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DOCUMENT RESUME
ED 054 091 SP 007 235
AUTHORTITLEiNSTITUTIONPUB DATENOTE
EDRS PRICEDESCRIPTORS
ABSTRACT
Watkins, Ruth C.; And OthersReading Guide and Selected Multi-Media, 1-12.Clark County School District, Las Vegas, Nev.69234p.
EDRS Price MF-$0.65 HC-$9.87*Curriculum Guides, *Elementary Education, Grade 1,Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12,*Reading Instruction, *Secondary Education,*Teaching Techniques
GRADES OR AGES: Grades 1-12. SUBJECT MATTER:Reading. ORGANIZATION AND PHYSICAL APPEARANCE: The guide has thefollowing major sections: listening skills, word recognition skills,comprehension skills, reading and study skills in content areas.Grade levels are not indicated, as instruction in a skill shouldbegin at the point where it is necessary, regardless of the age ofthe student or the level of the skills. The material is arranged inthree columns: skills, instructional objectives, and suggestedteaching techniques. The guide is intended to be used with theseparate appendix of resource materials (SP 007 236). The guide islithographed and spiral-bound with a soft cover. OBJECTIVES ANDACTIVITIES: These are listed in detail as the main content of theguide. INSTRUCTIONAL MATERIALS: Most of these are given in theappendix, but there is a bibliography of professional books onreading, basal reading material, miscellaneous books, material fromthe reading guide, consumable material, duplicating material, andpublications of learned societies. STUDENT ASSESSMENT: No specialprovision is made for evaluation. (MBM)
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11
Mr.
Geo
rge
W. W
ilkin
son,
Pre
side
nt
Mr.
Gle
n C
. Tay
lor,
Vic
e-P
resi
dent
Mr.
Del
l H. R
obis
on,
Cle
rkD
r. C
lare
W. W
oodb
ury,
Mem
ber
Mrs
. Hel
en C
. Can
non,
Mem
ber
Mr.
C. D
onal
d B
row
n,M
embe
r
Mr.
Alic
k J.
Mac
kie,
Mem
ber
inis
trat
ion
Mr.
Ken
ny C
. Gui
nnS
uper
inte
nden
t
Dr.
Clif
ford
J. L
awre
nce,
Ass
ocia
te S
uper
inte
nden
tD
ivis
ion
of E
duca
tiona
lS
ervi
ces
Mr.
Rob
ert D
unsh
eath
,D
irect
orD
epar
tmen
t of C
urric
ulum
Ser
vice
s
Mr.
Pre
ston
T. B
isho
p,C
oord
inat
orO
ffice
of C
urric
ulum
Ser
vice
s
Mr.
Rog
er G
ehrin
g,S
peci
alis
tO
ffice
of M
edia
Sel
ectio
nS
ervi
ces
Mr.
Ron
ald
M. G
aydo
sh,
Con
sulta
ntO
ffice
of C
urric
ulum
Ser
vice
s
I'1
Mr.
Joh
n P
aul,
Ass
ocia
teS
uper
inte
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tD
ivis
ion
of A
dmin
istr
atio
n
Mr.
Will
ard
Bei
tz, Z
one
Sup
erin
tend
ent
Va
I ley
Zon
e
Dr.
Hen
ry C
. Boz
arth
,Z
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Sup
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tend
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Wes
tern
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Dr.
Jam
es E
mbr
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Sup
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tend
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one
Mr.
Ray
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tend
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catio
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Mr.
The
ron
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ton,
Zon
eS
uper
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Cla
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one
Mr.
Jam
es W
illia
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eS
uper
inte
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Ran
cho
Zon
e
FO
RE
WO
RD
Cur
ricul
um d
evel
oper
s ar
ecu
rren
tly s
triv
ing
to m
eet
the
dem
ands
of s
ocie
ty to
pro
vide
for
indi
vidu
aliz
a-tio
n of
inst
ruct
ion
rath
er th
an m
ass
educ
atio
n at
eac
hgr
ade
leve
l .T
his
Rea
ding
Gui
de w
ill p
rovi
deth
eve
hicl
e to
ach
ieve
a d
evel
opm
enta
lre
adin
g pr
ogra
mon
a n
ongr
aded
basi
s.
As
Rea
ding
Con
sulta
nt d
irect
ing
the
Rea
ding
Tas
k F
orce
inth
e w
ritin
g of
this
Gui
de,
it w
as m
y pr
ivile
ge to
have
the
oppo
rtun
ity to
wor
kw
ith s
ix q
ualif
ied
teac
hers
from
the
Dis
tric
t rep
rese
ntin
gal
l rea
ding
leve
ls.
Tea
cher
s w
ill fi
nd th
is R
eadi
ngG
uide
a u
sefu
l too
l for
clas
sroo
m u
se; a
nd, a
lthou
ghte
achi
ng te
chni
ques
are
sugg
:ste
d, th
isis
not
a d
ocum
ent f
or p
resc
riptiv
ete
achi
ng.
Spe
cial
rec
ogni
tion
is g
iven
to th
eM
ulti-
Med
ia S
elec
tion
Com
mitt
ee a
nd P
rofe
ssio
nal
Gro
wth
Ser
vice
s fo
r th
eir
cont
ribut
ions
.
0054
091
Rea
ding
Con
sulta
nt
TA
BLE
OF
CO
NT
EN
TS
Thi
s ou
tline
is n
ot m
eant
to b
e fo
llow
ed in
an
orde
red
man
ner.
Ski
lls a
re n
ot ta
ught
in is
olat
ion
but r
athe
r in
tand
em, a
sth
e ne
eds
of th
e st
uden
t dic
tate
s. G
rade
leve
lssh
ould
be
igno
red
and
inst
ruct
ion
in a
ski
ll sh
ould
beg
in a
tth
e po
int w
here
it is
nec
-es
sary
, reg
ardl
ess
of th
e ag
eof
the
stud
ent o
r th
e le
vel o
f the
ski
lls. F
or th
is r
easo
n,th
e sk
ills
are
not r
epea
ted
for
each
leve
l in
this
gui
de.
Ack
now
ledg
emen
ts .
i
Phi
loso
phy
....
......
iiR
atio
nale
..
....
...
iiiIn
trod
uctio
n ..
ivO
rgan
izat
ion
of R
eadi
ng C
urric
ulum
Gui
de 1
-12
..
..
..
.v
Glo
ssar
y of
Rea
ding
Ter
ms
.vi
I.Li
sten
ing
Ski
lls
A.
Pas
sive
..
.1
B.
App
reci
ativ
e..
.2
C.
Atte
ntiv
e.4
D.
Res
pons
ive
..
.8
E.
Ana
lytic
al.
..
..
..
.10
Foo
tnot
es .
..
..
..
.13
11.
Wor
d R
ecog
nitio
n S
kills
A.
Aud
itory
dis
crim
inat
ion.
..
.14
1.R
ecog
nizi
ng c
onso
nant
and
vow
el s
ound
pat
tern
s in
r h
y m
e s
..
..
..
..
16
2.R
ecog
nizi
ng c
onso
nant
and
vow
el s
ound
pat
tern
s in
indi
vidu
al le
tter
soun
ds.
..
..
.16
B.
Vis
ual d
iscr
imin
atio
n of
like
ness
es a
nd d
iffer
ence
s.
..
17
B.
Vis
ual d
iscr
imin
atio
n of
like
ness
es a
nd d
iffer
ence
s (c
ontin
ued)
1.R
ecog
nizi
ng s
hape
s..
..
2.D
isce
rnin
g po
sitio
n3.
Rec
ogni
zing
siz
e.
..
4.U
nder
stan
ding
lette
rs (
case
, let
ter,
cur
sive
,m
anus
crip
t). .
.....
..
..
.
5.A
ccom
plis
hing
pro
gres
sion
(le
ft, r
ight
)..
..
17 19 19 20 21C
.A
udito
ry-v
isua
l dis
crim
inat
ion
..
..
..
231.
Rec
ogni
zing
writ
ten
soun
d pa
ttern
s.
..
..
.23
a.S
ight
wor
ds (
phon
etic
and
non
-pho
netic
).
.23
b.S
yste
mat
ic w
ord
atta
ck.
.24
1)S
ingl
e co
nson
ant l
ette
rs a
nd s
ound
s(in
itial
, med
ial,
and
final
pos
ition
s).
242)
Sho
rt r
egul
ar v
owel
sou
nds
..
323)
Ble
nds
..
39a)
initi
al.
39b)
Fin
al40
4)Lo
ng v
owel
sou
nds
..
415)
Dig
raph
s (c
onso
nant
and
vow
el).
.46
6)D
ipth
ongs
..
..
..
.51
7)S
ilent
lette
r co
mbi
natio
ns.
538)
Vow
el c
ontr
olle
rs.
..
549)
Var
iant
s (c
onso
nant
and
vow
el).
.54
2.R
ecog
nizi
ng w
ord
part
s.
..
.57
a.B
ase
wor
ds57
b.P
lura
ls58
c.C
ombi
natio
n w
ords
..
..
601)
Com
poun
d..
.60
2)H
yphe
nate
d..
61d.
Con
trac
tions
....
61e.
Suf
fixes
..
.62
f.P
refix
es65
g.S
ylla
bica
tion
..
1)D
ivis
ion
2)A
ccen
t.
3)D
iacr
itica
l mar
ks .
h.In
flect
iona
l end
ings
.
3.R
ecog
nizi
ng v
isua
lly e
mph
asiz
ed w
ords
.F
ootn
otes
.....
.....
.
. . .
.70
.70
.74
.74
.74
.76
.78
Com
preh
ensi
on S
kills
A.
Lite
ral
..
..
.80
1.R
ecog
nizi
ng s
eque
nce
of e
vent
s.
..
80
2.Id
entif
ying
,org
aniz
ing,
and
supp
ortin
g th
e m
ain
idea
.89
3.R
ecog
nizi
ng s
peci
fic d
etai
ls.
..
91
4.R
ecal
ling
info
rmat
ion
..
..
96
5.Id
entif
ying
gen
eral
sig
nific
ance
..
..
.98
6.D
istin
guis
hing
bet
wee
n fa
cts
and
fictio
n.
.10
0
7.F
ollo
win
g di
rect
ions
..
103
B.
Inte
rpre
tatio
n .
..
..
..10
8
1.U
nder
stan
ding
syn
tax
..
..
.10
8
2.R
ecog
nizi
ng w
ord
mea
ning
..
.11
0
a.C
onte
xtua
l.
.11
0
b.S
ynon
yms
..
.11
3
c.A
nton
yms
..
.11
6
d.H
omon
yms
..
118
e.H
omog
raph
s .
..
120
f.M
ultip
le m
eani
ng.
.12
1
3.P
unct
uatin
g an
d ca
pita
lizin
g .
..
122
4.P
redi
ctin
g ou
tcom
es a
nd d
raw
ing
conc
lusi
ons
..
127
5.M
akin
g in
fere
nces
..
.13
2
6.P
erce
ivin
g re
latio
nshi
ps.
..
.13
5
7.E
valu
atin
g ..
..
139
a.M
ood
and
emot
iona
l rea
ctio
ns.
..
139
b.C
hara
cter
trai
ts .
..
.14
1
c.A
uthe
ntic
ity.
..
..
142
d.In
tent
ion
and
purp
ose
..
.14
2
8.R
ecog
nizi
ng fi
gura
tive
lang
uage
..
..
143
IV.
C.
Crit
ical
rea
ding
1-44
1.Ju
dgin
g an
d ev
alua
ting
mat
eria
l in
light
of a
utho
r'san
d re
ader
's p
urpo
se...
...
144
2.D
istin
guis
hing
bet
wee
n fa
ct a
nd o
pini
on.
145
3.R
ecog
nizi
ng p
ropa
gand
a te
chni
ques
..
.14
64.
Com
parin
g an
d ju
dgin
g di
ffere
nt p
oint
s of
vie
w.
.14
7F
ootn
otes
148
Rea
ding
and
Stu
dy S
kills
in C
onte
nt A
reas
A.
Loca
ting
info
rmat
ion
..
.15
91.
Alp
habe
tizin
g15
22.
Usi
ng b
ooks
156
a.B
ook
title
s as
gui
de to
con
tent
s15
6b.
Tab
le o
f con
tent
s15
6c.
Inde
x..
..
.. .
.....
..
158
d.T
itle
page
and
cop
yrig
ht d
ate
..
..
..
.15
9e.
Glo
ssar
y an
d ap
pend
ix.
..
..
..
..
161
f.R
efer
ence
mat
eria
l...
..
.16
11)
Enc
yclo
pedi
a16
1a)
Lette
rs o
r nu
mbe
rs o
n vo
lum
e.
..
.16
1b)
Gui
de w
ords
..
..
.16
2c)
Key
wor
ds.
..
..
163
d)C
ross
ref
eren
ces
..
163
e)T
ypes
164
2)O
ther
ref
eren
ce m
ater
ial
..
..
..
.16
53,
Usi
ng th
e di
ctio
nary
..
.16
6a.
Gui
de w
ords..
.16
6b.
Dia
criti
cal m
arks
..
169
c.M
ultip
le m
eani
ngs
and
abbr
evia
tions
..
170
d.S
peci
al s
ectio
ns..
..
171
4.U
sing
the
libra
ry.
..
172
a.B
ook
card
s..
..
172
b.B
ook
loca
tion:
Car
d ca
talo
g.
173
1)D
ewey
dec
imal
sys
tem
..
.17
52)
Libr
ary
of C
ongr
ess
..
..
176
c.O
ther
sou
rces
..
..
177
5.In
terp
retin
g pi
ctor
ial m
ater
ials
..
178
a.G
raph
s an
d ch
arts
..
..
178
b.M
aps
and
glob
es.
..
.18
0c.
Mod
els
and
pict
ure
sets
..
.18
66.
Adj
ustin
g re
adin
g ra
te to
rea
ding
pur
pose
..
.18
6a.
Ski
mm
ing.
..
.18
6
b.S
cann
ing.
..
188
c.Le
isur
e.
..
190
d.C
ritic
al.
..
192
e.R
apid
rea
ding
..
.19
2
B.
Org
aniz
ing
info
rmat
ion
..
.19
41.
Org
aniz
ing
an o
utlin
e.
194
2.Lo
catin
g id
eas
and
supp
ortin
g fa
cts
..
197
3.C
ompo
sing
title
s.
..
..
..
..
198
4C
lass
ifyin
g pi
ctur
es, f
acts
,id
eas,
and
eve
nts
unde
rm
ain
head
ings
or
in c
ateg
orie
s.
..
..
.19
9
5.A
rran
ging
eve
nts,
fact
s,an
d id
eas
in s
eque
nce
..
200
6.S
umm
ariz
ing
..
..
201
7.M
akin
g si
mpl
e ta
ble
of c
onte
nts
..
.,
..
..
202
8.B
I iog
raph
ies
..
... .
......
.203
C.
Ora
l rea
ding
for
diag
nosi
s an
d ap
prec
iatio
n.
..
..
.20
41.
Enu
ncia
ting.
..
..
204
2.R
eadi
ng fo
r vo
ice
into
natio
n an
d qu
ality
..
206
3.F
eelin
g fo
r ch
arac
ter
..
.20
74.
Phr
asin
g..
..
209
5.D
evel
opin
g aw
aren
ess
of p
unct
uatio
n0
211
D.
Sile
nt r
eadi
ng s
kills
..
..
..
211
1.R
eadi
ng w
ithou
t voc
aliz
atio
n.
..
211
2.R
eadi
ng w
ithou
t hea
d m
ovem
ents
..
.21
2
3.R
eadi
ng w
ithou
t poi
ntin
g .
..
212
Foo
tnot
es.
..
213
Bib
liogr
aphy
.21
5
RE
AD
ING
TA
SK
FO
RC
E1-
12
Mis
s M
ary
Elle
n S
chw
artz
Rub
y T
hom
as E
lem
enta
ryM
rs. M
ary
Dav
isD
oris
Han
cock
Ele
men
tary
Mrs
. Ros
emar
y R
oske
Will
Bec
kley
Ele
men
tary
Mrs
. Bet
ty F
oste
rC
ashm
an J
unio
r H
igh
Mrs
. Ale
ne S
teph
ens
Dor
is H
anco
ck E
lem
enta
ryM
r. L
ewis
Wam
pler
Wes
tern
Hig
h
MU
LTI-
ME
DIA
SE
LEC
TIO
N C
OM
MIT
TE
E
J. M
ervi
n O
wen
s, C
hairm
anW
este
rn H
igh
Geo
rge
App
leto
nB
asic
Hig
hB
ill E
. Bis
sell,
Cha
irman
Lew
is E
. Row
e E
lem
enta
ryF
lore
nce
S. B
eebe
J. C
. Fi a
mon
t Jun
ior
Hig
hH
elen
G. B
onne
y, C
hairw
oman
Nel
lis E
lem
enta
ryJo
anne
W. P
ughs
ley
Cas
hman
Jun
ior
Hig
hM
ary
M. R
ader
Vai
l Pitt
man
Ele
men
tary
Dal
e L.
Ree
seV
alle
y H
igh
Kei
th H
. Bry
ner
Ira
J. E
arl E
lem
enta
ryG
eorg
e C
anno
nR
.O. G
ibso
n Ju
nior
Hig
hR
icha
rd W
. Crit
esR
.O. G
ibso
n Ju
nior
Hig
hV
era
E. R
usse
lH
ende
rson
Jun
ior
Hig
hP
hylli
s A
. Hof
fman
Pau
l E. C
ul le
y E
lem
enta
ryH
elen
Jyd
stru
pV
arie
ty S
choo
lG
eorg
e J.
Kup
ser
Vai
l Pitt
man
Ele
men
tary
Juan
ita T
. Ven
nF
ay H
erro
n E
lem
enta
ryLu
cille
M. L
ehm
anM
att K
elly
Ele
men
tary
Jean
C. R
hode
ham
elR
uby
Tho
mas
Ele
men
tary
CO
NS
ULT
AN
TS
Dr.
Phi
lip K
apfe
rR
esea
rch
Dire
ctor
Mis
s V
irgin
ia A
rnol
dM
acM
illan
Rub
y T
hom
as E
lem
enta
ry
Mrs
. Car
olyn
Jen
sen
D. C
. Hea
thM
r, F
rank
Tay
lor
Prin
cipa
l of L
a R
osa
Sch
ool
Tem
ple
City
, Cal
iforn
iaM
r. M
onte
Litt
ell
Cla
rk C
ount
y S
choo
l Dis
tric
t
4/41
11W
e
PH
ILO
SO
PH
Y
Rea
ding
is a
com
plex
thou
ght p
roce
ss th
aten
able
s th
e in
divi
dual
!ear
ner
to in
terp
ret
the
writ
ten
sym
bols
of h
is e
nviro
nmen
t. T
heim
port
ance
of p
rofic
ient
rea
ding
can
not
be o
vere
mph
asiz
ed. I
n th
e cu
rric
ulum
,rea
ding
isun
ique
ly a
sub
ject
in it
self
and
the
mos
t im
port
ant t
ool f
or th
e m
aste
rof
oth
er s
ubje
ct.
A r
eadi
ng p
rogr
am is
onl
y as
effe
ctiv
e as
its
end
resu
lt--t
o pr
oduc
e co
mpe
tent
rea
ders
who
rea
d fo
r bo
th in
form
atio
n an
dpl
easu
re.
With
the
child
's c
ultu
ral b
ackg
roun
das
wel
l as
his
phys
ical
, em
otio
nal ,
and
men
tal d
evel
opm
ent i
n m
ind,
the
teac
her
shou
ld s
elec
t fro
m a
var
iety
of n
ic.e
lic-ls
and
met
hods
thos
e be
st s
uite
d fo
r th
e in
di-
vidu
al's
pro
gres
s.
The
pur
pose
of t
his
guid
e is
to p
rovA
eth
e te
ache
r w
ith in
stru
ctio
nal o
bjec
tives
for
the
sequ
entia
l dev
elop
men
t of s
kills
that
will
er.
.4bl
e ea
ch c
hiid
to r
ead
inde
pend
-
ent1
;- a
nd c
ritic
ally
.W
ith th
isill
min
d, th
is g
uide
is o
ffere
d as
an
aid
to th
e
clas
sroo
m te
ache
r.
ii
RA
TIO
NA
LE
Alth
ough
it is
gen
eral
ly a
ccep
ted
that
rea
ding
is th
e m
ost i
mpo
rtan
t sub
ject
of t
hecu
rric
ulum
bey
ond
the
mid
dle
grad
es,
inst
ruct
ion
in th
is a
rea
has
been
neg
lect
ed.
The
fact
that
one
third
of o
ur s
tude
nts
are
poor
rea
ders
, tha
t ine
ffici
ent r
eadi
ng is
am
ajor
cau
se o
f our
hig
h sc
hool
dro
pout
pro
blem
, and
that
ther
e ha
s be
en a
n au
tom
atio
n an
d kn
owle
dge
expl
osio
n m
akes
the
need
for
effe
ctiv
e re
adin
g ev
en m
ore
impe
ra-
tive
than
it h
as b
een
in th
e pa
st.
The
pro
blem
is n
ot th
e ne
cess
ity fo
r re
adin
g tr
aini
ng b
ut r
athe
r of
whe
n, w
here
, and
how
to u
tiliz
e an
d ad
opt m
ater
ials
, met
hods
, and
tech
niqu
es to
brin
g ab
out m
axim
umre
sults
for
each
stu
dent
.T
he fo
cus
of th
is r
eadi
ng c
urric
ulum
gui
de is
on
the
child
and
his
indi
vidu
al b
asic
nee
ds.
The
rea
ding
ski
lls a
re a
rran
ged
in a
con
tinuu
m s
oth
at th
e st
uden
t may
exp
erie
nce
succ
ess
at e
ach
leve
l of e
ndea
vor
and
proc
eed
to th
ene
xt le
vel a
t his
ow
n pa
ce r
egar
dles
s of
his
age
or
grad
e pl
acem
ent.
iii
I NT
RO
DU
CT
ION
To
the
teac
her:
The
inte
nt o
f the
Rea
ding
Gui
de is
to e
stab
lish
guid
elin
es w
ith a
con
cern
for
a co
n-tin
uum
from
gra
des
one
thro
ugh
twel
ve. T
o ai
dth
e te
ache
r, th
e gu
ide
is c
ompi
led
and
colo
r-co
ded
by s
kills
and
is c
ontin
uous
from
grad
e on
e th
roug
h tw
elve
as
wel
l as
tape
-cod
ed to
indi
cate
leve
ls a
t whi
ch th
e va
rious
skill
s ar
e in
trod
uced
for
the
low
er,
mid
dle,
and
uppe
r gr
ades
. For
eac
h sk
ill a
ndsu
b-sk
ill g
ener
al b
ehav
iora
l obj
ectiv
esan
d te
achi
ng te
chni
ques
hav
e be
en s
ugge
sted
.T
he a
ppen
dix
cont
ains
wor
d lis
ts, i
n-fo
rmal
dia
gnos
tic te
sts,
ski
lls c
heck
list
s, a
ndot
her
rela
ted
mat
eria
l.H
opef
ully
,th
e te
ache
rs o
f rea
ding
will
use
this
gui
de a
s an
aid
to th
eir
inst
ruct
ion.
Ade
quat
e m
ater
ials
with
a w
ide
rang
e of
inte
rest
shou
ld b
e se
cure
d to
mee
t the
indi
-vi
dual
nee
ds o
f eac
h st
uden
t and
cre
ate
a fa
vora
ble
attit
ude
tow
ard
read
ing
and
toav
oid
frus
trat
ion
and
a di
slik
e fo
r re
adin
g. A
goo
dte
ache
r w
ill c
onst
antly
sea
rch
for
new
mat
eria
ls a
nd m
etho
ds to
hel
p m
eet
the
indi
vidu
alne
eds
of e
ach
stud
ent.
The
med
ia s
ectio
n of
the
guid
e w
ill b
eof g
reat
assi
stan
ce to
the
teac
her.
iv
51005
oc
ckgc\\\
oc\
.:\Se\f`g
eco
Compce\-yet\sof\
c)\4.0s
\ec'S`c`g
c'f`6
36s1
cD\c\\s
1-12
continuum
1-12
continuum
1-12
continuum
1-12
continuum
acui
tyan
alys
isau
dito
ry a
cuity
audi
tory
dis
crim
inat
ion
basa
l rea
der
appr
oach
basa
l rea
ding
blen
dco
mpo
und
phon
ogra
mco
nfig
urat
ion
cons
onan
tsC
ontr
olle
d R
eade
r
GLO
SS
AR
Y O
F P
.EA
D!N
G T
ER
MS
shar
pnes
s or
kee
nnes
sta
king
apa
rt o
r br
eaki
ng d
own
into
sm
alle
r el
emen
tsle
vel o
f sen
sitiv
ity, k
eenn
ess
of h
earin
g ab
ility
abili
ty to
dis
crim
inat
e be
twee
n so
unds
the
deve
lopm
ent o
f bas
ic r
eadi
ng a
bilit
ies
and
skill
s by
mea
ns o
f spe
cial
text
book
s or
read
ers
a ty
pe o
f rea
ding
usu
ally
don
e du
ring
a de
velo
pmen
tal o
r di
rect
ed r
eadi
ng p
erio
d w
ithba
sal r
eade
rsth
e fu
sion
of t
wo
(or
mor
e) s
ound
s in
a w
ord
with
out l
oss
of id
entit
y of
eith
er s
ound
a ph
onic
ele
men
t tha
t doe
s no
t mak
e a
wor
d by
itse
lf, e
.g.,
bl, i
te, i
ght,
oupa
ttern
, gen
eral
form
, or
shap
e of
a w
ord
soun
ds fo
rmed
by
the
obst
ruct
ion
of th
e br
eath
str
eam
as it
flow
s th
roug
h th
e m
outh
a m
odifi
ed fi
lmst
rip p
roje
ctor
that
exp
oses
pro
ject
ed p
rinte
d m
ater
ial c
ontin
uous
lyth
roug
h a
mov
ing
slot
at v
aria
ble
spee
dsid
entif
ying
a n
ew r
eadi
ng w
ord
by a
ntic
ipat
ion
of th
e m
eani
ngor
thro
ugh
the
wor
dsan
d id
eas
adja
cent
to th
e ne
w w
ord
two
lette
rs r
epre
sent
ing
one
soun
d, e
.g.,
aitw
o so
unds
that
are
so
clos
ely
blen
ded
toge
ther
that
they
giv
e th
e im
pres
sion
of o
neso
und,
e.g
., of
and
ow
the
deve
lopm
ent o
f bas
ic r
eadi
ng s
kills
and
abi
litie
s th
roug
h ex
perie
nces
-- th
e us
e of
lang
uage
-typ
e an
d re
adin
g-ty
pe e
xper
ienc
e re
cord
s to
dev
elop
initi
al r
eadi
ng s
kills
and
othe
r ab
ilitie
sth
e di
stan
ce b
etw
een
the
poin
t bei
ng r
ead
(in o
ral r
eadi
ng)
and
the
poin
t at t
he r
ight
whe
re th
e ey
es a
re d
irect
ed -
in o
ral r
eadi
ng th
e ey
es a
re u
sual
ly a
head
of t
he v
oice
com
bina
tions
of c
onso
nant
s an
d vo
wel
s us
ed a
s a
basi
s fo
r an
alys
is, e
.g.,
at fa
mily
bat,
cat,
fat,
mat
the
leng
th o
f tim
e re
quire
d fo
r th
e ey
es to
fix
on a
giv
en p
art o
f n li
ne in
rea
ding
iden
tifyi
ng o
r de
sign
atin
g a
grou
p of
wor
ds b
y pl
acin
g on
e ha
nd a
t eac
h en
d of
the
grou
pin
depe
nden
t rea
ding
for
info
rmat
ion
or p
leas
ure
the
leve
l at w
hich
the
indi
vidu
al is
thw
arte
d or
baf
fled
by th
e di
fficu
lty o
f the
rea
ding
mat
ter
cont
ext c
lue
digr
aph
diph
thon
g
expe
rienc
e ap
proa
ch
eye-
voic
e sp
an
fam
ilies
fixat
ion
paus
efr
amin
g w
ords
free
rea
ding
frus
trat
ion
leve
l
vi
Key
ston
e R
eadi
ng P
acer
kine
sthe
ticlis
teni
r g
voca
bula
rylis
teni
ng c
ompr
ehen
sion
leve
l.
.
phon
eme
phon
etic
ana
lysi
s
phon
etic
wor
dph
onet
ics
phon
ics
phon
ogra
mpi
ctur
e cl
ue
read
ines
sre
adin
g_r
eadi
ng r
eadi
ness
regr
essi
ve e
ye m
ovem
ent
reve
rsal
tend
ency
sigh
t wor
dS
kim
mer
spea
king
voc
abul
ary
spel
ling
voca
bula
ryS
.R.A
. rea
ding
acc
eler
ator
.
Tac
hist
osco
pevi
sual
mem
ory
span
voca
bula
ry d
evel
opm
ent
a fr
amed
hol
der
for
read
ing
mat
eria
l with
a m
otor
-pro
pel l
ed m
etal
rod
des
cend
ing
sens
atio
ns a
risin
g fr
om b
ody
mov
emen
tsnu
mbe
r of
wor
ds u
nder
stoo
d w
hen
hear
dth
e hi
ghes
t rea
ding
leve
l at w
hich
the
irdiv
idua
lca
n co
mpr
ehen
d m
ater
ial r
ead
to h
ima
grou
p, o
r fa
mily
, or
rela
ted
soun
dsth
e an
alys
is o
f a w
ord
into
its
phon
etic
ele
men
ts fo
r pr
onun
ciat
ion
purp
ose
--co
mm
only
use
d as
a s
ynon
ym fo
r ph
onic
sa
wor
d th
at is
pro
noun
ced
who
lly o
r in
par
t acc
ordi
ng to
pho
netic
prin
cipl
esth
e sc
ienc
e of
spe
ech
soun
dsth
e sc
ienc
e of
spe
ech
soun
ds a
s ap
plie
d to
rea
ding
a le
tter
or g
roup
of l
ette
rs fo
rmin
g a
spee
ch s
ound
- a
wor
d el
emen
tan
ele
men
t in
a pi
ctur
e th
at g
ives
mea
ning
to o
ne p
art o
f the
con
text
or
the
use
of a
nill
ustr
atio
n to
get
the
gene
ral t
hem
e or
sig
nific
ance
of a
uni
t of r
eadi
ng m
ater
ial
a ph
ysic
al, m
enta
l, an
d em
otio
nal p
repa
redn
ess
for
a gi
ven
lear
ning
act
ivity
the
inte
rpre
tatio
n of
prin
ted
sym
bols
- re
cons
truc
ting
the
fact
s be
hind
vis
ual s
ymbo
lsa
gene
ral d
evel
opm
ent r
esul
ting
in a
des
ire, m
enta
l abi
lity,
and
phy
sica
l cap
acity
for
a gi
ven
type
of r
eadi
ng p
rogr
amrig
ht to
left
retu
rn o
f one
or
both
eye
s du
ring
read
ing
the
tend
ency
of i
mm
atur
e ch
ildre
n or
of c
hild
ren
who
hav
e pr
actic
ed im
mat
ure
habi
tsto
rev
erse
or
conf
use
lette
rs a
nd w
ord
form
sa
wor
d th
at is
mem
oriz
ed o
r re
cogn
ized
as
a w
hole
th;s
dev
ice
is p
rimar
ily a
rat
e m
otiv
ator
and
tim
ing
mon
itor
wor
ds u
sed
corr
ectly
in s
peec
hw
ords
spe
lled
corr
ectly
in w
ritin
gan
inst
rum
ent w
ith a
ste
el s
hutte
r th
at is
mec
hani
cally
pro
pelle
d do
wn
the
page
use
d to
forc
e th
e re
ader
to m
ake
few
er fi
xatio
ns p
er li
ne o
f prin
t, re
duce
fixa
tion
time,
and
disc
oura
ge r
egre
ssio
nsa
devi
ce fo
r th
e ra
pid
expo
sure
of r
eadi
ng m
ater
ials
the
num
ber
of r
elat
ed o
r un
rela
ted
item
s th
at c
an o
e re
calle
d im
med
iate
ly a
fter
seei
ngth
em p
rese
nted
exte
ndin
g w
ord
mea
ning
svi
i
voca
lizat
ion
mov
emen
t of l
ips,
tong
ue, o
r vo
cal a
ppar
atus
of t
he th
roat
vow
elan
uno
bstr
ucte
d so
und
calle
d an
ope
n so
und
beca
use
it is
mad
e w
ith o
pen
thro
at,
mou
th, t
eeth
, and
lips
who
le w
ord
met
hod
wor
d an
alys
is w
ithou
t the
phy
sica
l sep
arat
ion
of th
e w
ord
into
its
phon
etic
or
stru
ctur
al e
lem
ents
wor
d an
alys
isth
e an
alyz
ing
of a
"ne
w"
or o
f an
unle
arne
d "o
ld"
wor
d in
to k
now
n el
emen
ts fo
r th
epu
rpos
e of
iden
tific
atio
nw
ord
disc
rimin
atio
nth
e ab
ility
to d
istin
guis
h be
twee
n th
e fo
rms
or c
onfig
urat
ion
of w
ords
wor
d re
cogn
ition
iden
tific
atio
n of
a w
ord
by m
eans
of a
con
text
clu
e or
ski
ll in
ana
lysi
s of
the
wor
d fo
rm
viii
SK
ILLS
I.Li
sten
ing
Ski
lls
A.
Pas
sive
or
mar
gina
l
1.R
eprin
ted
with
the
perm
issi
onan
d E
lizat
ath
F. R
usse
ll, L
ist
Tea
cher
s C
olle
ge P
ress
), c
19
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en n
umer
ous
liste
ning
opp
ortu
nitie
s,th
e st
uden
t will
be
able
to r
espo
ndat
tent
ivel
y.
f the
pub
lishe
r fr
om D
avid
H. R
usse
llni
ng A
ids
Thr
ough
the
Gra
des
(New
Yor
k:9,
Tea
cher
s C
olle
ge, C
olum
bia
Uni
vers
ity.
Stu
dent
s m
aybe
taug
ht to
list
en b
y be
ing
quie
t and
isol
atin
g an
den
umer
atin
g as
man
y so
unds
as
poss
ible
. The
sou
ndm
ay b
e ne
aror
far,
loud
or
soft,
hig
h or
low
,ani
mal
sou
nds,
mys
tery
sou
nds.
(a g
ame
with
eye
s cl
osed
in w
hich
the
stud
ent
gues
ses
wha
t is
mak
ing
the
nois
es )
Pla
y W
ho A
m I?
One
stu
dent
is s
ent j
ust o
utsi
de th
e do
or.T
hete
ache
r po
ints
to a
stu
dent
,who
then
cal
ls o
ut, "
Who
am I?
"If
the
liste
ner
can
tell
who
is c
,!lin
g, h
esa
ys, "
I hea
r."
If a
fter
thre
e gu
esse
s he
can
't id
entif
y th
e sp
eak-
er, h
e ta
kes
his
seat
.1
The
teac
her
may
use
a s
erie
s of
pic
ture
s th
at d
escr
ibe
an e
vent
or a
pro
cess
suc
h as
fros
ting
a ca
ke, m
akin
g a
vale
ntin
e,ca
rv-
ing
a ja
ck-o
-lant
ern
, etc
.T
ell a
bout
the
pict
ure
but o
mit
one
of th
e st
eps
and
have
the
stud
ents
find
the
step
om
itted
.
Rid
dles
are
fun.
The
stu
dent
may
cre
ate
his
own.
Her
e is
one
.
I am
tall.
I gro
w in
a g
arde
n.I w
ear
a gr
een
dres
s.I h
ave
on a
brig
ht h
at.
I am
ver
y be
autif
ul.
Wha
t am
I?
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
A.
Pas
sive
or
;nar
gina
l(c
ontin
ued)
B.
App
reci
ativ
e
Giv
en o
ppor
tuni
ties,
the
stud
ent w
ill b
eab
le to
list
en p
assi
vely
for
a sh
ort p
erio
dof
tim
e to
a s
peak
er a
s so
met
hing
is b
eing
read
.
Giv
en o
ppor
tuni
ties,
the
stud
ent w
ill
liste
n re
gard
less
of o
rdin
ary
dis-
trac
tions
,in
crea
se a
ttent
ion
span
from
ten
tofif
teen
min
utes
, and
be a
ble
to s
it fa
rthe
r fr
om th
e sp
eake
ran
d st
ill li
sten
atte
ntiv
ely.
Giv
en n
umer
ous
liste
ning
opp
ortu
nitie
s,th
e st
uden
t will
be
able
to r
espo
nd in
an
appr
ecia
tive
man
ner.
The
teac
her
may
take
stu
dent
s on
a fi
eld
trip
aro
und
the
scho
oto
list
en to
all
the
soun
ds a
roun
d th
em.
The
stu
dent
s m
ay p
lay
a go
od m
argi
nal l
iste
ning
gam
e su
ch a
sm
usic
al c
hairs
.
The
stu
dent
s m
ay d
ram
atiz
e ac
tion
poem
s su
ch a
s "T
he P
iggy
-ba
ck M
erry
-Go-
Rou
nd."
2
Afte
r se
tting
up
cond
ition
s co
nduc
ive
to li
sten
ing,
the
teac
her
may
hav
e th
e st
uden
ts li
sten
to a
spe
aker
(or
tape
) re
latin
g a
brie
f nar
rativ
e of
inte
rest
to th
e ag
e le
vel.
Mak
ing
sure
the
stud
ents
can
hea
r cl
early
with
no
dist
ract
ions
betw
een
liste
ner
and
spea
ker,
the
teac
her
may
(1)
(2)
have
som
e st
uden
ts li
sten
to s
peak
er, r
eade
r, o
r ta
pew
hile
oth
ers
cont
inue
in q
uiet
act
iviti
es a
ndha
ve s
tude
nts
liste
n to
long
er s
elec
tions
of m
usic
,na
rrat
ions
, fic
tion,
etc
., th
at is
adj
uste
d to
thei
rin
tere
st le
vel.
The
teac
her
may
pla
y m
usic
and
hav
e th
e st
uden
t pai
nt, d
raw
,tin
gerp
aint
whi
le th
e m
usic
is p
layi
ng.
The
teac
her
may
pro
vide
cho
ral s
peak
ing
oppo
rtun
ities
for
care
ful l
iste
ning
,so
stud
ents
may
wor
k ou
t pat
tern
s of
thei
r ow
n
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
3
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
use
a "
roun
d-ro
bin"
list
enin
g dr
ill.
One
stud
ent w
ill s
ay a
wor
d, a
sec
ond
stud
ent r
epea
ts it
and
add
san
othe
r w
ord
and
so o
n un
til a
sen
tenc
e re
sults
.
The
teac
her
may
hav
e th
e st
uden
ts c
reat
e a
"rou
nd-r
obin
"st
ory.
One
stu
dent
tells
the
first
sen
tenc
e, a
sec
ond
the
next
,et
c., u
ntil
the
last
stu
dent
(or
teac
her)
end
s th
e st
ory.
The
stu
dent
s m
ay li
sten
to r
ecor
ding
s an
d dr
amat
ize
the
idea
ssu
gges
ted
by th
e m
usic
or
stor
ies.
The
teac
her
may
rea
d a
poem
to th
e st
uden
ts. T
he s
tude
nts
may
dra
w a
pic
ture
sho
win
g ev
eryt
hing
they
rem
embe
r ab
out
the
poem
.
The
stu
dent
may
use
fing
erpl
ays
to d
evel
op g
ood
liste
ning
habi
ts.
The
stu
dent
may
pla
y th
e ga
me,
"T
he T
iger
Hun
t." T
his
is a
stor
y of
the
tiger
hun
t whe
re s
tude
nts
use
thei
r ha
nds
to d
ram
a-tiz
e th
e st
ory
as th
e te
ache
r te
lls it
.
The
teac
her
may
hav
e th
e st
uden
t lis
ten
to T
V c
omm
erci
als
and
then
rep
rodu
ce th
eir
favo
rites
as
clos
ely
as p
ossi
ble.
The
teac
her
may
hov
e th
e st
uden
ts li
sten
to fo
lk d
ance
s an
dac
com
pany
the
mus
ic w
ith s
impl
e rh
ythm
inst
rum
ents
.
SK
ILLS
INS
TW
CT
ION
AL
OB
JEC
TIV
ES
B.
App
reci
ativ
e (c
ontin
ued)
C.
Atte
ntiv
e
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
Giv
en li
sten
ing
situ
atio
ns, t
he s
tude
ntw
ill b
e ab
le to
sho
w a
ppre
ciat
ion
for
rhyt
hmic
pat
tern
s of
syl
labl
es w
ithin
wor
ds a
nd p
oem
s.
Giv
en a
teac
her-
dire
cted
list
enin
g si
tua-
tion,
the
stud
ent w
ill b
e ab
le to
res
pond
by d
escr
ibin
g hi
s re
actio
n (li
kes
and
dis-
likes
) to
the
sele
ctio
n.
Giv
en v
ario
us li
sten
ing
situ
atio
ns, t
hest
uden
t will
res
pond
in a
n at
tent
ive
man
ner.
The
teac
her
may
hav
e th
e st
uden
ts w
hose
nam
es b
egin
with
the
som
e so
und
(like
Ned
, Nan
cy, N
atha
n or
Joc
k, J
erry
, and
Jose
phin
e) c
ome
to th
e fr
ont o
f the
cla
ss a
nd s
tand
ina
row
.H
ave
the
who
le c
lass
pro
noun
ce th
eir
nam
es c
lear
ly a
nd te
llw
ith w
hat l
ette
r th
ey b
egin
.4
The
teac
her
may
pro
vide
opp
ortu
nitie
s fo
r th
e st
uden
tsto
use
and
hear
wor
ds o
r po
ems
and
repe
at th
e rh
ythm
icpa
ttern
by
clap
ping
han
ds, t
appi
ng w
itha
penc
i!, e
tc.
The
teac
her
may
pla
y re
cord
s an
d ta
pes
on v
arie
d su
bjec
ts,e
.glit
erar
y cl
assi
cs, a
nd a
llow
eac
h st
uden
t abs
olut
e fr
eedo
m o
fIII
expr
essi
on a
s to
why
he
likes
or
disl
ikes
the
sele
ctio
ns.
The
teac
her
may
rea
d st
orie
s th
at d
raw
atte
ntio
nto
the
valu
eof
list
enin
g to
sou
nds,
wor
ds, l
ette
rs,
or s
ente
nces
.
The
teac
her
may
use
a p
uppe
t tha
t vis
its th
e cl
ass
with
spe
cial
surp
rises
.H
e sp
eaks
sof
tly, a
nd s
tude
nts
mus
t lis
ten
care
fully
to h
ear
him
.
The
teac
her
may
set
up
a lis
teni
ng a
ctiv
ity b
y fo
ldin
ga
piec
eof
car
dboa
rd to
mak
e a
scre
en to
con
ceal
ten
item
son
a ta
ble.
Hav
e th
e st
uden
ts n
umbe
r th
eir
pape
rs fr
om 1
-10.
Cal
la
num
ber
and
mak
e th
e so
und
of th
at it
em.
Let t
he s
tude
nts
writ
e do
wn
wha
t the
y th
ink
the
soun
d is
.T
his
activ
ity m
ayal
so b
e co
nduc
ted
with
ora
l res
pons
es.
Som
e id
eas
for
soun
d m
aker
s ar
e th
e fo
llow
ing:
1.P
ourin
g w
ater
from
one
gla
ss to
ano
ther
.2.
Bou
ncin
g a
rubb
er b
all.
(Con
tinue
d be
low
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
3.T
urni
ng a
n eg
g be
ater
.4.
Rub
bing
two
sand
blo
cks
toge
ther
.5.
Hitt
ing
toge
ther
two
rhyt
hm s
ticks
.6.
Crin
klin
g ce
lloph
ane.
7.H
ittin
g a
tria
ngle
.8.
Sna
ppin
g a
piec
e of
ela
stic
.0.
Letti
ng th
e ai
r ou
t of a
bal
loon
.10
.P
layi
ng a
mus
k bo
x.3
Stu
dent
s m
ay p
lay
a ga
me
clas
sify
ing
obje
cts
as "
soun
ds a
tho
me,
" "s
ound
s on
the
play
grou
nd,"
etc
.
The
teac
her
may
tape
sou
nds
at h
ome
-- w
ater
drip
ping
,re
frig
erat
or d
oor
clos
ing,
sta
rtin
g th
e w
ashi
ng m
achi
ne,e
tc.
The
se c
an b
e us
ed in
var
ious
way
s--
in g
ames
, cre
ativ
e w
ritin
g,et
c.
Stu
dent
s cG
n ta
pe s
ound
s to
brin
g to
sch
ool .
Stu
dent
s m
ay m
ake
up s
torie
s us
ing
soun
ds in
stea
d of
wor
ds.
The
teac
her
may
pla
y re
cord
ings
of m
usic
al s
ketc
hes
on th
epi
ano.
Stu
dent
s co
mpa
re t'
nem
for
liken
esse
s an
d di
ffere
nces
.
-
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
C.
Atte
ntiv
e (c
ontin
ued)
Giv
en v
ario
us li
sten
ing
exer
cise
s, th
est
uden
t will
be
able
to
iden
tify
liken
esse
s an
d di
ffere
nces
inw
ord
soun
d pa
ttern
s,he
ar d
iffer
ence
s in
the
voic
ed a
ndun
voic
ed b
egin
ning
con
sona
ntso
unds
,re
peat
brie
f ora
l ass
ignm
ent,
com
pute
one
-ste
p ar
ithm
etic
pro
b-le
m, a
ndre
peat
a n
umbe
r of
unr
elat
ed w
ords
.
6
The
teac
her
may
giv
e th
e st
uden
tan
exe
rcis
e in
whi
ch h
e m
ust
iden
tify
part
s of
the
wor
ds h
avin
g th
e sa
me
soun
d,al
thou
gh th
eso
und
may
not
nec
essa
rily
be m
ade
up o
f the
sam
e le
tter
com
-bi
natio
n.
trea
tge
ese
fierc
etr
ayve
ilpa
infu
l
The
teac
her
may
hav
e th
e st
uden
ts d
iscr
imin
ate
betw
een
the
voic
ed a
nd u
nvoi
ced
begi
nnin
g co
nson
ant s
ound
s.
Voi
ced
this
that
they
them
wat
erw
itch
Unv
oice
dth
irdth
ick
thro
ugh
whi
chw
hen
The
teac
her
may
giv
e a
brie
f ora
l ass
ignm
ent o
fno
mor
e th
anth
ree
step
s an
d ha
ve s
tude
nt r
epea
t thi
s as
sign
men
t to
anot
her
stud
ent w
ho w
as o
f pre
sent
at t
he ti
me
the
assi
gnm
ent w
asor
igin
ally
giv
en.
The
teac
her
may
rea
d a
one-
step
pro
blem
as "
Wha
t is
the
pric
e of
two
appl
es if
eac
h ap
ple
cost
s 21
0" a
nd h
ave
the
stud
ent c
ompu
te th
is p
robl
em m
enta
lly.
The
teac
her
may
rea
d gr
oups
of u
nrel
ated
wor
ds a
nd h
ave
the
stud
ent r
ewrit
e th
ese
wor
ds.
The
teac
her
may
incr
ease
the
num
ber
of w
ords
unt
il th
e st
uden
tca
n no
long
er r
epea
t all
ofth
em.
List
ed b
elow
are
exa
mpl
es.
gong
lam
_ SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en v
ario
us li
sten
ing
oppo
rtun
ities
,th
e st
uden
t will
be
able
to
(1)
(2)
(3)
(4)
follo
w a
four
-ste
p di
rect
ion
with
aph
ysic
al .a
ovem
enr,
do a
two-
step
men
tal a
rithm
etic
proL
lem
,re
cogn
ize
dial
ect d
iffer
ence
s, a
ndhe
ar c
olor
and
moo
d w
ords
.
act,
edito
r, c
ondu
ct, v
isit,
pro
tect
, gov
ern,
inte
nt, t
ailo
r,ar
my,
nor
th, c
ol!c
f, co
llect
.
The
teac
her
may
hav
e st
uden
ts p
lay
"Cla
ppin
g N
umbe
r G
ame.
"E
ach
stud
ent i
s gi
ven
a nu
mbe
r an
d al
l cla
p th
eir
knee
s an
dha
nds
in u
niso
n. T
he s
tude
nt w
ho is
"it"
sna
ps fi
nger
s an
dre
peat
s hi
s ow
n nu
mbe
r, s
naps
fing
ers
agai
n an
d re
peat
s th
enu
mbe
r of
ano
ther
stu
dent
who
is th
en "
it."
The
gam
e co
n-tin
ues
in th
is m
anne
r.
The
teac
her
may
hav
e st
uden
ts c
ompu
te th
eir
own
grad
e by
mul
tiply
ing
the
num
ber
mis
sed
and
subt
ract
ing
from
100
.
Sug
gest
ed a
ctiv
ities
on
the
reco
gniti
on o
f dia
lect
diff
eren
ces
can
be fo
und
on p
ages
18
in th
e A
ppen
dix.
The
teac
her
may
hav
e th
e st
uden
ts c
ompl
ete
the
follo
win
gph
rase
s to
cre
ate
colo
r an
d m
ood:
as b
right
as
as b
lack
as
as s
torm
y as
as h
appy
as
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
C.
Atte
ntiv
e (c
ontin
ued)
D.
Res
pons
ive
Giv
en a
wid
e ch
oice
of l
iste
ning
oppo
r-tu
nitie
s, th
e st
uden
t will
be
able
tose
lect
inde
pend
ently
aud
itory
med
ia fo
r
(1)
(2)
(3)
his
teac
her-
dire
cted
ass
ignm
ents
,hi
s se
lf-in
itiat
ed p
roje
cts,
and
his
own
leis
ure
enjo
ymen
t.
Giv
en a
mpl
e lis
teni
ng o
ppor
tuni
ties,
the
stud
ent w
ill b
e ab
le to
(1)
resp
ond
by d
irect
ing
his
gaze
the
maj
ority
of t
he ti
me
on th
e sp
eake
ran
d,(2
)in
crea
se th
e le
ngth
of l
iste
ning
tim
eth
at is
com
fort
able
for
him
.
Giv
en a
sho
rt c
omm
and,
the
stud
ent w
illbe
abl
e to
res
pond
imm
edia
tely
to th
atco
mm
and.
The
teac
her
may
pro
vide
free
per
iods
for
all s
tude
nts
to b
row
sed
abou
t and
list
en to
tape
s, r
ecor
ding
s, a
nd b
road
cast
s in
list
en-m
iin
g ce
nter
s
The
teac
her
may
giv
e ad
equa
te o
ppor
tuni
ties
for
each
stu
dent
to a
pply
list
enin
g sk
ills
iv a
ttend
ing
scho
ol a
ssem
blie
s,he
ar-
ing
spee
ches
giv
en b
y re
sour
ce s
peak
ers,
and
par
ticip
atio
n in
vario
us c
lass
room
act
iviti
es in
volv
ing
liste
ning
.
The
teac
her
may
hav
e th
e st
uden
t pla
y "S
imon
Say
s" ty
peof
gam
es. "S
imon
Say
s ta
ke tw
ost
eps
forw
ard.
Tak
e on
e ho
p ba
ckw
ards
."
The
teac
her
may
rea
d rid
dles
to th
e cl
ass
such
as:
Que
stio
n:"I
f you
rdog
ate
your
boo
k, w
hat w
ould
you
do?"
Ans
wer
:"I
wou
ldtg
keth
e w
ords
rig
ht o
ut o
f his
mou
th."
The
teac
her
may
hav
e th
e st
uden
t fin
ish
rhym
es s
uch
as:
Sal
ly S
wee
t you
sur
e ar
e(n
eat)
Sus
ie B
lack
cro
ssed
the
(tra
ck)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
-9
The
stu
dent
s m
ay c
reat
egr
oup
rhym
es. T
he c
lass
is d
ivid
edin
to fo
ur o
r fiv
e gr
oups
. A le
ader
is c
hose
n fo
r ea
chgr
oup.
Eac
h gr
oup
is g
iven
a c
ard
with
a w
ord
that
is to
be
used
as
the
rhym
ing
wor
d. W
ords
rec
ently
in:io
duce
d in
to th
ere
ad-
ing
voca
bula
ry a
re u
sefu
l.
For
exa
mpl
e, th
e w
ords
"tr
ee,"
"wen
t," a
nd "
fun"
mig
ht b
e us
ed. E
ach
grou
p is
to m
ake
upa
com
plet
e rh
yme,
usi
ng th
e w
ord
they
hav
e be
en g
iven
,and
prac
tice
sayi
ng it
in u
niso
n. W
hen
the
clas
sco
mes
toge
ther
,ea
ch g
roup
say
s its
rhy
me
and
the
othe
r ch
ildre
n id
entif
y th
erh
ymin
g w
ords
. The
follo
win
g rh
ymes
are
typi
c.cl
it
Kitt
en c
limbe
d up
in th
e tr
eeW
hen
the
pupp
y sh
e di
d se
e.
The
dog
.aw
the
tent
And
in h
e w
ent.7
The
stu
dent
s m
ay p
lay
"I A
m T
hink
ing
ofa
Wor
d" g
ame.
"The
teac
her
says
, 'I a
m th
inki
ng o
f a w
ord
that
tells
som
ethi
ng c
old
you
like
to e
at--
ice
crea
m.'
Whe
nth
e ch
ildre
n ha
ve b
ecom
e ac
cust
omed
to th
isty
pe o
fga
me,
a le
ader
from
the
grou
p m
ay b
e se
lect
ed. T
hech
ild w
ho g
uess
es th
e co
rrec
t wor
d is
then
allo
wed
to b
e th
e ne
xt le
ader
."8
A "
good
list
ener
s" c
hart
may
be
mad
e an
d di
scus
sed.
Goo
d Li
sten
ers
1. G
et r
eady
to li
sten
.2.
Thi
nk o
f wha
t the
spe
aker
is s
ayin
g.3.
Be
read
y to
talk
abo
ut w
hat h
as b
een
said
.9
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
D.
Res
pons
ive
(con
tinue
d)
E.
Ana
lytic
al
Giv
en li
sten
ing
oppo
rtun
ities
, the
stu
dent
(1)
(2)
can
hear
sto
ppin
g po
ints
in a
nex
erci
se a
ndpr
ovid
e m
odify
ing
wor
ds (
adje
ctiv
esan
d ad
verb
s) to
mak
e th
e se
nten
cem
ore
prec
ise.
Giv
en th
ree-
part
ora
l dire
ctio
ns b
y th
ete
ache
r, th
e st
uden
t will
be
able
to
(1)
(2)
repe
at th
e di
rect
ions
acc
urat
ely
toan
othe
r an
dca
rry
out t
he in
stru
ctio
ns c
orre
ctly
.
Giv
en li
sten
ing
oppo
rtun
ities
, the
stu
dent
will
be
able
to
(1)
iden
tify
mai
n id
eas
from
spe
eche
s,de
bate
s, a
nd p
anel
dis
cuss
ions
;(2
)is
olat
e ph
rase
s th
at a
nsw
er q
uest
ions
;an
d(3
)ga
in s
peci
fic in
form
atio
n fr
om c
on-
duct
ing
a si
mpl
e in
terv
iew
.
Giv
en li
sten
ing
oppo
rtun
ities
, the
stu
dent
will
be
able
;-,)
iden
tify
figur
es o
f spe
ech
and
be a
ble
to g
ain
spec
ific
info
rmat
ion
from
con
duct
ing
a si
mpl
e in
terv
iew
.
Giv
en v
aryi
ng m
ater
ial o
f app
ropr
iate
leng
th, t
he s
tude
nt w
ill b
e ab
le to
answ
er p
ertin
ent q
uest
ions
con
cern
ing
that
mat
eria
l.
-10-
1
The
teac
her
may
rea
d or
ally
an
exer
cise
with
no
rega
rd fo
rth
e pu
nctu
atio
n, a
nd th
e st
uden
t will
iden
tify
the
num
ber
ofse
nten
ces
or p
hras
es. T
he te
ache
r m
ay r
ead
a ba
se s
ente
nce
(The
dog
ran
to th
e ho
use.
), a
nd th
e st
uden
t will
pro
vide
the
mod
ifyin
g w
ords
, e.g
., T
he d
og r
an s
wift
ly to
the
wel
com
ing
hous
e.
The
teac
her
may
dic
tate
thre
e-pa
rt d
irect
ions
to s
tude
nts
as:
The (1)
(2)
(3)
Tur
n to
pag
e 64
.R
ead
the
fifth
par
agra
ph.
Loca
te th
e to
pic
sent
ence
.
teac
her
may
pro
vide
situ
atio
ns in
whi
ch th
e st
uden
t will
hear
pan
el d
iscu
ssio
ns, s
peec
hes,
and
lect
ures
and
nam
e th
e m
ain
idea
s;be
abl
e to
giv
e co
rrec
t res
pons
es to
que
stio
ns a
fter
liste
ning
to a
n or
al e
xerc
ise;
and
liste
n an
d ob
tain
spe
cific
info
rmat
ion
from
moc
kin
terv
iew
s.
The
teac
her
may
pro
vide
list
enin
g si
tuat
ions
that
con
tain
figur
ativ
e la
ngua
ge p
atte
rns
to w
hich
the
stud
ent w
ill li
sten
and
iden
tify
the
figur
es o
f spe
ech.
Ref
er to
pag
es 1
30-1
33.
The
stu
dent
may
kee
p a
reco
rd o
f all
soun
d he
ard
durin
g a
give
n pe
riod
of ti
me.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
The
teac
her
may
pro
vide
for
scie
nce
expe
rimen
ts a
nd d
emon
-st
ratio
ns th
at d
evel
op a
naly
tical
list
enin
g.
The
stu
dent
s m
ay n
umbe
r pa
per
as fo
ra
spel
ling
test
.T
hete
ache
r as
ks, "
Whe
re d
oyo
u he
ar th
e "t
" so
und?
" T
hete
ache
r pr
onou
nces
wor
ds s
uch
as r
epor
t, tin
kle,
tank
, por
t,et
c. T
he s
tude
nt m
arks
on
left,
rig
ht, o
r m
iddl
e to
indi
cate
plac
emen
t of l
ette
r.
The
teac
her
may
use
mot
ion
pict
ure
film
s w
ith c
reat
ive
liste
n-in
g as
sign
men
ts s
uch
as:
1. H
ow d
oes
mus
ical
sco
re h
elp
tell
stor
y?2.
Loo
k an
d lis
ten
for
thre
e im
port
ant f
acts
.(L
ist t
hem
.)3.
How
doe
s op
enin
g lin
e of
film
set
the
them
efo
r th
e re
st o
f the
film
?4.
Tow
ard
end
of fi
lm th
ere
isa
sum
mar
y th
atte
lls th
e m
ain
them
e of
the
who
le fi
lm.
Can
you
find
it?
The
teac
her
may
scr
ambl
e or
al s
ente
nces
and
hav
e st
uden
tsar
rang
e th
em in
cor
rect
ord
er.
The
teac
her
may
rea
d a
shor
t par
agra
ph c
onta
inin
g se
vera
lw
ords
that
hav
e th
e sa
me
or s
imila
r m
eani
ng a
nd h
ave
the
stud
ents
sel
ect t
he w
ords
that
mea
n th
e sa
me.
.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
E.
Ana
lytic
al (
cont
inue
d)
Giv
en o
ral l
iste
ning
opp
ortu
nitie
s, th
est
uden
t will
be
able
to
(1)
repe
at th
e de
tails
and
(2)
disc
rimin
ate
betw
een
the
vagu
e an
dth
e pr
ecis
e.
Giv
en a
teac
her-
dire
cted
list
enin
g si
tua-
tion,
the
stud
ent w
ill m
ake
valid
judg
-m
ents
in r
elat
ion
to h
is e
xper
ienc
es a
ndm
atur
ity le
vel.
- 12
-
The
teac
her
may
ask
stu
dent
s to
list
en to
spe
cial
sou
nds
onth
eir
way
to a
nd fr
om s
choo
l tha
t the
y m
ay b
e ab
le to
re-
prod
uce
in th
e cl
assr
oom
.
The
stu
dent
sm
ay c
lose
thei
r ey
es a
nd s
ee h
ow m
any
soun
dsth
ey h
ear
in a
two-
min
ute
perio
d an
d m
ake
a lis
t of t
he s
ound
she
ard.
10
The
teac
her
may
pro
vide
situ
atio
ns in
whi
ch th
e st
uden
t can
reco
rd h
is o
wn
voic
e on
tape
and
rep
lay
it.T
his
will
giv
e th
est
uden
t an
oppo
rtun
ity to
crit
ical
ly e
valu
ate
his
own
spee
chno
ting
into
natio
n, w
ord
posi
tion,
rhy
thm
, and
/or
spee
chpa
ttern
s.
The
teac
her
may
pro
vide
eac
h st
uden
t the
opp
ortu
nitie
s to
give
det
aile
d or
al r
epor
ts o
n a
radi
o ne
wsc
ast.
The
teac
her
may
pro
vide
eac
h st
uden
t the
opp
ortu
nity
tolis
ten
to s
peec
hes
that
hav
e be
en ta
ped
or r
ecor
ded
on c
on-
trov
ersi
al s
ubje
cts
and
have
the
stud
ents
eva
luat
e th
emac
cord
ingl
y.
The
teac
her
may
rea
d va
ried
sele
ctio
ns (
2-5
min
utes
) an
dal
low
the
stud
ents
to r
espo
nd to
pre
pare
dqu
estio
ns d
esig
ned
to d
evel
op c
ritic
al li
sten
ing.
FO
OT
NO
TE
S
1.D
avid
H. R
usse
ll an
d E
lizab
eth
F. R
usse
ll, L
iste
ning
Aid
sT
hrou
gh th
e G
rade
s (N
ew Y
ork:
Tea
cher
s C
olle
ge P
ress
, 196
6),
p.21
.
2.Ja
mes
A. S
mith
, Cre
ativ
e T
each
ing
of th
e La
ngua
ge A
rts
in th
eE
lem
enta
ry S
choo
l (B
osto
n: A
llyn
and
Bac
on, 1
967)
, p.
92.
3.Ib
id.,
pp. 8
3-86
.
4.R
usse
ll,22
.ci
t., p
. 35.
5.S
mith
, op.
cit.
, pp.
76-
78.
6.B
enne
tt C
erf,
Boo
k of
Ani
mal
Rid
dles
(N
ew Y
ork:
Ran
dom
Hou
se, 1
964)
, pp.
33-
34.
7.R
usse
ll, o
p. c
it., p
. 34.
8.Ib
id.,
p. 2
4.
9.Ib
id.,
p. 2
7.
10.
Sm
ith, o
p. c
it., 8
7-88
.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
H. W
ord
Rec
ogni
tion
Ski
lls
A.
Aud
itory
dis
crim
inat
ion
1.R
ecog
nizi
ng c
onso
nant
and
vow
el s
ound
patte
rns
in r
hym
es
Giv
en s
elec
ted
grou
ps o
f sou
nd p
atte
rns
to li
sten
to h
avin
g si
ngle
vow
els,
the
stud
ent w
ill b
e ab
le to
ora
lly d
esig
nate
tre
spec
ific
vow
el s
ound
pat
tern
s.
-14-
The
stu
dent
s m
ay li
sten
whi
le th
e te
ache
r pr
onou
nces
a s
erie
sof
wor
ds, a
ll of
whi
ch h
ave
the
sam
e vo
wel
sou
nd p
atte
rn,
and
volu
ntee
r ot
her
wor
ds th
at h
ave
the
sam
e vo
wel
sou
ndpa
ttern
. The
follo
win
g ar
e ex
ampl
es:
mad fit mak
e
cat
fin cake
fan
ham
fish
rake
Pic
ture
s fr
om w
orkb
ooks
, mag
azin
es, e
tc.,
can
be c
olle
cted
and
past
ed o
n se
para
te p
iece
s of
car
dboa
rd. T
he s
tude
nts
can
arra
nge
the
card
s in
to g
roup
s on
the
basi
s of
the
vow
elso
und
patte
rns
in th
e na
mes
of t
he o
bjec
t's p
ictu
res.
For
exam
p!e,
pict
ures
of a
bat
, cat
, and
hat
wou
ld b
e gr
oupe
dto
geth
er.
The
teac
her
may
pre
sent
the
follo
win
g ac
tivity
ina
thre
e-st
ep s
eque
nce.
1A
wor
kshe
et n
umbe
red
from
1-2
0 is
pre
pare
d by
the
teac
her.
Bes
ide
each
num
ber
are
the
wor
dsye
s or
no.
The
teac
her
will
eith
er p
ut o
n ta
pe o
r di
ctat
egr
oups
of th
ree
wor
ds.
In e
ach
of th
e w
ords
the
begi
nnin
gco
nson
ant i
s th
e sa
me.
As
the
child
hea
rs th
e th
ree
wor
ds, h
e lis
tens
for
the
vow
el s
ound
.!f
all t
hree
wor
ds h
ave
the
sam
e vo
wel
sou
nd, h
e w
ill c
ircle
the
wor
d ye
s, if
not
, he
will
circ
le th
e w
ord
no. T
hefo
llow
ing
are
a fe
w s
ugge
sted
wor
ds:
a.ba
t-ba
d-ba
gb.
bat
bet
big
(con
tinue
d be
low
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en a
gro
up o
f wor
ds, s
ome
rhym
ing
som
e no
nrhy
min
g, th
e st
uden
t will
be
able
to d
esig
nate
ora
lly th
e no
nrhy
min
gw
ords
.
-15-
2.A
wor
kshe
et, a
s de
scrib
ed a
bove
, wou
ld b
e pr
epar
ed.
The
wor
ds u
sed
in th
is le
sson
wou
ld a
ll en
d in
the
sam
e le
tter
as fo
llow
s:
a.ba
tha
tm
atb.
bat
hit
met
3.A
noth
er w
orks
heet
is p
repa
red
by th
e te
ache
r ex
actly
like
the
one
desc
ribed
abo
ve. H
owev
er, i
n th
is le
sson
the
cons
onan
t will
not
nec
essa
rily
be th
e sa
me
atei
ther
the
begi
nnin
g or
at t
he e
nd o
f the
wor
ds a
s:
a.ba
tm
adha
mb.
bit
mix
him
The
teac
her
may
rea
d a
sele
cted
list
of w
ords
and
hav
e th
est
uden
ts id
entif
y th
e no
nrhy
min
g w
ords
suc
h as
the
follo
win
g:
mak
efa
llla
fake
bel I
day
take
smal
Ipa
yra
inta
llla
y
Pig
fill
cook
figbi
llbo
okra
gm
illta
ckjig
dol I
hook
fat
bet
cat
rat
hen
men
bun
pen
cat
set
bet
met
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
1.R
ecog
nizi
ng c
onso
nant
and
vow
el s
ound
patte
rns
in r
hym
es(c
ontin
ued)
2.R
ecog
nizi
ng c
onso
nant
and
vow
el s
ound
pat
-te
rns
in in
divi
dual
lette
rso
unds
Giv
en a
ser
ies
of r
hym
ing
wor
ds to
list
ento
, the
stu
dent
will
be
able
to s
ay a
n-ot
her
rhym
ing
wor
d w
ith th
e sa
me
soun
dpa
ttern
.
Giv
en a
sel
ecte
d gr
oup
of s
ound
pat
tern
sha
ving
sin
gle
cons
onan
t3, t
he s
tude
ntw
ill li
sten
and
be
able
to d
esig
nate
oral
ly th
e sp
ecifi
c co
nson
ant s
ound
pat
-te
rn in
the
initi
al a
nd fi
nal p
ositi
on.
-16-
The
teac
her
may
rea
d' a
jing
le o
r se
vera
l' lin
es fr
om v
ario
usM
othe
r G
oose
ver
ses,
and
the
stud
ents
may
sup
ply
the
rhym
ing
wor
ds. T
he fo
llow
ing
is a
n ex
ampl
e:
Jack
be
nim
ble,
Jack
be
quic
k,Ja
ck ju
mp
over
the
cand
le
Tw
inkl
e tw
inkl
e lit
tle s
tar
How
we
won
der
wha
t you
The
teac
her
may
giv
e a
grou
p of
sel
ectio
ns c
onta
inin
g rh
ym-
ing
wor
ds s
uch
as:
"Kin
g M
idas
was
a fa
mou
s m
anW
ho li
ved
in d
ays
of o
ld.
He
love
d hi
s da
ught
er d
early
, but
He
also
love
d hi
s go
ld."
'
The
stu
dent
s m
ay li
sten
whi
le th
e te
ache
r pr
onou
nces
a s
erie
sof
wor
ds, a
ll of
whi
ch b
egin
with
the
sam
e co
nson
ant l
ette
r-be
lt, b
all,
bird
, be,
bon
e.S
tude
nts
then
vol
unte
er o
ther
wor
ds w
hich
beg
in w
ith th
e sa
me
soun
d.2
Rid
dles
suc
h as
the
follo
win
g m
ay b
e us
ed to
giv
e pr
actic
e in
audi
tory
dis
crim
inat
ion:
(A
lso
appl
icab
le fo
r fin
al s
ound
s.)
I hav
e fe
athe
rs.
I fly
hig
h.M
y na
me
begi
ns li
ke b
oy a
nd b
ike.
Can
you
gue
ss m
y na
me?
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
B.
Vis
ual d
iscr
imin
atio
n of
liken
esse
s an
d di
ffere
nces
1.R
ecog
nizi
ng s
hape
s
Giv
en a
list
of w
ords
con
tain
ing
asp
ecifi
c co
nson
ant s
ound
or
a co
nson
ant
com
bina
tion
plac
ed a
t the
beg
inni
ng,
mid
dle,
or
endi
ng, t
he s
tude
nt w
ill b
eab
le to
mar
k as
he
is to
ld th
e po
sitio
nof
the
cons
onan
ts.
Giv
en a
gro
up o
f fig
ures
that
are
alik
ean
d di
ffere
nt, t
he s
tude
nt w
ill b
e ab
leto
iden
tify
the
sim
ilar
form
s.
-17-
The
teac
her
may
pro
noun
ce th
e fo
llow
ing
wor
ds a
nd h
ave
the
stud
ent i
dent
ify th
epo
sitio
n of
the
desi
gnat
ed s
ound
s.
z Fw hw
zoo
quee
rw
hich
exam
ssq
ueez
ing
banq
uet
quiv
erw
hirl
whe
el
sobs
The
stu
dent
may
be g
iven
a p
repa
red
wor
kshe
et o
n w
hich
sele
cted
sha
pes
have
bee
n dr
awn.
The
stu
dent
is to
mat
chth
e sh
apes
on
the
page
with
a s
elec
ted
shap
e in
dica
ted
byth
e te
ache
r.
0 o 7c
)c 00/\
AA
\
. < o
VO
e0/
0f,
0
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Vr'
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
1.R
ecog
nizi
ng s
hape
s(c
ontin
ued)
Giv
en a
gro
up o
f wor
ds, s
ome
repe
ated
,th
e st
uden
t will
be
able
to id
entif
y th
ew
ords
that
are
alik
e.
The
rea
cher
may
writ
e ro
ws
of w
ords
on th
e ch
alkb
oard
or
on a
wor
kshe
et. T
he s
tude
nt is
ask
ed to
find
the
wor
d in
the
row
that
is li
ke th
e fir
st w
ord,
find
the
wor
ds in
eac
hro
w th
at a
re a
like,
cros
s ou
t the
wor
ds in
eac
h ro
w th
at d
o no
t bel
ong,
and
find
the
mat
chin
g pa
irs o
f wor
ds.
(2)
(3)
get
(4)
fin get
nbu
nfa
n
get
Es
was
tap
rap
E,
b3
The
teac
her
may
writ
e a
sing
le w
ord
on th
e ch
alkb
oard
or
on a
wor
kshe
et.
Bes
ide
the
wor
d a
sent
ence
is w
ritte
n th
at in
clud
esth
e w
ord.
The
stu
dent
is a
sked
to fi
nd th
e w
ord
in th
ese
nten
ce a
nd d
raw
a li
ne u
nder
it.
car
The
car
is r
ed.
SK
ILLS
sIN
ST
RU
CT
ION
AL
OB
JEC
TIV
ES
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
2.D
isce
rnin
g po
sitio
n
3.R
ecog
nizi
ng s
ize
Giv
en v
ario
us fi
gure
s or
lette
rs p
lace
d in
diffe
rent
pos
ition
s, th
e st
uden
t will
be
able
to id
entif
y th
e fig
ure
or le
tter
requ
ired.
Giv
en fi
gure
s,le
tters
, or
wor
ds o
f sim
ilar
and
diss
imila
r si
ze, t
he s
tude
nt w
ill b
eab
le to
rec
ogni
ze th
ose
that
are
sim
ilar.
-19-
The
stu
dent
may
be g
iven
a w
orks
heet
on
whi
chgr
oups
of g
eo-
met
ric fi
gure
s ha
ve b
een
rand
omly
pla
ced.
Som
e of
the
fig-
ures
are
alik
e in
form
but
the
posi
tions
are
not
alik
e. T
hest
uden
t is
aske
d to
col
or a
ll of
the
shap
es th
atar
e lik
e th
e on
eth
e te
ache
r in
dicc
tes.
[
The
stu
dent
is g
iven
a w
orks
heet
on
whi
chro
ws
of s
ymbo
ls h
avt.
been
writ
ten.
In e
ach
row
ther
e ar
e ac
tual
lette
rs o
f the
alph
abet
alo
ng w
ith s
ymbo
ls h
avin
g a
sim
ilar
appe
aran
ce to
the
lette
rs.
The
stu
dent
is a
sked
to fi
nd a
nd m
ark
the
lette
rs in
each
row
.
8B
The
teac
her
may
dra
w a
ser
ies
of g
eom
etric
sha
pes
on th
e bo
ard
In e
ach
row
som
e sh
apes
will
be
alik
e in
form
but
diff
eren
t in
size
. The
stu
dent
is a
sked
to fi
nd th
e sh
apes
that
are
alik
e.
1
NA
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
G.:S
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
3.R
ecog
nizi
ng s
:ze
(con
tinue
d)
4.U
nder
stan
ding
lette
rs(c
ase,
lette
r, c
ursi
ve,
man
uscr
ipt)
Giv
en th
e lo
wer
cas
e le
tters
of t
heal
phab
et, t
he s
tude
nt w
ill b
e ab
le to
nam
e al
l of t
he le
tters
in th
e al
phab
et.
Giv
en u
pper
-cas
e le
tters
of t
he a
lpha
bet,
the
stud
ent w
ill b
e ab
le to
nam
e al
l of
the
lette
rs in
the
alph
abet
.
Giv
en th
e cu
rsiv
e co
nnec
ted
and
unco
n-ne
cted
form
s of
the
alph
abet
, the
stu
dent
will
be
able
to n
ame
all t
he le
tters
of t
heal
phab
et.
- 20
-
The
stu
de,n
t may
be
give
n a
wor
kshe
et h
avin
g tw
o co
lum
ns o
ffig
ures
. Col
umn
A h
as th
e fig
ures
in a
sm
alle
r si
ze th
an th
ose
in c
olum
n B
. The
stu
dent
is to
mat
ch th
e fig
ures
in c
olum
n A
with
thos
e in
col
umn
B b
y dr
awin
g co
nnec
ting
lines
.
The
teac
her
may
pre
pare
sm
all c
ards
eac
h ha
ving
a d
iffer
ent
lette
r of
a al
phab
et. A
s th
e st
uden
t is
show
n ea
ch o
f the
lette
rs, h
e sa
ys th
e na
me
of th
e le
tter.
Thi
s sh
ould
be
done
both
in r
ando
m a
nd s
eque
ntia
l ord
er.
The
teac
her
may
prin
t low
er-c
ase
lette
rs o
f the
alp
habe
t on
ala
rge
char
t.The
stu
dent
say
s th
e na
me
of th
e le
tter
as th
ete
ache
r po
ints
to e
ach.
Thi
s sh
ould
be
done
in b
oth
rand
oman
d se
quen
tial o
rder
.
The
act
iviti
es s
ugge
sted
for
low
er-c
ase
lette
rs m
ay b
e ap
plie
dto
upp
er-c
ase
lette
rs a
s w
ell .
Viis
stu
dent
s be
gin
the
step
s in
cur
sive
writ
ing,
they
sho
uld
begi
ven
oppo
rtun
ities
to r
elat
e ea
ch c
ursi
ve le
tter
with
its
man
u-sc
ript f
orm
.D
irect
ions
, spe
lling
list
s, a
nd w
ord
lists
can
be
writ
ten
in c
ursi
ve a
s w
ell a
s m
anus
crip
t for
m to
giv
e st
uden
tspr
actic
e in
rea
ding
bot
h fo
rms.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
5.A
ccom
plis
hing
prog
ress
ion
(left-
right
)
Giv
en w
ords
with
the
sam
e in
itial
oren
ding
con
sona
nts,
the
stud
ent w
ill b
eab
le to
iden
tify
sim
ilar
and
diss
imila
rbe
ginn
ings
or
endi
ngs.
Giv
en s
hape
s, w
ords
, sen
tenc
es,
orpa
ragr
aphs
, the
stu
dent
will
be
able
toat
tack
the
figur
e pr
oble
m in
a le
ft to
right
, dow
nwar
d pr
ogre
ssio
n.
- 21
-
The
teac
her
may
writ
ea
serie
s of
wor
ds o
n th
e bo
ard
or o
n a
wor
ks:le
et a
nd a
sk s
tude
nt: t
o po
int
;-o
or u
nder
line
the
wor
dsha
ving
the
sam
e be
ginn
ing
or e
ndin
g co
nson
ant.
mild
, met
, pit,
mel
t(b
egin
ning
)di
d, b
ed, b
et, b
ib(e
ndin
g)
The
stu
dent
may
be
give
na
wor
kshe
et o
n w
hich
row
s of
geom
etric
figu
res
have
bee
n dr
awn.
The
stu
dent
follo
ws
the
row
of f
igur
es a
cros
s th
e p(
.,e g
oing
from
left
to r
ight
. At
the
end
of e
ach
row
the
last
figu
re h
as b
een
omitt
ed. T
hest
uden
t mus
t dis
cove
r th
e pa
ttern
and
fill
in th
e m
issi
ngfig
ure.
00-D
-00-
11-
The
stu
dent
may
be
give
na
wor
kshe
et o
n w
hich
a p
atte
rn h
asbe
en d
raw
n. ti
e pa
ttern
is in
com
plet
e.In
ord
er fo
r th
est
uden
t to
com
plet
e th
e pa
ttern
, the
stu
den+
will
nee
dto
draw
line
s go
ing
from
left
to r
ight
.
8
-_
'F-7
477.
5./..
.,,,,W
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.7.V
:r.::
777.
7MT
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,:.:-
.-=
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7:-.
47-,
t507
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4--2
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7.:.'
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E.7
;71:
.-i
as-7
0..1
.:1_2
21.-
-ii_
sZt'
"-Z
rzi-
wr.
-4-F
rarr
liaar
tek-
.:
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
5.A
ccom
plis
hing
prog
ress
ion
(left-
right
)(c
ontin
ued)
Giv
en s
ets
of w
ords
hav
ing
the
sam
ele
tters
but
pla
ced
in r
ever
se o
rder
, the
stud
ent w
ill b
e ab
le to
iden
tify
the
re-
quire
d w
ord.
The
teac
her
may
writ
e w
ords
incl
uded
in th
e st
uden
t's r
eadi
ngvo
cabu
lary
on
the
boar
d. A
s th
e st
uden
t raa
ds th
e w
ords
, he
draw
s a
line
with
an
arro
w d
enot
ing
a le
ft to
rig
ht p
rogr
essi
on.
C A
T>
The
teac
her
may
writ
e a
sent
ence
or
para
grap
h on
the
boar
dor
on
a w
orks
heet
. As
the
stud
ent r
eads
the
sent
ence
or
the
para
grap
h, h
e dr
aws
a lin
e de
notin
g a
left
to r
ight
, dow
nwar
dpr
ogre
ssio
n.
The
teac
her
may
use
the
Con
trol
led
Rea
der
or s
imila
r de
vice
sto
hel
p st
uden
t bui
ld th
is s
kill
.
The
teac
her
is r
efer
red
to th
e ki
nder
gart
en g
uide
, Rea
ding
and
the
Kin
derg
arte
n C
hild
, App
endi
x, p
age
15, f
or m
ater
ial t
ous
e fo
r m
ore
imm
atur
e st
uden
ts n
eedi
ng p
ract
ice
in th
is a
rea.
The
teac
her
may
writ
e gr
oups
of w
ords
on
the
boar
d th
at h
ave
the
sam
e le
tters
but
in d
iffer
ent p
atte
rns.
As
the
teac
her
read
sa
wor
d to
the
stud
ent,t
he s
tude
nt p
oint
s to
the
right
wor
d.T
he fo
llow
ing
wor
ds m
ay b
e us
ed:
on no
saw
was
now
won
SK
ILLS
C.
Aud
itory
-vis
ual d
iscr
imin
a -
tion
1.R
ecog
nizi
ng w
ritte
nso
und
patte
rns
a. S
ight
wor
ds(p
hone
tic a
nd n
on-
phon
etic
)
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en a
gro
up o
f muc
h us
ed p
hone
tican
d no
n-ph
onet
ic w
ords
, the
stu
dent
will
be a
ble
to id
entif
y th
ese
wor
ds.
Giv
en a
list
of w
ords
con
tain
ing
both
phon
etic
and
non
-pho
netic
pel
I in
gs,
the
stud
ent w
ill b
e ab
le to
iden
tify
the
wor
ds th
at a
re s
pelle
d ac
cord
ing
toph
onet
ic s
truc
ture
. - 23
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
pre
pare
flas
h ca
rds
or c
hart
s us
ing
such
wor
dsas
the
follo
win
g:
Stu
dent
s' n
ames
Nam
es o
f obj
ects
in th
e ro
omC
olor
and
num
ber
nam
esP
ictu
re w
ords
The
teac
her
may
use
the
follo
win
g ba
sic
sigh
t wor
d lis
tsfo
und
in th
e A
ppen
dix:
1.D
olch
Bas
ic W
ord
List
(pa
ge 7
4)2.
Que
Pn'
s S
ampl
e G
rade
d W
ord
List
(pa
ge 7
6)3.
Dal
e Li
st (
rev.
by C
lare
nce
R.S
tone
) (p
age
77)
The
teac
her
may
pre
pare
exe
rcis
es u
sing
the
follo
win
g ba
sic
sigh
t wor
d lis
ts fo
und
in th
e A
ppen
dix:
1.W
ord
Opp
osite
s T
est
- B
otel
(pa
ge 8
1)2.
"The
400
0 W
ord
List
" (p
age
92)
3.P
hono
gram
Lis
t - D
.D. D
urre
ll (p
age
87)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
b. S
yste
mat
ic w
ord
atta
ck
1) S
ingl
e co
nson
ant
lette
rs a
nd s
ound
s
Om
1111
1Mm
IMO
IMO
MIM
MIM
PO
O
Giv
en a
ser
ies
of p
ictu
res
that
beg
in w
itha
sing
le c
onso
nant
sou
nd, t
he s
tude
nt w
illbe
abl
e to
say
the
nam
e of
the
pict
ure
and
iden
tify
the
cons
onan
t.
Giv
en w
ords
con
tain
ing
the
initi
al,
med
ial,
and
final
f, th
e st
uden
t will
be
able
to r
ecog
nize
the
lette
r an
d its
sou
ndan
d id
entif
y its
pos
ition
with
in th
e w
ord.
Giv
en w
orc,
:b c
onta
inin
g th
e in
itial
,m
edia
l, an
d fin
al m
, the
stu
dent
will
be
able
to r
ecog
nize
the
lette
r an
d its
sou
ndan
d id
entif
y its
pos
ition
with
in th
e w
ord.
- 24
-
SO
RE
NIto
m.
The
teac
her
may
col
lect
a nu
mbe
r of
pic
ture
s fr
om w
orkb
ooks
,ca
talo
gs, o
r m
agaz
ines
and
pas
te e
ach
pict
ure
on a
sep
arat
epi
ece
of c
ardb
oard
to m
ake
hand
ling
easi
er. T
he s
tude
nt is
to a
rran
ge th
ese
into
gro
ups
on th
e ba
sis
of th
e in
itial
sou
ndof
the
nam
e of
the
obje
ct p
ictu
red,
i.e.
, pic
ture
s of
a ba
ll,ba
by, b
oat a
re p
ut in
one
grou
p an
d pi
ctv;
es o
f a h
ouse
,ha
nd, h
orse
are
put
in a
noth
er. t
i
The
teac
her
may
pas
te p
ictu
res
from
wor
kboo
ks,
mag
azin
es, o
rca
talo
gs o
n a
piec
e of
tagb
oard
that
has
bee
n di
vide
d in
toni
nese
ctio
ns. A
ceta
te is
use
d to
cov
er th
e ta
gboa
rd. A
s th
e st
uden
says
the
nam
e of
eac
h pi
ctur
ed o
bjec
t,he
writ
es w
ith a
cra
yon
the
lette
r of
the
alph
abet
with
whi
ch e
ach
obje
ct b
egin
s.
The
teac
her
may
use
the
follo
win
g w
ord
lists
in p
repa
ring
diffe
rent
exe
rcis
es fo
r th
is o
bjec
tive
as w
ell a
s fo
r th
e ne
xt24
obj
ectiv
es. A
dditi
onal
wor
dsm
ay b
e fo
und
in th
eA
ppen
dix
on p
ages
57
- 63
.
initi
alm
edia
lfin
alfa
ceso
faif
five
perf
ume
safe
fan
afte
rro
of
initi
alm
edia
lfin
alm
ilkI e
mon
arm
mud
ham
mer
him
moo
nco
min
gro
om
VW
/Pao
1111
1110
1MIO
RO
MIS
Mo
MM
OM
M
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en w
ords
con
tain
ing
the
initi
al,
med
ial,
and
final
d, t
he s
tude
nt w
ill b
eab
le to
rec
ogni
ze th
e le
tter
and
it!. s
ound
and
iden
tify
its p
ositi
on w
ithin
the
wor
d.
Giv
en w
ords
con
tain
ing
the
initi
al a
ndm
edia
l h, t
he s
tude
nt w
ill b
e ab
le to
reco
gniz
e th
e le
tter
and
its s
ound
and
iden
tify
its p
ositi
on w
ithin
the
wor
d.
Giv
en w
ords
con
tain
ing
the
hard
sou
ndof
g in
the
initi
al, m
edia
l, an
d fin
alpo
sitio
ns, t
he s
tude
nt w
ill b
e ab
le to
reco
gniz
e th
e le
tter
and
its s
ound
and
iden
tify
its p
ositi
on w
ithin
the
wor
d.
Giv
en w
ords
con
tain
ing
the
soft
soun
dof
g in
the
initi
al, m
edia
l, an
d fin
alpo
sitio
ns, t
he s
tude
nt w
ill b
e ab
le to
reco
gniz
e th
e le
tter
and
its s
ound
and
iden
tify
its p
ositi
on w
ithin
the
wor
d.
Giv
en w
ords
con
tain
ing
the
initi
al,
med
ial ,
and
final
g (
both
har
d an
d so
ftso
unds
), th
e st
uden
t will
be
able
tore
cogn
ize
the
lette
r an
d its
sou
nd a
ndid
entif
y its
pos
ition
with
in th
e w
ord.
Giv
en w
ords
con
tain
ing
the
initi
al,
med
ial,
and
final
the
stud
ent w
ill b
eab
le to
rec
ogni
-,lie
tter
and
itsso
und
and
iden
tify
ispo
sitio
n w
ithin
the
wor
d.25
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
initi
alm
edia
lfin
alda
yca
ndy
old
dow
nIn
dian
find
desk
shad
owbe
d
initi
alm
edia
lfin
alhe
llobe
hind
(not
com
mon
)ha
spe
rhap
sbu
tah
ead
initi
alm
edia
lfin
algo
alA
ugus
tpi
ggu
ntig
erta
gga
pw
iggl
elo
g
initi
alm
edia
lfin
alG
eorg
e._
.or
igin
alfu
dge
ging
erw
ager
larg
ege
rmra
ge
initi
alm
edia
lfin
algl
addr
agon
rug
gem
bugg
yla
rge
ging
erla
rger
oran
ge
initi
alm
edia
lfin
albi
grib
bon
web
but
baby
lob
box
tabl
eru
b
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
1) S
ingl
e co
nson
ant
lette
rs a
nd s
ound
s(c
ontin
ued)
Giv
en w
ords
con
tain
ing
the
initi
al,
med
ial,
and
final
n, t
he s
tude
nt w
ill b
eab
le to
rec
ogni
ze th
e le
tter
and
its s
ound
and
iden
tify
its p
ositi
on w
ithin
the
wor
d.
Giv
en w
ords
con
tain
ing
the
initi
al,
med
ial,
and
final
r, t
he s
tude
nt w
ill b
eab
le to
rec
ogni
ze th
e le
tter
and
its s
ound
and
iden
tify
its p
ositi
on w
ithin
the
wor
d.
Giv
en w
ords
con
tain
ing
the
initi
al,
med
ial,
and
final
t, th
e st
uden
t will
be
able
to r
ecog
nize
The
lette
r an
d its
sou
ndan
d id
entif
y its
pos
ition
with
in th
e w
ord.
Giv
en m
ixed
wor
ds c
onta
inin
g in
itial
,m
edia
l, an
d fin
al d
, t, a
nd b
, the
stu
dent
will
be
able
to r
ecog
nize
the
lette
rs a
ndth
eir
soun
ds a
nd id
entif
y th
eir
posi
tion
with
in th
e w
ord.
Giv
en w
ords
con
tain
ing
the
regu
lar
soun
dof
s in
the
initi
al, m
edia
l, an
d fin
alpo
sitio
ns, t
he s
tude
nt w
ill b
e ab
le to
reco
gniz
e th
e le
tter
and
its s
ound
and
iden
tify
its p
ositi
on w
ithin
the
wor
d.
Giv
en w
ords
con
tain
ing
the
initi
al a
ndm
edia
l j, t
he s
tude
nt w
ill b
e ab
le to
reco
gniz
e th
e le
tter
and
its s
ound
and
iden
tify
its p
ositi
on w
ithin
the
wor
d.
26 -
initi
alm
edia
lfin
alno
tan
imal
soon
need
into
ten
nam
em
any
fun
initi
alm
edia
lfin
alro
bgl
ory
chai
rro
und
orga
nor
rain
carr
yth
eir
initi
alm
edia
lfin
alte
llw
ater
fast
take
afte
rfe
etH
ebe
tter
cut
initi
nlm
edia
lfin
ddi
me
ribbo
nm
adtim
ew
ritte
nm
atbi
ndrid
den
nab
tale
hidd
enba
d
initi
alm
edia
lfin
also
apfa
sten
this
sell
sist
erus
side
eras
ergl
ass
initi
alja
mjo
yju
mp
med
ial
enjo
ym
ajor
rejo
ice
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
J
Giv
en w
ords
con
tain
ing
the
initi
al,
med
ial,
and
final
k, t
he s
tude
nt w
ill b
eab
le to
rec
ogni
ze th
e le
tter
and
its s
ound
and
iden
tify
its p
ositi
on w
ithin
the
wor
d.
Giv
en w
ords
con
tain
ing
the
initi
al,
med
ial,
and
final
2,th
e st
uden
t will
be
able
to r
ecog
nize
the
lette
r an
d its
sou
ndan
d id
entif
y its
pos
ition
with
in th
e w
ord.
Giv
en w
ords
con
tain
ing
the
initi
al,
med
ial,
and
final
v, t
he s
tude
nt w
ill b
eab
le to
rec
ogni
ze th
e le
tter
and
its s
ound
and
iden
tify
its p
ositi
on w
ithin
the
wor
d.
....7
iven
a m
ixed
list
of w
ords
con
tain
ing
the
initi
al a
nd fi
nal v
and
f, th
e st
uden
tw
ill b
e ab
le to
rec
ogni
ze th
e le
tters
and
thei
r so
unds
and
iden
tify
thei
r po
sitio
nsw
ithin
the
wor
ds.
Giv
en w
ords
con
tain
ing
the
initi
al a
ndm
edia
l c, t
he s
tude
nt w
ill b
e ab
le to
reco
gniz
e th
e le
tter
and
itsan
did
entif
y its
pos
ition
with
in th
e w
ord.
27
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
initi
alm
edia
lfin
alke
epto
ken
plan
kki
tten
bask
etI i
nkki
ndbr
oken
min
k
initi
alm
edia
lfin
alpu
ffap
ple
deep
pet
pape
rsh
oppa
dop
enca
p
initi
alvi
neve
ryvo
te
med
ial
over
driv
erse
ven
final
love
have
hive
initi
alva
tfa
tvi
nefin
e
final
calv
eca
lfha
lfst
rive
initi
alm
edia
lca
llfr
actio
nco
wse
cond
cam
epi
ctur
e
final
scen
icar
snic
fran
tic
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
1) S
ingl
e co
nson
ant
lette
rs a
nd s
ound
s(c
ontin
ueu,
Giv
en a
mix
ed g
roup
of w
ords
ccn
tain
ing
the
c an
d g
soun
ds, t
he s
tude
nt w
ill b
eab
le to
rec
ogni
ze th
e le
tters
and
thei
rso
unds
and
iden
tify
thei
r po
sitio
ns w
ithin
the
wor
ds.
Giv
en w
ords
con
tain
ing
the
soft
soun
d of
c in
the
initi
al, m
edia
l, an
d fin
al p
osi-
tions
, the
stu
dent
will
be
able
to r
ecog
-ni
ze th
e le
tter
and
its s
ound
and
iden
tify
its p
ositi
on w
ithin
the
wor
d.
Giv
en w
ords
con
tain
ing
the
Iin
the
initi
al, m
edia
l, an
d fin
al p
ositi
ons,
the
stud
ent w
ill b
e ab
le to
rec
ogni
ze th
ele
tter
and
its s
ound
and
iden
tify
itspo
sitio
n w
ithin
the
wor
d.
Giv
en w
ords
con
tain
ing
s w
ith th
e z
soun
ding
in th
e m
edia
l and
fina
l pos
ition
sth
e st
uden
t will
be
able
to r
ecog
nize
the
lette
r an
d its
sou
nd a
nd id
entif
y its
posi
tion
with
in th
e w
ord.
Giv
en w
ords
con
tain
ing
the
qu c
ombi
na-
tion
in th
e in
itial
, med
ial ,
and
final
posi
tions
, the
stu
dent
will
be
able
tore
cogn
ize
the
com
bina
tion
usin
g bo
thth
e kw
and
the
k so
undi
ng a
nd i,
...ge
ntify
its p
ositi
on w
ithin
the
wor
d.
Giv
en w
ords
con
tain
ing
x, th
e st
uden
tw
ill b
e ab
le to
rec
ogni
ze th
e le
tter
and
use
the
z, a
nd g
s so
undi
ng in
thes
ew
ords
.
28
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
coal
cap
goal
gap
coat
luck
goat
lug
initi
alm
edia
lfin
alci
tyac
idfa
cece
ntas
cent
twic
ece
llac
cept
race
initi
alm
edia
lfin
alle
tas
leep
all
like
yello
wgi
rlla
gch
ildre
nfu
ll
med
ial
final
easy
is
husb
and
lose
mus
icw
as
initi
alm
edia
lfin
alqu
iet
equa
lcr
oque
tqu
itI i
quid
antiq
uequ
een
squi
rrel
etiq
uette
z _gs
ks
xylo
phon
elu
xury
fax
exam
ple
tax
exac
tin
dex
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
- 29
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
use
oth
er te
chni
ques
suc
has
the
follo
win
g to
teac
h al
l con
sona
nt s
ound
s:
Initi
al C
onso
nant
s
_O
G_A
LL
0 0
Nri"
--O
C K
On
a pi
ctur
e dr
awn
on a
bla
ckbo
ard
or o
n pa
pers
, the
stud
ent m
ay b
e as
ked
to la
bel e
ach
item
with
its
initi
alco
nson
ant. .5
10 11
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
1) S
ingl
e co
nson
ant
lette
rs a
nd s
ound
s
(con
tinue
d)
smon
ifs.
rffl
Ora
fill
Daw
riga
mar
011,
MIN
MS
.00t
o
- 30
-
Rhy
min
g P
uzzl
e
00 .....
CO
OK
(BO
OK
)(C
AT
)H
AT
(FA
N)
(---
-:..-
---:
-? 0 .17
C N
E(
0E
)C
AN
The
teac
her
may
use
the
Sp;
Gam
e."
The
"it"
sta
nds
infr
ont o
f the
cla
ss a
nd te
lls th
e be
ginn
ing
soun
d o.
som
ethi
ngin
the
room
. The
one
who
gue
sses
wha
t the
thin
g is
bec
omes
the
next
"it.
" 1?
The
stu
dent
may
mak
e a
pict
ure
dict
iona
ry fo
r co
nson
ant
soun
ds b
y lo
okin
g th
roug
h m
agaz
ines
to fi
nd p
ictu
res
with
nam
es th
at b
egin
with
cer
tain
lette
rs th
at h
e cu
ts a
nd p
aste
son
the
appr
opria
te p
ages
of h
is "
dict
iona
ry."
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SI
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
stu
dent
may
colo
r al
l the
pic
ture
s th
at h
ave
nam
es b
egin
-ni
ng w
ith th
e le
tter
in th
e sq
uare
.14
Z)
O
BI
4.1
The
stu
dent
may
dra
w a
pic
ture
of s
omet
hing
that
has
a n
ame
begi
nnin
g w
ith th
e le
tter
in th
at p
art o
f the
circ
le.
He
may
also
writ
e th
e na
me
of w
hat h
e ha
s dr
awn
besi
de h
is p
ictu
re.1
5
-31
-
hiI
I
SK
ILLS
1) S
ingl
e co
nson
ant
lette
rs a
nd s
ound
s(c
ontin
ued)
2) S
hort
reg
ular
vow
el s
ound
s
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en a
pic
ture
of a
wor
d an
d an
isol
ated
cons
onan
t sou
nd o
f tha
t wor
d, th
e st
uden
tw
ill b
e ab
le to
iden
tify
the
posi
tion
ofth
e de
sire
d co
nson
ant s
ound
with
in th
ew
ord.
Giv
en th
e al
phab
et to
vie
w, t
he s
tude
ntw
ill b
e ab
le to
iden
tify
the
indi
vidu
alle
tters
or
isol
ated
gro
ups
as b
eing
eith
ervo
wel
s or
con
sona
nts.
Giv
en a
gro
up o
f one
-syl
labl
e w
ords
hav
-in
g a
shor
t a in
the
initi
al o
r m
edia
l pos
i-tio
n, th
e st
uden
t will
be
able
to b
lend
the
soun
d pa
ttern
s to
geth
er to
cor
rect
ly p
ro-
noun
ce th
e w
ord.
'6. S
peci
al p
erm
issi
on g
rant
ed b
y "R
ead'
, Stu
dy, T
hink
," N
o. 3
,19
65, p
. 16,
pub
lishe
d by
Am
eric
a,C
1/4
icat
ion
Pub
l i c
at io
ns/A
Xer
ox C
ompa
ny, C
ol-m
bus,
Ohi
o.
17. 1
964,
Don
ald
E. R
asm
usse
n an
d Ly
n G
oldb
erg.
Rep
rinte
d by
perm
issi
on o
f the
pub
lishe
r, S
cien
cR
esea
rch
Ass
ocia
tes,
Inc.
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
stu
dent
may
be
give
n w
orks
heet
s w
ith p
ictu
res
such
as
the
follo
win
g. T
he s
tude
nt is
then
giv
en o
ne c
onso
nant
sou
nd th
atca
n be
foun
d in
the
initi
al, m
edia
l, or
fina
l pos
ition
of e
ach
nam
ed o
bjec
t.A
fter
sayi
ng th
e na
me
of e
ach
pict
ure,
the
stud
ent p
lace
s th
e de
sign
ated
lette
r in
the
corr
ect b
ox.
IM
F(9
)
IM
FLv
(v)
1M
F(h
)l6
The
stu
dent
s w
ill r
espo
nd to
the
teac
her's
req
uest
of h
oldi
ngup
a c
ard
to s
how
eith
er a
con
sona
nt le
tter
or a
vow
el le
tter.
The
teac
her
may
writ
e a
serie
s of
wor
ds o
n a
char
t or
the
boar
d.T
he s
tude
nt r
eads
eac
h lis
t cha
ngin
g on
ly o
ne s
ound
to fo
rmea
ch n
ew p
atte
rn.
can
bad
bag
atca
pam
Al
man
dad
nag
sat
lap
dam
Hal
fan
had
sag
fat
map
ham
pal
ran
pad
rag
cat
nap
jam
Sal
pan
mad
tag
bat
rap
Pam
tan
fad
wag
pat
sap
ram
Dan
lad
nat
tap
Sam
Nan
sad
rat
van
cab
jab
17
- 32
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en g
roup
s of
one
-syl
labl
e w
ords
hav
-in
g a
shor
t i in
the
initi
al o
r m
edia
lpo
sitio
n an
d ha
ve o
ne c
onso
nani
in th
efin
al a
nd/o
r in
itial
pos
ition
, the
stu
dent
will
be
able
to b
lend
the
soun
d pa
ttern
sto
geth
er to
cor
rect
ly p
rono
unce
the
wor
ds.
- 33
-
The
tech
niqu
e su
gges
ted
for
the
shor
t a (
see
abov
e) m
ay b
eus
ed w
ith th
e fo
llow
ing
wor
ds:
itin
big
did
him
dip
bit
bin
dig
lidJi
mhi
pfit
finfig
hid
rimlip
hit
pin
jigrid
Tim
ripki
ttin
pig
Sid
si p
lit pit
win
rig wig
tip zip1
8si
t
The
teac
her
may
writ
e a
list o
f sho
rt a
wor
ds o
n th
e bl
ack-
boar
d. N
ext t
o th
is li
st a
noth
er g
roup
of w
ords
is w
ritte
n.T
his
grou
p is
like
the
first
exc
ept t
hat t
he v
owel
is c
hang
edsu
ch a
s:at
itba
tbi
tfa
tfit
hat
hit
The
teac
her
may
pre
pare
a w
orks
heet
hav
ing
pict
ures
of w
ords
cont
aini
ng a
sho
rt a
or
i and
hav
e th
e st
uden
t writ
e th
e co
rrec
tr-
wor
d un
der
each
pic
ture
.
c a
pc
at
p
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
2) S
hort
reg
ular
vow
el s
ound
s(c
ontin
ued)
- 34
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
pre
pare
a w
orks
heet
hav
ing
a ro
w o
f pic
ture
san
d a
row
of w
ords
. The
stu
dent
dra
ws
a lin
e fr
om th
epi
ctur
eto
the
corr
ect w
ord.
The
teac
her
may
colle
ct a
num
ber
of p
ictu
res
from
wor
kboo
ks,
cata
logs
, or
mag
azin
es a
nd p
aste
them
on
a la
rge
piec
e of
tagb
oard
with
ace
tate
pas
ted
over
the
card
.T
he s
tude
ntw
rites
the
corr
ect w
ord
unde
r ea
ch p
ictu
re.
6
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en a
gro
up o
f one
-syl
labl
e w
ords
havi
ng a
sho
rt u
in th
e in
itial
or
med
ial
posi
tion,
the
stud
ent w
ill b
e ab
le to
blen
d th
e so
und
patte
rns
toge
ther
to p
ro-
noun
ce th
e w
ords
.
Giv
en a
gro
up o
f one
-syl
labl
e w
ords
havi
ng a
sho
rt e
in th
e in
itial
or
med
ial
posi
tion,
the
stud
ent w
ill b
e ab
le to
blen
d th
e so
und
patte
rns
toge
ther
to p
ro-
noun
ce th
e w
ords
.
19.,
20. 1
964,
Don
ald
E. R
asm
usse
n nd
Lyn
n G
oldb
erg.
Rep
rinte
d by
perm
issi
on o
f the
pub
lishe
r, S
cien
ce R
esea
rch
Ass
ocia
tes,
Inc.
- 35
The
teac
her
may
use
the
sam
e su
gges
ted
teac
hing
tech
niqu
esas
use
d fo
r sh
ort a
, i, a
nd o
to a
ccom
plis
h th
e ob
ject
ive.
The
follo
win
g is
a s
ugge
sted
wor
d lis
t:
but
bug
bun
bud
cut
dug
fun
mud
but
hug
gun
nut
jug
run
rut
lug
sun
rug
tug
bet
get
jet
let
met
net
pet
set
wet
yet
cup
pup
up
bus
hum
cub
Gus
sum
rub
ustu
b 19
beg
leg
peg
Ben
bed
den
fed
hen
I ed
Ken
Ned
men
red
pen
Ted
ten
pep
yes
hem
web
20
The
teac
her
may
pre
pare
sm
all c
ards
, eac
h ha
ving
a p
ictu
repa
sted
on
it.T
he s
tude
nt c
an e
ither
mat
ch th
e pi
ctur
es h
av-
ing
the
sam
e vo
wel
sou
nd, m
atch
the
pict
ures
that
rhy
me,
or
spel
l the
wor
d as
he
is s
how
n th
e pi
ctur
e.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
2) S
hort
reg
ular
vow
el s
ound
s(c
ontin
ued)
21. 1
964,
Don
ald
E. R
asm
usse
n an
d L'
perm
issi
on o
f the
pub
lishe
r, S
cien
Giv
en a
gro
up o
f one
-syl
labl
e w
ords
havi
ng a
sho
rt o
in th
e in
itial
or
med
ial
posi
tion,
the
stud
ent w
ill b
e ab
le to
blen
d th
e so
und
patte
rns
toge
ther
to p
ro-
noun
ce th
e w
ords
.
Giv
en a
gro
up o
f one
-syl
labl
e w
ords
havi
ng a
mix
ed s
elec
tion
of v
owel
s in
the
initi
al o
r m
edia
l pos
ition
, the
stu
dent
will
be
able
to b
lend
the
soun
d pa
ttern
sto
geth
er a
nd p
rono
unce
the
wor
ds.
nn G
oldb
erg.
Rep
rinte
d by
e R
esea
rch
Ass
ocia
tes,
Inc.
- 36
The
sug
gest
ed a
ctiv
ities
list
ed fo
r sh
ort a
and
i ca
n be
als
ous
ed fo
r sh
ort o
.It
is s
ugge
sted
, how
ever
, tha
t the
teac
her
revi
ew s
hort
a a
nd i
in in
trod
ucin
g sh
ort o
. The
follo
win
g is
a su
gges
ted
wor
d lis
t to
acco
mpl
ish
the
obje
ctiv
e:
cot
dog
Don
dot
fog
ongo
tho
gho
tjo
gjo
tlo
glo
tno
tpo
tro
t
nod
pod
rod
hop
mom
mop
Tom
pop
top
Bob
box
cob
fox
job
ox21
rob
sob
The
teac
her
may
pre
pare
the
follo
win
g w
orks
heet
s:
1.C
ircle
the
wor
d th
at n
ames
the
pict
ure.
him
tip
hum
tap
22
2.C
ircle
the
vow
el w
hose
sou
nd y
ou h
ear
in th
e w
ord
that
nam
es th
e pi
ctuf
e.
23
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
- 37
-
1 1
The
teac
her
and
stud
ent m
ay e
ach
mak
e a
tape
pro
no.n
cing
wor
ds fr
om a
n id
entic
al li
st.
The
stu
dent
pla
ys th
e ta
pe a
sm
any
times
as
nece
ssar
y to
lear
n th
e co
rrec
t sou
nds.
The
stu
dent
may
be
give
r a
wor
kshe
et o
n w
hich
the
five
vow
elle
tters
are
writ
ten
and
aske
d, e
ither
by
the
teac
her
dire
ctly
or o
n a
tape
, to
say
each
of t
hese
lette
rs. B
elow
the
row
of
vow
els
are
lette
r co
mbi
natio
ns th
at c
an b
e m
ade
into
a w
ord
by w
ritin
g in
the
corr
ect v
owel
. The
teac
her
dict
ates
a w
ord
to th
e st
uden
t with
the
be in
ning
and
end
ing
cons
onan
t of a
wor
d fr
om th
e w
orks
heet
. The
stu
dent
list
ens
to th
e w
ord
and
inse
rts
the
corr
ect.
vow
el o
n th
e lin
e as
fo!lo
ws:
aeio
u
bg
(big
)b
g (b
ag)
The
stu
dent
may
be
give
n a
wor
kshe
et h
avin
g te
n w
ords
with
the
cons
onan
t -vo
wel
-co
nson
ant p
atte
rn o
n w
hich
he
has
been
wor
king
. Bel
ow e
ach
wor
d ar
e so
me
lines
. As
the
teac
her
read
s th
e w
ord,
the
stud
ent l
iste
ns to
the
soun
ds. T
he te
ache
rw
ill th
en d
icta
te o
ther
wor
ds fo
r th
e st
uden
t to
writ
e on
the
lines
.E
ach
wor
d w
ill h
ave
the
sam
e be
ginn
ing
and
endi
ngco
nson
ant a
s th
e fir
st w
ord;
how
ever
, eac
h ne
w w
ord
can
bebu
ilt b
y ch
angi
ng th
e vo
wel
as
follc
ws:
hat
bad
(hit)
(hot
}(h
ut)
(bed
)(b
id)
(bud
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
2) S
hort
reg
ular
vow
el s
ound
s(c
ontin
ued)
- 38
-
The
stu
dent
may
be
give
n a
wor
kshe
et n
umbe
red
from
1-2
0.B
esid
e ea
ch n
umbe
r ar
e th
e vo
wel
s a
e i o
u. T
he s
tude
ntw
ill h
ave
thre
e w
ords
dic
tate
d ei
ther
by
the
teac
her
or fr
omta
pe. T
hese
wor
ds w
ill h
ave
a co
nson
ant-
shor
t vow
el-c
onso
-na
nt p
atte
rn. A
ll th
ree
wor
ds w
ill h
ave
the
sam
e sh
ort v
owel
.A
s th
e st
uden
t lis
tens
to th
e th
ree
wor
ds, h
e m
ust d
ecid
e w
hich
of th
e sh
ort v
owel
sou
nds
he h
ears
. He
circ
les
the
corr
ect
lette
r on
his
pap
er. T
his
activ
ity c
an b
e do
ne in
a th
ree-
step
prog
ress
ion
as fo
llow
s:
1.A
ll w
ords
hav
ing
a di
ffere
nt b
egin
ning
con
sona
ntbu
t the
sam
e vo
wel
and
end
ing
cons
onan
t suc
h as
man
, tan
, ran
.
2.A
ll w
ords
hav
ing
a di
ffere
nt e
ndin
g co
nson
ant
but t
he s
ame
initi
al c
onso
nant
cnd
vow
el s
uch
asm
ad, m
an, m
ap.
3.A
M w
ords
hav
ing
a di
ffere
nt b
egin
ning
and
end
-in
g co
nson
ant b
ut th
e sa
me
vow
el s
ound
suc
h as
bad,
fan,
sat
.
TH
. stu
dent
may
be
give
n a
piec
e of
writ
ing
pape
r.T
hete
ache
r re
ads
seve
ral s
impl
e sh
ort s
ente
nces
bui
lt fr
om w
ords
havi
ng th
e co
nson
ant-
shor
t vow
el-c
onso
nant
pat
tern
.E
ach
sent
ence
is d
icta
ted
thre
e tim
es. T
he s
tude
nt w
rites
the
entir
ese
nten
ce o
n hi
s pa
per.
The
follo
win
g is
on
exam
ple:
Nan
is fa
t.D
an r
an a
nd s
at.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
3) B
lend
s
a) In
itial
Giv
en o
ppor
tuni
ty to
vie
w p
ictu
res
the
nam
es o
f whi
ch b
egin
with
a n
orm
al s
hort
vow
el, t
he s
tude
nt w
ill b
e ab
le to
iden
-tif
y th
e pi
ctur
e an
d th
e vo
wel
with
whi
chth
e pi
ctur
e's
nam
e be
gins
.
Giv
en w
ords
con
tain
ing
initi
al c
onso
nant
blen
ds s
uch
as b
r dr
frgr
clfl
gln1
st s
m S
n sw
cr
slst
r tw
nr
sk.r
_sc
r sn
snr
squ,
. the
stu
dent
will
be
able
to p
rono
unce
the
wor
d.
- 39
-
The
teac
her
may
sho
w p
ictu
res
of o
laie
cts
who
se n
ames
beg
inw
ith th
e sh
ort v
owel
sou
nds.
The
stu
dent
may
iden
tify
the
corr
ect v
owel
sou
nd. T
he fo
llow
ing
wor
ds m
ay b
e us
ed:
egg
octo
pus
appl
eum
brel
lain
k
The
teac
her
may
pre
pare
list
s of
wor
ds a
s th
e fo
llow
ing
for
the
stud
ent t
o re
ad:
brat
flag
crib
scru
bdr
aggl
adsl
ipfr
etpl
odst
rut
sprig
grit
stop
twin
trot
smog
prod
blot
spot
quit
clog
24
The
teac
her
may
mak
e up
sill
y se
nten
ces
cont
aini
ng c
onso
nant
blen
d w
ords
, and
the
stud
er.:
will
fill
in th
e m
issi
ng le
tters
.
1.T
he (
tr)r
amp
will
(tr
)ave
l on
the
(tr)
ain.
2.T
he (
st)o
rm w
ill (
st)a
rt a
nd th
e (s
t)op
.3.
He
didn
't (d
r) in
k a
(dr)
op o
f wat
er.
The
teac
her
may
pre
pare
a w
orks
heet
as
the
follo
win
g an
dha
ve s
tude
nts
fill i
n th
e an
swer
s:
1.W
hat c
omes
afte
r se
cond
?(t
hird
)2.
Wha
t he
says
whe
n he
cha
ses
the
cat i
s(s
cat)
.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
a) In
itial
Giv
en a
grou
pof
wor
ds c
onta
inin
g in
itial
'(c
ontin
ued)
cons
onan
t ble
nds,
the
stud
ent w
ill id
en-
tify
the
initi
al c
onso
nant
ble
nd s
hr.
b) F
inal
Giv
en a
grou
pof
wor
ds c
unta
inin
g in
itial
cons
onan
t ble
nds,
the
stud
ent w
ill b
eab
le to
rec
ogni
ze a
nd id
entif
y th
e in
itial
cons
onan
t ble
nd s
ch.
Giv
en a
grou
pof
wor
ds c
onta
inin
g in
itial
blen
ds, t
he s
tude
nt w
ill b
e ab
le to
rec
-og
nize
and
iden
tify
the
initi
al b
lend
dw
.
Giv
en w
ords
con
tain
ing
final
con
sona
ntbl
ends
as:
nk
ftnt
stsk
ng Id
rt
rdrk
nd
,the
stud
ent w
il I b
e ab
le to
pro-
__ noun
ce th
e w
ords
. - 40
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
pre
pare
exe
rcis
es th
at r
equi
re th
e st
uden
t to
iden
rify
wor
ds b
egin
ning
with
shr
.
eine
mP
scre
amnk
stre
et
The
teac
her
may
hav
e th
e st
uden
t ide
ntify
wor
ds b
egin
ning
with
the
blen
d sc
h fr
om a
prep
ared
list
of w
ords
beg
inni
ngw
ith c
onso
nant
ble
nds.
oIsq
uint
oner
spoo
lol
arsq
uare
stra
p
The
teac
her
may
have
the
stud
ent r
ead
such
wor
ds a
s:
dwar
fdw
el I
dwin
dle
The
teac
her
may
pre
pare
a li
st o
f wor
ds fo
r th
e st
uden
ts to
read
suc
h as
:
fold
pest
desk
hold
rasp
dark
mus
tsa
ngle
ftde
ntha
rdca
rtdu
sk-
pink
hang
a
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
4) L
ong
vow
elso
unds
I
SU
GG
ES
TE
D T
EA
CI-
lING
TE
CH
NIQ
UE
S
Giv
en a
gro
up o
f one
-syl
labl
e w
ords
hav
ing
a co
nson
ant b
lend
in th
e in
itial
and
/or
fina
l pos
ition
, the
stu
dent
will
be
able
to b
lend
the
soun
d pa
ttern
s to
geth
er a
ndco
rrec
tly p
rono
unce
the
wor
ds.
Giv
en a
gro
up o
f wor
ds c
onta
inin
g fin
albl
ends
, the
stu
dent
will
iden
tify
the
blen
d ct
and
sa.
Giv
en a
gro
up o
f wor
ds c
onta
inin
g fin
albl
ends
, the
stu
dent
will
iden
tify
the
final
ble
nds
njp
ptrk
rlrn
ts.
Giv
en w
ords
con
tain
ing
the
long
a s
ound
mad
e by
diff
eren
t let
ter
com
bina
tions
,th
e st
uden
t will
be
able
to p
rono
unce
thes
e w
ords
.-
41 -
The
teac
her
may
pla
ce a
list
of w
ords
on
the
boar
d. In
clud
edin
the
list i
s a
know
n w
ord.
The
rem
aini
ng w
ords
will
hav
e a
com
mon
pal
ter-
. The
stu
dent
will
rea
d th
e lis
t of w
ords
corr
ectly
.
band
hand
land
sand
flat
flap
flag
flop
clin
gfl
ing
slin
gsw
ing
The
teac
her
may
pre
pare
exe
rcis
es th
at w
ill r
equi
re th
e st
uden
tto
circ
le th
e re
quire
d bl
end
in e
ach
wor
d as
follo
ws:
affe
ew
oese
le0
groC
)ne
glec
tra
(D
The
teac
her
may
pre
pare
exe
rcis
es th
at w
ill r
equi
re th
eto
circ
le th
e bl
ends
con
tain
ed in
wor
ds s
uch
as:
patte
0E Eg f wa pu
®
h wh inte
rrp p st
stud
ent I
II
The
teac
her
muy
pro
noun
ce th
e fo
llow
ing
wor
ds a
nd h
ave
stud
ent i
dent
ify th
e so
und
hear
d:
a-e
day
they
fate
aiei
sail
reig
nea
grea
t
the
SK
ILLS 4) L
ong
vow
el s
ound
s(c
ontin
ued)
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en w
ords
con
tain
ing
the
long
e s
ound
mad
e by
diff
eren
t let
ter
com
bina
tions
,the
stud
ent w
ill b
e ab
le to
pro
noun
ce th
ese
wor
ds.
Giv
en w
ords
con
tain
ing
the
long
i so
und
mad
e by
diff
eren
t let
ter
com
bina
tions
,the
stud
ent w
ill b
e ab
le to
pro
noun
ce th
ese
wor
ds.
Giv
en w
ords
con
tain
ing
the
long
o s
ound
mad
e by
diff
eren
t let
ter
com
bina
tions
,the
stud
ent w
ill b
e ab
le to
pro
noun
ce th
ese
wor
ds.
Giv
en w
ords
con
tain
ing
the
long
u s
ound
mad
e by
diff
eren
t let
ter
com
bina
tions
,the
stud
ent w
ill b
e ab
le to
pro
noun
ce th
ese
wor
ds.
Giv
en w
ords
con
tain
ing
the
vow
el o
follo
wed
by
the
lette
rs Id
in w
hich
the
o is
giv
en th
e lo
ng p
ronu
ncia
tion,
the
Ttu
dent
will
be
able
to p
rono
unce
thes
ew
ords
.
- 42
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
pro
noun
ce th
e fo
llow
ing
wor
ds a
nd h
ave
the
stud
ent i
dent
ify th
e so
und
hear
d:
eeea
eii
iefe
etne
atde
ceiv
esk
ike
ybr
ief
The
teac
her
may
pro
noun
ce th
e fo
llow
ing
wor
ds a
nd h
ave
the
stud
ent i
dent
ify th
e so
und
hear
d:
i-eie
eiuy
uiki
te-7
--pi
ehe
ight
buy
guid
e
The
teac
her
may
pro
noun
ce th
e fo
llow
ing
wor
ds a
nd h
ave
the
stud
ent i
dent
ify th
e so
und
hear
d:
owoa
o-e
show
boat
note
The
teac
her
may
pro
noun
ce th
e fo
llow
ing
wor
ds a
nd h
ave
the
stud
ent i
dent
ify th
e so
und
hear
d:
ew
flew
u-e
ueui
you
tube
due
suit
25
The
teac
her
may
pro
noun
ce th
e fo
llow
ing
wor
ds a
nd h
ave
the
stud
ent i
dent
ify th
e so
und
hear
d:
old
hold
sold
mol
dto
ldco
ldgo
ldfo
ldbo
ld
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
43
The
teac
her
may
cut
one
tagb
oard
circ
le 5
" in
dia
met
er c
ndan
othe
r 7"
in d
iam
eter
.P
lace
thes
e ci
rcle
s on
e on
top
ofth
e ot
her,
cen
ter
toge
ther
and
fast
en th
em th
roug
h th
e ce
nter
with
a p
aper
fast
ener
so
they
will
turn
free
ly.
On
the
inne
r di
sc, w
rite
a w
ord
foun
datio
n le
tter
com
bina
tion.
On
the
oute
r di
sc, w
rite
initi
al c
onso
nant
s th
at c
an b
e pr
e-fix
ed to
the
cent
er le
tters
to fo
rm n
ew w
ords
. The
follo
win
gis
an
illus
trat
ion:
26
71-
3.-I
_a-
.3-
- -L
--J
[II
em,
1He
leac
ner
may
Iwo
ship
s L
x,.
one
strip
writ
e th
e so
und
patte
rn to
be
built
and
in fr
ont o
f it
cut t
wo
horiz
onta
l slit
s 2"
long
. On
the
seco
nd s
trip
,writ
ein
itial
con
sona
nts
or b
lend
sou
nds
that
will
ble
nd w
ith th
eso
und
patte
rn to
form
new
wor
ds. S
lip th
is s
econ
d st
rip th
roug
hth
e ho
rizon
tal s
lits
in th
e fir
st s
trip
as
illus
trat
ed b
elow
. By
slid
ing
one
card
thro
ugh
the
slits
, the
stu
dent
can
ble
nd th
eso
unds
on
each
to fo
rm n
ew w
ords
.
b fol
d
c t
27
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
4) L
ong
vow
el s
ound
s(c
ontin
ued)
Giv
en w
ords
con
tain
ing
ifo
llow
ed b
yild
ight
gh, t
he s
tude
nt w
ill b
e ab
le to
pron
ounc
e th
e w
ords
.
Giv
en a
gro
up o
f one
-syl
labl
e w
ords
havi
ng tw
o vo
wel
s in
the
med
ial p
ositi
on,
the
stud
ent w
ill b
e ab
le to
ble
nd th
eso
und
patte
rns
toge
ther
and
sel
ect t
heco
rrec
t pro
nunc
iatio
n of
the
wor
ds.
The
teac
her
may
prin
t wor
d en
ding
s on
thre
e pi
eces
- of
rec
-ta
ngul
ar ta
gboa
rd. O
n sm
alle
r pi
eces
of t
agbo
ard
that
are
atta
ched
to th
e up
per
left
hand
cor
ner
of th
e la
rger
tagb
oard
with
a b
rad,
the
teac
her
prin
ts a
beg
inni
ng c
onso
nant
. The
stud
ent w
ill th
en b
e ab
le to
flip
the
begi
nnin
g co
nson
ants
tom
ake
new
wor
ds th
at h
e w
ill th
en r
ead.
The
follo
win
g is
an
illus
trat
ion:
The
follo
win
g ar
e so
me
sugg
este
d co
mbi
natio
ns to
be
used
with
the
abov
e: -ild
wild
mild
child
-ight
light
brig
htni
ght
-igh
sigh thig
h
The
teac
her
may
pre
pare
wor
kshe
ets
such
as
the
follo
win
g th
atre
quire
s th
e st
uden
t to
fill i
n th
e m
issi
ng v
owel
:
bat A
iI
23
4-Sl
ca7.
819
/VIt
/ /3
/Sii/
S1/2
-/7
/9..7
/1-2
2a4
w e
kFi
fw
h el
b ad
s
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
lye
Giv
en a
gro
up o
f one
-syl
labl
e w
ords
havi
ng tw
o vo
wel
s, o
ne o
f whi
ch is
the
final
e, t
he s
tude
nt w
ill b
e ab
le to
ble
ndth
e so
und
patte
rns
toge
ther
and
sel
ect
the
corr
ect p
ronu
ncia
tion
of th
e w
ords
.
45
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
pre
sent
a p
assa
ge c
onta
inin
g w
ords
that
follo
w th
is v
owel
pat
tern
and
dire
ct th
e st
uden
t to
unde
rline
as m
any
of th
ese
wor
ds a
s he
can
find
.T
he fo
llow
ing
wor
dlis
t may
be
used
:
chai
nbe
atfe
edm
oon
took
boat
mai
ldr
eam
seed
noon
look
coat
wai
tle
afke
epso
onbo
okgo
atra
inte
ach
quee
nlo
adpa
idse
atgr
een
road
The
teac
her
may
wis
h to
poi
nt o
ut th
at in
eac
h of
thes
e ca
ses
only
the
first
vow
el is
hea
rd. T
he fi
rst v
owel
doe
s th
e ta
lkin
gw
hile
the
seco
nd d
oes
the
wal
king
. The
num
ber
of e
xcep
tions
to th
is r
ule
may
be
foun
d on
pag
e 67
of t
he A
ppen
dix.
The
teac
her
may
pre
pare
the
follo
win
g w
orks
heet
s:
1.C
hang
e th
ese
shor
t vow
el w
ords
to lo
ng v
owel
wor
ds. A
dd a
vow
el to
mak
e th
e fir
st v
owel
soun
d its
ow
n na
me.
hid
rip pin
hat
rat
fin
pal
plan
strip
can
fat
rid
2.R
emov
e th
e si
lent
e a
nd c
hang
e th
e vo
wel
s in
thes
e w
ords
from
the
long
to th
e sh
ort s
ound
.
tape
hide
ate
tube
use
hope
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
4) L
ong
vow
el s
ound
s(c
ontin
ued)
5) C
onso
nant
and
vow
el d
igra
phs
Giv
en a
gro
up o
f one
-syl
labl
e w
ords
hav
-in
g a
vow
el a
t the
end
of t
he o
pen
sylla
-bl
e, th
e st
uden
t will
be
able
to b
lend
the
soun
d pa
ttern
s to
geth
er a
nd s
elec
t the
corr
ect p
ronu
ncia
tion
of th
e w
ords
.
Giv
en a
list
of o
ne-s
ylla
ble
wor
ds e
nd-
ing
in tw
o co
nsec
utiv
e vo
wel
s, th
e st
uden
tw
ill b
e ab
le to
ble
nd th
e so
und
patte
rns
toge
ther
and
sel
ect t
he c
orre
ct p
ronu
n-ci
atio
n of
the
wor
ds.
Giv
en w
ords
con
tain
ing
the
initi
al c
on-
sona
nt d
igra
phs
ch s
hth
(vo
iced
and
un-
voic
ed)
wh
ph, t
he s
tude
nt w
ill b
e ab
leto
pro
noun
ce th
e w
ords
cor
rect
ly.
The
teac
her
may
pre
pare
a w
orks
heet
req
uirin
g th
e st
uden
t to
fill i
n th
e m
issi
ng v
owel
in th
e bl
ank
to fo
rm th
e na
me
of th
epi
ctur
e. T
he fo
llow
ing
is a
n ex
ampl
e: rp
e
The
teac
her
may
use
the
follo
win
g w
ord
list i
n ex
erci
ses
toac
com
plis
h th
e ob
ject
ive:
goby
nom
yso
cry
dry
try
fly fry
shy
why
dohe
tom
e
she
we
be
The
teac
her
may
use
the
follo
win
g w
ord
list i
n ex
erci
ses
toac
com
plis
h th
e ob
ject
ive:
day
may
stay
say
clay
see
moo
Joe
blue
bee
too
toe
thre
efr
ee
The
teac
her
may
use
the
follo
win
g w
ord
list i
n ex
erci
ses
toac
com
plis
h th
e ob
ject
ive:
chai
nsh
ame
chai
rsh
otch
ange
she
ll
thin
kth
ick
third
whe
nw
hite
whe
at
them
than
this
roc
ho--
" --
phot
oph
one
SK
ILLS
I
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en w
ords
con
tain
ing
the
final
con
so-
nant
dig
raph
s sh
ch
ck th
(vo
iced
) sh
nh g
h, th
e st
uden
t will
be
able
to p
ro-
noun
ce th
e w
ords
cor
rect
ly.
- 47
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
use
the
wor
d Iis
r be
low
in e
xerc
ises
toac
com
plis
h th
e ob
ject
ive:
back
tent
hm
arch
roug
hfis
hpi
ckbo
thbe
nch
toug
hla
sh
duck
bath
peac
hgr
aph
push
The
teac
her
may
mak
e up
wor
d ca
rds
cont
aini
ng s
ever
al w
ords
with
the
sam
e di
grap
h su
ch a
s th
e fo
llow
ing:
whe
rew
hich
whi
tew
heat
whe
nth
eyth
enth
isth
ere
them
The
teac
her
may
dis
trib
ute
a w
ord
card
to e
ach
stud
ent.
Hav
eea
ch s
tude
nt r
ead
his
card
alo
ud. T
he te
ache
r w
rites
shi
ne,
chee
se, t
hose
, wha
t on
the
chal
kboa
rd. S
he fr
ames
che
ese
and
says
,TriT
osT
;Fo
have
wor
ds th
at b
egin
I ike
this
wor
dst
and.
" T
he te
ache
r fu
rthe
r as
ks, "
How
is y
our
wor
d lik
ech
eese
'?"
The
teac
her
may
mok
e up
flas
h ca
rds
cont
aini
ng tw
o w
ords
such
as
clic
k, c
hick
, dis
h, a
nd w
ish.
Pla
ce th
e w
ords
in th
ech
alk
tray
in r
ando
m o
rder
.S
tude
nts
play
the
gam
es in
pai
rs.
As
the
teac
her
pron
ounc
es a
wor
d, th
e st
uden
ts to
uch
the
prop
er w
ord
on th
e ca
rd a
nd s
ay th
e w
ord
alou
d.T
he s
tude
ntw
ho to
uche
s th
e w
ord
first
may
take
the
card
. Whe
n al
l the
card
s ha
ve b
een
take
n, th
e st
uden
ts c
ount
to s
ee w
ho is
hol
d-in
g th
e m
ost c
ards
.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
5) C
onso
nant
and
vow
el d
igra
phs
(con
tinue
d)
- 48
-
The
teac
her
may
pre
pare
a n
umbe
r of
one
-wor
d fla
sh c
ords
.E
ach
stud
ent w
ill b
e gi
ven
two
card
s. T
he s
tude
nts
liste
nca
refu
lly a
s th
e te
ache
r sa
ys a
wor
d th
at e
nds
like
one
of th
egr
oups
of c
ards
suc
h as
trac
k.T
hen
each
pla
yer
who
has
aw
ord
that
end
s w
ith c
k m
ust s
tand
bef
ore
the
grou
p,sh
ow h
isca
rd, a
nd s
ay th
e w
ord.
(C
onso
nant
s or
ble
nds
in th
e in
itial
posi
tion
coul
d al
so b
e us
ed.)
The
follo
win
g w
ords
are
sug
-ge
stio
ns fo
r th
is e
xerc
ise:
shck
_ph
p7sh
blac
kph
rase
dish
neck
phon
ew
ash
tric
kph
oto
wis
hst
ick
phon
y
The
teac
her
may
pre
pare
wor
kshe
ets
such
as:
1.W
rite
the
corr
ect w
ord
in th
e bl
ank.
1.H
e tie
d a
in th
ero
pe.
2.P
leas
e,no
tkn
ot
rap
wra
pth
e pa
ckag
e.
2.
1k-
---\
,4--
---4
.;
2
3it
cfti
......
-
4
(con
tinue
d be
low
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en a
gro
up o
f wor
ds c
onta
inin
g vo
wel
oa )
to a
v__
ea e
e au
aw
ei o
w (
blow
), th
e st
uden
t will
be
able
to p
rono
unce
thes
e w
ords
.
- 49
-
Writ
e th
e tw
o le
tters
with
whi
ch e
ach
of th
ena
mes
of t
hese
pic
ture
s be
gin.
(ab
ove)
I. 2.3. 4.
The
teac
her
may
use
the
follo
win
g w
ord
lists
acco
mpl
ish
the
obje
ctiv
e:
aioa
ail
ea--
rra
into
ast
day
mea
tta
ilgo
alpl
ayse
al
chai
nso
akm
aycl
ean
eilo
ng o
oau
shor
t oo
seiz
ero
omfa
unbo
okle
isur
ebo
oca
ught
foot
cei I
ing
toot
hta
ught
woo
d
in e
xerc
ises
to
eeaw
mee
tsa
wpe
eldr
awfe
ella
w
long
ow
sho
rt e
acr
owbr
ead
yello
ww
eath
erflo
win
gre
ady
The
teac
her
may
giv
e th
e st
uden
t a li
st o
f wor
ds a
nd a
sk th
est
uden
t to
cros
s ou
t the
sile
nt v
owel
.
seal
fail
toad
The
teac
her
may
pre
pare
a w
orks
heet
suc
h as
: Say
thes
ew
ords
sof
tly to
you
rsel
f.If
you
hear
the
oo s
ound
as
it is
hear
d in
the
wor
d bo
o w
rite
long
afte
r th
e w
ord.
If y
ou h
ear
the
oo s
ound
as
in fo
ot w
rite
shor
t afte
r th
e w
ord.
1.co
ol2.
moo
n
3. to
oth
4. w
ood
1 1 1
SK
ILLS 5)
Con
sona
nt a
ndvo
wel
dig
raph
s(c
ontin
ued)
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en a
gro
up o
f wor
ds c
onta
inin
g vo
wel
digr
aphs
, the
stu
dent
will
be
able
tore
cogn
ize
and
iden
tify
the
vow
el d
igra
phs
ie o
e ue
ui.
Giv
en a
gro
up o
f wor
ds c
onta
inin
g vo
wel
digr
aphs
, the
stu
dent
will
be
able
tore
cogn
ize
and
iden
tify
the
spec
ific
vow
eldi
grap
h ia
.
- 50
-
Not
e: M
any
book
ser
ies
show
the
two
soun
ds o
foo
thus
:
book
b u
km
oon
m u
n
The
stu
dent
may
be
give
n a
wor
kshe
et o
n w
hich
he
is a
sked
tofin
d th
e co
rrec
t wor
d in
the
wor
d lis
t and
writ
e it
belo
w th
eco
rres
pond
ing
pict
ure.
28
boot
hw
ood
moo
nsp
ool
cook
roos
ter
groo
mho
odbo
ok
foot
scho
olbr
ook
1.2.
) /
3.
dell
t=11
.dl
i.jo
WO
OD
The
stu
dent
may
be
aske
d to
iden
tify
the
vow
el d
igra
phs
ieoe
ue
uiin
wor
ds s
uch
as th
e fo
llow
ing:
care
belO
ve b
l®fO
tge
fO
ce13
0-h®
sh®
iC3r
The
teac
her
may
pre
pare
exe
rcis
es th
at w
ill r
equi
re th
e st
uden
tto
circ
le th
e is
vow
el d
igra
ph in
wor
ds s
uch
as:
Aeo
amne
e
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
6)D
ipht
hong
s
Giv
en a
gro
up o
f wor
ds c
onta
inin
g vo
wel
digr
aphs
, the
stu
dent
will
be
able
toid
entif
y th
e sp
ecifi
c vo
wel
dig
raph
seo
eu.
Giv
en w
ords
con
tain
ing
the
vow
el d
igra
phae
, th
e st
uden
t will
be
able
to id
entif
yth
e di
grap
h an
d pr
onou
nce
the
wor
ds.
Giv
en w
ords
con
tain
ing
the
vow
el d
iph-
thon
gs o
u ow
(co
w-h
ouse
) of
off,
the
stud
ent w
illT
e ab
le to
pro
noun
cew
ords
.
-51
-
The
teac
her
may
pre
pare
exe
rcis
es th
at w
ill r
equi
re th
e st
uden
tin
wor
ds s
uch
as
fod
in
to c
ircle
the
spec
ific
vow
el d
igra
phs
eoth
e fo
llow
ing:
lepa
rdde
ice
eu
dung
On
The
teac
her
may
intr
oduc
e th
e di
grap
h ae
(of
ten
enco
unte
red
in G
reek
Myt
holo
gy)
by h
avin
g th
e st
uden
t circ
le e
ach
aedi
grap
h. S
ome
exam
ples
of w
ords
that
mig
ht b
e us
ed a
re:
can
isA
hraeu
su
Hep
h®tu
s
The
follo
win
gw
ord
list
isan
exa
mpl
eof
the
obje
ctiv
e:
owou
ofoy
owl
soun
dbo
ilbo
yho
wl
mou
seco
illo
Yto
wn
hous
eso
ilto
y-(o
u so
und)
6)D
ipht
hong
s(c
ontin
ued)
29 R
eprin
ted
by p
erm
issi
on fr
om T
HE
MA
GIC
WO
RLD
OF
DR
. SP
ELL
Oby
Will
iam
Kot
tmey
er a
nd K
ay W
a-e,
Cop
yrig
ht 1
963
by M
cGra
w-H
ill, I
nc.
- 52
-
The
teac
her
may
pre
pare
wor
kshe
ets
as:
1.H
ere
are
som
e de
finiti
ons
of o
f and
oi w
ords
.W
rite
the
wor
d fo
r ea
ch d
efin
ition
.
1.H
appi
ness
(joy)
2. G
et to
geth
er w
ith(jo
in)
3. H
eat a
liqu
id(b
oil
.29
2.
Com
plet
e th
e se
nten
ces
belo
w u
sing
the
follo
w-
wor
ds:
shou
tou
tlo
udso
ur
1.P
leas
e do
not
2.D
ad fi
shed
for
foun
dco
unt
trou
tso
uth
in c
lass
.in
the
broo
k. 3
0
The
teac
her
may
pre
pare
a w
orks
heet
on
whi
ch a
sto
ry is
writ
ten.
The
stu
dent
is to
use
the
unde
rline
d w
ords
in th
est
ory
to fi
ll in
the
spac
es in
the
sent
ence
s th
at w
ill fo
llow
.T
he fo
llow
ing
is a
n ex
ampl
e:
All
day
the
win
d ho
wle
d. T
he s
now
fell
like
whi
te p
owde
rov
er th
e to
wn.
Tim
and
Sal
took
off
snow
y br
own
boot
s.ne
nth
ey r
an to
see
Mom
.
Mom
sai
d, "
Look
at t
he fl
ower
s 1
got d
ownt
own.
""I
s th
at a
llyo
u go
t?"
aske
d T
im fr
owni
ng.
Mom
sai
d, "
Sto
p fr
owni
ng, T
im. H
ere
are
som
e ba
lloon
s fo
rS
aalll
aoon
dnsa
....
clow
nfo
r yo
u.Y
ou s
how
Sal
how
to b
low
up
the
I wi I
star
t the
clo
wn.
"
Now
imam
sip
lum
mir
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
7) S
ilent
lette
rco
mbi
natio
ns
Giv
en a
gro
up o
f wor
ds c
onta
inin
g di
ph-
thon
gs, t
he s
tude
nt w
ill b
e ab
le to
iden
tify
the
spec
ific
diph
thon
g ea
r.
Giv
en w
ords
con
tain
ing
the
sile
nt c
on-
sona
nt a
nd v
owel
com
bina
tions
kn
gngh
ten
ck m
b w
r dg
, the
stu
dent
will
be
able
topr
onou
nce
thes
e w
ords
.
- 53
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
Tim
hel
ped
blow
up
the
ballo
ons.
The
n S
al s
tart
ed to
thro
wth
em to
him
. Mom
wou
ndup
the
clow
n.Its
arm
s w
ent u
p an
ddo
wn.
Pal
, the
dog
, gro
wle
d an
d ch
ased
the
clow
n.
1. T
he w
ind
all d
ay lo
ng.
2. T
he s
now
look
ed li
ke w
hite
3. M
om g
ot fl
ower
s4.
Tim
and
Sal
took
off
boot
s.5.
Mom
foun
d a
for
Tim
.6.
Pal
whe
n he
saw
the
clow
n.31
The
teac
her
may
pre
pare
exe
rcis
es th
at w
ill r
equi
re th
e st
uden
tsto
circ
le th
e sp
ecifi
c di
phth
ongs
in w
ords
suc
h as
:
appe
cle
The
teac
her
may
pre
pare
a w
orks
heet
with
wor
ds c
onta
inin
gth
e si
lent
con
sona
nt a
nd v
owel
com
bina
tion.
The
teac
her
pron
ounc
es e
ach
wor
d. T
he s
tude
nt li
sten
s fo
r th
e so
unds
he
hear
s an
d cr
osse
s ou
tan
yle
tters
for
whi
ch h
e do
es n
ot h
ear
a so
und.
The
follo
win
g w
ords
may
be
used
for
this
exe
rcis
e:
,kne
eI i
itI '
Wen
bask
lam
,rit
edo
9rge
paw
know
faV
encl
o ,tk
Oat
now
com
;6w
rong
brid
ge
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
7) S
ilent
lette
rco
mbi
natio
ns(c
ontin
ued)
Giv
en w
ords
con
tain
ing
iden
tical
dou
ble
cons
onan
ts, t
he s
tude
nt w
ill d
emon
stra
teth
at u
sual
ly th
e tw
o co
nson
ants
hav
e on
eso
und
and
that
he
will
be
able
to p
ro-
noun
ce th
e w
ord.
8) V
owel
con
trol
lers
Giv
en w
ords
con
tain
ing
the
erit
ur o
rar
lette
r co
mbi
natio
ns, t
he s
tude
nt w
illE
T a
ble
to p
rono
unce
thes
e w
ords
.
9) V
aria
nts
(Con
sona
nts)
Giv
en w
ords
con
tain
ing
a fo
llow
ed b
y I
IIw
u , t
he s
tude
nt w
ill b
e ab
le to
pron
ounc
e th
e w
ords
.
Giv
en w
ords
that
con
tain
the
cons
onan
td
and
the
-ed
endi
ng, t
he s
tude
nt w
illbe
abl
e to
(1)
(2)
pron
ounc
e th
e d
as it
s pr
imar
yso
und,
e.g
., do
orpr
onou
nce
the
-ed
in a
one
-syl
labl
ew
ord
as th
e so
und
of t
or d
.-5
4-
The
stu
dent
may
mar
k ou
t the
sile
nt le
tter
in th
e fo
llow
ing
wor
ds th
at c
onta
in d
oubl
e co
nson
ants
:
mity
ench
opyl
ersp
arp(
ow
tunt
7e1
rabi
t
sum
cKer
I adi
efer
mi s
'i ng
ham
vfer
k IY
e d
The
teac
her
may
writ
e sa
mpl
er
cont
rolle
d vo
wel
wor
ds o
nth
e bo
ard
and
read
a li
st o
f oth
er s
uch
wor
ds to
the
clas
s. T
hest
uden
ts d
esig
nate
whe
ther
the
wor
ds c
onta
inan
or
ar o
r er
soun
d co
mbi
natio
n. T
he fo
llow
ing
are
sam
ple
wor
ds7
part
ever
horn
star
corn
bert
h
hors
eba
rnte
rm
her
herd
serv
e
stir
dirt
birt
h
urge
fur
burn
born
torn
orde
r
far
car
arch
The
stu
dent
may
be
aske
d to
pro
noun
ce th
e fo
llow
ing
wor
ds:
talk
all
wal
lw
alk
tall
fall
salt
smal
lca
llha
ltha
llba
ll
saw
draw
law
ndr
awn
claw
stra
wdr
own
jar
haul
beca
use
faul
tP
aul
1
The
stu
dent
may
indi
cate
the
wor
ds in
the
follo
win
g lis
t tha
tha
ve th
e pr
imar
y so
und
of d
or
the
soun
d of
t.
(The
teac
her
NI
shou
ld m
ake
the
stud
ent a
war
e th
at -
ed e
ndin
gs a
dded
to w
ords
endi
ng in
d o
r t h
ave
a co
nsta
nt s
ound
in th
e ad
ded
sylla
ble.
hunt
ed/h
ande
d.)
ddi
ffer
dde
pend
T s
topp
edT
cho
pped
ddi
pper
dca
l led
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en w
ords
in w
hich
the
lette
rf h
asits
prim
ary
soun
d (f
air)
and
the
lette
rsE
LI a
nd g
h ha
ve th
e so
und
of f
, the
stud
ent O
l be
able
to p
rono
unce
the
wor
ds.
Giv
en w
ords
in w
hich
ck
qu a
nd c
repr
esen
t the
sou
nd o
f the
con
sona
nt k
,th
e st
uden
t will
be
able
to p
rono
unce
the
wor
ds.
Giv
en w
ords
in w
hich
the
cons
onan
t nha
s its
prim
ary
soun
d an
d al
so th
e na
sal
soun
d w
hen
n co
mes
bef
ore
g, th
e st
uden
tw
ill b
e ab
le to
pro
noun
ce th
e w
ords
.
Giv
en w
ords
in w
hich
the
cons
onan
t sha
s th
e pr
imar
y so
und
of s
and
the
soun
d of
z, t
he s
tude
nt w
ill b
e ab
le to
pron
ounc
e th
e w
ords
.
- 55
-
The
stu
dent
may
list
wor
ds th
at c
onta
in th
e f s
ound
in th
ree
:-ca
tego
ries
and
pron
ounc
e th
em. T
he fo
llow
ing
are
exam
ples
:
prim
ary
fph
gh
foun
dph
one
roug
hfo
rmor
phan
toug
hfa
ctph
ase
coug
h 32
The
stu
dent
may
list
the
wor
ds th
at c
onta
in th
e so
und
k in
four
cat
egor
ies
and
pron
ounc
e th
em. T
he fo
llow
ing
are
exam
ples
: k an
d c
k an
d ck
kk
and
quco
lor
chic
kbr
ake
quit
cope
lock
keep
quee
n
cape
duck
key
quill
The
stu
dent
may
list
wor
ds th
at c
onta
in th
e so
und
of n
and
ng
and
pron
ounc
e th
em. T
he fo
llow
ing
are
exam
ples
:
nne
ver
need
now
ng s
ing
thin
gst
ing
The
stu
dent
may
indi
cate
the
soun
d of
s th
at is
hea
rd in
the
follo
win
g w
ords
by
writ
ing
s or
z o
n ea
ch b
lank
.
Zw
as
sdr
ess
zch
eese
z no
sesp
ring
sin
stea
d
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
9) V
aria
nts
(Con
sona
nts)
(con
tinue
d)
9) V
aria
nts
(Vow
els)
Giv
en w
ords
in w
hich
the
cons
onan
t xha
s th
e so
und
of k
s (v
ex)
or g
z (e
xist
),th
e st
uden
t will
be
able
to p
rono
unce
the
wor
ds.
Giv
en w
ords
con
tain
ing
w u
sed
as a
cons
onan
t, a
diph
thon
g, a
nd a
dig
raph
,th
e st
uden
t will
be
able
to p
rono
unce
the
wor
ds.
Giv
en w
ords
con
tain
ing
the
lette
r y
used
as a
con
sona
nt s
ound
as
wel
l as
theT
ong
and
shor
ti s
ound
, the
stu
dent
will
be
able
to p
rono
unce
eac
h w
ord.
Giv
en w
ords
that
hav
e th
e fo
ur m
inds
of o
u,
the
stud
ent w
ill b
e ab
le to
pro
-no
unce
the
wor
ds. -
56 -
The
stu
dent
may
indi
cate
the
wor
ds th
at h
ave
the
soun
d of
ks
or g
z re
pres
ente
d by
the
cons
onan
t x.
The
follo
win
g ar
eex
ampl
es:
ksfo
xks
vex
gzex
ampl
egz
exis
tgz
exer
cise
acs
flax
33
The
stu
dent
may
writ
e w
ords
sho
win
g th
e th
ree
uses
of w
and
pron
ounc
e th
e w
ords
. The
follo
win
g ar
e su
gges
tions
:
cons
onan
tdi
phth
ong
digr
aph
wag
onho
wow
nw
ater
crow
ngr
ow
The
stu
dent
may
writ
e w
ords
sho
win
g th
e th
ree
uses
of y
and
pron
ounc
e th
e w
ords
.
cons
onan
tlo
ng i
vow
elsh
ort i
vow
elya
rdfly
duty
yello
ww
hy34
The
teac
her
may
writ
e lis
ts o
f wor
ds e
ach
havi
ng o
ne o
f the
four
sou
nds
of o
u an
d ha
ve th
e st
uden
t pro
noun
ce th
e w
ords
.
shou
tth
ough
thro
ugh
toug
hga
7cd
pour
grou
pro
t.
grou
ndso
ulso
updo
uble
clou
ddo
ugh
you
youn
g
SK
ILLS
2. R
ecog
nizi
ng w
ord
part
s
a.B
ase
wor
ds
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en w
ords
in w
hich
a a
nd e
iha
veth
e lo
ng s
ound
, the
stu
dent
will
be
able
to p
rono
unce
the
wor
ds.
Giv
en a
list
of f
amili
ar b
ase
wor
ds to
whi
ch b
egin
ning
s or
end
ings
hav
e be
enad
ded,
the
stud
ent w
ill b
e ab
le to
iden
-tif
y th
e ba
se w
ord.
Giv
en a
list
of w
ords
that
con
tain
aco
mbi
natio
n of
pre
fix, b
ase,
and
suf
fix,
the
stud
ent w
ill b
e ab
le to
iden
tify
the
base
wor
d.
57 -
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
stu
dent
may
be
give
n a
list o
f wor
ds th
at r
epre
sent
ex-
ampl
es o
f a a
nd e
iha
ving
the
long
a s
ound
. The
stu
dent
is a
sked
to u
nder
line
the
lette
rs m
akin
g R
e a
soun
d.
the
=a
wei
ght =
asl
eigh
prey
=a
neig
hbor
= a
hey
= a
35a
The
stu
dent
may
be
give
n a
list o
f wor
ds w
ith e
ndin
gs a
ndas
ked
to in
dica
te th
e kn
own
base
wor
d. T
he fo
llow
ing
are
exam
ples
:
The
stu
dent
may
be
aske
d to
und
erlin
e th
e ba
se w
ord
from
whi
ch e
ach
larg
er w
ord
is m
ade
such
as:
read
ing
rebu
ildsk
etch
es
gold
enpr
esa
diT
seve
nth
dist
rust
com
patr
iot
The
stu
dent
may
be
give
n a
list o
f wor
ds a
nd a
sked
to id
entif
yth
e ba
se w
ord
such
as:
irreg
ular
ityun
cert
aint
yim
prop
erly
unre
ason
able
unat
trac
tive
mis
stat
emen
t
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
a.B
ase
wor
d(c
ontin
ued)
b.P
lura
ls
Giv
en a
list
of w
ords
that
con
tain
a ba
sean
d su
ffix
whe
re th
e sp
ellin
g of
the
base
wor
d ha
s be
en c
hang
ed, t
he s
tude
nt w
illbe
abl
e to
iden
tify
the
base
wor
d.
Giv
en w
ords
writ
ten
in e
ither
the
sing
u-la
r or
plu
ral f
orm
, the
stu
dent
can
dem
-on
stra
te a
n un
ders
tand
ing
of th
e ef
fect
each
has
on
the
mea
ning
of t
he w
ord.
- 58
-
The
teac
her
may
pre
pare
exe
rcis
es s
uch
as th
e fo
llow
ing
and
have
the
stud
ent w
rite
the
base
wor
d:
grin
ned
(grin
)ho
ping
(hop
e)ac
tual
ly(a
ctua
l)be
autif
ul(b
eaut
y)
(Not
e th
ese
exam
ples
of u
nusu
al s
pelli
ng c
hang
es)
mira
culo
us (
mira
cle)
expu
lsio
n(e
xpel
)ad
mis
sion
(adm
it)sc
ient
ific
(sci
ence
)re
cept
ion
(rec
eive
)pi
anis
t(p
iano
)
The
follo
win
g ac
tivity
isan
exa
mpl
e of
cha
ngin
g w
ords
end
-in
g in
/:
Sev
eral
sen
tenc
es a
re w
ritte
non
the
chal
kboa
rd o
r on
a w
ork-
shee
t. T
he w
ord
to b
e w
ritte
n in
the
sing
ular
or p
lura
l for
mha
s be
en le
ft ou
t of t
he s
ente
nces
. Bes
ide
the
sent
ence
s, th
em
issi
ng w
ord
is w
ritte
n in
bot
h si
ngul
ar a
nd p
lura
l for
m. T
hest
uden
t rea
ds th
e se
nten
ce a
nd in
sert
s th
eco
rrec
t wor
d.
bunn
y1.
The
wer
e in
the
pen.
bunn
ies
bugg
y2.
Dic
k to
ok a
rid
e in
the
.bu
ggie
sfly
3.S
ixbu
zzed
aro
und.
fl ie
s 36
The
act
ivity
men
tione
d ab
ove
may
be
used
to c
hang
e irr
egul
arno
uns
to th
e pl
ural
form
. The
follo
win
g ar
e so
me
sugg
este
dw
ords
:
man
men
wom
ande
erw
omen
deer
goos
ech
ildge
ese
child
ren
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
The
follo
win
g ac
tiviti
esar
e su
gges
tions
for
addi
ng s
and
esto
reg
ular
nou
ns to
form
plu
rals
:
1.T
he s
tude
ntm
aybe
giv
en a
list
of w
ords
writ
ten
inei
ther
the
sing
ular
or
the
plur
al fo
rm. T
he s
tude
nt is
aske
d to
cha
nge
each
wor
d to
the
oppo
site
form
.
Plu
rals
For
med
By
Add
ing
Sbo
ype
riod
tree
bird
scho
olca
rho
use
pain
tgi
rlde
skte
ache
rbo
ok
Plu
rals
For
med
By
Add
ing
ES
bus
dres
sfo
xdi
shbo
xlu
nch
2.T
he te
ache
rm
ay p
repa
re w
orks
heet
s ha
ving
the
stud
ent
mar
k ei
ther
the
sing
ular
or
plur
al fo
rmas
nee
ded.
37
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
c.C
ombi
natio
n w
ords
1) C
ompo
und
11.1
1010
111.
1a1
lPw
Giv
en a
list
of c
ompo
und
wor
ds b
uilt
from
kno
wn
base
wor
ds, t
he s
tude
nt w
illbe
abl
e to
rec
ogni
ze th
e w
ord
part
s an
dpu
t the
par
ts to
geth
er to
form
the
com
-po
und
wor
d.
-60-
..
The
teac
her
may
pre
pare
wor
kshe
ets
requ
iring
the
stud
ent t
oei
ther
div
ide
a co
mpo
und
wor
d in
to it
s ba
se p
arts
or
to b
uild
a co
mpo
und
wor
d fr
om g
iven
bas
e w
ords
.
suns
etha
nd +
bag
2.T
wo
sets
of b
ase
wor
ds a
re w
ritte
n on
the
chal
kboa
rd fo
rth
e st
uden
t to
mat
ch a
nd m
ake
into
com
poun
d w
ords
.
1.co
who
tdo
llso
me
2.ho
use
one
dog
3.N
EW
WO
RD
S F
RO
M O
LD
Reu
d th
is w
ith y
our
teac
her.
In th
e W
ord
Box
are
wor
dsyo
u kn
ow. F
rom
thes
e w
ords
you
can
mak
e lo
nger
wor
dsto
fit i
nto
the
sent
ence
s be
low
. Writ
e a
long
er w
ord
(com
poun
d w
ord)
on
each
line
.
WO
RD
BO
Xw
ork
bag
hous
esc
hool
run
book
boy
gree
nth
ing
how
back
day
hors
eni
ght
one
cow
way
stor
eso
me
time
R 4
01C
P.e
.
(con
tinue
d be
low
)
SK
ILLS
2) H
yphe
nate
d w
ords
d.C
ontr
actio
ns
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en a
n ex
erci
se in
clud
ing
com
mon
lyhy
phen
ated
wor
ds, t
he s
tude
nt w
ill b
eab
le to
iden
tify
the
hyph
enat
ed w
ords
.S
tude
nts
will
be
able
to c
onst
ruct
oth
erhy
phen
ated
wor
ds b
y ap
plyi
ng th
e kn
ovel
edge
that
whe
n w
ords
are
ver
y cl
osel
yre
late
d th
ey m
ay b
e hy
phen
ated
.
Giv
en w
ords
writ
ten
in th
e co
ntra
cted
form
, the
stu
dent
will
be
able
to p
ro-
noun
ce th
e w
ords
and
giv
e th
e tw
oba
se
wor
ds fr
om w
hich
the
cont
ract
ion
was
built
.
-61
-
t
1. B
ig B
ill is
a(c
owbo
y)w
ithou
t a h
orse
. He
likes
to r
ide
(som
ethi
ng)
fast
er. Y
ou m
ay s
ee B
igB
ill g
oing
dcl
iwn
the
(run
way
)in
his
airp
lane
.But
,yo
u w
ill n
ever
see
him
rid
e(h
orse
back
).
The
teac
her
may
pre
pare
exe
rcis
es th
at w
ill r
equi
re th
e st
uden
tto
iden
tify
com
mon
ly h
yphe
nate
d w
ords
suc
h as
the
follo
win
g:
twen
ty-s
even
sist
er -
in-la
wpu
pil -
dire
cted
railr
oad-
trac
ktic
k-to
ckro
und-
abou
tse
lf-re
spec
tm
atte
r-of
-fac
t
The
wor
ds li
sted
bel
ow a
re s
ome
sugg
este
d co
ntra
ctio
ns th
atco
uld
be u
sed
in th
e fo
llow
ing
exer
cise
s.
didn
'tco
uldn
'tI'l
lth
at's
you'
veon
e's
wha
t's
let's
don'
tI'm w
asn'
tha
sn't
she'
s'w
e've
does
n't
hadn
'tis
n't
won
'tth
ere'
sth
ey're
you'
d
aren
'tha
ven'
tit'
syo
u'll
here
'ssh
ould
n't
o'cl
ock
can'
tI'd I'v
ew
ould
n't
he's
wer
en't
The
teac
her
may
writ
e tw
o lis
ts o
f wor
ds o
n th
e ch
alkb
oard
.T
he s
tude
nt d
raw
s co
nnec
ting
lines
from
the
base
wor
d lis
t to
the
list o
f con
trac
tions
.
that
isit
isho
w is
he is
he's
that
'sit'
sho
w's
SK
ILLS
d.C
ontr
actio
ns(c
ontin
ued)
e.S
uffix
es
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en a
list
of b
ase
wor
ds h
avin
g th
esu
ffixe
s -e
r,-e
d, -
est,
-ing,
-en
,-f
ul,
-men
t, -n
ess,
and
Yad
ded
to th
e ba
se w
ord,
the
stud
ent w
ill b
e ab
leto
pro
noun
ce th
e w
ord
and
desc
ribe
the
effe
ct e
ach
suffi
x ha
s on
its
base
wor
d.
62
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
writ
e se
vera
l sen
tenc
es o
n th
e ch
alkb
oard
.E
ach
sent
ence
con
tain
s a
phra
se th
at c
an b
e re
plac
ed w
ith a
cont
ract
ion.
In a
col
umn
next
to th
e se
nten
ces
is a
list
of
cont
ract
ions
. The
stu
dent
rew
rites
the
sent
ence
s re
plac
ing
the
unde
rline
d ph
rase
s w
ith th
e co
rrec
t con
trac
tions
.
1. L
et u
s go
to th
e m
ovie
.2.
She
has
not
don
e he
r w
ork.
3.I d
o no
t hav
e th
e tim
e.
let's
hasn
'tdo
n't
The
stu
dent
may
be
give
n a
wor
kshe
et.
Prin
ted
at th
e to
p of
the
page
are
the
suffi
xes
to b
e us
ed a
nd th
e ef
fect
they
prod
uce.
Bes
ide
the
phra
ses
writ
ten
on th
e w
orks
heet
a s
pace
is p
rovi
ded
for
the
stud
ent t
o w
rite
the
corr
ect b
ase
wor
d w
ithits
suf
fix.
- fu
l-m
ent
- le
ss-e
r-
ness
- en - is
t-
ly
full
ofre
sult
of; p
roce
ss o
fw
ithou
ton
e w
host
ate
of b
eing
to m
ake
or b
e m
ade
ofon
e w
ho d
oes
a ce
rtai
n th
ing
in a
man
ner
one
who
pla
nts
plan
ter
with
out a
fath
erfa
ther
less
in a
clo
se m
anne
rcl
osel
ypa
il fil
led
with
wat
er p
ailfu
lon
e w
ho p
loys
a h
arp
harp
ist
mad
e of
woo
dw
oode
nst
ate
of b
eing
sw
eet
swee
tnes
spr
oces
s of
gov
erni
nggo
vern
men
t
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en a
gro
up o
f wor
ds c
onta
inin
g th
esu
ffixe
s -a
ble,
-at
ion,
-en
t, -io
n, -
th,
- ou
s, -
tion,
-ur
e, -
war
d, -
ence
, -sh
ip,
the
stud
ent w
ill b
e ab
le to
rec
ogni
ze a
ndid
entif
y th
ese
suffi
xes.
Giv
en a
gro
up o
f wor
ds c
onta
inin
g th
esu
ffixe
s -d
om, -
hood
, -ib
le,
ist,
-ion,
- lin
g, -
som
e, th
e st
uden
t will
be
abT
eto
rec
ogni
ze a
nd id
entif
y th
ese
suffi
xes.
Giv
en a
gro
up o
f wor
ds c
onta
inin
g th
esu
ffixe
s-a
l, -a
n, -
ant,
-ary
, -er
y,-
esce
nt,
-ic, -
icia
n, -
ish
, -st
y,-iv
e, -
let,
-olo
gy, t
he s
tude
nt w
ill b
eab
le to
rec
ogni
ze a
nd id
entif
y th
ese
suffi
xes.
- 63
-
The
teac
her
may
pre
pare
exe
rcis
es th
at w
ill r
equi
re th
e st
u-de
nt to
iden
tify
the
follo
win
g su
ffixe
s:
capa
ble
rem
arka
ble
impo
rtan
ceig
nora
nce
carn
atio
nre
side
nce
diffe
renc
eho
rsem
ansh
ipou
twar
dcr
eatu
refr
iend
ship
pres
sure
fifth
fam
ous
hom
ewar
dsi
xth
prev
ious
com
men
tte
mpt
atio
nad
ditio
nop
pone
nt
The
teac
her
may
pre
pare
exe
rcis
es th
at w
ill r
equi
re th
e st
u-de
nt to
iden
tify
the
suffi
xes
in th
e ex
erci
se.
king
dom
trou
bles
ome
perm
issi
ble
free
dom
hand
som
eho
rrib
lesc
ient
ist
neig
hbor
hood
year
ling
spec
ialis
tch
ildho
oddu
cklin
gac
tion.
regu
latio
n
The
teac
her
may
pre
pare
exe
rcis
es th
at w
ill r
equi
re th
est
u-de
nt to
iden
tify
suffi
xes
as th
e fo
llow
ing:
regi
onal
posi
tive
cook
ery
chem
ical
expl
osiv
eba
kery
Am
eric
anpe
rson
al it
yid
entif
yR
ussi
anflo
resc
ent
iden
tity
dom
inan
tgr
eeni
shcu
bic
eleg
ant
vani
shci
vic
biol
ogy
beau
ticia
nbo
okle
t
e.S
uffix
es(c
ontin
ued)
Giv
en th
e su
ffixe
s -a
ble,
-iv
e, -
ate,
-ant
e, -
men
u ; -
ize,
-fy
, -ly
, -ou
s,th
est
uden
t will
be
able
to
join
the
suffi
xes
corr
ectly
toba
se
wor
ds,
nam
e th
e ch
anp
in u
sage
or
part
of s
peec
h th
at c
A.:c
urs,
and
use
the
new
ly fo
rmed
wor
ds in
sent
ence
con
text
.
-64-
The
stu
dent
may
add
the
follo
win
g sa
mpl
es o
f suf
fix::s
to b
ase
wor
ds n
otin
g th
ose
that
nec
essi
tate
a c
hang
e in
spe
lling
:
Bas
e W
ord
+S
uffix
=N
ew W
ord
recd
-abl
lre
adab
le
pers
uade
-ive
pers
uasi
vedo
i-ies
tic-a
tedo
mes
ticat
e
rely
-onc
ere
lianc
e
appo
int
-men
tap
poin
tmen
tm
emor
y-iz
em
emor
ize
unit
-fy
unify
sudd
en-ly
sudd
enly
hum
or-o
ushu
mor
ous
38
The
:itu
dent
may
list t
he fo
llow
ing
suffi
xes
acco
rdin
g to
how
they
affe
ct th
e pa
rt o
f spe
ech
of th
e ba
ne w
ord
to w
hich
they
are
adde
d:
Nou
n S
uffix
esA
djec
tive
Suf
fixes
- al
-abl
e, -
ible
- en
ce,-
ance
-ive,
-at
ive
- io
n, -
atio
n-o
us, -
ful
- m
erit
-ish,
-I i
ke-ic
al, -
al
Ver
b S
uffix
esA
dver
b S
uffix
es-
ate
-ly-
fy, -
ify-il
y39
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
f.P
refix
esG
iven
a li
st o
f wor
ds h
avin
g th
e pr
efix
esdi
s-, i
n-, r
e-, u
n-,
adde
d to
the
base
wor
d, th
e st
uden
t will
be
able
topr
onou
nce
the
wor
d an
d de
scrib
e th
eef
fect
eac
h pr
efix
has
on
its b
ase
wor
d.
- 65
-
The
stu
dent
may
writ
e th
e fo
rms
of th
e un
derli
ned
base
wor
dsth
at a
re a
ppro
pria
te in
the
follo
win
g se
nten
ces
notin
g th
ech
ange
in u
sage
that
occ
urs:
1. W
hen
we
spea
k uf
a (r
eada
ble)
boo
k,w
e m
ean
that
it is
inte
rest
ing
to r
ead.
Lrea
d (n
.) to
rea
dabl
e (a
dj.1
2. 1
cou
ld n
ot p
ersu
cde
him
, alth
ough
I us
ed m
y m
ost
(per
suas
ive)
arg
umen
ts. P
ersu
ade
(v.)
to p
ersu
asiv
e(a
dj.
sy
3. If
he
has
a go
od m
emor
y, h
eca
n (m
emor
ize)
his
spe
ech
in a
n ho
ur. m
emor
y (n
.) to
mem
oriz
e (v
.L1
4. A
sud
den
rain
spo
iled
the
picn
ic,b
ut a
few
min
utes
late
r it
(sud
denl
y st
oppe
d. [s
udde
n (a
dj.)
tosu
dden
lyIII 11
15.
His
(re
lianc
e) u
pon
his
co-w
orke
rs w
as c
ause
d by
his
illea
rly n
eed
to r
ely
upon
his
bro
ther
s. [r
ely
(v.)
toii
relia
nce
(n3
4U51
1
Man
y of
the
activ
ities
sug
gest
ed fo
r su
ffixe
s m
ay b
e us
ed fo
rpr
efix
es.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
f.P
refix
esG
iven
wor
ds b
egin
ning
with
the
pref
ixes
The
teac
her
may
prep
are
exer
cise
s th
at r
equi
re th
e st
uden
t to
(con
tinue
d)be
-, m
is-,
ex-
, for
e-, i
m-,
H2-
,the
iden
tify
the
pref
ixes
and
be
awar
e of
thei
r m
eani
ngs.
The
stud
ent w
ill b
e ab
le to
iden
tify
and
give
follo
win
g is
an
exam
ple:
the
mea
ning
s of
the
pref
ixes
.be
deck
fore
head
mis
used
befr
iend
fore
grou
ndm
isre
pres
ents
exch
ange
impa
tient
prea
rran
geex
port
impe
rfec
tre
view
s
The
teac
her
may
hav
e th
e st
uden
t mat
ch th
e pr
efix
to it
s m
ean-
ing
by w
ritin
g th
e nu
mbe
r of
the
pref
ix b
esid
e th
e m
eani
ngas
:
1.pr
e-2.
be-
3.ex
-4.
fore
-5.
im-
6.m
is-
(5)
mea
ning
not
(2)
mea
ning
mor
e(3
)m
eani
ng o
ut, a
way
from
(4)
mea
ning
com
ing
befo
re(6
)m
eani
ng b
ad, w
rong
(1)
mea
ning
bef
ore
Giv
en w
ords
beg
inni
ng w
ith p
refix
esT
he te
ache
r m
aypr
epar
e ex
erci
ses
in w
hich
the
stud
ent w
illac
-, e
n-,
extr
a-,
in-,
non
-, th
eid
entif
y th
e pr
efix
and
be
able
to u
se it
in c
onte
xtas
follo
ws:
stud
ent w
ill b
e ab
le to
iden
tify
the
pre-
fix a
nd d
emon
stra
te it
s us
age
in c
onte
xt.
none
xist
ence
extr
acur
ricul
aac
coun
tno
nint
entio
nal
extr
aord
inar
yac
cent
enga
gein
activ
een
forc
ein
visi
ble
(con
tinue
d be
low
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en w
ords
beg
inni
ng w
ith th
e pr
efix
esan
ti-,
co-,
de-
, em
-, in
ter-
,it
-,ou
t-, p
ost-
, sem
i-, tw
i-, a
d-, a
l-,th
e st
uden
t will
be
able
to id
entif
y th
epr
efix
and
und
erst
and
its m
eani
ng.
Giv
en w
ords
in w
hich
the
ffrst
syl
labl
esar
e no
t pre
fixes
, the
stu
dent
will
be
able
to d
istin
guis
h be
twee
n th
e tw
o.
-67-
In th
e fo
llow
ing
sent
ence
s un
derli
ne th
e w
ord
that
bes
t sho
ws
the
mea
ning
:
1. T
he p
olic
e w
ill (
fcce
enfo
rce)
the
law
s.2.
Bla
ckbe
ard'
s gh
ost w
as (
visi
ble
- in
visi
ble)
to m
ost
peop
le.
3. T
he s
ick
boy
was
(ac
tive
- in
activ
e) fo
r se
vera
l wee
ks.
4. H
olid
ays
for
an e
ntire
wee
kar
e (e
xtra
ordi
nary
-or
dina
ry).
The
teac
her
may
prep
are
exer
cise
s in
whi
ch th
e st
uden
t will
iden
tify
the
pref
ixes
.
antic
limax
irres
pons
ible
rnte
rci 3
SS
depo
rtpo
stsc
ript
twili
ght
outfi
eld
co-p
ilot
The
teac
her
may
pre
pare
exe
rcis
es in
whi
ch th
e st
uden
t is
aske
d to
und
erlin
e th
e w
ords
that
are
not s
pelle
d w
ith a
pref
ix a
s:
antif
reez
ein
sect
imag
ine
inte
rest
adjo
inan
ticlim
axde
form
impr
ove
outr
ight
sem
ipriv
ate
post
hast
etw
inkl
ead
vent
ure
inju
ryco
effic
ient
post
scrip
ttw
iligh
tin
terr
upt
coop
erat
ein
terc
hang
e
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
f.P
refix
es(c
ontin
ued)
Giv
en a
list
of b
ase
wor
ds w
ith th
e in
itial
lette
rs I,
r,b,
m, a
nd2,
the
stud
ent
will
be
able
to c
hang
e th
e fo
rm o
f the
pref
ixin
to
(1)
(2)
(3)
il-be
fore
wor
ds b
egin
ning
with
I,Ir
-be
fore
wor
ds b
egin
ning
with
r, a
ndim
- be
fore
wor
ds b
egin
ning
with
b, m
, and
_e.
Giv
en a
list
of w
ords
hav
ing
the
pref
ixes
ab-,
con
-, c
om-,
22-
, sub
-, s
uper
-,tr
ans-
, ultr
a- a
dded
to th
e ba
se w
ord,
the
stud
ent w
ill b
e ab
le to
nam
e th
e co
rrec
t mea
ning
of e
ach
pref
ix,
rela
te th
e pr
efix
es to
the
give
nba
se w
ords
, and
use
the
new
ly fo
rmed
wor
ds in
cont
ext.
- 68
-
The
teac
her
may
pre
sent
the
follo
win
g ill
ustr
atio
n to
the
clas
s:
in-
in-
in-
in-
in-
illeg
alim
bala
nce
impo
ssib
leim
mov
able
irres
pons
ible
41
The
stu
dent
may
det
erm
ine
the
form
of i
n th
at s
houl
d be
giv
ento
eac
h of
the
follo
win
g w
ords
to g
ive
the
nega
tive
mea
ning
:
1.(il
-)2.
ir-3.
Onn
-4.
70-
liter
ate
ratio
nal
pert
inen
tm
odes
t
5.(im
-)m
atur
e6.
7frn
-)ba
lanc
e7.
7IT
:le
gibl
e8,
irT7T
i-pa
rtia
l
The
teac
her
may
intr
oduc
e pr
efix
es in
the
follo
win
g ex
erci
se:
Pre
fixab
-co
m-
con-
sub-
supe
r-ul
tra-
tran
s-pr
o-
Mea
ning
(fro
m)
(tog
ethe
r)(t
oget
her)
(und
er, l
ess
than
)(a
bove
,gre
ater
than
)(e
xces
sive
, ver
y)(a
cros
s)(in
favo
r of
)
Pre
fix +
Bas
e W
ord
abno
rmal
com
pres
sco
nfor
msu
bmar
ine
supe
rmar
ket
ultr
acon
serv
ativ
etr
ansp
ort
Ea-
Am
eric
an
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
- 69
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
stu
dent
may
mat
ch o
ne o
f the
abo
ve p
refix
es to
the
follo
win
g ba
se w
ords
mak
ing
the
wor
d m
ean
the
som
e as
the
defin
ition
to th
e rig
ht o
f the
bas
e w
ord:
(sub
-)m
erge
to p
lace
und
er(a
b-)
norm
alno
t the
sam
e as
oth
er p
eopl
e(t
rans
-)pl
ant
to m
ove
to a
noth
er p
lace
(sup
er-)
hum
angr
eate
r th
an n
orm
al(u
ltra-
)m
oder
nve
rym
uch
so
(con
-)st
ruct
to p
ut to
geth
er(c
om-)
pact
to p
ack
firm
ly to
geth
er(p
ro-)
appr
oval
to b
e in
favo
r of
42
The
stu
dent
may
use
the
wor
ds a
bove
in s
ente
nce
form
by
usin
g co
ntex
t clu
es. T
he fo
llow
ing
is a
n ex
ampl
e:
1. H
e at
tem
pted
to(s
ub-)
mer
ge th
e bo
at u
nder
the
wat
er.
2. H
is e
xtre
me
heig
ht m
ade
him
diff
eren
t fro
m h
is c
lass
-m
ates
that
he
seem
ed r
athe
r (a
b-)
norm
al.
3.I w
ante
d th
at p
lant
mov
ed to
the
othe
r si
de o
f the
law
n;th
eref
ore,
the
gard
ener
agr
eed
to (
tran
s-)
plan
tit.
4. H
e sh
owed
his
(su
per)
hum
an s
tren
gth
by li
fting
the
larg
est b
ould
er.
SKIL
LS
g.Sy
llabi
catio
n
1) D
ivis
ion
INST
RU
CT
ION
AL
OB
JEC
TIV
ES
Upo
n he
arin
g se
lect
ed w
ords
of
mor
eth
an o
ne s
ylla
ble,
the
stud
ent w
ill b
eab
le to
iden
tify
the
num
ber
of s
ylla
bles
mak
ing
up e
ach
wor
d.
- 70
-
SUG
GE
STE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
pro
noun
cea
seri
es o
f w
ords
, som
e ha
ving
mor
e th
an o
ne s
ylla
ble
as: g
et, h
ap ,p
en, f
un n
y, s
ome,
num
ber
, the
stu
dent
will
cla
p ou
t or
tap
with
a p
enci
l the
num
ber
of s
ylla
bles
hea
rd in
eac
h w
ord.
The
teac
her
and
the
stud
ent m
ay m
ake
up r
iddl
es a
nd h
ave
the
stud
ent s
uppl
y th
e an
swer
s.
My
nam
e ha
s tw
o sy
llabl
es,
I ha
ve lo
ng e
ars.
Ilik
e to
eat
car
rots
, wha
t am
I?
In b
uild
ing
the
idea
of
sylla
bles
, the
teac
her
may
put
sev
eral
pict
ures
on
the
boar
d or
on
a w
orks
heet
. The
stu
dent
will
tell
or w
rite
the
num
ber
of v
owel
sou
nds
he h
ears
as
he s
ays
the
nam
e of
the
pict
ure.
Co
2*P
,V
\ ,
Me
POW
lam
e
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
-71
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
pre
pare
wor
kshe
ets
on w
hich
sev
eral
pic
ture
sar
e dr
awn.
The
stu
dent
rea
ds th
e w
ords
bel
ow th
e pi
ctur
es a
nd
(1)
writ
es th
e nu
mbe
r of
vow
els
seen
in th
e w
ord,
(2)
writ
es th
e nu
mbe
r of
vow
elsF
eTird
in th
e w
ord,
and
(3)
writ
es th
e nu
mbe
r of
syl
labl
es in
the
wor
d.
;II-
_a-
e3t
49
EIO
A
,4I
II Q
A2T
A1O
A3
(DA
tree
ai lo
oncu
pap
ple
nana
Num
ber
of s
ylla
bles
0N
umbe
r of
vow
els
AN
umbe
r of
vow
el s
ound
s
The
follo
win
g ar
e su
gges
ted
wor
ds to
use
for
this
act
ivity
:
pape
rle
mon
baby
pilo
tpu
pil
robi
nriv
ertig
erm
elon
cabi
nm
usk
spid
er
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
1) D
ivis
ion
(con
tinue
d)T
he te
ache
r m
ay p
repa
re a
gro
up o
f car
ds c
onta
inin
g sy
llabl
esof
wor
ds o
n w
hich
thes
tude
nt h
as b
een
wor
king
. The
car
dsar
e m
ixed
, and
eac
h st
uden
t dra
ws
one.
Afte
r th
e pl
ayer
sre
ad th
eir
card
s, th
ey th
en fi
nd a
noth
er p
laye
r w
ho h
as a
par
tth
at w
ill fi
t with
thei
r sy
llabl
e to
form
a w
ord.
Whe
n a
wor
dis
form
ed, i
t is
writ
ten
on th
e bo
ard
by th
e st
uden
t who
has
the
first
syl
labl
e. 4
3
The
follo
win
g lis
t of w
ords
may
be
used
for
abov
e ac
tivity
:
tobl
etic
kle
wrin
kle
buck
lebu
bbl
eta
ckle
ma
ple
sim
ple
whi
stle
Eac
h st
uden
t may
be
give
n a
piec
e of
pap
er n
umbe
red
from
1 to
12.
The
teac
her
puts
the
follo
win
g lis
t of w
ords
on
the
blac
kboa
rd:
1.gu
ppy
7.dr
umm
er2.
rubb
ing
8.bu
tter
3.pu
ppy
9.w
inne
r4.
puzz
le10
.di
pper
5.si
tting
11.
batti
ng6.
mes
sage
12.
bonn
et
The
teac
her
says
, "W
e ar
e go
ing
to d
ivid
e th
ese
wor
ds in
tosy
llabl
es. R
ead
the
wor
ds c
aref
ully
to y
oUrs
elve
s. T
hink
how
mcn
y vo
wel
sou
nds
you
hear
in e
ach
wor
d. T
here
is o
nesy
llabl
e fo
r ev
ery
vow
el s
ound
in e
ach
wor
d. N
ext t
o ea
chw
ord,
writ
e th
e nu
mbe
r of
syl
labl
es y
ou h
ear
in th
at w
ord.
"T
he p
aper
s ar
e ch
ecke
d an
d di
scus
sed
in c
lass
.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
45.
1964
, Don
ald
E. R
asm
usse
n an
dpe
rmis
sion
of t
he p
ublis
her,
Sci
e
Giv
en a
sel
ectio
n to
rea
d in
whi
ch o
ne o
rm
ore
unkn
own
mul
tisyl
labi
c w
ords
are
pres
ente
d, th
e st
uden
t will
be
able
todi
vide
the
wor
ds in
to s
ylla
bles
and
pro
-no
unce
the
wor
d co
rrec
tly.
Giv
en a
spe
cific
set
of m
ultis
ylla
bic
wor
ds, t
he s
tude
nt w
ill le
arn
seve
ral w
ays
of d
ivid
ing
wor
ds in
to s
ylla
bles
suc
h as
whe
n tw
o di
ffere
nt c
onso
nant
s, o
r a
con-
sona
nt a
nd a
ble
nd, c
ome
betw
een
two
vow
els,
the
first
con
sona
nt u
sual
ly e
nds
the
first
syl
labl
e.
nn G
oldb
erg.
Rep
rinte
d by
ce R
esea
rch
Ass
ocia
tes,
Inc.
- 73
-
The
teac
her
may
writ
e a
list o
f mul
tisyl
labi
c w
ords
on
fhe
boar
d. T
he g
roup
is d
ivid
ed in
to tw
o or
mor
e te
ams.
Tw
ost
uden
t lea
ders
take
turn
s re
adin
g on
e w
ord
from
the
list,
bein
g su
re to
enu
ncia
te d
istin
ctly
. A m
embe
r of
the
first
team
then
use
s it
in a
sen
tenc
e an
d te
lls h
ow m
any
sylla
bles
the
wor
d ha
s.If
a st
uden
t mis
ses
a w
ord,
the
next
team
trie
s it.
The
team
with
the
grea
test
num
ber
of c
orre
ct r
espo
nses
is th
ew
inne
r. 4
4
The
stu
dent
may
be
give
n a
pass
age
to r
ead.
The
pas
sage
in-
clud
es s
ever
al u
nkno
wn
wor
ds. E
ach
of th
ese
wor
ds is
und
er-
lined
. The
stu
dent
rea
ds th
e pa
ssag
e an
d ex
plai
ns h
ow h
eat
tack
ed e
ach
of th
e un
derli
ned
wor
ds.
Th,
?. fo
llow
ing
is a
nex
ampl
e of
this
act
ivity
:
"Too
late
, the
woo
dcut
ter
rem
embe
red
the
new
ord
eran
d be
gan
to c
ut th
e w
ood.
Tic
k, ti
ck, t
ick,
wen
tth
e se
cond
s. C
hop,
cho
p, c
hop
wen
t the
woo
dcut
ter's
ax. H
e w
orke
d ha
rd u
ntil
the
min
ute
was
up
and
hew
as o
ut o
f bre
ath.
" 43
The
teac
her
may
pre
pare
exe
rcis
es in
whi
ch th
e st
uden
t will
be r
equi
red
to d
ivid
e w
ords
into
syl
labl
es.
man
tel
con
scio
usco
mpe
lpe
rsp
iredi
scu
ssco
ncr
ete
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
2) A
ccen
t
3) D
iacr
itica
lm
arks
h.In
flect
iona
l end
ings
Giv
en a
spe
cific
set
of w
ords
con
tain
ing
acce
nted
syl
labl
es, t
he s
tude
nt w
ill b
eab
le to
iden
tify
the
acce
nted
syl
labl
es.
Giv
en e
xerc
ises
con
tain
ing
wor
ds th
atar
e sp
elle
d ph
onet
ical
ly, t
he s
tude
nt w
illbe
abl
e to
use
the
mos
t com
mon
ly u
sed
diac
ritic
al m
arks
suc
h as
deno
tes
long
sou
nd a
ndde
note
s sh
ort s
ound
.de
note
s sc
hwa
soun
d
Giv
en a
list
of b
ase
wor
ds to
whi
ch a
nin
flect
iona
l end
ing
has
been
add
ed, t
hest
uden
t will
be
able
to p
rono
unce
the
wor
ds c
orre
ctly
and
des
crib
e th
e ef
fect
thes
e en
ding
s ha
ve o
n ea
ch b
ase
wor
d.
- 74
-
The
tett:
i_ch
er m
ay p
repa
re e
xerc
ises
in w
hich
?ne
stu
dent
will
iden
tify
the
acce
nted
syl
labl
es a
s in
the
follz
win
g ex
ampl
e:
ham
mer
swee
tlyta
ble
unlik
ely
prep
are
The
teac
her
may
pre
pare
exe
rcis
es in
whi
ch th
e st
uden
t will
tran
slat
e w
ords
spe
lled
phon
etic
ally
with
dia
criti
cal m
arks
as:
f.dim
ale
=
sekr
a t
=se
cret
toba
l=
tabl
e
The
teac
her
may
pre
pare
an
exer
cise
in w
hich
the
stud
ent i
sas
ked
to c
hang
e th
e te
nse
of th
e ba
se w
ord
by a
ddin
g ei
ther
-s,
-ed,
or
-ing.
wct
chw
atch
esw
atch
edw
atch
ing
The
stu
dent
may
be
give
n se
vera
l sen
tenc
es e
ach
cont
aini
ngse
vera
l cho
ices
of t
he v
erb
form
. The
stu
dent
is to
rea
d th
ese
nten
ce a
nd s
elec
t the
cor
rect
form
of t
he v
erb
to b
e us
ed.
wat
chT
om w
as w
atch
ing
his
teac
her.
The
teac
her
may
pre
pare
exe
rcis
es w
hich
req
uire
the
stud
ent
to a
dd e
ither
-es
, -ed
,-e
r, o
r -in
g to
bas
e w
ords
end
ing
(con
tinue
d be
low
)in
y.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
C2,
gem
maw
gem
.
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
fry
carr
ycr
yfr
ied
carr
ies
crie
sfr
ies
carr
ied
crie
d
On
the
fron
t of a
flas
h ca
rd, t
he te
ache
r m
ay w
rite
a ro
otw
ord
or a
wor
d th
at e
nds
in d
or
t,
and
on th
e ba
ck o
f the
card
an
ed e
ndin
g. W
hen
the
card
is fo
lded
pro
perly
, the
endi
ng s
houl
d to
uch
the
root
wor
d. T
he fo
llow
ing
is a
nit
lust
ratio
n (fro
nt)
plan
t(b
ack)
ed
(fol
ded)
ji pl
ant
-L66
The
stu
dent
may
be
give
n a
grou
p of
sen
tenc
es. E
ach
sent
ence
has
a m
issi
ng w
ord.
Bes
ide
the
sent
ence
are
sev
eral
form
s of
the
mis
sing
wor
d. T
he s
tude
nt r
eads
the
sent
ence
and
sup
plie
sth
e m
issi
ng w
ord.
The
follo
win
g is
an
exam
ple:
fry
1. M
om w
illan
egg
for
dad.
frie
dfr
ies
2. L
ast w
eek,
Jac
kca
rry
the
pail
up th
e hi
ll.
carr
ies
carr
ied
cry
3. B
aby
Sue
whe
n sh
e is
tire
d.cr
ies
crie
d "k
'
- 75
-
h.In
flect
iona
l end
ings
(con
tinue
d)
3. R
ecog
nizi
ng v
isua
llyem
phas
ized
wor
ds
Giv
en a
n ex
erci
se in
volv
ing
the
form
a-tio
n of
the
past
per
fect
tens
e of
ver
bs,th
est
uden
t will
be
able
to id
er+
ify v
erbs
form
ing
this
tens
e by
add
ing
-n to
the
root
wor
d.
Giv
en a
sel
ectio
n to
rea
d in
whi
ch o
neor
mor
e w
ords
hav
e be
en w
ritte
n in
bol
dfa
ce ty
pe o
r ca
pita
l let
ter
form
, the
stud
ent w
ill b
e ab
le to
rea
d th
e pa
ssag
ew
ith p
rope
r em
phas
is a
nd e
xpre
ssio
n.
- 76
-
The
stu
dent
may
be
give
n a
wor
kshe
et h
avin
g pi
ctur
es s
how
ing
som
eone
per
form
ing
a sp
ecifi
c ac
t. H
e is
to w
rite
the
corr
ect
wor
d un
der
the
pict
ure
as il
lust
rate
d.
ride
rider
bat
batte
r4/
The
teac
her
may
put
sen
tenc
es o
n th
e bo
ard
in w
hich
the
poss
essi
ve fo
rm h
as n
ot b
een
used
. The
stu
dent
will
rea
d th
ese
nten
ces
and
disc
uss
how
he
mig
ht s
ay th
e se
nten
ce if
he
wer
e ta
lkin
g to
som
eone
. The
stu
dent
will
then
rew
rite
the
sent
ence
s us
ing
the
poss
essi
ve fo
rm.
1. D
id y
ou li
ke th
e ne
w h
at o
f Mar
y?2.
Bob
hit
the
ball
of D
on.
The
teac
her
may
hav
e th
e st
uden
t com
plet
e th
e se
nten
ce b
yw
ritin
g in
the
corr
ect f
orm
of t
he v
erb
give
n.
(kno
w)
(gro
w)
(blo
w)
Ye
had
know
n th
e w
;cid
wou
ld b
low
.T
he p
lant
had
gro
wn
thre
e in
ches
.T
he w
ind
had
blow
n al
l day
.
The
stu
dent
may
be
aske
d to
rea
d th
e fo
llow
ing
sele
ctio
nal
oud: "W
ell,
that
's th
e la
st s
traw
," s
aid
the
beav
er. "
I am
NO
T u
gly.
"48
111.
..1
(con
tinue
d be
low
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SI
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
Giv
en a
n ex
erci
se c
onta
inin
g ita
liciz
edw
ords
, the
stu
dent
will
be
able
to r
ecog
-ni
ze th
at it
alic
s ar
e si
gnal
s to
thin
k w
ithst
rong
em
phas
is.
The
teac
her
ma,
,, se
lect
an
exer
cise
that
con
tain
s ita
liciz
edw
ords
from
whi
ch th
e st
uden
t will
iden
tify
and
read
the
italic
ized
wor
ds w
ith th
e co
rrec
t em
phas
is. T
he fo
llow
ing
are
exam
ples
:
"See
, he'
s ta
lkin
g to
you
."
Som
etim
es th
ey d
on't
wan
t to
mak
e a
nois
e.
He
put o
n a
beau
tiful
tie.
77 -
FO
OT
NO
TE
S
1.W
illia
m G
ray,
Mar
ion
Mon
roe
and
Ste
rl A
rt le
y,T
hink
and
Do
Boo
k, L
evel
12
(Pal
o A
lto, C
alifo
rnia
:S
cott,
For
esm
ar, a
nd C
ompa
ny, 1
961)
, p. 7
4.
2.A
rthu
r W
. Hei
lman
, Pho
nics
in P
rope
r P
ersp
ectiv
e(C
olum
bus,
Ohi
o: C
harle
s E
. Mer
rill B
ooks
, Inc
.,19
64),
p. 2
3.
3.M
aria
nne
Fro
stig
, "In
term
edia
te P
ictu
res
and
Pat
-te
rns,
" T
he D
evel
opm
enta
l Pro
gram
in V
isua
l Per
cept
ion
(Chi
cago
: Fol
lett
Pub
lishi
ng C
ompa
ny, 1
966)
, pp.
6-1
5.
4.M
aria
nne
Fro
stig
, "A
dvan
ced
Pic
ture
s an
d P
atte
rns,
"T
he D
evel
opm
enta
l Pro
gram
in V
isua
l Per
cept
ion
(Chi
cago
:F
olle
tt P
ublis
hing
Com
pany
, 196
6), p
. 33.
5.T
heod
ore
Cly
mer
, et a
l., "
Look
and
Lis
ten,
" G
inn
Wor
d E
nric
hmen
t Pro
gram
, Lev
el 1
(B
osto
n: G
inn
and
Com
pany
, 196
7), p
p. 1
4-18
.
U.
Ibid
., p.
8.
12.
Ibid
., p.
29.
13.
Ibid
., p.
103
.
14.
Ibid
., p.
22.
15.
Ibid
., p.
23.
16.
Ele
anor
M. J
ohns
on (
ed.)
, "P
honi
cs a
nd W
ord
Pow
ei,"
My
Wee
kly
Rea
der,
No.
3 (
Col
umbu
s, O
hio:
Am
eric
an E
duca
tion
Pub
licat
ions
, 196
5).
17.
Don
ald
Ras
mus
sen,
et a
l.,
"A P
ig C
an J
ig,"
S.R
.A. B
asic
Rea
ding
Ser
ies,
Lev
el A
(C
hica
go: S
cien
ceR
esea
rch
Ass
ocia
tion,
196
4), p
p. 8
6-88
.
18.
Ibid
., pp
. 88-
89.
6.F
rost
ig, o
p. c
it., p
. 16.
19.
Ibid
., "A
Hen
in a
Fox
's D
en,"
pp.
86-
89.
7.F
rost
ig, 2
E. c
it., "
Inte
rmed
iate
Pic
ture
s an
d P
at-
20.
Ibid
.te
rns.
" p.
73.
8.Ib
id.,
p. 7
8.
9.H
eilm
an, o
p. c
it., p
. 28.
21.
Ibid
.
22.
John
son,
op.
cit.
, No.
2 B
, p. 1
3
23.
Ibid
.10
.M
ary
E. P
lans
, et a
l., S
pice
(S
teve
nsvi
lle, M
ich-
24.
Hei
lman
, 2E
. cit.
, pp.
38-
39ig
an: E
duca
tiona
l Ser
vice
, Inc
., 19
60),
p. 7
. - 78
-
25.
Ibid
., p.
14.
26.
Pla
tts, 2
E. c
it., p
. 189
.
27.
Ibid
.
28.
The
odor
e C
lym
er, e
t al.,
"S
ound
s an
d S
ylla
bles
,"G
inn
Wor
d E
nr7c
hmen
t Pro
gram
(B
osto
n: G
inn
and
Com
-pa
ny, 1
967)
, p. 5
4.
29.
Will
iam
Kot
tmey
er a
nd K
ay W
are,
The
Mag
icW
orld
of D
r. S
pello
(S
t. Lo
uis:
McG
raw
Hill
, Inc
.,19
63), p
.31
.
30.
Cly
mer
,E
. cit.
, p. 5
5.
31.
Ibid
., p.
63.
32.
Hel
en H
uus
, et
al.,
A H
andb
ook
of D
evel
opm
enta
lR
eadi
ng (
Dan
ville
, Illi
nois
: The
Inte
rsta
te P
rinte
rs a
ndP
LTT
RIT
iers
, 196
1), p
. 51.
33.
Ibid
., p.
52.
34.
Ibid
., p.
53.
35.
Ibid
., p.
55.
36.
Cly
mer
, 22.
cit.
, p. 7
1.
37.
Cly
mer
, 22.
cit.
, "V
owel
s an
d V
aria
nts,
" p.
88.
38.
Jose
ph C
. Gai
nsbu
rg, A
dvan
ced
Ski
lls in
Rea
ding
,B
ook
3 (N
ew Y
ork:
The
Mac
Mill
an C
ompa
ny, 1
964)
,pp
. 10
6-10
8.
79 -
39.
Ibid
.
40.
Ibid
., pp
. 107
-108
.
41Jo
seph
C. G
ains
burg
, Adv
ance
d S
kills
in R
eadi
ng,
Boo
k 3
(New
Yor
k: T
he M
acM
illan
Com
pany
, 196
2),
p. 1
04.
42.
War
d C
ram
er, K
eys
to Y
our
Rea
ding
Impr
ovem
ent
(Por
tland
, Mai
ne: J
. Wes
ton
Wal
ch, P
ublis
her,
196
1),
p. 5
2.
43.
Guy
Wag
ner,
et a
l., L
angu
age
Gam
es (
Dar
ien,
Con
nect
icut
: Gra
de T
each
er's
Pub
lishi
ng C
ompu
ny,
1963
), p
. 83.
44.
Ibid
., p.
83.
45.
Ras
mus
s....
.,,,2
2. c
it., "
The
Pur
ple
Tur
tle,"
p. 1
08.
46.
Cly
mer
, 22.
cit.
, "S
ound
s an
d S
ylla
bles
," p
. 71.
47.
Ibid
., p.
68.
48.
Ras
mus
sen,
22.
cit.
, "m
itten
s an
d C
hild
ren,
"p.
103
.
SK
ILLS
III. C
ompr
ehen
sion
Ski
lls
A.
Lite
ral
C3
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
1. R
ecog
nizi
ngse
quen
ceof
Giv
en a
ser
ies
of r
elat
ed o
bjec
ts, w
ords
,ev
ents
pict
ures
, or
idea
s, th
e st
uden
t will
be
able
to p
lace
them
in a
logi
cal s
eque
ntia
lor
der.
- 80
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
Wor
king
with
an
asso
rtm
ent o
f blo
cks
or li
ke o
bjec
ts, e
ither
of d
iffer
ent c
olor
or
diffe
rent
siz
e, th
e te
ache
r pl
aces
the
bloc
ks in
som
e se
quen
tial
patte
rn s
uch
as:
Afte
r th
e st
uden
t has
obs
erve
d th
e pa
ttern
, the
teac
her
(1)
(2)
give
s th
e st
uden
t a s
et o
f blo
cks
like
thos
e in
the
patte
rnan
d ha
s th
e st
uden
t rep
rodu
ce th
e pa
ttern
and
/or
take
s th
e bl
ocks
in th
e pa
ttern
s an
d as
ks th
e st
uden
t to
repr
oduc
e th
e pa
ttern
s fr
om m
emor
y.
The
teac
her
may
pre
pare
aw
orks
heet
on
whi
ch a
pat
tern
has
been
dra
wn.
Nex
t to
the
patte
rn a
re s
ome
dots
from
whi
chth
e st
uden
t can
rep
rodu
ce th
e gi
ven
patte
rn a
s th
e fo
llow
ing:
Oth
er w
orks
heet
sm
aybe
pro
duce
d us
ing
mor
e in
tric
ate
pat-
tern
s fo
r th
e st
uden
t to
repr
oduc
e.
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
- 81
-
The
stu
dent
may
be
give
n a
wor
kshe
et o
nw
hich
diff
eren
t siz
etr
iang
les
have
bee
n dr
awn.
At t
he to
p of
the
page
a s
eque
n-tia
l ord
er h
as b
een
set
up.
The
stu
dent
is to
pla
ce th
e re
mai
n-in
g ro
w o
f tria
ngle
s in
the
sam
e se
quen
tial p
atte
rn.
1
The
stu
dent
may
be s
how
n a
serie
s of
four
pic
ture
s. T
he p
ic-
ture
s ha
ve b
een
plac
ed in
ran
dom
ord
er. T
he s
tude
nt is
re-
quire
d to
put
them
in th
e co
rrec
t seq
uent
ial p
atte
rn.
.%.:
23
1
(The
se p
ictu
res
mig
ht b
e pl
aced
on
a w
orks
heet
or
on in
divi
d-ua
: car
ds.)
2
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
1. R
ecog
nizi
ngse
quen
ce o
fev
ents
(con
tinue
d)
- 82
-
The
teac
her
may
pla
ce r
elat
ed p
ictu
res
or w
ords
on
piec
es o
fta
gboa
rd. O
ne c
ard
is g
iven
to e
ach
stud
ent.
Afte
r lo
okin
gat
the
pict
ure
or w
ords
, the
stu
dent
dec
ides
in w
hat
sequ
en-
tial o
rder
they
will
nee
d to
sta
nd to
mak
ea
sent
ence
of t
hew
ords
or
a st
ory
of th
e pi
ctur
es.
The
stu
dent
may
be
give
n a
pape
r on
whi
ch d
ots
have
bee
npl
aced
.B
esid
e th
e do
ts a
re n
umbe
rs o
r le
tters
.B
y fo
llow
ing
the
dots
in a
seq
uent
ial n
umbe
r or
alp
habe
tical
ord
er, t
hest
uden
t can
pro
duce
a p
ictu
re.
The
stu
dent
may
be g
iven
a w
orks
heet
that
has
bee
n di
vide
din
to s
ectio
ns.
In e
ach
sect
ion
a pa
rt o
f a s
tory
is w
ritte
n.T
he p
arts
are
not
in o
rder
. The
stu
dent
is a
sked
to r
ead
the
stor
y an
d ei
ther
num
ber
the
part
s in
cor
rect
seq
uenc
e,or
cut
the
sect
ions
apa
rt a
ndpa
ste
the
stor
y in
pro
per
sequ
ence
on
anot
her
pape
r.
The
stu
dent
may
be g
iven
com
ic s
trip
s th
at h
ave
been
cut
apar
t to
plac
e in
pro
per
sequ
ence
.
SK
ILLS
ft/
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
83
The
teac
her
may
list a
ser
ies
of w
ords
on
the
boar
d th
at c
ould
be r
elat
ed in
the
sequ
ence
of a
sto
ry s
uch
as:
little
boy
...lo
st...
woo
ds ..
. ni
ght .
.. st
orm
...ol
d ho
use
...w
alk
...ho
me
The
teac
her
says
,"I
hav
e lis
ted
som
e w
ords
on
the
boar
dth
at w
e co
uld
use
to te
ll a
stor
y.Le
t's r
ead
thes
e w
ords
toge
ther
... W
hat k
ind
of a
sto
ry d
o th
ese
wor
ds s
ugge
st to
you?
We
are
all g
oing
to b
egin
writ
ing
a st
ory
usin
g as
man
yof
the
wor
ds li
sted
on
the
boar
d as
pos
sibl
e. A
t the
end
of
2 m
inut
es,
I will
say,
'Pas
s it
on.'
The
n yo
u w
ill p
ass
your
pape
r to
the
stud
ent o
n yo
ur r
ight
. You
will
rec
eive
a p
aper
from
the
stud
ent o
nyo
ur le
ft.R
ead
wha
t he
has
writ
ten.
The
n be
gin
writ
ing
onyo
ur n
ew p
aper
, add
ing
to th
e st
ory
that
the
stud
ent b
efor
eyo
uha
s st
arte
d. Y
ou w
illpa
ss y
our
pape
r fiv
e tim
es. A
t the
end
of t
hat t
ime,
you
can
eac
hre
ad a
loud
thd
stor
yyo
u ar
e ho
ldin
g."3
The
teac
her
may
use
a g
roup
sto
ry a
ctiv
ity a
nd h
ave
the
stud
ent w
ork
at th
e ch
alkb
oard
. The
teac
her
says
, "T
oday
we
will
pla
y a
onem
inut
e st
ory
gam
e.I w
ill c
all a
stu
dent
to c
ome
to th
e bo
ard.
He
will
beg
in w
ritin
g a
stor
y. A
fter
he h
as w
ritte
n on
e m
inut
e, I
will
ask
him
tost
op--
even
if h
eis
in th
e m
iddl
e of
a s
ente
nce.
The
n he
may
call
on s
omeo
neel
se to
com
e to
the
boar
d."
Con
tinue
unt
il ni
ne s
tude
nts-
have
bee
n to
the
boar
d. T
he la
st s
tude
nt r
eads
the
stor
yal
oud.
4
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
1. R
ecog
nizi
ng s
eque
nce
of e
vent
s(c
ontin
ued)
The
teac
her
may
pre
pare
a s
et o
f car
ds e
ach
listin
g on
e"n
oise
" w
ord
such
as
the
follo
win
g:
buzz
bang
PoP
plop
The
car
ds a
re d
istr
ibut
ed to
the
stud
ents
. The
lead
er, w
ho is
the
first
pla
yer,
sta
rts
to te
ll a
"noi
sy s
tory
" ab
out t
he n
oisy
wor
d th
at h
e ha
s on
his
car
d. E
ach
stud
ent i
n tu
rn a
dds
his
"noi
se p
art"
to th
e st
ory.
For
inst
ance
, the
firs
t stu
dent
may
star
t the
sto
ry b
y sa
ying
, "S
ally
ble
w u
p he
r ne
w b
allo
on a
ndit
wan
t ban
g."
The
nex
t stu
dent
mig
ht s
ay, "
The
ban
gsc
ared
a b
ee a
nd it
wen
t buz
z."
Afte
r al
l the
stu
dent
s ha
veha
d a
turn
, the
lead
er ta
m s
econ
d tu
rn, a
nd s
o on
.
"Col
or"
and
"act
ion"
wor
ds m
ay a
lso
be u
sed.
5
The
teac
her
may
writ
e se
vera
l sen
tenc
es o
n th
e ch
alkb
oard
or
on a
wor
kshe
et. T
he s
ente
nces
are
writ
ten
in m
ixed
up
orde
r.T
he s
tude
nt r
eads
the
wor
ds in
the
sent
ence
and
put
s th
em in
an o
rder
to g
ive
the
sent
ence
mea
ning
.
1. o
n th
e ta
ble
the
book
is2.
he
the
bag
into
the
box
put
The
stu
dent
may
be
give
n a
shor
t sel
ectio
n to
rea
d. A
t the
end
of th
e se
lect
ion
ther
e ar
e fo
ur s
ente
nces
abo
ut th
e st
ory.
The
sen
tenc
es a
re p
lace
d in
ran
dom
ord
er. T
he s
tude
nt is
aske
d to
num
ber
the
sent
ence
s in
ord
er to
pla
ce th
em in
the
sequ
ence
in w
hich
they
hap
pene
d in
the
stor
y.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
The
teac
her
may
pre
pare
a w
orks
heet
title
d
Whi
ch T
ell A
bout
It?
Rea
d th
is w
ithyo
ur te
ache
r.A
ll th
e se
nten
ces
unde
r th
est
ory
give
idea
s fo
und
in th
e st
ory.
Num
ber
each
of t
hese
nten
ces
the
sam
e as
the
part
of t
he s
tory
that
has
the
idea
.
Mot
her's
Sur
pris
e
1. M
othe
r's b
irthd
ay w
as tw
o da
ysaw
ay. J
imm
ylo
oked
at h
is d
olla
r ag
ain.
The
n he
wen
t int
o M
rs. B
row
n's
stor
e.H
e w
ante
d so
met
hing
for
Mot
her's
birt
hday
,bu
t he
did
not k
now
wha
t he
was
goi
ng to
buy
.
2. M
rs. B
row
n ha
dm
any
thin
gs in
her
stor
e. J
imm
yw
alke
d al
l rou
nd lo
okin
g at
them
. He
look
ed h
ere
and
he lo
oked
ther
e. S
ome
thin
gs w
ere
thre
e do
llars
.O
ther
s w
ere
five.
He
did
not s
ee a
thin
g fo
r ju
st o
nedo
llar,
so
he w
ent o
n lo
okin
g.
3. A
t las
t he
cam
e to
the
back
of t
he s
tore
.T
hat w
asw
here
Mrs
. Bro
wn
had
the
toys
.
4. T
hen
he s
aw it
.It
was
just
the
thin
g fo
r a
birt
hday
.H
e co
uld
buy
it fo
r a
dolla
r to
o.H
e to
ok it
to M
rs.
Bro
wn.
5. "
Will
you
plea
se p
utth
is in
a b
ox?"
Jim
my
aske
d ."
Itis
for
my
mot
her's
birt
hday
.I w
ant i
t to
look
pre
tty."
(con
tinue
d on
follo
win
g pa
ge)
- 85
-
C
SK
ILLS
1. R
ecog
nizi
ng s
eque
nce
of e
vent
s(c
ontin
ued)
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
(con
tinue
d fr
om p
rece
ding
pag
e)
6. M
rs. B
row
n ha
d a
funn
y lo
ok w
hen
she
wen
t to
get t
hebo
x. B
ut a
ll sh
e sa
idw
as, "
Tha
nk y
ou,J
imm
y."
Jim
my
took
the
box
and
wen
t hom
e.
7. W
hen
Mot
her's
birt
hday
cam
e, s
he o
pene
d th
e bo
x.S
he h
ad a
funn
y lo
ok to
o, w
hen
she
saw
wha
t was
init.
But
she
did
not
laug
h. S
he ju
st lo
oked
ple
ased
.
8. T
hen
she
said
, "T
hank
you,
Jim
my.
Tha
nk y
ou fo
r th
efo
otba
ll.W
illyo
u he
lp m
e pl
ay w
ith it
som
etim
es?
It's
no fu
n fo
r ju
st o
ne to
pla
y."
9. "
Yes
, I w
ill,"
sai
d Ji
mm
y. "
Do
you
wan
t to
go o
utan
d pl
ay n
ow?"
Jim
my
saw
wha
t he
wan
ted
for
Mot
her.
Jim
my
surp
rised
Mot
her
on h
er b
irthd
ay.
Mrs
. Bro
wn
had
som
ethi
ng in
her
sto
re fo
r lit
tlebo
ys a
nd g
irls.
Jim
my
did
not f
ind
wha
t he
was
look
ing
for.
Jim
my
wan
ted
Mot
her
to d
o so
met
hing
with
the
birt
hday
sur
pris
e.Ji
mm
y w
ent t
o bu
y so
met
hing
for
Mot
her's
birt
hday
.M
othe
r sa
id w
hat t
he b
irthd
ay s
urpr
ise
was
.M
rs. B
row
n he
lped
Jim
my
with
the
surp
rise.
Jim
my
aske
d M
rs. B
row
n to
do
som
ethi
ng.
6
- 86
-
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en th
e op
port
unity
to h
ear
a sh
ort
stor
y re
ad b
y th
e te
ache
r, th
e st
uden
tw
ill b
e ab
le to
rec
all t
he m
ain
happ
en-
ings
of t
hat s
tory
in th
e or
der
that
they
wer
e or
igin
ally
told
. - 87
-
The
teac
her
mat
' rea
d se
lect
ions
suc
h as
:
1."I
am
goi
ng to
rea
d so
met
hing
to y
ou a
bout
a g
irl n
amed
Hel
en. L
iste
n fo
r al
l the
pla
ces
Hel
en w
ent o
ne d
ay.
Fis
t, sh
e w
alke
d to
the
edge
of t
own
to s
ee h
er fr
iend
Rut
h.R
uth
and
Hel
en th
en w
alke
d ou
t int
o th
e co
untr
yto
see
Dor
othy
, a g
irl th
ey b
oth
knew
. Dor
othy
ask
edth
em to
wal
k to
a la
ke w
ith h
er w
here
they
had
a p
icni
c.T
hen
Hel
en w
alke
d al
l the
way
hom
e. W
hen
she
got
hom
e, s
he w
as s
o tir
ed th
at s
he w
ent s
trai
ght t
o be
d.
Can
you
tell
us a
ll th
e pl
aces
Hel
en w
alke
d? ..
.(S
hew
alke
d to
Rut
h's
hous
e, to
Dor
othy
's h
ouse
, to
the
lake
,an
d th
en h
ome
.)"
2.P
aulo
ssie
, an
Esk
imo
Boy
by R
ober
t C. S
wim
"Thi
s is
Pau
loss
ie. H
e liv
es in
the
Nor
th, w
here
the
win
dbl
ows
stro
ng a
nd c
old.
But
Pau
loss
ie is
not
col
d.H
ew
ears
the
seal
skin
and
par
ka a
nd s
eals
kin
boot
s ca
lled
"kom
iks"
that
his
mot
her
mad
e fo
r hi
m.
Pau
loss
i,:t's
fath
er, T
agoo
na, i
s a
good
hun
ter.
He
has
apa
ir of
goo
d bi
nocu
lars
and
a p
ower
ful r
ifle.
One
day
Pau
loss
ie b
orro
wed
his
fath
er's
bin
ocul
ars
and
wen
t up
toth
e hi
gh r
ocky
hill
beh
ind
his
iglo
o. H
e w
ante
d to
wat
ch th
e an
imal
s w
hich
live
d on
the
ice.
(con
tinue
d on
the
follo
win
g pa
ge)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
1. R
ecog
nizi
ng s
eque
nce
of e
vent
s(c
ontin
ued)
- 88
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
(con
:inue
d fr
om p
rece
ding
pag
e)
Thr
ough
the
bino
cula
rs P
aulo
ssie
wat
ched
two
wc.
lruse
ssl
eepi
ng o
n th
e ic
e. S
udde
nly
he s
aw a
gre
at p
olar
bea
rsw
imm
ing
tow
ard
the
two
slee
ping
wal
ruse
s. T
he p
olar
bear
sw
am c
lose
r to
the
ice.
He
clim
bed
onto
the
ice
and
with
his
mou
th g
rabb
ed th
e ne
ares
t wal
rus
by th
e no
se a
ndm
outh
, so
that
the
wal
rus
coul
d no
t use
his
sha
rp tu
sks.
The
wal
rus
crie
d ou
t and
foug
ht th
e po
lar
bear
.B
ut h
ew
as c
augh
t. T
he o
ther
wal
rus
wok
e up
and
slip
ped
quic
k-ly
into
the
wat
er. T
here
was
not
hing
he
coul
d do
to h
elp
his
frie
nd.
It w
as to
o la
te. T
he p
olar
bea
r w
as g
oing
toha
ve h
is d
inne
r."8
Arr
ange
thes
e se
nten
ces
in th
e or
der
in w
hich
they
hap
-pe
ned
in th
e st
ory.
Pau
loss
ie w
atch
ed tw
o w
alru
ses
slee
ping
on
the
ice.
The
pol
ar b
ear
grab
bed
the
wal
rus
by th
e no
sean
d m
outh
.P
aulo
ssie
bor
row
ed h
is fa
ther
's b
inoc
ular
s.T
he p
olar
bea
r sw
am to
war
d th
e sl
eepi
ngw
alru
ses.
The
teac
her
mig
ht u
se th
e Li
sten
ing
Ski
ll B
uild
ers
incl
uded
in th
e S
.R.A
. Rea
ding
Lab
Kits
la,-
1-67
and
lc.
SK
ILLS
2. Id
entif
ying
, org
aniz
ing,
and
supp
ortin
g fh
e m
ain
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en a
n ex
erci
se c
onta
inin
g ev
ents
ina
stor
y in
scr
ambl
ed o
rder
, the
stu
dent
will
be
able
to r
earr
ange
them
in p
rope
rse
quen
ce.
Giv
en p
ictu
res
to v
iew
or
read
ing
sele
ctio
ns to
list
en to
, the
stu
dent
will
be a
ble
to r
ecog
nize
the
mai
n id
ea in
a se
lect
ed p
assa
ge o
r pi
ctur
e.
- 89
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
writ
e se
nten
ces
on th
e bo
ard
and
have
the
stud
ent a
rran
ge th
ese
sent
ence
s as
they
wou
ld h
appe
n.
I ate
my
brea
kfas
t.I w
alke
d to
sch
ool
.
We
star
ted
our
less
ons.
The
ala
rm c
lock
ran
g.T
he s
choo
l bel
l ran
g.
The
stu
dent
may
be
show
n a
pict
ure
and
aske
d to
tell
the
mos
tim
port
ant i
dea
show
n in
the
pict
ure
or to
mak
e up
a ti
tleab
out t
he p
ictu
re.
The
stu
dent
may
list
en to
or
read
a g
iven
sel
ectio
n. O
n a
piec
e of
pap
er, t
he s
tude
nt m
akes
a p
ictu
re il
lust
ratin
g th
em
ain
idea
of t
he s
elec
tion.
The
teac
her
may
div
ide
the
chal
kboa
rd in
to s
quar
es a
nd w
rite
a se
nten
ce th
at is
cap
able
of i
llust
ratio
n. T
he s
tude
nts
are
give
n dr
awin
g pa
per,
pen
cils
, and
cra
yons
. The
y fo
ld th
epa
per
into
four
squ
ares
, writ
e th
e se
nten
ces
in th
e sq
uare
s,an
d ill
ustr
ate
each
sen
tenc
e. 9
Fat
her
is w
orki
ng in
the
yard
.F
our
boys
are
pla
ying
foot
ball.
The
chi
ldre
n ar
e ha
ving
a pa
rty.
The
teac
her
is d
oing
her
wor
k.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
2. Id
entif
ying
, org
aniz
ing,
and
supp
ortin
g th
e m
ain
idea
(con
tinue
d)
Giv
en a
one
-par
agra
ph s
tory
to r
ead,
the
stud
ent w
ill h
e ab
le to
iden
tify
the
mos
tco
rrec
t titl
e ou
t of a
gro
up o
f thr
ee.
Giv
en u
nide
ntifi
ed a
ctio
n pi
ctur
es, t
hest
uden
t will
be
able
to w
rite
capt
ions
for
thes
e pi
ctur
es.
Giv
en a
gro
up o
f par
agra
phs
to r
ead,
the
stud
ent w
ill b
e ab
le to
giv
e th
e m
ain
idea
.
- 90
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
stu
dent
may
be
give
n a
sele
ctio
n to
rea
d. F
rom
thre
ese
nten
ces
rela
ted
to th
e se
lect
ion,
the
stud
ent c
hoos
es th
e on
eth
at te
lls th
e m
ost a
bout
the
sele
ctio
n.
Cor
rect
Titl
e
One
day
Bet
ty w
alke
d to
o fa
r do
wn
the
stre
et.
Whe
n sh
e lo
oked
aro
und,
she
saw
man
y th
ings
that
she
did
not k
now
.
She
cou
ldn'
t see
her
hou
se a
nyw
here
.
She
saw
a p
olic
eman
and
told
him
her
nam
e an
d w
here
her
hous
e w
as.
The
n he
took
her
hom
e.
The
teac
her
poin
ts to
the
five
sent
ence
s an
d sa
ys, "
Rea
d th
ese
sent
ence
s to
you
rsel
f.D
ecid
e w
hat t
hey
are
abou
t ..."
2. 3.
Bet
ty's
Hou
seT
he T
raffi
c P
olic
eman
Bet
ty G
ets
Hel
p (c
orre
ct ti
tle)
10
The
teac
her
may
use
new
spap
er o
r m
agaz
ine
pict
ures
and
hav
eth
e st
uden
t writ
e a
capt
ion
to d
escr
ibe
each
pic
ture
.
the
teac
her
may
pre
pare
an
exer
cise
in w
hich
the
stud
ent
will
;cud
sev
eral
rel
ated
par
agra
phs
and
give
the
mai
n id
eaby
ans
wer
ing
a fe
w k
ey q
uest
ions
on
the
mat
eria
l.
SK
ILLS
iIN
ST
RU
CT
ION
AL
OB
JEC
TIV
ES
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
3. R
ecog
nizi
ng s
peci
ficde
tails
Giv
en a
sel
ectio
n to
obs
erve
, lis
ten
toor
rea
d, th
e st
uden
t will
be
able
to n
ote
spec
ific
deta
ils a
bout
the
sele
ctio
n.
- 91
-
The
stu
dent
may
be g
iven
a w
orks
heet
on
whi
chro
ws
offig
ures
are
pla
ced.
All
the
figur
es in
eac
h ro
w a
re e
xact
lyal
ike
exce
pt o
ne. T
he s
tude
nt m
ust l
ook
at e
ach
pict
ure,
notin
,) d
etai
ls a
nd fi
nd th
e, o
ne p
ictu
re th
at d
oes
not b
elon
g.
()2. 3.
The
stu
dent
may
be g
iven
a w
orks
heet
on
whi
ch a
geo
met
ricde
sign
has
bee
n dr
awn.
Bel
ow th
e de
sign
are
a r
ando
m a
ssor
t-m
ent o
f geo
met
ric s
hape
s, s
ome
of w
hich
can
be
foun
d in
the
desi
gn. T
he s
tude
nt is
to fi
nd th
e sh
apes
that
are
incl
uded
in th
e de
sign
and
eith
er c
olor
or
cros
s ou
t the
one
s th
at d
o no
tbe
long
.
12
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
3. R
ecog
nizi
ng s
peci
ficde
tails
(con
tinue
d)
- 92
-
The
stu
dent
may
be
give
n a
wor
kshe
et h
avin
g a
sim
ple
figur
edr
awn
on it
.N
ext t
o th
e co
mpl
eted
figu
re is
ano
ther
one
part
ially
dra
wn.
The
stu
dent
is a
sked
to c
ompl
ete
the
par-
tially
dra
wn
figur
e ex
actly
like
the
finis
hed
one.
The
stu
dent
may
be
give
n di
ffere
nt w
orks
heet
s on
whi
chgr
oups
of f
igur
es a
re d
raw
n as
follo
ws:
13
1.Lo
ok a
t eac
h of
the
hous
es o
n th
e pa
ge a
nd m
ake
each
one
look
like
the
one
at th
e to
p by
add
ing
the
mis
sing
part
s.
.F
ind
the
one
in e
ach
row
that
is li
ke th
e fir
st /0 0
SK
ILLS
INS
TR
UC
ION
AL
OB
JEC
TIV
ES
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
- 93
-
3.C
ross
out
thos
e th
at a
re d
iffer
ent.
14
Eac
h st
uden
tm
aybe
giv
en a
pie
ce o
f dra
win
gpa
per.
On
the
chal
kboa
rd th
e te
ache
r w
rites
a s
hort
stor
y. T
he s
tude
nt r
eads
the
stor
y an
d m
akes
a p
ictu
re o
n hi
spa
per
show
ing
all t
hede
tails
men
tione
d in
the
stor
y.
Tom
and
his
dog,
Wag
,are
pla
ying
in T
om's
fron
t yar
d.T
om is
toss
ing
a ba
ll in
to th
e oi
r. W
ag is
cha
sing
a
squi
rrel
up
into
the
big
tree
.T
om's
mot
her
is s
tand
ing
in th
e do
orw
ay w
avin
g to
Tom
's fa
ther
who
is d
rivin
gof
f to
wor
k. T
he s
un is
shi
ning
.
SK
ILLS
3. R
ecog
nizi
ng s
peci
ficde
tails
(con
tinue
d)
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
- 94
-
The
teac
her
may
rea
d a
stor
y to
the
clas
s an
d ha
ve s
tude
nts
note
det
ails
in th
e se
ctio
n.
"Not
ing
and
Rem
embe
ring
Det
ails
..
.Li
sten
for
all t
he th
ings
that
tell
wha
t mad
e S
atur
day
alu
cky
day
for
Tom
my.
Tom
my
had
a ve
ry lu
cky
day
on S
atur
day.
Whe
n he
was
goi
ngto
the
stor
e fo
r hi
s m
othe
r, h
e fo
und
a di
me
on th
e si
dew
alk.
In th
e af
tern
oon
his
uncl
e ca
lled
up a
nd s
aid
that
one
of h
isso
ns c
ould
not
go
to th
e ba
ll ga
me
and
aske
d if
Tom
my
wou
ldlik
e to
go
in h
is p
lace
. Tom
my
was
del
ight
ed t,
go.
Whe
nT
omm
y go
t hom
e, o
ne o
f his
frie
nds
was
ther
e. H
e ha
d br
ough
ta
kite
with
him
that
Tom
my
had
lost
sev
eral
day
s be
fore
and
had
neve
r ex
pect
ed to
see
aga
in.
Wha
t thr
ee th
ings
mad
e S
atur
day
a lu
cky
day
for
Tom
my?
(He
foun
d a
dim
e, h
e w
as ta
ken
to a
bal
l gam
e, a
nd o
ne o
fhi
s fr
iend
s br
ough
t bac
k a
kite
that
Tom
my
thou
ght w
aslo
st.)
" 15
The
teac
her
may
pla
ce s
ever
al la
rge
mou
nted
pic
ture
s al
ong
the
chal
k tr
ay. O
ne s
tude
nt is
cho
sen
to b
e "it
."H
em
enta
lly c
hoos
es a
pic
ture
and
then
des
crib
es it
, bei
ng s
ure
to k
eep
his
eyes
on
the
clas
s no
t on
the
pict
ure.
The
firs
tst
uden
t to
gues
s w
hich
pic
tur
is b
eing
des
crib
ed g
ets
to b
e"it
" ne
xt.
The
teac
her
may
tell
or r
ead
a ra
ther
sho
rt s
tory
to th
e cl
ass.
The
n th
e te
ache
r (1
) as
ks s
peci
fic q
uest
ions
abo
ut th
est
oryp
)ha
s st
uden
t giv
e on
e sp
ecifi
c fa
ct a
bout
the
stor
y, (
3) h
asst
uden
t pan
tom
ime
an id
ea c
onta
ined
in th
,a s
tory
, or
(4)
has
stud
ent d
ram
atiz
e th
e st
ory.
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en a
sel
ectio
n of
one
or
mor
e pa
ra-
grap
hs c
onta
inin
g fa
ctua
l inf
orm
atio
n,th
e st
uden
t will
be
able
to li
st th
e fa
cts
cont
aine
d in
the
sele
ctio
n.
Giv
en v
ario
us r
eadi
ng s
elec
tions
, the
stud
ent w
ill b
e ab
le to
sel
ect s
peci
ficde
tails
that
app
ly to
the
mai
n id
ea.
95
gab
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
rea
d a
sele
cted
poe
m a
lo,,c
i to
the
clas
s.lt
shou
ld b
e a
poem
that
has
des
crip
tive,
col
orfu
l ide
as. T
hest
uden
ts th
en il
lust
rate
the
poem
incl
udin
g as
man
y de
tails
as th
ey c
,:m r
emem
ber.
TE
-e s
tude
nt m
ay b
e gi
ven
a pa
ragr
aph
to r
ead
and
aske
d to
list a
s m
any
fact
s as
he
can
abou
t the
sub
ject
.
Mol
es a
re s
mal
l und
ergr
ound
cre
atur
es w
ith s
oft v
elve
tyfu
r. T
hey
have
str
ong
fron
t leg
s an
d he
avy
claw
s on
thei
r sh
ovel
-like
feet
. 16
The
teac
her
may
sho
w s
ampl
es o
f par
agra
phs
and
thro
ugh
lect
ure
and
clas
s di
scus
sion
, hel
p th
e st
uden
t ide
ntify
spe
cific
deta
ils a
nd r
ecog
nize
the
follo
win
g th
ree
way
s in
whi
ch d
e-ta
ils a
re u
sed
to s
uppo
rt th
e ce
ntra
l ide
as:
1. S
ingl
e w
ords
use
d to
des
crib
e th
e m
ain
idea
.2.
Phr
ases
use
d to
des
crib
e th
e ce
ntra
l tho
ught
.3.
Sen
tenc
es g
iven
as
proo
f of t
he m
ain
thou
ght.
The
stu
dent
may
be
allo
wed
to lo
ok fo
r an
d id
entif
y w
ho,
wha
t, w
hen,
whe
re, a
nd w
hy in
new
spap
er s
torie
s.
The
stu
dent
may
list
the
deta
ils in
the
desc
riptio
n of
room
,la
ndsc
ape,
etc
., th
at h
e w
ishe
s to
dra
w.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
4. R
ecal
ling
info
rmat
ion
Giv
en p
ictu
res
to o
bser
ve o
r se
lect
ions
to r
ead
or li
sten
to, t
he s
tude
nt w
ill b
eab
le to
rel
ate
info
rmat
ion
abou
t the
sele
ctio
n fr
om m
emor
y.
The
stu
dent
may
be
show
n a
sim
ple
geom
etric
figu
re th
at is
eith
er d
raw
n on
the
chal
kboa
rdor
on
a pi
ece
of ta
gboa
rd.
Afte
r st
udyi
ng th
e fig
ure
for
seve
ral s
econ
ds, t
he te
ache
rer
ases
or
puts
the
draw
ing
away
. The
stu
dent
is a
sked
tore
prad
uce
the
figur
e on
a p
iece
of p
aper
.
The
teac
her
may
mou
nt la
rge
pict
ures
on
heav
y ta
gboa
rd.
One
pic
ture
is s
how
n t
the
stud
ents
at a
tim
e. A
fter
obse
rv-
ing
the
pict
ure
for
seve
ral s
econ
ds, t
he s
tude
ntis
ask
ed
(1)
(2)
to te
ll al
l he
can
abou
t the
pic
ture
or
answ
er s
peci
fic q
uest
ions
afte
r th
e pi
ctur
e ha
sbe
en p
ut a
way
.
Tap
ed s
torie
s m
ay b
e pr
epar
ed b
y th
e te
ache
r, o
r st
orie
sm
ay b
e re
ad a
loud
to th
e st
uden
ts.
Afte
r lis
teni
ng to
the
sior
y, th
e st
uden
ts a
re
(1)
(2)
(3)
give
n sp
ecifi
c ou
estio
ns a
bout
the
sele
ctio
n to
answ
er,
aske
d to
mak
e a
pict
ure
of th
e m
ain
idea
or
mak
e a
serie
s of
seq
uenc
e pi
ctur
es, o
ras
ked
to p
anto
mim
e or
dra
mat
ize
the
stor
y.
The
stu
dent
may
be
give
n a
sele
cted
pas
sage
to r
ead
to h
im-
self.
Afte
r a
give
n am
ount
of t
ime,
the
stud
ent i
s st
oppe
dan
d th
e m
ater
,JI i
s pu
t aw
ay. T
he s
tude
nt is
then
ask
edsp
ecifi
c qu
estio
ns a
bout
the
sele
ctio
n.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en o
ppor
tuni
ty to
dis
cuss
topi
cse
nten
ces,
the
stud
ent w
ill b
e ab
le to
iden
tify
a to
pic
sent
ence
in a
par
agra
ph.
Giv
en o
ppor
tuni
ty to
rea
d or
list
en to
a se
lect
ion,
the
stud
ent w
ill L
e ab
le to
give
from
mem
ory
spec
ific
info
rmat
ion
abou
t the
sel
ectio
n. -97-
The
teac
her
may
rea
d al
oud
a po
em th
at c
an b
e ea
sily
illus
trat
ed.
The
stu
dent
s ar
e as
ked
to d
raw
som
ethi
ng th
eyhe
ard
in th
e po
em. W
hen
the
pict
ures
are
fini
shed
, the
teac
her
re-r
eads
the
poem
and
the
stud
ents
hol
d up
thei
rpi
ctur
es a
t the
pro
per
poin
t in
the
poem
. 17
Peo
ple
by L
ois
Lens
ki
Tal
l peo
ple,
sho
rt p
eopl
e,T
hin
peop
le, f
atLa
dy s
o da
inty
Wea
ring
a ha
t.S
trai
ght p
eopl
e, d
umpy
peo
ple,
Man
dre
ssed
in b
row
n,B
aby
in a
bug
gy,
The
se m
ake
a to
wn.
The
stu
dent
may
be
give
n a
para
grap
h to
rea
d an
d as
ked
toun
derli
ne th
e to
pic
sent
ence
.
"The
blu
e w
hale
is th
e bi
gges
t ani
mal
that
has
eve
rliv
ed.
He
lives
in th
e se
a an
d he
look
s lik
e a
fish,
St7
FT
-Ie
is n
ot a
fish
.B
aby
wha
les
feed
on
thei
r m
othe
r'sm
ilk. B
aby
fish
do n
ot.
The
wha
le is
a m
amm
al ."
18
The
teac
her
may
com
pose
brie
f tes
ts th
at w
ill r
equi
re s
tude
nts
to r
ecal
l spe
cific
info
rmat
ion
from
mem
ory,
afte
r ha
ving
rea
dor
list
ened
to a
giv
en s
elec
tion.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
4. R
ecal
ling
info
rmat
ion
(con
tinue
d)
5. Id
entif
ying
gen
eral
sign
ifica
nce
Giv
en s
uita
ble
sele
ctio
ns o
f var
ying
leng
ths
to r
ead,
the
stud
ent w
ill b
e ab
leto
ans
wer
from
mem
ory
ques
tions
abo
utth
e m
ain
idea
dev
elop
ed in
the
sele
ctio
n
Giv
en v
ario
us a
udito
ry, v
isua
l, an
dre
adin
g ex
perie
nces
, the
stu
dent
will
be
able
to r
ecal
l fac
tual
info
rmat
ion.
Giv
en a
sel
ectio
n fr
om a
n ap
prop
riate
text
, the
stu
dent
will
rea
d an
d re
late
gene
ral i
nfor
mat
ion
in s
umm
ary
form
.
Giv
en a
sel
ectio
n fr
om a
ppro
pria
te r
ead-
ing
leve
l, th
e st
uden
t will
rea
d an
d lis
tpe
rtin
ent i
nfor
mat
ion
foun
d in
the
artic
le
Giv
en a
n ap
prop
riate
sel
ectio
n, th
est
uden
t will
rea
d, m
ake
note
s of
impo
r-ta
nt fa
cts
and
use
thes
e no
tes
in w
ritin
ga
sum
mar
y.
- 98
-
The
stu
dent
may
rea
d gi
ven
sele
ctio
ns. T
he te
ache
rm
ayha
ve th
e st
uden
t ans
wer
from
mem
ory
spec
ific
ques
tions
con
-ce
rnin
g th
e se
lect
ions
. The
se s
elec
tions
may
gra
dual
ly b
ein
crea
sed
in le
ngth
.
The
teac
her
may
rea
d al
oud
a sh
ort p
arag
raph
pre
sent
ing
fact
ual m
ater
ial.
The
stu
dent
will
then
be
aske
d to
rec
all
spec
ific
deta
ils.
The
stu
dent
may
be
give
n an
opp
ortu
nity
to r
etel
l in
his
own
wor
ds s
omet
hing
that
he
has
hear
d, r
ead,
or o
bser
ved.
The
teac
her
may
hav
e th
e st
uden
t rea
da
shor
t sel
ectio
nan
y su
itabl
e te
xt a
nd g
ive
brie
f ora
l or
writ
ten
sum
mar
yw
ill in
clud
e th
e m
ain
poin
ts o
f the
sel
ectio
n.
from that
The
teac
her
may
hav
e th
e st
uden
t rea
d th
e se
lect
ion,
list
impo
rtan
t fac
ts, o
ur, c
ompa
re h
is fa
cts
with
a te
ache
r-m
ade
list o
f im
port
ant p
oint
s fr
om th
e sa
me
sele
ctio
n.
The
teac
her
may
hav
e th
e st
uden
t tak
e no
tes
as h
e re
ads
ase
lect
ion
and
with
the
use
of h
is n
otes
, sum
mar
ize
the
mat
eria
l rea
d.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en a
ser
ies
of p
rinte
d ex
erci
ses,
the
stud
ent w
ill b
e ab
le to
sta
te th
e ge
nera
l-iz
atio
n th
at is
just
ified
on
the
basi
s of
give
n fa
cts.
- 99
-
The
stu
dent
may
be g
iven
a s
erie
s of
exe
rcis
es in
dra
win
gco
nclu
sion
s an
d m
akin
g a
gene
raliz
atio
n su
ch a
s th
efo
llow
ing:
1.T
hese
are
the
nam
es o
f fam
ous
U.S
. bat
tlesh
ips
--M
aine
, Mis
sour
i, C
alifo
rnia
, Iow
a, N
ew Y
ork.
Wha
tco
nclu
sion
can
be
draw
n fr
om th
is s
tate
men
t?
2.T
hese
are
.om
e fa
mou
s U
.S. c
ruis
ers
-- L
exin
gton
, St.
Pau
l, N
ew O
rlean
s, S
an D
iego
, Sal
t Lak
e C
ity. W
hat
conc
lusi
on c
an b
e dr
awn
from
this
sta
tem
ent?
3.T
hese
are
som
e fa
mou
s U
.S. s
ubm
arin
es -
- S
qual
us,S
eaW
olf,
Ska
te, N
autil
us. W
hat c
oncl
usio
n ca
n be
dra
wn
from
this
sta
tem
ent?
Wha
t gen
eral
izat
ions
can
be
riade
?
Con
clus
ions
:B
attle
ship
s ar
e na
med
for
stat
es.
Cru
iser
s ar
e na
med
for
citie
s.S
ubm
arin
es a
re n
amed
for
mar
ine
life.
Gen
eral
izat
ion:
U.S
. shi
ps o
f var
ious
type
s ar
e na
med
acco
rdin
g to
a d
esig
nate
d pa
ttern
.19
Afte
r re
adin
g as
sign
ed p
arag
raph
s, th
e st
uden
t will
be
give
na
list o
f sta
tem
ents
abo
ut th
e m
ater
ial r
ead
and
will
be
aske
dto
.den
tify
the
gene
raliz
atio
n fr
om s
peci
fic s
tate
men
ts.
6. D
istin
guis
hing
bet
wee
nfa
ct a
nd fi
ctio
nG
iven
p;c
ture
s to
obs
erve
or
-sel
ectio
nsto
rea
d or
list
en to
, the
stu
dent
will
be
able
to d
istin
guis
h be
twee
n th
e fa
ctua
lid
eas
and
thos
e th
at a
re fi
ctio
n.
Giv
en r
eadi
ng m
ater
ial a
ppro
pi la
te to
abili
ty, t
he s
tude
nt w
ill b
e ab
le to
onsw
er q
uest
ions
as
to w
hef:i
er th
atm
ater
ial i
s fa
ct o
r fic
tion
-100
-
The
stu
dent
may
be
give
n a
wor
kshe
et o
n' w
hich
a se
ries
ofst
atem
ents
hav
e be
en w
ritte
n.B
esid
e ea
ch s
tate
men
t are
the
wor
ds L
es a
nd n
o.S
ome
of th
e st
atem
ents
cou
ld h
appe
n,o'
hers
cou
ld n
ot. T
he s
tude
nt r
eads
eac
h st
atem
ent a
ndm
arks
yes
or
no d
epen
ding
on w
heth
er o
r no
t the
sta
tem
ent
is tr
ue.
The
stu
dent
may
be
give
n a
pict
ure
.,hoo
ving
sev
eral
thin
gsta
king
pla
ce. S
ome
of th
e th
ings
s'io
wn
in th
e pi
-s:tu
re c
ould
actu
ally
hap
pen,
som
ear
e no
t pos
sibl
e. T
he s
tude
nt e
ither
tells
whi
ch th
ings
are
not
true
or c
ross
es o
ut th
e in
accu
rate
part
s of
the
pict
ure.
The
teac
her
may
sho
w th
e cl
ass
a pi
ctur
eor
rea
d th
em a
stor
y. O
n th
e ch
alkb
oard
are
sev
eral
sta
tem
ents
,so
me
tell-
ing
abou
t the
sto
ry a
nd s
ame
rot.
The
stu
dent
can
read
the
corr
ect s
tate
men
ts a
loud
.
The
stu
dent
may
rea
d se
lect
ions
as
the
follo
win
g an
dan
swer
the
ques
tion
"Are
thes
e m
eant
for
ente
rtai
nmen
tor
info
rma-
-4.
91,
ion
. 1."O
odle
s of
Noo
dles
by L
ucia
and
Jam
es L
. Hym
es, J
r.
I lov
e no
odle
sG
ive
me
oodl
esM
ake
a m
ound
Up
to th
e su
n.N
oodl
es a
reM
y fa
vorit
e fo
odle
s.I e
at n
oodl
esB
y th
e to
n."
20
-...
.11.
.M
iOP
IMM
,w
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQ iE
S
Giv
en a
n op
port
unity
, the
stu
dent
will
be a
ble
to d
istin
guis
h be
twee
n tr
uth
(tha
t whi
ch c
an b
e pr
oven
) an
d fic
tion.
101
-
2. "
The
pro
pelle
r m
oves
a s
hip
forw
ard.
Do
you
know
how
u s
hip'
s pr
opel
ler
mov
e: a
shi
p fo
rwar
d? T
hepr
opel
ler
push
es b
ackw
ard
agai
nst t
he w
ater
and
push
es th
e sh
ip fo
rwar
d."
21
The
stu
dent
s m
ay b
e le
d to
com
pare
a bo
ok s
uch
as L
aura
Inga
lls W
ilde'
s' T
he L
ittle
Hou
se in
the
Big
Woo
ds w
ith a
soci
al s
tudi
es te
xtbo
ok r
epor
t on
this
per
iod.
The
stu
dent
wou
ld s
elec
t tho
se p
arts
of t
he s
tory
that
wou
ld b
e co
nsid
ered
fact
and
thos
e th
at w
ere
incl
uded
by
the
writ
er to
mak
e th
est
ory
mor
e in
tere
stin
g.
The
stu
Jent
may
be
give
n a
sele
ctio
n to
rea
d.T
he te
ache
rw
ill li
st s
ever
al s
tate
men
ts r
elat
ive
to th
e se
lect
ion.
The
stud
ent w
ill h
ave
to d
eter
min
e w
heth
er th
e st
atem
ents
are
true
or
fictit
ious
.T
he s
tude
nt w
ill r
e-re
ad th
e se
lect
ion
and
mar
k th
e st
atem
ents
. The
follo
win
g is
an
exam
ple:
Whe
n A
be L
inco
ln w
as y
oung
, he
wor
ked
ina
coun
try
stor
e. O
ne d
ay a
wom
an b
ough
t hal
f a p
ound
of t
eafr
om h
im. T
he n
ext d
ay A
be d
isco
vere
d th
at h
e ha
dgi
ven
the
wom
an o
nly
a qu
arte
r of
a p
ound
. Afte
r w
ork,
Abe
insi
sted
upo
n ta
king
the
rest
of t
he te
a to
the
wom
an's
hom
e, e
ven
thou
gh s
he li
ved
mile
s aw
ay.
FW
hen
Abe
was
you
ng, h
e w
ent t
o se
a as
aca
bin
boy.
TA
be o
verc
harg
ed a
cus
tom
er o
ne d
ay.
TA
be w
as a
n ho
nest
per
son.
22
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
6. D
istin
guis
hing
bet
wee
nfa
ct a
nd fi
ctio
n(c
ontin
ued)
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
-102
-
The
teac
her
may
hav
e th
e st
uden
t rea
d an
art
icle
bas
edon
fictio
n an
d an
othe
r ba
sed
on s
cien
tific
fact
s an
d co
mpa
re th
etw
o ar
ticle
s in
the
follo
win
g m
anne
r:
1. T
he p
erso
n ac
tual
ly li
ved.
2. T
his
char
acte
r di
d in
vent
som
ethi
ng.
3. T
he p
ract
ice
of c
ooki
ng fo
od w
asbe
gun
as th
e re
sult
of a
n an
imal
bein
g ac
cide
ntly
bur
ned
in a
fire
.
Fic
tion
Fac
t
The
teac
her
may
giv
e th
e st
uden
t a li
st o
f sta
tem
ents
, som
eof
whi
ch a
re b
ased
on
fictio
n an
d ot
hers
bas
ed u
pon
scie
ntifi
c E
lpr
oof a
nd h
ave
him
do
rese
arch
in th
e lib
rary
to ju
stify
his
answ
er.
The
stu
dent
will
then
mar
k "F
" be
fore
the
stat
emen
the
foun
d to
be
fictit
ious
and
"S
" be
fore
thos
e ba
sed
on p
roof
.IN
1.P
eopl
e on
ce b
elie
ved
in w
itchc
raft.
2.Jo
hnny
App
lese
ed w
ore
a co
okin
g ut
ensi
l for
aha
t.3.
As
early
as
1608
, a D
utch
sci
entis
t had
inve
nted
a te
lesc
ope.
4. T
he n
umbe
r "1
3" is
unl
ucky
.5.
Sal
t has
a m
cgic
pow
er.
The
teac
her
may
pro
vide
a li
brar
y vi
sita
tion
perio
d to
acqu
aint
the
stud
ent w
ith li
tera
ture
that
falls
in th
e fo
llow
-in
g ca
tego
ries.
The
stu
dent
may
then
be
aske
d to
rea
dse
lect
ions
from
thes
e an
d ex
plai
n w
hy th
ey s
houl
d be
cla
ssi-
fied
as fi
ctio
n or
non
fictio
n.
(con
tinue
d be
low
)
an a a in eni
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
7. F
ollo
win
g di
rect
ions
Giv
en a
n as
sign
men
t req
uirin
g th
e ab
il-ity
to fo
llow
a s
peci
fic s
et o
f dire
ctio
ns,
the
stud
ent w
ill b
e ab
le to
com
plet
e th
ere
quire
d as
sign
men
t. -103
-
Non
fictio
n(L
itera
ture
dea
ling
with
fact
s)
Bio
grap
hyA
utob
iogr
aphy
Art
icle
sH
isto
rical
Hap
peni
ngs
Sci
entif
ic D
isco
verie
s
Fic
tion
(Lite
ratu
re d
ealin
g w
ith th
eim
agin
ativ
e an
d m
eant
to b
een
tert
aini
ng)
(1)
Fai
ry T
ales
(2)
Sci
ence
Fic
tion
(3)
Nov
els:
mys
tery
,ad
vent
ure,
rom
antic
(4)
Sho
rt S
torie
s
The
teac
her
may
pre
sent
art
act
iviti
es r
equi
ring
stud
ents
tofo
ld p
aper
, or
fold
and
cut
pap
er th
at m
ay b
e us
ed to
hel
pst
uden
ts le
arn
to fo
llow
ora
l or
writ
ten
dire
ctio
ns.
The
follo
win
g ar
e so
me
exam
ples
:
1.O
rigam
i pap
er c
raft
activ
ities
(Ja
pane
se p
aper
fold
ing)
.
2.F
old
boat
s an
d ha
ts.
(For
bet
ter
cont
inui
ty, t
he n
ext a
ctiv
ity is
con
tinue
don
the
next
pag
e.)
, --,
44: -
-,...
.....5
7...,
,,,.,.
..2,4
3.. ,
...e.
c..i.
f..C
O, A
C 0
,.....
...*"
. -...
...iit
AJZ
..r-a
.-A
*ftla
tt 1.
A.,:
e. -
......
.1. :
....,
..ir.
..i.lr
" r
. -,,,
,,....
,..u.
:-SI
M
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
7. F
ollo
win
g di
rect
ions
(con
tinue
d)
- 10
4 -
(con
tinue
d fr
om p
rece
ding
pag
e)
Mag
ic s
quar
ea.
Tak
e a
6" s
quar
e of
pap
er a
nd a
pai
r of
sci
ssor
s.b.
Ask
: "D
o yo
u th
ink
you
can
wal
k th
roug
h th
issq
uare
?"c.
Fol
d sq
uare
in h
alf.
d.B
egin
ning
at t
op o
f fol
d, m
ake
slas
hing
cut
s as
illus
trat
ed b
elow
in #
3. C
ontin
ue c
uttin
g to
the
botto
m o
f pap
er.
e. O
pen
squa
re a
nd s
nip
up th
e m
iddl
e, le
avin
g th
efir
st a
nd la
st u
ncut
.f.
Gen
tly p
ull t
he s
quar
e th
at w
ill o
pen.
6"
7!
(1)
Fo
CO
pen
4)& c
utP
ull o
ut(2
)ld)
(3)ut
((5
)
Gam
es r
equi
ring
stud
ent t
o re
spon
d to
writ
ten
or o
ral
inst
ruct
ions
as
the
follo
win
g su
gges
tions
will
hel
p st
uden
tde
velo
p th
is s
kill
.
"Mar
y, w
alk
to th
e w
indo
w."
"Geo
rge,
wal
k sl
owly
to th
e do
ll ho
use.
"
As
stud
ents
mat
ure,
the
teac
her
mig
ht in
crea
se th
e nu
mbe
r of
dire
ctio
ns a
s fo
llow
s:
"Mar
y, s
tand
up.
Tur
n ar
ound
twic
e. S
kip
toth
e w
indo
w a
nd b
ack.
Sit
dow
n."
23
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
-105
-
Stu
dent
s m
ay b
e gi
ven
a sh
eet o
f dra
win
g pa
per
and
a pe
ncil.
The
teac
her
puts
the
follo
win
g on
the
boar
d. T
he s
tude
nts
are
told
to c
opy
the
lette
rs o
nto
thei
r pa
pers
pla
cing
them
in th
esa
me
posi
tion
as th
ey a
ppea
r on
the
boar
d. T
hey
are
then
tore
ad th
e di
rect
ions
and
dra
w w
hate
ver
the
dire
ctio
ns te
llth
em.
A FB
G
EI
C
The
follo
win
g di
rect
ions
are
writ
ten
unde
r th
ese
lette
rs:
1.D
raw
a la
rge
figur
e ei
ght,
star
ting
at A
and
goi
ngar
ound
C, c
ross
ing
at B
.2.
Dra
w a
squ
are
arou
nd F
.D
raw
a s
quar
e ar
ound
I.C
onne
ct th
ese
squa
res
with
a s
trai
ght l
ine.
3.D
raw
a s
trai
ght l
ine
from
E to
D,p
assi
ng th
roug
h B
.4.
Writ
e th
e fig
ure
1 be
twee
n A
and
H. W
rite
the
figur
e3
betw
een
F a
nd B
. Writ
e th
e fig
ure
2 be
twee
n E
and
I. U
sing
a s
trai
ght l
ine,
con
nect
1 w
ith 2
pas
sing
thro
ugh
3.5.
Sta
rtin
g at
H..
use
a br
oken
line
(--
-) to
mar
k th
e w
ayto
D. C
ontin
uing
with
a b
roke
n lin
e, m
ark
the
way
toG
from
D. F
rom
G m
ark
to H
. The
des
ign
shou
ld h
ave
the
shap
e of
a tr
iang
le.
6.W
rite
the
figur
e 3
betw
een
G a
nd C
. Writ
e th
e fig
ure
4 be
twee
n I a
nd C
. Usi
ng a
n ob
long
circ
le,e
nclo
seth
ese
two
num
bers
.
(Thi
s ac
tivity
is c
ontin
ued
on th
e ne
xt p
age.
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
7. F
ollo
win
g di
rect
ions
(con
tinue
d)
-106
-
The
fini
shed
pap
er o
f the
act
ivity
con
tinue
d fr
om th
epr
eced
ing
page
will
look
like
this
.
NO
TE
:A
ll or
par
t of t
hese
dire
ct io
ns m
ay b
e us
ed in
a
less
on. T
he d
irect
ions
may
als
o be
giv
en o
rally
.O
ther
var
iatio
ns m
ight
be
used
.
On
strip
s of
tagb
oard
,writ
e ac
tion
dire
ctio
ns u
sing
voc
abul
ary
to s
uit t
he r
eadi
ng le
vel o
f the
gro
up. T
he fo
llow
ing
are
som
esa
mpl
e di
rect
ions
:
1. W
rite
your
last
nam
e on
the
boar
d.2.
Put
you
r le
ft ha
nd o
ver
your
hea
d.3.
Wal
k to
the
win
dow
and
look
out
side
.4.
Cal
l "H
ere,
Rov
er!"
thre
e tim
es.
5. J
ump
up a
nd d
own.
6. S
kip
to th
e do
or, t
hen
sit o
n th
e flo
or
The
teac
her
says
, "O
n th
ese
card
s ar
e w
ritte
n di
rect
ions
.I
will
cal
l a s
tude
nt's
nam
e as
I ho
ld u
p a
card
.If
he c
anco
rrec
tly d
o w
hat t
he c
ard
tells
, he
may
get
his
coa
t for
rece
ss, h
ave
one
poin
t, et
c.25
Sim
ple
step
-by-
step
dire
ctio
ns a
re g
iven
in a
ran
dom
ord
er.
The
stu
dent
mus
t rea
d al
l the
dire
ctio
ns a
nd p
lace
them
inco
rrec
t seq
uenc
e in
ord
er to
com
plet
e th
e ac
tivity
.T
hese
can
be p
lace
d se
para
tely
on
card
s or
writ
ten
on th
e bo
ard.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en o
ppor
tuni
ties
to r
ead
or h
ear
dire
ctio
ns g
iven
in n
arra
tive
form
, the
stud
ent w
ill b
e ab
le to
inte
rpre
t dire
c-tio
ns a
nd fo
llow
them
.
Giv
en n
umer
ous
oppo
rtun
ities
in th
ere
adin
g of
dire
ctio
ns, t
he s
tude
nr w
illbe
abl
e
(1)
(2)
to r
ead
com
plex
dire
ctio
ns c
are-
fully
not
ing
key
wor
ds a
ndto
res
tate
dire
ctio
ns in
his
ow
nw
ords
.
-107
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
pre
pare
an
exer
cise
in w
hich
the
dire
ctio
nsar
e gi
ven
in n
arra
tive
form
that
the
stud
ent w
ill in
terp
ret
and
follo
w. T
he fo
llow
ing
isan
exa
mpl
e:
Use
one
pape
r ba
g la
rge
enou
gh to
go
over
you
rhe
ad a
nd r
est o
nyo
ur s
houl
ders
. Cut
two
smal
lci
rcle
s fo
ryo
ur e
yes
to p
eep
thro
ugh.
Cut
a U
for
a no
se a
ndan
y si
lly s
hape
you
wis
h fo
r a
mou
th. 2
6
The
teac
her
may
giv
e th
e st
uden
t writ
ten,
det
aile
d in
stru
ctio
nson
com
plet
ing
a ce
rtai
n ta
sk.
By
notin
g ke
y w
ords
, the
stu
-E
lde
nt w
ill jo
t dow
n th
est
eps
he is
to fo
llow
, one
ste
p at
atim
eii
until
the
task
is c
ompl
eted
.11
1
III II
Afte
rth
ese
num
berin
g yo
ur p
aper
from
wor
dsin
your
dic
tiona
ry.
1-10
, loc
ate
List
the
guid
ew
ords
, writ
e th
e ph
onet
ic s
pelli
ng, a
nd g
ive
the
num
ber
of th
epa
ge.
1. n
umbe
rpa
ge2.
loca
te w
ords
3.lis
t gui
de w
ords
4. w
rite
phon
etic
spe
lling
s5.
giv
epa
ge n
umbe
r
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
E
B.
Inte
rpre
tatio
n
1. U
nder
stan
ding
syn
tax
(We
feel
that
the
skill
of u
nder
-st
andi
ng s
ynta
x sh
ould
be
taug
htin
gre
ater
det
ail i
n th
e ar
ea o
fE
nglis
h in
stru
ctio
n.)
Giv
en s
ente
nces
that
con
form
to th
efo
ur b
asic
sen
tenc
e st
ruct
ures
, the
stu
-de
nt w
ill d
emon
stra
te th
ai h
e un
der-
stan
ds th
e se
nten
ces.
Giv
en a
scr
ambl
ed s
ente
nce
or r
un-t
o-ge
ther
sen
tenc
es, t
he s
tude
nt w
ill b
eab
le to
con
stru
ct a
sen
tenc
e fr
om th
ew
ords
or
sepa
rate
sen
tenc
es in
to a
logi
cal p
atte
rn.
-108
-
The
teac
her
nay
give
sim
ple
sent
ence
s ro
dem
onst
rate
sen
-te
nce
stru
ctur
e su
ch a
s th
e fo
llow
ing:
1. N
oun
- ve
rbM
ary
runs
.
2. N
oun
- ve
rb -
nou
nM
ary
eats
coo
kies
3. N
oun
linki
ng v
erb
- no
unM
ary
is a
girl
.
4. N
oun
- ve
rb -
nou
n -
noun
Mar
y gi
ves
Ann
coo
kies
.
The
teac
her
may
indi
cate
to th
e st
uden
t tha
t the
wor
ds in
each
row
are
not
in th
e rig
ht o
rder
and
do n
ot m
ake
sens
e.T
he s
tude
nt is
ask
ed to
writ
e th
e sc
ram
bled
sen
tenc
e in
the
corr
ect o
rder
.
me
for
Mr.
ask
ing
you
Tha
nk G
reen
27
The
stu
dent
may
be
aske
d to
put
per
iods
and
cap
itals
whe
reth
ey a
re n
eede
d in
a g
iven
par
agra
ph.
the
blac
k do
g ra
n up
the
side
wal
k he
had
a b
one
in h
is m
outh
ano
ther
bla
ck d
og b
igge
r th
an h
era
n af
ter
him
mot
her
cake
d to
sus
sie
telli
ng h
erto
let r
over
in th
e ho
use
SK
ILLS
arre
ikal
b41
,1at
ig
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en a
gro
up o
f sen
tenc
es to
rea
d, th
est
uden
t will
be
able
to s
elec
t tho
se h
av-
ing
sim
ilar
mea
ning
s.
Giv
en a
sen
tenc
e in
whi
ch th
e su
bjec
tan
d ve
rb a
re in
dire
ct o
rder
, the
stu
dent
will
be
able
to r
ewrit
e th
e se
nten
ce in
-ve
rtin
g th
e fo
rm o
f the
orig
inal
sen
tenc
e.
-109
-
The
stu
dent
may
be
give
n th
ree
sent
ence
s to
rea
d. T
wo
ofth
ese
sent
ence
s sa
y th
e sa
me
thin
g in
diff
eren
t way
s. T
hest
uden
t may
be
aske
d to
sel
ect t
he s
ente
nce
havi
ng th
e sa
me
mea
ning
as
the
first
sen
tenc
e.
1. W
ell w
ater
fille
d th
e va
ses.
a.W
ater
from
the
wel
l fill
ed th
e va
ses.
b.W
ell,
wat
er fi
lled
the
vase
s. 2
8
The
stu
dent
may
be
give
n tw
o se
nten
ces
to r
ead
and
aske
dto
mar
k ei
ther
yes
or
no in
dica
ting
whe
ther
or
not t
hey
have
the
sam
e m
eani
ng. T
he fo
llow
ing
is a
n ex
ampl
e:
The
cat
in th
e ca
ge w
ore
a pi
nk c
olla
r.T
he c
aged
cat
wor
e a
pink
col
lar.
29
The
stu
dent
may
be
show
n ho
w s
ente
nces
som
etim
es b
ecom
em
ore
inte
rest
ing
whe
n th
e po
sitio
n of
the
subj
ect i
s ch
ange
d.
1. T
he s
hrou
ded
ghos
t glid
ed th
roug
h th
e de
sert
edho
use
at m
idni
ght.
(dire
ct o
rder
)
2. A
t mid
nigh
t thr
ough
the
dese
rted
hou
se g
lided
the
shro
uded
gho
st.
(inve
rted
ord
er)
30
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
2. R
ecog
nizi
ng w
ord
mea
ning
a.C
onte
xtua
l
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
Giv
en a
n un
fam
iliar
wor
d in
a s
ente
nce
in w
hich
suf
ficie
nt c
onte
xtua
l clu
es h
ave
been
pro
vide
d, th
e st
uden
t will
be
able
to d
emon
stra
te th
at h
e ha
s le
arne
d th
em
eani
ng o
f the
wor
d.
-110
-
The
stu
dent
may
be
aske
d to
rea
d se
nten
ces
as th
e fo
llow
ing
and
sele
ct th
e co
rrec
t mea
ning
for
the
unde
rline
d w
ord.
The
sou
nd o
f the
dog
bar
king
sca
red
the
little
boy
.(s
ight
- no
ise
- sc
ratc
h)
The
stu
dent
may
be
aske
d to
find
the
wor
d th
at d
oes
not f
itin
the
sent
ence
and
mar
k it
out.
His
sis
ter
foun
d fiv
e do
llars
, and
Geo
rge
was
ver
yfr
ight
ened
(ha
ppy)
for
her.
The
teac
her
may
hav
e th
e st
uden
t rea
da
para
grap
h th
at in
-cl
udes
bla
nks
and
clue
s of
the
first
initi
al le
tter.
The
stu
dent
is a
sked
to s
uppl
y th
e co
rrec
t wor
d.
"Lon
esom
e R
osie
by L
illia
n M
oore
and
Leo
ne A
dels
on
Ros
ie th
e ho
rse
was
gro
win
g ol
d. F
arm
er D
illy
put
her
out t
o p
(pas
ture
) an
d bo
ught
a tr
uck
to d
o he
r w
ork.
He
hope
d R
(Ros
ie)
wou
ld h
ave
a g
(goo
d) ti
me.
" 31
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
mum
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
Giv
en o
ppor
tuni
ties,
the
stud
ent w
illbe
abl
e to
use
con
text
ual c
lues
to d
eter
-m
ine
spec
ific
wor
d or
phr
ase
mea
ning
s.
The
stu
dent
may
be
aske
d to
und
erlin
e th
e ap
prop
riate
phra
se to
mat
ch e
ach
pict
ure
on th
e w
orks
heet
.
in a
tree
-4)(
on a
tree
unde
r a
tree
6
unde
r a
wag
onin
a w
agon
unde
r a
chai
rby
a c
hair
on a
cha
irby
a w
agon
//
Aon
a ho
use
over
a h
ouse
by a
dis
hov
er a
n ar
mby
by
an a
rm
on a
n ar
min
a d
ish
a di
sh13
n1J u
nder
a ho
usec
z?(o
n
in a
bow
l;)
over
a tr
ee.
on a
tree
by a
tabl
ee5
on a
tabl
eon
a b
owl
by a
bow
l)(
by
a tr
eeov
er a
tabl
e
32
The
teac
her
may
pre
pare
the
follo
win
g ex
erci
se a
nd h
ave
the
stud
ent c
hoos
e on
e of
the
thre
e w
ords
list
ed u
nder
eac
h se
n-te
nce
that
sho
ws
the
mea
ning
of t
he u
nder
lined
wor
d in
the
sent
ence
.
1.T
he r
oute
was
car
eful
ly m
arke
d so
that
he
coul
d fin
dhi
s w
ay h
ome. tr
ail
river
brid
ge
2.T
he fo
rm o
f the
man
was
car
eful
ly o
utlin
ed.
shap
ehat
voic
e
3.Ja
ck p
ause
d fo
r a
mom
ent,
then
wal
ked
onst
oppe
dra
ntu
rned
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
a.C
onte
xtua
l(c
ontin
ued)
Giv
en a
n ex
erci
se c
onta
inin
g an
unf
amil-
iar
wor
d, th
e st
uden
t will
be
able
to u
sew
hole
sen
tenc
e cl
ues
and
rela
te fa
mili
arw
ords
to d
eter
min
e th
e m
eani
ng o
f the
unkn
own
wor
d.
Giv
en s
ente
nces
con
tain
ing
unfa
mili
arw
ords
, the
stu
dent
will
be
able
to u
seth
e su
rrou
ndin
g w
ords
or
thou
ghts
as
clue
s to
the
mea
ning
of t
he u
nkno
wn
wor
ds.
-112
-
The
stu
dent
may
be
aske
d to
und
erlin
e th
e w
ord
that
exp
lain
svi
brat
ions
.
I cou
ld fe
el th
e vi
brat
ions
of t
hose
pow
erfu
l mac
hine
sbe
caus
e th
e gr
ound
was
trem
blin
g fo
r ya
rds
arou
nd.
The
stu
dent
may
und
erlin
e th
e w
ord
or w
ords
that
exp
lain
the
wor
d re
gion
.
It is
bel
ieve
d th
at th
e A
maz
on a
rea
has
unta
pped
river
s ne
ver
expl
ored
.It
wou
ld b
e ex
citin
g to
vis
itth
is r
egio
n.
The
teac
her
may
illu
stra
te th
e fo
llow
ing
type
s of
con
text
ual
clue
s fo
r th
e st
uden
t:
1.T
he d
irect
exp
lana
tion-
Ex
.:T
he m
ain
addr
ess
to th
eS
cien
ce C
lub
will
be
give
n by
an
icht
hyol
ogis
t, w
how
ill le
ctur
e on
fish
life
.
2.T
he le
ss d
irect
exp
lana
tion-
Ex.
: With
its
engi
ne s
ud-
denl
y de
ad, t
he je
t pla
ne p
lum
met
ed to
the
eart
h lik
ea
boul
der
from
the
clou
ds.
3.C
lues
foun
d in
an
earli
er o
r la
ter
sent
ence
-Ex
:T
his
blue
exp
anse
of w
ater
was
wel
l nam
ed T
ranq
uilit
y.T
he la
ke w
as in
deed
the
mos
t pea
cefu
l and
ser
ene
Iha
d ev
er s
een.
4.C
lues
from
the
read
er's
kno
wle
dge
and
expe
rienc
e- E
x.:
The
bul
ldog
san
k hi
s te
eth
into
the
burg
lar's
leg
with
ate
naci
ous
grip
.(c
ontin
ued
belo
w)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
b.S
ynon
yms
Giv
en a
sen
tenc
e w
ith w
ords
to b
e in
-se
rted
, the
stu
dent
will
be
able
to a
ddtw
o or
mor
e sy
nony
ms
to c
orre
ctly
fit
in th
e se
nten
ce.
-113
-
5.C
lues
gai
ned
by r
elat
ing
a fa
mili
ar w
ord
to it
s or
dina
ryIn
mea
ning
whe
n it
is u
sed
in o
n un
fam
iliar
con
text
- E
x.:
ES
The
dril
l ser
gean
t bar
ked
his
com
man
ds a
t the
ner
vous
new
rec
ruits
. 33
NI in
6.C
lues
gai
ned
by u
sing
the
entir
e se
nten
ce to
det
erm
ine
gith
e de
finiti
on o
f a c
omm
on w
ord
havi
ng v
ario
us u
ses-
Ex.
:a.
The
re w
as a
larg
e ru
n of
sal
mon
this
sea
son.
b. H
e ha
d a
run
of g
ood
luck
in h
is g
olf g
ame.
lac.
He
is b
uild
ing
a sh
eep
run.
d.I c
an m
ake
the
run
in tw
Oda
ys.
e.It
appe
als
to th
e co
mm
on r
un o
f men
. 34
The
stu
dent
may
sel
ect t
he tw
o ap
prop
riate
wor
ds to
be
used
in th
e se
nten
ce.
The
boys
thre
w r
ocks
at t
he d
og.
(bad
, nau
ghty
,goo
d)
The
stu
dent
may
be
aske
d to
circ
le th
e w
ords
that
hav
e al
-m
ost t
he s
ame
mea
ning
as
the
unde
rline
d w
ord.
big
larg
elig
htha
ppy
huge
giga
ntic
tiny
The
stu
dent
may
sel
ect t
he tw
o ap
prop
riate
wor
ds th
at c
anbe
use
d in
the
sent
ence
.
Tha
tw
as w
hat t
hey
lived
in m
ost o
f the
yea
r.(h
ouse
- s
choo
l - h
ome
- ch
urch
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
b.S
ynon
yms
I Giv
en g
roup
s of
wor
ds, t
he s
tude
nt w
ill(c
ontin
ued)
ibe
abl
e to
iden
tify
thos
e w
ords
that
are
alik
e.
Giv
en a
list
of w
ords
con
tain
ing
syno
nym
s,th
e st
uden
t will
be
able
to id
entif
y th
esi
mila
r m
eani
ngs.
- 11
4 -
The
teac
her
may
sel
ect w
ords
and
ask
the
stud
ent t
o gi
Ve
appr
opria
te s
ynon
yms.
huge
(big
)an
gry
(mad
)ha
ppy
(7E
0
The
teac
her
may
pre
pare
list
s of
sui
tabl
e w
ords
arr
ange
d in
colu
mns
and
hav
e th
e st
uden
t ide
ntify
the
syno
nym
s. T
hest
uden
t will
dra
w a
line
und
er th
e w
ord
that
is th
e sy
nony
mfo
r th
e fir
st w
ord.
The
follo
win
g is
an
exam
ple:
1. c
old
hot
rigid
icy
2. e
rror
writ
etr
uth
mis
take
3. s
harp
dept
hke
enT
717
4. a
che
hosp
ital
a;71
-,pa
in5.
str
etch
rela
xex
pand
crea
te
The
stu
dent
may
sub
stitu
te th
e un
derli
ned
wor
d w
ith o
ne o
fth
e sy
nony
ms
liste
d be
low
.
1. T
he c
old
win
d ha
s bl
own
for
days
.2.
The
long
day
fina
lly c
ame
to a
n en
d.3.
The
RT
g-e
anim
al fr
ight
ened
the
child
ren.
4. H
is fa
te w
as d
ecid
ed b
y th
e go
ds.
dull
icy
appo
inte
dde
stin
ysh
ort
erec
tle
ngth
yst
reng
thbl
owhu
ghpo
inte
den
orm
ous
SK
ILLS
lIN
ST
RU
CT
ION
AL
OB
JEC
TIV
ES
Giv
en w
ords
that
mea
n th
e sa
me
orne
arly
the
sam
e, th
e st
uden
t will
be
able
to
(1)
(2)
(3)
reco
gniz
e th
eir
sim
ilarit
y in
mea
ning
,su
bstit
ute
one
for
anot
her
with
inse
nten
ces,
and
real
ize
that
som
e ar
e m
ore
desi
r-ab
le fo
r su
bstit
utio
n be
caus
e of
thei
r va
ryin
g sh
ades
of m
eani
ng.
-115
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
stu
dent
may
be
aske
d to
und
erlin
e th
e sy
nony
ms.
cold
build
shor
tho
peer
ect
huge
icy
dest
roy
mon
stro
usho
tba
rnlo
ng
The
stu
dent
may
be
aske
d to
circ
le th
e w
ord
that
doe
s no
tbe
long
. erro
rhe
ight
trut
hel
evat
ion
mis
take
/d-e
p
faul
tto
ness
slip
altit
ude
pain
ache
hurt
disc
omfo
rt
The
stu
dent
may
be
aske
d to
cho
ose
anot
her
wor
d th
at m
aybe
sub
stitu
ted
with
out c
hang
ing
the
mea
ning
of t
he u
nder
-lin
ed w
ord.
Afte
r th
e ga
me
ther
e w
as a
gre
at d
eal o
f con
fusi
on n
ear
the
goal
post
. upro
ardi
scon
tent
ioY
As
nigh
t fel
l, w
e fo
und
ours
elve
s in
a d
esol
ate
valle
y.na
rrow
lone
lybe
autif
ul
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
b.S
ynon
yms
(con
tinue
d)
c.A
nton
yms
Giv
en e
xerc
ises
con
tain
ing
spec
ific
wor
c14,
the
stud
ent w
ill b
e ab
le to
iden
tify
com
-m
on a
nton
yms.
-116
-
The
stu
dent
may
sel
ect t
he b
est s
ynon
ym fo
r th
e un
derli
ned
wor
d fr
om a
list
of w
ords
with
var
ying
sha
des
of m
eani
ng.
In a
hum
id c
limat
e se
eds
will
ger
min
ate
quic
kly.
spro
utflo
uris
hve
geta
te
Oh,
he
was
a c
unni
ng p
erso
n af
ter
he le
arne
d th
e tr
uth.
criti
cal
craf
tysu
btl e
35
The
stu
dent
may
cha
nge
the
mea
ning
of e
ach
sent
ence
by
usin
g an
app
ropr
iate
ant
onym
in s
ente
nces
as
the
follo
win
g:
The
boy
was
ver
y fa
t.(T
he b
oy w
as v
ery
thin
.)
Tha
t sto
ry w
as tr
ue.
(Tha
t sto
ry w
as m
ake-
belie
ve.)
The
girl
was
sad
.
(The
girl
was
hap
py .)
The
teac
her
may
pre
pare
an
exer
cise
in w
hich
the
stud
ent
will
indi
cate
whe
ther
a g
roup
of w
ords
are
syn
onym
s or
anto
nym
s.
Ago
od -
bad
Sha
ppy
- gl
adA
youn
g -
old
Sco
ld -
icy
Aup
- d
own
Ssa
d -
unha
ppy
SK
ILLS
11
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
-117
-
.117
111.
1.11
11
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
pre
pare
exe
rcis
es th
at w
ill r
equi
re th
est
uden
t to
iden
tify
com
mon
ant
onym
s. T
he fo
llow
ing
is a
nex
ampl
e: Dra
w a
line
from
one
col
umn
to th
e ot
her
tom
atch
the
anto
nym
s.
leve
lha
ppy
lone
lw
eepi
ngtr
ueal
sela
ught
erca
ptur
eab
ove
bene
ath
es c
ap=
hilly
The
teac
her
may
pre
pare
an
exer
cise
and
ask
the
stud
ent t
ow
rite
an a
nton
ym fo
r ea
ch w
ord
on a
pre
pare
d lis
t.
Inte
l I ig
ent
(stu
pid)
cow
ardl
y(b
rave
ly)
inno
cent
(gui
lty)
mel
anch
oly
(hap
py)
prom
inen
t(u
nkno
wn)
fem
ale
(mac
e)1 e)
smoo
th(r
ough
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
d.H
omon
yms
Giv
en e
xam
ples
of h
omon
yms,
the
stu-
dent
will
be
able
to g
ive
the
mea
ning
of
thes
e w
ords
and
use
them
cor
rect
ly in
sent
ence
s.
- 11
8
The
teac
her
may
pre
pare
a w
orks
heet
with
the
follo
win
g pa
irsof
hom
onym
s:
pear
- p
air
grow
n -
groa
nde
er -
dea
rhe
el-
heal
fair
- fa
rekn
otno
tha
ir -
hare
loan
lone
idol
-id
lem
anne
r -
man
orle
ad -
led
toe
- to
wm
ade
- m
aid
wea
ther
- w
heth
erba
ll-
baw
lse
w -
so
dew
- d
uere
ad-
reed
feat
- fe
etw
hole
- h
ole
grea
t - g
rate
war
e -
wea
rha
ll-
haul
road
- r
ode
inin
ndi
e -
dye
knea
d -
need
fir-
fur
mal
e -
mai
lba
re -
bea
r
The
stu
dent
may
rea
d se
nten
ces
as th
e fo
llow
ing
and
be a
sked
to in
dica
te th
e ho
mon
yms
and
give
thei
r m
eani
ngs.
1. M
ark
ate
the
eigh
t dou
ghnu
ts.
2. A
lan
saw
the
who
le g
ame
thro
ugh
the
hole
in th
efe
nce.
3. J
udy
wou
ld a
lway
s w
rite
the
right
ans
wer
.4.
Ann
kne
w th
e pr
esen
twas
a n
ew d
ress
.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en tw
o--w
ay a
nd th
ree-
way
hom
onym
s,th
e st
uden
t will
be
able
to
(1)
(2)
writ
e th
e de
finiti
on o
f eac
h an
dus
e ea
ch h
omon
ym c
orre
ctly
in a
sent
ence
.
- 11
9 -
The
teac
her
may
giv
e th
e st
uden
t exe
rcis
es r
equi
ring
him
toid
entif
y, s
pell,
and
use
com
mon
hom
onym
s in
sen
tenc
es.
1. E
ugen
e ki
lled
his
first
hunt
ing
with
his
fath
er.
2. J
im a
nd B
rent
will
put
in th
e fo
lder
.3.
Rod
can
tie
a sq
uare
deer
dear
this
year
whi
le
of th
eir
pict
ures
all
awl
not
knot
The
stu
dent
will
mat
ch th
e co
rrec
t def
initi
on to
a li
st o
f the
follo
win
g pa
irs o
f hom
onym
s:
1. to
cha
nge
(b)
2. o
ne u
nder
lega
l age
(d)
3. m
oist
uref
rom
the
eye
(e)
4. a
wea
pon
(h)
5. m
ixtu
re o
f flo
ur a
nd w
ater
(a)
alta
r(c
)m
iner
(e)
tear
(g)
soar
ed
( 0
past
e
(i) alte
rm
inor
Her
swor
d
pace
d36
O
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
d.H
omon
yms
(con
tinue
d)
e.H
omog
raph
s(H
eter
onym
s)G
iven
pai
rs o
f wor
ds th
at a
re s
pelle
dal
ike
but m
ay b
e pr
onou
nced
diff
eren
tly,
the
stud
ent w
ill b
e ab
le to
pro
noun
ce a
ndkn
ow th
e m
eani
ngs
of th
ese
wor
ds w
hen
they
are
use
d in
sen
tenc
es.
-120
-
The
stu
dent
may
be
aske
d to
sup
ply
thre
e-w
ay h
omon
yms
for
sele
cted
def
initi
ons
and
use
thes
e ho
mon
yms
in s
ente
nces
.
1. n
ot o
ldan
ani
mal
unde
rsto
od(n
ew)
(gnu
)(k
new
)
2. to
lift
sunb
eam
sto
dem
olis
h(r
aise
)(r
ays)
(raz
e)
3. p
rono
unye
sor
gan
of s
ight
(1)
(aye
)(e
ye)
4. o
dor
coin
caus
ed to
go
(sce
nt)
(cen
t)(s
ent)
5di
d fly
chim
ney
influ
enza
37
(fle
w)
(flu
e)(f
lu)
The
stu
dent
may
be
give
n gr
oups
of s
ente
nces
to r
ead
oral
lyan
d w
ill b
e ex
pect
ed to
sup
ply
the
defin
ition
of e
ach.
1. J
oe h
as a
n ex
celle
nt b
ass
voic
e. (
bas-
low
in s
ound
)2.
The
big
bla
ck b
ass
put u
p a
terr
ific
stru
ggle
. (bt
s-a
kind
of f
ish)
The
follo
win
g ar
e ot
her
exam
ples
of h
omog
raph
s:
cont
ent:
cont
ent':
obiie
ct:
ob je
ct :
wha
t is
cont
aine
dsa
tisfie
s or
ple
ases
purp
ose;
artic
le th
at c
an b
e se
en o
rfe
ltto
sho
w s
tron
g di
sapp
rova
l
(con
tinue
d be
low
)
Yrl
imA
te
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
f.M
ultip
le m
eani
ngG
iven
a s
uita
ble
pass
age
to r
ead,
the
stud
ent w
ill u
nder
stan
d an
d co
rrec
tlyus
e w
ords
that
are
spe
lled
the
sam
e bu
t
have
diff
eren
t mea
ning
s.
- 12
1 -
refu
s:to
rej
ect a
n of
fer
ref'
use:
rubb
ish
tear
(tir
):te
ar (
tar)
:
win
d (w
ind)
:w
ind
(win
d):
moi
stur
e fr
om th
e ey
eto
pul
l apa
rt b
y fo
rce
air
in m
otio
nto
coi
l abo
ut s
omet
hing
38
The
stu
dent
may
be
aske
d to
put
one
of t
he w
ords
from
the
Wor
d B
ox in
to e
ach
sent
ence
. Eac
h of
the
wor
ds h
as tw
o or
mor
e m
eani
nas.
turn
WO
RD
BO
X
I igh
tpl
ant
side
Go
ahea
d of
me
and
Do
you
thin
k th
at th
elo
oks
best
on
her?
39
the
room
.bl
ue d
ress
I i
a
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
f.M
ultip
le m
eani
ngs
(con
tinue
d)
3. P
unct
uatin
g an
d ca
pita
l-iz
ing
Giv
en a
sui
tabl
epa
ssag
e to
rea
d, th
est
uden
t will
dem
onst
rate
whi
ch w
ords
are
capi
taliz
ed a
nd w
hy th
ey a
re c
apita
lized
.
-122
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
stu
dent
may
be
aske
d to
rea
d th
is w
ith h
is te
ache
r. "
Eac
hof
the
wor
ds in
the
Wor
d B
ox h
as m
ore
than
one
mea
ning
.W
rite
one
of th
e w
ords
on
the
line
in e
ach
of th
e fo
llow
ing
sent
ence
s."
WO
RD
BO
X
take
box
out
11.
Wat
er w
ill n
ot ta
kegr
een
pain
tof
a c
oat.
2. M
r. W
ells
ask
ed 2
5a
for
the
gree
n ap
ples
.
3. F
athe
r ca
lled
his
frie
nds
last
nig
ht to
find
out
who
was
goi
ng to
on T
V.
4. P
leas
eal
l the
old
pai
nt c
ans
away
.40
The
stu
dent
may
be a
sked
to r
ead
the
follo
win
g pa
ragr
aph
and
supp
ly th
e co
rrec
t cap
ital i
zatio
ns.
"mr
and
mrs
. vin
egar
wer
eve
ry p
oor,
and
they
live
d in
a sh
abby
littl
e ho
use
that
they
had
bui
lt w
ith th
eir
own
hand
s.it
was
mad
e of
old
boa
rds
and
othe
r ru
bbis
hw
hich
they
had
pic
ked
up, a
nd it
rat
tled
and
shoo
k in
ever
y hi
gh w
ind.
"41
SK
ILL
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
-123
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
pre
sent
the
follo
win
g po
ems
to il
lust
rate
punc
tuat
ion
usag
e:
1."P
erio
dW
hen
you
com
e to
the
end
of a
writ
ten
thou
ght
You
just
sig
n-of
f with
a p
olka
dot
."
2."C
omm
aA
sen
tenc
e is
a b
and
of w
ords
Goi
ng fo
r a
wal
k.A
com
ma
is a
pau
se fo
r br
eath
Tak
en a
s yo
u ta
lk.
And
whe
n yo
u w
rite,
a c
omm
a is
Set
dow
n ju
st b
ecau
seIt'
s tim
e to
giv
e yo
ur r
eade
r a
Littl
e ch
ance
to p
ause
."
3."E
xcla
mat
ion
Poi
ntA
t the
end
of a
wor
d or
a li
ne to
exc
iteS
care
or
com
man
d it
is p
rope
r to
writ
e! it
42
4."Q
uest
ion
Mar
kS
ymbo
l of a
llI w
ish
I kne
wP
olka
dot
und
er a
cur
licue
..,tt
5."A
post
roph
eA
post
roph
es a
re fl
oatin
g co
mffo
s th
at s
how
who
ow
nsa
thin
gA
s in
mam
a's
shoe
, boy
's h
at, m
an's
glo
ve, g
irl's
rin
g.A
post
roph
es c
an s
hrin
k w
ords
as
do n
ot in
to d
on't,
Hav
e no
t int
o ha
ven'
t and
will
not
into
won
't."
(con
tinue
d on
follo
win
g pa
ge)
3. P
unct
uatin
g an
d ca
pita
l-iz
ing
(con
tinue
d)
1.10
1Ifr
,
- 12
4 -
Ism
ocer
.:st
eXa
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
(con
tinue
d fr
om p
rece
ding
pag
e)6.
"S
emi-C
olon
Mor
e th
an a
com
ma,
not
qui
te a
full
stop
;a
sem
i-col
on is
a s
ente
nce
drop
.U
se to
hol
d ba
ck a
n in
depe
nden
t cla
use,
And
cla
rify
its m
eani
ng w
ith a
nece
ssar
y pa
use.
The
roo
m is
fille
d w
ith c
hairs
; the
yar
e ar
rang
ed in
pairs
,D
esig
ned
to b
e ad
mire
d, a
nd a
com
fort
to th
etir
ed."
43
7. "
Das
h Das
h is
a s
ign
that
writ
ers
mak
eW
hene
ver
thei
r th
ough
ts s
witc
h or
bre
ak."
8. "
Par
enth
eses
Par
enth
eses
are
the
clam
ps th
at g
ripA
n as
ide,
an
afte
rtho
ught
or
quip
Tha
t a s
ente
nce
coul
d of
ten
do w
ithou
tB
utyo
u si
mpl
yha
ve to
tell
abou
t.
I saw
a b
oy (
and
his
nam
e is
Har
ry),
H44
Pla
ntin
g tu
lips
in J
anua
ry.
9. "
Col
on A c
olon
giv
es a
sen
tenc
e a
chan
ceT
o ca
ll a
halt
and
then
adv
ance
."
10. "
Quo
tatio
n M
arks
Quo
tatio
n m
arks
are
the
curls
that
enc
lose
Wha
t som
eone
els
e sa
id in
ver
se o
r in
pros
eE
xact
ly th
at--
noth
ing
less
or
mor
eT
hat's
one
thin
g qu
otat
ion
mar
ks a
re fo
r:(c
ontin
ued
belo
w)
fM.1
1.50
!!!F
1321
.2.0
ftrm
sf-
Pras
tifrr
,
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en a
pas
sage
tc, r
ead
that
con
tain
spe
riods
, que
stio
ns m
arks
, com
mas
.,qu
otat
ion
mar
ks, a
nd e
xcla
mat
ion
mar
ks,
the
stud
ent w
ill b
e ab
le to
rea
d th
ispa
ssag
e an
d de
mon
stra
te h
is u
nder
stan
d-in
g of
it.
-125
-
SU
GG
ES
TE
D T
EA
CH
1N-,
TE
CH
NQ
UE
S
The
boy
with
the
brig
htgr
een
bicy
cle
said
,"O
h, h
ow I
wis
h it
wer
e br
ight
red
!"T
he fi
rst s
peak
er's
wor
ds li
e in
this
sig
n
Whe
n qu
otin
g an
othe
r he
hal
ves
the
desi
gn:
My
mot
her
said
, "T
he o
ther
day
I hea
rd o
ur n
ext-
door
nei
ghbo
rsa
y:'I
love
thes
e sh
ort,
light
sum
mer
rai
nsB
ecau
se th
ey w
ash
our
win
dow
pane
s.I
The
teac
her
may
pre
sent
the
follo
win
gpa
ssag
es a
ndst
uden
t rea
d si
lent
ly a
nd th
en o
stan
ding
of t
he p
unct
uatio
n.
"It i
s sc
hool
time.
Jim
my
says
,'G
oodb
ye ,M
othe
r.
Goo
dbye
, Fat
her.
Goo
dbye
,Dog
.I a
m g
oing
to s
choo
l .1"
The
chi
ldre
n sa
y,"H
ere
com
es J
imm
y!
have
the
rally
to d
emon
stra
te h
is u
nder
-
46
Her
e co
mes
Jim
my'
s do
g!"
47
"Tel
l me,
littl
e fr
og,
Wha
t hap
pene
d to
you
r ta
il?"
48
Who
is g
oing
to N
ew Y
ork?
1. "
Dad
," s
aid
Mot
her,
"is
goi
ng to
New
Yor
k."
2. D
ad s
aid
Mot
her
is g
oing
to N
ew Y
ork.
49
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
3. P
unct
uatin
g an
d ca
pita
l-iz
ing
(con
tinue
d)
Giv
en a
n ex
erci
se c
onta
inin
g se
mi-c
olon
s,co
lons
, and
das
hes,
the
stud
ent w
ill b
eab
le to
dis
tingu
ish
the
corr
ect f
unct
ion
of e
ach
type
of p
unct
uatio
n.
Giv
en a
sen
tenc
e, th
e st
uden
t will
be
able
to c
hang
e its
mea
ning
by
chan
ging
the
punc
tuat
ion
mar
ks.
-126
-
The
teac
her
may
pre
pare
an
exer
cise
usi
ng q
uota
tion
mar
kspl
aced
in d
iffer
ent p
ositi
ons.
The
stu
dent
will
be
able
tore
ad th
e ex
erci
se c
orre
ctly
.
"Rob
ert,"
sai
d th
e bo
ss, "
is c
razy
."R
ober
t sai
d, "
The
bos
s is
cra
zy."
The
teac
her
may
pre
pare
an
exer
cise
for
the
stud
ent t
o sh
owth
at h
e un
ders
tand
s th
e co
rrec
t fun
ctio
n of
eac
h fo
rm o
fpu
nctu
atio
n.
1. T
hese
set
s co
me
in th
ree
colo
rs: o
rang
e,pu
rple
, and
gree
n.2.
Rea
ding
, Eng
lish,
and
art
- th
ese
are
my
favo
rite
subj
ects
.3.
The
follo
win
g st
uden
ts w
ere
elec
ted:
Mar
y S
mith
,pr
esid
ent;
Tom
Jon
es, v
ice-
pres
iden
t; an
d B
etty
Gre
en, s
ecre
tary
.
The
stu
dent
may
be
give
n th
e fo
llow
ing
sent
ence
and
ask
edto
pun
ctua
te it
in a
t lea
st tw
o di
ffere
nt w
ays.
1.S
he s
erve
d ha
m s
alad
san
dwic
hes
chee
se c
ake
and
coffe
e.a.
She
ser
ved
ham
, sal
ad, s
andw
iche
s, c
hees
e ca
ke,
and
coffe
e.b.
She
ser
ved
ham
sal
ad s
andw
iche
s, c
hees
e ca
ke, a
ndco
ffee.
2.Ja
ck s
aid
the
may
or w
as d
isho
nest
.a.
Jac
k sa
id, "
The
may
or is
dis
hone
st."
b. "
Jack
," s
aid
the
may
or, "
is d
isho
nest
."
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
4. P
redi
ctin
g ou
tcom
es a
nddr
awin
g co
nclu
sion
s
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
Giv
en a
ppro
pria
te m
ater
ials
of v
aryi
ngle
ngth
and
diff
icul
ty, t
he s
tude
nt w
illbe
abl
e to
isol
ate
and
arra
nge
the
info
r-m
atio
n fr
om th
at m
ater
ial t
o m
ake
in-
fere
nce_
con
cern
ing
it, d
raw
con
clu
sion
s ab
out i
t, an
d pr
edic
t out
com
esfr
om it
.
-127
-
3.T
hese
boy
s an
d gi
rls a
re fi
ne la
dies
and
gen
tlem
en.
a . T
hese
hay
s an
d gi
rls a
re fi
ne la
dies
and
gen
tlem
en .
b. T
hese
, boy
s an
d gi
rls, a
re fi
ne la
dies
and
gen
tlem
en 5
.
The
stu
dent
may
be
give
n se
nten
ces
to in
terp
ret t
hat a
repu
nctu
ated
diff
eren
tly.
Is D
r. H
amilt
on th
e de
ntis
t?Y
esN
o1.
Dr.
Ham
ilton
, the
den
tist i
s bu
sy.
2. D
r. H
amilt
on, t
he d
entis
t, is
bus
y.51
Who
like
s to
ski
?1
.M
arth
a M
ay a
nd R
ober
t I ik
e to
ski
.2.
Mar
tha,
May
, and
Rob
ert l
ike
to s
ki.
52
The
teac
her
may
pre
pare
an
exer
cise
in w
hich
the
stud
ent i
sas
ked
to m
ark
the
wor
ds h
e w
ould
exp
ect t
o re
cd a
bout
in a
farm
sto
ry w
ith "
F "
and
thos
e in
a c
ity s
tory
with
"C
."
stor
esca
ttle
trac
tor
chic
kens
stre
et c
ares
cala
tor
crow
dsha
y st
ack
slid
est
reet
str
affic
mea
dow
53
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
4. P
redi
ctin
g ou
tcom
es a
nddr
awin
g co
nclu
sion
s(c
ontin
ued)
-128
-
The
teac
her
may
sug
gest
the
follo
win
g ex
erci
se:
"Lis
ten
whi
le I
read
som
ethi
ng to
you
. Dec
ide
whe
re A
on is
goin
g. Ann
has
put
on
her
pret
tiest
dre
ss a
nd h
er n
ew s
hiny
blac
k sh
oes.
Her
mot
her
has
com
bed
and
brus
hed
her
hair
for
her.
Ann
's b
ig s
iste
r ha
s he
lped
Ann
wra
p up
a bo
ok in
birt
hday
pap
er a
nd w
hite
rib
bon.
Ann
islo
okin
g fo
rwar
d to
this
afte
rnoo
n ve
ry m
uch.
Her
mot
her
has
just
sai
d, 'R
emem
ber
to b
e po
lite
Ann
.D
on't
eat t
oo m
uch
ice
crea
m a
nd c
ake,
and
be
sure
to th
ank
Bet
ty a
nd h
er m
othe
r fo
r th
e go
od ti
me.
'
Whe
re is
Ann
goi
ng?.
.. (t
o a
birt
hday
par
ty)"
54
"Wha
t Am
I?"
riddl
es s
uch
as th
e fo
llow
ing
may
be
prep
ared
:
Iliv
e on
a fa
rm.
I am
fat.
Ilik
e th
e m
ud.
I hav
e a
curly
tail
.W
hat a
m I?
(a p
ig)
The
teac
her
may
pre
pare
exe
rcis
es in
whi
ch c
onte
xt p
lus
initi
al e
lem
ents
are
use
d as
aid
s to
wor
d re
cogn
ition
.
We
will
get
som
e ap
ples
at t
he s
tst
ore
stee
pfa
rm
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
56.
1966
, Sci
ence
Res
earc
h A
ssoc
iate
s, In
c. R
eprin
ted
bype
rmis
sion
of t
he p
ublis
her.
- 12
9 -
The
follo
win
g ex
erci
ses
may
be
prep
ared
:
1."W
hat W
as S
aid
Nex
t?
Mr.
Hop
e of
ten
lost
his
ham
mer
. Onc
e he
lost
it in
the
gras
s. A
noth
er ti
me
he fo
und
it un
der
the
back
ste
p. It
took
tim
e to
find
his
ham
mer
eac
h tim
e he
lost
it.
'Ikn
ow w
hat I
'll d
o,' M
r. H
ope
said
,
Ans
wer
Box
1.I'l
l pai
nt th
e w
oode
n pa
rt o
f the
ham
mer
brig
ht r
ed.
2.I'l
l do
wor
k he
reaf
ter
that
doe
sn't
need
a h
amm
er.
3.I'l
l put
a s
trin
g on
the
ham
mer
and
tie
it to
my
arm
. "55
2."W
hat H
appe
ned
Nex
t?
The
hun
gry
little
dog
cre
pt in
to th
e ju
nkya
rd a
nd b
egan
to lo
ok a
roun
d.It
care
fully
pus
hed
asid
e ru
sty
cans
,be
nt s
poon
s, a
nd o
ld fr
ying
pan
s.It
seem
ed to
be
sear
chin
g to
r so
met
hing
spe
cial
.S
udde
nly
the
dog
stop
ped
and
mad
e su
re th
at n
o on
e w
as w
atch
ing.
Ans
wer
Box
a. A
pile
of t
able
scr
aps
had
attr
acte
d hi
s at
tent
ion.
b. A
pile
of s
crap
ped
tabl
es h
ad a
ttrac
ted
his
atte
ntio
n ."
36
(con
tinue
d on
the
follo
win
g pa
ge)
k Ihro
nqp%
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
4. P
redi
ctin
g ou
tcom
es a
nddr
awin
g co
nclu
sion
s(c
ontin
ued)
k a
gO
tk
I 6
a I
; IM
MO
Wel
lMt
Mem
!
-130
-t s
rE
V T
O !
Ia
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
.F
ind
the
right
end
ing
for
each
sen
tenc
e fr
om th
e w
ords
in th
e A
nsw
er B
ox a
nd w
rite
it on
the
line.
Ans
wer
Box
blow
out
over
coat
a m
itten
over
shoe
stir
etie
57
1. T
he c
ar h
ad a
blo
wou
t so
the
man
had
to g
et a
new
2. it
beg
an to
rai
n so
I pu
t on-
my
4."W
here
Are
The
y?
Rea
d ea
ch s
tory
and
gue
ss w
here
the
spea
ker
is.
Fin
dth
e an
swer
in th
e A
nsw
er B
ox.
'Com
e up
her
e, T
om,'
said
Bill
.'T
his
is w
here
the
good
app
les
are.
We
can
eat a
ll w
e w
ant u
p he
re.
The
n w
e ca
n ta
ke a
big
bag
of t
hem
hom
e.'
Bill
is
in
Ans
wer
Box
at a
par
tyin
a b
oat
in a
tree
on a
see
saw
58
5.Is
The
Sec
ond
Sen
tenc
e T
rue?
1. T
he a
rtis
t who
pai
nts
your
pic
ture
s us
es o
ne b
rush
.2.
The
art
ist p
aint
s pi
ctur
es w
ith o
ne b
rush
.
Yes
No
MIL
IMM
!M
OM
MIM
I4g
INV
I
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
ti
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
Giv
en a
sto
ry o
f whi
ch o
nly
a po
rtio
nha
s be
en r
ead,
the
stud
ent w
ill b
e ab
leto
pre
dict
the
outc
ome
of th
e st
ory,
Giv
en a
par
agra
ph to
rea
d in
whi
ch o
ut-
com
es h
ave
been
om
itted
, the
stu
dent
will
be
able
to fi
nd th
e cl
ues
that
hav
esu
gges
ted
mea
ning
and
exp
ress
the
an-
ticip
ated
out
com
e, - 13
1 -
The
teac
her
may
rea
d a
port
ion
of a
giv
en s
elec
t on
aft.r
whi
ch s
tude
nts
may
dis
cuss
who
they
hav
e he
arc!
cnd
:r.c
chm
ay e
xpre
ss h
is o
pini
on o
f a p
ossi
ble
outc
ome.
The
teac
her
may
ask
the
stud
ent t
o re
ad p
art o
f a s
elec
tion,
pred
ict a
pos
sibl
e ou
tcom
e, fi
nish
rea
ding
the
sele
ctio
n,an
dih
en c
ompa
re h
is p
redi
ctio
n w
ith th
e ac
tual
sto
ry.
The
teac
her
may
giv
e th
e st
uden
t F.,a
l-cig
rapi
ls a
s th
e ro
liovi
ing
:o r
ead
and
then
hav
e hi
m to
il or
wrii
-e h
is in
tecp
ccto
tions
the
outc
ome
fro-
r. th
e gi
ven
clue
s.
gg
Fos
t.:.-
i- fe
lt pa
rtic
ular
ly lu
cky
that
nig
ht.
He
hod
won
five
tim
es in
a r
ow a
nd h
is w
inni
ngs
now
amou
nted
to o
ver
56,0
00. L
ady
Luck
had
bee
ngo
od to
him
. One
mor
e pl
ay a
nd h
e w
ould
be
satis
fied.
Luck
sim
ply
coul
d no
t des
ert h
im. H
epl
aced
his
ent
ire s
tack
of c
hips
on
the
red
squa
re
The
nig
ht s
eem
ed v
ery
chill
y w
hen
he w
alke
d ou
tH
e su
dden
ly fe
lt w
eary
and
Ile
drag
ged
his
Fee
t.H
e w
aved
off
the
cab
at th
e cu
rb a
nd tu
rned
up
his
colla
r.T
hen
he th
rust
his
han
ds d
own
deep
into
his
poc
kets
and
hur
ried
off.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
5. M
akin
g in
fere
nces
a
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
Giv
en a
pas
sage
con
tain
ing
pron
ouns
,th
e st
uden
t will
be
able
to c
orre
ctly
asso
ciat
e th
e pr
onou
n w
ith it
s an
tece
dent
.
Giv
en a
ppro
pria
te m
ater
ial c
onta
inin
gim
plie
d m
eani
ngs,
the
stud
ent w
ill b
eab
le to
mak
e th
e pr
oper
infe
renc
es.
- 13
2
3.it
(cam
era)
6.m
y
2.yo
u (g
rand
fath
er)
5. m
e(B
ill)
(bill
) I)
The
teac
her
may
ask
the
stud
ent t
o re
ad s
ente
nces
in w
hich
pron
ouns
hav
e be
en u
nder
lined
and
num
bere
d. T
he s
tude
ntis
as
to m
atch
eac
h pr
onou
n w
ith it
s an
tece
dent
.
1.I
(Bill
)4.
you
(gra
ndfa
ther
)
"I w
ante
d a
cam
era,
" sa
id B
ill.
"Tha
nk y
ou fo
r it,
12
3
Gra
ndfa
ther
. Will
you
hel
p m
e w
ith m
y ca
mer
a?"
45
6
NO
TE
: Add
ition
al a
ctiv
ities
of t
his
type
may
be
foun
dun
der
Per
ceiv
ing
Rel
atio
nshi
ps in
this
gui
de.
The
teac
her
may
pro
vide
opp
ortu
nitie
s fo
r th
e st
uden
t to
mak
e in
fere
nces
abo
ut th
e st
ory
afte
r lo
okin
g at
the
pict
ures
and
read
ing
the
stor
y tit
le.
The
teac
her
may
pro
vide
exe
rcis
es w
ith s
tate
men
ts c
onta
in-
ing
impl
ied
mea
ning
.T
he s
tude
nt w
ill n
eed
to m
ake
the
prop
er in
fere
nce.
The
follo
win
g ar
e ex
ampl
es:
1.A
boy
cc-
ne a
cros
s th
e st
reet
to th
e ol
d m
an w
ho w
aite
dan
d ha
nded
him
a h
at.
Wha
t hap
pene
d ea
rlier
?
(con
tinue
d be
low
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
-133
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
Ans
wer
Box
1. T
he m
an h
ad a
sked
for
the
boy'
s ha
t.2.
He
had
been
hit
whi
le p
layi
ng.
3. T
he w
ind
had
carr
ied
the
hat
away
.60
2.W
hich
sen
tenc
e m
eans
the
sam
e as
the
first
?
The
chi
ldre
n w
ere
give
n ba
lloon
s by
the
dow
ns in
whi
te s
uits
.1.
The
chi
ldre
n's
ballo
ons
we-
e gi
ven
to c
low
nsin
whi
te s
uits
.2.
Clo
wns
in w
hite
sui
tsga
ve th
e ch
ildre
nba
lloon
s.61
3.D
o th
ey m
ean
the
sam
e?
1. T
he a
rtis
t wea
ring
a be
ret p
aint
ed h
is fr
iend
'spi
ctur
e.2.
The
art
ist's
pic
ture
was
pai
nted
by
a fr
iend
wea
ring
a be
ret.
62
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
5. M
akin
g in
fere
nces
(con
tinue
d)
- 13
4 -
Afte
r re
adin
g a
para
grap
h as
the
follo
win
g, th
e st
uden
t may
be le
d by
sho
rt-a
nsw
er q
uest
ions
to in
fer
the
mea
ning
inte
nd-
ed b
y th
e au
thor
.
Ann
rea
ched
with
eag
er d
elig
ht fo
r th
e le
tter
brou
ght
by th
e po
stm
an. H
er s
mile
van
ishe
d ha
lfway
thro
ugh
the
first
line
.S
he c
ontin
ued
read
ing
slow
ly, d
ry e
yed
and
with
lips
firm
ly c
ompr
esse
d. A
t the
last
wor
d, s
helo
oked
up
faci
ng th
e ch
ildre
n w
aitin
g at
the
door
but
with
out s
eein
g th
em. T
hen
with
sl.w
mea
sure
d st
eps,
she
wal
ked
back
to th
e ho
use.
1. H
ad s
he b
een
wai
ting
for
a ce
rtai
n le
tter?
2. C
ould
it b
e fr
om a
man
?W
ho m
ight
the
man
be'
4. W
hat k
ind
of n
ews
did
it co
ntai
n?5.
How
can
you
tell?
6. W
ere
the
child
ren
hers
?7.
Wha
t was
she
see
ing
men
tally
that
pre
vent
ed h
erfr
om s
eein
g th
e ch
ildre
n?8.
How
wou
ld y
cu d
escr
ibe
her
feel
ings
? 63
The
teac
her
may
hav
e th
e st
uden
t rea
d se
lect
ions
suc
h as
the
follo
win
g an
d re
spon
d to
que
stio
ns p
erta
inin
g to
infe
renc
e.T
he s
tude
nt w
ho d
oes
not s
elec
t the
cor
rect
ans
wer
will
re-
read
and
dis
cuss
the
fact
s th
at le
ad th
em to
the
answ
er.
(con
tinue
d be
low
)
MO
MW
WI
MO
MM
OM
MIN
NM
OM
6. P
erce
ivin
g re
latio
nshi
ps
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en s
uita
ble
mat
eria
l to
read
, the
stud
ent w
ill b
e ab
le to
exp
lain
the
caus
e an
d ef
fect
rel
atio
nshi
ps in
the
stor
y.
-135
-
if.
Whe
n th
e m
icro
scop
ic g
erm
s th
at fl
oat a
bout
in th
e ai
r se
ttle
on fo
ods,
they
sta
rt d
ecay
. The
mat
eria
ls in
the
food
are
bro
ken
up to
form
new
che
m-
ical
com
poun
ds. S
ome
of th
em a
re th
e sa
me
as th
ose
whi
ch e
nter
ed in
to th
e or
igin
al fo
rmat
ion
of th
e fo
ods
nam
ely
carb
on d
ioxi
de, w
ai3r
, and
min
eral
s. W
hen
deca
y ta
kes
plac
e, n
ew c
ompo
unds
with
bad
odo
rs a
real
so p
rodu
ced
and
the
food
cha
nges
in ta
ste.
The
food
may
eve
n be
com
e po
ison
us.
Pto
mai
ne p
oiso
n is
an e
xam
ple
of th
is."
Why
isfo
od p
acka
ged
or c
over
ed in
food
sto
res?
a. b. c. d.
prot
ectio
n fr
om th
e ai
rpr
otec
tion
from
the
light
prot
ectio
n fr
om c
arbo
n di
oxid
e.pr
otec
tion
from
wat
er 6
4
The
stu
dent
s m
ay b
e di
vide
d in
to tw
o te
ams.
The
teac
her
orle
ader
writ
es te
n pa
irs o
f sta
tem
ents
on
the
boar
d. O
ne s
tate
-m
ent i
s a
caus
e an
d th
e ot
her
is a
res
ult.
The
pla
yers
take
turn
s go
ing
to th
e b
oard
and
writ
ing
a C
for
the
caus
e st
ate-
men
t and
an
R b
efor
e th
e re
sult
stat
emen
t. T
he te
am w
ith th
egr
eate
r nu
mbe
r of
poi
nts
is th
e w
inne
r.
1.C
The
win
d is
blo
win
g.2.
RB
ranc
hes
on th
e tr
ees
are
mov
ing.
1.R
The
hor
se w
as th
irsty
.2.
CT
he d
ay w
as e
xtre
mel
y w
arm
.
Ada
ptio
ns: T
o m
ake
the
gam
e m
ore
diffi
cult,
thre
e or
fo J
r st
ate-
men
ts c
ould
be
give
n fo
r ea
ch p
art.
The
pla
yer
wou
ld n
eed
tom
enta
lly d
isca
rd th
e st
atem
ent n
ot n
eede
d (f
oils
) an
d w
rite
the
C a
nd R
in th
e co
rrec
t pla
ces
with
the
rem
aini
ngst
atem
ents
. 65
a
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
pr
6. P
erce
ivin
g re
latio
nshi
ps(c
ontin
ued)
Giv
en it
ems
toco
mpa
re, t
he s
tude
nt w
illbe
abl
e to
tell
thei
r si
mila
ritie
s an
d di
f-fe
renc
es.
The
stu
dent
may
be g
iven
wor
ds to
com
pare
as
?W fo
llow
ing:
dog
hors
efo
x
1. H
ow a
re th
e ab
ove
wor
ds a
like?
2. H
ow a
re th
ey d
iffer
ent?
Giv
en e
xtra
cted
seg
men
ts o
f rea
ding
mat
eria
l, th
e st
uden
t will
be
able
to c
om-
pare
and
rec
ogni
ze r
elat
ions
hips
.
The
stu
dent
may
be a
sked
to r
ead
phra
ses
as th
e fo
llow
ing
and
plac
e th
em u
nder
the
right
hea
ding
s:
a he
adac
hea
man
get
s hu
ngry
a bi
rd c
all
a ta
ble
a si
ren
snow
fall
Cr
NE
VE
R H
EA
R,
JUS
T S
EE
JUS
T H
EA
RN
EV
ER
SE
Esn
ow fa
lla
bird
cal
la
man
get
hun
gry
a ta
ble
a si
ren
a he
adac
he66
The
stu
dent
may
rea
dea
ch s
ente
nce
and
deci
de to
whi
chw
ord
or w
ords
eac
hpr
onou
n re
fers
and
writ
e th
at w
ord
onth
e lin
e.
"Tom
, will
you
plea
seta
keyo
ur d
og h
ome?
" as
ked
Mrs
. Will
is.
"He
runs
afte
rLn
ych
ildre
n. T
hey
dono
t lik
e th
at." yo
ure
fers
to(T
om)
He
refe
rs to
(dog
)m
y re
fers
to(M
rs. W
illis
)T
hey
refe
rs to
(ch
ildre
n)67
- 13
6 -
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
137
-
The
stu
dent
may
be
give
n w
orks
heet
s w
ith e
xerc
ises
suc
h as
the
follo
win
g:
1.W
hich
Doe
s N
ot B
elon
g?R
ead
the
four
wor
ds in
eac
h bo
x. T
hree
of t
hem
bel
ong
toge
ther
in s
ome
way
. One
doe
s no
t bel
ong.
Cro
ss o
utth
e w
ord
that
doe
s no
t bel
ong
and
be r
eady
to te
ll w
hy.
bird
duck
catfi
sh fi
refly
truc
kbu
s
boat
trai
n68
2.O
nly
thre
e w
ords
in e
ach
row
bel
ong
toge
ther
in th
esa
me
way
. Writ
e th
ese
thre
e w
ords
on
the
lines
bel
owth
e ro
w o
f wor
ds.
1.I
me
ityo
u69
3.T
hink
how
the
wor
ds in
the
boxe
s be
long
toge
ther
. Fin
da
wor
d be
low
the
sent
ence
s th
at w
ill g
o w
ith th
e un
der-
lined
wor
d in
the
sam
e w
ay a
nd w
rite
the
wor
d on
the
line. 1.
as n
ow is
to(t
hen)
Yes
is to
no
just
2.is
toju
st a
s ru
n is
to(r
an)
Jum
pju
mpe
d
ther
eru
ns
Ans
wer
Box
then
wen
tso
onra
n17
0
(con
tinue
d on
follo
win
g pa
ge)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
6. P
erce
ivin
g re
latio
nshi
ps(c
ontin
ued)
138
-
(con
tinue
d 'ro
m p
rece
ding
pag
e).
Just
As
1. G
ame
is to
cat
cher
just
as
scho
ol is
to (
teac
her)
,
2. W
arm
is to
hot
just
as
good
is to
(w
onde
rful
).
3. B
ark
is to
dog
just
as
honk
is to
(goo
se).
Ans
wer
Box
teac
her
bad
won
derf
ulso
und
q ui
etgo
ose
71
.W
hich
Bel
ong
Tog
ethe
r?
Thi
nk h
ow th
e pi
ctur
es in
the
two
circ
les
belo
ng to
geth
er.
The
n fin
d a
wor
d in
the
Wor
d B
ox b
elow
that
will
go
with
the
pict
ure
in th
e bo
x in
the
sam
e w
ay. W
rite
it in
the
box
besi
de th
e pi
ctur
e w
ith w
hich
it b
elon
gs. (s
aw)
(log
Wor
d B
ox
)
eat
boy
box
yello
wrid
eon
ela
ugh
good
trai
n th
ree
saw
hous
e72
SKIL
LS
7. E
valu
atin
g
a.M
ood
and
emot
iona
lre
actio
ns
0111
1111
0
INST
RU
CT
ION
AL
OB
JEC
TIV
ES
AM
EIM
INE
E.
EM
EM
ME
ME
SUG
GE
STE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
1151
1011
411
Giv
en s
uita
ble
mat
eria
l, th
e st
uden
tw
ill b
e ab
le to
iden
tify
the
unre
late
dst
atem
ents
in th
e se
lect
ion.
Giv
en a
pas
sage
to r
ead,
the
stud
entw
il I
be a
ble
to d
eter
min
e th
e m
ood
of th
ese
lect
ion.
-139
-
The
stu
dent
may
be a
sked
to id
entif
y th
e se
nten
ce th
at d
oes
not r
elat
e to
the
othe
r tw
o.
Ton
y pl
ayed
bas
ebal
l.M
arth
a bo
unce
d he
r ba
ll.G
eorg
e is
a b
oy.
The
teac
her
may
pro
vide
opp
ortu
nitie
s in
whi
ch th
e st
uden
tm
ay d
iscu
ssth
e co
nten
t of
a st
ory
and
dete
rmin
e se
nten
ces
that
do
not r
elat
e to
the
stor
y.
The
stu
dent
may
indi
cate
the
moo
d of
a g
iven
sel
ectio
n.If
he h
as a
logi
cal r
easo
n fo
r hi
s ch
oke,
any
moo
dhe
cho
oses
is a
ccep
tabl
e.
It w
as d
ark.
The
win
d bl
ew th
e do
orop
en a
ndth
ensh
ut it
. A d
og h
owle
d. T
he s
tair
s cr
eake
d.
How
doe
s th
is m
ake
you
feel
?ha
ppy
sad
afra
id
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
-140
-
A
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
How
doe
s th
ispo
em m
ake
you
feet
?
"Lau
ghin
g S
ong
by W
illia
m B
lake
Whe
n th
egr
een
woo
ds la
ugh
with
the
voic
e of
joy,
And
the
dim
plin
g st
ream
run
s la
ughi
ng b
y;W
hen
air
does
laug
h w
ithm
erry
wit,
And
the
gree
n hi
ll la
ughs
with
the
nois
e of
it.
Whe
n th
e m
eado
ws
laug
h w
ith li
vely
gree
n.A
nd th
e gr
assh
oppe
r la
ughs
in th
em
erry
sce
ne;
Whe
n M
ary
and
Sus
an a
nd E
mily
With
thei
r sw
eet r
ound
mou
ths
sing
, 'H
a ha
he.
'
Whe
n th
e pa
inte
d bi
rds
laug
h in
the
shad
e,W
hen
our
tabl
e w
ith c
herr
ies
and
nuts
is s
prea
d;C
ome
aliv
e, a
nd b
em
erry
, and
join
with
me,
To
sing
the
c- fe
et c
horu
s of
'Ha
ha h
e.' 7
3
Afte
r th
e st
uden
t has
rea
d as
sign
ed s
elec
tions
, he
may
go
ahea
d w
ith th
e fo
llow
ing
activ
ities
:
1. T
he s
tude
ntm
aylo
cate
and
list
var
ious
figu
res
ofsp
eech
that
cre
ate
vivi
d im
ages
.
2. T
he s
tude
ntm
ay in
dica
te h
ow a
ny d
iale
ct u
sed
inth
e st
ory
cont
ribut
es to
moo
d an
d to
ne.
3. T
he s
tude
ntm
ayse
lect
wha
t he
cons
ider
s to
be
the
mos
t thr
illin
g, b
eaut
iful,
or h
umor
ous
part
of a
sto
ry a
nd te
ll w
hy it
was
cho
sen.
4. T
he s
tude
ntm
ayre
ad p
oetr
y or
ally
and
dis
cuss
how
the
moo
d w
as c
reat
ed th
roug
h ph
rasi
ng,
emph
asis
, and
infle
ctio
n.74
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
b.C
hara
cter
trai
tsG
iven
a s
uita
ble
pass
age
to r
ead
that
cont
ains
a c
hara
cter
des
crip
tion,
the
stud
ent w
ill b
e ab
le to
giv
e a
pict
ure
of th
at c
hara
cter
.
Giv
en a
n ap
prop
riate
ass
ignm
ent,
the
stud
ent w
ill b
e ab
le to
iden
tify
wor
dsan
d ph
rase
s th
at d
escr
ibe
feel
ings
of
stor
y ch
arac
ters
.
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
stu
dent
may
rea
d a
poem
as
the
follo
win
g an
d th
en d
raw
a pi
ctur
e of
the
mai
n ch
arac
ter
or d
escr
ibe
him
.
"Jon
atha
n Jo
Jona
than
Jo
has
a m
outh
like
an
'o'
And
a w
heel
barr
ow fu
ll of
sur
pris
es;
If yo
u as
k fo
r a
bat,
Or
som
ethi
ng li
ke th
at,
He'
s go
t it w
hate
ver
the
size
is.
If yo
u're
wan
ting
a ba
ll.
It's
no tr
oubl
e at
all;
Why
the
mor
e th
at y
ou a
sk fo
r, th
e m
errie
r--
Like
a h
oop
and
a to
p,A
nd a
wat
ch th
at w
on't
stop
And
som
e sw
eets
, and
an
Abe
rdee
n T
errie
r.
Jona
than
Jo
Has
a m
outh
like
an
'o'
But
this
is w
hat m
akes
him
so
funn
y:If
you
give
him
a s
mile
,O
nly
once
in a
whi
le,
The
n he
nev
er e
xpec
ts a
ny m
oney
. " y
5
The
teac
her
may
ass
ign
activ
ities
as
the
follo
win
g th
at a
rere
late
d to
mat
eria
l rea
d by
the
stud
ent:
1. L
ist t
he m
ain
char
acte
r,fin
d th
e pa
ssag
e w
here
the
auth
or h
elps
the
read
er s
ee th
e ch
arac
ter,
and
then
read
the
pass
age
alou
d.2.
Lis
t wor
ds u
sed
to d
escr
ibe
vario
us c
hara
cter
s.3.
Fin
d ex
ampl
es in
the
stor
y th
at im
ply
how
a c
hara
c-te
r fe
els,
e.g.
,She
set
her
lips
and
frow
ned.
(puz
zled
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
c.A
uthe
ntic
ity
d.In
tent
ion
and
purp
ose
Giv
en s
uita
ble
stat
emen
ts to
rea
d, th
est
uden
t will
be
able
to d
istin
guis
h be
-tw
een
thos
e th
at a
re a
lway
s tr
ue a
nd th
ose
that
are
not
alw
ays
true
.
Giv
en r
eadi
ng m
ater
ial,
the
stud
ent w
illbe
abl
e to
ass
ess
(1)
(2)
the
rele
vanc
y of
acc
ompa
nyin
gqu
estio
ns a
ndth
e in
tent
and
pur
pose
of t
he a
utho
r.
-142
-
The
stu
dent
may
rea
d th
e fo
llow
ing
stat
emen
ts th
at J
ohn
told
his
fath
er. T
he s
tude
nt s
houl
d w
rite
yes
afte
r th
e co
mm
ent
both
Joh
n an
d hi
s fa
ther
wou
ld c
onsi
der
true
and
may
be a
fter
the
stat
emen
t eac
h m
ight
con
side
r an
swer
ing
diffe
rent
ly.
The
farm
hous
e w
as g
reen
and
whi
te.
(
The
boy
's m
othe
r w
as p
retty
. (m
aybe
,
The
teac
her
may
pre
pare
a p
arag
raph
foi t
he s
tude
nt to
rea
d.T
he s
tude
nt w
ill b
e as
ked
whe
ther
the
ques
tions
follo
win
g th
epa
ragr
aph
are
rele
vant
or
not.
"Sle
d do
gs p
ull h
eavy
load
s ov
er ic
e an
d sn
ow. T
hedo
gs m
ust b
e st
rong
and
sur
e-fo
oted
. The
y w
ork
inpa
irs.
Eac
h te
am h
as a
lead
er w
ho fo
llow
s or
ders
." /7
1. W
hat d
o do
gs e
at?
( no
t rel
evan
t)2.
Wha
t do
sled
dog
s do
? (r
elev
ant)
3. W
hat q
ualit
ies
are
nece
ssar
y in
a s
led
dog?
(re
leva
nt)
Add
ition
al q
uest
ions
that
the
teac
her
mig
ht a
sk to
str
ess
the
inte
nt a
nd p
urpo
se o
f the
aut
hor
are:
1. W
as th
e ab
ove
para
grap
h w
ritte
n to
ent
erta
in?
2. W
as th
e ab
ove
para
grap
h w
ritte
n to
giv
e fa
cts?
Thr
ough
cla
ss d
iscu
ssio
n, th
e te
ache
r m
ay b
ring
out t
hefo
llow
ing
poin
ts to
hel
p th
e st
uden
t gai
n in
sigh
t int
o th
eau
thor
's p
urpo
se o
r id
ea b
ehin
d an
ass
igne
d st
ory,
poe
m,
myt
h, o
r le
gend
:
(con
tinue
d be
low
)
SK
ILLS
Cl
8. R
ecog
nizi
ng fi
gura
tive
lang
uage
INS
TR
UC
TIO
NA
L O
BJE
CT
NE
S
Giv
en r
eadi
ng s
elec
tions
, the
stu
dent
will
be
able
to
(1)
iden
tify
the
spec
ific
type
of
figur
ativ
e la
ngua
ge u
sed,
(2)
unde
rsta
nd th
at it
is q
uite
app
ro-
pria
te to
use
figu
rativ
e la
ngua
ge,
(3)
real
ize
that
, if t
aken
lite
rally
,fig
urat
ive
lang
uage
mig
ht b
epu
re n
onse
nse,
and
(4)
unde
rsta
nd th
at id
eas
may
be
forc
ibly
exp
ress
ed th
roug
h fig
-ur
ativ
e ex
pres
sion
s.
- 14
3 -
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
1. P
oint
out
the
valu
es in
the
stor
y.2.
Dis
cuss
tl-ie
aut
hor's
val
ues.
3. D
iscu
ss th
e hu
man
ass
ets
and
frai
lties
the
auth
or's
char
acte
rs p
ortr
ay.
4. D
iscu
ss w
hat t
he a
utho
r do
es to
sta
rt th
e re
ader
asse
ssin
g hi
s ow
n va
lues
.5.
Dis
cuss
that
the
auth
or's
purp
ose
may
be to
hel
pth
e re
ader
in th
e fo
llow
ing
man
ner:
a.to
bui
ld s
elf-
conc
ept
b.to
rec
ogni
ze h
umor
c.to
gai
n a
sens
e of
inde
pend
ence
and
self-
relia
nce
d.to
mai
ntai
n go
od r
elat
ions
hips
with
fam
ily a
nd fr
iend
se.
to h
elp
mas
ter
a ha
ndic
ap o
rov
erco
me
a fe
ar
The
teac
her
may
str
ess
toth
e st
uden
t tha
t fig
urat
ive
lang
uage
may
be
foun
d in
a la
rgeq
uant
ityof
rea
ding
sel
ec-
tions
, and
that
it is
inte
nded
to m
ake
clea
r th
roug
h an
imag
e w
hat o
ther
wis
e m
ight
be
diffi
cult
to d
escr
ibe.
The
teac
her
shou
ld-
help
the
stud
ent r
ecog
nize
figu
rativ
e la
n-gu
age
whe
n it
is e
ncou
nter
ed in
his
rea
ding
by
acqu
aint
ing
him
with
def
initi
ons
and
exam
ples
of e
ach
type
as
follo
ws:
1. M
etap
hor
give
s an
impl
ied
com
paris
on w
ithou
tus
ing
like
or a
s be
twee
n :w
o es
sent
ially
unl
ike
thin
g;-.
77 -
The
'road
was
a r
ibbo
n of
moo
nlig
ht.
FIN
EM
111
=N
MI
1111
=M
INI
1111
11=
= a WH
IM
2. S
imile
expr
esse
s a
com
paris
onbe
twee
n tw
o es
sent
ial-
unlik
e th
ings
--
usua
lly in
trod
uced
by
like
or a
s.E
x. T
Her
lips
are
like
a th
read
of s
carle
t.
(con
tinue
d on
follo
win
g pa
ge)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
8. R
ecog
nizi
ng fi
gura
tive
lang
uage
(con
tinue
d)
C.
Crit
ical
rea
ding
1. J
udgi
ng a
nd e
valu
atin
gm
ater
ial i
n lig
ht o
fau
thor
's p
urpo
se
Iftw
omem
..
Giv
en a
n as
sign
ed r
eadi
ng s
elec
tion,
the
stud
ent w
ill b
e ab
le to
eva
luat
e th
em
ater
ial a
s it
pert
ains
to
(1)
(2)
(3)
the
auth
or's
pur
pose
,th
e re
ader
's p
urpo
se, a
ndth
e au
thor
's v
iew
poin
t and
com
-pe
tenc
y.
144
-
(con
tinue
d fr
om p
rece
ding
pag
e)
3. A
llite
ratio
n re
peat
s th
e sa
me
initi
a: s
ound
in s
ever
alw
ords
in c
lose
suc
cess
ion.
Ex.
Wea
ry W
illie
wilt
edw
hile
wai
ting
for
Wan
da.
4. H
yper
bole
use
s gr
oss
or a
bsur
d ex
a;:g
erat
ion
with
out
inte
nt to
mis
lead
.E
x. -
I'm
so
hung
ry I
coul
d ea
ta
hors
e.5.
Iron
y or
sar
casm
uses
exp
ress
ions
ii w
hich
the
inte
nd-
ed r
rI.-
_-an
ing
of th
e w
ords
is th
e op
posi
te o
f the
ir us
ual
sens
e. E
x. -
Wha
t a k
ind
bny
he w
as to
hur
t tha
tP
uPlo
y6.
Per
soni
ficat
ion
ascr
ibes
hum
an o
r l i
el ik
e qu
aliti
es to
inan
imat
e th
ings
. Ex.
The
ligh
t was
dan
cing
acro
ss th
e ro
om.
7. E
xagg
erat
ion
uses
an
exce
ssfo
r ef
fect
.E
x.T
hat m
anye
ars
old.
8. A
sson
ance
repe
ats
the
sam
ew
ords
in c
lose
suc
cess
ion.
9. O
nom
atop
oeia
use
s th
e na
min
g of
a th
ing
or a
ctio
n by
a m
ore
or le
ss e
xact
rep
rodu
ctio
n of
the
soun
d as
soci
-a
.ed.
Ex.
The
rat
-a-t
at-t
at o
f the
rai
n on
the
win
dow
pan
e.
of r
easo
nabl
e st
atem
ent
was
at l
east
five
hun
dred
vow
el s
ound
s in
sev
eral
The
teac
her
may
inst
ill a
n in
quiri
ng a
ttitu
de o
n th
e st
uden
t'spa
rt b
y pr
esen
ting
the
follo
win
g ty
pe o
f que
stio
ns r
elat
ing
toth
eir
read
ing:
1. W
ho s
aid
this
?2.
Doe
s th
e au
thor
do
wha
t he
sets
out
to d
o?3.
Doe
s th
e au
thor
use
the
styl
e an
d to
ne in
kee
ping
with
the
subj
ect?
0.41
.111
11..
'Gow
an.m
41.2
.110
!en
9PIO
CC
7
Lem
MA
NI
OM
=
MI1
01N
MI
IMO
111.
ML
AM
IME
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
2. D
istin
guis
hing
bet
wee
nfa
ct a
nd o
pini
onG
iven
an
assi
gned
rea
ding
sel
ectio
n,th
est
uden
t will
be
able
to d
istin
gu:s
h be
-tw
een
fact
and
opi
nion
.
-145
-
The
teac
her
may
hav
e th
e st
uden
t ski
m a
rea
ding
sel
ectio
n to
judg
e if
it is
like
ly to
con
tain
the
info
rmat
ion
he is
see
king
.
The
teac
her
may
dev
elop
crit
eria
for
judg
ing
a re
adin
g se
lec-
tion
by p
rese
ntin
g th
e fo
llow
ing
type
of q
uest
ions
:
1. Is
the
prob
lem
pre
sent
ed fa
irly?
2. A
re e
noug
h da
ta g
iven
?3.
Are
dat
a re
cent
?4.
Are
bot
h si
des
repr
esen
ted?
5. Is
the
auth
or's
pos
ition
cle
arly
sta
ted?
6. D
oes
the
auth
or h
ave
the
prop
s- e
xper
ienc
e an
dtr
aini
ng fr
om w
hich
to w
rite?
NO
TE
: The
stu
dent
may
lear
n to
look
up
auth
ors
;nen
cycl
oped
ia a
nd b
iogr
aphi
cal s
ourc
es s
uch
as W
ho's
Who
in A
mer
ica.
The
stu
dent
may
be
aske
d to
look
for
sent
ence
s ba
sed
onas
ist
atis
tics,
incl
udin
g da
tes
and
figur
es. T
he te
ache
r w
illpo
int o
ut th
at d
ata
give
n by
a p
erso
n qu
alifi
ed in
a p
artic
u-la
r fie
ld c
an b
e as
sum
ed to
be
fact
s.
The
teac
her
may
hel
p th
e st
uden
t to
beco
me
aler
t in
reco
g-ni
zing
opi
nion
s by
poi
ntin
g ou
t phr
ases
that
usu
ally
indi
cate
the
item
s di
scus
sed
are
not b
ased
on
fact
s, e
.g.,
it is
be-
IIIII
lieve
d, it
is s
aick
, it i
s re
port
ed, s
omeo
ne c
laim
s.lig so
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G 1
7:.C
HN
IQU
ES
3. R
ecog
nizi
ng p
ropa
gand
aG
iven
a w
ide
varie
ty o
f rea
ding
ass
ign-
tech
niqu
esm
ents
, the
stu
dent
will
be
able
to r
ecog
-ni
ze p
ropa
gand
a te
chni
ques
.
- 14
6 -
The
rea
cher
may
hav
e th
e st
uden
t cho
ose
adve
rtis
emen
ts o
fpo
pula
r pr
oduc
ts fr
om n
ewsp
aper
s, m
agaz
ines
, and
tele
visi
onan
d id
entif
y ce
rtai
n pr
opag
anda
tech
niqu
es th
at w
ere
used
.T
he fo
llow
ing
are
exam
ples
:
Tes
timon
ial
The
end
orse
men
t of a
pro
duct
by
a w
ell-
know
n in
divi
dual
who
doe
s it
for
pay
and
ther
eby
caus
es it
to lo
se it
s va
lidity
.
iden
tific
atio
nw
ith p
rest
ige
Ban
d-w
agon
effe
ct
Car
d-st
acki
ng
Nam
es o
f pro
min
ent p
eopl
e us
ed to
giv
eau
thor
ity to
an
idea
.
The
idea
that
"ev
eryb
ody'
s do
ing
itpe
rsua
des
man
y pe
ople
to fo
llow
sui
t.
The
dis
tort
ing
of fa
cts
and
mis
use
of s
tatis
tics
to fa
vor
a pa
rtic
ular
con
clus
ion,
e.g
.,"t
wic
e as
fast
," "
thre
e w
ays
bette
r,"
etc.
,w
ithou
t spe
cify
ing
fast
er th
an w
hat o
r be
tter
than
wha
t.
The
teac
her
may
use
cur
rent
pol
itica
l ele
ctio
n sp
eech
es a
nded
itoria
ls tc
poi
nt o
ut c
erta
in p
ropa
gand
a te
chni
ques
com
-m
only
use
d.
Nam
e ca
lling
Pla
in-f
olks
devi
ce
Glit
terin
gge
nera
litie
s
Iden
tifyi
ng a
noth
er b
y at
tack
ing
an u
npop
-ul
ar la
bel t
o th
em w
heth
er it
fits
or
not,
e .g
. , c
omm
unis
t.
The
pol
itici
an t.
.;tem
pts
to g
et h
is a
udie
nce
to a
ccep
t him
as
one
of th
em.
=W
M11 C
OM
//11=
11=
iMN
M=
MII=
M
ME
N11
1=
NM
I
IMIN
Q
/Xi
ME
MIi
CiM
-OM
1=11
MM
E
MM
E1=
11M
ME
MM
EM
ME
MM
EM
ME
MM
EM
ME
MM
EM
ME
MM
EM
ME
WN
WM
ME
=M
I
MM
E1.
/M
IN
NM
IM
INN
M.
ME
MM
INM
ME
MIN
MIN
MIN
MIN
MM
IM
=N
W
Slo
gans
so
vagu
e as
to b
e m
eani
ngle
ss, e
.g.,
"Chi
cken
in e
very
pot
."
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
1111
ME
M
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
4. C
ompa
ring
and
judg
ing
diffe
rent
poi
nts
of v
iew
Giv
en a
n as
sign
ed r
eadi
ng s
elec
tion,
the
stud
ent w
ill b
e ab
le to
com
pare
and
judg
e di
ffere
nt p
oint
s of
vie
w.
-147
-
MO
N
The
teac
her
may
exp
ose
the
stud
ent t
oa
varie
ty o
f new
spap
ers
that
pre
sent
diff
erin
g po
litic
al v
iew
poin
ts. T
he s
tude
ntm
aybe
allo
wed
toex
pres
s th
e co
mpa
rison
s an
d an
alyz
e w
hy th
epo
ints
of v
iew
are
diff
eren
t.
The
stu
dent
may
be
give
n hi
stor
y bo
oks
used
in th
e S
outh
and
the
Nor
th a
nd b
e as
ked
toco
mpa
re th
e tr
eatm
ent o
f the
Civ
il=
MIN
111
ME
MW
ar.
1111
OM
R
=N
M
U=
MIN
=M
IN=
MM
IMM
N=
IN IN=
M
IN MO
B
MM
ON
ME
M
MO
N
SN
IPR
ev,"
1.M
aria
nne
Fro
stig
, "A
dvan
ced
Pic
ture
s an
dP
atte
rns,
" T
he D
evel
opm
enta
l Pro
gram
in V
isua
lP
erce
ptio
n C
hica
go: F
olle
tt P
ublis
hing
Com
pany
,19
66, p
. 80.
2.Ib
id.,
p. 9
1.
3.M
ary
E. P
latts
, et a
l., S
pice
(S
teve
nsvi
lle,
Mic
higa
n: E
duca
tiona
l Ser
vice
, Inc
., 19
60),
pp. 1
59-1
60.
4.Ib
id.,
p. 1
60-1
61.
5.G
uy W
agne
r an
d M
. Hos
ier,
Lan
guag
e G
ames
(Dar
ien,
Con
nect
icut
: Gra
de T
each
T7P
ublis
hing
Com
pany
, 196
3), p
. 29.
6.C
ontin
enta
l Pub
licat
ions
, Rea
ding
and
Thi
nkin
gS
kills
, Prim
er-L
evel
I(E
lizab
etht
own,
Per
nsyl
vani
a:,3
nTin
enta
l Pre
ss, 1
966)
, p. 2
1.
7.P
aul M
cKee
, et a
l., T
each
er's
Gui
de fo
r U
pan
d A
way
(B
osto
n: H
ough
ton
Miff
lin C
ompa
ny, 1
966)
,p.
117
.
8.B
ill M
artin
, Jr.
, Sou
nds
of th
e S
tory
Tel
ler
(New
Yor
k; H
olt,
Rin
ehar
t and
Win
ston
, Inc
., 19
66),
pp. 1
30-1
33.
9.P
latts
, op.
cit.
, p. 5
5.
10.
McK
ee, o
p. c
it., T
each
er's
Gui
de fo
r C
ome
Alo
ng, p
. 324
.-1
48-
FO
OT
NO
TE
S
11.
Fro
stig
, op.
cit.
,"in
term
edia
te P
ictu
res
and
Pat
tern
s,"
p. 2
8.
12.
Ibid
., p.
63.
13.
Ibid
.
14.
Ibid
.
15.
McK
ee, o
p. c
it.. T
each
er's
Gui
de fo
r O
n W
eG
o, p
. 155
.
16.
S.R
.A.,
Com
preh
ensi
on R
eadi
ng S
erie
s, T
each
er's
Man
ual-L
evel
I (C
hica
go: S
cien
ce R
esea
rch
Ass
ocia
tion,
1966
), p
. 10.
17.
Wag
ner,
op.
cit.
, p. 4
6.
18.
Leon
ora
and
Art
hur
Hor
nblo
w, A
nim
als
Do
the
Str
ange
st T
hing
s (N
ew Y
ork:
Ran
dom
Hou
se, 1
964)
,p.
24.
19.
Hel
en H
uss,
et a
l., A
Han
dboo
k of
Dev
elop
-m
enta
l Rea
ding
(D
anvi
lle, I
llino
is: T
he In
ters
tate
Prin
ters
anc
iruip
lishe
rs, 1
961)
, p. 8
7.
20.
Ros
e H
. Agr
ee (
ed.)
, How
to E
at a
Poe
m a
ndO
ther
Mor
sels
: Foo
d P
oem
s fo
r C
hild
ren
(New
Yor
k:R
ando
m H
ouse
, 196
7), p
. 11.
21.
Her
man
and
Nin
a S
chne
ider
, Sci
ence
in Y
our
Life
(S
acra
men
to: D
. C. H
eath
and
Com
pany
, 195
5),
p. 7
7.
fi
1311
1111
1100
II W
m...
4
22.
Em
met
t S. B
etts
and
Car
olyn
Wel
ch, S
tudy
Hel
ps fo
r A
mer
ican
Adv
entu
res
(New
Yor
k: A
mer
ican
Boo
k C
ompa
ny, 1
963)
,p.
64.
23.
Wag
ner,
.)p.
cit.
, p. 1
8.
24.
Pla
tts, o
p. c
it., p
p. 6
9-70
.
25.
ibid
., p.
155
,
26,
Bet
ts, o
p. c
it., p
. 123
.
FO
OT
NO
TE
S
35.
Cra
mer
, op.
cit.
, ID
. 101
.
36.
Ric
e, o
p. c
it., p
. 13.
37.
Ibid
., p.
14.
38.
Gai
nsbu
rg, o
p. c
it., p
p. 6
7-68
.
39.
Con
tinen
tal P
ublic
atio
ns,
op. c
it.,
Leve
l 2-2
,P
. 9.
40.
Ibid
., Le
vel I
, p. 6
.27
.C
ontin
enta
l Pub
licat
ions
,op
. cit.
, p. 1
2.-
i---.
41.
Mar
y H
ill A
rbut
hnot
(ed
.), T
he A
rbut
hnot
C-.
:28
,S
.R.A
., op
. cit.
, Lev
el G
. Wor
kboo
k, p
.3.
Ant
holo
gy o
f Chi
ldre
n's
Lite
ratu
re (
Chi
cago
: Sco
tt,C
,F
ores
man
and
Com
pany
, 196
1),
p. 1
7.29
.Ib
id.,
p. 4
.
30.
Jose
ph C
. Gai
nsbu
rg, A
dvan
ced
Ski
lls in
Rea
ding
, Boo
k I (
New
Yor
k: T
he M
acM
illan
Com
pany
,77
677)
.53
.
Fla
y W
inks
DeL
ance
y an
d W
illia
m J
. Ive
rson
,S
tory
Car
niva
l (S
acra
men
to: L
. W. S
inge
r C
ompa
ny,
Inc
. ,19
60),
p. 7
2.
32.
Pla
tts, o
p. c
it., p
. 54.
33.
Gai
nsbu
rg, o
p. c
it., B
ook
3, p
. 93.
34.
Rut
h R
ice,
Wor
d-ly
Wis
e (P
ortla
nd, M
aine
:J.
Wes
ton
Wal
ch-P
ublis
her,
196
6), p
. 30.
48.
Ibid
., p.
85.
42.
Mar
y O
'Nei
ll, W
ords
Wor
ds W
ords
(G
arde
n C
ity,
New
Jer
sey:
Dou
bled
ay a
nd C
ompa
ny, 1
966)
,p.
28.
43.
Ibid
., p.
29.
Ibid
., p.
31.
45.
Ibid
., p.
30.
46.
Bill
Mar
tin, J
r.,
op. c
it., S
ound
s A
roun
d th
e
44.
Clo
ck, p
. 168
.
47.
Ibid
., p.
170
.
-149
-
FO
OT
NO
TE
S
49.
The
odor
e C
lym
er, e
t al.,
'Wor
king
With
Wor
ds,"
Gin
n W
ord
Enr
ichm
ent P
rogr
am, L
evel
7 (
Bos
ton:
Gin
nan
d C
ompa
ny, 1
969)
, p. 6
3.
50.
Ric
e, o
p. c
it., p
. 23.
51.
Cly
mer
, op.
cit.
, p. 6
1.
52.
Cly
mer
, loc
. cit.
, p. 6
3.
53.
Guy
L. B
ond
and
Mile
s A
. Tin
ker,
Rea
ding
Diff
icul
ties:
The
ir D
iagn
osis
and
Cor
rect
ion,
Sec
ond
Edi
tion
Yor
k: A
pple
ton,
Cen
tury
-Cro
fts, 1
967)
,p.
319
,
54.
McK
ee, o
p. c
it., T
each
er's
Gui
de to
On
We
Go,
p. 1
23.
55.
Con
tinen
tal P
ublic
atio
ns, o
p. c
it., L
evel
3-1
,p.
11.
56.
S.R
.A.,
op. c
it., L
evel
G W
orkb
ook,
p. 5
.
57.
Con
tinen
tal P
ublic
atio
ns, o
p. c
it., L
evel
2-2
,p.
11.
58.
Ibid
., P
rimer
Lev
el, p
. 19.
59.
Ibid
., p.
17.
60.
Con
tinen
tal P
ublic
atio
ns, o
p. c
it., L
evel
3-1
,
-150
-
61.
S.R
.A.,
op. c
it., L
evel
H W
orkb
ook,
p. 4
.
62.
Ibid
., p.
5.
63.
Gai
nsbu
rg, o
p. c
it., B
ook
3, p
p. 2
21-2
22.
64.
Iva
C. D
avis
, Joh
n B
urne
tt, a
nd W
ayne
Gra
ss,
Sci
ence
(N
ew Y
ork:
Hen
ry H
olt a
nd C
ompa
ny, 1
952)
,
65.
Wag
ner,
op.
cit.
, pp.
67-
68.
66.
Con
tinen
tal P
uolic
atio
ns, o
p. c
it., L
evel
2-2
,p.
24.
67.
ibid
., Le
vel I
, p. 8
.
68.
Ibid
., Le
vel 2
-2, p
. 21.
69.
Ibid
., P
rimer
Lev
el, p
. 4.
70.
Ibid
., p.
14.
71.
Ibid
., Le
vel 3
-1, p
. 12.
72.
Ibid
., P
rimer
Lev
el, p
. 13.
73.
Arb
uthn
ot, o
p. c
it. p
. 111
.
74.
Huu
s, o
p. c
it., p
. 85.
75.
A. A
. Miln
e, W
hen
We
Wer
e V
ery
You
ng (
New
Yor
k: E
. P. D
utto
n an
d C
ompa
ny, I
nc.,
1961
), p
. 45.
Cr
Or. 42
1=M
AW
ON
EM
IME
Nse
ano
76.
Con
tinen
tal P
ublic
atio
ns, L
evel
2-2
, p. 1
3.
77.
Ele
anor
M. J
ohns
on (
ed.)
, My
Wee
kly
Rea
der
Pra
ctic
e B
ooks
(C
olum
bus,
Ohi
o: A
mer
ican
Edu
catio
nP
ublic
atio
ns, I
nc.)
, p. 9
.
- 15
1 -
ill*.
FO
OT
NO
TE
S
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
IV. R
eadi
ng a
nd S
tudy
Ski
lls
A.
Loca
ting
info
rmat
ion
1. A
lpha
betiz
ing
Giv
en th
e le
tters
of t
he a
lpha
bet,
the
stud
ent w
ill b
e ab
le to
pla
ce th
e le
tters
in th
e co
rrec
t seq
uenc
e.
The
stu
dent
may
lear
n th
e na
mes
of s
ymbo
ls w
hen
he is
intr
o-du
ced
to r
eadi
ng a
nd w
ritin
g. T
he te
ache
r m
ay h
ave
the
stu-
dent
rea
d th
e le
tters
from
alp
habe
t cha
rts
as w
ell a
s re
cite
sim
ple
alph
abet
son
gs a
nd r
hym
es to
hel
p hi
m le
arn
the
lette
rsin
seq
uenc
e.
The
teac
her
may
pre
pare
oth
er a
ctiv
ities
that
mig
ht h
elp
stud
ents
ass
ocia
te le
tter
nam
es a
nd s
ymbo
ls s
uch
as:
1. D
icta
ting
the
lette
rs a
t ran
dom
and
seq
uent
ial
orde
r fo
r th
e st
uden
t to
writ
e.
2. P
laci
ng a
lpha
bet c
ards
in c
orre
ct s
eque
nce.
(The
se c
ards
sho
uld
be in
the
shap
e of
the
lette
r --
both
cap
ital a
nd s
mal
l and
can
be
mad
e fr
om d
if-fe
rent
kin
ds o
f mat
eria
l, i.e
., fe
lt, p
last
ic, c
ard-
boar
d.)
3. W
ritin
g th
e le
tters
usi
ng th
e al
phab
et c
hart
s as
guid
es.
4. W
ritin
g th
e le
tters
from
mem
ory.
Whe
n st
uden
tsha
ve a
kno
wle
dge
of th
e le
tter-
sym
bol a
nd n
ame
and
can
plac
e th
em in
cor
rect
seq
uenc
e, m
ore
wor
k ca
nbe
don
e on
pla
ce a
nd o
rder
of l
ette
rs.
ME
OM
tale
iron
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
-153
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
stu
dent
may
be g
iven
wor
kshe
ets
havi
ng th
e le
tters
of t
heal
phab
et in
clud
ed in
non
sens
e sy
llabl
es a
nd w
ords
. By
usin
gth
e al
phab
et a
t the
top
of th
epa
per
as a
gui
de, t
he s
tude
ntgo
es fr
om le
ft to
rig
ht fi
ndin
g th
e le
tters
and
circ
ling
them
ina
sequ
entia
l pat
tern
in th
e fo
llow
ing
man
ner:
abcd
efgh
ijklm
nopq
rstu
vwxy
zF
gn @
cog
2Sof
hdm
i nus
h po
w tr
yp k
if nu
° sC
) M
ojrn
s pa
n ru
k. R
olb
nsb
dB li
js b
uw n
Osa
y. N
relu
ww
ops
lam
som
l.P
i9 y
tu z
ogro
bt fo
r O
aw e
ugur
.G
abl e
rca
g je
fe s
e® u
(D
ate
[bra
. Bug
g ut
citi
eki
ck C
idg.
Wab
(f)
vz g
fuw
xyz.
Be
luni
t loc
a po
ew
ecf.
Hnb
as.
Hirg
cia
r lie
p ki
be m
ie s
oge
fcg.
Cin
Soc
reg
l fi b
el0
god.
Thi
s ac
tivity
will
als
o he
lp s
tude
nts
who
hav
e a
visu
al tr
ack-
ing
prob
lem
.
Wor
kshe
ets
may
be p
repa
red
to h
elp
the
stud
ent i
n pl
acin
g th
ele
tters
of t
he a
lpha
bet.
The
stu
dent
fills
in th
e m
issi
ngle
tters
. c- c
fh
Io
Ip
adf
g_jl
opr
tw
y z
__
_ _
SK
ILLS
ft'5
",,0
2N10
.64:
L.
1. A
lpha
tetiz
ing
(con
tinue
d)
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en a
list
of w
ords
, the
stu
dent
will
be a
ble
to s
eque
nce
thes
e w
ords
in c
or-
rect
ord
er b
y th
e fir
st, s
econ
ds a
nd/o
rth
ird le
tter.
- 15
4 -
4ft
rMS,
MR
071
The
teac
her
may
pre
pare
wor
kshe
ets
for
plac
ing
lette
rs o
f the
alph
abet
in th
e fir
st, m
iddl
e, o
r la
st s
ectio
n of
the
alph
abet
.T
he te
ache
r di
ctat
es le
tters
, and
the
stud
ent w
rites
the
lette
rin
the
corr
ect c
olum
n. A
lpha
bet c
ards
may
als
o be
use
d w
ithth
e st
uden
t pla
cing
them
in th
e co
rrec
t col
umns
.
af -
gI
mz
The
teac
her
may
pla
ce w
ords
on
1" x
3"
card
s or
in r
ando
mor
der
on a
wor
kshe
et to
be
used
in th
e fo
llow
ing
activ
ities
:
1. T
he s
tude
nt m
ay b
e gi
ven
a gr
oup
of w
ords
eac
hbe
ginn
ing
with
a d
iffer
ent l
ette
r of
the
alph
abet
and
told
to p
lace
the
wor
ds in
seq
uenc
e by
firs
t let
ter.
2. T
he s
tude
nt m
ay b
e gi
ven
10-2
0 w
ords
eac
h be
gin-
ning
with
a d
iffer
ent l
ette
r bu
t with
som
e le
tters
mis
sing
, i, e
.,ju
st, b
ig, g
reen
, app
le, i
s, v
ery,
ever
y, p
retty
, qui
ck, h
elp.
The
stu
dent
put
s th
ese
wor
ds in
cor
rect
seq
uenc
e, i.
e, a
pple
, big
, eve
ry,
gree
n, h
elp,
is, j
ust,
pret
ty, q
uick
, ver
y.
3. T
he s
tude
nt a
lpha
betiz
es g
roup
s of
wor
ds e
ach
begi
n-ni
ng w
ith th
e sa
me
lette
r us
ing
the
seco
nd le
tter
as a
guid
e. (
able
, ahe
ad,a
dd, a
fter,
ape
)
4. T
he s
tude
nt a
lpha
betiz
es a
gro
up o
f wor
ds e
ach
be-
ginn
ing
with
the
sam
e fir
st le
tter
acco
rdin
g to
sec
ond
and
third
lette
rs. (
brig
ht, b
ucke
t, br
own,
bro
ken,
build
ing,
bar
king
.(c
ontin
ued
belo
w)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en a
list
of n
ames
, the
stu
dent
will
be a
ble
to a
rran
ge th
em in
alp
habe
tical
orde
r.
Giv
en a
list
of t
itles
,the
stud
ent w
ill b
eab
le to
arr
ange
the
title
s in
cor
rect
alph
abet
ical
ord
er. -1
55-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
5. T
he s
tude
nt w
ill b
e gi
ven
wor
ds th
at h
ave
the
sam
efir
st th
ree
lette
rs. T
he s
tude
nt w
ill p
lace
thes
e w
ords
in a
lpha
betic
al o
rder
.(s
ensi
tive,
sen
ate,
sen
se,
sent
imen
t, se
nsat
ion,
sen
sibl
e)
The
teac
her
may
list
ten
or m
ore
nam
es o
n a
wor
kshe
et. T
hest
uden
t will
num
ber
the
nam
es o
r re
copy
them
in c
orre
ct s
e-qu
entia
l ord
er. N
ames
beg
inni
ng w
ith M
c or
Mac
are
alp
ha-
betiz
ed a
s if
they
wer
e sp
elle
d M
ac, a
nd n
ames
beg
inni
ngw
ith S
t. ar
e sp
elle
d ou
t Sai
nt fo
r th
e pu
rpos
e of
alp
habe
tiz-
ing.
Exa
mpl
es a
re: L
oftin
g, H
ugh,
Mac
Don
ald,
McD
uff,
St.
Pie
rre,
Lyn
n.
The
teac
her
may
pre
pare
an
exer
cise
in w
hich
the
stud
ent w
illal
phab
etiz
e tit
les
liste
d in
thre
e di
ffere
nt g
roup
s su
ch a
s:
Her
bert
Wild
Goo
se T
ale
App
lese
ed F
arm
Bee
zus
and
Rom
ona
Alo
ng C
ame
a D
og
(1)
(2)
(3)
Thi
s gr
oup
will
be
alph
a-be
tized
by
thei
r fir
st le
tter.
Thi
s gr
oup
will
incl
ude
title
s th
at s
tart
with
a,a
n,an
d th
e an
d al
phab
etiz
ed b
yus
ing
seco
nd w
ord
of ti
tle.
Thi
s gr
oup
will
incl
ude
title
s st
artin
g w
ith n
umbe
rsth
at w
ill b
e al
phab
etiz
ed a
sif
num
bers
wer
e sp
elle
d ou
t.
'Kat
ie J
ohn
The
Sat
urda
ysD
ot fo
r S
hort
A H
ome
for
Sal
lyA
n E
norm
ous
Egg
500
Hat
sD
ot fo
r S
hort
101
Dal
mat
ians
-Alo
ng C
ame
a D
og
SK
ILLS
2. U
sing
boo
ks
a.B
ook
title
s as
gui
des
to c
onte
nts
b.T
able
of c
onte
nts
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en v
ario
us b
ook
title
s, th
e st
uden
tw
ill b
e ab
le to
det
erm
ine
the
rela
tion-
ship
bet
wee
n th
e tit
le a
nd th
e co
nten
ts.
Giv
en a
tabl
e of
con
tent
s to
exa
min
e,th
e st
uden
t will
bec
ome
fam
iliar
with
info
rmat
ion
gene
rally
con
tain
ed in
this
sect
ion
of a
boo
k. -156
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
sel
ect s
ever
al b
ooks
from
the
clas
sroo
m o
rsc
hocl
libr
ary.
Som
e of
the
book
s w
ould
hav
e tit
les
that
wer
esp
ecifi
c as
to c
onte
xt, s
ome
with
title
s th
at m
ight
sug
gest
in-
clus
ion
of a
giv
en to
pic,
and
othe
rs th
at w
ould
not
. The
stu
-de
nt is
ask
ed to
sel
ect t
he a
ppro
pria
te b
ooks
for
stud
ying
abou
t Abr
aham
Lin
coln
.
The
Life
of A
brah
am L
inco
lnG
reat
Men
in A
mer
ican
His
tory
Life
in C
ount
ries
Nea
r an
d F
arO
ur C
ount
ry T
oday
and
Yes
terd
ay
Stu
dent
s m
ay b
e in
trod
uced
to th
e ta
ble
of c
onte
nts
in th
eFr
first
rea
ding
boo
k. A
ctiv
ities
suc
h as
the
follo
win
g m
ay b
eus
ed: 1.
An
intr
oduc
tory
act
ivity
may
be:
a.O
n w
hich
pag
e w
ould
you
find
the
stor
y (t
itle)
?b.
The
sto
ry "
" is
foun
d on
pag
ec.
How
man
y st
orie
s ar
e in
the
book
?
2. S
tude
nts
may
als
o be
giv
en a
ssig
nmen
ts s
uch
as:
a.G
o to
you
r ro
om li
brar
y an
d ge
t a c
opy
of(t
itle)
b.O
pen
the
book
to th
e ta
ble
of c
onte
nts.
c.W
rite
dow
n th
e tit
le o
r tit
les
of th
e ch
apte
rsyo
u m
ight
use
to fi
nd o
ut a
bout
Indi
ans,
etc
.d.
On
whi
ch p
ages
wou
ld y
ou fi
nd th
ese
chap
ters
?
WE
NIs
m N
M M
E W
M U
MR
iSSE
issu
ero
amM
atan
onM
asa
(con
tinue
d be
low
)
UM
Wea
seen
esso
assi
mIm
mo
*um
ilMIIN
IIM
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en o
ppor
tuni
ties,
the
stud
ent w
ill b
eab
le to
use
the
tabl
e of
con
tent
s to
lo-
cate
spe
cific
info
rmat
ion
rela
ted
toot
her
subj
ect a
reas
. -157
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
3. T
he te
ache
rm
ayha
ve th
e st
uden
t rel
ate
such
info
rma-
tion
abou
t a b
ook
as fo
llow
s:a.
The
sto
ries
in th
is b
ook
are
grou
ped
into
(5)
units
.b.
"w
as w
ritte
n by
Jea
n M
athe
sai
c16e
irns
onpa
gec.
"The
Mou
ntai
n Li
on"
begi
ns o
npa
gean
den
ds o
npa
ged.
Uni
t 1 in
clud
espa
ges.
e.T
he g
loss
uty
begi
ns o
npa
ge
The
teac
her
may
have
the
stud
ent l
ocat
e sp
ecifi
c in
form
atio
nth
at w
ill r
equi
re th
e st
uden
t to
cons
ult t
he ta
ble
of c
onte
nts
as fo
llow
s:
1. In
the
bibl
iogr
aphy
on
page
, you
will
find
the
refe
renc
es u
sed
in C
hapt
er47
2. T
he in
dex
begi
ns o
npa
ge
3. A
gra
ph s
how
ing
the
popu
latio
n of
New
Yor
k C
ityis
loca
ted
on p
age
4. T
he p
ictu
res
for
this
boo
k w
ere
done
by
the
artis
tsw
hose
nam
esap
pear
inth
e se
ctio
n ca
lled
"illu
s-tr
atio
ns"
onpa
ge
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
b.T
able
of c
onte
nts
(con
tinue
d)
cI n
r.i.
exG
iven
var
ious
boo
ks, t
he s
tude
nt w
ill b
eab
le to
use
the
inde
x in
his
text
book
s to
loca
te s
peci
fic in
form
atio
n.
-158
-
MI
The
stu
dent
may
be
aske
d to
loca
te in
form
atio
n pe
rtai
ning
toal
othe
r su
bjec
t are
as b
ased
on
the
use
of th
e ta
ble
of c
onte
nts.
IN
A. T
he tw
o m
ain
topi
cs d
iscu
ssed
und
er U
nit I
, "M
an L
earn
s11
111
to U
se H
is W
orld
" ar
e.
1.pa
ge2.
page
B.
Fro
m th
e D
ictio
nary
of G
eogr
aphi
c T
erm
s on
pag
ew
rite
the
defin
ition
s fo
r th
e fo
llow
ing
term
s:
foot
hills
mon
soon
step
pede
lta
The
teac
her
may
dis
trib
ute
seve
ral d
iffer
ent b
ooks
. Eac
h bo
okha
s an
inde
x lis
ting
for
a to
pic,
i.e.
, p.o
neer
s, e
tc. S
tude
nts
race
to s
ee w
ho c
an fi
nd th
e lis
ting
first
and
the
page
num
bers
.
1. T
he fi
rst l
istin
g sh
ould
be
sim
ple
and
foun
d in
onl
yon
e pl
ace.
2. L
ater
the
listin
gs s
houl
d be
of
a ty
pe a
llow
ing
the
stud
ent t
o lo
cate
it in
mor
e th
an o
ne p
lace
in th
ein
dex,
i.e.
, ste
ambo
at -
foun
d un
der
s fo
r st
eam
-bo
at, b
for
boat
, etc
.
7i
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
104
faiW
s,
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
d.T
itle
page
and
copy
right
dat
eG
iven
a b
ook
havi
ng a
title
pag
e, th
est
uden
t will
be
able
to lo
cate
the
title
page
and
rea
d th
e in
form
atio
n gi
ven
onth
at p
age.
-159
-
The
teac
her
may
pro
vide
the
follo
win
g ac
tivity
:
Usi
ng th
e in
dex,
beg
inni
ng o
n pa
ge, i
n yo
urso
cial
stu
dies
boo
k, lo
cate
the
page
s w
here
the
follo
w-
ing
topi
cs a
re m
entio
ned:
Min
ing
Cop
per
Gol
dIn
dian
sC
oman
che
Nav
ajo
page
spa
gepa
gepa
ges
page
page
to to
The
stu
dent
may
be
aske
d to
sel
ect a
boo
k fr
om th
e sh
elf.
The
teac
her
says
,T
he ti
tle o
f a b
ook
can
be fo
und
in m
ore
than
one
pla
ce in
a b
ook.
See
how
man
y pl
aces
you
can
find
the
title
and
tell
whe
re th
ese
wer
e lo
cate
d."
Dis
cuss
ion
coul
d fo
llow
that
the
title
is fo
und
on th
e (1
) fr
ont
cove
r, (
2) s
pine
, and
(...
) tit
le p
age.
If th
e st
uden
t sho
ws
anin
tere
st, t
he te
ache
r m
ight
follo
w u
p w
ith a
dis
cuss
ion
of th
efo
llow
ing
info
rmat
ion
that
may
be
foun
d on
the
title
pag
e:
1. T
he fu
ll or
com
plet
e tit
le.
2. T
he a
utho
r of
the
book
.3.
The
pub
lishe
r an
d ci
ty.
4. T
he il
lust
rato
r an
d hi
sjo
b.
SK
ILLS
d.T
itle
page
and
copy
right
dat
e(c
ontin
ued)
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
-160
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teat
:ler
may
pre
pare
a w
orks
heet
as
the
follo
win
g to
giv
e.th
e st
uden
t exp
erie
nce
in u
sing
title
pag
e.
KE
YT
itle:
The
nam
e of
the
book
.A
utho
r: T
he p
erso
n w
ho w
rote
the
book
.Ill
ustr
ator
:The
per
son
who
dre
w th
e pi
ctur
es.
Pub
lishe
r: T
he c
ompa
ny th
at p
repa
red
the
book
for
sale
.P
lace
of P
ublic
atio
n: T
he p
lace
whe
re b
ook
was
mad
eC
opyr
ight
Dat
e: T
he d
ate
the
book
was
pub
lishe
d.T
his
is fo
und
on b
ack
of ti
tle p
age.
Tak
e a
book
from
our
libr
ary
and
look
at t
he ti
tle p
age
for
the
follo
win
g in
form
atio
n:
Titl
eA
utho
rill
ustr
ator
Pub
lishe
rP
lace
of P
ublic
atio
nC
opyr
ight
Dat
e
The
teac
her
may
hav
e th
e st
uden
t loc
ate
the
title
pag
e in
agi
ven
book
and
dis
cuss
suc
h th
ings
as
the
follo
win
g:
1. W
hat i
nfor
mat
ion
is g
iven
on
this
pag
e th
at w
ould
help
you
ord
er a
noth
er b
ook?
2. W
hy m
ight
ther
e be
mor
e th
an o
ne c
ity li
sted
?3.
Whe
n w
as th
e bo
ck p
ublis
hed?
.0 W
hat c
ompa
ny p
ublis
hed
the
book
?
NO
TE
: Atte
ntio
n sh
ould
be
calle
d to
the
fact
that
the
copy
right
dat
e is
impo
rtan
t if t
he in
form
atio
n th
est
uden
t nee
ds m
ust b
e th
e m
ost r
ecen
t ava
ilabl
e.
SK
ILLS
e.G
loss
ary
and
appe
ndix
f.R
efer
ence
mat
eria
l
1) E
ncyc
lope
dia
a) L
ette
rs o
rnu
mbe
rs o
nvo
lum
e
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en th
e op
port
unity
, the
stu
dent
will
be a
ble
to lo
cate
and
use
the
glos
sary
and
the
appe
ndix
in c
ompl
etin
g an
assi
gnm
ent.
G.v
en o
ppor
tuni
ties,
the
stud
ent w
ill b
eab
le to
loca
te s
peci
fied
info
rmat
ion
inth
e en
cycl
oped
ia b
y us
ing
the
num
eric
alor
alp
habe
tical
list
ing
on th
e ou
tsid
evo
lum
e co
vers
.
161
-
Stu
dent
s m
ay b
e in
trod
uced
to th
e gl
ossa
ryas
a s
impl
ified
dict
icia
ry in
clud
ed in
the
book
and
rel
ated
spe
cific
ally
toth
at b
ook.
Som
e of
the
early
rea
ders
as w
ell a
s so
me
soci
alst
udie
s or
sci
ence
text
book
s in
clud
ea
glos
sary
.
Stu
dent
s m
ay c
ompa
re s
ever
al b
ooks
and
thei
r gl
ossa
ries.
The
teac
her
asks
stu
dent
s to
look
for
spec
ific
wor
ds.
Stu
dent
sca
n co
mpa
re d
efin
ii:on
s, s
ee w
hich
boo
k ha
s th
e m
ost w
ords
liste
d, w
hich
incl
udes
pro
nunc
iatio
ns, a
nd w
hich
giv
espa
geI i
stin
gs.
The
stu
dent
may
go
to th
e se
ctio
n of
the
scho
ol li
brar
y w
here
the
ency
clop
edia
s ar
e ke
pt r
ind
look
car
eful
ly a
t bot
h th
ese
tof
Wor
ld B
ook
akd
the
set o
f Com
pton
's e
ncyc
lope
dias
, and
on a
pie
ce o
f pap
er a
nsw
er th
e fo
llow
ing
ques
tions
abo
utw
hat h
e ha
s di
scov
ered
:-
1. H
ow m
any
book
s ar
e th
ere
in th
e se
t of W
orld
Boo
kE
ncyc
lope
dias
?
2. W
hat d
o th
e bo
oks
have
on
the
spin
e th
at w
ill h
elp
you
find
info
rmat
ion
in th
e bo
oks?
:3, H
ow a
re b
oth
of th
ese
sets
alik
e?
4. If
you
wan
ted
to lo
ok u
p S
teph
en F
oste
r in
Com
pton
'sE
ncyc
lope
dia,
in w
hich
vol
ume
wou
ld y
ou lo
ok?
5. In
whi
ch v
olum
e of
the
Wor
ld B
ook
wou
ldyo
u lo
okto
find
info
rmat
ion
abou
t Geo
rge
Was
hing
ton?
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
b) G
uide
wor
dsG
iven
opp
ortu
nitie
s, th
e st
uden
t will
be
able
to lo
cate
spe
cific
info
rmat
ion
ingi
ven
ency
clop
edia
s by
usi
ng g
uide
wor
dsap
pear
ing
at th
e to
p of
eac
h pa
ge.
Giv
en a
n op
port
unity
, the
stu
dent
will
be
able
to u
se e
ncyc
lope
dias
in c
ompl
etin
ga
give
n as
sign
men
t. -162
-
The
teac
her
may
exp
lain
how
to lo
cate
info
rmat
ion
in e
ncy-
clop
edia
s, th
en h
ave
the
stud
ent l
ocat
e va
r7ou
s su
bjec
ts b
yus
ing
the
guid
e w
ords
at t
he to
p of
eac
h pa
ge.
The
stu
dent
may
writ
e th
e an
swer
s to
que
stio
ns s
uch
as th
efo
llow
ing
and
list t
he g
uide
wor
ds fo
und
at th
e to
p of
eac
hpa
ge w
here
this
info
rmat
ion
was
foun
d:
1. In
wha
t par
t of t
he U
nite
d S
tate
s di
d th
e P
aiut
eIn
dian
trib
e liv
e?2.
Wha
t was
Pau
l Rev
ere'
s oc
cupa
f:cm
(w
hat k
ind
ofw
ork
did
he d
o)?
3. W
ho p
aint
ed th
e "M
ona
Lisa
?"
The
stu
dent
may
be
give
n a
wor
kshe
et w
ith a
n ex
erci
se s
uch
as:
1. H
ow m
any
sets
of e
ncyc
lope
dias
do
we
have
?
2. H
ow m
any
volu
mes
are
ther
e in
the
set o
f Wor
ldB
ook
Enc
yclo
pedi
a?
3. In
whi
ch v
olum
e of
Wor
ld B
ook
wou
ld y
ou fi
ndm
ater
ial a
bout
Geo
rge
Was
hing
ton?
4. W
hat d
oes
each
of t
he v
olum
es h
ave
on th
e sp
ine
that
hel
ps y
ou lo
cate
info
rmat
ion?
5. W
hat d
o yo
u ca
ll th
e w
ords
at t
he to
p of
the
page
?
6. H
ow d
o th
ese
guid
e w
ords
hel
p yo
u?
7. D
o ea
ch o
f the
se s
ets
have
an
inde
x?
8. H
ow w
ill th
e in
dex
help
you
?
9. W
hat d
oes
the
(See
) re
fere
nce
mea
n?
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
c) K
ey w
ords
d) C
ross
refe
renc
es
Giv
en a
sel
ectio
n to
rea
d, th
e st
uden
tw
ill b
e ab
le to
det
erm
ine
the
wor
d or
wor
ds to
use
as
key
wor
ds to
ena
ble
him
to lo
cate
des
igna
ted
addi
tiona
l inf
orm
a-tio
n in
an
ency
clop
edia
.
Giv
en o
ppor
tuni
ties,
the
stud
ent w
ill b
eab
le to
use
the
ency
clop
edia
inde
x in
loca
ting
give
n to
pics
.
-163
-
The
teac
her
may
pre
pare
the
follo
win
g ty
pe o
f wor
kshe
et:
1. L
ocat
e ke
y w
ords
in s
ente
nce
or to
pic.
2. R
ewrit
e se
nten
ces
and
topi
cs p
laci
ng k
ey w
ords
firs
t.
3. R
earr
ange
wor
k pl
acin
g ke
y w
orth
in a
lpha
betic
alor
der.
4. A
rran
ge a
utho
rs' n
ames
in a
lpha
betic
al o
rder
pla
cing
last
nam
e fir
st.
5. in
dica
te n
umbe
r of
enc
yclo
pedi
a in
whi
ch y
ou w
ould
find
mat
eria
l. 2
The
teac
her
may
giv
e th
e st
ude:
Ii 'u
estio
ns b
ased
on
cert
ain
topi
cs.
In e
ach
ques
tion,
the
stud
ent w
ill u
nder
line
the
key
wor
d th
at w
ill a
id h
im in
usi
ng th
e in
dex
to lo
cate
the
info
r-m
atio
n. 1. W
hat c
ouni
ly !e
ads
in th
e pr
oduc
tion
of o
il?2.
Wha
t is
the
chie
f ind
ustr
y in
the
Mid
dle
Eas
t?
The
stu
dent
may
use
the
inde
x to
loca
te in
form
atio
n as
the
follo
win
g an
d w
rite
his
findi
ngs
in th
e bl
anks
:
Info
rmat
ion
abou
t the
Egy
ptia
n py
ram
ids
islo
cate
din
vol
ume
,le
tter
,be
ginn
ing
on p
age
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
d) C
ross
refe
renc
es(c
ontin
ued)
e) T
ypes
Giv
en a
var
iety
of e
ncyc
lope
dias
, the
stud
ent w
ill b
e ab
le to
dem
onst
rate
an
awar
enes
s of
eac
h.
i-
164
-
goilm
.....
P.1.
11,1
1111
0
The
teac
her
may
pre
pare
mor
e so
phis
:icat
ed e
xerc
ises
suc
h as
the
follo
win
g. T
he s
tude
nt w
ill lo
cate
and
com
pare
the
sam
ein
form
atio
n fr
om tw
o en
cycl
oped
ias.
Nam
e of
enc
yclo
pedi
a A
volu
me
copy
right
dat
e
Nam
e of
enc
yclo
pedi
a B
volu
me
copy
right
dat
e
The
stu
dent
may
be
intr
oduc
ed to
the
follo
win
g w
ell-k
now
nen
cycl
oped
ias:
1.C
ollie
r's E
ncyc
lope
dia
- C
lear
ly w
ritte
n, h
as s
igne
dar
ticle
s by
spe
cial
ists
, pro
fuse
ly il
lust
rate
d.
2.C
olum
bia
Enc
yclo
pedi
a -
Brie
f and
sim
ple
pres
enta
tion
in o
ne v
olum
e.
3.C
ompt
on's
Pic
ture
d E
ncyc
lope
dia
- P
ictu
res
on a
lmos
tev
ery
page
, lon
g in
clus
ive
artic
les,
esp
ecia
lly fi
ne fo
rst
uden
ts fr
om g
rade
s 6-
9.
4.E
ncyc
lope
dia
Am
eric
ana
- V
ery
stro
ng in
sci
entif
icar
ticle
s.
5.W
orld
Boo
k E
ncyc
lope
dia
- S
impl
e, il
lust
rate
d, fo
rst
uden
ts fr
om g
rade
s 5-
12.
6.E
ncyc
lopa
edia
Brit
tani
ca -
Esp
ecia
lly s
chol
arly
.
OP
MT
VIT
MU
IVt.,
1
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
2) O
ther
ref
eren
cem
ater
ial
Giv
en a
ssig
nmen
ts r
equi
ring
the
use
ofbo
ok a
nd n
on-b
ook
refe
renc
es, t
he s
tu-
dent
will
be
able
to d
emon
stra
te a
bilit
yin
the
use
of a
ll av
aila
ble
refe
renc
em
ater
ials
.
- 16
5 -
The
stu
dent
may
be
give
n op
port
uniti
es to
use
all m
ater
ial
incl
uded
in a
libr
ary
reso
urce
cen
ter
- pi
ctur
e se
ts, r
ecor
ds,
tape
s, s
-ips,
film
s, m
odel
s, e
tc. P
erio
dica
ls m
ay b
e m
ade
avai
labl
e an
d op
port
uniti
es to
use
thes
e sh
ould
be
set u
p.
The
teac
her
may
pre
pare
a w
orks
heet
suc
has
the
follo
win
gth
at w
ill r
equi
re in
form
atio
n fr
oma
varie
ty o
f ref
eren
ceso
urce
s.
1. A
ndre
Gid
e is
a li
ving
Fre
nch
auth
or. O
n w
hat
page
of w
hat r
efer
ence
boo
k ca
n yo
u fin
d in
form
a-tio
n ab
out h
im?
2. In
fopm
atfo
n ab
out F
elix
Sal
ten,
aut
hor
of B
ambi
,ca
n be
foun
d on
wha
t pag
e of
"Li
ving
Aut
hors
?"
3. M
aria
n A
nder
son
is a
n ex
celle
nt s
inge
r. W
here
can
I fin
d in
form
atio
n on
her
?
4. O
n w
hat p
age
in w
hat b
ook
can
I fin
d th
e m
eani
ngof
the
wor
d "d
emoc
racy
?"3
The
stu
dent
may
be
allo
wed
to d
evel
op h
is a
bilit
y to
use
libra
ry to
ols
and
reso
urce
s an
d w
ill b
e m
ade
awar
e of
less
stan
dard
ref
eren
ce s
ourc
es a
s th
e fo
llow
ing:
1. W
ho's
Who
2. A
mer
ican
Aut
hors
3. S
peci
aliz
ed d
ictio
narie
sa.
Rog
et's
The
saur
usb.
Bar
tlett'
s F
amil
lc Q
uota
tions
c.R
aget
s T
hesa
urus
of E
nalis
h W
ords
and
Phr
ases
d.W
alke
r'sR
hym
ing
ni,ti
r,nc
iry
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
3. U
sing
the
dict
iona
ry
a.G
uide
wor
d::
Giv
en e
xerc
ises
req
uirin
g th
e us
e of
the
dict
iona
ry, t
he s
tude
nt w
ill b
e ab
le to
use
guid
e w
ords
in lo
catin
g w
ords
in th
edi
ctio
nary
.
-166
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
stu
dent
may
be
give
n an
ass
ignm
ent t
o m
ake
his
own
dict
iona
ry u
sing
gui
de le
tters
or
wor
ds fo
r ea
ch s
ectio
n. T
hefo
llow
ing
are
sugg
estio
ns fo
r m
akin
g di
ctio
narie
s:
1. A
not
eboo
k di
vide
d in
to 2
6 se
ctio
ns, o
ne s
ectio
n fo
rea
ch le
tter
of.
a al
phab
et, w
ith a
gui
de le
tter
atth
e to
p. A
s th
e st
uden
t has
the
need
to s
pell
new
wor
ds in
writ
ing
stor
ies,
he
open
s th
e no
tebo
ok to
the
corr
ect p
age.
The
teac
her
writ
es th
e w
ords
inth
e no
tebo
ok fo
r ea
rly p
rimar
y st
uden
ts.
2. A
sm
all b
ox c
an b
e se
ctio
ned
into
26
part
s. W
ords
are
writ
ten
on s
mal
l pie
ces
of p
aper
as
the
stud
ent
need
s th
em. T
he p
iece
s of
pap
er a
re p
ut in
the
box
behi
nd th
e co
rrec
t let
ter.
(Ind
ivid
ual e
nvel
opes
may
be
used
for
each
sec
tion.
)
The
stu
dent
may
be
intr
oduc
ed to
gui
de w
ords
by
usin
g on
eof
the
sim
plifi
ed p
rimar
y di
ctio
narie
s w
ith a
ctiv
ity w
orks
heet
slik
e th
e fo
llow
ing:
1. A
t the
top
of e
ach
page
are
two
wor
ds. T
hese
are
calle
d gu
ide
wor
ds. T
he fi
rst w
ord
is th
e sa
me
as th
efir
st w
ord
liste
d on
the
page
, and
the
othe
r w
ord
isth
e sa
me
as th
e la
st w
ord
on th
e pa
ge. A
ll w
ords
that
wou
ld b
e fo
und
betw
een
thes
e w
ords
can
be
foun
d on
this
pag
e. T
he fo
llow
ing
sets
of w
ords
are
guid
e w
ords
foun
d on
pag
es in
you
r co
py o
f the
Firs
tS
pelli
ng D
ictio
nary
. Loo
k in
you
r di
ctio
nary
and
find
thc:
,e g
uide
wor
ds. W
rite
the
page
num
bers
on
whi
ch y
ou c
an fi
nd th
ese
wor
ds.
(con
tinue
d be
low
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
-167
-
../
1.pu
zzle
- r
ippl
e2.
del i
ver
- dr
op3.
nurs
e -
part
4. s
ung
- th
e5.
list -
mea
n
page
2. H
ere
are
guid
e w
ords
that
can
be
foun
d on
page
s 15
,20
, and
23
in y
our
Firs
t Spe
lling
Dic
tiona
ry. L
iste
dbe
low
are
wor
ds fo
ryo
u to
find
page
num
bers
for
byus
ing
the
guid
e w
ords
.
Gui
de W
ords
Indi
a15
nurs
e20
puzz
le...
.23
knife
part
rippl
e
1.on
cep.
6.2.
othe
rp.
7.3.
right
p.8.
4.re
ady
p.9.
5.re
ceiv
ep.
10.
nurs
eP
.jo
ke15
into
p.re
ason
pki
tten
P.
(con
tinue
d on
follo
win
g pa
ge)
111
SK
ILLS
a.G
uide
wor
ds(c
ontin
ued)
CC
,
- 16
8 -
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
--(c
ontin
ued
from
pre
cedi
ngpa
ge
3. H
ere
are
guid
e w
ords
foun
don
pag
es 8
, 13,
and
29
ofyo
ur F
irst S
pelli
ng D
ictio
nary
.A
nsw
er th
equ
es-
tions
bel
ow u
sing
the
give
n gu
ide
wor
ds.
Gui
de W
ords
deliv
er.
..
8.
..d
rop
Gre
ek.
..
13.
..h
elp
sung
..
..
29.
..th
e
1. W
ould
you
find
the
wor
d su
mm
er o
npa
ge29
or
30?
2. O
n w
hich
page
wou
ld y
ou fi
nd th
e w
ord
dolla
r?
3. W
ould
you
find
the
wor
d ta
pe o
npa
ge 2
9?
4. W
ould
you
find
the
wor
d dr
um o
npa
ge 8
?
5. O
n w
hich
page
wou
ld y
ou fi
nd th
e w
ord
hand
le?
The
teac
her
may
pre
pare
an
exer
cise
in w
hich
the
stud
ent w
illlo
cate
wor
ds fr
om a
list
as
the
follo
win
g by
usi
ng g
uide
wor
ds.
biso
nm
amm
oth
vultu
reco
yote
first
gui
de w
ord
seco
nd g
uide
wor
d
mow
tase
mo
Ism
.N
amN
ue.A
ged
,329
1113
ISS
INS
UM
* S
UM
*M
Pite
ftin
Vag
) M
irIB
MB
EN
4191
111
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
b.D
iacr
itica
l mar
ksG
iven
exe
rcis
es r
equi
ring
the
use
of th
edi
ctio
nary
, the
stu
dent
will
be
able
tous
e an
d in
terp
ret d
iacr
itica
l mar
king
s in
thei
r us
e of
the
pron
unci
atio
n ke
y.
- 16
9 -
The
teac
her
may
pre
pare
exe
rcis
es in
whi
ch th
e st
uden
t will
use
the
key
wor
ds th
at g
ive
the
soun
ds o
f the
vow
els
and
diac
ritic
al m
arki
ngs.
Afte
r ea
ch w
ord,
the,
stu
dent
will
writ
e th
e ke
y w
ord
ft.,r
cor
rect
dia
criti
cal m
arki
ngs
in th
eac
cent
ed s
ylla
ble.
key
wor
d1.
ledg
e (1
.66
let
2.c
,op
(kip
)ru
e3.
obi
t (6.
1 bi
t)la
rder
4.la
bel (
151b
l)ag
e
The
teac
her
may
pre
pare
exe
rcis
es in
whi
ch th
e st
uden
t will
need
to u
se th
e di
acrit
ical
key
to in
terp
ret t
he p
hone
ticre
spel
ling
of w
ords
as
follo
ws:
Circ
le th
e co
rrec
t spe
lling
of t
he p
hone
tical
ly s
pelle
dw
ord.
1.(p
yin)
purr
2.(m
unie
)m
ovie
mon
key
3.(f
erst
)fis
t
pour
fros
t
The
stu
dent
may
rel
ate
the
follo
win
g di
acrit
ical
mar
king
srin
d th
eir
nam
es a
nd s
uppl
y a
sam
ple
wor
d fo
r ea
ch:
mac
ron
brev
eci
rcum
flex
tilde
schw
a
(mad
e)(f
at)
(cor
n)(o
ver)
(anc
ither
)
SK
ILLS
INS
L:U
CT
ION
AL
OB
JEC
TIV
ES
c.M
ultip
le m
eani
ngs
and
abbr
evia
tkns
Giv
en e
xerc
ises
rer
-uiri
ng th
e us
e of
the
dict
iona
ry, t
he s
tude
nt w
ill b
e ab
le to
iden
tify
the
mos
; cor
rect
rne
c:ni
ng fo
r a
sent
ence
from
the
mul
tiple
mea
ning
s of
the
defin
ed w
ord.
Giv
en a
wor
d to
look
up
in th
e di
ctio
n-ar
y, th
e st
uden
t will
be
able
to
(1)
Inca
te a
nd id
entif
y th
e ab
brev
ia-
tion
in it
alic
lette
rs b
efor
e th
em
ultip
le d
efin
ition
s,(2
)id
entif
y th
e w
ord
acco
rdin
g to
the
vario
us p
arts
of s
peec
h, a
ndus
e th
e w
ord
in v
ario
us s
ente
nces
acco
rdin
g to
its
mul
tiple
mea
ning
s.(3
)
-70
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
pre
pere
exe
rcis
es in
whi
ch th
e st
uden
t will
indi
cate
the
mea
ning
that
bes
t fits
the
cont
ext o
f the
sen
tenc
e.
(hik
e)i
.ta
ke a
long
wal
k, tr
amp
2.a
tram
p or
a m
arch
(2)
(1)
The
ele
ven-
mile
hik
e le
ft R
ober
t com
plet
ely
exha
uste
d.
Whe
n th
e bo
ys w
ere
out h
ikin
g, th
ey fo
und
the
entr
ance
to a
sm
all c
.ve.
The
teac
her
may
ass
ign
the
follo
win
g in
form
atio
n co
ncer
ning
dict
iona
ry a
bbre
viat
ions
:
n. v. v.i.
noun
: nam
e of
a p
erso
n, p
lace
or
thin
g
verb
:ex
p..-
Jsse
s ac
tion
verb
intr
ansi
tive:
no
rece
iver
of o
.ct;o
n
v.t.
verb
tran
sitiv
e, o
r be
ing:
a re
ceiv
er o
f act
ion
adj.
adje
ctiv
e:rn
odifi
es a
nou
n or
pro
noun
adv.
adve
rb: m
odifi
es a
ver
b, a
djec
tive,
or
anot
her
tells
how
, whe
n, w
here
; or
to w
hat e
xten
t
pron
.pr
onou
n: ta
kes
the
plac
e of
a n
'oun
prep
.pr
epos
ition
: sho
ws
rela
tions
hip
of a
nou
n or
pro
noun
to s
ome
othe
r w
ord
in a
sen
tenc
e --
pre
posi
tions
occ
urin
phr
ases
onl
y, e
.g.,
in, f
or, b
y, e
tc.
conj
.co
njun
ctio
n: c
onne
cts
wor
ds, p
hras
es, o
r cl
ause
s
inte
rj. in
terje
ctio
n: e
xpre
sses
str
ong
feel
ing
a am
adve
rb-1
i
/Ai
SK
ILLS
d.S
peci
al s
ectio
ns
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en a
n op
port
unity
to s
tudy
a d
ictio
n-ar
y, th
e st
uden
t will
be
able
to
(1)
loca
te th
e sp
ecia
l sec
tions
and
(2)
icll
the
purp
ose
of e
ach
sect
ion.
- 17
1 -
mow
liael
iiP
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
stu
dent
may
be
give
n se
nten
ces
in w
hich
the
sam
e w
ord
is u
sed
as d
iffer
ent p
arts
of s
peec
h. T
he u
nder
lined
wor
dw
ill b
e fo
und
in th
e di
ctio
nary
and
its
part
of s
peec
h lis
ted.
The
follo
win
g is
an
exam
ple:
1.I c
alle
d th
e st
ore
to o
rder
gro
cerie
s.(n
oun)
2. I
will
sto
re m
y cl
othe
s in
the
clos
et.
(ver
b)
3. T
he w
alk
was
uph
ill.
(nou
n)
4. P
leas
e w
alk
up th
e 1-
ill.
(ver
b)
The
teac
her
may
poi
nt o
ut th
e fo
llow
ing
dict
iona
ry s
ectio
nsan
d th
eir
purp
ose
to th
e st
uden
t:
Add
enda
:ne
w w
ords
that
hav
e be
en a
dded
to th
e la
ngua
ge s
ince
last
prin
ting
Gui
de to
expl
anat
ion
of th
e w
ay s
ymbo
lspr
onun
ciat
ion:
are
used
For
eign
wor
ds a
nd p
hras
es
Gaz
ette
er:
Bio
grap
hica
l:
Pun
ctua
tion:
For
ms
of a
ddre
ss:
info
rmat
ion
abou
t pla
ces
info
rmat
ion
abou
t peo
ple
chie
f mar
ks o
f pun
ctua
tion
with
the
nam
es
list o
f alte
rnat
ive-
form
s of
add
ress
SK
ILLS
4. U
sing
the
libra
ry
a.B
ook
card
s
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en th
e op
port
unity
, the
stu
dent
will
be a
ble
to c
heck
boo
ks o
ut o
f the
sch
ool
libra
ry in
a c
orre
ct m
anne
r.
-172
-
The
stu
dent
pra
ctic
es w
ritin
g hi
s na
me
(last
nam
e,fir
st n
ame)
on th
e lin
es o
f a b
ook
card
.
McC
losk
ey, R
ober
tA
UT
HO
R
Lent
ilT
ITLE
DA
TE
DU
EB
OR
RO
WE
R'S
NA
ME
74 i
=/A
ye 2/."
---1
21':p
;-,
,.1--
---
NO
TE
: The
due
s sh
ould
be
disc
usse
d an
d st
uden
ts s
houl
d be
enco
urag
ed to
take
the
resp
onsi
bilit
y fo
r re
turn
ing
book
s on
tim
e.F
irst-
grad
e st
uden
ts c
an b
egin
toas
sum
e th
is r
espo
nsib
ility
.T
he te
ache
r or
libr
aria
nca
n w
ork
with
ver
y yo
ung
stud
ents
intr
oduc
ing
them
to th
e ea
sy b
ooks
, whe
re to
find
them
, and
how
toch
eck
them
out
. Car
e of
boo
ks s
houl
d be
str
esse
d.F
ilmst
rips
and
film
s ar
e av
aila
ble
to a
ssis
t the
teac
her
in g
ettin
g th
is id
ea a
cros
s.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
b.B
ook
loca
tion:
card
cat
alog
Giv
en th
e op
port
unity
, the
stu
dent
will
be a
b:e
to lo
cate
mat
eria
l in
the
card
cata
log
and
in th
e lib
rary
.
-173
-
The
stu
dent
may
be
give
n a
wor
kshe
et s
how
ing
mak
e-be
lieve
cata
log
draw
ers
with
lette
r gu
ides
to te
ll hi
m in
whi
ch d
raw
erhe
sho
uld
look
to fi
nd th
e bo
oks
or s
ubje
cts
liste
d be
low
.T
he s
tude
nt is
to w
rite
the
corr
ect l
ette
rs in
the
blan
k.
IA
-BC
-F
C-F
t.C
-F2.
C-F
3.L-
M4.
Q-S
5.
I-K
L-M
N-P
I
Q-S
The
boo
k A
Fly
Wen
t By
A b
ook
abou
t cat
sB
ooks
writ
ten
abou
t Bev
erly
Cle
ary
The
boo
k M
ary
Popp
ins
The
boo
k R
anch
Boo
k4
The
teac
her
may
exp
lain
that
eac
h dr
awer
of t
he c
ard
cata
log
has
guid
e le
tters
insi
de to
hel
p th
e st
uden
t fin
d ca
rds
easi
er.
The
se a
re th
e gu
ide
card
s th
at m
ight
be
foun
d in
side
the
A-B
dra
wer
.
As
Au
EB
emB
iB
1
The
teac
her
may
use
the
guid
e le
tters
list
ed a
bove
and
hav
est
uden
t ind
icat
e w
hich
gui
de le
tter
wou
ld p
rece
de th
e bo
oktit
le.
The
follo
win
g is
an
exam
ple:
B B As
Bi
B
1.B
ambi
2.B
eezu
s an
d R
amon
a3.
Ask
Mr.
Bea
r4.
The
Big
gest
Bea
r5.
Bab
y A
nim
als
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
b.B
ook
loca
tion:
card
cat
alog
(con
tinue
d)
...ne
eror
ceen
>
- 17
4 -
The
stu
dent
may
be in
trod
uced
to th
e fo
llow
ing
kind
s of
car
dsin
the
card
cat
alog
:
1.S
ubje
ct C
ards
2.A
utho
r C
ards
3.T
itle
Cor
ds
The
stu
dent
may
be a
sked
to in
dica
te w
hich
car
d he
wou
ldus
e to
find
boo
ks o
r su
bjec
ts a
s th
ose
liste
d be
low
:
Car
d C
atal
ogT
itle
1. A
car
d fo
r th
e bo
ok R
anch
Boo
k.S
ubje
ct2.
A c
ard
that
tells
whe
re to
find
boo
ksab
out h
orse
s.T
itle
3. A
car
C17
07T
he b
ook
Tw
o is
a T
eam
.A
utho
r4.
Car
ds th
at te
llyo
uth
e bo
oks
in o
urlib
rary
writ
ten
by L
aura
Inga
lls W
ilder
.S
ubje
ct5.
Car
d th
at te
llsyo
uw
here
to fi
nd b
ooks
abou
t dog
s .5
The
teac
her
may
rein
forc
e th
e sk
ill o
f usi
ng th
e th
ree
type
sof
car
ds in
the
card
cat
alog
by
givi
ng a
ctiv
ities
as
the
follo
win
g:
1. G
o to
the
libra
ry c
ard
cata
log
and
find
all t
he b
ooks
liste
d un
der
each
of t
hese
hea
ding
s an
d lis
t the
boo
ksfo
und
unde
r ea
ch.
1.N
evad
a.2
.C
omm
unity
Life
2. L
ook
in th
e ca
rd c
atal
og to
find
all
the
book
s w
ritte
nby
the
follo
win
g au
thor
s an
d lis
t the
boo
ks fo
und
unde
r ea
ch:
1.B
erta
Had
er2.
Elo
ise
Jarv
is M
cGra
w
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
1
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
1) D
ewey
Dec
imal
Sys
tem
Giv
en o
ppor
tuni
ties
to u
se th
e lib
rary
,th
e st
uden
t will
bec
ome
fam
iliar
with
arra
ngem
ents
of b
ooks
acc
ordi
ng to
the
Dew
ey D
ecim
al S
yste
m.
3. G
o to
the
card
cat
alog
and
find
eac
h of
the
follo
w-
ing
book
s an
d w
rite
the
nam
e of
the
auth
or b
esid
eea
ch o
f the
se ti
tles.
Car
olin
e an
d H
er K
ettle
Nam
ed M
aud
The
Fam
ily U
nder
the
Brid
geT
he M
atch
lock
Gun
A B
ear
Cal
led
Pad
ding
ton
The
teac
her
may
pro
vide
act
iviti
es a
s th
e fo
llow
ing
to d
evel
opsk
illin
the
use
of th
e D
ewey
Dec
imal
Sys
tem
.
1. F
ill in
the
clas
sific
atio
n nu
mbe
r fo
r al
l the
boo
kslis
ted
belo
w.
Mor
e T
ales
from
Grim
m b
y G
rimm
It's
Fun
to K
now
Why
by
Sch
war
tzT
he F
irst B
ook
of P
rehi
stor
ic A
nim
als
by D
izki
nson
2. F
ind
the
shel
ves
that
hav
e bo
oks
with
the
num
bers
liste
d be
low
and
fill
in th
e bl
anks
with
the
SU
BJE
CT
of th
e nu
mbe
r lis
ted.
423
582.
1359
1.5
793
3. F
ictio
n bo
oks
have
onl
y a
LET
TE
R o
n th
e sp
ine.
Wha
tle
tter
wou
ld b
e fo
und
on a
boo
k by
Wal
ter
Far
ley
Rut
herf
ord
Mon
tgom
ery
,Lou
isa
May
A4-
cott
(con
tinue
d on
follo
win
g pa
ge)
r
SKIL
LS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
1) D
ewey
Dec
imal
Sys
tem
(con
tinue
d)
2) L
ibra
ry o
fC
ongr
ess
Ole
liPP:
Wov
e
Giv
en li
brar
y ca
rds
show
ing
both
the
Dew
ey D
ecim
al S
yste
m a
nd th
e co
rres
-po
ndin
g Li
brar
y of
Con
gres
s cl
assi
fica-
tion,
the
stud
ent w
ill b
e ab
le to
loca
tebo
oks
by e
ither
type
of c
lass
ifica
tion.
-176
-
Mew
l,.5
,IN
MtR
IOW
Sto
wrI
S
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
(con
tinue
d fr
om p
rece
ding
pag
e)
4. L
ist t
he n
umbe
rs b
elow
in th
e or
der
that
you
wou
ldpu
t the
m o
n a
libra
ry s
helf.
623.
8S M 53
7
423
793.
7
5. L
ist b
elow
at l
east
thre
e cl
assi
ficat
ion
num
bers
that
you
need
to m
emor
ize
beca
use
you
espe
cial
ly li
keth
at ty
pe o
f rea
ding
mat
eria
l.
Num
ber
Sub
ject
6
6. L
ist t
he g
ener
al c
lass
ifica
tion
num
ber
for
each
of t
hefo
llow
ing:
trav
elbi
ogra
phy
hist
ory
myt
holo
gysp
orts
anim
als
7
The
teac
her
may
giv
e th
e st
uden
t a to
pic,
and
the
stud
ent w
illbe
abl
e to
find
the
alph
a-nu
mer
ic c
lass
ifica
tion
of th
eLi
brar
y of
Con
gres
s th
at m
atch
es th
e D
ewey
Dec
imal
giv
ento
that
topi
c. T
he fo
llow
ing
is a
n ex
ampl
e:
Top
icA
nim
als
Dew
ey D
ecim
alLi
brar
y of
Con
gres
s50
0O
A
tom
epp
m,
pv,I
gnR
twen
,ww
wir
*Aw
lkl
w4
Pirs
oi*t
em
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
C.
Oth
er s
ourc
esG
iven
spe
cific
lear
ning
situ
atio
ns in
the
libra
ry, t
he s
tude
nt w
ill
( 1
)be
com
e fa
mili
ar w
ith a
ll ph
ases
of th
e lib
rary
and
(2)
be a
ble
to lo
cate
info
rmat
ion
inde
pend
ently
.
-177
-
The
teac
her
may
pro
vide
an
oppo
rtun
ity fo
r th
e st
uden
t to
tour
the
libra
ry in
ord
er to
lear
n its
arra
ngem
ent a
nd b
ecom
eac
quai
nted
with
the
chec
k-ou
t des
k an
d lib
rary
pro
cedu
res
as e
stab
lishe
d by
the
libra
rian.
The
follo
win
g ar
e th
e ki
nds
of th
ings
with
whi
ch th
e st
uden
t sho
uld
beco
me
fam
iliar
:
The
Rea
der's
Gui
de:
Thi
s is
an
inde
x to
per
iodi
cal
I ite
ratu
re. T
he e
ntrie
s ar
e lis
ted
by a
utho
r, ti
tle,a
ndsu
bjec
t.T
he m
agaz
ines
that
are
inde
xed
in th
is g
uide
are
kept
in a
n or
derly
fash
ion
for
refe
renc
epu
rpos
es.
The
Ver
tical
File
:T
his
file
cont
ains
pam
phle
ts a
ndcl
ippi
ngs
from
new
spap
ers
and
mag
azin
es. T
he in
form
a-tio
n is
bot
h pr
inte
d an
d pi
ctor
ial.
The
Fic
tion
She
lves
:D
ewey
Dec
imal
Sys
tem
fict
ion
book
s ar
e ar
rang
ed o
n th
e sh
elve
s by
aut
hors
.If
ther
ear
e tw
o or
mor
e bo
oks
by th
e sa
me
auth
or, t
hey
are
arra
nged
alp
habe
tical
ly b
y tit
le.
The
Non
fictio
n S
helv
es: T
hese
boo
ks a
re p
lace
d in
a
cert
ain
clas
s an
d ar
e id
entif
ied
by a
num
ber
plac
ed o
nth
e ba
ck o
f the
boo
k. T
here
are
ten
larg
e su
bjec
tcl
assi
ficat
ions
with
man
y la
rge
subd
ivis
ions
.B
ooks
with
the
sam
e cl
ass
num
ber
are
dist
ingu
ishe
d fr
omon
e an
othe
rby
the
first
lette
r of
the
auth
or's
nam
e.
The
Atla
s: A
n at
las
is th
e st
cnda
rd r
efer
ence
boo
k fo
rge
ogra
phic
al in
form
atio
n.
Mag
azin
e an
d N
ewsp
aper
Rac
ks: T
his
sect
ion
cont
ains
curr
ent p
ublic
atio
ns.
Non
-Boo
k A
rea:
Thi
s in
clud
es s
uch
mat
eria
ls a
s fil
ms,
film
strip
s,lis
teni
ng c
ente
rs,ta
pes,
pict
ure
sets
, etc
.
a a a a a a a No
IN
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
c.O
ther
sou
rces
(con
tinue
d)
5. In
terp
retin
g pi
ctor
ial
mat
eria
l
a.G
raph
s an
d ch
arts
Giv
en p
rope
r ac
tiviti
es, t
he s
tude
nt w
illbe
abl
e to
rea
d an
d re
cord
info
rmat
ion
ona
sim
ple
bar
grap
h. -178
-
Afte
r th
e st
uden
t has
bec
ome
fam
iliar
ized
with
the
libra
ryso
urce
s lis
ted
on th
e pr
eced
ing
page
and
pro
cedu
res,
the
stu-
dent
may
be
give
n sp
ecifi
c as
sign
men
ts in
loca
ting
info
rma-
tion.
It sh
ould
be
note
d th
at in
som
e sc
hool
s th
e or
ient
ing
to th
e lib
rary
is d
one
by th
e he
ad li
brar
ian
thro
ugh
the
orie
ntat
ion
clas
ses
or o
ther
sub
ject
are
as.
The
teac
her
may
pre
pare
a b
ulle
tinbo
ard
char
t ind
icat
ing
the
part
s of
a ta
ble
as il
lust
rate
d be
low
:
Col
umn
Nam
e --
4
BO
OK
S W
E H
AV
E T
O R
EA
D
Nam
eN
umbe
rB
ill S
mith
10
Mar
y B
row
n5
Roo
m 1
2Ja
n. 6
f-T
itle
Col
umn
2
(- D
ate
Stu
dent
s m
ay b
egin
to m
ake
thei
r ow
n ch
arts
for
reco
rdin
gac
hiev
emen
t, at
tend
ance
, etc
.; fr
om w
hich
they
may
mak
esi
mpl
e pi
ctur
e gr
aphs
as
show
n in
#1
or b
ar g
raph
s as
sho
wn
in fr
2 an
d 3.
(illu
stra
tions
con
tinue
d be
low
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
8. S
peci
al p
erm
issi
on g
rant
Boo
k A
., 19
68,
p.ca
tions
/ A X
erox
Com
paq
by "
Intr
oduc
ing
Tab
le a
nd G
raph
Ski
lls,'
publ
ishe
d by
Am
eric
an E
duca
tion
Pub
li-
y, C
olum
bus,
Ohi
o. - 17
9 -
(1)
Roo
m 8
Boo
k R
ead
Sep
t.iii
Oct
.il
Nov
.
Dec
.0
Key
:=
1 b
ook
Mis
s S
mith
1-
3
(2)
Boo
ks W
e H
ave
Rea
dB
iI S
mit
1111
1111
11m
Mar
y B
row
nIE
NJo
hn L
ee11
.1.
Nam
eD
ate
(3)
Roo
m 8
Boo
ks R
ead
Sep
t.O
ct.
Nov
.N
ame
Dat
e
SK
ILLS
a.G
raph
s an
d ch
arts
(con
tinue
d)
b.M
aps
and
glob
es
Ns,
rfri
Tre
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en th
e op
port
unity
to r
ead
pict
oria
lm
ater
ial,
the
stud
ent w
ill b
e ab
le to
in-
terp
ret t
he ty
pe a
nd m
eani
ng o
f var
ious
type
s of
gra
phs.
Giv
en th
e op
port
unity
, the
stu
dent
will
be a
ble
to r
ead
and
cons
truc
t map
s ra
ng-
ing
from
sim
ple
to c
ompl
ex.
-180
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
poi
nt o
ut th
at th
e fo
llow
ing
type
s of
gra
phs
are
ofte
n en
coun
tere
d in
sci
ence
,mat
hem
atic
s, a
nd s
ocia
lst
udie
s an
d ha
ve th
e st
uden
t exp
lain
thei
r pr
inci
pal f
unct
ions
.
Circ
le g
raph
:S
how
s th
e re
latio
nshi
p of
the
part
sto
the
who
le o
f 100
%.
Line
gra
ph:
Bar
gra
ph: (
vert
ical
or h
oriz
onta
l)
Pic
togr
aph:
Num
eric
alta
ble:
Sho
ws
sim
ilar
info
rmat
ion
as b
argr
aph
by th
e us
e of
a li
ne a
nd a
poin
t.
Par
ticul
arly
use
ful i
n sh
owin
gam
ount
s an
d qu
antit
ies.
Sho
ws
num
bers
in a
n ea
sier
but
som
ewha
t les
s ac
cura
te m
anne
r by
usin
g fig
ures
or
pict
ures
.
Pre
sent
s a
serie
s of
num
bers
rel
ated
to o
ne id
ea in
a s
yste
mat
ic a
ccur
ate
man
ner.
The
stu
dent
may
be
give
n dr
awin
g pa
per,
penc
ils, a
nd c
rayo
ns.
The
teac
her
lists
dire
ctio
ns a
s th
e fo
llow
ing
on th
e bo
ard.
The
stud
ent r
eads
the
dire
ctio
ns a
nd d
raw
s th
e m
ap a
ccor
ding
toth
e di
rect
ions
.
1. U
se th
e le
tter
N fo
r no
rth,
S fo
r so
uth,
E fo
r ea
st,
and
W fo
r w
est.
Pla
ce th
ese
lette
rs o
n yo
ur p
aper
whe
re y
ou w
ould
find
them
on
a m
ap.
2. B
etw
een
wes
t and
eas
t the
re is
a s
tree
t. D
raw
two
para
llel l
ines
abo
ut a
n in
ch a
parr
, run
ning
from
wes
tto
eas
t.
1171
1127
^1o
,41,
P2
(con
tinue
d be
low
)
,`":
"-74
1T!
frm
r7,r
;w
lffm
svPA
IPM
14A
PI;
1),N
,..
CC
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
- 18
1 -
3. O
n th
e no
rth
side
of t
his
stre
et th
e tr
affic
mov
esw
est.
'Jsi
ng a
rrow
s, s
how
the
dire
ctio
n of
the
traf
ficfr
om e
ast t
o w
est.
4. O
n th
e so
uth
side
of t
he s
tree
t the
traf
fic m
oves
wes
tto
eas
t. U
sing
arr
ows,
sho
w th
e w
ay th
e tr
affic
mov
es.
5. T
here
is a
city
par
kon
the
sout
h si
de o
f the
str
eet.
Writ
e P
AR
K in
this
are
a.
6. T
here
ore
five
hou
seso
n th
e no
rth
side
of t
he s
tree
t.U
se a
sym
bol o
f you
r ow
n ch
oice
to r
epre
sent
the
hous
es.
(The
com
plet
ed m
ap s
houl
d lo
ok li
ke th
is.)
N
A ,A
4AA
d,/\
PA
RK
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
b.M
aps
and
glob
es(c
ontin
ued)
-182
-
The
stu
dent
may
be
give
n dr
awin
g pa
per,
cray
ons,
and
pen
cil.
The
teac
her
draw
s a
map
on
the
boar
d si
mila
r to
that
sho
wn
belo
w. T
he d
irect
ions
are
writ
ten
unde
r it
with
the
voca
bu-
lary
ada
pted
to th
e pa
rtic
ular
gra
de le
vel b
eing
taug
ht. T
hest
uden
t is
told
to d
raw
the
map
and
add
item
s as
dire
cted
.
N 0N
W
WP
INE
ST
RE
ET
SW
rn rn
NE
SE
E
1. T
here
is a
sto
re o
n th
e S
.E. c
orne
r of
Pin
e S
tree
t,W
rite
ST
OR
E o
n th
is c
orne
r.
2. T
here
is a
sch
ool o
n O
ak S
tree
t. It
is lo
cate
d ne
arth
e N
.W. c
orne
r. D
raw
a c
ircle
to r
epre
sent
the
scho
ol a
nd w
rite
the
wor
d S
CH
OO
L un
der
the
circ
le.
3. A
thea
tre
is a
cros
s th
e st
reet
from
the
scho
ol. D
raw
two
smal
l squ
ares
to r
epre
sent
the
thea
tre.
4. J
ack
lives
on
Pin
e S
tree
t clo
se to
the
S.W
.cor
ner.
Dra
w th
is s
ymbo
l ( 'a
) to
rep
rese
nt h
is h
ouse
.
5. J
ack
goes
to th
e st
ore
for
his
mot
her.
Dra
w a
bro
ken
line
(---
-) to
sho
w th
ew
ay h
e go
es fr
om h
is h
ouse
to th
e st
ore.
(con
tinue
d be
low
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Co
-183
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
6. Is
the
thea
tre
east
or
wes
t of t
he s
choo
l'?
7. Is
the
scho
ol n
orth
or
sout
h of
Jac
k's
hous
e?
The
fini
shed
pap
er s
houl
d lo
ok li
ke th
e fo
llow
ing:
Sch
0Nvv
ool
N O
WP
INE
ST
RE
ET
SW
0 0 NE
SE Sto
re
E
6.E
ast
7. N
orth
9
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
b.M
aps
and
glob
es(c
ontin
ued)
?em
s:tA
IMIn
e.±
. I
- 18
4 -
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
Stu
dent
sm
ay m
ake
map
s re
late
d to
sto
ries
they
are
rea
ding
,w
hen
and
if it
appl
ies.
Api
onee
r st
ory
mig
ht le
nd it
self
tom
akin
g a
map
of t
he jo
urne
y, e
tc. T
he te
ache
rm
ay g
ive
aco
py o
f a m
ap to
eac
h st
uden
t and
writ
e si
mpl
e di
rect
ions
for
the
stud
ent t
o fo
llow
.
WE
ST
NO
RT
H
!Roc
ky S
hore
SO
UT
H
EA
ST
Long
ago
som
e pi
rate
s vi
site
d th
is p
lace
and
bur
ied
trea
sure
of
gold
and
jew
els.
Her
e is
the
note
that
tells
whe
re th
e bu
ried
trea
sure
is. F
ollo
w th
e di
rect
ions
and
see
ifyo
u ca
nfin
d it.
1. S
tart
at C
row
Isla
nd a
ndgo
by
boat
nor
thw
est u
ntil
you
reac
h R
ocky
Sho
re.
2. L
eave
the
boat
and
go w
est t
o th
e B
lack
Mou
ntai
ns.
3. T
urn
sout
h an
d fo
llow
the
trai
l bet
wee
n th
e H
aunt
edH
ouse
and
the
Cav
e.
4. If
you
wal
k in
a s
outh
east
erly
dire
ctio
n fr
om th
e C
ave
you
will
find
an
old
Stu
mp.
5. D
ig h
ere
and
you
wil
I fin
d a
trea
sure
ric
h in
gol
d cn
dje
wel
s
r'="1
,14r
.P1
,7e1
M.
Ntr
rlIt
ItN
4_ql
"Arr
`r'1
7e1L
IT
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en a
ppro
pria
te o
ppor
tuni
ties,
the
stud
ent w
ill b
e ab
le to
use
and
inte
rpre
tm
aps
and
glob
es.
-185
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
giv
e th
e st
uden
ta
com
plet
ed m
ap o
f the
clas
sroo
m. S
omew
here
in th
e ro
oma
gam
e, to
y, o
r bo
ok is
hidd
en. B
y fo
llow
ing
the
dire
ctio
nson
the
boar
d, th
e st
uden
tw
ill b
e ab
le to
find
the
hidd
en o
bjec
t.
A s
tude
nt m
ay h
ide
anob
ject
and
dra
wa
sim
ple
map
for
an-
othe
r st
uden
t to
follo
w in
ord
er to
find
the
hidd
en o
bjec
t.
The
teac
her
may
pre
pare
exe
rcis
es in
whi
ch th
e st
uden
t will
lear
n to
use
suc
h m
ap r
eadi
ng s
kills
as
follo
ws:
1. L
ocat
e di
rect
ions
.2.
Loc
ate
spec
ific
loca
tions
as
citie
s, r
iver
s, e
tc.
3. U
se c
ultu
ral f
eatu
res
as in
dust
ries,
tran
spor
tatio
n,et
c.4.
Use
sym
bols
in k
eys
and
lege
nds.
(th
ese
will
var
y)5.
Und
erst
and
geog
raph
ical
term
s su
ch a
s st
raits
,est
uar-
ies,
etc
.
The
teac
her
may
poi
nt o
ut th
e im
port
ance
of t
he v
ario
us ty
pes
of m
aps
used
in s
ubje
ct a
reas
suc
h as
the
follo
win
g:
1. P
rodu
ctm
ap4.
Pop
ulat
ion
map
2. R
ainf
all
map
5.T
rans
port
atio
n m
ap3.
Nat
ural
regi
on m
apO
.T
opog
raph
y m
ap
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S'S
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
c.M
odel
s an
d pi
ctur
ese
ts
6. A
djus
ting
read
ing
rate
to r
eadi
ng p
urpo
se
a.S
kim
min
g
Giv
en o
ppor
tuni
ties
to m
anip
ulat
e m
odel
san
d pi
ctur
e se
ts, t
he s
tude
nt w
ill b
e ab
leto
inte
rpre
t and
use
the
info
rmat
ion.
Giv
en r
eadi
ng m
ater
ial,
the
stud
ent w
illbe
abl
e to
adj
ust h
is r
eadi
ng r
ate
and
use
the
skill
s of
ski
mm
ing
acco
rdin
g to
the
purp
ose
of h
is r
eadi
ng a
nd th
e ty
pe o
fre
adin
g m
ater
ial b
eing
use
d.
- 18
6 -
The
stu
dent
may
be
show
n pi
ctur
es o
r pi
ctur
e se
ts a
nd b
eas
ked
to d
o on
e or
mor
e of
the
follo
win
g:
1. M
ake
up a
title
for
a pi
ctur
e.2.
Tel
l the
mai
n id
ea s
how
n in
the
pict
ure.
3. A
nsw
er s
peci
fic q
uest
ions
abo
ut th
e pi
ctur
e.
4. C
ompa
re tw
o pi
ctur
es, e
.g.,
two
coun
trie
s, Iw
ope
riods
in h
isto
ry, t
wo
type
s of
act
iviti
es, e
tc.
5. W
rite
a st
ory
abou
t the
pic
ture
.6.
Com
pare
a p
ictu
re w
ith a
map
of s
ome
area
.
By
usin
g m
odel
sst
uden
ts c
an g
ain
mor
e co
ncre
te u
nder
stan
d-in
g of
the
way
som
ethi
ng is
bui
lt or
how
som
ethi
ng a
ctua
llylo
oks
such
as
mod
els
of b
uild
ings
, the
hea
rt, o
r th
e ea
r.
The
stu
dent
may
dra
w d
iagr
ams
of m
odel
s fr
om h
is o
bser
vatio
n.
Ski
mm
ing
is g
ettin
g an
ove
rvie
w o
r ge
nera
l ide
a of
the
mat
eria
ls p
rese
nted
. The
teac
her
may
hav
e th
e st
uden
ts r
ead
the
capt
ions
on
each
fram
e of
a fi
lmst
rip g
ivin
g th
e st
uden
ts a
mom
ent t
o re
ad th
e ca
ptio
n, fl
ip th
e pr
ojec
tor
off,
and
ask
wha
t the
sen
tenc
e or
sen
tenc
es w
ere
abou
t.
The
teac
her
may
sho
w w
ritte
n pa
ssag
es o
r se
nten
ces
on a
nov
erhe
ad p
roje
ctor
allo
win
g a
spec
ified
tim
e fo
r th
e st
uden
tto
rea
d th
e m
ater
ial.
The
stu
dent
is th
en a
sked
to s
umm
a-7i
ze th
e pa
ssag
e.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en a
rea
ding
sel
ectio
n, th
e st
uden
tw
ill b
e ab
le to
ski
m th
e m
ater
ial a
ndan
swer
gen
eral
que
stio
ns.
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
gial
itra
The
stu
dent
may
be
give
n a
timed
rea
ding
exe
rcis
e w
ith th
ein
stru
ctio
ns n
ot to
rea
d ev
ery
wor
d bu
t to
conc
entr
ate
only
on
sith
e ge
nera
l im
pres
sion
or
thou
ghts
from
the
who
le s
elec
tion.
El
The
stu
dent
may
be
give
n a
grou
p of
par
agra
phs
and
aske
d to
skim
eac
h on
e ra
pidl
y to
get
a q
uick
impr
essi
on o
f the
con
tent
."F
rom
a li
st o
f titl
es, t
he s
tude
nt w
ill b
e as
ked
to s
elec
t the
one
that
fits
eac
h pa
ragr
aph.
The
follo
win
g ar
e ex
ampl
es:
1. A
cha
ir th
at m
akes
fun
easi
er fo
r sk
i ent
husi
asts
may
11.
help
ben
efit
all m
anki
nd. T
he s
ki li
ft th
at ta
kes
skie
rs a
to th
e he
ight
s of
Whi
tefa
ce M
ount
ain
in N
ew Y
ork
Sta
te w
ill b
e us
ed in
the
sum
mer
to c
arry
an
aero
-gr
aph,
a m
easu
ring
inst
rum
ent,
to th
e to
p of
the
4,86
7 fo
ot m
ount
ain.
It w
ill m
ake
read
ings
of t
empe
r-at
ure,
moi
stur
e, a
nd a
tmos
pher
ic p
ress
ure.
so es2.
Far
mer
s ha
ve m
ixed
feel
ings
abo
ut li
ghtn
ing.
Bar
nsst
andi
ng h
igh
in a
n op
en r
egio
n an
d co
ws
in th
e pa
s-tu
re d
urin
g a
thun
ders
torm
are
ofte
n th
e ta
rget
for
dead
ly e
lect
rical
flas
hes.
On
the
othe
r ha
nd, l
ight
- is
ning
doe
s a
usef
ul th
ing
for
the
farm
er b
y ta
king
nitr
ogen
out
of t
he a
ir.T
he r
ain
then
car
ries
it do
wn
INin
to th
e so
il w
here
it a
cts
as r
ich
fert
ilize
r.
2a.
1b. c. d.
Bot
h a
blig
ht a
nd a
nd b
less
ing
New
use
for
an o
ld d
evic
eB
aseb
all i
n E
urop
eH
e le
d th
e w
ay 1
0
SK
ILLS
a.S
kim
min
g(c
ontin
ued)
b.S
cann
ing
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
Giv
en r
eadi
ng s
elec
tions
and
que
stio
ns,
the
stud
ent w
ill b
e ab
le to
adj
ust h
isre
adin
g ra
te a
s he
sca
ns fo
r sp
ecifi
cfa
cts.
....
4.-1
88-
tarm
acs
raD
MIS
P:eg
.t'al
?!
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
giv
e th
e st
uden
t tim
ed e
xerc
ises
for
skim
min
g.A
fter
the
stud
ent h
as s
kim
med
the
mat
eria
l, th
e te
ache
r m
ay--
-ad
min
iste
r ge
nera
l que
stio
ns p
erta
inin
g to
the
mat
eria
l. T
hefo
llow
ing
are
exam
ples
of m
etho
ds o
f atta
ck:
Typ
e of
Par
agra
ph S
truc
ture
1. Q
uest
ion
- an
swer
Pro
blem
- s
olut
ion
2. C
oncl
usio
n -
proo
fO
pini
on -
rea
sons
Sta
tem
ent -
sup
port
3. F
usio
n of
det
ails
desc
riptio
n
4. F
ree
asso
ciat
ion
stre
amof
con
scio
usne
ss
5. S
eque
nce
of e
vent
sch
rono
logi
cal
Method of Attack
Look
for
the
ques
tion
or p
robl
em a
nd th
en fo
rth
e an
swer
sol
utio
n.
Look
for
the
cent
ral
thou
ght o
r m
ain
idea
and
then
for
the
sup-
port
ing
deta
ils.
Not
e w
hat i
s be
ing
de-
scrib
ed a
nd h
ow.
Look
at t
he b
egin
ning
and
end
and
not h
owtr
ansi
tion
is m
ade.
Not
e th
e be
ginn
ing
and
endi
ng th
ough
ts a
nd th
ena
ture
of t
he in
term
edia
test
eps.
Sca
nnin
g is
look
ing
for
a sp
ecifi
c na
me,
num
ber,
fact
, etc
.,fr
om r
eadi
ng m
ater
ial.
The
teac
her
may
sel
ect a
ppro
pria
te m
ater
ial a
nd d
eter
min
equ
estio
ns to
be
answ
ered
by
scan
ning
.F
or e
xam
ple,
the
teac
her
may
mak
e a
gam
e of
sca
nnin
g. A
sk th
e st
uden
t to
scan
pag
e 76
and
find
the
answ
er to
the
ques
tion
How
old
was
the
boy?
The
stu
dent
may
be
inst
ruct
ed to
find
and
be
able
to r
ead
the
sent
ence
con
tain
ing
the
answ
er.
tevr
rtz
img.
1re
iriT
AF
ms.
n4
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
arm
inIM
OD
Ilkum
ft.
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
iND
C
-189
-
The
stu
dent
may
be
give
n a
tabl
e lis
ting
the
popu
latio
n of
seve
ral c
ount
ries
and
will
be
aske
dto
sca
n it
to a
nsw
ersp
e-ci
fic q
uest
ions
.
Cam
eroo
n4,
097,
000
Cen
tral
Afr
ican
Rep
ublic
1,22
7,00
0C
had
2,67
5,00
0C
ongo
Rep
ublic
(B
razz
avill
e)79
5,00
0Li
beria
1,25
0,00
0M
oroc
co11
,626
,000
Nig
eria
35,7
52,0
00R
epub
lic o
f Con
go (
Leop
oldv
ille)
14,1
50,0
00T
anga
nyik
a9,
404,
000
1. W
hat i
s th
e po
pula
tion
of T
anga
nyik
a?2.
Wha
t is
the
capi
tal o
f the
Rep
ublic
of C
ongo
?3.
Wha
t is
the
capi
tal o
f the
Con
go R
epub
lic?
4. W
hich
nat
ion
has
the
larg
est p
opul
atio
n?5.
Whi
ch n
atio
n ha
s th
e sm
alle
st p
opul
atio
n?
The
stu
dent
may
be g
iven
two
lists
of w
ords
lette
red
A a
nd B
.F
ollo
win
g lis
t A in
ord
er, t
he s
tude
nt w
ill b
e as
ked
to s
can
list B
and
pic
k ou
t the
wor
d th
at m
atch
es.
Aco
mm
ence
men
tB
ritan
nica
Uni
t'st
eel
Enc
yclo
paed
iaD
.C.
sym
phon
ym
oney
stai
nles
sex
erci
ses
Was
hing
ton
orch
estr
aS
olar
Nat
ions
coun
terf
eit
Sys
tem
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
C.
Leis
ure
Giv
en o
ppor
tuni
ties
to li
sten
to s
torie
s or
poet
ry, t
he s
tude
nt w
ill c
hoos
e to
rea
dth
ese
or s
imila
r se
lect
ions
in h
is le
isur
etim
e.
-190
-
The
teac
her
may
set
asi
de a
spe
cial
tim
e ea
ch d
ay fo
r st
uden
tsto
list
en to
sto
ries
or p
oem
s. S
tory
rec
ords
may
be
used
as
wel
l as
stor
ies
prep
ared
and
rea
d by
the
teac
her.
It is
bes
t to
read
sto
ries
that
can
be
finis
hed
in o
ne s
essi
on fo
r th
e yo
ung-
er s
tude
nts.
Con
tinue
d st
orie
s su
ch a
s "C
harlo
tte's
Web
" ar
een
joye
d by
the
olde
r st
uden
ts.
Stu
dent
may
enj
oy fi
lmst
rip r
ecor
d st
orie
s. A
s th
e st
ory
ispl
ayed
on
the
reco
rd p
laye
r, th
e st
uden
t may
follo
w th
est
ory
capt
ions
on
the
film
strip
.
The
teac
her
may
pre
pare
rea
d-al
ong
tape
s fo
r th
e st
uden
ts to
use
as th
e st
ory
is p
laye
d on
the
tape
rec
orde
r. T
he s
tude
ntm
ay r
ead
alon
g in
a c
opy
of th
e bo
ok. T
his
activ
ity m
ayen
cour
age
relu
ctan
t rea
ders
to w
ant t
o re
ad.
The
stu
dent
s m
ay e
njoy
a p
oetr
y tim
e w
hen
the
teac
her
read
sdi
ffere
nt ty
pes
of p
oem
s al
oud.
Stu
dent
s m
ay e
njoy
mak
ing
mov
ie b
oxes
, dio
ram
as, o
r m
ural
saf
ter
hear
ing
a st
ory
or p
oem
.
The
teac
her
may
enc
oura
ge s
tude
nts
to d
ram
atiz
e or
pan
to-
mim
e th
e st
orie
s or
poe
ms.
NO
TE
:S
ugge
stio
ns fo
r bo
ok s
harin
g ac
tiviti
esm
ay b
e fo
und
in th
e A
ppen
dix.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en th
e op
port
unity
to s
elec
t his
ow
nre
adin
g m
ater
ial,
the
stud
ent w
ill a
d-ju
st h
is r
eadi
ng r
ate
and
pace
him
self
tosu
it hi
s ne
eds
and
purp
oses
.
- 19
1 -
The
teac
her
may
set
up
a sp
ecia
l per
iod
durin
g ea
ch d
ayw
hen
the
stud
ents
are
free
to s
elec
tan
ym
ater
ial t
hey
wis
hto
rea
d. S
tude
nts
need
opp
ortu
nitie
s to
rea
d m
any
book
s fo
rpl
easu
re a
nd le
isur
e re
adin
g.If
stud
ents
wis
h to
sha
re th
eir
book
s, ti
me
shou
ld b
e pr
ovid
ed.
The
teac
her
may
set
up
an in
divi
dual
ized
rea
ding
pro
gram
build
ing
it ar
ound
the
read
ing
mat
eria
ls s
elec
ted
by e
ach
stu-
dent
. The
teac
her
help
s th
e st
uden
t pac
e hi
mse
lf by
enc
our-
agin
g hi
m to
rea
d m
any
easy
boo
ks, s
ince
stu
dent
s te
nd to
sele
ct b
ooks
that
are
too
diffi
cult
rath
er th
an to
o ea
sy.
The
stu
dent
s m
ay u
se a
rt a
ctiv
ities
or
dram
atiz
atio
ns a
s w
ell
as r
epor
ting
and
disc
ussi
on to
sha
re th
e bo
oks
they
hav
e re
ad.
The
stu
dent
's in
tere
st in
his
cho
ice
of le
isur
e tim
e re
adin
g
may
spe
ed u
phi
s re
adin
g ra
te a
nd in
crea
se h
is r
eadi
ng v
ccab
-
6ul
ary.
The
stu
dent
may
be s
how
n th
roug
h gr
oup
disc
ussi
on a
nd r
ead-
111
ing
prac
tice
how
unn
eces
sary
wor
ds m
ay b
e sk
ippe
d w
ithou
tlo
sing
the
thou
ght o
f the
sen
tenc
e. K
ey w
ords
are
und
erlin
ed.,
111
1111
Littl
e W
olf h
ad n
o rig
ht to
be
so fa
r w
est a
s th
eM
issi
ssip
pi in
the
autu
mn
of th
e ye
ar 1
583.
He
was
a N
avaj
o bo
y, a
ndT
heT
vas
on th
e hu
ntin
g gr
ound
sof
the
host
ile C
row
Indi
ans.
11
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
d.C
ritic
al
e.R
apid
rea
ding
,"1"
,!!m
II
Giv
en c
ritic
al r
eadi
ng s
elec
tions
, the
stud
ent w
ill b
e ab
le to
rea
d an
d an
swer
ques
tions
per
tain
ing
to th
e se
lect
ions
.
Giv
en n
umer
ous
timed
rea
ding
sel
ec-
tions
, the
stu
dent
will
be
able
to in
-cr
ease
his
rea
ding
rat
e w
hile
mai
ntai
n-in
g or
impr
ovin
g hi
s co
mpr
ehen
sion
.
-192
-
P.05
0103
.)P.
G77
.,..1
.5M
ON
ag71
04.
The
teac
her
may
giv
e tw
o or
thre
e cr
itica
l rea
ding
sel
ectio
nsa
wee
k an
d ha
ve th
e st
uden
t rea
d th
e se
lect
ions
and
ans
wer
ques
tions
.T
he s
tude
nt w
ill d
eter
min
e if
a pa
ragr
aph
as
the
follo
win
g de
scrib
es th
e "t
ypic
al"
Am
eric
an a
nd if
itre
p-re
sent
s th
e ki
nd o
f thi
nkin
g th
at le
ads
to n
atio
nal u
nder
stan
d-in
g. T
he s
tude
nt is
told
to k
eep
in m
ind
his
know
ledg
e ab
out
char
acte
ri:ilc
s of
nat
ions
and
nat
iona
lism
.
"You
kno
w th
at A
mer
ican
s ar
e no
t all
alik
e; h
owev
er,
they
hav
e en
ough
trai
ts in
com
mon
so
that
you
can
form
a p
ictu
re o
f the
m. T
hey
usua
lly th
ink
they
are
just
as
good
as
anyo
ne e
lse;
ther
efor
e, th
ey d
o no
tlis
t dis
tinct
ions
. The
y do
not
con
side
r go
vern
men
t as
sacr
ed; t
here
fore
, the
y op
enly
crit
iciz
e it.
The
y ar
eso
cial
ly d
emoc
ratic
; the
refo
re, t
hey
spea
k to
peo
ple
tow
hom
they
hav
e no
t bee
n in
trod
uced
. The
y en
joy
athl
etic
gam
es; f
air
play
and
con
side
ratio
n fo
r th
eir
oppo
nent
s ha
ve m
ade
them
goo
d sp
orts
in o
ther
act
iviti
esof
life
, too
. The
y ad
mire
the
self-
mad
e m
an a
nd r
e-sp
ect p
eopl
e w
ho w
ork
with
thei
r ha
nds,
and
so
they
are
not a
sham
ed o
f wor
kman
's c
loth
es, n
or a
re th
ey to
o pr
oud
to d
o m
anua
l lab
or. T
hey
cons
ider
gov
ernm
ent o
ffici
als
as th
eir
serv
ants
, not
as
thei
r m
aste
rs; i
n co
nseq
uenc
e,th
ey d
islik
e pe
ople
who
are
ove
rbea
ring
tow
ard
thei
rne
ighb
ors.
Am
eric
ans
no lo
nger
form
a p
atch
wor
k qu
iltm
ade
up o
f man
y fo
reig
n cu
stom
s, b
ut r
athe
r th
ey a
re a
wov
en fa
bric
o A
mer
ican
mat
eria
ls w
ith a
bas
ic B
ritis
hba
ckgr
ound
and
man
y sm
alle
r pa
ttern
s fr
om o
ther
cou
ntrie
sof
the
wor
ld."
12
The
stu
dent
sho
uld
be m
ade
awar
e th
at th
e re
adin
g ra
teva
ries
acco
rdin
g to
the
type
of m
ater
ial a
nd th
e re
adin
gpu
rpos
e.
MO
M=
ME
OM
EN
UM
WW
ON
mnI
MU
V=
NM
IIM
EN
MO
MIM
EN
IMO
MI=
IN=
Mam
IN=
Mei
MI=
IN=
Mam
Mam
Mam
Mam
Mam
Wm
IME
N
ME
IM
EI
MO
!
ME
I
MIN
MIN
NM
IM
IN
IN=
Man
WIM
IMM
OIM
MO
Mlm
ieM
lmie
Mlm
ie
INE
:M IN SE
MI
SE
MI
INIM
IC=
M11
Mm
im
MN
=
M:= VI
111
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
-193
-
The
follo
win
g ch
art c
ompa
res
four
rea
ding
spe
eds
with
the
norm
al r
eadi
ng r
ate:
1. N
orm
al r
eadi
ng s
peed
for
your
gra
de
240
wor
ds a
min
ute
or m
ore
2. R
apid
rea
ding
for
impo
rtan
t tho
ught
s
320-
370
wor
ds a
min
ute
or m
ore
3. S
kim
min
g fo
r ge
nera
l im
pres
sion
abou
t 500
wor
ds a
min
ute
4. S
cann
ing
for
idea
s, n
ot w
ords
650-
750
wor
ds a
min
ute
or m
ore
5. S
cann
ing
for
wor
ds, n
ot id
eas
13
1000
wor
ds a
min
ute
or m
ore
The
teac
her
may
ass
ign
timed
rea
ding
sel
ectio
n fo
llow
ed b
ysh
ort c
ompr
ehen
sion
que
stio
ns s
uch
as th
e M
cCal
l Cra
bbS
erie
s.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
e.R
apid
rea
ding
(con
tinue
d)
B.
Org
aniz
atio
n in
form
atio
n
1. O
rgan
izin
g an
out
line
ftif
fIR
M
Giv
en a
n as
sign
ed r
eadi
ng s
elec
tion,
the
stud
ent w
ill b
e ab
le to
out
line
by
(1)
(2)
(3)
loca
ting
the
mai
n id
eas
and
supp
ortin
g fa
cts,
arra
ngin
g fa
cts
in s
eque
nce,
and
usin
g ei
ther
a to
pic
or s
ente
nce
outli
ne.
-194
-
The
re a
re s
ever
al m
achi
nes
such
as
the
Con
trol
led
Rea
der,
S.R
.A.,
Rea
ding
Acc
eler
ator
, Tac
hist
osco
pe, K
eyst
one
Rea
ding
Pac
er, S
kim
mer
, and
the
Sca
nner
that
are
all
de-
sign
ed to
impr
ove
the
stud
ent's
sile
nt r
eadi
ng s
kills
.
The
teac
her
can
mak
e hi
s ow
n ha
nd ta
chis
tosc
ope
out o
f oak
tag
and
adhe
sive
tape
as
the
exam
ple
belo
w il
lust
rate
s.
4 1/
2"P
hras
e S
heet
1 2 3 4to
the
hous
efr
om th
e st
ore
5"
/811
'-E
xpos
ure
/bac
k
6"
tape
-4
to th
e ho
use
Tac
hist
osco
pe
The
stu
dent
may
be g
iven
a s
impl
e ou
tline
to r
ead
and
corr
ect.
He
is to
find
the
wor
ds th
at a
re m
ispl
aced
and
put
them
und
er th
e co
rrec
t hea
ding
.
I.F
ruits
A. A
pple
sB
. Cor
nC
. Pea
sH
. Veg
etab
les
A. O
rang
esB
. Tur
nips
C. P
inea
pple
s
flArt
a-V
MA
WM
_ O
M W
TI
,RM
Pig
MP
PP
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
The
stu
dent
may
be a
sked
to r
ead
wor
ds a
s th
e fo
llow
ing
and
plac
e th
em u
nder
the
prop
er h
eadi
ngs:
tele
phon
e, r
adio
,bo
at, a
irpla
ne, t
eleg
raph
, tra
in.
I. T
rans
port
atio
nA
.B
.C
.II.
Com
mun
icat
ion
A.
B.
C.
The
teac
her
may
ass
ign
a pa
ragr
aph
to b
e re
ad a
nd h
ave
the
stud
ent r
educ
e th
e m
ater
ial t
o sh
ort s
ente
nces
and
then
toph
rase
s or
topi
cs.
For
bet
ter
cont
inui
ty o
f thi
s ac
tivity
the
exam
ple
is c
ontin
ued
on th
e fo
llow
ing
page
.
fi
- 19
5 -
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
1. O
rgan
izin
g an
out
line
(con
tinue
d)
-196
-
(con
tinue
d fr
om p
rece
ding
page
)
An
effic
ient
rea
der
has
man
y im
port
ant c
hara
cter
istic
s th
atdi
stin
guis
h hi
m fr
om th
e po
or r
eade
r.F
irst,t
he e
ffici
ent r
ead-
er a
lway
s re
ads
for
a pu
rpos
e w
heth
er th
e pu
rpos
e be
info
rma-
tion,
she
er p
leas
ure,
or
a co
mbi
natio
n of
bot
h. H
e do
es n
otre
ad a
ll m
ater
ial a
t the
sam
e ra
te; b
ut h
em
ay s
peed
thro
ugh
fictio
n or
oth
er li
ghte
r re
adin
g. H
is e
yes
mov
e qu
ickl
yov
er th
elin
e of
prin
t whi
le h
e gr
asps
the
mea
ning
of w
hole
phr
ases
. He
know
s th
at a
wor
d is
mea
ning
less
by
itsel
f. A
n ef
ficie
nt r
eade
run
ders
tand
s th
e re
latio
nshi
p of
idea
s an
d or
gani
zes
them
in h
ism
ind.
He
may
mak
e m
enta
l or
writ
ten
note
s. H
e kn
ows
how
tosk
im a
nd w
hen
to s
kim
. Mos
t im
port
ant,
he c
once
ntra
tes
whe
nhe
nee
ds to
,and
he
rem
embe
rs th
e im
port
ant i
deas
he
has
read
.
Sen
tenc
e O
utlin
e1.
An
effic
ient
rea
der
has
man
y1.
impo
rtan
t cha
ract
eris
tics.
a. H
e al
way
s re
ads
for
apu
rpos
e.b.
He
varie
s hi
s sp
eed.
(The
next
sen
tenc
e ill
ustr
ates
this
poi
nt a
nd is
not
nee
d-ed
in th
e ou
tline
.)c.
With
qui
ck e
ye m
ovem
ents
,he
gra
sps
phra
ses.
(The
next
sen
tenc
e is
unn
eces
sary
in th
e ou
tline
.)d.
He
unde
rsta
nds
the
rela
tion-
ship
of t
he id
eas.
e. H
e m
akes
not
es.
f.H
e kn
ows
how
and
whe
n to
skim
.H
e co
ncen
trat
es a
nd r
etai
nsw
hat h
e re
ads.
g.
Top
ic O
utlin
eC
hara
cter
istic
s of
an
effic
ient
rea
der.
a. A
lway
s ha
s a
purp
ose
b. V
arie
s sp
eed
c.G
rasp
s ph
rase
sw
ith q
uick
eye
mov
emen
ts
d. U
nder
stan
ds r
ela-
tions
hipo
f ide
ase.
Mak
es n
otes
f.S
kim
s
g. C
once
ntra
tes
and
rem
embe
rs 1
5
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
2. L
ocat
ing
idea
s an
dsu
ppor
ting
fact
sG
iven
sto
ries
and
fact
ual m
ater
ial o
fsu
itabl
e de
gree
s of
diff
icul
ty, t
he s
tu-
dent
will
be
able
to id
entif
y pe
rtin
ent
idea
s an
d fa
cts.
-197
-
The
teac
her
may
poi
nt o
ut th
at th
ere
are
som
e pr
ecau
tions
inou
tlini
ng a
sel
ectio
n th
at s
houl
d be
em
phas
ized
suc
h as
:
Kee
p th
e ou
tline
brie
f -by
usi
ng th
e ph
rase
or
topi
c fo
rm fo
r de
tails
by o
mitt
ing
deta
ils th
at r
epea
t ide
asby
om
ittin
g de
tails
that
are
not
nee
ded
to s
uppo
rtth
e m
ain
thou
ght
Rec
ogni
ze th
at s
ome
entir
e pa
ragr
aphs
-m
ay m
erel
y in
trod
uce
the
sele
ctio
nm
ay m
erel
y su
mm
ariz
e it
16
The
teac
her
may
have
the
stud
ent r
ead
a sh
ort
stor
y co
ntai
n-in
g ab
surd
and
unn
eces
sary
det
ails
and
und
erlin
e th
e se
n-te
nces
that
do
not n
eed
to b
e in
the
stor
y.
Jane
and
Ann
ask
ed th
eir
mot
her
if th
ey c
ould
go to
the
stor
efo
r po
psic
les.
She
sai
d th
at th
ey c
ould
go if
they
wer
e ca
refu
l .T
hey
took
the
mon
ey fr
om m
othe
r,pu
t it i
n Ja
ne's
dre
ss p
ocke
t,an
d w
alke
d to
war
d th
e st
ore.
Man
y bl
ue,r
ed, a
nd y
ello
wca
rspa
ssed
them
as
they
wer
e w
alki
ng. T
he s
tore
's p
arki
ng lo
t was
fille
d w
ith c
ars.
At t
he d
oor
of th
e st
ore
Jane
put h
er h
and
in-
to h
er p
ocke
t for
the
mon
ey.
It w
as g
one!
An
ice
truc
k dr
ove
La.
Ann
sad
ly s
aid,
"W
e m
ight
as
wel
lgo
hom
e."B
ut J
ane
said
, "Le
t's g
o in
the
stor
e an
d ju
st lo
ok a
t the
pop
sicl
es."
The
girl
s w
ent i
nto
the
stor
e an
d sa
w a
lady
dre
ssed
in w
hite
.S
he h
ad a
tray
of i
ce c
ream
san
dwic
hes,
and
whe
n sh
epa
ssed
it to
the
girls
,they
eac
h ha
d a
good
cho
cola
teon
e. A
fter
that
they
wen
t hom
e ha
ppily
. A d
og b
arke
d at
them
. On
the
way
hom
e A
nn fo
und
the
mon
ey th
ey h
ad lo
st. M
aybe
tom
orro
wm
othe
r w
ould
let t
hem
go to
the
stor
e ag
ain.
The
n, th
eyw
ould
get
thei
r po
psic
les.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
2. L
ocat
ing
idea
s an
dsu
ppor
ting
fact
s(c
ontin
ued)
3. C
ompo
sing
title
sG
iven
app
ropr
iate
sto
ries
and
pict
ures
,th
e st
uden
t will
be
able
to c
hoos
e or
com
pose
a s
uita
ble
title
.
17. R
eprin
ted
with
the
perm
issi
on o
f the
pub
lishe
rfr
om D
avid
H. R
usse
ll an
d E
tta E
,K
arp'
sR
eadi
ng A
ids
Thr
ough
the
Gra
des
(New
Yor
k:T
each
ers
Col
lege
Pre
ss),
cop
yrig
t 19
51,
Tea
cher
s C
olle
ge, C
olum
bia
Uni
Ver
sity
.
-198
-
The
stu
dent
may
be
aske
d to
rea
d a
shor
t art
icle
, for
exa
mpl
e,co
ncer
ning
rab
bits
. The
stu
dent
will
title
a p
age
"Wha
t IK
now
Abo
ut R
abbi
ts"
and
writ
e as
muc
h as
he
can.
He
will
keep
the
artic
le w
hile
doi
ng th
is a
s a
refe
renc
e ai
d an
d fo
rhe
lp in
spe
lling
.
The
stu
dent
may
be
give
n pa
ragr
aphs
that
con
tain
man
y de
-ta
ils. T
he s
tude
nt w
ill b
e as
ked
to r
epro
duce
the
idea
ora
llyor
ans
wer
spe
cific
que
stio
ns in
writ
ing.
The
follo
win
g is
an
exam
ple:
The
clo
wn
stoo
d be
fore
the
peop
le.
His
face
was
pain
ted
red
and
blue
. Lar
ge c
ircle
s w
ere
pain
ted
arou
nd h
is e
yes.
The
tip
of h
is n
ose
was
cur
ved.
He
wor
e a
larg
e w
hite
sui
t with
a w
hite
ruf
flear
ound
his
nec
k. T
he b
ig w
oode
n bu
ttons
on
his
suit
wer
e sh
aped
like
whe
els.
1. W
hat w
as p
aint
ed b
lue
and
red?
(his
face
)2.
Wha
t did
the
clow
n w
ear
arou
nd h
is n
eck?
(whi
te r
uffle
)17
The
stu
dent
may
be
aske
d to
mat
ch g
iven
title
s w
ith s
elec
ted
para
grap
hs. N
ote:
An
exam
ple
is s
how
non
pag
e 18
7 un
der
skim
min
g.
The
stu
dent
may
be
aske
d to
cre
ate
his
own
title
from
the
"mis
cella
ny"
pict
ure
of th
e w
eek
from
Life
mag
azin
e.
The
stu
dent
may
dra
w h
is o
wn
pict
ure
and
title
itor
ex-
chan
ge h
is p
ictu
re w
ith o
ther
stu
dent
s an
d th
en ti
tle th
eir
pict
ure.
tam
mon
stw
oIs
mm
osw
oeC
aw M
e O
EM
UM
OM
WSW
Inn
WM
UM
NO
NW
NE
S M
e
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
4. C
lass
ifyin
g pi
ctur
es,fa
cts
idea
s, a
nd e
vent
s un
der
mai
n he
adin
gs o
r in
cate
gorie
s
Giv
en s
elec
tions
of p
ictu
res,
fact
s, id
eas,
and
even
ts, t
he s
tude
nt w
ill b
e ab
le to
sort
the
grou
ps in
logi
cal s
ub-g
roup
s.
-199
-
The
stu
dent
may
be
give
n a
wor
kshe
eton
whi
ch s
ever
al s
tate
-m
ents
hav
e be
en w
ritte
n. H
e is
ask
ed to
indi
cate
whi
ch o
fth
ese
stat
emen
ts a
re fa
cts.
1. T
he z
ebra
has
str
ipes
.2.
The
unh
appy
sun
hid
beh
ind
the
clou
d.3.
The
zeb
ra's
nam
e w
as p
roba
bly
Mab
el.
4. T
here
wer
e fiv
e ze
bras
in th
e ca
ge.
The
stu
dent
may
rea
d se
vera
l sen
tenc
es a
nd in
dica
te w
hich
of th
em te
ll ab
out h
elic
opte
rs.
1. T
hey
can
land
whe
re o
ther
airp
lane
s ca
nnot
land
.2.
The
y ca
n be
use
d to
brin
g fo
od to
hun
gry
peop
le w
hoar
e st
rand
ed.
3. T
hey
can
be u
sed
to d
ust c
rops
.4.
The
y ar
e go
od to
eat
.5.
Eve
rybo
dy h
as o
ne o
f the
se in
his
gar
age.
The
stu
dent
may
gro
up th
e w
ords
that
are
alik
e an
d te
ll w
hyth
ey a
re a
like.
blue
gree
nsm
all
huge
oran
getin
y
Col
ors
(blu
e(g
reen
)(o
rang
e)
Siz
essr rO
l)(t
iny)
(hug
e)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
5. A
rran
ging
eve
nts,
fact
s,an
d id
eas
in s
eque
nce
(see
pag
e 80
und
erco
mpr
ehen
sion
)
Giv
en r
eadi
ng a
nd/o
r vi
sual
mat
eria
lin
volv
ing
sequ
ence
, the
stu
dent
will
be
able
to a
rran
ge th
e gi
ven
mat
eria
l in
sequ
entia
l ord
er.
- 20
0
The
stu
dent
may
be
give
n co
mic
str
ips
that
hav
e be
en c
utap
art a
nd a
sked
to a
rran
ge th
em in
seq
uenc
e.
The
teac
her
ma>
dra
w s
impl
e st
ick
figur
es to
be
arra
nged
inor
der
by th
e st
uden
t suc
h as
:
1. A
hun
gry
cat l
ooki
ng fo
r fo
od2.
A c
at ju
mpi
ng o
n a
tabl
e3.
A c
at b
egin
ning
to e
at fr
om a
fille
d pl
ate
4. A
cat
fini
shin
g ea
ting
from
an
empt
y pl
ate
5. A
cat
bei
ng c
augh
t by
mot
her
6. A
cat
bei
ng p
ut o
utsi
de
The
stu
dent
may
pla
n an
d ac
t out
pan
tom
imes
as:
1. b
rush
ing
teet
h2.
get
ting
dres
sed
The
stu
dent
may
be
give
n a
para
grap
h to
rea
d. A
ser
ies
ofev
ents
are
I is
ted,
and
the
stud
ent i
s as
ked
to a
rran
ge th
emin
the
prop
er s
eque
nce.
To
follo
w th
e se
quen
ce o
f eve
nts,
spec
ific
ques
tions
may
be
aske
d ab
out t
he p
arag
raph
(3)A
t las
t the
ani
mal
s w
ere
led
into
the
ring.
(6)
Wha
tex
cite
men
t the
re w
as! (
1) F
irst,
a lo
ng li
ne o
f ele
phan
tsm
arch
ed in
. (2)
Cam
els,
bea
rs, a
nd p
onie
s fo
llow
ed th
elin
e. (
4) A
big
bro
wn
bear
fell
and
rolle
d on
his
bac
k.(5
)The
chi
ldre
n la
ughe
d an
d la
ughe
d at
the
bear
's fu
nny
tric
k.
1. W
ho m
arch
ed fi
rst?
2. W
ho fo
llow
ed?
3. W
ho fe
ll? 1
8
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
6. S
umm
ariz
ing
Giv
en fa
cts
of in
form
atio
n pe
rtai
ning
toa
subj
ect,
the
stud
ent w
ill b
e ab
le to
orga
ni "
e th
ese
fact
s in
to a
sum
mar
y.
- 20
1 -
The
stu
dent
may
be g
iven
agr
oup
of s
ente
nces
that
are
not
inco
rrec
t seq
uenc
e. H
e is
ask
ed to
num
ber
them
in c
orre
ctor
der.
(3)
He
jum
ped
upan
d tr
ied
to li
ck th
eir
face
s.T
hey
park
ed th
eir
car
and
got o
ut.
The
y pa
tted
his
head
.M
othe
r to
ok J
ohn
and
Pet
er d
ownt
own
tobu
y ne
w s
hoes
.A
littl
e bl
ack
dog
ran
up to
them
. 19
The
stu
dent
may
be g
iven
a p
arag
raph
to r
ead
as th
e fo
llow
ing
and
aske
d to
giv
e a
sim
ple
sum
mar
y.
Som
e an
imal
s us
e th
eir
jaw
s an
d te
eth
as w
e us
e to
ols.
The
se a
nim
als
have
jaw
s th
at c
rack
or
crus
h th
ings
.O
ther
ani
mal
s ha
ve ja
ws
that
saw
, grin
d, a
nd te
ar.
Sum
mar
y: A
nim
als
use
thei
r ja
ws
cs p
eopl
e us
e to
ols.
SKIL
LS
.IN
STR
UC
TIO
NA
L O
BJE
CT
IVE
S
iv
6. S
umm
ariz
ing
(con
tinue
d)
7. M
akin
g a
sim
ple
tabl
eof
con
tent
s
SUG
GE
STE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
Giv
en a
sim
ple
tabl
e of
con
tent
s an
d an
expl
anat
ion
of w
hat i
t is
and
wha
t use
sit
serv
es, t
he s
tude
nt w
ill b
e ab
le to
use
the
tabl
e of
con
tent
s in
boo
ks a
nd m
ake
his
own
tabl
e of
con
tent
s fo
r th
e bo
ok-
lets
he
wri
tes.
202
-
The
stu
dent
may
be
give
n a
para
grap
h in
whi
ch a
lt th
e ke
yw
ords
and
phr
ases
are
und
erlin
ed.N
otin
g th
e un
derl
ined
par
tsof
the
para
grap
h, th
e st
uden
t may
be
aske
d to
org
aniz
e th
ese
into
a o
ne-s
ente
nce
sum
mar
y.
If y
ou a
re n
ot in
form
ed, y
ou c
anno
t tel
l the
dif
fere
nce
betw
een
the
star
s an
d pl
anet
s w
ith th
e na
ked
eye.
You
rem
embe
r th
e st
ars,
eve
n th
e ne
ares
t, ar
e at
suc
h a
trem
endo
us d
ista
nce
from
us
that
it w
ould
take
too
man
yze
ros
to e
xpre
ss it
in m
iles.
No
mat
ter
how
vas
t the
sest
ars
may
be,
eve
n ou
r m
ost p
ower
ful t
eles
cope
can
see
them
onl
y as
poi
nts
of li
ght.
By
the
time
thei
r lig
htre
ache
s us
it is
dis
turb
ed b
y ou
r ai
r cu
rren
ts. T
here
fore
,st
ars
alw
ays
appe
ar a
s tw
inkl
ing
light
s. '
Plan
ets,
on
the
othe
r ha
nd, a
re n
ear
enou
gh to
be
seen
thro
ugh
the
tele
-sc
ope
as d
iscs
rat
her
than
pin
poin
ts.
Our
atm
osph
ere
does
not
dis
tort
thei
r lig
ht a
s m
uch.
Hen
ce, t
hey
do n
ottw
inkl
e as
we
look
at t
hem
. We
can
tell
the
diff
eren
ceth
en b
y th
e tw
inkl
e.
Sum
mar
y: S
tars
twin
kle
beca
use
thei
r lig
ht,c
omin
g fr
omtr
emen
dous
dis
tanc
es,is
dis
turb
ed b
y ai
r cu
r-re
nts,
but
the
plan
ets
that
are
nea
rer
do n
ottw
inkl
e. 2
0
The
stu
dent
may
arr
ange
title
d st
orie
s th
e cl
ass
has
wri
tten
into
a b
ookl
et..i
th p
age
num
bers
and
con
stru
ct h
is o
wn
tabl
eof
con
tent
s. (Thi
s ac
tivity
is c
ontin
ued
belo
w)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
8. B
iblio
grap
hies
Giv
en s
ampl
es o
f var
ious
bib
liogr
aphi
cal
form
s, th
e st
uden
t will
be
able
to w
rite
thes
e fo
rms.
- 20
3 -
Ani
mal
Sto
ries
Tab
le o
f Con
tent
s
My
Dog
Nip
pyH
al D
awes
6
Hap
py H
opal
ong
Ann
e S
mith
11
Chi
cken
Don
key
Mar
k R
oss
17
Pus
sy W
ill H
e')
Eve
lyn
Rob
inso
n24
1. H
owm
any
page
s lo
ng is
the
stor
y "C
hick
en D
onke
y?"
2. W
ho w
rote
the
stor
y "M
y D
og F
lippy
?"3.
On
wha
tpa
gew
illyo
ufin
d th
e ba
stpa
geof
the
stor
y "H
appy
Hop
alon
g?"
4. H
ow m
any
anim
al s
torie
s ar
e th
ere
in th
is b
ook?
The
teac
her
may
pre
pare
such
mat
eria
ls a
sgr
oups
of s
torie
s,to
pics
, etc
., th
at th
e st
uden
t will
org
aniz
e in
to a
tabl
e of
cont
ents
.
The
teac
her
may
pre
sent
the
follo
win
g sa
mpl
es o
f bib
liogr
aph-
ical
form
s:
1. F
or B
ooks
:
Dun
way
, Way
land
F.,A
His
tory
of P
enns
ylva
nia.
New
Yor
k: P
rent
ice-
Hal
l Inc
., 19
48pp
.34
-35.
2. F
or M
agaz
ine
Art
icle
s:F
riend
Dav
id S
., "B
ritis
h C
olum
bic:
Life
Beg
ins
at 1
00,"
The
Nat
iona
l Geo
gra
hic
Mag
azin
e,C
XIV
(A
ugus
t, 19
5847
- 89
3, F
or E
ncyc
lope
dia:
Jone
s, E
dwar
d. "
Civ
il W
ar B
attle
s,"
Enc
yclo
pae-
dia
Brit
anni
co (
13th
ed.
), X
XI,
911-
22.
SK
ILLS
C.
Ora
l rea
ding
for
diag
nosi
san
d ap
prec
iatio
n
1. E
nunc
iatin
g
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
Giv
en e
xper
ienc
es, t
he s
tude
nt w
ill b
eab
le to
rea
d w
ith c
lear
r n
unci
atio
nw
ords
and
phr
ases
. -204
-
The
teac
her
may
rea
d st
orie
s to
the
stud
ent,
have
stu
dent
I;ste
n to
sto
ries
on ta
pes
or r
ecor
ds, a
nd h
ave
stud
ent r
ecor
diim
self
and
liste
n to
a p
layb
ack
to d
evel
op g
ood
liste
ning
and
spee
ch h
abits
.
The
teac
her
may
writ
e ph
rase
s on
the
boar
d co
nsis
ting
ofsp
ecifi
c ph
onet
ic s
ound
s an
d as
k th
e st
uden
t to
read
thes
eph
rase
s."b
ead
of ic
e""f
eed
it to
me"
"toa
ds e
at b
ugs
and
inse
cts"
"val
ley
in th
e w
est"
"kill
ing
fros
t""t
ellin
g th
e da
te"
22
The
teac
her
may
hav
e th
e st
uden
t rea
d al
oud
shor
t sel
ectio
nsfr
om s
uita
ble
read
ing
text
s to
det
erm
ine
whe
ther
the
stud
ent
is g
ivin
g co
rrec
t enu
ncia
tion
to a
ll w
ords
.
The
stu
dent
may
be
req,
:red
to r
ead
spec
ific
wor
ds c
ompo
sed
of g
iven
sou
nds
to d
eter
min
e co
rrec
t enu
ncia
tion
such
as:
age
badg
ebr
idge
ridge
dodg
elo
dge
The
teac
her
may
str
engt
hen
and
impr
ove
corr
ect e
nunc
iatio
nby
hav
ing
the
stud
ent
(1)
(2)
read
in u
niso
n sh
ort p
assa
ges
from
sui
tabl
e te
xt a
ndre
ad b
rief l
ines
of p
hras
es th
at e
xpre
ss s
tron
g fe
elin
g.
(con
tinue
d be
low
)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
205
SU
GG
ES
TE
D T
EA
CH
ING
TE
ChN
IQU
ES
(Bef
ore
read
ing
begi
ns, c
erta
in li
nes
of p
hras
es s
houl
d be
spok
en c
aref
ully
and
dis
tinct
ly b
y th
e te
ache
r.)
The
teac
her
may
use
act
iviti
es d
escr
ibed
in e
arlie
r po
rtio
ns o
fth
is g
uide
sug
gest
ed fo
r us
e in
hel
ping
stu
dent
hea
r be
ginn
ing,
med
ia, o
r en
ding
sou
nds.
How
ever
, the
teac
her
shou
ld ta
kein
to c
onsi
dera
tion
som
e po
ssib
le r
easo
ns s
tude
nts
mig
ht d
evia
tefr
om th
e no
rmal
.
1.C
hild
ren
havi
ng d
iffic
ulty
mak
ing
cert
ain
spee
ch s
ound
sm
ight
be
suffe
ring
from
a h
earin
g or
spe
ech
disa
bilit
y.2.
Chi
ldre
n fr
om b
iling
ual o
r no
n-E
nglis
h sp
eaki
ng b
ack-
grou
nds
or h
avin
g di
ffere
nt d
iale
ct o
ther
than
that
com
-m
on to
this
loca
le w
ill n
eed
to b
e ha
ndle
d di
ffere
ntly
.
It is
impo
rtan
t to
acce
pt th
e st
uden
t and
enc
oura
ge h
im to
spea
k w
ithin
crit
icis
m s
o he
will
not
bec
ome
inhi
bite
d. If
this
firs
t lan
guag
e is
acc
epte
d by
the
child
's te
ache
r an
dcl
assm
ates
,the
spee
ch w
ill fl
ow fr
eely
, and
it is
ass
umed
that
the
child
will
lear
n th
e ac
cept
able
lang
uage
and
shi
ft na
tura
l-ly
into
sta
ndar
d E
nglis
h w
hen
such
a s
hift
is n
atur
al to
him
."
It sh
ould
be
the
aim
of t
he te
ache
r to
acc
ept t
he s
tude
nt's
spee
ch p
atte
rn, t
o en
cour
age
him
by
perc
ept a
nd e
xam
ple,
to le
ad th
e st
uden
t tow
ard
a pa
ttern
of s
peec
h th
at is
ac-
cept
able
in h
is lo
calit
y.23
Fur
ther
info
rmat
ion
rela
ted
to h
elpi
ng s
tude
nts
with
bili
ngua
lan
d di
alec
t diff
eren
ces
are
incl
uded
in th
e A
ppen
dix.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
2. R
eadi
ng fo
r vo
ice
into
natio
n an
d qu
ality
Giv
en o
ppor
tuni
ties,
the
stud
ent w
ill b
eab
le to
rea
d se
lect
ions
ora
lly w
ith c
or-
rect
into
natio
n.
- 20
6 -
The
stu
dent
may
dev
elop
mor
e na
tura
l sen
tenc
e m
elod
y by
bein
g as
sign
ed c
erta
in s
ente
nces
in h
is o
ral r
eadi
ng th
at a
redi
rect
quo
tatio
ns. A
fter
the
stud
ent h
as a
cted
out
the
scen
e,he
may
be
show
n th
e di
ffere
nce
that
nat
ural
em
phas
is c
anha
ve o
n so
me
of th
e st
ruct
ure
wor
ds s
uch
as a
, the
, thi
s,et
c.
The
teac
her
may
writ
e se
nten
ces
on th
e bo
ard
with
the
wor
dto
be
stre
ssed
und
erlin
ed. S
uch
exer
cise
s no
t onl
y m
ake
the
stud
ent a
war
e of
sen
tenc
e m
elod
y bu
t als
o ill
ustr
ate
the
chan
geth
e em
phas
is im
pose
s on
diff
eren
t wor
ds in
the
sent
ence
.
1. M
othe
r is
coo
king
din
ner.
2. M
othe
r is
coo
king
din
ner.
3. M
othe
r is
coo
king
din
ner.
4. M
othe
r is
coo
king
din
ner.
24
The
stu
dent
may
be
give
n a
grou
p of
sen
tenc
es a
s th
e fo
llow
-in
g to
rea
d in
two
diffe
rent
way
sdu
ll w
ord-
by-w
ord
read
-in
g an
d re
adin
g w
ith v
oice
into
natio
n.
"Lad
ies
and
gent
lem
en, t
he P
resi
dent
of t
he U
nite
dS
tate
s."
"Did
the
rebe
ls g
et h
im?"
"My
legs
felt
like
jelly
, but
I di
dn't
let m
othe
rkn
ow h
ow s
care
d I w
as.,"
"Pla
y ba
ll!"
The
stu
dent
may
be
give
n op
port
uniti
es to
enj
oy c
hora
l rea
d-in
g. T
he n
eed
of s
harp
rhy
thm
and
tim
ing
is e
vide
nt w
hen
prep
arin
g se
lect
ions
. 25
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
3. F
eelin
g fo
r ch
arac
ter
Giv
en th
e op
port
unity
, the
stu
dent
will
be a
ble
to in
terp
ret t
he fe
elin
g of
char
acte
rs a
s pr
esen
ted
in a
writ
ten
pass
agc.
- 20
7 -
i
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
hav
e th
e st
uden
t lis
ten
to a
num
ber
of ta
ped
sent
ence
s be
ing
read
in a
cr'n
vers
atio
nal t
one.
The
stu
dent
will
ech
o th
ese
sent
ence
s.
The
teac
her
may
hav
e th
e st
uden
t (1)
rea
d al
oud
to y
oung
erst
uden
ts, (
2) r
ead
cert
ain
part
s of
a s
tory
he
likes
bes
t to
the
clas
s, (
3) r
ead
to th
e ta
pe r
ecor
der
for
play
back
, and
(4)
read
par
ts in
pla
ys to
the
clas
s.
The
teac
her
may
hav
e th
e st
uden
t lis
ten
to p
lays
, poe
ms,
and
stor
ies
writ
ten
in c
onve
rsat
ion
and
then
ans
wer
key
que
stio
nsth
at w
ill in
dica
te h
is k
now
ledg
e of
cha
ract
er fe
elin
g su
ch a
s:
Why
did
the
char
acte
r be
have
as
he d
id?
Wha
t tol
d yo
u Jo
hn fe
lt tir
ed?
The
teac
her
may
hav
e th
e st
uden
t rea
d or
act
out
cha
ract
erpa
rts
in s
impl
e pl
ays
and
mak
e hi
m a
war
e of
how
he,
him
self,
expr
esse
s hi
s fe
elin
gs. T
his
may
als
o be
don
e us
ing
a fla
nnel
boar
d or
pup
pets
.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
S
3. F
eelin
g of
cha
ract
er(c
ontin
ued)
Giv
en o
ppor
tuni
ties,
the
stud
ent w
illbe
abl
e to
rel
ate
cert
ain
voca
bu!a
ry a
ndbe
havi
or to
exp
ress
cha
ract
er fe
elin
g.
208
-
SU
GG
ES
TE
D T
EA
CH
ING
TE
CH
NIQ
UE
S
The
teac
her
may
hav
e th
e st
uden
t rea
d ce
rtai
n se
lect
ions
and
answ
er q
uest
ions
per
tinen
t to
the
sele
ctio
n th
at w
ill d
eter
min
ehi
s aw
aren
ess
of c
hara
cter
feel
ing.
"Wai
t! th
at's
no
wol
f," th
e m
an s
hout
ed "
Tha
t'sa
dog!
"A
sni
ff of
the
man
sm
ell r
each
ed B
o, a
nd h
e fe
lt hi
s bi
gta
il be
gin
to th
ump
agai
nst t
he s
now
. "H
e's
wag
ging
his
tail
."T
he y
oung
man
cam
e fo
rwar
d ca
utio
usly
at f
irst.
The
n he
dro
pped
to o
ne k
nee,
"Eas
y bo
y ea
sy."
1. T
he d
og w
as (
frie
ndly
, vic
ious
)2.
Wer
e th
e m
en a
frai
d of
wol
ves?
3. H
ow d
id th
e do
g sh
ow h
is fe
elin
g to
war
d th
e m
en?
4. W
hat w
ere
the
youn
g m
an's
feel
ings
for
the
dog?
26
The
teac
her
may
hav
e th
e st
uden
t mat
ch s
ente
nces
with
agi
ven
list o
f wor
ds th
at e
xpre
ss c
hara
cter
feel
ings
.
Ans
wer
Box
happ
ines
san
ger
emba
rras
smen
tbo
redo
mpa
inex
cite
men
t
1.Y
ou d
o yo
ur w
ork
and
do m
ine,
" sn
appe
d Jo
e as
he s
torm
ed o
ut o
f the
roo
m. (
ange
r
2.T
oni b
eam
ed a
s S
anta
han
ded
her
the
doll
.(
happ
ines
s)
3.T
he m
en g
rinne
d. J
im's
face
flus
hed
as h
e pi
cked
him
-se
lf up
. (em
barr
assm
ent
)
Mm
t7=
1*.o
f
SK
ILLS
4. P
hras
ing
MO
MM
aiW
NW
&
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
-TE
AC
HIN
G T
EC
HN
IQU
ES
-
Giv
en o
ppor
tuni
ties
to r
ead
alou
d, th
est
uden
t will
be
able
to r
ead
in a
sm
ooth
,ev
en to
ne g
roup
ing
wor
ds in
to p
rope
rph
rase
s.
- 20
9 -
The
teac
her
may
sel
ect e
asy
mat
eria
l tha
t doe
s no
t con
tain
new
or
unkn
own
mea
ning
less
clu
ster
to c
heck
the
stud
ent's
abili
ty to
rea
d in
phr
ases
or
thou
ght u
nits
. The
stu
dent
islik
ely
to b
e in
effe
ctiv
e in
rec
ogni
zing
and
em
ploy
ing
thou
ght
units
in h
is s
ilent
rea
ding
. Som
e ac
tiviti
es to
hel
p in
phr
as-
ing
are
the
follo
win
g:
1. N
ew w
ords
to b
e in
trod
uced
to th
e st
uden
t sho
uld
beus
ed in
phr
ase
units
.
2. O
rgan
izin
g m
ater
ial (
cont
aini
ng p
hras
es e
asily
iden
-tif
iabl
e) th
at is
to b
e re
ad o
rally
furn
ishe
s ex
celle
ntex
perie
nce
in r
eadi
ng b
y th
ough
t uni
ts.
3. M
ultip
le-
choi
ce e
xerc
ises
in w
hich
phr
ases
are
use
das
ans
wer
s, e
.g.,
draw
a li
ne u
nder
the
corr
ect p
hras
eto
com
plet
e th
e se
nten
ce.
The
bird
flew
(a)
up
the
ladd
er, (
b) o
ver
the
tree
s,(c
) un
der
the
wat
er.
4. Q
uick
ly lo
catin
g ph
rase
s on
a d
esig
nate
d pa
ge to
answ
er s
peci
fic q
uest
ions
.
On
page
ques
tion.
,fin
d th
e ph
rase
that
ans
wer
s th
e
5. M
ark
off t
he th
ough
t uni
ts in
the
follo
win
g se
nten
cean
d te
ll w
hich
que
stio
ns it
ans
wer
s.(w
ho,w
here
,etc
.)
The
tall
man
wal
ked
quic
kly
alon
g th
e st
reet
.
(con
tinue
d on
the
follo
win
g pa
ge)
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
4. P
hras
ing
(con
tinue
d)
- 21
0 -
6. T
urn
to p
age
1in
you
r bo
ok a
nd fi
nd th
ese
phra
ses
and
tell
wha
t the
y m
ean.
blac
k as
coa
lhe
avy
as le
ad
7. O
n pa
ge
near
the
hous
ea
pret
ty fl
ower
,fin
d a
phra
se th
at m
akes
you
see
som
ethi
ng (
red
rose
s)ta
ste
som
ethi
ng (
a sw
eet o
rang
e)
8. T
he u
se o
f fla
sh c
ards
will
aid
the
stud
ent i
n gr
aspi
nga
thou
ght u
nit a
t a g
lanc
e. T
he p
hras
es o
n su
cces
sive
card
s sh
ould
form
a s
ente
nce.
The
gra
y sq
uirr
elw
ith a
nut
sat u
pin
his
paw
s
9. S
ente
nces
as
the
follo
win
g m
ay b
e se
para
ted
into
units
to b
e re
ad b
y th
e st
uden
t.
He
cam
e ru
nnin
g w
ith a
bal
l in
his
hand
. 27
The
Con
trol
led
Rea
der
and
Tac
hist
osco
pem
ay a
lso
be u
se-
ful i
n he
lpin
g th
e st
uden
t rea
d in
phr
ases
.
The
teac
her
may
hav
e th
e st
uden
t
(1)
(2)
(3)
liste
n to
pro
per
phra
sing
,re
ad o
rally
man
y gr
oups
of w
ords
that
see
m to
str
ing
toge
ther
, and
grou
p se
ts o
f wor
ds in
to p
rope
r ph
rasi
ng a
s fo
llow
s:a-
crow
d-of
-chi
ldre
nbu
rst-
into
-the
-roo
mE
very
one-
look
ed-h
is-v
ery-
best
.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
5. D
evel
opin
g aw
aren
ess
of p
unct
uatio
n
D.
Sile
nt r
eadi
ng s
kills
1. R
eadi
ng w
ithou
tvo
caliz
atio
n
Giv
en o
ppor
tuni
ties,
the
stud
ent w
ill b
eaw
are
of p
unct
uatio
n m
arks
and
use
them
to g
ive
expr
essi
on a
nd m
eani
ng to
his
read
ing.
Giv
en r
eadi
ng m
ater
ial a
ppro
pria
te to
his
read
ing
abili
ty, t
he s
tude
nt w
ill b
eab
le to
rea
d si
lent
ly w
ithou
t lip
mov
e-m
ent.
- 21
1 -
The
teac
her
may
hav
e th
e st
uden
t lis
ten
to fl
uent
rea
ders
for
"wor
d gr
oupi
ng"
or p
hras
ing,
giv
e th
e st
uden
t opp
ortu
nitie
sto
rea
d ex
erci
ses
sile
ntly
bef
ore
havi
ng h
im r
ead
alou
d, h
ave
the
stud
ent r
ead
to a
tape
rec
orde
r an
d lis
ten
to h
is o
wn
phra
s-in
g, a
nd h
ave
the
stud
ent r
ead
grou
ps o
f wor
ds th
at te
ll th
e"w
ho"
and
"wha
t" a
s fo
llow
s:
An
old
wom
an c
ame
into
the
shop
.
"I'm
ver
y bu
sy,"
he
said
.
The
bak
er d
id n
ot lo
ok c
!rou
nd.
She
wen
t on
to th
e m
an a
t the
frui
t sta
nd.
The
stu
dent
may
use
the
activ
ities
sug
gest
ed o
n pa
ges
unde
r cc
rnpr
ehen
sion
to a
ccom
plis
h th
e ob
ject
ive.
The
teac
her
may
use
the
Con
trol
led
Rea
der
in c
heck
ing
for
voca
lizat
ion
in s
ilent
rea
ding
.
The
teac
her
may
pro
vide
the
stud
ent w
ith a
gre
at d
eal o
fea
sy r
eadi
ng m
ater
ial i
f voc
aliz
atio
n is
a p
robl
em.
SK
ILLS
INS
TR
UC
TIO
NA
L O
BJE
CT
IVE
SS
UG
GE
ST
ED
TE
AC
HIN
G T
EC
HN
IQU
ES
2. R
eadi
ng w
ithou
t hea
dm
ovem
ent
3. R
eadi
ng w
ithou
t poi
ntin
g
Giv
en r
eadi
ng m
ater
ial a
ppro
pria
te to
his
read
ing
abili
ty, t
he s
tude
nt w
ill b
eab
le to
rea
d si
lent
ly w
ithou
t hea
d m
ove-
men
t.
Giv
en r
eadi
ng m
ater
ial a
ppro
pria
te to
his
read
ing
abili
ty, t
he s
tude
nt w
ill b
eab
le to
rea
d th
e m
ater
ial w
ithou
t poi
nt-
ing
to th
e w
ord.
The
stu
dent
may
be
give
n th
e al
phab
et a
s a
guid
e an
d as
ked
to r
ead
the
nons
ense
wor
d pa
ttern
s an
d se
lect
the
lette
rs o
fth
e al
phab
et in
thei
r pr
oper
seq
uenc
e.
abcd
efgh
ijklm
nopq
rs'.u
vwxy
z
Ter
z se
n be
lf ed
b§1
trq
eage
y to
np k
ir ris
nb}D
htim
s to
otis
h ko
r.P
rus
sut y
orn
asi
mto
raq
utco
b. S
ab e
j ro
slan
wor
s ra
b to
mp
s9ee
f voe
bes
yon
new
man
nca
ne c
eryg
deltr
i.
Cef
thig
sk6u
6. F
ez g
eake
(O
m c
ed @
so to
ne@
dabe
zerg
hci
m p
osic
ced
baf
f rio
. Coz
emhi
g hi
sk v
ice
labe
c fa
i)dut
pro
d m
ih e
d.
Min
utes
Sec
onds
28
Thi
s m
ater
ial m
ay b
e us
eful
in tr
aini
ng e
ye m
ovem
ents
and
elim
inat
ing
head
mov
emen
ts w
here
pro
blem
s of
om
issi
ons,
subs
titut
ions
, and
add
ition
s oc
cur.
With
a b
egin
ning
rea
der
who
may
nee
d a
crut
ch to
aid
him
in k
eepi
ng h
is p
lace
, a s
trip
of p
aper
hel
d ab
ove
the
line
that
is b
eing
rea
d w
ill p
rove
hel
pful
. Thi
s ty
pe o
f cru
tch
shou
ld n
ot b
e us
ed a
fter
the
need
for
it no
long
er e
xist
s.
-212
-or
mrs
PA
rmm
Plo
p@M
tml
gm70
1.%
Mr
!itgA
M!..
mgr
Mfm
mis
mm
os
FO
OT
NO
TE
S
1.R
ober
t Gea
ke a
nd D
onal
d P
. Sm
ith, "
Vis
ual T
rack
ing,
"A
Sel
f Ins
truc
tion
Wor
kboo
k fo
r P
erce
ptio
nal S
kills
in R
ead-
ing
(Ann
Arb
or, M
ichi
gan:
Ann
Arb
or P
ublis
her,
196
2), p
.1.
2.S
choo
l Lib
rary
Ass
ocia
tion
of C
alifo
rnia
"Li
brar
y S
kills
,"T
each
ing
Libr
ary
Use
Thr
ough
Gam
es a
nd D
evic
es, (
Pal
o A
lto,
Cal
iforn
ia: F
earo
n P
ublis
her,
Inc.
, 195
8), p
p. 4
4-45
.
3.
Ibid
., p.
41.
4.M
arga
ret V
. Bec
k an
d V
era
Pac
e, "
Libr
ary
Ski
lls,"
Usi
ng th
e C
ard
Cat
alog
, Boo
k O
ne (
Min
neap
olis
, Min
neso
ta:
T. S
. Den
ison
and
Com
pany
, Inc
., 19
65),
p. 4
1.
5.T
he L
ibra
ry A
ssoc
iatio
n of
Cal
iforn
ia, o
p. c
it., p
. 13.
6.Ib
id.,
pp. 1
5-16
.
7.H
elen
Huu
rs, e
t. al
., A
Han
dboo
k of
Dev
elop
men
tal
Rea
ding
(D
anvi
lle, I
llino
is: T
he In
ters
tate
Prin
ters
and
Pub
lish-
ers,
196
1), p
. 30.
8.B
eth
Atw
ood,
et.
al.,
"Int
rodu
cing
Tab
le a
nd G
raph
Ski
lls,"
Boo
k A
, Wee
klyl
kead
er B
ooks
(C
olum
bus,
Ohi
o:A
mer
ican
Edu
catio
n P
ublic
atio
n, 1
968)
, pp.
6-1
0.
9.M
ary
Pla
tts, e
t. al
., S
pice
(S
teve
nsvi
lle, M
ichi
gan:
Edu
catio
nal S
ervi
ce, I
nc.,
1960
), p
p. 6
5-68
.
10.
Jose
ph C
. Gai
nsbu
rg, A
dvan
ced
Ski
lls in
Rea
ding
,B
ook
3 (N
ew Y
ork:
Mac
Mill
an C
ompa
ny, 1
962)
, p. 1
44.
11.
Ibid
., pp
. 127
-141
.
- 21
3 -
12.
Met
ropo
litan
Sch
ool S
tudy
Cou
ncil,
Fiv
e S
teps
to R
eadi
ng S
ucce
ss in
Sci
ence
, Soc
ial S
tudi
es, a
nd(N
ew Y
ork:
Col
umbi
a T
each
ers
Col
lege
Pre
ss,
1954
), p
. 18.
13.
Gai
nsbu
rg, o
p. c
it., p
p. 1
57-1
58.
14.
Will
iam
Kot
tmey
er, T
each
er's
Gui
de fo
r R
e-m
edia
l Rea
ding
(S
t. Lo
uis:
Web
ster
Pub
lishi
ng C
ompa
ny,
1959
), p
. 230
.
15.
Gai
nsbu
rg, o
p. c
it., B
ook
2, p
p. 2
92-2
93.
16.
Op.
cit.
, Boo
k 3,
p. 2
55.
17.
Dav
id H
. Rus
sell
and
Etta
E. K
arp,
Rea
ding
Aid
sT
hrou
gh th
e G
rade
s (N
ew Y
ork:
Col
umbi
a T
each
ers
Col
lege
Pre
ss, 1
955)
, p. 5
8.
18.
Ibid
.
19.
Flo
y W
inks
DeL
ance
y an
d W
illia
m J
. Ive
rson
,"F
ound
a L
ittle
Los
t Dog
," S
tory
Car
niva
l (S
acra
men
to:
L. W
. Sin
ger
Com
pany
, Inc
., 19
61),
p. 1
7.
20.
Gai
nsbu
rg, 2
2. c
it., B
ook
2, p
. 243
.
21.
Huu
s, 2
. cit.
, p. 1
24.
22.
Har
ry J
. Hei
tman
, Trip
ping
ly th
e T
ongu
eE
vans
ton,
Illin
ois:
Row
, Pet
erso
n an
d C
ompa
ny, 1
955)
,pp
.47
.
FO
OT
NO
TE
S
23.
John
R. R
oger
s, e
t. al
., Li
ngui
stic
s in
Rea
ding
Inst
ruct
ion
(Uni
vers
ity o
f Mis
siss
ippi
: The
Rea
ding
Clin
ic,
1965
), p
p. 1
12-1
13.
24.
Rog
ers,
Ea.
c i
t . ,
pp. 6
7-88
.
25.
Mor
ton
Bot
el, H
ow to
Tea
ch R
eadi
ng (
Chi
cago
: Fol
lett
Edu
catio
nal C
orp.
, 196
8),
pp. 5
7-58
.
26.
Mar
jorie
Sed
don
John
son,
et,
al.,
Kin
gs a
nd T
hing
s(N
ew Y
ork:
Am
eric
an B
ook
Com
pany
, 196
8),
p. 1
85.
27.
Mile
s A
.Tin
ker
and
Con
stan
ce M
cCul
loug
h, T
each
ing
Ele
men
tary
Rea
ding
(N
ew Y
ork:
App
leto
n-C
entu
ry-C
roft,
Inc.
1962
), p
p. 1
78-1
79.
28.
Gea
ke, o
P. c
it.,
p. 9
.
BIB
LIO
GR
AP
HY
A.
PR
OF
ES
SIO
NA
L B
OO
KS
ON
RE
AD
ING
Bon
d, G
uy L
. and
Mile
s A
. Tin
ker.
Rea
ding
Diff
icul
ties:
The
ir D
iagn
osis
and
Cor
rect
ion,
Sec
ond
Edi
tion.
New
Yor
k: A
pple
ton,
Cen
tury
, Cro
fts, 1
967.
Bot
el, M
orto
n. H
ow to
Tea
ch R
eadi
ng. C
hica
go: F
olle
ttE
duca
tiona
l Cor
pora
tion,
196
8.
Gea
rR
ober
t and
Don
ald
P. S
mith
."V
isua
l Tra
ckin
g,"
A S
elf I
nstr
uctio
n W
orkb
ook
for
Per
cept
iona
l Ski
llsin
Rea
ding
. Ann
Arb
or, M
ichi
gan:
Ann
Arb
or P
ub-
lishe
r, 1
962.
H.7
ilman
, Art
hur
W. P
honi
cs in
Pro
per
Per
spec
tive.
Col
umbu
s,O
hio:
Cha
rles
E. M
erril
l 6;7
7, In
c., 1
964.
Kot
tmey
er, W
illia
m. T
each
er's
Gui
de fo
r R
emed
ial R
ead-
ing.
St.
Loui
s: W
ebst
er P
ublis
hing
Com
pany
, 195
9.
McK
ee, P
aul .
Rea
ding
A P
rogr
am o
f Ins
truc
tion
for
the
Ele
men
tary
Sch
ool.
Bos
ton:
Hou
ghto
n-M
ifflin
Com
pany
,19
66.
Rog
ers,
Joh
n R
. Lin
guis
tics
in R
eadi
ng In
stru
ctio
n, U
nive
r-si
ty o
f Mis
siss
ippi
: The
Rea
ding
Clin
ic, 1
965.
Rus
sell,
Dav
id H
. and
Eliz
abet
h F
. Rus
sell.
Lis
teni
ng A
ids
Thr
ough
the
Gra
des.
New
Yor
k: T
each
er's
Col
lege
Pre
ss, 1
966.
- 21
5 -
Sm
ith, J
ames
A. C
reat
ive
Tea
chin
g of
the
Lang
uage
Art
s in
the
Ele
men
tary
Sch
ool .
Bos
ton:
Ally
n an
d B
acon
,19
68.
Tin
ker,
Mile
s A
. and
Con
stan
ce M
cCul
loug
h. T
each
ing
Ele
-m
enta
ry R
eadi
ng. N
ew Y
ork:
App
leto
n,C
entu
ry,C
rofts
,19
62. B
.B
AS
AL
RE
AD
ING
MA
TE
RIA
L
DeL
ance
y, F
loy
Win
ks a
nd W
illia
m J
. Ive
rson
, "F
ound
a L
ittle
Lost
Dog
," S
tory
Car
nivu
i. S
acra
men
to: L
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