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STORY HOUR READINGS
E. C. HARTWELL, M.A., M.PD.
SUPERINTENDENT OF SCHOOLS
BUFFALO, NEW YORK
George Varian, B. Westmacott, Joseph Franké
E. B. Comstock, and others
AMERICAN BOOK COMPANY
This Reader undertakes to provide desirable material for work in silent reading without losing sight of the other elements essential to a good Sixth Reader.
SILENT READING is entitled to a larger place in the sixth year than in the previous years because of its relation to the important business of learning how to study. As children progress from grade to grade, they should do an increasingly large amount of silent reading with the purpose of learning to read swiftly, accurately, and intelligently. The establishment of good reading habits is constantly to be kept in mind. Supplemental reading in school libraries and elsewhere should be used to encourage wide and general reading. Teachers should undertake from time to time to test pupils on their speed, accuracy, and ability to gather the chief ideas of the author.
CORRELATION. With plenty of varied and virile material provided, such work is easily made the basis of oral and written English, thus effecting that correlation of activities which all teachers recognize as especially desirable. Much of the material in this reader was chosen because of its close correlation with history and geography, to the enrichment of interest in both subjects.
CONTENT. The selections are both old and new. Character and fitness, rather than the date of production, have governed the choice of the editor. Ample opportunity is offered in the material for drill in oral reading, memorization, word study, dramatization, and reading
for appreciation. Wherever the teacher can profitably get the pupils to work in groups, she should take advantage of the coöperative spirit.
ARRANGEMENT BY GROUPS. There is an obvious advantage in grouping kindred reading materials in sections, under captions such as “Old-World Stories” and “The World of Work,” etc. Besides affording some elements of continuity, the plan offers opportunity for comparison and contrast of the treatment of similar themes. It also insures a massing of the effect of the idea for which the section stands. Secondarily, the section divisions break up the solid text, and because of this the pupils feel at frequent intervals that they have completed something definite.
The groupings make no pretense to being mutually exclusive. On occasion a selection may well be transferred to another section. For example “The Landing of the Pilgrims” could be used in the "Early Days in America” section or in "Days We Honor.” Teachers should have no hesitation in breaking across from one section to another when the occasion or the children's interest seems to warrant.
MECHANICAL FEATURES. Editor and publisher have spared no pains or expense to make this book attractive to children. The volume is not cumbersome or unwieldy in size. The length of line is that of the normal book with which they regularly will come into contact. The type is clean-cut and legible.
CITIZENSHIP. This means more than the passing phase of so-called Americanization. It means a genuine love of country, a reverence for our pioneer fathers, a respect for law, order, and truth. This Reader is rich in patriotic
content. It is hoped that the ethical element in the selections will be found to be forceful as well as pleasing. The book emphasizes throughout the worth of individual and social virtues. If it can help teachers to make clean, upright, and loyal citizens of our great Republic, it will not have been made in vain.
Mastery of the printed page is not the sole end and aim of Reading. It is hoped that the devices employed in this Reader, as well as the direction and suggestions in study materials, may assist the teacher to develop, through her own initiative, a method of instruction one result of which shall be a genuine love on the part of her pupils for good books.
MANUAL. Valuable assistance in dealing with the material in this book is supplied by the Teachers' Manual, which consists of five parts:
I. An introductory article on The Teaching of Reading, which discusses Silent Reading (with detailed directions for speed tests), Oral Reading, Dramatization, Appreciative Reading, Memorizing, Word Study and Use of the Dictionary, Reading Outside of School, Use of Illustrative Material, and Correlation.
II. Detailed lesson plans for each selection in Story Hour Readings Fourth Year.
III. Detailed lesson plans for each selection in Story Hour Readings Fifth Year.
IV. Detailed lesson plans for each selection in Story Hour Readings Sixth Year.
V. Programs for Special Occasions.