ED 039 659

TITLE

TNSTITUTION

SPONS AGENCYPUB DATENOTE

EDPS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

EC 005 564

Language Development Activities for the EducableMentally Retarded.Iowa Univ., Iowa City. Special Education CurriculumDevelopment Center.Iowa State Dept. of Public Instruction, Des Moines.Apr 70158p.

EDPS Price MF-$0.75 HC-$8.00Composition (Literary), *Curriculum Guides, EducableMentally Handicapped, *Exceptional Child Education,Handwriting, Instructional Materials, *LanguageArts, Language Development, Language Skills,Learning Activities, Listening, *MentallyHandicapped, Oral Expression, Teaching Methods

Language development activities for the educablementally handicapped are explained. Lessons are presented for unitsin listening, oral expression, handwriting, and written expression.All lessons delineate scope, instructional objective, level,activity, resource materials, and variations. Additional activitiesand equipment are listed. Also, experiences conducive to language aredescribed and means of integrating language into the curriculum areconsidered. Materials for each unit are appended. (JD)

CPb111C)

SPECIAL EDUCATION CURRICULUM DEVELOPMENT CENTEROWNAN IN SERVICE TRAINING APPROACH . . .O

LAJ

LANGUAGE

DEVELOPMENT

ACTIVITIES

for the

Educable Mentally Retarded

A Cooperative Program Involving The Iowa State Department ofPublic Instruction and The University of Iowa

Printed bythe

Joint County Systemof

Cedar, Johnson, Linn,and

Washington Counties

CUMR RAPIDS, IOWA 52401

LANGUAGE

DEVELOPMENT

ACTIVITIES

for the

April 1970

EDUCABLE MENTALLY RETARDED

Special Education Curriculum Development Center - an in-service trainingproject.

Production Staff

S. Bernie Walden, Production CoordinatorIAA Co

3111 =° Edward L. Mayen, Consultant

*Rita Meyers, Curriculum Specialista64.1

....al =-' Susan Moran, Curriculum Specialistriga a .64..... .... a Katherine Levi, Graphic Artist.II

Eleanor Simpson, Assistant Editor. 6

IFm. eh. Os . ...tAlc = C.es 2 7t *Major Contributor

1 1 1Coordination Staff

r--

es X::: g. vi. ...... I ,.., ....Id ..... I..,S Iii IS ....

re § 4S1s ai0§ 8 00 3 B

gm idf2 '" &--

*. . . 61 2

Frank Vance, Project DirectorJerry A. Caster, ConsultantJeffrey P. Grimes, Consultant

The Special EducationCurriculum Development Centerhas has its main objectivethe operation of a statewidein-service training programfor teachers of the mentallyretarded. Twenty specialclass teachers from differentgeographic areas of Iowa serveas consulting teachers. Theyattend training sessions atThe University of Iowa andthen return to their homearea to conduct field sessions.All materials prepared for SECDCare intended for dissemination through the fieldsessions conducted by the consulting teachers.Persons reading SECDC material but not attendingthe field sessions should keep in mind that thepurpose of the material is to serve as a start-ing point for in-service training and that thepublications themselves are not end products.

rn ft9 se

It should also be noted that any referenceto commercially prepared materials by the SpecialEducation Curriculum Development Center does notconstitute a recommendation or endorsement forpurchase. The consideration of such material isintended solely as a means of assisting teachersand administrators in the evaluation of materials.

TABLE Of CONTENTS

INTRODUCTION 1

Language Development Activities for theEducable Mentally Retarded

ACTIVITIES 5

Listening 9

Introduction, Activities, AdditionalSuggested Activities, Equipment

Oral Expression 39

Introduction, Activities, AdditionalSuggested Activities, Equipment

Handwriting 75

Introduction, Activities, AdditionalSuggested Activities, Equipment

Written Expression 91

Introduction, Activities, AdditionalSuggested Activities, Equipment

Some Experiences Conducive to Language 107

INTEGRATING LANGUAGE INTO THE CURRICULUM 111

BIBLIOGRAPHY 117

APPENDICES 121

Listening 123

Oral Expression 129

Handwriting 139

Written Expression 145

INDEX OF ACTIVITIES

Primary

Listening (begin page 12) Oral Expression (begin page 48)1. Monkey in the Mirror 1. Creative Dramatics2. Directed Listening 2. Pantomime3. You Must 3. Show-and-Tell4. Listening Ears 4. Restaurant5. Treasure Hunt 5. Pick-and-Talk Box6. High and Low 6. Shape Bingo7. Auditory Discrimination 7. Descriptive, Imaginative Speech8. Learning to Listen9. Messenger Boy

10. Answers and Information11. Identify Sounds

Handwriting (begin page 78)

1. Basic Movements2. Labeling3. Writing My Name4. Left to Right5. Names6. Name Train7. Decorate

Written Expression (begin page 94)

1. Follow the Letter

Intermediate

Listening (begin page 24) Oral Expression (begin page 55)12. Clap to Correct 8. Picture Surprise13. Sounds of the Seasons 9. Scrapbook14. Categorizing Sounds 10. Moon Rocks15. Listening to Dramatize 11. Picture Stories16. Decorating Cookies 12. Functional or Emergency Situations17. Telephone Manners 13. Social Courtesies18. Sentence Absurdities 14. Brainstorming19. Punctuation Review 15. Sequential Events

Handwriting (begin page 86) Written Expression (begin page 95)8. Letter Bingo 2. Puppet Show9. Cursive Strokes 3. Make-Believe Animals

10. Letter Jumble 4. Riddles

Index of Activities (Cont.)

Listening (begin page 32)

Advanced

Oral Expression (begin page 63)

20. Listening for Specifics 16. Speciality Reports21. Mass Media 17. Choral Speaking22. Reporter 18. Small Talk23. You're the Teacher 19. Telephone Techniques24. Propaganda 20. Books

21. "News Flashes"22. Reading Helpers23. Self-Evaluation24. Visit

Handwriting

None

Written Expression (begin page 98)

5. Success Quiz6. Personal Data7. Filling Out Forms8. Free Gifts9. Cartoon Capers

10. Dictionary11. Which is Witch

INTRODUCTION

1

LANGUAGE DEVELOPMENT ACTIVITIES FORTHE EDUCABLE MENTALLY RETARDED

The goal of education for the educable mentally retarded is the development of arelatively self-dependent human being. The teacher guides the pupil toward using hispotential to learn and toward raising his level of development, by helping him acquirethe skills that are necessary for him to become self- dependent socially and competentvocationally. The language arts curriculum is used by the teacher to aid the educablementally retarded in building the skills which he will apply in his problem-solving,in his critical thinking, in his social contacts and on the job.

Education is a process of communication and language arts is the range of processesthrough which people communicate: listening, thinking, oral expression, written expres-sion, handwriting and reading. Through communication the pupil gives and receivesinformation which enables him to understand life around him and gain meaning from hisexperiences.

The pupil of average mental ability comes to school equipped with speaking andlistening skills adequate to further his education; the educable mentally retarded pupilusually does not. The retardate's experiences in listening (listening can be defined ashearing plus comprehension) are limited in both range and quantity. His capacity forincidental learning is limited and so he requires direct and consistent teaching inaspects of language which other children learn through their daily contacts with people.

The educable mentally retarded must be taught to listen effectively for instruction,for information, for understanding and for enjoyment. He must be provided with listeningexperiences so he will learn that language has significance for him.

He must learn to speak understandably and associate words with their meanings.Oral expression will be the retarded child's primary means of communication and thearea in which he can make the most progress. Adequate oral communication is neces-sary for adjustment to and acceptance in society. Speech is for self-expression, toconvey thoughts, to exchange ideas, and for explanations. It is influenced by thechild's physical, emotional, social and intellectual development.

Effective speech seems to be correlated with experiences. The retention and theperception of experiences in the educable mentally rMarded's background are less thanthat of the normal child's. Therefore, the oral communication of the educable mentallyretarded is limited and needs special attention. Providing the experiences and the con-sequent verbalization of these experiences are necessary for the encouragement anddevelopment of oral expression. Much of the growth in listening and speaking skillsdepends on the teacher's flexibility and awareness of opportunities in the classroomthrough which she can develop the pupil's language.

As the child grows, his need to master spoken and written language also grows.Written expression should be purposeful and should be developed as extensively as thechild's capacity allows. Written expression is an extension of oral expression. It,too, increases the independence of the child by adding the skill of self-expression inwritten form to the skill of receiving ideas, thoughts and explanations, and expressingthem orally.

The language arts curriculum pervades the whole school day. The skills of listening,of oral and written communication and of handwriting can be integrated into all subjectareas. However, the fact that language arts ;s integrated into the curriculum does notmean that it will be incidental to the curriculum. Language arts activities need directteaching and students must realize the need for such activities and the need for commun-ication.

The primary goal of the teacher is to provide an atmosphere which is conducii:o todeveloping communication. The retardate may not have developed communication skillsbecause of a punishing or rejecting atmosphere as well as because of a slower or inade-quate development. The atmosphere which should be provided is no different from onewhich enhances effective learning in all areas. It is a relaxed atmosphere, yet one inwhich the teacher realizes that the pupil is capable of further learning and that he iscapable of improving his performance. The teacher's goals for the pupil should not betoo low.

The environment should be conducive to free expression which stimulates oralcommunication. To provide an atmosphere in which the pupil feels free to talk, theteacher must accept the pupil's functional level of attainment, must accept the pupil asa worthwhile person, must be a non-critical model of good speech and must arrange theschool environment so that oral communication is necessary and natural. All attemptsat oral communication should be rewarded. The teacher should emphasize communica-tion rather than articulation, wait for the pupil to respond to questions rather thananswer for him and she must encourage the pupil to verbally state his needs.

The language arts are the basis of the total school curriculum, aimed at makingindependent human beings capable of supporting themselves and capable of havingsatisfying social relationships. The language arts curriculum usually includes listen-ing, oral communication, handwriting, written communication, spelling and reading.

The areas of spelling and reading are not covered in this document. There are avariety of approaches that may be taken in the teaching of spelling and there is diverseopinion concerning the importance of spelling in the curriculum. there are numerousmethods that can be used to teach the retarded to read. Because of the vastness of bothof these areas, it is felt that reading and spelling should be the subjects of separatedocuments.

4

ACTIVITIES

LISTENNO

ORAL EXPRESSION

NAKDWRITNC

WRITTEN EXPRESSION

SONE EXPERIENCES comparr TO UNMAN'

This section contains expanded activities or lesson plans, lists of activities andmaterials plus some ideas on using experiences to develop language. The activitiesand lists are placed in the four areas of language development covered in this document:listening, oral expression, handwriting and written expression.

These four areas of language are flexible. The activities in the written exprestionsection can be used easily for handwriting. Many of the activities in written expressioncan be used, with minor changes, for developing oral expression and vice versa.

The activities are listed within each of the four areas, according to the grade levelfor which they seem most appropriate: primary, intermediate or advanced. These areasare also flexible. The teacher's judgment is the best guide to the appropriateness ofthe level for the students. Many of the activities can be modified or expanded. Thereare no handwriting activities listed for advanced students. The activities on this levelshould be functional. Therefore, writing skills can be developed by using the activitieslisted under written expression.

The lists of additional activities and materials are placed after the lesson plans.These lists can help the teacher enlarge her repetoire of activities and give her an ideaof the equipment that would be useful. The experiences which can be used to aid languagedevelopment are at the end of the activity section.

The teacher should realize that this document does not exhaust the possibilities foractivities or lesson plans in language development. It is a sampling of the many acti-vities and techniques which she can use with her students.

f

LISTINNC ACTIVITIES

LISTENING

The first skill to be developed in language is that of listening. Most of the youngnormal child's and most of the retarded child's learning is gained through listening.It is most important for the mentally retarded child to become a good listener since hewill never be as proficient in reefing as his normal contemporaries, nor will he be asable to rely on reading for information.

He cannot be a half-listener who does not attend to all of the message being con-veyed to him. He cannot be a passive listener who permits the information he hears to"go in one ear and out the other." He must be an active listener. He needs to react towhat he hears. He must do something with what he hears so that his chances of retain-ing the information are increased.

The teacher has to help the pupil form habits which facilitate listening. The mentallyretarded child may have learned not to listen because he was punished when he madeincorrect responses to misunderstood questions or because he grew accustomed to notunderstanding others. What he did learn was not to care. Therefore, the teacher needsto provide an atmosphere which helps the pupil be enthusiastic rather than apatheticand yet, at times, to be able to sit still and to be quiet.

Good listening habits can be developed and poor habits can be improved upon throughtraining. Many of the activities in this document provide opportunities to improve thestudent's ability to listen. The teacher encourages the student to listen with his fullattention, if the pupil realizes that instructions are not routinely repeated. Through pro-viding an atmosphere which is conducive to listening and one which provides experiencesin listening, children learn to listen and learn that they need to listen for enjoyment, forunderstanding, for directions, and for warning. An atmosphere which is conducive tolistening and language development, is conducive to learning. It is an atmosphere inwhich both teacher and pupils are relaxed, perhaps freer than in the regular classroom.The children should be encouraged to visit, to talk and to listen to one another.

LES

SO

N #

1S

CO

PE

OF

LE

SS

ON

: To

give

pra

ctic

e in

list

enin

g.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ET

o be

abl

e to

sho

wan

und

erst

andi

ng o

fth

e te

ache

r's v

er-

baliz

ed d

irect

ions

by m

akin

g ap

pro-

pria

te fa

cial

and

phys

ical

res

pons

es.

Mon

key

in th

e M

irror

RE

SO

UR

CE

AC

TIV

ITY

MA

TE

RIA

LS

Giv

e ea

ch p

upil

a sm

all h

and

mirr

or. I

nstr

uct h

im to

look

Han

d m

irror

sin

to th

e m

irror

and

find

the

"mon

key.

" T

ell t

he s

tude

nts

to li

sten

ver

y ca

refu

lly a

nd m

ake

the

mon

key

do a

s yo

u sa

y.

Exa

mpl

es:

Blin

k ey

es

Wrin

kle

nose

Suc

k in

che

eks

Sm

ile

Blo

w

Stic

k ou

t ton

gue

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

1. H

ave

olde

r st

uden

ts r

espo

ndto

mor

e co

mpl

icat

ed d

irect

ions

:

Gro

up R

espo

nse:

"S

tand

beh

ind

(in fr

ont o

f, on

) yo

ur c

hair.

"

Indi

vidu

al R

espo

nse:

"B

ring

me

a bo

ok, a

pie

ce o

f cha

lk, a

nd a

penc

i I."

2. G

ive

stud

ents

com

man

ds to

resp

ond

to in

a s

ituat

ion,

rat

her

than

in is

olat

ion.

Exa

mpl

e: A

mix

ed u

p st

ory:

"Lis

ten

very

clo

sely

to th

isst

ory.

Eve

ry o

nce

in a

whi

leI a

m g

oing

to a

sk o

ne o

f you

to d

o so

met

hing

.

"Onc

e th

ere

was

a li

ttle

boy

and

(Sta

nd u

p, G

ary.

) he

wen

tto

the

stor

e fo

r so

me

(Scr

atch

your

nos

e, A

llen.

) br

ead,

milk

and

che

ese.

LES

SO

N #

2S

CO

PE

OF

LE

SS

ON

: To

have

stu

dent

s lis

ten

for

spec

ific

soun

ds in

rec

ords

or

tape

s.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

E

To

be a

ble

to in

di-

cate

the

dete

ctio

nof

spe

cific

aud

itory

cues

, by

rais

ing

aha

nd w

hen

the

cue

appe

ars

on a

rec

ord

or ta

pe.

CA

)

Dire

cted

Lis

teni

ng

AC

TIV

ITY

Hav

e th

e st

uden

ts li

sten

ver

y qu

ietly

for

cert

ain

voic

es,

soun

ds o

r in

stru

men

ts. W

hen

they

hea

r th

at p

artic

ular

soun

d th

ey a

re to

rai

se th

eir

hand

s.

An

alte

rnat

ive

wou

ld b

e to

let t

he c

hild

ren

liste

n to

the

reco

rdin

g fir

st. H

ave

them

des

crib

e w

hat t

hey

have

hea

rd.

The

n pl

ay th

e re

cord

aga

in a

nd g

ive

som

e di

rect

ed li

sten

-in

g in

stru

ctio

ns.

RE

SO

UR

CE

MA

TE

RIA

LS

Var

ious

rec

ords

, rec

ord-

ings

or

tape

s to

be

used

for

liste

ning

act

iviti

es

Rec

ord

play

er o

r ta

pere

cord

er

Exa

mpl

es:

Rec

ords

:

"A H

unt i

n th

eF

ores

t"

"In

a C

lock

Sho

p"

"Pet

er a

nd th

e W

olf"

"Rus

ty in

Orc

hest

ra-

ville

"

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

For

old

er s

tude

nts

use

inst

ru-

men

tal r

ecor

ds w

ith m

usic

fost

erin

g au

dito

ry im

ager

y.T

he s

tude

nts

can

liste

n fo

rsu

ch th

ings

as:

spe

cific

inst

rum

ents

, cha

nges

in p

ace

or ty

pe o

f mus

ic.

Exa

mpl

es: "

The

Fou

r S

easo

ns"

-H

ow d

id th

e sp

ring

mus

ic d

iffer

from

the

win

ter

mus

ic?

"Nig

ht o

n B

ald

Mou

ntai

n"R

aise

your

han

ds w

hen

the

mus

ic s

eem

s to

tell

you

a st

orm

is c

omin

g.

"181

2 O

vert

ure"

-W

hat p

art o

f the

mus

icso

unds

like

the

Lone

Ran

ger

or h

orse

sga

llopi

ng?

LES

SO

N #

3

SC

OP

E O

F L

ES

SO

N:

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

E

To

play

a g

ame

invo

lvin

g lis

teni

ng.

To

be a

ble

to li

sten

for

inst

ruct

ions

with

a de

term

inin

g cu

eby

follo

win

g va

rious

dire

ctio

ns.

You

Mus

t

AC

TIV

ITY

Hav

e th

e st

uden

ts fo

rm a

circ

le a

roun

d yo

u. In

stru

ct th

ech

ildre

n to

follo

w o

nly

the

dire

ctio

ns p

rece

ded

by "

You

mus

t."

Som

e di

rect

ions

to u

se:

Wal

k fo

rwar

d

tend

forw

ard

Jum

p up

Wal

k ba

ckw

ard

Cla

p yo

ur h

ands

Hop

on

one

foot

Sta

nd ta

ll

Tur

n ar

ound

Tou

ch y

our

toes

Tou

ch y

our

nose

RE

SO

UR

CE

MA

TE

RI A

LS

Non

e

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

1. H

ave

child

ren

resp

ond

to"D

o th

is,"

but

not

to "

Do

that

."

2. T

he m

ore

fam

iliar

form

at o

f"S

imon

say

s,"

may

als

o be

used

.

3. A

pup

pet m

ay g

ive

the

dire

c-tio

ns, "

Boz

o sa

ys."

Whe

n th

e ch

ildre

n ne

ed a

cha

nge-

of-p

ace

they

can

pla

y th

is g

ame

next

to th

eir

seat

s.

List

enin

g E

ars

LES

SO

N #

4

SC

OP

E O

F L

ES

SO

N: T

o em

phas

ize

the

impo

rtan

ce o

flis

teni

ng.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

To

be a

ble

to c

on-

stru

ct a

set

of a

ni-

mal

ear

s fr

om p

aper

prov

ided

by

the

teac

her

and

to u

seth

em w

hen

part

ici-

patin

g in

list

enin

gac

tiviti

es.

on

AC

TIV

ITY

Cap

italiz

e on

a la

pse

in li

sten

ing

habi

ts b

y as

king

, "W

hat

help

s us

list

en?"

"H

ow c

an w

e be

bet

ter

liste

ners

?""I

f we

had

anot

her

set o

f ear

s w

ould

we

liste

n be

tter?

"

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

The

r al

low

eac

h pu

pil t

o ch

oose

an

anim

al w

hose

ears

he

wou

ld li

ke to

wea

r. P

rovi

de a

ppro

pria

te c

olor

edco

nstr

uc-

tion

pape

r an

d a

patte

rn, i

f nec

essa

ry. T

he s

tude

nts

can

past

e or

sta

ple

the

ears

to th

e he

adba

nd. T

he h

eadb

ands

are

then

sta

pled

to fi

t the

pup

il's

head

.

Whe

n ev

eryo

ne h

as fi

nish

ed c

onst

ruct

ing

his

ears

, eac

hpu

pil c

an s

tand

and

tell

the

othe

rs w

hat a

nim

al h

ere

pre-

sent

s. T

hen,

wea

ring

his

ears

, the

cla

ss c

an li

sten

to a

stor

y re

ad b

y yo

u.

The

ear

s ca

n be

line

d up

on

a sh

elf r

eady

to b

ew

orn

durin

gea

ch li

sten

ing

activ

ity fo

r th

e ne

xt fe

w d

ays.

Con

stru

ctio

n pa

per

cut i

n sq

uare

s fo

rea

rs a

nd s

trip

s fo

rhe

adba

nds

Pas

te o

r st

aple

s

Sci

ssor

s

RA

BB

IT E

AR

SE

LEP

HA

NT

EA

RS

ZE

BR

A E

AR

SP

UP

PY

EA

RS

LES

SO

N #

5

SC

OP

E O

F L

ES

SO

N:

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

Tre

asur

e H

unt

To

prov

ide

an a

ctiv

ity w

here

pup

ils u

se th

eir

liste

ning

abi

litie

sto

follo

w d

irect

ions

in o

rder

to o

btai

n an

imm

edia

te g

oal o

r re

war

d.

To

be a

ble

to fi

ndth

e tr

easu

re o

n th

eba

sis

of th

e ve

rbal

clue

s gi

ven.

AC

TIV

ITY

Tel

l the

pup

ils th

at th

ey a

re g

oing

to h

ave

a tr

easu

re h

unt.

A p

upil

leav

es th

e ro

om a

nd y

ou h

ide

a sm

all p

acke

t of

M &

M's

, sug

ar c

oate

d ce

real

or

a co

okie

, som

ewhe

re in

the

room

. You

and

the

clas

s jo

intly

-cho

ose

a pl

ace

to h

ide

the

trea

sure

. Whe

n th

e pu

pil r

e-en

ters

the

room

giv

ero

und-

a-bo

ut d

irect

iona

l clu

es to

ass

ist h

im in

find

ing

the

trea

sure

.

Exa

mpl

e: G

o to

the

wal

l by

the

flag.

Tur

n le

ft.

Circ

le a

roun

d M

ary'

s de

sk.

Cra

wl u

nder

the

libra

ry ta

ble.

Wal

k to

the

third

win

dow

.

Look

und

er th

e ra

diat

or.

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Prim

ary

Sm

all t

reas

ures

:

M &

M's

can

dy

Sug

ar-c

oate

d ce

real

Coo

kies

VA

RIA

TIO

NS

To

mak

e th

is a

ctiv

ity m

ore

com

plic

ated

, tw

o or

thre

edi

rect

ions

can

be

give

n in

a se

ries.

LES

SO

N #

6

.S

CO

PE

OF

LE

SS

ON

: Top

rovi

de s

tude

nts

with

opp

ortu

nitie

sto

dis

tingu

ish

varia

tions

in s

ound

.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

EA

CT

IVIT

Y

Hig

h an

d Lo

w

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

To

be a

ble

to m

ake

a m

otor

res

pons

eap

prop

riate

to v

ari-

atio

ns in

sou

ndw

hen

liste

ning

to a

reco

rd o

r st

ory.

Bef

ore

liste

ning

to th

e re

cord

, pre

pare

the

clas

s to

list

enfo

r va

riatio

ns in

pitc

h by

pla

ying

not

es o

n a

guita

r, p

iano

,or

pitc

h pi

pe. H

ave

the

clas

s st

retc

h ta

ll fo

r hi

gh n

otes

,st

oop

for

mid

dle

note

s, a

nd s

quat

low

for

low

not

es. P

rac-

tice

with

the

inst

rum

ents

bef

ore

liste

ning

to th

e re

cord

.

Pla

y th

e re

cord

and

res

pond

with

the

clas

s to

the

pitc

h of

the

voic

es o

f "B

ig B

illy

Goa

t," "

Mid

dle

Bill

y G

oat,"

and

so o

n.

Rec

ords

or

book

s of

"Thr

ee B

illy

Goa

tsG

ruff,

" "T

hree

Bea

rs"

Rec

ord

play

er

LES

SO

N #

7S

CO

PE

OF

LE

SS

ON

: To

give

you

ng c

hild

ren

trai

ning

inlis

teni

ng a

nd a

udito

ry d

iscr

imin

atio

n.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

To

be a

ble

to r

espo

ndto

aud

itory

cue

s by

disc

rimin

atin

g be

-tw

een

loud

ness

and

softn

ess,

diff

eren

tia-

ting

high

and

low

tone

s an

d be

atin

grh

ythm

s.

Pro

vide

you

rgi

ve th

em a

nE

xam

ples

:

Loud

ness

:

Rhy

thm

:

Ton

e:

Aud

itory

Dis

crim

inat

ion

AC

TIV

ITY

stud

ents

with

man

y ga

Me-

type

act

iviti

es th

atop

port

unity

to im

prov

e th

eir

liste

ning

ski

lls.

Hid

e a

ticki

ng c

lock

whi

le th

e st

uden

tscl

ose

thei

r ey

es. T

he s

tude

nts

try

tolo

cate

the

cloc

k us

ing

the

ticki

ng a

s th

eir

clue

.T

he fi

nder

get

s to

hid

e th

e cl

ock.

Hav

e st

uden

ts r

epro

duce

rhy

thm

ic p

atte

rns

by c

lapp

ing,

tapp

ing,

or

usin

g rh

ythm

inst

rum

ents

or

stic

ks.

Use

pia

no. "

Am

I go

ing

slow

er o

r fa

ster

?""H

ighe

r or

low

er?"

"Lo

uder

or

softe

r?"

RE

SO

UR

CE

MA

TE

RIA

LS

Mus

ical

or

rhyt

hm in

stru

-m

ents

; pia

no, b

ells

Pro

ps fo

r m

akin

g ev

ery-

day

soun

ds:

Clo

ck

Pap

ers

for

rust

ling

Pot

s fo

r ba

ngin

g

Bru

sh (

toot

h, h

air)

Nai

l file

Buz

zer

Bel

l

Hor

n

Ute

nsils

Key

s

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

Old

er c

hild

ren

enjo

y id

entif

ying

peop

le u

sing

voi

ce a

s th

e so

lem

eans

of r

ecog

nitio

n. A

tape

can

be m

ade

of v

oice

s of

fam

il-ia

r pe

ople

, fam

ous

peop

le s

choo

lpe

rson

nel a

nd c

lass

mat

es. H

ave

the

pupi

ls id

entif

y th

e vo

ice

they

hear

usi

ng o

nly

thei

r lis

teni

ngsk

ill a

bilit

y.

co

Lear

ning

to L

iste

n

LES

SO

N X

IS

CO

PE

OF

LE

SS

ON

: To

give

stu

dent

s pr

actic

e in

dev

elop

ing

audi

tory

mem

ory.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

1. T

o be

abl

e to

deve

lop

an a

war

e-ne

ss o

f fam

iliar

soun

ds a

s a

basi

sfo

r so

und

reco

g-ni

tion

and

disc

rim-

inat

ion.

2. T

o be

abl

e to

reco

gniz

e th

ese

soun

ds: t

alki

ng,

bell,

cha

ir-sc

rap-

ing,

doo

r cl

osin

g.

AC

TIV

ITY

Inst

ruct

the

pupi

ls to

list

en v

ery

care

fully

.In

form

them

that

they

are

goi

ng to

be

"sou

nd d

etec

tives

." T

he c

lass

is g

oing

on

a tr

ip. D

urin

g th

e tr

ip it

will

be

thei

r jo

b to

liste

n fo

r an

d to

try

to r

emem

ber

as m

any

soun

ds a

s th

eyca

n.

LEV

EL:

Prim

ary

RE

SO

UR

CE

MA

TE

RIA

LS

The

n ta

ke y

our

clas

s on

a tr

ip a

roun

d th

e sc

hool

, to

the

play

grou

nd, g

ym, l

unch

room

, etc

. Dur

ing

the

trip

eve

ryon

eis

to c

ompi

le a

list

of a

ll th

e so

unds

they

hea

r.

Exa

mpl

e: S

choo

l bel

l

Doo

rs o

peni

ng a

ndcl

osin

g

Wat

er r

unni

ng

Afte

r th

e tr

ip y

ou a

nd th

e st

uden

ts r

etur

n to

the

room

and

and

disc

uss

and

com

pare

find

ings

. The

var

ious

sou

nds

hear

d ca

n be

not

ed o

n an

exp

erie

nce

char

t.

Chi

ldre

n ta

lkin

g

Scr

apin

g ch

airs

Exp

erie

nce

char

t mat

er-

ials

Larg

e lin

ed p

aper

Fel

t mar

ker

pens

VA

RIA

TIO

NS

1. H

ave

indi

vidu

al p

upils

brin

gan

obj

ect t

o cl

ass

or p

erfo

rm a

nac

tion

that

mak

es a

par

ticul

arso

und.

The

oth

er s

tude

nts

inth

e cl

ass

hide

thei

r ey

es a

ndid

entif

y th

e so

und

or o

bjec

t by

liste

ning

ver

y ca

refu

lly. T

hen

each

pup

il w

ho g

uess

es c

or-

rect

ly h

as a

cha

nce

to m

ake

his

soun

d or

act

ion.

2. T

ape

reco

rd s

ound

s an

d as

kth

e pu

pils

to id

entif

y th

em.

3. H

ave

pupi

ls im

itate

sou

nds.

Mes

seng

er B

oy

LES

SO

N #

9

SC

OP

E O

F L

ES

SO

N: T

o ha

ve s

tude

nts

use

audi

tory

, mot

or a

nd v

isua

lsk

ills

in d

ecod

ing

a m

essa

ge.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

1. T

o be

abl

e to

list

ento

a m

essa

ge a

ndac

cura

tely

rep

eat i

tto

ano

ther

stu

dent

.

2. T

o be

abl

e to

follo

w th

e m

essa

ge's

dire

ctio

ns.

AC

TIV

ITY

Cho

ose

a st

uden

t to

be a

mes

seng

er b

oy a

nd w

hisp

er a

mes

sage

to h

im. T

his

stud

ent t

hen

choo

ses

som

eone

tore

ceiv

e th

e m

essa

ge a

nd w

hisp

ers

sam

e to

him

.

Exa

mpl

e: "

Tak

e of

f one

sho

e."

"Tur

n ar

ound

thre

e tim

es."

The

pup

il w

ho r

ecei

ves

the

mes

sage

act

s ou

t the

req

uest

.T

he r

est o

f the

cla

ss g

uess

es o

ut lo

ud w

hat t

hey

thin

k th

em

essa

ge is

.

Onc

e th

e st

uden

ts u

nder

stan

d th

e id

ea o

f the

gam

e, th

eyca

n in

itiat

e th

eir

own

mes

sage

s.

RE

SO

UR

CE

MA

TE

RIA

LS

Non

e

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

Old

er s

tude

nts

enjo

y a

varia

tion

of th

is g

ame

such

as

"Whi

sper

-in

g D

own

the

Lane

." H

ere

am

esse

nger

whi

sper

s a

phra

se,

shor

t par

agra

ph, r

iddl

e or

lim

eric

kto

a s

tude

nt, i

n a

serie

s of

stu

-de

nts

seat

ed in

a s

emi-c

ircle

.E

ach

pers

on, i

n tu

rn, r

elay

s th

ew

hisp

ered

mes

sage

to th

e pe

rson

sitti

ng n

ext t

o hi

m. T

he la

stpe

rson

in th

e se

mi-c

ircle

sta

nds

up a

nd r

epea

ts th

e m

essa

ge h

ere

ceiv

ed. T

he s

tude

nts

enjo

yhe

arin

g so

me

of th

e in

evita

ble

dist

ortio

ns a

nd g

et p

ract

ice

inlis

teni

ng. Y

ou b

enef

it fr

om b

eing

able

to id

entif

y a

sour

ce o

fdi

stor

tion.

LES

SO

N #

10

SC

OP

E O

F L

ES

SO

N:

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

E

To

be a

ble

to li

sten

to a

sho

rt r

eadi

ng o

rre

cord

ing

and

extr

act

pert

inen

t inf

orm

atio

nto

ans

wer

que

stio

ns.

Ans

wer

s an

d In

form

atio

n

To

let c

hild

ren'

s na

tura

l int

eres

tan

d cu

riosi

ty m

otiv

ate

thei

r lis

teni

ng s

kills

and

to in

tegr

ate

liste

ning

as

anes

sent

ial p

art o

f the

tota

l cur

ricul

um.

AC

TIV

ITY

Jot d

own

ques

tions

the

child

ren

have

rece

ntly

ask

ed y

ouab

out a

ny a

rea.

Exa

mpl

e:

Fro

m th

e ch

ildre

n's

inte

rest

in th

eir

stud

y of

flow

ers,

man

y qu

estio

ns a

rise

abou

t see

ds. T

he s

tude

nts

wan

tto

kno

w:

1.W

hat g

row

s fr

oma

seed

?

2. W

hat d

o se

eds

look

like

?

3. H

ow d

o su

ch b

ig th

ings

grow

from

littl

e se

eds?

(tr

ees)

Usi

ng th

ese

ques

tions

as a

mot

ivat

ing

devi

ce, d

evis

ea

liste

ning

act

ivity

for

the

stud

ents

by w

ritin

g a

para

grap

hw

hich

inco

rpor

ates

all

the

info

rmat

ion

need

ed to

ans

wer

thei

r qu

estio

ns. H

ave

the

pupi

lslis

ten

to s

ee if

they

can

find

the

answ

ers

to th

e qu

estio

ns.

Chi

ldre

n en

joy

liste

ning

for

the

info

rmat

ion

that

answ

ers

thei

r pa

rtic

ular

que

stio

n.

RE

SO

UR

CE

MA

TE

RIA

LS

Par

agra

ph to

rea

d to

the

clas

s

Que

stio

ns li

sted

on

the

boar

d

Rec

ord

Rec

ord

play

er

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

1. C

ould

the

stud

ents

list

enca

refu

lly fo

r th

e an

swer

s to

thei

r pa

rtic

ular

que

stio

ns?

Can

pup

ils c

ompr

ehen

d fa

ctua

lin

form

atio

n th

at is

giv

en to

them

ver

Ally

?

2. U

se a

gre

ater

num

ber

ofqu

estio

ns. A

s th

e pu

pils

be-

com

e m

ore

adep

t in

usin

g th

eir

liste

ning

ski

lls, i

ncre

ase

the

leng

th o

f the

par

agra

ph a

ndth

e am

ount

of t

he in

form

atio

nin

it.

3. T

his

activ

ity c

an b

e us

edw

ith a

ny a

rea

of th

e cu

rric

ulum

and

adap

ted

to a

ny g

rade

leve

lby

var

ying

the

num

ber

ofqu

es-

tions

, the

leng

th o

f the

par

agra

ph,

or th

e co

mpl

exity

of t

he s

ubje

ctin

volv

ed.

Iden

tify

Sou

nds

LES

SO

N #

11S

CO

PE

OF

LE

SS

ON

: To

help

chi

ldre

n be

aw

are

of a

nd id

entif

y co

mm

on s

ound

s.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

E

To

be a

ble

to li

sten

to a

n is

o-la

ted

soun

d an

d to

iden

tify

it, s

how

ing

unde

rsta

ndin

g by

resp

ondi

ng "

Ihe

ard

..."

RE

SO

UR

CE

AC

TIV

ITY

MA

TE

RIA

LS

Pla

y a

soun

d. A

fter

the

soun

d is

pla

yed,

say

, "W

hat d

idT

ape

reco

rded

sou

nds

you

hear

, Dia

ne?"

The

pup

il re

spon

ds in

the

form

, "I h

eard

prep

ared

by

the

teac

her

a be

ll rin

g."

or m

ater

ials

nec

essa

ryfo

r pr

oduc

ing

soun

dsan

d a

scre

en.

/-

TE

AR

PA

PE

RS

TA

MP

FO

OT

CLA

P H

AN

DS

IBO

utIC

E B

ALL

.

Tap

e re

cord

er

Glo

ssar

y of

Sou

nds

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

1. F

orm

team

s an

d gi

ve p

oint

sfo

r id

entif

ying

the

soun

d af

ter

hear

ing

it on

ce. I

f tap

e re

cord

edso

unds

are

not

ava

ilabl

e al

lm

ater

ials

nec

essa

ry fo

r pr

oduc

-in

g th

e so

und

shou

ld b

e av

aila

ble

on a

tabl

e be

hind

a s

cree

n an

dpr

oduc

ed th

ere.

2. If

the

pupi

ls a

re a

ble

to r

ead,

form

team

s an

d te

ll th

e ch

ildre

nto

cho

ose

a sl

ip o

f pap

er w

ith a

soun

d w

ritte

n on

it. T

hen

they

prod

uce

the

soun

d be

hind

asc

reen

and

cho

ose

a m

embe

r of

the

othe

r te

am to

iden

tify

the

soun

d. T

eam

poi

nts

can

be g

iven

.

3. Y

oung

er c

hild

ren

can

also

have

team

s an

d ch

oose

a c

ard

illus

trat

ing

a so

und.

The

n, b

ehin

dth

e sc

reen

pro

duce

the

soun

d.

GLOSSARY OF SOUNDS

Clapping hands

Tapping feet

Knocking on desk

Snapping fingers

Stamping feet

Humming "Happy Birthday"

Whistling

Snoring

Coughing

Crying

Bouncing ball

Voices of different children

Kicking wastebasket

Opening drawers

Closing doors

Opening window

Leafing through pages of book

Shaking paper clips in a glass

Snapping rubber band

Letting air out of balloon

Tapping with pencil

Skipping

Jumping

Chewing gum - blowing and popping bubbles

Tearing paper

Shuffling feet

Jingling money

Pouring water

Shuffling cards

Blowing a whistle

Banging blocks

Beating erasers

Snapping the light on

Moving a chair

Blowing nose

Stirring paint in a jar

Clearing throat

Splashing water

Rubbing sandpaper

Chattering teeth

Closing pocketbook

Clicking tongue

Crumpling paper

Cutting with scissors

Breaking piece of chalk

Rattling keys

Writing on board

Singing

Striking match

Sweeping with broom

Sharpening a pencil

LE

SSO

N #

12

SCO

PE O

F L

ESS

ON

:

INST

RU

CT

ION

AL

OB

JEC

TIV

E

To

be a

ble

to id

entif

yan

d co

rrec

t a m

is-

plac

ed p

art o

f a fa

-m

iliar

sen

tenc

ese

quen

ce o

n th

efir

st tr

ial.

Cla

p to

Cor

rect

To

prom

ote

bette

r lis

teni

ng

AC

TIV

ITY

Use

a r

ote-

lear

ned

sequ

ence

with

whi

ch th

e st

uden

ts a

refa

mili

ar, s

uch

as: d

ays

of th

e w

eek,

mon

ths

of th

e ye

ar,

lette

rs o

f the

alp

habe

t, or

num

bers

1 to

10.

Say

the

sequ

ence

to a

stu

dent

with

-one

wor

d m

ispl

aced

. The

stud

ent c

laps

his

han

ds w

hen

he h

ears

a w

ord

out o

fse

quen

ce. H

e m

ust t

hen

repe

at th

e se

quen

ce c

orre

ctly

.R

epea

t act

ivity

unt

il al

l stu

dent

s ha

ve a

cha

nce

to c

lap.

RE

SOU

RC

EM

AT

ER

IAL

S

Non

e

LE

VE

L:

Inte

rmed

iate

VA

RIA

TIO

NS

1. V

ary

by u

sing

poe

ms

or ji

ngle

sth

at th

e ch

ildre

n ar

e fa

mili

arw

ith in

stea

d of

sin

gle

wor

ds.

For

exa

mpl

e, "

Vaa

, baa

, bla

cksh

eep,

thre

e ba

gs fu

ll."

2. F

or o

lder

stu

dent

s va

ry b

yus

ing

thre

e or

four

spe

lling

wor

ds. F

irst s

ay th

e w

ords

inal

phab

etic

al o

rder

. The

n re

peat

them

with

one

wor

d m

ispl

aced

.P

upils

are

to r

ecog

nize

and

corr

ect t

he o

rder

.

3. S

pelli

ng w

ords

them

selv

esca

n be

bro

ken

dow

n. G

ive

the

corr

ect s

pelli

ng. T

hen

switc

ha

lette

r ar

ound

for

the

pupi

lsto

rec

ogni

ze a

nd c

orre

ct.

Sou

nds

of th

e S

easo

ns

LES

SO

N #

13

SC

OP

E O

F L

ES

SO

N: T

o m

ake

child

ren

awar

e of

som

e fa

mili

ar s

ound

sth

at th

ey e

ncou

nter

dai

ly.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

To

be a

ble

to p

ic-

toria

lly r

epre

sent

seas

onal

sou

nds

bym

akin

g dr

awin

gs o

rcu

tting

out

pic

ture

sof

the

even

ts th

atca

use

the

soun

d.

AC

TIV

ITY

Afte

r di

scus

sion

of s

ound

s an

d se

ason

s, h

ave

stud

ents

illus

trat

e a

seas

onal

sou

nd b

ook.

Dra

w p

ictu

res

of a

nev

ent o

r ha

ppen

ing

that

mak

es a

sou

nd w

ith w

hich

they

can

asso

ciat

e a

part

icul

ar s

easo

n. T

he b

ookl

et c

an b

edi

vide

d in

to fo

ur s

ectio

ns, e

ach

one

repr

esen

ting

a se

ason

of th

e ye

ar.

Spr

ing

Rai

n fa

lling

Jum

ping

rop

eB

ounc

ing

balls

Bird

s

Win

ter

Bliz

zard

Sno

w, h

ail

Car

mot

ors

Ice

crun

chin

g

Sum

mer

Sw

imm

ing

Chi

ldre

n pl

ayin

gT

hund

er a

nd li

ghtn

ing

Aut

umn

Leav

es b

urni

ngW

alki

ng th

roug

h cr

isp

falle

n le

aves

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

Pap

er to

mak

e bo

okle

ts

Cra

yons

Pai

nts

Cha

lk

Cat

egor

izin

g S

ound

s

LES

SO

N #

14

SC

OP

E O

F L

ES

SO

N: T

o pr

ovid

e st

uden

ts w

ithan

aw

aren

ess

of th

e so

unds

arou

nd th

em w

hen

they

are

at h

ome,

at s

choo

l and

onth

e st

reet

.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

To

be a

ble

to s

how

an a

war

enes

s of

the

soun

ds in

thei

ren

viro

nmen

t by

say-

ing

whe

ther

they

hear

eac

h so

und

atho

me,

at s

choo

l or

on th

e st

reet

, afte

rth

e te

ache

r pr

ovid

esth

e so

und.

AC

TIV

ITY

"Tod

ay w

e ar

e go

ing

to li

sten

to s

ound

s th

atyo

u ha

vehe

ard.

" P

lay

a re

cord

ing

or p

erfo

rm a

ctiv

ities

that

prod

uce

soun

ds. H

ave

the

child

ren

iden

tify

the

soun

ds.

"Now

I'm

goi

ng to

men

tion

the

soun

d."

mak

e th

e so

und

agai

n.)

"You

tell

me

ifhe

ar a

t hom

e, a

t sch

ool o

r on

the

stre

etth

e ch

art."

Exa

mpl

es:

Hom

e S

ound

s

Wat

er r

unni

ng

Vac

uum

Tel

evis

ion

Doo

rbel

l

Sw

eepi

ng

Chi

ldre

n cr

ying

Key

in lo

ck

Dis

hes

rattl

ing

Sch

ool S

eund

s

Chi

ldre

n sh

outin

g

Sch

ool b

ell

Doo

rs c

losi

ng

Pen

cils

writ

ing

Foo

tste

ps in

hal

l

(You

can

als

oit

is a

sou

nd w

ean

d I'l

l put

it o

n

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

Str

eet S

ound

s

Pol

icem

an's

whi

stle

Hor

ns h

onki

ng

Sire

ns

Car

and

truc

k m

otor

s

Bra

kes

scre

echi

ng

New

sprin

t for

mak

ing

soun

d cl

assi

ficat

ion

char

t

Rec

ords

and

tape

s of

soun

ds -

pre

pare

d or

teac

her-

mad

e

Rec

ord

play

er o

r ta

pere

cord

er

Obj

ects

whi

ch m

ake

ano

ise

-- w

hist

le, b

el I,

etc.

1. F

or a

dvan

ced

stud

ents

ata

pe c

an b

e m

ade

with

man

yso

unds

to b

e he

ard

at th

e sa

me

time.

Exa

mpl

e: A

str

eet s

cene

. Ask

the

stud

ents

to li

sten

and

iden

tify

as m

any

of th

eso

unds

as

they

can

. Sou

nds:

car

horn

, whi

stl&

, str

eet

drill

er, t

rash

can

s cl

anki

ng,

peop

le y

ellin

g, m

otor

s.

2. F

oryo

unge

r st

uden

ts th

esi

mul

tane

ous

writ

ing

and

talk

ing,

hel

ps th

em to

und

er-

stan

d th

at w

ritin

g is

usi

ngw

ritte

n sy

mbo

ls fo

r ta

lkin

g.

List

enin

g to

Dra

mat

ize

LES

SO

N #

15

SC

OP

E O

F L

ES

SO

N: T

o al

low

child

ren

to d

ram

atiz

eor

act

out

a s

tory

,de

scrip

tion,

or

a re

cord

that

they

hear

.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

To

be a

ble

to a

ppro

-pr

iate

ly d

ram

atiz

ea

scen

e ve

rbal

ized

by th

e te

ache

r or

are

cord

.

AC

TIV

ITY

Chi

ldre

n en

joy

bein

g ac

tivel

y in

volv

edin

lear

ning

exp

erie

nces

and

they

par

ticul

arly

like

dra

mat

ics

and

rn le

-pla

ying

situ

atio

nsw

here

they

can

be

som

ethi

ng o

ther

than

them

selv

es.

Pla

y a

reco

rd o

r re

ada

shor

t des

crip

tive

para

grap

h. E

xam

ple:

A li

on p

aced

slo

wly

bac

k an

dfo

rth

in h

is c

age.

Sud

denl

y he

sto

pped

, sto

od s

till a

ndlis

tene

d. T

hen

he s

niffe

d th

e ai

r. H

ega

ve a

low

gro

wl a

nd la

y do

wn

on th

e flo

or o

f his

cag

e.

Hav

e th

e st

uden

ts d

ram

atiz

e th

epa

ragr

aph,

one

sen

tenc

eat

a tim

e.

RE

SO

UR

CE

MA

TE

RIA

LS

Boo

k of

poe

ms

Sho

rt d

ram

atic

sto

ries,

play

s

Sto

ry/a

ctio

n re

cord

s

Sho

rt d

escr

iptiv

e pa

ra-

grap

hs

Rec

ords

Rec

ord

play

er

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

Dec

orat

ing

Coo

kies

LE

SSO

N #

16SC

OPE

OF

LE

SSO

N:

To

give

chi

ldre

n pr

actic

e in

list

enin

g fo

r di

rect

ions

giv

en in

seq

uenc

e.

To

dete

rmin

e if

child

ren

can

use

thei

r lis

teni

ng s

kills

by

resp

ondi

ng to

a ve

rbal

dire

ctio

n w

ith a

phy

sica

l act

ion.

INST

RU

CT

ION

AL

OB

JEC

TIV

EA

CT

IVIT

YR

ESO

UR

CE

MA

TE

RIA

LS

LE

VE

L:

Inte

rmed

iate

VA

RIA

TIO

NS

To

be a

ble

to d

emon

-st

rate

list

enin

gab

ility

by

corr

ectly

follo

win

g th

e te

ach-

er's

ver

baliz

eddi

rect

ions

in a

cook

ie d

ecor

atin

gta

sk.

You

and

the

pupi

ls b

ake

cook

ies,

.or

use

slic

e-an

d-ba

ke c

ooki

es. A

fter

tree

sha

ped

cook

ies.

for

exam

ple,

have

bee

n fr

oste

d gr

een

by th

e cl

ass,

pla

ce a

ser

ies

of d

ecor

atin

g m

ater

ials

(ci

nnam

on d

ots,

silv

er d

ots,

choc

olat

e ch

ips,

spr

inkl

es)

on a

larg

e ta

ble

inap

prop

riate

con

tain

ers.

With

out d

ecor

atin

g a

cook

ie y

ours

elf,

inst

ruct

the

stud

ents

in d

ecor

atin

g th

eir

cook

ies

by g

ivin

g on

edi

rect

ion

at a

tim

e.

Exa

mpl

e: P

ut a

silv

er d

ot o

n th

e to

p po

int o

f the

tree

to b

e a

star

.

Put

a r

ed c

inna

mon

dot

at t

he e

nd o

fea

ch b

ranc

h.

Put

thre

e ch

ocol

ate

chip

s at

the

base

of y

our

tree

to m

ake

a st

and.

Che

ck e

ach

child

's c

ooki

e to

mak

e su

re th

at y

our

dire

ctio

ns w

ere

follo

wed

. Afte

r th

is v

ery

stru

ctur

ed,

teac

her-

dire

cted

act

ivity

, enc

oura

ge c

hild

ren

tode

cora

te o

ne o

r tw

o m

ore

cook

ies

in a

ny w

ay th

eyw

ould

like

.

Coo

kies

Fro

stin

g

Dec

orat

ing

mat

eria

ls:

cinn

amon

, silv

erdo

ts, c

hoco

late

chip

s, s

prin

kles

,co

lore

d su

gar

A b

asic

act

ivity

, suc

h as

this

, inv

olv-

ing

liste

ning

to d

irect

ions

in o

rder

toto

find

out

how

to d

o so

met

hing

can

be u

sed

in m

any

activ

ities

at a

ll gr

ade

leve

ls.

Exa

mpl

es:

Prim

ary

Put

ting

on a

coa

t

Pla

ying

a g

ame

Bru

shin

g te

eth

prop

erly

But

toni

ng a

coa

t

Adv

ance

d

Fol

low

a r

ecip

egi

ven

oral

ly

Put

ting

mod

els

toge

ther

Lear

ning

to d

rive

Lear

ning

how

tofil

l out

Mim

s

LES

SO

N #

17

SC

OP

E O

F L

ES

SO

N: T

o te

ach

stud

ents

how

to li

sten

.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

Tel

epho

ne M

anne

rs

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

To

be a

ble

to d

emon

-st

rate

goo

d lis

teni

ngha

bits

on

the

tele

-ph

one

by p

artic

ipat

-in

g in

cla

ssro

omte

leph

one

activ

ities

in a

non

-dis

rupt

ive

man

ner.

Equ

ip th

e ro

om w

ith p

lay

tele

phon

es o

r cl

osed

circ

uit

tele

phon

e sy

stem

ava

ilabl

e fo

r cl

assr

oom

use

.

Hav

e st

uden

ts p

ract

ice

liste

ning

to e

ach

othe

r's in

form

alco

nver

satio

n or

pro

vide

sim

ple

situ

atio

ns in

whi

ch th

est

uden

t nee

ds to

use

the

phon

e. E

xam

ple:

Cal

l and

mak

e a

doct

or's

app

oint

men

t.

Cal

l the

wea

ther

bur

eau.

Ask

for

spec

ific

info

rmat

ion

(tra

in/b

us s

ched

ules

).

Get

a r

ecei

pe o

ver

the

phon

e.

Ask

for

dire

ctio

ns to

a s

peci

fic p

lace

.

Em

phas

ize

cert

ain

elem

ents

that

are

hel

pful

and

nece

ssar

yfo

r go

od li

sten

ing,

i.e.

, lis

teni

ng c

aref

ully

, wai

ting

until

the

othe

r pe

rson

has

fini

shed

spe

akin

g be

fore

you

star

t.

Pla

y te

leph

ones

Tel

etra

iner

--a

prac

tice

tele

phon

e ki

t con

sist

ing

of tw

o ac

tivat

ed te

le-

phon

es a

nd a

loud

spea

ker

cont

rol u

nit.

It pr

ovid

es a

sim

ulat

eddi

& to

ne, r

ingi

ng a

ndbu

sy s

igna

ls. L

ent b

y:

Nor

thw

este

rn B

ell

Tel

epho

ne C

ompa

ny60

4 9t

h S

tree

tD

es M

oine

s, Io

wa

5030

9

Exp

erie

nce

liste

ning

to m

any

med

ia a

nd d

iscu

ssin

g w

hat i

she

ard.

Exa

mpl

es: T

o te

ache

rT

o re

cord

sT

o fil

ms

To

clas

smat

esT

o te

levi

sion

To

asse

mbl

y pr

ogra

ms

To

tape

s of

ow

n vo

ice

or v

oice

s of

oth

ers

Sen

tenc

e A

bsur

ditie

s

LES

SO

N #

18S

CO

PE

OF

LE

SS

ON

: To

prov

ide

stud

ents

with

opp

ortu

nitie

s to

list

en fo

r m

eani

ng.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

1. T

o be

abl

e to

liste

n to

and

eva

lu-

ate

a se

nten

ce o

rgr

oup

of s

ente

nces

spok

en b

y th

e te

ach-

er a

nd to

rec

ogni

zeab

surd

ities

.

2. T

o be

abl

e to

expl

ain

why

the

8de

tail

is in

corr

ect.

Rea

d a

para

grap

h or

sto

ry to

the

grou

p in

whi

ch th

ere

isa

cont

radi

ctor

y or

abs

urd

deta

il.

Exa

mpl

e: "

The

roo

m w

as v

ery

cold

.T

he th

erm

omet

er r

ead

over

80°

." o

r "I

t was

late

at n

ight

and

eve

ryon

ew

as a

slee

p.T

he s

un s

hone

dow

n th

roug

h B

illie

'sw

indo

w."

Eac

h st

uden

t sho

uld

be c

alle

d up

on to

iden

tify

a co

ntra

dict

ory

phra

se a

nd te

ll w

hy it

is n

ot r

easo

nabl

e. T

he s

tude

nt's

nam

esh

ould

be

calle

d af

ter

the

sent

ence

s ar

e re

ad s

o al

l pup

ilsar

e m

otiv

ated

to li

sten

.

1. "

The

last

tim

e I s

aw A

my

she

had

a ne

w h

aird

o bu

t the

next

tim

e I s

aw h

er, s

he c

hang

ed it

bac

k to

the

way

she

used

to w

ear

it."

2. "

Eve

rybo

dy c

an le

arn

to p

lay

Scr

abbl

e. T

here

fore

, Sal

lykn

ows

how

to p

lay.

"

3. "

It's

impo

ssib

le to

get

a ta

xi o

n a

rain

y da

y. E

ven

the

empt

y on

es h

ave

pass

enge

rs in

them

."

4. "

My

pupp

y is

thre

e m

onth

s ol

d. W

hen

he w

as o

lder

he

coul

d fe

tch

a ba

ll."

5. "

Bef

ore

I met

Joh

n w

e w

ere

good

frie

nds.

"

Pre

pare

d st

orie

s or

para

grap

hsA

dapt

this

act

ivity

to o

lder

stud

ents

by

read

ing

stor

ies

whe

re th

e ab

surd

ities

are

mor

esu

btle

or

by r

eadi

ng m

yste

ryst

orie

s w

here

they

list

en fo

rcl

ues

to in

vest

igat

e a

crim

eor

rea

ch a

con

clus

ion.

LES

SO

N #

19

SC

OP

E O

F L

ES

SO

N: T

o us

e pu

nctu

atio

n m

arks

cor

rect

ly.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

Pun

ctua

tion

Rev

iew

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

To

be a

ble

to li

sten

to a

sen

tenc

e re

adby

the

teac

her

and

resp

ond

with

the

corr

ect p

unct

uatio

nm

ark

whe

n th

e se

n-te

nce

is r

ead.

Pas

s ou

t the

car

ds.

Rea

d th

e st

ory.

Pau

se a

t the

end

of e

ach

sent

ence

.If

it is

a qu

estio

n, th

e st

uden

ts h

oldi

ng q

uest

ion

mar

ks s

tand

up;

an e

xcla

mat

ory

sent

ence

, the

stu

dent

s ho

ldin

g th

e ex

clam

a-tio

n po

ints

sta

nd u

p; a

nd a

dec

lara

tive

sent

ence

, the

stud

ents

hol

ding

the

perio

ds s

tand

up.

Let t

he p

upils

exc

hang

e ca

rds.

The

n re

ad a

new

sto

ry a

ndha

ve th

em r

espo

nd w

ith th

eir

new

pun

ctua

tion

mar

k.

Pun

ctua

tion

card

s: a

set

of c

ards

(en

ough

for

each

pupi

l to

have

one

)

Fou

r or

five

car

ds w

ithqu

estio

n m

arks

Fou

r or

five

car

ds w

ithex

clam

atio

n po

ints

Fou

r or

five

car

ds w

ithpe

riods

A s

tory

with

all

thre

eki

nds

of s

ente

nces

,su

ch a

s:

Tod

ay is

a b

eaut

iful

day!

Wou

ld y

ou li

ke to

go

for

a w

alk?

Let's

take

the

dog,

too.

1. S

ame

pupi

ls c

an m

ake

upth

eir

own

sent

ence

s an

d re

adth

em w

hile

.oth

ers

resp

ond.

2. T

eam

s ca

n tr

y to

stu

mp

the

punc

tuat

ion

mar

ks w

ith a

poi

ntta

ken

away

if a

team

mem

ber

fails

to r

espo

nd c

orre

ctly

.

LES

SO

N #

20

SC

OP

E O

F L

ES

SO

N.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

E

To

be a

ble

to r

e-sp

ond

corr

ectly

tow

ritte

n qu

estio

nsaf

ter

liste

ning

toa

stor

y re

ad b

y th

ete

ache

r.

List

en fo

r S

peci

fics

To

have

the

stud

ents

list

en to

a s

tory

in o

rder

to fi

nd a

nsw

ers

AC

TIV

ITY

Hav

e pr

epar

ed q

uest

ions

on

the

boar

d or

on m

imeo

grap

hed

shee

ts. T

ell t

he s

tude

nts

that

they

will

hav

e to

list

enve

ryca

refu

lly in

ord

er to

be

able

to a

nsw

er th

e qu

estio

ns,

to a

stor

y yo

u ar

e go

ing

to te

ll. T

he p

upils

and

teac

her

read

the

prep

ared

que

stio

ns to

geth

er.

Exa

mpl

es: "

Wha

t was

the

colo

r of

Jac

k's

hous

e?"

"Wha

t kin

d of

pet

did

Jac

k ha

ve?"

"How

man

y pe

ople

wer

e in

Jac

k's

fam

ily?"

The

pup

ils th

en li

sten

for

the

info

rmat

ion

need

edto

ans

wer

thes

e sp

ecifi

c qu

estio

ns.

RE

SO

UR

CE

MA

TE

RIA

LS

Sto

ry o

r bo

ok fr

om w

hich

ques

tions

are

take

n

Cha

lkbo

ard

or m

imeo

-gr

aphe

d sh

eets

of q

ues-

tions

Ove

rhea

d pr

ojec

tor

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

Hav

e ol

der

pupi

ls r

ead

shor

tst

orie

s or

par

agra

phs

to o

ther

clas

s m

embe

r(s)

and

cho

ose

ques

tions

for

thei

r cl

assm

ates

to a

nsw

er.

LE

SSO

N #

21SC

OPE

OF

LE

SSO

N:

INST

RU

CT

ION

AL

OB

JEC

TIV

E

Mas

s M

edia

To

prov

ide

stud

ents

with

pra

ctic

al s

ituat

ions

for

pur

pose

ful l

iste

ning

.

To

be a

ble

to a

nsw

erqu

estio

ns, p

ut in

for-

mat

ion

in c

hron

olog

-ic

al o

rder

and

/or

sum

mar

ize

the

info

r-m

atio

n af

ter

liste

n-in

g to

a w

eath

erbr

oadc

ast,

new

sbr

oadc

ast,

or s

oap

oper

a on

tele

visi

onor

rad

io.

AC

TIV

ITY

Old

er r

etar

ded

child

ren

spen

d an

incr

easi

ng a

mou

nt o

f tim

eus

ing

the

mas

s m

edia

for

ente

rtai

nmen

t and

as

a le

isur

etim

e ac

tivity

. You

can

cap

italiz

e on

the

stud

ent's

inte

rest

in te

levi

sion

by

usin

g it

to d

evel

op li

sten

ing

skill

s.

List

enin

g fo

r sp

ecifi

c in

form

atio

n: C

hoos

e sp

ecia

l sho

rtbr

oadc

asts

suc

h as

wea

ther

and

new

s re

port

s. G

ive

stud

ents

spec

ific

info

rmat

ion

to li

sten

for.

Suc

h as

:

"Whe

re w

as th

ere

an a

irpla

ne c

rash

in th

e U

nite

d S

tate

s?"

"Who

won

the

base

ball

gam

e be

twee

n th

e S

t. Lo

uis

Car

dina

ls a

nd th

e C

hica

go C

ubs?

"

"Whe

re d

id th

e V

ice-

Pre

side

nt v

isit

toda

y on

his

tour

of A

sia?

"

List

enin

g fo

r se

quen

ce /c

hron

olog

y: H

ave

pupi

ls li

sten

to a

15-3

0 m

inut

e pr

ogra

m a

nd th

en b

e ab

le to

put

the

even

ts in

chro

nolo

gica

l ord

er. S

oap

oper

as a

re g

ood

for

this

RE

SOU

RC

EM

AT

ER

IAL

S

LE

VE

L:

Adv

ance

d

VA

RIA

TIO

NS

Tel

evis

ion

or r

adio

at

hom

e or

in s

choo

lP

oliti

cal d

ebat

es, i

nter

view

show

s an

d co

med

y sk

etch

espr

ovid

e pu

pils

with

an

oppo

r-tu

nity

to e

valu

ate

and

dis-

cuss

wha

t the

y ha

ve h

eard

.

Rep

orte

r

LES

SO

N #

22S

CO

PE

OF

LE

SS

ON

: To

allo

w s

tude

nts

an o

ppor

tuni

ty fo

r us

ing

liste

ning

as

one

skill

invo

lved

in r

epor

ting

info

rmat

ion

to o

ther

s.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

E

To

be a

ble

to g

ive

a re

sum

e' o

f an

item

in a

mag

azin

e or

ina

new

spap

er in

corr

ect o

rder

, inc

lud-

ing

the

impo

rtan

tfa

cts,

afte

r he

arin

git

read

.

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

Hav

e th

e st

uden

ts b

ring

in s

hort

item

s fr

om a

loca

l new

spap

ersu

ch a

s; r

epor

t of a

n au

tom

obile

acc

iden

t, a

fight

, a fi

re, o

r a

spor

ts e

vent

. Rea

d al

oud,

or

have

the

stud

ents

rea

d th

ear

ticle

to th

e cl

ass.

Hav

e on

e m

embe

r of

the

clas

s vo

lunt

eer

to g

ive

a re

port

or

sum

mar

y of

the

artic

le ju

st r

ead.

Eva

luat

eth

e re

port

ing

perf

orm

ance

in te

rms

of r

ecal

l, se

quen

ce, i

nclu

-si

on o

f im

port

ant i

nfor

mat

ion

and

deta

ils.

New

spap

er, s

hort

ads

or a

rtic

les

Cho

ose

seve

ral p

upils

or

the

entir

e cl

ass

to w

atch

a te

le-

visi

on p

rogr

am. H

ave

each

pupi

l eith

er w

rite

a su

mm

ary

or g

ive

a sh

ort o

ral s

ynop

sis

of th

e pr

ogra

m. J

udge

the

accu

racy

and

incl

usiv

enes

sof

eac

h pe

rson

's r

epor

t.

You

're th

e T

each

er

LES

SO

N #

23S

CO

PE

OF

LE

SS

ON

: To

prov

ide

an a

ctiv

ity w

here

pup

ils m

ust u

seth

eir

liste

ning

ski

lls to

follo

w d

irect

ions

.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

E

To

be a

ble

to p

erfo

rman

act

ivity

suc

h as

ironi

ng a

shi

rt,

ham

mer

ing

a na

il,or

teas

ing

hair

afte

rlis

teni

ng to

dire

c-tio

ns.

AC

TIV

ITY

Eac

h st

uden

t in

the

clas

s be

com

es a

n ex

pert

at g

ivin

gdi

rect

ions

for

one

proc

ess-

-whi

ch h

e or

she

doe

s no

tre

veal

to th

e ot

her

mem

bers

of t

he c

lass

. The

se to

pics

shou

ld b

e si

mpl

e.

Exa

mpl

es: I

roni

na a

shi

rt1.

Spr

inkl

e2.

Pas

s iro

n ac

ross

clo

th3.

But

ton

4. F

old

or h

ang

Ham

mer

ino

a na

il1.

Get

nai

l out

of b

ox2.

'Hol

d up

right

on

woo

d3.

Str

ike

with

ham

mer

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

Tea

sing

hai

r1.

Get

com

b2.

Hol

d up

sec

tions

of h

air

3. M

ake

shor

t up

and

dow

n m

otio

ns w

ithth

e co

mb,

thro

ugh

the

hair.

The

stu

dent

exp

ert c

hoos

es s

omeo

ne to

who

m h

e w

ill g

ive

the

dire

ctio

ns. H

e gi

ves

the

dire

ctio

ns o

ne s

tep

at a

tim

e.T

he li

sten

er c

arrie

s ou

t the

dire

ctio

ns w

ith th

e eq

uipm

ent

prov

ided

.

Ham

mer

, nai

l, w

ood

Com

b

Iron

, clo

th, h

ange

r

Pro

paga

nda

LES

SO

N #

24S

CO

PE

OF

LE

SS

ON

: To

deve

lop

an a

war

enes

s an

d re

cogn

ition

of p

ropa

gand

aan

d th

e te

chni

ques

of p

ropa

gand

a.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

E

To

be a

ble

to s

how

an a

war

enes

s of

prop

agan

da in

ad-

vert

isin

g, b

y po

int-

ing

out m

isst

ate-

men

ts, i

ncon

sist

en-

cies

, and

unt

ruth

s.

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

Dis

cuss

with

pup

ils th

e va

rious

way

s th

at p

eopl

e ar

e pe

r-su

aded

to d

o or

buy

cer

tain

thin

gs. U

se n

umer

ous

audi

o-vi

sual

dev

ices

to il

lust

rate

the

poin

t suc

h as

:

List

enin

g to

tele

visi

on c

omm

erci

als

Pla

ying

rec

ordi

ngs

of s

ales

talk

s

Pas

ting

up a

ds fr

om n

ewsp

aper

s an

d m

agaz

ines

Pla

ying

pol

itica

l spe

ech

reco

rdin

gs

Enc

oura

ge th

e st

uden

ts to

look

for

spec

ific

indi

catio

ns o

fpr

opag

anda

suc

h as

:

Ove

rsta

tem

ents

Am

bigi

ous

stat

emen

tsE

mot

iona

l app

eal

Som

ethi

ng-f

or-n

othi

ng s

chem

esM

iracl

e dr

ugs

and

cure

sIn

cons

iste

ncie

sU

nrea

sona

ble

pric

es a

nd s

alar

ies

Pac

kage

dea

ls

Bul

letin

boa

rd m

ater

ials

that

sho

w e

vide

nce

ofpr

opag

anda

Film

s of

pol

itica

l spe

eche

s

Pro

ject

or

Tap

e re

cord

ings

Tap

e re

cord

er

Tel

evis

ion

or r

adio

tolis

ten

to a

dver

tisem

ents

Pro

ps fo

r dr

amat

izat

ions

She

et li

stin

g sa

mpl

es o

fpr

opag

anda

(S

ee a

ppen

dix)

1. H

ave

the

pupi

ls d

iscu

ss h

owpe

rson

al p

ropa

gand

a ca

n be

use

dby

or

on th

em. S

ome

of th

ese

situ

atio

ns c

an b

e dr

amat

ized

.E

xam

ples

:

Per

suad

ing

your

par

ents

to le

tyo

u st

ay u

p la

tebe

caus

e so

me

othe

r ki

ds d

o

Pee

r pr

essu

re c

onvi

ncin

g yo

uto

che

at in

sch

ool,

driv

e fa

st,

etc.

Hav

ing

olde

r pu

pils

giv

e a

sale

s ta

lk

Oth

er p

upils

who

are

list

enin

gtr

y to

eva

luat

e w

hat t

hey

hear

2. M

ake

a lis

t of h

ow p

ropa

gand

ais

use

d on

par

ents

, pee

rs o

rvi

ce v

ersa

. Exa

mpl

es:

"Eat

you

r ca

rrot

s.T

hey'

llm

ake

your

hai

r cu

rly."

"Jim

my'

s m

othe

r le

ts h

im d

oan

ythi

ng h

e w

ants

."

"The

boy

s w

on't

date

me

ifI w

ear

lots

of m

akeu

p."

ADDITIONAL SUGGESTED ACTIVITIES

1. Listening to records

2. Listening to stories/library period

3. Using radio and television for purposeful listening

4. Auditory discrimination games: Discriminate between specific sounds

Initial and final sounds

Listening for similarities and differences

5. Listening to movies for comprehension

6. Singing

7. Attending plays and skits

8. Attendance at or participation in musical events, children's plays or concerts9. Playing or listening to rhythm instruments

10. Role-playing with telephone equipment

11. Presenting a puppet show

12. Listening for clues

13. Listening and acting out directions

14. Listening for specific information

15. Listening during classroom activities: Show-and-tell

Teacher directions

Homework assignments

16. Inviting guests or resource people to speak, give reports

17. Activities where pupils work in groups and listen to each other:

Planning a class party

Working on a project

Doing class work or homework jointly

18. Playing games that involve listening to directions

19. Pantomime to riddles, stories, records

20. Field trips or listening walks

21. Imitation of sounds

22. Repeating what is heard--sentences, words, short stories

EQUIPMENT

Record player

Records: story, song, rhythm

Books: story, song, nursery rhyme, poem

Radio

Television

Tape recorder and tapes, head phones

Movies

Films and filmstrips

Piano, autoharp or guitar

Rhythm instruments

Sound boxes (commercial animal sounds, teacher-made filled with rice, pebbles, materialsas props for making sounds)

Telephone equipment

Songs

Mattel Dial-a-Sound Wheels

Animals and dolls with sounds and speech

Puppets

Newspapers

Magazines

Stimulus pictures

Peabody Kits (listening activities)

Rhyming Cards

Flannel board and materials

ORAL EXPRISTIOAr ACTIVITIES

ORAL EXPRESSION

Oral expression is the educable mentally retarded child's primary means of commu-nication. Successful learning of this skill contributes to his self-confidence, to hisability to understand his surroundings and to his ability to interact with people. Throughlanguage, the child learns an acceptable way to control the actions of others. Languagealso enables him to control his own feelings and emotions. Thus, verbalization ofteneliminates the necessity for acting out negative feelings. It is, therefore, necessaryfor the teacher to provide opportunities for maximum growth in this area. Oral expres-sion includes language and speech. Language is the expression of ideas, concepts,opinions and feelings. Speech is the articulation, the vocal sounds and gestures oflanguage. In this document we will be concerned with the language aspect of oralexpression.

Learning to speak is a complex intellectual process which requires a minimum levelof intellectual ability. Although the educable mentally retarded child has the requiredability, he is usually limited in his vocabulary and in the length of his sentences, com-pared to the normal child of his age. He may be shy, afraid to speak or unable to speakclearly. Language skills seem to develop through meaningful experiences. Conceptsseem to develop through the use of language. But the educable mentally retarded child,as compared to the normal child, has had fewer experiences that can be verbalized andhas been less able to understand and to assimilate the experiences on which furtherconceptualization is built. The teacher needs to provide the pupil with experiencesthat can be verbalized and integrated into his conception of the world. Experiences arenot only a field trip-type of activity. Dramatizations help clarify concepts. Pictureshelp clarify, review and extend concepts. The pupil also needs experiences similar tothose found in everyday situations, such as greetings, courtesies, interviews and socialconversation for stimulating, encouraging and practicing language.

There are many reasons why the development of language may be impaired. Emotionaltrauma may interfere with the development of speech. Since speech is learned throughimitation, hearing loss can retard its development. An inability to control the samemuscles used in chewing or swallowing, respiratory difficulties, or vocal cord nodulesmay make speaking difficult for some children. Disadvantaged children may have diffi-culty with language in school since they have not had a middle class model of speechand language to emulate. The retarded child's language development may be impaired forany or all of the foregoing reasons, and since his general rate of development is slow sowill his rate of language development be slow. Lloyd M. Dunn in his book, ExceptionalChildren in the Schools, provides a table of the chronological development of speechto which you can refer to assess the stage of development at which a particular childmay be.

41

Normal Development of Speech

Chronological development of speech from birth to eight years of age.

Age

Months

1

2

3

4

5

6

7

8

9

12

18

Years

General CharacteristicsVocabulary

Words Articulation

Crying: related to causes and circumstances

Some differential vocalization--cooing & babbling

Coos and smiles when looked at

Babbling; uses sound to get attention; laughs, chuckles

Specific vocalization (displeasure when object removed)

Babbling increasing; vocalizes to mirror image

Lalling begins (movements of tongue with vocalization)

Vocalizes recognition

Combines syllables; copies sounds hear; echolalia

Echolalia continues; first words

Fluent jargon; one-word sentences

2 Two word sentences; naming; begins to use personalpronouns

Three word sentences; repeats syllables

3 Uses language to tell stories; speech understood

Speech disfluencies, concepts expressed with words;complete sentences, sentence length 4-5 words

4 Imaginary speech; very verbal; motor development

5 Language complete in structure and form; can tellstories; less concrete; complex sentences

6 Learns to read; intelligibility of speech is excellent

7 Increases in complexity of sentence structure

8 Speech should be "perfectly" articulated

1

1-3

18-22

300

450

900

1200

1500

2200

Increasing

Increasing

Vowels

h, w, hw

p, b, m

t, d, n

k, g, ng

f, v, I, r, y

s, z, sh

ch, zh, j

th (voicedand unvoiced)

"From Speech Impaired Children by Forest M. Hull from EXCEPTIONAL CHILDREN IN THE SCHOOLS. Edited by Lloyd M.Dunn. Copyright (c) 1963 by Holt, Rinehart, and Winston, Inc. Reproduced by permission of Holt, Rinehart, and Winston,Inc."

42

If the pupil has a severe language disorder; if he cannot be understood; it his speechcalls attention to itself rather than to the thoughts or ideas being expressed; if the devel-opment of the language is very delayed; then the teacher needs to refer the pupil to aspeech clinician. This specialist, with the aid of formal language tests, can help thechild. She can also give the teacher guidance in helping the child in the classroom.However, the teacher can informally and periodically assess a pupil's or the group'sdevelopment and provide remediation, if the problems are not too severe. Robert M.Smith, in Clinical Teaching: Illetlio:!s of Instruction for the Retarded, supplies a list ofactivities the teacher can use to check a pupil's language development and identify hisweaknesses. These activities can also be used to overcome weaknesses. A copy ofthis activity chart follows:

Informal Assessment Procedures of Language

Language area and appropriate diagnostic activity

Understanding What is Heard

A. Ask the child to follow your verbal commands such as, "Place your hand on the, top of yourhead." "Hold your right hand in the air and wave to the people sitting on both sides ofyou." "Go to the table at the rear of the room, take a piece of paper out of the tray, returnto your desk, and crumple the paper into a ball."

B. Have the child respond to the directions sung on records such as "Ball and theJack."

C. Ask the child various questions such as, "Do books walk?" "Does chalk write?" "Doelephants eat?" Have him respond by standing up or raising a hand if the answer is "yes"and do nothing if the answer is "no."

D. Play records containing various sounds and have the child identify who or what makes eachsound. Ask the child to listen for certain components in stories or nursery rhymes, or havehim tell the story again in order to determine if he understands what is being said.

E. Present the child with a series of unambiguous pictures which appear on a single piece ofpaper, say the appropriate word or words describing one of the pictures, and have the childpoint to the correct picture.

Understanding What is Seen

A. Show the child a picture of an animal, e.g., a cow, and give him the appropriate label for theanimal; then, present the child with a series of pictures and ask him to point to all the cows.It is possible to way this exercise by using different objects and pictures. For instance,the selection by the child can be according to those objects that are moving, things that arered, pictures that show children, or things that are round.

B. Have the child inspect a picture containing an object with a certain shape or characteristicwhich is a hidden part of the total scene. Show a picture of the object and see hoit many hecan locate in the total picture. The backs of cereal boxes frequently contain these types ofpictures.

C. Present the child with a group of chips which are of various geometric shapes or which havepictures printed on each. Have the child locate and make piles of all the squares, triangles,or pictures of donkeys. The same exercise can be done with letters of the alphabet.

43

D. Show a silent film, filmstrip, or series of cards which tells a story. Ask questions concern-ing the general story sense as well as specific details, such as what people were wearingon their heads, how many cars were in the picture, if children appeared in the sequence, andso on.

E. Have the children interpret pictures by looking for details in a story, sensing implied facts,and seeing cause and effect.

F. Present a series of pictures; then, have them sequence the pictures according to a story andtell about the story sequence.

G. Show a silent film or filmstrip and ask the students to tell about the story. Dramatization byrole playing will help to determine any difficulties they might have in decoding visual stimuli.

Associating Auditory Stimuli

A. Play a group of recorded sounds and ask the children to identify all those sounds made bybirds or animals. A variation of this is to name an object for the children, following thiswith a series of sounds. Ask the students to indicate which sound is made by a train. Thetask is made complicated by reducing the dissimilarity among the sounds or by providingmore than one sound made by a train.

B. Ask the children to vocally list all the things they can think of that can carry other things,that have ears or hair, or that can be built from bricks.

C. Present a series of objects, and ask the students to tell in which ways the objects are similar.A graded series of these tasks can be developed which range from obvious similarities tomore obtuse likenesses. Initially, it may be necessary to present a visual picture of eachobject as the appropriate word is said.

D. Present an incomplete story or show part of a short film, and have the children tell whatthey think will happen, how the story will end, and why.

E. Present vocal absurdities such as, "What would happen if we were born with three fingersand no thumb?" or "What would happen if we suddenly could walk only on our hands?"This will help check on how well the child is able to.see cause and effect situations.

F. Have the child complete sentences such as, "I opened the window and

G. Ask them to interpret or tell you the general sense of a story which they have been told.Determine if the child can discern cause and effect by asking him "What would happenif .. .?" types of questions.

H. Give the students an opportunity to supply an ending to a story.

Associating Stimuli Presented Visually

A. Present the children with cards containing pictures of absurd situations, such as a childtrying to brush his teeth with a hair brush or comb. Ask them to tell you why the picture issilly, or have them point to the funny part of each picture.

B. Have the children look through old magazines or catalogs and cut out all the things they canfind which are green, have wheels, or have buttons. Present them with a group of picturesor objects and have the students group the objects according to some criterion, such as thosethings that are used for work, contain at least two colors, could hold water, or groin in theground. Gradually ask for grouping on multiple criteria, such as those objects that are round,green, and can be eaten.

44

C. Using one of the commercial story puzzles, ask the children to arrange the pieces of thepuzzle so that the story is told. At first, they should be shown the entire sequence and laterbe allowed to reassemble the components of the story.

D. Show a picture and ask the children to verbally or gesturally indicate what would happen if"such and such" had occurred. For example, a picture of cars stopped at an intersection fora red light could be used and the children asked to tell or show the possible consequencesof a car going through the red light.

E. Prepare a sheet with pictures of objects which have characteristic sounds. From tape, presentthe children with a sound and have them relate the sound to one of the pictures.

F. Present a picture of an object followed by a second series of pictures showing a group ofobjects. One of the group should be the same as the initial picture, or a variation thereof,shown from a different perspective. Ask the child to choose the one which is the same asthe first picture.

Remembering What is Heard

A. Ask the child to repeat digits of varying lengths forward and/or backwards.

B. Present words or sentences of different lengths and complexity, and ask that they be repeatedin the way that they were originally presented.

C. Observe how well the children remember rhymes and songs.

D. Read a story to the group and have each child recall specific and general aspects of the story.

E. Sing or play records using music that allows for adding on, such as "Old MacDonald Had aFarm." See how well children remember the paired relationships within the song. For example,the cow goes "moo" and not "quack-quack."

F. See if the students can follow a series of directions which increase in length and complexity.For example, say, "Charlie, I would like for you to get up from your chair, take this piece ofpaper to the trash can, go to the blackboard, draw a circle, place the open book on the table,and return to your desk."

Remembering What is Seen

A. Show a group of objects which initially are quite dissimilar in their characteristics. Havethe students close their eyes while one of the objects is removed, and after they have openedtheir eyes, have them recall what is missing. This task can be increased in complexity byincreasing the number of objects presented, exhibiting objects with similar characterisitcs,removing more than one object, or by requiring that a child replace the objects in the sameinitial sequence.

B. Present a series of cards with paired-associate types of tasks, mix the cards up, and ask achild to reconstruct the pairs. For example, you might have a series of colored chips withthe name of each color printed on separate cards. The child learns to associate the bluechip with the card containing the printed word "blue." Several of these types of pairs e.;...n

be presented with the child requested to match the appropriate word with the correct colorafter the objects have been mixed up.

C. Show a picture and have the students remember all the objects they saw.

D. Remembering and reconstructing a pictorial sequence such as in a comic strip will help toassess visual memory and the visual interpretation of stimuli.

45

Vocal Expression of Ideas

A. Observe how well children do during the "show-and-tell" period or in their description ofan object, event, or process.

B. Have the children respond to questions which emphasize verbal fluency wherein any responsea child gives is correct, such as, "How many ways can a toothpick be used?" "What wouldhappen if everyone lived in a house made of glass?"

C. Show a picture and have the children tell about the picture, what went on before the picturewas taken, and what happened afterwards.

D. Have a child tell how to do something such as catch a fish, teach a dog to fetch a stick, orcut the lawn.

E. Show a simple object and ask for a description of the object.

F. Observe the extent of each child's vocabulary, the length and complexity of sentences used,and how correctly words are used.

Motor Expression of Ideas

A. Have the children dramatize an event which his been seen or heard, such as threading aneedle, sewing on a patch, cooking dinner, driving a car, or riding a horse.

B. Have them listen to a record containing a short story or song and draw a picture on the black-board or on a large piece of paper describing what was heard.

C. Observe how effectively children communicate ideas in finger plays.

D. Ask the group to draw objects having certain characteristics, such as things that have threecorners, objects that carry other things, or illustrations of things that can be eaten.

E. Ask the children to show how many ways musical instruments can be played.

F. Observe the use of gestures in describing a happening or object during show-and-tell.

G. Creative dramatics and role playing will provide excellent situations for assessing abilityin motor expression.

H. Present an object or show a picture. Ask the children to show what people usually do withthe object.

From CLINICAL TEACHING: METHODS OF INSTRUCTION FOR THE RETARDED by R. Smith. Copyright (c) 1968 byMcGraw-Hill, Inc. Used with permission of McGraw-Hill Book Company.

All children need to hear language and need someone to listen to them speak.Without a listener there is no motivation to express oneself. Language seems to developmost naturally and efficiently at school in small groups, rather than on a one-to-onebasis. The desire to communicate is often stimulated in informal, uncritical situations;during lunch, when the pupil arrives at school and has something to report to the teacheror friends; during show-and-tell or before dismissal when it is a good idea to summarizethe events of the day. In thes situations the pupil feels relaxed and unpressured.Informal, as well as formal opportunities need to be planned to encourage the pupil toexpress himself and to listen to others.

The teacher can be direct in helping the pupil organize his thoughts sequentiallyand in helping him stay on the topic, by asking questions after the pupil has developedsome skill and ease in language. For instance, during sharing time, the teacher canask the pupil about the new ball he has brought to school. "Is that a big ball you have?""What color is your ball?" "Did you get it for a present?" "Did you buy it with yourown money?" "What do you like to do with your ball?"

In her language arts program and throughout the day in units or trips, stories andgames, during sharing time and while answering questions, the teacher strives to increasethe pupil's understanding of language. She tries to help the child enlarge his speakingvocabulary and to help him express his thoughts logically, succinctly and clearly.

47

Cre

ativ

e D

ram

atic

s

LES

SO

N #

1

SC

OP

E O

F L

ES

SO

N: T

o pr

ovid

e ac

tiviti

es fo

r la

ngua

ge th

roug

h dr

amat

izat

ion.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

E

To

be a

ble

to d

emon

-st

rate

ora

l exp

res-

sion

thro

ugh

crea

tive

dram

atic

act

iviti

esby

par

ticip

atin

g in

rhyt

hmic

poe

ms,

chor

al s

peak

ing,

echo

spe

ech,

pla

ysan

d pu

ppet

sho

ws

whe

n th

ese

acti-

vitie

s ar

e in

itiat

edin

the

clas

sroo

m.

AC

TIV

ITY

Cre

ativ

e dr

amat

ic a

ctiv

ities

mot

ivat

e th

e ed

ucab

le m

enta

llyre

tard

ed to

talk

and

hel

p th

em a

ct o

ut th

eir

prob

lem

s. C

reat

ive

dram

atic

s ca

n be

inco

rpor

ated

into

the

regu

lar

clas

sroo

mac

tiviti

es th

roug

hout

all

area

s of

cur

ricul

um a

nd o

n al

l gra

dele

vels

.

Exa

mpl

es:

Prim

ary

Rhy

thm

ic a

ctiv

ities

Sho

rt r

hyth

mic

poe

ms

Nur

sery

rhy

mes

Info

rmal

rol

e-pl

ayin

g

Inte

rmed

iate

Pup

petr

y

Sto

ries

(sha

re)

Rid

dles

Poe

try

Pan

tom

ime

Sto

ry r

ecor

d

Hou

seke

epin

g, a

nim

als,

cars

Poe

ms

Rol

e-pl

ayin

g

Cho

ral s

peak

ing

and

sing

ing

Adv

ance

d P

rese

ntin

g an

d m

emor

izin

g pl

ays,

sto

ries,

poe

ms

Pre

sent

ing

two,

thre

e, fo

ur, p

art c

hora

l and

ech

osp

eaki

ng

Dra

mat

izin

g so

cial

situ

atio

ns

Dra

mat

izin

g co

nflic

t situ

atio

ns

RE

SO

UR

CE

MA

TE

RIA

LS

Poe

ms

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

Pup

pets

Pla

ys

Sto

ry b

ooks

Nur

sery

rhy

mes

Rec

ords

Rec

ord

play

er

Inst

rum

ents

for

rhyt

hmic

read

ines

s ac

tiviti

es

Pro

ps n

eces

sary

for

mak

ing

any

dram

atiz

a-tio

ns m

ore

auth

entic

Exa

mpl

es: F

urni

ture

Cos

tum

es

Tap

e re

cord

ing

mat

eria

ls

LES

SO

N #

2

SC

OP

E O

F L

ES

SO

N:

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

To

be a

ble

to d

escr

ibe

the

actio

ns o

f a p

upil

dram

atiz

ing

a pa

rtic

u-la

r ac

tivity

_in

fron

tof

the

clas

s, i.

e.,

driv

ing

a ca

r.

Pan

tom

ime

To

use

pant

omim

e an

d dr

amat

izat

ions

as a

stim

ulus

for

lang

uage

.

AC

TIV

ITY

Pre

pare

a li

st o

f dai

ly fa

mili

ar a

ctiv

ities

and

writ

e ea

chon

eon

a s

mal

l pie

ce o

f pap

er, f

old

and

plac

e in

a c

onta

iner

.S

elec

t a s

tude

nt to

dra

w a

slip

of

pape

r, r

ead

the

activ

ityan

d pa

ntom

ime

the

vario

us a

ctio

ns in

his

act

ivity

.H

elp

the

stud

ent d

ecip

her

his

inst

ruct

ions

if h

eor

she

can

not

read

them

.

Exa

mpl

e: D

rivin

g a

car

Ope

ning

the

door

Sitt

ing

dow

n

Clo

sing

the

door

Put

ting

key

into

igni

tion

Get

ting

into

gea

rS

teer

ing

Han

d si

gnal

sO

pera

ting

brak

e an

dac

cele

rato

r

The

pup

ils w

atch

ing

verb

aliz

e th

e va

rious

actio

ns th

ey s

eebu

t do

not t

ry to

gue

ss th

e en

d pr

oduc

t.

Exa

mpl

e:S

he's

clo

sing

a d

oor.

She

's p

umpi

ng s

omet

hing

with

her

foot

.

She

's s

teer

ing

a w

heel

.

Afte

r th

e pu

pil f

inis

hes

the

pant

omim

e he

asks

for

a vo

lunt

eer

who

thin

ks h

e ca

n gu

ess

the

entir

e ac

tivity

,i.e

., dr

ivin

g a

car.

Thi

s pu

pil i

s ne

xt to

pan

tom

ime

an a

ctiv

ity. S

ampl

eac

tiviti

es to

pan

tom

ime:

Eat

ing

a m

eal

Writ

ing

and

mai

ling

a le

tter

Mak

ing

a dr

ess,

bed

Mak

ing

a ph

one

call

Pac

king

a s

uitc

ase

Fee

ding

a b

aby

Sw

imm

ing

Cle

anin

g a

hous

e

Get

ting

dres

sed

Fis

hing

RE

SO

UR

CE

MA

TE

RIA

LS

Pap

er

Pen

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

Old

er s

tude

nts

enjo

y pa

nto-

mim

ing

soci

al s

ituat

ions

,em

otio

ns a

nd m

ore

com

plex

activ

ities

.

Exa

mpl

e: G

ettin

g ba

ck a

bad

grad

e on

an

exam

-in

atio

n.

Pan

tom

ime:

Sm

i

lead

ing

Pic

king

som

ethi

ng u

p fr

omte

ache

r's d

esk

Look

of s

hock

Put

ting

head

dow

non

des

k

Rip

ping

pap

er u

p

Sha

king

hea

d ba

ck a

nd fo

rth

Sla

mm

ing

fist o

n de

sk

Sho

w-a

nd-T

elI

LES

SO

N #

3

SC

OP

E O

F L

ES

SO

N: T

o pr

ovid

eth

e ch

ildre

n w

ith a

n op

port

unity

tota

lk to

the

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

entir

e cl

ass.

To

be a

ble

to d

iscu

ssS

how

-and

-tel

l tim

e is

enj

oyed

by

youn

gch

ildre

n an

d pr

ovid

es

an o

bjec

t or

expe

rienc

ean

oppo

rtun

ity fo

r sp

onta

neou

s or

alex

pres

sion

. Unl

ess

this

in a

coh

eren

t man

ner

activ

ity is

som

ewha

t gui

ded

and

dire

cted

by

the

teac

her

it

in r

espo

nse

to th

ebe

com

es m

onot

onou

s an

d a

show

-off

com

petit

ion

of to

ys a

nd

teac

her's

com

men

tspe

rson

al b

elon

ging

s.

or q

uest

ions

.In

ord

er to

gui

de th

e ac

tivity

:

seat

the

child

ren

in a

sem

i-circ

lean

d ha

ve th

em a

nsw

er d

irect

ed q

uest

ions

.

Exa

mpl

es:

Tea

cher

, "W

hat a

nic

e bo

ok y

ou b

roug

htin

toda

y, M

ary.

Can

you

tell

me

atle

ast

two

thin

gs a

bout

you

r bo

ok?"

or

"Wha

t col

or is

the

cove

r?"

"Who

rea

ds it

to y

ou?"

RE

SO

UR

CE

MA

TE

RIA

LS

Var

ious

obj

ects

, art

-ic

les,

etc

., fo

r us

e in

show

-and

-tel

l tim

e.T

hese

can

be

brou

ght

in b

y th

e pu

pils

or

prov

ided

by

the

teac

her.

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

1. A

sk o

ne q

uest

ion

of e

ach

child

, in

orde

r to

allo

wm

any

pupi

ls to

part

icip

ate

in s

how

-and

-tel

l tim

e.T

his

give

s al

l stu

dent

s a

chan

ce to

talk

with

the

secu

rity

of h

avin

g a

spec

ific

ques

tion

toan

swer

or

com

men

t to

mak

e.

Exa

mpl

es: "

Wha

t did

you

do

last

nig

ht w

hen

you

wen

tho

me?

"

"Wha

t did

one

of

your

pet

s do

last

nig

ht?"

"Wha

t kin

d of

hous

e do

you

live

in?"

2. S

how

-and

-tel

l per

iods

pro

-vi

de a

n op

port

unity

for

a

daily

exp

erie

nce

char

t.T

opic

s an

ddi

scus

sion

sbr

ough

t out

dur

ing

this

daily

dis

cuss

ion

are

re-

cord

ed o

n th

e ch

art.

Res

taur

ant

LES

SO

N #

4S

CO

PE

OF

LE

SS

ON

: To

elic

it or

al e

xpre

ssio

n fr

om c

hild

ren

in a

gam

e at

mos

pher

e.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

SA

CT

IVIT

YR

ES

OU

RC

E

MA

TE

RIA

LS

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

To

be a

ble

to c

hoos

e H

ave

child

ren

cut o

ut c

olor

ed p

ictu

res

of b

read

, pie

, cak

e,a

mea

l and

req

uest

frui

t, ve

geta

bles

, sou

ps, s

alad

s an

d m

eat d

ishe

s fr

omit

in c

ompl

ete

sen-

mag

azin

es. C

hoos

e a

cook

, wai

ter

and

thre

e or

four

cus

tom

ers.

tenc

es w

hen

give

nP

lace

pic

ture

s on

a ta

ble

over

whi

ch a

"co

ok"

pres

ides

.pi

ctur

es o

f foo

d to

Thr

ee to

four

"cu

stom

ers"

sit

at th

e ta

ble.

look

at.

Bef

ore

taki

ng th

eir

seat

s, th

e cu

stom

ers

look

ove

r th

e co

ok's

disp

lay

and

deci

de th

ree

thin

gs th

at th

ey w

ant t

o or

der.

The

wai

ter

then

take

s on

e cu

stom

ers

orde

r at

a ti

me

and

repe

ats

the

orde

r to

the

cook

. The

coo

k pl

aces

the

appr

opria

te p

ictu

reon

a tr

ay w

hich

the

wai

ter

carr

ies

to th

e ta

ble.

He

serv

es it

sayi

ng, "

Her

e is

you

r..."

Eac

h ve

rbal

exc

hang

e sh

ould

be

a co

mpl

ete

sent

ence

. Con

tinue

until

all

stud

ents

hav

e ha

d a

chan

ce to

be

eith

er th

e co

ok,

wai

ter

(wai

tres

s) o

r cu

stom

er.

Ladi

es' m

agaz

ines

Sci

ssor

s

Opt

iona

I:pa

per

hats

for

cook

s an

dw

aite

rs

Tra

y

Use

oth

er k

inds

of m

erch

andi

se(c

loth

ing,

toys

, gar

den

supp

lies

and

furn

iture

), c

lerk

s an

d st

ore-

room

atte

ndan

ts.

Pic

k-an

d-T

alk

Box

LES

SO

N #

5

SC

OP

E O

F L

ES

SO

N: T

o he

lp p

upils

ver

bally

des

crib

ea

spec

ific

obje

ct.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

EA

CT

IVIT

YR

ES

OU

RC

E

MA

TE

RIA

LS

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

To

be a

ble

to d

emon

-st

rate

the

verb

alflu

ency

nec

essa

ryto

allo

w o

ther

s to

gues

s th

e na

me

ofa

part

icul

ar o

bjec

t.

Kee

p a

varie

ty o

f sm

all i

tem

s in

a b

ox a

nd c

hang

e th

ese

item

s fr

om ti

me

to ti

me.

Hol

d th

e bo

x ab

ove

the

pupi

l'she

ad. T

his

avoi

ds d

iffic

ulty

in c

hoos

ing.

One

stu

dent

pick

s an

item

from

the

box

and

reve

als

only

toyo

u w

hat

it is

.

The

pup

il do

ing

the

choo

sing

mus

t loo

k at

and

des

crib

eth

e ite

m h

e pi

cked

, car

eful

ly c

once

alin

g it

inhi

s ha

nd.

he c

lass

trie

s to

gue

ss w

hat t

he o

bjec

t is

by li

sten

ing

to th

e de

scrip

tion.

Box

Sam

ple

item

s fo

r th

e bo

x:

hair

pin

penn

y

eye

drop

per

clot

hes

pin

bottl

e op

ener

ear

muf

fs

pape

r cl

ip

earr

ing

cray

on

1. G

rab

bag:

Pla

ce a

n as

sort

-m

ent o

f thi

ngs

belo

ngin

gto

one

cate

gory

in a

sac

k.U

se s

ame

proc

edur

e.

Exa

mpl

e: F

ruits

Jew

elry

Coi

ns

2. P

ick-

a-P

ictu

re: C

olle

ctsi

mpl

e ac

tion

pict

ures

and

allo

w e

ach

stud

ent t

ose

lect

one

of t

hese

pic

ture

s.W

ith s

ugge

stio

ns fr

om y

outh

e cl

ass

mak

es u

p a

shor

tve

rbal

sto

ry a

s a

desc

rip-

tion

of th

eir

pict

ure.

Sha

pe B

ingo

LES

SO

N #

6S

CO

PE

OF

LE

SS

ON

: To

enco

urag

e ve

rbal

exp

ress

ion

thro

ugh

a m

otiv

atin

g ga

me.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

SA

CT

IVIT

YR

ES

OU

RC

E

MA

TE

RIA

LS

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

1. T

o be

abl

e to

tell

in a

com

-pl

ete

sent

ence

all t

hree

obj

ects

that

wer

e ob

-ta

ined

in a

row

.

2. T

o be

abl

e to

reco

gniz

e w

hen

vict

ory

isat

tain

ed.

Pla

y lik

e B

ingo

. You

or

a st

uden

t can

be

the

calle

r. W

hen

a pl

ayer

has

mar

ked

thre

e ob

ject

s in

a r

ow, h

e ca

nre

deem

his

card

by

desc

ribin

g hi

s se

quen

ce,

.6,

G'O

'ts

0 t3

c=1

"I h

ave

a tr

iang

le, a

circ

le a

nd a

squ

are.

"

If he

is c

orre

ct, h

e ge

ts a

priz

e or

pre

-det

erm

ined

rec

og-

nitio

n. C

ontin

ue u

ntil

all s

tude

nts

have

had

an

oppo

rtun

ityto

ver

baliz

e.

Pre

pare

d ca

rds

with

ava

riety

of s

hape

s, o

rou

tline

s of

fam

iliar

anim

als

or o

bjec

ts.

(Nin

e sh

apes

per

car

dsw

ould

be

suffi

cien

t for

begi

nner

s.)

tio4-

rs-

p/4

1,4h

\rB

eans

, cor

n, e

tc.,

for

mar

kers

*des

nr r

Pyr.

:km

agen

att v

e iO

eect

e

LES

SO

N r

SC

OP

E O

F L

ES

SO

N: T

o pr

omot

e be

tter

°rat

com

mun

icat

ion

by h

elpi

ng th

ech

ildre

n le

arn

a m

ore

desc

riptiv

e vo

cabu

lary

.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

To

be a

ble

to s

how

an in

crea

se in

the

qual

ity o

f the

irsp

eech

and

lang

uage

thro

ugh

thei

r us

e of

desc

riptio

n, im

ager

yan

d a

mor

e co

mpl

exse

nten

ce s

truc

ture

.

Man

y re

tard

ed c

hild

ren

expr

ess

them

selv

es v

erba

lly in

aty

pe o

f spe

ech

that

is c

hara

cter

istic

ally

lack

ing

inde

scrip

tion,

imag

ery

and

com

plex

ity. Y

ou c

an p

rovi

deop

port

uniti

es fo

r ov

erco

min

g th

is in

a c

lass

room

situ

atio

n.P

ictu

res

are

usef

ul.

T -

Wha

t do

you

see

in th

e pi

ctur

e?

S -

A b

ox.

T -

Wha

t col

or is

the

box?

S -

Red

.

T -

Wha

t is

on th

e bo

x?

S -

A b

ow.

T -

Wha

t col

or is

the

bow

?

S -

Whi

te.

T -

If a

box

is w

rapp

ed, w

hat m

ust b

e in

side

?

S -

A p

rese

nt (

surp

rise,

gift

).

T -

Whe

re is

the

box?

S -

On

a ta

ble.

T -

Can

you

tell

me

ever

ythi

ng a

bout

this

pic

ture

inon

e or

two

sent

ence

s?

Pic

ture

of d

ecor

ated

box.

S -

A r

ed g

iftbo

xw

ith a

whi

te b

ow o

n th

e ta

ble.

The

fina

l sta

tem

ent i

s fa

r ric

her

in d

escr

iptio

n,im

ager

yan

d co

mpl

exity

than

the

orig

inal

resp

onse

--

"A b

ox."

1. A

n ex

perie

nce

char

t can

culm

inat

e th

is ty

pe o

fac

tivity

. Pre

sent

a p

ictu

reto

the

clas

s. T

hey

mak

est

atem

ents

abo

ut w

hat

they

see

in th

e pi

ctur

e.T

he c

lass

then

trie

s to

com

pile

as

muc

h of

this

info

rmat

ion

as it

can

into

one

or tw

o de

scrip

tive

stat

emen

ts. T

he o

rigin

alst

atem

ents

and

the

final

sent

ence

s ca

n be

rec

orde

don

an

expe

rienc

e ch

art

and

com

pare

d.

2. U

se r

ecor

ds, s

torie

s or

life

expe

rienc

es a

s ot

her

sour

ces

for

prom

otin

ggo

od v

erba

l exp

ress

ion.

The

sim

plic

ity o

r co

m-

plex

ity o

f the

mat

eria

lw

ill d

eter

min

e th

e ap

pro-

pria

tene

ss fo

r pa

rtic

ular

age

or g

rade

leve

ls.

Pic

ture

Sur

pris

e

LES

SO

N X

i

SC

OP

E O

F L

ES

SO

N: T

o gi

ve s

tude

nts

oppo

rtun

ities

to c

ompl

ete

mea

ning

ful s

ente

nces

.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

To

be a

ble

tode

mon

stra

te u

nder

-st

andi

ng o

f a p

ic-

ture

by

verb

aliz

ing

a se

nten

ce a

bout

it.

Set

of t

wo

rela

ted

pict

ures

.

Exa

mpl

e:1.

Boy

look

ing

into

a s

tore

win

dow

.

2. B

oy e

atin

g a

lolli

pop.

3. B

oy p

layi

ng w

ith a

top.

Sho

w th

e fir

st p

ictu

re a

nd h

ave

one

or tw

o st

uden

ts te

llab

out i

t. A

sk a

que

stio

n th

at s

timul

ates

inte

rest

in w

hat

com

es n

ext.

Hav

e on

e or

two

stud

ents

gue

ss w

hat i

sco

min

g ne

xt. S

how

the

seco

nd p

ictu

re a

ndha

ve o

ne o

rtw

o pu

pils

tell

abou

t it.

Con

tinue

with

oth

erse

ts o

fpi

ctur

es.

On

anot

her

day,

sep

arat

e th

e se

ts a

nd s

how

a ne

w p

ictu

rein

pla

ce o

f the

orig

inal

one.

Hav

e th

e st

uden

ts m

ake

up a

new

end

ing

that

inco

rpor

ates

this

diff

eren

t pic

ture

.

Exa

mpl

e: A

pic

ture

of a

littl

e bo

y lo

okin

glo

ngin

gly

into

a c

andy

sto

re.

The

boy

is e

atin

g a

lolli

pop.

The

n ex

chan

ge e

ndin

gs a

nd s

how

a pi

ctur

eof

the

boy

play

ing

with

a to

p.

Mag

azin

es

Pic

ture

s

Enc

oura

ge th

e pu

pils

tous

e co

mpl

ete

sent

ence

sw

hen

telli

ng th

e st

orie

san

d w

hen

prov

idin

g th

esu

rpris

e en

ding

s.

LES

SO

N #

9S

CO

PE

OF

LE

SS

ON

: To

enco

urag

e ve

rbal

exp

ress

ion.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

EA

CT

IVIT

Y

Scr

apbo

ok

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

To

be a

ble

to id

entif

yan

d m

ake

one

rele

-va

nt s

tate

men

t abo

uta

pict

ure

prov

ided

by th

e te

ache

r in

orde

r to

kee

p th

epi

ctur

e.

Est

ablis

h a

"pic

ture

day

" or

a "

pict

ure

time"

eve

ryda

y.E

ach

stud

ent p

icks

a p

ictu

re fr

om th

e pi

ctur

e bo

x. H

ete

lls a

bout

his

pic

ture

in a

com

plet

e se

nten

ce. T

hen

heis

allo

wed

to p

aste

the

pict

ure

into

his

ow

n sc

rapb

ook.

Pic

ture

s, a

dver

tise-

men

ts, e

tc.,

cut f

rom

mag

azin

es a

nd p

lace

din

a d

ecor

ated

pic

-bo

x.

Six

larg

e (1

2"x1

8")

shee

ts o

f man

illa

pape

r st

aple

d be

twee

nco

nstr

uctio

n pa

per

cove

rs fo

r ea

ch s

tude

nt.

Pas

te.

1. H

ave

a pi

ctur

e-fin

d.P

rovi

de m

agaz

ines

and

cata

logs

and

allo

w th

ecl

ass

to fi

nd p

ictu

res

for

the-

box.

2. W

hen

an in

divi

dual

stud

ent h

as fi

lled

his

scra

pboo

k, h

ave

him

"rea

d" h

is b

ook

to th

ecl

ass.

Z-

LE

SSO

N #

10SC

OPE

OF

LE

SSO

N:

INST

RU

CT

ION

AL

OB

JEC

TIV

E

To

use

wor

ds in

a s

ente

nce.

AC

TIV

ITY

Moo

n R

ocks

RE

SOU

RC

E

MA

TE

RIA

L

LE

VE

L:

Inte

rmed

iate

VA

RIA

TIO

NS

To

be a

ble

to r

ead

a w

ord

chos

en fr

oma

grou

p of

wor

dsan

d us

e it

in a

sent

ence

.

gl

Hav

e th

e ch

ildre

n dr

aw a

spa

cesh

ip in

whi

ch to

sto

reth

eir

rock

s. E

ach

pupi

I ha

s a

turn

to p

ick

up a

"ro

ck"

from

the

moo

n. H

e re

ads

the

wor

d an

d us

es it

in a

sen

tenc

e. If

the

sent

ence

is c

orre

ct, h

e ta

pes

the

rock

to h

is s

pace

ship

.If

he fa

ils to

rec

ogni

ze th

e w

ord

or u

ses

it in

corr

ectly

, he

mus

t put

it b

ack

on th

e m

oon.

Con

tinue

unt

ilea

ch p

upil

has

at le

ast o

ne s

ucce

ss a

nd a

roc

k to

take

hom

e.

Larg

e ru

bber

bal

l.

Sha

pes

with

fam

iliar

wor

ds p

rinte

d on

them

Tap

e th

e w

ords

,(r

ocks

), to

the

ball,

(moo

n), o

verla

ppin

gun

til th

e m

oon

isco

vere

d w

ith r

ocks

.

You

can

use

fish

from

the

sea

to p

ut in

a fr

ypan

; app

les

from

a tr

ee to

put

in a

bas

ket o

rho

rses

for

a co

rral

.

LES

SO

N #

11

SC

OP

E O

F L

ES

SO

N:

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

Pic

ture

Sto

ries

To

give

stu

dent

s an

oppo

rtun

ity to

ver

bally

res

pond

to a

pict

ure.

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

To

be a

ble

to e

x-pr

ess

feel

ings

or

reac

tions

to s

peci

-fic

pic

ture

s us

ing

shor

t des

crip

tive

sent

ence

s an

dap

prop

riate

wor

ds.

Sel

ect s

impl

e pi

ctur

es to

elic

it an

em

otio

nal r

espo

nse.

Sho

w s

tude

nts

the

pict

ure

tow

hich

they

are

ask

ed to

expr

ess

a re

actio

n.A

t firs

t, st

ruct

ure

the

situ

atio

nby

aski

ng le

adin

g qu

estio

ns to

stim

ulat

e th

e ch

ild's

thin

king

.

Exa

mpl

e: P

ictu

re: A

bab

ycr

ying

in a

pla

ypen

.

Is th

e ba

by h

appy

?

How

, can

you

tell?

Why

do

you

thin

k th

e ba

by is

unha

ppy?

Do

you

thin

k yo

u co

uld

doso

met

hing

that

wou

ld m

ake

the

baby

feel

hap

py?

Ser

ies

of p

ictu

res

.to b

eus

ed fo

r in

terp

reta

tion,

Exa

mpl

es:.

Chi

ldre

n pl

ayin

g in

the

snow

At,

inju

red

anim

al

A c

hild

at h

isbi

rthd

ay p

arty

A fi

re

A tr

affic

jam

A b

aby

cryi

ng

1 A

dd to

the

stor

y in

the

pict

ure:

How

do

you

thin

k it

ende

d?

Wha

t mig

ht h

ave

happ

ened

next

?

2. S

erie

s of

pic

ture

s: H

ave

the

stud

ents

arr

ange

ase

ries

of p

ictu

res

to m

ake

a st

ory

and

then

tell

the

stor

y.

Exa

mpl

es: A

flow

er s

eed

Leav

es p

ushi

ngth

roug

h th

egr

ound

A fl

ower

in a

vas

e

3. S

impl

e co

mic

str

ips,

suc

h as

'Nan

cy,"

can

be

cut a

part

and

arra

nged

by

the

stud

ents

.(S

ee A

ppen

dix)

4. E

xpan

d th

is a

ctiv

ity b

y in

-cr

easi

ng th

e co

mpl

exity

of

the

pict

ures

, the

div

ersi

tyof

the

subj

ect m

atte

r an

dth

e ca

liber

of t

he v

erba

lre

spon

ses

expe

cted

.

Fun

ctio

n& o

r E

mer

genc

y S

ituat

ions

LES

SO

N #

12S

CO

PE

OF

LE

SS

ON

: To

prov

ide

stud

ents

with

kno

w-h

ow a

nd p

ract

ice

in la

ngua

gefo

r fu

nctio

nal o

r em

erge

ncy

situ

atio

ns.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

To

be a

ble

to r

eact

to a

sim

ulat

edem

erge

ncy

situ

atio

nby

cor

rect

ly r

epor

t-in

g th

e pe

rtin

ent

info

rmat

ion

to a

nop

erat

or, a

pol

ice-

man

or

fire

depa

rt-

men

t.

The

edu

cabl

e m

enta

lly r

etar

ded

stud

ent w

ill s

omet

imes

find

it ne

cess

ary

to c

omm

unic

ate

spec

ific

info

rmat

ion.

Thi

sab

ility

or

the

lack

of i

t, ca

n of

ten

be a

mat

ter

of s

urvi

val,

Pro

vide

pra

ctic

e in

the

clas

sroo

m. f

or s

peci

fic r

espo

nses

tosp

ecifi

c si

tuat

ions

.

Exa

mpl

e: R

each

ing

an o

pera

tor:

Giv

e yo

ur n

ame.

Sta

te y

our

addr

ess

and

phon

e nu

mbe

r.

Rel

ate

your

pro

blem

or

who

m y

ou w

ant t

o re

ach.

Get

ting

lost

Go

to a

n ad

ult o

r a

polic

e of

ficer

.

Sta

te y

our

nam

e an

d ad

dres

s.

Giv

e yo

ur p

hone

num

ber.

Don

't tr

y to

find

you

r pa

rent

s yo

urse

lf.

Cal

ling

polic

e, h

ospi

tal,

ambu

lanc

e, fi

re d

epar

tmen

t,ne

ighb

or.

Rep

ortin

g a

fire,

acc

iden

t.G

ivin

g di

rect

ions

to y

our

hom

e.C

allin

g a

num

ber

if ba

bysi

tting

.G

ettin

g a

spec

ific

phon

e nu

mbe

r.

411

for

info

rmat

ion

0 fo

r op

erat

or

1 -

(are

a co

de)

- 55

5-12

12 fo

r ou

t-of

-city

-cal

ls

Any

pro

ps th

at m

ight

be u

sed

for

dram

a-

tizat

ions

Tel

epho

ne

1. T

ape

reco

rd o

r pl

ayre

cord

s of

the

corr

ect

way

s to

han

dle

spec

ific

emer

genc

y si

tuat

ions

.

2. V

isit

the

polic

e de

part

-m

ent,

fire

stat

ion

orte

leph

one

com

pany

to s

eeho

w in

form

atio

n re

ceiv

edse

ts o

ff a

serie

s of

rel

ayac

tions

. Thi

s ill

ustr

ates

the

impo

rtan

ce o

f giv

ing

accu

rate

info

rmat

ion

prom

ptly

.

Soc

ial C

ourt

esie

s

LES

SO

N #

13S

CO

PE

OF

LE

SS

ON

: To

prov

ide

an o

ppor

tuni

ty fo

r st

uden

ts to

lear

n an

d us

ew

ords

or

phra

ses

of g

reet

ing

and

cour

tesy

.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

EA

CT

IVIT

Y

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

To

be a

ble

to r

espo

ndto

soc

ial s

ituat

ions

by g

ivin

g th

e pr

oper

gree

ting

or s

ocia

lco

urte

sy to

a s

tate

-m

ent p

rese

nted

by

the

teac

her.

Mot

ivat

e th

e cl

ass

for

this

act

ivity

by

read

ing

the

book

,W

hat d

o Y

ou S

ay, D

ear?

by

Ses

syle

Jos

lin (

W. R

. Sco

tt).

Dis

cuss

with

the

clas

s so

me

com

mon

gre

etin

gs o

r co

urte

syw

ords

that

they

hea

r or

use

eve

ry d

ay.

Exa

mpl

es: G

ood

mor

ning

.

How

are

you

?

Ple

ase.

Tha

nk y

ou.

Exc

use

me.

Goo

d-by

e.

You

're w

elco

me.

I'm s

orry

.

Writ

e th

e w

ords

on

an e

xper

ienc

e ch

art a

nd d

iscu

ss th

eap

prop

riate

tim

es o

r si

tuat

ions

for

thei

r us

e.

Giv

e st

uden

ts a

situ

atio

n an

d ha

ve o

ne o

f the

m o

r th

een

tire

clas

s re

spon

d w

ith th

e pr

oper

wor

d or

phr

ase.

Exa

mpl

es:

1. S

omeo

ne g

ives

you

a b

irthd

ay g

ift a

nd y

ou s

ay.

2. Y

ou a

ccid

ently

bum

p in

to s

omeo

ne in

the

hall

and

you

say,

3. Y

our

mot

her

asks

you

to b

ring

in th

e ne

wsp

aper

and

she

mak

es s

ure

to s

ayer

4. W

hen

you

apol

ogiz

e fo

r so

met

hing

you

did

, you

say

Exp

erie

nce

char

t equ

ip-

men

t

Pro

ps if

dra

mat

izat

ion

is u

sed

Wha

t Do

You

Say

, Dea

r?by

Ses

syle

Jos

l in

Giv

e th

e st

uden

ts m

any

natu

ral

situ

atio

ns in

whi

ch th

ey c

anus

e th

is s

kill.

Exa

mpl

es:

1. D

aily

gre

etin

gs to

and

by

pupi

ls.

2. In

trod

ucin

g vi

sito

rs, t

each

ers,

pare

nts,

new

stu

dent

s.

3. M

akin

g co

urte

sy a

bui

lt-in

aspe

ct o

f pup

il an

d te

ache

rbe

havi

or.

4. O

bser

ving

cou

rtes

y du

ring

clas

sroo

m s

ocia

l fun

ctio

ns,

such

as

rece

ss, g

ym, a

ndlu

nch

time.

5. G

reet

ing

pers

onne

l aro

und

scho

ol, c

omm

unity

, bus

driv

er, l

unch

roo

m h

elpe

rs,

prin

cipa

l, co

mm

unic

atin

gw

ith e

ach

pupi

l ind

ivid

ually

durin

g th

e sc

hool

day

and

serv

ing

as a

n ex

ampl

e of

spea

king

cou

rteo

usly

.

LES

SO

N #

14S

CO

PE

OF

LE

SS

ON

: To

help

chi

ldre

n ex

pand

thei

r la

ngua

ge.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

Bra

inst

onni

ng

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

To

be a

ble

to c

on-

trib

ute

one

sent

ence

that

fits

a c

ateg

ory

defin

ed b

y th

ete

ache

r.

Div

ide

the

clas

s in

to te

ams

by r

ows,

or

girls

vs.

boy

s.N

ame

a ca

tagr

my

such

as:

"T

ell m

e so

met

hing

you

cou

ldca

rry

in a

pap

er b

ag."

If de

sire

d, io

fai6

lzto

resp

onse

patte

rn fo

r th

e pu

pils

to u

se. "

I can

car

ry a

in 'a

pap

er b

ag."

Put

a ta

lly m

ark

on th

e bo

ard

for

each

orig

inal

con

trib

utio

n gi

ven

by a

team

.

Oth

er c

ateg

orie

s to

use

:

Nam

e a

farm

ani

mal

.

Tel

l me

a zo

o an

imal

.

Wha

t wou

ld y

ou li

ke to

be

whe

n yo

u gr

ow u

p?

Tel

l me

som

ethi

ng th

at c

an m

ove.

Wha

t can

not m

ove?

Wha

t can

you

do

with

a p

iece

of p

aper

?

Tel

l me

a ki

nd o

f foo

d.

Wha

t is

som

ethi

ng c

old?

Tel

l me

som

ethi

ng y

ou c

an u

se w

hen

you

writ

e.

Wha

t com

es in

a b

ox?

Tel

l me

som

ethi

ng r

ed.

Non

e

Seq

uent

ial E

vent

s

LES

SO

N #

15S

CO

PE

OF

LE

SS

ON

: To

prov

ide

an o

ppor

tuni

ty fo

r st

uden

ts to

ver

bally

arra

nge

even

ts in

seq

uenc

e.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

EA

CT

IVIT

YR

ES

OU

RC

E

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

To

be a

ble

to d

emon

-st

rate

an

abili

ty to

perc

eive

and

arr

ange

even

ts in

seq

uenc

eby

list

enin

g to

ast

ory

read

by

the

teac

her

and

then

listin

g th

e m

ajor

poin

ts o

f the

sto

ryse

quen

tially

.

Hav

e pu

pils

list

en c

aref

ully

to a

sho

rt s

tory

, des

crip

tive

para

grap

h or

exp

lana

tion.

. Afte

r th

e pu

pils

hav

e lis

tene

dca

ll on

a s

tude

nt to

sum

mar

ize

the

maj

or p

oint

s of

the

mat

eria

l rea

d. T

he s

tres

s in

this

act

ivity

is p

lace

d up

onve

rbal

izin

g th

ese

even

ts s

eque

ntia

lly.

r

Sho

rt s

tory

boo

ks

New

spap

er a

rtic

les

Rec

ipes

Dire

ctio

ns o

r in

stru

c-tio

ns fo

r an

act

ivity

Sto

ry r

ecor

ds

Rec

ord

play

er

Gam

e di

rect

ions

Thi

s ty

pe o

f act

ivity

can

als

obe

use

d fo

r lis

teni

ng o

rw

ritte

n ex

pres

sion

. Rat

hth

an h

avin

g th

e st

uden

ts v

er-

bal i

ze th

e ev

ents

, lis

t eve

nts

from

the

stor

y, o

n th

e bo

ard

in s

cram

bled

ord

er. G

o ov

erth

e ev

ents

with

the

pupi

ls.

The

n ha

ve th

e st

uden

ts w

rite

the

stat

emen

ts in

the

corr

ect

orde

r.In

this

way

, the

ent

irecl

ass

is in

volv

ed in

the

acti-

vity

. The

com

plex

ity o

f the

mat

eria

l use

d or

num

ber

ofev

ents

to c

onsi

der

can

vary

to a

ccom

mod

ate

the

need

s of

a pa

rtic

ular

cla

ss.

f

LES

SO

N #

16

SC

OP

E O

F L

ES

SO

N:

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

Spe

cial

ity R

epor

ts

To

incr

ease

pup

il ab

ility

in v

erba

l exp

ress

ion

thro

ugh

repo

rtin

g an

d to

giv

e pu

pils

an

oppo

rtun

ity to

pre

pare

and

give

a s

hort

ora

l rep

ort

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

L

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

To

be a

ble

to s

how

abili

ty in

ver

bal

expr

essi

on b

y pr

e-se

ntin

g an

ora

l re-

port

of s

uffic

ient

leng

th to

cov

er a

subj

ect o

f int

eres

t.

Pup

il re

port

ing

is o

ne w

ay fo

r st

uden

ts to

inco

rpor

ate

addi

tiona

l ver

bal e

xpre

ssio

n in

to th

e cu

rric

ulum

. Eac

hpu

pil c

hoos

es a

sub

ject

abo

ut w

hich

he

or s

he p

repa

res

a sh

ort o

ral r

epor

t. T

he to

pics

sho

uld

evol

ve fr

om th

est

uden

ts' i

nter

ests

and

follo

w th

e sa

mpl

e re

port

form

.

OR

AL

RE

PO

RT

FO

RM

Pre

parin

g yo

ur r

epor

t:

Nam

e or

title

Bas

ic id

eaB

ody

of r

epor

tS

umm

ary

of id

eas

pres

ente

d

Pra

ctic

e:

Pre

sent

you

r re

port

onc

e or

twic

e to

a fr

iend

.

Pre

sent

ing

your

rep

ort:

Hav

e yo

ur r

epor

t writ

ten

out.

Sta

nd ta

ll w

ithou

t mov

ing

pape

rs.

Spe

ak c

lear

ly a

nd lo

udly

.Lo

ok a

t the

cla

ss o

nce

in a

whi

le.

Ask

if th

ere

are

any

ques

tions

.

Allo

w ti

me

for

a qu

estio

n an

d an

swer

per

iod.

A s

ampl

e re

port

form

,in

the

appe

ndix

, whi

chca

n be

gon

e ov

er b

yth

e en

tire

clas

s, d

upli-

cate

d an

d di

strib

uted

to th

e in

divi

dual

stud

ents

Cho

ral S

peak

ing

LES

SO

N #

17

SC

OP

E O

F L

ES

SO

N: T

o gi

ve p

upils

an

oppo

rtun

ity fo

r la

ngua

ge in

the

secu

rity

of a

gro

up.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

a nc

ed

VA

RIA

TIO

NS

To

be a

ble

to d

emon

-st

rate

incr

ease

dab

ility

in s

peak

ing

in u

niso

n as

sho

wn

by r

eadi

ng s

hort

jingl

es, r

hym

es a

ndpo

ems

prov

ided

by

the

teac

her.

Thi

s is

a p

erfe

ct a

ctiv

ity fo

r th

e st

uden

t who

is s

hy a

ndre

luct

ant t

o ex

pres

s hi

mse

lf. T

hrou

gh c

hora

l spe

akin

g st

u-de

nts

get a

sen

se o

f the

rhy

thm

of s

peec

h as

wel

l as

prac

tice

in a

rtic

ulat

ion,

mem

oriz

atio

n an

d re

adin

g. O

ther

act

iviti

esut

ilizi

ng v

erba

l exp

ress

ion,

whi

ch a

re p

artic

ular

ly u

sefu

lfo

r sp

ecia

l edu

catio

n st

uden

ts o

r st

uden

ts w

ho a

re s

hy o

rin

secu

re a

re:

Pla

ysD

ram

atiz

atio

ns

Pup

pet a

ctiv

ities

Sha

dow

pla

ys

Chi

ldre

n's

book

s of

poet

ry, r

hym

es a

ndrid

dles

app

ropr

iate

for

chor

al s

peak

ing.

How

to H

elp

a C

hild

App

reci

ate

Poe

try,

Mild

red

A. D

awso

n an

dM

ary

A. C

hoat

e, F

earo

nP

ublis

hers

, San

Fra

n-ci

sco,

196

0.

In a

dditi

on to

all

grou

p ch

oral

spea

king

, man

y se

lect

ions

are

appr

opria

te fo

r sm

all g

roup

s.A

cla

ss c

an b

e di

vide

d in

toth

ree

or fo

ur s

mal

l gro

ups

offo

ur o

r fiv

e ch

ildre

n ea

ch.

Cho

ral s

peak

ing

sele

ctio

ns c

anth

en b

e di

vide

d in

to s

ectio

nsfo

r ea

ch g

roup

. Stu

dent

s m

ight

enjo

y m

emor

izin

g th

ese

shor

ter

sele

ctio

ns a

nd p

erfo

rmin

g fo

rot

her

clas

ses.

Sm

all T

alk

LES

SO

N #

18S

CO

PE

OF

LE

SS

ON

: To

prom

ote

soci

al c

onve

rsat

ion

thro

ugh

dram

atiz

atio

ns.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

To

be a

ble

to s

how

an a

bilit

y to

sus

tain

or in

itiat

e a

soci

alco

nver

satio

n by

aski

ng q

uest

ions

,gi

ving

info

rmat

ion

and

resp

ondi

ng to

ques

tions

in d

ram

a-tiz

ed s

ocia

l situ

a-tio

ns.

Men

tally

ret

arde

d pu

pils

may

hav

e a

diffi

cult

time

expr

essi

ngth

emse

lves

and

bei

ng a

t eas

e in

soc

ial s

ituat

ions

. Pra

ctic

eca

n be

giv

en in

the

clas

sroo

m to

deve

lop

som

e sk

ill in

crea

ting

and

mai

ntai

ning

info

rmal

sm

all t

alk

disc

ussi

ons.

Pro

ficie

ncy

in th

is a

rea

will

hel

p st

uden

ts fe

el a

t eas

e.

Set

up

info

rmal

situ

atio

ns in

whi

ch tw

o or

mor

e st

uden

tspa

rtic

ipat

e in

an

info

rmal

sm

all t

alk

disc

ussi

on. T

his

can

be d

ram

atiz

ed a

s ta

king

pla

ce o

n a

bus,

in a

res

taur

ant o

rin

a d

epar

tmen

t sto

re.

At f

irst y

ou w

ill h

ave

to s

truc

ture

this

act

ivity

. As

the

stud

ents

bec

ome

mor

e re

laxe

d an

d pr

ofic

ient

in th

eir

abili

tyto

mai

ntai

n an

info

rmal

dis

cuss

ion,

giv

e le

ss s

truc

ture

and

allo

w th

e st

uden

ts m

ore

free

dom

.

Sug

gest

ed P

lace

s

In a

res

taur

ant

On

a bu

s

In a

dep

artm

ent s

tore

Gen

eral

topi

cs

Sug

gest

ed T

opic

s

The

men

u, fo

od p

rices

, fav

orite

food

s, th

e de

cor.

Tra

nspo

rtat

ion,

tran

spor

tatio

nco

sts,

wea

ther

, sce

nery

.

Pur

chas

es, w

hat y

ou a

re lo

okin

gfo

r, o

ther

sto

res

in th

e ar

ea, n

ewst

yles

.

Frie

nds,

chi

ldre

n, fa

mily

, pet

s,w

ork,

(jo

b, h

ouse

wor

k), w

eath

erm

ovie

s, te

levi

sion

, sho

ws,

boo

ks,

soci

al a

ctiv

ities

and

rel

atio

nshi

es.P

rops

nee

ded

for

dram

a-liz

atio

ns1.

Do

the

pupi

ls r

ecog

nize

cert

ain

bask

-, e

lem

ents

that

mak

e fo

r go

cd c

onve

rsat

ions

?

Exa

mpl

es: B

eing

a g

ood

liste

ner

Wai

ting

your

turn

tosp

eak

Ans

wer

ing

appr

opria

tely

Stic

king

to a

topi

c

Sw

itchi

ng to

pics

with

som

e co

hesi

vene

ss

Exp

andi

ng b

asic

yes

/no

answ

ers

thes

e el

emen

ts c

an b

e re

cord

edon

an

expe

rienc

e ch

art f

or c

lass

disc

ussi

on o

r as

a m

eans

of

revi

ew.

2. U

se ta

pes

to r

ecor

d an

dev

alua

te d

iscu

ssio

ns (

liste

ning

,sp

eaki

ng s

kills

).

3. S

how

film

s on

frie

ndsh

ips

and

soci

al r

elat

ions

hips

to d

is-

cuss

with

stu

dent

s.

Tel

epho

ne T

echn

ique

s

LES

SO

N #

19S

CO

PE

OF

LE

SS

ON

: To

enco

urag

e pu

pils

to u

se th

e te

leph

one.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

EA

CT

IVIT

Y

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

To

be a

ble

to d

emon

-st

rate

gat

herin

gin

form

atio

n, g

ivin

gdi

rect

ions

and

cal

l-in

g fo

r th

e fir

e de

-pa

rtm

ent,

polic

ede

part

men

t or

doc-

tor's

ser

vice

, whe

ngi

ven

tele

phon

eeq

uipm

ent.

Old

er s

tude

nts,

par

ticul

arly

teen

ager

s, e

njoy

talk

ing

onth

e te

leph

one.

Alth

ough

soc

ial c

onve

rsat

ion

is a

n im

por-

tant

asp

ect o

f ver

bal e

xpre

ssio

n, th

e st

uden

ts s

houl

dbe

awar

e th

at th

e te

leph

one

is a

lso

used

for

getti

nghe

lp.

At f

irst s

truc

ture

this

act

ivity

by

givi

ng s

tude

nts

situ

atio

nsin

whi

ch y

ou w

ant t

hem

to u

se th

e te

leph

one.

Lat

er a

llow

them

gre

ater

free

dom

in c

hoos

ing

and

stru

ctur

ing

thei

r ow

nsi

tuat

ions

. Sam

ple

verb

al e

xpre

ssio

n si

tuat

ions

:

Cal

ling

to e

xten

d an

invi

tatio

n

Cal

ling

to g

ive

dire

ctio

ns

Cal

ling

to m

ake

.9 tr

ain

or p

lane

res

erva

tion

Cal

ling

to r

egis

ter

a co

mpl

aint

Pla

y te

leph

one

(hou

sean

d pa

y ph

one)

Tel

etra

inin

g m

ater

ials

:

Tel

etra

inin

g fo

rE

nglis

h an

d S

peec

h

Tel

epho

ne A

ctiv

ities

in th

e E

lem

enta

ryG

rade

s

Tel

etra

inin

g fo

rB

usin

ess

Stu

dies

Am

eric

an T

elep

hone

and

Tel

egra

ph C

ompa

ny,

1962

, U.S

.A.

1. C

an th

e st

uden

t cal

l the

doct

or o

r po

lice

stat

ion

and

give

his

mes

sage

?

2. C

an th

e st

uden

t be

clea

ran

d ex

plic

it in

usi

ng s

peec

has

a m

eans

of g

ettin

g or

giv

ing

info

rmat

ion?

3. Is

the

stud

ent m

ore

at e

ase

in v

erba

l exp

ress

ion

afte

r pr

ac-

ticin

g on

the

tele

phon

e?

4. T

ape

reco

rd a

nd d

iscu

ssth

ese

prac

tice

conv

ersa

tions

.

5. G

ive

prac

tice

in s

ocia

l,al

ong

with

pur

pose

ful,

conv

er-

satio

n.

6. U

se a

n ex

perie

nce

char

t as

a m

eans

of r

ecor

ding

goo

d te

le-

phon

ing

tech

niqu

es.

Exa

mpl

es: I

dent

ify y

ours

elf

Spe

ak c

lear

ly

Do

not s

peak

tc,c

,lo

udly

or

too

softl

y

Be

spec

ific

abou

tin

form

atio

n yo

u ar

egi

ving

or

wan

t to

rece

ive

Boo

ks

LES

SO

N #

20S

CO

PE

OF

LE

SS

ON

: To

use

a va

riety

of b

ooks

as

a m

eans

of s

timul

atin

g or

alco

mm

unic

atio

n.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

To

be a

ble

to b

est

imul

ated

by

book

sas

sho

wn

by ta

lkin

gab

out t

hem

, ora

lre

port

ing,

eva

luat

ing)

disc

ussi

ng o

r de

bat-

ing.

Cho

ose

a bo

ok to

rea

d to

you

r cl

ass.

For

you

ng s

tude

nts

the

stor

y sh

ould

be

shor

t and

sim

ple,

not

mor

e th

an 1

5m

inut

es in

leng

th a

nd c

onta

inin

g m

any

larg

e, b

right

illu

s-tr

atio

ns. O

lder

pup

ils e

njoy

act

ion

stor

ies

whi

ch m

ay b

ere

ad o

ver

a pe

riod

of tw

o or

thre

e da

ys.

Act

iviti

es th

at c

an fo

llow

a s

tory

or

book

:

Sum

mar

izin

g th

e st

ory

Ver

baliz

ing

even

ts in

seq

uenc

e

Giv

ing

a sh

ort o

ral r

epor

t

Cla

ss o

r sm

all g

roup

s di

scus

sing

the

stor

y

Ask

ing

and

answ

erin

g qu

estio

ns a

bout

the

stor

y

Dra

mat

izin

g a

sect

ion

of th

e bo

ok

Tel

ling

a m

ade-

up s

tory

abo

ut a

sim

ilar

obje

ct

Wor

king

on

stat

emen

ts fo

r an

exp

erie

nce

char

t inv

olvi

ngth

e bo

ok th

at w

as r

ead

Rec

omm

ende

d bo

okca

tego

ries:

Ani

mal

sto

ries

1. G

ood

read

ers

enjo

y an

opp

or-

tuni

ty to

pla

y te

ache

r an

d re

ada

favo

rite

book

to th

e cl

ass.

Mys

tery

/adv

entu

re s

erie

s2.

Stu

dent

s en

joy

brin

ging

boo

ksfr

om h

ome

that

are

thei

r fa

vorit

esto

sha

re w

ith th

e cl

ass.

Sto

ries

abou

t boy

s an

dgi

rls in

the

sam

e ag

egr

oup

Sci

ence

fict

ion

Spo

rts

Occ

upat

ions

Sea

sto

ries

Spa

ce s

torie

s

Bio

grap

hies

of f

amou

spe

ople

3. K

eep

a fil

e of

3"x

5" c

ards

on w

hich

pup

ils h

ave

give

n yo

uth

eir

imm

edia

te r

eact

ions

to a

book

. You

can

che

ck th

is fi

leto

see

the

type

of b

ook

each

stud

ent i

s m

ost i

nter

este

d in

read

ing,

hel

p hi

m fi

nd m

ore

ofth

is k

ind

of b

ook

or s

ugge

sta

diffe

rent

type

to e

xpan

d hi

sin

tere

sts.

"New

s F

lash

es"

LES

SO

N #

21S

CO

PE

OF

LE

SS

ON

: To

use

a cu

rren

t eve

nts

expe

rienc

e ch

art a

s a

mea

ns o

fst

imul

atin

g la

ngua

ge a

nd il

lu:-

trat

ing

corr

ect u

se o

fsp

eech

, gra

mm

ar a

nd s

ente

nce

stru

ctur

e.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

1: T

o be

abl

e to

sum

mar

ize

a cu

rren

tev

ent i

tem

and

oral

ly p

rese

nt it

to th

e cl

ass.

2. T

o be

abl

e to

punc

tuat

e th

ese

sent

ence

s af

ter

they

hav

e be

enw

ritte

n,

Ask

pup

ils to

ver

bally

sha

re a

cur

rent

eve

nt it

em o

r r.

aws

flash

with

the

clas

sT

hese

eve

nts

can

be ta

ken

from

new

sre

port

s on

tele

visi

on, r

adio

, new

spap

ers

or m

agaz

ines

.H

ave

stud

ents

sum

mar

ize

the

item

into

one

or

two

stat

emen

ts.

Rec

ord

the

stud

ent's

con

trib

utio

n in

writ

ten

form

usi

ng la

rge

clea

r le

tterin

g on

an

expe

rienc

e ch

art

Con

tinue

this

sam

epr

oced

ure

until

four

or

five

child

ren

have

had

a c

hanc

e to

pres

ent t

heir

new

s:

Rea

d th

e ex

perie

nce

char

t to

the

clas

s, th

us s

umm

ariz

ing

all t

he in

form

atio

n pr

esen

ted

on th

at p

artic

ular

day

. You

and

the

pupi

ls th

en lo

ok a

t and

exa

min

e th

e ch

art i

n te

rms

of g

ram

mar

and

sen

tenc

e st

ruct

ure

Som

e fa

ctor

s th

atsh

ould

be

cons

ider

ed a

re c

apita

lizat

ion,

pun

ctua

tion,

use

of w

ords

and

sen

tenc

e or

der.

Eith

er s

tres

s on

e pa

rtic

ular

area

or

gram

mar

eac

h da

y or

han

dle

all a

reas

. Afte

r th

eac

coun

t is

writ

ten,

gon

e ov

er a

nd m

ade

gram

mat

ical

lyco

rrec

t, yo

u an

d th

e cl

ass

read

the

char

tT

his

activ

ityca

n be

don

e da

ily, t

wic

e a

wee

k, o

r w

eekl

y, d

epen

ding

upon

stu

dent

mot

ivat

ion,

the

amou

nt o

f new

s br

ough

t in

orth

e pr

actic

e ne

eded

,

New

spap

ers,

It e

ek /y

Rea

ders

, Mag

azin

es

Sci

ssor

s fo

r cl

ippi

ngar

ticle

s

Larg

e, li

ned

expe

rienc

ech

art p

aper

Eas

el o

r st

and

Bla

ck fe

lt pe

ns

Eve

ry m

onth

you

and

the

pupi

lsm

ight

go

thro

ugh

the

expe

rienc

ech

arts

com

pile

d du

ring

that

mon

th fo

r a

"Mon

thly

Hig

h-lig

hts"

issu

eH

ere,

the

mos

tim

port

ant e

vent

s of

the

mon

thar

e su

mm

ariz

ed o

n an

exp

eri-

ence

cha

rt a

nd th

e da

ily o

rw

eekl

y ac

coun

ts a

re d

isca

rded

,

Exa

mpl

e: J

anua

ry

Tem

pera

ture

s w

ere

be /o

wze

ro fo

r on

e w

eek.

An

ail-p

lane

cra

shed

at t

heN

ew Y

ork

airp

ort.

The

pre

side

nt v

etoe

d a

bill

for

educ

atio

n.

The

se a

re g

one

over

for

gram

mar

,pu

nctu

atio

n an

d th

en r

ead.

The

mon

thly

exp

erie

nce

char

ts c

anth

en b

e co

mpi

led

into

a y

early

acco

unt-

Rea

ding

Hel

pers

LES

SO

N #

22S

CO

PE

OF

LE

SS

ON

: To

give

the

child

pra

ctic

e in

spea

king

and

rea

ding

befo

re a

soc

ial g

roup

.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

To

be a

ble

to p

re-

pare

and

rea

d a

stor

y ap

prop

riate

for

youn

ger

child

ren

with

thei

r te

ache

rpr

esen

t.

Old

er s

tude

nts

ofte

n ba

bysi

t. R

eadi

ng to

sm

all c

hild

ren

can

be in

trod

uced

as

a w

ay o

f ent

erta

inin

gth

em.

Brin

g a

sele

ctio

n of

chi

ldre

n's

book

s to

cla

ss. T

here

adin

gle

vel s

houl

d be

app

ropr

iate

to th

e st

uden

t's a

bilit

ies.

Gui

de e

ach

stud

ent i

n se

lect

ing

a bo

ok h

e w

ould

!ike

to r

ead.

Hav

e ea

ch p

upil

choo

se th

e cl

assr

oom

he

wou

ld li

ke to

visi

t. (M

ore

than

one

stu

dent

can

go

to th

e sa

me

room

but

on d

iffer

ent d

ays.

) D

evel

op a

nd s

end

ale

tter

requ

estin

gpe

rmis

sion

from

prim

ary

clas

sroo

m te

ache

rs to

pre

sent

the

stor

y to

thei

r cl

ass,

giv

ing

the

stud

ent's

nam

e an

dtit

le o

fth

e bo

ok h

e ha

s ch

osen

.

Sch

edul

e pr

actic

e se

ssio

ns fo

r th

e cl

ass

to b

reak

into

sm

all

grou

ps a

nd r

ead

thei

r st

orie

s to

eac

h ot

her.

Exc

use

stud

ents

from

cla

ss to

go

to th

eir

assi

gned

roo

ms

and

pres

ent t

heir

stor

ies.

Let e

ach

stud

ent r

epor

t bac

k in

form

ally

.

Wid

e se

lect

ion

ofch

ildre

n's

book

s

Prio

r co

mm

itmen

t fro

mpr

ifild

ry c

lass

room

teac

hers

to a

llow

stu

-de

nts

to v

isit

thei

rM

OM

S

LES

SO

N #

23

SC

OP

E O

F L

ES

SO

N:

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

Sel

f-E

valu

atio

n

To

enco

urag

e pu

pils

to th

ink

abou

t and

eva

luat

ew

hat t

hey

say

and

how

they

say

it.

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

1. T

o be

abl

e to

dram

atiz

e so

cial

situ

atio

ns w

hich

invo

lve

an o

ppor

tu-

nity

for

liste

ning

and

an o

ppor

tuni

tyfo

r la

ngua

ge.

2. T

o be

abl

e to

eval

uate

on

a ch

eck-

list o

f spe

akin

g an

dlis

teni

ng s

kills

, adr

amat

ized

job

inte

rvie

w a

nd a

44 CI

soci

al c

onve

rsat

ion.

Dis

cuss

and

go

over

the

chec

klis

t of g

ood

spea

king

and

liste

ning

ski

lls. A

sim

ulat

ed jo

b in

terv

iew

invo

lves

the

skill

s of

list

enin

g an

d la

ngua

ge. S

truc

ture

the

first

dram

atiz

atio

n (t

ell t

he p

upils

wha

t to

say)

and

cho

ose

two

pupi

ls to

giv

e a

sam

ple

dem

onst

ratio

n. O

nce

the

pupi

ls g

et th

e id

ea, h

ave

them

dra

mat

ize

info

rmal

ly,

taki

ngtu

rns

play

ing

the

inte

rvie

wer

and

the

pers

on b

eing

inte

r-vi

ewed

.

Dev

ices

for

liste

ning

:ta

pe r

ecor

der,

rad

io,

tele

visi

on, r

ecor

dpl

ayer

Pro

ps fo

r dr

amat

izat

ions

Che

cklis

t for

eva

luat

ing

spea

king

and

list

enin

gsk

ills

(see

app

endi

x)

Sou

nd fi

lms,

pro

ject

or,

scre

en

1. A

dole

scen

ts a

lso

enjo

ydr

amat

izin

g so

cial

situ

atio

nsw

hich

are

mea

ning

ful t

o th

em.

For

exa

mpl

e, a

con

vers

atio

nbe

twee

n tw

o gi

rls d

iscu

ssin

ga

dres

s, d

ance

or

a pa

rtic

ular

boy;

two

boys

spe

akin

g ab

out

cars

or

spor

ts; a

boy

or

a gi

rldi

scus

sing

a d

ate.

You

and

the

clas

s tr

y to

eva

luat

e th

eir

perf

orm

ance

s, a

s a

spea

ker

and

a lis

tene

r, ta

king

into

-acc

ount

the

crite

ria fo

und

onth

e ch

eckl

ists

.

2. S

uppl

y m

ater

ials

whi

chen

able

stu

dent

s to

eva

luat

eot

hers

' ora

l exp

ress

ion.

Som

ede

vice

s th

at w

ould

be

usef

ulfo

r th

is a

ctiv

ity a

re:

Rad

io p

rogr

ams

Tel

evis

ion

show

s

Dia

logu

e fr

om p

lays

Film

s

Tap

e re

cord

ing

of th

e st

uden

tsan

d th

eir

conv

ersa

tions

3. A

s th

e pu

pils

bec

ome

mor

eaw

are

of li

sten

ing

to a

ndev

alua

ting

the

lang

uage

of

othe

rs, t

hey

beco

me

mor

eca

pabl

e an

d ca

refu

l in

eval

uatin

gth

eir

own

oral

exp

ress

ion.

Vis

it

LES

SO

N #

24

SC

OP

E O

F L

ES

SO

N: T

o pr

ovid

e ch

ildre

n w

ith o

ppor

tuni

ties

to c

omm

unic

ate

with

a g

roup

of a

dults

.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

EA

CT

IVIT

YR

ES

OU

RC

E

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

To

be a

ble

to a

nsw

era

ques

tion

(sub

mit-

ted

by a

n ad

ult

grou

p be

fore

hand

)w

hen

aske

d at

am

eetin

g of

that

grou

p.

An

inte

rest

ed a

dult

grou

p (C

ounc

il fo

r E

xcep

tiona

lC

hild

ren,

Ass

ocia

tion

for

Ret

arde

d C

hild

ren,

PT

A)

may

wan

t to

find

out m

ore

abou

t the

wor

k-st

udy

prog

ram

at

your

sch

ool.

Ask

the

grou

p fo

r te

n qu

estio

ns. P

ut th

equ

estio

ns in

to a

form

the

child

ren

can

unde

rsta

nd.

Exp

lain

the

grou

p's

inte

rest

to th

e pu

pils

. Let

eac

h pu

pil

choo

se a

que

stio

n to

ans

wer

. Hav

e ea

ch s

tude

nt w

rite

out t

he q

uest

ion

and

the

answ

er h

e w

ill r

ead

whe

n ca

lled

upon

. Pre

pare

the

pupi

ls fo

r th

e so

cial

situ

atio

n th

ey w

illen

coun

ter.

Pos

sibl

e qu

estio

ns: W

hat j

ob a

re y

ou p

rese

ntly

doi

ng?

How

did

you

pre

pare

for

this

job

in s

choo

l?

Will

you

con

tinue

with

the

sam

e jo

baf

ter

you

finis

h sc

hool

?

Wha

t pro

blem

s do

you

hav

e at

wor

k?

Wha

t goo

d th

ings

hap

pen

at w

ork?

Wou

ld y

ou a

dvis

e a

frie

nd to

sta

y in

scho

ol a

nd b

e in

the

wor

k-st

udy

prog

ram

rat

her

than

dro

p ou

t?

Wha

t do

you

need

mor

e of

from

sch

ool?

Doe

s yo

ur fa

mily

like

the

job

you

are

doin

g?

Do

you

get p

aid

for

your

wor

k?

How

muc

h tim

e do

you

spe

:id a

t wor

k?H

ave

you

ever

lost

a jo

b? W

hy?

Sem

ple

ques

tions

Pap

er

Pen

cils

ADDITIONAL SUGGESTED ACTIVITIES

1. Share-and-tell

2. Oral response games

3. Presenting plays

4. Puppet shows

5. Oral reports

6. Experience charts

7. Classroom discussions

8. Debates

9. Making tape recordings

10,. Choral and unison speaking

11. Recitation of rhymes and poems

12. Sinning

13. Creative dramatics

14. Role-plying situations

15. Telephone activities

16. Hosting visitors, resource people

17. Field trips

18. Reading aloud

19. Rote-response activities--Example: counting and alphabet, rhymes

20. Riddles

21. Team-learning activities (children teaching other children)

22. Group seating or small group projects

23. Compiling class newspaper

24. Round table/lunchroom seating

25. Teacher-pupil planning, lists

26. Telling stories

27. Viewing and discussing television programs, films, movies

28. Speechmaking--Example: for election to classroom office

29. Playground activities

30. Using pictures as a stimulus for language

31. Verbalizing sensory experiences--feeling, hearing, seeing, smelling, tasting

32. Verbalizing feelings and emotions

33. Using cooking, art, music to stimulate language

34. Using field trips to stimulate talk

35. Whisper stories

72

36. Completing sentences

37. Alliterations

38. Greetings

39. Carrying messages

40. Answering and asking questions

41. Summarizing

42. Conversing

43. Criticizing and evaluating ads, programs

44. Ordering supplies or ordering from a menu

45. Verbalizing experiences

46. Classroom council

73

EQUIPMENT

Books

Records

Tape recordings

Scripts of plays

Newspapers (daily and class)

"Weekly Readers"

Large trucks

Telephone equipment

Costumes and props (dramatics)

Ear phones

Puppets

Magazines

Comics

Daily calendar

Art material, supplies

Experience chart equipment

Doll house corner, dolls, doll house

Playground equipment (dramatics)

Rhythm instruments

Guitar or autoharp (for accompanying singing)

Resource personnei

Role-playing books

74

Movies

Slide projector

Overhead projector

Stuffed animals

Films

Television

Radio

Small cars and trucks

Toy soldiers

Family people

Blocks

Sandbox

Dress-up clothes box

Catalogues

Weather charts

Pocket chart

Mirror

Piano

Live animals

Displays

Bulletin boards

NA.ArDWRITNC ACTIVITIES

75

HANDWRITING

In order to complete his development of the communication skills necessary for self-expression and adjustment to society, the mentally retarded child must learn how to write.His need for this skill is not as great as his need for the ability to communicate verbally,but it is necessary for functional processes such as the writing of letters, messages,lists and the filling out of applications and forms. It is a necessary skill and one thatthe educable mentally retarded student is capable of attaining. The goal of the teacher inteaching the educable mentally retarded pupil to write is to help the pupil to learn to writelegibly and accurately. The pupil should eventually be able to check himself for errorsand correct them.

The teacher should not attempt to teach the educable mentally retarded pupil to writeuntil the pupil is able to read. Learning how to write his name can be an exception tothis advice. Another prerequisite for the successful learning of writing, is the child'scognizance of the relationship between the spoken word and its written symbols. Thepupil is helped to see this relationship if the teacher simultaneously speaks and writeson charts or on the chalkboard, writes stories and information that the pupil has dictatedto her and spends time labeling objects around the room.

In order for the pupil to successfully learn how to write, he must have the necessaryeye-hand coordination. He must have the muscular coordination to maintain the postureand the correct position of the writing materials.

Before he starts to write, the pupil gets needed practice in the basic movements usedin writing by using his large muscles in dramatizations, rhythms, physical education andart activities. The pupil's writing readiness is also furthered when he uses his smallmuscles while working with finger puppets, puzzles and crayons.

Special problems that the teacher of the educable mentally retarded might encounterand should be aware of when teaching her students to write are: left-handedness, morecommon in the mentally retarded population than among normal children; brain-damagedchildren who may be better able to learn cursive than manuscript; and reversals inwriting occurring because the maturation in perception is slower among retardates.

Manuscript, rather than cursive writing is the style usually taught to the educablementally retarded. Manuscript is similar to the type in books and typewritten materials.The letters are easier to form. However, there is some thought that teaching cursivewriting early aids the pupil in seeing the total word.

If the teacher and the pupil wish to switch to cursive writing, the switch should bemade after the pupil has gained proficiency in manuscript writing and has the coordinationto make the switch.

Ditt

oed

illus

trat

ions

I

Bas

ic M

ovem

ents

LES

SO

N #

1S

CO

PE

OF

LE

SS

ON

: To

give

chi

ldre

n re

adin

ess

oppo

rtun

ities

for

man

uscr

ipt w

ritin

g

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

EA

CT

IVIT

Y

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

To

be a

ble

to d

eve-

lop

read

ines

s fo

rth

e ba

sic

writ

ing

mov

emen

ts, b

ydr

awin

g lin

es a

ndge

omet

ric s

hape

s

Giv

e th

e pu

pil d

ittoe

d pa

pers

on

whi

ch h

e ca

n fo

llow

the

dotte

d lin

es to

com

plet

e lo

llipo

ps a

nd s

ticks

, str

ings

and

ballo

ons,

kite

s or

gift

pac

kage

s.

Can

the

pupi

l con

trol

the

mov

emen

t of h

is im

plem

ent?

Doe

s he

hav

e th

e ey

e-ha

nd c

oord

inat

ion

to fo

llow

the

dots

?P

ract

ice

on th

is ty

pe o

f act

ivity

can

be

follo

wed

by

the

mor

e fo

rmal

act

ivity

of t

raci

ng le

tters

and

trac

ing

the

lette

rs th

at c

onst

itute

his

nam

e,

`s

(14

,

Oth

er m

etho

ds o

f giv

ing

the

child

ren

prac

tice

in th

e ba

sic

writ

ing

mov

emen

ts w

ould

be

to:

1A

llow

them

an

area

of t

hech

alkb

oard

on

whi

ch th

eyar

e en

cour

aged

to d

raw

or

scrib

ble.

2G

ive

them

fing

er p

aint

sw

hich

they

can

use

on

thei

rba

re d

esk

tops

or

on p

aper

3E

ncou

rage

them

to p

aint

with

wat

er a

nd a

bru

sh o

na

chal

kboa

rd o

r on

pap

er_

4G

ive

them

an

oppo

rtun

ityto

"pa

int"

the

outs

ide

ofth

e sc

hool

bui

ldin

g w

ithw

ater

and

hou

se p

abr

ushe

s.

5,H

ave

them

dra

w le

tters

inw

et s

and,

cla

y, d

irt a

ndsn

ow, g

ivin

g th

em lo

ts o

ftim

e to

exp

erim

ent.

LES

SO

N #

2

SC

OP

E O

F L

ES

SO

N: T

o he

lp th

e ch

ildre

n re

aliz

e th

e re

latio

nshi

p be

twee

nor

al s

peec

h an

d its

writ

ten

sym

bols

.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

'A

CT

IVIT

YR

ES

OU

RC

E

MA

TE

RIA

LS

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

To_

be a

ble

to r

elat

eth

e sp

oken

wor

dto

its

writ

ten

sym

-bo

l by

oral

lyna

min

g ob

ject

spo

inte

d to

by

the

teac

her.

Cal

l you

rsel

f byn

ame-

- "

Mrs

. Sm

ith,"

Writ

e yo

ur n

ame

on a

slip

of p

aper

and

pin

it o

n yo

urse

lf. A

sk th

e ch

ildre

n ab

out

othe

r na

mes

in th

e cl

ass

and

then

abo

ut n

ames

oth

er th

an a

pers

on's

nam

e, fo

r ex

ampl

e:

Win

dow

Cha

irB

ooks

helf

Art

icle

s on

dis

play

Writ

e th

e na

me

of th

e ob

ject

on

pape

r an

d at

tach

it to

the

artic

le w

ith tr

ansp

aren

t or

mas

king

tape

.It

is n

otne

cess

ary

for

the

labe

ls to

be

perm

anen

tly a

ttach

ed.

Des

k

Slip

s of

pap

er

Tra

nspa

rent

or

mas

king

tape

Pen

, pen

cil,

cray

on o

rfe

lt tip

pen

Old

er s

tude

nts

can

writ

e an

dat

tach

labe

ls to

the

obje

cts

for

prac

tice

in w

ritin

g.La

belin

g ar

ticle

s in

a d

ispl

ayha

s th

e pu

rpos

e of

iden

tifyi

ngth

e ar

ticle

s as

wel

l as

givi

ngth

e st

uden

t pra

ctic

e in

writ

ing.

Writ

ing

My

Nam

e

LES

SO

N #

3S

CO

PE

OF

LE

SS

ON

: To

guid

e pu

pils

in le

arni

ng to

writ

e th

eir

nam

es th

roug

h a

prog

ress

ion

of s

teps

.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

EA

CT

IVIT

YR

ES

OU

RC

E

MA

TE

RIA

LS

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

To

be a

ble

to w

rite

his

nam

e in

depe

nt-

ly b

y su

cces

sful

lyco

mpl

etin

g a

serie

sof

ste

ps d

esig

ned

for

this

pur

pose

.

CO

Mak

e a

nam

e w

ritin

g pr

actic

e sh

eet f

or e

ach

pupi

l in

the

clas

s. G

o ov

er a

sam

ple

shee

t with

the

pupi

ls a

nd g

ive

them

a cl

ear

expl

anat

ion

of w

het t

hey

are

to d

o. T

he p

upils

wor

kon

this

inde

pend

ently

at a

rat

e co

mfo

rtab

le fo

r th

em.

Pre

sent

onl

y on

e or

two

task

s at

a ti

me

and

have

the

slow

erpu

pils

wor

k on

thes

e fo

r an

ent

ire w

ork

perio

d. T

he m

ore

able

stu

dent

s m

ight

be

able

to fi

nish

mor

e st

eps

or c

ompl

ete

the

entir

e w

orks

heet

pro

gres

sion

dur

ing

one

wor

k pe

riod.

The

follo

win

g is

a r

ecom

men

ded

form

for

pupi

l pro

gres

sion

in le

arni

ng to

writ

e on

e's

nam

e:

1. P

ract

ice

in w

ritin

g in

divi

dual

lette

rs.

2. T

race

nam

e w

ith te

ache

r's h

elp.

3. T

race

nam

e in

depe

nden

tly.

4. J

oin

the

lines

.5.

Joi

n th

e do

ts.

6. F

ill in

lette

rs o

n sl

ashe

s.7.

Writ

e en

tire

nam

e in

depe

nden

tly.

8. F

ill in

mis

sing

lette

rs.

Tra

cing

pap

er

Cle

ar p

last

ic s

heet

s

Gre

ase

penc

ils

Mag

ic m

arke

r

Inst

ruct

ion

shee

ts a

ndex

ampl

es

1. T

he ta

sks

on th

is w

orks

heet

can

be s

epar

ated

into

indi

vidu

alw

orks

heet

s w

here

the

pupi

l has

prac

tice

in o

nly

one

of th

eta

sks.

Exa

mpl

e.T

raci

ng jo

inin

g do

ts

2. O

nce

the

pupi

l has

lear

ned

to w

rite

his

nam

e, g

ive

him

func

tiona

l pra

ctic

e us

ing

this

skill

. Exa

mpl

e:La

belin

g cl

othe

s,ob

ject

s

Sig

ning

pap

ers

orpi

ctur

es

Put

ting

nam

e on

alis

t, cl

assr

oom

enro

llmen

t she

et, e

tc.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

RE

SO

UR

CE

AC

TIV

ITY

MA

TE

RIA

LSV

AR

IAT

ION

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6. 7. 8.S

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_T

his

is a

diff

icul

t con

cept

and

may

not b

e ne

cess

ary

or a

ppro

pria

te fo

rso

me

reta

rded

pup

ils.

TE

V__

LES

SO

N #

4

SC

OP

E O

F L

ES

SO

N:

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

S

Left

to R

ight

To

esta

blis

h le

ft to

rig

ht a

rm m

ovem

ent a

s a

prer

equi

site

to w

ritin

g.

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

1. T

o be

abl

e to

writ

e a

smoo

thlin

e w

ithin

pre

-sc

ribed

bou

ndar

ies.

2. T

o be

abl

e to

proc

eed

from

left

torig

ht o

n a

wor

kshe

etpr

epar

ed b

y th

ete

ache

r.

Inst

ruct

the

child

ren

to s

tart

at t

he b

lue

line

and

mak

e a

dot

in e

very

circ

le.

Hav

e th

e pu

pils

sta

rt a

t the

blu

e lin

e an

d m

ake

an "

x" in

each

box

.

Dire

ct th

e ch

ildre

n to

sta

rt a

t the

blu

e lin

e an

d dr

aw a

horiz

onta

l lin

e th

roug

h ea

ch c

lust

er o

f lin

es m

akin

g su

reth

e lin

es d

o no

t ext

end

beyo

nd th

e la

st li

ne in

the

clus

ter.

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e I oo

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ets

prep

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by

Diff

eren

t sha

pes

can

be u

sed

teac

her

and

diffe

rent

met

hods

of

resp

onse

can

be

elic

ited,

Prim

ary

penc

ils o

r cr

ayon

si.e

., m

ake

a sm

alle

r ci

rcle

with

in e

ach

circ

le fr

om le

ft to

right

.

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Nam

es

LES

SO

N #

5S

CO

PE

OF

LE

SS

ON

:To

give

chi

ldre

n pr

actic

ein

writ

ing

thei

r na

mes

.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

To

be a

ble

to p

rac-

tice

writ

ing

his

nam

e by

writ

iag

iton

labe

ls p

repa

red

by th

e te

ache

r.

You

and

the

clas

s di

scus

s ho

w y

ou c

ante

ll w

hen

a bo

ok,

a ga

me,

a lu

nch

box

or a

pap

erbe

long

s to

a p

artic

ular

pers

on. O

ne w

ay is

to s

eeif

ther

e is

a n

ame

on it

.

Eac

h pu

pil c

an th

en te

ll yo

u w

hat o

bjec

tshe

wou

ld li

keto

labe

l with

his

nam

e--c

oat

hook

, art

wor

k, d

esk,

cha

ir,ob

ject

s br

ough

t fro

m h

ome.

Giv

e th

e pu

pil t

hest

rips

ofpa

per

on w

hich

he

cart

writ

e hi

s na

me

and

help

him

atta

chth

e la

bel t

o th

e ob

ject

with

tran

spar

ent o

rm

aski

ng ta

pe.

Pap

er

Tap

e

Pen

cils

, cra

yons

Tra

cing

or

tran

spar

ent

tape

1. S

tude

nts

can

prac

tice

writ

ing

thei

r na

mes

by

"sig

n-in

g" th

eir

art w

ork,

labe

ling

thei

r pa

pers

, sig

ning

pic

ture

sth

ey m

ake

for

clas

smat

es a

ndse

ndin

g ou

t sig

ned

gree

ting

card

s.

2. S

tude

nts

can

trac

e ov

erth

eir

nam

e w

hich

you

writ

e fo

rth

em.

Nam

e T

rain

LES

SO

N #

6S

CO

PE

OF

LE

SS

ON

: To

prov

ide

an o

ppor

tuni

ty to

eva

luat

e a

child

's a

bilit

yto

writ

e hi

s na

me.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

EA

CT

IVIT

Y

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

To

be a

ble

to w

rite

his

own

nam

e on

alin

e pr

ovid

ed b

y th

ete

ache

r.

Beg

in th

e ac

tivity

by

writ

ing

your

nam

e on

the

engi

ne. U

sing

shuf

fled

nam

e ca

rds

for

a ra

ndom

sel

ectio

n, c

hoos

e a

card

and

have

that

stu

dent

writ

e hi

s na

me

on th

e ne

xt c

ar.

Con

tinue

dra

win

g ca

rds

until

all

the

stud

ents

hav

e ha

d an

oppo

rtun

ity to

writ

e th

eir

nam

es o

n th

e tr

ain.

Thi

s ac

tivity

pro

vide

s an

eva

luat

ion

of th

e ch

ild's

han

dwrit

ing

as w

ell a

s a

colo

rful

wal

l dec

orat

ion

Late

r, c

ut th

e ca

rs a

part

and

allo

w e

ach

pupi

l to

cut o

ut h

isca

r an

d ta

ke it

hom

e.

Nam

e ca

rds

Ten

-foo

t str

ip o

f whi

tebu

tche

r pa

per

tape

d to

chal

kboa

rd

Tea

cher

-dra

wn

trai

nw

ith a

car

for

each

chi

ld

Mar

ker

or c

rayo

n

Cou

ld b

e us

ed fo

r sp

ellin

gw

ords

or

with

cur

sive

writ

ing

at a

hig

her

leve

l.

Dec

orat

e

LES

SO

N #

7

SC

OP

E O

F L

ES

SO

N: T

o pr

ovid

e op

port

uniti

es fb

r le

arni

ng to

writ

e m

anus

crip

t let

ters

.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Pru

nary

VA

RIA

TIO

NS

To

be a

ble

toco

rrec

tly w

rite

ale

tter

of th

e al

phab

eton

the

chal

kboa

rdaf

ter

prac

ticin

g it

on p

aper

.

CO 01

Afte

r a

lette

r ha

s be

en in

trod

uced

form

ally

in a

writ

ing

wor

k-C

halk

boar

dbo

ok, a

spe

ller

or b

y th

e te

ache

r, p

rovi

de a

tim

e to

eva

luat

eea

ch p

upil'

s re

prod

uctio

n of

the

lette

r.

Prio

r to

the

less

on u

se c

olor

ed c

halk

to d

raw

a s

hape

on

the

boar

d fo

r ea

ch p

upil.

Use

pum

pkin

sha

pes

in th

e fa

ll, fl

ower

sin

the

sprin

g, a

nd s

o on

.

For

m th

e le

tter

on th

e ch

alkb

oard

for

a m

odel

and

cho

ose

apu

pil t

o pi

ck a

sha

pe a

nd w

rite

the

lette

r in

it, I

f the

lette

ris

wel

l-for

med

, let

him

pic

k an

othe

r pu

pil t

o do

the

sam

e an

dso

on

thro

ugho

ut th

e cl

ass.

Let

ters

are

initi

aled

so

the

stud

ents

rem

embe

r th

eir

own

cont

ribut

ion.

Col

ored

cha

lkT

his

activ

ity c

an a

lso

be u

sed

to g

ive

the

stud

ents

pra

ctic

e in

loca

ting

poin

ts a

nd fi

ndin

gdi

rect

ions

. Exa

mpl

e:

"Put

an

Al'

in th

e bo

ttom

circ

leof

the

snow

man

."

Lette

r B

ingo

LES

SO

N #

8S

CO

PE

OF

LE

SS

ON

: To

prov

ide

an o

ppor

tuni

ty fo

r th

ech

ildre

n to

rec

ogni

ze u

pper

and

low

er c

ase

man

uscr

ipt l

ette

rs,

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

To

be a

ble

to d

evel

opth

e ab

ility

to r

ecog

-ni

ze th

e up

per

case

and

the

low

er c

ase

man

uscr

ipt l

ette

rsth

at g

o w

ith th

em b

ym

atch

ing

the

lette

rson

a "

Bin

go"

card

.

Giv

e "B

ingo

" ca

rds

to th

e cl

ass

on w

hich

nin

e up

per

case

lette

rs a

re w

ritte

n: P

rovi

de a

box

of m

arke

rs o

n w

hich

low

erca

se le

tters

hav

e be

en w

ritte

n,

The

pup

il se

lect

s a

mar

ker

from

the

box

and

trie

s to

mat

chit

to a

lette

r on

his

car

d: H

e pl

aces

the

mar

ker

on th

eap

prop

riate

lette

r,

He

can

play

this

act

ivity

alo

ne o

r se

vera

l stu

dent

s ca

n pl

ayto

geth

er. T

he p

upils

can

dra

w th

eir

own

mar

kers

or

one

can

sele

ct a

mar

ker

for

the

pers

on s

ittin

g ne

xt to

him

,

The

stu

dent

s ca

n sa

y th

e na

me

of th

e le

tter

as th

ey ta

ke it

out

of th

e bo

x. T

he fi

rst s

tude

nt to

cov

er h

is c

ard

corr

ectly

is th

ew

inne

r.

AB

C

DE

F

GH

®0,

Sev

eral

car

ds w

ith u

pper

case

man

uscr

ipt l

ette

rs

Mar

kers

with

low

er c

ase

man

uscr

ipt l

ette

rs (

mor

em

arke

rs th

an c

ards

)

Car

ds c

an b

e m

ade

with

cur

-si

ve le

tters

and

the

stud

ents

can

mat

ch th

e m

anus

crip

tle

tters

to th

e cu

rsiv

e le

tters

.

03

Cur

sive

Str

okes

LES

SO

N #

9S

CO

PE

OF

LE

SS

ON

: To

intr

oduc

e an

d pr

actic

e st

roke

s fo

r cu

rsiv

e w

ritin

g.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

To

be a

ble

to e

xecu

teth

e st

roke

s sm

ooth

lyw

ithou

t pic

king

up

the

penc

il or

losi

ngth

e co

ntin

uity

of

the

stro

kes,

as

judg

ed b

y th

e ap

pear

-an

ce o

f the

writ

ten

wor

k,

Hav

e a

serie

s of

sla

nted

box

es a

nd a

ngle

d bo

xes

on th

ebo

ard.

Sta

rtin

g w

ith th

e ro

w o

f sla

nted

box

es, d

irect

the

pupi

ls to

follo

w th

e ar

row

s fo

r ea

ch r

ow a

s th

ey p

roce

edfr

om le

ft to

rig

ht. T

hen

have

them

do

the

sam

e ex

erci

seon

thei

r w

ork

shee

ts. W

hen

wor

king

with

the

angl

ed b

oxes

,ha

ve e

ach

pupi

l do

the

follo

win

g se

quen

ce o

n th

e bo

ard

Go

to "

a" a

nd q

uick

ly to

"c"

and

bac

k to

"a.

" A

fter

atr

ial a

t the

boa

rd, a

llow

the

pupi

ls to

com

plet

e fil

ling

inth

e an

gled

box

es a

t the

ir se

ats.

Giv

e th

em a

pla

in li

ned

shee

t to

mak

e th

eir

own

slan

ted

boxe

s.

Mim

eogr

aphe

d sh

eets

of

Pra

ctic

e th

ese

stro

kes

on th

esl

ante

d an

d an

gled

box

esbo

ard:

Sha

rpen

ed p

enci

ls

4g00

i1Ja

igi

8 8

eggi

ggl1

1L

i'8

IMM

O12

Dra

w a

sla

nted

line

thre

e tim

es

//

/D

o on

e ro

w th

at w

ay, n

ext r

owin

thi

man

ner

Pro

vide

she

ets

for

prac

tice.

LES

SO

N #

1

SC

OP

E O

F L

ES

SO

N: T

o gi

ve p

ract

ice

in jo

inin

gle

tters

.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

Lette

r Ju

mbl

e

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

To

be a

ble

to c

orre

ct-

ly jo

in c

ursi

vele

tters

whe

n gi

ven

unjo

ined

ran

dom

lette

rs.

One

pup

il at

a ti

me

sele

cts

thre

e ca

rds

from

the

mys

tery

box.

He

mus

t writ

e th

e le

tters

sel

ecte

d on

the

line

oppo

site

his

nam

e, jo

inin

g th

emco

rrec

tly in

any

ord

er h

e ch

oose

s an

dre

plac

ing

the

card

s in

the

box

whe

n he

isth

roug

h.

Exa

mpl

e: H

e se

es:

He

writ

es:

notio

y

For

the

seco

nd a

nd th

ird r

ows

of n

ames

,in

crea

se th

e nu

mbe

r

of le

tters

to b

e dr

awn

and

join

ed.

If th

e le

tters

are

not

corr

ectly

join

ed, t

he p

upil

mus

t era

se h

is a

ttem

ptan

d

rear

rang

e th

e le

tters

for

anot

her

atte

mpt

.

A s

et o

f alp

habe

t car

dson

2"x

2" o

akta

g sq

uare

sw

ritte

n in

cur

sive

Mys

tery

box

--bi

g en

ough

for

child

's h

and

Cha

lkbo

ard

and

chal

k

Tw

o or

thre

e se

ts o

fna

mes

on

the

chal

k-bo

ard

with

a li

ne n

ext

to e

ach

nam

e. E

xam

ples

:

Spe

lling

wor

ds c

an b

e pr

actic

edby

cut

ting

the

wor

ds a

part

. The

pupi

l cor

rect

ly a

rran

ges

the

lette

rs a

nd c

orre

ctly

join

s th

emas

he

writ

es.

John

Ter

ryS

al ly

Mar

yM

ary

Bill

Bill

John

Ter

ryS

ally

Ter

ry

Bill

Sal

lyM

ary

ohn

40,

ADDITIONAL SUGGESTED ACTIVITIESAND EQUIPMENT

Readiness:

1. Ball catching and throwing--begin with large

2. Rhythmic movements--marching, skippi

3. Bead stringing

4. Weaving

5. Cutting

6. Paper foldi

7. Pasting

8. Tracing

9. Sewing cards

10. Sewing with yarn

11. Nail pounding

12. Tracing around the dot books

13. Soap carving

14. Tracing--following the dot books

15. Shoelace tying

16. Coloring

17. Painting with brushes and paint--finger painting, water painting

18. Using peg boards

19. Playing with construction toys--blocks, Tinker Toys, Lincoln Logs

20. Lego, Constructo Straws

21. Playing darts

22. Jacks, marbles

23. Using clay

24. Using hand and finger puppets

25. Making puzzles

26. Using a magic slate

27. Drawing, using chalk, felt tip pens, crayons, pencils on lined, unlined drawing,wrapping and newsprint paper and the chalkboard

28. Forming letters in sand, mud, dirt and snow

29. Noticing right and left hands when shaking hands and saluting flag

30. Practicing right and left movements in singing games--"Looby Lou" "Did You EverSee a Lassie"

31. Following right and left directions in physical education

32. Turning book pages from right to left

ng

all

ng, clapping, hopping

89

33. Holding child's hand and forming letters in the air34. Tracing dotted lines and geometric forms, letters, names, words

35. Copying experience charts and stories from the board with chart36. Copying from material close to the child or on his desk

37. Tracing letters using onion skin or tissue paper

Functional situations for learning and using writing:

1. Copying

2. Labels and name tags

3. Cards

4. Letters--friendly, thank you, greetings, notes, invi

5. Filling in applications and forms-- library card, drsecurity, magazine subscription, order blanks

6. Lists--shopping and things to do

7. Addressing envelopes

8. Package labels

9. Class directories

10. Messages and short instructions--"H"Breakable," "Danger," "Poison

11. Signing name

12. Marking dates on calendar (mom

13. Filling in school schedules

14. Writing reports, summaries

paper

ations, requests

iver's license, employment, social

andle with care," "Air Mail," "Do not open,"s"

s birthday)

90

A

WRIffEN EXPRESSION ACTT ,NIS

WRITTEN EXPRESSION

Written expression thoughts, ideas and information on paper - -is a more complicatedextension of oral expression. It requires a more advanced development of concepts andgreater ability in making generalizations and abstractions. The retarded child's level ofperformance in oral expression is low in relation to the normal child's ability in this area.Therefore, the retardate's ability to express himself through writing is lower than thenormal child's ability. Nor will he be able to attain the normal child's level of writtenfluency.

All children learn to write in order to express themselves. However, it has beenmentioned in the section on handwriting that the mental retardate's written expression isusually limited to practical uses such as; filling in forms and writing lists and letters.His ability will probably not be developed to the extent of being capable of writingstories, poems or reports for the pleasure of the expression.

The development of writing in the educable mentally retarded should be functional.It should be directed toward writing the type of material that he will use. However,regular practice must be provided to help develop particular skills or to treat specificproblems. For instance, work sheets and board work can be provided on the use ofcapitalization and abbreviation.

It is neither necessary nor desirable to put a great deal of emphasis on grammaticalstructure, syntax or other technical aspects of writing. There is not unlimited timeavailable for the teacher to teach nor for the retarded pupil to learn. Too much timespent on the technical aspects of writing means that other more important areas, whichare capable of being more highly developed than written expression, will be slighted.

LES

SO

N #

1

SC

OP

E O

F L

ES

SO

N:

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

Fol

low

the

Lette

r

To

intr

oduc

e st

uaen

ts to

the

func

tiona

l use

of w

ritte

nco

mm

unic

atio

n th

roug

h le

tter

writ

ing

and

to h

elp

them

see

wha

t hap

pens

to a

lette

r af

ter

it is

writ

ten.

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Prim

ary

VA

RIA

TIO

NS

To

be a

ble

to w

rite

a le

tter

exte

ndin

gan

invi

tatio

n as

dem

onst

rate

d by

part

icip

atin

g in

the

plan

ning

, writ

ing,

send

ing

and

rece

iv-

ing

of a

lette

r.

Giv

e yo

ung

pupi

ls s

ome

reas

on o

r oc

casi

on th

at n

eces

sita

tes

the

writ

ing

and

send

ing

of a

lette

r. A

nat

ural

situ

atio

nw

ould

be

to in

vite

a p

erso

n on

the

staf

f to

a cl

assr

oom

act

ivity

,su

ch a

s a

play

, hol

iday

par

ty o

r so

ng fe

st.

Exa

mpl

e: In

vite

the

prin

cipa

l to

the

Tha

nksg

ivin

g pl

ayin

the

kind

erga

rten

roo

m.

1. T

each

er a

nd p

upils

join

tly w

rite

the

lette

r on

an

expe

rienc

ech

art.

2. T

he c

lass

cor

rect

s, r

evis

es, a

nd o

rally

rea

ds th

e pr

epar

edle

tter.

3. T

rip to

the

stor

e to

pur

chas

e pa

per,

env

elop

e, a

nd s

tam

p.

4. R

ewrit

e le

tter

(add

ress

env

elop

e, p

ut o

n st

amp

and

retu

rnad

dres

s).

5. T

rip to

mai

lbox

to m

ail l

ette

r.

6. T

rip to

pos

t offi

ce (

obse

rve

the

vario

us m

ail s

lots

and

win

dow

s, th

e st

ampi

ng, w

eigh

ing,

sor

ting,

pac

king

, etc

.)P

re-a

rran

ge fo

r to

ur w

ith p

ost o

ffice

offi

cial

.

7. W

atch

for

mai

l del

iver

y at

sch

ool.

8. W

hen

prin

cipa

l rec

eive

s th

e le

tter,

hav

e hi

m s

how

it to

the

clas

s an

d gi

ve h

is o

ral r

espo

nse.

9. P

upils

look

at t

he le

tter

they

sen

t and

obs

erve

pos

tmar

k,ca

ncel

led

stam

p, a

nd le

ngth

of t

ime

for

deliv

ery.

10. W

rite

sum

mar

y of

tota

l exp

erie

nce

in e

xper

ienc

e ch

art f

orm

.

Mat

eria

ls fo

r w

ritin

gex

perie

nce

char

t

Sta

tione

ry

Env

elop

e

Sta

mp

1. W

ith th

e te

ache

r's h

elp

stud

ents

sen

d le

tters

to th

eir

pare

nts.

2. H

ave

adul

ts c

orre

spon

dw

ith th

e cl

ass;

per

haps

an

olde

r gr

oup

with

in th

e sc

hool

.

Pup

pet S

how

LES

SO

N #

2S

CO

PE

OF

LE

SS

ON

: To

give

the

stud

ents

a s

ituat

ion

in w

hich

they

can

exp

ress

them

selv

es.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

1. T

o be

abl

e to

expr

ess

idea

s lo

gic-

ally

and

in s

eque

nce,

by c

ompo

sing

apu

ppet

-pla

y di

alog

uean

d di

ctat

ing

it to

the

teac

her.

2. T

o be

abl

e to

legi

bly

copy

the

teac

her's

mod

el.

Afte

r a

smal

l gro

up o

f tw

o or

thre

e st

uden

ts h

ave

mad

e th

eir

pupp

ets

(eith

er p

aper

on

stic

ks, s

ocks

, or

fabr

ic)

they

dis

cuss

with

the

teac

her

wha

t the

ir sh

ow is

goi

ng to

be

abou

t and

wha

t eac

h pu

ppet

will

say

.

The

teac

her

writ

es d

own

thei

r lin

es. E

ach

stud

ent m

akes

aco

py fo

r hi

mse

lf.

The

y pr

esen

t the

pla

y to

the

clas

s.

Mag

azin

es o

r ca

talo

gues

6" s

ticks

Tap

e

Sci

ssor

s

Rea

dy-m

ade

pupp

ets

Or

Pat

tern

s an

d su

gges

tions

for

mak

ing

pupp

ets

in th

eap

pend

ix

Mak

e-B

elie

ve A

nim

als

LES

SO

N #

3S

CO

PE

OF

LE

SS

ON

: To

prov

ide

mot

ivat

ing

activ

ities

to e

ncou

rage

orig

inal

writ

ten

stor

ies

and

voca

bula

ry g

row

th.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

AC

TIV

ITIE

SR

ES

OU

RC

E

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

1. T

o be

abl

e to

cons

truc

t a p

rete

ndan

imal

from

scr

appa

pers

pro

vide

d.

2. T

o be

abl

e to

expr

ess

a st

ory

oftw

o or

thre

e se

n-te

nces

by

answ

erin

gqu

estio

ns a

bout

his

anim

al s

uch

as:

"Whe

re d

oes

heliv

e?"

"Wha

t doe

she

do?

" "W

hat

does

he

eat?

"

Pla

ce th

e m

ater

ials

in a

cen

tral

loca

tion.

Allo

w th

e cl

ass

to c

hoos

e m

ater

ials

and

con

stru

ct a

pre

tend

ani

mal

.A

s ea

chan

imal

is c

ompl

eted

, ask

per

tinen

t que

stio

ns to

stim

ulat

eth

e pu

pil t

o de

velo

p a

stor

y ab

out t

his

anim

al.

"Whe

re d

oes

he li

ve?"

"Wha

t doe

s he

do?

"

"Wha

t doe

s he

eat

?"

Pro

vide

pap

er fo

r th

e pu

pil t

o w

rite

out h

is s

tory

.

Dis

play

the

stor

ies

and

pict

ures

on

a bu

lletin

boa

rd.

Con

stru

ctio

n pa

per

scra

ps o

f var

ious

col

ors,

shap

es a

nd s

izes

Sci

ssor

s

Yam

Fab

ric s

crap

s

Pap

er

Str

ing

Str

aws

Pas

te

1. T

ape

reco

rd th

e st

orie

s. D

ispl

ayth

e pi

ctur

es. P

lay

the

stor

ies

one

at a

tim

e an

d ha

ve th

e ot

her

stud

ents

try

to r

ecog

nize

the

pict

ure

bein

gde

scri

bed.

2. H

ave

youn

ger

stud

ents

dic

tate

the

stor

y fo

r yo

u to

writ

e.

Rid

dles

LES

SO

N #

4

SC

OP

E O

F L

ES

SO

N: T

o gi

ve th

e st

uden

tsan

opp

ortu

nity

and

a r

easo

n to

spe

akin

fron

t of t

he M

ass,

as

wel

l as

to p

ract

ice

orga

nizi

ngth

ough

ts,

desc

ribin

g ob

ject

s an

d to

pra

ctic

e w

ritin

g th

em d

own.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Inte

rmed

iate

VA

RIA

TIO

NS

1. T

o be

abl

e to

desc

ribe

an o

bjec

tin

thre

e si

mpl

ese

nten

ces.

2. T

o be

abl

e to

writ

e th

ese

sent

en-

ces

legi

bly.

Eac

h da

y en

cour

age

seve

ral s

tude

nts

to fi

nd a

ndw

rap

smal

lob

ject

s fo

und

in th

e cl

assr

oom

. Hav

e th

em te

llyo

u ab

out

the

obje

ct a

nd to

geth

er w

rite

a st

ory

desc

ribin

g th

e ob

ject

.

Laur

a's

Rid

dle

It is

har

d.It

is s

quar

e.It

has

page

s.W

hat i

s it?

Put

the

stor

y on

a c

hart

or

on th

e ch

alk-

boar

d. T

he c

lass

rea

ds it

sile

ntly

or

the

auth

or r

eads

it a

loud

, cal

ling

ondi

ffere

nt p

eopl

e to

gue

ss, "

Wha

t it i

s."

Afte

r se

vera

l pup

ils h

ave

been

cal

led

on o

r af

ter

som

eone

gues

ses

the

answ

er, t

he p

upil

show

s th

e ob

ject

.

Pap

er a

nd ta

pe

Cha

rt p

aper

or

chal

kboa

rd

Cha

lk

Fel

t mar

ker

Hav

e th

e st

uden

ts c

opy

one

riddl

e fr

om e

ach

day

and

mak

ea

riddl

e or

gue

ss b

ook.

Suc

cess

Oui

z

LES

SO

N #

5S

CO

PE

OF

LE

SS

ON

: To

esta

blis

h po

sitiv

e at

titud

es a

bout

the

clas

san

d ab

out

the

pupi

l's a

bilit

y to

com

mun

icat

e w

ith th

e te

ache

r.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

EA

CT

IVIT

Y

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

To

be a

ble

to c

om-

plet

e a

shee

t on

whi

ch a

lmos

t any

answ

er is

cor

rect

and

whi

ch is

inte

r-es

ting

to th

e pu

pils

.

For

the

first

wee

k of

sch

ool,

or fo

r th

e fir

st w

ritte

n w

ork

expe

cted

of t

he p

upils

, mim

eogr

aph

a se

ries

of q

uest

ions

sim

ilar

to th

e on

es b

elow

.

1. N

ame

the

best

mov

ie y

ou s

aw th

is s

umm

er.

2. N

ame

two

sing

ing

grou

ps; o

ne fr

om E

ngla

nd a

nd o

ne fr

omth

e U

nite

d S

tate

s.

3. N

ame

a si

ngin

g gr

oup

with

an

unus

ual n

ame.

4.is

a s

lang

wor

d fo

r so

meo

ne w

ho d

oesn

'tac

t or

dres

s lik

e m

ost p

eopl

e in

you

r gr

oup.

5. N

ame

your

favo

rite

mus

ical

inst

rum

ent.

6. C

harli

e B

row

n's

dog

is n

amed

7. "

Thi

ngs

go b

ette

r w

ith

8. N

ame

your

favo

rite

fem

ale

sing

er. D

oes

she

play

an

inst

rum

ent?

9. W

hat i

s "in

" th

is y

ear

in g

irl's

clo

thin

g?

10. W

hat t

elev

isio

n sh

ow d

o yo

u w

atch

on

Wed

nesd

ay n

ight

?

Allo

w s

uffic

ient

tim

e fo

r co

mpl

etio

n of

the

quiz

. The

n di

scus

sth

e di

ffere

nt a

nsw

ers.

Mim

eogr

aphe

d qu

estio

nsh

eets

1. In

stea

d of

writ

ing

the

answ

ers

have

the

pupi

ls r

espo

nd o

rally

.

2. M

ake

a bu

lletin

boa

rd, "

Tee

nS

cene

," a

nd h

ave

stud

ents

con

-tr

ibut

e ne

wsp

aper

s an

d m

agaz

ine

clip

ping

s.

3. H

ave

each

stu

dent

mak

e up

aqu

estio

n, p

ool t

hem

and

mim

eo-

grap

h th

eir

own

ques

tionn

aire

.

Per

sona

l Dat

a

LES

SO

N #

6

SC

OP

E O

F L

ES

SO

N: T

o ha

ve th

e st

uden

ts fi

ll ou

t for

ms

usin

g le

gibl

em

anus

crip

t and

to g

ive

them

a p

erm

anen

t rec

ord

ofth

e in

form

atio

n th

ey w

ill n

eed

whe

n fil

ling

out f

orm

sfo

r em

ploy

men

t, lic

ense

s, c

redi

t, et

c.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

To

be a

ble

to le

gibl

ypr

epar

e a

resu

me'

of

pers

onal

info

rmat

ion

usin

g m

anus

crip

tw

ritin

g.

Dup

licat

e pe

rson

al d

ata

card

s w

hich

pup

ils c

an c

arry

inth

eir

wal

lets

. The

pup

ils c

an th

en fi

ll ou

t the

form

. Giv

ean

y he

lp th

at is

nee

ded.

Per

sona

l dat

a sh

eet

(See

app

endi

x)

Fill

ing

Out

For

ms

LES

SO

N #

7S

CO

PE

OF

LE

SS

ON

: To

give

the

stud

ents

pra

ctic

e in

writ

ing

by h

avin

gth

em fi

ll ou

t fac

sim

i lie

s of

bla

nks

and

form

s.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

EA

CT

IVIT

YR

ES

OU

RC

E

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

To

be a

ble

to c

orre

ct-

ly c

ompl

ete

form

sus

ed in

the

com

mun

-ity

. For

exa

mpl

e:Li

brar

y ca

rds

orap

plic

atio

ns fo

rlic

ense

s, u

sing

thei

r pe

rson

al d

ata

card

for

info

rmat

ion.

Dup

licat

e fa

csim

ilies

of l

ibra

ry c

ards

, driv

ers'

lice

nse

appl

icat

ions

, soc

ial s

ecur

ity a

pplic

atio

ns, e

tc. P

ass

them

out

to th

e pu

pils

and

dis

cuss

the

mea

ning

s of

the

wor

ds a

nd th

e ne

cess

ity fo

r fil

ling

out t

he fo

rms.

The

stu

dent

then

fills

out

the

form

s, r

efer

ring

to h

ispe

rson

al d

ata

card

.

For

ms

or fa

csim

ilies

of fo

rms

to b

e fil

led

in(S

ee a

ppen

dix)

Stu

dent

s' p

erso

nal d

ata

card

s

Fre

e G

ifts

LES

SO

N #

8S

CO

PE

OF

LE

SS

ON

: To

mot

ivat

e th

e ch

ild in

to W

aniin

g to

writ

e le

tters

or

post

card

s.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

EA

CT

IVIT

YR

ES

OU

RC

E

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

To

be a

ble

to c

orre

ct-

ly w

rite

and

addr

ess

at le

ast o

ne p

ostc

ard

or le

tter

requ

estin

gso

me

free

mat

eria

lsor

info

rmat

ion.

Ba

Col

lect

info

rmat

ion

abou

t fre

e m

ater

ials

. Hav

e ea

ch s

tude

ntch

oose

the

mat

eria

ls h

e w

ould

like

to w

rite

for.

Hel

p th

e ch

ildre

n w

rite

a po

stca

rd o

r le

tter

requ

estin

g th

em

ater

ials

. Als

o as

sist

them

in a

ddre

ssin

g th

e en

velo

pe.

Add

ress

es a

nd in

form

a-tio

n ab

out s

ourc

es o

ffr

ee m

ater

ials

Pos

t car

ds o

r en

velo

pes,

pape

r an

d st

amps

LES

SO

N #

9

SC

OP

E O

F L

ES

SO

N: T

o in

spire

writ

ten

expr

essi

on.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

EA

CT

IVIT

Y

Car

toon

Cap

ers

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

To

be a

ble

to w

rite

a st

ory

or s

ente

nces

rela

ted

to a

giv

enca

rtoo

n pi

ctur

e.

Dis

trib

ute

the

mim

eogr

aphe

d sh

eets

to th

e cl

ass.

Be.

sure

'ea

ch p

upil

unde

rsta

nds

the

stat

emen

t or

ques

tion

unde

r th

eca

rtoo

n.D

irect

the

stud

ents

to w

rite

thei

r'com

plet

ion_

ofth

e se

nten

ce o

r th

eir

answ

er to

the

ques

tion

belo

w th

epi

ctur

e. T

hen

have

them

dec

orat

e th

e pi

ctur

e w

ith c

olor

edpe

ncils

, mag

ic m

arke

rs o

r cr

ayon

s.

At-

Mim

eogr

aphe

d sh

eets

with

car

toon

s an

d a

mot

ivat

ing

stat

emen

tor

que

stio

ns (

see

appe

ndix

)

Col

ored

pen

cils

, mag

icm

arke

rs, o

r cr

ayon

s

Exp

and

your

sel

ectio

n of

cart

oon

cape

rs b

y us

ing

colo

r-in

g bo

oks,

"B

atm

an,"

"B

ugs

Bun

ny,"

etc

. Col

orin

g bo

okpa

ges

can

be c

ut o

ut, p

aste

dto

the

top

of th

e w

ritin

g pa

gean

d a

teac

her-

writ

ten

capt

ion

adde

d. O

lder

stu

dent

s ca

n m

ake

"boo

ks"

for

a yo

unge

r gr

oup

and

deliv

er th

e fin

ishe

d pr

oduc

tth

emse

lves

.

Dic

tiona

ry

LES

SO

N #

10S

CO

PE

OF

LE

SS

ON

: To

help

stu

dent

s ex

pand

thei

r vo

cabu

lary

on

a se

lf-di

rect

ed b

asis

.

INS

TR

UC

TIO

NA

L

OB

JEC

TIV

ES

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

ance

d

VA

RIA

TIO

NS

1. T

o be

abl

e to

mai

ntai

n an

d ex

pand

at th

e ra

te o

f fiv

ew

ords

per

wee

k, a

list o

f unf

amili

arw

ords

enc

ount

ered

in a

sub

ject

are

a,by

com

plet

ing

exer

-ci

ses

give

n by

the

teac

her.

2 T

o be

abl

e to

find

the

mea

ning

of t

hese

wor

ds in

the

dict

ion-

ary,

rec

ordi

ng th

ew

ord

and

its m

eani

ngon

a g

row

ing

list.

Pro

vide

she

ets

of li

ned

pape

r. H

ave

the

pupi

ls m

ake

a co

ver

page

with

a ti

tle s

uch

as "

'Voc

abul

ary

Wor

ds fr

om S

ocia

lS

tudi

es,"

or

"Sci

ence

Wor

ds,"

or

New

Wor

ds F

rom

Civ

ics.

"W

hen

new

wor

ds a

re e

ncou

nter

ed, e

mph

asiz

e th

e w

ord

and

sugg

est i

t as

a po

ssib

le v

ocab

ular

y w

ord.

Hav

e th

e pu

pils

date

thei

r lis

ts a

nd o

ccas

iona

lly c

heck

to s

ee w

heth

er th

eyar

e ad

ding

new

wor

ds a

t the

app

ropr

iate

rat

e.

Dev

elop

act

iviti

es r

elat

ed to

the

lists

.

1. P

upils

can

writ

e ou

t def

initi

on a

nd w

ord

mat

ch s

heet

sfo

r ea

ch o

ther

to c

ompl

ete.

2. C

ompi

le c

omm

only

list

ed w

ords

for

a fil

l-in-

the-

blan

kex

erci

se. P

lace

the

mis

sing

wor

ds a

t the

top

of th

e sh

eet

for

the

stud

ent t

o ch

oose

.

3. A

ssig

n ce

rtai

n w

ords

from

eac

h pu

pil's

list

for

him

tous

e in

a s

ente

nce.

4. H

ave

each

pup

il al

phab

etiz

e hi

s pe

rson

al li

st.

5. L

et th

e pu

pils

dev

elop

a g

roup

list

one

wee

k an

d sp

litup

the

dict

iona

ry ta

sks

into

sm

all g

roup

s.

6. H

ave

each

stu

dent

pic

k fiv

e w

ords

to il

lust

rate

. Oth

erst

uden

ts c

an a

ttem

pt to

mat

ch th

e dr

awin

g w

ith th

e co

rrec

tw

ord.

Line

d pa

per

Dic

tiona

ry

Dra

win

g pa

per

for

illus

trat

ions

Whi

ch is

Witc

h?

LES

SO

N #

11

SC

OP

E O

F L

ES

SO

N: T

o in

crea

se th

e st

uden

t's u

nder

stan

ding

of h

omon

yms

and

to g

ive

prac

tice

in w

ritte

n ex

pres

sion

.

INS

TR

UC

TIO

NA

LO

BJE

CT

IVE

AC

TIV

ITY

RE

SO

UR

CE

MA

TE

RIA

LS

LEV

EL:

Adv

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ADDITIONAL SUGGESTED ACTIVITIES

1. Letters--thank you, requests for material, invitations, friendly greetings

2. Original stories

3. Supplying endings to unfinished stories and poems

4. Reports

5. School assignments (homework)

6. Filling out functional forms

7. Poems, riddles

8. Descriptions, summaries, instructions

9. Lists10. Class newspaper

11. Personal data sheets

12. Personal vocabulary sheets

13. Class procedures (rules)

14. Class schedules

15. Writing about trip experiences

16. Answering questions

17. Taking messages--telephone or for teachers

18. Diaries

19. Writing play dialogue

20. Grammar activities involving writing: capitalizing, alphabetizing, punctuation

21. Bulletin boards

22. Labeling exhibits

23. Titles for drawings

EQUIPMENT

1. Chart

2. Paper--colored construction paper

Stimulus pictures

4. Pencils, pens, felt markers, crayons, paint

5. Envelopes

6. Stamps

7. Stationery

8. Dictionaries9. Forms and applications--job, drivers' license, Social Security, checks, withdrawal slips

10. Catalogues

11. Library facilities

12. Telephone directory

13. Magic slates

14. Local newspapers

15. Poems

16. Field trips--motivating experiences

17. Photographs

18. Experience charts

106

IONE IXPIRIINOII CONDUCIVE TO LANNACE

SOME EXPERIENCES CONDUCIVE TO LANGUAGE

1. Pets in the room.Children like animals and get a great deal of satisfaction and enjoyment from caringfor them. Daily care and handling can become a time of spontaneous verbal expression.The children would have shared experiences to talk about: "We saw Fluffy eat thelettuce," as well as individual sensations to verbalize. "Fluffy felt soft and hewiggled when I held him." The students enjoy writing experience chart stories aboutthe pet as well as attempting to read the stories. The student also develops morelanguage at home when he shares his experiences about the pet. Rabbits, guinea pigs,hamsters, white rats, gerbils, toads and fish are successfully raised in the classroom.

2. Cooking experiences in the classroom encourage verbal expression even from quietyoungsters. The planning stage demands critical thinking and the writing of lists insequential order. The actual activity can be a vocabulary as well as a social skillbuilding time. Comparison of the individual ingredients to the final product can beverbalized. The rush of conversation as everyone takes the first bite will make theextra work worthwhile. And if the cooking experience can be preceded by a buyingtrip to the grocery store, even more experiences can be verbalized.

3. Field trips offer many different kinds of language experiences. Regardless of theplace to be visited, teachers recognize the opportunities to verbalize. There may bea letter to be written for permission, a list of things to look for, or bus behavior rulesto be reviewed. On the trip, each child might have a prepared question to ask or anindividual objective to look for and tell the class later. Upon returning, have theolder pupils write out the experience individually, have the younger students dictatean experience chart, or all draw a picture of something that especially interestedthem. All of the language gains from a trip will not be observed by the teacher. Anexciting experience on a trip may be retold to playmates and family after school.The teacher's responsibility lies in the selection of a meaningful field trip. When

units relate to a field trip, the motivation and understanding is built in. Other kindsof field trips may be planned for the social rewards. Trips to a park to play, to arestaurant for lunch, to another school to visit a class, to a farm to buy a pumpkinor a Christmas tree, or to a grocery store, are all popular. An interesting trip, andone which stimulates language, is a bus trip that passes each student's home. Thismotivates the student to talk about his neighborhood and home. There are many placesto visit and each is a language development experience if all opportunities are recog-nized.

4. Leaving a flannel board set up in the room with numerous shapes, numbers or pictureswill encourage students to verbalize as they manipulate and arrange the figures.

5. Setting aside a few minutes at the end of the day for a daily wrap-up can be a calmtime for language to develop. The students can contribute a summary of what wasaccomplished during the day. Not only does this provide a review of the day but italso is an evaluation for the teacher. Were the accomplishments worthwhile? Wasthe tone of the day's accomplishments positive or were negative aspects too numer-ous? This activity helps the pupil formulate a concept of his day and helps him relateevents to his family when he gets home.

/6 5r/ 109

INTEGRATING LANGUAGE DEVELOPMENT

IN THE CURRICULUM

INTEGRATING LANGUAGE DEVELOPMENT IN THE CURRICULUM

Language arts are a part of the teacher's every day program. Increased proficiency in languageskills is not necessarily the goal in all areas. However, the student's ability in language can beincreased if the teacher is aware of and takes advantage of all opportunities to build the languageskills in her program.

. The following is a partial list of the times language skills can be developed and integratedinto the daily program.

DAILY ROUTINES

A. Story Time

1. Listening: When the teacher reads aloud to the students, she expects them to listen forenjoyment and meaning. To enhance listening, she chooses stories of interest at thestudents' level.

2. Oral Expression: Stories provide opportunity for varied oral expression activities. Thestudents repeat, dramatize and use puppets or felt figures and a flannel board to retellthe story. The teacher helps build the student's vocabulary by introducing new wordsand explaining them to the class before reading the story.

B. Lunch Time

1. Listening: Lunch time can involve listening for directions. Pupils can be excused withcategories such as, "Everyone with buckle shoes may leave." There are sequences ofdirections that must be presented also. "First you wash your hands. Then get your lunch.Then get in line." Directions must be consistent and changes explained, before under-standing and compliance can be expected.

2. Oral Expression: If the teacher eats with the pupils she can introduce many interestingdiscussion topics; i.e., shape or contents of sandwiches, number of people who haveapples. Each student should have an opportunity to contribute to the conversation.

C. Clean-Up

1. Listening: All cleaning routines involve listening. If each pupil is to clean up afterhimself, tell each one who is to wash his hands next, etc. In this way the class under-stands, is receptive to and can carry out the directions the teacher gives.

D. Recess

1. Listening: The teacher can have activities that require listening for directions at recesstime. Coats can be gotten, balls distributed, jump ropes shared and a line establishedby giving the students directions. If these directions are consistent and given while every-one is sitting quietly, they will be understood and carried out.

2. Oral Expression: While helping a pupil with his coat or overshoes, the teacher has anopportunity for a one-to-one conversation. His oral expression might improve and hisfeelings of importance are boosted by a moment of individual attention.

E. Daily Wrap-Up

1. Listening: Students are expected to listen while someone is talking. If they are listening,they should offer an original contribution during their turn to speak rather than repeatinga previously-made comment.

2. Oral Expression: At the end of the day, it is calming to both the teacher and the studentsto set aside a few minutes to discuss the day's events. The teacher asks herself and theclass what was accomplished during that day. The students are encouraged to'relateindividual accomplishments, "I shared my cookie," as well as group accomplishments,"We learned the word, 'my.' This wrap-up also helps the students remember the wholeday so they can more easily share it with their families.

112

MUSIC

1. Listening: Music involves many listening skills. Using a variety of materials and methodswe teach listening to high and low notes, loud and soft sounds, fast and slow rhythms anddifferent combinations of notes. We also expect students to listen for enjoyment, for meaning,to recognize tunes and to sing the correct words to songs.

2. Oral Expression: Perhaps because teachers and pupils are relaxed, language seems to comeeasily at music time. To encourage relevant discussion teachers ask questions such as,"How did that song make you feel?" or "Which was your favorite song and why?" Whensongs involve actions, pupils can verbalize the story while others act it out.

ART

1. Listening: Students must listen for directions in art, since the activities may be unusual andinvolve new and different methods and materials. The teacher is aware of the listening skillsneeded and presents directions ciearly, precisely and sequentially. The clean-up periodfollowing the project is also utilized to strengthen listening skills when the teacher againconscientiously gives directions.

2. Oral Expression: The very nature of the activity we call art motivates oral expression. Theteacher encourages spontaneous conversation during art if she sets aside a specific time andperhaps a special table where lenient conversation rules apply. Students will want to talkabout the materials, what they have made and what it means to them regardless of the artproject.being pursued.

MATHEMATICS

1. Listening: Developing skill in mathematics depends on listening habits. We expect pupilsto listen for directions, listen to story problems, listen for rote-counting, listen for relation-ships and listen for cardinal concepts. In order for a pupil to be competent in applying mathe-matical concepts, he must first have heard and understood what the teacher has said. Teachingmath effectively must involve teacher awareness and sensitivity to the seemingly incidentallistening skills demanded. Directions should be short and easily understood. Whenpresenting new ideas orally, the teacher should use her pupils' attentiveness as a guide tosee if she is presenting more material than her pupils can assimilate.

2. Oral Expression: Teachers who pose problems to their pupils which require sentence answersare encouraging oral expression. Even the most basic mathematics activities can be used todevelop language. "What do you have?" can elicit a reply such as, "I have three blocks."But, "How many blocks do you have?" only requires the answer, "three."

READING

1. Listening: Learning to read involves many listening skills. Listening habits must be acquiredbefore reading accomplishment can be expected. Daily reading activities may involve diverselistening skills; listening for directions, listening for meaning, listening for initial and finalsounds and listening for rhymes. When the teacher views reading activities as involving theopportunity to improve listening skills she can help the pupil profit maximumly from readinginstruction.

2. Oral Expression: Reading provides many activities which foster oral expression. It providesfor retelling or summarizing pages or entire stories. Some activities motivate the class totell similar experiences. When new words are introduced students can be asked to use themin sentences.

113

3. Handwriting: Reading seatwork often involves practicing handwriting. Even if written responsesrequire only a few lines, the pupil should be provided with paper, lined at intervals appropriatefor his writing. If he is given this writing paper, he will be more likely to use the writingskills taught during "writing time." Pupils should be aware of your objectives. If you intendto grade reading papers on the basis of content and appearance, tell them before they do thework.

4. Written Expression: Older students may be expected to do many written activities relating totheir reading. They can write a new ending for a story, use new words in sentences or evenwrite a paragraph about something similar that happened to them. The written expressionactivities are much like the oral activities for younger students. However, written expressioninvolves more planning and organizational skills.

SAFETY, SCIENCE AND HEALTH

1. Listening: Listening is involved although science instructions often involves "doing" morethan watching and listening. The children must listen for directions for handling equipment,the sequence of the activity and even for the goals of the activity.

2. Oral Expression: Science activities often involve observation of an event such as planting aseed, or observing growth. In order to ascertain whether pupils understand the activity theteacher needs to ask questions. When these questions are phrased correctly, the pupil usesa complete sentence in replying. Because many science lessons involve recurring observa-tions, the continuity can be maintained by using experience chart stories. The teacher canelicit sentences from the pupils that explain the current phase of the observation and thechart can be referred to later when a new phase is approached.

3. Written Expression: With younger students, written expression may be limited to contributionsof a teacher-written experience chart. However, more advanced students may be able to writeout the pioblem and results after a science lesson. These explanations, accompanied bypictures, can make a booklet of science observations which would compensate for a lack ofadequate texts at the pupil's level.

4. Vocabulary: New observations and understandings require new words. If words encounteredin a science lesson are copied on the board or a chart, the pupils can use them when theywrite or talk about the lesson. Pupils may make booklets of new words and their meaningsto demonstrate increasing competence.

SOCIAL STUDIES

1. Listening: Listening for directions and for meaning are important in social studies. Films,reports and teacher-lessons will involve listening for meaning. The content of the materialmay determine listening success. The material must be attuned to the pupil's interest leveland.to his attention span. Directions must also be given on the appropriate level.

2. Oral Expression: Teacher planning is important in social studies units. The material mustbe divided into meaningful segments and presented in logical order. Continuing group dis-cussions that "tie together loose ends" can help the students reach valid conclusions basedon the material presented. A puppet show or dramatization may reinforce social understandings.

3. Handwriting: Handwriting will be practiced when students do the writing required in requestsfor information, invitation, thank you notes, etc. There can be additional practice if they copyexperience charts or daily objectives from the board.

4. Written Expression: Letters requesting information may be sent, thank you letters may bewritten after a field trip, or pen-pals may be arranged with pupils from different areas.

114

5. Vocabulary: Many new words are encountered in social studies units. These words can bereinforced if a special chart is maintained throughout the unit and new words are added as theyare encountered. Writing lessons can grow from this chart and spelling lists can be developedwith the pupils drawing or cutting out pictures to put on the chart. Memory lessons could con-sist of vocabulary words taken from past units.

PHYSICAL EDUCATION

1. Listening: Listening for directions is important in the mastery of new skills. If a teacherhandles her own physical education class she can control the listening level demanded. If agym teacher handles the pupils, the teacher should have a session with her explaining theappropriate level of expectancy for pt ticular students. Games with involved directions willnot be immediately understood. Start with a game that has simple directions and add compli-cations or variations later. Make directions simple and direct. Be sure the class understandswhat they are allowed to do before they start doing it.

2. Oral Vocabulary Development: 'because physical education involves a range of activitiesseparate from the classroom, new vocabulary is also encountered. The terminology may betaught in the gym but can be used in the classroom to encourage retention. Vocabulary wordscan be illustrated with pupil drawings. "Tests" could involve pantomiming the action sug-gested by a word or guessing the word when another pupil pantomimes it.

VOCATIONAL

1. Listening: Listening will be a very important part of vocational training. The pupil will beexpected to pay attention to directions and to react correctly.

2. Oral Expression: By the time a student reaches a work-study program he has probably com-pleted his "textbook learning." Much of what he will be doing from now on will involveapplying what he has learned. There will be many opportunities for oral expression, forevaluation, comparison and decision making. The student will still need guidance in orderto consider all the relevant details and perhaps their relative importance. He should, however,be prepared to explain or justify his decisions. In order to guide the pupil in reachingdecisions the teacher must help him formulate the problem, and possible alternatives andthen ask why a specific choice was made.

Most students are able to express themselves with their peers. Some practice inexpressing themselves with adults in different situations should be given, however.Resource persons can be invited into the classroom or field trips taken to broaden thepupils' contacts with adults. Tape recorders can be used so pupils can evaluate their

language.

3. Handwriting: If a written form precedes a personal interview, a student may be judged on

his handwriting. He should be aware of this and be prepared to represent himself with hisbest handwriting. Practice with different sizes of blanks or spaces may help him scale down

large writing.

4. Written Expression: Although the student may be limited in his ability to express himselfin writing, he must be competent in understanding what response is required on questionnairesor forms that he is asked to complete. Practice sessions at schooi can prepare the student

for this.

115

LIFE EXPERIENCE UNITS

When teachers use life experience units to shape the academic program they plan for ablock of activities in the area of language arts. The choice of a unit topic is partiallyinfluenced by the adaptability of that topic in providing a well-rounded range of activities.Even if a particular unit topic may not be strong in language arts sub-topics or activities,teaching the unit will involve areas of language arts.

1. Listening: Units involve the need for listening. Whether listening for meaning, enjoymentor for a specific fact, the teacher needs to be attuned to the pupils. She needs to know theirlevel and their attention span. She must also be aware of shortcomings in the materials shehas selected for use. She must have alternative activities planned in case materials are notappropriate for her listening objectives. When pupils are prepared for a lesson involvinglistening, for whatever purpose, when they have a goal for listening, and when the materialcan help them achieve that goal, they will be better listeners and therefore better learners.

2. Oral Expression: Hopefully the unit topic selected is meaningful to the students and in-spires spontaneous expression. However, the teacher cannot rely on intrinsically interestingmaterials to invoke all oral expression. She must provide activities which call for oralexpression. For younger children, asking for a sentence relating to the topic will be enough.Hats or puppets evoke free expression from young students. For the older students, a paragraphor story may be expected. Creative dramatics related to the unit topic will encourage oral ex-pression. A group story told and tape recorded will be motivating.

3. Handwriting: Handwriting practice is developed in relation to an experience unit. Youngerpupils copy experience charts or lists from the chalkboard or from a chart near their desks.Older pupils practice when writing their own work. Establishing goals for handwriting helpsthe pupils attend to their written work. The work will not always be neat on the first draft.Perhaps waiting and redoing the assignment the next day would be better than forcing thepupil to finish right away.

4. Written Expression: Because life experience units are on-going developments, there is notext to follow or to refer back to. Thus, a written record must be kept by the pupils them-selves. Whether this is done by the entire class on an experience chart or individually onpaper, will depend on the age of the class and the ability of the children. Older pupils developand write their own sentences. Assignments are given which require sentences or paragraphs.Writing can be a, project for which the pupil volunteers or which the group develops together.Sentences can be written to explain pictures, tell the sequential order of a project or summa-rize the unit. Letters can be written for information or thanks given to a resource person asa result of a trip. Experience units introduce many new words, these words can be written ona chart labeled, for instance, "Words for the Policeman." As the list grows, the childrenrecognize their increasing competency and knowledge of words. The vocabulary words areused in many ways. Pupils can develop a picture dictionary. They can alphabetize the listor use the words in a sentence. These activities involve listening, oral expression andwritten expression, as well as vocabulary development.

116

BIBLIOGRAPHY

BIBLIOGRAPHY

Applegate, M., Easy in English. Evanston, Illinois: Row, Peterson, 1960.

Bereiter, C. and Engelmann, S., Teaching disadvantaged children in preschool. Englewood Cliffs,New Jersey: Prentice-Hall, 1966.

Bernstein, B., Aspects of language and learning in the genesis of the social process. Journal ofChild Psychology and Psychiatry, 1960, 1(4), 313-324.

, Language and social class. British Journal of Sociology, 1958, 9, 59-174.

, 'Social class, linguistic codes and grammatical elements. Language and Speech,1962, 5, 221.

Cartoon Activities in the Language Arts, The Instructional Fair, Grand Rapids, Michigan, 1967.

Cincinnati, Cincinnati Public Schools. The Slow Learning Program in the Elementary andSecondary Schools. Cincinnati, Ohio, Curriculum Bulletin 119, 1964.

Dawson, M. A. and Choate, M. A. (Ed.) How to help a child appreciate poetry. San Francisco:Fearon, 1960.

Delaware, Wilmington Public Schools. Curriculum Guide for Educable Mentally Retarded Children,Elementary Schools, Division of Educational Programs, Department of Special Education, 1967..

Dunn, L. M., Exceptional children in the schools. New York: Holt, Rinehart and Winston, 1965.

Engel, R. C., Reid, W. R. and Rucker, D. P., Language Development Experiences for YoungChildren, Special Education Instructional Materials Center, Department of ExceptionalChildren, School of Education, University of Southern California, Los .Angeles, 1966.

Erickson, F. D. "F'get you honky!" A new look at black dialect and the school. ElementaryEnglish, 1969, 46, 495-499.

Folkway/Scholastic Records, 906 Sylvan Avenue, Englewood Cliffs, New Jersey, 07632.Paperback - -book plus records.

Free and inexpensive learning materials (15th ed.) Division of Surveys and Field Services,George Peabody College for Teachers, Nashville, Tennessee, 1970.

Frost, J. L. and Hawks, G. R. (Eds.) The disadvantaged child: Issues and Innovations.Boston: Houghton, Mifflin, 1966.

A Guide for Language and Listening Development Proj ect H, District 110, Kansas 1965-66,Hartford Speech and Language Development Project, Hartford, Connecticut, 1967.

Hei ss, W. and Jacobson, J. Manual for diagnosis and treatment in language arts. Unpublishedreport.

Holt, J. How children fail. New York: Pitman, 1965.

Hopkins, L. B. Let them be themselves. New York: Scholastic Book Services, 1969.

Illinois, Chicago Public Schools. Curriculum Guide for the Program for Educable Mentally Handi-capped Children Levels I and II, Chicago, Illinois, 1965.

Illinois Plan for Special Education of Exceptional Children. A Curriculum Guide for Teachers ofthe Educable Mentally Handicapped, Chicago, Illinois, Illinois Council for Mentally RetardedChildren, Circular Series B-3, 12, 1958.

Instructional materials and resource materials available to teachers of exceptional children andyouth, Special Education Instructional Materials Center, University of Texas, Austin, 1969.

Jordan, T. E., The mentally retarded. Columbus, Ohio: Charles E. Merrill, 1961, 1966.

Karnes, M. B., Helping young children develop language skills A hook of actwities. Washington,D. C. The Council of Exceptional Children, 1968.

Language. Basic for action. American Association on Mental Deficiency, 3(2), 1965, 1 29.

McCarthy, J. J., Research on the linguistic problems of file mentally retarded. Mental RetardationAbstracts, 1964, 1. (Abstract)

McIntyre, B. M., Informal dram atima language arts activity for the special pupil. Pittsburgh:Stanwix House, 1963.

Merlin, J. M., Developmental schedules of oral-aural language as ,m aid to the teacher of thementally retarded. Mental Retardation. 1963, 1, 359-369.

Meyen, E. L. and Hieronymus, A. N. The age placement of academic skills in curriculum for theEMR, Exceptional Children, 1970, 36, 333-339.

Oklahoma State Department of Education, Guide for Teachers of Educabl,. Mentally HandicappedChildren, Vol. II, Itcvnediate, Oklahoma City, 1960.

The Reading Incentive Film, McGraw-Hill Text and Films, 330 West 42nd Street, New York, 10036.For anyone who will profit from seeing and hearing words. 16mm books-onfilm. Show andentertainment personalities reading directly into cameras.

Rupert, H. A., Sr. A Sequentially Compiled List of Instructional Materials for Remediational UseWith the ITPA. Rocky Mountain Special Education instructional Materials Center, Greeley,Colorado.

Sander, N. M., Classroom questions What kinds? New York: Harper and Row, 1966.

Schiefelbusch, R., Copeland, R. H. and Smith, J. 0. Language and mental retardation. New York:Holt, Rinehart and Winston, Inc., 1967.

Sisters of St. Francis of AsAisi. Language Arts Curriculum for the Mentally Handicapped.Mi lwaukee, Wi scon sin, Cardinal Snatch College, 1963

Smith, R. M., Clinical teaching. Methods of instruction for the retarded. New York. McGraw-Hill,1968.

Speech Improvement for the Mentally Retarded. Special Education Curriculum Development Center,Iowa City, 1968.

Te/etrather, Northwestern Bell Telephone Co., 604 9th Street, Des Moines, Iowa 50309.

Teletraining for English and SpeechTelephone Activities in the Elementary GradesTeletraining for Business Studies, American Telephone & Telegraph Co 1962.

Trac-aBit, Handwriting aid. Zaner-Bloser Company, 612 N. Park Street, Columbus, Ohio 42315.

Van Witsen, B., Perceptual training activities handbook. New York: Teacher's College Press, 1967.

Wisconsin, Beloit Public Schools, Exceptional Education Language Arts Trainable Educable,Bulletin 4106, Beloit, Wisconsin, 1'965.

120

APPENDICES

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Oat&

A Prize for Emily

Emily was a ten-year-old girl who lived on a farm in Iowa. She loved many things aboutliving on a farm. She loved the fresh clean air and the big blue sky overhead. She loved toromp through the bales of hay and play hide and seek with her big brother and baby sister. Sheloved to help tend the house and care for the animals. Most of all, Emily loved her very ownpony, Alfalfa.

Although Alfalfa was only a pony, he was already very beautiful. His coat was a rich,silky chesnut brown and a white star marked his forehead. Every morning, Emily would hurryout of bed to brush and exercise Alfalfa before she left for school. The pony would whinny withdelight as soon as Emily entered the barn.

Saturday morning started out to be like any other morning on the farm. The sun shone brightand yellow and the rooster cock -a- doodle -doo'd the break of day. Emily loved Saturday. Shecould spend all day with Alfalfa--riding him, brushing him, talking and playing with him. Butas soon as Emily got down to the breakfast table this Saturday, she could tell that somethingwas different and wrong about it. Mother and Father did not look up to smile and greet her asthey usually did. Her brother didn't tease her about Alfalfa and her baby sister just sat on thefloor playing with a piece of string. Everything seemed very quiet and somehow sad. As Emilysat down, father said that there was something that the family had to talk about--something veryserious. Father and mother tried to explain to Emily about the hard winter. They told her aboutthe early frost that killed off much of their crops and about the thaw that flooded the fields anddestroyed so many of the new plants. Father told Emily that they would not be -tie to make any

money on the poor yield of his fields and animals this year. He explained how they were alreadyin debt and could no longer afford to keep the farm. Father had decided to sell the farm andaccept an office job in Chicago. Emily couldn't believe what she was hearing. A move toChicago meant more than giving up the farm life that she loved so much--it meant giving upAlfalfa.

Questions to Accompany "A Prize for Emily" (Story excerpt)

Give pupils questions beforehand to promote listening for specifics or present them after storyexcerpt is read to check listening comprehension.

I. Can you answer these questions?1. How old was Emily?2. Where was Emily's farm?3. What were some of the things Emily loved?4. Who was Alfalfa?5. What did Alfalfa look like?6. How could Emily tell that this Saturday was going to be different?7. Why was this a hard winter on the farm?8. Why could father no longer afford to keep the farm?9. Where was Emily's family going to move?

10. Why would Emily hate to move?

II. Sample Classroom Discussion Topics1. Would you prefer life in the city or life on a farm? Be able to give reasons for your answer.2. Do you or did you ever have a pet that you loved the way Emily loved Alfalfa? Tell me

three things about your pet.1. Name of pet.2. Type of pet.3. What pet looked like.4. Things you did with your pet, etc.

3. What would be some things to remember about caring for pets? Make a chart or picture

display to illustrate your ideas.1. Give your pet a clean, warm home.

2. Make sure your pet has had all necessary shots and innoculations.

3. Register your animal and get necessary identification tags.4. Give your animal the proper amounts of food and water.5. Make sure your pet gets fresh air and exercise.

4. Emily loved Saturday. Do you like Saturday too? Why?

5. Can you think of anything father could do to try and keep the farm?

6. How would you feel if you were Emily?7. Can you think of some endings for the story? Let the title, ''A Prize for Emily" give you

some clues.

128

ORAL EXPRESSION

I am a Good Listener

I am a Good Speaker

Oral Report Form

Picture Arrangement

129

I Am A Good Listener

Always1. I pay attention to the person who is speaking.2. I look directly at the speaker.

3. I stand or sit still.

4. I don't interrupt someone who is speaking.5. I try to understand what the person speaking

is saying.

6. I understand someone else's point of view.7. I try to get the main ideas of what is being said.8. I have good reasons for agreeing or disagreeing

with the speaker.

9. I am polite to the speaker.

Sometimes Never

I Am A Good Speaker

Always Sometimes

1. My voice is pleasant.

2. I try to be friendly.

3. I help give information and answer questions.

4. I try to explain myself clearly.

5. I avoid personal or unnecessary questions.

6. I try to be interesting.

7. I think about what I'm going to say before I speak.

8. I attempt to know what I'm talking about.

9. I speak distinctly.

10. I use polite expressions (please, thank you,excuse me).

11. I think of others' feelings.

12. I don't "monopolize" the conversation.

13. I try to keep what I'm saying short, withoutbeing rude.

14. I am polite in switching topics or ending aconversation.

15. I look at the person to whom I'm speaking.

133

Oral Report FormPrepgri n3 your report

I. Name or title2. Basic ;deg3. Body of reportLi. am% ma ry of ideas Presented.

Prachce.Present your report one

or +vvo -Hines +0

Presen+ins your reportI.14ave your report written 002. Sfand wi fliout moin3 papers3, Speak dearly and loud enough

LI.Look crt The class once in a while

5 Ask IT +i-ere are any vesstions

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WRIMIN EXPRESSION

Sample Puppet Pattern

Making Puppets

Letter Form

A Thank You Letter

An Invitation

Addressing an Er/elope

Personal Information

Application Forms

6 Cartoons

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2. onall sides

Decorateth ri a I +y

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/76/ 151

A thank you letter

1 0 Court StreetIowa Ci 410y) fag-

Aprsil 5, 1970Dear Aun+ Mary,

Thank you very muck for tilebirthday presen+ really like

Birac'on3 cap set My 4;enci lly hos onealmost- exae+ly like w;Ine ond now weCan race our corstooe+her.

ThQnk you osasn.Love,

Stev ie.

Did you rerneenber?

/. To +hook the senderZ. TO nienshon whet+ was sem+

a To tell how you w.11 use or wharf yotiwill do iNi+h *e

4,7a6 c.9r) your nanie.S" 716 put the propet% address and stamp

on .111e envelope Ccsico returh addess')

/fq 153

Dear Mr Tones,

or)

"MIM1110..`.71,1...1", or I

Spr u ce, S+r. Sch o 0 i

2 1 6 Spruce Stre.e.+Des Moines) row°.Room 4

Septierrtber 30, 1cry70

The stucien+s of 441e Af+11 gradeiwould dike you ÷c, come-hi op assemblyI Pr 0 Far" honoring Unified Wafions Week.

The...program be keici 0+ 2:o0IP' '4. 0n Tuesday) October 8, in the Spruce.Stree#s School oudift)r-; um. ReFresktyientsw;11 be served in Room 4 fol lovvinj The

I ployIINe hope you w. ba able +o offend.

our Shaw.

The. gmh.s de:4s of-Rev:0%441

Sincerely,

Be sure +0 inType of even4.Location C Place)(,>Ote, C Mond,, Day)

y 155

MmeR.S. V. P

Ci; cleeired)

Addressinj an Envelope

our mune.Youn streefond nurnierYour City, Vote.

%IP coda,

NomeStreet and houseCity , Stote,

Zip Cod e

num 6er

S owl) le:

157

Personal Information

Name Places I have worked:

Address_,_ 1Street

2.

City and State 3

Telephone Number..

Social Security NumberBirthdate

Month Day Year References:

.name 1

2.Address,

Telephone Number3.

Fold on the dotted line. Carry this card in your wallet or purse.

159

"Gateway to Lake Macbride and Coraiville Lake"

PAY TO THEORDER OF

B %IPA BankSOLON IOWA

1:0 L 3111 2

72-2144713

19 _No.

_DOLLARS

E;PKO SAVINGS BANKKAL ONA,IOWA 19 N°

Y TO TH EopocR or

1:0 L 31,109984

72-998713

OOLLA RS

SWISHER ,101101,

SWISHER TRUST R

"4

MEMBER FEDERAL DEPOSIT INSURANCE CORPORATION

1:0 ? L 3111 L 7 291:

OXFORD, IOWA, NO

FIRST TRUST & SAVINGS BANKPAY TO THE

ORDER OF

7_12:1121713

FORoloon144 MA

1,10 7 1 3102 1 2

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1,10 7 L 3810 L 2 0: Sti 6 3 6"

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DOLLARS

DEPOSIT TICKET

19

c.f.,..ws AND c T..; *EMS ARF CL 'V) FOR ITF I.OSITSUBJECT TO THE RULES AND REGUL AT IONS OF THIS BANOS

First National BankIowa City, Iowa

163

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(ASH RECEIVED

NET DEPOSIT

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M.11

Date

Name

aike. 1-merse11 '

f.....41 Nome

Address

IM11.11111W

Serial No.

Phone No.

Make

Color

Size

Model

Type of Tires

ONNIPMMMO111

Name of Owner

Do Not Writs in This Space

LICENSE TAG No.

Address

Breed

Markings

Oar*. ..11111011111

APPLICATION FORDOG LICENSE TAGTO THE COUNTY AUDITOR Penalty - - $

Total $COUNTY, IOWA

State Taxing District Plainly

License Tag Fee - $

o MaleSex 0 Spayed Female

0 Female

Certificate of Rabies Vaccination:

Number

Date of Vaccination

Type of Vaccine

Expiration Date of Vaccination

Licensed Veterinarian

....Taxing District

Color

Name of Dog

Dated at

day of

Age

...... . ........... this

19.

Signature of Owner

Assessor County Auditor Notary Public

IOWA BOAT APPLIC/41%Cni T.; A 4...VPITINr.'r--..----. . ......CHI: lk I

out i

A :A; 7:tit t+k

i!FNEW RUEVIATIC:44

MANFtE,F1 OF OWNERSHIPI Submit Registration Corlifitote1NAME CHANGE (Morriage, Etc.)

LaiSubon!' k"gistration Certificate)2 Thn

New Address

1 E INT:7 . A ,

hr' 10

2 Thru(PUYEK.

2 Thru 10List New Name

ri ADDRESS CHANGE

.7 PO IONS BECME DELINQUENT AT MIDNIGHTt

H. ON ODD- NUMBERED YEARS

apip AF1Fii oANUARY FIRST OF I VEN-NUMBEREP .t.:11R. FIEimimliSeLL.FOR BALANCE OF CURRENT BIENNIUM

4.4 wr(USE iNH.,

AL!' $ 1

24 1.1 '1J 2'LIci Former

Nome Cn 2"),24 Thru 2IOld 1*

fJ !Pi. !LATE REGISTRATION

(One) our L'CATE DECAL

El ' ,.!CATE ETCAlr.:

7 Thru 10 Nonel-

2 'hot, 10

"'Ord l'

$1 25

Nmie None

1.0. It4 Or 2!t CrispTrro

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FALL F-01N7 ,:hi YPEWkITEF4 OP,L

Boat Number (From Celliticatet Dote of Application

cf APPIIrctni (P"" or Toe Only)

oute, ur Bow Nutr!,t!

k( Nc ree owner requests new license for which tee is St 25OD 1MS-0

/4,v( 165

2110EMI:111112.9R.1.111011111;FROM

;s!4,-,1-

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Tp11% 1111.14.41PIPIP411../IMIIIMMO7IONIIIIMO

131111311111,111111MICT.111111713Pritigralln.

NEW ADDRESS?

PLEASE

NOTIFY

YOUR

PUBLISHER . . .

POD FORS 317$, Jan. 1967

AFFIXFIRST CLASS

EPOSTALHERE

(Name at Magasino or Nowapapar)

( Number and Street or P.O. Sox)

(Poet Oatc., Stoat, and ZIP Code)* eV: 1117-02110-7111

NMI

OLDADDRESS

NSWADORN 'S

OM"

COPOLCIC Ceri4gli Slog

44( 167

CITY OF IOWA CITY

APPLICATION FOR EMPLOYMENT

Mr.

1. Name: Mrs. 2. Address:

Miss

3. Position Applied For 4. Date 19

5. Social Sec. No. 6. Telephone No.

7. Date of Birth 8. Height Weight Color: Eyes

Month Day Year Hair

9. Marital Status 10. Spouses Name (if married)

11. Spouses Occupation 12. Children: Yes Nc

13. Children's Name--Ages:

14. Have you any physical defects or limitations? (Pregnancy is considered a limitation)

If yes, give details:

15. Give three personal references. (No relatives)Name Address Company or Position

16. Have you ever been convicted by a court for other than minor traffic offenses?Yes No . . If yes, give name of city, offense, and date.

17. List city or cities in which you resided during the past five years.

MILITARY STATUS

18. Are you subject to future military service? Yes No National Guard? Yes

19. Are you a member of the Reserve Corps? Yes No Branch of Service

20. Are you a veteran? Yes_ No Branch of Service

21. Length of Service: From to

22. Do you have any relatives now employed with the City of Iowa City? Yes No

If yes, please list.

0

EDUCATION

WORK EXPERIENCE

Elementary School (circle grade completed) 4 5 6 7 8 9

Pre--;ent or last

Name & Location of School

Course

Attended

High School

Graduate

College

Degree

Other

Licenses held:

Membership in professional or technical organizations:

Name of Organization

Office Held

COMMENTS

(for employer's use)

Employer

Address

Position

Employment

From

Salary

Main Duties

Reason for Leaving

Previous Employer

Address

Position

Employed

From

Main Duties

Salary

Reason for Leaving

Longest Employer

if NOT Listed Above

Address

Position

Employed

From

Salary

Main Duties

Reason for Leaving

Special training, skills & interests

.

Si, meo (do not print)

AIIIIIIIIMM111111101111111111

APPLICATION FOR SOCIAL SECURITY NUMBER(Or Roptaconsont of Lost Card)

Information Furnished On This Form Is CONFIDENTIAL

See instructions on Beck. Print in Mask I' Dark Biwa Ink or Use Typewriter.11707i; FULL NAME

YOU WILL USE IN WORKOR BUSINESS

L.__ DC) NOT WRITE IN THE ABOVE SPACE ---(First Name) (Middle Name or InitialIf none, draw line ) (Lost Nome)

Print FULLNAME GIVENYOU AT BIRTH

PLACE (City) (County if known)OFBIRTH

MOTHER'S FULL NAME AT HER BIRTH (Her maiden name)

(State)

FATHER'S FULL NAME (Regardless of whether living or dead)

HAVE YOU EVER BEFORE APPLIED DON'TYESFOR OR HAD A SOCIAL SECURIM NO KNOW

RAILROAD, OR TAX ACCOUNT NUMBER?

YOUR (Month) (Day) (Year)DATE OFBIRTH

I* YOUR SEXe MALE PEMALE

C3 0YOUR COLOR OR RACE

WHITE NIGRO OTHER

YOUR PRESENT AGE(Age on laic birthday)

(If "Ts" Print STATE in which pee applied and DATIE you rippled and SKIM SEMITE NUMB if known)

YOURMAILINGADDRESS

TODAY'S DATE

(Number and street) (City) (State) (ZIP Cod.)

Sim YOUR NAME HERE (Do Not Print)

TREASURY DEPARTMENT Internal Revenue ServiceForm SS-5 (12-64)

Return completed application to nearest SOCIAL SECURITY ADMINISTRATION DISTRICT OFFICENAVE YOU COMPLETED ALL 13 MIMI?

IISC 201.S (1-67)

411MIMIC111111VE

PRE-CLAIM INTERVIEW

1. Have you applied for Unemployment during the last 12 months? Yes III No

2. If your answer to the above question was "Yes", complete the following:

A. When did you last apply?

B. Where did you last apply?

(Month) 0767i7

(City) (State)

C. Against what state did you file your claim?

3. Have you worked in any State other than Iowa during the last 2!i. months? Yes

No I. If "Yes" list the States and periods worked.

StateFrom To

(Month & Year) (Month & Year)

From ToState

From(State) '---TRonth& Year (Month & Year)

(RETURN WITH COMPLETED CLAIM ASSEMBLY)

ir217 173

(Month & Year) Month & Year)

1 SOCIAL SECURITY NO.

6 BIRTH DATE

2

CLAIM FOR UNEMPLOYMENT INSURANCEFIRST NAME M'ODLE LAST NAME

TOTAL ElPARTIAL E

7 DATE TAKEN 8 YOUR ADDRESS (STREET, P.O. BOX, OR FIFO NO.1 CITY STATE

11 MARITAL STATUS 12 SEXM F

M W LS

3 LOCAL OFFICE 4 MC RC 5 F.FFECT. DATE

ZIP CODE 9 PROGRAMUC Elj UCX E

UCFE13 REASON FOR SEPARATION (TOTAL CLAIMS ONLY ) .

LAID OFF FOR LACK OF WORK E LEFT MY WORK DISCHARGED LABOR DISPUTE014 MY LAST EMPLOYER WAS:

NAME

STREET ORBOX NO.

CITY15 LAST PERIOD OF EMPLOYMENT FOR THIS EMPLOYER

DATE BEGAN ON

14A CITY AND STATE EMPLOYED IF OTHER THAN ITEM 14

14 COMPLETE IF LABOR DISPUTE

DEPT. NO. CLOCK NO. NON.LOCAL NAME AND NO. UNION

STATE ZIP CODE

LAST DATE WORKED

17 (PARTIALS ONLY) YES NOLOW EARNINGS REPORT ON FILE

18 DID YOU WORK FOR A FEDERAL AGENCY AS A CIVILIAN DURING THE LAST 20 MONTHS? YES NO

19 WERE YOU IN THE ARMED FORCES OF THE U.S. DURING THE LAST 20 MONTHS', YES Ei NCI

20 ARE YOU THE PRINCIPAL SUPPORT OF YOUR FAMILY? YES E NO D

21 COMMENTS: 22 CONTEST

TRANSITIONAL

ITINERANT 1:1FOR CO USE ONLY 0NO LAG

23 LIST EVERYNAME

EMPLOYER, EXCEPT LAST EMPLOYER, FOR WHOM YOU WORKED DURING THE LAST 6 MONTHS:ADDRESS (STREET, CITY, STATE) PERIOD WORKED

BEGAN ON ENDED ON

....--

24 I CERTIFY THAT I AM ABLE TO WORK, AVAILABLE FOR WORK, AND I HEREBY REGISTER FOR WORK. I ALSO CERTIFY THAT THE ABOVE STATEMENTS ARE TRUE ANDCORRECT TO THE BEST OF MY KNOWLEDGE AND BELIEF.

WITNESSED BY: (CLAIMS TAKER)

(SIGNATURE REQUIRED ON UCXAND UCFE CLAIMS ONLY )

PERSONNEL NO. CLAIMANT'S SIGNATURE

IOWA EMPLOYMENT SECURITY COMMISSION1000 East Grand AvenueDes Moines, Iowa 50319

71,1/ 175

PE 15295 IESC 201 ( REV. M&P 6 -68 )

44t MR, ..- mIo.711 mis:,

i 4.1 FIRCT NAM! MIDDLE NAME SURNAME).. DATE r)F BIRTH COLOR DATE THIS REGISTRATION

,,, ,........ wo- ...... .............m. taw Iremmina.............1:. { r'ATL7 NA ilIRALIZATIUN Or 'BARENTS

Voter Re.eistr ation

IN THE STATE OF IOWASIX MONTHS OR MORE

HOUSE NUMBER STRIFE-T, AVE. OR BOULTERM OF RESIDENCE NATIVITY DATE IF NATURALIZED

IN UNITED STATES

I

COURT OR PLACE

HAVE YOU LIVED PRIOR TO NEXT E ECTION

WARD EC.NCT

IN JOHNSON COUNTY IN PRECINCTSIXTY CAYS OR MORE TEN DAYS OR MORE

REMOVED TOAMP

I.IDOSE PPOA' C. STREET. AVENUE OR BOUL. (WARDNUM DER CiRCT

,. :rSG

5(.14 0. gYrf

BYbrill 1.1111-.0. t

SUBSCRIBED AND SWORN TO BEF1RE ME

COMmissioNER OF REGISTRATION

DEPUTY

1INGVOTING RECORD

DATE VOTED ATELECTION

DATE VOTED ATELECTION

DATE VOTED ATELECTION

DATE VOTED ATELECTION

41 51 61 71

42

13

52 62 72

53 63 73

44

45

54 44 74

55

56

65 75

46 46 71

47 57 67 77

IS 56 6e 79

49 59 69 79

93 60 711 AO

You do solem ily swear or affirm that you will fully and truly answer such questionsas shall be put to you. touching your qualification as a voter under the law of this state.

c,sIGINAL

/74//77

SIGNATURE OF VOTER

PARENTS' WRITTEN CONSENTTO ISSUE PRIVILEGE TO DRIVE

(READ REVERSE SIDE BEFORE STARTING)THE FOLLOWING INFORMATION TO BE GIVEN UNDER OATH

We, Mr. & Mrs. herebyrequest that the Commissioner of Public Safety accept the applica-tion of our whose actual description follows,

SON-DAUGHTER-WARDfor the privilege of operating a motor vehicle upon the public. high-ways subject to such restrictions as may be necessary in the is-suance of the license. We certify that the following description istrue.Minor's Full Name

FIRST MIDDLE OR MAIDEN LAST

Street No. or Rural Rt.

City or Town ZipDATE or. BIRTH SEX COLOR HEIGHT RACE

MONTH DAY YEAR OF EYES FEET INCHES

WEIGHT SOCIAL SECURITY NUMBER OCCUPATION

1 hereby certify that all statements on this application are true.MINOR APPLICANT'SUSUAL SIGNATURE:

We, Mr. & Mrs.agree, in the event that it becomes necessary to issue an instruct-ion permit prior to obtaining a permit to drive to and from school, orbefore the issuance of a regular driver's license, a restricted chauf-feur's license, that this affidavit shall also be our written consentto proceed with the issuance of the license.FATHER'SSIGNATUREMOTHER'SSIGNATURE

FIRST NAME LAST NAME

FIRST NAME LAST NAME

Sworn and subscribed tobefore me by Mr. & Mrs

at County

,19Notary Public4P7.111

Iowa, this.... day of

7 8'f 179

MrMrsMiss (please print, last name first)

If married, spouses's name

Street Address or Rural Route Telephone

If University student, give student no.

I hereby agree to obey all rules of the Iowa CityPublic Library, to pay promptly all fines charged to me forinjury or loss of books, and to give prompt notice of anychange of address.

Lxpires

Signature

4W.

.11.~...1011111M11110 P.MINOWNWINII, Mo,i0 5.%:01R II I 111401 /; 11.1 &INtOI MOO

County of.

STATE OF IOWA,

111111, ........,............. . 011111111VIIMOM~..111111, OOMIIIIMPROIRUINDP 4 la M.11. 1,44. MO

CERTIFICATIONOF

DEATH

COUNTY REGISTRARVital Statistics

NAME OF DECEASED

Date of Death 19 Place of Death

Date of Birth or Age of Deceased., Date Filed

Cause of Death

I HEREBY CERTIFY that the above information was taken from the Record of Death on file

in this office in accordance with the law of Iowa requiring tiling of vital records. Recorded inBook Page

Date 19

[SEAL] By

County Registrar and Clerk of District Court.

MN"

STATE OF IOWA 9HNSON COUNTY

CERTIFICA ON OF BIRTH REGISTRATIONThis is to certify that according to records on file in this office, that

(Full name of child at birth)

Sex was born(Month, day, year)

at Johnson County, Iowa.(Town or City)

Name of father

Maiden name of mother.

Date of filing(Month, day, year)

IN WITNESS WHEREOF, the seal of the Clerk of District Court of Johnson

County, State of Iowa, has been alibied hereto this day of

, IP

Book. , Page

(SEAL)Comity Registrar and Clerk of District Court

By Deputy Clerk

if this is a Certificate of Delayed Registration, the evidence used to establishthis record is indicated on the reverse side.

Warning: This certification is not valid if it has been altered in any waywhatsoever, or if it does not bear the raised seal of said clerk'soffice.

/12( 183

Deputy Clerk.

SAA419

State of Iowa, Johnson County, ss:

, Clerk of the

District Court of Iowa, in and for said County, do hereby certify that the District Court

of said County is a Court of Record with a Seal, and has sole and exclusive jurisdiction

in the issue of

Marriage License

in said County; that on the day of , 19 , a Marriage

License was issued out of said Court to Mr.

and M and that by virtue of

said Marriage License, said above named parties were joined in the

on the

Holy Bonds of Matrimonyday of , 19

by a

he being at that time legally authorized and empowered to solemnize marriages; and that

the record of all the above proceedings may now be found in my office, in Book

at page of the Marriage Register, reference thereto being had.

1 Further Certify, that I am the legal custodian of all the Records

of said Court, including the Marriage Record

thereof, and that I am by law authorized to

make this certificate.

In Witness Whereof, I have hereunto set my hand and affixed the

Seal of said District Court at my office in

IOWA CITY, IOWA, this day of

, A. D., 19

Clerk of the District Court, Johnson County, Iowa

Deputy

fe.4 185

NAME

ADDRESS,

APPLICATION FOR MILITARY EXEMPTIONSection 427.3 .427.6, Code of Iowa, as emended by the 59th G. A.

STATE OF IOWA, JOHNSON COUNTY, n

I, the undersigned, depose and say that

I am Wife

C Unmarried Widow

Minor Child

Li Widowed Mother

of World War I

O World War II

O Soldier

O Sailor

Marine

Nurse

O Korean

0Spanish-American

That I em entitled to a Tax Exemption of

0 $76.0

O $500 $L800

that my honorable discharge certificate is recorded in Discharge Rec-

ord, Book , Page , of above named County,Iowa, es required by Section 335 4, Code, 1958.

Date of Entry Into Service Date of Discharge

DEED

CONT. FROM

0......11.1110

No,

DISTRICT

DESCRIPTION

Section 1Townshipor or RangeLot Block

FOR THE 11 TAXES PAYABLE IN 11.

ASSESSED VALUE $

I further depose and say that I am a resident of and domiciled in the State of Iowa; that I am the equitable and legal owner of the above describedproperty upon which I claim such exemption and that such exemption has not otherwise been granted to me, and no claim for exemption has been madein any other county in this State. This selection is made in accordance with the provisions of Section 427.5, Cede.

Dated this day of ...... . ... . , 19 .

Claimant.

By

Wife.Subscribed in my presence and sworn to before me by the said applicant on the date shown above and I hereby recommend that the applicationbe ALLOWED DISALLOWED.

EXEMPTION: ALLOWED

DISALLOWED

BY BOARD OF SUPERVISORS

., 19

Deputy Assessor.

RESERVED FOR

AUDITOR

Page-iy 4/ 187

Real Value Allowed

Personal Value Allowed

Moneys and Credits Value Allowed $

TOTAL - - $

County Assessor.

NA VIKr. to.P.0. iv' it* A. Al.M

1111 4.11111 OE glARINE CORI'S DISCI, ItHE

Honorable Dischargehorn the

United States Marine Corps

THIS IS! TO CERTIFY, no110NORAIIIX DISCHARGED from the

and from the United States Minim. Corps.' thi

day ofThis certilicat- is awarded as a Testimonial of Fidelity and Obedience.

Milisttst at

to Servo

when enlisted

citizenship:

WWI

years. HornDATE!

inches high, with

.Previotes service:

.4:VA.. 1.09 !4 Is

tti

I. S int. p

on the of 19

type of warrant at tune of disehatget

Weapons qualitieat

Spt vial nii!itary quo ovations:

Service Ilea and foreign):

Wounds. tee'ivetl is service:

Ilatth.s, engitglonenti., sltirmirhes, expeditions:

Ifs ma

Character of service excellent.

tit tat panther

at

eyes. hair, enoloph.ximi:

U. S. 111,

14 physically qualified for discharge. Required neither treatment nor hospitalization.

I certify that this is the actual print of the right index finger of the than herein mentiened.

S. N.and Medical (Mice'.

'1,

tIonthb rate of pay when diseharged

I hereby certify that the within named man has been furnished travel allowance at the rate of. emits

Iper mile from tt and paid

In full to date of discharge.

U, S. M. C.(Signature of man) Commanding Officer.

Mel X look .n Ilsemirror see

Wire -Plashing -For a story about the.4h;n3 you 1 ke to do best.

r

/ 193

My miRtwor;4e meal is ...

Describe ;i clown t thela0 crumb aural drawif on +he ?kite)

qv/ 195

I love to ;el) see) Ohd kecip(MQke a lies4)

ALL beat.As"

19( 197

The Worst. 41)413 Iever cud wcts

)erTALIk. rin

0What wotA id yo u li ke. +0 be when

you row up?

o

G74 0 7 201

TEACHER EVALUATION

Identify lesson and specify activity.

Lesson No.:

Check:

Content: Very appropriate

Suggestionsfor teacher: Very helpful

Resources: Very helpful

Evaluative Statement:

Suggestions for Revision:

Lesson Title:

Somewhat appropripte

Somewhat helpful

Somewhat helpful

9-7 203

Not appropriate

Not helpful

Not helpful