Functional Reading
with Functional Folders
Functional folders provide students independent practice
in reading “real world” print. Select items your students would have a functional need or reason to read in real
life. Examples would include food labels, store flyers or catalogs, TV guides, children’s menus, theater ads, local
maps, and magazine subscriptions. Let your imagination and knowledge of your children’s interests be your guide.
The print items you select should be glued on the left
side of a file folder. Three sets of questions, written on index cards, should be placed on the right side of the folder.
These questions should be written at three levels of difficulty, targeted at the lower-, average-, and above-average reading
levels for students in your class. All questions should be factual/literal because functional reading is primarily a fact-gathering
activity.
The main difference among the sets of questions is in
the amount of reading required for the answer.
Example: Condensed Soup Label
Set 1: (for the lowest reader)
Questions are focused on the most obvious information
on the item. They should be short, clear, concise, and unambiguous. |
Who made this soup?
|
Set 2: (for the average reader)
Questions may be a bit longer and require more reading
than those found in Set 1. |
How many cans of water should you add to the soup? |
Set 3: (for the best readers)
Questions will require more detailed reading and may
be longer. They should not deal with trivia, e.g., What is the address of the maker of this soup? |
How many cans will you need to serve eight people? |
Do not ask vocabulary questions
All items and questions should be relevant and functional
to the “real world” reading needs and interest of your students. You need to reflect on what your students care
about and what they do read or would like to read to function better in their world. For example, ads for bicycles might be
appropriate for Grade 5; in a few years motorcycle or car ads would be better. Do not over- or under-estimate students’
interest level. Remember, also, to provide materials that reflect different interests and backgrounds.
When first presenting folders to students in your room,
it is helpful to do it as a teacher-directed lesson. The students can be given instructions on how to proceed and how to use
the answer sheet (if you choose to use one). The students should be instructed to do the following:
1. Write the folder code on
the answer sheet.
2. Select one of the sets of
questions and answer them. When you are finished, lift the card and compare your answers with the ones on the back of the
card.
Most functional reading can fit into one of four categories
or objectives. These are reading to follow directions, gain information, use references, and fill out forms.
Some specific items for each of these objectives are:
Reading to Follow Directions (F.D.) |
·
Cooking/baking instructions
·
Sewing instructions
·
Repair manuals
·
Road maps
·
Game directions |
·
Craft and hobby instructions
·
First aid instructions
·
Labels/washing instructions
·
Bus schedules
·
Building/street signs |
Reading to Gain Information (G.I.) |
·
TV schedule
·
Movie ads
·
Sports information
·
Want ads/classified
·
Food/clothing ads |
·
Menus
·
Weather charts
·
Temperature charts
·
Bike ads
·
Skateboard ads |
Reading to Use References (U.R.) |
·
Phone directory
·
Magazine contents
·
Newspaper index
·
Yellow pages
·
Repair manual index |
·
City services directory
·
Job manual
·
Classified ads directory
·
Dictionary
·
Glossary |
Reading to Fill Out Forms (F.O.F.) |
·
Club memberships
·
Subscriptions
·
Contest/puzzle entries
·
Record/tape clubs
·
Banking forms |
·
School forms
·
Job applications
·
Book clubs
·
Postal forms
·
Want ad forms |
Each folder should have a folder code to facilitate record
keeping and identify the objective of the folder. Thus, folder code F.D. #6, indicates Following Directions, folder number
6.
As you are constructing your folders, it is very helpful
to develop a Master List, recording the code and contents of each folder. You can use the list to prescribe or suggest specific
folders for specific children. As you make additional folders, you may simply add to the list. Your Master List might look
something like this:
Functional Folder Master List
Folder Code |
Folder Contents |
F. D. #1
G. I. #1
G. I. #2
G. I. #3
U. R. #1
F. D. #2
F.O.F. #1 |
Local city street map
TV schedule
Children’s menus
Movie guide
Local newspaper index
Recipe for making fudge
CD Club application |
It is generally helpful to provide the students with an
answer sheet. It consolidates all the students’ activities with folders on one sheet, facilitates recordkeeping, and
reduces confusion. It is strongly recommended you do not grade or mark the students’ performance unless, of course,
you are interested in fostering cheating. The students are generally intrigued and motivated enough by the folder content
and format to work quite honestly and persistently with very little teacher monitoring.
The biggest problem with folders is making them fast enough!
The students will soon work through all you have and then begin to repeat, likely answering other sets of questions. The problem
of getting more folders has been solved in several ways. Parent volunteers have been taught how to make folders in workshops
and then spend time at home or at school doing the actual work. (You may have to help with the wording of the questions.)
Children in class and/or older students have also been given instruction in developing folders. They may do it during school
time, recess, or at home.