Word: grading
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Dates: during 1950-1959
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...work of Miro is gay and childlike. In a few broad strokes he paints a head that looks like it comes from a 5th grade drawing board. His naivite and simplicity extend even to his use of color, which rarely deviates from the grade school palette of primary tones. Yet both his lyric feeling for color and innocent flow of form take on masterful surety through discipline and technique...
Since automatic promotion is pretty much the rule, many classes are divided into fast and slow groups. The bright use the same primers as the slow, but they are encouraged to supplement their reading with other books. At the third grade, says Assistant Superintendent William Kottmeyer of St. Louis, comes "the great divide." After that, the slow and the bright get the same texts in arithmetic, geography and history. Unless a school system has a most elaborate remedial reading program, the whole class could well be held to the pace of the slow...
Each at His Own Level. Ideally, say the experts, every teacher, no matter what his subject, should be "a teacher of reading." Furthermore, reading instruction should never stop. In St. Louis, it continues from grade school (600 minutes a week) through high school (225 minutes). For slow elementary pupils there are "rooms of 20," where pupils get individual instruction from reading experts. In Evanston, 111., sixth-graders make up "reading wheels," with the spokes representing various books read. Eighth-graders must report on a book a week. But in all reading, the experts insist, each Johnny should proceed...
...fourth grade, students absorb the alphabet and are taught how to use the dictionary-a technique which the jargon-prone experts call a "location skill." They are also taught to vary the pace of their reading and even to know when to skim. "Far too many children and adults," says Arthur I. Gates of Columbia University's Teachers College, "have habituated one speed of reading which they use on all materials and for all purposes...
...suburban Wheaton, 22 miles west of Chicago, a similar crusade is on. Explains one angry mother: "They teach the beginning and ending consonants of each word well into the first grade-and I mean well into the first grade-and they expect the child to sort out the vowels for himself. I didn't send my child to school to guess at the vowels. I sent him there to be taught the vowels." The mother is now awaiting the school board election next month. "Then," says she, "we're going to lower the boom...