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Take a Break from the Basal Author(s): Sheila F. Rubin Source: The Reading Teacher, Vol. 42, No. 3 (Dec., 1988), pp. 258-259 Published by: Wiley on behalf of the International Reading Association Stable URL: http://www.jstor.org/stable/20200098 . Accessed: 25/06/2014 00:17 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. . Wiley and International Reading Association are collaborating with JSTOR to digitize, preserve and extend access to The Reading Teacher. http://www.jstor.org This content downloaded from 195.78.108.105 on Wed, 25 Jun 2014 00:17:38 AM All use subject to JSTOR Terms and Conditions

Take a Break from the Basal

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Take a Break from the BasalAuthor(s): Sheila F. RubinSource: The Reading Teacher, Vol. 42, No. 3 (Dec., 1988), pp. 258-259Published by: Wiley on behalf of the International Reading AssociationStable URL: http://www.jstor.org/stable/20200098 .

Accessed: 25/06/2014 00:17

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact [email protected].

.

Wiley and International Reading Association are collaborating with JSTOR to digitize, preserve and extendaccess to The Reading Teacher.

http://www.jstor.org

This content downloaded from 195.78.108.105 on Wed, 25 Jun 2014 00:17:38 AMAll use subject to JSTOR Terms and Conditions

The quick phonics inventory

Initial sounds Final sounds Initial double sounds Final double sounds Vowel sounds

1. 2. 3. 4. 5.

6. 7. 8. 9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

f fun b beat

g game c candy h hand

I life m music

j just p paper d dark

r race

z zoo

s sent k kitten n now

t turn v visit w we s see

y yellow

sat run

nail second

leg

tub for

tap muff him

yes talk buzz hat full

fed cab

bag tan dress

t n I

d

g

b r

P f

m

s k z t

d b

g n s

ch church br bridge

plant friend

Pi fr sw swing

dr drink sm small tw twist

gr grow th this

er crash si slide st stamp pr pride bl blanket

sh cl tr

show climb

trap wh where fl flag

bath inch fish

pitch push

ring grand catch

jump rust

crash stitch

pound path wing

dust beach rush both boast

th ch sh ch sh

ng nd ch mp st

sh ch nd th

ng

st ch sh th st

make beat tube child cold

fist rash

pump tree rock

ride

rope late

chum sand

trot catch feast

will cute

a e u i

o

i a u e o

i o a u a

o a e i

u

C. Initial consonant combinations: Ask the child to listen carefully to

the two beginning sounds heard in each word and to identify what letters

make that double sound. Begin with the word church.

D. Final consonant combinations: Ask the child to listen carefully to

the two last sounds heard in the words and to identify what letters make that double sound. Begin with the word bath.

E. Vowel sounds: Ask the child to listen carefully to

the vowel sound heard in each word and to identify what letter represents that vowel sound. It is not necessary for the student to indicate whether the vowel is short or long. Begin with the

word make.

You may wish to modify either the test items or directions. Use praise

where applicable. As an additional

screening tool, have children write both the upper and lower case alphabet on the back of the answer sheet.

Interpretation of this informal test is left mainly to the individual teacher.

As a general rule, more than 5 incor rect responses on any subtest could in dicate an obvious weakness requiring remediation. Fewer than 5 miscues

could indicate a need for some correc

tion, while fewer than 2 errors might mean reteaching just those items.

This, short, informal test should be followed up as soon as possible by an

informal reading inventory, a more in

depth phonics analysis, and additional tests throughout the year. This test can

be a useful tool for reading group placement before the formal proce dures.

Schneider teaches at Public School 85, New City, New York.

Take a break from the basal Sheila F. Rubin

When children read a book from cover to cover, they are entering the real

world of reading. Teachers can help children make that shift by providing sets of paperbacks at appropriate read

ing and interest levels.

Our school librarian serves several K-5 buildings. Using funds from the

profits of our school Parent-Teacher Association bookfair, she worked with the learning specialist or reading re source person in each building to se lect paperback books that would be

good for reading alongside the basal series.

The books were put together in sets of 12 of the same title, packaged in clear vinyl zippered bags for ease of

storage and portability. The idea was that groups of children in a class could read the same book and share the expe rience.

A note encouraged teachers to "take a break from the basal" regularly?be tween units, after completing a level,

prior to a holiday season, or at the end of the year. The vinyl bags also con tained a sheet of suggestions for the books' use and some sample study guides, so that the teacher using each set had a basis for group discussion us

ing questioning techniques that en

couraged higher level thinking. This approach could be used in other

schools, when the preparation effort is shared by the librarian and reading re source teachers. Classroom teachers

appreciate the opportunity. Put a readable whole book in the

258 The Reading Teacher December 1988

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Practical teaching ideas

hands of a child on a regular basis ?

show them the real world of reading.

Rubin is a reading/learning specialist involved as an administrative intern in

Project CAFE (Career Alternatives for Educators) at Nut Swamp Elementary

School, Middletown, New Jersey.

Teach map reading through self assessment Rona F. Flippo

Clayton R. Frounfelker, III

Map reading is necessary for reading textbooks in most of the social and

physical sciences. Here's an activity that teaches basic map reading con

cepts, vocabulary, and symbol inter

pretation to intermediate level students

using self awareness and self assess ment of their own understanding and

knowledge.

(1) Briefly introduce the subject of

map study and display a variety of

maps. Distribute the self assessment sheet (see Display).

(2) While one student volunteers to read a question aloud from the self as

sessment, the others read silently. Af ter allowing time for students to answer a question for themselves, ask a volunteer to answer and if possible to tell how s/he arrived at this answer.

If the student gives a full and accu rate answer, say "You knew the an

swer" and tell others that if they have

responded similarly they should check the "I knew the answer" space follow

ing the question. If an answer is partially accurate,

say "You know part of the answer?

keep thinking, maybe you will get the rest of it," and other students with simi lar responses should check the "I knew

part of the answer" space. Solicit the remainder of the answer from volun teers.

If the answer is inaccurate, say "You don't know the answer, but it was a

good try," and students with similar re

sponses check the "I did not know the answer" space. Again, let volunteers

try to come up with the correct answer.

(3) As questions are read, tell stu dents to write any words they do not know in the appropriate space. These words later can serve as individual vo

cabulary lists.

(4) Once all the questions have been reviewed and checked, use this infor

mation to make instructional deci sions.

(5) Provide instruction for the differ ent types of maps.

(6) At the end of the unit, allow stu dents to reassess their understanding using the same procedure.

Sharing and clarifying information,

along with the self assessment activity, enhance learning and motivate inter

mediate level students.

Flippo teaches at Fitchburg State College, Fitchburg, Massachusetts. Frounfelker is a

substitute teacher in the South Milwaukee

and Cudahy schools in Wisconsin.

Self assessment of sample map reading skills

Questions

1. What is a map? 2. What is a compass rose? 3. What are the four cardinal directions? 4. What is a map scale? 5. What is a map key or legend? 6. Why are symbols used in a map key? 7. What is a map grid? 8. What does parallel mean? 9. What does perpendicular mean?

10. What are coordinates? 11. What is a political map? 12. What is a boundary? 13. What is a capital? 14. Name one common kind of map that is a

political map. 15. What is a physical map? 16. How are things or features shown on a

physical map? 17. What is an elevation map? 18. What are contour lines? 19. What is a demographic map? 20. Name two things you can learn from a de

mographic map.

I knew I did not I knew part of know Unknown

answer answer answer words

IN THE CLASSROOM 259

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