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AUTHOR Hart, MargaretTITLE Teaching Reading and Creative Writing: A Language
Experience Approach. Reprint R-20.INSTITUTION Peace Corps, Washington, DC. Information Collection
and Exchange Div.PUB DATE Sep 82NOTE 108p.; Occasional marginal legibility.PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)
EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS Adults; *Creative Writing; Elementary Secondary
education; *Language Experience Approach; PriorLearning; *Reading Instruction; *Remedial Reading;*Teaching Methods; *Writing Instruction
ABSTRACTBased on the theory that learning takes place if the
learner is able to relate new knowledge to something already known,the course of study described in this booklet consists of recordingstories dictated by individual students and using these stories as abasis for teaching reading and creative writing to students frompreschool through adult levels. The first part of the bookletprovides an overview of the course, which was developed for use withBelizean students in a Peace Corps program; discusses problams thesestudents had with English verb tenses and cultural aspects of thestories they produced; and describes teaching methods, primarilydrawn from the language experience approach, used with the students.The second part of the booklet contains sample lessons, word cards,vocabulary lists and student stories, while the final part containsmaterials used to teach phorics, vocabulary, word configuration, andstory vocabulary in different contexts. (FL)
************************************************************************ Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
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A Language Experience Approach
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Peace Corps3
TEACHING READING AND CREATIVE WRITING:
A Language ExperienCe Approach
Margaret HartComprehensive School
Belmopan, Belize
Peace CorpsInformation Collection and Exchange
Reprint R-20May 1977
September 1978September 1981September 3982
TABLE OF CONTENTS
Introduction
Method of Instruction 1
Pre-Year Stories (Including examples of Word Cardsand Vocabulary Lists) 7
First Year Stories 39
Second Year Stories 59
Third Year Stories 69
Adult Stories 81
Skills DevelopmentPhonics 91
Building New Words 105
Word Configuration 107
Story Vocabulary in Different Contexts 109
Writing. Lessons 111
V
V
INTRODUCTION
This course of study was developed for five remedial reading classes of
secondery school students, and also for remedial reading instruction for one
adult. The basic method uses hire, can be adapted for teaching relding end
creative writing to students from the infant school level to adulthood. The
vocabulary, or thought content of the material, will be relevant to the student
because it comes from his own backgrourd of experience. He has a personal
interest in the message the materiel conveys. All instruction is bees on the
theory that learning takes place if the llerner is a) le to relates new knowledge
to something e already knows.
The course of study consiete of recording stories dictated by indivituele,
and using these stories c.o a basis for developing the required skills for
reeding, and creative writing.. To achieve success in literacy programs, 1
beeeve that all the reeding skills must be developed with scrupulous attention
to the value of each one, rs a part of the syncronized weeen, which is
instruction for reading with comoreheneion, and expressing °nee ideas in
writing uith clarity. To eliminate any of'these skills from e reeding
instructional program, to give less then the necessary ewount of instruction
end prectic to any. of them, or to overemphasize some, phonies tar exemole;
end exclude, or give insufficient attention to others, is to contribute to
the lack of success in the development of literacy programs. Another imeortant
consideration in instructional programs in reeding, is to allow for reallotqc
time allotments. In a orimary grads it is generally estimated that at leant
teentyfive minutes are necessary for develoomentel reading inetructeen for
a eenele group, (most orimary classes have three growls), and ale° time muet
be alletted daily for a eeperate Phonics lesson in addition to tee phonics
skills that are teueht as an integral part of each reeding lesson. To e;4 -ee
dur time to the langueee or creative writing coolonent requires another
leriod doily; so that at levet two end threequer-tern hours daily 13 necerey
far lunguege arts inetructioo. Handwriting reille must also 'ee teepee deny.
ftgible handwriting 7 a basic requirement for a language program. Beause
the length of a class period at the :3econdary school level is usually about
fefty minutee, it is necessary to spread the teac:iinq of these !ecillt. ever
a period of several days.
As is evedent from the material that has been used to compose thesr
story books, 50ME boric supplies ere escential to eeke sufficient coojes
avciletle for student end teacher use. Thpue ere: duplicating machine
(mimeogreoh or spirit duplicator), master sheets or steecils, adequate
supplies of ink or fluid far the machine, paper in sufficient quantity to
_produce multiple copies, binding material such ac oak tag, cardboard,
.Brictol elerd, rubbon, yarn, string or thread, crayons or paints for
illustration. (If illustration is not done, much conceptual development
is lent). Vie friend, too, that material printed on a ceirit deolicator fedee
in the light, I had the great advantage of haVking all the machine copying of
the materiel cone by creaecistent rt the Comerehensive Sneool, whice (Jove mn
much more time, and enerey, to devote to the ineteuctionel eroerem. He
trevelnd a distence to mother school to do this work because a machine is
not avcileble here.
Some of the proceesree described here, for example reconeene the story
by each student for individuel vocebulcry woods, would he done in infret
eceoel, end primary classes, by the teacher; sod during the initial stage- of
werdeectchine instruction she would use eerd cards for metceine Fnd fleshing
of eppreximetely 3 be 9 ince eezr:for compering to 'Ake words in a lrree
deeenstration cosy ( on o-k tee or Bristol borrd, approximrtnly 13 be 'd
inched, of the story the clams is working on.
In supolementery work, or reenforcement exercises, more ennhesir can
be ',laced on the development of seecific skills in individueeeeed instruction
eeich is odeoted to the earticuler learning style of each student. The.
develoement of apparatus for this kind of thing reouires much planning
and time. As the instructional prcjrem develops, a skills checklist should
be designed, alto, to test periodically the development of each skill in each
student.
For adequate phonics instruction there should he at least one word in
t ,e stories' vocabulary beginnine with one of eech of the letters of the ciphebet.
Keep t'iis in mind, and elicit words in story context that would not be like?,
occur othereiee, for example, quiet, zipper, xylophone. Words in Enlish beginnine
with x arc rare; it stems better to use words endlne with x for this exercise.
ii
The teaching of phonics starts with the firL,t story, and develop e in this
wry, cc cn integrel nrrt of each deny rordin7 lesson.
Word confi2urctiun skill., nd the use of story vocabulFry in e different
context by students, is an integre). Pert of each readin lesson also.
Usirv;1 stories' vocabulrry in c.entences cOmposed by students Offers the
opportunity not only for developing orertive writino, but reinforcing good
patterns of English usage; tenses of verbs, punctuation styles of writing.
A 000d foundation in ohonice necocsery to reed well. To spell well
also to7mndr on knovdedge of phonics, *nd to e degree, on the use of the
biotinrry.
In the future, when working on thiskind of reading instruction,
would plen more carefully to elicit vocebulFry in the studorte stor-les that
would orovidr e better becis for the nhonice instruction. With mire fore- ht,
Elmost every beginninT sound nd blend could have been includcd in the storie,-.'
vocabulary. That this was not done in this course of study is en obvious meekness.
Tenees of verbs4,
Generally these Belizeen students I work with, because they week Creole
e wc11 sr English, or Spanish or eh Indien dislect es e first language:; tend
to u,le the present tense, almost elweys, in speekinn end writing. For this
reeson tne stories must be used, too, for systematic teeching of the correct
forme of the verb, depending on when the action takes piece. These students
generally use the present trnse Englieh regardless of whet time they are
;perking Ebout; past, present, future. For this reason much petterning end
reinforcement must be done on verb forme. Nevertheless, Belizean Creole
incorporates the English language, so that in Belize, Enelish'is not taught
es e Foreign lang.lage.
Word confieuration
(Student's stories ere the source of this vocebulery)
rcere;
rtiheye;
)tney:
;feed; .fish flTOm
tbaci:T-Te i7=17
atuov
uncle ;JriCler:
drink idrmie!
,mother;
11*C )1567:
T?ff-a
Inflected forms
:fig
176 "rm."!
The methods end materiels used here in developing reading skills can
also be expanded for use in individualizing'instruction, for reinforcing
skills, and for correcting weaknesses, and providing interesting, useful
seetwork for students. There ere a variety of ways of using word metching,
phOnics, word configuration, story illustration; either in' eoparatum or by
usn of multiple copies. The quality of this material will depend on the ingenuity
of the teachers, end their ability to communicets ideas to eech other.
Cultural Aspects of Student's Stories..airs. oftrammenA most important feature of some of these stories of Delizeen students
is that they relate the :learning of skills in the family, and the surroundings,
as well es in the school. For example, boys tell of learning farming skills
from their fathers, as they tell of learning how to make cethent blocks from
their fathers, or how they have learned e second or third language from a
parent or a friend. Young people have told me of skills thet they have, and
their processes, such es dressing chickens, beking Creole breed in a drum,
moking.johnny cake, making clothing from a pattern designed and drefted in
the home. I did not have the opnortunity to record many of the skills
iv 9
and their pro:asses, but in my work in the futyre, I will make it a oriority
to elicit stories from students which describe skills end their orocesses that
ere locally taught; either in the home or the neighblrhood, or the district.
I woW.d encourage e very explicit description of a method of doing something.
For example, if the skill to be related were how to bake Creole bread in e
drum, I would ask such, questions es: "Where, would you het theAirewood?
How would it hove been cut? Where 'would you get the drum? How would it be
prepared for use as an oven? Where would it be best to place this oven? Whet
Ere the time elements for_preperng the fire, boking the bred? What ingredi
tt are needed td make Creole bread? 'One of the ingredients is coconut
milk. How is it made?" Stories orepered in this way develop literacy, and
they also record end preserve the local culture..
teeny local customs that students hove described to me I didn't have
time to record. I would encourage students who form in a milpe, to describe
other crops tian corn, that tncy raise in a milpe setting. Why the lend is
oleered t a sloth and burn method, rather than in other ways. Which
opt ;ions arc cerried on at e particular time of the year. How they prepare
th-lr own sn-ds for planting. 0o they use local fish for fertilizer? Or Hlet
fertilizer do they usc?
Students talk about how their fathers, in the home, make cassava graters
mahogany, or how their rTrandmothers cook in en iron pot, in an open
fire outside the house. Spanishspecking Belizeans prep7re delicious food
from different forms of corn, and Carib Belizeans from such vegetables as
cassava. 1 would take particular interest in helping students put these
Processes into printed story form.
Reeding Aloud to Students
In any instructional program in readinl, reading aloud to students
regularly, from a wide variety of literature, is most necessary. Belize has
e ntitionel library system which has been a resource for my work. The
Comprehensive School has e library, and I helve used literature from there,
too.
In a developing oountry which lacks resources such as these, e teacher
rI
V
r
pocoiTy be able to asselblc her own library of literature from such'
sources es A:1.D., the 0.A.S., C.A.R.E., and other orgelizations whose
purpose it international development. The DarienkSook Aid Plan of Darien,
Connecticut has born most rencrous in providinr7 me with c very y-choice sel'eetion
of children's literature; both in English, and Spanish. Altnuugh ErrYlish
is 47he officiEl lanouepe of BclizL, in many homes here Spanish is th'6 first
len4up.7e.
Handwriting
Mendscript End cursive handwriting ves reinforced with these studentr,
by taking e separate lesson daily, on CFCLI letter of the alphabet. As in ell
tie ot'ler components of this course of study, the stories' vocabulary would be
used as e baois to teach, or review handwriting skills. (For quick reference-
use the composite vocabulary list at the end of the collection of Pre Year's
stories.)
Workbooks Word CaraJaUnatIllayij.str: Comoilcdpy Students
Encl.pred ere samples, or sample booklets for e-ch rree of this course
of study:
stories
word cardr
vocabulary lists
phonics
word configuration
sentences usin' stories vocabulary in a different context
writing lessons
Examples of the workbooks, Y:ordcards, and vocabulary lists for only the
Pre Year class have been included here. Ibvever, all of these componentryere
developed with each of thr other four classes, and with the one adult student,
tlroughout each course. The development of these components required much
student involvement, which was what was intended, so that maximum learning
would take place.
vi 11
Method of Instruction
1. H7ve r student dictete en excerience. The teacher, ,es scribe, writes'this
story on the board, unobtrusively correcting grcmmetiorl error:. T'ic story
then printed on c Gestetner rm'stercncc,,, End the mestersheet is 7iveni to
ct!tlor to ll'untrt,te. Multiole copier Err orencred from this on c m7Chine.
These copies are distributed to the class. Over a period of time each student.
will hrvc contributed'e story, and will heve added it to e book whic-, includes
e story from eeoh student in the class.
2. Ar eech.story is returned to the class, distribute blocked paper. The
vocebulbry of the story is copied into senarete blocks on this pener. The
blocked ppc- than is cilt up into individuel word cords end these ured to
develop the following reading skills:
1. word matching (recogni-ing word in contest)
2. flesh card drill (recognizing words out of context)
3.\ placing vocabulary in alphabeticel'order
phonics skills:
e. beginning sounds
b. final sounds
c. middle sounds
d. long and short vowel sounds
e. beginniog blends', e.q. - st, ch, fl, Cr.
f. sounds formed from ay, se, igh, etc.
it
g. building new words from try vocabulary by
replacing initial consch nts ex: day way pay hay stay
h. peredigme, or inflected forms of nouns end verbs
i. word syllabication
5. Word confiouretion (for differentiating words by their ahem',
if they begin with the same letter, and have the seme niimber
of letters; and also for dtstinpuishing prredigms or {.nfleoted
NiWg lkidforms of words.)
Ihiiiie 5410
Ife617 qialicANF__..
6. Using stories'vocebulary and languege patterns es e basis for
creative writing. Student selects e word from a story. With
12
this he constructs e sentence using the ward in e different
context then that in whi.ch it appeared in the story. Phrases,
and sentences, from the stories cenobe used in the smmd way.
Phonics
( The basis of mil the phonics lessons i5 vocabulary from student's stories,
or words elicited from studs tr in clasi, in a frame of reference. )
1. Initisl consonants and vowels.
b c, c(soft) d e f, ph gor, (*oft), g (silent) h, h(silent) i j k, k(silent)
lmnopqrstuvwxy(aseconsonant andavnwel) z
(Final and middle sounds, can be tauaht using the same procedure. Find
necessary words in story vocabulary, or elicit them from students in
a frame of reference.)
2. Blends Letters combined in a sound whose separate constitutents
cannot be distinguished. (Teach each of these using a word from
stories' vocabulary, or a word elicited from e student in a frame
of reference.)
bl, br
ch, cl, Cr, cy
dr, dw, dy
fl, fr
gh, gl, gr
ph, p1, .pr
rh
sh, 51, sm, en, sp, pct, sw
th, tr, to, ty
wh, wr
3. Short vowels combined with consonants to build words of one syllable.
ab eb it nb,
ad ed id rid
ag eg ig og
am em im om
en en in on
ap ep Jo . op
at at dt of
ax ex ix ox
ub
ud
ug
um
un
up
ut
ux.
,,,prof
example: cab web rib job tub
13 L i
4. Long vowels ( c at the end rule)
ade ede ide ode ude
age age ige oge .uge
aka eke ike oke ukw
ale ale ile ole ule
arm eme ime ome ume
une nne .lne one.' uns
ace eue ice ape upe
ate etc ite ote ute
example: made cede hide code rude
5. Building words from known words by replacing initial consonant
house get race
mouse let face
met pace
set
net
wet
6. Vowel sounds produced by letter combinations such as:
ay ee ie
ai ea ye
sigh igh
aigh
oe
oe
us
examples: stay week tie boat Tuesday
mail nest eye toe new
eight high
straight
After the sounds of the letters of the alphabet are. taught, there are
an infinite number of ways that they can be combined in phonics exercises.
Only a few examples are given here. The important thing is to teach the
basic mounds from the stories' vocabulary.
a ap;Aes, about, apron ( Must teech 1222 a with a word provided in other than
story context (apron used here) because a word
beginning with long a doesn't occur in stories
vocabulery)
b biscuits
c color cinema
d doughnuts
e egg eet
f fast (Must teach ph with e word provided. No ph word occurs in this
story vocabulary)
g garden (Must teach soft g with word provided. Perhaps "gentle". Silent
with word like gnome.)
h house silent h honest
i if (bust teach long i with word provided in other context, perhaps ice or iron.
j Johnny
k KoolAid (Must teach silent k with a word like knee)
1 lettube
m mangoes
n nine
o on
p Pelestine
q quiet (No o word occurs in story vocabulary. Elicit the word quiet in
c sentence)
rabbits
n sandwiches
t take
u uncle
veartsble
w want
x xylophone (Doesn't occur in stories vocabulary. Elicit, or offer it in
a sentence.)
y Year mx
z zipper (Doesn't occur in stories vroebulary. Elicit it in e sen'Isnce from
a student.)
N.9. Check with Bliss Institute Library, or National Lihrrry on No. Front St.
Belize City to sec if they hevcIFilmUltii!.......InChAltlalsisstrap
10 vocabulary ern be evaluated for
bl blue (Not in stories...)
br brought
ch chicken
cl clinb
cr creek
cy cyc'e (Not in stories...)
dr drove
dwprf (Doesn't occur in stories,..)
dye (Doesn't occur in stories...)
fl ((Doesn't occur in stories...)
fr friend
In voul (Doesn't r,ccur in stories...)
gl /led
gr grandmother
ph phone (Doesn't occur in stories...)
pl nlowing
pr price (Doesn't occur in stories...)
sh she
sl Slusher
sm small
sn snap (Doesn't occur in stories....)
sp Spanish
st students
ay swim
th then
tr tree
tw two
ty type (Doesn't occur in stories)
wh when
wr write
sch school
str strair/ht (Doesn't occur in stories...)
thr three (Not in stories, but a fsmiliar word to most students.)
Sam71e phonicslon for tnecninn sound of e letter
Teacher tells clash she is going to say some words that begin with the
same sound as a word in one of the student's stories (for example, garden)
rind one tht does not !Jsgin with the same sound. The students ere to tell
.the teacher weep they herr the word that die not irigin with the srme sound es
the others.
Tnrc-er says:_gardengame
good
get
governnr
-ive
rum4..
sign
'fete
guld
Students tell her that "sign" did not begin with the same sound as the
.Teacher then asks students to take turns providing her with words that
begin with same sound as "garden". As the students provide the words
they ere printed in a column on the board Sy the teacher.
f-Oet
gungolf
gold
good
gender
garden
A student can be en<71 to come to the hoard end underline the sound
with calk of I contrasting color while the other students say the'sound in
This lsncon cen bd r)oied onto antler by students, end illustrnted with
obJectr which represent th4.ngo which begin with the "g" sound. These conies
of individual lesrons con be compiled into e notebook by eech studrnt, rIcy
make c useful reference. The illustrations can be drawn by the students
theMsulvms, or cut from magazine illustrations. For reinforcement students
should 'Jo esknd, "What lette soells the sourtiof 11/11.
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moo th vacor/on ciaritly S-61,00*ter-7&n pereen/s /e r
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because 7- ioaA qe or e of or r /;170/3
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in our iardot,eas4-6 firillkidgie-1M-3-16
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know Mr. Soso was ci/icaurafed,
0 0 don vv an t 3
expert en ce 1-70 tee/t7 ,72/t' ;rem/earn /.?/: Woo 0/04;7 sox rem o s 7a),-/- il-te4 1. an
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./-0 67-424 -/henekehimai and Mer c/a .
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sound ari..s APAA ,50ken e yery vvAere / e /7e.y/can
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61
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W;M rr &abler AN:ir.ried 70 sew/
a skirt /8 red onddoth 114 ye Jearticf 7Lo make, ex
h ef/ousean next. t'e'rm ofr-e oih
rn ke pants S. I /earned/ I0 %few
717 1$°'0 ()ad:IA-1 GMT" Se Wil)
IS 141 Dr tan 71- AO MeCharlotte ',nide/le/On
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teld. adtlif an r& ei tivM 1400 J- 4"/(i 40' Sr A:1/f mai" ar"f
may pay...Da/ 1- -a 107 4. 1%4 ova V
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me 14.9 Cap witen I Was as e
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tOearl/ e Walk . Mere _2 r eAlrdivot ie.--
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beil-A411 Ae seall;11 arn:gairf om
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67
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Since 1961 when the Peace Corps was created, more than 80,000 U.S. citizens have servedas Volunteers in developing countries, living rud working among the people of the Third
World as colleagues and co-workers. Today 6000 PCVs are involved in programs designedto help strengthen local capacity to address such fundamental concerns as foodproduction, water supply, energy development, nutrition and health education and
reforestation.
Loret Miler kuppe, DirectorEdward Curran, Deputy Director DesignateRichard B. Abell, Director, Office of Program Development
floPeace Corps overseas offices:
BELIZEP.O. Box 487Belize City
BENIN
bP 971Cotonou
tBOTSWANATP.u. Box 93/Gaborone
/CAMEROONBP nilYaounde
CENTRAL AFRICANREPnoLIC
1080
Bandul
CoSTA RICAkartaoo Postal1266San Jose
DOMINICAN REPUBLICApartado Postal
1414
Santo Domingo
EASTERN CARRIBBEANIncluaing: AntiguaBarbados, Grenada,Montserrat,St. Kitts-Nevis,St.Lucia,St.Vincent, Doqinica"Erin Court"-Bishops Court HillP.O. Box 696-C'Bridgetown, Barbados
ECUADORCasilla 635-Ayuito
FIJIP.O. Box 1094Suva
GABONBP 2098Libreville
GAMBIA, TheP.O. Box 582Banjul
GHANAP.O. Box 5796Accra (North)
GUATEMALA6a Avenida 1-46Zona 2Guatemala
HONDURASApartado PostalC-51
Tegucigalpa
JAMAICA9 Musgrove AvenueKingston 10
KENYAP.U. Box 30518Nairobi
LESOTHOP.O. Box554Maseru
LIBERIABox 707Monrovia
MALAWIBox 208Lilongwe
MALAYSIA77 Jalan Raja Muda
Kuala Lumpur
MALIBP 85Bamako
108
MAURITANIABP 222Nouakchott
MICRONESIAP.O. Box 336Saipan, MarianaIslanas
MOROCCO1, Zanquat BenzerteRabat
NEPALP.O. Box 613Kathmandu
NIGERBP 10537Niamey
CtIAN
P.O. Box 966muscat
PAPUA NEW GUINEAP..). Box 1790
Boroko
PARAGUAYc/o American EmbassyAsuncion
PHILIPPINESP.O. Box 7013Manila
RWANDAc/o American EmbassyKigali
SENEGALBP 2534Dakar
SEYCHEVTFABox 564Victoria
SIERRA LEONEPrivate Mail BagFreetown
SOLOMON IsLANrsP.O. Box 547Honiara
SWAZILANDP.O. Box 362Mbabane
TANZANIABox 9123Dar es Salaam
42 Sol Somprasong 2Petchhuri RoadBangkok 4
TOGOBP 3194Lone
TONGABP 147Nuku'Alofa
TUNISIAB.P. 961002 Tunis-belvedereTUnis
UPPER VOLTABP 537-SarandinOuagadougou
!I:STERN SAMOA
P.O. Box 880Apia
YEMENP.O. Box 1151Sana'a
ZAIREBP 697Kinshasa 11
