xt7rjd4ppc73 https://exploreuk.uky.edu/dips/xt7rjd4ppc73/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1951-02 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 Primary Reading Program Under Way", vol. XVIII, no. 12, February 1951 text
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,5 0 Commonwealth of Kentucky 0

FL EIIIIcATIoIIAL BULLETIN

I
I GETTING THE PRIMARY READING
' PROGRAM UNDER WAY

(Revision of XIII, No. 4, June, 1945
Educational Bulletin)

Published by

DEPARTMENT OF EDUCATION

BOSWELL B. HODGKIN
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.

I Vol. XVIII February, I95] No. I2

GETTING THE PRIMARY READING
PROGRAM UNDER WAY

Published by

DEPARTMENT OF EDUCATION

BOSWELL B. HODGKIN

Superintendent of Public Instruction

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FOREWORD

This Bulletin is a revision of the June, 1945, Educational Bulletin.
This represents the third reprint of this publication. The great de-
mand for this bulletin indicates that it has been found valuable to
teachers.

The following is an excerpt from the Foreword in the 1945 issue
over the signature of Supt. John Fred Williams:

“This Bulletin deals with the teaching of reading in the primary
grades, 1 to 3. The Bulletin is limited to the primary grades because it
is believed that the major problems in reading are first met in the pri-
mary grades and that we should start there. Later, it is hoped, a bul-
letin embracing the entire reading program may be developed by the
teachers of. the state for all grades. This Bulletin is not comprehen—
sive but it is believed that the suggestions contained in it may be help—
ful to teachers in laying the foundation for reading.

“This Bulletin was prepared by a committee consisting of the
staff of the Bureau of Instruction and a group of persons from the
colleges and public schools who have special interests and abilities in
the field of reading. To this group appreciation is expressed. The
committee consisted of the following persons:

Mrs. Naomi Wilhoit State Department of Education
Dr. Mary 1. Cole Western State College

Miss Louise Combs State Department of Education
Mrs. May K. Duncan University of Kentucky

Mrs. O. A. Durham Lindsey Wilson Junior College
Mark Godman State Department of Education
Miss May Hansen Eastern State College

Miss Kathleen Moore Union College

Miss Edna Neal Morehead State College

Dr. Annie Ray Murray State College

Sam Taylor State Department of Education
Supt. Mamie West Scott Estill County Schools

Ishmael Triplett State Department of Education
R. E. Jaggers, Chairman State Department of Education”

Revisions have been made in this material by bringing information
on basal and multiple text books for the first three grades up to date, by
reorganizing and adding additional reading materials, and by adding
Appendices A and B. The content of the original bulletin has been re-
tained.

The present revision has been made by the following committee to
staff members in the Bureau of Instruction:

Ishmael Triplett Claude Taylor Fred Edmonds Chester Travelstead
Louise Galloway Louise Combs

Appendix A was contributed by Dr. Bernice Leary of the Madison
School System, Madison, Wisconsin. Robert Allen, Curriculum Director
Of Jefferson County, shared with this committee the curriculum material
found in Appendix B.

Boswell B. Hodgkin, Superintendent
Public Instruction
January 10, 1951

1155

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TABLE OF CONTENTS

Page :
Foreword ............................................... 1155‘ 1
Preface ................................................. 1159 “
Relating Reading to the Total Learning Program ............ 1161 :
Creating the Learning Environment ........................ 1163 5
Selecting the Desirable Outcomes in Primary Reading ........ 1168 if
Getting Children Ready to Read ........................... 1175 ‘
Selecting Teaching Procedures and Materials ............... 1179 i
Suggested Daily Program in One—Teacher School ........... 1190 :1
Grouping Children for Effective Teaching of Reading ........ 119-1 1
Checking Pupil Progress in Reading ....................... 1199 ‘
Using the Adopted Books ................................. 1202 i
State Adopted Textbooks ................................. 1204 {
Enriching the Reading Program Through the Provision of ;
Well Selected Library Books .......................... 1209
Reading in the Middle Grades ............................. 1218
Appendix A .............................................. 1221

Appendix B .............................................. 1227 i
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PREFACE

The goals toward which we strive must be kept before us and
reviewed frequently if our reading program is to be effective. Those
of us on the Iii-Service Training Staff in the State Department of
Education realize full well the necessity of an effective reading pro-
gram, and we recognize, also, that the effectiveness of this program
is dependent upon the teachers in the classrooms throughout
Kentucky. 111 view of this recognition, the members of our staff
encourage and aid wherever possible any project dealing with the
improvement of the teaching of reading in our public schools.

In this connection we might call attention to the 1950 meeting
of the Middle Cumberland District Education Association held at
Somerset on October 12, 13. More than 1,000 teachers, supervisors,
and administrators participated actively in this program which had
as its theme: “A Reading Program Through the Twelve Grades.”
The details of the meeting cannot be given here, but we do feel it
worthwhile to list two or three important statements made at the
meeting by Dr. \Villiam Kottmeyer, the visiting consultant, assistant
superintendent, St. Louis, Missouri, schools. A review of the minutes
0f the various discussion groups shows that Dr. Kottmeyer’s state—
ments summarize rather well the general conclusions agreed upon
by the educators attending the meeting.

1159

EXCERPTS

“There are two general principles which should serve as guides
in the teaching of reading. These are:

“1. Provide reading materials and instruction at the level of the
child. Adjust to children rather than to groups.

“2. Develop some sequence of skills and provide some activities

calculated to achieve these skills.”1

Dr. Kottmeyer, in a more recent article, continues in the same
vein by saying:

“Able teachers know, ﬁrst of all, what the basic reading skills are
and the sequence in which they are mastered by children. As the
children use reading material under the teacher’s direction, he (the
teacher) will be alert to observe and guide and further the growth
of the skills which are to be developed by means of experience with
the materials.“

The two principles given by Dr. Kottmeyer could well serve
as guides for Kentucky teachers as they teach reading. These
principles are applicable at all levels—secondary as well as elemen-
tary. The present bulletin is focused upon the reading program
in the primary grades, but the fundamental philosophy which runs
through it should permeate a “twelve grade reading program.” In
the belief that we must think more and more about a total twelve
grade school program, we hope to aid in developing in the near
future a bulletin devoted to a “twelve grade reading program.”

Quoting again from Dr. Kottmeyer, we might conclude by saying:
“The problem is in our hands, and we can solve it if we become

willing to do some things we know can help us.”3
Chester C. Travelstead, State Coordinator,
iii-Service Training, Division of
'l‘eaeher Training and Certiﬁcation

‘Kottmeycr, William. Tn speech delivered at Middle Cumberland DistriCt
Education Association, October 12, 13, 1950.

zKottmeyer, William. “Must We Have Remedial Reading?”, N.E.A. Journal,
December, 1950. p. 678.

3Ibid., p. 678.

1160

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RELATING READING TO THE TOTAL LEARNING PROGRAM

Teaching children to read is the ﬁrst essential if your school is
going to be successful. It will be a part of every learning experience
you will provide in the school. For the child who enters the school
the ﬁrst time, reading is the thing he Will be constantly attempting
to do. Keep this fact in mind at all times everywhere and never let
an occasion which will develop his ability to read be overlooked.

Teaching a child to read will not be conﬁned to the period set
aside for reading. You will help the child to read to get answers to
his questions, to solve his problems, to share his experiences. You
will relate his reading to writing, to language, and later to spelling,
and to everything he does. As a matter of fact everything he does
will necessarily bring him a reading situation. The important thing
is for you to be aware of these learning situations and make the
most of them.

You will relate the reading program to everything the child
does. You will, of course, use the basal reader to teach the skills in
reading but in doing this, you will tie this period up with the life the
child lives in his home, in his community, and in the school. You
will relate reading to his name, to the names of the objects in the
room, to the kinds of things he wants to do, such as: moving about
the room, getting a drink of water, engaging in play, examining pic-
tures, looking at books. After he has taken the ﬁrst steps, you will
relate his reading to the experiences he has had, to the things he
does at home, at Sunday School, and in playing with his friends.
Later, reading will be related to the things which happen in the
world-at-large, to trips he has taken, to things he has seen.

The teachers’ guides to the basal readers Will show you ways
of relating reading to living. The publishers of the basic texts have
brought together many devices for teaching reading which are based
upon a knowledge of child growth and development. You should
keep these guides constantly on your desk and refer to them every
time a new type of material is to be used.

Reading is a basic instrument for all subjects and for having
all types of new experiences. Through reading you will help the
child to get new information, to get pleasure, to give information to
Gillel‘s, and to give pleasure to others. It will be an agency of devel—
ODillg‘ his group interest, and of establishing Wholesome attitudes
toward life.

1161

If the children in the entire school are to make normal progress,
most of the time in the primary grades must be focused upon devel-
oping the ability to read. Almost 35 per cent of the children in
Kentucky drop out before they get into the second grade. It may be
that much of this is due to the fact that children have not learned to
read well. It is well to keep in mind, when you think of a new experi-
ence which you want to provide for the children, to remind yourself:
Can he read; can he understand it? It is important to study at all
times why children do not read, and when you have found out Why,
to know where to get the answers for your questions.

You will take the children into your conﬁdence immediately
after school begins. You will want to work with them in developing
an understanding of why they should learn to read and will try to
develop every motive basic to learning to read. You will use every
device possible to develop in the children an understanding of the
environment in which they live, to participate in making the envi-
ronment better, and very early, you will help them to develop an
understanding of why they cannot go very far until they have mas-
tered the ability to read. You will not overlook the fact that reading
is imbeded deeply in the language of arts7~spelling, writing, expres-
sion, art, music and the like. Always, everywhere, morning, noon
and night, it will be necessary to remind yourself: “I must teach
them to reat.”

1162

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CREATING THE LEARNING ENVIRONMENT

Success in learning to read depends to a great degree upon the
kind of place the pupils have in which to live while they learn. Your
ﬁrst obligation will be to make the school such a place that pupils
may enjoy living there. The school. must be attractive inside and out,
and provide a healthful environment in every respect. A visit to
the school room in which you are to teach will help you know
what to do. Take your notebook along and list the things needed
to make the place livable and a good place to learn and to live.

If you teach in a small rural school your ﬁrst visit will likely
reveal many things to be done before the best learning environment
can be provided. As you approach the building you will, no doubt,
find that the path to the door will be covered with grass or weeds,
and you will likely see no playground equipment. You may ﬁnd a bare
spot used last year for a ball diamond. On the back side of the play-
ground you will likely see toilets, unattractive, insanitary and in dire
need of attention. You will observe needs that may dishearten you,
but you will note the needs and rcsoli'e to do something about them.

When you enter the classroom and take your seat at the rear of
the room, you will bring your notebook into use. It will likely be a
room with one or two walls covered with blackboards, another side
covered with nails where children hung their coats, another wall
with windows. The dusty floor will need treatment. The desks will
likely be fastened to the ﬂoor.

Your courage will help you to picture this room as a happy,
livable learning home. You will make notes of the things you can
(10, the things the pupils can do, and the things you will ask the
parents of the children to do to convert this dreary room into a
work room for children learning. You will do what you can to get
the room ready for the pupils.

When the ﬁrst day comes your ﬁrst task will be to share with the
children and let them share with you in making the school their
learning home for the year. As soon as the process of enrollment is
Completed, you and they will go immediately into determining What
should be done, and how to do it. Problems of making the outside
environment attractive and sanitary will be discussed; weeds must
be Cut and grounds put in condition for use; gullies will be properly
dealt with. The things the children can do will be assigned accord-
}ng to interest and the things which will need assistance of adults
”1 the community will be listed, such as toilet sanitation.

1163

The children and you will share your ideas in planning the
learning environment inside the room. What to do with seat arrange-
ment, what to do with the dust problem, how to make the walls
attractive, how to deal with windows and the lighting problem, how
to handle the problem of fuel will be some of the problems. You
will ﬁnd that pupils will want to help plan and to carry out their
plans. Their ideas will be usable.

It is important to share the problems of learning environment
with the parents of the children. They should be brought to the
school on the ﬁrst or second afternoon after school opens to observe
the environment in which the children have to learn. Such a Visit
by a group of parents should result in suggestions from them as to
what should be done and how they can help.

The school grounds should be attractive, sanitary and useful.
Get parents to accept responsibility with you in working with the
county health authorities in maintaining health standards. The
toilets must be sanitary and should have neat appearance from the
outside. Replace beaten and often muddy paths with nice walkways
from the school building to the toilets. Flagstone walks may be
provided with ﬂat rocks; or they may be made of gravel from a
creekbed; or they may be made of Cinders, brick, or concrete.
Improvement of school grounds should never stop. Flowers, plants,
trees may be added. In all plans remember that citizens in the
community can help.

The classroom is the living room where you and the children
must live and receive friends. It should provide the kind of atmos-
phere where these things can take place happily. Clean windows,
inside and out, with suitable shades are essential to the atmosphere
of the learning environment. If shades are not adjustable, they
should be hung so they Will not shut out the light from the upper
half of the windows. If you do not know how to arrange the shades
so they will distribute the light ask some one who does know. Bright
draperies made of oilcloth or washable material will add much to the
learning room appearance. They must so be hung that they will not
obstruct the light. This can be done if you will hang them at each
end of a series of windows instead of at each window. Window ven-
tilators made of glass should be provided for fresh air Without draft.

You should cover any unused blackboard with beaver board if
possible and use the space as a bulletin board. If beaver board is not

1164

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ard if
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available you may paint the board with light color. You might
hang tan shades all along the unused blackboard. These shades can
be pulled down over check—up tests. The point to these devices is
to convert unsucd space into usable space, and to convert dark
spaces to light so that the room may be brightened.

You should arrange the seats in groups for combined classes or
ability groups to work together. After you have enrolled the chil-
dren, remove from the school room the extra seats as you will need
all the room space you can get. \Vhen it is possible to buy new
furniture, select tables and chairs which are more convenient and
comfortable, for younger children especially. Be sure the light
comes in over the left shoulder.

Your back wall can be improved if you will let the children
build a rack for their coats and sweaters, closed in for neatness.
Also on the back wall or in some convenient place you can build
screened lunch shelves.

As a teacher, you have an opportunity to train the children in
health habits in every day life. Handwashing equipment does much
to develop cleanliness on the part of children. Some of the neces-
sary equipment for handwashing in schools not equipped with run-
ning water is: liquid soap (made from soap chips and water) in
an oil can, paper towels or individual towels, a can for waste water
and a bucket of clear water and a dipper. Children may be re-
sponsible for the various tasks by the week. As the children pass
by one child puts a little soap into each pair of hands; another
Washes the soap off into the waste can with a dipper of clear water,
the third child hands out the towels. Before going to their seats
with their lunches another child may put on each desk a section of
a newspaper so that they may put their lunches out 011 the papers.
You may be able to secure paper napkins for “table linens.” When
they have finished eating all of the food, scraps will be on this
”table cloth” and can be folded up and burned. The older girls may
Ollt enough papers for a week and hang them across a coat hanger
to be put with the lunch equipment. In your school will be seen “a
Place for everything and everything in its place.”

In one section of the room you will want a library corner. A
Slibstantial bookcase is best, but book shelves may be made by the
boys at little expense. Your reading table may be covered with
beaver board or building board. An unused card table or kitchen

1165

table in your community will make a good reading table. The legs
may be sawed off to make them the correct size. Also Simple cane
bottom chairs or other unused chairs contributed by the children
may be cut down to a comfortable size for them. If your corner can
be set aside from the rest of the room, either by bookcases, 0r
screens, the children will enjoy it more. Pictures made by painting
can tops and pasting magazine pictures on them can be put on the
wall. Choose good stories from torn up books, tie the pages together
and cover with colorful. construction paper backs. You may brighten
up the faded worn books with bright paper covers also.

Another space should be given over to a science corner. Mu-
seum shelves where the children may put their collections of rocks,
seeds, birds’ nests and such may be built of any available lumber.
A table for special science display is important. Here your science
books may be put to encourage free research work by the children.
On the wall behind can go the science pictures drawn by or brought
into class by the children.

You will want a display board for work of your children. Part
of the wall may be covered with construction paper or poster board.
For your younger children a clothes line stand with tiny clothes pins
makes a good object for them to display their work on as it is low
enough for them and easy to manipulate.

A bulletin board is a necessity. It could be part of the blacle
board as already stated, the back of the screen to your library
corner, or even better made of soft wood put on to the wall to itself.
Here you will want your school newspaper written by the children,
your weather chart kept by the children and your own announce—
ments to be read by the children. Special care must be taken to keep
the material on the bulletin board balanced. If you will balance the
various subjects on the board first and then the material under the
subjects, you will avoid a cluttered appearance.

Create an atmosphere which will stimulate children to want to
read. The room must be comfortably heated, properly lighted: and
by all means kept clean and sanitary. Children must be seated a0-
cording to their physical needs.

Use the library table to display brightly colored, well-chosen
books and pictures. Use the bulletin board to display pictures; 001‘
lections, messages, news items, health posters, and individual work
in various activities, and to give directions for work. Use the black-

1166

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board to print notices, messages or directions for work, to develop
stories or reading readiness, to draw illustrations, to print names of
children, to develop work plans.

Plan activities of the day with children. This sets the stage for
work and helps guide children. A picture corner in the room may
be provided, or a corner may be provided for quiet play. Discover
children’s hobbies and encourage these hobbies. Set the children
free to discuss their plans and experiences with you and among
themselves. Remember to get the children to believe that the school
is their home Where they live and work and receive their friends
and that they must help always to make it a place to live and learn,
and to extend hospitality.

1167

SELECTING THE DESIRABLE OUTCOMES IN
PRIMARY READING

You, as a teacher, are a leader of learners and you are teaching
boys and girls and not textbooks. You are guiding boys and girls in
growth. In building a program of activities and experiences through
which boys and girls grow in reading ability, you will need to know
all it is desirable to know about each child and the total life that
he lives. You will need to know how to observe and interpret evi-
dences of his total growth—mental, emotional, physical, and social—
since it is the maximum growth of the total child in which you are
interested.

Growth in reading as in other activities is a continuous process
which does not lend itself to rigid classification in stages or periods;
however, the periods of growth in the child’s reading progress in
the primary reading program may be outlined as follows:

1. The pre-reading or reading readiness"? or preparatory period

2. The period of initial instruction in reading or the first book

reading or the beginning reading period (Pre-primer,
primer, and the first reader level)
The period of rapid progress in the acquisition of funda-
mental reading attitudes, habits, and skills or later begin-
ning reading period. (Second reader and third reader
levels)

The time required for a child to progress from one level to the
next depends upon many factors such as the level of mental growth
which he has reached, his rate of mental maturation, health, social
and emotional adjustment, home conditions, and school experiences.
It is important that the child not 'be forced or expected to work at
a level for which he is not ready. A wise teacher who builds a well-
rounded reading program will provide for each child to reach the
standards for any given level before going on to the next Without
retardation in grade placement sufficient to cause him to become a
social misfit in the group in which he is placed. The child may
remain with his grade group and participate in many activities with
the group, but you will provide reading experiences for him at his
own level of reading ability and interest and lead him to progress
at his own rate.

9.2

To meet the needs of the individual child in reading as well as
in other areas of growth, you will avoid making uniform demands
* The period of reading readiness refers to that period of “Before book read-

ing”; however, reading readiness is a continuing process at every stage of development
of reading ability.

1168

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of all—the average, the below average, and the superior. More and
more teachers are realizing that pupil progress does not permit of
absolute measurement. More and more they are realizing that uni-
form goals or standards in the reading program at the various levels
cannot be set up; however goals or guides to learning will no doubt
guide you in building a primary reading program based on needs,
interests, and abilities of your group of boys and girls. If desirable
outcomes are set and re—set by you, the pupils, and perhaps the par-
ents, you will be more acutely aware that you are teaching children
instead of textbooks, and you are likely to be more conscious that
your ultimate goal is total growth of the children including growth
in reading ability.

The suggested desirable outcomes selected are not set up as a
basis for promotion,* but to serve as a guide to you in building a
learning program in reading. You should bear in mind that the
failure to show evidences of these abilities at any level does not
necessarily mean that a child is retained in a specific grade. These
outcomes may guide you in providing worthwhile experiences for
each child that he may continuously go in the desired direction and
progress from one level to the next without too much difficulty.
Experiences should be based on the child’s reading and interest
level. Each child should go continuously and as rapidly as possible
from one level to the next. If each child is guided in reading eX-
periences at his own level of reading ability and interest, and if he
is required to develop the abilities necessary at each level or stage of
growth in reading ability before being permitted to go on to the
next, then his growth will be natural and continuous. Efficient
reading instruction in the primary grades is of vital importance.
The need for emphasis on corrective or remedial reading in later
grades decreases as efﬁciency in developmental reading instruction
increases in primary grades.

A Well-rounded reading program includes for each level of reading
development. (1) goals or abilities, (2) a variety of reading material,
and (3) methods and techniques which will use the materials in such
reading skills, wholesome attitudes, and a wide variety of reading
interest, and (4) evaluation techniques.

Some desirable outcomes of reading instruction at each reading

development level are as follows:

J 1{For suggestions on a promotional policy see ”Getting the School Under Way".
“119. 1944, Educational Bulletin, State Department of Education, pp. 108-109.

a Way as to develop in each child an efficiency in the use of basic

1169

1. Reading Readiness or preparatory period (Pm-reading)

Some desirable outcomes or evidences of growth of the reading
readiness period are:

1. Ability to use good English sentences

2. Ability to use a relatively wide speaking vocabulary

3. Ability to listen to stories told or read to children

4. Ability to reproduce stories

5. Ability to listen to rhymes, poems, etc.

(5. Ability to enjoy and describe pictures

7. Ability to follow directions

8. Ability to manipulate scissors, paste, paint, cla-y, tools, lum-
ber, blocks, toys, paper

Ability to compose simple stories based on experiences, pic-
tures and objects brought to school

10. Ability to compose group experience charts

11. Ability to make plans under the guidance of the teacher for
school activities

12. Ability to realize that ideas are expressed by words and
sentences

13. Ability to read from left to right

14. Ability to discriminate between sounds

15. An attitude of curiosity and interest in things about the
environment

16. Ability to dramatize
17. A genuine desire on the part of the pupil to learn to read

[1. Period of Initial Instruction in Reading, or the ﬁrst book read-
ing or the early beginning reading period (Pre-primer, Primer,
and First Reader Level)

Desirable outcomes for the period of Initial Instruction are:

l. Continuation of the outeomes for the readiness period

it. Ability to read orally with expression as evidenced by:
(a) Posture

(1)) Holding the book so the audience may see the eyes 01L
the reader

(0) Knowing all the words
(d) Reading distinctly and loud enough for all to hear
(e) Reading like the characters talk
3. Ability to attack new words
(a) Phonetieally
(b) Meaning clues
(c) The way the word looks

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11.
12.

13.

14.
15.

16.
17.

Ability to read without finger pointing, lip movement, and
head movement

To get thought from the printed page