DOCUMENT RESUME ED 065 846 Reading Curriculum: Tentative .
DOCUMENT RESUMECS 000 100ED 065 846TITLEINSTITUTIONPUB DATENOTEReading Curriculum: Tentative.Cincinnati Public Schools Ohio.EDRS PRICEDESCRIPTORSMF- 0.65 HC- 6.58*Curriculum Guides; Developmental Reading; ElementaryGrades; Individualized Reading; *Reading; *ReadingDiagnosis; Reading Improvement; *Reading Instruction;Reading Materials; Reading Programs; *Reading Skills;Teacher Role; Teaching MethodsSep 71154p.ABSTRACTThe Developmental Reading Program K-6, one phase ofthe Reading Curriculum, provides teachers and administrators with acomprehensive guide to sound educational practices related to theteaching of reading skills. It is based on classroom experimentationand study of research findings by Cincinnati teachers, principals,and supervisors who have worked on this project the past three years.This guide is intended to provide a structure for planning andimplementing the reading skills program K-6. It contains suggestionsfor diagnosing, developing, and reinforcing skills, and assessingpupil mastery. The present plan is to provide selected elementaryschool staffs, in grades kindergarten through six, with copies fortryout and reaction during the school year 1971-72. (AuthemeVIR)
U.S. DEPARTMENT OF HEALTH. EDUCATION& WELFAREOFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT POINTS OFVIEW OR OPINIONS STATED DO NOT NECES.SARILY REPRESENT OF,,ICIAL OFFICE OF EOUCATION POSITION OR POLICYREADING CURRICULUMTENTATIVE[Cincinnati Public Schools]Department of Program AdministrationDivision of Instructional Servicet%6FILMED.PROM BEST AVAILABLECOPYSeptember, 1971
FOREWORDThe Developmental Reading Program K-6, one phaseof the ReadingCurriculum, provides teachers and administratorswith a comprehensiveguide to sound educational practices related tothe teaching of readingskills.It is based on classroom experimentation and studyof researchfindings by Cincinnati teachers, princir.als,and supervisors who haveworked voluntarily and cooperatively during thepast three years.This guide is intended to provide a stracturefor planning andimplementing the reading skills program K-6.It contains suggestionsfor diagnosing, developing, and reinforcing skills,and assessing pupilmastery. The present plan is to provide selectedelementaryschoolstaffs, in grades kindergarten through six,with copies for tryoutand reaction during the school year 1971-72.Reactions and commentsfrom staff members using the guide will be compiledbasis for modification before city wide distributionand serve as ain September, 1973.Reactions should be sent to Mrs. Lenore Wirthlin,Administrative Supervisor,Reading.Completion of Levels It; and F, concerned withof the secondary program, and the other two phases the reading skillsof the total readingprogram, Functional and Recreatory, will be currimlumcommittee concernsfor 1971-72.
COMMITTEE MEMBERSCarter, Marlene (1968-71)Caskey, Helen (1968-71)Chale, Natalie (1968-70)Davidow, Carol (1968-69)Frazier, Robert (1968-71) Co-ChairmanGlimpse, Helen (1968-71)Co-ChairmanGoings, Anne (1968-70)Greensmith, Roberta (1968-69)Guise, Kathryn (1968-71)AdvisorHartman, Eleanor (1968-71)Hattemer, Elizabeth (1969-70)Hellmann, Paul (1968-70)Hooks, Frank (1969-70)Jackson, Doris (1969-70)Jeggle, Mildred (1968-70)Kennedy, Mildred (1968-70)Love, Bernice (1968-71)Massey, Willimn (1968-69)Parrigin, Clio (1968-71)Pierato, David (1968-69)Priesing, Nancy (1970-71)Rhodes, Beulah (1968-70)Runk, Lois (1968-71)Shrider, Norman (1968-71)Sievers, Elizabeth (1968-71)Valenti, Betty (1969-70)Wigger,yirginia (1968-71)Wildey, Francei (1968-70).Wirthlin, Lenore (1968-71) Advisor3
READING CURRICULUMA Definition of Reading2Objectives of the Reading Program K-123Role of the Administrator6Physical Environment7Role of the Teacher8Definitions of Reading Levels9General Learning and Study Skills11Scope and Sequence of Skills--Developmental Reading14Diagnosing Reading Needs27Organization for Instruction in Reading32Procedures for Instruction in Reading34Level A36Level B58Level C83Level D110Supportive Services134Meeting Individual Needs136Various Approaches to the Teaching of Reading140Interpretation of the Readtng Progrmn141Use of Reading 49
A DEFINITION OF READING"Reading involves the identification and recognition of pr71.ntedor written syntols Which serve as stimuli for the recall of meaningsbuilt up through pest experience, and further the construction of newmeanings through the reader's manipulation of relevant concepts alreaayin his pcesession. The resulting meanings are organized into thoughtprocesses according to the purposes that are operating in the reader.Suoh an organization results in modifications of thought, and perhapsbehavior, or it may even lead to radically new behavior WhiCh takesits place in the personal or social development of the individual."Miles A. Tinker and Constance M. McCalough. Teaching ElemantaryReading (Third Ed.; New York: Appleton-Omtury-Crofts, 1968), p. 8.-2-
OBJECTIVES OF READING PROGRAM, K-12The effective teaching of reading In the Cincinnati Public Schools,grades kindergarten through twelve, is directed toward broad objectives.The most important reading objectives are:I.To build each student's reading power to the maximum levelof his ability by means of a carefully articulated developmental program of skills and attitudes from pre-reading levelthrough the secondary level.PrimamExpanding experential backgroundImproving oral expression and communication skillsDeveloping oral reading skillsEstablishing good reading habits and attitudesAcquiring word analysis and comprehension skillsGaining vocabularyIntermediateExpanding vocabulary and word analysis skillsComprehending, interpreting, and organizing thematerials readExpanding oral reading skillsExpanding oral expression and communication skillsReading with the speed appropriate to the materialcbeing usedSecondaryReinforcing the developmental reading program of theelementary sChoolEnabling pupils to read at a level commensurate withtheir dbilityRecognizing that reading is one of the mcgiimportantskills learned in sehool and is an esserAial tool usedin functioning adequately in sdhool and out-of-sdhoolsituationsII.To develop understranding and interpretation of content materialand to build independence in the use of the study skills.PrimaryUsing reading to meet daily classroom needsComprehending reading materials in the content areasUsing reference materials independently-3-
IntermediateUsing vuried sources of materials to gather relevuntand supportive dataOrganizing concise and specific summary statementsMaking inferences and interpreting materials throughcritical and creative readingReading critically in order to make inferences, drawconclusions, and form judgmentsSecondaryAdjusting reading skills to specific kinds of materialFinding details to test vmlidity of judgmentsBroadening study skills to aaploy successfully allavailable sources of information from the dictionaryto televisionExpanding critical and creative reading for advancedskills in making inferences, drawing conclusions, andforming judgmentsIII.To develop within each student an understanding and appreciationof materials of high literary quality.Broadening interests and enrithing experiences throughreadingSharing favorite literary selections through variedactivitiesDeveloping an interest in a variety of reading materialsappropriate to the dhild's abilityReading for personal satisfactionIntermediateFinding pleasure and enjoyment through good booksHaving positive experiences with vurious types ofliteratureRecognizing and evaluating materials for author's pointof viewKnowing the beauty of language and feeling the rhythmof poetryUnderstanding our historical and cultural heritageUnderstanding the thinking of today's society anddeveloping constructive attitudesSecondaryEvaluating material critically for author's point ofview and purpose-4-7
,IV.Evaluating effective techniques for conveying ideas indifferent formsRecognizing slant, bias, and propagandaProviding all pppils with varied experiences Which willhelp them to develop a taste for and a permanent interestin many kinds of literatureTo provide procedures for the identification of readingdifficUldes and to develop a program for corrective instruction.PrimaryAdjusting the program to meet individual needsIdentifying deficiencies and making necessary referralsfor specialized helpIntermediateAccepting eadh Child at his reading level, diagnosinghis needs and providing instruction that will helphim readh a higher level of readingBuilding a good self-image and confidence throughreadingSecondaryProviding pupils with adjusted instruction accordingto identified reading disabilitiesInvolving pupils in accepting responsibilities forself-improvement of reading skills-5-
ROLE OF THE ADMINISTRATORAB the educational leader in the school, the administrator establishes procedures whidh periodically enable the staff to cooperatively:Determine reading programs attuned to the needs, interests,mad capabilities of the pupilsAssess pupil achievement and deficiencies and determine meansto be utilized to insure achievement and correct deficienciesEvaluate pupil class assignments and determine needed reassignmentsProvide for a continuous in-service program to upgrade and/ormaintain the teadhers' skillsSecure appropriate materials.
PHYSICAL ENVIRONMENTThe classroom environment should be conducive to reading. Attractive centers of interest, such as a colorful display of librarybooks, original book jackets, creative stories and poems, and magazines,All stimulate pupils to read. Wh An pupils are involved in the planningand construction of such areas, they are interested and feel a senseProper lighting (directional, as well as intensity),of responsibility.ventilation, heating, and appropriate furniture are of utmost importance.When reading instruction is directed to small groups, the followingsuggestions should be considered:Pupils may be seated in a smi-circle, straight line or anyseating arrangement that affords a clear view of teachingaids.Reading groups should be placed accessible to teaching aidsand. in an area free from general classroom interruptions.The teacher should be seated so that she can conduct aneffective reading lesson and at the same time supervise theactivities of the entire classroomTime AllotmentElementary Code, State Minim. 300900
ROLE OP THE TEACHERThe teacher is of key importance in assuring a Lucceosful readingHow the teacher views each learner, his uniqueness as anindividual, and his potential for learning is crucial to a positiveinstructIonal program. Belief in each pupil's ability* to progreasin learning to read and thoughtful, knowledgeable planning and. preparation for instructional periods are essential.program.It is important for the teacher to understand that:Learning to read is a complex process, sensitive to avariety of pressuresReading is a thinking process through which meaning isinterpreted from printed symbolsContributing to the success or failure of reading progressiF. the pupil's physical, emotional, social, and intellectualdevelopmentUnderstanding each pupil through listeningl, observing, interviewing is the responsibility of every teacherProviding for reading instruction is dependent upon diagnosisof strengths and weaknesses, prescribed corrective measures,and appropriate teaching strategies.Motivation for learning and development of habits are continuingconcerns of the teacher. It is importmt to encourage each pupil toaccept new tasks willingly, to participate in group activities, tocomplete tasks selected or assigned, to assume responsibility for advancing own skills, and to make constant' and selective use of availableresources. To the extent that the learner developr general learningskills and habits and attitudes conducive to leaning, :moth fundamentalreading skills will be attained.
DEFINITIONS OF READING LEVELSK-12The Scope and Sequence of Skills has been developed around sixreading levels, rather than traditional grade levels, in order toaccommodate the use of a variety of reading materials, teachingstrategies, and school organizational patterns. In order to providea program built on continuous progress in reading, each pmpil shouldreceive instruction at his level of need.Amore completeA brief description of the reading levels follows.description of reading levels with suggestions for implementing theprogram will be faund throughout the accompanying curriculum materials.Level A - Building Readiness for Reading InstructionThis level is one of experiences and planned activities to developconcepts and perceptual skills, motor coordination, left to rightdirectional skill, and oral language. Learning experiences areplanned to develop those skills which are prerequisites to successConcepts are devaloped through sensoryand enjoyment in reading.experiences and making comparisons of these experiences. It isto be noted that five-year-olds will vary in their abilities toachieve at this level.Level B - Initiating and Developing Reading Ski3lsThis level includes directed reading activities and systematicinstruction in reading skills. Phonics and structural skillsare introduced and applied. Literal and interpretative comprehension skills devaloped at the pre-reading level are appliedto written language.Level C - Developing Independence in ReadingThe pupil demonstrates abilities to unlock words independentlyand develops interpretive and study skills whioh enable him toread more widely in content fields and personal reading for problemsolving purposes.Level D - Demonstrating Independence in ReadingEssential principles of phonics and struatural analysis are mastered.Increased work-study skills enable the pupil to work on projectsThe pupil begins to vary hisinvolving a search for information.reading rate according to his purpose. He can cagpare, contrast,and use evidence to verify. conclusions.-9-
Level E - Extending and Applying Reading SkillsThe pupil increases in his ability to locate specific informationand demonstrates his understanding of written material by hisorganization and use of information in written reports, dramatizations, and book reviews. The pupil reads extensively, buildinga greater meaningful vocabulary, and applies all skills learnedto new types of reading materialLevel FRefining and Specializing in Reading SkillsThis level is one in which more time is spent in stucky-type readingand appreciation of literary style. The pupil demonstrates abilityto evaluate what is read. in the light of sound criteria or standards.He increases reading vocabulary; interprets effectively figurative,colloquial, and sensory words; infers relat ionships not stated;notes cause and effect relationship; and develops ability to drawpertinent analogies.-10-13
1HiLKnows alphabet in sequenceMatches identical letterand word formsDevelops alphabeticalskill to the second andthird lettersSees relationships of.time, space, distanceOrganizes ideas acquiredfrom readingOrganizes informationunder two headings?Locates places on mapsand globesApplies dictionary skillsUses table of contentsReads and follows directions independentlyLevel CUses known numericalsequence to locate informationLocates information inwritten contextFollows oral and writtendirectionsLevel BPuts events and ideas insequenceClassifies objectsmaterials, ideasLocates information inbooks, pictures, selfhelp charts and labelsObserves by using allsensesListens to and is able tofollow simple directionsLevel AUses knowledge of alphabetizingin dictionaries, indexesglossaries, encycicpedias,directories, card cataloguesClassifies ideas in preparingOutlinesUtilizes map keys; interpretsdiagrams and graphsciation keys to locate andidentify specific word meaningsUses guide words and pronun-Uses table of contents toidentify tynes of selections;uses indexes, card cataloguestO find specific information.10Extends ability tO followmultiple-step directions;learns to follow a stuay planLevel DGeneral '.!arning skills are inherent in the development of knowledge and skills in reading,in other curriculum areas. Although general learning skills are listed here by readingas welllevels, it is recognized that they cut acrosc all levels. A skill once introduced must be maintained,reinforced, and extended.GENERAL LEARNING AND STUDY SKILLS
.C.T111Hr.)\Reads labels, pictures,and picture storiesBegins to read independently in library andsupplementary booksRecognizes use of mapsand globesBegins to use a beginner'sdictionaryBegins tc use a table ofcontentsDevelops facility in the1,4 use of materialsRecords information inwritten formRecords by using pictures,tallies, or labelsIncreases independentreading skill in contentareasBegins to use encyciopedias, indexes, thesaurusesBegins to use notetaking techniques anddevelops the ability tooutlineAssumes committee workresponsibilitiesWorks well independentlyWorks independently fora brief period of timeand. with others for asustained period of timeSelects main ideas, notesdetails, confirms statements in written contextSummarizes events throughoral discussionsSelects main ideas and notesdetails of pictures,stories, poems, songsEstablishes own purposesfor reading and studyLevel CConcentrates on a giventaskLevel BCenters attention on agiven topicLevel AReads independently for avariety of purposesMakes effective use of libraryresources including newspapersand periodicalsMakes use of italics, marginaland footnotesUses title page, copyrightdate, glossary, appendix,reference and resource listsBegins to use directoriesand bibliographiesWrites reports; recordsnotes for independent study;uses notes for oral reportingAssumes independent studySummarizes and makes comparisonsof events and ideasSelects from different typesof reading material in exploringa given topicLevel D
Level AReads without lip movement or markerLevel BEvaluates awn readingskillAdjvsts rate of readingto purposeIncreases the rate ofsilent readingLevel CAdvances own reading skillLevel D
Builds assurance and healthy self-conceptShows. self-confidence7Works wtll on his ownDemonstrates self-controlListens without interruptingWorks and plays well with othersCompletes tasksCarries out responsibilitiesCammunicates with othersCares for self and. personal belongingsEmotional"Sclaft1 Factors3Cross reference with Music Curriculum4Cross reference with All-Day Kindergarten BulletinCross reference with Health Curriculum2Cross reference with Physical Education Curriculum1Motor skillsDevelops skills involving lower limbsDevelops strength and flexibility in the trunkCoordinates vision and skills involving arms and hands to improve eye-hand coordinationHas consistent hand preferenceVisual EfficiencyDevelops left to right eye novement and return sweepIncreases eye span and strengthens movement of the eyesAuditory EfficientyHears and can reproduce soundsMaintains general healthLevel APhysical"' 22 3, 4READINMS FACTORSSCOPE AND SEQUENCE OF SKILLS - DEVELOPMENTAL READING
.0Tells a story from a composite pictureTells a story in sequenceAnticipates what happens next in "h storyTakes the part of a story characterDictates experiences and conceptsImproves listening skillsIncreases vocabulary and word meaningsIdentifies a variety of objects or pictures of objects by nameCommunicates freely with othersEnunciates and pronounces clearlyDevelops sentence senseDescribes his experiences effectively1 Cross reference lath Music curriculumLANGUAGE DEVELOPMENT1
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Intermediate. Expanding vocabulary and word analysis skills Comprehending, interpreting, and organizing the materials read Expanding oral reading skills Expanding oral expression and communication skills Reading with the speed appropriate to the materialc being used. Secondary.
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