document

24

RESUME

I

ED 024 541

RE 001 487

I By* Otto, Wayne

I Overview of the Wisconsin Prototypic System of Reading Instruction in the Elementary School- Report rom
| the Reading Project.

I Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.

Spons Agency* Office of Education (DHEW), Washington, D.C. Bureau of Research.

Report No* WRDCCL*PP*5
I Bureau No* BR*5-0216
I Pub Date Aug 68
I' Contract* OEC*5* 10* 154
Note* 76p.

| EDRS Price MF*$0.50HC*S3.90 _

Descriptors* Grouping (Instructional Purposes), Inservice Teacher Education, *Reading Materia s. * ea mg
T Skills, * Reading Tests, *Sequential Reading Programs, *Student Records, Teaching Procedures, Iraditional

I Schools

I Identifiers* Wisconsin Prototypic System Of Reading Instruction _

I Although refinement and development are to continue, the Wisconsin Prototypic

System is now at the point where it can serve as a basis for a reading program,
particularly where there is to be strong emphasis on individually guided instruction.
This report discusses the rationale and assumptions underlying the system and lists
its component parts: an outline of reading skills, an individual skill development record
that stays with the child from grades through 6, prototypic exercises for the
assessment of reading skills (reductions of the exercises are included in the report),
I the Wisconsin Expanding Inventory of Reading Development for use in group
I assessment of reading skills, and a compendium of materials and procedures.

Inservice preparation of staff, grouping for instruction, and implementation in the
j multiunit school and the traditional school are also discussed. Further areas of

I research are suggested. (WB)

i

t

iflil

Practical Paper No. 5

OVERVIEW OF THE WISCONSIN PROTOTYPIC SYSTEM OF
READING INSTRUCTION IN THE ELEMENTARY SCHOOL

By Wayne Otto

Report from the Reading Project
Wayne Otto, Principal Investigator

Wisconsin Research and Development
Center for Cognitive Learning
The University of Wisconsin
Madison, Wisconsin

August, 1968

U. S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE-
OFFICE OF EDUCATION

BEEN reproduced exactly as received from the:

REPRESENT ommL «««" 3?

The research reported herein was performed pursuant to a contract with the United States Office of
Education, Department of Health, Education, and Welfare, under the provisions of the Cooperative

Research Program.

Center No. C-03 / Contract OE 5-10-154

FOREWORD

The goal of the Wisconsin R & D Center is to contribute to an under-
standing of cognitive learning by children and youth and to improve related
educational practices. Activities of projects in R & D Program 2, Processes
and Programs of Instruction, are directed toward the development of instruc-
tional programs based on research on teaching and learning and on the
evaluation of concepts in subject fields. The reading project operates
within Program 2.

This Practical Paper provides an overview of the 2-year period of
development of a prototypic instructional system in reading for the ele-
mentary school as well as a description of the components, including an
outline of objectives, assessment procedures, provision for individual
records, and a compendium of materials related to each element in the
outline. In the section on implementation of the system, the I & R Unit
developed in R & D Program 3, Facilitative Environments, is discussed
illustrating the interrelationship of Programs 2 and 3.

Professor Otto emphasizes the fact that this prototypic instructional
system is not an intact reading program but rather provides the basic ele-
ments needed for the development of an individualized reading program in
any school setting.

Thomas A. Romberg
Director, Programs 2 and 3

PREFACE

The present paper is, as the title suggests, limited to the presentation
of an overview of the Wisconsin Prototypic System of Reading Instruction:
its background, the component parts of the system, and suggestions for
implementation. The discussion is focused upon the system at its present
stage of development, the assumption being that although development and
refinement is to continue it is now at a point where it can be useful to
school people as a basis for a reading program, particularly where there is
to be emphasis upon individually guided instruction. The background,
rationale, and assumptions underlying the system are discussed in the paper.

When development of the prototypic system was begun, a basic decision
was made to start with as little as possible and to add to the minimum base
only as needs became apparent through feedback from teachers in the field
and more formal research efforts. The Outline of Reading Skills — a hierar-
chically arranged set of behavioral objectives in reading at the elementary
(K— 6) level which is the foundation for the system — is a minimal statement.

That is, much more explicit breakdowns of many of the skills (objectives)
could be, and perhaps should be, made, but they will be made only if it
becomes apparent that more specificity is needed in order to insure uninter-
rupted development of reading skills. Perhaps, for example, it will become
apparent that more explicit statements are needed at the kindergarten-
readiness level to insure a reasonable prognosis of success; or, more
specificity may be needed with certain skills to insure that the essential
aspects be covered at the optimum time in the sequ en ce. Refinements of
the Outline can be made as problems are identified in the field tryouts and
alternate approaches are then tested in controlled, short-term experiments.

Group assessment exercises have been developed to supplement the
individual exercises that were prepared for the initial field tryout. It was
apparent early last year that group exercises were needed to make the
individual skill assessment scheme workable. The group exercises were
developed from the field-tested individual exercises, which had been
revised in view of feedback from teachers. Both sets of exercises will, if
necessary, be revised as additional data become available, and realistic
criteria for demonstration of mastery of specific skills will become apparent
as data from large numbers of children are gathered. Two additional kinds of
assessment instruments appear to be needed and await future development:

(1) Diagnostic tests would probably be useful, at least for certain skills, to
go beyond the behavior sampling for the assessment of current skill status
provided by the existing exercises. That is, given a deficiency in a specific
skill, it would be desirable to have a means for probing to discover the
reasons for the deficiency, for the latter knowledge would permit the most
straightforward prescription of corrective instruction. Here again, diagnostic
tests can be developed as problems are identified in the field. (2) General
achievement tests built upon the foundation of behavioral objectives listed for
the system are needed to permit periodic testing to assess developmental growth
in reading .

A compendium of materials and procedures appropriate for use in teaching
specific skills has been developed. New materials have not been developed
for the system; instead, the attempt has been to identify existing materials
and ideas and to key them to the Outline. The suggestion is that teachers use
the compendium as a basic source and that they add items that they know or
find to be particularly useful. Again, the attempt is to provide a nucleus or
base as a beginning point and to identify areas in need of further development
in view of experiences in the field. In some instances the development may
come simply from a more exhaustive search of existing materials, but in others
it may be necessary to develop new teaching materials . It would appear that
the latter action may be necessary to make materials available for helping pupils
to conceptualize and state the main idea in reading, for existing materials are
quite limited in scope. The essential point is that we are attempting to make
use of the profusion of existing materials and that we shall undertake the devel-
opment of materials only when a gap in the r existing coverage is demonstrated.

One of the major functions of the system is to provide a framework for
individually guided instruction in reading. Some suggestions for implementation
of the system and, concurrently, for the provision of individually guided instruc-
tion are made in the present paper. A number of important questions remain to
be answered. For example: Are there optimum sizes for the instructional groups
when certain skills in certain areas are being taught? How might teacher time
be most effectively distributed over individual, small group, and large group
instruction? What can be done to insure active support of operation of the
system? Here again particularly troublesome problem areas can be identified
in the field and alternate solutions can be tried out and evaluated in terms of
pupil progress in reading skill development.

Finally, the prototypic system of reading instruction provides a framework
for important research in the area of "learning for mastery" as discussed by
Carroll^ and Bloom. ^ Very briefly, Carroll has suggested that although students
may be normally distributed as to aptitude, given the kind and quality of instruc-
tion and the amount of time for learning appropriate to the characteristics and
needs of each student, the majority of students may be expected to achieve
mastery of the subject and relationship between aptitude and achievement should
approach zero. The present writer is in essential agreement with this point.

Now it is suggested that the details of "kind" of instruction are spelled out— at
least tentatively — for elementary reading by the compbnents , considered col-
lectively, of the prototypic system; thus, the basis for the consideration of
kind, quality, and pacing of instruction is provided. Some suggestions have
already been made regarding the quality of instruction in reading; e.g. , flexible
grouping according to individual skill assessment, dual grouping for instruction
depending upon the areas involved. Research designed to find a workable bal-
ance among the kind, quality, and pacing of instruction required for mastery in
reading promises to be worthwhile. Such research can proceed within the frame-
work provided by the prototypic system.

^Carroll, John. A model for school learning. Teachers College Record , 1963,
64, 222—228.

^Bloom, Benjamin S. Learning for mastery. In B. S. Bloom, J. T. Hastings,
and G . F . Madaus , Formative and summative evaluation of stu dent learning .
New York: McGraw-Hill, in press .

ACKNOWLEDGMENTS

The Wisconsin Prototypic System of Reading Instruction represents, at its
present state of development, almost two years of active support and creative
effort from many people# To attempt to acknowledge this support and effort,
which was forthcoming from diverse sources and from individuals with a wide
array of affiliations, responsibilities, and competencies, is to undertake a
formidable task. The people named here are those who had specific roles in
various developmental activities; many other people were involved in a variety

of ways .

The initial Prototypic Guide to Reading Skill Development in the. Elementary
Schools and the related Model Exercises and Observations were developed with
the cooperative efforts of Camille Houston of the Reading Project staff, Ruth
Saeman, reading consultant with the Madison Public Schools, and Patricia
Wojtal and Betty McMahan, Unit leaders at Huegel School, Madison Public

Schools .

Mary Lou Ellison of the Reading Project staff had the difficult job of
coordinating the 1967-68 field tryout— along with many other tasks— in
five schools . She carried on and somehow managed to keep smiling as the
faltering first steps toward implementation were taken.

Personnel from five schools located in four districts participated in the
1967-68 field tryout. Many people contributed, but only a few can be named.
William Amundson and Patricia Woolpert made it possible for the field tryout to
be conducted in the Evansville Public Schools, which was the only non-Unitized
setting for the tryout. In Madison, the tryout was conducted in Huegel School—
Patricia Wojtal, Betty McMahan, and Maurine Miller were the Unit leaders
involved— and in Franklin School— Joyce Peterson, Lera Gates, and Marguerite
Gilbert were the Unit leaders . Ruth Saeman of the Madison central office reading
staff contributed much, in terms of both professional and personal involvement,
to the implementation of the field tryout and to the refinement of the system.
Thomas Delamater, Norma Smith, Esther Olson, Helen Johns, and Connie Glowacki
were the Unit leaders in Wilson School, Janesville Public Schools; and Norman.
Graper, principal, offered continuing support. Mildred Yahnke, Janesville reading
consultant, contributed freely from her apparently inexhaustible store of ideas and
enthusiasm. In Racine, Winslow School— Mary Jane Clausen and Audrey James,
Unit leaders— was designated for the tryout in an inner-city school. The support
of Dawn Klofton, Winslow principal, and Mildred Brady, Racine reading consul-
tant, is appreciate'd . Feedback and input from the field tryout has taken many
forms and it has come from many sources and through many channels. We learned

a great deal.

Two day-long seminars were held at the R & D Center to permit people
involved in the field tryout to share perceptions and ideas and to look toward
future development. The seminars were a success because busy people who took
two full days from their schedules participated freely and constructively. The
following people participated: Mary Lou Ellison, Camille Houston, Karl Koenke,
and Diana Weintraub from the Reading Project staff; Ruth Saeman, Joyce Peterson,

Patricia Wojtal, and Betty McMahan of the Madison Public Schools; Thomas
Delamater and Mildred Yahnke of the Janesville Public Schools; Mary Jane
Clausen and Audrey Janes of the Racine Public Schools; Patricia Woolpert
and Joyce Glass of the Evansville Public Schools; and George Glasrud of the
Wisconsin State Department of Public Instruction.

Members of the Reading Project staff have worked together on all aspects
of the system, but individuals have taken primary responsibility for certain of
the component parts. Diana Wbintraub joined the staff early in 1968 and began
to work on the Wisconsin Expanding Inventory of Reading Development. Without
her creative talent— exemplified by the splendid acronym for which she is respon-
sible — and untiring efforts, WEIRD would not be what it is today. Mary Lou
Ellison and Camille Houston did the analyses and compiled the suggestions that
are summarized in the Compendium of Materials and Procedures . Mary Lou and
Diana coordinated the revisions of the Outline of Reading Skills, the Individual
Reading Skill Development Record, and the Prototypic Exercises for the Assess-
ment of Reading Skills. Carol Niblett did the art work.

The person who did the typing always seems to be mentioned last, not, I
think, because the contribution is felt to be least significant but because the
contribution is so constant and so obvious that it is taken for granted. Anyway,
the latter is so in the present instance. Susy Schultz: you type real good.

CONTENTS

I. Background of the Prototypic System
Introduction
Rationale
Assumptions

II. Overview of Component Parts of the Prototypic System

The Outline of Reading Skills
Individual Reading Skill Development Record
Prototypic Exercises for the Assessment of Reading Skills
Wisconsin Expanding Inventory of Reading Development
^ Compendium of Materials and Procedures
Summary

III. Implementation of the Prototypic System

General Assumptions
Inservice Preparation of Staff
Grouping for Instruction
Implementation in the Multiunit School
Implementation in the Traditional School

IV. Prototypic Exercises for the Assessment of Reading Skills

LIST OF FIGURES

Figure

1 Check Sheet for Self-Directed, Interpretive, and

Creative Reading

2 Organization Chart of a Multiunit School of 600 Students

Page

1

1

1

2

4

4

9

10

11

12

1 °

13

13

15

16
19
21

22

18

19

ix

I

BACKGROUND OF THE PROTOTYPIC SYSTEM

INTRODUCTION

The general purpose of this paper is to pre-
sent an overview of -a prototypic system of
reading instruction that is being developed
within the context of the Wisconsin Research
and Development Center for Cognitive Learning.
The presentation is directed mainly to the
practitioner. Research related to the system
and its development is discussed in the preface.

Development of the program was begun early
in 1967, and by the summer of 1967 an outline
of reading skills, a series of correlated assess-
ment exercises-*- and individual pupil record
folders had been produced and were ready for
tryout in the field. During the 1967-68 school
year thG Gristing portions of the system were
used in iour Multiunit schools ^ and one tradi-
tional school* As a result of the field tryout

(1) the placement of a number of skills was
changed in the scope and sequence outline,
reflecting observations that certain skills were
placed too high or too low in the skill develop-
ment hierarchy and that certain skills needed to
be restated at subsequent levels of development;

(2) many of the individual assessment exercises
were redesigned to make them more appropriate

1 SeeW. Otto, R. Saeman, C. Houston, B.
McMahan, and P. Wojtal, Prototypic guide to
reading skill development in the elementary
school. Working Paper from t he Wisconsin R
& D Center for Cognitive Learning , University
ofWisconsin, 1967, No. 7.

2 See H. J. Klausmeier , D. M-. Cook, G. E.
Tagatz, and J. L. Wardrop, Project MODELS:

A facilitative environment for increasing effi-
ciency of pupil learning and for conducting
educational research and development. Workj
ing Paper from the Wisconsin R & D Center for
Cognitive Learning , University ofWisconsin,
1967, No. 5.

for use with children and/or to make the focus
upon a specific skill more clear; and (3) the
individual pupil record folder was redesigned
to make it both more attractive and more useful
as a communication/diagnostic tool. In addi-
tion, as the Reading Project staff worked closely
with the teachers , Unit leaders and consultants
in the several schools, many ways in which the
prototypic system could be usefully augmented
and further refined were identified, and some of
the critical problems in implementing the system
were recognized .

Knowledge gained from the field tryout, then,
has been the basis for revision of previously
existing materials and the addition of certain
materials to the prototypic system. This knowl-
edge has also made it possible to make a num—
ber of suggestions, based upon experience in
the field and the stated needs of school person-
nel, to expedite the implementation of the sys-
tem. In this paper the existing component
parts of the system are introduced and des-
cribed, and implementation of the system— in
Multiunit and traditional schools — is discussed.

The system continues to undergo develop-
ment: This paper is, in a sense, a progress
report as of Summer 1968. We shall continue
to refine the prototype we began with more than
a year ago and we hope that others will join us.
Meanwhile, the system is at a stage of develop-
ment where it can be useful in the field, both
as a guide to individually guided instruction
and as the basis for an elementary school read-
ing program.

RATIONALE

The foundation for the prototypic system of
reading instruction is the Outline of Reading
Skills (see p.4). The Outline is a scope and
sequence statement of reading skills for kinder-
garten through Grade 6. The arrangement of
skills is, in a sense, arbitrary: Other scope
and sequence outlines that are defensible have

1

been and will continue to be developed; yet,
the present arrangement of skills represents a
consensus among teachers , Unit leaders, and
reading consultants who originally constructed
the Outline, and it has been shown to be viable
in the field. The point here is that the Outline
of Reading Skills represents a defensible— if
not the ultimate — scope and sequence state-
ment that serves as a description of hierarchi-
cally arranged reading skills for the elementary
grades. The Outline can and should be changed
when changes are felt to be necessary for philo-
sophical, theoretical, or pragmatic reasons . It
is prototypic, not dogmatic.

In another sense the Outline of Reading Skills
comprises a set of objectives, behaviorally
stated , for the reading program in kindergarten
through Grade 6. The attempt has been to strike
a balance between specificity and generality in
stating objectives in order to represent the es-
sentials with at least minimal adequacy without
becoming bogged down in details and technicali-
ties . In essence, the entire prototypic system
described here is designed to help teachers
expedite the movement of children through the
sequence of objectives by providing a means
whereby they can focus upon the skill develop-
ment of individuals. Fortunately, information
about individuals' skill development can be the
basis for intelligent grouping as well as for
strictly instruction. The point here is that
whether instruction is to proceed with individu-
als or with groups is left to the teachers in-
volved, it is not decreed by the system. In
practice, a child is likely to receive some indi-
vidual and some group instruction, with the
size of an individual's instructional unit at any
given time dictated by (a) his idiosyncratic
skill development status, (b) the commonality
of his status with that of other pupils , and (c)
the nature of the instruction being offered.

The component parts of the entire system are
described in detail in the next section of this
paper, but each is briefly introduced here to
show the interrelationships among the several
part s .

To assess pupils' attainment of specific
skills (objectives) , a set of exercises designed
for use with individuals — Prototypic Exercises
for the Assessment of Reading Skills — provides
a means for sampling pupil behaviors associated
with each of the skills in selected areas of the
Outline of Reading Skills . The Prototypic Exer-
cises for the Assessment of Reading Skills are
reproduced, reduced in size, in the final por-
tion of this paper. A parallel set of exercises
for group administration — the Wisconsin Expand-
ing Inventory of Reading Development has also
been devised. The group exercises provide a
means for initial assessment and periodic check-

ing of skill development with the time-saving
advantages of group administration. Taken
together, the group and individual exercises
provide the basis for the assessment and con-
tinual updating of the Individual Reading Skill
Development Record.

The Individual Reading Skill Development
Record, a folder that serves as a permanent
record of skill development and as a repository
for relevant supplementary information for indi-
vidual pupils, is an integral part of the system.
The Outline of Reading Skills is reproduced on
the Record and space is provided for the teacher
to indicate when the pupil reaches an acceptable
level of proficiency with each skill. Thus,
when it is kept current, the Record provides an
up-to-date individual profile of reading skill
development from kindergarten through sixth
grade .

Finally, a correlated list of materials and
procedures has been compiled for use with the
Wisconsin Prototypic System of Reading Instruc-
tion. Again, the basis is the Outline of Read-
ing Skills: Specific suggestions are keyed to
the objectives in the outline. The intent is not
to provide a comprehensive listing, but to iden-
tify a core of materials and procedures found to
be useful in the field. In application, the ex-
pectation is that teachers will supplement the
basic list with materials that are available and
procedures that are particularly useful to them.
The materials and procedures list completes the
instructional cycle inherent in the prototypic
system: a behavioral objective is stated; a
means is provided for sampling the behavior
involved with that objective, yielding a basis
for assessing skill attainment; and, if an ac-
ceptable level of mastery has not been reached,
materials and procedures appropriate for teach-
ing /learning the skill are suggested.

ASSUMPTIONS

Several assumptions have shaped the devel-
opment of the prototypic system.

The Outline of Reading Skills was constructed
to accommodate an eclectic approach to the de-
velopment of word recognition skills . The skills
included in the word recognition portion of the
Outline have been found to be generally accept-
able to teachers who employ a variety of in-
structional approaches. It seems obvious,
however, that no single outline could accom-
modate all of the approaches , with their wide
variations in emphases and the hierarchical
arrangement of skills , being advocated at the
present time .

Aside from the specific area of word recog-
nition, the general assumption is that the pro-
totypic system described here will be adapted

2

in view of existing local conditions. The pro-
totypic system can be the foundation upon
which a reading program that is appropriate for
and sensitive to the needs and desires of a
local school or school district is built. The
most valuable contribution of the prototypic
system in some situation may be its provision
of a starting point for discussion of the objec-
tives of a desirable reading program and the
means for reaching the objectives. The essen-
tial point here is that change, in the form of
refinement in view of additional knowledge and
adaptation to meet local needs , is not only ex-
pected but encouraged.

While most of the early field tryout has been
conducted in Multiunit schools, every attempt
has been made to keep the prototypic system
workable in traditionally organized schools.

There is little question that the Multiunit organi-
zation facilitates the implementation of the
system, just as it facilitates the implementation
of many other types of innovations; nevertheless ,
there are no inherent conditions to block the
implementation of the system in other organiza-
tional set-ups. (Suggestions for implementation
in Multiunit and traditional schools are given in
another section of this paper.) The system
should be equally workable, too, in both graded
and ungraded schools, for the hierarchy of skill
development is not necessarily tied to grade
level designations.

There is no assumption that any particular
array of instructional materials will be used in
schools where the prototypic system is in oper-
ation. As already mentioned, the list of cor-
related materials and procedures is intended
merely to provide a base from which a more
comprehensive list can be developed. The ex-
pectation is that in operation the system will
be useful in making a multitext/multimaterial
approach to reading instruction truly workable.
That is , given a consensual statement of se-
quentially arranged behavioral objectives, the
task of insuring continuity of instruction from
a variety of materials is made more reasonable
than it might be when each teacher must attempt
to coordinate skill development sequences that
are frequently out of phase in different materials.

A final and extremely important assumption
is that the school personnel who tackle the
task of individualizing instruction through the
use of the prototypic system will be willing to
accept the hard work involved. The prototypic
system is not an instant reading program, nor
is it a neat little bundle of self-administering
lessons. It provides a foundation for a reading
program and it is a basis for individually guided
instruction; but the details must be provided in
the local setting and the teaching is the re-
sponsibility of the teachers in the field. We
feel that good teachers would, want it no other
way.

3

II

OVERVIEW OF COMPONENT
PARTS OF THE PROTOTYPIC SYSTEM

THE OUTLINE OF READING SKILLS

As a statement of the objectives of reading
instruction in kindergarten through Grade 6 , the
Outline of Reading Skills is the foundation of
the prototypic system. The six areas covered
in the Outline— I. Word Recognition, II. Com-
prehension, III. Study Skills, IV. Self-
Difected Reading, V. Interpretive Reading ,
and VI. Creative Reading — include the objec-
tives commonly considered in a reasonably
broadly conceived definition of reading in the
elementary school. Each of the six areas is
subdivided into five levels, with Levels A, B,

C , and D being roughly equivalent to Kindergar-
ten, Grades 1, 2, and 3 and Level E spanning
Grades 4, 5, and 6.

The question of whether or not to designate
levels has been troublesome . One might argue
that to designate levels is to imply that certain
skills should be taught at certain grade levels
and that this flies in the face of the basic as-
sumptions underlying individualized instruction.
On the other hand, the levels provide at least
a rough indication of normative pacing by grade.
The decision was to indicate distinct levels for
kindergarten through Grade 3, the period during
which the sequential development of skills re-
ceives much attention, and to indicate a single
level for Grades 4-6, the period during which
the emphasis is placed upon the refinement of
skills. Teachers in graded situations may find
the leveling to be of some use; teachers in non-
graded schools are invited to ignore the levels.
Both groups are cautioned to be concerned about
each individual's skill development across the
six areas covered in the outline. And, to state
the obvious, the stage of an individual's skill
development, not his year in school, dictates
the appropriate level of his instruction.

Origins

The Outline of Reading Skills is based sub-
stantially upon the Madison Public Schools'

scope and sequence statement. It does not
differ fundamentally from hundreds of other
scope and sequence statements and it was
chosen for that reason: We did not feel it was
necessary to rediscover the reading skills.

The scope, sequential arrangement , and word-
ing of the Outline were examined in the 1967-
68 field tryout in five schools, and revisions
were made in view of the feedback from the
field. The present Outline, then, is a con-
sensually acceptable statement by reading
teachers who had an opportunity to work with
the preliminary Outline for an entire school

year.

The Outline

The Outline is given in the pages that im-
mediately follow. Two points should be noted:
First, specific objectives are not listed at Level
E for Word Recognition. The assumption is that
the essential skills will have been introduced
early and that the attention at the intermediate
level should be devoted to the refinement of
existing skills. Second, some of the objectives
listed under Study Skills might also have been
listed under Comprehension and vice, vers a..
Arbitrary placement for the purpose of recording
should not imply a lack of relationship among
the skills.

I. WORD RECOGNITION
Level A

1. Listens for rhyming elements

a. Words

b. Phrases and verses

2. Notices likenesses and differences

a . Pictures

b. Letters and numbers

c. Words and phrases

3. Distinguishes sizes

4. Distinguishes colors

5. Distinguishes shapes of objects

6. Listens for initial consonant sounds

4

Level B

1. Has sight word vocabulary of 50 to 100
words

2. Follows left-to-right sequence

3. Has phonic analysis skills

a. Consonant sounds

1. Beginning

2. Ending

b. Consonant blends

c. Rhyming elements

d. Short vowels

e. Simple consonant digraphs

4. Has structural analysis skills

a. Compound words

b . Contractions

c. Base words and known endings

d. Simple plural forms

e. Simple possessive forms

Level C

1. Has sight word vocabulary of 100 to 170
words

2. Has phonic skills

a. Consonants and their variant sounds

b. Consonant blends

c. Vowel sounds

1 . Long

2. Vowel plus_r

3 . a. plus _L

4. a_ plus w

5. Diphthongs oi, oy., ou, ow, ew

6. Long and short oo_

d. Vowel rules

1 . Short vowel generalization

2. Silent £ rule

3. Two vowels together

4. Final vowel

e. Knows the common consonant digraphs

3. Has structural skills

a. Base words with prefixes and suffixes

b. More difficult plural forms

4. Distinguishes among homonyms.- syno-
nym s , and anto nym s

a. Homonyms

b. Synonyms and antonyms

5. Has independent and varied word attack
skills

6. Chooses appropriate meaning of multiple
meaning words

Level D

1. Has sight word vocabulary of 170 to 240
words

2. Has phonic analysis skills

a. Three-letter consonant blends

b. Simple principles of silent letters

3. Has structural skills

a . Syllabication

b. Accent

c. Schwa

d. Possessive forms

Level E

1. Chooses appropriate meaning of multiple
meaning words .

2. Knows syllabication patterns

a. Syllabication patterns

b. Single vowel sound per syllable

II . CO MPREHENSION
Level A

1. Develops listening skills

a. Has attention and concentration
span suitable for his age

b. Is able to remember details

c. Can relate details to each other in
reconstructing story read to him

d. Can follow two oral directions

2. Increases vocabulary through listening

3. Is able to recall stories in sequential
order

4. Anticipates outcome of stories

5. Interprets pictures critically

6. Can identify main characters in a story

Level B

1. Uses picture and context clues

2. Is able to gain meaning from

a. Words

b. Sentences

c. Whole selections

3. Uses punctuation as a guide to meaning
Level C

1. Is able to gain meaning from

a. Words

b. Phrases

c. Paragraphs

2. Reads in meaningful phrases
Level D

1 . Reads for facts

2. Reads for sequence of events

Level E

1. Adjusts reading rate to

a. Type of material

1 . Factual

2. Fiction

b. Level of difficulty

c. Purpose

1 . Identification

2. Reading for general information

3. Reading for specific information

d. Familiarity with the subject •

2. Gains additional skill in use of punctua-
tion as a guide to meaning (semicolon,
colon, dash, and added uses of the
comma)

3. Selects main idea of paragraphs

4. Reads for sequence of events

5. Is able to gain meaning from

a. Words

5

Level E (continued)

b. Sentences

c. Paragraphs

III . STUDY SKILLS
Level A

1. Follows simple directions

2. Demonstrates elementary work habits

a. Shows independence in work

b. Accepts responsibility for comple-
tion and quality of work

3. Shows development of motor coordination
(eye and hand)

4. Uses picture clues to find answers to
questions

Level B

1. Follows directions

a. Follows directions when working
in a group

b. Follows directions when working
independently

c. Follows written directions

2. Has adequate work habits

3. Recognizes organization of ideas in
sequential order

4. Summaries material

5. Begins to make judgments and draws
conclusions

6. Uses table of contents
Level C

1. Uses picture dictionaries to find new
words

2. Groups words by initial letters

3. Explores library as research center

4. Shows increasing independence in work

a. Reads and follows directions by
himself

b. Uses table of contents without
being reminded to do so

c. Uses dictionary and glossary inde-
pendently when appropriate

5 . Begins to read maps

Level D

1 . Begins to use index of books

2. Reads simple maps and graphs

a. Maps

b. Graphs

1 . Picture graphs

2. Bar graphs

3. Realizes printed statements may be
either fact or opinion

4. Has beginning outlining skills

5. Follows directions

6. Has adequate work habits

Level E

1. Increases and broadens dictionary skills

a. Alphabetizes words

b. Uses guide words as aid in finding
words

c. Uses diacritical markings for pro-
nunciation aids

2. Utilizes encyclopedia

a. Uses guide letters to find informa-
tion on a given subject

b. Uses alphabetical arrangement to
locate information

c. Understands the purpose of topical
headings

d. Understands the index

e. Uses encyclopedia with greater
facility to find information

f. Understands and uses

1. Topical headings

2. Cross references

3. Bibliographies

g. Uses the index volume efficiently

3. Uses maps, charts, and graphs

a. Gains skill in reading and inter-
preting political maps

b . Begins to read and interpret simple
graphs

c. Reads and interprets several kinds
of maps

d. Reads and uses captions, keys,
and legends of maps

e. Selects appropriate maps to deter-
mine

1 . Direction

2. Distance

3. Land formation
41 Climates

5. Time zones

6. Populations

f. Reads and interprets additional
kinds of graphs

g. Answers questions requiring the
interpretation of maps, graphs,
and tables

h. Gains skill in using many potential
types of sources to solve a problem

4. Uses IMC or library effectively

a. Understands fiction books are
alphabetized by author

b. Begins to use card catalogue to
find information

c. Understands and uses author, title,
and subject cards

d. Locates books on shelves

e. Uses cross reference cards

f. Uses other reference materials

1. Atlases

2. World Almanac

3. Pamphlet file

4. Magazines and subject index
to children's magazines

g. Locates and uses audio-visual materials

1. Card catalogue

2. Equipment

5. Recognizes and uses with facility the
various parts of texts and supplementary
book and materials

6. Organizes information

a. Gains skill in notetaking

1 . Begins to take notes in own
words

2. Learns to take notes selectively

3. Arranges ideas in sequence

4. Selects main ideas

5. Selects supporting details

6. Keeps notes brief

7. Shows ability to work from own
notes

8. Identifies source of materials
by use of

a. Bibliography

b. Footnotes

b. Understands and uses^outlining in
work

1. Uses correct form of outline

2. Can find main idea

3. Makes sample outline

4. Outlines topics in more detail

5. Uses own outline for oral and
written reports

6. Uses outline to organize think-
ing in appropriate areas

c. Summarizes material

1 . Writes summary of a story in
three or four sentences

2. States important points ex-
pressed in a discussion

7. Evaluates information

a. Realizes printed statements may be
either fact or opinion

b. Checks statements with those in
other sources to evaluate validity

c. Evaluates relevancy of materials
to topic

d. Compares various viewpoints on
the same topic

e. Evaluates information in terms of
his own experience

f. Identifies propaganda

8. Follows directions

IV. SELF- DIRECTED READING
Level A

1. Cares for books properly

2. Is aware of sequential order of books

3. Begins to show initiative in selecting
picture books

Level B

1 . Begins to apply independent word study
skills

2. Is able to find answers to questions inde-
pendently.

3. Begins to do recreational reading

4. Begins to select suitable reading
materials independently

Level C

1 . Broadens skills listed at Levels A and B

2. Develops increasing fluency ■

Level D

1. Develops varied purposes for selecting
material

2. Begins to do independent research
assignments

3. Is able to locate sources of information

4. Applies reading skills to subject matter
areas

Level E

1. Conducts research independently

a. Applies work study skills to inde-
pendent work

b. Uses bibliography as guide to
materials

c. Makes own bibliography in research
work

d. Uses multiple sources to find infor-
mation

e. Broadens application of reading
skills

f. Understands the function of foot-
notes

2. Reads independently

a. Enjoys reading and reads widely

b. Selects reading materials

1. Appropriate for his reading
level

2. Of a variety of kinds (maga-
zines, newspapers, etc.)

3. That hold his interest

c. Keeps a brief record of his library
book reading

d. Enjoys sharing his reading experi-
ences with others

e. Seems to use his independent read-
ing to initiate activities (e.g., in-
dependent projects, intellectual or
manipulative; creative activities;
hobbies)

3. Appreciates literature

a. Enriches vocabulary through wide
reading

b. Cherishes and rereads favorite
books and stories

c. Begins to evaluate a selection of
literature and analyze why it did or
did not appeal to him

d. Shows interest in building a per-
sonal library

e. Becomes more discriminating in his
reading

7

Level E (continued)

f. Uses reading increasingly as a
leisure time activity

V. INTERPRETIVE READING

Level A

1 . Reacts to pictures and relates to own
experiences

2. Shows interest in stories read

3. Begins to react to mood of poems and
stories

Level B

1 . Sees humor in situations

2. Reads with expression

3. Has empathy with characters

Level C

1 . Recognizes implied ideas

2. Identifies character traits

3. Begins to make judgments

4. Begins to draw conclusions

Level D

1 . Recognizes reactions and motives of
characters

2. Has ability to relate to stories set in
background different from his own

3. Makes simple inferences about charac-
ters and story outcomes

Level E

1. Reaches conclusions on the basis of
stated facts

2. Relates isolated incidents to the central
idea of a story

3 . Understands character roles

4. Recognizes and ant ' - zes more subtle
emotional reactions and motives of
characters

5. Handles implied ideas

6. Recognizes story problem or plot struc-
ture

7. Gains skill in interpreting and appreci-
ating types of language (figurative, idi-
omatic, picturesque, dialectal)

8. Senses subtle humor and pathos

9. Reacts to writer as well as writing

a. Begins to identify elements of style

b. Begins to identify his purpose in
writing

c. Begins to evaluate and react to
ideas in light of the author's purpose

10. Forms and reacts to sensory images

11. Perceives influence of different elements
within selection

a. Notes impact of time and place

b. Follows sequence of events

c. Understands cause-effect relation-
ship

12. Identifies and reacts to tone and mood

13. Selectively assimilates ideas

a. Uses ideas gained from reading to
solve a problem in other areas

b. Integrates ideas read with previous
experiences

c. Modifies behavior and thinking as
a result of reading

14. Gains increased skill in critical reading

a. Weighs evidence

b. Combines materials from various
sources in making decisions and
solving problems

c. Understands the importance of
checking facts and conclusions
frequently

d. Develops understanding that critical
thinking is necessary in a democracy

VI. CREATIVE READING

Level A

1 . Engages in creative dramatic play based
on stories read by teacher

2. Reflects mood in use of voice

Level B

1 . Has ability to '-.ijoy rhythm in words

2. Has ability to see and hear rhyming words

3. Can interpret ideas and stories through
discussions, dramatizations, drawing,
etc.

4. Has ability to do cooperative planning

5. Is able to share ideas

a. Shares with individuals

b. Shares with groups

6. Participates in development of experi-
ence charts

7. Tells original stories
Level C

1 . Shows initiative in large group activities

2. Uses voice intonation creatively

3. Writes original stories

Level D

1 . Shares in creative dramatics

a. Acts out stories read

b. Creates own plays

2. Identifies with people and situations
encountered in stories

Level E

1. Participates in choral speaking

2. Memorizes poems

3. Tells stories to the group

4. Plans dramatizations of stories and poems

5. Reads selections of his choice and to the
group

6. Shares books with others

7. Composes original stories and poems

8

8 . Reads orally to entertain

9. Pantomimes

10. In artistic media expresses ideas gained
from reading

INDIVIDUAL READING SKILL
DEVELOPMENT RECORD

The Individual Reading Skill Development
Record makes the system operational. The
Record is a- file folder on which the entire Out-
line of Reading Skills is printed. Space is
provided for the teacher to check off each skill
as it is attained. A record is begun for each
child as he enters kindergarten and it is kept
current through Grade 6.

Functions of the Record

The Record can serve a number of functions
both in the classroom and in the total school
building /district. The most prominent of the
functions observed in the field tryout follow.

(1) The simple fact of the Record's existence
and its key role in the implementation of system
keeps a broadly conceived overview of the
objectives in reading constantly before the
teacher. In the press of day-to-day operations
it becomes extremely easy to focus upon bits
and pieces and to lose the broad conception.

The Record serves as a constant reminder.
Furthermore, the Record can be the basis for
inservice discussions of the scope and sequence
of reading skills. (2) Within the classroom,
the pupils' Records, if they are kept current,
can serve as a basis for intraclass grouping for
reading instruction. The function, then, is to
facilitate individually guided instruction. In-
struction need not necessarily be one-to-one
to be individualized: Whenever instruction is
planned in response to a specific need of an
individual it is individualized. Inspection of
the Records for common and/or unique pupil
profiles can lead directly to the identification
of specific skill development needs of indi-
viduals and groups , and instruction can be

planned in terms of specific skills. (3) The
Record can help to expedite communication
about pupils among teachers within a grade or
Unit. The need for such communication is
obvious in the Multiunit school, and it is
equally great when any degree of interclass
grouping for instruction in reading is done.

(4) The Record can also help to insure the flow
of communication within both the school build-
ing and the school district. In a graded situa-
tion, the Record provides a base for the new
teacher to begin with in the fall; the same in-
formation is available when a child moves from
one Unit to another in a Unitized school. If
the system is functioning district-wide, then

pupils who change schools within the district
will have a record of reading skill development
to accompany them and their assimilation into
a new group will be greatly expedited, (5) The
Record can also be useful as a guide to report-
ing in parent-teacher conferences. It provides
a concrete basis for discussing a pupil's over-
all skill development in reading. (6) Finally,
because the Record is a file folder it can serve
literally as a receptacle for supplementary in-
formation, such as group test profiles, anec-
dotal comments , etc.

Keeping the Record

Two collections of assessment exercises
have been developed as a part of the prototypic
system: the Prototypic Exercises for the Assess-
ment of Reading Skills, designed for individual
administration, and the Wisconsin Expanding
Inventory of Reading Development, which is
designed for group administration. Both sets
of exercises are described in detail in the
pages that follow. The point here is that the
two sets of exercises are the basic tools pro-
vided within the prototypic system to (a) assist
teachers in making the necessary judgments to
keep the Individual Reading Skill Development
Records current , and (b) insure a reasonable
degree of consensus among teachers as they
make their judgments.

The need for consensus in making the re-
quired judgments is basic if the Record is to
serve an optimal function as a vehicle for com-
munication. If teachers approach the task of
making judgments about skill attainment with
different sets of criteria and/or different con-
ceptions of acceptable mastery levels , then the
usefulness of the Record is limited to the self-
contained classroom. The individual and group
exercises , evoking behavior samples , serve
the function of bringing the skill into focus .

That a particular group of teachers accept the
exercises just as they are described is, of
course, less important than that they arrive at
some mutually acceptable behavior descriptions.
The suggested exercises can be adopted as they
are or modified in whatever ways seem sensible.

Even with a consensually acceptable set of
exercises, the question of precisely what con-
stitutes mastery of a particular skill is extremely
troublesome. A teacher may encounter children
who succeed one day and fail the next with the
same task; he may feel that although a child
succeeds or fails with a specific exercise, this
does not represent his real skill development
status; or he may see that although a child
performs a directed task satisfactorily , he can-
not or does not apply the same skills independ-
ently. Because all of these situations exist,
it is imperative that observations based upon

9

the exercises be tempered with good judgment
and, in some cases, supplemented with informal
observations. The teacher confronted with the
necessity of indicating mastery of a skill on an
individual's Record may find it disconcerting at
first to operate without explicit norms; but ex-
perience has shown that the judgments can be
made with reasonable confidence, particularly
when guidelines have been arrived at through
faculty discussion.

Teachers who participated in the field tryout
devised some means for handling certain details
of keeping. the Record. The general feeling was
that'it would be useful to record the date on
which a skill was judged to be at a sufficiently
high level of development rather than Limply to
check it off. With that bit of information,
teachers working subsequently with a record
would know the grade/chronological age con-
text in which the judgment was originally made.
This is important because many skills must be
developed to higher levels of sophistication
after initial "mastery." Some teachers recorded
the dates in different colors, which were keyed
to pupils' grade placement. That is, second
graders' entries were made in, say, red; third
graders' in blue; etc. The expectation was that
over the seven-year span covered by the Record
the color keying would help to make individuals'
emerging patterns of skill development clear.

A few teachers attempted to set a minimum num-
ber of correct responses for each individual
skill assessment exercise, but in general this
was not felt to be particularly useful or desir-
able. Projecting into the future, as performance
data from large numbers of pupils become avail-
able for the group assessment exercises, it will
be possible to derive normative guidelines.

Such guidelines should have some value in pro-
viding a starting point for making judgments
about individuals , but they will not replace
considered judgments based upon the exercises
and/or systematic observations.

A question that has frequently been asked
is: How much time will it take to keep the
Record current? Unfortunately, there is no
general answer. For some individuals keeping
the Record will take much time , and for others
it will take relatively little time . There is no
question that the total time involved for an
entire class will be substantial. But to keep
things in perspective, the teacher viewing the
Record for the first time must remember that the
skills listed cover a seven year span of devel-
opment .

PROTOTYPIC EXERCISES FOR THE
ASSESSMENT OF READING SKILLS

The Prototypic Exercises for the Assessment
of Reading Skills , which are designed for indi-

vidual administration, are reproduced in reduced
size in the final portion of this paper. Full-
size Exercises suitable for use with children
are packaged in an envelope with the recom-
mendation that the Exercises be inserted into
transparent plastic folders and bound in a large
ring binder. Exercises have been prepared for
each of the objectives (skills) included in the
Outline of Reading Skills in Areas I, Word Rec-
ognition, II, Comprehension, and III, Study
Skills; for reasons discussed later, there are
no exercises for Areas IV, Self-Directed Read-
ing, V, Interpretive Reading, and VI, Creative
Reading. Each exercise calls for a sampling of
the type of behavior associated with a specific
skill from the Outline. As already pointed out,
this behavior sampling serves to pin down the
skill involved and to provide the teacher with
a basis for making judgments about pupils' skill
development status . Skill review cards , which
include brief samplings from the several skills
included at a given level, have been provided
to aid the teacher in (a) establishing a pupil's
base level of competence or (b) reviewing a
pupil's skill status at a given point in the se-
quence .

In practice, the Exercises, in concert with
the group Inventory, can be the source of basic
input for the Individual Reading Skill Develop-
ment Record. As the Record evolves, it dic-
tates the particular exercises to be used at
particular times . The skill levels (A, B, C,

D, E) should not be tied slavishly to grade
levels or years in school. Instead each teacher
must be sensitive to each child's emerging skill
mastery. A child might, for example, be oper-
ating at different levels in the several skill
areas. It is necessary to watch simultaneously
for growth through skill levels and across skill
areas . While kindergarten teachers may be
able to focus on a rather narrow band of skills ,
teachers at subsequent levels must be prepared
to deal with wider achievement r.anges, which
may overlap two or more levels .

To focus on a specific skill on the Record,
the procedure is to find the appropriate exercise,
which is identified by the Outline designation
(e.g. , if the intent is to assess the skill given
at I. A3b in the Outline the appropriate exercise
is given at I. A3b in the Prototypic Exercises
for the Assessment of Reading Skills) . The
sampling of behavior evoked by the exercise
can help to provide one basis for a judgment as
to whether the skill requires further concentrated
attention or only incidental developmental fol-
lowup. Of course the final judgment should
always be based upon all of the information
available (e.g. observations in other contexts,
relevant standardized test scores, etc.), and
in some cases it will be necessary to seek

10

additional information. Each exercise is in-
tended to be prototypic: that is, the basic
model is provided with the expectation that
additions, revisions, and adaptations will be
made .

As already noted there are no specific exer-
cises for Areas IV, V, and VI of the Outline.

Of course there are no exercises for Self-
Directed Reading because to structure the task
would be to preclude self-direction. Observa-
tions of self-directed reading must be made
opportunistically, and judgments as to skill
attainment are preferably made in consultation
with the school librarian or instructional mate-
rials center director. Useful insights may also
be gained from parent conferences . Prolonged
observation and subjective judgments are nec-
essary in the areas of Interpretive and Creative
Reading. Spontaneous reactions from children
are more indicative of underlying skill develop-
ment in these areas than solicited behaviors.

The Outline itself can serve as a guide to rele-
vant observations and as a reminder of the many
important skills that frequently tend to be ne-
glected.

To sum up, several points that have been
explicitly or implictly made about the Prototypic
Exercises are reviewed. (1) The exercises are
intended to help teachers to focus upon specific
skills as they make judgments about individuals'
skill development. (2) The Exercises are pro-
totypic: They may be adapted, supplemented,
or replaced in view of the demands of a particu-
lar situation. (3) Norms or expected minimum
scores are not provided for the exercises. The
suggestion is that an exercise serve as just one
basis for skill assessment and that local teacher
groups should develop their own criteria for
judging skill mastery. (4) Time limits are not
suggested for the administration of individual
exercises. The focus is upon individual per-
formance, so there should be no attempt to
standardize administration procedures . (5) A

final point, which has not yet been made, is
that answer keys are provided only in instances
where teachers in the field tryout felt they would
be useful.

WISCONSIN EXPANDING INVENTORY
OF READING DEVELOPMENT

The 19 67-68 field tryout demonstrated the
fact that implementation of the system would
be greatly expedited if a means for group assess-
ment were made available to serve as a basis
for the initial placement of pupils on the Indi-
vidual Reading Skill Development Record. The
need for such an instrument was particularly
apparent at the upper elementary levels, where
pupils' background of skill development is well

along and individual skill assessment can be
excessively time consuming unless a certain
base level of skill mastery is either assumed
or determined by other means. In response to
this need, the Wisconsin Expanding Inventory
of Reading Development was constructed. The
Inventory is designed for group administration
as a paper-and-pencil test, and it parallels
the Prototypic Exercises in both content and
scope.

The Inventory is limited to the same skill
areas as the Prototypic Exercises, i.e. Word
Recognition, Comprehension, and Study Skills.
Within each of the three skill areas, clusters
of items are provided for the assessment of each
of the sequentially arranged skills. The items
in each cluster are patterned after the items in
the individual exercise for the same skill. The
intent, then, is to sample similar behaviors
with both the individual and group assessment
exercises so they can be used interchangeably
as a basis for the judgments required by the
Individual Reading Skill Development Record.

The recommendation for practice is to administer
appropriate portions of the Inventory early in
the school year and to use the results obtained
to make at least tentative judgments about indi-
viduals' skill status for the purpose of up-dating
or beginning the individual Records. Analyses
of pupil profiles can then provide basic data for
initial grouping and instructional planning . The
individual assessment exercises can be used
as needed to fill in gaps , to verify existing in-
formation, and to check progress. Portions of
the Inventory can be readministered or additional
portions can be given when a teacher feels the
information would be useful. The assessment
sequence is discussed further in the implemen-
tation section of this paper.

The format of the Inventory is tied closely to
the Outline of Reading Skills. That is, there
are separate booklets for assessing the skills
listed at each level in each of the three skill
areas, e.g. Word Recognition, Level A; Word
Recognition, Level B; etc. The complete Inven-
tory comprises fourteen booklets, four for Word
Recognition, five for Comprehension, and five
for Study Skills. The intent is to make it pos-
sible to administer only the booklet from each
skill area that is generally appropriate to the
skill development status of a pupil at a particu-
lar point in time. In practice, the procedure
may not be so straightforward with all pupils
because some difficulty may be encountered in
establishing a base level. That is, if a particu-
lar booklet is too difficult or too easy for a
pupil, it will be necessary to administer the
booklet for the preceding or following level.

Given experience with the Inventory and some
basis for estimating base level — say, observation

11

of performance on an informal inventory or on
the skill reviews included with the Prototypic
Exercises — teachers should be able to keep
such problems to a minimum.

Too often the requirements of standardization
and ease of scoring dictate the nature and con-
tent of tests and thereby prescribe the informa-
tion they yield. We decided early that stand-
ardized administration and ease of scoring were
secondary concerns in constructing the Inven-
tory; the primary concern was to focus upon
specific skills as explicitly as possible within
the constraints imposed by group administra-
tion. Therefore, there are no time limits; the
teacher is permitted to supply unknown words
where word recognition is not the skill being
examined; some exercises are scored by scal-
ing responses and some scoring must be tem-
pered by teacher judgment. Detailed instruc-
tions for administering and scoring the Inven-
tory are given in the Teacher's manual. The
essential point here is that the Inventory is not
conceived as a "standardized" test; it is de-
signed to serve a diagnostic function and the
sampling of individual reading behaviors is the
prime concern.

COMPENDIUM OF MATERIALS
AND PROCEDURES

The Compendium of Materials and Procedures
is a correlated list of materials and procedures
prepared for use with the Wisconsin Prototypic
System of Reading Instruction. The entries in
the Compendium are keyed to the Outline of
Reading Skills in the same manner as the Pro-
totypic Exercises and the Inventory. In prac-
tice, then, if an individual or group is found to
be having difficulty with a particular skill —
say, I, Word Recognition, D2a Three-letter
consonant blends — the teacher can refer to

I.D2a in the Compendium for a listing of mate-
rials and/or. procedures that are appropriate for
use in instruction designed to help pupils to
develop the skill.

The entries in the Compendium are meant to
be descriptive rather than prescriptive. That
is, the entries represent only a relatively small
sample from the variety of materials and pro-
cedures available and appropriate for use in
teaching most of the skills. The Compendium
is intended simply to provide a nucleus of items
that have been found to be useful in the field.
Teachers should feel free to make use of the
suggestions *if they are useful or to make sub-

stitutions that are available and appropriate.

The expectation is that teachers, as individuals
and in faculty groups , will want to add to the
entries given for most of the skills; therefore,
space has been provided in the Compendium for
additional notations . The Compendium is pub-
lished as a Practical Paper of the Wisconsin
R & D Center for Cognitive Learning.

SUMMARY

The five existing component parts of the
Wisconsin Prototypic System of Reading Instruc-
tion are reviewed in the preceding pages. The
format and source of each part are given in the
summary list that follows:

1 . Outline of Reading Skills . The Outline a
hierarchical list of objectives in six areas of
reading, can be found in the present paper and
in the Individual Reading Skill Development
Record.

2 . Individual Reading Skill Development Rec-
ord. The Record is a file folder on which space
is provided for checking off each of the specific
skills that appear on the Outline. A record is
kept for each pupil from kindergarten through
sixth grade.

3 . Prototypic Exercises for the Assessment of
Reading Skills . An exercise is provided for the
assessment of each of the skills included in
the areas of word recognition, comprehension,
and study skills. The exercises are presented,
reduced in size , in the final portion of this
paper and the full-size exercises are packaged
in an envelope, with the recommendation that
they be inserted into individual plastic folders
and placed in a ring binder for easy reference.

4. Wisconsin Expanding Inventory of Reading
Development . The Inventory is designed for
group assessment of the same skills covered
by the exercises. Individual booklets are
available by area and level (e.g. Word Recog-
nition, Level A, etc.). There are fourteen
booklets in all.

5. Compendium of Materials and Procedures .
The Compendium, a list of materials and pro-
cedures appropriate for use in teaching the
skills covered by the Exercises, is a Practical
Paper of the R & D Center. Suggestions are
keyed to the Outline of Reading Skills.

IMPLEMENTATION OF THE PROTOTYPIC SYSTEM

The fact that the prototypic system is not
conceived as an instant reading program or a
self-administering instructional sequence has
already been pointed out. The system is con-
ceived as a collection of essentials from which
a reading program that meets local needs can
be built and from which the'individualization of
reading instruction can proceed. Because the
latter is so, there is no escaping the fact that
a decision to work with the system will mean
that everybody iiivolved is likely to find him-
self confronted with a great deal of work, par-
ticularly at the early stages of implementation.
We make no apologies: To individualize assess-
ment and instruction is no easy task.

The discussion that follows has to do with
implementing the prototypic system. There are
several specific concerns. First, if implemen-
tation of the system is to proceed in a reason-
ably straightforward manner, then certain as-
sumptions regarding commitment and attitudes
should be met. These assumptions are dis-
cussed. Second, the need for inservice efforts
is recognized and some relevant topics for con-
sideration are suggested. Third, a rationale
for grouping is presented. And, finally, there
are some suggestions specifically for imple-
mentation in Unitized and non— Unitized school's.
Unfortunately, there are few pat answers to the
questions that persist regarding implementation,
but the discussion is based upon lessons we
learned from the field tryout.

GENERAL ASSUMPTIONS

Four general assumptions that we feel are
essential to the successful implementation of
the prototypic system are discussed here. The
assumptions should be considered and consen-
sus reached before implementation is undertaken.

Total Staff Involvement

Individualization of instruction in reading
through the use of the prototypic system is not

likely to get to a functional level without the
active participation and support of an entire
school faculty. The Individual Record, the
Prototypic Exercises, and the Inventory are all
designed to facilitate the skill development of
individual pupils from kindergarten through
Grade 6; and the expectation is that the flow
of information- will be vertical as well as hori-
zontal. Anything less than total staff partici-
pation will block the flow of information about
individuals as they move through the school
experience. (It should be noted that individual
teachers , particularly remedial teachers , have
found the Record to be useful; but, of course,
the usefulness of the Record is then limited to
a relatively short time span and to the context
of a single classroom.)

Aside from assurance of an unbroken flow of
communication, total staff participation is im-
portant, too, because the development of the
total reading program requires input, or at least
understanding, from all who will be involved.

The fact that the prototypic system is not the
reading program has been pointed out repeatedly
in the preceding pages. The task of filling in
the framework provided by the system is one
that demands the instructional leadership of a
principal, the consultative help that may be
available, and the careful consideration of the
instructional staff. (There is no intent to imply
that before a staff began to think about imple-
mentation of the prototypic system there had
been no thought or effort devoted to the instruc-
tional program in reading. To the contrary, the
assumption is that the staff will want to assimi-
late the Strong aspects of existing practice into
the hew scheme of things. Perhaps it is also
realistic to assume that, in a majority of situ-
ations where the system is about to be imple-
mented, the" existing program was basically
sound and strong: This is the kind of base from
which movement toward individualized instruc-
tion is likely to proceed.)

Finally, total staff commitment is important
because solidarity makes for esprit de corps;

13

and at a time when not only hard work but
probably personal rethinking and reorganization
is required, esprit can be the critical factor in
the success of the effort. This is not supposed
to be a treatise on group dynamics , but the fact
that one or two carping critics can do great
damage has been amply demonstrated.

The first assumption, then, is that there be
a reasonable degree of commitment of all staff
members to the effort before implementation of
the program is begun. The commitment can be
confined to the staff of a single building; but,
of course, a district- or system-wide commit-
ment is preferable . Implicit here is the as sump-
tion that a reasonable period of time will be
devoted to the implementation.

A quickie tryout for a semester or even a
year is not likely to amount to anything worth-
while. Implementation of the system will take
time. Recognition and acceptance of the latter
as a fact are the bases for the second assump-
tion.

Three-Year Sequence

Doldrums often come after an enthusiastic
start has been made in the absence of inter-
mediate goals and time guidelines . There is
no question that the task of working out the
details and establishing the patterns of working
relationships required for installing the system
and getting an individualized instructional pro-
gram to a fully operational stage for an entire
elementary school will take considerable time.

To avoid the doldrums , it is realistic to think
of implementation as a two- or three-year se-
quence of activities. Details of the sequence
must, of course, be worked out in the local
setting, but a sequence that we feel is gen-
erally realistic is suggested here by way of an
example .

In a traditionally organized elementary
school, kindergarten through Grade 6, the first
year might be spent in (a) conducting the in-
service sessions (see the following section of
this paper for a discussion of inservice needs)
felt to be a necessary requisite to the total
operation; (b) actually beginning the implemen-
tation — that is , administering the group/indi-
vidual assessment exercises and completing the
individual records up to the appropriate level
— at the primary (K— 3) level in Areas I, II, and
III; and (c) finding and organizing appropriate
materials and procedures for teaching the Level
E skills, particularly in Areas IV, V, and VI.

Such an approach would permit the primary-
teachers to limit their focus to the explicitly
described skill areas while they lay a founda-
tion of skill assessment for the total operation,
and at the same time it would permit the teachers
in the middle grades to begin to talk specifically

about the nature and range of skills at their
levels. The second year, then, could be spent
in (a) continuing with Areas I, II, HI while
expanding to Areas IV, V, VI in the primary
grades; (b) picking up the existing individual
records and continuing them in Grade 4; (c)
beginning the individual records , primarily as
a skill review technique for the then current
year, in Grades 5 and 6; and (d) participating
in inservice training and discussion sessions
designed to tackle problems identified during
the first year and to cope with problems as they
arise in the second year. With such a sequence
the system would be in full operation, insofar
as the use of current individual records for
initial placement and subsequent grouping are
concerned , during the third year , which could
be conceived as a final year for debugging.

Obviously the pace could be quickened or
slowed in view of local conditions . Perhaps
a two-year sequence would be adequate in
Unitized schools or in situations where sup-
porting personnel — e.g. reading consultants,
paraprofessionals- — are available. On the other
hand, to introduce the system at the rate of a
grade per year, beginning with kindergarten,
might be desirable in some situations . Whether
the pace with the latter arrangement would be
too slow to maintain momentum remains to be
seen: There could be a glacier effect, with
slow but inexorable forward movement until all
of the grades are included .

An essential point here is that implementa-
tion should proceed with all deliberate speed.
But to keep personnel from being overwhelmed
by the many tasks involved at the early stages,
a realistic pace must be set and interim goals
established. A second point is that attempts
at evaluation in terms of achievement over the
elementary grades should come only after the
system has been installed and sufficiently de-
bugged to be operating reasonably smoothly.

Acceptance of the Flexible Approach

An extremely important assumption is that
the personnel involved in implementation under-
stand the need and are willing to accept the
responsibility for a great deal of self-directed
activity. The need for discussion, consensus
with regard to skills, judgments, choice of
materials , and so on has been stated so fre-
quently in this paper that the point may already
be overmade, but it is critical. The school
faculty that is not ready to accept an active
role in the implementation process is best ad-
vised not to become involved with the proto-
typic system. For those who want them, there
are as many prepackaged instructional programs
as there are prepackaged meals. Both tend to
be equally bland.

Local Adaptations

The final assumption is that local adapta-
tions of the system— in view of the adminis-
trative setup, philosophy, preference for
methods and/or materials, etc. will be made.
Such adaptations are not only expected but also
can be made without doing violence to the
system.

INSERVICE PREPARATION OF STAFF

Once a firm commitment to individualization
of reading instruction through the use of the
prototypic system has been made, the process
of implementation can be facilitated through a
series of meetings. In such a series of meet-
ings some new information should be piovided,
but equally or more important there should be
opportunities for the immediately involved
faculty group, including the principal as instruc-
tional leader, to carry on the discussions and
make the decisions that are required to make
the system operational and fill in the substance
of the total reading program. The setup and
sequence of the meetings, particularly those
designed for information input, will need to be
worked out in view of local calendars and avail-
ability of resource persons , but some general
topics that appear to be basic are listed with
comment .

1 . Overview and demonstration of component
parts of the prototypic system. This would be
primarily an input session, where the system
would be presented, preferably by someone who
had worked closely with its development or use
in the field, and general questions about the
system and specific questions about the com-
ponent parts could be answered. A video tape/
kinescope devoted to introduction of the system
and demonstration of the component parts will
be available in late September from the Wiscon-
sin R & D Center for Cognitive Learning .

2. The concept of "reading" broadly defined.
"Reading" is broadly defined by the Outline of
Reading Skills. If the range of skills involved
is to be attended to in practice as well as in
theory, then there must be general acceptance
of the broad definition and some ideas on how
to proceed must be developed and exchanged.
(One idea, dual-groupings, is discussed in the
next section of this paper as an example.) One
or more sessions devoted to the examination of
definitions, reading behaviors involved, and
promising procedures and techniques would be
desirable .

3. The concept of individualized instruction.
"Individualized instruction" has come to mean

quite different things to different people. At
one extreme, it may imply self- selection, self-
pacing, and strictly individual instruction,
where the teacher interacts with each child on
an individual basis. Or, it may imply indi-
vidual assessment and instruction based on
the needs of individuals, who might be taught
individually or in groups identified on the basis
of their common needs. As a school faculty
moves toward a program of individualized in-
struction it is extremely desirable that there
be basic agreement regarding the specifics of
individualization, e.g. basic assumptions,
administrative setup, working relationships.
Consideration of existing viewpoints and knowl-
edge prior to making the decisions that will
shape local practice will be useful.

4. Discussion of essential skills. The par-
ticular skills listed in the Outline of Reading
Skills can provide focus for discussion of
scope, sequence and specificity of an accept-
able, maximally useful statement of essential
skills for use in the local setting. Such dis-
cussions may lead to modifications of the Out-
line and/or additions to the Outline, say, more
explicit breakdown into sub skills; or they may
serve essentially to clarify and to familiarize
participants with the Outline. In either case,
discussion is desirable and worthwhile. In
addition, through discussion of the specific
skills and the behaviors involved, teachers
can move toward consensual standards of mas-
tery, which is vital if the Individual Records
are to be meaningful.

5. The overall testing program. At some point
it will be necessary to consider the relationship
of the nonstandardized assessment instruments
included with the prototypic system to (a) the-
standardized testing program that exists or is
contemplated and (b) locally developed informal
instruments that may exist. With regard to the
latter, the suggestion is that any informal in-
strument that has been found to be useful ought
to be retained and used to acquire supplementary
information that can be useful in making judg-
ments about the skill attainment of individuals.
On the other hand, the decision may be to cut
back on standardized testing and/or to seek
tests for the general assessment of reading
achievement that are most closely in line with
the objectives of the instructional program in
reading.

6. Materials and procedures. A general ses-
sion on materials and procedures might profitably
come after smaller groups have had an opportu-
nity to conduct a search at given levels. The
purpose would be to acquaint each teacher with
particularly useful materials and ideas at various

levels . The Compendium of Materials and
Procedures can serve as a starting point.

7. Planning/feedback sessions . Brief but
frequent sessions devoted to common problems
and short-range plans should be scheduled,
some for the total group and some for subgroups,
e.g. teachers concerned with teaching skills

at a given level. Such sessions need not take
more than 20—30 minutes, but they probably
should be scheduled on a weekly basis. One
focus for such sessions, aside from dealing
with problems as they arise, could be consid-
eration of regrouping for certain individuals as
skill development profiles change.

8. Orientation for new teachers. Each fall,
and at other times as needed, one or more
orientation sessions should be held to acquaint
new teachers with the system and its compo-
nent's. Unless this is done, faculty commit-
ment to and participation in the program will
gradually become eroded through lack of infor-
mation and active involvement. Unit leaders,
or their counterparts in traditional schools , are
likely to be in the best position to conduct
such sessions .

GROUPING FOR INSTRUCTION

Current Individual Records provide informa-
tion that can be the basis for intelligent group-
ing as well as for determining individual in-
structional needs. In the field tryout it was
clear that the most acceptable and workable
approach to the individualization of instruction
was through flexible grouping. The discussion
that follows is, therefore, devoted to ideas and
procedures for grouping within the context of
the prototypic system.

Initial Grouping

When school starts in the fall, most teachers
are anxious to get their pupils into at least
tentative reading groups as quickly as possible.
This initial grouping can be expedited by the
use of the Wisconsin Expanding Inventory of
Reading Development and the Individual folders.
The latter will, of course, be available for
initial grouping only in instances where the
system was in operation during the preceding
year, but the Inventory can be administered
and scored to yield base line information very
early in the fall semester.

With either or, preferably, both sets of indi-
vidual data available, grouping can proceed in
a straightforward manner: Within a grade level
or within a Unit of whatever composition, pupils
can be assigned to groups by commonality of
skill development status. The range of skills

to be considered can be expanded or restricted
in view of the total number of groups to be
formed. That is, placement within a level (A,

B, C, D, E) might be considered to be sufficient
commonality if relatively few groups were to be
formed; whereas , much more explicit focus upon
specific skills might be considered if more and
smaller groups were to be formed initially. The
size of the group and the basis for the initial
grouping is of less importance than the fact of
grouping for purposes of management. The
important point, of course, is that the initial
groups must be conceived as strictly temporary;
from these groups pupils are to be deployed to
other groups as their needs change.

Realistically, Skill Areas I, II, and III prob-
ably serve as an adequate base for initial group-
ing. Informal reading inventories, in addition
to the Records, will be useful as a guide to the
selection of reading materials for the groups
and for individuals within the initial groups .

A final word about initial groups: No matter
what the criteria for forming them , the groups
will be obsolescent in a very short time and
obsolete within a month. This is a fact and
most teachers recognize it. Nevertheless,
many people continue to devise elaborate
schemes for fall grouping and to take a month
or two to carry them out; then they are too awed
with their magnificent handiwork to tamper with
the groups for the rest of the year. When the
focus is to be upon the individuals who consti-
tute the groups, there is less likelihood of
becoming bogged down with group: When pupils
no longer share the need for which they were
grouped, they should no longer share the group.

Subsequent Grouping

Subsequent grouping should be as straight-
forward a process as initial grouping: Examina-
tion of the Records should lead to identification
of pupils with common skill development needs,
and these needs become the bases for grouping.
Such flexibility calls for continuous assess-
ment of individuals' skill development through
the use of the prototypic exercises and reas-
signment of pupils to new groups . Where there
is to be interclassroom or intra-Unit mobility
for readincr instruction, provision must be made
for planning, discussion of profiles and re-
placement, probably not less than once each
week.

This is the point at which some teachers,
confronted with the need for continuous assess-
ment and regrouping throw up their hands and
wonder where they are going to find time for all
that. Unfortunately there is no pat reply that
is guaranteed to fire the questioner with enthu-
siasm. The individualization of instruction,
even with a basis for efficient grouping, does

16

take time. The response here must be that the
prototypic system is designed to be useful to
teachers as they tackle the necessary tasks .
Furthermore, it should be clear that the assess-
ment of skill development is an integral part of
the teaching of reading. Time should be budg-
eted each week— probably up to one-third of
the time available for reading instruction for
assessment and for planning instruction on the
bases of current data regarding individual skill
development. Somehow a substantial number
of teachers apparently have come to place more
importance upon getting on to the next story in
the reading text than upon the development of
essential reading skills for each individual.

This misplacement of emphasis is a product of
slavish dedication to curriculum guides that
are tied to grade levels. Fifteen minutes of
instruction that is well planned in response to
an individual need is likely to be more produc-
tive than an hour of let’s-go-on-to-the-next-
page instruction. Time spent in assessment
activities offers every promise of being time
well spent.

Sometimes the most efficient instruction is
done with a single individual. As pupils’ Rec-
ords are examined for grouping purposes , some
pupils with unique problems will be found .

They should be dealt with individually • Refer-
rals for special remedial or psychological help
can be made when necessary. With constant
assessment, special needs can be recognized
and appropriate help provided at a very early
stage, when the prognosis for recovery is most
favorable .

Placement of Transfer Pupils

Pupils who transfer into a situation where
individual records of reading development are
being kept current can be placed in the instruc-
tional program and considered for grouping with
relative ease. The procedure would be to give
and score the appropriate portions of the Expand-
ing Inventory (or the appropriate prototypic exer-
cises, depending on preference) in order to
establish a base level of skill development on
the Record. From the resul-tant profile, decis-
ions could be made about placement in the in-
structional sequence and about possible group-
ing.

A Plan for Dual Grouping

Most of what has been said to this point has
had to do with the skills listed in the Outline
under I, Word Recognition, II, Comprehension,
and III, Study Skills. There are two reasons:
first, specific assessment exercises have been
developed for the three areas; and second,
most of the skills in Areas IV, Self-directed
Reading, V, Interpretive Reading, and VI, Crea-

tive Reading, require prolonged observations
in relatively unstructured situations if assess-
ments are to have validity. The fact that spe-
cific skills involved in Areas IV, V, and VT are
listed in the Outline and on the Record provides
some structure, for observations can be focused
upon particular skills for selected time periods.

By checking on individual competence with the
various skills involved, a teacher can insure
not neglecting vital skills.

To insure systematic observations in the
three areas , however , a plan for grouping and
for focusing upon the skills is desirable. One
such plan has been devised by Mrs. DeLores
VanderVelde of the Madison Public Schools and
found to be viable.

Basically, it is a plan for dual grouping:

A pupil is placed in one group according to his
needs for instruction and skill development in
the foundation, or tool, areas of word recogni-
tion, comprehension and study skills; and he
is placed in a second group according to teach-
ers' judgments regarding their perceptions of
his attitudes and abilities in the areas of self-
directed, interpretive and creative reading.

To accomplish the latter, a check-sheet (shown
on the following page) to assist in making judg-
ments in several areas has been devised.

Use of the check sheet would permit teach-
ers to examine general behaviors and to group
pupils with similar attitudes and/or abilities.
There appear to be at least two advantages.

First, the behaviors in the areas of concern
here are not necessarily tied directly to skill
status in the foundation areas . That is , a
child might have the basic word recognition
skills, have the basic study skills, and be
able to cope with literal comprehension, but
be unmotivated where self-directed reading for
enjoyment is concerned and at a loss so far as
creative or interpretive reading is concerned.

The dual grouping scheme permits the teacher
to focus separately on the latter areas in set-
ting up groups and in planning library and re-
lated experiences. Second, the task of making
specific judgments regarding Area IV, V, VI
skills is made more manageable by bringing
pupils with generally similar characteristics
together. The plan seems sufficiently promising
to merit additional tryout and refinement.

Role of Paraprofessionals

This is not the place to become involved in
a general discussion of the role of paraprofes-
sionals (or teacher aides or whatever local
terminology happens to be applied to describe
personnel who are not fully certified as profes-
sional teachers and whose essential function
is to assist teachers) because, at least for the
forseeable future, the specifics will need to

17

Name Grade

(Underline the appropriate characteristic and rate each generalization on the five-point scale.)

Almost Always

1 —

Usually

At Times

i

Seldom

Only when
directed

1. Enjoys reading appropriate to his level -

efficiency

2. Reads with interpretation in the subject matter areas

understanding

facts

3. Considers opinions in drawing conclusions

inferences

dramatizes ....

4. Exhibits evidence of creative impact of reading: ^ ustrates

writes

reads more ....

plot

5 . Reacts personally to environment in story reading

characters

Fig. 1. Check Sheet for Self-Directed, Interpretive, and Creative Reading

continue to be worked out at the local level
and, realistically, in view of the qualifications
and aptitudes of individuals . Nevertheless, it
seems clear that paraprofessionals , when they
are available, could assume a number of spe-
cific responsibilities in the operation of the
prototypic system, particularly with regard to
activities that can be subsumed under grouping
as a general area of concern. Again, these
roles must be worked out explicitly in the local
setting, but some suggestions can be made
here .

An obvious starting point for participation
would be the administration of the Wisconsin
Expanding Inventory of Reading Development.
Teachers should probably participate in the
scoring, particularly when judgments that are
to be recorded on the individual records are to
be made, but it would appear that much of the

scoring task could be handled by paraprofes-
sionals. With teacher direction, many of the
prototypic exercises could also be administered
by paraprofessionals; but, again, judgments to
be recorded on the individual folders should be
the responsibility of teachers .

Paraprofessionals can play an extremely
useful role in facilitating instruction by work-
ing with small groups or individuals on skills
that are causing difficulties. Specific skill
deficits can be located from inspection of indi-
vidual records , suggestions for corrective/
developmental help can be found in the com-
pendium, a plan of action can be formulated in
consultation with the teacher, and the activi-
ties prescribed can be carried out. (An impor-
tant finding from research on motivation is that
in situations where adults are able to spend
relatively brief periods of time working with

18

pupils on desired behaviors the results, in terms
of pupil behaviors, have been good. The proto-
typic system can provide the structure for a pro-
gram in which para professionals work briefly
but regularly with individuals on the develop-
ment of specific reading skills in a sequential,
developmental order . More exploratory work
with this particular scheme is planned for the
next stage of refinement of the prototypic system.)

IMPLEMENTATION IN THE
MULTIUNIT SCHOOL

The Multiunit school — a concept that has
been undergoing development, field tryout, and
refinement within a project at the Wisconsin

R & D Center — provides a receptive setting
for implementation of the prototypic system of
reading instruction. As already pointed out,
four of the five schools in the 1967—68 field
tryout of the prototypic system were Multiunit
schools. Because the- Multiunit concept and
the concept of a prototypic system of reading
instruction are in many ways complementary ,
implementation in the Multiunit setting is spe-
cifically discussed. The organization of the
Multiunit school is very briefly reviewed -along
with suggestions for implementation. The or-
ganizational chart of a hypothetical Multiunit
school of 600 elementary pupils is given in
Figure 2. Key groups that operate at three

I

i

I

I

I

i

i

Representative

Teachers

Representative
Unit Leaders

Central Office
Personnel

| Principal

«#

Principals of
Other Schools

Other

Consultants

I

I

I

I

I

I

I

J

IMC

Director

r

Unit Leader A

Unit Leader B

5 Teachers

5 Teachers

Teacher Aide

Teacher Aide

Instructional

Instructional

Secretary

Secretary

Intern

Intern

150 Students

150 Students

I Ages 4-6

Ages 6-9

External

Consultants

Unit Leader C

Unit Leader D

I

5 Teachers

Teacher Aide
Instructional
Secretary
Intern

150 Students
Ages 8-11

5 Teachers

Teacher Aide
Instructional
Secretary
Intern

150 Students
Ages 10-12

Unit A

Unit B

Unit C

Unit D

Building Instructional Improvement Committee
m System-Wide Policy Committee

Fig. 2. Organization Chart of a Multiunit School of 600 Students

(From H. J. Klausmeier, R. G. Morrow, and J. E. Walter. The multiunit
organization (I & R units) and elementary e ducation in the decades ahe a d
Madison: Wisconsin R & D Center for Cognitive Learning, 1968.)

ERJC

iminaffammaa

19

distinct levels in the organizational hierarchy
are represented there. Numbers of pupils and
personnel involved will of course, vary in
practice .

The System-Wide Policy Committee,
chaired by the superintendent or his representa-
tive, operates at the district level and includes
relevant central office staff and consultants ,
principals from the Unitized schools, and rep-
resentative Unit leaders and teachers. This
group meets less frequently than the other two,
but decisions with implications for the entire
district are made at this level. With regard to
the adoption and implementation of prototypic
systems of instruction— in reading and in other
curriculum areas — the role of the group is to
consider the facts and, if such is their decision,
to endorse and to disseminate relevant informa-
tion to the schools and to the community.

The Instructional Improvement Committee
is chaired by the building principal and operates
at the building level. Unit leaders within the
building are permanent members and consultants
from available sources are involved as needed.
The committee meets weekly and, among other
things, takes leadership with regard to alloca-
tions of time , organization for instruction,
consideration of materials and approaches to
assessment, use of special personnel, and
inservice activities . Decisions of the com-
mittee are communicated and executed by the
Unit leaders. With these functions the Instruc-
tional Improvement Committee has a vital role
in the implementation of the prototypic system
of reading instruction.

At the outset, decisions with regard to the
sequence and timing — that is, at what level to
begin and how rapidly to proceed of the imple-
mentation process must be made, and a series
of interim goals and a scheme for eliciting and
evaluating feedback must be established. The
responsibility here is clearly with the Instruc-
tional Improvement Committee. Decisions must
be made , too , about the general acceptability
of the scope and sequence statement in the
Outline — that is, can it be accepted as is or
are certain general revisions necessary to meet
local needs and expectations — and about the
general content of the other component parts of
the system. Such decisions are, of course,
guideline decisions, for basic, operational
changes— deletions, additions , revisions—
must be made in view of feedback from experi-
ence with the system. Leadership for obtaining
the latter and effecting the changes required
must come from the Instructional Improvement
Committee. The Committee must also make the
general decisions and provide the leadership
for building a locally acceptable and appropriate
reading program around the framework provided

by the prototypic system. Care must be taken
to see that the proposed reading program fits
into the general instructional program without
doing violence to any other subject matter
area(s) . The Committee is in a position to see
that (a) enthusiasm for a particular curriculum
area does not result in neglect, even temporar-
ily, of the remaining areas; and (b) over a
period of time all areas receive special atten-
tion, i.e. clarification of behavioral objectives ,

clarification of effective approaches to assess-
ing pupils' skill development status at short
intervals and over the entire elementary school
experience, and consideration of effective
means for offering instruction that is truly indi-
vidualized .

The Unit operates at the classroom level
and includes the Unit leader, a professional
teacher who teaches from one-half to two-thirds
time; the regular teachers assigned to the
Unit; and, when available, a teacher aide
and/or an instructional secretary. The instruc-
tional process is determined cooperatively
within the Unit and is executed by Unit mem-
bers. Thus, it is within the Unit that each
child's achievement, progress, and other
characteristics are assessed. These assess-
ments — which are particularly vital to the
successful operation of the prototypic system
in reading — tend to be more accurate and com-
prehensive when the professional knowledge
and perceptions of the several Unit members
are brought to bear. Sharpened perceptions of
individual characteristics and needs make fre-
quent regrouping possible and redesigning of
instructional approaches feasible. And, equally
important, the Unit operation makes possible
the pooling of strengths and competencies of
several teachers with resultant upgrading of
instruction. There are, then, many ways in
which the Unit can expedite the implementation
of the prototypic system. It is vital that at
least two hours per week be set aside for Unit
meetings: of this , one-third to one-half could
realistically be scheduled for consideration of
the operation of the prototypic system during
the first two years of implementation.

(Klausmeier , Morrow, and Walter have addressed
themselves to the problems of finding time for
such meetings and they have suggested several
approaches .)

^Much more explicit details regarding roles and
responsibilities are given in The mult iunit or-
ganization (I & R units) and elementary educa_^
tion in the decades ahead by H. J. Klausmeier,
R. G. Morrow, and J. E. Walter. Madison:
Wisconsin R & D Center for Cognitive Learning,
1968 .

The essential point here is that the Multi-
unit setup is a receptive environment for the
prototypic system in reading and the system
provides a base of specifics for the Unit opera-
tion. The complementary nature of the Unit-
system operation is particularly clear in the
following instances. (1) The Unit is a con-
venient operating group to make decisions
about skill development, which demand experi-
ence, discussion and consensus if the assess-
ment process is to be productive. That is, the
facilitation of communication and the sharing
of perceptions within a Unit are basic to the
decision-making process with regard to assess-
ing individuals' skill status and, subsequently,
providing for individualized instruction. (2)

The Unit operation makes for pooling of ideas
regarding materials and procedures appropriate
for use in developing specific skills. (3) Con-
tinual assessment of pupils and freedom of
movement within a Unit is conducive to the
kind of grouping necessary to insure individuali-
zation of instruction.

IMPLEMENTATION IN THE
TRADITIONAL SCHOOL

"Traditional school" is defined here as any
school that is not Unitized. This, of course,
is not a very useful definition, for the variety
of administrative setups and instructional
emphases lumped together is virtually limitless.

Yet, to attempt to direct specific discussions
to specific setups would be unmanageable.

The discussion is, therefore, limited to sev-
eral general points .

First, as already pointed out, there is no
inherent need to limit implementation of the
system to any particular administrative setup.
The focus is upon individual performance.
Second, a number of assumptions and general
requirements for operation of the system have
been pointed out. These should be considered
carefully before implementation is attempted.

To begin without adequate staff commitment or
a realistic time schedule is not only undesir-
able, but probably futile. Third, the task of
implementation will be greatly eased if groups
are formed within the school building to have
concerns and responsibilities similar to those
of the Instructional Improvement Committee and
the Unit in the Unitized setting. The parallel
to the Instructional Improvement Committee
might comprise the principal and representative
teachers from two to four levels; and the paral-
lel to the Unit could comprise all of the teach-
ers at a level, with one teacher designated
"chairman." The essential point is that work-
ing groups must be established to insure com-
munication and pupil mobility; without this , the
impact of the system so far as individualization
of instruction is concerned is almost certain to
be dissipated or completely lost.

PROTOTYPIC EXERCISES FOR THE
ASSESSMENT OF READING SKILLS

Reductions of the Prototypic Exercises are given below and on the pages
that follow. If a key is provided for an exercise, it is given immediately
following the exercise. The key is given on the back of the exercise in the
full-size version for actual use.

1

i.

2

WORD RECOGNITION

I. WORD RECOGNITION

Al. Listens for rhyming words and sounds, phrases,
and verses.

a) Rhyming words

TEACHER: Do the names of these pictures rhyme?

sled

chin

fish

socks

train ^
frog

(continued on following page)

Ala. Rhyming words.

TEACHER: Listen to the words I say. Do these words

rhyme?

man

pan

call

bell

sing

thing

leg

beg

thin

hen

can

rat

big

twig

park

play

hat

sat

when

pen

22

O

ERIC

I. WORD RECOGNITION
Alb. Rhyming Phrases and Verses

rhyme'.' "tcU L'ttUwdii 1 ®™

TO TEAChIr: y if you think the nonsense rhymes will
be too distracting, omit them.)

1, "Little Jack Horner
Sat in a corner."

"Humpty, Dumpty sat on a wall
Humpty, Dumpty had a great fall.

3. "Do you know why

There are stars in the sky?"

"Wing, wong, way
Tisha, looma say

5. "Looma see, looma so
Tisha looma, taffy mo

I. WORD RECOGNITION

A2. Notes likenesses and differences in pictures,
letters, words, and phrases.

a) Pictures

TEACHER: Point to the two pictures that are the same in

«anh 1 i nn .

TEACHER* I am going to tell you a j ingle » but I am
ASt gSing to flnisR it. You finish if for me by
telling me a rhyming word.

1. The big tall man

Fried eggs in a .

2, It is so much fun

To jump, and skip, and •

down

it

down

the

find

big

want

car

end

big

from

from

as

to

what

see

how

see

other

like

jump

were

did

see

jump

hill

blue

go

hill

our

not

run

help

me

not

wanted

laugh

kitten

thank

wanted

happy

what

happy

out

stop

did

jump

cow

did

ran

(continued on following page)

23

7

TEACHER: Point to the group of words that is the same

as the first one in each line.

in a pan

under the table

in a pan

around the town

up the tree

behind the door

may not go

up the tree

to the store

to the store

up a hill

just so big

up and down

something wonderful

at the corner

up and down

back and forth

in and out

back and forth

found it

8

I. WORD RECOGNITION

A3. Distinguishes sizes

TO THE TEACHER: Ask the child to point to the thing that

is biggest for numbers 1 and 3: to point to the smallest
for numbers 2 and 5; and to point to the thing that is
the middle size for numbers 4 and 6.

2 - ^ S?

3 . A A *

<■ o O o

☆

c

9 9B

I. WORD RECOGNITION*

A4. Distinguishes colors
TEACHER: Point to the color I say.

TEACHER KEY:

TO THE TEACHER: Color rectangles on the exercise card

according to the following key:

Word

Rectangle

Rectangle

blue

black

blue

green

red

green

black

purple

black

yellow

yellow

white

red

green

red

orange

orange

brown

white

yellow

white

brown

black

brown

purple

purple

blue

NOTE TO THE TEACHER: A child who cannot discriminate

between red and green on both examples should, perhaps,
be tested by the school nurse for color blindness.

o

ERIC

24

10

11

I. WORD RECOGNITION

A5. Distinguishes shapes of objects
TEACHER*. Find the two that are the same shape.

I. WORD RECOGNITION

A6, Listens for initial consonant sounds
TEACHER: Do the words I say begin alike?

bird

ball

boy

take

mother

monkey

house

hair

light

baby

candy

cake

nurse

yard

feather

farm

fish

girl

banana

dog

12

I. WORD RECOGNITION

Bl. Has sight word vocabulary of 50-100 words.

TO THE TEACHER: Assessment of the size of a sight

vocabulary must necessarily be tied to the particular
materials that have been and are being used .
reading instruction. Speeific words
be selected from materials used. .The Dolch List of
220 words is provided because it includes many useful
words that are frequently encountered. It should be
understood, however, that (a) the list must be augmented
with words from materials used and (b) known words may
appear on any or all of the sublists.

In testing sight vocabulary, the emphasis should be upon
quick recognition. A good procedure is to put individual
words on flash cards and to present each word for a
maximum of five seconds. (After sight recognition has
.been established you may want to allow more time to
determine whether the pupil can use other word recognition
techniques to get the word.)

You can note the method of attack to determine what skills
are used, if any . and whether there is a tendency to over-
anaiyze the woratf.

You may use the following list as a reference when making
your flash cards.

Alternative word lists may be used. Some suggested lists
are the Botel word list or the Sullivan word list. An
additional suggestion would be to develop a word list
using the vocabulary of the basal reader you use.

13

Bl. (cont’d.)

I. WORD RECOGNITION

Pre primer
1. a

Primer
1 . all

2. and

2.

am

3. away

3.

are

4. big

4.

at

5 . blue

5.

ate

6. can

6.

be

7. come

8. down

9 . find

8. * brown

9. but

10.

for

10.

came

11.

funny

11.

did

12.

go

12.

do

13.

help

13.

eat

14.

here

14.

four

15.

I

15.

get

16.

in

16.

good

17.

is

17.

nave

18.

it

18.

he

19.

jump

19.

into

20.

little

20.

like

21.

look

21.

must

22.

make

22.

new

23.

me

23.

no

24.

my

24.

now

25.

not

25.

on

26.

one

26.

our

27.

play

27.

out

28.

red

28.

please

29.

run

29.

pretty

30.

sa id

30.

ran

31.

see

31.

ride

32.

the

32.

saw

33.

three

33.

say

34.

too

34.

she

35.

two

35.

so

36.

up

36.

soon

37.

we

37.

that

38.

where

38.

there

39.

you

39.

they

40.

this

41.

too

42.

under

43.

want

44.

was

45.

well

46.

went

47.

what

48.

white

49.

who

50.

will

51.

, with

52.

, yellow

1.

2 .

3.

4.

5.

6 .

7.

8 .

9.

10 .

11 .

12 .

13.

14.

15.

16.

17,

18.

19.

20 .
21 ,
22 .

23.

24.

25.

26.
27,

30.

31.

32.

33.

34.

35.

36

37

38

39

40

41

1

after

agaiit

an

any

as

ask

by

could

every

|iy

from
give
going
had
has
her
him
his
how
just
.know
let
1 ive
may
of
old
once
open
over
pot
round
some
stop
take
thank
them
then
think
walk
were
when

1. always

2. around

3. because

4. been

5. before

6. best

7. both

8. buy

9. call

10. cold

11. does

12. don't

13. fast

14. first

15. five

16. found

17. gave

18. goes

19. green

20. its

21. made

22. many

23. off

24. or

25. pull

26. read

27. right

28. sing

29. sit

30. sleep

31. tell

32. their

33. these

34. those

35. upon

36. us

37. use

38. very

39. wash

40. which

41. why

42. wish

43. work

44. would

45. write

46. your

1. about

2. better

3. bring

4. carry

5. clean

6. cut

7. done

8. draw

9. drink

10. eight

11. fall

12. far

13. full

14. got

15. grow

16. hold

17. hot

18. hurt

19. if

20. keep

21. kind

22. laugh

23. light

24. long

25. much

26. myself

27. never

28. only

29. own

30. pick

31. seven

32. shall

33. show

34. six

35. small

36. start

37. ten

38. today

39. together

40. try

41 . warm

25

I. WORD RECOGNITION

14

I. WORD RECOGNITION

B2. Follows left to right sequence

TEACHER; Name the letter or numbers in each line.

man

pet

c

0

e

g

ball

boy

girl

bird

4

7

1

2

mother

map

Sam

sit

P

F

B

,D

light

fair

Pig

leaf

d

P

1

k

fish

gate

16

I. WORD RECOGNITION

15

B3a.

1 )

Consonant sounds
Beginning

TEACHER; Do these words begin alike? (Teacher reads
child does not see word list.)

TEACHER: Tell me another word that begins like each word

I say. What letter makes this sound? (Teacher reads —
child does not see word list.)

boy

man

nest

gate

light

fish

pig

17

B3a, Consonant sounds
2) Ending

TEACHER: Do these words end alike? (Teacher reads-

child does not see word list.)

bat

pen

Pig

ant

cup

car

nap

cat

six

look

hut

can

pin

hot

cot

pit

lip

pan

sit

sink

TEACHER: Tell me which letter makes the ending sound

for each wqrd I say. (Teacher reads— child does not
see word list . )

bat

pin

cup

car

ball

B3b.

I. WORD RECOGNITION
Consonant blends

TEACHER; Listen carefully for the first two sounds in
each word I say. Point to the pictures that begin the
same way. (Teacher reads words— child sees only pictures.
Covers lower half of page.)

(tr) "tray

(fr) "from"

& < 5 ^

(br) " brin 'V^^ y

each word

I say. Which

i two words begin the

(bl)

blanket

broom

blouse

(gr)

glow

grapes

groceries

(pr)

prize

pray

play

(fl)

flag

frown

flower

(gl)

grow

glass

glad

(cr)

crayon

cloud

crown

(pl)

plant

play

proud

o

ERIC

26

18

I. WORD RECOGNITION

19

I. WORD RECOGNITION

B3c. Rhyming elements

TEACHER: Tell me a word that rhymes with each of these

words. (Teacher reads-—child does not soe the word list.}

B3d; Short vowels

TEACHER: Tell me the vowel sound you hear in each word
I say. What letter makes that sound? (Teacher reads —
child does not see word list.)

20

pan

ball

sat

far

when

21

I. WORD RECOGNITION

man

pin

cup

hen

doll

duck

pan

bed

sit

hop

I. WORD RECOGNITION

B3e. Knows simple consonant digraphs

TO THE TEACHER: Give an example after explanation.

TEACHER: Two consonants often go together to make a

new sound. These consonants are called digraphs. Tell
me the digraphs in each of the words I say. (Teacher
reads — child does not see word list.)

she

chalk

teeth

ship

cheese

with

fish

church

beach

thumb

B4a . Compound words

TO THE TEACHER: Explain compound words, if necessary.

TEACHER: Tell me the compound word in each sentence.

Then tell me each of the words in the compound word.
(Teacher reads — child does not see sentences.)

1. The cowboy likes to ride on his horse..

2. The policeman helped me to cross the street.

3. We saw something in the road.

4. There is a birdhouse in the tree.

5. The boys like to play football .

27

22

I. WORD RECOGNITION

■

23

I. WORD RECOGNITION

B4b. Contractions

TEACHER: Say these words. Then use each

sentence.

word

in a

B4c. Base words and known endings

TEACHER: Tell me the root word in each word that I say.

napped

I’m

catches

it’s

runs

that ’s

batting

can’t

scolded

don’t

taller

strongest

played

running

24

' I. WORD RECOGNITION

25

I. WORD RECOGNITION

B4d. Plurals

TEACHER : Tell me whether there is one or more

(Teacher reads — child does not see word list.)

than one.

B4e. Possessive forms

TO THE TEACHER: Repeat the underlined word after each

sentence .

TEACHER: Does this word mean more than one, or does it

tell that something belongs to someone.

boy

eyes

1 ,

The girl’s dress was pretty.

cheese

2.

The dogs began to bark.

bikes

3.

Mary’s mother called her for dinner.

boxes

4.

The wheel came off Ann’s wagon.

lady

5.

The ladies ate dinner.

wheels

6.

The boys played ball.

buses

7.

The teachers played a game with us.

8.

My dad’s car is red.

9.

The cat’s tail is black.

10.

The mothers held their babies.

28

26

26B

I. WORD RECOGNITION

TEACHER KEY:

SUMMARY CARD — LEVEL B

Tom’s grandfather gave him a brown pony for his
birthday. Tom named his pony Brownie.

Tom loved his pony. He took good care of him.
Everyday Tom gave the pony food and water.

In the summer, Tom's friends came to visit. Tom
wanted them to see Brownie. He called the pony and
gave him an apple.

Tom let his friends ride his pony. They all had a
good time.

1 .

him, his, in

, visit, (accept any of these words)

2.

grandfather ,

birthday

3.

brown

4.

friends

5.

grandfather ,

them, they (accept any of these words)

6.

Tom's

1. Find three words that have the vowel sound you hear
in pin .

2. Sometimes two words are put together to make a new
word, like playground. Find two more compound words
in the story.

3. Find a word in the story that begins like bring and
names color .

4. Find a word in the story that begins like frog and
means pals. ”

5. Find two words jn the story that have the th sound
you hear in the . —

6. What word in the story tells us grandfather belonged
to Tom?

27

I. WORD RECOGNITION

SUMMARY CARD — LEVEL B

Mother wanted Bill and Sally to be safe when they
crossed the street. On the way to school she asked Bill,
"Which light tells us to go?"

"The green light," answered Bill.

"That’s right, Bill,” said Mother. "Sally, which
light tells us to wait?"

Sally answered, "i know.' It is the yellow light."

Mother said, "Very good.' Be sure you do what it says.
Who can tell me which light tells us to stop?"

Both of the children shouted, "The red light does.’"

"That was not hard," said Bill.

Mother said, "I am happy that you know what the
lights tell you to do. I know my children will be safe
when they cross the street."

1. Find a word in the story that rhymes with bed and is
the name of a color.

2. Find a word in the story that is the name of one of
the children and rhymes with will .

3. Find two words in the story that begin like boy .

4. Find three words in the story that end like den .

5. Which word in the story is a color and begins like grow?

6. Sally said to Mother, "it is the yellow light that tells
us to wait. ' What one word could Sally have said that
means it is ?

7. Find a word in the story that means more than one light.

8. Find a word in the story that means more than one child.

27B

TEACHER KEY:

1 . red

2. Bill

3. Bill, both, be (accept any two)

4. green, can, children

5. green

6. it's

7. lights

8. children

29

28

I. WORD RECOGNITION

Cl. Has sight * 0 rd vocabulary of 100-to-170 words.

TO THE TEACHER: Assessment of the size of a sight vocabulary

must necessarily be tied to the particular materials that
have been and are being used for reading instruction.

Specific words must, therefore, be selected from materials
used. The Dolch List of 220 wordsis provided because it
includes many useful words that are frequently encountered.

It should be understood, however, that (a) the list must
be augmented with words from materials used and (b) known
words may appear on any or all of the sublists.

In testing sight vocabulary, the emphasis should be upon
quick recognition. A good procedure is to put individual
words on flash cards and to present each ward for a
maximum of five seconds. (After sight recognition has been
established you may want to allow more time to determine
whether the pupil car* use other word recognition techniques
to get the word.)

You can note the method of attack to determine what skills
are used, if any and whether there is a tendency to over-
analyze the words.

You mav use the word list on page 13 as a reference when
making your flash cards.

Alternative ward lists may be used. Some suggested lists
are the Botel word list or the Sullivan word list. An
additional suggestion would be to develop a word list using
the vocabulary of the basal reader you use.

29

I. WORD RECOGNITION

G2a. Consonants and their variant sounds

TO THE TEACHER: Have the child read the following words.

treasure

ask

picnic

house

circus

police

giant

strange

good

get

trees

busy

drag

cake

cage

city

sure

30

31

I. WORD RECOGNITION
C2b. Consonant blends

TEACHER: Listen carefi ___ _

word that I say. Which words begin alike?

I . WORD RECOGNITION

TEACHER: ^isten carefully for. the first two sounds in each

C2c . Vowel sounds
1) Long vowel sounds

(st)

stove

snowman

stairs

TEACHER: Read these words to me and tell
which you hear in each word. Some of the
real words. We call them nonsense words.

(sk)

skate

skunk

star

nose

skates

(sm)

smile

spoon

smoke

(sp)

swing

spool

spider

cake

use

(sw)

sweater

swing

sk irt

ice

seat

(sn)

snail

stove

snake

goat

tie

cheese

cute

TEACHER :

Tell me a word

that begins

like each word I say.

rebe

labe

smell

store

sky

spell

swell

brile

treep

goam

prane

30

o

35B

36

I. WORD RECOGNITION

TEACHER KEY:

1. long

2. short

3. short

4. long

5. short

6. short

7. long

8. long

37

C2d . Vowel rules

1) Short vowel generalization

TO THE TEACHER: Have the child read the following words.

Tell him that some of the words are nonsense words.

cat lut

hot mab

bus 1 is

sit fom

red seb

4

TEACHER: When there is only one vowel in a word, and

that vowel is in the middle of the word, is that vowel

TO THE TEACHER: Call attention to exceptions such as hold,

cold, bold, comb, climb, night, sight, fight, light.

38

I. WORD RECOGNITION

I, WORD RECOGNITION

C2d. Vowel rules
2) Silent e rule

TO THE TEACHER: Have the child read the following words.

Tell him that some of the words are nonsense words.

C2d. Vowel rules

3) Two vowels together

FO THE TEACHER: Have the child read the following words,

rell him that some of the words are nonsense woids.

cake

dibe

nice

mape

rope

heke

tube

sule

Pete

jome

day

gaip

train

soam

boat

tay

meat

kiel

tied

pread

TEACHER: When there is an e at the end of a word, what

sound does the vowel before it usually have?

TO THE TEACHER: Call attention to exceptions such as give,

come, have, prove, etc.

JACHER: When two vowels are together in a word, what

wind does the first vowel have, and what sound aoes
le second vowel have?

) THE TEACHER: The above generalization is usually true

>r these vowel combinations: ai, ea , oa , ay , ee , and ow.

; isnot always applicable for the ie or ei combination.

32

O

ERIC

39

I. WORD RECOGNITION

40

I. WORD RECOGNITION

C2d. Vowel rules
4) Final vowel

TO THE TEACHER: Have the child read the following words.

C2e. Knows common consonant digraphs

TO THE TEACHER: Give examples after explanation.

TEACHER: Two consonants often go together to make a new

sound. These consonants are called digraphs. Tell me
the digraphs in each of the words I say. (Teacher reads
child does not see word list.)

go

she

me

he

so

hi

TEACHER: If there is one vowel in a one syllable word

and it comes at the end of the word, what sound does
it usually have?

41

42

I. WORD RECOGNITION

sink

what

.where

shining

win£

thank

chicken

wishing

thing

wh ich

back

long

I. WORD RECOGNITION

C3. Has structural skills
a) Base words with prefixes and suffixes

TO THE TEACHER: An example may be given, if it is

necessary. )

C3. Structural skills,
b) More difficult plural forms

TEACHER: Tell me whether there is one or more than one.

(Teacher reads - child does not see word list.)

TEACHER: Make a word to finish each sentence by adding a

beginning (or prefix), a suffix (or an ending). Use the
word next to the sentence as a part of your new word.

1 .

An umbrella

is

on a rainy day. (use)

2.

The teacher

is

on the chalkboard.

(write)

3.

Harry was

when he lost the dime.

(happy)

4.

Billy is the

boy in the class, (tall)

5.

You should b

19

to your classmates.

(friend)

6.

A key will

the door, (lock)

7.

These birds

fly

than those birds.

(high)

8.

Our dog has

six

. (puppy)

9.

Do not be

with your toys, (care)

10.

Ann was so

that she went to bed.

(sleep)

mice

circus

child

dresses

men

lady

goose

noses

houses

children

33

0

ERIC

43

44

I. WORD RECOGNITION

C4a. Distinguishes between homonyms.

TO THE TEACHER: Have the child read and complete the

following sentences.

TEACHER: Tell me the word you would use to complete

each sentence correctly.

1. Mother bought some for dinner, (meet, meat)

2. The boat has a . (sail, sale)

3. The rabbit went into a . (hole, whole)

4. A sleeps all winter, (bare, bear)

5. comes after three. (Four, For)*

X. WORD RECOGNITION

C4b. Distinguishes between, a synonym and an antonym.

TEACHER: Tell me whether these pairs of words are

opposite or the same. (Teacher reads - child does not
see word list.)

strong

weak

pretty

ugly

quiet

silent

let

allow

little

big

frightened

scared

girl

boy

quit

StO fj

black

whit»

present

gift

45

WORD RECOGNITION

46

WORD RECOGNITION

C5. Has independent and varied word attack skills.

C6. Chooses appropriate meaning of multiple meaning wor^is.

TEACHER OBSERVATION: In his free and directed reading,

does the student...

1. use picture clues?

TEACHER: Sometimes a word has two or more meanings, and

then it is called a multiple meaning word. Here are some
multiple meaning words. Tell me what the multiple meaning
words in each sentence means. (Teacher reads - child
does not see sentences.)

2. use contextual clues?

3. look for base words?

4. compare new words to known words?

5. note general configuration of words?

1. My hands are very cold . I made a snowman.

2. If you have a cold, stay in the house.

3. John worked for days to train his dog to walk on
two feet.

4. Ttvs last car on the train was a caboose.

5. Tom was hit on the back of his head.

6. The storeman had to back his car out onto the street.

7. The boys played football in the yard back of the

school .

8. Neighbors come to our house to watch TV.

9. John has on the new watch that he bought for tbis
birthday.

10. Tim gave the right answer to the question.

11. Put your name in the top right hand corner of
your paper.

34

3

I. WORD RECOGNITDN*
SUMMARY CARD — LEVEL C

There were many animals for the boy to see in the
barnyard. First he saw a white hen eating wheat from a

can/ After that he saw the farmer putting a shoe on

the horse. An old truck for carrying farm tools was by
the barn. The boy went into the barn where he saw a
brand new calf sleeping by its mother. Back in a corner
some fluffy baby kittens played with a ball yarn. If
he stood on his toes he could see a fat pig stuck in the
mud. A playful puppy tried to untie his shoe as he
walked out of the barn. In front of him a mother goose

and five baby geese waddled to their pen.

1 .

2 .

3.

4.

5.

6 .
7.
6 .

9 .

Find another word in the story that starts with wh
like wheat.

Find two words in the story that begin with st. like
star. and

Find the two words that end with ing . and _

Sometimes two little words are put together to make one
big word like barnyard. Find another word in the story
made up of two little words.

Find a word that begins with fi like fly.

Find two words with an ed ending. and

Find a word that begins with tr like tree.

There is a word in the story that begins with sh like
ship. What is it?

What word begins like break and tells about the calf?

10. What is the word that begins with un?

11. Find a word with oo like in soon. _

12. Find the word that tells you there was more than one

goose.

13. Find the word with the ful ending.

14. Find a word that ends in ee like tree.

I. WORD RECOGNITION *
SUMMARY CARD — LEVEL C

Elephants

Elephants are the largest animals that live on land.
They usually travel in the day. When it is cold or cloudy
or when they are being hunted, elephants travel at night.

As the animals walk along, they sometimes push down
young trees. They eat the roots, twigs, and leaves of
the trees. Elephants eat weeds, too.

The elephant uses his trunk for many things. It is his
nose and his arm and his hand. He uses his trunk to help
pick up things.

1. Name one short vowel word and two long vowel words that
name foods the elephant eats.

2. Find a short vowel word that names a part of the
elephant's body that is very useful to him.

3. Find two words in the story that have the vowel sound
you hear in mouse .

4. Find a word in the story that has the w#el sound you
hear in talk .

5. Find two homonyms in the story for ’’two.”

6. Find a word that means the opposite of smallest and
the same 2 s biggest.

7. Which of these is the right meaning for ’’trunk" as it
is used in the story?

a. part of a tree

b. a big suitcase

c. swimming shorts

d. elephant's nose

47B

TEACHER KEY

1. white (accept where)

2. stood, stuck

3. putting, carrying, sleeping, eating (accept any two)

4. into

5. fluffy

6. played, walked, waddled, tried (accept any two)

7. truck, tried (accept either word)

8. shoe

9 . brand

10. untie

11. tools

12. geese

13. playful

14. see

46B

TEACHER KEY

1. twigs, leaves, weeds

2. trunk

3. cloudy, down

4. walk

5. to, too

6. largest

7. d. elephant's nose

49

I. WORD RECOGNITION

50

WORD RECOGNITION

D1 . Has sight word vocabulary of 170-to-240 words.

TO THE TEACHER: Assessment ol the size ol a sight

vocabulary must necessarily be tied to the particular
materials that have been and are being used lor reading
instruction. Specific words must f therefore, be selected
from materials used. The Doleh list of 220 words is
provided because it includes many uselul words that are
frequently encountered. It should be understood, however,
that (a) the list must be augmented with words from
materials used and (1)) known words may appear on any or
all of the sublists.

In testing sight vocabulary, the emphasis should be upon
quick recognition. A good procedure is to put individual
words on flash cards and to present each word for a
maximum of five seconds. (Alter sight recognition has
been established vou may want to allow more time to
determine whether’ the pupil can use other word recognition
techniques to get the word.)

You can note the method of attack to determine what skills
are used, it any, and whether there is a tendency to over-
analyze the words.

You may use the word list on page 13 as a reference when
making your flash cards.

D2a. Three- letter consonant blends.

TEACHER: Tell me the three letters that begin each word
that I say. (Teacher reads - child does not see words.)
Some of the words are nonsense words.

scream

thrund

strible

spr illy

spread

split

scrof t

strawberry

three

splack

shrab

shrimp

Alternative word lists mav be used. Some suggested lists
are the Botol word list oi- the Sullivan word list. An
additional suggestion would be to develop a word list
using the vocabulary of the basal reader you use.

51

52

I. WORD RECOGNITION

I. WORD RECOGNITION

D2b. Simple principles ol silent letters

TO THE TEACHER: Have the child read these words.

TEACHER: Some consonants are not heard in words, and arc

called silent consonants. Tell me the consonants that are
silent in each of these words.

know

sign

thumb

high

witch

knit

wrong

c 1 imb

TEACHER: Some vowels are not heard in words. Tell me

the vowels that are silent in each of these words.

ea L

gate

sa il

please

read

four

D3. Has structural skills
a) Syllabication

TEACHER : Read these words and tell me how many parts

you hear in each word.

TO THE TEACHER: Give explanation if necessary.

drum

window

basket

finished

number

dictionary

hat

freeze

letter

foolish

elephant

decided

sled

visit

Indian

sent

TO THE TEACHER: This would be a good place to develop the

generalization that every vowel sound in a word means a
syllable .

36

o

57 1

I. WORD RECOGNITION 1

58

I. WORD RECOGNITION

E2. Knows Syllabication principles 1

E2b. Single vowel sound per syllable.

a) Syllabication patterns 1

TO THE TEACHER: Write the words on a chalkboard or

separate sheet of paper.

TO TEE TEACHER: Write the words ou a chalkboard or 1

separate sheet. 1

TEACHER: Tell me where you would divide these words. I

TEACHER: Each syllable has only one vowel sound, so the

number of vowel sounds you hear tells you how many
syllables are in the word. Head these wOrds. Where
would you divide each of these words?

limit I

trial create

produce 1

purple area

visit I

graduate audience

little

j cruel diameter

lion variety

silence

violet radio

widow

1 diet violin

1 idea poetry

swimming

I Indian fuel

metal

frozen

J radiator museum

custom

59

I, WORD RECOGNITION*

59B

TEACHER KEY

SUMMARY CARD — LEVEL E j

The otter likes to slide down the bank of a stream. 1

In the winter he climbs to the top of a slope then I

slides into the cold, icy water. The water splashes j

and sprays much more when he slides this far. Not far 1

from the otter's slide lives an old turtle. During
winter he lies buried under several layers of warm mud. 1

When spring comes he slowly climbs onto a rock to sun 1

himself. , . . , . 1

Some people say that a witch lives in the old rickety I

shack near the otter's home. At night strange cries j

have been heard when the wind whistles through the trees. 1

Once some boys knocked on the door of the old shack. 1

When they peeked in the window they saw an old woman 1

sitting in a rocking chair knitting a scarf.

1. stream, strange

2. climbs

3. otter's home

4 . splashes

5. witch, whistles, through, knocked, knitting

6. sprays, spring

1. Find two words in the story that begin with str.

2. What word contains a silent b?

3. What is the short way of saying the home of the
otter that is used in the second paragraph?

4. Find one word that begins with the letters s£l.

5. Find five words in the second paragraph which have
silent consonants.

6. Find two words in the story that begin with sgr .

GPO 609—464—0

38

o

X. WORD RECOGNITION*

60

SUMMARY CARD — LEVEL E

Lions

The lion is one of the strongest and fiercest of
all animals. The male lion, with his heavy body, big
head, and long mane looks like a king.

Baby lions, called cubs, look like soft, furry
kittens. When they are babies, lion cubs are as gentle
and playful as kittens. When they are about six months
old, they go hunting with their parents and outgrow their
baby ways. Soon, they learn the ways of the grownup lion
world.

Lions hunt in groups called prides. The adult lions
eat what they want of the food they catch. Then the
younger lions eat what remains. Because of this, the
young lions are sometimes weak and thin. They just don t
get enough to eat.

Lions hunt for food in the same way that a barn cat
does. The lion hides and springs at smaller animals
the same way a cat springs at a mouse. The lion's speed,
strength, fierceness, ana cruelty make lion hunting a
dangerous sport.

6 OB

TEACHER KEY

1 . dangerous

2. fierceness — first syllable is accented

3. a. strong'est

b. re mains'

c. cru'el ty

4 . b. hunting group

5. c. what is left

6. kittens, playful, about, parents (accept any

of these)

1. Find a three syllable word that means full of danger »

2. Find a two syllable word that means wildness. Which
syllable of the word should be accenTetT?

3. Divide these words from the story into syllables.

Put in the accent marks.

a. strongest b. remains c. cruelty

4 . Which of these is the correct meaning of pride , as
used in the selection?

a. high opinion of one's self

b. hunting group

c. something one is proud of

5. Which of these is the correct meaning of remains, as
used in the story?

a, stays b. continues c. what is left d. k&eps on

6. Find two words in the second paragraph that hkve the
scnwa sound .

39

1

2

II. COMPREHENSION

II. COMPREHENSION

Al. Develops listening skills.

a. Has attention and concentration span
suitable for his age.

b. Is able to remember details.

c. Can relate details to each other in
reconstructing story read to him*

d. Can follow two oral directions*

(See card III. Al.)

TO THE TEACHER: Observe the child’s listening in varied

situations over a span of several months.

There may be a variance between a child’s ability to
repeat wnat he has heard and to act °n it. Though
a child may have listened carefully and be able to repeat
directions word for word, he may not retain the information
to the completion of the task assigned.

A2. Increases vocabulary through listening#

TO THE TEACHER: Note the child’s incorporation of

the listed school-type words into his listening
vocabulary.

Observe the child’s speaking vocabulary to determine
if words from his listening vocabulary or concepts
from it are fi-ltering into his speech.

Listening

Speaking

lavatory
wraps (coats)
chalkboard
custodian
recess
princ ipal

Watch for the appearance in the child’s speech of
other new words introduced in daily activities.

NOTE TO TEACHER: You may wish to substitute words

commonly used in your school for those on the
above list.

II. COr '-REHENS ION

A3. Is able to recall stories in sequential order.

TO THE TEACHER; Evaluate this skill u si ^ r »^ory
with strong -mphasis on sequence, such as GfiliiilQfiKa
and the Vn, ^ 3ears or Little. Rea Riding Heal* f
Check to see mat the cnild can retell at least four
events in proper sequence.

II. COMPREHENSION

A4. Anticipates outcome of stories#

TO THE TEACHER; Read either of these stories to the
child and have him predict the outcome.

It was a rainy day. Puff, the kitten,
had been outside playing in the mud. She
was tired when she came in and wanted a
soft, warm place to sleep. She was wet
and her paws were muddy . Puff walked
across the kitchen floor Mother had just
washed.

QUESTIONS: 1. Where did Puff go?

2. How did Mother feel about this?

Father- and Bobby were raking the leaves.
They saw a bird that could not fly. The bird
had hurt its leg.

Father did what he could for the bird’s
leg. Then he put the bird into a small cage.
Bobby gave the bird food and water every day.

One morning Father said to the bird,

’’Now you are strong. We will miss you.”

QUESTIONS: 1. What will the bird do?

2. How will Bobby feel about this?

40

II. COMPREHENSION
A5. Interprets pictures critically.

TEACHER: Look at these pictures and tell me about them.

HOTE: Accept any reasonable answer that shows critical

interpretation.

II, COMPREHENSION
Bl, Uses picture and context clues*

To THE TEACHER: Picture ciuea: refer t0 Study Skllls

card III. A4. for pictuies.

Context clues: / e ®^ d t hlTappropri^

the child to n r | P 5roVided for the last two

e »ch one^ No choices are^o^^ word the chlld

supplies® to compSete Lch sentence.

1. Mary drew a funny picture of a dog. The children
when they saw it .

a. jumped b. laughed c. strut

2 . would you to the store and get a loaf of

bread?

a. catch b. smile c. go

3. Tom wanted a drink. Mother put some milk into

a for him,

a. glass b, basket c, walk

4. Helen had a cake with candles on it because it

was her « — *

5. Joey was afraid he was late so he looked at the

to see what time it was.

II. COMPREHENSION
A6. Can identify main characters in a story.

SoSI

ksk him what happened to the people.

(Suggested procedure: Discuss story you are currently

reading to the class.)

b. Sentences

c. Whole selections

Uses punctuation as a guide to meaning.

TO THE TEACHER: Have the c h jld read silently one

of the two selections that follow.

Next have the child r f ad f p h ? liability 0 to°deal*wi?I»

Si&Ar&HKS SSiSMS ■»*"«•

Read the dueetidns that SO “itn ^.J^jX/Vrefer

ffifio '-saw “*

nit ion .

II. COMPREHENSION
B2. and B3. (continued)

want to 1

You do what you want, Fathe^.

I will meet you at the car.

Mr. Brown said. "I will come with you
I want to see the hats, too. „

We will find a new hat for yai .

"Good:" said Mrs. Brown.

"We will go to this store.

Maybe we will see a hat we like.

went into the stoj*e.
nais, hats, and hats! 1 said Mr. Brown
"See what you can find, Mother.

I'll look, too.

"Look!" said Mr. Brown.

"Here is a red hat.

See how it looks on you.

"I like this hat," said Mrs. Brown.

"Can we get this hat in blue or black?
Red is not a M good color for a hat for a
grandmother . »

"Red is a good color for you,

You look good in this r^d hat
f, I will get it for you:

QUESTIONS:

1. Find three color words in the story.

2. Vhat color hat did Mr. Brown like?

3. What color hat did Mrs. Brown want to buy?

4 . Why do you suppose Mrs. Brown said that red

10

II. COMPREHENSION
B2. and B3. (continued)

Mr. White and Bob went to the circus.

Thev went into a big tent and found their seats.
They sat down and waited for the circus to begin

Some elephants came into the tent
A girl was riding on an elephant.

Bob asked, lf May I

Mr. White laughed and said, "No, Bob.

You are not in the circus. _ . ..

You can look at the animals, not ride them

Then some lions in a cage came into the tent
The lions looked at Bob*

Bob looked away.

*No lions for me, he said.

"Look, Bob!" said Mr. White.

"Here comes something you like

Bob looked and saw a funny clown and a dog
The clown had a red nose.

The dog was a clown, too.

He was in a yellow car.

The dog had on a green hat.

Bob laughed and laughed at the clowns.

The clown saw Bob laughing.

He walked over to Bob. . ... -

"Do you want to come and have fun with me?

ob looked at Mr. W^ite.
ay I go with him? asked Bob.

"Yes!" answered Mr. White.

"I will watch you from here.

You will be in the circus, after all

QUESTIONS:

1. Find three color words in the story.

What animals came into the tent first?

How do you know Bob did not like the lions?
Why couldn't Bob ride on an elephant?

2 .

3.

4 .

5.

TEACHER KEY:

1. Accept any three:

a. brown

b. red

c . blue

d. black

Child's answer should reflect the idea that red is a
bright color and a grandmother may want something
more subdued.

5. The clown took him into the ring and Bob was in the
circus, after all.

happy, excited, thrilled (accept any of the three
or something similar)

Whit surprising thing happened to Bob at the
circus?

How do you think Bob felt about the surprise?

42

11

12

II.

COMPREHENSION

II. COMPREHENSION

Cl. Is able to gain meaning from...

a. Words

b. Phrases

c. Paragraphs

C2. Reads in meaningful phrases.

TO THE TEACHER: Have the child read silently one of

the two selections that follow.

Next, have the child read the same selection orally
and while he reads evaluate his ability to phrase.
Watch for logical groupings, i.e., a noun and its
modifiers; a verb and its helping verbs; prepositional
phrases; as well as observation of punctuation and
smooth overall effect.

Read the questions that go with the story to the
child. (See following cards.)

Permit the child to refer back to the' story to
formulate his answers.

12B

TEACHER KEY :

1. She had no one to talk to at home.

2. "That green and yellow bird can talk."

3. Pretty Boy would not talk.

4 . "I like you! I like you! I like you!"

5. No. "Now n I will have someone to talk to at
my house l "

Cl. and C2. (continued)

Miss Black went to the pet store. „ I do not have
anyone to talk to at home, she said. I would like t$
have a bird that talks. Do you have a bird like that?
she asked the storeman.

"I sure do.*" said the man. "That green and yellow
bird can talk. He can say his name. Come with me and
I will have him talk for you.

Miss Black and the storeman went over to the bifd.
The man said, Pretty boy! Pretty Boy! Pretty Boy!

The bird just looked and looked. He looked at
Miss Black. He looked at the storeman. &it he would
not talk.

"Oh my! Oh. my!" said Miss Black. I want a bi£d
that can talk. A talking bird would be fun to have.

Miss Black was sad. She began to go. She said,
"Good-by, Pretty Boy. I wish you would talk to me. M
I like you and would like to take you home with me.

Pretty Boy looked at Miss Black again. He bfean
to talk! But he did not say his name. He said, I
1 ike you ! I 1 ike you ! I 1 ike you !

Miss Black clapped her hands and laughed. "Oh,
good! I will take you home with me. |f Now I will
have someone to talk to at my house!

QUESTIONS :

1. Why did Miss Black want a talking bird?

2. Read the sentence that tells what Pretty Boy
looked like.

3. Why were Miss Black and the storeman sad at first?

4. Read what Pretty Boy said.

5. Will Miss Black still be lonely? Read the
sentence that answers the question.

13

II. COMPREHENSION

Cl. and C2. (continued)

Little Bear was an Indian boy. He watched the
sheep in a field far from his tepee. This was a big
job for one little Indian boy. His father Chief Rain
Cloud knew that Little Bear must learn to be on his

own. Then some day he would be a good chief. Every

day Little Bear walked past a field of ponies on his

way to the field where the sheep were. Every night

he J dreamed about having a pony of his very own.

Chief Rain Cloud told his son that wool from the
sheep would be used to make blankets. When many blankets
were sold there would be money to buy a pony. So Little
Bear did not mind taking care of the sheep. Every day
his mother made blankets. Chief Rain Cloud sold many
blankets.

Little Bear was very happy when there was enough
money to buy a pony. He found a white pony that he
liked best. This was the one he bought.

QUESTIONS:

1. What was Little Bear’s job?

2. Why did he not mind working?

3. What was the father’s name?

4. What did Little Bear dream about at night?

5. How did Little Bear's mother help him
get a pony?

6. What would be a good name for Little
Bear ’s pony?

7. Why did Chief Rain Cloud want his son to
work?

43

II. COMPREHENSION

13B

TEACHER KEY:

1. He watched the sheep every day.

2. He would be able to earn money for a pony.

3. Chief Rain Cloud

4. He dreamed about having a pony of his very own.

5. She made blankets from the wool to sell.

6. White Cloud. White Star (Accept any reasonable answer.)

7. So he would learn to be on his own and could
some day make a good chief.

14

Cl. and C2. (continued)

Starfish are not really fish at all. They are
animals that live in the sea.

A starfish looks like a star. Most starfish
have five arms. Some even have more! At the tip
of each arm, the starfish has an eye. So they
have as many eyes as they have arms.

This animal is not like other animals. If the
starfish loses an arm it can Brow a new one. If the
starfish is cut in half, each piece Brows into a
whole new starfish.

A starfish is not Bood to eat. Dry starfish are
very pretty. Some children look for dry starfish
when they go to the sea. The children like to take
them home.

QUESTIONS :

1. How* many arms do starfish usually have?

2. Tell three unusual things about starlish.

3. Where do starfish live?

4. Is the starfish a fish? Read the sentence that
answers the question.

5. Why do children look for starfish?

6. Why is this animal called a starfish?

7. What can the starlish do that people wish thev
could do?

14B

15

II. COMPREHENSION

TEACHER KEY:

five

Accept any three of the following:

a .

b.

c .

d.

e .

They look like stars.

They are not really fish.

They have so many arms.

They have as many eyes as they nave arms.
If cut in half, each piece grows into a ne
starfish.

If it loses an arm, it can grow a new one.

3.

4.

5.

f

the sea

No. "Starfish are not really fish at all
They are pretty. Children collect them.

6. It looks like a star.

7. Grow new parts — Child’s answer should reflect
the idea of regeneration.

D1 . Reads for facts

D2. Reads for sequence of events.

TO THE TEACHER: Have the child read the following

selections silently. Then have him read them orally so
that you can supply unknown words which might be
necessary to understanding. Read the questions that

g o with the selections. Permit the child to refer
ack to the select ionsto formulate his answers.

Use each of the following selections in this manner.
Selections 1, 2 and 3 emphasize the individual skill
evaluation, and selections 4 and 5 emphasize the
incorporation of these in one exercise.

9

16

II. COMPREHENSION

17

II. COMPREHENSION*

Dl. and D2. (continued)

Selection 4.

Ginn and Company

Your Town and Mine . p. 73

From "Wool for Our Clothes.

Dl. and D2. (continued)

Selection 4.

Ginn and Company

Your Town and Mine , p. 73.

Adapted from "Wool for Our Clothes.

When the bags of wool reach the woolen mills,
each fleece is pulled into pieces. The pieces are
placed in piles. The best wool goes into one pile
the next best into another. The wool that is not
so good goes into still another pile. No dark wool
is mixed with the white wool.

The piles of wool must be washed in warm water.
The wool comes our clean and white, but then it must
be combed.

Today big carding machines comb out the wool
quickly .

(cont lnued)

QUESTIONS :

1. Name in order three things that are done to wool
when it is brought to the factory.

2. What is another name for a woolen factory?

3. Select a title for the selection.

A. How Wool is Washed.

B. A Woolen Mill.

C. Big Machines Today.

4 . Tell what kind of wool goes into each pile.

5. What kind of water is used for washing the wool”

6. Why must the wool be combed?

CopyrUht 0 l%n,
of lliv pub I IhIiits i

r* i nn h tatmpdm', Krprtntfd willi

r»

18

II. COMPREHENSION

17B

TEACHER KEY:

1. a. pulled into pieces

b. sorted into piles

c . washed

d. combed

(Accept any three of the above four if
they are in the proper order.)

2, a mill

3, A Woolen Mill

4, a. good

b. next best

c, not so good

5, warm

6, It is the sheep’s hair and could get tanl^d like
people’s hair*

To make it straight (so it can be made into cloth)-

To make it easier to separate,

NOTE: Since question 6 is inferential, accept

any reasonable answer.

Dl. and D2. (continued)

Selection 2.

Laidlaw Science Series
Science , 3, pp. 24-25

"Meteors and Meteciites."

Have you ever seen a bright flash or streak fn the
sky? It seldom lasts more than a second. Some nights
the sky seems filled with these flashes. Many people
describe the flashes as "shooting stars." Actually,
these flashes are made by small bits of matter that
enter the earth's atmosphere. These traveling particles
are called meteors. Most <of them are no larger than a
grain of sand. The flash takes place about 100 miles
above the earth s surface.

When a meteor hits the earth’s atmosphere, it
becomes very hot. The heat is caused by friction
between the all' and the meteor. The heat is usually
enough to burn up the meteor. Friction with the
atmosphere is important also to spacemen. Spacecraft
have special heat shields to protect the spacemen.

(continued)

Copyriulii © 1¥66, l.nldlnw Hroilirrs. Reprinted with the permission
of tin* pnl* I i slier ,

45

19

II. COMPREHENSION*

Dl. and D2. (continued)

Selection 2.

Laidlaw Science Series
Science , 2, pp. 24-25

"Meteors and Meteorites.

QUESTIONS:

1. What are meteors?

2. How large are most meteors?

3. Where does the flash take place?

4 . Why does a meteor become hot?

5. What group of men needs to know about
friction with the atmosphere?

6. How are these men protected from the heat
of friction?

19B

TEACHER KEY:

1. traveling particles that enter the earth’s
atmosphere

2. no larger than a grain of sand

3. 100 miles above the earth’s surface

4. because of the friction between the air and the
meteor

5. spacemen

6. by special heat shields

(continued)

20

II.

20B

COMPREHENSION*

Dl . and D2. (continued)
Selection 3.

Follett Publishing Company
Working Together , p. 67

"Making Bread."

Teacher key:

1. stands

2. stirred

3. cut off

4. put into pans

5. rises again

In a baxery , bread dough is mixed by big
machine**- These mix</4ough for many, many loaves
all at ■’ehe time, i'he dough stands still until
it becomes light. Then it is stirred some more.

A machine cuts off Just enough dough for
a loaf of bread. It drops the pieces of dough
into pans. After the dough rises again, it is
ready to be baked.

QUESTION :

List in order five things that happen to bread in
a bakery between the time it is mixed and the time
it is baked.

(continued)

WORKING TOGETHER by Mclnitri’ .ind Hill. Copyrlulit 0 1959, 1962,
1965 by Follett Pub 1 1 all l ns Co.

OPO fJOD— 464 — 3

46

21

II. COMPREHENSION
Dl. and D2 . (continued)

Ships have many ways of sending messages to other
ships or to places on land. When a ship travels through
a storm or fog, it uses its whistle or horn to tell where
it is. A ship in trouble sends up flares and rockets,
either by day or by night, to call for help and to
tell where it is. The code signal, ”NC,” is an inter-
national signal used in calling for help. It is like
the signal, "SOS,” which is also used to call for help.
Ships send these signals by flags, radio, or blinking
lights.

QUESTIONS:

1, Name five ways a ship may send a message.

*• ways?* 1 t0 156 “ ble t0

3 ‘ a^sa i'?or h 8pcaks U he 8 can t understand t cal l^fo^help^ 6

from another ship?

21B

TEACHER KEY :

1.

blinking lights.

horn ,
io ,

2 • dif ferent n methods°of d signaHng t are 1 necessary

to meet different situations.

3 ' WsSs g?St r sssa.«

22

a .

b.

c .

d.

II. COMPREHENSION

El, Adjusts reading rate to...

Type of material

1) Factual

2) Fiction

Level of difficulty
Purpose

Identification . „

Reading for general Information
Skimming for specific information

Familiarity with the subject

TO THE TEACHER: Rate of reading must always Ire

considered as a function of type and dif f iculty ol
material to be read and purpose for reading. Never
theless pupils in the middle elementary grades are
at a level of skill development that permits an
instructional focus on general rate devel opment.
Pupils should be encouraged to lead widely irom
materials that are comfortably within ^heir
independent reading level and to push foi rate
increase with such materials.

In directed reading for different purposes, pupils
should be encouraged to adapt fheil i ate to their
purpose for reading. Very simply, they shouia come
L rpaiwe that studv-tvpe reading , recieationai
reading and 1 reading to 1 get specific information can
and should be done at varied rates.

Encourage pupils to set goals in terms of time to

be spent in reading chapters of ^ b S?^Lim-k Have

tional reading, and lor. assigned classwoik. Have
them keep records in which then actual and .
iSp“red-?o fitei can be compared, and check in class
to see that high rates are not obtained a * * h ® ' £nrt«?
of comprehension. Completed assignments and 1 ep°rts
on recreational reading can serve as a f°ujce foi - nn
informal comprehension checks. Informal obseivation
should be made throughout the year.

23

II. COMPREHENSION

po Gains additional skill in use of punctuation as
E2- guide to meaning (semicolon, colon, dash, anu
added uses of the comma).

TO THE TEACHER: Select a .P ar “j;VaDh from a textbook

or basal reader and have the pupil lead s ^

then have him read it orally and observe his
intonation patterns for evidence of attention t
punctuation.

47

3

24

II. COMPREHEN ION-

25

II. COMPREHENSION

E3. Selects main idea ol paragraphs.

E4, Reads lor sequence of events*

TO THE TEACHER: Have the child read the following

paragraphs.

TEACHER: Read the paragraphs below. Think about what

all of the sentences together say . Make up one sentence
in your own words that says what all of the sentences
tell you.

1. Some days we work with scissors and

colored paper in art class. Other days we
use paints and brushes, Sometimes we make
pictures with cloth or yarn. Once in a
while we work with clay.

TEACHER: Read the paragraph below. Then do as you

are asked below.

It was almost dark when the pilot reached
Centerville Airport, He nervously wondered if
the men at the airfield would hear him coming.
The radio on the airplane was dead, so the
pilot could not call for lights. He began to
circle the field, praying that he would be
heard and receive help. Suddenly the lights
flashed on and he could see the runway below
him very clearly,

I. Which of these could not have happened either
while the pilot was hSfvTng trouble or shortly
afterwards?

2. We wear play clothes when we play because

they usually do not tear or soil easily.

At night we wear pajamas because they are loose.
For parties we wear our dress-up clothes.
Sometimes we dress up in costumes for fun.

TO THE TEACHER: Paragraph One should reflect the

idea that in art class many materials are used to
make things. Paragraph Two should reflect the idea
that we wear different clothes for different purposes.

A. The pilot decided to land on the dark runway

B. The pilot thought he was very lucky.

C. The pilot was very angry with the men at
the airfield.

D. The plane landed as soon as the lights on
the runway went on.

E. The plane was kept in the hangar until the
radio was repaired.

F. The pilot made one more attempt to use his
radio .

G. The men at the airfield ignored the sound of
the plane.

H. There was not fuel left in the plane.

I. The pilot circled the field until he found
the right spot to land.

J. The plane was kept in the hangar and the
whole engine was taken apart.

II. Now put the things you think did happen in the
r ight order .

A. These things happened before the runway lights
went on.

B. These things happened shortly after the runway
lights went on.

26

II. COMPREHENSION

E5. Is able to gain meaning from...

a . Words

b. Sentences

c . Paragraphs

TO THE TEACHER: Have the child read the selections

on the following cards silently. Ask the related
questions and investigate incorrect responses by
encouraging him to justify or explain them. Allow
the pupil to refer to the selection to locate answers.

Select ions land 2 arc written at fourth grade reading
level. Selections 3 and 4 arc written at fifth grade
reading level. Selections 5 and 6 are written at
sixth grade reading level.

27

II. COMPREHENSION

E5a ;

F.5b ;

E5c . (cont’d.)

Selection IA
Harper k Row.

The Scientist and His Hypotheses , p. 88.
’’The Emperor Penguin.”

Emperor penguins, it seems, are always on hand
to greet the explorers who come to Antarctica. As
an expedition approaches land, these friendly
creatures are waiting on the shore. Seeing a man,
the penguins waddle over to take a better look.

Penguins cannot fly. They use their wings and
flippers to protect themselves. An emperor penguin
weighs almost ninety pounds and is about three feet
tall. It stands and walks upright.

The emperor hen lays her eggs on the bare ice.

She holds the egg on the top of her feet. A roll of
fur on her stomach keeps the egg warm until it
hatches. The penguin holds the baby chick in this
way for some time. The fur protects it from the
cold temperature.

Both parents help to care for the young. Mr. and
Mrs, Penguin are good parents. They watch their
young closely.

(continued)

Copyright © 19*5, Harp or t, Row, liu*. Reprinted with the permission
of the publisher.

48

28

II. COMPREHENSION

E5a ;

E5b ;

E5c. (cont'd.)

Selection IA,

Harper k Row, Q

The Scientist and His Hypotheses , p. 88

"The Emperor Penguin."

QUESTIONS i

1 . What might make us say, "Penguins like company?"

2. What makes penguins different from most birds?

3. Describe the penguin's height and weight.

4. How dcr we know that a penguin walks differently
from a person?

5. Why does the hen hold the baby chick on her feet
after it hatches?

6 .

There are two phrases of two words each which
tell us about the weather in Antarctica, rind
one of them.

(E5a-c continues on following card)

29

II, COMPREHENSION

E5a i
E5b;
E5c .

(cont 'd . )

TO THE TEACHER: Introduce the word incubation .

Have the pupil read the following selection
silently .

Selection IB.

Field Enterprises Educational Corporation
The World Book Encyclopedia , P, pp. 213-214.

"Penguin.

The female emperor penguin lays her eggs on
open ground in midwinter. The male usually helps
to hatch the egg. During incubation, the penguin
keeps the egg in a pocket-like flap of skin on its
abdomen, close to the tops of its feet. The parents
pass the egg from one to another by .juggling it on
their feet so it does not touch the ice. Usually
only one egg is laid, although some penguins lay
two or three. Penguin eggs are white or green ish-
white .

TO THE TEACHER: Ask the child to read both articles

on penguins. On a separate sheet of paper have him
list tne points which are the same in both articles
in one column; the points which seem to be different
in another column; and the points which are in one
article but not the other in a third column.

(E5a-c continues on following card)

Reproduced from The World Rook Encyclopedia . Copyright © 1966
by Field Enterprise* Educational Corporation,

TEACHER KEY :

1. They are waiting on the shore when the explorer
explorers arrive.

They waddle over for a better look at men
who come to Antarctica.

2. They cannot fly.

3. The penguin is about three feet tall and
weighs about 90 pounds.

4. "Penguins waddle . " (stated)

A penguin holds an egg on its feet untJJ the egg
hatches (inferential)

5. It needs to be protected from the cold temperature.

6. "cold temperature;"

"bare ice."

30

II. COMPREHENSION

E5a;

E5b ;

E5c . (cont ’d)

TO THE TEACHER: Have the child read the selections

on the following cards silently. Ask the related
questions and investigate incorrect responses by
encouraging him to .justify or explain them. Allow
the pupil to refer to the selection to locate answers.

Selection 2.

Harper k Row

The Scientist and His Method , pp. 124-125.
"From Place to Place."

Many animals move from place to place as the
temperature changes with the various seasons. Their
traveling is called migration .

This migratory habit is typical of animals living
in the temperate zone. Some animals migrate from one
zone to another. Birds and other animals travel many
miles to seek winter quarters.

Some birds travel over the same routes and
arrive at the same place at about the same time each
year. Scientists believe the birds may use the sun
and the stars to guide them along their routes.

The rose-breasted grosbeak is one of the migratory
bird* found in the United States. It winters in the
tropics, then returns to the North to nest and raise
a family during the summer. (continued)

Copyright © 1965, Harper and Row, Inc, Reprinted villi the
perm in si on of t| u « publisher.

49

31

II. COMPREHENSION

32

II. CpMPREHENS ION*

E5a-c .

Selection 2. (cont'd.)

E5a ;

E5bj , . V

E5c. (cont'd.)

In their .journey north the grosbeaks often
fly through several severe spring storms. The
storms may slow them down considerably. Yet they
somehow make up fcr the delay. At about the same
time each year they can be seen arriving at their
spring nesting grounds.

The arctic tern is a champion among bird
travelers. This bird nests as far north as a
few hundred miles from the North Pole. In
late August, the arctic tern leaves its home in
the North and flies south. It goes all .the way
to the shores of Antarctica.

Young arctic terns make the long trip with
their parents. In fact, the migration begins at
about the time the downy chicks have first learned
to fly. The .journey covers a H { stance of eleven
thousand miles.

(continued)

Selection 2.

The P |c ien t ist and His Method , pp. 124-125.
‘'From Place to Place."

QUESTIONS;

1. What event in nature determines when birds travel
from place to place?

2. In what climate zone do migratory birds and animals
typically live?

3. Why do you suppose tropical birds don't usually
migrate?

4. What word tells you that scientists have some
ideas but are not positive about birds

5. Why do you think the word ."champion" is used
to describe the arctic tern?

6. What is so impressive about the young tern?

7.

Some workers harvest crops in Texas in spring
and in Wisconsin in late summer and early fall.

t.n m-JirVonf Ufm'ICPl’C?

(continued)

32B

33

II. COMPREHENSION

TEACHER KEY:

1. Temperature changes with the seasons.

2. temperate

3. no seasonal change in weather.;
adjusted to living, eating, nest building
in hot climate

4. believe;
may

5. It probably flies the farthest of any bird;
It flies almost from pole to pole;

It is the best flier.

6. Right after they have learned to fly,, they
fly 11 ,000 miles .

7. because they travel

E5a;

E5b ;

E5c. (cont'd.)

Selection 3.

Harper It Row

The Scientist and Tomorrow , p.

200 .

"Birds.

Birds are almost everywhere. But, wherever they
live , birds are well adapted to their surroundings.
Observe the birds near your home. What special features
do they have? How do they differ from birds that live
somewhere else?

A bird is an animal with feathers. It is also a
vertebrate. It has a backbone. There are about nine
thousand species of birds. Birds of one sort or.
another can be found throughout the world. They get
around. Many of them migrate from one part of the
country to another,

A bird has three kinds of feathers. These three
kinds are (1) down feathers, (2) contour feathers, and
(3) quill feathers.

The soft down feathers keep a bird warm. The down
retains heat. The contour feathers protect the bird.
They cover the bird's body. The quill feathers are
found in the wings and tail. They help the bird
to fly. * ^

Different birds have different types of feet. v *

Song birds have feet suitable for perching.

(continued)

Copyriwhl © HbJ, Harper it Kov Inc, Keprinted with the
permission of tin* publisher.

34

35

II. COMPREHENSION

E5a-c .

Selection 3. (cont d.)

They have three front toes and one rear toe, A
woodpecker has two front toes and two rear toes.

Its feet are suitable for climbing* Ducks, geese,
and pelicans have webbed feet. They paddle through
water with their feet.

Beaks differ among hirds, too. Hawks and owls
have hooked beaks. They use them to catch small
animals. The woodpecker has a chisel-like beak.

It drills into trees with its beak. The beak of u
hummingbird is a slender tube. The hummingbird
sucks nectar from flowers through its tubular beak.

Birds do not have teeth. They have a special
organ that grinds their food for them. This organ
is the gizzard. Farmers feed chickens sand and grit.
The sand and grit remain in the gizzard to grind
the food.

All birds hatch from eggs. The female lays the
eggs. If the conditions are right, the eggs will
hatch. Temperature is one thing that makes a
difference in the hatching of eggs. Many birds
sit on their eggs to keep them warm.

II. COMPREHENSION

E5a ;

E5b;

Efx:. (cont'd.)

Selection 3.

Harper & Row

The Scientist and Tomorrow .
"Birds . "

200 .

QUESTIONS:

1. How many species of birds are there?

2. What three kinds of feathers do birds have?

3. Why do birds need three kinds of feathers?

4. How do birds ' feet limit where they can live?

5. What do birds that have hooked beaks eat?

6. What is the function of a bird’s gizzard?

7. Why does a bird's sitting on eggs keep them
warm?

(continued)

35B

II, COMPREHENSION

TEACHER KEY:

1, 9,000

2, down, quill, contour

3, warmth, protection, flight

4, some are adapted for perching;
some for climbing;

some for swimming.

(Accept any reasonable answer.)

5, small animals

6, It grinds food,

7, It retains body heat; keeps air from
circulating.

36

E3m;

85b

E3c! (cont’p.)

IX. COMPREHENSION

Recent Presidential Administrations

During the Eisenhower administration in the 1950/2
■any programs were approved for doing things within tme
country .For example f big power stations were built in
the West for changing water power tjto electricity .
Gasoline taxes were increased to make more money for
building new roads and improving old i ones. A new
Cabinet department was created called the Department
of Health , Educat ion f and Welfare. Many things were
done to help the farmer so that he would rece ive »
fair price for his crops. Some of the surplus food
crop* were shipped to other countries that couldn t
h food of

grow enough

of their own.

In the early 1960’s during the Kennedy adminis-
trat ion more programs were devised to lielp the American
people. The minimum hourly wage was raised to $1.25
per hour and Social Security payments were increased.
Farmers continued to receive help from the Federal
government. Congress approved an important medical
education bill which would help pay for medical
educations of about 10,000 students. Before President
Kennedy had a chance to put other programs into action,
he was assassinated in Dallas, Texas. However, his
successor, President Johnson, has carried on with many
of Kennedy's proposed programs.

QUESTIONS:

1. What three American presidents are mentioned in
this article?

2. Why was the gasoline tax increased?

3. Why do you think it was necessary to create a

new cabinet post for health, education, and welfare?

4. What kind of help have farmers received from
the Federal government?

5. Why did President Kennedy not complete the
programs he had planned?

6. What do you think is an advantage of having a
medical education bill?

51

36B

TEACHER KEY:

1 .

2 .

3.

4.

5.

6 .

Eisenhower, Kennedy, Johnson

To make more money for building new roads and
improving old ones.

These were big areas which needed someone's full
timlattention. (Accept any reasonable answer)

Price controls were put on cr °Ps*nd surpius food
crops WvU’e shipped to other countries.

He was assassinated.

It helps 10,000 students become doctors who might
not otherviee have the opportunity.

37

E5m;

E5b; , At . .
E5c . (cont'd.)

II. COMPREHENSION

Nutrition

ferent food substances for growth and energy.

Our food comes from plants and animals.
ereen Plantcellsour bodies absorb vitamins, minerals,
carbohydrates , Sts, and protoins. W the g' _ et

body building elements for growth and life. we g

37B

TEACHER KEY:

1. Plants and animals

o Thpv ffive ua vitamins, minerals, carbohydrates, fats,

2l and y P roteins which are all body building elements.

3. to build food compounds

4. the process of absorbing food into our bodies

5. The animals the tiger eats have earlier eaten green
plants.

6. Vitamins, minerals, carbohydrates, fats, and proteins

7 Different foods contain different body _. r \

elements that we need. (Accept any reasonable answer.)

1

III. STUDY SKILLS

A1 . Follows simple directions.
TEACHER :

1. Jump three times.

2. Walk to the door and back.

3. Smile and clap yodr hands.

4. Get a piece of paper and a crayon and
draw a picture of a dog.

5. Find a book on the shelf and show me a
picture .

TO THE TEACHER: The game. "Simon Says." provides a means

for observing a child^s ability to follow directions.

III. STUDY SKILLS

A3, Shows development of motor coordination (eye and
hand).

TO THE TEACHER: Have the child copy the following symbols

in the space provided directly below.

TO THE TEACHER: The following questions may help you

assess each student’s performance:

1. Does the child have adequate form perception?

2. Can the child make adequate spatial and constructional
judgments when given several symbols to reproduce?

3. Does the child make drawings that are markedly larger
or smaller than the copy?

4 Can the child reproduce the figure as a total or must
he produce it a small piece at a time?

5 Does the child find it necessary to rotate the paper
in order to make a diagonal line or form?

III. STUDY SKILLS

A2a. Shows independence in work.

A2b. Accepts responsibility for completion
and quality of work.

TO THE TEACHER: You can observe informally to see

whether pupils at this level have acquired the positive
approach to work/study situations that will serve asa
base for future development of efficient study skills.

Some specific observations can be suggested but there
will be a need for general observation as well. Be alert
to the specific problems of the child who does neat work
but only at the expense of extended, painstaking effort.

The pupil shows independence in work by . . .

asking questions that are necessary
for clarification;

not asking que
already clear;

1 .

2 .

3.

not asking questions when the task is
’ lie

keeping the necessary tools (pencil,
paper, crayons, scissors, etc.) at
hand.

The pupil shows acceptance of responsibility
for completion and quality of work by u ..

1 .

making a reasonable effort to do neat
work;

pacing himself to complete a task
acceptably in the alloted time.

. .

L

1

1

0

T

II

4-

o

M

III. STUDY SKILLS

A4. Uses picture clues to find answers to
questions.

TO THE TEACHER; Ask the questions based on
the following picture.

QUESTIONS :

1. Why are the birds staying in the tree
instead of looking for worms?

2. What is the cat thinking about?

3. Is it summer or winter time?

5

III. STUDY SKILLS

6

III. STUDY SKILLS

Bla. Follows directions when working in a group.

Blc. Follows written directions.

Bib. Follows directions when working independently.

TO THE TEACHER: Observe the pupil over a two-week period

to determine whether he is able to follow directions when
working in a group and when working alone. You may note
a difference In ability to follow directions in the two
situations.

-Some children will
vidual attention bu
from the group but

?erform satisfactorily when given indi-
not otherwise; others will take cues
be unable to proceed independently.

A pupil may or may not be able to follow a sequence of
directions; he may or may not be able to generalize from
directions for one task to a similar one.

1. Color 3 balls blue.

2. Put brown X's on two birds.

3. Draw a circle around one car and color the other
cars red.

4. Draw a line under the biggest ball.

5. Color three boats black and two boats green.

6. Put an X on the plane that is by the cars.

TO THE TEACHER: Students should do this independently.

You may, however, pronounce unfamiliar words for the
child.

7

III. STUDY SKILLS

t

III. STUDY SKILLS

B2. Has adequate work habits.

B3. Recognizes organization of ideas in sequential order.

TO THE TEACHER: The observations here will be similar to

those suggested on card III. A2. Development will show
changes In degree rather than kind. It is suggested that
completion of worksheets not be the sole or major criterion
in assessing this behavior. The total class activity pro-
gram should be considered.

TO THE TEACHER: Read the selection to the pupil only if

necessary. Ask the pupil to tell three things Tom did in
the morning in the order in which he did them.

Mother called, "Get up, Tom’. Time for school.
Tom got up and dressed. He ate eggs, toa^t ,
and milk for breakfast. Good-by* Mother , said
Tom. I'll see you after school. Tom looked
before he crossed the street. He got to school
on time.

GPO 809-464-4

54

o

ERLC

9

SO

III. STUDY SKILLS 1

III. STUDY SKILLS

B4. Summarizes material. 1

B5. Begins to make judgments and draws conclusions.

TO THE TEACHER: Observe the pupil* s ability to verbally 1

summarize his experienced. One suggested method ox op- I

servation is to listen as he shares experiences with his
classmates (show and tell). Another method involves
asking the child to tell you about one of £is experiences 1

Observe if the child is brief, covers the main points of I

his experiences, and does not dwell on details. 1

TO THE TEACHER: Read the following to the pupil and then

ask him to tell how the story ended.

The response should reflect both Mary's feelings and her
actions. Question, if necessary.

Mother gave Mary a penny. Mary put the penny in
her pocket. But she did not see the hole in her pocket.
She ran to the candy store. The man said the lollipops
were one penny. Mary reached inside her pocket for the
penny ....

SUPPLEMENTARY PARAGRAPH

TO THE TEACHER: Have the pupil read the following para-

graph. Then ask him to tell you what it was about. The
summary should reflect the fact that animals are useful
to farmers in many ways. |

Some animals help the farmer in his fields. Some make his
corn safe from mice. Others keep watch over the barnyard.

Many animals give meat to the farmer's family.

it

III. STUDY SKILLS I

12

III. STUDY SKILLS

B6. Uses table of contents. j

Cl. Uses picture dictionaries to find new words*

TO THE TEACHER: Ask the pupil to answer the questions 1

that are based on the following table of contents. 1

Table of Contents 1

The Thing 9 j

The Thing Comes Back 30 J

The Bear Trap 40 1

The Bear Trap Works 50

TO THE TEACHER: This observation must be made sponta-

neously in order to assess whether the pupil feels a
need to find the meaning of a word that is new to him.

Determine whether the pupil turns to the dictionary when
the need is there, whether he is systematic and efficient
in looking for the word.

QUESTIONS: (Teacher reads.)

1. On what page would you begin to read about the
bear trap?

2. Where do you think the story took place?

3. What 'animal was the story about?

4» Does the book have more than 40 pages?

How do you know?

55

13

III. STUDY SKILLS

14 -

III. STUDY SKILLS

C2. Groups words by initial letters#

TEACHER: Put these words in alphabetical order.

duck

C3. Explores library as research center.

TO THE TEACHER: Note the child's behavior in the

Instructional Materials Center or library, watching
for increasing independence and readiness to use
resource people on nis own initiative.

cup

said

name

bump

will

house

ride

tree

15

ill. STUDY SKILLS

C4a. Reads and follows directions by himself.

C4b. Uses table of contents without being reminded
to do so.

C4c . Uses dictionary and glossary independently when
appropriate.

TO THE TEACHER: Observe the pupil's behavior when he

is doing independent seatwork or preparing committee
work with a group.

16

III. STUDY SKILLS*

C5. Begins to read naps.

TO THE TEACHER: Hand the child the nap card. When he

has studied it, ask the following questions. He nay
refer to th$ map for answers.

TEACHER:

1. How many roads are there into the park?

2. If you were at the camp and wanted to go
swinning, which direction would you to?

3. Is it farther f*rom the canp to tfie lake
or to the mountains?

4. What is the highest point in the park?

56

O

ERIC

Ifeft

17

E

TEACHER KEY:

1 . two

2. south

3. mountains

4. Cook's Peak

IS

ISB

III. STUDY SKILLS.’

Dl. Begins to U3C index of books,

Index

cats

dogs

hippo pot asuses

sharks

snakes

pp. 15 - 21
pp. 25 - 30
pp. 54 - 56
pp. 35 - 40
pp. 50 - 52

TEACHER KEY:

1 . back

2. pp. 25-30

3.

4.

5.

6 .

PP

PP

PP

PP

PP

PP

35-40

54-56;

50-52.

15-21;

25-30;

50-52.

alphabetically;
by beginning letters.

(Accept any reasonable response.)

TO THE TEACHER: Have the pupil (s) answer the following

questions, using the index above as his re for end*.

1. In which part of a book would you look for the index?

2. On which pages would you look to learn what to feed
a collie?

3. On which pages would you learn more about a kind of
fish?

4. If you were doing a report on a zoo. which page*
would be helpful?

5. If you wanted to read about pets, which pages would
you read?

6. How is an index arranged?

III. STUDY SKILLS

D2. Reads simple maps and graphs,
a) Simple maps

TO THE 'TEACHER: Hand the child the map card. When he

has studied it, ask the following questions. He may refer
to the map for answers.

1 . How many miles is it from Big Tree to Spyglass Hill?

i9B

TEACHEU KEY:

1. 4 miles

2. 3 miles

3. North (or Northeast)

4 . West

5. Pirate's Cave

2. How far is it from Spyglass Hill to the treasure?

3. Which direction must Johnny travel from Pirate* s
Cave to the treasure?

4 . To get from the treasure back to Big Tree, which
direction would he travel?

5. Which is closer to the treasure, Cop*s Cove or Pirate’s
Cave?

20

21

III. STUDY SKILLS

o

•8

t X

w

•H

s:

u

G

a

u

•o

r**

o

•o

c

a

o

J2

CM

Q

D2b. Can read simple graphsi
1) Picture graphs

TO THE TEACHER: Have the pupil read the paragraph and

look at the picture graph. Ask him the questions below
the graph. He may refer to the graph for answers.

Bill’s Cub Scout Den was having a contest to see who
could sell the most candy. They kept a record of sales.
The record looked like this at the end of the contest.

1. How many boxes of candy canes does each candy cane
stand for?

2. Who won the contest?

3. Who won the second prize?

4. Who sold more, Bill or Dick?

5. Which boy sold the fewest boxes of candy?

58

Z2

III. STUDY SKUAS

23

III. STUDY SKILLS

D2b, Can read simple graphs*
2) Bar eraDhs

D3. Realizes printed statements may be either fact or
opinion.

TO THE TEACHER: Have the students, read the following,,

sentences silently and label them lact or opinion.

Tom’s brother plays on a softball team. They use
a bar graph to keep a record of how many games they win.

Softball Came* Won

1, What do the numbers along the bottom of the graph
stand for?

2, What do the numbers on the left mean?

3, In what year did the team win the most games?

How did they win?

4, In what year did the team win the fewest games?

How many did they win?

5, How many more games did they win in 1962 than in 1961?

2 *

III. STUDY SKILLS

^ _ Roses are red.

Violets are blue.

Sugar is sweet.

__ — — — And so are you.

— Ice will melt if the room is very warm.

Strawberry ice cream tastes better than
chocolate ice cream.

. My mother is the best cook in the city.
_ The bark on a tree makes no noise,

TO THE TEACHER: Observe the pupil's ability to

differentiate between fact ana opinion in class
discussions, etc.

2S

III. STUDY SKILLS

D4 , Has beginning outlining skills.

D5, Follows Directions.

TO THE TEACHER: Have the child read the paragraphs below

silently and fill in the outline. You may pronounce
unfamiliar words for the pupil.

Invertebrates

Animals that have jointed legs are called inverte-
brates. They are alike in some important ways. All
invertebrates have hard skin that protects their bodies,
-- I—-— All of them, of course,

lUVtTlCIJlflVCo ii4* vw; HKiu

They reproduce by laying eggs,
have jointed legs.

Invertebrates may be different in some ways. Some kinds
live in fresh water. Others live in sea water. Some inver-
tebrates live on land.

TO THE TEACHER: Observe the pupil over a two-week period
to determine whether he is able to follow directions when
working in a group and when working independently.

Some children will perform satisfactorily when given indi-
vidual attention but not otherwise: others will take cues
from the group but be unable to proceed independently.

t this stage of development, a pupil should be able to
ollow a sequence of directions, to generalize irem airec-
ions l'or one task to a similar task, to follow written

of directions.

Invertebrates

I, Invertebrates are alike in some ways,

A.

B.

C.

II, In some ways, invertebrates may be different.

A.

B.

C.

III. STUDY SKILLS

D6. Has adequate work habits.

TO THE TEACHER: The observations here will be similar to
those suggested on cards III, A2 a I’d III. B2. Development
will show changes in degree rather than kind.

At this stage of development the pupil should be able to
work on independent projects, should have a longer atten-
tion and concentration span, and should make constructive

use of free time.

Z7

III. STUDY SKILLS

El. Increases and broadens dictionary skills.

TO THE TEACHER: Strict sequential leveling of the several

skills listed is not possible. The list should bemused as

competence with each skill

a) Uses alphabetical sequence in looking up words. (See
separate card, III.Ela.)

b) Uses guide words as aid in finding words. (See separate
card, III.Elb.)

c) Uses diacritical markings for pronunciation aida. (See
separate card, III.Elc.)

d) Selects appropriate meaning of a word to fit context.
(See separate card, Word Recognition. Level El.)

e) Recognizes need for additional meanings of known words.

PROCEDURE: Keep a record of words with special or multiple

meanings that occur in daily reading lessons over a period
of time. Construct a brief, informal test from these words.

f) Uses dictionary to find exact spelling of a word.

PROCEDURE; The important thing to observe is whether the
child has a rationale for attempting to look up a word he
cannot spell. That is, does he simply withdraw when his
first attempt is not productive or does he test other hy-
potheses in a systematic manner?

g) Understands the special sections of a dictionary.

PROCEDURE: Use an informal group quiz or a question-

discussion session to determine whether the student is
able to use the dictionary to obtain the special informa-
tion it contains.

2a

III, STUDY SKILLS

Ela. Alphabetizes words.

TEACHER: Number the words

alphabetical order,

grand

death

book

advance

block

limit

blouse

add

group

lazy

in each box to show their

plastic

view

ranch

melt

marble

mask

new

wash

quarter

valley

written

race

vaul£

plenty

reach

29

III. STUDY SKILLS

Elb. Uses guide words as aid in finding words.

TEACHER:
at tops of
to answer

ere are some guide words as they might appear
pages in a dictionary: Use these guide words
ho fnllowimr ouestions

j leapfrog

300

Lee

j"" leech

301

legislate’ ^

| legislation

302

leper 1

1. What is the last word on page 300?

2. What is the first word on page 301?

3. What is the last word on page 302?

A, Would you expect to find learn on page 300?

TEACHER* Tell me whether the first underlined word comes
before or after the second underlined word,

1. Would dance come before or after doomed?

2. Would flash come before or after frontier?

3. Would mud come before or after much ?

4. Would sleep come before or after smash?

5 , Would yesterday come before or after yellow?

5. Would you expect to find lever on page 302?

6. Tell on what page. 300. 301. or 302. you might expect
to find the following words.

left

leash

leave

leopard

legal

led

lemonade

left

60

III. STUDY SKILLS

30

III. STUDY SKILLS

Elc . Uses diacritical markings for pronunciation aids.

TEACHER: Pronounce these words. Use the special spelling

in parenthesis to help you.

detonator

(det 'e n*' ter)

Kahoolawe

(ka-hoo la-wP)

sympathetic

(sim' pa-thet' ik)

amiable

(3' mi-a- b* 1)

opprobrium

(© pr5 y bri-em)

rogue

(r5g)

surreptitious -

(sur' ep' tish'' ©s)

brachycranial *

(brak- i~kra y -nc=©l )

syzygy

(siz'-a-jc)

euphemism

(yoo / R-miz'm)

TO THE TEACHER: As the child tries to pronounce unfamiliar

words, such as those listed above, observe his success in
using (1) simple diacritical markings, (2) primary accent
markings and (3) secondary accent markings. You may wish
to use other words as a test of this skill, perhaps words
from daily work which the child cannot pronounce.

32

HI. STUDY SKILLS

E2 . Utilizes the encyclopedia ;

a) Locating volumes

TO THE TEACHER: Have the pupil read the paragraphs below

and answer the questions.

31

E2. Utilizes encyclopedia ,

a) Uses guide letters to find in forma tion on a
given subject.

b) Uses alphabetical arrangement to locate
information .

c) Understands the purpose of topical headings.

d) Understands the index.

e) Uses encyclopedia with greater facility to find
information .

f) Understands and uses

1>

Topical headings

2)

Cross references

3)

Bibliographies

g) Uses the index volume efficiently.

TO THE TEACHER: Observations regarding efficient uae of

encyclopedias are most appropriately made by teacher*
responsible for science and social studies instruction ana
by the IMC director or librarian.

The skills listed above are most appropriately deaoastrated
in regular work sessions. Informal observations should be
sufficient; informal tests can be devised as needed. The
following assessment cards may be used to supplement the
informal tests devised.

Where deficiencies are noted, there should be agreement
among the science and social studies teachers and the IMC
director or librarian as to who should be responsible for
teaching each of the several skills.

33

III. STUDY SKILLS

E2. Utilizes the encyclopedia,
d) The index

TO THE TEACHER: Have the pupil use the index below to

answer questions.

One of the best places to look for information is an
encyclopedia. Since more than one volume is needed for all
of the information found in encyclopedias, only topics
listed under one or two letters of the alphabet can be
placed in one volume. Each volume is also numbered.

Look at the set of encyclopedias pictured. See how
quickly you can find the number of the volume in which each
of these topices may be found ,

Below is an index from an encyclopedia. It tells
what topics are discussed in the Space section of the
encyclopedia.

Use the index to answer the questions on the right.
Tell the topic, volume, and page number where you would
expect to find information to answer the question.

1. birds - —

2. India

3. water —

4. Greek art _

5. West Virginia

6. Lyndon Johnson

7. Oysters —

8. atomic power — m

9. Texas

10. King George III -

SPACE

Space satellites.
S- 298-300

1 .

How can a satellite
serve as a space
station?

Space stations.
S-300-301

2.

What problems will men
face in space travel?

Space suit.

S“ 104“ 105,
picture S“104

3.

What does a space suit
look like?

Space travel .

S-301-309
development of.
S-301-303

earth-moon distances.
S-306

flight plan. S-307
future of.

S-307-309
history of.

S-295-297
problems of
S-299-300

4.

How is a space suit
made?

5.

6.

What did scientists know
about space travel in
1946?

Will trips to the moon
or other planets be
fairly common by 1986?

61

54 -

III . STUDY SKILLS

E3. Uses maps, charts and graphs.

a) Gains skill in reading and interpreting
political maps.

b) Begins to read and interpret simple graphs.

c) Reads and interprets several kinds of maps.

d) Reads and uses captions, keys and legends of
maps .

e) Selects appropriate maps to determine

1) Direction

2) Distance

3) Land formation

4) Climates

5) Time zones

6) Populations

f) Reads and interprets additional kinds of graphs.

g) Answers questions requiring the interpretation
of maps, graphs, tables.

h) Gains skill in using many potential types of
sources to solve a problem.

TO THE TEACHER: These skills are most appropriately taught

within the context of social studies instruction, with some
support from the mathematics area. There should be a formal
unit of study where the skills arc explicitly taught, and
most observations regarding skill development can be made at
that time. Specific observations to be made will be dic-
tated, to a great extent, by the particular instructional
materials used.

The list should serve both in planning the skills unit and
in assessing skill mastery systematically.

36

35

III. STUDY SKILLS

E3. Uses maps, charts, and graphs *

a) Maps

TEACHER: Use this map to help you answer the questions

below .

1. The United States is bordered on the north by

^ — , on the south b> . on the

east by ^ — ^ — and on the west by — —

2. Dallas is about _ _ miles from Hew Orleans.

3. Chicago is about . miles from New York.

4. in which direction i$ Seattle from Los Angeles?

5. Point to the location of the city whore you live.

6. About how far is it from Charleston?

7. What direction is it from Dallas?

8. Is it closer to San Francisco or. Seattle?

37

III. STUDY SKILLS

E3. Uses maps, charts, and graphs,

b) Charts and tallies

III. STUDY SKILLS

E3. Uses *aps, charts, and graphs,

c) Graphs

TO THE TEACHER: Have the pupil read the paragraph and

study the table below. Then have him answer the questions.
The pupil may refer to the table for answers.

TEACHER; Read the paragraphs and study the graphs below
to help you answer the questions.

SIXTH GRADE ATTENDANCE AT JEFFERSON SCH<
Number Absent

March April May June

DOL

Total

Room 201

10

9

8

4

31

Room 202

9

10

6

5

30

Room 203

12

9

10

3

34

Room 204

8

10

8

0

26

Total

39

38

32

12

121

1. Susan spent $8.00 last month. She made this circle
graph to show how she speat the money.

About how much money
did Susan spend for

a) lunches?

b) movies?

c) savings?

d) other expenses?

The sixth grade classrooms at Jefferson School had
a contest to see which room would have the best attend-
ance, They kept a record of absences. At the end of the
contest, tne table looked like the one above.

♦Remember, your total must be $8.00.

(continued on next page.)

1, Which room had the fewest absences?

2, During which month were there the fewest absences?

3, During which month wore there the most absences?

4, What was the total number of absences during the
four months?

5, How many pupils in Room ?03 wore absent in April?

62

3d

III. STUDY SKILLS

E3. Use« maps, charts, and graphs#
c) Graphs (continued)

2. John made this line graph to show how
spelled correctly on each spelling test,
words on each test.

spelling progress

man;

The]

j wore
re wei

Is he
-e 20

Week o

Week 7
Week 6
Week 5
Week 4
Week 3
Week 2
Week 1

0 2 6 8 10 12 14 16 18 2<

No. of words spelled correctly

1. Did John improve his spelling?

How do you know?

2. How many words did he Spell correctly on the first
test?

3. How many words did he misspell on the fourth test?
A. When did he have a perfect paper?

5. Qa which test did John misspell She most words?

40

III. STUDY SKILLS

E4. Uses IMC or library effectively,

a) Understands fiction books are alphabetised by
author .

b) Begins to use card catalog to find information .

c) Understands and uses author, title and subject
cards,

d) Locates books on shelves,

e) Uses cross reference cards.

f) Uses other reference materials:

1) Atlases

2) World Almanac

a ) Magazines* and subject index to children’s
magazines

g) Locates and uses audio-visual materials:

1) Card catalog

2) Equipment

TO THE TEACHER: Observations regarding use of the IMC

will be made by the IMC director or librarian.

designed for use in a specific IMC set ring anu w
devised by the IMC director. In other settings the iko
director or librarian should devise a checklist that
be useful to her.

39

S3.

III. STUDY SKILLS

Uses maps, charts, and graphs
Graphs

TO THE TEACH HI: Have the pupil study the two bar graphs

below and answer the questions. He may refer to the
graphs for answers.

HEIGHT^ 07 SOKE DAMS IH
THE UNITED StATES

The two graphs above are called bar graphs. Study them
to help you answer the.pe questions.

l whv is the' graph on the right called a vertical bar
* graph? The graph on the left a horizontal bar graph?

2. Which dam is highest?

3. Which dam is lowest?

4. How high is Shasta Dam?

5. About how much higher is Hoover Dam than Grand Coulee

Dam?

41

III. STUDY SKILLS

X4. Supplement

IMC SKILLS CHECKLIST

Name

I can check out and return books properly.

I can use a bookmark to indicate the place.

I can use the book supports on the shelves.

I turn pages by the upper right hand corner.

I know the parts of a book:

cover table of contents

bibliography index

body title page

I know the Dewey Decimal System of Classification.

l know the ten general classifications.

I can locate non-fiction books numerically
and place them in the proper order.

I understand that books are arranged

numerically from left-to-right on the
shelves.

I can locate fiction books numerically by the
* author.

_ I can use the card catalog.

I understand that all cards are arranged

alphabetically.

I, know and uso the three basic types of

cards.

I know and use 11 See” and 11 See also 11 cards.

63

42

III. STUDY SKILLS

45

III. STUDY SKILLS

E4. Supplement (cont'd.)

___ I know how to use encyclopedias.

I use guide letters to find information

on a given subject.

I use alphabetical arrangement to find

information.

I understand and use tbe index,

I understand and use topical headings.

I understand and dse cross references.

I understand and use bibliographies.

I understand tbe importance of a copyright

date ,

I can use special reference aids.

I know how to use atlases.

___ I know bow to use tbe World Almanac .

_ I know how to use tbe Index to Children’s

Poetry . — — — ■ - -

I know how to use Bartlett's Familiar

Quotations , ‘

I know how to use Webster’s Biographical

Dictionary .

I know bow to use magazines.

I know how to use the subject index to

children's magazines.

I know bow to use tbe vertical file.

I can use the card file to locate audio-
visual materials.

E4. Supplement (cont'd.)

am able to operate audio

tape recorder

filmstrip projector

opaque projector
film projector

visual equipment:

record player
filmstrip viewer
overhead projector
__ listening stations

- — I have developed respect for materials and equipment
in the IMC.

I have developed respect for the rights r,nd needs
of others.

I am faailiar with tbe kinds of audio-visual
material available.

44

III. STUDY SKILLS

45

III. STUDY SKILLS

E5. Recognizes and uses with facility the various parts
of texts and supplementary books and materials.

TO THE TEACHER: The focus here should be upon pupil's

Practical use. of their skills at locating information.
Application of these skills is most easily observed as
pupils prepare researched reports. Therefore, at least
once each semester a research-type report should be
assigned and each child's approach to the task observed
for demonstrations of ability to use texts and supple-
mentary books and materials efficiently.

E6. Organizes information,
a) Gains skill in nototakingr

1) Begins to take notes in own words.

2) Learns to take notes selectively*

3) Arranges ideas in sequence.

4) Selects main ideas.

5) Selects supporting details.

6) Keeps notes brief.

7) Shows ability to work from own notes.

8) Identifies source of materials by use of:

a) Bibliography

b) Footnotes

TO TOE TEACHER: As a result of continuous observation,

the teacher should be satisfied that the child can take
notes that arc useful to him. Idiosyncratic approaches
should be tolerated: that is, there should be no insist-

ence upon a particular form or sequence of notetaking.
Outlining, underlining in personal books and brief sum-
maries are aH acceptable. Stress should be placed upon
restatement of important points in the pupil's own lan-
guage. The two cards which follow this one say be help-
ful in assessing some notetaking skills.

The test of success in notetaking is whether or not the
pupil is able to use his own notes for the purpose for
which they were intended: evaluation, then, Must be In
terms of specific purpose. The checklist can serve as
a guide to systematic observation; but. again, the stress
should be on point seven: Shows ability to work fro* own

notes ,

/

o

64

4b

47

III. STUDY SKILLS

III. STUDY SKILLS

16a. Gains skill in not staking#

E6a. Gains skill in notetaking.

TEACHVI: lead tbo four numbered sentences. Choose the
phrase that best explains vbat each sentence is about.

TO THE TEACHER: Have the child read the paragraphs below

silently and take brief notes on the material.

1. Tfce shelter belt is a line of trees or shrubs which
havs been planted to protect the soil of a region froe
•rind and erosion.

Simple Plants

a) What is the shelter belt?
h) Shelter belt prevents soil erosion,
c) Trees or shrubs protect the soil.

All plants are classified into several large groups.

Plants made of on ly one cell or like cells form the
simplest group. The plots in this group are called
thallophytes. These plants do not have true roots, stems,
or leaves .

2. More than 200 operations for the asking of a single
shoe are usually handled by eight departments in a shoe
factory.

a) Shoe factory needs eight departments,
h) How to make a shoe.

c) 200 operations, eight departments to make 1 shoe.

3. The flycatcher is the name of two families of birds
which eaten flies and other insects in the air.

a) Flycatchers catch flies.

b) Insects caught in air by flycatcher birds.

c) Flies and insects caught by birds.

4. When death comes by drowning, it is really death by
suffocation.

a) Suffocation causes drowning death,
h) Death comes by suffocation,
c) Drowning is one way to die.

TO TUI TKACUK: Since the child is given a choice of
phrases rather than having to write nis own, this card
is appropriate at grade four.

One group of thallophytes called algae (al'je) con-
tain chlorophyll and make their own food. Algae live in
water or in moist places on land. The green scum you
nave seen floating on water is algae. In sonic areas algae
is used as food. Other uses of algae are as sources ol
fertilizer and iodine. r

a - P 1 ® °i h f r groups of thallophytes called fungi (fun'jl)
do not contain chlorophyll and get their food hy living on
other plants and animals. Fungi can be found almost every-
where. Some fungi are useful to man as a source of food
or to help fight disease. Other fungi, such as rust, smut
and blight, destroy food crops planted by farmers.

f

48

49

III. STUDY SKILLS

III. STUDY SKILLS

Z6b. Understands and uses outlining In work#

E6h. Understands and uses outlining#

1) Uses correct form of outline.

2) Con find main ideu>

3) Makes sample outline,

4) Outlines topics in more detail

TO THE TEACHER: Have the pupil read the following selec-

tion and fill in the outline found on the next card. He
may refer to the selection to help him complete the outline.

5) Uses own outline for oral and written reports.

6) Uses outline to organize thinking in appropriate
areas .

TO THE TEACHER: At the Intermediate levels the child is
broadening his ability to outline. He Is responsible for
independent select Ion of the main idea and Important sup*
porting details. His ability to outline should he judged
ovor a period of time In suen classes as science ana
social studies.

One of the complicating factors in a child's ability in
this area is the loose structure of much textbook material.
Another complicating factor Is the variation from child to
child In the need for supporting detail to make the out*
line a personally useful tool rather than a formal end in
Itself. In addition to form therefore, utility should be an
important guideline In helping you to make your judgment
about the child's skill.

For many years, the people of China were the only ones
who knew the secret of making silk. They were very secre-
tive, hut the secret was finally discovered hy others. It
was surprising for many to learn that the silk the Chinese
made into cloth came from the body ox on insect, the silk-
worm.

Today silk is made in many countries. Silk making is
far from easy. Silkworms are hard to raise. They do not
like cold weather. They do not like noise. Only the leaves
of the mulberry tree will satisfy their fussy appetites.

A silkworm is fully grown when it is only four or fivs
weeks old. At that time, it is ready to apin its cocoon.

The cocoon is made as the worn spina a long silk thread
around its body. This thread is all one piece.

At the silk factory, cocoons are made Into cloth. The
cocoons are placed into warm water to soften the fibers.
Girls carefully unwind the long thin thread from each co-
coon. The fibers from several cocoons, at least four, are
twisted together to make a silk thread. This thread is
then made into cloth.

PROCEDURE: In addition to your Informal observations,

described above, you should check periodically to see
that the pupils know the structure of a formal outline.

You may have the pupil outline material from a text-
book: out be sure that the material is well-written mo
as to lend itself to outlining. Or. you may ask the
pupil to make an outline upon which he would base a talk
or report. Or. you may use the following assessment cards.

so

III. STUDY SKILLS

£!

III. STUDY SKILLS

E6b. Outlining ((Mint'd.)

The article you .just read is easy to outline because
there. is only one topic in each paragraph. First,
think of a title for the article. Then, write the
main topics of the paragraphs beside the Rowan nu-
merals in the outline. There are details in each
paragraph, too. Write at least two of them under
each wain topic .

(Title)

A.

B.

E6c. Summarizes material,

1) Writes summary of a story in three or four sentences.

SUGGESTED PROCEDURE: Have the pupils read a selection

(several paragraphs) and write a summary ; in three to rift®
sentences. The notetaking selection on Simple Plants,
page 46, could be the material used. Check to see that
the summary covers the main points and that the sequence
or main organization is preserved.

NOTE: The pupil should be able to summarize material in

his own words. Obviously some* words and phrases from the
selection are efficient aids in summarizing. These have*
become ithe pupil's "own words if they have meaning for
him and are, therefore, acceptable.

C.

II.

A.

B.

C.

D.

2) States important points expressed In n discussion.

SUGGESTED PROCEDURE: Contrive a situation in which an

issue important to the pupils is discussed. Have them
write a summary of the Important points expressed. In
each summary, look for the main issue, mnin points of
view and objectivity.

III.

A.

B.

C.

A.

B.

C.

D.

•Remember, you may only find two details in some paragraphs.

sz

HI. STUDY SKILLS
E7. Evaluates information#

a) Realizes printed statements may be either fact or
opinion#

TO THE TEACHER: Have the students read the following

sentences and label them facts or opinions,

Rich people never buy used cars.

Lazy people are not interested in having money.

Never believe a person who is a good storyteller,

TV violence causes people to behave violently.

Every letter has a postmark to show where it was

mailed,

A lame man may be a good swimmer.

Scientists have found that Mars has seasons in

which the color of its surface changes.

The above sentence proves there is life on Mars.

TV commercials always exaggerate.

S3.

III. STUDY SXILLS

E7b. Checks statements with: those in other sources to
evaluate validity.

TO THE TEACHER*: Observe student's ability and initiative

in checking other sources when a 'point is questioned in
science or social studies. If informal situations do not
occur, the teacher and librarian may find examples of con-
flicting information in reference books and pose the prob-
lem to a group, noting their ideas for further research.

A suggestion would be to compare Southern news coverage
and a Midwestern news account of a civil rights case or
an attempt to integrate a Southern school.

TO THE TEACHER: Observe the pupil's ability to differ-

entiate between fact and opinion in class discussions,
etc.

54

III. STOTT SKILLS

S 7 o. Evaluates relevancy of materials to topic#

tom TKACEXK: 1h« following is a type of axerciae
which you sight uas to estlaate the child's ability to
determine potentially relevant information.

TEACHER: Which of thaae book* would JFgbably contain,,
information relevant to the topic of "photoeyntheiii?

a. Ancient Civilisations

b. jjja World Book Encyclopedia . P

c. 2 . 5 . Camara

d. Tho Tlrat Beck of Planta
a. Isa Sawyer

f. a mclanca textbook

TO m TEACHER: Beyond basic relavanca. the ■ubtlor

element a of raletanca seem to be

creative and interpretive reading Skills. These slgftt
involve a child's ability to convince the reader or
listener of a relationship which he may or may not hare
perceived.

S< 0

III. STUDY SKILLS

I7c. Evaluates Information in terms of his own
experience#

TO THE TKACHES: This is a nebulous but important skill.
Observations must be made opportun 1st ic ally as the PUPIIb
show their ability and willingness to evaluate new Infor-
mation in terms of both actual and vicarious experience.

for example, pupils might die actual experiences with
certain products to confirm or negate advertising claims:
they might contrast their actual experiences in visiting
an area with the lmpresslonc they had— from all sources*"
before making the visit.

You should be alert to use situations in which pupils can
be encouraged

idormalio^^Ons way to"make the basic" point is to^have
several pupils^ witness a _*f| 8 ed_ incident askjthem^to a _

alert to use situations in which pupils cai
to draw upon their personal experiences in
its. drawing conclusions and evaluating new
Ons way to make the basic point is to have
,1 pupiis witness a staged incident, ask the* to .
up sye-wltness accounts independently, and then 1 st
them compare the several accounts and note discrepancies.

5?

III. STUDY SKILLS

E7d. Compares various viewpoints on the some topic#

SUGGESTED PROCEDURE: Ask the pupil (s) to gather points
of view on an issue in the current local or national news v
(from radio end television news reports, newspapers, etc.)

Discuss possible reasons for differences of opinion and
have each child examine tho basis for his own opinion on
the leeue. Note his ability to examine objectively point*
of view that differ from hie own and hie ability to modify
hla views in the light of new facts.

A suggestion would be to have tho
accounts of an athletic event. For

lldren examine two

example, a Chicago

■porta column and a Madison sports column on Monday fol-
lowing a* Packer a- Bear a football game.

S7

III. STUDY SKILLS*

E7f . Identifies propaganda#

TEACHER: Specify tho type of propaganda device being
used in the following statements.

1. Nine out of ten people Interviewed prefer Brand A
to Brand B.

2. The candidate is a regular guy, an ordinary man who
understands your problems.

Too Drysdale ueee Gillette Blue Blades.

The Beat lee recommand peace talks about flat Nam.

6 . The mayor la working to promote patriotism, honssty,
justice, end good huaan relations by his platform.

6 . A number of experts ere convinced that safsty prob-
lems are due to faulty autos&blla manufacture.

TO THE TKACHKR: This Is a grade elx skill.

67

O

ERIC

573

III. STUDY SKILLS

TEACHER KEY:

1. bandwagon - Everyone is doing it.

2. Plain folks * The person they wish us to admire is

P no different from the ordinary person.

3. te.stimonial - Endorsement by a celebrity »

4. transfer - To transfer our feelings from one thing

to another.

n, glittering generalities - An expression of ideas thac
* most people like.

6. card stacking - Telling only part of the story.

5 &

III. STUDY SKILLS

E8. Follows directions.

TEACHER: See how well you follow these directions.

Directions Test

Can you follow these directions?

X. Read all of these directions before doing anything.

2. Write your name at the top of thiB page.

3. Make a circle around the words, "Direction Test" .

4. Draw three large BquaroB at the upper right hand
corner of this page.

5. When you get to thiB point, Btand up and lcudly say
your name.

8. Put a circle in each corner of this page.

7. Get up, quickly walk to the front of the room, crawl
back to your seat.

8. Draw a triangle on the back of this page.

9. If you have followed the directions so far, say,
"Yes, I have!" out loud.

ID. Now that you have read everything, follow only the
first three directions.

GPO 609—4 64—2

68