xt7jh98zd40z https://exploreuk.uky.edu/dips/xt7jh98zd40z/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1947-06 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Getting the Intermediate Reading Program Under Way", vol. XV, no. 4, June 1947 text 
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0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

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GETTING THE INTERMEDIATE
' READING PROGRAM UNDER

WAY

 

Published by

DEPARTMENT OF EDUCATION

JOHN FRED WILLIAMS
Superintendent of Public Instruction

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

 

 

 

 

 

Vol. XV JUNE, 1947 No. 4

 

  

   
  
  
  
   
  
  
 

  

 

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TABLE OF CONTENTS
Foreword ........................................................................................ 169
Selecting Purposes and Functions of the Program in the
Intermediate Grades ...................................................................... 171
Diseovering the Reading Needs of Children .............................. 173
Developing Basic Reading- Skills in Comprehension ................ 179

Oral Reading for Speech Improvement and Communication 188 '

Reading in the Content Field ...................................................... 201
Encouraging Appreciation for Literature .................................. 209
Reliable Book Lists ........................................................................ 212

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FOREWORD

This Bulletin deals with the teaching of reading in the inter—
mediate grades. It is limited to the intermediate grades because the
problems of beginning reading were dealt with in the Bulletin under
the title of “Getting the Primary Reading Program Under Way”
which was published first as Volume XIII, No. 4, June 1945, and
reprinted twice. This Bulletin takes up where Volume XIII, N0. 4,
left off.

This Bulletin was prepared under the leadership of Western
Kentucky State Teachers College faculty in Elementary Education
in close cooperation with three members of the staff of the State
Department of Education’s Bureau of Instruction. Teachers and
supervisors from the public schools and staff members from other
colleges were contributors and consultants. To this group of persons
who gave of their time and talents appreciation is expressed. The
names of these persons follow here:

CORE COMMITTEE

Dr. Mary 1. Cole, Associate Professor of Education
Co-chairman Western Kentucky Teachers College
Dr. Mabel Rudisill, Associate Professor of Education
Co-chairman Western Kentucky Teachers College
Dr. Richard E. Jaggers Chief, Bureau of Instruction
State Department of Education
Mrs. Naomi Wilhoit Supervisor of Elementary Education
State Department of Education
Mr. Ishmael Triplett Director, Division of Free Textbooks

State Department of Education

WRITER’S COMMITTEE

Mrs. Suda East Butler Elementary Supervisor, Jefferson
County Schools

Miss Jean Doyle Elementary School Prin., Lexington
City Schools

Mrs. Mary K. Duncan Head, Dept. of Elm. Educ, Univer—
sity of Kentucky

Mrs. O. A. Durham Dept. of Educ, Lindsey Wilson

‘ Junior College

Miss Nan Lacy Elm. Supervisor, Lexington City
Schools

Miss Audrey Maupin Elm. Supervisor, Clinton County
Schools

169

 

 

  

 

 

 

 

 

A guy; »--r

Dr. Mabel Rudisill
Sister M. Maurice

Miss Sara Taylor
Mrs. Julian Tyng

Mrs. Naomi Wilhoit

Associate Professor of Education,
W. K. T. C.

Supervisor of Teaching, Ursulinc
Motherhouse, Louisville

Director, Reading Clinic, W. K. T. C.
Assoc. Prof. of Educ, Eastern Ky.
Tchrs. College

State Department of Education

ADVISORY GROUP

Miss Eva Barton

Miss Elizabeth Britton
Miss Mary Browning

Dr. D. T. Ferrell
Miss Louise Galloway
Dr. F. C. Grise

Miss Bonnie Howard
Dr. L. F. Jones

Mrs. Mary Marshall

Miss Lula Rigsby

Miss Margery Settle
Sister Georgia Marie
Miss Emma Stith
Dr. W. S. Taylor

Miss Ruby Warden

July, 1947 ‘

Elementary Supervisor, Metcalfe
County Schools

Cane Run School, Jefierson County
Supervisor, Early Elm. Educ,
Louisville City Schools

Head, Department of Education,
Eastern State Teachers College
Library Consultant, State Depart-
ment of Education -

Dean, Western Kentucky Teachers
College

Supervisor, Later Elementary
Education, Louisville City Schools
Head, Department of Education,
W. K. T. C.

Elm. School Prin. Bardstown City
Schools

Elm. School Prin., Bowling Green
City Schools _
General Supervisor, Daviess County
Schools

Supervisor of Teaching, Ursuline
Motherhouse, Louisville

Dept. of English (Children’s Liter-
ature) W. K. T. C.

Dean, College of Education, Uni-
versity of Kentucky

College Street School Bowling Green
City Schools

JOHN FRED WILLIAMS
Superintendent Public Instruction

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SELECTING PURPOSES AND FUNCTIONS OF THE READ-
ING PROGRAM IN THE INTERMEDIATE GRADES

Reading is one of the most important means of learning and of
vecreotion in school and in life outside of school. The citizen of to-
day has fai more need to be well informed than ever before, and he
has at least as much need for wholesome recreation. Therefore,
tiaining children to read for information and for pleasure is one of
your major responsibilities as teachers. This training is only begun
in the primary grades; it must be greatly extended in the inter-
mediate grades.

The program for the teaching of reading must be carefully
planned by each, teacher just as any other important undertaking
must be carefully planned if it is to be successful.

If you were to visit an intermediate grade room in which the
reading program is wisely planned and executed, you would see
many evidences of good planning. You would not see all the evidences
of good 1eading program during one period, but during the whole of
a school day and of a school week probably you would see all of the
Signs of important achievement in reading and the happy use of
reading for learning and for recreation.

Some of the evidences of a good reading program which you
should see when you observe such a program are listed here:

1. The teacher is constantly studying each child’s abilities,
needs and interests: his physical capacities and needs, his
social and emotional adjustment, his various reading skills,
and his interests and enthusiasms for informational and
recreational reading.

re

Children are grouped for instruction in reading according
to their abilities and accomplishments regardless of the grade
in which they happen to be placed.

‘10

Regardless of the particular grade, materials of varied
levels of difficulty and a variety of interests are provided so
that all children are able to read materials suited to their
individual abilities:

a. in the instructional reading program,
b. in the content fields,
0. in literary and other interest areas.

171

 

 

  

 

 

 

 

 

 

 

 

 

 

4. Children are being trained in the basic reading skills ac-

cording to their individual needs :

a. They are constantly gaining new word meanings and
the ability to pronounce new words independently;

b. They are growing in the ability to grasp the meanings
of sentences and paragraphs of increasing difficulty;

0. They are growing in the ability to locate information
independently in various types of reference materials;

d. They are learning to evaluate and organize ideas from
reading for the solution of problems; they are learning
to think critically and to draw sound conclusions;

e. They are being trained in silent interpretation;

f. They are being trained in the oral reading skills.

0. 'l‘hronglmnt the school day children are reading for impor-

tant purposes :

a. They are reading to gain information in the various
content fields to satisfy group and individual needs;

b. They are independently enjoying the reading of literary
and other materials of interest;

c. They are enjoying the use of oral reading in audience
situations for sharing information and pleasure, and are
increasing in their appreciation for literature.

Your reading program in the middle grades will be successful
to the degree that children read. The devices used will be valuable
to the degree that they help you to get children to read. You will
be successful to the degree that you know definitely the things you
Want to accomplish and are able to get the children to accept these
objectives.

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DISCOVERIN G THE READING NEEDS OF CHILDREN

Yon will recognize at the beginning of the school year that the
thirty children in your classroom do not have the some reading
abilities. You will recognize that much of each child’s success in
school depends upon his ability to read well. In order to plan a
reading program that meets the needs of each child in your group,
you will first want to learn what those needs are. You will want
to know how he reads orally, what errors he makes, how well he
comprehends what he reads silently, how he attacks new words, and
on what level he can do his best reading. You will need to know his
attitude toward reading, whether he has visual, hearing or speech
difficulties, and whether he has other reading difficulties to overcome.
All of these factors are important in planning a program of develop-
mental and corrective reading.

You may begin to check each individual’s needs by first dis-
covering how he reads orally. This may he quickly and easily accom-
plished by having the child read short paragraphs from several
readers, one for the grade in which he has been placed, one above
grade and two below his grade placement. He may begin with the
easiest book. If he can read with ease and if he comprehends, a
book on the next level is tried. The testing should be continued
until he reaches a level in which he fails to recognize not more than
one out of every twenty words read. This is his instructional level.
As the child reads from the several books, check the particular diffi—
culties he displays. Following is a suggested list of possible diffi-
culties:

1. reads one word at a time,
2. mispronounces words,
3. substitutes words,
4. omits words,
5. repeats words,
6. adds words,
7. has poor phrasing,
8. cannot “figure out” new words,
9. ignores punctuation,
10. reads in sing-song tone,
11. reads in high-pitched voice,
12. shows nervousness,
13. appears timid and shy,
14. holds book at peculiar angle and evidences eye strain,
15. cannot hear well,
16. has speech defect,
17. dislikes reading.

173

 

 

  

 

 

 

 

 

 

 

There may be other evidences of reading difficulty——any and all
of these you will check as he reads orally. This checking may be
done on a note book or chart. The chart is an excellent device for

INVENTORY OF ORAL READING DIFFICULTIES

 

 

 

 

 

 

 

 

 

 

 

 

 

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showing at a glance both individual and group needs. In looking

over the chart, you will usually find your class can be divided into
three groups for instructional purposes.

The oral check test just described does not reveal the child’s
ability to comprehend. A second test is needed to show how well he
comprehends what he reads silently. The silent reading test may
be given to all children at the same time—each child using a book on
his instructional reading level. The children are told on which page

to begin reading when the teacher gives the “g0” signal and are to ,

continue reading until the selection is finished. When the story is
finished. the children answer ten questions the teacher has written
on the board. If the child answers (3 of the ten questions, his com-
prehension score is 60%. If the child comprehends less than 80%,
he needs specific help on improving comprehension.

You may desire to. include some formal tests in your diagnosing.
These tests may be intelligence tests, special reading tests and general
tests. Standardized achievement tests give the approximate status
of each pupil in terms of reading age or grade norms. This knowl-
edge Will assist you in adapting your methods of instruction to the
needs of the individual pupil, and in guiding him in the selection and

‘reading of books appropriate to his level of ability. The grade

placement indicated by a standardized test is usually too high for

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the child‘s instructional level. A standardized test given early in
the school year and again at the close, provides an approximate
measure ofvthe growth in reading during that term. Difierent forms-
of the achievement test should be used at each time.

This testing program gives more accurate information than a
single test can assure. If the score is very low the pupil should be
given the Binet individual test to secure more accurate results. The
purpose of testing is to provide accurate, objective and unbiased in-
formation concerning the pupil ’s native ability.

Whenever it is practical the informal teacher-made tests
should be followed by some forms of a Standardized test. Only
through such a combined program can we be sure of the reliability
of the data obtained.

You will need to know even more about your children than the
tests reveal if you are to help them improve their reading.
Since each pupil differs from all others in personality and in environ-
mental background these factors must be considered when planning
a program. Physical factors too, will determine in some measure, the
materials and the methods to be used in each case. Unless you
recognize these factors and plan your program with them in mind,
you cannot help the pupil to reach his full development in reading
power.

1. Certain personality factors should be considered:

1. Some children fail to learn to read because they arr (motion-
ally unstable; others become emotionally unstable because
they fail to learn to read. If a child comes from a. home
that is in a continuous tumult he is so emotionally upset that
he is unable to get along with teachers or playmates. He fails
in school because emotion blocks his learning process. He
feels insecure and becomes sullen, gets into fights, is impndent
and does not make the progress his intelligence indicates.
Such a child must be made to feel secure at school and to
enjoy some sense of achievement before he can be helped to
overcome his reading difficulty. Too difficult material often
blocks learning. By selecting material on the child’s level
and interest we may build up the child’s confidence and by his
experience of success (even though. the material is easy)
we may remove this emotional blocking. Much of this you
can find out by watching the child doing different things. If
you feel you need additional help you may use The Cali-
fornia Test of Personality. It gives a profile of Personal and
Social Adjustment. (California Test Bureau, 5916 Holly-

175

 

 

 

  

 

 

 

 

 

wood Boulevard, Los Angelcs 28, California) California Per-
sonality Test Elem. Form A and B (Grades 4.4)).

b. To be able to develop his abilities normally, the child should
work and play with other children harmoniously. In order
to help each child to attain this goal the teacher must study
his potential powers so as to help him utilize and develOp
them. The following questions will help the teacher in this
study:

(1) Is he a leader or follower?

(2) Does he obey cheerfully?

(3) Is he unselfish and considerate of others?

(4) Is he honest and truthful?

(5) Is he enthusiastic toward school activities?

(6) Is he happy at his work?

(7) Does he attain sufficient success in school activities
to feel achievement?

(8) Is he developing his powers of mind?

Conferences with the parent will be helpful in order to get a

true picture of the child. The parent will often reveal, in casual re.

marks, bits of information concerning the child’s interest, attitudes
and reactions that will give the teacher valuable help in understand-
ing and in helping the child. The teachers attitude toward each par-
ent and each child should be one of sympathetic understanding plus
a definite desire to help.

2. Physical handicaps to be considered:

a. Defects of vision and hearing interfere with the learning
process. If a child’s eyesight is poor, the child gets a blurred
picture instead of a clear one and so will have reading diffi—
culties. Suggestions for detecting defective vision:

(1) loss of lashes,

(2) reddening of the eyelids,

(3) watering of the eyes,

(4) forward thrusting of the head,
( 5) frowning,

(6) blinking

(7) rubbing the eyes.

b. Defective hearing relawlx reading in many cases. Suggestions
for detecting hearing difficulties:

(1) unnatural pitch of voice, .
(2) faulty pronunciation,
(3) turning the ear toward the speaker,
. (4) inattention,
(5) frequent reqUests for teacher to repeat statements,
(6) read tilt.

176

 

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(1) slow speech,

(2) poor pronunciation (holt for hold),

(3) stuttering—stuttering may be helped by having the
child write some of his experiences and read‘ them
aloud to the teacher alone.

Children with speech defects should rarely be asked to read oral-
ly in class. He may read orally to the teacher in private. (Ref.—
See Bulletin—The Role of Speech in the Elementary School.)

Cumulative records of both the diagnostic and the corrective
work will assure economy of time for teacher and pupil. Each new
teacher taking up the work will know what has been accomplished
and what is yet to be done in every case. Folders for each individual
pupil containing these records form an easy and convenient manner
of filing data. While most work deals with the development of skills,
the teacher should supplement the data on this phase of the pro-
gram by check lists and information that indicate the reading atti-
tudes and the reading interests of the pupils under consideration.
Attitudes should improve and reading interest widen in proportion
to the increase in the development of reading skills.

In planning and carrying through the program of individualiz-
ing reading instruction much attention should be given to the aver-
age and superior readers. The increased development of reading skills
assures for these pupils good study habits: pleasure in school work;
achievement in proportion to ability; and an intellectual use of
leisure time in many instances.

You can plan a reading program intelligently and effectively

, only when you know the reading needs of the children in your class

room.

Suggested Intelligence Tests ,-

1. Stanford Revision of the Billet-Simon test is an individual gen-
eral intelligence test. This test should be given by a trained ex-
aminer or by a psychologist. (Houghton.) '

2. Kuhlman-Anderson—A Group Test. A manual of instructions
is included with the tests. (Educational Test Bureau~Nashville.)

3. Otis-Quick Scoring Mental Ability Test—A group intelligence

test requiring reading ability (Grades 4 to 9) with a manual in

instructions, Beta Forms A and B (World Book)

Henmon-Nelson Tests of Mental Ability—A group intelligence

test requiring reading ability (Grades 3 to 8.) A manual of in~
structions is included.

177

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California Test of Mental Maturity

Each pupil should be given a group mental test at the time he
enters school and a similiar examination should be given each
, two years thereafter throughout the elementary school experience
‘~ of the individual.

.CI

Suggested Reading Tests,-

Oral Reading Tests

1. Gray Standardized Oral Reading Paragraphs. This test is usable
in all grades after children have acquired a considerable voca-
bulary. (Public School Publishing Company.)

2. Gates Reading Diagnosis Tests. These provide separate meas-
ures for oral context, word pronunciation techniques, word
recognition techniques. (Bureau of Publications)

Silent Reading Test

1. The new Standford Reading Tests. These tests provide meas-
ures of reading ability in grades 2 to 9. (\Vorld Book Company)

2. Iowa Silent-Reading Tests, Elementary Revised Forms Am and
Bin—This is an analytical type of reading test designed for grades
4 to 9. (World Book Co.)

3. Sangren-Woody (Grades 4: to 8) Forms A and Bflprovide sep-
arate measures for word meaning, rate, fact material, total mean:
ing, central thought, following directions and organization.
(\Vorld Book Co.)

4. M. J. VanVVagenen and A. Drorak Diagnostic Examination of
Reading Abilities. (Educational Test Bureau, Nashville.)

178

 

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DEVELOPING BASIC READING SKILLS IN
COMPREHENSION

During the intermediate grades you will want to do everything
possible to extend the comprehension abilities begun in the primary
grades. The understanding of intermediate grade materials requires
the development of more subtle reading skills than were needed for
the comprehension of the relatively simple materials of the primary
level. Training must be given in the habits essential for reading and
studying the materials of the content subjects. Children must be
trained to use easily and effectively the various reference materials
to supplement the information found in their textbooks. They
should be taught how to use not only basal readers but, also, news
papers published for school use, general reference books, and other
reading aids. During the years in the intermediate grades the chil—
dren should be provided with a great number of opportunities to
read Widely in various fields, to utilize reading extensively in con-
nection with various types of school work and everyday experiences.

Comprehension represents the basic job in the teaching of read—
ing and is fundamental to the development of all other abilities
in reading. To improve comprehension you must see that children
have an adequate background of experiences to develop a wide
Vocabulary and to enable them to get the meaning of What they read.
You must help the children to develop skill in visualizing persons,
places, and events described in their reading. You must provide
training in grasping the main ideas, in noting essential details, and
in recognizing relationships. You must provide opportunities for
the children to improve their ability to locate information quickly
and accurately to organize material read, and to remember What has
been read.

1. Growth in Vocabulary
1. Developing meanings:

3. Words should be chosen from first-hand experiences and
from texts used by the children. The guidebooks for all
modern series of readers give helpful suggestions. The
companion or workbooks for most modern series also pro-
vide systematic practice in word study. Workbooks should
be chosen on the basis of how much and what type of

practice is needed. ‘
b. Meanings of the words met in each subject field should be
taught.

179

 

 

  

 

 

 

 

 

 

 

 

 

For example:

in geography: Arctic, mountain, island, Columbia, tropical

in history: Colonization, treaty, exploration, compromise,
constitution

in science: climate, electricity, tornado, Saturn, seasonal

in language: adverb, salutation, outline, adjective, sentence

in arithmetic: net, gross, circumference, diameter, remainder

in music: notes, rest, opera, chorus, violin

in art: perspective, line, form, mural, frieze

in literature: Newbury Prize, choral reading, drama, stage,
plot

Different meanings of the same word as used in different
situations should be taught. (See under Recognizing Multiple
Meanings in workbooks or companion books for readers.)

Example: bay—body of water

bay—color (bay horse)

bay—small evergreen tree

bay—long, deep bark of a dog

bay—type of window
Example: high—above ground

high—jump

high—high and dry (out of water)

high—high seas (the open ocean)

high—high spirits (cheerfulness)

high—high tide (the time when the ocean is

highest on the shore)

high—high words (angry words)
Children should be helped to distinguish between shades of
meaning and in selecting the synonym applicable to a given
situation.

Example: Big: large, huge, massive, enormous, tremendous
Small: little, tiny, minute, wee, petite

New words should be repeated as often as they will fit
normally into varied classroom situations. Examples of how
to provide for this type of repetition are given in the
guide books for basal reading textbooks.
Use of homonyms should be developed. They should be
words the child has already met in reading or in spelling.
Example: hear, here

their, there

air, ere, heir

our, hour

scene, seen

cent, sent, scent

cite, sight, site

flour, flower

g. Heteronyms, words where the pronunciation and meaning

are determined by the context, should be understood. For
example:

180

 (a) Read the story to us.
. I have not read the book.
topical (b) Will you lead the singing?
omise, The toys are made of lead.
:asonal h. Common antonyms should be learned. For example:
ntence first—last
Lainder yes—no
slow—fast
1 outside—inside
stage, young—old
soft—hard
fferent ' awake—asleep
Iultiple shut—open
zrs.) i. Children should be lead to look for particular pleasing de-
scriptive passages in their reading, and to list words or
phrases that make them see, hear or feel.

3‘. Stimulate children’s curiosity about the new and interesting
words they meet. Encourage children to use these words
in their own oral and written expression.

k. Help children to understand the function of figurative and
idiomatic language, so that they will become more adept at
inferring the intended meaning from the context. Such
expressions as, “He promised to turn over a new leaf,”

, “The settlers ran short of food,” “He made a clean breast
ean is ’ of it,” often must be explained to children. Children should
be trained to realize that words may not always mean
exactly what they say.
me? Of- 2. Training in phonetics and structural analysis:
[given a. Develop further auditory discrimination by training in:
(l) noting likenesses and differences in the initial sounds
endous of words,
, . (2) noting likenesses and differences in the final sound of
”uh fit words,
(i: 3.: (3) recognizing rhyming words.

b. Teach as much ability in-phonetic analysis as is needed by
uld be the children. For suggestions as to phonetic instruction use
in g. the teachers guide that accompanies the text. For schools
' using state adopted books for basal school districts examples

from the guide books are listed under abilities which follow:
(1) The ability to recognize the sound and appearance of
conosant elements, and to use this ability in attacking
new words:
, Times and Places, Grade 4 Guidebook, pages 49~50, 180
, Think-and-Do Book, pages 2, 41, 83, 92.
Days and Deeds, Grade 5
. Guidebook, pages 96-97, 132
,eanmg Think—and-Do Book, page 3
id. For People and Progress, Grade 6
181

 

 

  

 

 

 

 

 

 

 

(2)

(3)

(4)

(5)

(6)

Guidebook, pages 108—109, 147-148, 152-153
Think—and—Do Book, pagesB, 29, 39

The ability to discriminate between the variant sounds
of vowels: V

Times and Places, Grade 4

Guidebook, pages 55-56

Think-and-Do Book, pages 43, 53, 64
Days and Deeds, Grade 5

Guidebook, page 101

Think—and—Do Book, pages 8, 11

People and Progress, Grade 6

Guidebook, pages 112—113, 189-190, 236-237
Think-and-Do Book, pages 20, 62

A knowledge of the general principles that may govern
vowel sounds and application of these principles in
attacking new words:

Times and Places, Grade 4

Guidebook, pages 91, 94, 112, 210

Think-and-Do Book, page 24

Days and Deeds, Grade 5

Guidebook, pages 97, 110

Think-and—Do Book, page

People and PrOgress, Grade 6

Guidebook, pages 123-124, 135—136, 197-198, 236-237
Think—and—Do Book, pages 20, 62 ',

The ability to recognize that different letters and
letter combinations may represent the same sound:
Times and Places, Grade 4

Guidebook, pages 91-94, 112, 210

Think-and—Do Book, page 24

Days and Deeds, Grade 5

Guidebook, pages 97, 110

Think-and-Do Book, page 3

People and Progress, Grade 6

Guidebook, pages 147-148

The ability to recognize the number of syllables in a
word by identifying the number of vowel sounds in
the words:

Times and Places, Grade 4

Guidebook, page 65

Think—and-Do Book, page 9

The ability to distinguish between accented and un-
accented syllables, and to recognize the function of
accent marks, and the effect of accent on pronunciation: ,
Times and Places, Grade 4

Guidebook, pages 76, 80, 108, 186, 187

Think-and-Do Book, page 34

Days and Deeds, Grade 5

Guidebook, pages 109, 157-158, 188

182

 

 Think-and—Do Book, pages 11, 47, 70
People and Progress, Grade 6
Guidebook, pages 123-124, 132-133, 161, 197-198

sounds
(7) The ability to use phonetic spellings and diacritical
marks as aids in pronouncing words:
Times and Places, Grade 4
Guidebook, pages 131, 134, 136, 139, 145, 153, 155-56,
- 170, 171, 183-184, 205
1 _ Think-and~Do Book, pages 22, 47, 53, 64
Days and Deeds, Grade 5
Guidebook, pages 105—106, 110, 120-121, 148, 232
People and Progress, Grade 6
Guidebook, pages 108-109, 112-113, 132-133, 147-148,
govern 189-190
flag in Think-and—Do Book, pages 20, 29, 62

c. Train children to identify the root words in derivatives and
variant word forms. See:
Times and Places, Grade 4
Guidebook, page 105
Think-and-Do Book, page 37
Days and Deeds, Grade 5
Guidebook, pages 135, 145, 167-168
3-237 Think-and-Do Book, page 82
, People and Progress, Grade 6
Guidebook, pages 145, 186, 206-207
Think-and-Do Book, pages 53, 74, 78

d. Develop recognition of compound words. See:
Times and Places, Grade 4
Guidebook, pages 104, 145
Think-and-Do Book, page 32

e. Teach such prefixes as: dis, un re, mis, in, pre, post, sur,
sub, trans, inter, bi,’ tri, semi, com, con, co, mal, circum,
Teach suffixes: s, es, ed, ing, er, est, y, 1y, en, ness, ment,
less, ful, able, ty, tion, ation, ent, ence, fully, ward, ish,
35 in a hood, fold, ible, some, al, age, ure, ize. For recognition of
nds in syllables that are commonly used as prefixes and suffixes,
see:
Times and Places, Grade 4
Guidebook, pages 85, 127-128, 149, 218
Think-and-Do Book, pages 28, 37, 72, 81
1d un- Days and Deeds, Grade 5
ion of Guidebook, pages 167-168, 211
:iationi , Think-and-Do Book, pages 13, 24, 82
| People and. Progress, Grade 6
Guidebook, pages 156-157, 160, 206—207
Think-and-Do Book, pages 27, 32, 78

13. Develop the ability to divide words into syllables.

183

 

 

  

 

 

 

 

 

 

 

 

 

II.

g. Give exercises to develOp the ability to build words from
roots, such as: part, auto, multi, loco, trans, hecto, para,
pydro, graph, duct, meter, rota, tele.

h. Train children to become versatile in combining context
clues, inspectio