~S_Y'"..,_LABtl£-ILOR--~BAB·IN6~rNS1'RUCTION-Wr-'l'H
THE
-I-N.fli-V-I-Bt:JkG-I-LEJJ:-APPRDACH
by
RHETA BETH HANKINS
A Research Project Submitted in Partial Fulfillment
of the Requirements for the Degree
of
Master o£ Arts
in
Education
San Fernando Valley State College
Northridge, California
January, 1972
•'
The project o£ Rheta Beth Hankins is approved:
San Fernando Valley State College
January, 1972
ii
!
>~
I;
TABLE OF CONTENTS
~
List of Sessions
Introduction
•
•
•
..........
• • •
• •
•
•
•
•
Definitions.
• • • •
-
Historical Background.
Philosophy
• •
• • •
•
• •
0
• • • • •
3
•
5
•
6
• •
7
•
14
• •
•
0
Record Keeping
•
0
•
Sharing.
•
0
•
•
•
•
•
• •
17
0
0
Implications for Classroom Practice.
•
•
•
Changing to Individualized Reading
Primary Grades
Upper Grades
22
•
•
Classroom Management
Evaluation
21
•
Centers sui table for independent work
during reading
•
Preliminary Steps.
5
•
•
Conferences.
1
2
Grouping
Skills
v
• • •
Characteristics of an Individualized
Reading Program.
Self-Selection and Pacing.
Page
iv
•
25
•
25
•
32
•
35
35
36
.
•
•
•
•
36
Advantages and Disadvantages of Individualized
Reading.
•
40
Bibliography
Appendices
•
• •
•
• •
•
•
0
•
iii
• •
.
• •
•
43
•
0
0
•
48
SESSIONS
Page
I.
Historical Background • • • • • •- • • • • • • •
1
Philosophy
Definitions
II.
Self-Selection and Pacing • • • • • • • • • • •
5
Grouping
Skills
III.
Conferences • •
................
14
Record Keeping
IV.
Sharing Activities • • • • • • • • • • • • • • •
21
Centers
v.
VI.
VII.
Preliminary Steps • • • • • • • • • • • • • • •
25
Classroom Management.
32
•
•
•
•
•
•
0
Changing to Individualized Reading.
•
•
0
•
0
•
• • • • • •
35
Advantages and disadvantages of IR. • • • • • •
40
Evaluation
VIII.
iv
f.
-INTRODUCTION
The purpose of this project was to develop a syllabus
for teaching read ·.ng with the individualized approach.
This was accomplished through research, visiting classrooms
which used IR, and talking to teachers interested in this
approach.
The findings were then organized into eight sessions.
This was patterned after the in-service classes offered by
the Los Angeles City Schools since this is where the author
teaches.
The course focuses on the characteristics of IR and
the implications for classroom practice and managemento
The
emphasis was on the flexibility of the IR Approach and was
intended to be very pragmatic.
Each of the eight sessions in the syllabus begins with
anticipated outcomes followed by the content to be lectured
on and discussed.
Topics for discussion are included next
followed by suggested readings.
Each session has materials
for distribution which it is hoped will give each participant
help in implementing IR in their own classroom.
v
-''·SESSION I·
HISTORICAL BACKGROUND, PHILOSOPHY, AND DEFINITIONS
I.
Anticipated Outcomes
A:fter Session 1 the participants will be able to:
1.
Describe past accomplishments in the history of
individualized reading
2.
Recognize that IR is a very flexible method without
predetermined steps and that each teacher is free
to do what works best for him
3.
Be aware of the many definitions of IR as espoused
by the leading proponents and to be cognizant of
the fact that there is not just one definition
4.
Compare the Winnetka and Dalton Plans with the
current concepts of IR
II.
Lecture and Discussion
Historical Background
A.
Roots probably in tradition of European universities where students
B.
11
read 11 for a degree
Early times reading instruction exclusively on an
individual basis by a scribe, priest, tutor, or
some member o£ family
1
--~----
2
C.
In "Dame Schools" students taught individually
and progressed at own rate
D.
Winnetka Plan
1.
Init..~.ated
by Frederick Burke in the elementary
school of San Francisco State Normal School
in 1913
2.
Implemented in public school system by Carlton
Washburne in Winnetka Schools in Illinois
3.
E.
Curriculum in two parts
a.
Worked at own rate on assigned units
b.
Social and creative activities
Dalton Plan
1.
Introduced by Helen Parkhurst in 1920 in
Dalton, Massachusetts
2.
Basic principles
a.
Freedom to pursue an interest in order to
develop concentration
b.
Cooperation and interaction of group life
provided by subject laboratories and
specialists
c.
Budgeting time through a contract system
Philosophy of Individualized Reading
A.
Flexibility is essential
3
-B.
Based on concepts established_by Willard
c.
Olson
.1.
c.
Seeking
2.
Self-selection
3.
Pacing
Not a method with prescribed steps but a way of
thinking about reading
D.
Liking to read ahead of ability to read on goals
Definitions of Individualized Reading
III.
A.
Leland Jacobs
B.
Sam Duker
C.
Peggy Brogan and Lorene K. Fox
D.
Jeannette Veatch
E.
May Lazar
F.
Helen Darrow
G.
Walter B. Barbe
Topics for Discussion
What are the past accomplishments in the area of IR?
Compare the Dalton and Winnetka Plans.
Does IR today
have any characteristics in common with these two plans?
If so, what?
If teachers use IR do you think it would
be better to have a structured plan for all to follow?
Why or why not?
Do you think IR is a solution to our
current problems in reading instruction? Why or why not?
/
4
IV.
Suggested Readings
Barbe, Walter B. Educator's Guide to Personalized
Reading Instruction. New York: PrenticeHall, Inc., 1961, Chaptersl, 2.
Board of Education of the City of New York. A
Practical Guide to Individualized Reading.
New York: Bureau of Educational Research
Publication, Publication No. 40, 1960, pp. 1-7.
Harris, Albert. "What is Individualized Reading,"
Individualizing Reading Instruction. University
of Delaware VI (March, 1957), pp. 12-17.
Olson, Willard C. "Seeking, Self-Selection, and Pacing
in the Use of Books by Children," The Packet.
Boston: D. c. Heath, Spring, 1952, pp. 3-10.
Powell, William R. "The Joplin Plan: An Evaluation."
Elementary School Journal, 64 (April, 1964),
pp. 387-392.
Smith, Nila B. Reading Instruction for Today's Children. Englewood Cliffs: Prentice..:Hall, Inc.,
1963, pp. 129-136.
West, Roland.
Individualized Reading Instruction.
Port Washington: Kennikat Press, 1964, Chapters
I, II.
V.
Materials for Distribution
A.
Definitions of individualized reading
B.
Syllabus for Reading Instruction with the Individualized Approach
-~-
SESSION II
SELF-SELECTION AND PACING, GROUPING, SKILLS
I.
Anticipated Outcomes
After Session 2 the participants will be able to:
1.
Explain what is meant by self-selection and pacing
as it applies to an IR program
2.
Demonstrate the self-selection concept in the classroom by role playing
3.
Explain the guidelines £or grouping in a classroom
situation
4.
Predict probable effects o£ this type o£ grouping
5.
Recall the types o£ groups that can be used and
possibly suggest others
6.
Recall the principles o£ skill development that IR
is
7.
b~sed
on
Identify the skills needed £or the teacher and the
children
B.
Explain how you would organize your skills program
in your own classroom i£ you were involved in IR
9.
Recall where a teacher can get information on skills
needed
10.
Be able to tell how you would determine the skills
a child needs £rom their performance
5
/
6
II.
Lecture and Discussion
Self-Selection and Pacing
A.
Concepts o£ s.el£-selection and pacing
B.
Adaptations o£ self-selection range £rom a permissive situation to restricted plans
C.
Guidance needed £rom teachers and librarians
D.
Eliminates problems in the following areas
1.
Motivation
2.
Reading readiness
3.
Individual differences
4.
Skill teaching
Grouping
A.
Guidelines £or grouping
1.
Groups are organized £or a specific purpose
2.
Group exists only £or the duration o£ its
purpose
3.
Activities pursued are determined by the purpose
4.
Each group member must be cognizant o£ the
purpose o£ the group prior to its organization
and activity
B.
/
Types o£ groups
1.
Research
2.
Interest
.
'
7
c.
3.
Special needs
4.
Team
s.
Tutorial
6.
Sharing activities
7.
Skill development
8.
Special projects
9.
Friendship
Advantages of grouping
1.
Saves classroom time
2.
Teacher works only with those who need a
particular skill at the time it is needed
3.
Gregarious human instincts
4.
Helps children learn to work together and to
share responsibility
5.
Provides rich learning activities
6.
Groups vary so there is no stigma attached
to group choices
Skills
A.
Principles of skill development
1.
Development of skills proceeds better when
its purpose is clear
2.
Class environment is important
3.
Not every step of every skill has to be
taught to each child
8
4.
Child should be taught a skill when he
needs it
5.
Child fuses all the skills in reading
6.
Child's interest is a contributing factor in
learning the skills
B.
Framework for skills development
1.
Skills for teachers
a.
Knowledge of skills
b.
Timing the teaching of skills
c.
Sensing the need for deeper understanding
of specific skills
d.
2.
Extending knowledge of reading materials
Skills for the pupil
a.
Orientation skills (readiness)
b.
Word recognition which embodies recognition
of the visual symbol and identification of
its meaning
----
.....
(l)
Sight vocabulary
(2)
Word-attack techniques
(a)
Configuration clues
(b)
Contextual clues
1)
Meaning
2)
Picture clues
9
-. (c)
Word-analysis clues
1) Auditory discrimination
2) Visual discrimination
3) Phonics
4) Structural analysis
{3)
C.
Comprehension
(a)
Literal
{b)
Appraisal
{c)
Evaluation
{d)
Application
(4)
Appreciation
(5)
Work-study skills
(6)
Oral reading
Organization £or teaching and practicing reading
skills
D.
1.
Individual conferences
2.
Small groups
3.
Total class
Reading skills are best developed
1.
In the setting o£ the total curriculum
2.
As children pursue interests and purposes
individually and with others in a variety o£
flexible groupings
3.
Through use of a wide range o£ materials
..
10
-E.
F.
Appraising growth in reading skills
1.
Children and teachers share in this evaluation
2.
By keeping and using records
3.
Observing £or evidence of growth
Determining the skills needed
1.
From field of reading
a.
Courses of study
b.
Textbooks
c.
Magazine articles
d.
Pamphlets and brochures
e.
Teaching manuals
f.
Workbooks which accompany children's
readers
g.
2.
College courses
From children's performance (Darrow and Howes,
1960)
a.
Observing the child read orally to find
vocabulary and word recognition needs
III.
b.
Discussing what the child has read silently
c.
Using check lists and inventories
d.
Giving informal and standardized tests
e.
Conducting interviews with pupils
Topics for Discussion
What are the problems involved in self-selection?
What are some possible solutions?
/
Should a teacher
11
or librarian give guidance in the matter of' book
selection before she is asked?
Why or why not?
What is meant by this statement "Not every step of'
every skill needs to be taught to each childn?
you agree or disagree?
sequences sacred?
Why or why not?
Do
Are the skills
What is the best way to think of'
basic skill development in an IR program?
To what
extent do the skill needs of' one child coincide with
those of' another in the same class?
IV.
Suggested Readings
Barbe, Walter B. Educator's Guide to Personalized
Reading Instruction. New York: PrenticeHall, Inc., 1961, Chapters 7-8.
Board of' Education of' the City of' New York. A Practical
Guide to Individualized Reading. New York:
Bureau o£ Educa·tional Research Publication,
Publication No. 40, 1960, pp. 35-39, 63-73,
82-84.
Brogan, Peggy and Lorene K. Fox. Helping Children
Read. Holt, Rinehart & Winston, Inc., 1961.
Chapters 5-6.
Darrow, Helen F. and Virgil M. Howes. Approaches to
Individualized Reading. New York: AppletonCentury-Crofts, Inc., 1960, Chapter 6, pp.44-46,
56-58,
Frazier, Alexander, Esther E. Schatz, Mary E. Wilsberg,
and Roberta Utterback. Making Sure o£ Skill
Development in Individualized Readinge
Columbus: The Ohio State University, 1965.
12
Hunt, Lyman c. Jr.
"The e££ect o£ self-selection,
interest, and motivation upon independent,
instructional, and frustration levels,"
The Reading Teacher, 24, No. 2 {November,
1970), pp. 146-151, 158 •
• "Individualized Reading:
-----Education, Vol. 81 {May, 1961),
Teaching Skills,"
pp. 541-546.
Lynch, Priscilla and Ellen Sternhell. Individualized
Reading £rom Scholastic. Scholastic Magazines,
Inc., 1969, PP• 70-77.
Parker, Don H. "When Should I Individualize Instruction?" Grade Teacher, LXXIX (April, 1962),
PP• 66-67, 136-137.
Strang, Ruth, Constance M. McCullough, and Arthur E.
Traxler. The Improvement o£ Reading. New York:
McGraw Hill Book Company, 1967, pp. 44-50.
Veatch, Jeannette. Reading in the Elementary School.
New York: The Ronald Press Company, 1966,
Chapter II, PP• 166-204.
"Structure in the Reading Program,"
Elementary English, 44, No. 3 (March, 1967),
pp. 252-56.
West, Roland.
Individualized Reading Instruction.
Port Washington: Kennikat Press, 1964, pp.
40-41, 100-109.
v.
Materials £or Distribution
A.
Barbe's Check List {Barbe, 1961)
B.
Progression £or instruction {Veatch, 1966)
C.
Skills or Components o£ "Reading" {Carr, 1958)
D.
Sequence o£ phonics {Veatch, 1966)
E.
Samples o£ skills practice activities {Darrow
and Howe, 1960)
F..
.
·--
.....
Sample group work charts {Lynch, 1969)
13
G.
Judging skills £rom children's performance
(Darrow and Howes, 1960)
VI.
Demonstrate "Spectrum of Skills" by MacMillan Company.
(
SESSION III
CONFERENCES, RECORD KEEPING
I.
Anticipated Outcomes
After Session 3 the participants will be able to:
l.
Develop a plan for conferencing in their own classroom always being aware that procedures are flexible according to the needs of the pupils
2.
Describe the areas to be examined during a conference
3.
Predict probable effects of individual conferences
on pupils
4.
Listen to a conference on tape and evaluate the
strong and weak points
5.
Select from samples of records shown, the type of
records that will best serve participant's needs
II.
Lecture and Discussion
Conferences
A.
B.
What child brings
l.
Representative Silluple of his total reading
2.
His records of books read
Usually held on voluntary basis
14
15
C.
D.
E.
Frequency of conferences determined by
1.
Class size
2.
Need
Timing of conference depends on
1.
Maturity of class
2.
Purpose of conference
Areas to be examined during conference (Darrow and
Howes, 1960)
1.
Diagnosis of Reading Problems
a.
Discovering how the pupil attacks new words use of context clues, phonetic clues
b.
Asking general and specific questions about
the story, main ideas, details of an episode
c.
Observing the child read orally and silently
d.
Evaluating progress in locating materials
through use of indexes, table of contents
e.
Checking word meanings, interpretations of
ideas
f.
Discussing reading difficulties, asking the
pupil what he needs help with
2.
Selection of Material
a.
Seeking the child's opinion on the quality
of his reading material
-'
16
b.
Pointing out other stories by the same author
c.
Discussing possible choices for next reading
d.
Developing ways to evaluate reading material,
criteria for selection
3.
Plans for Next Steps
a.
Selecting appropriate worksheets or practice
materials
b.
Discussing possible independent activities,
creative art work, dramatizations, preparation of material to share with others
4.
c.
Sharing testing results
d.
Looking at the child's reading plans
Records of Progress
a.
Going over the child's reading records
b.
Planning for kinds of records for the child
to keep
c.
Sharing the teacher's records of pupil
progress
d.
5.
Bringing records up to date
Plans for Parent-Teacher Conferences
a.
Developing an "agenda" for parent-teacher
conferences
b.
Sharing results of conferences
c.
Preparing a folder of child's material for
conferences
17
-F.
Closure
1.
G.
Indicate follow-up with
a.
Self-directed activities
b.
Group sessions
c.
Individual assignments
2.
Finds something to praise
3.
Concl.ude on a high point
Advantages of individual conference
1.
Excellent time for intensive instruction
2.
Good guidance situation
3.
Best setting for child for sharing of both
positive and negative feelings
4.
Teacher is more likely to become master of
reading skills
s.
Allows each child to learn skills when he needs
it
6.
One-to-one relationship valuable
Record Keeping
A.
/
Records serve as useful toois
1.
Pointing out needs and difficulties
2.
Evaluating progress
3.
Planning next steps
4.
Promoting action
5.
Informing others
6.
Maintaining balance in reading
18
B.
Teacher needs to keep brief records
1.
For each child's conference
a.
b.
c.
2.
Problems and interests encountered
:..Jates of conferences
Individual or group assignments
Information needed for book selection and
reading guidance
a.
Name, age, and grade of child
b.
Scores on reading achievement tests and
the intelligence quotient
C.
D.
c.
Child's areas of interest
d.
Books child especially enjoyed
e.
Areas where child needs special help
Child's records could include
l.
Books read
2.
Category of books
3.
Plans for book
4.
Daily reading record
Evaluate record keeping in terms of
1.
Takes a minimum of time
2.
Provides information quickly and easily
3.
Requires little effort
4.
Allows for easy manipulation
--
19
III.
Topics for Discussion
Should there be a standardized format for an IR conference?
Why or why not?
What is the teacher's
responsibility if a child does not volunteer for a
conference?
What are some guidelines that you need
to remember for your record keeping?
IV.
Suggested Readings
Barbe, Walter B. Educator's Guide to Personalized
Reading Instruction. New York: Prentice-Hall,
Inc., 1961, pp. 35-38, 45-48.
Board of Education of the City of New York. A Practical
Guide to Individualized Reading. New York:
Bureau of Educational Research Publication,
No. 40, 1960, PP• 27-34, 53-57.
Brogan, Peggy and Lorene K. Fox. Helping Children
Read. Holt, Rinehart & Winston, Inc., 1961,
pp. 144-157.
Darrow, Helen F& and Virgil M. Howes. Approaches to
Individualized Reading. New York: AppletonCentury-Crofts, Inc., 1960, Chapter 7, pp.
46-50.
Fraz·ier, Alexander, Esther E. Schatz, Mary E.
Wilsberg, and Roberta Utterbacko Making Sure
of Skill Development in Individualized Reading.
Columbus: The Ohio State University, 1965,
pp. 33-41.
Lynch, Priscilla and Ellen Sternhell.
Individualized
Reading from Scholastic. Scholastic Magazines,
Inc., 1969, ppo 39-61.
-'Smith, Nila B. Reading Instruction for Today's
Children. Englewood Cliffs: Prentice-Hall,
Inc., 1963, pp. 143, 145-154.
_,·
20
Veatch, Jeannette. Reading in the Elementary School.
New York: The Ronald Press Company, 1966,
Chapters 6, 12, pp. 24, 161-165.
West, Roland. Individualized Reading Instruction.
Port_. Washington: Kennikat Press, 1964, pp.
84-90, 90-99.
V.
Materials £or Distribution
A.
Sample que-stions (Harry Raux)
B.
Checksheet £or dates o£ conferences (Lynch, 1969)
c.
Checksheet £or teachers new at con£erencing
(Veatch, 1966)
VI.
D.
Samples o£ teachers' records
E.
Samples o£ children's records
Play a tape o£ an individual reading conference.
-----/
......
SESSION IV
SHARING ACTIVITIES,
+•
IN~EREST
CENTERS
Anticipated Outcomes
After Session 4 the participants will be able to:
1.
Recognize their responsibilities in the sharing
activities
2.
Prepare a list of sharing activities for class use
3.
Prepare a list of interest centers for use in the
classroom
4Q
Predict the probable effect of interest centers
on pupils
II.
Lecture and Discussion
Sharing Activities
A.
B.
C.
Planned
1.
By child or children
2.
Through teacher-pupil cooperation
Time should be provided by teacher for
1.
Preparation for sharing
2.
Sharing activities
Sharing
1.
By individuals
2.
In groups
21
22
D.
Share only part of total reading
E.
Activities are limitless
Interest Centers
A.
B.
Centers for independent work
1.
Art
2.
The make-it table
3.
Science
4.
Audio visual
s.
Writer's table
6.
Puppet theater
7.
Book
8.
Creative display
9.
Dramatic
Purpose of centers (Veatch, 1966)
1.
Free the teacher to teach individuals and groups
2.
To allow children to explore a classroom
proposition or project in depth
3.
To allow children to develop increasing ability
to think and work independently
4.
To allow children the privilege of privacy to
develop personal activity of creative nature
without the glare of unwanted sharing
s.
To allow children the necessary time for each to
perfect a skill that has already been taught
23
-6.
To encourage the sense o£ ethical behavior
and concern for others
7.
To encourage the development of inquiry,
curiosity, and creativity in the course of the
activity
8.
To promote observational skills in all possible
areas
9.
To check or test children's proficiency on some
aspect o£ a learned ability
10.
To develop the concept that learning is a
highly personal act and works best when the
purpose lies within the learner
III.
Topics for Discussion
Which books should be shared by a child?
book a child reads be shared in some way?
not?
Should every
Why or why
Share any additional ideas you have for sharing
and interest centers.
Should sharing be graded?
I£
so, how?
IV.
Suggested Readings
Board of Education o£ the City o£ New York. A Practical
Guide to Individualized Reading. New York:
Bureau o£ Education Research Publication, No. 40,
1960, pp. 45-53.
/
/
24
Brogan, Peggy and Lorene K. Fox. Helping Children
Read. Holt, Rinehart & Winston, Inc., 1961,
pp. 219-237.
Darrow, Helen F. and Virgil M. Howes. Approaches to
Individualized Reading. New York: AppletonCentury-Crofts, Inc., 1960, pp. 50-56.
Lynch, Priscilla and Ellen Sternhell. Individualized
Reading £rom Scholastic. Scholastic Magazines,
Inc., 1969, pp. 31-35.
Veatch, Jeannette. Reading in the Elementary School.
New York: The Ronald Press Company, 1966,
Chapter 13, pp. 78-116.
West, Roland.
Individualized Reading Instruction.
Port Washington: Kennikat Press, 1964, pp.
109-114.
v.
Materials £or Distribution
A.
Sharing activities (West, 1964)
B.
Sharing activities (Darrow and Howes, 1960)
c.
Sharing activities
SESSION V
PRELIMINARY-STEPS
I.
Anticipated Outcomes
After Session 5 the participants will be able to:
1.
Be aware o£ the things that need to be considered before beginning IR
2.
Select the materials £or determining interest,
needs, and reading levels o£ pupils
3.
Tell how the necessary books will be obtained
4.
Describe the routines to follow in the classroom
when using IR
5.
Formulate a plan £or the room arrangement o£
classroom
II.
Lecture and Discussion
Preliminary Steps
A.
Examine your own image
B.
Consult school authorities and parents
C.
Prepare professionally
1.
Read as many references as possible
2.
Visit classrooms and talk to teachers using plan
3.
Make a careful study o£ skills
25
26
-D.
E.
F.
G.
Determine interest of' students
1.
Personal observation
2.
Informal individual interviews
3.
Interest inventories
4.
Conferences with parents
So
Book check lists
6.
Activity check lists
7.
Class discussions
Determine needs of' students
1.
The Wish Test
2.
Incomplete sentence inventory
3.
Autobiographies
Determining reading levels
1.
Informal oral reading tests using basals
2.
Self-appraisal conferences
3.
Interviews with other teachers
4.
Standardized reading tests
5.
Diagnostic reading tests
Obtain necessary books
1.
Factors to be considered in book selection
a.
Children's interests
b.
Personal needs of' children
c.
Reading levels of' children
27
2.
Criteria £or evaluating children's books
(Burton in Darrow and Howes, 1960)
a.
Interesting and vivid
b.
Useful and purposeful
c.
Truthful and honest
d.
Meaningful to the reader
e.
Effectively written
£.
Well-illustrated, attractively boundi and
of good format
g.
3.
4.
As wide as life itself in range
Book sources
a.
Enlist school librarian's aid
b.
Public library
c.
Bookmobiles
d.
Book fairs
e.
Arrow Book Club, Discovery Book Club
£.
Swap with other teachers
g.
Parent groups
h.
Students
Guides £or help in selection (Appendix,
Veatch, 1966)
H.
Obtaining the necessary materials
1.
Self-practice materials
a.
Workbooks
b.
Reading games and puzzles
28
c.
2.
Teacher-made materials
Audiovisual materials (Veatch, 1966)
a.
35 mm motion picture projector
b.
Motion picture films
c.
Opaque projector
d.
Film strip projector
e.
Film strips
£.
Phonograph
g.
Phonograph records
h.
Radio
i.
Television
j.
Tape recorder
k.
Book jackets
1.
Illustrations £rom books and magazines
m.
Picture collections
n.
Collections o£ various materials, e.g.,
stamps, rocks, leaves, seeds, £lowers, etc.
o.
Current calendars
p.
Display words, phrases, sentences, etc.
q.
Flannel boards
r.
Bulletin boards
s.
Classroom visitor or community resource
29
l.
J.
Plan necessary routines
1.
Location of supplies and how to get them
2.
Record keeping explained
3.
Method of checking out and returning books
4.
Method of obtaining needed help
Arrange classroom
1.
Single seats for individual work
2.
Tables for quiet independent group work
3.
Floor space for groups for planning and sharing
activities
4.
A place out of the way of traffic for the
individual and group conferences
5.
Room for smooth flowing traffic from supply
centers and conferences
6.
III.
Book corner
a.
Good lighting
b.
Out of way
c.
Easily accessible
Topics for Discussion
I£ you approached your principal about using this method
and he was opposed, what would you do?
-'convince the parents?
How would you
I£ you were on a limited budget
as most of us are, what materials would you purchase
first?
/
30
IV.
Suggested Readings
Ashley, L. F. "Children's Reading Interests and
Individualized Reading;n Elementary English,
(December, 1970), pp. 1088-1096.
Barbe, Walter B. Educator's Guide to Personalized
Reading Instruction. New York: PrenticeHall, Inc., 1961, Chapters 5-6, pp. 33-35,
53-55.
Brogan, Peggy and Lorene K. Fox. Helping Children
Read~ Holt, Rinehart & Winston, Inc., 1961,
pp. 237-241.
Darrow, Helen F. and Virgil M. Howes. Approaches to
Individualized Reading. New York: AppletonCentury-Crofts, Inc., 1960, Chapter 4.
Educators Guide to Free Curriculum Materials.
Randolph: Educators Progress Service.
Graff, Patrick J. "Materials for Individualized
Reading," Elementary English, 38 (January,
19 61 ) ' pp • 1 -7 •
Instructional Materials-An Introduction for Teachers.
New York: The Ronald Press Co., 1960.
Norvell, George. What Boys and Girls Like to Read.
Morristown: Silver Burdett, 1958.
Odom, Sterling c. "Individualizing a Reading Program,"
Reading Teacher, 24 (February, 1971), pp.
403-410.
Smith, Nila B. Reading Instruction for Today's
Children. Englewood Cliffs: Prentice-Hall,
Inc., 1963, pp. 140-142.
Veatch, Jeannette. Reading in the Elementary School;
New York: The Ronald Press Company, 1966,
Chapters 2, 14, pp. 439-447.
West, Roland.
Individualized Reading Instruction.
Port Washington: Kennikat Press, 1964, pp.
41-63.
/
31
V.
Materials £or Distribution
A.
One way to teach reading (Fratti in Veatch, 1966)
B.
Incomplete sentence inventory, autobiographies,
picture story (Darrow and Howes, 1960)
c.
Guides :for help in book selection (Veatch, 1966)
D.
Table £or percentage o:f children in each grade
,ready :for each book level {Olson in West, 1964)
E.
Nancy Larrick's Survey (West, 1964)
F.
Classroom arrangement (Veatch, 1966)
G.
Classroom arrangement
SESSION VI
CLASSROOM MANAGEMENT.
I.
Anticipated Outcomes
After Session 6 the participants will be able to:
1.
Explain the long-range and daily planning that
is necessary in an IR program
2.
Use the Scholastic Individualized Reading Kit
3.
Recognize how the topics discussed previously fit
into the total IR program
II.
Lecture and Discussion
Classroom Management
·A.
Planning the reading period (Darrow and Howes, 1966)
1.
Long-range
a.
Time to make selections of reading material
b.
Time for individual reading conferences
c.
Time for independent activities
d.
Time for class or small group discussions
and sharing
e.
Time for skills instruction either in small
groups or individually
f.
Time for children to read independently
32
33
2.
Daily
a.
Individual conferences while others work
independently
III.
b.
Works with special group on special skill
c.
Circulate to give needed help
B.
Self-selection of books
c.
Independent work period
D.
Individual conference
E.
Organization of groups
F.
Sharing, follow-up, and evaluation
Topics for Discussion
Would you use an IR kit if you had access to one?
Why or why not?
one.
Share your experiences with using
What part, if any, of the IR program do you
think you might have difficulty with?
IV.
Suggested Readings
Darrow, Helen F. and Virgil M. Howes. Approaches to
Individualized Reading. New York: AppletonCentury-Crofts, Inc., 1960, pp. 41-44.
Hunt, Lyman C. Jr. "Six Steps to the Individualized
Reading Program, 11 Elementary English,
(January, 1971), pp. 27-32.
Veatch, Jeannette. ~eading in the Elementary School.
New York: The Ronald Press Company, 1966,
pp. 4-11.
/
34
.v.
Materials £or Distribution
A.
VI.
The reading period (Veatch, 1966)
Demonstrate ''Individualized Reading £rom Scholastic"
VII.
Present slides which show IR in action
.--
......
SESSION VII
CHANGING TO INDIVIDUALIZED READING, EVALUATION
I.
Anticipated Outcomes
After Session 7 the participants will be able to:
1.
Contrast the gradual approach o£ beginning IR with
the approach of moving entirely into IR
2.
Discover the various approaches £or upper and
primary grades
3.
Contrast the IR program with a combination o£ IR
and basals
4.
Name the tangible and intangible values to be
considered in reading evaluation
5.
Develop a plan £or appraising growth in reading
skills for use in the classroom
II.
Lecture and Discussion
Changing to Individualized Reading-Initiating the
Program
A.
Primary grades
1.
Gradual steps at the primary level
2.
Begin individualized reading with
a.
Sylvia Ashton-Warner 1 s Key Vocabulary
b.
John Day Company 1 s Urban Studies
c.
Language experience approach
35
36
B.
Upper grades
1.
2.
Begin with
a.
One pupil
b.
One group
c.
Total class
Combine basals with individualized reading
Evaluation o£ Pupil Progress
A.
B.
Tangible aspects
1.
Standardized achievement tests
2.
Tests included in children's newspapers
3.
Informal vocabulary tests
4.
Informal oral reading tests £rom selected books
Intangible values
1.
Changed attitude £or the better toward reading
2.
Real and increased interest in reading
3.
Broadening interests
4.
Applies in the total school program the skills
he has acquired in reading
5.
Development o£ taste, discrimination, and
judgment
6.
Development as a person through reading £or
personal purposes
7.
Carry over o£ reading into the home
37
c.
Techniques for appraising growth in reading
skills
1.
Helping children share in appraising
progress
a.
Provide environment that encourages
child to discover what they need to
do in order to progress in reading
b.
Provide opportunities for children
to work cooperatively in their efforts
to evaluate reading skills and
techniques
c.
Provide opportunities for children
to share in keeping growth records
2.
Keeping and using records
3.
Observing for evidence of growth
a.
Conferences
b.
Utilize all reading and study situations for appraising growth and
identifying needs
c.
Study children's reading records
(1)
Number of books read
(2)
Reading level of books read
{3)
Diversity of the reading
38
III.
Topics for Discussion
Do
you prefer using gradual steps at the beginning
or moving entirely into the program?
Why?
the advantages and disadvantages of each?
What are
Should
the basal reading program be used with this?
Why or
why not?
IV.
Suggested Readings
Ashton-Warner, Sylvia.
Schuster, 1964.
Teacher.
New York:
Simon &
Barbe, Walter B. ;;;;E;.;;d~u:;..;c::.;a~t.:.o..::r~'-=s::._G.=u..::i:..:d~e::._.:.t.;::o......;;P....;e:;;.;r::..:;;s.;::o.:.n:..:a;.;.;l;;:.l;;;;:.·..::z....;;e~d
Reading Instruction. New York: PrenticeHall, Inc., 1961, pp. 50-52, 55-59, 223-228.
Board of Education of the City of New York. A Practical
Guide to Individualized Reading. New York:
Bureau of Educational Research Publication,
No. 40, 1960, pp. 17-20, 93-102.
Brogan, Peggy and Lorene K. Fox. Helping Children
Read. Holt, Rinehart & Winston, Inc., 1961,
pp. 27-33.
Darrow, Helen F. and Virgil M. Howes. Approaches to
IndividuaLized Reading. New York: AppletonCentury-Crofts, Inc., 1960, Chapter 8.
Frazier, Alexander, Esther E. Schatz, Mary E. Wilsberg,
and Roberta Utterback. Making Sure of Skill
Development in Individualized Reading.
Columbus: The Ohio State University, 1965,
pp. 53-70.
Groff, Patrick J. "Helping Teachers Begin Individualized
Reading," National Elementary Principal, 43
{February, 1964), pp. 47-50.
Lynch, Priscilla and Ellen Sternhell. Individualized
Reading £rom Scholastic. Scholastic Magazines,
Inc., 1969, pp. 20-24.
/
39
Stau.f.fer, Russel G. "Dual Highway to Reading: Group
and Individual," Instructor, 80 (August, 1970),
pp. lOS+.
Van Allen, R. V. and Dorris M. Lee •. Learning to Read
Throu1h Experience. New York: AppletonCentury-Crofts, 1963.
Veatch, Jeannette. Reading in the Elementary School.
New York: The Ronald Press Company, 1966,
Chapters 3, 4, 9, pp. 434-480.
West, Roland.
Individualized Reading Instruction.
Port Washington: Kennikat Press, 1964, Chapter
4.
Wol.f, M. "Individualized Reading--How I Broke the
Mold," Grade Teacher, 87 (September, 1969),
pp. 158+.
Wright, Elizabeth. Urban Studies.
Company, 1965.
V.
New York:
John Day
Materials .for Distribution
A.
Children's sel.f evaluation
B.
Oral Reading Sel.f Evaluation
C.
Self-Evaluation Checklist .for teachers (Veatch,
1966)
D.
In.formal questionnaire (Lynch, 1969)
SESSION VIII
ADVANTAGES AND DISADVANTAGES OF INDIVIDUALIZED READING
I.
Anticipated Outcomes
After Session 8 the participants will be able to:
1.
Recognize the advantages and disadvantages of IR
2.
Be aware that the advantages and disadvantages
ascribed to IR are potential and not inherent in
the approach
II.
Lecture and Discussion
Advantages of Individualized Reading
A.
Students read books and stories in which they are
truly interested which is highly motivating
B.
Individual differences are recognized and accommodated
for
c.
Children progress at their own rate
D.
Skills program is adapted to fit each individual
E.
Ample opportunity for the teacher to observe the
perceptual approach through which a child is best
able to learn and make adaptations accordingly
F.
Stigma of being in low group is removed
G.
Better use is made of the student's time since he
is not wasting time listening while different
children struggle to do oral reading
40
---/
.....
41
-H.
Children seem to develop more favorable attitudes
toward reading, so they usually read more books
I.
Individual conference promotes close personal relationships between teacher and pupil
J.
Psychological effect on child is desirable because
tensions are lessened, frustrations lessened, and
stigma of being behind is removed
K.
Reading and language arts become closely related
L.
Independence and self-direction are developed
M.
Creative teaching is possible with this approach
N.
Undesirable competition is eliminated
Disadvantages of Individualized Reading
A.
Lack o£ systematic skills instruction
B.
Requires a large number of books of different reading
levels and interests
c.
Children may have difficulty selecting a book or
the proper reading level
D.
Danger that children will not read in enough types
of books
E.
Value o£ group dynamics is lost
F.
Pupils who learn slowly do not make good use of time
G.
Children need new vocabulary and concepts developed
before reading a story
H.
Doubts about permanence of learnings which are not
systematically reviewed
--/
42
I.
Demands unusual teaching ability
J.
Too much record keeping is involved
K.
Children need controlled sequence of books and
vocabulary
L.
Lack of time for individual conferences
M.
Problem of providing for the rest of the class
while conferencing with individuals
III.
Topics for Discussion
What are the advantages and disadvantages of IR?
What
can you do to avoid the pitfalls suggested by the
disadvantages of IR?
IV.
Suggested Readings
·Barbe, Walter B. Educator's Guide to Personalized
Reading Instruction. New York: PrenticeHall, Inc., 1961, pp. 60-65.
Rothrock, D. G.
"Teachers Surveyed: A Decade of
Individualized Reading," Elementary English,
45 (October, 1968), pp. 754-757.
Sartain, Harry W.
"What Are the Advantages and Disadvantages of Individualized Instruction?"
Current Issues in Readin~. Newark: International
Reading Association, Inc., 1969, pp. 328-339.
Smith, Nila B. Reading Instruction for Today's
Children. Englewood Cliffs: Prentice-Hall,
Inc., 1963, pp. 136-140.
BIBLIOGRAPHY
BOOKS
Ashton-Warner, Sylvia.
Schuster, 1904.
Teacher.
New York:
Simon &
Barbe, Walter B. Educator's Guide to Personalized Reading
Instruction. Englewood Cliffs: Prentice-Hall, Inc.,
1961. 232 PP•
Board of Education of the City of New York. A Practical
Guide to Individualized Reading. New York: Bureau of
Educational Research Publication No. 40, 1961·,
158 pp.
Bond, Guy L. and Berta Handlan. Adapting Instruction in
Reading to Individual Differences. Minneapolis:
University of Minnesota Press, 1948, 82 pp.
Brogan, Peggy and Lorene K. Fox. Helping Children Read.
New York: Holt, Rinehart and Winston, Inc., 1961,
221 pp.
Darrow, Helen Fisher and Virgil M. Howes. Approaches to
Individualized Reading. New York: Appleton-CenturyCrofts, Inc., 1960, 100 pp.
Dechant, Emerald V. Improving the Teaching of Reading.
Englewood Cliffs: Prentice-Hall, Inc., 1970.
Duker, Sam. Individualized Reading: An Annotated
Bibliography. New York: The Scarecrow Press, Inc.,
1968, 196 pp.
Frazier, Alexander, Esther E. Schatz, Mary E. Wilsberg,
Roberta Utterback. Making Sure of Skill Development
in Individualized Reading. Columbus, Ohio: The
Ohio State University, 1965, 70 pp.
Heilman, Arthur. Principles and Practices of Teaching
Reading. Columbus: Charles E. Merrill Publishing
Co., 1967, pp. 341-369.
Howes, Virgil M. and Helen Darrow. Reading and the
Elementary School Child. New York: The MacMillan
Co., 1968, pp. 203-245.
43
44
Instructional Materials-An Introduction for Teachers. New
York: The Ronald Press Co., 1960.
Lazar, May.
Individualized Reading: An Approach to
Independent Reading. New York: Franklin Watts,
Inc.
\
Lynch, Priscilla and Ellen Sternhello Individualized
Reading from Scholastic Teacher's Guide. Scholastic
Magazine, Inc., 1969.
Norvell, George. What Boys and Girls Like to Read.
Morristown: Silver Burdett, 1958.
Smith, Nila B. Reading Instruction for Today's Children.
Englewood Cliffs: Prentice-Hall, Inc., 1963, pp.
129-161.
Strang, Ruth, Constance M. McCullough, and Arthur Traxler.
The Improvement of Reading. New York: McGraw Hill
Book Co., 1967.
Tinker, Miles A. and Constance McCullough. Teaching Elementary Readin9. New York: Appleton-Century-Crofts,
1968, pp. 394-399.
Van Allen, R. V.-and Dorris M. Lee. Learning to Read
. Through Experience. New York: Appleton-CenturyCrofts, 1963.
Veatch, Jeannette. Individualizing Your Reading Program.
New York: G. P. Putnam's Sons, 1959, 242 pp.
Reading in the Elementary School.
York: The Ronald Press Co., 1966, 524 pp.
West, Roland.
Individualized Reading Instruction.
Washington: Kennikat Press, 1964, 168 pp.
Wright, Elizabeth.
Co., 1965.
Urban Studies.
New
Port
New York: John Day
JOURNALS, MAGAZINES, YEARBOOKS
Ashley, L. F. "Children's Reading Interests and Individualized Reading," Elementary English, December, 1970,
1088-1096.
45
Barbe, Walter B.
"A Personalized Reading Program,"
Education, September, 1966.
Betts, Emmett A.
"Developing Basic Reading Skills Through
Effective Class Organization," Education, May, 1958,
88:561-576. Blakely, W. Paul and Beverly Osier. "Individualized
Reading as Part o£ an Eclectic Reading Program,"
Elementary English, 43:214-219.
Calder, Clarence R., Jr.
"Self-Directed Reading Materials,"
The Reading Teacher, December, 1967, 21:248-252.
Duker, Sam. "Master's Studies o£ Individualized Reading
II," Elementary English, May, 1970, 655-660.
Educators Guide to Free Curriculum Materials.
Educators Progress Service.
Randolph:
Fisch, Muriel. "Record Keeping £or IR," Grade Teacher,
LXXVI, No. 2 (November, 1958}, 90-91, 93.
Fox, G. A. and R. B. Fox. "The Individualized Reading
Controversy," '.[he National Elementary Principal,
September, 1964, 44:46-49.
Frazier, Alexander. "The Individualized Reading Program,"
Controversial Issues in Reading and Promising
Solutions, 1961, 23:57-74.
Green, C. "Individual Approach to Reading," Texas Outlook,
December, 1968, 52:36.
Gro££, Patrick, J. "Materials £or Individualized Reading,"
Elementary English, January, 1961, 38:1-7.
"Helping Teache:t:s Begin Individualized
Reading," National Elementary Principal, February,
1964, 43:47-50.
Grotberg, E. H.
"Individualized Reading-A Symbol £or
Change," Education, September, 1966, 87~7-11.
Harris,' Albert. "What is IR" Individualizing Reading
Instruction, University o£ Delaware, VI (March, 1957}.
/
46
--Hunt, Lyman C. Jr.
"The Effect of Self-Selection, Interest,
and Motivation Upon Independent, Instructional, and
Frustration Levels," The Reading Teacher, 24, No. 2
November, 1970, pp. 146-151, 158.
"Individualized Reading: Teaching Skills,"
Education, May, 1961.
"Six Steps to the Individualized Reading
Program," Elementary English, January, 1971, 27-32.
Jacobs, Leland B.
"Individualized Reading Is Not a Thing,"
Individualizing Reading Practices. Columbia
University, Bureau of Publications, 1958, pp. 1-17.
Johnson, Rodney H.
"Individualized and Basal Primary
·Reading Programs," Elementary English, December, 1965,
42:902-4.
Odom, Sterling C.
"Individualizing a Reading Program,"
Reading Teacher, 24 (February, 1971), pp. 403-410.
Olson, Willard C.
"Seeking Self-Selection, and Pacing in
the Use of Books by Children," The Packet,
Boston: D. c. Heath, Spring, 1952, pp. 3-10.
Parker, Don H. "When Should I Individualize Instruction?"
Grade Teacher, LXXIX (April, 1962), pp. 66-67,
136-137.
Powell, William R.
"The Joplin Plan: An Evaluation,"
Elementary School Journal, 64 (April, 1964), pp.
387-392.
Robinson, Margaret A.
"Differentiating Instruction to
Provide for the Needs of Learners Through Organizational Practices," Readings on Readings, ed. Alfred
Binter et al. Scranton: International Textbook Co.,
1969, pp. 129-144.
Rollins, K.
"How Do I Begin an IR Program," Education, 1961,
82:36-8.
Rothrock, D. G. "Teachers Surveyed: A Decade of Individualized Reading," Elementary English, October, 1968,
45:754-7.
/
47
Sartain, Harry. "The Place of Individualized Reading in
a Well Planned Program," Contributions in Reading.
Boston: Ginn & Co., 1961, pp. 3-6.
"The Research Base for Individualized
Instruction," U. S. Department of Health, Education,
and Welfare, Office of Education, April, 1968.
• "What are the Advantages and Disadvantages
---------------of Individualized Instruction?'' Current Issues in
Reading,. Newark: International Reading Association,
1970, pp". 328-343.
Smith, Nila. "What Have We Accomplished in Reading?-A Review of the Past Fifty Years." Elementary English,
March, 1961, 38:141-50.
Stauffer, Russell G. "Breaking the Basal-Reader Lock Step,"
Elementary School Journal, February, 1961, 301-310.
• "Dual Highway to Reading: Group and
Individualized," Instructor, August, 1970, 80:105+.
----------~----
Trusty, Kay.
"Principles of Learning and IR," Reading
'Teacher, V. 24, No. 8, May, 1971, pp. 730-736.
Veatch, Jeannette.. "In Defense of Individualized Reading,"
Elementary English, April, 1960, 37:227-234.
"Structure in the Reading Program,"
Elementary English, Vol. 44, No. 3, March, 1967,
pp. 252-56.
Witty, Paul. "Individualized Reading-A Summary and Evaluation," Elementary English, October, 1959, 36:401-12.
Wolf, M. "IR--How I Broke the Mold," Grade Teacher, 87
(September, 1969), 158+ pp.
APPENDICES
48
SESSION I
APPENDIX A.
Definitions of individualized reading
49
DEFINITIONS OF INDIVIDUALIZED READING
In the following paragraphs are points of view as espoused by some of the proponents of individualized reading.
Leland Jacobs:
"In the first place,
'individualized
reading' is not a single method, with predetermined steps in
procedure to be followed."
Sam Duker:
{1958)
"Individualized reading is an approach to
the teaching of reading which gets away from a uniform procedure for each child and which emphasizes teaching to read
more than it does teaching how to read."
Brogan and Fox:
{1968)
" ••• a variety of practices through
which resourceful, sensitive teachers, working with and taking ·their clues from individual children, are helping each
of them appropriq.tely to move ahead in reading."
Jeannette Veatch:
(1961)
"An individualized reading program
provides each child with an environment which allows him to
seek that which stimulates him, choose that which helps him
develop most, and work at his own rate regardless of what
else is going on."
May Lazar:
(1959)
"Individualized reading is not subordinate
to nor an adjunct of basic reading--It is the basic reading.
It is really the developmental approach to reading based
specifically on the capacities and needs of children and
how they learn."
( 1958)
so
Helen Darrow:
"Flexibility and sensitivity to needs
are important if reading is to remain individualized.
Free-
dom to grow and to learn is a fundamental characteristic of
the individualized method of teaching reading.
Its success
depends upon teaching skill, as does the success of any
method."
(1960).
Walter Barbe:
"The child learns to read from the material
of his choice, with the teacher supplying individual and group
skill instruction as it is needed to progress to more difficult
reading material.''
(1961)
SESSION II
APPENDIX A.
Barbe's Check List (Barbe, 1961)
APPENDIX B.
Progression for instruction (Veatch,
1966)
APPENDIX C.
Skills or Components of "Reading" (Carr,
1958)
APPENDIX D.
Sequence of phonics (Veatch, 1966)
APPENDIX E.
Samples of skills practice activities
(Darrow and Howes, 1960)
APPENDIX F.
Sample group work charts (Lynch, 1969)
APPENDIX G.
Judging skills from children's performance
(Darrow and Howes, 1960)
51
BARBE READING SKILLS CHECK LIST
READINESS LEVEL
(Last Name)
(Grade Placement)
(Age)
1.
(Name of School)
(Name of Teacher)
Vocabulary:
A. Word Recognition
1.
2.
3.
4.
5.
6.
7.
B.
Interested in words
Recognizes own name in print
Knows names of letters
Knows names of numbers
Can match letters
Can match numbers
Can match capital and small letters
Word Meaning
1.
.2.
3.
II.
(First Name)
Speaking vocabulary adequate to convey ideas
Associates pictures to words
Identifies new words by picture clues
Perceptive Skills:
Auditory
A~
1.
2.
3.
4.
5.
6.
7.
Can reproduce pronounced two and three syllable
words
Knows number of sounds in spoken words
Can hear differences in words
Able to hear length of word (which is shorter?
boy-elephant)
Able to hear sound:
At beginning of word
At end of word
In middle of word
Hears rhyming words
Aware of unusual words
B. , Visual
1.
2.
Uses picture clues
Recognizes:
Colors
52
3.
4.'
III.
Comprehension:
A.
Interest
1.
2.
3.
B.
Wants to learn to read
Likes to be read to
Attention span sufficiently long
Ability
1.
2.
3.
4.
5.
6.
7.
IV.
Sizes (big, little; tall, short)
Shapes (square, round, triangle)
Observes likenesses and differences in words,
in letters
Left-right eye movements
Remembers from stories read aloud:
Names of characters
Main Ideas
Conclusion
Can keep events in proper sequence
Uses complete sentences
Can work independently for short periods
Begins at front of book
Begins on left hand page
Knows sentence begins at left
Oral Expression:
A.
B.
C.
D.
Expresses self spontaneously
Able to remember five word sentence
Able to make up simple endings for stories
Able to use new words
53
-BARBE READING SKILLS CHECK LIST
FIRST GRADE LEVEL
(Last Name)
(Age)
I.
(First Name)
(Grade Placement)
(Name o£ School)
(Name o£ Teacher)
Vocabulary:
A. Word Recognition
1.
2.
Recognizes words with both capital and small letters
at beginning
Is able to identify in various settings the following words usually found in preprimers:
a
airplane
an
and
apple
are
at
away
baby
ball
be
bed
big
birthday
blue
boat
bow-wow
cake
call
can
cap
car
Christmas
come
cookies
/ cowboy
daddy
did
dinner
dish
do
dog
down
£ather
fast
find
fine
£ish
£or
funny
get
girl
give
go
good
good-by
green
has
have
he
help
her
here
hide
home
house
I
in
is
it
jump
kitten
like
little
look
make
may
me
mitten
mother
morning
my
near
no
not
oh
on
one
party
pie
play
pretty
puppy
ran
red
ride
run
said
see
she
show
sleep
something
splash
stop
surprise
table
thank
that
the
tree
to
toy
two
up
want
we
what
where
will
with
work
yellow
you
your
54
Only additional words .found in six o.f seven leading
primers were:
about
again
all
am
as
back
black
boy
but
came
could
cow
eat
.farm
.from
II.
.fun
had
happy
him
his
how
just
know
laugh
let
long
man
many
Mr.
must
they
this
too
us
walk
was
water
way
went
were
when
white
wish
who
yes
night
new
now
o.f
put
rabbit
sat
saw
so
some
soon
take
them
then
there
Word Analysis
A. Phonics
1.
Recognizes single initial consonants and can make
their sound:
q
w
r
X
.f
k
1
m·
s
h
j
n
t
y
z
p
v
b
d
2.
3.
4.
5.
sh
st
bl
pl
tr
Knows single consonant sounds in .final
position (hat)
Knows single consonant sounds in middle
position (seven)
Names o.f vowels are introduced
Knows sounds o.f initial consonant blends
(listed in order o.f difficulty)
.fr
wh
th
ch
.fl
cl
gl
sp
sm
sn
sw
tw
55
B.
Structural Analysis
1.
Knows endings
ed sound as "ed" in wanted
ed SOl.lnd as 11 d" in laughed
ed sound as "t" in liked
ing
s
2.
3.
Recognizes compound words (into, upon)
Knows common word families:
all
at
it
c.
IV.
an
ill
ell
ay
ake
or
Word Form Clues
1.
2.
3.
IIIe
et
en
in
Notices capital and small letters
Notices length o£ words
Notices double letters
Comprehension:
A.
Understands that printed symbols represent objects
or actions
B.
Can follow printed directions (Find the boy's house)
c.
Can verify a statement (See i£ Sandy ran away)
D.
Can draw conclusions £rom given £acts (What do you
think happened then?)
E.
Can recall what has been read aloud
F.
Can recall what has been read silently
G.
Can place events in sequence
H.
Can remember where to find answers to questions
Oral and Silent Reading Skills:
A. Oral Reading
1.
Uses correct pronunciation
56
2.
Uses correct phrasing (Not wordby-word)
3.
Uses proper voice intonation to give
meaning
4.
Has good posture and handles book
appropriately
S.
Understands simple punctuation:
period (.)
comma (,)
question mark (?)
exclamation mark (!)
B.
Silent Reading
1.
Reads without vocalization:
Lip movements
Whispering
2.
Reads without head movements
57
BARBE READING SKILLS CHECK LIST
SECOND GRADE LEVEL
(Last Name)
(Age)
I.
(First Name)
(Name of School)
(Grade Placement)
(Name o£ Teacher)
Vocabulary:
A. Word Recognition
1.
Recognizes 220 Dolch Basic Sight Words
(by end o£ year)
a
all
am
an
and
are
at
big
blue
call
can
come
do
down
funny
go
good
he
help
here
I
in
is
it
jump
like
little
look
make
me
out
as
away
be
black
brown
by
came
did
eat
£all
find
£or
got
going
have
her
him
his
i£
into
laugh
let
live
may
my
no
old
on
one
put
saw
again
ate
black
but
cold
cut
fast
first
five
fly
£our
give
goes
going
got
green
had
has
hot
its
long
made
many
new
not
o£
open
please
or
our
pull
about
after
always
around
ask
because
been
before
best
buy
does
£or
found
full
gave
grow
hold
how
just
keep
kind
much
must
now
o££
once
only
round
sleep
small
take
any
better
both
bring
carry
clean
could
done
don't
draw
drink
eight
every
hurt
know
light
myself
never
own
pick
right
seven
shall
show
their
them
then
there
these
think
those
58
~-
said
she
sit
some
stop
three
today
.two
was
will
work
yes
yellow
play
pretty
ran
red
ride
run
see
so
the
to
up
we
you
tell
thank
that
they
this
too
try
under
walk
well
were
white
with
read
saw
say
sing
six
soon
ten
upon
us
who
why
wish
your
together
use
very
want
warm
wash
went
what
when
where
which
would
write
2.
Use word form clues
a. Configuration
b. Visual similarity of rhyming words (call,
fall, ball)
3.
Is familiar with structural analysis
a. Little words in big words (many)
b. Compound words (backyard)
c. Possessives and word endings:
's
d
er
est
ed
y
i~g
ly
t
d.
Contractions:
I'm
I'll
can't
B.
Word Meaning
1.
2.
3.
4.
II.
don't
won't
Multiple meanings of words
Synonymous meanings (jolly-happy)
Opposites (up-down)
Words pronounced the same (rode-road)
Word Analysis:
A. Phonics
1.
Knows consonant sounds taught in first grade {b,
d,f,h,j,k,l,m,n,p,q,r,s,t,v,w,x,y,z and st,tr,
fr,am,an,sw,tw,bl,gl,fl,pl,cl,sh,ch,wh,th)
59
-~-
2.
3.
4.
5.
6.
7.
B.
9.
Applies these sounds and blends to:
a. initial position in words {let)
b. final position in words {bank)
c. medial position in words (little)
Knows word families:
er as in her
ou as in out
ur as in fur
ow as in show and
ir as in bird
cow
oi as in oil
oy as in boy
eck as in neck
00 as in balloon
and book
ick as in sick
aw as in straw
ack as in back
uck as in duck
ew as in new
ing as in sing
ight as in night
ind as in find
ike as in like
Short vowel sounds (a,o,i,u,e) (taught in this
order)
Long vowel sounds
Understands function of "y" as a consonant at
beginning o£ word (yard) and vowel {bicycle)
anywhere else.
Knows two sounds o£ c and g:
C followed by i, e or y makes s sound
C followed by a, 0 or u makes k sound
(examples: city, cent and cat, cot)
G followed by i, e or y makes j sound
G followed by a, o or u makes guh sound
(examples: giner, gym and game, gun)
Knows initial consonant sound includes all
consonants up to first vowel
Knows three letter initial blends
str
sch
thr
10.
/
spr
spl
chr
Phonics rules:
a. A single vowel in a word or syllable is
usually short (hat)
b. A single e at the end of a word makes the
preceding vowel long (hate)
c. A single vowel at the end of a word is
usually long (she)
d. When there are two vowels together, the first
is long and the second silent (pail, train)
e. Vowels are influenced when fqllowed by "r",
"w" and "1"
star
saw
all--
60
B.
Structural Analysis
1.
2.
3.
4.
5.
III.
Knows possessives (Bill's)
Can disconnect printed fi and fl (fish and fly)
Comprehension:
A.
B.
c.
D.
IV.
Recognizes-root or base words (mines, mined,
miner)
Recognizes word endings
en as in waken
ful as in careful___
Knows contractions:
you're__
isn't___
I've
let's
I'm
it's
we've
he's
Association of ideas of material read
1. Can draw conclusions
2. Can predict outcomes
3. Can find proof
4. Can associate text with pictures
Organization of ideas
1. Can follow printed directions
2. Can find main idea
3. Can follow plot sequence
Locating information
1. Can use:
table of contents
page number__
titles
2. Can find specific information
Appreciation
1. Able to dramatize stories read
2. Able to illustrate stories read
3. Able to tell a story which has been read
previously
4. Owns at least several books which he particularly likes
Oral Reading:
A.B.
c.
D.
.
-~
Reads
Reads
Reads
Reads
clearly and distinctly
with expression
fluently
so that listeners enjoy the story
61
BARBE READING SKILLS CHECK LIST
THIRD GRADE LEVEL
(First Name)
(Last Name)
(Grade Placement)
(Age)
I.
(Name of School)
(Name of Teacher)
Vocabul·ary:
A. Word Recognition
1.
Recognizes Dolch 220 Sight Words
a
all
am
an
and
are
at
_big
blue
call
can
come
do
down
_funny
_go
_good
he
_help
here
I
in
is
it
_jump
like
little
look
make
me
out
as
_away
be
black
_brown
_by
came
did
eat
fall
find
for
_get
_going
_have
her
him
his
if
into
_laugh
let
live
_may
_my
no
old
on
one
__put
saw
_again
ate
black
but
cold
cut
fast
first
five
_fly
four
_give
_goes
_going
_got
_green
had
has
hot
its
_long
made
_many
new
not
of
_open
__please
or
our
__pull
about
after
_always
around
ask
because
been
before
best
_buy
does
for
found
full
_gave
_grow
hold
how
_just
_keep
kind
much
must
now
off
once
_only
round
_sleep
small
take
_any
better
both
_bring
_carry
clean
could
done
don't
draw
drink
_eight
_every
hurt
know
_light
_myself
never
own
__pick
_right
seven
shall
show
their
them
then
there
these
think
those
62
__play
__pretty
ran
red
ride
run
see
so
the
to
_up
we
__you
2.
said
she
sit
some
_stop
three
_today
two
was
will
work
_yes
_yellow
tell
thank
that
_they
this
too
_try
under
walk
_well
were
white
with
_read
saw
_say
_sing
six
soon
ten
_upon
us
who
_why
wish
_your
Refinement of skills previously taught
a. Compound words
b. Prefixes and suffixes:
a
dis
ful
un
in
less
ex
th
ness
ty
B.
c.
Identification of root words
d.
Knows all initial consonant sounds
(single sounds and blends--up to
first vowel in word)
e.
Can read all contractions
Word Meaning
1. Provided many experiences to increase
speaking and reading vocabulary
2. Able to select descriptive and
figurative words and phrases
3. Able to supply synonyms, antonyms
and homonyms
4. Understands use of elementary
school dictionary to find word
,.
meaning
_together
use
_very
want
warm
wash
went
what
when
where
which
would
write
63
II.
Word Analysis:
A. Review and refine previously taught skills:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
All initial consonant sounds
Short and long vowel sounds
Changes in words by:
a. adding s, es, d, ed, ing, er, est
b. dropping final e and adding ing
c. doubling the consonant before
adding ing
d. changing y to i before adding es
Compound words
Contractions
Vowel rules
a. vowel in one syllable word is short
b. vowel in syllable or word ending
in e is long
c. two vowels together, first is long
and second is silent
Possessive forms
C followed by i, e, y makes s sound
c followed by a, o, u makes k sound
G followed by i, e, y makes J sound
G followed by a, o, u makes guh sound
Sil.ent letters in kn, wr, .gn
B.
Learns riew skills of:
1. Forming plurals
by adding s, es, ies
by changing f to v and adding es
2o
Similarities of sound such as x
and ck.s (box--blocks)
c.
Syllabication rules
1. There are usually as many syllables
in a word as there are vowels
2. Where there is a single consonant
between two vowels, the vowel goes with
the first syllable (pu/pil)
3. When there is a double consonant, the
syllable break is between the two
consonants and one is silent (example:
lit/tle)
D.
Can hyphenate words using syllable rules
Eo
Understands use of primary accent mark
64
F.
III.
IV.
Knows to accent first syllable, unless it
is a prefix, otherwise accent second
syllable
Comprehension:
A. Can find main idea in story
B. Can keep events in proper sequence
C. Can .draw logical conclusions
D. Is able to see relationships
E. Can predict outcomes
F. Can follow printed directions
G. Can read £or a definite purpose:
1. £or pleasure
2. to obtain answer to question
3. to obtain general idea o£ content
H. Classify items
I. Use index
J. Alphabetize words by first two letters
K. Knows technique o£ skimming
L. Can determine what source to obtain
information (dictionary, encyclopedia,
index, glossary, etc.)
M. Use maps and charts
Oral Reading:
A. Reads with a pleasing voice quality
B.
Reads with adequate volume
C.
Reads with clear and distinct enunciation
D.
Accuracy in pronunciation
E.
Ability to convey meaning to listeners
65
BARBE READING SKILLS CHECK LIST
FOURTH LEVEL READING SKILLS
(First Name)
(Last Name)
(Grade Placement)
(Age)
I.
(Name o£ Teacher)
Vocabulary:
A. Word Recognition
1.
2.
Introduce new words in content fields
Recognizes similarities o£ known words
a.
b.
c.
3.
B.
c.
II.
(Name o£ School)
compound words
root words
su££ixes, prefixes
d.
e.
£.
plurals
hyphenated words
contractions
Recognizes unusual characteristics o£ words
Word Meaning
l.
2.
3.
Develop ability in getting meaning £rom context
Use new words in sentences to show meaning
Knows punctuation
a. italics
c. parenthesis
b. quotation marks
d. exclamation marks
4.
Use o£ map skills
Review Dolch Words
Word Attack Skills:
A. Structural analysis
l.
Knows rules £or syllables
a.
b.
c.
Each syllable must contain a vowel and a
single vowel can be a syllable
Suffixes and prefixes are syllables with
meanings o£ their own
The root word is not divided
66
d.
e.
£.
g.
h.
I£ the first vowel is followed by two
consonants, the first syllable usually
ends with the first consonant (example:
pen cil)
I£ the first vowel is followed by a
single consonant, the consonant usually
begins the second syllable (example:
a maze, am ple)
I£ a word ends in le preceded by a consonant, that consonant begins the last
syllable
The letter x always goes with the preceding
vowel to form a syllable (example: ex it)
The letters ck go with the preceding vowel
and end the syllable (example: chick en)
2. Know accent clues
a.
b.
c.
d.
The first syllable is usually accented,
unless it is a prefix
Beginning syllables de, re, be in and a
are usually unaccented
Endings that form syllables are usually
unaccented (run ning)
ck following a single vowel is accented
(example: jack et)
3. Teach these suffixes and prefixes:
a.
Suffixes:
ness
ment
ward
ous
ious
eo us
et
able
ible
ic
ish
ant
ent
age
ance
ence
wise
(being)
(result of)
(in direction of)
(full of)
(abounding in)
sickness
movement
backward
joyous
gracious
leaflet
(little)
of
(capable
being) capable
credible
magic
(like, made of)
foolish
(like)
vacant
{being)
president
(one who)
baggage
{collection of)
disturbance
(state of being)
{state or quality) violence
{ways)
crosswise
67
ling
ty
ity
ure
ion
b.
(little)
(state)
(denoting action)
(condition or
quality)
Prefixes:
dis
in
mis
anti
non
com
con
pre
super
tri
sub
post
ab
trans
em
de
inter
pro
ex
en
ob
per
B.
(not, apart)
(not)
(wrong)
(against)
(not)
(with)
(with)
(be£ ore)
(over)
(three)
(under)
(after)
(£rom)
(across)
(in)
(£rom)
{between)
(in front o£)
(out o£ or out)
(in)
(against)
(fully, through)
Phonic analysis
1.
Review phonic skills
a.
b.
c.
duckling
unity
vicinity
pleasure
action
Single consonants and blends
Short and long vowels
Vowel teams:
ee
ea
ai
ay
au
aw
oa
00
oi
oy
ou
ow
dismiss
invade
mistake
anticlimax
nonsense
combine
connect
prepare
superior
tricycle
submarine
postscript
abnormal
translate
embark
depart
interurban
promote
explain
enter
object
perfect
68
2.
Review vowel rules
a.
b.
c.
d.
e.
C.
Training in use of dictionary and glossary
1.
As taught on third grade level
a.
b.
-/
In attacking a vowel sound try first the
short sound; if the word then doesn't
make sense try the long sound
Vowels are usually short when they appear
as single vowels and are followed by a
consonant
Vowels are usually given the long sound when
they appear alone and are the last letters
of a word
When two vowels appear together in a word,
the first vowel is long and the second is
silent
In short word containing two vowels where
one of the vowels is a final e, the first
vowel will have a long sound while the final
e is silent
Review order of letters in alphabet
Review the alphabetical arrangement of words
2.
Teach the division of dictionary to determine in
which 1/3 or 1/4 the word may be found
3.
Teach the meaning and use of the phonetic spelling
that follows in parenthesis each word in the
dictionary
4.
Teach the meaning and use of the pronunciation key
given at the bottom of every page
5.
Teach the selecting of the meaning which fits
best according to the context in which the word
is used
6.
Teach the meaning and use of guide words
7.
Teach the meaning and use of the secondary
accent mark
69
IV.
Oral Reading:
A.
Recognize and pronounce words with speed and accuracy
B.
Group words into meaningful phrases
c.
Interpret marks of punctuation accurately
D.
Re-express to an audience the meaning and feelings
expressed by an author
E.
Express emotion sincerely
F.
Read in a pleasant, well-modulated voice
G.
Read with poise and self-confidence
H.
Dramatize portions of the story
Io
"Televise" or give radio version of story incidents
J.
Take part in a stage version of a story
K.
Verify answers to questions
L.
Interpret characterizations
M.
Interpret word pictures
N.
Interpret general mood of text, e.g., humor- suspense
o.
Interpret sensations given by words
P.
Interpret the organization of text
1.
2.
3.
4.
Main thought in the paragraph
Main events in sequence
Main heads and sub-heads in outline
Directions for carrying out an activity
70
BARBE READING SKILLS CHECK LIST
FIFTH LEVEL READING SKILLS
(First Name)
(Last Name)
(Grade Placement)
(Age)
I.
(Name of Teacher)
Vocabulary:
A. Word recognition of vocabulary in content areas
Social Studies
B.
English
Arithmetic
Science
Miscellaneous
Meaning of words
1.
2.
3.
4.
5.
6.
II.
(Name of School)
Interpreting word meanings
Semantics
Synonyms, antonyms, homonyms, heteronyms
Knows abstract meanings of words
Understands figurative and colorful expressions
Understands colloquial Speech
Word Attack Skills:
A. Phonics skills
1.
Syllabication
a.
b.
c.
d.
e.
f.
Each syllable must contain a vowel and a single
vowel can be a syllable
The root or base word is a syllable and is
not divided
Blends are not divided (th str)
Suffixes and prefixes are syllables
(dust y
in come)
I£ the vowel in a syllable is followed by
two consonants, the syllable usually ends
with the first consonant
I£ a vowel in a syllable is followed by only
one consonant, the syllable us.ually ends
with a vowel
71
g.
h.
2.
Vowel sounds (review long and short sounds)
a.
b.
3.
When there is only one vowel in a word or
syllable the vowel is short
When there are two vowels in a word or
syllable, the first vowel is long and the
second is silent
Accent
a.
B.
I£ a word ends in le, the consonant just
before the 1 begins the last syllable
When there is an r after a vowel, the r
goes with the vowel to make the "er"
sound (er ir ur)
In a word of 2 or more syllables, the first
syllable is usually accented unless it is
a prefix
Dictionary
1.
Alphabetization
a.
b.
2.
Using· a dictionary
a.
b.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Division into quarters and thirds
Classifying words by second, third, and
fourth letters
Recognize and learn abbreviated parts of
speech as n.~noun; v.-verb; adj.-adjective;
adv.-adverb
Learning the preferred pronunciation
Use of guide words
Syllabication and accent
Interpreting diacritical markings (bottom of page)
Interpreting key to pronunciations (bottom of
page)
Interpreting phonetic re-spellings
Cross references
Plurals - irregular
(deer, deer shelf, shelves)
Comparative and superlative adjectives
(many,
more, most)
Change in accent and its effect on pronunciation
and meaning of words
(pre'sent, present')
Secondary accent
Parts of verb. Tenses -present and past
72
14.
C.
(ly ending
Glossary
1.
2.
3.
D.
Adverbs derived from adjectives.
as a clue or help)
Dictionary of words for one particular book
Use guide words
Find meanings to understand what is_ being read
Context clues
1.
2.
3.
4.
5.
Review using context clues
Review associating ideas with words
Review associating ideas with characters
Sentence structure (noun, verb)
In poetry. Rhythm scheme can sometimes help
III. Comprehension:
A. Locating information
1.
Table of contents
a.
b.
2.
B.
Examine tables of contents of several books
List titles and have pupils use table of
contents to locate pages
Examine books to find: title page, pictures, key
guide words, publisher, copyright year
Reference materials
1.
The encyclopedia
a.
b.
c.
d.
2.
Topics arranged alphabetically
Show meaning of characters on back of
each volume
Compare dictionaries and encyclopedias
for differences of materials
Pupils should know names of important
children's encyclopedias
The atlas and maps
a.
b.
Examine atlas to find answers for questions
on location, relative size, direction and
distance
Use maps to explain latitude and longitude.
Compare with known facts about streets and
highways
73
3.
Magazines and newspapers. Use to supply more
recent information than textbook could contain
4.
Knows proper use of dictionary
s.
Time tables
a.
b.
6.
Card catalogue
a.
b.
c.
d.
C.
Using a telephone book
8.
Catalogues
Reading to organize
3.
4.
Outline. Use roman numerals and letters
Establish a sequence. Pupils list sentences
in order of event
Follow directions
Summarize
Note taking
1.
2.
E.
Explain that every book has its place on
the shelf
Each class of books has its own call number
Examine cards. Author, title, subject
Give practice in location of titles and
call numbers
7.
1.
2.
D.
Reading and interpreting
Following directions
From reading
From lectures
Reading for appreciation
1.
2.
3.
4.
To
To
To
To
a.
b.
derive pleasure
form sensory impressions
develop imagery
understand characters
physical appearance
emotional make-up
74
III.
Comprehension
A. Finding the main idea
1.
2.
3.
B.
Finding details
1.
2.
3.
4.
5.
6.
7.
C.
Finding specific information
Interpreting descriptive words and phrases
Selecting £acts to remember
Selecting £acts to support main idea
Using study guides, charts, outlines
Verifying answers
Arranging ideas in sequence
Creative reading
1.
2.
3.
4.
s.
D.
Choosing titles £or material read
Summarizing
Can identify key words and topic sentences
to
to
to
to
to
Able
Able
Able
Able
Able
interpret story ideas (generalize)
see relationships
identify the mood o£ a reading selection
identify author's purpose
identify character traits
Formal outlining
1.
Form
a.
b.
2.
Main ideas (1,11,111)
Subordinate ideas (A,B,C)
Talking £rom an outline
IVo Oral Reading
A.
B.
Review previously taught skills
Eye-voice span o£ three words
75
BARBE READING SKILLS CHECK LIST
SIXTH LEVEL READING SKILLS
(Last Name)
(Name o£ School)
(Grade Placement)
(Age)
I.
(First Name)
(Name o£ Teacher)
Vocabulary:
A. Word recognition
1.
Context clues
a.
b.
2.
Picture clues
a.
b.
3.
Visual impression o£ words
Configuration
Language rhythms
a.
b.
B.
How the word is used in a sentence
Function o£ word
Rhyming clues
Appreciation for general rhythm of wellexpressed ideas
Prefixes
Suffixes
Prefix
ab
an
ad
ante
Meaning
from, away
without, not
to, toward
be£ ore
Suffix
able, ible
acy, ace,
ancy, ance
an,ean,ian
bi
circum
two, twice
around
age
ant
£rom,down £rom
apart, not
through,around
out of, from
not, in
into, not
er, ar
ary
ante
en
between
ence
de
dis
dia
'ex
im
il,un,in,ir
inter
Meaning
capable o£ being
state of being
one who, relating to
act or condition
n.-one who,
adj. being
relating to,like
n.-one who-(Place
where)
adj.-relating to
one who is little,
made
state o£ quality
76
in, en
in,into,among
ent
intro
mis
non
pan
per
within, against
wrong, wrongly
not
whole, all
fully, through
full
£y, i£y
hood
ic
ice
peri
post
around, about
after, behind
id
pre
before
ion
pro
re
se
semi
sub
super
trans
£or,in front o£
back, again
aside
hal£, partly
under
over, above
beyond, across
ize, ise
ist, ite
ity, ty
ive
less
ly
ment
tri
un
three, thrice
not
ness
or, ar, er
ory
ose, ous
some
ward
y
adj • -being,
n.-one who
full o£
to make
state, condition
like, made o£
that which,
quality or
state o£ being
being in a condition o£
act or state o£
being
to make
one who
state
relating to
without
in a way
act or state
of being
state o£ being
one who, that
which
abounding in
full·of
turning to in
direction
like or full o£
Prefixes and suffixes list prepared by Ruth Strang.
4.
Initial and ending sounds
a.
b.
c.
Listening £or beginning sounds
Completing sounds of words
Word Meaning
1.
2.
3.
Multiple meanings
Associating words and feelings
Formal and informal language
a.
b.
4.
Speech pattern
Level o£ language usage
Recall
a.
b.
Aided
Unaided
77
5.
6.
7.
8.
9.
10.
11.
II.
Hyphenated words
Synonyms-same or nearly same
Homonyms-pronounced same-different meaning and
spelling
Antonyms-Opposites
Heteronym (pronounced differently-same spelling)
Interpreting colloquial and figurative expression
Enriching imagery
Word Attack Skills:
A. Phonic and structural characteristics of words
Initial consonants-word families-simple endings
2.
3.
4.
B.
Consonant blends and short and long vowels
Syllabication, prefixes, suffixes
Teams oi, oy, ow, ou
Vowel sounds
1•
Vowel rules
a.
b.
c.
2.
3.
4.
5.
C.
When there is only one vowel in a word or
syllable, the vowel is short
When there are two vowels in a word or
syllable, the first vowel is long and the
second is silent
When there are two vowels together, the
first vowel is long and the second is silent
Rule 1 - Every syllable has at least one vowel
in it, e.g. ever-never-children
Rule 11 - Two vowels in a word or syllablefirst is long, second is silent. kit-kite;
at-ate
Rule 111 - When 2 vowels are together, the first
is long and the second is silent.
("ou" an
exception) mail, meat, pie, boat
Blended sounds of vowel forms. The combination
of au and aw makes a sound like awe. Ou and ow
makes the sound "ow" like when you are hurt.
Oy and oi make sound like boy.
Syllabication
1.
Rules for syllables
a.
Each syllable must have a vowel and a single
vowel can be a syllable
78
b.
c.
d.
e.
f.
g.
ho
i.
D.
Accents
1.
2.
3.
4.
s.
6.
The root word is a syllable and not
divided
Blends are not divided (th, str, wh, etc.)
Suffixes and prefixes are syllables
Suffix-ed if preceded by a single d or t
t._sually forms separate syllable (rest ed)
If vowel in a syllable is followed by two
consonants, the syllable ends with the
first consonant
If vowel in a syllable is followed only one
consonant, the syllable ends with a vowel
If a word ends in le, the consonant just
before the 1 begings the last syllable
(ta-ble han-dle)
When there is an r after a vowel, the r goes
with the vowel to make the "er" sound
(Rules)
In a word of two or more syllables, the first
syllable is usually accented unless it is a
prefix
In most two syllable words that end in a consonant followed by y, the first sy~lable is accented
and the last is unaccented
Beginning syllables de, re, be, er, in, and a
are usually not accented
When a suffix is added, the accent falls on or
within the root word
Endings that form syllables are usually unaccented
When a final syllable ends in le, that syllable
is usually not accented
E.
Possessives
F.
Contractions
G.
Silent letters
H.
Dictionary skills
I.
Glossary
III. Comprehension:
A. Outlining
1. Note taking
2. Sequence of ideas or events
79
3.
SkiiDllling
a.
b.
4.
5.
6.
B.
C.
D.
E.
Main ideas of paragraphs
Interpreting characters' feelings
Topic sentences
Following directions
Drawing conclusions
Reading for verification
Locating information
1.
Reference Materials in reading
a.
b.
c.
d.
2.
3.
Authors
Introductions-author's
Table of Contents
Index-use of
Glossary
f.
g.
h.
i.
j.
Title page
Copyright
Date of publication
Footnotes
Tables
Resource materials
a.
b.
s.
Card catalogs, use of
(Cross reference)
Book classifications
Care of books and other materials
Periodicals or sources of information
a.
b.
c.
d.
e.
4.
Graphs
Maps-Reading and interpreting in detail
Encyclopedias-Locating materials or research
Headings and other tYPographical aids
Library skills
a.
b.
c.
F./
Locating facts and details
Selecting and rejecting materials to fit a
certain purpose
Packets and pictures
Charts-detail
Resource people
Rate or Reading
1.
2.
Different rate for different purpose
Comprehension at high level
80
G.
IV •
Critical reading
Oral Reading
A.
B.
Choral reading and poetry
1.
Pronunciation
2.
Phrasing
3.
Rhymes
4.
Interpretations
Listening appreciation
81
PROGRESSION FOR INSTRUCTION
SPOKEN CONVERSATION (Oral language)
I CAPTIONS
/'1
!..
J
I
WRITTEN EXPERIENCES AND IDEAS
I
.1~
~
I AUDITORY
DISCRIMINATION j
/'
I VISUAL
DISCRIMINATION
I
I'
,[I
I
It
RECOGNITION OF IDEAS AS WRITTEN
I DEVELOPMENT
I
OF SIGHT VOCABULARY
.. !I
I DEVELOPMENT
OF WORD ANALYSIS SKILLS jThroug_h Wri tin_g_l
j
-
(Initial Letters,
Blends, Digraphsl
j
f
BEGINNINGS OF WORDS
I
THE REST OF THE WORD _(Families of Words)
I
(All Vowel Sounds or
MIDDLES OF WORDS
Phonemesl
I
J·
...
I PARTS
OF WORDS
(Syllables, Small Words
in Larger Words)
j
I'
I DEVELOPMENT
OF READING SKILLS AT RAPID RATE OF PERCEPTION
I
~
/
I
MASTERY OF WORD ANALYSIS j
I
SILENT READING OF BOOKS AND OTHER MATERIALS
I ORAL
~r
READING
OF SELECTED MATERIAL _I
I
82
SKILLS OR COMPONENTS OF "READING"
1.
Ability to Recognize and Analyze Words
a.
b.
c.
d.
e.
f.
2.
Use of Meaning Cues
a.
b.
c.
d.
e.
f.
g.
3.
Use of background experience
Perceiving relationships
Interpreting figures of speech
Using punctuation
Enlarging meanings of words
Grasping sequence of ideas
Seeing details
Reading for Different Purposes
a.
b.
c.
d.
e.
f.
g.
h.
i.
4.
Discriminating--auditory, speech, visual
Building a stock of sight words
Using configuration clues
Using context clues--verbal, picture
Analyzing and synthesizing through phonics--consonants,
vowel sounds (short and long), sounds in different
positions (initial final, medial, largest known portion)
Analyzing and synthesizing through structural elementscompound words, suffixes, prefixes, syllabication
To
To
To
To
To
To
To
To
To
get general import
generalize
summarize
organize
evaluate critically
recall or retain
predict outcomes
follow directions
recognize different kinds of material
Adapting Rate of Reading
a.
b.
c.
Through skimming
Through rapid-reading
Through rereading for detail
5. ·using Reference Material
a.
b.
c.
Knowing how to locate information
Selecting appropriately in materials to suit the
purpose
Knowing and using alphabetical order
83
d.
e.
f.
g.
Using dictionary--guide words, selecting appropriate
meaning
Using library
Using special reference materials--encyclopedias,
newspapers, and magazines
Utilizing oarts of books--titles and authors, tables
of contents, index, and special aids
6.
Handling Books Properly
7.
Reading Orally to Communicate--Voice and Phrasing,
Portraying Meaning
8.
Sensing Communication of Feeling in Written Material
9.
Extending Reading Interests
SEQUENCE OF PHONICS
I.
II.
Recognition of Ideas as Written
A. Sight Vocabulary
1. Learning words by their shapes as they appear
2. Children's experiences first, and then in
vicariously oriented mat-erial
Development of Word Analysis Skills
A. Beginnings of Words
1. Applying the three parts of the Alphabetic
Principle as needed in hearing, and eventually
seeing, initial letters
2. Learning to hear, and eventually see, consonant
blends and diagraphs
B. Endings of Words (or the rest of the word without
initial letters)
1. Ending sounds of words
2. Families of words (without small words in them)
C. Middles of Words (vowel sounds)
1. Long vowels as learned in initial, final, and
middle positions
2. Long vowel rules
a. E_on the end
b. Two-vowel rule (sometimes called vowel
digraph)
84
3~
Vowels affected by "R"
a. "AR" says "ARE"
b. "ER" rules (er, ir, ur, and sometimes or)
4.
Short vowels
a.
5.
Vowel dipthongs
a.
D.
"A" as in "apple", "e" as in "Eskimou, "i"
as in "igloo", "o" as in "octopus", "u" as
in "umbrella".
"oi" as in "oil", "ou" as in "out", "au" as
in "haul", etc.
Parts of Words
1.
Syllables, prefixes, and suffixes
2.
Small words in bigger words when useful
85
SAMPLES OF SKILLS PRACTICE ACTIVITIES
SAMPLE 1
Name • •••••••••• o • • •
Date • •••••••••••• o •
Page ••••
Stories I read today:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
0
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
0
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
• e e • o o • o o • • • • • • • • • • • e • e • • • o • • o
•
•
•
•
•
•
•
0
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
0
•
0
•
•
•
•
THINGS TO DO
Choose your activities from the following list:
1. Choose five words that have more than one meaning
(a) Write the word in the sentence the book uses.
(b) Look the word up in the dictionary.
(c) Write down the dictionary meaning which you think
fits the sent~nce.
2. Find as many words as you can that can be made plural.
Write the word, then write it as a plural (dog, dogs)
3. Write five words that gave you trouble or that you
think might be hard for someone else in the class.
Make a "dictionary'' of the words.
SAMPLE 2
1.
2.
3.
4.
5.
VOCABULARY STUDY
Look at the picture with your story. Write the names
of all the things you can see.
Give other titles for your story.
Find words in your story that stir up lots of action,
such as scrub and whirl.
Find words in your story which describe people and
things.
••••••••••••••• is another word to use instead of
......................
••••••••••• e •
•
o e •
o •
o e •
•
e o o •
•
can mean ... ~ ..•... -. . . • . . . • • • • or
e e o e o
sounds like the word •o••••••••••••••••
Find-words from the story that were made longer by
endings. Write the word without the ending.
•
6.
o •
•
•
•
0
0
•
•
•
•
•
•
•
•
•
86
SAMPLE 3
STORY REVIEW
1.
Tell the name of the story.
2.
Who are the important characters?
3. ' Tell one thing that happened.
4.
Is this a real or a make-believe story?
5.
Tell why you think others would like this
story.
6.
Is the title a good one?
another good one?
7.
Write seven True-False sentences about your
story.
8.
Write one or two good riddles about your story.
9.
Draw a clock to show the time when an
important event took place.
10.
What would be
Write sentences that will tell:
a. Who is the main character or characters?
b. What he did or said.
c. Why he did it.
d. When he did it.
e. Where he did it.
f. What happened at the end of the story?
87
SAMPLE 4
RECREATIONAL READING INVENTORY
Pupil's Name . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . Age . . . . .
Grade . • . • . . . • • • • • • • • • • • • • • • • • Date " •.•••••.•••••••••
Name o£ Book ••••••••••••••••••••••••.•••••••••••••••
Name o£ Story • ••••.••.••••••••••••••••••••••••••••••
Answer as Many Questions as You Can
1. What is the story about? (Indians, war, grownups, knights,
the sea, fairies, other lands,
children, animals, pirates,
and so on.)
2. Which character or person do
you like?
3. Name one other character in th~
·story.
4. Is it a story for girls, grownups, boys, or for everybody?
5. What place does the story tell
about?
6. Would you care to read the
story again?
7. Who wrote the story?
B. Is it a story that might have
happened?
9. Did you read the entire book
yourself?
10. Was it difficult to read?
11. Is the story funny, sad, exciting,
dull, instructive, or just
interest:lng?
12. What kind of a story is it?
History, adventure, science,
mystery, home life, legends,
travel, and so on.)
88
SAMPLE 5
JUST FOR FUN
Title:
"The Express Wagon"
Pages: 7-10
1. Drav a line around the
right answer:
Did Jack find the cat first or last?
Did Jack find the dog first or last?
2. Write a riddle about the story.
Prepared by: Shelley
SAMPLE 6
JUST FOR FUN
Title:
"Never Again"
Pages: 62-68
Write something that is funny in
the story.
Who did it?
What happened at the beginning
of the story?
Was it a real or make-believe story?
Prepared by: Janny
SAMPLE 7
JUST FOR FUN
Title:
"He Would Not Listen"
Answer yes or no.
1. Did the rooster eat a red
strawberry?
2. Did the hen help the rooster?
3. Did the rooster drown?
4. Did the rooster eat a green
strawberry?
Pages: 2-11
Prepared by: Anna Smith
89
GROUP WORK
COMPREHENSION
Sequence
Details
Word meaning
Critical reading
Main idea
Relationships
Inference
Judgment
Evaluation
PHONETIC ANALYSIS
Consonants
Blends
Digraphs
Vowels
STRUCTURAL ANALYSIS
Verb forms and endings
Affixes
Contractions
Possessives
Syllabication
RELATED SKILLS
Dictionary
Outlining
Skimming
ORAL READING
Expression
Intonation
Punctuation
PROJECTS IN PROGRESS
Shares interests
90
JUDGING SKILLS
FROM CHILDREN'S PERFORMANCE
Readiness for skills hinges to_some extent upon the
teacher's active searching for maturational clues revealed
by the learner as to the kind of help he needs. These
clues are uncovered by:
1.
Observing the child read orally to find vocabulary
and word recognition needs.
Which words does he miss?
basic sight words
phonetically based words
compound words
words of unknown meaning
words with basic prefixes •
Which words does he mispronounce?
How does he unravel, without prompting, words
new to him?
sounding out beginning consonants, blends, prefixes
sounding out entire word
recalling a rhymed word or similar word which
rhymes using picture clues
completing the sentence for context clues •
How does he respond to encouragement?
"Try
to get the word for yourself."
How does he respond to analysis of words missed
previously and supplied? "Let's look at these
words you missed; can you figure them out?" What
does the beginning sound say?"
How does he respond to prompting about the missing
words?
"Try it by syllables."
"Think of another word that begins the same
way."
"How might the picture help?"
"What word would make sense here?" • •
2.
Discussing what the child has read silently.
How does he tell the story?
with main points
with details
related to his own experience
incoherently •
..
91
How does he respond to general comprehension
questions?
about the kind of story
about the appropriatenes~ of the title
about its main points • •
How does he respond to "spot-checking" for details?
why the character behaved in a certain way
how the character felt at a certain time
how the character looked at certain tim~
thinking of another word • • •
3.
Using check lists and inventories.
checking off word lists at the backs of readers
sampling words in a selection
developing an informal check list
4.
Giving informal and standardized tests.
Weekly Reader
Gates
Metropolitan
Science Research Associates • • • •
5.
Conducting interviews with pupils.
sharing test results and going over the
test together
discussing difficulties encountered by pupil
in particular reading
asking pupil which skills he wants help on
evaluating results of practice sheet and
locating needs for improvement
telling about observations of pupil's reading
difficulties and strengths
asking general questions, such as "How do you
generally attack words?" or "How did you
figure that word out?"
~ESSION
III
APPENDIX A.
Sample questiors (Harry Roux)
APPENDIX Bo
Checksheet for dates of conferences
(Lynch, 1969)
APPENDIX C.
Checksheet for teachers new at conferencing
{Veatch, 1966)
APPENDIX D.
Samples of teachers' records
APPENDIX E.
Samples of children's records
92
COMPREHENSION AREA
Main Idea
-Can you give me the main idea of the book in one sentence?
-What was the plot of the story?
-Does the setting of the story affect the plot?
-Is the author writing about people living today, or people
who lived a long time ago? How do you know?
-Was this time element important to the story? How?
-Have you read any other books that are similar to this
book? How are they similar?
-How does the title of the book relate to the story?
-What kind of a story was this?
-Describe this book with an adjective.
(I£ possible).
Appraisal of Child 1 s Value Structure
-What do you think about this story?
-Was there something controversial in this book?
-On which side of the controversy are you? Why?
-After you read this story, did you feel as though you
wanted to do something about an existing problem? Why?
-Did anything in this book make you change your mind
about something? I£ so, what was it?
-Do you always believe everything you read in books?
-Would you like all your classmates to read this book?
Why?
-Did the book make fun of any group of people because
of their race, religion or beliefs?
-Was the main character in the story perfect, or did
he or she show certain weaknesses in something he did?.
Inferential and Critical Readir:.£
-Did any character in this story have to overcome a
difficulty?
-Did you learn a lesson from the story?
-I£ so, how do you think you will profit from this
lesson?
-When you read this book, did you get any ideas which
were not actually put into words?
-Did this story disagree with a previous opinion that
you had? Explain.
Sequence of Story
-I£ you were going to write a play for the class from
this book in three or four acts, what main event would
make up each act?
93
-What part would you like the best?
-What part did you think was most exciting?
-Look at this illustration. Describe what is happening
and what happened before and after this particular
incident.
-Was there a lot of description in the book?
-Did the story end the way you expected it to end?
-Would you like to change the ending in any way? Why?
About the Author
-What is the name of the author?
-Do you know anything about him or her?
-I£ you wrote the author a letter, what would you say
about his book?
-Have you read any other books written by this author?
-Would you now go and look for more books by this author?
-Do you think the author wrote this book purely for
children's enjoyment, or to give children information?
-Do you think the author might have children of his own?
What makes you think so?
REASONS FOR BOOK CHOICES AND CLUES TO PERSONALITY:
Personal Identification
-Why did you choose this book?
-Did you like the book? Why?
-Why did you choose this particular book to present
to me?
-Did you choose this book because you thought I would
be pleased'?
-What part o£ the book did you enjoy particularly? Why?
-Do you think you would enjoy living like, or being
like, the person in the story? Why?
-Did any part of this book bore you? Why?
-Has anything ever happened to you like what happened
in the story?
-Which character in the story didn't you like and why?
-How did the story make you feel? (happy, angry,
thankful, etc.)
Awareness of Peer Group Action
-Was there anyone in the story who seemed lonely?
you ever feel lonely in our classroom or on the
playground?
Do
94
-Was the main character in the story popular or unpopular? Who do you think in our classroom is popular?
-Do you think there might be some children in this
classroom who would like the same kinds of books
that you like? Why do you think so? .
-Do you ever get together with your friends to read
books?
-Would you rather read to a friend than have a friend
read to you?
Evidence of Modification of Behavior
-Do you read more books now than you used to? Why?
-When you are asked what you would like to have for a
gift, do you request books? If yes, for what tYPe of
book do you ask?
-Do you have some problems like people had in the story?
How do you try to solve these problems?
-Do you usually ask Mother and Dad to help you with
your problems or do you prefer to ask your friends to
help you?
-Did any of the actions in the story remind you of
something you ever did?
-Did any character in the story do anything that you
would be ashamed or afraid to do? Explain.
MECHANICAL SKILLS:
Word Definitions
-Here is an unusual wordo Can you tell me what it means?
-Can you tell me another word that means the same or
almost the same thing?
-If I said (naming an antonym or homonym), would you say
this word was (the same or opposite) in meaning?
-Did you find any words that had a different meaning
when you read them somewhere else? What was the
difference?
-Can you use this word in a sentence?
-Can you find a word on this page that has more than one
meaning? (bat, ship, walk, for example)a
Study Skills
-Show me the index, (table of contents), title page, etc.
-What thing(s) does this page tell us?
-Find page(s) where such and such is described.
95
.·. ~- ' .
. ·'·:·
-Did pictures help you understand this book? How?
-How do you find things in-the index, (table of
contents, title pa·ge)?
-Can you locate the setting of this story?
-Can you find the general topic o£ this story in
another book? In any reference books? Other texts
in other subjects?
-Can you tell me the thread o£ the story by looking
at the table o£ contents?
-Skim the page to find out such and such.
-Are there any graphs, charts, or maps which helped
you? How?
Ability to Analyze Unknown Words
-Show me a word you did not know. How did you figure
it out?
-Here is a word that seems difficult. What is it?
-How did you figure it out? (initial letter, blend,
rhyming, ending letter, vowel sounds, and general
configuration).
-Let me cover up part o£ it. Now what do you see?
Say it, now here is the whole word. Can you say it?
-The word starts like
-------but rhymes with------Try it.
-Choose a word at random:
1. What is the -root -word?
2. What is the prefix?
3. What is the suffix?
4. Unlock the word meaning £or me by telling me
what this word means with a prefix, a suffix,
or both.
96
RECORD OF CONFERENCES
NAMES
Conference Dates
97
CHECKSHEET FOR TEACHERS NEW AT CONFERENCING
1.
Is the class settled down and absorbed in independent
work?
2.
Has each child planned his independent work so that
he will be continually absorbed until it is time to
stop the reading period?
3.
Is your notebook ready with a page and plenty of blank
paper for each child?
4.
Is your place for the individual conference suitable?
i.e., is it out of earshot and line of sight of the
rest of the class? Is the blackboard near? Is paper
handy for on-the-spot teaching side by side? Can you
still see everyone well enough to keep tabs on the
whole class?
5.
Have you thought through those few unique individual's
problems that you know you will be facing that period?
6.
Are you comfortable about your plans for the ensuing
group sessions?
7.
Will the classroom arrangement permit smooth sailing
from activity during the independent seatwork period?
8.
Are children aware of and trained in classroom routines
such as: changing their books, securing supplies,
leaving the room, coming for a group, etc.
9.
Are you clear in your own mind as to questions you
must ask, or steps you must take, with each child even
if you do not know the particular book the child
brings to the conference?
10.
Are you sure you know how to involve each child in
his own learning so that he recognizes and begins to
tackle that which he does not know?
98
INDIVIDUAL READING RECORD
DATE
TITLE
AUTHOR
SIGHT VOCABULARY
PICTURE CLUES
CONTEXT CLUES
COMPREHENSION
ORAL READING
EXPRESSION
PHONICS
Consonants
Vowels
STRUCTURAL ANALYSIS
WORDS MISSED
99
Test Score
I .Q •
Name
Age
Date
Book
Interests
Name
Age
Date
Skills Needed
Group or Independent
Assignments
Reading Score
I oQe
Book
Comments
Special Work Needed
Good Points
Today's Reading
100
SAMPLES OF CHILDREN'S RECORDS
Name - Theresa
The Kings Wish
the king alwas wanted to
go fishing.
He wished
one day, when he went
fishing he got captured
then the bad men were
capered.
The Curious Cow
Endo
Katy is a cow.
She was
alwas curious.
She went
into her neighbors yard
for some other kind of
grass.
It taste the same.
One time she got in a
hole.
She got out.
:
101
WEEKLY RECORD SHEET
Name____~-------------------------- Date______________________
READING
MON.
Words
1.
2.
3.
4.
s.
TUES.
WED.
THURS.
102
NAME
CATEGORIES OF BOOKS I HAVE READ
Adventure
Classic
F
Fairy Tales
I
Humorous
c
Legends
T
Mystery
I
Plays
0
Poetry
N
Science Fiction
Short Stories
Family
N
Animal
0
Animal
N
Sports
F
Autobiography
I
Biography
c
Cultural (Music;Art;Hobby)
T
Historical
I
Science
0
Travel (Social Studies)
N
103
Name
Book Title
Author
Dates
Opinion of Book
•.
(3 x 5 card, one for each book)
Name
Book
Dates
Comments
Recommendation
Name
Book and Author
Dates
_Sharing Activity
SESSION IV
APPENDIX A.
Sharing activities (West, 1964}
APPENDIX B.
Sharing activities (Darrow and Howes, 1960)
APPENDIX C.
Sharing activities
104
SHARING ACTIVITIES
I.
Fictional Stories
1.
Recording "
a. Keep individual record of titles read; dates;
pages.
b.
"Beginning book report": Title, author,
publisher. List important characters: illustrate, name. For more capable learner:
comment about the book--what liked or not
liked; why someone else should read it.
c.
I£ book contains several stories, list titles
of most interesting ones, as well as book
title.
2.
Illustrating
a.
Illustrate main characters.
b. Pictures of main events in sequence~
c. Illustrate most exciting events, or best liked.
d. Make book jacket for story.
e. Make diorama of favorite part of story.
£. Make miniature stage setting for exciting scene.
3.
Committee work
a. Prepare a dramatization of part of the story.
b. Prepare parts to identify characters in story.
c. Make list of questions to ask others who have
read the story •.
d. Prepare answers to such questions.
e. Report on books or stories relating to unit
studies sections of basal readers.
f.
Arrange book displays:
"Our Favorite Books':';
new and old books.
g. Classify book lists according to subjects;
illustrate.
4.
Oral reporting--audience situations
a. Show illustration and tell about it.
b. Prepare interesting part of story to
why liked it.
c. Decide if story could be true; could
Choose selections from story to read
prove decision. Lower ability pupil
illustrate and tell to prove.
5.
read; tell
not be.
orally to
could
Written activities
a. Write title or sentence for illustrations.
105
b.
c.
d.
e.
f.
g.
h.
II.
Write sentence which tells of author's
illustrations.
Make list of unusual, how, or difficult words.
Write something about t~e author (upper
grades).
Write answers to blackboard or mimeographed
questions prepared by teacher; group; committee.
Creative writing: original poems, plays,
stories, essays; illustrate.
Select important news and write a summary for
class or school paper.
Make bibliography: organize for mutual interests.
Factual Interests
1.
Recording
a. Make a record of what was done to follow directions of sin~le experiment.
b. Keep records of temperatures, weights, measures.
c. Title and pages where directions were found.
2.
Research
a. To identify collections, such as shells, stamps.
b. Make scrapbooks of pictures of collections-pets, animals, social studies interests, science.
c. Find picture words to illustrate each letter of
alphabet: find pictures to illustrate these words
or draw own illustrations.
d. Find stories which will answer questions of the
group concerning social studies, science, other
interests.
e. Before taking a trip: plan what to see, how to
go, places of interest to visit.
3.
Committee work
a. Groups work to find facts concerning interests.
b. Organizing and recording information and realia.
c. Organize bulletin board, book table, or
collections.
d. Classify book lists according to subjects.
e. Illustrating: time lines, murals, experiments.
f.
Compile bibliography for background of current
news events; arrange display.
4.
-Oral reporting--make preparation for the following:
a. Tell about a simple experiment and results.
b. Report findings concerning group interests which
have been learned through trips or interviews.
106
c.
d.
5.
Tell about collections.
Report interesting facts found when reading
about interests.
Written activities
a. Make lists of subject words: colors, food,
phases of science, flowers, pets, etc.
b. Make a "picture" dictionary illustrating
picture or subject words.
c. Find answers to questions of the group; list
pages; make a bibliography file for reference.
d. Record references to information found in
library: pictures; junior encyclopedias,
topical interests; include topic, pages,
authorities, dates.
e. Summarize information learned from charts,
graphs, maps.
f. Compile bibliography of mutual interests; make
3 x 5 card file for'reference and expansion.
107
SHARING ACTIVITIES
1.
Activities to share information gained from reading:
-performing an experiment
-building a model
-giving a short talk
-conducting interviews
-making an oral or written report
-making charts, graphs, maps
-partic~pating in panel discussions
-writing questions and answers about the story
2.
Activities to interest others in reading:
-painting posters, murals, or book jackets
-preparing displays or bulletin boards
-arranging a book table or an exhibit
-making a scrapbook
-developing book lists around special interests
3.
Activities to share feelings and impressions:
-making book reports or book reviews
-telling about the main character or an exciting
incident in a story
-reading favorite passages aloud
-preparing and p-resenting a play about the story
-illustrating parts of the story or preparing a
flannel-board presentation
4.· Activities to extend learnings:
-writing an original story, poem, or play
-building a miniature model of a scene or object
in the story
-making a book of cartoons or comic strips
-dressing a doll like one of the characters in
the story
-preparing simple word puzzles or quizzes
-developing a collection of things discussed in
the story
Some of these activities are shared with the whole class,
others with a small group, another child, or the teacher.
For example these ways are used:
Two _or three children sit together just for the sake
of companionship. Each reads his own book and
shares interesting parts, exchanges information, or
calls attention to a picture ••••
108
Larger groups serve as an audience for a play,
participate in a choral reading, or listen to individual book reviewers.
The whole class discusses what children, individually
or in panels or groups, have presented about a
topic of interest or unit of study.
The class divides up for simultaneous sharing in small
friendship groups.
The child shares a new discovery, an interesting part
of a story, or a picture in a very personal way with
the teacher or a best friend.
A child, small group, or the whole class prepares a
bulletin board, display, a mural, -- for others to
enjoy.
ORAL.AND WRITTEN EXPRESSION
1.
Review a book for children at a lower grade level.
2.
Pr.esent a brief biography of a favorite author and
tell about some of his books.
3.
Record a story or excerpts from a story on the tape
recorder.
4.
Present interesting facts about an illustrator or compare illustrators.
5.
Read to the group an interesting part of the book
being reviewed.
6.
Participate in a panel discussion about a book which
several children have read.
7.
Write a movie script for a good action story.
8.
Share books about how to make or how to do specific
things by having the readers give oral or written
directions.
9.
Present a vivid oral or written description of an
interesting character in a book.
109
10.
Write or tell different endings or make other changes
in the story.
11.
Write to favorite authors (See ,article in Elementary
English February 1956).
12.
Write a letter to a friend recommending a book.
13.
Write a synopsis of a story using summarizing skills.
14.
Write a brief summary on a 3" x 5" card to be kept in
a class file, organized by subject.
15.
Create poetry about a book.
16.
Make a passport book based upon stories read in many
subject categories o£ the library.
17.
Read or tell a story to a younger brother or sister.
ART
18~
Decorate a book jacket in any desired manner and write
an advertisement to accompany it.
19.
Create a series o£ original illustrations £or a story
which requires good judgment in the selection o£ incidents.
20.
Create story animules.
21.
Illustrate a story through the use o£ puppets (paper
bag, papier-mache, cloth, stick, others).
22.
Lend a creative atmosphere to a book corner by making
mobiles pertinent to books.
23.
Make clay figures o£ important characters in a booko
24.
Use the flannel board to tell incidents in a story.
25.
Make a group picture about incidents or characters in
a particular book which several o£ the children might
have read, or £rom a story the teacher has read to
the class.
DRAMATIZATION
26.
Portray an author presenting his book £or the first time.
110
27.
Act out a pantomime so children may guess about the
story and then want to read it.
28.
Dress as one of the characters in a story and describe
the role he plays.
29.
Take part with other children in a dramatization of a
favorite book.
30.
Bring phonograph recordings that might apply to a
particular story.
PROJECTS
31.
Make a diorama or panorama of events illustrating an
important book.
32.
Use postcards, photographs, slides· and pictures clipped
from magazines, as an illustrated lecture if a travel
book is read.
33.
Make a television or radio set to advertise books for
the other children.
34.
Make a "movie" o£ a book by drawing a series of pictures
on a long sheet of paper, the ends being fastened to
rollers, which are turned to move the pictures into
view.
35.
Make a scrapbook of pictures highlighting information
gained on certain types of books •
. GAMES
36.
Play a detective game with word clues using a map and
a plastic overlay. Use a grease pencil to determine
where the story took place.
37.
Play a guessing game with word clues to identify the
character in a story.
38.
Play a quiz game with children who have read the same
book. Write a set of questions to be used in the
game.
SESSION V
APPENDIX A.
One way to teaching reading (Fratti in
Veatch, 1966)
APPENDIX B.
Incomplete sentence inventory, autobiographies, picture story (Darrow and
Howes, 1960)
APPENDIX C.
Guides for help in book selection (Veatch,
1966)
APPENDIX D.
Table for percentage of children in each
grade ready for each book level (Olson
in West, 1964)
APPENDIX E.
Nancy Larrick's Survey (West, 1964)
APPENDIX F.
Classroom arrangement (Veatch, 1966)
APPENDIX G.
Classroom arrangement
111
ONE WAY TO TEACH READING
to
Individualized Reading
Make Up Your Mind
Consult with School and Parents
Decide Who Will Participate
h Books
Three to five per child
1
Wide range o£ difficulty
Plan Work Period
Independent individual
and group work
Readers and nonreaders
Free-moving tra££ic
Establish Routines
Getting and returning books
Plan £or keeping
records
112
Incomplete Sentence Inventory.--Children frequently
make revealing statements about themselves and their feelings
when asked i:o complete a sentence with familiar beginning
words supplied by the teacher. Examples like the following
can be used:
Sometimes I dislike ••••••••••••••
I like . . . . . . . . . . . . . . . . . . . . . . . . . .
o
I work best when •••••••••••••••••
My favorite story ••••••••••••••••
Reading . ..
Cl
•••••••••
D
•••••••••
~
••
The library ••••••••••••••••••••••
I get mad when •••••••••••••••••••
Autobiographies.--With young children a good technique
is to have each child make a book about himself.
In this he
can include stories and pictures o£ himself, £ather, mother,
pets, friends, toys, home, and so on. Pictures can be photographs or perhaps pictures cut £rom magazines to represent
various things in his life. Older children can write their
autobiographies. Some times an outline will help them to make
a complete story. This might be cooperatively developed by
the class or the teacher might suggest topics such as:
My
My
My
My
My
My
Life Before I Started School
Elementary School Days
Home
Friends
Interests and Hobbies
Future
Picture Story.--Students bring a picture, draw a picture,
or use one provided by the teacher as a basis £or a written
or oral story. They include in the story such things as what
has happened, how do the people £eel, what are they doing, and
how does it end.
Information £rom these stories will often
provide valuable insights into the child's world, his feelings,
and his needs.
113
GUIDES FOR HELP IN BOOK SELECTION
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Larrick, Nancy. Teacher's Guide to Children's Books.
Columbus, Ohio: Charles E. Merrill Books, Inc., 1960.
An excellent source for those teachers who have money
to spend or questions to ask about children's books.
Barbe, Walter o. An Educator's Guide to Personalized
Reading. New York: Prentice-Hall, Inc., 1962. Chapter
6 contains many details that are helpful indeed.
Arbuthnuot, May Hill. Children and Books (rev. ed.).
Chicago: s.cott, Foresman & Co., 1957. Is still a major
text including a comprehensive list ·and detailed study
of books children like.
Bowker, R. R. Co; Best Books for Children, New York:
1961. Contains a graded, annotated list of 3,300 books
for children.
Fenner, Phyllis. Proof of the Pudding: What Children
Read. New York: John Day Co., 1957. A comprehensive
list of the best books of all times, why children like
them, and interest level •. It offers such suggestions
as "read-aloud" books and 100 best books for the home
library.
Giles, Ruth, and Cook, Dorothy. Children's Catalogue.
New York: H. W. Wilson & Co., 1951. This book contains
3,400 titles--annotated, graded, and categorized as to
subject.
Larrick, Nancy. A Parent 1 s Guide to Children 1 s Reading.
New York: Doubleday & Co., 1958. Contains an annotated
bibliography--in the main, the book is devoted to answers
to parents' questions on readingo
Spache, George D. Good Reading for Poor Readers (rev.
ed~).
Champaign, Ill.: Garrard Publishing Co., 1963.
Gives both reading and interest levels of tradebooks.
Annotated lists of workbooks, games, newspapers,
magazines, and periodicals are also presented.
Thompson, Jean, Books for Boys and Girls (rev. ed.).
Toronto: Ryerson Press, 1959. Annotated book list in
nineteen broad categories for children of all ages.
Tooze, Ruth. Your Children Want to Read. New York:
Prentice-Hall, Inc., Chaps. 5-8.
Tooze, R., and Krone, B. P. Literature and Music.
Prentice-Hall, Inc., 1955. An excellent resource for
social studies.
114
Percentage o£ Children in Each Grade
Ready £or Each Book Level
Grade Level {in percent)
Book Level
Grade
N.S.
Kgn.
1
Age
5
6
7
2
8
9
10
11
12
13
14
15
16
3
4
5
6
7
8
9
10
t
II
III
2
2
8
2
23
50
23
2
24
33
24
8
2
5
11
20
24
20
11
5
2
IV
7
9
10
16
17
16
10
9
7
v
7
9
10
16
17
16
10
9
7
VI
7
9
10
16
17
16
10
9
7
Nancy Larrick's Survey
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17o
18.
When do you have the most £un at home?
Why do you have a pet? Or why not?
What person do you like to play with best o£ all?
At school whom do you like to play with?
What do you like to play indoors?
What do you like to play outdoors?
What is your favorite sport?
What 1s your favorite hobby?
What is the one thing you want to learn more about?
What is the one thing you want to learn to make?
I£ you could do anything you please next Saturday,
what would you do?
I£ your class could take a one-day trip, where would
you like to go?
What is your favorite movie?
What is your favorite television program?
What is your next favorite television program?
Wl~at book have you enjoyed reading more than any other?
What do you like to read about?
animals
science
make-believe
nature
covered-wagon days
sports
knights o£ old
What person (in real life or in history) do you want to
be like?
115
ARRANGING THE CLASSROOM
Hall
Tall Boo
J
Chalkboard
<>
D Groups
Chairs for
0
D
Teacher Pupil
Area
DOD Conference
On Deck Chairs
000
0
0
Ill
rt
0
~
0
{/l
(D
rt
{/l
Tall Bookcase
Bookcases Under Windows
116
SUGGESTED ROOM ARRANGEMENT TO ACCOMMODATE INDIVIDUALIZED
AND/OR PUPIL TEAM ORGANIZATION
l
Language
Experience
Station
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SESSION VI
APPENDIX A.
-/
The reading period (Veatch, 1966)
117
THE READING PERIOD
1.
Planning the Reading Period
I
I'
2.
Self-Selection of Books
I'
~
3.
Independent Work Period
4.
INDIVIDUAL CONFERENCE
5.
Organization of Groups
lt
j Instructional
Purposes
I
\_,
Independent
Work
-'-'
6.
Sharing, Follow-Up, and Evaluation
It
f
1.
Instruc·tional
Group Work
Independent
Group Work
~'
Independent
Individual Work
Start over again-Planning the Next Reading Period
SESSION VII
APPENDIX A.
Children's self evaluation
APPENDIX B.
Oral Reading Self Evaluation
APPENDIX C.
Self-Evaluation Checklist for teachers
{Veatch, 1966)
APPENDIX D.
Informal questionnaire {Lynch, 1969)
/
118
CHILDREN'S SELF EVALUATION
'H
0
~
(])
(])
~
1. I choose a variety o£ books to
2.
3.
4.
s.
6.
7.
8.
9.
10.
11.
I do not read only one
read.
type o£ book.
I use my spare time to read
because I enioy it.
I can figure out a word I don't
know by seeing how it is used in
the whole sentence.
I raise my
I set my own goals.
reading level by choosing more
difficult books which I can
still read.
As I read, I think about what
the author is trying to say.
Before I have finished a book I
can predict a possible ending
£rom what has gone on before.
I can think up ways of having
interesting book reports.
I enjoy telling others about
good books I have read.
I ask others about good books
they have read.
I do not choose a book because
it looks easy to read.
I keep my Reading Diary up to date.
119
NAME_____________________________________
DATE________________
ORAL READING SELF EVALUATION
Select something to read.
Tape your reading £or one or two minutes.
Then listen to your tape.
Complete the following:
After listening to the tape I made I think that I need to •••
(Check- those things you feel that you need to work on)
----Select easier
----Read smoother
reading materials
_______Pause after periods
----Pause after
----Read slower
------~Read
___
cownas
with more expression
Read louder
....;.
What else can you do to improve your reading?
Do you think that your reading (oral) has improved since the
last recording you made?
Yes
No
120
SELF-EVALUATION CHECKLIST IN INDIVIDUAL READING
1.
Have I examined the reading records in the record
card folder?
2.
Have I examined the I.Qo, reading, and other pertinent
test data on the test record card?.
3.
Have I administered the informal text book text?
4.
Have I made written records of each pupil's strengths
and weaknesses?
5.
Do I have a 5 x 8 card or notebook section for each
pupil?
6.
Does each child have a reading envelope or a reading
notebook?
7.
Have I established routines for taking and returning
books?
8.
Have I established routines for indicating when a book
is being read?
9.
Do I have a way of keeping track of public library
or private owned books that have been brought in by
the pupils?
10.
Do I keep systematic check and written record of the
number and rotation of individual conferences?
11.
Have I developed a vocabulary for children's comments
about books?
12.
Have I established a method for each child to keep a
record of his word growth?
13.
Do I have records to show which children have read a
particular book?
14.
Have I formed flexible groups based upon common
needs?
15.
Am I developing skills based upon individual, group,
and class needs?
121
16.
Am I using workbook material selectively to eradicate
individual, group, and class weaknesses?
17.
Am I using the reading to inte-grate the various
language arts-writing; discussions, etc.?
18.
Have I developed a variety of pooling procedures for
sharing books?
19.
Am I guiding pupils' reading so as to widen, elevate,
and refine tastes?
20.
Am I seeking natural ways of integrating reading with
other curriculum areas, e.g., science, art, etc.?
21.
Does my room tastefully reflect a rich reading program-charts, book displays, letters, paintings, stick
puppets, etc.?
22.
Am I familiar with the following basic references?
a.
b.
c.
Draper, A Practical Guide to Individualized
Reading, Publication No. 40, New York: Bureau of
Educational Research, New York City Board of
Education.
J. Veatch, Individ3alizing Your Reading Program.
W. B. Barbe, Educator's Guide to Personalized
Reading Instruction, New York: Prentice-Hall, Inc.,
1962.
23.
Does my plan book show the names of those for whom
conferences are planned, ways of pooling for the week,
vocabulary work, and group work?
24.
Does my plan book make provision for specific reading
skills I plan to teach each week, and do I list
sources I will employ toward this end?
25.
Have I made an index card for every book furnished
by the school for the reading program?
26.
Have I made a list of publishers and their addresses
easily available for each child?
122
INFORMAL QUESTIONNAIRE
1.
What did you enjoy most about individualized reading?
2.
What would you change about it?
3.
What are the most important things to tell next year's
class at the very beginning of the year about
individualized reading?
4.
What was the most difficult for you to get used to in
individualized reading?
5.
What activity did you enjoy most?
6.
If we could get more copies of certain books next year,
which three books would you recommend?
7.
What book did you read this year that you would like
to read again or to share with someone?
8.
What book characters have stayed in your mind after a
whole year of reading?
9.
Where did you improve most in your reading this year?
10.
Where do you think you still need some help?
11.
What member of our class seems to you to have made the
most progress in reading this year? What are your
reasons for selecting that person?
12.
What new interest did you acquire this year?
responsible for starting that interest?
13.
Would you like to continue to read the way we have
been reading this year? Why?
14.
Please add any ideas you think might be helpful to
the children next year.
What was