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DOCUMENT RESUME
ED 054 089 SP 007 233
AUTHORTITLE
INSTITUTIONNOTE
EDRS PRICEDESCRIPTORS
ABSTRACT
Drakulich, Theresa; And OthersReading and the Kindergarten Child. KindergartenReading Guide and Selected Multi-Media.Clark County School District, Las Vegas, Nev.42p.
EDRS Price MF-$0.65 HC-$3.29*Curriculum Guides, *Early Childhood Education,*Kindergarten, *Reading, *Reading Readiness
GRADES OR AGES: Kindergarten. SUBJECT MATTER:Reading. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is in twomain sections dealing respectively with the course methods and themedia. The first section contains information on the philosophy ofthe program and the three stages of teaching reading in thekindergarten: reading development; initial stage in learning to read;and fundamental reading attitudes, habits, and skills. The secondsection contains information on multi-media materials suitable forthe program. The guide is mimeographed and staple bound with a softcover and has holes punched for use in a loose-leaf binder.OBJECTIVES AND ACTIVITIES: Combined objectives and activities arelisted in the three stages of the first section. INSTRUCTIONALMATERIALS: Materials listed include reading readiness and perceptiontests and a multi-reader selection chart which identifies the type ofbook, level of reading activity, and criteria for selection. AReading Guide Appendix (SP 007 234) lists all the materialsrecommended with suggestions for their use. STUDENT ASSESSMENT: Noseparate criteria for evaluation are included. (MBM)
U.S
. DE
PA
RT
ME
NT
OF
HE
ALT
H.
ED
UC
AT
ION
& W
ELF
AR
EO
FF
ICE
OF
ED
UC
AT
ION
TH
IS D
OC
UM
EN
T H
AS
BE
EN
RE
PR
O-
DU
CE
D E
XA
CT
LY A
S R
EC
EIV
ED
FR
OM
TH
E P
ER
SO
N O
R O
RG
AN
IZA
TIO
N O
RIG
INA
TIN
G IT
PO
INT
S O
F V
IEW
OR
OP
INIO
NS
ST
AT
ED
DO
NO
T N
EC
ES
SA
RIL
YR
EP
RE
SE
NT
OF
FIC
IAL
OF
FIC
E O
F E
DU
-C
AT
ION
PO
SIT
ION
OR
PO
LIC
Y
ED
05 4
089
r-
Kin
derg
arte
n R
eadi
ng G
uide
and
Sel
ecte
d M
ulti-
Med
ia
Fore
wor
d
It is
with
a s
ense
of p
ride
that
we
pres
ent
this
firs
t Kin
derg
arte
n R
eadi
ng G
uide
for
the
Cla
rk C
ount
y S
choo
l Dis
tric
t.T
his
guid
e pr
esen
ts c
lear
evi
denc
e of
our
com
mitm
ent
to th
e fu
ture
as
we
intr
oduc
e an
exem
plar
y re
adin
g pr
ogra
m fo
r ou
r ki
nder
gart
ench
ildre
n.
New
ave
nues
of k
now
ledg
e ha
vebe
en o
pene
d re
lativ
e to
a c
hild
's r
eadi
ness
to r
ead
and
abili
ty to
rec
eive
form
al e
duca
tion.
Gre
atst
rides
hav
e be
en m
ade
in th
e ar
ea o
f pre
-sc
hool
edu
catio
n; th
ese
insi
ghts
hav
e se
t the
sta
gefo
r th
e in
clus
ion
of r
eadi
ng a
s a
mea
ning
ful p
art o
f the
five
-yea
r-ol
d's
educ
atio
n.
I com
men
d to
the
read
er th
e ex
celle
nt w
ork
of th
e te
ache
rs, c
onsu
ltant
s, a
nd p
erso
nnel
from
the
Div
isio
n of
Inst
ruct
ion
and
Cur
ricul
um in
dev
elop
ing
and
prep
arin
g th
is s
igni
fican
tgu
ide.
Whi
le th
e qu
ality
of t
he d
ocum
ents
peak
s fo
r its
elf,-
the
trem
endo
us c
omm
itmen
t of
time
and
effo
rt o
f tho
se in
volv
edw
ill n
ot b
e se
en o
n th
e pa
ges-
-to
each
of t
hem
we
exte
ndou
r de
ep a
ppre
ciat
ion
and
cong
ratu
latio
ns fo
r a
job
wel
l don
e. W
efe
el c
onfid
ent t
hat
this
gui
de o
pens
the
door
to a
new
and
mor
em
eani
ngfu
l rea
ding
pro
gram
for
the
child
ren
of th
e C
lark
Cou
nty
Sch
ool D
istr
ict.
ames
1.
son
uper
int
dent
Cla
rk C
oun#
-7 S
choo
l Dis
tric
tB
oard
. of
Scho
ol T
rust
ees
Dr.
Cla
reW
. Woo
dbur
y, P
resi
dent
Mrs
. Hel
en C
. Can
non,
Vic
e-Pr
esid
ent
Mr.
Geo
rge
W. W
ilkin
son,
Cle
rkM
r. C
. Don
ald
Bro
wn,
Mem
ber
Mr.
Del
l H. R
obis
on, M
embe
rM
r. G
len
C. T
aylo
r, M
embe
rM
r. A
lick
J. M
acki
e, M
embe
r
Adm
inis
trat
ion
Dr.
Jam
es I.
Mas
onS
uper
inte
nden
t
Dr.
Clif
ford
J. L
awre
nce
Ass
ocia
te S
uper
inte
nden
t, In
stru
ctio
n
Rob
ert T
. Dun
shea
th, D
irect
orC
urric
ulum
and
Inst
ruct
iona
l Ser
vice
s
Pre
ston
T. B
isho
p, C
oord
inat
orC
urric
ulum
Ser
vice
s
Will
iam
H. R
ohnk
ohl,
Spe
cial
ist
Pro
fess
iona
l Gro
wth
Ser
vice
s
Rog
er D
. Geh
ring,
Con
sulta
ntC
urric
ulum
Ser
vice
s
Gar
y B
. Haf
en, M
edia
Sel
ectio
nC
onsu
ltant
, Cur
ricul
um S
ervi
ces
Nat
alie
Arr
ingt
on, I
n-S
ervi
ce C
onsu
ltant
Pro
fess
iona
l Gro
wth
Ser
vice
s
Tab
le(.
inte
nts
CD
E
Ack
now
ledg
men
ts
Phi
loso
phy
How
Sho
uld
Rea
ding
be
Tau
ght?
iii
Inte
ract
ion
of th
e S
tage
siv
Whe
n an
d to
Who
m',
Sta
geI
1
Sta
ge II
7
Sta
ge II
I10
ME
DIA
Med
ia C
hairw
omen
14
Intr
oduc
tion
to S
elec
tion
15
Aim
s or
Pur
pose
s15
Pub
lishe
rs C
ode
16
Rea
dine
ss a
nd P
erce
ptio
n T
ests
17-1
8
Sta
ge I
19
Sta
ge II
23
Cla
rific
atio
n S
tate
men
t27
Med
ia S
elec
tion
Mem
bers
27
Sta
ge II
I28
Ack
now
ledg
men
ts
Man
y di
ffere
nt c
omm
ittee
s an
din
divi
dual
s ha
ve c
ontr
ibut
ed to
the
deve
lopm
ent o
fth
e C
lark
Cou
nty
Sch
ool D
istr
ict
Kin
derg
arte
n R
eadi
ng C
urric
ulum
Gui
de. K
IND
ER
GA
RT
EN
TA
SK
FO
RC
E
Mrs
. The
resa
Dra
kulic
hR
uby
Tho
mas
Ele
men
tary
Mrs
. Est
elle
Sta
rk
C.V
.T. G
ilber
tM
rs. L
ero
Erb
e
Mrs
. Gay
le M
angu
m
Mrs
. Rom
a K
nigh
t,C
hairw
oman
Mrs
. Alli
son
Fle
tche
r,S
ecre
tary
Mrs
. Mar
cia
Ann
Bis
hop
Mrs
. Leo
na C
lark
Dr.
Rob
ert B
aker
Mrs
. Eva
Bor
tman
Dr.
Rob
ert H
iller
ick
Mrs
. Tw
yla
Sta
ub
C. P
. Squ
ires
MU
LTI-
ME
DIA
SE
LEC
TIO
N C
OM
MIT
TE
E
Par
adis
e E
lem
enta
ry
Rub
y T
hom
as E
lem
enta
ry
Laur
a D
earin
g E
lem
enta
ry
Vai
l Pitt
man
Ele
men
tary
CO
NS
ULT
AN
TS
Sou
thw
est R
egio
nal L
abor
ator
ies
Nev
ada
Sou
ther
n U
nive
rsity
Ass
ista
nt S
uper
inte
nden
t of
Gle
nvie
w S
choo
ls
Mr.
Rog
er G
ehrin
g
Mrs
. Nao
mi G
oyne
s
Mrs
. Fra
nces
Hoa
g
Mrs
. Mar
y M
adrid
Mrs
. Suz
anne
Wal
ker
Dr.
Ger
trud
e P
atte
rson
Dr.
Ric
hard
Suc
hman
Mr.
Mal
colm
Wils
on
Will
Bec
kley
Ele
men
tary
Ira
J. E
arl E
lem
enta
ry
Cur
ricul
um S
ervi
ces
Mad
ison
Ele
men
tary
Rex
Bel
l Ele
men
tary
J. M
. Ullo
m E
lem
enta
ry
Will
Bec
kley
Ele
men
tary
Hol
t, R
ineh
art,
Win
ston
Sci
ence
Res
earc
h A
ssoc
iate
s
Ariz
ona
Sta
te U
nive
rsity
PH
ILO
SO
PH
Y
In th
e de
velo
pmen
t of a
rea
ding
gui
de a
tth
e ki
nder
gart
en le
vel,
it is
impe
rativ
e to
rem
embe
rth
at r
eadi
ng is
a to
tal
invo
lvem
ent p
roce
ss.
Con
side
ratio
n m
ust b
e gi
ven
to p
hysi
cal,
emot
iona
l, an
d so
cial
dev
elop
men
t as
wel
l as
inte
l-
lect
ual d
evel
opm
ent.
Bec
ause
eac
hch
ild is
an
indi
vidu
al, h
e sh
ould
func
tion
at h
is o
wn
oper
atin
g le
vel.
Sch
ool
pres
sure
on
a ch
ild s
houl
dbe
his
ow
n gr
owth
pre
ssur
e. A
you
ngst
er a
tth
e rig
ht le
vel i
s hi
s ow
n pr
essu
re p
oint
.
In k
eepi
ng w
ith th
e po
licy
of th
eC
lark
Cou
nty
Sch
ool D
istr
ict t
o pr
ovid
e a
prog
ram
of in
stru
ctio
n fo
r al
l stu
dent
s in
the
publ
ic s
choo
ls, a
ppro
pria
te a
ttent
ion
mus
tbe
give
n to
the
follo
win
g:
a.F
ailu
re in
prim
ary
grad
es p
rovi
des
little
opp
ortu
nity
for
succ
ess
in th
e fo
llow
ing
grad
es.
b.Y
oung
ster
s to
day
have
gre
ater
exp
osur
e to
mas
sm
edia
than
thei
r co
unte
r pa
rts
of a
gen
-
erat
ion
ago.
Chi
ldre
n ha
ve a
hig
her
read
ines
s le
vel a
t an
earli
er a
ge.
c.M
ore
youn
gste
rs a
re a
ttend
ing
pre-
scho
ol a
nd n
urse
rysc
hool
than
eve
r be
fore
.
d.B
ecau
se o
f the
inte
rrel
ated
fact
ors
affe
ctin
gre
adin
g re
adin
ess,
it is
impo
ssib
le to
nam
e a
spec
ific
men
tal o
r
chro
nolo
gica
l age
as
a gu
aran
tee
of s
ucce
ss in
read
ing.
e.T
he p
erio
d of
max
imum
vis
ual p
erce
ptio
nde
velo
pmen
t nor
mal
ly o
ccur
s be
twee
n th
e ag
es o
f3
1/2
to 7
1/2
yea
rs.
Per
cept
ion
is o
ne o
f the
prim
e ps
ycho
logi
cal
func
tions
of t
he b
ridge
bet
wee
n th
e hu
man
bein
g an
d hi
s en
viro
nmen
t.
f.T
here
is n
o on
e w
ay to
teac
h re
adin
g.T
he te
ache
r sh
ould
ada
pt th
e pr
oces
s to
the
need
sof
the
stud
ents
with
in
the
clas
sroo
m.
Use
of m
ulti-
med
ia is
sug
gest
ed.
ii
How
Sho
uld
Rea
ding
be
Tau
ght i
n th
eK
inde
rgar
ten?
a.R
eadi
ng in
stru
ctio
n sh
ould
be
suffi
cien
tlyfle
xibl
e so
that
it c
an b
e ad
apte
d fo
r us
e at
eac
h ch
ild's
leve
l of
deve
lopm
ent.
Suc
h fle
xibi
lity
can
be s
ecur
ed b
y gi
ving
appr
opria
te a
ttent
ion
to th
e fo
llow
ing
stag
es:
Sta
ge 1
The
sta
ge a
t whi
ch r
eadi
ness
for
read
ing
isde
velo
ped.
Mot
or d
evel
opm
ent.
Iden
tific
atio
n of
sel
f and
sur
roun
ding
s.H
and-
eye
coor
dina
tion.
Logi
cal s
eque
nce
of e
vent
s.V
isua
l dis
crim
inat
ion.
Vis
ual m
emor
y.La
ngua
ge u
sage
.A
udito
ry d
iscr
imin
atio
nLi
sten
ing
skill
s.
Sta
ge 1
1T
he in
itial
sta
ge in
lear
ning
to r
ead.
Usi
ng s
poke
n co
ntex
t.Li
sten
ing
for
initi
al s
ound
s.D
istin
guis
hing
lette
r fo
rms.
Ass
ocia
ting
lette
r so
unds
and
form
sD
evel
opin
g a
reco
gniti
on v
ocab
ular
y.
Sta
ge 1
11 T
he s
tage
of p
rogr
ess
in fu
ndam
enta
l rea
ding
attit
udes
, hab
its, a
nd s
kills
.(F
or th
e ch
ild w
ho h
as h
ad
succ
ess
in S
tage
11).
Wor
d re
cogn
ition
- s
ight
voc
abul
ary
and
wor
d at
tack
.R
ecog
nitio
n of
pun
ctua
tion
mar
ks.
Abi
lity
to r
ead
for
deep
er m
eani
ng.
Ada
ptat
ion
of r
eadi
ng m
etho
d to
pur
pose
and
con
tent
sile
nt r
eadi
ng a
nd o
ral r
eadi
ng.
Abi
lity
to s
tudy
inde
pend
ently
.
See
the
follo
win
g pa
ge fo
r a
visu
al e
xpla
natio
n of
the
way
ach
ild s
houl
d m
ove
thro
ugh
the
abov
e st
ages
.
iii
TH
E S
TA
GE
S H
AV
E N
OT
BE
EN
DE
SIG
NE
D A
S A
ST
EP
-BY
-ST
EP
FO
RM
ULA
. AS
SH
OW
N O
N T
HIS
PA
GE
, IN
DIV
IDU
ALS
SH
OU
LD B
E
WO
RK
ING
IN V
AR
IOU
S L
EV
ELS
OF
TH
E T
HR
EE
ST
AG
ES
DU
RIN
GA
NY
PA
RT
OF
TH
E R
EA
DIN
GP
RO
CE
SS
.
iv
INT
ER
AC
TIO
N O
FT
HE
ST
AG
ES
b.R
eadi
ng r
eadi
ness
act
iviti
es a
reco
ntin
ued
thro
ugho
ut a
ll st
ages
in le
arni
ng to
rea
d.T
he d
ay n
ever
com
es w
hen
the
teac
her
will
say
,"T
oday
we
are
thro
ugh
the
read
ing
read
ines
s an
d ar
ere
ady
to s
tart
a fo
rmal
read
ing
prog
ram
."
c.A
fter
the
child
ren
have
had
oppo
rtun
ity fo
rva
ried
read
ing
read
ines
sex
perie
nces
, som
e ob
ject
ive
data
may
be
secu
red
thro
ugh
read
ing
read
ines
s te
sts.
Sug
gest
ed r
eadi
ng r
eadi
ness
and
perc
eptio
n te
sts:
Lee
Cla
rk R
eadi
ng
Rea
dine
ss T
est,
Am
eric
anS
choo
l Rea
ding
Rea
dine
ss T
est,
Dev
elop
men
tal T
est o
fV
isua
l-Mot
or In
tegr
atio
n, a
nd
Fro
stig
Tes
t of V
isua
lP
erce
ptio
n.
Whe
n an
d to
Who
m?
a .
A r
espo
nsib
le te
ache
rw
ill a
ttem
pt to
hel
p th
eki
nder
gart
ner
prog
ress
tow
ard
the
next
leve
l of a
bilit
y,bu
t at t
he
sam
e tim
ew
ill r
espe
ct h
is n
eed
tofu
nctio
n w
here
he
is.
b.B
egin
ning
rea
ding
act
iviti
essh
ould
be
initi
ated
whe
n a
child
is m
atur
e en
ough
tole
arn
to r
ead
with
out
diffi
culty
or u
nnec
essa
ry p
ress
ure.
crt,
c.In
ord
er to
pro
vide
for
the
child
's m
axim
um p
rogr
ess
the
teac
her
shou
ld li
mit
the
size
of t
he in
stru
ctio
nal g
roup
bein
g w
orke
d w
ith a
t a g
iven
time,
SO
ME
ST
UD
EN
TS
MA
YC
OM
PLE
TE
ST
AG
E II
I DU
RIN
GT
HE
KIN
DE
RG
AR
TE
N Y
EA
RW
HIL
E O
TH
ER
S W
ILL
GO
TH
RO
UG
H
ON
LY S
TA
GE
I O
R S
TA
GE
II.T
HE
RE
AD
ING
PR
OG
RA
MS
HO
ULD
OF
FE
R C
ON
TIN
UO
US
FLO
W A
ND
FLE
XIB
ILIT
Y
WIT
HIN
TH
E T
HR
EE
ST
AG
ES
.
ST
AG
E 1
HA
S B
EE
N-D
ES
IGN
ED
SO
TH
AT
RE
AD
INE
SS
FO
RR
EA
DIN
G C
AN
BE
DE
TE
RM
INE
D.
TH
E -
AC
TIV
ITIE
S S
UG
GE
ST
ED
MIG
HT
BE
US
ED
IN A
TO
TA
L G
RO
UP
.SIT
UA
TI O
N-,
IN S
MA
LLE
R G
RO
UP
S, O
RW
ITH
IND
IVI-
DU
AL
CH
ILD
RE
N. T
HE
AC
TIV
ITIE
SA
RE
NO
T N
EC
ES
SA
RIL
Y IN
SE
QU
EN
TIA
LO
RD
ER
OR
FO
R A
NY
SP
EC
IFIC
PE
RIO
D O
F T
IME
.IF
CH
ILD
RE
N S
HO
WLI
TT
LE U
ND
ER
ST
AN
DIN
GO
R IN
TE
RE
ST
, TH
E S
KIL
LA
CT
IVIT
IES
SH
OU
LDB
E D
ELA
YE
D A
ND
MO
RE
INF
OR
MA
L A
CT
IVIT
IES
CO
NT
INU
ED
. <=
.St
age
I
RE
AD
ING
DE
VE
LOP
ME
NT
ST
AG
E I
RE
AD
ING
DE
VE
LOP
ME
NT
*ST
AR
RE
D IT
EM
S A
RE
ES
SE
NT
IAL
BE
; OR
E M
OV
ING
INT
O S
TA
GE
II
..RE
AD
ING
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
A. M
OT
OR
DE
VE
LOP
ME
NT
1.La
rge
Mus
cle
Coo
rdin
atio
n
2.S
mal
l Mus
cle
Coo
rdin
atio
n
AP
PE
ND
IX
1.T
he c
hild
will
be
able
to d
emon
stra
te th
efu
ndam
enta
lrh
ythm
s of
wal
king
, run
ning
, ski
ppin
g, h
oppi
ng,
and
catc
hing
a b
all a
s di
rect
ed b
y th
e te
ache
r.
The
chi
ld w
ill b
e ab
le to
hol
d a
penc
il in
apo
sitio
n fo
rw
ritin
g, o
pen
a bo
ok a
nd tu
rn it
s pa
ges
asde
mon
stra
ted
by th
e te
ache
r.
Pag
e 3
Pag
e 9
B.
IDE
NT
IFIC
AT
ION
OF
SE
LF A
ND
SU
RR
OU
ND
ING
S *
1.M
enta
l Im
age
of O
wn
Bod
y
2.R
elat
ions
hips
in th
e Im
med
iate
Wor
ld S
urro
undi
ng th
e C
hild
1. W
hen
aske
d to
touc
h bo
dy p
arts
suc
h as
shou
lder
s, fe
et,
etc.
, the
chi
ld w
ill b
e ab
le to
corr
ectly
poi
nt to
the
part
nam
ed.
Sho
wn
a pi
ctur
e of
a p
erso
n th
e ch
ild w
ill b
e ab
le to
iden
tify
maj
or b
ody
part
s su
ch a
s he
ad,
neck
, fin
gers
.
.W
hen
aske
d to
dra
w a
figu
re o
f a p
erso
n th
ech
ild w
ill b
eab
le to
atta
ch li
mbs
to th
eir
prop
er lo
catio
n in
the
draw
-in
g.
2
Pag
e 5
.H
AN
D-E
YE
CO
OR
DIN
AT
ION
.E
ach
child
will
dem
onst
rate
his
mas
tery
of
hand
-eye
coo
rdin
atio
n by
cut
ting
a gi
ven
figur
e ou
t of p
aper
with
sci
ssor
s, s
tayi
ngw
ithin
one
-eig
hth
inch
of e
ither
sid
e of
the
outli
ne o
f the
figu
re.
2. G
iven
a p
uzzl
e or
sim
ilar
devi
ce c
onta
inin
gva
rious
geo
met
ric fi
gure
s an
d m
atch
ing
ob-
ject
s, th
e ch
ild w
ill b
e ab
le to
pla
ce th
ege
omet
ric o
bjec
t exa
ctly
ove
r th
e ou
tline
for
the
sam
e ge
omet
ric fi
gure
.
Pag
e 9
D.
AB
ILIT
Y T
O P
UT
EV
EN
TS
IN L
OG
ICA
LS
EQ
UE
NC
E *
1.S
eque
ntia
l Ord
er o
f Eve
nts
2.E
stab
lishm
ent o
f Lef
t to
Rig
ht E
yeM
ovem
ent
1. G
iven
a g
roup
of p
ictu
res
rela
ting
to a
sto
ry,
the
child
will
be
able
to id
entif
y th
e se
-qu
ence
of e
vent
s by
pla
cing
the
pict
ures
inpr
oper
ord
er,
Giv
en a
pic
ture
rel
atin
g to
a fa
mili
ar s
tory
,th
e st
uden
t will
be
able
to te
ll th
e st
ory
re-
latin
g th
e ev
ents
in p
rope
r se
quen
ce.
2. W
hen
inst
ruct
ed to
nam
e a
grou
p of
pic
ture
sar
rang
ed in
a r
ow, t
he c
hild
will
aut
o-m
atic
ally
nam
e th
em in
ord
er m
ovin
g fr
omle
ft to
rig
ht.
Whe
n in
stru
cted
to tr
ace
patte
rns
on p
aper
,th
e st
uden
t will
aut
omat
ical
ly tr
ace
them
mov
ing
from
left
to r
ight
.
3
Pag
e 15
VIS
UA
L D
ISC
RIM
INA
TIO
N*
1.G
ross
Dis
crim
inat
ion
2.F
ine
Dis
crim
inat
ion
1. G
iven
thre
e le
tters
that
are
exa
ctly
alik
ean
d on
e th
at is
cle
arly
diff
eren
t, th
e ch
ildw
ill b
e ab
le to
iden
tify
the
lette
r th
at is
diffe
rent
.ind
exp
lain
how
it d
iffer
s.
2. G
iven
the
outli
ne o
f a tr
iang
le s
uper
impo
sed
upon
the
outli
ne o
f a s
quar
e, th
e ch
ild w
illbe
abl
e to
trac
e th
e ou
tline
of t
he tr
iang
lew
ith a
pen
cil o
r cr
ayon
.
Giv
en a
ser
ies
of fo
ur lo
wer
cas
e le
tters
/th
ree
of w
hich
are
exa
ctly
alik
e an
d on
eth
at is
diff
eren
t but
of s
imi l
iar
form
, the
child
will
be
able
to id
entif
y th
e le
tter
whi
ch is
diff
eren
t and
exp
lain
how
it is
diffe
rent
.(F
or e
xam
ple,
bbd
b).
Pag
e 17
F.
VIS
UA
L M
EM
OR
Y *
1. S
how
n a
geom
etric
figu
re s
uch
as a
circ
le,
squa
re, t
riang
le, e
tc. f
or a
per
iod
of fi
vese
cond
s, th
e ch
ild w
ill b
e ab
le to
dra
w th
efig
ure
from
mem
ory.
2. T
he c
hild
will
be
able
to d
escr
ibe
the
de-
tails
of a
pic
ture
he
has
been
sho
wn
afte
rit
is r
emov
ed.
Pag
e 18
G. L
AN
GU
AG
E U
SA
GE
1. T
he c
hild
is s
how
n a
pict
ure
in w
hich
two
or m
ore
char
acte
rs a
re in
volv
ed in
an
in-
tere
stin
g ac
tivity
.T
he c
hild
will
nam
eth
e ob
ject
s; d
escr
ibe
the
actio
n; v
erba
lize
the
rela
tions
hips
of t
ime,
pla
ce, c
ause
and
effe
ct; r
espo
nd to
the
emot
iona
l re-
actio
n or
dra
w a
con
clus
ion.
2. T
he c
hild
will
be
able
to fo
llow
exa
ct v
er-
bal d
irect
ions
giv
en b
y th
e te
ache
r.
3. T
he c
hild
will
be
able
to r
ecite
with
the
grou
p in
nur
sery
rhy
mes
, fin
ger
play
s, a
ndch
oric
ver
se.
4. T
he c
hild
will
nam
e fa
mili
ar c
lass
room
ob-
ject
s la
bele
d in
man
uscr
ipt.
5. T
he c
hild
will
dic
tate
a s
ente
nce
stor
y to
the
teac
her.
Pag
e 19
.A
UD
ITO
RY
DIS
CR
IMIN
AT
ION
1. T
he c
hild
will
clo
se h
is e
yes,
list
en, a
ndbe
abl
e to
nam
e va
rious
sou
nds
such
as
knoc
king
, bou
ncin
g a
ball,
or
shar
peni
nga
penc
il.
Pag
e 21
I.LI
ST
EN
ING
SK
ILLS
*1.
The
chi
ld w
ill b
e ab
le to
per
form
ase
ries
of c
omm
ands
in th
ese
quen
cein
whi
ch th
ey a
re g
iven
.
2.A
fter
liste
ning
to a
sho
rt s
tory
or
a cl
assi
c,th
e ch
ild w
ill b
e ab
le to
re-
tell
the
stor
yw
ith a
ll m
ajor
topi
cs in
clud
ed.
Pag
e 23
6
SIN
CE
TH
IS G
UID
EH
AS
BE
EN
BA
SE
D O
NA
MU
LTI-
ME
DIA
AP
PR
OA
CH
,T
HE
PH
ILO
SO
PH
YO
F S
TA
GE
11
WIL
LE
NC
OM
PA
SS
AN
Y S
ELE
CT
ED
MA
TE
RIA
L.T
HE
SU
GG
ES
TE
DA
CT
IVIT
IES
AR
E A
BA
SIC
OV
ER
VIE
W O
F
SK
ILLS
NE
CE
SS
AR
YIN
TH
E IN
ITIA
L S
TA
GE
OF
LE
AR
NIN
G T
O R
EA
D.
AC
TIV
ITIE
S IN
TH
EA
PP
EN
DIX
AR
E C
AR
EF
ULL
YD
ET
AIL
ED
.
INIT
IAL
ST
AG
E IN
LEA
RN
ING
TO
RE
AD
ST
AG
E H
INIT
IAL
ST
AG
E IN
LE
AR
NIN
G T
O R
EA
D
'TH
E C
HIL
D M
US
T E
XP
ER
IEN
CE
SU
CC
ES
S IN
TH
E E
LEM
EN
TS
OF
ST
AG
E H
BE
FO
RE
ST
AR
TIN
G S
TA
GE
III
RE
AD
ING
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SA
PP
EN
DIX
A. U
SIN
G S
PO
KE
N C
ON
TE
XT
The
chi
ld w
ill b
e ab
le to
res
pond
with
an
appr
opria
te w
ord
to c
ompl
ete
an u
nfin
ishe
dse
nten
ce.
Pag
e 24
B. L
IST
EN
ING
FO
R IN
ITIA
L S
OU
ND
S1.
Afte
r lis
teni
ng to
a s
erie
s of
four
wor
dspr
onou
nced
by
the
teac
her,
thre
e of
whi
chha
ve th
e sa
me
begi
nnin
g so
und,
the
child
will
be
able
to n
ame
the
wor
d w
hich
has
a di
ffere
nt b
egin
ning
sou
nd.
Pag
e 26
C. D
IST
ING
UIS
HIN
G L
ET
TE
R F
OR
MS
1.G
iven
agr
oup
of la
bele
d ob
ject
s an
dco
rres
pond
ing
tag
labe
ls w
ritte
n in
man
u-sc
ript,
the
child
will
be
able
to m
atch
the
tag
labe
ls w
ith th
e la
bele
d ob
ject
s.
8
Pag
e 30
C.
DIS
TIN
GU
ISH
ING
LE
TT
ER
FO
RM
S (
CO
NT
.)G
iven
agr
oup
of le
tter
form
s co
ntai
ning
both
cap
ital a
nd lo
wer
cas
e le
tters
, the
child
will
be
able
to m
atch
the
capi
tal
lette
r w
ith th
e co
rres
pond
ing
low
er c
ase
lette
r.
Pag
e 30
D. A
SS
OC
IAT
ING
LE
TT
ER
SO
UN
DS
AN
DF
OR
MS
Whe
n gi
ven
agr
oup
of o
bjec
ts th
atbe
gin
with
diff
eren
t let
ter
soun
dsth
e ch
ild w
ill b
e ab
le to
mat
ch o
bjec
tsto
the
lette
rs w
ith w
hich
they
beg
in.
Whe
n gi
ven
agr
oup
of p
ictu
res
that
begi
n w
ith d
iffer
ent l
ette
r so
unds
the
child
will
be
able
to m
atch
pic
ture
sto
the
lette
rs w
ith w
hich
they
beg
in.
Pag
e 35
E.
DE
VE
LOP
ME
NT
OF
A R
EC
OG
NIT
ION
VO
CA
BU
LAR
YE
ach
child
will
be
able
topr
onou
nce
corr
ectly
on
sigh
t man
uscr
ipt w
ritin
gof
his
ow
n na
me
and
prim
ary
colo
rs.
The
chi
ld w
ill b
e ab
le to
pro
noun
ceco
rrec
tly, o
n si
ght,
the
follo
win
g w
ords
:I,
and,
the,
a, t
o, w
as, i
n, it
, of,
my,
he. (
Wor
ds a
re fi
sted
in o
rder
of fr
eque
ncy
used
.)
9
Pag
e 38
IN K
EE
PIN
G W
ITH
TH
E P
HIL
OS
OP
HY
OF
A M
ULT
I-M
ED
IA A
PP
RO
AC
H,
ST
AG
E 1
11 IS
NO
T A
ST
EP
-BY
-ST
EP
FO
RM
ULA
FO
R T
HE
AD
VA
NC
ED
KIN
DE
RG
AR
TE
N C
HIL
D, B
UT
RA
TH
ER
, A B
RO
AD
,G
EN
ER
AL
OU
TLI
NE
TH
AT
MA
Y B
E A
DA
PT
ED
BY
TH
E T
EA
CH
ER
,R
EG
AR
DLE
SS
OF
TH
E S
ELE
CT
ED
MA
TE
RIA
L.
Stag
e II
I
FU
DA
ME
NT
AL
RE
AD
ING
AT
TIT
UD
ES
,H
AB
ITS
AN
D S
KIL
LS
ST
AG
E II
IF
UN
DA
ME
NT
AL
RE
AD
ING
AT
TIT
UD
ES
,H
AB
ITS
AN
D S
KIL
LS
FO
R T
HE
CH
ILD
WH
O H
AS
SU
CC
ES
S IN
ST
AG
E II
RE
AD
ING
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SA
PP
EN
DIX
WO
RD
RE
CO
GN
ITIO
N
1.S
ight
Voc
abul
ary
2.W
ord
Atta
ck
1.T
he c
hild
will
be
able
tose
e an
d he
ar n
eww
ords
in c
onte
xt p
rese
nted
from
libra
rybo
oks
and
read
ing
serie
s.
The
chi
ld w
ill b
e ab
le to
inzr
ease
his
sigh
tvo
cabu
lary
by
an e
xpan
ded
use
of la
ngua
ge.
2.T
he c
hild
will
be
able
to u
nloc
ka
new
wor
d by
rev
iew
ing
ifs b
egin
ning
and
end
-so
unds
, with
the
help
of c
onte
xt c
lues
.
The
chi
ld w
ill b
e ab
le to
iden
tify
begi
nnin
gbl
ends
and
dig
raph
s th
atar
e fo
und
in th
eco
ntex
t wor
ds.
The
chi
ld w
ill id
entif
y th
e sh
ort v
owel
soun
d as
itap
pear
s in
new
wor
ds fo
und
inre
adin
g co
ntex
t. (E
xam
ples
:it,
at,
end,
on, u
p, s
it, s
at, r
ed, d
og, a
nd c
up.)
11
Pag
e 42
The
chi
ld w
ill is
ify th
e lo
ng v
owel
soun
d as
it a
ppea
rs in
new
wor
ds fo
und
in
cont
ext i
n re
adin
g...
(Exa
mpl
es:
ice,
ate
,ev
en, o
ver,
Uta
h, m
ice,
cak
e, s
ee,
bone
, and
cub
e.)
B.
RE
CO
GN
ITIO
N O
F P
UN
CT
UA
TIO
NM
AR
KS
1.T
he c
hild
will
dem
onst
rate
nis
und
er-
stan
ding
of p
unct
uatio
n m
arks
by
usin
gvo
ice
infle
ctio
n in
rea
ding
.
Pag
e 50
C. A
BIL
ITY
TO
RE
AD
FO
R D
EE
PE
RM
EA
NIN
G1.
Giv
en a
new
wor
d di
scov
ered
in c
onte
xtfr
om a
libr
ary
book
or
a se
lect
ed r
eadi
ngse
ries
the
child
will
be
able
to d
escr
ibe
a pe
rson
al e
xper
ienc
e re
late
d to
the
wor
d.
Pag
e 51
D. A
DA
PT
AT
ION
OF
RE
AD
ING
ME
TH
OD
TO
PU
RP
OS
E A
ND
CO
NT
EN
T
1.S
ilent
Rea
ding
2.O
ral R
eadi
ng
1.G
iven
a q
uest
ion
whi
ch c
an b
e an
swer
edby
a s
ilent
rea
ding
ass
ignm
ent t
he c
hild
will
be
able
to lo
cate
and
iden
tify
the
corr
ect r
espo
nse.
2.G
iven
a p
urpo
se fo
r or
al r
eadi
ng s
uch
as,
"Rea
d th
e lin
es w
hich
mad
e yo
u la
ugh,
"th
e ch
ild w
ill b
e ab
le to
rea
d or
ally
the
appr
opria
te li
nes.
Pag
e 52
Pag
e 53
E.
AB
ILIT
Y T
O S
TU
DY
IND
EP
EN
DE
NT
LY1.
The
chi
ld w
ill b
e ab
le to
par
ticip
ate
in-
depe
nden
tly in
rea
ding
act
iviti
es w
hich
may
incl
ude
gam
es, w
orks
heet
s, li
sten
ing
-ce
nter
and
libr
ary. 12
Pag
e 54
KIN
DE
RG
AR
TE
N R
EA
DIN
GM
ULT
I--M
ED
IA
RE
CO
MM
EN
DE
D F
OR
AD
OP
TIO
N
13
INT
RO
DU
CT
ION
TO
SE
LEC
TIO
N
The
med
ia c
omm
ittee
has
sel
ecte
d th
e fo
llow
ing
mat
eria
ls w
hich
can
beus
ed to
sup
port
the
diffe
rent
sta
ges
of r
eadi
ng a
s se
t by
the
kind
erga
rten
curr
icul
um g
uide
lines
.
We
have
sel
ecte
d va
rious
type
s of
med
ia w
hich
sho
uld
prov
ide
a ba
lanc
edpr
ogra
m fo
r th
e ki
nder
gart
en c
hild
.T
his
list i
s a
com
bina
tion
of m
ater
ials
whi
ch c
an h
e ad
apte
d to
mee
t the
nee
ds o
f the
indi
vidu
al c
hild
.
The
suc
cess
of t
hese
mat
eria
ls w
ill d
epen
d m
ainl
yup
on th
e te
ache
r.
AIM
S O
R P
UR
PO
SE
S
Our
prim
ary
purp
ose
is to
bui
ld a
wor
king
prog
ram
of m
edia
aro
und
the
curr
icul
um g
uide
lines
.1.
To
revi
ew a
wid
e ra
nge
of m
ater
ials
and
diff
eren
t app
roac
hes
inte
achi
ng b
egin
ning
rea
ding
.
2.T
o ev
alua
te th
e va
rious
pub
lishe
rs' m
ater
ials
ava
ilabl
e to
date
.
3.T
o re
com
men
d fo
r se
lect
ion
the
med
iaas
judg
ed b
est b
y ou
r co
mm
ittee
.a.
Doe
s th
e m
ater
ial a
ttrac
t and
hol
d ch
ildre
n's
inte
rest
?b.
Doe
s th
e m
ater
ial h
ave
an a
rran
gem
ent w
hich
chi
ldre
nca
n fo
llow
with
eas
e?c.
Doe
s th
e m
ater
ial c
ontr
ibut
e to
lite
rary
app
reci
atio
n?d.
Doe
s th
e m
ater
ial i
ncor
pora
te th
e re
sults
of t
he m
ost r
ecen
tre
sear
ch o
n ea
rly r
eadi
ng?
e.D
oes
the
mat
eria
l hav
e ap
prop
riate
and
con
tem
pora
ry il
lust
ratio
ns?
f.D
oes
the
mat
eria
l mee
t the
obj
ectiv
es s
tate
d in
the
Cla
rk C
ount
yK
inde
rgar
ten
Rea
ding
Gui
de?
15
PU
BLI
SH
ER
CO
DE
AB
CA
mer
ican
Boo
k C
ompa
nyL
Lipp
incJ
ttB
PB
enef
ic P
ress
LCLy
ons
Car
naha
n
BR
LB
ehav
iora
l Res
earc
h La
b.M
.M
erril
lC
Coo
k, D
avid
C.
Mac
Mac
mill
anC
VC
oast
Vis
ual
MB
Milt
on B
radl
eyD
Dou
bled
ayM
cGM
cGra
w-H
illD
CH
D.C
. Hea
th3-
MT
he 3
-M C
ompa
ny
EG
Eye
Gat
eO
CO
pen
Cou
rtE
NC
Enc
yclo
pedi
a B
ritan
nica
Ph
Pho
novi
sual
Com
pany
FF
olle
ttP
MP
latt
and
Mun
kF
HF
ilmst
rip H
ouse
RR
ando
m
GD
Gro
sset
and
Dun
lap
RD
Rea
ders
Dig
est
HB
Har
cour
t Bra
ceS
RS
inge
r, L
.W.
HM
Hou
ghto
n M
ifflin
SF
Sco
tt, F
ores
man
HR
Har
per
& R
owS
RA
Sci
ence
Res
earc
h A
ssoc
iate
s
HR
WH
olt,
Rin
ehar
t & W
inst
onS
VE
Soc
iety
, Vis
ual E
duca
tion
IDId
eal C
ompa
nyT
WT
wee
dy T
rans
pare
ncy
Co.
WH
arr
Wag
ner
16
SU
GG
ES
TE
D R
EA
DIN
G R
EA
DIN
ES
S A
ND
PE
RC
EP
TIO
N T
ES
TS
RE
AD
ING
RE
AD
INE
SS
SU
MM
AR
Y
Lee-
Cla
rk R
eadi
ng R
eadi
ness
Tes
tC
alifo
rnia
Tes
t Bur
eau
Del
Mon
te R
esea
rch
Pur
kM
onte
rey,
Cal
iforn
ia 9
3940
For
kin
derg
arte
n or
gra
de 1
.W
orki
ng ti
me
abou
t 20
min
utes
. A g
roup
test
with
four
sub
test
s: m
atch
ing,
cros
s-ou
t, vo
cabu
lary
, and
wor
d sy
mbo
ls.
Lette
rs,
wor
ds, a
nd p
ictu
res
are
empl
oyed
. Sco
res
are
clas
sifie
d fr
om h
igh
to v
ery
low
with
pro
babl
epe
r ce
nt if
failu
re g
iven
for
each
sco
re. P
acka
ge o
f 35
test
s --
$4.
85 (
Ava
ilabl
e in
Cla
rk C
ount
y S
choo
l Dis
tric
t)
Am
eric
an S
choo
l Rea
ding
Rea
dine
ss T
est
The
Re-
4-,s
-m.r
rin C
ompa
ny, I
nc.
A s
ubsi
diar
y of
How
ard
W. S
ams
& C
o. In
c.43
00 W
est 6
2nd
Str
eet
Indi
anap
olis
6, I
ndia
na
For
kin
derg
arte
n or
gra
de 1
. No
time
limit.
Agr
oup
test
with
eig
ht s
ubte
sts:
visu
al d
iscr
imin
atio
nfo
r m
easu
ring
the
pupi
l's a
bilit
y to
dis
crim
inat
e be
rwee
nle
tters
, let
ter
com
bina
tions
or
phon
etic
form
s, w
ord
form
s, a
nd g
eom
etric
form
s. V
ocab
ular
y te
st,
copy
sim
ple
geom
etric
form
s fr
omm
emor
y, te
st a
bilit
y to
follo
w d
irect
ions
.F
orm
X. P
acka
ge o
f 35
test
boo
klet
s,1
man
ual,
1 an
swer
key
and
one
cla
ss r
ecor
d sh
eet--
$4.0
0
PE
RC
EP
TIO
N T
ES
TS
Dev
elop
men
tal'
Tes
t of V
isua
l-Mot
orIn
tegr
atio
nF
olle
tt P
ublis
hing
Co.
1010
W. W
ashi
ngto
nC
hica
go, I
II.60
607
17
For
chi
ldre
n fr
om a
ge tw
o to
fifte
en, b
ut it
is d
esig
ned
prim
arily
for
pres
choo
l and
ear
ly p
rimar
y gr
ades
. No
time
limit.
The
form
at is
sui
tabl
e fo
r bo
th g
roup
and
indi
vidu
al a
dmin
istr
atio
n. A
ser
ies
of 2
4 ge
omet
ricfo
rms
arra
nged
in o
rder
of i
ncre
asin
g di
fficu
lty.
The
test
was
dev
ised
as
a m
easu
re o
f the
deg
ree
to w
hich
visu
al p
erce
ptio
n an
d m
otor
beh
avio
rar
e in
tegr
ated
in y
oung
chi
ldre
n.T
akes
tim
e to
sco
re.
Doe
s no
t
need
to b
e gi
ven
to a
ll ch
ildre
n. P
acka
ge o
f 15
test
s --
$8.
25. A
dmin
istr
atio
n an
dsc
orin
g m
anua
l--
$4.
56
Fro
stig
Tes
t of V
isua
l Per
cept
ion
Fol
lett
Pub
lishi
ng C
ompa
ny10
10 W
. Was
hing
ton
Blv
d.C
hica
go, I
llino
is 6
0607
For
kin
derg
arte
n, g
rade
s 1
and
2.W
orki
ngtim
e ab
out 4
0 m
inut
es.
Kin
derg
arte
n sh
ould
have
two
sitti
ngs.
Agr
oup
test
with
five
subt
ests
:E
ye-M
otor
Coo
rdin
atio
n; F
igur
e-gr
ound
per
cept
ion;
Per
cept
ion
of F
orm
cons
tanc
y;P
erce
ptio
n of
Pos
ition
in S
pace
; and
Spa
tial
Rel
atio
nshi
ps.
The
test
cla
ims
to p
redi
ctre
adin
gsu
cces
s an
d gi
ves
som
e in
dica
tions
of s
peci
ficar
eas
in w
hich
the
child
has
vis
ual p
erce
ptua
ldi
fficu
lties
.T
akes
tim
e to
sco
re.
Set
of 2
5te
st b
ookl
ets
---
$11.
25. A
dmin
istr
atio
n ad
nsc
orin
g m
anua
l ---
$3.
00.
Tes
t Dem
onst
ratio
nC
ards
---
$1.
50.
18
Sta
ge. I
It is
ass
umed
that
all
kind
erga
rten
s w
ill b
e eq
uipp
ed w
ith th
em
ater
ials
and
equ
ipm
ent M
entio
ned
alon
g w
ith th
e su
gges
tions
liste
d in
the
Rea
ding
Gui
de A
PP
EN
DIX
, or
will
hav
e th
em a
vaila
ble.
KIN
DE
RG
AR
TE
N R
EA
DI N
G M
ED
IAS
TA
GE
I
MA
TE
RIA
LST
EA
CH
ER
RE
SO
UR
CE
/EN
RIC
HM
EN
T
A.
Mot
or D
evel
opm
ent
See
App
endi
xLi
ppin
cott
- "R
eadi
ness
for
Lear
ning
"Li
ppin
cott'
s T
each
ers
Gui
de, P
art
one-
Bod
y E
xerc
ises
Fol
lett The
Fro
stig
Pro
gram
for
the
Dev
elop
-m
ent o
f Vis
ual P
erce
ptio
n -
Tea
cher
'sG
uide
L\.,
..,:i
B.
Iden
tific
atio
n of
Sel
f and
Sur
roun
ding
sS
ee A
ppen
dix
Fol
lett The
Fro
stig
Pro
gram
for
the
Dev
elop
-m
ent o
f Vis
ual P
erce
ptio
n -
Tea
cher
'sG
uide
C.
Han
d-E
ye C
oord
inat
ion
See
App
endi
xF
olle
tt The
Fro
stig
Pro
gram
for
the
Dev
elop
-m
ent o
f Vis
ual P
erce
ptio
nT
each
er's
Gui
de
A41
KIN
DE
RG
A E
N R
EA
DIN
G M
ED
IAS
TA
GE
I
MA
TE
RIA
LST
EA
CH
ER
RE
SO
UR
CE
/EN
RIC
HM
EN
T
D.
Abi
lity
to P
ut E
vent
s in
Log
ical
Seq
uenc
eS
ee A
ppen
dix
BR
L Rea
dine
ss in
Lan
guag
e A
rts
Boo
k 1
Fol
lett
Kin
derg
raph
Kit
D.C
. Hea
thLa
ngua
ge A
rts
for
Beg
inne
rs
McG
raw
-Hill
Pap
er B
ag P
uppe
t Pat
tern
sH
olt,
Rin
ehar
t, &
Wi n
ston
Kin
der
Ow
lsH
arpe
r an
d R
owS
choo
l Rea
dine
ss T
reas
ure
Che
st
E.
Vis
ual D
iscr
imin
atio
nS
ee A
ppen
dix
BR
L Rea
dine
ss in
Lan
guag
e A
rts
Boo
k 1
Sco
tt F
ores
man
Mat
ch a
nd C
heck
Set
s 1&
2S
RA D
etec
t Lev
el A
A s
enso
ri-m
otor
app
roac
h to
Vis
ual D
iscr
imin
atio
n
Fol
lett The
Fro
stig
Pro
gram
for
the
Dev
elop
-m
ent o
f Vis
ual P
erce
ptio
n -
Tea
cher
'G
uide
Har
per
& R
owF
un a
t the
Pon
d, C
hild
ren'
s E
ditio
nF
un a
t the
Pon
d, T
each
er's
Pla
n B
oo
F.
Vis
ual M
emor
yS
ee A
ppen
dix
BR
L Rea
dine
ss in
Lan
guag
e A
rts
Boo
k 1
SR
A Det
ect -
Lev
el A
Cus
tom
pla
nned
incl
udin
g op
taS
cott
For
esm
anM
atch
and
Che
ck S
ets
1&2
20
KIN
DE
RG
;. .1
'EN
RE
AD
ING
ME
DIA
ST
AG
E I
MA
TE
RIA
LST
EA
CH
ER
RE
SO
UR
CE
/EN
RI C
HM
EN
T
G.
Lang
uage
Usa
geS
ee A
ppen
dix
D.C
. Hea
thLa
ngua
ge A
rts
for
Beg
inne
rsH
olt,
Rin
ehar
t & W
inst
onK
inde
row
lsH
olt,
Rin
ehar
t & W
inst
onW
ords
& A
ctio
n P
ictu
re C
hart
sA
mer
ican
Boo
k C
ompa
nyS
ee a
nd S
ay B
ooks
and
Rec
ords
Sco
tt, F
ores
man
Firs
t Tal
king
Sto
rybo
ok
McG
raw
-Hi I
IP
aper
Bag
Pup
pets
Pat
tern
sH
arpe
r &
Row
Tre
asur
e C
hest
Dav
id C
. Coo
kS
ets
of p
ictu
res
D.C
. Hea
thP
eppe
rmin
t Fen
ceM
erril
l Poe
try
book
from
Tre
asur
y of
Lit.
Rea
ders
See
saw
H.
Aud
itory
Dis
crim
inat
ion
See
App
endi
xF
ilmst
rip H
ouse
Look
& L
iste
n (r
ecor
ds &
film
strip
s)1.
Lear
ning
to L
iste
n2.
Rhy
mes
& R
iddl
es3.
Alik
e an
d D
iffer
ent
4.S
ymbo
ls a
nd S
ound
sS
cott
For
esm
anS
ound
s I C
an H
ear
(rec
ords
)
Fol
lett Jr
. Lis
ten
and
Hea
r B
ooks
List
en a
nd H
ear
Boo
ks
21
KIN
DE
RG
AR
TE
N R
EA
DIN
G M
ED
IAS
TA
GE
I
MA
TE
RIA
LS.
TE
AC
H E
R R
ES
OU
RC
E/E
NR
I CH
ME
N T
I.Li
sten
ing
Ski
llsS
ee A
ppen
dix
Eye
Gat
eT
hink
, Lis
ten
and
Say
Film
strip
Hou
seLo
ok a
nd L
iste
n (r
ecor
ds &
film
strip
s)D
oubl
eday
Prim
e-O
-Tec
Tap
es(f
or li
sten
ing
cent
er)
Set
IU
nit A
- ta
pes
and
book
s by
Will
iam
C. J
orda
n1.
Do
Bab
y B
ears
Sit
on C
hairs
?2.
All
Abo
ard
the
Tra
in3.
Ang
us a
nd th
e C
atB
enef
ic P
ress
Exp
erie
ntia
l Dev
elop
men
t Pro
gram
Pup
il's
Enr
ichm
ent B
ooks
You
& Y
our
Fam
ily U
nit
You
& Y
our
Frie
nds
Uni
tY
ou &
Oth
ers
Uni
tT
each
er's
"B
ig B
ook"
You
& Y
our
Frie
nds
Hol
t, R
ineh
art &
Win
ston
Kin
dero
wls
Hol
t, R
ineh
art &
Win
ston
Sou
nds
of H
ome
Am
eric
an B
ook
Com
pany
See
and
Say
Boo
ks &
Rec
ords
Set
1 &
Set
2D
.C. H
eath
Pep
perm
int F
ence
Boo
k an
d R
ecor
d S
etS
cott
For
esm
anF
irst T
alki
ng S
tory
book
Har
per
& R
owS
choo
l Rea
dine
ss T
reas
ure
Che
stM
erri
II See
saw
, Tre
asur
y of
Lite
ratu
reB
anne
r E
ditio
n
ST
AG
E II
Thi
s is
the
area
con
cern
ed w
ithfo
cusi
ng u
pon
the
skill
s co
nsid
ered
nec
essa
ry
for
deco
ding
. Seq
uenc
ing
shou
ldbe
con
side
red
varia
ble.
A te
ache
r sh
ould
be
enco
urag
ed to
exp
erim
ent b
oth
with
seq
uenc
ean
d w
ith v
ario
us ty
pes
of m
edia
liste
d.In
add
ition
, a te
ache
r sh
ould
be fr
ee to
use
her
ow
n in
itiat
ive
oren
richi
ng th
e S
tage
II a
rea
by d
evis
ing
mat
eria
ls o
r us
ing
othe
r av
aila
ble
mat
eria
ls w
hich
cou
ld c
ontr
ibut
e to
dec
odin
gsk
ill d
evel
opm
ent.
Sta
ge II
Med
ia S
elec
tion
was
base
d on
the
follo
win
g cr
iteria
:
Mul
ti-S
enso
ry A
ppro
ach
- co
ncre
te to
abs
trac
t
Gen
eral
ly la
rge
mat
eria
ls -
cha
rt s
ize
proj
ecte
d si
ze
Inte
rest
ingl
y co
lore
d
Arr
ange
d fo
r ea
sy fo
cus
- no
t too
muc
h
Eas
e of
lear
ning
- n
ot to
o m
any
idea
s,no
t too
rap
idly
intr
oduc
ed
Gam
e F
un -
rat
her
than
dril
l
Mul
ti-M
edia
- to
app
roac
h fr
om m
any
side
s
23
KIN
DE
RG
AR
N R
EA
DIN
G M
ED
IAS
TA
GE
II
TE
AC
HE
R R
ES
OU
RC
E E
NR
ICH
ME
NT
A.
Usi
ng S
poke
n C
onte
xtO
pen
Hig
hway
SF
Sta
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