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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 .
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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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