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| Teaching Guides | 2 |
| Teaching Methods | 2 |
| Urban Teaching | 2 |
| Algorithms | 1 |
| Arithmetic | 1 |
| Beginning Reading | 1 |
| Compensatory Education | 1 |
| Curriculum Development | 1 |
| Educationally Disadvantaged | 1 |
| Grade 4 | 1 |
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| GARBER, CLAIRE N. | 1 |
| KRAVITZ, IDA | 1 |
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| Pennsylvania (Philadelphia) | 2 |
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GARBER, CLAIRE N. – 1964
THE 4TH YEAR SHOULD CONTINUE THE SEQUENTIAL PRESENTATION MATHEMATICAL UNDERSTANDINGS AND RELATIONSHIPS. NEW LEARNINGS SHOULD BE PRESENTED CONCRETELY IN SOCIAL SETTINGS WITHIN THE CHILDREN'S FRAMEWORK OF UNDERSTANDING. GRAPHIC MATERIALS MAY BE USED TO BRIDGE THE UNDERSTANDINGS FROM THE CONCRETE TO THE ABSTRACT LEVEL. THE NUMBER SYSTEM UNIT SHOULD…
Descriptors: Algorithms, Arithmetic, Curriculum Development, Grade 4
KRAVITZ, IDA – 1964
THE EXPERIENTIALLY POOR CHILD WHO HAS HEARD LITTLE ADULT CONVERSATION DIRECTED AT AND FOR HIM IS ILL-PREPARED FOR BEGINNING READING. HIS LEARNING ACTIVITIES SHOULD BE PLANNED TO INCLUDE EXPERIENCE, REAL AND/OR VICARIOUS. BEFORE HE IS INVOLVED WITH THE SYMBOLIC REPRESENTATION OF THE SPOKEN OR WRITTEN WORD. THE CHILD SHOULD HAVE DEVELOPED STRONG…
Descriptors: Beginning Reading, Compensatory Education, Educationally Disadvantaged, Language Arts
