Teaching of reading, 1965

~~~~~ STATE DEPARTMENT OF EDUCATION

j GA
! 300.15

GEORGIA EDUCATIONAL TELEVISION NETWORK - PRESENTS

, 11

EAOHING , 1965 114 c.2

OF READING

with Dr.I.E.Aaron ProFessor, College of Education University of Georgi a

FOREWORD
It has long been my contention that one of the most effective uses of educational television is for in-service teacher education. More and more, there is evidence to support this belief.
, The Department of Education is happy to bring you this very exciting series on, "The Teaching of Reading." Dr.!. E. Aaron, Professor of Education, University of Georgia, has prepared this series, and he has worked very conscientiously with the department staff in the production of these tapes.
Because of the prime importance of and because of the renewed interest in the teaching of reading, I believe that this series will play an important role in the improvement of the reading program in all Georgia schools.
Your response to this program will aid us immeasurably as we plan for the expansion of educational television. Give us your suggestions. Together we can build a better Georgia.
Claude Purcell State Superintendent of Schools

HANDBOOK FOR DISCUSSION LEADERS - TEACHING OF READING

Purpos~ of handbook: This pUblication has been prepared to aid Discussion Leaders in working with viewers of a series of telecasts on teaching reading.

Telecasts: Eighteen 30-minute telecasts make up the series. These will be shown at a designated hour after school with at least one week between telecasts.
Topics for the eighteen programs are:

1 - Some Guides for a Good Reading Program 2 - An Informal Reading Inventory 3 - Using Basal Readers Effectively 4 - Teaching a Directed Reading Lesson 5 - Organizing for Effective Reading Instruction: I 6 - Organizing for Effective Reading Instruction: II 7 - Reading Readiness 8 - Teaching \lord Recognition Skills: I 9 - Teaching Word Recognition Skills: II 10 - Teaching Word Recognition Skills: III 11 - Teaching Comprehension Skills: I 12 - Teaching Comprehension Skills: II 13 - Teaching Conprehension Skills: III 14 - Teaching Reading in the Content Areas 15 - Teaching Children to Read Orally 16 - Developing Interest and Taste in Reading 17 - Evaluating Growth in Reading 18 - Helping Children with Reading Disability

Suggested ~ of telecasts and accompanying material: These programs are planned for groups of teachers and not for individuals. It is suggested that interested teachers plan to view these telecasts as a part of the school's inservice work. One of the persons should be designated as Discussion Leader, and, as such, should have the responsibility for conducting the briefing before the program and leading the discussion afterward. It is hoped that teachergroups will take the ideas presented in the programs and will relate them to their own classrooms.

At the first session, the Discussion Leader will need about fifteen minutes t.o brief the viewers prior to the beginning of the program. Approximately five minutes will be needed on programs 2 through 18 for the pre-telecast briefing.

Approximately 30 minutes should be reserved for discussion after each of the telecasts. Beyond that, each viewing group may decide the amount of time it wishes to use for related activities o In some instances these additional activities may be left to individual teachers o It is hoped, however, that most viewing groups will continue the follow-up activities in reading between programs.

Listening-viewing guides: A listening-viewing guide has been prepared to

accompany each program. Each viewer will need a copy of this listening-viewing

guide to use during the telecast 0 These may be obtained in quantity from the

.(

State Department of Education. These guides will be used a great deal on some

programs, and. the viewer will not get the full benefit of the telecast unless he has a copy of this guide. Occasionally guides will include material that may be used in the period immediately following the telecast. The school should order these guides in plenty of time for their delivery prior to the program. A copy of each listening-viewing guide may be found in this publication.
Suggestion sheets for Discussion Leader: This Handbook contains a suggestion sheet on each of the eighteen telecasts. The following information is included:
a. Telecast numbez: (The number of the telecast - from 1 to 18.)
b. Topic (The title of the telecast.)
c. Program content (A brief description of the content of the program. This may be used by the Discussion Leader in briefing the viewers.)
d. Materials needed Ez viewers (Number of listening-viewing guide needed
for this telecast. This always coincides with the number of the telecast but is listed here as a reminder for t he Discussion Leader.)
e. Pre-telecast suggestions for Discussion Leader (Suggestions that may be used by the Discussion Leader if they appear appropriate. One suggestion always offered is to brief the viewers just prior to the telecast. Another is to be certain to pass out the listening-viewing guides. Otten suggestions are made to focus the viewers' attention on certain parts of the presentation. This my serve as a basis for later discussion.)
f. Innnediate post-telecast suggestions !2!: Discussion Leader (Suggestions
for use during the 20 to 30 minutes following the telecast. It is hoped that each viewing group will always have this discussion period just atter the program.)
g. Suggestions f2.;: follow-up (Additional suggestions for activities related to the program. Many viewing groups will want to do more than just view the programs and have a brief discussion immediately afterward. These suggestions my be carried out in the period between telecasts. A group ma.y find one or more of the suggestions worth using. Discussion Leaders probably will want to develop with the groups their own ways of following up the programs.)
h. Related readi~ (Some groups will wish to do additional reading related to the topic treated in the telecast Cl References are taken from a small number of books. These are listed here, and references on the suggestion sheets are given only by author. Many other books not listed here would be useful. It was felt, however, that only a few of the most recent books should be included in the suggested related reading. School groups wishing to build a professional library in reading may wish to purchase several or all of these books. To read all of the references would be wasted time because they overlap and repeat the same informtion in many instances. However, where a number of teachers are involved, multiple references give the viewers opportunities to compare ideas of different authors through shared reports.)

Aaron - I. E. Aaron. Teaching Word Recognition Skills in Georgia
Schools. Atlanta: State Department of Fducation.. 1961. 55 ppo
Aaron.. Callaway.. and Simpson - I. E. Aaron.. Byron Callaway.. and Hazel D. Simpson. Athens: College of Education.. University of
Georgia.. 1964. 53 pp.
Austin and Morrison - Mary C. Austin and Coleman Morrison. ~ First
!!: The Harvard Report 2!! Reading in Elementary Schools. New
York: Macmillan Company.. 1963. 2b2 pp.
DeBoer and Dallmann - John J. DeBoer and Martha Dallmann. !h! Teaching 2f Reading.. Revised Edition. New York: Holt .. Rinehart and
Winston.. Inc... 1964. 422 PPo
Gray - William S. Gray. On Their Own in Readi~.. Revised Edition.
Chicago: Scott .. Foresman and Compa.ny.. 19 o. 248 pp.
Harris - Albert J. Harris. .!!2!! ~ Increase Reading Ability.. Fourth
Edition. New York: IDngmans.. Green and Co... 1961. 624 pp.
"PP.- Russell - David Ho Russell. Children Learn to Read, Second Edition.
Boston: Ginn a.nd Company, 1961. 612
Smith - Nila Banton Smith. Read~ Instruction !2!. Today's Children.
Englewood Cliffs .. N. J.: Prentice-Hall, Inc ... 1963. 594 pp.
Tinker and McCullough - Miles A. Tinker and Constance M. McCullough. Teaching Elementary Reading .. Second Edition. New York:
Appleton-CentUl'Y-Crofts, Inc., 1962. 615 pp.
Periodicals carrying articles 2!! reading: The International Reading Associ-
ation publishes two journals devoted to articles on reading. !h! Reading Teacher..
containing ma~ articles on the elementary school level, is published eight times per year. The Journal of Reading.. devoted to high school.. college, and adult levels, is published six times each yearo A four dollar membership to IRA brings one of the journals. Subscriptions cost four dollars and fi.f'ty cents for each journal. Elementary English.. published by the National Council of Teachers of English eight times a year.. also carries a number of articles on reading. It costs five dollars per year. School faculties may wish to obtain one or more of these journals if they are not now in the schools.
Challenge 12 Discussion Leader: The Discussion Leader is challenged to relate
the programs as much as possible to the instructional program of the school in which it is being viewed. Though suggestions for follow-up are offered.. the Discussion Leader should feel tree to ignore these and plan his or her own if they appear better for the particular persons in the group.
1!! SUlllna.ry: These programs were prepared in the hope that at least some help
will be given teachers to do an even better job of teaching reading to boys and
girls. Reading is basic to all academic work and to much ot life encountered out
of school. Every teacher .. no matter how well he or she may be teaching reading,

can find ways of improving instruction in reading. Most of the ideas in these telecasts will not be new to most of thetca.chers; and to some teachers, almost no ideas will be new oneso However, most of us know more about the teaching of reading than we use in our instruction. If you as Discussion Leader can encourage teachers in your group to work toward continued improvement in reading instruction as an outgrowth of your group wOl'k, the boys and girls in the classroom will be the ones who benefit. Best of luck to you and your teachers.
I. E. Aaron, Professor College of Education University of Georgia

Telecast number: 1
Topic: "Some Guides for a Good Reading Progr.am"
Program content: The importance of reading and a definition of reading are discussed in the introduction. Nine guides for a good reading program are presented. This session presents a framework for the remaining programs.
Materials needed ~ viewers: One copy of Listening-Viewing Guide #1 for each viewer.
Pre-telecast suggestions !2!: Discussion Leader: Give the viewers an overview of
what to expect, based upon the content statement above. Pass out the listening-viewing guides so they are in each viewer t s hands just before the program begins. Suggest that the viewers think about their own classes in terms of the nine guides as each one is discussed. Tell the group that they may wish to follow up the telecast with an evaluation of the school's progr.am (or that of their individual classrooms) in terms of each pointo
Immediate post-telecast suggestions for Discussion Leader: Lead a general discussion around points given in the telecast.. If the group wishes to do so, evaluate the school or individual classroom reading programs in terms of each of the nine points. The final page on the listening-viewing guide may be used as a springboard for this evaluation. The group may pinpoint areas they wish to investigate further.. If so, plans may be made for additional work on these areas ..
Suggestions !2!: follow-up: These are some actions faculty groups nay consider
for use as a follow-up of the telecast: (1) If faculty members rated themselves on the nine points, they my
plan further investigation in areas where they are weakest. (2) Reading test scores for each class or grade may be studied to
determine range, and consideration may be given to the extent to which the program is adapted to the reading levels of the children..
(3) The teachers may discuss the organizational pattern (or patterns) now used in the school. How effective is it in helping teachers to teach children on their individual reading levels?
(4) A study may be made of the records being kept on children's progress and the extent to which these are passed on to other teachers. If the system appears inadequate, plans may be mde for improvement in this area. This may be done by setting up a small committee to make plans. The committee may wish to investigate what other schools or systems are doing.
(5) Teachers may wish to debate the pros and cons of letting parents know the reading levels of their children. If the group concludes that parents should be told the reading levels of their children, then it may plan for effective ways of getting this job done.
Related reading: Austin and Morrison - Entire book (Especial~ chapters 1-3) DeBoer and Dallmann - Chapters 1, 2, 3 Harris - Chapter 1
Russell - Chapters 1, 2, 3, 4 Smith - Chapters 1, 2, 3
Tinker and McCullOUgh - Chapters 1, 2

Listening-Viewing Guide /11 SOME GUIDES IiUR A GOOD READING PROGRAM
1. Children ~ taught !! ~ levels at which they read.

I-A - Reading achievement expectancy for grades 2, 4, and 6:

Number
3 6
9 9 6
3

Grade 2 3.4 and up 2.7 to 3.3 2.0 to 2.6
1.4 to 1.9 1.0 to 1.3 Readiness

Grade 4 5.8 and up
4.9 to 5.7 4.0 to 4 0 8 3.1 to 3.9 2.2 to 3.0 Below 20 2

Grade 6 8.2 and up 7.1 to 8.1 6.0 to 7.0
4.9 to 5.9 3.8 to 4.8 Below 3.8

l-B - Reading achievement of two groups of graduating eighth graders:

Grade Below 4
4 5 6

--L
2
5 9
14

- - r Grade

%
17

8

14

9

15

10

11

Grade 11 12
College

--L
7
4 2

2. The classroom is organized !2. ~ teacher may teach effectively.

2-A - Grouping within the class 2-B - Cross-class grouping 2-C - Individualized reading 3. ~ variety of materials is ~o

Prepared by I. E. Aaron, University of Georgia, and produced by ETV Unit of the Georgia State Department of Education. Jointly sponsored by the University of Georgia and the Georgia state Department of Education for use with the video tape series on "Teaching of Reading."

4. Adequate attention is given to skill development.

L-V Guide #1 - p. 2

5. The subject-matter teachers ~ ~ special vocabulaEY ~ reading skills
related to ~ subjects o

6. Children ~ ~ learn ~ skills of reading ~ also learn to enjoy readingo

7. The teacher ~ the skills of reading ~ how to teach these skills o

80 ~ teacher keeps records !! ~ child's reading progress and passes these records !! ~ the ~ teacher.

9. Parents ~ kept inforffied ~ ~ reading programo

L-V Guide #1 - p. 3

TEACHER BELIEFS AND PRACTICES IN THE TEACHING OF READING

Directions: The nine statements below are frequently made about effective reading programs. Indicate by circling the appropriate number the extent to which your program (or background of knowledge and preparation) shows each characteristic. If a characteristic or practice is found almost always in your classroom, circle "1." If it is found most of the time but not always,
circle "2." If it is found sometimes but not most of the time, circle "3." If it is found very seldom or never, circle "4." If you are undecided, circle "5." If you think this characteristic or practice is not desirable, then circle "6." As a reminder, the rating scale is repeated here.

1 - Almost always
2 - Most of the time
3 - Sometimes

4 - Seldom or never 5 - Undecided 6 - Not desirable

(1) Children are taught on the levels at which they read.
(2) The classroom is organized so the teacher ruay teach effectively.
(3) A variety of materials is used.
(4) Adequate attention is given to skill development.
(5) The subject-matter teachers teach the special vocabulary and reading skills related to their subjects.
(6) Children not only learn the skills of reading but also
learn to enjoy reading.
(7) The teacher knows the skills of reading and how to teach these skills.
(8) The teacher keeps records on a child's reading progress and passes these records on to the next teacher.
(9) Parents are kept informed about the reading program.

1234 56 1234 56 1 2 34 56 12 34 56 1 2 34 56 12 34 56 1234 56 1234 56 1 2 34 56

Telecast number: 2
Topic: "An Informal Reading Inventory"
Program content: This session is devoted to a discussion and demonstration of an informal reading inventory. It attempts to present a way the teacher may determine whether a book is appropriate in terms of difficulty level for a child's reading instruction.
Materials needed l viewers: One copy of Listening-Viewing Guide 12 for each
viewer.
Pre-telecast s~estions for Discussion Leader: Present an overview of content of program. Pass out listening-viewing guides just prior to program. Caution viewers to follow pattern of Informal Reading Inventory as it is presented on the screen. Caution them also to keep listeningviewing guide readily available because it will be used often in parts of the session. Tell them that detail on pages 2 and 3 of listening guide will be covered very quickly. Viewers may study that section at a slower pace later, if interested.
Immediate post-telecast suggestions for Discussion Leader: Go over the steps in administering the Informal Reading Inventory. Make arrangements for further work on this with teachers who are interested in learning how to give the inventory.
S~estions for follow-up: These are some actions viewers may consider: (l~Prepare Informal Reading Inventory questions on selections in
the basal reader series being used and then use them where needed with children. By working together, no ~ teacher has to prepare questions on more than a couple of basal reading texts.
(2) Have one of the teachers demonstrate this Informal Reading Inventory again to the group. Discuss the procedure. As the teacher demonstrates, other teachers may also mark the Informal Reading Inventory Guide Sheet.
(3) Stage a practice demonstration of the Informal Reading Inventory by playing the role of a child. Have each teacher mark the Informal Reading Inventory Guide Sheet as the "child" reads. Compare results and answer questions about the procedure.
(4) Use the Informal Reading Inventory with children where needed.
Related reading: Aaron - Teaching ~ Recognition Skills in Georgia Schools - Chapter 8

listening-Viewing Guide #2
AN INFORMAL READING INVE.vrORY
Purposes: (1) To find the highest comfortable level on which a child may be instructed in reading, or (2) to determine whether a particular textbook "fits" the child (is neither too easy nor too hard).
Materials needed: Series of graded reading textbooks, questions prepared on a selection of at least 100 words from each book.
Selecting stories: Story located between pages 20 and 40 in each book.
Questions: Four questions at first grade level, eight at higher levels. i{ultiples of four make scoring easier. At least one-fourth of questions should involve thought beyond what is stated in copy. (liThe story didn't tell us, but what do you think made Nancy late for the party?" "From what you have read, try to describe what you think will happen next.")
Criteria for success: COMPREHENSION - Understands at least three-fourths of the main ideas
(answers three-fourths of the comprehension questions). WORD RECOGNITION - Misses not more than one of each twenty words he
reads. (This includes misses both in silent reading and in oral rereading. Proper names and additional misses on the same word are not counted.)
Determining instructional level: Highest level at which the child meets ~ criteria for success.
When to use: Use with those children about whose reading instructional level the teacher-is in doubt. Uot all pupils need it. It may be used in the beginning of the year to help in grouping children for instruction if the teacher does not have sufficient information about some of the children. It may also be used in getting the instructional level in remedial work.
~ procedure: The child reads the selection silently, the teacher asks him questions on what he has read, and then the child reads the selection orally. An Informal Reading Inventory Guide Sheet has been prepared for recording the results. Up to four trials (four books) may be recorded on one Guide Sheet. For each book, the Examiner records (1) words asked during silent reading, (2) accurac,r on comprehension questions, and (3) words missed during oral reading.
(t)ps in giving 2 Informal Reading Inventorx:
1 Select a book in which child is likely to meet both criteria. (2) After quick motivation, ask child to read selection silently. (3) As child reads silently, record any words on which he requests help.
Mark any symptoms of poor reading. Record these on Guide Sheet.
(4) Ask the child questions on the selection. Record + for correct answers,
- for incorrect answers. (5) Have child read same selection orally. Record any words he misses.
Check symptoms of poor reading. (6) Determine whether he passed both criteria. If so, take next higher level
book and repeat from item two. Keep going until he fails. The instructional level is the highest level at which he meets both criteria. If he fedls on the first selection tried, drop to a lower level.
Prepared by I. E. Aaron, University of Georgia, and produced by ETV Unit of the Georgia State Department of Education. Jointly sponsored by the University of Georgia and the Georgia State Department of Education for use with the video tape series on "Teaching of Reading."

L-V Guide #2 - p. 2
Informal reading inventory ~ ~: An informal reading inventory guide sheet has been prepared to aid the examiner in recording the results of the informal reading inventory. All records should be kept on this guide. It may be duplicated for teacher use. One sheet will usually be sufficient for a child since up to four trials may be recorded on one form. If five or more levels are used, a second copy of the form is necessary.
To help the teacher become oriented to the inventory guide, eGch section will be discussed. It will be noted that the top two lines consist of identifying data. The remaining parts of the guide are labeled alphabetically, except for the space for the examiner to enter his own name.
The examiner should fill in as much of the identifying information in the top two lines as he can at the beginning of the inventory. The name of the pupil, the date, the series of textbooks being used, and the difficulty level of the book to be used as the first trial can all be written in before the inventory is started. The examiner should be certain to record accurately the difficulty levels used at each trial. In the blank opposite number 1 should be entered the difficulty level (as 3~ for third grade, second semester) of the first book tried. Each tiLle, as a new level is tried, the difficulty level of the book should be entered.
A. HORDS ASKED DURING SILENl' READING: As the child asks for help on a word, the examiner should record that word in the appropriate space. Words asked on the first book used would be recorded in the "Trial 1" space, and so on. These words will be counted later and entered in section C. If no words are asked, NONE in large letters should be written in the space.
B. \,V"ORDS HISSED IN ORAL READING: When the child is reading the selection orally (after the comprehension check), the examiner records words on which he requests help and words mispronounced. The examiner may put what the child called the mispronounced word in parentheses following the word. If the child omits a word, enter the word and put an "Ott. in parentheses following the word. If the child adds a word, enter the word and put an "A" in parentheses following the word. When omitted and added words are to be counted in the total words missed will be discussed in section C. They will, however, always be recorded under section B. The examiner should make certain to enter the words missed in oral reading under the appropriate trial. If no words are missed, write NONE in large letters.
C. SUNMARY OF WORD RECOGNITION: At the end of a trial, the examiner will enter (1) the number of words in the selection (taken from a count of the words) I (2) the silent words asked (taken from section A, counting repeated misses only one time, and not counting proper names), (3) oral words asked (taken from section B, counting repeated misses only one time, not counting proper names, and omitting
words previously recorded under silent words missed), (4) total words missed (ob-
tained by adding silent words missed and oral words missed. (if duplicate misses and proper names missed were eliminated. before recording number of oral words missed.). The examiner may draw a line through repeated misses and proper names under sections A and B as a reminder not to count these in the total words missed.o If the total words missed is not more than 1 in 20, then S will be circled. If the total words missed is more than 1 in 20, then P will be circled.

L-V Guide #2 - p. 3
The examiner must decide about whether to count additions and omissions in the words missed. If the word added or omitted is an inconsequential word, suc~ as a, an, or the, and real~ makes no difference, do not count it. Enter it under-B,but draw a line through it to indicate that it- is Unimportant. If the word added or omitted changes the meaning in any way, count it as a missed word.
In order to keep from counting in the total the same word more than once, it is a good idea to go through sections A and B, as previously indicated, and draw a light pencil line through repeated words. For instance, if thought is recorded twice under Trial 1 in section A and once under Trial 1 in section B, then the second listing in section A and t he listing in section B should be crossed out by means of a line drawn through the word. This will remind the examiner to count it once only in his totals. A line may also be drawn through a proper name as a reminder not to count it in the totals.
D. COMPREHENSION AFTER SIlENT READING: The examiner will enter a plus for each correct answer and a minus for each incorrect answer. When the questions are all answered, he will circle S if as many as 3 of 4 or 6 of 8 questions are answered correctly. He will circle P, indicating "poor," if the criterion of
"75 per cent comprehension" is not met.
E. SILENT READING CHECK LIST: The examiner checks each symptom of poor readirlg as he notes it during the silent reading of a selection. It is important to check each s~'lDptom under the correct trial because some symptoms may be in evidence at one level but not at another.
F. ORAL READING CHECK LIST: Before moving to another book, the examiner should check the symptoms of poor reading noted in the child's oral reading. Again, it is important to check the symptom in the appropriate column. For instance, "tense or nervous" may be checked only on the failing level - where material is too difficult, and the examiner needs to be able to tell this when he looks, perhaps several days later, at the inventory guide.
G. INSTRUCTIONAL LEVEL: The examiner should enter the instructional level in the blank provided. The instructional level is the highest level at which both criteria for success are met. Sometimes, because of excessive faulty reacring habits or symptoms, the examiner may drop to a lower level for the recommended instructional level.
H. NOTES ON WORD ATTACK: The examiner should make abbreviated notes on anything discovered about the child's word attack skills. Comments such as these may be made: "leaves off word endings," "appears to break words into syllables," "spells all words," "confuses similar looking words," and "repeated several phonics principles as he tried to pronounce a silent ~ word."

L-V Guide #2 - p. 4 INl"'ORHAL nr~DING INVENrORY GUIDE SHEET
Child:- - - - - - - - - - - - Dat e :- - - - - - - - Examiner: - - - - - - -

Trial 1

:Trial 2

:Trial 3

:Trial 4



B. HORDS russ}::!) IN Olt\L lU<~\DING:

Trial 1

:Trial 2

:Trial 3

~Trial 4



C. SUl1J.1ARY OF WOHD RECOGNITION:

D. COXPREHENSION AFTER SILENT READING:

:Trial:Trial:Trial:Trial Trial 1 TriGl 2 Trial 3 Trial 4

:-:---=---:_--::---:-:-_=----=1:..--.:...-....;:2:..--..;..-."""3;.......~.-;;4~ 1.

1.

1.

W~S~i-o=-lr,;d;,s;;en.i;;n.t~w-os..;e;r;l..e;d:c-;;ts~ia-os':'n"'k:-ed-~:-"""---""---.......- -

2. 3.-

2. 3.-

2. 3.

1.,_ _ 2. 3.'--

Oral words missed:

4.- 4.

4.- 4. _

TOTAL WOHDS HISSED:

5 . - 5.

5.

5.. _

Satis. or Poor S P S P S P S P 6.

6.

6.

6._

7.

7.

7.

7.

E. S ILF.,NT ID~DING CHE CK LIST:
123 4

8.

8.

8.

8.==

SP

Sp

SP

SP

---'--....;;..-------:Moves lips, no sound
_.-;._-=-_-=-_..;,,:w,fuispers

F. ORAL READING CHECK LIST:

--~--=---=--";"::PBooionkths etlod

words too close

123 4
__~__~_~~:Hord-by-word reader

_~_...:..._-=-_.;;.:.Bookheld too far away _ _ _-'-_"""-_.:..Inappropriate phrasing

__~_~__~~:Appears tense

_____-=-_-=-__~:Ignore3 punctuation

---:.._-=--=--.-..;;.::Hoves head -.-;.--=---=--:-Reads slowly

_ _ _--"--_-'--,_.2.1"Jany mis pronunciations
_-=-_-=-_~--:.:.Faulty enunciation
-----'---'-----:Monotonous voice
____-=-__~__~:High-pitched voice

- - - - - G. INSTRUCTIONAL LEVEL:

----'------ ____-=-_-=- ..::...ETexncseessoivrenreervpoeutsitions
__________..:..Loses place

H. NOTES ON \JORD A'ITACK:

____-=-_-=- : Poor sight vocabulary

-.....;,,-....;::..-....;::C-~o:Pnotoerwxtorgd uaetstsaecskwsrokniglls

: :Reads slowly -----=---=--";":Skips words

:Adds words

- - - -......--=---:Reads too fast

----. . . _-=--- ..

:Unknown words not tried

Telecast number: 3
Topic: "Using Basal Readers Effectively"
Program content: The introductory part of this telecast attempts to clarify the purposes of basal readers. Then the remaining time is devoted to a discussion of ten guides for effective use of basal readers.
Materials needed !?z viewers: One copy of Listening-Viewing Guide #3 for each
viewer.
Pre-telecast sUggestions ~ Discussion Leader: Present an overview of what the program is about and pass out the listening-viewing guides. Ask viewers to do two things as they view the program: (1) Decide whether they agree or disagree with each point and (2) think of how well each point is being carried out in the teacher's own classroom.
Immediate post-telecast suggestions for Discussion Leader: Ask each teacher to fill in the rating scale on each of the ten guides for effective use of basal readers. This is the final page of the listening-viewing guide. Those teachers who don't teach basal reading may rate the program of the school as a whole. Then summarize the results and discuss them. Other discussion may center around any disagreements teachers may have about a given point as presented in the program. Plans may be made for further work in any areas in which the school appears weak.
Suggestions for follow-up; These actions may be considered as a follow-up to the telecast: (1) Ask each teacher to spend a few minutes each day during the next five class days to think through the basal reading activities of the day in ter.ms of each of the ten guides for effective use of basal readers. At the end of that time, have a faculty discussion around what has been noted. Strengths and weaknesses should be pinpointed and plans should be made for doing something about weaknesses. (2) Ask each teacher to take basal texts and guides being used and to spend a minimum of one hour in reviewing the lesson plans and stories to be taught during the next two or three days. This may result in more effective teaching of these selections. (J) Compare the series you are using with another series in terms of skills developed at a particular difficulty level. For instance, the first reader of Series A may be compared with the first reader of Series B.
Related reading:
DeBoer and Dallmann - Parts of Chapters 14, 15
Harris - Part of Chapter 3 Russell - Parts of Chapters 5, 8 Smith - Part of Chapter 5

Listening-Viewing Guide #3
USING BASAL READERS EFFECTIVELY 1. ~ ad~quate time ~ teach thorough!l the comprehension and word attack skills o
2. Teach children in basal readers ~ ~ suited to their reading levels.
3. Teach superior readers in books 2.! ~ adopted basal series ~ ~ 2!l
their reading levels ~ if these children ~ reading 2!l levels above the grades in which they ill enrolled in school.
4. Become thoroughly familiar with ~ basal texts and guides being used.
5. Keep the basal readers at school ~ place them in ~ children's hands
only when they ~ needed !2!: instructional purposes.
Prepared by I. E. Aaron, University of Georgia, and produced by E.'TV Unit of the Georgia State Department of Education. Jointly sponsored by the University of Georgia and the Georgia State Department of Education for use with the video tape series on "Teaching of Reading."

L-V Guide #3 - p. 2
6. Deviate .!!:2! ~ guidebook lesson plan ~ deviation is needed ~ improve
instruction.
7. ~ ~ children read silently before theil read orall.y.
8. Supplement basal reading materials generousl.y with recreational !ill!
informational reading materials.
9. ~ workbooks wisel.y ~ they ~ ~ ~ of ~ developmental reading
program.
10. Teach ~ ~ reading skills thoroughl.y within the framework of the adopted basal reader series .!:!.2. ~ silstematic coverage of ~ second pub-
lisher's series 2!2 ~ ~ difficulty levels !.! ~ first series !!11
~ be necessaril.

L-V Guide #3 - p. 3

PRACTICES IN USING BASAL READERS IN CLASSROOM INSTRUCTION

Directions: Ten practices recommended for use of basal readers in basal reading programs are presented below. Indicate by circling the appropriat.e n~er the extent to which your program adhers to this practice. Use the following rating scale:

1 - Almost always 2 - Most of the time 3 - Sometimes

4 - Seldom or never 5 - Undecided 6 - Not desirable

(1) Adequate time is taken to teach thoroughly the comprehension and word attack skills o
(2) Children are taught in basal readers that are suited to their reading levels.
(3) Superior readers are taught in books of the adopted basal series that are on their reading levels even if these children are reading on levels above the grades in which they are enrolled in school.
(4) The teacher is thoroughly familiar with the basal texts and guides being used.
(5) The basal readers are kept at school and are placed in the children's hands only when they are needed for instructional purposes.
(6) The teacher deviates from the guidebook lesson plan when deviation is needed to improve instruction.
(7) Children read silently before they read orally.
(8) Basal reading materials are supplemented generously with recreational and informational reading materials.
(9) Workbooks, when they are a part of the developmental reading program, are used wisely0
(10) The basal reading skills are taught thoroughly within the framework of the adopted basal reader series so that systematic coverage of a second publisher's series on the same difficulty levels as the first series will not be necessary.

1234 56
1 2 3 4 56
1 234 56
1 2 3 4 56 1234 56
1234 56 1 2 3 4 56 1234 56 1 234 56 123 4 56

Telecast number: 4
Topic: "Teaching a Directed Reading Lesson"
Program content: How to teach a leSSOtl in a basal reader is discussed ar~ illustrated. A six-phase lesson plan patt~rn is used. Each phase is discussed and illustrated, and then all six phases are illustrated with a story on fOU1~h grade difficulty level o
V~terials needed l viewers: One copy of Listening-Viewing Guide #4 for each
viewer.
Pre-telecast suggestions ~ Discussion Leader: Present an overview of what the program is about and pass out the listening-viewing guides. Ask teachers to compare the six-phase pattern with the pattern they use in their basal reading instruction. Ask them also to observe closely where word recognition and comprehension skill instruction are placed.
Immediate post-telecast suggestions for Discussion Leader: Discuss how this six-phase pattern compares with the lesson-plan pattern teachers now are using. \Vhat are the advar~ages of one over the other? Teachers may be asked to bring copies of guidebooks they use with them to the meeting, and they may compare the six phases with those used in their guidebooks.
Suggestions 12! follow-up: These actions may be considered for use by faculty
members:
(1) Ask some teacher who does an outstanding job in teaching the
directed reading lesson to demonstrate for the faculty, using children from her room. Hold a discussion after the demonstration.
(2) Review the lesson plan patterns of two or more different basal reader guidebooks on the same grade level.
(3) Arrange for each teacher to observe another teacher in the school teach basal reading the week following the telecast. Parents may be asked to work with children while the regular teacher is observing in another room. The observing teacher should evaluate the work of the teacher when the period is over - if the teachers feel secure enough for such an evaluation to be made and discussed.
(4) Suggest that each teacher study the lesson-plan pattern of "The
Man in the Burning Bomber" again. This is a part of the listening-viewing guide.
~ated reading: Austin and Horrison - Parts of Chapter 2 Introductory material in any good teacher f 8 guidebook

Listening-Viewing Guide #4 TEACHING A DIRECTED READING LESSON
The ~ Stages in Teaching the Directed Reading Lesson
1. Building readiness !2! the selection:
a. Developing concept background, if needed. b. Introducing the new vocabulary. c. Creating interest in the story. 2. Directed silent reading: a. Establishing a purpose for the silent reading. b. Teacher standing by to give on-the-spot help.
3. Comprehension ~ and skill buildiag:
4. ~ recognition skill buildin~:
5. Rereadin~ with another purpose:
6. Follow-up activities:
Prepared by I. E. Aaron, University of Georgia, and produced by ErV Unit of the Georgia State Department of Education. Jointly sponsored by the University of Georgia and the Georgia State Department of Education for use with the video tape series on "Teaching of Reading. n

L-V Guide #4 - p. 2
~ Man in the Burning Bomber
(This lesson plan is based on "The Han in the Burning Bomber," Reader's
Digest Reading Ski~1 Builder, Grade 4, Part 3. It uses a six-step plan. With
the exception of the first two steps, the steps or stages do not necessarily follow the exact order as presented here. These stages are similar to those used in guidebooks for basal readers. The pattern Hay be used for teaching a story or article on any grade level, but what is done in each stage varies considerably in terms of the story or article, the background of the students, and the rrajor purposes the lesson is to serve. To accomplish everything suggested here would take at least two and possibly three short reading periods. If the teacher has several groups in reading, she uses this particular plan with those reading in the grade 4 book.)
1. Building readiness for ~ ~. (This phase attempts to do three things: Build an interest in the story,
give oral control of vocabulary that nay cause difficulty, and build whatever concept background the children need for an understanding of the story.)
"You have all seen bombers in the air, but do you know what they are like inside? And do you know what crewmembers are likely to be inside a big bomber?" (Discuss the persons who nake up the bomber crewo Bring out the fact that we would have a pilot, a copilot, a navigator, and a radio operator, and that these are called crewmembers.)
"To understand our story, we need to know some of the parts of a bomber 0 I'm going to pass out the books and then I want you to find in the table of contents the story entitled 'The Nan in the Burning Bomber.' As soon as you find it, turn to the beginning of the story. Then find the page in the story on which the diagram of a bomber is given." (Discuss the parts, letting the children supply as much information as possible. Be sure the canopy, cockpits, ejection seats, escape hatch, and catwalk are discussed. Write each word or term on the board as it. is mentioned o) flAs you read the story, or afterW"ard, you may want to refer to this diagram again."
"The stOI'"'J we are going to read is 'The Nan in the Burning Bomber.' The story actually happenedo Suppose you were flying along in the night in a bomber. Suddenly it begins to burn. The pilot gives the command to jwnp. You are the copilot. Everyone jWilpS except you and the navigator. Just before you leap, you notice that the navigator is unconscious. Should you jUIllP or should you try to save his life? That is the situation in which Jim found himself in our stOI'3- 0
2. Directed silent readi~o "!~Od let's read the story to see how the man in the burning bomber risked his
life to save the life of one of his crewrnembers o Let me help you with any words you carmot figure out yourselves."
(The teacher stands by to help as the children read silently. She has established a purpose for the silent reading and now will give on-the-spot help when children ask for it. If the child has the skills for unlocking the word for himself, the teacher will give a quick clue and permit the child to help hir~elfo If it takes too long and destroys the train of thought, the teacher tells the child the word.)

L-V Guide #4 - p. 3
3. Comprehension check and skill building..
"Now that yoU"ii'aVe-read the story, do you think Jim was wise or unwise in staying with the plane?" (The teacher leads a discussion of the story to make sure that the main facts are understood, but more important, she works toward having the children think about what they have read. She leads them into evaluating decisions and actions and into thinking beyond the story, into getting implied meanings. Though the teacher probably would not ask all of them, she needs a ,list of questions to help her to see that all important points are covered if they do not come out in the discussion.
a. Should the pilot have jumped before all others were out of the plane? b. What kind of story is this - humorous, exciting, happy, or sad? 'Vt'hy'? c. What kind of person do you think Jim was? Why? d. Why did Naxwell not have a parachute? e. Why did Jim refuse to land in Oklahoma? f.. Compare the courage shown by Jim with that shown by Maxwell..
4. Word recognition skill building.
--ny have placed these three words on the board. (canopY, moment, parachute)
Beside each word I have written its pronunciation spelling from our dictionary. (These should be written with the schwa symbol.) Do you notice these letters that look like an e upside down? This is called a schwa. (As teacher talks, she writes the schWa to the side and points to the schwa in each word. She then writes the word schwa.) You will notice that it is used here in syllables that are not accented. Now take out your dictionaries and look up the words in this column for me. (decision, suddenly, oxygen, happened, and operator) These words are also in our story today. Copy the pronunciation spelling on a sheet of paper."
5. Rereading with another purpose.
"Let's read the story aloud. John, I'11 ask you to read first at the beginning of the story. As John reads, the rest of you listen. You need not keep up with the place in your books. Let's give John a real audience as he reads."
(Often the rereading will involve silent reading rather than oral. It may arise to settle some class dispute about fac~s. Again it may be for the purpose of writing a summary of the story or to find the main characters. There are manypurposes for which the children may reread the story, and the ones used in class should vary in terms of the skills or attitudes the teacher wishes to develop during this part of the lesson. The one demonstrated here is to develop the ability to read in an audience situation.)
6. Follow-up activities.
(The lesson may not have a follow-up activity, though it often does. It may be any- one of a number of activities, such as more work on something done earlier in the lesson or readin~ a book related to the story.. The reading of more airplane stories by interested children may be an appropriate follow-up activity for this story. Several children may be interested enough to seek factual books about bombers. Additional skill practice in using the schwa may be appropriate.)

Telecast number: 5
Topic: "Organizing for Effective Reading Instruction: I"
Program content: This is the first of two telecasts on organizing for reading instruction. After a brief discussion of the purposes of classroom organization and. the extent of individual differences, grouping within the selfcontained classroom is discussed. Among the topics discussed are: sources of information for grouping, some characteristics of good groups, a threegroup pattern in operation, and some independent and team activities.
Materials needed 2l viewers: One copy of Listening-Viewing Guide #5 for each
viewer.
Pre-telecast suggestions .f2!: Discussion Leader: Present overview of what program
will cover and pass out listening-viewing guides just prior to program. Watch for points of agreement and disagreement. Ask those who teach basal reading to compare what they use in the way of organizational patterns with that described. They may also think about the extent to which they make use of the sources of information mentioned in the telecast.
Immediate post-telecast suggestions for Discussion Leader: Discuss points of strong agreement and disagreement. Take the sources of information and discuss the extent to which each is used in the school for within-classroom grouping placement. Ask teachers if they now have as many groups as they need in their reading classes. If further work appears to be needed, suggest it.
Suggestions for follow-up: (l)'Each teacher J'l&y evaluate his or her grouping in terms of each of
the characteristics of good groups. These are on the listening-viewing guide.
(2) Teachers may discuss independent and group activities they have found effective in their classrooms.
(3) A teacher who seemsunusuaily good in starting groups early in the school year and in group management may talk to the teachers about what she finds effective.
(4) Teachers may evaluate their independent activities for children who are not working directly with the teacher in terms of the seven guides for effective independent activities.
Related reading: DeBoer and Dallmann - Parts of Chapter 12
Harris - Parts of Chapters 5, 6
Russell - Parts of Chapter 15
Smith - Parts of Chapter 6
Tinker and McCullough - Parts of Chapter 17

Listening-Viewing Guide #5

ORGANIZING F'OH EFr"'ECTIVE READING INSTRUCTION: I

10 Test scores on thirty-five fourth-grade children:

2.7

300

4.0 405

500 505

6.0

2.. 8

3.3

400 4 0 6

50 0 505

60 2

2.8

3.5

4 0 1 407

502 5.8

6.3

20 8

3.5

4 0 1 407

503 5.8

6.9

2.9

3.7

4.3 4 08

504 509

60 9

2. One pattern of grouping these thirty-five fourth-grade children:

~ o 5) 31

31 3~

0 0

2) 3)

41 0.00 5) 4th 12 5)

51 ..... 5) 5th
5) 5~ O 0
t61 .0.0 3)
2 ) 0 8 0 e

3. Another pattern of grouping ~ thirty-five fourth-grade children:

.0. 5) ~ 0

31

J.! e 2)

3~ 00 3) 4th
4.! 0. 5)
~ 5) 00

1
5. 000
5~ 0

5)
5)

5th

61 00.0 3) Individualized
6,g qO 2) Reading

4. Sources of information for grouping:

ao Standardized test results

b. Readiness tests

Co Teacher-made tests

do Informal reading inventorie~

e. Intelligence tests

f. Teacher observation

g. Records from previous teachers

5. ~ characteristics of good bTOUps:

a o Good groups are flexible.

b. Specific objectives of the groups are different o

c. Different materials are used with J.ifferent eroupso

d. No stigma is attached to membership in lower group or groupso

e. Activities that involve all in the room are scheduled frequently.

f. Other types of groups are used ..

Prepared by 1 0 E.. Aaron, University of Georgia, and produced by 1~V Unit of the Georgia State Department of Education.. Jointly sponsored by the University of Georgia and the Georgia State tepartment of Education for' use with the video tape aeries on "Teaching of Reading .. "

L-V Guide #5 - p. 2 6. ~ three-group pattern in ~ grade, ~ da;r:

Group I
Number children: 11 Text used: ~

: Group II
: Number children: 14
: Text used: ..2J:

: Group III : Number children: 8
. Text used: 4th

. T: Briefs children who will work independently. Asks Group I to assemble.

T: Readiness T: Dir. silent reading T: Comprehension check

: I: Read on own

I: Word recognition : I: Read on own

: T: Word recoB!!,ition with selected children

I: Silent rereading

: T: Readiness

I: Silent rereading

I: Comprehension check : T: Silent reading

I: Read on own

T: ComErehension check

I: Comprehension check


7. Some suggested independent ~ ~ activities:

a. Recreational reading in library books. b. Drawing to illustrate scenes from the story. c. PlaYing independent, pair, or team educational games. d. Working exercises in workbook. e. Working reading exercises on hectographed sheets. f. Teaming up for practice in oral reading. g. Three or four children reading silently or orally with pupil leader. h. Rereading story silently to answer comprehension questions written on
board, presented in hectographed form, or presented in workbook exercise. i. Rereading individually experience stories in class "book." j. Writing a new ending to the story. k. Summarizing the story. 1. Reading silently to prepare for dramatizing story. m. Dictionary exercise. n. Research type of reading in encyclopedias and other reference books. o. Reading in supplementary reader. p. Reading silently to locate descriptive sentences. q. Reading silently to answer thought questions placed on board. r. Reading texts in history, geography, or some other SUbject. s. Practicing writing. t. Practicing number work. u. Making posters related to reading.
8. ~ guides .!2!: independent activities:

a. Activities are of educational value. b. All children have something constructive to do at all times. c. Teacher gives brief but clear instructions to children when activities
call for instruction. d. Children know possibilities for additional activities when they finish
what they are doing. e. Activities of those working independently do not interfere with teacher's
work with group. f. Teacher plans in advance for activities. g. Plans are changed when situation warrants a change.

Telecast number: 6
Topic: "Organizing for Effective Heading Instruction: II"
Progr~m content: This telecast cor~inues the discussion of organization for reading instruction start-ed in the previous program. A quick reference is oade to grouping within the self-contained classroom, which was discussed in the last session. l~tterns of organization discussed in this period are: cross-class grouping, cross-grade grouping, individualized reading, the non-graded primary, and team teaching. Advantages and disadvantages of each are discussed.
Materials needed ~ viewers: One copy of llstening-Viewing Guide #6 for each viewer.
Pre-telecast suggestions for Discussion Leader: Overview of what program covers should be presented, and listening-viewing guides should be passed out just before the program. Viewers may watch for points of agreement and disagreement. If teachers use one or more of the patterns discussed, ask them to compare their patterns with the one described.
Immediate post-telecast suggestions for Discussion Leader: Points of strong agreement and disagreement may be discussed. Teachers using a plan that the telecast describes may be asked to react to the advantages and the disadvantages of that plan as they see them in terms of their own experiences with that pattern.
Suggestions for follow-uE: (l;-ach teacher n~y evaluate the pattern being used in his or her
classroom in terms of criteria presented in this or the previous program. (2) Teachers using patterns other than those used in the school may
be invited to report on their programs at a faculty meeting o (3) If individual teachers are dissatisfied with their organizational
patterns, they may read periodical articles or books dealing with other plans. (For instance, Elementary English has carried many articles on individualized reading. In addition, Veatch's Individualize Your Reading Program and darbe's Personalized Heading Instruction are books written about individualized reading.)
Related reading: DeBoer and Dallmann - Parts of Chapter 12 Harris - Parts of Chapters 5, 6 nussell - Parts of Chapter 15 Smith - Parts of Chapter 6 Tinker and NcCullough - Parts of Chapter 17

Listening-Viewing Guide #6

ORGANIZING FOR EFFEGl'IVE READING INSTRUGl'ION: II

1 .2!1! cross-class grouping pattern, fifth grade:

Teacher
A A
B B
C C

Reading Level
3~2
~
51
~I 6_

Number of Children
II 20
17
15
18 15

2. A second cross-class grouping pattern, fourth grade:

Teacher Reading Level Number of Children

A

2

15

B

~

W

C

~

18

A

4!

20

B

~

19

C

~

U

3. !. ~ cross-class grouping pattern, sixth grade:

Teacher Reading Level Number of Children

A

~

8

A~

~
~

14
12
18

C

61

15

C

63

18

D

73.

16

D

Ind.

14

4. Advantages of cross-class grouping pattern:
a. More difficulty levels for instruction. b. Teacher responsible for fewer different preparations. c. Teacher works directly with group for longer period of time.

5. Disadvantages of cross-class grouping pattern:
a. Teacher not able to follow up during other classes on reading needs noted in basal reading class.
b. Children must adjust to more than one teacher. c. Teacher must get to know larger number of children.

6. Croos-grade grouping pattern: Similar to cross-class except that groups cut across grade lines 0 Iiust guard against too wide an age range.

7. Characteristics of individualized reading:
a. Self-choice of books. b. }~any books available on many different levels. c. Self-pacing in reading. do Group work on skill weaknesses. e. Teacher-pupil conferences. f. Pupil records of books read. g. Pupil sharing of books and stories read.

L-V Guide #6 - p. 2
s. Precautions in ~ of individualized reading:
a. Teachers using individualized reading need a thorough knowledge of how to teach the skills of reading.
b. Recreational reading and individualized reading are not the sa~eo c. Individualized reading appears to work best if children already have a
good foundation in basal reading skills o do Most teachers cannot do as good a job in teaching "typical" classes of
children to read if they depend entirely upon individualized reading o
9. Non-graded primary pattern:
Uses patterns previously discussedo 10. ~ teaching:
Uses patterns previously discussed.
The organizational pattern alone will never teach a child to read. The key to its success or failure lies mainly with the teacher who is using ito
Prepared by I. E. Aaron, University of Georgia, and produced by ETV Unit of the Georgia state Department of Education. JointlJ'" sponsored by the University of Georgia and the Georgia State Department of Education for use with the video tape series on "'reaching of Reading."

Telecast number: 7
Topic: "h.eading Readiness ll
Prosram content: Reading readiness is defined in the introduction. Then it is
discussed in four overlapping and related areas: (1) Physical readiness,
(2) emotional-social readiness, (3) mental readiness, and (4) educational readiness. The discussion of each area includes information on how to determine readiness and what to do if the child is not ready. Most of the session deals with reading readiness in the beginning stages of the reading process, but sOlne references are made to readiness at other grade levels than the first.
1,'iaterials needed ~ viewers: One copy of Listening-Viewing Guide #7 for each viewer.
Pre-telecast suggestions f2 Discussion Leader: After briefing the participants
on what to expect in the way of content and after passing out the listeningviewing guides, the Discussion Leader may suggest that those teachers who are not first grade teachers attempt to apply what is said to their own teaching levels, since reading readiness is a probl~m for all teacherso First grade tecchers rnay be asked to think of how their programs differ from those described in the telecast. This may serve as a basis for a follow-up discus8ion on how teachers develop each of the areas treated.
Immediate post-telecast suggestions for Discussion Leader: First grade teachers may discuss what they do to build educational readiness (or other phases of readiness). They may also show reading rendiness tests they use o This should help other teachers to appreciate the reading readiness work at first grade level and perhaps give them ideas that they may use in higher graces. A discussion of what teachers do to build readiness in their classes at levels above the first grade, or the beginning part of the first grade -may be discussed o
Suggestions for follow-uE: (l~irst grade teachers may discuss together what they are doing in
checking on the readiness of childr~n for reading. If certain areas appear inadequate, they Inay take steps to correct these.
(2) Te~chers of grades above grade one may evaluate the extent to which they check on and build readiness for basal reading and for reading text lIlilLterials in the contAnt areas o If this appears to be deficient, they may attempt to corr~ct the situationo
(3) Upper grade teachers may visit the first grade classroom to see beginning readiness materials used by the first grade teachers. These would include experience charts and reading readiness books as well as many tp4cherf:Jade Jlk.'lterials 0
Related reading:
DeBoer and Dallmann - Chapters 5A, 5B
Harris - Chapter 2 Russell - Chapter 6 Smith - Chnpter 15
Tinker ahd McCullo1l8h - Gh&.pters 3, 4, 5

Listening-Viewing Guide #7 READING READINESS
1. Physical readiness: A. Hefers to child'3 physical well-being, vision, hearing, speech, and physical vigor. B. Infornation comes from: (1) Teacher observation (2) Medical records, when aV3ilable (3) Interviews with parents
(4) Vision checks
(5) Hearing checks
2. Emotional-social readiness: A. Refers to child's emotional and social adjustment, how well child can work with other children, how well he can work independently. B. Information comes from: (1) Teachers obser~dtions (2) Parent conferences (3) Adjustment inventories and sociograms, at higher grade levels
3. Mental readiness:
A. Refers to child's capability for learning. B. Information comes from:
(1) Intelligence tests (2) Teacher observation
Prepared by I. E. Aaron, University of Georgia, and produced by ErV Unit of the Georgia State Department of Education for use with the video tape series on "Teaching of Iteadingo" Jointly sponsored by the University of Georgia and the Georgia State Department of Education.

L-V Guide #7 - p. 2
4. Educational readiness: A. Refers to different kinds of discriminations, background of experience, and work habits.
B. Information comes from:
(1) Reading readiness tests
(2) Teacher observation
These four groups of factors are all involved in readiness for reading at first grade and at all other grade levels. If the child is ready for reading, then he will profit from instruction. When we discover children who are not reaQy, we do what we can to get them ready for reading.
~ Questions ~ PhYsical Readiness 1. Is the child healthy'? 2. Is the child in school regularly?
30 Is vision adequate? 4. Is hearing adequate?
50 Is the child free from handicappi..'1g speech defects?
6. Is the child energetic?
Some Questions on Emotiona~ocial Readiness 1. Is the child-at ease in the school setting? 2. Does the child accept presence of other children without feeling threatened?
3. Does the child participate in group activities?
40 Does the child work well in small groups? 5. Is the child cooperative in group activities?
6. Can the child share with other children?
7. Is the child free from symptoms of nervous tension? 8. can the child work independently? 9. Does the child respect the rights of others?
~ Questions .2!! Mental Readiness 1. Is the child r s mental development sufficient to profit from reading instruction
as it will be given in his classroom? 2. Can the child remember what he has learned over a period of time?
3. Can the child follow directions involving several actions or steps?
~ Questions 2U Educational Re~diness 1. Has the child had enriching experiences during the pre-school years that have
enlarged his experience background? 2. Can the child express himself adequately in speech?
3. Can the child recognize likenesses and differences in sounds?
4. Can the child recognize likenesses and differences in objects and s~nbols?
5. Can the child follow directions? 6. Can the child stick to a task long enough to complete it? 70 Does th~ child possess the desire to read?

Telecast number: 8
Topic: IlTeaching \';ord Recognition Skills: I"
Program content: This is the first of three programs on teaching the word recognition skills. After a discussion of the importance of word attack skills, five guides for teaching them are offered. Then a systematic coverage of three word attack techniques follows. The three are sight vocabulary building, use of picture clues, and use of context clues. The next two programs will be devoted to the following word recognition skills: noting endings with no change in root word, noting endings with change in root word, compound words, contractions, prefixes, suffixes, dictionary use, phonics, and syllabication.
Materials needed El: viewers: One copy of listening-Viewing Guide #8 for each
viewer.
Pre-telecast suggestions for Discussion Leader: After the usual briefing on content and the passing out of the listening-viewing guides, the Discussion Leader should caution the viewers to keep the listening-viewing guide at hand since it will be necessary for following the last half of the discussion. Viewers rNiY be asked to note areas in which they want more information. This will serve as a part of the discussion to follow.
Immediate post-telecast suggestions for Discussion Leader: Answer questions raised by members of the group, or direct the questions to someone in the group who has a good background of information on teaching the word recognition skills. If the members of the group wish to go over the development of the three skills discussed, the Discussion Leader may use the appropriate sections of the listening-viewing guide for this repetition.
SUggestions for follow-up: (lnuggest further reading for those who desire more information on
certain areas of the word recognition skills that have been discussed. (2) Teachers who teach the word recognition skills as a part of their
program (and that would include all teachers of basal reading) may wish to evaluate their programs in terms of the five guides for word recognition instruction. These guides are given on the listening-viewing guide.
(3) Review the lesson-plan pattern in the guidebooks for the basal series of readers being used to see how these guidebooks suggest that the word recognition skills be taught.
(4) Teachers interested in further background information on the word
recognition skills and how to teach them may schedule several sessions in which they review and discuss sections of such publications as Teaching ~ Recognition Skills in Georgia Schools.
Related reading: Aaron - Entire booklet Austin and Morrison - Part of Chapter 2 DeBoer and Dallmann - Chapters 6A, 6E Gray - Entire book Harris - Chapters 12, 13, 14 Russell - Chapter 10 Smith - Chapters 8, 21
Tinker and NcCullough - Chapter 7

llstening-Viewing Guide #8
TEACHING WORD RECOGNITION SKILIS: I
Some Guides tor Teaching Word Recognition Skills
1. ~ child needs 12 select !ill! appropriate techniques !2!: unlocking ~
particular unknown ~ he is attacking.

2. On-the-spot help ~ ~ child encounters !!! unknown ~!! ~ good way
12. teach ~ attack skills.

3. In group reading instruction, !!!h of the ~ recognition instruction
~ after silent reading.

4. ~ child should ~ !2!!!! OpPOrtunity in basal reading instruction to

attack unknown words in context if he ~ .:!d'!.!:. skills f2!: doing this

successfUlly.

.

5. The teacher ~ ~ these skills if he is to teach them effectively
12 children.

- - The word recognition skills:
*1. Sight vocabulary
*2. Picture clues
'*3 Cont ext clues 4. Noting endings with no
change in root '''1ord
5. Noting endings with change
in root word

6. Compound words 7. Contractions
8. Prefixes
9. Suffixes
10. Syllabication
11. Phonics 12. Dictionary use

Prepared by I. E. Aaron, University of Georgia, and produced by ETV Unit of the Georgia State Department of Education. Jointly sponsored by the University of Georgia and the Georgia State Department of Education tor use with the video tape series on "Teaching of Reading.It

L-V Guide 118 - p. 2

1. Sight vocabulary A. Two mronings: (1) Process of teaching words as wholes (as is often done in initial stage of reading instruction and occasionally later on difficult
words). (2) Words recognized instantlY.

B. Some ways to teach initial stock of sight words: (1) Use of preprimers and other basal readers.
(2) Activity notices. (3) Labels on objects in room.
(4) Experience charts or stories.
(5) Charts and posters. (6) High interest, low vocabulary r.Jaterials.

C. Some suggestions for building sight vocabulary: (1) Use materials easy enough for pupil. (2) Repeat words causing difficulty in different context. (3) Help child see word clearlY, notice any distinguishing characteristics of word (ladder - double letters in middle, l{lssissippi - long word).
(4) Introduce no more words than pupil can handle at one time. (5) Teach words in context, as a general rule. (6) Work for mastery.

2. Picture clues A. Usine picture to help in recognizing an unknown word.

B. Example: "The kangaroo leaped over the fence o t! The picture on the page shows a kangaroo leaping over a tall fence.

C. Started in readiness period and continued into adult reading.

3. Context clues A. Clues-ro-word recognition coming from surrounding worda in sentence or paragraph.

B", Examples: The old mother

was followed by six little pigs.

- - - who watch television progra.ms on word recognition know that chairs get harder by the minute.

C. Must use other clues with context clues because context clues onlY limit

meanings of word", (He put his ~, derby, or SOIDe other word?)

back on his head. Is the word cap,

Do Teaching examples:

(1) On-the-spot help is best.

(2) Further practice with possible exercises of this type:

The sq

ran up the tree.

Our f

team won the game.

"Come into the h

at once," Mother called.

Telecast number: 9
Topic: "Teaching Word Recognition Skills: lIlt
Program content: This second program on teaching word recognition skills reviews very quickly the three skills presented in the previous session and then gives systematic coverage to the following skills: noting endings with no change in root word, noting endings with change in root word, compound words, contractions, prefixes, suffixes, and dictionary use. Phonics and related skills will be discussed in the next session.
Haterials needed Q.r viewers: One copy of Listening-Viewing Guide #9 for each
viewer.
Pre-telecast suggestions for Discussion Leader: Viewers again should be cautioned to keep the listening-viewing guide close by because they will need the guide from the beginning of the program. The Discussion Leader may request viewers to keep notes on points on which they wish to have more information or on which they have promising practices that might be of interest to other members of the group.
Immediate EOst-telecast suggestions .!!: Discussion Leader: Answer questions raised
by members of the group, or direct the questions to someone in the group who has a good background on teaching the word recognition skills. Take time to discuss promising practices teachers may have thought about during the program. This will give teachers a chance to pass on ideas to others.
Suggestions for follow-up:
(irA survey may be made of the dictionaries in the school to see if
their marking systems are consistent. If not, teachers may consider whether or not this is confusing to children.
(2) Teachers desiring more information on the skills covered in this session may plan sessions for reporting and discussing readings on the skills. References below may be used.
(3) Several good teacher's guidebooks may be studied to see how they suggest the word attack skills be introduced and reviewed. Teachers may get ideas for exercises they can prepare for use with their children.
Related reading: (References are the same as those cited for telecast #8.) Aaron - Entire booklet Austin and. !-lorrison - Part of Chapter 2 DeBoer and Dallmann - Chapters 6A, 6B Gray - Entire book
Harris - Chapters 12, 13, 14
Russell - Chapter 10 Smith - Chapters 8, 21 Tinker and McCullough - Chapter 7

Listening-Viewing Guide #9

TEACHING \vORD RECOGNITION SKILIS: II

The ~ recognition skills:

1. Sight vocabulary

*6. Compound words

2. Picture clues

*'70 Contractions

3. Context clues

*8. Prefixes

*4. Noting endings with no

i'"9. Suffixes

change in root word

10. Syllabication

*5. Noting endings with change

li. Phonics

in root word

. . . . . . .. . *12. Dictionary use

...

1. Sight vocabulary (Previously discussed.) 2. Picture ~ (Previously discussed.)
3. Context ~ (Previously discussed.)

4. Noting endings ~ !!2. change in ~ ~
A. Adding ~, ~, ~, ing, 1l, ~, ~, etc. to known words to form new
words without changing the root of the word.

B. Examples: boy John

jump

go

love

small

boys John's jumped going lovelJ- smaller

C. Teaching examples: (1) This is Bill's cap. This is Susie's pencil. We saw Gary's cat.

(2) Mary is smaller than Sue. Bill is faster than John. Let me show you a guicker way.

D. Some teaching suggestions: (1) If basal readers are used, follow sequence offered in basal reader guidebook for introducing these skills. (2) Give on-the-spot help when appropriate.

5. Noting endings ~ change in ~ ~
A. Usually encountered for first time in second grade level n~terials.

B. Some of situations met in which root word changes: (1) When a root word ends in a single consonant, t.he consonant may be doubled before adding ed or ing. (Examples: hop - hopped - hopping;
cut - cutting.) (2) When a root word ends in!!, the e may be dropped before adding an
ending beginning with a vowel. \ExaI:1ples: hope - hoped - hoping; cute - cuter - cutest; hate - hated - hating.)
(3) When a root word ends in Z, sometimes the Z is changed to ! before
an ending is added. (Examples: dry - dried - dries; cry - cries cried; fly - flies; fr.y - fried - fries.) (4) The double consonant just before the ending gives a clue to the sound of the preceding vowel; the reader should try the short sound first. (Examples: hopping, stopped, cutting.) (5) The single consonant just before the ending gives a clue to the sound of the preceding vowel; the reader should try the long sound first. (Examples: hoped, hoping, filed, filing.)
(6) When a root word ends in ! or fe, the 1: sometimes is changed to :! before
adding an ending. (Examples: wolf - wolves; knife - knives; loaf loaves.)

L-V Guide #9 - p. 2

5. C. Teaching examples:

(1) stop

3top what you are doing.

stopped He stopped what he was doing.

(2) ride

Joo will ride the horse.

riding (3) dry

Joe is ridInB the horse.
The dress will be !!!z soon.

dried

It dried in a few minutes.

(4) leaf

The leaf fell from the tree.

leaves

The IeaVes are falling.

6. Compound words A. This involves recognition of new words made of two known words. (Examples: cowboy, schoolhouse, sunshine, grandfather.)

B.. Teaching examples: (1) On-the-spot help is the best approach. (2) Make as many compound words as you can from these words: grand, boy, cow, mother, base, girl, father, ball.

7. Contractions
A. Child must recognize contracted forms of words, words in which letters
are omitted. (Examples: do not - don't; I will - I'll.)

B. Teaching examples: (1) I do not know the way. I don't know the way. You cannot go I) You can't go .. (2) We do not like the rain. (don't) He will not come (,0 see us. (won't) You would like Joeo (You'd)

8 .. Prefixes A. l1eaning elements added to the beginning of a word to make new words.
- - - - - - (Examples: renew, rebuild; unknown, un.'1apPY'; disable, dislike.)
B. Not usually introduced until third grade reading level.
c. Some cormnon prefixes:
re (back) - return, reunion, restore dis (apart or ~) - disarm, disarrange, discharge, disconnect dis (not) - disapprove, disallow, disagree un (not) - unhapp~, unfit, unemployed in (not) - invalid, insane, indirect sub (under) - fJubma.rine, submerge, subsoil

D. Teaching examples:

(1) rebuild Hr. Jones will rebuild his house.

rewrite Mary will rewrite her paper.

(2) unknO\m The man is unknown to us.

unhappy She is unhappy today.

(3) dislike

I dislike dogs.

dis3gree I disagree with you.

L-V Guide #9 - po 3

9. Suffixes
A. Meaning elements added to ends of words to make new words. (Examples: far~, builder; c1otL~, rainz; rest.!!!!, thank~; breathless, starless.)

B. Usually introduced at second reader difficulty level.

C. Some common suffixes: -ly (like) - womanly, godly, saintly -er (one who) - farmer, manufacturer, maker -ish (like) - childish, babyish, mannish -able (capable of) - avoidable, usable, obtainable -graph (written) - telegraph, autograph -ology (science of) - biology, geology -phone (sound) - telephone, gramophone -ance (action of) - appearance, acceptance -ment (action of) - government, treatment

D. Teaching examples:

(1) farmer

He is a good farmer.

driver

The driver of the car is my brother.

(2) sleepy

I am sleepy.

storIIijT

It was a stormy night 0

(3) kindness

His kindness was helpful.

stillness The stillness of the night was unbelievable.

10. Syllabication (To be discussed in the next session.)

11. Phonics (To be discussed in the n~~ session.)

12. Dictionary ~ A. Dictionary use, the last of the word recognition techniques to be intro-
duced, involves many skills that have been introduced earlier.

B. Picture dictionaries used at first reader level.
c. Some of the skills involved in dictionary use:
(1) Alphabetizing (by single and multiple letters) (2) Underatanding purpose of and using guide words (3) Selecting correct definition from among those offered (4) Knowing how to open the dictionary efficiently (5) Using key to pronunciation (6) Using diacritical markings (7) Using pronunciation spellings (8) Knowing and using accent marks (9) Knowing how to decide correct entry word in cases of words with
prefixes and suffixes (10) Using word origin conunents included in dictionary (ll) Using parts of speech markings included in dictionary

L-V Guide 119 - p. 4

12 0 D. Teaching examples:

(1) bread

ate

Arrange words in each column in alpr~betical ordero

and

are

tun

also

good

and

eat

after

can

did

(2) If you were to open your dictionary in half, to what letter would

you turn? Try it. Now, if you were to divide the front half in

half again -- a fourth of the way into the dictionary - to what

letter would you turn?

(3) Look at the key words at the bottom of the page. These words are

pronunciation keys. (Go over the key and then take words from

context and have children look up meanings.)

E. Some suggestions for dictionary instruction:

(1) Know your dictionary because dictionaire8 vary considerably in

systems of marking.

(2) Select words from context for children to look up in dictionary

practice.

(3) Give planned instruction in the various dictionary use skills.

(4) Set up situations for frequent Use of the dictionary.

Prepared by I. E. Aaron, University of Georgia, and produced by ErV Unit of the Georgia State Department of Education. Jointly eponsored by the University of Georgia and the Georgia State Department of Education for use with the video tape series on "Teaching of Reading."

Telecast number: 10
Topic: "Teaching Word Recognition Skills: III"
Program content: This is the last of three programs on teaching the word recognition skills. This session is devoted to phonics and related skills. As an introduction, the history of the phonics vs. no phonics argument is traced. After a brief discussion of the place of phonics in the reading program, a systematic coverage of phonics, syllabication, and accent is given. The program ends with a few summary comnents and precautions o
Materials needed .!?z viewers: One copy of Listening-Viewing Guide #10 for each
viewer.
Pre-telecast suggestions for Discussion Leader: Viewers should be briefed on the content to be expected, and listening-viewing guides should be passed to participants. Viewers should be cautioned to keep the listening-viewing guides at hand because they will be used constantly after the first four or five minutes of the program. Ask viewers to note areas on which they wish more or repeated informa.tion. These notes will serve as a part of the following discussiono
Imoediate post-telecast suggestions for Discussion Leader: Answer questions raised by members of the group, or direct the questions to someone in the group who has a good background of information on teaching phonics and related skills. Go over sections of the listening-viewing guide again if certain areas need repeating or clarit,yingo
Suggestions for follow-up: (lJ;Suggest further reading for those who desire more information on
certain areas of the phonics and related skillso (2) Teachers desiring further background information on how to teach
phonics and related skills may plan several sessions in which they report and discuss sections of publications like Teaching ~ Recognition Skills in Geor~ia Schools. - (3 Two tapes totaling 37 minutes may be obtained for faculty use from the Georgia State Department of Education. These tapes are entitled "Phonics and Related Skillsll and have been prep-.red by I. E. Aaron. A listening guide is necessary for use during the playing of the tapes. These may also be obtained from the Georgia State Department of Education.
Related reading: (References are the same as those cited for telecasts #8 and #9.)
Aaron - Entire booklet (Two chapters on phonics and related skills) Austin and Horrison - Part of Chapter 2 DeBoer and Dallmann - Chapters 6A, 6a Gray - Entire book
Harris - Chapters 12, 13, 14
Russell - Chapter 10 Smith - Chapters 8, 21
Tinker and McCullough - Chapter 7

Listening-Viewing Guide #10

TEACHING iJORD RECOGNITION SKILLS: III

The word recognition skills:

10 Sight vocabulary

6. Compound words

2. Picture clues

7. Contractions

3. Context clues

8. Prefixes

4. Noting endings with no

9. Suffixes

change in root word

i"lO. Syllabication

5. Noting endings with change

~:-ll. Phonics

... ... ... ... in root word

0"

00'

*120 Dictionary use (Yarkings)



o' "0

1. Phonics and related skills included in this discussion: Ao Associating sound with letters - - B. Principles of phonics
C. Syllabication D. Accent
~. Dictionary markings

2. Association of sound with individual letters 2!: groups of letters

A. Consonants (Sounds made by obstructing the breath with the tongue, lips,

teeth, or some combination of these.)

(1) Consonant letters include all except the five vowel letters.

(2) Teaching examples: boy toy not hot

bat tell nest bat

ball take no

feet

bird ten next got

Bo Consonant digraphs (Two consonant letters representing one speech sound.)

(1) ch (church, chap)

~ (wh&t, which) !!!: (write, wrist)

Ch (chameleon, chaotic) wh (who, whose)

BC (scene, scissors)

ch (chaise, chamois)

Eh (phone, graph) S (sing, sang)

sh (shall, short)

En (tough, cough)

th (this, smooth) th (thick, worth)

i!ck (neck, wreck) (gnat, gnaw)

(2) Tea ching example s : shall wish sing

she

dish sling

shore splash song

show

mash long

Co Consonant blends (Two or more consonant sounds blended together so that

the sound of neither is lost o )

(1) bl (blue)
br (brown)

f1' (frog)
& (glow)

sk (skin) sl (slow)

tr (train)
tw (twice)

ccrl

(clean) (cream)

IE (great)
.E! (plan)

Sin (smart) Sri (snow)

cl!r (Christmas) shr (shrill)

dr (draw) dw (dwell)

E (pray) .2E (spot) ";tr (string)
~ (quite) st (store) ;ex: (screen)

fl (floor)

sc (score) sw (swim)

tiir (thrill)

(2) SOmetimes refer-ro r, 1, and S-blends.

(3) Teaching exa.m.ples: -olick -draw swing

blue

drink swish

bless drive swirl

blaze dry

swat

L-V Guide #10 - p. 2

2. D. Initial and final consonant substitutions (Substituting one consonant sound for another in unknown word in order to recognize the word.) (1) If child knows ~, he can recognize ~, ~, rat, ~, and scat. If child knows cat, he can recognize~, cab, ~, cap, and ~o If child knows stand, he can recognize ~, ~, strand, and ~. (2) 'reaching examples:-{'Best approach is calling child 's attention to
similarity of blOwn word in order to recognize the word.)

E. Vowels (Sounds m:lde openlj", with no obstruction of the new of breath

as the sounds ar~ uttered.)

(1) a, e, i, 0, u, and sometimes w (cow, few) and Z (by, bicycle).
(2) Key-to-1I1'Ongii and !'short" vowel sounds:

e - Short a - apple
Short egg

e - Long a - ape
Long eel

Short I - Indian Long I - ice

- Short '0 - ox
Short up

Long '0 - okra
Long ~ - ukulele

F. Vowel digraphs (Two vowel letters representing one sound.)

(1) ui (mail)
oa (float) au (haul)

ie (field)
oelie (true) (hoe)

!J:Jl. (say) ou (cough)
00 (look)

(2) Teaching examples: mail

boat

Hay

pain

noat

say

paid

goal

stay

train

load

lay

G. Diphtho~~s (Combination of two vowel sounds blended together ~o traces

of both sounds are retainedo )

(1) oi (oil)

2l (boy)

ou (out)

ow (cow)

(2) Teaching ~ples: oil

~ (dew) boy

Zi (ice) (by)

toil

toy

coin

joy

soil

annoy

3. Phonics principles
A. Some basic understandings:
(1) Sometimes letters are silent. (Examples: write, listen, psalm.) (2) Same letter or letters may represent different sounds. (Examples:
though, through; .2!:!ght, .2!:!ch; !!e, !!.) (3) Same sound may be represented by different letters in different words.
(Examples: freight, ~, laid, h!Z; p~t, tr~d, S&S, bEFY'.)

B. Some principles that often work: (1) \,Then short words end in a consonant followed bye, usually the e is
silent and the preceding vowel is long.. (like, "Cute, stone, skate) (2) When two vowels come together in a word or syllable, usually the first
is long and the second is silent. (boat, drain, clean, blow) (3) The sound of a single vowel letter in a word or an accented syllable,
if it comes at the end of the word or syllable, usually is long o (cry, he, ago, no, by)

L-V Guide #10 - po 3

J. B. (4) The sound 01.' a single vm-Jel letter in a word or syllable ending in a

consonant is usually short o (cat" let" ask" cup" in)

(5) ~1en a single vowel letter in a word or accented syllable is followed

by the letter r, the r usually controls the vowel sound. (curb" bird,

sir, l1ard, farm)

-

au (6 )

\,lhen a is followed long nor short and

oHy::m1a,llwy"

or tak

u" es

the sound o the sound of

f

a

is in

usually neither haul. (also, auto,

crawl, call, author)
(7) \Nhen . precedes ~, 1, or l.." the sound of c is usually soft (as ~); in
other cases" it is usually hard (as ~)o "(city, cent, cedar" cyclone)
(8) When precedes ~, i, or l.." the sound of S is usually soft (as j); in

other cases, it is usually hard (as S)o (gem" gypsy, gyp, giraffe)

c. Teaching ex.:irnples:

f,at~ ~t~

nail

cry

pole pol,~

grain

he

use us~

clean

fly

like Iik~

goat

go

pale l~l~

'0eat

me

birth fir first her
fur

cigar cedar cypher cite cell

4. Syllabicatio~ (Breaking words into syllables o Involves knowledge of what

syllables are and three principles of how to break words into syllables.)

A. Three principles of syllabication:

(1) vJlcn two consonants come between two vowels in a word" the syllable

division usu~l1Jr comes between two consonants. (perhaps, per/haps;

engine" en/gine; 3ystem, sys/tem)

(2) \'lhen one cOIlsonant comes between two vowels in a word, the syllable

division usually comes before the consonant. (vacant" va/cant; began,

be/gan; even, e/ven)

(3) ~',~len the last three letters of a word are a, consonant followed by Ie, usually the final ~yllable consists of the consonant and the leo --

(maple, mn/ple; table" ta/ble; uncle, un/cle)

--

v/cv

v/cv

v/cv

13. Tea.ching examples: vacant va/cant even e/ven lilac Ii/laC

5. Accent (Stress placed on parts of the word.) ~. Principles of accent: (1) Usually the first syllable is accented in words at two or three syllables. (carry, }bry, vowel, happy, finger)
(2) Usually the root or stem is stressed in a word. (lovely, seeing, aglow)
(3) When a prefix is used in a two or three syllable word, the accent usually does not fallon the prefix. (return, unhap~-, dislike)
(4) vrhen the same word is used as a different part of speech" its accent
may varyo (in' va lid" in val' id; min' ute, mi. nute') (5) ~fuen words end in sian or tion, Ghe accent usually falls on the syllable
next to the last one:- (in~>3.tion, examination, revision)

B. Teaching examples: (List in columnar form several words to which rule applies. Have the words pronounced, and lead the children into seeing that one particular part of the word is accented. Then lead the children into seeing the common elements in all of the words. Finally, let the children state the rule for themselves.)

L-V Guide #10 - p. 4

6" Dictionary markings (Purpose is to help reader pronounce words correctly,,)
A. Some understandings basic to use of pronunciation key:
(1) same letter or letters may represent different sounds. (though,
through) (2) Same sound may be represented by different letters in different words.
(said, set) (3) Letters are sometimes silent. (write, listen)
(4) In phonetic respelling, each sound has its own symbol"
(5) Dictionary markings may vary from one dictionary to another, from one
glossary to another. (6) Pronunciation keys are usually found in tront and/or back inside covers
and at bottom of each or every other page.

B. Teaching examples: Long.! - gate gn,
grey gr~
stay sttr

Schwa (a) about circus shaker

~ bout' cir' k~ sha' k~r

7. ~ few Summary comments ~ precautions:
A. The teacher should know the phonics and related skills in order to teach
them well to children.

B. A dictionary should be kept handy for quick checking when a question arises about the accuracy of some part of the phonics teaching"

C. Practice should be given in hearing sounds as a readiness for work on phonics.

Do Examples used in teaching the short vowel sounds should be words pronounced accurately in the community in which the teaching occurs.

Eo Consonant blends and consonant digraphs should be taught in words rather than in isolation" If words are used instead of isolated sounds, such errors as teaching der (which is inaccurat6) for dr will be avoided.

F" Let phonics skill practice grow out of something the child has just read, if possible.

Prepared by I. E. Aaron, University 01' Georgia, and produced by ETV Unit of the Georgia State Department of Education. Jointly sponsored by the University of Georgia and the Georgia State Department of Education for use with the video tape series on "Teaching of Reading."

Telecast number: 11
Topic: "Teaching Comprehension Skills: I"
Program content: This is the first of three programs on teaching the comprehension skills. Six guides for teaching the comprehension skills are discussed in this first session, and four of twenty comprehension skills are treated. The rer.klining skills will be discussed in the next two telecasts. Comprehension skills discussed in this program are: associating meaning with words, interpreting punctuation, interpreting subheadings and other devices, and reading by thought units.
}~terials needed z viewers: One copy of Listening-Viewing Guide #11 for each
viewer.
Pre-telecast ~estions for Discussion .Le~der: Jifter briefing the viewers on the content to expect and after passing out the listening-viewing guides, the Discussion Leader may ask the viewers to think of their own instruction of the comprehension skills in terras of each of the six guides for teaching these skills that is offered in the telecast. The Discussion Leader may also consider asking the teachers to evaluate their own instruction in terms of the four skills as they are being discussed. How well are these being taught?
L~ediate ~st-telecast suggestions for Discussion Leader: Respond to any questions about any point discussed in the telecast. Then take the six guides individually and discuss the extent to which the participants believe in and/or are governed by the point in their teaching.
Suggestions for follow-up: (l~ompare the relative emphasis placed on comprehension and word
recognition in the school's reading program. If it is found that one or the other is overemphasized to the neglect, or partial neglect, of the other, pl~~s may be cade for correction~
(2) Exercises may be prepared to aid children who need additional help in learnL~g one or more of the comprehension skills discussed.
(3) Teacher's guidebooks accompanying basal readers being used in the classroom may be studied to see how much they offer in the way of suggestions for developing the skills that were discussed in the telecast.
Ee!,ateq readi!2e: Aaron, Ca~way, and Simpson - Entire booklet DeBoer and DallrJaJill - Chapters 7il., 713 Harris - Chapters 15, 16 Russell - Chapter 9
Smith - Chapters 9, 22 Tinker and McG'ullough - Chapters 6, 8, 9

Listening-Viewing Guide #ll

TEACHING COHPREHENSION SKILlS: I

TIVENTY CLUSTERS OF COMPREHENSION SKILlS:

*1. Associating meaning with words

11. Reading to follow directions

*2. Interpreting punctuation

12. Reading to wlderstand writer's plan

*3. Interpreting subheadings and

of attack

other devices

13. Reading to follow sequence of events

*4. Reading by thought units

14. Heading to get main idea

5. Interpreting and appreciating

15. Reading to locate information

figurative language

16. Reading to enjoy and to appreciate

6. Establishing purposes for reading

17. Reading to interpret illustrations

7. Knowing how to read in term5 of pur- 18. Reading for remembering in depth

pose and difficulty of materials

19. Reading to draw conclusions, to

8. Reading symbols

generalize, to get implied meanings

9. Reading to find answers to questions 20 0 Reading to evaluate critically

10. Reading for details

TRIAL PARAGRAPH TO ILLUSTRATE SOME OF THE COI.fFRElIENSION SKILlS: "Fourscore and seven years ago our fathers brought forth on this continent
a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal." (Abraham Lincoln, November 19, 1863.)

SOME GUIDES FOR TEACHING THE COMPREHENSIOU SKILlS:

1. Instruction ~ ~ aimed directly toward teaChing ~ comprehension skills if they ~ to be developed adequatelyo

2. Plans should be ~ for frequent ~ ! ~ comprehension skill ~ ~ been
taught.

3. A.dequate time ~ ~ taken to ~ comprehension ~ ~ ~ ~ compre-
hension skills in basal reading classes.

4. Adeguate time ~ be taken in ~ SUbject-matter class 1 teach ~ special
comprehension skills related to ~ subject.

5. Comprehension skills must be taught in material children B!:!! ~.

6. !h!:. teacher ~ ~ stage for the ~ of reading children do.

DEVELOPING THE COJ.iPREHENSICN SKILLS: 1. Associating meaning ~ words

L-V Guide #ll - p. 2

2. Interpreting punctuation
3. Interpreting subheadings and other devices

4. Readi~ ~ thought ~

.\. The

teaching

of

reading

is

the

most

important

task

of

the

school.

B. The tea.ching of

reading is

the most

important task

of the school.

c. The teaching of reading

is the nost important task

of the school.

Prepared by I. E. Aaron, University of Georgia, and produced by ETV Unit of the Georgia State Department of Education. Jointly sponsored by the University of Georgia and the Georgia State Department of Education for use with the video tape series on "Teaching of Reading."

Telecast number: 12
Topic: "Teaching Comprehension Skills: II"
Program content: This is the second of three programs devoted to teaching comprehension skills. Ten comprehension skills will be discussed in some detail, and suggestions for teaching each will be offered. The skills to be covered in this program are: interpreting and appreciating figurative language, establishing purposes for reading, knmdng how to read in terms of purpose and difficulty level of materials, reading symbols, reading to find answers to questions, reading for details, reading to follow directions, reading to ~~derstand write~'s plan of attack, reading to follow sequence of events, and reading to get main idea.
~~terials needed r viewers: One copy of Listening-Viewing Guide #12 for each
viewer.
Pre-telecast suggestions f Discussion Leader: As usual, the participants are
briefed on what to expect and are given listening-viewing guides. i~gain the Discussion Leader may consider asking the viewers to evaluate the extent to which they teach each of the comprehension skills as it is discussed. 'They r,1ay also be asked to think of practices they use for teaching these skills that may be of interest to other members of the group.
Immediate post-telecast sUBFestions for Discussion Leader: Ask the viewers to discuss how well they feel they teach each of the ten skills discussed in the telecast. Then let interested teachers discuss teaching exercises or techniques that they have found useful in teaching some of these skills. Respond to ~T questions that night arise from the telecast presentation.
~estions for follow-up: (1) Study basal readers and content-area texts for samples of figura-
tive language. Think of ways to do a more effective job of teaching this appreciation of fieurative language.
(2) Keep a record of the times during one day that children misinterpret directions. Try to devise special help for those children who need help in interpreting directions correctly.
(3) Stuqy basal reader guidebooks being used to see how thoroughly they cover the ten cora.prehension skills discussed in this telecast.
Related reading: (These are the same as those given for telecast #11.) Aaron, Call.aW'd.y, and Simpson - Entire booklet DeBoer and Dallmann - Chapters 7A, 73 Harris - Chapters 15, 16 Russell - Chapter 9
Smith - Chapters 9, 22 Tinker and HcCullough - Chapters 6, S, 9

Listening-Viewing Guide #12

TEACHING COHPREHENSION SKILLS: II

TIJE~'TY CLUSTERS OF COMPRFJIENSION SKIUS:

1. Associating meaning with words

*11. Reading to follow directions

2. Interpreting punctuation

~-12. Reading to understand writer' 8 plan

3. Interpreting subheadings and

of attack

other devices

*13. Reading to follow sequence of events

4. Reading by thought units

*14. Reading to get main idea

~;5. Interpreting and appreciating

15. Reading to locate information

figurative language

16. Reading to enjoy and to appreciate

~~. Establishing purposes for reading

17. Reading to interpret illustrations

~ry. Knowing how to read in terms of pur- 18. Reading for remembering in depth

pose and difficulty of materials

19. Reading to draw conclusions, to

-~8. Reading symbols

generalize, to get implied meanings

~:9. Reading to find answers to questions 20. Reading to evaluate critically

... ... ... ... :-10. Reading for details ... ... ... ... ...

1-4. (Discussed previously.)

5. ~nterpreting ~ appreciating figurative langua&e

6. Establishing Eurposes 12! reading

7. Knowing ~ to ~ in terms of purpose and difficulty of- materials

8. Reading symbols

9. Reading 12 find answers to questions

Prep&red by I. E. Aaron, University of Georgia, and produced by ETV Unit of the Georgia state Department of Education. Jointly sponsored by the University of Georgia and the Georgia State Department of Education for use with the video tape series on "Teaching of Reading."

10. Reading f2 details

L-V Guide #12 - p. 2

ll. Reading 12 follow directione 12. Reading 12 understa.nd writer f s plan of attack

13. Reading to follow eequence of events

14. Reading i2. get main idea

Telecast number: 13
Topic: "Teaching Comprehension Skills: HIli
Program content: This is the last of three programs on teaching comprehension skills. After a review of the comprehension skills discussed in the last program, six additional skills are presented. These skills are: reading to locate information, reading to enjoy C'.nd to appreciate, reading to interpret illustrative material, reading for remembering in depth, reading to draw conclusions and to get implied meanings, and reading to eVdluate critical~.
Materials needed !?l viewers: One copy of Listening-Viewing Guide #13 for each
viewer.
Pre-telecast suggestions for Discussion Leader: After giving an overview of the program content and passing out the listening-viewing guides, the Discussion Leader may suggest that teachers think about how well they are teaching each of the six skills that will be presented. Caution them to evaluate their own progranson the last two especially because programs are often weak in teaching these two categories of skills.
Immediate post-telecast suggestions !2! Discussion Leader: Respond to questions
on points discussed in the telecast. Ask the teachers to discuss how well they teach children to get implied meanings and to read critically. Techniques used may be discussed.
Suggestions for follow-up: (l~Exercises based upon suggestions in the telecast may be prepared
to aid children who need additional help in learning one or more of the comprehension skills discussed in the telecasto
(2) Teacher's guidebooks accompanying basal readers being used in the classroom may be studied to see how much they offer in the way of suggestions for developing the six skills discussed in telecast #13. (Some guidebooks do not give as much emphasis to getting implied meanings .nd to reading critically as is needed.)
(3) To get additional practice in recognizing questions built to develop particular skills, teachers may wish to analyze questions they find in guidebooks and in textbooks in terms of the skills they are designed to test or develop.
(4) Each teacher may wish to take a selection from a basal reader and
prepare his or her own questions that will test or teach some of the comprehension skills reviewed in the telecast.
Related reading: (These are the same as those given for telecasts #11 and #12.) Aaron, Callaway, and Simpson - Entire booklet DeBoer and Dallmann - Chapters 7A, 7B Harris - Chapters 15, 16
Russell - Chapter 9 Smith - Chapters 9, 22 Tinker and McCullough - Chapters 6, 8, 9

Listening-Viewing Guide #13

TEACHING COMPREHENSION SKILlS: III

T;,illNTY CLUSTERS OF OOHPREHENSION SKILLS:

1. Associating meaning with words

li. Reading to follow directions

2. Interpreting punctuation

12. Reading to understand writer's plan

3. Interpreting subheadings and

of attack

other devices

13. Reading to follow sequence of events

4. Reading by thought units

14. Reading to get main idea

5. Interpreting and appreciating

*15. Reading to locate info:rnation

figurative language

~-16. Reading to enjoy and to appreciate

6. Establishing purposes for reading

*17. Reading to interpret illustrations

7. Knowing hml to read in terms of pur.... *18. Reading for remembering in depth

poee and difficulty of materials

*19. Reading to draw conclusions, to

8. Rea.ding symbols

generalize, to get implied m~,nings

9. Reading to find answers to questions *20. Reading to evaluate critically

... 10 0 Reading for details





1-14. (Discussed previously.)

15. Reading to locate information

16. Reading 1 enjoy; and to appreciate

17. Reading 1:.2 interpret illustrations

Prepared by I. E. Aaron, University of Georgia, and produced by ETV Unit of
the Georgia State Department of Education. Jointly sponsored by the University of Georgia and the Georgia State Department of Education for use with the video tape series on "Teaching of Reading."

18. Reading for remembering in depth

L-V Guide #13 - p. 2

19. Reading !:.2 ~ conclusions, 1:.2 generalize, 1:.2 get implied meanings 20. Heading 12 evaluate critically

AN ILLUSTRATION: Billy and Joe were playing in the pasture just below Billy's house. Billy
threw the softball to Joe. The ball was too high, and it flew over Joe's head into a clump of bushes. Joe ran to the bushes and reached in to get the ball. Just as he did, he heard a loud, cracking noise just behind the bushes. He forgot the ball, and ran as fast as he could. When he passed Billy, he didn't say a word. Billy didn't need to be told. He, too, ran as fast as he could toward the house. When the two of them reached the house, they started to laugh. They gasped for breath one second, then laughed the next. As soon as Billy caught his breath, he asked, "Would you mind telling me why I was running?"
1. \'lhat were the names of the two boys? (Directly stated) 2. '-''/here were they playing? (Directly stated)
3. "Jhat were they playing? (Directly stated)
4. Why did Joe Run to the bushes? (Directly stated)
5. How old do you think Billy and Joe were? \'Vhy? (Implied meaning)
6. How did Billy decide he, too, should run? (Implied meaning)
7. \'Jhy do you think they laughed when they got to the house? (Implied meaning)
8. \Jhat do you think made the loud, cracking noise? Why? (Implied meaning)
9. Would you go back to get the ball? Why? (Implied meaning)
10. Could this really have happened? Why? (Evaluating critically)

Telecast number: 14

Topic: liTe-ching Reading in the Content Areasll

Program content: This telecast is devoted to the five teaching tasks each
content-area teacher has. These are: (1) vocabulary peculiar to the
subject, (2) development of concept background needed for understanding what is being taught, (3) knowledge of how to read the texts and other
materials efficient~ and effective~, (4) special reading tasks of the
subject -- such as map and graph reading, and (5) interpretation of symbols. The program closes out with a brief discussion of how to help the good and the poor readers in the content are-so
Materials needed !?z viewers: One copy of Listening-Viewing Guide #14 for each
viewer.

Pre-telecast suggestions for Discussion Leader: Viewers should be briefed on what to expect, and the listening-viewing guides should be distributed. The Discussion Leader may ask participants to note any points on which they wish further clarification or discussion. They may also be asked to evaluate their own teaching of each of the five areas of reading skills
as they are being discussed. This will serve as a part of the discussion
to follow.

Immediate post-telecast suggestions for Discussion Leader: Respond to any questions growing out of the telecast. Then ask each teacher to select one content-area in which he teaches and to respond to the check list of content-are- reading practices. Elementary teachers in the selfcontained classroom must make a selection from among the several subjects they teach as they respond to the check list. Follow the check list completion with a discussion of points on the check list.

Suggestions for follow-up:

.

(i)-Further work may grow out of the use of the ~heck List of Practices

RelGl.ted to Reading in the Content Are-s." Teachers may wish to study further

their practices to determine if improvements are needed. When improvements

appear to be needed, plans may be made for getting this done.

(2) Teachers may wish to take some familiar content-area text being

used and al1ii~ze the vocabulary and concept load. They may take five

consecutive pages and list the special vocabulary and concepts. This may

prove to them that some texts are more difficult than teachers think they

are.

(3) Teachers ma.y wish to find better ways of helping the superior and

the poor readers as they work in content-areas. This may be done through

further reading followed by faculty discussion and planning.

Related reading: DeBoer and Dallmann - Chapters 9A, 9B Russell - Chapter 11 Smith - Chapters 10, 23 Tinker and McCullough - Chapter 12

Listening-Viewing Guide #14
TEACHING READING IN THE CONTENT AREAS
1. Development of the vocabulary; peculiar !:.2 the subject:
2. Development 21 concept background needed !2. understanding ~ is being taught:
3. Knowledge 21.h2! 12 read :!:J!! texts !9:. ~ m9.terials efficiently and
effectively:
4. Special reo.ding tasks of the subject:
5. Interpretation of symbols:
Prepared by I. E. Aaron, University of Georgia, and produced by ETV Unit of the Georgia State Department of Education. Jointly sponsored by the University of Georgia and the Georgia State Department of Education for use with the video tape series on "Teaching of Reading."

L-V Guide 1114 - p. 2

CHECKLIS'r OF PRACTICES REIATED TO HEADING IN THE CONTENT AREAS

Subject:

__ Grade:

_ - Teacher: -----------

Directions: The fifteen characteristics or practices listed below often are used in describing effective teaching of the special reading skills in the various content areas. Indicate by circling the appropriate number the extent to which this characteristic or practice applies to your class. Use the following rating scale:

1 - Almost always

3 - Sometimes

2 - Nost of the time 4 - Seldom or never

1. Text material used is suited in difficulty to the reading levels 123 4
of students.

2. Students are encouraged through assignments to read widely in related materials.

123 4

3. At the beginning of the year, adequate time is taken to introduce the text and to discuss how it may be read effectively.

123 4

4. The teacher is aware of the special vocabulary and concepts introduced in the various units o

123 4

5. Adequate attention is given to vocabulary and concept developmento

123 4

6. Provisions are made for checking on extent to which important vocabulary and concepts are learned and re-teaching is done where needed.

123 4

7. The teacher knows the special reading skills involved in the
subject.

123 4

8. The teacher teaches adequately the special reading skills in the subject.

123 4

9. The course content is broader in scope than a single textbook.

1234

10. AssignmentB are made clearly and concisely.

1234

11. Students are taught to use appropriate reference materialso 120 Adequate reference materials are availableo

1234 1234

13. Plenty of related informational books and other ma.terialB are available for BtudentB who read below grade level.

123 4

14. Plenty of related informational books and other materials are available for students who read above grade level.

1234

15. The teacher takes advantage of opportunities that may arise to encourage students to read recreational as well as informational reading matter.

123 4

Telecast number: 15
Topic: "Teaching Children to Read Orally"
Program content: This telecast deals with the teaching of oral reading. 3ever-.1 categories of oral reading skills and understandings are discussed. Some precautions in teaching oral reading are then treated g The session closes out with brief attention to choral readingo
Materials needed Bl viewers: One copy of Listening-Viewing Guide #15 for each
viewer.
Pre-telecast suggestions for Discussion Leader: After briefing the participants on what the program is to be about and passing out the listening-viewing guides, the Discussion Leader may suggest that viewers observe for areas of disagreement or arees in which they wish more information. Teachers may wish to evaluate their own teaching and uses of oral reading in terms of points brought out in the telecast.
Imrnediate post-telecast suggestions !2 Discussion Leader: Discuss any points
on which questions are raised o Then discuss each of the four precautions in teaching oral reading in terms of what beachers now are doingo If it -.ppea.rs that consideration should be given to changes, make plans for further studyo
Suggestions for follow-up: (l~sk each teacher to observe for symptoms of poor oral reading in
the classes he teaches and to attempt to find ways of helping children to improve in oral reading where this is needed.
(2) Teachers who have been using choral reading effectively may discuss this with other teachers.
(3) Children in various classes may be helped to draw up a list of criteria for good oral reading o These may be written on poster paper and put up in the room for guidance during oral reading.
(4) Teachers may wish to work on improvement of their own oral reading o This may be done in srnall groups or in the total group.
Related reading: ~ustin and Morrison - Part of Chapter 2 DeBoer and Daluaann - Chapters lOA, lOB Harris - Chapter 8 Tinker and I~cCullough - Chapter 10

Listening-Viewing Guide #15
TEACHING CHIIDREN TO READ ORALLY

1. Knowing ~ it is appropriate ~ ~ orally: A. To inform an audience B. To entertain an audience Co To practice for audience reading D. To read the part liked best Eo To read the sentence, paragralJh, or section that answers some question F. To read a descriptive phrase, sentence, or paragraph G. To participate in choral reading H. To support, refute, or clarif.y a statement made about the selection by someone in class

2. Pronouncing words correct1Y:

disheveled

craniotoll\Y

poignant

3. Phrasing adeguatebl:

Josef C,yrankiewicz

4. Using voice intonations:
A. Pitch B. Rate
c. Force
D. Quality
5. Showing good posture and handling book appropriately:

Prepared by I. E. Aaron, University of Georgia, and produced by ETV Unit of the Georgia State D6pa.rtment of Education for use with the video tape series on "Teaching of Reading." Jointly sponsored by the University of Georgia and the Geor gia State Department of Education.

L-V Guide #15 - p. 2 6. Developing attitude of wanting ~ ~ ~ ora1k:
7. Feeling confident in facing !!! audience:
Some Precautions in Teaching Oral Reading 1. ]!, ~ the child reads silently before he read3 orally.
2. Select !!!2 easy materials for practice !a ..2!:!!1: reading.
3. ill!. the child !; real purpose for reading orally.
4. Y!.!2 oral reading assignments.
Values of Choral Reading 1. Helps improve pronunciation and enunciation. 2. Helps improve phrasing.
3. Helps improve expression. 4. Helps build confidence in ability to read aloud.

Telecast number: 16
Topic: "Developing Interest and Taste in Reading"
Program content: The major portion of this telecast is devoted to a discussion of children's interests. A few minutes time is used for a discussion of taste in reading. Interest norms for various grades and how to find out about interests of individual children are treated. Some suggestions for developing reading interests are discussed, and these are followed by factors that affect change in taste.
Materials needed l viewers: One copy of Listening-Viewing Guide #16 for each
viewer.
Pre-telecast suggestions for Discussion Leader: Brief the participants on program content and then pass out the listening-viewing guides. Suggest that teachers think of interest of boys and girls in their classrooms as interest norms of th~t age level are discussed o They may also think of making use of some of the suggestions for developing reading interests if these particular ones are not now being used.
Immediate post-telecast suggestions for Discussion Leader: Respond to any questions raised about the points discussed in the telecast. Ask teachers to evaluate their own efforts to broaden children's interests and to improve their tastes. They may also discuss the extent to which they really know the individual interests of children in their classes. If areas appear to need im.provement, then plans for further study may be ~de.
SUggestions for follow-up: (ifrf the classes are not now using an informal interest inventory,
the teachers may wish to use the one presented in the listening-viewing guide with their children. This IIJi4Y be mimeogra.phed. They m.ay wish to study it together first to see if modifications are needed for their particular situations o Plans should then be made for using the results.
(2) Teachers may review their room book collections to see if the selections are varied enough in difficulty and in topico
(3) Teachers may plan a visit to the public library to become more familiar with the services offered children and the collections on hand.
(4) Teach,ers may wish to carry children in their classes to the public library to learn about its procedures and the kinds of books it has.
(5) Teachers may study the school's recreational reading IIJi4terials and attempt to prepare a list of books to be added to the collection when funds are available.
Related reading: DeBoer and Dallmann - Chapters llA, 118 Harris - Chapter 17 Hussell - Chapters 12, 13
Smith - Chapters 12, 13, 14
Tinker and HcCul10ugh - Chapter 14

Listening-Viewing Guide 1116
DEVELOPING INTEREST AND TASTE IN READING
1. Need two kinds of information .2!! children's interests: A. Interest norms.
B. Information about interests of individual children.
2. Interest norms:
Primary grades -- animal stories, fairy tales, nature stories, stories of foreign lands.
Intermediate grades -- Boys: adventure, mystery, and science. Girls: fairy tales, aniraal stories, stories of romance and domestic affairs.
Junior high grades - Boys: adventure, exploration, travel, and biographies of great men. Girls: love, romance, wOlllen's activities, mild adventure, and biographies of women.
3. Some suggestions for developing reading interests:
A. Teach the reading skills well so the children can read.
B. }~e certain recreational books are easy enough for the children to read comfortably.
c. Have a wide variety of books on many different reading levels readily
available to children.
D. Set up a reading center in the room.
E. Use book displays to attract children's attention to interesting books.
F. Plan some time each day for recreational reading in the classroom.
G. Read to the children often.
H. Plan for the children to discuss and/or report frequently on what they have read.
I. Show the children that the teacher reads and enjoys it.
4. ~ factors affecting change in taste:
A. Ability to read well is important if we hope to improve taste in reading.
B.. Wide reading and broad interests contribute to growth in reading taste.
c. Availability of materials influences taste in reading.
D. Good teaching is a very important factor in the development of taste.
Prepared by I. E. Aaron, University of Georgia, and produced by ETV Unit of the Georgia State Department of Education for use with the video tape series on "Teaching of Reading. 1I Jointly sponsored by the University of Georgia and the Georgia ~tate Department of Education.

L-V Guide #16 - p_ 2

INFORMATION ABOUT HE AND HI INTERESTS

MY FAHILY:

My name is

- I live at

-

I have __ brothers and

sisters_ Their ages are

_

IJjy Father and I like to -------------------------

Ny Mother and I like to

_

The thing I like to do ~ at home is

-

The thing I like to do least at home is



I help at home by

-

MY FRIENDS: My best friend is

I have (many, few) friends_

I like this best friend because

-

My friends and I play

-

MY READING:

I like to read about

_

The best book I ever read was

I have _

books of my own. I like (books, comics) best.

lry favorite magazine is

-

MY PIAY TIME:

I see

- - - - - - - - movies each week_ The best movie I ever sa.w was

_

I listen to _

radio programs a day_ Hy favorite program is

-

I see _ _ television programs a day. l.fy favorite program is

-

One of my hobbies is

-

l-1Y i-vJ:SHES AND vlORRIES:

I do not like

-

I am afraid of -----------------------------_

l'tv" biggest worry is

-

Hhen I finish school, I want to be

-

The three things I want most are: (1)

-

(2)

-

(3)

-

Telecast number: 17
Topic: IIEvaluating Growth in Reading"
Program content: Types of questions that evaluation of reading should answer are discussed in the beginning of the telecast. Then, some ways of obt.aining information for evaluating reading progress are presented. As a part of this the use of standardized reading tests is discussed at some length. Some ideas on grading in reading are discussed near the end of the program.
Haterials needed Ez viewers: One copy of Listening-Viewing Guide #17 for each
viewer.
Pre-telecast suggestions for Discussion Leader: After briefing the viewers on the program content and passing out the listening-viewing guides, the Discussion Leader may ask the teachers to compare what they now are doing in evaluating reading progress with ideas expressed in the telecast. The teachers may also be alerted to listen careful~ to the suggestion for grading children in reading. This may be discussed further afterward.
Innnediate post-telecast suggestions for Discussion Leader: Respond to any questions teacllers wish to raise about points in the telecast. Then discuss the grading policies of the school with regard to reading and compa,re these with ideas expressed in the programo If the teachers feel it warranted, they may wish to study this further. Teachers may be asked to rate themselves on teaching reading by responding to "Teacher Beliefs and Practices about the Teaching of Reading," the last page on the listening-viewing guide. The points on this sheet are similar to those presented in listening-
viewing guides accompanying telecasts #1 and #3. Teachers may wish to com-
pare their responses now with what they remember their responses to have been when they rated themselves earlier~
Suggestions for follow-up: (l)Follow up any teacher beliefs and practices on which work appears
to be needed. This may be done by the entire group working together or by interested sub-groups of teachers.
(2) Two reading tests may be compared to see if they measure the same reading skills.
(3) Teachers may wish to analyze the individual items in the reading test they give. This will give them a better idea of what they are measuring with that particular test.
(4) Compare reading test scores on children with the levels on which
they read, as shown by an informal reading inventory. This may give teachers some idea of whether their standardized tests underestimate or overestimate instructional level.
(5) Teachers may wish to go over with other teachers some of the teacher-made tests they have used to evaluate their effectiveness.
Related reading:
Austin and Morrison - Chapter 5 Harris - Chapters 7, 8
Russell - Chapter 16 Tinker and McCullough - Chapter 16

Listening-Viewing Guide #17 EVALUATING GROwrH IN READING 1. Reading evaluation should answer questions about three areas: A. The individual's progress in reading. B. The effectiveness of the reading program in the class and/or school. C. The feelings of children about their reading and the reading program.

2. Some ways of obtaining information:
A. Standardized tests B. Teacher-made tests C. Pupil and teacher check lists
and inventories D. Teacher observation E. Informal reading inventories

F. Interviews with parents G. Interviews with children H. Permanent records I. Tests in basal reader guidebooks J. Workbook exercises

3. ~ suggestions in using standardized reading ~:
A. A reading test does not measure all of the skills and attitudes involved in reading.

B. All reading tests do not measure the same reading skills.
Iowa Test of Basic Skills 3.66 Gates Reading Test 3.79 Stanford Reading Test 3.94 Metropolitan Reading Test 4.16 California Reading Test 4.58

C. Tests used should be studied carefully" so the user will know what they do and do not measure.

D. Reading tests should be selected in terms of the instructional goals for reading.

E. Reading tests usually are more useful when administered to classes early in the school year.

Prepared by I. E. Aaron, University of Georgia, and produced by ETV Unit of the Georgia State Department of Education for use with the video tape series on "Teaching of Heading." Jointly sponsored by the University of Georgia and the Georgia State Department of Education.

L-V Guide #17 - p. 2
3. F. Intelligence test results should be used along with reading test scores.
G. deading test results should be used along with everything else the teacher knows about the child's reading.
H. Some sta.ndardized reading tests tend to overestimate the instructional level.
4. Teacher-made ~:
5. Pupil !m! teacher check lists !ill! inventories:
6. Teacher observation:
7. Informal reading inventories:
8. Interviews with l!:rents:
9. Interviews with children:
10. Permanent records:
II. ~ in basa.l reader guidebooks:
12. l'iorkbook exercises:

L-V Guide #17 - p. 3

TEACHER BELIEF.> AND PRACTICES ABOUT THE TEACHING OF READING

Directions: The eleven statements below are frequently nade about effective

reading programs. Indicate by circling the appropriate number the extent to

which your program (or background of preparation) shows each characteristic. If

a characteristic or practice is found almost always in your classroom, circle "1."

If it is found most of the time but not always, circle "2." If it is found some-
times but not most of the time I circle "3." If it is found very seldom or neverI

circle "4." If you are undecided, circle "5." If you think this characteristic
or practice is not desirable, then circle "6." As a reminder, the rating scale

is repeated here.

1 - Almost alWays

4 - Seldom or never

2 - Most of the time

5 - Undecided

3 - Sometimes

6 - Not desirable

1. Developmental or basal reading instruction is guided by the belief that teaching children to comprehend is one of the
most important goals in reading instruction.

1234 56

2. Whatever time is needed is taken in basal or developmental 1 2 3 4 5 6
reading to teach comprehension and word recognition skills.

3. Many recreational and informational books on many different 1 2 3 4 5 6
reading levels are available to children in the school.

4. Reading instruction is given in such a way that children not 1 2 3 4 5 6
only learn the skills of reading but learn to enjoy reading.

5. Instruction in word recognition is considered by the teach- 1 2 3 4 5 6
er to be an important part of the basal or developmental reading program.

6. The teacher who teaches reading knows the reading skills to
be taught and also knows how to teach them effectively to children.

1 2 34 56

7. Children are taught in basal readers that are suited to
their reading levels.

1 234 56

8. Geography, history, science, or other subject-matter texts are easy enough for a child to read if the teacher expects him to read them.

1 2 34 56

9. Children are permitted to read silently that which they later will read aloud.

1 2 34 56

10. The teacher keeps records of texts the child reads in developmental or basal reading, and these are passed on to the next teacher when the child is promoted.

1 234 56

11. Parents are told the difficulty level (grade level) on which the child is reading in basal or developmental reading.

1 234 56

Telecast number: 18
Topic: "Helping Children with Reading Disability"
Program content: This telecast attempts to give the viewer some understandings about children with reading disability. The speaker defines reading dis~ ability and then discusses how children with reading problems may be located. This is followed by a discussion of factors associated with disability. The remaining portion of the session is devoted to several guiding principles for working with children who are disabled in reading.
H..terials needed 2z viewers: One copy of Listening-Viewing Guide #18 for each
viewer.
Pre-telecast suggestions for Discussion Leader: Viewers should be briefed on the program content and then listening-viewing guides should be distributed. The Discussion Leader may ask viewers to compare their own programs with the points made on the telecast. They ms.y also want to sort ideas presented in terms of those that will be useful to them in the classroom and those that may be categorized as background information the teacher needs for understanding his or her own limitations in working with disabled readers.
Immediate post-telecast suggestions for Discussion Leader: Respond to any questions viewers may have. Then teachers I1Qy evaluate their own programs of work with disabled readers in terms of the guiding principles presented in the telecast. They may also list children in their rooms that they know are disabled in reading and tell how they know this. This ms.y lead to the conclusion that in some cases more exact information is needed.
SUggestions for follow-up: (iYlf teachers feel that not enough help is being given to the poorer
readers in the classroom, further study may be planned~ (2) Where reading test scores and intelligence test scores are available
on children, compare the two as a rough screening for reading disability. Doublecheck this information with everything else known about these children. Use an informal reading inventory and any other methods at the teacher f s disposal to diagnose what needs to be done. In severe cases, investigate the possibility of getting help from a Reading Clinic. Plan a program for those who may be helped within the school setting.
(3) Find lists of high interest, low vocabulary books and other materials for use with poor readers. Check on the availability of these books in the schools. Add these to the "to be ordered when money is available" list if they appear appropriate.
(4) Each teacher may select one disabled reader in his or her classroom
for special help in reading over a three or four week period. By working direct~ with this child, the teacher probab~ will discover ways of helping him that did not seem possible in the crowded classroom. This ~ be done during the school work periods if the teacher can find as much as five minutes of time while other children are working on something else.
Related reading: DeBoer and Dallmann - Part of Chapter 13 Harris - Chapters 9, 10, II Tinker and McCullough - Chapter 25

Listening-Viewing Guide #18 HELPING CHILDREN vUTH READING DISABILITY Children who are disabled in reading:
Locating children with readin,g disability:
Extent of disability in rea~~g:
Factors associated with reading disability: A.. Intelligence B. Vision C. Hearing D. Emotional disturbance E. Educational factors F. Brain injury G. Uther possible explanations of disability
Prepared by I. E. Aaron, University of Georgia, and produced by ETV Unit of the Georgia State Department of Education for use with the video tape series on "Teaching of Reading,," Jointly sponsored by the University of Georgia and the Georgia State Department of Education"

Some Guides for Remedial Help B! Reading:

L-V Guide #18 - p. 2

1. Diagnose before setting ~ ~ corrective program for! child.

2. Set ~ ! situation ! the child wi 11 succeed.

3. Establish! good relationship with the child.

4. Use honest praise frequently.

5. Give well-planned instruction.

6. Make reading instruction pleasant ~& unpressured.