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ms. Boat Trip, Children of lina, Airplane Trip, Adx'enrcs of Bunny Rabbit, Bobolink d Blue jay, Nairn jo Cliildren, exican Children, Arts and afts of Mexico, Sawdust Sidehls, and African Fauna.
African Fauna was selected beusc of its many beautiful and tercsting scenes even though the mmcntary was indistinct and 2 vocabulary was felt to be too Ticult.
Each teacher took notes at previews and made her own lins for the utilization of the ms. The showings "\vere schedr?d for Tuesday and Thursday ieach week. AH the pupils saw same films at the same time under the same projection m conditions in the audi<ium, which was considered betij than any of the regular class•0ms.
For the purpose of analyzing y. use made of the films and the 3Jpil reactions discovered, the iding classes will be considered i three groups: group 1 was at lout the third grade level in 4ool, group 2 at the fourth and ijh-grade levels, and group 3 was ){ or above the sixth-grade level, tte following discussion concerns it methods used to introduce the Bin to the pupils, the vocabulary
!"sons used, the follow-up activpS, the correlation procedures, ad lastly, the pupil reactions.
t)ne of the principal tasks of l^ reading clinic teachers was to
Wand HEAR— October
enrich the pupil's auditory, sight, and writing vocabularies. In introducing the fdm and, later, in the follow-up of the showing, the teacher took advantage of the many words and phrases used by the pupils in their preliminary and follow-up discussions. Teachers employed these vocabularies in word games and drills in order to make the words a part of the child's own vocabulary. Oral stories inspired by the film showings were typed or printed on the board and read aloud by the pupils. Older pupils were asked to write stories or paragraphs about the film subjects. From these stories their spelling needs were analyzed. The words and phrases studied were selected from the pupils' oral discussion. The words used for spelling lessons were taken from analyses of their written expression. They scarcely realized that they were being "taught reading and spelling."
The variation in the vocabularies used at different grade levels is illustrated by the following that were developed from the film, Navajo Children:
Group 1: Children, sheep, goats, yarn, necklace, planting, wagon, shearing, weaving, dances, rugs, winter home, summer home, stirrup, squash, target, corn, corral, arrow, range, desert, shoot, melons, loom, and monument.
Group 2: In addition to the words above, the following were needed: Navajo, festival, Indians,
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