CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
IMPLEMENTING PERFORMANCE OBJECTIVES
TO PROVIDE CONTINUITY IN THE READING PROGRAM
GRADES ONE THROUGH THREE
A project submitted in partial satisfaction of the
requirements for the degree of Master of Arts in
Education
by
Mercedes Arlene Rider
July, 1972
The project o£ Mercedes Arlene Rider is approved:
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
July, 1972
ii
TABLE OF CONTENTS
CHAPTER
I.
STATEMENT OF PROBLEM •
l
Rationale
Limitations of the Study
Definition of Terms
II.
RESEARCH EVIDENCE.
6
A. Need for Measurable Performance
Objectives
B. Need for Diagnostic Evaluation
C. Need for Diagnostic Evaluation for
the Fourth Preprimer
III.
17
MATERIALS.
A. Measurable Performance Objectives
for Fourth Preprimer
B. Informal Evaluative Instrument for
Fourth Preprimer
C. Prescriptive Materials for Fourth
Prep rimer
IV.
26
SUMMARY.
BIBLIOGRAPHY.
29
APPENDICES.
32
A.
B.
C.
D.
E.
Harper and Row Phonetic and Structural
Analysis Chart.
33
Performance Objectives for the Harper and Row
Series from the Oxnard School District.
35
Measurable Performance Objectives for the
Fourth Preprimer.
85
Informal Evaluative Instrument for the
Fourth Preprimer.
• ••
88
Prescriptive Material for the Fourth
Preprimer .
iii
108
CHAPTER I
STATEMENT OF PROBLEM
The purpose of this paper is (1) to establish the need
for measurable performance objectives and a diagnostic
evaluative instrument to assess individual needs on completion
of the fourth preprimer o.f the Harper and Row series,
(2) to
propose measurable performance objectives and a diagnostic
evaluative instrument for the fourth preprimer o£ this series,
and {3) to propose some prescriptive materials which may help
some pupils to make the transition £rom preprimers to primers
more successfully.
This proposal to establish measurable
performance objectives for the fourth preprimer, to evaluate
the progress o£ the pupils, to diagnose the needs o£
individ~
uals, and to meet these needs with individually prescribed
material should provide continuity and consistency in the total
reading program o£ the Oxnard School District.
In recent years there has been a continuous search for
programs or materials that would offer a solution to reading
problems (Rutherford, 1971).
The publication of reading scores
in local newspapers has created an awareness o£ the large numbers of students whose reading achievement has been belmv grade
level.
Many reading programs have been initiated.
1
There have
2
been performance contracts by industry, tutorial programs,
individually prescribed instruction, linguistic and programmed materials, multi-ethnic text books, and other innovations.
While some of these practices may be successful and
reading achievement improved by their use, Jeanne Chall in her
book, Learning to Read: The Great Debate,
(1967), points out
that it has been difficult for researchers to state that one
particular method or approach to beginning reading is better
than another.
In view of this lack of research evidence, per-
haps the search for materials and methods should cease and
emphasis be placed on the total reading problem within each
school.
Popham (1970) has pointed out that the first step in
instructional decision making should be to determine what goals
should be achieved.
objectives.
These goals should then be stated as
In line with this approach, the Oxnard Elementary
School District has taken the first step toward improvement by
determining the goals and objectives for its reading program.
These goals were stated as measurable performance opjectives
for each level of instruction.
These objectives attempt to
provide the necessary direction for the total reading program.
Continuous evaluation has been provided by diagnostic tests
which follow the performance objectives.
Once the objectives
were established and evaluated it was possible to provide
diagnostic materials to assess the instructional needs of each
3
student in specific reading skills according to the proficiency level established for each objective.
Individually
prescribed materials have also been developed to meet the
needs so discovered.
This procedure of establishing objec-
tives, evaluating progress, diagnosing ·the needs of individual
students, and meeting these needs with individually prescribed materials is an attempt to provide continuity and
consistency in the total reading program.
Rationale
The aim of the Oxnard School District is to strengthen
reading instruction and to provide continuity and consistency
in the total reading prog:ram.
With this in view, the Miller
Unruh reading specialists and some classroom teachers have
developed measurable performance objectives for use with the
Harper and Row Basal Reading Series, grades one through three.
These objectives were designed ·to diagnose each individual student.
Effective reading instruction must begin
with early identification of the specific skill needs of each
child as well as with the level at which he can read comfortably (Rutherford, 1971).
Diagnostic tests provide for con-
tinuous evaluation of the child's progress.
A variety of pre-
scriptive materials were developed to meet individual needs.
The total reading program for the primary grades of the
Oxnard Elementary School Dist:rict includes the four preprimers,
4
the primer, the first, second, and third grad<:! reading books
of the Harper and Row series.
Performance objectives were
written £or each o£ these books.
Continuous evaluation was
provided by diagnostic tests which measured the proficiency
level o£ each student at the end o£ each o£ the first three
preprimers, and at intervals in the primer and the succeeding
books.
However, as the approach was implemented the teachers
of the Oxnard District became concerned because pupils who
met the proficiency level o£ the diagnostic tests £or the
first three preprimers did not necessarily meet the proficiency
level in the test £or the first section o£ the primer.
Of 116
first grade pupils selected for evaluation, almos·t one-hal£
showed a continuous declension o£ scores on the diagnostic
tests £or preprimers one, two, and three, and on Section I o£
the primer.
A survey o£ the teachers in grades one, two, and
·three showed that over one-hal£ o£ the responses indicated
the need £or a diagnostic test based on performance objectives
for the fourth preprimer.
Limitations o£ the Study
This projec·t was developed £or Oxnard School District
to be used with Harper and Row Reading Series £or pupils £rom
mixed socio-economic groups.
5
Definition of Terms
Diagnostic - identification of a deficiency (DellaPiana, 1968).
Evaluation - measurement of the student's performance
according to the objective or goals originally selected (Mager,
1962).
Measurable - attributes which are observable in a given
situation (Mager, 1962).
Objective - is a statement of what the learner is to
be like when he has successfully completed a learning experience (Mager, 1962).
Performance objective - precise description of educational goals in terms of desired behaviors, outcomes or material
items which can be reliably, validly and objectively measured
(EPIC Evaluation Center, 1970).
Prescriptive - additional instruc·tion as extra devices
and teaching systems to remedy a deficiency (Della-Piana,
1968); specific materials or learning opportunities to help a
child overcome a weakness (Burnett, 1970).
CHAPTER II
RESEARCH EVIDENCE
A. Need for Measurable Perf9rmance Objectives
As stated in the introduction, the first step toward a
reading improvement program should be the determination of
the goals and objectives of the total reading program (Popham,
1970).
These should be stated for each level of instruction.
Little is served by establishing long-term objectives unless
one can propose short-run methods for their achievement (Bruner,
1960).
Formulation is only the first step in arriving at a
reasonable platform of educational objectives (Taba, 1962).
It is necessary to group specific objectives so that these may
be attained through suggested learning experiences.
Among the
factors of a successful reading program Lichtman (1971) has
listed behaviorally-stated objectives.
In planning £or any
instruction in reading the essential first step is to identify
the goals toward which the instruction is to be directed
(Durkin, 1970).
The most important goals for a teacher to
consider should be specific goals relating to the needs of the
student.
At Livingstone University in Alabama, a comnittee
for developing a model teacher education plan recommended behavioral objectives for skillful
open-end curricula.
dia~1osis,
prescription and
7
These beliefs have been adopted by the Oxnard School
District as the first step toward the improvement of its
reading program.
As was stated in the introduction, perform-
ance objectives have been established for the first three
preprimers, the primer and succeeding books for grades one
through three, of the Harper and Row series (see Appendix A).
None has been completed for the fourth preprimer.
The skills
which are introduced in the Harper and Row series are analyzed
on a phonetic and structural analysis chart published by the
company (see Appendix A).
There is a continuation of consonant
recognition and practice through the fourth preprimer.
All of
the sixty-seven basic vocabulary words introduced in the first
three preprimers are repeated in the fourth preprimer and
eleven new words are introduced and prac·ticed.
The fourth preprimer is the absorption, or review, unit
of the preprimer program.
The comprehensive review of an ab-
sorption unit should contribute to thorough mastery of the
basic vocabulary.
Various devices to develop proficiency in
reading skills have been included in this book.
These devices
become more comprehensive as the program advances.
Incorporated
into many illustrations throughout the book are label words to
be matched with words printed in the text.
This technique
for developing proficiency in independent word attack was continued from the second and third preprimers.
The last two
stories in the fourth preprimer are designed to develop ability
8
to hear rhyming words and to acquaint pupils with techniques
£or using a picture dictionary.
Since the fourth preprimer
was distinguished as an absorption unit, it would seem appropriate to establish specific performance objectives £or this
book.
B.
Need for Informal Diagnostic Evaluation
The intent o£ this section is to establish the need £or
effective informal evaluation upon completion o£ the preprimer
program.
It is impossible to evaluate a program efficiently
when clearly defined goals have not been stated (Mager, 1962).
The two qualifications which Mager placed on objectives were:
1) the behaviors should be observed, and 2) the behaviors were
terminal.
Objec·tives serve as a guide £or the evaluation o£
achievement (Taba, 1962).
Palmer (1957) pointed out that evaluation required
definite goals.
Evaluation should begin with an objective and
then seek the best possible devices £or ascertaining the degree
to which the objective has been attained.
Popham (1970) recommended establishing performance
standards, prior to instruction, of the minimal levels of pupil
achievement.
Without a standard the teacher would have
difficulty in identifying students who have accomplished their
objective.
Armstrong (1968) observed that tests played a
central role in the evaluation o£ a given set o£ objectives.
He further stated that tests should meet these criteria.
They
should provide a representative sample o£ the subject matter
and the behavioral outcomes as stated in the objectives.
Bloom (1956) asserted that objectives are not only the
goals toward which the curriculum is shaped and toward which
instruction is guided, but they are also the goals that provide
the detailed specifications for the construction and use o£
evaluative techniques.
Harris (1968) suggested a diagnosis
which concentrated on specific aspects such as: sight vocabulary, structural and phonetic skills, knowledge o£ word meanings,
sentence and paragraph comprehension.
Taba (1965) commented
that education is going through a truly revolutionary period.
Of special significance are investigations o£ the cognitive
aspects o£ learning such as concept, £ormation, formulation o£
generalizations, development o£ methods o£ inquiry and evaluation of evidence.
Diagnostic tests, according to McCullough ( 1968), make
it possible £or the teacher to identify areas of weakness and
strength.
Chall (1967) found that most teachers have little
faith in the standardized tests £or the purpose o£ diagnosing
difficulties.
Chall further stated that the teacher needed
simple diagnostic tests that provide absolute measurements that
can tell how much o£ each reading component a child has
mastered at a given time.
10
Educators have long recognized the value of standardized achievement tests.
market.
There are many good ·tests on the
However, Robinson (1965, p. 797) who reviewed the
Metropolitan Achievement Test stated that "this test is not a
diagnostic instrument, nor does it purport to be one."
diagnostic features of a survey test are a bonus.
The
In the re-
view of the Gates Primary Reading Tests, Eller (1965) states
that this test includes in its sight vocabulary nouns and
verbs but none of the short, abstract words which account for
a large proportion of word recognition errors in grades one
and two.
Of the same test, Morrison (1965, p. 793), stated
"these tests have certain advantages as survey tests but leave
much to be desired as diagnostic instruments."
Bond (1970)
recognized that informal diagnostic inventories and informal
daily observation are the most efficient and informative appraisals which are made by the teacher.
The major purpose of
a reading diagnosis should be to get information that reduces
our ignorance or uncertainty about the nature and causes of a
child's reading disability and to suggest specific treatment
(Della-Piana, 1968).
c.
Nee~
for Diagnostic Evaluation for Fourth Preprimer
Ideally tests are supposed to tell the teacher and the
student the degree to which both have been successful in their
achievement of the course objectives.
To be useful, they must
H:
measure performance in terms o£ the goals set for the program.
Continuous evaluation has been part o£ the total reading
program o£ the Oxnard District.
This evaluation has been pro-
vided at the en.d o£ the first three preprimers, and at the end
of each section o£ the primer, and levels one, two, and three.
There has been no diagnostic evaluation provided at the end
of the fourth preprimer.
Teachers at several schools in the Oxnard District
observed that although the children were well above the proficiency level in the performance objectives for the first
three preprimers, many o£ them fell below in the first sec·tion
of the primer.
The Miller Unruh reading specialists were given
the responsibility o£ plotting a progress chart for each class
as the performance objective evaluations for each book or unit
were completed.
The names o£ all pupils in grades _one through
three were listed on a chart.
Information was recorded as the
performance objective tests were given.
Pupils who were below
the proficiency level for one or more areas o£ each test were
identified.
evaluated.
The progress o£ 242 first g:cade pupils was
Hal£ o£ these pupils were bussed from a minority
area so that these children were representative o£ varied
social and economic backg1:ounds.
Of
were selected for further evaluation.
evaluation were:
The child must have
this number, 116 pupils
The criteria for the
12
1) completed the first three preprimers
2) taken the performance objective test at the end
o£ each
3) completed the first section o£ the primer
4) taken the performance objective test £or this
section
The tabulation showed a continual declension in pro£iciencyo
Upon completion o£ preprimer one, 18.1 per cent o£ the 116
pupils were below proficiency in one or more areas o£ instruction.
At the end o£ the second preprimer, 17.2 per cent were
below the proficiency level in one or more areas o£ instruction.
At the end o£ the third preprimer, 16.4 per cent were below the
proficiency level in one or more areas o£ instruction.
At the
end o£ the first section o£ the primer, however, 46.5 per cent
were below proficiency level in one or more areas.
This evidence seemed sufficient to substantiate the
teachers' observations that many o£ the children who were at
or above proficiency level in the preprimers were below the
proficiency level in the first section o£ the primer.
A survey questionnaire was then sent to all first, second,
and third grade teachers in the Oxnard District to determine
whether or not the teachers felt the need £or an evaluation at
the end o£ the fourth preprimer.
O£ the £i£ty-£ive teachers
who responded, 54.5 per cent indicated that a diagnostic test
based on performance objectives £or the fourth preprimer would
13
be helpful in diagnosing ·the skills o£ their pupils before
they were put into the primer.
Pupil performance and the
expressed need of teachers made the development of these objectives, diagnostic instrument, and prescriptive materials
a valid and useful project.
14
NAME OF BOOK
*GROUP l A
*GROUP 2 A
*GROUP l A
*GROUP 2 A
PREPRIMER l
95
21
81.9%
18.1%
PREPRIMER 2
96
20
82.8%
17.2%
PREPRIMER 3
97
19
83.6%
16.4%
62
54
53.4%
46.5%
*PREPRIMER 4
PRIMER,
Section l
*Preprimer 4, no test given
*Group l A number at or above proficiency level
*Group 2 A number below proficiency level in
one or more areas
*Group 1 A per cent at or above proficiency level
*Group 2 A per cent below proficiency level in
one or more areas
1·5
TEACHER SURVEY 1972
No
Does the Harper and Row Preprimer
Achievement Test satisfactorily
diagnose the skills o£ your pupils
according to the Performance Objectives o£ the Oxnard School
District?
Would a diagnostic test based on the
Performance Objectives o£ the Oxnard
School District £or the Fourth Preprimer o£ the Harper and Row series
be more helpful in diagnosing the
skills o£ your pupils before they
begin the Primer o£ this series?
Re,?Ponse __
YES
NO
19
23
13
30
13
13
43
48
3
1
10
7
47
41
44
1
6
4
8
43
45
2
1
11
10
Should the following areas be tested?
(1) Sight Vocabulary
(2) Meaning Vocabulary
(3) Initial Consonants (SoundSymbol)
( 4) Initial Consonants (Auditory)
(5) Rhyming Words
(6) Comprehension
(a) Matching Pictures with
Meaning:3
(b) Selecting Main Idea
9
8
16
TEACHER SURVEY 1972
(Continued)
3
5
10
15
20
No
Response
23
26
7
How many items should each
test area contain?
( 1) Sight Vocabulary
(2) Meaning Vocabulary
26
(3) Initial Consonants
{Sound-Symbol)
22
8
27
22
7
25
21
10
( 4) Initial Consonants
(Auditory)
( 5) Rhyming Words
32
(6) Comprehension
(a) Matching Pictures
with Meaning
(b) Select Main Idea
19
17
17
27
30
~------·------------~
7
10
CHAPTER III
MATERIALS
Ao Measurable Performance Objec·tives for Fourth Primer
The need for performance objectives seems clearly
established.
Therefore, the intent o£ this section is to pre-
sent the measurable performance objectives £or the :fourth
preprimer o£ the Harper and Row Basic Reading Program £or the
Oxnard Elementary School District (see Appendix C).
These
objectives have been clearly stated in terms o£ pupil behavior.
They were
desi~ted
level o£ instruction.
to measure specific skills £or this
The skills were selected from the
Phonetic and Structural Analysis Char·t o£ the Harper and Row
Basic Reading Series (see Appendix A).
While the £our·th pre-
primer is basically a review unit o£ the first three preprimers
some new skills have been introduced and are identified as such
by the performance objectives.
The performance objec·tives
include sight vocabulary, meaning vocabulary, initial consonants, rhyming words, and comprehension.
Heilman (1967) stated that early in the child's career
it is easier for him to learn a limited number of sight words
than it is to learn a set o£ complicated rules.
In the fourth
preprimer the pupil is responsible £or the words
introru~ced
17
18
in the three previous preprimers as well as the eleven new
words in the fourth book.
The pupil is responsible for the meaning of words by
identifying the picture that illustrates a word or by identifying the word from the meaning read by the teacher.
Hasluck
(1971) observed that learning to read means learning to understand exactly what the words mean.
Heilman (1967) noted that simultaneously with developing
a sight vocabulary, the child must also acquire skills which
will permit him to unlock words.
In the preprimers the child
learns the initial consonant sounds only.
sonants are introduced.
All but five
Two digraphs are introduced.
con~
At the
end of the fourth preprimer the pupil should be able to circle
the letter which corresponds to a particular beginning sound for
a picture or as the word is read by the teacher.
The ability to identify rhyme is another facet of the
child's phonic repertoire.
The performance objectives for
rhyming words states that the pupil will identify the word that
rhymes with a picture.
the fourth preprimer.
Few rhyming words are introduced before
There are forty-six rhyming words in the
fourth preprimer.
The final objective of comprehension is measured by
having the child identify the picture that best illustrates the
meaning of a sentence.
Picture interpretation is used to teach
comprehension in the teacher's guide for the fourth preprimer.
19
B.
Informal Evaluative Instrument for Fourth Preprimer
The performance objectives for the fourth preprimer in
the Harper and Row Series were stated in terms of expected
pupil behaviors.
It was then necessary to design an evaluative
instrument to measure the performance of these goals (see
Appendix D) •
The percentage of first grade pupils who were below the
proficiency level in one or more of the skills areas in the
first section of the primer indicated the need for continuous
evaluation.
Teachers clearly stated that an evaluation at the
end of the fourth preprimer was necessary.
It is the intent
of this section to propose an evaluative instrument based on the
performance objectives for the fourth preprimer.
Popham (1970)
has recommended that minimal levels of pupil achievement be set
prior to instruction.
Since the proficiency levels set by the
Oxnard District on the performance objective tests already in
use indicated a satisfactory level, the same minimal level for
each skill was used.
Ninety per cen·t was the proficiency level
indicated for word recognition and eighty per cent for the remaining skills.
The proposed diagnostic test was designed to measure
specific skills in behavioral terms.
In the questionnaire
survey the teachers were given an opportunity to indicate the
skills which should be tested.
Teacher opinion was also
20
consulted in regard to the number of items to be used £or
each skill.
Harris {1961) suggested a diagnosis on specific
aspects as sight vocabulary, phonetic skills, knowledge o£
word meanings, and sentence comprehension.
Sanford (1971)
recommended that the best tests o£ comprehension are those
which demand behavioral responses on the part o£ the reader.
With these suggestions and the performance objectives
in mind, an evaluative instrument was constructed.
The Sight
Vocabulary, Section A, tests the child's ability to recognize
words in the basic vocabulary o£ the preprimers.
of fifteen items o£ four words each.
It consists
The correct responses
and the foils are words £rom the basic vocabulary o£ the £our
preprimers.
The Vocabulary Meaning, Sec·tion B, tests the
child's ability to select the correct word by meaning.
Ten
items o£ three words each were selec·ted £rom the £our preprimers.
The correct responses were selected £rom the fourth
preprimer and the £oils £rom the first three so that the child
meets only words to which he has already been introduced.
the Vocabulary Meaning, Sec·tion
c,
In
the child marks the picture
which represents the word.
The teacher preference for this
section was £i£teen items.
The child has three picture choices
£or each word.
These words were selected from the £our pre-
primers.
In !nitial Consonant, Section A, the child must recognize
the consonant that represents the phoneme with which the picture
21
begins.
In Initial Consonant, Section B, the child will mark
the consonant that represents the sound that he hears at the
beginning o£ the word that the teacher says.
This section in-
cluded fifteen boxes with £our consonants in each box.
It
included all the consonants and d:igJ:aphs learned in the £our
preprimers.
The section on Rhyming Words includes a picture and £our
words in each row.
The child demonstrates his ability to hear
the rhyming word by marking the word that rhymes with the
picture as the teacher identifies the picture and reads the
word.
There are ten items with £our choices £or each picture.
These were selected £rom the forty-six rhyming words used in
the fourth preprimer.
In the Comprehension Section the student must read two
or three sentence stories and mark the picture that goes best
with each one.
Bloom {1956) stated that the student's ability
to translate statements may be evalua·ted by requiring him to
recognize a correct illustration, but exercises requiring the
selection o£ the best illustration require more than association
with the term.
There are ten stories in this sec·tion.
The
student has a choice o£ three pictures £or each story.
C.
Prescr~tive
Materials £or Fourth Preprimer
It is well to emphasize that diagnosis alone has no
salutary e££ect on the pupil.
Heilman {1967, p. 6) observed
that the best diagnosis is useless unless it is used as a
"blueprint £or instruction."
This idea is substantiated by
Bloom (1956) who stated that students respond best to diagnostic
results when the diagnosis is accompanied by a very specific
prescription o£ alternative instructional materials and
processes.
Such instruction must be based on continuous diagnosis.
Bond (1970) determined that every child's reading growth must
be appraised continuously if his individual progress is to be
maintained.
Information regarding ·the child's progJ:ess must be
accurate.
Durkin (1970)
reco~mended
should lead to specific instruction.
that specific diagnosis
The diagnostic test based
on the performance objectives £or the fourth preprimer of the
Harper and RmiT series is designed to pinpoint those skills £or
which prescriptive materials should be provided.
Della-Piana (1968) has suggested that it would be useful to follow some classification system £or instructional
materials relevant to the development o£ specific skills.
The
scope and sequence chart of the basal reading series or a
teacher-made chart of skills appropriate to the reading series
was
reco~mended
by Della-Piana.
The Phonetic and s·tructural
Analysis Chart for the Harper and Row Reading Series provided
the most relevant material £or the Oxnard School District.
This chart was previously used in developing per:formance
23
objectives and prescriptive materials for the first three
preprimers, the primer, and levels one, two, and three of the
Harper and Row Series.
According to Dolch {1948) the vocabulary test should
form one basis for planning further instruction.
Thus, the
child who does not know the vocabulary of the fourth preprimer
at completion should not continue on to the primer.
the child should not repeat the same book.
However,
Dolch {1948)
recommended a second book which used the same vocabulary.
It is the intent o£ this section to suggest some prescriptive materials which may help pupils to make the transition
from preprimer to primer more easily (see Appendix E).
Follow-
ing the recommendation of Dolch, a second book is suggested to
follow the fourth preprimer.
This book, which was written by a
classroom teacher, utilizes the same vocabulary as the Harper
and Row preprimer.
A comparison of the fourth preprimer and
the suggested book shows that:
Fourth
Prep rimer
1) Number of pages in book
2) Maximum number of lines
on a page
3) Number of paragJ:-aphs on a
page
4) Words not included in basic
vocabulary but identified
from labels or illustrations
Suggested
Book
63
14
10
14
5
6
34
32
24
Prescriptive exercises based on the transition book
provide £or:
1) recognition o£ vocabulary in context
2) visual discrimination o£ word forms
3) ac·tivi ties to develop comprehension skills
Activities in which the child selects the correct word
to complete a sentence provide for recognition o£ vocabulary
in context.
Gray (1948) stated that the efficient use o£ word form
clues is based on skill in visual discrimination.
He suggested
giving children specific practice in recalling ·the visual form
of words.
One of the prescriptive activities provides this
practice by having the child write the letters that are missing
in words.
Two activities are used to develop comprehension skills.
The first consists of beginning and ending phrases which the
child matches to make a complete sentence.
This follows an
activity given in the Teachers' Edition of the Harper and Row
Series for the third and fourth preprimers.
The second follows
a suggestion by Durkin (1970) in which the child is given a
ditto sheet with written directions for a variety o£ illustrations.
A Reading Prescription Sheet was developed listing
available cownercial materials as well as the above activities.
The suggested skills worksheets follow the Phonetic and
25
Structural Analysis Chart and the Teachers' Edition £or
the Harper and Row Reading Series.
With materials readily available the teacher can then
prescribe £rom the diagnostic evaluation £or the needs o£
each child.
CHAPTER IV
SUMMARY
The Oxnard Elementary School District has worked toward
improvement o£ the total reading program to provide continuity
and consistency.
In line with the recent trend toward be-
haviorally stated objectives, the district directed the Miller
Unruh reading specialists assisted by classroom teachers to
develop performance objectives to follow the Harper and Row
Reading Series.
These were stated in terms o£ expec·ted pupil
behavior as measurable performance objectives £or each level
of instruction in the first three grades.
The behavioral
statement specifies the procedure £or mastery testing.
Thus
diagnostic tests which stated minimal levels o£ achievement
were developed to provide £or continuous evaluation o£ pupil
progress.
Provision was made for charting the pupil's mastery
of specific skills and prescriptive materials selec·ted for
individual needs.
It was found in the diagnostic evaluation o£ the first
section o£ the primer that many children had not maintained
their previous levels at performance.
No provision had been
made for a diagnostic evaluation on completion o£ the fourth
preprimer and consequently skills had not been assessed at that
level.
26
27
Teachers of the district expressed concern in regard
to this problem since the scores of the diagnostic evaluation
for preprimers one, two, and three, and the first section of
the primer showed a continual declension.
Therefore there
appeared to be a need for diagnostic evaluation on completion
of the fourth preprimer.
This project has developed such an evaluation based on
performance objectives and suggested prescriptive materials
to help individual pupils develop the skills necessary to make
the transition to the primer.
Performance objectives are suggested in terms of expected pupil behavior in the specific skills indicated for
this level of instruction.
An evaluative instrument is pro-
posed which would provide a measure of the extent to which each
pupil has mastered each of these reading skills, based on the
minimal level of proficiency presently in use by the Oxnard
District.
The purpose of this diagnosis is to provide a sum-
mation of the skills presented in the first three preprimers
in addition to any new skills introduced in the fourth preprimer.
Based on this continuous diagnosis prescriptive
materials are suggested which may provide additional instruction for specific individual needs.
This procedure of establishing objectives, evaluating
progress, diagnosing the needs of individual students and
28
meeting these needs with individually prescribed materials
is an attempt to provide continuity and consistency in the
total reading program o£ the Oxnard District.
BIBLIOGRAPHY
Armstrong, Robert J. and others. Develg£ing ~~ritin~
Behavioral Objec·tiv~s. Revised Edition. Tucson,
Arizona: Educational Innovators Press, Inc., 1970.
Bloom, Benjamin s., Editor. Taxonomy of Educational Objectives Handbook I: Co~~itive Domain. New York:
David McKay Co., Inc., 1956, pp. 25-43.
Bond, Guy L. "Diagnostic Teaching in the Classroom."
Readinst Diagnosis and Evaluation. Dorothy DeBoer,
Editor. Newark, N.J.: International Reading Association, 1970, pp. 126-138.
Bruner, Jerome S. The Process of Education.
Random House, 1960, pp. 38, 69.
New York:
Burnett, Richard W. "The Classroom Teacher as a Diagno·stician." Reading Diagnosis a~valuation.
Dorothy DeBoer, Editor. Newark, Delaware: International Reading Association, 1970, pp. 1-10.
Chall, Jeanne. Learning to Read the Great Deba·te.
Francisco: McGraw-Hill Book Co., 1967.
San
Della-Piana, Gabriel M. Reading Diagnosis and Prescription:
An Introduction. New York: Holt, Rinehart and
Winston, Inc., 1968, pp. 3, 18, 31.
Dolch, Edward W. Problems in Readi~.
The Garrard Press, 1948.
Durkin, Dolores. Teaching Them ·to Read.
Bacon, Inc., 1970.
Champaign, Illinois:
Boston: Allyn and
Eller, William. Review of Gates Primary Reading Tests.
The Sixth Mental Measurements Yearbook. Oscar Krisen
Buros, Editor. "Tests & Reviews: Reading."
Highland Park, N$J.: The Gryphon Press, 1965, pp.
792-793o
Farr, Roger. "Reading Tests and Teachers." Reading Di~1.osis
and_ Evaluation,; Dorothy DeBoer, Editor. Newark,
N.J.: International Reading Association, 1970, pp.
49-54.
30
Gallant, Ruth. "Handbook in Corrective Reading: Basic
Tasks." Columbus, Ohio: Charles E. Merrill Publishing
Co., 1970.
Good, Carter V. Editor. Dictionary o£ Education.
McGraw-Hill Book Co., 1959.
New York:
Goodlad, John. Planning and Or~~nizin~ £or Teaching. National
Education Association, Washington, D.Co, 1963, pp.
25-29.
Harris, Albert J. How to Increase Readi~g ~i~i ty. New York:
David McKay Company, Inc., 1961, pp. 152-153, 315-361.
Hasluck, Alexander. ''First Things First: Know Thy Words."
The Readin9 Teacher, 25 (December, 1971) 232-235.
Heilman, Arthur W. Principles and Practices o£ Teaching
Reading. Columbus, Ohio: Charles E. Merrill Publishing
Co., 1967, ppo 1-21.
Joyce, William W., Robert G. Oana and W. Robert Houston.
Elementary Education ~n the Seventies Implications £or
Theory and Practice. San Francisco: Holt, Rinehart and
Winston, Inc., 1970, pp. 465-485.
Lichtman, Marilyn. "Keys to a Successful Reading Program."
The Reading Teacher, 24 (April, 1971), 652-658.
Mag,2r, Robert F. Preparing ~tructional Objectives.
Alto: Fearon Publishers, 1962.
Palo
McCullough, Constance M. "Balanced Reading Development."
In!:_ovation and S:hang•2 in Reading I~struction, Part II.
Helen M. Robinson, editor. Chicago: University o£
Chicago Press, 1968, pp. 320-341, 350.
McHugh, Walter J. The Teachers Reading Program Newhall Reading
Guide, Revised Edition. Hayward, California: JS2
Inc Publishers, 1971, pp. 43-47.
Morrison, Coleman. Review o£ Gates Primary Reading Tests.
The Sixth Mental Measurements Yearbook. Oscar Krisen
Buros, Editor. "Tests & Reviews: Reading." Highland
Park, N.J.: The Gryphon Press, 1965, p. 793.
31
O'Donnell, Mabel. The Harper and Row Basic Readi~g Program,
Teacher's Edition, City Days City Ways Just £or_Fun.
Sacramento: State Department o£ Education, 1966,
T5-T208.
The HarQer and R~ Basic Reading Program,
Teacher's Edition, Jan~t and Mark Outdoors and In.
Sacramento: State Department o£ Education, 1966, pp.
T5-T222.
Popham, W. James and Eva L. Baker. Establishing Instructional
Goals. Englewood Cliffs, N.J.: Prentice-Hall, Inc.,
1970.
Palmer, R. Roderick. "Evaluation: A Reappraisal." Educational
Research Bulletin. XXXVI (April, 1957), pp. 137-143.
Robinson, H. Alan. Review o£ Metropolitan Achievement Tests.
The Sixth Mental Measurements Yearbook. Oscar Krisen
Buros, Editor. "Tests & Reviews: Reading." Highland
Park, NoJ.: The Gryphon Press, 1965, pp. 797-798.
Rutherford, William L. "Five S·teps to Effective Reading
Instruction." Reading Teacher 24 (February, 1971), pp.
416-421.
Sanford, Adrian B.
"Reading: Comprehension Skills."
Encyclopedia o£ Education. Vol. 7, New York: The
Macmillan Co., 1971, pp. 373-381.
Smith, Nila Banton. Reading Instruction for Today's Children.
Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1963,
pp. 298-299, 305-351.
Strang, Ruth. Diagnostic Teaching o£ Reading. San Francisco:
McGraw-Hill Book Co., 1964, pp. 9, 62, 187-203.
Taba, Hilda. Curriculum Development Theory and Prac·tice.
New York: Harcourt, Brace & World, Inc., 1962, pp.
173, 347, 392-393.
"A Scheme for Evaluation and an Organizational Structure o£
Variables" Booklet #1. A Monograph. EPIC Evaluation
Center. Tucson, Arizona: Educational Innova·tors
Press, 1970.
"Developing a Hierarchy o£ Content Suitable £or Achieving
Behavioral Objectives," Model Teacher Education Plan.
Livingstone University, Livingstone, Alabama. A
Paper. January, 1971.
APPENDICES
32
APPENDIX A
Harper and Row Phonetic and Structural
Analysis Chart
33
34
THE HARPER AND ROW BASIC READING PROGRAM
PHONETIC AND STRUCTURAL ANALYSIS
~-------------r----- -------c---~--
--
-'-'---~-~----- -----~-~----~--.---------------
Preprimer 1
Preprlmer 2
Preprimer 3
Preprlmer 4
Janel and Mark
Outdoors and In
City Days, Cily Ways
Just for Fun
IHmAL CONSONANTS
B,b
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Phonics workbook
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APPENDIX B
Performance Objectives for the Harper and Row
Series from the Oxnard School District
35
...
36
MEASURABLE
PERFORMANCE OBJECTIVES
@
~ARnu:R .'\1.r
n.m·!
R"!:~\T!PJG
'T::RIES
First Revision, 1971
First Preprimer
JANET AND MARK
Preprimer I
(Pages l-47)
JANET AND MARK
Skills
1.
Per£ormance Objectives
Vocabulary
The students will read correctly all
·words in Janet and Mark.
The students will circle correctly
9 out of 10 words dictated by the
teacher.
2.
Initial Consonants
The students will identify the
following initial consonants:
j; m, c, s, d
3.
The student will circle, from a
group of three pictures, the picture
that begins with the same sound as
the key picture, all dictated by the
teacher, identifying correctly 8 out
of 10.
Comprehension
The student will identify the picture
that illustrates the meaning of a
word or groups of words,
The student will demonstrate his
comprehension of a word or groups of
words by circling a picture, from a
group of two, having 8 out of 10
correct.
37
Preprimer I
(Pages 1-47)
TEACHER'S EDITION
1.
JANET AND MARK
Vocabulary
I will read one word from each box. You will circle the word I read. Put your
finger on· the sample. We will do this one together. Draw a circle around the
word Janet.
(Teacher will check each child's work.) Now put your finger on
the next sample. Draw a circle around the word Socks. Did ever·yone circle the
last word in the box?
(Teacher checks) Now put your finger on box number 1.
(Continue the same way)
Sample:
1.
4.
7.
10.
2.
Janet
come
my
ride
jump
Sample:
2.
5.
8.
Socks
3.
6.
9.
one
down
here
see
up
the
Initial Consonant
Children must have markers.
Boys and girls,we are going to play a listening game. First,
put your marker under the row where the tree is.
(Check to see if children
have done this.) Now boys and girls,
put your finger on the
cahdle, put your finger on the hat, a cup, a lamp.
(Demonstrate) The name of
one of these pictures begins with the same sound as candle. Listen: candle-hat;
candle-cup; candle-lamp. Draw a circle around the picture that begins like
candle.
(Pause) Who can tell me which picture they circled? Yes, cup is the
picture that you should have circled. Candle-cup, both begin.with the same sound.
Teacher is to continue in this manner with the other sample and test items:
1)
2)
3)
Have child put marker under row-identification picture.
Have child point to each picture as teacher says it's name.
Teacher reads the picture before naming each picture in
the rmv.
(Example: candle-hat; candle-cup etc,)
Row identification
Picture
Key Picture
Three Pictures
pear
moon
mask
tie
soap
hammer
sink
needle
comb
sandwich
squirrel
jar
jacks scissors can
bird
co'.;
nest
camel
purse
hand
dishes
desk
paper
rocket
leaf
milk
radio
record
mouse
pear
car
candle
wagon
fork
heart
soap
telephone
flag
·monkey
heart
ball
man
arrow
dog
doll
box
pie
pear
jack-o-lantern
ring
seven
jam
s·ock
nose
38
39
3.
Comprehension
Children, the word or words in each row tell something about one of the pictures.
You will read the word or words and circle the correct picture.
Find the top row with the flag in front of it. Put your finger beside it.
Read
. the word. Yes, it is Janet.
Find the picture that goes with the word. Circle it.
(Check to see that the students have circled the first picture.)
Now le~'s look at the second row with the arrow in front of it.
Read the words.
Find the picture that goes with the words.
Did you circle the second picture?
You will do the rest of the rows by yourself.
Begin with the row with thP hand.
in front of it. Read the words, then circle the correct picture.
Do all of the
rows to the end of the booklet.
(When the children get to the last three boxes, check to be sure they are doing
them correctly.)
TEACHER'S EDITION
Answer Key
1.
(Sample)
4.
8.
Socks
my
here
Initial Consonants
Identification Pictures
(Sample) .tree
(Sample) pear
hammer
·squirrel
bird
hand
leaf
pear
heart
flag
arrow
pear
3.
JANET AND MARK
Vocabulary
(Sample) Janet
3. see
7. ride
2.
Preprimer I
(Pages 1-4 7)
Correct Answer
cup
mask
sandwich
jacks
camel
desk
mouse
candle
sock
man
doll
jam
Comprehension
Identification Picture
Is ample:
Correct Answer
flag
!sample: . arrow
hand
leaf
pear
heart
squirrel
tree
bird
hammer
triangle
circle
ff2
#2
#1
111
#1
111
#1
1f2
1fl
1f1
#2
1.
5.
9.
come
down
the
2.
6.
10.
one
up
jump
40
Preprimer I
(Pages 1-47)
JANET AND MARK
NAME_______________________________________
DATE________________________
GRADE______________________________________
ROOM~----------------------
Total
Items
No.
Correct
ProficiE ncy
Level
VOCABULARY
10
9
INITIAL CONSONANTS
10
8
10
8
~
COMPREHENSION
41
Janet and Mark
42
1.
JANET AND MARK
VOCABULARY
Sompfe:
.
JUmp
Mark
Janet
two
S-a mp I e:
one
ride·
see
Socks
3.
see
go
three
can
7.
'
Jn
•
Janet
ride
If •
come
.
ju·mp
·my
Mark ,,
- r:---
8~
·up
the
here
three
'.
can
2~
three
two
.1n
one
come
and
here
5.
go
down
and
up
6.
up
go
down
the
9.
three
the
Mark
here
-
10.
down
my
come
.
JUmp
Janet
~ncl
Vr;rk
43
Initial Consonant
Sample
e
Sample
Jnnet
.:-~nd
Hark
44
Initial Consonant
~/
/
.......
~.
~
......
®@
..--··
......-
.
..
·'
F
.
-
I
45
Janet "nc1 N.c: rk
Initial Consonant
46
COMFREHENSION
Somole
~
Janet
Somole
Jumo, Mark, jump.
~
See Socks.
;v'i G r
k
~onet
--
-~e.e
C Gn
C0
me
r 0 Wn •
con go up.
Mark ride.
-.
..
....
47
CCV!PREH Ef\JS I ON
See Janet qo down.
con go up, Mark.
Come here, Janet and Mar
•
one
~·
two
three
··-
---
.
48
MEASURABLE
PERFORMANCE OBJECTIVES
HARP.;;;R Ai\JD ROW READING SERI:r~S
First Revision, 1971
Second Preprimer
OUT DOORS AND IN
49
OUTDOORS AND IN
Skills
1.
Performance Objectives
Vocabulary
.The student will correctly read all
words in Outdoor and In.
2.
Initial Consonants
The students will identify the following
initial consonants:
j,
3.
The student will circle correctly
13 out. of 15 words dictated by
the teacher.
m,
c, s, d, 1, w, h, g, n.
The student will ·circle, from a group
of three pictures, the picture that
begins with the sa~1e sound as the key
pi¢ture, all dictated by the teache~
identifying 12 out of 15 correctly.
Comprehension
The student will identify the picture
· that illustrates the meaning of
sentences or stories.
The student will demonstrate his
comprehension of sentences and stories
by circling a picture, from a group of
two, having 8 out of 10 correct.
TEACHER'S EDITION
1.
so
OUTDOORS AND IN
Vocabulary
Children, I will read one word from each box. You will circle the word that
I pronounce. Put your finger on the Sample. We will do this one together.
Draw a circle around the word want. (Teacher will check each pupil~ work.)
Put your finger on box number 1. Circle the word is. (Continue the same way.)
Sample:
1.
5.
9.
1:3.
2.
want
is
make
little
me
2.
6.
10.
14.
mother
on
have
with
3.
7.
11.
15.
good
for
not
you
4.
8.
12.
look
to
this
Initial Consonants
Children should have markers
Children, we ate going to play a listening game. First,
put your marker under the first row where dudo: is the key picture. We will
do this one together. (Check to see if all markers are in place.) Now I will
name the key picture and the three that are on the same line. Listen and see
.if you can circle the word that begins the same as duck. Put your finger on
the duck. Now move your finger across as I name the pictures. Turtle - fish door. What picture begins the same as duck? Draw a circle around L.at picture.
What picture did you circle? Yes, DOOR. (Check to see that all have marked
door) Move your marker down to row 1. I will name the key picture as you
point to it. Then move your finger across as I name the rest of the pictures
on that line. Draw a circle around the one that begins the same as the key
picture.
Teacher will continue in this manner following this procedure:
1.
2.
3.
Name the key picture
Identify the other pictures in that row.
Have children circle the picture that begins the same as the key picture.
Key
1.
2.
3.
Pictures
watch
jacks
nails
cake
duck
lamp
gate
hand
mask
socks
comb
window
lock
note
heart
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
3.
Three Pictures
wagon, leaf, balloons
bell, jacket, mouse
nine, turkey, ruler
dustpan, corn, ball
web, rose, dime
vase, ladder, boat
rabbit, tree, goat
hammer, ring, clown
foot, wagon, milk
beads, Santa, doughnuts
balloons, pillow, cup
pie, seal, witch
pig
-' bed, lamb
tlog, nurse, sink
can, monkey, hat
Comprehension
Children, the word or words in each row tell something about one of the pictures.
You will read the word or words and circle the correct picture.
Find the top row with the word SAMPLE in front of it. Put your finger beside it.
Read the sentence. Yes! It is "Go down with me." Find the picture that goes with
the word. Circle it. (Check ~o see that the students have circled the first
picture.)
Now let's look at the·row with the numeral 1 in front of it. Do this sentence
and circle the correct picture. Do all of the rest of the rows to the end of
the booklet.
.. ...
51
\.
TEACHER 1 S EDITION
Answer Key
OUTDOORS AND IN
1. Vocabulary
j Sample:
want
1
!
4.
8.
12.
I
I
1.
5.
look
9.
to
13.
this
is
make
little
me
2.
6.
10.
14.
mother
on
have
with
I
I
f
i
2.
I
Initial Consonant
l Sample:
I
I
'
1.
2.
3.
4.
5.
3.
door
wagon
jacket
nine
corn
dime
6.
7.
8.
9.
10.
11.
ladder
goat
hammer
milk
Santa
cup
Comprehension
!tern:
Correct Picture
f Sample:
1.
2.
3.
4.•
5.
6.
tf2
tf2
lf:l
1/:2
lf:l
lf:l
!Fl
l
7.
!F2
8.
9.
f/:2
lf:l
lf:l
10.
12.
13.
14.
15.
witch
lamb
nurse
hat
3.
7.
11.
15.
good
for
not
you
52
OUTDOORS &."lD IN
NAME
--------------------------------------------------
GRADE
-----------------------· .. ·-
.
DATE _______________________
ROOM~---------------------
.
Total
Items
Number
Correct
.Yrotici
Level
VOCABUlARY
15
13
INITIAL CONSONANTS
15
12
COMPREHENSION
10
8
nc y
!
I.
53
Outdoors and In
·,N·n lf\1
_ I.'Ul: ..) h.·~.
CIJTr-nnR"
v
Sample:
want
down
Ii
. can
l
and
I'
I
I
11--
I
.IS
I
•
up
.rn
I
I
I
l
l
i
l
I
I
J
'
I
'
'
i
Lf- •
5.
ike
look
: r itt/e
good
have
may
make
a
6.
not
on
one
.
1n
q.
I ike
with
r ittle
this
10.
have
wont
con
here
I
'I
2.
Mark
do dey
Mother
something
J.
good
come
look
Socks
7.
I
to
Mark
for
ride
i
;
8.
rI
I
go
to
not
the
12.
13.
with
this
·three
you
me
my
see
.
IS
I
I Lf-
I!•
not
on
to
and
I5•
•.
with
.
1n
something
this
Daddy
vou
Janet
two
I
. 54
. Outdbors and In
Somole:
I
2
3
5
INITihL CCNSCNANTS
r.. ,__. 1
~
'
!
Outdoors and In
55
INITIAL
CC~SC~h~TS
------·--
1~),
6
iF'"..
'i=~.
'~'·
.
'
::=='\\
1~\'
!·~j-\
ill
7
1
~·~:::
0
0
.·
• • • •
.
8
q
)
10
II
· mmmllllllllllllllllllllll~
a
Outdoors and In
lNITIAL
CCNSCNANTS
56
12
DO
·DO
t~~~-------"'
( -.- -- I
~
I.____ _
13
15
~------------------------------------------
-.
57
Outdoors and In
Go down with
·"' r--- . ,. r
\... ..1 \ . . . .- . • r·
I ' r-1 I r- ' I .,
'
,'-<' I
- HI ·->- ',_.· "
,J
I r·· !·'\j
I
. •..... '
rnP..
I went rny Dcddy
to hove two I ikP this.
I.
2. Here is so11ething
I ittle for Jonet.
._,:.·:_: · -
---------~·····=··----~ '~--~-
~~~ ----"--~~----------
3.
Mother rnd Gcddv
I ike to ride in this.
.r . ·
'.---!·· -· -· ;:;.:--
~~
Look,Jcnet.
I con jump down.
Lf.
5.
see something I
I ike. May I have three?
6.
Janet and Mark
want to r i de.
Th is
is something to ride
on.
..
Outdoors and In
('0[-.Ar.nrllr:-~';: 1
·'I I
[":\. r::-:: !1 I
'-'
·'--JI .•
cr--1
l
\,
7, Mother con make
one.
It is good.
8.
Here is Socks.
He con jump.
. ,-
..'~f
.
.....
'
I,('")
d·-·\\
- - - - - - - - - - - - - - . -- -----------9. Come here, Jonet.
Look! Socks ccn SeP
something I ittle~
Socks cannot
jump. Socks can ride
in ·this .• 10.
58
59
MEASURABLE
PERFORMANCE OBJECTIVES
First Revision, 1971
Third Preprimer
CITY DAYS, CITY WAYS
60
Preprimer 3 Pages 2-71
(Includes all Units)
CITY DAYS, CITY WAYS
Skills
Performance Objectives
1. ·Vocabulary
The student will correctly read
all words in ~ty Qays, City ':lays.
2.
Initial Consonants
The student will identify the following
initial consonants:
j, w, g, n, wh, d, 1, m, c, s, r, t,
y, b, f.
· 3.
The student will circle correctly
13 out of 15 words dictated by the
teacher.
The student will circle, from a list of.
four letters, the letter that begins witr
the same sounds as the picture, all nameE
of pictures dict~ted by the teacher,
identifying correctly 16 out of 20.
Comprehension
The student will identify the picture
that illustrates the meaning of
sentences or stories
The student will demonstrate his
comprehension of sentences and stories
by circling a picture, from a group of
·two, having 8 out of 10 correct.
----------------------------
61
Preprimer 3 Pages 2-7
(Includes all Units)
TEACHER'S EDITION
1.
CITY DAYS, CITY WAYS
Vocabulary
Children, I will read one word from each box. You will circle the word that I
pronounce. Put your finger on the sample. We will do this one together. Draw a
circle around the word your. (Teacher will check each pupil's work.) Put your
finger on box number 1. Circle the word play. (Continue the same way.)
J Sample:
your
I
---
------~---
1.
4.
B.
12.
2.
out
get
will
5.
9.
13.
play
stop
at
home
2.
6.
10.
14.
now
red
walk
are
3.
7.
11.
15.
do
going
some
he
Initial Consonants
Children, you are going to listen for the sound you hear at the beginning of words.
Let's look at Sample A. What do you see? Yes, a deer. What sound do you hear
at the beginning of deer? Can you find that letter? Circle it. Did you circle
the second letter? Now look in the box with the letter ~. I see a fan. Circle
the letter that begins the-word fan. Did you circle the last letter? Now I will
say the name of the picture in each box. You will listen, then circle the letter
in the box that begins that word.
Put your finger on box number 1.
Put your finger on box number 2.
1.
5.
9.
13.
17.
3.
jacks
-whistle
cake
yarn
doll
2.
6.
10.
14.
18.
I see jacks. Circle the letter that begins jacks.
I see a window. (Continue the same way)
window
duck
sun
baseball
man
3.
7.
11.
15.
19.
goat
lion
rabbit
fish
bug
4.
8.
12.
16.
20.
nest
monkey
turtle
tiger
wheel
.C omErehens ion
Boys and girls, you are going to show me that you can read stories and understand
what you read. Let's look at the sample at the top of the page. Read the story to
yourself. Which picture goes with the story? Yes, the first one showing the
two girls. Circle the picture. Now go on to read the rest of the stories. Be
sure to circle just one picture after each story.
~
62
.
Preprirner 3 - Pages 2-71
(Includes all Units)
TEACHER'S EDITION
Answer Key
CITY DAYS, CITY WAYS
1.
Vocabulary
(Sample)
4.
8.
12.
2.
1.
5.
9.
13.
17.
3.
l.
5.
9.
13.
play
stop
at
horne
2.
6.
10.
14.
3.
7.
ll.
15.
now
red
walk
are
do
going
some
he
Initial Consonants
!sample:
iJ
your
out
get
will
A
~
Is ample:
2.
6.
10.
14.
18.
j
wh
c
y
d
w
d
s
3.
7.
ll.
15.
19.
b
IIl
Comprehension
1.
2.
3.
4.
5.
2nd
2nd
lst
lst
1st
picture
picture
picture
picture
picture
6.
7.
8.
9.
10.
2nd
2nd
lst
2nd
lst
picture
picture
picture
picture
picture
g
l
r
f
b
B
_f
I
4.
8.
12.
16.
20.
n
IIl
t
t
wh
Preprimer 3 Pages 2-71
(Includes all Units)
CIT~
DAYS, CITY WAYS
NAME---------------------------------------------------GRADE __________________________
ROOM_________________________
jTotal
Items
1. VOCABUlARY
DATE_________________________
Number
Correct
l-' fu..Li
,pu.o
15
13
2.
INITIAL CONSONANTS
20
16
3.
COMPREHENSION
10
8
.
rierh, y
63
64
City Days, City Ways
v r. CJ~ q I. II
..
Sample:
ore
your
down
you
"
I•
make
may
ploy
and
h
Ry
3.
2.
I
I
do
go
to
stop
out
not
can
now
:
.
i
'1- •
on
out
too
at
5.
stop
some
not
on
f
I
iI
7.
.
6.
ride
b-1 ue
green
red
go1ng
good
for
I
I
:
;
00
~~
i
-s.
the
get
yes
red
I 2.
wi I I
with
this
I itt I e
q.
at
what
Ann
a
I 3.
hove
home
.
morn1ng
what
10.
wi I I
walk
with
want
I I•
said
home
some
.
some t'Y11no
.
I '1- •
I5•
ore
walk
and
here
he
big
me
see
.._;
''
65
CITY DA.YS, CITY HAYS·
'
I \~ I T I h L CC f\' SC\' f\ ~~ TS
'
"
Samo I e
I.
5.
2.
I
t
+'I
l.f •
b
b
b
g
y
m
r
7.
m
b
~
t
I
m
r
c
n
f
6.
g
I
wh
s
g
d
ro.
y
y
s
n
f
f
m
r
J
w
.
f
d
I l.f •
r
I5.
m
d
b · I q.
g
b
r
s
m
t
n
g
m
g
•
J
y
I 2.
c
16.
b .
b
I
d
b
&
b
J
c
7 ..
I e ,.~
n
d
c
m
.
t
f
m
d
t
g
w
n
c
m
J3.
f.,
C'
00mo
I
f
wh
I
d
t
s
~w~
b
City Days, City Ways
66
ShMFLE:
Ann
is walking with
.1.
He wi II
ploy with Mork at home.
-
--~
:::--.....~~~~~
'--" -.
-
----...
~
·""'-.
WiII .you. come out, Mark·?
I want to ploy .
.. ......
3.
..
"Stop
Socks " said Mark.
' come' in.u
"You con
CITY DAYS, CITY WAYS
~.
. 67
MothPr is going to get me· something re~.
I ~ w i I I r i de o n i t .
-·--- --~"'->~-,\
,>-,
'-C-...
-
'!
;
I
5•
" Look here , Moth e r , '1 so i d Mor k .
"Look ot this.
This is something I wor~t.
Wi I I you qet me this?"
6.
"Here I go," scic Mcrk.
"I om going to have a good ride.
When I om clown I w iII _stop."
7•
1
" Go o d mo r n i n g , An n , " s o i rl J a n e t· .
"Look up here~
I am going up onrl down.q
CI'l'Y DAYS, CITY WAYS
8,.
68
J have something I itt I e and green.
Do you want one too?
Come and look for one.
·q.
10.
Ann w i I I hei p Mother make something.
It wiII be good for
Do you want some?
One, two, three .
. Jump with me.
Can you ploy?
Yes,
..
I may •
69
MEASURABLE
PERFORl'o,..fANCE OBJECTIVES
First Revision 9 1971
Prim·er
AROUND THE COR.I\IER
SECTION I
70
St.._ L it•Jf 1! r'-4.~\.:!"l .i -~_i~1
(Includ..,::; Unit:> I and fi)
Ski l. is:
the
si~flt
v0cabulary ~ivcn i11 tl1e first bO
,,f the text.
Pas~s
Students tv"ill redd
c\.icr~ctiy
The stnUent t.Jill identify the f.._-,ll-_-·tving
initi::! ,_~ ·;=s_·nants, ci:.~stcl-s
'0'
3.
U1e student will circle ccrrectly at least 16
~·f tb::- 2(' ?. :1i ti:: 1 i:c-.,s __)n"nts} di.3T.8.ph.s _. Bnrl
1-.~.::~--~~::l.:; i.~:
.":':lti.;-)1-.:.. r:h(-.-i.c~~ test dict.sted by
the teacher.
Phonetic: P.-Jrts
Th~
stuJ~nt
parts:
.:1y_
will identify these ph0netic
er L''iil
The student will identify rhyming words
5.
T:,e st,•Jt:>:1L VJill circle thL' c._;.;,rd dtcttlt2d by
the tc·actler ir:>m a group <·L 4 Hords having ld
,_!ut of ~0 cf·rrect.
The student will circle correctly at least 8
of the ,·honetic parts in a multiple chJice test
of 10 words dictated by the teacher.
The student will circle from a group of 4 the
word v7hich rhymes 1vith the picture in the box
circling 16 Jut of 20 correccly.
Comprehension
A.
B.
The student will read a sentence af a
·story and identify the picture that best
illustrates its meaning.
l.
The student will identify the main idea
The student will demonscrate his understanding
of a story by selecting ~he correct multiple
choice answer having 16 out of 20 parts correct.
1
L ..
Section I: Pages 1-80
(Includes Units I and II)
AROU:-ill THE CORNER
TEl-.CHER S EDITION
l.i-.':::abul3ry
You are going to shm-r me that you remember the words from the stories
;.~u h~-;~been reading. You vJill circle the word that I say. Let 1 s do the sample
together.
~--~--------~-.
1.?..:::2!-~e:
r:-
5.
2.
6.
10.
be
rabbit
brown
9.
13.
17.
·?..
moni<e,j
fish
all
14.
18.
hamburger
that
pickle
catch
why
and._~r::lnh.s;
Initial Consonants
:,.:;' . r~d (:[ :.-2~.;:!·:
cJ
~-3t~!:_
!,.' ___
:.~~~Ya
I
3.
7
'.
11.
15.
19.
9.
13.
17:
3.
12.
16.
20.
nickel
night
just
bed
do~m
You 9re goi·ng to shovr ~2 that you l<no~v -che beginr1ing
th~1~·e .:.;re 4 choices$
Y-:>~! are to c:!..rcle
Let's do the sample box to-
here is Number 1.
NO\ol
2.
6.
10.
puppets
birthday
donkey
sheep
gave
1.
s.
Q
o.
r~~ ~~deb be~{
the sound that you hear at the beginning of each word.
gether. The word is shell.
jSaii!!::l.e: ;@I
Did you c i.rc le "sh 11 ?
4.
girl
give
game
stay
surprise,
14.
18.
jam
got
compass (
whizzed
rocket
3.
7.
11.
15.
19.
4.
meadow
shouted
follmved
jog
himself
s.
12.
16.
20.
happened
soor,
nonsense
master
party
Phc·n>?.tic Parts
You are going to listen for parts of '\-Jords that sound alike. Let 1 s
do the s-am~Ie"together. I will read tTdv words. Listen for the suund that is alike
in both words. Find that sound and circle it.
lett=]
L~~eatEL
Circle the sound that you heard in both words. Yes, it was er. Now here is Number 1.
Listen for the sound you hear in both words. Circle that sound .
.J.
new- p l-.=.~~.J
b ~
8~
9.
R~~~?i.E~'L\i?.F d ~-
. .3-s ,_.t.:. :::-.:. ::;::e
r~:.:--:-
~
ic
t~r.e
rao
.
ther-
..:.._~
[~ t~1e r
'.:.:en
.en:;_:{to
1_ (_) •
\Vere- £e.rn
.3 t :1 y- ::~.. c.}'
t
;~T·.JT:.- "::
find rhyming words.
! •:"'~"•7TI
You will find the ward that
J
that word. (The teacher will i~entl£y tne pic~ure and read the words in each box.
Have
Do this for all the items.
the children circle the word that rhymes with the picture.
Pictures
Words
rake
l.
clown
crown, how; come, catch 11.
ride, can, cake, may
2.
tree
12.
bell
best, eat, tell, bee
shell, best, look, bed
3.
ball
t1"1.1Ck
jump, walk, catch, duck
all, back, arB, bad
13.
4.
coat
cake, goat,. can, P.;OOd
14. pig
gi'le J wig, girl, will
5.
ring
night, ride, king, give 1~:J.
hat
the, can, cat, tell
6,
book
sheep
back, come, dcor, co-ok
16.
jeep, play, three, green
7. pail
back, ditch, '.Vith, come
said, tail, snake, paint 17. witch
sta·r
8.
train
night, town, rain, gam-e
18.
saw, ca.r<, can, her
;...
9.
fish
nurse
surprise, purse, puppy, but
dish, fly, dime, this
19.
10. bed
tantt
20.
and, all, did, have
big, rec!, but, let
!."".~----_
Section I: P2ges 1-80
(Inc ludcs Units I and II)
_;.
Co . :~;_.;t·~~l:.2~-:::.L,,_:n
p_~:!: .:.\.
C·rt. :.:.:·12 ~'_;~-~t t-;-,;o ~-.:.:.s·=.:::- tl>Jl~2 ,::_-::e ~;c::-.~c o::·:o:~;:::, ..
I~=:~~z -~t t:;e
pict;:;;;;-~:;~-bc;.:: and read the story.
Nark the picture that the st:Jry is about.
When you finish this page, turn to the next page.
fomp~~...~~p ion
__Fa...~.~-~
S~LGRY 1
Look at the picture en the next page.
~-iCJH read the story under it. Hhen you finish,
I will ask you some questions and you \-Jill mark the best ans\ver in that box.
Box No.
Box i'lo .
Box No.
Box i'~o.
Box No.
Hhat is LhE. b2st <i..SI'ie for l.i;is stLn:y?
Hho called, "up, up, up.";
Hho
is afraid?
3
What do you think Daddy \vill do?
4
Hho was the last to talk in the story?
5
STORY 2
You are to read the next story. Hhen you finish, I will ask you some questions.
You will mark the be~t Answer in earh box .
l
...
')
,
..._.,_,'
·--
Box No. 2
Box No. 3
Box No. 4
Box No. 5
What is the size of the puppy?
Hmv does the puppy feel about David?
What will the puppy do?
Hake a (1) in front of what the puppy does first in the story. (pause)
Make a (2) jn front of wha~ the puppy does next. (pause) Make a (3)
in front of what the RUPPY will do last.
STORY 3
Now read the last story. ~.Jhen you finish, I will ask you some questions. You will
mark the best ans1:ver in each box.
Box No. 1
What is the story about?
Box No. 2
\olhat color does Ann like?
Hhat will Ann play with?
Box No. 3
What will Ann do?
Box No. 4
Make a (1) on the line in front of \vhat Ann and Daddy see first.
Box No. 5
Hake a (2) in front ci£ 1-1ha t Ann and Daddy see next. Make a (3)
in front of what Ann and Daddy see last.
\12---
~~
~,~~ 7 3
Section I : Pages 1-80
(Includes Units I and II)
ARomm THE
co~~rr:R
AN Sl-iER KEY
1. ~~<22
l.
fish
all
be
rabbit
brown
s.
9.
13.
17.
1.
5.
9.
13.
17.
3.
2.
6.
10.
14.
18.
hamburger
that
pickle
catch
"'.
')
j
b
d
sh
g
6.
g
1Q.
....
1'·
18.
7.
11.
15.
19.
v1hy
p
girl
give
game
stay
surprise
3.
3.
7.
11.
15.
19.
c
ivh
r
4.
nickel
night
just
bed
down
8.
12.
16.
20.
4.
m
sh
f
j
h
h
s
n
m
p
8.
12.
16.
20.
(~t·
Phonetic Parts
---~----
1.
3.
5.
ay
ow
ow
7
•
OY.l
8.
9.
er
10.
I
4.
~in~
2.
4.
6.
er
ay
er
ay
mv
Words
Sample: pan
all
6. cook
9. dish
, ..,
3.
1.
4.
7.
10.
crown
goat
tail
red
..l.
_..,t_.
2.
5.
8.
ll.
-·-··
~
____
5.
-· -
-
._} -=- ::-_ =-
~'?~
bee
king
car
cake
20.
p:_trse
~.
---
~
..
;;;rld
_..._.......,._
C~-c~E~E~Sicn
~-----
1.
2.
'T:OCD.
rihbit
4.
) .
h:emburger
ball
Part B
~I
l.
Janet Wants To Get Dmvn
Nark
3.
4.
5.
Janec
make Nark sr:op
Janet
Story I I
1.
2.
David ane1 the Puppy
little
3.
4.
he likes him
he will stay with
David
3
5.
0
~,
1
Story III
l.
~-!hat
2.
red
Ann will do
3.
ball
4.
5.
Ann will play catch
z
1
3
.SectLon
.
I: Pages 1- 80
(Includes Units I and II)
AROUND THE CORNER
NAME_.___________________________________________________________
GRADE__________________
________________
~DATE
ROOM
-----------------
Total
Items
Number
Correct
Proficie pcy
Level
1.
VOCABUlARY
20
18
2.
INITIAL CONSONANTS AND DIGRAPHS
20
16
3.
PHONETIC PARTS
10
8
4.
RHYMING WORDS
20
16
5.
COMPREHENSION
20
16
Part A
GENERALIZATIONS
5
-· --
Part B l.MAIN IDEA
2.SPECIFIC DETAIL
3
·-
3
'
3.INFERENCE
3
4.DRAWING CONCLUSIONS
3
5 .SEQUENCE
3
'
74
.
75
Around the Corner
Section I
l.
VOCABULARY
Sample:
puppy
morning_
monkeynickel
.
l.fish
fly
help
stay
2.
5 ·old
6 ·that
all
and
can
9.by
big
see
be
13 •
ra. bb.1 t
little
ride
blue
17 ·back
39 .
.
g_I ve
rabbit
something
girl
.
good
earrings
hamburger
like
with
catch
walk
18. Wl. th
what
-- brown
different.~: yes
_green
why
nickel-----
.
give
like
stop
town
walk
11. came
12 ethis
good
game
may
hair
.
JUmp
just
.puppy
14. come
•little
night
pickle
8 ·night
this
catch
what
10. p1c
. kl e
.
p1geon
little
4
15.
-stop
some
your
stay
16 ·but
bad
bed
did
19. surprise
.
20.h orne
sweater
come
shadow
came
someone
down
•
~:
•
i:._
-'I.,..-
-.
76
·section I
2.
INITIAL CC,NSUNANTS
AND DIGRA.PHS
Sample:
wh
~
t
sh
h
1.
m
.
2.
J
p
b
5.
b
9.
13.
6.
h
10.
c
g
f
p
m
n
4.
7.
h
.
J
n
h
d
sh
J
g
8.
sh
wh
h
r
.
g
wh
t
f
g
d
p
r
J
J
s
m
c
n
c
p
f
t
f
14.
wh
sh
17.
r-;
0.
m
.
r
s
d
b
p
g
.
J
f
18.
wh
sh
11.
12.
.
15.
.
.J
16.
d
s
n
c
h
p
s
wh
sh
g
19 .
b
f
g
b
h
c
r
d
m
20.
.
J
c·
p
g
Around the Corner
Section I
77
3. Phonetic Ports
·Sample
-
ow.
ay
er
2.
I.
-
ay
er
ow
3.
ay
er
ow
ay
er
er
ow·
ay
ow
er.
ay
'-1- •
ow
er
ay
5.
6.
ow
7
ow
ay
er
8.
•
ay
ow
er
I 0.
9.
•
er
ay
ow
ay
er
ow
Around the Corner
Section I
78
Bhym ·in g Wards
I•
fish
pan
for
crown
how
come
catch
not·
3.
best
eat
teI I
bee
•·
co
aII
back
.are
bad
•
•
cake
goat
can
good
•
back
night
ride
king
0
·~-
·.
_ ltU
.
gt~e
•
said
to i I
snake
.~.come·
door
cook
..
-
sa·w
car
can
her
paint
II•·
I 0•
....
.
\
\
dish
fly
a 1 me
this
I
•
big
red
but
let
ride
.
can
.cake
moy
Around the Corner
Section I
13 •
.· 12.
she I I
best
look
bed
&J
16.
I5•
·~
79
. the
can
cat
teI I
Ill.
.
Wig
girl
wi I I
I 7.
.
back
ditch
with
come
Jeep
: pray
: three
green
.i
.
grve
.
JUmp
walk
catch
duck
!
2 0.
19.
18.
surpr1se
purse
puppy
but
0
.
ra1n
game
.,
and
aII
did
have
.
.
Around the Corner
Section I
5.
Comprehension
j
Part A
f: • .·
Mark the white rabbit.
2.
You see this at night.
3.
·Mark the one that can jump.·
80
.
'
Around the Corner
Section I
81
It is good to eat.
You may eat a pickle with it.
----------~----~-------------------------------~---
.5.
DOD
DOD
ODD
ODD
I am red.
You may play with me.
Now catch me.
· ArouJJd the Corner
Section I
5.
82
Comprehension - Part B
Story l
Mother
Janet
~Jiark
I
3.
_
Mark
Daddy
Janet
4.
help Mark
make Janet
get down
rmke Mark stop
Mar_ k said, "Up you e;o.
Up· up · up· "
n
'
'
•
He·I p .' He I p ! 0 a d d y , " s a i d
J a n e t . " iv1 a k e l'v1 a r k s t 0 p •
I want to get down.'
1
1.
___Janet Wants to Get
Down.
___Go Down.
___.Jump Down, Mark.
5.
Mark
___ J.anet
Daddy
- ·Arobnd the Corner
Section I
83
Story 2
The puppy is little.
He walks to David .
. He ju·mps on David.
David will play with the puppyA
l.
2.
big
little
look
David and the Rabbit
·-David
and the Puppy
David and the Pigeon
- He likes him.
· -He looks at him.
___He will stop him.
-
.
'.).
__The puppy wi 11 play.
~-The·· puppy jumps.
___The puppy V'Talks.
4.
___He will stay with
David.
--~He will· go !o bed.
--He
will eat ice crea
-Around the Corner
Section 1
Story 3
Ann and Daddy see something red to catch,
and something fun to play.
Ann sees something blue to fly.
"What wiII you do?" said Daddy.
Ann_ I i kes red.
What wi 1. she do?
J
I•
2.
___ How Ann wi I I fly
__Why Daddy w i I I wa I k
--What Ann wi I I do
3.
red
green·
blue
!.f..
ba I I
snake
sweater
5.
something fun
someth·i ng red
something blue
.
Ann wi I I JUmp.
Ann wi J I play catch
Ann wi I I fly.
APPENDIX C
Measurable
Perform~Dce
Objectives for the
Fourth Preprimer
85
86
MEASlJRABLK
PERFOPJ1ANCE OBJECTIVES
•
HARPER AND ROH. READING
MAY, 1972
Fourth Preprimer
JUSl' FOR FUN
SERIES::
87
JUST FOR FUN
e
~erformance
Skills
Objectives
4 •.
1. A. Vocabulary (Sight)
The student will read correctly all the words from
the four preprimers.
The student will circle the
word' in each box which the
teacher dictates, having 14 out
of 15 correct.
-
B. Vocabulary (Meaning)
The student will identify
the words from the four preprimers by meaning.
C.•
The student will circle the
correct word from the meaning
read by the teacher, having
8 out of 10 correct.
Vocabulary (Meaning)
·The student will identify
the picture that illustrates
the word.
The student will correctly
mark the picture for wh.ich
a word stands, having 12 out
of 15 correct.
2. A. Initial Consonants (Auditory)
The student will identify the
initial consonant sounds presented in Preprimers 1, 2, 3,
and"4. The following sounds
are introduced~ b, c, d, f, g,
h, j, 1, m, n, p, r, s, t, w,
y, sh, and wh.
The. student will circle the
correct letter in the box for
· the beginning sound of the word
dictated by the teacher· having
12. out of 15 correct.
J1·B. Initial Consonants (Sound-Symbol)
The student will identify the
sound that word and symbol begin
with.
The student will circle the
beginning sound for each picture
having.12 out of 15 correct.
3. Rhyming Words·
The student will identify the
rhyming words presented in the
preprimer.
The student will circle the
word that rhymes with the
picture having 8 out of 10
correct.
4. Comprehension
The student will identify the
picture that best illustrate~
the meariing of a sentence or a
story.
The. s.tudent will read a sentence
or a short story and mark the
picture that best illustrate~
its meaning having 8 out of 10
correct.
APPENDIX D
Informal Evaluative Instrument £or the
Fourth Preprimer
88
Preprimer 4, pnges 3-63
(Includes all preprimers)
~TEACHER'S
89
JUST FOR. FUN
EDITION
1. A. Vocabulary (Sight)
Children, I will read one word from each box. You will circle the word that
I pronounce. Put your finger on the sample box. We will do this one together- Draw a circle around the word back. (Teacher will check each pupil's
work.) Put your finger on bo~ number o~ Circle the word not. (Continue
the same way.)
Sample::: back
4. with
8 .. are
12. said
1. not
s. did
9. can
13. her
2. make
6 .. saw.·
10. but
14. like
3. old
7. \'1~lk
11 .. tell
15. this
B. Vocabulary (Meaning)
CHILDREN MUST HAVE tMRKERS
Boys and girls, will you put your markers nnder the first row on this page?
In each box there are three words that you know. I t-till tell you what one
word means and you will circle that word. Put your finger on the first box.
The words are green good going. Which word is the name of a color? Put a
circle around that word. Did you circle the word green? (Teacher will check
ea~h child's work.)
Look at the next box. Read these words to yourself.
One of these words is something that you do with your legs. Did you circle
the word walk? (Teacher will check each child's vwrk). Hove your marker down
to the next row. Find box number one. Read these words to yourself.
1 •. Put a circle around the word that tells how an airplane can go.
2:. Put a circle around the word that tells me you have already done
s:omething.
3. Circle the word that means to say something to someone.
4. Put a. circle around the word that is the opposite of new.
5. Put a circle around the word that means a boy.
6. Circle the v1ord that rhymes vli th dmm.
7. Put a circle around the word that means
8. Put a circle around the w·ord that tells
your eyes.
9. Put a circle around the word that means
10. Put a circle around the word that tells
you may ride.
one person.
something you did with
the opposite of he.
on what part of a horse
C. Vocabulary (Meaning)
CHILDREN NUST HAVE f-lA1'lKERS
Boys and girls, will you put your markers under the first row on this page?
Look at the word in the arrow. Can you read it? It is red. Now look at the
three pictures. The pictures are a heart, a moon, a cat-.--Which picture
goes best with red? Hake a big X on that picture. Did you make an X on the
first picture? Creacher check each child's work.)
Now, move your markers
to the next row. Read the word in the arrow. Now mark the picture that
goes best with the word. Do the rest of this page and the next by yo~rself.
90
Preprimer 4 pages 3-63
2o A. Initial Consonants (Sound-Symbol)
Children, you are going to listen for the sound you hear at the beginning
of words. What picture do you see in the sample box? Yes, shoes. What
sound do you hear at the beginning of ~~oes? Is it wh? Is it ~7 Is it ~7
Yes, it is sh. Two letters make that sound. Circle the sh. I will say the
name of the picture in each box. You will listen, then circle the letter·
in the box that begins that word.
Put your finger on box number one. I see a sun. Circle the letter that begins ~·
Put your finger on box number two. The picture is, doll. Circle the letter
that begins doll. Continue the same way.
3.
6.
9.
12.
2. doll
1. sun
watch
can
pig
telephone
15. fish
s.
4. nest
lion
8. hand
.11. radio
-14. balloons
7. gate
10. wheel
13. yarn
B. Initial Consonants (Auditory)
Boys: and girls,, you are going to listen for the sound you hear at the beginning of words. I will say a word. You will listen for the beginning sound.
Look at the four letters injhe box and circle the letter that makes that
sound. Let's look at the sample box. The word is catch. Does catch begin
with the sound of ~' the sound of ~' the sound of £, or the sound of !? Put_
~ circle around the letter that makes the sound that you hear at the beginning of catch. Did you circle the c? Now look at box number one. Listen
to the word and mark the letter that makes the sound you hear at the beginning.
The word is::.
1. fish
4. telephone
7. pocket
10. little
13. Daddy
2. big
5. rocket
8. hammer
3.
6.
9.
12.
15.
11. number
14. shell
yellow
whizzed
girl
wagon
summer
3 .. Rhyming Herds
Now you are going to find rhyming >vords. You will find the ~wrd that rhymes
with the picture in each row.. You will circle that ~;ord. Let us do the
sample together. Put your marker under the first row. The picture is house.
Listen while I read the words, house-have, house-mouse, house-out, house-she.
Which word rhymes with house? Yes, mouse. Circle that word. Now move your
marker down to the next row. The picture is parrot. Listen to the words,
play, carrot, three, to. Circle the word that rhymes with oarrot. (Continue
the same way. Teacher identifies picture and reads the words.)
1. parrot
--
2. tree
3.- boat
4. cat
s. cake
6. truck
7. bed
8. bell
9. star
10. clown
play
two
stop
can
ride
walk
big
will
stop
how
·_carrot
the
goat
hat
like
duck
said
tell
for
come
three
red
back
car
can
jump
me
get
car
down
to
three
too
are
make
out
red
but
s-awnow
91
Preprimer 4 pages 3-63
4. Comprehension
Boys and girls, put your markers under the first box on this page. You are
going to read a story. Let us read the stdry together. Now look at the
pictures under the story. Mark the pictnre that the story tells about. Did
you mark the picture of the bird? Now you will read the rest of the storie~
by yourselves and mark the picture that goes with each one. When you finish
this pag~, go on to the next one. There are ten stories for you to read.
92
·Preprimer 4 pages 3-63
TEACHER'S EDITION
Ans\V"er Key
JUST FOR FUN
1. A. Vocabulary (Sight)
1. not
5. did
9. can
13. her
Sample: back
4. with
8. are
12:. said
2. make
6. saw
10. but
3. old
7. "'aUk
11. tell
15. this
14. like
B. Vocabulary (Meaning)
s-ample: green
1. fly
3. tell
5. he:.
7. someone
9. she
c.
s:ample: walk
2. did
4. old
6. town
8. saw
10. back
Vocabulary (Meaning)
Sample:: (red)
1.
2 ·~
3.
4.
s.
6.
7.
8.
9.
Picture·Number (1)
ft.
II
(3)
·~
Uc
(2)
II:
'"'
(1)
tt·
(2)
It
If•
tt;,
It
"'
II
ff
II·
If
II
(1)
(2)
(1)
( 2:)
(1)
ft;
10.
II:
fl
C1)
11.
12.
Ut
fl:
It
ff<o
I~
II
fl
"'
(2)
(2)
(1):
(l)·
(3)
13.
14.
15.
II
II
2. A. Initial Consonants (Sound-Symbol)
Sample:: sh
1.
6
4. n
7. rg
10. wh
13. y
2. d
s.
l
8. h
11. r
14. b
3. w
6. c
9. p
12. t
15. f
B. Initial Consonants (Auditory)
Sample: c
1. f
4. t
7. p
10. 1
13. d
2. b
5. r
3. y
8. h
11. n
14. sh
9. g
12.• w
6. wh
15. s
Preprimer 4 pages 3-63
TEACHER'S EDITION
Answer Key
JUST FOR FUN
3. Rhzming Words
Sample:·
house, mouse
Sample~
1.
2.
3.
4.
5.
6.
7.
8.
9.
10•
house, mouse
parrot, carrot
tree, three
boat, goat
cat, hat
cake, make
truck, duck
bed, red
bell, tell
star, car
clown, down
4. Comprehension
Sample: Eicture number ( 1)
1.
2.
3.
4.
II
e
s.
6.
7.
8.
9.
10.
w
II
"'
II
(2)
II.
II.
(3)
"
"
II
n•
(1)
( 1)
"
(3)
II
n
f1·
II
II
II
l1
II·
II
(3)
(2)
(3)
(3)
(3)
93
Preprimer 4 Pages 3-63
(Includes all preprimers)
94
JUST FOR FUN
NAME---------------------------------------------- DATE
GRAD·~----------------------------------------~-----ROOM ------------------------
Total
Items
1. VOCABULARY
A. Sight
Number Proficiency
Level
Correct
14
15
B. Meaning_
10
9
c.
15
14
A. Sound-Symbol
15
12-
B. Auditory
15
12
3 •. RHYNING WORD&
10
8
4.
10
8
Heaning
2. INITIAL CONSONANTS
COi'~PREtiZi.!SION
I
Just For Fun
Vocabulary (Sight)
.
:
A. VOCABULARY
~
Sample
-lo o_k
back
at
blue
l.
now
get
on
not
4.
this
with
what
will
e
5.
did
big
down
Daddy
8.
are
and
Ann
for
.-
2.
some
may
make
Mark
-
3.
out
old
two
one
see
saw
she
some
7.
want
play
walk
we
stop
can__
and
come
10.
blue
up
but
get
11.
tell
town
stop
too
13.
her
have
home
here
14.
look
like
ride
little
15.
the
·three
this
yes
9.
6.
-
-
12.
she
said
red
saw
..
95
•'
Just For Fun
Vocabulary Meaning
96
B. VOCABULARY
ample
Sample
green
good
.
go1ng
l.
with
tell
walk
2.
for
my
fly
down
did
.........:_----~-~-------1-~-----
3.
:JIIIt!!DIIIJ
like
..
lit
4.
tell
loOK-
too
. 5.
out
old
not
two
now
town
said
with
saw
·back
blue
6•
here
he
her
7.
. something
someone we
9.
•
10 .
she
see
this
walk
Just For Fun
Vocabulary Meaning
97
C.VOCABULARY
Sample
-y···
.
1
red
,_:_
~... ~- ;:_",·L.t •--'
' ..• :;:
··~~~,•·.-
l.
__
t_ow_n_ __.)
-----------4----------------------------------~
2.
-
.·~
..
3.
~>j
_t_hr_e_e
4.
down
5.
t\>lay
'•. .
98
Just For Fun
Vocabulary Heaning
l
6.
tell
7.
walk
.. ---- .-· --· _: - ?"\ .
8.
(
•""'(;
•
p
r..~.
fly
~
"'>,.J.
•
,. ......:J .~
o'L
(~
e
.:Ja·- 0
_____
•
6
~--~-..._....._~-----·--.r·•-··~-----------....:._..,.
9.
-~-~-
.
'
.l
big
10.
good .
"ll.
Cljump
99
Just For Fun
Vocabulary Meaning
12.
stop
>
•
14.
e .
rid e
15.
out
-
~·
Just For Fun
Sound-Symbol
., 1100
'
-
INITIAL CONSONANTS
A~
Sample
wh
s
h
sh
m 2.
t
s
g
r
d
h
c
4.
3.
n
w
.
J
b
r
c
l
p
t
n
s
g
8.
h
t
w
d
b
s
p
11.
r
b
5.
w
6.
c
n
-41--~--------~------~~--~--~--------~
y
g
1
p
10.
13-.
h
r
I
wh
n
c
b
s
. 14 ..
J
d
s
m
y
n
12.
'4
15 .
1
h
b
t
f
c
b
t
.· 101
Just For Fun
Auditory
B. INITIAL CONSONANTS
Sample s
-
e
~
tfi
-
c
t
l.
2 ..
f
d
y
-8·
7.
5 .,
n
t
t
m
d
p
g
8.
13.
-
_t•
c
d
y
s
g
6.
r
c
b
10.
-
p
l
m
3.
.
t
b
t
4.
r
d
wh
.l
h
9.
d
h
c
d
s
f
g
'
w
t
1
h
11.
t
14.
n
b
m
12.
g
r
n
y
sh
s
d
g
h
w
m
n
15 ..
d
h
s
m
Just For run
102
RHYMING WORDS
W4-~
-~
:uz.
w ..:::aszua~=:s:u
m~a:sa:.
Sample
-
·~
!
,.·~-
•
~
14
.-
d
,-
l.
- 2.
--------
~"'(~
out
she
play
carrot
three
to
two
the
red
three
'
--:
~-~··j
l
e· Q~
I)
•
(I
'_
~
t;fA''
mouse
-
I~"'>,
(•"
f ".
have
.... _
.
'(,·--~: .~....... - .
~ ,\
'.·
15EW
'll:£:it~
~
3.
-
~·
~
""'-= $ "~
""'--
.S?
~
i•
stop
goat
back
too
can
hat
car
are
ride
like
can
make
4.
· j f(.
.
~A
5.
-·
'
....,.....
Just For Fun
103
RHYMING vVORDS
6..
walk
duck
.
JUmp
out
104
Just For Fun
COMPREHENSION
Sample
I do not like to walk.
I like to fly.
This is a good morning to fly.
.
,
---------·j
l.
2. Daqdy is going to have something good.
You may tell Daddy to get one for you.
105
Just For Fun
Comprehension
3.
Ann comes to play with. Janet.
But not one comes to play with me.
4.
Janet said, "Go up, red kite .
. Go u:e__ and up and up."
-----~---
--
~--
-
~
·~··
5.
Ann walked out to the big blue· pond.
She saw somethirig jump in the pond.
It was little and green.
106
Just For Fun
Comprehension
6.
"Come, Janet. Walk to town with me.
I want you to walk with me," said Ann,
7.
May I do this, Daddy?
I want· to do this for you.
-
8.
-'-•-
~
-
----·
---
- --·- ----
Mother wants Janet to come home.
Mark will tell Janet to come home now.
107
Just For Fun
Comprehension
9.
Mark is looking at something good.
He_sees a man with a big hat.
- 0 ~::-.~)
o ~,o
- ~1/c~~'"
~
·
10 .
~
~
---
·-
.
-
~~o
~~y~~\1/ o·
.\-0~
"I wi ll play good, " said Mark .
"I will not make an out."
-
~
APPENDIX E
Prescriptive Material for the Fourth Preprimer
108
109
READING PRESCRIPTION SHEET
Harper & Row, End of Preprimers
CONTRACT
RIDING AND \.-TALKING
NAHE OF STORY
Get Out and Go
STUDY GUIDE
· SKILLS WORKSHEET
ACTIVITY
1-4
llbll
2.
3.
rooster
. frog
·squirrel
duck
bird
goat
s.
someone
fly
her
old
saw
did II
tell
back
6. my
old
back
her
but
fly
did
"c"
cat ons
1-530
1-552
1-553
1-562
1-569
1-571
1-574
1-531
l-55L~
1-569
1-571
"d.l'
1-533
1-552
1-569
1-574
!tfll"
1-534
1-555
1-571
1-573
1-574
Jenn Publications
1-667
Teacher-made.
Jump~
Hatch
sentence
and make picture.
looked
-.:v-an ted
e Haster
Vocabulary
Initial Consonant
Rhyming Cards
(NcHugh Cards)
Bingo
Concentration
Cut and Paste
READING PRESCRIPTION
~HEET
Harper & Row, End of Preprimer!
CONTRACT
RIDING AND WALKING
NANE OF STORY
The Feather
110
SKILLS
STUDY GUIDE'
ACTIVITY
~lORKSHEET
5-7
Initial Consonants
Jenn Publications
"g"
1-535
1-556
1-569
9. saw-she
10. her-here
11. to,.,n-two
12. her
town
tell
did
she
13. boots
door
turkey
kitten
goat
mi ttena.
her
feather
1-537
1-571
1-574
"s·P
1-546
1-552
1-571
ttl'
1-547
II
Teacher-made
walked
e
and
tures.
"h II'
pic-
Lang
er
Vocabulary
on
READING PRESCRIPTION SHEET
CONTRACT
RIDING AND
111
Harper & Row End of Preprimers
~ALKING
NANE OF STORY
STUDY GUIDE
SKILLS WORKSHEET
ACTIVITY
A Good Ride 8-10
16. old-out
17. tell-will
18. no"r-not
Jenn Publications
II j II
1-538
1-556
1-569
1-574
"1"
jeep
pond
you
come
now
donkey
ride
"m"
1-540
1-558
1-574
1-5L~ol
1-559
1-567
1-574
20. old
what
"r"
no~1
want
me,
your
saw
like
21. back
jeep
old
tell
store
did
corn
1-545
1-558
1-569
1-571
1-574
Teacher-made
liked
wanted
Jenn Publications
1-662
l-663
picture.
T-Scope.
s-ter
READING PRESCRIPTION SHEET
CONTRACT
112
Harper & Row, End of Preprimers
RIDING AND HALKING
STUDY GUIDE
· SKILLS
ACTIVITY
~.JORKSHEET
A.Walk With Ann 11-13
\>Trite-in 24-26
24. back-blue
25. home-have
26. fly-my
Initial Consonants
Jenn Publications
"n"
"p"
1-559
1-567
1-574
1-543
1-553
1-555
1-574
saw
"w"
nest
back
fly
balloon
1-570
1-574
"Y"'
28. old
1-550
1-569
sa-vt·
1-571
back~
tell
now
and
ture.
1-549
1-567
lications
1-671
pic-
1-676
L
Rhyming Words
OkHugh Cards)
Initial Consonant
Same
erent
113
Name:
;e
------
Get Out and Go
Pp. 1-4
Write the word:
-----
- - ...-~·--·
------------
~-~-~-
---=~nme-urre-
--
-_
----s-o.rn-euo~~-=--
-----_
---------------- -------~--~--·-~--~-e~o~.o-. ·~-------\:'o-_~-
~e--
-
------
---·----··
"'
---.-
----
-•-s o-rne- --oe________ ---_ ----------
~~~~__..,..,-
._..
.
....
.
.
114
Name:
Get Out and Go
Pp. l-4
Write the word:
___
~-but- -_---~~-
-~---
---~---~~ -~--
~~-~'"=r--~~-~---·---·
-----
---~
--o-:
--------··--·---f---....-----------------
:---rYl~ -~ ---·------- ~- n
--
-a------.-~----_-
j-g-----
- ---- - -- ---- --------------'"-
115
Name:
----------------------·----------Get Out and Go
Pp. 1-4
Write the word:
-------(1---------
·----·--- ______ I_ __
·_.--=L-__ -_-u-··•-~*=-~ -=-~.~-_·drr__t__'-- -•
116
Name: _____________________
Get Out and Go
Pp. l-4
Write the word in the blank to
finish the sentences.
rooster
frog
squirrel
duck
l. I can see a g
bird
•
2. I can see a r
-
goat
•
3. A b
can fly.
4. A f
can not fly.
5. A d
can walk.
.
6 •.A s- - - - - - - - can JUmp.
117
Name:~·--------------~---
Get Out and Go
Pp. l-4
Find the word that makes the sentence
right and write it in the blank:
old
back
t.ell
saw
.fly
she
did
her
someone
l. Squirrel looked for
-
•
2. He saw Blue Bird
•
3. She will fly to
4.
nest.
Green Frog
5. Jumper
6. But Rooster
7.
8. Jumper will go
.
lS
at the pond.
a rooster.
not stop.
someone to come and see me.
to the tree.
118
8
Name=------~--------~--
Get Out and Go
Pp. 1-4 _____ ·-- ·--·--::--------:--------:-----
- Choose the correct word.
vVri te it."
l. Someone will come to see
. me
my may
•
2. Jumper
see
said
3. Here is
someon~
our
•
Blue Bird.
saw
______ ..
;...._
old
one
to my-home.
big
4. I will go
but
back
5. Blue Bird will fly to
he
her
she
6. Your home
.
lS
by
7. A bird can
for
good,
but
big
I can not stop.
•
my
8. Big Duck
do
nest.
did
fly
not stop.
down
119
Name~·------------------~
Get Out and Go
Pp. 1-4
Draw a line to the words that complete the
sentence.
-
l . Jumper looked
\
Blue Bird get a bug.
\
2. I want to fly
\
the squirrel.
\
.\
\
3. Ju.mper saw
-
.
4. Down the tree JUmps
5. Jumper liked
e
·\
a home in the tree.
\
\
' out
the door.
to my nest.
120
-
Name:_--·~~
Get Out and Go
Pp. 1-4
Do what each sentence tells you to do.
-
-"""-
Make Jumper Squirrel
look out the door.
Make the rooster on
fl the goat.
Make little birds in
a nest.
Make Big Duck at the
pond.
121
Name:
The Feather
Pp. 5-7
\/Vri te the word:
---
B--_----·· ~=----
- - - ·---_.....J-.__
-_-...;;;;;:;-~.......~.
:ww
8------------
122
Cl
Name ••
The Feather
~..&:::ta::z
!-E·
5-7.
vVri te the word ••
.
. ..-......................
_ ......
. . ._
. . ., _ _ _ _ _ _ _ _ _ _ _.......
-:~
~~
~
==
.....,...,.....,..,......,..
. .,..,._ _ _ _ _ _ _...
~itl
123
Name:
The Feather
Pp. 5-7
Write the word:
=-=lffiZ\11]_---_-
-.----m~,------~--~--~-------------------------~----------
. .__.._.....
----~·-----------
-_--_-_-
~tzm---~
--+---_-
____
-----------
j_
F
f"_!IW!li1Wiltb
-8--------- ------
I
--twD_-
124
Name: __________________
The Feather
Pp .- 5-7
-Find the word that makes the sentence
right and write it in the blank:
-her
\
town
tell
did
she
1. Daddy Turkey will go to - - - - - - - ·
2., Mother Turkey _('____ not g.o with him.
e
3.
wanted to have a morning
at home.
4. Someone will get
5. Mother Turkey will
to get a feather.
a feather.
Daddy Turkey
125
Name: _________________
The Feather
Pp. 5-.7
Write the word in the blank to
finish the sentences:
~--~''"Ill";:;:·~--~
boots
door
mittens
-
.
..,.,.,._,.~
turkey
her
.,.-
"'·"''""'"""
il'"
~-
kitten
goat
feather
1. Can you r:ide on a g
?.
2. Can you play with a k
?.
3. Can you see a t
?.
?.
4. Can a goat have red b
.
5. Can a turkey have. a green, f
'?
6. Can you see a kitten with m
'?
.
.
7. Someone lS at my d
-
:a----
..-~ ~"""---·~
..
8. Tell h
•
.
to come .ln.
126
Name: ________________
The Feather
Pp. 5-7
Draw a line to the words that complete
the sentence.
my back.
l. Daddy Turkey will get
\
2. I can walk
\
some red boots.
\
\
3. Jump on
not go to town.
\
\
4. Goat will get
5. Mother Turkey will
\ to town.
\
\
a feather.
127
Name: _________________
The Feather
Pp. 5-7
·Do what each sentence tells you to do.
8
Make Mother Turkey
with a blue and gree
feather.
Make a-kitten with
.
earr1ngs.
Make a goat with
Make old Daddy Turkey
in town ..
red boots.
128
Name: _ _ _ __
A Good Ride
Pp. 8-10
Vvri te the word.
~:::Jd:- :·~-~-· -~.:~- ;-~~--orf~-· ~-=-~-~--
-n ------------- -- ~=~rr1- ----------
--------
-
.a
,
:a
WI
!!:
--~~
-
------------- ---a--t---------------o--c
-.
-.,.,
!Li.U_--..
-----
All
....
~
_...,._ ....... ·---- -"'""
--
----cr rt ~ ----------- --1-~:=!-,_-_---------. ~ -~c ~
~~-~....-..~-~~-~--·-=-....r-"'~
.
·--~--
-LJ.. ....·.
QM
;
_;;;;
,_,
__ .JC
.
J . .-.
__
l
=~~~~---=
.
-
-------------------
--.
_
QU, 151)..,. ::u:z.;;; M;;:o<.-
_lURA
________ _________ _
1-'
.....,.
.
129
-
Name: -W-WM~~~OA~M~-=---n-·g~
A Good Ride
Pp. 8-10
Write the word.
----=t-.
-----------r-7\'~f:.... ~---- ----_---.
e
vv
~
.
,--------en---------------j_l_
__,_
.----
-~~- ~--~---
:ftl~kffii_.J.i!;.~~--c:a;:;;c;:;w:c:
.
-1-------------
---- -\N --- -· ---------
----te ~J --------- -~ \. - ·r _L- -\- ~-=~-~
---te '-----.-·- - -.----- ~\"/\ J!____
- -_ ----- ·
_______
-•-±e-lt-----.----·- L-wttt~---=-----_ ~
----~~
.
---.J.-~C..=...=........
_
7
/\;,
_I
.
i_.
---·--f---¥.v---Lv-1....-1.!---=:=
130
Name:,_______________________
A Good Ride
Pp. 8-10
Write the word.
--------------
-'----
--------~-<~--
_...._.
_________ _
-· Tr__:-_
t-
----------
-.o------------~---
------------------------
-
....._,
---
_ __._
_,__
---
_____ -----------
131
Name:- - - - - - - - A Good Ride
Pp. 8-10
Write the word in the blank to
finish the sentences.
walk
jeep
pond
you
come
now
donkey
rid
l. Donkey did not like the man in the j _____ .
2. Donkey liked the blue p__________ .
Gt 3. Grandfather will go for a w__________ •
4. Janet and Mark will get a r __________ .
5. Y_ __ will like Little Donkey.
~·
6.
c_ _ __ and
ride~
Janet.
7. Janet and Mark will ride n- - - - - - .
8. The man in the jeep will not get the
d
.
132
Name: _________________
A Good Ride
Pp. 8-10
---.-S~----------3-0-VW~~H---~------------------------------
Find the word that makes the sentence
right and write it in the blank.
old
what
now
want
me
your
saw
like
l. Little Donkey did not
to get up in the morning.
-
2.
donkey is too old.
3.
will you do with the donkey?
4. Will you tell the man he can have the
'?.
donkey
5. Janet and Mark
6. Donkey
the donkey.
.
but he
lS
8. "Let
good to ride.
.
the man in the Jeei
7. Janet and Mark
8
.
lS
have Little Donkey, 'i sa{d M~irk.
I
.
133
Name: ____________________
e
A Good Ride
Pp 8-10
Draw a·line to the words that complete the
sentence.
1. We can walk
a good old donkey.
2. VVe will ride
'
3. He
-
,.....a big ride.
/
.
/
, .,r(
lS
4. This
/
.
1
/
s....-
/
to the blue pond .
/
/
the donkey.
5. Little Donkey liked
the ro·oster.
134
Name:
--------------------
A Good Ride
Pp. 8-10
Read the words in each box and draw a picture
•
Old Donkey did not
See Rabbit in the sun.
get up.
Two may ride.
See Owl with the moon.
135
Name: __________________
O A Walk With Ann
Pp. 11-13
.=
............,........................,.,._............................,_ _ _ _ _ _ _ _ _ _ _ _ __
zmr~--·~..._.,.....,.n
Write the word.
- - - - - - - - - · -·
-b------
---------
~--&----·--------~----~----------------------~--
-.. - - - - - - - - - - - -
____ ___________ --.__
.
---
{"'
---------
136
A Walk \!Vi th Ann
Pp. ll-13
Write the word.
------- --
-------
..
----------------------------~--4=------·---~--------------------------
- - - - - · -----
---
- - - - - - - - - - - - - - - -
-IMI!lt
137
A Vvalk VVith Ann
Pp. ll-13
Write the word.
~
-,-- ....... _.------ ----
_ _ .!..,_ _ _ _ ..,.,.,. _ _ _ _ _ _
----------------
_
~--
------
_Ll
--
_!_j_ ---~-~-=-----
---
L_
- - - - - - - - - - - - - -
~--
-·
---~~---· -------------------+--------------------~-
-~-\7----------------------------
-
I
------
-
------------------------·----------~--~-~--~--------~--------------------------------~
.;...._
----------- ------------------
138
Name~·-------------------
A Walk VVi th Ann
Pp. ll-13
·Find the word that makes the sentence
right and write it in the blank.
someone tell do
balloon-
saw
· l. I want to
2. We
nest
back
fly
i
~.
·.
-,
--
you something.
a bird.
3. The bird will not - - - - - - ·
4. It can not get up to the - - - - - - - ·
5. vVha t will we - - - - - ·'?
-
6. _ _ _ _ will get th.e bir·d up to the nest
7. Ann will go home but she will come
8. Ann wants a - - - - - - - •
139
Name:______________________
A VValk Vvi th Ann
Pp. ll-13
Choose the correct word.
Write it.
l. My red boots are ___________ •
out
old
one
2. Mother
she
me go for a walk.
some saw
3. But she did not see me come
-----·
big
back
but
4. I will
tell
her I am home.
will the
5. The sun is down - - - - - •
not
now
one
6. Mother will tell
to come back
.
in the mornJ.ng.
my me
-
may
7. The frogs _are at the
.
play pond JUmp
•
140
Name:,__________
A Walk
~Vi
th Ann
Pp. ll-13
Draw a line to the words that complete the
sentence.
.~~>.6<>1<-i'\PZ!F_
;~~IW---~:1'-LL'ii'P'tl
!Mo7 -Bo~il
i<
t.:tt:!
.
-:oe"'M'~~
l. Three frogs can JUmp
for a walk.
2. A bird can fly
1n the pond.
.
,_/go down
3. I will go
e
SALt
&ARW!'Jimw.IC:Il6@!!~'>!!'..-;::ncz:
JS:t_
/
/
/
/
4. A kite can
/
/
/
to her nest.
/
/
5. The sun will/
/
/
go up.
141
A Walk With Ann
Pp. ll-13
Read the sentence and make what it tells you.
Three frogs are in
a pond.
4DRabbit is at the tree.
Blue Bird is in the nes
Ann saw a red kite.
142
VOCABULARY
Sam
home
.-
··~~
l.
cat
I
I
2.
rabbit
3.
,__
rr_o_g_ _...)
4.
tree
5.
e squirrei
143
VOCABULARY_.
7 ,.
8.
moon
e
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