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The curriculum presented here contains three units designed to help Mexican-American migrant students understand and value the richness of their culture, experiences, and family. Unit 1, "My Roots," examines the different components of a culture, and presents aspects of the Aztec civilization and culture. Activities include hearing a poem in Nahuatl, the original Aztec language, art activities involving pre-Columbian designs, reading and acting out Aztec myths, learning about Aztec religion and its role in Aztec culture, and reading and writing activities concerning Cortes and the Spanish conquest of Mexico. This unit contains many drawings suitable for coloring or tracing. Unit 2, "My Family," covers the roles and responsibilities of family members, traditional versus modern family, and immigration and the migrant experience. Activities include diagramming families; writing about a favorite relative, family traditions and values, and student's own or family's migration experiences; interviewing a family member; and painting family scenes. In Unit 3, "Myself," the student examines his/her own name, appearance, feelings, and room or favorite place. Activities include group discussion, journal writing, making "me" paper dolls and personal-history mobiles, exploring feelings, and drawing self and favorite place. A resource section lists 54 recommended books, summarizes the process of leading a group circle session, provides teacher and parent evaluation forms, and describes slide shows available for use with lessons. Some student materials are provided in both Spanish and English. (SV)

Aim of the Zip Pak is to improve the migrant child's interest in reading. Behavioral objectives are to have the migrant child indicate 10 percent happier faces on the posttest; to have an equal number of blame-self, blame-others on the posttest; and to have 25 percent more praise-self on the posttest. The workbook for boys includes a story about two boys and their model cars and some experiences they had with these models. This story was developed by two boys, one age 12 entering the 5th grade, with a reading level of 2.2, and the other, age 9 entering the fourth grade, with a reading level of 3.2. The story developed over a period of four weeks, using interviews and writing sessions with the boys. Some of the vocabulary words are not third grade level, but these were in the speaking vocabulary of the children. These words are identified and listed in the glossary. The workbook also includes writing exercises, matching activities, sequence exercise, and the pre- and posttest. (NQ)

Purpose of the Zip Pak is to give the migrant child, who enters and leaves the classroom periodically, a packet of lessons which he creates and learns. Behavioral objective is that the child will recognize approximately 10 to 15 words, selected from his spoken vocabulary, by the end of two weeks. The lessons aim to motivate the child, while at the same time creating self-esteem. The activities are designed to arouse interest in reading by providing both physical and mental creativity. Classroom activities are given in the form of directions to the child. This booklet includes the teacher's manual and student workbook. (NQ)

Behavioral objectives of the Zip Pak are to have the migrant child indicate 10 percent happier faces on the posttest; to have an equal number of blame-self, blame-others on the posttest; and to have 25 percent more praise-self on the posttest. The workbook for girls consists of an interest survey to help in creating stories related to the child's personal life, a test to indicate in a graphic way the child's feelings concerning special school subjects, and six questions dealing with praising self-praising others and blaming self-blaming others. Two stories developed by two third grade girls about their personal experiences are included. Among the activities are reading comprehension questions, drawing activities, and vocabulary development activities. (NQ)

Aim of the Zip Pak for the third reader level is to improve the migrant child's interest in reading. This Zip Pak consists of special stories for boys using boys' ideas, and stories for girls using their own experiences. Behavioral objectives of the lessons are to have the child indicate 10 percent happier faces on the posttest; to have an equal number of blame-self, blame-others on the posttest; and to have 25 percent more praise-self on the posttest. The stories for boys were developed by two boys, aged 9 and 12, over a period of four weeks, using interviews and writing sessions. Two stories about the personal experience of two third grade girls were developed. This teacher's manual consists of two lesson plans for using the stories and directions for administering, scoring, and interpreting the pre- and posttest. (NQ)

The Zip Pak for the pre-primer reading level was developed for use with migrant Mexican American children who have reading deficiencies. The area of failure with these children has not been with the visual discrimination involved in decoding, but with the interpretation of the material to be decoded. Therefore, the 5 lessons in this student workbook aim to prepare the children's way of thinking for the more abstract and inferential ideas encountered in the educational process. Goals of the lessons are to: (1) increase and widen the child's ability to be selective in choosing his information and selecting information pertinent to a purpose; and (2) improve the child's ability to make decisions, categorize, and acquire fluency in stating preferences. The behavioral objectives are that the child will: (1) select 10% more pairs of pictures in a sorting task on the posttest than on the pre-test; (2) provide 10% more taxonomic (categorical) labels in a sorting task on the posttest than on the pre-test; (3) provide 10% more inferential labels in a sorting task on the posttest than on the pre-test; and (4) provide 10% more labels of any kind in a sorting task on the posttest than on the pre-test. (NQ)

The Zip Pak for the pre-primer reading level was developed for use with migrant Mexican American children with reading deficiencies. Its goals are to: (1) increase and widen the child's ability to be selective in choosing his information and selecting information pertinent to a purpose; and (2) improve the child's ability to make decisions, categorize, and acquire fluency in stating preferences. Behavioral objectives are that the child will: (1) select 10% more pairs of pictures in a sorting task on the posttest than on the pre-test; (2) provide 10% more taxonomic (categorical) labels in a sorting task on the posttest than on the pre-test; (3) provide 10% more inferential labels in a sorting task on the posttest than on the pre-test; and (4) provide 10% more labels of any kind in a sorting task on the posttest than on the pre-test. The Sigel Test for Cognitive Styles in Categorization is used to provide an instant profile of the way each child prefers to organize what he sees. This teacher's manual presents: (1) the directions for administering, scoring, and interpreting the Sigel Test for Cognitive Styles in Categorization, (2) 5 lesson plans, and (3) 11 suggestions for additional activities. (NQ)

The student's workbook was developed to give additional aid in reading and vocabulary building to migrant children between the ages of 8 and 12 years old, working at a second grade reading level. Six lessons are given in this student's workbook. Each lesson consists of: words to learn, a story to read, questions to answer, a picture to draw, a story to write, a poem to read, a puzzle to do, and things to make. The students are to talk and write about the things they make. Behavioral objective of these lessons is that the child will improve his word recognition by at least 10%. As a pre- and posttest the child is to prounce each word on the word list clearly. Correct responses given by the student are recorded. This word list is included. (NQ)

Developed for use with migrant children between the ages of 8 and 12 years, working at a second grade level, this Zip Pak was created to give additional aid in reading and vocabulary building. Since the speaking vocabulary of these children tends to be normal while their reading and writing vocabulary tends to be low, an attempt was made to reinforce their reading vocabulary, using words already a part of their speaking vocabulary. The Zip Pak's objective is to improve the child's word recognition by at least 10%. Two types of lessons are provided. The first type provides a student's book, in which all lessons are presented. These lessons consist of such activities as flash cares, reinforcement activities, drawing, writing, poem reading, magic word puzzles, and a crossword puzzle. The second type is located almost entirely in this teacher's manual. These lessons involve following directions, writing about an experience, reading their own sentences, and putting the story in their books. The various parts of these lessons may be used as single lessons or combined to make longer lessons. A word list to be used as pre- and posttest is also included. (NQ)

Zip Paks were created by 16 participants who met in the summer of 1968 to produce a reading booklet to be used especially by migrant children. Zip Paks range from the reading readiness level through the third level. Objectives of the Zip Pak for the reading readiness level are to: (1) establish rapport with the child, (2) make the child comfortable in room/school environment, (3) have a true understanding of the child's self-image in the school sphere, (4) identify strengths and weaknesses in reading readiness skills, and (5) establish one area in which extensive reinforcement and enrichment can culminate in feelings of success and achievement. Behavioral objectives are that the child will: (1) draw more non-home items in a posttest than he draws on a pretest and (2) locate himself closer in space to non-home symbols in a posttest. This student workbook presents the activities to be done by the student. (NQ)

In the summer of 1968, a workshop was held to produce a reading booklet to be used especially by migrant children. The booklet was to: (1) take about 2 weeks of class time, (2) appeal to the migrant child with his special set of needs, (3) be as interesting and creative as possible, and (4) have a built-in pre- and posttesting program for evaluation purposes. With the help of migrant children attending a summer school program, the 16 workshop participants created several Zip Paks, ranging from the reading readiness level through the third level. Each Zip Pak has an accompanying teacher's manual to assist in its use. This teacher's manual is to accompany the Zip Pak for the reading readiness level. It presents: (1) the pak's objectives; (2) behavioral objectives; (3) directions for administering and scoring the Child's School-Home Environmental Test and the Children's Self-Social Constructs Test, Preschool Form; (4) 15 daily lessons; and (5) 15 picture cards. (NQ)