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READERS FOR ADULTS
RECREATION
ADULT EDUCATION UNIT
DIVISION OF COMMUNITY
SERVICE PROGRAMS
DISTRICT OF COLUMBIA
WORK PROJECTS ADMINISTRATION
Northwestern
University Library
Evanston,
Illinois 60201
SUGGESTIONS TO TEICHFR5
READERS FOR ADULTS
Foundation Fields
LEVELS I and III
ADULT EDUCATION UNIT
DISTRICT OF COLUMBIA
WORK PROJECTS ADMINISTRATION
"feul Edwards, Administrator
Introduction
This folder is prepared as a suggestive guide to
teachers using the nine first level and the one third
level readers constructed by the Adult Education Unit
of the District of Columbia Work Projects Administra¬
tion. These suggestions are not binding upon the
users. However, they do follow sound educational
principles and have been effectively used in literacy
work in the District of Columbia.
Construction
All of the readers are constructed in accordance
with the basic principles of WPA Education Circular
No. 10. These readers are prepared primarily for the
teaching of silent reading.
Each of the first level readers is divided into
eighteen units (a unit is a section of the reader
which might make up one or more lessons). A maximum
of six words is introduced in each unit of the first
level readers except the sixth, the twelfth and the
eighteenth units. These units are for review pur¬
poses and each one contains all of the words intro¬
duced in the preceding units. The introduction of
new words per unit ranges from 3 to 6 in number. 1/
A maximum of eight new words on a third level of
reading difficulty is introduced in each unit of the
third level readers. The range is from 6 to 8 words
per unit. The third level readers follow the same
general construction as the first level readers, ex¬
cept for the fact that the review units are the fifth,
tenth and fifteenth.
Usage
In our use of these materials, five reading ap¬
proaches are used in presenting the various units of
1/ " Good Health " and " Stephen Foster Songs " are
exceptions.
each reader. 1/ They are (i) word-picture {<.) experi¬
ence (3) discussion (4) story (5) composite. Each
approach is decided upon on the basis of unit content,
the type of reading disabilities encountered, and the
availability of supplies and equipment.
The word-picture and the experience approaches
proved to be the most usable. However, we discovered
that no matter which approach is used, some type of
discussion becomes a part of it. It is oub further
experience that the new words in each reader should
be mastered before the student is allowed to read the
unit from the book.
Materials and Activiti.es
Flash cards, mounted picture cards, phrase cards,
and word building exorcises may be used to teach mas¬
tery of the new words in each unit. Elliptical sen¬
tence exercises, truu-false work-sheets, and chart or
blackboard reading may be used to test for comprehen¬
sion.
Pictures Used
Pictures used in most of our presentations were
cut from magazines, newspapers, pamphlets and other
periodicals. They were mounted upon oak tag (tag
board) 8-| x 11 inches, with enough margin left at the
bottom for the necessary lettering.
Acknowle dgmsnt3
Acknowledgments are hereby made to Mrs. Helen
Duey Hoffman of the Washington Housing Association
and to Drs. Frank Horn and William H. Cary of the
United States Housing Authority for invaluable tech¬
nical service and criticism of the manuscript of the
reader, " Houses For All The authenticity of this
reader is based upon their many services.
1/ Described in " Teachers Manual ", for the reader
"We Live Together"-District of Columbia - Adult
Education Unit - Work Projects Administration.
READERS PREPARED BY THE
ADULT EDUCATION UNIT
First Level
I WORK
WE BUY
WE PLAY
OUR HOI-IE AND FAMILY
Second Level
STEPHEN FOSTER SONGS
Third Level
HOUSES FOR ALL
In Process of Publication
HAPPY HOMES
GETTING A JOB
OUR GOVERNMENT
WE LIVE TOGETHER
GOOD HEALTH
WE LIVE AND GROW
WE BUY AND SELL
READERS FOR ADULTS
A series of readers is being
prepared in accordance with the
Technical Series Bulletin No. 10
of the Education Division of the
Work Projects Administration.
The Readers will be developed
in many fields of adult interests
and at different levels of read¬
ing ability.
This Reader may be reproduced in
whole or in part for use in WPA edu¬
cation programs, provided due credit
is given to the Curriculum Staff of
the District of Columbia *>VPA Adult
Education Unit.
CONTENTS
Page
Country People Need To Play ... 16
People Need Places To Play. ... 18
Friends Help Make People Happy. . 22
Play Helps People To Learn. ... 24
People Buy Recreation ...... 26
Taxes Help Pay For Play 28
Many Groups Plan For Recreation . 30
Recreation Helps Our Country. . . 32
WE NEED TO PLAY
4
We need to keep well.
Me play to keep well.
We need to play.
WE NEED TIME FOR PLAY
We play to keep well and happy.
We need time for play.
We need places for play.
5
OUR FAMILY NEEDS PLAY
Our family needs time for play.
We can play in our home.
Play helps to keep our family
well and happy.
WE PLAY IN MANY PLACES
People play in many places.
They play In homes and in parks.
We play on playgrounds-.
Parks, and playgrounds help people
to keep well and- happy.
7
WORKERS NEED PLAY
Workers need to keep well.
Good play helps workers to keep well.
Many workers have time for play.
They need to play.
Play helps workers in many ways.
8
PEOPLE PLAY
People play to keep well.
They play to- keep happy.
We need time"to play
We play in many places.
We play in our home, in parks, and
on playgrounds.
Play helps to keep our family happy.
9
PEOPLE PLAY
Workers have many ways to play.
They have time for play.
Play can help workers in many ways.
Good places to play help people to
keep well and happy.
10
GOOD PARKS
We have many good .parks in
the United States.
We have good state and
national parks.
Many people go to see our parks.
Our parks help many people to
keep well and happy.
11
CITIES HELP PEOPLE PLAY
Cities need good citizens.
Well and happy people make
good citizens.
Cities need to help people keep
well and happy.
Many cities plan for the free time
of the people.
They have parks and playgrounds
for all the people.
Good places for play help cities
to have good citizens.
PEOPLE HELP CITIES
Many people use their free time
to help their city.
People can help their city in
many ways.
They can help their city have
good homes and good citizens.
They can keep their family
well and happy.
They can learn to use all of their
free time well.
People have many other ways to help
make their city better.
PEOPLE PLAY IN MANY WAYS
?//////,
MM
People play in many ways.
They go to the parks and to
the playgrounds.
Some people go to see shows.
Other people read.
PEOPLE PLAY IN .MANY WAYS
Many people go to play games.
They learn to use their
free,time well.
The good use of free time
is recreation.
Recreation helps people to keep
well and happy.
COUNTRY PEOPLE NEED TO PLAY
Many people live and work in
the country.
They have some free time.
Country people need to play.
They have many good ways to use
their free time.
COUNTRY PEOPLE NEED TO PLAY
Country people play many games
that city people play.
They play many games that city
people do not have.
Many places in. the country make
plans for people to play.
Good plans for play in the country
and in the city help to make'
the United States better.
17
PEOPLE NEED PLACES TO PLAY
Recreation is the good use of
free time.
The good use of free time helps
people to keep well and happy.
Well and happy people make
good citizens.
PEOPLE NEED PLACES TO PLAY
We have many recreation places for
people in the country and for
people in the city.
We have parks and playgrounds, and
other places.
City people have some places that
country people do not have.
We need many good places for all
people to play.
Workers and other people have time
for play.
They can play in many ways.
We read and we go to see shows.
Our family plays games in the home
and on the playgrounds.
We can go to the park.
19
PEOPLE NEED PLACES TO PLAY
People can use their free time in
many other ways.
Some people use their free time
to learn.
They learn to keep well.
They learn to work better and to
live better.
They learn to help their city.
We need citizens that use their
free time well.
Many cities help people to learn.
They help people to have good
recreation.
They plan parks and playgrounds for
the people.
20
PEOPLE NEED PLACES TO PLAY
They plan other places that help to
make better citizens.
Good citizens make good cities.
We have many good state and national
parks in our country.
They help people have good times.
They help people to keep well.
The city, state and national parks in
the United States help many people
to use their free time well.
FRIENDS HELP MAKE PEOPLE HAPPY
All people need friends.
Vife make friends when we play with
other people.
Good friends help to make people
happy.
FRIENDS HELP MAKE PEOPLE HAPPY
We go many places with our friends.
We go to see shows and to play games.
We go to the parks and to the
playgrounds
We have good times in many ways with
our friends.
PLAY HELPS PEOPLE LEARN
Some kinds of play help people
to learn.
They learn about other people.
They learn how to live better.
They learn how to do things better.
Many people use their free time
to learn.
PLAY HELPS PEOPLE LEARN
Good play helps many people to
do things.
It helps people to plan and to
work together.
People need to work and plan together.
All places need people that can plan,
work and live together.
25
PEOPLE BUY RECREATION
We can buy many
Some people pay
Some people pay
Many people pay
kinds of recreation,
to see games,
to play games,
to see shows.
PEOPLE BUY RECREATION
Some of the recreation we buy is good.
Some of it is not good.
Many people do not have the money to
buy recreation.
They can not pay to go to games.
They can not pay to see good shows.
We all need good recreation.
We need many kinds of good recreation
that we do not have to buy.
27
TAXES HELP PAY FOR PLAY
All people pay taxes.
We pay taxes on many things.
We use some of our tax money
for places to play.
TAXES HELP PAY FOR PLAY
People like to play.
They need to play.
Many people do not know how to play.
We need many good recreation workers
to help people learn to play.
We use tax money to pay for
many things.
We can use some of it to pay for
recreation workers.
Good recreation helps to make
good citizens.
We use our tax money well when we use
it to make good citizens.
29
MANY GROUPS PLAN FOR RECREATION
We in the United States have many
plans for play.
We have national plans and we have
state plans.
Many cities and many places in the
country make plans for play.
Some schools have plans for play.
MANY GROUPS PLAN FOR RECREATION
Many places have recreation councils.
The councils3 help to make plans for
recreation.
They help the states and the.cities.
They' help recreation workers and many
other groups.
We do not pay the people on our ■
recreation councils.
Other groups have recreation plans.
They do not use tax money for their
plans.
They can not plan for all the people.
We need all groups to make recreation
plans together.
We can have better recreation when
all groups plan together.
31
RECREATION HELPS OUR COUNTRY
Good recreation helps people to
live better.
It helps people in their work and in
their homes.
It helps people to keep well and to
make friends.
We need many kinds of good recreation.
RECREATION HELPS OUR COUNTRY
' - ■ ■
People that work in the city and in
the country have some free time.
They need ways to use their free
time well.
The good use of free time helps to
make people happy.
It helps to make our country better.
People help to make their country
better when they learn to use their
free time well.
People like to play.
They like good recreation.
Many people do not know how to play.
We need good recreation workers to
help people learn to play.
33
RECREATION HELPS OUR COUNTRY
We have many good parks and
playgrounds in the United States.
We have city parka, state parks and
national parks.
We have schools and many other free
places for good recreation.
We need workers to help people make
good use of our many recreation
places.
Some people buy their recreation.
They go to see games and to see shows'.
People pay to see shows and games.
They pay to do many other things in
their free time.
Many people pay for recreation that is
not good.
34
READERS IN PREPARATION
Home and Family Living
Individual Self-Development
Employment, Occupations, Industry
Community Relationships
Consumer Problems
Citizenship
Health and Safety
Recreation