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101 <br /> Perhaps the most important work done in the first two <br /> s grades is concerned with the reading program, for much of <br /> r the work of the following grades depends upon the reading <br /> skills developed in the early years of a child's schooling. The <br /> 1 following list of aims will show you what our first and second <br /> V grade reading program covers: <br /> r 1. To introduce a readiness program that will facilitate <br /> f work in Grade 1 <br /> 2. To present this so as to create interest, and so that <br /> the child forms easy association of the symbol with <br /> the spoken word <br /> 3. To establish correct reading habits at the start and <br /> i make it a pleasurable experience <br /> 4. Establish a sight vocabulary of seventy-five words <br /> 1 5. In the primer, increasing the vocabulary and primary <br /> "mechanics" of reading <br /> 6. Introduction to the library table and carefully guided <br /> context clues to interpretation <br /> f 7. Continued enlargement of vocabulary <br /> 8. Serious work in phonetics within their scope <br /> 9. Strive for comprehension in reading which is deter- <br /> mined mainly by expression <br /> 10. Develop sequence of thought <br /> 11. Use many aids to secure these aims; among them, <br /> f signs—road or otherwise—reading chorally, correct- <br /> V ing each other, reading children's newspaper, etc. <br /> 1 12. To evaluate the work in terms of the child,-remem- <br /> bering individual differences <br /> 13. Much repetition without becoming "drill" <br /> In closing I express my sincere appreciation to you, Mr. <br /> 1 Peebles, our teachers, Miss Mary Susich, our school nurse, the <br /> B School Committee and all those with whom I work, for their <br /> S continued support and co-operation. <br /> s <br /> Respectfully submitted, ' <br /> r KENNETH C. COOMBS <br /> Principal <br />