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DAILY TRAINING AND READINESS PROGRAMS OF THE PRE-SPECIAL

A CLASSES, DETROIT PUBLIC SCHOOLS 2

Hang up

Morning (Advanced) Group
8:45-9:00. Bell time (Many good personal habits are established at this time.)

The teacher greets the parents and children. She encourages parents
to let children come in from the car and join other children coming
into school. This is one time some of the Pre-Special pupils mingle
with the rest of the children in the building. Consideration for others
and ability to adapt to a large group are learned in this situation. During
this period children also learn to:
Recognize their lockers by name, number, or location
Remove their wraps

their

wraps Develop responsibility by performing specific tasks (dusting, raising shades, caring for fish, watering plants, etc.). The children learn to

choose suitable short-time activities. 9:00–9:15. Conference. All the children in these buildings are having a conference

period at this time. Pre-special A classes carry on the following activities:

1. Take attendance
2. Health inspection
3. Calendar activity (science)

Discuss weather, name of month, year, and day

Special days--holidays, children's birthdays 4. Interesting happenings at home, in school, on the way to and from

school

5. Plan work for day 9:15-10:15. Reading and reading readiness (Group 4, Reading Readiness Group.

Group 1-2-3 at different levels in Pre-Primer.)
A. Rotate the groups each 20 minutes. Each group has some seat
work which will repeat or reinforce some previous experiences.
1. Example words and pictures to match:

Dick and Jane
Come and Go
Up and Down

Big and Little
2. Matching games (pictures, colors, forms)

3. To reinforce color words (string beads, make rainbow, color
books, color pictures)
B. The teacher works with each group (reread story, games to reinforce
vocabulary)

Group 1-Pre-Primer "We Come and Go”
Group 2--Pre-Primer "We Work and Play”
Group 3–Pre-Primer "We Look and See”

Word matching, word recognition based on 16 words in this book.
Group 4- "Before We Read”

Reading readiness
C. Each group has some time to select its own activities.

Teacher encourages them to choose things which will be quiet
enough so she can work with another group. This develops

self-direction. Suggested activities: : Furnished by Anna Engel, Divisional Director, Department of Special Education, Detroit Public Schools, Detroit, Mich.

1, Cut pictures for scrap

book 2. Paint, draw, trace, model with clay, puzzles, string beads,

look at picture book, matching games

3. Play house There are only 4 children in each group. By having these small numbers, the teacher can still check each child's work individually, but the children get the feeling of group relationship, learn to follow directions, follow while others read. Group work is good for vocabulary game drills. 10:15–10:30. Rhythms

Marching, stepping between blocks, skipping, galloping, hopping
With victrola--skating music, waltz, march
Dramatize to music "The Wild Horses”, “The Tailor and the Bear”
Rhythm band

Keeping time-sticks, bells, triangle
Songs

**Tone Matching Tunes”
1. The Telephone
2. Pony Shoes
3. Pretty Tulips
4. Lullaby
5. Miss Polly
6. The Turkey
7. Oh! What a Beautiful Morning
"Safety Songs"
1. Always Be Careful
2. Play Ball

3. I'm a Policeman
Finger Play

1. Ten Little Fingers
2. Jack O'Lanterns
3. This Little Girl
4. Touch
5. The Excavator

6. The Elephant
10:30-10:45. Prepare for and serve morning milk

Attend lavatory, wash before serving milk
Helpers

1. Count children, place napkins

2. Put on milk
Drink milk, after which each child takes bottle to sink

1. Wash bottles

2. Clean up tables
10:45-11:00. A, B, C Drill. Writing devices

1. The alphabet drill is for recognition of the symbols by name
2. Phonetic recognition and understanding of at least 100 words
3. Phonetic recognition of the letters

4. Use simple pictures and outlines for word recognition drill 11:00-11:15. Arithmetic concept-drill-games

1. Count (1-10)-children, chairs, tables, windows, doors, places at

table, napkins
2. Song--"One Little, Two Little Indians"
3. Poem--"When I Was One I Just Begun”

4. Sense games--nose, body, eyes, lips, ears, fingers, toes

5. Finger play
Learning symbols

1. Room chart-match if do not know
2. Lotto game
3. Bingo game
4. Matching symbol game
5. String beads to symbols

6. Draw to symbols
Quantitative thinking

Small-large
Big-little
Top--middle-bottom

Tall-short
11:15-11:30. Language activities

1. Speech-express self, dramatize stories
2. Stories-retell or make story from series of pictures, family groups,

and familiar situations
3. Other activities

a. Telephone
b. Plan a party
c. Introduce a friend
d. Discuss how to dress, wash, clean teeth

e. Discuss relation of children to others outside home
Afternoon (Beginning) Group
12:15-12:45. Gym--play

1. Large muscle coordinations
2. Bounce ball
3. Throw in bucket or over line
4. Bowling game
5. Bean bag game
6. Skip, hop, jump, prance, run
7. Ring toss

8. Drop clothes pin in bottle
Physical activities

1. Balls, shovel, ladder, bars
2. Bean bag, broom, swing, sled

3. Wagon bike
Dramatization and imaginative play

1. Blocks, trucks, cars, train
2. Sand box, drolls, table-chairs

3. Toy animals, clay, crayons 12:45-1:00. A, B, C Drill

See morning group 1:00-1:15. Getting ready to write

See morning group 1:15-1:30. Music--song-tone matching

See morning group 1:30-1:50. Prepare and serve afternoon milk

Same procedure as for morning group 1:50-2:10. Rhythms-safety-music

See morning group

2:10–2:30. Language activities

1. Family—speech drill expression (same as morning group)

2. Reading readiness 2:45. Conference with parents

PROGRESS RECORD USED BY THE PRE-SPECIAL A CLASSES OF

THE DETROIT PUBLIC SCHOOLS

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PHYSICAL COORDINATION 1. Large muscle patterns

a. walk.....b. run ----C. march.--.-d. gallop-----e. hop----.f. skip----II. Up and down stairs a, assisted. _b. alone (one foot at a time)--

----a.

a. walk.

-c. In a group--

(alternating feet) III. Bouncing ball

a. single.----_b. dribble.... -c. to others _d, skill, IV. Rhythmic muscular patterns

Hands clap--- _b. finger play----- .-c. rhythm instruments.
Feet....

b. run.-----с. march. d. gallop------e. hop-----

f. skip-
V. Hand-eye coordination
List of materials Handle Material Follow Design

Create Design
A. Peg and board
B. Clay

H. Scissors
C. Beads

1. Paste
D. Blocks

J. Scissors and paste
E. Paints

K. Puzzles
F. Crayons

L. Buttoning
G. Pencils

M. Lacing

N. Tracing VI. Writing: When the child is able to write.

VII. Number readiness:

a. Rote counting- ..b. Concept of number------с. Symbol recognition.--

d. Arithmetic digits 1-10.----VIII. Add Concrete

Memory
Subtract

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