Course of study for the elementary schools of North Carolina

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Educational Publication No. 154 Division of Publications No. 47
COURSE OF STUDY
FOR THE
ELEMENTARY SCHOOLS
OF
NORTH CAROLINA
READING
LANGUAGE
SPELLING
HEALTH
ELEMENTARY SCIENCE
CITIZENSHIP
published by the
State Superintendent of Public Instruction
Raleigh, N. C.
PRESS OP
Observer Printing House
charlotte, n. c.
CONTENTS
Page
Introduction 5
General Statement 7
Reading 1
1
Introductory Statement 12
Part One: The Needs of the Teacher 12
Part Two: The Program of Reading Instruction Within the
Classroom . 21
General Discussions of Important Factors in the Reading
Program 22
Suggested Outline for the Reading Program in:
Grades I to VII, Inclusive . 38
The First Grade 38
The Second and Third Grades 72
The Fourth, Fifth and Sixth Grades 101
The Seventh Grade 111
Part Three: Further Steps in Unifying and Broadening the
Reading Course Through the Grades 117
Language 119
Part One: Basic Principles Underlying the Making of the
Course of Study in Language 119
Part Two: General Suggestions Concerning Language Instruction 122
Part Three: Language in the Primary Grades 133
Introduction 133
First Grade 139
Second Grade 1 46
Th ird Grade 156
Part Four: Language in the Grammar Grades, Four to Seven 166
Introduction 166
Fourth Grade 178
Fifth Grade 185
Sixth Grade 192
Seventh Grade 205
Part Five: Language Forms According to Grade 211
Part Six: Follow-up Work in Course of Study Making 221
Spelling 223
The Course in Spelling 223
First Grade Spelling 236
Second Grade Spelling 238
Third Grade Spelling 241
Fourth Grade Spelling 247
Fifth Grade Spelling 249
Sixth Grade Spelling 251
Seventh Grade Spelling . 253
Bibliography 255
Health 257
Part One: Introduction 257
Part Two: Health Education Procedures 271
Analyses of Some Factors and Situations Which Influence
Health Study 271
Outline of Work by Grades for Period to be Given to
Definite Instruction 278
Grades One, Two and Three 278
Grade Four 318
Grade Five 337
Grade Six 353
Grade Seven 365
How May Health Achievements be Measured 378
Part Three: Reference Materials 386
Page
ELEMENTARY SCIENCE 395
Introduction 395
The Subject Denned 395
Aims of Teaching Elementary Science 396
Methods of Teaching Elementary Science 399
Science Concepts to be Gained 414
The Curriculum 415
Utilize Nature Material of Local Environment 421
Restricted Lists of Nature Phenomena Common to North Carolina 422
General Information 424
Citizenship 429
Meaning of Citizenship 429
General Objectives of the Course in Citizenship 429
Specific Objectives of the Course in Citizenship 430
Some Suggestions for Reaching These Objectives 439
General Procedure 439
Materials and Period for Definite Instruction in Civic
Information 439
Remedial Work With Problem Cases 448
Grades One, Two and Three 449
Grades Four ad Five 460
Grades Six and Seven 464
Teaching Units Illustrating Phases of Citizenship Training
in the Intermediate and Upper Elementary Grades 470
Measuring Growth in Citizenship 485
Bibliography and References 490
Addresses of Publishers . 493
INTRODUCTION
Only a few elementary texts can now be changed in any one year. This
makes necessary the division of the course of study into two or more parts.
The present volume treats the subjects in which new texts have been
adopted since the last course of study was published, and two subjects
in which no text is required.
A special committee from the staff of the State Department of Public
Instruction has had direct responsibility for this work. This committee
consisted of James E. Hillman, Chairman; Juanita McDougald, Secretary;
L. C. Brogden, Nancy O. Devers, G. H. Ferguson, Susan Fulghum, M. C.
S. Noble, Jr., and Hattie S. Parrott.
Associated with this central committee were school people in this State
and elsewhere who assisted directly in the study of the various subjects.
Acknowledgment is given to these friends and students of education who
have rendered this help.
FOR READING:
P/" J?.1?? W' Carr' Associate Professor of Education, Duke University, Durham, N. C.
Miss Sibyl Henry, Graduate Student, Duke University, Durham, N. C.
Miss Annie M. Cherry, Supervisor Halifax County Schools, Roanoke Rapids, N. C.
leachers, supervisors and other educators who read and evaluated the course.
The Curriculum Committee preparing the Elementary School Curriculum for the public
schools in the State of Minnesota.
The Curriculum Committee preparing the Course of Study in Reading for Fresno, Cali-fornia,
public schools.
Other State Courses of Study used for checking on present-day trends in curriculum
making and contents of courses of study.
Charles E. Merrill Company, Publishers, New York, N. Y.
Johnson Publishing Company, Richmond, Va.
FOR LANGUAGE:
Dr. Carl Adams, Director of Instruction in Education and Psychology, E. C. T. C.
Greenville, N. C.
Dr. John W. Carr, Associate Professor of Education, Duke University, Durham, N. C. Miss Frances Whitney, Department of Education, Lenoir Rhyne College, Hickory, N C. Miss Evelyn Weaver. Critic Teacher, Appalachian State Teachers College, Boone, N C. Miss Nora Beust, Specialist in Children's Literature, Chapel Hill, N C.
Miss Annie Ray, Critic Teacher, Western Carolina Teachers College, Cullowhee, N. C. Miss Annie Cherry, Supervisor Halifax County Schools, Roanoke Rapids, N. C.
Miss Myrla Morris, Critic Teacher, N. C. C. W., Greensboro, N C
Miss Nan Lacy, Primary Teacher, Raleigh, N. C.
Mrs. A. E. Gouge, Instructor in Teacher Training, Bakersville, N. C.
Miss Mary Johns, Grammar Grade Teacher, Raleigh, N C.
Miss Nannie Mae Tilley, Grade Teacher, Bahama, N. C.
Miss Bettie Aiken Land, Critic Teacher in Primary Grades, N. C. C. W., Greensboro, N. C. Miss . Salhe B Marks, Associate Professor of Elementary Education, U. N. C, Chapel
Hill, N. C.
Miss Martha Ray, Grade Teacher, Concord, N. C.
Miss Mary Hyman, Supervisor Orange County Schools, Hillsboro, N. C.
Miss Miriam MacFadyen, Critic Teacher in Primary Grades, N. C. C. W., Greensboro,
Miss Ida Seidel, Supervisor Pitt County Schools, Greenville, N. C.
Dr. L. R. Meadows, Head of English Department, E. C. T. C, Greenville, N. C.
FOR SPELLING:
Miss Mary Blackstock, Supervisor Buncombe County Schools, Asheville, N. C Miss Clyde Fields, East Elementary School, Statesville, N. C.
Miss Margaret Gustin, Supervisor Carteret County Schools. Beaufort, N. C. Miss Ruth Heilig, Principal Innes Elementary School, Salisbury, N. C
Miss Mamie Howard, Principal Elementary School, Candor. N. C
Miss Vera Keech, Supervisor Perquimans County Schools, Hertford, N. C.
Miss Ethel McNairy, Primary Supervisor City Schools, Statesville, N. C
Miss Edna Morgenthaler, Supervisor Elementary Schools, High Point, N. C Dr. K. C. Garrison, N. C. State College of Agriculture and Engineering, Raleigh, N. C. Dr. h. H. Koos, Assistant Superintendent City Schools, Winston-Salem, N. C.
FOR HEALTH:
Consultant—C. E. Turner, Professor of Health Education, Institute of Technology.
Cambridge, Mass.
Miss Nettie Brogden, Rural Supervisor Guilford County, Greensboro, N. C. Miss Helen Burch, Instructor Teacher Training, Franklin, N. C.
Miss Berta Coltrane, Instructor Teacher Training, Whiteville, N. C
FOR HEALTH (Continued):
Miss Nena DeBerry, Principal Frank B. John School, Salisbury, N. C.
Mr. J. H. Epperson, Superintendent of County Health Department, Durham, N. C.
Miss Ruth Gunter, Supervisor Lee County, Sanford, N. C.
Miss Emily Johnson, Instructor Teacher Training, Grassy Creek, N. C.
Miss Mary Moyle, Instructor Teacher Training, Linwood, N. C.
Mrs. Hildred E. Wessel, Instructor Teacher Training, Murphy, N. C.
Miss Carrie Wilson, Supervisor Nash County, Nashville, N. C.
Miss Helen Dunlap, Supervisor Edgecombe County, Tarboro, N. C.
Dr. C. O'H. Laughinghouse, State Board of Health, Raleigh, N. C.
Dr. G. M. Cooper, State Board of Health, Raleigh, N. C.
FOR ELEMENTARY SCIENCE:
Mrs. M. Louise Bullard, Grammar Grade Teacher, Raleigh, N. C.
Dr. J'>hn W. Carr, Associate Professor of Education, Duke University, Durham, N. C.
Dr. Bert Cunningham, Professor of Biology, Duke University, Durham, N. C.
Miss Flossie Martin, Science Teacher, Winston-Salem, N. C.
Dr. C. E. Preston, Associate* Professor of the Teaching of Science, University of North
Carolina, Chapel Hill, N. C.
Dr. R. J. Slay, Director of Science Instruction, East Carolina Teachers College, Green-ville,
N. C.
Dr. L. H. Snyder, Associate Professor of Zoology, N. C. State College, Raleigh, N. C.
Dr. B. W. Wells, Professor of Botany, N. C. State College, Raleigh, N. C.
FOR CITIZENSHIP:
Miss Gladys Boyington, Teacher Social Studies, N. C. C. W., Greensboro, N. C.
Mr. LS. D. Bunn, Superintendent Puolic Schools, Lillington, N. C.
Mi<s l.elia Cobb. Supervisor Wayne County Schools, Goldsboro, N. C.
Miss Virginia Eldridge, Teacher Raleigh Public Schools, Raleigh, N. C.
Miss Hattie R. Fowler, Instructor Teacher Training, Taylorsville, N. C.
Prnf Holland Holton, Department ot Education, Duke University, Durham, N. C.
Miss Louise Gill, Instructor T<-acher Training, Shelby, N. C.
Miss Clara Lanier. Auditorium Teacher Kmston Public Schools, Kinston, N. C.
Mrs. T. E. Johnston, Teacher Social Studies, Salisbury, N. C.
Miss Bonte Loftin, Teacher Social Studies, Concord. N. C.
Miss Hilda McCurdy, Instructor Teacher Training, Yancey County, Burnsville, N. C.
Mr. K. A. McDonald, Superintendent Public Schools, Hope Mills, N. C.
Miss Dell Pnpe. Teacher Raleigh Public Schools, Raleigh, N. C.
Dr. M. R. Trabue, Department of Education, U. N. C, Chapel Hill, N. C.
Miss Selma Webb. Principal Elemeniary Schools. Shelby, N. C.
Prof. M. L. Wright E. C. T. C, Greenville, N. C.
Mr. O. E. Michie, Graduate Student, U. N. C, Chapel Hill, N. C.
This course of study has been prepared within a year by people who
were extremely busy with other important and pressing duties. A year
does not offer one sufficient time to translate his best experience into a
written course of study even when it is possible to give it undivided atten-tion.
The people doing this work, therefore, labored under two very severe
handicaps: (1) A limited time in which to do the work, and (2) the pres-sure
of other duties. In spite of all this, however, it is believed that this
bulletin represents an accurate expression of the best current thought on
these subjects. We are well aware that the making of a course of study
is not a static thing, but represents a dynamic and a continuous effort.
The work of today may be entirely discarded on the morrow.
It is hoped that teachers using this bulletin will find the treatments
contained herein stimulating and helpful, and that all teachers, principals,
supervisory and administrative officers will cooperate with us to the end
that the next effort may be an improvement on this.
I wish here to express my appreciation to the several members of this
department for their unstinted and willing effort in this great undertaking,
as well as to the many friends of elementary education outside of this
department who have given freely of their time and effort, without reward
or compensation of any kind, in the preparation of this course of study.
La A
State Superintendent of Public Instruction.
September S, 1930—25M.
COURSE OF STUDY
GENERAL STATEMENT
This volume of the Course of Study for the Elementary Schools in-cludes
the following subjects:
Reading
Language
Spelling
Health
Elementary Science
Citizenship
Each subject is treated quite fully and in detail. There is little need,
therefore, for an extended statement of a general nature. Attention is
called very briefly to some conceptions and purposes of education and
certain underlying principles which are embodied in this Course of Study,
so that the teacher may more effectively interpret the suggestions given
to meet the needs of her children.
AIMS AND OBJECTIVES OF EDUCATION
Education seeks to promote the satisfying of the needs of humanity as
a whole. It strives for the advancement of mankind. Education is con-cerned
with the discovery of the most satisfactory adjustments of an indi-vidual
to the people, things and conditions in the world. It is concerned
not only with understanding, controlling, and effecting changes in the out-side
world which promote the general welfare, but in bringing about the
changes in human nature which result in the desired adjustments—thus
producing changes in human knowledge, skills, feelings, emotions, morals,
in habits of every type.
Education seeks to increase human happiness. It means happy and
fruitful living here and now in all periods of life for the child and the
adult. That education is desirable which promotes the expanding, adopt-ing,
and enriching of the child's present life so that he lives most profitably
to himself and society. As the child develops, his experiences should be con-stantly
reorganized, so that his wants become increasingly those which
by promoting the welfare of others rebound to satisfy his own desires.
He must grow, too, in power to fulfill his constantly improving wants.
The ^school seeks to provide those experiences which contribute to the
child's growth and which are his means of adjusting himself to the life
around him and of aiding society in the reconstruction of its experiences
to further its progress and development.
Objectives of Elementary Education.—For about a decade now the
Seven Cardinal Objectives of Education have been generally accepted as
the aims or principles of education, especially in the secondary field. These
aims or objectives are:
1. Sound health.
2. Worthy home membership.
3. Mastery of the tools, techniques and spirit of learning.
4. Faithful citizenship.
5. Vocational effectiveness.
6. Wise use of leisure.
7. Ethical character.
8 Course op Study for the
With varying degrees of emphasis these aims would be the general
aims of elementary education. With slight variations, modifications, and
adaptations they are now accepted. The Committee on Elementary Educa-tion
of the New York Council of Superintendents* in its report on October
1, 1929, proposes that the function of the elementary school is to help
every child:
1. To understand and practice desirable social relationships.
2. To discover and develop his own desirable individual aptitudes.
3. To cultivate the habit of critical thinking.
4. To appreciate and desire worthwhile activities.
5. To gain command of the common integrating knowledge and
skills.
6. To develop a sound body and normal mental attitudes.
An analysis of these aims or this function of the elementary school
shows how completely they are embodied in the Seven Cardinal Principles
of sound health, worthy home membership, etc.
In still a little different manner, Thorndike and Gates in their Ele-mentary
Principles of Education, discuss these aims under "The Major
Present Needs of Education." There are two classes of five groups each.
The first class deals with the need of proper adjustments to phases of the
present-day environment; the second class has to do with several types of
equipment needs to every individual. They are classified as:
I. Needed Adjustments to Situations in Modern Life:
1. Adjustments to the physical world.
2. Adjustments to economic situations.
3. Adjustments to family situations.
4. Adjustments to social situations.
5. Adjustments to civic situations.
II. Needed Types of Personal Equipment:
1. Physical health.
2. Mental health and balance.
3. Recreational resources.
4. Ethical and religious resources.
There is nothing contradictory in these aims as presented from these
different sources. They supplement, interpret and reinforce each other.
They should make more real and more intelligible the aims as expressed
in the language of a single authority. With that understanding, the dis-cussion
of aims or objectives of Elementary Education takes this form
rather than one set of generalized statements.
SOME PRINCIPLES UNDERLYING THE COURSE OF STUDY
The child is the center of the educational endeavor. The course of
study, the experiences which go to make up the curriculum, the methods to
be employed, all should contribute toward bringing about desirable out-comes
in habits, skills, knowledges, understandings, abilities, apprecia-tions,
attitudes and ideals which will help the child effectively to meet
situations in life. The selection and organization of the content of these
* Cardinal Objectives in Elementary Education, Committee on Elementary Education of
the New York Council of Superintendents, The University of the State of New York, Albany.
Elementary Schools of North Carolina 9
experiences, the materials, activities and situations should be adjusted to
the period of development, the capacities, attainments, needs, interests and
enrichment of the child's life.
The importance of psychology in education and learning should find
reflection in a course of study. The psychology of learning; child nature
and his needs; the significance of individual differences; the place and
value of method, these and other phases of psychology and its application
entered into the development of this course of study. Every teacher
should become thoroughly acquainted with these laws and principles and
should make them a part of her professional equipment.
Earnest efforts have been made to work out the Course of Study in
the different subjects with the contributions of these experiences to the
child's growth and development in mind and to show the teacher that
provision for the organization of these experiences is to be determined in
the light of the child's needs and interests. In those subjects in which
there are State-adopted texts the effort has been made to indicate how
these may be used and adapted in meeting the needs and interests of the
children and in organizing the work.
Function of the Course of Study.—The course of study is understood
to be a working guide to assist teachers in helping each child achieve those
educative experiences which will bring about the outcomes agreed upon as
most desirable. In general these outcomes would be the realization of the
aims and objectives of education, and of elementary education in particular.
SUGGESTIVE TIME DISTRIBUTION TABLE
The suggested weekly time allotments which follow are offered as ten-tative
bases for the work. Manifestly, the distribution of time should be
determined by the needs of the children. The use of large units of work
with provision for children's interests and enriched experiences will often
call for a combination of subjects and the reorganization of the materials
of instruction necessary to carry these on. Directed or supervised study
is regarded as a vital part of the classroom work.
The suggested weekly time table here presented has grown out of a
careful study of investigations in this field. These studies and references
include
:
t
Ayer: Time Allotments in the Elementary School Subjects—-United States Department
of the Interior, 1925.
Covert: Time Allotments in Selected Consolidated Schools—United States Department
of the Interior, 1930.
Glass: Curriculum Practices in the Junior High School and Grades 5 and 6—University
of Chicago, 1924.
Kyte: A Study of Time Allotments in the Elementary School Subjects—California Cur-riculum
Study Bulletin No. 1, University of California, 1925.
Woody: The Amount of Time Devoted to Recitation and Study in the Elementary
Schools of Michigan, University of Michigan, 1927.
Teachers will find a study of these references stimulating and helpful.
The importance of a schedule of work can not be too strongly emphasized.
The State Department of Public Instruction will render direct assistance
to those who make their wishes known.
10 Course of Study for the
SUBJECTS Grades—Minutes per Week
English:
Reading, Literature*, Library
Language
Spelling
Handwriting^
Arithmetic
History and Citizenship§
Geography
Nature Study and Elementary Sciences
Health and Physical Education+ ,.__.
Arts:
Fine Art and Industrial Arts
Music
550
110
501
75
50
150
II
525
125
75
100
150
III
400
150
75
150
100
150
IV
300
175
75
75
200
60
150
60
150
225
200
75
75
200
120
160
60
150
VI
200
200
75
75
160
175
60
150
VII
450
45
240
225
225
60
150
"Literature is a part of both the reading and language courses and is provided for in the total time
given to these subjects. Additional time as needed should be given.
tLatter part of term, if formal work is given.
JLess time may be given by students measuring up to grade standard on a standard writing scale.
§Ideals and responsibilities of citizenship with a study of home life, community life, and relation-ships
with other peoples and countries, should be emphasized. Related experiences are frequently
included in large unit work, activities, other subjects, especially reading, language, health work,
history and geography, and in opening exercises. At other times special periods are used.
HThe nature study and science work are frequently included in large unit work, activities, or other
subjects, especially reading and language, health, geography and history. At other times special
periods are used. In grades 4 to 7, it is suggested that approximately an hour a week be given to
elementary science as defined in this course of study.
+At least an hour a week should be given to health instruction and training, and an hour a week
to physical education.
Additional time (IY2 to 2 hours) should be added if industrial and practical arts are taught.
READING
Introductory Statement
This outline is planned to serve the teacher as a working guide in her
efforts to prepare for, to initiate and to develop a course in reading in-struction
based upon the general and specific needs of the pupils in their
growth and progress through the grades. The trend in educational method
today justifies the daily, consistent and continuous participation of the
classroom teacher in the constructive development of the course of study.
Therefore, the needs of the teacher from this point of view in course of
study making are an important consideration.
Only by the continuous study of the literature in this field; by modi-fying
objectives, methods, and techniques; and, by maintaining constantly
the critical attitude and the spirit of research can the classroom teacher
hope to succeed in the development of a satisfactory and adequate program
of reading instruction. Careful records of strengths, weaknesses, and sug-gestions
for changes or additions, should be made by the teacher. These
data are valuable (1) in evaluating the program as it proceeds and (2)
for revising the course from time to time.
The value of this outline course in reading will be determined, in large
measure, by the extent to which each teacher recognizes the inherent worth
of the principles underlying the suggestions herein contained, and by each
teacher's willingness to participate in the work of initiating and develop-ing
a well-organized, adequate, and appropriate curriculum involving read-ing
as the most important subject.
The outline contains statements and suggestions concerning the objec-tives
in reading, materials of instruction, activities and methods of pro-cedure,
outcomes by grades, promotion standards, and general problems
and principles involved in a program of reading instruction. It presents
suggestions for adapting the program to pupil needs and grade situations
and indicates methods to be used for checking the degree of progress made.
It must be understood, however, that these statements and suggestions are
designed to guide and not to limit the teacher in her efforts to work out
an adequate program of reading instruction based upon the immediate and
ultimate needs of the pupils to be taught.
The underlying principles laid down in the Twenty-fourth Yearbook
of the National Society for the Study of Education which represents the
most modern, progressive, and authoritative ideas on the subject of read-ing
furnish the bases for the suggested program within the school as
developed in Part Two of this chapter.
The references listed at the close of each section contain supporting
arguments for the discussions of the various phases of reading dealt with
in the entire course. The values to accrue in the study of these references
will be appreciated by each teacher studying this outline course.
12 Course of Study for the
PART ONE: THE NEEDS OF THE TEACHER
In order to be successful in her work, the teacher needs to know and
to understand thoroughly certain fundamentally important and highly
essential factors which are present in any well-planned and well-organized
program of reading instruction. Because of the limitations of. this bulletin,
only brief and concise statements concerning these factors can be given
here, but carefully selected references follow which present helpful dis-cussions
of each factor. These professional texts should be available for
the teacher's use in her efforts to prepare for satisfactory and efficient
service in the schools. For some teachers, this means merely a review;
for others, whose specific grade or subject preparation is limited, a real
study; and for all teachers working together in one school system, an aid
in unifying the course from the first through the seventh grade.
The teacher may expect success in her work if she is reasonably
familiar with, and able to interpret in terms of pupil needs, the principles
and problems dealt with in the following outline of teacher needs.
The teacher should know:
1. The psychological bases underlying reading.
2. General and specific objectives in reading.
3. What to teach, the content and sources of the reading materials.
4. The important divisions of a reading program.
5. How to discover pupil needs and to adapt the program of reading
instruction to these needs.
6. The most effective and efficient methods to follow in classroom work.
7. How to plan the program of reading instruction, to evaluate pro-cedures,
and to measure achievement and progress at intervals.
8. Outcomes or results to be expected.
. To further aid the teacher in her preparation for the teaching of read-ing
each of the problems or factors listed above is outlined or discussed
briefly. Carefully selected references are suggested for the study of each
problem. The total list of references makes up an inclusive, though limited
bibliography, on the teaching of reading.
I. The Psychological Bases Underlying Reading.
Questions which the teacher should be able to answer:
What is reading? What are the chief purposes of reading? What
is the relative importance of reading as compared with other school
subjects? What are the factors involved in the reading process? Why
is the reading process complex? In the acquisition of the ability to
read what are some of the most vital problems? What is "reading
readiness"? How may "reading readiness" differ at school entrance
and at the various grade levels beyond the first grade? What are the
various types of reading activities of children? How are these related
to reading in modern social life? What are the different kinds and
types of reading? What are the important elements involved in the
different kinds of types of reading?
So much of importance is involved in the problems stated here that it
is essential that teachers read widely and study carefully the references
given, which deal specifically with the problem under consideration. No
simple statement will suffice to give the teacher that broad sense of mean-ing
which is to be derived from reading quotations from the leading
authorities who have made careful and scientific study of reading problems.
Elementary Schools of North Carolina 13
references:
Garrison and Garrison. The Psychology of Elementary School Subjects. Chapters XIII,
XIV. Johnson.
Brooks. The Applied Psychology of Reading. Chapters III, IV, V, VI, VII. Appleton.
National Committee on Reading. The Twenty-fourth Yearbook of the National Society for
the Study of Education. Part One, Chapter I. Public School Pub.
Yoakum. Reading and Study. Chapter II. Macmillan.
Burton. The Nature and Direction of Learning. Chapter I, pp. 55-65. Appleton.
Storm and Smith, Reading Activities in the Primary Grades. Chapter V. Ginn.
II. General and Specific Objectives in the Teaching of Reading.
From the standpoint of both the teacher and the pupil, reading is
essential to intelligent participation in the activities of modern life. Two
factors are involved here: (a) Studies of society to help select subject
matter and method with respect to their social utility; (b) Studies of the
child to discover his interests and to help base teaching on the laws of
learning.
Reading investigations have brought to light scientific data on each of
these two factors. These data furnish the bases for the main objectives
in the teaching of reading. As the realization of the importance of reading
has increased, the essential objectives to be attained in the teaching of
reading have been proportionally enlarged. A study of these objectives
offers a foundation on which to build classroom procedure leading to-individual
pupil growth and development through the reading program.
A. General objectives in the teaching of reading:
1. To give rich and varied experiences through reading which
will extend and make significant the experiences of boys and
girls and increase their fund of information and thus secure
enlargement of life.
2. To provide reading experiences that will stimulate the pupils'
thinking powers.
3. To furnish strong motives for reading and establish perma-nent,
varied and desirable interests in reading.
4. To cultivate desirable attitudes and economical and effective
habits and skills in reading.
5. To cultivate tastes for good reading material which he selects
by acceptable standards he has acquired.
6. To inculcate desirable fundamental behavior, attitudes and
ideals through both intensive and extensive reading.
7. To acquaint pupils with sources of the various kinds of de-sirable
reading material.
Although the broad general objectives, as stated above, are all-inclusive
as well as clear, yet a more detailed statement of objectives in reading may
prove helpful to the teacher in understanding the chief aims and purposes
of reading. The attainment of the specific objectives, as classified here, will
in the end bring about the achievement of the general purposes for which
reading instruction is carried on.
B. Specific objectives in reading.
Reading Experience:
1. Contributes desirable and useful knowledge.
2. Provides satisfaction, pleasure and inspiration.
Attitudes, Appreciations and Interest:
1. To extend and enrich the experiences of boys and girls, and
to develop desirable attitudes toward reading.
2. To cultivate a desire and a love for reading through delight-ful
and varied content.
3. To develop a desire to read and own books of many useful
and varied types.
14 Course of Study for the
4. To bring about a realization that books are interesting and
also valuable for carrying on many kinds of activities.
5. To broaden sympathy toward the experiences of others in all
lands and in all times.
6. To stimulate an appreciation of good literature and a desire
to make a contribution in this field.
7. To cultivate a sense of humor and correct evaluations on
incidents described in reading material.
8. To develop high ideals of character and conduct.
9. To provide for the wholesome use of leisure time.
10. To create a wholesome and permanent attitude of friendship
toward books.
Habits, Skills and Abilities:
1. Content
a. To increase the appreciative participation in the thought
life of society according to the ability of each individual.
b. To cultivate the imagination, to increase the power of
reflection, and to develop desirable study habits in
general.
c. To develop discrimination in selection of reading
materials.
d. To enrich and extend the vocabulary, thereby improving
the individual's use of language, especially in the inter-pretation
and use of what is read.
e. To train pupils to comprehend meaning of word, phrase,
sentence, paragraph, and longer units with accuracy and
reasonable speed.
f. To grasp the organization of a selection with regard for
major and minor ideas in order of importance and chro-nological
sequence.
g. To develop the ability to solve a problem, using reading
material as a basis for reasoning; to evaluate the worth
of ideas presented and to retain the important ideas.
h. To determine the general nature of material by scanning,
and to find specific information by following definitely
stated directions.
i. To have a knowledge of sources of reading materials of
all types.
j. To be able to use library facilities efficiently and effec-tively.
2. Mechanics of reading
a. To recognize units larger than a word at each eye-fixa-tion
(the child is to read in groups of words and in
phrases)
.
b. To avoid physical reactions which retard progress, such
as, finger pointing, head-movement, reading aloud.
c. To use a well-modulated and expressive voice in reading,
with clear enunciation, correct pronunciation and proper
phrasing.
d. Correct posture in standing or sitting with due regard
for proper light that will assure optical hygiene.
e. To develop the ability to attack new words and phrases
independently.
f. To cultivate rapid silent reading.
3. Care and use of books and materials
a. To stimulate the right use and the proper care of books
and other source materials.
b. To develop the proper use of the table of contents, in-dexes,
page references and glossaries.
c. To develop an appreciation of the beauty of the me-chanical
make-up of the book, and its general aesthetic
values.
Elementary Schools of North Carolina 15
The general and specific objectives in reading are discussed more fully
in the following references, especially as they are interpreted in terms of
definite grade activities:
National Committee on Reading. The Twenty-fourth Yearbook of the National Society for
the Study of Education. Part One, Chapter II. Public School Pub.
Yoakum. Reading and Study. Pages 257-291. Macmillan.
The Classroom Teacher, Vol. II, pp. 45-49. Volume VI, Chapter II. The Classroom
Teacher, Inc.
Gist and King. The Teaching and Supervision of Reading. Chapter II. Scribners.
Anderson and Davidson. Reading Objectives. Chapters 1 and II. Laurel.
Mossman. Teaching and Learning in the Elementary School. Chapter IX. Houghton.
III. What to Teach.
It is essential that the teacher have an intimate knowledge of the con-tents
of the texts, basal and supplementary, to be used in the reading
program. In addition to these, a wide acquaintance with other books con-taining
children's literature, prose and poetry, of the age and grade level
needed is most desirable.
Knowledge of the contents of the basal and supplementary texts is most
usable when classified as to type and scope of content (listing under head-ings
according to form, nature and use), and as to extent, gradation, and
difficulty of the vocabulary. Extra materials not included in the texts but
nevertheless equally essential should be studied. Among these are the
materials suitable for making the proper approach to reading, as pictures
and the commercial equipment (charts and practice materials) related to
the reading books. Materials of incidental reading situations which make
up a big part of the day's reading program, and reading materials from
other school subjects should be investigated. These should be understood,
with reference to individual pupil, and class needs.
The manuals for the basal texts and for some of the supplementary
readers offer a very definite and valuable help to teachers in the use of the
texts. These manuals should first be studied in connection with the analysis
of the texts, and next, in their relation to the reading program for the
grade as outlined and suggested in the course of study.
The purpose of the manuals, in the main, is to assist the teacher in a
better understanding of the organization of the content and vocabulary
of the texts, and to offer a suggested method of procedure in reading in-struction.
These aids should be studied carefully with a view to adapting
the suggestions to the needs of a much broader plan or course, as worked
out by the classroom teacher, using this course of study in reading as a
guide.
REFERENCES:
Basal and Supplementary Texts adopted for Use in North Carolina. (See list by grades.)
Manuals for Basal and Supplementary Readers. (See list by grades.)
Equipment for teacher and pupil use in the reading program. (See list by grades.)
National Committee on Reading. The Twenty-fourth Yearbook of the National Society for
the Study of Education. Part I, Chapter VII.
The Classroom Teacher, Vol. II, Chapter IX. Vol. VI, pp. 425-432. The Classroom
Teacher, Inc.
Yoakum. Reading and Study. Chapter VII. Macmillan.
Gardner and Ramsey. A Handbook of Children's Literature. Scott.
Mossman. Teaching and Learning in the Elementary School. Chapter IX, pp. 206-227.
Houghton.
IV. The Important Divisions of a Reading Program.
Children pass through different stages of development in acquiring
mature reading habits. Good instruction recognizes the importance of these
periods and provides appropriate training at each stage of development.
16 Course op Study for the
Growth periods in the fundamental reading habits should be given careful
consideration in planning a reading program. Intelligent interpretation of
what is read, speed in silent reading, and fluent, accurate oral reading are
specific phases of reading in which there is an increase in ability. The
rate of increase in ability in these specific phases of reading at the various
growth periods will be valuable information for the teacher.
The organization of a reading program into five important periods or
divisions helps the teacher to understand the normal progress of children
in fundamental reading habits. While these divisions may or may not
exactly coincide with the separate grade divisions of the work in reading,
an adjustment of the two programs is easily workable and understood. A
detailed statement of the types of progress appropriate during each period,
the purposes and organization of instruction, and the desirable forms of
achievement may be found in the references and should be studied by the
teacher. A brief statement concerning each period is given here.
A. The period of preparation for reading includes the pre-school age,
the kindergarten, and frequently the early part of the first grade.
Provision for training and experience, which prepares pupils for
instruction in reading, is the main purpose of the work in this
period.
B. The initial period of reading instruction, which takes place in the
first grade, introduces the pupils to reading as a thought-getting
process. Through careful planning the teacher seeks to develop
ability to read independently and intelligently, simple material such
as that found in primers, first readers, and library materials for
use in the first grade.
C. The period of rapid progress in fundamental attitudes, habits and
skills upon which satisfactory silent and oral reading depend in-cludes
the second and third grades and sometimes the fourth grade.
D. The period of wide reading, including the fourth, fifth and sixth
grades, has two problems which should receive special emphasis:
1. Perfecting the skills started in the previous grades, and bring-ing
to a high state of efficiency the speed and comprehension
of silent reading.
2. Increase in the experiences of pupils by extensive reading in
varied fields.
E. The period of refinement of specific reading attitudes, habits and
tastes for grades beyond the sixth. Appropriate instruction is pro-vided
in the seventh grade for the refinement of reading and study
habits. There is provision also for the further development of (1)
wholesome interests in reading; (2) the habit of reading current
events; and (3) the proper selection and use of books and magazines
of real worth.
These general statements concerning the important periods of a reading
program simply indicate the main characteristic of each of the several
periods. From the study of the references given, especially The Twenty-fourth
Yearbook, the teacher will gain an understanding of the values to
be derived from the organization of a reading program on the basis of these
five periods. The suggested divisions should not be used as a basis for rigid
classification but should serve the teacher as an aid in recognizing and
defining the larger problems of teaching with reference to individual pupils
or groups of pupils. Provision should be made for over-lapping from one
period to another of the needs of pupils.
REFERENCES: XT „ _
Gist and King. Teaching and Supervision of Reading. Chapter II. Scribners.
The Classroom Teacher. Volume II, pp. 49-50. Volume VI, pp. 92-93. The Classroom
Teacher, Inc. , , „ . , _ .
The National Committee on Reading. The Twenty-fourth Yearbook of the National bociety
for the Study of Education. Part I, Chapter III. Public School Pub.
Elementary Schools op North Carolina 17
V. How to Discover Pupil Needs and to Adapt the Program of
Reading Instruction to These Needs.
The classroom teacher must be familiar with the construction and use
of informal tests in reading. She must possess a reasonable knowledge of
standardized tests and have a clear understanding of their uses and values
in classroom practice. Information concerning reading tests, the construc-tion
and use of informal tests, and the selection and use of standardized
tests is given in the next section of this outline. (See Standard Tests.)
Pupil records and graphs showing results of standardized tests should re-veal
the present status and achievement of the pupils in reading. The
formal or standardized tests, given two or three times a year, show the
ability of a class in comparison with the achievement norms of thousands
of children. They also indicate comparative ratings of general ability
within a grade. The informal test, based on materials used in the par-ticular
grade, does not show the rating of the class in comparison with
other classes, but is most useful in indicating specific abilities and dis-abilities.
Through the effective use of these materials and by careful study
of the results of tests, the teacher may discover:
1. Pupil abilities in reading.
2. Individual differences in pupils.
3. Pupil progress and attainments.
4. Pupil needs and problems.
5. Causes of deficiencies.
By observation and study of pupils engaged in classroom activities of
various types, especially those which involve experiences in reading, the
teacher may recognize wrong tendencies, undesirable habits and attitudes,
and adjust the reading program to the correction of these.
The complexity of the reading process itself, and the variety of abilities
found among the members of a class make it necessary to analyze to some
extent the needs of the whole group as well as the problems of individuals
who have special difficulties. By the use of informal and standardized tests
(both intelligence and achievement tests) fairly accurate data may be
secured. The interpretation of these data will furnish a partial basis for
determining the tentative grouping of pupils, and will aid in the solution
of the major problems of better comprehension, word recognition, increased
speed and fluency, and independence in work and study. The cases which
present unusual difficulties will need more careful study and special adapta-tion
of the reading materials and methods to their specific needs.
In addition to the use of tests and periods of observation and study,
the teacher will gain in the understanding of pupil needs, capacities and
abilities by planning carefully and by providing situations in which the
child has successful and satisfactory reading experiences. This gives oppor-tunity
to discover the child's present level of success in reading from which
point the program for him or his group should begin.
REFERENCES:
The Classroom Teacher. Vol. II, pp. 3-36. Vol. VI, pp. 3-32. Chapter IX. The Class-room
Teacher, Inc.
Stone. Silent and Oral Reading. Chapters IX, X. Houghton.
Brooks. The Applied Psychology of Reading. Chapters XII, XIII, XIV, XV. Appleton.
The National Committee on Reading. The Twenty-fourth Yearbook of the National Society
for the Study of Education. Part I. Chapters IX, X.
Palmer. Progressive Practices in Directing Learning. Chapters IX. X. XI, XII, XIII.
Macmillan.
Russell. Classroom Tests. Ginn.
Burton. The Nature and Direction of Learning, pp. 481-574.
18 Course of Study for the
VI. The Most Effective and Efficient Methods to Follow in Class-room
Work.
Because of the many problems and complexities of classroom work it
is very essential that the teacher discover the best method of procedure for
the teaching of reading. How to secure the maximum amount of pupil
participation in the classroom activities is the chief consideration. Pro-gressive
education points the way to success for the teacher and pupil by
advocating "teacher guidance rather than teacher direction" of each and
all classroom activities. Pupil participation in the planning, initiating,
organizing and carrying through various classroom projects leads to
greater effort, because it arouses greater interest, and brings more satis-faction
through success on the part of the pupils.
It is difficult to separate or differentiate subject matter and method
since we regard the ways of doing things and the behavior or conduct of
the learner essentially a part of the subject matter involved in the situ-ation.
However, it is clear that whatever the pupil does, his reaction or
response, behavior or achievement, it is regarded paramount in classroom
work. The teacher guides the experiences of the pupils through worth-while
activities.
The selecting of these activities, the choosing of materials necessary
to carry on the activity, the planning of the lesson procedure and the
evaluating and judging the worth of the accomplishments are important
factors in the technique of teaching.
The needs, capacities and abilities of the child to be taught will, in a
large sense, influence or determine the methods to be used. Consistently
planning situations offering opportunity and reasonable assurance of suc-cess
for the child will result in maximum pupil effort and pupil progress.
Satisfactory method of procedure in classroom work always takes into
account three things: (1) proper attitudes, (2) the laws of learning, and
(3) individual differences. Since provision must be made for each of these
factors, the teacher should be familiar with the analysis of each and their
relation to the lesson plan, the organization of a unit of work, and the
daily schedule or program of reading activities.
Whether a child will realize the value of books as contributing to his
pleasure and needs, and whether he will be actively interested in reading
to the extent of reading widely and buying books will depend as much
upon the kind of books with which he comes into contact as upon the
actual inspiration and guidance which he receives from the teacher. If
children have access to material that is closely related to their pleasure-interests,
they will begin to sense the recreational value of reading. If,
also, they have been stimulated to go to books for the solution of many
actual life problems, they will become conscious of the utility value of
reading. Only as books meet an interest- or utility-need will they become
vital to children.
Attitudu building goes beyond the mere exposing of children to vital
material. Application of the psychology of learning has a share in build-ing
appreciations. In order that effective reading of any type, with its
accompanying attitudes, skills and knowledges may be taught economically,
the "laws of learning" must be utilized. These laws, and their operation
in reading situations, are as follows:
Elementary Schools of North Carolina 19
A. Readiness—The child must be in a state of "wanting to read" the
particular material. Such a condition exists when the teacher has
—
1. Chosen appropriate material
2. Assembled the child's ideas in the field
3. Related the new experience to the old
4. Brought clearly before the child's mind the purpose of read-ing
the selection.
The child is then ready to read with enjoyment and also ready to
think, for the assembling of ideas and statement of the purpose set
up a readiness for thinking.
B. Exercise and Effect—These laws require that there shall be practice
with satisfaction if learning is to take place successfully. Oppor-tunity
should be given for pleasure-attended-use of all the skills
and habits to be developed. The pleasure in reading situations may
come from intrinsic interest in the material, or from the satisfaction
that comes from accomplishing what one sets out to do; namely,
solving a problem, answering a question, finding desired infor-mation,
measuring up to a class standard, or bettering one's own
record in doing effective study.
Children within any given grade differ greatly in tastes. They are also
likely to differ greatly in abilities, unless particular and careful attention
has been given to classification. Consideration for the individual pupil, his
equipment and needs, gives the thoughtful teacher great concern. Dif-ferences
in tastes are provided for by (1) opportunity for extensive indi-vidual
reading, (2) access to a wide variety of materials, and (3) allow-ing
individual choice. It is far more difficult to deal with differences in
fundamental reading abilities. Some children, for instance, may be able
to comprehend facts, yet may lack organizing ability; others may be able
to organize facts, yet may be poor in retention; others may be able to
organize a sequence of facts chronologically as in telling a story, but can-not
properly interpret the thought. Their needs in general may be pro-vided
for by grouping within the grades, by giving special assignments to
the accelerated group, and by segregating remedial cases.
REFERENCES:
Yoakum. Reading and Study. Chapters VI. XVI. Macmillan.
Gist and King. The Teaching and Supervision of Reading. Chapters VIII, XL Scribners
Anderson and Davidson. Reading Objectives. Chapters XII, XIII. Laurel.
The Classroom Teacher. Vol. VI. pp. 107-146. The Classroom Teacher, Inc.
Pennell and Cusack. How to Teach Reading. Parts II, III. Houghton.
Burton. The Nature and Direction of Learning. Chapter V. Appleton.
Brooks. The Applied Psychology of Reading. Chapter X. Appleton.
Mossman. Teaching and Learning in the Elementary School. Chapter IX. pp 227-229.
Houghton.
VII. The Importance of Evaluating and Checking Procedures and
Activities with Relation to Promotion Standards.
One of the most important things for a teacher to know is how to judge
or evaluate her own plans and methods of procedure in terms of pupil
progress. It is equally important to be able to check on pupil activities
and to determine the growth and progress made in attitudes, habits, skills,
and knowledges at certain intervals or periods. Projects and large units
of work must be checked as the group proceeds in the work from day to
day, and especially is this important when the assignment as a whole is
completed. Only by doing this in a very detailed way may the teacher be
20 Course of Study for the
assured that she is following correct procedures in planning, in developing
the program, and in checking to find results in terms of achievement and
progress.
Measuring achievement and progress at intervals during the year and
near the close of the program offers further evidence of the extent of
accomplishment of each child in reading. This is also a great help in find-ing
out whether or not he is accomplishing what he should according to
his capacities and abilities, and whether or not his achievement and rate
of progress justifies remaining in his group for further work.
Standards of work to be maintained by pupils should be judged always
in terms of ability and capacity rather than by a measure of achievement
in a definitely outlined and general reading program. A measure of suc-cess
according to his ability and capacity is to be regarded in standards of
work maintained rather than a "fitting-in process" with a program beyond
his reach and in which he more often meets with failure rather than
success.
Promotion standards may be more easily formulated if regarded as an
outgrowth of the program of measuring achievement and progress in read-ing
throughout the year, and not as a result of one or more reading tests.
The teacher's judgment; the record of daily checks, or the measuring' of
success at the close of the units of work, and the results of informal and
standardized tests given at intervals and near the close of the year, should
be considered important factors in the formulation of promotion standards.
In summary, the teacher should know (a) criteria for judging lesson
procedures and the value and worth of activities, (b
1
* the essentials of a
reading survey that is continuous throughout the year and operating when-ever
necessary to check results, (c) minimum and maximum attainments
in reading for the grades, (d) promotion standards that take into account
the attitudes, appreciations, habits, skills and knowledge of the pupil.
REFERENCES:
Mossman. Teaching and Learning in the Elementary School. Chapters II, XII. Houghton.
Parker. Types of Elementary Teaching and Learning. Chapter X. Ginn.
Gist and King. The Teaching and Supervision of Reading. Chapters VIII, XL Scnbners.
Garrison and Garrison. The Psychology of Elementary School Subjects. Chapter XV.
Johnson.
VIII. Outcomes of the Program of Reading Instruction.
Of all the essentials in a program of teacher preparation, perhaps a
real understanding of the outcomes or results of the reading program is
the most important. The types of outcomes worked for determine the pro-cedure
in learning. For each of the outcomes expected, there must be a
definite program provided, which emphasizes the activities of the learner
rather than the activities of the teacher. The changes which have taken
place in the learner, because of the reading programs, measure the out-comes
in terms of pupil growth and development. The differences in the
attitudes, appreciations, habits, skills and knowledges of the learner at
the beginning of the program and at the close is indicative of the measure
of growth. The following information assembled will present the essential
facts which will help the teacher to determine the nature and extent of the
outcomes in terms of pupil growth and progress in reading ability.
1. Achievement as shown by standard reading test results.
2. Achievement in standard vocabulary tests.
3. Classification according to reading age.
Elementary Schools of North Carolina 21
4. Total amount of content material read satisfactorily.
5. Ability in independent reading and study.
6. Amount of independent reading and study.
7. Achievement of library standards.
8. Ability in pronunciation and enunciation in oral work.
9. Ability in interpretation of various types of content material.
10. Desirable attitudes as revealed in performance.
11. Appreciation and enjoyment of literature.
12. Ability to make use of information acquired.
13. Evidences of desire to read widely and intelligently.
REFERENCES:
Burton. The Nature and Direction of Learning, pp. 481-537. Appleton.
Schmidt. Teaching and Learning the Common Branches. Chapter I. Appleton.
Brooks. The Applied Psychology of Reading. Chapters VIII, IX. Appleton.
Gates. New Methods in Primary Reading. Chapter XII. Bureau of Publications, Teachers
College, Columbia University, New York.
Palmer. Progressive Practices in Directing Learning. Chapter IX. Macmillan.
Gates. Improvement of Reading. Macmillan.
PART TWO: THE PROGRAM OF READING INSTRUC-TION
WITHIN THE CLASSROOM
With the preparation as suggested in Part One of this outline, the
teacher should be fairly well equipped to plan a classroom program of
reading instruction. As a further aid to the teacher, the following guiding
principles for a satisfactory reading program are suggested:
1. Reading is a process of thought-getting and should never be taught
as an end in itself.
2. Materials and methods must change with the developing interests
and abilities of the children but the purpose of reading—thought-getting—
must always remain.
3. The problem of reading which is the interpretation of written and
printed symbols at a rate appropriate to the purpose in mind re-mains
the same regardless of grade.
4. Children learn to read by reading in response to a desire to read.
Therefore, reading material must be suited to the present needs and
tastes of the children for whom it is intended if it-is to stimulate
effort and result in giving satisfaction.
5. The teacher should make every effort to see that her pupils are sup-plied
with an abundance of material which will meet the following
criteria
:
Of undoubted value
At the right level of difficulty
Wide and well-balanced in scope
Within the child's experience—either actual or vicarious—or
within his range of imagination
Of a high degree of immediate interest for the pupil
The main factors in any school program are the pupils, the materials
and equipment for use in the various activities, and the conduct or be-havior
of the pupils in achieving desirable attitudes, habits, skills, and
knowledges. The first step in the program of reading instruction in any
grade is to find out the present equipment of the pupils, their physical,
social and mental abilities and especially the degree of readiness of the
individual for the work in reading as outlined for the grade. As much
time as practicable (at the beginning of the school year) should be given
to this initial work. "Finding out where the pupil is in relation to the
reading program, and starting from this as a beginning point in his read-ing
achievements" is an important and fundamental educational principle.
22 Course op Study for the
From a review of test results, school records, and by observation and
study of the pupils, the teacher should attempt to determine the readiness
for reading and the status of each pupil's reading ability and achievement
and upon this basis (1) classify or group the pupils for instructional pur-poses,
and (2) plan the reading program. While this study, analysis and
diagnosis of the class situation is taking place, the teacher should plan a
daily program of vitally interesting experiences in order to obtain a maxi-mum
of desirable and interesting responses from the pupils. On this high
level of pupil response the reading program should be organized.
With a clear-cut notion of the general and specific objectives in reading.
a first-hand knowledge of the subject matter to be taught, an initial under-standing
of the present equipment, achievements, and specific abilities of
the pupils, the teacher is better able to provide classroom situations for
the pupil which will afford worth while experiences in reading. In this
part of the outline suggestions from the best practices in good elementary
schools are offered as information for the teacher in working out the pro-gram
of reading instruction for the particular grade or group she is
teaching.
Note: A coordinated program of reading and language, two subjects so closely related,
should be the aim of the teacher. Topics common to both outline courses should
be reviewed in the effort to supplement and expand the ideas and plans contained
in each. For example: the teaching of poetry in one course offers additional
information to that given in the other course.
I. General Discussions of Important Factors in the Reading
Program.
A. Work-type and recreatory reading.
It is essential that the teacher understand the two types of reading
experiences discussed here. The three series of basal readers to be used
in grades one through six furnish material of the work-type variety and
the contents of the books are organized on this plan. The recreatory
material found to some extent in the basal readers and more largely in
the supplementary and library books, offers practice and wide experience
in the use of these abilities. It is necessary to differentiate clearly between
these two types of reading activities in order to develop the proper atti-tudes,
habits and skills outlined in the general and specific objectives of
the reading program. The manuals for each series of basal readers offer
definite help.
Reading activities may be grouped conveniently into two types, work-type
and recreational reading. The relationship between the reader and
the type of reading depends as much upon his attitude as upon the subject
matter. "It is not intended ... to set up any full and complete separation
between them (the two types). Not only may almost any selection or
book be read with different purposes, by different readers, or by the same
reader at different times, but one's attitude or purpose may change in the
course of his reading."
Work-type reading is that reading which requires the use of certain
basic skills and abilities essential to the purposive and accurate interpre-tation
of the printed page. It reaches its highest effectiveness in appli-cation
in the study of serious subjects. Nevertheless, the more fundamental
habits and skills evolved through training in work-type reading are also
the foundation for satisfactory reading for appreciation and in reading of
Elementary Schools of North Carolina 23
a lighter nature done for recreation or for general information. Efficient
work-type reading instruction calls for periods in which one pivotal skill
receives the chief emphasis. In these cases, informational or non-informa-tional
material is used for practice or drill in such techniques as compre-hension,
vocabulary building, outlining.
Work-type reading ability becomes useful whenever children apply at
will the particular study techniques called for by the material being read
or by the situation. The study of history, geography and arithmetic re-.
quires such reading, as do also the following situations:
Silent reading: (a) solving problems of various kinds; (b) reading
items and current events; (c) getting information from maps, folders,
signs, advertisements, papers, magazines, books; (d) verifying statements;
(e) forming judgments and making decisions; (f) collecting data for
discussions, reports.
Oral reading: (a) justifying a point in a discussion; (b) reading an-nouncements,
reports and news items to others.
Units used either for instruction in or. the application of work-type
reading are usually shorter than those used in recreatory reading. The
lesson procedure involves intensive, detailed work.
Recreatory reading includes any reading done chiefly for relaxation,
literary appreciation, or for the acquirement of general information. The
main types of recreatory reading are: (a) group reading for fun or
appreciation; (b) individual library reading for enjoyment and appreci-ation;
(c) audience reading (oral).
Literary material, such as myths, fables, legends, poetry, drama, stories,
should be used for this type of work, although light informational material
may be used occasionally. Recreatory reading is usually bound up with
the following situations:
Silent reading: (a) enjoying humorous writings; (b) re-living hap-penings
common to experience; (c) traveling into "make-believe" land;
(d) satisfying curiosity about strange regions, nature, people; and (e)
sensing adventure and daring.
Oral reading: (a) reading to others for entertainment; (b) taking
part in dramatizations; (c) enjoying poetry or rhythmic beauty.
The units of material in recreatory reading are usually longer than
those used in work-type reading and involve less detailed study and dis-cussion.
In both work-type and recreatory reading, a variety of activities is
possible and desirable. The following procedures suggest means which may
be taken to carry out a well-balanced reading program:
1. Directed group silent reading in which children are using the
same material, for any one of the following purposes:
, a. Finding information
b. Following directions
c. Solving problems
d. Outlining
2. Individual silent reading for the purposes listed under 1 above,
using one textbook reference.
3. Individual silent reading for the purposes listed under 1 above,
using a number of references on the same topic.
4. Silent reading of recreatory materials for pleasure or interpre-tation.
5. Audience reading of recreatory or informational material.
6. Tests of the pupils' progress and diagnostic and remedial work.
24 Course of Study for the
The separation of reading into two types, work-type and recreatory,
and the acceptance of the previously stated objectives, call for the use of
two types of readers, the work-type reader and the recreatory reader.
Each book contains material for both oral and silent reading. In both
work-type and recreatory activities, neither oral nor silent reading should
be employed entirely to the exclusion of the other.
From the basal or work-type reading the child masters the techniques
of reading, not only those which have to do with the ability to recognize
and pronounce words, but also those which have to do with thought-getting
and thought-giving. From its use he develops definite habits and skills
such as the correct handling of a book, the use of table of contents, com-prehension
of reading habits larger than the word phrase, the ability to
follow directions, to analyze and evaluate meanings, to recognize important
thoughts or topics, and to make outlines.
Through instruction in work-type reading, the teacher can "develop
abilities to a point where they can be carried over into such reading as is
done orally and silently for recreation, or on the other hand, into the study
of all lessons in which work-type reading is involved." Work-type reading
material and procedures enable the teacher most quickly to apprehend and
to remedy deficiencies on the part of the pupils which, if not corrected,
may become fixed as bad habits.
Reading books which contain material largely of a literary nature
—
the so-called "literary readers"—may best, be used for satisfying the
pupils' need for enjoyment, for developing and deepening his interest in
reading, and for enriching his experience. "It has been definitely as-certained
that the pupils who read widely make more progress than the
pupils who read a limited amount of material."
METHODS: WORK-TYPE READING
The need for teaching children to study
A growing feeling has, within the last few years, become confirmed that
success in straightforward reading does not necessarily insure success in
study. The Cleveland Survey revealed the fact that many proficient read-ers
of literary material failed in such content subjects as geography, his-tory,
and science. Research connected with the preparation of The Twenty-fourth
Yearbook and research made by other independent authorities have
pointed to the same conclusions. High school and college students, who
"pronounce" and "memorize" their way through elementary schools, are
handicapped because they possess poor study techniques.
Knowledge of these conditions and efforts to correct them have led to
differentiation in reading instruction between that of the work-type and
that of the recreatory-type. Yoakam says: "Teaching the child to study is
involved in the process of teaching him to read and the method of teach-ing
reading must be changed if he is to realize the benefit of the teaching
process."
When to begin work-type reading
Good study habits are formed with difficulty if the teaching of children
to study is delayed until they reach the upper elementary grades or the
secondary school. Children need study techniques in the primary grades
and a definite effort should be made to implant such techniques throughout
Elementary Schools of North Carolina 25
this early stage. Instruction in work-type reading, therefore, may well
start in the first grade.
Methods of developing study habits
1. Provision for training in specific study abilities—Ability to study
effectively involves a number of specific skills such as, the ability to grasp
meaning, the ability to select ideas, the ability to organize ideas in order
of importance, the ability to make inferences from given facts, etc.
The study of Alderman on "Improving Comprehension Ability in Read-ing,"
indicates that it is important to find out what abilities are involved
in comprehending the printed page, and then to train each specific ability
until the whole complex is improved. The best results are obtained when
some particular phase of study, such as organization of ideas is subjected
to training. A method, then, which groups a series of lessons about any
one skill and gives the pupils material of increasing complexity for prac-ticing
this skill, is most desirable.
2. Provision for growth from grade to grade—The plan used should
provide for systematically bringing each of the skills to higher levels of
achievement in each successive grade. For instance, it should train the
first grade child to follow one or two simple directions, such as drawing
and coloring a cat, and to increase this ability gradually until in the sixth
grade the pupil is able to follow a number of involved directions, such as
following a recipe, constructing a ship-model. It should train the third
grade pupil to select the main idea in a paragraph and should provide
practice with increasingly difficult units, until in the sixth grade the pupil
is able to grasp the main idea of a whole selection.
3. Giving balanced emphasis to all study abilities—No one study ability
should be over-emphasized at the expense of others. In the past, the ability
to retain and to reproduce the content of reading matter was exercised at
the expense of the other important abilities, such as those of reflective or
analytical reading, or following directions, of summarizing, of outlining,
of reasoning from given data.
4. Making children conscious of need for study and of techniques in-volved—
Although the primary grade teacher plans definitely for the de-velopment
of study abilities, it is neither necessary nor desirable that the
children in these grades be made conscious of the techniques which they
are using. In the intermediate grades, however, a beginning may be made
in definite instruction concerning (a) the value of proper study habits,
(b) the methods of dealing with various kinds of material, (c) the best
ways of improving the study abilities.
Certain readers for the intermediate grades present in lesson form
(a) a general discussion of good study habits, and (b) with each group
of lessons devoted to the development of a given study skill, an intro-ductory
lesson in which the habit to be developed is discussed. Such intro-ductory
lessons stress (a) the value of the specific ability under consider-ation,
and (b) how to improve it.
5. Making progress evident to child and teacher—Pupils make rapid
progress if they can see their improvement objectively. Frequent informal
tests are indispensable in this connection, especially if results are kept for
comparison with succeeding tests by means of class and individual graphs
and charts. Work-books containing checking exercises may be so arranged
that the child can keep a running record of his progress.
26 Course of Study for the
6. Providing for the transfer or "carry-over" of skills into content
subjects—The teacher should see that the abilities learned in the reading-periods
are practiced in the periods given to content subjects, such as
arithmetic, history, geography, and science. She can best accomplish this
"carry-over" by planning carefully the other school work to give addi-tional
practice in reading skills which are being emphasized at the time
and by providing some sort of check on the child's power to exercise each
skill.
REFERENCES:
National Committee on Reading. The Twenty-fourth Yearbook of the National Society
for the Study of Education. Part I. Chapter VII. Public School Pub.
Gist and King. The Teaching and Supervision of Reading. Chapter VI. Scribner's.
The Classroom Teacher. Vol. VI. Chapter IV. The Classroom Teacher, Inc.
METHODS: RECREATORY READING
Value of and ultimate aim
It is in the recreatory reading period that the best opportunities are
afforded for cultivating habits for the real enjoyment of books. It is here
that the habits and skills developed mainly in the work-type reading periods
pay dividends in the form of pleasure and in the development of a taste
for real literature. This reading gives the children glimpses and visions
of a broader life. It varies and increases their experiences and helps them
to live richer, fuller lives.
"To appreciate means to estimate properly, to set a just value
on. Appreciation implies the use of wise judgment or delicate per-ception.
It also implies enjoyment, satisfaction, or a feeling of
pleasure. . . ."
Immediate aim in teaching recreatory reading
The immediate aim in the teaching of recreatory reading is to give
children a wide experience with good literature, and an active interest in,
and appreciation of, the best books.
"Appreciation does not concern itself primarily with the dis-covery
of new truth or excellence. Rather we aim to understand,
and to enjoy . . . the work of the masters. If we can, even in some
degree, lead children to think their thoughts, to interpret human
activity and human feeling as they have interpreted it, we shall have
most signally widened and enrichened their experience, and shall
have made available for them for all their lives a source of recre-ation
and enjoyment, a storehouse of wisdom. . .
."—Strayer.
Choice of material
Proper choice of material is a large factor in influencing child tastes.
In making selection, the following points should be kept in mind:
1. The importance of quality—An English student, Charles Welsh, has
said, "As soon as the child has acquired the power of getting at the sense
of the printed page, the taste for the good or the bad in literature may
begin to grow, and it may do so even while he is acquiring this power."
Therefore, the great problem that confronts parents and teachers is to
guide the child's reading until a taste for good literature has been formed.
2. Good books that have been read and enjoyed by children should be
chosen.
3. From the list of available material, stories or books suitable for a
particular group must be chosen, taking into account the interests and
abilities of the child. The sex likes and dislikes are a factor, since it is a
Elementary Schools of North Carolina 27
well known fact that books which appeal to girls are not the books (in
some cases) that appeal to boys.
4. There should be a wide variety of materials, as experiments have
shown that greatly increased interest results from the use of a large num-ber
of different books. Below are listed kinds of material suitable for
children's reading:
a. Picture books. For children of primer level, detailed pictures of
trains, airships, automobiles, animals, home scenes, and of play
and action.
b. Informational material (stories true to life) of the narrative
type, read more for its intrinsic interest than for informational
value. Examples: "Peeps at Many Lands," Van Loon's "History
of Mankind," Nicolay's "Boys' Life of Abraham Lincoln," and
Chamberlain's "Home and the World Series."
c. Fictional material (could be true to fact), such as DeFoe's "Rob-inson
Crusoe," Ramee's "A Dog of Flanders," Dodge's "Hans
Brinker, or the Silver Skates," Twain's "Huckleberry Finn."
d. Myths, legends, folk tales (fanciful and could not be true to
fact) and animal stories. Examples: "Arabian Nights," "The
Jungle Books," "Story of Rolf and the Viking's Bow," "The King
of the Golden River."
e. Poems, all types—nonsense rhymes, and poems of humor, inspi-ration,
patriotism, narration and of emotional appeal.
Note: Much help may be found in the following: "Children's Reading," Terman and
Lima (Appleton) ; "Winnetka Graded List," Washburne and Vogel.
Recreatory reading in connection with school activities
Recreatory reading may be effectively taught, and should often be used,
in connection with the study of community life, the study of the lives and
customs of other peoples, and in connection with all sorts of schoolroom
activities and experience, such as caring for pets, nature excursions, the
bringing of flowers to school, changes in the seasons, etc. Associating
literature with any experience enriches and makes it more vivid.
The teaching of poetry
Poetry should be taught with the ultimate end in view of arousing an
active interest in and appreciation of good poetry. The following sug-gestions
have proved of value in promoting the growth of appreciations:
1. The teacher must love, and be able to evaluate poetry, as her
attitude and choice indirectly affects the child's tastes.
2. The choice of material should include only excellent poetry re-lated
to child interests, and within the range of child experience.
Various studies have been made to determine what poetry is
suitable for children at the respective grade levels. A study by
L. V. Cavins indicates the degrees of difficulty of many widely
studied poems. This authority is of the opinion that unless 60
per cent of the pupils of a grade are able to find the central
thought of a poem without aid, and unless 40 per cent are able
to answer simple questions on the thought, the poem is not suited
to that grade.
3. The teacher should read poetry well to the children, as much of
the appeal of poetry is through the ear.
4. A large amount of poetry should be read to children.
5. The kinds of poetry chosen should have varied appeals, and over-emphasis
on any one poem or type of poem should be avoided.
6. Audience reading of poetry by members of the class, allowing
children to make their own choice in many cases, is effective in
building interest.
28 Course of Study for the
7. Children should be allowed to choose for memorization the poems
which appeal to them individually.
8. Making anthologies of favorite poems is a valuable way of stimu-lating
interest.
9. Children should be instructed in the qualities of good poetry, and
be encouraged to write original verse.
10. Poetry should be read in connection with content material of
the curriculum for its value in building a wealth of vivid, color-ful
associations, and its influence in extending human sympathies.
11. The ultimate measure of a teacher's ability to teach poetry is
the increased amount of voluntary reading, memorization, and
creating of original verse in which pupils engage.
REFERENCES:
Mossman. Teaching and Learning in the Elementary School. Chapter XI. Houghton.
The Classroom Teacher. Vol. VI. Chapter V. The Classroom Teacher, Inc.
The National Committee on Reading. The Twenty-fourth Yearbook of the National Society
for the Study of Education. Part I. Chapters VI, .VII.
Gist and King. The Teaching and Supervision of Reading. Chapter V. Scribner's.
B. Oral and silent reading.
The relative proportion of oral and silent reading in the grade pro-grams
is an important consideration of the grade teacher. Oral reading is
very essential for certain purposes. Practice in silent reading for the child
is provided in early school experience. In skillful teaching, there is evi-dence
that provision is made for oral and silent reading to be used jointly
to secure natural responses for various needs. The child should be trained
to use in any given situation the kind of reading which will serve him best
at any time. Good oral reading depends upon the factors governing good
silent reading plus several others, such as distinct enunciation, correct
pronunciation, proper voice control and the ability to interpret the author's
thought so that it carries over to the listener.
Oral Reading should have a place in the well-balanced program for
its socializing value, and because there are a number of life situations
where good oral reading is desirable. Good oral reading may be stimulated
and developed in the following ways:
1. Provide audience situations, where fresh interesting material is
read to a class or small group; where either one child may read
a selection or several may read parts of a selection. Reading
clubs, assemblies, or entertainments furnish such situations.
2. Use proper material, such as narrative, poetic, and dramatic
material, anecdote, humor, and interesting information.
3. Discuss with children characteristics of material suitable for
audience reading, and allow frequent choice of material by
children.
4. Pupils should be made conscious of the characteristics of good
oral reading, and should be required to make careful preparation
and to judge oral reading performance. Such characteristics in-clude:
(a) appropriate selection, (b) effort to interest audience,
(c) understanding of material, (d) natural expression, (e) good
posture, (f) well-modulated voice, (g) clear enunciation, and
(h) correct pronunciation.
5. Frequent oral reading by the teacher presents a pattern of good
reading to the class.
6. Provide sufficient practice in oral reading. One method of giving
pupils a large amount of practice is to divide the class into a
large number of groups with six or more in a group.
7. Give practice in correct pronunciation and enunciation outside
of the oral reading time.
Elementary Schools of North Carolina
Types of oral reading involved in the above practices include: (a) be-ginning
lessons in oral reading; (b) audience reading; (c) oral reading
to improve the technique of expression; the appreciation lesson. There is
need for all of these types in life situations in school and out.
Silent Reading is important as a means of extending experience and
of stimulating the thinking powers of boys and girls. The child as does
the adult, reads to find out something or for the pure pleasure of reading.
Definite training in silent reading begins in the first grade and increases
in emphasis with each succeeding grade. Silent reading should as a rule
precede oral reading and factual and informational material should be
used largely for silent reading purposes. Even literary material has many
passages of this informational type which can be read silently and then
expressed in the child's own words.
In preparing a lesson in silent reading the teacher should know the
needs of the group, the material selected to meet these needs, and the best
methods of using the selected materials. A stimulating motive question
should always follow a brief introduction which connects the material with
the past experience of the child. Then all difficulties should be cleared up
and the standards of reading recalled before the silent reading of the
lesson. Checking up on the material read should be obtained by asking
thought questions.
In silent reading the pupil may read rapidly enough to keep up with
his thinking. His enjoyment of the process leads him to wish to read again
and again and more and more material. The child who makes reading a
thought process is always evaluating ideas and accepting or rejecting them
as a whole or in part. Encouragement should be given him to bring to,
bear on a new situation the ideas he has already accepted.
An important principle of teaching silent reading is to help the pupil
to realize the purpose for which he is reading. He must know whether he
is reading for pleasure, for information, or for instruction. When he
understands and appreciates the purpose of his reading he has the proper
attitude toward the reading material usually.
Types of silent reading are: Skimming, rapid reading for pleasure,
careful reading of difficult material, reading to solve a problem, and train-ing
in the effective use of the library.
REFERENCES:
Gist and King. The Teaching and Supervision of Reading. Chapters III, IV. Scribner's.
Storm and Smith. Reading Activities. Chapter III. Ginn.
Anderson and Davidson. Reading Objectives. Laurel.
National Committee on Reading. The Twenty-fourth Yearbook. The National Society for
the Study of Education. Part I, pp. 47-54.
Brooks. The Applied Psychology of Reading. (See pp. 271, 275 index page reference.)
Appleton.
Stone. Silent and Oral Reading, Revised. Chapters VI, VII, VIII. Houghton.
C. Standardized tests and improvised checks.
Testing cannot take the place of teaching, however, it is necessary in
the efficient administration of a reading program. Comparing the achieve-ment
of a group or an individual with an established standard makes
possible an objective evaluation of class and pupil progress, and this is
an aid in teaching. From the use of standard tests, the teacher may know
whether or not her pupils are making satisfactory progress. Test results
furnish standards but they are not to be used as goals. They may be used
to discover the power of the class as a whole, and the particular strengths.
30 Course of Study for the
and weaknesses of individuals. Little significance should be attached to
the results of one test unsupported by other data. Tests are valuable for
measuring growth over periods as long as a half-year or a whole term
and for supplying information for remedial programs.
Standard tests are sometimes given only at the close of the year. When
this is done, their purpose is largely to determine promotion or non-pro-motion.
However, the test results will aid the teacher in the adaptation
of the course of study to pupil needs during the fall term, as their
diagnostic value is not entirely lost. Tests administered again near mid-term
afford a check-up on results of the fall reading program. At this
time, the best diagnostic work is accomplished and the program of remedial
work is made most effective.
Reading tests are available for use in the latter part of the first year
in school and may be used effectively in each succeeding grade. It is ex-tremely
important to follow verbatim the directions for administering the
tests. Time limits should be kept absolutely. Otherwise, results are useless.
The following suggested list of reading tests indicates briefly the form
and function of standardized reading tests, which are available:
Oral reading tests
Gray. Standardized Reading Paragraphs and Oral Reading. Check tests. Public
School Pub.
An individual test of oral reading giving an analysis of the errors of each pupil.
Silent reading tests
Haggerty's Achievement Examination in Reading. Sigma I. World.
Gates Primary Reading Tests. Bureau of Publications, Teachers College.
Gray's Silent Reading Test University of Chicago.
Burgess' Measurement of Silent Reading. Russell Sage Foundation.
Monroe Silent Reading. Revised. Public School. Pub.
Thorndike-McCall Reading Scale. Bureau of Publications, Teachers College.
Detroit Word Recognition Test. World.
Stanford Achievement Test. Reading Examination. World.
Courtis Silent Reading Test. S. A. Courtis, Detroit.
(In purchasing tests the directions for giving and scoring should be requested; also
standards or norms for each test.)
1. SUGGESTIONS FOR USING STANDARDIZED TESTS to discover
and correct individual and group deficiencies in reading.
a. Choose a standardized test having at least three forms. Plan to
give one form of this test to each grade above the first about the
second or third week of school; another form of the test at the
middle of the school year; and the third form at the end of the
year.
b. Give one form of the standardized test selected and graph the
results.
c. Study the results carefully and diagnose the reading difficulties of
each individual and of the group.
d. Stimulate the pupils to feel the need of improving their reading and
to cooperate consciously.
e. Plan the various types of remedial measures which should be used
to overcome different weaknesses.
f. Use attractive, interesting reading material for remedial work.
g. All children do not respond alike to the same material and methods.
The same remedial procedure for a reading deficiency in two dif-ferent
children may overcome the deficiency in one and not in the
other. Each pupil must be given special treatment as needed. Prob-lem
cases must have special attention.
h. Give systematic remedial measures for remedying all weaknesses
and deficiencies.
i. There are many abilities to be developed in the various grades. Give
informal tests frequently and systematically in order to keep in close
touch with the progress being made along all lines.
Elementary Schools of North Carolina 31
j. Modify remedial measures in the light of the results from informal
t6Sts.
k. Give' another form of the standardized test at mid-term in order to
measure progress and to diagnose further the difficulties and prob-
Igitis.
1 At the close of the year give the third form of the standard test
which was used for testing results at the beginning and at mid-term.
The scores on this last test form for the year should be one
of the determining factors in promotion or grade placement for
next year. .-,•-•
m Keep a record of the individual progress made from the beginning
of the remedial work until the close. Pupils and parents should
have an intelligent notion of the practical uses of these tests in their
relation to pupil progress.
# .
n. Plan carefully the work in reading with a view to meeting specinc
needs as revealed by the tests at mid-term.
2. IMPROVISED OR INFORMAL TESTS
Improvised tests are devised to supplement standard tests, not to take
their place. And tests alone, any sort, do not improve the child's reading.
They only point, in a measure, to the weaknesses, and give the teacher a
basis upon which to attack the individual's problems.
Improvised checks to measure rate and comprehension should be used
very frequently. . Rate is measured by number of words or lines per minute
;
comprehension may be measured by the child's ability to (1) answer factual
or thought questions; (2) answer yes or no questions; (3) reproduce the
story; (4) select the most important ideas; (5) comprehend the general
theme. The best checks of this nature are those that are quite clear to the
child, can be answered in one or two words, and can have but one correct
answer.
If yes or no questions are used, there should be 20 or more of them,
and the score should be the number of questions correctly answered, minus
the number incorrectly answered.
A method of testing that might be used to encourage the child to read
thoughtfully and to follow directions in answering questions is that of
using checks of like nature for ten or twelve days in succession. To get
the best results, each day's scores should be shown to the child graphically
—the class average from day to day, and the child's score on an individual
graph. If the child is to be able to show improvement, each material should
be used—the teacher giving no aid—the same approximate amount of
reading given each day, and the same time allotment, and about the same
number of questions asked or directions to follow. This gives the teacher
and child a definite basis for comparing each day's results. Needless to say
the books used with this plan must be those to which the child does not
have access at any other time of day.
In this plan the directions and check materials are placed on the board
for the class, or on mimeographed sheets for each child. The directions
might follow this order:
a. Open (name of book) to page—
b. Read the story (name of story) that is on pages.— and—
c. After reading the story, do what the directions tell you to do.
The directions then given may be yes or no, completion, or a variety
of types. Examples of the different kinds of suitable comprehension checks
are given later in the chapter.
32 Course of Study for the
Informal tests even once or twice a week help to show the teacher the
relative ratings of her group; also to show the child his improvement in
reading. In addition to these, it is wise to use some sort of check with
each day's reading lesson—the check need not be extensive, or always
written, for oral questions from the teacher can lead to thoughtful read-ing,
interpretation, and organization of ideas. If the child becomes ac-customed
to checks, he is likely to form the habit of reading for the thought
at all times, and not just at special testing times.
A distinction should be made between the child's reading that should
be done mainly for the story element (pure enjoyment) and his reading
to gain information. The former should be checked by asking for the main
ideas, by having him illustrate in drawing, or in pantomime his ideas of
certain situations brought to his mind by the selection, and by reproducing
the story in his own words. The latter can be checked by tests involving
detailed interpretation of the material.
These two sorts of reading checks for recreational and work-type
material can be justified in the schoolroom because the child needs both
types of reading as a child and as an adult he will need both.
REFERENCES:
Gates. The Improvement of Reading. Parts II, III. Macmillan.
Brooks. The Applied Psychology of Reading. Chapters VIII, IX. Appleton.
National Committee on Reading. The Twenty-fourth Yearbook. Part I. Chapter IX. The
National Society for the Study of Education.
The Classroom Teacher. Vol. II, Chapters VII, XIII, XIV. Vol. VI, Chapter IX. The
Classroom Teacher, Inc.
Storm and Smith. Reading Activities in the Primary Grades. Chapters XIII, XIV. Ginri.
D. Deficiencies and remedial work.
Deficiencies in reading may be classified as of two types: (1) deficiency
In accuracy and fullness of comprehension; (2) deficiency in rate of
comprehension. Certain causes tend to produce both kinds of deficiency,
while other causes are only likely to produce one of the two kinds. One
group of causes might be termed "native disabilities," another group "in-correct
or inefficient teaching practices." Below are listed the causes which
tend to produce either or both kinds of deficiency.
1. CAUSES OF BOTH SLOW AND INACCURATE READING
a. Native disabilities
Low intelligence
Lack of life-experience for interpreting material
Lack of a speaking vocabulary
b. Wrong or inefficient teaching practices
Unsuitable material (uninteresting, too easy or too difficult,
not sufficiently varied), resulting in lack of interest and
effort.
Failure to have children read with a purpose, failure to take
fatigue factor into account, failure to encourage child,
failure to interest child in improvement.
Neglecting to give balanced emphasis to development of read-ing
skills and habits:
Placing over-emphasis on oral reading
Over-emphasis on study of isolated words (too much
word drill)
Over-emphasis on analytic method of attacking words
(phonics)
Failure to develop an adequate sight vocabulary or
method of attack on words
Over-emphasis on speed
Elementary Schools of North Carolina 33
Failure to make children conscious of proper study
habits and skills
Failure to give sufficient or properly distributed prac-tice
in study habits.
Failure to check progress
2, SPECIFIC DISABILITIES AND REMEDIES. Disabilities affecting
accuracy and amount of comprehension are treated in sub-topics (a)
and (b) below; those affecting rate are treated in sub-topic (c).
a. Disabilities affecting accuracy of comprehension of phrase and
sentence
Tendency to read without a purpose. Remedy: Be sure child
reads with the idea of "finding out" something definite.^
Lack of concentration on meanings. Remedy: Give exercises
and checks on the comprehension of words, phrases, and
sentences, read.
Use riddles, picture-pointing, completion exercises, multiple-choice
tests, matching sentences, following directions.
Tendency to read fast without attention to meaning. Remedy:
Throw emphasis on checking for comprehension.
Fixation on words instead of on longer thought units
(phrases). See recommendations under (c) below.
Vocabulary difficulties, such as a small stock of sight words,
inability to recognize new words, inability to perceive
familiar words, have a pronounced effect on accuracy of
comprehension, and are fully treated under (c) below.
Too great dependence on contextual clues results in inaccuracy
in thought-getting. See suggestions under (c) below.
b. Deficiency in paragraph comprehension. The above mentioned
causes of poor phrase and sentence comprehension also operate
to produce defective paragraph comprehension. There are, how-ever,
additional deficiencies which particularly influence para-graph
understanding.
Deficiency in the interpretation of whole paragraphs (the
general idea). Remedy: Provide a variety of interesting
material of increasing complexity, constantly checking com-prehension;
enlist pupil's cooperation and permit self-checking
when possible. Select fresh material, using paragraphs that
are well organized thought units. In checking, give questions
that cannot be solved except by an understanding of the whole
unit. Valuable exercises and checks on comprehending the
whole unit include:
Riddles
Illustrating or picture-marking
Problem-solving
Multiple choice—selecting the right topic sentence from a group
Completion sentences
Giving a title to a paragraph
Giving a title to an illustration accompanying a paragraph
Making or selecting the topic sentence
Giving directions which necessitate grasp of whole paragraph in order
to be followed
True-false statements involving the main idea
Inability to reason beyond the ideas of a paragraph.
Remedy: Give questions that require thinking beyond the
mere grasp of the ideas in a paragraph, i. e., reasoning to
find an answer that is implied but not stated, such as:
Reasons why the action occurred
Whether an action was wise or unwise
What may have happened before
What will be likely to happen next
What was the funniest thing that happened
(Multiple choice and true-false sentences, and so forth,
may be adapted to check ideas implied in a unit.)
34 Course of Study for the
Inability to understand precise directions. Remedy: Give
exercises in following directions which require pupils to select
and retain every significant item and discard other items
—
such as dramatizations, playing games, handwork, drawing
pictures, following recipes.
Inability to note details. Remedy: Give exercises requir-ing
search for and recall of significant details and exercises
requiring the use of the details to prove some point, and re-quire
children to outline, using sub-topics.
c. Deficiencies resulting in retardation of rate of comprehension.
Excessive vocalization (lip movement, whispering).
Remedy: Reduce the amount of oral reading; have pupil make
conscious attempt to improve,' have pupil place fingers on
lips ; give training in silent reading where response is _ in
terms of meaning; give training in reading for comprehension
with a time-limit.
Short span of recognition, too many eye fixations to a line.
Remedy: Increase sight vocabulary; encourage use of context
clues; have child, using known vocabulary, pick out or under-line
thought units (phrases) ; use the same phrase-groups,
repeating in various contexts, as:
Jack lost his hat
He looked for it
He looked in the bedroom
He looked in the kitchen
He looked in the yard
He found it on a post
Read to the child, indicating phrasing; use flash cards
(limited use) or other material which utilizes action exercises,
picture-pointing from phrases, questions, multiple-choice ex-ercises,
completion exercises requiring the placing of a miss-ing
phrase, riddles, and exercises in matching parts of sen-tences.
In case of too great attention to sounding of words,
curtail work in phonics.
Possession of a small stock of sight words. Remedy: First
presentation of words should be effective; emphasis should be
• on meaning. Introduce new words by means of pictures, and
in context; review words in a number of contexts; let child
keep individual lists in single word and in context form; have
child make a "dictionary" of illustrated words and phrases;
play games which emphasize the meanings of words, such as
picture-pointing, matching words or phrases with a picture,
drawing word-meanings, or acting word-meanings.
Inability to recognize new words or inability to perceive
familiar words. Remedy: Encourage getting words from con-text;
use material that facilitates use of contextual clues.
Teach various methods of word analysis, not relying on any
one method exclusively, i. e.
:
Compare a word form with other words having similar
form, and keep charts of words that look alike.
Use exercises which call for attention to details of
words, multiple-choice, true-false, completion, and so forth,
may be used, e. g.
:
rat
The cat ate the mouse
bat
Note: These exercises should be in thought-unit form whenever
possible.
Give a limited amount of phonetic work.
Utilize syllabification.
Slow grasp of ideas. Remedy: Give exercises in which
pupil reads rapidly to get the general idea; give various
types of comprehension exercises with a time limit, checking
the number and quality of ideas gained. See 2, a.
Elementary Schools of North Carolina 35
references:
Gates. The Improvement of Reading. Macmillan.
'Gray and Zirbes. "Primary Reading" from The Classroom Teacher, Volume II. The
Classroom Teacher, Inc.
The Twenty-fourth Yearbook. Part One, Chapter X. The Public School Pub.
Gray. "Remedial Cases in Reading: Their Diagnosis and Treatment" in Supplementary
Educational Monographs. No. 22, University of Chicago.
Beeby. Chicago Schools journal. February, 1926.
E. Basal Texts, Supplementary Readers and Library Lists.
1. BASAL TEXTS. Adopted by the State Board of Education.
Two primers, two first readers, two second readers and two third
readers are adopted for basal use in the first, second and third grades,
respectively. One reader is adopted for basal use in each of the following
grades: fourth, fifth, sixth and seventh.
The State Board of Education in adopting readers placed the Newson
Readers first for basal use in the first, second and third grades.
It is suggested that after the work in the basal primers is completed
that the teacher select other primers from the suggested list given below
for use as needed to prepare the class or groups of pupils for the work in
the basal first readers. A large number (ten or more) of primers and first
readers may be used during the year's work in the first grade. (See sug-gested
list below.)
Grade I:
Primer. Playtime. Newson.
Primer. Playfellows. Johnson.
First Reader. Good Times. Newson.
First Reader. Friends to Make. Johnson.
Grade II:
The Open Door. Newson.
Trips to Take. Johnson.
Grade III:
Storyland. Newson.
The Treasure Box. Johnson.
Grade IV:
The Study Readers. Fourth Year. Merrill.
Grade V:
The Study Readers. Fifth Year. Merrill.
Grade VI:
The Study Readers. Sixth Year. Merrill.
Grade VII:
Boys' and Girls' Readers. Seventh Reader. Houghton.
2. SUGGESTED LIST OF ADDITIONAL READERS
From this list teachers may select readers which contain materials
that meet the needs of the class as the work in the basal texts develops
during the year.*
Grade I:
Primers
Bobbs-Merrill. Bobbs-Merrill. •
Child's Own Way, Wag and Puff. Wheeler.
Reading Literature. Row.
Pathway to Reading. Silver.
Child's World Readers. Johnson.
The reading materials listed in the outline courses in language, health, citizenship and
science should be an integral part of the supplementary reading program and form the bases
tor the fundamental relationships of reading to these other subjects.
Course of Study fob the
Open Road to Reading. Everyday Ginn Classics. Macmiian.
Winston Readers. Winston.
F c' ^°^ Reade". Lyons,
.bison Readers. Scott '
The Study Readers. We Three Merrill Up. and Doing. Mentzer.
Merrill.
Citizenship Readers. Lippincott.
First Readers
^°b^-Merrill. Bobbs-Merrill.
rvw.ng
i,V
it
?^
ature
- Row- Child s World. Johnson.
Winston Readers. Winston. Open Road to Reading. Ginn
Chfl7^y CI
#Ssi
,
CS
- Macnillan.
Flcn u°
T
l
Readers- Lyons.
ihe Study Readers. Merrill. Out and Playing. Mentzer.
Citizenship Readers. Lippincott.
Grade II:
Second Readers
ru^'MArrilL Bobbs-Merrill.
m l"gi"P"re' Row.
Child s World Readers. Johnson Winston Readers. Winston Open Road to Reading. Ginn Everyday Classics. Macmillan.
F <=A
U" Sp°r^ Readers. Lyons,
f&™<S
Refd%s
Ihe Study < ?00k Two. Scott. Readers. Merrill.
Citizenship Readers. Lippincott.
Grade III:
Third Readers
r^/>'MArrilK Bobbs-Merrill.
S&y^Sr^tdv^r8
- Wh—
rvM1
.
ng«Vit
f
rature
- Row-
' Child s World Readers. Johnson. Open Road to Reading. Ginn
W'nston Readers. Winston!
Child-Story Readers. Lyons.
ThJ
°
n
c+
R
|
ad
?>
rs' J
Book Three. Scott The Study Readers. Merrill
Citizenship Readers. Lippincott.
Grade IV:
Fourth Readers
Child Library. Scott.
Llson. Scott.
Reading and Living. Book I. Scribner's Winston Readers. Winston
BCnDner s-
Studies in Reading. University. C^%UreGood Readlingm. RSecardiibn«eSr-'s.Doubleday
Story Study Far and Near. Johnson Citizenship Readers. Lippincott
Bobbs-Merrill. Bobbs-Merrill
ru*&m& ^erature- Row.
Child Story Readers. Lyons.
Grade V:
Fifth Readers
Child Library. Scott.
JUson. Scott.
Studies in Reading. University.
roLen
R
Ure
J-m
Reading. Doubleday.
£ uu
R
,
eadl "£- Scribner's.
Bobbs-Merrill. Bobbs-Merrill
Elementary Schools op North Carolina 37
Grade VI:
Sixth Readers
Child Library. Scott.
Elson. Scott.
Studies in Reading. University.
Good Reading. Scribner's.
Bobbs-Merrill. iiobbs-Merrill.
Citizenship Readers. Lippincott.
Adventures in Reading. Doubleday.
Reading and Living, Book III. Scribner's.
Child-Story Readers. Lyons.
Grade VII:
Seventh Readers
Child Library. Scott.
Elson. Scott.
Studies in Reading. University.
Reading and Living. Scribner's.
Achievement, banborn.
Bobbs-Merrill. Bobbs-Merrill.
Citizenship Readers. Lippincott.
3. LIBRARY LISTS
There cannot be too many books for the child's free reading in any
grade or stage of progress in reading. Interests differ and the books at
his disposal should vary in content material and difficulty. The lists sug-gested
here meet this condition as far as possible. A few books illustrative
of the types of materials offered by the more complete library lists are
listed here by grades. Since they are taken from recent compilations of
library materials they should be reliable, and are possibly the best avail-able.
The purpose of this list is merely to suggest the range and type of
materials to be selected for the various phases of library work as related
to the grade work in reading instruction. For library references and
source materials see references at the close of this section.
It is suggested that the books the child is to study during the year not
be placed on the reading table or in the library for his free use until after
the study of the books. Copies of supplementary books not to be used for
class study should be placed on the table, as valuable and interesting con-tent
material is in this way brought into use.
The First Grade:
Picture Books
The Real Mother Goose. Illus. by Wright. Rand.
Smith. The Chicken World. Putnam.
Petersham and Petersham. Miki. Doubleday.
Greenaway. A—Anple Pie. Warne.
Crane. Old Mother Hubbard Picture Book. Dodd.
Books of Verse with Pictures
Greenaway. Marigold Garden. Warne.
Stevenson. Child's Garden of Verses. Scribner's.
Tippett. I Live in a City. Harper.
Picture Books Which Tell a Story
Brooke. Johnny Crow's Party. Warne.
Bannerman. Little Black Sambo. Stokes.
Caldecott. Picture Books 1, 2, 3, 4, 5. Warne.
Carrick. Picture Tales from the Russian. Stokes.
Clark. The Poppv Seed Cakes. Doubleday.
Potter. Peter Rabbit. Warne.
Song Books
Le Mair. Little Songs of Long Ago. McKay.
Crane. The Baby's Upera. Warne.
Coleman and Thorn. Singing Time.
Other Rhymes and Poems
Adelborg. Clean Peter and the Children of Grubbylea. Longmans.
Lear. Nonsense Books. Little.
Fyleman. Fairies and Chimneys. Doubleday.
Field. Taxis and Toadstools. Doubleday.
38 Course of Study for the
Stories to be Read or Told to the Children
Lefevre. The Cock, the Mouse, and the Little Red Hen. Jacobs.
Gruelle. Raggedy Ann. Volland.
Bryant. Best Stories to Tell to Children. Houghton.
Lofting. The Story of Mrs. Tubbs. Stokes.
Mitchell. Here and Now Story Book. Dutton.
Books Children Can Read
Hardy. The Little Book, Sally and Billy. Wheeler.
Dootson. A Riddle Book. Rand.
Wright. The Magic Boat. Ginn.
Heward. The Twins and Tabiffa. Macrae.
The Second Grade:
Zirbes. The Story of Milk. Keystone View Co.
Bianco. The Wooden Doll. Macmillan.
Adams. Five Little Friends. Macmillan.
Bianco. The Velveteen Rabbit. Doubleday.
Field. Poems of Childhood. Scribner's.
Youmans. Skitter Cat. Bobbs-Merrill.
The Third Grade:
Grant. Story of the Ship. McLoughlin.
Milne. When We Were Very Young. Dutton.
Wells. Peppi, the Duck. Doubleday.
Swift. Little Blacknose. Harcourt.
Jewett. Hopi, the Cliff Dweller. Heath.
The Fourth Grade:
Heward. Ameliar Anne and the Green Umbrella. Macrae.
De La Mare. Peacock Pie. Holt.
Beston. Firelight Fairy Book. Atlantic Pub.
Asquith. Pillicock Hill. Macmillan.
Meigs. The Wonderful Locomotive. Macmillan.
The Fifth Grade:
Baylor. Juan and Juanita. Houghton.
Fyleman. Fairies and Chimneys. Doubleday.
Gfimm. Fairy Tales. Lippincott.
Lofting. The Story of Dr. Doolittle. Stokes.
Patch. Hexapod Stories. Little.
The Sixth Grade:
Bryant. The Children's Book of Celebrated Bridges. Century.
Canfield. Understood Betsy. Holt.
Green. Dick Byrd: Air Explorer. Putnam.
Pyle. Robin Hood. Scribner's.
Riley. Rhymes of Childhood. Bobbs-Merrill.
The Seventh Grade:
Charnley. Boys' Life of the Wright Brothers. Harper.
Garland. Boy Life on the Prairie. Harper.
London. Call of the Wild. Grosset.
Salter. Bambi. Simon and Schuster.
Untermeyer. This Singing World. Harcourt.
La Prade. Alice in Orchestralia. Doubleday.
REFERENCES: From which to select more complete lists of library materials for each grade.
State Approved Library Lists for Elementary and High Schools.
Graded List of Books for Children. 1930. Nora Beust. American Library Association,
Chicago. Price $2.00.
Selected Books and Pictures for Young Children. Dagleish and Schurman. Educational
Playthings, 20 E. 69th Street, New York City. Price $0.35.
II. Suggested Outline for the Reading Program in Grades I to
VII, Inclusive.
THE FIRST GRADE
There are two important divisions of the work in reading in the. first
grade, (a) the preparation period, and (b) the initial period of reading
instruction. The suggested outline which follows deals with these two
divisions.
A. The period of preparation for reading.
This period includes the work of a well-organized kindergarten and
the first grade teacher should undertake in so far as possible this very
essential step in the reading program.
Elementary Schools of North Carolina 39
In planning her work the teacher should not confuse the period of
preparation with that of the initial period of reading instruction which
follows it. The purpose of the former is to get children ready to be taught
to read. This preparation must be provided for if pupils are to show a
readiness for reading when they meet with the difficulties of formal read-ing
instruction. Some children do not possess this reading readiness when
they are expected to begin the work in reading. It is important that this
foundational work be accomplished before pupils are called upon to master
any of the technical difficulties of the reading process. There are three
things involved in the definition of reading readiness: (1) a mental ma-turity
sufficient to cope successfully with the intellectual difficulties in-volved
in learning to read; (2) a background of experiences that will make
the subject matter of beginning reading intelligible; (3) active interests
and social qualities that will enable children to participate satisfactorily
in the activities by which beginning reading is taught. To try to find out
the present status of the school beginners in regard to these three things
is one of the first responsibilities of the teacher.
In addition to the broad general terms of the definition of reading
readiness a detailed list of the most significant evidences of unfitness for
reading is given here. In this way, both sides of the case of reading readi-ness—
important factors in reading readiness and deficiencies to be dealt
with before progress is made—are brought before the teacher for careful
study.
Some of the most significant evidences of unreadiness for reading are:
Lack of experience
Lack of interest
Lack of mental efficiency or maturity
Lack of sufficient command of English
Lack of social moral efficiency
Poor emotional reactions—shyness, rebelliousness, dependence, un-happiness,
discouragement
Physical handicaps—poor vision, poor health, ear defects, adenoids,
undernourishment
Unsatisfactory results—failure to make satisfactory progress, and
to acquire correct habits, attitudes and skills.
Lack of physical efficiency—restlessness, poor muscular control,
nervousness.
Lack of accuracy in habits of expression. Speech defects, poor
enunciation
Immature children limited by one or more of these deficiencies cannot
accomplish the work expected of the average and normal child who is
ready for first grade reading. Undesirable habits of study and work, and
increase in nervous strain, poor emotional responses, and low standards
are the result of trying to force pupils to read before they have attained
reading readiness.
When the child is brought into the formal work of learning to read
before he is ready for it, he is very apt to be found at the close of the
year in the retarded group or classed among the failures. When the pupil
is forced daily to face failure and discouragement as he makes an effort
to cooperate with the teacher, he rarely recovers.
The mere fact that a child has reached the age of five-and-a-half or
six years is no indication that he is ready to read. A great many children
entering the first grade are not fully prepared and eager for instruction
in reading. A very large percentage are far from being ready to attack
40 Course of Study for the
the problems of first grade reading satisfactorily. "Bridging the gap" for
these children, getting them ready to read, is one of the most important
problems in the program of reading instruction.
Beginners in school differ widely in degree of physical, mental and
social maturity due to a great extent to differences in training, experience
and ability. Because of the individual differences at the beginning of
school, it follows that their preparation for reading is notably different.
Provision for appropriate instruction for individuals and groups will be
more effective if the pupils are properly classified according to ability and
attainments.
The beginners entering school should be divided into about three groups
of approximately the same readiness for reading, and the same learning
capacity. The use of standardized mental tests will be helpful in de-termining
the proper grouping of pupils for instructional purposes. Mental
maturity is considered the most reliable basis upon which to classify pupils.
The teacher's estimate of the pupil's readiness to read which she secures
through observation and study of the child engaged in various activities
provided during the period of preparation for reading, supplements the
results of the mental tests in determining the grouping of pupils. In the
absence of measurement by standardized tests, the teacher's judgment or
estimate of the pupil's readiness to do first grade work is the most satis-factory
criterion upon which to base the classification. This, of course,
pre-supposes that the teacher gives some time, during the first few weeks
of school, to the study of the children.
Since pupils advance at different rates of progress, frequent changes
must be made in the classifications especially during the first half of the
year. From the study of the progress of pupils, the teacher should make
adjustments among the groups as the needs of the pupils demand.
In order to give the individual child his right start in the reading
situation, it is necessary to plan a preparation period for each of the
three groups suggested for classification of the school beginners. The pro-gram
of activities in each group may differ only in scope and extent of
development. Some children, of course, will move rapidly into the work
of the initial period* of reading instruction, where habits and skills are
developed, and others because of specific deficiencies and general imma-turity
will remain in the preparation period for several weeks or months.
The present equipment of the child, physical, mental and social, should
determine the kind and type of work planned and conducted during the
preparation period.
The objectives and suggested activities should be adapted and adjusted
to the needs of the three groups as they progress through the grade.
1. GENERAL OBJECTIVES OF THE PREPARATION PERIOD
The kinds of training and experience indicated in the objectives stated
here are essential to satisfactory progress in reading, and are described
briefly in terms of contributions which they make to child development.
a. Wide experience, provided in harmony with the interests of
children and preparing them to understand the stories and activi-ties
about which they will read.
b. Reasonable facility in the use of ideas; that is, ability to. make
use of past experience and information in conversation, in solv-ing
simple problems, and in thinking clearly about the content
of what they read.
Elementary Schools op North Carolina 41
c. Sufficient command of simple English sentences to enable pupils
to speak with ease and freedom. This in turn aids them in
anticipating the meaning of passages and in reading fluently.
d. A relatively wide speaking vocabulary which enables them to
recognize quickly the meaning of words and groups of words.
e. Accuracy in enunciation and pronunciation which insures right
habits in the first reading experiences and eliminates the need
of corrective exercises later.
f. A genuine desire to read, which aids in the interpretation of
passages and which supplies motives that carry pupils through
many difficult periods.
Conscious attention to the types of training which are listed and which
are recognized as prerequisites to reading, promotes growth that makes
reading a natural and desirable activity in the first grades.
2. SPECIFIC OBJECTIVES AND ACTIVITIES
To accomplish more quickly the objectives for this period, it is essential
to plan activities with a definite relation to the specific objective to be
attained. The following outline may serve the teacher in her efforts to
meet the demands of the situation.
Objective 1 : To increase the child's fund of meanings by enlarging his
experiences.
Activities: Listening to stories and talking about them.
Conversation about pictures.
Discussing events of excursions or trips.
Caring for and discussing pets.
Making things.
Drawing and painting.
Dramatization and imitative play.
Playing games suitable to age.
Taking part in school activities, parties, special programs.
Handling and manipulating things.
Objective 2: To develop the power and ability to express ideas by the
use of pictures, dramatic action, construction, and
language.
Activities
:
Making contributions during conversation and discussions.
Explaining about things made.
Dramatizing events and stories.
Expressing ideas by means of objective material.
Social communication with classmates.
Objective 3: To correct defects of speech, and to develop clear articu-lation.
Activities: Listening to careful speech.
Singing rote songs.
Practice in speaking slowly and distinctly.
Special help in case of articulation defects.
Objective U: To increase the span of attention.
Activities: Listening to stories graded carefully as to length and
simplicity of plot.
Working on problems that appeal strongly to the interests.
Associating words with pictures on toys, blocks, games.
Objective 5 : To stimulate inquiry and curiosity.
Activities: Going on excursions.
Making collections of various things.
Keeping pets and watching them.
Listening to stories read or told.
Looking on while some one reads.
42 Course of Study for the
Objective 7
Activities:
Objective 8:
Activities
.
Objective 9:
Activities :
Objective 10
Activities
:
Objective 6: To develop self-confidence.
Activities: Living in a happy, free environment.
Encouragement and approval when attempting worth while
things.
Lead to gradually assume responsibility.
To enlarge the vocabulary.
Listening to stories.
Discussing new experiences.
Discussions relating to concrete material and situations.
Oral word or language games.
To create an interest in books and stories leading to a
definite interest in reading.
Looking at picture books.
Singing favorite songs from books with others.
Listening to interesting stories read from books.
Being in an environment rich in good pictures and good
books.
Making booklets.
To develop the child socially.
Rhythmic games.
Association with other people, children and grown people.
Playing, group games.
Planning and giving parties.
Singing together.
Working together.
To provide opportunity for physical development.
Opportunity to move about freely.
Large muscle activity.
Frequent outdoor play.
Rest period and lunch period.
Living in hygienic surroundings.
It is very necessary to build up a general readiness for reading—that
is, to be sure that all children sense that reading is a necessary and
interesting part of their activities. However, it is not the purpose of the
preparation period for reading to teach children to read but to get ready
to read. Attitude, not number of words recognized, is the main goal of
this period.
Informal teaching plans rather than regular class work should be fol-lowed
in this preparation period. Centers of interest affording a rich
environment including picture books, pictures, nature study materials and
materials for construction or making things should be provided. A great
deal of the subject matter should be centered in pupil's plans and activities.
A few suggestions are as follows:
Making furniture for the various centers of interest in the room:
reading, science, music and art, and social activities.
Making toys, tents and animals, to use in various ways in play, as
the circus.
Making a garden and cultivating the plants.
Making and furnishing doll and play houses, stores and airplanes.
Making decorations for various and special occasions, holidays.
Activities pertaining to excursions, nature study, hygiene and
health, safety, doll play, parties, use of bulletin board. Steri-optican
views. Newspaper.
These activities provide training in: planning, initiating, completing
things; assembling, adapting and taking care of materials to work with;
sharing materials and tools with others; persistence; neatness; use of
language, freedom of expression; and, ability to think.
Elementary Schools of North Carolina 43
The amount of subject matter to be acquired during the preparation
period for reading cannot be definitely stated. With the specific objectives
as guides the first consideration in the program of subject matter and
activities should be to plan to eliminate in so far as possible those de-ficiencies
which retard progress in reading readiness; and second, to at-tempt
to plan those experiences which will enable as many beginners as
possible to come into the possession of the prerequisites to reading as stated
in the general and specific objectives.
In summarizing the work, it may prove helpful to state the desirable
outcomes for the preparation period of reading as follows:
a. Wide experience in
Listening to stories and rhymes and discussing interesting
points.
Handling books and pictures.
Dramatizing stories and various experiences.
Social contacts.
Use of nature study materials.
Observation and discussion of things common to the environ-ment.
b. Definite interest in
Pictures, books, puzzles, and games.
Expressing ideas in various ways.
Working with the group—taking part in its activities, attain-ments
and progress.
c. Acquaintance with words which will be encountered in his first
reading experiences.
Opportunity to become familiar with these words through
situations providing vocabulary work.
3. EQUIPMENT AND SUPPLIES
A list of equipment and supplies suitable for carrying on the work as
outlined above is suggested here. While this list is in no way complete, it
should be useful in suggesting to the teacher the types of equipment and
supplies to be provided.
a. Furniture
Desk, chairs, waste paper basket, files, bookcase, and cabinet for supplies. (For
the teacher.)
Tables and chairs for children of different sizes.
Piano or phonograph.
Attractive library chairs and table.
Files for pictures, fresco paintings, and other materials.
Cabinets for individual pupils.
Cabinets for tools, blocks, and science supplies.
Book case.
Lockers or closet space for children's wraps.
Work benches and work tables.
Blackboards.
Large bulletin boards.
Cots of canvas for rest period.
Aquarium with running water.
b. Stimulating equipment and work materials
Large blocks from lumber mill.
Packing boxes to supply material for making things.
Pieces of lumber suitable for making chairs, tables, trains, boats, and many
other things called for in the various activities planned.
Tools—saws, hammers, screw