DOCUMENT RESUME - ERIC · document are limited only by the user's insight, imagination, desire, and creativity. Competency-based staff development packages, developed for use with

DOCUMENT RESUME

ED 267 369 CS 008 019

AUTHOR Pierce, Judy C., Ed.TITLE Learning Outcomes for Reading: Early Childhood

Education, Middle Childhood Education, AdolescentEducation.

INSTITUTION West Virginia State Dept. of Education,Charleston.

PUB DATE 85NOTE 898p.PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF06/PC36 Plus Postage.DESCRIPTORS Curriculum Guides; Elementary Secondary Education;

Library Skills; Reading Comprehension; *ReadingInstruction; Reading Programs; Reading Readiness;*Reading Skills; Recreational Reading; SequentialApproach; Study Skills; Word Recognition; Word StudySkills

ABSTRACTIntended for classroom teachers, this guide contains

outcomes and objectives for grades K-12 that are intended to be usedfor improving the teaching and learning of reading skills. Theprefatory section of the document briefly presents the goals of theprogram, suggestions for implementation, and a definition of terms. Areading concepts chart is then presented, with a scope and sequencechart indicating the appropriate grade level for instruction of eachconcept within the following categories: readiness, word recognition,comprehension, study skills, and recreational reading and personaldevelopment. The major portion of the guide, arranged in chart form,lists learning outcomes, sample learning objectives, media/resources,and evaluation techniques for each concept at the appropriate gradelevel. A list of West Virginia County reading administrators isappended. (EL)

************************************************************************ Reproductions supplied by EDRS are the best that can be made ** from the original document. *

***********************************************************************

LEARNING OUTCOMES FOR READING

Early Childhood Education Middle Childhood Education Adolescent Education

West Virginia Department of Education

Tom McNeel

State Superintendent of SchoolsWest Virginia Department of Education

1985

U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENER (ERIC)

XThes document on been reproduced asreceived from the person or organizationorigmatmgn

0 Minor changes have been made to improvereproduction quality.

Points of view or opinions stated in this docu-

ment do not necessanty represent official NIEposition or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Tom McNeel

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)"

John PisapiaAssistant State SuperintendentBureau of General, Special and

Professional Education

Charleston, West Virginia 25305

3

6 (0 z00 SD

TABLE OF CONTENTS

Page

ACKNOWLEDGEMENTS iii

FOREWORD iv

INTRODUCTION

READING CONCEPTS CHART ix

SCOPE AND SEQUENCE CHART xi

EARLY CHILDHOOD EDUCATION - KINDERGARTEN1

EARLY CHILDHOOD EDUCATION - FIRST LEVEL 33

EARLY CHILDHOOD EDUCATION - SECOND LEVEL 75

EARLY CHILDHOOD EDUCATION - THIRD LEVEL 127

EARLY CHILDHOOD EDUCATION - FOURTH LEVEL 185

MIDDLE CHILDHOOD EDUCATION - FIFTH LEVEL 225

MIDDLE CHILDHOOD EDUCATION - SIXTH LEVEL 271

MIDDLE CHILDHOOD EDUCATION - SEVENTH LEVEL 315

MIDDLE CHILDHOOD EDUCATION - EIGHTH LEVEL 357

ADOLESCENT EDUCATION - NINTH THRWIGH TWELFTH LEVELS 401

APPENDIX A: WEST VIRGINIA COUNTY READING ADMINISTRATORS 445

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45

ACKNOWLEDGEMENTS

The West Virginia Department of Education wishes to thank the writers and reviewers, especially themembers of the West Virginia Advisory Council on Reading, Executive Committee of the West Virginia AdvisoryCouncil on Reading, county reading administrators, and other educators, who provided valuable input into thecreation and validation of these learning outcomes. Special thanks and commendation are given to Debra K.Sullivan for her valuable assistance, Dr. Lowell E. Johnson and Dr. Carolyn Casteel for developing thereading concepts charts upon which this document is based, and Dr. Mary Elliott, Dr. Marilyn Fairbanks andJoanne Livesay for assisting the reading coordinator with editing the final document.

Judy C. Pierce, Ed.DCoordinator, ReadingOffice of General and Professional Education

Members of the West Virginia Advisory Council on Reading

Lin( Iresen, Pam Brown, Nancy Cartmill, Carolyn Casteel, Rosemary Coury, Dan Curry, Ann Ferguson,Lorraine ,",lens, Kent Hudgins, Lowell Johnson, Pat Knowles, Earl Lucas, Carol Morgan, Ellen Pryor,Herb Roger, Sister Marie Collette Roy, Fred Sikarskie, Denis Smith, Franz Varney, Deanna Weaver, andLinda Wilkerson.

iii

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FOREWORD

This document, Learning Outcomes for Reading: Early Childhood Education, Middle ChildhoodEducation and Adolescent Education, has been a long time in the making. Over a six year period, it has beenthrough countless reviews and refinements. The final result reflects the efforts of numerous dedicatededucators from across West Virginia who worked, individually and collectively, to establish learningoutcomes in reading.

In 1977, the first edition of a "working draft" document for grades K-8 was printed. That document,Essential Competencies and Learner Outcomes, was the result of work done by an appointed committee and,before being printed, was critiqued and validated by county reading administrators and finally field tested.Since that time, West Virginia teachers and administrators have been using the competencies to plan forinstruction with regard to a common set of reading skills.

In 1980, a need was felt to finalize the original draft document and to develop a set of readinglearning outcomes for grades 9-12. In the process of doing this, not only would a set of outcomes begenerated for adolescent education students, but the K-8 reading document would be reviewed and revisedbased on input from West Virginia educators, Programmatic Definitions for Early Childhood, Middle Childhoodand Adolescent Education, and on research findings in the fields of reading and human growth anddevelopment. Once a draft of these outcomes was completed, members of the West Virginia Advisory Council cnReading and County Reading Administrators met to review and critique the learning outcomes. Their commentsand suggestions were then considered by the Executive Committee of the West Virginia Advisory Council onReading, and a final draft was submitted for approval to the West Virginia Department of Education.

The outcomes and objectives are not intended to serve as a comprehensive reading curriculum for WestVirginia schools. Rather, they are intended to be used as a guide for improving the teaching and learningof those reading skills which are to be acquired by each student, and for tailoring programs to meetstudents' needs along an instructional continuum.

Tom McNeel

State Superintendent of Schools

INTRODUCTION

The Role of Reading Instruction in the School Curriculum

Learning to read is a continuous and sequential process, one which spans many years and a multitude ofexperiences. From the moment an infant starts to discriminate sights and sounds in the environment, thegroundwork is laid upon which future reading development depends. The development and encouragement in thehome of oral language facility in very young children, and a corresponding emphasis on providing experienceswhich will foster critical thinking capabilities in children, are important contributors to the futuredevelopment of formal reading skills. Simply stated, the stage is set for the acquisition of reading skillsand processes before a child enters school.

The role the school plays in reading development is crucial. As concepts and skills are introduced atappropriate and necessary points along an instructional continuum, supported by a richness of experiencesand opportunities for oral and written language expression, children begin to unravel the intricacies of thereading process. Instruction and activities are structured and implemented to facilitate the development ofstudents' abilities to read. By taking children from the point at which they are operating in the readingcontinuum and by providing them with educationally sound and developmentally appropriate experiences,teachers maintain and extend previously acquired reading skills. Once instruction has occurred andopportunities have been provided for practice and feedback, teachers are able to detect student weaknessesand strengths and to take remedial steps or to provide enrichment activities, as necessary.

Goals

The first goal of the Educational Goals for West Virginia states, "A thorough and efficient system ofeducation, as recommended by the best educational expertise available in West Virginia and approved by theWest Virginia Board of Education, shall develop in students to their capacity, skills in reading, writing,spelling, perceiving, speaking, listening, adding, subtracting, multiplying and dividing numbers and usingreference materials." To effect this mastery, learning outcomes have been established for the readingcurriculum. Designed to support efforts at the local, school building and classroom level, this documentpromotes the improvement of educational programs and the facilitation of the teaching-learning process.Through the major instructional goals for reading programs which contribute to theEducational Goals for West Virgi-,ia, each learner will:

1. develop the ability to read, that is, to interpret meaningfully printed or written verbal symbols,2. use reading as an efficient tool for learning,3. acquire a sense of self-respect through an understanding and appreciation of his/her abilities,

needs, interests, goals and worth,

10

4. develop knowledge and skills which will enable him/her to read as a leisure activity; and5. develop understanding which will enable him/her to read critically and analytically.

Implementation of Learning Outcomes for Reading

Learning Outcomes for Reading: Early Childhood Education, Middle Childhood Education andAdolescent Education one in a series of curricular documents developed under the auspices of the Officeof Educational Program Development, Bureau of Learning Systems, of the West Virginia Department ofEducation. Developed to provide leadership and technical assistance to professional educators in localschool districts and institutions of higher education, this document was designed to support effortsthroughout the State to improve educational programs and to facilitate the teaching-learning process. Ofcourse, effective implementation of any curriculum depends upon the optional utilization of time, personneland materials to provide quality opportunities for learning.

This document, because it represents the scope and sequence of reading skills which should be acquiredby West Virginia students in kindergarten through grade may be used to serve purposes beyond - 1-tingthe foundation for curriculum development. In fact, this document may serve as a critical resource hetextbook selection process at the local and state level; as an integral part of teacher education r-iogr,As;as a tool for program evaluation; as a method for gauging students' reading proficiency; and as an aid toteachers in diagnosing and prescribing individual students' reading needs. The potential uses of thisdocument are limited only by the user's insight, imagination, desire, and creativity.

Competency-based staff development packages, developed for use with the original essential competenciesand learner outcomes document, have been revised to correlate with the learning outcomes. These materialsprovide administrators and teachers with knowledge and skills which will assist them in interfacing thelearning outcomes with local educational programs and instructional practices.

Before attempting to incorporate Learning Outcomes for Reading: Early Childhood Education, MiddleChildhood Education and Adolescent Education into classrooms, it is important that the assumptions andworking definitions underlying the learning outcomes be fully understood. These assumptions are:

1. The outcomes and objectives are not meant to be considered the total curriculum. They are intendedto serve as a guide around which developmental reading programs may be structured, as part of acomprehensive approach to curriculum development.

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12

13

2. Learning outcomes and learning objectives are a way to track students' growth and development. Theoutcomes are to be achieved by the end of each grade level. Outcomes are actually written as exitlevel skills and should be viewed as such. Please note that the adolescent education outcomes havebeen written as a single set cf outcomes and that the skills are to be mastered by the end of thetwelfth grade.

3. Teachers should be knowledgeable about the concepts, outcomes, and sample learning objectivespresented in other grade levels. Although concepts may be identified as being mastered in certaingrade levels, teachers should work with their students to maintain, strengthen and extendpreviously mastered concepts.

4. Within each concept area, there may be several sample learning objectives. These learningobjectives are sequentially ordered. However, the sequence of concepts and learning outcomesthemselves does not imply the arrangement that should be followed for mastery.

5. The learning outcomes follow a grade-by-grade developmental sequence and each sample learningobjective implies that the students are working at grade level. If students are not functioning atgrade level, sample learning outcomes and objectives for previous (for remedial students) or future(for accelerated students) levels should be consulted for guidance.

6. The accuracy statements included in the sample learning objectives are meant to serve as ayardstick based on instructional levels for students in various grades. Teachers should makeadjustments to suit the needs of their own students.

7. In order to help students assure accuracy in attaining the outcomes, it is necessary to teachstudents to proofread, edit, and generally review their work. Proofreading and editing, therefore,have not been included as skills treated by this document, but are implied as a necessary part ofany instructional program.

8. Certain personal development concepts are implied in this document and in others prepared by theBureau of Learning Systems. Teachers should strive to meet the psychological, social, and physicalneeds of students as well as their intellectual needs. Growth in each of these areas occurs inrelation to the other areas.

Definitions of terms used throughout this document are as follows.

Concepts--abstract ideas generalized from specifics.

Learning Outcomes--behaviors which the learner needs to exhibit to progress satisfactorily to the nextlevel of learning in reading. The component parts of each learning outcomes are:(1) a learner term, (2) a process or performance term, and (3) a content statement.

14vii 15

Learning Objectives--sequentially ordered objectives necessary for the accomplishment of learningoutcomes. These objectives are stated in terms of the conditions under which theobjectives will be performed, a learner statement, the observable performance thatwill be accepted as evidence that yarning has taken place, a content statement,and the standards that will be used as the basis for evaluation.

Early Childhood Education--growth period between ages three and ten, roughly corresponding to gradesnursery through four.

Middle Childhood Education--growth period between ages ten and fourteen, roughly corresponding togrades five through eight.

Adolescent Education--growth period between ages fourteen and nineteen, roughly corresponding to gradesnine through twelve.

viii

16 17

I. READINESS

Motor SkillsGross motorFine motor

Language ReadinessVerbal expressionLikenesses and differencesClassification andcategorization

SequenceRelationships

Visual PerceptionVisual discriminationVisual motor

eye-hand coordinationdirectionality

Visual memoryAuditory Perception

Auditory discriminationgross soundsfine soundsmatching soundsrhyming words

Auditory memory

II. WORD RECOGNITION

AlphabetUpper case lettersLower case lettersAlphabet sequence

Nonletter FormsNumeralsOther symbols

Sight Words/VocabularyBasal

Other sourcesContext Clues

Oral contextWritten context

18

READING CONCEPTS CHART

PhonicsConsonants

initial

finalmedialblendsdigraphs

Vowelsshortlongdiphthongsdigraphscontrolledschwa/unaccentedvariantpatterns

Structural AnalysisCompound wordsInflectional endings

pluralsverb formscomparatives

Root wordsAffixesSyllablesWord familiesContractionsPossessivesHyphenationAccents

III. COMPREHENSION

Word MeaningMultiple meaningDescriptive wordsHomographsHomophonesSynonymsAntonymsAbbreviations

ix

Acronyms

Sentence MeaningDeclarative sentencesInterrogative sentencesImperative sentencesExclamatory sentencesPunctuation marksCapitalizationSentence developmentParagraph development

Literal Level ComprehensionMain ideaDetailSequenceDirectionsComparison/contrastCause and effectCharacter traitsCharacter feelingsCharacter motives

Interpretive Level ComprehensionMain ideaDetailSequence

Comparison/contrastCause and effectCharacterization

feelingsmotivestraits

Prediction of outcomesSensory imagesFigurative language

Critical Level ComprehensionReality vs. fantasyFact vs. opinionRelevant vs. irrelevant factsValue of materialPropagandaAuthor's purpose

19

IV. STUDY SKILLS

Location of InformationBook parts

table of contentsindexglossarypage notationappendixfootnotesbibliographypreface

Dictionaryword location

alphabetizingguide words

word differentiationpronunciation keydiacritical markingsphonetic spellingsyllabicationword originsdefinition in context

dictionary supplementsReference materials

encyclopediasnewspaperschartsmapsglobesatlasesdirectoriescataloguesthesaurusalmanacperiodicalsdiagrams

tradebooksLibrary skills

card cataloguelibrary classificationindicescross references

20

Organization of InformationOutliningNote takingSummarizingParaphrasingGraphic representations

Interpretation of InformationUtilizationTranslation

Reading FlexibilityStudy techniques

skimmingscanningSQ3R and othersstudy guides

Rate

V RECREATIONAL READING ANDPERSONAL DEVELOPMENT

Reading for LeisureIndependent readingSharing -:eading experiencesVariety in reading experiencesProblem solving

Reading AffectivityReceivingRespondingValuingCharacterization by a valueEmotional reactions

Reading AppreciationCharacter identificationStyle of writingLiterary techniques

Enhancement of ReadingDramatizationsChoral readingCreative writingProjects

x

Johnson, Lowell, and Casteel, Carolyn."Reading Concepts Chart." Fairmont,West Virginia, 1981. (Mimeographed.)

21

SCOPE AND SEQUENCE CHART

K 1 2 3 4 5 6 7 8 9-12

READINESS

Motor SkillsGross motorFine motor

Language ReadinessVerbal expressionLikenesses and differencesClassification and

categorizationSequenceRelationships

Visual Perce.tionVisual discriminationVisual motor ,.

eye -:and coordinationdirectionality

Visual memoryAuditory Perception

Auditory discriminationgross sounds EONfine soundsmatching soundsrhyming words

Auditory memory

WORD RECOGNITION

AlphabetUpper case lettersLower case lettersAlphabet sequence

Nonlet'..er Forms

NumeralsOther s bols

Sight Words /Vocabulary .

.,

'.

Basal .

Other sourcesContext Clues

Oral context 4

Written context _

xii 22

9-12

PhonicsConsonants

initialfinal .

.

medial .

blendsdigraphs

Vowelsshortlong

diphthongs _,, .

digraphs :

controlledschwa/unaccentedvariant

.

.,, E,,

54--i'2,-, -

.

.

.

_

patterns

.

.

s'

.

,

.

.

:

A

r.

,.

Structural Analysis

.

.

.

Compound wordsInflectional endings

pluralsverb formacomparatives

Root wordsAffixesSyllablesWord familiesContractionsPossessivesHyphenationAccents

COMPREHENSION

Word Meaning ,.

Multiple meaningDescriptive words

..

.

HomographsHomophonesSynonyms

.

ArtonymsAbbreviationsAcronyms

xiv

23

Sentence MeaningDeclarative sentencesInterrogative sentencesImperative sentencesExclamatory sentencesPunctuation marksCapitalizationSentence developmentParagraph development

Literal Level_ ComprehensionMain ideaDetail

SequenceDirections

Comparison/contrastCause and effectCharacter traitsCharacter feelin sCharacter motives

Inte 'retive Level ComprehensionMain ideaDetailSequence

Comparison/contrastCause and effectCharacterization

feelingsmotivestraits

Prediction of outcomesSensory imagesFigurative language

Critical Level ComprehensionReality vs. fantasyFact vs. opinion

Relevant vs. irrelevant factsValue of materialPropagandaAuthor's purpose

xvi

24

K 1 2 3 4 5 6 7 8 9-12

STUDY SKILLS

i ')

Location of Information

,

Book partstable of contentsindex -

rglossary ,

page notation . ,

appendix . , _

.footnotes , ..% --- - '; a.':',..=

bibliography .;.t

.

.

preface . wJ

,

.

7-..,1!

..

,,/ ..---

_

. .

.

.

T-)

.

,

*

Dictionaryword location

al.habetizin:guide words

word differentiationronunciation ke

diacritical markingsphonetic spellingsyllabication

NIONINEMword originsdefinition in context

dictionary supplementsReference materials .

r.

',.

. .

encyclopediasnewspaperschartsmapsglobes

.

.atlasesdirectories

.

_

cataloguesthesaurusalmanac

periodicalsdiagramstradebooks

Library skills. .card catalogue

library classificationindexes

cross references

25

Outlining

Graphic representationsInterpretation of Information

UtilizationTranslation

Readin: FlexibilitStudy techniques

skimming__scanningSQ3R and othersstudy guides

RECREATIONAL READING ANDPERSONAL DEVELOPMENT

Reading for LeisureIndependent readingSharin: readin: ex erlencesVarlet in reading interestsProblem solving

ReadingAffectivityReceivinRespondingValuingOrganizationCharacterization by a valueEmotional reactions

Reading AppreciationCharacter identificationStyle of writingLiterary techniques

Enhancement of ReadingDramatizationsChoral readinCreative writingProjects

xx26

EARLY CHILDHOOD EDUCATION

KINDERGARTEN

27

EARLY CHILDHOOD EDUCATION - KINDERGARTEN

Concepts Learning Outcomes Sample Learning Objectives

READINESS

Motor Skills 1. The learner will exhibitmuscular coordination viagross and fine motor skills.

Gross motor 1.1 Given tasks involving the largemuscles, the learner will exhibitthe general physical coordinationnecessary to complete each task.

Fine motor 1.2 Given specified tasks involvingeye-hand coordination (fine motor),the learner will exhibit the generalphysical coordination necessary tocomplete each task.

(See 3.0 in visual motor.)

Language Readiness 2. The learner will applylanguage readiness skillsnecessary for oralcommunication.

Verbal expression 2.1 Given the opportunity to speak, thelearner will express ideas incomplete sentences.

2 29

Teaching Strategies Media/Resources Evaluation Techniques

3

3031

KINDERGARTEN


Likenesses and 2.2 Given a group of objects, some ofdifferences which are related through a concept,

the learner will discriminate thelikenesses and differences amongthe objects with 80 percentaccuracy.

2.3 Given worn pairs which are relatedthrough a concept, the learner willdiscriminate the likenesses anddifferences in the concepts with 80percent accuracy.

Classification 2.4 Given a series of objects orand categorization pictures, the learner will group

each one on the basis of a definedcharacteristic(s).

Sequence 2.5 Given a series of pictures out oforder, the learner will arrange thepictures in proper sequence with80 percent accuracy.

2.6 Given a series of pictures or objectsin sequence, the learner will,through oral questioning by theteacher, demonstrate an understand-ing of the concepts of first/next/last by using these concepts to des-cribe the pictures with 80 percentaccuracy.

324 33

Teaching Strategies Media/Resources Evaluation Techniqucs

345 35

KINDERGARTEN

Concepts

position

Learning Outcomes Sample Learning Objectives

2.7 Given a series of pictures or objectsin sequence, the learner will,

through oral questioning by theteacher, demonstrate an understandingof the concepts before/after by usingthese concepts to describe the pic-tures with 80 percent accuracy.

2.8 Given a series of concepts, such asmorning-noon-night, the learner willsequence ideas in order ofoccurrence.

2.9 After listening to a story, thelearner will ase such concepts asfirst, next, and last in describingevents and/or characters in the storywith 80 percent accuracy.

2.10 Given an opportunity for physicalexpression, the learner will demon-strate the differences in spatialrelationships, such as under/over/on,with 80 percent accuracy.

2.11 Given an opportunity for oralexpression, the learner will describethe positions of selected objects inhis/her environment with 80 percentaccuracy.


7

38

3 9

KINDERGARTEN


2.12 Given a picture containing objectsand/or persons, the learner willdescribe orally the spatial relation-ships of the objects and/or personswith 80 percent accuracy.

function 2.13 Given a set of objects or picturesof objects, the learner will describeorally the function of each objectwith 80 percent accuracy.

2.14 Given pictures of objects and personswho are related through some conceptto these objects, the learner willmatch the objects with the personswho use the objects with 80 percentaccuracy.

2.15 Given pairs of objects or pictures ofobjects that are functionallyrelated, such as a match and a pipe,the learner will describe orally thefunctional relationship between eachpair of objects.

2.16 Given nouns which may be ascribed toparticular locations, such as atractor, an elephant, or an Eskimo,the learner will describe orally thefunctional location of the nouns with80 percent accuracy.

8

4041

Teaching Strategies Media /Resources Evaluation Techniques

9

4243

KINDERGARTEN


time 2.17 Given a set of pictures containingactivities or objects which arerelated to time, such as sleeping,the moon, or snow, the learner willexplain the time relationshipexpressed by each picture.

quantity/size 2.18 Given two unequal sets of objects ora picture containing two unequal setsof objects, the learner will comparethe sets and objects in the setsusing such terms Ai more, fewer, andbigger with 80 percent accuracy.

Visual Perception 3. The learner will demonstratethe visual perception skillsnecessary for readingreadiness.

Visual

discrimination3.1 Given objects and/or pictures of

common geometric shapes, the learnerwill identify the circle, square,triangle, and diamond with 80percent accuracy.

3.2 Given objects and/or pictures ofprimary and secondary colors, thelearner will identify the colorsred, yellow, blue, green, orange,and purple with 80 percent accuracy.

10

4445


11

46 47

KINDERGARTEN

Concepts Learning Outcomes Sample Learning Objectives I

3.3 Given size relationships such asbig-little, small-smaller-smallest,the learner will identify the sizerelationships between and amongobjects with 80 percent accuracy.

3.4 Given letters and/or words, thelearner will recognize visually thelikenesses and differences in theletters and/or words with 90 percentaccuracy.

3.5 Given two sets of manuscript letters,the learner will match each letterwith its duplicate.

3.6 Given two sets of numerals, thelearner will match each numeral withi.s...s duplicate.

3.7 Given a manuscript printing of his/her name, the learner will identifyhis/her name from a group of othernames.

Visual motor

eye-handcoordination

3.8 Given strai,:ht lines, curved lines,and outline forms, the learner willcut with scissors along the lines.

4812

49


13 51

50

KINDERGARTEN


3.9 Given objects, letters, and shapes,the learner will trace each with apencil or crayon along theboundaries.

3.10 Given a manuscript copy of thelearner's name, the learner willprint his/her name from the copy byplacing the letters of his/her namein sequence on a level line.

directionality 3.11 Given an object to follow with theeyes, the learner will track theobject in a left to right direction.

3.12 Given objects and/or picturesequences in a left to rightdirection, the learner will identifythe left to right sequence of heobjects or pictures with 83 percentaccuracy.

3.13 Given objects and/or picturesequences on a page, the learnerwill state the sequence of theobjects or pictures from top tobottom with 80 percent accuracy.

14

5253


15

5455

1, Ter

KINDERGARTEN


Visual memory 3.14 Given drawings of common geometricshapes, the learner will reproducefrom memory at least one circle,one square, and one triangle.

3.15 After seeing pictures or objectswhich are then removed from view,the learner will describe each ofthe pictures or objects.

Auditory Perception 4. The learner will demonstratethe auditory perceptionskills necessary forreadiness to read.

Auditorydiscrimination

gross sounds 4.1 Given gross sounds from the environ-ment, the learner will name eachenvironmental sound.

4.2 Given pairs of similar and dissimilarsounds from the environment, thelearner will discriminate orallybetween each type of sound with 80percent accuracy.

16

5657


1758

59

KINDERGARTEN


rhyming words

4.3 Given p(Ars of similar and dissimilarfine sounds of the language, thelearner will discriminate orallybetween each type of sound with 80percent accuracy.

4.4 Given pronounced word pairs, some ofwhich are identical, the learner willstate orally whether each paircontains words which are the same ordifferent with 80 percent accuracy.

4.5 Given pronounced word pairsbeginning with identical anddifferent consonant phonemes, thelearner will state orally whetherthe pairs begin with the same ordifferent consonant sounds with 80percent accuracy.

4.6 Given the fine sounds of thelanguage, the learner will repeatthe consonant phonemes of thelanguage in pronounced words inbeginning position with 80 percentaccuracy.

4.7 Given rhyming words, the learnerwill match words with the sameending sound unit with 80 percentaccuracy.

18

60 61


19

62 63

KINDERGARTEN


Auditory memory 4.8 After hearing gross sounds from theenvironment, the learner willimitate each environmental sound.

4.9 After hearing one or more phonemesof the language, the learner willreproduce each sound.

4.10 After hearing a word(s) or groups ofwords, the learner will repeat theword(s) with 80 percent accuracy.

4.11 After listening to a short sentence,the learner will repeat the sentencein proper sequence.

4.12 After listening to a short item span,the learner will repeat the itemswith 80 percent accuracy.

4.13 Given oral directions, the learnerwill execute the prescribed sequenceof action with 80 percent accuracy.

WORD RECOGNITION

Alphabet 5. The learner will demonstratea knowledge of upper andlower case letters.

20

64 65


21 6766

KINDERGARTEN


Upper caseletters

5.1 Given isolated upper case letters innonsequential order, the learnerwill name each letter.

Lower caseletters

5.2 Given a set of nonsequential lowercase letters, the learner will namethe letters with 80 percent accuracy.

Alphabet sequence 5.3 Given an opportunity for oralexpression, the learner will recitethe letters of the alphabet inproper sequence.

Nonletter Forms 6. The learner will demonstratethe ability to translatenumerals and other symbolsinto spoken language.

Numerals 6.1 Given a visual series of numerals,the learner will pronounce eachnumber.

Other symbols 6.2 Given functional reading symbolssuch as stop signs, the learnerwill name each symbol.

Context Clues 7. The learner will applycontext clues to derive themeaning of a word(s) used ina phrase or sentence.

6822 69


2370

71

KINDERGARTEN


Oral context 7.1 Given short sentences in oral form inwhich key words have been omitted,the learner will supply a word whichwill give each sentence its intendedmeaning.

7.2 Given phrases or sentences in oralform which contain words to belearned in context, the learner willdefine the meaning of each word fromits use in spoken language.

COMPREHENSION

Literal LevelComprehension

8. The learner will use literallevel comprehension skillsto recall ideas, information,and happenings that areexplicitly stated in thematerial.

Main idea 8.1 After listening to a story, thelearner will state orally the mainidea of the selection explicitlystated with 80 percent accuracy.

Detail 8.2 After listening to a story, thelearner will recall orally thespecific facts explicitly statedwith 80 percent accuracy.

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7 425 75

KINDERGARTEN


Sequence 8.3 After listening to a story, thelearner will state orally the orderof events explicitly stated with 80percent accuracy.

Character traits 8.4 After listening to a story, thelearner will recall orally at leastone character trait explicitly statedabout each main character.

Directions 8.5 Given oral directions for a specifiedtask, the learner will follow thedirections with 80 percent accuracy.

Interpretive LevelComprehension

9. The learner will use inter-pretive level comprehensionskills to generate ideas and/or hypotheses about thecontent.

Characterizationfeelings

9.1 After listening to a story, thelearner will generate at least onereason for resultaLt actions andevents in the selection.

Prediction ofoutcomes

9.2 Given a portion of a picturesequence, story, or book, the learnerwill generate at least one idea aboutwhat might happen during or by theend of the selection.

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27 7978

KINDERGARTEN


Sensory images 9.3 After viewing a picture or listeningto a story, the learner will describea sensory image.

Critical LevelComprehension

10. The learner will formjudgments about Lne contentof the reading selection.

Reality vs.

fantasy10.1 After listening to a story, the

learner will identify at least onecharacteristic which indicateswhether each character is real orimaginary.

10.2 After listening to a story, thelearner will judge whether specifiedevents are real or imaginary bygiving at least one reason for his/her choice.

RECREATIONAL READINGAND PERSONAL DEVELOPMENT

Reading for Leisure 11. The learner will take theinitiative in selectingbooks.

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1

82 29 83

KINDERGARTEN


Independentreading

11.1 Given an opportunity for independentactivities, the learner will self-select and peruse picture books andother easy reading materials as afree-time activity.

Reading Affectivity 12. The learner will display aninterest in reading.

Receiving 12.1 Given an opportunity to hear astory, the learner will listenattentively for the duration of thestory.

Responding 12.2 After listening to a story, thelearner will participate in classdiscussion by answering questionsrelated to the story.

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Reading is the key which admits us to the whole,world of thought and fancy and imagination.

James Russell Lowell

88


FIRST LEVEL

8J

EARLY CHILDHOOD EDUCATION - FIRST LEVEL


1. The learner will apply andextend the concepts andprinciples developed in theprevious level.

READINESS

Visual Perception 2. The learner will demonstratethe visual perception skillsnecessary for readingreadiness.

Visual motor

directionality 2.1 Given objects in the learner'senvironment, the learner will namefamiliar objects which are to theleft and right of his/her body axis.

Visual memory 2.2 Given written isolated letters, thelearner will reproduce each letterfrom memory.

2.3 Given written isolated numerals, thelearner will reproduce each numeralfrom memory.

Auditory Perception 3. The learner will demonstratethe auditory perceptionskills necessary for readi-ness to read.

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FIRST LEVEL


Auditorydiscrimination

fine sounds 3.1 Given the fine sounds of thelanguage, the learner will stateorally initial consonant phonemes inpronounced words with 80 percentaccuracy.

3.2 Given fine sounds of the language,the learner will state orally theconsonant phonemes in pronouncedwords in final positions with 80percent accuracy.

3.3 Given a word which starts with aconsonant phoneme, the learner willidentify words which have thatphoneme i51 the beginning positionwith 80 percent accuracy.

3.4 Given a word which ends with aconsonant phoneme, the learner willidentify words which have thatphoneme in the final position with80 percent accuracy.

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Concepts

matching sounds

WORD RECOGNITION

Alphabet

Upper case

Lower case

98

FIRST LEVEL

Learning Outcomes

4. The learner will write theupper and lower case lettersin manuscript.

38

Sample Learning Objectives

3.5 Given a word which starts with aconsonant phoneme, the learner willidentify words which have thatphoneme in the beginning positionwith 80 percent accuracy.

3.6 Given a word which ends with aconsonant phoneme, the learner willidentify words which have thatphoneme in the final position with80 percent accuracy.

4.1 Given instruction in writing uppercase letters, the learner will formall upper case manuscript lettersusing the basic strokes of theadopted handwriting method.

4.2 Given isolated lower case letters innonsequential order, the learner willname each letter.

4.3 Given upper and lower case letters,the learner will match the upper andlower case letters.

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FIRST LEVEL


4.4 Given instruction in writing lowercase letters, the learner will formall lower case manuscript lettersusing the basic strokes of theadopted handwriting method.

Alphabet sequence 4.5 Given a set of letters of thealphabet in either upper or lowercase, the learner will write lettersin sequence.

4.6 Given a letter of the alphabet ineither upper or lower case, thelearner will write the letterswhich come before and/or after thegiven letter with 80 percentaccuracy.

Nonletter Forms 5. The learner will demonstratethe ability to translatenumerals and other symbolsinto spoken languag-.

Other symbols 5.1 Given mathematical symbols including+, -, the learner will identifyeach symbol.

Sight Words 6. The learner will comprehendthe sight words used in thefirst grade basal readingprogram.

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PA 11)5

FIRST LEVEL

Concepts Learning Outcomes Sample Learning ObjectivesBasal 6.1 Given the sight words in the basal

program, the learner will pronouncethe words at his/her level with 90percent accuracy.

6.2 Given an opportunity for verbalexpression, the learner will useselected sight words from the basalprogram in sentences at his/herlevel.

Context Claes 7. The learner will apply contextclues to derive the meaning ofa word(s) used in a phrase orsentence.

Oral context 7.1 Given sentences in oral form in whichkey words have been omitted, thelearner will supply the word whichgives each sentence its intendedmeaning.


Written context 7.3 Given written sentences in which keywords have been omitted, the learnerwill supply in oral and written formthe word which gives each sentenceits intended meaning.

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FIRST LEVEL


Phonics

Consonants

initial

8. The learner will apply theconcepts of phonics todevelop the ability to deter-mine the pronunciation ofwords.

7.4 Given written phrases or sentenceswhich contain words to be learnedin context, the learner will definethe meaning of each word from itsuse in written language.

8.1 Given written words containinginitial consonants, the learner willidentify letters in the initialposition.

8.2 Given written words which containinitial consonants, the learner willmatch 4ach initial letter with thesound it represents.

8.3 Given a word in oral or written formcontaining an initial consonant, thelearner will give at least twoexamples of words which begin withthe same sound.

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FIRST LEVEL


final 8.4 Given written words containing finalconsonants, the learner will identifyeach letter in the final position.

8.5 Given written words which containfinal consonants, the learner willmatch each final letter with thesound it represents.

8.6 Given a word in oral or written formcontaining a final consonant, thelearner will give at least twoexamples of words which end with thesame sound.

medial 8.7 Given written words containing medialconsonants, the learner will identifyletters in the medial position with80 percent accuracy.

8.8 Given written words which containmedial consonants, the learner willmatch each medial letter with thesound it represents.

8.9 Given a word in oral or written formcontaining a medial consonant, thelearner will give at least oneexample of words which have the sameconsonant sound in the medialposition.

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FIRST LEVEL


blends(initial)

digraphs

8.10 Given written words containingconsonant blends, the learner willidentify the consonant blends in theinitial position with 80 percentaccuracy.

8.11 Given written initial consonantblends, the learner will match theblends with the sounds they representwith 80 percent accuracy.

8.12 Given words in oral or written formcontaining consonant blends, thelearner will give at least twoexamples of words which begin withthe same consonant blend.

8.13 Given written words containing con-sonant digraphs, the learner willidentify consonant digraphs with 80percent accuracy.

8.14 Given written words containing con-sonant digraphs, the learner willmatch each digraph with its sound.

8.15 Given words in oral or written formcontaining consonant digraphs, thelearner will give at least oneexample of words which have the samesound as each digraph presented.

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FIRST LEVEL


Vowels

short 8.16 Given short vowel sounds, the learnerwill repeat the short vowel soundswith 90 percent accuracy.

8.17 Given pronounced words, the learnerwill distinguish the short vowelsound in each word.

8.18 Given pronounced words, the learnerwill generate at least two wordsthat have the same short vowelsounds as the words given.

8.19 Given written words containing shortvowel sounds, the learner willpronounce each word.

long 8.20 Given long vowel sounds, the learnerwill repeat the long vowel soundswith 90 percent accuracy.

8.21 Given pronounced words, the learnerwill distinguish the long vowelsound in each word.

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FIRST LEVEL


8.22 Given pronounced words, the learnerwill generate at least two words thathave the same long vowel sound asthe words given.

8.23 Given written words containing longvowel sounds, the learner willpronounce each word.

Structural Analysis 9. The learner will apply theconcepts of structuralanalysis at the instructionallevel in order to decodewords.

Compound words 9.1 After pronouncing a compound wordfrom r. selected list of compoundwords, the leaner will indicateorally its component parts.

9.2 Given a word in oral or writtenform which can be the first part ofa compound word, the learner willsupply the second word to make ita compound word with 80 percentaccuracy.

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FIRST LEVEL


Inflectionalendings

plurals 9.3 Given singular nouns, the learnerwill change the singular form ofeach noun to its plural formwith 80 percent accuracy.

9.4 Given a singular noun(s) with itsplural(s), the learner will describeorally the difference between thesingular and plural form of the noun.

9.5 Given sentence(s) which require thesingular or plural form of the nounto be added, the learner will supplythe form which completes the sentencewith 80 percent accuracy.

Root words 9.6 Given words which contain rootwords, the learner will identify theroot word with 80 percent accuracy.

Affixes 9.7 Given root words, the learner willidentify changes in meaning whichoccur Olen prefixes are added to theroot words with 80 percent accuracy.

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Teaching Strategies Media/Resources I Evaluation Techniques

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FIRST LEVEL


9.8 Given root words, the learrer willidentify changes in meaning whichoccur when suffixes are added to theroot words with 80 percent accuracy.

Syllables 9.9 Given single o- multisyllabic words,the learner will distinguish thenumber of syllables with 90 percent'curacy.

Word families 9.10 Given a word from a common wordfamily, the learner will make atleast three initial consonant substi-tutions to form new words.

9.11 Given new words developed from acommon word family, the learner willpronounce each new word.

Contractions 9.12 Given pairs of words from whichcontractions may be formed, thelearner will write a contractionfor each word pair.

9.13 Given contractions, the learner willidentify the words which compose thecontractions with 80 percentaccuracy.

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FIRST LEVEL


COMPREHENSION

Word Meaning 10. The learner will discriminateword meanings.

Multiple meaning 10.1 Given sentences containing wordswhich have multiple meanings, thelearner will discriminate themeanings from context with 80 percentaccuracy.

Descriptive words 10.2 Given sentences which containdescriptive words, the learner willidentify the descriptive words with80 percent accuracy.

10.3 Given familiar isolated words, thelearner will add at least twodescriptive words related to thegiven word.

Sentence Meaning 11. The learner will demonstratea knowledge of sentencemeaning.

Declarativesentences

Interrogativesentences

11.1 Given a list of sentences, thelearner will distinguish betweendeclarative and interrogativesentences with 80 percent accuracy.

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FIRST LEVEL


Punctuation marks 11.2 Given an opportunity for oralreading, the learner will demonstrateknowledge of punctuation marksthrough oral expression.

Capitalization 11.3 Given a writing exercise, thelearner will capitalize when writinghis/her name and address.

11.4 Given a writing exercise, thelearner will capitalize the firstword in a sentence.


12. The learner will use literallevel comprehension skills torecall ideas, information,and happenings that areexplicitly stated in thematerial. .

Main idea 12.1 After reading several selections, thelearner will state the main ideasexplicitly stated with 80 percentaccuracy.

Detail 12.2 After reading factual material, thelearner will recall the specificfacts explicitly stated with 80percent accuracy.

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Teaching Strategies Media/Resources Evahiation Techniques

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AMmINICIMmayMIIIIMI1,

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FIRST LEVEL


Sequence 12.3 After reading material containing aclear sequence of events, the learnerwill state the exact order of majorevents explicitly stated with 80percent accuracy.

Directions 12.4 Given written and/or oral directionsfor a specified task, the learnerwill follow the directions.

Comparison/ 12.5 After reading a selection, thecontrast learner will identify likenesses and

differences explicitly stated with80 percent accuracy.

Cause and effect 12.6 After reading a selection includingactions and events, the learner willrecall the reasons for specificactions or events explicitly statedwith 80 percent accuracy.

Character traits 12.7 After reading a selection whichdevelops character traits, thelearner will recall character traitsexplicitly stated with 80 percentaccuracy.

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FIRST LEVEL

Concepts Learning ()Amines Sample Learning Objectives

Characterfeelings

12.8 After reading a selection whichdevelops character feelings, thelearner will recall characterfeelings explicitly stated with 80percent accuracy.

Character motives 12.9 After reading a selection whichindicates character motives, thelearner will recall character motivesexplicitly stated with 80 percentaccuracy.


13. The learner will use inter-pretive level comprehensionskills to generate ideas and/or hypotheses about thecontent.

Cause and effect 13.1 Given a reading selection, thelearner will generate at least onereason for resultant actions andevents in the selection.

Characterization

feelings 13.2 Given a reading selection, thelearner will generate at least oneidea about character feelings inthe reading selection.

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FIRST LEVEL



13.3 Given a portion of a picturesequence, story, or book, thelearner will generate at least oneidea about what might happen duringor by the end of the selection.

Sensory images 13.4 After viewing a picture or listeningto a story, the learner will describea sensory image.


14. The learner will formjudgments about the contentof the reading selection.

Reality vs.fantasy

14.1 After reading a selection, thelearner will describe at least twocharacteristics about selectedcharacters which indicate whethereach character is real or imaginary.

14.2 After reading material, the learnerwill judge whether specified eventsare real or imaginary by giving atleast one reason for his/her choice.

STUDY SKILLS

Location of 15. The learner will utilize bookInformation parts in order to locate

information on a given topic.

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FIRST LEVEL


Book parts

table ofcontents

15.1 Given a primary text, the learnerwill locate the title of an assignedstory, chapter, or unit. in the tableof contents.

page notation 15.2 Given an assigned page to find in aprimary text, the learner will locatethe specific page.

RECREATIONAL READINGAND PERSONAL DEVELOP-MENT

Reading for Leisure 16. The learner will take theinitiative in selecting andreading books.

Independentreading

16.1 Given an opportunity for independentreading, the learner will self-select and read materials as afree-time activity.

Sharing readingexperiences

16.2 Given an opportunity to sharereading experiences, the learnerwill voluntarily transmit to othersinformation obtained throughreading.

L_

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Teaching Strategies Media/Resources Evaluation Techniques I

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FIRST LEVEL


Reading Affectivity 17. The learner will displayreading affectivity.

Receiving 17.1 Given an opportunity for reading,the learner will exhibit interestand display controlled attention.

Responding 17.2 Given an opportunity for reading,the learner will participate in classdiscussion by answering and/or askingat least one question related to thestory.

Valuing 17.3 After reading material, the learnerwill give at least one personalreason for liking and/or dislikingthe selection.

Emotionalreactions

17.4 Given an opportunity to read, thelearner will communicate an emotionalresponse characte stic of his/herage.

Enhancement ofReading

18. The learner will participatein reading enrichmentactivities.

Dramatizations 18.1 Given an opportunity to dramatize,the learner will perform dramaticactivites to support and enhance areading selection.

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FIRST LEVEL


Choral reading18.2 Given an opportunity for oral read-

' ing, the learner will demonstratethe use of language patterns andrhythms through choral reading.

Projects18.3 Given an opportunity for reading

enhancement, the learner will, withteacher guidance, develop andcomplete unique tasks relative toa reading experience, based upon pre-established teacher criteria.

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An acquirement which means more than the pronunciation of words,more than repetition of sentence. Reading plays an important part

in education itself and leads the way to a broad, deep culture.

Alice Jordan

%/0

ri


SECOND LEVEL

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171

EARLY CHILDHOOD EDUCATION - SECOND LEVEL


1. The learner will apply andextend the concepts andprinciples developed inprevious levels.

WORD RECOGNITION

Alphabet 2. The learner will write inmanuscript.

2.1 Given a handwriting exercise, thelearner will reproduce the copyutilizing the basic strokes of theadopted Lndwriting method.

Sight Words 3. The learner will comprehendbasic sight words.

Basal 3.1 Given the sight words in the basalprogram, the Jearner will pronouncethe words at his/her level with 90percent accuracy.

3.2 Given an opportunity for verbalexpression, the learner will useselected sight words from the basalprogram in sentences at his/herlevel.

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SECOND LEVEL


3.3 Given selected common sight wordsfrom the basal program, the learnerwill spell orally and/or write thewords with 80 percent accuracy.

Other sources 3.4 Given supplementary reading materialswhich contain sight words, thelearner will pronounce the words athis/her level with 90 percentaccuracy.

Context Clues 4. The learner will apply con-text clues to derive themeaning of a word(s) used ina phrase or sentence.

Oral context 4.1 Given sentences in oral form in wEchkey words have been omitted, thelearner will supply the word whichgives each sentence its intendedmeaning.


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SECOND LEVEL


Written context 4.3 Given written sentences in which keywords have been omitted, the learnerwill supply the word which gives eachsentence its intended meaning.

4.4 Given written phrases or sentenceswhich contain words to be learned incontext, the learner will definethe meaning of each word from itsuse in written language.

Phonics 5. The learner will apply theconcepts of phonics to devel-op the ability to determinethe pronunciation of words.

Consonants

initial5.1 Given written words containing ini-

tial consonants, the learner willidentify letters in the initialposition.

5.2 Given written words which containinitial consonants, the learner willmatch each initial letter with thesound it represents.

5.3 Given a word in oral or written formwhich contains an initial consonant,the learner will give at least twoexamples of other words which beginwith the same sound.

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SECOND LEVEL

Concepts Learning Outcomes Sample '.earning Objectives



5.6 Given a word in oral or written formwhich contains a final consonant, thelearner will give at least twoexamples of words which end with thesame sound.

medial 5.7 Given written words containing medialconsonants, the learner will identifyletters in the medial position with80 percent accuracy.

5.8 Given written words which containmedial consonants, the lean---: willmatch each medial letter witil thesound it represents.

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SECOND LEVEL

Concepts Learning Outcomes '_imple Learning Objectives

5.9 Given a word in oral or written formwhich contains a medial consonant,the learner will give at least oneexample of words which have thesame consonant sound in the medialposition.

bends 5.10 Given words containing consonantblcnis, the learner will identifyconsonant blends in the initialposition with 80 percent accuracy.

5.11 Given words containing consonantblends, the learner will identifyconsonant Llends in the finalposition with 80 percent accuracy.

5.12 Given words containing consonantblends, the learner will identifyconsonant blends in the medialposition with 80 percent accuracy.

5.13 Given consonant blends, the learnerwill match orally each blend withits sound.

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SECOND LEVEL

Concepts Learning Outcomes Sample Learning Objectives 1j5.14 Given consonant blends, the learner

will give at least two examples ofwords which contain the sameconsonant blend.

digraphs 5.15 Given words containing consonantdigraphs in the initial position,the learner will identify the con-sonant digraphs in the initialposition with 80 percent accuracy.

5.16 Given words containing consonantdigraphs in the medial position,the learner will identify theconsonant digraphs in the medialposition with 80 percent accuracy.

5.17 Given words containing consonantdigraphs in the fina. position,the learner will identify theconsonant digraphs in the finalposition with 80 percent accuracy.

5.18 Given consonant digraphs, thelearner will match orally eachdigraph with its sound.

5.19 Given consonant digraphs in initial,medial, and final positions in words,the learner will give at least twoexamples of words which have thesame sound as each digraph presented.

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SECOND LEVEL


Vowels

short 5.20 Given short vowel sounos, the learnerwill repeat the short vowel soundswith 90 percent accuracy.


5.22 Given pronounced words, the learnerwill generate at least two words thathave the same short vowel sounds asthe words given.

5.23 Given written words cor' 'ining shortvowel sounds, the lea.. ill

pronounce each word.


5.25 Given pronounced words, the learnerwill distinguish the long vowel soundin each word.

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SECOND LEVEL


5.26 Given pronounced words, the learnerwill generate at least two wordsthat have the same long vowel soundas the words given.


patterns 5.28 Aiter pronouncing words containingthe vowel pattern VC or CVC, thelearner will state the short vowelsound with 80 percent accuracy.

5.29 After pronouncing words containingthe vowel pattern VCE or CVCE, thelearner will state the long vowelsound with 80 percent accuracy.

5.30 After pronouncing words containingthe vowel pattern CV or CVV, thelearner will state the long vowelsound with 80 percent accuracy.

digraphs 5.31 Given words containing voweldigraphs, the learner will identifythe vowel digraph with 80 percentaccuracy.

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SECOND LEVEL


5.32 Given words containing voweldigraphs, the learner will matchorally the vowel digraph with itssound with 80 percent accuracy.

5.33 Given words containing voweldigraphs, the learner will give atleast two examples of other wordswhich contain the same digraphsound.

diphthongs 5.34 Given words containing vowel diph-thongs, the learner will identifythe diphthong with 80 percentaccuracy.

5.35 Given words containing vowel diph-thongs, the learner will matchorally the diphthong with its soundwith 80 percent accuracy.

5.36 Given exercises containing voweldiphthongs, the learner will giveat least two examples of otherwords which contain the samediphthong sounds.

controlled 5.37 Given a list of words, some of whichcontain controlled vowels, thelearner will identify the controlledvowel with 80 percent accuracy.

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SECOND LEVEL




diphthongs 5.34 Given words containing vowel diph-thongs, the learner will identifythe diphthong with 80 percentaccuracy.

5.35 Given words containing vowel diph-thongs, the learner will matchorally the diphthong with its soundwith 80 percent accuracy.

5.36 Given exercises containing voweldiphthongs, the learner will giveat least two examples of otherwords which contain the samediphthong sounds.

controlled 5.37 Given a list of words, some of whichcontain controlled vowels, thelearner will identify the controlledvowel with 80 percent accuracy.

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SECOND LEVEL


5.38 Given a list of words containing con-trolled vowels, the learner will pro-nounce the sound of each controlledvowel and the word that contains it.

5.39 Given controlled vowels, the learnerwill give at least two examples ofother words which contain thecontrolled vowels.

schwa/unaccented

5.40 Given a list of words, some of whichcontain a schwa/unaccented sound,the learner will identify the wordswhich contain a schwa sound with 80percent accuracy.

Structural Analysis 6. The learner will apply theconcept of structural anal-ysis at the instructionallevel in order to decodewords.

Compound words 6.1 After pronouncing a compound wordfrom a selected list of compoundwords, the learner will indicateorally its component parts.

6.2 Given a word which can he one partof a compound word, thL learner willsupply another word to make it acompound word with 80 percentaccuracy.

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SECOND LEVEL


Inflectionalendings


6.4 Given a singular noun(s) with itsplural(s), the learner will describethe difference between the singularand plural forms of the noun.

6.5 Given sentences which require thesingular or plural form of the noun,the learner will identify thesingular or plural form whichcompletes the sentence with 80percent accuracy.

verb forms 6.6 After listening to or reading asentence, the learner will indicatewhether the action took place in thepresent or past time with 80 percentaccuracy.

6.7 Given sentences written in presenttense, the learner T/ill c;Ange theverb Corm in each senter _ to pasttense with 80 percent accuracy.

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SECOND LEVEL


6.8 Given sentences written in pasttense, the learner will change theverb form in each sentence to presenttense with 80 percent accuracy.

Root words 6.9 Given words which contain rootwords, the learner will identify theroot of each word with 80 percentaccuracy.

Affixes 6.10 Given root words, the learner willidentify changes in meaning whichoccur when prefixes are added to theroot word with 80 percent accuracy.

6.11 Given root words, the learner willidentify changes in meaning whichoccur when suffixes are added tothe root word with 80 percentaccuracy.

Syllables 6.12 Given single or multisyllabic words,the learner will distinguish thenumber of syllables with 80 percentaccuracy.

Word families 6.13 Given a word from a common wordfamily, the learner will make atleast three initial consonant

substitutions to form new words.

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SECOND LEVEL


6.14 Given a word from a common wordfamily, the learner will make atleast three initial consonant blendsor initial consonant digraphsubstitutions to form new words.

6.15 Given new words from a common wordfamily, the learner will pronounceeach word.

Contractions 6.16 Given pairs of words from whichcontractions may be formed, thelearner will write thecontraction for each word pair.

6.17 Given common contractions, thelearner will indicate the words whichcompose the contractions with 80percent accuracy.

Possessives 6.18 Given sentences in which 's has beenadded to nouns, the learner willidentify each noun which showsownership.

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SECOND LEVEL


COMPREHENSION

Word Meaning 7. The learner will discriminateword meanings.

Multiple meaning 7.1 Given sentences containing wordswhich have multiple meanings, thelearner will discriminate themeanings from context with 80 percentaccuracy.

Descriptive words 7.2 Given sentences which containdescriptive words, the learner willidentify the descriptive words with80 percent accuracy.

7.3 Given an isolated sentence, thelearner will change the sentence byadding at least two descriptive wordsrelated to the sentence.

Homographs 7.4 Given words in context that arespelled the same and have differentmeanings and pronunciations, thelearner will pronounce eachhomograph.

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SECOND LEVEL


7.5 Given words in context that arespelled the same and have differentmeanings and pronunciation, thelearner will identify the differencesin meaning of the homographs with80 percent accuracy.

Homophones 7.6 Given words in context that arepronounced alike but have differentspellings and meanings, the learnerwill identify the differences in themeanings of each homophone with80 percent accuracy.

Synonyms 7.7 Given lists of words that havesimilar meanings, the learner willmatch the synonyms from each listwith 80 percent accuracy.

7.8 Given a list of words, the learnerwill identify at least one synonymfor each word.

7.9 Given phrases and/or sentences, thelearner will replace at least oneword with a synonym.

Antonyms 7.10 Given lists of words that haveopposite meanings, the learner willmatch the antonyms from each listwith 80 percent accuracy.

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SECOND LEVEL


7.11 Given a list of words, the learnerwill identify at least one antonymfor each word.

7.12 Given phrases and/or sentences, thelearner will replace at least oneword with an antonym.

Sentence Meaning 8. The learner will develop thebasic types of sentences.



8.1 Given a set of sentences, the learnerwill identify declarative, inter-rogative, imperative, and exclamatorysentences witl 80 percent accuracy.

Imperativesentences

Exclamatorysentences

8.2 Given an opportunity for writing, thelearner will write at least onedeclarative sentence, one interroga-tive sentence, one imperative sen-tence, and one exclamatory sentence.

Punctuation marks 8.3 Given an opportunity for oral read-ing, the learner will demonstrateknowledge of punctuation marksthrough oral expression.

8.4 Given sentences containing punctua-tion marks, the learner will dis-tinguish between commas, periods,quotation marks, question marks, andexclamatory marks with 80 percentaccuracy.

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SECOND LEVEL


8.5 Given sentences without punctuationmarks, the learner will provide thecorrect punctuation marks with 80percent accuracy.

Capitalization 8.6 Given a writing exercise, ti.1

learner will capitalize in writi.:gsentences with 80 percent accuracy.

Sentencedevelopment

8.7 Given a writing exercise, thelearner will organize words toexpress a complete thought.


9. The learner will use literallevel comprehension skillsto recall ideas, informa-tion, and happenings thatare explicitly stated inthe material.

Main idea 9.1 After reading several selections,the learner will state the main ideasexplicitly stated with 80 percentaccuracy.


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SECOND LEVEL


Sequence 9.3 After reading material containing aclear sequence of events, the learnerwill state the order of major eventsexplicitly stated with 80 percentaccuracy.


Comparison/ 9.5 After reading material, the learnercontrast will identify likenesses and


Cause and effect 9.6 After reading material includingactions or events, the learner willrecall the reasons for specificactions or events explicitly statedwith 80 percent accuracy.

Character traits 9.7 After reading material which developscharacter traits, the learncr willrecall character traits explicitlystated with 80 percent accuracy.

Character feelings 9.8 After reading material which developscharacter feelings, the learner willrecall character feelings explicitlystated with 80 percent accuracy.

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Concepts Learneng Outcomes Sample Learning Objectives

Character motives 9.9 After reading material whichindicates character motives, thelearner will recall character motivesexplicitly stated with 80 percentaccuracy.


10. The learner will apply inter-pretive level comprehensionskills to generate ideas and/or hypotheses about thecontent.

Comparison/contrast

10.1 Given guided oral questioning bythe teacher about a reading selec-tion, the learner will generateideas about likenesses and differ-ences in the selection with 80 per-cent accuracy.

Cause and effect 10.2 Given a reading selection, thelearner will generate at least oneidea for resultant actions andevents.

Characterization

feelings 10.3 Given a reading selection, thelearner will generate at least oneidea about character feelings.

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SECOND LEVEL

Concepts Learn! rig Outcomes Sample Learning Objectives

motives 10.4 Given a reading selection, thelearner will generate at least oneidea about character motivfts.


10.5 Given a portion of a reading selec-tion, the learner will generate atleast one idea about what mighthappen during or by the end of theselection.

Sensory images 10.6 After viewing a picture, listeningto or reading a story, the learnerwill describe a sensory image.


11. The learner will form judg-ments about the content ofthe reading selection.

Reality vs.fantasy

11.1 After reading a selection, thelearner will describe a least twocharacteristics about selectedcharacters which indicate whethereach character is real or imaginary.

11.2 After reading a selection, thelearner will judge whether specifiedevents are real or imaginary bygiving at least one reason for his/her choice.

I

248114 249


250 115 251

SECOND LEVEL


11.3 After reading a selection, thelearner will judge whether selectedactions described in the story arereal or imaginary by giving at leastone reason for his/her choice.

STUDY SKILLS

Location ofInformation

12. The learner will locateinformation on a given wordor topic.

Book parts

table ofcontents

12.1 Given a primary text, the learnerwill locate the title of an assignedstory, chapter, or unit in the tableof contents.

page notation 12.2 Given an assigned page to find in aprimary text, the learner will locatethe specific page.

index 12.3 Given a primary text, the learnerwill locate an assigned topic in theindex.

glossary 12.4 Given assigned words to locate inthe glossary of an elementary text,the learner will locate each word.

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SECOND LEVEL


Dictionary Skills

Word location

alphabet- 12.5 Given words which begin withizing different letters of the :-lphabet,

the learner will alphabetize thelist with 80 percent accuracy.

12.6 Given words which begin with thesame letter of the alphabet, thelearner will alphabetize the listby the first two letters with 80percent accuracy.

guide words 12.7 Given a primary dictionary and a wordto be located, the learner willidentify the guide words for thegiven word with 80 percent accuracy.

12.8 Given a primary dictionary and wordsto be located, the learner willlocate the words with 80 percentaccuracy.

Worddifferentiation

syllabica- 12.9 Given words to locate in a primarytion dictionary, the learner will

identify the number of syllables.

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SECOND LEVEL


RECREATIONAL READINGAND PERSONA1. DEVELOPMENT


Independentreading



13.2 Given an opportunity to share readingexperiences, the learner willtransmit voluntarily to othersinformation obtained through reading.

Variety in readinginterests

13.3 Given an opportunity to choosereading material, the learner willselect reading materials on differentsubjects.


Receiving 14.1 Given an opportunity for reading,the 1,1arner will exhibit interest anddisplay controlled attention.

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SECOND LEVEL


Responding 14.2 Given an opportunity for reading,the learner will participate in classdiscussion by answering and/or askingat least one question related to thestory.

Valuing 14.3 After reading materials, the learnerwill give at least one personalreason for liking and/or not likingthe selection.

14.4 Given an opportunity to choose areading selection, the learner willvoluntarily seek reading materialin the media center, library, orother source.

Emotionalreactions

14.5 Given an opportunity to read, thelearner will communicate an emotionalresponse characteristic of his/herage.



Dramatizations 15.1 Given an opportunity to dramatize,the learner will perform dramaticactivates to support and enhance areading selection.

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SECOND LEVEL


Projects

Creative writing

15.2

15.3

Given an opportunity for readingenhancement, the learner will,with teacher guidance, develop andcomplete unique tasks relative to areading experience, based upon pre-established teacher criteria.

Given an opportunity for writing,the learner will create a uniqueliterary composition, either inprose or poetry.

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He that loves reading has everything within his reach.He has but to desire, and he may possess himself of every

species of wisdom to judge and power to perform.

William Godwin

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THIRD LEVEL

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EARLY CHILDHOOD EDUCATION - THIRD LEVEL



WORD RECOGNITION

Alphabet 2. The learner will write theupper and lower case lettersin cursive.

Upper case letters 2.1 Given instruction in writing uppercase letters, the learner will formthe upper case cursive letters usingthe basic strokes of the adoptedhandwriting method.

Lower case letters 2.2 Given instruction in writing lowercase letters, the learner will formthe lower case cursive letters usingthe basic strokes of the adoptedhandwriting method.

Alphabet sequence 2.3 Given a cursive letter of thealphabet in either upper or lowercase, the learner will write theletters which come before and/orafter the given letter.

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THIRD LEVEL


2.4 Given a cursive handwriting exercise,the learner will reproduce the copyutilizing the basic strokes of theadopted handwriting method.


Basal 3.1 Given sight words in the basalprogram, the learner will pronouncethe words at his/her level with 90percent accuracy.

3.2 Given selected sight words from thebasal program, the learner willspell the words with 80 percentaccuracy.

3.3 Given selected sight words from thebasal program, the learner will, ineither oral or written form, make asentence with each sight word.

Other sources 3.4 Given selected sight words fromsupplementary materials, the learnerwill pronounce the words at his/herlevel with 90 percent accuracy.

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THIRD LEVEL


3.5 Given selected sight words fromsupplementary materials, thelearner will, in either oral orwritten form, make a sentencewith each sight word.

Context Clues 4. The learner will applycontext clues to derive themeaning of a word(s) used ina phrase or sentence.

Oral context 4.1 Given phrases or sentences in oralform which contain words to belearned in context, the learner willdefine the meaning of each word fromits use in spoken language.

Written context 4.2 Given written phrases or sentenceswhich contain words to be learned incontext, the learner will define themeaning of each word from its use inwritten language.

Phonics 5. The learner will apply theconcepts of phonics todetermine the pronunciationof words.

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THIRD LEVEL


Consonants

initial 5.1 Given written words contain:4initial consonants, the learner willidentify letters in the initialposition.

5.2 Given written words which containinitial consonants, the learnerwill match each initial letter withthe sound it represents.

5.3 Given words in oral or written formwhich contain an initial consonant,the learner will give at least twoexamples of other words which beginwith the same sound.



5.6 Given a word in oral or written formwhich contains a final consonant, thelearner will give at least twoexamples of other words which endwith the same sound.

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THIRD LEVEL


medial 5.7 Given written words containingmedial consonants, the learner willidentify letters in the medial posi-tion with 80 percent accuracy.

5.8 Given written words which containmedial consonants, the learner willmatch each medial letter with thesound it represents.

5.9 Given words is oral or written formwhich contain a medial consonant, thelearner will give at least oneexample of words which have the sameconsonant sound in the medialposition.

blends 5.10 Given words containing consonantblends, the learner will identifyconsonant blends in the initialposition with 80 percent accuracy.

5.11 Given words containing consonantblends, the learner will identifyconsonant blends in the finalposition with 80 percent accuracy.

5.12 Given words containing consonantblends, the learner will identifyconsonant blends in the medialposition with 80 percent accuracy.

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THIRD LEVELr


5.13 Given consonant blends, the learnerwill match orally each blond with itssound.

5.14 Given consonant blends, the learnerwill give at least two examples ofwords which contain the same conson-ant blend.

digraphs 5.15 Given words containing consonantdigraphs in the initial position,the learner will identify the conson-ant digraphs in the initial positionwith 80 percent accuracy.

5.16 Civen words containing digraphs inthe medial position, the learner willidentify the consonant digraphs inthe medial position with 80 percentaccuracy.

5.17 Given words containing consonantdigraphs in the final position, thelearner will identify the consonantdigraphs in the final position with80 percent accuracy.

5.18 Given consonant digraphs, the learnerwill match orally each digraph withits sound.

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THIRD LEVEL


5.19 Given consonant digraphs in initial,medial, and final positions in words,the learner will give at least twoexamples of words which have the samesound as each digraph presented.

Vowels

short 5.20 Given short vowel sounds, the learnerwill repeat the short vowel soundswith 90 percent accuracy.


5.22 Given pronounced words, the learnerwill generate at least two words thathave the same short vowel sounds asthe words given.

5.23 Given written words containing shortvowel sounds, the learner willpronounce each word.


5.25 Given pronounced words, the learnerwill distinguish the long vowelsound in each word.

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THIRD LEVEL


5.26 Given pronounced words, the learnerwill generate at least two words thathave the same long vowel sound asthe words given.


patterns 5.28 After pronouncing words containingthe vowel pattern VC or CVC, thelearner will state the short vowelsound with 80 percent accuracy.

5.29 After pronouncing words containingthe vowel pattern VCE or CVCE, thelearner will state the long vowelsound with 80 percent accuracy.

5.30 After pronouncing words containingthe vowel pattern CV or CVV, thelearner will state the long vowelsound with 80 percent accuracy.

digraphs 5.31 Given words containing vowel di-graphs, the learner will identifythe vowel digraph with 80 percentaccuracy.

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THIRD LEVEL




diphthongs 5.34 Given words containing voweldiphthongs, the learner will identifythe diphthong with 80 percentaccuracy.

5.35 Given words containing vowel diph-thongs, the learner will match orallythe diphthong with its sound with 80percent accuracy.

5.36 Given exercises containing voweldiphthongs, the learner will giveat least two examples of otherwords which contain the samediphthong sound.

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THIRD LEVEL


controlled

schwa/

unaccented

variant

5.37 Given a list of words, some of whichcontain controlled vowels, thelearner will identify the controlledvowel with 80 percent accuracy.

5.38 Given a list of words containing con-trolled vowels, the learner will pro-nounce the sound of each controlledvowel and the word that contains it.

5.39 Given controlled vowels, the learnerwill give at least two examples ofother words which contain thecontrolled vowels.

5.40 Given words, some of which containa schwa/unaccented sound, thelearner will identify the schwasound in words with 60 percentaccuracy.

5.41 Given words which contain the vowelsounds /oo/, /oo/, /aw/, /au/, /ew/,/ue/, the learner will pronounceeach vowel.

5.42 Given a miscellaneous vowel(s),the learner will give at leasttwo examples or words which con-tain the given vowel sound.

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THIRD LEVEL


Structural Analysis 6. The learner will apply theconcept of structural anal-ysis at the instructionallevel in order to decode words.

Compoundwords

6.1 After pronouncing a compound wordfrom a selected list of compoundwords, the learner will indicateorally its component parts.

6.2 Given a word which can be one of theparts of a compound word, the learnerwill supply another word to make it acompound word with 80 percentaccuracy.

Inflectionalendings


6.4 Given a singular noun(s) with itsplural(s), the learner will describethe difference between the singularand plural forms of the noun.

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THIRD LEVEL


6.5 Given sentences which require thesingular or plural form of the noun,the learner will identify thesingular or plural form whichcompletes each sentence with 80percent accuracy.

verb forms 6.6 After listening to or reading asentence, the learner will indicatewhether the action took place in thepresent or the past time.

6.7 Given sentences written in presenttense, the learner will change theverb form in each sentence to pasttense with 80 percent accuracy.

6.8 Given sentences wr:tten in pasttense, the learner will change theverb form in each sentence to presenttense with 80 percent accuracy.

6.9 Given sentences which contain ahelping verb, the learner willsupply the past participle form ofthe verb with 80 percent accuracy.

comparatives 6.10 Given sentences containing compara-tive forms of adjectives, the learnerwill identify the comparative formwith 80 percent accuracy.

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',.,!':,


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THIRD LEVEL


6.11 Given sentences which requirechanging an adjective to itscomparative form, the learner willsupply the comparative form with 80percent accuracy.

6.12 Given sentences containing superla-tive forms of adjectives, the learnerwill identify the superlative form ineach sentence with 80 percentaccuracy.

6.13 Given sentences which requirechanging an adjective to itssuperlative form, the learner willsupply the superlative form in thesentence with 80 percent accuracy.

Root words 6.14 Given words which contain root words,the learner will supply the root ofeach word with 80 percent accuracy.

Affixes 6.15 Given root words, the learner willidentify changes in meaning whichoccur when prefixes are added to theroot word with 80 percent accuracy.

6.16 Given root words, the learner willidentify changes in meaning whichoccur when suffixes are added to theroot word with 80 percent accuracy.

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THIRD LEVEL


Syllables 6.17 Given written single or multisyllabicwords, the learner will distinguishthe number of syllables with 80percent accuracy.

,lord families 6.18 Given a word from a common wordfamily, the learner will make atleast three initial consonant sub-sti*,Itions to form new words.

6.19 Given a word from a common wordfamily, the learner will make atleast three initial consonant blendsor initial consonant digraph sub-stitutions to form new words.

6.20 Given new words from a common wordfamily, the learner will pronounceeach word.

Contractions 6.21 Given pairs of words from whichcontractions may be formed, thelearner will write a contractionfor each word pair.

6.22 Given common contractions, thelearner will indicate the words whichcompose the contractions with 80percent accuracy.

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155

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THIRD LEVEL


Possessives 6.23 Given phrases or sentences in whichts or st has been added to a noun,the learner will identify each wordwhich shows ownership.

6.24 Given a list of phrases, the learnerwill indicate ownership by adding tsor st to each noun within eachphrase.

Accents 6.25 Given a pronounced word(s) containingtwo syllables, the learner will dis-criminate the stressed syllable inthe given word(s) with 80 percentaccuracy.

COMPREHENSION

Word Meaning 7. The learner will demonstratecorrect usage of vocabulary.

Multiple meaning 7.1 Given words and/or sentences whichhave multiple meanings, the learnerwill discriminate the meanings fromcontext with 80 percent accuracy.

Descriptive words 7.2 Given written sentences, the learnerwill change the sentence by adding atleast two descriptive words relatedto the sentence.

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THIRD LEVEL


7.3 Given a written assignment, thelearner will write original sentencescontaining at least two descriptivewords for each sentence.

Homographs 7.4 Given words in context that arespelled the same and have differentmeanings and pronunciations, thelearner will pronounce each homograph.

7.5 Given words in context that arespelled the same and have differentmeanings and pronunciations, thelearner will explain the differencesin meaning of the homographs with80 percent accuracy.

Homophones 7.6 Given words in context that arepronounced alike but have differentspellings and meanings, the learnerwill explain the differences in themeanings of each homophone with 80percent accuracy.

Synonyms 7.7 Given words that have similarmeanings, the learner will match thesynonyms with 80 percent accuracy.

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THIRD LEVEL


7.8 Given a list of words, the learnerwill identify at least two synonymsfor each word.

7.9 Given phrases or sentences, thelearner will replace each identifiedword with a synonym.

Antonyms 7.10 Given words that have oppositemeanings, the learner will match theantonyms with 80 percent accuracy.

7.11 Given a list of words, the learnerwill identify at least one antonymfor each word.

7.12 Given phrases and/or sentences, thelearner will replace each identifiedword with an antonym.

Abbreviations 7.13 Given common abbreviations found inreading materials, the learner willidentify abbreviations with 80percent accuracy.

7.14 Given common abbreviations found inreading materials, the learner willstate the meanings of the abbrevia-tions with 80 percent accuracy.

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Teaching Strategies M 3dia/Resources Evaluation Techniques

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THIRD LEVEL


Sentence Meaning 8. The learner will utilize thebasic types of sentences todevelop paragniphs.


8.1 Given an opportunity for writing,the learner will write at least two

Interrogative declarative sent nces, two inter-sentences rogative sentences, two imperative

Imperative sentences, and two exclamatorysentences sentences.


Punctuation marks 8.2 Given an opportunity for oral read-ing, the learner will demonstrateknowledge of punctuation marksthrough oral expression.

8.3 Given sentences without punctuationmarks, the learner will provide thepunctuation marks with 80 percentaccuracy.

8.4 Given an opportunity for writing,the learner will write sentencesusing punctuation marks with 80percent accuracy.

Capitalization 8.5 G.ven an opportunity for writing,the learner will capitalize inwriting sentences.

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THIRD LEVEL


Sentencedevelopment

8.6 Given an opportunity for writing,the learner will organize words intoa complete sentence.

Paragraphdevelopment

8.7 Given an opportunity for writing, thelearner will organize at least threesentences pertaining to a particulartopic to develop a paragraph.


9. The learner will use literallevel comprehension skills torecall ideas, information,and happenings that areexplicitly stated in thematerial.



Sequence 9.3 After reading material containing aclear sequence of events, the learnerwill state the exact order of majorevents explicitly stated.

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164

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165

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THIRD LEVEL



Comparison/ 9.5 After reading material, the learnercontrast will identify likenesses and differ-

ences explicitly stated with 80percent accuracy.


Character traits 9.7 After reading material which developscharacter traits, the learner willrecall character traits explicitlystated with 80 percent accuracy.

Character 9.8 After reading material which developsfeelings character feelings, the learner will

recall character feelings explicitlystated with 80 percent accuracy.


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THIRD LEVEL




Comparison/contrast

10.1 Given guided oral questioning by theteacher about a reading selection,the learner will generate ideas aboutlikenesses and differences in theselection with 80 percent accuracy.

Cause and effect 10.2 Given a reading selection includingactions or events, the learner willgenerate at least one reason forresultant actions and events.

Characterization

feelings 10.3 Given a reading selection, thelearner will generate least oneidea about character feelings.

motives 10.4 'liven a reading selection, the

learner will generate at least oneidea about character motives.

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169

356

357

THIRD LEVEL


traits 10.5 Given a reading selection, thelearner will generate at least onepersonality trait for each maincharacter.


10.6 Given a portion of a readingselection, the learner will generateat least one idea about what mighthappen during or by the end of theselection.

Sensory images 10.7 After viewing a picture, listening toor reading a story, the learner willdescribe a sensory image.



Reality vs.

fantasy11.1 After reading a selection, the

learner will describe at least twocharacteristics about selectedcharacters which indicate whethereach character is real or imaginary.

11.2 After reading a selection, thelearner will judge whether specifiedevents are real or imaginary bygiving at least one reason forhis/her choice.

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THIRD LEVEL


11.3 After reading a selection, thelearner will judge whether selectedactions described in the story arereal or imaginary by giving at leastone reason for the choice.

STUDY SKILLS



Book parts

table ofcontents

12.1 Given an elementary text, thelearner will locate the title of anassigned story, chapter, or unit inthe table of contents.

page notation 12.2 Given an assigned page to find in anelementary text, the learner willlocate the specific. page.

index 12.3 Given an elementary text, thelearner will locate an assignedtopic in the index.

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41/......-..,mrai,fiwbo.a.,.,.....

173365

THIRD LEVEL


glossary I 12.4 Given assigned words to locate inthe glossary of an elementary text,the learner will locate each word.

Dictionary Skills

Word location

alphabetizing 12.5 Given words which begin with thesame letter of the alphabet, thelearner will alphabetize the listby the first three letters with 80percent accuracy.

guide words 12.6 Given a primary dictionary and wordsto be located, the learner will useguide words to locate the words with80 percent accuracy.

Worddifferentiation

12.7 Given a primary dictionary and wordsto be located, the learner willidentify the number of syllables.

diacriticalmarkings

12.8 Given common diacritical markings,the learner will identify each one.

phoneticspelling

12.9 Given pronunciation symbols used inphonetic spellings, the learner willidentify the symbols in known wordswith 80 percent accuracy.

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THIRD LEVEL


12.10 Given pronunciation symbols used inphonetic spellings, the learner willpronounce the symbols in known wordswith 80 percent accuracy.

pronunciationkey

12.11 Given unknown words to pronounce,the learner will pronounce the

syllabication word(s) utilizing syllabication,a pronunciation key, diacriticalmarkings, and phonetic spelling with80 percent accuracy.

definition in 12.12 Given a word within the context ofcontext a sentence to be located in the

dictionary, the learner will locatethe word.

12.13 After using the dictionary to locatea particular word in a sentence, thelearner will identify the definitionof that word with 80 percentaccuracy.

RECREATIONAL READINGAND PERSONALDEVELOPMENT


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Evaluation Techniques

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THIRD LEVEL


Independentreading



Reading Affectivity

Receiving

Responding

374

14. The learner will displayreading affectivity.

13.1 Given an opportunity ftc independentreading, the learner will self-select and read materials as afree-time activity.

13.2 Given an opportunity to share readingexperiences, the learner willtransmit voluntarily to othersinformation obtained throughreading.

13.3 Given an opportunity to choosereading material, the learner willselect reading materials ondifferent subjects.

14.1 riven an opportunity for reading, thelearner will exhibit interest anddisplay controlled attention.

14.2 Given an opportunity for reading,the learner will participate in classdiscussion by answering and/or ask:ngat least one question related to thestory.

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Teaching Strategies Media/Resources Evaillation Techniques

376179 377

THIRD LEVEL


14.3 Given an opportunity to choose areading selection, the learner willvoluntarily seek reading materialin the media center, library, orother source.

Valuing 14.4 After reading material, the learnerwill give at least two personalreasons for liking and/or dislikingthe selection.

14.5 Given an opportunity to read, thelearner will express the value ofthe reading experience.

14.6 Given alternative activities, thelearner chooses to read frequently.

Emotionalreactions




Dramatizations 15.1 Given an opportunity to dramatize,the learner will perform activitiesto support and enhance a readingselection.

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THIRD LEVEL


Choral reading 15.2 Given an opportunity for oral read-ing, the learner will demonstratethe use of language patterns anyrhythms through choral reading.

Projects 15.3 Given an opportunity for readingenhancement, the learner will, withteacher guidance, develop andcomplete unique tasks relative to areading experience, based upon pre-established teacher criteria.

Creative writing 15.4 Given a written assignment, thelearner will create a unique literarycomposition, either in prose orpoetry.

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Reading is the only enjoyment in which there is no alloy;it lasts while all other pleasures fade.

Anthony Trollope

386


FOURTH LEVEL

387185

EARLY CHILDHOOD EDUCATION - FOURTH LEVEL


WORD RECOGNITION

Alphabet

Sight Words

Basal


2. The learner will apply theskills used in cursivewriting.

3. The learner will comprehendbasic sight words.

2.1 Given written assignments, thelearner will write each assignmentin cursive writing utilizing thebasic strokes of the adoptedhandwriting method.

3.1 Given sight words in the basalprogram, the learner will pronouncethe words at his/her level with 90percent accuracy.


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FOURTH LEVEL


3.3 Given selected sight words from thebasal program, the learner will, ineither oral or written form, makesentences with each sight word.

Other sources 3.4 Given supplementary reading materialswhich contain sight words, thelearner will pronounce the wordsat his/her level with 90 percentaccuracy.

3.5 Given selected sight words fromsupplementary materials, the learnerwill, in either oral or writtenform, make sentences with eachsight word.

Context 7.1ues 4. The learner will applycontext clues to derive themeaning of a word(s) used ina phrase or sentence.

Oral context 4.1 Given phrases or sentences in oralWritten context or written form which contain words

to be learned in context, the learnerwill define the meaning of each word.

Phonics 5. The learner will apply andextend the principles ofphonics developed inprevious levels.

See Levels 1, 2, and 3.

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Teaching Strategies Media/Resources Evaluation Techniques i

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FOURTH LEVEL


Structural Analysis

Inflectionalendings

plurals

verb forms

6. The learner will apply theconcept of structural anal-ysis at the instructionallevel in order to decodewords.

6.1 Given singular nouns, the learnerwill change the singular form ofeach noun to its plural formwith 80 percent accuracy.

6.2 Given sentence(s) which require thesingular or plural form of the noun,the learner will supply the singu-lar or plural form(s) which completethe sentence with 80 percentaccuracy.

6.3 Given instruction on verb forms, thelearner will identify the present,past, past participle, and presentparticiple forms with 80 percentaccuracy.

6.4 Given an oral assignment, thelearner will demonstrate theability to use proper verb forms.

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FOURTH LEVEL


6.5 GiN i a written assignment, thelc rner will demonstrate theaLility to use proper verb formswith 80 percent accuracy.

comparatives 6.6 Given instruction on comparativeendings, the learner will change anadjective to its comparative andsuperlative forms with 80 percentaccuracy.


Affies 6.8 Given root words, the learner willidentify changes in meaning whichoccur when prefixes are added to eachroot word with 80 percent accuracy.

6.9 Given root words, the learner willidentify changes in meaning whichoccur when suffixes are added to eachroot word with 80 percent accuracy.

Syllables 6.10 Given written multisyllabic words,the learner will divide each wordinto syllables.

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Teaching Strategies

amolm.............1 INII.O.

Media/Resources Evaluation Techniques

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FOURTH LEVEL


Contractions 6.11 Given written assignments, thelearner will use contractions with80 percent accuracy.

Possessives 6.12 Given written assignments, thelearner will use possessives with80 percent accuracy.

Accents 6.13 Given multisyllabic words, thelearner will discriminate thestressed syllable in the given wordswith 80 percent accuracy.

COMPREHENSION


Multiple meaning 7.1 Given words and/or sentences whichhave multiple meanings, the learnerwill determine the meanings of thewords and/or sentences from contextwith 80 percent accuracy.

Descriptive words 7.2 Given a written assignment, thelearner will write original sentencescontaining at least two descriptivewords related to each sentence.

]

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FOURTH LEVEL


Homographs 7.3 Given words in context that arespelled the same and have differentmeanings and pronunciation, thelearner will explain the differencesin meaning of the homographs with 80percent accuracy.

Homophones 7.4 Given words in context that arepronounced alike but have differentmeanings, the learner will explainthe differences in the meanings ofeach homophone with 80 percentaccuracy.

Synonyms 7.5 Given a written assignment, thelearner will use synonyms.

Antonyms 7.6 Given a written assignment, thelearner will use antonyms.

Abbreviations ..7 Given common abbreviations found inreading materials, the learner willidentify abbreviations with 80percent accuracy.

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197

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FOURTH LEVEL


7.8 Given common abbreviations found inreading materials, the learner willstate the meanings of the abbrevia-tions with 80 percent accuracy.

7.9 Given words from which commonabbreviations can be made, thelearner will write the abbreviationswith 80 percent accuracy.

7.10 Given written assignments, thelearner will write common abbrevia-tions in sentences.

Sentence Meaning 8. The learner will utilize thebasic types of sentences todevelop paragraphs.



Imperativesentences

8.1 Given oral reading assignments, thelearner will demonstrate knowledgeof punctuation marks by readingvarious types of sentences with oralexpression.


Punctuation marksCapitalization


Sentenceclevelopment

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415

FOURTH LEVEL


8.3 Given an opportunity for writing,the learner will write various typesof sentences using punctuation marksand capitalization with 80 percentaccuracy.


8.4 Given a written assignment, thelearner will develop a paragraphpertaining to a particular topicusing at least two types ofsentences.





200

416 417


418201 419

.FOURTH LEVEL


Sequence 9.3 After reading material containing a

clear sequence of events, the learnerwill state the exact order of majorevents explicitly stated with 80percent accuracy.


Comparison/ 9.5 After reading material, the learnercontrast

will identify likenesses and differ-ences explicitly stated with 80percent accuracy.


Character traits 9.7 After reading material which developscharacter traits, the learner willrecall character traits explicitlystated with 80 percent accuracy.

202

420421


203

422423

FOURTH LEVEL


Characterfeelings

9.8 After reading material whichdevelops character feelings, thelearner will recall characterfeelings explicitly stated with80 percent accuracy.

Character motives 9.9 After reading material whichindicates character motives, thelearner will recall charactermotives explicitly stated with80 percent accura,.y.


10. The learner will applyinterpretive levelcomprehension skills togenerate ideas and/orhypotheses about thecontent.

Comparison/contrast

10.1 Given guided oral questioning by theteacher about a reading selection,the learner vill generate ideasabout likenesses and differences inthe selection with 80 percentaccuracy.

Cause and effect 10.2 Given a reading selection, the

learner will generate at least onereason for resultant actions andevents.

204

424 425


205426 427

FOURTH LEVEL


Characterization

feelings 10.3 Given a reading selection, thelearner will generate at least oneidea about character feelings.

motives 10.4 Given a reading selection, thelearner will generate at least oneidea about character motives.

traits 10.5 Given a reading selection, thelearner will generate at least twopersonality traits for each maincharacter.

Prediction of 10.6 Given a portion of a readingoutcomes selection, the learner will generate

at least one idea about what mighthappen during or by the end of theselection.


206

428429


430207

431

FOURTH LEVEL


Main idea 10.8 After reading a selection, thelearner will infer the main idea ofthe selection.



Reality vs.fantasy




208

432 433


1

1

1

209

43435

FOURTH LEVEL


Fact vs. opinion 11.4 After reading a selection, thelearner will identify and labeleither two statements of fact ortwo statements of opinion with ajustification for each choice.

STUDY SKILLS


12. The learner will locateinformation on a givenword or topic.

Book parts

table ofcontents

12.1 Given an elementary text, thelearner will locate an assignedstory, chapter, or unit in thetable of contents.



1.

.

210

436 43'7

Teaching Strategies

vs

Media/Resources Evaluation Techniques

211 439

FOURTH LEVEL


Dictionary skills

Word location

alphabeti- 12.4 Given an elementary dictionary andzing words to be located, the learner

guide words will use alphabetical order and guidewords to locate the words with 80percent accuracy.

Worddifferentiation

pronuncia- 12.5 Given unknown words to pronouncetion key from an elementary text containing a

diacritical glossary, the learner will pronounceworkings the words utilizing a pronunciation

phonetic key, diacritical markings, phoneticspelling spelling, and syllabication with 80

syllabica-tion

definition in 12.6

p rcent accuracy.

After using the dictionary to locatecontext a particular word in a sentence, the

learner will select the definition ofthe word with 80 percent accuracy.

212

440441


442213 443

FOURTH LEVEL


Dictionarysupplements

12.7 Given tasks at an elementary levelusing dictionary supplements, thelearner will use the supplementarysections of the dictionary to locatespecial information related to eachtask.

Referencematerials

encyclopediasnewspaperschartsmapsglobesatlasesdirectoriescatalogues

12.8 Given tasks at an elementary levelinvolving reference materials, thelearner will identify at least onework of reference in which specificinformation can be found.

Library skills

card catalogue 12.9 Given information about subject,title, or author, the learner willlocate the information about the bookin the card catalogue with 80 percentaccuracy.

Reading Flexibility 13. The learner will demonstrateflexibility in reading.

214

444445


1

215446 447

FOURTH LEVEL


Study techniques


13.1 After instruction on the commonstudy techniques and given :iiientreacing assignments, the learner willutilize one or more of these studytechniques to enhance comprehension.



Independentreading



14.2 Given an opportunity to shareexperiences, the learner willtransmit voluntarily to othersinformation obtained throughreading.



216

448 449


217

450 451

FOURTH LEVEL


Problem solving 14.4 Given an opportunity to self-selectand read selections in which themain characters confront personalproblems, the learner will use thematerial to provide alternatives formaking his/her own personal adjust-ments.


Receiving 15.1 Given an opportunity for reading,the learner will exhibit interestand display controlled attention.

Responding 15.2 Given an opportunity for reading, thelearner will participate in classdiscussion by answering and/or askingquestions related to the story.

15.3 Given an opportunity to choose areading selection, the learner wiilvoluntarily seek reading material inthe media center, library, or othersource.

452 218

453


219

454 455

FOURTH LEVEL


Valuing 15.4 After an oral or silent readingexperience, the learner will give atleast two personal reasons for likingand/or disliking the selection.

15.5 Given an opportunity to read, thelearner will express the value ofthe reading experience.

15.6 Given alternative activities fromwhich to choose, the learner choosesto read frequently.

Emotionalreactions




Dramatizations 16.1 Given an opportunity to dramatize,the learner will perform dramaticactivities to support and enhance areading selection.

220

456 457


221

458 459

FOURTH LEVEL


Choral reading

Projects

Creative writing

16.2 Given an opportunity for oral read-ing, the learner will demonstratethe use of language patterns andrhythms through choral reading.

16.3 Given an opportunity for readingenhancement, the learner will, withteacher guidance, develop andcomplete unique tasks relative to areading experience, based upon pre-established teacher criteria.

16.4 Given a written assignment, thelearner will create a uniqueliterary composition, _ither inprose or poetry.

222

460461


462223 463

Reading furnishes our minds only with materials of knowledge;it is thinking [that] makes what we read ours.

John Locke

464

MIDDLE CHILDHOOD EDUCATION

FIFTH LEVEL

465

MIDDLE CHILDHOOD EDUCATION - FIFTH LEVEL


1. The learner will apply andextend the principlesdeveloped in previous levels.

WORD RECOGNITION




.

2.3 Given selected sight words from thebasal program, the learner will, inwritten form, rake sentences witheach sight word.


226

466 467


468227 469

FIFTH LEVEL


2.5 Given selected sight words fromsupplementary materials, the learnerwill, in written form, make sentenceswith each sight word.

Context Clues 3. The learner will apply con-text clues to derive themeaning of a word(s) used ina phrase or sentence.


3.1 Given phrases or sentences in writtenor oral form which contain words tobe learned in context, the learnerwill define the meaning of each word.

Phonics See Levels 1, 2, and 3.


Inflectionalendings

plurals 4.1 Given singular nouns, the learnerwill change the singular form ofeach noun to its plural form with 80percent accuracy.

470 228

471


472229

473

FIFTH LEVEL


verb forms

comparatives

4.2 Given sentence(s) which require thesingular or plural form of the nounto be added, the learner will supplythe singular or plural form(s) with80 percent accuracy.

4.3 Given instruction on verb forms, thelearner will identify the present,past, past participle, and presentparticiple forms of the verbs with80 percent accuracy.

4.4 Given oral assignments, the learnerwill demonstrate the ability to useproper verb forms.

4.5 Given written assignments, thelearner will demonstrate theability to use proper verb forms.

4.6 Given instruction on comparativeendings, the learner will change anadjective to its comparative andsuperlative forms wi.h 80 percentaccuracy.

230

474475

Teaching Strategies Media/Resources Evair Ration Techniques

476231 477

FIFTH LEVEL



Affixes 4.8 Given root words, the learner willidentify changes in meaning whichoccur when prefixes are added to eachroot word with 80 percent accuracy.

4.9 Given root words, the lea7ner willidentify changes in meaning whichoccur when suffixes are added to eachroot word with 80 percent accuracy.

Syllables 4.10 Given multisyllabic words, thelearner will divide each word intosyllables to aid in word pronuncia-tion and spelling.

Contractions 4.11 Given written assignments, thelearner will use common con-tractions with 80 percent accuracy.


232

478479


FIFTH LEVEL

Concepts Learning Outcomes1


Accents 4.13 Given multisyllabic words, thelearner will discriminate thestressed syllable in the givenwords with 80 percent accuracy.

Hyphenation 4.14 Given a list of words, some of whichcan be hyphenated, the learner willsupply a hyphen between word or wordparts with 80 percent accuracy.

COMPREHENSION


Multiple meanings 5.1 Given words and/or sentences whichhave multiple meanings, the learnerwill determine the meanings of thewords and/or sentences from contextwith 80 percent accuracy.

Descriptive words 5.2 Given a written assignment, thelearner will use descriptive words.

Homographs 5.3 Given words in context that arespelled the same and have differentmeanings and pronunciation, thelearner will explain the differencesin meaning of the homographs with

80 percent accuracy.

482 234483


484235 485

FIFTH LEVEL





Abbreviations 5:7 Given common abbreviations found inreading materials, the learner willidentify each abbreviation.


5.9 Given written assignments, thelearner will write common abbrev...2-tions in sentences with 80 percentaccuracy.

236 487


488 237 489

FIFTH LEVEL


Acronyms 5.10 Given words from which commonacronyms can be formed, the learnerwill identify the initial letters orsyllables of words which formacronyms with 80 percent accuracy.

5.11 Given common acronyms, the learnerwill identify the words from whichthe acronyms are created with 80percent accuracy.




Imperativesentences

6.1 Given oral reading assignments, thelearner will demonstrate knowledgeof punctuation marks by readingvarious types of sentences with oralexpression.




Sentencedevelopment

238

49U491


239

492 493

FIFTH LEVEL


6.3 Given an opportunity for writing,the learner will write various typesof sentences using punctuation marksand capitalization with 80 percentaccuracy.



6.5 Given a written assignment in whichthe learner selects the topic, thelearner will create a paragraphusing at least two types ofsentences.


7. The learner will use literallevel comprehension skills torecall ideas, information, andhappenings that are explicitlystated in the material.

Main idea 7.1 After reading several selections, thelearner will state the main ideasof the selections explicitly statedwith 80 percent accuracy.

240

494495


FIFTH LEVEL



Sequence 7.3 After reading material containinga clear sequence of events,the learner will state the exactorder of major events explicitlystated with 80 percent accuracy.





242

498499


243

5 _ 0

5 :1

FIFTH LEVEL


Character traits 7.7 After reading material which developscharacter traits, the learner willrecall character traits explicitlystated in the material with 80percent accuracy.

Character feelings 7.8 After reading material whichdevelops character feelings, thelearner will recall characterfeelings explicitly stated with80 percent accuracy.




Comparison/contrast

8.1 Given guided oral questioning by theteacher about a reading selection,the learner will generate ideas aboutlikenesses and differences in theselection with 80 percent accuracy.

244

5.12 5'13


245

5.)4 5 ,5

FIFTH LEVEL

Concepts Learning Outcomes Sample Learning Objectives 1

Cause and effect 8.2 Given a reading selection, thelearner will generate at least twoideas for resultant actions orevents.

Characterization

feelings 8.3 Given a reading selection, thelearner will generate at least twoideas about character feelings.

motives 8.4 Given a reading selection, thelearner will generate at least twoideas about character motives.

traits 8.5 Given a reading selection, thelearner will generate at least twopersonality traits for each maincharacter.

Prediction of 8.6 Given a portion of a readingoutcomes selection, the learner will generate

a minimum of one idea about whatmight happen during or by the end ofthe selection.

246

5')6 5' i7


5')8


24751)9

FIFTH LEVEL

Concepts Learning Outcomes Sample Learning Objectives..


Main idea 8.8 After reading a selection, thelearner will infer the main ideaof the selection with 80 percentaccuracy.

Detail 8.9 After reading a selection, thelearner will supply at least oneadditional detail not explicitlystated about a character, object,or event.

Sequence 8.10 After reading a selection, thelearner will infer the order ofevents by identifying at leasttwo ideas about tie sequence.



Reality vs.fantasy


248

510 511


249

512 513

FIFTH LEVEL




Value of Material 9.4 After reading a content area selec-tion, the learner will judge thesuitability of the selection for aparticular purpose based onestablished criteria.


Relevant vs. 9.6 Given a group of relevant andirrelevant facts irrelevant sentences, the learner

will select each sentence which isrelated to an identified topic.

250

514 5L5


251

516 517

FIFTH LEVEL


STUDY SKILLS



Book parts

table ofcontents

10.1 Given an elementary text, thele Iler will locate an assigned

story, chapter, or unit in the tableof contents.



preface

l

10.4 After reading the preface in anelementary text, the learner willidentify one purpose for whichthe text was written.

252

518 519


253

520521

FIFTH LEVEL


Dictionary skills

word location 10.5 Given an elementary dictionary andalphabetizing words to be located, the learnerguide words will use alphabetical order and guide

words to locate the words with 80percent accuracy.

word 10.6 Given unknown words to pronouncedifferentiation from an elementary text containing

pronunciation a glossary, the learner willkey pronounce the words utilizing a

diacritical pronunciation key, diacriticalmarkings markings, phonetic spellings and

phoneticspelling

syllabication

definition in 10.7

syllabication.

After using the dictionary to locatecontext a particular word in a sentence, the

learner will select the definitionof the word with 80 percent accuracy.

word origins 10.8 Given an elementary dictionary andwords to be located, the learnerwill ascertain the origin of eachword.

254

522523


255

524 5'5

FIFTH LEVEL


dictionary 10.9 Given tasks at an elementary levelsupplements using dictionary supplements, the

learner will use the supplementarysections of the dictionary tolocate special information relatedto each task.

Reference materials

encyclopedias 10.10 Given tasks at an elementary levelnewspapers involving reference materials, thecharts learner will identify at least twomaps works of reference in which specificglobes

atlasesdirectoriescatalogues

information can be found.

Library skil.s

card catalogue 10.11 Given information about subject,title, or author, the learner willlocate the information about the bookin the card catalogue with 80 percentaccuracy.

10.12 Given an opportunity for self-selecting a book(s), the learnerwill use the subject, title, orauthor card(s) to locate each book.

I

52,6256 527


257

528529

FIFTH LEVEL


Reading Flexibility

Study techniques

skimmingscanningSQ3R and ethersstudy guides

Organization ofInformation

Outlining

Note taking

11. The learner will demonstrateflexibility in reading.

12. The learner will organizeinformation from one or moresources.

11.1 After instruction on the commonstudy techniques and given silentreading assignments, the learner willutilize one or more of these studytechniques to enhance comprehension.

12.1 Given main headings ad subordinatetopics from a content area source,the learner will order the materialin outline form with 80 percentaccuracy.

12.2 Given information on a topic, thelearner will take notes on thetopic by writing down each mainpoint of relevance.

25 R

5305'31


259532 533

FIFTH LEVEL


Summarizing 12.3 Given a single paragraph, thelearner will summarize the informa-tion by writing the concept and sup-porting details.

Paraphrasing 12.4 Given a single paragraph, thelearner will rc/rite the paragraphin his/her own words.

Graphicrepresentations

12.5 Given a maximum of five significantevents and dates, the learner willdevelop one chronological time frameusing either a horizontal orvertical timeline.

Interpretation ofInformation

13. The learner will interpretinformation which has beenlocated and organized.

Utilization 13.1 After collecting and organizinginformation, the learner will applythe material to at least two differ-ent situations.

Translation 13.2 After collecting and organizinginformation, the learner will usethe material to create one uniqueproduct (literary, artistic, orconcrete).

260

534535


261

536537

FIFTH LEVEL



Reading for Leisure 14. The learner will take theinitiative in selectingand reading books.

Independentreading



14.2 Given an opportunity to shareexperiences, the learner willtransmit voluntarily to othersinformation obtained through reading.


14.3 Given an opportunity to choosereading material, the learner willselect reading materials on differentsubjects.


262

538 539


263

540541

FIFTH LEVEL


Reading Affectivity

Receiving

Responding

Valuing

15.0 The learner will displayreading affectivity.

15.1 Given an opportunity for reading, thelearner will exhibit interest anddisplay controlled attention for 25minutes.

15.2 Given an opportunity for reading, thelearner will participate in classdiscussion by answering and/or askingat least two questions related to thestory.

15.3 Given an opportunity to choose areading selection, the learner willvoluntarily seek reading material inthe media center, library, or othersource.

15.4 Given an opportunity to read, thelearner will express the value oftte reading experience.


264

542 543


544265 545

FIFTH LEVEL


15.6 Given an opportunity to read, thelearner will exhibit some dependencyupon reading for recreation andinformation.

Emotionalreactions


Organization 15.8 Given opportunities for reading, thelearner will modify his/her behaviorthrough reading.




Projects 16.2 Given an opportunity for readingenhancement, the learner will, with..eacher guidance, develop andcomplete unique tasks relative toa reading experience, based upon pre-established teacher criteria.

266

546 547


267

548 549

FIFTH LEVEL


Creative writing 16.3 Given a written assignment, thelearner will create a uniqueliterary composition, either inprose or poetry.

268

550 551


269

552553

Reading is a continuous conversion ...

The real question is what changes will be madein you as a result of really reading a book.

Leon Stein

554


SIXTH LEVEL

555

MIDDLE CHILDHOOD EDUCATION - SIXTH LEVEL



WORD RECOGNITION



2.2 Given selected sight words fromthe basal program, the learner willspell the words with 80 percentaccuracy.

2.3 Given selected sight words fromthe basal program, the learner will,in written form, make sentencesusing each sight word.


272

556 557


5 -5


273

559

SIXTH LEVEL


2.5 Given selected sight words fromsupplementary materials, the learnerwill, in written form, make sen-tences using each sight word.

Context Clues 3. The learner will apply con-text clues to derive the mean-ing of a word(s) used in aphrase or sentence.


3.1 Given phrases or sentences in writ-ten or oral form which contain wordsto be learned in context, the learnerwill define the meaning of each word.

Structural Analysis 4. The learner will apply theconcept of structural analysisat the instructional level inorder to decode words.

Inflectionalendings


274

530 561


275562

563

SIXTH LEVEL


4.2 Given sentence(s) which require thesingular or plural form of the nounto be added, the learner will supplythe singular or plural form(s) with80 percent accuracy.

verb forms 4.3 Given instruction on verb forms,the learner will identify the

present, past, Fist participle, andpresent participle forms of theverbs with 80 percent accuracy.

4.4 Given oral assignments, the learnerwill demonstrate the ability to useproper verb fortis.

4.5 Given written assignments, thelearner will demonstrate the abilityto use proper verb forms with 80percent accuracy.

comparatives 4.6 Given instruction on comparativeendings, the learner will change anadjective to its comparative andsuperlative forms with 80 percentaccuracy.

276

564 565


277

566 567

SIXTH LEVEL

Concepts Learning Outcomes Sample Lelrning Objectives

Root words 4.7 Given words which contain rootwords, the learner will identifythe root of each with 80 percentaccuracy.

Affixes 4.8 Given root words, the learner willidentify changes in meaning whichoccur when prefixes are added toeach root word with 80 percentaccuracy.

4.9 Given root words, the learner willidentify changes in meaning whichoccur when suffixes are added toeach root word with 80 percentaccuracy.


Contractions 4.11 Given writtea assignments, thelearner will use common contractionswith 80 percent accuracy.

278

568 569


279

570 571

SIXTH LEVEL

Concepts Learning Outcomes Sat-11)1(? Learning Objectives


Accents 4.13 Given multisyllabic words, thelearner will discriminate thestressed syllable is the given wordswith 80 percent accuracy.

Hyphenation 4.14 Given a list of words, some ofwhich can be hyphenated, the learnerwill supply a hyphen between word orword parts with 80 percent accuracy.

4.15 Given a written assignment, thelearner will use hyphenation with 80percent accuracy.

COMPREHENSION


Multiple meanings 5.1 Given words and/or sentences whichhave multiple meanings, the learnerwill determine the meanings of thewords and/or sentences from contextwith 80 percent accuracy.

280

572 573


574 281

575

SIXTH LEVEL

Concepts Learning Outcomes Sarnpl(? Learning Objectives


Homographs 5.3 Given words in context that arespelled the same and have differentmeanings and pronunciation, thelearner will explain the differencesin meaning of the homographs with80 percent accuracy.




Abbreviations 5.7 Given common abbreviations found inreading materials, the learner willidentify each abbreviation.

282

576 577

Teaching Strategies Media/Resources./D.MII


283

578 579

SIXTH LEVEL



5.9 Given a written assignment, thelearner will use common abbrevia-tions in sentences with 80 percentaccuracy.

Acronyms 5.10 Given words from which commonacronyms can be forded, at learnerwill identify the initial letters orsyllables of words which formacronyms with 80 percent accuracy.

5.11 Given common acronyms, t' irnerwill identify the words I. ahichthe acronyms are created with 80percent accuracy.




Imperativesentences

6.1 Given oral reading assignments, thelearner will demonstrate knowledgeof punctuation marks by readingvarious types of sentences withoral expression.

284

,_)r-.u-) 581


285

5 82 583

SIXTH LEVEL



Punctuation marksCapitalizationSentence

development

6.2 Given a written assignment, thelearner will write various types ofsentences using punctuation marksand capitalization with 80 percentaccuracy.






Main idea 7.1 After reading several selections,the learner will state the mainideas of the selections explicitlystated with 80 percent accuracy.

286

5'34 585


287

586 5S7

SIXTH LEVEL


Detail 7.2 After reading specific factualmaterial, the learner will recallthe specific facts explicitly statedwith 80 percent accuracy.

Sequence 7.3 After reading specific materialcontaining a clear s °quence ofevents, the learner wiil state theexact order of major eventsexplicitly stated with 80 percentaccuracy.





288

5'8 5S9


289

530591

SIXTH LEVEL


Character traits 7.7 After reading material which devel-ops character traits, the learnerwill recall character traits explic-itly stated with 80 percentaccuracy.

Character feel-ings

7.8 After reading material which devel-ops feelings, the learner willrecall character feelings explic-itly stated with 80 percentaccuracy.

Character motives 7.9 After reading material whichindicates character motives, thelearner will recall charactermotives explicitly stated '.ith 80percent accuracy.



Comparison/contrast

8.1 Given guided oral questioning bythe teacher about a reading selec-tion, the learner will generateideas about likenesses and differ-ences in the selection with 80percent accuracy.

290

532 593


291

594 595

SIXTH LEVEL


Cause and effect 8.2 Given a reading selection, thelearner will generate at leastthree ideas for resultant actionsand events.

Characterization

feelings 8.3 G4.1.ren a reading selection, the

learner will generate at least tworeasons about character feelings.

motives 8.4 Given a reading selection, thelearner will generate at least throeideas about character motives.

traits 8.5 Given a reading selection, thelearner will generate at least threepersonality traits for each maincharacter.

Prediction ol: 8.6 Given a portion of a readingoutcomes selection, the learner will generate

at least two ideas about what mightmight happen during or by the endof the selection.

292

596597


293

598 599

SIXTH LEVEL


Sensory images 8.7 After listening to or reading astory, the learner will describe asensory image.

Main idea 8.8 After reading a selection, thelearner will infer the main ideaof the selection with 80 percentaccuracy.

Detail 8.9 After reading a selection, thelearner will infer the order ofevents by identifying at least oneadditional idea about the sequence.

Sequence 8.10 After reading a selection, thelearner will supply at least oneadditional detail not explicitlystated about a character, object,or event.



294

6 0 6'l


295 63

SIXTH LEVEL


Reality vs. 9.1 After reading a selection, thefantasy learner will describe at least two

characteristics about selectedcharacters which indicate whethereach character is real or imaginary.



Value of material 9.4 After reading a content areaselection, the learner will judgethe suitability of the selection fora particular purpose based onestablished criteria.


296

6'.46'5


2976 ' P 6 6 ii 7

SIXTH LEVEL


Relevant vs.irrelevant facts

9.6 Given a group of relevant andirrelevant sentences, the learnerwill select each sentence which isrelated to an identified topic.

STUDY SKILLS



Book parts

table ofcontents

10.1 Given an elementary text, thelearner will locate an assignedstory, chapter, or unit in thetable of contents.



preface 10.4 After reading the preface in anelementary text, the learner willidentify one purpose for which thetext was written.

6,)8 298 6 ')9


610 299 611

SIXTH LEVEL


Dictionary skills

word location 10.5 Given a dictionary and words toalphabetizing be located, the learner will useguide words alphabetical order and guide words

to locate the words with 80 percentaccuracy.

word 10.6 Given unknown words to pronouncedifferentiation from an elementary text containingpronuncia- a glossary, the learner will

tion key pronounce the words utilizing adiacritical pronunciation key, diacriticalmarkings markings, phonetic spelling, and

phoneticspelling

syllabication

definition 10.7

syllabication.

After using the dictionary to locatein context a particular word in a sentence, the

learner will select the definitionof the wore:

word origins 10.8 Given an elementary dictionary andand words to be located, the learnerwill ascertain the origin of eachword.

300

612 613


301

614 615

SIXTH LEVEL


dictionary 10.9 Given tasks at an elementary levelsupplements using dictionary supplements, the

learner will use the supplemen-tary sections of the dictionary tolocate special information relatedto each task.

Reference mate-rials

encyclopedias 10.10 Given tasks at an elementary levelnewspapers involving reference materials, thecharts learner will identify at least onemaps work of reference in which specificglobesatlasesdirectoriescataloguesalmanacthesaurus

information can be found.

Library skills

card catalogue 10.11 Given an opportunity for self-selecting a book(s), the learnerwill use the subject, title, orauthor card(s) to locate each book.

302

616 617

FTeaching Strategies Media/Resources Evaluation Techniques

303

618 619

SIXTH LEVEL

Concepts Learning Outcomes..._



Study techniques


11.1 After instruction on the commonstudy techniques and given silentreading assignments, the learnerwill use one or more of these studytechniques to enhance comprehension.



Outlining 12.1 Given main headings and subordinatetopics from a content area source,the '.earner will order the materialin outline form with 80 percentaccuracy.

Note taking 12.2 Given information on a topic, thelearner will take notes on the topicby writing down each main point ofrelevance.

304

620 621


305

622623

SIXTH LEVEL


Summarizing 12.3 Given a single paragraph, thelearner will summarize the inform-ation by writing the main idea andsupporting details.

Paraphrasing 12.4 Given a single paragraph, thelearner will rewrite the paragraphin his/her own words.


12.5 Given a maximum of five significantevents ana dates, the learner willdevelop one chronological time frameutilizing either a horizontal orvertical timeline.


13. The leam-r will interpretinformation which has beenlocated and organized.

Utilization

I

13.1 After collecting and organizinginformation, the learner will applythe material to at least twodifferent situations.

Translation 13.2 After collecting and organizinginformation, the learner X111utilize the material to create oneunique product (literary, artistic,or concrete).

I

306

624 625


,IONtr

307

626 627

SIXTH LEVEL




Independentreading






Problem Solving 14.4 Given an opportunity to self-selectand read selections in which themain characters confront personalproblems, the learner will use thematerial to provide alternatives formaking his/her own personal adjust-ments.

308 629


309

630631

SIXTH LEVEL



Receiving 15.1 Given an opportunity for reading,the learner will exhibit interestand display controlled attentionfor 25 minutes.

Responding 15.2 Given an opportunity for reading,the learner will participate inclass discussion by answering andasking at least two questionsrelated to the story.

15.3 Given an opportunity to choose areading selection, the learner willvoluntarily seek reading materialfrom a media center, library, orother source.

Valuing 15.4 Given opportunities to read, thelearner will express the value ofthe reading experience.


15.6 Given an opportunity to read, thelearner will exhibit somedependency upon reading forrecreation and information.

310

632633


634 311 635

SIXTH LEVEL


Emotionalreactions

15.7 Given an opportunity to read, thelearner will communicate anemotional response characteristicof his/her age.

Organization 15.8 Given opportunities for reading,the learner will modify his/herbehavior through reading.




Projects 16.2 Given an opportunity for reading

enhancement, the learner will, withteaches guidance, develop andcomplete unique tasks relative to areading experience, based upon pre-established teacher criteria.


312

636 637

The work of the alert mind is demanding, and under ideal conditions producesfinally a sort of ectasy. This gives the experience of reading a sublimity

and power unequaled by any t,vher form of communication.

Edward B. White

638


SEVENTH LEVEL

639

MIDDLE CHILDHOOD EDUCATION - SEVENTH LEVEL



WORD RECOGNITION

Sight Words/Vocabulary

2. The learner will comprehendvocabulary words.

Other sources 2.1 Given selected vocabulary wordsfrom subject matter content, thelearner will pronounce the words athis/her level with 90 percentaccuracy.

2.2 Given selected vocabulary wordsfrom subject matter content, thelearner will spell the words with80 percent accuracy.

2.3 Given selected vocabulary wordsfrom subject matter content, thelearner will, in written form,make sentences using eachvocabulary word.

Context Clues 3. The learner will apply con-text clues to derive themeaning of a word(s) in aphrase or sentence.

315

640 641


316642 64,9

SEVENTH LEVEL

Concepts Learning OutcomesI



3.1 Given phrases or sentences inwritten or oral form which containwords to be learned in context, thelearner will define the meaning ofeach word.


Inflectionalendings

plurals 4.1 Given sentence(s) which require theuse of a singular or plural form ofa noun to be added, the learner willsupply the singular or pluralform(s) which completes the sentencewith 80 percent accuracy.

i

4.2 Given written assignments, thelearner will use singular and pluralforms of nouns with 80 percentaccuracy.

317

644645

318

646 647

SEVENTH LEVEL


verb forms

comparatives

Root words

4.3 Given instruction on verb forms, thelearner will identify the present,past, past participle, and presentparticiple forms with 80 percentaccuracy.

4.4 Given oral assignments, thelearner will demonstrate the abilityto use proper verb forms.


4.6 Given instruction on comparativeforms, the learner will change anadjective to its comparative andsuperlative forms with 80 percentaccuracy.

4.7 Given words which contain rootwords, the learner will identifythe root of each word with 80percent accuracy.

319

648 649


650320

651

SEVENTH LEVEL

Concepts Learning Outcomes Sample Learning Objectives0Affixes 4.8 Given root words, the learner

will identify changes in meaningwhich occur when prefixes are addedto the root words with 80 percentaccuracy.

4.9 Given root words, the learner willidentify changes in meaning whichoccur when suffixes are added to theroot words with 80 percent accuracy.

Syllables 4.10 Given multisyllabic words, thelearner will divide each wordinto syllables to aid in wordpronunciatioh and spelling.

Contractions 4.11 Given written assignments, thelearner will use common contractions.

Possessives 4.12 Given a written assignment, thelearner will use pcssessives with 80percent accuracy.

321

652 653


322654 655

SEVENTH LEVEL


Accents . 4.13 Given multisyllabic words, thelearner will discriminate iheprimary accent in the given wordswith 80 percent accuracy.

Hyphenation 4.14 Given written assignments, thelearner will use hyphenation with80 percent accuracy.

COMPREHENSION


Multiple meaning 5.1 Given words and/or sentences from aspecific content text, the learnerwill determine the meanings of thewords and/or sentences from contextwith 80 percent accuracy.


HomographsHomophonesSynonymsAntonyms

5.3 Given a written assignment, thelearner will use homographs,homophones, synonyms, and antonymswith 80 percent accuracy.

323

656657


658324

65(,)

SEVENTH LEVEL


Abbreviations 5.4 Given written assignments, thelearner will use common abbrevia-tions.

Acronyms 5.5 Given words from which commonacronyms can be formed, the learnerwill identify the initial letters orsyllables of words which formacronyms with 80 percent accuracy.





Imperativesentences

6.1 Given oral reading assignments, thelearner TAll demonstrate knowledgeof punctuation marks by readingvarious types of sentences withoral expression.



development

6.2 Given a writing assignment, thelearner will write various typesof sentences using punctuation marksand capitalization with 80 percentaccuracy.

325

661.

Teaching Strategies Media/Resources Evaluation Techniques7

326

66263

SEVENTH LEVEL




6.4 Given a written assignment inwhich the learner selects thetopic, the learner will create aparagraph using at least two typesof sentences.



Main idea 7.1 After reading specific contentmaterials, the learner willstate the main ideas explicitistated with 80 percent accuracy.

Detail 7.2 After reading specific factualcontent material, the learner willrecall the specific facts explicitlystated with 80 percent accuracy.

664,.

327

665


666 328 667

SEVENTH LEVEL

Concepts Learning Outcomes Sar-ple Learning Objectives

Sequence 7.3 After reading specific contentmaterial which contains a clearsequence of events, the learner willstate the exact order of majorevents explicitly stated in thematerial.

Directiors 7.4 Given written and/or oral directionsfor a specified task, the learnerwill follow the directions.

Comparison/ 7.5 After reading specific contentcontrast material, the learner will identify

likenesses and differences explic-itly stated with 80 percent accuracy.

Cause and effect 7.6 After reading specific contentmaterial including actions orevents, the learner will recallthe reasons for specific actions orevents explicitly stated with 80percent accuracy.

Character traits 7.7 After reading specific contentmaterial which develops charactertraits, the learner will recallcharacter traits explicitly statedwith 80 percent accuracy.

329

668 669


SEVENTH LEVEL


Character feel-ings

7.8 After reading specific contentmaterial which develops characterfeelings, the learner will recallcharacter feelings explicitly statedwith 80 percent accuracy.

Character motives 7.9 After reading specific contentmaterial which indicates charactermotives, tue learner will recallcharacter motives explicitly statedwith 80 percent accuracy.


8. The learner will apply inter-pretive level comprehensionskills to generate ideas and/or nypotheses about thecontent.

Comparison/contrast

8.1 Given guided oral questioning bythe teacher about a reading selec-tion, the learner wi'l generatelikenesses and diffe:t-f,ces in theselection with 80 percent accuracy.

Cause and effect 8.2 Given a content selection, thelearner will generate at leastthree ideas for resultant actionsand events.

672331

673


674332

675

SEVENTH LEVEL


Ch- racterization

feelings 8.3 Given a content selection, thelearner will generate at least threeideas about character feelings.

motives 8.4 Given a content selection, thelearner will generate at least threeideas about character motives.

traits 8.5 Given a content selection, thelearner will generate at least threepersonality traits for each maincharacter.

Prediction of 8.6 Given a portion of a '-lntoutcomes selection, the learnt 1 generate

at least three alternate ideas aboutwhat might happen during or by theend of the selection.

.

Sensory images . 8.7 After reading a content selection,the learner will describe a sensoryimage.

333

676 677


SEVENTH LEVEL


Main idea 8.8 After reading a content selection,the learrer will infer the mainidea of the selection.

Detail 8.9 After reading a content selection,the learner will infer at least oneadditional detail not explicitlystated about a character, object,cr event.

Sequence 8.10 After reading a content selection,the learner will infer the order ofevents by generating at least twoideas about the sequence.



Reality vs.fantasy

9.1 After reading a content selection,the learner will describe at leasttwo characteristics which indicatewhether each character is real orimaginary.

9.2 After reading a content selection,the learner will judge whetherspecified events are real orimaginary by giving .% least onereason for his/her choice.

335

680 6 &1


62 336

683

SEVENTH LEVEL


9.3 After reading a content selection,the learner will judge whetherselected actions described in thestory are real or imaginary bygiving at least one reason for thechoice.

Value of material 9.4 After reading a content selection,the learner will judge thesuitability of the selection for aparticular purpose based onestablished criteria.

Fact vs. opinion 9.5 After reading a content selection,the learner will identify and labeleither two statements of fact or twostatements of opinion with a justi-fication for each choice.

Relevant vs.

irrelevant facts9.6 Given a paragraph containing infor-

mation relevant or irrelevant to atopic, the learner will identify theirrelevant information with at leastone reason for each choice.

STUDY SKILLS

Lncation ofInformation


337

684 685


338

6S6 6S7

SEVENTH LEVEL


Book parts

table of 10.1 Given a content area text, thecontents learner will locate an assigned

story, chapter, or unit in thetable of contents.

index 10.2 Given a content area text, thelearner will locate an assignedtopic in the index.

glossary 10.3 Given assigned words to locate inthe glossary of a content area text,the learner will locate each word.

preface 10.4 After reading the preface in acontent area text, the learner willidentify one purpose for which thetext was written.

Dictionary skills

word location 10.5 Given a dictionary and words to bealphabetizing located, the learner will use alpha-guide words betical order and guide words to

locate the words.

339

688 689


340

690 69.1

SEVENTH LEVEL


word 10.6 Given unknown words frcm a contentdifferentiationpronunciation

area text containing a glossary,the learner will pronounce each

key

diacriticalword utilizing a pronunciation key,diacritical markings, phonetic

markings spelling, and syllabication.phonetic

spellingsyllabica-tion

definition 10.7 After using the dictionary toin context locate a word used in a sentence,

the learner will select the defini-tion of the word with 80 percentaccuracy.

word origins 10.8 Given a dictionary and words to belocated, the learner will ascertainthe origin of each word.

dictionary 10.9 Given tasks using dictionarysupplements supplements, the learner will use

the supplementary sectionsof the dictionary to locate specialinformation related to each task.

341

692 693


342

694695

SEVENTH LEVEL


Reference materials

encyclopedias 10.10 Given tasks which require the use ofnewspapers various types of referencecharts materials, the learner will use atmaps least three different sources toglobes locate specific information to com-atlasesdirectoriescataloguesalmanacthesaurus

plete each task.

Library skills



Study techniques

skimming 11.1 After instruction on the commonscanning study techniques and given silentSQ3R and others reading assignments, the learner

will use one or more of thesestudy techniques to enhancecomprehension.

343

696 697


344698 699

SEVENTH LEVEL




Outlining 12.1 Given main headings and subordinatetopics from a content area source,the learner will order the materialin outline form with 80 percentaccuracy.

12.2 Given paragraphs from a contentarea text, the learner will orderEach main idea with its subordinatedetails in outline form.


Summarizing 12.4 Given a paragraph(s) from a contentselection, the learner will sum-marize the information by writingthe main idea(s) and supportingdetails.

Paraphrasing 12.5 Given a paragraph(s) from a contentselection, the learner will rewritethe paragraph(s) in his/her ownwords.

I

345

711


SEVENTH LEVEL


Graphic

representations12.6 Given a maximum of ten significant

events and dates, the learner willdevelop one chronological timeframe using either a horizontalor vertical timeline.

12.7 Given expository information, thelearner will summarize the materialthrough use of charts and graphs.



Utilization 13.1 After collecting and organizinginformation, the learner will applythe material to at least two differ-ent situations.

Translation 13.2 After collecting and organizinginformation, the learner will usethe information to createone unique product (literary,artistic, or concrete).



347

7u471J)5


7 )6348 7'37

SEVENTH LEVEL


Independentreading



14.2 Given an,opportunity to shareexperiences, the learner willtransmit voluntarily to othersinformation obtained throughreading.

Variety in read-ing interests




Receiving 15.1 Given an opportunity for reading,the learner will exhibit interestand display controlled attention for25 minutes.

349

7u8 799

[-Teaching Strategies Media/Resources Evaluation Techniques

350

710 711

SEVENTH LEVEL



15.3 Given an opportunity to choose areading selection, the learner willvoluntarily seek reading materialf7om a media center, library, orother s.aurce.



Emotional 15.6 Given an opportunity to read, thereactions learner will communicate an

emotional response characteristichis/her age.


351

712 713


352

7 1 4 715

SEVENTH LEVEL




16. The learner will participatein reading enrichmentacti,T4*4.3c.



Creative writing 16.3

,

Given a written assignment, thelearner will create a uniqueliterary composition, eitherin prose or poetry.

353

716 717


354

718 719

Reading is uniquely individual and flexible. With no otherform of mass communication can a person control the

content and rate of presentation of the material.

Albert J. Harris andEdward R. Sipay

720


EIGHTH LEVET.

721

MIDDLE CHILDHOOD EDUCATION - EIGHTH LEVEL



WORD RECOGNITION

Sight Wnrds/Vocabulary

2. The learner will comprehendvocabulary words.

Other sources 2.1 Given selected vocabulary wordsfrom subject matter content, thelearner will pronounce the wordsat his/her level with 90 percentaccuracy.

2.2 Given selected vocabulary wordsfrom subject matter content, thelearner will spell the wordswith 80 percent accuracy.

2.3 Given selected vocabulary wordsfrom subject matter content, thelearner will, in written form,make sentences using eachvocabulary word.


357

722 723

Teaching Strategies

724

Media /Resources Evaluation Techniques

358

725

EIGHTH LEVEL



3.1 Given phrases or sentences in writ-ten or oral form which contain wordsto be learned in context, thelearner will define the meaning ofeach word.


Inflectionalendings

plurals 4.1 Given sentence(s) which require theuse of a singular or plural form ofa noun to be added, the learner willsupply the singular or pluralform(s) which completes the sentencewith 80 percent accuracy.

4.2 Given written assignments, thelearner will use singular and pluralforms of nouns with 80 percentaccuracy.

726 359

727


360728 729

EIGHTH LEVEL

Concepts Learning Outcomes_ .


verb forms 4.3 Given instruction on verb forms, thelearner will identify the present,past, past participle, and presentparticiple forms with 80 percentaccuracy.

4.4 Given oral assignments, thelearner will demonstrate the abilityto use proper verb forms.


comparatives 4.6 Given instruction on comparativeforms, the learner will change anadjective to its comparative andsuperlative forms with 80 percentaccuracy.

Root words 4.7 Given words which contain rootwords, the learner will identifythe root of each word with 80percent accuracy.

730 361

731


362

732 733

EIGHTH LEVEL

Concepts Learning Outcomes Sample Learning Chjectives

Affixes 4.8 Given root words, the learnerwill identify changes in meaningwhich occur when prefixes areadded to the root words with 80percent accuracy.

4.9 Given root words, the learnerwill identify changes in meaningwhich occur when suffixes areadded to the root words with 80percent accuracy.

Syllables 4.10 Given multisyllabic words, thelearner will divide each wordinto syllables to aid in wordpronunciation and spelling.

Contractions 4.11 Given written assignments, thelearner will use contractions.


734 363

735


364

736 737

EIGHTH LEVEL


Accents 4.13 Given multisyllabic words, thelearner will discriminate theprimary accent in the given wordswith 80 percent accuracy.


COMPREHENSION

Word Meaning 5. The learn.-r will demonstratecorrec.. u.age of vocabulary.

Multiple meaning 5.1 Given words and/or sentences from aspecific content area text, thelearner will determine the meaningsof the words and/or sentences incontext with 80 percent accuracy.


HomographsHomophonesSynonymsAntonyms

S.J Given a written assignment, thelearner will use homographs,

homophones, synonyms, and antonymswith 80 percent accuracy.

365

738 739


366

740 741

EIGHTH LEVEL

Concepts Learning Outcomes

Abbreviations

Acronyms

Sentence Meaning


Interrogative

sentencesImperative

sentences


6. The learner will utilize thebasic types of sentences todevelop paragraphs.

5.4 Given written assignments, thelearner will use common abbrevia-tions.

5.5 Given words from which commonacronyms can be formed, the learnerwill identify the initial letters orsyllables of words which formacronyms with 80 percent accuracy.



6.2 Given a writing assignment, thelearner will write various types ofsentences using punctuation marksand capitalization with 80 percentaccuracy.

367

742743


744368 745

EIGHTH LEVEL




development






Main idea 7.1 After reading specific contentselections, the learner willstate the main ideas explicitlystated with 80 percent accuracy.

746 369

747


748370

'74 9

EIGHTH LEVEL



Sequence 7.3 After reading specific contentmaterial which contains a clearsequence of events, the learner willstate the exact order of major eventsexplicitly stated in the material.


Comparison/ 7.5 After reading specific contentcontrast material, the learner will identify

likenesses and differences explic-itly stated with 80 percent accuracy.

Cause and effect 7.6 After reading specific contentmaterial including actions orevents, the learner will recallthe reasons for specific actions orevents explicitly stated with 80percent accuracy.


371

750751


752 372

753


Character feel-ings

7.b After reading specific contentmaterial which develops

cb_racter feelings, the learnerwill recall character feelingsexplicitly stated with 80 percentaccuracy.

Character motives 7.9 After reading specific contentmaterial which indicates charactermotives, the learner will recallcharacter motives explicitly statedwith 80 percent accuracy.

interpretive LevelComprehension


Comparison/contrast

8.1 Given guided oral questioning bythe teacher about a readingselection, the learner will generateideas about likenesses and differ-ences in the selection with 80percent accuracy.

Cause and effect 8.2 Given a content selection, thelearner will generate at least threeideas for resultant actions andevents.

754


374

756 757

EIGHTu LEVEL

Concepts

Characterization

feelings

motives

traits


Sensory images

Learning Outcomes Sample Learning Objectives

8.3 Given a content selection, thelearner will generate at leastthree ideas about character feel-ings.

8.4 Given a content selection, thelearner will generate at leastthree ideas about charactermotives.

8.5 Given a content selection, thelearner will generate at leastthree personality traits foreach main character.

8.6 Given a portion of a literaryselection, the learner will generateat least three alternate ideasabout what might happen during orby the end of the selection.

8.7 After reading a literary selection,the learner will describe a sensoryimage not explicit in the selection.

758375

759

Teaching Strategies Media/Resources Ev-" "cation Techniques

EIGHTH LEVEL


Main idea 8.8 After reading a content selection,the learner will infer the main ideaof the selection.

Detail R.9 After reading a content selection,the learner will infer at least oneadditional detail not explicitlystated about a character, object,or event.

Sequence 8.10 After reading a content selection,the learner will infer the orderof events by identifying at leasttwo ideas about the sequence.

Figurativelanguage

8.11 After reading a literary selection,the learner will identify figures ofspeech (similes, metaphors, etc.)with 80 percent accuracy.

8.12 After reading a literary selection,the learner will interpret figuresof speech (similes, metaphors, etc.)which generate concepts, feelings,or moods with 80 percent accuracy.

0.1-Ltical Level

Cemprehension9. The learner will form

judgments about the contentof the reading selection.

Teaching Strategies Media/Resources Evaluation Techniques 1

764378

765

EIGHTH LEVEL


Reality vs.fantasy

9.1 After reading a content selection,the learner will describe rt leasttwo characteristics about selectedcharacters which indicate whethereach character is real or imaginary.

9.2 After reading a content selection,the learner will judge whetherspecified events are real orimaginary by giving at least onereason for his/her choice.

9.3 After reading a content selection,the learner will judge whetherselected actions described in thestory are real or imaginary bygiving at least one reason for thechoice.

Value of material 9.4 After reading a content selection,the learner will judge thesuitability of the selection for aparticular purpose based onestablished criteria.

Fact vs. opinion 9.5 After reading a content selection,the learner will identify and labeleither two statements of fact or twostatements of opinion with a justi-fication for each choice.

379

766 767


768 380

769

EIGHTH LEVEL


Relevant vs.

irrelevant facts9.6 Given a paragraph containing infor-

mation relevant or irrelevant to atopic, the learner will identify theirrelevant information with at leastone reason for each choice.

Propaganda 9.7 Given advertisements or statementswhich contain propaganda, thelearner will identify indoctrinationtechniques with 80 percent accuracy.

9.8 Given an advertisement whichcontains propaganda, the learnerwill give at least one reasonexplaining why there is a distortionof fact.

STUDY SKILLS



Book parts

table ofcontents

10.1 Given a content area text, thelearner will locate an assignedstory, chapter, or unit in thetable of contents.

381

770 771


772 382

773

EIGHTH LEVEL


index 10.2 Given a content area text, thelearner will locate an assignedtopic in the index.


preface 10.4 After reading the preface in acontent area text, the learner willidentify one purpose for which thetext was written.

appendix 10.5 Given a content area text containingan appendix, the learner willlocate information in the appendixwith 80 percent accuracy.

Dictionary skills

word location 10.( Given a dictionary and words to bealphabetizing located, the learner will use apha-guide words betical order and guide words to

locate the words.

word 10.7 Given unknown words from a contentdifferentiation text containing a glossary, the

pronunciation learner will pronounce each wordkey correctly utilizing a pronunciation

diacritical key, diacritical markings, phoneticmarkings spelling, and syllabication.

I

383

774 775


776

384777

EIGHTH LEVEL


phoneticspelling

syllabica-tion

definition 10.8 After using the dictionary toin con- locate a word in a sentence, thetext learner will select the definition

of the word with 80 percentaccuracy.


dictionary 10.10 Given tasks using dictionarysupplements supplements, the learner will use

the supplementary sections of thedictionary to locate specialinformation related to each task.


encyclopedias 10.11 Given tasks which require the usenewspapers of various types of referencecharts materials, the learner will use atmaps least three different sources toglobes locate specific information toatlasesdirectoriescatalogues

complete each task.

385

778 779


386

780 78/

EIGHTH LEVEL


almanacthesaurus

Library skills


Reading Flexibility 11. The learner will demonstrateflexibility in reading,

Study techniques

skimming 11.1 After instruction on the commonscanning study techniques and given silentSQ3R and others reading assignments, the learner

will use one or more of thesestudy techniques to enhancecomprehension.

Organization of 12. The learner will organizeInformation information from one or more

sources.

Outlining 12.1 Given main headings and subordinatetopics from a content area source,the learner will order the materialin outline form with 80 percentaccuracy.

387

782 783


784388

785

EIGHTH LEVEL


12.2 Given paragraphs from a content areatext, the learner will order eachmain idea with its subordinatedetails in outline form.


Summarizing 12.4 Given a paragraph(s) from a contentselection, the learner will sum-marize the information by writingthe main idea(s) and supportingdetails.


Graphic 12.6 Given a maximum of ten significantrepresentations events and dates, the learner will

develop one chronological timeframe using either a horizontalor vertical timeline.



390

788 7s9

EIGHTH LEVEL




Utilization 13.1 After collecting and organizinginformation, the learner will applythe material to at least twodifferent situations.

Translation 13.2 After collecting and organizinginformation, the learner willuse the information to createone unique product (literary,artistic, or concrete)


Reading for Leisure 14. The learner will take theinitiative 'n selecting andreading books.

Independentreading


790391

791


792392

793

EIGHTH LEVEL





14.3 Given an opportunity to choosereading material, the learnerwill select materials on differentsubjects.

Problem soiviag 14.4 Given an opportunity to self-selectand read selections in which themain characters confront personalproblems, the learner will suggesttwo plausible alternative actionsfor problem solution.


Receiving 15.1 Given an opportunity for reading,the learner will exhibit interestand display controlled attention for25 minutes.


I.

393

794795


796

Evaluation Techniques j

394

797

EIGHTH LEVEL


Valuing

Emotionalreactions

Organization

Enhancement of.

Reading16. The learner will participate

in reading enrichmentactivities.


15.4 Given opportunities to read, thelearner will express the value ofthe reading experience.



15.7 Given an opportunity to read, thelearner will communicate an emotion-al response characteristic of his/her age.

15.8 Given opportunities for reading,the learner will modify his/herbehavior through reading.

395

798 799


396

80081)1

EIGHTH LEVEL




Creative writing 16.3 Given a written assignment, thelearner will create a unique liter-ary composition, either in proseor poetry.

8')2397

81j3


398

8'9 4 895

Reading is ... a way of learning, changing, and developing. Readingcan enrich and ennoble; it can also delude and debase. The act ofreading is itself neutral, but the ideas and feelings aroused whilereading become part of the person's total background of experience;they become integrated with the traces of all related previousexperiences. Reading allows individuals to learn from the experienceof others and permits human knowledge to become cumulative.

Albert J. Harris andEdward R. Sipay

8 +!b

7_

ADOLESCENT EDUCATION

NINTH THROUGH TWELFTH LEVELS

8 1) 7

ADOLESCENT EDUCATION - NINTH THROUGH TWELFTH LEVELS


L The learner will apply andextend the principlesdeveloped in previous levels.

WORD RECOGNITION

Sight Words/Vocabulary

2. The learner will applyvocabulary words to subjectmatter content.

Other sources 2.1 Given selected vocabulary words frimsubject matter content, the learnerwill pronounce the words at his/herlevel with 90 percent accuracy.

2.2 Given selected vocabulary words fromsubject matter content, the learnerwill spell the words with 80 percentaccuracy.

2.3 Given selected vocabulary words fromsubject matter content, the learnerwill incorporate these words inwritten assignments.


81)8401

899


402810

811



Oral contextWritten Context

3.1 Given phrases or sentences in aspecific content area which containwords to be learned in context, thelearner will define the meaning ofeach word.


Inflectionalendings

plurals 4.1 Given written assignments, thelearner will use singular andplural forms of nouns with 80percent accuracy.

verb forms 4.2 Given oral assignments, the learnerwill use proper verb forms.

4.3 Given written assignments, thelearner will use verb forms with80 percent accuracy.

403

8t2 8t3


404

814 815



comparatives 4.4 Given an oral assignment, thelearner will use comparative andsuperlative forms with 80 percentaccuracy.

4.5 Given a written assignment, thelearner will use comparativeand superlative forms with 80percent accuracy.

Root wordsAffixes

4.6 Given root words and affixes,the learner will identify changesin word meaning with 80 percentaccuracy.


Contractions 4.8 Given written assignments, thelearner will use contractions.

Possessives 4.9 Given written assignments, thelearner will use possessives.

8t6 405817


818406

819



Accents 4.10 Given multisyllabic words, thelearner will discriminate theprimary accent in the given wordsas an aid in pronunciation with80 percent accuracy.


COMPREHENSION


Multiple meaning 5.1 Given words and/or sentences froma specific content area, the learnerwill determine thf meanings ofwords and/or sentences from con-text with 80 percent accuracy.


HomographsHomophonesSynonyms

5.3 Given a written assignment, thelearner will use homographs,homophones, synonyms, and antonyms.

Antonyms

Abbreviations 5.4 Given written assignments, thelearner will use common abbrevia-tions.

407

820821


408

822 823



Acronyms 5.4 Given common acronyms, the learnerwill ascertain the meaning of theacronyms with 80 percent accuracy.




Imperativesentences




6.2 Given a writing assignment, thelearner will use various types ofpunctuation marks and capitalizationwith 80 percent accuracy.

Sentence

development


6.3 Given paragraph(s), the learner willidentify the topic sentence andsupporting details with 80 percentaccuracy.

409

824 825


410

826 827



6.4 Given a specific topics the learnerwill develop a paragraph using atleast two types of sentences.


6.6 Utilizing a knowledge of sentenceand paragraph development, thelearner will develop a themearound one central topic.

6.7 Utilizing a knowledge of sentenceand paragraph development, thelearner will create a short storyaround one central topic.

6.8 Utilizing a knowledge of studyskills, and sentence and paragraphdevelopment, the learner willcreate a research paper developedaround a central topic.


7. The learner will use literallevel comprehension skills torecall ideas, information,and happenings that are ex-plicitly stated in thematerial.

411

828 829


412

830 831



Main idea 7.1 After reading several specificcontent materials, the learner willstate the main ideas explicitlystated with 80 percent accuracy.


Sequence 7.3 After reading specific contentmaterial containing a clear sequenceof events, the learner will statethe exact order of major eventsexplicitly stated with 80 percentaccuracy.


Comparison/contrast

7.5 After reading specific contentmaterial, the learner will identifylikenesses and differencesexplicitly stated with 80 percentaccuracy.

[

413

832833


414

834 835


Concepts Learning Outcomes Sample Learning Objectives 1

Cause and effect 7.6 After reading specific contentmaterial including actions orevents, the learner will recall thereasons for specific actions orevents explicitly stated with 80percent accuracy.


Character feel-ings

7.8 After reading specific contentmaterial which develops characterfeelings, the learner will recallcharacter feelings explicitly statedwith 80 percent accuracy.

Character motives 7.9 After reading specific contentmaterials which indicates charactermotives, the learner will recallcharacter motives explicitly statedwith 80 percent accuracy.



415

836 83'7


416

838839



Comparison/ 8.1 Given guided oral questioning bycontrast the teacher about a reading

selection, the learner will generateideas about likenesses and differ-ences in the content selection with80 percent accuracy.

Cause and effect 8.2 After reading a content selection,the learner will generate at leastthree ideas for resultant actionsand events.

Characterization

feelings 8.3 After reading a content selection,the learner will generate at leastthree ideas about character feel-ings.

motives 8.4 After reading a content selection,the learner will generate at leastthree ideas about character motives.

traits 8.5 After reading a content selection,the learner will generate at leastthree personality traits for eachmain character.

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Teaching Strategies IN C111/1..UI" Iri.... ICSI rmsoiirces Evaluation Techniques

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e%. .. ..A,...%.,u1 vvep kb Learning Outcomes Sample Learning Objectives

Prediction of 8.6 Aftcr reading a portion of a contentoutcomes selection, the learner will generate

at least three alternate ideas aboutwhat might happen during or by the

...,-- end of the story.

Sensory images 8.7 After reading a portion of a contentselection, the learner will describea sensory image not explicit in theselection.

Main idea 8.8 After reading a content selection,the learner will infer the main ideaof the selection.

Detail 8.9 After reading a content selection,the learner will infer at least oneadditional detail not explicitlystated about a character, object, orevent.

Sequence 8.10 After reading a content selection,the learner will infer the order ofevents by identifying at least twoideas about the sequence.

Figurativelanguage

8.11 After reading a literary selection,the learner will identify figures ofspeech (similes, metaphors, etc.)with 80 percent accuracy.

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NINTH THROUGH TWELFTH LEVEL


8.12 After reading a literary selection,the learner will interpret the

intended meanings of figures ofspeech (similes, metaphors, etc.)with 80 percent accuracy.

8.13 Given a written or oral assignment,the learner will use examples offigurative language.



Reality vs.fantasy

9.1 After reading content material, thelearner will describe at least twocharacteristics about selected char-acters which indicate whether eachcharacter is real or imaginary.

9.2 After reading a content selection,the learner will judge whetherspecified events are real orimaginary by giving at least onereason for his/her choice.

9.3 After reading a content selection,the learner will judge whether

selected actions described in thestory are real or imaginary by giv-ing at least one reason for his/herchoice.

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Value of material

Fact vs. opinion

Relevant vs.irrelevant facts

Propaganda

Author's purpose

9.4 After reading content material, thethe learner will judge the qualityand suitability of the material onthe basis of established criteria.

9.5 After reading content material, thethe learner will judge whether theinformation presented is based onobjective data.

9.6 After reading content material, thelearner will judge whether informa-tion is relevant to the subject.

9.7 Given an advertisement whichcontains propaganda, the learnerwill identify indoctrination tech-niques with 80 percent accuracy.

9.8 riven material which containspropaganda, the learner willidentify the author's bias by givingexamples of words or phrases thatindicate such bias.

9.9 Given reading selections, thelearner will determine an author'sreason for writing a particularselection with 80 percent accuracy.

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Concepts Learning Outcomes ,

Sample Learning 05./dctives

STUDY SKILLS


10. The learner will locateinformation on a given wordtopic.

Book parts

table ofcontents

10.1 Given a content area text, thelearner will locate an assignedstory, chapter, or unit in thetable of contents.

index 10.2 Given a content text, the learnerwill locate an assigned topic inthe index.


preface 10.4 After reading the preface in a con-tent text, the learner will identifyone purpose for which the text waswritten.

appendix 10.5 Given a content text, the learnerwill locate specified information inthe appendix.

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bibliographyfootnotes

Dictionary skills

word lccationalphabetiz-

ing

guide words

word

differentiationdiacritical

markingsphonetic

spellingsyllabica-tion

10.6 Given a bibliography, the learnerwill identify the author, title,publication, and date for each entrywith 80 percent accuracy.

10.7 Given a form to follow and the

necessary informatiez, the learnerwill construct footnotes andbibliographies.

10.8 Given a dictionary and words to belocated, the learner will use alpha-betical order and guide words tolocate the words.

10.9 Given unknown words from a contenttext, the learner will pronounceeach word utilizing a pronunicationkey, diacritical markings, phoneticspelling, and syllabication.

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definition 10.10 After using the dictionary to locatein con- a particular word in a sentence, thetext learner will select the definition

of the word.


dictionary 10.12 Given tasks using dictionary supple-supplements ments, the learner will utilize the

supplementary sections of thedictionary to locate specifiedinformation related to each task.


encyclopedias 10.13 Given tasks which require the usenewspapers of various types of referencecharts materials, the learner will utilizemaps at least three different sourcesglobes to locate specific information toatlasesdirectoriescataloguesalmanacthesaurustradebooksdiagramsperiodicals

complete each task.

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Library skills

card catalogue 10.14 Given an opportunity for self-selecting a book:s), the learnerwill utilize the subject, title, orauthor card(s) to locate each book.

library 10.15 Utilizing the Library of Congressclassification or Dewey Decimal System of

Classification, the learner willlocate materials on a specifiedtopic in the library.

indices 10.16 Utilizing various library indices,the learner will locate infor :)n

on a specified topic.

cross refer- 10.17 After locating information whichences has cross references, the learner

will locate the cross references.


Study techniques

skimming 11.1 After instruction on the commonscanning study techniques and given silentSQ3R and others reading assignments, the learnerstudy guides will utilize one or more of these

study techniques to enhance compre-hension.

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Rate 11.2 After instruction on the purposesand uses of reading rate, thelearner will use various readingrates to enhance comprehension.



Outlining 12.1 Given main headings and subordinatetopics from a content source, thelearner will order the material inoutline form.

12.2 Given paragraphs from a content text,the learner will order each mainidea with its subordinate detailsin outline form.


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Summarizing 12.4 Given paragraphs from a contentselection, the learner will sum-marize the information by writingthe main ideas and supportingdetails.



12.6 Given a maximum of ten significantevents and dates, the learner willdevelop a chronological timeframe utilizing either a horizontalor vertical timeline.


12.8 Given expository information, thelearner will graphically indicatethe relationship between and amongvocabulary and concepts in astructured overview and format.



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Utilization 13.1 After collecting and organizinginformation, the learner will applythe material to at least two differ-ent situtions.

Translation 13.2 After collecting and organizinginformation, the learner willutilize the information to createone unique product (literary,artistic or concrete).



Independentreading




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14.4 Given an opportunity to self-selectand read selections in which themain characters confront personalproblems, the learner will use thematerial to provide alternatives formaking his/her own personal adjust-ments.


Receiving 15.1 Given an opportunity for reading,the learner will exhibit interestand controlled attention for 25minutes.



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15.5 Given alternative activities, thelearner chooses to read frequently.


Emotionalreactions

15.7 Given an opportunity to read, thelearner will communicate an emo-tional response to the materialread.



16.0 The learner will participatein reading enrichmentactivities.

Dramatization 16.1 Given an opportunity to dramatize,the learner will perform dramaticactivities to support and enhance areading selection.

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Projects 16.2 Given an opportunity for readingenhancement, the learner willdevelop a unique project related toa selection.


Reading Appreciation 17. The learner demonstratesreading appreciation.

Characteridentification

17.1 Given an opportunity for reading,the learner will exhibit empathywith a character in a selection.

Style of writing 17.2 Given an opportunity for reading,the learner will respond to theauthor's style of writing.

Literary techniques 17.3 Given an opportunity for reading,the learner will recognize theauthor's literary techniques.

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APPENDIX A:

WEST VIRGINIA COUNTY READING ADMINISTRATORS

8 (4 6

WEST VIRGINIA COUNTY READING ADMINISTRATORS

Barbara Jones Jeff Moss Ina Humphreys Marcia StoneBarbour County Clarence Kean, Jr. Mercer County Randolph County

Jo Ann Vincent Hardy County Betty Livengood David MeadorBerkeley County Marlene Henig Mineral County Ritchie County

Deloris J. Davis Harrison County Ola Mae Noel Lonnie CanterburyBoone County Delores Ranson Mingo County Roane County

Barbara Cox Jackson County Sandy Walsh Larry DeedsBraxton County Alicia Robert Monongalia County Richard Lawrence

Ruth Lewis Beverly Hughes Mary Compton Summers CountyBrooke County Jefferson County Monroe County Deanna Weaver

Herbert Varney Glenda Smith Janet Goodhand Taylor CountyCabell County Kanawha County Morgan County Fred Sikaraskie

Jean Pitts Betty N. Leach James Marsh Tucker CountyCalhoun County Lewis County Nicholas County Susan Boyles

J'±ff Krauklis Donna Adkins Rosemary Coury Tyler CountyClay County Sheila Burns Ohio County M. Jane Phillips

Jacqueline Burgess Lincoln County Elizabeth Leeson Upshur CountyDoddridge County Patrick White Pendleton County Edna Gillispie

Viola Caldwell Logan County Donna Barksdale Wayne CountyFayette County Marguerite Bacco Pleasants County Judy Hoover

Robert Hardman Dorothy Oliverio Nancy O'Bryan Webster CountyGilmer County Marion County Pocahontas County Gerrita Postlewait

Kent Hudgins Robert Eaton, Jr. Melvin Graham Robert SchraderGrant County Marshall County Preston County Wetzel County

Frankie Appel Albert Stephens Denis Smith Lowell WeekleyJoanne Livesay Mason County Putnam County Wirt County

Greenbrier County Lorraine Goosens Mary Abbott Jennie BechtoldAnna Dale Voklin Nancy Sly Edythe Clay Wood County

Hamphire County McDowell County Raleigh County Judy BledsoeGeorge LaNeve Wyoming County

Hancock County

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