and setting according tothe descriptive words given by the author.

93

46


BASIC READ

GENERAL

ING SKILLS

SPECIFICRELATED SKILLS DEVELOPMENT'

C. Word Per-ception

Rd

1. Word MeaningClues

t. Interpreting poetry

u. Interpreting feelingsof characters

v. Interpreting aubhorfspurpose

(2)

(3)

Have the pupils mailikes of the chara

Read to the classcountry in whichthe pupils discuss

-- Have pUpils closea poem, Have pupicould see as poem

w. Perceiving relationship (1)

between ideas, betweenpictures and writtendescription


(2)

(3)

Have the pupils te,characters in a sty

Have pupils. read p

what they think thpupils write whatpurpose was.

Call attention toand have pupils .co

Show pictures andor sentences.

Read selections anto illustrate.

Prepare simple ridthem and write, ridthe following:

We are-giantwoody trunks:

We are green.What are we?


'EC IFICRELATED SKILLS

d Meaninges


u. Interpreting feelingsOf characters

v. Interpreting author'spurpose'

w. Perceiving relationshipbetween ideas, betweenpictures and writtendescription

a. ..Forming associations


(2) Have the pupils make a list of likes and dis-likes of the characters in the story.

Read to the class a description of the area orcountry in'which the story takes place. Havethe pupils'discuss the background.

(3)

Have pupils close their eyes as teacher readsa poem. Have pupils describe pictures theycould see as poem was. read.

Have the pupils tell how they think certaincharacters in a story felt.

-- Have pupils read poem. Let pupils.discusswhat. they think the author had in mind. Havepupils write what they think the author'spurposewas.

(1) Call attention to previous. poems or selectionsand have pupils campare.ideas,

(2) Show pictures and have pupils read the phrasesor sentences.

(3) Read selections and have pupils draw picturesto. illustrate.

Prepare simple riddles. Have the pupils answerthem and write riddles of theirmwn similar tothe followlng:

We are giant plants. Our stems arewoody trunks. What are we? (trees

Me are green. We grow on plants.What are we? (leaves)

95

INTERMEDIATE DEVELOPMENTAL ACTIVITIES



Forming sensory images

c. Understanding new wordsand new concepts

. Understanding .shifts inmeanings of words


f. Extending word mean-ings -7antonyms, homo-graphs, and words withseveral meanings

Interpreting meaningsfrom phrase andsentence meanings_

h. Drawing meaning fromcontext clues

nn

-- Direct pupilsthat tell hOw

Introduce newpictures andbroaden conceside .the Oise

-- Prepare exertDirect pupilsexplains the

The boat 1

--The boatthe water

- -The boat

harbor.- -The boat

was a plo

Have pupils rthem to writemight happen

Write a listDirectantonyms inantonyms and

Select phraSeDirect pupil:.them.

- - Prepare a parto be taughtwords underselect the c(

47

INTERMEDIATE DEVELOPMENTAL ACTIVITIES


Forming. sensory images

c. Understanding new wordsand new concepts

Understanding shifts inmeanings of words

e. Anticipating meanings

f. Extending word meanings--antonyms, .homo-graphs, and words withseveral meanings

. Interpreting meaningsfrom phrase andsentence meanings

. Drawing meaning fromcontext Clues

-- Direct pupils to select phrases from the story'that tell how each character felt. .

-- Introduce new words and new concepts by usingpictures and eXperience charts. Continue tobroaden concepts by research inside and out-side the classroom.

-- Prepare exercises similar to the example below.Direct pupils to select the _sentence that bestexplains the underlined statement.

The boat plowed its way up the harbor.

.7-.The boat looked as if it were plowingthe water as it went up the harbor.

--The boat'plowed up the bottom of theharbor.

--The boat sailed up the harbor and therewas a plow on it.

-- Have pupils read-part of a story and directthem to write five sentences telling whatmight happen next.

-- Writea list-of antonyms on the chalkboard.Direct pupils to use:one of each pair ofantonyms in a sentence, then substituteantonyMs and notice the change in meaning.

Select phrases and sentences from a story.Direct pupils to draw pictures to illustratethem.

-- Prepare a paragraph containing the new wordsto be taught, List the meanings of the new-words under the paragraph. Ask-.pupils toselect the correct meaning for each word.

97

48



GENERAL SPECIFICRELATED SKILLS DEVELOPMENT.

i. Extending.word meaningsusing synonyma andhomonyms

j. Interpreting idioms andunusual language

k. Extending word meaningsusing contrasts andcomparisons, descriptivewords and phrases aswell as parts of speedh

1. Using punctuation as aguide to meaning suchas commas, semicolons,exclamation marks, andquotation marks

m. Using the dictionary todetermine word meanings

. 98

Have pupils keep asynonyms in theirto the list as nethe words and theifrequently.

Have pupils read seffort to deterMinby the writer. Ha

best explains theThe bang of tsplitting hea

A bad paA crack

-- Write sentences or:pupils to make thedescriptive words.

(1) Introduce each_marexamples of how tc

(2) Prepare sentencesmarks being studie-the sentences andas sentences are

Direct pupil6 to(a) Locate a wore

definition gSelect the orcontext.List the'worcUse it fromand converse.-

Make sentence


OIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

i. Extending word meaningsusing synonyms andhomonyms

j. -interpreting idioms andunusual language

k. Extending word meaningsusing contrasts and.comparisons, descriptivewords and phrases aswell as parts of speech

1. Using punctuation asaguide to meaning suchas commas, .semi-colons,exclamation marks, andquotation marks

Using the dictionary todetermine word meanings

Have pupils keep a list of homonyms andsynonyms in their vocabulary notebook and ade,to the list as new words are studied. Reviewthe words and their meanings with pupilsfrequently.

Have pupils read sentences carefully in aneffort to. determine the meaning to be conveyedby the writer. Have pupils decide which phrasebest explains the underlined words, Example:

The bang of the big gun gave Sally asplitting headache.

A bad pain in her headA crack on the head

-- Write sentences on the chalkboard and directpupils to make them more meaningful by addingdescriptive words.

(1) Introduce each mark of punctuation and giveexamples of hold to interpret each.

(2) Prepare sentences containing the pUnctuationMarks being studied. Direct pupils to studythe sentences and then to write them correctlyas sentences are dictated.

-- Direct pupils to(a) Locate a word in dictionary, read each /

definition given.(b) Select the one best suited to the.

context.(c) List the Word. in the card file.(d) Use it from time to time in Sentences

,and conversations..(e) Make sentences with ea h"meaning.

99


BASIC READING SKTLLS


, Context,Clues

10

n. Observing accent marksas they affect meanings

a. Using experience cluesto recognize words andderive word meanings'

b. Developing sentence

sense

c. Acquiring a knowledgeof the uses of end.punctuation such asPeriods and questions

d. Acquiring.a feelingfor paragraph unity

e Interpreting therelationship between.illustrations and theprinted word

f. Identifying words andtheir general meaningsby inferencesandgeneralizatiOns

Prepare sentences shsame way but with di

accents. Example:

My Christmas piMy mother will

Relate new words toduring the readinesto read the story th

Write sentences andchalkboard. Have t4

sentences.

(1) Have pupils read ansentences. Have the

(2) Have pupils write SEcorrect marks of pur

(1) Have pupils read arunrelated sentencethem identify the SE

belong.

(2)rHave pupils prepare,class to practice icsentences in a para

Have pupils locatewhich tell about tip?

story. Have them Tp

descriptive.words,Words

Let 'pupils study asuch questions as

:a) What worC.7

think of(b) What word

butterfl::

49



Observing accent marksas they affect meanings

Using experience cluesto recognize words andderive word meanings

b. Developing sentencesense

Acquiring a knowledgeof the uses Of endpunctuation ,such asperied6 and questions

d. Acquiring a feelingfor paragraph unity

e. Interpreting therelationship between.illustrations and theprinted ward

f. Identifying words andtheir/general meaningsby inferences andgeneralizat ions

Prepare sentences showing words spelled thesame way but with different meanings andaccents. Example:

My Christmas present is,a pony.My mother will present it to me.

- - Relate new words to the pupils' experiencesduring the readiness period. Direct the - pupils

to read the story. thoughtfully,

- - Write sentences and parts of sentences on the

chalkboard: Have the pupils identify thesentences.

(1) Have pupils read' and identify unpunctuatedsentendes. Have.them fill in correct punctuation.

(2) Have pupils write sentences of their own usingcorrect marks of punctuation.

(1).1-lave. pupils read a paragraph into which anunrelated sentence has been inserted.: Havethem identify the.sentence which does notbelong.

(2) Have pupils prepare similar paragraphs for theclass to practice identifying unrelated'sentences in a paragraph.

Have pupilS locate 'sentences or paragraphswhich tell about the illustrations in thestory, Have -them make lists of words such asdescriptive words, exciting wordS, and actionwords,

Let pupils -study a rhyme and have them answer

such questions as0.) What word in the rhyme makes" ypu

think of the crooked man? ;zigzag)

(b) What. word in the rhyme tells how abutterfly flies? (flutters) 101

50


BASIC READING MULLS


. Learning that a givenword may be used in morethan one sense, depend-ing upon the other wordsin the sentence, para-graph, or selection

. Using typographicalaids to meaning

i. Using structural aidssuch as interpolatedphrases and clausesset off with commasor dashes

j. Interpreting synonymsand antonyms

k. Analyzing roots,prefixes, andsuffixes

-1. Interpreting idioMsand, unusual language

.1(10

Teach one word CaHave pupils readsimilar to the foCheck the sentewheel is used iin the rhyme._

(t) I rid(b) Wheel(c) The w

Prepare pairs ofwords but differeferences in meani!

Select from a stointerpolated phraclarify meaning.

Have the pupils rsynonyms for onefor another list

Teach prefix re npupils make new 1,each word below:new word.

turn - retu]

build -

Prepare similar (fixes, and suffix

-- Explain usage ofpupils use them .

INTERMEDIATE DEVELOPMENTAL READING ACTIVITIES,

.S

CIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES'

g. Learning that a given.word may be used in morethan.one sense, depend-ing upon the other words,in the sentence, para-graph, or selection

h. Using typographicalaids to meaning

i. Using structural aidssuch as interpolatedphraSes and clausosset o with commasor dashes

j. Interpreting synonymsand antonyms

k.' Analyzing roots,prefixes, andsuffixes

1. Interpreting idiomsand unusual language

Teach one word can have several meanings.Have pupils read a rhyme. Prepare exercisessimilar to the following:

Check the sentence below in which the wordwheel is used in the same way as it is usedin the rhyme.

(a) I. ride a wheel.

(b) Wheel a wagon over here.(c) The wagon wheel rolls along.

Prepare Teirs of sentences using the samewords but different punctuation to show dif-ferences in meaning when punctuation is Changed,

- - .SeleCt,from a story sentences that show howinterpolated phrases and clauses are used toclarify meaning.

- Have the pupils read a rhyme and from it selectsynonyms for one list of words and antonymsfor another list of words.

- - 'Teach prefix re means again or back. Havepupils make new words by putting re beforeeach word below and make sentences using eachnew word.

turn - return join 7

build- plant -

Prepare similar exercises for other roots, pre-,fixes, and suffixes.

-- Explain usage of thou, thy, and thee. Havepupils use them in sentences.

103



GENERAL SPECIFICTELATED SKILLS DEVELOP

Configu-rationClues

PictureClues

104

Identifying and inter-preting metaphors andsimiles

a, Analyzing general shape,length, height, andvertical characteristicsof words

Observing titles andcontext words

Observing the same-words-printed in large'and small type; in samesize type

Identifying correct wordin a sentence, inisolation

e. Identifying and matchingby superimposition

Learning to use theinterest values inpictures andillustrations

Teach the meanilMake a list of Hpupils to identto use in sente.

- - Prepare a list-Capital letters_word using smal'

-- Have pupils writvarious meaning-stock.

- - Write on the divcapital letterswith small lett(words.

Have pupils selpared sentencesexample:

His (aim,

Have pupils rea.of the difficul.each _pupil cut

on the same wor.

Have the pupils(a) Tell the rti_

picture arj(b). Study a

to happen,(c) Tell what

picture.

C IFIC

Ifigu-

,ion

les


RELATED SKILLS.

Clt4re

UeS

m, Identifying and inter-preting metaphors andsimiles

a. Analyzing general shape,length, height, and.vertical characteristicsof words

b. Observing titles andcontext words

Words printed in largeand umall type; in samesize type

. Identifying correct wordin a sentence, .inisolation

e. Identifying and matchingby superimposition

a. Learning to use the,interest values inpictures andillustrations

51

DEVELOPMENTAL ACTIVITIES /

-- Teach the.meanings of metaphors and of similes.Make a list of metaphors and similes forpupils to identify. Let pupils make up someto use in sentences.

-- Prepare a list of known words written withcapital letters-; Have the pupils write each_word using small letters.

Have pupils write sentences to illustrate thevarious'meanings of such words as saw, can, andstock.

-Write-on the-chalkboard words-beginning-with-capital letters and the same words beginhingwith small letters. Have the pupils pair thewords.

Have.pupils.select' the_ correct words in pre-pared sentences similar to the followingexample:

His (aim, am, arm) is very straight.

- - Have pupils read a selection. Prepare listsof the difficult words in the selection. Haveeach pupil cut his list apart and lay each wordon the same word as it is written in the story.

-- .1-lave the pupilS:

(a) Tell the most outstanding feature of apicture-and tell why they chose it.

(b) Study a picture and predict what is goingto happen.

(c) Tell what feelings they get from apicture.

105

52


GENERAL SPECIFIC


RELATED SKILLS

.

DEVELOPME

. PhoneticAnalysis.

1

Using the picturesand the illustrationsto clarify and enrichnew concepts and newwords

c. T5sing the action inthe pictures andillustratiOns to aid;in interpreting the:action of the verbal:text

a. Developing auditorydiscrnnination ofinitial and finalconsonants

b. Using words.thatrhythe

Write a sentence that,word and select,a piemeaning of the word r;

Have pupils list as mcan from a picture anthem dramatize the.ar

(1) Present several worth.or ending consonant ,Afully. Have pupilsor ending sound.

(2) Pronounce several woisame consonant. Inc

which has a differenipupils duplicate theconsonant heard mostname the word which.:sound:

(1) Read .several short ID-

Out the words which .

have pupils tell will

2) Point out words thatcommercials.

(5) Read all of a shortLet pupils supply axmissing one- Try ha.

line.



atdeysis

. Using the picturesand the illustrationsto clarify.and enrichnew concepts and newwords

c. Using the action.inthe pictures andillustration's to aidin interpreting theaction of the verbaltext

. Developing-auddt orydiscrimination ofinitial and finalconsonants

Using words thatrhyme

-- Write a sentence that contains a new use of aword and select a picture which shows a familiarmeaning of the word to enrich the meaning.

-- Have pupils list as many action words as theycan from a picture and then study the words, Havethem dramatize the action wordsfor interpretation,

_Present several words having the same initialor ending consonant while pupils listen care-fully. -Have pupils duplicate the beginningor ending sound.

Pronounce several words beginning with thesame consonant. Include in the group one wordwhich has a different beginning sound. Havepupils duplicate the sound of the beginningconsonant heard most frequently, and let themname the word which had a different beginningsound.

(1) Read several -short poems to the class and pointout the words which rhyme, Read more poems andhave pupils tell which words rhyme.

(2) Point out words that rhyme in popular televisioncommercials.

(3) Read all of'a short poem except the last word.Let pupils supply an appropriate word for themissing one. Try having them supply the entireline.

107

INTERMEDIATE DEVELOPMENTAL READING ACTIVITII

BASIC. READING SKILLS


c. Understanding andusing initial conso-nants such as b, c,

2, I,b, n,

d. Understanding andusing final conso-nants such as d, t,1, m, n

Understanding and__using_init-ia1766nso-nant digraphs suchas ch, sh, th, wb.

108

(4) Prepare and /which rhyme,which does ncword which do

(1) Ask pupils tcwords beginnZElicit the scother words yTry to make .rlips and ton

(2) Pronounce athe letter tktyre init tat

(1) Pronounce settconsonant Solending soundfor that partother words .1

sound.

(2) Prepare a liboard. Havespecial atte.have pupilsthe new wordand meaning,

planthandsthink

(1) Pronounce woconsonant diwords beginnwords on thedigraphs.

53


RELATED SKILLS DEVELOPMENTAL. ACTIVITIES

c.' .Understanding andusing initial conso-nants such'as b, c,

m, L.h; j, n, s, t, w

Understanding andusing final con6o7rants such as d, t,

m; n

e. Understanding andusing initial conso-nant digraphs suchas ch,-sh, th, wh

(4)

(1)

Prepare and read lists of four or five wordswhich rhyme, but include one word in each listwhich does not rhyme. Let pupils identify theword which does not rhyme.

Ask pupils to listen to the prOnunciation ofwords beginning with the same consonant sound,Elicit the sound from pupils and have them nameother words which begin with the same sound,Try to make pupils conscious 4 the way theirlips and tongues feel as they 1make the sourd.

Pronounce a group of words, liave pupils writethe letter they believe to be responsible forthe initial noundg-heal ,e-words-pronounced,

Pronounce several words ending with the sameconsonant sound. Have pupil dupliCate theending sound and name the letter responsiblefor that particular sound. Ask students to nameother words having the samelfinal consonantsound.

(2) Prepare a list of appropriate words on the chalk-board. Have pupils pronounce the words. Callspecial attention to the final consonants; thenhave pupils omit the last letter and pronouncethe new words. Note changes in. pronunciationand meaning, Use such words as:

plant tent and mendhands paint farm weeksthink 'homes ward kittens

(1) Pronounce words beginning with a particularconsonant digraph, Have pupils suggest otherwords beginning with the same sound,. List the

words on the chalkboard and underline thedigraphs.

109

54


BASIC READING SKILLSRELATED SKILLS

GENERAL SPECIFIC

110

DEVELOPMENTAL

f. Understanding andusing initial conso-nant blends such as.

tr,

bl, cl, fl, gl, 21

Understanding andusing final conso-nant blends such asld, nd, nt, st.

o

J. . Understanding andusing initial conso-nant blends such ascl, cr, st, tW, wr

Understandirg andusing variablevowel sounds suohas. oo

(2)

Make up riddles to ask tshould be words beginnindigraphs. Example:

I am a building.the first day of eaI? (a church)

Review orally the variopupils draw pictures.ofwith the blends which giculty.

Prepare a group of sentethe sentences_and Wniteost of the words in eac

Pronounce several wordsconsonant blend. Have .p

words and list the suggeboard, Underline the ft

Mimeograph pictures of owith final consonant blepicture pupils can writcblend heard when the nantpronounced. The specifistudied should be in plaa part of the heading

Use activities similar 7c, e, or f

Review the Sounds of va.examples. Then .prepare

words which contain oo.vowels),. Wave the pupi



f, Understanding andusing initial conso-nant blends such asbr, dr, fr, tr,

bl, gl, 21

(2) Make up riddles to ask the class. The answersshould be words beginning with consonantdigraphs. Example:

I am a building. You come to me onthe first day of each week What amI? (a church)

Review orally the various consonant blends. Havepupils draw pictureS of objects whose rjemes beginwith the blends which give them the most diffi-culty.

g. Understanding andusing final conso-nant blends such asld, nd, nt, st

h.- Understanding andusing initial Conso-nant blends such ascl, cr, st, tw,yr

Understandirg andusing variablevowel sounds.suchas oo

)

Prepare.a group of sentences. Have pupils readthe sentences and write the blend with whichmost of the words in each sentence begin.

Pronounce several words having the same finalconsonant blend. Have pupils suggest additionalwords and list the suggested words-on the chalk-board, Underline thefinal'consonant blend.

(2) Mimeograph pictures of object6 whose names endwith final consonant blends. Beneath eachpicture pupils can write the final consonantblend heard when the name of the picture ispronounced. The specific final blends beingstudied should be in plain sight, perhaps asa part of the heading on the paper.

Use activities similar to those listed underc, e, or f,

- Review the sounds of variable vowels and giveexamples, Then prepare a list of familiarwords which contain 00 (or other variablevowels)'. 7,iave the pupils mark the words with

111


BASIC READ

SGENERAL

ING SKILLS

SPECIFICRELATED SKILLS DEVELOPME

112

Understanding and --

using vowel digraphssuch as ai, ea, ei

k, Understanding and.using the long andshort a, e, 1,

-vawel-sounds

1. Understanding and --

using vowel digraphssuch as oa, au, aw,ou

m. Understanding and (1)

using vowel diph-thongs such as cty,aa, oi, ou, ew

(2)

Understanding and (1)

using variablyvowel sounds suchas:

(1) a, e; andu followed by r

a breve or macron tonunciation. Use suc

look moon'

roan spooloom tookschool tool

Write sentences whitwords containing vowto complete the sent

Prepare an appropriapupils circle wordssounds and underlinevowel_ _sounds.

Use activities simil

Present the sounds inthevowel diphthong:pupils to name othe/.diphthongs.

List, in one column,diphthongs. List deanother column. Havthe words to their d

Present the sounds tfollowed by r and gito give other exaMpl

(2) Give examples of worby w, v, and 1. Mal:.

55


;IFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

Understanding andusing vowel digraphssuch as ai, ea, ei

, Understanding and.using the long andshort a, e, i, o, u,Vowel sounds

1. Understanding andusing vowel digraphssuch as oa, au, aw,ou

:IL Understanding andusing vowel diph-..thongs such as pi,'ow, oi, ou,

n, Understanding and`using variablevowel sounds suchass(1) a, e, i, o, and

u followed. by r

a breve or macron to indicate the proper pro-nunciation. Use such words as:

look moon broom spoolroom spoon loon bookloam took cook shookschool tool Soon hook

Write sentences which can. be completed withwords containing vowel digraphs. Direct pupilsto complete the sentences.

Prepare an appropriate list of words and havepupils circle words that contain long vowelsounds and underline those which contain short

. vowel_sounds,___

-- Use activities similar to those listed under j,

(1) Present the sounds most often represented bythe vowel diphthongs and give examples. Askpupils to name other words containing thesediphthongs.

(2) List, in one column, words containing voweldiphthongs. List definition's of the words-inanother, column. Have pupils draw lines fromthe words to their definitions.

(1)

(2)

Present the sounds that vowels have whenfollowed by -r and give examPles, Allow pupilsto give other examples.

Give examples of words in whiO a. is followedby Is, 2, and 1. Make pupils aware of this

113



GENERAL SPECIFICRELATED SKILLS DEVELOPMEN'

114

(2) a followed byv, and 1

(3) Long and short00

o. Understanding andusing variableconsonant soundssuch as:(1) Hard and soft c(2) Hard and soft g

P Understanding andusing vowel prin-ciples such a .

(1) Long vowel infinal e wordsLong'vowel atend of a word'or syllableTwo vowels of aword are to-gether, thefirst vowel isusually short

(2)

(3)

deviation from soundsLet the pupils name cfollowed by these let

(1) Present rules concernc and E. Prepare a 1hard and soft c or E.in pronunciation of t

(2) Have pupils make a chobjects whose names bprovide for applicati

(1) Present.Vowel principof their application.

-the-chaIkb

(2)

the rules in pronouncstanding and using louse such words as:

camenose,mile

ropegamesmoke

Place a list rf word'spupils pr-moUnce theand note how the vowelong. Use such words

robtotplanmop

kithopcubmad

r. Perceiving that (1) Present the rale tothe final y in priate examples; A.E.,

words of more than' many words as they c,.one syllable is the words on the' chausually short examine the words and


LLS


(2) a followed byw, v, and 1

(3) Long and short00

Understanding andusing variableconsonant soundssuch as:(1) Hard and soft c(2) Hard and soft E

. Understanding andusing vowel prin-'ciples such as:(1) Long vowel in

--final e words(2) Long vowel at

end of a wordor syllable

(3) Two vowels-of aword are to-gether, thefirst vowel isusually short

deviation/from sounds usually represented by a.Let the pupils name other words in which a isfolltweq by these letters.

4

t2 rules concerning the application oesoftg. Prepare a list of words containing bothAnd soft c or g. HaVe pupils apply rules /.

ronunciation of the words.

e pupils, make a chart containing picturesjects-whose names begin with soft c or 4 tooxide for application of rules learned.

(1') PreSe

c anhardin

(1) resent vowel principles and give pupils' examplesof their. application. Write a list of 'words on .

the chalkboard and observe pupil application ofthe rules in pronounding the words. Fornder-standing and using long vowels in final words,uae such. words as:

r. _Perceiving thatthe final y in'words of more/than.one syllable isusually short

came ropenose, gamemile smoke /

cake uselike Aubefive mule

(2) Place alist of WordS on the cha board. Havepupils pronounce the words, ad an e to'the wards,.and note how the vowel changes from short tolong. Use such wards as:

rob kit bit hattot hop can 'not

plan cub Mat capmad her fatmop

(1) Present the rule tb the class and give appro-priate examples. Ask theclass tee name asmany words as they can which end with y, 'Writethe words on the chalkboard and let the clasE'Iexamine the words and see how the rule Wiee

11j-



GENERAL SPECIFICRELATED SKILLS DEVELOPMENT

. StructuralAnalysis

116

a. Observing inflectional endings suchas:

(1) Nouns endingwith s

(2) Verbs endingwith s

. Using inflectionalendings with suchvariants as s, ed,

c. PerceivingPerceiving possessives with isendings

d, 'Perceiving compoundwords made up oftwo familiar words

to the words listed.

(2) Prepare lists contain'Ask pupils to circle 1,

short. Use such word

ivyskymytryponygray

ladyplayreadyenemy.entry'

angry

-- Have pupils add s towill mean more than o.

Prepare a list of verech_and ing:to each c)of the- verbs in Senteithese endings changes

Have pupils rewrite slsives with fa endingsthe same but Is is no

Prepare an appropriatiHave pupils identifybeen combined and notchanges the meaning o

(2) Prepare two columns cyput a word from the. Ein the first column t

57



ructural.alysis

a. Observing inflec-tional endings suchas:

(1) Nouns endingwith s

(2) Verbs ending. with s

b. Using inflectionalendings with suchvariants as s, ed,

1DE

c.. Perceiving posses-sives with 'sendings

d, Perceiving compoundwords made up oftwo familiar words

to the words listed.

(2) Prepare lists containing words ending with y..Ask pupils to circle words in which the y isshort. Use such words as:

ivyskymytryponygray

ladyplayreadyenemyentryangry

ivorygypsystorymysteryrecentlyexpertly

-- Have pupils add s to. familiar nouns so theywill mean more than one in number,

:Ce,paaZ 1113-g in oefajlcronse sthc;e:dcfillMs*andstspelt-of the verbs in sentences. Discuss how'addingthese endings changes the usage of the words,

Have pupils rewrite sentences containing posses-siVes with endings so that meaning remainsthe same but 's is not needed.

Prepare an appropriate list of compound words.Halve pupils identify the two words which haveoeen combined and note how the combinationchanges the meaning of both words,

(2) Prepare two columns of,words. Have pupilsput a word from the second column with a wordin the first column to make a compound word,

-1 '7

58


BASIC,- READING SKILLS

GENERAL SPECIFIC

775

RELATED SKILLS DEVELOPL.

e. Using contractionssuch as aren't,doesn't, won't,we'll, it's, can't,let's, he's

f. Understandingcomparatives suchas smaller-bigger,faster-slower

g. Using infleCtionalendings with suchvariants as(1) Verbs which

double thefinal letterbefore ed,' ink

(2) Verbs whichdrop the finale before enr'..-

ings

Estimating (byhearing and see-ing) number ofsrllables in a word

Explain that contraus in our languagerepresents a letteromitted, Give exam

(1) Have pupils add erjectives and use toout the difference::result.

(2) Collect objects wh:used for coMparisolused when two objecest is used when t!'

compared.

(1)

(2)

'Quote the rule whicletter in a word beexamples Have pup'

selected group of wlearned. Include iwhich this.rule doehens ion of the rule.

Explain that verbsthe e before addin;Have pupils sugges:nature. Compile a

(1) Pronounce words fortell the number ofobserving lip and 1.

various individual.class.


KILLS


e. Using contractionssuch as aren't,doesn't, won't,we'll, it's, can't,let's, he's

. Understandingcomparatives suchas smaller-bigger,fa.,,,er-slower

Using inflectionalendings with suchVariants as(1) Verbs which

double thefinal letter_before ed, ir,

(2) Verbs whichdrop the finale before end-ings

h. Estimating (byhearing and see-ing) number ofsyllables in a word

( 1 )

Explain that contractions are "short cuts" weuse in our language and show that the apostropherepresents a letter or letters that have beenomitted, Give examples of common contractions.

Have pupils add fr and est to familiar ad-jectives and use the words in sentences, Pointout the differences in meaning and usage whichresult.

(2) Collect objects which ran be displayed andused for comparison, Point out that er isused when two objects are compared and thatest is used when three or more objects arecompared.

(1) Quote the rule which concerns doubling the finalletter in a word before adding ed or Giveexamples. Have pupils add these endings to aselecte4 ',roup of words to apply the rulelearned- include in the list'some words towhich this rule does not apply to test compre-hension of the rule,

(2) Explain that verbs ending with e often dropthe e before adding ending:, Give exaMplesHave pupils suggest other verbs of tilt;nature, Compile a list on the chalkboard,

( 1) Pronounce words for the class and have pupilstell the number of syllables by listening ando serving lip and tongue movements- Havevarious individuals pronounce a word for the

119



GENERAL SPECIFICRELATED SKILLS DEVELOPMEF'

i, Using inflectionalendings by:

(1) Changing f tov and addinges

(2) Dropping finale before add-ing ed, er,ing

Knowing such pre-fixes as un, re,dis,in, pre; ex,mis

i

k, nowing such suf-fixes as er, ed,ing, ly, less,

ness, ment

120

(2) Let pupils estimate tlist of words by coupsaying the words to t

Present prine9_ples t.

examples.. Have themadding endings tosu'anew words in sentence

(1) Discuss common prefi,%Give examples of corm:pupils name words th(prefixes, Note how iings of words,

(2) Prepare a lisu of wo/prefixes. Have pupi-words by using the me

Examples: Refill-Preview---

(I) Discuss common suffi:Give examples and hathey know ending withow suffixes. changewords,

(2) Preire a'suffixes,the words

Ey_aniples

list ofworHave pupi_

by using ti

Delight fu:

riendlesSadly? -in

59


SPECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITTFIS

i, Using inflectionalendings by:

. (1) Changing f tov and addinges

(2) Dropping finale before add-ing ed, er,ing

j, Knowing such pre-fixes as an, re,dis, in, pre, ex,mis

k, Knowing such suf-fixes as er, ed,

ingy Yy mss. ltssyful, ness, ment

(2) Let pupils estimate the number of syllables in alist of words by counting the vowel sounds andsaying the words to, themselves,

Present principles to pupils accompanied byexamples. Have them .apply the principles inadding endings to suitable words and use thenew words in sentences,

(1) Discuss common prefixes and their meanings.Give examples of common prefixes and havepupils name words .they know beginning withprefixes, Note how prefixes change the mean-:ings of words

(2) Prepare a list of words beginning with commonprefixes. Have pupils give definitions of thewords by using the meanings oethe prefixes,

Examples: againPreviewview ahead of time

(1) Discuss common S'uffixes and their meanings,Give examples and have pupils name wordsthey knOw ending with common suffixes, -Notehow suffixes change. the meaning. of the root.words,

(2)--Prepare a.list of-Words ending with commonsuffixes, Have pupils. give definitions ofthe. Words by using the meanings of the suffixes,

Examplesz Delightful-full of delightFriendless - without friends

..

Sadly - -in a sad way

121

6o


GENERAL


SPECIFIC

192

RELATED SKILLS

-7. DictionaryUsage

DEVELOPMENTAL

1. Understanding andusing root words

Understanding theuse of diacriticalmarks and accentmarks

a, Arranging words inalphabetical orderusing meaningfulsituations (firststep in dictionaryreadiness)

(1)

Prepare suffix wheels,

Explain or review the.terstrate the identificationpupils identify and writean appriopriate list of wo]

xamples wonderful -

friendly -

western -

replied ro

goVernment - E

Prepare a list of words f.them divide the words intaccent in where it is hea

(2) Have a list of familiar xinto syllables. Have pupand indicate on which sylplaced.

(3)

(1)

Print a word on the chalkinto syllables, Place the

proper place, Ask an inc

the word. Change the locmark and have various pupNote the various resultsby changing the location

Pretend you wish to callto invite-themto attendpupils if Mrs.before or after Mrs'. Bric

directory. Ask similarnames of other parents of


PICRELATED SKILLS DEVELOPMENTAL ACTIVITTES

ionary


m. Understkding theuse of diacriticalmarks and accentmarks

a, Arranging words inalphabetical orderusing meaningfulsituations (firststep in dictionaryreadiness):

Prepare suffix wheels.

-- Explain or review the term root word and demon-.trate the ider Afication of a root word. Havepupils identify and write the root words froman appropriate list cf words.

Examples: wonderful - wonder

friendly - friend

western - west

replied replygovernment = govern

(1) Prepare a list of words familiar to:pupils, Havethem divide the words into syllables and put theaccent in where it is heard.

(2) Have a list of familiar words already dividedinto syllables. Have pupils pronounce the wordsand indicate on_which syllable the accent is

Placed'.

(3) Print a word on the chalkboard and divide itinto syllables. Place the accent mark in the

proper place. Ask an individual to pronounce

the wo.a. Change the location of the accentmark and have various pupils pronounce the word.Note the various results which may be obtainedby changing the location of the accent mark.

(1) Pretend you wish to call parents of the pupilsto invite them to attend a meeting. Ask thepupils if Mrs. Brown's. phone number would comebefore or after Mrs. Bridges' in the telephonedirectory. Ask similar questions about the

. names of other parents of students in/the Class.

1.23

'4


BASIC READING SKILLS'

GENERAL SPECIFICRELATED 'SKILLS DEVELOPME

D. Study Skflls

124

. OrganizationSkills

. Using thumb index,guide words,pronunciation key

Using the diction-ary to pronounce,to spell, and tolocate meanings ofwords


b. Observing thesequence of ideasin a story

(2) Ask pupils which worthe dictionary--travof words to ask simi

(1) Ask students to tellwhich words beginninare first listed.

(2) Use a dictionary witthe book to a_certalestimate what letterwords on the page.

(3) Have the pupils-practo a section where tparticular letter.

-- Keep a list of the wdiffi,:ulLy. Have puto -spell, pronounce,

-- Have pupils make "ststory, have them decLet the pupils findmap and mark it witlsome part of the storoutes from the plat,Set to Gary.

Write on the chalkbhappened in the sto,in the right order,-did not happen in to

read the story by

61



anization

Using thumb index,guide words,pronunciation key

c. Using the diction-ary to pronounce,to spell, and tolocate meanings ofwords


b. Observing thesequence of ideasin a story

(2) Ask pupils which word would be listed first inthe. dictionary -- travel or' verse. Use other pairs

of,words to ask similar questions.

(1) Ask students to tell the number of the page onwhich words beginning with a particular letterare first listed.

(2) Use a dictionary without a thumb index and openthe book to a certain page. Ask pupils toestimate what letter of the alphabet begins thewords on the page.

(3) Have the pupils practice opening dictionariesto a section where the words begin with aparticular letter.

- Keep a list of the words which give pupilsdifficulty. Have pupils use the dictionaryto spell, pronounce, and define these words.

-- Have pupils make "story maps." After readingstory, have them decide where it took place,Let the pupils find the place on a large worldmap and mark it with a picture illustrative ofsome part of the` story. Have them trace theroutes from the places where the stories areset to Gary.

-- Write on the chalkboard a list of events thathappened in the story, Do not write the eventsin the right order, Include several events thatdi&not happen in the story, Have the pupilsread the story by sectiCns. After each section

129

62



GENERAL. 4ECIFICRELATED SKILLS DEVELOPMENTAL


d. Using titling asa of organi-zation

e. Recording informa-tion,inthe form ofa language ex-perience chart orclass-dictatedcomposition

126

is read, have them findwith it and write it on

(1) Write a list of topics opupils read four or fiveparagraphs and choose thbest what each paragraph

(2) Have the pupils select sstory and find in tie sethat prove the sta,ementopportunity to discuss teach statement. Directthey can see the relatioto the entire selection.

(3)1-lave the pupils select atopics' of current interefind as much .informationmake' a brief, interestinopportunity to make illu

. giving their reports.

Divide a story into sectto write a headline or ti

the, story as it is readstory as a whole.

Make a list of the namesHave the pupils select cwrite everything that hastory. Write several ofchalkboard as pupil dicepupils and encourage thefor improving the accouron the chalkboard.

0


'ICRELATED SKILLS DEVELOPMENTAL ACTIVITIES


d. Using titling asa means of organi-zation

e. Recording inforMa-tion in the form ofa language ex-

perience chart orclass-dictatedcomposition

is read', have them find the event that goeswith it and write it on their papers.

(1) Write a list of topics on the chalkboard. Havepupils read four or five previously selectedparagraphs and choose the topic which tellsbest what each paragraph is about.

(2) Have the pupils select statements from a factualStory and find in the selection several factsthat prove the statements true. Give the pupils'opportunity to discuss the proof they found foreach statement.. Direct the discussion so thatthey can, see the relationship of each statementto the entire selection.

(3) Have,the pupils select-and plan reports oftopics of .current interest. Encourage them tofind as much inform ion as possible; then tomake a brief, interesting report. Give themopportunity to make illustrationsoto use ingiving their reports.

-- Divide a story into sections. Ask the pupilsto write a headline or title for each section ofthe story as it is read and also a title for thestory as a whole.

em. Make a list of the names of people in a story.Have the pupils select one of the characters andwrite. everything that happened to him in thestory. Write several of these accounts on thechalkboard as pupil dictates. Evaluate withpupils and encourage them in making suggestionsfor improving the account. Make all correctionson the chalkboard.

127




f. Identifying "big"ideas and "little".ideas

Identifying mainideas

h. Developing picturemain idea lines


128

(1)

Suggest that the pu,List on the chalkbopeople in the storyone person and writabouthim. Cautionabout whom they are

T

To play the ggiving one clue abochosen but withoutthat information, ta fact to the biogr.

The -game conti

trying to add one fguess the aame of tone who adds a corrcorrect name- may st

Write on the chalkbstory. Have the puparagraph in which

(2) Select several parathe pupils write thparagraphs.

Have the pupils stuand then for each pstory that goes wit

Have the pupils reafollowing questions

Who is in theWhere did it hWhat happened.When did it haHow did it end,Why did it-enc:

63



f. Identifying "big"ideas and "little"ideas

g. Identifying mainideas



-- Suggest that the pupils play the game "Character,"List on the chalkboard the names of some of thepeople-in the story. Tell the pupils to chooseone person and write a brief summary of factsabout him. Caution them not to tell anyone elseabout whom they are writing,

The GameTo play the game, one pupil begins by

giving one clue about the character he haschosen but without giving his name. Withthat information; the next player must adda fact to the biography..'

The game continues' with each playertrying to add one fact to the biography andguess the name of the character. The firstone who adds a correct fact and gives thecorrect name may Start the next biography.

(1) Write on the chalkboard a list of ideas from thestory. Have the pupils write the number of theparagraph in which each idea is found.

(2) Select several paragraphs from the story. Havethe pupils write the main idea in each of theparagraphs.

Have,the pupils study each picture in the storyand then for each-picture find a sentence in thestory that goes with it.

-- Have the pupils read a story and answer thefollowing questions:

Who is in the story?Where did it happen?What happened?When did it happen?Haw did it end?Why did it end that way?

1_29

b4



GENERAL, SPECIFICRELATED SKILLS DEVELOPMENTAL

Using arts andcrafts projects tosummarize infor-mation (friezes,mural, orange-boxmovie strip)

Listing a sequenceof ideas inpictures

Using creativedramatizations tosumnarize infor-mation

Developing wordmain idea lines

n. Preparing one-point outlines

Developing simplesummaries

inn

-- List the important eventpupils. Let each pupil she would like to illustratogether in order to sumr

Have the pupils list a sein a story and find pictillustrate each event.pictures to show the ordchappened.

(1) Let a group of pupils drrest of the class.

(2) Have the pupils select ato pantomime. As each pothers take turns in gueportrayed.

Have the pupils read alo'in a story or play usingwords which will help thwhat is meant.

Write a list of topics fchalkboard. Do not writthe pupils arrange the tmake an outline of the s

Have the pupils deterministory. Ask them to keepand write the story-from'


7ICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

Using arts andcrafts projects tosummarize infor--mation (friezes,mural, orangeboxmovie strip)

Listing'a sequenceof ideas inpictures

Using creativedramatizations tosummarize information

. Developing wordmain idea line6

n. Preparing onepoint outlines


-- List the important events in -a- story with thepupils, Let each pupil select tte event thathe would like to illustrate: Tape the drawingstogether in order to summarize the story,

Have the pupils list a series of important eventsin a story and find pictures from magazines toillustrate each event. Have them number thepictures to show the order in which each eventhappened.

.(1) Let a group of pupils dramatize a story for therest of -the class.

(2) Have the pupils select a character from the storyto pantomime. As each pupil performs, let theothers take turns in'guesSing which character isportrayed.

Have the pupils read aloud what a character saysin a story or play using special force on thewords which will help the listener understandwhat ds meant.

Write a list of topics from the story on thechalkboard. Do not write them in order. Havethe pupils arrange the topics in order so as tomake an outline of the story.

Have thepupils determine the main idea in thestory. Ask them to keep in mind the main ideaand write the story from memory.

131

ENTERMEDIATE DEVELOPMENTAL READING ACTIVITIES

PASIC READING SKILL17

(7,ENERAL j SPECIFICRELATED SLULLS

Listing a sequenceof ideas in words

Developing sentenceand phrase mainidea lines

r- Listing a sequenceof ideas in Sen-tences and phrases

1 q9

DEVELOP,

Read a poem to trask them to. dosepicUires r.he4 seethe poem is _read-

to tell what hethe words in sequt-

Let the pupils finumber importantthe understandingwrite on their paFchalkboard. After

something about tnsen=tence, Have -E.

sentences and chewith the story.

Suggest that the pIProvide paper. abo:;

length of thespace. Have pupilthe paper aboutit and divide thebetween the firstselection, Have 7,

just above the ce-reach pupil a partall the dates menthappened that yea:.listed on the chalSelect a committee`time line, and andrawings of the imand events record:the recorded event,

I


65



c. Developing sentenceand phrase mainidea lines

Listing a sequence'6f ideas in .sen-

tences and phrases

Read a. poem to tne pupils, Before you begin,ask them to close-their eyes to_ .find out whatpictJres they see and what sounds they. hear a:the poem is read. Give each pupil an opportunityto tell what he saw and what he heard, List,

theewords in sequential'order on the chalkboard.

Let the pupils finish the sentence, Select andnumber important sentences that are related tothe under3tanding of the story- Have the pupilswrite on their papers the numbers written on thechalkboard. After each number, have them writesomething about the phrase that will complete the:sentence, Have each pupil read bis completedsentences and check any questionable statementswith,the story.

-- Suggest that the pupils make a "time line,"Provide paper about eighteen, inches wide, thelength of the longest available wall or 'boardspace, Have pupils draw a line the length ofthe paper about three inches from the top ofit and divide the line into periods of- yearsbetween the first and last dattes found in theselection, Have-the pupils print the titlejust above the center of the paper. Assign toeach pupil a part of the story in which to.findall the dates mentioned and the event thathappened that year, Have the dotes and eventslisted, on the chalkboard in chronological order.Select a committee to do the recording on thetime line, and another committee to makedrawings of the major events. Have the datesand events recorded-and the pictures drawn belowthe recorded events in the proper date space.

/33

'66INTERMEDIATE DEVELOPMENTAL READING' ACTIVITIES


GENERAL SPEC IFICRELATED SKILLS 5EVELOIV

134

s. Preparing two-point outlines

t, DevelOpingsummaries of one-or more paragraph3

u, Usingi,impl(. formof precis writing

IT Interpreting andmaking picturegraphs

w. Interpreting andMaking bar and linegraphs

(1)

Ask the pupils tostory in sequentialthem find one impor..each main idea clbelow the related h.

Kave the pupils divL.Have them write thethe topics as gui.

Have the gipiiscolwilno, Ask themmain ideaS from theusing the words of T,the five sentencessecond column. The

using these main id=.paper,-

Suggest that the p1.1

region in which thevarious houses, roe :cated in the story;show the route thattravelecL

(2) List several scecespupil select a scelfor it.

() Suggest that the puttheir arithmetic,scc

(2)-Have the pupils pre!:amount of rainfallferent years.

INTERMEDIATE DEVELOPMENTAL. READ [NC ACTIVITLE:7-,

FC

RELATED SKILLS rEVEIPMENTAL ACTIVITIES

0

s, Preparing twopoint outlines

t, Developingsummaries. of oneor more paragraphs

Using .pimple formof precis writing

Interpreting and,making picturegraphs

Interpreting andmaking bar and linegraphs

Ask the pLipils to write the Main ideas in thestory in sequential order and number them, Have

them find one important fact that nelps to makeeach main idea clear. Have them write the factbelow the related main idea,

Ohre the pupils divide the story into topics,Nave them write the story from memory, usingthe topics as a. guide,

FJave the pupils divide their papers into two ,

columns, Ask them to write five sentences withmain ideas from the story in the first column,using the words of the book. Have them writethe five sentences in their oWn words in thesecond colamn, They nay write a short summaryusing these main ideas at the bottom of theirpaper.

(1) Suggest that the pupils draw a map of theregion in which the story occurs, putting invarious houses, roads, and other places indi-cated in thestory, Have them draw a:line toshow the route that a selected charactertraveled,

(2) List several scenes from a story, Have eachpupil select a scene and draw a stage settingfor it.

(1) Suggest that the pupils make a line graph.oftheir arithmetic scores for two mOnths,,

(2) Have the pupils prepare a graph showing theamount of rainfall in Gary during five dif-ferent years._

135

INTERMEDTATE DEVELOPMEAJTAL.

EASII7 READIN

GENERAL SPECIP!-CRELATYD LEVELDPMEN'

,ReadingStudy

i 1

Lo,;Hting 3 ourct of

information

b Skimming byidentifying"key word ="

Be oming familiarwith the parts of6 book: cover,

tide, table ofcontents

d , Being- able to followdirections

e. Reading to findanswers forspecific infor-:

mation

I) Direct the pupil, to :

toeir dam:, or to finnLe-,son

encyd)pdii, and di,'

A-!--igH 2 n:6Ler, of &Inut ion o n r givt-n, pro.,

(1) Set up "ke;f words or

2) Teach pupilu to skimcontents, and section

.3) Have pupils' find propnion

Prepare questions who -pupils to become fama_and table of contents

(a)

pupils:Follow directionactivities nevi;Listen and carryOrganize ano repReport on studen-

Select a topic and di!information to answerit.

67

INTERMEDIATE DEVELOPMFMTAL READING Ar.NVMS

ag

RELATED TKr..1.,LS DEVELDPMENTAL ACTMTES

a- Locating '-ource of (1)

information

Direct, the pupilLi to find out how bevt-T, make

their dam or to find Lt-j'ormation needed for a

'Tecific !Ise the ine!F,x,

encyclopedia, anc dict.Lonary

Vr,i_gn a. number of referencf:; to find infor-mation on a given problem or topic-

b Skimming by (li Set up l'key worck" or leds to information.identifying

'key word" .(2) Teach pupii to skim the index, tablE, ofcontents, and section neading:-; for information.

(3) Have pupils find proof for an answer to ,?1-1

opinion

c, Becoming familiar = Prepare questions whose answers require the

with the parts of pupils to become familiar with cover, tillc,-

a book: cover, and table of contents of books:.title, table ofcontents,

d- Being able to follow -- Have pupils:directions (a)- Follow directions given only once in all

activities requiring independent work.(b) Listen and carry out an assignment-(c) Organize and report on committe(-in ,

(d) Report on student council activities.

e. Reading to findanswers forspecific infor-mation

Select a. topic-and direct pupils to secureinformation to answer specific questions aboutit.

68

INTERMEDIATE DEVELOPNENTAL READING ACTIVLTIES



1..38

f. Perceiving newconcepts andnew words

g, Interpretingsimple maps andglobes

h.- Arranging namesin alphabeticalorder

rDEVEL::

Using a telephonebook

Develop conceptsideas as done in tStudy the sentenc,.

"A. persimmon

tead."It was soft,It was .sweetIt was stick::

It was good tIt was cometLIt was a fru

Bring a persimmonfeel it, it.

(1) Review with thealready learned,

(2) Have class find triiii relation to thvarious kinds ofstudy follawing-c

(3)

(4)

Have pupils answerdirections.

Have pupils compararea with the corrand observe the reand water which

-- Have pupils arrangalphabetical order

(1) Have pupils use tofind numbers in a

INTERMEDIATE DEVELOPMENTAL READING ACTIVETIES

ILLS

iPEC1FIORELATED SKILLS

rDEVELOPMENTAL ACTIVITIES

f, Perceiving newconcepts andnew words

g. Interpretingsimple maps andglobes

h, Arranging namesin alphabetitalorder 7,,77

i, Using a telephoneApOok7

-- Develop concepts by relating them to familiarideas as done in the following example:Study-the sentence:

"A persimmon. fell on Uncle Funny Bunny'sLead,"

It was soft,'

It was sweet,It was sticky,It -.was good to eat,

It was something like a plum.It was a fruit.

Bring a persimmon to class, Let the childrenfeel it, smell it, and taste it,

(1) Review with the class map and globe skills'already learned,

(2) Have class find their town, state, and countryin relation to the rest of the world. Use

various kinds of maps and questions for mapstudy following discussion,

(3) Have pupils answer definite questions on mapdirections.

(4) Have pupils compare'the flat map of a particulararea with the corresponding spot on the globeand observe the relative size &rid shapes of landand water which are best shown on a globe.

-- Have-pupils arrange the names of the states inalphabetical order,

(1) Have pupils use their alphabetizing skills tofind numbers in a telephone directory,

139



GENERAL SPECIFICRELATED SKILLS DEVELOPMEN.

4

j. Understanding partsof a book: cover,

title, table ofcontents

k. Using a book list-and classifyingbooks in the classlibrary

1. Locating names ofpersons, places,and things in aparagraph, in astory, or in aselection as ameans of skimming

(2) Teach pupils how to uof the telephone dire

(3) Teach pupils the foll-Classified- Emergency- Calumet Distric-Party Line-Directory

(1)

See point 3 and point

Acquaint the pupils 1,

library. Put a listHave pupils arrange torder. Select pupilsorder previously arrain alphabetical order

Send a pupil to thehe can locate the boo

Set aside a section oreading center. Make,

like a real library wand maps to make it a

-- See how rapidly pupilspecific questions.

69


LSRELATED SKILLS DEVELOPMENTAL ACTIVITIES

Understanding partsof a book: cover,

title; table ofcontents

k. Using a book listand classifyingbooks in the, classlibrary

1. Locating names ofpersons, places,and things in aparagraph, in astory, or in aselection as ameans of skimming

(2) Teach pupils how to use the classifiedof the telephone directory.

(3) Teach pupils the following concepts:- Classified

-Emergency-Calumet District- Party Line

- Directory

See point 3 and point 14.

section

(1) Acquaint the pupils with the books in the classlibrary. Put a list on the bulletin. board.Have, pupils arrange them on the shelves in thatorder. Select pupils to keep the books in theorder previously arranged and to keep encyclopediasin alphabetical order.

(2) Send a pupil 'to the shelves to see how quicklyhe can locate the book you want.

(3) Setasidaa section of the classroom for areading, center. Make it as nearly as possiblelike a real library with-book jackets, pictures,and maps to make it attractive.

See how rapidly pupils can skim for answers tospecific questions.

141

70

INTERMEDIATE DEVE



m. Using encyclopedias-and referencematerials in asimplified mannel-

Using parts of a.book: cover, titlepage, table ofcontents,- illustrations, index,glossary, chapterheadings, paragraphheadings, keys andfootnotes, 'cross,

references

142

Using all types ofcharts, graphs,maps, and diagrams

(1)

(2)

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(3)

ACTIVITIES

DEVELOPMENTi

Discuss with pupils thand reference books.

Help pupils list the t'and reference books whon cues or other pertto find the exact pagebe found in each refer

Have pupils prepare arelative advantages ofby consulting referenc4

Integrate the illustral:be discussed.

Teach p4pil6 to use the

Discuss with pupils chEstory and increase inte

Teach pupils to find isnotes, to make use of 1references.

DiscuSs with the classencountered in texts.

Help pupils make graph:

Have pupil's prepare dipertinent topic.

INTERMEDIATE DEVELOPMENTAL RFflING ACTIVITIES


m. Using encyclopedias (1)

and referencematerials in asimplified manner (2)

n. Using parts of a (1)

book: cover, titlepage, table ofcontents, illustrations; index, (2)

glossary, chapterheadings, paragraphheadings, keys and (3)

footnotes, crossreferences (4)

(5)

Discuss with pupils the use of encyclopediasand reference books.

Help pupils list the titles of encyclopediasand reference books which contain informationon caves or other pertinent topics. Help themto find the exact page on which material canbe found in each reference.

Have pupils prepare a panel discussion on therelative advantages of various types of travel-by consulting reference books for-information.

Integrate the illustrations with the topic tobe discussed..

Teach pupils to use the glossary and the index.

Discuss with pupils chapter headings to motivatestory and increase interest in things to come.

Teach pupils.to find information from the footnotes, to make use of keys, and to use cross .

references.

o. Using all types of (1) Discuss with the class all maps and:starts_whencharts, graphs, .

encountered in texts.maps, and diagrams

(2) Help pupils make graphs of their test scores.

(3) Have pupils prepare diagrams to illustrate apertinent topic.

143


BASIC READ

GENERAL

ING SKILLS

SPECIFICRELATED SKILLS DEVELOP:

Learning to skim byidentifying,impor-tant "key words,"phrases, andsentences

Using "entry" wordssuch as now, then,first, second, last,so, therefore

r. Learning the manyuses of encyclopediasand other referencematerials

Using a cardcatalogue and otherlibrary aids

144

Prepare a list ofmatter to be used.answers quickly.ing of the sente-c

Choose paragraphsthings to show thewith the main ideathe main thought.

There are fouThe first isthen comes faThe last seasin a year we

Guide pupils to ma(a) Find the prop(b) Use the alpha

the entry he(c) Use the index(d) Interpret .the

(e). Take notes onSelect and direports.

.

(1) Review with class.Describe the card

,system in use. Usto find titles, auof the book.

(2) Emphasize the useselecting books fo

71


LS


Learning to skim byidentifying impor-tant "key words,"phrases, andsentences

. USing "entry" wordssuch as now, then,first, second, last,so, therefore

r. Learning the manyuses of encyclopediasand other referencemateriala

s. Using a cardcatalogue and otherlibrary aids

Prepare a list of questions based on the readingmatter to be used. Encourage pupils to find theanswers quickly. Discuss answers with oral read-ing of the. sentence, phrase, or key word.

Choose paragraphs that tell about a list ofthings to show these words are usually connectedwith the main idea and are stepping stones tothe main thought. Example':

There are four seasons in the year.The first is spring, another' is summer,then comes fall or autumn.The last season is winter. Therefore,

in a year we have four seasons.

Guide pupils to make sure that each pupil can:(a) Find the proper volume.(b) Use `the alphabetical arrangement to find

the entry he needs.(c) Use the index to find related information.(d) Interpret the information.(e) Take notes on what is read.(f) Select and discust the ideas used in giving

reports.

(1) Review with class library skills already learned.Describe the card catalogue and the card indexsystem in use. Use the alphabetical arrangementto find titles, author card, and the call numberof the book.

(2) Emphasize the use of card catalogues whenselecting books for recreational reading.

145

72


BASIC READING SKILLSRELATED SKILLS DEVELOP1.

Underlining titlesof books and en-closing "magazinetitles" in quotationmarks in writingactivities

u. Making a bibliography of books ona general subject'

v. ,Using a timetable

Teach these skillsdirecting pupil eyeexamples:(a) Write the name

The Pony E ereThe Lewis andNe-)berger.

(b) List all thewparagraph whitenclosed in q

Yesterdkpicked up thePicturesque Spon the superlion the famous

-- Help pupils prepareavailable informatencyclopedias, andography of material

(1) Explain that a timearranged list of 4e.events take place,connection with arSet up an exhibittransportation line

Plan with class aninvolving arrangemportation and poin

Have pupils examinEscheduled events aclasses.


ILLS-

,TECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

t. Underlining tif--les

of books and en-closing "magazinetitles" in quotationmarks in writingactivities

Making a bibli,ography of books ona general subject

Using a timetable

--' Teach these skills and provide practice bydirecting pupil exercises similar to theseexamples:(a) Write the names of two books read recently:

The Pony Express by Samuel-Hopkins andThe Lewis and Clark Expedition by Richard L.Neuberger.

(b) List all the words in the followingparagraphwhich should be underlined. orenclosed in quotatiOn marks:

Yesterday I went to the library andpicked up the new Readerts Digest. I readPicturesque Speech and Patter, an articleon the Superliner Queen Mary, and anotheron the famous Statue of Liberty.

-- Help pupils prepare a special program usingavailable information in reference books,encyclopedias, and magazines and make a bibli-ography of materials used..

(1) Explain that a timetable is a systematicallyarranged list of dates and hours at which certainevents take'plade, usually thought of inconnection with arrival and departure-of trains.Set up_ an exhibit of.timetables from varioustransportation lines.

(2) Plan with class an imaginary trip to New-Yorkinvolving arrangements for choice of trans-portation and points of departure and- return.

(3) Have pupils examine the school calendar forscheduled events and the school program ofclasses.

147



GENERAL SPECIFICRELATED SKILLS DEVI

. PurposefulOralReadingSkills

148 .

w. Using the varioussections of a

newspaper

x. Being able to usethe dictionary:alphabeticalarrangement, thumbindex, guide words,pronunciation key,diacritical marks,accent marks,definitions, and .meanings of words

Adjusting rate .ofreading to purposeand to materials(rapid reading,skimming, readingfor details)

z. Following printeddirections

Desiring to sharereading Materialswith others

b. Having a purposefor reading.orally

(1) Use weekly andinterests and

(2) Give specificby reading andadvertisements

- Teach and frecru

by practicing

-- Teach pupils b3

the purpose foradjust their rcare reading.

-- Prepare expliclunderstand thedone. Increas(as pupils becorindependent wo]

- Give pupils op

- Have pupil ma(this can be do,

errors.

qFic

-,


RELATED SKILLS -4

73

DEVELOPMENTAL ACTIVITIES4

. TJsing the'variousseCtions of a,nelTspaper,

. ,

x. Being able to usethe dictionary:.alphabetical;arrangement, thumbindex, gUide words,'ponunciation key,diacritical marks,accent. marls,

definitions; andmeanings of words

Adjusting rate ofreading to purposeand to materials(rapid reading,skimming, readingfor details)

Following printeddirections

a. Desiring to share'.reading materialswith others

Having a purposefor readingorally

(1) Use weekly and daily newspapers to enrich readinginterests and to introduce current events.

(2) Give specific training in reading a newspaperby reading and interpreting weather forecast,

:advertisements, and other parts of the'paper.

."Teach and frequently review all dictionary skillsby practicing as needed in daily lessons.

-- Teach pupils by a variety of lessons to identifythe purpose for reading each-Selection and toadjust their rate to the purpose for which theyare reading.

- - -Prepare explicit directions' so that all pupilsunderstand the assignment and how it is to-bedone. Increase the difficulty of the directions

. as pupils become more proficient in doingindependent work.

-- Give pupils opportunities to read to other pupils.

- - Have pupil react some part of a lesson to see ifthis can be done with ease and a minimum oferrors.

149

74


'BASIC READING SKILLS


c. Being able t6 readfluently withoutattempting to bean elocutionist,but requiringrhythm, accurateinterpretation ofpunctuation, accuratepronunciation of atleast 99 percent ofthe running words

Using a conver-.sat* al tone that

pleasant andinteresting yetloud and clearenough for everyonein the.group to heareasily

e. Being relaxed

. Using goodposture

Having completeunderstanding ofthe selection beingread

. Being provided witha comfortable andpleasant environmentor setting conduciveto oral reading

150

- Choose story suitablepupils pantomime thereader.

Use any story suitablhave'Impils'broadcastcorrect expresSion an

Let pupils from one rfavorite story to ano

Give pupils opportuniwith class or read ristanding properly.

Have pupils close boothen summarize briefl

-- Allow pupils to readstories to the class.responsibility as an


.ILLS


c. Being able to readfluently withoutattempting to bean elocutionist,but requiringrhythm, accurateinterpretation ofpunctuation, accuratpronunciation of atleast 99 percent of.the running words

d. Using a conver-sational tone thatis pleasant andinteresting yetloud and clearenough for everyonein the group, to heareasily

e. Being relaxed

f. Using goodposture

g. Having completeunderstanding ofthe selection beingread

h. Being provided witha comfortable andpleasant environmentor setting conduciveto oral reading

- Choose story suitable for dramatization. Havepupils pantomime the actions described byreader.

- Use any story suitable for a radio script andhave pupils broadcast it to an audience withcorrect expression and tone..

Let pupils from one reading group read theirfavorite story to another group,,

- Give pupils opportunity to share news itemswith class or read riddles and jokes whilestanding properly.

Have pupils close boOks and listen to a story;then summarize briefly what has been read.

- Allow pupils to read easy and interestingstories to the class. Condition class to itsresponsibility as an audience.

151

SECONDARY DEVELOPMENTAL READING ACTIVITIES


.

DEVE:

GENERAL SPECIFIC

A. ReadinessSkills

1. LanguageDevelopment

a.

b.

c.

Associating meaningwith writtensymbols

Developing languageand fact relationships

Understanding andusing likenessesand differences inaction (perceptionof relationships)

(1) List on the chapparagraph in thy;

these words in tmeaning applies

(2) Make a chart wi!Concrete." Fili

way they are'uSe

(1) Have pupils draythey "see" in tradvanced the reEopportunity to c

.(2) Have pupils outstory or episodeabove.

(1) Write sentencesthus, since, anstitutes for tht

the meaning. th

sentences.

. .

(2) Use familiar excaused by emotiwrite'sentences

(3) Usesentences tand antonyms.

1

75


SK .:ELLS


\

Language a. Associating meaning (1) List on the chalkbard words used in a specificDevelopment with written paragraph in the test. Have pupils locate

symbols these words in the c,ictionary and decide'whichmeaning applies to its usage in the text.

(2) Make a. chart with the\headings "Abstract" and'Concrete:ft Fill in words according to theway they are used in t e text.

b. Developing languageand fact relationships

Understanding andusing, likenessesand differences inaction (perceptionof relationships)

(1) Have'pupils draw picture of the images whichthey "see" in the printed,word. (The moreadvanced the reading level the gr ater theopportunity to depict sens y image.)

(2) Have pupils outline, orally r in writing, thestory or episode as suggested\by the picturesabove.

Write sentences using such words as:' however,thus, eincef and yet., Have pupils find substitutes for these words'Which will not changethe meaning. Use cortipleX and compoundsentences.

Use_familiar-examples to, illustrate reaction'caused.by emotions, senses, etc. Have pupilswrite sentences describing these reactions.

(3) Use sentences to illustrate the'use of synonymsand antonyms.

154

76

SECONDARY DEVELOPMENTAL READING' ACTIVITIES


GENERAL SPECIFICRELATED SKILLS .DEVELC,

.AuditoryDiscrimi-nation

15 5,


e. Learning words

a. Hearing grosssounds that arealike, unlike,and similar

Hearing fine soundsthat are alike,unlike, and.aimilar

Have pupils supplin a paragraph.

Have pupils draw.meaning Of words.

Select a sentenc(.Have pupils usedefinitions of secontext. Selectwords with differ

Have pupils closefollowing activit

tearinscrapiratampir.

clappistrikircrunch

Ask pupils to idmine which sounth,

Pronounce a-keypronounce other 1,

word, sun, such

Give a riddle suword that startsIt is the-name 01be six, sey, et

Pronounce a groupwhich have the ssun, sick, ring.,the word whose b

SECONDARY DEVELOPMENTAL READING ACTIVITIES .


iitory

ion


e. Learning words

a. Hearing grosssounds that are'alike, unlike,and similar

b, Hearing fine soundsthat are alike,unlike, and similar

(1) Have pupils supply synonyms for selected wordsin a paragraph.

(2) Have pupils draw sketches to illustrate themeaning of words.

Select a sentence to write on the chalkboard.Have pupils use glossary or dictionary to finddefinitions of selected words as used in thiscontext. Select other sentences using the samewords with different meanings,

Have"pupils close their eyes while each of thefollowing activities is performed7

tearing paperscraping feetstamping feetclapping handsstriking glasscrunching paper

Ask pupils to identify each sound and to deter-mine which sounds are alike, unlike, or similar,

(1) PrOnounce a key-Word, sun. Have the pupilsPronounce other words that begin like the keyword, sun, such as sick, sing.

(2) Give a riddle such as "1 in thinking of a

word that starts like the words Sun, sing, sick,It is the name of a number." The answer wouldbe six, seven, etc,

Pronounce agroup! of words, all except one ofwhich have-the same beginning sound suchsun, sick, ring, sing. HaVe pupils,listen forthe word whose beginning sound is different.

(3)

156



GENERAL SPECIFICRELATED SKILLS DEVELOPME

157

c. Hearing and sayingsounds, not lettersounds, that arealike, unlike, andsimilar

d.. Discriminatingmusical tones(high,

and low tones)-

(4) Discuss the differei:

words as then and belist of other words

(1) Have the-pupils cloECarefully while youto count the numbervary the rate and r'

(2) Have a pupil clap hwood together whilewith their eyes clorespond by clappingthe same number of

Play the game "Whocircle. A blindfolThe blindfolded pupcircle and says, "Wpupil answers, "Itcorrectly identifiehe is next to be "I

(3)

(1) Use a pitch pipe, tinstrument to playAsk the pupae to itone by raising theby clasping their hlowering their hand

.(2) Have pupils.listenfamiliar tunes.

77



Hearing-and sayingsounds, not lettersounds, that arealike, unlike, andsimilar

. Discritinating.,musical tones(high, middle,and low tones)

(4) Discuss the difference in the th sounds in such

words as then and both. Have the pupils make alist of other words for each of these th sounds.

(1).Have the pupils close. their eyes and liStencarefully while you tap on-the desk. -Ask them'td count she number of taps. To add interest

vary the rate and rhythmof.tapping.

(2) Have,a pupil clap his hands or two pieces ofwood together while the other pupils listenwith their eyes closed. Ask the pupils torespond by clapping their hands or wood togetherthe same number of times with-the Same rhythm,

(3) Play the game Who IS It?" Pupils sit in a .

circle. 'A blindfolded pupil is in the center.The blindfolded pupil points to someone in thecircle and says,.'Who Is It?" The selected

.pupil answers, "ItA.8 I." When he.has.beencorrectly identified by the blindfolded pupil,

he is next to be "It."

(1) Use a pitch pipe, the piano, or another musicalinstrument to play high,. middle, or low tones.Ask the pupils., to indicate the pitch of eachtone by raising their hands above their heads,by clasping their hands at waist level, or by'.lowering their-hands.

(2) Have pupils listen for repeated phrases infatiliar tunes.

158

78

SECONDARY DEVELOPMENTAL- READING ACTIVITIES

BASIC READ

GENERAL

MG SKILLS

SPECIFICRELATED SKILLS

e. USing jingles andrhymes

. Imitating such.sounds asanimals and birds

g

159

Discriminating amonginitial, final, andrhyming sounds inwords that are.'alike, unlike,and similar

DEVELOPME

(1) Ask the pupils to susuch two-line rhymes

My dog RoverIs black all

(2) Ask the pupils to suword of a dictated 1

(3) Have pupils write Or'may'suggest some hel

I like to go toTo work, to stu

My sister oftenWith her little

A spider on theGives me &Cree

-- Use real and recordefor the pupils to he

(1) Ask the pupils, t

sound such as f,nounced FOr eahis right hand oif the sound isand on the rightsound occurs atally, a word thamay be insertedmight raise hisword does not ha



'Using jingles andrhymes

a

Imitating suchsounds asanimals and birds

. Discriminating amonginitial, final, andrhyming sounds inwords that arealike, unlike,and similar

(1) Ask the pupils to supply the final words forsuch two-line rhymes as

My dog RoverIs black all

(2) Ask the pupils to supply rhyming words for eachword of a dictated list.

(3) Have pupils write original jingles. The followingmay suggest some help in writing jingles:

I like to go to school each dayTo work, to study, and to play.

My sister often swings on the gateWith her little playmate.

A spider on the ceilingOiv s me a creepy. feeling.

-- U e real and recorded sounds of animals and birdsf r the pupils to hear, identify, and imitate-.

(1) Ask the pupils to listen for a specified.sound such as f, as a list of words is pro-nounced. For each. word the pupil may placehis right hand on the left side of the deskif the sound is at the beginning ,of the word,and on the right side of the desk if thesound occurs at the end of the word. Occasion-ally, a word that does not have the f soundmay be'inserted as a_"fooler." The pupilmight raise his hand to indicate that theword does not have the f sound.

180.




161

. Visual.Discrimination

FollowingDirections

a. Discriminatingpictures thatare meaningfulto the child

., Learning to discrimi-'nate colors insituations whichhave significanceto the learner

c. Learning to discrimi-nate letters insituations whichhave significance tothe learner

. DiscriMinatihg wordsin meaningfulsituations

a. Interpreting andfollowing directionsgiven by teachersand associates

(2) Read to the pupilits entirety, andthem 'to indicate,

hear the sound ofor end of a word.:_

the rhyming wordS

4 Have the pupils:(a) Identify lan(b) Study cartooi

or ideas exp

Have the pupae:-(a) Interpret thi

maps.(b) Suggest color

certain emotred with ang

Check the formatiletter combinatloseer may be effec

Have pupils selecsimilar in appearfor the context.0The-man was

(prospecting,-p

(1) Ask the pupils tctions-previouSly.another

(2) Word questions arin a variety of

79

SECONDARY DEVELOPMENTAL READING ACTIVITIES.

RELATED SKILLS DEVELOPMIATAL ACTIVITIES.0

wingLions

Discriminatingpictures thatare meaningfulto the child

Learning to discrimi-nate colors insituations whichhave significanceto the learner

c. Learning to discrimi-nate letters in ---

situations whichhave significance tothe learner

. Discriminating wordsin meaningfulsituations

Interpreting andfollowing directionsgiven by teachersand associates

(2) Read to the pupils a rhyming verse, first inits entirety, and then a line at a time. Ask

them to indicate the imber of times theyhear the sound of a letter at the beginning-or end of a word. The pupils may also identifythe rhyming-Words which they hear.

-- Have the pupils:(a) Identify land forms from pictures.(b) Study cartoons and relate the stories

or ideas expressed.

-- Have the pupils:(a) Interpret the significanae'of colors on.

maps.(b) Suggest colors usually associated with

certain emotions, as green with envy andred with anger.

-- Check the formation of individual, letters andletter combinations.. (A transparent over-seer may be effective.)

-- Have pupils select from a, group of wordssimilar in appearance the appropriate wordfor the context of a given sentence. Example:The man was the gold he-had found.(prospecting, protecting, prosperous)

(1) Ask the-pupils to repeat and explain direc-tions Treviously given by the teacher oranother pupil.

(2) Word questions and directions for activitiesin a variety of way6. Examples of different

162

80




. MotorDevelopment

107


Aahieving rhyththicactivities

verbs which may b

explaindefinelistsummarizenoteekimstudyrelate

e

ade

(3) Use different sigquestions, such a

(1) Teach one pupil fa game or an'actigame or activity

-(2) Have pupils giveproblem or foror some. other sta.

(1) Have pupils:(a) March to mus(b) Learn -simple(c) Keep time tc

tapping a pe

(2) Have pupils do ha

(3) Have pupils tap wsyllables, beingones.


LLS

?ECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

Lotorevelopment


a. Achieving rhythmicactivities-

DEVELOPMENTAL

ctivities

verbs which may be used are:

explaindefine'listsummarizenoteskimstudyrelate

interpretpresentevaluateorganizediagramdescribeestimateillustrate

arrangedemonstratesupplynamelocateselectcomparecontrast

(3) Use different signs for "True and False"questions, such as:

T F.+ -

1r

G M

Teach one pupil from a group the .rules fora game or an activity. .Ask him to teach thegame or activity to the others in the group.

Have pupils give directions for workingproblem or for making a chart, a.. graph,

or some other small article.

(1) Have pupils:(A) Marcht&musio--(b) Learn simple dance steps to-music.(c) Keep time to music by clapping hands or

tapping a pencil

(2)

(3)

aa ma

Have pupils do handwriting/exercises to music.

Have pupils tap with their pencils to indicatesyllables, being sure to show the accentedones.

164


BASIC READ

GENERAL

ING SKILLS

SPECIFICRELATED SKILLS DEVELO

16

6, VisualMotor-SensoryPerception

.7. Left -to-

RightProgression

b, Developing activities.with hands such ascoloring, painting,and cutting

-- Reproducing apattern

Developing left-to-right progressionusing pictures andwords

(4) List on the cdifferent sylcompany;--com

taps each worhave the pupisome experienmay make theifor other pup

(1) Have students

(2) Have-the pupiportrayed inunit and arrabeing studied

(1) Teach map makand longitude

(2) Reproduce mapor science ma

(1) Give the pupidevelop left-3 x 5 cards,read by the pa question pe

(2) Let the pupilsequential orlong piece ofpictures whitreel is threafrom left :to


81


sualtornsoryrception

ft-to-ghtogresSion

(4) List on-the-chalkboard words with accents ondifferent syllables, such as secret, indeed,company, cOMpanion, reinstate. As the teachertaps each word stressing the accented syllable,have the pupils pronounce the word. Aftersome experience with this activity, the pupilsmay make their awn lists and--do the tappingfor other pupils to pronounce the words.

. Developing activities ' (1)

with .hands such ascoloring, painting, (2)

and cutting

-- Reproducing apattern

-- Developing left-to-right progressionusing pictures andwords

Have students make posters for school events.

Have the pupils cut out figures of peopleportrayed in a social studies or literatureunit and arrange a display of the,eventsbeing studied.

(1) Teach map making through theuse of latitudeand longitude as gUide lines.

(2) Reproduce maps and diagrams from social studiesor science materials.

(1) Give the pupils tachistoScopic training todeyelop left-to-right progression. Using3 k5 cards, flash-phrases of a story easilyread by the pupils Precede the flash witha question pertaining to the phrase.

(2) Let the'pupils make a movie by pasting insequential order from left to right on -along piece of wrapping paper a series ofpictures which tell a story. Be sure thereel is threaded to unroll the picturesfrom left to right.

166

82


BASIC READ

GENERAL

ING SKILLS

SPECIFICRELATED SKILLS DEVELOPMENTAL

B. Comprehension

i 7

FactualComprehen-sion (Assimilative)

a. Reading,for facts

b. Identifying andinterpretingcharacters


d. Reading for relatedfacts such as places,action, words,animals, and food


(1) Have the pupils write.and Why. Tell them tthe "Five W's" of a scan answer them, theyfacts. They should b'following questions:

Who is in the stWhat is it aboutWhere does the sWhen does the stWhy did the inc14was the story

(2) Use the 5 W's with ne

Have pupil describeto the class. Let thidentifies the characanother character.

Write' several sentencnot write them in theaction occurred. Hair

sentences according tthe action occurred oorder.

-- Provide the pupils wiselected topic of intthey read the'seleCtito or read for themsewhose answers are totion to be read.

(1) Suggest to the pupilnew details when readprevious details readthe ends of paragraphof these details they


LS

'ECIFIC

.ctual

imprehen-.on -(Assimi-

,t ive )



. Identifying andinterpretingcharacters


Reading for relatedfacts such as placeslaction, words,Animals, and food.


(1) Have the pupils write Who, What, Where, When,and Why. Tell them that these can be calledthe "Five W's" of a-stork and that when theycan answer them, they will know the mainfacts. They should be able to answer thefollowing questions:

Who is in the story?What is it about?Where'does the story take place?When does the story take place?Why did the incidents happen or why

was the story written?

(2) Use the 5 W's with newspaper stories.

- 7 Have pupil describe a story character familiarto the class. Let the pupil who correctlyidentifies the character described tell aboutanother character.

- - Write several sentences about a story but donot write them in the order in which theaction occurred. Have the pupils number the'sentences according to the order in whichthe action occurred or rewrite them in thisorder.

- - Provide the pupils with an article on someselected topic of interest to them. Beforethey read the selection, have them listento_or read for themselvesIprepAred questionswhose answers are to be found in the selec-tion to be read.

(1) Suggest to the pupils that, as they come upon. new details when reading, they try to recall :

. previoUs details read in the selection. At

the ends of paragraphs, check to see how manyof these details they remember.

168

SECONDARY DEVELOPMENTAL READING ACTIVITIEL

BASIC READING SKILLS.


.169

f. Finding significantdetails

g. Locating descriptivewordsand phrases


(2) Immediate: Lpertaining to

(3) Delayed:. (a) Do the s

later.(b) Review t,

when timsessions

(Do these for

Explain to thto remember astory: Thus,significant Iimportant poiparagraphs toeach paragrapthat expresse

(1) Have the pupiwords that fogive them fee

(2) List on slipsstory. Ask tword the descwhich-describphrases, the:,.

describe)

(1) Play the gamevarious direrpupils to folgiven ExaMp(a) Write a :

selectie

83


BLS

T'ECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

(2) Immediate: List pertinent facts and detailspertaining to the specific selection just read.

(3) Delayed:(a) Do the same one day three days, etc.,

later.(b). Review the preceding part of the story

when time has elapsed between classsessions.

(Do these for both general and specific recall.)

Finding significant Explain to the pupils that no one can be expecteddetails to remember all statements and details bf any

story. Thus, authors often use several lesssignificant facts and details to emphasize oneimportant point. Next give the pupils selectedparagraphs to read. From a group of choices foreach-paragraph; ask them to select the statementthat expresses the main idea of the paragraph.

Locating descriptive (1) Have the pupils select from a given poem thewords and phrases words that form pictures in their minds, or that

give them feelings of happiness or sadness.

(2) List on slips of paper ten nouns from any selectedstory. Ask the pupils to write in front of eachword the descriptive word or words (adjectives)which describe that noun. (In the case ofphrases, they will be written after the nouns theydescribe.)

Following directions.(1) Play the game, "Find and Do." Write a list ofvarious directions on the chalkboard, Ask thepupils to follow these directions in the order

raven.. Exg.mple:

):Write a three syllable word found in theselection.:

170

84



GENERAL SPECIFICRELATED SKILLS DEVEL

171

i. Developing newconcepts and newwords

(b) Mark the vo(c) Write two w(d). Read(e) Find

(2) Type the directiskill for each pskill for the relistening pupil:was.

(1) Ask the pupils taccurately in se

(2) Provide crosswori

(3) Give the pupils.particular wordin each sentenceown words the meeach sentence.Example:

Do not striAs he startThe men wep,

He will strThey will sThe clock uStrike out

(4) Direct pupils t.,)

Identifying the -- Play the game "W'

speaker or character charactei's from

spoken to and in different'(story by each:pupilsmatch eaccharacter who ma

this game may he

SECONDARY DEVELOPMENTAL.READING ACTIVITIES

_LS


i. Developing newconcepts and newwords

(b) Mark the vowels.(c) Write two words using the br blend, etc.(d) ,Read paragraph, page orally._(e) Find (parts of speecht)

0

(2) Type the directions for a separate word attackskill for each pupil. Have him perform thisskill for the rest of the group. Direct thelistening pupils to decide what the directionwas.

(1) Ask the pupils to use seleCted new wordsaccurately in sentences.

(2) Provide crossword puzzles for the pupils.

(3) Give the pupils several sentences using aparticular word to express a different conceptin each sentence. Ask them to write in theirown words the meaning for the word as used ineach sentence.Example:

Do not strike the glass.As he started to f sh, he had a good strike..The men went Out on strike.He will strike match._They will strik oil If they dig here.The 'clock will soon strike one.Strike out the last word.

(4) Direct pupils to prepare vocabulary notebooks.

Identifying the Play the game 'Who? What?" List the names of the'speaker or character characters from aselected.story. List separatelyspoken to and in different order a statement made in the

story by each of the characters listed. Have thepupils match each statement with the name of thecharacter who made the statement. A variation ofthis game may be that of havingthe pupils match.

1.72

SECONDARY DEVELOPMENTAL READING ACTIVITIES.-


GENERAL SPECIFIC

173

Critical 7\

Comprehen-si6n

:

Noting significantdetails

Distinguishing be-tween fact andfancy, true andfalse statements,relevant and ir-relevant facts andideas.

b. Drawing logicalconclusions

c.' Comparing andcontrasting factsand opinions

ilEk

the statementsin the storr

(1) Write unfinishthe group hap'select from aeach sentencecompletes thewithout referr

(2) Identify theselected para

(1) Have the pup:such prepare&

Is a girCarl a b

(.2) Classify theHistorical.then write awhich are trucording to thepapers and

Prepare unfselect from athe word that.

(1) Prepare the pthe ideas whitfrom the storyopinions whenideas that theread and thenidea is a fact


IFICRELATED 3KILL3

ical

k. Noting significantdetails

a. Distinguishing be -

fancy; true andfalse statements,relevant andrelevant facts andideas

b. Drawing logicalconclusions

c. Comparing andcontrasting factsand opinions

85

DEVELOPMENTAL ACTIV1.TIES

^ - - _ -the statements with the names of the character:in the story to whom the statements were made,

(1) Write unfinished sentences about a story whichthe group has finished reading, Have the pupilsselect from a group'ofwords or phrases foreach Sentence that word or phrase that correctlycompletes the sentence. This should be donewithout referring again to the material read.

(2) Identify the main ideas and their sub-topics forselected paragraphs.

(1) Have the pupils select "yes" or "no" answers to

Is a girl a woman?Can a bird fly in water?

(2) Classify the selection Fact or Fancy, Fiction orHistorical. Have pupils read a short selection,then write a series of short sentences, some ofwhich are true and some of which are false ac-cording to the selection. Have them exchange

:papers and underline the true statements.

Prepare unfinished sentences. Have the pupilsselect fram.a group of words for each sentencethe word that will correctly complete the sentence.

(1) Prepare the pupils by explaining that sometimesthe ideas which we get from reading arc factsfrom the story ut we also often form our ownopinions when-we read a story. Have them writeideas that they remember from a story recentlyread and then let them check to,see if theiridea is a fact or an opinion gained from reading.

174

86



GENERAL -SPECIFIC

/RELATED SKILLS

d. Identifyingabsurdities

DH, Y-.

(2) Select two newone news (for:'Note and disc:of writing. .

Select articlenewspapers. I

are excellentthese two pape(viewpoint), an

(Note emphasis

(1) From a group'oabsurd, have twhich are ridi

e. Drawinginferences

175

(3)

(2) Read a "tall tabsurdities.

(3) Have the pupilof which contacontain goodexchange papefound. Also

(1) Have the-Tupi1prepared groulJmoral or lessain the table.might bet Kir

(2) Have the pupilthe story andferred. Exam!:

sat quietly wi

ECIFIC


RELATED SKILLS DEVELOPMENTAL ACTIVITTES

. Identifying.absurdities

e. Drawinginference6

(2) Select two newspaper articles on the same topjc,-one news (front page) and the other editcrial,Note and Us cuss the differences in the styles:of writing.II-

(1) Select articles on one topic from7tWo differentnewspapers. (An English and an%American newspaperare excellent for this.) List ways-in whichthese two papers are alike in their presentation(viewpoint) and ways in which they are different.(Note emphasis of each.)

(1) Prat a group of sente Ces, some true and someabsurd,. have the ils underline those sentenceswhich are

(2).Read a tale." List and discuss theabsurd' ies.

(3) H 'e the pupils write a group of sentences someof which contain absurdities and some of which_contain good examples of consistency. Have themexchange papers and underline'the absurditiesfound. Also discuss them.

(1) Have the pupils read a selected fable and from aprepared group of sentences, each containing amoral pr lesson, choose the lesson which is taughtin the fable. One example of such sentencesmight be: Kindness is its own reward.

(2) Have the pupils copy examples of inferences fromthe story and state the condition that is in-ferred. Example: After the class laughed, hesat quietly with, head down.

176



GENERAL SPECT'ICRELATED SKILLS DEVELC1

f. Making judgments

177

Perceiving relationships such as class,place, quantity,time, sequence,cause -and ef-fec-t-,

general andspecific

. Interpreting.riddles

(1) Prepare a debatat:have school twelv(pupils list fiveheaded AffirmatiV(

(2) Ask each pupil tcwould you do if awere about to pic1give reactions anbe the exercise 6:

(1) Develop. understanpupils read of evoAfter reading thefacts which show

they might list si

People rodeChildren slei

(2) Use a time line i]good for Indiana

Have the pupils flmagazines pictureiquarts, feet, etc,

(3)

(4) Demonstrate withpecks).

Teach the pupilsThey?'! Begin by ,

the answer and tbask other pupils.the teacher might

Some are in:Some-are in

.LLS

PECIFIC


RELATED SKILLS

f. Making judgments

87


g. Perceiving relation- (1)ships such as class,place, quantity,time, sequence,cause an e eu ,

general andspecific

h. Interpretingriddles

Prepare a debatable statement, such as "We shouldhave school twelve months a year."- Have thepupils list five arguments in each of two columnsheaded Affirmative and Negative.

Ask each pupil to give a situation such as "Whatwould you do if a bee were on a flower which youwere about to pick?" Call on several pupils togive reactions and then decide which one wouldbe the exercise of the best judgment.

Develop understanding of time sequence by havingpupils reathof events that happened long ago.After reading the story, have them list thosefacts which show that the story took place longago. In a stp..y.-

they might list such facts as:

People rode in covered wagons.Children slept in the loft.

11

(2) Use a time line in social studies. (Especiallygood for Indiana history)

(3) Have the pupils find and cut from newspapers ormagazines pictures which show measures. (pints,quarts, feet, etc.)

(4) Demonstrate with actual. containers (pints, quarts,pecks).

-- Teach the pupils to play the game, "What AreThey?" Begin by giving a riddle. Pupils guessthe answer and then make up original. riddles toask Other pupils. A suggested riddle.with whichthe teacher might begin is as follows:

Some are in the yard.Some are in the house.

1 '7R

88




179

They are prett:,

But they do notWhat are they?The answer is

i. Making (1) Suggest that the purgeneralizations of 100 years ago wit

today. Let them li:both schools or tralwhich they differ.

i Intcrprcting factsand feelings


(2) Write a generalizatNorthern Europe Areprove that this is

-(1) Prepare such quest4Lthe pupils are to ajarticle that is bei;

How do you thi:failing in s

How do you thi:

parents. abou

(2) Ask pupils to writeread to the class.

(1) See j above. The 1for predicting outcmight be added to twhat his parents wi

(2) Have pupils read tostory. Predict whagood motivating dey


LS


i.. Makinggeneralizations

. Interpreting-facts--and feelings

. Predicting outcomes

They are pretty.But they do not smell good.What are they?The answer is - a plant, or plants.

(1) Suggest that the pupils compare schools or travelof 100 years ago with the schools or travel oftoday. Let them list ways in which they thinkboth schools or travel are alike and ways inwhich they differ.

(2) Write a generalization such as, "People ofNorthern Europe Are Blond." Ask the pupils toprove that this is not necessarily true.

-(-1)-Prepare such questions -as the following which--the pupils are to answer frOm a story or anarticle that is being read.

How do you think that John felt aboutfailing in school?

How do you think he will approach hisparents about his failure?

(2) Ask pupils to write reactions to a selection,read to the class.

(1) See j above. The last sentence might be usedfor predicting outcomes. Another sentence thatmight be added to the above is: Can you predictwhat his parents will say?

(2) Have pupils read to a designated place.in thestory. Predict what will happen next. . (a

good motivating device)

180



GENERAL SPECIFICRELATED SKILLS DEVE



n. Forming sensoryimages

181

Use such preparwords as the exline each wordto its column h

Land

peninlagoodelta.

islanconti

(1) Have pupil readedge of the coand so satnra4-of a piece of 1to share them wdevelop a capacand for achievipitch range, meto add to theb

(2) Have the pupil:characters in tpupil reads all

(1) Write sentences

The sky wayarn.

The girl iThey had u

delay..

When it ra

Have pupils wrdto describe the'

89


:FICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

. Forming associations Use such prepared column headings and lists ofwords as the examples below. Have pupils underline'each word that is properly placed accordingto its column heading.

Land Forms Cities

peninsula Chicagolagoon ])elaware'

delta Parisisland Los Angelescontinent Hawaii

Anchorage

m. Reading creatively (1) Have pupil read each word with distinctive knowledge of the communication the thought implies

Forming sensoryimages

a

saLuraLe himself wiLL the ideasand moodof a piece of literature that he feels an impulseto share them with an audience. Help him todevelop a capacity for thinking, for deep feeling,and for achieving the best tone quality-forpitch range, melody emphasis, pause, and emotionsto add to the beauty of the selection.

(2)-Have the pupils read orally, as if they were thecharacters in the story. It helps if a separatepupil reads all the nonspeaking parts.

(1) Write sentences as follows:

The sky was like balls of blue and whiteyarn.

The girl is as dainty as lace.They had us nervous because of their

delay.When it rains, it pours.

Have pupils write after each sentence an adjectiveto describe the underlined word.

182

90



GENERAL SPECIFICRELATED SKILLS /DEVELO

183

o. Interpretingpuzzles

(2) Have the pupils /drawords or/ /groups of

Have the pupilsliswords or_phrases wsmell, /sight, soundthem written in col

ings. /

Read a poem such a.the pupils draw piimages which the ptitle of the poemReread the poem an

jolresent_such_wo

desert. Have thewords as they cansmell, taste, feelcan be in chart fotop and the senses

(1) Duplicate crosswor

(2) Have pupils read afollowing:

(3)

(4)

(5)

"A ship ancho,sailors tossed a rcladder was.ten feeltouched the water 1rungs of the ladde]

"If the tideper hour, how manyof four and a half

(None. The ship w,

SECONDARY DEVELOPMENTAL READING ACTIVITIES.

S


o. Interpretingpuzzles

(2) Have the pUpils draw pictures of what selectedwords or groups of-words say to them.

(3) Have the pupils list from a given selection tho71words.or phrases which give them a sense ofsmell, sight, sound, taste, or touch. Havethem writttri in columns under the proper head

\ings.

(4) Read a poem such as "Clouds" to the class. Havethe pupils draw pictures showing all the mentalimages which the poem gives them. Do not givetitle of the poem until the pictures are finished.Reread the poem and discuss the pictures.

(5) Presentsuch words as wharf, mountainsfermdesert. Have the pupils write under each as manywords as they can which tell what they see, hear,smell, taste, feel at each of these places. This

can be in chart form," with the nouns across thetop and the senses spaced down the side.

(1) Duplicate crossword puzzles for pupils to work.

(2) Have pupils read and solve such puzzles as thefollowing:

"A ship anchored in the harbor and the.sailors tossed a rope ladder over the side. Theladder was ten feet long, and the bottom rungtouched the water but was not covered by it. The

rungs Of the ladder were a foot apart.

"If the tide rose at the rate of one footper hour, how many rungs were covered, at the endof four and a half hours?"

(None. The ship would rise with the tide.)

184



GENERAL SPECIFICRELATED' SKILLS

Perceiving analogies -- Say, "Here is afirst part of ttwo things whicdecide for yopart of the seyou the firstwords from whipA kitten is to(duck, dog, bo5

Pupils may Pontgies of.their

Distinguishing/ (1) Have the pupilsbetween, fact and number of opinopinion them to discuss

opinion.

Interpretingauthor's meaning

s Visualizing charac-ters, action, andsetting of story

Interpreting poetry

185

(2) Have the pupils!Which might bereasons why thethey should be

'Select sentencepupils write inthe author mean

(1) Write in columna given story.any one-or allpupils match th

s' characters whip

,

(2) Draw pictures s

(1) Read a poem topoem carefully:about the poem

What doesHow does i

91

SECONDARY.DEVELOPMENTAL READING ACTIVITIES

CIF ICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

Perceiving analogies

Distinguishingbetween fact andopinion.

r. Interpretingauthors meaning

Visualizing characters, action, andsetting of story


Say, "Here is a game that you will enjoy. Thefirst part of this sentence will tell you abouttwo things which go together. You will have todecide for yourself which two things in the lastpart of the sentence go together. I will giveyou the first part of the sentence and threewords from which to choose the correct ending.A kitten is to a cat as a puppy is to a*(duck, dog, boy)"

Pupils may continue the game by making other analogies of their own to use with their classmates.

(1) Have the pupils list a number of-facts and anur,ber of opinions as found in a newspaper. Askthem to discuss what makes each a fact or anopinion.

(24 Have the pupils copy from the newspaper statementswhich might be doubted. Have them also listreasons why they might be doubted and reasons whythey should be accepted RS facts.

-- Select sentences from a given story and have thepupils write in their own words what they thinkthe author meant by such sentences.

(1) Write-in columns the names of the characters ofa given story. Also list facts which describeany one or all of these characters. Have the.pupils match these facts with the character orcharacters which they describe.

(2) Draw pictures showing setting, etc.

(1) Read a poem to the pupils and let them read thepoem carefully after you. Ask them questionsabout the poem stch as:

What does the poem describe?How does it make you feel?

1 RE

92



GENERAL SPECIFICRELATED SKILLS DEVELOFJ

Interpretingfeelings ofcharacters

v. Interpretingauthor's purpose

Perceiving relation-ship between ideas,between pictures,and writtendescription

187

(2) Have the pupils Urprose) the meaninr,

-- Have pupils read Efeelings of the c

Explain to the DUpurpose for writiteach, give new ithe pupils read awith them the redhad for writing t

(1) Duplicate pictureparagraphs descripupils match thepictures.

(2) Have the pupilsunderline the worsentences as the

PennTis to

cat

Tall is to g

ball

Apple is to

weaving


FICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

u. Interpretingfeelings ofcharacters

v. Interpretingauthor's purpose

Perceiving relation-ship between ideas,between pictures,and writtendescription

(2) Have the pupils write in their own words (inprose) the meaning or story of the poem.

- - Have pupils read a selection and describe thefeelings of the characters in the story.

- - Explain to the pupils that-an author has apurpose for writing a story. He may want toteach, give new information, or entertain. Havethe pupils read a selected_ paragraph and discusswith them the reasons which the author may havehad for writing the paragraph or story.

(1) Duplicate pictures and a corresponding number ofparagraphs describing the piCtures. Have thepupils match the descriptions with the correctpictures.

(2) Have the pupils match ideas by asking them tounderline the words which correctly finish suchsentences as the following:

Penny is to money as dog is to

cat boy animal

Tall is to giraffe as round is to

ball street flag

Apple is to fruit as silk is .to

Weaving Japan cloth

188



GENERAL SPECIFICRELATED SKILLS DEVELC

C. Word Per-ception

189

. Word MeaningClues

x. Perceiving relation-ships of mood in theprinted word andmusic


. Forming sensoryimages

Understanding, newwords aid newconcepts

Describe the kindbe played _for backon television. (7

various parts.)

Make up groUPs ofto the followinga given word withsentence using treeing. Ask the pupwhich sentences wr.Example:(a) Aunt Sue fine

liked.(b) dr2

he started of(c) "That suit ce

Mrs. Huff," F.

Other words whichthis exercise are:drew, stamp,'rose

Display enactionpapers are good scstudy the picturepart in the event:have them describeand feel.

Select a list oftion giving their'to look up in theytions and meaningconcepts to themestory. After mot.i

and reading, ask

93



Meaning

Perceiving relation-snips of mood in theprinted word andmusi


. Forming sensoryimages

Understanding newwords and newconcepts

-- Describe the kinds of music which you think wouldbe played'for background if a certain story wereon television. (Think especially about thevarious parts.)

Make up groups of three sentences each accordingto the following pattern: Two sentences usinga given word with the same meaning and a thirdsentence using the same word in a different mean-ing: Ask the pupils to indidate in some mannerwhich sentences use the word in like moaning.Example:(a) Aunt Sue finally found a suit that she

liked.(b) Phillip's drawing did not suit him so

he.started 7,ver again.(c) "That suit certainly looks nice on you,

Mrs. Huff," said Mrs. Gordon.

Other words which can be used effectively inthis exercise are: bank, mine, ring, row, felt,drew, stamp, rose, and bay.

Display an action picture. (Magazines and news-papers are good sources.) Ask the group tostudy the picture and imagine they are takingpart in the events. Then remove the picture andhave them describe what it made them see, hear,and feel.

-- Select a list of words from the reading selec-tion giving their page number. Ask the pupilsto look up in their dictionaries'the prOnouncia-

. tions and meanings of the words. Apply theseconcepts to the meanings of the words in the

. story. After motivation, new-concept presentation,' and reading, ask the pupils.to list words which

q n

94



GENERAL. SPECIFICRELATED SKILLS DEVELOPM

Understandingshifts in mean-ings of words

e. Anticipatingmeanings

191,

they think might ethe grade level a yyour pupils are readictionary for pronthe pupils use thessame meaning as th6

(1) For each word in ahaving more than oruse the dictionaryword correctly in 4common words with in

bear mour

beat pass

light pits

(2) Discuss the use ofdifferent meanings

(3) Select five wordssentences for eachword in a different

(1) Read a story to thivery exciting pointell or write whatwhy. Then finishthey may comrare tauthor.

(2) Read a story to puoccasionally and hor phrase.


dFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

d. Understandingshifts in mean-ings of words

e. Anticipatingmeanings

they think might giVe a grader (insert°the gr-.de level a year or two below that at whichyour pupils are reading) difficulty. Use thedictionary for pronunciation and meaning. Havethe pupils use these words in sentences with thesame meaning as the original.

(1) For each word in a list of common words eachhaving mom than one meaning, have the pupilsuse the dictionary and write sentences using theword correct]y in each of its meanings. Somecommon words with which to begin are

bear mount right set

beat pass round side

light pitch run strike

(2) Discuss the use ofthe dictionary for thedifferent meanings of words.

(3) Select five words from your reading. Write threesentences for each word, each sentence using theword in a different meaning.

(1) Read a story to the pupils. Stop reading at avery exciting point in the story. Let the pupilstell or write what they think will happen andwhy. Then finish reading the story in order thatthey may compare their endings with that of theauthor.

(2) Read a story to pupils. As you read, stopoccasionally and have them supply the next wordor phrase.

192

c-



GENERAL SPECIFICRELATED SKILLS DEVELOPY

Extending wordmeanings -antonyms, homographs,and words withseveral meanings

1 qn

(3) Have pupils writein several sentencemaster copy with thexchange papers (ccsupply the words whused. These shouldis done.

(1) Prepare a list of wor unit of work. 1.

three other words,opposite to the firunderline these ant

polite -- rudeabove -- over

(2) Give pupils pairs olined homographs Sufair, rash, and alefrom the dictionaryeach sentence. Exa

(3)

bear1 endu

bear2

She cannot lux the

The hu,Iters shot th

Have pupils write, si

words in each of thindicates (homonymsantonyms). (Use th:

also.)

95


:FICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

Extending wordmeaningsantonyms, homographs,and words withseveral meanings

(3)

( 1_ )

Have pupils-write a paragraph omitting key wordsin several sentences, Have them also make 4master copy with the word supplied. Have themexchange-papers (copies with omitted words) andsupply the words which they think should beused. These should be discussed as the checkingis done.

Prepare a list of words from a familiar selectionor unit of work. To the right of each'word addthree other words, one of which has a meaningopposite to the first word. Have the pupil'

underline these antonyms. Example:

polite -- rude cruel wellmanneredabove -- over up below

(2) Give pupils pairs of sentences containing underlined homographs such as bear, spell, Stick,fair, rash, and fleet. Ask them to read or copyfrom the dictionary of the underlined word in

each sentence. Example:

(3)

bear1 endure

bear2

7 large animal

She cannot bear the sight of snakes.

The hunters shot the bear.

Have pupils write sentences of their own usingwords in each of the categories which the teacherindicates (homonyms, homographs, synonyms,antonyms). (Use this idea for spelling lessons

also.)

194

96


BASIC READ

GENERAL

ING SKILLS

SPECIFICRELATED SKILLS, DEVELOP

195

g. Interpreting mean=ings fran'phraseand mtencemeanings

h. Drawing meaningfrom context clues

i. Extending wordmeanings usingsynonyms andhomonyms

Write the words` whothe chalkboard. Und

phrases as in the yaJohn and David, andread aloud; ask whe:Where, or how. her

in any book and guidphrases that, tell wr

Write a number of srboard, leaving outFor example:

.--

Bill may be ca]has a good st

He lives so mucrest of the .1,

a

The new words (Dhilretc.) should then bEthis, the originalusing har,d words,frE

pbrtant reading for

(1) Write a series of sEeach having a new wEwhich is underlinedphrase the expressi(using known synonymEXamples:

The man stood ]waiting for

It was the mosa mortal saw

S.

SECONDARY DEVELOPMENTAL RFADING ACTIVITIES

LSRELATED SKILLS DEVELOPMENTAL ACTIVITIES

Interpreting mean-ings from phraseand sentencemeanings.

i. Drawing meaningfrom context clues

,

L. ,Extending wordmeanings usingsynonyms andhomonyms

--.Write the words who, What. when, where, how onthe chalkboard: Under these words list such,phrases'as in the yard, after dinner, very softly,John and David, and the caves As each phraseread aloud, ask whether it tells who, what, when,where,'or how. Then have pupils turn to a pagein any.book,and "guide them in identifying:phrase6 that tell who, what, etc.

Write'a number of short sentences on .;he chalk-board, leaving out an important word in.each.For example:

, .

Bill may be called a because'hehas a good.stamp.collection.

fie lives so' Much'y himself away from the,rest of the world that he is reallya

The new words (philatelist, demogogue, hermit,etc.) should then be.read in context.. To insure,this,ithe original sentences shOuld be made up byusing; hard words from a selebtion which is im-,portL4 reading for the group.

(1) Write a series of. sentences on4the chalkboard,each paving a new word or a difficult expression

which is underlined. Ask the pupils to para-phrase the expre,ssion6 or rewrite the sentencesusing, known synonyms for the new words.Examples:

The man stood noised. like a runner.;, waiting for the signal.

It was the most woeful sight that evera mortal saw.

196




1 q"/

DEVELC

*(2) Have pupils seletsynonyms for the

ANNOY

pestershuffletotterglance I,

ripslaystare,inspectnagirritate

SEE

worrystaggerpeerperplexmarchruindamagebother .

glidewitness



LFIC

97

(2) Have pupils select from column of words thesynonyms for'the lead word such as the following:

PRACTICE 1

ANNOY WALK

pester saunter

shuffle ogle

totter spoil

glance trouble

rip strut

slay glare

stare mar

inspect smashnag amble

irritate tease

SEE DESTROY

worrystaggerpeerperplexmarchruindamagebotherglidewitness

wreck.lookviewcrawlhikevexdisturbpeoplekillbreak

98

C7,

'3



GENERAL SPECIFICRELATED SKILLS DEVELOPMENT

1 9.9

PRACTI

HEAT

blister

nippy.scatteredunsoiledbitingscrubbed/scorch

slovenlytidyarctic

CLEAN

frozenlaundered,unstainedfrigidshiveryburnscaldscouredtangledlittered

SECONDARY DEVELOPMENTAL READING ACTIVITTF,S


PRACTICE

HEAT COLD

blister roast

nippy icy

scattered frosty

unsoiled polished

biting snarled

scrubbed jumbled

scorch spotless

slovenly messy

tidy disordered

arctic -sizzle

CLEAN UNTIDY

frozen topsy-turvy

laundered neat

unstained wintry

frigid pure

shivery broil

burn- chilly

scald singe

Scoured knotted

tangled blaze

littered sear

200

SECONDARY DEVELOPMENTAL READING ACTIVIT



AF

facaun

veplgl

fa

glli

DI

hatrsu

mase

mauntr

se

di

Use the abactivities

(a) List(b) List(c) Circl

99



PRACTICE 3

APPEARANCE CONTENTED

fashionable peacefulcalm Ibetrayal'untruth restlessunhappy darkvexed well-groomedpleased quietglamorouS carefreefake cheatglum uneasylie low-spirited

DISCONTENTED FALSENESS.

happy daintytrick camforted_sulky sleekmanicured dissatisfiedsecure dishonestymasculine satisfied.Unsettled deceptiontreachery attractiveserene frauddisappointed casual

USe the above words for the following additiOnalactivities:

(a) List' all, the prefixes.(b) List all the suffixes(c) Circle all the consonant blends

202

100


BASIC READ

GENERAL

ING SKILLS

SPECIFICRELATED SKILLS DEVELOT

203

(3)

(4)

Help the pupils tcwords as meet-andently and have diipronounced the saluse each word inmeaning. Such pa:

used: rain, rein:

soar; vane, vain;seam; beet, beat;dear; ate, eight;steal; right, Wr

Copy a paragraphpossible by usint-same. (Be sure tthe paragraph.)

Interpreting idioms Help pupils recogand unusual pret unusual exprlanguage in a notebook as

Then have them plChannel. It is p

SeleCt a stathe group into tuchalkboard the fitheir meanings iiin mixed order.the starter, whohand column. The

ing-in the seconcand-should take 1by one of his crE-mains to try tonext opposing merfinishes firSt is


ILLS

.SPECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

Interpreting idiomsand unusuallanguage

3

(3) Help the pupils to make a list of such pairs ofwords ameet and heat which are spelled differ-ently and have different meanings but arepronounced the same (homonyms). Then have themuse each word in a sentence to illustrate itsmeaning. Such pairs of words as these might beused: rain, rein; seen, scene; by, buy; sore,soar; vane, vain; sew, sow; maid, made; seem,seam; beet, beat; feet, feat; one, won; deer,dear; ate, eight; fair, fare; waist, waste; steel,steal; right, write; know, no.

(4) Copy a paragraph and change as many words aspossible by using other words which mean the'same. (Be sure to keep the original meaning ofthe paragraph.)

-- Help pupils recognize implied meanings and inter-pret unusual expressions by writing such phrasesin a notebook as they find them in their reading.Then have them play the game Crossing theChannel. It is played as follows:

Select a starter and divide the remainder ofthe group into two equal crews. Write on thechalkboard the figurative phrases in column 1 andtheir meanings in column 2. Arrange the meaningsin mixed order. One member from each crew faces'the starter, who selects a phrase in the left-hand column. The first crewman to find the mean-ing in the second column has "crossed the channel"and should take his seat. He is then replacedby one of.his crewmates. The losing crewman re-mains to try to "cross the channel" before thenext opposing member does. The crew whichfinishes first is the winning crew. Some suggested

204


BASIC READING SKILL,-;

GENERAL SPECIFICRELATED SKILLS DEVELOPMENT.

0

. Extending wordmeanings usingcontrasts andcomparisons,descriptive wordsand phrases, aswell as parts ofspeech

1. Using punctuationas a guide to meaning such as commas,semicolons,exclamation marks,and quotation marks

205

phrases ere:

Column 1

in tradespot of teathe steward freezesin your bunkstrim' vessels

up anchorthe ship fledexclusive cluba regular whirlwinC

Write on the chalkboarLeave the blanks as itselect and write a desblank. When they havehave the stories readmay be aware of the wawords either add to. ti-

meaning of the story.

One day ahis mother. He

wanted very much, Hi:

it for him because sheawhile they went home

Each pupil may make )11

pupils to complete..

(1) Have each pupil writetake place between hisselect a topic from aoriginal one. Have h:

correctly. The use pemphasized.

101


IFICRELATED SKILLS DEVELOPKENTAL A CT IV IT TES

k. Extending wordmeanings usingcontrasts andcomparisOns,descriptive wordsand phrases, aswell as parts ofspeech

1. Using punctuEtionas a guide to mean-ing such as commas,semicolons,exclamation marks,And quotation marks

phrases are:

Column 1

in tradespot of teathe steward freezesin your bunkstrim vesselsup anchorthe ship fledexclusive cluba regular whirlwind

Column 2

to keep a storein your bedsthe ship sailed fasta'command to startfull of lifetile steward is not

pleaseda club only certainpeople may join

a cup of teaneat ships

-- Write on the chalkboard the following story.Leave the blanks as indicated and have the pupilsselect and write a descriptive word in eachblank. When they have completed their stories,have the stories read aloud so that the pupilsmay be aware of the way in which the descriptive,words either add to the meaning or change themeaning of the story.

One day a boy went shopping withhis mother. He saw a train that hewanted very much. His mother did not buyit for him because she was a woman. Afterawhile they went home to their supper.

Each pupil may make up a story for the otherpupils to complete.

(1) Have each pupil -write a conversation that mighttake place between himself and a.friend. He mayselect a topic from a given list or use anoriginal one. Have him punctuate and paragraphcorrectly. The use of quotation marks'may be.emphasized.

206

102

SECONDARY DEVELCPMENTAL READING ACTIVITIES



. Using the dictionaryto determine wordmeaning.;

n. °Observing accentmarks as theyaffect meanings

207

(2) Find examples in thpunctuation mark.used, Read orallyuse Jf marks.

(1) Present on the chata short selection .whard words.- After,

tion, with help ifbring out the fact,sure of the meaninggroup to then lookdictionary. Discus"fits" the context

(2) Select j words frthe dictionary to f

-- Use such exercises

"Check the pronuncibelow and write twoof the words is abc4speech for each prosentence for each ti

Example:

frelqueht adj,

inhabitants of mars]

frruent' v.

Other suggested wore

annex, esccrt,increase, perm


FICRELATED SKILLS DEVELOPMENTAL ACTIVITIES

Using the dictionaryto determine wordmeanings

n. Observing accentmarks as theyaffect meanings

(2) Find examples in the story to illustrate eachpunctuation mark. Give reasons for marks beingused. Read orally to show understanding of theuse of marks.

(1) Present on the chalkboard or a mimeographed sheeta short selection which contains a number 02hard words. After a first reading of the selec-tion, with help if necessary, questions willbring out the fact that some children are notsure of the meanings of certain words. Ask thegroup to then look up the hard words in thedictionary. Discuss with them which mear'mg best"fits" the context of the sentence or paragraph.

(2) Select 151-words from an assigned selection. Use,the dictionary to find the appropriate meanings.

-- Use such exercises as the following:

"Check the pronunciation of the words listedbelow and write two different ways in which eachof the words is accented. Write the part ofspeech for each pronunciation. Then make up asentence for each use of the word."

Example:

fre'quent adj. Frogs are frequentinhabitants of marshes.

frequent' :v. Mosquitoes frequent swamps.

Other suggested words are:

annex, escort, insult, present, convert,increase, permit, and rebel.

208



GENERAL SPECIFICRELATED SKILLS DEVELOPMENTA:

. ContextClues

209.

Extending wordmeanings throughGreek and Latinroots

Using experienceclues to recognizewords and deriveword meanings

Developing sentencesense

Acquiring aknowledge of theend punctuation(the period,question mark,exclamation mark)

Present a Latin root, si"tooth." List other wc:

root, such as:

dentist'denturedentifrice

Have the pupils correctsuch sentences as thethese words:

Grandfather'sdiscomfort.

PreAy girls appeaadvertisements.

Have the pupils head thpapers with the followiDull Words, Echo Words.a story or a newspaper_kind of words as they cnounce his words aloudounds suggest their me

help the pupils to undeexperiences which we hapictures we see'or sour.

pronounced. (This exer

for pupils to recognizewell - written selectione

Ask the pupils to selecpronoun in a given parepronouns in one column

Select sentences fromand ask the pupils to tMakes a statement,giv(question, or expressesthem write the last wo]punctuation mark which

103

SECONDARY-DEVELOPMENTAL_READING ACTIVITIES

IFICRELATED SKIT,LS DEVELOPMENTAL' ACTIVITIES

textBS

Extending wordmeanings throughGreek and Latinroots

a. Using experienceclues to recognizewords and deriveword meanings

lc-. Developing sentencesense

c. Acquiring aknowledge of theend punctuation(the period,question mark,

.exclamation mark)

-- Present a-Latin root, such as "dent" meaning"tooth." Libt other words derived from thisroot, such as

dentistdenturedentifrice

dentalindentionindentured

Have the pupils correctly fill the blanks insuch sentences as the following with one ofthese Words:

Grandfather'sdiscomfort.

Pretty girls appear in mostadvertisements.

causes him much

Have the pupils head three columns on theirpapers with the following titles: Shining 'Words,

Dull Words, Echo Words. Ask them to skim througha story or a new8paper to find as many of eachkind of words as they can. -.Let each pupil pro-nounce his words aloud to discover how much theirsounds suggest their meanings. ThroUgh discussion,help_the pupils to understand that it is theexperiences which we have had that give us thepictures we see or sounds we hear when words arepronounced. (This .exercise is excellent in orderfor pupils to recognize the quality of style inwell-written selections.)

-7-, Ask the pupils to select the antecedents for each'pronoun in a given paragraph or .story. List

pronouns in one column and antecedents in another.

-- Select sentences from a familiar reading selectionand ask the pupils to tell whether each sentencemakes a statement, gives a command, asks aquestion, or. expresses strong feeling. Then-have

-. them write the last word of the sentence and thepunctuation mark which should follow it.

n

104




d. Acquiring a-feelingfor paragraph unity

Interpreting therelationship betweenillustrations andthe printed word

f. Identifying wordsand their generalmeanings byinferences andgeneralizations

211

Have the pupils reacparagraphs and anew(

What is the topicHow important tolast sentence?

What details, exido you find?

Emphasize that a goDevelops one mai]Has a good topicIs built usuallyexamples, and

Has a strong end

Ask the pupils to:Find a part of amake a good pi

Draw and color tBe sure to put iGive the pictureOn the back of t

number of theis described o

When the pictures ashow his picture tcexhibited, have thethe story is illustmade the correct suthe Other:pupils ldimportant details h

Give the pupils a Ttheir reading. Ask

a word, and to givewhich led them to t



d. Acquiring a feelingfor paragraph unity

e. Interpreting therelationship betweenillustrations andthe printed word

T, Identifying wordsand their generalmeanings byinferences andgeneralizations

-- Have the pupils read a group of teacherselected.paragraphs and answer these questions about each:

What, is the topic sentence?How important to the paragraph is the

last sentence?What-details, examples, and comparisons

do you find ?_

Emphasize that a good paragraph:Develops one main idea.Has a good topic sentence.Is built usually by the use of details,examples, and comparisons.

Has a strong ending.

-- Ask the pupils to:Find a part of a selected story that would

make a good picture.Draw and color the picture.Be sure to put in all the important parts.Give the picture a title. .On the back of the picture write the pagenumber of the story where the pictureis described or suggested.

When the pictures are completed, let each pupilShow his picture to the group. As a picture isexhibited, have the pupils suggest what. part ofthe Story is illustrated. Let the pupil whomade the correct suggestion read the part whilethe-other pupils listen to see whether all theimportant details have been-included.

-- Give the pupils a paragraph or selection from,their reading. Ask them to give the meeming ofa word, and to give the clues in the pa? raphwhich led them to their choice of meanie


GENERAL .


RELATED SKILLS

213

Lf:Irring that agiven word may beused in more .than

one sense, dependingupon the other wordsin the sentence,paragraph, orselection

h. Using tYpographicalaids to meaning

i.. Using structuralaids such as inter-polated phrase- andclauses set off withcommas or dashes

Interpretingsynonyms andantonyms

DE VEL.,

Have tne-p7dp.

meanings for selr.j

lip-ht, mount, ri-

et, side, strikeFor example

-A horse is fasspeed.

A horse is arsa hitching p

A color is fasA clock is fasA baby is fas-

soundly..

Ask the pupils t,that are italici7boldface type.for the'particul-

Have.the pupilsclauses set off 1the reasons forexercise is espeappositives, paretc.)

(1) Write on the cha)afraid, happy, sof a word or worthe same as each

(2) Write a word suc.Ask pupils. to SUoppoSite, Writeoriginal word assuch words as fi'here, and fullword for which 15with opposite me

105

SECONDARY DEVELOPMEN7AL READING ACTTV1TIES

RELATED .SKILLS.FIC.

given word, mayused in more thanone sense, dependingupon the other wordsin -the sentence,

paragraph, orselection

h. Using typographicalaids to meaning

3,

Using structuralNaidb such as inter-Ipolated phrases andclauses set Off withcommas or dashes .

Interpretingsynonyms andantonyms


Have the pdpils develop sentences using differentMeatings-for-seleCted_wordssuch as bear, beat,liaht, mount, miEhL, round--set, side; strike, and fast.For example:

A horse is fast when he's running at top.. speed.

A horse is also fast when he is tied toa hitching post.

A color is fast if it does not fade.A clock is fast when it is ahead of time.A baby is fast.asleep when sleeping

soundly.

Ask the pupils to find in their reading, wordsthat are italicized, in capital letters, or inboldface type. After each word; write the reasonfor the particular type used.

Have the pupils find examples of phrases orclauses set off with commas or dashes and givethe reasons for such marks being used. (Thisexercise is especially good for teachingappositives, parenthetic expressions, series,etc.)

(1) Write on the chalkboard such words as silently,afraid, happy, sparkling. Abk pupils to thinkof a word or words that mean the same or.nearlythe same as each word in the list.

(2) Write a word such as night on the chalkboard,Ask pupils-to,suggesta word that means theopposite.- Write the'COrrect opposite beside theoriginal word as it is suggested. Continue withsuch words as first, weak, ugly, glad, friends,here, and full. Then let each pupil suggest aword for which someone else supplies the wordwith opposite meaning. Pupils might then try

91

106



GENERAL SPECIFICRELATED SKILLS'. DEVELOPIY

. Analyzing roots,prefixes, andsuffixes

1. Interpreting idiomsand unusuallanguage

Identifying andinterpretingmetaphors andsimiles

2 1 5

using each of thesesentence (play and

Write such inflectEand ask pupils toeach is formed. W]

inflected form, anto each root wordmade in the root wi

buncheswoodenshorter

Follow the same prsuffixes have beenbusily, boyish, fu:

See j in Word Mean

(1) Show the pupils thoften used in a secompared with anotunfinished sentencfrom a list of worbest completes eacit in the blank;Example:

The baby's cheeThe cook slicedThe roar of the

a bonepaper

(2) Find examples ofreading.-


S


. Analyzing roots,prefixes, andsuffixes

. Interpreting idiomsand unusuallanguage

Identifying:andinterpretingmetaphors andsimiles

(1)

using each of these pairs,of words in the samesentence (lay and night, for example).

Write such inflected fo-ms as are shown belowand ask pupils to indicate from what roo:., wordeach is formed. Write the root beside eachinflected form, and ask what ending was addedto each root word and what change, if any, wasmade in the root word.

buncheswoodenshorter

skatedflieshitting

carriedhalvessunned

Follow the same procedure with words to whichsuffixes have been added. For example: sharpen,busily, boyish, funny, helpless, goodness, diver.

See j in Word Meaning Clues.

Shaw the pupils that the words like and as areoften used in a sentence when one thing iscompared with_another. Prepare an exercise withunfinished sentences. Ask the pupili to selectfrom a list of words and phrases the one thatbest completes each unfinished sentence and writeit in the blank.Example:

The baby's cheeks were as pink as .

Ihtcook sliced the meat as thin asThe roar of the cannon was as loud as .

a bone a rose.paper thunder

.(2) Find examples of similes and metaphors in yourreading.

216



GENERAL SPECIFICRELATED SKILLS. DEVELO

217

3. Configura-, a.

tion Clues

Analyzing generalshape,' length,.

height, 'and verticalcharacteristics ofwords

(3) Give pupils a lieuse them in sent

(4)

b. Observing title and (1)

context words

Observing the samewords printed inlarge and smalltype; in same sizetype

d. Identifying correctword in .a sentence,in isolation

Give the pupilsAsk them to chantsimiles to metapisentences, suchlike a monkey.

Suggest that pup:that are givingsketch a small p:the "trouble wonFor - example: ool

Select a newspapheading from it.selection and de-the context. Th

their titles witnews editor.

(2) Give the pupilsthem select fromsuitable title

-- Discuss differerif pupils still

-- Use exercises st

Write on ti

finished sentencthem.

There are ma:An Indian lir

107


LS.


nfigura-on Clues

(3) Give pupils a list of similes. Ask them touse them in sentences.

(4) Give the pupils a list of similes and metaphors.Ask them to change metaphors to similes andsimiles to metaphors. These should be done insentences, such as: -You're a monkey. You actlike a monkey.

a. Analyzing generalshape, length,height, and verticalcharacteristics ofwords

b. Observing title and (1)

context words

c. Observing the samewords printed inlarge and smalltype; Li same sizetype

d. Identifying correctword in a sentence,in isolation

Suggest that pupils outline words from a storythat are giving them difficulty. They may alsosketch a small picture of their association withthe "trouble word" to help establish its meaning.For example: compass

Select a newspaper article and clip the title orheading from -it. Have the pupils read theselection and decide upon a suitable,title forthe context. The pupils will enjoy comparingtheir titles with the one given to it by thenews editor.

(2) Give the pupils a number of paragraphs and.havethem select from a list, of titles the mostsuitable title for each paragraph.

-- Discuss different size t,;-p6 in reading materialif pupils still need this. activity.

Use exercises such as following:

Write on the chalkboard the following.U.no-finished sentences and the words listed belowthem.

There are many trees in theAn Indian lives in a .

1R

108


GENERAL SPECIFIC


RELATED SKILLS

4. PictureClues

219

e. Identifying and:,matching bysuperimposition

Learning to-usethe interest values

.in pictures andillustrations

DEVELOP

He has a bow and'_He wanted toLittle Bow wanted,like his father.

Do you think littlWhat do you think

kill happen

woods arrows

Have each pupil copysentence on a pieceask him to write the

.complete the sentencepupil read aloud one;sentences. The cliff]

depend upon the graderecommended as a 6.11n

vocabulary ina/readjmeanings haveA5reviot

Write an incompleteto the store."

supplying a word to cthe activity by writblank and asking what(went; wandered; etc,Mien to h, and so on

--, Make questions or sty

lar'stOrywhich the:3be illustrated are tldevelop.:':For exampli

...stokes about the ea:country, the teacherings through activit:

Each (rider 1-or4The (explorer) tr.canoe:

A



.cture

_ues

e.. Identifying andmatching bysuperimposition

a. Learning to usethe interest valuesin pictures andillustrations

He has a bow andHe wanted to a bear.Little Bow wanted to be a hunter

like his father.Do you think little Bow will get ?

What do you think

kill happened lost huntwoods arrows great

Have each pupil copy the number of the unfinishedsentence on a piece of paper. Beside the numberask him to write the word from the list that will-complete the sentence correctly. Then have eachpupil read aloud one or more of the completedsentences. The difficulty of the exercise willdepend upon the grade level. (This exercise isrecommended as a cuIMinating activity forvocabulary in a reading unit. Of course themeanings have previously been discussed.)

Write an incomplete.sentence, such as, "Johnto the store." Let the pupils take turns

supplying a word to complete the Sentence. Varythe activity bar. writing the letter w before 'uneblank and asking what the word might then be(went, wandered, etc.). Change the letter to r,then to h, and so on.

Make questions or statements based upon-a particu-lar story which the pupils have read. Words tobe illustrated are those the .teacher wishes todevelop.- For example: If the pupils have readstories about the early development of ourCountry, the teacher may.check certain word mean-ings through activities such as these:

Each (rider) wore. a -cowboy suit and big hat.The (explorer) traveled down the river in a

canoe.




21

. Phonetic. Analysis

. Using the picturesand the illus-trations to clarifyand enrich newconcepts and newwords

c. Using the action inthe pictures andillustrations to aidin interpreting the_action of the verbaltext

Developing auditorydiscrimination ofinitial and finalconsonants

Draw pictures forthe word in the b

Have the pupas cor workbooks. Thtences or a shortUsing as many envplace in each onepictures. Distripupil read his stanswers. Use pioscience books. D

words which the pthem draw their oconcept or new wo

-- Have the pupils Ifrom the story whpicture.

(1) Ask the pupils tc.series of words kthe same sound:of words contain:initial sound beother. initial sal

the words beginn:those being taugiwith final consol

(2) Let the pupils .1):

such riddles as:begins like vale:jump over. (Vali

1LS

?EC IF IC

'honeticLnalysis


RELATED SKILLS

109


b. Using the pictures --

and the illus-trations to clarifyand enrich newconcepts and newwords

Using the action in --

the pictures andillustrations to aidin interpreting theaction of the verbaltext

-a. Developing auditory (1)

discrimination ofinitial and final.consonants

Draw pictures.for the words left out. Look at

the word in the box to help you know what to draw.

Have the pupils cut pictures from old magazinesor workbooks. Then ask them to make up sen-tences or a short story to go with the picture.Using as many envelopes as there are pupils,place in each one four stories with matchingpictures. Distribute the envelopes. Have each

pupil read his stories, select the story it

answers. Use pictures from social studies and

science books. Discuss the concepts and new

words which the pictures illustrate. Then have

them draw their own pictures to illustrate theconcept or new word.

Have the pupils list action words or phrasesfrom the story which are illustrated in thepicture.

Ask the pupils to listen and to notice that theseries of words being pronounded all begin withthe same sound. Then protounde a second seriesof words containing some words with the sameinitial sound being taught and some words withother initial sounds. -Ask the pupils to selectthe words beginning with sounds different thanthose being taught. Perform the same activity

with final Consonants.

(2) Let the pupils play riddle gamep originatingsuch riddles as.: I'm thinking of amord thatbegins like valentine and means to leap or tojump over. (vault)

222

110



GENERAL SPECIFIC

.........

223

RELATED SKILLS DEVELOP

. Using words thatrhyme.

c. Understanding andusing initialcon-sonants such asb, c, d, g, 1, m,r, f, h, n,

s, t, w.

d. and .g. Under-and using

final consonantssuch as d, t, 1,

n and final_consonant blendssuch as.1d, nd, nt,st

e., f., and h.Understanding andUsing initial con-

: sonant digraphssuch as ch, sh, th,wh and initial con-.sonant blends suchas cr, cl, br, bl,dr, fr, fl, gi,

tr, cl, sue, st, .tw,

sir, scr, spa

i. Understandihg andusing variable vowelsounds such as ooin (boots) 'amd:(school)-

(1) Read poems to the gthe words that rhym

(2) Write two line jingof the second line.plate with suitable

-- Have pupils make 1ithese sounds.

-- Have the pupils writhe beginning soundpair is the last so

Example: girl -

-- Have pupils find wbegin with these sconsonant and pron

-- Prepare a list ofstudied.. Have thecorrectly.


LS


Using words thatrhyme

c. Understanding andusing initial con-sonants such as

h, 2, a, g, 1, a,1.1 Lb

2, Po t, If

and g. Under-standing and usingfinal consonantssuch as d, t, 1,1216 n and final

consonant blendssuch as ld, rd,st

e., f., and h..Understanding andusing initial con-sonant digraphssuch as. s16

wh and initial con-sonant blends such

as 9.20 br, 122

AE, ILI fl, EX, glag_l, sue, 2-1,

scr, al

i. Understanding andusing variable vowelsounds such as 22in (boots) and(school)

(1) Read.poeMs to the group. Ask pupils to selectthe words that rhyme.

(2) Write two ,line jingles omitting the final wordof the.second line. Exchange papers and com-plete with suitable rhyming words.

Have pupils make lists of words beginning withthese sounds.

Have the pupils write.pairs of words in whichthe beginning sound of the first mord of eachpair is the last sound of the second word.

Example: girl - flag

Have pupils find words from their reading thatbegin-with these sounds. Underline the initialconsonant and.pronounce the word.

Prepare a list of words containing the soundsstudied. Have the pupils pronounce themcorrectly.

224



GENERAL SPECIFICRELATED SKILLS DEVELOPMI

09c

, k., and q.Understanding andusing vowel digraphssuch as ai ea, andei and vowel prin-ciples such as:(1) Long vowel

before silent e(2) Long vowel at

end of a wordor syllableTwo vowels of aword are to-gether, thefirst vowel isusually longOne vowel in aword or syllableand followed bya.cOnsonant,Ahevowel is usuallyshort

(3)

(.4)

1. Understanding andusing the short uvowel sound, thelong and short a,

0, u vowelsounds

and n. Understandingand using vowel:digraphs such as.oa,au, aw, ou,..and vowel

suchdiphthongs aspa, ow, O.., ou, ew

-- Ask the pupils to.f:illustrate each voweby number the, vowelillustrates,

-- Ask the pupils to 1containing r controvowel and the r. Asounds, using the pdictionary.

Give the pupilsthongs omitted.blanks with the

a 1In

coruse the words corre

Example: p nt (o

111


IS

ECIFIC:RELATED SKILLS .DEVELOPMENTAL ACTTVITIES

k., and q.Understanding andusing vowel digraphssuch as ai, ea, andei and vowel prin-ciples such as:(1) Long vowel

before silent e(2) Long vowel at

end of a wordor syllableTwo vowels of aword are to-gether, thefirst vowel isusually longOne vowel in aword or syllableand followed bya consonant, thevowel is usuallyshort

(3)

(

Understanding andusing the short,u.vowel sound, thelong and short a,eiouvowelsounds

and n. Understandingand using vowel.digraphs such as oa,au, aw, ou;, and voweldiphthongs such asoy, ow, oi, ou, ew

-- Ask the pupils to find in their story wordsthatillustrate each vowel principle and to indicateby number the vowel principle which the word

illustrates.

- - Ask the pupils to list from their story ten wordscontaining I controlled vowels and underline,thevowel and the r. Ask them to also mark the vowelsounds, using the pronunciation key in thedictionary.

Give the pupils a list of words with the diph-thongs omitted. Instruct them to fill theblanks with the correct diphthongs and then touse the words correctly in sentences.

Example: p_nt (oi)

226

112

SECONDARY DEVELOPMEmTAL READING ACTIVITIES

BASIC READIM. SKILLS

GENERAL SPECIFICRELATED SKILLS TEVELOPME

o. Understanding andusing'variablevowel sounds suchas:

(1) a, e, i, o,

and u follawedby ra followed byw, v, and 1Long, and short

00

q.

(2)

(3)

Understanding andusing variableconsonant soundssuch as:(1) Hard and soft(2) Hard and soft

See Point j.

r. Perceiving thatthe final y inwords of more thanone syllable isusually short

227

(1) Ask the pupils to lisin which a has the saPaul, and saw.

(2) Gi-ve the pupils alisletter combination oceach word according .tlong or short sound c

(1) Have4he pUpils listing in which the cwords in which the c

(2). ve the pupils listten words with soft i

(3) Ask the pupils to 1ifwords containing theword, write the sow

(4) Ask the pupils to 1ifletter s. Under eaclindicates the sound (Example: sees

s z

-- Ask the pupilS to ma]y, marking the soundi sound in most word;

SECONDARY DEVELOPMENTAL READING ACTIVITI7S

ILLS


o. Understanding andusing variablevowel sounds suchas:

(1) ae io1 -1and u followedby ra followed byw, v, and 1Long and shOrt00

(2)

(3)

. Understanding andusing variableconsonant soundssuch as:

(1) Hard and soft(2) Hard and soft

See Point j.

. Perceiving thatthe final y in .

words of more thanone syllable- isusually short

a

(1) Ask the pupils to list from their reading wordsin which a has the same sound as it has in ball,Paul, and saw.

(2) Give the pupils a list of words containing theletter combination oo. Instruct them to classifyeach word according to whether it contains thelong or short sound of this combination.

Have the pupils list tening in which the g has awords in which the c has

Have the pupils list tenten words with soft g.

words from their read-soft sound; also tena hard sound.-

words_with hard g and

Ask the pupils to list from their reading, tenwords containing the letter lc, and after eachword, write the sound that x has in that word.

Ask the pupils to list ten words containing theletter I. Under each s write the letter whichindicates the sound of the 1.Example: sees ,

s z

-- Ask the pupils to make a list of words ending inmarking the sound of z and noticing the short

i sound in most words of more than one syllable.

228


BASIC READ

GENERAL

ING SKILLS

F,PECIFICRELATED SKILLS DEVELOPMENT Al

6. StructuralAnalysis

Observing inflec-tional endings suchas:

(1) Nouns endingwith s or es

(2) Verbs endingin s

b. Using inflectionalendings with suchvariants as s, ed,and iAg

c. Perceiving posses-sives with 'sendings

. Perceiving compoundwords made up oftwo familiar words

Using contractionssuch as aren't,doesn't, won't,we'll, it's, can't,let's, he's

f. Understandingcomparatives suchas smaller-bigger,fasterslower

(1) Ask the pupils to find :

whose plural is formed 1have them write singular

(2) Ask the pupils to find :

ending in s and'to giveeach verb,:

(1) Ask the pupils to findvetbs ending in sand tin which they appear, c,

in ed and ing.

(2) Ask the pupils to seleced and to change them sands.

(3) Ask the pupils to selecing and to change them.

Have the pupils selectsentences containing noforms and giVe the mean

Ask.the-pupils to liStin their reading, sociabooks and give the mean

Have the pupils copy Trsentences, containing cc

them rewrite the senterwords from which the cc

Ask.thepupils to bringscenery and to write ccobjects seen in the pi(highway is wider than t

113


_S

1C IFIC

-ucturalLlysis


a. Observing inflec- (1)

tional endings suchas:

(1) Nouns endingwith. a or el- (2)

(2) Verbs endingin

. Using inflectional (1)

endings with suchvariants as s, ed,and Ilia

(2)

(3)

c. Perceiving posses-sives with Isending6

. Perceiving compound --words made up oftwo familiar word6

e. Using contractionssuch as aren't,'doesntt, won't,weIll, itIs, can't,

hers

. Understandingcomparatives. such

as smaller- bigger,faster-slower

Ask the pupils to find in their story ten wordswhose plural is formed by adding s or es. Nexthave them write singular forms of these words.

Ask to pupils to find in the story ten verbsending in s and to give the person and tense ofeach verb.

Ask the pupils to find in a selected story fiveverbs ending In s and to rewrite the sentencesin which the appear, changing the verb to endin ed and in .

Ask the pupils to select five verbs which end ined and to c ange them so that they end with sand lag.

.Ask 'the pupils to select five verbs which end ining and to ;change them to end with s and ed.

Have the pupils select from their reading fivesentences containing nouns in-their possessiveforms and give the meaning of each possessive.

Ask the pupils to list ten compound words foundin their reading, social studies, or sciencebooks and give the meaning of each compound word.

- - Have the pupils copy from their reading fivesentences containing contractions.' Then havethem rewrite the sentences using the completewords from which the contractions were derived.

Ask the pupils to bring to class pictures ofScenery and to write comparative sentences aboutobjects. seen in the pictures. Example: Thehighway is wider than the stream beside it.

CS:1-1

114



GENERAL SPECIFICRELATED SKILLS DEVELOPMEN:

231

g. Inflectional endingswith such variantsas:

(1) Verbs whichdouble thefinal letterbefore ed, ing

(2) Verbs whichdrop the finale beforeendings

h. Estimating (by hear-ing and seeing)number of syllablesin words

i. Using inflectionalendings by:(1) Changing f to

v and adding es(2) Dropping final

e before addinged, er

Knowing such. pre-fixes as un, re,dis, my mg, en,mis,trans, under,out, over

k. Knowing suffixesas er, ed, Jam, Lly, less; tul,ness,. ment, ous

Have the pupils findcontaining the doubleing and then write ththe above exercise toinflectional endings:

4

Have the pupils makepaper headlines and tiheadings-7-

One Syllable, Two Syl:

Have the pupils list.unusual and tell how-:

, .

Ask the pupils to lodending in f or eves.words to the plural fsingular form.

Discuss.with thg_pupiprefixes. Ask.them,words using these preings of these Words.

. -

(1) Ask the pupils to, finending in these suffiof the suffix and alein the sentence. EXEI

Added to a, root the m


5

CIFICRELATED SKILLS DEVELOPMENTAL ACTWITIES

. Imglectional endingswith such variantsas:

(1) Verbs whichdouble thefinal letterbefore ed, ink

(2) .Verbs whichdrop the finale beforeendings

. Estimating (by hear-ing and seeing)number of syllable6in words

i. Using inflectionalendings by:(1) Changing f to

v and adding. es(2) Dropping final

e,before addinged, er, 3

j.` Knowing such pre-fixes as un, re,dis, in, 11m en,mis, trans, under,out, over

. Knowing suffixesas er, ed, ing,ly, less, ful,ness, went, ous

-- Have the pupils find in their reading ten wordscontaining the double consonant before ed oring and then write the root word for each. Usethe above exercise to illustrate (2) underinflectional endings.

(1) Have the pupils make lists of words from news-paper headlines and captions, under theheadings--One Syllable, Two Syllable, etc.

(2) Have the pupils list words that are new orunusual and, tell how many syllables each has.

- - Ask the pupils to look in their reading for wordsending in f or Ares. Have them. change the singularwords to the plural form and the plural words tosingular form.

- - Discuss with the pupils the meanings of theseprefixes. Ask them to find in their readingwordS.using these prefixes and to give the mean--ings of these words. .

(1) Ask the pupils to find in their reading wordsending in these suffixes and to give the meaningof the suffix and also the.function otthe wordin the sentence. Exatplel ous means "full of".

Added to a root the word becomes an adjective.

2 22




233

7. DictionaryUsage


m. Understanding theuse of diacriticalmarks and accentmarks

a. Arranging wordSinalphabetical orderusing meaningful

DEVEL1

(2) GiVe such directverb employ to imemploys." (empl

(1) Have the pupilsof a list of sel

(2) Make a list of npupils to underl

(3) Give the pupilssuch as dent meaa list'of.wprdsuse these words.

(1) Ask the pupils twords, write theword as it is fothe vowels to in

Give the pupilsit is pronounced.with its correct'

Pronounce a listthem to write fosyllables whichsyllable which i

Example: syl'

suc

(1) Have the pupilslary cards or li

115


LS


ctionaryage

Understanding andusing root words

m. Understanding theuse of diacriticalmarks and accentmarks

a. Arranging words inalphabetical orderusing meaningful

(2) Give such directions as: "Add a suffix to theverb employ to make a noun form meaning one who.employs." (employer)

(1) Have the pupils underline the root in each wordof a list of selected words.

(2) Make a list'of new or unusual words. Ask thepupils to underline the root of each word.

(3) Give the pUpils a common Greek or Latin rootsuch as dent meaning tooth. Ask them to make .

a list of words related to this root and touse these words in original sentences.

(1) Ask the pupils to make a:vocabulary list of newwords, write the phonetic respelling of eachword as it is found in the dictionary, and markthe vowels to indicate their sounds.

(2) Give the pupils a list of words, each spelled asit is pronounced. Ask them to write the wordwith its correct spelling.

(3) Pronounce a list of words for the-pupils. Askthsth.toWrite for each word the number. ofsyllables which it has and the number of thesyllable which is. accented.

Example: syl' la ble 3 - 1

suc cesel 2 - 2

(1) Have the pupils arrange .the words on their vocabu-lary cards or lists in alphabetical order.

2 24

116

'BASIC READ ING SKILLS

GENERAL SPECIFIC

D. Study Skills 1. OrganizationSkills

235


RELATED SKILLS DEVELOP]

situations (firststep in dictionaryreadiness)

Using thumb index,guide words, pro-nunciation-key

-(2) Make a list of woror arithmetic and

(1) Give the pupils ato check in A listfound on the samepupils to write yewith the guide worpreceding page, aning page.

(2) Have- each pupil fhis dictionary andwhich illustrate e

Using the dictionary (1)to pronounce, tospell, and to locateMeanings of words (2)

(3)

0

Ask the pupils toafter looking them

Have the pupils-usthe correct spellimisspelled in thei

Give the pupils aselected words .ar

the dictionary toas it is used in t

Interpreting simple -- Have pupils explai:

charts and maps the newspapers: .(

b. 'Observing thesequence of ideasin a:story

-- Have the pupils 1material about-studied in social

SOZ

order the steps fmarket this commo

C

d



ganizationills

situations (firststep in dictionaryreadiness)

Using thumb index,guide words, pro-nunciation key

c. Using the dictionaryto pronounce, toSpell, and to locate

_meanings of words

a: Interpreting- simple

charts and maps.

b. Observing thesequence of ideasin a st_orY

(2) Make a list of words common to social studiesor arithmetic and alphabetize these words.

(1) Give the pupils a set of guide words. Ask themto check in a list of ten words those wordsfound on the same page. Variation: Ask thepupils to write yes if the word is on the pagewith the guide words, before if it is on apreceding page, and after if it is on a follow-ing page.

(2) Have each pupil follow the pronunciation key inhis dictionary and find in his reading, wordswhich illustrate each diacritical mark.

(1) Ask the pupils to pronounce difficult wordsafter looking them up in a dictionary.

(2) Have the pupils use their dictionaries to findthe correct spellings for words which they havemisspelled in their written work.

(3) Give the pupils a seleCtion to read in whichselected words are underlined. Have them usethe dictionary to find the meaning of each word.as it is used in the partisular. sentence.

Have pupils explain charts and maps taken fromthe newspapers. (Weather maps-are good.)

Have the pupils locate in a reference bookmaterial about some commodity that is beingstudied in social studies. Ask them to list inorder the steps followed to produce and tomarket this commodity.

236


BASIC READING SKTUS

GENERAL SPECIFICRELATED SKILLS DEVEL,

2:17

c. Learning toclassify ideas

d. Using titling asa means ororganization

e. Recording infor-mation in the formof a languageexperience chart orclass-dictatedcomposition

f. Identifying "big"and "little" ideas

g. Identifying mainideas



-- Write on the cha:fications, suchCountries. Havebelonging to eac,

Ask the pupils twith the headlineitems, write heatheir headlines 7

Have the pupilsrecord the stein.sentences to beactivity may beeach pupil recor

- - Have the pupilsone big event iiunder-the title

- - Use social studibold-faced type'pupils write suc

-- See primary skil

-- Have pupils writgiven lesson,answers to classby pairs. (Good

Use a new panel.

117


TT :TS


Learning toclassify ideas

d- Using titling asa means, or

organization

Recording infor- .

Mation in the formof a language .

experience chart orclass-dictatedcomposition

f. Identifying "big"and ."little" ideas.

Identifying Mainideas-

. Developing picturemain idea line6

i. Listing answers to.questions

-- Write on the chalkboard several general classi-fications, such as: Holidays, Presidents, andCountries. Have the pupils list specific itemsbelonging to each category.

-- Ask the pupils to bring in newspaper clippingswith the headlines removed. Have them exchangeitems, write headlines for them, and then compare'their headlines with those of the news editor.

- - Have the pupils perform an experiment, and thenrecord the steps and the findings by dictatingsentences to be written on the chalkboard. This

activity may be carried a step further by havingeach pupil record,his own steps and findings,

- - Have the pupils react about a famous man, selectone big event in his life to use as a:title, andunder the title libt the details.of that event,

- - Use social studies material which does not usebold -faced type for paragraph headingS and havepupils write such headings.

-- See primary skills.

- - Have pupils write fiVe good questions about agiven lesson, exchange questions, and writeanswers to.classmates' questions. Check answersby pairs. (Good way.to get more participation.Use anew panel for each day's lesson.)

2nR

118-


BASIC READ

GENERAL

ING SKILLS

SPECIFIC.RELATED SKILLS

239

J . Using arts andCrafts projects tosummarize infor-mation (friezes,mural, orange-boxmovie-strip)

k. Listing a seouencein pictures

1. Using creativedramatizations tosummarize infor-mation

m. Developing wordmain idea lines

n. Preparing one-pointoutlines'

o. Developing pimplesummaries

DEVELC

(1) Have pupils drawstudied. This magroups of animalbeen completed.

(2) Have pupils makeand paper sackScast as a SpanisAmerican visitorsAmerican childrenquestions.

-- See primary skit

Have the pupils'America, selectexplain it.

Direct the pupilparagraph and deNotice that eachsubject or word.is the main idea

-- See primary skill

(1) Select paragraph.1which they are tcthem write senteror central idea jthat they have eJtrations, minorwords. ..


KILLS

SPECIFICRELATED SKILLS

J. Using arts andcrafts-projects toSummarize infor-mation (friezes,mural, orange -boxmovie-strip)

k. Listing a sequencein pictures

1. Using creativedramatizations tosummarize infor-mation

m. Developing wordmain 'idea lines

n. Preparing one-pointoutlines



(1) Have pupils draw a frieze to illustrate a,unitstudied. This may be drawing the five maingroups of animals after a unit on animals hasbeen -Completed.

.(2) Have pupils make finger puppets using potatoand paper sacks to dramatize. These may becast as a Spanish boy telling a group ofAmerican visitors about his country, with theAmerican children interjecting spontaneousquestions.

-- See primary skills.

Have the pupils study the HoliCays of SouthAmerica, select one, and make up a play toexplain it.

Direct the pupils to read a descriptiveparagraph and decide what each sentence is about.Notice that each sentence is related to the samesubject or word. Therefore that subject or wordis the main idea.

-- See primary skill.

(1) Select paragraphs in the pupilsi.reader fromwhich they are to find the central idea. Havethem write sentences stating the'complete mainor central idea in each paragraph. Check to seethat they have eliminated quotations, illus-trations, minor. details, and all unnecessarywords.

2.40


BASIC; READING SKILLS


241----------------------

. Listing a sequenceof ideas in words

. Developing sentenceand phrase mainidea lines

r. Listing a sequenceof ideas in sen-tences ,and phrases

s. Preparing. two -point

outlines

. Preparing a multiplepoint outline

DEVELOPMEN

(2) Read an untitled parapupils write titles f

Have pupils tell famiever events of storypupils plan make-beIiiwill write down the eorder in which they a

Have pupils read para,important phrases. A

phrases to the other'identify the central

List frai three to fiany one given story.pupils write the even

Have pupils supply thheadings which are gigrouped to discuss thheading.

Use a wheel idea tohub, and the supportiUse as many spokes aE

119




Developing sentenceand phrase mainidea lines

r. Listing a sequenceof ideas in sen-tences and phrases

s. Preparing two-pointoutlines

. Preparing a multiplepoint outline

(2) Read an untitled paragraph or story. Have thepupils write titles for the paragraph or story.

Have pupils tell familiar stories. Check when-ever events of story are not in order. Havepupils plan make-believe trips for which theywill write down the events of the trip in theorder in which they occurred..

Have pupils read paragraphs silently selectingimportant phrases. Ask them to read thesephrases to the other pupils who will try toideriLify the central idea of the paragraph.

-- List from three to five events that "occurred inAny one given story. For each event have thepupils write the event which they believe followed.

Have pupils supply the sub-points for the mainheadings which are given. The pupils may begrouped to discuss the sub-points for each majorheading.

Use a wheel idea to show the main idea as thehub, and the supporting details as the spokes.Use as many spokes as needed.

9A9

120




2. ReadingStudySkills

243

u. Developing summariesof one or moreparagraphs

v. Using simple formsof precis writing

. Interpreting andmaking picturegraphs

Interpreting andmaking bar and linegraphs

a. Locating source ofinformation

-- Have pupils develparagraph. Havefrom this.,

-- Prepare a selecti'List questions towritten. Have pu

, Check to see if atained in the Sum

Present informatipictures 6uchriders. Decide-crepresent. Drawto show the 'info/

year 1840 there'11Pony Express GongWestern Coast RR.whith can be ansy

Introduce purposebooks and develoiExplain horizontzproblems for pup:

(1) Write e-a topic on

consider the SOU]school (or inned:additional infonthe sources givescharge of findinisource has to of:

(2) List words, topiiand places about,List also variouwhich sources cafor each item in

SECONDARY, DEVELOPMENTAL READING ACTIVITIES


u. Developing summariesof one or moreparagraphs

v. Using simple formsof precis writing

w. Interpreting andmaking picturegraphs

ReadingStudySkills

x, Interpreting andmaking bar and linegraphs

a. Locating source cfinformation

I

-- Have pupils develop a simple outline for a

paragraph. HaVe them write summary sentence

from this.

-- Prepare a selection to be read to the class.List questions. to be answered after precis- is

written. Have pupils write their summaries.Check to see if answers to questions are con-tained in the summaries.

-- Present information which may be illustrated bypictures--subh.as information on pony express

riders. Decide on quantity each figure is to

represent. Draw as many figures as are necessaryto show the information given. Example: In the

__yea "r_1.8.4.0there were 80 riders employed by the

Pony Express Company, and 30 employed by the

Western Coast Riders Company. Discuss questions

which can be answered by such a graph.

Introduce purpose of graphs. Read problems inbooks and deVelop one graph on the chalkboard.Explain horizontal and vertical axes. Present

problems for pupils to solve.

(1) Write a topic on the chalkboard. Have pupils

consider the sources of information inthe.school (or immediate area) where they may findadditional information about the topic. List

the sources given and let small groups. takecharge of finding and reporting on what eachsource has to offer.

(2) List words, topics,.events, and names of peopleand places about which the pupils have read.List also various references. Have pupils tellwhich .sources can be used to find inforMationfor each item in the first list.

244



GENERAL SPECIFICRELATED SKILLS DEVELOPME:

. Skimming by. identifying"key words"

, 245

(3)

c. Becoming familiarwith the parts ofa book: cover,


d. Being able. to followdirections

List'the "key words"Have pupils write theparagraph in which tt

Have tyPed, printed,left side of the papthe right side of theeach sentence. Havesentence from which Ebe made more effectil,limitations of some r

Have pupils skim a stphrases that cue thecertain events occur/covered by the eventstory on chalkboardread this and answerpresented in the stoi

-- Have pupils:(a) Make out a requ:

aries (etc.) ne((b) Locate ,a story c

read and reportthe table of co

-(c) Discuss titles.Select and listbooks read thatunit.

(d) Make chart list:right date etc.

social studies,Introduce a newcover, title,

(e)

(1) Give the following &group as they perfon

121


LS


b. Skinning byidentifying"key words"

c. Becoming familiarwith the parts ofa- book: cover,



`(1) List the "key words" in a given selection.Have pupils write the number of the page andparagraph in which they are found.

(2) Have typed, printed, or mimeographed on theleft side of the paper a group of sentences. Onthe right side of the paper, list one word fromeach sentence. Have pupils locate qUickly thesentence-from which each word comes. (These maybe made more effective if done under timelimitations of some nature.)

(3) Have pupils skim a story to note words andphrases that cue the reader td_tlietime--whencertain events occurred and length of timecovered by the events. Write "key words" of a*story on chalkboard (or ditto). Have the pupilsread this and answer questions about the ideaspresented in the story.

-- Have pupils:(a) Make out a requisition for the new diction-

aries (etc.) needed in class.(b) Locate a story of particulal. interest to

read and report on by referring solely tothe table of contents.

(c) Discuss titles of units in new book.Select and list titles of other stories andbooks read that could be included in eachunit .

(d.) Make_chart listing title, publisher, copy-right date, etc., of several text books (math,social studies, English, etc.).

(e) Introduce a new book by identifying thecover, title, table of-contents.

(1).Give the following directions orally to the entiregroup as they perform the activity. -Speak .

122

i'--------.-SEG-ONDARY DEVELOPMENTAL READING ACTIVITIES

BASIC READING SKILLS /

GENERAL SPECIFICRELATED SKILLS DEVELOPMEI\

clearly and say each

- Draw a circle on,yol.

- Make a vertical line

- Make a horizontal lf

end of a vertical I:Add each step to the

(2) Have pupils reading questions or forthem tell in their olHave the pupils respi

(3) Give directions in a

e. Reading to findanswers forspecific infor--mation

f. Perceiving newconcepts and newWords

247

Introduce questions .prior to oral or sillwrite the answers toasking "?" and liste.a -chart for pupils t

perfectscore..:of the importance inlistening to others'

(1) Have the pupils readproper motivation..pupils draw a pictur

(2) Provide pupils withto write on the slipreading which are nethe words in context 1

up in the dictionat5.1

the definition theyeach word with eachconcrete experiencesHave-each pupil use=d

sentence. Notice wh


ILLSRELATED SKILLS DEVELOPMENTAL ACTIVITIES

e. Reading to findanswers forspecific infor7mation

f. Perceiving newconcepts and newwords

clearly and say each step only. once.- Draw a circle on your paper.- Make a vertical line through the circle.

- Make a horizontal line starting at the

end of-a vertical line.Add each step to the preceding step.

(2) Have pupils read silently directions for answer-ing questions or for an activity. Then havethem tell in their own words what they are to do.Have the pupils respond to the directions.

(3) Give directions ways.

-- Introduce questions for paragraph or passagesprior to oral or silent reading. Ask pupils to

write the answers to the questions. Review by

asking_"?" and listening to the answers. Keep

a chart for pupils to check if they have a

perfect score. (This will help them to be aware

of the importance in concentrating and inlistening to otherst answers and viewpoints.)

(1) Have the pupils read the passage after the .

proper motivation. After only one reading, havepupils draw a picture of what they read.

(2) Provide pupils with slips of paper. Direct them

to write on the slips words from their freereading which are new to them. Have them write

the words in context. Have them look the word

up in the dictionary, write the respelling and

the definition they think is correct. Discuss

each word with each pupil. Provide as manyconcrete experiences with the words as possible.Have each pupil use his word in an original

sentence. Notice whether the pupils are adding

248



GENERAL SPECIFICRELATED SKILLS DEVL

these words tovocabularies.

g. Interpreting simple (1) Select a storymaps and globes have the pupils

labeling signif

(2) Let the pupilsplane, train, ccountry and theof interest, deand how the we


249

(3) Provide practia

globes.by hay'grow out of thlegends and na

Have pupils tail

according to -bi-,

last names.

Keep pupils' webetical order.this order.

Make list of Ccso far, all cotetc.) and haveaccording to a]

Have the pupil:

Have the pupil:can, recall int

123


LLS


these words to their speaking and writingvocabularies.

. Interpreting simple (1) Select a story with geographical directions andmaps and globes have the pupils make their own map of the area,

labeling significant points.

(2) Let the pupils take imaginary trips by ship,plane, train, or bus to various parts of ourcountry and the world. Have them land at pointsof interest, deciding at what time they arriveand how the weather is at the particular timeof y al.

(3) Provide practice in using simple maps andglobes by having pupils locate places whichgrow out of their reading. Have them interpretlegends and note relationships.

. Arranging names in (1) Have pupils take turns in answering questionsalphabetical order according to the alphabetical order of their

last names.

(2) Keep .pUpils, work folders arranged in alpha-betical order. Require that they keep them inthis order:

(3) Make list of countries (all countries studiedso far, all countries belonging to the U. N.,etc.) and have pupils arrange them in a listaccording to alphabetical order.

(4) Have the pupils make classroom telephone book.

(5) Have the pupils name all the stores that they,can recall in downtown Broadway. Write these

250

124


BASIC 'READING SKILLS

GENERAL SPECIFICRELATED SKILLS DEVEL:

Using a telephonebook

251

Understanding partsof book: cover,title, title page,table of contents

names on the cha:arrange them alp:

(6) Have pupils arraroom library inauthors' names.-them most quickl

(7) Select names atand have the puporder.

(1) Have the group mcomposed partialsurvey altheinthe names and nurestaurants, et

(2) Have the pupilsthe names of theDental Health Wepriate for the d

(3)

(4)

(1)

Have the pupilssecure performar

Obtain severalcant facts aboutinformation andclass into team:Write the addre:written on, the (

finishes firet,addresses .and p1

Call the. pupils

book on the outEncourage themshow its meanin


ILLS


i. Using a telephonebook

j. Understanding partsof book: cover,

title, title page,table of contents -

names on the chalkboard and have the pupilsarrange them alphabetically.

(6) Have pupils)arrange a list of books from theroom library in alphabetical order by theauthors' names. See which pupil can arrangethem most quickly and accurately.

(7) Select names at random from the telephone bookand have'the pupils arrange them in alphabeticalorder.

(1) Have the group make acomposed partially ofsurvey of the immethe names and numbersrestaurants:, etc.

classroom telephone bookthe pupils' names, Makee . -Ude __

of stores, gas stations,

(2) Have the pupils look up in the telephone bookthe names of their family dentists (if duringDental Health Week) or any other names appro-priate for the date.

(3) Have the pupil6 call the local theater tosecure performance time of a particular show.

(4) Obtain several phone books. Point out signifi-cant facts about the arrangement and use ofinformation and listing of names. Divide theclass into teams. Have each member ofthe teamswrite the address and phone number for names°written on the chalkboard. See which teamfinishes first. Check the accuracy of theaddresses and phone numbers.

.c)

(1) Call the. pupils' attention to the title of thebook on the outside cover and on the title page..Encourage them to tell how the illustrationsshow its meaning. Let them consider the words

252

SECONDARY DEVELOPMENTAL READING ACTIVITIE


GENERAL. SPECIFICRELATED SKILLS

in the titlecompare way,on the cover

(2) Permit eachreading boot,

familiarizeon one pupi:another thename, etc.

(3) Turn to tab.]

253

k. Using a book listand classifyingbooks in the classlibrary

1. Locating names ofpersons, places,and things in aparagraph, in astory, or a selection as a means ofskimming

giving reascarranging aexamine othEof arranginieach unit b:of contents

Have each pibooks (onelisted; mak(place books

(1) Have the puinewspapersnote the whcstated in eipoint of vio

(2) Give the pubnames of pe:

a paragraphpupils skimeach word i;

125


.ILLS


. Using a book listand classifyingbooks in the classlibrary

. Locating names ofpersons, places,and things in .aparagraph, in astory, or a selec-tion as a means of

in the title andiwhat they mean. Have themcompare ways in which the idea is representedon the cover and on the title page.

(2) Permit each pupil to select an interestingreading book. Allow time for the pupils tofamiliarize themselves with the-books. Call

on one pupil to give the title of his book,another the .copyright date, another the author'sname, etc.

(3) Turn to table of contents. Note its arrangement,

giving reasons why. Suggest other ways of

arranging a table of contents. Have pupilsexamine other textbooks and observe other ways

contents. Introduceeach unit by having pupils observe in the tableof contents the titles and authors.

.1 .a

-- Have each pupil classify and list classroombooks (one subject at a time.) Discuss bookslisted; make final list; have class librarianplace books on labeledshelves.

(1) Have the pupils compare articles from differentnewspapers about the same story. Ask them tonote the who, what, why, when, and where asstated in each. (Also good for comparing editorialpoint of view.)

(2) Give the pupils a list of words consisting ofnames of persons, plades, and things; Give them.

a paragraph, with each line numbered. Have thepupils skim the paragraph and note on what lineeach word is found. Time the pupils.

954

i26

SECONDARY DEVELOPMENT AL READING ACTIVITIES

BAS IC READING SKILLS

GENERAL SPEC TKORELATED SKILLS I DEVELOPMENT

m. Using encyclopedias (1) Keep class cards and aand reference brought in or shared omaterials in a class use. Have the ,psimplified manner in class to locate mat

(2) Distribute slips of paquestions. Have pupilnumber of the volumewould be found.

255

(3) Have pupils use refereinformation. about peomentioned in their sto

(4) Prepare such exercises

The Pony

Our special projectweeks will be to f.about The Pony Exprlearn some researchfind topics and howreferences. . The fowill guide your res

What was the PonWhy was the PonyWho originated tHow was the systWho were the PonWhat was the cos

, this way? .

How did the systHow was the firsSelected?

Why was the Pore°What reliable stthe Pony ,Expre

WHIN up. ipui,.,,MATER IAAND PRESENT IT TO Tag:


LLS


Using encyclopediasand referencematerials insimplified manner

Keep class cards and a shelf for materialsbrought in or shared orally. Catalogue forclass use. Have the pupils skim through booksin class to locate material on topics.

Distribute slips of paper containing topics andquestions. Have pupils find and record thenumber of the volume in which the information.would be found.

(3) Have pupils use references to find additionalinformation about people, places, and eventsmentioned in their stories.

(4) Prepare such exercises as the f011owing:

The Pony Express

Our special project for the next twoweeks will be to find out all we canabout The Pony Express, We will alsolearn some research skills in how tofind topics and how to use cross-references.- The following questionswill guide your.research:

What was the Pony Express?Why-was the Pony Express started?-Who originated the Pony Express?How was the system set up?Who were the Pony Express riders?What was the cost of sending mail

this way?-How did the system operate?How was the first Pony Express rider

selected?Why was the Pony Express discontinued?What reliable stories are there about

the Pony Express riders?

WRITE UP YOUR MATERIAL IN AN INTERESTING FASHIONAND PRESENT IT TO THE CLASS.

256


JASIC READING SKILLS


n. Using parts of abook: cover, titlepage, table of con-tents, illustrations,index glossary,chapter heading,paragraph headings,keys, and footnotes

o. Using all types ofmaps, charts, graphs,and diagrams:

DEVELOP

(1) Discuss why storieHave the pupils trunits in.a seleCte

(2) Have the pupils matitle for...the bo61.

be illustrated onthat the cover shointerest of pupilE.

(3)

(4)

(1)

Have the pupils cpleted on a particsummaries, picturea booklet, includ'page, glossary of.

Introduce new bookidentify all the pskim the table ofbook and tell what.

In making,assignmeLet the pupils uselocate the page nindex with the self

Make it known thatnecessary in underof material. Havediagram pertainingLet colors represeExplain the need tsomewhere on the pglobes, etc., founcolors repreSent dcolors make comparis understood. Us

127


IFICRELATED SKILLS

n. Using parts of a (1)book: cover, titlepage, table of con-tents, illustrations,index, glossary, (2)

chapter heading,paragraph headings,keys, and footnotes

o. Using all types ofmaps, charts, graphs,and diagrams


Discuss why stories are arranged in units.Have the pupils try to find new names, or someunits in a selected book.

Have the pupils make a new cover with a newtitle for the book. Describe how the title maybe illustrated on the cover. Stress the factthat the cover should help 'to arouse theinterest of pupils their age.

(3) Have the pupils compile all the material com-pleted on a particular class unit (reports, maps,summaries, pictures, etc.) and assemble it intoa booklet,A_ncluding table of contents, titlepage, glossary of important terms, etc.

(4) Introduce new books to the pupils by having themidentify all the parts of the book. -Have themskith the table of .contents and the body of thebook and tell what they think the book is about.In making assighments give- the story title -only.---Let the pupils use the table of contents tolocate tha page number. Use the glossary andindex with the selections in the book.

(1) Make it known that the "key" or "legend" isnecessary in understanding the use of this typeof material. Have the pupils'make a map ordiagram pertaining to an everyday experience.Let colors represent differences on_the map.Explain the:need to describe these differencessomewhere on the paper. Do the same with maps,globes-, etc., found in the room. Show how-colors represent differences and also how likecolors make comparisons easier when.the "key"is understood.. Use a story with the background

128



GENERAL SPECIFICRELATED SKILLS DEVI,

p

259

Learning to skimby identifyingimportant or "key"words, phrases,and sentences

in another landby using a "keynesses and difiours as mention

(2) Give the pupilslongitude, paralongitude in retribute outlinedeciding how tocountry by theand how to discand statute--bedegrees of long

(3)

(4)

Select with thea subject whichgrows out of ththis numericalconstruct chartthe same-inforMdata in order. t

Have pupils filcorrect conclus

(1) Ask the pui)ilsfrom a given segroups and revdorally for eacrphrases as note

(2) Give pupils a 2selection. Hal

phrases in the.phrases. Ask


:ILLS


. Learning to skimby identifyingimportant ur "key"words, phrases,and sentences

in another land. Have pupils make a map and,by using a "key" colors, etc., show likenesses and differences between that land andOurs as mentioned in the story.

(2) Give the pupils chart explaining meridians oflongitude, parallels of latitude, and--degrees oflongitude in regard/to mileage and time. Distribute outline maps. Present problems such asdeciding how to determine the climate of acountry by the use of the parallels of latitudeand how to discover the mileages- -both nauticaland statute--between.given points by the use ofdegrees-of longitude.

b) Select with the pupils numerical information ona subject which is of interest to them or thatgraws out of their reading. Make a table showingthis numerical information. Have the pupilsconstruct charts, graphs, or diagrams showingthe same information. Ask questions about thedata in order to check their understanding

(4) Have pupils fill in their outlined maps with thecorrect conclusions.

(1) Ask the pupils to copy the key words and phrasesfrom a given selection. Have them divide ingroups'ancLreview all or parts of the selectionorally for each o'ler, using the key words orphrases as notes.

(2) Give pupils a list of questions over a givenselection. Have them determine which words orphrases in the question are "key" words orphrases. Ask &hem to read a selection rapidly,

260


BASIC READING. SKILLS

GENERAL SPECIFICRELATED SKILLS 'IDEVEL:

Using "entry" wordssuch as no1.6 then,first, .second; last,so, therefore

r. Learning the manyuses of encyclo-pedias and otherreference materials

261

reading only enolquestions.

(3) Set up some prob:pupils are to requestions presentin the selectionwords that are s:presented by loota popular phrasepupil may be fangstory for a phra

(1) Discuss these wo:to meaning and t

(2) Have pupils rete:

Encourage them t.in the retellingof too many "ent:

(1) Explain that enclisted alphabetiboard and ask thmay be found in

(2) Assign a simplelook this topicadditional infor

(3) Provide practicepupils tell in wOr si,etched on tcan be found.

129



q. Using "entry" wordssuch as now, then,-firt, second, last,so, therefore

r. Learning the many.uses of encyclopedias and otherreference materials

reading only enough to find the answers to thequestions.

(Z) Set up some problems on a selection which thepupils are to read. Have them answer thequestions presented by referring to key sentencesin the selection. Suggest that they look forWords that are similar (or opposite) to thosepresented by looking back at the pege. Presenta popular phrase or expression with which thepupil may be familiar. Ask him to look in thestore for a phrase with a similar idea.

(1) Discuss these words as clues or "stepping stones"to meaning and the main idea in the story.

(2) Have pupils retell a story which they haw. read.Encourage them to use at least one "entry" word`in'the retelling. Discourage the use, however,of too many "entry" words.

(1) Explain that encyclopedia entries are nounslisted alphabetically. List words on the chalkboard and ask the pupils to select the ones thatmay be found in an encyclopedia.

(2) Assign a simple topic to each pupil. Have himlook this topic up in the encyclopedia and findadditional information by use of cross references.

(3) Provide practice with encylopedia use by havingpupils tell in which volume of a set in the roomor sketched on the chalkboard specific topicscan be found.

2 p2

130




,Using a cardcatalogue andother library aids

263

(4)

(5)

(1)

Provide practice. usihaving pupils locatemountains, rivers, 'atheir stories.

Provide practice usiby having pupils telfeatures. List seveHave pupils tell whiwhich magazine.

Arrange a trip withlibrary or the nearelibrarian to explainand the different 0natter. 'Help the puEncourage use of the

(2) Display and discussan author card, a tycard. Give each pujhave him make each twhich he has gotten

(3) Provide practice in,card catalogue by miactual card file inname of a book and iwhich drawer the capfound. Give subjectother book titles uiproficiency.

(4) Provide practice fo]by having pupils incertain titles, alit!

`found.

PECIFIC

/D



s. Using :a card

catalogue andother library aids

(4) Provide practice using an atlas and maps byhaving pupils locate countries, states,mountains, rivers, and cities which appear intheir stories.

(5) Provide practice using magazines and newspapersby having pupils tell type of content eachfeatures. List several topics and magazines.Have pupils tell which topics can be found inwhich magazine.

(1) Arrange a trip with the class to the schoollibrary or the nearest public library. Ask thelibrarian to explain the card catalogue systemand the. different grOupings of books by subjectmatter. Help the pupils to obtain library cards.Encourage use of the library.

(2) Display and discuss with the class samples ofan author cardi a title card, and a subjectcard. Give_each pupil three 3 x 5 cards andhave him make each type of card for the bookwhich he has gotten from the library.

(3) Provide practice in using outside guides ofcard catalogue by mimeographing sketches ofactual card file in library. Announce thename of a book and have pupils indicate inWhich drawer the card for the book will befound. Give subjects' and authors' names andother book titles until pupils demonstrateproficiency.

(if) ProvidapractiCe for pupils with inside guidesby having pupils indicate between what cardscertain titles, authors, or subjects will befound.

264



GENERAL SPECIFICRELATED SKILLS '

t. Underlining titlesof books and en-closing "magazinetitles" in quotationmarks in writingactivities

u. Making a bibli-ography of books ona given topic

v. Using a timetable

w. Using the varioussections of thenewspaper

265

(1)

(2)

MU'

Have pupils maicards for bookwhich they havbook, titles anmagazine title:write a brief.

Have the pupil'assigned topic.the card catal,a sample listshow the propeauthors' lastin a bibliogra4:

list of books d

Have pupils selinterested. Ha

room library anographies Hai

so that each pu

Ask pupils to Lto 'different fc

to locate andone city to ancc

train scheduleschedules, etc.

(1) Have the pupildevoting attentselected topics

(2) Make newspapersHave them localsections. Askeach section ca

131


ILLS

PECIFICRELATED SKILLS DEVELOPMENTAL ACTIVITTFS

t. Underlining titlesof books and en-closing "magazinetitles" in quotationmarks in writingactivities

u. Making a'bibli-ography 9f books ona given topic

v. Using a timetable

w. Using the varioussections of thenewspaper

-- Have pupils make out reading interest recordcards for books and articles from magazineswhich they have read. Emphasize underliningbook titles and placing quotation marks aroundmagazine titles. On the card have the pupilwrite a brief review of the book or article.

(1) Have the pupils compile a list of books on anassigned topic. Discuss with them the Use ofthe card catalogue and other library aids. Put

a sample list of books on the chalkboard andshow the proper arrangement of these books byauthors' last names, etc., as At should appearin a bibliography. Have the pupils put theirlist of books in bibliographical form.

(2) Have pupils select topics' about which they'areinterested. Have them select books from theroom library abg.it their topics and make bibli-ographies. Have the bibliographies mimeographedso that each pupil may hare a copy for his use,

-- Ask pupil's to bring in various timetables relatedto different forms of transportation. Help themto locate and list the time it takes to get fromone city to.another. Compare bus schedules withtrain schedules, train schedules with planeschedules, etc.

(1) Have the pupils make current events notebooks- -devoting attention each week to one or two.selected topics.

(2) Make newspapers 'available for the class to study.Have them locate and identify-the varioussections. Ask them to determine the type of newseach section carries and to study the structure

266

132


GENERAL SPECIFIC

SECONDARY.. DEVELOPMENTAL READING ACTIVITIES

RELATED SKILLS DEVE1

Being able to usethe dictionary:alphabetical arrange-ment, thumb index,guide words, pro-nunciation key,diacritical marks,accent marks,definition9, andmeanings 6f words

267

(3)

( )

(2)

(3)

of each type of

Select a class epaper with eithefictional news

List the new woipupils the possjwords will be lccheck their de '.5

Ask the pupils tillustrate selec

Write difficultbefOre it is rewords in the_diword, have himpupils tell inthe word is fouguide words arenounced, have tmarks and turnithe entry word.

silently and 'INthe word'es.;sentence- from tiword in an brig:its meaning.

Have the pupilSthat are thumb. :

encyclopediafiles, or push.]these Andmakeothumb indexedfile fOr vocal:4



Being able to usethe dictionary:alphabetical arrangement, thu7b index,guide words, pro-nunciation key,diacritical marks,accent mar];.s,

definitions, andmeanings of wrds

of each type of news in the-various sections.

(3) Select a. class editorial staff. Develop a classpaper with either real (when possible) orfictional news and social events.

(1)

(2)

List the new words in a story. Discuss withpupils the possible meanings, after which thewords will be looked up in the; dictionary tocheck their definitions and pronunciations.Ask the pupils to use the words in sentences toillustrate selected meanings.

Write difficult words in context from a storybefore it is read. With the class look up thewords in the dictionary. As a pupil locates aword, have him raise his hand. Have different-pupils tell in what section of the dictionarythe word is found, on what page, and what theguide words are. If the word cannot be pro-nounced, have the pupil6 note the diacriticalmarks -.nd turn to the key words, then pronouncethe entry word. Have them read the definitions'silently and choose the one which applies tothe word as it is used in the context of thesentence from the story. Have pupils use theword in an original sentence without changingits meaning.

(3) Have, the pupils bring to class books or devicesthat are thumb indexed, such as dictionaries,encyclopedias, address books, cookbooks, cardfiles, or push button type indices. Discussthese and make anexhibit of them. Make athumb indexed composition notebook or a cardfile for vocabulary lists.

268

4



GENERAL SPECIFIC

3. PurposefulOralReadingSkills

269

y

DEVET_

Adjusting rate ofspeed to purposeand to materials(rapid reading,skimming, readingfor details)

z. F011owing printeddirections

al Utilizing allcritical compre-hensiun skills


Provide a variervarious rates o=reading before tselection has befollowing quest'

What rate ofto read thi

Why?What parts dfWhy?What parts df'Why?

Have the pupilsselections to decomprehended the

'(1) Have the pupilsmaking graphs, mProvide progressworded in a vari

(2) Have the group rtions for a workmember to explai

-- (See DevelopmentComprehension B-

(1) Provide time wheselections which.

(2) Have the pupils


RELATED SKILLS

133


urposefulraleadingkills

. Adjusting.rate ofspeea to purposeand to materials(rapid reading,skimming, readingfor details)

z: Following printeddirections

Utilizing allcritical compre-hension skills


Provide a variety of reading materials requiringvarious rates of Lpeed. Specify a purpose forreading before the material is read. After eachselection has been read, ask the pupils thefollowing questions:

What rate of speed should you have usedto read this story? (rapid, slow, skim)

Why?What parts did you read rapidly?Why?What parts did you read slowly.?Why?

Have the pupils answer questions about theselections to determine whether or not theycomprehended the reading material.

(1) Have the pupils-follow printed directions.fOrmaking graphs, maps; charts, small objects, etc.Provide progressively difficult directionsworded in a variety of ways<

(2) Have the group read silently the printed direc-tions for a workbook activity. Choose one',member to explain them to the group.

-- (See Developmental Activities for CriticalComprehension B-2, page 85 -93)

(1) Provide time when the pupils may read to othersselections which they have particularly enjoyed.`,

(2) Have the pupils read part of a book report.

r) n

134



GENERAL SPECK IC ,

RELATED SKILLS DEVELOPMENTAL

. Having a purposefor oral reading

c. Being able to .,'ead

fluently, usingconversationaltone, being relaxed,and using goodposture

d. Having completeunderstanding ofthe selectionbeing read

971

(1)

(2)

Have the pupils:- Read sentences or sect

points.- Read lines which answe

How did John feel?Why did Jane run?How did the new home

- Read lines, sentences.express a particular n

Be sure that students ha,before asking them to rea

Set standard cooperativelExample:

A Good RE

Has a purpose for rePrepares material aiMakes his voice shooPronounces each wort

listeners canReads ideas, not ju!Changes his rate of

meaning.Breathes at the rigl

breathing andsmooth.

-- Have the pupils read aftthe content, give each .ato the group.


LLS


. Having a purposefor oral reading

-- Have the pupils:- Read sentences or sections to prove particular

points.- Read lines which answer such questions as:

How did John feel?Why did Jane run?How did the new home look?

- Read lines, sentences, or sections which

express a particular mood, etc.

Being able to read (1)

fluently, usingconversationaltone, being relaxed, (2)and using zoodposture

Having completeunderstanding ofthe selectionbeing read

Be sure that students have read the material

before asking them to read orally.

Set standard,cooperatively with the group.

Example:

A Good Reader

Has a purpose for reading.Prepares material ahead of time.Makes his voice shyd feeling and meaning.Pronounces each,word clearly so .that

listeners can understand.Reads, ideas, not just words or 'phrses.Changes his rate of reading to convey

meaning.Breathes at the right places so that,

breathing and reading will be

smooth.

-- Have the pupils read after discussing with than

the content, give each an oppbAunity to read

to the group.

272

0 b.

1

1.; SECONDARY DEVELOPMENTAL READING ACTIVITIES

BASIC READING SKILLS. u.

GENERAL SPECIFICRELATED SKILLS DEVELOF!

e. Being provided with

a cdmfortable,andple45ent environment'or setting conduciveto, oral eading

.., Using the voice andattitude to expreds

mood

g

273

Knowing how welloral reading isdone

- Vary the method ofdevices as A Radic

- - Write a short sketlinflections of th'e

try it-"Example:

Narrator:

Jack:

Mother:Jack.:

Mather :

Jack:

Mother:Narrator:

It

Jaci'

abou-

sewi]

I dcI dc:

(Mat-

Aw,

(Coa:

I ca:

swine

(War:

Jack

home

Use the tape recorcreading to stimularecord for discusswith the pupil andmay be saved and uings at other time

,135


1,LS


e. Being provided with -- Vary the method ofTresentation with sucha Comfortable aria devices as A Radid Program or The Book Club.pleasant environmentor setting conduciveto oral reading

f. Using the voice andattitude to express

-- Write a short sketch bUilt upon diffprentinflections of the same expression, as "Just

mood' try it."Example:

Narrator: Its a cold sunny day in spring.Jack is restless as he movesabout the,room where Mother issewing.I don't want to put away my toys.I don't know where to start.(Matter of-fact) Just try it.Aw, Mom, I don't know how.(Coaxingly) Just try it. °

I can't do it. I guess I'll goswimming.(warningly) Just try it.Jack did try it. When he gothome, what do you think happened?

g. Knowing how welloral reading isdone

Jack:

Mother:Jack:

, Mother:Jack:

Mother:Narrator:

-- Use the tape recorder or make discs of oralreading to stimulate pupils and serve as a .

record for discussion of needed improvement'with the pupil and with the parents. (Thesemay by saved and used for comparison with read

, ings'at other times.)

0

APPENDIX

275

ti

LISTENING'

Listening, as a facet of reading, is a new frontier which must be recognized,developed', and interrelated with all we do to help students. If we want studentsto listen; we must use materials that are interesting to, them, have purposes forlistening, and help them understand that good listening, good reading, and re-membering go hand-in-hand.

Listening-is important because it provides a background for reading and study.It helps develop sentence sense, and it'improves vocabulary. In order to make theli_steling- reading experience meaningful, the teacher must use a vocabulary in keepingwith tie understanding of the students. This" is especially true of the bi-lingualstudent'. Also, plans must be made for the student to use words both in speakingand reading soon after they listen to them. Thus, the'listening vocabulary willbecome the spoken and reading vocabulary.

The following outline classifies the kinds of listening and suggests goalsand activities for each.'

1. This material on Liatening was presented by Donna M. Mills at the 1963University of Chicago Reading Conference. (The text in its entiretycan be found in the Annual Proceedings.)

276O

138

KIND

GOALS AND ACTIVITIES FOR LISTENING.

Donna M. Mills

Horace Mann SchoolGary, Indiana

GOAL

I. Simple

277

A. To discriminate and locate phonetic andstructural elements of the spoken word.

B. To discover and to identify sounds, words,or ideas new to the listener.

C. To listen for details in order to interpretthe spoken word and to respond accurately.

D. To listen to aselection for the purpoSeof answering a previously stated question.

E. To listen tba selection, then answer a_quistionwhiCh is asked after thelistening.

F. To listen for the main idea when statedin the topic_ or, key sentence.

1. Use selectio

2. Select soundsmedial, and'coal., locate,

-- Close eyes aias well as ncan be used.

-- After listenjspokes on alA

-- Ask the quesselection.

NB Difficused wneeds

GOALS AND ACTIVITIES FOR LISTENING

Donna M. Mills

Horace Mann SchoolGary, Indiana

GOAL ACTIVITIES

riminate and locale phonetic and I. Use selections with rhyming words.ral-elements of the spoken word.

over and to identify sounds; words,La new to the listener.

2. Select, sounds or syllables in initial,medial, and final positions. Examples:coal, locate, bakf.

-- Close eyes and identify sounds--man madeas well as natural. The tape recordercan be used.

,en for details in order to interpret -- After listening, show the details asiken word and to respond accurately. . spokes on a wheel.

ten to a selection for the purpose -- Ask the question before listening to thewering a previously stated question. I selection.

ten to a selection, then answer aon which is asked after thedng.

;ten for the main idea when statedtopic or key sentence.

NB Difficulty of the materialused will depend upon theneeds of the students

278

LISTENING

KIND GOAL

II. Discrimina-tive(aecogni-tion)

G. To distinguish between the main idea andthe details

A. To distinguish and locate phonetic andstructural elements of the spoken word.

B. To discriminate between spoken factsand fancies.

C. To listen for words with variantmeanings. 4

D. To distinguish between relevant andirrelevant details.

1. After listenioutline. A.

2.- For longer sewhile.listenilistening toform.

. After listenione sentence

-7 Listen to a psounds such awords.

Listen to anlist the factselection.verify each i

Use selection"And even wheswitchingswitrees, we felwas a comfort

List in two crelevant, theAfterwards st

1.. Mary Roelofs-Stett, "My Most Unforgettable Character;" Reader's Digest, April ;'_90

279

139

GOAL ACTIVITIES

.nguish between the main idea and

anguish and locate phonetic and7al elements of the spoken word.

7iminate between spoken factsies.

'511 for words with variant

roguish between relevant andart details..

1. After listening to a selection make anoutline. A. Main idea

1.)

2.) Details

3.)

2. For longer selections make the outlinewhile listening. Give time after thelistening to edit and rewrite in betterform.

3. After listening to the selection write aone sentence summary;

-- Listen -to a paragraph_ selected because ofsounds such as "shun" words. Write thesewords.

-- Listen to an appropriate selection andlist the facts and the fancies in theselection. Discuss the list and read toverify each item.

Use selections such as the following:"And even when we were crying over theowitchings wdth suckers from the fruittrees, we felt she was right and thatwas a comfort."1

List in two columns the details, onerelevant, the other irrelevant.Afterwards students read to verify.

ost Unforgettable Character," Reader's Digest, April 1963, p. 124-125

280

140

LISTENING

KIND GOAL

E. To listen to select the type of writing:NarrativeDescriptiveExpositiveEssay

-- Use Inl'

Studer

readit

III. RelaxingandAppre-.ciative

A. To listen to music. to determine moods.

B. To listen to poetry or prose to determinemood.

C. To listen to music, poetry, or proseto set a mood.

D. To listen in order o visualize ascene.

--

--

--

--

Afterwhich

After'

and p:

mood.

Selec-,

mood

Afterthisverif

IV. Informa-tive

A. To follow oral directions.

B. To retain ideas from spoken materialsfor future recall.

p. To use oral context clues to buildmeaningful associations.

--

1.

2.

--

Listedesig

Deliv

Studeis re

Listselec

281

GOAL ACTIVITIES

o listen to select the type of writing:arrativeescriptivexpositivessay

- - Use various sentences and paragraphs.Students select type. Follow this withreading of same types.

o listen to music to determine moods.

'o, listen to 'poetry or prose to determineLood.

'o listen to music, poetry, or prose,o set a mood-.

'o listen in order to visualize ascene.

-- After listening, select and discuss wordswhich could be used to give the same mood.

- - After listening, select and discuss wordsand phrases which were used to set themood.

-- Select material suited to set the desiredmood for reading.

- - After liStening, draw the scene, followthis by student reading for himself toverify his visual concept. Discuss.

Po follow oral directions.

Po retain ideas from spoken materialsfor:fUture recall.

To use oral context clues to buildmeaningful associations.

Listen to and take an oral message to adesignated person.

1. Deliver oral messages.

2: Students give assignments to another whois returning from an absence.

- - List words on the board. Listen to aselection to determine meaning by context.

282

YU

1

LISTENING

KIND GOAL

D. To listen for news.

E. To listen for unspecified informationon a topic.

F To listen for main ideas when expressedas feelings.

To listen for pertinent information on aspecified topic.

Use a radiosentation.0

Give the queactivity.

. Use the lectpoints. Givstatements,finally, etc

. Use the rad:

V. Organiza-tional

To determine oral story sequence.

To organize in outline.formmaterial heard.

To list the stated facts to obtain aninference.

. To listen in order to make space andtime relationships

283

Ask for theparagraph he

Listen td`acut the star

Listen to aspecified nulone strip c

Listening -NC

- - Stated Fadtg

141

GOAL ACTIVITIES

_sten for news.

Lsten for'unSpecified informationtopic.

Lsten for main ideas when .expressed

Lsten for pertinent information on a:_fled topic.

- - Use a radio news report or an oral pre-sentation *of a newspaper report, Discuss.

- - Give the question after the listeningactivity.

1. Use the lecture method. Discuss pertinentpoints. Give clues for following thestatements, such as: first, second,finally, etc.

2. Use the radio or T.V.

etermine oral story sequence.

rganize in outline formrial heard.

ist the stated facts to obtajn anrence.

isten.in order to make space andrelationships

1. Ask for the sequence of events for aParagraph heard.

2. Listen to a story and with puppets actout the story sequentially.

Listen to a story. Students draw aspecified number of sequential steps on alone strip of paper.

Listening-Notetaking.

-- Stated Facts

Inference

284

142

LISTENING

KIND GOAL

VI. Critical A. To discriminate and loi:a'te phonetic and(EValua- structural elements of the spoken word.tive)

B. To associate ciscriptive ickas en sc.:::%ds

heard with more concrete object5 a,,7ci life

situations.

C. To, discriminate between fact .end fencie.

To evaluate the worth of list eni

material accurately.

E, To determine and to reflect the of

the listening materials and theeffects that words symbolize.

F. To use oral context clue:: to buildmeaningful associations,

G. To determine the main and FII:corditeideas in spoken materiel,

soc

Etateme,

h.,.;t

is true

read or,

DiEc.tuse

under d

1. Frcmw_ rQs

ListenwoTds.

Li tenof rief

colpari

progrthe

285

GOAL AC! IvI'rIES

iiscrininate and locate phonetic anductural elements of the spoken word,

associate descriptive id- _s or .so..;nce

rd with more concrete object.,-5 Ufeuations.

discriminate between fact ,an.d

evaluate the worth of lisT.e;'lini-z.

erial:acourately.

determine and to reflect the ed oflistening materials and theects that words syMbolize.

use oral context elliec to build

aningful associations.

determine the main and subordi:ateeas in spoken material,

-- Listen for structural elements and usein Other wor;f:s.

descriptions of familiar peopleand determine identitiee.

ee social studies concepts. Make threestatements for each, one trus, onedefinitely untre:-.andrtne third 'untrue.

with a ahs'a& of truth, T.e::ide which

ic ;rue, give ,n,:asons,

appealing qualities of materialreal orally.

r) C1180 how maerial relates to the topicunder discussior

From a. list-of.word5 given orally, selectwords which gi.. a certain mo.-.)d or pound.

Listen to a stor;: or poem. :elect- sound

words.

Listen 'to matals using bo:.text cluesof definition ...xTerience, synym,comparison, and summary.

Listen to three paragraphs. ecoh describinga program or acI:ivity but only one giving:the idea. SLudents select this one.

286

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