Reading guide for fifth grade

117 Pages·03.386 MB·English

by  King, June Louise

READING GUIDE FOR FIFTH GRADE
A Project
Presented to
the Faculty of the School of Education
The University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Education
by
June Louise King
August 1950
UMI Number: EP46405
All rights reserved
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UMI EP46405
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This project report, written under the direction
of the candidate's adviser and approved by him,
has been presented to and accepted by the Faculty
of the School of Education in partial fulfillment of
the requirements for the degree of Master of
Science in Education.
Dean
i i
PREFACE
At fifth grade level children usually have attained
a period of varied and extensive reading. The purpose of
this study is to suggest techniques for the improvement
of reading habits and skills. Enthusiasm for books wanes
if the child lacks the power to understand the printed
page.
This period of instruction for the child should
give him practice in acquiring those habits and skills which
are necessary to read fluently and with pleasure. There
must be opportunity to acquire familiarity with concepts
included in the.reading material. Sight vocabulary must
be extended and the child must develop the ability to
recognize new words.
To be functional the reading program should be
related to the needs, interests, and capacities of the
children in particular grades. The teacher strives for
continuous growth in reading habits, skills, and attitudes.
One of the major objectives is to promote permanent inter­
est in worth-while books, periodical^ and newspapers.
It is no easy task to inspire reluctant readers
and to give them the.incentive necessary so that they
have the urge to read, and the experience becomes suc­
cessful and satisfying.
iii
In the field of reading there are many articles .
and books of great value to the teacher. This guide
proposes to bring some of them together so that the
teacher;Of the fifth grade will have assistance and
suggestions easily available in one volume.
iv
TABLE OF CONTENTS
CHAPTER PAGE
1. ORGANIZATION: HOW TO ORGANIZE YOUR CLASS FOR
BEST RESULTS.................................. 1
A. MOTIVATION: Advantages of grouping your
class according to abilities .............. 2
B. DIRECTIONS: Some suggestions on how to
divide your class into groups and prepare
an individual progress chart ............. 2
1. TESTS: How to use tests to determine
the range of reading ability in your
class............... 2
2. ORAL READING: How to use oral reading
as a help In grouping pupils........ 3
3- READING GROUPS: How to divide your
c l a s s ................................ 3
4. CHILD’S INDIVIDUAL PROGRESS CHART: How
to have each child keep his own reading
progress record ..................... 4
5. SOURCES FOR THIS CHAPTER: Where to get
further assistance ................... 4
C. ACTIVITY ASSIGNMENTS: What to do the first
week of school in organizing your reading
for the year.............................. 7
V
CHAPTER PAGE
D. EVALUATION: Samples of some types of
check-ups which may be applied to your
class organization for reading .......... 8
2. SILENT READING SKILLS: HOW TO DEVELOP THE
SILENT READING SKILLS THAT SHOULD BE LEARNED
IN THE FIFTH GRADE............................ 10
A. MOTIVATION: Rewards of careful planning
concerning the skills your children need
in order to become good readers..... 11
B. DIRECTIONS: Commonly recognized skills that
are needed to read fluently and with
pleasure............................... 11
A.
WORD RECOGNITION AND VOCABULARY DEVEL­
OPMENT: How to help your pupils im­
prove in the skill of word recognition
and to develop, a larger vocabulary . . 11
v 2. COMPREHENSION: How to help your pupils
understand what they read......... 13
/3. ORGANIZATION: How to help your pupils
remember the essentials of what they read 18
A.
RETENTION: How to train your pupils to
remember what they have read...... 21
i/5* LOCATION OF DATA: How to teach your
pupils to use reference material . . . 23
J
Vi
CHAPTER PAGE
/6. REPRODUCTION: How to help your pupils
make use of what they have read . . . . 26
1/7. APPRECIATION: How to stimulate your
1
pupils to appreciate good books and lit­
erature ............ 27
^8.
INTEGRATED PROCEDURES: How to instruct
your pupils in the use of the skills
that they have learned........ 28
v/9. SPEED: How to help your pupils increase
their speed of reading........ 29
10. SOURCES FOR THIS CHAPTER: Where to get
further assistance .................... 30
C. ACTIVITY ASSIGNMENTS: Work to do to prepare
for your next year's teaching of the funda­
mental skills.............................. 32
D. EVALUATION: Samples of some types of check­
ups which may be applied to your teaching
of the skills........................... . 33
ft3» SPECIAL CONTENT READING: HOW TO IMPROVE READING
IN THE SPECIAL A R E A S ......................... 36
A. MOTIVATION: Advantages of skillful teaching
of the fundamentals necessary for understand­
ing the special subjects .................. 37
vii
CHAPTER PAGE
B. DIRECTIONS: A few suggestions to guide
you in developing special content reading 37
A.
SOCIAL STUDIES: How to prevent reading
difficulties . . . ................. 37
v2. ARITHMETIC: How to teach your pupils
to read an arithmetic textbook . . . . 39
/3* SCIENCE: How to make this subject more
interesting for your pupils......... 40
^4. LITERATURE: How to inspire your pupils
to enjoy poetry and good books . . . . 41
5- SOURCES FOR THIS CHAPTER: Where to get
further assistance ................... 41
C. ACTIVITY ASSIGNMENTS: Sctme things you can
do to be ready for your special ’subject
teaching.................................. 43
D. EVALUATION: Samples of some types of check­
ups which may be applied to your teaching of
reading In the special f i e l d s .......... 43
4. ORAL READING: HOW TO IMPROVE ORAL READING . . 45
A. MOTIVATION: Benefits of oral reading to
both you and your pupils............... . 46
B. DIRECTIONS: Some suggestions to guide you
in teaching oral reading................. 46
viii
CHAPTER PAGE
1. AUDIENCE TYPE: How to guide your
pupils in becoming good oral readers 4-6
2. WORK TYPE: How to teach oral reading
of the study type..................... 47
3- SOURCES FOR THIS CHAPTER: Where to get
further assistance ................... 48
C. ACTIVITY ASSIGNMENTS: What you can do to
prepare for your class's oral reading . . . 49
D. EVALUATION: Samples of some types of check­
ups which may be applied to the oral reading
of your class.............................. 50
5. THE POOR READERS IN YOUR CLASS: HOW TO HELP THE
PUPILS IN YOUR CLASS WITH READING DEFICIENCIES 52
A. MOTIVATION: Advantages of learning about
and giving the right kind of help to your
slow readers ................. 53
B. DIRECTIONS: Some guides to help you in
diagnosing poor readers and what to do
about them................................. 53
1. PHYSICAL CAUSES: How to discover the
physical causes of poor reading . . . . 53
2. EMOTIONAL ATTITUDES: How to discover
emotional attitudes which cause reading
deficiencies .......................... 54