ED 106 796
TITLE
INSTITUTION('SPONS AGENCYPUB DATENOTE -
EDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
DOCUNEIT RESUME
32 CS 001 846
[Learning Achievement through Saturated EducationalResources (LASER)].Riverside Unified School District, Calif.Office of Education (DREW), Washington, D.C.71101p.; See CS 001 934 for fliffective ReadingPrograms: Sunniries of 222 Selected Programs;" Notavailable in hard copy due to marginal legibility oforiginal document
NF -$0.76 HC Not Available from EDIS. PLUS POSTAGEBilingual Students; *Effective Teaching; ElementaryGrades; Paraprofessional School Personne ReadingImprovement; *Reading Instruction; *Hdadin rograas;Remedial ReadingNEffeictive Reading Programs; Elementary Secondar
- Education Act Title I; ESEA Title I; Right to Read
One of the programs inauded in "Effective ReadingPrograms...," this program serves 414 students in K-6. The studentsare black, white, and Spanish-speaking and cone largely-fromlow- income families living in a small city. The dominant feature ofthe program is the extensive employment of specialized instructionalstaff, both professional and paraprofessiOnal. In order to increasetheir effectiveness with children, teachers and aides receiveinservice training based on individual assessment of students'special strengths and needs. Teaching focuses on adiagnostic- prescriptive approach which includes pretesting,developing an individualized program of study, and maintaining aprofile detailing the needs, program, and progress of each child.Tean teaching and learning centers are employed. For children who do,not function adequately and confidently in, English, bilingual
Tonal support is provided through"two programs: English is asecond language and bilingual language development. A multiculturalcomponent is designed to promote racial,and ethnic awareness andunderstanding among staff,-students, andicommunity 'embers.(WR/AIR)
LASER .
INDIVIDUALLY PRESCRIBED. INSTRUCTION IN GROUPS
011PARTIASNT OP MALI%. EDUCATION &VOILPARENATIONAL INSTITUTE Of
EDUCATIONTHIS DOCUMENT HAS SEEN It ENDS-DUCEO EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIMAyN4G IT POINTS Of VIEW OR OPINIONSSTATED DO NOT NECESSARILY ROUE.SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY.
Developed by Longfellow School, Riverside,, California
Published by theRIVERSIDE UNIFIED SCHOOL DISTRICT
3954 12th StreetRiverside, California, 92501
(714) 781-2011
BOARD OF EDUCATION
Arthur L. Littleworth President
Maxine Frost Vice President
Irving H. Balow Clerk
Ernest M. Lopez Member
Richard F. Christensen Member
AVAILABLE
Ray Berry, Superintendent
June, 1972
COPV. 2 /--j
WHAT IS LASER?
The word "LASER" stands for "Learning Achievement through SaturatedEducational Resources." It is a system of diagnostic assessment of.-- _individual needs with placement of the student in a group where pre-scribed instruction can occur; thus individualization takes place.
It defines the sequence in which certain behavioral objectives aretaught. These behaviors represent the curriculum. The curriculumis a guide for what the teacher teaches; the behavioral objectiveis what the student learns.
curriculumLASER is a spiral curriculum requiring vertical movement up and downthe range of concepts and skills, plus horizontal movement in contin-uously widening circles from the simple to the complex, with appro-priate skill mastery.
-2-
WHAT ARE ITS COMPONENTS?
LASER Reading and Math Continuum--A sequence of 305path and 189 reading
instructional objectives are arranged into separate goals and sub-
divided into graduated levels of difficulty. The reading areas
include motor coordination, conceptual skills, perceptual skills
(auditory and visual),, phonic and structural analysis, vocabulary,
comprehension and interpretation, and locational/study skills.
Math areas include geometry, sets, number, numeral, number line,
number sentences, addition/subtraction, multiplication/division,
fractions, measurement, statistics/probability, logic, and number
theory.
Criterion-reference Tests--Tests assess needs and evaluate student's mastery
of the material.
Student Profile Grid--Orids facilitate prescription/evaluation and reporting
to parents.
Teaching Packets--Instructional materials for individual or group use are
based on the behavioral objectives.
Individualized Instructional Task Materiais--(1) Developmental; (2) Pre-
ventive; (3) Remedial; (4)'Enrichment.
Individualized Linguistic and Social Studies Related SPELLING Program.
-3-
HOW DOES IT WORK?
A child is 'given LASER criterion-reference tests in addition to an informalreading inventory to doermine his approximate level of instruction. Theresults of this assessment are recorded on the Student Profile Grid. Eachinstructional team analyits this diagnostic, information and prescribes theinstructional program for each child.
- \
Students with similar needs are grouped together for a varying period oftime (3 to 6 weeks) for instruction in the areas of d4elopmental andremedial need. No student has to receive instruction for an objectivewhich he ts already mastered as recorded on his Student Profile Gridor for wh jh he ,is lacking prerequisites.
" The core of the teaching is done through the Pasic State Texts, that areavailable in eveiy district, the Teaching Packets that are matched to thebehavioral objectives, as well as any innovative or creative techniquesthe teacher would like to employ.
-4-
5
. WHAT MAKESA.ASER UNIQUE?
Its Cooperative PlanningThis program was developed by educators and
parents to meet the identified needs of children at this school.
Its Diagnostic System -- Profile Grids identify the obvious as well as
the more specific needs of children.
Its Openness for Teacher Initiative and Creativity -- Teachers have free-
dom to select materials, methods, or techniques to be used to
reach the objectives.
Its-Progress Reporting System, litter_grades and other subjective eval-
uations are eliminated.
Its Focus on Early Learning -- Preschoolers and their parents are involved
in the prograta.
Its Teaching Packets -- Individual packets have a variety of materials
matched to the behaviors.
Its Achievement Results--Test data proves consistent growth.
-6- a.
6
RESULTS OF LASER
Parent involvementParents have participated in developing LASER andarc active in all aspects of the program.
Teacher Sensitivity -- -There is more awareness of individual student'scognitive and affective needs.
Purpose---Staff members cooperate in teams to reach their predeterminedgoals.
Relationships---Behavior problems have decreased substantially and inter-f persona', relationships have improved. ,
Improved Environment---The school has a much warmer, enthusiastic, andcongenial atmosphere.
Student Concept--7Self-concept evaluations of Longfellow students revealno differences in the self-image of students of different ethnicbackgrounds.
.7. 7
STANDARDIZED TEST RESULTS
Year Kdg. I Gr. I, I 'Gr. '2 Gr. 3
Median' Percent i le Scores for Reading
Gr. 6
1967-681968-69
35
31
24'
24'32
46
16
30
1969-70 36 30 - 50 44 46
1970-71 75 25 62 54 35
'Median Percentile Sccdes for Arithinetic
1967-68 32 161968-69 54 -41
1969-70 75 , 53 47
1970-71 66 73 55
8 -8-
E. Ray Berry
Superintendent
Riverside Unified School District
Longfellow School
3610 Eucalyptus Avenue
Spiral Curriculum Translated into
Behavioral Objectives with
Diagnostic Test
Subject Areas
Reading
(Revised)
1971
MEL
6Title I
Prepared by:
Miss Eildred Simmons
Teacher
Hrs. Delores Luhrs
Teacher
Hr. David I. Tew
Principal
READING
Table
of Contents
Preface and Acknowledgements
Concentration
Reading:
Spiral Organization
Teacher.Informction
.Goals andBehavioral
Objectives
A.-Motor, Visual-Motor Coordination
B.
Conceptual Skills
C.
PerCeptual SkillsAuditory
D.
Perceptual Skills- :Visual
E. *Phonic and Structural Analysis
F.
Vocabulary
G.
Comprehension and Interpretation
H.
Locaticnal and'Study Skills
Evaluation Measures
A.
Motor, Visual-MotorCoordination
B.
Conceptual Skills
C.
PerceptualSkillsauditory
D.
Ierceptual'Skills-Arisual
.
E.
Phonic and!Structural Analysis
F.
G.
H.
Vocabulary
Conprehensiorand interpretation
Locations/ and Study Skills
dig,Grid
Group/Individual Diagnostic Chart (sample)
Acknowledgements*
How well are children
earning? How well are children being taught?
Are students utilizing their best-abilities? To what extent is
the
curriculum organization effective?
Questions such as these
necessitated``,
A
a re-eValuation of our present
adademic structutp in order to discover
more effective ways of meeting
We have attempted to ejtablish
realised in the achievement of
individual learningcneeds.
ordered-Zetk-of_Jbehairiors to be
.specfic goals. We have
made a beginning.
We Will need to carefully assess and logically analyze these preliminary
-
efforts to determine thfir effectiveness in reaching our central goal:,
.*
Quality
instruction. for today"s_atudent.
In thAgL_endeavor grateful
acknowledgement is given to the-following persons
whiii have reinforced
our efforts with-their encouraeement,'talints,
contributions add interest:
_---ThipEnngfellow School Staff;
Mr. E. Ray Berry; Superi4endent of the
Riverside Unified School District;
the members of the Rivetside Boardof
Education;
Dr. Mabel Purl, Director of Research and Eialuation;
Mrs.
Virginia Brown,_Director ESEA Projecti. '
Mr. Darrell Martin, Data Processing
.
Manager, and` to all the personnel of the centrl
office.
11
Concentration
In one of theilaboratories in Washington there is a great sun glass that.1measures three feet across. It is like the "burniig glasses" we
used to measure when vre were boys, only much larger. This greatglass gathers the rays of the sun that strike its flat, surface and.focuses them in a single point is spice a few feet below,That single spot is hotter than a blow torch. It will meltthrough a steel.plate as\easily as a red-hot needle burnsthrough paper. This teirific heat is just three feet ofordinary sunshine concentrated on a single point>Scattered these rays are hardly felt, perhaps just/pleasantly warm; concentrated they melt adit(-
errant. The same principle applies to-humanendeavor. Scattered, a man's energies donot amount to much. Once they are fo-cused on tht task at hand, seemingly
tremendous difficulties melt likesnow on a hot stone. This is our '
Longfellow L.A.S.E.R. Program.We throw on all the steam wehaveend focus every energyon the task at hand. Re-member that three feetof sunshine con-centrated will
burn throughANYTH
12
TEACHER INFORMATION.
DESIGN
Statement
Statement
List
Evaluation
Developmental
OP
of
--i!
of
--->
of
}Measures
Levels of
PROGRAM
Goal
Objective.
Behaviors
for each
O)'ectives
Behavior
LEVELS
OF
BEHAVIORAL
OBJECTIVES
1
These approximate the instructional level as:
-
I Readiness'
IV lst Reader
II Pre-Primer
V 2nd Reader
,
III Primer
VI 3rd Reader--
VII 4th Reader
VIII 5th Reader
IX 6th Reader
EVALUATION
The criterion evaluation measures which consists of C_ heck/Lists
gnitests-are
designed
MEASURES
to
diagnose and evaluate the individual behaviors as sequentially organiied in the
Laser Reading Program.
The Check Lists receive no numerical score but, through observe-
tion,and'tfacher_judgmento.give information about :ihe'pupil's general development and
understandings when paper and pencil tests are not profitable.
Most of these are
individually administered..
The Tests are scored thus:
I
This numeral represents the passing -score which
4-- is 90% of the poisible
score.
'---
\.
,
...
This numeral represents the possible-score, 35% of which
4...;.--is the .Needs. Help score.
The pupil should be given a lower
level test.
Enter here the number of correct responses.
Each check list and test page shows the Behavioral Objective, appropriate*asur, Level
and Directions for Administering.
,
.../'
...
The Instructidnal Level will be determined by the use of the Fiy Oral Reading Criterion
Test.
.
GOAL A
Motor,
visual -Motor
Coordination
,.
OBJECTIVE
The pupil will
develop, control and
coordinate those
motor) visual-,motor
and directiobal skills
that are :prerequisite
to reading print.
BEHAVICRS
1.
Run, jump, hop, skip,
balance, walk a line,
throw and catch a
2.
Show _consistent preference
,for either left or right
hand, foot, eye.
\,3 s..
Locate and name own
body parts.
Identify 'own left and
right sides.
5.' Identify left and right
sides.of 3-D objects and
'
persons and piottred
objects and persons.
G.
[HJse fine muscle control
'necessary,to hold and use
crayons, scissors, pencils,
!color within guide lines;
trace simple shapes.
7.
Fixate eyes on stable object,
B.
Track a moving object.
9.
Move eyes rhythmically
across page left to right___
and from end of line to
beginning of ne,ct.
EVALUATION
s
,LEVEL
CheckList:.#1
Check List #2
Check:List #3
Check List #1
Check List #5
Check List #6
Check List #7
Check List #7
Check List #7
GOAL B
iConceptual.
Skills
OBJECTIVE'
The pupil will use
concrete experiences
to interpret verbal and
written,.words and
expressicusodo abstract
thinking and= integrate
intathnation.
Exhibit active interest
in pictures, signs) labels,
books as evidenced by
questions and comments.
Give accurate, information
about self.
Share personal interests
.and experiences.
Use proper nouns in
referring to persons
Use appropriate nouns
for concepts related to
Check List
environment and eXperienceee--
EVALUATION
IEVEL
Check List #8
Observation
> Observation
4,(9
,Use appropriate pronouns
in referring to people,
places, things.
Use adjectives, verbs to
classify by color, shape,
texture, use or action.
Test #1
Verbalize concepts .in
stories.
.Apply learned concepts
.to new experiences.
> Check List fib'
Observation
---)1 ,Observation
OBJECTIVE
GOAL C
The pupil will develop
...........,
the auditory skill pre-
Perceptual
requisite for the effect: -
Skills
titre discrimination of
(Auditory)
words and word elements
.necessary for comprehen-
sion and interpretation.
BEHAVIORS
EVALUATION
LE
VE
L,.
1.
Identify common sounds in
-the environment.
2.
Discriminate sounds.
3.
Respond when called by
name.
4.
Disregard peripheral noise.
5.
Classify sounds as loud,
soft, high,-low.
Tape
Test #2
Observation
Tape
Observation
6.
Discriminate words that are
same or different.
7.
Identify rhyming words.
8.
Match pictures whose names
.begin with the same sound.
9.
Match piCtures whose names
end with the same sound.
10.
Recall missing sound from
group
of sounds.
11.
Recall sequence of sounds.
12.
Attend to and perform 2
step, 3,step direction.
Wepman Tape
Te't #3
Test #4
.
Test #5
Observation
Observation
Check list #11,
#12
GOAL D
erceptual
kills *,
(visual)
OBJECTIVE
Thlpupii will develop
the visual skills pre-
requisite for the elfect-
ive discrimination of
words and word elements
necessary' for comprehen-
sion and interpretation.
'BEHAVIORS
.Identify common objects in
the environment.
.Discriminate shapes, letters,
words.
.Recognize own name in print.
.Distinguish figure from
ground.
.Classify objects by color,
size, shape.
EVALUATION.
Obseryation
Tests #6, 7, 7a,
8
Locate words that are same
or different.
Match colors and color
words.
LoCate words that begin
alike.
9.
Locate words that end alike.
Recall missing objects from
group of objects.
Recall sequence of symbols.
Observation
Frostig Test
Observation
Test #9
Test #10
Test #11
Test #12
Observation
Observation
LEVEL
OBJECTIVE
The pupil will uie basic
phonic and structural
.analysis skills to
promote growth in
accurate and
independent word
recognition.
BEHAVIORS
1. Match capital and lower
case letters.
2.
Associate initial,joonsonant
sounds and symbols.`
4
3.
Associate final consonant
sounds and symbols.
,EVALUATION
Test-113
Test #14
Test #15
4.
Associate medial consonant ±:02aest #16
sounds and symbols.'
Associate initial cluster
sounds and symbols.
Test #17
LEVEL
/'
6.
Associate initialdigraph
sounds and symbols.
'78.
9.
10.
11.
12.
13.
14.
Understand poss&ssive "s"..
Identify root words with
inflectional endings.
Decode primer words.
> Test ir18
Test #19
Test #20
List in back
of book.
Associate sound with the
Test #21
final digraphs and clusters.
Associate long and short
vowel sounds.
Associate vowel digraph
sounds and symbols.
Identify variant sounds
of "s" and "z".
Associate vowel dipthong
sounds and symbols;
15.
Decode 1st reader words.
Test #22
Test #23
) Test #2b
- Test #25
---> List] in back
of book.
GOAL E
P(continued)
The pupil will use basic
phonic and structural
Phonic and
analysis skills to
Structural
promote growth in
Analysis
accurate and
independent word
recognition.
OBJECTIVE
'BEHAVIORS
16.
See
compound words as
a unit.
17.
Read and write contractions.
18.
Identify
form
and
words
with comparative endings
"er", "est".
19.
Identify silent letters.
20.
Decode 2nd reader words.
21.
Identify
sounds
variant
He, net.
22.
Identifyprefixes.
23,
,Identify suffixes.
21g.
Syllabicate 2, 3
syllable
words.
25.
Decode 3rd reader words.
26.
Identify accented syllables.
27.
Recognize additional
prefixes and suffixes.
28.
Apply
to
phonic skills
polysyllabic words._____---
EVALUATION
/WEL
Test #26,
26s.iii;
Test27a
Test #28
Test #29
List in back
of book.
'Test #30
Test #31
Test #32
Test #33
List in back
of book.
Test' #.34
Test #35,,
35a
-------
k_Obs6iation
GOA.LF
Vocabulary,
OBJECTIVE0-
-The pupil-will become
familiar with a specialized
Vocabuiaryl_develop control
over a basic c-eight vocabu
lacy and Use learii.e3,word
attack skills in c der bow
extend ward meanings.
BEHAVIORS
1.
2,
Show interest in
words,.
(what they say and mean)...
Recognize own name in print.
3.
L.
MAch numeral and'numeral
names.
Recognizepre-*imer'words.
5;
'Recognizepemer.words.
6.
1st
Recognize
reader words.
7.
Recognize 2xd
reader words.
Develop basic
8.
sight wards,
9.
Knows meaning of homonyms
-----,
(homophones)1, antonyms.
10.
Ro nine 3rd reader words.
11.
12.
recognize
in
words
content
areas (Social Studies, Math,
Science).
,
Recognize,lath reader words.
13.
Identify figurative
expression.
14.
Recognize.,5threader words.
15.
Understandswords of
.multiple .rAantngs.
16.
Recognize6th reader words.
EVALUATION'
LEvEr,
Observation
Observation
Test 06
List in book.
List in book.
List in book.
List in book.
Dolch list
Test #37 and
Verbal Opposites.
List in book.
Observation
List in book.
Test #38
List in book.
Test
#39
List in book.,
111aYL
Comp ehension
and
n erpretation.
OBJECTIVE'
The pupil will use the
basic skills of compre-
hension to do reflective
and critical thinking and-
reasoning with a variety
of content and for a
variety of purposes.
BEHAVIOR
le 'Fell what sees in picture.
2. Follow oral directions.
3. Remembers ideas, characters
from stories read or told.
4. Dictate story suggested .y
object, picture or experience.
5. Sequentially relate an
experience.
6. F011ow simple written direction.
7. Understand related words.
8. Use context clues.
,
9. Recall facts.
10- Predict outcomes.
11. Follow written directions.
12. Infer sequence.
3. Discover main ideas and
details.
14. Perceive place, time, person,
casual relationships.
15. Infer cause and effect.
16. Interpret maps, charts,
graphs, time lines.
17. Use typographical clues.
18. Draw logical conclusions.
19. Summarize and organize.
information.
20. Use antonyms.
21. Discern fact and opinion.
22. Discern relevancy, irrelevancy.
4Yi
'T4
i%
EVALUATION
,Observation
Observation
Observation
,
Observation
Observation
Test # 40
Test #41
Test # 42
Test # 43
Test # 44
est
Test # 46
Test # 47
Test # 48
Use Basic Text
Social Studies
activities
Basic Text
Basic Text
Bakc Text
Test # 49
Basic Text
Basic Text
GOAL 11
Locational and
Study Skills
ety'
OBJECTIVE
1 The pupil will develop
chose locational and
study skill6 sci necessary
fo. succeeoful function-
ivIg in the content, fi
1'elds,U
"0
'BEHAVIORS
Give sustained attention
to a task.
Know letter names.
3.
Know letter sequence
4.
Use picture dictionary
5.
Understand use 'of tit
table of contents.
6.
Skim to locate wor
/page,
phrase.
7.
Alphabetize to
letter.
Use table of
titles, pag
authors,
i.
9.
Skim to 1
ontents for
numbers,
dex.
rate scrleral
/12
Select/topic sentence in P
siMpl... selection.
.Alpl'abetize to 2nd letter.
.Us' simple dictthoaiy.
13:
41phabetize to 3rd letter.
./
Skim to locate mein idea
and supporting details in
paragraph
1 75. Uie card catalog.
16. Use glossary.
17. Use encyclopedia.
118. Skim to get general impres-I
sion and/or specific refer.:
19. Alphabetize complete Word
AW
IT00.111.00110.1
20. Adjust speed to purpose and
material.
21. Use adult dictionary.
VALUATION
Observation
Class Activity
Test #50
Observation
Observation
Basic Text
Test 051
Basic Text
Basic Texts
'Basic Text
'Test
#52
Class Activity
Test #53
Zasic Text
Libiary ACtivit,
Basic Text
Social Studies,
Activity
Basic Text
Test #54
Class,Activity
Observation
.LEVEL
.EHAVIORAL OBJECTIVE A 1: The pupil will run, Jumps hap, alp, balwalk a line?.throw end catch
1a ball.
EVALUATION:. Check List #1 'SUL I
Cep
DIRECTIONS: Observe pupils during =tor coordination and dkmegnment activities '
of physical education class, ,
- ,
o
Namefl
. Date!
Yes Po
1. Pupil can start to run on Pignilo Iv
.
2, Pupil can stop mn signal or at target.
3, Pupil can jump alternating, feet together? feet apait. 6.1,1=011.1.1..1111.1./.
4. Pupil can hop 5 times on both feet.
on left foot,
m right foot.
5. Pupil cal! skip,
6. Pupil can jump rope 3 times
4 times.
more.
7. Pupil can walk a*line fcmard..
backward.
left sideways..
.cight Adeways.
8, Pupil can throw a ball to be caught.
9 Pupil can catch a ball,
10., Pupil can balance on eacli foot for count o 10,
24
\
101.111.1111.0IN. al//
ata.lower.
........6May.,...1110
$
BEHAVIORAL OBJECTIVE A 2: The Impil mill show a consistent preference foreither the left,cr right hand, foot, eye.
EVALUATION: Check list #2 LEVEL I
DIRECTIONS: Observe pupil as he performs the activities listed. Use L to
indicate Left preference, R to indicate Right preference, A 1-7
Ilene
indicate alternate use.
..11.1.0.111)11*,*Fx010. r. ..a....Ablo..1-1,
10 Preferred hand
in reaching AA; objact
imtti4g lath Lef.esore
1.1.sirm cLyone, pA6tblashs pencil
ww!cing puzzles
throwing. crAe;ling
P.jeferre6 roc
kxcking a ball
starting to rcn
3 Preferred eye
zigbtlnw ..kiracii,h a pepe tube
0
25
Date v----,-----
1.0
...1
BEM OBJECTIVZ A The pupil vill correztly locate and name own
body parts.'
ITTILLU&TIOV: Check list #3 LEVEL
DIRZC.TTOn! 1. Adminlstev ?, AsIc pupil to point to part
named. ), ?otnt to a part and say; "What do YY call this ?'
4.. Indicate torract answers wit% in appropriate columns.
.Name
head'
ear
forehead'
eye
nose
mouth
re,Lk
she. ut er
hack
fst.
lInceh
hand
AR. *.111.......
so,W *YE.,
locate
1*.
1.0.0w I I. No No
.1.Date
Naito
.11,41.11,11,waist
hip
Locate Name
0.1041.momew
knee
lia.., 0.00%**11*..100
leg
..........
ankle
71..... .....-PoJt ..e..0.4...
arm .11.111091-.1.AIMIL......
elbow
aye ........ammi
Ixwax.O.Y.0*%
erist
,. =inee.0 -4*.41..a..
fingerak ^...V...=....-.F
4.0...0*.m.4vok*, A..moti-
.....-..*,., ..... 11aimari.
26
thumb
BEHAVIORAL OBJECTIVE A 4: The pupil will correctly identify own left and
right sides..
EVALUATION: Check list #1 LEVEL I I
DIRECTIONS: 1. Administer test individually. 2. Observe pupils automatic
response during games and/or flag salute. 3. Indicate correct
responses with a check (V).
___L___------Nme---- Date
Show me y;pur
left hand
right foot
right ear,
left leg
right eye
right knee'
.left side
right leg
right hand
left .eye
left ear
left foot
-1104..714.10.1111M
27
.....l....=111.1...11.111...011
0111011.
fINNIMIOfleftllwer
VO.110...
1
BEHAVIORAL CBJECTIVE A 5: The pupil will correctly identify the left' and rightsides of 3-D objects, persons, pictured objects andpersons.
EVALUATION: Check list #5 LEVEL
DIRECTIONS: 1. Administer test individually. 2. Ask pupil to indicate left
and right sides of the suggested objects and pictures. 3. Indicate
correct response with V.
Name
box
book
table
door
window
roan
/
Left Right -
IIINIMIINI1111,INNI.M.
.....11111.
Date.
doll
person
pictur6 of ball
picture of tree
picture of house
picture of person
28
Left Right
1
BEHAVIORAL OBJECTIVE A 6: The pupil will have fine muscle control ne essary
to hold and use crayons, scissors, paintbrush,
pencil; color within guide lines; trace simple shapes.
EVALUATION: Check list #6 LEVEL I
DIRECTIONS: Observe pupils consistent ability to perform these acts during
class activities.
Name Date.11. Can hold and use large crayons.
2. Can hold and use scissors.
3. Can hold and use easel paintbrush.
4. Can hold and use primary pencil.
5. Can hold and use regular pencil.
'6. Can color within guide lines (workbook picture).
7. Can trace simple shapes.
29
Yes No
11".
BEHAVIORAL OBJECTIVES A 7: The pupil will fixate eyes on stable object in
various positions.A 8: The pupil will track a moving object.A 9: The pupil will move eyes rhythmically across page
from left to right and from end of line to beginning
of next.
EVALUATION: Check list #7 LEVEL I
Name
A 7: 'Bold 1" x rt colored block in 4 position as-7
0CT
0
Date
Put X on incorrect responses.
A 8: Target can be pencil with colored thumb tack in the eraser. Move target
0 without pauses. Observe eye movements. Check () correct response.
up and down -- in and out \--left to right right to left
around to left around to right
A 9: Ask pupil to read the pictures.
Start
W.W...../Wi.WI...aMar*
30
Stop
BEHAVIORkL OBJECTIVE B 2: The pupil will give accurate information about self.
EVALUATION: Check list #8 LEVEL I
DIRECTIONS: Write pupil responses. Check () if readily and accurately supplied.
Name Date
Name (first)
Age
Birthdate
Address
Telephone'
middle) (last
1111111111.
Father's name
Mother's name =11MIMMOMMININD11111111.1111!11.
.Number of sisters
Names of sisters
NuMber of brothers
Names of brothers
31
BEHAVIORAL OBJECTIVE B 5.: The pupil will use appropriate nouns for concepts.related to environment.
EVALUATION: Check list #9 LEVEL I
DIRECTIONS: Ask the pupil to name as many things as he can in each category.Record his responses.
Name
animals
Date
occupations
places
vehicles
sounds
.plants
stores
weather
furniiure
clothes
toys
shapes
411111.01
.11measurements
foods
people
....111.11.742=1111
32
BEHAVIORAL OBJECTIVE 3 6: The pupil will use appropriate pronouns when referringto people, places and things.
EVALUATION: Test #1 . LEVEL II
DIRECTIONS: Ask the pupil to look at the picture and then choose the pronoun thatgoes with the picture and put on it.
Date
it he she they.
it me she
they he she it
her she them
vs.
she he
33
.me
3EHAVIORAL OBnCTIVE 3 6: The papil will use adjectives and verbs to classifz,objects by color:.shane, size, texture, use or action.
-1
EVALUATION: Check list-#10 LEVEL II
DIRECTIONS: Administer test individually. Record word pupil uses for each
,Appropriate cat4ory.
Name
--,
Date:
Color Shape Size i 'Texture.
Use Action
Ball
---____-.
Scissors
. ..
-- ...
-Clock .. .
Pencil. .
Wheel .
Frog
Dog
Bell.
.
Airplane
.
,
-------,
Fork
EIEHAVIORAL OBJECTIVE C 2: The pupil will discriminate sound.
EVALUATION: Test #2 r ,thvEL I
DIRECTIONS: nave a bell, a rattle, and a rhythm stick which you will use outof pupil's view (screen the objects or have pupils close eyes).
Say, "I am going to make twoX on the happy face. ff they
sounds. If they are lust alike putare not alike put X, on thesad face."
1. ring bell . . 1;1 . . . . . clap hands
2. shake rattle . ring bell
3. tan table with stick. '\ clap hands
4. ring bell ring bell
5. shake rattle rap table with stick
NAME
2.
DATE
BEHAVIORAL OBJECTIVE C 7: The pupil will identify rhyming words.
EVALUATION: Test 1t3 LEVEL II -
/
DIRECTIONS: "Look at the pictures in the first row. They are tree, three, thirty.
Put X on the two pictures of words that rhyme." (Do the next rows in the same way.)
NAME DATE/
SCORE
\,
.
I i
I i
i
.--
IIIIIMI
I
ii
/
ii
i 1
411010...m'
r< k
111.1101-
a a)IP 10 .1 I
\ It lL U.0 / / i i 1 1
40,
,
IiiZj° 1.: 2,1 v7 3X76b 6
if
AliNtordi
41111111.11
36
2
3
1/
SCA
BEHAVIORAL OBAftTVE C 8: The Pupil will match pictures whose names begin with the
same sound.
EVALUATION: Test #4 LEVEL II
DIRECTIONS: Explain that in each row of three pictures there are pictures whosenames begin with the same sound. Ask the pupils to find the pictures than sound
alike at the beginning and put aO arolnd each one.
NAME DATE SCORE
. 4 aki0.7.
Aii.,.ov..,
lir
flit
.
...
.
1
.
...-
,
4A Aura
Ts sr
..
4,--2---2-
.rr
PA.
Oft 1
tii -.1/4
..,....01.,:pito* ..4
...,..
37
5
BEHAVIORAL OBJECTIVE C.9: The pupil will match pictures whose names end with thesame sound.
EVALUATION: Test #5 LEVEL II
DIRECTIONS: Ask the pupils to look across each row to find the pictures thatsound alike at the end and then put X on each one.
NAME DA E SCORE4
/
,
.
lie4.
Y '
11
Ider%dr
...,
.
\tiff.
114111111111111111*14
1.1I
cc,
._.
I
,
lir,:.
38
*/BEHAVIORAL OBJECTIVES C 12: The pupil willoral direction without hesitation.
EVALUATION: Check list #11
attend to and perform a two-step
LEVEL: II
DIRECTIONS: These are suggested directions only. Teacher may use other direc-
tions of equal difficulty. This may be used as a small group activity with one
child at a- time performing a specific direction. Record with + and - the pupil's
ability to attend Td perform the direction assigned to him.
NAME DATE
1. Go to the bookshelf. .Bring me thered book.
2. Take a piece of paper. Write a 5on it.
3. Gb to the painting easel. Pain threeblue lines.
4. Sharpen this green pencil and give itto a friend.
5. Pick up a box of crayons and put iton the teacher's desk.
attend perform
ti
39
BEHAVIORAL OBJECTIVE C 12: The pupil will attend to and per4orm a three step oral
direction withoue\hesitation.
EVALUATION: Checklist #12 LEVEL II
DIRECTIONS: These are suggested directions only. The teacher may use other
directions of equal difficulty. This may be used as a small group activity with
one child at a time p.rforating a specific direction. Record with + or - the pppil's
ability to attend to and perform the direction assigned to him.
NAME DATE
1. Take a piece of white paper. Write your
name on it. Put it in the round box.
2. Go to the library. Ask for theD encyclopedia. Bringtit, back to our
roam.. x.
3. Go outside to the playgroundI,.Find fivepebbles. Put them on the sciende table.
attend perform
.0;
BEHAVIORAL OBJECTIVE D 2: The pupil will discriminate shapes.
EVALUATION: Test #6LEVEL I
DIRECTIONS: Ask the pupils to put .finger on the shape in the first box.Then look across the row and find another shape just like it and put X on it.
(Do the other rows in the same way.)
.
NAME DATE SCORE'A:15
.\ .
,.
.
Adak. ,
..,1
,.... 0.,,, ......
c) 0.
0 0 cl0
0c)
.
,,...,
1 1
BEHAVIORAL OBJECTIVE D 2: The pupil will discriminate letters.
EVALUATION: Test #7 LEVEL I
DIRECTIONS: Ask the pupil to put finger on "d". Now look ac ss the rowand find another "d" and put X on it. (Do the next rows in the same way.)
NAME DATE SCORE
d. b p d P
o o ,c e
w
e,
M w v m
r n h r u
f I t f
42
BEHAVIORAL OBJECTIVE D 2: The pupil will discriminate alphabet letters.
EVALUATION: Test #7a LEVEL I
DIRECTIONS:
1. Look at the letters in the hest row. Put X on "E".
2. Look at the letters in the second row. Put X on "m".
3. Look at the letters in the third row. Put X on "h".
4. Look at the letters in the fourth row. Put X on "w".
5. Look at the letters in the fifth row. Put X on e".
6. Look at the letters in the sixth row. Put X on "j".
7. Look at the letters in the seventh row. Put X on "b".
8. Look at the letters in the eighth row. Put X on "A".
9. Look at the letters in the ninth row. Put X on "i".
10. Look at the letters in the tenth row. Put X on "x".
11. Look at the letters in the eleventh row. Put X on "d".
i12. Look at the letters in the twelfth row. Put X on "n".
13. Look at the letters in the thirteenth row. Put X on "o".
14. Look at the letters in the fourteenth row. Put X on "1".
15. Look at the letters in the fifteenth row. Put X on "c".
16. Look at the letters in the sixteenth row. Put X on "p".
17. Look at the letters in the seventeenth row. Put X on "k"."
18. Look at the letters in the eighteenth row. Put X on "T".
19. Look at the letters in the nineteenth row. Put X on "s".
20. Look at the letters in the twentieth row. Put X on "g".
21. Look at the letters in the twenty-first row. Put X on "V".
22. Look at the letters in the twenty-second row. Put X on "r".
.4 a
BEHAVIORAL OBJECTIVE D 2: The pupil discriminate alphabet le ters.
EVALUATION: Test #7a
DIRECTIONS: See next page.
LEVEL II
DA SCORE11922
I f t 12 %n r M
2 n m w v/ 13 ,/eog I
3 h r n 14/1 f P t4 z w z s 15 o e c d I
o c e Q 16 P q g j6 y v w j 17 k h z f7 d b g p 18 LP T Z
8 AMWN 19 szcr9 i r t I 20 p h g d
10 v w z x -21 V W U M
II b d h n 22nrmh
BEHAVIORAL OBJECTIVE D 2: The pupil will discriminate words.
EVALUATION: Test g8 LEVEL
DIRECTIONS: Ask pupils to find first word in box. It is "make". Lookacross the row and find another "make". Put X on it." (Do the next rows inthe same way.)
NAME DATE SCORE'
make . cake . make,
.
bake
.
I ook I ook book.
root
.come.._
came some come
SOW was saw say
had had has have
45
BEHAVIORAL OBJECTIVE D 6: The pupil will accurately locate unrds that are the
same or different.
UVALUATION: Test #9 LEVEL II
DIRECTIONS: Have the pupils look at the word in the little box. Ask them to
draw a Q around it. Theh have them find the words in the long
box that match it (part 1) and are different (part 2). Draw
a Q around them.
NAM
PART 1
see
box
top
red
hatPART 2
sun see saw see so
big box boy bag box
top top toy pot yet
bed seed red net red
hand hat hot hat not
b
saw
fun
cold
\big big bug big bug
was saw saw saw was
fun fun fun sun fun I
cold sold cold cold colTli
has his hat has has hit-
46
BEHAVIORAL OBJECTIVE D 7: The pupil will accurately match colors and color
words.
EVALUATION Test #10 LEVEL II
DIRECTIONS: Ask the pupils to read the color words in the arrows and then
color the boxes that color.
NAME
L green
red
orange
r yellow
47
4DATE SCOREE 1 5
f.
BEHAVIORAL OBJECTIVE D 8: The pupil will accurately locate words that begin
alike.
EVALUATION: Test #11 LEVEL II
DIRECTIONS: Ask the pupils to look at the first word in the little box.Then to look at the five words in the row and put X on all the words that beginthe same as the one in the box. (Do the next rows in the same way.)
NAME DATE . SCORE' 45) I
saw as set yes see was
no
I
n-ot on now own wor
top I
I
pot stop to of ter
man am nap many me rar
he has me h i t rat I et
48
BEHAVIORAL 03J2C 'D 9: The pupil, will accurately locate words that end
alike.
-' EVALUATICU: Test #12 LEVEL II
DIRECTIMS: Ask the pupils to look at the first word in the box. How look
at the five wards in the row and put X on all the words that end
the same as the one :in the box. (Do the next rows in the same way.)
NAM, DATE SCORESo
p i n
`did
ten- pet top man am
cap rug bed bob said
car can man far hen h*ear
Pig
has
dog hop red Leg hat
yes sea sat box his
r%
49
BEHAVIORAL OBJECTIVE 13 1. (continued)
p dr-t,.., b
,..
b.
d p a
R P B .
i s Z.
z S.
H N M.
I t k f.
w m N M ,Y ti
'444
b B , D P d
e F f E 5
bq p d
V U VII J
.
L I J K '
J I J k I
.
S 50 Z w f
BEHAVICRAL OBJECTIVE E 1; The pupil will accurately match capital and
lower -case letters.
EVALUATION: Test 1113 LEVEL II
DIEECTITS: As the nurils to look at the letter _in the box and then find thesame letter in the row of letters. Putl orf it.
NAB E DATE SC ORE.2 5
2 4
E o e c a
c C C GiF K T
L T 1
k
1
d
........._
i
zK h
d D P B 0
t f T I L
m.
M,
u U
0 c o e a
V W V _ x z
a q p
51
0 A
DIMAVICItAL OBJECTIVE E 2: The pupil will accurately associate initialsounds and symbols.
'LEVEL IIEVALUATION:
consonant
Test #14
(See next page)DIRECTIONS:
DATE SC (Ea17
/9
I. c e p t d
2 9 d f v h
3. o t n s b
II. I i v g k
5. j I s t Y
6. m j e I r7. k r b d s8. d k m c 1
q f p v h o
I 0 . a t n b p
I I Y d f I g
12. w S e m h
13. b r j f tIL/. y v I m rI5. q w j b n
,,,, I6. b d q g p,
''-17. I v t n u
I 8 . q r p z s
52
DIRSCTIONS for DEHAVIORAL OBJECTIVE E 2
Ask the pupils to circle the letter heard -atthe beginnIngof each of the following wordS. gait about a count of 5between saying each word.
1. cup 10. noise
2. down 11. little
3. take 12. wash
4. good 13. fun
5. supper 14:' yellow
6. jump 15. ball
7. ride 16. puppy
8. machine 17. very
9. happy 18. zebra
19. kind
NOTE: Numbers 1 - 9 represent initial consonants taught in theHarper Row 1st pre - (rimer; numbers 10 - 14 in the 2ndpre-primer; numbers 15 - 16 in the 3rd pre-Primer;numbers 17 - 18 in the primer and number 19 in Book I.
53
BEHAVIT:L OILLTITL E 3: The pupil will associate final consonant sounds
and syMbols.
ET.T..UATION: Test 115
ne7t, page)
LEVEL II
4111111111...
DIRECTIONS: (See
1,17e,DATE SCE
1. t d b k f
2. p r n 1 d
3. 1 r c g h
h. b t p h ,....d.
. n m r t s
6. r 1 p £ g
7. b d p g t
8. t r d m n
9. p 1 f c r
10. n b h j k
11. b d p m 1
12. g h t s r
13. f s k q v
The m 11 z c
15. d p n m k
16. w v s t c
17. g h f b m
16. n p m h . b
19. b s t p g
20. b h d g p
rf
DIRMTIONS for 37,HAVICEAL OBBCTIVE E3
Ask the pupils to circle the letter he hears at the end
Of each of the following words.
r*-1Millk
1. nest
2. pail
3. door
4. red
a. down
6. girl
7.- coat
8. bed
9. car
10. man
11. cap
12. dog
,13. dress
14. ball
15. duck
16. five
17. chief
18. jam
19. hub
20. both
NOTE: Numbers 1 - 10 represent the final consonants presentedin the Harper-R ow primer.
Numbers 11 - 20 represent the final consonants presentedin Harper-Row Book I.
55
L OL;J)CTIVL E 4: The will associate medial consonant soundsand symbols.
Test 116 LEVEL LT
"Say the name of each picture softly to yourself." 'that letter
do you hear in the middle of the word?. Write it on the lino-
under the "icture.
DATE SCORE
it
6k
aluirei;s°a 4) 1
040°*\
0o
l-
BaiA7IT:,L OP,JVITIE E 5: The pupil will associate initial cluster sounds
and symbols.
EVALUATION: ,Test
DIRECTIONS: (See next page)
LEVEL II
1.
2.
3.
h.
).
6.
7.
9.
10.
31.
12.
13.
14.
1%
16.
17.
le.
19.
20.
21.
22.
DATE SC CIE
stem
sing
stand
spell
st:mg
glad
shell
swing
place
sell
sling
grand
black back deck lack
blast flash glass chair
crack track clack shack
bread thread bead draw
play stay flag blue
fog frog first feast
kick wick stick quick
stain brain train drain
scare stare,
,snare . share
sleep steep sheep sweep
still small \ swell snake
skill shrill \spill still
sprain strain screen skein
trick stick brick, prick
pretty blue play glad
skate stay speak slate
shell snail shake \ sail\
start tart street 7art
glow slow blow show
57
/6iq
DIRECTICliS for 3EHAVIOPIL CIFLTIU. E 5:
Flash and say each of these consonant blends. Ask thepupils to circle the word which contains the blend.Wait a count of 5 before flashing the next blend.
1. st 12. sc
2. sw 13. sl
3. gr '14.
I. bl '15. sp
5. ch 16. spr
5. cr 17. br
7. dr 18. pl
8. fl 19. sk
9. fr 20. sn
10. qu 21. str
11. tr 22. gl
1;u:Gbers 1 - 3 re:yes:rat initial consonant blendstaught in the Narper-?ow pre-primer and primer;numbers 4 - 16 are in the 1st reader and numbers17 - 22 are in the 3rd reader.
58
4
inami:caLL OBJr2I7 E 6: The pupil will associate initial digraph soundsand sphols.
EIMLUATION: Test #18- LEVEL III
DiaECTIXS: Draw a circle around the sound with w'-ti ch the name of nepicture begins. 1.....am -111/.1MIIM.1.1.1.0.T.1801.1105-
DATE SCORE
.41 filk
wh sh th ch wh sh th ch wh sh th ch wh s
/2.
h th ch
1o
1 .---- ..,il' 0
C.rTh1 .a. ,,,-1
(i
LEirQ
wh sh th ch wh sh., th ch wh ah th ch wh sh th ch
0041111017.F-......
...
.....
wh sh th ch wh sh th ch wh ah th ch wh sh th ch
59
BEHNVICRAL OBPCTIT-. E 7: The 7upil will understand the use of 's informing the possessive.
0,7%LCATIOH: Test #19 LEVEL III
DIRECTIONS: Choose the right word to go in the space by drawing a line
under it.
TD1ME DATE SCCRE I
1. ':ou are your child.
Father :other's
2. This is ball.,
Janet Janet's
3. Janet likes a blue ribbon. It 13 a ribbon.
a.
.girls girl's
Mark has a good idea. It is idea.
Mark's Mark
5. Mother lost her sweater. Have you found sweater?
Mother's Mother
6. Jim is my brother. I am my sister.
brothers brother's
7. I bought ray dog a new collar. Cy .collar is green.
dog's dogs
e. The lion hasp mane. The mane is shaggy.
lions lion's
2. The rabbit hac ]ong ears. The ears are floppy.
rabbit's rabbit
10. I found this book outside. Is this book?.
someone someone's
GO
ion
3EAVIOlkl, 013J:CTI7, E 6: The pupil will identify root words Irith
inflectional endings.
LVATZATION:
Dr 4i.EC TT_ :
ME'
Test :20 Ian, III
Read each sentence and draw a line under the word that ,-1.11
fit in the blank.
1. :lark likes to go
walks
2. Janet
looking
3, ilother is
on the beach.
walking _walked
at my red book.
looks looked
the children to dinner.
called calls calling
He to see us at the store.
5. We
happens hal-mened happening
at the clown's funny tricks.
laughs
6. Eary and Ann were
talking
7. ::hen
laughing
talked
I saw him .lorry had
to ne.
starts started
8. The puppy went
scampers scampered
laughed
talks
to run.
starting
down the street.
Are you
feels
10. Did you hear Bill
shouted
well today?
feellng
shouts
-scampering
feel
to the boys?
shouting
61
BEHAVIMAL 013JI:CT11/7, E 10: The pupil will associate sound with final digral-iis
and clusters.
LuATia: : Test ;721 L:VIZ IV
(3ee next page)
DATE SCORE
I . bask bank batch--)
, lend less last0
. chalk catch cashJ
1,I, flash flack flame
:). fried friend first--, bath batch bank, . u
7. wash which when
brink brush bring, .
hand heart hand/ .
10'. rank risk rack
62
DIRECTIONS for BEHAVIORAL OBJECTIVE E 10:
Say these words and ask the pupils'to draw a line under the
word in each row that contains the same sound as that heard in
the dictated ward.
1.- tank
2. tend
3. sash
4. slash
5. bend
6. tooth
7. rich
8. rush
9. land
10. bank
63
BEHAVIORAL-OBJECTIVE E 11: The pupil will associate the long and short
vowel sounds in, words.
EVALUATION: Test #22 LEVEL IV
DIRECTIONS: Instruct the pupils to make a Q around the words that have
long vowel sounds and put 7C on the words with short vowel sounds.
`HAW DATE SCCRE1,218.6]
1. meat 11. tree
2. nine 12. stove
3. nut 13. table
14. cup 14. five
5. bone 15. head
6. snake 16. rake
7. lamp 17. mop
8. bed 18. step
9. cage 19. plum
10. stem 20. men
BEHAVIORAL OBJECTIVE E 12: The pupil will associate vowel digraph soundsand symbols.
EVALUATION: Test #2) LEVEL IV
DIRECTIONS: Ask the pupils to listen as the name of the picture is read. Then
ask them to put a 0 around the letters which spell the word.
NAME DATE
bait
boat
beam
got
gait
goat
s [--719c
peas
pen
play
pay
bet
best
beet
heap
hay
Lad
65
read
toad
rain
fun
fed
end
ear
egg
BEHAVIORAL OBJECTIVE E 13; The pupil will identify the variant soundsof S and Z.
EVALUATION: Test #24 LEVEL IV
DIRECTIONS: Have the, pupils put B by the words that have the Z sound.Put a line through the words that have the S sound.
NAME DATE SCORE
1. legs
2. post
3. seem
4. goes
5. send
6. last
7. eyes
8. wins
9. soft
10. noise
Ii. leaves
12. outside
13. sad
14. use
6 6
BEHAVIORAL OBJECTIVE E 14: The pupil will associate vowel diphthong sounds
and symbols.
EVALUATION: Test #25 LEVEL IV
DIRECTIONS: Find a word in the list that will fit in the sentence. Write it.
NAME
1. The queen is wearing a toy
2. Mary has a dross. house
3. My car needs gas and found
4. Baby has a new drown
5. I live in a white new
6. Mark a penny. flew
7. The farmer has a black oil
8. The birds south today. noise
9. The won the race. cow
10. Did you hear that ? boy
67
BEHAVIORAL OBJECTIVE E 16: The pupil will see compound wards as a unit.
EVALUATION: Test #26 LEVEL V
DIRECTIONS: Have the pupils make one word from two words that they knowby drawing a connecting line.
NAME DATE SCORE
1. aog 11. light
2. hill 12. house
3. sun 13. mars
4. fire 14. one
5. bed 15. side
6. out 16. w47
7. post 17. thing
8. story 18. room
9. sane 19. man
10. any 20. book
ID
BEHAVIORAL ,OBJECTIVE E 16: The pupil will see compound' words as a unit.
EVALUATION: Test #26a. LEVEL V
DIRECTIONS: Each ward below is made from two little words joined together.Make a circle around each of the little wards.
NAME DATE SCORE
1: sailboat 11. anywhere
2. popcorn 12. butterfly
3. something 13. birdhouse
4. everyone- 14. downstairs
5. uptown. 15. somebody
6. sailboat 16. rainbow
7. pineapple 17. playground
8. afternoon 18. windmill'
9. bedroom 19. sunshine
10. sometime 20. goldfish
6u
119zo
BEHAVIORAL OBJECTIVE E 17: The pupil will accurately read and write contractions.
EVALUATION: Test #27 LEVEL V
rIRECTIONS: Ask the pupil to read the words in Column 1 and write the one word
that means the same in Column 2.
NAME
NOTE: Numbers 1 - 11 are contractions taught in Harper-Row 2nd
reader. Numbers 12 - 17 are contractions taught in
Harper-Row 3rd reader.
DATE
1 2
1. I am
2. it is
3. did not
Li . do not
5. have not
6, are not
7. will not
8. can not
9. is not
10. could not
11. what is
12. I have
let us
14. that is
15. would not
16. I will
17. they are
7
N
is
1)7
BEHAVIORAL OBJECTIVE E 17: The pupil will accurately read and write contractions.
EVALUATION: Teat #27a LEVEL V
DIRI:CTICNS: Match words in Column 1 with words in Column 2 by drawing a line
between them.
NAME DATE SCORE
1
there's
we're
didn't
you'll
it's
doesn't
can't
I'm
he's
aren't
let's
she'll
don't
that's
you're
you've
isn't
we'll
I'll
I've
2
are not
you will
I &A.
let us
there is
do not
We are
that is
we will
she will
I have
does not
I will
is not
you have
yor. are
did not
it is
cannot
he is
71
EEHAVICRAL OBJECTIVE E 18: The pupil will understand when to use theadjective forms of er eat.
EVALUATION: Teat #28 LEVEL V
DIRECTIONS:- Add er or est to the word at the right of each son ence andwrite it in the sentence. Now read the sentence/ o see if it
sounds right.
NAME DATE ;SCORE
1. Of the six kittens, the white one ie the
that her sister./2. Susan is three years
3. A lian is
4. The grass is
than a bear.
since he wat'red it.
old
fierce
. green
S. The days are in the'summer than in
the winter. long
6. This problem is to do than the first one. hard
7. The clown is the one in the circus. funny
8. This is the day we have had this week. cool
9. The runner won the race. fast
10. That's the noise I've ever heard. loud
72
9
Q.
BEHAVIORAL OBJECTIVE E 19: The pupil will recognize the silent letters
°lb kE,
teeSALUATION: Teat #29 LEVEL V
DIRECTIONS: Say,. "Here are acme words with silent conscuants. Cross out
every silent consonant you can find."
NAME DATE SCORE41.
1. knot 11. true
2. grow 12. grab
3. wrap 13. knob
14. walk 14. frau
5. knee 15. write
6. write 16. press
7. keep 17. knit
8. grass 18. wing
9. knew 19. wren
10. keptc) 20. grade
73
112-tq.
21. wreck
22. wise
23. know
24. green
25. gnash
26. water
27. when
28. wrote
29. winter
30. gnat
BEHAVIORAL OBJECTIVE E 21: The pupil will identify the variant (hard, soft)sounds of C and G.
EVALUATION: Teat #30 LEVEL VI
DIRECTIONS: Explain where to find the key word. Say, "Put an X in the box bythe ward that has the same "C" or "G" sound as the key word.
NAME
guess
gentle
goes
gill
leg
strange
cottage
big
giant
large
garden
forgot
gate
frog
be:in
orange
gay
vegetable
gym
DATE SCORE [_
C Carat,
juicy
coat
center
cattle
carry
except
ice
cent
country
popcorn
circle
cover
fence
care
city
cake
jtice
COW
Car
/6
7-
BEHAVIORAL OBJECTIVE E 22: The pupil will identity prefixes.
-VALUATION: Test 41 LEVEL VI
DIRECTIONS: Add one of these prefixes to each syllable to form a real wordand in each sentence write one of the words you have just made.
NAM DATE SCCRE
re de be
1. cay 9. gin
2. neath 10. cord
3. mind 11. tween
4. read 12.
-peat
5. pend 13. cause
6. cide 14. lieve
7. part 15. main
8'. fore 16.
-move
1. I will leave 10 o'clock.
2. Be sure to the time you left.
3. You will find it that pile of papers.
4. Please me to do an errand.
5. The game will on time.
6. She will arrive one and two o'clock.
7. They will the show tomorrow.
8. Take care of your teeth so they will not
9. It was such a good story that I want to it.
10. Where did you to go?
11. The campers will for camp in an hour.
12. Do you really that story?
13. Tou go. I will here for awhile.
314. Our trip will on the weather.
15. Be went early They called him.
16. Do not the box from this room.
75
32
z
BEHAVIORAL OBJECTIVE E 23: The pupil will identify suffixes.
it in
EVALUATICN: Test
Addthe
#32 LEVEL VI
the suffix en or ful to each root word and writeDIRECTIONS:sentence.
NAM DAIS SCORE/0
1.' force 1. Jim is a very
2. 'light 2.
,speaker.
Please carry this box and the load.
3., play 3. That kitten is a very one.
4. less 4. Close the door to the noise.
5. grate 5. We are very for your help.
6. fast 6. Be sure to the gate when you leave.
7. -soft 7. A little heat will the 13U-iier.
8. arm 8. I see you have an of packages.
9. rest 9. This is a very activity. V
10. care 10. Try to be when you use that tool.
76
BEHAVICRAL OBJECTIVE E 24:
EVALUATION: Test #33
The pupil will syllabicate two and three
syllable words.
LEVEL VI
DIRECTIONS: Read these words and write the number of syllables in each one.
NAME DATE SCCRE30
1. entertain 16. interrupt1..M. OINISIOn.../YOM
2. figure 17. finger
3. agree 18. middle
4. order 19. balance
5. because 20. actor
6. vacation 21. champion
41111111
7. important 22. escape
.11111
8. remember 23. examine
9. travelers 24. hurricane
10. treasure 25. policeman
11. magazine 26. breakfast
12. handkerchief 27. station
.11.
13.. favorite 28. explain
14. blueberry 29. vegetable.11=111140.01.,111110
15. horrified 30. donkey
77
BEHAVIORAL OBJECTIVE E 261 The pupil will perceive accented syllables.
EVALUATICN: Test #34 LEVEL VII
DIRECTIONS: "Say each word softly to yourself and put ',tie accent mark an the
syllable that you hear more clearly."
NAME DATE SCORE
1. radiate 11. radiation
2. compete 12. competition
3. imagine 13. imagination
4. restore 14.. restoration
5. conserve 15. conservation
6. engage 16. hardly
7. powder 17. monkey
8. mention 18. enclose
9. passenger 19. mistake
10. army 20. alarm
78
.20
BEHAVIORAL OBJECTIVE E 27: The pupil will recognize additional prefixes
and suffixes.
EVALUATION: Test #35 LEVEL VIII
DIRECTIONS: Decide which of these prefixes car b3 ndded to each word. Write
the new form of the word.
NAME
un in im dis
1. responsible 11. predictable
2. pOssible 12.' replaceable
3. inspired 13. seasoned
4. sensitive )1. active
5. regular 15. movable
6. patient 16. practical
7. honest 17. attentive
8. explained 18. abridged
9. loyalty 19. agree
10. formal 20. believe
7 9
it
BEHAVIORAL OBJECTIVE E 27: The pupil will recognize additional suffixes.
EVALUATION: Test #35a IEVEL VIII
DIRECTIONS: Read the word before each sentence. Decide if it should have
suffix is or ion added to it. Write the word in the blank:
NAME DATE SCORE I
I0
collect My friend has a fine of stamps.
hero The fireman have done many things.
atmosphere Tests of ,conditions are made by the
suggest
weather bureau.
Sue took her mother's and wore her
green dress.
energy Most athletes are very people.
attract The monkeys are the main at the zo6.
photograph This is a good likeness of her.
educate You will need a good to do that job.
affect The cat showed great for her kittens.
majesty The mountain scenery is quite
80
BEHAVIORAL OBJECTIVE F 3: The pupil will match numeral and numeral names.
EVALUATION: Test #36 LEVEL II
DIRECTIONS: Draw a line from the numeral name to the numeral.
NAME DATE SCORE
one 10
four 6
two
seven 3
ten
five 7
eight 2
three 5
nine 4
six 8
81
To I
\s,
BEHAVIORAL OBJECTIVE F 9: The pupil will know meaning of homonyms.
EVALUATION: Test /37
DIRECTIONS: Draw a Oardund the right word in the list am] write it in
the space.
NAME DATE SCORE
17
19
1.
2.
Have you that story? red
readI have a new coat.
3. The stung the little boy. be
4. Do you want to a swimmer. bee
5. The is shining. son.1..
6. That man's is my brother. sun
7. Did you hurt yoUr
8. would like to go with you. eye
9 I have blue books. -to
10. Will you come two
11. Come my birthday party. too
12. He you are coming. nose
13. 'Everyone has a knows
14. Did you me call? here
15. Please come a minute. hear
16. is a new girl in our ass. an
17. Mary's mother is artist. Ann
18. I wilt you tomorrow. see
19. Ships sail on the sea
82
r..9,Av VIRAL 013JiCTIVE F 13: The pupil will ;dent t eur:
L.VP.1,0A!"' 4,.$,t. 1'38 Vi
otz;:, ;.- pI t wrice rortis >K _ytttri.?.
83
BEHAVIORAL OBJECTIVE F 15: The pupil will understand words of multiplemeanings. ,
EVALUATION: Test #39 LEVEL IX
DIRECTIONS: "These words have more than one meaning. Write two sentences foreach word showing different meanings for each word."
jam bank bark ring stand.
NAME DATE SCORE
1.
2.
3.
5.
10_
BEHAVIORAL OBJECTIVE G 6: The pupil will accurately follow written directions.
LEVEL II
DIRECTIONS: Follow those on test page.
EVALUATION: Test #40
NAME DATE SCORE
8
1. Color the ball red., 2. Put X on the top. 3. Put a around aboy's name.
Janet
Sue
b pyMark4. Draw a tree
(
by a house 5. Color the rabbit.
i1111111 ,
44 .001"11einogillic... olip,414.0A16
6. Put X on a numeral.
A2/...:.
CLi?\\
ig_11-- Ar
7. Write 6 between 4 and5. ,
/
8. Write R between Qand S and 3 between
B and D.
9. Draw 3 things. **
First draw a toy.
Second draw a per-son.
Third draw a build-
ing.
** Use another paper for the execution of this.
85
BEHAVIORAL OBJECTIVE G 7: The pupil will understand related words.
EVALUATION: Test #41 LEVEL III
DIRECTIONS: Read the sentences. Ask the pupils to think how the circled words
go together. Then to look at the underlined word and underline the word at the
side that goes with it.
NAME DATE SCORE
are to as stores are city, land
2. is to As dog is to colt, puppy/
_ 3. Bark is to as mew is to cat, cow
is to street' as shims is t, sea, road
s to head as shoe is to leg, foot
81
I
BEHAVIORAL OBJECTIVE G 8: The pupil will use context clues to obtain meaning.
EVALUATION: Test #42 LEVEL III
DIRECTIONS: Have the pupils read the story and select the appropriate word to
fit into eac' blank space from the list of words.
NAME \\t
SCORE 1DATE 1_9_
Janetand
Mark to grandfather's farm. They saw
some on the farm. They made of the animals.
Janet': pet was a little black . The hen was sitting on
her . Janet ten in the next.
Mark's pet wa1s little rabbit. The rabbit
after wherever he went.
1. went 3. her. 5. animals 7. next 9. eggs,
2. -ets 4, found 6. brown 8. , hopped 10. Mark
87.'=W.
',.. ---------
1
I
1
i
......J
BEHAVIORAL OBJECTIVE G 9: The pupil will recall facts from a selection.
EVALUATION: Test #43 LEVEL IV
DIRECTIONS: Have the pupil read the selection and answer the questions byputting X on the YES or NO column.
NAME DATE SCORE
Mother Rat called, "Come,little babies and play tag with me." A
baby_rat ran after Mother Rat. A big fat cat saw the baby rat. She
said, "I like to play tag, too. Play with me, little rat." Then the
cat ran after the baby rat. She said, "At last I have you." But the\
baby rat ran away very fast.
1. Mother Rat wanted to play tag.
2. The big cat did not want to play.
3. The baby rat ran after Mother Rat.
4. The cat caught the baby rat.
5. The baby rat, ran away.
88
YES NO
BEHAVIORAL OBJECTIVE G 10: The pupil will read a selection and predict
outcomes.
EVALUATION: Test #44 LEVEL IV
DIRECTIONS: have the pupils read the story and question in each box. Then
have them read the possible answers and underline the most appropriate one.
NAME
1. The Waters family is on their
vacation, They want to seean Indian village, but,theydon't know what road to
take.
* What will they do next?
They will stare at each other.
They will look at a map.
They will go north.
I
DATE SCORE1
3
2. Mrs. Wells is at home. She is
making a cake for a birthdayparty. She hears the doorbell.
ring.
* What will happen next?
She will go on making the cake.
She will go to the door. ,
She will run away.
3. It is summer. The vegetablesin the garden are ready to eat,but Mary's mother wants to keepsome vegetables for the winter.
* What will happen next?
She will can the vegetables.
She will eat them right away.
She will send them away.
89
4. Serafina is in the pasture.Marco walks up to her. He is
carrying a beautiful red har-ness on his arm.
* What will happen next?
He will harness the donkey.
He will feed her.
He will play a tune.
BEHAVIORAL OBJECTIVE G 11: The pupil will follow written directions.
EVALUATION: Test #45 LEVEL V
DIRECTIONS: "Do what the 2nd sentence tells you."
NAME DATE SCORE 5
1. A house can have many windows.
Put an X on the word that means more than one.
2. Mark has a sister who is older thap he.
Put an X on the boy's name.
3. Janet has a new little brown puppy.
Put a box around the color of the puppy.
4. Father planted six little trees in the yard.
---Make a circle around the word that tells how many.
5. Billy has a new baseball.
Put an X on the shortest word In the sentence.
90
BEHAVIORAL OBJECTIVE G 12: The pupil will infer sequence by arranging events
in order of occurence.
EVALUATION: Test #46 LEVEL V ,
DIRECTIONS: Have the pupils number the sentences from 1 tc 10' as they mighthave happened.
NAME DATE SCORE
4.5
He saw a shiny ball bat.
Dick walked downtown.
He called his friend Mark.
He said, "I want to buy the bat."
He stopped at the toysstore.
He ran all the way home.
The boys played for an hour.
It was a good game.
He paid the store keeper for the bat.
Mark brought his new baseball.
91
BEHAVIORAL OBJECTIVE G 13: The pupil will accurately select main idea and
supporting details.
EVALUATION: Test #47 LEVEL VI
DIRECTIONS: Have the pupils'read the story. Then have them read each sen-
tence at the bottom of the page. Have them write YES if the sentence is true,
and NO iT it is not true. Have them put X by the/most suitable title.
NAME DATE SCORE 1,
Big Tarantula decided he wanted lo cause some excitement and have some
fun. He called to .his four tarantula friends, "Come with me to see my
daddy. I have an idea." Big T. asked. "May we have some big shoes?
We want to pub them on and go for amalk tonight when it gets dark.
We will make a lot of noise and all the people will wonder who is
making such a racket. They will look to see who is running outside
in the middle of the night."
YES or NO?
Big T. have five friends.
Children were running down the street.
Big T. asked his daddy for some shoes.
Big T. -,. nted to have some fun.
Four friends went with Big T. to see his daddy.
Big T. wanted shoes to surprise the people.
TITLES
The Green Bug Tarantula's Idea
Daddy's Shoes The Big Noise
92
BEHAVIORAL OBJECTIVE G 14: The pupil will perceive place, time, person and
casual relationships.
EVALUATION: Test #48 LEVEL VI
DIRECTIONS:, The underlined part of each sentence will tell who, what, how,
when, where, or why. Read the sentence and decide what the part tells.
Write the right word beside the sentence.
NAME DATE SCORE
9
10
1. Late in the afternoon Ramon crawled out from
under the platform.
2. Serafina would not work because she wanted music.
3. The storyteller lived in an old, old, village.
4. Ramon stood in front of the bird-cage stall.
5. Peppi stared at Grandfather.
6. Springtime in Japan means wishing time.
7. Tim missed because the lights twinkled on.
8. An old man sat on a bench before the fire.
9. The couldn't go on until the engine 17as fixed.
10. After the cherries ripen, birds come to eat them.
93
BEHAVIORAL OBJECTIVE G 20: The pupil will understand the meaning and use of
antonyms.
EVALUATION: Test #49 LEVEL VIII
DIRECTIONS: Change the underlined words in each sentence to make them mean
just the opposite. Rewrite the sentences.
NAME DATE SCORE
1. The hammer is a very useful tool.
2. Mary's new coat is very colorless.
3. Red can be a bright color.
4. My job is unfinished.
5. We make frequent trips to the store.
94
BEHAVIORAL OBJECTIVE H 3: The pupil will know letter sequence.
EVALUATION: Test 150 LEVEL II
DIRECTIONS: Look at the letters in each box. Some of the letters are missing.
Write them in the spaces.
NAME DATE SCORE
J m G i __k lm
be .c.,_ 1
.;
/ xyz j I n pq
95
BEH.W'CRAL ODPCTIVE II 7:1 The pupil will accurately. arrange words in
alphabetical order.
EVALUATION; Test 7751 Li17ri IV
DIRECTIONS.; 3ive each pupil envelope #1 which contains one set of the
lower case manuscript words listed below. Ask the pupils to lay then out on
their desks in alphabetical order.
13
NAME DATE SCALE 15
clown
pretty
best
step
town
ish
apple
elephant
noise
home-
down
monkey
very
grow
wagon
BEHAVIORAL OBJECTIVE H 11: The pupil will alphabetize to the second letter.
EVALUATION: Test #52 LEVEL VI
DIRECTIONS: Copy the words in each column, putting them in alphabetical order.
NAME
1
DATE
2
SCORE I 4 1
anything chance
ache complain
alphabet cracked
actual carefully
-adventure coatroom
arena calmly
3 4
scrambled escaped
surprised easier
screaming encourage
sports eye
smiled event
stared enough
97
BEHAVIORAL OBJECTIVE H-13: The pupil will alphabetize words to the thirdletter.
EVALUATION: Test #53 LEVEL VII
DIRECTIONS: Number the words in each column to show in what order they wouldbe in the dictionary.
DATE SCORE
1 2
reached contests
remembered couldn't
reservation coached
returned compass
recognized collection
reporting covered
3 4
device stumped
degree stretched
determine stallion
dense stirred
decided stepped
delicate stood
98
BEHAVIORAL OBJECTIVE H 19: The pupil will alphabetize the complete word.
EVALUATION: Test #54 LEVEL VIII
DIRECTIONS: Arrange the words in each column in alphabetical order bynumbering them from 1 to 10.
NAMES DATE SCORE 60-41 2 3
. add generation saunter
apology grammar scurry-accustom genie scruff
agriculture guarantee sapling_adventure greed scene
awful gypsy skeleton
atomic genius scarlet
assembly gesture scorn
acrobatic grateful scrabble
advertise gyrate scour
4 5 6
purify rhyme desparate
proceed rheumatic diagnosis
prone rhinoceros depression
provision relative distinguish
publish refrain distribute
prompt respond district
pronounce require dungeon
property resort dinosaur-profit reprove delegate
prologue region dramatic
99
READING
GOALS
BEHAVIORAL OBJECTIVES
Motor,
AVisual-Motor
Coordination
Conceptual
B Skills
Perceptual
CSkills
(Auditory)
DPerceptual
Skills
(Visual)
11111101111iiiaiaaaa
//
02
3
IN1TRUC
IONi.1, LEVELS
it?
/11,11.-
3.2+1
S - September
J - January
M -May
LLearnedMI-1005
Review
El:Exposed, not learned
21- Once learned, normally
maintained, not retested
E'
Phonic and
Structural
Analysis
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FVoeabulary
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171
C9
1/
Comprehension
Gand
Interpretation
'Locational,
/cZ
Hand
Study Skills
Pupil
Roan
Team
School
Longfellow
GROUP AND INDIVIDUAL DIAGNOSTIC
CHART (sample)