Degree Name
Education Specialist (EdS)
Semester of Degree Completion
1986
Thesis Director
David E. Bartz
Abstract
Statement of Purpose
The purpose of this field study was to establish a list of sequenced skills for grades kindergarten through six for language arts, reading, and mathematics. Furthermore, a need existed for the evaluation of student/classroom progression in the mastery of skills. Therefore, this study consisted of the following two tasks: (1) Development of a list of sequenced skills which are to be utilized in conjunction with objectives that are located within the textbook of each subject area. (2) Development of a record keeping process to monitor students’ academic progress of skills mastered within language arts, reading, and mathematics from grade level to grade level.
Procedure
A scope and sequence chart was instrumental in the development of the established list of skills in each subject area. The publishing company for that subject area furnished the scope and sequence chart. For example, the language arts scope and sequence chart was furnished by the Macmillan Publishing Company. The reading scope and sequence chart was furnished by the Houghton Mifflin Publishing Company. The scope and sequence chart for Mathematics was furnished by the Laidlaw Publishing Company. The skills for each subject area were duplicated in the same order as they were listed on the scope and sequence chart for that subject. However, each document was developed to serve a specific purpose.
Results
This study produced four separate documents:
- Teacher-Master Guide Sheet
- Priority-Skills Sheet
- Student-Skills Sheet
- Teacher-Classroom Skills Sheet
Two of these documents, The Teacher-Master Guide Sheet and the Priority-Skills Sheet, will be used to designate the order in which skills should be mastered at each grade level. The other two documents, Student-Skills Sheet and the Teacher-Classroom Skills Sheet, will be instrumental in evaluating student academic progress, in the mastery of skills.
Teacher-Master Guide Sheet: This guide sheet was designed to make available to each teacher a list of all sequential skills in each subject area. This master guide will list all skills in a sequential manner for the following subjects: language arts, reading, and mathematics. This guide will list all skills separately by subject area starting with kindergarten and completing through the sixth grade. The Teacher-Master Guide Sheet should be kept with the teacher’s lesson plan book.
Priority Skills Sheet: The purpose of this skills sheet was to prioritize all of the skills in each subject area. Each skill will be designated as one, two, or three. A number “one” skill will be a skill that has been mandated by the state of Illinois to be mastered by students. Skill “two” will be a skill that the teachers in the Hoopeston-East Lynn Elementary buildings feel is a basic need to further education. The number “three” skill will be a publishing company designated grade level skill but an advanced skill as determined by the teachers in the elementary program at Hoopeston-East Lynn. This skill sheet has all of the sequential skills listed for each subject area mentioned above starting with kindergarten through the sixth grade. Each teacher should indicate his/her priority of those skills taught each week for each subject area and return that information to the building principal weekly.
Student-Skills Sheet: The student sheet was initiated to verify student mastery of each skill as it was tested and the student passed the test at an eighty per cent level or better. The Student-Skills Sheet should be under control of the teacher and held in a file folder at the teacher’s desk. This will enable the teacher the opportunity of verifying by dating each skill as it is mastered by a student. This skill sheet will be available to the next teacher the following year, as this skill sheet should be passed along in the student’s temporary folder at the end of each year.
Teacher-Classroom Skills Sheet: The purpose of the classroom skills sheet is to evaluate class progress and to allow students a chance to evaluate their progress as compared to their classmates. This classroom skills sheet should be placed in the classroom where it is accessible to all students. This skills sheet could be verified by the teacher or the student as each skill is mastered. The classroom skills sheet should be destroyed at the end of the school year.
Recommended Citation
Flint, Chalmers E., "The Establishment of Sequenced Skills in Language Arts, Reading, and Mathematics for Grades K Through 6 of the Hoopeston-East Lynn Public Schools" (1986). Masters Theses. 2652.
https://thekeep.eiu.edu/theses/2652
