note 158p. · 2013. 12. 2. · choral speaking 22. reporter 18. small talk 23. you're the...
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ED 039 659
TITLE
TNSTITUTION
SPONS AGENCYPUB DATENOTE
EDPS PRICEDESCRIPTORS
ABSTRACT
DOCUMENT RESUME
EC 005 564
Language Development Activities for the EducableMentally Retarded.Iowa Univ., Iowa City. Special Education CurriculumDevelopment Center.Iowa State Dept. of Public Instruction, Des Moines.Apr 70158p.
EDPS Price MF-$0.75 HC-$8.00Composition (Literary), *Curriculum Guides, EducableMentally Handicapped, *Exceptional Child Education,Handwriting, Instructional Materials, *LanguageArts, Language Development, Language Skills,Learning Activities, Listening, *MentallyHandicapped, Oral Expression, Teaching Methods
Language development activities for the educablementally handicapped are explained. Lessons are presented for unitsin listening, oral expression, handwriting, and written expression.All lessons delineate scope, instructional objective, level,activity, resource materials, and variations. Additional activitiesand equipment are listed. Also, experiences conducive to language aredescribed and means of integrating language into the curriculum areconsidered. Materials for each unit are appended. (JD)
CPb111C)
SPECIAL EDUCATION CURRICULUM DEVELOPMENT CENTEROWNAN IN SERVICE TRAINING APPROACH . . .O
LAJ
LANGUAGE
DEVELOPMENT
ACTIVITIES
for the
Educable Mentally Retarded
A Cooperative Program Involving The Iowa State Department ofPublic Instruction and The University of Iowa
Printed bythe
Joint County Systemof
Cedar, Johnson, Linn,and
Washington Counties
CUMR RAPIDS, IOWA 52401
LANGUAGE
DEVELOPMENT
ACTIVITIES
for the
April 1970
EDUCABLE MENTALLY RETARDED
Special Education Curriculum Development Center - an in-service trainingproject.
Production Staff
S. Bernie Walden, Production CoordinatorIAA Co
3111 =° Edward L. Mayen, Consultant
*Rita Meyers, Curriculum Specialista64.1
....al =-' Susan Moran, Curriculum Specialistriga a .64..... .... a Katherine Levi, Graphic Artist.II
Eleanor Simpson, Assistant Editor. 6
IFm. eh. Os . ...tAlc = C.es 2 7t *Major Contributor
1 1 1Coordination Staff
r--
es X::: g. vi. ...... I ,.., ....Id ..... I..,S Iii IS ....
re § 4S1s ai0§ 8 00 3 B
gm idf2 '" &--
*. . . 61 2
Frank Vance, Project DirectorJerry A. Caster, ConsultantJeffrey P. Grimes, Consultant
The Special EducationCurriculum Development Centerhas has its main objectivethe operation of a statewidein-service training programfor teachers of the mentallyretarded. Twenty specialclass teachers from differentgeographic areas of Iowa serveas consulting teachers. Theyattend training sessions atThe University of Iowa andthen return to their homearea to conduct field sessions.All materials prepared for SECDCare intended for dissemination through the fieldsessions conducted by the consulting teachers.Persons reading SECDC material but not attendingthe field sessions should keep in mind that thepurpose of the material is to serve as a start-ing point for in-service training and that thepublications themselves are not end products.
rn ft9 se
It should also be noted that any referenceto commercially prepared materials by the SpecialEducation Curriculum Development Center does notconstitute a recommendation or endorsement forpurchase. The consideration of such material isintended solely as a means of assisting teachersand administrators in the evaluation of materials.
TABLE Of CONTENTS
INTRODUCTION 1
Language Development Activities for theEducable Mentally Retarded
ACTIVITIES 5
Listening 9
Introduction, Activities, AdditionalSuggested Activities, Equipment
Oral Expression 39
Introduction, Activities, AdditionalSuggested Activities, Equipment
Handwriting 75
Introduction, Activities, AdditionalSuggested Activities, Equipment
Written Expression 91
Introduction, Activities, AdditionalSuggested Activities, Equipment
Some Experiences Conducive to Language 107
INTEGRATING LANGUAGE INTO THE CURRICULUM 111
BIBLIOGRAPHY 117
APPENDICES 121
Listening 123
Oral Expression 129
Handwriting 139
Written Expression 145
INDEX OF ACTIVITIES
Primary
Listening (begin page 12) Oral Expression (begin page 48)1. Monkey in the Mirror 1. Creative Dramatics2. Directed Listening 2. Pantomime3. You Must 3. Show-and-Tell4. Listening Ears 4. Restaurant5. Treasure Hunt 5. Pick-and-Talk Box6. High and Low 6. Shape Bingo7. Auditory Discrimination 7. Descriptive, Imaginative Speech8. Learning to Listen9. Messenger Boy
10. Answers and Information11. Identify Sounds
Handwriting (begin page 78)
1. Basic Movements2. Labeling3. Writing My Name4. Left to Right5. Names6. Name Train7. Decorate
Written Expression (begin page 94)
1. Follow the Letter
Intermediate
Listening (begin page 24) Oral Expression (begin page 55)12. Clap to Correct 8. Picture Surprise13. Sounds of the Seasons 9. Scrapbook14. Categorizing Sounds 10. Moon Rocks15. Listening to Dramatize 11. Picture Stories16. Decorating Cookies 12. Functional or Emergency Situations17. Telephone Manners 13. Social Courtesies18. Sentence Absurdities 14. Brainstorming19. Punctuation Review 15. Sequential Events
Handwriting (begin page 86) Written Expression (begin page 95)8. Letter Bingo 2. Puppet Show9. Cursive Strokes 3. Make-Believe Animals
10. Letter Jumble 4. Riddles
Index of Activities (Cont.)
Listening (begin page 32)
Advanced
Oral Expression (begin page 63)
20. Listening for Specifics 16. Speciality Reports21. Mass Media 17. Choral Speaking22. Reporter 18. Small Talk23. You're the Teacher 19. Telephone Techniques24. Propaganda 20. Books
21. "News Flashes"22. Reading Helpers23. Self-Evaluation24. Visit
Handwriting
None
Written Expression (begin page 98)
5. Success Quiz6. Personal Data7. Filling Out Forms8. Free Gifts9. Cartoon Capers
10. Dictionary11. Which is Witch
INTRODUCTION
1
LANGUAGE DEVELOPMENT ACTIVITIES FORTHE EDUCABLE MENTALLY RETARDED
The goal of education for the educable mentally retarded is the development of arelatively self-dependent human being. The teacher guides the pupil toward using hispotential to learn and toward raising his level of development, by helping him acquirethe skills that are necessary for him to become self- dependent socially and competentvocationally. The language arts curriculum is used by the teacher to aid the educablementally retarded in building the skills which he will apply in his problem-solving,in his critical thinking, in his social contacts and on the job.
Education is a process of communication and language arts is the range of processesthrough which people communicate: listening, thinking, oral expression, written expres-sion, handwriting and reading. Through communication the pupil gives and receivesinformation which enables him to understand life around him and gain meaning from hisexperiences.
The pupil of average mental ability comes to school equipped with speaking andlistening skills adequate to further his education; the educable mentally retarded pupilusually does not. The retardate's experiences in listening (listening can be defined ashearing plus comprehension) are limited in both range and quantity. His capacity forincidental learning is limited and so he requires direct and consistent teaching inaspects of language which other children learn through their daily contacts with people.
The educable mentally retarded must be taught to listen effectively for instruction,for information, for understanding and for enjoyment. He must be provided with listeningexperiences so he will learn that language has significance for him.
He must learn to speak understandably and associate words with their meanings.Oral expression will be the retarded child's primary means of communication and thearea in which he can make the most progress. Adequate oral communication is neces-sary for adjustment to and acceptance in society. Speech is for self-expression, toconvey thoughts, to exchange ideas, and for explanations. It is influenced by thechild's physical, emotional, social and intellectual development.
Effective speech seems to be correlated with experiences. The retention and theperception of experiences in the educable mentally rMarded's background are less thanthat of the normal child's. Therefore, the oral communication of the educable mentallyretarded is limited and needs special attention. Providing the experiences and the con-sequent verbalization of these experiences are necessary for the encouragement anddevelopment of oral expression. Much of the growth in listening and speaking skillsdepends on the teacher's flexibility and awareness of opportunities in the classroomthrough which she can develop the pupil's language.
As the child grows, his need to master spoken and written language also grows.Written expression should be purposeful and should be developed as extensively as thechild's capacity allows. Written expression is an extension of oral expression. It,too, increases the independence of the child by adding the skill of self-expression inwritten form to the skill of receiving ideas, thoughts and explanations, and expressingthem orally.
The language arts curriculum pervades the whole school day. The skills of listening,of oral and written communication and of handwriting can be integrated into all subjectareas. However, the fact that language arts ;s integrated into the curriculum does notmean that it will be incidental to the curriculum. Language arts activities need directteaching and students must realize the need for such activities and the need for commun-ication.
The primary goal of the teacher is to provide an atmosphere which is conducii:o todeveloping communication. The retardate may not have developed communication skillsbecause of a punishing or rejecting atmosphere as well as because of a slower or inade-quate development. The atmosphere which should be provided is no different from onewhich enhances effective learning in all areas. It is a relaxed atmosphere, yet one inwhich the teacher realizes that the pupil is capable of further learning and that he iscapable of improving his performance. The teacher's goals for the pupil should not betoo low.
The environment should be conducive to free expression which stimulates oralcommunication. To provide an atmosphere in which the pupil feels free to talk, theteacher must accept the pupil's functional level of attainment, must accept the pupil asa worthwhile person, must be a non-critical model of good speech and must arrange theschool environment so that oral communication is necessary and natural. All attemptsat oral communication should be rewarded. The teacher should emphasize communica-tion rather than articulation, wait for the pupil to respond to questions rather thananswer for him and she must encourage the pupil to verbally state his needs.
The language arts are the basis of the total school curriculum, aimed at makingindependent human beings capable of supporting themselves and capable of havingsatisfying social relationships. The language arts curriculum usually includes listen-ing, oral communication, handwriting, written communication, spelling and reading.
The areas of spelling and reading are not covered in this document. There are avariety of approaches that may be taken in the teaching of spelling and there is diverseopinion concerning the importance of spelling in the curriculum. there are numerousmethods that can be used to teach the retarded to read. Because of the vastness of bothof these areas, it is felt that reading and spelling should be the subjects of separatedocuments.
4
ACTIVITIES
LISTENNO
ORAL EXPRESSION
NAKDWRITNC
WRITTEN EXPRESSION
SONE EXPERIENCES comparr TO UNMAN'
This section contains expanded activities or lesson plans, lists of activities andmaterials plus some ideas on using experiences to develop language. The activitiesand lists are placed in the four areas of language development covered in this document:listening, oral expression, handwriting and written expression.
These four areas of language are flexible. The activities in the written exprestionsection can be used easily for handwriting. Many of the activities in written expressioncan be used, with minor changes, for developing oral expression and vice versa.
The activities are listed within each of the four areas, according to the grade levelfor which they seem most appropriate: primary, intermediate or advanced. These areasare also flexible. The teacher's judgment is the best guide to the appropriateness ofthe level for the students. Many of the activities can be modified or expanded. Thereare no handwriting activities listed for advanced students. The activities on this levelshould be functional. Therefore, writing skills can be developed by using the activitieslisted under written expression.
The lists of additional activities and materials are placed after the lesson plans.These lists can help the teacher enlarge her repetoire of activities and give her an ideaof the equipment that would be useful. The experiences which can be used to aid languagedevelopment are at the end of the activity section.
The teacher should realize that this document does not exhaust the possibilities foractivities or lesson plans in language development. It is a sampling of the many acti-vities and techniques which she can use with her students.
f
LISTINNC ACTIVITIES
LISTENING
The first skill to be developed in language is that of listening. Most of the youngnormal child's and most of the retarded child's learning is gained through listening.It is most important for the mentally retarded child to become a good listener since hewill never be as proficient in reefing as his normal contemporaries, nor will he be asable to rely on reading for information.
He cannot be a half-listener who does not attend to all of the message being con-veyed to him. He cannot be a passive listener who permits the information he hears to"go in one ear and out the other." He must be an active listener. He needs to react towhat he hears. He must do something with what he hears so that his chances of retain-ing the information are increased.
The teacher has to help the pupil form habits which facilitate listening. The mentallyretarded child may have learned not to listen because he was punished when he madeincorrect responses to misunderstood questions or because he grew accustomed to notunderstanding others. What he did learn was not to care. Therefore, the teacher needsto provide an atmosphere which helps the pupil be enthusiastic rather than apatheticand yet, at times, to be able to sit still and to be quiet.
Good listening habits can be developed and poor habits can be improved upon throughtraining. Many of the activities in this document provide opportunities to improve thestudent's ability to listen. The teacher encourages the student to listen with his fullattention, if the pupil realizes that instructions are not routinely repeated. Through pro-viding an atmosphere which is conducive to listening and one which provides experiencesin listening, children learn to listen and learn that they need to listen for enjoyment, forunderstanding, for directions, and for warning. An atmosphere which is conducive tolistening and language development, is conducive to learning. It is an atmosphere inwhich both teacher and pupils are relaxed, perhaps freer than in the regular classroom.The children should be encouraged to visit, to talk and to listen to one another.
LES
SO
N #
1S
CO
PE
OF
LE
SS
ON
: To
give
pra
ctic
e in
list
enin
g.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
ET
o be
abl
e to
sho
wan
und
erst
andi
ng o
fth
e te
ache
r's v
er-
baliz
ed d
irect
ions
by m
akin
g ap
pro-
pria
te fa
cial
and
phys
ical
res
pons
es.
Mon
key
in th
e M
irror
RE
SO
UR
CE
AC
TIV
ITY
MA
TE
RIA
LS
Giv
e ea
ch p
upil
a sm
all h
and
mirr
or. I
nstr
uct h
im to
look
Han
d m
irror
sin
to th
e m
irror
and
find
the
"mon
key.
" T
ell t
he s
tude
nts
to li
sten
ver
y ca
refu
lly a
nd m
ake
the
mon
key
do a
s yo
u sa
y.
Exa
mpl
es:
Blin
k ey
es
Wrin
kle
nose
Suc
k in
che
eks
Sm
ile
Blo
w
Stic
k ou
t ton
gue
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
1. H
ave
olde
r st
uden
ts r
espo
ndto
mor
e co
mpl
icat
ed d
irect
ions
:
Gro
up R
espo
nse:
"S
tand
beh
ind
(in fr
ont o
f, on
) yo
ur c
hair.
"
Indi
vidu
al R
espo
nse:
"B
ring
me
a bo
ok, a
pie
ce o
f cha
lk, a
nd a
penc
i I."
2. G
ive
stud
ents
com
man
ds to
resp
ond
to in
a s
ituat
ion,
rat
her
than
in is
olat
ion.
Exa
mpl
e: A
mix
ed u
p st
ory:
"Lis
ten
very
clo
sely
to th
isst
ory.
Eve
ry o
nce
in a
whi
leI a
m g
oing
to a
sk o
ne o
f you
to d
o so
met
hing
.
"Onc
e th
ere
was
a li
ttle
boy
and
(Sta
nd u
p, G
ary.
) he
wen
tto
the
stor
e fo
r so
me
(Scr
atch
your
nos
e, A
llen.
) br
ead,
milk
and
che
ese.
LES
SO
N #
2S
CO
PE
OF
LE
SS
ON
: To
have
stu
dent
s lis
ten
for
spec
ific
soun
ds in
rec
ords
or
tape
s.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
E
To
be a
ble
to in
di-
cate
the
dete
ctio
nof
spe
cific
aud
itory
cues
, by
rais
ing
aha
nd w
hen
the
cue
appe
ars
on a
rec
ord
or ta
pe.
CA
)
Dire
cted
Lis
teni
ng
AC
TIV
ITY
Hav
e th
e st
uden
ts li
sten
ver
y qu
ietly
for
cert
ain
voic
es,
soun
ds o
r in
stru
men
ts. W
hen
they
hea
r th
at p
artic
ular
soun
d th
ey a
re to
rai
se th
eir
hand
s.
An
alte
rnat
ive
wou
ld b
e to
let t
he c
hild
ren
liste
n to
the
reco
rdin
g fir
st. H
ave
them
des
crib
e w
hat t
hey
have
hea
rd.
The
n pl
ay th
e re
cord
aga
in a
nd g
ive
som
e di
rect
ed li
sten
-in
g in
stru
ctio
ns.
RE
SO
UR
CE
MA
TE
RIA
LS
Var
ious
rec
ords
, rec
ord-
ings
or
tape
s to
be
used
for
liste
ning
act
iviti
es
Rec
ord
play
er o
r ta
pere
cord
er
Exa
mpl
es:
Rec
ords
:
"A H
unt i
n th
eF
ores
t"
"In
a C
lock
Sho
p"
"Pet
er a
nd th
e W
olf"
"Rus
ty in
Orc
hest
ra-
ville
"
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
For
old
er s
tude
nts
use
inst
ru-
men
tal r
ecor
ds w
ith m
usic
fost
erin
g au
dito
ry im
ager
y.T
he s
tude
nts
can
liste
n fo
rsu
ch th
ings
as:
spe
cific
inst
rum
ents
, cha
nges
in p
ace
or ty
pe o
f mus
ic.
Exa
mpl
es: "
The
Fou
r S
easo
ns"
-H
ow d
id th
e sp
ring
mus
ic d
iffer
from
the
win
ter
mus
ic?
"Nig
ht o
n B
ald
Mou
ntai
n"R
aise
your
han
ds w
hen
the
mus
ic s
eem
s to
tell
you
a st
orm
is c
omin
g.
"181
2 O
vert
ure"
-W
hat p
art o
f the
mus
icso
unds
like
the
Lone
Ran
ger
or h
orse
sga
llopi
ng?
LES
SO
N #
3
SC
OP
E O
F L
ES
SO
N:
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
E
To
play
a g
ame
invo
lvin
g lis
teni
ng.
To
be a
ble
to li
sten
for
inst
ruct
ions
with
a de
term
inin
g cu
eby
follo
win
g va
rious
dire
ctio
ns.
You
Mus
t
AC
TIV
ITY
Hav
e th
e st
uden
ts fo
rm a
circ
le a
roun
d yo
u. In
stru
ct th
ech
ildre
n to
follo
w o
nly
the
dire
ctio
ns p
rece
ded
by "
You
mus
t."
Som
e di
rect
ions
to u
se:
Wal
k fo
rwar
d
tend
forw
ard
Jum
p up
Wal
k ba
ckw
ard
Cla
p yo
ur h
ands
Hop
on
one
foot
Sta
nd ta
ll
Tur
n ar
ound
Tou
ch y
our
toes
Tou
ch y
our
nose
RE
SO
UR
CE
MA
TE
RI A
LS
Non
e
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
1. H
ave
child
ren
resp
ond
to"D
o th
is,"
but
not
to "
Do
that
."
2. T
he m
ore
fam
iliar
form
at o
f"S
imon
say
s,"
may
als
o be
used
.
3. A
pup
pet m
ay g
ive
the
dire
c-tio
ns, "
Boz
o sa
ys."
Whe
n th
e ch
ildre
n ne
ed a
cha
nge-
of-p
ace
they
can
pla
y th
is g
ame
next
to th
eir
seat
s.
List
enin
g E
ars
LES
SO
N #
4
SC
OP
E O
F L
ES
SO
N: T
o em
phas
ize
the
impo
rtan
ce o
flis
teni
ng.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
To
be a
ble
to c
on-
stru
ct a
set
of a
ni-
mal
ear
s fr
om p
aper
prov
ided
by
the
teac
her
and
to u
seth
em w
hen
part
ici-
patin
g in
list
enin
gac
tiviti
es.
on
AC
TIV
ITY
Cap
italiz
e on
a la
pse
in li
sten
ing
habi
ts b
y as
king
, "W
hat
help
s us
list
en?"
"H
ow c
an w
e be
bet
ter
liste
ners
?""I
f we
had
anot
her
set o
f ear
s w
ould
we
liste
n be
tter?
"
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
The
r al
low
eac
h pu
pil t
o ch
oose
an
anim
al w
hose
ears
he
wou
ld li
ke to
wea
r. P
rovi
de a
ppro
pria
te c
olor
edco
nstr
uc-
tion
pape
r an
d a
patte
rn, i
f nec
essa
ry. T
he s
tude
nts
can
past
e or
sta
ple
the
ears
to th
e he
adba
nd. T
he h
eadb
ands
are
then
sta
pled
to fi
t the
pup
il's
head
.
Whe
n ev
eryo
ne h
as fi
nish
ed c
onst
ruct
ing
his
ears
, eac
hpu
pil c
an s
tand
and
tell
the
othe
rs w
hat a
nim
al h
ere
pre-
sent
s. T
hen,
wea
ring
his
ears
, the
cla
ss c
an li
sten
to a
stor
y re
ad b
y yo
u.
The
ear
s ca
n be
line
d up
on
a sh
elf r
eady
to b
ew
orn
durin
gea
ch li
sten
ing
activ
ity fo
r th
e ne
xt fe
w d
ays.
Con
stru
ctio
n pa
per
cut i
n sq
uare
s fo
rea
rs a
nd s
trip
s fo
rhe
adba
nds
Pas
te o
r st
aple
s
Sci
ssor
s
RA
BB
IT E
AR
SE
LEP
HA
NT
EA
RS
ZE
BR
A E
AR
SP
UP
PY
EA
RS
LES
SO
N #
5
SC
OP
E O
F L
ES
SO
N:
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
Tre
asur
e H
unt
To
prov
ide
an a
ctiv
ity w
here
pup
ils u
se th
eir
liste
ning
abi
litie
sto
follo
w d
irect
ions
in o
rder
to o
btai
n an
imm
edia
te g
oal o
r re
war
d.
To
be a
ble
to fi
ndth
e tr
easu
re o
n th
eba
sis
of th
e ve
rbal
clue
s gi
ven.
AC
TIV
ITY
Tel
l the
pup
ils th
at th
ey a
re g
oing
to h
ave
a tr
easu
re h
unt.
A p
upil
leav
es th
e ro
om a
nd y
ou h
ide
a sm
all p
acke
t of
M &
M's
, sug
ar c
oate
d ce
real
or
a co
okie
, som
ewhe
re in
the
room
. You
and
the
clas
s jo
intly
-cho
ose
a pl
ace
to h
ide
the
trea
sure
. Whe
n th
e pu
pil r
e-en
ters
the
room
giv
ero
und-
a-bo
ut d
irect
iona
l clu
es to
ass
ist h
im in
find
ing
the
trea
sure
.
Exa
mpl
e: G
o to
the
wal
l by
the
flag.
Tur
n le
ft.
Circ
le a
roun
d M
ary'
s de
sk.
Cra
wl u
nder
the
libra
ry ta
ble.
Wal
k to
the
third
win
dow
.
Look
und
er th
e ra
diat
or.
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Prim
ary
Sm
all t
reas
ures
:
M &
M's
can
dy
Sug
ar-c
oate
d ce
real
Coo
kies
VA
RIA
TIO
NS
To
mak
e th
is a
ctiv
ity m
ore
com
plic
ated
, tw
o or
thre
edi
rect
ions
can
be
give
n in
a se
ries.
LES
SO
N #
6
.S
CO
PE
OF
LE
SS
ON
: Top
rovi
de s
tude
nts
with
opp
ortu
nitie
sto
dis
tingu
ish
varia
tions
in s
ound
.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
EA
CT
IVIT
Y
Hig
h an
d Lo
w
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
To
be a
ble
to m
ake
a m
otor
res
pons
eap
prop
riate
to v
ari-
atio
ns in
sou
ndw
hen
liste
ning
to a
reco
rd o
r st
ory.
Bef
ore
liste
ning
to th
e re
cord
, pre
pare
the
clas
s to
list
enfo
r va
riatio
ns in
pitc
h by
pla
ying
not
es o
n a
guita
r, p
iano
,or
pitc
h pi
pe. H
ave
the
clas
s st
retc
h ta
ll fo
r hi
gh n
otes
,st
oop
for
mid
dle
note
s, a
nd s
quat
low
for
low
not
es. P
rac-
tice
with
the
inst
rum
ents
bef
ore
liste
ning
to th
e re
cord
.
Pla
y th
e re
cord
and
res
pond
with
the
clas
s to
the
pitc
h of
the
voic
es o
f "B
ig B
illy
Goa
t," "
Mid
dle
Bill
y G
oat,"
and
so o
n.
Rec
ords
or
book
s of
"Thr
ee B
illy
Goa
tsG
ruff,
" "T
hree
Bea
rs"
Rec
ord
play
er
LES
SO
N #
7S
CO
PE
OF
LE
SS
ON
: To
give
you
ng c
hild
ren
trai
ning
inlis
teni
ng a
nd a
udito
ry d
iscr
imin
atio
n.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
To
be a
ble
to r
espo
ndto
aud
itory
cue
s by
disc
rimin
atin
g be
-tw
een
loud
ness
and
softn
ess,
diff
eren
tia-
ting
high
and
low
tone
s an
d be
atin
grh
ythm
s.
Pro
vide
you
rgi
ve th
em a
nE
xam
ples
:
Loud
ness
:
Rhy
thm
:
Ton
e:
Aud
itory
Dis
crim
inat
ion
AC
TIV
ITY
stud
ents
with
man
y ga
Me-
type
act
iviti
es th
atop
port
unity
to im
prov
e th
eir
liste
ning
ski
lls.
Hid
e a
ticki
ng c
lock
whi
le th
e st
uden
tscl
ose
thei
r ey
es. T
he s
tude
nts
try
tolo
cate
the
cloc
k us
ing
the
ticki
ng a
s th
eir
clue
.T
he fi
nder
get
s to
hid
e th
e cl
ock.
Hav
e st
uden
ts r
epro
duce
rhy
thm
ic p
atte
rns
by c
lapp
ing,
tapp
ing,
or
usin
g rh
ythm
inst
rum
ents
or
stic
ks.
Use
pia
no. "
Am
I go
ing
slow
er o
r fa
ster
?""H
ighe
r or
low
er?"
"Lo
uder
or
softe
r?"
RE
SO
UR
CE
MA
TE
RIA
LS
Mus
ical
or
rhyt
hm in
stru
-m
ents
; pia
no, b
ells
Pro
ps fo
r m
akin
g ev
ery-
day
soun
ds:
Clo
ck
Pap
ers
for
rust
ling
Pot
s fo
r ba
ngin
g
Bru
sh (
toot
h, h
air)
Nai
l file
Buz
zer
Bel
l
Hor
n
Ute
nsils
Key
s
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
Old
er c
hild
ren
enjo
y id
entif
ying
peop
le u
sing
voi
ce a
s th
e so
lem
eans
of r
ecog
nitio
n. A
tape
can
be m
ade
of v
oice
s of
fam
il-ia
r pe
ople
, fam
ous
peop
le s
choo
lpe
rson
nel a
nd c
lass
mat
es. H
ave
the
pupi
ls id
entif
y th
e vo
ice
they
hear
usi
ng o
nly
thei
r lis
teni
ngsk
ill a
bilit
y.
co
Lear
ning
to L
iste
n
LES
SO
N X
IS
CO
PE
OF
LE
SS
ON
: To
give
stu
dent
s pr
actic
e in
dev
elop
ing
audi
tory
mem
ory.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
ES
1. T
o be
abl
e to
deve
lop
an a
war
e-ne
ss o
f fam
iliar
soun
ds a
s a
basi
sfo
r so
und
reco
g-ni
tion
and
disc
rim-
inat
ion.
2. T
o be
abl
e to
reco
gniz
e th
ese
soun
ds: t
alki
ng,
bell,
cha
ir-sc
rap-
ing,
doo
r cl
osin
g.
AC
TIV
ITY
Inst
ruct
the
pupi
ls to
list
en v
ery
care
fully
.In
form
them
that
they
are
goi
ng to
be
"sou
nd d
etec
tives
." T
he c
lass
is g
oing
on
a tr
ip. D
urin
g th
e tr
ip it
will
be
thei
r jo
b to
liste
n fo
r an
d to
try
to r
emem
ber
as m
any
soun
ds a
s th
eyca
n.
LEV
EL:
Prim
ary
RE
SO
UR
CE
MA
TE
RIA
LS
The
n ta
ke y
our
clas
s on
a tr
ip a
roun
d th
e sc
hool
, to
the
play
grou
nd, g
ym, l
unch
room
, etc
. Dur
ing
the
trip
eve
ryon
eis
to c
ompi
le a
list
of a
ll th
e so
unds
they
hea
r.
Exa
mpl
e: S
choo
l bel
l
Doo
rs o
peni
ng a
ndcl
osin
g
Wat
er r
unni
ng
Afte
r th
e tr
ip y
ou a
nd th
e st
uden
ts r
etur
n to
the
room
and
and
disc
uss
and
com
pare
find
ings
. The
var
ious
sou
nds
hear
d ca
n be
not
ed o
n an
exp
erie
nce
char
t.
Chi
ldre
n ta
lkin
g
Scr
apin
g ch
airs
Exp
erie
nce
char
t mat
er-
ials
Larg
e lin
ed p
aper
Fel
t mar
ker
pens
VA
RIA
TIO
NS
1. H
ave
indi
vidu
al p
upils
brin
gan
obj
ect t
o cl
ass
or p
erfo
rm a
nac
tion
that
mak
es a
par
ticul
arso
und.
The
oth
er s
tude
nts
inth
e cl
ass
hide
thei
r ey
es a
ndid
entif
y th
e so
und
or o
bjec
t by
liste
ning
ver
y ca
refu
lly. T
hen
each
pup
il w
ho g
uess
es c
or-
rect
ly h
as a
cha
nce
to m
ake
his
soun
d or
act
ion.
2. T
ape
reco
rd s
ound
s an
d as
kth
e pu
pils
to id
entif
y th
em.
3. H
ave
pupi
ls im
itate
sou
nds.
Mes
seng
er B
oy
LES
SO
N #
9
SC
OP
E O
F L
ES
SO
N: T
o ha
ve s
tude
nts
use
audi
tory
, mot
or a
nd v
isua
lsk
ills
in d
ecod
ing
a m
essa
ge.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
ES
1. T
o be
abl
e to
list
ento
a m
essa
ge a
ndac
cura
tely
rep
eat i
tto
ano
ther
stu
dent
.
2. T
o be
abl
e to
follo
w th
e m
essa
ge's
dire
ctio
ns.
AC
TIV
ITY
Cho
ose
a st
uden
t to
be a
mes
seng
er b
oy a
nd w
hisp
er a
mes
sage
to h
im. T
his
stud
ent t
hen
choo
ses
som
eone
tore
ceiv
e th
e m
essa
ge a
nd w
hisp
ers
sam
e to
him
.
Exa
mpl
e: "
Tak
e of
f one
sho
e."
"Tur
n ar
ound
thre
e tim
es."
The
pup
il w
ho r
ecei
ves
the
mes
sage
act
s ou
t the
req
uest
.T
he r
est o
f the
cla
ss g
uess
es o
ut lo
ud w
hat t
hey
thin
k th
em
essa
ge is
.
Onc
e th
e st
uden
ts u
nder
stan
d th
e id
ea o
f the
gam
e, th
eyca
n in
itiat
e th
eir
own
mes
sage
s.
RE
SO
UR
CE
MA
TE
RIA
LS
Non
e
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
Old
er s
tude
nts
enjo
y a
varia
tion
of th
is g
ame
such
as
"Whi
sper
-in
g D
own
the
Lane
." H
ere
am
esse
nger
whi
sper
s a
phra
se,
shor
t par
agra
ph, r
iddl
e or
lim
eric
kto
a s
tude
nt, i
n a
serie
s of
stu
-de
nts
seat
ed in
a s
emi-c
ircle
.E
ach
pers
on, i
n tu
rn, r
elay
s th
ew
hisp
ered
mes
sage
to th
e pe
rson
sitti
ng n
ext t
o hi
m. T
he la
stpe
rson
in th
e se
mi-c
ircle
sta
nds
up a
nd r
epea
ts th
e m
essa
ge h
ere
ceiv
ed. T
he s
tude
nts
enjo
yhe
arin
g so
me
of th
e in
evita
ble
dist
ortio
ns a
nd g
et p
ract
ice
inlis
teni
ng. Y
ou b
enef
it fr
om b
eing
able
to id
entif
y a
sour
ce o
fdi
stor
tion.
LES
SO
N #
10
SC
OP
E O
F L
ES
SO
N:
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
E
To
be a
ble
to li
sten
to a
sho
rt r
eadi
ng o
rre
cord
ing
and
extr
act
pert
inen
t inf
orm
atio
nto
ans
wer
que
stio
ns.
Ans
wer
s an
d In
form
atio
n
To
let c
hild
ren'
s na
tura
l int
eres
tan
d cu
riosi
ty m
otiv
ate
thei
r lis
teni
ng s
kills
and
to in
tegr
ate
liste
ning
as
anes
sent
ial p
art o
f the
tota
l cur
ricul
um.
AC
TIV
ITY
Jot d
own
ques
tions
the
child
ren
have
rece
ntly
ask
ed y
ouab
out a
ny a
rea.
Exa
mpl
e:
Fro
m th
e ch
ildre
n's
inte
rest
in th
eir
stud
y of
flow
ers,
man
y qu
estio
ns a
rise
abou
t see
ds. T
he s
tude
nts
wan
tto
kno
w:
1.W
hat g
row
s fr
oma
seed
?
2. W
hat d
o se
eds
look
like
?
3. H
ow d
o su
ch b
ig th
ings
grow
from
littl
e se
eds?
(tr
ees)
Usi
ng th
ese
ques
tions
as a
mot
ivat
ing
devi
ce, d
evis
ea
liste
ning
act
ivity
for
the
stud
ents
by w
ritin
g a
para
grap
hw
hich
inco
rpor
ates
all
the
info
rmat
ion
need
ed to
ans
wer
thei
r qu
estio
ns. H
ave
the
pupi
lslis
ten
to s
ee if
they
can
find
the
answ
ers
to th
e qu
estio
ns.
Chi
ldre
n en
joy
liste
ning
for
the
info
rmat
ion
that
answ
ers
thei
r pa
rtic
ular
que
stio
n.
RE
SO
UR
CE
MA
TE
RIA
LS
Par
agra
ph to
rea
d to
the
clas
s
Que
stio
ns li
sted
on
the
boar
d
Rec
ord
Rec
ord
play
er
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
1. C
ould
the
stud
ents
list
enca
refu
lly fo
r th
e an
swer
s to
thei
r pa
rtic
ular
que
stio
ns?
Can
pup
ils c
ompr
ehen
d fa
ctua
lin
form
atio
n th
at is
giv
en to
them
ver
Ally
?
2. U
se a
gre
ater
num
ber
ofqu
estio
ns. A
s th
e pu
pils
be-
com
e m
ore
adep
t in
usin
g th
eir
liste
ning
ski
lls, i
ncre
ase
the
leng
th o
f the
par
agra
ph a
ndth
e am
ount
of t
he in
form
atio
nin
it.
3. T
his
activ
ity c
an b
e us
edw
ith a
ny a
rea
of th
e cu
rric
ulum
and
adap
ted
to a
ny g
rade
leve
lby
var
ying
the
num
ber
ofqu
es-
tions
, the
leng
th o
f the
par
agra
ph,
or th
e co
mpl
exity
of t
he s
ubje
ctin
volv
ed.
Iden
tify
Sou
nds
LES
SO
N #
11S
CO
PE
OF
LE
SS
ON
: To
help
chi
ldre
n be
aw
are
of a
nd id
entif
y co
mm
on s
ound
s.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
E
To
be a
ble
to li
sten
to a
n is
o-la
ted
soun
d an
d to
iden
tify
it, s
how
ing
unde
rsta
ndin
g by
resp
ondi
ng "
Ihe
ard
..."
RE
SO
UR
CE
AC
TIV
ITY
MA
TE
RIA
LS
Pla
y a
soun
d. A
fter
the
soun
d is
pla
yed,
say
, "W
hat d
idT
ape
reco
rded
sou
nds
you
hear
, Dia
ne?"
The
pup
il re
spon
ds in
the
form
, "I h
eard
prep
ared
by
the
teac
her
a be
ll rin
g."
or m
ater
ials
nec
essa
ryfo
r pr
oduc
ing
soun
dsan
d a
scre
en.
/-
TE
AR
PA
PE
RS
TA
MP
FO
OT
CLA
P H
AN
DS
IBO
utIC
E B
ALL
.
Tap
e re
cord
er
Glo
ssar
y of
Sou
nds
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
1. F
orm
team
s an
d gi
ve p
oint
sfo
r id
entif
ying
the
soun
d af
ter
hear
ing
it on
ce. I
f tap
e re
cord
edso
unds
are
not
ava
ilabl
e al
lm
ater
ials
nec
essa
ry fo
r pr
oduc
-in
g th
e so
und
shou
ld b
e av
aila
ble
on a
tabl
e be
hind
a s
cree
n an
dpr
oduc
ed th
ere.
2. If
the
pupi
ls a
re a
ble
to r
ead,
form
team
s an
d te
ll th
e ch
ildre
nto
cho
ose
a sl
ip o
f pap
er w
ith a
soun
d w
ritte
n on
it. T
hen
they
prod
uce
the
soun
d be
hind
asc
reen
and
cho
ose
a m
embe
r of
the
othe
r te
am to
iden
tify
the
soun
d. T
eam
poi
nts
can
be g
iven
.
3. Y
oung
er c
hild
ren
can
also
have
team
s an
d ch
oose
a c
ard
illus
trat
ing
a so
und.
The
n, b
ehin
dth
e sc
reen
pro
duce
the
soun
d.
GLOSSARY OF SOUNDS
Clapping hands
Tapping feet
Knocking on desk
Snapping fingers
Stamping feet
Humming "Happy Birthday"
Whistling
Snoring
Coughing
Crying
Bouncing ball
Voices of different children
Kicking wastebasket
Opening drawers
Closing doors
Opening window
Leafing through pages of book
Shaking paper clips in a glass
Snapping rubber band
Letting air out of balloon
Tapping with pencil
Skipping
Jumping
Chewing gum - blowing and popping bubbles
Tearing paper
Shuffling feet
Jingling money
Pouring water
Shuffling cards
Blowing a whistle
Banging blocks
Beating erasers
Snapping the light on
Moving a chair
Blowing nose
Stirring paint in a jar
Clearing throat
Splashing water
Rubbing sandpaper
Chattering teeth
Closing pocketbook
Clicking tongue
Crumpling paper
Cutting with scissors
Breaking piece of chalk
Rattling keys
Writing on board
Singing
Striking match
Sweeping with broom
Sharpening a pencil
LE
SSO
N #
12
SCO
PE O
F L
ESS
ON
:
INST
RU
CT
ION
AL
OB
JEC
TIV
E
To
be a
ble
to id
entif
yan
d co
rrec
t a m
is-
plac
ed p
art o
f a fa
-m
iliar
sen
tenc
ese
quen
ce o
n th
efir
st tr
ial.
Cla
p to
Cor
rect
To
prom
ote
bette
r lis
teni
ng
AC
TIV
ITY
Use
a r
ote-
lear
ned
sequ
ence
with
whi
ch th
e st
uden
ts a
refa
mili
ar, s
uch
as: d
ays
of th
e w
eek,
mon
ths
of th
e ye
ar,
lette
rs o
f the
alp
habe
t, or
num
bers
1 to
10.
Say
the
sequ
ence
to a
stu
dent
with
-one
wor
d m
ispl
aced
. The
stud
ent c
laps
his
han
ds w
hen
he h
ears
a w
ord
out o
fse
quen
ce. H
e m
ust t
hen
repe
at th
e se
quen
ce c
orre
ctly
.R
epea
t act
ivity
unt
il al
l stu
dent
s ha
ve a
cha
nce
to c
lap.
RE
SOU
RC
EM
AT
ER
IAL
S
Non
e
LE
VE
L:
Inte
rmed
iate
VA
RIA
TIO
NS
1. V
ary
by u
sing
poe
ms
or ji
ngle
sth
at th
e ch
ildre
n ar
e fa
mili
arw
ith in
stea
d of
sin
gle
wor
ds.
For
exa
mpl
e, "
Vaa
, baa
, bla
cksh
eep,
thre
e ba
gs fu
ll."
2. F
or o
lder
stu
dent
s va
ry b
yus
ing
thre
e or
four
spe
lling
wor
ds. F
irst s
ay th
e w
ords
inal
phab
etic
al o
rder
. The
n re
peat
them
with
one
wor
d m
ispl
aced
.P
upils
are
to r
ecog
nize
and
corr
ect t
he o
rder
.
3. S
pelli
ng w
ords
them
selv
esca
n be
bro
ken
dow
n. G
ive
the
corr
ect s
pelli
ng. T
hen
switc
ha
lette
r ar
ound
for
the
pupi
lsto
rec
ogni
ze a
nd c
orre
ct.
Sou
nds
of th
e S
easo
ns
LES
SO
N #
13
SC
OP
E O
F L
ES
SO
N: T
o m
ake
child
ren
awar
e of
som
e fa
mili
ar s
ound
sth
at th
ey e
ncou
nter
dai
ly.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
To
be a
ble
to p
ic-
toria
lly r
epre
sent
seas
onal
sou
nds
bym
akin
g dr
awin
gs o
rcu
tting
out
pic
ture
sof
the
even
ts th
atca
use
the
soun
d.
AC
TIV
ITY
Afte
r di
scus
sion
of s
ound
s an
d se
ason
s, h
ave
stud
ents
illus
trat
e a
seas
onal
sou
nd b
ook.
Dra
w p
ictu
res
of a
nev
ent o
r ha
ppen
ing
that
mak
es a
sou
nd w
ith w
hich
they
can
asso
ciat
e a
part
icul
ar s
easo
n. T
he b
ookl
et c
an b
edi
vide
d in
to fo
ur s
ectio
ns, e
ach
one
repr
esen
ting
a se
ason
of th
e ye
ar.
Spr
ing
Rai
n fa
lling
Jum
ping
rop
eB
ounc
ing
balls
Bird
s
Win
ter
Bliz
zard
Sno
w, h
ail
Car
mot
ors
Ice
crun
chin
g
Sum
mer
Sw
imm
ing
Chi
ldre
n pl
ayin
gT
hund
er a
nd li
ghtn
ing
Aut
umn
Leav
es b
urni
ngW
alki
ng th
roug
h cr
isp
falle
n le
aves
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
Pap
er to
mak
e bo
okle
ts
Cra
yons
Pai
nts
Cha
lk
Cat
egor
izin
g S
ound
s
LES
SO
N #
14
SC
OP
E O
F L
ES
SO
N: T
o pr
ovid
e st
uden
ts w
ithan
aw
aren
ess
of th
e so
unds
arou
nd th
em w
hen
they
are
at h
ome,
at s
choo
l and
onth
e st
reet
.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
To
be a
ble
to s
how
an a
war
enes
s of
the
soun
ds in
thei
ren
viro
nmen
t by
say-
ing
whe
ther
they
hear
eac
h so
und
atho
me,
at s
choo
l or
on th
e st
reet
, afte
rth
e te
ache
r pr
ovid
esth
e so
und.
AC
TIV
ITY
"Tod
ay w
e ar
e go
ing
to li
sten
to s
ound
s th
atyo
u ha
vehe
ard.
" P
lay
a re
cord
ing
or p
erfo
rm a
ctiv
ities
that
prod
uce
soun
ds. H
ave
the
child
ren
iden
tify
the
soun
ds.
"Now
I'm
goi
ng to
men
tion
the
soun
d."
mak
e th
e so
und
agai
n.)
"You
tell
me
ifhe
ar a
t hom
e, a
t sch
ool o
r on
the
stre
etth
e ch
art."
Exa
mpl
es:
Hom
e S
ound
s
Wat
er r
unni
ng
Vac
uum
Tel
evis
ion
Doo
rbel
l
Sw
eepi
ng
Chi
ldre
n cr
ying
Key
in lo
ck
Dis
hes
rattl
ing
Sch
ool S
eund
s
Chi
ldre
n sh
outin
g
Sch
ool b
ell
Doo
rs c
losi
ng
Pen
cils
writ
ing
Foo
tste
ps in
hal
l
(You
can
als
oit
is a
sou
nd w
ean
d I'l
l put
it o
n
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
Str
eet S
ound
s
Pol
icem
an's
whi
stle
Hor
ns h
onki
ng
Sire
ns
Car
and
truc
k m
otor
s
Bra
kes
scre
echi
ng
New
sprin
t for
mak
ing
soun
d cl
assi
ficat
ion
char
t
Rec
ords
and
tape
s of
soun
ds -
pre
pare
d or
teac
her-
mad
e
Rec
ord
play
er o
r ta
pere
cord
er
Obj
ects
whi
ch m
ake
ano
ise
-- w
hist
le, b
el I,
etc.
1. F
or a
dvan
ced
stud
ents
ata
pe c
an b
e m
ade
with
man
yso
unds
to b
e he
ard
at th
e sa
me
time.
Exa
mpl
e: A
str
eet s
cene
. Ask
the
stud
ents
to li
sten
and
iden
tify
as m
any
of th
eso
unds
as
they
can
. Sou
nds:
car
horn
, whi
stl&
, str
eet
drill
er, t
rash
can
s cl
anki
ng,
peop
le y
ellin
g, m
otor
s.
2. F
oryo
unge
r st
uden
ts th
esi
mul
tane
ous
writ
ing
and
talk
ing,
hel
ps th
em to
und
er-
stan
d th
at w
ritin
g is
usi
ngw
ritte
n sy
mbo
ls fo
r ta
lkin
g.
List
enin
g to
Dra
mat
ize
LES
SO
N #
15
SC
OP
E O
F L
ES
SO
N: T
o al
low
child
ren
to d
ram
atiz
eor
act
out
a s
tory
,de
scrip
tion,
or
a re
cord
that
they
hear
.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
To
be a
ble
to a
ppro
-pr
iate
ly d
ram
atiz
ea
scen
e ve
rbal
ized
by th
e te
ache
r or
are
cord
.
AC
TIV
ITY
Chi
ldre
n en
joy
bein
g ac
tivel
y in
volv
edin
lear
ning
exp
erie
nces
and
they
par
ticul
arly
like
dra
mat
ics
and
rn le
-pla
ying
situ
atio
nsw
here
they
can
be
som
ethi
ng o
ther
than
them
selv
es.
Pla
y a
reco
rd o
r re
ada
shor
t des
crip
tive
para
grap
h. E
xam
ple:
A li
on p
aced
slo
wly
bac
k an
dfo
rth
in h
is c
age.
Sud
denl
y he
sto
pped
, sto
od s
till a
ndlis
tene
d. T
hen
he s
niffe
d th
e ai
r. H
ega
ve a
low
gro
wl a
nd la
y do
wn
on th
e flo
or o
f his
cag
e.
Hav
e th
e st
uden
ts d
ram
atiz
e th
epa
ragr
aph,
one
sen
tenc
eat
a tim
e.
RE
SO
UR
CE
MA
TE
RIA
LS
Boo
k of
poe
ms
Sho
rt d
ram
atic
sto
ries,
play
s
Sto
ry/a
ctio
n re
cord
s
Sho
rt d
escr
iptiv
e pa
ra-
grap
hs
Rec
ords
Rec
ord
play
er
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
Dec
orat
ing
Coo
kies
LE
SSO
N #
16SC
OPE
OF
LE
SSO
N:
To
give
chi
ldre
n pr
actic
e in
list
enin
g fo
r di
rect
ions
giv
en in
seq
uenc
e.
To
dete
rmin
e if
child
ren
can
use
thei
r lis
teni
ng s
kills
by
resp
ondi
ng to
a ve
rbal
dire
ctio
n w
ith a
phy
sica
l act
ion.
INST
RU
CT
ION
AL
OB
JEC
TIV
EA
CT
IVIT
YR
ESO
UR
CE
MA
TE
RIA
LS
LE
VE
L:
Inte
rmed
iate
VA
RIA
TIO
NS
To
be a
ble
to d
emon
-st
rate
list
enin
gab
ility
by
corr
ectly
follo
win
g th
e te
ach-
er's
ver
baliz
eddi
rect
ions
in a
cook
ie d
ecor
atin
gta
sk.
You
and
the
pupi
ls b
ake
cook
ies,
.or
use
slic
e-an
d-ba
ke c
ooki
es. A
fter
tree
sha
ped
cook
ies.
for
exam
ple,
have
bee
n fr
oste
d gr
een
by th
e cl
ass,
pla
ce a
ser
ies
of d
ecor
atin
g m
ater
ials
(ci
nnam
on d
ots,
silv
er d
ots,
choc
olat
e ch
ips,
spr
inkl
es)
on a
larg
e ta
ble
inap
prop
riate
con
tain
ers.
With
out d
ecor
atin
g a
cook
ie y
ours
elf,
inst
ruct
the
stud
ents
in d
ecor
atin
g th
eir
cook
ies
by g
ivin
g on
edi
rect
ion
at a
tim
e.
Exa
mpl
e: P
ut a
silv
er d
ot o
n th
e to
p po
int o
f the
tree
to b
e a
star
.
Put
a r
ed c
inna
mon
dot
at t
he e
nd o
fea
ch b
ranc
h.
Put
thre
e ch
ocol
ate
chip
s at
the
base
of y
our
tree
to m
ake
a st
and.
Che
ck e
ach
child
's c
ooki
e to
mak
e su
re th
at y
our
dire
ctio
ns w
ere
follo
wed
. Afte
r th
is v
ery
stru
ctur
ed,
teac
her-
dire
cted
act
ivity
, enc
oura
ge c
hild
ren
tode
cora
te o
ne o
r tw
o m
ore
cook
ies
in a
ny w
ay th
eyw
ould
like
.
Coo
kies
Fro
stin
g
Dec
orat
ing
mat
eria
ls:
cinn
amon
, silv
erdo
ts, c
hoco
late
chip
s, s
prin
kles
,co
lore
d su
gar
A b
asic
act
ivity
, suc
h as
this
, inv
olv-
ing
liste
ning
to d
irect
ions
in o
rder
toto
find
out
how
to d
o so
met
hing
can
be u
sed
in m
any
activ
ities
at a
ll gr
ade
leve
ls.
Exa
mpl
es:
Prim
ary
Put
ting
on a
coa
t
Pla
ying
a g
ame
Bru
shin
g te
eth
prop
erly
But
toni
ng a
coa
t
Adv
ance
d
Fol
low
a r
ecip
egi
ven
oral
ly
Put
ting
mod
els
toge
ther
Lear
ning
to d
rive
Lear
ning
how
tofil
l out
Mim
s
LES
SO
N #
17
SC
OP
E O
F L
ES
SO
N: T
o te
ach
stud
ents
how
to li
sten
.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
Tel
epho
ne M
anne
rs
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
To
be a
ble
to d
emon
-st
rate
goo
d lis
teni
ngha
bits
on
the
tele
-ph
one
by p
artic
ipat
-in
g in
cla
ssro
omte
leph
one
activ
ities
in a
non
-dis
rupt
ive
man
ner.
Equ
ip th
e ro
om w
ith p
lay
tele
phon
es o
r cl
osed
circ
uit
tele
phon
e sy
stem
ava
ilabl
e fo
r cl
assr
oom
use
.
Hav
e st
uden
ts p
ract
ice
liste
ning
to e
ach
othe
r's in
form
alco
nver
satio
n or
pro
vide
sim
ple
situ
atio
ns in
whi
ch th
est
uden
t nee
ds to
use
the
phon
e. E
xam
ple:
Cal
l and
mak
e a
doct
or's
app
oint
men
t.
Cal
l the
wea
ther
bur
eau.
Ask
for
spec
ific
info
rmat
ion
(tra
in/b
us s
ched
ules
).
Get
a r
ecei
pe o
ver
the
phon
e.
Ask
for
dire
ctio
ns to
a s
peci
fic p
lace
.
Em
phas
ize
cert
ain
elem
ents
that
are
hel
pful
and
nece
ssar
yfo
r go
od li
sten
ing,
i.e.
, lis
teni
ng c
aref
ully
, wai
ting
until
the
othe
r pe
rson
has
fini
shed
spe
akin
g be
fore
you
star
t.
Pla
y te
leph
ones
Tel
etra
iner
--a
prac
tice
tele
phon
e ki
t con
sist
ing
of tw
o ac
tivat
ed te
le-
phon
es a
nd a
loud
spea
ker
cont
rol u
nit.
It pr
ovid
es a
sim
ulat
eddi
& to
ne, r
ingi
ng a
ndbu
sy s
igna
ls. L
ent b
y:
Nor
thw
este
rn B
ell
Tel
epho
ne C
ompa
ny60
4 9t
h S
tree
tD
es M
oine
s, Io
wa
5030
9
Exp
erie
nce
liste
ning
to m
any
med
ia a
nd d
iscu
ssin
g w
hat i
she
ard.
Exa
mpl
es: T
o te
ache
rT
o re
cord
sT
o fil
ms
To
clas
smat
esT
o te
levi
sion
To
asse
mbl
y pr
ogra
ms
To
tape
s of
ow
n vo
ice
or v
oice
s of
oth
ers
Sen
tenc
e A
bsur
ditie
s
LES
SO
N #
18S
CO
PE
OF
LE
SS
ON
: To
prov
ide
stud
ents
with
opp
ortu
nitie
s to
list
en fo
r m
eani
ng.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
ES
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
1. T
o be
abl
e to
liste
n to
and
eva
lu-
ate
a se
nten
ce o
rgr
oup
of s
ente
nces
spok
en b
y th
e te
ach-
er a
nd to
rec
ogni
zeab
surd
ities
.
2. T
o be
abl
e to
expl
ain
why
the
8de
tail
is in
corr
ect.
Rea
d a
para
grap
h or
sto
ry to
the
grou
p in
whi
ch th
ere
isa
cont
radi
ctor
y or
abs
urd
deta
il.
Exa
mpl
e: "
The
roo
m w
as v
ery
cold
.T
he th
erm
omet
er r
ead
over
80°
." o
r "I
t was
late
at n
ight
and
eve
ryon
ew
as a
slee
p.T
he s
un s
hone
dow
n th
roug
h B
illie
'sw
indo
w."
Eac
h st
uden
t sho
uld
be c
alle
d up
on to
iden
tify
a co
ntra
dict
ory
phra
se a
nd te
ll w
hy it
is n
ot r
easo
nabl
e. T
he s
tude
nt's
nam
esh
ould
be
calle
d af
ter
the
sent
ence
s ar
e re
ad s
o al
l pup
ilsar
e m
otiv
ated
to li
sten
.
1. "
The
last
tim
e I s
aw A
my
she
had
a ne
w h
aird
o bu
t the
next
tim
e I s
aw h
er, s
he c
hang
ed it
bac
k to
the
way
she
used
to w
ear
it."
2. "
Eve
rybo
dy c
an le
arn
to p
lay
Scr
abbl
e. T
here
fore
, Sal
lykn
ows
how
to p
lay.
"
3. "
It's
impo
ssib
le to
get
a ta
xi o
n a
rain
y da
y. E
ven
the
empt
y on
es h
ave
pass
enge
rs in
them
."
4. "
My
pupp
y is
thre
e m
onth
s ol
d. W
hen
he w
as o
lder
he
coul
d fe
tch
a ba
ll."
5. "
Bef
ore
I met
Joh
n w
e w
ere
good
frie
nds.
"
Pre
pare
d st
orie
s or
para
grap
hsA
dapt
this
act
ivity
to o
lder
stud
ents
by
read
ing
stor
ies
whe
re th
e ab
surd
ities
are
mor
esu
btle
or
by r
eadi
ng m
yste
ryst
orie
s w
here
they
list
en fo
rcl
ues
to in
vest
igat
e a
crim
eor
rea
ch a
con
clus
ion.
LES
SO
N #
19
SC
OP
E O
F L
ES
SO
N: T
o us
e pu
nctu
atio
n m
arks
cor
rect
ly.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
Pun
ctua
tion
Rev
iew
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
To
be a
ble
to li
sten
to a
sen
tenc
e re
adby
the
teac
her
and
resp
ond
with
the
corr
ect p
unct
uatio
nm
ark
whe
n th
e se
n-te
nce
is r
ead.
Pas
s ou
t the
car
ds.
Rea
d th
e st
ory.
Pau
se a
t the
end
of e
ach
sent
ence
.If
it is
a qu
estio
n, th
e st
uden
ts h
oldi
ng q
uest
ion
mar
ks s
tand
up;
an e
xcla
mat
ory
sent
ence
, the
stu
dent
s ho
ldin
g th
e ex
clam
a-tio
n po
ints
sta
nd u
p; a
nd a
dec
lara
tive
sent
ence
, the
stud
ents
hol
ding
the
perio
ds s
tand
up.
Let t
he p
upils
exc
hang
e ca
rds.
The
n re
ad a
new
sto
ry a
ndha
ve th
em r
espo
nd w
ith th
eir
new
pun
ctua
tion
mar
k.
Pun
ctua
tion
card
s: a
set
of c
ards
(en
ough
for
each
pupi
l to
have
one
)
Fou
r or
five
car
ds w
ithqu
estio
n m
arks
Fou
r or
five
car
ds w
ithex
clam
atio
n po
ints
Fou
r or
five
car
ds w
ithpe
riods
A s
tory
with
all
thre
eki
nds
of s
ente
nces
,su
ch a
s:
Tod
ay is
a b
eaut
iful
day!
Wou
ld y
ou li
ke to
go
for
a w
alk?
Let's
take
the
dog,
too.
1. S
ame
pupi
ls c
an m
ake
upth
eir
own
sent
ence
s an
d re
adth
em w
hile
.oth
ers
resp
ond.
2. T
eam
s ca
n tr
y to
stu
mp
the
punc
tuat
ion
mar
ks w
ith a
poi
ntta
ken
away
if a
team
mem
ber
fails
to r
espo
nd c
orre
ctly
.
LES
SO
N #
20
SC
OP
E O
F L
ES
SO
N.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
E
To
be a
ble
to r
e-sp
ond
corr
ectly
tow
ritte
n qu
estio
nsaf
ter
liste
ning
toa
stor
y re
ad b
y th
ete
ache
r.
List
en fo
r S
peci
fics
To
have
the
stud
ents
list
en to
a s
tory
in o
rder
to fi
nd a
nsw
ers
AC
TIV
ITY
Hav
e pr
epar
ed q
uest
ions
on
the
boar
d or
on m
imeo
grap
hed
shee
ts. T
ell t
he s
tude
nts
that
they
will
hav
e to
list
enve
ryca
refu
lly in
ord
er to
be
able
to a
nsw
er th
e qu
estio
ns,
to a
stor
y yo
u ar
e go
ing
to te
ll. T
he p
upils
and
teac
her
read
the
prep
ared
que
stio
ns to
geth
er.
Exa
mpl
es: "
Wha
t was
the
colo
r of
Jac
k's
hous
e?"
"Wha
t kin
d of
pet
did
Jac
k ha
ve?"
"How
man
y pe
ople
wer
e in
Jac
k's
fam
ily?"
The
pup
ils th
en li
sten
for
the
info
rmat
ion
need
edto
ans
wer
thes
e sp
ecifi
c qu
estio
ns.
RE
SO
UR
CE
MA
TE
RIA
LS
Sto
ry o
r bo
ok fr
om w
hich
ques
tions
are
take
n
Cha
lkbo
ard
or m
imeo
-gr
aphe
d sh
eets
of q
ues-
tions
Ove
rhea
d pr
ojec
tor
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
Hav
e ol
der
pupi
ls r
ead
shor
tst
orie
s or
par
agra
phs
to o
ther
clas
s m
embe
r(s)
and
cho
ose
ques
tions
for
thei
r cl
assm
ates
to a
nsw
er.
LE
SSO
N #
21SC
OPE
OF
LE
SSO
N:
INST
RU
CT
ION
AL
OB
JEC
TIV
E
Mas
s M
edia
To
prov
ide
stud
ents
with
pra
ctic
al s
ituat
ions
for
pur
pose
ful l
iste
ning
.
To
be a
ble
to a
nsw
erqu
estio
ns, p
ut in
for-
mat
ion
in c
hron
olog
-ic
al o
rder
and
/or
sum
mar
ize
the
info
r-m
atio
n af
ter
liste
n-in
g to
a w
eath
erbr
oadc
ast,
new
sbr
oadc
ast,
or s
oap
oper
a on
tele
visi
onor
rad
io.
AC
TIV
ITY
Old
er r
etar
ded
child
ren
spen
d an
incr
easi
ng a
mou
nt o
f tim
eus
ing
the
mas
s m
edia
for
ente
rtai
nmen
t and
as
a le
isur
etim
e ac
tivity
. You
can
cap
italiz
e on
the
stud
ent's
inte
rest
in te
levi
sion
by
usin
g it
to d
evel
op li
sten
ing
skill
s.
List
enin
g fo
r sp
ecifi
c in
form
atio
n: C
hoos
e sp
ecia
l sho
rtbr
oadc
asts
suc
h as
wea
ther
and
new
s re
port
s. G
ive
stud
ents
spec
ific
info
rmat
ion
to li
sten
for.
Suc
h as
:
"Whe
re w
as th
ere
an a
irpla
ne c
rash
in th
e U
nite
d S
tate
s?"
"Who
won
the
base
ball
gam
e be
twee
n th
e S
t. Lo
uis
Car
dina
ls a
nd th
e C
hica
go C
ubs?
"
"Whe
re d
id th
e V
ice-
Pre
side
nt v
isit
toda
y on
his
tour
of A
sia?
"
List
enin
g fo
r se
quen
ce /c
hron
olog
y: H
ave
pupi
ls li
sten
to a
15-3
0 m
inut
e pr
ogra
m a
nd th
en b
e ab
le to
put
the
even
ts in
chro
nolo
gica
l ord
er. S
oap
oper
as a
re g
ood
for
this
RE
SOU
RC
EM
AT
ER
IAL
S
LE
VE
L:
Adv
ance
d
VA
RIA
TIO
NS
Tel
evis
ion
or r
adio
at
hom
e or
in s
choo
lP
oliti
cal d
ebat
es, i
nter
view
show
s an
d co
med
y sk
etch
espr
ovid
e pu
pils
with
an
oppo
r-tu
nity
to e
valu
ate
and
dis-
cuss
wha
t the
y ha
ve h
eard
.
Rep
orte
r
LES
SO
N #
22S
CO
PE
OF
LE
SS
ON
: To
allo
w s
tude
nts
an o
ppor
tuni
ty fo
r us
ing
liste
ning
as
one
skill
invo
lved
in r
epor
ting
info
rmat
ion
to o
ther
s.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
E
To
be a
ble
to g
ive
a re
sum
e' o
f an
item
in a
mag
azin
e or
ina
new
spap
er in
corr
ect o
rder
, inc
lud-
ing
the
impo
rtan
tfa
cts,
afte
r he
arin
git
read
.
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
Hav
e th
e st
uden
ts b
ring
in s
hort
item
s fr
om a
loca
l new
spap
ersu
ch a
s; r
epor
t of a
n au
tom
obile
acc
iden
t, a
fight
, a fi
re, o
r a
spor
ts e
vent
. Rea
d al
oud,
or
have
the
stud
ents
rea
d th
ear
ticle
to th
e cl
ass.
Hav
e on
e m
embe
r of
the
clas
s vo
lunt
eer
to g
ive
a re
port
or
sum
mar
y of
the
artic
le ju
st r
ead.
Eva
luat
eth
e re
port
ing
perf
orm
ance
in te
rms
of r
ecal
l, se
quen
ce, i
nclu
-si
on o
f im
port
ant i
nfor
mat
ion
and
deta
ils.
New
spap
er, s
hort
ads
or a
rtic
les
Cho
ose
seve
ral p
upils
or
the
entir
e cl
ass
to w
atch
a te
le-
visi
on p
rogr
am. H
ave
each
pupi
l eith
er w
rite
a su
mm
ary
or g
ive
a sh
ort o
ral s
ynop
sis
of th
e pr
ogra
m. J
udge
the
accu
racy
and
incl
usiv
enes
sof
eac
h pe
rson
's r
epor
t.
You
're th
e T
each
er
LES
SO
N #
23S
CO
PE
OF
LE
SS
ON
: To
prov
ide
an a
ctiv
ity w
here
pup
ils m
ust u
seth
eir
liste
ning
ski
lls to
follo
w d
irect
ions
.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
E
To
be a
ble
to p
erfo
rman
act
ivity
suc
h as
ironi
ng a
shi
rt,
ham
mer
ing
a na
il,or
teas
ing
hair
afte
rlis
teni
ng to
dire
c-tio
ns.
AC
TIV
ITY
Eac
h st
uden
t in
the
clas
s be
com
es a
n ex
pert
at g
ivin
gdi
rect
ions
for
one
proc
ess-
-whi
ch h
e or
she
doe
s no
tre
veal
to th
e ot
her
mem
bers
of t
he c
lass
. The
se to
pics
shou
ld b
e si
mpl
e.
Exa
mpl
es: I
roni
na a
shi
rt1.
Spr
inkl
e2.
Pas
s iro
n ac
ross
clo
th3.
But
ton
4. F
old
or h
ang
Ham
mer
ino
a na
il1.
Get
nai
l out
of b
ox2.
'Hol
d up
right
on
woo
d3.
Str
ike
with
ham
mer
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
Tea
sing
hai
r1.
Get
com
b2.
Hol
d up
sec
tions
of h
air
3. M
ake
shor
t up
and
dow
n m
otio
ns w
ithth
e co
mb,
thro
ugh
the
hair.
The
stu
dent
exp
ert c
hoos
es s
omeo
ne to
who
m h
e w
ill g
ive
the
dire
ctio
ns. H
e gi
ves
the
dire
ctio
ns o
ne s
tep
at a
tim
e.T
he li
sten
er c
arrie
s ou
t the
dire
ctio
ns w
ith th
e eq
uipm
ent
prov
ided
.
Ham
mer
, nai
l, w
ood
Com
b
Iron
, clo
th, h
ange
r
Pro
paga
nda
LES
SO
N #
24S
CO
PE
OF
LE
SS
ON
: To
deve
lop
an a
war
enes
s an
d re
cogn
ition
of p
ropa
gand
aan
d th
e te
chni
ques
of p
ropa
gand
a.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
E
To
be a
ble
to s
how
an a
war
enes
s of
prop
agan
da in
ad-
vert
isin
g, b
y po
int-
ing
out m
isst
ate-
men
ts, i
ncon
sist
en-
cies
, and
unt
ruth
s.
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
Dis
cuss
with
pup
ils th
e va
rious
way
s th
at p
eopl
e ar
e pe
r-su
aded
to d
o or
buy
cer
tain
thin
gs. U
se n
umer
ous
audi
o-vi
sual
dev
ices
to il
lust
rate
the
poin
t suc
h as
:
List
enin
g to
tele
visi
on c
omm
erci
als
Pla
ying
rec
ordi
ngs
of s
ales
talk
s
Pas
ting
up a
ds fr
om n
ewsp
aper
s an
d m
agaz
ines
Pla
ying
pol
itica
l spe
ech
reco
rdin
gs
Enc
oura
ge th
e st
uden
ts to
look
for
spec
ific
indi
catio
ns o
fpr
opag
anda
suc
h as
:
Ove
rsta
tem
ents
Am
bigi
ous
stat
emen
tsE
mot
iona
l app
eal
Som
ethi
ng-f
or-n
othi
ng s
chem
esM
iracl
e dr
ugs
and
cure
sIn
cons
iste
ncie
sU
nrea
sona
ble
pric
es a
nd s
alar
ies
Pac
kage
dea
ls
Bul
letin
boa
rd m
ater
ials
that
sho
w e
vide
nce
ofpr
opag
anda
Film
s of
pol
itica
l spe
eche
s
Pro
ject
or
Tap
e re
cord
ings
Tap
e re
cord
er
Tel
evis
ion
or r
adio
tolis
ten
to a
dver
tisem
ents
Pro
ps fo
r dr
amat
izat
ions
She
et li
stin
g sa
mpl
es o
fpr
opag
anda
(S
ee a
ppen
dix)
1. H
ave
the
pupi
ls d
iscu
ss h
owpe
rson
al p
ropa
gand
a ca
n be
use
dby
or
on th
em. S
ome
of th
ese
situ
atio
ns c
an b
e dr
amat
ized
.E
xam
ples
:
Per
suad
ing
your
par
ents
to le
tyo
u st
ay u
p la
tebe
caus
e so
me
othe
r ki
ds d
o
Pee
r pr
essu
re c
onvi
ncin
g yo
uto
che
at in
sch
ool,
driv
e fa
st,
etc.
Hav
ing
olde
r pu
pils
giv
e a
sale
s ta
lk
Oth
er p
upils
who
are
list
enin
gtr
y to
eva
luat
e w
hat t
hey
hear
2. M
ake
a lis
t of h
ow p
ropa
gand
ais
use
d on
par
ents
, pee
rs o
rvi
ce v
ersa
. Exa
mpl
es:
"Eat
you
r ca
rrot
s.T
hey'
llm
ake
your
hai
r cu
rly."
"Jim
my'
s m
othe
r le
ts h
im d
oan
ythi
ng h
e w
ants
."
"The
boy
s w
on't
date
me
ifI w
ear
lots
of m
akeu
p."
ADDITIONAL SUGGESTED ACTIVITIES
1. Listening to records
2. Listening to stories/library period
3. Using radio and television for purposeful listening
4. Auditory discrimination games: Discriminate between specific sounds
Initial and final sounds
Listening for similarities and differences
5. Listening to movies for comprehension
6. Singing
7. Attending plays and skits
8. Attendance at or participation in musical events, children's plays or concerts9. Playing or listening to rhythm instruments
10. Role-playing with telephone equipment
11. Presenting a puppet show
12. Listening for clues
13. Listening and acting out directions
14. Listening for specific information
15. Listening during classroom activities: Show-and-tell
Teacher directions
Homework assignments
16. Inviting guests or resource people to speak, give reports
17. Activities where pupils work in groups and listen to each other:
Planning a class party
Working on a project
Doing class work or homework jointly
18. Playing games that involve listening to directions
19. Pantomime to riddles, stories, records
20. Field trips or listening walks
21. Imitation of sounds
22. Repeating what is heard--sentences, words, short stories
EQUIPMENT
Record player
Records: story, song, rhythm
Books: story, song, nursery rhyme, poem
Radio
Television
Tape recorder and tapes, head phones
Movies
Films and filmstrips
Piano, autoharp or guitar
Rhythm instruments
Sound boxes (commercial animal sounds, teacher-made filled with rice, pebbles, materialsas props for making sounds)
Telephone equipment
Songs
Mattel Dial-a-Sound Wheels
Animals and dolls with sounds and speech
Puppets
Newspapers
Magazines
Stimulus pictures
Peabody Kits (listening activities)
Rhyming Cards
Flannel board and materials
ORAL EXPRISTIOAr ACTIVITIES
ORAL EXPRESSION
Oral expression is the educable mentally retarded child's primary means of commu-nication. Successful learning of this skill contributes to his self-confidence, to hisability to understand his surroundings and to his ability to interact with people. Throughlanguage, the child learns an acceptable way to control the actions of others. Languagealso enables him to control his own feelings and emotions. Thus, verbalization ofteneliminates the necessity for acting out negative feelings. It is, therefore, necessaryfor the teacher to provide opportunities for maximum growth in this area. Oral expres-sion includes language and speech. Language is the expression of ideas, concepts,opinions and feelings. Speech is the articulation, the vocal sounds and gestures oflanguage. In this document we will be concerned with the language aspect of oralexpression.
Learning to speak is a complex intellectual process which requires a minimum levelof intellectual ability. Although the educable mentally retarded child has the requiredability, he is usually limited in his vocabulary and in the length of his sentences, com-pared to the normal child of his age. He may be shy, afraid to speak or unable to speakclearly. Language skills seem to develop through meaningful experiences. Conceptsseem to develop through the use of language. But the educable mentally retarded child,as compared to the normal child, has had fewer experiences that can be verbalized andhas been less able to understand and to assimilate the experiences on which furtherconceptualization is built. The teacher needs to provide the pupil with experiencesthat can be verbalized and integrated into his conception of the world. Experiences arenot only a field trip-type of activity. Dramatizations help clarify concepts. Pictureshelp clarify, review and extend concepts. The pupil also needs experiences similar tothose found in everyday situations, such as greetings, courtesies, interviews and socialconversation for stimulating, encouraging and practicing language.
There are many reasons why the development of language may be impaired. Emotionaltrauma may interfere with the development of speech. Since speech is learned throughimitation, hearing loss can retard its development. An inability to control the samemuscles used in chewing or swallowing, respiratory difficulties, or vocal cord nodulesmay make speaking difficult for some children. Disadvantaged children may have diffi-culty with language in school since they have not had a middle class model of speechand language to emulate. The retarded child's language development may be impaired forany or all of the foregoing reasons, and since his general rate of development is slow sowill his rate of language development be slow. Lloyd M. Dunn in his book, ExceptionalChildren in the Schools, provides a table of the chronological development of speechto which you can refer to assess the stage of development at which a particular childmay be.
41
Normal Development of Speech
Chronological development of speech from birth to eight years of age.
Age
Months
1
2
3
4
5
6
7
8
9
12
18
Years
General CharacteristicsVocabulary
Words Articulation
Crying: related to causes and circumstances
Some differential vocalization--cooing & babbling
Coos and smiles when looked at
Babbling; uses sound to get attention; laughs, chuckles
Specific vocalization (displeasure when object removed)
Babbling increasing; vocalizes to mirror image
Lalling begins (movements of tongue with vocalization)
Vocalizes recognition
Combines syllables; copies sounds hear; echolalia
Echolalia continues; first words
Fluent jargon; one-word sentences
2 Two word sentences; naming; begins to use personalpronouns
Three word sentences; repeats syllables
3 Uses language to tell stories; speech understood
Speech disfluencies, concepts expressed with words;complete sentences, sentence length 4-5 words
4 Imaginary speech; very verbal; motor development
5 Language complete in structure and form; can tellstories; less concrete; complex sentences
6 Learns to read; intelligibility of speech is excellent
7 Increases in complexity of sentence structure
8 Speech should be "perfectly" articulated
1
1-3
18-22
300
450
900
1200
1500
2200
Increasing
Increasing
Vowels
h, w, hw
p, b, m
t, d, n
k, g, ng
f, v, I, r, y
s, z, sh
ch, zh, j
th (voicedand unvoiced)
"From Speech Impaired Children by Forest M. Hull from EXCEPTIONAL CHILDREN IN THE SCHOOLS. Edited by Lloyd M.Dunn. Copyright (c) 1963 by Holt, Rinehart, and Winston, Inc. Reproduced by permission of Holt, Rinehart, and Winston,Inc."
42
If the pupil has a severe language disorder; if he cannot be understood; it his speechcalls attention to itself rather than to the thoughts or ideas being expressed; if the devel-opment of the language is very delayed; then the teacher needs to refer the pupil to aspeech clinician. This specialist, with the aid of formal language tests, can help thechild. She can also give the teacher guidance in helping the child in the classroom.However, the teacher can informally and periodically assess a pupil's or the group'sdevelopment and provide remediation, if the problems are not too severe. Robert M.Smith, in Clinical Teaching: Illetlio:!s of Instruction for the Retarded, supplies a list ofactivities the teacher can use to check a pupil's language development and identify hisweaknesses. These activities can also be used to overcome weaknesses. A copy ofthis activity chart follows:
Informal Assessment Procedures of Language
Language area and appropriate diagnostic activity
Understanding What is Heard
A. Ask the child to follow your verbal commands such as, "Place your hand on the, top of yourhead." "Hold your right hand in the air and wave to the people sitting on both sides ofyou." "Go to the table at the rear of the room, take a piece of paper out of the tray, returnto your desk, and crumple the paper into a ball."
B. Have the child respond to the directions sung on records such as "Ball and theJack."
C. Ask the child various questions such as, "Do books walk?" "Does chalk write?" "Doelephants eat?" Have him respond by standing up or raising a hand if the answer is "yes"and do nothing if the answer is "no."
D. Play records containing various sounds and have the child identify who or what makes eachsound. Ask the child to listen for certain components in stories or nursery rhymes, or havehim tell the story again in order to determine if he understands what is being said.
E. Present the child with a series of unambiguous pictures which appear on a single piece ofpaper, say the appropriate word or words describing one of the pictures, and have the childpoint to the correct picture.
Understanding What is Seen
A. Show the child a picture of an animal, e.g., a cow, and give him the appropriate label for theanimal; then, present the child with a series of pictures and ask him to point to all the cows.It is possible to way this exercise by using different objects and pictures. For instance,the selection by the child can be according to those objects that are moving, things that arered, pictures that show children, or things that are round.
B. Have the child inspect a picture containing an object with a certain shape or characteristicwhich is a hidden part of the total scene. Show a picture of the object and see hoit many hecan locate in the total picture. The backs of cereal boxes frequently contain these types ofpictures.
C. Present the child with a group of chips which are of various geometric shapes or which havepictures printed on each. Have the child locate and make piles of all the squares, triangles,or pictures of donkeys. The same exercise can be done with letters of the alphabet.
43
D. Show a silent film, filmstrip, or series of cards which tells a story. Ask questions concern-ing the general story sense as well as specific details, such as what people were wearingon their heads, how many cars were in the picture, if children appeared in the sequence, andso on.
E. Have the children interpret pictures by looking for details in a story, sensing implied facts,and seeing cause and effect.
F. Present a series of pictures; then, have them sequence the pictures according to a story andtell about the story sequence.
G. Show a silent film or filmstrip and ask the students to tell about the story. Dramatization byrole playing will help to determine any difficulties they might have in decoding visual stimuli.
Associating Auditory Stimuli
A. Play a group of recorded sounds and ask the children to identify all those sounds made bybirds or animals. A variation of this is to name an object for the children, following thiswith a series of sounds. Ask the students to indicate which sound is made by a train. Thetask is made complicated by reducing the dissimilarity among the sounds or by providingmore than one sound made by a train.
B. Ask the children to vocally list all the things they can think of that can carry other things,that have ears or hair, or that can be built from bricks.
C. Present a series of objects, and ask the students to tell in which ways the objects are similar.A graded series of these tasks can be developed which range from obvious similarities tomore obtuse likenesses. Initially, it may be necessary to present a visual picture of eachobject as the appropriate word is said.
D. Present an incomplete story or show part of a short film, and have the children tell whatthey think will happen, how the story will end, and why.
E. Present vocal absurdities such as, "What would happen if we were born with three fingersand no thumb?" or "What would happen if we suddenly could walk only on our hands?"This will help check on how well the child is able to.see cause and effect situations.
F. Have the child complete sentences such as, "I opened the window and
G. Ask them to interpret or tell you the general sense of a story which they have been told.Determine if the child can discern cause and effect by asking him "What would happenif .. .?" types of questions.
H. Give the students an opportunity to supply an ending to a story.
Associating Stimuli Presented Visually
A. Present the children with cards containing pictures of absurd situations, such as a childtrying to brush his teeth with a hair brush or comb. Ask them to tell you why the picture issilly, or have them point to the funny part of each picture.
B. Have the children look through old magazines or catalogs and cut out all the things they canfind which are green, have wheels, or have buttons. Present them with a group of picturesor objects and have the students group the objects according to some criterion, such as thosethings that are used for work, contain at least two colors, could hold water, or groin in theground. Gradually ask for grouping on multiple criteria, such as those objects that are round,green, and can be eaten.
44
C. Using one of the commercial story puzzles, ask the children to arrange the pieces of thepuzzle so that the story is told. At first, they should be shown the entire sequence and laterbe allowed to reassemble the components of the story.
D. Show a picture and ask the children to verbally or gesturally indicate what would happen if"such and such" had occurred. For example, a picture of cars stopped at an intersection fora red light could be used and the children asked to tell or show the possible consequencesof a car going through the red light.
E. Prepare a sheet with pictures of objects which have characteristic sounds. From tape, presentthe children with a sound and have them relate the sound to one of the pictures.
F. Present a picture of an object followed by a second series of pictures showing a group ofobjects. One of the group should be the same as the initial picture, or a variation thereof,shown from a different perspective. Ask the child to choose the one which is the same asthe first picture.
Remembering What is Heard
A. Ask the child to repeat digits of varying lengths forward and/or backwards.
B. Present words or sentences of different lengths and complexity, and ask that they be repeatedin the way that they were originally presented.
C. Observe how well the children remember rhymes and songs.
D. Read a story to the group and have each child recall specific and general aspects of the story.
E. Sing or play records using music that allows for adding on, such as "Old MacDonald Had aFarm." See how well children remember the paired relationships within the song. For example,the cow goes "moo" and not "quack-quack."
F. See if the students can follow a series of directions which increase in length and complexity.For example, say, "Charlie, I would like for you to get up from your chair, take this piece ofpaper to the trash can, go to the blackboard, draw a circle, place the open book on the table,and return to your desk."
Remembering What is Seen
A. Show a group of objects which initially are quite dissimilar in their characteristics. Havethe students close their eyes while one of the objects is removed, and after they have openedtheir eyes, have them recall what is missing. This task can be increased in complexity byincreasing the number of objects presented, exhibiting objects with similar characterisitcs,removing more than one object, or by requiring that a child replace the objects in the sameinitial sequence.
B. Present a series of cards with paired-associate types of tasks, mix the cards up, and ask achild to reconstruct the pairs. For example, you might have a series of colored chips withthe name of each color printed on separate cards. The child learns to associate the bluechip with the card containing the printed word "blue." Several of these types of pairs e.;...n
be presented with the child requested to match the appropriate word with the correct colorafter the objects have been mixed up.
C. Show a picture and have the students remember all the objects they saw.
D. Remembering and reconstructing a pictorial sequence such as in a comic strip will help toassess visual memory and the visual interpretation of stimuli.
45
Vocal Expression of Ideas
A. Observe how well children do during the "show-and-tell" period or in their description ofan object, event, or process.
B. Have the children respond to questions which emphasize verbal fluency wherein any responsea child gives is correct, such as, "How many ways can a toothpick be used?" "What wouldhappen if everyone lived in a house made of glass?"
C. Show a picture and have the children tell about the picture, what went on before the picturewas taken, and what happened afterwards.
D. Have a child tell how to do something such as catch a fish, teach a dog to fetch a stick, orcut the lawn.
E. Show a simple object and ask for a description of the object.
F. Observe the extent of each child's vocabulary, the length and complexity of sentences used,and how correctly words are used.
Motor Expression of Ideas
A. Have the children dramatize an event which his been seen or heard, such as threading aneedle, sewing on a patch, cooking dinner, driving a car, or riding a horse.
B. Have them listen to a record containing a short story or song and draw a picture on the black-board or on a large piece of paper describing what was heard.
C. Observe how effectively children communicate ideas in finger plays.
D. Ask the group to draw objects having certain characteristics, such as things that have threecorners, objects that carry other things, or illustrations of things that can be eaten.
E. Ask the children to show how many ways musical instruments can be played.
F. Observe the use of gestures in describing a happening or object during show-and-tell.
G. Creative dramatics and role playing will provide excellent situations for assessing abilityin motor expression.
H. Present an object or show a picture. Ask the children to show what people usually do withthe object.
From CLINICAL TEACHING: METHODS OF INSTRUCTION FOR THE RETARDED by R. Smith. Copyright (c) 1968 byMcGraw-Hill, Inc. Used with permission of McGraw-Hill Book Company.
All children need to hear language and need someone to listen to them speak.Without a listener there is no motivation to express oneself. Language seems to developmost naturally and efficiently at school in small groups, rather than on a one-to-onebasis. The desire to communicate is often stimulated in informal, uncritical situations;during lunch, when the pupil arrives at school and has something to report to the teacheror friends; during show-and-tell or before dismissal when it is a good idea to summarizethe events of the day. In thes situations the pupil feels relaxed and unpressured.Informal, as well as formal opportunities need to be planned to encourage the pupil toexpress himself and to listen to others.
The teacher can be direct in helping the pupil organize his thoughts sequentiallyand in helping him stay on the topic, by asking questions after the pupil has developedsome skill and ease in language. For instance, during sharing time, the teacher canask the pupil about the new ball he has brought to school. "Is that a big ball you have?""What color is your ball?" "Did you get it for a present?" "Did you buy it with yourown money?" "What do you like to do with your ball?"
In her language arts program and throughout the day in units or trips, stories andgames, during sharing time and while answering questions, the teacher strives to increasethe pupil's understanding of language. She tries to help the child enlarge his speakingvocabulary and to help him express his thoughts logically, succinctly and clearly.
47
Cre
ativ
e D
ram
atic
s
LES
SO
N #
1
SC
OP
E O
F L
ES
SO
N: T
o pr
ovid
e ac
tiviti
es fo
r la
ngua
ge th
roug
h dr
amat
izat
ion.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
E
To
be a
ble
to d
emon
-st
rate
ora
l exp
res-
sion
thro
ugh
crea
tive
dram
atic
act
iviti
esby
par
ticip
atin
g in
rhyt
hmic
poe
ms,
chor
al s
peak
ing,
echo
spe
ech,
pla
ysan
d pu
ppet
sho
ws
whe
n th
ese
acti-
vitie
s ar
e in
itiat
edin
the
clas
sroo
m.
AC
TIV
ITY
Cre
ativ
e dr
amat
ic a
ctiv
ities
mot
ivat
e th
e ed
ucab
le m
enta
llyre
tard
ed to
talk
and
hel
p th
em a
ct o
ut th
eir
prob
lem
s. C
reat
ive
dram
atic
s ca
n be
inco
rpor
ated
into
the
regu
lar
clas
sroo
mac
tiviti
es th
roug
hout
all
area
s of
cur
ricul
um a
nd o
n al
l gra
dele
vels
.
Exa
mpl
es:
Prim
ary
Rhy
thm
ic a
ctiv
ities
Sho
rt r
hyth
mic
poe
ms
Nur
sery
rhy
mes
Info
rmal
rol
e-pl
ayin
g
Inte
rmed
iate
Pup
petr
y
Sto
ries
(sha
re)
Rid
dles
Poe
try
Pan
tom
ime
Sto
ry r
ecor
d
Hou
seke
epin
g, a
nim
als,
cars
Poe
ms
Rol
e-pl
ayin
g
Cho
ral s
peak
ing
and
sing
ing
Adv
ance
d P
rese
ntin
g an
d m
emor
izin
g pl
ays,
sto
ries,
poe
ms
Pre
sent
ing
two,
thre
e, fo
ur, p
art c
hora
l and
ech
osp
eaki
ng
Dra
mat
izin
g so
cial
situ
atio
ns
Dra
mat
izin
g co
nflic
t situ
atio
ns
RE
SO
UR
CE
MA
TE
RIA
LS
Poe
ms
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
Pup
pets
Pla
ys
Sto
ry b
ooks
Nur
sery
rhy
mes
Rec
ords
Rec
ord
play
er
Inst
rum
ents
for
rhyt
hmic
read
ines
s ac
tiviti
es
Pro
ps n
eces
sary
for
mak
ing
any
dram
atiz
a-tio
ns m
ore
auth
entic
Exa
mpl
es: F
urni
ture
Cos
tum
es
Tap
e re
cord
ing
mat
eria
ls
LES
SO
N #
2
SC
OP
E O
F L
ES
SO
N:
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
To
be a
ble
to d
escr
ibe
the
actio
ns o
f a p
upil
dram
atiz
ing
a pa
rtic
u-la
r ac
tivity
_in
fron
tof
the
clas
s, i.
e.,
driv
ing
a ca
r.
Pan
tom
ime
To
use
pant
omim
e an
d dr
amat
izat
ions
as a
stim
ulus
for
lang
uage
.
AC
TIV
ITY
Pre
pare
a li
st o
f dai
ly fa
mili
ar a
ctiv
ities
and
writ
e ea
chon
eon
a s
mal
l pie
ce o
f pap
er, f
old
and
plac
e in
a c
onta
iner
.S
elec
t a s
tude
nt to
dra
w a
slip
of
pape
r, r
ead
the
activ
ityan
d pa
ntom
ime
the
vario
us a
ctio
ns in
his
act
ivity
.H
elp
the
stud
ent d
ecip
her
his
inst
ruct
ions
if h
eor
she
can
not
read
them
.
Exa
mpl
e: D
rivin
g a
car
Ope
ning
the
door
Sitt
ing
dow
n
Clo
sing
the
door
Put
ting
key
into
igni
tion
Get
ting
into
gea
rS
teer
ing
Han
d si
gnal
sO
pera
ting
brak
e an
dac
cele
rato
r
The
pup
ils w
atch
ing
verb
aliz
e th
e va
rious
actio
ns th
ey s
eebu
t do
not t
ry to
gue
ss th
e en
d pr
oduc
t.
Exa
mpl
e:S
he's
clo
sing
a d
oor.
She
's p
umpi
ng s
omet
hing
with
her
foot
.
She
's s
teer
ing
a w
heel
.
Afte
r th
e pu
pil f
inis
hes
the
pant
omim
e he
asks
for
a vo
lunt
eer
who
thin
ks h
e ca
n gu
ess
the
entir
e ac
tivity
,i.e
., dr
ivin
g a
car.
Thi
s pu
pil i
s ne
xt to
pan
tom
ime
an a
ctiv
ity. S
ampl
eac
tiviti
es to
pan
tom
ime:
Eat
ing
a m
eal
Writ
ing
and
mai
ling
a le
tter
Mak
ing
a dr
ess,
bed
Mak
ing
a ph
one
call
Pac
king
a s
uitc
ase
Fee
ding
a b
aby
Sw
imm
ing
Cle
anin
g a
hous
e
Get
ting
dres
sed
Fis
hing
RE
SO
UR
CE
MA
TE
RIA
LS
Pap
er
Pen
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
Old
er s
tude
nts
enjo
y pa
nto-
mim
ing
soci
al s
ituat
ions
,em
otio
ns a
nd m
ore
com
plex
activ
ities
.
Exa
mpl
e: G
ettin
g ba
ck a
bad
grad
e on
an
exam
-in
atio
n.
Pan
tom
ime:
Sm
i
lead
ing
Pic
king
som
ethi
ng u
p fr
omte
ache
r's d
esk
Look
of s
hock
Put
ting
head
dow
non
des
k
Rip
ping
pap
er u
p
Sha
king
hea
d ba
ck a
nd fo
rth
Sla
mm
ing
fist o
n de
sk
Sho
w-a
nd-T
elI
LES
SO
N #
3
SC
OP
E O
F L
ES
SO
N: T
o pr
ovid
eth
e ch
ildre
n w
ith a
n op
port
unity
tota
lk to
the
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
entir
e cl
ass.
To
be a
ble
to d
iscu
ssS
how
-and
-tel
l tim
e is
enj
oyed
by
youn
gch
ildre
n an
d pr
ovid
es
an o
bjec
t or
expe
rienc
ean
oppo
rtun
ity fo
r sp
onta
neou
s or
alex
pres
sion
. Unl
ess
this
in a
coh
eren
t man
ner
activ
ity is
som
ewha
t gui
ded
and
dire
cted
by
the
teac
her
it
in r
espo
nse
to th
ebe
com
es m
onot
onou
s an
d a
show
-off
com
petit
ion
of to
ys a
nd
teac
her's
com
men
tspe
rson
al b
elon
ging
s.
or q
uest
ions
.In
ord
er to
gui
de th
e ac
tivity
:
seat
the
child
ren
in a
sem
i-circ
lean
d ha
ve th
em a
nsw
er d
irect
ed q
uest
ions
.
Exa
mpl
es:
Tea
cher
, "W
hat a
nic
e bo
ok y
ou b
roug
htin
toda
y, M
ary.
Can
you
tell
me
atle
ast
two
thin
gs a
bout
you
r bo
ok?"
or
"Wha
t col
or is
the
cove
r?"
"Who
rea
ds it
to y
ou?"
RE
SO
UR
CE
MA
TE
RIA
LS
Var
ious
obj
ects
, art
-ic
les,
etc
., fo
r us
e in
show
-and
-tel
l tim
e.T
hese
can
be
brou
ght
in b
y th
e pu
pils
or
prov
ided
by
the
teac
her.
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
1. A
sk o
ne q
uest
ion
of e
ach
child
, in
orde
r to
allo
wm
any
pupi
ls to
part
icip
ate
in s
how
-and
-tel
l tim
e.T
his
give
s al
l stu
dent
s a
chan
ce to
talk
with
the
secu
rity
of h
avin
g a
spec
ific
ques
tion
toan
swer
or
com
men
t to
mak
e.
Exa
mpl
es: "
Wha
t did
you
do
last
nig
ht w
hen
you
wen
tho
me?
"
"Wha
t did
one
of
your
pet
s do
last
nig
ht?"
"Wha
t kin
d of
hous
e do
you
live
in?"
2. S
how
-and
-tel
l per
iods
pro
-vi
de a
n op
port
unity
for
a
daily
exp
erie
nce
char
t.T
opic
s an
ddi
scus
sion
sbr
ough
t out
dur
ing
this
daily
dis
cuss
ion
are
re-
cord
ed o
n th
e ch
art.
Res
taur
ant
LES
SO
N #
4S
CO
PE
OF
LE
SS
ON
: To
elic
it or
al e
xpre
ssio
n fr
om c
hild
ren
in a
gam
e at
mos
pher
e.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
SA
CT
IVIT
YR
ES
OU
RC
E
MA
TE
RIA
LS
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
To
be a
ble
to c
hoos
e H
ave
child
ren
cut o
ut c
olor
ed p
ictu
res
of b
read
, pie
, cak
e,a
mea
l and
req
uest
frui
t, ve
geta
bles
, sou
ps, s
alad
s an
d m
eat d
ishe
s fr
omit
in c
ompl
ete
sen-
mag
azin
es. C
hoos
e a
cook
, wai
ter
and
thre
e or
four
cus
tom
ers.
tenc
es w
hen
give
nP
lace
pic
ture
s on
a ta
ble
over
whi
ch a
"co
ok"
pres
ides
.pi
ctur
es o
f foo
d to
Thr
ee to
four
"cu
stom
ers"
sit
at th
e ta
ble.
look
at.
Bef
ore
taki
ng th
eir
seat
s, th
e cu
stom
ers
look
ove
r th
e co
ok's
disp
lay
and
deci
de th
ree
thin
gs th
at th
ey w
ant t
o or
der.
The
wai
ter
then
take
s on
e cu
stom
ers
orde
r at
a ti
me
and
repe
ats
the
orde
r to
the
cook
. The
coo
k pl
aces
the
appr
opria
te p
ictu
reon
a tr
ay w
hich
the
wai
ter
carr
ies
to th
e ta
ble.
He
serv
es it
sayi
ng, "
Her
e is
you
r..."
Eac
h ve
rbal
exc
hang
e sh
ould
be
a co
mpl
ete
sent
ence
. Con
tinue
until
all
stud
ents
hav
e ha
d a
chan
ce to
be
eith
er th
e co
ok,
wai
ter
(wai
tres
s) o
r cu
stom
er.
Ladi
es' m
agaz
ines
Sci
ssor
s
Opt
iona
I:pa
per
hats
for
cook
s an
dw
aite
rs
Tra
y
Use
oth
er k
inds
of m
erch
andi
se(c
loth
ing,
toys
, gar
den
supp
lies
and
furn
iture
), c
lerk
s an
d st
ore-
room
atte
ndan
ts.
Pic
k-an
d-T
alk
Box
LES
SO
N #
5
SC
OP
E O
F L
ES
SO
N: T
o he
lp p
upils
ver
bally
des
crib
ea
spec
ific
obje
ct.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
EA
CT
IVIT
YR
ES
OU
RC
E
MA
TE
RIA
LS
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
To
be a
ble
to d
emon
-st
rate
the
verb
alflu
ency
nec
essa
ryto
allo
w o
ther
s to
gues
s th
e na
me
ofa
part
icul
ar o
bjec
t.
Kee
p a
varie
ty o
f sm
all i
tem
s in
a b
ox a
nd c
hang
e th
ese
item
s fr
om ti
me
to ti
me.
Hol
d th
e bo
x ab
ove
the
pupi
l'she
ad. T
his
avoi
ds d
iffic
ulty
in c
hoos
ing.
One
stu
dent
pick
s an
item
from
the
box
and
reve
als
only
toyo
u w
hat
it is
.
The
pup
il do
ing
the
choo
sing
mus
t loo
k at
and
des
crib
eth
e ite
m h
e pi
cked
, car
eful
ly c
once
alin
g it
inhi
s ha
nd.
he c
lass
trie
s to
gue
ss w
hat t
he o
bjec
t is
by li
sten
ing
to th
e de
scrip
tion.
Box
Sam
ple
item
s fo
r th
e bo
x:
hair
pin
penn
y
eye
drop
per
clot
hes
pin
bottl
e op
ener
ear
muf
fs
pape
r cl
ip
earr
ing
cray
on
1. G
rab
bag:
Pla
ce a
n as
sort
-m
ent o
f thi
ngs
belo
ngin
gto
one
cate
gory
in a
sac
k.U
se s
ame
proc
edur
e.
Exa
mpl
e: F
ruits
Jew
elry
Coi
ns
2. P
ick-
a-P
ictu
re: C
olle
ctsi
mpl
e ac
tion
pict
ures
and
allo
w e
ach
stud
ent t
ose
lect
one
of t
hese
pic
ture
s.W
ith s
ugge
stio
ns fr
om y
outh
e cl
ass
mak
es u
p a
shor
tve
rbal
sto
ry a
s a
desc
rip-
tion
of th
eir
pict
ure.
Sha
pe B
ingo
LES
SO
N #
6S
CO
PE
OF
LE
SS
ON
: To
enco
urag
e ve
rbal
exp
ress
ion
thro
ugh
a m
otiv
atin
g ga
me.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
SA
CT
IVIT
YR
ES
OU
RC
E
MA
TE
RIA
LS
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
1. T
o be
abl
e to
tell
in a
com
-pl
ete
sent
ence
all t
hree
obj
ects
that
wer
e ob
-ta
ined
in a
row
.
2. T
o be
abl
e to
reco
gniz
e w
hen
vict
ory
isat
tain
ed.
Pla
y lik
e B
ingo
. You
or
a st
uden
t can
be
the
calle
r. W
hen
a pl
ayer
has
mar
ked
thre
e ob
ject
s in
a r
ow, h
e ca
nre
deem
his
card
by
desc
ribin
g hi
s se
quen
ce,
.6,
G'O
'ts
0 t3
c=1
"I h
ave
a tr
iang
le, a
circ
le a
nd a
squ
are.
"
If he
is c
orre
ct, h
e ge
ts a
priz
e or
pre
-det
erm
ined
rec
og-
nitio
n. C
ontin
ue u
ntil
all s
tude
nts
have
had
an
oppo
rtun
ityto
ver
baliz
e.
Pre
pare
d ca
rds
with
ava
riety
of s
hape
s, o
rou
tline
s of
fam
iliar
anim
als
or o
bjec
ts.
(Nin
e sh
apes
per
car
dsw
ould
be
suffi
cien
t for
begi
nner
s.)
tio4-
rs-
p/4
1,4h
\rB
eans
, cor
n, e
tc.,
for
mar
kers
*des
nr r
Pyr.
:km
agen
att v
e iO
eect
e
LES
SO
N r
SC
OP
E O
F L
ES
SO
N: T
o pr
omot
e be
tter
°rat
com
mun
icat
ion
by h
elpi
ng th
ech
ildre
n le
arn
a m
ore
desc
riptiv
e vo
cabu
lary
.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
To
be a
ble
to s
how
an in
crea
se in
the
qual
ity o
f the
irsp
eech
and
lang
uage
thro
ugh
thei
r us
e of
desc
riptio
n, im
ager
yan
d a
mor
e co
mpl
exse
nten
ce s
truc
ture
.
Man
y re
tard
ed c
hild
ren
expr
ess
them
selv
es v
erba
lly in
aty
pe o
f spe
ech
that
is c
hara
cter
istic
ally
lack
ing
inde
scrip
tion,
imag
ery
and
com
plex
ity. Y
ou c
an p
rovi
deop
port
uniti
es fo
r ov
erco
min
g th
is in
a c
lass
room
situ
atio
n.P
ictu
res
are
usef
ul.
T -
Wha
t do
you
see
in th
e pi
ctur
e?
S -
A b
ox.
T -
Wha
t col
or is
the
box?
S -
Red
.
T -
Wha
t is
on th
e bo
x?
S -
A b
ow.
T -
Wha
t col
or is
the
bow
?
S -
Whi
te.
T -
If a
box
is w
rapp
ed, w
hat m
ust b
e in
side
?
S -
A p
rese
nt (
surp
rise,
gift
).
T -
Whe
re is
the
box?
S -
On
a ta
ble.
T -
Can
you
tell
me
ever
ythi
ng a
bout
this
pic
ture
inon
e or
two
sent
ence
s?
Pic
ture
of d
ecor
ated
box.
S -
A r
ed g
iftbo
xw
ith a
whi
te b
ow o
n th
e ta
ble.
The
fina
l sta
tem
ent i
s fa
r ric
her
in d
escr
iptio
n,im
ager
yan
d co
mpl
exity
than
the
orig
inal
resp
onse
--
"A b
ox."
1. A
n ex
perie
nce
char
t can
culm
inat
e th
is ty
pe o
fac
tivity
. Pre
sent
a p
ictu
reto
the
clas
s. T
hey
mak
est
atem
ents
abo
ut w
hat
they
see
in th
e pi
ctur
e.T
he c
lass
then
trie
s to
com
pile
as
muc
h of
this
info
rmat
ion
as it
can
into
one
or tw
o de
scrip
tive
stat
emen
ts. T
he o
rigin
alst
atem
ents
and
the
final
sent
ence
s ca
n be
rec
orde
don
an
expe
rienc
e ch
art
and
com
pare
d.
2. U
se r
ecor
ds, s
torie
s or
life
expe
rienc
es a
s ot
her
sour
ces
for
prom
otin
ggo
od v
erba
l exp
ress
ion.
The
sim
plic
ity o
r co
m-
plex
ity o
f the
mat
eria
lw
ill d
eter
min
e th
e ap
pro-
pria
tene
ss fo
r pa
rtic
ular
age
or g
rade
leve
ls.
Pic
ture
Sur
pris
e
LES
SO
N X
i
SC
OP
E O
F L
ES
SO
N: T
o gi
ve s
tude
nts
oppo
rtun
ities
to c
ompl
ete
mea
ning
ful s
ente
nces
.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
ES
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
To
be a
ble
tode
mon
stra
te u
nder
-st
andi
ng o
f a p
ic-
ture
by
verb
aliz
ing
a se
nten
ce a
bout
it.
Set
of t
wo
rela
ted
pict
ures
.
Exa
mpl
e:1.
Boy
look
ing
into
a s
tore
win
dow
.
2. B
oy e
atin
g a
lolli
pop.
3. B
oy p
layi
ng w
ith a
top.
Sho
w th
e fir
st p
ictu
re a
nd h
ave
one
or tw
o st
uden
ts te
llab
out i
t. A
sk a
que
stio
n th
at s
timul
ates
inte
rest
in w
hat
com
es n
ext.
Hav
e on
e or
two
stud
ents
gue
ss w
hat i
sco
min
g ne
xt. S
how
the
seco
nd p
ictu
re a
ndha
ve o
ne o
rtw
o pu
pils
tell
abou
t it.
Con
tinue
with
oth
erse
ts o
fpi
ctur
es.
On
anot
her
day,
sep
arat
e th
e se
ts a
nd s
how
a ne
w p
ictu
rein
pla
ce o
f the
orig
inal
one.
Hav
e th
e st
uden
ts m
ake
up a
new
end
ing
that
inco
rpor
ates
this
diff
eren
t pic
ture
.
Exa
mpl
e: A
pic
ture
of a
littl
e bo
y lo
okin
glo
ngin
gly
into
a c
andy
sto
re.
The
boy
is e
atin
g a
lolli
pop.
The
n ex
chan
ge e
ndin
gs a
nd s
how
a pi
ctur
eof
the
boy
play
ing
with
a to
p.
Mag
azin
es
Pic
ture
s
Enc
oura
ge th
e pu
pils
tous
e co
mpl
ete
sent
ence
sw
hen
telli
ng th
e st
orie
san
d w
hen
prov
idin
g th
esu
rpris
e en
ding
s.
LES
SO
N #
9S
CO
PE
OF
LE
SS
ON
: To
enco
urag
e ve
rbal
exp
ress
ion.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
EA
CT
IVIT
Y
Scr
apbo
ok
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
To
be a
ble
to id
entif
yan
d m
ake
one
rele
-va
nt s
tate
men
t abo
uta
pict
ure
prov
ided
by th
e te
ache
r in
orde
r to
kee
p th
epi
ctur
e.
Est
ablis
h a
"pic
ture
day
" or
a "
pict
ure
time"
eve
ryda
y.E
ach
stud
ent p
icks
a p
ictu
re fr
om th
e pi
ctur
e bo
x. H
ete
lls a
bout
his
pic
ture
in a
com
plet
e se
nten
ce. T
hen
heis
allo
wed
to p
aste
the
pict
ure
into
his
ow
n sc
rapb
ook.
Pic
ture
s, a
dver
tise-
men
ts, e
tc.,
cut f
rom
mag
azin
es a
nd p
lace
din
a d
ecor
ated
pic
-bo
x.
Six
larg
e (1
2"x1
8")
shee
ts o
f man
illa
pape
r st
aple
d be
twee
nco
nstr
uctio
n pa
per
cove
rs fo
r ea
ch s
tude
nt.
Pas
te.
1. H
ave
a pi
ctur
e-fin
d.P
rovi
de m
agaz
ines
and
cata
logs
and
allo
w th
ecl
ass
to fi
nd p
ictu
res
for
the-
box.
2. W
hen
an in
divi
dual
stud
ent h
as fi
lled
his
scra
pboo
k, h
ave
him
"rea
d" h
is b
ook
to th
ecl
ass.
Z-
LE
SSO
N #
10SC
OPE
OF
LE
SSO
N:
INST
RU
CT
ION
AL
OB
JEC
TIV
E
To
use
wor
ds in
a s
ente
nce.
AC
TIV
ITY
Moo
n R
ocks
RE
SOU
RC
E
MA
TE
RIA
L
LE
VE
L:
Inte
rmed
iate
VA
RIA
TIO
NS
To
be a
ble
to r
ead
a w
ord
chos
en fr
oma
grou
p of
wor
dsan
d us
e it
in a
sent
ence
.
gl
Hav
e th
e ch
ildre
n dr
aw a
spa
cesh
ip in
whi
ch to
sto
reth
eir
rock
s. E
ach
pupi
I ha
s a
turn
to p
ick
up a
"ro
ck"
from
the
moo
n. H
e re
ads
the
wor
d an
d us
es it
in a
sen
tenc
e. If
the
sent
ence
is c
orre
ct, h
e ta
pes
the
rock
to h
is s
pace
ship
.If
he fa
ils to
rec
ogni
ze th
e w
ord
or u
ses
it in
corr
ectly
, he
mus
t put
it b
ack
on th
e m
oon.
Con
tinue
unt
ilea
ch p
upil
has
at le
ast o
ne s
ucce
ss a
nd a
roc
k to
take
hom
e.
Larg
e ru
bber
bal
l.
Sha
pes
with
fam
iliar
wor
ds p
rinte
d on
them
Tap
e th
e w
ords
,(r
ocks
), to
the
ball,
(moo
n), o
verla
ppin
gun
til th
e m
oon
isco
vere
d w
ith r
ocks
.
You
can
use
fish
from
the
sea
to p
ut in
a fr
ypan
; app
les
from
a tr
ee to
put
in a
bas
ket o
rho
rses
for
a co
rral
.
LES
SO
N #
11
SC
OP
E O
F L
ES
SO
N:
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
Pic
ture
Sto
ries
To
give
stu
dent
s an
oppo
rtun
ity to
ver
bally
res
pond
to a
pict
ure.
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
To
be a
ble
to e
x-pr
ess
feel
ings
or
reac
tions
to s
peci
-fic
pic
ture
s us
ing
shor
t des
crip
tive
sent
ence
s an
dap
prop
riate
wor
ds.
Sel
ect s
impl
e pi
ctur
es to
elic
it an
em
otio
nal r
espo
nse.
Sho
w s
tude
nts
the
pict
ure
tow
hich
they
are
ask
ed to
expr
ess
a re
actio
n.A
t firs
t, st
ruct
ure
the
situ
atio
nby
aski
ng le
adin
g qu
estio
ns to
stim
ulat
e th
e ch
ild's
thin
king
.
Exa
mpl
e: P
ictu
re: A
bab
ycr
ying
in a
pla
ypen
.
Is th
e ba
by h
appy
?
How
, can
you
tell?
Why
do
you
thin
k th
e ba
by is
unha
ppy?
Do
you
thin
k yo
u co
uld
doso
met
hing
that
wou
ld m
ake
the
baby
feel
hap
py?
Ser
ies
of p
ictu
res
.to b
eus
ed fo
r in
terp
reta
tion,
Exa
mpl
es:.
Chi
ldre
n pl
ayin
g in
the
snow
At,
inju
red
anim
al
A c
hild
at h
isbi
rthd
ay p
arty
A fi
re
A tr
affic
jam
A b
aby
cryi
ng
1 A
dd to
the
stor
y in
the
pict
ure:
How
do
you
thin
k it
ende
d?
Wha
t mig
ht h
ave
happ
ened
next
?
2. S
erie
s of
pic
ture
s: H
ave
the
stud
ents
arr
ange
ase
ries
of p
ictu
res
to m
ake
a st
ory
and
then
tell
the
stor
y.
Exa
mpl
es: A
flow
er s
eed
Leav
es p
ushi
ngth
roug
h th
egr
ound
A fl
ower
in a
vas
e
3. S
impl
e co
mic
str
ips,
suc
h as
'Nan
cy,"
can
be
cut a
part
and
arra
nged
by
the
stud
ents
.(S
ee A
ppen
dix)
4. E
xpan
d th
is a
ctiv
ity b
y in
-cr
easi
ng th
e co
mpl
exity
of
the
pict
ures
, the
div
ersi
tyof
the
subj
ect m
atte
r an
dth
e ca
liber
of t
he v
erba
lre
spon
ses
expe
cted
.
Fun
ctio
n& o
r E
mer
genc
y S
ituat
ions
LES
SO
N #
12S
CO
PE
OF
LE
SS
ON
: To
prov
ide
stud
ents
with
kno
w-h
ow a
nd p
ract
ice
in la
ngua
gefo
r fu
nctio
nal o
r em
erge
ncy
situ
atio
ns.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
To
be a
ble
to r
eact
to a
sim
ulat
edem
erge
ncy
situ
atio
nby
cor
rect
ly r
epor
t-in
g th
e pe
rtin
ent
info
rmat
ion
to a
nop
erat
or, a
pol
ice-
man
or
fire
depa
rt-
men
t.
The
edu
cabl
e m
enta
lly r
etar
ded
stud
ent w
ill s
omet
imes
find
it ne
cess
ary
to c
omm
unic
ate
spec
ific
info
rmat
ion.
Thi
sab
ility
or
the
lack
of i
t, ca
n of
ten
be a
mat
ter
of s
urvi
val,
Pro
vide
pra
ctic
e in
the
clas
sroo
m. f
or s
peci
fic r
espo
nses
tosp
ecifi
c si
tuat
ions
.
Exa
mpl
e: R
each
ing
an o
pera
tor:
Giv
e yo
ur n
ame.
Sta
te y
our
addr
ess
and
phon
e nu
mbe
r.
Rel
ate
your
pro
blem
or
who
m y
ou w
ant t
o re
ach.
Get
ting
lost
Go
to a
n ad
ult o
r a
polic
e of
ficer
.
Sta
te y
our
nam
e an
d ad
dres
s.
Giv
e yo
ur p
hone
num
ber.
Don
't tr
y to
find
you
r pa
rent
s yo
urse
lf.
Cal
ling
polic
e, h
ospi
tal,
ambu
lanc
e, fi
re d
epar
tmen
t,ne
ighb
or.
Rep
ortin
g a
fire,
acc
iden
t.G
ivin
g di
rect
ions
to y
our
hom
e.C
allin
g a
num
ber
if ba
bysi
tting
.G
ettin
g a
spec
ific
phon
e nu
mbe
r.
411
for
info
rmat
ion
0 fo
r op
erat
or
1 -
(are
a co
de)
- 55
5-12
12 fo
r ou
t-of
-city
-cal
ls
Any
pro
ps th
at m
ight
be u
sed
for
dram
a-
tizat
ions
Tel
epho
ne
1. T
ape
reco
rd o
r pl
ayre
cord
s of
the
corr
ect
way
s to
han
dle
spec
ific
emer
genc
y si
tuat
ions
.
2. V
isit
the
polic
e de
part
-m
ent,
fire
stat
ion
orte
leph
one
com
pany
to s
eeho
w in
form
atio
n re
ceiv
edse
ts o
ff a
serie
s of
rel
ayac
tions
. Thi
s ill
ustr
ates
the
impo
rtan
ce o
f giv
ing
accu
rate
info
rmat
ion
prom
ptly
.
Soc
ial C
ourt
esie
s
LES
SO
N #
13S
CO
PE
OF
LE
SS
ON
: To
prov
ide
an o
ppor
tuni
ty fo
r st
uden
ts to
lear
n an
d us
ew
ords
or
phra
ses
of g
reet
ing
and
cour
tesy
.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
EA
CT
IVIT
Y
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
To
be a
ble
to r
espo
ndto
soc
ial s
ituat
ions
by g
ivin
g th
e pr
oper
gree
ting
or s
ocia
lco
urte
sy to
a s
tate
-m
ent p
rese
nted
by
the
teac
her.
Mot
ivat
e th
e cl
ass
for
this
act
ivity
by
read
ing
the
book
,W
hat d
o Y
ou S
ay, D
ear?
by
Ses
syle
Jos
lin (
W. R
. Sco
tt).
Dis
cuss
with
the
clas
s so
me
com
mon
gre
etin
gs o
r co
urte
syw
ords
that
they
hea
r or
use
eve
ry d
ay.
Exa
mpl
es: G
ood
mor
ning
.
How
are
you
?
Ple
ase.
Tha
nk y
ou.
Exc
use
me.
Goo
d-by
e.
You
're w
elco
me.
I'm s
orry
.
Writ
e th
e w
ords
on
an e
xper
ienc
e ch
art a
nd d
iscu
ss th
eap
prop
riate
tim
es o
r si
tuat
ions
for
thei
r us
e.
Giv
e st
uden
ts a
situ
atio
n an
d ha
ve o
ne o
f the
m o
r th
een
tire
clas
s re
spon
d w
ith th
e pr
oper
wor
d or
phr
ase.
Exa
mpl
es:
1. S
omeo
ne g
ives
you
a b
irthd
ay g
ift a
nd y
ou s
ay.
2. Y
ou a
ccid
ently
bum
p in
to s
omeo
ne in
the
hall
and
you
say,
3. Y
our
mot
her
asks
you
to b
ring
in th
e ne
wsp
aper
and
she
mak
es s
ure
to s
ayer
4. W
hen
you
apol
ogiz
e fo
r so
met
hing
you
did
, you
say
Exp
erie
nce
char
t equ
ip-
men
t
Pro
ps if
dra
mat
izat
ion
is u
sed
Wha
t Do
You
Say
, Dea
r?by
Ses
syle
Jos
l in
Giv
e th
e st
uden
ts m
any
natu
ral
situ
atio
ns in
whi
ch th
ey c
anus
e th
is s
kill.
Exa
mpl
es:
1. D
aily
gre
etin
gs to
and
by
pupi
ls.
2. In
trod
ucin
g vi
sito
rs, t
each
ers,
pare
nts,
new
stu
dent
s.
3. M
akin
g co
urte
sy a
bui
lt-in
aspe
ct o
f pup
il an
d te
ache
rbe
havi
or.
4. O
bser
ving
cou
rtes
y du
ring
clas
sroo
m s
ocia
l fun
ctio
ns,
such
as
rece
ss, g
ym, a
ndlu
nch
time.
5. G
reet
ing
pers
onne
l aro
und
scho
ol, c
omm
unity
, bus
driv
er, l
unch
roo
m h
elpe
rs,
prin
cipa
l, co
mm
unic
atin
gw
ith e
ach
pupi
l ind
ivid
ually
durin
g th
e sc
hool
day
and
serv
ing
as a
n ex
ampl
e of
spea
king
cou
rteo
usly
.
LES
SO
N #
14S
CO
PE
OF
LE
SS
ON
: To
help
chi
ldre
n ex
pand
thei
r la
ngua
ge.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
Bra
inst
onni
ng
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
To
be a
ble
to c
on-
trib
ute
one
sent
ence
that
fits
a c
ateg
ory
defin
ed b
y th
ete
ache
r.
Div
ide
the
clas
s in
to te
ams
by r
ows,
or
girls
vs.
boy
s.N
ame
a ca
tagr
my
such
as:
"T
ell m
e so
met
hing
you
cou
ldca
rry
in a
pap
er b
ag."
If de
sire
d, io
fai6
lzto
resp
onse
patte
rn fo
r th
e pu
pils
to u
se. "
I can
car
ry a
in 'a
pap
er b
ag."
Put
a ta
lly m
ark
on th
e bo
ard
for
each
orig
inal
con
trib
utio
n gi
ven
by a
team
.
Oth
er c
ateg
orie
s to
use
:
Nam
e a
farm
ani
mal
.
Tel
l me
a zo
o an
imal
.
Wha
t wou
ld y
ou li
ke to
be
whe
n yo
u gr
ow u
p?
Tel
l me
som
ethi
ng th
at c
an m
ove.
Wha
t can
not m
ove?
Wha
t can
you
do
with
a p
iece
of p
aper
?
Tel
l me
a ki
nd o
f foo
d.
Wha
t is
som
ethi
ng c
old?
Tel
l me
som
ethi
ng y
ou c
an u
se w
hen
you
writ
e.
Wha
t com
es in
a b
ox?
Tel
l me
som
ethi
ng r
ed.
Non
e
Seq
uent
ial E
vent
s
LES
SO
N #
15S
CO
PE
OF
LE
SS
ON
: To
prov
ide
an o
ppor
tuni
ty fo
r st
uden
ts to
ver
bally
arra
nge
even
ts in
seq
uenc
e.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
EA
CT
IVIT
YR
ES
OU
RC
E
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
To
be a
ble
to d
emon
-st
rate
an
abili
ty to
perc
eive
and
arr
ange
even
ts in
seq
uenc
eby
list
enin
g to
ast
ory
read
by
the
teac
her
and
then
listin
g th
e m
ajor
poin
ts o
f the
sto
ryse
quen
tially
.
Hav
e pu
pils
list
en c
aref
ully
to a
sho
rt s
tory
, des
crip
tive
para
grap
h or
exp
lana
tion.
. Afte
r th
e pu
pils
hav
e lis
tene
dca
ll on
a s
tude
nt to
sum
mar
ize
the
maj
or p
oint
s of
the
mat
eria
l rea
d. T
he s
tres
s in
this
act
ivity
is p
lace
d up
onve
rbal
izin
g th
ese
even
ts s
eque
ntia
lly.
r
Sho
rt s
tory
boo
ks
New
spap
er a
rtic
les
Rec
ipes
Dire
ctio
ns o
r in
stru
c-tio
ns fo
r an
act
ivity
Sto
ry r
ecor
ds
Rec
ord
play
er
Gam
e di
rect
ions
Thi
s ty
pe o
f act
ivity
can
als
obe
use
d fo
r lis
teni
ng o
rw
ritte
n ex
pres
sion
. Rat
hth
an h
avin
g th
e st
uden
ts v
er-
bal i
ze th
e ev
ents
, lis
t eve
nts
from
the
stor
y, o
n th
e bo
ard
in s
cram
bled
ord
er. G
o ov
erth
e ev
ents
with
the
pupi
ls.
The
n ha
ve th
e st
uden
ts w
rite
the
stat
emen
ts in
the
corr
ect
orde
r.In
this
way
, the
ent
irecl
ass
is in
volv
ed in
the
acti-
vity
. The
com
plex
ity o
f the
mat
eria
l use
d or
num
ber
ofev
ents
to c
onsi
der
can
vary
to a
ccom
mod
ate
the
need
s of
a pa
rtic
ular
cla
ss.
f
LES
SO
N #
16
SC
OP
E O
F L
ES
SO
N:
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
Spe
cial
ity R
epor
ts
To
incr
ease
pup
il ab
ility
in v
erba
l exp
ress
ion
thro
ugh
repo
rtin
g an
d to
giv
e pu
pils
an
oppo
rtun
ity to
pre
pare
and
give
a s
hort
ora
l rep
ort
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
L
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
To
be a
ble
to s
how
abili
ty in
ver
bal
expr
essi
on b
y pr
e-se
ntin
g an
ora
l re-
port
of s
uffic
ient
leng
th to
cov
er a
subj
ect o
f int
eres
t.
Pup
il re
port
ing
is o
ne w
ay fo
r st
uden
ts to
inco
rpor
ate
addi
tiona
l ver
bal e
xpre
ssio
n in
to th
e cu
rric
ulum
. Eac
hpu
pil c
hoos
es a
sub
ject
abo
ut w
hich
he
or s
he p
repa
res
a sh
ort o
ral r
epor
t. T
he to
pics
sho
uld
evol
ve fr
om th
est
uden
ts' i
nter
ests
and
follo
w th
e sa
mpl
e re
port
form
.
OR
AL
RE
PO
RT
FO
RM
Pre
parin
g yo
ur r
epor
t:
Nam
e or
title
Bas
ic id
eaB
ody
of r
epor
tS
umm
ary
of id
eas
pres
ente
d
Pra
ctic
e:
Pre
sent
you
r re
port
onc
e or
twic
e to
a fr
iend
.
Pre
sent
ing
your
rep
ort:
Hav
e yo
ur r
epor
t writ
ten
out.
Sta
nd ta
ll w
ithou
t mov
ing
pape
rs.
Spe
ak c
lear
ly a
nd lo
udly
.Lo
ok a
t the
cla
ss o
nce
in a
whi
le.
Ask
if th
ere
are
any
ques
tions
.
Allo
w ti
me
for
a qu
estio
n an
d an
swer
per
iod.
A s
ampl
e re
port
form
,in
the
appe
ndix
, whi
chca
n be
gon
e ov
er b
yth
e en
tire
clas
s, d
upli-
cate
d an
d di
strib
uted
to th
e in
divi
dual
stud
ents
Cho
ral S
peak
ing
LES
SO
N #
17
SC
OP
E O
F L
ES
SO
N: T
o gi
ve p
upils
an
oppo
rtun
ity fo
r la
ngua
ge in
the
secu
rity
of a
gro
up.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Adv
a nc
ed
VA
RIA
TIO
NS
To
be a
ble
to d
emon
-st
rate
incr
ease
dab
ility
in s
peak
ing
in u
niso
n as
sho
wn
by r
eadi
ng s
hort
jingl
es, r
hym
es a
ndpo
ems
prov
ided
by
the
teac
her.
Thi
s is
a p
erfe
ct a
ctiv
ity fo
r th
e st
uden
t who
is s
hy a
ndre
luct
ant t
o ex
pres
s hi
mse
lf. T
hrou
gh c
hora
l spe
akin
g st
u-de
nts
get a
sen
se o
f the
rhy
thm
of s
peec
h as
wel
l as
prac
tice
in a
rtic
ulat
ion,
mem
oriz
atio
n an
d re
adin
g. O
ther
act
iviti
esut
ilizi
ng v
erba
l exp
ress
ion,
whi
ch a
re p
artic
ular
ly u
sefu
lfo
r sp
ecia
l edu
catio
n st
uden
ts o
r st
uden
ts w
ho a
re s
hy o
rin
secu
re a
re:
Pla
ysD
ram
atiz
atio
ns
Pup
pet a
ctiv
ities
Sha
dow
pla
ys
Chi
ldre
n's
book
s of
poet
ry, r
hym
es a
ndrid
dles
app
ropr
iate
for
chor
al s
peak
ing.
How
to H
elp
a C
hild
App
reci
ate
Poe
try,
Mild
red
A. D
awso
n an
dM
ary
A. C
hoat
e, F
earo
nP
ublis
hers
, San
Fra
n-ci
sco,
196
0.
In a
dditi
on to
all
grou
p ch
oral
spea
king
, man
y se
lect
ions
are
appr
opria
te fo
r sm
all g
roup
s.A
cla
ss c
an b
e di
vide
d in
toth
ree
or fo
ur s
mal
l gro
ups
offo
ur o
r fiv
e ch
ildre
n ea
ch.
Cho
ral s
peak
ing
sele
ctio
ns c
anth
en b
e di
vide
d in
to s
ectio
nsfo
r ea
ch g
roup
. Stu
dent
s m
ight
enjo
y m
emor
izin
g th
ese
shor
ter
sele
ctio
ns a
nd p
erfo
rmin
g fo
rot
her
clas
ses.
Sm
all T
alk
LES
SO
N #
18S
CO
PE
OF
LE
SS
ON
: To
prom
ote
soci
al c
onve
rsat
ion
thro
ugh
dram
atiz
atio
ns.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
To
be a
ble
to s
how
an a
bilit
y to
sus
tain
or in
itiat
e a
soci
alco
nver
satio
n by
aski
ng q
uest
ions
,gi
ving
info
rmat
ion
and
resp
ondi
ng to
ques
tions
in d
ram
a-tiz
ed s
ocia
l situ
a-tio
ns.
Men
tally
ret
arde
d pu
pils
may
hav
e a
diffi
cult
time
expr
essi
ngth
emse
lves
and
bei
ng a
t eas
e in
soc
ial s
ituat
ions
. Pra
ctic
eca
n be
giv
en in
the
clas
sroo
m to
deve
lop
som
e sk
ill in
crea
ting
and
mai
ntai
ning
info
rmal
sm
all t
alk
disc
ussi
ons.
Pro
ficie
ncy
in th
is a
rea
will
hel
p st
uden
ts fe
el a
t eas
e.
Set
up
info
rmal
situ
atio
ns in
whi
ch tw
o or
mor
e st
uden
tspa
rtic
ipat
e in
an
info
rmal
sm
all t
alk
disc
ussi
on. T
his
can
be d
ram
atiz
ed a
s ta
king
pla
ce o
n a
bus,
in a
res
taur
ant o
rin
a d
epar
tmen
t sto
re.
At f
irst y
ou w
ill h
ave
to s
truc
ture
this
act
ivity
. As
the
stud
ents
bec
ome
mor
e re
laxe
d an
d pr
ofic
ient
in th
eir
abili
tyto
mai
ntai
n an
info
rmal
dis
cuss
ion,
giv
e le
ss s
truc
ture
and
allo
w th
e st
uden
ts m
ore
free
dom
.
Sug
gest
ed P
lace
s
In a
res
taur
ant
On
a bu
s
In a
dep
artm
ent s
tore
Gen
eral
topi
cs
Sug
gest
ed T
opic
s
The
men
u, fo
od p
rices
, fav
orite
food
s, th
e de
cor.
Tra
nspo
rtat
ion,
tran
spor
tatio
nco
sts,
wea
ther
, sce
nery
.
Pur
chas
es, w
hat y
ou a
re lo
okin
gfo
r, o
ther
sto
res
in th
e ar
ea, n
ewst
yles
.
Frie
nds,
chi
ldre
n, fa
mily
, pet
s,w
ork,
(jo
b, h
ouse
wor
k), w
eath
erm
ovie
s, te
levi
sion
, sho
ws,
boo
ks,
soci
al a
ctiv
ities
and
rel
atio
nshi
es.P
rops
nee
ded
for
dram
a-liz
atio
ns1.
Do
the
pupi
ls r
ecog
nize
cert
ain
bask
-, e
lem
ents
that
mak
e fo
r go
cd c
onve
rsat
ions
?
Exa
mpl
es: B
eing
a g
ood
liste
ner
Wai
ting
your
turn
tosp
eak
Ans
wer
ing
appr
opria
tely
Stic
king
to a
topi
c
Sw
itchi
ng to
pics
with
som
e co
hesi
vene
ss
Exp
andi
ng b
asic
yes
/no
answ
ers
thes
e el
emen
ts c
an b
e re
cord
edon
an
expe
rienc
e ch
art f
or c
lass
disc
ussi
on o
r as
a m
eans
of
revi
ew.
2. U
se ta
pes
to r
ecor
d an
dev
alua
te d
iscu
ssio
ns (
liste
ning
,sp
eaki
ng s
kills
).
3. S
how
film
s on
frie
ndsh
ips
and
soci
al r
elat
ions
hips
to d
is-
cuss
with
stu
dent
s.
Tel
epho
ne T
echn
ique
s
LES
SO
N #
19S
CO
PE
OF
LE
SS
ON
: To
enco
urag
e pu
pils
to u
se th
e te
leph
one.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
EA
CT
IVIT
Y
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
To
be a
ble
to d
emon
-st
rate
gat
herin
gin
form
atio
n, g
ivin
gdi
rect
ions
and
cal
l-in
g fo
r th
e fir
e de
-pa
rtm
ent,
polic
ede
part
men
t or
doc-
tor's
ser
vice
, whe
ngi
ven
tele
phon
eeq
uipm
ent.
Old
er s
tude
nts,
par
ticul
arly
teen
ager
s, e
njoy
talk
ing
onth
e te
leph
one.
Alth
ough
soc
ial c
onve
rsat
ion
is a
n im
por-
tant
asp
ect o
f ver
bal e
xpre
ssio
n, th
e st
uden
ts s
houl
dbe
awar
e th
at th
e te
leph
one
is a
lso
used
for
getti
nghe
lp.
At f
irst s
truc
ture
this
act
ivity
by
givi
ng s
tude
nts
situ
atio
nsin
whi
ch y
ou w
ant t
hem
to u
se th
e te
leph
one.
Lat
er a
llow
them
gre
ater
free
dom
in c
hoos
ing
and
stru
ctur
ing
thei
r ow
nsi
tuat
ions
. Sam
ple
verb
al e
xpre
ssio
n si
tuat
ions
:
Cal
ling
to e
xten
d an
invi
tatio
n
Cal
ling
to g
ive
dire
ctio
ns
Cal
ling
to m
ake
.9 tr
ain
or p
lane
res
erva
tion
Cal
ling
to r
egis
ter
a co
mpl
aint
Pla
y te
leph
one
(hou
sean
d pa
y ph
one)
Tel
etra
inin
g m
ater
ials
:
Tel
etra
inin
g fo
rE
nglis
h an
d S
peec
h
Tel
epho
ne A
ctiv
ities
in th
e E
lem
enta
ryG
rade
s
Tel
etra
inin
g fo
rB
usin
ess
Stu
dies
Am
eric
an T
elep
hone
and
Tel
egra
ph C
ompa
ny,
1962
, U.S
.A.
1. C
an th
e st
uden
t cal
l the
doct
or o
r po
lice
stat
ion
and
give
his
mes
sage
?
2. C
an th
e st
uden
t be
clea
ran
d ex
plic
it in
usi
ng s
peec
has
a m
eans
of g
ettin
g or
giv
ing
info
rmat
ion?
3. Is
the
stud
ent m
ore
at e
ase
in v
erba
l exp
ress
ion
afte
r pr
ac-
ticin
g on
the
tele
phon
e?
4. T
ape
reco
rd a
nd d
iscu
ssth
ese
prac
tice
conv
ersa
tions
.
5. G
ive
prac
tice
in s
ocia
l,al
ong
with
pur
pose
ful,
conv
er-
satio
n.
6. U
se a
n ex
perie
nce
char
t as
a m
eans
of r
ecor
ding
goo
d te
le-
phon
ing
tech
niqu
es.
Exa
mpl
es: I
dent
ify y
ours
elf
Spe
ak c
lear
ly
Do
not s
peak
tc,c
,lo
udly
or
too
softl
y
Be
spec
ific
abou
tin
form
atio
n yo
u ar
egi
ving
or
wan
t to
rece
ive
Boo
ks
LES
SO
N #
20S
CO
PE
OF
LE
SS
ON
: To
use
a va
riety
of b
ooks
as
a m
eans
of s
timul
atin
g or
alco
mm
unic
atio
n.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
To
be a
ble
to b
est
imul
ated
by
book
sas
sho
wn
by ta
lkin
gab
out t
hem
, ora
lre
port
ing,
eva
luat
ing)
disc
ussi
ng o
r de
bat-
ing.
Cho
ose
a bo
ok to
rea
d to
you
r cl
ass.
For
you
ng s
tude
nts
the
stor
y sh
ould
be
shor
t and
sim
ple,
not
mor
e th
an 1
5m
inut
es in
leng
th a
nd c
onta
inin
g m
any
larg
e, b
right
illu
s-tr
atio
ns. O
lder
pup
ils e
njoy
act
ion
stor
ies
whi
ch m
ay b
ere
ad o
ver
a pe
riod
of tw
o or
thre
e da
ys.
Act
iviti
es th
at c
an fo
llow
a s
tory
or
book
:
Sum
mar
izin
g th
e st
ory
Ver
baliz
ing
even
ts in
seq
uenc
e
Giv
ing
a sh
ort o
ral r
epor
t
Cla
ss o
r sm
all g
roup
s di
scus
sing
the
stor
y
Ask
ing
and
answ
erin
g qu
estio
ns a
bout
the
stor
y
Dra
mat
izin
g a
sect
ion
of th
e bo
ok
Tel
ling
a m
ade-
up s
tory
abo
ut a
sim
ilar
obje
ct
Wor
king
on
stat
emen
ts fo
r an
exp
erie
nce
char
t inv
olvi
ngth
e bo
ok th
at w
as r
ead
Rec
omm
ende
d bo
okca
tego
ries:
Ani
mal
sto
ries
1. G
ood
read
ers
enjo
y an
opp
or-
tuni
ty to
pla
y te
ache
r an
d re
ada
favo
rite
book
to th
e cl
ass.
Mys
tery
/adv
entu
re s
erie
s2.
Stu
dent
s en
joy
brin
ging
boo
ksfr
om h
ome
that
are
thei
r fa
vorit
esto
sha
re w
ith th
e cl
ass.
Sto
ries
abou
t boy
s an
dgi
rls in
the
sam
e ag
egr
oup
Sci
ence
fict
ion
Spo
rts
Occ
upat
ions
Sea
sto
ries
Spa
ce s
torie
s
Bio
grap
hies
of f
amou
spe
ople
3. K
eep
a fil
e of
3"x
5" c
ards
on w
hich
pup
ils h
ave
give
n yo
uth
eir
imm
edia
te r
eact
ions
to a
book
. You
can
che
ck th
is fi
leto
see
the
type
of b
ook
each
stud
ent i
s m
ost i
nter
este
d in
read
ing,
hel
p hi
m fi
nd m
ore
ofth
is k
ind
of b
ook
or s
ugge
sta
diffe
rent
type
to e
xpan
d hi
sin
tere
sts.
"New
s F
lash
es"
LES
SO
N #
21S
CO
PE
OF
LE
SS
ON
: To
use
a cu
rren
t eve
nts
expe
rienc
e ch
art a
s a
mea
ns o
fst
imul
atin
g la
ngua
ge a
nd il
lu:-
trat
ing
corr
ect u
se o
fsp
eech
, gra
mm
ar a
nd s
ente
nce
stru
ctur
e.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
ES
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
1: T
o be
abl
e to
sum
mar
ize
a cu
rren
tev
ent i
tem
and
oral
ly p
rese
nt it
to th
e cl
ass.
2. T
o be
abl
e to
punc
tuat
e th
ese
sent
ence
s af
ter
they
hav
e be
enw
ritte
n,
Ask
pup
ils to
ver
bally
sha
re a
cur
rent
eve
nt it
em o
r r.
aws
flash
with
the
clas
sT
hese
eve
nts
can
be ta
ken
from
new
sre
port
s on
tele
visi
on, r
adio
, new
spap
ers
or m
agaz
ines
.H
ave
stud
ents
sum
mar
ize
the
item
into
one
or
two
stat
emen
ts.
Rec
ord
the
stud
ent's
con
trib
utio
n in
writ
ten
form
usi
ng la
rge
clea
r le
tterin
g on
an
expe
rienc
e ch
art
Con
tinue
this
sam
epr
oced
ure
until
four
or
five
child
ren
have
had
a c
hanc
e to
pres
ent t
heir
new
s:
Rea
d th
e ex
perie
nce
char
t to
the
clas
s, th
us s
umm
ariz
ing
all t
he in
form
atio
n pr
esen
ted
on th
at p
artic
ular
day
. You
and
the
pupi
ls th
en lo
ok a
t and
exa
min
e th
e ch
art i
n te
rms
of g
ram
mar
and
sen
tenc
e st
ruct
ure
Som
e fa
ctor
s th
atsh
ould
be
cons
ider
ed a
re c
apita
lizat
ion,
pun
ctua
tion,
use
of w
ords
and
sen
tenc
e or
der.
Eith
er s
tres
s on
e pa
rtic
ular
area
or
gram
mar
eac
h da
y or
han
dle
all a
reas
. Afte
r th
eac
coun
t is
writ
ten,
gon
e ov
er a
nd m
ade
gram
mat
ical
lyco
rrec
t, yo
u an
d th
e cl
ass
read
the
char
tT
his
activ
ityca
n be
don
e da
ily, t
wic
e a
wee
k, o
r w
eekl
y, d
epen
ding
upon
stu
dent
mot
ivat
ion,
the
amou
nt o
f new
s br
ough
t in
orth
e pr
actic
e ne
eded
,
New
spap
ers,
It e
ek /y
Rea
ders
, Mag
azin
es
Sci
ssor
s fo
r cl
ippi
ngar
ticle
s
Larg
e, li
ned
expe
rienc
ech
art p
aper
Eas
el o
r st
and
Bla
ck fe
lt pe
ns
Eve
ry m
onth
you
and
the
pupi
lsm
ight
go
thro
ugh
the
expe
rienc
ech
arts
com
pile
d du
ring
that
mon
th fo
r a
"Mon
thly
Hig
h-lig
hts"
issu
eH
ere,
the
mos
tim
port
ant e
vent
s of
the
mon
thar
e su
mm
ariz
ed o
n an
exp
eri-
ence
cha
rt a
nd th
e da
ily o
rw
eekl
y ac
coun
ts a
re d
isca
rded
,
Exa
mpl
e: J
anua
ry
Tem
pera
ture
s w
ere
be /o
wze
ro fo
r on
e w
eek.
An
ail-p
lane
cra
shed
at t
heN
ew Y
ork
airp
ort.
The
pre
side
nt v
etoe
d a
bill
for
educ
atio
n.
The
se a
re g
one
over
for
gram
mar
,pu
nctu
atio
n an
d th
en r
ead.
The
mon
thly
exp
erie
nce
char
ts c
anth
en b
e co
mpi
led
into
a y
early
acco
unt-
Rea
ding
Hel
pers
LES
SO
N #
22S
CO
PE
OF
LE
SS
ON
: To
give
the
child
pra
ctic
e in
spea
king
and
rea
ding
befo
re a
soc
ial g
roup
.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
To
be a
ble
to p
re-
pare
and
rea
d a
stor
y ap
prop
riate
for
youn
ger
child
ren
with
thei
r te
ache
rpr
esen
t.
Old
er s
tude
nts
ofte
n ba
bysi
t. R
eadi
ng to
sm
all c
hild
ren
can
be in
trod
uced
as
a w
ay o
f ent
erta
inin
gth
em.
Brin
g a
sele
ctio
n of
chi
ldre
n's
book
s to
cla
ss. T
here
adin
gle
vel s
houl
d be
app
ropr
iate
to th
e st
uden
t's a
bilit
ies.
Gui
de e
ach
stud
ent i
n se
lect
ing
a bo
ok h
e w
ould
!ike
to r
ead.
Hav
e ea
ch p
upil
choo
se th
e cl
assr
oom
he
wou
ld li
ke to
visi
t. (M
ore
than
one
stu
dent
can
go
to th
e sa
me
room
but
on d
iffer
ent d
ays.
) D
evel
op a
nd s
end
ale
tter
requ
estin
gpe
rmis
sion
from
prim
ary
clas
sroo
m te
ache
rs to
pre
sent
the
stor
y to
thei
r cl
ass,
giv
ing
the
stud
ent's
nam
e an
dtit
le o
fth
e bo
ok h
e ha
s ch
osen
.
Sch
edul
e pr
actic
e se
ssio
ns fo
r th
e cl
ass
to b
reak
into
sm
all
grou
ps a
nd r
ead
thei
r st
orie
s to
eac
h ot
her.
Exc
use
stud
ents
from
cla
ss to
go
to th
eir
assi
gned
roo
ms
and
pres
ent t
heir
stor
ies.
Let e
ach
stud
ent r
epor
t bac
k in
form
ally
.
Wid
e se
lect
ion
ofch
ildre
n's
book
s
Prio
r co
mm
itmen
t fro
mpr
ifild
ry c
lass
room
teac
hers
to a
llow
stu
-de
nts
to v
isit
thei
rM
OM
S
LES
SO
N #
23
SC
OP
E O
F L
ES
SO
N:
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
ES
Sel
f-E
valu
atio
n
To
enco
urag
e pu
pils
to th
ink
abou
t and
eva
luat
ew
hat t
hey
say
and
how
they
say
it.
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
1. T
o be
abl
e to
dram
atiz
e so
cial
situ
atio
ns w
hich
invo
lve
an o
ppor
tu-
nity
for
liste
ning
and
an o
ppor
tuni
tyfo
r la
ngua
ge.
2. T
o be
abl
e to
eval
uate
on
a ch
eck-
list o
f spe
akin
g an
dlis
teni
ng s
kills
, adr
amat
ized
job
inte
rvie
w a
nd a
44 CI
soci
al c
onve
rsat
ion.
Dis
cuss
and
go
over
the
chec
klis
t of g
ood
spea
king
and
liste
ning
ski
lls. A
sim
ulat
ed jo
b in
terv
iew
invo
lves
the
skill
s of
list
enin
g an
d la
ngua
ge. S
truc
ture
the
first
dram
atiz
atio
n (t
ell t
he p
upils
wha
t to
say)
and
cho
ose
two
pupi
ls to
giv
e a
sam
ple
dem
onst
ratio
n. O
nce
the
pupi
ls g
et th
e id
ea, h
ave
them
dra
mat
ize
info
rmal
ly,
taki
ngtu
rns
play
ing
the
inte
rvie
wer
and
the
pers
on b
eing
inte
r-vi
ewed
.
Dev
ices
for
liste
ning
:ta
pe r
ecor
der,
rad
io,
tele
visi
on, r
ecor
dpl
ayer
Pro
ps fo
r dr
amat
izat
ions
Che
cklis
t for
eva
luat
ing
spea
king
and
list
enin
gsk
ills
(see
app
endi
x)
Sou
nd fi
lms,
pro
ject
or,
scre
en
1. A
dole
scen
ts a
lso
enjo
ydr
amat
izin
g so
cial
situ
atio
nsw
hich
are
mea
ning
ful t
o th
em.
For
exa
mpl
e, a
con
vers
atio
nbe
twee
n tw
o gi
rls d
iscu
ssin
ga
dres
s, d
ance
or
a pa
rtic
ular
boy;
two
boys
spe
akin
g ab
out
cars
or
spor
ts; a
boy
or
a gi
rldi
scus
sing
a d
ate.
You
and
the
clas
s tr
y to
eva
luat
e th
eir
perf
orm
ance
s, a
s a
spea
ker
and
a lis
tene
r, ta
king
into
-acc
ount
the
crite
ria fo
und
onth
e ch
eckl
ists
.
2. S
uppl
y m
ater
ials
whi
chen
able
stu
dent
s to
eva
luat
eot
hers
' ora
l exp
ress
ion.
Som
ede
vice
s th
at w
ould
be
usef
ulfo
r th
is a
ctiv
ity a
re:
Rad
io p
rogr
ams
Tel
evis
ion
show
s
Dia
logu
e fr
om p
lays
Film
s
Tap
e re
cord
ing
of th
e st
uden
tsan
d th
eir
conv
ersa
tions
3. A
s th
e pu
pils
bec
ome
mor
eaw
are
of li
sten
ing
to a
ndev
alua
ting
the
lang
uage
of
othe
rs, t
hey
beco
me
mor
eca
pabl
e an
d ca
refu
l in
eval
uatin
gth
eir
own
oral
exp
ress
ion.
Vis
it
LES
SO
N #
24
SC
OP
E O
F L
ES
SO
N: T
o pr
ovid
e ch
ildre
n w
ith o
ppor
tuni
ties
to c
omm
unic
ate
with
a g
roup
of a
dults
.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
EA
CT
IVIT
YR
ES
OU
RC
E
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
To
be a
ble
to a
nsw
era
ques
tion
(sub
mit-
ted
by a
n ad
ult
grou
p be
fore
hand
)w
hen
aske
d at
am
eetin
g of
that
grou
p.
An
inte
rest
ed a
dult
grou
p (C
ounc
il fo
r E
xcep
tiona
lC
hild
ren,
Ass
ocia
tion
for
Ret
arde
d C
hild
ren,
PT
A)
may
wan
t to
find
out m
ore
abou
t the
wor
k-st
udy
prog
ram
at
your
sch
ool.
Ask
the
grou
p fo
r te
n qu
estio
ns. P
ut th
equ
estio
ns in
to a
form
the
child
ren
can
unde
rsta
nd.
Exp
lain
the
grou
p's
inte
rest
to th
e pu
pils
. Let
eac
h pu
pil
choo
se a
que
stio
n to
ans
wer
. Hav
e ea
ch s
tude
nt w
rite
out t
he q
uest
ion
and
the
answ
er h
e w
ill r
ead
whe
n ca
lled
upon
. Pre
pare
the
pupi
ls fo
r th
e so
cial
situ
atio
n th
ey w
illen
coun
ter.
Pos
sibl
e qu
estio
ns: W
hat j
ob a
re y
ou p
rese
ntly
doi
ng?
How
did
you
pre
pare
for
this
job
in s
choo
l?
Will
you
con
tinue
with
the
sam
e jo
baf
ter
you
finis
h sc
hool
?
Wha
t pro
blem
s do
you
hav
e at
wor
k?
Wha
t goo
d th
ings
hap
pen
at w
ork?
Wou
ld y
ou a
dvis
e a
frie
nd to
sta
y in
scho
ol a
nd b
e in
the
wor
k-st
udy
prog
ram
rat
her
than
dro
p ou
t?
Wha
t do
you
need
mor
e of
from
sch
ool?
Doe
s yo
ur fa
mily
like
the
job
you
are
doin
g?
Do
you
get p
aid
for
your
wor
k?
How
muc
h tim
e do
you
spe
:id a
t wor
k?H
ave
you
ever
lost
a jo
b? W
hy?
Sem
ple
ques
tions
Pap
er
Pen
cils
ADDITIONAL SUGGESTED ACTIVITIES
1. Share-and-tell
2. Oral response games
3. Presenting plays
4. Puppet shows
5. Oral reports
6. Experience charts
7. Classroom discussions
8. Debates
9. Making tape recordings
10,. Choral and unison speaking
11. Recitation of rhymes and poems
12. Sinning
13. Creative dramatics
14. Role-plying situations
15. Telephone activities
16. Hosting visitors, resource people
17. Field trips
18. Reading aloud
19. Rote-response activities--Example: counting and alphabet, rhymes
20. Riddles
21. Team-learning activities (children teaching other children)
22. Group seating or small group projects
23. Compiling class newspaper
24. Round table/lunchroom seating
25. Teacher-pupil planning, lists
26. Telling stories
27. Viewing and discussing television programs, films, movies
28. Speechmaking--Example: for election to classroom office
29. Playground activities
30. Using pictures as a stimulus for language
31. Verbalizing sensory experiences--feeling, hearing, seeing, smelling, tasting
32. Verbalizing feelings and emotions
33. Using cooking, art, music to stimulate language
34. Using field trips to stimulate talk
35. Whisper stories
72
36. Completing sentences
37. Alliterations
38. Greetings
39. Carrying messages
40. Answering and asking questions
41. Summarizing
42. Conversing
43. Criticizing and evaluating ads, programs
44. Ordering supplies or ordering from a menu
45. Verbalizing experiences
46. Classroom council
73
EQUIPMENT
Books
Records
Tape recordings
Scripts of plays
Newspapers (daily and class)
"Weekly Readers"
Large trucks
Telephone equipment
Costumes and props (dramatics)
Ear phones
Puppets
Magazines
Comics
Daily calendar
Art material, supplies
Experience chart equipment
Doll house corner, dolls, doll house
Playground equipment (dramatics)
Rhythm instruments
Guitar or autoharp (for accompanying singing)
Resource personnei
Role-playing books
74
Movies
Slide projector
Overhead projector
Stuffed animals
Films
Television
Radio
Small cars and trucks
Toy soldiers
Family people
Blocks
Sandbox
Dress-up clothes box
Catalogues
Weather charts
Pocket chart
Mirror
Piano
Live animals
Displays
Bulletin boards
NA.ArDWRITNC ACTIVITIES
75
HANDWRITING
In order to complete his development of the communication skills necessary for self-expression and adjustment to society, the mentally retarded child must learn how to write.His need for this skill is not as great as his need for the ability to communicate verbally,but it is necessary for functional processes such as the writing of letters, messages,lists and the filling out of applications and forms. It is a necessary skill and one thatthe educable mentally retarded student is capable of attaining. The goal of the teacher inteaching the educable mentally retarded pupil to write is to help the pupil to learn to writelegibly and accurately. The pupil should eventually be able to check himself for errorsand correct them.
The teacher should not attempt to teach the educable mentally retarded pupil to writeuntil the pupil is able to read. Learning how to write his name can be an exception tothis advice. Another prerequisite for the successful learning of writing, is the child'scognizance of the relationship between the spoken word and its written symbols. Thepupil is helped to see this relationship if the teacher simultaneously speaks and writeson charts or on the chalkboard, writes stories and information that the pupil has dictatedto her and spends time labeling objects around the room.
In order for the pupil to successfully learn how to write, he must have the necessaryeye-hand coordination. He must have the muscular coordination to maintain the postureand the correct position of the writing materials.
Before he starts to write, the pupil gets needed practice in the basic movements usedin writing by using his large muscles in dramatizations, rhythms, physical education andart activities. The pupil's writing readiness is also furthered when he uses his smallmuscles while working with finger puppets, puzzles and crayons.
Special problems that the teacher of the educable mentally retarded might encounterand should be aware of when teaching her students to write are: left-handedness, morecommon in the mentally retarded population than among normal children; brain-damagedchildren who may be better able to learn cursive than manuscript; and reversals inwriting occurring because the maturation in perception is slower among retardates.
Manuscript, rather than cursive writing is the style usually taught to the educablementally retarded. Manuscript is similar to the type in books and typewritten materials.The letters are easier to form. However, there is some thought that teaching cursivewriting early aids the pupil in seeing the total word.
If the teacher and the pupil wish to switch to cursive writing, the switch should bemade after the pupil has gained proficiency in manuscript writing and has the coordinationto make the switch.
Ditt
oed
illus
trat
ions
I
Bas
ic M
ovem
ents
LES
SO
N #
1S
CO
PE
OF
LE
SS
ON
: To
give
chi
ldre
n re
adin
ess
oppo
rtun
ities
for
man
uscr
ipt w
ritin
g
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
EA
CT
IVIT
Y
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
To
be a
ble
to d
eve-
lop
read
ines
s fo
rth
e ba
sic
writ
ing
mov
emen
ts, b
ydr
awin
g lin
es a
ndge
omet
ric s
hape
s
Giv
e th
e pu
pil d
ittoe
d pa
pers
on
whi
ch h
e ca
n fo
llow
the
dotte
d lin
es to
com
plet
e lo
llipo
ps a
nd s
ticks
, str
ings
and
ballo
ons,
kite
s or
gift
pac
kage
s.
Can
the
pupi
l con
trol
the
mov
emen
t of h
is im
plem
ent?
Doe
s he
hav
e th
e ey
e-ha
nd c
oord
inat
ion
to fo
llow
the
dots
?P
ract
ice
on th
is ty
pe o
f act
ivity
can
be
follo
wed
by
the
mor
e fo
rmal
act
ivity
of t
raci
ng le
tters
and
trac
ing
the
lette
rs th
at c
onst
itute
his
nam
e,
`s
(14
,
Oth
er m
etho
ds o
f giv
ing
the
child
ren
prac
tice
in th
e ba
sic
writ
ing
mov
emen
ts w
ould
be
to:
1A
llow
them
an
area
of t
hech
alkb
oard
on
whi
ch th
eyar
e en
cour
aged
to d
raw
or
scrib
ble.
2G
ive
them
fing
er p
aint
sw
hich
they
can
use
on
thei
rba
re d
esk
tops
or
on p
aper
3E
ncou
rage
them
to p
aint
with
wat
er a
nd a
bru
sh o
na
chal
kboa
rd o
r on
pap
er_
4G
ive
them
an
oppo
rtun
ityto
"pa
int"
the
outs
ide
ofth
e sc
hool
bui
ldin
g w
ithw
ater
and
hou
se p
abr
ushe
s.
5,H
ave
them
dra
w le
tters
inw
et s
and,
cla
y, d
irt a
ndsn
ow, g
ivin
g th
em lo
ts o
ftim
e to
exp
erim
ent.
LES
SO
N #
2
SC
OP
E O
F L
ES
SO
N: T
o he
lp th
e ch
ildre
n re
aliz
e th
e re
latio
nshi
p be
twee
nor
al s
peec
h an
d its
writ
ten
sym
bols
.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
'A
CT
IVIT
YR
ES
OU
RC
E
MA
TE
RIA
LS
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
To_
be a
ble
to r
elat
eth
e sp
oken
wor
dto
its
writ
ten
sym
-bo
l by
oral
lyna
min
g ob
ject
spo
inte
d to
by
the
teac
her.
Cal
l you
rsel
f byn
ame-
- "
Mrs
. Sm
ith,"
Writ
e yo
ur n
ame
on a
slip
of p
aper
and
pin
it o
n yo
urse
lf. A
sk th
e ch
ildre
n ab
out
othe
r na
mes
in th
e cl
ass
and
then
abo
ut n
ames
oth
er th
an a
pers
on's
nam
e, fo
r ex
ampl
e:
Win
dow
Cha
irB
ooks
helf
Art
icle
s on
dis
play
Writ
e th
e na
me
of th
e ob
ject
on
pape
r an
d at
tach
it to
the
artic
le w
ith tr
ansp
aren
t or
mas
king
tape
.It
is n
otne
cess
ary
for
the
labe
ls to
be
perm
anen
tly a
ttach
ed.
Des
k
Slip
s of
pap
er
Tra
nspa
rent
or
mas
king
tape
Pen
, pen
cil,
cray
on o
rfe
lt tip
pen
Old
er s
tude
nts
can
writ
e an
dat
tach
labe
ls to
the
obje
cts
for
prac
tice
in w
ritin
g.La
belin
g ar
ticle
s in
a d
ispl
ayha
s th
e pu
rpos
e of
iden
tifyi
ngth
e ar
ticle
s as
wel
l as
givi
ngth
e st
uden
t pra
ctic
e in
writ
ing.
Writ
ing
My
Nam
e
LES
SO
N #
3S
CO
PE
OF
LE
SS
ON
: To
guid
e pu
pils
in le
arni
ng to
writ
e th
eir
nam
es th
roug
h a
prog
ress
ion
of s
teps
.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
EA
CT
IVIT
YR
ES
OU
RC
E
MA
TE
RIA
LS
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
To
be a
ble
to w
rite
his
nam
e in
depe
nt-
ly b
y su
cces
sful
lyco
mpl
etin
g a
serie
sof
ste
ps d
esig
ned
for
this
pur
pose
.
CO
Mak
e a
nam
e w
ritin
g pr
actic
e sh
eet f
or e
ach
pupi
l in
the
clas
s. G
o ov
er a
sam
ple
shee
t with
the
pupi
ls a
nd g
ive
them
a cl
ear
expl
anat
ion
of w
het t
hey
are
to d
o. T
he p
upils
wor
kon
this
inde
pend
ently
at a
rat
e co
mfo
rtab
le fo
r th
em.
Pre
sent
onl
y on
e or
two
task
s at
a ti
me
and
have
the
slow
erpu
pils
wor
k on
thes
e fo
r an
ent
ire w
ork
perio
d. T
he m
ore
able
stu
dent
s m
ight
be
able
to fi
nish
mor
e st
eps
or c
ompl
ete
the
entir
e w
orks
heet
pro
gres
sion
dur
ing
one
wor
k pe
riod.
The
follo
win
g is
a r
ecom
men
ded
form
for
pupi
l pro
gres
sion
in le
arni
ng to
writ
e on
e's
nam
e:
1. P
ract
ice
in w
ritin
g in
divi
dual
lette
rs.
2. T
race
nam
e w
ith te
ache
r's h
elp.
3. T
race
nam
e in
depe
nden
tly.
4. J
oin
the
lines
.5.
Joi
n th
e do
ts.
6. F
ill in
lette
rs o
n sl
ashe
s.7.
Writ
e en
tire
nam
e in
depe
nden
tly.
8. F
ill in
mis
sing
lette
rs.
Tra
cing
pap
er
Cle
ar p
last
ic s
heet
s
Gre
ase
penc
ils
Mag
ic m
arke
r
Inst
ruct
ion
shee
ts a
ndex
ampl
es
1. T
he ta
sks
on th
is w
orks
heet
can
be s
epar
ated
into
indi
vidu
alw
orks
heet
s w
here
the
pupi
l has
prac
tice
in o
nly
one
of th
eta
sks.
Exa
mpl
e.T
raci
ng jo
inin
g do
ts
2. O
nce
the
pupi
l has
lear
ned
to w
rite
his
nam
e, g
ive
him
func
tiona
l pra
ctic
e us
ing
this
skill
. Exa
mpl
e:La
belin
g cl
othe
s,ob
ject
s
Sig
ning
pap
ers
orpi
ctur
es
Put
ting
nam
e on
alis
t, cl
assr
oom
enro
llmen
t she
et, e
tc.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
RE
SO
UR
CE
AC
TIV
ITY
MA
TE
RIA
LSV
AR
IAT
ION
S
1.S
SS
SS
ttttt
t-11
1..
.:1:
2.S
TE
VE
N3.
ST
EV
EN
4 5.s
Co
6. 7. 8.S
_N
ST
__E
_T
his
is a
diff
icul
t con
cept
and
may
not b
e ne
cess
ary
or a
ppro
pria
te fo
rso
me
reta
rded
pup
ils.
TE
V__
LES
SO
N #
4
SC
OP
E O
F L
ES
SO
N:
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
S
Left
to R
ight
To
esta
blis
h le
ft to
rig
ht a
rm m
ovem
ent a
s a
prer
equi
site
to w
ritin
g.
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
1. T
o be
abl
e to
writ
e a
smoo
thlin
e w
ithin
pre
-sc
ribed
bou
ndar
ies.
2. T
o be
abl
e to
proc
eed
from
left
torig
ht o
n a
wor
kshe
etpr
epar
ed b
y th
ete
ache
r.
Inst
ruct
the
child
ren
to s
tart
at t
he b
lue
line
and
mak
e a
dot
in e
very
circ
le.
Hav
e th
e pu
pils
sta
rt a
t the
blu
e lin
e an
d m
ake
an "
x" in
each
box
.
Dire
ct th
e ch
ildre
n to
sta
rt a
t the
blu
e lin
e an
d dr
aw a
horiz
onta
l lin
e th
roug
h ea
ch c
lust
er o
f lin
es m
akin
g su
reth
e lin
es d
o no
t ext
end
beyo
nd th
e la
st li
ne in
the
clus
ter.
O..
AL.
?lit
e I oo
o o
o10
000o
app
0 0
She
ets
prep
ared
by
Diff
eren
t sha
pes
can
be u
sed
teac
her
and
diffe
rent
met
hods
of
resp
onse
can
be
elic
ited,
Prim
ary
penc
ils o
r cr
ayon
si.e
., m
ake
a sm
alle
r ci
rcle
with
in e
ach
circ
le fr
om le
ft to
right
.
k hi
t Ippo
n10
0010
0E10
$fie
t 18o
Nam
es
LES
SO
N #
5S
CO
PE
OF
LE
SS
ON
:To
give
chi
ldre
n pr
actic
ein
writ
ing
thei
r na
mes
.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
To
be a
ble
to p
rac-
tice
writ
ing
his
nam
e by
writ
iag
iton
labe
ls p
repa
red
by th
e te
ache
r.
You
and
the
clas
s di
scus
s ho
w y
ou c
ante
ll w
hen
a bo
ok,
a ga
me,
a lu
nch
box
or a
pap
erbe
long
s to
a p
artic
ular
pers
on. O
ne w
ay is
to s
eeif
ther
e is
a n
ame
on it
.
Eac
h pu
pil c
an th
en te
ll yo
u w
hat o
bjec
tshe
wou
ld li
keto
labe
l with
his
nam
e--c
oat
hook
, art
wor
k, d
esk,
cha
ir,ob
ject
s br
ough
t fro
m h
ome.
Giv
e th
e pu
pil t
hest
rips
ofpa
per
on w
hich
he
cart
writ
e hi
s na
me
and
help
him
atta
chth
e la
bel t
o th
e ob
ject
with
tran
spar
ent o
rm
aski
ng ta
pe.
Pap
er
Tap
e
Pen
cils
, cra
yons
Tra
cing
or
tran
spar
ent
tape
1. S
tude
nts
can
prac
tice
writ
ing
thei
r na
mes
by
"sig
n-in
g" th
eir
art w
ork,
labe
ling
thei
r pa
pers
, sig
ning
pic
ture
sth
ey m
ake
for
clas
smat
es a
ndse
ndin
g ou
t sig
ned
gree
ting
card
s.
2. S
tude
nts
can
trac
e ov
erth
eir
nam
e w
hich
you
writ
e fo
rth
em.
Nam
e T
rain
LES
SO
N #
6S
CO
PE
OF
LE
SS
ON
: To
prov
ide
an o
ppor
tuni
ty to
eva
luat
e a
child
's a
bilit
yto
writ
e hi
s na
me.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
EA
CT
IVIT
Y
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
To
be a
ble
to w
rite
his
own
nam
e on
alin
e pr
ovid
ed b
y th
ete
ache
r.
Beg
in th
e ac
tivity
by
writ
ing
your
nam
e on
the
engi
ne. U
sing
shuf
fled
nam
e ca
rds
for
a ra
ndom
sel
ectio
n, c
hoos
e a
card
and
have
that
stu
dent
writ
e hi
s na
me
on th
e ne
xt c
ar.
Con
tinue
dra
win
g ca
rds
until
all
the
stud
ents
hav
e ha
d an
oppo
rtun
ity to
writ
e th
eir
nam
es o
n th
e tr
ain.
Thi
s ac
tivity
pro
vide
s an
eva
luat
ion
of th
e ch
ild's
han
dwrit
ing
as w
ell a
s a
colo
rful
wal
l dec
orat
ion
Late
r, c
ut th
e ca
rs a
part
and
allo
w e
ach
pupi
l to
cut o
ut h
isca
r an
d ta
ke it
hom
e.
Nam
e ca
rds
Ten
-foo
t str
ip o
f whi
tebu
tche
r pa
per
tape
d to
chal
kboa
rd
Tea
cher
-dra
wn
trai
nw
ith a
car
for
each
chi
ld
Mar
ker
or c
rayo
n
Cou
ld b
e us
ed fo
r sp
ellin
gw
ords
or
with
cur
sive
writ
ing
at a
hig
her
leve
l.
Dec
orat
e
LES
SO
N #
7
SC
OP
E O
F L
ES
SO
N: T
o pr
ovid
e op
port
uniti
es fb
r le
arni
ng to
writ
e m
anus
crip
t let
ters
.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Pru
nary
VA
RIA
TIO
NS
To
be a
ble
toco
rrec
tly w
rite
ale
tter
of th
e al
phab
eton
the
chal
kboa
rdaf
ter
prac
ticin
g it
on p
aper
.
CO 01
Afte
r a
lette
r ha
s be
en in
trod
uced
form
ally
in a
writ
ing
wor
k-C
halk
boar
dbo
ok, a
spe
ller
or b
y th
e te
ache
r, p
rovi
de a
tim
e to
eva
luat
eea
ch p
upil'
s re
prod
uctio
n of
the
lette
r.
Prio
r to
the
less
on u
se c
olor
ed c
halk
to d
raw
a s
hape
on
the
boar
d fo
r ea
ch p
upil.
Use
pum
pkin
sha
pes
in th
e fa
ll, fl
ower
sin
the
sprin
g, a
nd s
o on
.
For
m th
e le
tter
on th
e ch
alkb
oard
for
a m
odel
and
cho
ose
apu
pil t
o pi
ck a
sha
pe a
nd w
rite
the
lette
r in
it, I
f the
lette
ris
wel
l-for
med
, let
him
pic
k an
othe
r pu
pil t
o do
the
sam
e an
dso
on
thro
ugho
ut th
e cl
ass.
Let
ters
are
initi
aled
so
the
stud
ents
rem
embe
r th
eir
own
cont
ribut
ion.
Col
ored
cha
lkT
his
activ
ity c
an a
lso
be u
sed
to g
ive
the
stud
ents
pra
ctic
e in
loca
ting
poin
ts a
nd fi
ndin
gdi
rect
ions
. Exa
mpl
e:
"Put
an
Al'
in th
e bo
ttom
circ
leof
the
snow
man
."
Lette
r B
ingo
LES
SO
N #
8S
CO
PE
OF
LE
SS
ON
: To
prov
ide
an o
ppor
tuni
ty fo
r th
ech
ildre
n to
rec
ogni
ze u
pper
and
low
er c
ase
man
uscr
ipt l
ette
rs,
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
To
be a
ble
to d
evel
opth
e ab
ility
to r
ecog
-ni
ze th
e up
per
case
and
the
low
er c
ase
man
uscr
ipt l
ette
rsth
at g
o w
ith th
em b
ym
atch
ing
the
lette
rson
a "
Bin
go"
card
.
Giv
e "B
ingo
" ca
rds
to th
e cl
ass
on w
hich
nin
e up
per
case
lette
rs a
re w
ritte
n: P
rovi
de a
box
of m
arke
rs o
n w
hich
low
erca
se le
tters
hav
e be
en w
ritte
n,
The
pup
il se
lect
s a
mar
ker
from
the
box
and
trie
s to
mat
chit
to a
lette
r on
his
car
d: H
e pl
aces
the
mar
ker
on th
eap
prop
riate
lette
r,
He
can
play
this
act
ivity
alo
ne o
r se
vera
l stu
dent
s ca
n pl
ayto
geth
er. T
he p
upils
can
dra
w th
eir
own
mar
kers
or
one
can
sele
ct a
mar
ker
for
the
pers
on s
ittin
g ne
xt to
him
,
The
stu
dent
s ca
n sa
y th
e na
me
of th
e le
tter
as th
ey ta
ke it
out
of th
e bo
x. T
he fi
rst s
tude
nt to
cov
er h
is c
ard
corr
ectly
is th
ew
inne
r.
AB
C
DE
F
GH
®0,
Sev
eral
car
ds w
ith u
pper
case
man
uscr
ipt l
ette
rs
Mar
kers
with
low
er c
ase
man
uscr
ipt l
ette
rs (
mor
em
arke
rs th
an c
ards
)
Car
ds c
an b
e m
ade
with
cur
-si
ve le
tters
and
the
stud
ents
can
mat
ch th
e m
anus
crip
tle
tters
to th
e cu
rsiv
e le
tters
.
03
Cur
sive
Str
okes
LES
SO
N #
9S
CO
PE
OF
LE
SS
ON
: To
intr
oduc
e an
d pr
actic
e st
roke
s fo
r cu
rsiv
e w
ritin
g.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
To
be a
ble
to e
xecu
teth
e st
roke
s sm
ooth
lyw
ithou
t pic
king
up
the
penc
il or
losi
ngth
e co
ntin
uity
of
the
stro
kes,
as
judg
ed b
y th
e ap
pear
-an
ce o
f the
writ
ten
wor
k,
Hav
e a
serie
s of
sla
nted
box
es a
nd a
ngle
d bo
xes
on th
ebo
ard.
Sta
rtin
g w
ith th
e ro
w o
f sla
nted
box
es, d
irect
the
pupi
ls to
follo
w th
e ar
row
s fo
r ea
ch r
ow a
s th
ey p
roce
edfr
om le
ft to
rig
ht. T
hen
have
them
do
the
sam
e ex
erci
seon
thei
r w
ork
shee
ts. W
hen
wor
king
with
the
angl
ed b
oxes
,ha
ve e
ach
pupi
l do
the
follo
win
g se
quen
ce o
n th
e bo
ard
Go
to "
a" a
nd q
uick
ly to
"c"
and
bac
k to
"a.
" A
fter
atr
ial a
t the
boa
rd, a
llow
the
pupi
ls to
com
plet
e fil
ling
inth
e an
gled
box
es a
t the
ir se
ats.
Giv
e th
em a
pla
in li
ned
shee
t to
mak
e th
eir
own
slan
ted
boxe
s.
Mim
eogr
aphe
d sh
eets
of
Pra
ctic
e th
ese
stro
kes
on th
esl
ante
d an
d an
gled
box
esbo
ard:
Sha
rpen
ed p
enci
ls
4g00
i1Ja
igi
8 8
eggi
ggl1
1L
i'8
IMM
O12
Dra
w a
sla
nted
line
thre
e tim
es
//
/D
o on
e ro
w th
at w
ay, n
ext r
owin
thi
man
ner
Pro
vide
she
ets
for
prac
tice.
LES
SO
N #
1
SC
OP
E O
F L
ES
SO
N: T
o gi
ve p
ract
ice
in jo
inin
gle
tters
.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
Lette
r Ju
mbl
e
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
To
be a
ble
to c
orre
ct-
ly jo
in c
ursi
vele
tters
whe
n gi
ven
unjo
ined
ran
dom
lette
rs.
One
pup
il at
a ti
me
sele
cts
thre
e ca
rds
from
the
mys
tery
box.
He
mus
t writ
e th
e le
tters
sel
ecte
d on
the
line
oppo
site
his
nam
e, jo
inin
g th
emco
rrec
tly in
any
ord
er h
e ch
oose
s an
dre
plac
ing
the
card
s in
the
box
whe
n he
isth
roug
h.
Exa
mpl
e: H
e se
es:
He
writ
es:
notio
y
For
the
seco
nd a
nd th
ird r
ows
of n
ames
,in
crea
se th
e nu
mbe
r
of le
tters
to b
e dr
awn
and
join
ed.
If th
e le
tters
are
not
corr
ectly
join
ed, t
he p
upil
mus
t era
se h
is a
ttem
ptan
d
rear
rang
e th
e le
tters
for
anot
her
atte
mpt
.
A s
et o
f alp
habe
t car
dson
2"x
2" o
akta
g sq
uare
sw
ritte
n in
cur
sive
Mys
tery
box
--bi
g en
ough
for
child
's h
and
Cha
lkbo
ard
and
chal
k
Tw
o or
thre
e se
ts o
fna
mes
on
the
chal
k-bo
ard
with
a li
ne n
ext
to e
ach
nam
e. E
xam
ples
:
Spe
lling
wor
ds c
an b
e pr
actic
edby
cut
ting
the
wor
ds a
part
. The
pupi
l cor
rect
ly a
rran
ges
the
lette
rs a
nd c
orre
ctly
join
s th
emas
he
writ
es.
John
Ter
ryS
al ly
Mar
yM
ary
Bill
Bill
John
Ter
ryS
ally
Ter
ry
Bill
Sal
lyM
ary
ohn
40,
ADDITIONAL SUGGESTED ACTIVITIESAND EQUIPMENT
Readiness:
1. Ball catching and throwing--begin with large
2. Rhythmic movements--marching, skippi
3. Bead stringing
4. Weaving
5. Cutting
6. Paper foldi
7. Pasting
8. Tracing
9. Sewing cards
10. Sewing with yarn
11. Nail pounding
12. Tracing around the dot books
13. Soap carving
14. Tracing--following the dot books
15. Shoelace tying
16. Coloring
17. Painting with brushes and paint--finger painting, water painting
18. Using peg boards
19. Playing with construction toys--blocks, Tinker Toys, Lincoln Logs
20. Lego, Constructo Straws
21. Playing darts
22. Jacks, marbles
23. Using clay
24. Using hand and finger puppets
25. Making puzzles
26. Using a magic slate
27. Drawing, using chalk, felt tip pens, crayons, pencils on lined, unlined drawing,wrapping and newsprint paper and the chalkboard
28. Forming letters in sand, mud, dirt and snow
29. Noticing right and left hands when shaking hands and saluting flag
30. Practicing right and left movements in singing games--"Looby Lou" "Did You EverSee a Lassie"
31. Following right and left directions in physical education
32. Turning book pages from right to left
ng
all
ng, clapping, hopping
89
33. Holding child's hand and forming letters in the air34. Tracing dotted lines and geometric forms, letters, names, words
35. Copying experience charts and stories from the board with chart36. Copying from material close to the child or on his desk
37. Tracing letters using onion skin or tissue paper
Functional situations for learning and using writing:
1. Copying
2. Labels and name tags
3. Cards
4. Letters--friendly, thank you, greetings, notes, invi
5. Filling in applications and forms-- library card, drsecurity, magazine subscription, order blanks
6. Lists--shopping and things to do
7. Addressing envelopes
8. Package labels
9. Class directories
10. Messages and short instructions--"H"Breakable," "Danger," "Poison
11. Signing name
12. Marking dates on calendar (mom
13. Filling in school schedules
14. Writing reports, summaries
paper
ations, requests
iver's license, employment, social
andle with care," "Air Mail," "Do not open,"s"
s birthday)
90
A
WRIffEN EXPRESSION ACTT ,NIS
WRITTEN EXPRESSION
Written expression thoughts, ideas and information on paper - -is a more complicatedextension of oral expression. It requires a more advanced development of concepts andgreater ability in making generalizations and abstractions. The retarded child's level ofperformance in oral expression is low in relation to the normal child's ability in this area.Therefore, the retardate's ability to express himself through writing is lower than thenormal child's ability. Nor will he be able to attain the normal child's level of writtenfluency.
All children learn to write in order to express themselves. However, it has beenmentioned in the section on handwriting that the mental retardate's written expression isusually limited to practical uses such as; filling in forms and writing lists and letters.His ability will probably not be developed to the extent of being capable of writingstories, poems or reports for the pleasure of the expression.
The development of writing in the educable mentally retarded should be functional.It should be directed toward writing the type of material that he will use. However,regular practice must be provided to help develop particular skills or to treat specificproblems. For instance, work sheets and board work can be provided on the use ofcapitalization and abbreviation.
It is neither necessary nor desirable to put a great deal of emphasis on grammaticalstructure, syntax or other technical aspects of writing. There is not unlimited timeavailable for the teacher to teach nor for the retarded pupil to learn. Too much timespent on the technical aspects of writing means that other more important areas, whichare capable of being more highly developed than written expression, will be slighted.
LES
SO
N #
1
SC
OP
E O
F L
ES
SO
N:
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
Fol
low
the
Lette
r
To
intr
oduc
e st
uaen
ts to
the
func
tiona
l use
of w
ritte
nco
mm
unic
atio
n th
roug
h le
tter
writ
ing
and
to h
elp
them
see
wha
t hap
pens
to a
lette
r af
ter
it is
writ
ten.
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Prim
ary
VA
RIA
TIO
NS
To
be a
ble
to w
rite
a le
tter
exte
ndin
gan
invi
tatio
n as
dem
onst
rate
d by
part
icip
atin
g in
the
plan
ning
, writ
ing,
send
ing
and
rece
iv-
ing
of a
lette
r.
Giv
e yo
ung
pupi
ls s
ome
reas
on o
r oc
casi
on th
at n
eces
sita
tes
the
writ
ing
and
send
ing
of a
lette
r. A
nat
ural
situ
atio
nw
ould
be
to in
vite
a p
erso
n on
the
staf
f to
a cl
assr
oom
act
ivity
,su
ch a
s a
play
, hol
iday
par
ty o
r so
ng fe
st.
Exa
mpl
e: In
vite
the
prin
cipa
l to
the
Tha
nksg
ivin
g pl
ayin
the
kind
erga
rten
roo
m.
1. T
each
er a
nd p
upils
join
tly w
rite
the
lette
r on
an
expe
rienc
ech
art.
2. T
he c
lass
cor
rect
s, r
evis
es, a
nd o
rally
rea
ds th
e pr
epar
edle
tter.
3. T
rip to
the
stor
e to
pur
chas
e pa
per,
env
elop
e, a
nd s
tam
p.
4. R
ewrit
e le
tter
(add
ress
env
elop
e, p
ut o
n st
amp
and
retu
rnad
dres
s).
5. T
rip to
mai
lbox
to m
ail l
ette
r.
6. T
rip to
pos
t offi
ce (
obse
rve
the
vario
us m
ail s
lots
and
win
dow
s, th
e st
ampi
ng, w
eigh
ing,
sor
ting,
pac
king
, etc
.)P
re-a
rran
ge fo
r to
ur w
ith p
ost o
ffice
offi
cial
.
7. W
atch
for
mai
l del
iver
y at
sch
ool.
8. W
hen
prin
cipa
l rec
eive
s th
e le
tter,
hav
e hi
m s
how
it to
the
clas
s an
d gi
ve h
is o
ral r
espo
nse.
9. P
upils
look
at t
he le
tter
they
sen
t and
obs
erve
pos
tmar
k,ca
ncel
led
stam
p, a
nd le
ngth
of t
ime
for
deliv
ery.
10. W
rite
sum
mar
y of
tota
l exp
erie
nce
in e
xper
ienc
e ch
art f
orm
.
Mat
eria
ls fo
r w
ritin
gex
perie
nce
char
t
Sta
tione
ry
Env
elop
e
Sta
mp
1. W
ith th
e te
ache
r's h
elp
stud
ents
sen
d le
tters
to th
eir
pare
nts.
2. H
ave
adul
ts c
orre
spon
dw
ith th
e cl
ass;
per
haps
an
olde
r gr
oup
with
in th
e sc
hool
.
Pup
pet S
how
LES
SO
N #
2S
CO
PE
OF
LE
SS
ON
: To
give
the
stud
ents
a s
ituat
ion
in w
hich
they
can
exp
ress
them
selv
es.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
1. T
o be
abl
e to
expr
ess
idea
s lo
gic-
ally
and
in s
eque
nce,
by c
ompo
sing
apu
ppet
-pla
y di
alog
uean
d di
ctat
ing
it to
the
teac
her.
2. T
o be
abl
e to
legi
bly
copy
the
teac
her's
mod
el.
Afte
r a
smal
l gro
up o
f tw
o or
thre
e st
uden
ts h
ave
mad
e th
eir
pupp
ets
(eith
er p
aper
on
stic
ks, s
ocks
, or
fabr
ic)
they
dis
cuss
with
the
teac
her
wha
t the
ir sh
ow is
goi
ng to
be
abou
t and
wha
t eac
h pu
ppet
will
say
.
The
teac
her
writ
es d
own
thei
r lin
es. E
ach
stud
ent m
akes
aco
py fo
r hi
mse
lf.
The
y pr
esen
t the
pla
y to
the
clas
s.
Mag
azin
es o
r ca
talo
gues
6" s
ticks
Tap
e
Sci
ssor
s
Rea
dy-m
ade
pupp
ets
Or
Pat
tern
s an
d su
gges
tions
for
mak
ing
pupp
ets
in th
eap
pend
ix
Mak
e-B
elie
ve A
nim
als
LES
SO
N #
3S
CO
PE
OF
LE
SS
ON
: To
prov
ide
mot
ivat
ing
activ
ities
to e
ncou
rage
orig
inal
writ
ten
stor
ies
and
voca
bula
ry g
row
th.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
ES
AC
TIV
ITIE
SR
ES
OU
RC
E
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
1. T
o be
abl
e to
cons
truc
t a p
rete
ndan
imal
from
scr
appa
pers
pro
vide
d.
2. T
o be
abl
e to
expr
ess
a st
ory
oftw
o or
thre
e se
n-te
nces
by
answ
erin
gqu
estio
ns a
bout
his
anim
al s
uch
as:
"Whe
re d
oes
heliv
e?"
"Wha
t doe
she
do?
" "W
hat
does
he
eat?
"
Pla
ce th
e m
ater
ials
in a
cen
tral
loca
tion.
Allo
w th
e cl
ass
to c
hoos
e m
ater
ials
and
con
stru
ct a
pre
tend
ani
mal
.A
s ea
chan
imal
is c
ompl
eted
, ask
per
tinen
t que
stio
ns to
stim
ulat
eth
e pu
pil t
o de
velo
p a
stor
y ab
out t
his
anim
al.
"Whe
re d
oes
he li
ve?"
"Wha
t doe
s he
do?
"
"Wha
t doe
s he
eat
?"
Pro
vide
pap
er fo
r th
e pu
pil t
o w
rite
out h
is s
tory
.
Dis
play
the
stor
ies
and
pict
ures
on
a bu
lletin
boa
rd.
Con
stru
ctio
n pa
per
scra
ps o
f var
ious
col
ors,
shap
es a
nd s
izes
Sci
ssor
s
Yam
Fab
ric s
crap
s
Pap
er
Str
ing
Str
aws
Pas
te
1. T
ape
reco
rd th
e st
orie
s. D
ispl
ayth
e pi
ctur
es. P
lay
the
stor
ies
one
at a
tim
e an
d ha
ve th
e ot
her
stud
ents
try
to r
ecog
nize
the
pict
ure
bein
gde
scri
bed.
2. H
ave
youn
ger
stud
ents
dic
tate
the
stor
y fo
r yo
u to
writ
e.
Rid
dles
LES
SO
N #
4
SC
OP
E O
F L
ES
SO
N: T
o gi
ve th
e st
uden
tsan
opp
ortu
nity
and
a r
easo
n to
spe
akin
fron
t of t
he M
ass,
as
wel
l as
to p
ract
ice
orga
nizi
ngth
ough
ts,
desc
ribin
g ob
ject
s an
d to
pra
ctic
e w
ritin
g th
em d
own.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
ES
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Inte
rmed
iate
VA
RIA
TIO
NS
1. T
o be
abl
e to
desc
ribe
an o
bjec
tin
thre
e si
mpl
ese
nten
ces.
2. T
o be
abl
e to
writ
e th
ese
sent
en-
ces
legi
bly.
Eac
h da
y en
cour
age
seve
ral s
tude
nts
to fi
nd a
ndw
rap
smal
lob
ject
s fo
und
in th
e cl
assr
oom
. Hav
e th
em te
llyo
u ab
out
the
obje
ct a
nd to
geth
er w
rite
a st
ory
desc
ribin
g th
e ob
ject
.
Laur
a's
Rid
dle
It is
har
d.It
is s
quar
e.It
has
page
s.W
hat i
s it?
Put
the
stor
y on
a c
hart
or
on th
e ch
alk-
boar
d. T
he c
lass
rea
ds it
sile
ntly
or
the
auth
or r
eads
it a
loud
, cal
ling
ondi
ffere
nt p
eopl
e to
gue
ss, "
Wha
t it i
s."
Afte
r se
vera
l pup
ils h
ave
been
cal
led
on o
r af
ter
som
eone
gues
ses
the
answ
er, t
he p
upil
show
s th
e ob
ject
.
Pap
er a
nd ta
pe
Cha
rt p
aper
or
chal
kboa
rd
Cha
lk
Fel
t mar
ker
Hav
e th
e st
uden
ts c
opy
one
riddl
e fr
om e
ach
day
and
mak
ea
riddl
e or
gue
ss b
ook.
Suc
cess
Oui
z
LES
SO
N #
5S
CO
PE
OF
LE
SS
ON
: To
esta
blis
h po
sitiv
e at
titud
es a
bout
the
clas
san
d ab
out
the
pupi
l's a
bilit
y to
com
mun
icat
e w
ith th
e te
ache
r.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
EA
CT
IVIT
Y
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
To
be a
ble
to c
om-
plet
e a
shee
t on
whi
ch a
lmos
t any
answ
er is
cor
rect
and
whi
ch is
inte
r-es
ting
to th
e pu
pils
.
For
the
first
wee
k of
sch
ool,
or fo
r th
e fir
st w
ritte
n w
ork
expe
cted
of t
he p
upils
, mim
eogr
aph
a se
ries
of q
uest
ions
sim
ilar
to th
e on
es b
elow
.
1. N
ame
the
best
mov
ie y
ou s
aw th
is s
umm
er.
2. N
ame
two
sing
ing
grou
ps; o
ne fr
om E
ngla
nd a
nd o
ne fr
omth
e U
nite
d S
tate
s.
3. N
ame
a si
ngin
g gr
oup
with
an
unus
ual n
ame.
4.is
a s
lang
wor
d fo
r so
meo
ne w
ho d
oesn
'tac
t or
dres
s lik
e m
ost p
eopl
e in
you
r gr
oup.
5. N
ame
your
favo
rite
mus
ical
inst
rum
ent.
6. C
harli
e B
row
n's
dog
is n
amed
7. "
Thi
ngs
go b
ette
r w
ith
8. N
ame
your
favo
rite
fem
ale
sing
er. D
oes
she
play
an
inst
rum
ent?
9. W
hat i
s "in
" th
is y
ear
in g
irl's
clo
thin
g?
10. W
hat t
elev
isio
n sh
ow d
o yo
u w
atch
on
Wed
nesd
ay n
ight
?
Allo
w s
uffic
ient
tim
e fo
r co
mpl
etio
n of
the
quiz
. The
n di
scus
sth
e di
ffere
nt a
nsw
ers.
Mim
eogr
aphe
d qu
estio
nsh
eets
1. In
stea
d of
writ
ing
the
answ
ers
have
the
pupi
ls r
espo
nd o
rally
.
2. M
ake
a bu
lletin
boa
rd, "
Tee
nS
cene
," a
nd h
ave
stud
ents
con
-tr
ibut
e ne
wsp
aper
s an
d m
agaz
ine
clip
ping
s.
3. H
ave
each
stu
dent
mak
e up
aqu
estio
n, p
ool t
hem
and
mim
eo-
grap
h th
eir
own
ques
tionn
aire
.
Per
sona
l Dat
a
LES
SO
N #
6
SC
OP
E O
F L
ES
SO
N: T
o ha
ve th
e st
uden
ts fi
ll ou
t for
ms
usin
g le
gibl
em
anus
crip
t and
to g
ive
them
a p
erm
anen
t rec
ord
ofth
e in
form
atio
n th
ey w
ill n
eed
whe
n fil
ling
out f
orm
sfo
r em
ploy
men
t, lic
ense
s, c
redi
t, et
c.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
To
be a
ble
to le
gibl
ypr
epar
e a
resu
me'
of
pers
onal
info
rmat
ion
usin
g m
anus
crip
tw
ritin
g.
Dup
licat
e pe
rson
al d
ata
card
s w
hich
pup
ils c
an c
arry
inth
eir
wal
lets
. The
pup
ils c
an th
en fi
ll ou
t the
form
. Giv
ean
y he
lp th
at is
nee
ded.
Per
sona
l dat
a sh
eet
(See
app
endi
x)
Fill
ing
Out
For
ms
LES
SO
N #
7S
CO
PE
OF
LE
SS
ON
: To
give
the
stud
ents
pra
ctic
e in
writ
ing
by h
avin
gth
em fi
ll ou
t fac
sim
i lie
s of
bla
nks
and
form
s.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
EA
CT
IVIT
YR
ES
OU
RC
E
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
To
be a
ble
to c
orre
ct-
ly c
ompl
ete
form
sus
ed in
the
com
mun
-ity
. For
exa
mpl
e:Li
brar
y ca
rds
orap
plic
atio
ns fo
rlic
ense
s, u
sing
thei
r pe
rson
al d
ata
card
for
info
rmat
ion.
Dup
licat
e fa
csim
ilies
of l
ibra
ry c
ards
, driv
ers'
lice
nse
appl
icat
ions
, soc
ial s
ecur
ity a
pplic
atio
ns, e
tc. P
ass
them
out
to th
e pu
pils
and
dis
cuss
the
mea
ning
s of
the
wor
ds a
nd th
e ne
cess
ity fo
r fil
ling
out t
he fo
rms.
The
stu
dent
then
fills
out
the
form
s, r
efer
ring
to h
ispe
rson
al d
ata
card
.
For
ms
or fa
csim
ilies
of fo
rms
to b
e fil
led
in(S
ee a
ppen
dix)
Stu
dent
s' p
erso
nal d
ata
card
s
Fre
e G
ifts
LES
SO
N #
8S
CO
PE
OF
LE
SS
ON
: To
mot
ivat
e th
e ch
ild in
to W
aniin
g to
writ
e le
tters
or
post
card
s.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
EA
CT
IVIT
YR
ES
OU
RC
E
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
To
be a
ble
to c
orre
ct-
ly w
rite
and
addr
ess
at le
ast o
ne p
ostc
ard
or le
tter
requ
estin
gso
me
free
mat
eria
lsor
info
rmat
ion.
Ba
Col
lect
info
rmat
ion
abou
t fre
e m
ater
ials
. Hav
e ea
ch s
tude
ntch
oose
the
mat
eria
ls h
e w
ould
like
to w
rite
for.
Hel
p th
e ch
ildre
n w
rite
a po
stca
rd o
r le
tter
requ
estin
g th
em
ater
ials
. Als
o as
sist
them
in a
ddre
ssin
g th
e en
velo
pe.
Add
ress
es a
nd in
form
a-tio
n ab
out s
ourc
es o
ffr
ee m
ater
ials
Pos
t car
ds o
r en
velo
pes,
pape
r an
d st
amps
LES
SO
N #
9
SC
OP
E O
F L
ES
SO
N: T
o in
spire
writ
ten
expr
essi
on.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
EA
CT
IVIT
Y
Car
toon
Cap
ers
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
To
be a
ble
to w
rite
a st
ory
or s
ente
nces
rela
ted
to a
giv
enca
rtoo
n pi
ctur
e.
Dis
trib
ute
the
mim
eogr
aphe
d sh
eets
to th
e cl
ass.
Be.
sure
'ea
ch p
upil
unde
rsta
nds
the
stat
emen
t or
ques
tion
unde
r th
eca
rtoo
n.D
irect
the
stud
ents
to w
rite
thei
r'com
plet
ion_
ofth
e se
nten
ce o
r th
eir
answ
er to
the
ques
tion
belo
w th
epi
ctur
e. T
hen
have
them
dec
orat
e th
e pi
ctur
e w
ith c
olor
edpe
ncils
, mag
ic m
arke
rs o
r cr
ayon
s.
At-
Mim
eogr
aphe
d sh
eets
with
car
toon
s an
d a
mot
ivat
ing
stat
emen
tor
que
stio
ns (
see
appe
ndix
)
Col
ored
pen
cils
, mag
icm
arke
rs, o
r cr
ayon
s
Exp
and
your
sel
ectio
n of
cart
oon
cape
rs b
y us
ing
colo
r-in
g bo
oks,
"B
atm
an,"
"B
ugs
Bun
ny,"
etc
. Col
orin
g bo
okpa
ges
can
be c
ut o
ut, p
aste
dto
the
top
of th
e w
ritin
g pa
gean
d a
teac
her-
writ
ten
capt
ion
adde
d. O
lder
stu
dent
s ca
n m
ake
"boo
ks"
for
a yo
unge
r gr
oup
and
deliv
er th
e fin
ishe
d pr
oduc
tth
emse
lves
.
Dic
tiona
ry
LES
SO
N #
10S
CO
PE
OF
LE
SS
ON
: To
help
stu
dent
s ex
pand
thei
r vo
cabu
lary
on
a se
lf-di
rect
ed b
asis
.
INS
TR
UC
TIO
NA
L
OB
JEC
TIV
ES
AC
TIV
ITY
RE
SO
UR
CE
MA
TE
RIA
LS
LEV
EL:
Adv
ance
d
VA
RIA
TIO
NS
1. T
o be
abl
e to
mai
ntai
n an
d ex
pand
at th
e ra
te o
f fiv
ew
ords
per
wee
k, a
list o
f unf
amili
arw
ords
enc
ount
ered
in a
sub
ject
are
a,by
com
plet
ing
exer
-ci
ses
give
n by
the
teac
her.
2 T
o be
abl
e to
find
the
mea
ning
of t
hese
wor
ds in
the
dict
ion-
ary,
rec
ordi
ng th
ew
ord
and
its m
eani
ngon
a g
row
ing
list.
Pro
vide
she
ets
of li
ned
pape
r. H
ave
the
pupi
ls m
ake
a co
ver
page
with
a ti
tle s
uch
as "
'Voc
abul
ary
Wor
ds fr
om S
ocia
lS
tudi
es,"
or
"Sci
ence
Wor
ds,"
or
New
Wor
ds F
rom
Civ
ics.
"W
hen
new
wor
ds a
re e
ncou
nter
ed, e
mph
asiz
e th
e w
ord
and
sugg
est i
t as
a po
ssib
le v
ocab
ular
y w
ord.
Hav
e th
e pu
pils
date
thei
r lis
ts a
nd o
ccas
iona
lly c
heck
to s
ee w
heth
er th
eyar
e ad
ding
new
wor
ds a
t the
app
ropr
iate
rat
e.
Dev
elop
act
iviti
es r
elat
ed to
the
lists
.
1. P
upils
can
writ
e ou
t def
initi
on a
nd w
ord
mat
ch s
heet
sfo
r ea
ch o
ther
to c
ompl
ete.
2. C
ompi
le c
omm
only
list
ed w
ords
for
a fil
l-in-
the-
blan
kex
erci
se. P
lace
the
mis
sing
wor
ds a
t the
top
of th
e sh
eet
for
the
stud
ent t
o ch
oose
.
3. A
ssig
n ce
rtai
n w
ords
from
eac
h pu
pil's
list
for
him
tous
e in
a s
ente
nce.
4. H
ave
each
pup
il al
phab
etiz
e hi
s pe
rson
al li
st.
5. L
et th
e pu
pils
dev
elop
a g
roup
list
one
wee
k an
d sp
litup
the
dict
iona
ry ta
sks
into
sm
all g
roup
s.
6. H
ave
each
stu
dent
pic
k fiv
e w
ords
to il
lust
rate
. Oth
erst
uden
ts c
an a
ttem
pt to
mat
ch th
e dr
awin
g w
ith th
e co
rrec
tw
ord.
Line
d pa
per
Dic
tiona
ry
Dra
win
g pa
per
for
illus
trat
ions
Whi
ch is
Witc
h?
LES
SO
N #
11
SC
OP
E O
F L
ES
SO
N: T
o in
crea
se th
e st
uden
t's u
nder
stan
ding
of h
omon
yms
and
to g
ive
prac
tice
in w
ritte
n ex
pres
sion
.
INS
TR
UC
TIO
NA
LO
BJE
CT
IVE
AC
TIV
ITY
RE
SO
UR
CE
MA
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ADDITIONAL SUGGESTED ACTIVITIES
1. Letters--thank you, requests for material, invitations, friendly greetings
2. Original stories
3. Supplying endings to unfinished stories and poems
4. Reports
5. School assignments (homework)
6. Filling out functional forms
7. Poems, riddles
8. Descriptions, summaries, instructions
9. Lists10. Class newspaper
11. Personal data sheets
12. Personal vocabulary sheets
13. Class procedures (rules)
14. Class schedules
15. Writing about trip experiences
16. Answering questions
17. Taking messages--telephone or for teachers
18. Diaries
19. Writing play dialogue
20. Grammar activities involving writing: capitalizing, alphabetizing, punctuation
21. Bulletin boards
22. Labeling exhibits
23. Titles for drawings
EQUIPMENT
1. Chart
2. Paper--colored construction paper
Stimulus pictures
4. Pencils, pens, felt markers, crayons, paint
5. Envelopes
6. Stamps
7. Stationery
8. Dictionaries9. Forms and applications--job, drivers' license, Social Security, checks, withdrawal slips
10. Catalogues
11. Library facilities
12. Telephone directory
13. Magic slates
14. Local newspapers
15. Poems
16. Field trips--motivating experiences
17. Photographs
18. Experience charts
106
IONE IXPIRIINOII CONDUCIVE TO LANNACE
SOME EXPERIENCES CONDUCIVE TO LANGUAGE
1. Pets in the room.Children like animals and get a great deal of satisfaction and enjoyment from caringfor them. Daily care and handling can become a time of spontaneous verbal expression.The children would have shared experiences to talk about: "We saw Fluffy eat thelettuce," as well as individual sensations to verbalize. "Fluffy felt soft and hewiggled when I held him." The students enjoy writing experience chart stories aboutthe pet as well as attempting to read the stories. The student also develops morelanguage at home when he shares his experiences about the pet. Rabbits, guinea pigs,hamsters, white rats, gerbils, toads and fish are successfully raised in the classroom.
2. Cooking experiences in the classroom encourage verbal expression even from quietyoungsters. The planning stage demands critical thinking and the writing of lists insequential order. The actual activity can be a vocabulary as well as a social skillbuilding time. Comparison of the individual ingredients to the final product can beverbalized. The rush of conversation as everyone takes the first bite will make theextra work worthwhile. And if the cooking experience can be preceded by a buyingtrip to the grocery store, even more experiences can be verbalized.
3. Field trips offer many different kinds of language experiences. Regardless of theplace to be visited, teachers recognize the opportunities to verbalize. There may bea letter to be written for permission, a list of things to look for, or bus behavior rulesto be reviewed. On the trip, each child might have a prepared question to ask or anindividual objective to look for and tell the class later. Upon returning, have theolder pupils write out the experience individually, have the younger students dictatean experience chart, or all draw a picture of something that especially interestedthem. All of the language gains from a trip will not be observed by the teacher. Anexciting experience on a trip may be retold to playmates and family after school.The teacher's responsibility lies in the selection of a meaningful field trip. When
units relate to a field trip, the motivation and understanding is built in. Other kindsof field trips may be planned for the social rewards. Trips to a park to play, to arestaurant for lunch, to another school to visit a class, to a farm to buy a pumpkinor a Christmas tree, or to a grocery store, are all popular. An interesting trip, andone which stimulates language, is a bus trip that passes each student's home. Thismotivates the student to talk about his neighborhood and home. There are many placesto visit and each is a language development experience if all opportunities are recog-nized.
4. Leaving a flannel board set up in the room with numerous shapes, numbers or pictureswill encourage students to verbalize as they manipulate and arrange the figures.
5. Setting aside a few minutes at the end of the day for a daily wrap-up can be a calmtime for language to develop. The students can contribute a summary of what wasaccomplished during the day. Not only does this provide a review of the day but italso is an evaluation for the teacher. Were the accomplishments worthwhile? Wasthe tone of the day's accomplishments positive or were negative aspects too numer-ous? This activity helps the pupil formulate a concept of his day and helps him relateevents to his family when he gets home.
/6 5r/ 109
INTEGRATING LANGUAGE DEVELOPMENT
IN THE CURRICULUM
INTEGRATING LANGUAGE DEVELOPMENT IN THE CURRICULUM
Language arts are a part of the teacher's every day program. Increased proficiency in languageskills is not necessarily the goal in all areas. However, the student's ability in language can beincreased if the teacher is aware of and takes advantage of all opportunities to build the languageskills in her program.
. The following is a partial list of the times language skills can be developed and integratedinto the daily program.
DAILY ROUTINES
A. Story Time
1. Listening: When the teacher reads aloud to the students, she expects them to listen forenjoyment and meaning. To enhance listening, she chooses stories of interest at thestudents' level.
2. Oral Expression: Stories provide opportunity for varied oral expression activities. Thestudents repeat, dramatize and use puppets or felt figures and a flannel board to retellthe story. The teacher helps build the student's vocabulary by introducing new wordsand explaining them to the class before reading the story.
B. Lunch Time
1. Listening: Lunch time can involve listening for directions. Pupils can be excused withcategories such as, "Everyone with buckle shoes may leave." There are sequences ofdirections that must be presented also. "First you wash your hands. Then get your lunch.Then get in line." Directions must be consistent and changes explained, before under-standing and compliance can be expected.
2. Oral Expression: If the teacher eats with the pupils she can introduce many interestingdiscussion topics; i.e., shape or contents of sandwiches, number of people who haveapples. Each student should have an opportunity to contribute to the conversation.
C. Clean-Up
1. Listening: All cleaning routines involve listening. If each pupil is to clean up afterhimself, tell each one who is to wash his hands next, etc. In this way the class under-stands, is receptive to and can carry out the directions the teacher gives.
D. Recess
1. Listening: The teacher can have activities that require listening for directions at recesstime. Coats can be gotten, balls distributed, jump ropes shared and a line establishedby giving the students directions. If these directions are consistent and given while every-one is sitting quietly, they will be understood and carried out.
2. Oral Expression: While helping a pupil with his coat or overshoes, the teacher has anopportunity for a one-to-one conversation. His oral expression might improve and hisfeelings of importance are boosted by a moment of individual attention.
E. Daily Wrap-Up
1. Listening: Students are expected to listen while someone is talking. If they are listening,they should offer an original contribution during their turn to speak rather than repeatinga previously-made comment.
2. Oral Expression: At the end of the day, it is calming to both the teacher and the studentsto set aside a few minutes to discuss the day's events. The teacher asks herself and theclass what was accomplished during that day. The students are encouraged to'relateindividual accomplishments, "I shared my cookie," as well as group accomplishments,"We learned the word, 'my.' This wrap-up also helps the students remember the wholeday so they can more easily share it with their families.
112
MUSIC
1. Listening: Music involves many listening skills. Using a variety of materials and methodswe teach listening to high and low notes, loud and soft sounds, fast and slow rhythms anddifferent combinations of notes. We also expect students to listen for enjoyment, for meaning,to recognize tunes and to sing the correct words to songs.
2. Oral Expression: Perhaps because teachers and pupils are relaxed, language seems to comeeasily at music time. To encourage relevant discussion teachers ask questions such as,"How did that song make you feel?" or "Which was your favorite song and why?" Whensongs involve actions, pupils can verbalize the story while others act it out.
ART
1. Listening: Students must listen for directions in art, since the activities may be unusual andinvolve new and different methods and materials. The teacher is aware of the listening skillsneeded and presents directions ciearly, precisely and sequentially. The clean-up periodfollowing the project is also utilized to strengthen listening skills when the teacher againconscientiously gives directions.
2. Oral Expression: The very nature of the activity we call art motivates oral expression. Theteacher encourages spontaneous conversation during art if she sets aside a specific time andperhaps a special table where lenient conversation rules apply. Students will want to talkabout the materials, what they have made and what it means to them regardless of the artproject.being pursued.
MATHEMATICS
1. Listening: Developing skill in mathematics depends on listening habits. We expect pupilsto listen for directions, listen to story problems, listen for rote-counting, listen for relation-ships and listen for cardinal concepts. In order for a pupil to be competent in applying mathe-matical concepts, he must first have heard and understood what the teacher has said. Teachingmath effectively must involve teacher awareness and sensitivity to the seemingly incidentallistening skills demanded. Directions should be short and easily understood. Whenpresenting new ideas orally, the teacher should use her pupils' attentiveness as a guide tosee if she is presenting more material than her pupils can assimilate.
2. Oral Expression: Teachers who pose problems to their pupils which require sentence answersare encouraging oral expression. Even the most basic mathematics activities can be used todevelop language. "What do you have?" can elicit a reply such as, "I have three blocks."But, "How many blocks do you have?" only requires the answer, "three."
READING
1. Listening: Learning to read involves many listening skills. Listening habits must be acquiredbefore reading accomplishment can be expected. Daily reading activities may involve diverselistening skills; listening for directions, listening for meaning, listening for initial and finalsounds and listening for rhymes. When the teacher views reading activities as involving theopportunity to improve listening skills she can help the pupil profit maximumly from readinginstruction.
2. Oral Expression: Reading provides many activities which foster oral expression. It providesfor retelling or summarizing pages or entire stories. Some activities motivate the class totell similar experiences. When new words are introduced students can be asked to use themin sentences.
113
3. Handwriting: Reading seatwork often involves practicing handwriting. Even if written responsesrequire only a few lines, the pupil should be provided with paper, lined at intervals appropriatefor his writing. If he is given this writing paper, he will be more likely to use the writingskills taught during "writing time." Pupils should be aware of your objectives. If you intendto grade reading papers on the basis of content and appearance, tell them before they do thework.
4. Written Expression: Older students may be expected to do many written activities relating totheir reading. They can write a new ending for a story, use new words in sentences or evenwrite a paragraph about something similar that happened to them. The written expressionactivities are much like the oral activities for younger students. However, written expressioninvolves more planning and organizational skills.
SAFETY, SCIENCE AND HEALTH
1. Listening: Listening is involved although science instructions often involves "doing" morethan watching and listening. The children must listen for directions for handling equipment,the sequence of the activity and even for the goals of the activity.
2. Oral Expression: Science activities often involve observation of an event such as planting aseed, or observing growth. In order to ascertain whether pupils understand the activity theteacher needs to ask questions. When these questions are phrased correctly, the pupil usesa complete sentence in replying. Because many science lessons involve recurring observa-tions, the continuity can be maintained by using experience chart stories. The teacher canelicit sentences from the pupils that explain the current phase of the observation and thechart can be referred to later when a new phase is approached.
3. Written Expression: With younger students, written expression may be limited to contributionsof a teacher-written experience chart. However, more advanced students may be able to writeout the pioblem and results after a science lesson. These explanations, accompanied bypictures, can make a booklet of science observations which would compensate for a lack ofadequate texts at the pupil's level.
4. Vocabulary: New observations and understandings require new words. If words encounteredin a science lesson are copied on the board or a chart, the pupils can use them when theywrite or talk about the lesson. Pupils may make booklets of new words and their meaningsto demonstrate increasing competence.
SOCIAL STUDIES
1. Listening: Listening for directions and for meaning are important in social studies. Films,reports and teacher-lessons will involve listening for meaning. The content of the materialmay determine listening success. The material must be attuned to the pupil's interest leveland.to his attention span. Directions must also be given on the appropriate level.
2. Oral Expression: Teacher planning is important in social studies units. The material mustbe divided into meaningful segments and presented in logical order. Continuing group dis-cussions that "tie together loose ends" can help the students reach valid conclusions basedon the material presented. A puppet show or dramatization may reinforce social understandings.
3. Handwriting: Handwriting will be practiced when students do the writing required in requestsfor information, invitation, thank you notes, etc. There can be additional practice if they copyexperience charts or daily objectives from the board.
4. Written Expression: Letters requesting information may be sent, thank you letters may bewritten after a field trip, or pen-pals may be arranged with pupils from different areas.
114
5. Vocabulary: Many new words are encountered in social studies units. These words can bereinforced if a special chart is maintained throughout the unit and new words are added as theyare encountered. Writing lessons can grow from this chart and spelling lists can be developedwith the pupils drawing or cutting out pictures to put on the chart. Memory lessons could con-sist of vocabulary words taken from past units.
PHYSICAL EDUCATION
1. Listening: Listening for directions is important in the mastery of new skills. If a teacherhandles her own physical education class she can control the listening level demanded. If agym teacher handles the pupils, the teacher should have a session with her explaining theappropriate level of expectancy for pt ticular students. Games with involved directions willnot be immediately understood. Start with a game that has simple directions and add compli-cations or variations later. Make directions simple and direct. Be sure the class understandswhat they are allowed to do before they start doing it.
2. Oral Vocabulary Development: 'because physical education involves a range of activitiesseparate from the classroom, new vocabulary is also encountered. The terminology may betaught in the gym but can be used in the classroom to encourage retention. Vocabulary wordscan be illustrated with pupil drawings. "Tests" could involve pantomiming the action sug-gested by a word or guessing the word when another pupil pantomimes it.
VOCATIONAL
1. Listening: Listening will be a very important part of vocational training. The pupil will beexpected to pay attention to directions and to react correctly.
2. Oral Expression: By the time a student reaches a work-study program he has probably com-pleted his "textbook learning." Much of what he will be doing from now on will involveapplying what he has learned. There will be many opportunities for oral expression, forevaluation, comparison and decision making. The student will still need guidance in orderto consider all the relevant details and perhaps their relative importance. He should, however,be prepared to explain or justify his decisions. In order to guide the pupil in reachingdecisions the teacher must help him formulate the problem, and possible alternatives andthen ask why a specific choice was made.
Most students are able to express themselves with their peers. Some practice inexpressing themselves with adults in different situations should be given, however.Resource persons can be invited into the classroom or field trips taken to broaden thepupils' contacts with adults. Tape recorders can be used so pupils can evaluate their
language.
3. Handwriting: If a written form precedes a personal interview, a student may be judged on
his handwriting. He should be aware of this and be prepared to represent himself with hisbest handwriting. Practice with different sizes of blanks or spaces may help him scale down
large writing.
4. Written Expression: Although the student may be limited in his ability to express himselfin writing, he must be competent in understanding what response is required on questionnairesor forms that he is asked to complete. Practice sessions at schooi can prepare the student
for this.
115
LIFE EXPERIENCE UNITS
When teachers use life experience units to shape the academic program they plan for ablock of activities in the area of language arts. The choice of a unit topic is partiallyinfluenced by the adaptability of that topic in providing a well-rounded range of activities.Even if a particular unit topic may not be strong in language arts sub-topics or activities,teaching the unit will involve areas of language arts.
1. Listening: Units involve the need for listening. Whether listening for meaning, enjoymentor for a specific fact, the teacher needs to be attuned to the pupils. She needs to know theirlevel and their attention span. She must also be aware of shortcomings in the materials shehas selected for use. She must have alternative activities planned in case materials are notappropriate for her listening objectives. When pupils are prepared for a lesson involvinglistening, for whatever purpose, when they have a goal for listening, and when the materialcan help them achieve that goal, they will be better listeners and therefore better learners.
2. Oral Expression: Hopefully the unit topic selected is meaningful to the students and in-spires spontaneous expression. However, the teacher cannot rely on intrinsically interestingmaterials to invoke all oral expression. She must provide activities which call for oralexpression. For younger children, asking for a sentence relating to the topic will be enough.Hats or puppets evoke free expression from young students. For the older students, a paragraphor story may be expected. Creative dramatics related to the unit topic will encourage oral ex-pression. A group story told and tape recorded will be motivating.
3. Handwriting: Handwriting practice is developed in relation to an experience unit. Youngerpupils copy experience charts or lists from the chalkboard or from a chart near their desks.Older pupils practice when writing their own work. Establishing goals for handwriting helpsthe pupils attend to their written work. The work will not always be neat on the first draft.Perhaps waiting and redoing the assignment the next day would be better than forcing thepupil to finish right away.
4. Written Expression: Because life experience units are on-going developments, there is notext to follow or to refer back to. Thus, a written record must be kept by the pupils them-selves. Whether this is done by the entire class on an experience chart or individually onpaper, will depend on the age of the class and the ability of the children. Older pupils developand write their own sentences. Assignments are given which require sentences or paragraphs.Writing can be a, project for which the pupil volunteers or which the group develops together.Sentences can be written to explain pictures, tell the sequential order of a project or summa-rize the unit. Letters can be written for information or thanks given to a resource person asa result of a trip. Experience units introduce many new words, these words can be written ona chart labeled, for instance, "Words for the Policeman." As the list grows, the childrenrecognize their increasing competency and knowledge of words. The vocabulary words areused in many ways. Pupils can develop a picture dictionary. They can alphabetize the listor use the words in a sentence. These activities involve listening, oral expression andwritten expression, as well as vocabulary development.
116
BIBLIOGRAPHY
BIBLIOGRAPHY
Applegate, M., Easy in English. Evanston, Illinois: Row, Peterson, 1960.
Bereiter, C. and Engelmann, S., Teaching disadvantaged children in preschool. Englewood Cliffs,New Jersey: Prentice-Hall, 1966.
Bernstein, B., Aspects of language and learning in the genesis of the social process. Journal ofChild Psychology and Psychiatry, 1960, 1(4), 313-324.
, Language and social class. British Journal of Sociology, 1958, 9, 59-174.
, 'Social class, linguistic codes and grammatical elements. Language and Speech,1962, 5, 221.
Cartoon Activities in the Language Arts, The Instructional Fair, Grand Rapids, Michigan, 1967.
Cincinnati, Cincinnati Public Schools. The Slow Learning Program in the Elementary andSecondary Schools. Cincinnati, Ohio, Curriculum Bulletin 119, 1964.
Dawson, M. A. and Choate, M. A. (Ed.) How to help a child appreciate poetry. San Francisco:Fearon, 1960.
Delaware, Wilmington Public Schools. Curriculum Guide for Educable Mentally Retarded Children,Elementary Schools, Division of Educational Programs, Department of Special Education, 1967..
Dunn, L. M., Exceptional children in the schools. New York: Holt, Rinehart and Winston, 1965.
Engel, R. C., Reid, W. R. and Rucker, D. P., Language Development Experiences for YoungChildren, Special Education Instructional Materials Center, Department of ExceptionalChildren, School of Education, University of Southern California, Los .Angeles, 1966.
Erickson, F. D. "F'get you honky!" A new look at black dialect and the school. ElementaryEnglish, 1969, 46, 495-499.
Folkway/Scholastic Records, 906 Sylvan Avenue, Englewood Cliffs, New Jersey, 07632.Paperback - -book plus records.
Free and inexpensive learning materials (15th ed.) Division of Surveys and Field Services,George Peabody College for Teachers, Nashville, Tennessee, 1970.
Frost, J. L. and Hawks, G. R. (Eds.) The disadvantaged child: Issues and Innovations.Boston: Houghton, Mifflin, 1966.
A Guide for Language and Listening Development Proj ect H, District 110, Kansas 1965-66,Hartford Speech and Language Development Project, Hartford, Connecticut, 1967.
Hei ss, W. and Jacobson, J. Manual for diagnosis and treatment in language arts. Unpublishedreport.
Holt, J. How children fail. New York: Pitman, 1965.
Hopkins, L. B. Let them be themselves. New York: Scholastic Book Services, 1969.
Illinois, Chicago Public Schools. Curriculum Guide for the Program for Educable Mentally Handi-capped Children Levels I and II, Chicago, Illinois, 1965.
Illinois Plan for Special Education of Exceptional Children. A Curriculum Guide for Teachers ofthe Educable Mentally Handicapped, Chicago, Illinois, Illinois Council for Mentally RetardedChildren, Circular Series B-3, 12, 1958.
Instructional materials and resource materials available to teachers of exceptional children andyouth, Special Education Instructional Materials Center, University of Texas, Austin, 1969.
Jordan, T. E., The mentally retarded. Columbus, Ohio: Charles E. Merrill, 1961, 1966.
Karnes, M. B., Helping young children develop language skills A hook of actwities. Washington,D. C. The Council of Exceptional Children, 1968.
Language. Basic for action. American Association on Mental Deficiency, 3(2), 1965, 1 29.
McCarthy, J. J., Research on the linguistic problems of file mentally retarded. Mental RetardationAbstracts, 1964, 1. (Abstract)
McIntyre, B. M., Informal dram atima language arts activity for the special pupil. Pittsburgh:Stanwix House, 1963.
Merlin, J. M., Developmental schedules of oral-aural language as ,m aid to the teacher of thementally retarded. Mental Retardation. 1963, 1, 359-369.
Meyen, E. L. and Hieronymus, A. N. The age placement of academic skills in curriculum for theEMR, Exceptional Children, 1970, 36, 333-339.
Oklahoma State Department of Education, Guide for Teachers of Educabl,. Mentally HandicappedChildren, Vol. II, Itcvnediate, Oklahoma City, 1960.
The Reading Incentive Film, McGraw-Hill Text and Films, 330 West 42nd Street, New York, 10036.For anyone who will profit from seeing and hearing words. 16mm books-onfilm. Show andentertainment personalities reading directly into cameras.
Rupert, H. A., Sr. A Sequentially Compiled List of Instructional Materials for Remediational UseWith the ITPA. Rocky Mountain Special Education instructional Materials Center, Greeley,Colorado.
Sander, N. M., Classroom questions What kinds? New York: Harper and Row, 1966.
Schiefelbusch, R., Copeland, R. H. and Smith, J. 0. Language and mental retardation. New York:Holt, Rinehart and Winston, Inc., 1967.
Sisters of St. Francis of AsAisi. Language Arts Curriculum for the Mentally Handicapped.Mi lwaukee, Wi scon sin, Cardinal Snatch College, 1963
Smith, R. M., Clinical teaching. Methods of instruction for the retarded. New York. McGraw-Hill,1968.
Speech Improvement for the Mentally Retarded. Special Education Curriculum Development Center,Iowa City, 1968.
Te/etrather, Northwestern Bell Telephone Co., 604 9th Street, Des Moines, Iowa 50309.
Teletraining for English and SpeechTelephone Activities in the Elementary GradesTeletraining for Business Studies, American Telephone & Telegraph Co 1962.
Trac-aBit, Handwriting aid. Zaner-Bloser Company, 612 N. Park Street, Columbus, Ohio 42315.
Van Witsen, B., Perceptual training activities handbook. New York: Teacher's College Press, 1967.
Wisconsin, Beloit Public Schools, Exceptional Education Language Arts Trainable Educable,Bulletin 4106, Beloit, Wisconsin, 1'965.
120
APPENDICES
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Oat&
A Prize for Emily
Emily was a ten-year-old girl who lived on a farm in Iowa. She loved many things aboutliving on a farm. She loved the fresh clean air and the big blue sky overhead. She loved toromp through the bales of hay and play hide and seek with her big brother and baby sister. Sheloved to help tend the house and care for the animals. Most of all, Emily loved her very ownpony, Alfalfa.
Although Alfalfa was only a pony, he was already very beautiful. His coat was a rich,silky chesnut brown and a white star marked his forehead. Every morning, Emily would hurryout of bed to brush and exercise Alfalfa before she left for school. The pony would whinny withdelight as soon as Emily entered the barn.
Saturday morning started out to be like any other morning on the farm. The sun shone brightand yellow and the rooster cock -a- doodle -doo'd the break of day. Emily loved Saturday. Shecould spend all day with Alfalfa--riding him, brushing him, talking and playing with him. Butas soon as Emily got down to the breakfast table this Saturday, she could tell that somethingwas different and wrong about it. Mother and Father did not look up to smile and greet her asthey usually did. Her brother didn't tease her about Alfalfa and her baby sister just sat on thefloor playing with a piece of string. Everything seemed very quiet and somehow sad. As Emilysat down, father said that there was something that the family had to talk about--something veryserious. Father and mother tried to explain to Emily about the hard winter. They told her aboutthe early frost that killed off much of their crops and about the thaw that flooded the fields anddestroyed so many of the new plants. Father told Emily that they would not be -tie to make any
money on the poor yield of his fields and animals this year. He explained how they were alreadyin debt and could no longer afford to keep the farm. Father had decided to sell the farm andaccept an office job in Chicago. Emily couldn't believe what she was hearing. A move toChicago meant more than giving up the farm life that she loved so much--it meant giving upAlfalfa.
Questions to Accompany "A Prize for Emily" (Story excerpt)
Give pupils questions beforehand to promote listening for specifics or present them after storyexcerpt is read to check listening comprehension.
I. Can you answer these questions?1. How old was Emily?2. Where was Emily's farm?3. What were some of the things Emily loved?4. Who was Alfalfa?5. What did Alfalfa look like?6. How could Emily tell that this Saturday was going to be different?7. Why was this a hard winter on the farm?8. Why could father no longer afford to keep the farm?9. Where was Emily's family going to move?
10. Why would Emily hate to move?
II. Sample Classroom Discussion Topics1. Would you prefer life in the city or life on a farm? Be able to give reasons for your answer.2. Do you or did you ever have a pet that you loved the way Emily loved Alfalfa? Tell me
three things about your pet.1. Name of pet.2. Type of pet.3. What pet looked like.4. Things you did with your pet, etc.
3. What would be some things to remember about caring for pets? Make a chart or picture
display to illustrate your ideas.1. Give your pet a clean, warm home.
2. Make sure your pet has had all necessary shots and innoculations.
3. Register your animal and get necessary identification tags.4. Give your animal the proper amounts of food and water.5. Make sure your pet gets fresh air and exercise.
4. Emily loved Saturday. Do you like Saturday too? Why?
5. Can you think of anything father could do to try and keep the farm?
6. How would you feel if you were Emily?7. Can you think of some endings for the story? Let the title, ''A Prize for Emily" give you
some clues.
128
ORAL EXPRESSION
I am a Good Listener
I am a Good Speaker
Oral Report Form
Picture Arrangement
129
I Am A Good Listener
Always1. I pay attention to the person who is speaking.2. I look directly at the speaker.
3. I stand or sit still.
4. I don't interrupt someone who is speaking.5. I try to understand what the person speaking
is saying.
6. I understand someone else's point of view.7. I try to get the main ideas of what is being said.8. I have good reasons for agreeing or disagreeing
with the speaker.
9. I am polite to the speaker.
Sometimes Never
I Am A Good Speaker
Always Sometimes
1. My voice is pleasant.
2. I try to be friendly.
3. I help give information and answer questions.
4. I try to explain myself clearly.
5. I avoid personal or unnecessary questions.
6. I try to be interesting.
7. I think about what I'm going to say before I speak.
8. I attempt to know what I'm talking about.
9. I speak distinctly.
10. I use polite expressions (please, thank you,excuse me).
11. I think of others' feelings.
12. I don't "monopolize" the conversation.
13. I try to keep what I'm saying short, withoutbeing rude.
14. I am polite in switching topics or ending aconversation.
15. I look at the person to whom I'm speaking.
133
Oral Report FormPrepgri n3 your report
I. Name or title2. Basic ;deg3. Body of reportLi. am% ma ry of ideas Presented.
Prachce.Present your report one
or +vvo -Hines +0
Presen+ins your reportI.14ave your report written 002. Sfand wi fliout moin3 papers3, Speak dearly and loud enough
LI.Look crt The class once in a while
5 Ask IT +i-ere are any vesstions
)3(7/ 135
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WRIMIN EXPRESSION
Sample Puppet Pattern
Making Puppets
Letter Form
A Thank You Letter
An Invitation
Addressing an Er/elope
Personal Information
Application Forms
6 Cartoons
/41/( 145
Enlorjeopproxinlotely
2. onall sides
Decorateth ri a I +y
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paper Clip
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/76/ 151
A thank you letter
1 0 Court StreetIowa Ci 410y) fag-
Aprsil 5, 1970Dear Aun+ Mary,
Thank you very muck for tilebirthday presen+ really like
Birac'on3 cap set My 4;enci lly hos onealmost- exae+ly like w;Ine ond now weCan race our corstooe+her.
ThQnk you osasn.Love,
Stev ie.
Did you rerneenber?
/. To +hook the senderZ. TO nienshon whet+ was sem+
a To tell how you w.11 use or wharf yotiwill do iNi+h *e
4,7a6 c.9r) your nanie.S" 716 put the propet% address and stamp
on .111e envelope Ccsico returh addess')
/fq 153
Dear Mr Tones,
or)
"MIM1110..`.71,1...1", or I
Spr u ce, S+r. Sch o 0 i
2 1 6 Spruce Stre.e.+Des Moines) row°.Room 4
Septierrtber 30, 1cry70
The stucien+s of 441e Af+11 gradeiwould dike you ÷c, come-hi op assemblyI Pr 0 Far" honoring Unified Wafions Week.
The...program be keici 0+ 2:o0IP' '4. 0n Tuesday) October 8, in the Spruce.Stree#s School oudift)r-; um. ReFresktyientsw;11 be served in Room 4 fol lovvinj The
I ployIINe hope you w. ba able +o offend.
our Shaw.
The. gmh.s de:4s of-Rev:0%441
Sincerely,
Be sure +0 inType of even4.Location C Place)(,>Ote, C Mond,, Day)
y 155
MmeR.S. V. P
Ci; cleeired)
Addressinj an Envelope
our mune.Youn streefond nurnierYour City, Vote.
%IP coda,
NomeStreet and houseCity , Stote,
Zip Cod e
num 6er
S owl) le:
157
Personal Information
Name Places I have worked:
Address_,_ 1Street
2.
City and State 3
Telephone Number..
Social Security NumberBirthdate
Month Day Year References:
.name 1
2.Address,
Telephone Number3.
Fold on the dotted line. Carry this card in your wallet or purse.
159
"Gateway to Lake Macbride and Coraiville Lake"
PAY TO THEORDER OF
B %IPA BankSOLON IOWA
1:0 L 3111 2
72-2144713
19 _No.
_DOLLARS
E;PKO SAVINGS BANKKAL ONA,IOWA 19 N°
Y TO TH EopocR or
1:0 L 31,109984
72-998713
OOLLA RS
SWISHER ,101101,
SWISHER TRUST R
"4
MEMBER FEDERAL DEPOSIT INSURANCE CORPORATION
1:0 ? L 3111 L 7 291:
OXFORD, IOWA, NO
FIRST TRUST & SAVINGS BANKPAY TO THE
ORDER OF
7_12:1121713
FORoloon144 MA
1,10 7 1 3102 1 2
DA- E
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1,10 7 L 3810 L 2 0: Sti 6 3 6"
hosoollo,
DOLLARS
DEPOSIT TICKET
19
c.f.,..ws AND c T..; *EMS ARF CL 'V) FOR ITF I.OSITSUBJECT TO THE RULES AND REGUL AT IONS OF THIS BANOS
First National BankIowa City, Iowa
163
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1TOTAL
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no r',E.th
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(ASH RECEIVED
NET DEPOSIT
4
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.7 mayo.,. %MM. WEINNVO 1.1 1111111101111./111...
M.11
Date
Name
aike. 1-merse11 '
f.....41 Nome
Address
IM11.11111W
Serial No.
Phone No.
Make
Color
Size
Model
Type of Tires
ONNIPMMMO111
Name of Owner
Do Not Writs in This Space
LICENSE TAG No.
Address
Breed
Markings
Oar*. ..11111011111
APPLICATION FORDOG LICENSE TAGTO THE COUNTY AUDITOR Penalty - - $
Total $COUNTY, IOWA
State Taxing District Plainly
License Tag Fee - $
o MaleSex 0 Spayed Female
0 Female
Certificate of Rabies Vaccination:
Number
Date of Vaccination
Type of Vaccine
Expiration Date of Vaccination
Licensed Veterinarian
....Taxing District
Color
Name of Dog
Dated at
day of
Age
...... . ........... this
19.
Signature of Owner
Assessor County Auditor Notary Public
IOWA BOAT APPLIC/41%Cni T.; A 4...VPITINr.'r--..----. . ......CHI: lk I
out i
A :A; 7:tit t+k
i!FNEW RUEVIATIC:44
MANFtE,F1 OF OWNERSHIPI Submit Registration Corlifitote1NAME CHANGE (Morriage, Etc.)
LaiSubon!' k"gistration Certificate)2 Thn
New Address
1 E INT:7 . A ,
hr' 10
2 Thru(PUYEK.
2 Thru 10List New Name
ri ADDRESS CHANGE
.7 PO IONS BECME DELINQUENT AT MIDNIGHTt
H. ON ODD- NUMBERED YEARS
apip AF1Fii oANUARY FIRST OF I VEN-NUMBEREP .t.:11R. FIEimimliSeLL.FOR BALANCE OF CURRENT BIENNIUM
4.4 wr(USE iNH.,
AL!' $ 1
24 1.1 '1J 2'LIci Former
Nome Cn 2"),24 Thru 2IOld 1*
fJ !Pi. !LATE REGISTRATION
(One) our L'CATE DECAL
El ' ,.!CATE ETCAlr.:
7 Thru 10 Nonel-
2 'hot, 10
"'Ord l'
$1 25
Nmie None
1.0. It4 Or 2!t CrispTrro
r s_ )altr, .g, . r,- 't I..."
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FALL F-01N7 ,:hi YPEWkITEF4 OP,L
Boat Number (From Celliticatet Dote of Application
cf APPIIrctni (P"" or Toe Only)
oute, ur Bow Nutr!,t!
k( Nc ree owner requests new license for which tee is St 25OD 1MS-0
/4,v( 165
2110EMI:111112.9R.1.111011111;FROM
;s!4,-,1-
.111111111011111M11111111MOM.P.
Tp11% 1111.14.41PIPIP411../IMIIIMMO7IONIIIIMO
131111311111,111111MICT.111111713Pritigralln.
NEW ADDRESS?
PLEASE
NOTIFY
YOUR
PUBLISHER . . .
POD FORS 317$, Jan. 1967
AFFIXFIRST CLASS
EPOSTALHERE
(Name at Magasino or Nowapapar)
( Number and Street or P.O. Sox)
(Poet Oatc., Stoat, and ZIP Code)* eV: 1117-02110-7111
NMI
OLDADDRESS
NSWADORN 'S
OM"
COPOLCIC Ceri4gli Slog
44( 167
CITY OF IOWA CITY
APPLICATION FOR EMPLOYMENT
Mr.
1. Name: Mrs. 2. Address:
Miss
3. Position Applied For 4. Date 19
5. Social Sec. No. 6. Telephone No.
7. Date of Birth 8. Height Weight Color: Eyes
Month Day Year Hair
9. Marital Status 10. Spouses Name (if married)
11. Spouses Occupation 12. Children: Yes Nc
13. Children's Name--Ages:
14. Have you any physical defects or limitations? (Pregnancy is considered a limitation)
If yes, give details:
15. Give three personal references. (No relatives)Name Address Company or Position
16. Have you ever been convicted by a court for other than minor traffic offenses?Yes No . . If yes, give name of city, offense, and date.
17. List city or cities in which you resided during the past five years.
MILITARY STATUS
18. Are you subject to future military service? Yes No National Guard? Yes
19. Are you a member of the Reserve Corps? Yes No Branch of Service
20. Are you a veteran? Yes_ No Branch of Service
21. Length of Service: From to
22. Do you have any relatives now employed with the City of Iowa City? Yes No
If yes, please list.
0
EDUCATION
WORK EXPERIENCE
Elementary School (circle grade completed) 4 5 6 7 8 9
Pre--;ent or last
Name & Location of School
Course
Attended
High School
Graduate
College
Degree
Other
Licenses held:
Membership in professional or technical organizations:
Name of Organization
Office Held
COMMENTS
(for employer's use)
Employer
Address
Position
Employment
From
Salary
Main Duties
Reason for Leaving
Previous Employer
Address
Position
Employed
From
Main Duties
Salary
Reason for Leaving
Longest Employer
if NOT Listed Above
Address
Position
Employed
From
Salary
Main Duties
Reason for Leaving
Special training, skills & interests
.
Si, meo (do not print)
AIIIIIIIIMM111111101111111111
APPLICATION FOR SOCIAL SECURITY NUMBER(Or Roptaconsont of Lost Card)
Information Furnished On This Form Is CONFIDENTIAL
See instructions on Beck. Print in Mask I' Dark Biwa Ink or Use Typewriter.11707i; FULL NAME
YOU WILL USE IN WORKOR BUSINESS
L.__ DC) NOT WRITE IN THE ABOVE SPACE ---(First Name) (Middle Name or InitialIf none, draw line ) (Lost Nome)
Print FULLNAME GIVENYOU AT BIRTH
PLACE (City) (County if known)OFBIRTH
MOTHER'S FULL NAME AT HER BIRTH (Her maiden name)
(State)
FATHER'S FULL NAME (Regardless of whether living or dead)
HAVE YOU EVER BEFORE APPLIED DON'TYESFOR OR HAD A SOCIAL SECURIM NO KNOW
RAILROAD, OR TAX ACCOUNT NUMBER?
YOUR (Month) (Day) (Year)DATE OFBIRTH
I* YOUR SEXe MALE PEMALE
C3 0YOUR COLOR OR RACE
WHITE NIGRO OTHER
YOUR PRESENT AGE(Age on laic birthday)
(If "Ts" Print STATE in which pee applied and DATIE you rippled and SKIM SEMITE NUMB if known)
YOURMAILINGADDRESS
TODAY'S DATE
(Number and street) (City) (State) (ZIP Cod.)
Sim YOUR NAME HERE (Do Not Print)
TREASURY DEPARTMENT Internal Revenue ServiceForm SS-5 (12-64)
Return completed application to nearest SOCIAL SECURITY ADMINISTRATION DISTRICT OFFICENAVE YOU COMPLETED ALL 13 MIMI?
IISC 201.S (1-67)
411MIMIC111111VE
PRE-CLAIM INTERVIEW
1. Have you applied for Unemployment during the last 12 months? Yes III No
2. If your answer to the above question was "Yes", complete the following:
A. When did you last apply?
B. Where did you last apply?
(Month) 0767i7
(City) (State)
C. Against what state did you file your claim?
3. Have you worked in any State other than Iowa during the last 2!i. months? Yes
No I. If "Yes" list the States and periods worked.
StateFrom To
(Month & Year) (Month & Year)
From ToState
From(State) '---TRonth& Year (Month & Year)
(RETURN WITH COMPLETED CLAIM ASSEMBLY)
ir217 173
(Month & Year) Month & Year)
1 SOCIAL SECURITY NO.
6 BIRTH DATE
2
CLAIM FOR UNEMPLOYMENT INSURANCEFIRST NAME M'ODLE LAST NAME
TOTAL ElPARTIAL E
7 DATE TAKEN 8 YOUR ADDRESS (STREET, P.O. BOX, OR FIFO NO.1 CITY STATE
11 MARITAL STATUS 12 SEXM F
M W LS
3 LOCAL OFFICE 4 MC RC 5 F.FFECT. DATE
ZIP CODE 9 PROGRAMUC Elj UCX E
UCFE13 REASON FOR SEPARATION (TOTAL CLAIMS ONLY ) .
LAID OFF FOR LACK OF WORK E LEFT MY WORK DISCHARGED LABOR DISPUTE014 MY LAST EMPLOYER WAS:
NAME
STREET ORBOX NO.
CITY15 LAST PERIOD OF EMPLOYMENT FOR THIS EMPLOYER
DATE BEGAN ON
14A CITY AND STATE EMPLOYED IF OTHER THAN ITEM 14
14 COMPLETE IF LABOR DISPUTE
DEPT. NO. CLOCK NO. NON.LOCAL NAME AND NO. UNION
STATE ZIP CODE
LAST DATE WORKED
17 (PARTIALS ONLY) YES NOLOW EARNINGS REPORT ON FILE
18 DID YOU WORK FOR A FEDERAL AGENCY AS A CIVILIAN DURING THE LAST 20 MONTHS? YES NO
19 WERE YOU IN THE ARMED FORCES OF THE U.S. DURING THE LAST 20 MONTHS', YES Ei NCI
20 ARE YOU THE PRINCIPAL SUPPORT OF YOUR FAMILY? YES E NO D
21 COMMENTS: 22 CONTEST
TRANSITIONAL
ITINERANT 1:1FOR CO USE ONLY 0NO LAG
23 LIST EVERYNAME
EMPLOYER, EXCEPT LAST EMPLOYER, FOR WHOM YOU WORKED DURING THE LAST 6 MONTHS:ADDRESS (STREET, CITY, STATE) PERIOD WORKED
BEGAN ON ENDED ON
....--
24 I CERTIFY THAT I AM ABLE TO WORK, AVAILABLE FOR WORK, AND I HEREBY REGISTER FOR WORK. I ALSO CERTIFY THAT THE ABOVE STATEMENTS ARE TRUE ANDCORRECT TO THE BEST OF MY KNOWLEDGE AND BELIEF.
WITNESSED BY: (CLAIMS TAKER)
(SIGNATURE REQUIRED ON UCXAND UCFE CLAIMS ONLY )
PERSONNEL NO. CLAIMANT'S SIGNATURE
IOWA EMPLOYMENT SECURITY COMMISSION1000 East Grand AvenueDes Moines, Iowa 50319
71,1/ 175
PE 15295 IESC 201 ( REV. M&P 6 -68 )
44t MR, ..- mIo.711 mis:,
i 4.1 FIRCT NAM! MIDDLE NAME SURNAME).. DATE r)F BIRTH COLOR DATE THIS REGISTRATION
,,, ,........ wo- ...... .............m. taw Iremmina.............1:. { r'ATL7 NA ilIRALIZATIUN Or 'BARENTS
Voter Re.eistr ation
IN THE STATE OF IOWASIX MONTHS OR MORE
HOUSE NUMBER STRIFE-T, AVE. OR BOULTERM OF RESIDENCE NATIVITY DATE IF NATURALIZED
IN UNITED STATES
I
COURT OR PLACE
HAVE YOU LIVED PRIOR TO NEXT E ECTION
WARD EC.NCT
IN JOHNSON COUNTY IN PRECINCTSIXTY CAYS OR MORE TEN DAYS OR MORE
REMOVED TOAMP
I.IDOSE PPOA' C. STREET. AVENUE OR BOUL. (WARDNUM DER CiRCT
,. :rSG
5(.14 0. gYrf
BYbrill 1.1111-.0. t
SUBSCRIBED AND SWORN TO BEF1RE ME
COMmissioNER OF REGISTRATION
DEPUTY
1INGVOTING RECORD
DATE VOTED ATELECTION
DATE VOTED ATELECTION
DATE VOTED ATELECTION
DATE VOTED ATELECTION
41 51 61 71
42
13
52 62 72
53 63 73
44
45
54 44 74
55
56
65 75
46 46 71
47 57 67 77
IS 56 6e 79
49 59 69 79
93 60 711 AO
You do solem ily swear or affirm that you will fully and truly answer such questionsas shall be put to you. touching your qualification as a voter under the law of this state.
c,sIGINAL
/74//77
SIGNATURE OF VOTER
PARENTS' WRITTEN CONSENTTO ISSUE PRIVILEGE TO DRIVE
(READ REVERSE SIDE BEFORE STARTING)THE FOLLOWING INFORMATION TO BE GIVEN UNDER OATH
We, Mr. & Mrs. herebyrequest that the Commissioner of Public Safety accept the applica-tion of our whose actual description follows,
SON-DAUGHTER-WARDfor the privilege of operating a motor vehicle upon the public. high-ways subject to such restrictions as may be necessary in the is-suance of the license. We certify that the following description istrue.Minor's Full Name
FIRST MIDDLE OR MAIDEN LAST
Street No. or Rural Rt.
City or Town ZipDATE or. BIRTH SEX COLOR HEIGHT RACE
MONTH DAY YEAR OF EYES FEET INCHES
WEIGHT SOCIAL SECURITY NUMBER OCCUPATION
1 hereby certify that all statements on this application are true.MINOR APPLICANT'SUSUAL SIGNATURE:
We, Mr. & Mrs.agree, in the event that it becomes necessary to issue an instruct-ion permit prior to obtaining a permit to drive to and from school, orbefore the issuance of a regular driver's license, a restricted chauf-feur's license, that this affidavit shall also be our written consentto proceed with the issuance of the license.FATHER'SSIGNATUREMOTHER'SSIGNATURE
FIRST NAME LAST NAME
FIRST NAME LAST NAME
Sworn and subscribed tobefore me by Mr. & Mrs
at County
,19Notary Public4P7.111
Iowa, this.... day of
7 8'f 179
MrMrsMiss (please print, last name first)
If married, spouses's name
Street Address or Rural Route Telephone
If University student, give student no.
I hereby agree to obey all rules of the Iowa CityPublic Library, to pay promptly all fines charged to me forinjury or loss of books, and to give prompt notice of anychange of address.
Lxpires
Signature
4W.
.11.~...1011111M11110 P.MINOWNWINII, Mo,i0 5.%:01R II I 111401 /; 11.1 &INtOI MOO
County of.
STATE OF IOWA,
111111, ........,............. . 011111111VIIMOM~..111111, OOMIIIIMPROIRUINDP 4 la M.11. 1,44. MO
CERTIFICATIONOF
DEATH
COUNTY REGISTRARVital Statistics
NAME OF DECEASED
Date of Death 19 Place of Death
Date of Birth or Age of Deceased., Date Filed
Cause of Death
I HEREBY CERTIFY that the above information was taken from the Record of Death on file
in this office in accordance with the law of Iowa requiring tiling of vital records. Recorded inBook Page
Date 19
[SEAL] By
County Registrar and Clerk of District Court.
MN"
STATE OF IOWA 9HNSON COUNTY
CERTIFICA ON OF BIRTH REGISTRATIONThis is to certify that according to records on file in this office, that
(Full name of child at birth)
Sex was born(Month, day, year)
at Johnson County, Iowa.(Town or City)
Name of father
Maiden name of mother.
Date of filing(Month, day, year)
IN WITNESS WHEREOF, the seal of the Clerk of District Court of Johnson
County, State of Iowa, has been alibied hereto this day of
, IP
Book. , Page
(SEAL)Comity Registrar and Clerk of District Court
By Deputy Clerk
if this is a Certificate of Delayed Registration, the evidence used to establishthis record is indicated on the reverse side.
Warning: This certification is not valid if it has been altered in any waywhatsoever, or if it does not bear the raised seal of said clerk'soffice.
/12( 183
Deputy Clerk.
SAA419
State of Iowa, Johnson County, ss:
, Clerk of the
District Court of Iowa, in and for said County, do hereby certify that the District Court
of said County is a Court of Record with a Seal, and has sole and exclusive jurisdiction
in the issue of
Marriage License
in said County; that on the day of , 19 , a Marriage
License was issued out of said Court to Mr.
and M and that by virtue of
said Marriage License, said above named parties were joined in the
on the
Holy Bonds of Matrimonyday of , 19
by a
he being at that time legally authorized and empowered to solemnize marriages; and that
the record of all the above proceedings may now be found in my office, in Book
at page of the Marriage Register, reference thereto being had.
1 Further Certify, that I am the legal custodian of all the Records
of said Court, including the Marriage Record
thereof, and that I am by law authorized to
make this certificate.
In Witness Whereof, I have hereunto set my hand and affixed the
Seal of said District Court at my office in
IOWA CITY, IOWA, this day of
, A. D., 19
Clerk of the District Court, Johnson County, Iowa
Deputy
fe.4 185
NAME
ADDRESS,
APPLICATION FOR MILITARY EXEMPTIONSection 427.3 .427.6, Code of Iowa, as emended by the 59th G. A.
STATE OF IOWA, JOHNSON COUNTY, n
I, the undersigned, depose and say that
I am Wife
C Unmarried Widow
Minor Child
Li Widowed Mother
of World War I
O World War II
O Soldier
O Sailor
Marine
Nurse
O Korean
0Spanish-American
That I em entitled to a Tax Exemption of
0 $76.0
O $500 $L800
that my honorable discharge certificate is recorded in Discharge Rec-
ord, Book , Page , of above named County,Iowa, es required by Section 335 4, Code, 1958.
Date of Entry Into Service Date of Discharge
DEED
CONT. FROM
0......11.1110
No,
DISTRICT
DESCRIPTION
Section 1Townshipor or RangeLot Block
FOR THE 11 TAXES PAYABLE IN 11.
ASSESSED VALUE $
I further depose and say that I am a resident of and domiciled in the State of Iowa; that I am the equitable and legal owner of the above describedproperty upon which I claim such exemption and that such exemption has not otherwise been granted to me, and no claim for exemption has been madein any other county in this State. This selection is made in accordance with the provisions of Section 427.5, Cede.
Dated this day of ...... . ... . , 19 .
Claimant.
By
Wife.Subscribed in my presence and sworn to before me by the said applicant on the date shown above and I hereby recommend that the applicationbe ALLOWED DISALLOWED.
EXEMPTION: ALLOWED
DISALLOWED
BY BOARD OF SUPERVISORS
., 19
Deputy Assessor.
RESERVED FOR
AUDITOR
Page-iy 4/ 187
Real Value Allowed
Personal Value Allowed
Moneys and Credits Value Allowed $
TOTAL - - $
County Assessor.
NA VIKr. to.P.0. iv' it* A. Al.M
1111 4.11111 OE glARINE CORI'S DISCI, ItHE
Honorable Dischargehorn the
United States Marine Corps
THIS IS! TO CERTIFY, no110NORAIIIX DISCHARGED from the
and from the United States Minim. Corps.' thi
day ofThis certilicat- is awarded as a Testimonial of Fidelity and Obedience.
Milisttst at
to Servo
when enlisted
citizenship:
WWI
years. HornDATE!
inches high, with
.Previotes service:
.4:VA.. 1.09 !4 Is
tti
I. S int. p
on the of 19
type of warrant at tune of disehatget
Weapons qualitieat
Spt vial nii!itary quo ovations:
Service Ilea and foreign):
Wounds. tee'ivetl is service:
Ilatth.s, engitglonenti., sltirmirhes, expeditions:
Ifs ma
Character of service excellent.
tit tat panther
at
eyes. hair, enoloph.ximi:
U. S. 111,
14 physically qualified for discharge. Required neither treatment nor hospitalization.
I certify that this is the actual print of the right index finger of the than herein mentiened.
S. N.and Medical (Mice'.
'1,
tIonthb rate of pay when diseharged
I hereby certify that the within named man has been furnished travel allowance at the rate of. emits
Iper mile from tt and paid
In full to date of discharge.
U, S. M. C.(Signature of man) Commanding Officer.
Mel X look .n Ilsemirror see
Wire -Plashing -For a story about the.4h;n3 you 1 ke to do best.
r
/ 193
My miRtwor;4e meal is ...
Describe ;i clown t thela0 crumb aural drawif on +he ?kite)
qv/ 195
I love to ;el) see) Ohd kecip(MQke a lies4)
ALL beat.As"
19( 197
The Worst. 41)413 Iever cud wcts
)erTALIk. rin
0What wotA id yo u li ke. +0 be when
you row up?
o
G74 0 7 201
TEACHER EVALUATION
Identify lesson and specify activity.
Lesson No.:
Check:
Content: Very appropriate
Suggestionsfor teacher: Very helpful
Resources: Very helpful
Evaluative Statement:
Suggestions for Revision:
Lesson Title:
Somewhat appropripte
Somewhat helpful
Somewhat helpful
9-7 203
Not appropriate
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Not helpful