DOCUNEIT RESUME ED 106 796 32 CS 001 846 Riverside …ED 106 796 TITLE INSTITUTION(' SPONS AGENCY PUB DATE NOTE-. EDRS PRICE DESCRIPTORS. IDENTIFIERS. ABSTRACT. DOCUNEIT RESUME. 32

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INSTITUTION('SPONS AGENCYPUB DATENOTE -

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

DOCUNEIT RESUME

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[Learning Achievement through Saturated EducationalResources (LASER)].Riverside Unified School District, Calif.Office of Education (DREW), Washington, D.C.71101p.; See CS 001 934 for fliffective ReadingPrograms: Sunniries of 222 Selected Programs;" Notavailable in hard copy due to marginal legibility oforiginal document

NF -$0.76 HC Not Available from EDIS. PLUS POSTAGEBilingual Students; *Effective Teaching; ElementaryGrades; Paraprofessional School Personne ReadingImprovement; *Reading Instruction; *Hdadin rograas;Remedial ReadingNEffeictive Reading Programs; Elementary Secondar

- Education Act Title I; ESEA Title I; Right to Read

One of the programs inauded in "Effective ReadingPrograms...," this program serves 414 students in K-6. The studentsare black, white, and Spanish-speaking and cone largely-fromlow- income families living in a small city. The dominant feature ofthe program is the extensive employment of specialized instructionalstaff, both professional and paraprofessiOnal. In order to increasetheir effectiveness with children, teachers and aides receiveinservice training based on individual assessment of students'special strengths and needs. Teaching focuses on adiagnostic- prescriptive approach which includes pretesting,developing an individualized program of study, and maintaining aprofile detailing the needs, program, and progress of each child.Tean teaching and learning centers are employed. For children who do,not function adequately and confidently in, English, bilingual

Tonal support is provided through"two programs: English is asecond language and bilingual language development. A multiculturalcomponent is designed to promote racial,and ethnic awareness andunderstanding among staff,-students, andicommunity 'embers.(WR/AIR)

LASER .

INDIVIDUALLY PRESCRIBED. INSTRUCTION IN GROUPS

011PARTIASNT OP MALI%. EDUCATION &VOILPARENATIONAL INSTITUTE Of

EDUCATIONTHIS DOCUMENT HAS SEEN It ENDS-DUCEO EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIMAyN4G IT POINTS Of VIEW OR OPINIONSSTATED DO NOT NECESSARILY ROUE.SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY.

Developed by Longfellow School, Riverside,, California

Published by theRIVERSIDE UNIFIED SCHOOL DISTRICT

3954 12th StreetRiverside, California, 92501

(714) 781-2011

BOARD OF EDUCATION

Arthur L. Littleworth President

Maxine Frost Vice President

Irving H. Balow Clerk

Ernest M. Lopez Member

Richard F. Christensen Member

AVAILABLE

Ray Berry, Superintendent

June, 1972

COPV. 2 /--j

WHAT IS LASER?

The word "LASER" stands for "Learning Achievement through SaturatedEducational Resources." It is a system of diagnostic assessment of.-- _individual needs with placement of the student in a group where pre-scribed instruction can occur; thus individualization takes place.

It defines the sequence in which certain behavioral objectives aretaught. These behaviors represent the curriculum. The curriculumis a guide for what the teacher teaches; the behavioral objectiveis what the student learns.

curriculumLASER is a spiral curriculum requiring vertical movement up and downthe range of concepts and skills, plus horizontal movement in contin-uously widening circles from the simple to the complex, with appro-priate skill mastery.

-2-

WHAT ARE ITS COMPONENTS?

LASER Reading and Math Continuum--A sequence of 305path and 189 reading

instructional objectives are arranged into separate goals and sub-

divided into graduated levels of difficulty. The reading areas

include motor coordination, conceptual skills, perceptual skills

(auditory and visual),, phonic and structural analysis, vocabulary,

comprehension and interpretation, and locational/study skills.

Math areas include geometry, sets, number, numeral, number line,

number sentences, addition/subtraction, multiplication/division,

fractions, measurement, statistics/probability, logic, and number

theory.

Criterion-reference Tests--Tests assess needs and evaluate student's mastery

of the material.

Student Profile Grid--Orids facilitate prescription/evaluation and reporting

to parents.

Teaching Packets--Instructional materials for individual or group use are

based on the behavioral objectives.

Individualized Instructional Task Materiais--(1) Developmental; (2) Pre-

ventive; (3) Remedial; (4)'Enrichment.

Individualized Linguistic and Social Studies Related SPELLING Program.

-3-

HOW DOES IT WORK?

A child is 'given LASER criterion-reference tests in addition to an informalreading inventory to doermine his approximate level of instruction. Theresults of this assessment are recorded on the Student Profile Grid. Eachinstructional team analyits this diagnostic, information and prescribes theinstructional program for each child.

- \

Students with similar needs are grouped together for a varying period oftime (3 to 6 weeks) for instruction in the areas of d4elopmental andremedial need. No student has to receive instruction for an objectivewhich he ts already mastered as recorded on his Student Profile Gridor for wh jh he ,is lacking prerequisites.

" The core of the teaching is done through the Pasic State Texts, that areavailable in eveiy district, the Teaching Packets that are matched to thebehavioral objectives, as well as any innovative or creative techniquesthe teacher would like to employ.

-4-

5

. WHAT MAKESA.ASER UNIQUE?

Its Cooperative PlanningThis program was developed by educators and

parents to meet the identified needs of children at this school.

Its Diagnostic System -- Profile Grids identify the obvious as well as

the more specific needs of children.

Its Openness for Teacher Initiative and Creativity -- Teachers have free-

dom to select materials, methods, or techniques to be used to

reach the objectives.

Its-Progress Reporting System, litter_grades and other subjective eval-

uations are eliminated.

Its Focus on Early Learning -- Preschoolers and their parents are involved

in the prograta.

Its Teaching Packets -- Individual packets have a variety of materials

matched to the behaviors.

Its Achievement Results--Test data proves consistent growth.

-6- a.

6

RESULTS OF LASER

Parent involvementParents have participated in developing LASER andarc active in all aspects of the program.

Teacher Sensitivity -- -There is more awareness of individual student'scognitive and affective needs.

Purpose---Staff members cooperate in teams to reach their predeterminedgoals.

Relationships---Behavior problems have decreased substantially and inter-f persona', relationships have improved. ,

Improved Environment---The school has a much warmer, enthusiastic, andcongenial atmosphere.

Student Concept--7Self-concept evaluations of Longfellow students revealno differences in the self-image of students of different ethnicbackgrounds.

.7. 7

STANDARDIZED TEST RESULTS

Year Kdg. I Gr. I, I 'Gr. '2 Gr. 3

Median' Percent i le Scores for Reading

Gr. 6

1967-681968-69

35

31

24'

24'32

46

16

30

1969-70 36 30 - 50 44 46

1970-71 75 25 62 54 35

'Median Percentile Sccdes for Arithinetic

1967-68 32 161968-69 54 -41

1969-70 75 , 53 47

1970-71 66 73 55

8 -8-

E. Ray Berry

Superintendent

Riverside Unified School District

Longfellow School

3610 Eucalyptus Avenue

Spiral Curriculum Translated into

Behavioral Objectives with

Diagnostic Test

Subject Areas

Reading

(Revised)

1971

MEL

6Title I

Prepared by:

Miss Eildred Simmons

Teacher

Hrs. Delores Luhrs

Teacher

Hr. David I. Tew

Principal

READING

Table

of Contents

Preface and Acknowledgements

Concentration

Reading:

Spiral Organization

Teacher.Informction

.Goals andBehavioral

Objectives

A.-Motor, Visual-Motor Coordination

B.

Conceptual Skills

C.

PerCeptual SkillsAuditory

D.

Perceptual Skills- :Visual

E. *Phonic and Structural Analysis

F.

Vocabulary

G.

Comprehension and Interpretation

H.

Locaticnal and'Study Skills

Evaluation Measures

A.

Motor, Visual-MotorCoordination

B.

Conceptual Skills

C.

PerceptualSkillsauditory

D.

Ierceptual'Skills-Arisual

.

E.

Phonic and!Structural Analysis

F.

G.

H.

Vocabulary

Conprehensiorand interpretation

Locations/ and Study Skills

dig,Grid

Group/Individual Diagnostic Chart (sample)

Acknowledgements*

How well are children

earning? How well are children being taught?

Are students utilizing their best-abilities? To what extent is

the

curriculum organization effective?

Questions such as these

necessitated``,

A

a re-eValuation of our present

adademic structutp in order to discover

more effective ways of meeting

We have attempted to ejtablish

realised in the achievement of

individual learningcneeds.

ordered-Zetk-of_Jbehairiors to be

.specfic goals. We have

made a beginning.

We Will need to carefully assess and logically analyze these preliminary

-

efforts to determine thfir effectiveness in reaching our central goal:,

.*

Quality

instruction. for today"s_atudent.

In thAgL_endeavor grateful

acknowledgement is given to the-following persons

whiii have reinforced

our efforts with-their encouraeement,'talints,

contributions add interest:

_---ThipEnngfellow School Staff;

Mr. E. Ray Berry; Superi4endent of the

Riverside Unified School District;

the members of the Rivetside Boardof

Education;

Dr. Mabel Purl, Director of Research and Eialuation;

Mrs.

Virginia Brown,_Director ESEA Projecti. '

Mr. Darrell Martin, Data Processing

.

Manager, and` to all the personnel of the centrl

office.

11

Concentration

In one of theilaboratories in Washington there is a great sun glass that.1measures three feet across. It is like the "burniig glasses" we

used to measure when vre were boys, only much larger. This greatglass gathers the rays of the sun that strike its flat, surface and.focuses them in a single point is spice a few feet below,That single spot is hotter than a blow torch. It will meltthrough a steel.plate as\easily as a red-hot needle burnsthrough paper. This teirific heat is just three feet ofordinary sunshine concentrated on a single point>Scattered these rays are hardly felt, perhaps just/pleasantly warm; concentrated they melt adit(-

errant. The same principle applies to-humanendeavor. Scattered, a man's energies donot amount to much. Once they are fo-cused on tht task at hand, seemingly

tremendous difficulties melt likesnow on a hot stone. This is our '

Longfellow L.A.S.E.R. Program.We throw on all the steam wehaveend focus every energyon the task at hand. Re-member that three feetof sunshine con-centrated will

burn throughANYTH

12

TEACHER INFORMATION.

DESIGN

Statement

Statement

List

Evaluation

Developmental

OP

of

--i!

of

--->

of

}Measures

Levels of

PROGRAM

Goal

Objective.

Behaviors

for each

O)'ectives

Behavior

LEVELS

OF

BEHAVIORAL

OBJECTIVES

1

These approximate the instructional level as:

-

I Readiness'

IV lst Reader

II Pre-Primer

V 2nd Reader

,

III Primer

VI 3rd Reader--

VII 4th Reader

VIII 5th Reader

IX 6th Reader

EVALUATION

The criterion evaluation measures which consists of C_ heck/Lists

gnitests-are

designed

MEASURES

to

diagnose and evaluate the individual behaviors as sequentially organiied in the

Laser Reading Program.

The Check Lists receive no numerical score but, through observe-

tion,and'tfacher_judgmento.give information about :ihe'pupil's general development and

understandings when paper and pencil tests are not profitable.

Most of these are

individually administered..

The Tests are scored thus:

I

This numeral represents the passing -score which

4-- is 90% of the poisible

score.

'---

\.

,

...

This numeral represents the possible-score, 35% of which

4...;.--is the .Needs. Help score.

The pupil should be given a lower

level test.

Enter here the number of correct responses.

Each check list and test page shows the Behavioral Objective, appropriate*asur, Level

and Directions for Administering.

,

.../'

...

The Instructidnal Level will be determined by the use of the Fiy Oral Reading Criterion

Test.

.

GOAL A

Motor,

visual -Motor

Coordination

,.

OBJECTIVE

The pupil will

develop, control and

coordinate those

motor) visual-,motor

and directiobal skills

that are :prerequisite

to reading print.

BEHAVICRS

1.

Run, jump, hop, skip,

balance, walk a line,

throw and catch a

2.

Show _consistent preference

,for either left or right

hand, foot, eye.

\,3 s..

Locate and name own

body parts.

Identify 'own left and

right sides.

5.' Identify left and right

sides.of 3-D objects and

'

persons and piottred

objects and persons.

G.

[HJse fine muscle control

'necessary,to hold and use

crayons, scissors, pencils,

!color within guide lines;

trace simple shapes.

7.

Fixate eyes on stable object,

B.

Track a moving object.

9.

Move eyes rhythmically

across page left to right___

and from end of line to

beginning of ne,ct.

EVALUATION

s

,LEVEL

CheckList:.#1

Check List #2

Check:List #3

Check List #1

Check List #5

Check List #6

Check List #7

Check List #7

Check List #7

GOAL B

iConceptual.

Skills

OBJECTIVE'

The pupil will use

concrete experiences

to interpret verbal and

written,.words and

expressicusodo abstract

thinking and= integrate

intathnation.

Exhibit active interest

in pictures, signs) labels,

books as evidenced by

questions and comments.

Give accurate, information

about self.

Share personal interests

.and experiences.

Use proper nouns in

referring to persons

Use appropriate nouns

for concepts related to

Check List

environment and eXperienceee--

EVALUATION

IEVEL

Check List #8

Observation

> Observation

4,(9

,Use appropriate pronouns

in referring to people,

places, things.

Use adjectives, verbs to

classify by color, shape,

texture, use or action.

Test #1

Verbalize concepts .in

stories.

.Apply learned concepts

.to new experiences.

> Check List fib'

Observation

---)1 ,Observation

OBJECTIVE

GOAL C

The pupil will develop

...........,

the auditory skill pre-

Perceptual

requisite for the effect: -

Skills

titre discrimination of

(Auditory)

words and word elements

.necessary for comprehen-

sion and interpretation.

BEHAVIORS

EVALUATION

LE

VE

L,.

1.

Identify common sounds in

-the environment.

2.

Discriminate sounds.

3.

Respond when called by

name.

4.

Disregard peripheral noise.

5.

Classify sounds as loud,

soft, high,-low.

Tape

Test #2

Observation

Tape

Observation

6.

Discriminate words that are

same or different.

7.

Identify rhyming words.

8.

Match pictures whose names

.begin with the same sound.

9.

Match piCtures whose names

end with the same sound.

10.

Recall missing sound from

group

of sounds.

11.

Recall sequence of sounds.

12.

Attend to and perform 2

step, 3,step direction.

Wepman Tape

Te't #3

Test #4

.

Test #5

Observation

Observation

Check list #11,

#12

GOAL D

erceptual

kills *,

(visual)

OBJECTIVE

Thlpupii will develop

the visual skills pre-

requisite for the elfect-

ive discrimination of

words and word elements

necessary' for comprehen-

sion and interpretation.

'BEHAVIORS

.Identify common objects in

the environment.

.Discriminate shapes, letters,

words.

.Recognize own name in print.

.Distinguish figure from

ground.

.Classify objects by color,

size, shape.

EVALUATION.

Obseryation

Tests #6, 7, 7a,

8

Locate words that are same

or different.

Match colors and color

words.

LoCate words that begin

alike.

9.

Locate words that end alike.

Recall missing objects from

group of objects.

Recall sequence of symbols.

Observation

Frostig Test

Observation

Test #9

Test #10

Test #11

Test #12

Observation

Observation

LEVEL

OBJECTIVE

The pupil will uie basic

phonic and structural

.analysis skills to

promote growth in

accurate and

independent word

recognition.

BEHAVIORS

1. Match capital and lower

case letters.

2.

Associate initial,joonsonant

sounds and symbols.`

4

3.

Associate final consonant

sounds and symbols.

,EVALUATION

Test-113

Test #14

Test #15

4.

Associate medial consonant ±:02aest #16

sounds and symbols.'

Associate initial cluster

sounds and symbols.

Test #17

LEVEL

/'

6.

Associate initialdigraph

sounds and symbols.

'78.

9.

10.

11.

12.

13.

14.

Understand poss&ssive "s"..

Identify root words with

inflectional endings.

Decode primer words.

> Test ir18

Test #19

Test #20

List in back

of book.

Associate sound with the

Test #21

final digraphs and clusters.

Associate long and short

vowel sounds.

Associate vowel digraph

sounds and symbols.

Identify variant sounds

of "s" and "z".

Associate vowel dipthong

sounds and symbols;

15.

Decode 1st reader words.

Test #22

Test #23

) Test #2b

- Test #25

---> List] in back

of book.

GOAL E

P(continued)

The pupil will use basic

phonic and structural

Phonic and

analysis skills to

Structural

promote growth in

Analysis

accurate and

independent word

recognition.

OBJECTIVE

'BEHAVIORS

16.

See

compound words as

a unit.

17.

Read and write contractions.

18.

Identify

form

and

words

with comparative endings

"er", "est".

19.

Identify silent letters.

20.

Decode 2nd reader words.

21.

Identify

sounds

variant

He, net.

22.

Identifyprefixes.

23,

,Identify suffixes.

21g.

Syllabicate 2, 3

syllable

words.

25.

Decode 3rd reader words.

26.

Identify accented syllables.

27.

Recognize additional

prefixes and suffixes.

28.

Apply

to

phonic skills

polysyllabic words._____---

EVALUATION

/WEL

Test #26,

26s.iii;

Test27a

Test #28

Test #29

List in back

of book.

'Test #30

Test #31

Test #32

Test #33

List in back

of book.

Test' #.34

Test #35,,

35a

-------

k_Obs6iation

GOA.LF

Vocabulary,

OBJECTIVE0-

-The pupil-will become

familiar with a specialized

Vocabuiaryl_develop control

over a basic c-eight vocabu

lacy and Use learii.e3,word

attack skills in c der bow

extend ward meanings.

BEHAVIORS

1.

2,

Show interest in

words,.

(what they say and mean)...

Recognize own name in print.

3.

L.

MAch numeral and'numeral

names.

Recognizepre-*imer'words.

5;

'Recognizepemer.words.

6.

1st

Recognize

reader words.

7.

Recognize 2xd

reader words.

Develop basic

8.

sight wards,

9.

Knows meaning of homonyms

-----,

(homophones)1, antonyms.

10.

Ro nine 3rd reader words.

11.

12.

recognize

in

words

content

areas (Social Studies, Math,

Science).

,

Recognize,lath reader words.

13.

Identify figurative

expression.

14.

Recognize.,5threader words.

15.

Understandswords of

.multiple .rAantngs.

16.

Recognize6th reader words.

EVALUATION'

LEvEr,

Observation

Observation

Test 06

List in book.

List in book.

List in book.

List in book.

Dolch list

Test #37 and

Verbal Opposites.

List in book.

Observation

List in book.

Test #38

List in book.

Test

#39

List in book.,

111aYL

Comp ehension

and

n erpretation.

OBJECTIVE'

The pupil will use the

basic skills of compre-

hension to do reflective

and critical thinking and-

reasoning with a variety

of content and for a

variety of purposes.

BEHAVIOR

le 'Fell what sees in picture.

2. Follow oral directions.

3. Remembers ideas, characters

from stories read or told.

4. Dictate story suggested .y

object, picture or experience.

5. Sequentially relate an

experience.

6. F011ow simple written direction.

7. Understand related words.

8. Use context clues.

,

9. Recall facts.

10- Predict outcomes.

11. Follow written directions.

12. Infer sequence.

3. Discover main ideas and

details.

14. Perceive place, time, person,

casual relationships.

15. Infer cause and effect.

16. Interpret maps, charts,

graphs, time lines.

17. Use typographical clues.

18. Draw logical conclusions.

19. Summarize and organize.

information.

20. Use antonyms.

21. Discern fact and opinion.

22. Discern relevancy, irrelevancy.

4Yi

'T4

i%

EVALUATION

,Observation

Observation

Observation

,

Observation

Observation

Test # 40

Test #41

Test # 42

Test # 43

Test # 44

est

Test # 46

Test # 47

Test # 48

Use Basic Text

Social Studies

activities

Basic Text

Basic Text

Bakc Text

Test # 49

Basic Text

Basic Text

GOAL 11

Locational and

Study Skills

ety'

OBJECTIVE

1 The pupil will develop

chose locational and

study skill6 sci necessary

fo. succeeoful function-

ivIg in the content, fi

1'elds,U

"0

'BEHAVIORS

Give sustained attention

to a task.

Know letter names.

3.

Know letter sequence

4.

Use picture dictionary

5.

Understand use 'of tit

table of contents.

6.

Skim to locate wor

/page,

phrase.

7.

Alphabetize to

letter.

Use table of

titles, pag

authors,

i.

9.

Skim to 1

ontents for

numbers,

dex.

rate scrleral

/12

Select/topic sentence in P

siMpl... selection.

.Alpl'abetize to 2nd letter.

.Us' simple dictthoaiy.

13:

41phabetize to 3rd letter.

./

Skim to locate mein idea

and supporting details in

paragraph

1 75. Uie card catalog.

16. Use glossary.

17. Use encyclopedia.

118. Skim to get general impres-I

sion and/or specific refer.:

19. Alphabetize complete Word

AW

IT00.111.00110.1

20. Adjust speed to purpose and

material.

21. Use adult dictionary.

VALUATION

Observation

Class Activity

Test #50

Observation

Observation

Basic Text

Test 051

Basic Text

Basic Texts

'Basic Text

'Test

#52

Class Activity

Test #53

Zasic Text

Libiary ACtivit,

Basic Text

Social Studies,

Activity

Basic Text

Test #54

Class,Activity

Observation

.LEVEL

.EHAVIORAL OBJECTIVE A 1: The pupil will run, Jumps hap, alp, balwalk a line?.throw end catch

1a ball.

EVALUATION:. Check List #1 'SUL I

Cep

DIRECTIONS: Observe pupils during =tor coordination and dkmegnment activities '

of physical education class, ,

- ,

o

Namefl

. Date!

Yes Po

1. Pupil can start to run on Pignilo Iv

.

2, Pupil can stop mn signal or at target.

3, Pupil can jump alternating, feet together? feet apait. 6.1,1=011.1.1..1111.1./.

4. Pupil can hop 5 times on both feet.

on left foot,

m right foot.

5. Pupil cal! skip,

6. Pupil can jump rope 3 times

4 times.

more.

7. Pupil can walk a*line fcmard..

backward.

left sideways..

.cight Adeways.

8, Pupil can throw a ball to be caught.

9 Pupil can catch a ball,

10., Pupil can balance on eacli foot for count o 10,

24

\

101.111.1111.0IN. al//

ata.lower.

........6May.,...1110

$

BEHAVIORAL OBJECTIVE A 2: The Impil mill show a consistent preference foreither the left,cr right hand, foot, eye.

EVALUATION: Check list #2 LEVEL I

DIRECTIONS: Observe pupil as he performs the activities listed. Use L to

indicate Left preference, R to indicate Right preference, A 1-7

Ilene

indicate alternate use.

..11.1.0.111)11*,*Fx010. r. ..a....Ablo..1-1,

10 Preferred hand

in reaching AA; objact

imtti4g lath Lef.esore

1.1.sirm cLyone, pA6tblashs pencil

ww!cing puzzles

throwing. crAe;ling

P.jeferre6 roc

kxcking a ball

starting to rcn

3 Preferred eye

zigbtlnw ..kiracii,h a pepe tube

0

25

Date v----,-----

1.0

...1

BEM OBJECTIVZ A The pupil vill correztly locate and name own

body parts.'

ITTILLU&TIOV: Check list #3 LEVEL

DIRZC.TTOn! 1. Adminlstev ?, AsIc pupil to point to part

named. ), ?otnt to a part and say; "What do YY call this ?'

4.. Indicate torract answers wit% in appropriate columns.

.Name

head'

ear

forehead'

eye

nose

mouth

re,Lk

she. ut er

hack

fst.

lInceh

hand

AR. *.111.......

so,W *YE.,

locate

1*.

1.0.0w I I. No No

.1.Date

Naito

.11,41.11,11,waist

hip

Locate Name

0.1041.momew

knee

lia.., 0.00%**11*..100

leg

..........

ankle

71..... .....-PoJt ..e..0.4...

arm .11.111091-.1.AIMIL......

elbow

aye ........ammi

Ixwax.O.Y.0*%

erist

,. =inee.0 -4*.41..a..

fingerak ^...V...=....-.F

4.0...0*.m.4vok*, A..moti-

.....-..*,., ..... 11aimari.

26

thumb

BEHAVIORAL OBJECTIVE A 4: The pupil will correctly identify own left and

right sides..

EVALUATION: Check list #1 LEVEL I I

DIRECTIONS: 1. Administer test individually. 2. Observe pupils automatic

response during games and/or flag salute. 3. Indicate correct

responses with a check (V).

___L___------Nme---- Date

Show me y;pur

left hand

right foot

right ear,

left leg

right eye

right knee'

.left side

right leg

right hand

left .eye

left ear

left foot

-1104..714.10.1111M

27

.....l....=111.1...11.111...011

0111011.

fINNIMIOfleftllwer

VO.110...

1

BEHAVIORAL CBJECTIVE A 5: The pupil will correctly identify the left' and rightsides of 3-D objects, persons, pictured objects andpersons.

EVALUATION: Check list #5 LEVEL

DIRECTIONS: 1. Administer test individually. 2. Ask pupil to indicate left

and right sides of the suggested objects and pictures. 3. Indicate

correct response with V.

Name

box

book

table

door

window

roan

/

Left Right -

IIINIMIINI1111,INNI.M.

.....11111.

Date.

doll

person

pictur6 of ball

picture of tree

picture of house

picture of person

28

Left Right

1

BEHAVIORAL OBJECTIVE A 6: The pupil will have fine muscle control ne essary

to hold and use crayons, scissors, paintbrush,

pencil; color within guide lines; trace simple shapes.


DIRECTIONS: Observe pupils consistent ability to perform these acts during

class activities.

Name Date.11. Can hold and use large crayons.

2. Can hold and use scissors.

3. Can hold and use easel paintbrush.

4. Can hold and use primary pencil.

5. Can hold and use regular pencil.

'6. Can color within guide lines (workbook picture).

7. Can trace simple shapes.

29

Yes No

11".

BEHAVIORAL OBJECTIVES A 7: The pupil will fixate eyes on stable object in

various positions.A 8: The pupil will track a moving object.A 9: The pupil will move eyes rhythmically across page

from left to right and from end of line to beginning

of next.


Name

A 7: 'Bold 1" x rt colored block in 4 position as-7

0CT

0

Date

Put X on incorrect responses.

A 8: Target can be pencil with colored thumb tack in the eraser. Move target

0 without pauses. Observe eye movements. Check () correct response.

up and down -- in and out \--left to right right to left

around to left around to right

A 9: Ask pupil to read the pictures.

Start

W.W...../Wi.WI...aMar*

30

Stop

BEHAVIORkL OBJECTIVE B 2: The pupil will give accurate information about self.


DIRECTIONS: Write pupil responses. Check () if readily and accurately supplied.

Name Date

Name (first)

Age

Birthdate

Address

Telephone'

middle) (last

1111111111.

Father's name

Mother's name =11MIMMOMMININD11111111.1111!11.

.Number of sisters

Names of sisters

NuMber of brothers

Names of brothers

31

BEHAVIORAL OBJECTIVE B 5.: The pupil will use appropriate nouns for concepts.related to environment.


DIRECTIONS: Ask the pupil to name as many things as he can in each category.Record his responses.

Name

animals

Date

occupations

places

vehicles

sounds

.plants

stores

weather

furniiure

clothes

toys

shapes

411111.01

.11measurements

foods

people

....111.11.742=1111

32

BEHAVIORAL OBJECTIVE 3 6: The pupil will use appropriate pronouns when referringto people, places and things.

EVALUATION: Test #1 . LEVEL II

DIRECTIONS: Ask the pupil to look at the picture and then choose the pronoun thatgoes with the picture and put on it.

Date

it he she they.

it me she

they he she it

her she them

vs.

she he

33

.me

3EHAVIORAL OBnCTIVE 3 6: The papil will use adjectives and verbs to classifz,objects by color:.shane, size, texture, use or action.

-1

EVALUATION: Check list-#10 LEVEL II

DIRECTIONS: Administer test individually. Record word pupil uses for each

,Appropriate cat4ory.

Name

--,

Date:

Color Shape Size i 'Texture.

Use Action

Ball

---____-.

Scissors

. ..

-- ...

-Clock .. .

Pencil. .

Wheel .

Frog

Dog

Bell.

.

Airplane

.

,

-------,

Fork

EIEHAVIORAL OBJECTIVE C 2: The pupil will discriminate sound.

EVALUATION: Test #2 r ,thvEL I

DIRECTIONS: nave a bell, a rattle, and a rhythm stick which you will use outof pupil's view (screen the objects or have pupils close eyes).

Say, "I am going to make twoX on the happy face. ff they

sounds. If they are lust alike putare not alike put X, on thesad face."

1. ring bell . . 1;1 . . . . . clap hands

2. shake rattle . ring bell

3. tan table with stick. '\ clap hands

4. ring bell ring bell

5. shake rattle rap table with stick

NAME

2.

DATE

BEHAVIORAL OBJECTIVE C 7: The pupil will identify rhyming words.

EVALUATION: Test 1t3 LEVEL II -

/

DIRECTIONS: "Look at the pictures in the first row. They are tree, three, thirty.

Put X on the two pictures of words that rhyme." (Do the next rows in the same way.)

NAME DATE/

SCORE

\,

.

I i

I i

i

.--

IIIIIMI

I

ii

/

ii

i 1

411010...m'

r< k

111.1101-

a a)IP 10 .1 I

\ It lL U.0 / / i i 1 1

40,

,

IiiZj° 1.: 2,1 v7 3X76b 6

if

AliNtordi

41111111.11

36

2

3

1/

SCA

BEHAVIORAL OBAftTVE C 8: The Pupil will match pictures whose names begin with the

same sound.

EVALUATION: Test #4 LEVEL II

DIRECTIONS: Explain that in each row of three pictures there are pictures whosenames begin with the same sound. Ask the pupils to find the pictures than sound

alike at the beginning and put aO arolnd each one.

NAME DATE SCORE

. 4 aki0.7.

Aii.,.ov..,

lir

flit

.

...

.

1

.

...-

,

4A Aura

Ts sr

..

4,--2---2-

.rr

PA.

Oft 1

tii -.1/4

..,....01.,:pito* ..4

...,..

37

5

BEHAVIORAL OBJECTIVE C.9: The pupil will match pictures whose names end with thesame sound.


DIRECTIONS: Ask the pupils to look across each row to find the pictures thatsound alike at the end and then put X on each one.

NAME DA E SCORE4

/

,

.

lie4.

Y '

11

Ider%dr

...,

.

\tiff.

114111111111111111*14

1.1I

cc,

._.

I

,

lir,:.

38

*/BEHAVIORAL OBJECTIVES C 12: The pupil willoral direction without hesitation.

EVALUATION: Check list #11

attend to and perform a two-step

LEVEL: II

DIRECTIONS: These are suggested directions only. Teacher may use other direc-

tions of equal difficulty. This may be used as a small group activity with one

child at a- time performing a specific direction. Record with + and - the pupil's

ability to attend Td perform the direction assigned to him.

NAME DATE

1. Go to the bookshelf. .Bring me thered book.

2. Take a piece of paper. Write a 5on it.

3. Gb to the painting easel. Pain threeblue lines.

4. Sharpen this green pencil and give itto a friend.

5. Pick up a box of crayons and put iton the teacher's desk.

attend perform

ti

39

BEHAVIORAL OBJECTIVE C 12: The pupil will attend to and per4orm a three step oral

direction withoue\hesitation.

EVALUATION: Checklist #12 LEVEL II

DIRECTIONS: These are suggested directions only. The teacher may use other

directions of equal difficulty. This may be used as a small group activity with

one child at a time p.rforating a specific direction. Record with + or - the pppil's

ability to attend to and perform the direction assigned to him.

NAME DATE

1. Take a piece of white paper. Write your

name on it. Put it in the round box.

2. Go to the library. Ask for theD encyclopedia. Bringtit, back to our

roam.. x.

3. Go outside to the playgroundI,.Find fivepebbles. Put them on the sciende table.

attend perform

.0;

BEHAVIORAL OBJECTIVE D 2: The pupil will discriminate shapes.

EVALUATION: Test #6LEVEL I

DIRECTIONS: Ask the pupils to put .finger on the shape in the first box.Then look across the row and find another shape just like it and put X on it.

(Do the other rows in the same way.)

.

NAME DATE SCORE'A:15

.\ .

,.

.

Adak. ,

..,1

,.... 0.,,, ......

c) 0.

0 0 cl0

0c)

.

,,...,

1 1

BEHAVIORAL OBJECTIVE D 2: The pupil will discriminate letters.

EVALUATION: Test #7 LEVEL I

DIRECTIONS: Ask the pupil to put finger on "d". Now look ac ss the rowand find another "d" and put X on it. (Do the next rows in the same way.)

NAME DATE SCORE

d. b p d P

o o ,c e

w

e,

M w v m

r n h r u

f I t f

42

BEHAVIORAL OBJECTIVE D 2: The pupil will discriminate alphabet letters.

EVALUATION: Test #7a LEVEL I

DIRECTIONS:

1. Look at the letters in the hest row. Put X on "E".

2. Look at the letters in the second row. Put X on "m".

3. Look at the letters in the third row. Put X on "h".

4. Look at the letters in the fourth row. Put X on "w".

5. Look at the letters in the fifth row. Put X on e".

6. Look at the letters in the sixth row. Put X on "j".

7. Look at the letters in the seventh row. Put X on "b".

8. Look at the letters in the eighth row. Put X on "A".

9. Look at the letters in the ninth row. Put X on "i".

10. Look at the letters in the tenth row. Put X on "x".

11. Look at the letters in the eleventh row. Put X on "d".

i12. Look at the letters in the twelfth row. Put X on "n".

13. Look at the letters in the thirteenth row. Put X on "o".

14. Look at the letters in the fourteenth row. Put X on "1".

15. Look at the letters in the fifteenth row. Put X on "c".

16. Look at the letters in the sixteenth row. Put X on "p".

17. Look at the letters in the seventeenth row. Put X on "k"."

18. Look at the letters in the eighteenth row. Put X on "T".

19. Look at the letters in the nineteenth row. Put X on "s".

20. Look at the letters in the twentieth row. Put X on "g".

21. Look at the letters in the twenty-first row. Put X on "V".

22. Look at the letters in the twenty-second row. Put X on "r".

.4 a

BEHAVIORAL OBJECTIVE D 2: The pupil discriminate alphabet le ters.

EVALUATION: Test #7a

DIRECTIONS: See next page.

LEVEL II

DA SCORE11922

I f t 12 %n r M

2 n m w v/ 13 ,/eog I

3 h r n 14/1 f P t4 z w z s 15 o e c d I

o c e Q 16 P q g j6 y v w j 17 k h z f7 d b g p 18 LP T Z

8 AMWN 19 szcr9 i r t I 20 p h g d

10 v w z x -21 V W U M

II b d h n 22nrmh

BEHAVIORAL OBJECTIVE D 2: The pupil will discriminate words.

EVALUATION: Test g8 LEVEL

DIRECTIONS: Ask pupils to find first word in box. It is "make". Lookacross the row and find another "make". Put X on it." (Do the next rows inthe same way.)

NAME DATE SCORE'

make . cake . make,

.

bake

.

I ook I ook book.

root

.come.._

came some come

SOW was saw say

had had has have

45

BEHAVIORAL OBJECTIVE D 6: The pupil will accurately locate unrds that are the

same or different.

UVALUATION: Test #9 LEVEL II

DIRECTIONS: Have the pupils look at the word in the little box. Ask them to

draw a Q around it. Theh have them find the words in the long

box that match it (part 1) and are different (part 2). Draw

a Q around them.

NAM

PART 1

see

box

top

red

hatPART 2

sun see saw see so

big box boy bag box

top top toy pot yet

bed seed red net red

hand hat hot hat not

b

saw

fun

cold

\big big bug big bug

was saw saw saw was

fun fun fun sun fun I

cold sold cold cold colTli

has his hat has has hit-

46

BEHAVIORAL OBJECTIVE D 7: The pupil will accurately match colors and color

words.

EVALUATION Test #10 LEVEL II

DIRECTIONS: Ask the pupils to read the color words in the arrows and then

color the boxes that color.

NAME

L green

red

orange

r yellow

47

4DATE SCOREE 1 5

f.

BEHAVIORAL OBJECTIVE D 8: The pupil will accurately locate words that begin

alike.


DIRECTIONS: Ask the pupils to look at the first word in the little box.Then to look at the five words in the row and put X on all the words that beginthe same as the one in the box. (Do the next rows in the same way.)

NAME DATE . SCORE' 45) I

saw as set yes see was

no

I

n-ot on now own wor

top I

I

pot stop to of ter

man am nap many me rar

he has me h i t rat I et

48

BEHAVIORAL 03J2C 'D 9: The pupil, will accurately locate words that end

alike.

-' EVALUATICU: Test #12 LEVEL II

DIRECTIMS: Ask the pupils to look at the first word in the box. How look

at the five wards in the row and put X on all the words that end

the same as the one :in the box. (Do the next rows in the same way.)

NAM, DATE SCORESo

p i n

`did

ten- pet top man am

cap rug bed bob said

car can man far hen h*ear

Pig

has

dog hop red Leg hat

yes sea sat box his

r%

49

BEHAVIORAL OBJECTIVE 13 1. (continued)

p dr-t,.., b

,..

b.

d p a

R P B .

i s Z.

z S.

H N M.

I t k f.

w m N M ,Y ti

'444

b B , D P d

e F f E 5

bq p d

V U VII J

.

L I J K '

J I J k I

.

S 50 Z w f

BEHAVICRAL OBJECTIVE E 1; The pupil will accurately match capital and

lower -case letters.

EVALUATION: Test 1113 LEVEL II

DIEECTITS: As the nurils to look at the letter _in the box and then find thesame letter in the row of letters. Putl orf it.

NAB E DATE SC ORE.2 5

2 4

E o e c a

c C C GiF K T

L T 1

k

1

d

........._

i

zK h

d D P B 0

t f T I L

m.

M,

u U

0 c o e a

V W V _ x z

a q p

51

0 A

DIMAVICItAL OBJECTIVE E 2: The pupil will accurately associate initialsounds and symbols.

'LEVEL IIEVALUATION:

consonant

Test #14

(See next page)DIRECTIONS:

DATE SC (Ea17

/9

I. c e p t d

2 9 d f v h

3. o t n s b

II. I i v g k

5. j I s t Y

6. m j e I r7. k r b d s8. d k m c 1

q f p v h o

I 0 . a t n b p

I I Y d f I g

12. w S e m h

13. b r j f tIL/. y v I m rI5. q w j b n

,,,, I6. b d q g p,

''-17. I v t n u

I 8 . q r p z s

52

DIRSCTIONS for DEHAVIORAL OBJECTIVE E 2

Ask the pupils to circle the letter heard -atthe beginnIngof each of the following wordS. gait about a count of 5between saying each word.

1. cup 10. noise

2. down 11. little

3. take 12. wash

4. good 13. fun

5. supper 14:' yellow

6. jump 15. ball

7. ride 16. puppy

8. machine 17. very

9. happy 18. zebra

19. kind

NOTE: Numbers 1 - 9 represent initial consonants taught in theHarper Row 1st pre - (rimer; numbers 10 - 14 in the 2ndpre-primer; numbers 15 - 16 in the 3rd pre-Primer;numbers 17 - 18 in the primer and number 19 in Book I.

53

BEHAVIT:L OILLTITL E 3: The pupil will associate final consonant sounds

and syMbols.

ET.T..UATION: Test 115

ne7t, page)

LEVEL II

4111111111...

DIRECTIONS: (See

1,17e,DATE SCE

1. t d b k f

2. p r n 1 d

3. 1 r c g h

h. b t p h ,....d.

. n m r t s

6. r 1 p £ g

7. b d p g t

8. t r d m n

9. p 1 f c r

10. n b h j k

11. b d p m 1

12. g h t s r

13. f s k q v

The m 11 z c

15. d p n m k

16. w v s t c

17. g h f b m

16. n p m h . b

19. b s t p g

20. b h d g p

rf

DIRMTIONS for 37,HAVICEAL OBBCTIVE E3

Ask the pupils to circle the letter he hears at the end

Of each of the following words.

r*-1Millk

1. nest

2. pail

3. door

4. red

a. down

6. girl

7.- coat

8. bed

9. car

10. man

11. cap

12. dog

,13. dress

14. ball

15. duck

16. five

17. chief

18. jam

19. hub

20. both

NOTE: Numbers 1 - 10 represent the final consonants presentedin the Harper-R ow primer.

Numbers 11 - 20 represent the final consonants presentedin Harper-Row Book I.

55

L OL;J)CTIVL E 4: The will associate medial consonant soundsand symbols.

Test 116 LEVEL LT

"Say the name of each picture softly to yourself." 'that letter

do you hear in the middle of the word?. Write it on the lino-

under the "icture.

DATE SCORE

it

6k

aluirei;s°a 4) 1

040°*\

0o

l-

BaiA7IT:,L OP,JVITIE E 5: The pupil will associate initial cluster sounds

and symbols.

EVALUATION: ,Test

DIRECTIONS: (See next page)

LEVEL II

1.

2.

3.

h.

).

6.

7.

9.

10.

31.

12.

13.

14.

1%

16.

17.

le.

19.

20.

21.

22.

DATE SC CIE

stem

sing

stand

spell

st:mg

glad

shell

swing

place

sell

sling

grand

black back deck lack

blast flash glass chair

crack track clack shack

bread thread bead draw

play stay flag blue

fog frog first feast

kick wick stick quick

stain brain train drain

scare stare,

,snare . share

sleep steep sheep sweep

still small \ swell snake

skill shrill \spill still

sprain strain screen skein

trick stick brick, prick

pretty blue play glad

skate stay speak slate

shell snail shake \ sail\

start tart street 7art

glow slow blow show

57

/6iq

DIRECTICliS for 3EHAVIOPIL CIFLTIU. E 5:

Flash and say each of these consonant blends. Ask thepupils to circle the word which contains the blend.Wait a count of 5 before flashing the next blend.

1. st 12. sc

2. sw 13. sl

3. gr '14.

I. bl '15. sp

5. ch 16. spr

5. cr 17. br

7. dr 18. pl

8. fl 19. sk

9. fr 20. sn

10. qu 21. str

11. tr 22. gl

1;u:Gbers 1 - 3 re:yes:rat initial consonant blendstaught in the Narper-?ow pre-primer and primer;numbers 4 - 16 are in the 1st reader and numbers17 - 22 are in the 3rd reader.

58

4

inami:caLL OBJr2I7 E 6: The pupil will associate initial digraph soundsand sphols.

EIMLUATION: Test #18- LEVEL III

DiaECTIXS: Draw a circle around the sound with w'-ti ch the name of nepicture begins. 1.....am -111/.1MIIM.1.1.1.0.T.1801.1105-

DATE SCORE

.41 filk

wh sh th ch wh sh th ch wh sh th ch wh s

/2.

h th ch

1o

1 .---- ..,il' 0

C.rTh1 .a. ,,,-1

(i

LEirQ

wh sh th ch wh sh., th ch wh ah th ch wh sh th ch

0041111017.F-......

...

.....

wh sh th ch wh sh th ch wh ah th ch wh sh th ch

59

BEHNVICRAL OBPCTIT-. E 7: The 7upil will understand the use of 's informing the possessive.

0,7%LCATIOH: Test #19 LEVEL III

DIRECTIONS: Choose the right word to go in the space by drawing a line

under it.

TD1ME DATE SCCRE I

1. ':ou are your child.

Father :other's

2. This is ball.,

Janet Janet's

3. Janet likes a blue ribbon. It 13 a ribbon.

a.

.girls girl's

Mark has a good idea. It is idea.

Mark's Mark

5. Mother lost her sweater. Have you found sweater?

Mother's Mother

6. Jim is my brother. I am my sister.

brothers brother's

7. I bought ray dog a new collar. Cy .collar is green.

dog's dogs

e. The lion hasp mane. The mane is shaggy.

lions lion's

2. The rabbit hac ]ong ears. The ears are floppy.

rabbit's rabbit

10. I found this book outside. Is this book?.

someone someone's

GO

ion

3EAVIOlkl, 013J:CTI7, E 6: The pupil will identify root words Irith

inflectional endings.

LVATZATION:

Dr 4i.EC TT_ :

ME'

Test :20 Ian, III

Read each sentence and draw a line under the word that ,-1.11

fit in the blank.

1. :lark likes to go

walks

2. Janet

looking

3, ilother is

on the beach.

walking _walked

at my red book.

looks looked

the children to dinner.

called calls calling

He to see us at the store.

5. We

happens hal-mened happening

at the clown's funny tricks.

laughs

6. Eary and Ann were

talking

7. ::hen

laughing

talked

I saw him .lorry had

to ne.

starts started

8. The puppy went

scampers scampered

laughed

talks

to run.

starting

down the street.

Are you

feels

10. Did you hear Bill

shouted

well today?

feellng

shouts

-scampering

feel

to the boys?

shouting

61

BEHAVIMAL 013JI:CT11/7, E 10: The pupil will associate sound with final digral-iis

and clusters.

LuATia: : Test ;721 L:VIZ IV

(3ee next page)

DATE SCORE

I . bask bank batch--)

, lend less last0

. chalk catch cashJ

1,I, flash flack flame

:). fried friend first--, bath batch bank, . u

7. wash which when

brink brush bring, .

hand heart hand/ .

10'. rank risk rack

62

DIRECTIONS for BEHAVIORAL OBJECTIVE E 10:

Say these words and ask the pupils'to draw a line under the

word in each row that contains the same sound as that heard in

the dictated ward.

1.- tank

2. tend

3. sash

4. slash

5. bend

6. tooth

7. rich

8. rush

9. land

10. bank

63

BEHAVIORAL-OBJECTIVE E 11: The pupil will associate the long and short

vowel sounds in, words.

EVALUATION: Test #22 LEVEL IV

DIRECTIONS: Instruct the pupils to make a Q around the words that have

long vowel sounds and put 7C on the words with short vowel sounds.

`HAW DATE SCCRE1,218.6]

1. meat 11. tree

2. nine 12. stove

3. nut 13. table

14. cup 14. five

5. bone 15. head

6. snake 16. rake

7. lamp 17. mop

8. bed 18. step

9. cage 19. plum

10. stem 20. men

BEHAVIORAL OBJECTIVE E 12: The pupil will associate vowel digraph soundsand symbols.

EVALUATION: Test #2) LEVEL IV

DIRECTIONS: Ask the pupils to listen as the name of the picture is read. Then

ask them to put a 0 around the letters which spell the word.

NAME DATE

bait

boat

beam

got

gait

goat

s [--719c

peas

pen

play

pay

bet

best

beet

heap

hay

Lad

65

read

toad

rain

fun

fed

end

ear

egg

BEHAVIORAL OBJECTIVE E 13; The pupil will identify the variant soundsof S and Z.


DIRECTIONS: Have the, pupils put B by the words that have the Z sound.Put a line through the words that have the S sound.

NAME DATE SCORE

1. legs

2. post

3. seem

4. goes

5. send

6. last

7. eyes

8. wins

9. soft

10. noise

Ii. leaves

12. outside

13. sad

14. use

6 6

BEHAVIORAL OBJECTIVE E 14: The pupil will associate vowel diphthong sounds

and symbols.


DIRECTIONS: Find a word in the list that will fit in the sentence. Write it.

NAME

1. The queen is wearing a toy

2. Mary has a dross. house

3. My car needs gas and found

4. Baby has a new drown

5. I live in a white new

6. Mark a penny. flew

7. The farmer has a black oil

8. The birds south today. noise

9. The won the race. cow

10. Did you hear that ? boy

67

BEHAVIORAL OBJECTIVE E 16: The pupil will see compound wards as a unit.

EVALUATION: Test #26 LEVEL V

DIRECTIONS: Have the pupils make one word from two words that they knowby drawing a connecting line.

NAME DATE SCORE

1. aog 11. light

2. hill 12. house

3. sun 13. mars

4. fire 14. one

5. bed 15. side

6. out 16. w47

7. post 17. thing

8. story 18. room

9. sane 19. man

10. any 20. book

ID

BEHAVIORAL ,OBJECTIVE E 16: The pupil will see compound' words as a unit.

EVALUATION: Test #26a. LEVEL V

DIRECTIONS: Each ward below is made from two little words joined together.Make a circle around each of the little wards.

NAME DATE SCORE

1: sailboat 11. anywhere

2. popcorn 12. butterfly

3. something 13. birdhouse

4. everyone- 14. downstairs

5. uptown. 15. somebody

6. sailboat 16. rainbow

7. pineapple 17. playground

8. afternoon 18. windmill'

9. bedroom 19. sunshine

10. sometime 20. goldfish

6u

119zo

BEHAVIORAL OBJECTIVE E 17: The pupil will accurately read and write contractions.


rIRECTIONS: Ask the pupil to read the words in Column 1 and write the one word

that means the same in Column 2.

NAME

NOTE: Numbers 1 - 11 are contractions taught in Harper-Row 2nd

reader. Numbers 12 - 17 are contractions taught in

Harper-Row 3rd reader.

DATE

1 2

1. I am

2. it is

3. did not

Li . do not

5. have not

6, are not

7. will not

8. can not

9. is not

10. could not

11. what is

12. I have

let us

14. that is

15. would not

16. I will

17. they are

7

N

is

1)7

BEHAVIORAL OBJECTIVE E 17: The pupil will accurately read and write contractions.

EVALUATION: Teat #27a LEVEL V

DIRI:CTICNS: Match words in Column 1 with words in Column 2 by drawing a line

between them.

NAME DATE SCORE

1

there's

we're

didn't

you'll

it's

doesn't

can't

I'm

he's

aren't

let's

she'll

don't

that's

you're

you've

isn't

we'll

I'll

I've

2

are not

you will

I &A.

let us

there is

do not

We are

that is

we will

she will

I have

does not

I will

is not

you have

yor. are

did not

it is

cannot

he is

71

EEHAVICRAL OBJECTIVE E 18: The pupil will understand when to use theadjective forms of er eat.

EVALUATION: Teat #28 LEVEL V

DIRECTIONS:- Add er or est to the word at the right of each son ence andwrite it in the sentence. Now read the sentence/ o see if it

sounds right.

NAME DATE ;SCORE

1. Of the six kittens, the white one ie the

that her sister./2. Susan is three years

3. A lian is

4. The grass is

than a bear.

since he wat'red it.

old

fierce

. green

S. The days are in the'summer than in

the winter. long

6. This problem is to do than the first one. hard

7. The clown is the one in the circus. funny

8. This is the day we have had this week. cool

9. The runner won the race. fast

10. That's the noise I've ever heard. loud

72

9

Q.

BEHAVIORAL OBJECTIVE E 19: The pupil will recognize the silent letters

°lb kE,

teeSALUATION: Teat #29 LEVEL V

DIRECTIONS: Say,. "Here are acme words with silent conscuants. Cross out

every silent consonant you can find."

NAME DATE SCORE41.

1. knot 11. true

2. grow 12. grab

3. wrap 13. knob

14. walk 14. frau

5. knee 15. write

6. write 16. press

7. keep 17. knit

8. grass 18. wing

9. knew 19. wren

10. keptc) 20. grade

73

112-tq.

21. wreck

22. wise

23. know

24. green

25. gnash

26. water

27. when

28. wrote

29. winter

30. gnat

BEHAVIORAL OBJECTIVE E 21: The pupil will identify the variant (hard, soft)sounds of C and G.

EVALUATION: Teat #30 LEVEL VI

DIRECTIONS: Explain where to find the key word. Say, "Put an X in the box bythe ward that has the same "C" or "G" sound as the key word.

NAME

guess

gentle

goes

gill

leg

strange

cottage

big

giant

large

garden

forgot

gate

frog

be:in

orange

gay

vegetable

gym

DATE SCORE [_

C Carat,

juicy

coat

center

cattle

carry

except

ice

cent

country

popcorn

circle

cover

fence

care

city

cake

jtice

COW

Car

/6

7-

BEHAVIORAL OBJECTIVE E 22: The pupil will identity prefixes.

-VALUATION: Test 41 LEVEL VI

DIRECTIONS: Add one of these prefixes to each syllable to form a real wordand in each sentence write one of the words you have just made.

NAM DATE SCCRE

re de be

1. cay 9. gin

2. neath 10. cord

3. mind 11. tween

4. read 12.

-peat

5. pend 13. cause

6. cide 14. lieve

7. part 15. main

8'. fore 16.

-move

1. I will leave 10 o'clock.

2. Be sure to the time you left.

3. You will find it that pile of papers.

4. Please me to do an errand.

5. The game will on time.

6. She will arrive one and two o'clock.

7. They will the show tomorrow.

8. Take care of your teeth so they will not

9. It was such a good story that I want to it.

10. Where did you to go?

11. The campers will for camp in an hour.

12. Do you really that story?

13. Tou go. I will here for awhile.

314. Our trip will on the weather.

15. Be went early They called him.

16. Do not the box from this room.

75

32

z

BEHAVIORAL OBJECTIVE E 23: The pupil will identify suffixes.

it in

EVALUATICN: Test

Addthe

#32 LEVEL VI

the suffix en or ful to each root word and writeDIRECTIONS:sentence.

NAM DAIS SCORE/0

1.' force 1. Jim is a very

2. 'light 2.

,speaker.

Please carry this box and the load.

3., play 3. That kitten is a very one.

4. less 4. Close the door to the noise.

5. grate 5. We are very for your help.

6. fast 6. Be sure to the gate when you leave.

7. -soft 7. A little heat will the 13U-iier.

8. arm 8. I see you have an of packages.

9. rest 9. This is a very activity. V

10. care 10. Try to be when you use that tool.

76

BEHAVICRAL OBJECTIVE E 24:

EVALUATION: Test #33

The pupil will syllabicate two and three

syllable words.

LEVEL VI

DIRECTIONS: Read these words and write the number of syllables in each one.

NAME DATE SCCRE30

1. entertain 16. interrupt1..M. OINISIOn.../YOM

2. figure 17. finger

3. agree 18. middle

4. order 19. balance

5. because 20. actor

6. vacation 21. champion

41111111

7. important 22. escape

.11111

8. remember 23. examine

9. travelers 24. hurricane

10. treasure 25. policeman

11. magazine 26. breakfast

12. handkerchief 27. station

.11.

13.. favorite 28. explain

14. blueberry 29. vegetable.11=111140.01.,111110

15. horrified 30. donkey

77

BEHAVIORAL OBJECTIVE E 261 The pupil will perceive accented syllables.

EVALUATICN: Test #34 LEVEL VII

DIRECTIONS: "Say each word softly to yourself and put ',tie accent mark an the

syllable that you hear more clearly."

NAME DATE SCORE

1. radiate 11. radiation

2. compete 12. competition

3. imagine 13. imagination

4. restore 14.. restoration

5. conserve 15. conservation

6. engage 16. hardly

7. powder 17. monkey

8. mention 18. enclose

9. passenger 19. mistake

10. army 20. alarm

78

.20

BEHAVIORAL OBJECTIVE E 27: The pupil will recognize additional prefixes

and suffixes.

EVALUATION: Test #35 LEVEL VIII

DIRECTIONS: Decide which of these prefixes car b3 ndded to each word. Write

the new form of the word.

NAME

un in im dis

1. responsible 11. predictable

2. pOssible 12.' replaceable

3. inspired 13. seasoned

4. sensitive )1. active

5. regular 15. movable

6. patient 16. practical

7. honest 17. attentive

8. explained 18. abridged

9. loyalty 19. agree

10. formal 20. believe

7 9

it

BEHAVIORAL OBJECTIVE E 27: The pupil will recognize additional suffixes.

EVALUATION: Test #35a IEVEL VIII

DIRECTIONS: Read the word before each sentence. Decide if it should have

suffix is or ion added to it. Write the word in the blank:

NAME DATE SCORE I

I0

collect My friend has a fine of stamps.

hero The fireman have done many things.

atmosphere Tests of ,conditions are made by the

suggest

weather bureau.

Sue took her mother's and wore her

green dress.

energy Most athletes are very people.

attract The monkeys are the main at the zo6.

photograph This is a good likeness of her.

educate You will need a good to do that job.

affect The cat showed great for her kittens.

majesty The mountain scenery is quite

80

BEHAVIORAL OBJECTIVE F 3: The pupil will match numeral and numeral names.


DIRECTIONS: Draw a line from the numeral name to the numeral.

NAME DATE SCORE

one 10

four 6

two

seven 3

ten

five 7

eight 2

three 5

nine 4

six 8

81

To I

\s,

BEHAVIORAL OBJECTIVE F 9: The pupil will know meaning of homonyms.

EVALUATION: Test /37

DIRECTIONS: Draw a Oardund the right word in the list am] write it in

the space.

NAME DATE SCORE

17

19

1.

2.

Have you that story? red

readI have a new coat.

3. The stung the little boy. be

4. Do you want to a swimmer. bee

5. The is shining. son.1..

6. That man's is my brother. sun

7. Did you hurt yoUr

8. would like to go with you. eye

9 I have blue books. -to

10. Will you come two

11. Come my birthday party. too

12. He you are coming. nose

13. 'Everyone has a knows

14. Did you me call? here

15. Please come a minute. hear

16. is a new girl in our ass. an

17. Mary's mother is artist. Ann

18. I wilt you tomorrow. see

19. Ships sail on the sea

82

r..9,Av VIRAL 013JiCTIVE F 13: The pupil will ;dent t eur:

L.VP.1,0A!"' 4,.$,t. 1'38 Vi

otz;:, ;.- pI t wrice rortis >K _ytttri.?.

83

BEHAVIORAL OBJECTIVE F 15: The pupil will understand words of multiplemeanings. ,

EVALUATION: Test #39 LEVEL IX

DIRECTIONS: "These words have more than one meaning. Write two sentences foreach word showing different meanings for each word."

jam bank bark ring stand.

NAME DATE SCORE

1.

2.

3.

5.

10_

BEHAVIORAL OBJECTIVE G 6: The pupil will accurately follow written directions.

LEVEL II

DIRECTIONS: Follow those on test page.

EVALUATION: Test #40

NAME DATE SCORE

8

1. Color the ball red., 2. Put X on the top. 3. Put a around aboy's name.

Janet

Sue

b pyMark4. Draw a tree

(

by a house 5. Color the rabbit.

i1111111 ,

44 .001"11einogillic... olip,414.0A16

6. Put X on a numeral.

A2/...:.

CLi?\\

ig_11-- Ar

7. Write 6 between 4 and5. ,

/

8. Write R between Qand S and 3 between

B and D.

9. Draw 3 things. **

First draw a toy.

Second draw a per-son.

Third draw a build-

ing.

** Use another paper for the execution of this.

85

BEHAVIORAL OBJECTIVE G 7: The pupil will understand related words.

EVALUATION: Test #41 LEVEL III

DIRECTIONS: Read the sentences. Ask the pupils to think how the circled words

go together. Then to look at the underlined word and underline the word at the

side that goes with it.

NAME DATE SCORE

are to as stores are city, land

2. is to As dog is to colt, puppy/

_ 3. Bark is to as mew is to cat, cow

is to street' as shims is t, sea, road

s to head as shoe is to leg, foot

81

I

BEHAVIORAL OBJECTIVE G 8: The pupil will use context clues to obtain meaning.

EVALUATION: Test #42 LEVEL III

DIRECTIONS: Have the pupils read the story and select the appropriate word to

fit into eac' blank space from the list of words.

NAME \\t

SCORE 1DATE 1_9_

Janetand

Mark to grandfather's farm. They saw

some on the farm. They made of the animals.

Janet': pet was a little black . The hen was sitting on

her . Janet ten in the next.

Mark's pet wa1s little rabbit. The rabbit

after wherever he went.

1. went 3. her. 5. animals 7. next 9. eggs,

2. -ets 4, found 6. brown 8. , hopped 10. Mark

87.'=W.

',.. ---------

1

I

1

i

......J

BEHAVIORAL OBJECTIVE G 9: The pupil will recall facts from a selection.


DIRECTIONS: Have the pupil read the selection and answer the questions byputting X on the YES or NO column.

NAME DATE SCORE

Mother Rat called, "Come,little babies and play tag with me." A

baby_rat ran after Mother Rat. A big fat cat saw the baby rat. She

said, "I like to play tag, too. Play with me, little rat." Then the

cat ran after the baby rat. She said, "At last I have you." But the\

baby rat ran away very fast.

1. Mother Rat wanted to play tag.

2. The big cat did not want to play.

3. The baby rat ran after Mother Rat.

4. The cat caught the baby rat.

5. The baby rat, ran away.

88

YES NO

BEHAVIORAL OBJECTIVE G 10: The pupil will read a selection and predict

outcomes.


DIRECTIONS: have the pupils read the story and question in each box. Then

have them read the possible answers and underline the most appropriate one.

NAME

1. The Waters family is on their

vacation, They want to seean Indian village, but,theydon't know what road to

take.

* What will they do next?

They will stare at each other.

They will look at a map.

They will go north.

I

DATE SCORE1

3

2. Mrs. Wells is at home. She is

making a cake for a birthdayparty. She hears the doorbell.

ring.

* What will happen next?

She will go on making the cake.

She will go to the door. ,

She will run away.

3. It is summer. The vegetablesin the garden are ready to eat,but Mary's mother wants to keepsome vegetables for the winter.


She will can the vegetables.

She will eat them right away.

She will send them away.

89

4. Serafina is in the pasture.Marco walks up to her. He is

carrying a beautiful red har-ness on his arm.


He will harness the donkey.

He will feed her.

He will play a tune.

BEHAVIORAL OBJECTIVE G 11: The pupil will follow written directions.


DIRECTIONS: "Do what the 2nd sentence tells you."

NAME DATE SCORE 5

1. A house can have many windows.

Put an X on the word that means more than one.

2. Mark has a sister who is older thap he.

Put an X on the boy's name.

3. Janet has a new little brown puppy.

Put a box around the color of the puppy.

4. Father planted six little trees in the yard.

---Make a circle around the word that tells how many.

5. Billy has a new baseball.

Put an X on the shortest word In the sentence.

90

BEHAVIORAL OBJECTIVE G 12: The pupil will infer sequence by arranging events

in order of occurence.

EVALUATION: Test #46 LEVEL V ,

DIRECTIONS: Have the pupils number the sentences from 1 tc 10' as they mighthave happened.

NAME DATE SCORE

4.5

He saw a shiny ball bat.

Dick walked downtown.

He called his friend Mark.

He said, "I want to buy the bat."

He stopped at the toysstore.

He ran all the way home.

The boys played for an hour.

It was a good game.

He paid the store keeper for the bat.

Mark brought his new baseball.

91

BEHAVIORAL OBJECTIVE G 13: The pupil will accurately select main idea and

supporting details.

EVALUATION: Test #47 LEVEL VI

DIRECTIONS: Have the pupils'read the story. Then have them read each sen-

tence at the bottom of the page. Have them write YES if the sentence is true,

and NO iT it is not true. Have them put X by the/most suitable title.

NAME DATE SCORE 1,

Big Tarantula decided he wanted lo cause some excitement and have some

fun. He called to .his four tarantula friends, "Come with me to see my

daddy. I have an idea." Big T. asked. "May we have some big shoes?

We want to pub them on and go for amalk tonight when it gets dark.

We will make a lot of noise and all the people will wonder who is

making such a racket. They will look to see who is running outside

in the middle of the night."

YES or NO?

Big T. have five friends.

Children were running down the street.

Big T. asked his daddy for some shoes.

Big T. -,. nted to have some fun.

Four friends went with Big T. to see his daddy.

Big T. wanted shoes to surprise the people.

TITLES

The Green Bug Tarantula's Idea

Daddy's Shoes The Big Noise

92

BEHAVIORAL OBJECTIVE G 14: The pupil will perceive place, time, person and

casual relationships.


DIRECTIONS:, The underlined part of each sentence will tell who, what, how,

when, where, or why. Read the sentence and decide what the part tells.

Write the right word beside the sentence.

NAME DATE SCORE

9

10

1. Late in the afternoon Ramon crawled out from

under the platform.

2. Serafina would not work because she wanted music.

3. The storyteller lived in an old, old, village.

4. Ramon stood in front of the bird-cage stall.

5. Peppi stared at Grandfather.

6. Springtime in Japan means wishing time.

7. Tim missed because the lights twinkled on.

8. An old man sat on a bench before the fire.

9. The couldn't go on until the engine 17as fixed.

10. After the cherries ripen, birds come to eat them.

93

BEHAVIORAL OBJECTIVE G 20: The pupil will understand the meaning and use of

antonyms.


DIRECTIONS: Change the underlined words in each sentence to make them mean

just the opposite. Rewrite the sentences.

NAME DATE SCORE

1. The hammer is a very useful tool.

2. Mary's new coat is very colorless.

3. Red can be a bright color.

4. My job is unfinished.

5. We make frequent trips to the store.

94

BEHAVIORAL OBJECTIVE H 3: The pupil will know letter sequence.

EVALUATION: Test 150 LEVEL II

DIRECTIONS: Look at the letters in each box. Some of the letters are missing.

Write them in the spaces.

NAME DATE SCORE

J m G i __k lm

be .c.,_ 1

.;

/ xyz j I n pq

95

BEH.W'CRAL ODPCTIVE II 7:1 The pupil will accurately. arrange words in

alphabetical order.

EVALUATION; Test 7751 Li17ri IV

DIRECTIONS.; 3ive each pupil envelope #1 which contains one set of the

lower case manuscript words listed below. Ask the pupils to lay then out on

their desks in alphabetical order.

13

NAME DATE SCALE 15

clown

pretty

best

step

town

ish

apple

elephant

noise

home-

down

monkey

very

grow

wagon

BEHAVIORAL OBJECTIVE H 11: The pupil will alphabetize to the second letter.


DIRECTIONS: Copy the words in each column, putting them in alphabetical order.

NAME

1

DATE

2

SCORE I 4 1

anything chance

ache complain

alphabet cracked

actual carefully

-adventure coatroom

arena calmly

3 4

scrambled escaped

surprised easier

screaming encourage

sports eye

smiled event

stared enough

97

BEHAVIORAL OBJECTIVE H-13: The pupil will alphabetize words to the thirdletter.

EVALUATION: Test #53 LEVEL VII

DIRECTIONS: Number the words in each column to show in what order they wouldbe in the dictionary.

DATE SCORE

1 2

reached contests

remembered couldn't

reservation coached

returned compass

recognized collection

reporting covered

3 4

device stumped

degree stretched

determine stallion

dense stirred

decided stepped

delicate stood

98

BEHAVIORAL OBJECTIVE H 19: The pupil will alphabetize the complete word.


DIRECTIONS: Arrange the words in each column in alphabetical order bynumbering them from 1 to 10.

NAMES DATE SCORE 60-41 2 3

. add generation saunter

apology grammar scurry-accustom genie scruff

agriculture guarantee sapling_adventure greed scene

awful gypsy skeleton

atomic genius scarlet

assembly gesture scorn

acrobatic grateful scrabble

advertise gyrate scour

4 5 6

purify rhyme desparate

proceed rheumatic diagnosis

prone rhinoceros depression

provision relative distinguish

publish refrain distribute

prompt respond district

pronounce require dungeon

property resort dinosaur-profit reprove delegate

prologue region dramatic

99

READING

GOALS

BEHAVIORAL OBJECTIVES

Motor,

AVisual-Motor

Coordination

Conceptual

B Skills

Perceptual

CSkills

(Auditory)

DPerceptual

Skills

(Visual)

11111101111iiiaiaaaa

//

02

3

IN1TRUC

IONi.1, LEVELS

it?

/11,11.-

3.2+1

S - September

J - January

M -May

LLearnedMI-1005

Review

El:Exposed, not learned

21- Once learned, normally

maintained, not retested

E'

Phonic and

Structural

Analysis

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amm

urfc;-:

/0

/142,/,

/a

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PIE5M

g2IM

1...."-M

UM

NM

..A......

.+ftIfta......

iemar.r.e..9

FVoeabulary

aa

171

C9

1/

Comprehension

Gand

Interpretation

'Locational,

/cZ

Hand

Study Skills

Pupil

Roan

Team

School

Longfellow

GROUP AND INDIVIDUAL DIAGNOSTIC

CHART (sample)

Documents

DOCUNEIT RESUME ED 106 796 32 CS 001 846 Riverside …ED 106 796 TITLE INSTITUTION(' SPONS AGENCY PUB DATE NOTE-. EDRS PRICE DESCRIPTORS. IDENTIFIERS. ABSTRACT. DOCUNEIT RESUME. 32