Characterized by its establishment of desirable outcomes in language arts instruction for pupils of each grade level, K-12, this guide presents a sequentially-structured program of active student participation and flexible, individualized instruction. The first chapter lists basic concepts for language, language development, and the purposes and uses of language. Chapters 2 and 3 provide general goals and notes on the "receptive arts" (reading and listening) and the "expressive arts" (writing and speaking). The remaining chapters take up desirable outcomes in listening, reading, speaking, writing, language, spelling, and use of the library. Each chapter is divided into sections for kindergarten-primary, intermediate, junior high, and senior high school. A bibliography of curriculum guides, professional books, pamphlets and periodicals, and booklists is included. (LH)
- Authorizing Institution
- State Coll. of Iowa, Cedar Falls. Malcolm Price Lab. School.
- Peer Reviewed
- F
- Published in
- United States of America
Table of Contents
- DOCUMENT RESUME 1
- The English Language Arts Program State Coll. of Iowa Cedar Falls. Malcolm Price Lab. 1
- PUB DATE 1
- EDRS PRICE 1
- DESCRIPTORS 1
- EDRS Price MF-0.25 HC-2.45 Instruction Language Arts Language Skills Sequential Programs Speech Skills Spelling Writing Skills 1
- Achievement Rating Behavioral Objectives Course Objectives Educational Objectives English Library Skills Listening Skills Reading Skills 1
- The 14
- Becomes sensitive to rhyme and rhythm in poetry. 15
- Accepts responsibility to raise questions when the ideas of the 17
- Shows increased skill in making constructive criticism when 17
- Accepts differences in regional and national speech. 18
- Asks questions if he does not understand the speakers 18
- Uaintains mental alertness in all listening situations. 18
- Understands that freedom of speech implies freedom to listen. 18
- Develops skill in the four main types of listing 18
- Knows how to exercise emotional control in listening situations 18
- Assumes responsibility as a listener for giving attention to 18
- Develops ability to offer constructive criticism to peers after 18
- Separates the central purpose of a speech from the material used 18
- Distinguishes between facts or reliable opinions and mere 18
- Adjusts voice to the size of the room. 25
- Establishes hand dominance if it has not 28
- Welcomes opportunity towrite creatively. 30
- Understands that words evoke images in the mind but that first- 35
- Shows facility in use of alphabetical order when using the card 39
- Uses the library in a business-like way in caring for books and 39
- Consults more than one source when looking for information. 39
- Shows judgment in selfselection of recreational reading although 39
- Two Units on Journalism 41
- All Gradee Nebraska Curriculum 41
- Paul 41
- Foundations of Reading Instruction American Book 42
- Teaching English in Todays High 42
- Arts Appleton-Century-Crofts New 42
- Dawson Mildred A. and Henry A. Daman. 42
- New York New 42
- Gordon Edward J. et al. A Programed Approach to Writing Book Two Ginn 46
- Reading 47
- Adventuring with Looks 508 South 48
- Book List for 48
- York New 48
- Materials 1180 48
