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Traditionally, primary emphasis in learning has been placed on seeing, doing, hearing, and saying. Language is still largely learned by imitation, and good language is largely judged by its sound. However, understanding is recognized as an important factor in learning situations in which generalizations, rules, and principles can be formulated and applied. The traditional skill subjects are now being approached in part from the point of view of meanings.
It is too early to say how far we may go in making the mechanics of language meaningful to elementary pupils, but some good examples of what may be done are offered in recent literature. For example, Smith points out that growth in the skills of punctuation and capitalization must mean growth in sensing relationships between ideas and gaining force through modification.
The significance of the period and question mark are made clear by recalling what one does with the voice in oral reading. Specifically in regard to commas, she says, "Commas are used to clarify meaning when sentence elements are out of their usual order, to separate interrupters from the main idea, and to make clear the members of an enumeration." The growth of general abilities relates mainly to developing ideas and meanings, Understanding. Grammar is an attempt to develop concepts, principles and rules relating to usage and to the structure of language. Grammar provides a stock of ideas and understandings that help to make language intelligible, to give some insight into its structure, and to supply some help in the use of language forms and in the correction of errors.
The pupil should shoe recognition of correct form by choosing correct forms, by reproducing them, and by using them in original examples. The repetition following recognition is at first deliberate, attentive, and consciously directed; later it is used in connection with larger language units; and finally it is practiced in total language situations with marginal attention given to the specific skill or ability. The situations in which a given form is practiced should be varied. Multiple uses in a variety of situations increase the range of applicability and tend to maintain a high level of interest. The checking of progress toward the mastery of a specific skill or ability may be recognized as a fourth basic principle.
Lists and record sheets used in the diagnostic phase of the work are useful for recording progress. If possible, the evaluation should be the pupil's own, and he should keep his own record of progress. The teacher should check and confirm the pupil's judgments. Repeated checking in tests and actual use, as well as restudy and practice, are constantly required until mastery is confidently achieved. Adequate repetition, carried to the point of mastery, requires time, but effort should be concentrated on a short list of basic skills and abilities determined by crucially and by the needs of particular pupils. Extensive treatment is necessarily sacrificed to concentration on relatively few key language elements.
It is too early to say how far we may go in making the mechanics of language meaningful to elementary pupils, but some good examples of what may be done are offered in recent literature. For example, Smith points out that growth in the skills of punctuation and capitalization must mean growth in sensing relationships between ideas and gaining force through modification.
The significance of the period and question mark are made clear by recalling what one does with the voice in oral reading. Specifically in regard to commas, she says, "Commas are used to clarify meaning when sentence elements are out of their usual order, to separate interrupters from the main idea, and to make clear the members of an enumeration." The growth of general abilities relates mainly to developing ideas and meanings, Understanding. Grammar is an attempt to develop concepts, principles and rules relating to usage and to the structure of language. Grammar provides a stock of ideas and understandings that help to make language intelligible, to give some insight into its structure, and to supply some help in the use of language forms and in the correction of errors.
The pupil should shoe recognition of correct form by choosing correct forms, by reproducing them, and by using them in original examples. The repetition following recognition is at first deliberate, attentive, and consciously directed; later it is used in connection with larger language units; and finally it is practiced in total language situations with marginal attention given to the specific skill or ability. The situations in which a given form is practiced should be varied. Multiple uses in a variety of situations increase the range of applicability and tend to maintain a high level of interest. The checking of progress toward the mastery of a specific skill or ability may be recognized as a fourth basic principle.
Lists and record sheets used in the diagnostic phase of the work are useful for recording progress. If possible, the evaluation should be the pupil's own, and he should keep his own record of progress. The teacher should check and confirm the pupil's judgments. Repeated checking in tests and actual use, as well as restudy and practice, are constantly required until mastery is confidently achieved. Adequate repetition, carried to the point of mastery, requires time, but effort should be concentrated on a short list of basic skills and abilities determined by crucially and by the needs of particular pupils. Extensive treatment is necessarily sacrificed to concentration on relatively few key language elements.
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