design of the program. Attention must be devoted to some of the
vocationally oriented reading which the student needs and wants to
do. At this stage, it is often well for the teacher to make avail-
able materials which deal with the various occupations. He may have
to write them himself. He may also wish to develop a classroom news-
paper and to simplify some books used in the vocational training.

 Much independent reading should take place at this stage. A
part of each instructional meeting should be set aside for independent
reading. Students should be encouraged and guided in selecting books.
They should be encouraged to check them out for informational or
recreational reading. No outside reading or homework should be re-
quired. Written book reports, except when volunteered, are taboo.
Oral reports, such as sharing of exciting or favorite events from read-
ings, should be encouraged.



 SOME TECHNIQUES FOR DEVELOPING VOCABULARY


 1. Teach the students to use the pronunciation key in the
 dictionary.

 2. Teach the students to use the guide words in the dic-
 tionary.

 3. Teach the students to use the context clue by using
 a nonsense word in a paragraph and having the students
 decide what it means.

 4. Ask the students to collect special words concerned
 with their occupations.

 5. Make up exercises using homonyms.

 6. Have the students list several definitions for the same
 word.

 run: to race run: a small stream
 run: a route run: a point

 7. Have the students find words that change meaning when
 the accent is changed.

 Desert Record Address

 8. Have the students spot metaphors in sentences you give
 them.

 Leaped. His heart leaped high. His imagination leaped.


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