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Passover greetings from the OF HELENA RUBINSTEIN BEAUTY SALON REGENSTEIN’S AT BUCKHEAD 1187 Peachtree Road, N. E. Phone: CHerokee 6757 Ed Oxford & Associates 1039 N. Highland Ave. (at Virginia Ave.) Atlanta, Ga. - EL. 3831 Trade-in Old Blinds or Shades on new custom-made Venetians. HIGH CASH ALLOWANCE One Day Service - Free Installation. Old Blinds refinished recorded - retaped and cleaned. clues, or sentences with contexual clues. a. A simple individual test meth od is to select stories from a basic Hebrew textbook series. Ilarishon (Greenberg) Haivrl (Marenof) Sippuri (Chomsky are recommended for class having one or two years of Hebrew or more, since they are based on comprehensive reading and have at least two or three sequel textbooks. b. Selections should be taken from the first textbook series, one story from the first sec tion of the text and one from the latter half of the book. Se lections should then be taken in the same manner from the second and third textbook se quence. c. Children should be given an opportunity to read the text book stories selected, to ascer tain how far they can progress in their comprehensive read ing. This could, of course, be one way of classifying the children. d. Other methods, which ire group tests (the above is ac tually an individual test) might include careful observa tion, past records of pupils' achievement, written compre hensive examination, and stan dardized tests, Many work books give excellent examples on how to construct an ade quate test. 3. (.rouping should be recognized and acceptable to the children. The pupil, when assigned to his par ticular group, should be made to feel that he is assigned to a group because of his needs, and not be cause he is a poor or good reader. It is, therefore, important not to label groups as group I. II, and Ill or A. B, and C. A good technique is to give each group a simple name relating to the unit of study for identification purposes. 4. The grouping should be flexi ble. Groups need not be, and should not remain, static. Children may be added to and removed from the group as need arises. STEP II— Setting up the groups. 1. The class might be divided in to three basic groups, for practical purposes, though more groups may be added eventually. Children should know that the groups may be rearranged as the need arises. Group A. Those who have at tained a high degree of compre hension and ability to read orally. Group B. Those who have at tained an average level of compre hension and an ability to read oral ly, but who need to give attention to specific skills. Group C. Those who are slower readers, who are in need of remed ial instruction in the mechanics of reading and language comprehen sion. STEP III— typical Lesson Plan. 1. All work and scheduling should be planned carefully. Unless a definite plan is followed, group- ★ Passover's Message Is One of Freedom To All Mankind ★ William H. Bingham Engineer and Surveyor 3227-A CAINS HILL PLACE EX. 8788 ME. 4-7794 ★ Sales and Service IVaks POWER LAWN MOWERS Eclipse Spinaway Jacobsen W orthingtori Lawn Supplies EVANS Implement Co. 611 North Avenue, N. W. ATLANTA, GEORGIA 10 The Southern Israelite