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The rabbit got off the bus.

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The horse got off the bus.

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The rooibos did not think this remark of Henry's was very thoughtful.

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Of course, Roobsey would get hungry if he stayed in the library for another book.

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I have a book, said Ramonia, who was lying on his stomach for hours.

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We have this glorious opportunity to inject a new dimension of love into the veins of our people.

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Trying to be himself.

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Himself?

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It is a strange thing.

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What do we mean by man himself as compared to man his aunt?

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The rabbit got off the bus.

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The rabbit got off the bus.

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The rabbit got off the bus.

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The rabbit got off the bus.

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The rabbit got off the bus.

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The rabbit got off the bus.

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The rabbit got off the bus.

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The rabbit got off the bus.

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There was a time when there were just sounds that seemed to go on forever.

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Then there was another time and other sounds.

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Sounds that promised change.

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For a long time, men only spoke or shouted or sang or chanted.

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So they exchanged their ideas and discoveries as they handed down history orally.

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The words changed with each telling, enriched by each voice in the relay of time.

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But concepts and truths must defy change to become basic meaning.

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Retaining the purity, the integrity, and the power of the original version became even more important as the numbers of men grew.

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Finally, they grew to the point where no one could ever speak face to face with everyone else again.

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Visual symbols were agreed upon and acquired universal meaning.

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The symbol grew into an alphabet and words and printed language and gave men the means to preserve their knowledge intact forever.

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To this day, the printed page retains the original thought of the author and the idea, the philosophy, the formula, the picture, the sign, the drama.

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The mystery, the discoveries, the documents, the record, the success, and the failures of all men can be set in type, in dots, and in graphics.

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And they are all in books, waiting to be read.

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On April 17, 1967, a small group of people met to open a unique new project.

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In the course of fulfilling its responsibility, this organizing corps expanded to embrace 14 distinguished authors,

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80 Scott Forsman editors, 400 designers, artists, photographers, and numerous research consultants who eventually found their way to hundreds of children throughout the country.

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Proposition.

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Develop a new kind of reading system.

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Find and formulate new standards to focus on the child as a person in a world.

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To understand his background and environment, respecting his values and interests, his language and concepts, his needs to become a whole human being in a society seemingly dedicated to building him in parts.

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During the editorial development of the systems, the content was subjected to many research tests conducted with children.

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All the selections at each level were child tested.

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The girl frog in the bus.

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But choices were based on more than pupil likes and dislikes.

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The research staff determined how well pupils read the selections orally, how well concepts were comprehended, what difficulties were encountered.

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In the bus.

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The tape sessions provided clues for improving the original text and pictures.

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He liked to go.

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The oral readings often reflected more natural language patterns or inherent difficulties of language or meaning important concepts remained and procedures were suggested to alert the teacher.

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The way I can made a big bump in the bed.

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Pictures and text were researched together.

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At early levels, selections were illustrated and tested, rewritten, redrawn and retested many times.

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And I don't know if some people want to put it in bed with them.

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Declare each child an individual.

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Help him to read the sounds he speaks, to become a reader as well as a listener.

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To read the things he enjoys and identifies with.

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To respond to print as readily as to talk.

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To implement words with pictures, intriguing puzzles, colors, graphics.

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Open up a sensuous awareness of the printed page and all the delights of adventure, nature and knowing his fellows.

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Feed the hunger for dignity, respect for himself and others, for all people.

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For nature and the environment and the right to know and the right to question.

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The Scott Forsman reading systems are made up of components designed and directed toward the achievement of a single goal.

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That children respond to written language as readily as they do to spoken language.

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To make learning to read an extension of natural language development.

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The covers of the books, packages, envelopes, manuals have solid colors and are essentially typographic and direct to focus a child's attention on the printed language that signals what's inside.

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This is a book. Here is its name.

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Components of the systems are color coded and coordinated according to level and function for the teacher's ready use.

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For example, a red book, a red box, a red envelope all belong in level one.

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Each other level has its distinctive color.

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Core components include the treasury of books called the teacher's read aloud library.

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Books the teacher reads aloud to the class.

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Children need to hear what writing sounds like before they read.

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They need to hear stories and articles and poems to stretch their horizons and patterns of language they may soon encounter on the printed page.

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Pupils books are core components.

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Small books according to children are easier to hold, easier to read, and there's a magical satisfaction in completing a whole book.

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The systems offer at each early level many small books for children to read.

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The content of the pupils books is richly varied to serve the gamut of childhood needs.

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Stories that are humorous or wise or sad or true.

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Stories about people and animals and things that never were.

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Science, fiction, how to do with articles, how to grow things, make things, songs to sing, poems to read, riddles and jokes to share.

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Children are to share their triumphs at home.

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Take home editions of some of the small books they read at each level are available.

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These will become the start of my own library for many a child.

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Study books and independent practice pad pages are core components in which children learn and practice skills they need as they continue their search for meaning from printed language.

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These pages include letters to parents about what their children are doing and reading.

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Built-in assessment pages, special assessment books, end of level tests, all are important tools for the teacher to use in keeping in touch with each child's progress in mastering skills.

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Teachers and children use the Magna board, another core component, to put up Magna pieces, pictures, sentences and words.

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Magazine clippings can be attached by using paper clips.

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And children extend its use by placing and moving sentences and pictures around the board.

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Besides the core components, there are linguistic blocks, alphabet cards, match and check boards, overhead visuals, puzzles, special practice books, easy or harder to read.

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There are special practice kits, largely for independent work, including self-checking activity boards, games, puzzles, peg boards, tapes, cards and more.

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Also, there are read-along, read-alone books that come with tape cassettes or records.

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A youngster can play a record or a tape and hear the book read as he follows along on the printed page.

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And there are packaged library books for children to read on their own as they reach out for independent reading.

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A manual for the teacher at every level guides the way to successful use of the systems in personalizing instruction for every child, the core components and the multisensory related materials which the teacher will have to draw from.

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An annotated edition of the pupil's text at every level is for handy reference during the instructional period.

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The teacher's professional library is for thoughtful reading and moments of insight.

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A teacher's class record book makes the keeping of individual progress records easy.

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But the Scott Forsman reading systems are more than a series of coordinated parts.

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They are more than a plan for using those parts.

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They are more than type and graphics, more than writing and stories and games.

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The reading systems open the doors for the child to old and new worlds, to the exciting visual and graphic and printed world of living experiences,

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to awareness, to emotions and feeling, to understand himself and to understand others.

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To read is to learn. To learn is to change. Reading is a gift for life.

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Music