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A Report To Mr. Carl Benenati% Chief
Bureau of Manpower Oevelopnient
Department of EducatiorH New York State j
On
CURRICULUM MATERIALS DEVELOPED UNDER A CONTRACT
Dated June 30, 1967
SUBMITTED BYs
Mr • Herman A. Kressel , Director Manpower Development Training Program New York C^'ty Board of Education
^ PREPARED BY; Dr. Herman Slotkin, January 2, 1968
^ U.S. DEPARTMEHT OF HEALTH, EDUCATION & WELFARE
^ OFFICE OF EDUCATKN
=tl:
I THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
^ PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS
g STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
f POSITION OR POLICY.
mmmmmmmmmmmmmmmmmmmmmimmmimmmmmM
BOARD OF EDUCATION OF THE CITY OF NEW YORK
MANPOWER
MAURICE D. HOFKINS
ASSISTANT SUWmNTtNDEMT
DEVELOPMENT TRAINING PROGRAM 110 LIVINGSTON STREET BROOKLYN, N. Y. UZOi
HERMAN A. KRESSEL
DIRECTOR
TEL. NO. 596.6904-6858
I
I
February 1, 19^
Mr. Carl Benenati, Chief Bureau of Manpower Development State Education Department Albany, New York 12224
Dear Mr. Benenati:
I take pleasure in transmitting to you the report on cur- riculum materials developed under contract with the New York State Department of Education. The report is accompanied by l8 Appendices (designated Appendix A through Appendix R) each of which is an item produced under this contract.
I assigned direction of the project to Dr, Herman Slotkin, Coordinator of the Mul ti -Occupational Project, and he was ably as- sisted by Mrs. Rose Sealy, and Dr. Evelyn Sussman.
The work we have done has been arduous and time-consuming.
Dr. Slotkin, Dr. Sussman, Mrs. Sealy, and other members of my staff have devoted many uncompensated hours to bring this project to fruition. However, the response of your department and other agencies that have seen drafts of these materials has indicated to us that our labors have been worthwhile.
I should like to take the occasion to express my appreciation to the New York State Department of Education for its support, and to the members of my staff involved for the creative and practical results of their efforts.
Finally, I should like to point out that these materials are but a beginning in the process of meeting the instructional needs of M.O.T. Programs. Should funds for continuing curriculum activity become available, the recommendations in our report merit your con- sideration.
Very truly yours.
HERMAN A. KRESSEL,
Oi rector-M.D ^ T.P rogram
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BACKGROUND
In the fall of 1966 the Manpower Development and Training Program of the New York City Board of Education requested funds to prepare curriculum material s> the need for which had emerged from training programs then being conducted. Cost estimates were sub- mitted and, in January, 1967, authorization to proceed was re- ceived from the State Education Department. Dr. Herman Slotkin was assigned to direct the various curriculum projects to be undertaken. Mrs. Rose F. Sealy assumed responsibility for pro- jects in Counseling, and Dr. Evelyn Sussman for projects in Basic Education.
GOALS
In the planning stage the goals for the Curricului?> Project were to develop:
1. Materials on three different levels for shop-related language and mathematics in three to five of the occupational areas listed below:
. Office Occupations
• Distributive-Merchandising Occupations . Woodworking Occupations . Metal-Working Occupations . Electro-Mechanical Occupations
2. Occupationally-related daily lesson materials for remedial classes for illiterates, semi-i 1 1 i terates and non-English speaking trainees in l/T/A and in traditional orthography in- cluding parallel sets of graded, occupationally-related reading lessons in each of the orthographies for three to five broad occupational areas listed below:
. Auto Services . Office Occupations
. Oi stri but! ve-Merchandi sing Occupations . Woodworking Occupations . Metal-Working Occupations . Electro-Mechanical Occupations
3. Discussion materials for occupationally-related group counseling sessions involving typical trainee problems and experi- ment with the use of audio-visual techniques for presenting situ- ations for self-evaluation and job seeking.
These goals were modified after consultation with repre- sentatives of the State Education Department as a result of changing and newly-emerged curriculum needs, as well as revised cost estimates based on actual experience. These modifications were peripheral rather than substantives
These modified goals weres
1. The production of occupationally-related language arts and mathematics course of study materials in three to five mul ti -occupational “specifics" oc- cupations.
2. The production of occupationally-related remedial lesson materials for native born illiterates, in I/T/A and in traditional orthography; and for non- English speaking trainees in traditional orthog- raphy in three to five occupational areas.
3* The production of discussion materials for oc- cupationally-related group counseling, and ex- perimentation with audio-visual techniques for presenting situations for trainee self-evaluation and job-seeking.
*
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I M P L EMENTATION
The greater proportion of the materials created were in the area of basic education. Three levels of literacy were involved:
. Level I -Below grade 4.0 (Functional illiterate)
. Level II -Grades 4.0 to 6.0
• Level III -Above grade 6.0
In developing materials for English as a Second Language trainees we found that they fall into four groups:
. Those who neither speak, read, nor write English and cannot read or write in their native tongue
• Those who speak some English, cannot read or write English, and cannot read or write in their native language.
• Those who neither speak, read, nor write English and are literate in their native language.
• Those who speak some English, cannot read or write English, and are literate in their native tongue .
Until recently the bulk of our ESL trainees have fallen into the last category and, for the most part, the materials we have developed mirror this. Now we are getting trainees in all four categories, which change is reflected in the section on Recommenda t i ons .
The counseling materials have been designed to meet the two principal needs of counselors doing group work:
. To pinpoint significant, common problems of trainees that must be the focus of concern in group work.
To provide models for planning group work sessions.
1 • Production of occupationol 1 y^rolated 13090390 and mathematics materials in three to five multi-oc- cupational “specific" occupations.
Completed Items
Occupational 1 v-related lanquaqe arts and iiathetnatics materials in five Commercial Occupations Specifics Tfypist /Keypunch- Verifier, Bookkeeping Machine Operator, Medical Record C1erk7 Stenographer) » ^
Levels II, III, This consists of two parts: an outline of the materials covered, and an appendix with daily lesson plan materials.
The units are graded in order of difficulty and the appendices are keyed to the demands of the specific occupations involved. The appendices also include samplings of specific occupational vocabularies, spelling demons, word elements, as well as vocabulary test questions for teacher guidance. This format was chosen so that it would not be nevoessary to duplicate common elements in each of the specifics. (See Appendix A)
2 • Occupationally-related lanquaqe and mathe- matics materialsTn three (3) Distributi^- Merchandisinq specifics (Grocery Checker^*” Shipping Clerk, Sales Clerk). Levels II. III. Thi a consists of two parts, an outline of the language arts and mathematics materials covered, and an appendix with daily lesson plans materials. The units are graded in order of difficulty and the appendices are keyed to the demands of the specific oc- cupations involved. For the guidance of teachers, the appendices, also include trainee rules, sample forms, occupational vocabularies, discussion and comprehension questions, occupational arithmetic aids and a list of free materials. This format was chosen so tnat it would not be necessary to duplicate common elements in each of the specifics. (See Appendix B)
o
-High School Equi valency Work Books and Teacher Guides. (Workbooks; Reading Comp- .r.^hensionj Literature, Correctness of Expression, Social Studies; Guides; Science. Mathematics, Correctness of Expression, Reading Comprehension and Literature) .
Level III, These additional items were prepared because we desperately needed these materials for the ongoing Police Cadet Program and for six (6) proposed specifics In MULTI H/. (See Appendices C through J) .
for fourteen (14) occupations.
GOAl^: Production of occupationally-related remedial lesson materials for native born illiterates, in I/t/A and in traditional orthography; and for non-English speaking trainees in traditional orthography in three to five Occupational areas.
Completed Items
Graded, occupationally-related remedial lesson Ter i a 1 s for na t i ve born i 1 1 i teFa t es i n I/T/A
(Auto Services), LeveT I.
1.1 Twenty-Nine (29) Units completed
1.2 Each Unit contains the fol levying:
. Introductory Teacher Guide . A vocationally oriented original reading selection, sequentially developed
. A vocationally oriented Discussion Guide with comprehension questions and language art s wITiII/HmSi 211 niQ vocational vocabulary . Homev^rk assignments based on the reading selection and language lesson*
In all, related basic education materials were prepared
jJilterates, in traditional (Auto Servi cesF. Level «; t ^ t t
2.1 Twenty-Nine (29) Units completed
2.2 Each Unit contains the following:
. Introductory Teacher Guide
• A vocationally oriented original reading selection, sequentially devel oped
• A vocationally oriented Discussion Guide with comprehension questions and language arts emphasizing vocational vocabulary
« Homework assignments based on the reading selection and language lesson.
(See Appendix L)
3* An occupational 1 y-^re la ted remediation course outline for English as a Second Language Basic Education (CcHTMwercial Occupations, Merchandising, Machine Shop. Metal Fabrication). Levels I, II, III. (See Appendix M)
^ I
Sample occupational 1 y- re la ted language arts lesson materials for use with English as a Second Language trainees in the Picture Framing specific (Level II) which includes-
4.1 Introductory Teacher Guide
4.2 A vocationally oriented original reading selection
4.3 A vocationally oriented Oral Discussion Guide
based on comprehension of reading selection
4.4 Language lesson derived from reading selection
4.5 Dialogue
^ (See Appendix N)
5* A sample of occupationally-related lesson materials for reading improvement (Level I) and language skills upgrading (Level III) in Cortmercial Occupations.
, (See AppSndix 0) ^
*We are producing sample lessons in these instances rather than complete courses of study because the preparation of remediation materials and the preparation of instructions for teachers is so time consuming.
GOAL 3
s Production of discussion materials for occupationally- related group counseling and experimentation with audio- visual techniques for presenting situations for trainee self-evaluation and job seeking.
1. Discussion materials for occupationally-related group counseling (See Appendix P)
2. Sample group work materials using tape-recorded items (See Appendix Q)
3. Sample group work materials using visuals. (See Appendix R)
o
OUTCOMES
The curriculufn materials developed in this project have been designed to meet the instructional needs of New York City Anti -Poverty Programs that cannot be met by commercially avail- able publications. Draft copies of the items we have developed have been shown at various State Education Department Conferences, and have generated great interest. We have submitted to the New York State Department of Education, at its request, additional draft copies of materials for local and national distribution.
Requests for thousands of copies have come from State bureaus, communities in New York State, and several States on the eastern seaboard. Clearly there is every reason to believe that we have broken new ground and opened new possibilities in curriculum development for programs for the undereducated and under- motivated.
In addition, some enormous,concommi tant benefits grew out of the process of producing curriculum. For one thing, it made for the total involvement of teachers and counselors in the goals of the program and the means for achieving these goals. For another, ,t made possible the most meaningful kind of supervision and in-service training. And, what is perhaps most important, the creative energies of the entire staff were given encouragement in a significant and productive context.
The materials developed in this. project are already in great demand. For our own purposes, large quantities of most items are needed, and, when we add to this the demand for copies from other agencies, bureaus, and communities, we find that we face an impossible publishing task.
We tried to produce the High School Equivalency Workbooks in sufficient quantity for our own use, and the process proved to be costly and disruptive. Therefore, it is important that, after appropriate review, funds be provided for the reproduction in quantity of as many items as possible.
In a number of instances, the materials we have produced are first steps in a process that begs continuance. In addition, new curriculum needs have emerged since our last planning session. We, therefore, urgently request funds to accomplish the following:
1. The preparation of occupationally-related, sequen- tially graded language arts and mathematics in- structional units for English as a Second Language trainees as well as instructional guides for their teachers. These would be accompanied by an Engl i sh-Spani sh glossary of occupational words and phrases. (Level II). This would be the logical development of the Non-English Basic Education Outline (Appendix M) using as a model the items in Appendix N.
2. The preparation of parallel, graded, Level I reme- diation lesson materials for functional illiterates in TO and l/T/A in Building Services, Distributive Occupations, Health Occupations and/or other demand occupations.
3. The production of additional supplementary materials for group counseling. This would amplify the reper- toire of group counseling plans available and con- tinue the development of plans using audio-visual media.
4. The production of programmed, sequentially-graded, occupationally-related Workbooks and Drill Sheets for use in a Basic Education Remediation Laboratory for Levels I, II, III.
5. The production of "Good Impressions" materials to enable us to provide greater impact in pre- paring our trainees in good grooming, manners, poise, and job interview techniques. Our pilot efforts in this direction justify an investment of curriculum time to prepare appropriate plans# i 1 1 ustrati ve materi al s , worksheets, etc.
Respectful 1 y submi tted
HERMAN SLOmiN, ^Coordinator
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I, FREQUENTLY MISSPELLED M)RDS Y. COMMON MEDICAL TSEMINOLOGY - WORD ELafSB?iTS
II. COH'IERCIAL OCCUPATIONS - SPILLING WORDS ?I, DICTIONARY OF BOOKKEEPING TEHI4S
III. CASPIISR - SPELLING WORDS Yll. SAMPLE VOCABULARY TEST QUESTIONS
IV. mPUNCH - SPELLING WORDS VIII. AMS ARITHMETIC REVIEW PROBLEI^
IX. SAMPLE ARITHMETIC TEST QUESTIONS
PART I
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jMcUiaTlOW
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typist, Keypunch verifier, Bookkeeping Michike Operator, Medical Record Clerk, stenograph
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SUBJECT AREA
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WORD WITH ITS SYLLABIFICATION
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IMPORTANT IM-PO!^TANT PORT
PORTABLE PORT-A-BLE PORT
I. REVIEW OF PARTS OF
ggEgH
A. fERMlNOLOCV A ^^UWcflOl .* ~ VERB, NOUN, PRONOUN, AD<
JECTIVE, ADVERB, PREPO< tITION CONJUNCTION, EX «NOUN" IS A PERSON, PUCE, OR THING
B. Cuss Chart: Parts of Speech
NAME MEANING EXAMPLE
tfip* OF riw^I^ICE PERSON, TVPIST PUCE OR TYPE- THING WRITER
2. REVIEW OF VERBS
Of suBjsc r
AND VERB:
OfINDING SUBJECT OF VERB
2)C0LLECTIVE NOUNS B. ITSE OF VERB TENSE T€ CONVEY TIME A MEAN- ING
I )regular verbs
2}C0HM0N II^EGULAR VERBS
Cj, Student list of i»- IIEGUUR verbs:
FRESEm- PAST PAST PARTICPtfc
Begin bIsan begun
Pay Paid Raid
3.
REVIStf OF CHAaSES WORD ENDIMSS TO
CUE
WDIFY ICAI^lfigrEX. RECORD, RECORDER, RECCROING
JN
METHODS AMD MATERIALS
EVALUATfWe
{.BASIC WORD INFORMATI
A. ’"''fiAX»iNG To'''ftkvi'l^
Basic typing infor.
MATION AND TO UHDEf - STAND THE STRUCTURI AND FORMATION OF A CHAPTER: GENERAL OFFICE Pfgg^ Chap. 8
B. RUTH GLEESONAJaMES CW.VIN, WORDS MOST
often Misgyffir^
?5w>ER'uck’CV., 196:
C, HARRY ShEFTER, 6
" minutes a day if
York, i§65
t)REViEW STEFS IN
i7T~^
21PEVIEW BASIC STRUC-
itiRf w m.ti-'Mr
3s6Tt''ioR0srcHAFvi ;
gSWS HtW W0j|l
IjTcTiMrV ¥f thi
frw^R tiBRAfry, m s,
N.y.,i939 (Rw*8P Back - sOff)
E, JEANNE Reed. BUS INES;
ENGLISH. McGRAW
i^lLCCy., 1966
I ^SENTENCE STRUCTURE AND ^RtaT o?"Spe&
UNITS i A 2
2)TEACHER Reference Units 6 -19 F. Curence b. Carey, ~ BUSINESS SPELLER. VOCABULARY BUILDER PiTHAJi Pi®. Co.. N.Y, i96o«Wse FOR
CCf#OUND WORDS OH VOfMBUtAR'*'
Ier|c
B.
miT
&
I. MEASUREMENT OF ESSENTIALS
wmfTwmm
i.'ii .wi.wwiwMMiwnwniw
^ INFORMAL EVALUATIOM OF STUOftHT ABILITY TO LOCATE MAIN SECTIONS AND SELECT ES$&g?tAL DETAILS TEST MATCHING NAMES OF OFFI*” MACHINES WITH THEIR FUNCTI&
Spellh'IG tests of words of
LESSON {}0|VI$t(M OF WORDS INTO SYLUGLES
2)D|CTATI0N in SENTENCES D,TEAOIER-HADf OR COMMERCIAL TESTS
OcOMMECTiON OF ERRORS IN SENTENCE STRUCTURE 2) IDENTIFICATION OF PARTS OF SPEECH
J)VERS COMPLETION TEST; AGREEMENT WITH SUBJECT AND COMnECT TENSE
PAGE 3
:V^
'M
pm !
COtlKJE*. COW'ERCIAL OCCUPATtOfg, SWECtFfCS * LANGl TYPIST .’l^EYPlfJCH VERIFIER - COOKKEEPING
«UOR-t^lWM£Kr
• <K**««y**
IT m
l. REVIEW OF BASIC SKILLS IN FILING
A. Purpose:
I Ilocating records
2)MAINTAIN6 R%wm
B. Alphabetic piling bv:
1) individual name
2) FIRM NA^?E
5) SUBJECT FILING
A. TYPE OR PLACE OF BUSINESS
B. OCCUPATION
C. REFERENCES
c. Methods and procedures of filing
CLOCK HQUfS
J-
APPUEO READ|f« COMPf<EHE>iSION APaiED VOCABULARY - SPEIUN6
I. STEPS IN READING
jfi. Survey reading to get generai
VIEWS
1) TYPES OF FILING SYSTEWw,
2) S£QUENTIAL ORDER OF FILING PROCEDURES
B, Rereading to understand in- dividual PROCEDURES |)METH0DS of INDEXING 2) IDENTIFYING AND FILING IN- COMPLETE ITEMS
c. Combining individual prin- ciples
I } SELECTING INDEX ORDER FOR NUt FILE
2) INDEXING UNUSUAL ITEMS 0. APPLICATION Or' PRiMCIPlES-^ ITEMS FOR SPECIFIC PURPOSE liuSING INDEXING PROCEDURES, TO LOCATE FILED ITEMS 2) FINDING NEEDED INFORMATION IN TEXT FOR FILING UNUSWL items; Hinter, R»; McBride, A.j MucArthur, k
I. REVIEW OF DICTIONARY USA6E Wm WdRDS OF
A. Locating woro(s)
1) aplhabetical order
2) locating page (guidewords) jIlocating word on page
B. Selecting correct form of word
1 ) parts of speech
2) Pt.URALS, VERBS, INaECTIONS, DERIVED WORDS
C. COPRSCT PRONUNCIATION
1 ) UNDERSTAND I NS PHONET I C SYMBOLS
2) reading familiar words in PHONETIC form; J^. key -
KE
3) SVLUBf FI CATION
4) PRIMARY and secondary STRESS (accent)
D. Class made chart of dictionary’
INFORMATION FOR WORDS OF LESSON;, |X.
WORD SPEECH PARTS
1, TnDEX NOUt‘l-V£Re
2, STENOGRAPHiq ADJECTIVE
APaiEDl
PMi
£•
% Operation | Noun
syllabificationI
IN-DEX STEN-0-GRAPH*|(
OP-ER-A-TION
• t-
Its
Ufi.'iy-
wm-
-ft V
■ V ■ '-ss: ■ '
lit ^ S • :
m-
I
„v,
OF. f.O'XATiCJl - CITY OF NCW VC'^^' MWM£R DEVeiOPMENT TkAINJNIG i>KriGlia.«
COyfSE: COWERCIAL OCCUPATfOMS, SKCfFfCS - LA^^GUAGE APTS
TYPIST - KEYKifJCH VERIFIER - DOOKKEEPING MACHINE OPERATOR - FEDICAL RECORD CLERK . STENOGRAPHER
MNG
T' '
)!N6 TO 66T OBMgRAl
I
FILIN® SYSTEMS TL ORDER OF FILING S
0 UNDERSTAND »N*
OCKDURES
r INDEX! NS
'le AMD FILIN® IN*
(TBIS
IDIVIDUAL PRIN-
INOEX ORDER FOR
JfilUSUAL ITEMS OF PRINCIPLES «> ’ECIFIC PURPOSE SXIK6 PROCEDURES FILED ITEMS EEDED INFORWvTION OR FILIN® UNUSUAL, , Hinter, R,:
A.; MucARTHur, K-
APPtlED V0CA8UIARV - SPELUMS
APaiED GRAWAR • USAGE
I.
REVIEW OF DICTIONARV USAGE WITH l, VERS TERMS VloraS OF LESSON
A, Locating woro(s)
OaPLHABETICAL ORDER S}locating page (guidewords)
^IlOCATING word ON PAGE
B, Selecting correct form of WORD
I )parts of speech
8)PLURALS, VERBS, INaECTIONS, DERIVED WORDS
C. Correct pronunciation
I ) UNDERSTANDING PHONETIC SYMBOLS
8)READING FAMILIAR WORDS IN PHONETIC form: EX, KEY - KE
3)svllaeificat»on a)prihary and secondary stoess (accehtJ
D. Class made chart of dictionar''
INFORMATION FOR WORDS OF LESSON;, EX, 1
WORD (SPEECH PARTS
f. Index jNout-W'ERS 2. Stenographic adjective
A, BEING VERBS (EX.EE, AM, BEING, wa?5
B, TRANSITIVE VERBS: TAKES AN OBJECT, EX, SHE TYPED A LETTER
C, INTRANSITIVE VERBS: DO NOT TAKE AN OBJEC EX, »IE ARRIVED LATE
D, CONFUSION OF TRANS- “ ITIVE AND INSTRANS-
ITIVE VERES, EX, LIE- LAY, RISE-RAISE
«THOI^ A® miERIALS
I. FILING INFORMATION
K Reading to under. “* STAND AND FOLLOW SPECIFIC PRIN- CiaES OF INDEXING GENERAL OFFICE
TOTllpHApr g'A. 2^26; CLERICAL OFFICE
UNIT 7,^RT 1-5 B, aASS DISCUSSION OF THE MEANING AND ORDER OF FILING PFOCFDURES
2. Dictionary usage
WITH WORDS OF LESSOII MOST OFTEN MIS- SPELLED AND MIS- PRONOUNCED,
EVAUMT1<M
> FILING INFORMATION A. INFORMAL EVALUATION OF aASS UNDIRSTANDIHS OF FILING PRINCIPLES AND USE OF alphabetization 8, ARRANGING, INDEXING AND FILING ITEMS
C. teacher-made test of
ABILITY TO LOCATE VfORD IN- FORMAT!0^4; EX. FILL IN WORD information CHAFT {see sample Applied Vocaeulapy- Spelling. Unit I - D)
D. spelling test of ability to rom plurals and change
PARTS OF SPEECH, EX'.
5. Operation Noun
SYLLABIFICATION PRONUNCIATION
IN-DEX STEN-O-GRAPHcIC
OP-ER-A-TION
NYDEKS ^ STAf^-O-QRAF-IC
OfUA-l?A-TIOK
RELATED WORDS
IN-OEX-ES, IN-DI-CES (STEW-t»G*RA-PHy) i$TE-NOG-RA*PHER)
op-er-ate
OP-ER-A-TOR
OPER-A-TIVE
WORD
BUSY
BOX
OPERATION
NEW WQPD
•>
F.
ADD "EST”
PLURAL
BOXES
COMPLETION TESTS TO SELECT CORRECT FORM
1 ) PLURAL OF NOUNS
2) CLASS OF VERBS riCTATION OF NOUN AND VERB FORMS OF LESSON IN FILING CONTEXT
Teacher Reference:
BUSINESS gjGLISH.
UNITS 2-5
PAGE ■ ?
ERIC,
mmimmmmmmimmm
PART I
^^UORUHtT-CflWWtT
iJXJXL (Cohtinued)
2. 0tCTtO?<^RY USA6E IM FtirHS
• -SCARP ' OF glWCATr^^ cm OF -HSW YORK mWjWER pevaoPiCMT TRAIHtWS . g^f^-
COORSE* OCCUWTtONS, SPECIFICS >
TYPIST - KEYPUNCH VERIFIER - BOOKKEEPf
CIOCK HOURS
APPLIED READIW CONPREHEHSfON
2. REFER TO ABOVE
imrwmmrm
m
ApaiED yommm * spsaiw
8. DICTIONARY WORD STATOARPS A« UNOfRSTANDINe THE CORRECT VDRD HEAHINC !N A PARTI CUtAR CONTEIT
OiDENTIFYINC GENERAL DIC« TIONARY MEANING {%): EX.
TYPE - KINO
8)I0ENTIFY|N6 REUTEO AND SPECIALIZED KEANIN6{$):
TYPE - TYPENRITINC, PRINT
B. APPLICATlim OF NORO STANDARD!
I )aCCEPTADLE LAN6UA6E 8)aVOIDANCE: SUNG^COUOOUIAt,
POETIC. ARCHAIC
C. LEARNING COMMON DICTIONARY ABRREVIATIONSt 0t, AOJ.?
ARai.; PL.
APaii
t.
4}X»|
BOJ
B.
t)C
c.
D.I
ANi
si
V/
i«y
Mi
■■■r': : V- ;■ j,:/; r-.:. ' ■
' ' ^ ^ . v ■ ^ .
- : '
: I'-:: . •. , . . ■■ ■ - T' ■ • ,■■/ ' !' V-'-.- ; ' ;'
< 'X . ' .•■; • ■ ' . : V-;. / ., 'V A'-',;.
Mm!i^^MLmMiMMMMM
■;y
V
■■ei^RD OF EDWCATiBR^^:- Cm 0F--«SW YORK
H^MPCWEK DEVElOPWEWr TfaiHtHS PRO^RftW
COURSE: ^0***^*^ OCCUWrrONS, SPECIFICS • WNGUASE ARTS
TYPIST • KEYPUNCH VERIFIER - BOOKKEEPING MACHINE OPERATOR - MEDICAL RECOIL CLERK « STENOGRARIER
m twminmm
APPLIED VOCABULARY *• SPaUlil6
mim cRAmAR . usace
METHODS AMD HATERIAIS
EVAUjyLTIOMS
lOVE
O
AND
2. DICTIONARY WORD STAfDARDS ^ WN0fRSTA«DJH6 THE CORRECT WORD MEAWHe |H A PARTI CtAAR CCWTEXT
l)lDENTIFYiNC CENERAL DIC« TIOHARV MEAMIKG (»): EX,
TYPE - KIND
2} IDENTIFYING REUTED AND SPECIALIZED NEAN}NO($): |X. TYPE • TYPEWRITING, PRINT APPLICATION OF WORD STANOARKi I )aCCEPTAOLE UN6UAGE tiAVOIDANCE: SLANG, COU.O<}UIA&, POETIC, ARCHAIC
Learning common dictionary ABRREVIATfONS: |X, AOJ.J ARCH,; PL,
B,
mmT
C.
<p» ■
2. NOUNS
^Tormin© plurals
OF NOUNS ENDING IN: »)V, EX.ATTORNEV, ATTORNEYS, FACILITY, FACILITIES, SUPPLY, SUPPLIES
2}0, i^.ZERO, ZEROS;
HERO, HEROES »F, FE, K, HALF,
halves; safe; SAFESj
PROOF, PROOFS 4)x, CH, SH, K, BOX, boxes; church, churches; wish,
WISHES
B. FORKING PLURALS OF COMPOUND NOUNS AND TITLES
I )COMPOUND NOUNS, EX. MOTHERS* I N«UW, GENERAL-MANAGERS, EDITOR$*IN-CHIEF
2)titles, ^.Misses Hart or the two Hiss Karts
C. USING